pa ge 1 pa ge 30 american journal of multidisciplinary research and innovation (ajmri) igniting learners’ behavior and language development through cartoon movies: a phenomenological study gijet c. paron1* volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.251 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 09, 2022 accepted: may 12, 2022 published: may 18, 2022 children at the current days were more exposed to different cartoon movies. this study aimed to uncover the different experiences and observations of parents in their children who were exposed to cartoon movies. it employed a phenomenological design which structures the consciousness of experiences of the informants. results revealed that the learners exhibited the abilities to ask excessive questions, articulated words clearly, increased language awareness, and imitated and mimicked conversation. pedagogical implications are incorporated which strengthen language acquisition among the children. keywords cartoon movies, behavior, language development, phenomenology 1 cotabato foundation college of science and technology doroluman, arakan, cotabato, philippines * corresponding author’s e-mail: jetparon1203@gmail.com introduction rationale learning the language does not only happen in the classroom or with the help of the adults. many children nowadays love watching cartoons and tried to mimic the language being used by the characters. in the same manner, they used this language in dealing with other children and even with the adults. it would be easy for them to articulate themselves using the target language. as a matter of fact, the study of arifani (2020) revealed that children learned vocabulary (rohimajaya, 2021; fuadah, 2020) by just watching cartoon videos at home, though they do not have a background of the english language. conversely, watching cartoon movies motivated the learners increase their reading comprehension skills. this has a strong implication to language teachers especially in facilitating schema which is importance in facilitating the development of reading comprehension among the children (chen & pholsward, 2011). correspondingly, cartoon network even helped learner to acquire the american english (postic, 2015). on the other hand, a case study which was conducted by kumar (2013) found out that cartoon characters had shown to have a significant influence on the behavior of preschoolers (biswas, 2013). children could also converse with their parents relative death based on the animated films (bridgewater et al., 2021). furthermore, previous studies focused only on the detection of violence in the cartoon videos (khalil et al., 2021), on the behavioral and cognitive development brought by their exposure to the media (zahra et al., 2021). on the contrary, jacinto (2021) posited that animated movies influenced the academic and spiritual aspects of the learners. other study also found out that disney movies were therapeutic especially to the mourning families. however, none of the studies were conducted in the local parlance. this created a gap which the present study tried to fill. indeed, this study is timely and relevant since it will determine the efficacy of watching animated movies as a tool in enhancing pupils’ interaction in the english class. also, this will provide a pedagogical implication which could serve as a guiding principle for teachers in enhancing their teaching skills. the aforementioned reasons motivated the researchers to pursue this endeavor. research questions 1. how do english cartoon movies enhance developed the linguistic competence of learners? 2. what pedagogical implications can be derived based on the findings of the study? delimitation and limitation this study was conducted among in ecofi learning center in doroluman, arakan, cotabato, philippines. it involved parents whose children were exposed to watching cartoon/animated movies at home. excluded were those parents who were not in the contexts of the criteria set. methodology research design this study is qualitative-phenomenology. qualitative research showed the behavior and views of the target participants relative to a particular topic to be explored (hammersly, 2018; aveling et al., 2015; brown, 2010). in-depth interview, focus groups, ethnography, content analysis, and case study are some of the methods used in this approach. results are interpreted through descriptive and inferences which can be taken directly from the data obtained (kim et al., 2017; vaismoradi et al., 2013). it does not use any numerical data unlike the quantitative approach (aguilera et al., 2006). conversely, phenomenology explores on the lived experiences of the participants (fink, 2020). in order to understand the in-depth meaning of the responses of the participants, it will make an assumption based on https://doi.org/10.54536/ajmri.v1i2.251 https://journals.e-palli.com/home/index.php/ajmri mailto:jetparon1203%40gmail.com?subject= pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 30-33, 2022 the ontology and epistemology which underpin for the success of the conduct of the phenomenological study. phenomenology does not contradict quantitative method; however, it asks questions in a different manner which further give the deeper implications of the meaning of the phenomenon (patton, 2020; stolz, 2020). therefore, this study is qualitative-phenomenology since it listened to the lived experiences of parents relative to the role of cartoon movies in igniting learners’ social interactions. in the same manner, it tried to present the wider perspectives on its applicability in the pedagogical aspects which in turn could be used by the students in learning as well as those who engage into researches. research participants the participants of the study were chosen using the purposive sampling, specifically the criterion based. there were 10 parents whose children were exposed to watching english cartoon/animated movies at home. also, their children could express in the english language. data gathering procedure the gathering of the data followed the following protocols. first, we wrote a letter to the director for instruction of the institution down to the dean of the college of education relative to the study. another letter was sent to the administrator of ecofi learning center about the interview which would be conducted on parents whose children are exposed to watching cartoon/ animated movies at home. upon approval, we met them and personally talked to them about the objectives and purpose of the study. the interview guide questions (turner iii, 2020) were prepared and validated by pool of experts. contents were checked to make it appropriate for the contexts of qualitative research. next, we gave the consent-toparticipate form (miller & bouton, 2007) which stated their rights as participants. prior to the interview, we asked them to affix their signature as a manifestation of their full participation. however, it was explained to them that they were allowed to withdraw when they felt any discomforts. the date and time of the interview was scheduled. during the interview, the informants were given the time to express themselves in order to cull out the needed information. it was recorded, transcribed, and translated to english for universality. thematic analysis was done by the data analyst. correspondingly, we returned back to the participants and asked their confirmation about the results. on the other hand, a token was given for the time and effort they shared. lastly, results were presented in tabular and textual forms. data analysis the data were arranged based on the responses of the participants. thematic analysis was done by identifying the emergent themes (joffe, 2012). patterns of data were scrutinized in order to come up with new insights and concepts based on the experiences of the participants (clarke & braun, 2014). ethical considerations this study adhered to the following standards by halai (2006) that we have to obtain the informed consent from the participants. this provides the concept of respect where they could not feel that they are coerced. more importantly, they have the full access to the needed information prior to the interview. hence, everything was explained to them. included were the elements of research such as purpose, procedures, time period, risks, benefits, and a clause which articulated their voluntary participation and the right to withdraw. following, is the principle of beneficence and reciprocity. the study could not inflict any harm and risks to the participants. this also provided them with the benefits. the principle of reciprocity compensated them with their participation. added to this is the anonymity of the participants and the confidentiality of the shared information. hence, their names were hidden by assigning codes or pseudonyms. the findings would be used for research purposes only. result and discussion to answer the question how do english cartoon movies enhanced the child interaction ate home, themes and thematic statements were drawn through a thematic analysis. results are presented below in table 1. asked excessive questions. children who were exposed in watching cartoon/animated movies asked a lot of questions to the adults that surround them. they became intuitive and curious about the things that surround them. there are a lot of things that they want immediate response and clear answer. hence, it was presented during the interview that: “i observed that my son is not contented with a very simple answer. after i explained to him, he tended to ask another question. it was like an endless question and answer.” (p6) another participant reiterated that: “he become too curious even on the simplest things. sometimes, i am caught in the middle because the mode of questioning is quite complicated and cannot be easily responded with a very simple answer. parents need to be ready as well to make them satisfied.” (p10) exposure to cartoon movies allowed children to develop their linguistic skills through asking questions. as their curiosity tickles their interest, it can be attributed by the mere fact that they wanted to have answers to all the questions that run in their minds. typically, they want immediate and clear responses from adults. hence, it was suggested that readiness is a must to easily give them the clear answer (abuzahra et al., 2016). articulated words clearly. because of their exposure to cartoon/animated movies, the children were able to express themselves in the english language with ease. they were very particular of the words and the corresponding sound. they could articulate themselves in a native-like tongue. this manifested that the children are able to communicate in the language with intense and with the meaning can easily be understood. however, one of the parents expressed that: “i observed that my child is like a native speaker of the english language. he can articulate well without any difficulties.” (p2) in addition, another participant verbalized that: “my son has the ability to interact with his https://journals.e-palli.com/home/index.php/ajmri pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 30-33, 2022 interlocutors because i can see that he has the command of the language.” (p5) movies showed to have a significant influence on children’s acquisition of the language. it would be easy for them to express themselves in the english language because of their long exposure. on the other hand, watching animated/cartoon movies integrated the concept of that learning the language could be easy and fun (uchikoshi, 2009). increased language awareness. for learners who have a long exposure to cartoon/ animative movies can check the grammatical features of the language. in the same manner, their vocabulary is quite advanced compared to the children of their age. they utilized words that only the native speakers of the english language used. one of the participants affirmed the finding that: “most of the time my daughter used words that difficult for me to understand. i even asked her and let her explained what she tried to convey.” (p3) also, “my son can identify when someone’s grammar is not correct. he too made a self-check.” (p4) liu (2005) stated that children may acquire the vocabulary as well as the syntactic features of the language. similarly, it increased their competencies in the macro skills. in the same vein, they would be able to gain confidence as they converse with other people table 1. themes and core ideas on the development of linguistic competence of children who are exposed at watching cartoon movies at home themes core ideas asked excessive questions the children who were exposed to watching cartoon/animated movies were curious about the things that surround them articulated words clearly they can express themselves without any difficulty increased language awareness they were able to identify the grammatical features of their utterances imitated and mimicked conversations copied the accent of the characters of the cartoon/animated movies and a deep awareness and understanding of the cultures of native speaking countries (kuppens, 2010). imitated and mimicked conversations. one of the advantages of watching animated/cartoon movies among the children is that they could imitate and mimic the utterances of the characters. usually, they tried to visualize that they are the one of the main characters of the movie and tried to present it in a way that they are indeed part of the casts. consequently, they did it when conversing to their classmates and even to their teachers. the participants agreed that: “he used to mimic the conversations on the movie.” (p7) “he can imitate the conversations. he even sounded like them.” (p9) children do not only mimic the language of the characters but also the emotions being portrayed. this is the most important social regulator (slifer et al., 2006). in the study conducted by kimbara (2006) that mimicry is a way of speaker’s gestures with the interlocutor which makes it as interactional phenomenon. implications for pedagogy indeed, this study made a clear implication that learning does not occur only in the four corners of the classroom. children learned the language in different aspects especially if there are available resources at home. in the case of the children who could express themselves in the english language because of their exposure to english cartoon/ animated movies directed that learning can be fun. in language teaching, it is important that teachers also have to support the quest of the children who expressed themselves in a foreign language. the beauty of this phenomenon can be utilized in the contexts of teaching. teachers can utilize this approach to enhance the communicative competence of the learners. it is one way of strengthening the pedagogical competence of teachers. more importantly, teachers are provided with the information which could be essential in honing the potentialities of their learners. furthermore, teachers must have to guide their learners well as they tried to reach the apex of success. the potential of watching cartoon movies as a tool in developing the language capabilities of the children is desired. implications for further research this study is only limited to the parents of elementary pupils in one of the private institutions in the municipality of arakan, cotabato, philippines. hence, it implies that the same study will be conducted among the children who study in the government institution more specifically in the institution’s laboratory school where majority of the learners do not have the access with the technology at home. a comparative analysis can be done in both groups and try to see the disparity of learnings. above all, this can also be done among the high school students. an action research will be conducted so that suggestions to improve the learning of the english language could be determined directly from the participants. conclusion conducting this research is crucial in the development of our potentialities as researchers. we were able to listen the stories of parents as well as understand their experiences. as such, we too have learned a lot of lessons which we could use in our own classes and allow them to use the same. through this, they could ensure that their learners would have the grasp of the bodies of knowledge that they try to imply. it is also worth noting that teachers have to teach mimicry as a strategy in learning the english language. undeniably, there are many learners especially in the elementary level have poor level of comprehension level because they are not exposed to the language. this can be attributed to their socioeconomic status as well as the support which they could get from their parents, teachers, and peers. nevertheless, teachers are findings ways which enabled their learners to have the command https://journals.e-palli.com/home/index.php/ajmri pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 30-33, 2022 of the language. they have been focused on the needs of their learners in order to increase participation as well as the learning outcomes. lastly, seeing the learners becoming eloquent in the english language is considered the biggest achievement. references abuzahra, n., farrah, m. a. h., & zalloum, s. 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(2021). media exposure and child psychology: parental perceptions about effects. academic journal of interdisciplinary studies, 10(1), 113-113. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 52 american journal of multidisciplinary research and innovation (ajmri) reproductive health knowledge with academic context: a study on teenaged high school girls of pabna municipality, bangladesh mst. fatema beguma1*, md. awal kabirb1, md. jahidul islamc1 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.367 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 02, 2022 accepted: july 05, 2022 published: july 06, 2022 regarding human development context adolescence period have a significant role in human life. on this time the teenager specially, the teenaged girl has to suffer on some physical change. that means a girl going on development on reproduction. unconsciousness, shyfeeling, use of unhygienic equipment, lack of sharing is responsible for different type of health complexity like; urinary tract infection, cervical cancer, multiple sexually transmitted disease, unwanted pregnancy, toxic shock syndrome etc. the main purpose of the study to overcome hazard in adolescent period of teenage girls at school stage through the combined effort with well-trained teacher, student and curriculum. in this context pabna municipality, bangladesh contained numbers of government and non-government school where teenaged girls (13-19 years) are studying specially 8th to 10th class considered for research respondent. the study is quantitative in nature. data has been collected through a structured questionnaire and collected data uphold the scenario of reproductive health knowledge among adolescent girls. on the basis of data analysis finally, a set of recommendations have been made for adolescent girls to reduce reproductive health complexity and maintained sound health at adolescent period. the present study explore that72.5% have no knowledge about reproductive health and. majority of the high school student “girls” (67.5%) have no knowledge about their reproductive health disease for many barriers and 85% of the respondents have no knowledge about reproductive complexity. about 55% the teachers are fewer co-operative to spontaneously teach to reproductive health knowledge. minority of the respondent gain knowledge from school (7.5%). the reproductive health knowledge and consciousness spreads in adolescent girls in school stage then it can play an important role to eliminate multiple complexities in adolescent period. in this situation government, effective step can help to reducing adolescent complexity by recruiting well trained teacher. by educating adolescent girls and maintaining healthy relation between teachers and students can contribute to reduce complexity of teenagers. keywords reproductive health knowledge, academic context, teenager 1 department of social work, pabna university of science & technology, pabna, bangladesh. * corresponding author’s e-mail: fatemaru6000@gmail.com introduction after the birth, a human being reach to perfection by going through many stage. especially at adolescent period, people have to face some changes that affect on man’s social and personality development (khan et al., 2022). lack of reproductive health knowledge and hazard of this time is a risky signal for our proper development, over population, early marriage, malnutrition, infant mortality rate, sexually transmitted disease is the consequence of lack of reproductive health knowledge (cameron, 2021). the transition period of teenaged girls when greater physical or physiological changes take place and secondary sexual features appear due to excrete sex hormone called estrogen and progesterone (kabir, 2022). so that, exact and adequate reproductive health knowledge at this age is crucial for developing proper practices and behavior which represent reproductive health for the future. in fact, adolescents have poor knowledge about their own physical condition (barkat, 2003). in our bangladesh context, our teen ager girls being forced into early marriage and being deprived of their basic rights. millions of teenager girls’ entrance to adulthood and motherhood but they have no preparedness physically or mentally. they are deprived and disempowered from their rights to health, education, safety and participation. greater risk of dangerous complication in pregnancy, child birth and early pregnancy are the common hazard for the child brides. complication from pregnancy and childbirth are the leading cause of death for adolescent girls between the ages of 15 and 19 globally. (who, 2018). approximately 75 percent of the girls are married before the age of 16, and only 5 percent are married after 18 years, which is the legal age of marriage for females in bangladesh. (barkat et al., 2000). to ensure bangladesh health goals as well as to achieve sustainable development goals (sdgs) such like; especially goals 3 (ensure healthy lives and promote well-being for all at all ages), 4 (ensure inclusive and equitable quality education and promote lifelong learning opportunities for all), 5 (achieve gender equality and empower all women and girls), and 8 (promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all) in these purposes investment for adolescent field is necessary because teenaged girls and boys are golden treasure for our country. (national strategy for adolescent health 2017-2030). variety of research exclaimed that why reproductive health knowledge is necessary for teenagers. though https://doi.org/10.54536/ajmri.v1i3.367 https://journals.e-palli.com/home/index.php/ajmri mailto:fatemaru6000%40gmail.com?subject= pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 52-56, 2022 reproductive health knowledge is very important for teenager’s but nowadays it’s important to linked with formal education and educational curriculum or how to decrease teenager’s hazards. the main aim of the study is to know and identify hazard of adolescent period and minimize multiple problem in adolescent period with the help of educational curriculum where teachers, educational procedure play an effective effort to ensure teenager’s good health in school stage. objectives of the study this current research is conducted for gaining different types of purpose and goals. adolescent is a transition period of human life from childhood to adulthood. on the basis of reproductive health knowledge this research conducted for eliminating adolescent period complexity. (a) to assess the level of reproductive health knowledge of teenagers; (b) to present the hazard or complexity of adolescent period; and (c) to co-relate reproductive health knowledge with academic context, as spreading this knowledge in school stage. methodology the study is quantitative in nature. literature review shows that there is no significant study in pabna district of bangladesh toward reproductive knowledge with academic context. so, our study is designed to show the level of reproductive health among teenagers and the complexity of adolescent period. in this study the respondent were from government and non-government school’s teenage girl (class 8 to 10) of pabna municipality, bangladesh. a structured questionnaire has been used for this study. to conduct the study the total population is around 6000 from all the government and non-government high school of pabna municipality, bangladesh. all of them are located in pabna municipality. with 95% confidence level and 5% margin of error the respondent was estimated that 400 respondents are required for electing data. the entire respondent was selected by continence sampling method. using statistical package for social sciences (spss) will be used to analyze quantitative data and qualitative data will be analyzed by coding and grouping to identify key themes of data. findings participant of the respondents: according to collected data, information received (22.5%) of the respondents are in class 8. and (25 %) of the respondents are in class 9 and (52.5 %) of the respondents are in class 10. due to convenience of collecting data majority percentage of teenage girls are from class 10. table 1: participant of the respondents class frequency percentage 8 90 22.5% 9 100 25 % 10 210 52.5 % total 400 100 % source: field survey, 2022 table 2: respondents response to reproductive health knowledge having knowledge frequency percentage yes 110 27.5% no 290 72.5 % total 400 100 % source: field survey, 2022 majority of the respondents (72.5%) have no knowledge about reproductive health because of they are not aware about physical changes, not interested to gain knowledge, shy feelings and no sweeping knowledge about the complexity of lack of reproductive knowledge and (27.5%) respondents having knowledge about reproductive health. table 3: respondents information sources of reproductive health knowledge sources frequency percentage family 210 52.5% friend 120 30% school 30 7.5% neighbors 30 7.5% others 10 2.5% total 400 100 % source: field survey, 2022 most of the students gain knowledge about reproductive health from family (52.5%) due to belonging in nuclear family in city manner. most of them feel shy or not interested to share this views with others. so, they suggested by their mother or family person’s about reproductive functions and their complexity. respondents also gain knowledge about reproductive health from friend circle (30%). minority of respondents also gain knowledge from school (7.5%), neighbors (7.5%) and others (2.5%). table 4: materials used in menstrual period materials frequency percentage sanitary napkin 280 70% cloths 60 15% tissue 60 15% total 400 100 % source: field survey, 2022 this table shows that, about (70%) students or respondents are used in sanitary napkin. because of feeling comfort, awareness of menstrual cycle and approachability of equipment in city market or shop or pharmacy etc. and (15%)of our selected respondents are used clothes and https://journals.e-palli.com/home/index.php/ajmri pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 52-56, 2022 (15%) students are used in tissue. almost of the selected areas, most of the girls (80%)of the high school in pabna city have knowledge about menstrual cycle and (20%) girls have less knowledge about their menstrual cycle. 80% of high school girl in pabna city have no knowledge about menstrual cycle and they gain knowledge this from their own life and in text book (class 8-10) have a discussion of menstrual cycle. majority of the high school students “girls” (67.5%) have no knowledge about their reproductive health disease for many barriers. fewer students (32.5%) have a little knowledge about these health diseases due to lack of proper knowledge. this table shows that, the high dependency rate of teenagers is 47.5% and this percentage of teenagers are depend on their parents and the low rate of dependency is 7.5% that depend on teachers. and medium dependency shows on siblings and friends(22.5%). belonging in city life 47.5% of teenager depend on their parents. they share with their parents and feel safety and desire a valuable suggestion table 7: dependency rate of teenagers dependency frequency percentage parents 190 47.5% siblings 90 22.5% teachers 30 7.5% friends 90 22.5% total 400 100 % source: field survey, 2022 these tables show that most of the girls (67.5%)of the high school in pabna city have no knowledge about pregnancy & abortion or pregnancy complexity. most of the respondent are unmarried teenaged girl and they know about pregnancy in surface level. but most of them don’t know unwanted pregnancy. its complexity, abortion or its physical impact. no knowledge about early pregnancy, child birth etc. and (32.5%) girls have less knowledge about their abortion & pregnancy. these tables show that,(52.5%) respondents are conscious about their health, and (47.5%) respondents aren’t conscious about their diseases. table 9: health hygiene rate of the respondent comments frequency percentage yes 210 52.5% no 190 47.5% total 400 100 % source: field survey, 2022 majority of the respondents (85%) have no knowledge about complexity of reproduction. infact shy feeling, unconsciousness, and lack of proper reproductive knowledge and barrier of teachers-students co-operation about reproductive lesson which may be potent factor for reproductive complexity, and 15% of the respondent have knowledge but not effective. table 5: knowledge about menstrual cycle comments frequency percentage yes 320 80% no 80 20% total 400 100 % source: field survey, 2022 table 6: respondents response to reproductive health disease class comments (yes) comments (no) eight 30 60 nine 45 90 ten 55 120 total 270 130 source: field survey, 2022 table 8: knowledge about abortion &pregnancy comments frequency percentage yes 130 32.5% no 270 67.5% total 400 100 % source: field survey, 2022 table 10: knowledge about reproductive complexity or hazard comments frequency percentage yes 60 15% no 340 85% total 400 100 % source: field survey, 2022 table 11: teacher’s students co-operation to learn about reproductive health knowledge of the teenagers cooperative frequency percentage more 90 22.5% fewer 220 55% nothing 90 22.5% total 400 100 % source: field survey, 2022 this table shows that teachers are not fully cooperative (22.5%) to teach about these subjects due to apathy. but almost majority of the teachers are fewer cooperative (55%), but (22.5%) of teachers are spontaneously cooperative and teaches frequently. 55% of teacher are not co-operative with their student as like sharing or spreading the knowledge on reproduction. due to apathy they don’t share the concept or spontaneous by teaches the aspect or the hazard of the situation. https://journals.e-palli.com/home/index.php/ajmri pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 52-56, 2022 discussion majority of the respondents (72.5%) have no knowledge about reproductive health and (27.5%) respondents having knowledge about reproductive health that means adolescent girls are not conscious and not aware about the changes of adolescence period. most of the students gain knowledge about reproductive health from family (52.5%.) we know respondents also gain knowledge about reproductive health from friend circle (30%) and minority of the respondent also gain knowledge from school (7.5%), neighbor’s (7.5%) and others (2.5%). teachers are not fully cooperative (22.5%) to teach about these subject due to apathy. as a result shy feeling still retains in this situation. but almost majority of the teachers are fewer cooperative (55%), but (22.5%) of teachers are spontaneously co-operative and teaches frequently. majority of the high school students “girls” (67.5%) have no knowledge about their reproductive health disease for many barriers. they have no idea about cervical cancer, sexually transmitted disease and reproduction-oriented disease. fewer students (32.5%) have a little knowledge about these health diseases due to lack of proper knowledge. about (70%) students or respondents are used in sanitary napkin and (15%) of our selected respondents are use clothes and (15%) students are used in tissue. according to data( 100%) hygienic condition not maintained in( city) school students. the high dependency rate of teenagers is (47.5%) and this percentage of teenagers are depended on their parents and the low rate of dependency is (7.5%) that depend on teachers. and medium dependency shows on siblings and friends (22.5%). almost of the selected areas, most of the girls (80%)of the high school in pabna city have knowledge about menstrual cycle and (20%) girls have less knowledge about their menstrual cycle. most of the girls (67.5%) of thehigh school in pabna city have knowledge about pregnancy & abortion and (32.5%) girls have less knowledge about their abortion & pregnancy. according to data (52.5%) respondents are conscious about their health. and (47.5%) respondents aren’t conscious about their diseases and 85% of the respondents have no knowledge about reproductive complexity. reproductive health knowledge include in academic level at the textbook in class eight to ten but with short concept. due to different types of barrier like not fully cooperative and apathy of the teachers, the students have to face various obstacles in acquiring knowledge in this regard. that’s why they face many problems like unconscious about reproductive health diseases, abortion and pregnancy, knowledge about menstrual cycle and also feel shy. in educational environment, lack of sharing & co-operative relation between teachers and students are increasing reproductive complexity. recommendations we know that, health and mind is complimentary that means a sound health ensure a sound mind. for this regard, it has to great concerned of reducing reproductive health complexity in adolescent period. some recommendation may be; 1. in school stages girls can be included in both reproductive health knowledge and eliminate adolescent complexity by spontaneous participation. 2. for removing shy feeling about adolescent knowledge and problem sharing required proper academic lesson, open discussion with teachers and girls’ students in the context of healthy relation, follow health instruction, encourage girls’ students to take annotation. 3. instructive story can encourage and motivate girl students to prevent early marriage and instructive story in the context of early marriage untorridity can be included in academic context. in this view, personal opinion and freewill can regress early marriage. 4. not only reproductive health knowledge included in academic context, but also institution can provide necessary equipment for menstrual period in school stages. without these can also serve washing equipment like soap, hand sanitizer, cleaner etc. conclusion majority of the teenaged girl have no knowledge about reproductive health and its complexity or its future effect that can affect the generation to risk of sound health. the present study have some limitation such like lack of reliable data cause of sharing and shy feeling of teenager girl. this study has conducted only teenaged girls but it may include teenaged girls and boys both in future. as if, there is some lesson about reproductive health included with text book but there are no intervention to reduce shy feelings of student about these, as well as no facility to get the menstrual equipment of adolescent girls in school. so, it can be expected that, if the teacher, academic lesson and student academic curriculum play a combined effort, this complexity can be avoided and ensure a healthy nation. references barkat, a., s.h. khan, m. majid, and n. sabina. (2000). adolescent sexual and reproductive health in bangladesh: a needs assessment, conducted for international planned parenthood federation (ippf) and family planning association of bangladesh (fpab). barkat, a. (2000). arh in bangladesh: a challenge. keynote paper, presented at the divisional-level workshops on adolescents health and clinical contraception service delivery program, organized by essential services package (reproductive health) unit, directorate of family planning and engender health, bco, dhaka, barisal, rajshahi. barkat a, majid m. (2003). adolescent reproductive health in bangladesh: status, policies, programs and issues [internet]. policy project, usaid. kabir, ma. & islam, mj. (2022). trends of breastfeeding practice and determinant factors of exclusive breastfeeding in bangladesh: evidence from the six https://journals.e-palli.com/home/index.php/ajmri pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 52-56, 2022 nationally representative cross-sectional surveys. american journal of multidisciplinary research and innovation, 1(2), 1–7. https://doi.org/10.54536/ajmri. v1i2.210 khan mn, kabir ma, shariff aa, rahman mm. (2022). too many yet too few caesarean section deliveries in bangladesh: evidence from bangladesh demographic and health surveys data. plos glob public health 2(2), e0000091. https://doi.org/10.1371/journal. pgph.0000091 national strategy for adolescent health 2017-2030, unicef. who, global health estimates (2016). deaths by cause, age, sex ,by country and by region, 2000-2016 (geneva: 2018) https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 86 american journal of multidisciplinary research and innovation (ajmri) sacred festivals of banjaras in indiaseetla teej and holi b. suresh lal1* volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.580 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 11, 2022 accepted: september 22, 2022 published: september 26, 2022 geographically banjaras are spread all over the country, from north to south. the banjaras constitute about seven per cent of the entire country’s population. they are culturally advanced; they have been relatively isolated, living on the edge of the mainstream. the banjara community generally lives in the inaccessible hilly and forest regions and plain areas. the economy is mainly self-sufficient, unstructured and non-specialized. their social system is a simple and more democratic way of functioning. they performed various festivals in the traditional way of doing, but three are more significant traditional festivals like seetla, teej and holi. seetla is a protection festival, teej is a fertility festival, and holi is a seasonal fest among banjara communities. their rituals are intended to propitiate various supernatural powers that are believed to mould the material, social and physical welfare of the community and individual. keywords banjara, tradition, festivals, seetla, teej and india 1 department of economics, kakatiya university warangal-ts, india * corresponding author’s email: lalbsuresh@gmail.com introduction indian cultural tradition is unique. however, uniqueness is one fact of reality. its other point comprises a function that is the way social realities interact and are related to one another. louis dumont taking an ideo-structural approach to indian society, observed that individual in so far as he is the principal bearer of the values in the modern society is equivalent to order, or dharma in classical hindu society. according to him, modern society has evolved from the middle ages, which certainly appears to be a traditional type, more like the indian than contemporary. the conception of the universities that are of the social body as a whole of which living men are merely the parts belong to the hindu concept of dharma and the hierarchal interdependence of social status; this implies that many elements of the indian culture, which for the lake of methodological clarity, are treated as unique. can this facility be analyzed in terms of higher abstraction levels without disturbing their distinctiveness as cultural symbols, lal(2003). the unity of india has been symbolized by a cultural continuity, embodied by a united principle of consciousness, singh(1973), which has contributed to its inner structure’s identity. this internal structure plurality lies in the religious principles and their interpretation. hinduism constitutes the basis of an orthogenetic cultural tradition in india. in contradistinction, all other religiouscultural patterns exist in india. parallel to it provides instances of heterogenic growth of its cultural traditions, hinduism may be viewed as a religious system alone. still, more than that, it represents a way of life. it constitutes a distinctive worldview and a cultural complex. traditional culture did not treat an individual as a social and cultural participation unit. for all modes of interaction, the household, clan sub-caste, and caste were recognized as social units’ clan as a unit of cultural participation observed in most tribes. according to kosambi(1975), many cultural items of the existing peasant hinduism culture in india originate in the aboriginal cults and cultural patterns. literature review banjaras have a unique culture of their own, and it occupies an important role in indian culture, their life style is unique which does not have anything in common either with the population of plain areas or with the local tribes who are popular as banjara or lambadi or sugali or lambani, in different parts of india. banjaras they speak dialect known as gor boli/ ghor boli, is used for both interand intra-group communication, which has no script and has mixed languages of sanskrit, hindi, marathi, and guajarati, lal (2015) and, lal (2016). the banjaras have been called with different names such as banjari, vanjari, brinjari, labhani, labhany, labhana, lambadi, and lambani. according to thurston (1975) all these words have been mainly derived from the two words banjari and lambhani. russell (1916) has said that the banjaras are also called as banjara, vanjari, labhana and mukeri. jeevla naik (1990) in his “banjara-vamshavale” has given a list of names which are in use they are banjara, vanjara, banjari, brajavasi, baladia, lambada, laman, lavani, lambadi, labhan, ladiniya, labhani, panda singali banjari, shirkinbond and roma banjara. shyamala devi (1989) is of the opinion that the names banjaras denote that they live in the forest or wonder in the forest. though they have got so many names and were called by different names all speak same dialect mixed with mostly north indian languages based on sanskrit language. non-tribal dominant culture should not humiliate or undermine tribal culture. let the tribes live as they like. dominant culture should not penetrate and disturb the whole set up of tribes, lal(2021). methodology and objectives the paper is based on primary and secondary data https://doi.org/10.54536/ajmri.v1i4.580 https://journals.e-palli.com/home/index.php/ajmri mailto:lalbsuresh@gmail.com pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 86-89, 2022 sources. first, primary data, such as interviews with elders and the naiks of the thanda, was collected. then, secondary sources like past field studies, reference books and research articles were used—most of the information was collected through the purposive sampling technique from banjara respondents. • to focus on the significance of the banjara culture in the present-day scenario. • to study festivals of banjaras and its performances and •to suggest appropriate measures to restore their traditions and culture. the banjaras the banjara (gor) is an ethnic group among larger populations in any society with a unique culture and characteristics such as physical features, everyday language, habits, cultural homogeneity, unifying social organization and habitats in the same territory. their settlements are organized around lineage, clan and cultural and economic resources, irrespective of the invasion of outsiders on their land. the families or communities making up an ethnic group are linked through socio-economic relations, religion and customary laws, lal(2015). banjara was one of the ancient communities, dating back to 5-6 thousand years bc. there are references about banjara in greek civilization leading up to harappa and mahenjodaro civilization, and gor must probably have been the possible originators of the indus valley civilization to which documents are available, rathod(2001). banjaras have a unique culture, which occupies a vital role in indian culture. their lifestyle is unique and does not have anything in common either with the population of plain areas or with the local people who are famous as banjaras or lambadis or sugalis, or labani, in different parts of india, lal(2015). results and discussion the festivals of banjaras have three types of productive (fertility) implications, protective and seasonal. in addition, the banjaras rituals are intended to propitiate various supernatural powers that are believed to mould the material, social and physical welfare of the community and individual. the rituals connected with the agrarian cult of teej provide pomp and decoration blended with dance and song. further, these rituals are intended to perpetuate women’s fertility and fruitfulness of the soil on which they depended for their livelihood lal(2003). festivals, rituals and the observance of holy days are part of the great cultural heritage of india. besides being a great source of spiritual and moral enrichment, they lend zest, variety, colour and grandeur to drab, dull routine and careworn day-to-day human existence in different parts of the country. these holy festivals are the nerve centres of cultural heritage, and hence they are called the parva. these holy days and festivals have a far more profound impact upon an ancient yet dynamic culture. they are essentially a way of living and thinking in the course of existence and bring their whole weight to bear on the individual and society. these festivals show the reaction of human society to the changes that occur in nature. hence, all of them are intimately connected with the change of seasons chaturvedi (2012). banjaras dressing pattern banjara people have unique cultural life and practices that differentiate them from others. the language, food, dress and ornaments, art and dance, body tattooing and ceremonies formed the cultural world of the banjara people. women wear colourful and beautiful costumes with rich embroidery, jewellery and mirror patchwork. their dress includes phetiya (the skirt), kanchali (blouse), kurta (the top), and chantiya (the veil). the ornaments used were: baliya (bangles), kasautiya (armlet), sadak (skirts decorated with drawstring), gagri/ topli (clips worn by married women), pawlar haar/ haasli(the necklace made of coins), bhuriya (nose ring), finger rings, ghoogrichotla (metal flowers and balls suspended from the hair), kolda (leg ankle rings), which were different from others. on the other hand, banjara men wear dhoti, kurtha or long shirts and pagadi (turban) with multiple rounds. their ornaments are silver rings, coins, chains and hair pleats tied together at the end by chotla to woman, lal (2015). seetla bhavani festival seetla (seetala) is one of the important animal festivals of banjaras performed in the month of asada, usually occurring in june and sometimes in july. praying seetla is only for the protection of cattle. the banjaras believe that seetla, the eldest of the mathrukas malignant (seven sisterdeities), namely seetla bhavani, marama(merama) bhavani, tulja bhavani, hingla bhavani, kenkhali bhavani, manthrali/ masuri bhavani and dwalangar bhavani. these goddesses are considered that they control pustule and epidemics diseases to protect the cattle. these seven goddesses are symbolically represented by seven stones, kept under a jeenzero jhad (bauhinia tree). they believed that seetla was born under the cool shade of this tree. this festival is celebrated on the outskirts of the thanda. just opposite the deities, a male deity called “lunkadiya” (similar to potaraju) is also propitiated at a distance of about thirty feet. first, a goat is offered to sacrifice before the deities, and its intestines are drawn out to the abdomen and stretched up to the idol of lunkadiya across the pit and tied there. then, men raise adin by beating drums and vessels to frighten the cattle, run halterskater and cross over the pit stretched intestines of the sacrificed animal—seetla, followed by teej. teej festival banjaras celebrate the fertility festival of teej at the https://journals.e-palli.com/home/index.php/ajmri pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 86-89, 2022 beginning of the monsoon after trying months of sizzling heat. the celebration ritual is performed with utmost religiosity spread over nine days with a strong ritual chance committed to the tune of melodious songs. the banjara dancers’ meditative mood and sacred chores, the sacred burning fire and the occasional canopy of smoke raised by the ceremonial burning of pancakes in fire inculcate religious feeling among the banjaras, and a holy atmosphere descends upon the banjara tanda. however, the all-pervasive sacred atmosphere is not allowed to become monotonous. the ceremonial dances, wriggling movements of the colourful skirts, and sweet sacred songs provide a feast to the beholder’s eyes and ears. they offer a welcome relief to the performers from the taxing ritual observances, lal(2003). the fertility festival is exclusively the festival of maidens, who are considered free from pollution of birth and other unclear sexual activities. therefore, married men, women and widows are tabooed from performing rites during the celebration of teej. barren women are even forbidden to approach teej baskets. the festival-like another hindu festival, has a sacred origin. on the day of teej, the mountain goddess bhavani or parvathi is beloved to have been reunited with her consort shiva after a long and trying period of stem austerity. to mark the day with honour, the goddess declared it holy and proclaimed that whosoever invoked her on that day would have their desires fulfilled. with this conviction and confidence, all the banjara maidens gather that the goddess bhavani desires excellent and virtuous husbands for themselves. during festive celebrations, the goddess meramma and shevabhaya are propitiated. maremma is believed to protect their females and children and preserve their land and females’ fertility, while shevabhaya is regarded as the protector of their cattle lal(2003). dhamoli (offering pan-cakes) ritual “dhamoli” the girls perform dhamoli on the teej seventh day of the offering pan-cakes by burning them in the sacred fire before the teej baskets with the rising smoke reaching the teej baskets is the sole rite of the day. all the maidens prepare sweet pan-cakes in their houses, each bringing five sport smeared and purified with cow dung. the girls’ leader takes five cakes and a handful of jaggery and keeps the cakes in a leaf plate on a circular spot smeared and filtered with cow dung. then, the maidens’ leader takes five cakes from the pile, supposedly the share of shevabhaya and throws them into the sacred fire burning before the teej baskets. this causes a canopy of smoke from the five, and the emanating smoke reaches the baskets. ganagore a praising –fun ceremony “ganagore” praise the eight-day ceremony of the teej, a welcome humorous interlude in between the girls’ exacting ritual duties, and the serene atmosphere gives way today to fun and frolic. the leader of n group observes a fast on the day. two obscene clay figures represent a male and female with all the parts of the human body, including the genital organs. they sing a beautiful song akin to a lullaby in praise of the ganagore represented by the male figure. the first-day song of teej the girls and the females sing the following song, performing their traditional dances rhythmically, moving in a circle and raising their hands half above their heads. shevabhaya borayo teej, bayeena paleno; dandy yadi, borayee teej, bayeena paleno; shukabhaya, borayo teej, bayeena paleno; tethabhaya, borayo teej, bayeena paleno maarocharo javarare ya-gham voomladde-deriyo lambi lambi ye lambedi vekoriya lyaada briya lambedivekoriya joka kariye lambbedi vekoriya lambi lambiya-lambedi vekoria shevebhaya borayee teej ye lambedi vekoriya dandiyadi borayo teej ye lambedi vekoriya jethabhaya borayo teej ye lambedi vekoriya (translation) “the teej planted by shevabhaya is like the little babes lulled in cradles. the teej planted by dabdlyadi ( meramma) is like infants wrapped in swaddles. the teej planted by sukhabhaya is like little children in the cradle lulled. the teej planted by jethabhaya is like the babes lulled in cradles. “my green plants grow quick. the wheat plant progressed as tall as hibiscus” the plant of the gram grows long and long-and swings and tosses in the soothing lap of the season. it grows and quickens tall and tall”. the teej planted by shavabhaya grows tall and well. the teej planted by meramma grows tall and well. the teej planted by jethbhaya grows tall and well. final day song of teej after throwing the baskets and seeing them off-floating in the water, all the maidens sing the following song in a melancholy mood cursing the water, which carries away their baskets. “thoo kathethi ayeea vyarana ganga maari o! sathanerojop laye chaaliea, dagar chaliea thoo kathethi area raaki thalavadi, maya husenero, chope, leyechaliea dagar chaliea. thoo kathethi ayeea khalayavo roongalee, maaro, husanero, chope, leyichaaliea, dagar chaaliea”. (translation) “where thaw hast come to sinful ganga from; thou art taking may include beautiful baskets away; floating my darling baskets away; though hast washed the sign of my happiness away”. the final stage of the festival is marked by the exchange of banter between cross-cousins of the opposite sex and between sister-in-law and their younger brother-in-law. https://journals.e-palli.com/home/index.php/ajmri pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 86-89, 2022 for the maiden of the thanda, it is a moment of grief and melancholy as the tender saplings reared with care over all the nine days of the festival are to be distributed. finally, the sacred teej baskets have to be thrown into the waters. while the virgins sing at the time of throwing the baskets in water in a melancholy tone, the boys make mirth and merriment at the mourning girls’ expense. the girls are forcibly dragged out of the stream, and their feet are washed by their younger brother in taken of their innocence and purity, even at the touch of marked men and women. all of them silently return to the thanda, and in this calm and quiet atmosphere, they feel that all evil has gone out of their habit as their gods are pleased with the maidens’ purity and satisfied with the offerings and sacrifices. this ends the nine-day festival of teej, prathap(1975). holi is colourful festival holi is the most beautiful and colourful festival of all the banjara festivals and ceremonies. it is a unique occasion for both the sexes to gather for fun and frolic, generating a ‘we’ feeling and a sense of group solidarity which is the hallmark of banjara thanda life. the exciting feature of this festival is that no deity is propitiated on festival day. perhaps, it is the only occasion when they can completely forget all past petty wrangles, problems and hand ships of life and abandon themselves to the joy and pleasures of the festival celebrations, reflecting on their gay community life on the merry occasion of holi. this happy atmosphere nurtures inter-community relations and community solidarity prathap(1975). these three festivals are community festivals. the banjaras are both settled plough cultivations and peasants. hence, the protection of fertility of the cattle’s land and health is of paramount importance for eking out a thriving livelihood. as they believe in supernatural powers, they invoke their gods and propitiate their deities to provide ample protection to their cattle and land. thus, these festivals reflect the traditional cultural milieu of banjaras in india, who have a communitarian way of life. conclusion teej festival made men and maidens learn how to understand each other in family life by filling fertile soil, in which the unmarried men sow the wheat seeds in the baskets. symbolically it represents the respective role of males and females in the procreation of the race. the influx of modern lifestyle and growing contact with the non-banjara world had affected the banjara cultural life. our responsibility is to prevent the decay of banjara culture and initiate a new direction for positive changes to better the gor community. now-a-days, the banjara traditional marriage system we cannot find in plain areas except in rural pockets only. all most all banjaras follow the non-banjara (hindu) marriage system in present day scenario. references chaturvedi, bk (2012). customs, fasts and festivals of india, goodwill publishing house, new delhi, (pp30). jeevla naik n, (1990). banjara (lambada) vamshavali, gandhiji sugali sevaka sang; piduguralla -guntur. kosambi d.d(1975). an introduction to the study of indian history, popular prakashan bombay, p-20. suresh lal, b. (2003). sacred traditions of banjaras in andhra pradesh. man in india, 83(3-4), 433-438. lal, b. s. (2021). impact of globalization on socioeconomic and health conditions a quantitative study of adivasis. european journal of humanities and social sciences, 1(2), 1-5. lal b. suresh, (june, 2015). socio-economic and health issues of banjaras in the era of globalization: a study in telangana tribal villages, international journal of physical and social sciences (ijpss), 5(6), 195-211. https://www.researchgate.net/publication/277534999 lal b. suresh (october , 2016). a historical study of origin and migration of banjara tribe in telangana state, international journal of current research, 8(10), 40261-40267. https://www.researchgate.net/ publication/311562515 pratap, d.r. (1972). festivals of banjaras, tribal cultural research and training institution, hyderabad, pp 4. rathod mothiraj (2001). ancient history of gor banjaras, retrieved from banjara times; www.banjaratimes.com russel rv, (1916). the tribes and castes of the central provinces of india, 4, macmillan co ltd; london. shyamala devi, b.r, (1989). tribal integration in a developing economy. a study with reference to two lambada villages, new delhi, 67-69. singh yogendra,(1973). modernization of india tradition, thomson press (india) ltd, publication division, delhi, 3-4. thurston edgar, (1975). castes and tribes of southern india, cosmo publication, 4, new delhi. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 75 american journal of multidisciplinary research and innovation (ajmri) supervisory styles and teacher commitment: implications for pedagogical quality augustine owusu-addo1*, gideon alexander yeboah1, anthony kwarteng addai-amoah1 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.857 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 31, 2022 accepted: november 14, 2022 published: november 28, 2022 ghanaians have expressed worries about the commitment of teachers at public pre-tertiary schools, which has resulted in falling educational standards in the country. ghanaians have highlighted poor supervision as the primary cause of teachers’ commitment, resulting in students’ poor academic performance in external examination. the present study examined supervisory styles and teacher commitment in senior high schools. using three senior high schools in a municipality in the bono region of ghana as the point of call, this paper provides empirical insights on whether or not supervisory styles of headteachers affect teacher commitment. 152 teachers were sampled using the proportionate sampling technique. the findings indicated that all the supervisory types were perceived to be practiced in the schools. inquiry-based supervision, however, was adjudged the most practiced supervisory type in the schools. the findings show that only clinical supervision significantly contributes to the prediction of teacher commitment in schools. it was recommended, among other things, that school heads create a working environment that is more supportive, caring, and positive, which provides a space for regular communication, problem-solving and pedagogical quality. keywords teacher commitment, teacher education, supervision, leadership, pedagogy introduction the mere improvement in educational resources does not increase the quality of education, rather, good administration of these resources at the school level, maintaining an effective system of professional supervision, and avoiding the degradation of vital support structures for teachers, according to esiadonkoh and ofosu-dwamena (2014). as a result, in order for educational institutions to meet their objectives, a framework for continuous oversight of the institutions’ operations, particularly in the instructional process, must be established (hismanoglu & hismanoglu, 2010). educational stakeholders must oversee educational practices in order to achieve consistent positive results in order to provperforide a proactive and quality educational system for individual community and national progress, according to u-sayee and adomako (2021). as a result, stable supervision methods are essential for quality and efficient education (okendu, 2012). supervisory assessment of teaching staff helps educators get the support they need to thrive, examine and balance the benefits and drawbacks of different educational methodologies and initiatives, and ensure great student achievement in schools (ngole & mkulu, 2021). the effectiveness of instructional supervision in schools is likely to influence instructors’ competence, practice, work satisfaction, and student learning outcomes. furthermore, khalid, komuji, and veloo (2013) claimed that properly monitoring can improve teachers’ teaching effectiveness, which is critical for improving students’ learning development. also, according to mwesiga and okendo (2018), heads of schools have numerous tasks to enforce teachers’ teaching commitments, including influencing, motivating, and assisting followers in achieving established educational goals. statement of the problem yeng, woode-eshun, and badu (2022), aver that there has been a considerable public outcry in recent decades regarding falling educational standards, particularly in student academic performance during external examinations in ghana. poor supervision has been highlighted as the primary cause of students’ poor academic performance in external examinations. although the ghanaian government is working to improve school supervision, more work has to be done. informal discussions in society and related research findings indicate that poor student performance in public schools is partly the result of inefficient teacher supervision. the problem of inefficient teacher supervision has been with ghana over decades, a non-governmental organisation in ghana, the integrated social development centre (isodec) in 2011 indicated that most teachers, knowing that they are not closely supervised, do not attend school on a regular basis to teach or provide substandard instruction, thereby compromising educational standards. unlike previous studies which tackle the problem by looking at teachers’ attitude toward supervision, challenges of supervision and the effect of supervision on teacher, this study looked at the types of supervision practiced in the schools and the type of supervision which affects the commitment of teachers. altun’s (2017) research examined how committed teachers affect student performance, emphasises the differences these teachers 1 faculty of education, catholic university of ghana, ghana * corresponding author’s e-mail: aoaddo58@aol.com https://doi.org/10.54536/ajmri.v1i5.857 https://journals.e-palli.com/home/index.php/ajmri mailto:aoaddo58%40aol.com?subject= pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 75-80, 2022 make, and identifies how passionate teachers impact effective teaching and learning. what seems missing in the literature is whether or not the supervisory styles of headteachers, in any way, influence teacher commitment. it is on this note that this present study sought to bridge the lacuna by examining the nexus between supervisory styles and teacher commitment. objectives of the study specifically, the study sought to answer following questions: • 1) what do headteachers practice the dominant supervisory styles? • 2) what supervisory style(s) affect the commitment of senior high school teachers? literature review the concept of supervision it is believed that an effective supervisor can be an organizations’ most valuable asset. a well-trained supervisor who excels at managing employees can make everyone around them more effective and efficient. school supervision, is defined by eregie and ogiamen (2007) as a full mechanism methodically structured to achieve the aim of education, so that the internal structure of the school is dictated by the functions that are carried out towards those ends. the overall goal of supervision is to improve teaching and learning in schools. the fundamental principle of supervision is that a teacher’s instructional behaviour has an impact on student learning. according to adu, akinloye, and olaoye (2014), the ultimate goal of supervision is to increase the institutions’ overall efficiency and academic standards. instructional supervision’s goal is to assist teachers in identifying their problems and finding the best solutions, whether they are individual or group issues. teachers’ difficulties and issues with teaching and learning differ, as do their needs and interests (sergiovanni & starratt, 2007). instructional supervision procedures must be adjusted to the individual needs of each supervised teacher. because adapting supervisory tactics to individual needs is likely to increase teachers’ passion and commitment at work (benjamin, 2014). sullivan and glanz (2010) proved that the correct usage of numerous supervision approaches can boost teachers’ professional growth and improve instructional efficiency by supporting the need for alternative supervisory alternatives for teachers. there are at least five forms of supervision, according to sergiovanni and starratt (2007): clinical, collegial, self-directed, informal and inquirybased supervision. clinical supervision clinical supervision refers to face-to-face contact with teachers to improve instruction and increase professional growth (sergiovanni & starratt, 2007). according to paba (2017), clinical supervision is a formative evaluation procedure that includes planning conferences, class observations, and feedback conferences. this form of supervision is intended to improve teaching techniques. clinical supervision is used by supervisors who collaborate with teachers and provide expert support to teachers in order to improve instruction. clinical supervision aims to assist teachers in modifying existing teaching patterns in ways that make sense to them and meet agreed-upon material or teaching standards (sergiovanni & starratt, 2007). the supervisor’s purpose here is to assist the teacher in selecting goals to be implemented, illuminating teaching challenges, and better understanding his or her practice. collegial supervision partnerships, peer and collaborative relationships, coaching and mentoring are names that are given to the supervision practices in which learning, growing and changing are the mutual focus for supervisors and teachers (beach & reinhartz, 2010). according to allan glatthorn, this technique is a “moderately organized process through which two or more teachers agree to collaborate for their own professional improvement, typically by watching one other’s classrooms, providing feedback on the observations, and addressing common professional concerns.” (sergiovanni & starratt, 2007). according to sergiovanni and starratt (2007), collegial supervision extends beyond classroom observation. it provides an informal forum for instructors to discuss difficulties, share ideas, assist one another in class preparation, exchange advice, and provide additional assistance to one another. self-directed spervision teachers in self-directed supervision work independently and are responsible for their own professional development. according to sergiovanni and starratt (2007), teachers might prepare a yearly plan containing targets or goals based on an assessment of their own needs. this strategy could then be distributed to supervisors or other individuals. teachers should be given a lot of latitude in constructing the plan as the process progresses, but supervisors should ensure that the plan and selected development targets are both practical and attainable. supervisor and instructor meet at the conclusion of a set term, usually a year, to discuss the teacher’s progress toward professional development goals. teachers will be required to submit evidence, such as time logs, reflective practice diaries, schedules, photo essays, cassettes, samples of students’ work, and other artefacts that demonstrate progress toward goals informal supervision informal supervision comprises causal encounters between supervisors and teachers and is characterized by frequent informal visits to teacher’s classroom; conversation with teachers about their work, and other informal activities. typically, no appointments are made and classroom visits are not announced. in selecting https://journals.e-palli.com/home/index.php/ajmri pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 75-80, 2022 additional options, supervisors should accommodate teacher preferences and honour them in nearly every case, (sergiovanni & starratt, 2007). inquiry-based supervision as pairs or teams of teachers work together to address challenges, inquiry-based supervision in the form of action research is an option that can represent an individual initiative or a joint effort. sergiovanni & starratt (2007) describe action research as a process aimed at discovering new ideas or practices and testing old ones, exploring or establishing relationships between cause and effect, or systematically gaining evidence about the nature of a particular problem. yeng, woode-eshun, and badu (2022) conducted a study on how public basic schools handle school supervision. according to the data, clinical supervision (m=4.03, sd=0.71) predominated over training and guiding supervision (m=3.84, sd=0.69), collegial supervision (m=2.73, sd=0.67), and traditional supervision (m=2.65, sd=0.80). on the other hand, it was found that all aspects of school monitoring were present in all schools. baffour-awuah (2011) aimed to elucidate the practice of instructional supervision by examining teachers’ and head teachers’ concepts, perspectives, and experience with instructional supervision. the study sample consisted of 250 teachers, 50 head teachers, and 2 administrators in ghana. the study used a mixed-method approach (descriptive analysis methodology) and employed a questionnaire, interviews, and analysis of the ghana education service policy document on supervision as tools for the study. the study concluded that the policy document on instructional supervision, which emphasizes aspects of instructional supervision related to monitoring teaching activities and ensuring maximum use of instructional time, may have a negative impact on instructional supervision. teacher commitment teacher commitment is an intrinsic factor that motivates instructors to continue their involvement in the school by devoting more time and effort to it. this readiness to support the school fosters an emotional bond between instructors and the institution, which in turn motivates them to look for methods to advance their careers as teachers and create a productive learning environment that enables students to achieve their goals (altun, 2017). a key element in raising children’ success levels is teacher dedication. it must be noted that the requirement for high-quality learning and instruction is crucial since passion also has a motivating impact. passion involves seeking out and experimenting with the novel. the foundation of effective teaching is passion. the desire of teachers to support students and assume responsibility for their education is embraced by the concept of teacher commitment to learners. in order to improve learners’ educational experiences, educators have a responsibility to research cutting-edge instructional strategies. materials and methods population the population was made up of teachers who had taught for more than two years. this is because these categories of respondents may be aware of the nuances on supervision in their respective schools. sampling size and procedure using krejcie and morgan’s table for sample size determination, a sample size of at least 152 was required. the sample selected was distributed proportionally for the various schools. the proposed sampled respondents are displayed in table 1. table 1: sampled respondents for the study strata sample frame sample size school a 45 45/250×152 = 27 school b 100 100/250×152 = 61 school c 105 105/250×152 = 64 total 250 152 measurements the study used close-ended questionnaires. descriptive statistics (means and standard deviation) and inferential statistics (regression analysis) were produced. specifically, the descriptive analyses method was adopted to analyses objective one. here, the central tendencies and measures of dispersions of the various response items were measured to provide understanding on the extent of the convergence of the responses. the objective two was analyzed based on an inferential statistic method. specifically, standard multiple regression analysis was used to establish the form of supervision that affects the commitment of senior high school teachers. the model specify for the study was: tp = β0 + β1clisup + β2colsup + β3sdsup + β4infsup + β5inqsub + ε tc = teacher commitment clisup = clinical supervision colsup = collegial supervision sdsup = self-directed supervision infsup = informal supervision inqsup = inquiry-based supervision ε = error term findings types of supervision practiced to measure respondents’ views on the type of supervision practiced in the schools, the five main types of supervision, https://journals.e-palli.com/home/index.php/ajmri pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 75-80, 2022 namely; clinical supervision, collegial supervision, selfdirected supervision, informal supervision, and inquirybased supervision were considered. on a 5-point scale with 1 being a minimum score and 5 being a maximum score, a mean score of 0-2.5 is considered low, between 2.51 and 3.51 is considered moderate (average) and above 3.51 is considered high (okorley, 2010). the results obtained are presented in table 2. table 2: types of supervision of teaching and learning supervision type mean std. dev. clinical supervision 3.5654 1.10247 collegial supervision 3.7173 .99137 self-directed supervision 3.6545 1.06917 informal supervision 3.7016 .98939 inquiry-based supervision 4.0838 .79690 as shown in table 2, inquiry-based supervision was identified as the type of supervision teachers perceived to be the most practiced as it has the highest mean score of 4.0838. the respondents seem consistent with their response in terms of inquiry-based supervision as it could be seen from the least standard deviation of .79690. this implies that the various schools mostly practice supervision in the form of action research which is an option that can represent an individual initiative or a collaborative effort as pairs or teams of teachers work together to solve problems. these findings, however, contradict that of yeng, woode-eshun, and badu (2022) who found that clinical supervision predominated over other forms of supervision in ghanaian basic schools. again, from table 2, the respondents indicated that clinical supervision (m=3.5654, sd=1.10247), collegial supervision (m=3.7173, sd=.99137), self-directed supervision (m=3.6545, sd=1.06917), and informal supervision (m=3.7016, sd=.98939) were all supervision types that respondents perceived to be practiced. types of supervision that affects the commitment of teachers as previously mentioned, there are five basic techniques to carry out supervision: clinical supervision, collegial supervision, self-directed supervision, informal supervision, and inquiry-based supervision the independent variables were the five types. additionally, all of the commitment indicators for teachers were combined into a single score and utilized as the dependent variable. the dependent variable was then regressed against the independent factors. the coefficient of determination (r2), standard errors, and associated significant levels were used to base the assessment on the beta (b and β) values (p-values). the standard alpha level of 0.05 was used for the study’s objectives. table 3, table 4, and table 5 give the results of the regression analysis. a. predictors: (constant), inquiry-based supervision, informal supervision, clinical supervision, self-directed supervision, collegial supervision b. dependent variable: teacher commitment the model correlation coefficient (r) value of 0.386 indicates that there is a moderate positive relationship between the dependent variable table 3: model summary b mode r r squared adjusted r2 std. error 1 .386a .149 .118 .56901 and the independent variables. the r-square value was 0.149, which indicates that the model predicts 14.9% of the variations in teacher’s commitment as the dependent variable whiles the remaining 86.1% is being explained by other variables not included in the model. table 4: anovaa model sum of squares df mean square f sig. regression 7.865 5 1.573 4.859 .000b residual 45.004 139 .324 total 52.869 144 • a. dependent variable: teacher commitment • b. predictors: (constant), inquiry-based supervision, informal supervision, clinical supervision, self-directed supervision, collegial supervision. this f statistic tests the joint significance of the independent variable in explaining the dependent variable. in this analysis, the p-value is well below .05 (p<.000). therefore, it can be concluded that the r and r2 between supervision and teacher’s commitment is statistically significant. the implication is that the independent variables, clinical supervision, collegial supervision, self-directed supervision, informal supervision, and inquiry-based supervision significantly predicts or explains the dependent variable, teachers’ commitment. a. dependent variable: teacher commitment *sig<0.05, **sig<0.01, ***sig<0.001 the results of the supervision style on teacher commitment based on a standardized multiple regression analysis. clinical supervision reported a beta coefficient of 0.201 and a p-value of 0.000. collegial supervision recorded a beta coefficient of -0.018 and a p-value of 0.762. self-directed supervision recorded a beta of 0.032 and p-value of 0.497. informal supervision recorded a beta of 0.040 and a p-value of 0.427. inquiry-based supervision also reported a beta of -0.043 and a p-value of 0.762. https://journals.e-palli.com/home/index.php/ajmri pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 75-80, 2022 table 5: standardized multiple regression analysis summary for supervision styles predicting teachers’ commitment variable b std. error beta t-stats p-value constant 3.221 .319 10.113 .000 clinical supervision .201 .051 .364 3.960 .000*** collegial supervision -.018 .058 -.029 -.304 .762 self-directed supervision .032 .048 .058 .681 .497 informal supervision .040 .050 .069 .796 .427 inquiry-based supervision -.043 .064 -.056 -.673 .762 the statistics shows that clinical supervision had the largest unstandardized beta whilst collegial supervision had the smallest unstandardized beta. it implies that clinical supervision makes the strongest unique contribution to explaining teacher commitment, when the variance explained by all other variables in the model is controlled. also, collegial supervision makes the lowest unique contribution to explaining the dependent variable, teachers’ commitment, when the variance explained by all other variables in the model is controlled. the finding depicts that only clinical supervision significantly contributes to the prediction of teacher commitment. clinical supervision had a positive beta (b) coefficient of .201 and it was statistically significant at 0.1% level of significance. the reason is that the p-value of clinical supervision (0.000) is lesser than the alpha value (0.001). the beta coefficient value of .201 implies that for every unit improvement or effective in the clinical supervision at the schools, the teachers’ commitment will increase by 20%. this finding is consistent with that of hoque, kenayathulla, subramaniam, and islam (2020), who found that only directive supervision (clinical supervision) was favourably and significantly related to teachers’ commitment and attitude. conclusion supervision is essential for the continuous improvement in teacher commitment. this, notwithstanding, the current study’s findings indicate that supervision can predict 14.9% of the variation in teacher commitment. this raises concern about other factors that are likely to improve teacher commitment. these other factors must be of concern to stakeholders. these factors may include motivation, training and development amongst others. all five types of supervision are practiced in the school. recommendations it is recommended that the emphasis be placed only on advanced supervisory styles to cope with the changing educational environment as not all the supervisory types positively impact teachers’ commitment. for instance, in this study, only clinical supervision positively impacted teachers’ commitment. so instead on focusing on all the five, the schools could concentrate on clinical supervision. by fostering continual communication between the supervisor and the teacher to enhance the teaching and learning processes, supervision accords equal emphasis to both students and teachers (al-saud, 2007). teachers become more productive and efficient thanks to their ongoing learning. references adu, e. o., akinloye, g. m., & olaoye, o. f. (2014). internal and external school supervision: issues, challenges and way forward. international journal of educational sciences, 7(2), 269-278. altun, m. (2017). the effects of teacher commitment on student achievement: a case study in iraq. international journal of academic research in business and social sciences, 7(11), 417-426. baffour-awuah, p. (2011). supervision of instruction in public primary schools in ghana: teacher’s and head teacher’s perspectives. unpublished doctoral dissertation, graduate studies, murdoch university. beach, d. m., & reinhartz j. (2010). supervisory leadership: focus on instruction. boston: allyn and bacon benjamin, b. a. (2014). solution-focused supervision: a resource-oriented approach to developing clinical expertise. eregie, a. e., & ogiamen, v. o. (2007). school supervision and administrative techniques in primary and secondary schools in nigeria. journal of knowledge review, 15(7), 83-87. esia-donkoh, k., & ofosu-dwamena, e. (2014). effects of educational supervision on professional development: perception of public basic school teachers at winneba, ghana. british journal of education, 2(6), 63-82. hismanoglu, m., & hismanoglu, s. (2010). english language teachers’ perceptions of educational supervision in relation to their professional development: a case study of northern cyprus. novitas-royals (research on youth and language), 4(1), 16-34. hoque, k. e., bt kenayathulla, h. b., d/o subramaniam, m. v., & islam, r. (2020). relationships between supervision and teachers’ performance and attitude in secondary schools in malaysia. sage open, 10(2), 2158244020925501. mwesiga, a., & okendo, e. o. (2018). effectiveness of heads of schools in supervising teachers’ teaching activities in secondary schools in kagera region tanzania. international journal of scientific research and management, 6(4), 91-117. ngole, d. m., & mkulu, d. g. (2021). the role of school heads’ supervision in improving quality of teaching and learning: a case of public secondary school in https://journals.e-palli.com/home/index.php/ajmri pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 75-80, 2022 ilemela district mwanza tanzania. int. j. engl. literat. soci. sci, 6(1), 59-73. okendu, j. n. (2012). the influence of instructional process and supervision on academic performance of secondary school students of rivers state, nigeria. academic research international, 3(1), 332. paba, l. a. (2017). clinical supervision, a proposal for ensuring the effectiveness of english language teaching at public universities in colombia. english language teaching, 10(9), 171-180. sergiovanni, t. j., & starratt, r. j. (2007). the supervisor’s educational platform. supervision: a redefinition. sullivan, s., & glanz, j. (2010). alternative approaches to supervision: cases from the field. journal of curriculum and supervision, 15(3), 212-35. u-sayee, c. r., & adomako, e. b. (2021). supervisory practices and challenges faced by senior high school principals in greater monrovia, liberia: implications for quality education. heliyon, 7(4). veloo, a., komuji, m. m. a., & khalid, r. (2013). the effects of clinical supervision on the teaching performance of secondary school teachers. procediasocial and behavioral sciences, 93, 35-39. yeng, e., woode-eshun, a., & badu, s. (2022). assessment of supervision in public basic schools in northern ghana: the case of lambussie-karni district. british journal of education, 10(1), 17-34. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 41 american journal of multidisciplinary research and innovation (ajmri) probing the impact of the eclectic approach in the reading comprehension competence of basic schools pupils in ghana: with kuka primary school in focus luke boryang liekum1* volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.808 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 21, 2022 accepted: november 26, 2022 published: december 04, 2022 the paper caused an investigation into the causes of kuka m/a primary pupils’ inability to read comprehension passages and to sustain their interest in reading comprehension using eclectic approach. literature was provided to support the study. action research design was used in the study. a sample size of fifty (50) pupils was drawn from the entire school population for data gathering purposes. the instruments employed for the study were tests and observation while data were analyzed using frequency tables. the study revealed that lack of participatory activity in the classrooms, lack of pre-reading skills, absenteeism, and others were the causes of the pupils’ inability to read. the study further revealed that using an eclectic approach improves pupils’ performance in class. it became known that most of the pupils were now interested in reading comprehension passages very well because the lessons adopted the interactive activity-based approach. a number of recommendations were made to assist stakeholders of the school to make good use of this current study to improve upon their performance. keywords eclectic, approach, probing, reading, comprehensive reading, competence introduction according to margaret and snowling (2013), the english language is not just about being able to read and write but it goes beyond that. afari & okunner (2005) also share the view that, english is the official language of the country, it is the language of education, law and government, trade and commerce, broadcasting, and entertainment. the english language serves as a service subject for all other subjects in basic school curriculum (ministry of education, 2003). it is therefore acknowledged that, the english language has been, continues to be the medium of communication, cultural transmission, and served as a foundation for all academic work in our country today (distance learning academy, 2016) english language paper is compulsory to all school candidates and other categories of candidates who aspire to do courses at the universities, polytechnics, colleges and among other institutions in the world. learning english can help you attain and achieve more career convenience because these days, the job market is comprehensive and various companies wish for employees who can connect with partners and clients all over the world. in sum, that means the recommendation of employees who speak english as high. finally, english is considered as an official language in most countries in the world since it is used in institution such as law court, banks to mention but few. we cannot therefore ignore the english language teaching in our schools or teach it haphazardly; otherwise, the ghanaian child will find it difficult to improve his or her life. the importance of the english language is explained already, the situation is not the best in the case of ghana when most students find it difficult to read in english language. against this background, this research considers it fit and duty-bound to help build the foundation level of the basic primary school pupils of kuka m/a primary school in reading. kuka m/a primary school is located in the bawku municipality in the upper east region of ghana. the school forms part of cluster of schools in the kuka circuit of the bawku municipality and specifically located in a village called kuka-natinga. the school has enough furniture; pupils test books, and some classrooms. however, the school has inadequate teaching and learning materials such as language games and flash cards. the school has no library and this denies most of the pupils the opportunity to have access to storybooks and other relevant materials. it is very important to state that, most people in kuka-natinga in ghana happens to be local oriented farmers and petty traders and as a result of this, they engage their children in these activities which expose most of the children to the use of the local language at home, in the school, at farm and at market. parents’ attention is not concentrated on the education of the wards but rather on farming. this explains why the teaching and learning of english language is difficult in kuka m/a primary. the reasons stated above-affected pupils’ performance regarding reading and other subjects and hence the need for this research to improve upon the situation giving birth to our research paper topic as: “probing the impact of the eclectic approach in the reading comprehension competence of basic schools pupils in ghana: with kuka primary school in focus”. this research observed during most of the reading comprehension lessons that, most pupils could not read simple passage fluently as expected. it was further realized that pronunciation was very difficult on the part of the pupils and punctuation marks were all ignored and as a result, no meaningful reading was done on the passage being read. it is against this background that, this research is being conducted 1 department of languages, gbewaa college of education, pusiga-bawku, ghana * corresponding author’s e-mail: liekum@gmail.com https://doi.org/10.54536/ajmri.v1i6.808 https://journals.e-palli.com/home/index.php/ajmri mailto:liekum%40gmail.com?subject= pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 41-46, 2022 to help improve upon the problem. this research work believes that pupils of kuka m/a primary have no knowledge of pre-reading activities. this work equally second hand guesses that wrong pre-reading approach is an underlying factor to the pupils’ inability to read comprehensively. the paper would want to underscore the point that the eclectic approach would be the effective means to overcoming pupils’ reading inability and so shares the view that reading strategies presented in a scientific order will improve pupils’ reading difficulties. to this effect, the study aims to diagnose the causes of kuka m/a primary school class three pupils’ inability to read comprehension passages fluently. develop strategies that will help address pupils’ knowledge in reading. to capture the interest of pupils in reading and their involvement in the class and to help pupils to read in order to improve their vocabulary. the following are the research questions that this research paper intends to answer in the research work: a. what are the causes of kuka m/a primary school pupils’ inability to read and understand textbooks? b. what strategies can help improve the pupils’ knowledge in reading? finally, what impact will the eclectic approach make on the reading abilities of kuka m/a primary school pupils? significance of the study the research work will be beneficial to english language teachers because it will serve as a reference material and help teachers get the right method of teaching english language, especially in reading. in addition, the study will provide practical use of teaching and learning materials to teach reading in the primary levels, hence given teachers of english language a variety of teaching learning materials and strategies to teach reading. finally, the study will make pupils independent in their communication in english language and in reading on their own. literature review the meaning of reading toertch (1998) have three definitions of reading. according to him reading means learning to pronounce words, reading means learning to identify words and get their meaning and lastly reading means learning to bring meaning to a text in order to get meaning from it. mitchel (2003 however says, reading is defined as “an individual’s total interrelationship with symbolic information. rockets (2014) said reading is defined as making meaning from print. ulmarian (2001) in his book, he said: “reading is an activity characterized by the translation of symbols or letters into words and sentences that communicate information and mean something to the reader”. as for wattle (2002), reading is the most effective for learning a key skill that opens the door to physical intellectual and moral improvement. according to encarta students dictionary (2009), reading is an activity characterized by the translation of symbols or letters into which words and sentences that have meaning to the individual. the encarta further said that the ultimate goal of reading is to understand written materials, to evaluate it and to use it for one’s needs. tsadiday(1993) also defined reading as the ability to hold a conversation written materials or to get a message that has been set out in the form of words, letters or numbers instead of ordinary writing. however, rosenblatt (1994) believes that every reading act is an event or transaction involving a particular reader and an occurring at a particular time in a particular context. the meaning does not reside but happens or comes in to being during the transaction between the reader and the text. reading is defined by jeans and stalin (2004) as an activity characterized by translation of symbols in letter into words and sentences that have meaning to the individual. meaning of reading comprehension panel (2010), defines reading comprehension as “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.” on the other hand, janne (2006) viewed reading comprehension as the process of using one’s prior knowledge and the writer’s clues to infer the author’s intended message. tarigan (2008) suggests that reading comprehension is a kind of reading activity that aims at understanding literary standards, critical review, printed drama and pattern of fiction. suyant (2007) on the other hand states that the aim of reading comprehension is to get information from reading passage. meaning of reading comprehension panel (2010), defines reading comprehension as “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.” on the other hand, janne (2006) viewed reading comprehension as the process of using one’s prior knowledge and the writer’s clues to infer the author’s intended message. tarigan (2008) suggests that reading comprehension is a kind of reading activity that aims at understanding literary standards, critical review, printed drama and pattern of fiction. suyant (2007) on the other hand states that the aim of reading comprehension is to get information from reading passage. meaning of eclectic approach kumar (2013) notes, “the eclectic method is a combination of different method of teaching and learning approaches”. it can be viewed as principled eclecticism implying that the approach is characteristically desirable, coherent and pluralistic to language teaching. in contrast, larsen-freeman (2000) describes the eclectic approach as not a concrete single method, but a method that combines listening, speaking, reading and writing and includes some practice in the classroom. li (2012) said, reading can educate and acquire all sorts of information. if one can read, he or she has an open to his or her word of knowledge, we receive so much information via radio, television and multimedia experience yet none of these avenues has the ability to educate as the fundamental https://journals.e-palli.com/home/index.php/ajmri pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 41-46, 2022 skills of reading. according to sir francis b. (1997) reading makes a full man. through reading, the individual perceives, comprehends, interprets and evaluate life. this depends on the quality of materials that are read. reading as education skills is important because, it is the most effective self-reliance tool for learning a skill that appears moral for self-improvement. it is true that the capacity of an individual to benefit from formal education depends largely on the quality and quantity that he or she does. anderson (1998), suggests that sparkling the interests of middle grades, students through career education activities, helping them in this way to see that reading is a life skill that is relevant to their future success. the children can choose occupation that interest them and list that reading skill each occupation requires. annor (1997) wrote that learning to read is the acquisition of attitudes, skills and knowledge. according to him, the inability to read can affect the child’s learning to appreciate and practice those things, which are essential to preservation and improvement. causes of pupils’ inability to read the encarta students (2009) stated that dyslexia is one of the causes of inability to read. the encarta defines dyslexia as the inability to learn to read fluently. eckert (2001) of brain institute of the university of florida, wrote that, “children from low-income families perform more poorly in reading as compared to their colleagues from rich families. children from poor families perform poorly in reading because they may not have been sent to school at the right time. such children may also lack reading materials and the confidence and courage to learn. amoateng (1994) states that, the causes of reading difficulties are mental retardation, visual and hearing impairment and communication disorder. morgan (2014) every child can learn to read. “we work with children who have already fallen behind and 98% progress well with the right help.” so never accept the prognosis that a child cannot read. some of the factors that cause reading inability include lack of exposure to printed materials, low intelligence, lack of important pre-reading activities such as the inability to recognize letters and the ability to attach sound to letters. reading strategy cobbetal, zahar & spada (2003) explained that the jigsaw reading method is an activity related in which students are asked to work in groups of four (4). this means pupils have a role to play. the approach involves putting together a passage that has been broken up into a number of small sections, one or two sentences divided between four (4) readers. each pupil has the opening sections. the pupils who have the section which follows on from opening, reads and following sections and takes turns to make a complete sentence or passage. they explained that this strategy has been very useful to many learners in the world since it assists them in quickly recognizing words. ministry of education (2004) stated that, prereading activity is one of the strategies of teaching skills. they define pre-reading activities as skills a child acquire after the child has gone through a series of activities that ensure the pupils’ success in formal reading. to asamoah, kutor & chilisa (2004), pre-reading skills helps pupil to move the eye from left to right since letters have to be sounded in the right order from left to right, assist them to handle books appropriately and finally, it assist them to find similarities and difference between sound made by objects and animals. finally, the encarta students (2009) also described word study as improving reading skills. this involves the use of dictionary, studying words parts and learning how to find the meaning of a word from the context. when children are not sure of their spellings they should check from their dictionaries. according to them, this activity encourages pupils to use words, read effectively, and locate meaning. reading strategies to improve reading skills ministry of education (2004) suggested that pre-reading activities is one of the best ways to improve reading skills. m.o.e. explained that the teacher needs to follow certain principles in presenting pre-reading activities. these principles include starting with concrete things which include the use of real objects, actions participatory activities and experience, followed by the use of semiconcrete things, which involves realistic representations, the use of photos, cut out forms, magazines, colored illustrations and then finally upping the game with the use of semi-abstract things, which includes the use of stick figures, black-and-white illustrations. according to asamoah et al (2004) use abstract things which involve using symbols, letters and words. these principles align with the educational saying, that children learn and understand better, when it progresses from the known to the unknown, simple to complex and concrete to abstract. methods and materials the research used was action research design for the study. action research concerns itself with immediate solution to local problems. in other words, action research is a systematic collection of information designed to bring short-term solutions to problems. the researchers used action research because he is actively involved in carrying out the activities that lead to the identification of the problem. the action research aims to solve classroom problems in a basic school through applying scientific methods. it deals with local problems and it is conducted in the local setting. however, action research is aimed at contributing to knowledge due to its limitation to the local setting. the research instruments used were observation and test. firstly, we observed a reading comprehension lesson taught by the class teachers to obtain correct information about the research. the observation revealed that most of the pupils have difficulties in reading a passage fluently, he further realized that pronunciation was very difficult https://journals.e-palli.com/home/index.php/ajmri pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 41-46, 2022 for the pupils and punctuation marks were all ignored and as a result, no meaningful reading was done. two series of tests were conducted to ascertain the gravity of the situation. rijlaarsdam (2004) test as a procedure for measuring a sample of behaviour. this takes the form of task or series of task with the aim of obtaining information on an individual behaviour in a scientific area of study. the researcher informed the pupils about the exercise before conducting it (pretest). the exercise was marked over ten (20) and ten (10) was considered as a pass mark (average). the researcher conducted another test (post-test) after the pre-test to determine the effectiveness of the intervention implemented. it was also marked over ten (20) and ten (10) considered as average. the performances of the pupils in the two tests were later analyzed using statistical tables. results and discussion this section of this article deals with the presentation, analysis and discussion of data considering the specific research questions posed. after carrying out the research instrument for data collection, the research obtain the following as the results of its findings. table 1: data from observation area of observation remarks pupils participation in a lesson poor teacher method of teaching wrong pupils pronunciation of words poor classroom condition poor source: author’s survey 2022 from the table three (3) above pupils participation in the lesson was found to be poor. most pupils did not have much interest in reading just because they do not know the importance of reading and there was the fear of being intimidated by teachers and pupils when a mistake is made. in addition, it was observed that, the teacher’s method of teaching was wrong. so most pupils did not understand what the teacher was teaching because of using a wrong approach instead of an eclectic method. pupils’ pronunciation of words was poor as well. due to the wrong teaching method, most pupils could not pronounce words as they should. the classroom condition was observed to be poor for students. this was because the researcher observed that while the teacher was teaching seriously, pupils were disturbing and some were sleeping. this means classroom control was very poor. the classroom did not have much space hence any ventilation. the results on the table indicate evidence of our research that needed to be solved. table 2: results obtained by pupils during the pre-test marks number of pupils percentage (%) 0 – 4 30 60 5 – 9 15 30 10 – 14 3 6 15 – 20 2 4 total 50 100 from table 2 above, thirty (30) pupils scored between zero (0) and four (4) marks representing 60% out of 100%, fifteen (15) pupils scored the marks ranging between five (5) to nine (9) which represents 30% low performance, three (3) pupils scored between ten (10) and fourteen (14) marks representing 6%, whilst only two (2) pupils the scored the mark between fifteen (15)and twenty (20) out the fifty (50) lots of pupils representing 2% of the entire sampled population. from the results of the pre-test presented on the table two (2) above, it was observed that out of fifty (50) sampled pupils, five (5) pupils representing 10% scored between five (5) marks and above. the rest of the forty-five (45) pupils who represent 90% of the pupils scored marks ranging from source: author’s fieldwork data 2022 table 3: marks obtained by pupils during the post-test results marks number of pupils percentage (%) 0 – 4 0 0 5 – 9 2 4 10 – 14 8 16 15 – 20 40 80 total 50 100 source: author’s fieldwork data, 2022 https://journals.e-palli.com/home/index.php/ajmri pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 41-46, 2022 zero to nine (9) which really below the average school that a pupil should obtain in a reading text. these scores in a pre-test therefore painted the larger picture of our research problem understudy that indicated that larger portion of the class did not perform well. table three (3) above presented the scores of the performance of the same sample grouped after an intervention was put in place using the eclectic approach. the said table shows a contrast of the situation comparing it to what was witnessed at the pre-test stage. from the table three (3), the scores of the post-test shows that two (2) pupils only representing 4% scored between five (5) to nine(9) points and forty-eight (48) pupils which is the larger majority of the class representing 96% scored the average mark of five (5) and above. comparing the results of the pre-test to that of the post-test, one can clearly deduce that there has been a massive improvement over pupils’ performance in the post-test indicating that the intervention measures implemented for teaching of the concept “reading comprehension” have been successful. general outcome of the study the research describes that general outcome of the study was most successful. the general outcome is successful because the objectives set by the research were 90% achieved at the end of the research work. the evidence backing his successes is the post-test results where a very few pupil fell below the pass mark. the contributions of pupils were excellent during the intervention stage. the reason is that, the research used the best intervention method. conclusions and recommendations from the observation made during the lessons and the pupils’ performances during the two tests, we concluded that the use of the appropriate teaching learning materials in delivering lessons will always help the pupils improve their reading comprehension skills. however, poor and lack of supervision on the part of education authorities such as directors and above all circuit supervisors is a major contributing factor to the pupils’ inability to read effectively. also, lack and as well as inadequate supply of reading materials is a major factor that hinders the school in its quest to improve upon the reading skills or inability of the pupils in our target school. finally, poor and noncooperative attitudes of parents towards the education of their wards was canker that fuels the inability of the pupils to read accurately. to this effect, we are making the recommendations based on the study conducted. these this paper believes can help improve the teaching and learning of reading in basic schools in ghana and other african countries if implemented. teachers should have thorough knowledge of the linguistic and cultural background of their pupils coupled with in-depth knowledge of the various methods and techniques in teaching reading. the teachers should equally; be innovative by acquiring supplementary readers in their schools, be familiar with the english alphabet sounds, use english lesson teaching and learning materials in their teaching coupled with language games. they should break the reading passages into smaller and intelligible parts for easy reading. the ghana education service (g.e.s), district education directors and all stakeholders must see it as a necessity to provide the required textbooks, learning resources to help improve teaching and learning in deprived communities. it is also important that in-service programs be organized regularly to upgrade teacher’s knowledge in contemporary issues concerning reading comprehension. after these courses, follow-up exercises should be organized to ascertain that teachers are using the new knowledge they have acquired during the in-service training sessions in teaching reading. the parents and guardians on their part supervise and encourage their wards at home to read. in spite of the illiteracy background of some parents, it must be made clear to them that it is important for them to see to the welfare of their children. they should therefore help their children by providing basic study books and asking their older siblings to help them academically. references afari, s. & okunner, b. 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(2003). acquiring vocabulary through reading. effects of frequency and contextual richness, the canadian modern language review. distance learning academy (2020, january 15). english as a language. retrieved from www.reacher.net eckert, m. a., lombardino, l. j., & leonard, c. m. (2001). planar asymmetry tips the phonological playground and environment raises the bar, in child development. 74 (4)988-100. https://onlinelibrary.wiley.com/doi/ abs/10.1111/1467-8624.00330 eckert, m. (2001). mcknight brain institute of university of florida. florida university press. florida. encarta students (2009). improving reading skills in english. https//:www.llahmazulaeman83wordpress.com. https://journals.e-palli.com/home/index.php/ajmri pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 41-46, 2022 foerch, b. (1998). national association for the education of young children, london: macmillan education ltd. harmer, d. (2007). how to teach english (new edition), cambridge, uk pearson education limited. harris, d. (2007). educational leadership, reading and learning; closing the vocabulary, ministry of education press: oakland. jannes, s. (2006). reading assessment and instruction for all learners, new york: guilford press. jeans, c. & stahl, b. (2004). practice in early reading series. dorrance publishing company: uk. kumar, c.p (2013).the eclectic method; theory and its application to the learning of english. international journal of scientific and research publications. larsen & freeman, d. (2000). techniques and principles in language teaching (2nd ed.), oxford university press: oxford. li, w. (2012). an eclectic method of college english teaching. in journal of language teaching and research 3(1), 166-171. margaret, s. and snowling, a. (2013). developing reading. in journal of the british academy, british academy publication: britain. ministry of education (2004). national reading strategydepartment of education. www.education.gov.zalinkclick. aspx? 20/07/2020 ministry of education (2004). national reading strategydepartment of education. www.education.gov-zalinkclick. aspx? mitchell, w. (2003). improving reading skill in english, university of florida: florida university press. morgan, d. (2014). morgan learning solutions. www. helpingeverychildtoread.com/ind. panel, d. (2010). social research methods qualitative and quantitative approaches (7th ed.). united states: pearson education limited. rijlaarsdam, g. (2004). teachers’ task demands, students test expectations, and actual test content”. in british journal of education psychology, 74, 205-220. rocket, r. (2014). developing reading abilities, guilford press: london rosenblatt (1994). exemplary literacy practices in transitional strategies instruction, the guilford press: london savage, j. (2000). participative observation: standing in the shoes of others? in qualitative health research, 10(3), 324-339 sir-francis, b (1997). effective reading skills, bethany house publishers: minnesota. suyanto, c. (2007). reading process: brief edition of reading process and practice (3rd edition). miami university: heinemann. tarignan, b. (2008). reading for understanding. in towards a research and development program in reading comprehension. u.s: department of education. tsadiday, s.w.k (1993). a comprehensive guide to english methods for teachers in training, shepherd printing press: accra new-town. urmarian, m. (2001). learning to read at beginner level. bristol publication limited: u.k. wattle, f. (2002). guide to reading comprehension, university of zambia; institute of education publication: zambia. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 69 american journal of multidisciplinary research and innovation (ajmri) exploring student mental models and student experiences to improve the teaching practice of cell and molecular biology nikko lorenz p. lawsin1*, cyrus t. esguerra2, genelita s. garcia3 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.826 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 24, 2022 accepted: november 07, 2022 published: november 22, 2022 teaching and learning biology requires a lot of memorizations of concepts, principles, and laws which may be one of the reasons why students find this area of knowledge highly conceptual. this action research is conducted to improve the teaching practice of cell and molecular biology by investigating and exploring the mental models of students in learning this course under the program, bachelor of secondary education (bsed) major in science. this study utilized an action research design by developing learning modules that contain asynchronous tasks which allowed students to design their own concept maps and other visual organizers to explain highly technical concepts in cell and molecular biology. this targets to improve students’ critical thinking and enhance comprehension of difficult concepts which were assessed through summative assessments. based on the results of this study, the students frequently used concept maps and bubble topical organizers or clusters of objects that show linkages among the topics that were discussed in the modules. students relatively agreed that use of concept mapping helped them organize their ideas in the entire course of cell and molecular biology. this study recommends the testing of this intervention to other disciplines in science education such as in genetics & biotechnology and in anatomy and physiology to establish the consistency of results. keywords cell biology, teaching cell biology, concept map, mental models introduction biology is considered as one of the highly conceptual fields of specialization in science. there are various concepts, laws, and principles amongst its branches that the students must understand, relate, and remember to make their learning cumulative and meaningful (casadevall & fang, 2014). biologists use models in nearly every facet of scientific inquiry, research, and communication. models are helpful tools for representing ideas and explanations and are used widely by scientists to help describe, understand, and predict processes occurring in the natural world. concept retention plays a vital role on pre-service teachers as it embodies the content knowledge that they will teach or deliver to their future students in their classroom teaching. high concept retention may also help the pre-service teachers to pass their examinations, especially those tests that are highly conceptual and theoretical in nature (immordino-yang et al., 2019). in the context of conceptual understanding in biology concepts, the students with high conceptual understanding in biology have higher chances to pass biology courses. as students encounter these numerous biological concepts and consider the challenges in concept retention, student’s knowledge must be consciously arranged into more organized graphic organizers such as concept maps and venn diagrams so it can also be organized in the minds of the students, through visual maps, for them to easily recall the pieces of knowledge when they need it (roman et al., 2018). utilizing visual concept maps in teaching biology allows the students to improve their critical thinking skills (raiyn, 2016). similar recommendations from different fields of sciences appreciate the importance of concept mapping. according to (joshi et al., 2022), applying concept maps can also improve students’ metacognition and problemsolving skills in biomedical sciences whether the learning modality is in online or face-to-face. in the study of (powell et al., 2021), it suggests that pharmacy students who performed concept mapping had improved their quiz performance. furthermore, same observations were gathered from the study of (choudhari et al., 2021), that the students who shared the assignment of drawing mind and concept maps for topics helped them to easily recall the information learned during the written examination, thus, visual mapping such as mind and concept mapping can an effective learning tool in promoting meaningful learning and facilitating rational thinking of the undergraduate students. this study primarily aimed to improve the teaching practice of cell and molecular biology by integrating the graphic organizers to improve student’s mental models on certain topics in this course. the study theorizes that the improvement of student mental models can enhance conceptual understanding and enrich student learning experience. finally, the results of the study will generate facets from the student responses in their learning experience logs to describe quantitatively their learning experiences for the next cycles of the study. methodology research design this study utilized educational action research design that 1 college of medicine, pamantasan ng lungsod ng muntinlupa, muntinlupa city, philippines 2 college of teacher education, pamantasan ng lungsod ng muntinlupa, muntinlupa city, philippines 3 faculty of science, technology, and mathematics, philippine normal university, manila city, philippines * corresponding author’s e-mail: nikkolorenzlawsin@plmun.edu.ph https://doi.org/10.54536/ajmri.v1i5.826 https://journals.e-palli.com/home/index.php/ajmri mailto:nikkolorenzlawsin%40plmun.edu.ph?subject= pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 69-74, 2022 follows the plan-do-study-act (pdsa) model to improve the teaching practice of cell and molecular biology in the bsed science program students. according to (brydonmiller et. al., 2017), action research is the best design to utilize in this study as it shows the iterative nature of its study to document the improvements on teaching practices considering the conceptual understanding and student learning experience, as indicators or variables in the succeeding cycles. sampling and participants the 32 samples of the students were purposively chosen and the participants were selected based on the following criteria: (1) the students from the college of teacher education of the pamantasan ng lungsod ng muntinlupa must be enrolled in cell and molecular biology class under the bachelor of secondary education (bsed) major in science; (2) students who completed at least 70% of the required course outputs; and, (3) students who are voluntarily agreed to be the participants of the study and to answer the student’s learning logs. research instruments there are 3 research instruments utilized in the study for specific purposes to answer the inquiry questions in this study. this includes: 1. cell and molecular biology learning modules (cmblms) these instructional materials are composed of 8 modules for this course. out of these 8 modules, only 6 of them have tasks for the creation of graphic organizers. table 1 summarizes the topic distribution of the modules. 2. student’s learning log (sll)this instrument is an open-ended google-form questionnaire that is given to the students in their cmblms to describe their learning experiences, realization, and reflections after the utilization of these learning modules. 3. midterm and final term examination. these summative test instruments were given to the students in week 9 (midterm week) and week 18 (final term week) of the semester to assess student’s concept retention in this course. the midterm examination is a 50-item test, while the final term examination is an 80-item test covering the entire topics of the semester. research procedure the study was done in the 1st semester of the academic year 2021 2022. the entire implementation of the study is summarized in table 2. table 1: content of the modules in cell and molecular biology weeks modules in cell and molecular biology weeks 1 to 2 introduction to cell and molecular biology (branches, biomolecules) week 3 microscopy and prokaryotes vs. eukaryotes weeks 4 to 5 cell structures and functions weeks 6 to 7 cell membrane and cytoplasm week 8 nucleus and chromosome packaging weeks 10 to 12 dna replication, protein synthesis, dna regulation, and dna repair mechanism weeks 13 to 14 endomembrane system weeks 15 to 17 photosynthesis and cellular respiration table 2 shows the implementation procedures that were followed in the 72-hour conduct of the study. on week 1, the students were oriented about the nature of the course such as the course requirements, grading systems, table 2: implementation procedures in the conduct of the study weeks activities hours 1 course orientation collecting student’s consents general pretest 3 hours 2 8 lecture (1.25 hours) laboratory (0.75 hour) exercises and reflection (asynchronous 1.00 hour) concept mapping (asynchronous 1.00 hour) 4 hours x 7 sessions 28 hours 9 midterm examination covering the topics from week 3 to 8. 1-hour consultation 3 hours 10 17 lecture (1.25 hours) laboratory (0.75 hour) exercises and reflection (asynchronous 1.00 hour) concept mapping (asynchronous 1.00 hour) 4 hours x 8 sessions 32 hours 18 final examination (comprehensive examination) 1-hour consultation 4 hours total 72 hours note: cell and molecular biology is offered in 72 hours as a 4-unit course. https://journals.e-palli.com/home/index.php/ajmri pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 69-74, 2022 and other course policies. after the course orientation, the student consents were also asked if they were willing to participate as the participants of the study and their responses will be collected as part of the data collection in the study. in the first session, the course instructor provided a short lecture on graphic organizers which was the main basis of the participants which among these visual materials can serve as their outputs when they are asked to formulate graphic organizers for the lessons in this course. in the implementation proper within weeks 2 to 8 and weeks 10 to 17, each class session was given 4 hours that were subdivided into 1.25 hours for lecture, 0.75 hour for the laboratory, 1 hour for exercises & reflection, and 1 hour for concept mapping that were delivered in asynchronous modalities.the lecture hours allow the course instructor to discuss the essential content of the module. the laboratory activities were conducted asynchronously while the reporting of the results was done in asynchronous sessions. the exercises include post-instruction activities that are designed to reinforce the learnings and promote mastery of the content for each module. some exercises served as a bridge between the modules to augment one lesson to another. for the written examinations, it will be given in the weeks 9 and 18, coupled with 1-hour consultation with students to inform them about their academic status in this course. results and discussion objective 1 students utilized different graphic organizers to visually represent their concepts in cell and molecular biology. the competencies that require the students to create graphic organizers were summarized in table 3. in module 1, table 3 shows the graphic organizers that students utilized in representing their visual concepts about the competencies under the introduction to cell and molecular biology. in competency 1, the two graphic organizers used by the table 3: summary of results for midterm topics competencies graphic organizers frequency percentage rank module 1: introduction to cell and molecular biology 1. comparing cell biology, molecular biology, and biochemistryw bubble topical organizer 27 84% 1 venn diagram 5 16% 2 2. characterizing the living things relative to cell and molecular perspectives hierarchical topical organizer 32 100% 1 3. differentiating the characteristics of biomolecules bubble topical organizers 32 100% 1 module 2: microscopy and prokaryotes vs. eukaryotes 1. manipulating microscopes. flow map 29 88% 1 2. understanding microscopy. bubble topical organizer 3 12% 2 3. differentiating prokaryotic and eukaryotic cells using a graphic organizer. venn diagram 32 100% 1 module 3: cell structures and functions 1. creating a graphic organizer that relates the cellular structures to its functions and processes/activities. concept maps 32 100% 1 module 6: dna replication, protein synthesis, gene regulation, and dna repair mechanisms 1. creating a graphic organizer summarizing the steps of dna replication, protein synthesis, gene regulation, and dna repair mechanism concept maps 22 69% 1 cluster webs 10 31% 2 students are bubble topical organizer and venn diagram. 27 out of 32 students or 84% of the participants have used bubble topical organizers while 5 out of 32 students or 16% of the participants have used venn diagrams to compare the concepts of cell biology, molecular biology, and biochemistry. in competency 2, the graphic organizer that was utilized by all students was hierarchical topical organizers to characterize the living things from cellular to molecular levels. in competency 3, all students utilized bubble topical diagrams to differentiate the characteristics of biological molecules. the results exemplified similarity with the findings of (quillin & thomas, 2015) that the use of drawings is significant for learners to enable their visual model-based reasoning which can be maximized in synthesizing and organizing the ideas in cell biology. also, as stated by (yarden et al., 2004), one of the advantages of using graphic organizers as a teacher’s technique, it can easily summarize the content of the lectures in introductory lessons in cell biology. in module 2, table 3 shows the graphic organizers that the students utilized in presenting their ideas on microscopy and in differentiating the characteristics of eukaryotic and prokaryotic cells. in competency 1 about the steps in manipulating microscopy, 29 students or 88% of the https://journals.e-palli.com/home/index.php/ajmri pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 69-74, 2022 participants utilized flow map and 3 students or 12% of the participants utilized bubble topical organizers. according to (rodrigues-fernandes et al., 2020), use of digital microscopy application can be easily used to design the flowchart to illustrate the systematics steps in manipulating microscopes. in competency 2, all students utilized a venn diagram to differentiate the characteristics of eukaryotic and prokaryotic cells. based on available pieces of literature, use of venn diagrams in comparing prokaryotic and eukaryotic cells is the most frequent to synthesize these concepts among nursing students (vacek & liesveld, 2020). in module 3, table 3 shows how concept maps were dominantly utilized in relating the cellular structures to its functions and involved cellular processes. the concept maps summarized the student’s knowledge on the chemical composition of the cell and its structure and how these two concepts relate to their cellular activities. in the meta-analysis of (schroeder et al., 2018) about the stem and non-stem, constructing concept maps simplifies the cell concepts and shows relationships of ideas once they are connected. in module 6, table 3 shows the two graphic organizers that were utilized by the students in synthesizing the concepts in dna replication, protein synthesis, gene regulation, and dna repair mechanism. 22 of 32 students or 69% utilized concept maps while 10 of 32 students (31%). in the study of (demirci & oktay, 2021), use of concept maps in the teaching of protein synthesis among pre-service biology teachers increased the student’s achievement and lessened the misconceptions on the cellular topics. same findings were observed in the study of (collins & nyenhuis, 2021), in which students improved their science learning and concept retention when concept maps were integrated in the teaching of cell biology. in module 7, table 4 shows that flowchart was the dominant graphic organizer utilized by the students in summarizing the concepts of the endomembrane system in terms of its structures and cellular activities. students generally table 4: summary of results for pre-final topics competencies graphic organizers frequency percentage rank module 7: endomembrane system 1. creating a graphic organizer to summarize the processes/activities of the endomembrane system. flowchart 32 100% 1 module 8: photosynthesis and cellular respiration 1. creating a graphic organizer to summarize and compare the processes of photosynthesis and cellular respiration. venn diagram 8 25% 2 venn diagram with flowchart 24 75% 1 represent the individual concepts under specific organelle. students procedurally illustrated the processes involved per organelle and provided keywords to simplify the content in their flowcharts. in the study of (sikumbang et al., 2019), pre-service biology teachers’ cognitive structure in biology were investigated and according to the findings of this study, it was concluded that use of flowchart in presenting cellular processes significantly helped the students in understanding biological processes of the cell including cell packaging, protein synthesis, and cell transport. in module 8, table 4 shows how the students utilized venn diagrams and with some variations added like flowcharts. the students compared the processes of photosynthesis and cellular respiration and including its step-by-step processes. students were able to identify the components in the chemical reactions including the enzymes involved in photosynthesis and cellular respiration and organized them in the form of venn diagrams. in the study of (bergan-roller et al., 2020), the use of concept maps in teaching cellular respiration helped the students to simplify their understanding in the form of this illustration and established a meaningful learning by connecting the previous knowledge and summarizing them in the form of concept maps. objective 2 the effect of graphic organizers on conceptual understanding in terms of the pretest and posttest results of the students. table 5 shows the mean scores in the pretest and posttest of the students in the comprehensive examination before and after the intervention. in the pretest, the mean score is 18.40 ± 9.825 while in the table 5: test of difference on the posttest and pretest (comprehensive examination) using welch f-test mean score welch f-test p-value decision on null remarks pretest posttest 18.40 (9.825) 38.29 (5.965) 9.480 0.013 reject there is significant difference note: standard deviations are in the parentheses posttest, the mean score is 38.29 ± 5.965. using the welch f-test, it was found that there is a significant difference between the pretest and posttest as the p-value is less than 0.05 (p=0.013). it means that the student score significantly increased the student performance when graphic organizers were incorporated in the teaching and learning of cell biology. this result contributes to the teaching practice of cell biology in undergraduate https://journals.e-palli.com/home/index.php/ajmri pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 69-74, 2022 programs as various studies can attest that the use of graphic organizers such as concept maps, flowcharts, venn diagram, bubble topical organizers and cluster webs can improve student academic achievement, conceptual understanding, retention, meaningful learning, and motivation (demirci & oktay, 2021). it also improves student visual model-based reasoning and empower procedural knowledge and it lessens students’ misconceptions in cell biology (quillin & thomas, 2017; rodrigues-fernandes et al., 2020). the experimental research study of (choudhary & bano, 2022) also supports the result of this study in a way that the use of concept maps as an effective way of formative assessment helped the students to summarize their learning concepts in biology, develop their understanding of concepts that eventually lead to promotion of critical thinking and reasoning ability. objective 3 as students learn the concepts of cell and molecular biology, their responses in the learning logs were collected and organized through the following themes: 1. graphic organizers allow the students to present, organize, and summarize their knowledge in cell and molecular biology in a creative and systematic manner. during the coding process, the most repeated response, which represents the students’ ideas, is the presentations of important concepts to be summarized using graphic organizers. students are highly concerned in deciding what type of graphic organizers would they utilize to synthesize and logically organize the content of the modules and lectures. according to (kinchin et al., 2019), use of concept maps shows a positive impact on the quality of student learning in various disciplinary contexts and levels of education as it helps the students connect their ideas and generate productive knowledge that are essential in establishing systematic and organized conceptual understanding. 2. graphic organizers helped me recall the essential information i need for review and prepare the students for assessment. for the sample students, graphic organizers purposely serve as their major reviewer in this course especially during the chapter and term examinations. the simplified yet organized knowledge represented in graphic organizers allowed the students to recall the essential concepts during their assessment period and contribute significantly to successful examination results. this idea was parallel to the study of (srivastava et al., 2021) wherein the quality of students map building strategies provide students an opportunity to exercise their working memory and use their assessment strategies and testing skills with sufficient understanding from their graphic organizers. conclusions and recommendations the quantitative and qualitative results based on objectives, the following conclusions were made: (1) the students frequently used concept maps and bubble topical organizers or clusters of objects that show linkages among the topics that were discussed in the modules; (2) the use of graphic organizer improved the student’s scores in the pretest and posttest as shown in the comprehensive examination, and (3) students relatively agreed that use of concept mapping helped them organize their ideas in the entire course of cell and molecular biology. based on the results of the study, it recommends the testing of this intervention to other disciplines in science education such as in genetics & biotechnology and in anatomy and physiology to establish the consistency of results. references bergan-roller, h. e., galt, n. j., helikar, t., & dauer, j. t., (2020). using concept maps to characterise cellular respiration knowledge in undergraduate students. journal of biological education, 54(1), 33-46. https:// eric.ed.gov/?id=ej1242078 brydon-miller, m., prudente, m., & aguja, s. (2017). lighting a spark, seeing the light: educational action research as transformative practice. in m. brydonmillerm. prudente, & s. aguja lighting a spark, seeing the light: educational action research as transformative practice, 2, (pp. 435-451). sage publications ltd, https://dx.doi.org/10.4135/9781473983953 casadevall, a., & fang, f. c. (2014). specialized science. infection and immunity, 82(4), 1355–1360. https://doi. org/10.1128/iai.01530-13 choudhari, s. g., gaidhane, a. m., desai, p., srivastava, t., mishra, v., & zahiruddin, s. q.,(2021). applying visual mapping techniques to promote learning in community-based medical education activities. bmc medical education, 21(1), 210. https://doi.org/10.1186/ s12909-021-02646-3 choudhary, f., & bano, r., (2022). concept maps as an effective formative assessment tool in biology at secondary level. journal of education and educational development, 9(1). https://files.eric.ed.gov/fulltext/ ej1347235.pdf collins, b. & nyenhuis, r. (2021). the effectiveness of concept maps for students’ learning and retention, journal of political science education, 17(1), 897-909, doi: 10.1080/15512169.2020.1775090. demirci, t., & oktay, m. (2021). the effectiveness of concept teaching using concept maps on academic achievement and elimination of misconceptions: protein synthesis case. science education international, 32(4), 390-399. https://files.eric.ed.gov/fulltext/ ej1334920.pdf immordino-yang, m.h., darling-hammond, l., & krone, c. r. (2019). nurturing nature: how brain development is inherently social and emotional, and what this means for education, educational psychologist, 54(3), 185-204. https://www.tandfonline. com/doi/abs/10.1080/00461520.2019.1633924 joshi, r., hadley, d., nuthikattu, s., fok, s., goldbloomhelzner, l., & curtis, m. (2022). concept mapping as a metacognition tool in a problem-solving-based bme course during in-person and online instruction. biomedical engineering education, 1–23. advance online https://journals.e-palli.com/home/index.php/ajmri pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 69-74, 2022 publication. https://doi.org/10.1007/s43683-02200066-3 kinchin, i. m., möllits, a., & reiska, p. (2019). uncovering types of knowledge in concept maps. education sciences, 9(2), 131. https://www.mdpi.com/22277102/9/2/131 powell, b. d., oxley, m. s., chen, k., anksorus, h., hubal, r., persky, a. m., & harris, s. (2021). a concept mapping activity to enhance pharmacy students’ metacognition and comprehension of fundamental disease state knowledge. american journal of pharmaceutical education, 85(5), 8266. https:// doi.org/10.5688/ajpe8266 quillin, k., & thomas, s. (2015). drawing-to-learn: a framework for using drawings to promote modelbased reasoning in biology. cbe—life sciences education, 14(1), es2. https://www.lifescied.org/ doi/10.1187/cbe.14-08-0128 raiyn, j. (2016). the role of visual learning in improving students’ high order thinking skills, journal of education and practice, 7(24), 115-121. https://files.eric. ed.gov/fulltext/ej1112894.pdf rodrigues-fernandes, c. i., speight, p. m., khurram, s. a., araújo, a. l. d., perez, d. e. d. c., fonseca, f. p., & santos-silva, a. r. (2020). the use of digital microscopy as a teaching method for human pathology: a systematic review. virchows archiv., 477(4), 475-486. https://europepmc.org/article/ med/32833038 roman, a., flumini, a., & santiago, j. (2018). scanning of scomic changes spatial biases in mental model construction. philos trans r soc. lond biol. sci. j., 373(1752), 20170130. https://www.ncbi.nlm.nih. gov/pmc/articles/pmc6015820/ schroeder, n. l., nesbit, j. c., anguiano, c. j., & adesope, o. o. (2018). studying and constructing concept maps: a meta-analysis. educational psychology review, 30(2), 431-455. https://psycnet.apa.org/ record/2017-13290-001 sikumbang, d., rakhmawati, i., & suwandi, t. (2019). investigating the cognitive structure of biology preservice teacher about central dogma of molecular biology through word association test. in journal of physics: conference series, 1155(1), 012047. http://repository.lppm.unila. ac.id/12434/1/sikumbang_2019_j._phys.__conf._ ser._1155_012047.pdf srivastava, a., srivastava, n., & chandrasekharan, s. (2021). quality of concept maps is affected by map building strategies. biochemistry and molecular biology education, 49(1), 129-139. https://pubmed.ncbi.nlm. nih.gov/32738098/ vacek, j., & liesveld, j. (2020). teaching concepts to nursing students using model case studies, the venn diagram, and questioning strategies. nursing education perspectives, 41(6), 373-375. https://pubmed.ncbi.nlm. nih.gov/31107392/ yarden, h., marbach-ad, g., & gershoni, j. m. (2004). using the concept map technique in teaching introductory cell biology to college freshmen. bioscene: journal of college biology teaching, 30(1), 3-13. https://eric.ed.gov/?id=ej876528 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) improving the performance practice of 21st century music of grade 10 students through digital learning material roel a. villasanta1* volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.306 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 04, 2022 accepted: june 17, 2022 published: june 19, 2022 this action research was conducted to test the effectiveness of digital learning material in the form of video lesson in improving the performance practice of 20th music of grade 10 students. this research was participated by the grade 10 students of sanchez mira school of arts and trades, sanchez mira district for the school year 2021-2022. the researcher used quasi-experimental research design in this study, specifically a one group pretest posttest design. the instrument was reviewed and validated by the school/district research screening committee. the study’s findings show a significant difference in participants’ achievement levels before and after using the digital learning material, and using descriptive statistical tools such as percentage, mean, and standard deviation (sd) to show the mean distances of their scores, students’ performance during the post-test is somewhat better. the statistical tool t-test: paired sample strongly suggests that there is a significant improvement in the participants’ performance following the intervention. the cohen’s d outcome is consistent with the fact that the intervention used in this study had a significant impact on the learners’ performance and learning experience in music during the pandemic. it implies that supplementary digital materials and online classes in teaching music are important during the pandemic. it is suggested that grade 10 teachers consider using digital learning material in the form of video lessons in their respective classes to improve their students’ performance practice of twentieth-century music. school leaders should use the study’s findings to develop programs and initiatives in their respective schools. keywords digital learning material, 20th century music, grade 10 1 sanchez mira school of arts and trades, philippines. * corresponding author’s e-mail: roel.villasanta@deped.gov.ph introduction in the advent of technology and the global challenge that we faced at this time of pandemic, the educational system was tremendously affected especially that the crisis has come quickly and drastically. apparently, the prelude of the new asian trend of music in social media and other popular songs of varied genres has likewise changed the level of interest among learners in the field of music particularly in the orchestral music which are significant in the general academic performance of the learners in this area. it is worthy to note that with the abrupt change of all these entities, alternative means of teaching and learning music must have been adapted if not innovations on instructional design in digital form post an intractable challenge. as evidence, ou, c., et al. (2019) emphasized that designing and developing video lessons offered a wide range of effectiveness and educational opportunities that could not be achieved in traditional face-to-face form of learning and instructions. that is tantamount to significantly encouraging teachers to develop digital learning materials suited to the current teaching-learning process of educating the young in the distance modality. according to ming-hung lin and huang-g chen (2017), digital learning has a greater positive impact on learning outcomes than traditional teaching. furthermore, gk nalini et al. et al. (2020) show in their study that the improvement in the posttest was more noticeable in online learning. furthermore, it was attested by obagah, rr., & brisibe, wg., (2017) that when instructional videos are used, memory retention of the topics taught would likewise be improved. this gave the researcher an idea of an innovation that could meet the needs of learners in online and distance modular learning. using digital learning materials in music education is thus very timely to meet the needs of the students. sanjai sinha, et. al. (2020), concluded in their study that video lessons are feasible for the delivery of primary care for patients during the covid-19 pandemic. conversely, it was observed that learners have a hard time mastering the most essential learning competencies in some of the subjects especially in music because of the unavailability of these materials in the portal but also the lack of supplemental or alternative learning materials. in our school context, the researcher figured out that remarks in his daily lesson log for the school year 2020-2021 that 50% of these grade 10 students could not explain the performance practice (setting, composition, role of composers/ performers, and audience) of 20th century music. added to this, with the result of the retrieved diagnostic test in music during the first week of retrieval and distribution, it could be gleaned that 53 out of 289 or 20.5% of grade 10 students failed to meet the 75% passing score of the test in this particular competency. knowing all these problems, the researcher thought of finding ways to address this using existing data found in the lesf particularly on the remarkable number of enrollees who have available gadgets, internet and data connection. it could be inferred that there were 231 out of https://doi.org/10.54536/ajmri.v1i3.306 https://journals.e-palli.com/home/index.php/ajmri mailto:roel.villasanta%40deped.gov.ph?subject= pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-6, 2022 289 or 89.5% grade 10 enrollees who have cellphones or digital gadgets. from those learners, 22 or 9.5% used pldt prepaid fiber connection, and postpaid internet connection respectively while 90.47% utilized prepaid/data. as a result, the researcher worked to improve an innovative digital learning material in the form of video lessons that significantly improved the academic level of sanchez mira school of arts and trades grade 10 students, specifically to explain the performance practice (setting, composition of composers/performers, and audiences) of 20th century music. innovation, intervention, and strategy the digital learning material is a melc based video lesson that can be used individually and suitably for learners in this time of pandemic where face-to-face interaction is highly discouraged. this instructional material has features convenient to use for learning and appropriate enough for high school students that can eventually trigger their interest and can make learning easy and fun. such features include plug and play, download and play or copy-paste the link on youtube and then play that spells its difference from the usual powerpoint presentation. it was localized and contextualized in order to meet the level of understanding of the learners and to enhance their knowledge in 20th century music. unlike other videos, this dlm is not activity-based material but very useful in understanding the concepts, features of the different music, and familiarizing them with the works of the composers of 20th century music. it is also important in developing the learners’ listening skills. the digital learning material is a 19-minute video lesson discussion and presentations of the music in the 20th century where impressionism, expressionism, musical styles, and the different works of the composers are digitally presented. some of the famous masterpieces of the composers are also inserted in every composer’s presentation to explain and to show their works during their time. the different musical styles in the 20th century, such as electronic music and chance music, are also presented in the dlm. the video lesson will be used to help the grade 10 learners understand comprehensively their lessons in music of the 20th century. likewise, it is designed to make the learners visualize, listen, analyze and understand music to meet the learning competencies that need mastery for the first quarter, hence making it innovative. as to the strategy, the researcher crafted the video lesson through the use of offline applications that can be downloaded from playstore such as kinemaster (filmora), and bandicam. bandicam is a lightweight screen recorder software for windows that can capture anything on your pc screen as high-quality video. this app also makes it possible to record a certain area on a pc screen, or capture a game that uses the directx/opengl/vulkan graphic technologies. the researcher used this application in recording the power presentation-converted to video and other video materials that were used in the dlm. the researcher also used the kinemaster application for it provides a wide range of video editing functions, including transition effects, text and handwriting overlays, video and image layers, up to four additional audio tracks, detailed volume envelope control, and more. recorded videos and recorded audios were inserted per segment and edited according to the sequence of the lesson based from the slm. interestingly, the created dlm was then uploaded to youtube that can be downloaded anytime for instructional purposes. the dlm will be implemented under the supervision of the researcher and with the guidance of the parents in 2-week time every friday between september 24 and october 1, 2021, between 1 pm to 5 pm, as specified in the proponent’s class schedule. the study will have 11 participants per week, for a total of 22 participants. the researcher will meet and give instructions to the participants together with their parents through the use of google meet, zoom or other social media platforms. questionnaires in google forms shall be sent in facebook messenger. a 30-minute time will be given to the participants to answer every questionnaire and 20 minutes to study the video lesson. close monitoring and guidance of the parents with the supervision of the researcher will take place throughout the process for the validity of the data to be gathered. the best practices on proper personal hygiene and iatf protocol shall be observed while following the procedures: the students prepare any available digital device/gadget at home such as smart tv/ tv with usb port, android/ smartphone, laptop, desktop or any gadget that has internet connectivity. for the participants to be ready during the implementation, the students shall download the dlm through youtube via internet connection. if the internet will not be available, the teacher/proponent will share the dlm through flash drive, compact disk, bluetooth, messenger and other social media platforms that can easily be accessed through data connection. during the implementation, the participants will be divided into two groups based on gender. week one will be all males, and week two will be all females. day 1-2 will be a video lesson on impressionism, day 3 will be on expressionism, and day 4 will be on electronic and chance music. at each meeting, the researcher will administer formative assessments to ensure mastery of competency. action research questions in this context, this action research evaluated the effectiveness of the digital learning material in improving the musical achievement level of sanchez mira school of arts and trades grade 10 students for the school year 2021-2022. the study specifically addressed the following questions: 1. what are the mean scores of the participants in the pretest and posttest? 2. is there a significant difference between the https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-6, 2022 pretest and post-test scores of the participants after the intervention? 3. what is the effect size of using the digital learning material to the academic level of the participants in music? action research methods the researcher used a quasi-experimental research design in this study, specifically a one group pretest posttest design. the same group of respondents was given a pretest, an intervention, and a posttest in this research method. the results of the pretest and posttest were compared to see if there was a significant difference. a. participants and/or other sources of data and information the study was carried out at the sanchez mira school of arts and trades in the sanchez mira district of santor, sanchez mira, cagayan. the sources of data were the pretest and posttest of the grade 10 students. purposive sampling was used to identify respondents because the proponent has delved deeper into the purpose of the study, which is to see the effectiveness of the designed intervention based on the learners’ available resources. furthermore, 11 males and 11 females were qualified participants based on their internet access, available laptops, and gadgets from the learners’ enrolment survey form (lesf). the researcher’s google forms were used to automatically analyze the students’ output. b. data gathering methods the main instrument used to collect data in this study was a 30-item pretest and post-test that was taken from the mapeh grade 10 modules that was download from the sdo cagayan learning portal which was modified and enhanced by the researcher. the district and school research screening committee reviewed and validated the instrument. researcher collected data from participants using online platforms, specifically google forms, as the primary strategy, with prepared diagnostic, pretest, and post-test tests sent via students’ messenger or the google meet chat box during the specified timeline. before collecting data from the students, they were informed of the purpose of the study. because the study includes participants who are still considered minors, they were asked to participate by providing written consent and a waiver from their guardian or parents. the researcher also protected their confidentiality and privacy as participants. in terms of data collection, protocols for the study’s execution were sought from the school’s principal and other relevant offices. the researcher seeks permission from the principal and other school personnel to proceed with data collection. mapeh teachers were also informed about the research being conducted on the use of dlm intervention in improving students’ academic levels. furthermore, to improve the research, the researcher received online technical assistance from the division technical working group on research conducted by the schools division office. following the online conference and integration of recommendations and suggestions, the researcher seeks the approval of the public schools district supervisor and the division technical working group before submitting the study for approval to the division education supervisor in-charge and the schools division superintendent. discussion of results and reflections this chapter highlights the collected data as well as the statistical treatment of the data. it concludes the respondents’ preand-post-test scores, including the discrepancy in the level of performance of the table 1: mean pretest and posttest scores tests mean standard deviation pretest 11.32 4.26 post-test 22.67 2.22 respondents in their pretest and post-test. it also provides an overview of the impact of digital learning materials on student achievement. table 1 reveals the results of the analysis of their pretest and posttest scores that students obtained a mean score of 11.32 with a standard deviation of 4.26 during the pretest of thirty (30) item test, indicating poor performance on the pretest. furthermore, during the post-test, students obtained a mean of 22.67, indicating improved student performance as a result of the intervention used. this manifests that the learners perform better in the posttest than in the pretest. the standard deviation of 2.22 indicating the mean distances of their scores indicates that students’ performance during the post-test is somewhat consistent. this implies that the intervention improved the performance practice of 20th century music of grade 10 students through digital learning material in the form of video lesson during the pandemic which modular distance learning is widely used. the above result is collaborated with the ming-hung lin et al. (2017) cited in their studies that increasing learning time for students with digital learning relatively improves learning performance. this finding demonstrates that incorporating digital learning into classroom instruction benefits not only students, but also teachers in the time of pandemic. aside from promoting personal professionalism, teachers may perceive that students recognize teachers’ efforts and passion for teaching. aside from that, many recent studies have emphasized the significance of technology-based music education in favoring interactions between students and teachers. like the study of ruokonen and ruismäki (2017) explicitly stated in their findings that, while technology has improved music education, face-to-face instruction is still https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-6, 2022 table 2: test of difference between pretest and post-test scores tests mean t-value probability value statistic level of significance statistic inferential pretest 11.32 21.28 1.08e-15 0.05 significant posttest 22.67 essential because music is a very intuitive subject. they hypothesized in their study that blended learning would be the best approach to overcoming the limitations of online music learning. however, none of these studies provided empirical evidence of the efficacy of blended learning in improving students’ musical competence. as a result, the emphasis of this study was on the effective use of blended learning for improving students’ competencies in oriental music at the secondary level of education. according to the table, the test claimed that there is a significant difference between the two scores in favor of the posttest, as evidenced by the computed t-value of 21.28 and a probability value of 1.08e-15, both of which are less than the 0.05 level of significance. nonetheless, in a 30-item test, the obtained mean score is 22.67 during the post-test and 11.32 during the pretest. the findings strongly suggest that the intervention resulted in a significant improvement in the participants’ performance. it is worth noting that, in this day and age, supplementary material, which is digital learning material in the form of video lessons, improves learners’ achievement levels in teaching music. the improvement in their performance further affirms that creating a digital learning material or employing technology in teaching music in this time of pandemic has a number of advantages and significant influence on the learning success of students wherein face-to-face classes is not possible. in an study, which purves, 2012; sweeney et al., (2017) emphasized that music education is no exception, seeing significant study and growth and building upon general trends of technology use in the modern classroom. in a qualitative study conducted by johnson and lamothe (2017), faculty experience changes, or shifts, as they navigate the successes and challenges of designing and teaching music in an online environment. furthermore, the findings suggest that incorporating supplementary digital learning materials into the teaching process has a significant impact on the students’ learning experience. this is supported by the claim of o’callaghan et al., (2017), which confirmed that a well-designed online learning environment can provide students with 24/7 access to materials for multiple viewings of resources; table 3: test of effect size tests mean t-value cohen’s d value scale remark pretest 11.32 21.28 3.33 above 2.0 huge 1.20-2.0 very large 0.80-1.19 large 0.5-0.79 medium 0.2-0.49 small 0.01-0.19 very small huge effect size posttest 22.67 regulation of learning, flexibility of learning schedules, and accessibility accommodations (henderson et al., 2017); and the availability for developing a collaborative learning environment (harasim, 2017). as reflected in the table, the computed cohen’s d value of 3.33 shows that there is a huge effect size of using the intervention to the performance of the students along the competency, the significant increase in their mean performance from 11.32 during the pretest to 22.67 of the posttests manifested the great effect of the used of the intervention. indeed, the intervention is highly effective. the outcome is consistent with the fact that the intervention used in this study had a significant impact on the learners’ performance and learning experience in music during the pandemic. it strongly suggests that supplementary digital materials and online classes in teaching music are extremely important during the pandemic. this finding also strengthens the claims of dye (2007), and king et al. (2017), who continue to work in online music studies and investigate pedagogical challenges (for example, technology tools and approaches to course design) in transitioning from face-to-face to the online teaching environment, thereby confirming the need for online music pedagogy in online classes. furthermore, it is rewarding to note that the students’ positive performance in the post-test indicates that the intervention had a significant effect in the current situation. the fact that digital materials contain many visual, auditory, or interactive elements, on the other hand, makes them a valuable resource for students with different learning styles and intelligence types. furthermore, students are said to benefit from digital materials in terms of information selection, organization, and integration (zwart, van luit, noroozi, & goei, 2017). summary of findings the following findings were discovered as a result of the study: 1. the students obtained a mean score of 11.32 with a standard deviation of 4.26 during the pretest of thirty (30) item test and achieved a mean score of 22.67, indicating improved student performance as a result of the intervention used. 2. a probability value of 1.08e-15, which is less than https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-6, 2022 the 0.05 level of significance was used and their obtained mean score of 22.67 during the post-test and 11.32 during the pretest with the 30 item tests. 3. the computed cohen’s d value of 3.33 manifested the huge effect size of using the intervention to the performance of the students along the performance practice of 20th century music (mu10tc ib-g-4). conclusion the respondents’ performance improved significantly after the intervention was implemented. this implies that the intervention had a positive effect on the learning outcomes and experiences of the respondents. moreover, applying the cohen’s d value, the use of digital learning material in the form of video lessons was very effective in teaching and improving the performance practice of 20th century music of grade 10 students. furthermore, the intervention is highly effective because it increased learners’ motivation in their learning experience, provided learners with enough time to grasp the gist of the lesson, and developed a broad range of knowledge acquisition, resulting in learners’ interest in online teaching-learning activities rather than online gaming. recommendations in response to the aforementioned findings, the following proposed recommendations are designed in this time of crisis: 1. mapeh teachers may consider using digital learning material in the form of video lessons as an intervention to improve their students’ performance in music. consider the revealed findings for inspiration in table 1. 2. mapeh and other teachers are strongly encouraged to create their own conceptualized melc-based video lesson to improve the learning outcomes of their students in music and other subject areas, particularly during a pandemic. consider the effectiveness of the intervention in table 3. 3. mapeh teachers may consider in designing their learning or work plans to include the use of digital learning material in mapeh instructions in order to improve and develop their students’ academic performance, particularly in music. 4. mapeh teachers may consider to hold a learning action cell (lac) session to create video lessons for professional growth opportunities, so that they can learn from one another and improve their online teaching skills. 5. mapeh and other teachers from various specializations should strategically welcome the intervention to use in their teaching-learning process by conducting parallel studies using a research-based approach to increase methodological practice in their specific subject area for comparative analysis. 6. the school head should also consider including the study in the school improvement plan, annual improvement plan, and work financial plan for funding purposes. reflections everyone enjoyed learning and discovering music because it is the universal language of mankind. music, on the other hand, is a branch of arts in which all of the senses are used to learn and comprehend to its concept. it is, however, a subject that cannot be taught solely through reading, but rather through listening and watching. in this current situation, our learners have a hard time in acquiring the most essential learning competencies in some of the subjects especially in music; this is because of learning materials available such as slms could not meet the needs of our learners. this prompted the researcher to take an action to provided quality education that is accessible to his learners. as discussed, in the event of a pandemic, digital learning material has a greater positive impact on learning experience and learner performance than modules alone. students can develop effective self-directed learning skills with the help of digital learning materials and technology. they can identify what they need to learn, locate and use online resources, apply the information to the problem at hand, and even evaluate the feedback they receive. as a result, their efficiency and productivity improve. digital learning materials, in addition to engaging students, sharpen critical thinking skills, which are the foundation for the development of analytic reasoning. learners who use their imagination and logic to explore open-ended questions learn how to make decisions rather than simply memorizing the textbook or self learning modules in time of pandemic. digital learning material provides better context, a greater sense of perspective, and more engaging activities than traditional education methods because it is far more interactive and memorable than voluminous slms, lass or one-sided lectures. students are better able to connect with the learning material as a result of this. furthermore, they frequently provide a more interesting and engaging way to digest information. their retention rates and test scores reflect this. as a result, teachers are strongly encouraged to create their own melcbased digital learning material using online and offline applications. references bautista, a., tan, c., wong, j., & conway, c. (2019). the role of classroom video in music teacher research: a review of the literature. music education research, 21(4), 331-343. https://doi.org/10.1080/14613808. 2019.1632278 department of education. (2020, june 19). department of education. https://www.deped.gov.ph/2020/06/19/ edward, c. n., asirvatham, d., & johar, g. (2019). the impact of teaching oriental music using blended learning approach: an experimental study. malaysian journal of learning and instruction, 16(1), 81-103. https://doi.org/10.32890/mjli2019.16.1.4 implementation of video visits during covid-19: lessons learned from a primary care practice in new york city. (n.d.). frontiers. https://doi.org/10.3389/ https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-6, 2022 fpubh.2020.00514 johnson, c. (2017). teaching music online: changing pedagogical approach when moving to the online environment. london review of education. https://doi. org/10.18546/lre.15.3.08 k, n., p, d., p, n., n, s., & nagaral, j. (2019). effectiveness of digital learning versus traditional learning among undergraduate students prescription writing. national journal of physiology, pharmacy and pharmacology, (0), 1. https://doi.org/10.5455/ njppp.2020.10.0828816102019 lin, m., chen, h., & liu, k. (2017). a study of the effects of digital learning on learning motivation and learning outcome. eurasia journal of mathematics, science and technology education, 13(7). https://doi.org/10.12973/ eurasia.2017.00744a ou, c., joyner, d. a., & goel, a. k. (2019). designing and developing videos for online learning: a sevenprinciple model. online learning, 23(2). https://doi. org/10.24059/olj.v23i2.1449 ramota ruth obagah, & warebi gabriel brisibe, phd. (2017). the effectiveness of instructional videos in enhancing learning experience of architecture students in design and drawing courses: a case study of rivers state university, port-harcourt, 5(11). chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/ viewer.html?pdfurl=https%3a%2f%2fwww. ijern.com%2fjournal%2f2017%2fnovember2017%2f04.pdf&clen=144367&chunk=true https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 24 4 american journal of multidisciplinary research and innovation (ajmri) extent of awareness to current trends and practices and commitment in the teaching profession: the case of antique public school teachers pablo s. crespo jr1, gerald t. malabarbas2* volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.720 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 05, 2022 accepted: october 09, 2022 published: october 13, 2022 the teaching profession remains challenging due to growing demands and the world’s changing needs. however, the role of teachers has remained inspiring, requiring more service than employment for the sake of the youth and future generations. the study aimed to assess the extent of awareness of the current trends and the commitment in the teaching profession of public school teachers in the schools division of antique, philippines. the researchers employed a descriptive-correlational research design using a validated questionnaire in data gathering for the 320 randomly chosen teacher-respondents. results revealed that most of the teachers were degree holders only, with less than ten years of teaching experience, and were dominated by female teachers. they were highly aware of the current trends and practices in the teaching profession and highly committed to their work. results also indicated that teachers’ commitment is influenced by their level of education. teachers with a greater level of education are more committed to their careers. teachers with higher educational attainment are more effective than those with a lesser level of education. similarly, teachers with more years of experience teach better than those with less experience. teachers’ educational level and sex have little effect on their teaching performance. moreover, teachers’ performance is related to their understanding of current trends and practices in the teaching profession and their commitment. therefore, the greater teachers’ awareness, the more receptive they are to change, and the greater their commitment, the better their teaching performance and the tasks and responsibilities they may be assigned in response to changes in the educational system. the researchers suggest that the department shall provide continuous professional development interventions to give educators the tools and skills to stay modern with the needs of students and allows them to plan for changing trends in education. keywords public teachers, professional development, trends in teaching, commitment introduction a profession is a vital social, economic, and technological endeavor. teaching is a profession that emerges from social and economic changes in societies and has social, cultural, economic, scientific, and technological components. teaching needs field specialization, teaching skills, instructional practices, and specific personal characteristics. individuals who choose to teach must have subject matter knowledge, teaching abilities, and relevant personality attributes to perform their role (hotaman, 2010). it is crucial to hire qualified and committed teachers in the field since education plays a crucial role in training future generations of any society. as a result, picking a profession in teaching becomes increasingly important. according to ingersoll and collins (2018), teachers are generally seen as the school’s foundation; without them, there would be no school. thus, comprehending the educational system requires an understanding of the functions of instructors. typically, discussions of organizations include information about the roles that individuals play within them. the sort of employees employed by a company is a defining characteristic of its roles. compared to nonprofessionals, professionals have greater control over their work settings, greater status, and comparatively higher income. this classification is typically at the center of labor issues and is not without debate. undeniably, teaching is a dynamic profession. depending on the classes we teach and the number of students we have, it varies from year to year. but throughout the past century, the educational landscape has essentially remained unchanged. our classes are still dominated by teachers. the teacher’s job in a teacher-centered classroom is to impart knowledge to the pupils and assess their retention and comprehension of that knowledge through tests. students who are passive learners do not analyze, apply, evaluate, or produce knowledge; rather, they just comprehend and retain it. moreover, many teachers are beginning to assert that this way of teaching is no longer useful. they say schools need to change to prepare students for a world that is becoming more tech-based and globalized, where they will live and work. further, the education delivery system influences learners’ 21stcentury competencies. pedagogy, curriculum, school norms and atmosphere, assessments, and benchmarking are crucial to developing and monitoring 21st-century abilities. the classroom is where the above components come together to bring knowledge and skills. in the classroom, students can witness teachers exhibiting these abilities and practicing them themselves. preparing and training teachers in 21st-century skills acquisition and distribution is crucial. measuring classroom processes and teacher practices that support 21st-century skills can be the first step (kim, raza, & seidman, 2019). 1 university of antique, sibalom, antique, philippines 2 christ the king college, calbayog city, samar, philippines * corresponding author’s e-mail: dlaregtm@gmail.com https://doi.org/10.54536/ajmri.v1i4.720 https://journals.e-palli.com/home/index.php/ajmri mailto:dlaregtm%40gmail.com?subject= pa ge 24 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 244-251, 2022 the quality of education has changed a lot in the past few years. before, the main goal of institutions was to teach students certain types of knowledge that they were expected to use later. now, the main goal of institutions is to teach students “life skills.” our goal is to teach students how to learn on their own and how to work so that they can come up with new ideas. one important part of modern life is coming up with new ideas. we need professionals who understand different cultures, are skilled, innovative, and creative problem-solvers, and can think critically. with the help of new technologies, people can learn to think more critically (nessipbayeva, n.d). according to existing studies, committed teachers to focus more on their work, place greater emphasis on accomplishing school goals, and remain in school. in addition, it was revealed that teacher dedication was connected with instructional presentation, absenteeism, burnout, and turnover. it has also been shown to alter students’ achievement gains and their school performance (park, 2005). as supported by day (2008), committed teachers engage in communication with their pupils, take into account their growth, and meaningfully work to build their aptitude for a diverse range of activities. thus, if educational institutions can make teachers more committed, there will be a better chance that these teachers will be interested in their jobs. so, if schools want more engaged teachers, they need to encourage teachers to be committed (shu, 2022). in light of the recent changes made to the curricula of basic education (elementary to senior high school) in the philippines, increasing the research ability of teachers has emerged as a critical component in the process of improving the teaching practices of those teachers (gutierez, 2019). indeed, one of the new trends that teachers must adopt is the use of information and communication technologies in the teaching-learning process. icts are considered to empower instructors and learners, encourage change, and cultivate 21st-century abilities, although evidence is weak. there is a widespread belief that icts can and will empower teachers and learners, transforming teaching and learning from teacherdominated to student-centered. this transformation will result in increased learning gains for students, creating and allowing them to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. there are few conclusive statistics to support this belief (world bank, 2008). with this scenario, the researchers aimed to assess the extent of awareness of the current trends and the commitment in the teaching profession of public school teachers in the schools division of antique, philippines. specifically, it sought to answer the following objectives: (1) determine the extent of awareness of teachers of the current trends and practices in the teaching profession when they are taken as an entire group and when they are classified as to educational attainment, length of service, educational level taught, and sex; (2) determine the extent of the commitment of teachers when they are taken as an entire group and when they are classified as to educational attainment, length of service, educational level taught, and sex; (3) test the significant differences in the extent of awareness of teachers of the current trends and practices in the teaching profession when grouped according to their profile variables; and (4) test the significant differences in the extent of the commitment of the teachers when grouped according to their profile variables. methodology research method the researchers employed a descriptive-correlational research design. descriptive research gathers, analyzes, classifies, and tabulates data regarding prevailing conditions, practices, processes, trends, and cause-effect linkages then interpret it with or without statistical methodologies. this method also determines prevailing facts in a group under investigation, which describes the group’s general characteristics (calderon, 2006). additionally, this is the most appropriate method for this study because it involves collecting data to test the hypothesis and answer questions on the extent of awareness of the current trends and the commitment in the teaching profession of public school teachers. respondents and sampling procedure the respondents of the study were 320 teachers from the randomly selected elementary and secondary schools in the division of antique. the researchers employed a multistage sampling technique. the researcher opted to use the cluster sampling techniques for the reason that antique is already divided into four clusters based on the number of students and teachers present for every cluster. it is assumed that the difference in the number of teachers and students per cluster does not significantly depart. research instruments and validation the researchers made use of a constructed survey questionnaire to assess the extent of awareness of the current trends and the commitment in the teaching profession of public school teachers in the schools division of antique, philippines. the survey questionnaire has three (3) parts. part i described the profile of the public teachers. then, part ii assessed the extent of awareness of the current trends and practices of public teachers. while part iii of the instrument determined the extent of the commitment of the public teachers in their teaching profession. then, the instrument was subjected to a validation process. first, face validation was made on the research instrument by the experts. the revised questionnaire was approved after integrating their ideas. cronbach’s alpha analysis was used to examine the questionnaire’s validity and reliability. cronbach’s alpha measures questionnaire reliability. the instrument’s alpha value was 0.917, https://journals.e-palli.com/home/index.php/ajmri pa ge 24 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 244-251, 2022 which is excellent. thus, alpha value reliability statistics reveal that all questionnaire indicators are good, and the instrument is generally accepted. data analysis frequency counts (f) and percentages (%) were used to describe the profile of the respondents. then, mean and standard deviation were used to assess the extent of awareness of the current trends and practices and the commitment of the public school teachers. on the other hand, anova with a post hoc test was employed to determine the significant differences among three or more groups in the study. while a t-test was used to determine the significant differences between the two groups in the study. finally, the data were statistically analyzed using ibm spss version 29. results and discussions profile of public schools in the schools division antique table 1 presents the frequency and percentage distribution of the profile of the teachers in the public schools in the schools division of antique. the table above shows that when the teachers are grouped as to their educational attainment, 147 or 45.9 % are bs degree holders, 140 or 43.8% have master’s units, 23 or 7.2% are master’s degree holders, and only 10 or 3.1% have phd/edd units. as to the length of service, 153 or 47.8% have 10 years and below length of service, 106 or 33.1 % have 11-20 years of service, and 61 or 19.1% have 21 years and more length of teaching service. as to the educational level taught, 149 or 46.6% are elementary teachers, while 171 or 53.4% are secondary teachers. then, in terms of sex, 230 or 71.9% are female table 1: frequency and percentage distribution on the profile of the public school teachers (n=320) profile variables f % educational attainment master’s degree with phd/ edd unit 10 3.10 master’s degree holder 23 7.20 bs with master’s degree units 140 43.80 bs degree holder 147 45.90 length of service 21 years and above 61 19.10 11-20 years 106 33.10 10 years and below 153 47.80 educational level taught secondary/high school 171 53.40 elementary 149 46.60 sex male 90 28.10 female 230 71.90 total 320 100.00 table 2: extent of awareness of the current trends and practices in the teaching profession of the teachers in the schools division of antique variables x sd interpretation entire group 2.83 0.406 highly aware educational attainment master’s degree with phd/edd unit 3.18 1.034 highly aware master’s degree holder 3.14 0.897 highly aware bs with master’s degree units 2.85 0.564 highly aware bs degree holder 2.73 0.237 highly aware length of service 21 years and above 2.86 0.456 highly aware 11-20 years 2.87 0.897 highly aware 10 years and below 2.78 0.356 highly aware educational level taught secondary/high school 2.79 1.008 highly aware elementary 2.87 0.975 highly aware sex male 2.83 0.784 highly aware female 2.83 0.801 highly aware legend: 1.00-1.50=’not aware’, 1.51-2.50=’slightly aware’, 2.51-3.50=’highly aware’, 3.51-4.00=’fully aware’ x=mean; sd=standard deviation. teachers, while 90 or 28.1% are male teachers. thus, it can be inferred that most of the teachers are only bachelor’s degree holders despite they have been in the teaching profession for more or less ten years, they are teaching in the elementary grade, and there are more female teachers as compared to male teachers. extent of awareness of the current trends and practices in the teaching profession table 2 shows the mean and standard deviation on the extent of awareness of the current trends and practices in the teaching profession of the teachers in the schools division of antique. data shows that the teachers in the division of antique have a “high” extent of awareness of the current trends and practices of the teaching profession when taken as an entire group (x=2.83; sd=0.406) and when classified according to certain categories. although the faculty rate themselves to be having a https://journals.e-palli.com/home/index.php/ajmri pa ge 24 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 244-251, 2022 “high” extent of awareness, further scrutiny reveals that in terms of educational attainment, those with the highest educational attainment, the master’s degree holders with phd or edd units, have the highest mean score (x=3.18; sd=1.034) followed by the master’s degree holders (x=3.14; sd=0.897), then those with masters units (x=2.85; sd=0.564) and finally those bs degree holders (x= 2.73; sd=0.237). in terms of length of service, teachers with 21 years of service and more and teachers with 11-20 years in service shared a slightly higher extent of awareness (x=2.86; sd=0.456) than those with a shorter experience of ten years and below (x=2.78; sd=0.356). with regards to the educational level taught, the elementary teachers posted a slightly higher extent of awareness (x=2.87; 0.975) than secondary teachers (x=2.79; sd=1.008). as to the gender, it was revealed that male teachers (x=2.83; sd=0.784) have the same extent of awareness as the female teacher (x=2.83; sd=0.801). the data reveal that the teachers are generally highly aware of what is going on in the system, the present thrusts and programs and the things that are expected of them, and the occurrence of the new technology that is used in the teaching-learning process like the integration of ict and educational technology. extent of teachers’ commitment to work table 3 displays the mean and standard deviation on the extent of commitment to work of teachers in the schools division of antique. table 3: extent of commitment to work of teachers in the schools division of antique variables x sd interpretation entire group 3.15 0.075 highly committed educational attainment master’s degree with phd/edd unit 3.39 0.866 highly committed master’s degree holder 3.25 0.904 highly committed bs with master’s degree units 3.16 0.781 highly committed bs degree holder 3.11 0.654 highly committed length of service 21 years and above 3.15 0.942 highly committed 11-20 years 3.18 1.006 highly committed 10 years and below 3.14 0.365 highly committed educational level taught secondary/high school 3.13 0.895 highly committed elementary 3.18 0.883 highly committed sex male 3.16 0.948 highly committed female 3.15 0.896 highly committed legend: 1.00-1.50=’not committed’, 1.51-2.50=’slightly committed ‘, 2.51-3.50=’highly committed ‘, 3.51-4.00=’fully committed’, x=mean; sd=standard deviation. table 3 disclosed that the teachers in the schools division of antique have a “high” extent of commitment (x=3.15; sd=0075). although the teachers shared a similarly high extent of commitment towards their work, further scrutiny of the means revealed that in terms of educational attainment, those with the highest educational attainment showed the highest commitment (x=3.39; sd=0.866) compared to the master’s degree holders (x=3.25; sd=3.25), teachers with master’s degree units (x=3.16; sd=0.781) and the bs degree holders (x=3.11; sd=0.654). as to the length of service, teachers with 11-20 years in service posted the highest extent of commitment (x=3.18; sd=1.006)) compared to those who have 21 and more years of service (x=3.15; sd=0.942) and those with ten (10) years and below teaching experience (x=3.14; sd=0.365). between elementary and secondary teachers, the result showed that the elementary school teachers have a slightly higher extent of commitment (x=3.18; sd=0.883) than their counterparts in the secondary schools (x=3.13; sd=0.895). in terms of sex, though both groups expressed a high extent of commitment, the mean scores revealed that the female teachers (x=3.16; sd=0.948) have a slightly higher commitment than male teachers (x=3.15; sd=0.896). this suggests that the teachers in the division of antique have a strong sense of duty and compulsion to address with passion the different works, programs, and activities assigned to them. they consider their work as something important and of value to them, as manifested by their high commitment to their teaching jobs. test of differences between the extent of awareness of teachers of the current trends and practices and their profile variables tables 4 to 6 present the test of significant differences in the extent of awareness of teachers of the current trends and practices in the teaching profession when grouped according to their profile variables. as can be gleaned from table 4, the result shows that in educational attainment, there is a significant difference in the extent of awareness of teachers of the current trend and practices in the teaching profession (f=13.905; p=0.00), thereby rejecting the null hypothesis. https://journals.e-palli.com/home/index.php/ajmri pa ge 24 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 244-251, 2022 table 4: anova results of differences in the extent of awareness of teachers of current trends and practices in the teaching profession when grouped according to their educational attainment and length of service source of variation sum of squares df mean square f p-value educational attainment between group 4.81 3 1.60 13.91 0.00* within group 36.45 316 0.11 length of service between group 0.55 2 0.27 2.13 0.21ns within group 40.72 317 0.13 *-significant (p<0.05); ns-not significant (p>0.05) this result means that teachers vary in how aware they are of the current trends and practices of the teaching profession. the finding of the study supports the findings of bedan (2003) and ampong (2009) that the higher the educational attainment of teachers, the better the level of awareness. on the other hand, the anova result revealed that there was no significant difference in the extent of awareness of the teachers of the current trends and practices in the teaching profession when they were grouped as to the length of service (f=2.13; p=0.21). this suggests that the number of years of stay in school does not influence their extent of awareness. this finding contradicts the findings of gualberto (2002), which stipulates that the level of awareness of trends and issues of people is directly proportional to their length of service in the organization where they are working. post hoc test for significant difference in the extent of awareness of teachers as to educational attainment since significant differences were found in the extent of awareness of teachers as to educational attainment, a posteriori test was employed using scheffe’s method to find out where the differences lie, as shown in table 5 below. the data showed that differences were found between the bs degree holder and master’s degree holders, the bs degree holders and those with phd or edd units, those with master’s units and the master’s degree holders, the teachers with master’s units and those with phd or edd units. it suggests that differences in the extent of awareness of teachers are found between those with lower educational attainment and higher educational attainment. table 5: post hoc test results for the significant difference in the extent of awareness of teachers as to their educational attainment educational attainment mean difference p-value bs degree vs with master’s units 0.112 0.54ns master’s degree 0.406 0.00* with phd/edd units 0.445 0.00* with master’s units vs bs degree 0.112 0.54ns master’s degree 0.295 0.00* with phd/edd units 0.333 0.03* master’s degree vs bs degree 0.406 0.00* with master’s units 0.295 0.00* with phd/edd units 0.036 0.99ns *-significant (p<0.05); ns-not significant (p>0.05) table 6: t-test results of differences in the extent of awareness of teachers of current trends and practices in the teaching profession when grouped according to their educational level taught and sex category mean df t-test p-value educational level taught secondary 2.79 318 1.85 0.06ns elementary 2.87 sex male 3.15 318 0.56 0.96ns female 3.16 *-significant (p<0.05); ns-not significant (p>0.05) when the mean scores of the teachers in the extent of awareness were further tested for the significant difference when they were grouped as to educational level taught and sex, the t-test was used. it can be gleaned from table 6 that there is no significant difference existed in the extent of awareness of elementary and secondary teachers (t=1.85; p=0.06), thereby failing to reject the null hypothesis. this means that whether teachers are in elementary or secondary schools does not affect their awareness of trends and practices of the teaching profession. the same could be said when the teachers were grouped https://journals.e-palli.com/home/index.php/ajmri pa ge 24 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 244-251, 2022 as to sex. there is no significant difference in the extent of awareness of teachers (t=0.056; p=0.96). this finding is consistent with palangdao (2009) and cisnero (2010), claiming that males and females do not differ in their awareness of trends and practices in the teaching profession. test of differences between the extent of commitment to work of teachers and their profile variables tables 7 to 9 display the test of significant differences in the extent of commitment to work of teachers when grouped according to their profile variables. table 7: anova results of differences in the extent of commitment to work of teachers when grouped according to their educational attainment and length of service source of variation sum of squares df mean square f p-value educational attainment between group 1.05 3 0.35 3.56 0.02*within group 31.11 316 0.10 length of service between group 0.13 2 0.07 0.64 0.53ns within group 32.03 317 0.10 *-significant (p<0.05); ns-not significant (p>0.05) when significant differences in the extent of the commitment of teachers were tested, the anova result shows that in educational attainment, significant differences were found favoring the teachers with higher educational qualifications (f=3.53; p=0.02). this finding concurs with the findings of raju and srivastara (1994), which showed that teachers with higher educational status are more committed to their work. on the other hand, when the teachers were grouped as to the length of service, it was revealed that there were no significant differences that existed in the commitment of teachers (f=0.64; p=0.53). this suggests that the extent of the commitment of teachers who are longer in service does not depart from the commitment of teachers who are new in the service. this finding differs from the study of sood and anand (2010) in that those who stayed longer in the service have a better commitment to their profession. post hoc test for the extent of commitment of teachers when they are grouped as to educational attainment since there were significant differences in the commitment of teachers to their educational attainment, a post hoc test was conducted using scheffe’s method, as shown in table 8. table 8: post hoc test results for the significant difference in the extent of commitment to work of teachers as to their educational attainment educational attainment mean difference p-value bs degree vs with master’s units 0.050 0.60ns master’s degree 0.138 0.28ns with phd/edd units 0.285 0.05* with master’s units vs bs degree 0.050 0.60ns master’s degree 0.088 0.67ns with phd/edd units 0.230 0.70ns master’s degree vs bs degree 0.139 0.28ns with master’s units 0.088 0.67ns with phd/edd units 0.142 0.70ns *-significant (p<0.05); ns-not significant (p>0.05) table 9: t-test results of differences in the extent of commitment to work of teachers when grouped according to their educational level taught and sex category mean df t-test p-value educational level taught secondary 3.13 318 1.68 0.09ns elementary 3.19 sex male 3.15 318 0.21 0.83ns female 3.16 *-significant (p<0.05); ns-not significant (p>0.05) it shows the only difference between the bs degree holders and those with phd or edd units. this suggests that the commitment of teachers differs between the teachers with the lowest educational attainment and the highest educational attainment. when the significant difference in the commitment of https://journals.e-palli.com/home/index.php/ajmri pa ge 25 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 244-251, 2022 teachers was further tested using educational level taught as the grouping variable, the t-test result showed no significant difference in the commitment of elementary and secondary school teachers (t=1.68; p=0.09). this means that the elementary teachers in the division of antique are as committed and passionate as the secondary teachers in their work. as to the sex of the teachers, the t-test result showed no significant difference in the commitment of male and female teachers (t=0.21; p=0.83). this means that the male teachers are as committed as the female teachers. this finding contradicts the findings of shapiralischshinsky (2009) and hussain et al. (2011), who reported that female teachers are more committed than male teachers. conclusions given the study findings, the researchers disclosed that the teachers in the division of antique are aware of the trends and practices in the teaching profession. they understand the programs and agenda instituted by the department of education and the works called for by these programs and agenda. further, teachers are committed and passionate about their work. they have the zeal and enthusiasm to carry out the many works and obligations expected of them. results also showed that educational attainment affects the commitment of teachers. teachers with higher educational attainment are more committed to their profession. on the other hand, length of service, educational level taught, and sex does not affect the commitment of teachers. teachers with higher educational attainment teach better than teachers with lower academic qualifications. teachers who have longer years of service likewise teach better than those who are new in the service. educational level taught and sex does not affect the teaching performance of teachers. moreover, teachers’ awareness of current trends and practices in the teaching profession and commitment to the profession is associated with teaching performance the teachers. therefore, the higher the awareness of teachers, the more open they are to change, and the more committed they are, the better their teaching performance and the work and obligations that might be given to them in response to the changes in the educational system. acknowledgment the researchers would like to extend their gratitude to the schools division superintendent, district supervisors, and school heads for allowing them to conduct the study. most especially to the teachers who have shared their time in answering the survey questionnaire. references ampong, a. (2009). level of awareness on health effects of second hand smoking among non-smokers in selected bars in cagayan de oro. nursing research journal, 5(1). www. ejournals.ph/index.php?journal=nrj&page=article bedan, l. (2003). knowledge and practice of breast self-examination among female traders in ibadan, nigeria. www.indexmedicus.afro.who.int/fulltext/ breast%cancer.pdf calderon, j. (2006). methods of research and thesis writing (2nd ed.). mandaluyong city: national bookstore. cisnero, m. (2010). extent of awareness and management of hypertension among inmates of the provincial jail in san fernando city, la union. health care journal, 1(3), 23-25. https://vdocuments.net/don-marianomarcos-memorial-state-university-south-la-a-donmariano-marcos.html?page=1 day, c. (2008). committed for life? variations in teachers’ work, lives and effectiveness. journal of educational change, 9, 243–260. https://doi.org/10.1007/s10833007-9054-6 gualberto, p. (2002). the effectiveness of cooperative development authority in promoting people empowerment in baguio city. unpublished master’s thesis. st louis university, baguio city, philippines. gutierez, s. b. (2019). learning from teaching: teacher sense-making on their research and school-based professional development. issues in educational research, 29(4), 1181-1200. http://www.iier.org.au/ iier29/gutierez.pdf hotaman, d. (2010). the teaching profession: knowledge of subject matter, teaching skills and personality traits. procedia social and behavioral sciences, 2, 1416-1420. https://www/.doi:10.1016/j.sbspro.2010.03.211 hussain, l. jamil, a., sibtain, m., noor, a., * ali sha, s. (2011). relationship between the professional attitudes of secondary school teachers with their teaching behavior. international journal of academic research in business and social sciences, 1(3). https:// www.semanticscholar.org/paper/relationshipbetween-the-professional-attitudes-of-hussain-ja mil/4102ec9d741dc7d8e2bd9f9dfa7e78be8fcecae5 ingersoll, r.m. and collins, g.j. (2018). the status of teaching as a profession. in j. ballantine, j. spade, and j. stuber (eds.), schools and society: a sociological approach to education (p. 199-213) 6th ed. ca: pine forge press/sage publications. https://repository. upenn.edu/gse_pubs/221 kim, s. raza, m., & seidman, e. (2019). improving 21st –century teaching skills: the key to effective 21st –century learners. research in comparative and international education, 14(1), 99-117. https://doi. org/10.1177/1745499919829214 nessipbayeva, o. (n.d.). the competencies of the modern teachers. part 2: pre-service and in-service teacher training. https://files.eric.ed.gov/fulltext/ed567059.pdf palangdao, m., dela cruz, j., & aagao, m. (2009). gender awareness of the faculty, staff and college students of asist. www.eisrjc.com/journals/journal-1/ asist-2009-4.pdf park, i. (2005). teacher commitment and its effects on student achievement in american high schools. educational research and evaluation, 11, 461–485. https://doi.org/10.1080/13803610500146269 https://journals.e-palli.com/home/index.php/ajmri pa ge 25 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 244-251, 2022 raju, p. m., & srivastava, r. c. (1994). factors contributing to commitment to the teaching profession. international journal of educational management, 8(5), 7-13. https:// doi.org/10.1108/09513549410065684 shapira-lischshinsky, o. (2009). israel male teachers’ intent to leave work. gender in management, 24(7), 543559. https://education.biu.ac.il/en/node/2873 shu. k. (2022). teachers’ commitment and self-efficacy as predictors of work engagement and wellbeing. frontiers in psychology, 13:850204.https://doi. org/10.3389/fpsyg.2022.850204 sood, v. & anand, a. (2010). professional commitment among b.ed teacher educators of himachal pradesh. www.ejournal.aiaer.net world bank. (2008). knowledge map: impact of ict’s on learning and achievement. infodev. world bank, washington, dc. https://openknowledge.worldbank. org/handle/10986/1057 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 98 american journal of multidisciplinary research and innovation (ajmri) demographic variables as predictors of youths susceptibility to suicide in kogi state, nigeria abdu-raheem, bilqees olayinka1*, ogunbiyi, joseph olukayode2, volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.183 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 16, 2022 accepted: july 24, 2022 published: august 5, 2022 this study investigated the relationship between age, gender, family background and socio-economic status and youth susceptibility to suicide in kogi state, nigeria. the study adopted descriptive survey research design. the population consisted of all youth in kogi state while the sample comprised of 456 youths between the ages of 15-30 years in two out of the three senatorial districts in kogi state (kogi central and kogi west) stratified random sampling technique was used for selection of sample to cater for gender of the youths. the instrument was a questionnaire designed by the researchers. the validity of the instrument was done through face and content validity procedures by experts in social studies and test and measurement while the reliability was established using testretest method. the reliability coefficient of 0.81 was obtained.. the number of youth selected for the study was 76 in each local government to make a total of 456. four research hypotheses were generated and tested at 0.05 level of significance. the data collected were analysed using mean, standard deviation, frequency counts and pearson product moment correlation statistical tools. the study found that there was a significant relationship between age, gender, family background, socio-economic status and youth susceptibility to suicide in kogi state. it was concluded that lack of moral and social supports to the youth, family instability and poor economic condition contributed immensely to youth susceptibility to suicide in kogi state. it was therefore recommended that parents should provide moral and social supports to their children and avoid erroneous behaviours that can lead to family disruptions. government also should provide counseling services in all institutions of learning. keywords demographic variables, youth, suicide, susceptibility, kogi state 1 department of social science education, faculty of education, kogi state university, anyigba, nigeria. 2 department of social science education, faculty of education, ekiti state university, ado-ekiti, nigeria. * corresponding author’s e-mail: boabduraheem@gmail.com introduction nigeria has the largest population in africa and one of the world’s largest young populations. the current population of nigeria is 212,865,077 with the number of youth which is 2111,400,708 (worldometer elaboration 2021). according to world population review, the population of nigeria presently is 213,130,628. this is the reason why nigeria is known and referred to as ‘giant of africa’. however, kogi state is one of the 36 states of nigeria with population of 4,750,115. male is 2,422,559 and female is 2, 327,551 according to the government of the state (kogi state--nigerian investment promotion commission). according to animasaun and animasaun (2016), approximately one million people commit suicide yearly and about 50-120 million people attempted suicide globally. according to world health organisation who (2018), nigeria had the highest suicide rate among african countries in 2016, with 17,710 deaths. the number of males involved were 9,300 while female were 8,410 (53:47%). who (2018) also revealed that about 800,000 people died globally every year through suicide. it was stressed further that most methods of suicide cases were by hanging, self-poisoning through pesticide and shooting. based on the estimate of who (2018), approximately 1.53 million people would have committed suicide in 2020. suicide is a dreadful and solemn problem that needs exigent attention both at national, international and global levels. it is a miserable death caused by oneself through taking of hazardous drugs, hanging, shooting or use of dangerous weapons owing to loss of jobs, unemployment, relationship issues, unwanted pregnancies, prolonged or life threaten sickness, drug addiction or loss of loved ones. according to the who (2012), suicide is one of the most pervasive societal health issues throughout time and space. okoedion and okolie (2019) defined suicide as a collection of complex human behaviours that are influenced by an individual’s temperament, state of health, and a variety of life events. they referred to concept of suicide in nigeria as unscrupulous demise. additionally, spates and slatton (2017) argued that suicide has been linked to a variety of difficulties, depending on one’s behavioural type and environment. according to the who (2018), people of all ages commit suicide, leaving an indelible mark on their families, communities, and countries. according to nnorom (2019), suicide is the culmination of processes and behaviours that result in the self-assassination of one’s life. according to okoedion and okolie (2019), suicide is now the third greatest cause of mortality for adolescents aged 15 to 30 years worldwide. in the study of animasaun and animasaun (2016), substance abuse disorders resulted from human consumption of alcohol and drugs can lead to suicidal behaviours and attempts among adolescents. mckinnon et al., (2016) found bullying, physical abuse, loneliness of youth, particularly adolescents can lead them to suicidal ideation and attempts. depression and other psychological health problems such as anxiety disorders, https://doi.org/10.54536/ajmri.v1i3.183 https://journals.e-palli.com/home/index.php/ajmri mailto:boabduraheem%40gmail.com?subject= pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 98-104, 2022 substance addiction disorders, traumatic stress disorders, personality disorders, and eating disorders, according to aluh et al. (2018), might contribute to suicide. they went on to say that depression is the single most powerful risk factor for suicide attempts and completion. according to the study, suicide is the second greatest cause of mortality among young people aged 15 to 29. norhayeti and suen (2014), as well as dunlay et al., (2015), discovered that depression can lead to suicide ideation among students who do not have learning difficulties. bullied victims are more prone than non-bullied people to attempt suicide, according to barzilay, et al (2017). depression is a widespread mental condition that affects people of all ages and is the largest cause of disability globally, according to nyundo, manu, regar, ismail, chukwu, dessie, njau, kaaya, and fawzi (2020). they went on to say that suicide is the second highest cause of death among older female teenagers aged 15 to 19. researchers discovered that adolescents with depression and other health issues are more prone to participate in risky behaviours like drug usage, unprotected sexual activity, and suicide death. again, oginyi, mbam, sampson, chukwudi, and nwoba (2018) identified suicide as the most concerning psychiatric disorder strongly associated with death among nigerian undergraduates. they asserted that worry, stress, depression, and personality disorders are frequently cited as contributing factors to suicide among diagnosed individuals. they viewed suicidal thoughts as a universal phenomenon that affects all persons regardless of their age, gender, ethnic origin, race, academic achievement, or socioeconomic condition. according to eze, chukwuorji, ehu, zacchaeus, lorfa, and nwonyi (2019), bullying in teenagers is a common and distressing event that significantly reduces the quality of life for young people with exhausting consequences. they determined that verbal bullying, physical bullying, and bullying oppression were all significantly associated with suicidal ideation. additionally, rosiek, rosiek-kryszewska, leksowski, and leksowskik (2015) hypothesised that persistent stress has a more detrimental effect on mental health and suicide thoughts in undergraduate students. esther (2015) noticed a strong correlation between depression and high academic stress and suicidal ideation and attempt. according to research, undergraduates who experience more stress are more likely to engage in suicidal ideation (anastasiades kapoor and wooten 2016). eneh (2017) asserted that nigeria’s economic collapse exposed youths to economic challenges such as high unemployment, underemployment, and poor health, all of which contributed to a high rate of suicidal ideation and attempts. fagbenro and olagundoye (2019) postulated that suicidal ideation is often prompted by loneliness, death of important person, unemployment, emotional trauma, chronic illness, financial problem and drug abuse. additionally, onukwuli (2019) identified smoking, cultism, alcoholism, teenage pregnancy, suicide, domestic violence, child sexual abuse, panic disorder, eating disorder, social obsession, sexual violence, rape, sexual addiction, and drug abuse as risk behaviours that result in death and complications among youth and adults. according to onukwuli (2019), alcohol usage contributed considerably to accidents, homicides, and suicides, which are the top causes of death among adolescents. adewuya and oladipo (2019) established that protracted diseases like asthma and sickle cell disorders which always request treatment and hospitalization could lead to suicidal behaviours as a result of feeling of stigmatization. adewuya and oladipo (2019) confirmed that suicidal behaviours among nigerian adolescents were connected with psychological health problems and stressful life events. ebewore (2019) also agreed that hopelessness can result to suicide. some recent cases of suicide in kogi state the punch reported on october 21, 2017 that mr edward soje, a director in the kogi state civil service, hung himself on a tree behind the mammy market in lokoja. he was 54 at the time. he allegedly killed himself 10 days after his wife gave birth to male triplets in a private hospital in abuja. the couple had been childless for 17 years prior to it. the individual, a grade 16 officer in the kogi teaching service commission, owing 11 months salary at the time. he may have committed the crime due to a lack of funds to care for the new babies. he left his wife a note. according to the guardian, on november 30, 2017, abdullahi uye zhiya, 47, of ogoma, bassa local government civil service, allegedly committed himself by drinking a toxic substance. it was suspected that he was frustrated by non-payment of his salary for 12 months because it was gathered that the deceased had been finding life so difficult for the past one year before the incidence. the punch of wednesday, 19th april, 2019 claimed that miss rebecca michael, a 100-level student of the department of philosophy at kogi state university, anyigba, allegedly committed suicide due to her boyfriend’s disappointment. she was 20 years old at the time of the incident. it was reported that she drank local insecticide. the tribune of friday, january 11, 2020, also reported that miss princess motunrayo bolufemi, a serving corper in the state committed suicide by drinking two bottles of snappers. she is from gbedde-ijumu in kogi state. she was a graduate of banking and finance from prince abubakar audu university, anyigba. she left a suicide note which says ‘life is not worth living’. another incidence was reported by the sahara reporter of 7th october, 2021 that a female teacher identified as bosede kadijah yusuf reportedly committed suicide at okuhapa in obangede, in the okehi local government area of kogi state over her failure to take proper care of her children. she ended her life by jumping into a well. nevertheless, the researchers considered the relationships between factors such as age, gender, family background, socio-economic status and youth susceptibility to suicide https://journals.e-palli.com/home/index.php/ajmri pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 98-104, 2022 in kogi state in this study. the outcome of the study would provide opportunity for other researchers to identify the relationship between the identified variables and youth susceptibility to suicide. it could also serve as literature review for the future researchers. if the recommendations of this study could be implemented, it could also assist to reduce suicide ideation and attempts among youth in kogi state, nigeria and globally. age and youths susceptibility to suicide in kogi state age is the duration of a human being’s existence. it is the process of ageing. suicide is a global worry and societal issue for adolescents and young adults in general. adewuya and oladipo (2019) argued that early teens and young adults experience the greatest increase in suicide deaths throughout the course of their lives. suicide is the second largest cause of mortality for teens and the tenth top cause of death for all other ages, they said. according to the who (2018), around 50% of emotional and behavioural illnesses that are explicitly stated risk factors for suicide begin before the age of 14. another study found that completed suicide was most common among youths aged 15-19, whereas nearly nine out of ten attempted suicide were 30 years or younger. zhai and chen (2015) discovered significant links between health and suicide ideation among college students. mckinnon, gariepy, sentenac and elgar (2016) observed that bullying, physical violence ,loneliness, narrow parental support the adolescence are encounter are significantly related to their involvement in suicidal ideation. adewuya and oladipo (2019) agreed that the major cause of suicidal attempt and completed suicide among adolescents are mental illness, traumatic life and drug abuse. the researchers found that despite the fact that two-third of their respondents were within the age range of 14-16 years, age was not significantly related to suicide attempt and ideation in their study. gender and youths susceptibility to suicide in kogi state gender in this study is referring to the characteristics of boys and girls that are socially created. animasaun and animasaun (2016) reported that boys engage in greater risk behaviours such as cultism, drug misuse, alcohol usage, reckless driving, unprotected sex, use of cigarettes, cigarette and violent behaviour. kim et al (2016) suggested that boys and girls that have low education and those that are without jobs have increased risk of suicide behaviours and attempt. oginyi et al (2018) discovered that there is no difference in suicidal behaviours of male and female undergraduates of ebonyi state university. nyundo et al (2020) postulated that female adolescents were roughly five times more likely to report suicide behaviour as boys. he thought that female adolescents were at high risk of mental health problems than youths as they are at greater risk of intimate relationship violence which is related with increased risk of melancholy. additionally, oladele and oladele (2016) discovered that female college students are more likely to experience sadness and suicide ideation than male college students. additionally, they discovered that females with learning difficulties are more likely to experience sadness and suicidal thoughts than females without cognitive problems. additionally, they noticed that male students with learning problems had significantly greater rates of depression and suicide ideation than male students without cognitive disabilities. eze et al. (2019) confirmed that females were more likely than boys to engage in suicide behaviour. according to okoedion and okolie (2019), male adolescents commit suicide four times more frequently than female adolescents. according to offiah and obidiorah (2014), the male to female suicide attempt ratio in the niger delta area is 7:1, and a total of 11 hanging deaths (49.83%) occurred between the ages of 21-30 years. according to alabi, alabi, ayinde, and abdumalik (2015), there is no discernible difference in suicide behaviour between male and female juveniles in edo state. onukwuli (2019) discovered a large gender gap in the prevalence of risky health behaviours. he further observed that male adolescents and youths engage more in drug abuse, reckless driving, un protected sex, use of tobacco and cigarette and violent behaviours. he discovered that females are found of artificial behaviours and some of the above listed risk behaviours that can lead to suicidal ideation attempt. family background and youth susceptibility to suicide in kogi state family is the closest and most important aspect of social organization. family is responsible for the physical, emotional, social, economic, educational and cultural development of a child. failure of the family to carry out its responsibility as expected on a child can affect the future of the child negatively. xing, tao, wan, xing, hao et al. (2010) established that the mother’s involvement as the single most significant aspect in a child’s proper upbringing cannot be overstated. additionally, they stated that single parenthood may be connected with suicidal behaviour in teens. they noted that children who live with their father, another family member, or a stranger are at risk of suicidal behaviour. again, salami (2011) identified depression, ethnicity, hopelessness, family and relationship problems, ineffective communication with family members, family disagreements, anxiety, stressful life events, physical and sexual abuse, and low self-esteem as risk factors for suicidal ideation, attempt, and completion. brisibe, randall, doku, wilson, peltzer, oppong, kugbey, osafo, quarshie, and sarfo (2017) discovered a substantial relationship between maternal drinking and parental conflict (domestic violence) in the household. okoedion and okolie (2019) found that a family background marked by childhood adversity, socioeconomic deprivation, parental substance misuse history, marital difficulties, compromised child bearing, and a high level of home https://journals.e-palli.com/home/index.php/ajmri pa ge 10 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 98-104, 2022 limberness can contribute to youngsters attempting suicide. additionally, ordinioha and dienye (2012) argued that adolescents who endure parental divorce and either maternal or paternal alcoholism virtually quadruple their risk of attempting suicide. animasaun and animasaun (2016) emphasized that family can be major source of cheerfulness for youths and can also be major source of complications especially where conflict occur within the relationships. animasaun and animasaun (2016) went on to say that a family history of psychiatric illnesses and suicide behaviour can lead to insecurity and a risk of suicidal behaviour in children. tompson, alonzo, hu and hasin (2017) confirmed that physical abuse and corporal punishment which are commonly associated with suicidal behaviours are not significant in their study. socio-economic status and youth susceptibility to suicide in kogi state socio-economic factor in this study has to do with social and economic standing or class of the youth. it can be measured with education, income, occupation of the youth and that of the parents. according to kim, park, and yoo (2015), household income and education are highly associated with suicidal ideation. they explained that well educated and comfortable children and more satisfied with life are really attempt suicide while children from low level of education and economic status are prone to suicidal ideation. according to animasaun and animasaun (2016), social disadvantages such as poverty, unemployment, a lack of social infrastructure, and insufficient education, health, housing, recreational, and transportation facilities can contribute to suicide behaviour in youth. according to kim, kim, choi, lee and park (2016), there is significant relationship between low socio-economic status, education and unemployment of youth and suicidal behaviour. assari (2017) in his own study confirmed that socio-economic status was associated with depression in adolescents and those living with single parents are also at risk of depression. bohman, laftman and johnson (2017) observed that high socio-economic status and living with both parents by adolescents was an advantage of getting far from depression and suicide. according to oginyi et al. (2018), socioeconomic position is a reliable predictor of a wide variety of outcomes across human life, including psychological, health, physical, and psychological wellbeing. oginyi et al. established a statistically significant relationship between socioeconomic position and suicide ideation and attempt among undergraduates. hamilton and sampasa-kanyinga (2016) discovered no significant association between socioeconomic position and suicide ideation and attempts. okoedion and okolie (2019) hypothesised that certain parents compel their children to excel in their chosen academic courses, and that failure to do so may drive such children to suicide behaviour in order to avoid humiliation from parents, family, and friends. nyundo et al. (2020) discovered that suicidal ideation is prevalent among teenagers aged 10 to 19, with the greatest burden in ibadan. they identified a substantial correlation between depression and suicide behaviour in ibadan. statement of the problem observations showed that suicide has become a momentous and unsmiling issue locally, nationally and globally. some factors such as social, physical, cultural, economic and psychological have been observed to be some of the variables connected with high rate of suicidal behaviours among youths. it was further noted that the family, relatives, school, community and the government are not given sufficient supports to the youths especially for successful transformation from adolescence to adulthood. however, many youths of today were observed to be facing various challenges ranging from health issues such as sickle cell and asthma, family disruptions, death of one or both parents, physical bullying, victimization, disappointment from opposite gender and financial difficulty. inability of the youths to cope with the above problems may lead them to drug abuse, cultism, anxiety, stress, depression, frustration and eventually suicidal behaviours and attempt. nevertheless, this study considered other factors such as age, gender, family background and socio-economic status and their relationships with youths’ susceptibility to suicide in kogi state. research hypotheses: the following research hypotheses were generated to guide the study: 1. there is no significant relationship between age and youths’ susceptibility to suicide in kogi state. 2. there is no significant relationship between gender and youths’ susceptibility to suicide in kogi state. 3. there is no significant relationship between family background and youths’ susceptibility to suicide in kogi state. 4. there is no significant relationship between socioeconomic status and youths’ susceptibility to suicide in kogi state. methodology the study used a descriptive survey research approach to collect data from a representative sample of the population without manipulating variables. the survey sampled 456 youths aged 15-30 from two of kogi’s three senatorial districts (kogi central and kogi west) the sample was chosen using stratified random sampling to account for the kids’ gender. three out of seven local governments in the central and three out of five in the western senatorial districts were chosen at random. six local governments from two senatorial districts were studied. each local government picked 76 youngsters for the research, totaling 456. the researchers created a questionnaire to collect data. experts in social studies and testing validated the instrument’s face and content https://journals.e-palli.com/home/index.php/ajmri pa ge 10 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 98-104, 2022 validity. the instrument’s reliability was tested repeatedly. the tool was originally tested on twenty non-study respondents from a local government. after two weeks, the same respondents were given the instrument again. they were connected using pearson product moment correlation coefficient analysis (ppmcca). the instrument has a correlation coefficient of 0.81, indicating it was suitable for the investigation. the instrument has two parts. section a intended to collect respondents’ biodata, whereas section b aimed to collect data on juvenile suicide risk. the researchers administered the instrument with the help of research assistants in various local government areas across the state. anova, pearson product moment correlation and frequency counts were used to analyse the data. all the hypotheses were tested at 0.05 level of significance. results hypothesis 1: there is no significant relationship between age and youths’ susceptibility to suicide in kogi table 1: pearson’s product moment correlation of the relationship between age and youths’ susceptibility to suicide in kogi state variable n mean std. deviation rcal p age of youth 133 15.12 2.290 0.380* 0.000susceptibility to suicide 133 111.53 8.851 *p < 0.05 table 4: pearson’s product moment correlation showing the relationship between socioeconomic status and youths’ susceptibility to suicide in kogi state variable n mean std. deviation rcal p socioeconomic status 133 25.86 3.090 0.734* 0.000susceptibility to suicide 133 111.53 8.851 *p < 0.05 table 2: pearson’s product moment correlation of the relationship between gender and youths’ susceptibility to suicide in kogi state variable n mean std. deviation rcal p gender of youth 133 14.54 2.488 0.413* 0.000susceptibility to suicide 133 111.53 8.851 *p < 0.05 table 3: pearson’s product moment correlation of the relationship between family background and youths’ susceptibility to suicide in kogi state variable n mean std. deviation rcal p family background 133 27.53 3.507 0.675* 0.000susceptibility to suicide 133 111.53 8.851 *p < 0.05 state table 1 shows that the rcal = 0.380, with a p value of 0.000. the hypothesis is rejected because the p value is less than 0.05. this suggests that in kogi state, there is a link between youths’ age and their susceptibility to suicide. hypothesis 2: there is no significant relationship between gender and youths’ susceptibility to suicide in kogi state the result in table 2 shows that the rcal = 0.413, p value = 0.000. since the p value is < 0.05, therefore, the hypothesis is rejected. this implies that there is significant relationship between gender and youths’ susceptibility to suicide in kogi state. hypothesis 3: there is no significant relationship between family background and youths’ susceptibility to suicide in kogi state the result in table 3 shows that the rcal = 0.675, p value = 0.000. since the p value is < 0.05, therefore, the hypothesis is rejected. this implies that there is significant relationship between family background and youths’ susceptibility to suicide in kogi state. hypothesis 4: there is no significant relationship between socioeconomic status and youths’ susceptibility to suicide in kogi state the result in table 4 shows that the rcal = 0.734, p value = 0.000. since the p value is < 0.05, therefore, the hypothesis is rejected. this implies that there is significant relationship between socioeconomic status and youths’ susceptibility to suicide in kogi state. discussion in kogi state, this study discovered that there was a positive association between age and juvenile suicide risk. the findings are similar to those of nyundo et al. (2020), who discovered that suicidal thoughts are widespread among teenagers aged 10 to 19, with the greatest burden in ibadan. this research contradicts adewuya and oladipo’s (2019) findings, which indicated that despite the fact that twothirds of their respondents were 14-16 years old, age was not a significant factor in suicide attempt and ideation in their study. in kogi state, the study discovered a favourable association between gender and the risk of suicide among youths. the findings are consistent with those of okoedion and okolie (2019), who found that male youths commit suicide four times more than female youths. the findings contradict those of oginyi et al (2018), who found no difference in suicide behaviour between male and female ebonyi state university undergraduates. again, it was found in the study that there was a relative high correlation between family background and youths’ susceptibility to suicide in kogi state. the study corroborated that of kugbey, osafo, quarshie and sarfo (2017) who posited that maternal drinking and parental conflict (domestic violence) in the family https://journals.e-palli.com/home/index.php/ajmri pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 98-104, 2022 is significantly related to adolescent suicidal behaviour. the study is also in connection with that of bohman, laftman and johnson (2017) who discovered that living with both parents by adolescents was an advantage of getting far from depression and suicide. they found in the other hand that living with single parent or family or non-family members by adolescents is highly connected to depression and suicidal behaviour. the study also confirmed that there was high statistical significant relationship between socioeconomic status and youths’ susceptibility to suicide in kogi state. the study is in association with that of kim, kim, choi, lee and park (2016), who established a significant relationship between low socio-economic status, education, and unemployment of youth and suicidal behaviour. the study is also interrelated with that of bohman, laftman and johnson (2017) who discovered that high socio-economic status was a benefit of distancing adolescents from depression and suicide. they noted also that low socio-economic status is highly connected with depression and suicide. conclusion based on the findings of this study, it was discovered that age, gender, family background and socio-economic status were statistically and significantly interconnected to youth susceptibility to suicide in kogi state. this indicates that lack of moral and social support to youth, especially during the transition period from adolescence to adulthood, can lead them to suicide. the study also concluded that family instability and poor social and economic condition of parents, which lead to inability to cater to the needs and aspirations of the children, especially youth, can contribute greatly to suicidal behaviours and attempts among youth in kogi state of nigeria. recommendations on the bases of the findings of this study, the following recommendations were made: 1. couples should avoid all forms of erroneous behaviours that can lead to family disruptions and promote harmony in their homes in order to prevent children from depression, cultism, frustration and consumption of alcohol that can lead them to suicide. 2. parents should wake up to their duties and responsibilities by giving moral, social, financial, cultural and religious supports to their children both male and female at all ages for proper upbringing and development of positive and desirable attitudes towards life. 3. parent should be hard working to be able to make provisions for education, health, food and other needs of the children and also train them to be hardworking for them not to get frustrated at little problem and stand on their feet in the future. 4. government should make provision for counseling services in all educational institutions where some problems upsetting the minds of the youth that can lead them to commit suicide could be addressed. 5. government should provide various avenues such as seminars and state-based researches where suicide as a social-health problem, causes, effects prevention and solution especially among the youth would be discussed to find lasting solutions to the unfortunate acts among generations who are leaders of tomorrow. references adewuya, a. o. and oladapo, e. o. 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(2015). suicidal ideation among school attending students in dares salaam, tanzania. journal of health research, 17(1), 1-9. ebewore, s.o. (2020). rural folks perception of suicidal drivers in rural communities of delta state, nigeria: implications for societal and agricultural security. de cruyter, 5, 50-62. brisibe, s., ordinioha, b.& dienye, p.o.(2012). intersection between alcohol abuse and intimate partner’s violence in a rural ijaw community in bayelsa state, south-south, nigeria. journal of interpersonal violence. 27, 513-522. eneh, o.c. (2017). attitudes of hpe students in nigerian universities towards suicide. unpublished ph.d thesis, https://journals.e-palli.com/home/index.php/ajmri pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 98-104, 2022 faculty of education, enugu state university of technology (esut), enugu. eze, j. e., chukwuorji, j. c., ettu, p. c., zacchaeus, e. a., lorfa, s. k. and nwonyi, s. k. 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(2015). effects of the gap between socio-economic status and perceived social class on suicidal ideation: unique perspectives using a longitudinal analysis, archives of gerontology and geriatrics, 61 3:389-391. https://doi.org/10.1016/j. archger.2015.06.002. kim, j. l., kim, j.m., choi, y., lee, t., and park, e. (2016). effects of socio-economic status on the linkage between suicidal ideation and suicidal attempts. suicide and life-threatening behaviour, 46 (5): 588-596. https:// doi.org/10.1111/sltb.12242. kogi state--nigerian investment promotion commission. https://www.nipc.gov.ng>kogi-state. mckinnon, b., gariepy, g., sentenac, m. and elgar, f. (2016). adolescent suicidal behaviours in 32 low and middle income countries. bull world health organisation. 94-340. norhayati, i. & suen, m.w.n. 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(2019). more nigerians to die by suicide if……appeared in vanguard newspaper dated 21st may, 2019. retrieved from vanguardngr. com on 22nd april, 2020. offiah, s.a.u. and obiorah, c.c. 2014. pattern of suicide in nigeria:the nigeria delta experience. journal of medical investigations and practice. 9 (1): 8-11. oginyi, c. n; mbam, o. s; sampson, n; chukwudi, e. j. and nwoba, m. o. e. (2018). personality factors, academic stress and socio-economic status as factors of suicidal ideation among undergraduates of ebonyi state university. asian social science, 14(9): 25-37. okoedion, e. g. and okolie,u. c. (2019). youth suicidal behaviour: an evaluation of risk factors in edo state, nigeria. international scientific journal, 125:51-71. onukwuli, v.o. (2019). the influence of parent’s socioeconomic status on adolescents and youths’ health risk behaviour in enugu. science journal of clinical medicine. 8(4), 33-38. oppong, a.k., kugbey, n. osafo, j., quarshic, e.n., sarfo, j.o. 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(2017). i’ve got my family and my faith: black women and the suicide paradox. socius: sociologocal research for dynamic world, 3, 1-9. the guardian. https://guardian.ng>news. the punch. https://punchng.com. worldometernigeria population (2021) https://www. worldmeters.info.nig. world health organisation who, 2012.public health action for the prevention of suicide. a framework. geneva: who. world health organisation who, 2018. global health observation data on suicide mortality rate (per 100,000 population). http://www.who.int/glo/mental.health/ suicide.rate_crude/enl. retrieved on 08/01/2020. world health organisation who, 2018. depression and other common mental disorders. http://www. who.int/mental_healthmanagement/depression/ prevalence_global_health_estimates/en/ retrieved on september, 11, 2018. world population review (2021). https:// worldpopulationreview.com. xing, x.y., tao, f.b., wan, y.h., xing, c.qi, xy, hao, j.h. et al (2010). family factors associated with suicidal ideation: a population-based study. psychiatry res. 177, 318-322. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 81 american journal of multidisciplinary research and innovation (ajmri) pedagogical and research competence of the pre-service teachers louiesito a. magnaye, jr.1* volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.391 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 15, 2022 accepted: july 22, 2022 published: july 23, 2022 pre-service teachers must exhibit both pedagogical and research competence in the fulfillment of their educational endeavors since they will soon be on the front line of the learning environment. to support this argument, this study assessed and ascertained the relationship between the pedagogical and research competence of pre-service teachers. i considered 130 bachelor of secondary education pre-service teachers of northwest samar state university, the school year 2018-2019 using a researcher-made questionnaire. mean response and standard deviation statistics were used to measure pedagogical and research competence; while linear regression was used to quantify the relationship between the two constructs. in addition, moderator analysis was used to compute the extent of the effect of the sex and field of specialization on pedagogical and research competence. i found out that the respondents perceived themselves as “competent” in both pedagogical and research competence. moreover, the empirical test revealed that there is enough evidence to claim that pedagogical skills in terms of classroom management and classroom assessment have a significant effect on research competence. however, their sex and specialization were found to be not affecting with their pedagogical and research competence. thus, it was suggested that the pre-teachers must undergo intensive training in both pedagogy and research for them to advance their skills as future teachers. keywords pedagogical competence, research competence, profile, moderator analysis, pre-service teachers 1 northwest samar state university, philippines * corresponding author’s e-mail: louiesito.magnaye@nwssu.edu.ph introduction the importance of knowledge cannot be overstated. humanity considers it from every angle. it is understood that the nation’s quality depends on the educational attainment and achievement of its citizens. the quality of its citizens depends most of the time on how they are educated by their teachers. teachers, therefore, are very important in the pursuit of knowledge. in pursuing knowledge, instruction and research must take their way. teaching and research are among the fundamental aspects across learning institutions. it is vital that student-teachers must be able to have teaching and research competence and skills in the fulfillment of their educational endeavor, thereby producing productive learning conditions in their career in the future. the expertise, knowledge, interest, devotion, commitment, and passion of a teacher, as well as their professional preparation, attitude, and personality, make a difference and significantly impact the caliber of the services they offer. seemingly, research engagement is conceptualized as part of the teacher’s role and active research engagement is likely to have better outcomes visà-vis teachers’ professional development (firth, 2016). concomitantly, as it boosts motivation, research-based learning encourages a significant influence on professional knowledge. furthermore, learning that is spread out, like research projects, improves the recall of knowledge and ideas (cepeda et al., 2016). this understanding was also emphasized by klein (2014), and according to him, things that are related to one’s own behaviors and interests, particularly those that are related to future intentions, like research endeavors, are easier to recall. the australian institute for teaching and school leadership (2011) developed the australian national professional standards for teachers, which outline seven essential components for effective teacher educators. these include (1) knowing the students and how they learn; (2) understanding the content and how to present it; (3) establishing effective teaching and learning strategies; (4) maintaining a supportive and safe learning environment; (5) assess, provide feedback and report on student learning; (6) engage in professional learning; and (7) engage professionally with colleagues, parents and the community. in line with this mandate, the department of education teacher education council (2017) formulated the philippine professional standards for teachers (ppst) which has enumerated the following breadth characteristics of the seven (7) domains. to be effective in the 21st century, teachers in the philippines must be able to do the following: (a) recognizing the significance of mastering subject matter knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning; and (b) creating learning environments that are secure, fair, and supportive in order to encourage learner responsibility and achievement; (c) creating learning settings that are sensitive to the variety of learners; (d) engage in interactions with local and national curricular standards; (e) using a range of assessment methods and techniques to track, measure, record, and report learners’ needs, progress, and accomplishments; (f) creating relationships between the community and the school to improve both the learning environment and community participation https://doi.org/10.54536/ajmri.v1i3.391 https://journals.e-palli.com/home/index.php/ajmri mailto:louiesito.magnaye@nwssu.edu.ph pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 in the educational process; and (g) sustaining traits that uphold the dignity of teaching, such as a caring attitude, respect, and honesty. these have changed the scenario of teacher-quality requirements in the philippines today. research competence is deemed important for teachers for it is included in domain 1 of the new philippine professional standards for teachers, specifically in strand 1.2 which is “research-based knowledge and principles of teaching and learning”. as a teacher, one is expected to present a thorough understanding of research-based knowledge and principles of teaching and learning, to use these principles in improving professional practice, engage in research, and work with peers to further their own understanding of pedagogy and content. alongside, maryam and maryam (2011) enumerated the most important competencies of a teacher namely: (1) knowledge of various thinking techniques and their use; (2) understanding of and use of novel teaching and learning techniques; (3) effective classroom management and student communication techniques; (4) knowledge of and ability to use communication and information technology in the classroom; (5) research abilities; (6) capable of assessing academic success. it is noticed that aside from the pedagogical competence mentioned that a teacher should possess, research abilities were also highlighted. conducting scientific research enables the individual to become competent and experienced in the use of transferable skills which is highly valued by employers (finn & crook, 2003). with that finn & crook (2003) mentioned that the ability in conducting research is an important attribute of education, especially in science-based disciplines. along with this assertion, in ensuring the research competence of psychiatric residence training, gomez & panaligan (2013) emphasized that all residents should be obliged to create research projects. freestone & wood (2006) emphasized that research-teaching connections are relevant in australian universities. in this regard, pedagogical competence and research competence of the bachelor of secondary education (bsed) pre-service teachers of the northwest samar state university (nwssu) must be assessed thereby strengthening their ability to teach and produce research outputs. research questions nwssu’s bsed pre-service teachers were evaluated for their pedagogical and research competence. i sought to answer the following research questions: (1) what is the level of pedagogical competence of the bsed preservice teachers of northwest samar state university in terms of teaching personality, teaching competencies, classroom management, and classroom assessment?; (2) what is the level of the research competence of the bsed pre-service teachers of the northwest samar state university?; (3) is there a significant relationship between pedagogical competence and research competence?; and (4) what is the effect of the student teacher’s sex and field of specialization on their pedagogical competence and research competence? null hypotheses the following null hypotheses were tested in the study: h01: there is no significant relationship between the pedagogical competence and research competence of the pre-service teachers of northwest samar state university. h02: sex and field of specialization do not affect the pedagogical and research competence. figure 1: the relationship of the student-teacher’s pedagogical preparedness to their research competence literature review the seameo innotech (2010), identified the common domains of teaching competency standards for southeast asia, namely: (1) professional knowledge which refers to the mastery of subject matter and instructional design; (2) professional skills including pedagogies, classroom administration, and learner evaluation; (3) personal qualities includes qualities like responsibility, punctuality, etc.; (4) professional/personal ethical standards and values adheres to high moral and ethical standards, serve as positive role models for students and the community; (5) professional development and lifelong learning covers the professional development and lifelong learning activities that teachers engage in, such as joining professional teacher organizations and participating in activities, as well as other actions that show a desire to advance the teaching profession.in addition, based on the result of the study, seameo innotech (2010) competency framework for southeast asian teachers of the 21st century was identified. these competencies were as follows: (1) assisting students in developing their life and professional skills; (2) improving the learning environment; (3) making learning easier; (4) creating pertinent lesson plans in accordance with the goal and vision of the institution; (5) increasing higher-order cognitive abilities; (6) creating and exploiting resources https://journals.e-palli.com/home/index.php/ajmri pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 for teaching and learning; (7) strengthening moral and ethical principles; (8) measuring and analyzing student performance; (9) making an effort to advance one’s career; (10) establishing connections with stakeholders, particularly parents; and (11) overseeing the wellbeing of pupils and other duties. correspondingly, stronge (2007) enumerated the qualities of successful teachers such as (1) having a solid understanding of the material, which they may then translate into sound learning objectives; (2) are able to choose and use the most efficient teaching techniques and resources to convey the defined subject objectives; (3) use formative assessment data to inform instructional decisions; (4) truly encourage their pupils’ study and allaround growth; and (5) carry out their work in a way that is ethical and professionally sound. deped order no 32. s. 2009 provided policy provisions for the implementation of the national competencybased teaching standards (ncbts). the ncbts outlines the competencies expected of each prospective teacher and offers the core curriculum for teacher education and professional development. furthermore, it is also made part of the teacher induction program (tip). the ncbts framework is distributed into seven domains: (1) social regard for learning; (2) learning environment; (3) diversity of learners; (4) curriculum; (5) planning, assessing, reporting; (6) community linkages; and (7) personal growth and professional development. european commission (2013) emphasized the importance of measuring and assessing the development of teachers’ competencies such as (1) making teachers more conscious of the need to improve their skills; (2) aiding in renovating the culture and methods of teaching; (3) enabling the acknowledgment of newly produced or acquired abilities; (4) contributing to training and development’s quality assurance and control, which will enhance and assist in attaining excellence; (5) contributing to the growth of teacher workforce trust; and (6) encouraging prompt intervention to enhance instruction. it is important to realize that these mentioned principles, frameworks, and models were crucial in enhancing the teaching-learning process. without a doubt that assessing pedagogical competence should be highlighted in educational research to give light to the issues arising relative to this. according to ahmad and khan’s (2016) study, the kind of school, stream, and education background of secondary school teachers affect their ability to teach. however, according to them, qualification does not influence secondary school teachers’ teaching competency. they also discovered that government teachers outperform private teachers in terms of their teaching competency. a study by siddiqui, bukhari, and mughal (2010) examined whether teachers at workers welfare model school use pedagogical practices that are coherent with essential teacher competencies for school effectiveness. the majority of teachers’ responses and the observations of this investigation were consistent in their views regarding classroom management and using materials effectively. on the other hand, fernandez (2013) revealed that there is no correlation between a teacher’s competency and a respondent’s gender or educational background; nevertheless, there is a relationship between a teacher’s years of experience teaching in als, compensation, and performance rating. fernandez’s (2013) study also revealed that there is no substantial relationship between learners’ performance and teachers’ competency. mastery of the subject matter, instructional proficiency, and communication capabilities, according to roxas (2015), were extremely important to learning contexts. notably, maryam and maryam (2011) disclosed that there is a significant connection between teachers’ viewpoints on qualitative assessment and their professional abilities. at schools in thailand, achwarin (2009) assessed the degree of teacher competence and looked into the connections between teacher training, classroom experience, school size, and teacher competency. teachership ranked highest among the nine competence areas for teachers, followed by educational measurement and assessment; classroom management; learning management; educational innovation and information technology; language, and technology for teachers; curriculum development; and educational research. a significant correlation was also found between teacher qualifications and teaching experience, as well as teacher competence in language and technology, curriculum construction, and educational research. in addition, the study also exposed a considerable correlation between teaching experience, school size, and teaching ability in terms of developing the curriculum. however, there was little correlation between teachers’ proficiency in language and technology and their use of information technology in the classroom. thus, it was suggested that a program improvement training for pedagogues of grade 11 should be implemented. cabansag (2012) examined the connections between the teaching competencies of english teachers in secondary schools in northern isabela and their educational backgrounds, their demographic characteristics, and their problems encountered. the findings showed that (1) teacher respondents’ instructional competencies were unrelated to their socioeconomic variables, such as age, gender, civil status, and the number of children they had; (2) teacher respondents’ degrees, areas of specialization, years of english teaching experience, and attendance at conferences, seminar-workshops, and in-service training were also unassociated to their teaching competencies; and (3) respondents’ problems experienced were unrelated to their teaching competencies. in light of the aforementioned findings, cabansag (2012) made the following recommendations: (1) a periodic teacher demonstration should be welcomed as part of the assessment to maintain teaching quality; (2) english teachers should be involved in the preparation, establishment, and implementation of instruction competency programs; (3) english teachers should https://journals.e-palli.com/home/index.php/ajmri pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 be given a career advancement initiative to improve their effectiveness; (4) restoring team teaching and implementing it in order to share experiences among the english teachers. cano (2014) found that among the seven (7) personal variables she examined—including age, sex, civil status, educational attainment, teaching position, relevant training, and teachers’ experience—that the educators’ teaching experience is substantially correlated with their instructional competence. according to labrague’s (2017) research on the instructional competence of kindergarten teachers, a teacher’s instructional domains are influenced by their level of education, their role as a teacher, and the quantity of associated training they have taken. according to the findings of luaton’s (2014) study on the teaching abilities of grade 1 teachers, there are differences between newly recruited teachers and experienced teachers in terms of their anxieties and challenges in carrying out their teaching assignments. further, this research revealed that while experienced educators are more competent than newly hired educators in terms of time management and routine establishment, newly hired teachers are more competent than experienced teachers in terms of classroom structuring. even though most teachers are aware of the requirements of teaching for school success, they are not putting these standards into practice in their classrooms, according to siddiqui’s (2010) study on teaching skills and teaching practices for school effectiveness. in addition, he enumerated that content knowledge and pedagogical competencies are important for teachers to become competent and effective. engaging in teaching promotes research skills while indulging in research may enhance teaching skills (gilmore & feldon, 2010). additionally, according to the results of their study, oral communication abilities, information gathering abilities, and methodological understanding were among the particular research skills that graduate students reported having grown the most in. furthermore, their research emphasized that graduate students’ judgments of their research and teaching abilities were affected by individual values, research, and teaching practices. moreover, boerma, de jong, and griffioen (n.d.) argued that teachers serve as the intermediary between research efforts and the students who must develop into critical professionals, thus, it is essential to consider how teachers view their own capacity for doing and executing research. their research employed the following research skills: (1) reading, locating, and comprehending research literature; (2) implementing research findings; (3) planning research; (4) data collection; and (5) analyzing and reporting outcomes. the study’s findings also showed that the direct executives’ standard for research competency was ranked similarly to educators’ perceptions about students’ abilities: research activities involving students were the most crucial, while those involving external organizations were the least crucial. further emphasized in their study is the correlation between executive managers’ expectations for research competence and teachers’ perceptions of their own research self-efficacy. as a result, executive managers focus on the same prerequisites for research competency as teachers do. the researcher believed that the above-cited literature gave light to the present study and enlightened the readers with the different variables that were included in this study. the researcher further believed that the previously cited literature gave aid in identifying the research gap which were the main variables of this present study – pedagogical competence and research competence. method research design a descriptive design was utilized by the researcher in the conduct of the study relative to the pedagogical and research competence of bsed pre-service teachers of northwest samar state university. descriptive design is a type of quantitative research that describes the possible relationship among variables and the degree to which two or more quantitative variables are related (fraenkel & wallen, 2006). in particular, it sought to determine the profiles in terms of sex and area of specialization of preservice teachers. additionally, the pre-service teachers’ pedagogical competence was evaluated in terms of a number of components, including teaching personality, teaching competencies, classroom management, classroom assessment, and research competence. a researcher-made questionnaire was the primary tool in gathering relevant data needed to answer the research questions posed in the study. the questionnaire used in the study was answered by the bsed pre-service teachers as the respondents. the entire study was conducted during the school year 2018-2019. respondents of the study bsed pre-service teachers taking the course, practice teaching were the respondents of this study. these pre-service teachers are taking english, mathematics, and biological science as their fields of specialization. through slovin’s formula with a 0.05 % margin of error, the sample size was determined. stratified random sampling was used to fairly distribute the respondents with respect to the three fields of specializations. after this, the researcher used the random sampling technique through the fishbowl technique to thoroughly identify the respondents as to their sex. the table below shows the distribution of the respondents: table 1: number distribution on the respondents of the study field of specialization n n % biological science 58 39 30 english 88 59 45 mathematics 47 32 25 total 193 130 100 https://journals.e-palli.com/home/index.php/ajmri pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 research instrument a questionnaire was utilized by the researcher in gathering the needed data for the study. the tool is a researchermade questionnaire that was adopted from the different questionnaires developed by previous researchers. the instrument has three parts. part i measures the demographic profile of the respondents in terms of sex and field of specialization. this section will be answered by the respondents either by filling out the exact information or by checking the options provided by the researcher. part ii measures the pedagogical competence as to teaching personality, teaching competencies, classroom management, and classroom assessment. the pedagogical competence indicator category was adopted from tupa (2018) in her study on the pedagogical preparedness of the senior high school teacher in samar island. this part was answered by the respondents by rating the statements following a 5-point rating scale where 5 was very competent (vc); 4 was competent (c); 3 was slightly incompetent (si); 2 was incompetent (i), and 1 was very incompetent (vi). part iii, on the other hand, assesses the research competence of the respondents. the attributes were adopted from magnaye (2018) in his study about the research competence and productivity of the secondary school teachers in the schools division of calbayog city. this contains a competency rating scale of 1 to 5: 1 very incompetent (vi), 2 incompetent (i), 3 slightly incompetent (si), 4competent (c), and 5 very competent (vc). data analysis the researcher utilized the statistical tools such as frequency, percentage distribution, mean, standard deviation, linear regression and moderator analysis in handling the data and in constructing valid and reliable interpretation. frequency and percentages distribution was involved to define the profile of the respondents in terms of sex and field of specialization. mean and standard deviation was computed to pronounce the pedagogical competence in terms of teaching personality, teaching competencies, classroom management and classroom assessment. the mean and standard deviation were also used to describe the level of research competence. linear regression was used to calculate the extent of the effect of pedagogical competence on the research competence of the pre-service teachers. moderator analysis was used to compute the extent of the effect of the sex and field of specialization on pedagogical competence and research competence. further, a 0.05 level of significance was set to decide on the statistical significance of the relationships of the relevant data gathered through the aid of computerized statistical software in the course of the study. results and discussion pedagogical and research competence of bsed pre-service teachers as perceived by the respondents the perception of the respondents on their level of pedagogical competence in terms of teaching personality; teaching competencies; classroom management; and classroom assessment, and research competence are illustrated in table 2. table 2: mean and standard deviation on the perception of the respondents on the pedagogical and research competence of pre-service teachers of northwest samar state university competence perceptions of the respondents m int. sd pedagogical competence 3.97 c 0.32 teaching personality 4.01 c 0.31 teaching competencies 4.02 c 0.39 classroom management 4.00 c 0.44 classroom assessment 3.84 c 0.44 research competence 3.74 c 0.40 legend: scale interpretation 4.51 5.00 very competent (vc) 3.51 – 4.50 competent (c) 2.51 – 3.50 slightly competent (sc) 1.51 2.50 incompetent (i) 1.00 – 1.50 very incompetent (vi) as reflected in the table, all of the indicators are rated “competent” with an average mean of 3.97 and standard deviation of 0.32 for pedagogical competence and an average mean of 3.74 with a standard deviation of 0.40 for research competence. thus, the pre-service teachers-respondents believed that they have manifested pedagogical and research competence. relationship between the pedagogical competence of pre-service teachers and their research competence to determine the relationship between the pedagogical competence of pre-service teachers and their research competence, a regression test was used. table 3 presented the results. in totality, it can be gleaned from the table that pedagogical competence (t = 3.038, p = 0.003) has shown significant relationship with research competence. nevertheless, it can also be seen from the table that there is no relationship between the pedagogical competence in terms of teaching personality (t = -0.268, p = 0.789) and teaching competencies (t = 0.566, p = 0.572) yet only classroom management (t = 3.149, p = 0.002) and classroom assessment (t = 4.378, p = 0.000) as components of pedagogical competence have shown highly significant relationship with research competence. therefore, the study has rejected the null hypothesis stating that there is no significant relationship between the pedagogical competence and research competence of the pre-service teachers of northwest samar state university. https://journals.e-palli.com/home/index.php/ajmri pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 table 3: linear regression test between pedagogical and research competence of bsed pre-service teachers model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 1.141 0.376 3.038 0.003 teaching personality -0.030 0.111 -0.023 -0.268 0.789 teaching competencies 0.057 0.101 0.055 0.566 0.572 classroom management 0.285 0.091 0.310 3.149 0.002 classroom assessment 0.350 0.080 0.381 4.378 0.000 a. dependent variable: rc the data suggest that classroom management is an aspect that describes the research competence of the pre-service teachers. oliver, wehby, and reschly (2011) defined classroom management as the strategies teachers employ to maintain their students’ order, concentration, attention, on-task behavior, and academic productivity. these manifestations are actually related to research competence in the sense that research competence refers the capacity to apply a teaching reflection to enhance the educational material using the findings from research activities; incorporating knowledge of all forms of professional activity; detecting and formulating problems; identifying the aims and objectives of the issue and possible solutions; creating a hypothesis by examining phenomena or laws; carrying out the inductive formulation of hypotheses based on the facts and phenomena discovered via experiments and observation; evaluating, compiling, and synthesizing basic and applied research; and taking any risks (ivanenko et al., 2015). aside from classroom management, classroom assessment is also an aspect that describes the research competence of the respondents. classroom assessment can be used privately by the teacher in an effort to analytically reflect upon student learning in the classroom and adjust to student needs (wolfel, 2009). this is related to research competence in terms of the operational-activity component. this component comprises the following skills: using and disseminating new information; finding a “dynamic equilibrium” while resolving issues related to research activities and become proficient in the abilities of preparation, execution, processing, and analysis of experimental data; understanding of team management techniques; bringing research findings to development outcomes and their implementation; looking for information about cutting-edge initiatives leveraging information technology; and possessing knowledge of the concerns surrounding competitiveness in the present and uses them in research efforts (ivanenko et al., 2015). effect of the profile “sex” on the pedagogical and research competence of bsed pre-service teachers in order to determine the effect of the profile “sex” on the pedagogical and research competence of pre-service teachers, a regression test was used. table 4 presented table 4: linear regression test on the effect of profile “sex” on the pedagogical and research competence of bsed pre-service teachers model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) .358 .386 0.927 0.356 pc .854 .097 0.680 8.800 0.000 2 (constant) 1.886 0.774 2.436 0.020 pc 0.461 0.194 0.368 2.374 0.023 the results. a. dependent variable: rc 1. selecting only cases for which sex = female 2. selecting only cases for which sex = male table 4 shows that in both cases for male and female, the p-value is lower than 0.05 level of significance, for female (t = 8.800, p = 0.000) and for male (t = 2.374, p = 0.023). this data means that the profile “sex” is not a factor in determining pedagogical and research competence. consequently, the study has failed to reject the null hypothesis stating that the profile “sex” does not affect the pedagogical and research competence. effect of the profile “field of specialization” on the pedagogical and research competence of bsed pre-service teachers in order to determine the effect of the profile “field of specialization” on the pedagogical and research competence of pre-service teachers, a regression test was used. table 5 presented the results. table 5 shows that in cases for the different field of specialization, the p-value is lower than 0.05 level of significance, for biological science (t = 7.514, p = 0.000), for math (t = 4.569, p = 0.000) and for male (t = 3.328, p = 0.002). this data means that the profile “field of specialization” is not a factor in determining pedagogical and research competence. therefore, the null hypothesis stating that the profile “field of specialization” does not https://journals.e-palli.com/home/index.php/ajmri pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 table 5: linear regression test on the effect of profile “field of specialization” on the pedagogical and research competence of bsed pre-service teachers model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 0.249 0.452 0.552 0.584 pc 0.863 0.115 0.777 7.514 0.000 2 (constant) 0.904 0.653 1.385 0.176 pc 0.725 0.159 0.641 4.569 0.000 3 (constant) 1.347 0.717 1.879 0.065 pc 0.606 0.182 0.403 3.328 0.002 a. dependent variable: rc 1. selecting only cases for which fs = biological science 2. selecting only cases for which fs = math 3. selecting only cases for which fs = english affect the pedagogical and research competence is not rejected. conclusions from the findings of the study, the following conclusions were made: 1. in general, the bsed pre-service teachers perceived themselves to have possessed the necessary pedagogical and research competence to carry out teaching and research works. 2. the pedagogical competence in terms of classroom management and classroom assessment of the preteachers was related to research competence. 3. profile variables such as sex and field of specialization are not a factor in determining the pedagogical and research competence of pre-service teachers. thus, the following are hereby recommended: 1. the university should intensify the conduct of training, seminars, conferences, and workshops for the pre-service teachers to keep them abreast with the latest development in the academe, thereby, improving their skills especially in undertaking research and helping them bridge their learning gaps in doing research. 2. another study may be conducted by future researchers to find out the differences and relationships among the profile, research competence, and productivity of the beed pre-service teachers in the university, as well as in the private sectors. references achwarin, n. 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(2009). classroom assessment: the confusion of many voices. http.//www.usma.edu./cfe/ literature/wolfelre/wolfel_09.pdf https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 47 american journal of multidisciplinary research and innovation (ajmri) the state of police legitimacy through the people’s trust and satisfaction in the performance of the police of their duties rb basco-galangco1*, d. l. chinayo2 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6. https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 06, 2022 accepted: november 29, 2022 published: december 05, 2022 keywords police legitimacy, trust, satisfaction, security, safety introduction thomas hobbes’ levithian describes a society of incessant insecurity without a government to give its citizens the safety of law and order, protecting them from each other and from foreign enemies (hobbes, n.d.). according to the philippine constitution of 1987, the people’s protection and service are the state’s primary responsibility. the police are the branch of the government responsible with ensuring the maintenance of peace and order among the various institutions. the notion of legitimacy is essential to the execution of laws. according to empirical data (luki, n., bajovi, v. tiar, & eman, 2015), the sense of legitimacy promotes adherence to the law and collaboration with the institutions tasked with enforcing various types of social control. legitimacy requires that the target population accepts the institution’s authority to direct their behavior and compliance with directives (bradford, hohl, jackson, & macqueen, 2015). when the public sees the police as having legitimate power, they are more likely to comply and assist them (mazerolle, bennet, davis, sargeant, & manning, 2013). in a democratic society, the national institute of justice (2016) stressed the significance of the public’s impressions while reviewing policing. given that the police are there to serve all residents equally, the public’s active involvement in assessing the work of the police is crucial (jackson & bradford, 2009). to find out what influences people’s perceptions of the police, several research have been. horowitz (2007) discovered that how an officer acts and behaves has a significant impact on how the public views them. positive attitudes are influenced by an officer’s fair and polite behavior, and interpersonal interactions have the biggest influence on perceptions (sunshine and tyler, 2003; tyler and hou; 2002). public trust increases police efficacy and legitimacy (lyons, 2002).trust in law enforcement is essential to the perception of police legitimacy so that the public will feel obligated to obey the law and respect judgments made by lawful authority (friedman, 2014). according to sunshine & tyler (2003) and the international association of chiefs of police (n.d.), trust develops when the public believes that the police pay attention to and address their issues. therefore, it’s critical to prevent further declines in public faith in the police because losing that trust would be detrimental to everyone (jan, 2016). however, because there are situations that affect the subjective feelings and behaviors of people, trust is prone to either rise or diminish (koivumaäki & pyriä, 2012). most surveys in post-soviet russia found that barely 10–20% of people trusthe police (shlapentokh, 2006). according to gerber and mendelson (2008), only 3% of russians felt that the police “truly deserved” their trust, while 23% said they “probably deserved it,” 36% said “probably not,” and 29% answered “not all” (indicating a general mistrust of russians toward the police). in 2015, 25% of americans reported having “great deal,” 27% “quite a lot,” 30% “some,” 16% “very little,” and 2% “none” faith in the police (jones, 2015). in 2016, 36% of americans reported having “a lot of confidence” in the police, while 41% reported having “some confidence,” while only 14% of black people reported having “a lot of confidence” and 41% reported having “some confidence” (morin & stepler, 2016). as well, citizens in eastern and some southern european nations report having low level of trusts in the police (jackson, hough, bradford, pooler, hohl, & kuha, 2011), with romania receiving the lowest ratings (andreescu, keeling, voinic, & toneas, 2012). these numbers demonstrate the ostensibly low level of 1 mountain province state polytechnic college, philippines 2 faculty of the school of teacher education and liberal arts, university of baguio, philippines * corresponding author’s e-mail: jomar.cabuquin@evsu.edu.ph people are likely to cooperate with the police when they view their authority as legitimate. police legitimacy is established by the people’s trust in them and the people’s satisfaction in the way they perform their duties. this study surveyed and correlated the community people’s trust and satisfaction in the police’s performance of their duties. there were 2,381 respondents from the different provinces of the cordillera administrative region, philippines, who participated in the survey. the respondents moderately trust the police and were much satisfied with the way they performed their duties. age group makes a significant difference in the extent of trust, while gender and age group make a significant difference in the respondents’extent of satisfaction. pearson’s r (r=.090) shows there is a weak correlation between the trust of the people to the police and their extent of satisfaction on the way the police performed their duties. it is concluded that trust and satisfaction are independent of each other insofar as police legitimacy is concerned. the police should therefore work on improving their image and demonstrating competence inperforming their duties so that the people will cooperate with them and appreciate what they are doing. https://doi.org/10.54536/ajmri.v1i6.954 https://journals.e-palli.com/home/index.php/ajmri mailto:jomar.cabuquin%40evsu.edu.ph?subject= pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 47-55, 2022 public trust in the police. the nordic nations, which were assessed to have the highest levels of trust in their police and feel that the police have power and authority, were some of the nations with high trust ratings (jackson, et al., 2011). these studies used frequency counts to examine how many respondents trusted or did not trust the police, as well as how satisfied or dissatisfied they were with the police. additionally, they did not examine the precise areas in which the public trusted the police and the precise responsibilities with which they were happy. these are the areas of the literature that this study will fill in. the philippine national police’s divisive national antidrug campaign has tarnished the police’s reputation throughout the country. therefore, the circumstances at the time the researchers carried out this study were vital to the development of the public’s impressions of police officers and their performance in carrying out their tasks. 16 cities and one municipality in the national capital region (ncr) were surveyed by the national police commission (napolcom) between november 8 and 14, 2016. according to the findings, public impressions of the lifestyle, morals, and ethics of police officers at the ncrpo have dropped by 11.61 percent, from 44.2% rating in 2014 to 32.6% in 2016. (abs-cbn news, 2017). similar circumstances existed five years earlier, according to the findings of the pulse asia study, when 26.6% of filipinos said the philippine national police (pnp) was the country’s most corrupt institution (abs-cbn news, 2011). the police force in the nation is indeed rife with problems, and individuals from all walks of life have condemned their work. the pnp recognized this scenario in the middle of the 1990s, which is why they developed a program on community-oriented policing (philippine national police, 1995). however, despite the program’s institutionalization, trust issues persist, as seen by the aforementioned data. literature review according to empirical research (luki, n., bajovi, v. tiar, & eman, 2015), people are more likely to obey the law and work with the institutions tasked with implementing various types of social control when they feel that their actions are legitimate. legitimacy suggests that the population accepts the institution’s claim to authority and accepts that they have a responsibility to follow the institution’s rules (bradford, hohl, jackson, & macqueen, 2015). when the public views the police as genuine authorities, they are more likely to comply with their orders and assist them (mazerolle, bennet, davis, sargeant, & manning, 2013). legitimacy is examined and assessed in several ways. among the measures were the requirement to obey the law and the police solely (reisig & lloyd, 2009), trust and confidence in the judiciary (murphy & cherney, 2012), and a commitment to common objectives and values (tyler & jackson, 2014). however, some experts contest the accuracy of drawing inferences regarding the connection between adherence to the law and legitimacy (eisner & nivette, 2013). these are traditional methods for examining legitimacy, claim bottoms and tankebe (2012). other factors must be taken into account. trust in the police represents their legitimacy as a whole, therefore its professional and policy context cannot be studied in isolation (schaap, 2020). trust in the police is a reflection of trust in the institution as a whole, therefore an individual’s behavior reflects on the department or organization as a whole. trust includes a belief that the police are aware of the community’s needs, treat citizens with respect, treat them fairly, and allow them a voice in discussing issues that affect the neighborhood beyond how well the officers are performing their duties (jackson & bradford, 200)9. most surveys in post-soviet russia found that barely 10–20% of people trust the police (shlapentokh, 2006). according to gerber and mendelson (2008), only 3% of russians felt that the police “truly deserved” their trust, while 23% said they “probably deserved it,” 36% said “probably not,” and 29% answered “not all” (indicating a general mistrust of russians toward the police). in 2015, 25% of americans reported having “great deal,” 27% “quite a lot,” 30% “some,” 16% “very little,” and 2% “none” faith in the police (jones, 2015). in 2016, 36% of americans reported having “a lot of confidence” in the police, while 41% reported having “some confidence,” while only 14% of black people reported having “a lot of confidence” and 41% reported having “some confidence” (morin & stepler, 2016). as well, citizens in eastern and some southern european nations report having little faith in the police (jackson, hough, bradford, pooler, hohl, & kuha, 2011), with romania receiving the lowest ratings (andreescu, keeling, voinic, & toneas, 2012). these numbers demonstrate the ostensibly low level of public trust in the police. the nordic nations, which were assessed to have the highest levels of trust in their police and feel that the police have power and authority, were some of the nations with high trust ratings (jackson, et al., 2011). gender, age, and race have an impact on how satisfied the public is with the police (dai & johnson, 2009; wu et al., 2009), with females more likely than males to have a favorable opinion of the police (ivkovic, 2008). according to johnson, age had no effect on the public’s contentment with the police in 30% of studies, but in 70% of studies, older individuals were shown to have a more positive attitude toward the police than younger people. aday & krabill (2006) provided an explanation for this, stating that the police typically use discretion when reacting to offenses against the elderly. these examples of literature used surveys to gather their data, and their reporting emphasized frequency and percentage. the factors of trust, satisfaction, safety, and security were measured using weighted mean and standard deviation in the current study. this study focused on the police’s capacity to exhibit their personal and professional characteristics based on their ethical https://journals.e-palli.com/home/index.php/ajmri pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 47-55, 2022 doctrine manual and the manner in which they carry out their duties, as opposed to previous studies that also examined interactions between the police and the public in measuring trust and satisfaction. prior research did not examine community safety and security issues that might influence residents’ trust and satisfaction with the police. this study filled in these holes. materials and methods in this work, a quantitative approach—specifically, a descriptive and correlation approach—was adopted. the cordillera administrative region’s five provinces and one city were the locations of this study. there were more female participants than male. 64% (1,526) of the responders were female, and 36% were male (855). this may be partially explained by the finding made during data collection that men were less willing to fill out surveys than women. in comparison to the men, women participated with greater fervor. 1,475 students and 906 non-students participated, based on status. 62% of respondents were students, compared to 38% who were not students. in terms of age group, 43% of participants were between the ages of 15 and 25. (1,022). the 24-35 age group came in second at 14% (320), followed by the 35-44 age group at 13% (297), the 55-64 age group at 11% (263), the 45-54 age group at 10% (250), and the age group 65+ at 9%. (229). to handle the information gathered from the surveys, we employed both descriptive and inferential statistics. the weighted mean and standard deviation were applied to the descriptive questions. the respondents were given a likert type scale to act as a reference for ranking the various indicators. the t-test was employed to identify whether there were appreciable gender variations in the respondents’ perceptions of the inferential questions. the significant perceptions based on age and social standing in the community were identified using an anova. to ascertain whether there was a relationship between trust and contentment, pearson product moment was utilized. this study was given approval by the research ethics committee of one higher education institution in the philippines. results and discussion trust of the people towards the police a larger proportion of respondents have much trust in the police’s capacity to work with the government to safeguard the community’s residents’ security and safety. table 1: the extent of trust of the people towards the police (n=2,381) how much trust do you have in the ability of the police to mean di sd 1. care about the peace and order situation in your community? 2.88 m 1.01 2. be transparent in his/her actions? 2.58 m 1.04 3. demonstrate openness in listening to your concerns? 2.65 m 1.08 4. be honest with all his/her activities? 2.62 m 1.06 5. provide service to everyone without discrimination? 2.64 m 1.07 6. keep the confidential information you mention to him/her? 2.70 m 1.08 7. remain neutral in matters involving his/her relatives? 2.58 m 1.05 8. refrain from engaging in any activity that conflicts with his/her duties as a public servant? 2.67 m 1.08 9. stick to high standards of morality? 2.71 m 1.07 10. respect the rights of others? 2.73 m 1.08 11. demonstrate proper conduct in dealing with people in the community? 2.68 m 1.07 12. exercise legal authority in performing his/her duties? 2.73 m 1.06 13. practice humility in performing his/her duties? 2.62 m 1.06 14. observe accepted procedures in accomplishing his/her task? 2.70 m 1.07 15. respond immediately to the safety needs of your community? 2.71 m 1.06 16. demonstrate professionalism in performing his/her duties? 2.6539 m 1.07 17. put the interest of the public over his/her own? 2.6850 m 1.04 18. efficiently handle situations requiring his/her help? 2.7169 m 1.08 19. ensure that peace and order are maintained in the community? 2.6783 m 1.09 20. cooperate with the government in ensuring the security and safety of the people in the community? 3.1180 m 1.08 overall 2.7057 m .116 however, the standard deviation (1.08) contrasts with the item with the highest standard deviation and reveals a modest dispersion of responses (1.09). according to this data, the police were seen favorably by the majority of the respondents because they openly showed their support for and conformity with the government. although this item had a lower mean of 2.57 compared to the 3.11 of the item on the ability, more respondents agreed that they trust the police to maintain peace and order in the neighborhood. these data back up goldsmith’s (2005) assertion that the public’s faith in the police is directly correlated with how well the police do their duties. it should be remembered that the police are the government’s agency responsible for ensuring that there is peace and order in the community; as such, they are required to uphold the rule of law, enforce regulations, and maintain strategic control over the environment (chermak & weiss, 2005). in serbia, the public views the police as “a body that exists to safeguard the system and as a tool of the government rather than the https://journals.e-palli.com/home/index.php/ajmri pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 47-55, 2022 people,” according to the organization for security and cooperation in europe’s assessment from 2004. the ability of the police to care about the peace and order situation in the community received the highest rating from the majority of respondents among the personal characteristics; however, this indicator also obtained the lowest standard deviation, suggesting that the respondents’ agreement with this indicator was lower than that with the others. the respondents felt that they could trust the police more in other areas, such as their ability to respect others’ rights, uphold high moral standards, and protect confidentiality, even if keeping peace and order is their primary responsibility. some people have noted that the cops this time around are more disciplined and compliant with their orders. the majority of respondents said that they had a great deal of trust in the police to carry out their tasks with humility and honesty, to offer non-discriminatory service, to pay attention to the worries of the public, and to be open and honest about their activities. in human relations, communicating with others is essential since it affects how we handle or treat others. the communication process includes the capacity to listen. however, the respondents gave this a low ranking because they noticed that some police don’t want to hear the justifications of people, particularly children and repeat criminals in the neighborhood. this attitude raises the possibility that some police officers are prejudiced and have a propensity for labeling. among the professional characteristics, majority of the respondents gave the lowest ratings on the indicators about the demonstration of professionalism in performing duties (2.65) and the adoption of a neutral stance on matters involving family members (2.58). the indicators about demonstrating proper conduct in dealing with people and refraining from activities that show a conflict of interest relate to professionalism were given similar low ratings. some respondents clamored for the police to exercise patience in dealing with people who were quarreling because they aggravated the situation, and in handling rude and disrespectful people because there were reasons for this behaviors. the professionalism of the older police officers was appreciated by many of the respondents, especially when they responded to calls for assistance when there was a disturbance in the community. the unprofessional conduct of the younger police officers was noticed by some respondents like the police officers were rude in their language and behavior. there were also observations that some police officers were very friendly to some people in the community, making them familiar with each other. this affected the objectivity of the police officer in exercising his legal duties, accordingly. the respondents’ trust in the police is higher when they are acting in a professional manner (2.73 vs. 2.68), which is a sign that they want the police to work on developing some of their personal qualities like openness, honesty, transparency, listening with an open mind, objectivity, morality, and the capacity to respect the rights of others. more particularly, the issue of the police’s objectivity in handling cases involving their relatives needs to be addressed because subjectivity interferes with their efficiency and effectiveness in carrying out their community service obligations. a larger degree of trust would be attained if they showed a noticeable improvement in their personality. the exhibition of their professional attributes is equally crucial because it demonstrates the level of expertise and abilities they possess. the majority of respondents place a lot of trust in the police’s capacity to carry out their tasks. in this regard, a research conducted by vuković (2009) in a few serbian municipalities found that residents believe the police should focus more on reducing crime, upholding the peace and keeping public order, as well as safeguarding persons and property. however, nearly 50% of respondents believe that all residents are treated fairly by the police. similar to this, residents of the russian federation and bulgaria have the least favorable views of how the police treat their fellow citizens (meško , hacin, & eman, 2014), and individuals in eastern and occasionally southern european nations report having less trust in the government (jackson, hough, bradford, pooler, hohl, & kuha, 2011). on the other hand, several studies indicate that people have a high level of trust in the police, particularly in spain and nordic nations (meško, et al. 2014) and jackson, et al. (2011). according to age group the 45-54 age group provided the indicators with the greatest mean (2.9169), while the 65+ age group provided the lowest mean (2.5193). according to the anova results, there is a significant difference between the respondents’ responses by age group at the 5% level of significance. the findings show that the respondents’ levels of trust in the police varied significantly by age group, particularly for those in the 45–54 and 65+ age groups. the findings support bridenball & jesilow’s (2008) observation that younger people are more prone to have a hostile attitude toward the police. the majority of philadelphia’s youth reportedly reported having a bad attitude about the police, according to carr, napolitano, and keating’s 2007 report table 2: anova sum of squares df mean square f sig between groups 1.819 5 .364 16.516 .000 within groups 2.512 114 .022 total 4.331 119 significant at 5% (p<.05) https://journals.e-palli.com/home/index.php/ajmri pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 47-55, 2022 according to status the t-test results show no significant differences in the trust level of both groups according to status, that is, regardless of status, the respondents trusted much the police. satisfaction of the community people on the performance of the police more than half of the respondents’ remarks were observations about how the police conducted their table 3: independent samples test levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2-tailed) mean difference std. error difference 95% confidence interval of the difference lower upper trust equal variances assumed .087 .770 -1.482 38 .147 -.05506 .03715 -.13026 .02014 equal variances not assumed -1.482 37.090 .147 -.05506 .03715 -.13032 .02020 *not significant at 5% (p>.05) patrols. since the majority of crimes occur at night, they saw that the police were not always visible, especially throughout the night. as a result, multiple requests were made to increase patrols during this time. it was also reported that very few police were doing foot patrols. table 4: the extent of satisfaction of the community people on the performance of the police (n=2,381) how satisfied are you with the competence of the police in mean std. deviation 1 communicating with the people in your community? 2.61 1.00 2 assisting the community in maintaining peace and order? 2.63 1.06 3 directing the flow of vehicular traffic? 2.60 1.01 4 arresting the criminals in the community? 2.63 1.04 5 solving crimes in the community? 2.58 1.03 6 assisting during disasters? 2.63 1.06 7 making themselves visible during community activities that require their presence? 2.61 1.03 8 responding when you call them for assistance? 2.62 1.03 9 handling victims of crimes? 2.61 1.05 10 maintaining discipline among people during public gatherings? 2.63 1.04 11 calming conflicts in the community? 2.60 1.04 12 investigating reported crimes? 2.64 1.03 13 patrolling their assigned stations? 2.64 1.03 14 responding to road accidents? 2.68 1.04 15 enforcing the ordinances/laws? 2.67 1.03 overall 2.63 .02 accordingly, the police frequently drive vehicles that cannot travel into alleyways or down hills to where the residences were located. the respondents preferred that the police do foot patrols in order for them to conduct house to house visits and engage with residents, as this is a crucial component of satisfaction (national institute of justice, n.d.). street visibility was one of the four factors that larsen and blair (2009) included in their analysis of how satisfied people are with the police. the respondents were also quite satisfied with the police’s ability to respond to persons and situations. out of the analyzed functions, this one had the highest mean. despite their high levels of satisfaction, some respondents claimed that it takes too long for the police to arrive when they are called, particularly when there are disturbances in the neighborhood, pubs, and other places of business. this shows that the respondents were unhappy with the police’s response time. others spoke about the mistakes made by the police when they interact with someone seeking help, such as their failure to grasp the person’s language and their impoliteness while posing questions. among the stated functions, the ability of the police to enforce the laws had the highest mean, indicating that the respondents were satisfied with the way the police carried out this duty. the respondents noted certain areas for improvement, such as regularly and fairly enforcing the ordinances, even if they were generally satisfied with the competence displayed by the police in carrying out this role. many people have noted that police officers occasionally disregard community infractions such improper parking, excessive speeding, driving without a license, selling alcohol to minors, letting minors into pubs, and vandalizing property. it was observed that police personnel occasionally resisted becoming involved in disputes, especially when they knew the parties involved. evidently, the respondents have observed some subjectivity and inconsistent enforcement of laws by the police. as a result, the respondents’ personal experience https://journals.e-palli.com/home/index.php/ajmri pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 47-55, 2022 with the police influences whether or not they are satisfied with them (national institute of justice, n.d.) four key factors have been identified by larsen and blair (2009) as influencing how satisfied citizens are with the work of the police. these factors include police initiatives to prevent crime, street visibility, officer reaction times to crimes in progress, and police-community interactions. no matter if the person initiating the contact or the police, skogan (2005) discovered that police engagement affects satisfaction. additionally, he discovered that courteous, prompt, fair, and helpful police behavior increases residents’ happiness (hawdon, 2003). according to gender the findings support cao, frank, and cullen’s (1996) observation that females are more likely than males to table 5: independent samples test levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2-tailed) mean difference std. error difference 95% confidence interval of the difference lower trust equal variances assumed .002 .969 -4.485 28 .000 -.04579 .01021 -.06670 equal variances not assumed -4.485 27.996 .000 -.04579 .01021 -.06670 *significant at 5% (p<.05) have a favorable attitude toward the police. the results show a substantial difference between males and females’ satisfaction with the competence of the police in carrying out their duties. differences in experiences and frequency of encounter with the police may be to blame for the disparity. the findings imply that in order to satisfy ladies, police officers must raise their level of competence in terms of efficiency, speed, and effectiveness in carrying out their duties. according to age group at the 5% level of significance, the anova findings showed substantial variations between the respondents’ responses when taking into account their age group. this finding suggests that age is a factor in people’s satisfaction with the police’s competence. the tukey hsd showed the following areas of significance at the 0.05 level: the satisfaction of the 15–24 and 25–34 age groups significantly differed from that of the 45–54 and table 6: anova sum of squares df mean square f sig between groups .540 5 .108 31.731 .000 within groups .286 84 .003 total .827 89 significant at 5% (p<.05) 65+ age groups; that of the 35–44 age group significantly differed from that of the 55–64 and 65+ age groups; that of the 44–55 age group significantly differed from that of the 15–24, 25–34, 55–64, and 65+ age groups; and that of the 55–64 and 65+ age groups; the 44-55 age group’s satisfaction was significantly different from that of the 15-24, 25-34, 55-64, and 65+ age groups; the 55-64 age group’s satisfaction was significantly different from that of the 34-44, 45-54, and 65+ age groups; and the 65+ age group’s satisfaction was significantly different from that of all the other age groups. the national institue of justice (n.d.) reported that age differences in satisfaction with the police was evident, with respondents aged 18-22 having a significantly lower level of satisfaction. according to status table 7: independent samples test levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2-tailed) mean difference std. error difference 95% confidence interval of the difference lower trust equal variances assumed .002 .969 -4.485 28 .000 -.04579 .01021 -.06670 https://journals.e-palli.com/home/index.php/ajmri pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 47-55, 2022 equal variances not assumed -4.485 27.996 .000 -.04579 .01021 -.06670 *significant at 5% (p<.05) hsd showed the following areas of significance at the 0.05 level: the satisfaction of the 15–24 and 25–34 age groups significantly differed from that of the 45–54 and 65+ age groups; that of the 35–44 age group significantly differed from that of the 55–64 and 65+ age groups; that of the 44–55 age group significantly differed from that of the 15–24, 25–34, 55–64, and 65+ age groups; and that of the 55–64 was considerably different from that of the 34-44, 45-54, and 65+ age groups; and the satisfaction of the 65+ age group was significantly different from those of all the other age groups. at .05 level of confidence, there is a significant difference in the level of satisfaction of the students and nonstudents regarding the competence of the police in performing their tasks. according to age group at the 5% level of significance, the anova findings showed substantial variations between the respondents’ responses when taking into account their age group. this finding suggests that age is a factor in people’s satisfaction with the police’s competence. the tukey table 8: anova sum of squares df mean square f sig between groups .540 5 .108 31.731 .000 within groups .286 84 .003 total .827 89 significant at 5% (p<.05) the relationship of trust in the police and satisfaction in the performance of their duties the level of community satisfaction with police performance and community trust in law enforcement have a weak link (r =.090). the weak association is also not even statistically significant at 5% (p>.05). accordingly, the correlation is assigned to chance because it is implied that the sample’s level of correlation is not shared by the population. the variable in community trust in the police only explains 0.81% (r2 =.0081) of the overall variance in the level of satisfaction. in other words, confidence in the police is not a factor in the context of this study when determining satisfaction with their performance, just as pleasure with the performance of the police is not a factor in determining trust in them. as a result, trust and satisfaction are separate ideas. according to cao (2015), satisfaction is motivated by experiences and internally focused. if satisfaction is a condition of the mind, trust is not (dai & johnson, 2009; zhao, tsai, ren & lai, 2014). the declaration of satisfaction with police is motivated by experiences and internally focused. if satisfaction is a condition of the mind, trust is not (dai & johnson, 2009; zhao, tsai, ren & lai, 2014). the declaration of satisfaction with police services results from a perceived satisfaction of a service from the other party. trust “involves a result associated with some form of risk to one’s ultimate welfare,” according to cao (2015). table 9: correlation between trust and satisfaction trust satisfaction trust pearson correlation 1 .090 sig. (2-tailed) .750 n 20 15 satisfaction pearson correlation .090 1 sig. (2-tailed) .750 n 15 15 figure 1: the scatter plot of trust on police and the extent of satisfaction of the community to the performance of the police in their duties conclusion the police forces in the provinces under consideration have not successfully gained the trust of the locals. the police must uphold their sworn obligations to win the public’s trust and perform well to ensure that the public is satisfied with their services because, as this study’s findings show, trust in the police and satisfaction with their performance are independent variables that are not related to one another. there are still gaps in the police officers’ skills and competency, despite the fact that they have earned the community’s trust via the way they carry out their responsibilities and interact with the public. people’s sense of security may increase if they have a https://journals.e-palli.com/home/index.php/ajmri pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 47-55, 2022 strong sense of the legitimacy of the police. references abs-cbn news. 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(2009). the principles of legality and legitimacy in the conduct of the police in crime prevention. bezbednost, 51(1-2), 179-192. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 86 american journal of multidisciplinary research and innovation (ajmri) distributed leadership, teacher organizational commitment and teacher empowerment among private elementary school teachers in northern ghana. nurideen alhassan1*, naziha alhassa2 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.301 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 31, 2022 accepted: june 07, 2022 published: june 09, 2022 without committed teachers, no meaningful progress can be achieved in addressing the challenge that the schools are facing. the study aims to investigate the relationship and influence between distributed leadership (dl), teacher organizational commitment (toc) and teacher empowerment (te) in selected private elementary schools in the northern region of the republic of ghana. the paper reports findings from 22 elementary private school teachers out of the 25 questionnaires administered using convenience sampling. to analyze the data, the spss version 25.0 was employed. the descriptive statistics and spearman rho correlations were applied to understand the interactions between the variables. also, normality and reliability were conducted on the items and variables respectively. the results reveal a direct relationship between distributed leadership and teacher organizational commitment, distributed leadership and teacher empowerment, and lastly, teacher empowerment and teacher organizational commitment. the results propose that school proprietors and headteachers find ways to distribute leadership in private elementary schools. sharing leadership roles to a teacher means empowering them which will enhance and improve the commitments of teachers in the various schools. this research replicates and respond to the call for further research by mohd ali & yangaiya (2015) in nigeria because it is an important study that will have good future outcomes. this study would employ the same variable but will be conducted in the republic of ghana. keywords distributed leadership, teacher organizational commitment, teacher empowerment, private elementary schools, ghana. 1 university of worcester business school. worcestershire. england, uk 2 international islamic university of malaysia, department of social foundation and educational leadership, malaysia. * corresponding author’s e-mail: aldeen91@hotmail.co.uk introduction in recent years, every industry, including educational institutions, has paid close attention to leadership terminology and expertise, which are thought to be the driving force behind both organizational success and failure (bush & glover, 2014; bush & sargsyan, 2020; connolly et al., 2019; yukl, 2016; mohd ali & yangaiya, 2015). the authors opine that the issues of leadership are more prevailing in the educational setting because of its numerous challenges such as the population of students, bureaucratic and complex nature of the institutions, teacher burnout, and many more. thus, they confirm that leadership is all about influencing the activities of members to achieve organizational goals. the world education service (wes) (2019) reiterate that the elementary school curriculum in ghana which focuses on developing basic reading and writing abilities, arithmetic and problem-solving skills begins at the age of six. with fees at public elementary schools about 21% lower than in private schools – a circumstance that has facilitated the spread of private schools, particularly in rural areas where governmental provision is lacking. the percentage of children enrolled in private elementary schools increased from 13 percent in 1999 to 28 percent in 2018 (per uis data, 2019). the unesco institute for statistics (uis) also reiterate that the percentage of enrolment in primary education and pre-primary education in private institutions in ghana went up in 2019 and 2020 by 29.8% and 31.5% respectively (uis data, 2021). this has prompted the need for physical and leadership infrastructures in private elementary schools. one of the astounding and challenging issues found is that there is the limited practice of school leadership in the ghanaian school cultures, therefore affecting the school improvement and school effectiveness (ampah-mensah, 2013). the quality of schools can be improved depending on how teachers are committed to the organization. the essential mechanism suggested by scholars has been distributed leadership (dl) which is proven to have a positive influence on teachers’ organizational commitment (toc) (berjaoui & karami-akkary, 2020; devos et al., 2014; mohd ali & yangaiya, 2015). several studies reveal in the literature of distributed leadership and teachers’ commitment are mostly conducted in public secondary schools (mohd ali & yangaiya, 2015). they recommended that there will be new and interesting future studies in private schools, elementary schools, and tertiary education. hence, the purpose of this study is to investigate the relationship and influence between distributed leadership (dl) and teachers’ organizational commitment (toc) in selected private elementary schools in the northern region of the republic of ghana. this study investigates the relationship and influence between distributed leadership (dl) and teachers’ organizational commitment (toc) in selected private elementary schools in the northern region of the republic of ghana and aims to find out if teacher empowerment (te) would facilitate the relationship between distributed leadership (dl) and the teacher organizational commitment (tc) in any manner. specifically, the study seeks to: https://doi.org/10.54536/ajmri.v1i2.301 https://journals.e-palli.com/home/index.php/ajmri pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 1. to examine the relationship between dl and teachers’ toc in selected private elementary schools in the northern region of ghana. 2. to investigate the relationship between dl and te in selected private elementary schools in the northern region of ghana. 3. to analyse the relationship between te and toc selected private elementary schools in the northern region of ghana. the study intends to improve the existing literature on school leadership in africa and ghana precisely and hence asked the questions; 1. is there a direct and significant relationship between dl and toc? 2. is there a correlation between dl and te? 3. is there a direct and significant relationship between te and toc? literature review distributed leadership one of the most important discussions about educational leadership since the mid-1990s has focused on distributed leadership (tian et al., 2016). distributed leadership according to harris & deflaminis (2016), was labelled the “new kid on the block” in the field of educational administration and leadership a decade ago. distributed leadership, unlike many other leadership trends that come and go, is a powerful concept in educational policy and practice and has normatively become a selected leadership model (bush & glover, 2014; harris & deflaminis, 2016). even the recent global pandemic, harris (2020) accounts how the covid-19 has exposed how distributed leadership was utilized in managing virtual teaching and learning and managing schools through shared roles. distributed leadership began as a practical technique for leaders to share their ever-increasing workload. later, the concept was extended to include other actors’ leadership impact (tian et al., 2016). leadership, as well as teams, and organizational features, are addressed in the distributed leadership approach (goksoy, 2016). however, the older leadership models, in which one person is the hero, mentor, and accountable party, has been replaced by distributed leadership, which distributes leadership positions among the organization’s members (garcía torres, 2019; goksoy, 2016; berjaoui & karami-akkary, 2020; mohd ali & yangaiya, 2015). also, harris & deflaminis (2016) add that, without a doubt, distributed leadership is today a well-known and extensively used word, referring to leadership that is shared inside, between, and across organizations, but not exclusively. it essentially trains principals and teachers to work in teams to improve instructions and raise students’ achievement. distributed leadership, whether disguised as professional capital, collaborative networks, or teacherled reform, is a durable and fundamentally applicable leadership idea (harris, 2020; harris & deflaminis, 2016; mel ainscow, 2015). largely, pieces of literature reveal a paradigm shift from transformational and traditional (focused or solo) leadership to the collective leadership of which “distributed leadership” forms part. in practice, distributed leadership entails a reduction in traditional leadership roles and a shift toward a flatter, more decentralized, networked leadership culture. distributed leadership focuses on leadership relationships rather than acts, reflecting the changing reality that all leaders, not only school leaders, are confronted with. distributed leadership is based on the mobilization of people to lead through communal participation and action, rather than on control. (harris, 2020; berjaoui & karami-akkary, 2020; devos et al., 2014; mohd ali & yangaiya, 2015) school instructors can now participate in decisionmaking, especially when it comes to teaching and learning difficulties, thanks to distributed leadership. many studies have found a positive correlation between teachers’ participation in decision-making and their organizational commitment.(berjaoui & karami-akkary, 2020; devos et al., 2014; mohd ali & yangaiya, 2015) teacher organizational commitment organizational commitment has been studied by numerous researchers as a result of its effects on a school’s organizational developments, especially the performance of teachers (devos et al., 2014; mohd ali & yangaiya, 2015). moreso, mowday et al. (1979) view organizational commitment as the relative strength of an individual’s identification with, involvement in, and loyalty to a particular organization. in a school context, dedicated teachers are noticed to be hardworking and would not leave positions for reasons beyond their control (hulpia & devos, 2010). this means that school effectiveness cannot be achieved when there is a high ranking of teachers based on three elements, absenteeism, performance and turnover of, the school cannot accomplish its mission and vision, hence the teacher commitment is crucial and should be stressed (berjaoui & karami-akkary, 2020). other factors affect organizational commitment, but this research will focus on distributed leadership as one technique that has been revealed by studies to lead to teacher organizational commitment. teacher empowerment teacher empowerment is argued to be a critical issue that promotes school efficiency. teachers have been given more opportunities to engage in school-level decision-making and to use more professional judgment in curriculum and instructional matters (aliakbari & amoli, 2016). furthermore, empowering members in an organization means granting them a more active and responsible role. empowerment in school means availing teachers the opportunity by strengthening their sense of effectiveness as well as sharing power, information and responsibility to manage their work as possible and for the benefit of students (balyer et al., 2017; mohd ali & yangaiya, 2015). being an empowered teacher according to (aliakbari & amoli, 2016) gives ample resources and freedom to provide for every student with what they deserve, hence it is an important requirement for improving students’ https://journals.e-palli.com/home/index.php/ajmri pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 performance academically. in addition, empowerment has also been found to encourage elements such as knowledge, autonomy, feedback, and importance, all of which assist and foster an individual’s commitment to the organization (aliakbari & amoli, 2016; mohd ali & yangaiya, 2015). this research replicates a similar study conducted by mohd ali & yangaiya (2015) in nigeria because it is an important study that will have good future outcomes. this study would employ the same variable but will be conducted in the republic of ghana. since this is a preliminary study, it does not intend to generalize to the entire population small sample size and type. the study seeks only to explore the relationship between distributed leaders, teacher organizational commitment and teacher empowerment. conceptual framework according to hulpia et al. (2010b), there will be no real progress in tackling the difficulties that various schools face without the dedication of teachers. as a result, the conceptual framework of the study is linked to the need for teacher dedication in private elementary schools, particularly in the northern region of ghana. the structure below demonstrates the relationship between dl, toc, and the mediating variable (te) in achieving the study’s goals, which are to research the impact dl has on toc and how te can facilitate the influence of dl on tc in selected private elementary schools in northern region, ghana. furthermore, the study findings may help management and stakeholders improve the quality and efficacy of private elementary schools in the northern region and ghana as a whole. figure 1: conceptual framework. materials and methods research design this research is a quantitative type of study that uses the correlational study to examine the relationship and influence between distributed leadership, teachers’ organizational commitment and teacher empowerment in selected private elementary schools in the republic of ghana. the study was committed to the survey method (questionnaires) in collecting the primary data from the respondents. population and sample the participants consists of 25 elementary private school teachers, and they were selected using the convenience sampling method. moreso, the study selected five (5) private elementary schools in the northern region whiles also taking into account the size of the school. moreover, the study opted for schools with more than 700 pupils because such schools have a formal management structure. instruments the study adopts three main research instruments from the scholarly works of the following; mowday et al. (1979), hulpia et al. (2010) and singh & kaur (2019). the instruments include organizational commitment questionnaires (ocq), inventory for distributed leadership (dli) and teacher empowerment scale (tes), respectively. the organizational commitment (ocq) questionnaire has a long and short version of questionnaires but the short version of the ocq questionnaire which was adapted consists of six positively worded items and is uni-dimensional. the adoption of the version was informed by its simplicity to respondents. also, the distributed leadership inventory (dli) has four dimensions scale. the dimensions are cooperation of leadership team, participative decision making, principal leadership, leadership support, and leadership supervision. in addition, the teacher empowerment scale (tes) consists of four dimensions namely meaning, impact, self-determination and competence. overall, the three instruments will be rated on a 5 likert scale. data collection procedure and ethics the researcher distributed 25 questionnaires to the participants using an online survey form (google form) through a social network precisely the watsapp platform. the form was designed following four categories including, demographics, distributed leadership inventory, teacher organizational commitment and lastly, teach empowerment. not only that, the survey form includes the purpose of the research and each category has instructions about the variable. respondents will take atleast 8-10 mins and also, they may withdraw at any time because they are not imposed to part take in the process. in addition, information solicited from the respondents was kept confidential. data analysis procedure statistical package for social science (spss) versions (25.0) was employed in analyzing the data obtained. the survey instruments were administered to twenty-five (25) teachers in private elementary schools in the northern region of ghana. twenty-two (22) representing 88 per cent of the questionnaires were returned. results statistical analysis a convenience sampling method was employed to administer the questionnaire and would be analyzed using descriptive statistics and spearman’s rho correlation. descriptive statistics are used to summarize the collected data and provide in-depth and overall trends as well as understand the variations in the scores. more so, to discover the stands of the score when compared. the study also conducts a test for normality to ascertain if the https://journals.e-palli.com/home/index.php/ajmri pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 table 1: reliability test variables cronbach’s alpha cronbach’s alpha based on a stand. items number of items dl .978 .979 21 toc .939 .939 6 te .981 .982 18 table 2: test of normality kolmogorov-smirnova shapiro-wilk statistic df sig statistic df sig dl .143 21 .200* .925 21 .110 toc .149 21 .200* .889 21 .022 te .185 21 .059 .876 21 .012 data is normally distributed, the results of the normality test are indicated. furthermore, cronbach’s alpha is used to check the reliability of the variables and spearman’s rho correlation to examine the direction and relationship between the variables. both the reliability and normality test are shown in tables 1 and 2 below. the spss version 25.0 was used to estimate the descriptive statistics. based on the estimations in table 1 above, the coefficients of the cronbach’s alpha for the variables items are dl(r) = .978, toc(r) = .939 and te(r) = .981. the thumb rule is that the bigger the coefficient the more reliable and consistent the test score. thus, the study concludes that the variables items are strongly reliable and consistent. the study adopted the shapiro-wilk test for normality since the data sample is below 100. the results show that the sample data is not normally distributed since the p-values are below 5 per cent significance level, except for dl whose p-value is greater than 5 per cent significance level. moreover, the study transforms all variables into “log” to test for further normality and the findings remain the same, thus, the research concludes that the sample data is not normally distributed, making it nonparametric. background of respondent demographic characteristics table 3 below shows the demographic characteristics table 3: demographic characteristics details characteristics frequency percentages gender male 12 54.5% female 10 45.5% total 22 100% age 20-30 7 31.8% 31-40 11 50% 41+ 4 18.2% total 22 100% years of working 1-5 13 59.1% 6-10 8 36.4% 11+ 1 4.5% total 22 100% and background of the respondents. the respondents were the teachers at private elementary schools in ghana. twelve (12) or 54.5% of the respondents were males while ten (10) or 45.5% of the respondents were female. based on age classification, seven (7) or 31.8% are between twenty (20) to thirty (30) years, one eleven (11) or 50% are between thirty-one (31) to forty years (40) while four (4) or 18.2% are forty (40) years and above. moreover, from table 2, the estimates reveal that thirteen (13) or 59.1% of the respondents possessed 1-5 years working experience eight (8) or 36.4% possessed 6-10 years working experience and only one (1) or 4.5% possessed more than 10 years working experience. distributed leadership table 4 above shows the estimated frequencies and corresponding percentages of the four dimensions and items on distributed leadership. all four-dimensional factors were scored within a range of 5 likert scale values; 1 representing strongly disagreed and 5 representing strongly agreed. a substantial number of respondents “strongly agree” to the cooperation within the leadership teams as well as the existence of wellfunctioning and ready to implement leadership teams in the selected schools. contrary to the existence of corporative leadership teams, more than half of the respondents based on the frequencies and percentages in table 3 reveal the existence of insufficient support and supervision of leadership teams in the institutions. moreover, on the issue of an effective decision-making structure in the schools, the respondents strongly agree to an effective committee supervising the decision-making process, nonetheless, a large number reveals the is little or no inclusion of staff in the decision-making process in all selected schools. for instance, about 27.3 per cent and 40.9 per cent disagree that leadership roles are distributed to staff as well as staff involved in activities critical for achieving school goals respectively. teacher organizational commitment the frequencies and percentages in table 4 exhibit the scores and measures that enhance teachers’ commitment to their respective schools. the items measure the inspirations and the effect it has on the respondents’ https://journals.e-palli.com/home/index.php/ajmri pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 table 4: distributed leadership estimation dim. items strongly disagree disagree neither agree strongly agree c oo pe ra tio n o f th e le ad er sh ip t ea m s 1. there is a well-functioning leadership team in our school. 1(4.5 %) 4 (18.2%) 2(9.1%) 4 (18.2%) 10 (45.5%) 2. the leadership team supports the goals we like to attain with our school. 0 6(27.3%) 3(13.6%) 4(18.2%) 9(40.9%) 3.all members of the leadership teamwork in the same strain on the school’s core objectives. 2(9.1%) 5(22.7%) 3(13.6%) 6(27.3%) 6(27.3%) 4.in our school, the right man sits on the right place, taken the competencies into account. 2(9.1%) 7(31.8%) 4(18.2%) 2(9.1%) 7(31.8%) 5. members of the leadership team have clear goals• the leadership team is willing to execute a good idea. 1(4.50%) 3(13.6%) 5(22.7%) 5(22.7%) 8(36.4%) 6. the leadership team is willing to execute a good idea. 0 6(27.3%) 3(13.6%) 6(27.3%) 7(31.8%) pa rt ic ip at iv e de ci sio n m ak in g 7. leadership is delegated for activities critical for achieving school goals 0 9(40.9%) 1(4.5%) 5(22.7%) 7(31.8%) 8. leadership is broadly distributed among the staff. 3(13.6%) 6(27.3%) 1(4.5%) 5(22.7%) 7(31.8%) 9. we have adequate involvement in decision making 1(4.5%) 7(31.8%) 4(18.2%) 3(13.6%) 7(31.8%) 10.there is an effective committee structure for decision making. 2(9.1%) 3(13.6%) 3(13.6%) 6(27.3%) 8(36.4%) 11. effective communication among staff is facilitated 2(9.1%) 2(9.1%) 7(31.8%) 5(22.7%) 5(22.7%) 12. there is an appropriate level of autonomy in decision making 2(9.1%) 4(18.2%) 7(31.8%) 1(4.5%) 7(31.8%) 13. compliments teachers 2(9.1%) 5(22.7%) 4(18.2%) 4(18.2%) 7(31.8%) le ad er sh ip su pp or t 14.explains his/her reason for criticism to teachers 0 10(45.5%) 3(13.6%) 2(9.1%) 7(31.8%) 15. is available after school to help teachers when assistance is needed 0 9(40.9%) 3(13.6%) 3(13.6%) 7(31.8%) 16. encourages me to pursue my own goals for professional learning 2(9.1%) 9(40.9%) 4(18.2%) 2(9.1%) 5(22.7%) 17. encourages me to try new practices consistent with my own interests 2(9.1%) 7(31.8%) 6(27.3%) 0 7(31.8%) 18. provides organizational support for teacher interaction 1(4.5%) 8(36.4%) 8(36.4%) 0 5(22.7%) le ad er sh ip su pe rv isi on 19. evaluates the performance of the staff 2(9.1%) 6(27.3%) 3(13.6%) 7(31.8%) 4(18.2%) leadership supervision 1(4.5%) 5(22.7%) 7(31.8%) 4(18.2%) 5(22.7%) 21. is involved in formative evaluation of teachers 4(18.2%) 5(22.7%) 6(27.3%) 2(9.1%) 5(22.7%) values, that is almost 31.8 per cent of the respondents strongly agree with how the school inspires them to give out their best, 45.5 per cent regularly talk about the place of work with friends leading to about 50 per cent representing 11 respondents strongly care about the future of the schools they teach. table 5 below shows the estimations on teacher organizational commitments. teacher empowerment the study further uses descriptive statistics to analyze four factors as the main components of teacher empowerment in sampled northern ghanaian schools. all component items significantly enhance the empowerment of teachers in the sampled schools. this is because the respondents strongly agree to all items ranging from 36.4 per cent to 54.5 per cent. https://journals.e-palli.com/home/index.php/ajmri pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 table 5: teacher organizational commitment items strongly disagree disagree neither agree strongly agree 22. my school inspires me to do the best i can 2(9.1%) 5(22.7%) 2(9.1%) 5(22.7%) 7(31.8%) 23. i’m proud to be a part of this school team 2(9.1%) 5(22.7%) 2(9.1%) 4(18.2%) 8(36.4%) 24. i really care about the fate of this school 2(9.1%) 3(13.6%) 0 5(22.7%) 11(50%) 25. i find that my values and the organization’s values are very similar 2(9.1%) 2(9.1%) 5(22.7%) 5(22.7%) 7(31.8%) 26. i regularly talk to friends about the school as a place where it is great to work 2(9.1%) 3(13.6%) 4(18.2%) 2(9.1%) 10(45.5%) 27. i’m really happy that i choose this school to work for 2(9.1%) 5(22.7%) 3(13.6%) 3(13.8%) 8(36.4%) table 6: teacher organizational commitment strongly disagree disagree neither agree strongly agree m ea ni ng fu ln es s 28. the work i do is beneficial for me 1(4.5%) 4(18.2%) 3(13.6%) 4(18.2%) 10(45.5%) 29. my job gives me the chance to use innovative ideas. 1(4.5%) 7(31.8%) 3(13.6%) 3(13.6%) 8(36.4%) 30. i am always motivated to complete the work assigned by organization 3(13.6%) 5(22.7%) 3(13.6%) 3(13.6%) 8(36.4%) 31.i am always motivated to complete the work assigned by organization 2(9.1%) 6(27.3%) 2(9.1%) 4(18.2%) 8(36.4%) 32. my job fulfils my professional needs. 0 5(22.7%) 5(22.7%) 2(9.1%) 10(45.5%) 33. i receive professional respect and appreciation from my colleagues. 2(9.1%) 4(18.2%) 1(4.5%) 5(22.7%) 10(45.5%) c om pe te nc e 34. i perform the assigned tasks effectively 1(4.5%) 4(18.2%) 0 6(27.3%) 11(50%) 35. i am confident about my abilities for completing the tasks assigned to me. 2(9.1%) 3(13.6%) 1(4.5%) 4(18.2%) 12(54.5%) 36. i am able to utilize available resources to accomplish tasks 1(4.5%) 2(9.1%) 2(9.1%) 6(27.3%) 11(50%) 37. i have abilities to solve any type of workrelated problems 1(4.5%) 5(22.7%) 1(4.5%) 4(18.2%) 11(50%) 38. i am well equipped with the skills to develop curricula for the students. 0 5(22.7%) 1(4.5%) 4(18.2%) 12(54.5%) s el fd et er m in at io n 39. i have control over my work such as selection of textbooks, lesson planning and scheduling 2(9.1%) 5(22.7%) 2(9.1%) 2(9.1%) 10(45.5%) 40. i am free to share my own views for the work-related discussion 0 6(27.3%) 3(13.6%) 4(18.2%) 9(40.9%) 41. i select the study material taking into consideration the performance of students. 3(13.6%) 3(13.6%) 4(18.2%) 4(18.2%) 8(36.4%) im pa ct 42. my work exerts positive effect on my organization 2(9.1%) 3(13.6%) 3(13.6%) 4(18.2%) 10(45.5%) 43. my work influences the strategic, administrative outcomes of the organization. 2(9.1%) 2(9.1%) 5(22.7%) 5(22.7%) 8(36.4%) 44. i believe that standards of quality of my organization depend upon my work 1(4.5%) 5(22.7%) 5(22.7%) 2(9.1%) 9(40.9%) 45. i play a lead role in the implementation of new policies in my organization 4(18.2%) 6(27.3%) 2(9.1%) 1(4.5%) 9(40.9%) https://journals.e-palli.com/home/index.php/ajmri pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 correlation analysis the study employed spearman’s rho correlation to explore the relationship between dl and toc, toc-te nexus and te and dl relationship since the data sample is nonparametric and not normally distributed. the correlation coefficient spans from +1 to -1, where a +1 coefficient shows a perfect correlation between the two variables, a zero coefficient indicates a no relationship and finally, a -1 shows a perfect negative relationship between the variables. table 7 below captures the correlation coefficients of the interest variables and their possible p-values. table 7: spearman’s correlation estimation s pe ar m an ’s rh o co ef fic ie nt dl toc te dl corr. coef. 1.000 .887** .870** sig . .000 .000 n 22 21 22 toc corr. coef. .887** 1.000 .904** sig .000 . .000 n 21 21 21 te corr. coef. .870** .904** 1.000 sig .000 .000 . n 22 21 22 the relationship between dl and toc table 7 exhibits the relationship between dl and toc as well as the dl and te. the findings of spearman correlations show a significant correlation between dl and toc. the correlation coefficient is about 0.887 and significant at a 1 per cent level (0.000) with 21 observations indicating a strong positive relationship between dl and toc. the relationship between dl and te more so, the results of spearman’s correlation further indicate a significant strong positive correlation between dl and te, since the coefficient is about 0.870 at a 1 per cent significance level from about 22 observations. the relationship between te and toc the relationship between te and toc was explored using spearman’s correlation coefficient. there was a strong and significant positive correlation between the two variables, r = 0.904, n = 21, a p-value of 0.000, thus, empowering teachers will go a long way to enhance their commitment towards achieving the institution’s goals. discussion and implications the study was intended to assess and explore the relationship between distributed leadership and teacher commitment as well as how teacher empowerment facilitates distributed leadership and teacher commitment relationship in private elementary schools in the northern part of ghana. the study adopts three main research instruments from the scholarly works from the following: mowday et al. (1979), hulpia et al. (2010) and singh & kaur (2019). the instruments include organizational commitment questionnaires (ocq), inventory for distributed leadership (dli), and teacher empowerment scale (tes), respectively. the organizational commitment (ocq) questionnaire has a long and short version of questionnaires but the short version of the ocq questionnaire which was adapted consists of six positively worded items and is unidimensional. the data collected was analyzed using descriptive statistics and the finding was relatively in line with the results found by the owners of the instruments or scales. the results from table 2 indicate the sample data is not normally distributed. concerning the relationship between distributed leadership and teacher organizational commitment, all indicators and dimension show that distributed leadership will significantly influence the commitment of teachers in selected schools in ghana due to the extent and magnitude of respondent who strongly agrees to the items in both variables and the results of the spearman as evidence in table tables 4, 5 and 7. thus, the finding of this study confirms the results of hulpia et al. (2010), which reveals a direct relationship between distributed leadership and teacher organizational commitment. furthermore, the study attempts to probe into investigating the facilitating effects of teacher empowerment between the distributed leadership and teacher commitments in the selected schools shown in table 6. the study measured teacher empowerment with four main indicators namely, meaningfulness, competence, self-determination and impact. all indicators show a significant relationship between distributed leadership and teacher commitment. intuitively, school leaders distributing and including teachers or staff in the sampled school by empowering them will go a long way to enhance and improve the commitments of teachers in the various schools (all things being equal). additionally, the results from table 7 shows a strong and significant relationship between dl and te as well as toc and te, thus, distributing leadership roles will empower teachers, thereby enhancing teachers’ commitment in ghana’s private elementary schools. conclusion this study enhanced the literature on distributed leadership, teacher commitment and how teacher empowerment facilitates the effectiveness of the relationship in both theory and practice. moreover, the findings spotlight the relevance of distributing and delegations of leadership and decision-making roles to teachers and staff to induce them to work towards achieving the objectives of schools in ghana. thus, distributing leadership responsibilities among teachers is partly consistent with the concept of teacher empowerment, and it has been successfully demonstrated that it has a good impact on teacher commitment. there can be no meaningful progress in resolving the difficulties that schools face without devoted teachers. the practice of school leadership models in ghana is limited, thus making literature in the field scarce so, https://journals.e-palli.com/home/index.php/ajmri pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 the study aims to improve the situation by encouraging private school principals in northern ghana to delegate leadership roles among school staff which may provide ample space for them to carry out some decisions. distributing leadership roles is similar to the concept of empowerment of teachers will positively affect their commitment (mohd ali & yangaiya, 2015). limitations and future research this study replicated and responded to the call for further research by mohd ali & yangaiya, (2015) to examine the influence of school distributed leadership (dl) on teachers’ organizational commitment (tc) and to investigate if teachers’ empowerment (te) mediates the relationship between distributed leadership and teachers’ organizational commitments in private elementary schools. due to the use of small sample, the results of this research have not been generalized. future studies could use larger samples in order to generalize findings. again, with all ghanaian polytechnics now converted into technical universities with different management structures, more research should be conducted to explore how leadership is distributed in technical universities and the mediating role of teachers’ empowerment distributed leadership and lecturers organizational commitments. references aliakbari, m., & amoli, f. a. (2016). the effects of teacher empowerment on teacher commitment and student achievement. mediterranean journal of social sciences, 7(4), 649–657. https://doi.org/10.5901/ mjss.2016.v7n4p649 ampah-mensah, m. a. a. (2013). preparation of school heads in ghana : making a case for theoretical knowledge. 4(23), 154–159. balyer, a., ozcan, k., & yildiz, a. (2017). teacher empowerment: school administrators roles. eurasian journal of educational research, 17(70), 1–18. https://doi.org/10.14689/ejer.2017.70.1 berjaoui, r. r., & karami-akkary, r. (2020). distributed leadership as a path to organizational commitment: the case of a lebanese school. leadership and policy in schools, 19(4), 610–624. https://doi.org/10.1080/1 5700763.2019.1637900 bush, t., & glover, d. (2014). school leadership models: what do we know? school leadership and management, 34(5), 553–571. https://doi.org/10.1080/13632434. 2014.928680 bush, t., & sargsyan, g. 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(2019). distributed leadership, professional collaboration, and teachers’ job satisfaction in u.s. schools. teaching and teacher education, 79, 111–123. https://doi.org/10.1016/j. tate.2018.12.001 goksoy, s. (2016). analysis of the relationship between shared leadership and distributed leadership. egitim arastirmalari eurasian journal of educational research, 2016(65), 295–312. https://doi.org/10.14689/ ejer.2016.65.17 harris, a. (2004). distributed leadership and school improvement. educational management administration & leadership, 32(1), 11–24. https://doi. org/10.1177/1741143204039297 harris, a. (2020). covid-19 – school leadership in crisis? journal of professional capital and community, 5(3–4), 321–326. https://doi.org/10.1108/jpcc-062020-0045 harris, a., & deflaminis, j. (2016). distributed leadership in practice: evidence, misconceptions and possibilities. management in education, 30(4), 141–146. https://doi.org/10.1177/0892020616656734 hulpia, h., & devos, g. 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(2019). psychological empowerment of teachers: development and validation of a multidimensional scale. international journal of recent technology and engineering, 7(6), 340–347. tian, m., mika, r., & collin, k. m. (2016). this is an electronic reprint of the original article. this reprint may differ from the original in pagination and typographic detail. a meta-analysis of distributed https://journals.e-palli.com/home/index.php/ajmri pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 leadership from 2002 to 2013 : theory development, empirical evidence and future research. jxy, 44(1), 146– 164.unesco.org yukl, g. (2016). managerial leadership : a review of tineory and research. journal of managemen, march. https://doi.org/10.1177/014920638901500207 appendix instruction. listed below are a series of statements that represent possible feelings that individuals might have about the organization for which they work. concerning your own feelings about the particular organization for which you are now working. distributed leadership inventory scale item scale 1 (strongly disagree) to 5 (strongly agree) cooperation of the leadership team • there is a well-functioning leadership team in our school • the leadership team supports the goals we like to attain with our school • all members of the leadership teamwork in the same strain on the school’s core objectives • in our school, the right man sits on the right place, taken the competencies into account • members of the leadership team have clear goals • the leadership team is willing to execute a good idea participative decision making • leadership is delegated for activities critical for achieving school goals • leadership is broadly distributed among the staff • we have adequate involvement in decision making • there is an effective committee structure for decision making • effective communication among staff is facilitated • there is an appropriate level of autonomy in decision making principal leadership support to what amount are (1) the principal; (2) the assistant principals; (3) the teacher leaders involved in the following statements? 1 (never) to 5(always) • compliments teachers • explains his/her reason for criticism to teachers • is available after school to help teachers when assistance is needed. • encourages me to pursue my own goals for professional learning • encourages me to try new practices consistent with my own interests • provides organizational support for teacher interaction principal leadership supervision • evaluates the performance of the staff • is involved in the summative evaluation of teachers • is involved informative evaluation of teachers teacher organizational commitment • my school inspires me to do the best i can • i’m proud to be a part of this school team • i really care about the fate of this school • i find that my values and the organization’s values are very similar • i regularly talk to friends about the school as a place where it is great to work • i’m really happy that i choose this school to work for teacher empowerment fac.1 meaningfulness the work i do is beneficial for me my job gives me the chance to use innovative ideas. i am always motivated to complete the work assigned by the organization my job fulfils my professional needs. i receive professional respect and appreciation from my colleagues. https://journals.e-palli.com/home/index.php/ajmri pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 86-95, 2022 fac.2 competence i perform the assigned tasks effectively i am confident about my abilities for completing the tasks assigned to me. i am able to utilize available resources to accomplish tasks. i have abilities to solve any type of work-related problems. i take personal initiatives in carrying out my work i am well equipped with the skills to develop curricula for the students. fac.3 self-determination i have control over my work such as selection of textbooks, lesson planning and scheduling i am free to share my own views for the work-related discussion. i select the study material taking into consideration the performance of students. fac.4 impact my work exerts positive effect on my organization my work influences strategic, administrative outcomes of the organization. i believe that standards of quality of my organization depend upon my work i play a lead role in implementation of new policies in my organization https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 39 american journal of multidisciplinary research and innovation (ajmri) evaluation of student services programs of northwest samar state university, philippines judith s. calamayo 1*, helen s. cabral1, wilfredo a. aurea1, maria lucil h. dollado1 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.239 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 26, 2022 accepted: may 18, 2022 published: may 20, 2022 the country’s effort of improving the student services programs is paralleled by the international association of student affairs and services (iasas), an informal confederation of higher education student affairs/services professionals from around the world. its members have been actively engaged for improving communication and sharing of professional development experiences such as best practices, internships, exchanges, conferences, colloquia and symposia. the status of implementation of student services programs of northwest samar state university (nwssu) on terms of student welfare, student development, and institutional student services programs was very satisfactory. there is no significant difference in the status of implementation of student services programs of nwssu in terms of student welfare, student development, and institutional student services programs with the different program components such as objectives, personnel, projects/activities, budget, facilities/ equipment and monitoring and evaluation. the primary problems in the implementation of student services programs of nwssu includes lack of qualified personnel, lack of facilities and equipment and lack of cooperation among partner agencies. recommendations such as seminars / sessions on personality development program and proper handling of student services clients be conducted by the sas personnel; increase the number of personnel in the registrar’s office, guidance office and medical – dental clinic; hire licensed, educationally qualified librarians and guidance counselors; increase the budget allocation for the purchase of medicines; have a separate room for testing and group counseling purposes; procure additional copies of test materials; update the facilities and equipment in every sas unit, especially, the units with fiduciary fund. keywords student welfare, student development, monitoring, student services, implementation 1 northwest samar state university, philippines. * corresponding author’s e-mail: mjcalamayo@gmail.com; main@nwssu.edu.ph introduction higher education institutions must provide a set of student-centered activities and services in support of academic instruction intended to facilitate holistic and well-rounded student development for active involvement as future responsible citizens and leaders is embedded in ra no. 7722 otherwise known as the “higher education act of 1994”. the country’s effort of improving the student services programs is paralleled by the international association of student affairs and services (iasas), an informal confederation of higher education student affairs/services professionals from around the world. its members have been actively engaged for improving communication and sharing of professional development experiences such as best practices, internships, exchanges, conferences, colloquia and symposia (unesco, 2002). iasas developed a manual which includes basic assumptions of meeting student needs through an effective student affairs and services programmes, different models of professional preparation, effective management in student affairs and services and resources to be utilized in the implementation of student services programs (unesco, 2002). similarly, accrediting agency of colleges and universities in the philippines (aacup) devise an instrument on how to evaluate the student services programs of every academic institutions in the country. area iv is support to students with parameters on student services program (ssp), student welfare, student development, institutional student programs and services, and research, monitoring and evaluation. the level of accreditation will speak how a school considered the parameters against the standards set by the aacup. speaking of evaluation, cmo no. 47 series of 2008 stipulated the search for the best student services program award. this recognizes and awards institutions whose outstanding student services programs were developed and implemented in support of the students’ academic success and development as envisioned by the provisions of cmo no. 21 series of 2006. it aimed to provide impetus for enhancing student services in public and private higher education institutions, promote greater appreciation on the importance of rendering effective and efficient student services and to recognize excellence in student services in heis (ched, 2008). based on the foregoing discussions, the researcher is prompted to conceptualize a study to determine the status of student services programs of northwest samar state university, calbayog city. this study hopes to provide an objective evaluation on the program objectives, projects/ activities, personnel, budget, facilities and equipment, and monitoring and evaluation of each of the student services programs. research problems the study aims to determine the status of implementation of student services in northwest samar state university, calbayog city with the end view of proposing program improvements. https://doi.org/10.54536/ajmri.v1i2.239 https://journals.e-palli.com/home/index.php/ajmri mailto:mjcalamayo%40gmail.com?subject= mailto:main%40nwssu.edu.ph?subject= pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 specifically, it seeks answer to the following questions: 1.what is the status of implementation of student services programs of northwest samar state university, calbayog city as perceived by the school administrators, sas personnel, faculty, and students as to: 1.1objectives; 1.2projects/activities; 1.3personnel; 1.4budget; 1.5facilities and equipment; and 1.6monitoring and evaluation? 2.are there significant differences in the perception of the four groups of respondents on the status of implementation of student services programs of northwest samar state university, calbayog city in terms of the aforementioned program components? 3.what are the problems encountered in the implementation of student services programs of northwest samar state university, calbayog city? 4.based on the findings of the study, what program improvements can be proposed? literature review cmo no. 9, series of 2013 otherwise known as “enhanced policies and guidelines on student affairs and services” is the mantra followed by state colleges and universities (sucs). this aims to set minimum standards on student affairs and services among higher education institution (heis) in order to ensure proper balance between rights of educational institution and student rights, improve the quality of sas, promote access to quality, relevant, efficient and effective student affairs and services, support student development and welfare and ensure that all heis provide holistic approach for sas and comply with the minimum requirements (ched, 2013). from the abovementioned cmo, it emphasized that each academic institution must consider student welfare. these are basic services that are necessary to serve the well-being of students. these include information, orientation and awareness, guidance and counseling, career and placement, economic enterprise development, and student handbook development. information and orientation services refer to informative activities and materials designed to facilitate student adjustment to life in tertiary/higher education. on the other hand, guidance services are sets of services using an integrated approach to the development of well-functioning individuals primarily by helping them to utilize their potentials to the fullest. career and job placement services refer to the assistance provided for vocational and occupational fitness and employment. economic enterprise development refers to those services and programs that would cater to the other economic needs of students such as but not limited to student cooperatives, entrepreneurial, income generating projects and savings (ched, 2013). along with the student welfare, said cmo also highlighted the student development. these are programs and activities designed for the enhancement and deepening of leadership skills and social responsibility which include student organization and activities, professional organization or societies, special interests, leadership training programs, student council/government, student discipline and student publication/media. student organizations and activities refer to the recognition/accreditation, supervision and monitoring of student groups including the evaluation of their activities. while leadership training are programs and opportunities to develop and enhance leadership effectiveness in the personal level and student organizations. student council/government refers to the student body duly organized and elected at large by the student themselves with due recognition and authority from the hei as the students’ official representative in matters affecting them. there is also student discipline which refers to the judicious implementation of institutional rules and regulations governing student behavior and conduct and student publication refers to the official publication and such other student oriented print and non-print media of the university (ched, 2013). materials and methods the study used descriptive design in describing the variables with the aid of aacup instrument area iv on support to students. descriptive design is devoted to the gathering of information about prevailing conditions or situations for the purpose of description and interpretation. a questionnaire was used in the conduct of the study where part i described the profile of nwssu; part ii described the perception of the four groups of respondents on the status of implementation of student services programs; and part iii was on the problems encountered in the implementation of student services programs. the study utilized universal sampling for the administrators and student affairs services personnel. on the other hand, purposive sampling for faculty and students was used to determine the respondents of the study. results and discussion the following tables present the results of the study: status of implementation of sas in nwssu tables 1 to 21 described the status of implementation of student services programs in northwest samar state university in terms of student welfare, student development and institutional student programs and services. information and orientation services. table 1 presents the status of implementation of student services programs in northwest samar state university in terms of student welfare – information and orientation services. the data shows administrators, program implementers, faculty and students in northwest samar state university found out that the information and orientation services is very satisfactory. this implies that components of program as to information and orientation services is well-taken by the concerned office. https://journals.e-palli.com/home/index.php/ajmri pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 table 1. status of implementation of student services programs in northwest samar state university in terms of student welfare – information and orientation services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.80 0.69 7 4.11 0.64 20 4.08 0.60 116 4.06 0.60 project/activities 4 3.60 0.37 7 3.83 0.37 20 3.79 0.33 116 3.77 0.34 personnel 4 3.55 0.41 7 3.89 0.41 20 3.77 0.31 116 3.77 0.34 budget 4 3.35 0.19 7 3.46 0.30 20 3.40 0.28 116 3.41 0.27 facilities/equipment 4 3.30 0.35 7 3.57 0.42 20 3.46 0.33 116 3.47 0.35 m & e 4 3.50 0.12 7 3.66 0.41 20 3.56 0.30 116 3.58 0.30 guidance and counseling services. table 2 presents the status of implementation of student services programs in northwest samar state university in terms of student welfare – guidance and counseling services.the data shows administrators, program implementers, faculty and students in northwest samar state university found out that the guidance and counseling services is very satisfactory. this implies that components of program as to guidance and counseling is well-taken by the concerned office and able to dispense table 2. status of implementation of student services programs in northwest samar state university in terms of students welfare – guidance and counseling services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.25 0.10 7 3.37 0.55 20 3.26 0.50 116 3.28 0.46 project/activities 4 3.50 0.35 7 3.54 0.47 20 3.52 0.43 116 3.52 0.41 personnel 4 3.45 0.41 7 3.66 0.41 20 3.61 0.43 116 3.60 0.41 budget 4 3.40 0.37 7 3.57 0.45 20 3.53 0.38 116 3.53 0.38 facilities/equipment 4 3.35 0.10 7 3.37 0.24 20 3.39 0.31 116 3.38 0.27 m & e 4 3.05 0.10 7 3.20 0.45 20 3.15 0.37 116 3.15 0.35 the different services to the clientele effectively. career and job placement services. table 3 presents the status of implementation of student services programs in nwssu in terms of student welfare -career and job placement services. based on the data, nwssu administrators, program implementers, faculty and students described the career and job placement services as very satisfactory. this implies that, there are clear programs and activities organized in order to address the needs of clientele as to career orientation and table 3. status of implementation of student services programs in northwest samar state university in terms of student welfare – career and job placement services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 3 3.80 0.69 7 3.86 0.59 20 3.78 0.59 116 3.82 0.56 project/activities 3 4.13 0.99 7 4.20 0.84 20 4.09 0.83 116 4.14 0.80 personnel 3 3.53 0.50 7 3.63 0.27 20 3.51 0.36 116 3.57 0.37 budget 3 3.53 0.31 7 3.49 0.23 20 3.42 0.32 116 3.45 0.29 facilities/equipment 3 3.40 0.35 7 3.37 0.18 20 3.39 0.18 116 3.38 0.19 m & e 3 3.87 0.12 7 3.86 0.28 20 3.84 0.15 116 3.84 0.18 proper job placement in the university. economic enterprise development. table 4 presents the status of implementation of student services programs in nwssu in terms of student welfare – economic enterprise development. the data shows that nwssu administrators, program implementers, faculty and students found that economic enterprise development is very satisfactory as reflected in their means and sd. this implies that the respondents appreciated the different program components of economic enterprise development. student handbook development. table 5 presents the status of implementation of student services programs in nwssu in terms of student welfare – student handbook development. the data shows that nwssu administrators, program implementers, faculty and students found out that student handbook development is very satisfactory as shown in their mean and sd. this implies that respondents appreciated the significant of having student handbook as this embody the policies of the university. https://journals.e-palli.com/home/index.php/ajmri pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 table 4. status of implementation of student services programs in northwest samar state university in terms of student welfare – economic enterprise development components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 3 3.73 0.23 7 3.57 0.18 20 3.61 0.17 116 3.62 0.17 project/activities 3 3.47 0.42 7 3.34 0.19 20 3.42 0.34 116 3.39 0.31 personnel 3 3.53 0.12 7 3.66 0.22 20 3.57 0.23 116 3.59 0.21 budget 3 3.53 0.23 7 3.49 0.16 20 3.49 0.14 116 3.49 0.14 facilities/equipment 3 3.60 0.60 7 3.77 0.31 20 3.74 0.31 116 3.74 0.33 m & e 3 3.73 0.70 7 3.74 0.22 20 3.68 0.21 116 3.71 0.27 table 5. status of implementation of student services programs in northwest samar state university in terms of students welfare – student handbook development components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.55 0.25 7 3.60 0.31 20 3.53 0.25 116 3.55 0.25 project/activities 4 3.65 0.10 7 3.63 0.18 20 3.53 0.16 116 3.57 0.16 personnel 4 3.45 0.19 7 3.43 0.21 20 3.41 0.14 116 3.42 0.16 budget 4 3.70 0.20 7 3.66 0.15 20 3.58 0.28 116 3.62 0.24 facilities/equipment 4 3.60 0.43 7 3.69 0.25 20 3.62 0.30 116 3.64 0.29 m & e 4 3.60 0.28 7 3.51 0.36 20 3.50 0.26 116 3.52 0.28 student body organization. table 6 presents the status of implementation of student services programs in nwssu in terms of student development – student body organization.the data shows that nwssu administrators, program implementers, faculty and students described the student body organization as very satisfactory as reflected in its means and sd. such observation is valid since student body organizations are supported by the nwssu academic community as evidenced on several projects and activities table 6. status of implementation of student services programs in northwest samar state university in terms of students development – student body organization components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.65 0.19 7 3.69 0.16 20 3.68 0.16 116 3.68 0.16 project/activities 4 3.70 0.20 7 3.57 0.24 20 3.61 0.33 116 3.61 0.28 personnel 4 3.65 0.30 7 3.66 0.32 20 3.65 0.24 116 3.65 0.26 budget 4 3.60 0.16 7 3.63 0.31 20 3.56 0.23 116 3.58 0.24 facilities/equipment 4 3.65 0.10 7 3.71 0.20 20 3.67 0.31 116 3.68 0.26 m & e 4 4.05 0.19 7 4.06 0.15 20 4.11 0.20 116 4.09 0.18 towards the leadership development of students. student discipline table 7 presents the status of implementation of student services programs in nwssu in terms of student development-student discipline. the data shows that nwssu administrators, program-implementers, table 7. status of implementation of student services programs in northwest samar state university in terms of students development – student discipline components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.80 0.43 7 3.80 0.37 20 3.79 0.35 116 3.79 0.35 project/activities 4 3.75 0.50 7 3.71 0.49 20 3.65 0.49 116 3.68 0.47 personnel 4 3.60 0.33 7 3.60 0.31 20 3.58 0.27 116 3.59 0.28 budget 4 3.60 0.28 7 3.74 0.19 20 3.61 0.22 116 3.64 0.22 facilities/equipment 4 3.65 0.19 7 3.69 0.20 20 3.58 0.16 116 3.62 0.17 m & e 4 3.35 0.19 7 3.29 0.43 20 3.31 0.25 116 3.31 0.28 https://journals.e-palli.com/home/index.php/ajmri pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 faculty and students described the students discipline as very satisfactory with the means and sd reflected. this implies that student discipline was given priority in the formulation of policies and its implementation was carried out effectively. furthermore, students are responsive accordingly which explains that they are being informed on whatever guidelines about discipline and heard before the imposition of sanctions. student publication/yearbook. table 8 presents the status of implementation of student services programs in nwssu in terms of student development student publication/yearbook. the data shows that nwssu administrators, program-implementers, faculty and students rated student development – student publication/yearbook as very satisfactory as suggested by the means and sd. this implies that student publication is manned by qualified and responsible persons who was able to dispense the functions of the office. relevant outputs as to the release of school paper and entries on it are being followed up. in addition, publication staff are motivated to carry out their job and mentor fellow and younger breed of writers and contributors. table 8. status of implementation of student services programs in northwest samar state university in terms of students development – student publication/yearbook components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.50 0.35 7 3.43 0.27 20 3.54 0.36 116 3.51 0.33 project/activities 4 3.75 0.10 7 3.80 0.12 20 3.79 0.12 116 3.79 0.11 personnel 4 3.85 0.34 7 3.77 0.21 20 3.78 0.14 116 3.79 0.19 budget 4 3.80 0.16 7 3.60 0.26 20 3.67 0.25 116 3.67 0.24 facilities/equipment 4 3.40 0.28 7 3.51 0.28 20 3.43 0.35 116 3.45 0.31 m & e 4 3.85 0.30 7 3.83 0.27 20 3.76 0.20 116 3.79 0.22 admission services. table 9 presents the status of implementation of student services programs in nwssu in terms of institutional student programs and services – admission services. the data shows that nwssu administrators, programimplementers, faculty and students rated admission services as very satisfactory given the means and sd in the table. this implies that respondents appreciated the manner of selection/screening of new entrants who applied for any program in the university. moreover, table 9. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – admission services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 4.60 0.80 7 4.51 0.76 20 4.39 0.85 116 4.45 0.79 project/activities 4 3.55 0.34 7 3.74 0.34 20 3.62 0.27 116 3.64 0.29 personnel 4 3.80 0.33 7 3.80 0.23 20 3.73 0.33 116 3.76 0.29 budget 4 3.75 0.25 7 3.60 0.23 20 3.63 0.31 116 3.64 0.28 facilities/equipment 4 3.75 0.10 7 3.74 0.10 20 3.73 0.10 116 3.74 0.09 m & e 4 3.85 0.53 7 3.89 0.49 20 3.63 0.27 116 3.72 0.37 this could be attributed to the wide dissemination of information to the service area and the promotion of programs made by the different colleges. scholarship and financial assistance table 10 presents the status of implementation of student services programs in nwssu in terms of institutional student programs and services – scholarship and financial assistance. the data shows that nwssu administrators, program-implementers, faculty and students rated the scholarship and financial assistance as table 10. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – scholarship and financial assistance components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 4.60 0.80 7 4.51 0.76 20 4.39 0.85 116 4.45 0.79 project/activities 4 3.55 0.34 7 3.74 0.34 20 3.62 0.27 116 3.64 0.29 personnel 4 3.80 0.33 7 3.80 0.23 20 3.73 0.33 116 3.76 0.29 budget 4 3.75 0.25 7 3.60 0.23 20 3.63 0.31 116 3.64 0.28 facilities/equipment 4 3.75 0.10 7 3.74 0.10 20 3.73 0.10 116 3.74 0.09 m & e 4 3.85 0.53 7 3.89 0.49 20 3.63 0.27 116 3.72 0.37 https://journals.e-palli.com/home/index.php/ajmri pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 table 11. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – food services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.90 0.26 7 3.74 0.38 20 3.77 0.30 116 3.78 0.30 project/activities 4 3.80 0.23 7 3.71 0.38 20 3.68 0.28 116 3.71 0.28 personnel 4 3.60 0.16 7 3.97 0.29 20 3.66 0.34 116 3.73 0.33 budget 4 3.90 0.50 7 3.60 0.23 20 3.63 0.36 116 3.67 0.34 facilities/equipment 4 3.75 0.19 7 3.60 0.23 20 3.60 0.23 116 3.63 0.22 m & e 4 3.50 0.20 7 3.49 0.11 20 3.52 0.15 116 3.51 0.14 very satisfactory with the means and sd in the table. this implies that respondents were aware of the functionality of the scholarship and financial assistance provided to the students and they appreciated the impact of said student support extended. in addition, the selection and determination of recipients was justified as the procedure was wide disseminated to all students. thus, there was equitable distribution of scholarship and financial assistance among clientele in the university. food services table 11 presents the status of implementation of student services programs in nwssu in terms of institutional student programs and services – food services. the data shows that nwssu administrators, program -implementers, faculty and students rated the food services as very satisfactory with the means and sd in the table. this implies that respondents are satisfied with the management who select the stall concessioners and approve the service contract and eventually recommend the kind of food availed, the price of the food and its safety. health services table 12 presents the status of implementation of student services programs of nwssu in terms of institutional student programs and services – health services. the data shows that nwssu administrators, programimplementers, faculty and students rated the health services as very satisfactory with the means and sd in the table. this implies that respondents are satisfied with the services availed from the medical and dental services throughout the school year. table 12. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – health services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.70 0.26 7 3.66 0.46 20 3.64 0.41 116 3.65 0.39 project/activities 4 3.70 0.48 7 3.60 0.28 20 3.65 0.26 116 3.65 0.29 personnel 4 3.65 0.10 7 3.60 0.31 20 3.57 0.27 116 3.59 0.26 budget 4 3.65 0.19 7 3.60 0.16 20 3.57 0.33 116 3.59 0.28 facilities/equipment 4 4.05 0.47 7 4.03 0.21 20 3.98 0.47 116 4.00 0.41 m & e 4 3.95 0.10 7 3.83 0.39 20 3.72 0.39 116 3.78 0.36 safety and security services. table 13 presents the status of implementation of student services programs in nwssu in terms of student programs and services – safety and security services. the data shows that nwssu administrators, programimplementers, faculty and students rated the safety and security services as very satisfactory with the means and sd in the table. this implies that respondents were satisfied in the delivery of services on this aspect. they felt safe and secure while they are inside the university. this could be attributed to the selection of security personnel who take their posts courteously and efficiently table 13. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – safety and security services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.80 0.54 7 3.69 0.34 20 3.76 0.40 116 3.75 0.38 project/activities 4 3.90 0.35 7 3.77 0.39 20 3.73 0.35 116 3.76 0.34 personnel 4 3.75 0.19 7 3.83 0.41 20 3.73 0.34 116 3.77 0.33 budget 4 3.70 0.20 7 3.69 0.25 20 3.64 0.26 116 3.66 0.24 facilities/equipment 4 3.55 0.25 7 3.46 0.22 20 3.54 0.31 116 3.52 0.26 m & e 4 3.80 0.16 7 3.60 0.23 20 3.60 0.37 116 3.64 0.32 https://journals.e-palli.com/home/index.php/ajmri pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 day and night in the school premises. student housing and residential services table 14 presents the status of implementation of student programs and services in nwssu in terms of institutional student programs and services-student housing and residential services. the data shows that nwssu administrators, programimplementers, faculty and students rated student housing and residential services as very satisfactory with the mean and sd in the table. this implies that respondents were satisfied with the services and there are no complaints and grudges heard posed by any clientele on this aspect of services. table 14. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – student housing and residential services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.60 0.16 7 3.63 0.14 20 3.63 0.15 116 3.62 0.14 project/activities 4 3.80 0.23 7 3.77 0.35 20 3.69 0.41 116 3.72 0.37 personnel 4 3.55 0.34 7 3.63 0.18 20 3.57 0.25 116 3.58 0.24 budget 4 3.65 0.25 7 3.60 0.23 20 3.53 0.28 116 3.57 0.26 facilities/equipment 4 3.55 0.19 7 3.54 0.22 20 3.59 0.22 116 3.58 0.21 m & e 4 4.60 0.80 7 4.54 0.78 20 4.44 0.78 116 4.49 0.75 multi-faith services table 15 presents the status of implementation of student services programs of nwssu in terms of institutional student programs and services – multi-faith services. the data shows that nwssu administrators, programimplementers, faculty and students rated the multi-faith services as very satisfactory with the means and sd in the table. this implies that respondents recognized that there is the respect of faith and religion observed in the university as shown in the classroom settings, student organizations, and conduct of different programs and activities. table 15. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – multi-faith services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.80 0.43 7 3.80 0.53 20 3.73 0.46 116 3.76 0.46 project/activities 4 3.75 0.25 7 3.74 0.25 20 3.71 0.14 116 3.72 0.18 personnel 4 3.85 0.30 7 3.60 0.28 20 3.57 0.41 116 3.62 0.37 budget 4 3.95 0.38 7 3.94 0.32 20 3.87 0.25 116 3.91 0.28 facilities/equipment 4 3.95 0.10 7 3.80 0.20 20 3.78 0.35 116 3.82 0.29 m & e 4 3.75 0.19 7 3.74 0.40 20 3.68 0.33 116 3.71 0.32 foreign/international student services table 16 presents the status of implementation of student programs and services of nwssu in terms of institutions student program and services – foreign/ international student services. the data shows that nwssu administrators, program-implementers, faculty and students rated the foreign/international student services as very satisfactory with means and sd in the table. this implies that respondents were satisfied in delivery of the service. table 16. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – foreign/international student services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.75 0.19 7 3.63 0.37 20 3.74 0.42 116 3.71 0.37 project/activities 4 4.05 0.41 7 3.80 0.37 20 3.71 0.35 116 3.79 0.36 personnel 4 3.70 0.26 7 3.69 0.38 20 3.76 0.38 116 3.74 0.36 budget 4 3.70 0.48 7 3.71 0.32 20 3.68 0.21 116 3.69 0.27 facilities/equipment 4 3.90 0.26 7 3.89 0.45 20 3.71 0.30 116 3.78 0.33 m & e 4 3.80 0.28 7 3.60 0.26 20 3.59 0.25 116 3.63 0.25 services for students with special needs and persons with disabilities table 17 presents the status of implementation of student services programs of nwssu in terms of institutional student services programs – services for students with special needs and persons with disabilities. the data shows that the nwssu administrators, program – implementers, faculty and students rated services for https://journals.e-palli.com/home/index.php/ajmri pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 table 17. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – services for students with special needs and persons with disabilities components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.90 0.48 7 3.71 0.38 20 3.69 0.30 116 3.74 0.34 project/activities 4 3.65 0.25 7 3.71 0.32 20 3.59 0.29 116 3.64 0.29 personnel 4 3.75 0.25 7 3.66 0.28 20 3.53 0.24 116 3.60 0.25 budget 4 3.65 0.10 7 3.77 0.21 20 3.69 0.29 116 3.71 0.25 facilities/equipment 4 3.65 0.34 7 3.66 0.22 20 3.52 0.26 116 3.58 0.26 m & e 4 3.95 0.19 7 3.89 0.40 20 3.71 0.35 116 3.80 0.34 students with specials needs and persons with disabilities as very satisfactory with the means and sd in the table. this implies that respondents observed that this sector is given attention and priority in the delivery of any service in the university. cultural and arts program. table 18 presents the status of implementation of student services programs of nwssu in terms of institutional student programs and services -cultural and arts program. the data shows that nwssu administrators, programtable 18. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – cultural and arts program components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.65 0.30 7 3.71 0.28 20 3.64 0.24 116 3.67 0.25 project/activities 4 3.70 0.12 7 3.86 0.41 20 3.66 0.40 116 3.73 0.37 personnel 4 3.70 0.26 7 3.63 0.24 20 3.53 0.28 116 3.58 0.27 budget 4 3.85 0.19 7 3.86 0.32 20 3.71 0.26 116 3.78 0.26 facilities/equipment 4 3.90 0.35 7 3.86 0.40 20 3.84 0.50 116 3.85 0.44 m & e 4 3.80 0.43 7 3.74 0.53 20 3.70 0.44 116 3.72 0.44 implementers, faculty and students rated cultural and arts program as very satisfactory with the means and sd in the table. this implies that respondents were able to observe and eventually satisfied with participation of university in any cultural and arts activities local, national and even international. sports and development programs table 19 presents the status of implementation of student programs and services of nwssu in terms of institutional student programs and services – sports and development programs.the data shows that nwssu administrators, program-implementers, faculty and students rated sports and development programs as very satisfactory with the means and sd in the table. this implies that respondents were satisfied in the management of this service. furthermore, respondents were part in any sports and activities designed for the development program of the academic community. table 19. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – sports and development programs components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.80 0.43 7 3.77 0.44 20 3.78 0.39 116 3.78 0.39 project/activities 4 3.85 0.47 7 3.69 0.28 20 3.67 0.41 116 3.72 0.38 personnel 4 3.60 0.49 7 3.74 0.47 20 3.71 0.39 116 3.71 0.41 budget 4 3.55 0.34 7 3.71 0.25 20 3.51 0.30 116 3.58 0.30 facilities/equipment 4 3.55 0.19 7 3.29 0.20 20 3.26 0.28 116 3.31 0.26 m & e 4 3.45 0.10 7 3.46 0.15 20 3.42 0.14 116 3.43 0.14 social and community involvement program table 20 presents the status of implementation of student services programs of nwssu in terms of institutional student services programs – social and community involvement program. the data shows the nwssu administrators, program -implementers, faculty and students rated social and community involvement program as very satisfactory with the means and sd in the table. this implies that respondents observed the active participation of nwssu in the community. other related programs and services. table 21 presents the status of implementation of student services programs of nwssu in terms of institutional student programs and services – other related programs and services. https://journals.e-palli.com/home/index.php/ajmri pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 table 20. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – social and community involvement program components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.60 0.16 7 3.63 0.18 20 3.63 0.20 116 3.63 0.18 project/activities 4 3.70 0.20 7 3.74 0.28 20 3.60 0.28 116 3.65 0.27 personnel 4 3.50 0.26 7 3.57 0.34 20 3.42 0.28 116 3.48 0.29 budget 4 3.70 0.35 7 3.57 0.21 20 3.53 0.31 116 3.57 0.29 facilities/equipment 4 4.40 0.80 7 4.34 0.78 20 4.24 0.78 116 4.29 0.75 m & e 4 3.90 0.35 7 3.83 0.34 20 3.73 0.35 116 3.78 0.34 table 21. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – other related programs and services components administrator implementer faculty students n mean sd n mean sd n mean sd n mean sd objectives 4 3.80 0.28 7 3.86 0.40 20 3.79 0.35 116 3.81 0.33 project/activities 4 3.40 0.16 7 3.37 0.18 20 3.45 0.24 116 3.42 0.21 personnel 4 3.60 0.28 7 3.69 0.16 20 3.76 0.24 116 3.72 0.23 budget 4 3.80 0.16 7 3.91 0.34 20 3.94 0.33 116 3.91 0.31 facilities/equipment 4 3.40 0.43 7 3.37 0.44 20 3.36 0.28 116 3.37 0.33 m & e 4 3.55 0.34 7 3.54 0.28 20 3.46 0.31 116 3.49 0.29 the data shows that nwssu administrators, programimplementers, faculty and student rated the other related programs and services as very satisfactory with the means and sd in the table. this implies that the respondents were satisfied with the delivery of all other related programs and services. difference in the perceptions of respondents table 22 to 26 presents the test of significant different of student services programs of nwssu in terms of student welfare, student development, and institutional student programs and services as described by the nwssu administrators, program-implementers, faculty and students. student welfare table 22 presents the test of significant difference of the program components and the student services programs of nwssu in terms of student welfare particularly information and orientation services, guidance and counseling, career and job placement, economic enterprise development and student handbook/yearbook. the data shows that nwssu student welfare as to information and orientation services, guidance and counseling, career and job placement, economic enterprise development, and student handbook/yearbook were described by the nwssu administrators, program-implementer, faculty and students to be not significant as to programs table 22. test of significant difference of the program components and the student services programs of nwssu in terms of student welfare components info & orient. guidance & counseling career & job placement economic enterprise devt student handbook/yearbook df f sig. df f sig. df f sig. df f sig. df f sig. objectives 3 0.272 0.845 3 0.106 0.957 3 0.039 0.990 3 0.628 0.598 3 0.136 0.938 projects/activities 3 0.433 0.730 3 0.012 0.998 3 0.038 0.990 3 0.184 0.907 3 1.028 0.382 personnel 3 0.814 0.488 3 0.230 0.876 3 0.249 0.862 3 0.361 0.781 3 0.089 0.966 budget 3 0.143 0.934 3 0.179 0.910 3 0.191 0.903 3 0.092 0.964 3 0.377 0.770 facilities/ equipment 3 0.526 0.665 3 0.029 0.993 3 0.030 0.993 3 0.198 0.897 3 0.106 0.956 m & e 3 0.265 0.851 3 0.153 0.928 3 0.031 0.993 3 0.129 0.943 3 0.144 0.933 components namely objectives, projects/activities, personnel, budget, facilities/equipment and monitoring and evaluation. student development table 23 presents test of significant difference of student services programs of nwssu in terms of student development particularly student body organization, student discipline, and student publication/yearbook as rated by the nwssu administrators, programimplementers, faculty and students. the data shows that https://journals.e-palli.com/home/index.php/ajmri pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 table 23. test of significant difference of the program components and the student services programs of nwssu in terms of student development components sbo student discipline student publication/yearbook df f sig. df f sig. df f sig. objectives 3 0.047 0.987 3 0.002 1.000 3 0.198 0.898 projects/activities 3 0.176 0.912 3 0.069 0.977 3 0.177 0.912 personnel 3 0.002 1.000 3 0.012 0.998 3 0.177 0.912 budget 3 0.154 0.927 3 0.685 0.563 3 0.590 0.623 facilities/equipment 3 0.067 0.977 3 0.734 0.533 3 0.157 0.925 m & e 3 0.224 0.880 3 0.044 0.988 3 0.299 0.826 nwssu student welfare as student body organization, student discipline, and student publication/yearbook were described by the nwssu administrators, programimplementer, faculty and students to be not significant as to programs components namely objectives, projects/ activities, personnel, budget, facilities/equipment and monitoring and evaluation. this implies that student development is well-taken and implemented in the university, thus respondents did not vary in appraising the different services classified under the student development. they objectively described each component of the program services depending on the extent of the quality of service delivered to them as participants and collaborators. institutional student programs and services table 24 presents the student service programs services in terms of institutional student programs and services particularly on admission, scholarship and financial assistance, food services, health services, and safety and security services. the data shows that nwssu table 24. test of significant difference of the program components and the student services programs of nwssu in terms of institutional student programs and services components admission scholarship & fin. asst. food services health services safety & security services df f sig. df f sig. df f sig. df f sig. df f sig. objectives 3 0.100 0.960 3 0.091 0.965 3 0.261 0.853 3 0.027 0.994 3 0.091 0.965 projects/activities 3 0.461 0.710 3 0.116 0.951 3 0.202 0.895 3 0.105 0.957 3 0.271 0.846 personnel 3 0.134 0.940 3 0.118 0.950 3 1.818 0.147 3 0.116 0.951 3 0.153 0.928 budget 3 0.253 0.859 3 0.714 0.545 3 0.767 0.514 3 0.099 0.960 3 0.107 0.956 facilities/ equipment 3 0.069 0.977 3 0.617 0.605 3 0.530 0.662 3 0.047 0.986 3 0.187 0.905 m & e 3 1.033 0.380 3 0.333 0.802 3 0.105 0.957 3 0.516 0.672 3 0.463 0.708 institutional student programs and services admission, scholarship and financial assistance, food services, health services, and safety and security services were described by the nwssu administrators, program-implementer, faculty and students to be not significant as to programs components namely objectives, projects/activities, personnel, budget, facilities/equipment and monitoring and evaluation. this implies the service is well-taken and implemented in the university, thus respondents did not vary in appraising the different services classified under the student development. institutional student programs and services table 25 presents the student service programs services in terms of institutional student programs and services particularly on student housing and residential services, multi-faith, foreign/international student, services for students with special needs and persons with disabilities and cultural and arts services. the data shows that nwssu institutional student programs and services on sports and development program, social and communication involvement program and other related were described by the nwssu administrators, program-implementer, faculty and students to be not significant as to programs components namely objectives, projects/activities, personnel, budget, facilities/equipment and monitoring and evaluation. institutional student programs and services table 26 presents the student service programs services in terms of institutional student programs and services particularly on sports and development program, social and community involvement program and others related program. the data shows that nwssu institutional student programs and services on sports and development program, social and communication involvement program and other related were described by the nwssu administrators, program-implementer, faculty and students to be not significant as to programs components namely objectives, projects/activities, personnel, budget, facilities/equipment and monitoring and evaluation. https://journals.e-palli.com/home/index.php/ajmri pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 table 26. test of significant difference of the program components and the student services programs of nwssu in terms of student development components sports & development program social & com involvement program others related prog. df f sig. df f sig. df f sig. objectives 3 0.005 1.000 3 0.032 0.992 3 0.069 0.976 projects/activities 3 0.279 0.840 3 0.548 0.651 3 0.276 0.843 personnel 3 0.112 0.953 3 0.535 0.659 3 0.637 0.592 budget 3 0.833 0.478 3 0.403 0.751 3 0.232 0.874 facilities/equipment 3 1.385 0.250 3 0.069 0.977 3 0.017 0.997 m & e 3 0.156 0.926 3 0.367 0.777 3 0.200 0.896 table 25. test of significant difference of the program components and the student services programs of nwssu in terms of institutional student programs and services components student housing multi-faith services foreign/inter. stud. services services for std w/ spec. needs cultural and arts services df f sig. df f sig. df f sig. df f sig. df f sig. objectives 3 0.038 0.990 3 0.057 0.982 3 0.168 0.918 3 0.454 0.715 3 0.160 0.923 projects/activities 3 0.149 0.930 3 0.121 0.948 3 1.041 0.377 3 0.339 0.797 3 0.503 0.681 personnel 3 0.125 0.945 3 0.658 0.579 3 0.090 0.966 3 1.134 0.338 3 0.587 0.625 budget 3 0.319 0.811 3 0.181 0.909 3 0.032 0.992 3 0.248 0.862 3 0.748 0.525 facilities/ equipment 3 0.125 0.945 3 0.393 0.758 3 0.719 0.542 3 0.627 0.598 3 0.021 0.996 m & e 3 0.069 0.977 3 0.104 0.958 3 0.808 0.492 3 0.874 0.456 3 0.063 0.979 problems encountered table 27 presents the problems encountered by the respondents in the implementation of student services programs of nwssu. the data shows that the respondents were one in identifying that among the problems encountered in the implementation of student services programs in nwssu, lack of qualified personnel was considered as the primary problem. this could be attributed to the ched guidelines. this was followed by lack of facilities and equipment and lack of cooperation among partner agencies. table 21. status of implementation of student services programs in northwest samar state university in terms of institutional student programs and services – other related programs and services problems encountered administrator implementer faculty students mean sd mean sd mean sd mean sd lack of qualified personnel 4.25 0.50 4.29 0.49 4.35 0.49 4.32 0.47 lack of facilities and equipment 3.50 1.00 3.43 0.98 3.30 0.98 3.36 0.94 lack of information and campaign materials 3.25 0.50 3.29 0.49 3.35 0.49 3.32 0.47 lack of updated evaluation instruments 2.75 0.50 2.71 0.49 2.65 0.49 2.68 0.47 lack of office fixtures 3.50 1.00 3.43 0.98 3.30 0.98 3.36 0.94 lack of trainings and professional growth opportunities 2.75 0.50 2.71 0.49 2.65 0.49 2.68 0.47 lack promotion and information drive strategy 3.50 1.00 3.43 0.98 3.30 0.98 3.36 0.94 less appeal of student services to students 2.75 0.50 2.71 0.49 2.65 0.49 2.68 0.47 lack of enthusiasm in dealing the clients 3.50 1.00 3.43 0.98 3.30 0.98 3.36 0.94 non-observance of the citizen’s charter 3.75 0.50 3.71 0.49 3.65 0.49 3.68 0.47 no support on some national enabling laws 2.75 0.50 2.71 0.49 2.65 0.49 2.68 0.47 non-compliance to ched guidelines one way or another 3.75 0.50 3.71 0.49 3.65 0.49 3.68 0.47 negative attitude towards conducting research relevant to student services 2.75 0.96 3.14 0.90 3.00 0.92 3.03 0.88 lack of cooperation among partner agencies 3.50 0.58 3.29 0.49 3.55 0.51 3.47 0.50 https://journals.e-palli.com/home/index.php/ajmri pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 39-50, 2022 conclusion therefore, the study found out the following: 1.the status of implementation of student services programs of nwssu on terms of student welfare, student development, and institutional student services programs was very satisfactory. 2.there is no significant difference in the status of implementation of student services programs of nwssu in terms of student welfare, student development, and institutional student services programs with the different program components such as objectives, personnel, projects/activities, budget, facilities/equipment and monitoring and evaluation. 3.the primary problems in the implementation of student services programs of nwssu includes lack of qualified personnel, lack of facilities and equipment and lack of cooperation among partner agencies. recommendation 1.seminars / sessions on personality development program and proper handling of student services clients be conducted by the sas personnel 2.increase the number of personnel in the registrar’s office, guidance office and medical – dental clinic 3.hire licensed, educationally qualified librarians and guidance counselors 4.increase the budget allocation for the purchase of medicines 5.have a separate room for testing and group counseling purposes 6.procure additional copies of test materials 7.update the facilities and equipment in every sas unit , especially, the units with fiduciary fund references ched memorandum order no. 47, series 2008 known as search for the best student services program award ched memorandum order no. 9, series 2013 known as enhanced policies and guidelines on student affairs and services republic act no. 7722 known as higher education act of 1994 united nations educational, scientific and cultural organization (2002). the role of student affairs and services in higher education, a practical manual for developing, implementing and assessing student affairs programmes and services https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 11 0 american journal of multidisciplinary research and innovation (ajmri) k-3 teachers’ competencies addressing learners’ literacy and numeracy gaps in the global south harvie villamor1*, clark dave arante1 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.406 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 21, 2022 accepted: august 09, 2022 published: august 13, 2022 patterned after the learning and development needs assessment, this sequential explanatory design mixed method research was conducted to identify the competency gaps or priority learning needs and compelling reasons of the k-3 public school teachers in eastern visayas. the approach of this study was group needs assessment using functional competency models. a total of 6,428 k-3 teachers responded to this study. results demonstrated that crafting action research that focuses on literacy and numeracy was highly prioritized learning need. others were on recommending learners with difficulty in reading to be enrolled in special reading program, encouraging students to learn math using technology, and performing interventions for learners who have difficulty in reading and at risk of dropping out. further, it also found out that the compelling reasons of having such priority learning needs were insufficient knowledge in performing tasks, lack of resources, school-related activities as hindrance, and lack of parental support. this suggests that a learning and development planning be conducted in order to identify interventions and their implementation requirements to address identified priority learning needs of k-3 teachers with regards to competencies on literacy and numeracy. keywords teachers’ competencies, literacy, numeracy, sequential-explanatory, learning and development needs assessment 1 department of education, regional office viii, government center, candahug, palo, leyte, philippines. * corresponding author’s e-mail: fadstep@yahoo.com introduction low literacy and numeracy rates of learners have been a worldwide issue. many people in the educational system and beyond care avidly about making sure that children at a young age master the skills of literacy and numeracy. children who do not learn to read, write and communicate effectively at primary level are more likely to leave school, be unemployed or work in low-skilled jobs, have inferior mental and physical well-being, and are more likely to end up in poverty. the unesco institute of lifelong learning (uil) and organization for economic co-operation and development (oecd) has developed measurement frameworks to monitor progress towards literacy and numeracy. over the past five years, they reported an increase on the literacy and numeracy rate of western countries. however, the rates of poor countries such as those in africa and some in asia have been below the oecd standards. the philippines recently faced a great challenge in addressing the low performance of learners on literacy and numeracy after knowing the results of the 2018 program for international student assessment (pisa). based on the result, filipino learners obtained an average score of 340 points in overall reading literacy, which was significantly lower than the oecd average of 487 points. only 1 out of 5 filipino learners (19.4%) achieved at least the minimum proficiency level (level 2) in overall reading literacy. on the other hand, filipino learners achieved an average of 353 points in mathematics literacy, which was significantly lower than the oecd average of 489 points. this means that only 1 out 5 filipino learners attained at least the minimum proficiency level (level 2) in mathematics literacy. specifically, learners from region viii who participated in the 2018 pisa achieved a mean score of 349 in reading literacy and 346 in mathematics literacy. both results are far below the oecd averages (san antonio, 2019). while there is a great focus on the pisa results, there were other assessments on literacy and numeracy which were coherent with its results. one of which is the early language literacy and numeracy assessment (elna). the result of this assessment during the school year 2017-2018 shows that the k-3 pupils of region viii have a literacy rate of 65.65% and a numeracy rate of 51.12%. these are below the minimum target rate for all learners at any grade level. it is said that addressing the low performance on literacy and numeracy must begin at the primary school. early childhood educators should understand that in early childhood education settings, young children learn important skills that can provide them with the cornerstones needed for the development of later academic skills. research confirms that patterns of learning in preschool are closely linked to later achievement, that is children who develop more skills in the preschool years perform better in the primary grades (national institute for literacy, 2009). among the factors that affect the performance of learners, the teacher factor plays a crucial role in enhancing the quality of teaching and learning process. effective teachers are imperative to raising learners’ achievement (rpms manual, 2018). thus, the level of learners’ achievement, particularly in literacy and numeracy, greatly depends on the competency level of the teachers. being a teacher entails a substantial degree of knowledge, skills and attitude towards the teaching and learning process. with the major shift to k to 12 basic education https://doi.org/10.54536/ajmri.v1i3.406 https://journals.e-palli.com/home/index.php/ajmri mailto:fadstep@yahoo.com pa ge 11 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 curriculum, the department of education aims to endow itself quality teachers in order to develop holistic learners (enhanced basic education act, 2013). hence, in order to become a competent teacher, one must continuously develop his/her skills through appropriate learning modalities depending on their identified developmental needs. the conduct of this study is for the identification of priority learning needs of k to 3 teachers vis a vis their competency gaps which affects the performance not just of the teachers but more importantly of the learners. this further explains the occurrence of such gaps which will help early childhood administrator or professional development provider make important decisions about what learners need to learn and what teachers need to do to help learners achieve these learning goals. this study therefore determined the competency level on numeracy and literacy of k to 3 teachers of public schools in region viii for school year 2019-2020. specifically, it sought answers to the following questions: 1. what is the demographic profile of the respondents in terms of: 1.1 current position; 1.2 grade level currently being taught; 1.3 number of years as k-3 teacher; and 1.4 number of trainings attended related to literacy and numeracy for the past three years. 2. what is the competency level of k-3 teachers on literacy and numeracy? 3. is there a significant difference between the k-3 teachers’ competency levels on literacy and numeracy? 4. what are the priority learning needs or competency gaps of k-3 teachers with regards to competencies on numeracy and literacy? 5. what are the compelling reasons of having such priority learning needs or competency gaps? 6. how would the k-3 teachers like to address their priority learning needs or competency gaps? literature review literacy is the capability, sureness and readiness to engage with language to obtain, create and convey value in all facets of our everyday life (alberta education, 2015). it is known as the aptitude of a person to read, write, and understand the reading passages. the inquisitiveness of educators in the field of literacy education started in the 1990s when they considered the huge disproportions regarding it (cassidy & ortlieb, 2011). conversely, because of inadequate studies, and data required for the proliferation of literacy education, there were still unresolved issues and concerns. with this, literacy specialists suggested an idea of making a list of suitable and important matters involving the field to help them contextualize their academic plans and activities. numeracy on the other hand is the capability, sureness and preparedness to engage with quantitative or spatial information to make knowledgeable decisions in all aspects of everyday lives (alberta education, 2015). it is the language of numbers and the ability to use mathematics in daily life. baroody (2008) found out in his study when the teachers should start the promoting number sense and put significant effort to raise data fluency. a progressive development draws the roots of numeracy back to the skills and concepts preschoolers must learn from the age of 2 years. this entails the need for educators to put emphasis on developing numeracy skills primarily at the kindergarten level. literacy and numeracy skills are the foundations for learning which will play a significant role to a lifelong learning of the learners. as such, these skills must be developed as early as the first part of their formal education. a study was conducted to determine the level of implementation of early language literacy and numeracy implementation of kindergarten to grade iii teachers (ayade et al., 2019). it was found out that teachers have actively participated to the program for their professional development and essentially applied what they have learned to their learners. it was supported by eddy (2010) that the conceivable progress of the learners’ mind is something to be realized with the support of the teachers’ attributes. since teachers are the vital piece in the learning process, it is important that they undergo continuous improvement in teaching through learning and development (l&d) modalities such as formal training, job-embedded learning (jel), and relationship and discussion-based learning (rdl) in order to apply appropriate strategies for their learners. the teacher’s role is expanding and turn out to be more demanding. previous researches have corroborated the significant impacts the teachers have on their learners’ academic and lifelong success (blazar, 2016; chetty et al., 2014; jackson, 2012; nye et al., 2004). recent studies also have revealed some attributes of efficient classroom environments, including teachers’ organizational skills and interactions with learners. teachers are expected to use a wide variety of methods, tools and approaches and to tailor them to the learners’ needs. they also need to improve their competencies needed to produce a positive learning atmosphere and work with partner stakeholders of the school in order to endow appropriate aid to learners. however, in order to leverage policy tools such as evaluation and professional development that seek to improve the quality of the teacher workforce, their level of competencies must be assessed and competency gaps must be identified. materials and methods this part of the study detailed various considerations involving the methodology of the study, basically providing a context to obtain answers to the research questions. this explained the various methods and procedures followed in the study to enable the researchers to answer the research problems. an in-depth description of the methods and procedures followed in carrying out the research is provided. this study was a mixed method type of research, https://journals.e-palli.com/home/index.php/ajmri pa ge 11 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 particularly utilizing a sequential explanatory design. this was a two-phase mixed methods design. it commenced with the collection and analysis of quantitative data followed by the qualitative phase. the purpose used the qualitative results to further explain and interpret the findings from the quantitative phase. in the quantitative phase, the data were collected through a survey method utilizing an online ldna tool. they were treated using the statistical package for social sciences (spss) software. after the analysis of quantitative data, a follow up online ldna tool was administered to a proportional number of respondents. this part was the qualitative phase, where questions were asked based from the results of the quantitative phase. cluster of themes were generated using the colaizzi’s method. this process was used in extracting, organizing, and exploring the qualitative data (sanders, 2014). interpretation of the data was conducted based on a quantitative to qualitative results. the population considered by the researchers in this study were all public school teachers and master teachers coming from the thirteen schools divisions of region viii namely the baybay city division, biliran division, borongan city division, calbayog city division, catbalogan city division, eastern samar division, leyte division, maasin city division, northern samar division, ormoc city division, samar division, southern leyte division, and tacloban city division. this study utilized convenience sampling where the sample size depended on the number of teachers who have accomplished the online ldna tool. this was recommended as it was deemed appropriate and feasible for a large group surveyed. regional memorandum no. 864, series of 2019 was crafted and sent to the different schools division offices, through the schools division superintendents to ascertain the accomplishment of the table 1: distribution of respondents per schools division schools division number of respondents percentage baybay city 159 2.5 biliran 350 5.4 borongan city 227 3.5 calbayog city 300 4.7 catbalogan city 75 1.2 eastern samar 915 14.2 leyte 1,043 16.2 maasin city 230 3.6 northern samar 1,233 19.2 ormoc city 399 6.2 samar 880 13.7 southern leyte 606 9.4 tacloban city 11 0.2 total 6,428 100% online tool. a total of 6,428 k-3 teachers accomplished the online form. conducted in eastern visayas, this study covered all schools divisions of department of education of the region. the crafting of the baseline data gathering tools was conducted at hotel alejandro, tacloban city. the baseline data gathering was conducted in six schools namely baybay 1 central school, baybay 2 central school, la paz central school, mapgap elementary school, cabalasan elementary school and isabel central school. the data consolidation and analysis were done at the hrdd office, deped regional office viii compound, palo. the crafting of the ldna tool, as well as the alpha testing, were conducted at the best office, deped regional office viii compound, palo. finally, the creation of the online tool based from the alpha tested ldna tool was done at the hrdd office. it was beta tested first before it was fully accomplished. there were baseline data gathering tools used to gather the data needed. these tools were used as basis for crafting the ldna tool. there were four (4) tools used to gather baseline data. these tools were the survey tools for teachers and instructional leaders and interview guides for teachers and instructional leaders. further, there was also survey tool for teachers utilized. this tool for teachers is divided into three parts. the first part is for the demographic profile of the teachers. the second part is the questionnaire for literacy and the last part is the questionnaire for numeracy. the purpose of the questionnaires is to gather data on how teachers’ employ different interventions in and out of the classroom and their involvement in the school’s efforts in improving the literacy and numeracy rate of the learners. another was an interview guide for teachers. this tool was used as a prompt to remind the interviewer the necessary topics to cover, questions to ask and areas to probe. it was further used to validate the results in the conduct of the survey. this tool is divided into two parts. the first part is the demographic profile of the instructional leader. the second part is the 15-item questionnaire. the aim of the questionnaire is to gather data on how instructional leaders perform their mandate in monitoring and evaluation as well as providing technical assistance to the teachers. then, an interview guide for instructional leaders was instituted. this tool was used as a prompt to remind the interviewer the necessary topics to cover, questions to ask and areas to probe. it is further used to validate the results in the conduct of the survey for the instructional leaders. finally, the learning and development needs assessment (ldna) tool. this tool was used to identify the competency level of k-3 teachers on literacy and numeracy. this was crafted based on the result of the baseline data gathering using the aforementioned tools. it has two parts: the demographic profile and the 4-point likert scale survey questionnaire. it was alpha tested before creating online versions. there were three online versions: (1) for beta testing, (2) for ldna data gathering https://journals.e-palli.com/home/index.php/ajmri pa ge 11 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 and (3) for qualitative data gathering. the researchers requested the expertise of master teachers, instructional leaders, education program specialists, education program supervisors and chief education supervisors in reviewing and content validating the draft of the instruments used in the conduct of the study. the ldna tool used was alpha tested by the regional l&d team and was beta tested by three (3) teachers and three (3) master teachers per schools division. the beta tested ldna tool was then used as basis for creating an online survey tool to identify the competency level and gaps of k-3 teachers on literacy and numeracy. to further test the reliability or internal consistency of the ldna survey tool, the cronbach’s alpha was utilized. this is to determine how accurate the designed ldna survey tool measures the variable of interest (tavakol and table 2: the rule of thumb for interpreting cronbach’s alpha cronbach’s alpha internal consistency α ≥ 0.9 excellent 0.9 > α ≥ 0.8 good 0.8 > α ≥ 0.7 acceptable 0.7 > α ≥ 0.6 questionable 0.6 > α ≥ 0.5 poor 0.5 > α unacceptable dennick, 2011). the rule of thumb for interpreting alpha for likert scale questionnaires is shown in table 2. table 3 indicates the reliability of the 51-item survey questionnaire used in this research. using spss, the cronbach’s alpha coefficient was calculated and had a table 3: reliability statistics of the survey questionnaire used in this study cronbach's alpha cronbach's alpha based on standardized items n of items .984 .984 51 value of 0.984 which is interpreted as excellent in its internal consistency. finally, the researcher utilized the following statistical tools via the statistical tool for social sciences (spss) software: weighted mean was utilized in identifying the priority learning needs of the k-3 teachers; t-test for one sample. this test statistic was used to identify the k-3 teachers’ competency level on literacy and numeracy, independently; t-test for two independent samples. this test statistic was used to find out if there was a significant difference between the k-3 teachers’ competencies on literacy and numeracy. in this study, it was highly essential to keep the information provided by the respondents involved in utmost security. the respondent’s identity remained protected to respect and avoid any issues that may arise which may cause harm to the participants who willingly participated. this further followed a safe and ethical manner by using the right methods in obtaining the necessary data, as well as during the analysis phase, in which it did not violate any rules or rights of the individuals involved. the researchers were firm on preventing biases and having predetermined ideas during the duration of the study. all themes and ideas gathered and formulated were based on the accumulated data from comprehensive research, as well as from the answers of respondents. lastly, this study utilized inclusive and bias-free language, and adheres to do 32, series of 2017 entitled “genderresponsive basic education policy”, and do 51, series of 2014, entitled “guidelines on the conduct of activities and use of materials involving aspects of indigenous peoples culture.” results and discussion in this part of the study, a detailed analysis of the collected data was highlighted by the researchers. results from the analyzed quantitative data using statistical tools were presented in tables while emerging themes were detailed as a result from the analysis of the qualitative data. all results were interpreted and shown following the sequence of the specific research problems of the study. demographic profile of the respondents the respondents of this study were k to 3 teachers and master teachers from the thirteen schools divisions of deped region viii. a total of 6,428 k-3 teachers accomplished the online tool through the link deped. in/k3ldna. as part of the gathering of profile of the involved individuals, the researcher specifically focused on collecting the current position, number of years as k-3 teacher, grade level currently being taught and number of trainings attended related to literacy and numeracy for the past three years. the tables below show the distribution of the respondents per category on the specified profiles. table 4 shows the distribution of the respondents according to their table 4: distribution of the respondents of the study according to their current position position number of respondents percentage teacher 1 3,242 50.4 teacher 2 784 12.2 teacher 3 1,944 30.2 master teacher 1 363 5.6 master teacher 2 86 1.3 master teacher 3 9 0.3 total 6,428 100% table 5: distribution of the respondents of the study according to the grade level currently being taught grade level number of respondents percentage kindergarten 1,300 20.2 grade 1 1,784 27.8 grade 2 1,599 24.9 grade 3 1,745 27.1 total 6,428 100% https://journals.e-palli.com/home/index.php/ajmri pa ge 11 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 current position. it can be observed that majority of the respondents are currently teacher 1 with a total of 3,242 while there were only 9 respondents who are currently master teacher 3. grade level currently being taught as shown in table 5, there was a slight difference on the number of respondents in every grade level. there were less respondents from the kindergarten level compared to other grade levels with 1,300 while more respondents table 6: distribution of the respondents of the study according to the number of years as k-3 teacher no of years number of respondents percentage 0 to 5 3,418 53.2 6 to 10 1,773 27.6 11 to 15 504 7.8 16 to 20 327 5.1 21 to 25 208 3.2 26 to 30 126 2.0 31 to 35 62 1.0 36 to 40 10 0.2 total 6,428 100% were grade 1 teachers. nonetheless, there was an almost even distribution of respondents per grade level. number of years as k-3 teacher table 6 refers to the distribution of respondents according to the number of years as k-3 teacher. it indicates that the greatest number of respondents are those with 5 years or less experience as k-3 teacher. it table 7: distribution of the respondents of the study according to the number of trainings on literacy and numeracy attended by k-3 teacher for the past three years no of trainings attended number of respondents percentage none 2,319 36.1 % 1 2,975 46.3 % 2 756 11.8 % 3 246 3.8 % 4 and above 132 2.1 % total 6,428 100% is also seen in the table that there was a decrease on the number of teacher respondents as the number of years as k-3 teacher increases. as seen in table 7, the majority of the k-3 teachers only attended one training on literacy and numeracy for the past three years. it is 10.2 percent greater than those who were not able to attend a single training. those who attended four (4) or more trainings got the least percentage of 2.1. competency level of k to 3 teachers one-sample t-test has been applied to measure the competency level of k-3 teachers on literacy and numeracy, independently. this test statistic was utilized by the researcher since the sample size considered were the mean scores of the respondents on the competencies on literacy and numeracy. on the other hand, t-test for independent sample was used to find out if there is a significant difference between the level of competency of k-3 teachers on literacy and numeracy. table 8: descriptive statistics related to the k-3 teachers’ competency level on literacy n mean sd t critical value at α=0.05 p value significance 24 2. 84 8 0. 21 8 19 .0 13 2. 06 9 < 0 .0 00 01 si gn ifi ca nt table 8 indicates that the mean score on literacy is 2.848 which is above the assumed mean of 2.5. the assumed mean is calculated as am = (lowest possible score + highest possible score) ÷ 2. the standard deviation is 0.218. this value tells us how well the mean represents the data and that on the average the data can deviate 0.218 from the mean value. moreover, the results in table 7 revealed that there was a significant difference between the real mean and the assumed mean in the level of competency of k-3 teachers on literacy. this is proven by the test statistic value of 19.013, which is greater than the critical value of 2.069 at 0.05 alpha level. with the positive value of the test statistic, this further means that the level of competency of k-3 teachers on literacy is above average. table 9: descriptive statistics related to the k-3 teachers’ competency level on numeracy n mean sd t critical value at α=0.05 p value significance 27 2. 91 7 0. 24 5 19 .4 66 2. 05 5 < 0 .0 00 01 si gn ifi ca nt table 9 indicates that the mean score on numeracy is 2.917 which is above the assumed mean of 2.5. the standard deviation is 0.245. this value tells us that the data was well represented by the mean and that on the average the data can deviate 0.245 from the mean value. in addition, it is shown in table 8 that there was a significant difference between the real mean and the assumed mean in the level of competency of k-3 teachers on numeracy. this is manifested by the test statistic value of 19.466, which is greater than the critical value of 2.055 at 0.05 alpha level. with the positive value of the test statistic, this further means that the level of competency of k-3 teachers on numeracy is also above average. https://journals.e-palli.com/home/index.php/ajmri pa ge 11 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 table 10. descriptive statistics related to the difference of k-3 teachers’ competency level on literacy and numeracy the results in table 10 indicated that there was no significant difference of the k-3 teachers’ competencies on literacy and numeracy as manifested by a negative test statistic value of -1.0575, which is higher than the negative critical value of -1.6766 at 0.05 alpha level. this implies that the level of competencies of k-3 teachers are just identical for both literacy and numeracy. priority learning needs or competency gaps of k-3 teachers table 10: descriptive statistics related to the difference of k-3 teachers’ competency level on literacy and numeracy sample mean sd t-value critical value at α=0.05 p value significance literacy 2.848 0.218 1.0575 -1.6766 0.147729 not significant numeracy 2.917 0.245 table 11: summary of the mean scores of k-3 teachers’ competency level on literacy competencies mean scores craft action research that focuses on literacy 2.0096 recommend learners with difficulty in reading to be enrolled in special reading pro-gram 2.6052 perform data driven interventions that address learners’ difficulty in reading 2.6291 teach reading to more than one class each day 2.7234 send learners to the library or learning hubs to read books and other learning material 2.7349 collaborate with colleagues and other specialists who are interested in studies on lit-eracy. 2.7898 encourage learners to access information at the library or learning hubs 2.7923 enhance learners’ interest in reading using digital texts 2.8004 discuss to learners the importance of accessing information through library resources 2.8214 appreciate relevance of facilitating reading to learners with special needs 2.8493 model skimming or scanning strategies 2.8777 design activities that would let learners describe the style or structure of the text they have read 2.8880 enable learners to locate information within text 2.9177 help pupils determine the author’s perspective or intention 2.9205 explain how to summarize the main ideas of what learners read 2.9471 plan out individualized learning activities that will address absenteeism of learners 2.9619 utilize school/district reading assessment 2.9815 prepare post activities that will let the learners make generalization and draw infer-ences based on what they have read 2.9840 develop contextualized formative assessment based on the diversity of learners. 2.9942 integrate learners with reading difficulties into regular class through differentiation and/or explicit teaching 3.0048 create same-ability group in reading 3.0096 utilize contextualized learning materials to ease the learners’ difficulty in reading comprehension 3.0222 coordinate with co-teachers in administering the phil-iri and egra and analyzing the results 3.0434 integrate topics/themes learners are keen on to boost their interest in reading 3.0434 as shown in table 11 the top three (3) priority learning needs are on crafting of action research with a mean score of 2.0096, recommending learners with difficulty in reading to be enrolled in a special reading class with a mean score of 2.6052, and performing data driven interventions that address learners’ difficulty in reading with a mean score of 2.6291. table 12 indicates that the top three (3) priority learning needs are on crafting of table 12: summary of the mean scores of k-3 teachers’ competency level on numeracy competencies mean score craft action research that focuses on numeracy 2.0227 encourage students to learn math using ict and materials from the lr portal 2.6204 design/create modules for learners at risk of dropping 2.6403 perform data driven interventions that address learners’ difficulty in numeracy 2.6882 https://journals.e-palli.com/home/index.php/ajmri pa ge 11 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 gather learners to take part on stakeholders’ programs that would improve their nu-meracy status 2.7232 organize and implement numeracy programs 2.7772 facilitate teaching math to learners with special needs 2.8097 collaborate with colleagues and other specialists who are interested in studies on numeracy. 2.8100 coordinate with co-teachers in administering the eccd/egma and analyzing the results 2.9171 identify learning styles of the learners as to gender and socio-cultural background 2.9189 plan out learning activities that will address negative attitudes of learners towards math 2.9256 explain how to summarize the main ideas of what learners read 2.9442 coordinate with the guidance counselor/direct supervisor in addressing factors af-fecting learners being at risk of dropping 2.9533 use discovery approach in teaching math 2.9588 subtask mastery skills on difficult competencies in math 2.9812 utilize school/district numeracy assessment 2.9900 prepare post activities that will let the learners make generalization and draw infer-ences based on what they have read 2.9904 develop contextualized formative assessment based on the diversity of learners. 2.9919 design activities that will utilize strategies appropriate to the learning styles of the learners 2.9969 recommend learners with difficulty in math to attend remedial classes 3.0264 encourage learners to participate in math competitions 3.0643 conduct home visitations 3.1106 create instructional materials appropriate to the teaching strategies used 3.1347 use differentiated activities to address learning needs of learners 3.1392 engage learners in meaningful numeracy activities 3.1570 engage students in learning math through games 3.1893 use manipulatives or concrete objects 3.2788 action research with a mean score of 2.0227, encouraging students to learn math using ict and materials from the lr portal with a mean score of 2.6204, and designing/ creating modules for learners at risk of dropping with a mean score of 2.6403. on the qualitative phase deciphering the compelling reasons on the identified priority learning needs for the qualitative phase, the k to 3 teachers were asked on the compelling reasons on why the competencies were considered by the majority as the priority learning needs. the emerging themes per competency based on the interviews conducted were lack of knowledge on crafting and conducting action research, school-related works/ activities as hindrance, lack of resources and negative perception on conducting research. these findings affirmed the results of the previous studies that the themes were the issues and challenges of the teachers in the conduct of action research (zhou, 2012; fawzi & al-hattami, 2017; tindowen et al., 2019). further, other reasons factored in from the interviews were lack of support, financially incapable to enroll learners to special reading program from private institutions, only rre is implemented in most schools and lack of expert teachers to conduct special reading program. it was evident in the previously conducted studies that the support of the parents was found to be very vital in addressing the need of their children with difficulty in reading to be enrolled in a special reading program (katz & carlisle, 2009; thiruvengadam, 2013; akyol et al., 2014; ntekane, 2018). parents, who support their children, send them to special reading programs from private entities. however, some due to financial constraints are not able to do so, as supported by earlier researches (desforges, 2003; pennington, 2017; ntekane, 2018). hence, they resolve to what program is available in school, primarily the rre period in class. then, there were also compelling reasons on why performing data driven interventions that address learners’ difficulty in reading is a priority learning need. discussion on the bases for why some interventions are targeted for implementation over others is essential and these elements are the mere reasons why teachers implement non data-based interventions, affirming previously conducted studies (joseph, 2002; wanzek, et.al., 2010; vaughn et al., 2012). the first two themes confirm the previously conducted studies on factors that hinder the integration of ict in the teaching-learning process (belawati, 2004; ramos, 2010; tomaro, 2018). these led to the third theme which affirms studies on making a good portal for any learning area (tucker, 2014; whybrow, 2015; mohammad & malik, 2017). https://journals.e-palli.com/home/index.php/ajmri pa ge 11 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 as it is emphasized in the k-12 basic education curriculum that there must be no child left behind, these elements hinder the teachers in creating modules or any intervention material that addresses learners at risk of dropping. these are affirmed by previous studies on teachers’ response on learners at risk of dropping (dela cruz, 2009; seameo innotech, 2015; carreon, 2018). ways to address k-3 teachers’ priority learning needs the k-3 teachers were asked on how they would like to address their priority learning needs and below were the emerging themes from their responses; attend formal trainings; coaching and mentoring from direct supervisors or experts; and discussion and workshop during schoollevel learning action cell (slac) these resulting themes affirms the previously conducted studies on preferred learning modalities of teachers in addressing their priority learning needs (bicaj & treska, 2014; boston consulting group, 2014; darlinghammond, 2017; gonong, 2018). conclusions based on the findings of the study, it is concluded that majority of the public-school k-3 teachers in eastern visayas during sy 2019-2020 were teacher 1, teaching grade 1 level, have been in deped for less than 5 years and have attended only one (1) training on literacy and numeracy. in addition, the k-3 teachers have the same competency level on literacy and numeracy. both are above average. with these competency levels, gaps and strengths were identified, hence the priority learning needs on both competencies. the priority learning needs of k-3 teachers with regards to competencies on literacy are on crafting action research that focuses on literacy, recommending learners with difficulty in reading to be enrolled in special reading program, and performing data driven interventions that address learners’ difficulty in reading. the priority learning needs of k-3 teachers with regards to competencies on numeracy are on crafting action research that focuses on numeracy, encouraging students to learn math using ict and materials from the lr portal, and designing/creating modules for learners at risk of dropping. it is also concluded that the compelling reasons of having such priority learning needs or competency gaps are insufficient knowledge in performing tasks, lack of resources, school-related activities as hindrance, and lack of parental support. finally, the preferences of k-3 teachers in addressing their priority learning needs are to attend formal trainings, to undergo coaching and mentoring from direct supervisors or experts, and to discuss and conduct workshops during slac. recommendations from the findings and conclusions of the study, it is recommended that an l&d planning be conducted for identifying and mapping l&d programs and their implementation requirements to address identified priority learning needs of k-3 teachers with regards to competencies on literacy and numeracy. it is further recommended that a similar study be conducted to refute or confirm the results of this study. references 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(2012). problems teachers face when doing action research and finding possible solutions. chinese education & society. retrieved march 30, 2020, from https://www.tandfonline.com/doi/ abs/10.2753/ced1061-1932450405) https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 7 american journal of multidisciplinary research and innovation (ajmri) development of a school-based environmental program through elementary pupils’ carbon footprints romelyn lagura1*, bert gamiao1, jovenita aragon1 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.320 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 14, 2022 accepted: june 18, 2022 published: june 21, 2022 this study crafted a school-based environmental program that aims to mitigate the harsh effect of too much carbon emission through pupils’ carbon footprints. this study used quantitative descriptive research. a basic survey questionnaire, climate change knowledge test, carbon footprint calculator, and qualitative validation of the material were the research instruments. data were analyzed using percentages, one-way anova, and thematic coding. the result showed that pupils were aware of the concepts of climate change however they are average contributors of carbon. this implied that whether they will receive climate change education they are still contributors this is due to the distance they travel using their private vehicles and the distance per liter of fuel consumption (of their private vehicles) contribute to their average level of individual carbon footprints. hence, the school-based environmental program was crafted and validated and should be utilized by the pupils either in the school or in their houses due to the homebased learning mode of this pandemic. keywords climate change, carbon footprints, environmental program 1 mariano marcos state university, philippines. * corresponding author’s e-mail: rtlagura@mmsu.edu.ph introduction climate change refers to the change in the state of the climate as manifested by the change in the mean or the variability of its properties that persists for an extended period, typically decades or longer (ipcc, 2014) as cited by caparoso et al, 2018. according to a worldwide study performed by lee et al. (2015), 90% of the population in more developed nations such as north america and europe is aware of climate change, compared to just a handful in poor countries. they discovered that education is the single most powerful predictor of climate change awareness. while it is critical to determine if climate change education results in climate change awareness, it is equally necessary to determine whether parents’ educational attainment influences their children’s individual carbon footprint. this study aimed to calculate the carbon footprint of all elementary pupils using the philippine version of the carbon footprint calculator developed by world wildlife fund (wwf). the result was used as basis for the drafting of the school-based environmental program that seeks to promote awareness to pupils and will serve as guide in proper implementation of conserving the environment. this school-based environmental program will be used as basis in promoting proper waste management system of the unit and will eventually be shared to the community through trainings from experts. research questions 1. what is the climate change knowledge of the participants? 2. what is the individual carbon footprint of the participants? 3. is there a significant difference in the climate change knowledge of students who have received formal instruction on climate change and those who have not? 4. is there a significant difference between participant demographics (e.g. gender, household size, and household income, parents’ highest educational attainment, level of urbanization) and individual carbon footprint? 5. what school-based environmental program will be produced? review of literature adapting to climate change entails anticipating its negative consequences and taking proper action to mitigate any harm that may result, as well as capitalizing on any possibilities that may emerge. numerous examples demonstrate that a well-planned adaptation activity saves money and lives (european commission, 2017). before a person to adapt successfully, he or she must gain knowledge via formal or informal education or training. in a global survey conducted by lee, et al (2015), 90% of the public in the more developed countries of north america and europe are aware of climate change while only few in the developing countries are aware of the issue. they found that educational attainment is the single strongest predictor of climate change awareness. while it is important to investigate whether climate change education translates into climate change knowledge, it must also be checked whether educational attainment of parents affect their children’s individual carbon footprint. according to a research in 2021, climate change mitigation refers to policies and actions aimed at reducing the climate system’s greenhouse gas forcing. significant intervention points include decreasing greenhouse gas sources, such as deforestation; emissions, such as low carbon energy production; and improving greenhouse gas sinks, such as land use modifications. suggested by schawanen et. (2011) that a more sustained engagement with theoretical insights from the social sciences will result in more nuanced understandings of https://doi.org/10.54536/ajmri.v1i3.320 https://journals.e-palli.com/home/index.php/ajmri mailto:rtlagura%40mmsu.edu.ph?subject= pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 7-10, 2022 transportation mitigation, and briefly describe some of the contributions that thinking about socio-technical transitions and practice theories may offer. climate change, according to pagasa, is occurring these days. the evidence gathered so far indicate that the shift cannot be explained only by natural variation. recent scientific assessments have confirmed that the observed warming of the climate system since the mid-20th century is most likely due to human activities, specifically the observed increase in greenhouse gas concentrations associated with human activities such as fossil fuel combustion and land use change. current warming has posed a growing number of significant problems to man and the environment and will do so in the future. while some autonomous adaptation is occurring now, we must explore a more proactive adaptation strategy to guarantee sustainable growth. in the philippines, republic act no. 9512, or the national environmental awareness and education act, provides that the department of education (deped), the commission on higher education (ched), the technical education and skills development authority (tesda), and the department of social welfare and development (dswd), in collaboration with the department of environment and natural resources (denr) (official gazette, 2008). on the other hand, the department of education (deped) renews its commitment to increase climate awareness and promote climate action in the basic education sector. drrms aims to develop climate-literate students and staff who support resilient and sustainable schools. the evaluation and improvement of climate change skills is under underway and will be published in 2021. this collection of selected climate change teaching materials aims to help instructors better integrate climate change into their curricula (deped, 2020). to have a meaningful influence on future climate, knowledge must be transformed into actions. a high degree of awareness about climate change should result in a reduced carbon footprint. the term “carbon footprint” refers to the entire amount of greenhouse gases emitted because of human activity, represented in tons of carbon dioxide (vidallo, et al, 2015). methodology research design quantitative descriptive research is a quantitative research method that attempts to collect quantifiable information for statistical analysis of the population sample. this type of research measures data trend and can be conducted online. descriptive research help to ascertain the research object’s prevailing conditions and underlying patterns. due to the non-invasive research method and the use of quantitative observation and some aspects of qualitative observation, researchers observe each variable and conduct an in-depth analysis. researchers also use it to validate the data. the analysis can be conducted at different periods to ascertain any similarities or differences. this also allows any number of variables to be evaluated. hence, this type of research design was used by the researchers. research instrument basic survey questionnaire. this questionnaire asks for the participants’ demographics such as gender, household size, and household income, and parents’ highest educational attainment. the questionnaire was adopted from the study of caparoso et.al. (2018). climate change knowledge test. this test is a modified version of the knowledge on climate change survey questionnaire by leiserowitz, et al, (2010). it is a 20item combination of multiple choice and true or false questions. a score of 1 is assigned to every correct answer and 0 for every incorrect answer. the obtained score indicates the level of knowledge the pupils have on climate change carbon footprint calculator. to measure individual carbon footprint, the philippine version of the carbon footprint calculator developed by world wildlife fund was used the calculator is available in spreadsheet format wherein formula is enabled. it has 5 sheets namely, carbon footprint calculator, my carbon footprint, flight distance, calculation table, country benchmark and sustainability. values were encoded in the carbon footprint calculator sheet. the 4 other sheets served either as outputs sheet or reference. input sections include about you, your home, transport-flight, transportland, and waste. once completed, the calculated carbon footprint of the participant (in tons of co2 per year) was shown in the upper right-hand corner of the carbon footprint calculator sheet. the my carbon footprint sheet provided the reference values and corresponding interpretation. qualitative validation of the material. the open-ended evaluation of the material was answered by experts in science. experts in science education were graduates of the maed science program, master teachers or teachers teaching science for the past 5 years. population and sampling pupils from grade 4 to grade 6 of mmsu les laoag with their parents were the population of the study. the parents were the one to answer the carbon footprint calculator since the pupils are not yet fully aware of how they manage their energy consumptions. inclusion/exclusion criteria pupils and parents of the grade 4 to grade 6 classes of mmsu les are included in the study. the nursery to grade 2 pupils are not included in the study because science is not yet part of their curriculum, hence the technical definition of environmental education is not yet clear to them. data collection procedure the researchers sought permission from campus administration. the participants are grade school pupils therefore parents’ consent is asked. the consent form, which required the student and parent’s signatures was distributed together with the basic survey questionnaire, https://journals.e-palli.com/home/index.php/ajmri pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 7-10, 2022 climate change knowledge test, and carbon footprint calculator. due to the pandemic the data gathering were limited to online survey using the mvle as the online platform of the university. the consents were electronically sent to the researchers. the participants limit their involvement by answering the consent form, basic survey questionnaire and carbon footprint calculator. statistical analysis plan/ data analysis plan profile of participants was presented in percentages. one-way anova was used to determine differences between individual carbon footprint and the factors that were hypothesized to have influenced it. responses from the validation were qualitatively analyzed through coding. ethical considerations the researcher secured permission from authorities, imposed confidentiality and anonymity of all respondents, inform the consent individuals. the inform consent obtained through online letter. the results of the study will be disseminated through published journals and research fora. on the other hand, the research data will be stored until the duration of the data analysis and will be deleted in the database after. risk there are no hazards associated with this study for the researchers or responders. the researchers preserved anonymity by excluding the subject’s real name from any part of the study. participants may withdraw from the research at any time and may request that their data not be utilized in the study. due to the pandemic, everything has been conducted online; therefore, data collecting has been conducted online and is compatible with smartphone and computer applications; furthermore, it is not time-bound to prevent issues related to a lack of internet and device availability. results and discussion it is shown in figure 1 that majority of the pupils (53.8%) has a high level of climate change knowledge. it means that in the climate change knowledge assessment that consists 20 items, the pupils obtained scores that are figure 1: percentage distribution of the level of the pupils’ climate change knowledge *range of scores: 1-5 – low; 6-10 – average; 11-15 – high; 16-20 – very high within the range of 11-15. it implies that at a young age, pupils are aware of the concepts of climate change. further, learning the concepts of climate change in their science course has been regarded in their curriculum as one of the most essential learning competencies. while it is revealed in figure 2 that most of the pupils (53.8%) have an average level of individual carbon footprints. it means that in their responses to the items that have been equated and calculated by the wwf carbon footprint calculator, they obtained scores that fall within the range of 1.0-3.99. it is implied that at their young age, they are already having an average rate of contribution to the increase of carbon. table 1 reveals that there is no significant difference figure 1: percentage distribution of the individual carbon footprints of the pupils between the climate change knowledge of the pupils and their status of receiving climate change instruction [f(1,24), p=.904]. this means that the status of receiving climate change instruction has no significant effect on the pupils’ carbon footprint. it is implied that whether (the pupils) received climate change instruction or not, they contribute to the increase of the earth’s carbon at an average level. table 2 indicates that among the demographic profiles and (hypothesized) factors, daily private car travel distance [f(2,23), p = .000] and distance travelled/liter [f(2,23), p = .043] show significant difference on the individual carbon footprints of the pupils. it means that the two factors significantly affect their individual carbon footprints. it implies that the distance they travel using their private vehicles and the distance per liter of fuel consumption (of their private vehicles) contribute to their average level of individual carbon footprints qualitative validation of the material the crafted school-based environmental program was subjected to qualitative content and construct validation. five (5) evaluators composed of (3) master teachers and two (2) head teachers from the department of education that specialize in science teaching reviewed the document (of the program) and the following are their comments and recommendations: comments (on the content and structure) • parallelism on the enumeration of the environmental principles. the statements need to be shortened. • on the concept of “water”, the idea is incomplete. rather, the concepts of “water conservation” and “water wastage management” must be included. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 7-10, 2022 table 2: one-way anova on the difference between the profile of the pupils and their carbon footprints profile sum of squares df mean square f sig. age 9.191 3 3.064 .886 .463 gender 2.335 1 2.335 .676 .419 grade level 2.088 2 1.044 .289 .752 household size 4.259 2 2.129 .605 .555 monthly electric bill .864 3 .288 .075 .973 lpg tank usage 16.173 2 8.087 2.694 .089 domestic and international flights 9.292 2 4.646 1.407 .265 car type 3.906 2 1.953 .552 .583 daily private car travel distance 48.175 2 24.087 14.954 .000** ride sharing 11.001 2 5.501 1.705 .204 distance travelled/liter 25.907 3 8.636 3.203 .043* public transport ride 5.141 1 5.141 1.541 .226 public transport mileage 4.428 2 2.214 .630 .541 solid waste generation 12.827 2 6.413 2.038 .153 climate change knowledge 49.031 10 4.903 2.032 .104 table 1: one-way anova on the difference between the climate change knowledge of the pupils and their status of receiving climate change instruction sum of squares df mean square f sig. between groups .162 1 .162 .015 .904 within groups 262.338 24 10.931 total 262.500 25 *p = < .05 **p = < .01 recommendations • inclusion of locally endemic species in the province (of ilocos norte) upon the introduction of the concept of biodiversity to the learners. • clear elaboration and induction of environmental principles. the use of definition of terms in the document is necessary. • development of monitoring tool on the proposed activities of the program apart from the tracking of individual carbon footprints. • further analysis involving comparisons of the quantitative data on the individual carbon footprints before and after the implantation of the school-based environmental program summary and conclusion the following conclusion was made based on the study’s findings: the results indicated that although pupils were aware of climate change ideas, they are average carbon contributors. this implies that regardless of whether they receive climate change education, they are still contributors, as the distance traveled in their private vehicles and the distance traveled per liter of fuel consumed in their private vehicles contribute to their average level of individual carbon footprints. climate change education should not only be about discussion but also about action, such as exposure to real-world situations since their efforts will strengthen their ability to minimize the harmful effects of climate change. due to the pandemic’s homebased learning mode, the school-based environmental program was developed and verified to be used by students either in school or at home. this will help lessen and mitigates the average carbon contribution of pupils in the school and in the community. it is recommended that environmental education should also be done to further enhance the environmental program of the school. references chang, c.h. (2014). cliwmate change education: knowing, doing and being. new york: routledge. chang, c.h., & pascua, l. (2017). the state of climate change education – reflections from a selection of studies around the world. international research in geographical and environmental education, 26(3), 177179. doi: 10.1080/10382046.2017.1331569. dep ed. gov. ph (2020) https://www.deped.gov. ph/2020/12/16/deped-eyes-strengthening-ofclimate-change-awareness-in-basic-education/ european commission. (2009). special eurobarometer 313: europeans’ attitudes towards climate change. retrieved from http://ec.europa.eu/commfrontoffice/ publicopin-ion/archives/ebs/ebs_300_full_en.pdf. golley, j., & meng, x. (2012). income inequality and carbon dioxide emissions: the case of chinese urban house-holds. energy economics, 34, 1864–1872. official gazette. (20028). https://www.officialgazette. gov.ph/2008/12/12/republic-act-no-9512/ https://journals.e-palli.com/home/index.php/ajmri pa ge 1 am. j. multidis. res. innov. 1(1), 2022 american journal of multidisciplinary research and innovation (ajmri) is a blind peer-reviewed and open access international publication platform to develop academic and research collaboration in the fields of sciences, engineering, physical sciences, arts & humanities, engineering, social science, language and education. ajmri aims to publish articles that include those containing substantially supported theories, innovative works, substantial experimental results, and/or containing useful and constructive discussions or reviews standardized to regional or international acceptance. ajmri reviews papers within approximately one month of submission and publishes accepted articles on the internet immediately upon receiving the final versions. frequency: three issues per year area of publication: science, engineering, physical sciences, arts & humanities, social science, language, and education. editorial team dr. a. k. m. ahasanul haque professor, faculty of economics and management sciences (kenms) international islamic university malaysia (iium), malaysia prof. dr. myint thuzar yezin agricultural university (yau), myanmar dr. sejuti mondal department of agricultural sciences, texas state university, usa professor steve ryan department of english, southern states university, usa professor dr. wael al-aghbari university president, international university of technology twintech – iutt, yemen dr. parvez anwar associate professor, civil engineering, university nottingham, malaysia dr. mohammed ashikur rahman department of computer science, university of liberal arts bangladesh, bangladesh dr. sandra milena camargo silva materials engineering, pedagogical and technological university of colombia, colombia dr. marhanum che mohd salleh associate professor, faculty of economics and management sciences (kenms) international islamic university malaysia (iium), malaysia dr. nida jafri consultant, green empowerment, portland, usa dr. md. sohel rana associate professor, department of mathematical and physical sciences east west university, bangladesh dr. hafizah hammad ahmad khan faculty of business & management, universiti teknologi mara, kedah, malaysia avegale c. acosta department of psychology, school of social sciences, ateneo de manila university, philippines mrs. safeena beevi. s.s associate professor jn medical college college of nursing aligarh muslim university uttar pradesh, india dr. sun xi associate professor, department of parasitology, zhongshan medical college sun yat-sen university, guangzhou, china dr. noha essam khamis associate professor, faculty of applied sciences and arts german university in cairo (guc), egypt ar. sajal chowdhury department of architecture chittagong university of engineering & technology (cuet), bangladesh contact: american journal of multidisciplinary research and innovation (ajmri) e-palli llc address: 2055 limestone rd ste 200c, zip code: 19808 wilmington, delaware, usa email: ajmri@e-palli.com phone: +1 3024070506 url: https://journals.e-palli.com/home/index.php/ajmri https://journals.e-palli.com/home/index.php/ajmri pa ge 24 american journal of multidisciplinary research and innovation (ajmri) operational practices of school program: an evaluation to the implementation of school-based feeding program jody al peralta sahagun1* volume 1 issue 1, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i1.152 https://journals.e-palli.com/home/index.php/ajmri article information received: january 30, 2022 accepted: march 10, 2022 published: march 16, 2022 abstract this study aims to evaluate the school-based feeding program (sbfp) and its impact on schools at raposo elementary school, candelaria district, division of zambales. the input-process-output framework, questionnaire, informal interview, and observation were used as means of gathering data. the principal, entire teachers, feeding recipients from grade 3 to grade 6, and their parents were chosen to be respondents, thus, a purposive sampling technique was used. using the descriptive-survey design, data gathered from a total of 54 respondents revealed that sbfp has an excellent impact on key indicators of school performance. it is also found out that this program alleviates short-term hunger and improves the nutritional status of learners. but it could be inferred that the positive attitude of parents towards the schooling of their child is the least attributed effect of sbfp. thus, there is a need to strengthen parental involvement in organizing and implementing the sbfp and to revamp the policy framework detailing the management of the program. therefore, as an output of this study, the proposed comprehensive school improvement plan of sbfp was designed to increase its beneficial effect and healthier operational practices. introduction the burdens of hunger, malnutrition and ill-health of school-age children are major constraints in achieving the education for all and the millennium development goals (mdgs) on education (bundy, 2012). poor nutrition and health among schoolchildren contributes to the inefficiency of the educational system (pollitt, 2009). children with diminished cognitive abilities naturally perform less well and are more likely to repeat grades and to drop out of school; they also enroll in school at a later age, if at all, and finish fewer years of schooling (jukes, drake, and bundy 2007). the irregular school attendance of malnourished and unhealthy children is one of the key factors in poor performance. even short-term hunger, common in children who are not fed before going to school, can have an adverse effect on learning (pollitt, cueto, and jacoby 1998). children who are hungry have more difficulty in concentrating and performing complex tasks (grantham-mcgregor, chang, and walker 1998). in 2006, monitoring data from the world food program (wfp) school feeding programs showed that in newlyassisted schools 63% of pupils on average do not have any food before going to school (wfp, 2007). the global food, fuel, and financial crises have given new prominence to school feeding as a potential safety net and as a social support measure that helps keep children in school. the school feeding program provides an explicit or implicit transfer to households and can increase school attendance, cognition, and educational achievement, particularly if supported by complementary actions such as deworming and food fortification. in many cases, these programs may be used to specifically benefit the keywords school-based feeding program, operation, impact, taposo elementary school, candelaria district, schools division of zambales, region iii, philippines poorest and most vulnerable children. well-designed school feeding programs can provide nutritional benefits and should complement and not compete with nutrition programs for younger children, which remain a clear priority for targeting malnutrition overall. such programs will help countries achieve the education for all goals. in pursuant to deped order no. 39, s.2017 known as operational guidelines on the implementation of schoolbased feeding program for school years 2017-2022 and deped order no. 018 s.2019 known as supplemental guidelines on the implementation of school-based feeding program for fiscal year 2019, the department of education, through the bureau of learners support servicesschool health division (blss-shd) shall implement the school-based feeding program (sbfp) to address malnutrition among public school children. sbfp covers all severely wasted (sw) and wasted (w) kindergarten to grade 6 pupils. the program primarily aims to improve nutritional status of the beneficiaries by at least 70% at the end of 120 feeding days. secondarily, it aims to increase classroom attendance and school performance of target beneficiaries by 85% to 100% and encourage learners to go to school every day. feeding program is guided by the theory of maslow’s hierarchy of needs (maslow, 1943) that is widely referred to in educational circles. in this theory, abraham maslow suggested that before individuals meet their full potential, they need to satisfy a series of needs. it’s important to note that maslow based his theory more on philosophy than on scientific evidence. however, maslow’s hierarchy of needs can provide teachers a reminder and framework that our students are less likely to perform at their full 1 teacher i taposo elementary school, candelaria district schools division of zambales, region iii, philippines * corresponding author’s email: jodyal.sahagun@deped.gov.ph https://doi.org/10.54536/ajmri.v1i1.152 https://journals.e-palli.org/home/index.php/ajmri mailto:mailto:jodyal.sahagun%40deped.gov.ph?subject= pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 24-28, 2022 potential if their basic needs are unmet. from the bottom of the hierarchy upwards, the needs are: physiological, safety, love and belonging, esteem, and self-actualization. are any students entering the classroom without their physiological needs met? are these students getting all of their basic physical needs? these basic needs include food, water, sleep, oxygen, and warmth. if all students have met these needs, they can successfully proceed to the next stage. to support students’ physiological needs, teachers should ensure that all students have access to water in their rooms. water bottles are a simple solution and research shows the many benefits of hydrated students. also, have nutritious foods available. foods with slow-burning complex carbohydrates (such as granola bars) can help students sustain energy levels throughout the morning or afternoon. the significance of learners’ physiological needs leads to the decision of the department of education (deped) to implement the school-based feeding program. school feeding programs (sfps) are considered to be a sound investment in education. there is evidence that sfps increase school enrollment (ahmed, 2004; gelli, meir, and espejo, 2007), cognition (whaley et al., 2003; kristjansson et al., 2007; jukes et. al., 2008) and educational achievement (tan, lane, and lassibille 1999; ahmed, 2004; adelman et. al., 2008), particularly if supported by complementary actions (simeon, grantham-mcgregor, and wong, 1995; van stuijvenberg et. al., 1999; jukes et. al., 2002). the study attempted to evaluate the schoolbased feeding program (sbfp) at taposo elementary school, candelaria district, division of zambales during the school year 2019-2020. specifically, this study is intended to investigate the impacts of sbfp among students, parents, teachers, and the overall impact of the program in school, what are the perspectives of school principal and school feeding coordinator in terms of difficulties encountered, satisfaction, and needed improvements, and eventually, this will lead to the proposed plan to improve school-based feeding program. the study is anchored on the assumption that the respondents are truthful and objective in expressing the impact of sbfp in different perspectives that will be used as the basis for the proposed comprehensive school improvement plan in sbfp. moreover, the respondents’ responses to the questionnaire are reliable bases in measuring the impact of the said program. the research is limited to analyzing the impacts of sbfp on improving students’ performance in school, students’ healthy lifestyle, positive attitude of parents towards the schooling of their child, improving key indicators of school performance and the overall operation of sbfp among grade 3 to grade 6 feeding recipients. and these school age children are those from 8-12 year of age. although the impacts of sbfp are studied in various ways, such as the impacts on nutrition, cognitive development, learning achievement, agricultural production, and so on, yet these aspects are beyond the scope of this research and hence are not covered here. in terms of geography, the study has been conducted in taposo elementary school one of the schools in candelaria district, division of zambales. the delimitation of this study is that it was conducted on small sample and hence this limits the ability of the findings to be generalized. likewise, the study gathered data only from grade 3 to grade 6 feeding beneficiaries ad their parents and thus it is difficult to represent the results of the study to lower grade levels. methodology in facilitating the gathering of data, methods were planned depending on the purpose and scope for which the study was undertaken. descriptive type of research was utilized in the study. descriptivesurvey research method was utilized to gather pertinent data from the respondents through a validated and reliable instrument with the sole purpose of identifying the impact of sbfp to school. after respondents answer the questions, researchers describe the responses given. in order for the survey to be both reliable and valid, it is important that the questions are constructed properly. questions should be written in a clear and easy to understand sentences (cumming et. al., 1989). answers to the survey were confirmed and enriched through informal interviews. all grade 3 to grade 6 feeding beneficiaries and their parents, the entire teaching personnel and the school principal in taposo elementary school, candelaria district, division of zambales during the school year 20192020 were taken as respondents in this study. thus, purposive sampling technique was utilized. this study involves the participation student-respondents (43%), parent-respondents (43%), teacher-respondents (11%), and school head and school feeding coordinator respondents (3%). in total, there are 54 respondents who were actively participated along the process of this study. the surveyquestionnaire was utilized as main instrument used in gathering data in this study. it is subdivided into six parts of investigation and the respondents were asked to rate the statements under the following variables using rating scale. part i and ii are intended for student-respondents that dealt with impact on improving students’ performance in school and improving students’ healthy lifestyle. part iii is designed for parentrespondents that determine their positive attitude towards the schooling of their child. part iv is for teacherrespondents to identify the impact on improving key indicators of school performance. part v is for the entire respondents to reveal the assessment of the overall operation of sbfp. and the last part is to be answered by the school principal and feeding coordinator, describing their insights on the difficulties encountered satisfaction with the program and plans for improvements. the first draft of the questionnaire was shown to his professor in advanced test, measurement and program https://journals.e-palli.com/home/index.php/ajmri pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 24-28, 2022 evaluation subject. suggestions for improvement of the instrument were properly considered. the improved draft was submitted to a dryrun test to bani elementary school, district of masinloc, and the nearby district of candelaria. this school is not included in the study. the purpose of the pilot testing of the questionnaire was to improve some items included in the instrument. based on the result of the dry run, the questionnaire was clearly understood and accepted. the improved instrument was submitted to the professor for correction, comments, and suggestions. upon approval, the final form was reproduced and administered to all respondents. the researcher sought permission from the school principal of taposo elementary school to authorize the distribution of the questionnaire to the respondents. with the approval of the proper authority, copies of questionnaire were distributed and retrieved to the target respondents. all data gathered by the instrument were tallied, tabulated, analyzed and interpreted accordingly using likert scale, percentage, and weighted mean. to complete the study with appropriate research guidelines, research ethics is very important. in considering ethical aspect of research, enough time is given to the respondents of the study so that they can depict their true view on research questions. primary and secondary data are used in this study. consent from the respondents was taken and appropriate permission is ensured for usage of their given data. confidentiality of the responses is maintained strictly to ensure privacy of their data. the disclosure of respondent identity is based on their permission where they are not willing so it is not exhibited. beyond that fact, usage of any secondary data from any source is acknowledged with appropriate reference. hence, the ethical aspect of research will be followed very strictly in this research. results and discussion this part presents, analyzes and interprets the different data gathered from the respondents with the use of questionnaire. impact of sbfp there are five identified impacts of sbfp to school, namely students’ performance in school; students’ healthy lifestyle; positive attitude of parents towards schooling of their child; key indicators of school performance; and the overall operation of the program. improving students’ performance in school the results in table 1 exposed that the school feeding program had shown a fair impact on learner’s performance having an average weighted mean of 2.33. the analysis indicates that the school feeding program had slightly increased examination performance, but in particular, it helped to get learners into school. there are several direct effects that involve the immediate impact of nutrition on the daily performance of a student. mental and behavioral problems can be traced back to unhealthy nutrition and poor eating habits. scientists have also established a link between student behavior and nutrition. access to proper nutrition can help students maintain psychosocial well-being and reduce aggression. this can have a positive effect on students by avoiding discipline and school suspension. table 1. impact on improving students’ performance in school statements wm dr 1. motivates students to go to/ stay in school 2.70 e 2.improves learning and cognition 2.26 f 3. improves grades 2.30 f 4.improves participation in class discussion 1.57 f 5.develops positive attitude towards learning 2.52 e 6.improves concentration in school 2.61 e average weighted mean 2.33 f impact on improving students’ healthy lifestyle it is very evident in table 2 that sbfp has fairly promoted healthy lifestyle to students, but it is close to excellent having an average weighted mean of 2.49. sbfp targets normal growth and development of feeding recipients and reduce the risk of diet-related diseases by early shaping of adequate dietary and lifestyle behaviors. table 2. improving students’ healthy lifestyle statements wm dr 1. develops healthy life habits (diet) 2.39 f 2. relieve short-term hunger 2.83 e 3. increases pupils’ energy intake 2.96 e 4. reduces frequency of illness 2.57 e 5. improves body mass index (bmi) 1.70 f average weighted mean 2.49 f feeding program has an important target and has the potential to improve the dietary habits and lifestyle of students while reducing incidences of obesity-related non-communicable diseases throughout the whole lifespan. positive attitude of parents towards the schooling of their child table 3 shows that the positive attitude of parents towards the schooling of their child is fairly influenced by sbfp with an average weighted mean of 2.07. upon looking at the weighted mean of each statement, no one reached an excellent judgment by the parentrespondents. table 3. positive attitude of parents towards the schooling of their child statements wm dr 1. motivates parents/guardians to send/keep child to school 2.13 f 2.. changes parents’ attitude regarding schooling 2.17 f 3. burden off of parents’ and guardians’ shoulders 2.39 f 4. increases involvement and participation in school programs 1.57 f 5. increases awareness in holistic/total development of child 2.09 f average weighted mean 2.07 f https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 24-28, 2022 the study recommends that the practice of schoolbased feeding program is difficult interventions; it can be with advantages if the policy makers and implementers can benefit from a careful examination of the program by involving local communities than depending on the allocated budget so as to ensure sustainability of the program. improving key indicators of school performance it is noticeable in table 4 that sbfp has an excellent impact on the improvement of key indicators of school performance, such as attendance, drop-out, enrollment, promotion and completion that has an average weighted mean of 2.53. this impact is indeed observed by teachers. table 4. improving key indicators of school performance statements wm dr 1. reduces absenteeism 2.50 e 2. reduces drop-out 2.50 e 3. increases enrollment 2.67 e 4. increases promotion and completion 2.83 e 5. improves mps in all learning areas 2.17 f average weighted mean 2.53 e there is also evidence to suggest that diets with high amounts of trans fat and saturated fats can have a negative impact on cognition. this will harm the ability of students to learn at a pace necessary for school success. overall operation of sbfp based on the experience of the entire respondents, the desirable practices of the overall operation of sbfp are sometimes observed with an average weighted mean of 2.22 as shown in table 5. table 5. improving key indicators of school performance statements wm dr 1. possesses a complete cooking equipment and storage at school 2.31 s 2. performs immediate distribution of foods on time and regularly 2.54 a 3. provides enough amount/servings of foods 2.57 a 4. provides a variety of nutritious/ healthy foods 2.93 a 5. improves mps in all learning areas 1.91 s 6. engages networking with parents and external stakeholders 1.46 n 7. fund is properly allocated 2.31 s 8. transparency of budget, planning, and allocation processes are well communicated 2.17 s 9. distributes hygiene kit to feeding program recipients. 1.98 s 10. allocates iron folic supplements to all feeding program beneficiaries (tablet or syrup) 2.06 s average weighted mean 2.22 s feeding equipment in school is inadequate to sustain the desired operational practices of the program. mps in all learning areas has a minor increase. sbfp never encouraged parents and stakeholders to come and participate in school programs. this area should be one of the focuses for improvement. transparency of budget allocation, distribution of hygiene kit and iron supplement is sometimes observed in this school. there should be a proper communication between the school and its stakeholders or other concerned person. in contrary, immediate distribution of nutritious foods with enough amount of serving is always observed during the implementation of sbfp. perspective of administrators the school principal and school feeding coordinator provided their perspectives on sbfp to the researcher based on what they have experienced and observed. difficulties encountered during the implementation of sbfp there were problems encountered in the implementation of sbfp, such as the inability of helper or parents to attend regularly in the preparation of food, additional work in bringing commodities, marketing, and the beneficiaries who dislike vegetables. satisfaction the school was satisfied with the outcome of sbfp to the extent that it reduces hunger to pupils belong to a marginalized family. in addition to that, their nutritional status was improved. the program promoted good health, as well as to reduce inequities by encouraging families to send their children to school given the incentive provided by the school feeding program. improvements needed upon the implementation of the program, it was observed that there is a need to re-examine program cost per beneficiary. there should also have a strong policy obliging the parents to have a regular schedule of coming to school and help in the preparation and distribution of foods. conclusion it is found that improving students’ performance in school, improving students’ healthy lifestyle, positive attitude of parents towards the schooling of their child and the overall operation of sbfp in school are all, on average, or fairly observed, being positive attitude of parents towards the schooling of their child was the least observed among other impacts. but it could be inferred that improving key indicators of school performance is attributed to the excellent effect of the sbfp. it is concluded that the school agreed on the positive effect of the program in alleviating short-term hunger in school and uplifting the nutritional status of beneficiaries. on the other side, the findings showed that, whilst the program has increased key indicators of school performance, the major impediment to the implementation of sbfp is the parental involvement. it is observed that the existing program presents less incentive to attract parents to https://journals.e-palli.com/home/index.php/ajmri pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 24-28, 2022 engage networking and involvement in school program. one possible reason for this is that parents in this locale actively contribute towards their households’ livelihood by generating income or taking care of household chores. thus there is unwillingness on the part of parents to come to school because of some obligations in the family. nevertheless, such generalization could be inconclusive given limited data set and smaller sample size. moreover, the study shows that the challenges facing the implementation of sbfp are diverse. the deficiencies of policy formulation and implementation emerged as the major source of challenges facing the implementation of the community. of great importance also is the role played by the school and its stakeholders that the program is wellmanaged. recommendations because school-based feeding program by itself cannot enhance students’ performance; it is also of paramount importance to increase the teaching quality through hiring adequate and qualified teachers as well as improving school infrastructures and ensuring sufficient learning materials. it is important to strengthen the community participation in organizing and implementing sbfp. this is because community assisted schools offer certain advantages such as increasing the contact, and hence communication between parents and teachers, officials and others; giving parents the opportunity to become more aware of what goes on at schools; and serving to raise the value of education/the school for parents and the whole community. the need to revamp the policy framework detailing the management of sbfp. additional budget allocation is also needed in this program, but if this cannot be augmented by the government, the school shall extend networking to its stakeholders for supplementary resources. the study shows that school meals are provided during lunch break of the school, and thus children who travel long distances to reach school remain hungry during the first half of the school day. program managers and policy makers should, therefore, consider the possibility of delivering meals early in the day before lesson begins. such adjustment also makes children concentrate during the entire school period. likewise, the prospect of implementing take home foods in addition to school meals should also be assessed to reach some member of households and increase the benefit of school participation. therefore, this study proposes to design and initiate a comprehensive school improvement plan to increase the beneficial impact of school-based feeding program. references ahmed, a. u. (2004). impact of feeding children in school: evidence from bangladesh. international food policy research institute. alderman, h., & bundy, d. (2012). school feeding programs and development: are we framing the question correctly? world bank research observer. https://doi.org/10.1093/wbro/lkr005 cumming, a., bereiter, c., & scardamalia, m. (1989). the psychology of written composition. the modern language journal. https://doi.org/10.2307/327270 gelli, a., meir, u., & espejo, f. (2007). does provision of food in school increase girls’ enrollment? evidence from schools in sub-saharan africa. food and nutrition bulletin. https://doi. org/10.1177/156482650702800203 grantham-mcgregor, s. m., chang, s., & walker, s. p. (1998). evaluation of school feeding programs: some jamaican examples. american journal of clinical nutrition. https://doi.org/10.1093/ajcn/67.4.785s jukes, m. c. h., drake, l. j., & bundy, d. a. p. (2007). school health, nutrition and education for all: levelling the playing field. in school health, nutrition and education for all: levelling the playing field. https:// doi.org/10.2471/blt.08.059519 maslow, a. h. (1943). a theory of human motivation. psychological review. https://doi.org/10.1037/ h0054346 micronutrient fortification: wfp experiences and ways forward. (2006). food and nutrition bulletin. https:// doi.org/10.1177/156482650602700110 pantuliano, s. (2007). from food aid to livelihoods support: rethinking the role of wfp in eastern sudan. disasters. https://doi.org/10.1111/j.14677717.2007.00350.x pollitt, e. (2009). iron deficiency and educational deficiency. nutrition reviews. https://doi. org/10.1111/j.1753-4887.1997.tb06464.x pollitt, e., cueto, s., & jacoby, e. r. (1998). fasting and cognition in welland undernourished schoolchildren: a review of three experimental studies. american journal of clinical nutrition. https://doi.org/10.1093/ ajcn/67.4.779s simeon, d. t., grantham-mcgregor, s. m., & wong, m. s. (1995). trichuris trichiura infection and cognition in children: results of a randomized clinical trial. parasitology. https://doi.org/10.1017/ s0031182000064799 tan, j. p., lane, j., & lassibille, g. (1999). student outcomes in philippine elementary schools: an evaluation of four experiments. world bank economic review. https://doi.org/10.1093/wber/13.3.493 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) improving the performance practice of 21st century music of grade 10 students through digital learning material roel a. villasanta1* volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.322 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 04, 2022 accepted: june 17, 2022 published: june 19, 2022 this study determined the effectiveness of ict in teaching science concepts. this study utilized a true experimental design, specifically the pretest-posttest two-group design. a teachermade test was used as pretest and posttest to assess the pupils’ level of knowledge about science concepts. the subject of the study was a rural school in ilocos norte. one class was assigned as the control group while the other was the experimental group. data were analyzed using frequency counts, percentage distributions, means, standard deviations, t-test of correlated of dependent samples and t-test of difference. the results showed a significant difference between the pretest and posttest mean scores of the two groups with their posttest mean scores being significantly higher than their pretest mean scores, indicating that the two methods were effective in teaching science concepts. however, the results of the t-test of difference between the posttest mean scores of the two groups showed that the posttest mean score of the experimental group was significantly higher than that of the control group. this implied that the ict integration were more effective than the lecture-discussion method in teaching science concepts to the grade five pupils. keywords science concepts, e-learning materials 1 sanchez mira school of arts and trades, philippines. * corresponding author’s e-mail: roel.villasanta@deped.gov.ph introduction many things are learned consciously and unconsciously using different strategies in absorbing and processing them. there is no right way of learning for a specific situation because everyone has his/her own style of learning which can vary from one situation to another. because of the variety of learning theories and styles, one can choose from different strategies and styles in situations so as to use the most efficient one (kahninen, 2008). learning is a complex process where student motivation, teacher competence, learning material a,nd several other aspects interact with each other. over the past few decades t,he traditional classroom setting has gradually changed into a virtual environment. the technical revolution has dramatically changed the learning process, at the same time has brought about different opportunities to learn. but the different issues about learning that have to be taken into account are still the same. the basic learning concepts remain the same; students still have to be motivated and learning materials still have to be interesting and easily accessed. (kahninen, 2008). the world in which we live is changing rapidly and the field of education is striving to keep in step with these changes, particularly with regard to media services. the old days of an educational institution having an isolated audio-visual department are long gone! the growth in the use of multimedia within the education sector has accelerated in recent years, and looks set for continued expansion in the future. teachers are primarily required to access learning resources which can support concept development by learners in a variety of ways to meet individual learning needs. the development of multimedia technologies for learning offers new ways in which learning can take place in schools and home. the e-learning materials covers different subjects and topics. there are commercially available packages which are produced by experts, which cover a wide range of subjects at the different levels of education. another form of e-learning material which is used in teaching and learning is the teacher-made packages or improvised instructional packages. both the commercially available and the improvised instructional packages are good and useful in teaching and learning science subjects but their effectiveness, adaptability, malleability and versatility depends on how well the teacher has been prepared to handle these (etukodo, 2010). for commercialized e-learning materials, teachers are required to learn certain skills to be able to use them. the learners even need to develop the prerequisite entry behaviors that can enable them to handle or be taught with computer assisted instruction (cai). however, it should be noted, that using ict materials provides an enhanced learning experience, especially so when the material is presented with pedagogical underpinning, is easy to navigate, is reflective, and wellthought out to enhance student learning and promote the development of active learners rather than passive recipients. research questions this study aimed to determine the effectiveness of ict integration towards the different schools in ilocos norte. specifically, it sought answers to the following questions: 1. what is the level of performance of the two groups in the pretest? 1.1 is there a significant difference between the pretest mean scores of the two groups? https://doi.org/10.54536/ajmri.v1i3.306 https://journals.e-palli.com/home/index.php/ajmri mailto:roel.villasanta%40deped.gov.ph?subject= pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-10, 2022 2. what is the level of performance of the two groups in the posttest? 3. how effective are the two methods in teaching science concepts? 3.1 is there a significant difference between the pretest and the posttest mean scores of the pupils in the group a? 3.2 is there a significant difference between the pretest and the posttest mean scores of the pupils in the group b? 3.3 is there a significant difference between the posttest mean scores of the two groups? literature review status of philippine science education the average school and the larger society do not nurture science-oriented students. science is taught in the elementary grades primarily as absorption of information from textbooks and the teacher, with little emphasis on observation, information gathering, and the sense of discovery. in high schools, experiments, if done at all, are “de kahon” where students go perfunctorily through the steps in procedures, without thought of whys, but rather with concern about getting the laboratory reports done and using “predetermined” results (ibe and ogena, 1998). that is why the performance of philippine students in the international standardized exams in science is among the lowest in the world. identifying solutions is like walking into a cave without knowing where to go out. it is very likely that solutions drawn from mere presumption and prejudgments are not going to work, and problems will simply continue to linger. science education in the country may even deteriorate further without paying attention to evidence. the situation two decades ago has hardly changed. the usual perception of science and mathematics as being difficult subjects is carried over and perpetuated in college, and has resulted in very low success in all attempts to produce a critical mass of scientists for the country. there is still a very low percentage of high school students taking up science courses in the university. therefore, learning packages had to be constructed in order to help in the enlightenment of science education in the country. with the help of learning and instruction packages, learning is facilitated efficiently. the ict material in teaching the e-learning material is a form of computerassisted instruction (cai) that relies on and emphasizes effective and active classroom learning. the package is developed by using multimedia technology to increase learning effectiveness. an e-learning material gives an opportunity for pupils to interact with and get feedback from lessons. the e-learning material would be more attractive to pupils for this reason and would promote effective learning. one of the important things which enable pupils to understand concepts on a e-learning material is the use of multimedia that can stimulate students‘ attention because it can allow students to have fun during learning. elements of multimedia. the elements used in multimedia have all existed before. multimedia simply combines these elements into a powerful new tool, especially in the hands of teachers and students. interactive multimedia weaves five basic types of media into the learning environment: text, video, sound, graphics and animation. since the mode of learning is interactive and not linear, a student or teacher can choose what to investigate next (asthana, 2010). text is the most common medium of presenting information. it is also used to communicate a concept or an idea. it should effectively complement the other media. factors that influence the textual communication are typeface, font and style, kerning, animation, special effects, special characters and hypertext. while dealing with text in multimedia it is very important to note that it is not the only means of communication. in multimedia, text is most often used for titles, headlines, menus, and navigation keys (asthana, 2010). audio is another vital media in a multimedia presentation. audio is available in different file formats and the appropriate file format is chosen to maximize its performance. sound editors play an important role for converting file formats and also for enhancing the quality of sound. in most cases, sound files are imported and edited for a multimedia application (asthana, 2010). video in multimedia is an extremely useful communication tool for presentations. it illustrates ideas and concepts besides capturing real world events (asthana, 2010). videos allow teachers to reach students who are visual learners and tend to learn best by seeing the material rather than hearing or reading about it. teachers can access video clips through the internet instead of relying on dvds or vhs tapes. websites like youtube are used by many teachers. teachers can use messaging programs such as skype, adobe connect, or webcams, to interact with guest speakers and other experts. interactive video games are being integrated in the curriculum at both k-12 and higher education institutions. graphics is the most commonly used element of multimedia. the richness of multimedia and the effective communication are through graphic presentations. the attributes of color, texture, pattern and animation enrich a multimedia presentation (asthana, 2010). animation is designed as a simulation of movement created by displaying a series of pictures or frames. animation strictly is a visual illusion. it builds dynamism, energy and motion to inanimate objects. it also adds the dimension of time to graphics. computer animation is relevant to multimedia as all the presentations are developed on the computer (asthana, 2010). “make me genius” is an example of an effective e-learning material that is readily available in the web. it was designed by indian developers that aimed to promote science education in an easy manner of understanding. videos and the brain https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-10, 2022 there are hundreds of volumes on the topic of the brain. however, the primary interest here is only on how a video is processed in students’ brains to facilitate learning. this review covers: (a) core intelligences of verbal/linguistic, visual/spatial, musical/rhythmic, and emotional, (b) left and right hemispheres, (c) triune brain, (d) brain wave frequencies, and (e) video-brain conclusions. core intelligences. among gardner’s 8.5 multiple intelligences verbal/linguistic, visual/spatial, and musical/ rhythmic are core intelligences in every student’s brain. here are brief descriptions: verbal/linguistic: a person with this intelligence learns by reading, writing, speaking, listening, debating, discussing, and playing word games visual/spatial: this person learns by seeing, imagining, drawing, sculpting, painting, decorating, designing graphics and architecture, coordinating color, and creating mental pictures musical/rhythmic: this requires learning by singing, humming, listening to music, composing, keeping time, performing, and recognizing rhythm these three intelligences are part of that unique profile of strong and weak intelligences that every student possesses. neuroscience research has confirmed the physical difference in the neuronal networks of each student’s brain (zull, 2002). instructors can only work with what each student brings to the classroom. this pluralistic view of the mind permits faculty to think of exposing their students to a wide range of learning strategies. drawing from four to six intelligences allows virtually every student to use their strength intelligences as well as to strengthen their weaker ones. videos can tap verbal/linguistic and visual/spatial, and even musical/rhythmic (goleman’s, 1998) emotional intelligence is also tied to videos. intrapersonal intelligence involves self-reflection, selfdirection, self-motivation, controlling impulses, planning, independent study, and metacognition; interpersonal emphasizes relating, cooperating, empathizing, teaching, leading, connecting with others, resolving conflicts, and social activities. the music alone in videos can elicit emotional reactions of liking or disliking and excitement or arousal (macaluso, & d’urso, 1994). video clips can be used to communicate with learners at a deeper level of understanding by touching their emotions. left and right brain hemispheres. there are separate hemispheres of the brain that relate to two ways of thinking: verbal and nonverbal (gazzaniga, 1992). the left hemisphere is predominately the logical and analytical side that processes information sequentially as in mathematics, logic, and language. it is also the verbal side that is structured, factual, controlled, rational, organized, planned, and objective (miller, 1997). in contrast, the right hemisphere is the nonverbal, creative side which is spontaneous, emotional, disorganized, experimental, empathetic, subjective, intuitive, and seeking relationships. it focuses on art, color, pictures, and music (jourdain, 1997). a video clip engages both hemispheres. the left side processes the dialogue, plot, rhythm, and lyrics; the right side processes the visual images, relationships, sound effects, melodies, and harmonic relationships (hébert & peretz, 1997). triune brain. a cross section of the brain would reveal that it has three layers: (a) the stem or reptilian brain (5%), which performs basic tasks, such as breathing, pulse, and heart rate, determines the nature of sound, its direction, volume, and its potential threat, (b) the inner layer or limbic brain (10%), which is the center of our emotions, reacts to videos with appropriate emotions and long-term memory, and (c) the outer layer wrapper bark called the neocortex or cerebral cortex brain (85%), which controls hearing, vision, language, and higher-level functioning and responds to the video clip intellectually (maclean, 1990). the latter thinking brain absorbs the sounds of the reptilian brain and feelings of the limbic system and organizes them into a video production. this triune concept facilitates our understanding and creation of video clips. brain wave frequencies. another aspect of brain functioning is brain wave frequencies. among the four types of waves—delta, theta, alpha, and beta—that relate to various levels of consciousness, the alpha and beta waves have particular implications for videos. delta deep sleep or theta shallow sleep, deep contemplation and free-flowing creativity may be characteristic of students in classes where the instructor just lectures. alpha waves occur when students are in a relaxed state of awareness, such as after they wake up in class. the right hemisphere is primarily engaged in alpha when they’re reading, studying, or reflecting. the emotions are dominant and the left hemisphere’s rationality drops out of sight temporarily. slow, reflective, thought-provoking video clips foster alpha waves. they relax the brain, which can be useful when reviewing content so it passes into long-term memory (millbower, 2000). beta waves are the patterns of a fully awake mind, when the left hemisphere kicks into action. this is multitasking mode for the net generation of students. they are functioning at optimum speed. fast action, jackie chanrush hour, mission: impossible-type video clips can snap students to attention who are in a drifting alpha or meditative theta state. they are now super-alert, ready for whatever activities the instructor has planned. selecting appropriate videos choosing videos for classroom use involves several issues. this section provides guidelines for faculty in the following forms: (1) criteria for selection, (2) types of videos, and (3) sources for selecting videos. after this section, it will finally be time to consider 12 techniques for embedding video clips into teaching. criteria for selection. videos are rated from g for general audiences with no restrictions to nr where no one except rodents is allowed to watch it because it’s so evil. more important are the content ratings for graphic violence, obscene language, nudity, sexuality, and gore. commercial https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-10, 2022 movies and music videos are out of control. anything and everything are used to attract audiences. if a video clip or the whole movie is going to be used as a teaching tool, criteria must be established for what is appropriate and acceptable in a teaching-learning context. each instructor should set his or her own standards for videos, just as standards may have already been set for other types of classroom behaviors, such as offensive humor (berk, 2003), inappropriate or disparaging comments, and issues of civility. there are three sets of criteria that must be considered: (a) the students’ characteristics, (b) the offensiveness of the video, and (c) the video structure. the first set of criteria relate to salient socio-demographic characteristics: age or grade level, gender, ethnicity, and language-dominance. instructors know their students and these characteristics are a must consideration in choosing the right video. the second set of criteria concerns the possible offensiveness of the video according the categories mentioned previously, plus content irrelevant to the reason for showing the video, such as: put-downs or ridicule of females, racial and ethnic groups, professions, politicians, and celebrities; mental or physical abuse of anyone; drug use; and other offensive content. clear standards for acceptable content should be delineated. the video is being used to facilitate learning, not impede it. a student who is offended by a video clip will withdraw, turn off, and harbor anger, which are emotions hardly conducive to learning. what is interpreted as offensive is a very personal decision by each student based on his or her own values, beliefs, and principles. the instructor should make every effort to reject any material that is even borderline or potentially offensive. the pool of available videos is large enough that picking the right stuff should not be a problem. if it is a problem, the instructor should seek counsel from colleagues who would be sensitive to such issues. finally, the structure of the video must be appropriate for instructional use. the following guidelines are suggested when creating video clips: (a) length, as short as possible to make the point, edit unmercifully to a maximum of three minutes unless the learning outcome requires a lengthier extract; (b) context, authentic everyday language use unless purpose relates to language; (c) actions/visual cues, action should relate directly to purpose, eliminate anything extraneous; and (d) number of characters, limit number to only those few needed to make the point, too many can be confusing or distracting. steps in using a video clip in teaching the most common procedure for using a video clip in teaching consists of the following steps: (1) pick a particular clip to provide the content or illustrate a concept or principle; (2) prepare specific guidelines for students or discussion questions so they have directions on what to see, hear, and look for. what’s the point of the clip? make it clear to the students; (3) introduce the video briefly to reinforce purpose; (4) play the clip; (5) stop the clip at any scene to highlight a point or replay clip for a specific in-class exercise; (6) set a time for reflection on what was scene; (7) assign an active learning activity to interact on specific questions, issues, or concepts in clip; and (8) structure a discussion around those questions in small and/or large group format. these eight steps are the basic elements in most content applications. video clips can be used in that mold or the teacher can broaden his applications far beyond those steps. seriously consider students’ survey results on tv programs, movies, commercials, and music videos. another set of steps are as follows: (1) provide content and information(2) illustrate a concept or principle(3) present alternative viewpoints (4) apply content to real-world applications (5) serve as a stimulus for learning activities(6)provide a good or bad application to critique(7) exaggerate a particular point(8) snap students to attention(9) insert into collaborative learning exercises(10) motivate and inspire(11) provide a commercial break(12) signal return from a class break. effectiveness of e-learning materials e-learning produces great results by decreasing costs and improving performance. also, unlike a one-time classroom session, the e-learning course is available for others. this includes the static e-learning course as well as any ongoing conversations in networked communities. with e-learning, each time the course is accessed, the return on investment improves because the producers are dividing the fixed production costs by number of use. it also has savings through decreased travel and reduced material. it decreases material cost, increases productivity and it supports learners’ development. it has a real-time access and it gives people freedom to fail. the combination of multimedia and instructional design can produce a very rich learning experience that is repeatable. when good practice activities with feedback are added and have a learning environment that’s going to help learners retain the course content, this will produce results. e-learning offers control to the learners in a way that classroom learning doesn’t. materials give ongoing access to resources and include all sort of online technologies. the foundation of a learning community is built on sharing with others. e-learning is good for the environment. britain’s open university’s study found that producing and providing distance learning courses consumes an average of 90% less energy and produces 85% fewer co2 emissions per student than conventional face-to-face courses. e-learning is cost effective and can produce great results. ict uses, benefits and values derived a good program establishes an interaction circuit through which the user and the computer are apparently in a continuous communication. researches into learning styles show that students learn better through specific modalities such as visual, oral and kinetic. the goal of interactive multimedia is to provide to the student the choice of these modalities in a learning environment (crawford, 1990). https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-10, 2022 besides being a powerful tool for making presentations, multimedia offers unique advantages in the field of education. for instance, text alone simply does not allow students to get a “feel” of any of shakespeare’s plays. in teaching biology, an instructor cannot make a killer whale come alive in a classroom. multimedia enables us to provide a way by which learners can experience their subject in a vicarious manner. the key to providing this experience is having simultaneous graphic, video and audio, rather than in a sequential manner. the appeal of multimedia learning is best illustrated by the popularity of the video games currently available in the market. moreover, under conditions of chronic under-funding, multimedia can provide an enhanced or augmented learning experience at a low cost per unit. it is here that the power of multimedia can be unleashed to provide longterm benefit to all. multimedia enables learning through exploration, discovery, and experience. technology does not necessarily drive education. that role belongs to the learning needs of students. with multimedia, the process of learning can become more goal-oriented, more participatory, and flexible in time and space, unaffected by distances and tailored to individual learning styles, and increase collaboration between teachers and students. multimedia enables learning to become fun and friendly, without fear of inadequacies or failure (reddi and mishr, 2003). there are different values and benefits attained when people learn to harness tools in teaching such as using a multimedia. it gives benefits to the learners, assimilation and retention of knowledge is increase, pace, texture and more creative structure makes the learning process more fun, interest, concentration, involvement and interaction levels will increase, accessible to the extensive range of subject areas. problems and difficulties met in using mmltimedia. the number and size of elements in the package will affect the access time while the multimedia components (for graphics, audio, animation, etc) are always of big size. there is always a tension between the minimization of the large files (for graphics, audio, animation, etc) and the maximization of the multimedia components. a compromise is that only those that can significantly enhance the program are used. related studies about ict integration boster, meyer, roberto, & inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found to increases student achievement. the study of more than 1,400 elementary and middle school students in three virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone. the study of chan (2001) explored the effects of a problem-based computer-assisted instruction (pbcai) on students’ earth science achievement in taiwan. an analysis of covariance on the earth science achievement test posttest scores with students’ iq and pretest scores as the covariates suggested that the pbcai was more effective in promoting students’ achievement. quintana (1979) developed, tried-out and validated learning activities on soil for intermediate pupils and on philippine wildlife for secondary schools. these learning activities were found to be effective in providing meaningful experiences to students. cavanaugh’s synthesis (2001) of 19 experimental and quasi-experimental studies of the effectiveness of interactive distance education using video-conferencing and telecommunications for k-12 academic achievement found a small positive effect in favor of distance education and more positive effect sizes for interactive distance education programs that combine an individualized approach with traditional classroom instruction. in the study of roschelle, et.al. (2000) they found that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry “by engaging students in authentic, complex tasks within collaborative learning contexts” results from other studies of perez-prado and thirunarayanan (2002) also suggest that students can benefit from technology-enhanced collaborative learning methods and the interactive learning process. means and olson (2000) identified four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to realworld contexts. they also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school’s capacity for change. cavanaugh, et.al. (2005) in their studies prove that simulations, manipulative, online tutoring and tutorials that offer student feedback can increase performance, decrease failure, and provide students with visual and cognitive support they need to master abstract concepts. ict integration in education has its merits. its use not only changes the traditional ways of teaching, but also requires teachers to be more creative in adapting and customizing their own teaching materials and strategies (reid 2002). among all the teaching methods and strategies, collaborative learning, problem-based learning, and the constructivist approach are the most widely used teaching strategies to deal with the challenges of ict use (abbott and faris 2000). this corroborates the suggestion of palak and walls (2009), as well as tezci (2011), that technology integration will not have the desired effect without student-centered classroom practices. therefore, ict integration in education cannot be implemented in isolation. when it is applied in combination with diverse teaching methods and approaches, especially constructivist practices, learning outcomes may be more successful. on this basis, future researchers are recommended to https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-10, 2022 undertake studies related to the benefits and challenges of a combination of ict and other student-centered approaches such as collaborative learning across in order to explore teacher perceptions of school culture related to the level of ict usage, tezci (2011) examined turkish teacher perceptions from both the technical and motivational perspectives. the results showed that their perceptions from both perspectives were not positive, because the majority did not believe that they would receive adequate technical and motivational support from their school. however, as the school culture became more positive, the teachers’ ict usage level increased. ward and parr (2010) stated that teachers need to feel confident in their ability to facilitate student learning with technology in order to integrate technology into their classrooms. to achieve this goal, more professional development is required with a focus on increasing teachers’ skills so that they are able to overcome apprehensions associated with using technology. further, ertmer and otternbreit-leftwich (2010) believe that new teaching approaches and technical support should be offered by schools to allow them to retain control while facilitating learning with computers. overall, implementing effective teaching with technology integration requires changes in teachers’ knowledge, beliefs, and school culture. the annual survey of trends in education10 shows an increase in the provision and availability of ict in schools. the head teachers’ survey identified a variety of funding sources for ict including: school budget; government grants; supermarket voucher schemes and parent/teacher associations. the majority of respondents recognized the potential of ict, and the internet in particular, for teaching. technical support is perceived to be the responsibility of the teacher by half of the respondents to the annual survey of trends in education. however, not ime is allocated to the task. only 12 per cent of schools employed a specialist technician. a survey of schools undertaken in 23 countries by the organization for economic co-operation and development (oecd) and the cognitive enhancement research institute (ceri) revealed barriers that inhibit the use of ict in teaching generally. lack of opportunities for staff development during working hours, teacher resistance resulting from personal teaching styles and/or negative attitudes towards ict, and limited infrastructure (especially technical support) are identified as inhibiting progress towards transformation in schools. venezky (2002) cites cases where teachers are reluctant to integrate ict into their practice. the reasons given include: fear of technical problems, and a preference for traditional teaching methods. there are cases in evidence where the integration of ict has been successful in spite of technical problems. for example, in germany, ict competence amongst staff and a ‘critical level’ of ict infrastructure are perceived to be the key critical success factors for the implementation of ict in teaching and learning. however, staff training is not necessarily a prerequisite for implementation. the research also reveals inconsistencies between ict training and its application in the classroom, suggesting that some staff do not have the confidence to put their learning into practice. in the case of sweden, staff turnover is perceived as a barrier to sustainability. one study, commissioned by the department for education and employment in scotland, aimed to evaluate the influence of computer technology on the career ‘preparedness’ of students in schools, the careers education and guidance process in schools, and the integration of schools and careers services. a simple relationship between ‘preparedness’ and ict was not identified. indeed, computer support had little or no impact on the guidance interview itself. pupils who were ‘better prepared’ had been engaged in a structured, careers education programme that was supported by staff and senior management. in addition, their schools had established a good relationship with the careers service. research commissioned by the department for education and skills (dfes) and carried out by the northern economic research unit at the university of northumbria identified a range of key factors affecting ict usage. engagement with ict is perceived as standard practice and beneficial in terms of providing effective ways of managing large quantities of information. ict can enable young people to self-help by providing answers to questions relating to jobs, careers, education and training. however, ict is not considered to have a role in career planning. the study of lee and hu (2008) explored some possibilities of conducting design-based research on contemporary learning it was observed that unexpected emergence of systemic changes, or even transformation, seemed quite common at the level of a course. kahiigi (2013) who studied the integration of e-learning into the education system viewed e-learning as one of the responses to meet growing need for high quality education. it focused on how collaborative e-learning can be integrated in the teaching and learning process to support learning at the university level in a developing country. dietinger (2003) explained that the technological basis e-learning environments, proved to be an appropriate tool which can support the learning process efficiently, effectively and satisfactorily. in the future they will open up to a new dimensions in the world of learning we never experienced before. with their help the right knowledge will be learnt at the right time, by the right person, in the right context. bose (2003) studied and reported the experience of an e-learning pilot project selected by the educational technology unit (edutech) of the centre for academic development (cad), university of botswana (ub). this course utilized a student centered e-learning package that retained the learning qualities of traditional teaching, personal guidance, and mentoring, while seeking to https://journals.e-palli.com/home/index.php/ajmri pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-10, 2022 enhance students’ research and computer skills. the study of goh (2007) on multiplatform e-learning system of evaluation played an important role for e-learning systems designers to improve the adaptation process and to enhance the level of learner satisfaction in multiplatform e-learning systems. in the paper of shah and fatul (2006) they found out that there is a positive result on the impact of e-learning has brought to tertiary level of students adopting e-learning and that the contribution of modern technology has brought almost achieving quality education. jones (2011) answered the problem of how to design, implement and support information systems that effectively and efficiently support e-learning within universities. this problem is increasingly prevalent and important to the operation of universities. chusovlyanova and chusovlyanova (2013) devoted to the development of e-learning package used in english language teaching and learning in technical universities in russia and proves to be effective. the study of kybartaite et.al (2007) revealed that there exist theoretical and practical possibilities to create high quality e-learning education for biomedical engineering compared to traditional method. zehry et.al (2011) proves in their study that e-learning resources within medical education facilitate the learning process for medical professionals especially in the current era where there is a great emphasis on lifelong learning and competency-based education. the study of wu (2002) demonstrated that it is possible to build a reusable and adaptive e-leaning system based on learning objects and xml technologies. this system provides four tutorial courses, which illustrated the reuse of learning objects and the distribution of individually tailored learning content. these studies revealed that e-learning materials developed and validated based on the abilities of the learners helped improve their specific skills. the studies bared the importance of e-learning in the life-long learning process of diversified learners as it enhanced their skills and mastered concepts. methodology this study utilized a true experimental design, specifically the pretest-posttest two-group design where two sections of grade five pupils of a rural school in ilocos norte. one section was randomly selected as the group a and the other as the control b. a pretest was conducted to the two groups and their scores were statistically compared. the experimental class was taught the science concepts using the e-learning materials, while the control group was taught the same lessons using the traditional method. after all the lessons were taught to the groups, a posttest was administered and their scores were compared with the pretest scores of each group to determine the gain of each, then the posttest results of the two groups were statistically compared to determine which method was more effective. the main instrument used in this study to gather data was the test on concepts constructed by the researcher to test the level of performance of the pupils in forming science concepts. test on concepts. this is a 50-item multiple choice teacher-made test constructed by the researcher on the different science concepts. it was used as a pretest to determine the level of performance of the pupils about the different science concepts on the following topics: rocks, rocks cycle, weathering, erosion, earth, atmosphere and its layers, global warming, weather, climate, water cycle, solar system and the moon. the same set of test was used as a posttest to determine the level of performance of the pupils on science concept formation. the following statistical tools were employed to analyze the data for this study: frequency distributions, means and standard deviations were used to describe the level of performance of the pupils in the experimental and the control groups in the pretest and posttest. the t-test of difference between means of two correlated or dependent samples was used to test the significance of the difference between the pretest and posttest mean scores of the pupils in each of the two groups. the t-test of difference between means of two independent samples was used to compare the posttest mean scores of the experimental and control groups. in all tests of significance, the level of significance was set at the .05 probability level. results and discussion level of performance of the two groups in the pretest the frequency and percentage distributions of the pretest scores of the two groups are shown in table 1. results show that in group a, 22 (59.46%) of the pupils table 1. distribution of pretest scores of the two groups. scores descriptive interpretation group a group b f % f % 41-50 outstanding 0 0.00 0 0.00 31-40 very satisfactory 1 2.70 2 5.41 21-30 satisfactory 14 37.84 8 21.62 11-20 fair 22 59.46 24 64.86 0-10 poor 0 0.00 3 8.11 total 37 100.00 37 100.00 mean 19.57 (fair) 17.81 (fair) *sd 5.97 6.65 https://journals.e-palli.com/home/index.php/ajmri pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-10, 2022 got scores within the range 11 to 20 with a descriptive interpretation of fair, while 14 (37.84%) got scores within the range 21 to 30 and with a descriptive interpretation of satisfactory, and only one (2.70%) got a score within the range of 31 to 40 and with a descriptive interpretation of very satisfactory. in group b, 24 (64.86%) of the pupils got scores within the range 11 to 20 with a descriptive interpretation of fair, while 8 (21.62%) got scores within the range 21 to 30 with a descriptive interpretation of satisfactory, and 2 (5.41%) pupils scored within the range 31-40 and got very satisfactory rating. the mean scores of the two groups which are 19.57 and 17.81, respectively, indicate that the pupils have fair level of knowledge on the concepts covered in the study. this indicates that the pupils are not yet fully aware of the science concepts. table 2. results of the t-test of difference between the pretest mean scores of the two groups. group n pretest mean score difference t-value probability a 37 19.57 1.76 1.196ns .236b 37 17.81 ns – not significant *e-experimental *c-control table 3. distribution of posttest scores of the two groups. scores descriptive interpretation group a group b f % f % 41-50 outstanding 7 18.92 2 5.41 31-40 very satisfactory 20 54.05 7 18.92 21-30 satisfactory 8 21.62 18 48.65 11-20 fair 2 5.41 10 27.03 0-10 poor 0 0.00 0 0.00 total 37 100.00 37 100.00 mean 19.57 (very satisfactory) 17.81 (fair) *sd 5.97 6.65 *standard deviation comparing the pretest mean scores of the two groups, the results of the t-test displayed in table 2 shows that the pretest mean score of the pupils in the group a (19.57) is not significantly different from the pretest mean score of the pupils in the group b (17.81) as indicated by the computed t-value of 1.196 with a probability of .236 which is greater than the .05 level of significance. this finding implies that the pupils in both groups have more or less the same entry level of knowledge about the science concepts covered in the study, hence the two groups are equivalent. level of performance of the two groups in the posttest table 3 displays the distributions of the posttest scores of the two groups. in the group a 20 (54.05%) of the pupils had a very satisfactory performance as they got scores within the range of 31 to 40 while the rest got scores within the range (8 or 21.62%) 21 to 30 and 41 to 50 (7 or 18.92%) which are described as satisfactory and outstanding, respectively. in group b, 18(48.65%) of the pupils got scores within the range of 21 to 30 in the satisfactory level, 10 (27.03%) got scores within the range of 11 to 20 in the fair level, and 7(18.92%) are within the range of 31 to 40 in the very satisfactory level and 2(5.41%) are within the range of 4150 under the outstanding level. the mean score of group a is 34.41 with a descriptive interpretation of very satisfactory while the control group has a mean score of 26.00 with a descriptive interpretation of satisfactory. effectiveness of the ict integration in teaching science concepts table 4 shows the results of the t-test of difference between the pretest and posttest mean scores of the two groups. it can be gleaned from table 4 that the pretest mean score of the group a (19.57) is significantly lower than its posttest mean score (34.41) as evidenced by the mean difference of (14.84) with a computed t-value of 18.541 that has a probability of 0.000 which is less than the .01 level of significance. also, in the group b, the pretest mean score (17.81) of the pupils is significantly lower than their posttest mean score (26.00) as evidenced by the mean difference (8.19) with a computed t-value of 9.296 with a probability of 0.000 which is less than the .01 level of significance. results of the t-test of difference between the pretest and the posttest mean scores of both the two groups indicate a significant increase in the mean posttest scores of both groups. these further imply that the pupils in both groups have gained significantly and had clearer understanding of the science concepts coursed in the lessons presented to them. comparing the posttest mean scores of the two groups, it can be deduced from the results of the t-test presented in table 5 that the posttest mean score of pupils in the group a (34.41) is significantly higher than that of the posttest mean score of the group b (26.00) as indicated by the computed t-value of 4.796 with a probability of .000 that is less than the .01 level of significance. this indicates that the pupils in the group a having obtained the higher posttest mean score were able to develop better understanding of the science concepts covered in the study than their counterparts. this implies that the use of ict materials is more effective in teaching science concepts than with the use of the traditional-lecturehttps://journals.e-palli.com/home/index.php/ajmri pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 1-10, 2022 table 2. results of the t-test of difference between the pretest mean scores of the two groups. group n pretest mean score posttest mean score mean difference t-value prob. e 37 19.57 34.41 14.84 18.541** .000 c 37 17.81 26.00 8.19 9.296** .000 ** significant at the 0 .01 probability level *e-experimental *c-control table 2. results of the t-test of difference between the pretest mean scores of the two groups. group n pretest mean score difference t-value probability experimental 37 34.41 8.41 4.796** .000control 37 26.00 ** significant at the 0.01 probability level discussion method. interested and focused on their lessons. the results of the study are in consonance with the findings of becta (2003) and cass et.al (2008) that e-learning materials is very practical and useful for instructional purposes. students are satisfied with the active learning model, and the students are also provided more opportunity to learn by themselves which results in their higher learning achievement. an e-learning material can make science more interesting, authentic and relevant. it allows more time for observation, discussion and analysis and increases opportunities for communication and collaboration. conclusion based on the findings of the study, the following conclusion was drawn: the materials contain graphics and illustrations that further discussed the content of the lessons. they give an easier approach to the different concepts in science. they provided the pupils activities and let them experience and understand the concepts in science through animations. using these, the learner interacts with objects and events and thereby gains an understanding. the use of the materials helped the pupils discover and construct facts about science. the ict materials provided meaningful activities that helped them learn more about science, thus it enhanced the pupil’s abilities. the result of this study affirmed the theories of brunner on constructivism (1966), dewey on experiential learning (1971), as well as the cognitive information processing theory that learning is facilitated if it is gained through new experiences that include new types of strategy wherein knowledge is not received from outside, but is formed by reflecting on one’s experiences, and by fitting new information together with what they already know. references abbott, j. a. and faris, s. e., (2000). integrating technology into preservice literacy instruction: a survey of elementary education students’ attitudes toward computers. journal of research on computing in education, 33. asthana, abhaya. multimedia in education introduction, the elements of, educational requirements, classroom architecture and resources: bell labs, lucent technologies, westford, ma, usa. becta, (2001). computers for teachers: evaluation of phase 1: survey of recipients. hmso:norwich. becta, (2003). ict resources and primary school standards. coventry: becta. berk, r. a., & trieber, r. h. whose classroom is it anyway? improvisation as a teaching tool. journal on excellence in college teaching. in press. birch, t. and irvine v.. 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(2002). the art of changing the brain: enriching the practice of teaching by exploring the biology of learning. sterling, va: stylus. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 49 american journal of multidisciplinary research and innovation (ajmri) hepatoprotective activity of plant extracts in non-human models: the toxicants solvents and diseased models-a review dongsogo julius1*, larbie christopher2, idrissu abdul mumeen3, abera ataanya daniel4, daniel tuurisoe5 volume 2 issue 6, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i6.672 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 15, 2023 accepted: november 18, 2023 published: november 23, 2023 the search for an ideal hepatic regenerative agent has led to the modelling of several forms of liver disorders. this involves the usage of various substances in in-vitro and in-vivo systems that are injurious to the human liver in in-vitro and in-vivo systems and then challenged with plants parts extracted with organic and inorganic solvents. reported view works on hepatotoxicity have been focused on the plant species, this review therefore focused on the toxicants, the solvents for extraction and models used in inducing the hepatotoxicity. google search, elsevier and pubmed databases were searched for primary articles from 2005-2022 on hepatotoxicity. in all, 206 articles were retrieved, of which 46 were rejected and 165 were included for the analysis. authors reported 55 toxicants used in inducing 10 in-vitro and in-vitro models and challenged with 94 different medicinal plants species extracted using 11 different organic and inorganic solvents. comparatively, tetrachloromethane (ccl4) was the most frequent toxicant 55 of 94 (58.5%) reported plant species while ethanol 25 (45.5%) was the most frequently used solvent for extracting plant phytoconstituents. for the models used in inducing hepatotoxicity, wistar albino rats 46 of the 55 (83.6%) reported toxicants was the most predominant. the liver is prone to many available toxicants however, phytohepatoregeneration is possible with many medicinal plants which can easily be extracted with common solvents. keywords phytohepatoregeneration, toxicants, hepatotoxicity, hepatic introduction the human liver carries majority of metabolic activities necessary for maintaining homeostasis, cell growth, and repairing degraded, worn-out cells and tissues (jamuna et al., 2018; eghba et al., 2019; elzwi, 2019). the liver is located in the lower quadrant below the diaphragm (madrigal-santillan et al., 2014; al-snafi et al., 2019). the liver is also responsible for synthesizing essential amino acids, fatty acids, vitamins, bile, immunoglobulins which are necessary for proteins synthesis, membrane and immune protection against diseases and infections (elmansi et al., 2017; maha, 2019; koubaa et al., 2020). the liver also detoxifies harmful products of digestion and respiration such as xenobiotics, toxins and drugs into harmless metabolites for excretion by the kidney and skin (onojia et al., 2019; olajide et al., 2020). bile produced by the liver also emulsifies fats from food, making it easier for lipase action during digestion (partel et al., 2019). the hepatic portal vein connects the liver to the heart where it receives oxygenated blood from the heart and in turn supply blood with glucose, vitamins, proteins and nutrients necessary to the heart (usunomena et al., 2015; sani et al., 2020; uchenna et al., 2021). the numerous and multifaceted functions of the liver make it a target for many toxins and pathogens which often results in hepatic diseases such as hepatitis, hepatoma, hepatomegaly, fibrosis, hepatocellular carcinoma, hepatosteatosis and hepatobiliary disorders (akpanyung et al., 2019; akharaiyu and okafor, 2021). therapeutic drugs such as paracetamol, tramadol, rampicin, adriamycin, caffein as well as environmental pollutants such as carbon tetrachloride produced charged intermediate metabolites which in excess above the body antioxidant capacity results in oxidative stress (ige et al., 2017; ajiboyea et al., 2018; aly et al., 2020). sustained oxidative stress initiate chain hepatocyte peroxidation of membrane lipids, oxidize sulfhydryl group containing proteins of enzymes and alkylate hepatic cells dna resulting loss of membrane permeability, inhibition of sensitive enzymes action and necrosis (elzwi, 2019; mohammed et al., 2020). though the idiopathic phase of all liver diseases is cirrhosis or carcinoma, the pathophysiology depends on the toxicant’s nature or infectious agent’s nature (zahra et al., 2012; sadashiva et al., 2019). pathogenic microorganisms such as hepatitis b and c viruses usually cause insertional mutagenesis of their genome into hepatic cell dna (okaiyeto et al., 2018; okoro, 2020). this mutagenesis results in the translation and transcription of untargeted proteins resulting in undesirable physiological actions (okaiyeto et al., 2018; okoro, 2020). the infected hepatocytes also display the viral surface antigens resulting in ‘’unself ’’ recognition by the body immune surveillance systems (senti et al., 2016; okoro, 2020). chronic hepatic 1 department of biochemistry and molecular biology, faculty of biosciences, university for development studies, tamale, ghana 2 department of biochemistry and biotechnology, faculty of biosciences, kwame nkrumah university of science and technology, kumasi, ghana 3 department of biochemistry, faculty of biosciences, university for development studies, tamale, ghana 4 department of medical laboratory technology, kumasi technical university, kumasi, ghana 5 laboratory department, tamale teaching hospital, tamale, ghana * corresponding author’s e-mail: jdongsogo@gmail.com pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 49-56, 2023 infection initiates the expression of proinflammatory and pro-fibrogenic cytokines which cause necrosis, apoptosis and autophagy of infected hepatocytes (hassan et al., 2015; oyibo et al., 2020; nwaogu et al., 2022). sustained fibrosis result in replacement of degraded hepatocytes with hepatic stellate cells containing extracellular matrix proteins such as collagen and alpha muscle actions which finally lead to cirrhosis (usmani et al., 2019; acheampong et al., 2021). heavy metals such mercury (hg), cadmium (cd), arsenic (ar) and lead (pb) also react with cellular lipids, carbohydrates and proteins to produce reactive oxygen, nitrogen, superoxide, peroxide and molecular oxygen species beyond the body glutathione and antioxidants enzymes (glutathione peroxidase, superoxide dismutase, catalase) capacity (chinnula et al., 2018; ogunmoloye et al., 2022). the loss of antioxidant/free radical balance results in oxidative stress (dkhil et al., 2013; iwo et al., 2017). in oxidative stress, the transcription factor nuclear factor kappa beta nf-kb) is activated in the hepatocyte cytosol and then translocated into the nucleus of the hepatocytes where it causes the gene overexpression of inflammatory cytokines including transforming growth factor 1(tgf-1), tumor necrosis factor-alpha (tnfalpha), interleukins 1 and 8 (madrigal-santillan et al., 2014; lee et al.,2017; hashem et al., 2019; ezzat et al., 2020). the profibrogenic cytokines also induce the expression of apoptotic mediators such as caspases-9 and antimitotic cyclins which induced apoptosis of hepatocytes (immih et al.,2022). diagnostic and prognostic indicators of liver diseases in clinical and experimental settings rely on liver function markers such as transaminases (alanine transaminase and glutamine transaminase), proteins (globulins and albumins) and pigments (bilirubins) (olatosin et al., 2014; mirazi and karami, 2016; syvenia et al., 2018). serum alkaline phosphatase levels indicate membrane disruption (ashraf et al., 2018). inflammatory and fibrogenic cytokines tnf-ᾳ, transforming growth factor (tgf), nuclear factor kappa b (nf-kb), inducible nitric oxide synthase, cyclooxygenase-2 (cox-2) and interleukins 1,6,8,10 are indicated by pcr quantification of their mrna levels (rehab et al., 2016; ramirez-marroquin et al., 2019; salih et al., 2022) as markers of inflammation and fibrogenesis. oxidative stress is indicated by reduced glutathione level (gsh) and the enzymes glutathione peroxidase, catalase and superoxide dismutase while peroxidation of lipids and proteins are measured using malonaldehyde (mda), thiobarbituric reactive substances (tbars), myeloperoxidase (mpo), p-carbonyl proteins, 4-hne proteins and paraoxonase (achuba et al., 2019). mitotic inhibition is indicated by p-cyclins while bax and bcl-2 proteins indicate apoptosis levels (ameaka et al., 2021). hepatic steatosis is indicated by mrna expression of ᵞ-ppar and cat-1 while epithelial-mesenchymal transition (emt) indicate progression from fibrosis to carcinoma (elmansi et al., 2017; ghareeb et al., 2019). plant phytochemicals offers promising alternative for the discovery of ideal hepatorestorative agent to replace pharmaceutical drugs which are unavailable, expensive and have harmful side effects (ameaka et al., 2021). the quest to identify this liver drug have led to the modelling of liver diseases termed hepatotoxicity in animals such as mice, rats and tissues and then challenged with plant parts such as root, leaves, bark, wood, fruit, flowers, puds, sap, fibre and twigs are extracted with organic and inorganic solvents such as alcohols, petroleum ether, water (sarfoantwi et al., 2018; tokofai et al., 2020). hepatotoxicity activity of several medicinal plants have been reported, objective of this review to produce a onestop collection of these toxicants, their diseased models and solvents. materials and methods google scholar, elsevier and pubmed databases are searched for journals from 2005-2022 on hepatotoxicity using the key words; hepatotoxicity, botanical name of plants and the toxicants. inclusion into the study is the availability of the plant species, substance for inducing the toxicity, extraction solvent and animal/tissues used in the toxicity. review articles and journals earlier than 2005 were excluded. quality checks on the articles downloaded were performed using standard protocols. statistical analysis the information was extracted on microsoft excel version 2020 (microsoft incorporated, new york) and reported as graphs and tables. discrete data are reported in percentages. results and discussion number of journals retrieved from databases in all, 206 peer reviewed articles were downloaded of which fewer 41 (19.9%) were rejected while majority 165 (80.1%) were included in the review. toxicants challenged with the plant species in all, 55 toxicants have been reported against 94 plant species. of these, ccl4 is the most reported toxicant used against 55 plant species, paracetamol/acetaminophen followed with 27 plant species being tested against it. ethanol (50-100%) has been tested against 12 plants while thioacetamide and dimethylnitosamine are both tested against 7 plants. galactosamine has been test against 6 plants, with alloxan and lead 5 plants, followed by doxorubicin/adriamycin and cisplatin 4 plants. cadmium, aflatoxin b1, cyclophosphamide, diclofenac have been tested against 3 plants each while aluminum chloride, streptozotocin, 2-acetylaminofluorene (2-aaf), bleomycin (blm), 7-12, dimethylbenzanthracene, potassium dichromate/ bromate (k2cr2o7), hydralazine, ochratoxin a, rifampin, dimethyl sulfoxide (dmso) petroleum has each been challenged against 2 plant species. lesser studied toxicants include bromobenzene, paraben, phosphamide, carbendazim, malathion, snake venom, pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 49-56, 2023 table 1: plant species tested against the hepatotoxicants toxicant plant species tested against references carbon tetrachloride (ccl4) azadirachta indica, p. niruri, phyllanthus lawii, phyllanthus acidus, phyllanthus debilis, vernonia amygdalina, bidens pilosa, taraxacum officinale, zingibar officinale, solanum torvum, syz ygium aromaticum, allium sativum, carica papaya, aloe vera, khaya senegalensis, piper guineense, moringa oleifera, curcuma longa, arctium lappa, brassica rap, bryonia dioica, bryophyllum calycinum, convolvulus arvensis, caesalpinia crista, canna indica, capparis spinosa, capsella bursapastoris, hyoscyamus species, hibiscus rosa-sinensis, helianthus annuus, glycyrrhiza glabra, galium verum, galium aparine, fumaria parviflora, fumaria officinalis, foeniculum vulgare, euphorbia hirta, eupatorium cannabinum, ephedra foliate, cuscuta planiflora, cupressus sempervirens, coriandrum sativum, cordia myxa, clitoria ternatea, cichorium intybus, sida acuta, achillea millefolium, picrorhiza kurroa, capparis spinosa, cicer arietinum, chenopodium album, celosia cristata, zanthoxylum zanthoxyloides momoh et al., 2018, bigoniya and singh, 2014, 2017, ezzat et al., 2020, okroro, 2018, ajiboyea et al., 2018, ashraf et al., 2018, chinala et al., 2018, lee et al., 2017, enogieru et al., 2015, abbas et al., 2017, shyama et al., 2020, zahra et al., 2012, akbari et al., 2019, akbarizare et al., 2021, ezzat et al., 2020, lee et al., 2017, choudhary et al., 2014, ghareeb et al., 2019, elmansi et al., 2017, acheampong et al., 2021 paracetamol/ acetaminophen azadirachta indica, phyllanthus niruri, phyllanthus emblica, phyllanthus niruri, v. amygdalina, taraxcum officinale, zingibar officinale, solanum torvum, allium sativum, allium cepa, moringa oleifera, momordica charantia, calotropis procera, juniperus communis, hibiscus sabdariffa, hibiscus cannabinus, clerodendron inerme, parkia biglobosa, saponaria officinalis, solanum indicum, maytenus emerginata, eclipta alba, aloe vera, aegle mameloes, spathodea campanulate, ficus exasperata ezzat et al., 2020, momoh et al., 2015, usmani et al., 2019, ige et al., 2017, iwo et al., 2017, koubaa et al., 2020, kermani et al., 2020, farghali et al., 2015, mahdi et al., 2019, momoh et al., 2018, muhammad et al., 2014, moracles-gonzalez, 2014 ethanol azadirachta indica, phyllanthus amarus v. amygalina, curcuma longa, phyllanthus niruri, syz ygium aromaticum, moringa oleifera, agrimonia eupatoria, alhagi maurorum, anchusa strigose, zingibar officinale choudhary et al., 2014, svenia et al., 2018, ameaka et al., 2021, singh et al., 2012, innih et al., 2022, maha, 2019, hashem et al., 2019, kermani et al., 2020 thioacetamide phyllanthus niruri, taraxacum officinale, zingibar officinale, curcuma longa, allium sativum,moringa oleifera, crotalaria juncea shyama et al., 2020, sani et al., 2020, rehab et al., 2016, sadashiva et al., 2019, madrigalsantillan et al., 2014, chinnala et al., 2018 galactosamine phyllanthus maderaspatensis, bidens pilosa, taraxacum officinale, curcuma longa, brassica nigra, cistanche tubulosa abbas et al., 2017, zahra et al., 2012, muhammad et al., 2015, shyama et al., 2020 dimethylnitrosamine (dmn) vernonia amygdalina, zingiber officinale, astragalus hamosus, bauhinia variegate, cynodon dactylon, citrullus colocynthis, spathodea companulata mahdi et al., 2019, oyibo et al., 2021, momoh et al., 2018, uchenna et al., 2021, nwaogu et al., 2022 alloxan azadirachta indica, vernonia amygdalina, curcuma longa, moringa oleifera, paullinia pinnata momoh et al., 2015, momoh et al., 2018, koubaa et al., 2020, salih et al., 2022 lead phyllanthus fraternus, allium sativum, zingiber officinale, curcuma longa, moringa oleifera kermani et al., 2020, eghba et al., 2019 cisplatin azadirachta indica, cuminum cyminum, phyllanthus emblicus, silymarin iwo et al., 2017, tokofai et al., 2021, ogunmoloye et al., 2022 cadmium trema orientalis, solanum torvum, syz ygium aromaticum innih et al., 2022, olajide et al., 2020 pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 49-56, 2023 aflatoxin b1 phyllanthus amarus, calendula officinalis, parkia biglobosa farghali et al., 2015, ajiboye et al., 2014 cyclophosphamide phyllanthus fraternus, hypericum triquetrifoliu, eucalyptus globulus usmani et al., 2019, ghareeb et al., 2019, ige et al., 2017 doxorubicin/ adriamycin zingiber officinale, curcuma longa, coconut oil, vernonia amygdalina lai et al., 2021, ezzat et al., 2020, ige et al., 2017 diclofenac curcuma longa, glycyrrhiza glabra, moringa oleifera ashraf et al., 2018, hassan et al., 2015, sarfo-antwi et al., 2018 streptozotocin moringa oleifera, vernonia amygdalina ajiboyea et al., 2018, enogieru et al., 2015 bleomycin (blm) curcuma longa, juglans regia elzwi, 2019, yankah et al., 2019 7-12, dimethylbenzanthracene turmeric, garlic choudhary et al., 2014, chinnala et al., 2018, potassium dichromate/ bromate (k2cr2o7) moringa oleifera, allium cepa elmansi et al., 2017, akbarizare et al., 2020, hydralazine syz ygium aromaticum, heliotrpium undulatum patel et al., 2019, lee et al., 2017 ochratoxin a allium sativum, withania somnifera jamuna et al., 2018 rifampin azadirachta indica, carthmus tinctorius akbari et al., 2019, ezzat et al., 2020 dimethyl sulfoxide (dmso) citrus limon, citrus aurantifolia dkhil et al., 2013, acheampong et al., 2021, petroleum vernonia amygdalina, daucus carota zahra et al., 2012, achuba et al., 2020 eimeria papillate, dmba, acetylaminofluorene (2-aaf), tert-butyl hydroperoxide (t-bh), pcb, theobromine, permethrin, sodium dichromate, nitrobenzene (nb), diazinon, mercuric chloride, acrylamide, methotrexate, n, n-dimethylformamide (dmf) which have been tested against 1 plant species. table 1 indicates the toxicants and the plant species tested against. figure 1: solvents used in extracting phytochemicals tested against toxicants solvents used for extraction plants in the accepted articles, authors used 11 chemicals to induce hepatotoxicity including ethanol, aqueous, methanol, phenol, ethylacetate, petroleum ether, chloroform, hexane, oil, fermented form, acetone to extract the plant phytochemicals. in 25 toxicants used to induce liver diseases, ethanol was the solvent used for extracting the plant parts while methanol was the solvent in 16 toxicants tested and distilled water (13 toxicants) as indicated in figure 1. in-vitro and in-vivo models liver toxicity were induced with the toxicants hepatotoxicity was induced in 10 in-vitro and in-vivo models including wister albino rats, sprague-dawley rats, hepg2 cell culture line, mice, rabbits, clone-9 cells, broiler chicken, goat hepatocytes, guinea pigs, swiss albino rats and then tested against the extracted plant phytochemicals. hepatoxicity was induce in wistar albino rats using 46 different toxicants followed by spraguedawley rats and hep g2 cell cultures with 6 different toxicants each. toxicity of hepatocytes was also reported in mice models using 4 different toxicants while 3 separate toxicants were used to induced liver diseases in swiss albino rats. rabbits, clone-9 cells, broiler chicken, goat pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 49-56, 2023 hepatocytes, guinea pigs were induced with liver diseases using a single toxicant each as indicated in figure 2. discussion the review indicates that ccl4 is most prevalent toxicant 55/94 plant species (58.5%) with ethanol being the most solvents 25/55 toxicants (45.5%) and wistar albino rats being the commonest 46/55 toxicants (83.6%) in-vivo hepatotoxicity inducing model. despite being a known respiratory inhibitor as it binds and oxidise heme in haemoglobin (talluri et al., 2018), ccl4 now banned is one of earliest discovered toxicant (enogieru et al., 2015; innih et al., 2022). ccl4 is less expensive and can be obtained easily for study purposes. due to its availability in the environment from fridges and industrial chemicals, ccl4 hepatotoxicity also represent a real-time risk of liver diseases. phytochemical compounds are organic and therefore dissolve on the principle of polar substance dissolve in polar solvents (senti et al., 2016). comparatively, ethanol comes next to phenol in terms of polarity and will therefore yield high phytochemicals. attenuating hepatotoxicity induced by oxidative stress has been dose-dependent (oboma et al., 2018, momoh et al., 2018). therefore, the higher the phytochemical yield, the more effective oxidative stress remediation. in a comparative study, mahdi et al. 2019, reported that hydro-ethanolic had better hepatotoxicity than same concentration of methanol, chloroform and ether account of solvent polarity. it is also reported that, moderate ethanol concentrations 50-70% had better hepatoprotective activity that lesser concentration and higher concentrations (shah et al., 2016). at lower concentration, phytochemical yield is less while at higher concentration, cellular parts and toxic antinutrients are extracted which pose further hepatic harm. wistar albino rats are more adaptable to environmental conditions with less case fatalities during experimentation. they rapidly progenerate making them less expensive and available for research purposes (ajiboyea et al., 2018). this adaptability to human weather conditions also make it suitable to real human hepatic conditions. conclusion many toxicants have been reported to induce liver diseases in various models, however, several medicinal plants have been reported to ameliorate these induced hepatic diseases. medicinal plants therefore present hope for the discovery of ideal hepatorestorative agents that will be less expensive largely due to their ability to dissolve in common solvents like ethanol. references abbas, n., naz, m., alyousef, l., ahmed, e. s., begum, a. 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(2015). inhibitory effect of vernonia amygdalina on dimethylnitrosamine (dmn)induced liver fibrosis in rats. international journal of clinical pharmacology and toxicology, 4(4), 179-184. zahra, k., malik, m. a., mughal, m. s, arshad, m., sohail, m. i.(2012). hepatoprotective role of extracts of momordica charantia in acetaminophen-induced toxicity in rabbits. the journal of animal and plant sciences, 22(2), 273-277. pa ge 1 pa ge 20 4 american journal of multidisciplinary research and innovation (ajmri) experienced stress among adults, adolescents, and lgbq students in time of covid-19 pandemic jay p. diaz1*, cyrem f. decena1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.625 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 19, 2022 accepted: october 06, 2022 published: october 11, 2022 the covid-19 pandemic has affected the lives of every filipino adolescent, adults, and lgbq students. knowledge of these affecting factors is limited. the study’s primary purpose was to determine the level of stress among adolescents and adult students. nine-hundred thirty (930) students participated in the study (first-year college and junior high school students, n=724; graduate students, n=206). result showed that among adult students which were grouped into gender: 30.67% male (n=23), 65.33% female (n=49), and 4% lgbq (n=3) experienced a high level of covid-19 stress-related symptoms, while 27.03% male (n=10), 67.57% female (n=25), and 5.41% lgbq (n=2) scored lower level of stress. likewise, among adolescent students, 32.32% male (n=83), 66.79% female (n=177), and 1.89% lgbq (n=5) experienced high level of stress while 43.65% male (n=50), 52.64% (n=60), and 3.51% lgbq (n=4) reported to have low stress level. moreover, male adolescents and female adults were found to have higher covid-19 stress-related symptoms. consequently, k-means scores showed that 36.60% of adolescent students scored high (mean scores of 2.78-4.00) while 15.7% scored low (mean scores of .00-1.69). meanwhile, among adult students, 36.4% scored a higher level of stress (mean scores of 2.81-4), and 45.6% reported having a lower level of stress (mean scores of .03-1.81). also, adolescent students are prone to experience higher stress levels than adult students living in the philippine region. adult students may have established better coping mechanisms compared to adolescents. the researchers discussed the importance of designing and providing an evidence-based psychological intervention to address the participants’ needs. a qualitative study may also be conducted to unveil the phenomenon of stress-related experiences among adults, adolescents, and lgbq students to better explain the current study results. keywords students’ mental health, covid-19 stress, adolescents and adults level of stress, female level of stress introduction the covid-19 pandemic caught everyone unprepared. it resulted in devastating effect in almost all aspects of everyone’s lives most especially in mental health. as cases continue to rise and death toll remains, high level fears and anxiety is what encapsulates everyone’s feelings and emotions. it was reported in china that there are more than 25% of the general population experienced moderate to severe levels of anxiety due to covid-19 (qiu et al., 2020; wang et al., 2020). taylor (2019) provides that the presence of anxiety or the lack thereof is an important factor of behavior during epidemics and pandemics. taylor et al. (2020) observed that in time of covid-19 pandemic people would mostly exhibit five symptoms of stress or anxiety related responses such as danger and contamination fears, fears about economic consequences, xenophobia, compulsive checking and reassurance seeking, and traumatic stress symptoms. it was in january 2020 that the world health organization (who) declared an outbreak of the novel coronavirus (covid-19), which started in wuhan-china, as a public health emergency (world health organization, 2020). the same was elevated into a pandemic on march 2020 (world health organization, 2020). when the covid-19 pandemic started, the psychological impact becomes apparent. its emergence and spread created psychological havoc for people leading to increased levels of anxiety (roy et al., 2020). covid-19 crisis has also made an impact on the context of philippine education. classes were postponed due to lockdown. the majority of colleges and universities also faced current challenges with virtual learning (talidong & toquero, 2020). in particular, higher education institutions (heis) are prompted to establish management approaches regarding pandemics to encourage positive health behavior among students (akan et al., 2010). consequently, college students all over the globe were affected by the sudden changes of educational system including the philippines (maqsood et al., 2021; klapkiv & dluhopolska, 2020; zacher & rudolph, 2020; onyema et al., 2020; cuaton, 2020). shifting from face-to-face to online classes, online assessment and evaluation, and tremendous high level 1 president ramon magsaysay state university, iba, zambales, philippines * corresponding author’s e-mail: jpdiaz@prmsu.edu.ph https://doi.org/10.54536/ajmri.v1i4.625 https://journals.e-palli.com/home/index.php/ajmri mailto:jpdiaz%40prmsu.edu.ph?subject= pa ge 20 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 204-209, 2022 of stress are among the effects of covid-19 outbreak (sahu, 2020). in addition, several studies highlighted students’ experiences during the pandemic. accordingly, a study has shown effects of pandemic to general population such as fear, sadness & depression, other negative psychological effects, and lifestyle factors while highlighting the role of unpredictability, seriousness of the disease and uncertainty as factors affecting fear and anxiety (sanderson et al., 2020). college students in spain negatively affected their psychological well-being because of the lockdown where symptoms of common mental health disorders were reported by 20-35% of respondents while around half of them has shown moderate to severe impact of the pandemic (odriozola-gonzález et al., 2020). cao et al. (2020) stated that in china, 24.9% of college students have experienced anxiety while describing that living in urban areas; living with parents and having a steady family income were found as protective factors among college students. it further describes that the effects on economic and on daily life, as well as delays in academic activities, were positively associated with anxiety symptoms and that social support was negatively correlated with their anxiety. in addition, a study in switzerland showed that worrying, isolation in social networks, lack of interaction, emotional support, and physical isolation as the main issues concerning mental health, adding that female students appeared to experience mental health problems when they are socially isolated (elmer et al., 2020). further, college students with pre-existing mental health conditions show improvement or remain the same during the pandemic while those without pre-existing mental health concerns show significant decline in their mental health (hamza et al., 2020). in the philippines, a thorough description on the experiences of students’ stress, depression, anxiety and its effect was conducted where it reported that students experience moderate-to-severe psychological impact due to the pandemic (tee et al., 2020a). further, evidence has shown that apart from personal concerns brought by the pandemic (finances, career, and part-time work) students from developing countries including the philippines lagged behind in online classes citing the importance of crafting an appropriate support to address these concerns (aristovnik et al., 2020). likewise, in one of the provinces in china it was found that covid-19 pandemic has a positive impact on mental health and quality of life among the local chinese residents and it was found out that adult participants experienced increased support from friends and family members, increased shared feeling and caring with family members and others. in addition, the participants experienced mild stress, horrified and becomes apprehensive due to the pandemic (zhang & ma, 2020). tee et al. (2020b), stated that in the philippines, mental health was adversely affected by student status, low confidence in doctors, dissatisfaction with health information, long daily duration spent on health information, worries about family members contracting covid-19, ostracization, and unnecessary worries about covid-19. further, they provide evidence that physical symptoms and poor selfrated health were associated with adverse mental health in china and the philippines (tee et al., 2020). meanwhile, in chile, it was found that lgbt (to include queer, asexual, pansexual, demisexual) were emotionally affected due to the pandemic which is higher than male and female. quarantine measures have significantly affected lgbt’s (barrientos et al., 2021) mental health while konnoth (2020) emphasizes the importance of providing support among lgbt’s. consequently, what appears worthy to discover is a description on the level of stress among filipino adolescents, adult, and lgbq living in a province as this population has different experience from people living in cities (sharifi & khavarian-garmsir, 2020; zhang & ma, 2020). evidence has shown that they are highly affected by the pandemic. moreover, this will attempt to describe the stress or anxiety related symptoms experienced by them as defined by taylor et al. (2020). our study will include lgbq’s experienced stress in this time of pandemic. it was provided that gender minorities has a unique set of experience in this time of pandemic (reid & ritholtz, 2020; candrian et al., 2021; phillips et al., 2020). the study looked into the level of stress among filipino adolescents, adults, and lgbq students living in a province. specifically, this will look into what factors have contributed to their experienced stress. methods to reach the objectives of this paper, a survey design was made to provide a quantitative or numeric description on the experienced level of stress of the target participants (creswell, 2014). ethical standard was strictly followed in the conduct of research. a total of nine-hundred thirty (n=930) students enrolled in a state university living in the philippine region participated. among the participants, there are seven-hundred twentyfour (n=724) adolescents and two hundred six (n=206) adults. consequently, a completion rate of 27% was attained. the participants were categorized as adolescents and adults based on their age range (unicef, 2019). constrained by the current restrictions due to existing pandemic, the researchers made a survey questionnaire through a google form for online dissemination and data collection. students were provided consent form prior to answering the questions. there was no known risk in answering the survey. to analyze the data, the researchers utilized a free trial version of spss (ibm® spss®, new york, usa) k-means cluster analysis was employed to classify the participants’ level of stress as high, average, and low level (kim et al., 2021). computing for the k-means will help the researchers identify the homogenous groups based on their level of stress. the instrument used to identify the factors affecting the participants’ level of stress was the covid-19 stress scale questionnaire by taylor et al. (2020). it is a thirty-six (36) items questionnaire with five (5) factor solution that https://journals.e-palli.com/home/index.php/ajmri pa ge 20 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 204-209, 2022 corresponds to five scales assessing covid-19 stress and anxiety symptoms. the scales has a good reliability and validity indices. table 1: demographic information of the participants (n:930) adolescents (n=724) adults (n=206) variables n % n % gender female 430 59.39 135 65.53 male 274 37.85 63 30.58 lgbq 20 2.76 8 3.88 age 53 to 60 years old 0 0 3 1.46 45 to 52 years old 0 0 8 3.88 37 to 44 years old 0 0 12 5.83 29 to 36 years old 0 0 42 20.39 20 to 28 years old 0 0 141 68.45 12 to 19 years old 724 100 0 0.00 highest educational attainment junior high school 70 9.67 0 0.00 undergraduate 654 90.33 94 45.63 graduate 0 0.00 112 54.37 a categorical percentage of the level of stress among adolescents and adults is presented in table 2 table 2: percentage of adolescents and adults’ level of stress age level of stress high level average level low level n % mean n % mean n % mean adolescents* (n=724) 265 36.60 3.31 345 47.65 2.23 114 15.7 1.20 adults** (n=206) 70 36.40 3.32 94 18.00 2.30 37 45.6 1.34 k-mean scores: *high (2.78-4.00); average (1.72-2.75); low (.001-1.69), **high (2.81-4.00); average (1.83-2.78); low (.03-1.81) in addition, the percentage of the level of stress of the participants according to gender is shown in table 3. table 3: percentage of participants’ level of stress according to gender gender level of stress high level average level low level n % mean n % mean n % mean adolescents* male 83 32.32 3.32 141 40.87 2.22 50 43.65 1.10 female 177 66.79 3.31 193 55.94 2.24 60 52.64 1.28 lgbq 5 1.89 3.08 11 3.19 2.26 4 3.510 1.04 adults** male 23 30.67 3.22 30 31.91 2.29 10 27.03 1.46 female 49 65.33 3.37 61 64.89 2.30 25 67.57 1.27 lgbq 3 4.00 3.20 3 3.19 2.23 2 5.41 1.62 k-mean scores: *high (2.78-4.00); average (1.72-2.75); low (.001-1.69) **high (2.81-4.00); average (1.83-2.78); low (.03-1.81) lastly, the total mean scores per categories of the covid-19 stress scale were identified and are shown in table 4. results the demographic information of the participants is shown in table 1 below. table 4: level of stress per category of covid-19 stress scale adult** (n=724) adolescent* (n=206) covid danger and contamination fear 2.82 2.71 covid socio-economic consequences fear 2.47 2.60 covid xenophobia 2.54 2.53 covid traumatic stress symptoms 1.84 1.70 https://journals.e-palli.com/home/index.php/ajmri pa ge 20 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 204-209, 2022 discussion the purpose of this paper was to determine the level of stress among adolescents, adults, and lgbq students residing in one of the provinces in the philippines and will identify specific factors that have contributed to their stress. to describe the demographic profile of the participants, it shows that most of them were females. as to age, adolescent participants belonged to 12yo-19yo while adult participants belonged to 20yo-60yo where majority of them were ages 20yo-28yo (68.45%). there were 45.63% undergraduate students categorized as adults. result showed that among adult participants there were 30.67% males (n=23), 65.33% females (n=49), and 4% lgbqs (n=3) experienced high level of covid-19 stress-related symptoms. on the other hand, there are 27.03% males (n=10), 67.57% females (n=25), and 5.41% lgbqs (n=2) scored low in their level of stress. among adolescent students, 31.32% males (n=83), 66.79% females (n=177), and 1.89% lgbqs (n=5) experienced high level of stress while there are 43.86% males (n=50), 52.63% females (n=60), and 3.51% lgbqs (n=4) reported to have low covid-19 stress related symptom. the data provides that female adolescents and adults were found to have higher covid-19 stress-related symptoms. similarly, in saudi arabia female students were reported to have significantly higher levels of stress, which has been attributed to a variety of factors, including hormonal changes, emotional expressiveness, and worries about their social situation (alateeq et al., 2020). moreover, the scores showed that there were 36.60% of adolescent students scored high in their level of stress (mean scores of 2.78-4.00) while 15.7% scored low (mean scores of .00-1.69). meanwhile, among adult students, 36.4% scored higher level of stress (mean scores of 2.81-4), and 45.6% reported to have lower level of stress (mean scores of .03-1.81). consequently, in terms of age, it was adolescent students who were found to have higher covid-19 stress-related symptoms compared to adult participants. the study of ellis et al. (2020) supports these findings where the developmental conditions among adolescents aggravates in the experienced stress such that the need for autonomy and connectedness were both hindered during the pandemic as they are constrained by physical distance due to lockdowns. majority of the participants, both as adolescents and adults, scored between average to low level of stress stating that there were at least 36.60% of adolescents and 36.40% of adults reported to have high level of covid-19 related stress. it may indicate that majority of the participant have established coping mechanism while battling with the experienced stress brought by the pandemic. as to gender, the data revealed that there are 66.7% female adolescents who had an elevated level of stress. in comparison, there are 65.33% of female adults scoring high level of stress. it was found that the thought of acquiring covid-19 is the main reason that contributes to female adolescent and adult participants’ stress. the result of this study is in consonance with the study conducted by nakhostinansari and colleagues (2020) which provides that female iranian medical students have higher levels of anxiety than the male counterpart. further, hou et. al (2020) also found out that among social media users in china, females are experiencing more severe anxiety symptoms than males. the study utilized survey method, thus results from this study cannot be generalized to the entire population of adolescents, adults, and lgbq. one specific region may not necessarily reflect the whole experience of adolescents, adults, and lgbq in other areas. on a particular note, lgbq’s level of stress appears to be low compared to adults and adolescents which were different from the results of other studies conducted by reid & ritholtz (2020), candrian et al. (2021) and phillips et al. (2020). this is so because of the limited lgbq participants. further research may be conducted utilizing a different quantitative design with higher number of participants who belonged to sexual minority groups. in addition, the stress described herein was grounded on taylor et al. (2020) literature. other sources or factors of stress may also be considered both in content and context to provide us another lens of looking at stress. it is also important to come up with an evidence-base counseling program for adolescents, adults, and lgbq students and integrate counseling intervention programs that will focus on cognitive reappraisal. cognitive behavioral therapy may be utilized to address the needs of those participants who have high level of stress. more so, the skills and techniques of dialectical behavior therapy is one of the promising intervention(s) that can be done in this time of covid compulsive checking and reassurance seeking 2.57 2.44 adult** adolescent* male (n=63) female (n=135) lgbq (n=8) male (n=274) female (n=430) lgbq (n=20) covid danger and contamination fear 2.79 2.84 2.76 2.64 2.82 limit 2.53 covid socio-economic consequences fear 2.34 2.53 2.60 2.39 2.74 2.53 covid xenophobia 2.52 2.57 2.35 2.47 2.59 2.14 covid traumatic stress symptoms 1.90 1.83 1.69 1.68 1.72 1.35 covid compulsive checking and reassurance seeking 2.64 2.55 2.48 2.37 2.49 2.26 k-mean scores: *high (2.78-4.00); average (1.72-2.75); low (.001-1.69), **high (2.81-4.00); average (1.83-2.78); low (.03-1.81) https://journals.e-palli.com/home/index.php/ajmri pa ge 20 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 204-209, 2022 pandemic (smirni et. al, 2020; (o’hayer, 2021). further, a qualitative study may be employed to expound the results of the study. this may elucidate particular concern such as a thorough description of the experienced stress especially those who belonged to lgbtq+ group. conclusion the study shows a description on the experienced difficulties among adolescents, adults, and lgbq filipino youth living in a province, highlighting the importance of identifying sources of stress to create an evidence-based program addressing their concerns. consequently, the results may not be generalizable to the whole experience of filipino adolescent and adult population due to the method used. further, the study cannot describe lgbq’s stress because of a very small number of participants. however, the results still provides a clear picture on the experienced stress among adults, adolescents, and lgbq’s. in terms of gender, result shows that female adolescents and adults were found to have higher covid-19 stress-related symptoms. the thought of acquiring covid-19 is the main reason that contributes to their stress. likewise, it was also found that adolescent students have higher covid-19 stress-related symptoms compared to adult participants. the current study is a good basis for mental health practitioners in the philippines in creating an evidenced-based program(s) and activities that may help alleviate the experienced stress of adolescents, adults, and lgbq’s in time of pandemic. future researchers may also utilize a narrative inquiry or phenomenological study that may focus on describing their journey and how they cope with it. insights may also be solicited from them. statements and declarations the authors did not receive support from any organization for conducting this study. further, the authors declared to have no known conflict of interest to any group or organization. ethical rules are strictly followed in the conduct of the research. references akan, h., gurol, y., izbirak, g., ozdatlı, s., yilmaz, g., vitrinel, a., & hayran, o. 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(2020). impact of the covid-19 pandemic on mental health and quality of life among local residents in liaoning province, china: a crosssectional study. international journal of environmental research and public health, 17(7), 2381. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 70 american journal of multidisciplinary research and innovation (ajmri) effects of code switching among college instructors and students in a philippine classroom setting louie b. villanueva1*, bert a. gamiao2 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.292 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 26, 2022 accepted: may 31, 2022 published: june 01, 2022 code-switching exists in many countries particularly in multilingual communities such as the city of laoag in ilocos norte, philippines. the researchers ventured into the occurrence of code-switching at mariano marcos state university specifically the college of teacher education and college of industrial technology, looked into its effects and made some implications. thus, after securing permission to conduct the research in the respondents’ respective institutions, the researchers recorded, transcribed and analyzed the classroom discourses to bring about the effects of code witching committed by both the instructors and the students. using descriptive-qualitative analysis and in-depth interview (idi), the researchers examined the effects of code-switching among filipino college instructors and students. they also identified some implications of the effects of code-switching in philippine college classrooms. this approach seeks to describe, decode, translate, and otherwise come to terms with the meaning of certain more or less naturally occurring phenomena in the social world. the following effects to teaching and learning were inferred: code switching helps students to better understand directions, eradicates language barrier for a clearer instruction, promotes better understanding by students, helps them in generating a better choice, ensures semantic understanding among students, and aids the students to investigate further, to clarify, to verify, or to confirm an earlier knowledge. all of these are directed towards achieving a better performance of the teachers and students. based on the findings, it is concluded that code switching is a big help to facilitate better teaching and learning in philippine college classrooms. keywords bilingualism, classroom discourses, code switching, philippine classrooms, social interactionist theory 1 assistant professor and teaching internship coordinator of secondary education department, mmsu philippines. 2 associate professor bert a. gamiao is the chief of the center for teaching excellence (ctex), mmsu, philippines. * corresponding author’s e-mail: lbvillanueva@mmsu.edu.ph introduction learning a second language takes time and involves a number of factors and miscommunication could be one. miscommunication is defined by hamzah and fei (2020) and edwards, bybee, frost, harvey, & navarro (2017) as an insufficient understanding and misinterpretation of information of decoded information in a communication. and during the learning process, the learner tends to stick to the rules of the l1 and may have difficulty in applying the rules of l2. hence, there is a tendency of mixing languages in an utterance thereby committing switching of codes. the term code refers to speech varieties or dialects in a language or even languages. this is widely used in the field of linguistics, and it is studied always in a social context. further, it is a signal used by the speaker to convey some message. the term code switching means shifting from one language variety to another when the situation demands (richards, et al, 1985). similarly, skiba (1997), lin (2013) stated that codeswitching as the alternation between two codes (languages and/or dialects), between people who share those particular codes and nordquist (2020) stated that it occurs far more in conversation than in writing. choices about how codeswitching manifests itself are determined by a number of social and linguistic factors. it is quite typical in multicultural and immigrant populations. code switching can take on several forms including alteration of sentences, phrases from both languages, and switching in a long narrative. in normal conversations between two bilinguals, codeswitching consists of eighty-four percent single word switches, ten percent phrase switches, and six percent clause switching. according to gumperz (1982), code switching is the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems. simply put, code-switching can be defined as the alternation of languages be it in a face-toface setting or online modality such as in facebook ads as studied by kuo, hou, and hsieh (2021). however, not all cases of alternation of languages are cases of code switching. several sociolinguists distinguish between code switching and code mixing. for example, in several studies, code switching and code mixing refer to intersentential and intrasentential language alternation, respectively. in other words, code mixing can be understood as the switching of languages that occurs within sentences, usually at the level of words or idiomatic expressions. however, code mixing must also be distinguished from borrowing in that borrowings are used to fill lexical gaps by monolinguals, while code mixing is employed at every level of lexical and syntactic structure by bilinguals. moreover, borrowings are completely assimilated to the borrowing language, whereas mixed elements often retain features of the donor language (gibbons, 1987). literature review a lot of authors around the globe have dealt with the processes of code switching, code mixing and borrowing, not all of them have provided clear-cut distinctions for https://doi.org/10.54536/ajmri.v1i2.292 https://journals.e-palli.com/home/index.php/ajmri mailto:lbvillanueva%40mmsu.edu.ph?subject= pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 70-77, 2022 such phenomena. code switching and borrowing are explained as a continuum in progression in which code switching precedes borrowing in time and is more restricted in its use (individual vs. societal). in pahta’s (2004) words: “the distinction between the two may seem straightforward in theory: switching involves the use of two languages in one utterance, whereas the term ‘borrowing’ is used of embedded elements that have been integrated into the host language.” moreover, as stated by pahta (2004), code switching can be both situational and metaphorical. situational code switching occurs when the codes are used depending upon the situations. situational code switching does not involve any topic change. when a situation of speaker changes, the codes used also change. here, a change of topic requires a change of language. the process of changing the codes has connections with the social value and status of speakers. since, they are deciding the codes to be selected. on the other hand, code mixing occurs when the speakers use two or more languages together and mix them in a single utterance or in their communicative act. for example, a person speaking to an educated person or to an honored person in the society, he uses a standard variety. at the same time, when he speaks to the person who is socially lower in status’ he uses a low variety. but, when he speaks with his family friends or other related persons, he mixes both the high and low varieties of the languages. in a casual conversational situation, there will be a mixture of both the codes. sometimes, a person who knows more than one dialect uses different codes. a person who belongs to one particular dialect may use a standard code in formal situation or with his friends. at the same time, he may change from one code to another assuming that the hearer also knows the change in the code. in a bilingual situation also code switching occurs. a person who knows two languages may know the cultural background of both the languages, and sometimes becomes proficient in both the languages and thereby he adopts code switching during language use. additionally, code switching exists in a bilingual community and speakers often switch between languages in conversation without any advance notice (yacovone, moya and snedeker, 2021). this is also possible in a multilingual situation; when a speaker uses more than two languages, he often switches over from one to another and ends up mixing all the codes. this is common in multilingual communities and classes like ilokano classrooms in laoag city, ilocos norte, the philippines. there are various perspectives on code switching. the practice of code switching itself does not indicate a deficiency of language knowledge; rather, it seems to serve a communicative function in conversation. code switching as a conversational resource has been studied by several sociolinguists. blom and gumperz (1972) distinguished two types of code switching, situational code switching and metaphorical code switching. situational code switching is related to a change in situation, for instance, when a new participant joins the activity, or a change in the conversation topic or setting. on the other hand, metaphorical code-switching is often used as a conversational strategy to enhance or mitigate conversational acts such as requests, denials, topic shifts, elaborations or clarifications. gumperz (1982) later relabeled metaphorical code switching as conversational code switching. code switching can be used by teachers by integrating it into the activities used to teach a second language. by having students get in pairs and switch languages at pre determined points in conversation, it helps them to learn each other’s language. teachers can also begin a lesson in one language, then switch to another language, forcing the children to listen carefully and comprehend both languages (skiba, 1997). some effects of code switching are also worth noting in this section. the possible effect(s) the switching can have on the acquisition of the english language can be summarized thus, a) the switching enables students to discuss freely with their friends, teachers and parents at home and other settings; b) it helps them to understand new concepts better if explained in l1 which means that there are some subjects more effectively explained when switching languages; c) it is because they do not know the word for it in the other language and that the word is readily recalled in the switched language; and d) it serves as a status symbol. switching here serves as a directive function wherein it involves the hearer directly. the interest in studying code switching functions is not new as it goes back to as far as 1975 as lance investigated whether code switching had any syntactic restrictions, but he concluded that there were none. ibrahim et al. (2013) stated in their findings that teachers positively perceive code-switching in the classroom. the same result was found out by rivera and mazak (2017) wherein students in their study had neutral to positive perceptions of codeswitching. thus, they normally code-switched in the classroom just like any other l2 learners. an important work on code mixing is gibbons’ (1979) study on u-gay-wa. in his work, gibbons examined the nature of the language mixture of the students at the university of hong kong. u-gay-wa was predominantly cantonese with a less significant english element and some interesting autonomous elements. he found some of the code-mixed sentences difficult to analyze because the structure of the mixture agreed with neither language system. he proposed that in syntax, there was a small autonomous u-gay-wa element. he concluded that the students had complete competence in neither cantonese nor english. they developed an independent system – a fused competence – to cope with every facet of their daily life, this competence of necessity involving the mixing of elements from the sources of cantonese and english. the most comprehensive work on syntactic constraints on code switching comes from poplack (1980), and poplack and sankoff (1988). they suggested two major https://journals.e-palli.com/home/index.php/ajmri pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 70-77, 2022 constraints in code-switching, namely: the equivalence constraint and the free morpheme constraint. after surveying the structural integrity of the component languages in code-switching, they argued for a separate grammar of code switching in addition to the two monolingual grammars. ten major switch types were found in their studies. another vital contribution to the existing literature in the field of code switching is by the anthropological linguist ana celia zentella who studied puerto rican children residing in new york (1997). this research was conducted through an observation as well as audio and video recording over a span of 14 years. zentella followed the lives of five puerto rican girls from childhood to adulthood to determine the reasons for the use of multiple language varieties found in their complex speech community. the code-switching styles of the five subjects were described along with the factors that trigger them. in addition to performing cultural work, zentella discovered that code switching performs important conversational work as evidenced by her discovery of the use of code switching to accomplish 22 conversational strategies which she classified under three major categories. despite the significant findings of the foregoing studies abroad, a more specific review is imperative to contextualize this present study; thus, this section presents some studies on code switching done in the philippines. in 1978, pascasio studied the functions of code switching in business domains among filipino bilinguals. she identified six sociocultural functions which cause code switches: the role relationship of the interlocutor (status, position), age, sex, topics, speech functions and domains. apart from factors that affect the code switches, she also identified the function it plays. these code switches were found to be used for quotation, interjection, repetition, message qualification, addressee specification, inquiring and giving information, personalization versus objectification, and to express politeness. corollary to this, bautista (2004) claimed the alternation of tagalog and english in informal discourse is a feature of the linguistic repertoire of educated, middle and upper-class filipinos. her paper described the linguistic structure and sociolinguistic functions of tagalogenglish code switching (taglish) as provided by various researchers through the years. the analysis of taglish began with a linguistic focus, segmenting individual utterances into sentences and studying the switch points within the sentence. it was found out that taglish has been viewed as a mode of discourse and a linguistic resource in the bilingual’s repertoire. new theoreticians working within a critical discourse analysis framework are seeing taglish as a reaction to the hegemonizing tendencies of philippine society and modern life. theoretical background this research is anchored on social interactionist theory by vygotsky (1934). this stresses the significance of the environment and the context in which the language is being learned. it focuses on the pragmatics of language rather than grammar, which should come later. in this theory, the beginning speaker and the experienced speaker – be they child and adult or second-language learner and fluent speaker – exist in a negotiated arrangement where feedback is always possible. the basic appeal of this theory is the importance it places on the home and the cultural environment in early-childhood language acquisition. language on this perspective is not an innate ability. rather, it develops in negotiating the environment. hence, vocabulary is bound by context or, alternatively, by the culture within which speech is necessary and understandable. this approach to language acquisition is based on culture and environment. thus, it is not universal in scope. in fact, the theory holds that language is never universal, but always contextand time-bound. on one hand, this means that language seems to be provincial, but also utilitarian, because it develops in the environment where it is most needed and most likely to be understood. on the other hand, it keeps the level of basic comprehension solely on the level of the initial environment (http://www.ehow. com/about_5465173). according to vygotsky, social interaction plays an important role in the learning process. he proposed the zone of proximal development (zpd), where learners construct the new language through socially mediated interaction (brown, 2000). vygotsky places more emphasis on society, the social context of learning. zpd refers to the layer of skill or knowledge which is just beyond that with which the learner is currently capable of coping. there are two levels of development in zpd: the actual development level and the potential development level. the actual development level refers to the individual’s ability to perform certain activities independently of another individual. in the potential level, the individual can perform the activities when help or support is given. the difference between the two levels is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance in collaboration with more capable peers. ellis (1994) supported vygotsky’s view and said that learners are socially interactive. they are not to be considered as an associative network, a mechanistic processor of information, relatively unembodied, unconscious, monologic, unsituated, asocial, uncultured, and untutored. this theory provides valuable insights into how learners acquire and use language as they interact with their peers and teachers whose english is their second language. further, it suggests that instruction must be designed in ways that will suit the nature of esl in the philippines, the learners, and the society. hence, this study explored the effects of code-switching among filipino college instructors and students and identified some implications of the effects of codeswitching in philippine college classrooms. https://journals.e-palli.com/home/index.php/ajmri pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 70-77, 2022 methodology the study employed descriptive-qualitative approach using classroom recordings from the online classes of three english, three science and three mathematics instructors and their students at mariano marcos state university-college of teacher education and college of industrial technology as well as an in-depth interview (idi) to further gather pertinent data and support for this endeavor. researcharticles.com (2020) and kumar (2011) stated that descriptive-qualitative research design answers 4wh questions such as what, who, where, and when. answers to these questions do not necessarily provide first hand experiments, or observations, hence, the researchers ask these questions from people who know about the phenomenon and gathers information from secondary sources like books and periodicals and among others which may supplement the study. further, this approach seeks to describe, decode, translate, and otherwise come to terms with the meaning of certain more or less naturally occurring phenomena in the social world. having secured permission to conduct the research in the respondents’ respective institutions, the researchers recorded, transcribed and analyzed the classroom discourses to bring about the effects of code witching committed by both the teachers and the students. results and discussion effects of code switching among college instructors and students this section presents the effects or results of code switching in college classes among teachers and students. the researchers were guided by muysken’s (2000) effects of code switching to identify the effects or consequences. extracts from the discourses of college instructors and students were used to better illustrate the main points for each effect. specifically, effects on the use of code switching in classes where english is the medium of instruction, are discussed in the succeeding paragraphs. effects of teachers’ code switching code switching helps students to better understand directions. giving of instructions to students is very vital in teaching. hence, to ensure students’ comprehension of directions, teachers resort to code switching. doing so will enable students to carry out the expected output because they have fully understood the directions. the giving of clear directions using filipino and ilocano is manifested in the following extracts: example 1. ilagay natin dito sa (let’s put in) another place, ilagay sa (put in the) test tube, ihalo sa (mix with the) plant weeds doon sa (therein the) extract at doon sa ginawa inilagay natin, padadamihin natin yan aasim di yan at magiging (and with what we did, we will regenerate that until it becomes sour and it becomes an) alcohol.hei4s example 2. step 1 kuma, agdetermine kayo ti (you will determine the) topic right, but to make it easier, inted ko ti topic un, so awan problema kadetan. (i already gave your topic so there is no problem anymore). hei3e example 3. q-2 is equal to square root of x. yan ang ilagay niyo. (you put that). hei2m it can be inferred from these examples that the teacher switches to filipino and ilocano in giving instructions. hence, majority of the switching denotes an action (ilagay, ihalo, padamihin, agdtermine, inted and ilagay). moreover, these instructions which are embodied in action words are switched to filipino. although filipino is also the second language of filipino students aside from english, the degree of comprehension is higher than in english. code switching eradicates language barrier for a clearer instruction. the use of english alone in the discussion may result to poor comprehension among the students. this can be attributed to the practice of speaking their vernacular at home. in example 2, most of the switches of the teacher were done in ilocano. this is to make sure that there is no language barrier since ilocano is their vernacular. hence, the switching ensures for a clearer comprehension and also a higher degree of emphasis. these all lead to a better and clearer picture of the instructions so students will not be lost in carrying out what is expected of them. as a result, they will be able to apply correct instructions during examinations, activities, and even in the preparation of their projects, all for the upliftment of their class standing. this is strengthened by the claim of one teacher as he explicitly stated: “one of the weaknesses of students especially maritime and criminology is comprehension. they pretend that they understand during the giving of instructions but eventually, they would present a bad project or would carry out wrong moves during an activity. using ilocano or filipino therefore, is of big help.” hei3etr1 code switching promotes better understanding by students. the practice of asking questions has a big spot in teaching. questions translate the lesson into more concrete and attainable activities. yet, in their process of asking questions, teachers intentionally switch to a more familiar language to effect better understanding among students. this is illustrated in the next examples: example 4. any questions on the boys at the back. okay lang kayo? (are you okay?)hei3s example 5. no, c’mon you tell, ana? (what is it?) hei2e in example 4, the teacher clarifies if the students can follow the discussion by asking them first in an english sentence followed by filipino (okay lang kayo?). in example 5, the teacher asks a student but the latter is seemingly reluctant to share what she knows. the use of the ilocano tag (ana) adds to the authority of the teacher. on the other hand, the use of the familiar ilocano term can also convince the student to speak. these switches are done in filipino and ilocano but this time in a form of a question. https://journals.e-palli.com/home/index.php/ajmri pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 70-77, 2022 by using code switching in asking questions, students will have a clearer grasp of the meaning of the question thus, they are motivated to answer and are able to generate more ideas. this contributes eventually to the development of a better comprehension strategy of students. if this becomes a practice, better results will be yielded. this claim finds support to this statement of a teacher respondent: “no matter how beautifully crafted the questions are if the students do not understand them, the objective of asking still cannot be attained. instead, asking it directly in the language they are comfortable with, as long as there is communication, could be a better strategy.” hei3tr2 code switching helps students in generating a better choice. decision making or choosing which one is better is very challenging in teaching and learning. this is well executed by the teacher in the following example, that is, giving options for the students to do: example 6. alright, next, palm held vertically, what do you mean by say vertically? pwedeng “hi”, pwede namang “hi” pwede namang ganyan (it could be hi, it could also be hi, that can be one) so it’s up to you. hei4e the teacher in example 6 offers an alternative as an explanation to the topic. the giving of possible things to do is expressed in filipino (pwedeng “hi”, pwede namang “hi” pwede namang ganyan). the students can choose better because it is demonstrated well and the tone is more conversational. however, in doing so, she switches to filipino which is a language they are more comfortable with. this code-switching aids in understanding the situation hence, influences the decision making of the students. apparently, code switching helps the students choose which one is the best. this holds true as one teacher respondent admitted, thus: “i use filipino and even ilocano in teaching for the students to be guided especially when they are asked to choose. their choice predicts possible outcome, so right from there, they have to choose which likely is the best.” hei3tr3 effects of students’ code switching code switching ensures semantic understanding among students. learning a concept or following a task no matter how simple it is entails full understanding of the language used. to justify an answer is a daunting task for students. they are not only evaluated by rightness or wrongness of the answer but also the way they explain the process of arriving at the answer. this is where the employment of an effective and more familiar language comes in. this is evident in the succeeding examples where the switching is done in ilocano: example 1. and the addition property as the inverse, inverse inkwa tay manen,inapply tayo so, alaen yo detoy, detoy neh, detoy. (we applied inverse so we get this.) hei4m example 2. kinompute tayo detoy (we computed for this) sir, positive ken(and) negative so cancel. hei4m in examples 1 and 2, the students are explaining how they arrived at an answer. in doing so, they inserted nonenglish terms to their utterances. evidently, switching between english and ilocano can be seen in the use of the expressions inkwa tay manen, in apply tayo so, alaen yo detoy, detoy neh, detoy and kinompute tayo detoy . this ensures semantic understanding among students and gives them comfort in processing the information. full grasp of the contents of the utterance is attained plus the chance to inquire, clarify or add or even assess in the justification of the answer. this can be justified in most of the responses of the students, one of them stated the following: “i cannot explain in straight english because i may run out of words. i’m afraid also that my grammar is not correct. my classmates might laugh at me, so ag ilocano ak latta nukwan nu awan malagip ko englishen.” hei3sr1 code switching aids the students to investigate further, to clarify, to verify, or to confirm an earlier knowledge. in a usual classroom setting, there are only a few who would participate in the discussion. but considering an interactive topic in math, science and english classes, students’ participation is expected. these are manifested in the following examples: example 3. mabalin kami nukwa aginternet, sir? (can we use the internet, sir?) hei3e example 4. i think, potassium nitrate .usto ma’am? (is this true ma’am?) hei5s example 5. only in the philippines. usto met neh. (it’s right.) hei4s example 6. what can you say? o bakit walang palakpak? why there was no applause?) hei2e in these examples, switching is exhibited by the use of the ilocano prefix and words such as ag (aginternet) in example 3, usto in example 4, and ustu met neh in example 5. in example 6, the use of the filipino sentence is evident after an english sentence. it can be inferred that these lines are uttered in filipino and ilocano in search for answers of their questions. they can be categorically described as informationseeking questions, clarification-seeking questions and questions for agreement or disagreement. simply put, the information they had is coupled with doubt and certainty or uncertainty thus, justifies the asking. apparently, the switching allows the students to investigate further, to clarify, to verify, or to confirm an earlier knowledge. through this, they are given the opportunity to explore thus, avail the full utilization of their vernacular in processing a new knowledge from their teacher. relative to this, one of the respondents simply stated: “i am an inquisitive student; i ask a lot to clarify because i don’t understand sometimes the language of my teacher. so that i am sure that my question is correct, i am forced to use ilocano or filipinon ah depende nu anat malagip ko” hei3sr2 https://journals.e-palli.com/home/index.php/ajmri pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 70-77, 2022 these findings suggest that code switching can be beneficial to both the students and teachers. from the extracts taken, consequences to teaching and learning can be deduced: clearer view on the part of the students on the concepts being introduced/discussed, higher comprehension among students of the overall instruction, directed decision-making when given choices or alternatives, correct interpretation of the instructions to follow during examinations or activities, the chance to use filipino and the vernacular in explaining and asking questions, confidence in participating in the class activities and a revitalized joy and pride in using one’s vernacular. all of these are directed towards achieving a better performance of the teachers and students. these findings validate with the conclusions of olugbara (2008) that students using isizulu english code switching interact freely and speak among themselves and they become active and participative in classroom discussions. the teachers, on the other hand, are more flexible, accommodative of students ‘understanding of their own language and the use of code switching by the teachers and the students play a role in promoting more positive attitudes to the students. similarly, probyn (2001) pointed out that teachers’ code switched because the focus is on communicating the concepts in the most comfortable language. as such, the teachers contended that code switching helps students understand everything because it is not a language lesson. furthermore, they also feet that code switching helps clear some misunderstandings. furthermore, using a mother tongue inside the classroom when pointing out an idea according to macaro (2001) and tang (2002) as cited by zainil and arsyad (2021) is less pressuring and timeconsuming which will likely lead to a more meaningful discussion. finally, cummins in 1981 asserted that children with high levels of proficiency in two languages show ‘positive cognitive effects. in effect, children who come to school speaking more than one language, or who learn a second language in school, will benefit academically as long as both languages are nurtured and developed to the fullest extent. implications of the effects of code-switching of instructors and students in philippine college classrooms language is an imperative instrument for the promotion of teaching and learning. it is a vehicle of gaining access to important knowledge and skills, therefore it is the key to cognitive development that can promote or impede scholastic success (lemmer and squelch, 1993). any language can be effectively used to teach provided a methodological approach is followed. if one wants to ensure effective teaching and learning, it must be done in a language that people understand. based on the analysis of the extracts in this study, code switching is a big help to facilitate better teaching and learning in philippine college classrooms. this is substantiated by tukinoff in 1985 as he claimed that two languages can be a factor in effective instruction. furthermore, he asserted that effective teachers make use of every available resource to ensure that students learn. the purpose for language alternation should be tied to achieving effective instruction. this study however, is only limited to the use of code switching in a philippine classroom setting. teachers and students alike also communicate in different contexts and there is no excuse for them to use mixed languages. hence, the classroom is not only the place to develop the language especially today that the influence of the media is very strong. simply put, code switching has been developed by both the teachers and students as a means of instruction in the classroom as proven in this study, and as a means of communication outside the school and even in the virtual world. this implies that code switching has become a linguistic trend among filipinos in different contexts and its continuous prevalence can foster opportunities for people to maximize the use of these languages. this is substantiated by tukinoff (1985) as he claimed that two languages can be a factor in effective instruction. furthermore, he asserted that effective teachers make use of every available resource to ensure that students learn. further, bensen and çavuşoǧlu (2013, p. 72) identified code-switching as a means of serving expressions of emotions to build solidarity and good rapport with the students. thus, the purpose for language alternation should be tied to achieving effective instruction. in using two or more languages in communication, many claim that mastery and proficiency of such can be affected such that of the occurrences of code switching in this study. on the contrary, research has shown that a child acquiring two languages simultaneously will make an effort to separate them (to the extent that his proficiencies allow at that particular point in development) when he/she perceives that is what the context requires (fantini, 1985; huerta-macías, 1992; vihman, 1985). hence, an increase in overall use of code switching would encourage students to use it more, simply as a response to the social context. most importantly, extended use of the students’ native language would positively affect their self-esteem. conclusions this study was limited to the analysis of tertiary classroom oral discourses paying particular attention on the concept and effects of code switching in college classes to identify its implications on language policy formulation and pedagogy. recordings from classes where english is the medium of instruction like english, science and math classes were transcribed and analyzed by the researchers and a focused group discussion (fgd) and an in-depth interview (idi) with the respondents were also done. of the many subjects in college, english, math and science were chosen because these subjects are mandated by the philippine commission on higher education to https://journals.e-palli.com/home/index.php/ajmri pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 70-77, 2022 use english as the medium of instruction. based from the results and findings, it can be inferred that code switching can be beneficial to both the students and teachers specifically in mariano marcos state university, laoag city, ilocos norte, philippines. from the extracts taken, effects or consequences to teaching and learning can be deduced: code switching helps students to better understand directions, eradicates language barrier for a clearer instruction, promotes better understanding by students, helps them in generating a better choice, ensures semantic understanding among students, and aids the students to investigate further, to clarify, to verify, or to confirm an earlier knowledge. all of these are directed towards achieving a better performance of the teachers and students. the number of instances of code switching revealed by this study asserts that it is a natural phenomenon which occurs in any scheme of bilingualism. it is a normal communicative behavior in a bilingual classroom that it can be a useful tool in teaching and learning especially in philippine college classes. thus, it is concluded that code switching exists even in collegiate classes and its prevalence is not only restricted to the basic education sectors. in addition, using code switching in college classes is found to be valuable hence, it is a potent instrument for a better situation of teaching and learning in the philippine context. lastly, it is recommended that both teachers and students should continue establishing classroom discourse in accordance with the requirement of the target language learning demands. there is no declaration of competing interest references bautista, m. 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(1997). growing up bilingual: puerto rican children in new york. oxford. blackwell publishers. pp 323 + viii. https://www.researchgate. net/publication/246645903 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 51 american journal of multidisciplinary research and innovation (ajmri) establishing the nexus between iron status and markers of immune functions among school age children in ogun state, nigeria quadri j.a1*, onabanjo o.o1, oladunjoye z. m2., olusanya a.g3 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.559 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 01, 2022 accepted: september 06, 2022 published: september 12, 2022 iron deficiency as a public health problem is based on the seriousness of its consequences on human health. it suggests that certain indices of iron status are associated with anthropometric measures used independently as markers of immune functions. this study established the relationship between the iron status, and markers of immune functions among school-age children in selected local government areas (lgas) of ogun state, nigeria. a multistage sampling technique used to select 312 school-age children from the three senatorial districts of ogun state. blood samples of the children were analyzed for biochemical [serum ferritin (sf), c-reactive protein (crp), heamoglobin (hb), reticulocyte count] parameters. selected immune function markers and parasitic infections were also measured using standard procedures. data were analyzed using frequency counts, percentages, means, standard deviations, correlation, t-test and chi-square. results showed that 36.5% of the respondent families earned less than two hundred thousand naira annually. also, 43.0% and 62.0% of the mothers had secondary and tertiary education respectively. wash practices showed that 61.1% of the respondents did not have a place for handwashing. the study further revealed that the prevalence of iron deficiency was 23.7%, aneamia was 16.3% while 13.1% of the anaemic children were due to iron deficiency aneamia with significant sector (p=0.003) and gender (p=0.032) differences. malaria (17.6%) and helmintes (18.3%) infection also showed a significant difference in the sector (p=0.020, p=0.042). the range of cd4 counts, neutrophils, lymphocytes, monocytes, basophils and eosinophils were 708.85 to 727.11, 3.31 to 3.88, 3.03 to 4.38, 0.53 to 0.59, 0.03 to 0.04, 0.33 to 0.38 respectively. crp positively correlated with household size (r= 0.155), heamoglobin(r= 0.238), serum ferittin (r= 0.101), and pcv (r= 0.103). cd4 also positively correlated with mothers age and education (r= 0.252; r= 0.142) but negatively related to pcv(r= -0.102)while malaria and household size (r=0.109) also shows a positive relationship. this study concluded that a significant relationship exists between socio-economic status, makers of iron status and infections in the children. hence, appropriate investigations for iron status and inflammation/infection screening need to be integral in the evaluation of anaemia, and interventions that target the multifactorial nature of anaemia in school-aged children need to be strengthened keywords serum ferittin, malaria, packed cell volume, eosinophills, anaemia 1 ladoke aknitola university of technology, ogbomoso, oyo state, nigeria 2 federal university of agriculture abeokuta, ogun state, nigeria 3 ogun state college of health technology, ilese-ijebu, ogun state, nigeria * corresponding author’s e-mail: koredequadri57@gmail.com introduction iron deficiency (id) is the most prevalent micronutrient deficiency worldwide, resulting in adverse health outcomes, including anemia, impaired muscle function, poor immune function, delayed psychomotor development, and impaired cognitive performance in children in the short and long term (beard, 2001; sachdev et al, 2005). due to the morbidity and mortality associated with iron deficiency, the world health organization (who) has deemed it to be a public health issue since 2004 (who, 2011; who, 2019). poor nutrition especially iron deficiency in school-aged children is associated with retardation of growth and poor cognitive development. the school age children are at risk of iron deficiency because of an expanding red cell and muscle mass (herbert et al., 1997). it has been estimated that about 40% of the world’s population (more than 2 billion individuals) suffer from anaemia with a prevalence of 48% in school-aged children (who, 1996;shell-duncan et al., 2005). the key nutrient deficiency observed among school-aged children is iron deficiency anaemia (scn, 2002; onimawoet al.,2010). the results from the study of onimawo et al (2010) showed that the prevalence of anaemia among the school children was 82.6%, while iron deficiency was 77.8%. the average daily iron intake was 30% below the recommended allowance. there was a high prevalence of inflammatory disorders as indicated by crp among the children.anemia lowers immunity, making children more vulnerable to communicable diseases and putting them at risk of dying, and anemia’s consequences have an effect on a country’s social and economic growth (mulugeta et al., 2018). moreover, its consequences are severe in children as their bodies develop, and it has been linked to stunted growth, reduced psychomotor growth, and decreased social, emotional, and cognitive functioning in youngsters (abebe et al., 2018). iron is also necessary for normal development of the immune system. its deficiency affects the capacity to have an adequate immune response as it is necessary for immune cell proliferation and the generation of specific response to infection (beard, 2001). both experimental, and some clinical studies have emphasized the importance of iron in the integrity of the immune system especially the innate immunity (decreased bactericidal effect and respiratory burst of neutrophils) and the cellular component system https://doi.org/10.54536/ajmri.v1i4.559 https://journals.e-palli.com/home/index.php/ajmri mailto:koredequadri57@gmail.com pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 of cell-mediated immunity (cmi) (decreased lymphocyte proliferation and delayed hypersensitivity responses) (beard, 2001 &ekizet al., 2005). the standing committee on nutrition (scn) reported that the prevalence of iron deficiency anaemia among schoolchildren in africa stood at 49.8% (scn, 2002). iron deficiency with or without anemia is associated with increased susceptibility to infection owing to impaired immune function (onabanjo et al; 2012). anaemia is one of the most widespread public health problems, especially in developing countries, and has important health and welfare, social, and economic consequences. these include impaired cognitive development, reduced physical work capacity, and in severe cases increased risk of mortality (nestle and davidson, 2002). thus, this study will comprehensively determine the relation of iron status to measures of immune function among the school age children in south west, nigeria. study population the study population consisted of primary school children (7-12 years old) in selected schools in both urban and rural local governments in ogun states. inclusion criteria school age children between 7-12 years attending the schools selected for the study. school children from primary two to six. children whose parents give permission for them to participate in the study. children giving ascent participated in the study. children who are present at the day of data collection. children not on medication that can affect the data analyses. children with no known case of infection or inflammation the three senatorial districts in ogun states are selected for the study (ogun central, ogun west and ogun east) and three hundred and twelve (312) school children were considered. two local governments randomly selected in each senatorial districts (one urban and one rural). four schools randomly selected in each lga and total of twenty four (24) schools in all the lgas. pupils in each school were stratified into groups according to their class starting from primary two to six. simple random sampling was used to select the required number from each class procedure and method of data collection prior to the commencement of the research, submission of the research proposal were made at the state hospital ijaye, abeokuta and selected local governments in the three senatorial districts and also to the headmaster of each school. ethical consent was sought from the state hospital, ijaye, abeokuta and also meeting with parents with the assistance of the school management for their verbal consent. trained fieldworkers with the principal investigator engaged in data collection and medical laboratory scientist assisted in blood sample collection and analysis. a pretested, structured interviewer administered questionnaire was used to collect information from the respondents. the questionnaire was used to collect information on the respondent’s bio-data and socioeconomic characteristics. blood collection (including analytical procedures) venous blood samples (10ml) were collected and delivered in two containers as follows: (i) 4ml blood collected in edtacontaining tube for hemoglobin (hb) and full blood count; (ii) 6ml blood collected in coagulant free tubes and centrifuged for the estimation of serum ferritin (sf) and c-reative protein (crp). pcv, cd4 count, reticulocyte count were also measured. iron status indices iron status was determined by measurement of hemoglobin, pcv and serum ferritin. since hemoglobin, pcv and serum ferritin may be altered in the presence of infection, creactive protein (crp) was used to identify individuals with inflammation and infection. heamoglobin: was measured in situ by means of the direct cyanmet hemoglobin method (ames mini-pak hb test pack &amestm minilab), using drabkins solution and a standard photometer. serum ferritin (indication of iron-stores): was determined using elisa (randox kits, uk) c-reactive protein: an acute phase protein, and an indicator of acute infection, was determined using a turbidity method from bayer corporation (tarrytown, ny, usa). it was spectrophotometrically measured with a technicon ra-1000 automated system. immune function determination the relevance of iron in the make-up of the immune system particularly in the innate immunity by decreasing the anti-bacterial activity as well as the respiratory burst of polymorphonuclear cell, cellular component and delay hypersensitivity have being emphasized (beard, 2001). white blood cell count and differentials were determined (neutrophil, lymphocyte, monocytes, eosiniphil and basophil) using the method of ghai (2001) and abu syed (2014). reticulocyte count was performed on the blood sample according to lewis et al. (2001). parameters such as microcytosis, macrocytosis, spherocytes, anisocytosis and rouleaux formation was determined by monicalcheesbrough method (2000). the level of cd4 lymphocytes count using monoclonal antibodies was verified by cytoflow method (marti et al., 2001). parasitological test stool samples containers were given to each child and they were asked to bring a sample of their faeces to school the next day. stool samples were microscopically examined for helminthic infection within one hour of staining using a modification of formol-ether and ethyl acetate https://journals.e-palli.com/home/index.php/ajmri pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 concentration technique (lim et al., 2009). hookworms were counted. malaria screening thick blood smears were prepared on glass slides within 12 hours of blood collection for the determination of malaria parasites. the slides were fixed and stained with field stain (a and b), allowed to dry and observed under a microscope for malaria parasite using oil immersion objectives (ogbuileet al., 2000). the presence or absence of malaria was reported as well as malaria parasite count. ethical considerations ethical approval to carry out the research was sought from ogun state hospital, ijaiye, abeokuta, nigeria. verbal informed consent was collected from mothers and caregivers. statistical analyses changes in biochemical indicators were calculated. children were defined as: (i) iron deficient if serum ferritin< 15 µg l-1; (ii) anaemic if haemoglobin is (hb) < 11.5 g dl-1; and (iii) iron deficient anaemic if serum ferritin< 15 µg l-1 and hb< 11.5 g dl-1. the mean value for immune parameters like cd4 count, white blood cell count and differentials, reticulocyte count were calculated and t-test used to determine the difference while the severity of both stool and malaria parasite were measured and changes within groups were examined with a paired ttest. spss was used for all statistical calculations and a p-value < 0.05 was considered significant. results sociodemographic characteristic of respondents table 1 and 2 shows the socio-demographic characteristics of the children and family sampled. the age of the children ranged between 7-8years, 9-10years and 11-12years but majority of the children were within the ages of 11-12years. it shows that 21.1% (urban) and 19.2% (rural) of the children were within the age range of 7-8years while 35.4% (urban) and 36.4% (rural) were within 9-10years of age and the remaining 43.5% (urban) and 44.4%(rural) were within the age range of 11-12years . the table also shows age range of parents of the children. the mothers within the age range of 0-20years were 3.1% and 6.0% in urban and rural lgas respectively and between 21-30years of age were 13.7% and 22.5%, while within 31-40years were 34.8% and 29.8% in urban and rural lgas respectively. majority of the fathers were above 40years of age in both urban (46.6%) and rural (43.0%) lgas. it also shows that 1.9% in urban and 4.6% in rural lgas were within 0-20years. more than half of the mothers had tertiary education (61.5%) in urban lgas but 45.0% in rural lgas. considering the size of the family, the percentage of household within one to four members was 53.4% in urban and 29.8% in rural lgas, while the size of the household within five to eight members was 31.7% in urban but 51.0% in rural lgas. above eight members were 14.9% and 16.2% in urban and rural lgas respectively. the average annual income of the family ranges from less than a hundred thousand to five hundred thousand and above table 1: socio-demographic characteristics of the children characteristics sector urban rural frequency % frequency % age(yrs) 7-8 34 21.1 29 19.2 9-10 57 35.4 55 36.4 11-12 70 43.5 67 44.4 total 161 51.6 151 48.4 fathers age (years) 0-20 3 1.9 7 4.6 21-30 32 19.9 32 21.2 31-40 51 31.7 47 31.1 above 40 75 46.6 65 43.0 total 161 51.6 151 48.4 mothers age(years) 0-20 5 3.1 9 6.0 21-30 22 13.7 34 22.5 31-40 56 34.8 45 29.8 above 40 78 48.8 63 41.7 total 161 51.6 151 48.4 educational level of the mothers no formal education 4 2.5 10 6.6 primary education 15 9.3 32 21.2 secondary education 43 26.7 41 27.2 tertiary education 99 61.5 68 45.0 total 161 51.6 151 48.4 religion of the fathers https://journals.e-palli.com/home/index.php/ajmri pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 with 5.6% and 11.9% earned less than one hundred thousand, 14.3% and 23.8% earned less than two hundred thousand, 12.4% and 30.5% earned less than three hundred thousand, 34.2% and 19.9% earned less than four hundred thousand, 19.3% and 10.0% earned less than five hundred thousand, 14.3% and 4.0% earned five hundred above. islam 56 34.8 65 43.0 christianity 99 61.5 77 51.0 traditionalist 6 3.7 9 6.0 total 161 51.6 151 48.4 religion of the mothers islam 51 32.1 63 41.7 christianity 101 67.7 81 53.6 traditionalist 9 0.4 7 4.6 total 161 51.6 151 48.4 household size 1-4 86 53.4 45 29.8 5-8 51 31.7 77 51.0 above 8 24 14.9 29 16.2 total 161 51.6 151 48.4 table 2: water, sanitation, hygiene of the households and household income characteristics sector urban rural frequency % frequency % primary water source pond/lake 0 0 11 7.3 spring/river 1 0.6 20 13.2 well 20 12.4 72 47.7 borehole 85 52.8 36 23.8 pipe borne water 55 34.2 12 7.9 total 161 51.6 151 48.8 primary method of waste disposal bush 10 6.2 30 19.9 refuse dump 56 34.8 60 39.7 city service 42 26.1 15 10.0 burning 53 32.9 46 30.5 total 161 51.6 151 48.8 type of toilet pit latrines 44 27.3 92 61.0 water closet 108 67.1 41 27.2 bush 9 5.6 18 11.9 total 161 51.6 151 48.8 sharing of the toilet with other households 56 34.8 72 47.7 general public 23 14.3 46 30.5 none of the two 82 51.0 33 21.9 total 161 51.6 151 48.8 average annual income of the family <100, 000 9 5.6 18 11.9 100,000-199,000 23 14.3 36 23.8 200,000-299,000 20 12.4 46 30.5 300,000-399,000 55 34.2 30 19.9 400,000-499,000 31 19.3 15 10.0 500,000 above 23 14.3 6 4.0 total 161 51.6 151 48.8 biochemical indices of children table 3 shows the mean biochemical indices of the children. the mean values were: haemoglobin concentration for boys (12.14±1.39 g/dl), serum ferritin (21.52±20.38µg/l), cd4 (741.71±347.20 cells/µl), c-reactive protein (3.32±5.06 mg/l), pcv (36.73±3.60), reticulocyte (0.83±0.37), wbc(7.02±2.21(100/µl) and https://journals.e-palli.com/home/index.php/ajmri pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 table 3: biochemical indices of respondents according to gender (n=312) variable male (n=155) female (n=157) total (n=312) cut-off range p-value hb(mg/dl) 12.14±1.39 11.73±0.97 11.93±1.20 11.5-13.0 0.000* sf (µg/l) 21.52±20.38 19.64±16.50 20.57±18.52 12-150 ns cd4 (cells/µl) 741.71±347.20 695.13±345.12 718.27±346.39 365-1571 ns crp(mg/l) 3.32±5.06 3.92±5.62 3.62±5.34 3-10 0.002* pcv(%) 36.73±3.60 36.10±3.92 36.42±3.76 >34 ns reticulocyte 0.89±0.41 0.83±0.37 0.86±0.39 0.5-1.5 ns wbc(100/ µl) 7.02±2.21 7.49±2.99 7.26±2.64 4.0-11.0 ns neutrophils (1000/µl) 3.51±1.63 3.69±3.29 3.60±2.59 2.0-7.5 ns lymphocytes (1000/µl) 3.85±4.45 3.51±1.52 3.68±3.32 1.5-4.0 0.003* monocytes (1000/µl) 0.57±0.15 0.55±0.19 0.56±0.17 0.1-1.5 0.04* eosinophils (1000/µl) 0.36±0.31 0.34±0.35 0.35±0.33 0.04-0.4 ns basophils (1000/µl) 0.04±0.05 0.04±0.03 0.04±0.04 0.0-0.1 ns hbhaemoglobin, sfserum ferritin, cd4 – cluster of differentiation 4, crpc-reactive protein, pcv – packed cell volume, wbcwhite blood cells neutrophils, lymphocytes, monocytes, eosinophils, basophils were (3.51±1.63), (3.85±4.45), (0.57±0.15), (0.36±0.31), and (0.04±0.05), respectively. the mean values are: haemoglobin level for girls (11.73±0.97 g/dl), serum ferritin (19.64±16.50µg/l), cd4 (695.13±345.12cells/µl), c-reactive protein (3.92±5.62 mg/l), pcv (36.10±3.92), reticulocyte (0.89±0.41), wbc (7.49±2.99 (100/µl) and neutrophils, lymphocytes, monocytes, eosinophils, basophils were (3.69±3.29), (3.51±1.52), (0.55±0.19), (0.34±0.35), and (0.04±0.03) respectively. table 4: biochemical indices of respondents according to sector(n=312) variable urban(n=161) rural (n=151) total (n=312) cut-off range p-value hb(mg/dl) 12.15±1.23 11.71±1.15 11.93±1.21 11.5-13.0 0.004* sf (µg/l) 20.51±20.59 20.63±16.08 20.57±18.52 12-150 ns cd4(cells/µl) 727.11±338.59 708.85±355.39 718.27±346.39 365-1571 0.002* crp(mg/l) 3.24±5.09 4.05±5.71 3.63±5.40 3-10 0.001* pcv(%) 36.65±3.50 36.04±3.86 36.36±3.68 >34 ns reticulocyte 0.87±0.38 0.85±0.41 0.86±0.39 0.5-1.5 ns wbc(100/µl) 7.28±2.19 7.24±3.05 7.26±2.64 4.0-11.0 ns neutrophils (1000/µl) 3.88±2.94 3.31±2.14 3.60±2.59 2.0-7.5 ns lymphocytes (1000/µl) 3.03±0.97 4.38±4.57 3.68±3.32 1.5-4.0 0.002* monocytes (1000/µl) 0.59±0.15 0.53±0.18 0.56±0.17 0.1-1.5 ns eosinophils (1000/µl) 0.33±0.25 0.38±0.39 0.35±0.33 0.04-0.4 ns basophils (1000/µl) 0.04±0.03 0.04±0.05 0.04±0.04 0.0-0.1 ns hbhaemoglobin, sfserum ferritin, cd4 – cluster of differentiation 4, crpc-reactive protein, pcv – packed cell volume, wbcwhite blood cells iron status of the children figure1 showed the iron status of the respondents, it shows that 23.7 were iron deficient, 16.3% were anaemic while 13.1% had iron deficiency anaemia and the remaning 46.7% are iron sufficient. iron status of the respondents is classified based on their sector and gender in table 5,it shows that 20.6% of the male were iron deficient and 12.9% of iron deficient respondents were anaemic while 11.0% of the anaemia among the male is as a result of iron deficiency (ida). females that are iron deficient were 26.8%, while 19.7% of them were anaemic and 15.3% of the anaemia among the female is as a result of iron deficiency (ida). in urban lgas, 18.6% of the children were iron deficient and 7.5% of iron deficient respondents were anaemic while 13.7% of the anaemia among the children is as a result of iron deficiency (ida). in rural lgas, the percentages of children that are iron deficient were 29.1%, while 25.8% of them were anaemic and 12.6% of the anaemia among the rural children is as https://journals.e-palli.com/home/index.php/ajmri pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 a result of iron deficiency (ida). the overall iron status of the respondents shows that 74(23.7%) of the respondents were deficient in iron and 51(16.3%) were anaemic while iron deficiency anaemia was noticed in 41(13.1%) of them. one hundred and forty six (46.7%) are sufficient in iron. severity of some biochemical indices among the children table 6 shows the level of some of the indicators of iron in both urban and rural lgas and this classification is necessary to show the actual status of the indicators. it shows that 80.0% of the male had a normal haemoglobin level and 12.3% are mildly deficient while 5.8% and 1.9% are moderately and severely deficient in haemoglobin respectively. as for the females, 71.3% had normal level of haemoglobin and 19.1% are mildly deficient while 5.7% and 3.8% are moderately and severely deficient in haemoglobin respectively. in urban lgas, 83.2% had a normal haemoglobin level and 10.6% are mildly deficient while 4.3% and 1.9% are moderately and severely deficient in haemoglobin respectively. as for the rural lgas, 67.5% had normal level of haemoglobin and 21.2% are mildly deficient while 7.3% and 4.0% are moderately and severely deficient in haemoglobin respectively. the overall haemoglobin status shows that75.6% had a normal level and 15.7% are mildly deficient while 5.8% and 2.9% are moderately and severely deficient in haemoglobin respectively. there is a significant difference in heamoglobin status across the sector (p=0.032) and table 5: classification of school children according to iron status(n=312). variables sector p-value gender p-value urban rural total male female total anaemia (hb<11.5g/dl) 12(7.5) 39(25.8) 51(16.3) 0.003* 20(12.9) 31(19.7) 51(16.3) 0.032* iron deficient (hb≥11.5g/dl & sf <12µg/l) 30(18.6) 44(29.1) 74(23.7) 0.022* 32(20.6) 42(26.8) 74(23.7) 0.041* iron deficiency anaemia (hb<11.5g/dl & sf <12µg/l) 22(13.7) 19(12.6) 41(13.1) 0.013* 17(11.0) 24(15.3) 41(13.1) 0.022* iron sufficient (hb≥ 11.5g/dl & sf≥12µg/l) 97(60.2) 49(32.5) 146(46.7) 0.012* 85(55.5) 60(38.2) 146(46.7) 0.013* total 161 151 312 155 157 312 figure 1: iron status of the children gender (p=0.040). parked cell volume (pcv) was at low level in 19.4% of the males and 34.4% females while 21.1% and 33.1% had a low level of pcv in urban and rural lgas respectively, with a significant difference in both the sector (0.024) and gender (0.032).serum ferittin was deficient in 25.2% of the males and 34.4% females while in the lgas, deficiency of ferittin was noticed in 22.4% of the children in urban and 37.7% in rural lgas.reticulocyte which is an immature red blood cell was low in 18.7% and 24.2% of male and female respondents and noticed to be high in 14.2% and 17.2% of male and female respondents respectively. it also shows that 16.1% and 27.2% have a low level of reticulocyte while it was high in 14.3% and 17.2% in urban and rural lgas. severity of markers of inflammation and immune function of the subjects table 7 shows the maker of inflammation and immune function of the respondents. in the lgas, the crp was at low risk in 72.7% of urban and 68.2% of the rural respondents while mild risk in 13.7% urban and 17.9% of the rural but at high risk in 13.7% of urban and 13.9% of the rural children. as for the gender, it shows that 71.0% males and 70.1% females were at low risk while mild risk was noticed in 17.4% males and 14.0% females but 11.6% males and 15.9% females were at high risk without any significant difference in both gender and sector. the cd4 count which is a determinant of immune status appeared to be low in 17.4% and 15.9% in urban and rural local government area while the respondents with low cd4 are 16.8% males’ and16.6% females. prevalence of parasitic infections and film appearance of the red blood cell status among the children table 8 shows the prevalence of parasitic infections among the respondents by location and gender. as for stool examination in urban lgas, ascarislumbricides was detected in 13.7% and stronglyloides in 7.5%. no parasite was seen in 78.9% of the children in urban local government area. the stool examination in rural lgas https://journals.e-palli.com/home/index.php/ajmri pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 shows that 23.2% were affected by ascarislumbricides while stronglyloides was detected in 11.3%. no parasite was seen in 65.6% respondents in rural lgas respectively. as for gender, ascarislumbricides was detected in 18.7%males and stronglyloides in 10.3% of them. no parasite was seen in 71.0% of the male children. the stool examination among female children shows that 17.8% were affected by ascarislumbricides while stronglyloides was detected in 8.3%. no parasite was seen in 78.9% of the female children. the result showed a significant difference only in the sector (p=0.023). malaria was moderate in 28.6%, high in 20.5% but negative in 51.6% in urban lgas. in rural lgas, malaria was moderate in 36.4, high in 28.5% but negative in 35.1%. malaria was moderate in 33.5% of the male children, high in 25.2% but negative in 41.3% of the male respondents. among the female children, malaria was moderate in 30.6%, high in 23.6% but negative in 45.9% of them. there is a significant difference in the sector (p=0.023) but not in gender. table 8 also shows the film appearance used to determine the nature of the red blood cell of the respondents. macrocyte is when the red blood cell is bigger than the normal while dacroctyte (tear drop cells) as to do with variability in rbc shapes, one side of the rbc is pinched and it forms a tear drop like shape and thus appear to be smaller than the normal counterparts. poikilocyte can refer to an increase in abnormal red blood cell of any shape where they make up ten percent or more of the total population and normocyte is the normal red blood cell. in urban lgas, it shows that the nature of the rbc was macrocyte in 7.5%, and dacrocyte was the nature in 4.3%, while poikilocyte was noticed in 6.2% and normocyte was the nature of rbc in 82.0% of the childrenin urban local government areas. in rural lgas, it shows that the nature of the rbc was macrocyte in 18.5%, and dacrocyte was the nature in 7.3%, while poikilocyte was noticed in 11.3% and normocyte was the nature of rbc in 62.9%.it also shows that the nature of the rbc was macrocyte in 13.5% of the male children, and dacrocyte was the nature in 6.5% of them, while poikilocyte was noticed in 8.4% and normocyte was the nature of rbc in 71.6% of the male children. for females, it shows that the nature of the rbc was macrocyte in 12.1%, and dacrocyte was the nature in 5.1%, while poikilocyte was noticed in 8.9% and normocyte was the nature of rbc in 73.9% of the female respondents. only significant across the sector(p=0.030) and not gender (p=0.153). table 9 shows the correlations between socio economic status, markers of iron status, white blood differentials and makers of infection.crp positively correlated table 6: severity of some biochemical indices among the children variables sector p-value gender p-value heamoglobin (mg/dl) urban rural total 0.032* male female total 0.040* severe 3(1.9) 6(4.0) 9(2.9) 3(1.9) 6(3.8) 9(2.9) moderate 7(4.3) 11(7.3) 18(5.8) 9(5.8) 9(5.7) 18(5.8) mild 17(10.6) 32(21.2) 49(15.7) 19(12.3) 30(19.1) 49(15.7) normal 134(83.2) 102(67.5) 236(75.6) 124(80.0) 112(71.3) 236(75.6) pcv(%) 0.024* 0.032* low 34(21.1) 50(33.1) 84(26.9) 30(19.4) 54(34.4) 84(26.9) normal 127(78.9) 101(66.9) 228(73.1) 123(80.6) 103(65.6) 228(73.1) 161 151 312 155 157 312 ferittin(ng/ml) 0.021* 0.051 deficient 36(22.4) 57(37.7) 93(29.8) 39(25.2) 54(34.4) 93(29.8) normal 125(77.6) 94(62.3) 219(70.2) 116(74.8) 103(65.6) 219(70.2) reticulocyte 0.001* 0.122 low 26(16.1) 41(27.2) 67(21.5) 29(18.7) 38(24.2) 67(21.5) normal 112(69.6) 84(55.6) 196(62.8) 104(67.1) 92(58.6) 196(62.8) high 23(14.3) 26(17.2) 49(15.7) 22(14.2) 27(17.2) 49(15.7) 161 151 312 155 157 312 awho, 2001; btatala et al, 2004; cthurnham et al, 2010 and dthurnham et al, 2010 table 7: severity of markers of inflammation and immune function of the subjects variables sector p-value gender p-value crp urban rural total 0.211 male female total 0.121 low risk 117(72.7) 103(68.2) 220(70.5) 170(71.0) 110(70.1) 220(70.5) mild risk 22(13.7) 27(17.9) 49(15.7) 27(17.4) 22(14.0) 49(15.7) high risk 22(13.7) 21(13.9) 43(13.8) 18(11.6) 25(15.9) 43(13.8) 161 151 312 155 157 312 cd4 0.113 0.342 low 28(17.4) 24(15.9) 52(16.7) 26(16.8) 26(16.6) 52(16.7) normal 133(82.6) 127(84.1) 260(83.3) 129(83.2) 131(83.4) 260(83.3) 161 151 312 155 157 312 https://journals.e-palli.com/home/index.php/ajmri pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 table 8: prevalence of parasitic infections and film appearance of the red blood cell status among the children (n=312). variables sector p-value gender p-value stool urban rural total 0.042 male female total 0.121 ascarislumbricides 22(13.7) 35(23.2) 57(18.3) 29(18.7) 28(17.8) 57(18.3) stronglyloides 12(7.5) 17(11.3) 29(9.3) 16(10.3) 13(8.3) 29(9.3) no parasite seen 127(78.9) 99(65.6) 226(72.4) 110(71.0) 116(78.9) 226(72.4) 161 151 312 155 157 312 malaria 0.023 0.103 high 33(20.5) 43(28.5) 76(24.4) 39(25.2) 37(23.6) 76(24.4) moderate 45(28.0) 55(36.4) 100(32.1) 52(33.5) 48(30.6) 100(32.1) negative 83(51.6) 53(35.1) 136(43.6) 64(41.3) 72(45.9) 136(43.6) 161 151 312 155 157 312 film appearance 0.030 0.153 macrocyte 12(7.5) 28(18.5) 40(12.8) 21(13.5) 19(12.1) 40(12.8) dacrocyte 7(4.3) 11(7.3) 18(5.8) 10(6.5) 8(5.1) 18(5.8) poikilocyte 10(6.2) 17(11.3) 27(8.7) 13(8.4) 14(8.9) 27(8.7) normocyte 132(82.0) 95(62.9) 227(72.8) 111(71.6) 116(73.9) 227(72.8) 161 151 312 155 157 312 table 9: pearson’s correlations between socio economic status, markers of iron status, white blood differentials and makers of infection. variable childs age mothers age mothers education annual income hh size hb sf pcv crp 0.107 0.105* 0.070 -0.040 0.155* 0.238** 0.101* 0.103** cd4 -0.120 0.252* 0.142** 0.005 0.144 -0.051 0.131 -0.102* retics 0.012 -0.156 0.027 0.116 0.103 0.009* -0.088 0.106 wbc 0.127* 0.030 0.110* 0.109 0.163* -0.022 0.067 -0.036 neut 0.101* -0.011 0.175** -0.014 0.173 0.588** 0.124 0.126 lymp -0.078 0.202** -0.043 0.511** -0.049 0.109 -0.109* 0.115 mono -0.026 0.071 0.002 -0.020 0.008 0.103** -0.010 0.017 eosino 0.171 0.080 -0.027 -0.007 0.101 -0.098 0.039 0.206 baso -0.008 0.080 0.030 -0.007 0.048 0.008 0.144 -0.104 malaria 0.342* -0.045 -0.104* -0.207** 0.003 0.112 0.109 -0.133* stool exam. 0.014 0.157* 0.123 0.114** 0.168 -0.027 -0.036* 0.178 film appear. 0.011 0.137 -0.058 0.003 0.112* 0.352 0.288 0.045* hbheamoglobin , sfserum ferittin, pcvpacked cell volume, crpc-reactive protein **correlation coefficient is significant at the 0.01 level (2tailed *correlation is significant at the 0.05 level (2tailed) with mothers age (r= 0.105, p= 0.05), household size (r= 0.155, p= 0.05), heamoglobin(r= 0.238, p= 0.01), serum ferittin (r= 0.101, p= 0.05), and pcv (r= 0.103, p= 0.01). cd4 positively correlated with mothers age and education (r= 0.252, p= 0.05; r= 0.142, p= 0.01) but negatively related to pcv(r= -0.102, p= 0.05). there was no significant correlation between reticulocyte counts and socio demographic parameters but positively related to hb (r= 0.09, p= 0.05). there were significant relationships between white blood differentials and socio demographic parameters. neutrophills related positively with childs age, and mothers education (r= 0.101, p= 0.05; r= 0.175, p= 0.01) and hb (r= 0.588, p=0.01). lymphocyte correlated positively with mothers age (r= 0.202, p= 0.01) and negatively related to sf (r=0.109, p=0.05) while monocyte related positively to hb (r=0.103, p= 0.05) but eosinophills and basophills has no significant correlation with the socio demographic and iron parameters. malaria correlated positively to childs age (r=0.342, p= 0.05) and sf(r=-0.109, p= 0.05), but correlated negatively to mothers education (r=-0.104, p= 0.05), annual income(r=-0.207, p= 0.05), and pcv (r= -0.133, p= 0.05). stool examination negatively correlated to sf (r=-0.036, p= 0.05) while film appearance positively related household size (r=--0.112, p= 0.05) and pcv (r= 0.045, p= 0.05). discussion according toworld health organization (who) (2008), it has been reported that anaemia is a global public health problem, with one in four people being affected. iron deficiency was the commonest cause of anaemia and contributed further to the anaemias of sickle cell disease and protein-energy malnutrition (commeyet al., 1995). irondeficiency has been reported to be the most prevalent nutritional deficiency in the world (biesalski& erhardt, 2007). a considerable number of children are anaemic in this study but it is not surprising to also note that more than one third is as a result of iron deficiency. this high rate of anaemia and iron deficiency anaemia in the https://journals.e-palli.com/home/index.php/ajmri pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 present study may be indicative of the fact that the diet of the school age most especially in the rural lgas are not adequate for their iron needs. observations and brief interviews of the people living in this rural areas during the data collection revealed that “garri” (cassava flakes) is their most common staple food with no formof animal protein. farming is the major occupation and only crops that are likely to yield some income are planted. the level of income of family breadwinners is also low, judging by their houses and the yield from their farms. their financial access to meat and other good animal sources of iron is therefore very limited. considering other biochemical parameters under study, it can be easily concluded that though anaemia affect both urban and rural lgas but the majority of those affected in urban may likely not be as a result of diet but other factor like parasitic infections and all these factors come into play in the rural lgas. it is worthy to note that the public health effects of iron deficiency and anemia include reduced work capacity and mental performance, poor growth development, impaired regulation of body temperature, impairments in behavior and intellectual performance, and decreased resistance to infections (who, 2003; yip, 2001). the values reported in this study are higher than the report of taljaard (2011) which reported iron deficiency anaemia among black african school children aged 6-11 years in the klerksdorp area of north west, south africa. the prevalence of anemia and id by sanaet al. (2016) in the study conducted in mexico, us and colombia shows that 12% and 18% of children in mexico were anaemic and iron deficient respectively. however, the values of aneamia and iron deficiency in this study arecloser to that reported byachouriet al. (2015). other studies (sukanya et al., 1996, onabanjo et al., 2014), have reported higher prevalence of anemia and iron deficiency among children. according to other study, school age children are at risk of iron because of an expanding red cell and muscle mass (herbert,1992). although the prevalence of anemia was more in girls than boys,and significantly higher in rural than in the urban lgas in this study.various studies have established the fact that girls are more likely to be anaemic than boys and an example of such is the study of izolda et al (2006) of which the same trend was also observed in the present study. in contrast, some other studies found anaemia prevalence to be more in boys than girls and a good example is the study of barduagniet al. (2004). onimawo reported 82.6% anaemia among school age children in abia state butsex specific anaemia rates were not significantly different for boys and girls (onimawoet al.,2010). a study by alom et al. (2022) showed that there is a positive growth rate among school children in the different age level . in other to show the severity of the iron deficiency in the subjects, the heamoglobin concentration was further classified into severe, moderate, mild and normal according to world health organization classification (who, 2007). the result indicated that a good number of the children were severely and moderately anaemic with more in rural areas and female gender. the value reported in this study was lower than what was reported on the severity of anaemia among schoolchildren (6–15 years) in rural nigeria by rufina et al.(2015) but consistence with the study of onimawo and colleagues where the overall prevalence of anaemia was 82.6% with rates of mild, moderate and severe anaemia being 9.6%, 71.6% and 1.4%, respectively and all the subjects that had severe anaemia were females while none of the males had severe anaemia (onimawoet al.,2010). thando et al. (2017) also reported 51.2% and 41.9% for mild and moderate forms of anaemia respectively, while severe anaemia was 2.3%. a jointly sponsored study in 2001 by who/unicef/ unn reported varying degrees of anaemia with38.0% mild anaemia, 31.8% were moderately anaemic and 0.8% was severely anaemic (who/unicef/unn, 2001). however, low haemoglobin may not be totally a specific indicator for anaemia because it is also influenced by blood depleting parasites, chronic infections and haematological conditions (hallet al., 1998&flemming, 1981) and that is the reason for considering other parameter like pcv. it is however, interesting to note that majority of the children that are severely anaemic were females. this suggests that anaemia may not only have occurred as a result of low haemoglobin but may have been influenced by other factors like monthly menstrual period. serum ferritin (sf) concentration has been identified as the most specific biochemical test that correlates with relative total body iron store, hence is a precondition for iron deficiency in the absence of infection (shell-duncan et al., 2005). low levels of sf were used to indicate iron depletion (parachaet al., 2000). the result of the study shows that almost one third of the children had a low level of ferittin indicative of low iron stores in the body. there was significant difference in serum ferritin values in rural lgas and urban lgas but more female as compared to male were anemic.thisresults obtained in this study is at variance with the studies of thando et al.(2007) and that ofonabanjoet al. (2014) that assessed the anthropometric and iron status of adolescents inogunstate. the serum ferritin values reported by onimawoet al. (2010) are lowerthan the present study. in the study, serum ferritincorrelatewith malaria parasites (r=0.109, p=0.05), indicative of infections in the study population. this conclusion is confirmed by a study conducted in lagos, which showed that ferritin levels were significantly higher in subjects with high densities of malaria parasites (odunukweet al.,2001). c-reactive protein (crp) is a marker of infection or inflammation in the body. it is released into the blood by the liver shortly after the start of an infection or inflammations as an early indicator of these problems and its levels can rise quickly. crp and serum ferritin when used in combination showed the best agreement with body iron stores (thando et al., 2007). in the present study, result shows that crp was elevated in a very close number of the subjects both in urbanand rural lgaswhich could be due to inflammation or infectionand https://journals.e-palli.com/home/index.php/ajmri pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 also more female gender than the males were affected. elevated level of crp (above 20mg/l) in this study is a pointer to the fact that malaria is still endermic in most of the areas featured in the study and other parasites like hookworm still affects good number of subjects in both urban and rural settlements.the overall percentage of the subjects with elevated crp in this study is close to the value reported by john et al. (2008)in which raised crp levels was identified in 16% of the children. the results obtained in this study is similar to works of others studies, (cook et al., 2000; ford, 2003; thierfelderet al., 2007&soldinet al., 2004) that found crp to be higher in girls than in boys. conversely, rodooet al. (2013) and colantonioet al. (2012) reported no gender differences in crp values of children. reticulocyte are young, anucleate erythrocytes, which are released from bone marrow into the blood in increased numbers as a response to anemia caused by hemolysis (destruction) or loss (hemorrhage) of erythrocytes. detection and identification of immature anucleate rbcs verifies whether the bone marrow is responding to the anemia by increasing rbc production in a regenerative response. reticulocyte hemoglobin content is a reliable and early indicator of bone marrow iron status and may detect functional iron deficiency with more sensitivity than biochemical parameters (brugnara, 2003). low values indicate a low production of red cells possibly due to nutrient deficiency, whereas high values indicate a high production of reticulocytes to replace lost blood and healthy hematopoiesis. the result shows that more subjects in the rural lgas have low level of reticulocyte as compared to urban subjects and this may likely be as a result of nutrient deficiency and this result is in line with the study of foyet al. (2015) that reported reticulocyte hemoglobin content to be significantly lower in the blood donor group in their study, but it is not surprising that there are also subjects from urban lgas that are anaemic because it reflected from the result that good number of subjects from both urban and rural lgas had higher number of reticulocyte than normal range which is very likely to be a result of other factors like infections apart from diet. the result of reticulocyte heamoglobin content is a pointer to the fact that the rate of anaemia recorded in this study is not solely as a result of inadequate diet but other factors also come into play, more subjects had a low level of reticulocyte in rural which is suggestive of inadequate diet but also an increase in the level of reticulocyte was noticed in almost the same number of children in both urban and rural lgas which is indicative of other parasitic infections and this is supported by the result of crp in this study that reflects almost the same number of children in both urban and rural with elevated level of crp. the implication of this is that the high level of anaemia in this study is not only as a result of diet but also infection plays a major role because both diet, malaria, hookworm infestation really affects rural children and surprisingly both malaria and hookworm infestation also affects urban children but their diet may be adequate. several other factors such as intestinal parasitic infections and malaria parasitehave been showed to affect the iron status of the children apart from inadequate diet (james et al., 2015). malaria is one of the main public health problems in several developing countries affecting especially children, a particularly vulnerable population with the highest morbidity and mortality burdens associated with this disease (who, 2012 and gethinget al., 2010). malaria usually co-exists with other diseases and poor socioeconomic status, further impairing the development of the affected populations. malaria currently accounts for nearly 110 million clinically diagnosed cases per year, 60 percent of outpatient visits, and 30 percent hospitalizations (fmoh, 2009) with prevalence of 76 per cent in the country (nigeria) (who, 2007).malnutrition is one of the most common and worrying conditions, impairing child development and the severity of other health conditions (custodioet al., 2009). in this study the prevalence of malaria parasitaemia reported was high(43.2%). other authors have also reported same percentage of overall malaria prevalence to be 43.1% during the follow-up study conducted by alexandre et al. (2015) among the children but higher than the 27% prevalence of malaria parasite reported by ademowo (1995) among school children from a rural village in western nigeria and the study of maketa that reported prevalence of malaria to be 30.9% and 14.3% in cite pumbu and kindele health areas respectively (maketaet al., 2015). also, isaac and colleaguesin their study on assessment of iron status among preschool children (6 to 59 months) with and without malaria in western province, kenya reported a smaller percentage ofmalaria prevalence of 6.8% (isaac et al., 2015). however, thevalues reported in this studywas lower when compared to 80% malaria parasite prevalence reported among school children in the malaria-endemic village of erunmu in southwest nigeria (adeyemo, 1999) and also lower than 60% reported by fuseniet al. (2009) in ghana. the present study has shown that plasmodium infections might appear to be more common among males than in the female subjects. numerically, more males than females were infected despite the fact that more females than males were examined in the present study and it is comparable to the report of okeahialamet al. (1972) and uzoegwu and onwurah (2003) for children and adults respectively. the present result conforms to the recorded higher prevalence of plasmodium infection in male than in female school children in ebonyi and edo states, nigeria as reported by ani (2004). also the abah et al study shows that out of the 300 samples, 63.3% were found to be positive with malaria parasite at varying degrees of parasiteamia. sex related infection showed that more males were infected than females (abahet al., 2015). the gender differences may be attributed to the fact that males expose their bare bodies more than females especially during hot weather. thus, such males are more likely to be bitten by mosquitoes. females, on the other hand, are usually not exposing most parts of https://journals.e-palli.com/home/index.php/ajmri pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 their bodies and tend to stay indoors, helping out with household chores thus reducing their contact with the mosquito vector as pointed out.also, studies have shown that females have better immunity to parasitic diseases which is attributable to genetic and hormonal factors zuket al., (1992). moreso, the percentage prevalence of malaria in rural lgas is far more as compared to the urban lgas but the result clearly shows that there are good numbers of pupils from urban lgas that are also affected and the result disagrees with the report of kimbiet al, (2005).also, the endemicity is high in rural than urban communities of ebonyi state as reported by adeyemo et al. (1999). this result suggests that the rural environment offers adequate conditions for breeding of mosquitoes. the socio–economic status of parents in rural communities also helps in the transmission of malaria, as most of these parents cannot afford screening of their homes, insecticides and treated bed nets for mosquito control. illiteracy and ethnic beliefs among the rural dwellers have further encouraged the transmission of malaria parasites. in some cases, the infected children are not fully treated with the correct doses of antimalaria drugs. angyoet al. (1996) in a similar study at jos nigeria reported a parasite rate of 70.5 % among children. in this study, older children are therefore less susceptible to malaria attack because they seem to have developed their own active immunity against malaria parasite (angyoet al., 1996). immunity has important effects on the transmission of the disease by reducing the level of parasitaemia after infective bites and increasing ten folds the rate of clearance of parasitaemia (ademowo, 1995). with repeated infections in areas of intense transmission, the level at which parasitaemia stabilizes falls and the threshold for symptoms rises. consequently, parasitaemia becomes asymptomatic and the risks of unrestrained parasitic multiplication to lethal burdens decline (ademowo, 1995). the intensity of parasitaemia was high and the fact that children with such parasite densities were healthy and able to go to school means that malaria is well tolerated in the areas under study just as in many other parts of the subsaharan africa. this is in consonance with the report of ogunrin, (2001) who noted that children in endemic areas might tolerate very high levels of parasitaemia without severe symptoms.the result of this study is a pointer to the fact that the malaria prevalence in both urban and rural lgas is high and can be a factor that predispose some of the pupils to anaemia in later years if that are not well taken care of. intestinal parasitic infections were one of the 17th neglected tropical diseases listed by the world health organization (who, 2008). neglected tropical diseases accounts for the top 4th leading cause of communicable diseases and constituted 46–57 million disability adjusted life years lost (jeremiah et al., 2012 and hotezet al., 2006).the effect of intestinal parasites was not limited to morbidity and mortality; their impact extends to cognitive impairment, malnutrition, anemia, decreased school attendance, increased susceptibility of the host for infections like hiv/aids and tuberculosis, and impairing the growth of the child and adult productivity. they also impose serious socioeconomic impact on the development of a nation (jeremiah et al., 2012; bethonyet al., 2006; hotezet al., 2009; nokeset al., 1994; hadidjajaet al., 1998 and nyaruhuchaet al., 2006).worldwide, approximately more than 2 billion people are infected with helmets infection (jeremiah et al., 2012; savioliet al., 2002 and hotezet al., 2009). in africa more than 173 million people are infected with ascaris lumbricoides, more than 162 million cases of trichiasis, and more than 198 million cases of hook worm (crompton et al.,2010; molyneux et al., 2005 and brooker et al., 2006). in developing countries 12% of the global disease burdens due to intestinal worm were estimated to occur on children 5–14 years old (awasthi et al., 2003). intestinal parasitic infections were the leading cause of infection in subsaharan africa resulting in avoidable death. the results of this study shows that the burden of intestinal parasitic infection on the children inboth rural and urban areas to be high but more in the rural areas, calling for proper implementation of primary healthcare components in urban and rural areas. there is a little difference in the number of male and female affected if compared.this finding is similar to the report of berhanu (2016) where no gender differences were observed in the number of male and female school children. other studies report more of female been affectedby intestinal parasites than male; in that category is the work of dinku (2017) that out of the total examined children, 50.81% were found to be infected with one or more intestinal parasites and higher infection prevalence was in femalesthan in males. the result of this study also shows that more children were affected in rural lgas as compared to urban. the total prevalence of intestinal parasitic infection was high, this magnitude was higher when compared to finding from malaysia and philippines (ahmed et al., 2012 and janice,2014), but lower when compared to a study conducted by berhanu (2016) that reported 61.7% prevalence of intestinal parasite among school children and also the study of mumtaz et al. (2009). also lower than the result of the study was the report of ghiwotet al. (2014) in which the prevalence of intestinal helminth infection among the study participants was 15.5%. there are several socio economics characteristics that contributed to the high prevalence of parasitic infections in both urban and rural lgas in the study, some of which includespurifying water before drinking which is essential to prevent parasitic infestations. there are over 500 waterborne pathogens of potential concern in drinking waters, identified by the us environmental protection agency (epa) through its candidate contaminant list (solleret al., 2010). almost half of the children in this study did not drink boiled or filtered water and the implication of this is that unclean water is an avenue for transmission of many pathogenic organisms and the result is similar to the results obtained from a comparative https://journals.e-palli.com/home/index.php/ajmri pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 study done by osten (ostenet al., 2007). hand washing with soap removes potentially pathogenic organisms and was found in this study that majority of infected children did not wash their hands regularly with soap.proper hand washing with soap can reduce the output of infective stages in feces that results in the contamination of the environment, and hence can reduce infection transmission in the community (harhayet al., 2010; andersonet al., 2013) and the most important way to reduce parasitic infections is improved hygiene, especially adequate hand washing which reduces mortality due to diarrhea by as much as 50%, contributing more lives saved than vaccination or other medical intervention (pittet, 2006). similar results were obtained in study among turkish school children (ostanet al., 2007). it also show from the study that high family size increases the risk of intestinal parasitic infection, the odds of intestinal parasitic infection for high family sized were 2-fold higher than children with low family size and it is in line with the study of faleke (2016).personal hygiene greatly reduces the burden of intestinal parasites. the prevalence of intestinal parasitic infection in school age children that keep their personal hygiene was low. this finding agrees with finding from different parts of the world (ziegelbaueret al., 2012). this is due to the reason that proper personal hygiene breaks the chain of intestinal parasite transmission.the presence of intestinal parasitic infections may have multiple effects among children including physical and mental developments. the presence of chronic and heavy intestinal parasitic infection cause intestinal bleeding, malabsorption of nutrients, nutritional deficiency, destruction of cells and tissues and other associated effects. the overall effect of these results in growth retardation reduced mental development, school absenteeism, low academic performance, susceptible to malnutrition and infection (brooker, 2010). packed cell volume is the proportion of the blood volume occupied by rbcs and is determined by cell number and size. concentrations below the reference range may indicate abnormal cell development. in this study, about one third of the children had values below the reference range for pcv using who criteria but more of the children with low pcv are from rural lgas and also more female subjects were affected. the results obtained in this study are similar to the finding of other study that reported 87.1% of the subjects been anaemic using pcv and also went further to categorized pcv values into mild anaemia, moderate anaemia and lastly severe anaemia(onimawo et al. (2010).the result showed that pcv is positively correlated to cd4 (r= 0.05) and the implication is that when the immune system is been compromised there is every likelihood that the pcv level becomes low. the cd4 count is like a snapshot of how well the immune system is functioning. cd4 cells (also known as cd4+ t cells, t-lymphocytes, or helper cells) are white blood cells that fight infection. it gives an indication of the healthy immune system and is the body natural defense system against pathogens, infections and illnesses. inthis study, about one quarter of the children had a low level of cd4 with close values for male and female. this observation is similar to the report of olga et al (2010) that assessed immune status and enzymes activity in blood lymphocytes in adult patients where cd4+ lymphocytes content was lower with increased ig m and ig g concentration. it is interesting to note that several studies have stated the link between low level of cd4 and anaemia may not necessarily be diet but majorly due to infection.some of the studies include that of hughes et al. (2009) which reported that total white blood cell and lymphocyte counts in peripheral blood are not decreased in malnourished children, and granulocytes are frequently elevated. likewise, t-lymphocytes and cd4 counts appear normal in malnourished children. their levels seem to be determined more by infections than by nutritional state, and do not reflect the degree of malnutritionrelated immune deficiency, as high infectious mortality is seen in malnourished children, despite unaffected white blood cell counts (hughes et al.,2009). other studies in support of this finding is the studies by keuschet al, (2013) and campbell et al. (2003) which associated a decline in cd4 to result from high pathogen load rather than nutrient deficiencies, and thus primarily a cause of malnutrition, particularly of stunting. the result of the study clearly shows a weak correlation between immune status (cd4) and iron deficiency anaemia which implies that most of the subject that are anaemic in this study may not necessarily have a compromised immune system due to inadequate diet but because certain infection might have set in due to other factors. however, when data for anaemic participants were analyzed, there was a weak positive correlation between hb concentration and cd4 count (r = 0.249). results from this present study therefore suggest that hb concentration may not be a suitable predictor of immune status (based on cd4 count). results of more recent studies have supported the non-suitability of hb concentration for predicting cd4 count (emuchayet al., 2014; sen et al., 2011; alaviet al., 2009). some other studies have however reported that hb concentration can increase the sensitivity of total lymphocyte count in predicting cd4 count (spaceket al., 2003), but this was not explored in the study.nevertheless, food availability is still of vital importance in the study of nutritional status and their relationship with low cd4 cell outcomes since hunger is often a barrier (johannessen et al., 2008); perhaps, the association between the nutritional status and immune status should be uniquely observed in populations where extreme malnutrition is persistent and thus stronger correlations can be deduced, but this study has convincingly showed that there is relationship between the iron status of the children and the markers of infection considered. conclusion the following can be concluded from this study: https://journals.e-palli.com/home/index.php/ajmri pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 51-66, 2022 the socio-economic status and wash practices were very poor among the children who participated in the study, particularly in rural areas. the study revealed high prevalence of iron deficiency (23.7%) and aneamia (16.3%) with 13.1% of the prevalence of aneamia caused by iron deficiency among the children. this is also significant (p<0.05) for gender and sector differences in the iron status. from this study, both malaria and helminthes infection are highly prevalent affecting 17.6% and 18.3% of the children respectively. data on immune markers (cd4 and white blood differentials) showed that more females had lower values than males. about 16.7% of the children had a low level of cd4 though more in rural with no significant difference among male and female (p =0.015). the result of reticulocyte (21.5%), ferittin (29.8%), c-reactive protein (13.8%) and pcv (26.9%) also buttress the fact that some of the children health status has been affected which could in turn leads to a compromised immunity. the study revealed significant relationship between socio economic status, markers of iron status, white blood differentials and makers of infection in the children that participated in the study. recommendations based on the findings of the study, the following recommendations were made; i. appropriate investigations for iron status and inflammation/infection screening, need to be integral in the evaluation of anaemia and its causes before anaemia control interventions are implemented. interventions that target the multifactorial nature of anaemia in schoolaged children need to be strengthened. additionally, regular screening of anaemia in school-aged children from disadvantaged communities is recommended. ii. better data are needed on the burden of malaria and other parasitic infections in school-age children to inform global policy makers and funders of the increasing importance of malaria and others in this age group and to ensure appropriate interactions between educational and health providers at national level. a standardised approach would improve the ability to monitor progress in this special group, and to document any changes in the risk of clinical malaria. systems to capture episodes of clinical and fatal infections in school-age children need not be school-based, but should summarize data for this specific risk group. iii. operational research is needed to determine how best to raise awareness of the importance of malaria and other infections in school-age children and on how to improve the use of established control measures such as itns in this age group. iv. a national policy for improved sanitation in rural zones would increase the quality of drinking water. combining such a policy with better access to basic social services, including education and healthcare, would reduce the prevalence of parasitic infections and anemia and decrease the disease burden on these vulnerable remote communities, particularly among women and children. v. at the household level, the promotion of communitybased sanitation in the sedentary communities and of good hygiene, including regular hand washing will enhance the effects of such efforts. access to safe water and environmental sanitation is particularly challenging among rural dwellers. interventions should aim to reduce surface water consumption by providing access to modern wells, pipe borne water or locally adapted water treatments. vi. culturally sensitive behavior modifications to reduce open defecation, such as defecation far from water points and burial of feces, would decrease the level of human pathogens in surface water. another approach should be directed toward improved personal hygiene, such as fostering hand washing schemes in schools. reference abah, a. e. temple, b. 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(1992). sex differences in parasite infections: patterns and processes. international journal of parasitologyn, 26, 1009-1023. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 76 american journal of multidisciplinary research and innovation (ajmri) modified bass diffusion model to study adoption of covid – 19 vaccines in the philippines: input for inoculation rollout boyshin balsa rebalde*1, christhoffer paran lelis2 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.603 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 15, 2022 accepted: september 17, 2022 published: september 22, 2022 this study aimed to identify a model that better predicts future trends in adopting covid-19 vaccines in the philippines. a non-experimental quantitative research design using modeling techniques was applied. to that effect, this study implemented two diffusion models: the bass model and the modified bass diffusion model incorporating vaccine supply, and google searches, analyzed their predictive abilities, and determined the model that fits better with the observed data. metric criteria for data analysis include mean absolute percentage error (mape), root mean square error (rmse), r2, and the akaike information criterion (aic). the results revealed that when plotted over time, the cumulative number of adopters follows, but not substantially, an s-shaped curve. the modified bass diffusion model incorporating vaccine supply and google searches described the adoption of covid–19 vaccines more accurately and improved the forecast accuracy of the benchmark model by approximately 10%. moreover, the philippines expected to reach herd immunity with 90% as a threshold on september 4 – 17, 2022, when the percent of change of the cumulative vaccine supply and google searches is 0.5%. the policy recommendation is proposed based on the findings of the study. furthermore, future researchers may utilize the proposed model using the data in another set to confirm its predictive ability. keywords bass model, covid-19 vaccine adoption, forecasting, philippines, quantitative research 1 department of education, bitaogan nhs, davao oriental, 8207, philippines 2 university of mindanao, davao city, 8200, philippines * corresponding author’s email: boyshin.rebalde@deped.gov.ph introduction since its first reported case in wuhan city, the capital province in china, the battle against the novel coronavirus (covid-19) has not concluded. among various interventions, from wearing masks to partial and complete lockdowns, mass vaccination seems to be the only way to end the covid-19 pandemic and enable people to resume their normal lives (kim & rao, 2021). in the philippines, vaccination officially began on march 1, 2021, shortly after the arrival of the first batch of vaccines from sinovac (department of health, 2021). in one year, it only inoculated 57% (62 million filipinos) of the entire population (our world in data, 2022a). this rollout is way below the government’s target of fully vaccinating 77 million filipinos by the first quarter of 2022 (clapano, 2021). globally, the philippines ranks 69th in vaccination rollout and lags behind peers in southeast asia, trailing 82% of vietnam, 84.4% of taiwan, and 84.7% of malaysia (our world in data, 2022b). the government has pronounced to raise the herd immunity threshold to 90% of the country’s total population (valente, 2021). however, with this slow pace and a low rate of vaccination rollout, essential questions emerge concerning how and when the government will achieve this target. this is necessary before fully opening activities for economic recovery and returning to normalcy. by forecasting the total number of fully vaccinated people in the country at any given time, it can be approximated how much of the population needs to be vaccinated and how close the threshold level for herd immunity has been achieved. a recent study conducted by cihan (2021) applied arima modeling to forecast the fully vaccinated people against covid – 19 and examine the future vaccination rate for herd immunity in the us, asia, europe, africa, south america, and the world. the results show that 41.8 percent of americans, 2.3 percent of asians, 17 percent of europeans, 0.6 percent of africans, 8.8 percent of south americans, and 5.6 percent of the global population will be fully vaccinated against covid 19. this means that countries are still far from reaching the herd immunity threshold required to stop or slow down the covid – 19 epidemics. the result is significant for public health officials to design intervention programs to speed up vaccination rates. on the other hand, kim and rao (2021) used vaccination data from the state of michigan and applied the bass diffusion model to predict how vaccines would spread and whether a reward system could lead to herd immunity. indeed, the incentive program improved immunization rates by 44.19 percent. the implications are significant for policymakers who want to introduce incentive programs to increase vaccination rates in places where such rates are still insufficient to achieve herd immunity. the most successful adoption of a public health program results from understanding the target population and the factors influencing their rate of adoption. these factors include limited supply and inefficient distribution (su et al., 2021& hyder et al., 2021). other studies found that low covid – 19 vaccines’ uptake was attributed to hesitancy (marzo et al., 2022; amit et al., 2022; cerda & garcia, 2021), demographics (harapan et al., 2020; mo et al., 2021; cheong et al., 2021), and skepticism, refusal, and anti-vaccine movements (amit et al., 2022; al-jayyousi et al., 2021). according to a study conducted among nurses, frequent exposure to social media and interpersonal interaction are favorably connected with vaccination https://doi.org/10.54536/ajmri.v1i4.603 https://journals.e-palli.com/home/index.php/ajmri mailto:mailto:boyshin.rebalde%40deped.gov.ph?subject= pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 76-85, 2022 intentions (xin et al., 2021). the preceding studies about investigating the factors and predicting the covid-19 vaccines’ uptake using different models significantly contribute to the body of knowledge. nevertheless, there is a gap in the literature on building a model that would predict vaccination saturation levels to ensure herd immunity in the philippines, as the setting of the study. additionally, this paper will attempt to accurately forecast the number of fully vaccinated filipinos by incorporating the cumulative vaccine supply, and google searches in the model. on the other hand, this study is not without limitations. first, the bass diffusion model and its modified form are the only models used in forecasting. several modelers and researchers use other methods. second, vaccine supply and google searches are the only exogenous variables considered in this study. other variables may affect the adoption of covid – 19 vaccines among filipinos. lastly, the data used in the study are the available data found online. there may be adoptions that do not find their way to the portal. it is not clear if the unavailable data would change the forecasting results. this study sought to identify a better forecasting model for adopting covid-19 vaccines in the philippines. specifically, this paper aimed to address the following objectives: (1) to present the trend of cases (fully vaccinated) in the adoption of covid – 19 vaccines from april 2021 to january 2022; (2) to develop a modified bass diffusion model by including vaccine supply and google searches; (3) to compare the forecasting performance between the original and the modified bass diffusion model using mean absolute percentage error (mape), root mean square error (rmse), r2, and akaike information criterion (aic); (4) to forecast the next 36 weeks of fully vaccinated filipinos in the philippines; and (5) to propose policy recommendations based on the findings of the study. methodology dataset this study utilized 44 weeks of information related to adopting covid–19 vaccines in the philippines. these comprised cumulative fully vaccinated filipinos, vaccine supply, and google searches (see table 1). the data covered a period of 44 consecutive weeks from march 29 – april 03, 2021(week 0) to january 23 – 29, 2022 (week 43); thus, the week as a unit of time t was considered. the bass model has four parameters: market capacity, time, innovation coefficient, and imitation coefficient. in principle, the number of parameters should be less than the number of data points. typically, suppose the number of parameters of a model is fewer than the number of data points. in that case, some optimization processes (like the least-squares’ method) can be used to determine the optimal model parameters. an estimate is possible with at least five observations from the time series data. dataset with 44 observations is large enough to capture the shape fitted to a bass model. table 1: weekly cumulative dataset week (t) cumulative fully vaccinated cumulative vaccine supply cumulative google searches 0 2525600 413 1 131023 2525600 996 2 191982 3025600 1433 3 230769 3525600 1744 4 289536 4040600 2011 5 451270 7571000 2407 6 720602 7779050 2775 7 949939 8279050 3260 8 1187193 8279050 3861 9 1519566 8329050 4214 10 1852884 12709050 4638 11 2114845 14209050 5224 12 2485616 16209050 6012 13 2836518 17458650 6817 14 3464836 20728650 7358 15 4649963 27829450 8031 16 5984113 30892220 8714 17 8781702 33767790 9667 18 11253696 38182830 10578 19 12460436 42013180 11717 20 13105176 48429920 12592 21 13777698 48792620 13272 22 14921785 52699160 13823 23 16735874 54701160 14326 24 18498248 59266840 14695 25 20205824 66556750 15035 26 21737742 75451250 15334 27 22903841 85348210 15731 28 23965667 91300010 16018 29 25316132 94430610 16343 30 26925731 102888800 16655 31 28819787 109454750 16997 32 31626938 122066590 17352 34 35339433 139713880 18014 35 38025832 144597810 18402 36 40881033 153182720 18709 37 43466612 176297400 18915 38 47128205 192968725 19154 39 49797363 200914075 19315 40 52179204 201064615 19714 41 55093289 203768485 20001 42 57190564 203768485 20322 43 58783438 203768485 20537 the datasets comprised the time series data of eligible filipinos fully vaccinated, accessed in the department of health portal through an interactive graph (department of health, 2022). fully vaccinated refers to a person who has received either a single-dose of vaccine or both doses of a two-dose vaccine. the datasets excluded eligible filipinos fully vaccinated abroad. the data points were reflected daily, and it was copied individually to the microsoft excel spreadsheet. it was organized according to the purpose of the study. on the other hand, the dataset for the vaccine supply came from various web-based news sources. vaccine supply https://journals.e-palli.com/home/index.php/ajmri pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 76-85, 2022 refers to covid–19 vaccines received by the philippine government, regardless of brand. it was carefully reviewed for accuracy, cross-referenced, and verified root sources. lastly, the data for google searches came from google trends’ popularity indices of the web, news, and youtube searches of the different search terms related to covid–19 vaccines (google, 2022). the sum of these searched terms represented the datapoint for a particular week of google search. research materials and instrument this study implemented two candidate models: bass and the modified bass diffusion models. bass diffusion model where n(t-1) = the previous cumulative adopters at the week (t – 1) m = the market potential (level of saturation) p = the innovation coefficient (internal influence) q = the imitation coefficient (external influence). modified bass diffusion model where ∆cum(vs(t)) = the change in the cumulative number of vaccine supply in a week (t) cum(vs(t-1)) = the cumulative number of vaccine supply in a previous week (t – 1) ∆cum(gs(t)) = the change in the cumulative number of google searchers in a week (t) cum(gs(t-1)) = the cumulative number of google searches in a previous week (t – 1) β1= coefficient of percent change in the cumulative vaccine supply β1 = coefficient of percent change in the cumulative google searches mean absolute percentage error (mape), root mean square error (rmse), r2, and akaike information criterion were used as metric criteria to assess the accuracy and goodness-of-fit of the model. previous authors used mape and rmse to evaluate the accuracy of the model (e.g., li, chen & zhang, 2017; jha & saha, 2018; jomnonkwao, uttra & ratanavaraha, 2020; tao, 2020; yang, 2020). the equation (3) and table 2 display the mape formula and its interpretation (li, chen & zhang, 2017). the solver, a microsoft excel add-in tool, was used to estimate the mape, while the jamovi free software was utilized to estimate the rmse. several studies have utilized solver (e.g., larty, 2020; parvin & beruvides, 2021) and jamovi software (e.g., arora et al., 2020) in their data analysis. on the other hand, r2 and akaike information criterion (aic) were utilized to assess the goodness-of-fit of each model (see gholizadeh, esmaeili & goodrum, 2018; hsu & wang, 2008; jha & saha, 2018; jiang, 2017; larty, 2020; naseri & elliot, 2013; tao, 2020). the r2 and akaike information criterion values were determined utilizing the free jamovi software. smaller values for mape, rmse, and aic, and r2 values close to one suggest a better fit for the model. where, n = number of observations at=actual value at time t ft=forecast value at time t table 2: prediction accuracy level10 mean absolute percentage error (mape%) prediction ability <10 highly accurate 10 – 20 good 21 50 reasonable >50 inaccurate design and procedure this study utilized the non-experimental quantitative research design employing descriptive and predictive modeling. descriptive statistics were used to describe the basic characteristics of the data used in the study providing simple summaries regarding the samples and measures. in predictive modeling, the purpose is to construct a model that predicts new data values from previous observations. this method was based on mathematical models, which rely on mathematical computations. according to ali (2020), modeling analyzes current and past data and projects what it learns onto a developed model to estimate the most likely outcomes. hence, this design was appropriate for exploring the existing 44 cumulative datasets of the weekly adoption of covid – 19 vaccines from april 2021 to january 2022, using graphical representations to help reveal insights and trends. the following steps were undertaken to achieve the objectives of the present study. first, permission to conduct the study was asked from the ethics review committee of the university of mindanao. when it was granted, the author started gathering publicly available data related to covid – 19 vaccines’ uptakes in online sources. the data underwent cleaning and organizing to omit entries capable of distorting the diffusion process. second, the author developed his own model for forecasting from the benchmark model (bass diffusion model). these models (the proposed model and the bass model) were candidate models for fitting the observed dataset. third, the data were encoded in the microsoft excel spreadsheet. the models were created by converting each equation to its corresponding formula. the partial model representation is in figure 2. fourth is the graphical analysis and interpretation of numerical data. fifth, it was necessary to validate the model’s generalizability; thus, data splitting was undertaken. the models were tested on two sub-samples, and metric measures were compared. the first half served as a training set, while the second half served as a testing set. https://journals.e-palli.com/home/index.php/ajmri pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 76-85, 2022 lastly, the model with better forecasting ability predicted the next 36 weeks of covid – 19 vaccine uptakes in the philippines. results and discussion presentation of the cumulative weekly trend of fully vaccinated filipinos shown in figure 3 is the cumulative number of fully vaccinated individuals in the philippines from april 2021 to january 2022. in 10 weeks of the vaccination rollout, it only inoculated 1.8 million filipinos or 1.65% of the total population. the highest covid – 19 vaccine inoculation in a week was recorded in week 38, with 3.6 million filipinos fully vaccinated. furthermore, it can be noted that 50% of the total population was fully vaccinated in 42 weeks. this translates to 57 million fully vaccinated filipinos. the cumulative adopters of covid – 19 vaccines up to the point of inflection represent one–half of the total philippine population. the graph follows, but not substantially, an s-shaped curve which is a characteristic when the cumulative number of adopters is plotted over time (rogers, 2003). the insignificant increase in the trend at the beginning indicates a very low rate of adoption of covid – 19 vaccines among filipinos in the earlier rollout stage. this could be attributed to barriers of adoption such as availability of supply and inefficient distribution (tagoe et al., 2021), inflexibility of the system (amit et al., 2022), and hesitancy (marzo et al., 2022), among others. a significant increase in the trend was observed from week 15 onwards. this can be explained by the positive word–of–mouth effect from the first adopters of covid – 19 vaccines. these first adopters are called innovators in the diffusion of innovation paradigm. their positive interaction in the social system influenced other people to adopt the vaccines. this process continues and gradually increases the cumulative adopters, as depicted in the graph before the point of inflection. moreover, the government’s effort to procure more vaccines and its campaign against misinformation about covid – 19 vaccines are also contributing factors to this improvement figure 2: partial model representation figure 3: time series plot of cumulative weekly number of fully vaccinated filipinos from april 04, 2021(week 1) – january 29, 2022(week43). https://journals.e-palli.com/home/index.php/ajmri pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 76-85, 2022 in vaccine uptake among filipinos (amit et al., 2022) this finding provides empirical evidence of the diffusion of innovation theory (doi). it demonstrated how the idea of vaccination spreads over time in the philippine population. the result of the present study suggests that government and health care providers should improve their vaccination deployment plan. this sluggish vaccination rollout among filipinos will leave the philippines vulnerable to its hospitals being overwhelmed with the possibility of another wave of high cases of infections. moreover, it complicates the government’s efforts to reopen the economy and regain growth. model development this section describes how the researcher modifies the bass diffusion model by incorporating vaccine supply, and google searches as exogenous variables and provides its mathematical formulation. bass (1969) suggested that the following equation can be used to model the diffusion process: where n(t) = the cumulative number of adopters at time t-1 m = the market potential (saturation level) p = the coefficient of innovation (internal influence) q = the coefficient of imitation (external influence). bass et al. (1994) extended the original bass model (equation 4) to the generalized bass model (equation 5) to include marketing–mix variables advertising and price in equation (6), (∆pr(t))/(pr(t-1)) and (∆ad(t))/(ad(t1)) are percent changes in price and advertising at time t, and the coefficients β1 and β2 represent how sensitive the diffusion process is to price and advertising. the author of this paper modifies x(t) from equation (6) to equation (7) by replacing marketing–mix variables with exogenous variables, cumulative vaccine supply, and cumulative google searches. percent changes of both variables were measured and incorporated into the changes in x(t). for example, cum(vs(t)) cum(vs(t-1))/cum(vs(t-1)) means the percent change of the cumulative vaccine supply at time t. the parameters β1 and β2 were estimated using nonlinear least squares (nls) method. using equation (7), equation (5) becomes where ∆cum(vs(t)) = the change in the cumulative number of vaccine supply in a week (t) cum(vs(t-1)) = the cumulative number of vaccine supply in a previous week (t – 1) ∆cum(gs(t)) = the change in the cumulative number of google searchers in week (t) cum(gs(t-1)) = the cumulative number of google searches in a previous week (t – 1) β1 = coefficient of percent change in cumulative vaccine supply β1 = coefficient of percent change in cumulative google searches hence, the modified model. the modified model simply tells us that when x(t) > 1, the adoption process is accelerated and when x(t) = 1, the function returns to the original bass diffusion model. in no case that x(t) < 1 since the exogenous variables are in cumulative form. the model developed is the main contribution of this study to the body of knowledge. although there are several adoption studies in literature, none dealt with modifying an existing model in the context of vaccine adoption in the philippines as the setting of the study. moreover, the exogenous variables (supply and google searches) were added to the model as this contributed significantly to the rate of vaccine adoption. however, future researchers may validate the predictive ability of the proposed model using the data in different setting. forecasting performance and predictive ability between the bass and the modified bass model this section examines the two candidate model’s forecasting performance and predictive ability. the researcher utilizes visual representations through graphs to help reveal insights and trends. moreover, this study has also grounded on mean absolute percentage error (mape), root mean square error (rmse), r2, and akaike information criterion as metric criteria for comparison to get a better model which fits well with the observed data. shown in table 3 are the truncated forecast results between bass and the modified bass model. to get the predicted value at any given time t, employed in this study are the equations (4) and (8) for bass and the modified model, respectively. it can be observed that the closest bass model forecasts were in week 12 and week 33 with only +/8 adopters, while its farthest forecast was on week 43 with +10, 956, 799 adopters. on the other hand, the modified bass model’s closest forecast was on week 8 with only +11 adopters, while its farthest forecast was on week 18, which underestimated 2,675,227 adopters. figures 4 and 5 depict a visual representation of how the predicted values of each model compared with the observed values. it can be observed that the bass model underestimated the adoption of covid – 19 vaccines from week 14 (july 04 – 10, 2021) to week 32 (november 7 – 13, 2021) by as large as 5, 895, 661 adopters and overestimated from week 34 (november 21 – 27, 2021) to week 43 (january 23 – 29, 2022) by 10, 956, 799 individuals as the largest difference. on the other hand, it https://journals.e-palli.com/home/index.php/ajmri pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 76-85, 2022 table 3: truncated forecast results between bass and modified bass model week (t) observed data bass predicted modified bass predicted 1 131,023 95,726 88,634 2 191,982 204,211 181,221 3 230,769 327,129 266,909 7 949,939 1,004,563 880,066 8 1,187,193 1,233,087 1,187,204 9 1,519,566 1,491,483 1,428,976 10 1,852,884 1,783,505 1,744,330 11 2,114,845 2,113,335 2,186,380 12 2,485,616 2,485,624 2,815,063 13 2,836,518 2,905,523 3,545,301 14 3,464,836 3,378,722 4,180,088 17 8,781,702 5,183,707 7,195,573 18 11,253,696 5,938,723 8,578,469 19 12,460,436 6,784,391 10,359,508 33 33,462,333 33,462,325 34,592,594 34 35,339,433 36,679,672 36,695,669 42 57,190,564 66,063,273 55,174,325 43 58,783,438 69,740,237 57,402,852 figure 4: observed and bass predicted time series plot of cumulative weekly number of fully vaccinated filipinos from week 1 – week 43. figure 5: observed and modified bass predicted time series plot of cumulative weekly number of fully vaccinated filipinos from week 1 – week 43. table 4: model parameters and evaluation criteria bass model modified bass model n = 43 n = 43 m 112,000,000 112,000,000 p 0.000855 0.000024 q 0.134253 0.063935 β1 na 0.14 β2 na 23.08 mape 18.06 7.34 rmse 3.26e+6 998796 r2 0.976 0.997 aic 1418 1316 https://journals.e-palli.com/home/index.php/ajmri pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 76-85, 2022 can be gleaned that the predicted values generated from the modified bass model closely match the actual values of fully vaccinated individuals. shown in table 4 are the corresponding parameters of bass and modified bass models. it can be gleaned from the table that both the innovation and imitation effects were higher on bass than on the modified bass model. on the other hand, the values of mean absolute percentage error (mape), root mean square error (rmse), r2, and akaike information criterion (aic) favor the modified bass model. the values of p (coefficient of innovation) and q (coefficient of imitation) are both positive for both models, which are plausible. these are within the range of possible values in the review of bass parameter values conducted by massiani and gohs (2015). the corresponding values of r2 and aic for both models indicate a good fit with the observed data. however, although marginal, compared to the original bass model (r2 = 0.976 and aic = 1418), the modified bass model (r2 = 0.997 and aic = 1316) suggests a better fit. furthermore, mean absolute percentage error (mape) is one of the most utilized metrics to assess the model’s forecasting accuracy. as reflected in the table, the modified bass model (mape = 7.34%) is highly accurate compared to the original bass model (mape = 18.06%). compared to the original bass model’s deviation of 18.06 percent, the modified bass model’s deviation from each prediction of the observed data was around 7.34 percent. in other words, the modified model improves the bass model’s accuracy by approximately 10%. the rmse values indicate the same trend. the comparison above indicates that modifying the original bass model improves prediction accuracy. this is aligned with the findings of kang (2021) when he modified the bass model to forecast box–office movies and of jiang (2017) in his study about the diffusion of instant messaging. one issue in a model–building that needs much attention is its predictive validity. to this end, the author performed data splitting as proposed by kuhn and johnson (2013) and followed the procedure by naseri and elliott (2013) when they compared bass, gompertz, and logistic models in forecasting online shopping in australia. the dataset was split into two sets. the first half will be used as the training set, while the second half will be utilized as the test set. mape, rmse, r2, and aic were the same metrics used for comparison. the result is presented in table 5. overall, the modified bass model performed better compared to the benchmark model. the results of the comparison above imply that the forecast accuracy of the original bass model can be improved by incorporating significant predictors in the model. in the present study, these are vaccine supplies and google searches. these variables influence the decision among filipinos to adopt covid-19 vaccines. this finding of the present study is crucial to policymakers. access to vaccine supplies to the world market and efficient distribution among its people should be the top priority. moreover, they should recognize the potential of the internet in disseminating information about covid-19 vaccination to strengthen public trust. forecasting the next 36 weeks using the modified bass model based on the result above, the present paper utilized the modified bass model to forecast covid – 19 vaccines’ uptake among filipinos from january 30, 2020 (week 44) to september 17, 2022 (week 76). most importantly, the attainment of 90% fully vaccinated filipinos to ensure herd immunity was forecasted in different scenarios. in building the proposed model, the percent change in cumulative vaccine supply was expressed as table 5: predictive validity of the model model week 1 22 week 23 43 mape rmse r2 aic mape rmse r2 aic bass 12.78 914061 0.962 672 inaccurate 1.24e+6 0.903 655 modified bass 11.55 694721 0.978 660 inaccurate 6930 0.989 437 where cum(vs(t)) = the cumulative vaccine supply at time t cum(vs(t-1)) = the cumulative vaccine supply at time t – 1. for google searches, the percent change in cumulative google searches was expressed as where, cum(gs(t)) = the cumulative google searches at time t cum(gs(t-1)) = the cumulative google searches at time t – 1. for this reason, we have evaluated four cases for r. r = 5%, r = 3%, r = 1% and r = 0.5%. as depicted in the figure below, the philippines will attain herd immunity (with 90% as the threshold) between may 08 – 21, june 05 – 18, july 24 – august 06, and september 04 – 17 of this year when r = 5%, 3%, 1%, and 0.5%, respectively. forecasted scenarios indicate that increasing the percent change in cumulative vaccine supplies and google searches speed up the mass vaccination rollout. this will give the government a perspective on the attainment of herd immunity at the earliest possible time. https://journals.e-palli.com/home/index.php/ajmri pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 76-85, 2022 policy recommendation vaccinating a sufficiently large portion of the philippine population seems to be the only solution to reaching herd immunity. although the philippines shows gradual progress, the vaccination rollout is still low. when this is not addressed, economic recovery and returning to normalcy will be delayed. this study found out that in one year, it only inoculated 57%(62million) of the country’s entire population. moreover, this study has determined that vaccine supply and google searches significantly impact the uptake rate of covid-19 vaccines among filipinos. these findings suggest that government should secure enough vaccines for its eligible population and consider the potential of the internet for public education about the vaccines. thus, the following policies are proposed: that the government shall 1. ensure vaccine supply from the global market through bilateral, tripartite, and multilateral agreements, 2. ensure the adequacy of vaccination teams, 3. efficiently distribute the vaccines to priority areas and consider geographic location, 4. implement a mobile vaccination strategy 5. conduct house-to-house vaccination for those senior citizens and bed-ridden who have medical clearance for vaccination, 6. use internet and social media platforms for public information and awareness drive, and 7. initiate a vaccination incentive scheme. conclusions this study aims to identify a better forecasting model for adopting covid-19 vaccines in the philippines. the results indicate that the modified bass diffusion model incorporating vaccine supply and google searches is more accurate than the benchmark model by approximately 10%. this implies that the accuracy of the original model can be improved by introducing significant figure 6: cumulative forecast for week 44 to week 76 factors in the model. as such, access to vaccine supply from the world market and considering the potential of the internet and social media platforms for vaccination promotion should be the top priority of the present government to inoculate a sufficiently large size of the country’s population. forecast scenarios from week 44 – week 76 suggest that increasing the percent change of the variables speeds up herd immunity attainment. this will inform the government and the public about attaining its common goal. the future goal of this study is to forecast the adoption of covid-19 vaccines in the philippines using other time series models such as the arima, gompertz, logistic, and deep learning. thus, the performance of the modified bass model 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(2020). the use of big data and its effects in a diffusion forecasting model for korean reverse mortgage subscribers. sustainability, 12(3), 979. https://www.mdpi.com/2071-1050/12/3/979 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 14 1 american journal of multidisciplinary research and innovation (ajmri) potentiality of digested rotten guava medium (drgm) in replacement of kosaric medium (km): perspective of spirulina platensis culture md. hashibur rahman1*, mohammad ashraful alam2, flura2, md. saiful islam3, md. arifuzzamand4, md. moniruzzaman2, al-amin1, sharmin sultana1, asma jaman1, md. abu kawser didar2, md. mustafiz3 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.579 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 11, 2022 accepted: september 29, 2022 published: september 30, 2022 this study was conducted to evaluate the culture potentiality and growth performance of spirulina (spirulina platensis) in supernatant digested rotten guava (drg) in replacement of kosaric medium (km). the spirulina was inoculated to grow in digested rotten guava media (drgm) (treatments) with the addition of 9.0 g/l nahco3 and micronutrients and km for a period of 14 days. the cell weight of spirulina was attained a maximum of 12.43±0.20 mg/l (dry wt. basis) in km followed by 0.818 ± 0.003, 0.815 ± 0.0015 and 0.809± 0.0012 mg/l in supernatant of 60 (t1), 20 (t2) and 40% drgm (t3), respectively on the 10th day of culture. the cell weight of spirulina grown in these media had highly significant (p<0.01) correlation with the chlorophyll a content (r = 0.746) and total biomass (r = 0.742) of spirulina. the results showed that the growth performance of spirulina in supernatant of 60% drgm was significantly (p<0.01) higher than that of spirulina grown in supernatant of 20% and 40% drgm. the physico-chemical parameters viz. light intensity (2748 to 2768 lux/m2/s), temperature (19.0 to 22.2°c), ph (8.1 to 10.6), alkalinity (1522 to 2698 mg/l), nitrate-n (1.25 to 3.64 mg/l) and phosphate-p (11.30 to 55.40 mg/l) were within optimum level during the culture period. the results showed that, the different concentration of digested rotten guava (20%, 40%, 60%) has potential to increase the growth rate of spirulina. therefore, the drg medium may be commercially used for mass culture of spirulina platensis. keywords digested rotten guava medium (drgm), spirulina platensis, culture potentiality, growth performance 1 bangladesh fisheries research institute, headquarters, mymensingh, bangladesh 2 bangladesh fisheries research institute, riverine station, chandpur, bangladesh 3 department of aquaculture, bangladesh agricultural university, bangladesh 4 bangladesh fisheries research institute, shrimp research station, bangladesh * corresponding author’s email: hasibkhan94bfri@gmail.com introduction with the aim of increased aquaculture production through applying adequate feed large numbers of feed industries are developed in the country. due to increased aquaculture practice, demand of good quality feed is increasing day by day. prime quality feed is essential for fish growth. maintain feed conversion ratio (fcr) close to 1 is highly depends upon good feed. feed should have adequate protein content which facilitates high growth. net protein utilization should be around 27 percent. but fish meal and bone meal are not available in our country. so, we can find to alternative sources. we can use to alternative fish meal to spirulina. spirulina is a “superfood” which is the most nutritious, rich in protein and concentrated whole food known to humankind. spirulina has been so popular in the present world’s context due to its high nutritional value. due to its high and good quality protein, vitamins, essential fatty acids contents, antioxidant pigments, antimicrobial activity, and anticancer properties spirulina which is a fast-growing cyanobacteria have been used as a possible alternative source of protein for cultured fish. as it is known that, the biomass of spirulina platensis is nutritionally rich in protein it may be the better alternative to fish protein to reduce the cost of feed as 70% of the total operating costs belongs to the feed supplement in terms of whole culture period. as food microalgae are used since about 2,000 years ago in china. for thousands of years although microalgae are mentioned because the source of nutrients (borowitzka,1999), to develop microalgal biotechnology it began only within the middle of the past century (spolaore et al., 2006). depending upon the source, spirulina contains unusually high amounts of protein, between 55 and 70% by dry weight (phang et al., 2000). though with reduced amounts of methionine, cystine, and lysine, as compared to plain proteins it is an entire protein containing all essential amino acids. it’s however, superior to all or any standard plant protein, like that from legumes (richmond, 2004). as a complementary dietary ingredient for fish, shrimp and poultry spirulina has been used of feed and increasingly as a vitamin supplement and protein to aquafeeds (muller, 2000). now-a-days, spirulina platensis is gaining great interest for its cellular contents such as vitamins, minerals, polyunsaturated fatty acids, carotenoids and other pigments that have antioxidant activity (cohen & vonshak, 1991; madhava & bhat, 2000). according to the researchers, one kg of spirulina spp is similar to 1000 kg of other vegetables (kato, 1991). spirulina is made of between 55 and 70% protein (more than beef, chicken, and soybeans), all the essential non-essential amino acids, as well as high levels of iron; beta carotene; minerals and multivitamins, including vitamin b12; and phycocyanin, a pigment protein antioxidant complex found only in bluegreen microalgae (habib et al., 2003 & habib et al., 2008). its consumption is regular but at a fairly low level, 10-12 g/per/day, except pregnant women who eat considerably more (cysewski, 1983). with the event of aquaculture, the requirements of bulk https://doi.org/10.54536/ajmri.v1i4.579 https://journals.e-palli.com/home/index.php/ajmri mailto:hasibkhan94bfri%40gmail.com?subject= pa ge 14 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 141-149, 2022 feed materials and substituents like soybean flour, organic and other resources are constantly rising and costs are increasing every year. therefore, the research for new sources of raw materials has been a crucial attention. as a replacement of feed material microalgae has many advantages which make it become superior to other source cyanobacteria species (source of protein, fatty acids, vitamins, etc.). thus, the benefits of microalgae appear increasingly in aquaculture industry. therefore, the utilization of microalgae as feed additives is more broadly getting emphasized to use in aquaculture. as a critical think about promoting normal growth and sustaining fish health in aquaculture operations proper nutrition has been recognized (illman et al., 2000). diets particularly animal and plant-based may be a factor that has significantly contributed to the huge expansion of fish farming. the s. platensis were cultured in various concentrations of digested rotten guava medium, the ultimate goal for producing a cheap alternative source of protein which has not yet been achieved and which cost of production is still higher than that of conventional and non-conventional sources of protein. so, it’s needed to indicate a culture media for s. platensis to spare the high cost of inorganic media. so, attempt has been made to find out any inexpensive organic media containing high amount of protein for spirulina culture. therefore, the present work has been undertaken to study the growth performance of s. platensis in various concentrations of drgm in replacement of km. materials and method study area the study carried out in live food aquaculture laboratory, department aquaculture, faculty of fisheries, bangladesh agricultural university (bau), mymensingh-2202, and bangladesh. culture of microalgae collection of rotten guava the rotten guava was selected as medium for spirulina platensis culture. it was collected from kamal ronjit market (k.r.) of bangladesh agricultural university, mymensingh-2202, and bangladesh. it was thought that the proximate composition of this media might be suitable for the growth of culture species. analysis of proximate composition of rotten guava (rg) before media preparation, the proximate composition of rotten guava was analyzed to know its nutritional status. the analysis was performed in fish nutrition laboratory, department aquaculture, faculty of fisheries, bangladesh agricultural university (bau), mymensingh-2202, and bangladesh, following standard methods (horwitz, 1984). (table 1). analysis of physico-chemical properties of rotten guava (rg) physico-chemical properties of digested rotten guava were analyzed using different chemicals and equipment’s. these properties such as ph, total suspended solids, total dissolved solids, dissolved oxygen, total alkalinity, nitrate-n (no3-n) and phosphate-p (po4-p) of digested rotten guava were analyzed in the laboratories of live food culture, nutrition and water quality of the faculty of fisheries, bangladesh agricultural university (bau), mymensingh-2202, and bangladesh. all of these properties were analyzed using the procedures which are as follows: ph ph of digested samples of liquid rice starch was determined using ph meter (model hi 98129, hanna). alkalinity 10 ml of drg (due to high concentration) was taken in the 20 ml plastic bottle and then mixed with 1 drop bromophenol blue. the colour of the solution turned into blue and then titrated with acid solution (hi 3811-0 reagent) until the colour became yellow (end point). the total amount of titrant was recorded and total alkalinity was recorded by following formula: alkalinity (mg/l) = total amount of titrant (ml) x 300 nitrate-n (available n) 10 ml of filtered (sartorius filter paper, 0.45 µm) digested rotten guava was taken in the cuvette and mixed with nitrate hr reagent. it was then agitated to mix thoroughly for 1.0 minute and put in the photometer (lr phosphate, model hi 93713, hanna). the machine was on and data was read after 4.0 minutes at 660 nm. phosphate-p (available p) 10 ml of filtered (sartorius filter paper, 0.45 µm) drg was taken in the cuvette and mixed with phosphate hr reagent. it was then agitated for at least 30 seconds to mix thoroughly and put in the photometer (lr nitrate, model hi 93713, hanna). the machine was on and data was read after 2.0 minutes at 880 nm. culture and collection of spirulina platensis spirulina platensis was collected from the stock in the live food culture laboratory, department of aquaculture, faculty of fisheries, bangladesh agricultural university (bau), mymensingh-2202, and bangladesh. twelve conical flasks (2 l capacity) were used for the culture of spirulina. maintenance of pure stock culture of spirulina platensis pure stock culture of spirulina platensis was maintained in the laboratory in kosaric medium (km) (modified after zarrouk’s, 1996). growth of spirulina platensis were observed at every alternative day and was checked under microscope to confirm its purity following some keys https://journals.e-palli.com/home/index.php/ajmri pa ge 14 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 141-149, 2022 given by bold and wynne (1978), vymazal (1995) and phang and chu (1999). preparation of digested rotten guava media (drgm) and kosaric medium (km) rotten guava medium and kosaric medium (km) were prepared for culture of spirulina platensis. simultaneously, kosaric medium (km) was prepared for s. platensis culture as a control. compositions of rotten guava medium (rgm) and kosaric medium (km) were prepared for culture of spirulina platensis. 50 g/l rotten guava was allowed to decompose in 5.0 l glass bottle for 34 days under aerobic condition in the live food culture laboratory, department of aquaculture, bau, mymensingh. then a light reddish white colored supernatant from bottle was diluted and made three concentrations at the rate of 20%, 40% and 60% digested rotten guava. then the supernatant of three different concentrations were taken in 1.0 l flask with three replications. different concentration and composition of rotten guava medium and kosaric medium are shown in the table 2. for the preparation of rotten guava medium, digested and continuous aeration 5 litter volumetric flask was filtered with plankton net after (10.10.18 to 14.11.2018) 34 days left. then the filtered rotten guava was diluted and added 0.8 g (0.2 g/l) urea according to the above direction with three replications using distilled water (table 2). then the medium was mixed well and sterilized at 115oc for 15 minutes by high pressure bumping water autoclave. after table 1: composition of kosaric medium (modified after zarrouk’s, 1996) for spirulina platensis culture sl. no. chemicals/compounds concentration in stock solution g/l 1 nahco3 9.0 2 k2hpo4 0.250 3 nano3 1.250 4 k2so4 0.50 5 nacl 0.50 6 mgso47h2o 0.10 7 cacl2 0.02 8 feso42h2o 0.005 9 a5 micronutrient solutiona 0.5ml/l a) a5 micronutrient solution g/l i) h3bo4 2.86 ii) mncl2.4h2o 1.81 iii) znso47h2o 0.22 iv) cuso4.7h2o 0.08 v) moo3 0.01 vi) cocl2. 6h2o 0.01 autoclaving, the media were kept 3 days to be sure about any contamination free before culture of micro algae. for the preparation of kosaric medium, the abovementioned amount (table 1) of ingredients from no. 1 to 8 was weighed and took in a 1.0 l conical flask. then 0.5 ml micronutrient solution was pipetted in the flask and distilled water was added to make the volume 1.0 l. mixing, autoclaving and cooling were carried out pursuing the procedure used during the preparation of digested rotten guava media. experimental design of spirulina platensis culture three types media viz., rotten guava (rg) and kosaric medium (km) were used to culture spirulina platensis. inoculum spirulina platensis was collected from the pure stock culture. experimental design is shown in (table 2). four treatments, three from supernatant of drgm for their different concentrations (20%, 40% and 60%) and one km as control each with three replications were used to grow microalgae, s. platensis in 1.0 l volumetric flask. spirulina was inoculated into each culture flask to table 2: experimental design for spirulina platensis culture using supernatant of three different concentrations of digested rotten guava (drg) types of medium treatments replications amounts rotten guava (%) duration of culture (days) supernatant of drgm 1 3 20 14 2 40 3 60 kosaric medium (km) 4 14 culture of spirulina platensis in supernatant of digested rotten guava media (drgm) and kosaric medium (km) https://journals.e-palli.com/home/index.php/ajmri pa ge 14 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 141-149, 2022 produce a culture containing 10% spirulina suspension (optical density at 620 nm = 0.20) (habib, 1998). twenty ml of spirulina suspension needed for getting the required density. all the flasks were kept under fluorescent lights (tfc, fl-40 sd/38-day light, taiwan) in light: dark (12h: 12h) conditions in live food culture laboratory. these culture flasks were continuously aerated using electric aquarium aerator (sb-348a). seven sub-samplings (15ml vial) (table-5) was carried out at every alternative day from each flask to record dry cell weight and chlorophyll a content of spirulina, and properties of culture media. all the glassware used in the experiment was sterilized with dry heat at 70oc overnight. estimation of cell weight (dry weight) of spirulina (clesceri et al., 1989) sample containing 15 ml spirulina suspension was filtered through a sartorius filter paper of mesh size 0.45 µm and diameter 47 mm. the filter papers were dried in an oven for 24 hrs. overnight at 70°c and weighed prior to filtration. the dry weight of algae on the filter paper was measured using the following equation: dry weight (mg/l), where, w = cell dry weight in mg/l; ffw = final filter paper weight in g; and ifw = initial filter paper weight in g. statistical analysis analysis of variance (anova) of mean cell weight and chlorophyll a of s. platensis cultured in different media (treatments) were done and to find whether any significant among treatment mean was done by ducan’s multiple range test (dmrt) at 5% level of probability (zar, 1984). results proximate composition of drgm moisture of spirulina grown in the supernatant of three different digested rotten guava (drg) and kosaric medium was varied from 9.44 to 9.55 %. the moisture content (%) was suitable for the preservation of the samples for future analysis. there was no significant variation among the crude protein of spirulina grown in the supernatant of three different drg (table 3). the percentage of crude protein of spirulina was 53.25±0.32, 53.35±0.34 and 53.28±0.32% when grown in the supernatant of 20, 40 and 60% drg media, respectively. crude lipids (%) of spirulina cultured in supernatant of 20% (10.10± 0.16%), 40% (10.14 ± 0.17%) and 60% (10.15 ± 0.14%) drg varied significantly (p < 0.05) from that of spirulina grown in the kosaric medium (6.30 ± 0.22%) (table 3). ash (%) of spirulina grown in kosaric medium (13.10 ± 0.12%) had significant (p<0.05) difference from that of spirulina cultured in supernatant of 20% (10.22 ± 0.13%) 40% (10.16 ± 0.17%) and 60% (10.33 ± 0.21%) digested rotten guava. nitrogen free extract (%) of spirulina cultured in the supernatant of 20% (16.28 ± 0.32%), 40% (16.10 ± 0.18%) and 60% (15.99 ± 0.22%) digested rotten guava (drg) varied significantly (p<0.05) from that of spirulina grown in kosaric medium (12.02 ± 0.28%) (table 3). very small amount of crude fibre (%) was found in spirulina grown in table 3: experimental design for spirulina platensis culture using supernatant of three different concentrations of digested rotten guava (drg) treatments t1 (20% drg) t2 (40% drg) t3 (60% drg) t4 (km) moisture 9.44 ± 0.05 9.55 ± 0.04 9.53 ± 0.05 9.50 ± 0.06 crude protein 53.25 ± 0.32b 53.35 ± 0.34b 53.28 ± 0.32b 58.36 ± 0.32a crude lipids 10.10 ± 0.16a 10.14 ± 0.17a 10.15 ± 0.14a 6.30 ± 0.22b ash 10.22 ± 0.13b 10.16 ± 0.17b 10.33 ± 0.21b 13.10 ± 0.12a nfe* 16.28 ± 0.32a 16.10 ± 0.18a 15.99 ± 0.22a 12.02 ± 0.28b crude fibre 0.70 ± 0.04 0.69 ± 0.03 0.71 ± 0.04 0.71 ± 0.03 *nfe (nitrogen free extract) = 100 (moisture + crude protein + crude lipids + ash). figures in common letters in the same row do not differ significantly at 5% level of probability. the supernatant of three different digested rotten guava (drg), and kosaric medium (table 3). physico-chemical properties of different media of supernatant of digested rotten guava contained spirulina (spirulina platensis) culture light intensity light intensity was varied slightly in different days in all the four culture media contained spirulina (fig.1). however, light intensity (lux/m2/s) was varied from 2750 ± 21 lux/ m2/s on first day to 2768 ± 25 lux/m2/s on 8th day of culture with slight variation in other days when spirulina grown in supernatant of 20% digested rotten guava (drg). it was varied from 2750 ± 28 lux/m2/s on first day to 2765 ± 31 lux/m2/s on 10th day of experiment when spirulina cultured in supernatant of 40% drg. similarly, it was observed 2750± 28 lux/m2/s on the first day and 2765 ± 31 lux/m2/s on 10th day of experiment when spirulina grown in supernatant of 60% drg. light intensity was found to be 2750 ± 28 lux /m2/s on first https://journals.e-palli.com/home/index.php/ajmri pa ge 14 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 141-149, 2022 figure 1: mean values of light intensity (lux/m2/s) during culture of spirulina platensis in supernatant of three different digested rotten guava, and kosaric medium. vertical bars represent standard errors. day when spirulina grown in kosaric medium and 2765 ± 16 lux /m2/s on 10th day of experiment (fig.1). ph the ph values were above 8.1±0.10 in all the media which were highly alkaline suitable for spirulina culture. the trends of fluctuation ph are shown in fig.2. during the 14 days experiment, it was increased from 8.10±0.10 on first day to 10.60±0.30 on 10th day of experiment when spirulina cultured in supernatant of 20% digested rotten guava (drg) and then it was decreased to 8.30± 0.20 on last day (14th day) of experiment. it was found 8.10±0.10 on the first day which was increased to 10.70 ±0.30 on 10th day of experiment when spirulina grown in supernatant of 40% drg and then decreased up to 14th day (8.40±0.20) of experiment. similar trend of fluctuation of ph observed when spirulina cultured in supernatant of 60% drg (fig.2). similarly, it was found 8.60±0.36 on first day of experiment and the increased up to 10th day (10.60±0.30) of experiment, and then figure 2: mean values of ph of culture during spirulina platensis in supernatant of three different digested rotten guava media, and kosaric medium. vertical bars represent standard errors decreased up to the last day (14th day) of experiment when spirulina grown in kosaric medium (fig.2). alkalinity total alkalinity of all the media contained spirulina was found high during the experiment (fig.3). however, it was found lowest (2244±95 mg/l) on first day and highest (2675±143 mg/l) on 10th day of experiment and then gradually decreased (2130±175 mg/l) up to 14th day (last day) of experiment with little fluctuations when spirulina cultured in supernatant of 20% digested rotten guava (drg). total alkalinity was recorded 2262±92 mg/l on first day of experiment and increased up to 10th day (2698±123 mg/l) with decreased values up to 14th day (2244 ± 100 mg/l) of experiment when spirulina cultured in supernatant of 40% drg. it was found around 2294±92 mg/l on first day which was increased up to 2695±123 mg/l to 10th day of experiment, and then decreased up to 14th day (2274±100 mg/l) of experiment when spirulina grown in supernatant of 60% drg. the concentrations of total alkalinity was found 2324±180 mg/l on first day and then increased up to 6th day (3048±260 mg/l) of experiment and then decreased up to 14th day (1522±120 mg/l) of experiment (fig.3). https://journals.e-palli.com/home/index.php/ajmri pa ge 14 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 141-149, 2022 figure 3: mean values of alkalinity (mg/l) during culture of spirulina platensis in supernatant of three different digested rotten guava, media, and kosaric medium. vertical bars represent standard errors nitrate-n (no3-n) nitrate n (available n) of three supernatant of digested rotten guava and kosaric medium was recorded (fig.4). it was decreased from 2.86±0.12 mg/l (first day) to 1.25± 0.15 mg/l (10th day) of experiment and then increased up to 14th day of experiment when spirulina cultured in supernatant of 20% digested rotten guava (drg). the trend of nitrate-n was found to decrease from first day (2.86±0.12 mg/l) to 10th day (1.25±0.15 mg/l) of culture and then increased up to 14th day of experiment when spirulina grown in supernatant of 40% drg. it was found that nitrate-n (1.40±0.15 mg/l) was recorded on first day of experiment which was decreased up to 10th day (1.20±0.15 mg/l) in media contained spirulina and then decreased up to 14th day of culture in supernatant of 60% (fig.4). drg. there was no definite trend of figure 4: mean values of nitrate-n (mg/l) during culture of spirulina platensis in supernatant of three different digested rotten guava, media, and kosaric medium. vertical bars represent standard errors. fluctuation of nitrate-n when spirulina was culture in kosaric medium where it was found lowest (1.30±0.16 g/l) on 4th day of culture and highest on last day (3.64± 0.27 mg/l) of culture (fig.4). cell weight of spirulina cell weight (mg/l) of spirulina cultured in all the media was found higher on 10th day of culture than other days (fig.5). cell weight of spirulina increased from initial day (first day) up to 10th day (0.815±0.0015 g/l) of culture of 20% digested rotten guava (drg) and then decreased up to 14th day (0.723±0.0013 g/l) of experiment. the highest cell weight of spirulina was found to be 0.809± 0.0012g/l when grown in 40% drg (appendix 6, fig. 8). cell weight of spirulina increased from initial day (first day) (0.0023±0 g/l) up to 10th day (0.818±0.0013g/l) of culture in 60% drg, and then decreased up to 14th day (0.725±0.0011g/l) of experiment. highest cell weight of kosaric medium contained spirulina was 12.43 ±0.21g/l on 10th day and then decreased up to 14th day (3.44±0.021) of experiment (fig.5). discussion the cell weight of spirulina platensis in supernatant of digested rotten guava were found 0.0023 to 0.815 mg/l in 20% digested rotten guava media (drgm), 0.0024 to 0.809 mg/l in 40% drgm, 0.0023 to 0.818 mg/l in 60% drgm and 0.0023 to 12.43 mg/l in km. the growth performance of spirulina platensis in supernatant of 60% drgm was found better than 20% and 40% https://journals.e-palli.com/home/index.php/ajmri pa ge 14 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 141-149, 2022 figure 5: mean values of cell weight (mg/l) of spirulina platensis grown in supernatant of three different digested rotten guava, and kosaric medium. vertical bars represent standard errors. drgm. this variation might be due to the differences in nutrient concentrations and composition of varied media. in controlled km spirulina platensis showed the highest growth performance. it may be happened due to suitability and availability of the nutrients for the growth of the species. habib and kohinoor (2018) found that supernatant of 45% digested poultry waste gave very good growth of spirulina than other lower concentrations. in the present study, 40% drgm showed lower growth performance of spirulina platensis in relation to 20 and 60% drgm. this might be due to lower nitrogen and phosphate concentration. the concentration of 60% drgm revealed better growth performance as the required level of nutrient content was availed. the comparative study of growth performance of spirulina platensis in different concentration of the media indicates higher dilution followed lower concentration of nutrients and lower growth performance. during the present study, spirulina grew well in kosaric medium, digested organic medium like rotten guava which has the similarity with the findings of dineshkumar et al. (2016) and sukumaran et al., (2018). during culture of spirulina platensis, the exponential phase was found up to 10th day from the beginning and then the cell weight declined i.e. stationary phase started. the physical properties such as light intensity, aeration and temperature played a significant role to the whole culture system. during the culture system the climate condition was more or less suitable and less suitable and favorable for the growth of s. platensis. satter (2017) recorded the cell weight and chlorophyll a content of s. platensis was significant (p<0.05) higher in 4.0 g/l digested poultry waste than other media where light intensity, aeration and temperature played significant role to the culture system. similarly, sharker (2002) conducted an experiment on the culture of spirulina platensis in various concentrations viz., 0.3, 0.4 and 0.5 g/l of papaya skin powder medium (pspm) and kosaric medium (km) in the laboratory for three months carried out for a period of 12 days. the physicochemical properties viz. temperature (30.06 oc), light intensity 2110 (lux/m2/s), dissolved oxygen (4.84 mg/l), ph (12.08), nitrate-nitrogen (3.29 mg/l), phosphate-phosphorus (1.97 mg/l) and nitrate-n (0.6 mg/l) were observed. during this study lower dilution content higher nutrient which was the same result in the present findings. sukumaran et al., (2018) recorded good growth of spirulina (arthrospira platensis) in different nutrient media. where manigandan (2014) found better growth of spirulina platensis in synthetic medium followed by fertilizer medium and then sea water. zarrouk (1996) conducted an experiment the pioneer in detailed study on the response of spirulina platensis to light. in his simple experiment, he reached a conclusion that the highest growth of spirulina platensis was saturated at the level of 2500-3000 lux/m2/s. the highest growth of spirulina platensis in the present study was found at light intensity of 2710 lux/m2/s and 2740 lux/m2/s at 5g/l concentration of the media and km on the 10th day of culture. this variation might be due to difference in space and difference of light source. in the present study, supernatant of digested rotten guava was used as a media of three concentrations for the culture of spirulina platensis. the supernatant of 60% digested rotten guava showed maximum optical density on the 10th day of culture comparing with km which has the similarity 6th with the findings of habib et al., (1997, 2003), satter (2017). the availability of phosphatephosphorus has been considered very important in cultured media of plankton production. the range of light intensities was 2748 ton2768 lux/m2/s during culture period. the ranges of temperature were 19.0 to 22.2°c during the culture period. the highest temperature was recorded 22.2°c in the km on the initial day of culture. the maximum ph was 10.7 recorded in supernatant of 40% digested rotten guava contained spirulina platensis on the 10th day of culture and minimum ph was 8.1 recorded in supernatant of 20% digested rotten guava contained spirulina platensis on the initial day of the culture. the experiment shown the growth performance of spirulina platensis was varied from different concentration of the media and km. the initial cell weight was 0.0023mg/l which attained a maximum cell weight https://journals.e-palli.com/home/index.php/ajmri pa ge 14 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 141-149, 2022 12.43 mg/l in kosaric medium and 0.818 mg /l in 60% drgm, 0.809mg/l in 40% drgm and 0.815mg/l in 0% drgm on the 10th day of the culture period. similarly, the chlorophyll a content of inoculated s. platensis was 0.0015mg/l which attained the highest content of 10.53mg/l in km, and 0.862 in 60% drgm, 0.768mg/l in 40% drgm, 0.770 mg/l in 20% drgm on the 10th day of culture period. a decreasing trend of cell weight was observed from 12th day of culture. conclusion in this experiment, the growth performance of spirulina was observed in different concentrations of digested rotten guava (drg) and kosaric medium (km). the cell weight of spirulina was attained a maximum of 12.43±0.20 mg/l (dry wt. basis) in km followed by 0.818±0.003, 0.815 ± 0.0015 and 0.809±0.0012 mg/l in supernatant of 60, 20 and 40% drgm, respectively. the results showed that the growth performance of spirulina in supernatant of 60% drgm was significantly (p<0.01) higher than that of spirulina grown in the supernatant of 20% and 60% drgm. it indicates that, the different concentration of digested rotten guava (20%, 40%, 60%) has potential to increase the growth rate of spirulina. this medium may be used commercially and economically after screening and certain period of aeration for mass culture of spirulina platensis, as the collection and preparation of these organic media required little cost, less labor and is available throughout bangladesh. however, it might be suggested that more research and insights is needed to account cost-benefit analysis for evaluating the grow-out potential of spirulina in lab-based cultivation. conflict of interest there is no conflict of interest. references bhat, v.b., & madyastha, k.m. 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(2006). commercial applications of microalgae. j. biosci. bioeng., 101, 87–96. sukumaran p, nulib r, halimmon n, simoh s, omar h & ismail a (2018). formulation of cost-effective medium using urea as a nitrogen source for arthrospira platensis cultivation under real environment. annual research and review in biology. 22(2) 1-12. zar jh (1984). biostatistics. prentice-hall inc., englewood cliffs, new jersey, usa. pp. 718. zarrouk c (1996). contribution a l’etude d’une cyanobacterie: influence de divers facteurs physiques et chimiques sur la croissance et la photosynthese de spirulina maxima (setchell et gardner) geitler. phd thesis, university of paris, france. pp. 412.thesis, university of paris, france. pp. 412. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 18 0 american journal of multidisciplinary research and innovation (ajmri) social support, self-efficacy, and spirituality of adolescents: a structural equation model of their personal resilience during a pandemic cris john bryan c. dela cruz1*, girlie e. amarillo2 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.592 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 14, 2022 accepted: october 03, 2022 published: october 07, 2022 the research identified the best fit model of personal resilience among 400 adolescents during a pandemic in region xii, philippines. a quantitative non-experimental method employing descriptive-correlation approach was utilized. the study applied mean, multiple regression, pearson-product moment correlation, and structural equation modeling in analyzing the data. results exhibited that the three exogenous variables, specifically, social support, self-efficacy, and spirituality, and the endogenous variable which is personal resilience were very high. the exogenous variables significantly influence the endogenous variable with spirituality as the best predictor of personal resilience. the best-fit model recognized the important connection of the three exogenous variables with personal resilience. the best fit model accentuated and established that social support, indicated by emotional support and instrumental support; self-efficacy, indicated by persistence; and spirituality, indicated by a feeling of security and mindfulness influenced and best predict the personal resilience of adolescents during a pandemic as indicated by novelty-seeking and emotional regulation. nonetheless, social support, self-efficacy, and spirituality abetted adolescents to develop personal resilience to handle distress and cope during the pandemic. keywords adolescents, personal resilience, self-efficacy, social support, spirituality 1 university of mindanao, sultan kudarat state university, philippines 2 university of mindanao, davao city, 8200, philippines * corresponding author’s email: crisjohnbryandelacruz@sksu.edu.ph introduction throughout history, the occurrence and spread of infectious diseases called pandemics has been inevitable (piret & boivin, 2020). the black death, which originated in east asia lasted in europe until early 19th century and took away at least 200 million individuals and killed almost 30% of europe’s population (wagner, et.al, 2014). on the other hand, cholera is also considered a devastating pandemic in asia until 1817 which first spread from india which killed millions of people (albert, et.al, 1998). at present, the world is facing another pandemicthe coronavirus (covid-19). it was declared by the world health organization as a pandemic on march 2022 and from that point onward, it negatively affected not only people’s physical health, but all other aspects of human life (ruiz-manriquez, et.al, 2020; ghosh, et.al, 2020). unfortunately, the associated social and economic stressors of the covid-19 pandemic dented adolescents’ development and well-being not only physical, but also psycho-emotional, social, intellectual, mental health, education, social relationships, and overall well-being (bartlett & vivrette, 2020; chowdhury et. al., 2022; cluver, et.al, 2020; verguet & jamison, 2017). the united nations international children’s emergency fund (2020), reported that during pandemic, adolescents face not only the threat of the disease itself but also the interruption of vital services, and the increasing poverty and inequality. in the philippines, the asian population and development association (2021), reported that adolescents are more prone to teenage pregnancy, have experience more violence at home, faced disruption in their education, experience exclusion, and mental health concerns. further, malaluan, razal, velasco & tantengco (2022), stated that filipino adolescents may also experience neglect and exploitation. the national center for mental health (2021), recorded a surge in suiciderelated calls with 400 calls per month in 2021 versus the pre-pandemic period of 80 calls per month. resilience as a protective factor help individuals with positive coping skills to have lesser signs of fretfulness, anxiety, and trauma during the pandemic (wang, et.al, (2020); connor & davidson, 2020). in contrast, those who are likely to fail adapting will experience lesser selfcontrol, uneasiness, and will have difficulty to achieve goals (azzahra, 2017). being resilient can help adolescents cope with the pandemic (center on developing child, 2020). moreover, new studies suggest that adolescents who are resilient are less likely to experience pressure and stress and can fulfill their dreams despite the struggles and difficulties that they may experience along the way (fischer et al., 2019; ollmann et al., 2021; hjemdal et al., 2011; hendriani, 2018). additionally, adolescents who showed greater resilience level are able to benefit despite uncertain circumstances, like the covid-19 pandemic which upset their regular activities (beames, et.al, 2021). theoretical ideas and empirical research indicate that social support, self-efficacy, and spirituality influences resilience. the social support received is essential for the attainment of good physical and mental health and the promotion of resilience as it promote satisfaction and value in life by helping individuals to feel appreciated and connected with social networks and therefore acts as a protective factor (ozbay, johnson, dimoulas, morgan, charney, & southwick, 2017; li, luo, mu, et al., 2020; camara & padilla, 2017). social support received by adolescents from their love ones can lower depressive symptoms and psychological distress and strengthening https://doi.org/10.54536/ajmri.v1i4.592 https://journals.e-palli.com/home/index.php/ajmri mailto:crisjohnbryandelacruz%40sksu.edu.ph?subject= pa ge 18 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 connections through the extension of relational network can increase tolerance on distresses (ioannou, kassianos, & symeou, 2019 & khatiwada, muzembo, wada, ikeda, 2021). further, self-efficacy according to sari, et al (2020), is the most important factor for adolescents’ resilience during a pandemic. it is considered to be an essential element of resilience, particularly for adolescents in the face of the current pandemic because it promote coping for adolescents and is vital for the promotion of happiness and satisfaction (walsh, e.t al., 2020); cuartero & tur, 2021; sari, et. al., 2020; banerjee, 2020). additionally, spirituality is perceived as an important factor that can help adolescents overcome the negative effects and impact of the pandemic, specially averting depression and hopelessness (ozawa, et al., 2017; gray, 2017; levin, 2020). spirituality improves resilience among individuals who have experienced traumatic events as a way to restore meaning and reduce the development of a posttraumatic stress disorder, including that of the pandemic (park et al., 2017; hayes et al., 2017; aten et al., 2019). in consideration to these contexts, the researcher pursued to conduct this study with three exogenous variables for adolescents’ personal resilience during a pandemic namely: social support, self-efficacy, and spirituality. insufficient research were done on the vulnerability of adolescents and the factors that enhance their resilience and overall wellbeing (tso,et.al, 2020; rome, dinardo, & issac, 2020). therefore, there is a need for research to analyze adolescents’ resilience as the capacity to adapt and remain steadfast in difficult situations brought by the pandemic and be able to live life amidst vulnerability and distress (hardiyati, et.al, 2022; jiao et al., 2020). the study bridged the gap on limited studies of adolescents’ personal resilience as such will also be the first study on adolescents’ personal resilience amidst the covid-19 pandemic in region xii, philippines. consequently, it is hoped that a model for the personal resilience of adolescents during a pandemic produced out of this study can help achieve the goals set forth in the united nations convention on the rights of the child (2003), which aims to safeguard respect for the right of adolescents to health and development, considering both individual behaviours and environmental factors which decreases their vulnerability and associated risks and help them develop harmoniously in a free society. the research pursued to determine the best fit model that predicts the personal resilience of adolescents during a pandemic. specifically, this study has the following objectives: 1. to assess the level of social support of adolescents in terms of: 1.1 emotional support; and 1.2 instrumental support 2. to determine the level of self-efficacy of adolescents in terms of: 2.1 initiative; 2.2 effort; and 2.3 persistence. 3. to gage the level of spirituality of adolescents in terms of: 3.1 belief in god; 3.2 search for meaning 3.3 mindfulness; and 3.4 feeling of security. 4. to measure the level of personal resilience of adolescents during a pandemic in terms of: 4.1 novelty seeking; 4.2 emotional regulation; and 4.3 positive future orientation. 5. to define the relationship between: 5.1 social support and personal resilience of adolescents during a pandemic; 5.2 self-efficacy and personal resilience of adolescents during a pandemic; and 5.3 spirituality and personal resilience of adolescents during a pandemic. 6. to define the significant influence of social support, self-efficacy, and spirituality towards the personal resilience of adolescents during a pandemic. 7. to determine the best fit model for the personal resilience of adolescents during a pandemic. hypotheses: the following null hypotheses were tested at 0.05 level of significance: 1. there is no significant relationship between: 1.1 social support and personal resilience of adolescents during a pandemic; 1.2 self-efficacy and personal resilience of adolescents during a pandemic; and 1.3 spirituality and personal resilience of adolescents during a pandemic. 2. social support, self-efficacy, and spirituality have no significant influence on the personal resilience of adolescents during a pandemic. 3. there is no best fit model that predicts personal resilience of adolescents during a pandemic. literature review social support positive relationships with one’s family, peers, and the society itself can positively mold man’s growth directions, thereby lessening delinquency (kort-butler, 2017). kortbutler (2017) further contends that when communities provides adequate social support it decrease delinquencies among adolescents. aside from adolescent growth, social support has vital role in the promotion of mental health and disease alleviation. laksmita et al. (2020) explained that social support is sensitive and often disrupted during disasters, commotions, and crises. consequently, it is also important to establish social support among the population during such crises, especially for adolescents – the population segment whose reliance to social support is of highest relevance. li, et al. (2021) found that during https://journals.e-palli.com/home/index.php/ajmri pa ge 18 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 the pandemic caused by the covid-19, which entailed strict social isolation, social support became scarce, and thus, had consequently affected the psychological wellbeing of populations across age groups. emotional support, the first indicator of social support. the absence of emotional support can result in a massive decrease in interest in pursuits, leisure, social activities, feelings of worthlessness and powerlessness, depression or despair, self-consciousness, unhealthy obsession with self, and confusion, self-hatred, among other things (aslam & ahmed, 2019). social connections and emotional support are valuable resources. emotional support may act as a buffer, moderating or mediating the potential harmful impacts of catastrophes on mental health, while post-event mental health issues such as ptsd symptoms may erode support in the long run (van der velden, et al., 2020). instrumental support, the second indicator of social support. instrumental support, a sort of social support, is assistance offered to address concrete needs. help with personal and medical care, transportation, and resource provision are examples of instrumental support (schultz et al., 2022). instrumental support differs from emotional support in the sense that emotional support relates to others’ care and understanding, as well as intimate interaction, whereas instrumental assistance refers to people’s material or practical aids in everyday duties (yi et al., 2018). wang (2019) points out that although emotional support and instrumental support are variations of social support, they differ in the way they affect behaviors. selfefficacy a person can build a sense of self-efficacy through successfully performing a skill, observing someone else successfully completing a task, receiving positive feedback about successfully accomplishing a project, or relying on physiological signals (zulkosky, 2019). additionally, self and collective-efficacy growth can be protective factors against trauma, prejudice, and other stresses. those who deal with adolescents, particularly those from racial and sexual minority groups, should help them develop selfefficacy in order to create resilience (sedillo-hamann, 2021). moreover, decline in adolescent motivation can be prevented by fostering self-efficacy and positive sensations through instructional practices that promote the healthy accomplishment objectives (schweder, 2020). initiative, the first indicator of self-efficacy. according to lisbona et al. (2018) demonstrate strong correlations of self-efficacy to wellbeing by identifying it to be a generator of well-being and a beneficial resource for dealing with job demands by functioning as a stress buffer. in context to the current plague, kapila et al. (2020) contend that in order to protect learning, institutions must continue to encourage self-initiative while also developing innovative ways of providing education to learning adolescents. according to lee, et al. (2019), flipped learning has a beneficial impact on boosting students’ selfdirected (via self-initiative) learning capabilities, and the results differ depending on the sorts of teaching methods used. in terms of population coverage, education systems are expanding, with the youth continuing their education at the vocational and higher levels. persistence, the second indicator of self-efficacy. the empirical investigations illustrates how optimism influences an individual to cope with unperfected situations (niemiec 2019). mostly of individual researches identified these qualities in the field of positive psychology that helped a person overcome challenges (peterson and seligman, 2004). individual traits such as persistence and personal characteristics are essential to well-being and life pleasure, but they may be more crucial in times of difficulty. they may thus play an important role in a pandemic lockdown as well (casali, et.al, 2021). effort, the third indicator of self-efficacy. the spread of coronavirus illness (covid-19) and the associated countermeasures can have a substantial influence on teenage well-being. longitudinal studies that give insight on prospective social, emotional, and behavioral development in teenagers are lacking (daniunaite et al., 2021). effective perspectives foster intrinsic interest and thorough immersion in activities. they set high expectations for themselves and stick to them tenaciously. when they fail, they intensify and continue their attempts (bandura, 1994). as a matter of fact lovu, et al. (2015) suggest that effort may be considerably predicted by both attitude and self-efficacy. it was discovered that attitude did not predict academic accomplishment when a second multiple regression analysis was done to count the prediction weight of attitude, self-efficacy, and effort. spirituality spiritually oriented attitudes have been linked to greater psychologically and physically stress tolerance, healthy maturity, and improved capacity in overcoming with severe illness and solitude (taylor & francis, 2020). religion and spirituality are therefore crucial in everyday life. spirituality may improve both psychological and physical health. the aptitude to recover from or cope with adversity is referred to as resilience. spiritual and religious beliefs may be linked to critical “resilience assets” (schwalm et al., 2021; hardy, et al. (2019) suggest that first, religiosity/spirituality is often protective to teenagers, shielding them from unfavorable consequences and encouraging healthy youth development and thriving belief in god, the first indicator of spirituality. adolescence is the most sensitive phase in the development of spiritual beliefs since it is a period of awareness and searching for reinforcement of ideas. spiritual activities, as a vital component of mental health, shape their personality and identity (pour, 2021). furthermore, torralba, et al. (2021), stated that adolescence is usually seen as a difficult time. positively, spiritual self-care is acknowledged as a type of self-care in which a person uses his or her spirituality, principles, and encounters to gain control over distress and problems and cope with challenges (pirutinsky, et al., https://journals.e-palli.com/home/index.php/ajmri pa ge 18 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 2020). search for meaning, the second indicator of spirituality. according to skrzypińsk (2021), spiritual intelligence, at the proper level of self-consciousness and knowledge, may help people find meaning in their lives and achieve complicated spiritual goals. in fact, arrieira et al. (2018) noted in the context of medicine that spiritually-related practices, such as prayer and delivering comprehensive care, were useful therapeutic tools for offering pleasure, life with dignity, and humanization of death, in addition to assisting in understanding the end-of-life process and searching for meaning in the suffering caused by illness. spirituality has increased life quality and decreased the risk of sickness and death (balducci, 2018). mindfulness, the third indicator of spirituality. mindfulness is defined as the awareness and acceptance of one’s own present. although mindfulness may allow people to suffer fewer unpleasant symptoms and anxiety during the covid-19 epidemic, given the particular circumstances of individuals and the various challenges linked with the disease, it may not alter individual anxiety (dehgan et al., 2021). munif et al., (2019) discovered that respondents (intervention and control groups) had significantly different levels of stress feeling of security, the fourth indicator of spirituality. security implies a sense of harmony with nature as well as a firm conviction in spirituality. this sense of security can be understood by the strong bonds that exist between humans and nature (moufakkir & noureddine, 2017). even in the most terrible of situations, spiritual security may bring a sense of calm and protection. indeed, for some, the more severe the situation, the more important this aspect of security becomes (fisher & leonardi, 2020). adolescent resilience individual and societal resilience is outlined as the ability to navigate to and strive against external and internal forces. in times of stress, it can safeguard people’s wellbeing and growth. as a result, resilience is dependent on both individual traits and the resources supplied by a supportive environment (holtge et al., 2021). dvorsky et al. (2021) suggest that during the covid-19 crisis, intrinsic curiosity and a positive mindset may be especially essential for developing resilience. pecjak et al. (2021) hold that because to the covid-19 epidemic, adolescents’ social and learning experiences have been drastically altered by distant learning and social isolation, thereby affecting their resiliency. their research discovered a link between resilience and adolescents’ psychological wellbeing. more resilient adolescents report less discomfort and more support than less resilient students, and resilience, coupled with social support, has been proven to intervene between the stressful covid-19 setting and acute stress disorders. families, friends, schools, and communities all have a role in the development of resiliency (dvorsky et al., 2020). novelty seeking, the first indicator of adolescent resilience. according to gineikiene et al. (2022), novelty seeking as a wide and domain-general inclination to be drawn to and choose new and unfamiliar feelings and experiences. according to hodges et al. (2018), adolescence is a crucial stage of social behavior development that can be disturbed by stresses. adolescents with a high level of novelty seeking may be more resilient to the impacts of social pressures. however, in the study of manetsch (2022), it was found that novelty seeking predicted temperament and offending behavior recidivism among adolescents. emotional regulation, the second indicator of adolescent resilience. according to green et.al. (2021), the covid-19 epidemic threatens adolescence, a vital stage for socioemotional development. emotional responsiveness is a person’s emotional response to an event or shift the environment. persons with higher emotional reactiveness are likely to be receptive to their environment and its effects (green et al., 2021). in addition, adolescence is marked by unstable emotion as it also increase the number and degree of their emotion reaction, especially during adolescence where unstable emotion is common (orben, et al., 2020). positive future orientation, the third indicator of adolescent resilience. in the context of adolescent resilience, masten & barnes (2018), stipulated that it is focused on evaluating the experience of those who were raised in detrimental environments yet were able to achieve a quality life. moreover, according to recent researches, having a sense of purpose and meaning promotes adolescent resilience and finding a passion and purpose is therefore a vital method for teens and young people to boost their resilience, even in difficult circumstances, and recover more rapidly when life knocks them down (sagone, et.al, 2020). materials and methods research design the research made use of quantitative non-experimental design using descriptive and correlational techniques. this was employed to apply theories, mathematical models, and/or hypothesis regarding an event. structural equation modelling was used to identify the best fit model. firstly, it employed the descriptive correlational method which describes a particular trait, aspect, or feature of a group with continuous data response and depicts an average level means (gill, 2013), correlation was employed to examine and quantify the relationship between two or more variables. correlational research according to creswell (2012), is a type of quantitative non-experimental design in research that measure, describe, and establish the relationship of variables using correlational type of statistics. structural equation modelling was used in this study that put efforts to generate the best fit model on personal resilience that may aid in strengthening and enhancing the resilience of adolescents during difficult time, specifically during pandemic. the multiple dependence relationships among https://journals.e-palli.com/home/index.php/ajmri pa ge 18 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 variables at the same time was given emphasis, hence a multivariate technique (bose, 2019). specifically, the research study investigated the relationship of social support, self-efficacy, spirituality, and personal resilience among adolescents. when taken side by side with different variations of statistical methods, the structural equation model proves more complicated in analyzing data. as a tool, it is often utilize to delineate causal conclusions from a pool of data which can be observed and assumptions which are largely theoretical (bhatta, albert, kahana & lekhak, 2017; hair, babin, &krey, 2017; pearl, 2012). the normal theory method was also used in the study especially on parameter estimates since a large sample is needed to have an impartial, efficient, and consistent convergence for sample (tomarken, 2005). hence, in determining the best fit model, some adjustments were done in data fitting like exclusions of indicators that have low values towards one variableendogenous. research locale this research was conducted in region 12, a region in the philippines located in south-central mindanao. south and north cotabato, sultan kudarat, and the sarangani province, are its four provinces. the researcher took the decision to have the study among the adolescents within region xil, philippines, because he wanted to find out in a broader scope whether self-efficacy, social support, and spirituality correlate and influence the personal resilience of adolescents amidst a pandemic. the coronavirus 19 pandemic affected the region as shown in the data presented by the different provincial covid tracker. thus, conducting this study in the region can scientifically identify the level of social support, self-efficacy, and spirituality of adolescents and personal resilience as dependent and independent variables respectively. this will be the first multivariate study to be conducted in the region with the application of structural equation modelling. moreover, the region is highly accessible to the researcher, thus convenient on his part to gather data which were highly needed to attain the purpose of the study. population and sample a science-driven method was utilized to choose the respondents of this study. to identify the population of adolescents within the region, the data was obtained from the philippine statistics authority (psa) and the local government units of the identified cities with adolescent populations in order to compile thorough lists of adolescents in each locales. the aforementioned inventory were utilized to determine the quantity of adolescents in the 12th region who may potentially be identified as respondents. the researcher used convenient sampling to gather the needed data from the 400 adolescents from four cities. collection of data was done from september 2021 to november 2021. convenience sampling is a type of purposeful sampling which aims to use the researcher’s personal judgment based on the prescribed and identified characteristics of respondents and place of the central phenomenon with the respondents readily available (creswell, 2012.). moreover, having a sample of more than 200 is ideal because it reduce errors of measurement when doing structural equation modelling (sem) as it necessitates huge sample (bagozzi & yi, 2012; hair, et.al, 2016). thus, obtaining a sample size of 400 is both justifiable and suitable. the united nations convention on the rights of the child explains adolescence as “the period between 10 and 19 years of age” (united nations educational, scientific, and cultural organization, 1986). in this study adolescents between 15-19 years old were considered as the respondents since they are one of the most vulnerable group during the pandemic based on related studies and this age bracket of adolescents are the most accessible during the pandemic because they can access the internet and can manipulate computers and other gadgets. they must have resided in region xii for at least one (1) year prior to the conduct of the study. must be enrolled in an academic institution. the potential research respondent who lack any of the above – stated qualifications subject for inclusion were excluded from the participating in the study like: aged below 15 years old, resided in the region less than one (1) year, not enrolled in an academic institution. adolescents who are not enrolled in an academic institution during the conduct of the study are excluded since they are difficult to reach out during the pandemic. respondents may withdraw at any time if they are uncomfortable, afraid, or there is a real or apparent harm to their bodily, mental, or emotional regard of security. respondents who will withdraw from the survey will be allowed and will be replaced by an equally qualified respondent with the same age, sex, and location. research instrument the study utilized the gathering of primary data about the constructs which include social support, self-efficacy, spirituality, and personal resilience of adolescents. the survey questionnaires used were collected from many relevant studies, with some alterations and contextualization to meet the study’s respondents. the data gathering tool was reframed to suit the existing context. the said research tool has a filipino translation for efficient gathering of data. the instrument was verified by six specialists in the field of social development to assess its suitability, and it received a general rate of 4.38 which translates to “very good.” a pilot testing was carried out following the approval. cronbach alpha was employed so as to assess the data gathering material’s reliability, yielding the forth running alpha coefficient results: social support (.920), self-efficacy (.835), spirituality (.834), and personal resilience (.807). the cronbach alpha consistency coefficient typically arrays from zero to one (collins, 2007s). the coefficient, however, had a limit. the nearer the cronbach alpha’s coefficient to one, the greater the internal reliability of the items in the scale (gliem & gliem, 2003). moreover, darren and mallery https://journals.e-palli.com/home/index.php/ajmri pa ge 18 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 (1999) claimed the rule of thumb in measuring the questionnaire’s consistency using cronbach’s alpha: if the result is larger than or equal to 0.9 it is excellent; larger than or equal to 0.8 is good; larger than or equal to 0.7 is acceptable; larger than or equal to 0.6 is questionable; larger than or equal to 0.5 is poor; and larger than or equal to 0.4 is undesirable. range of means descriptive level interpretation 4.20 – 5.00 very high the measures on social support are always observed. 3.40 – 4.19 high the measures on social support are often observed. 2.60 – 3.39 moderate the measures on social support are sometimes observed 1.80 – 2.59 low the measures on social support are seldom observed. 1.00 – 1.79 very low the measures on social support never observed range of means descriptive level interpretation 4.20 – 5.00 very high the measures on self-efficacy are always manifested. 3.40 – 4.19 high the measures on self-efficacy are often manifested. 2.60 – 3.39 moderate the measures on self-efficacy are sometimes manifested. 1.80 – 2.59 low the measures on self-efficacy are seldom manifested. 1.00 – 1.79 very low the measures on self-efficacy are never manifested. range of means descriptive level interpretation 4.20 – 5.00 very high the measures on spirituality are always manifested. 3.40 – 4.19 high the measures on spirituality are often manifested. 2.60 – 3.39 moderate the measures on spirituality are sometimes manifested. 1.80 – 2.59 low the measures on spirituality are seldom manifested. 1.00 – 1.79 very low the measures on spirituality are never manifested. range of means descriptive level interpretation 4.20 – 5.00 very high the measures on personal resilience are always manifested. 3.40 – 4.19 high the measures on personal resilience are often manifested. 2.60 – 3.39 moderate the measures on personal resilience are sometimes manifested. 1.80 – 2.59 low the measures on personal resilience are seldom manifested. 1.00 – 1.79 very low the measures on personal resilience are never manifested. data collection multiple steps were completed to acquire the information required for the research. the initial step was to obtain approval to conduct the research, of which was obtained from the university of mindanao ethics review committee (umerc) on september 23, 2021. the researcher then visited offices of various local government mayors in region xii (soccsksargen) in pursuit of obtaining permission to perform the study. upon its approval, the preparation of google form to serve as survey questionnaire was facilitated from september to october 2021. authorized letters of request verified the survey on social support was derived from schwarzer & schulz (2013). the said instrument is crafted to measure the social support received by the adolescents grounded on two factors, namely: emotional support, and instrumental support. the feedback of the research informants were analyzed through the following scale: the survey instrument for self-efficacy was adapted from the study of bosscher & smit (1997). the instrument is outlined to measure the self-efficacy of adolescents based on three components, specifically: initiative, effort, and persistence. feedback of the research informants was analyzed through the scale: the survey instrument for spirituality was inspired by the research of hardt, et.al (2012). the research tool is structured to quantify the spirituality of adolescents based on four factors, namely: belief in god, search for meaning, mindfulness, and feeling of security. responses of the study participants were interpreted using the scale: the survey instrument for adolescent resilience was adapted from the study of oshio, et.al (2003). the instrument is designed to measure the personal resilience of adolescents during a pandemic based on three factors, namely: novelty seeking, emotional regulation, and positive future orientation. responses of the study participants were interpreted using the scale: under the scrutiny of the adviser and the dean of the graduate school were disseminated through google form to the selected adolescents in the soccsksargen region, together with the questionnaires. then, from october to january 2021, a timetable for the floating and retrieval of questionnaires was created. continuous management and collection of data and tabulation were carried out, with information screening performed to identify outliers during the analysis. finally, data analysis and interpretation from 400 respondents, in which the results were evaluated and interpreted to give significance to the study. https://journals.e-palli.com/home/index.php/ajmri pa ge 18 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 statistical treatment data accumulated through the questionnaires were subjected to tallying and treatment with the use of the following tools on statistics: mean this was utilized to identify the degree interpersonal support, spirituality, self-efficacy, and resilience of adolescents. pearson product moment correlation this was utilized to build the important link concerning interpersonal support, spirituality, self-efficacy, and resilience of adolescents. multiple regression this was utilized in identifying vital determinants of adolescent resilience. structural equation modelling the research mandated the employment of sem in discovering the best-fit-model. the core of the test based on savalel and bentler (2010) has been to confirm the exclusion of the elements with low relationship to the elements of the other latent factors in final sem. results level of social support of adolescents during pandemic presented in table 1 is the level of social support adolescents receive. the mean overall score received by social support is 4.25 with a standard deviation of 0.48, described as very high. this means that social support is always observed. specifically, the mean rating of the indicators of social support are tell as follows: emotional support obtained a mean rating of 4.59 or very high; instrumental support attained a mean rating of 4.19 or high. the overall very high response of the adolescents table 1: level of social support of adolescents indicator sd mean descriptive level emotional support 0.51 4.32 very high instrumental support 0.61 4.19 high overall 0.48 4.25 very high means that the domain of social support are observed most of the time. level of self-efficacy of adolescents during pandemic shown in table 2 is the summary of self-efficacy of adolescents. the overall mean score received by selfefficacy is 4.23 with a standard deviation of 0.48, described as very high. this means that self-efficacy is always manifested by the adolescents. specifically, the mean rating of the indicators of self-efficacy are reveal as table 2: level of self-efficacy of adolescents indicator sd mean descriptive level initiative 0.58 4.20 very high effort 0.54 4.25 very high persistence 0.64 4.26 very high overall 0.48 4.23 very high follows: initiative obtained a mean rating of 4.20 or very high; effort attained a mean rating of 4.25 or very high; and persistence got a mean rating of 4.26 or very high. level of self-efficacy of adolescents during pandemic table 3 displays the results on the level of spirituality of the adolescents. the overall mean rating is 4.42 with a standard deviation of 0.40, described as very high, which means that spirituality is always manifested by the respondents during a pandemic. the mean score of the indicators of spirituality are conveyed as follows: belief in god earned a mean of 4.73 or very high; search for table 3: level of spirituality of adolescents indicator sd mean descriptive level belief in god 0.51 4.73 very high search for meaning 0.60 4.32 very high mindfulness 0.44 4.35 very high feeling of security 0.65 4.27 very high overall 0.40 4.42 very high meaning garnered a mean rating of 4.32 or very high; mindfulness has a mean rating of 4.35 or very high; and feeling of security got a mean rating of 4.27 or very high. level of personal resilience of adolescents showed in table 4 is the level of personal resilience of adolescents in region xil. the overall mean score is 4.38 with a standard deviation of 0.44, described as very high which means that personal resilience is always manifested by the respondents during a pandemic. the mean rating of the indicators of personal resilience are elaborated as follows: novelty seeking obtained a mean rating of 4.19 or high; emotional regulation has a mean rating of 4.29 or very high; and positive future orientation attained a mean rating of 4.66 or very high. https://journals.e-palli.com/home/index.php/ajmri pa ge 18 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 table 4: level of personal resilience of adolescents indicator sd mean descriptive level novelty seeking 0.57 4.19 high emotional regulation 0.65 4.29 very high positive future orientation 0.44 4.66 very high overall 0.44 4.38 very high significance on the relationship between social support and personal resilience table 5 shows the data on the results of significance on the relationship between social support and personal resilience of adolescents in region xll. the overall rvalue attained by the said measures is 0.471. the p-value is higher than 0.05, rejecting the null hypothesis of no significant relationship. additionally, it is seen that emotional support and instrumental support as variables of social support when correlated to novelty seeking, the overall rvalue is 0.408 with p< 0.05 hence, significant. when the indicators of social support are correlated to emotional regulation, the overall rvalue is 0.357 with p<0.05 hence, significant. moreover, when the social support indicators are correlated to positive future orientation, it has an overall rvalue is 0.366 with p<0.05 hence, significant. table 5: significance on the relationship between social support and personal resilience of adolescents during a pandemic personal resilience social support novelty seeking emotional regulation positive future orientation overall emotional support .248** .000 .206** .000 .287** .000 .302** .000 instrumental support .436** .000 .390** .000 .337** .000 .490** .000 overall .408** .000 .357** .000 .366** .000 .471** .000 *p<.05 significance on the relationship between selfefficacy and personal resilience of adolescents during a pandemic table 6 displays the data on the results of significance on the relationship between self-efficacy and personal resilience. the overall r-value obtained from the aforementioned measures is 0.638 with a p-value of less than 0.05 which is lesser than .05 level of significance. the result is significant, and the null hypothesis of no significant relationship is rejected. furthermore, when the indicators of self-efficacy namely: initiative, effort, and persistence were correlated with the novelty seeking, the rvalue was .596 with a p-value of less than 0.05 which is lesser that 0.05 level of significance. the result entails that it is significant. additionally, the indicators of self-efficacy when correlated with emotional regulation revealed an rvalue of .515 with p<0.05 thus, significant. however, when the indicator of selfefficacy: persistence when correlated with positive future orientation, garnered an rvalue of .391, with p<0.05, thus, significant. hence, rejects the null hypothesis. the overall result between self-efficacy and personal resilience is found to be significant. thus, it rejects the null hypothesis. significance on the relationship between spirituality and personal resilience of adolescents during a pandemic table 7 shows the data on the results of significance on the relationship between spirituality and personal resilience. the overall rvalue is 0.736 with p<0.05 which is significant rejecting the null hypothesis of no table 6: significance on the relationship between self-efficacy and personal resilience of adolescents during a pandemic personal resilience self-efficacy novelty seeking emotional regulation positive future orientation overall initiative .524** .000 .441** .000 .281** .000 .535** .000 effort .456** .000 .350** .000 .285** .000 .461** .000 persistence .486** .000 .466** .000 .387** .000 .565** .000 overall .596** .000 .515** .000 .391** .000 .638** .000 *p<.05 https://journals.e-palli.com/home/index.php/ajmri pa ge 18 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 significant relationship. additionally, it is observed that belief in god, search for meaning, mindfulness, and feeling of security as indicators of spirituality when correlated to novelty seeking, the overall rvalue is 0.636 with p<0.05 hence, significant. likewise, when indicators of spirituality are correlated to emotional regulation, the overall rvalue is 0.606 with p<0.05 hence, significant. moreover, when indicators of spirituality are correlated to positive future orientation, the overall rvalue is 0.502 with p<0.05 hence, significant. the probability values showed significant correlations. table 7: significance on the relationship between spirituality and personal resilience of adolescents during a pandemic personal resilience self-efficacy novelty seeking emotional regulation positive future orientation overall belief in god .162** .001 .186** .000 .423** .000 .299** .000 search for meaning .555** .000 .395** .000 .409** .000 .566** .000 mindfulness .600** .000 .643** .000 .438** .000 .717** .000 feeling of security .527** .000 .562** .000 .237** .000 .580** .000 overall .636** .000 .608** .000 .502** .000 .736** .000 *p<.05 significance on the influence of social support, selfefficacy, and spirituality on the personal resilience of adolescents in region xii during a pandemic presented in table 8 is the results of regression analysis showing the significant influence of exogenous variables: social support, self-efficacy, and spirituality on personal resilience. the result revealed that the three exogenous variables are found to be significant predictor of personal resilience having an fvalue of 204.108 with a pvalue less than 0.05. the analysis reveals that when social support, selfefficacy, and spirituality are regressed with personal resilience, it generates a computed r2 value or coefficient of determination value of 0.607, meaning 60.70 percent of the variance of personal resilience is attributed to social support, self-efficacy, and spirituality. this means that 39.30 percent of the variation can be attributed to other variables not covered in the study. as revealed in the f-value of 204.108 (p<0.01). social support, selfefficacy, and spirituality influenced personal resilience. the result is significant hence the null hypothesis of no significant influence is rejected. moreover, on a singular capacity of the independent variablessocial support, self-efficacy, and spirituality significantly influence the personal resilience of adolescents during the pandemic with their pvalues < 0.05. of the three variables, spirituality was noted to be the best predictor of personal resilience based on the beta standardized coefficients. table 8: significance on the relationship between spirituality and personal resilience of adolescents during a pandemic personal resilience exogenous variables b β t sig. constant .402 2.429 .016 social support .050 .054 1.399 .163 self-efficacy .270 .293 7.102 .000 spirituality .594 .537 13.218 .000 r .779 r2 .607 ∆r .604 f 204.108 ρ .000 establishing the best fit model for personal resilience of adolescents during a pandemic this portion highlights the analysis on the interrelationships among social support, self-efficacy, and spirituality to the personal resilience of adolescents in region xii during the pandemic. there are five alternative models tested to achieve the best fit model of personal resilience of adolescents. every model produced a framework that could be split into two sub-models, which are measurements of loads on each factor to its latent construct, while the structural model describes the relationships between the latent variables. furthermore, the assessment of fit is utilized to decide whether to accept or reject the model. in general, the researcher established the causation link of the latent variable towards the other latent variables. furthermore, it establishes the relationship between endogenous and exogenous variables. when the structural model demonstrates a suitable fit, it indicates https://journals.e-palli.com/home/index.php/ajmri pa ge 18 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 that the actual connections among variables indicated by the model are consistent. the amount and direction of the association between variables are estimated by the model parameters. variable screening was meticulously monitored to place a premium on the data’s normalcy. in the model formulation, variables having interval or ratio data are tallied. this study’s generated model is supported by theories. there are five generated models presented in the study. the summary of the findings of the goodness of fit measures of these five generated models is presented in table 9 above. in identifying the best fit model, all indices included must consistently fall within the acceptable ranges. chi-square/ degrees of freedom value should be less than 5 with its corresponding p-value result of greater than 0.05. root-mean square error (rmsea) approximation value must be less than 0.05 and its corresponding p-close value must be greater than 0.05. the other indices such as the normed-fitindex (nfi), tuckerlewis index (tli), comparative-fit index (cfi) and the goodness of fitindex (gfi) must all be greater than 0.95. the table shows that model 5 have indices that consistently indicate a very good fit to the data as all the indices presented fall within each criterion. moreover, the model fitting was calculated as being highly acceptable as presented in table 9. the chi-square divided by the degrees of freedom was 1.745 with the p-value of .065. this indicated a very good fit model to the data. this was also strongly supported by rmsea index of .043 which was less than to 0.05 level of significance with its corresponding p-close value is greater than 0.05. table 9: summary of goodness of fit measures of the five generated models model p-value (>0.05) cmindf (0<value<2) gfi (>0.95) cfi (>0.95) nfi (>0.95) tli (>0.95) rmse (<0.05) p-close (>0.05) 1 .000 6.148 .889 .869 .849 .831 .114 .000 2 .000 6.319 .891 .870 .851 .825 .115 .000 3 .000 6.204 .891 .870 .850 .829 .114 .000 4 .000 7.000 .877 .850 .831 .803 .123 .000 5 .065 1.745 .987 .993 .984 .986 .043 .587 legend: cmin/df – chi square/degrees of freedom, nfi–normed fit index, gfi– goodness of fit index, tli-tucker-lewis index, rmsea– root mean square of error approximation, cfi–comparative fit index likewise, the other indices such as nfi, tli and cfi were found to be consistently indicating a very good fit model as their values, all fall within each criterion. thus, there was no need to find another model for testing because it was already found to be the best fit among all the tested model. therefore, the null hypothesis of no best fit model was rejected. it could be stated that there is a best fit model that predicts the resilience of adolescents during a pandemic in region xll. moreover, the model clearly illustrates the importance of social support, self-efficacy, and spirituality as a predictor of personal resilience of adolescents during a pandemic. it could be perceived from the model that all two indicators of social support, figure 3: the interrelationship between social support, self-efficacy, and spirituality and their direct causal relationship towards personal resilience of adolescents during a pandemic legend: emsemotional support, minmindfulness, insinstrumental support, nosnovelty seeking, perpersistence, emremotional regulation, fosfeeling of security https://journals.e-palli.com/home/index.php/ajmri pa ge 19 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 remained as significant predictor of personal resilience to wit: emotional support and instrumental support. for self-efficacy, only one out of three indicators were found to influence personal resilience namely: persistence. for spirituality, only two out of three indicators remained as significant predictor of personal resilience: mindfulness and feeling of security. on the part of personal resilience, only two out of three indicators remained to be measured these are novelty seeking and emotional regulation. thus, the findings suggest that the personal resilience of adolescents during a pandemic is best anchored on: social support which include emotional support and instrumental support; self-efficacy which embraces persistence; and spirituality which is measured in terms of mindfulness and feeling of security, and personal resilience which was measured in terms of novelty seeking and emotional regulation. discussion social support a significantly high level of social support serves as the outcome of the evaluation regarding the variable’s measurement namely emotional support and instrumental support that garnered very high and high ratings respectively, hence, “always observed”. significant individuals who provide social support like family and friends in the life of adolescent plays a vital role to decrease the risk of stress, increase their satisfaction, and be able to expand social relationships to lessen the effects of distress (khatiwada, muzembo, wada, ikeda, 2021). self-efficacy the significant level of self-efficacy serves as the outcome of respondents’ evaluation on the variable’s measurement namely: initiative, effort, and persistence which all got very high results, hence “always manifested”. it confirms the study of cattelino et al., (2019), that adolescents can better manage their activities and can motivate them to get over the demands of life in everyday context when they improve their agency that eventually develop selfefficacy behavior and perspectives. spirituality the generally significant level of spirituality serves as the evaluation of the ratings the respondents regarding the variable’s measurement, specifically: belief in god, search for meaning, mindfulness, and feeling of security that all acquired very high ratings, hence, “always manifested”. it is considered a particularly important aspect since it is related to coping and the management of stressful events to maintain meaning, purpose, and connection in the face of difficult situations (clark & hunter, 2019). personal resilience the overall very high level of personal resilience is the outcome of the ratings of the respondents on the variable measurement namely novelty seeking, emotional regulation, and positive future orientation. all of these measure of variable’s construct got very high ratings, hence, “always manifested”. this supports the research of beames, et.al. (2021) who discovered that adolescents who showed significant levels of resiliency were capable of withstanding unprecedented scenarios, like the covid-19 pandemic that severely disrupted their daily routine. significance on the relationship between social support and personal resilience the variable relationship test shows that there is a positive association between social support and personal resilience since the overall result of social support is significantly correlated with adolescent resilience. the result of the study support the study of ozbay, johnson, dimoulas, morgan, charney, & southwick (2017) & li, luo, mu, et al., (2020), that positive social support is essential for the attainment of good physical and mental health and the promotion of resilience. consequently, when adolescents feel that strong positive social support is available and is provided consistently they can build resilience to cope with challenges and strains, especially during the pandemic and be able to build a strong foundation for well-being throughout life. significance on the relationship between selfefficacy and personal resilience the examination of results between variables shows that the self-efficacy of adolescents in region xii is positively correlated with personal resilience. the result of the study relates to the study conducted by walsh, e.t al., (2020) and cuartero & tur, (2021) that self-efficacy is a component of resilience and increasing it can augment resilient behavior. this denotes that, having a strong self-efficacy encourages and build a substantial sense of resilience that ensures the probability that a person can achieved his goals in life and surpass the challenges that he may face along the way, like the pandemic. significance on the relationship between spirituality and personal resilience the examination of the relationship between variables that the spirituality of adolescents is positively correlated with personal resilience. the study conducted by gray (2017) & levin (2020) emphasized that faith and spirituality can be perceived as a source of resilience from physical, psychological, and mental point of view, including that of the pandemic. thus, developing high sense of spirituality among adolescents enable them to develop positive behaviors, mindset, and emotions that are essential in coping with everyday stress and help them realize their potentials as adults. multiple regression analysis on the influence of social support, self-efficacy, and spirituality on the personal resilience the r2 value or coefficient of determination value shows that the combined exogenous variables namely https://journals.e-palli.com/home/index.php/ajmri pa ge 19 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 social support, self-efficacy, and spirituality has 60.70% influence on the endogenous variable and 39.30 % come from other factors that are not covered by this study. consequently, based on the regression analyses, all of three exogenous variables are found to have strong influence with personal resilience having a pvalue of < 0.05. in the singular capacities of the independent variables, it showed that all of these variables, specifically social support, self-efficacy, and spirituality (the best predictor) significantly influence the dependent variable of personal resilience. the three independent variables need each other to significantly influence the dependent variable. the result can be supported by the resiliency theory that provides a useful framework for considering how promotive factors may operate for encouraging positive youth development (fergus & zimmerman, 2005). the proposition of cutrona, & russell (1990) supports the influence of social support (emotional support and instrumental support) on personal resilience. also sari, et al (2020), connection between self-efficacy and personal resilience by stating that the self-efficacy ranks first in the phase of building resilience to adolescent students in the face of the covid-19 pandemic including initiative, effort, and persistence among others. the study of gray (2017) & levin (2020) emphasized that spirituality is a foundation of resilience from physical, psychological, and mental point of view. the best fit model that predicts personal resilience of adolescents during a pandemic among the five hypothesized models, it was hypothesized model 5 found to satisfy the criteria for the best fit model. it shows direct causal link of the exogenous variables (social support, self-efficacy, and spirituality) on the endogenous variable, which is personal resilience. the exogenous variables are: social support with emotional support (ems) and instrumental support (ins) as its measures; self-efficacy which is measure by persistence (per); and spirituality, measured in terms mindfulness (min) and feeling of security (fos). it can be seen from the model that out the three indicators, only novelty seeking (nos) and emotional regulation (emr) persisted as the measurement of personal resilience. novelty seeking is concerned with people’s propensity to explore novel and new experiences and environments (arenas & manzanedo, 2017; goclowska et al., 2019). on the other hand, artuch-garde et al. (2017), mentioned that to self-regulate behavior is associated with high levels of resilience in high-school students. for social support, as an exogenous element in the model of best fit, both the indicators appeared to have causal relationship to personal resilience. these are emotional support and instrumental support. this is coherent with the study of burleson (2003), that receiving emotional support helps individuals, adolescents in particular, to cope with problems, anxiety, and disappointments of hope and pain in their lives and ensure a good level of psychological growth, good human interaction and close personal relationships such as friends, family, or emotional relationships. on the other hand, instrumental support that include feelings of warmth and closeness with parents (russek and schwartz, 1997) and parental academic involvement (westerlund et al., 2013). giving adolescents adequate and consistent social support under emotional and instrumental areas is beneficial for developing resilient behavior to cope with vulnerabilities. for self-efficacy, the remaining indicator is persistence. the result supports the study of aspinwall & richter (1999), that specified that greater persistence and successful adaptation to stress; such beliefs may be an important aspect in the development of competence in resilient adolescents. hence, developing self-efficacy is vital to develop resilience among adolescents and be able to achieve their goals in life. further, on the spirituality context of the research, mindfulness and feeling of security remain as its indicators. faith might allow religious group members to develop and maintain a sense of meaning and feeling of security in their lives and thus enhance well-being (schieman et al. 2010). further, having life meaning and feeling of spirituality can permeate all aspects of life, facilitating the development of worldviews and offering a greater sense of purpose, meaning, joy, and security in life (richards & bergin, 2005). hence, having strong spiritual core is necessary for the development of resilience despite challenging situations. conclusions the use of structural equation model strengthened the consistency and reliability of the study because the analysis goes through the steps of model specification, model estimation, and model evaluation. results showed that the level of social support, self-efficacy, spirituality, and personal resilience are very high indicating that these variables are observed and manifested by the adolescents during the pandemic. there exist important correlations of the following variants namely: social support, selfefficacy, and spirituality with personal resilience. it was found out that among the variables studied, spirituality is the most influential to the personal resilience of adolescents during a pandemic in region 12, philippines. model five had the indicators that consistently demonstrated a significant fit to the data among the five studied structural models; hence, it is recognized as the best fit model. this supports the resiliency theory that provides a useful framework for considering how promotive factors may operate for encouraging positive youth development (fergus & zimmerman, 2005). the theory also explains why some youth grow up to be healthy adults in spite of risks exposure (garmezy, 1991; masten, cutuli, herbers, & reed, 2007; werner, 1982) by examining both single risks and promotive factors and the cumulative effects of multiple promotive factors across ecological domains (e.g., individual, family, community) to more accurately reflect the complex nature of influences on adolescent https://journals.e-palli.com/home/index.php/ajmri pa ge 19 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 180-198, 2022 development (ostaszewski & zimmerman, 2006; stoddard et al., 2012). as discussed by höltge, et. al, (2021), resilience is a complex construct resulting from a dynamic relationship between risk and protection factors in which individuals may use personal and contextual resources to overcome adversities. further, resilience is a contributing factor in individuals’ ability to adapt to stressful environments, develop effective coping strategies and improve wellbeing (cleary et al., 2018). additionally, hendriani, (2018) stated that people who have the ability to be resilient, was able to face a variety of pressures and difficulties that cause stress to be able to achieve the standard of living that is desired, either against the barriers that specific are at the stage of development of the particular and the whole range of life. recommendation the significant relationship of the three variables: social support, self-efficacy, and spirituality towards personal resilience proves that these variables should be given sufficient considerations by the adolescents, supported by their family, friends, community and other significant individuals because when these variables are promoted and sustained, the higher is the level of personal resilience of adolescents, especially during pandemic. this can be done by providing a strong and consistent social support, develop self-efficacy, and strengthen the spirituality of adolescents that will serve as protective factors beneficial for the promotion and development of resilience amidst vulnerable situations and distress which is hoped to transcend to holistic well-being, happiness, and satisfaction. the best fit model emphasizing social support with elements of emotional support and instrumental support; self-efficacy with persistence as indicator; and spirituality which includes mindfulness and feeling of security as enduring indicators and significant determinants of personal resilience proves that such can be the prime focus that influence personal resilience compared to other variables not included in the study. this can be done by providing adolescents adequate and constant care, love, affection, and attention. further, establishing open communication in the context of a healthy, friendly and safe environment at home and in the community that will empower them to establish social support system, cultivate their self-efficacy, and fortify spirituality in order for them to improve and develop personal resilience to cope with adversity and distress; and succeed despite being vulnerable in the face of the pandemic and help them realize their potentials as adults. concerned government instrumentalities such as the department of social welfare and development (dswd), may formulate policy for creating enabling environment for the practice of personal resilience model for it to be successful. a study on the indicators excluded after the structural equation modelling must be done to explore the characteristics of those indicators which can also be used to ascertain the resilience of adolescents during a pandemic. identical researches should be conducted to identify strong predictors that were not been covered by this study of personal resilience of adolescents during a pandemic. since only one good fit model was produced, it is highly recommended to produce two or more models that may be fit to the same covariance matric. acknowledgements this study has seen the light of day because of the kind hearted persons who sincerely and selflessly helped in its fulfilment. dr. girlie e. amarillo, his adviser, for the valuable insights, time, encouragement, and critical comments; dr. helen q. omblero, dr. joel b. tan, cpa, dr. minda b. brigolli, dr. ines v. danao, and dr. desiree b. anonat, dr. kanda, dr. eufemia robles, dr. tarusan of the university of mindanao, davao city, his panel members, for without those pressures and bits of advice, this study would not been possible; the local government units of tacurong, koronadal, general santos, and kidapawan for the assistance and generous time; the respondents of the study, the adolescents in region xii for their time, kindness, understanding and willingness of participation; to sultan kudarat state university for funding the conduct of this research; dr. rolando f. hechanova, dr. ernie c. cerado, dr. reynaldo h. dalayap jr., dr. elvie v. diaz, dr. siony s. brunio, dr. julie e. albano, dr. dolorcita e. pauya, dr. jeannie a. romano, dr. ma. jeanelle b. argonza, dr. joylyn s. gamiao, prof. jovita s. carigaba, dr. lovina cogollo, legas family, padios family, charmie, rodson, al john, irish, sksu tacurong campus family, his mentors, friends, and colleagues, for their support in this humble educational endeavor; his best friends, jose and beth, for the gift of friendship, companionship and support. special thanks is given to his father, cristopher l. dela cruz, and mother, bema c. dela cruz, for the unconditional love, guidance, and understanding. to his siblings, catherine, clarice joy, jose christopher, princess and clarence, whose love and laughter made him strong and blessed every day; above all, to god the greatest giver of life, love, and countless blessings; for the strength, confidence, and wisdom; this is the researcher’s humble gift to him. references ahmed, i., nawaz, m., ahmad, z. et al. 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(2009). self-efficacy: a concept analysis. nursing forum, 44(2), 93–102. https://doi. org/10.1111/j.1744-6198.2009.00132.x https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 66 american journal of multidisciplinary research and innovation (ajmri) special education in a remote setting: stakeholders’ stories and more marvin vicente1*, roberto revilla volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.567 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 08, 2022 accepted: september 15, 2022 published: september 19, 2022 remote special education is a relatively new phenomenon. since the beginning of special education in schools, direct and explicit instruction has been used for learners with autism. learners, parents, and teachers as stakeholders struggle with alternative instructional methods. parents are critical players in remote learning. they facilitate home-based learning through modular instruction. parents help students engage when teachers facilitate online learning. stakeholders are also alternatively referred to as frontline or grassroots remote special education implementers. this study elicited special education stakeholders’ constructs in three areas: views on remote special education, essential special education practices, and policy building blocks. three teachers and three parents with children with autism respectively participated. using a semi-structured interview guide, data were collected via online interviews. from an interpretivist’s lens, constructs were gleaned from participant narratives. george kelly’s personal construct theory aided the construction process. stuart hall’s multiple readings informed textual analyses. findings suggest that special education stakeholders viewed remote learning as a shared responsibility. eight essential special education practices were determined: individualization, modification, accommodation, assessment, intervention, early detection, collaboration, and inclusion. individualization and modification, accommodation, teachers’ competency, home program, and collaboration emerged as policy building blocks. researchers’ recommendations include (1) taking advantage of technology in individualization, (2) assessing the feasibility of online learning as an alternative learning modality, (3) providing teachers with comprehensive competency training, (4) supporting home programs as a supplementary educational intervention, and (5) considering telehealth and teletherapy as emerging collaboration strategies. keywords qualitative research, textual analysis, special education, remote learning, philippines, building blocks, policy crafting 1 department of education, philippines 2 laguna state polytechnic university, pilippines * corresponding author’s e-mail: marvinrvicente@gmail.com introduction there is something pressing or alarming about the state of learners with autism on the issue of them going to school and learning at the time of this pandemic. issues like government responsiveness and parental or teacher roles come into play in this whole gamut of special education amid the new or next normal. in response to school closures as pre-emptive measures to contain the covid-19 spread, some local education policies on alternative learning delivery took effect (deped order (do) 12, s. 2020, do 21, s. 2020, do 42, s. 2021, do 44, s. 2021). these guidelines ensure that learners with autism have access to education, even during the covid-19 health crisis. they also aim to close the gap created by distance learning. while the provisions for ‘access’ to special education may be resolved, we cannot guarantee ‘quality’ when it is at stake. some loopholes leave autism learners marginalized (von benzon, 2017). insufficient and unequal access to appropriate educational and related services can cause this. with the “return to school roadmap” policy (us deped, n.d.), we confirmed how marginalized filipino learners with autism turned out to be in terms of access to free and appropriate public education (fape). fape guarantees learners access to free educational and related services (therapy, psychological, and medical assessment) (the rehabilitation act, s. 504, 1973). in addition to educational access, the policy provides free services that promote faster child development. these ancillary services are beneficial and critical for learners with autism (çikili & karaca, 2019; mozolic-staunton et al., 2021). the main goal is to maximize their development (pang, 2019). recent local special education guidelines (deped 44, s. 2021) may be far from ideal compared to the foreign policy’s components (i.e., strict implementation of individualized education programs, provision of rehabilitative support, and specialized services). in the local setting, most parents who utilize public schooling are low-income and unable to afford related services (e.g., therapies and diagnostic and psychological assessment). the situation may result in insufficient access to necessary interventions (e.g., behavioral or social) through therapies and rehabilitative services. in this aspect, the philippine school system still has a long way to thread. the unprecedented health crisis must drive educational policymakers to conceptualize, craft, and implement policies that address the rising need for special education delivered via remote learning. basham et al. (2015) further affirmed that special education operates due to collaboration among students with disabilities, families, professionals, and policymakers. although the mode of instruction has shifted from face-to-face to home distance, the goal of special education remains the same – to assist children in reaching their full potential (us national library of medicine, 2021) and eventual community integration https://doi.org/10.54536/ajmri.v1i4.567 https://journals.e-palli.com/home/index.php/ajmri mailto:marvinrvicente@gmail.com pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 67-75, 2022 (kauffman et al., 2018). as a result, no crisis should ever have an adverse effect on the quality of special education services. literature review all continents and most countries opted for distance learning due to lockdowns and school closures brought by the covid-19 pandemic. in the most progressive continents, such as northern america, europe, and australia, and even in the less progressive ones, such as africa and central america, and some south asian countries, online or virtual learning has been the most popular mode of learning delivery during the pandemic education. almost every continent (according to peerreviewed articles and studies available) adopted online or virtual learning as the primary mode of delivery during the initial phase of school closures due to pandemic lockdowns. north america provides effective special education by enacting legislation that guarantees children with disabilities free access to education and related (support) services such as therapies and specialized assessments. the other continents make a lesser effort. providing special education through online learning remains a difficulty on all continents. after a year of implementing remote learning, northern american viewpoints on remote special education focus on returning to traditional in-person delivery of services. the benefits of direct and explicit instructions to children with autism have been documented in the literature (u.s. deped, n.d.; verma, 2021). the united states return to school roadmap policy (2021) provided direction and guidelines for the transition to face-to-face special education delivery. individualization and collaboration were highlighted in the available literature as essential practices that have been severely harmed by limiting face-to-face interactions (pang, 2019; harris et al., 2021; houtrow et al., 2020; bellomo et al., 2020). the reason why, after a year of implementing online learning, most states in the united states enacted their return to school roadmap (2021) policy to return to traditional in-person (face-to-face) education. other continents or countries do not appear to make the same decision as to the northern american states. as a result, the resolution was quickly implemented to ensure a quick transition to in-person delivery. due to the loss of in-person special education delivery, european perspectives concentrated on the mental and psychological well-being of learners with disabilities and their parents (logrieco et al., 2022; scarpellini et al., 2021; greenway and eaton-thomas, 2020; shaw and shaw, 2021). the situation is exacerbated by the fact that low-income families and students have limited access to the technology essential for online learning (radina & balakina, 2021). the overarching theme also prompted researchers to look into teachers’ ability to provide remote special education (mercieca et al., 2021; jurčević and kudek, 2021). due to the investigation, teachers found it challenging to handle the basic requirements of online learning. this implies that providing special education services in person is still the most convenient means of teaching students with autism. even before the pandemic, most african countries had misgivings about the adequacy of their special education policy. inadequate planning and response to the call for online learning in the african context implies a lack of attention to remote special education (kamga, 2021; mbazzi et al., 2020). meanwhile, based on the limited material available, it appears that the overarching subject in western pacific viewpoints is the impact of school closures on the inclusion of children with disabilities. these children had negative experiences as a result of the situation (simpson and adams, 2022; smith et al., 2020). the factors that contributed to parents’ failure to support the remote education of learners with disabilities were investigated from an asian standpoint on remote special education (balwan et al., 2020; durgun, 2021). stress, anxiety, and mental health issues (althiabi, 2021) have been highlighted as factors induced by income disparity, unemployment, and technical barriers (durgun, 2021; supratiwi et al., 2021). the loss of support services has a negative impact on parents and teachers (abdelfattah et al., 2021). on a positive note, a novel collaboration concept evolved. telehealth and teletherapy emerge to replace face-to-face support services (wong et al., 2021; abdelfattah et al.,2021; samadi et al., 2020; mcdevitt, 2021). on the local front, reviews on remote special education centered on the government’s response to the pandemic resulting in remote learning (cahapay, 2021). the event paved the way for emerging the roles of parents as facilitators of home learning (april, n.d.). future research on distance special education in a local setting concentrates on establishing the effectiveness of remote learning in delivering special education. before the pandemic, distance special education via online modality has been explored for its viability but not in the context of pandemic. more investigation is needed to determine its effectiveness as literature confirmed that learners with autism are more responsive and receptive to direct and explicit teaching. low socio-economic households frequently overlook the educational needs of special education students who require technology and the internet. another way of delivery for remote education, modular learning, is the most prevalent mode of delivery for sped in the local environment. however, there is a dearth of evidence and study findings demonstrating the efficiency of modular learning as alternative special education delivery and parents as modality facilitators. materials and methods the health crisis has detrimental repercussions on education and learning delivery and outcomes. learners with autism, as one of the most frequently marginalized learning groups, feel a great deal. by detailing their indigenous experiences, special education stakeholders https://journals.e-palli.com/home/index.php/ajmri pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 67-75, 2022 can provide rich narratives on remote learning. their stories can inform special education policy crafting. this central question, “what can one glean from the narratives of special educators’ and parents’ lived experiences on the delivery of special education via remote learning?” governed the objectives of this study. the purpose of the study was anchored on the construction of personal constructs on three aspects of special education, namely: (a) views on the remote special education phenomenon; (b) essential special education practices; and (c) building blocks as potential precursors or triggers and inputs for policy crafting. these were attained by purposively selecting key players of special education as research participants; these were the special education teachers and parents whom we dubbed grassroots and frontline implementers of remote special education throughout this study. research design this study drew inspiration from the tenets of a qualitative inquiry. it was premised on an eclectic mix of narrative (clandinin, 2016; clandinin, 2006) and phenomenological approaches (van manen, 2017; neubauer, witkop, & varpio, as cited in vicente, 2020). narrative inquiry framed our belief that the context of remote special education is best seen from the lens or stories of our participants with first-hand experience of the phenomenon of remote special education. on the other hand, phenomenology allowed us to examine their narratives to extract the essence or meaning they had collectively shared about the phenomenon. site of stories the study examined stakeholders’ experiences with remote special education during their lockdown experience in cabuyao, laguna, philippines. parents and special education teachers collaborated to ensure access of learners with autism to education during the public health emergency. while the context may be similar in other special education settings and municipalities in terms of learning modality, our participants’ indigenous experiences were unique due to intervening variables that influenced how distance special education might be viewed in different locations. variables included support, contextual understanding of local special education policies, and preparations made. storytellers we investigated the narratives of three parents who served as home learning facilitators and three special education teachers as learning resource providers during remote special education in cabuyao, laguna, philippines. we chose them based on set criteria. first, they have learners and children with autism availing themselves of remote special education (online and modular learning). second, they have experienced face-to-face and remote learning to understand the modalities’ nuances. third, they were willing to share their narratives in the context of this study. parents and special education teachers can best inform us about remote special education as a phenomenon. ethicality the decision to undertake qualitative research with special education stakeholders on distance special education raised ethical concerns. we took precautions to mitigate unethical practices. we ensured participants’ voluntary participation. they met the participant selection criteria. we underscored the muted voices of our participants, who were often marginalized or subjugated in inclusive discourse. they were interviewed online. online data collection followed health protocols. we sought their preference on interview platforms and schedules. we did not force them to disclose information they were hesitant to share. we secured their voluntary participation by discussing informed consent, including the study’s purpose, data collection procedures, potential risks, benefits, and nature of their participation. we guaranteed their anonymity in the study. we let them choose the interview’s date and time. data construction and reduction we used a semi-structured interview guide to elicit, negotiate, and construct meanings from participants’ narratives. this technique could elicit deep meanings and surface constructs. it let us explore their lived experiences in their purest and most subjective form, which helped us in our sense-making. this technique allowed us to collect data reflexively through two-way interaction, where probing and follow-up questions led to data saturation. the goal was to understand the ontology or reality of remote special education as lived or relived by the frontline or grassroots implementers. data collection included preliminary, actual, and postinterview phases. at the preliminary meeting, we asked participants to sign a consent form allowing us to use interview data. zoom meetings hosted the actual interview. we asked guide questions and follow-up and probing questions during this phase. they agreed to be recorded to facilitate later transcription. we scheduled a final meeting so participants could verify the transcribed data. the final interview enabled us to validate, crosscheck, and ask follow-up questions to saturate data. george kelly’s (1955) personal construct theory (particularly, construct production) and stuart hall’s (as cited in revilla, 2015) textual method (used interchangeably with multiple readings) framed the study’s data analyses. the construal process involved three stages: (1) delimitation [texts were processed and organized, removing nonsensical and irrelevant text elements], (2) multiple readings [(a) literal reading or what has been said in the text or participants’ actual narratives, (b) interpretive reading or what is not said or reading through or beyond the narratives, (c) reflexive reading or what could have been said in the text and exploring our role and perspective in interpreting the text, and (d) theoretical reading or what other texts say about the delimited text], and (3) construction https://journals.e-palli.com/home/index.php/ajmri pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 67-75, 2022 [constructs as the textual analysis’ outcome]. results and discussion views on remote special education from an interpretivist standpoint, construing views about remote special education led our participants and us to construe some emerging constructs about the phenomenon emerging from (a) being stakeholders in the new normal, (b) their meaning of remote special education, (c) the importance of remote learning access, (d) their memorable experiences, (e) their crucial roles, (f) preparations made, and (g) the nuances of remote special education. being a parent and a teacher in remote learning is a table 1: emerging views and constructs on remote special education reference as a set of principles (belief and theory system) as a set of practices (practical application) emerging constructs emerging constructs on being a teacher/parent in the new normal (gq [guide question]1) learning is a shared responsibility parents’ relearning and upskilling parents building up authority on the meaning of remote special education (gq2) continuity of learning access embracing the role of a home learning facilitator upholding the special education fundamental goals delivering the fundamental goals through practices of individualization and modification on the importance of learners’ access to remote learning (gq3) on becoming functional and productive individuals; avoiding regression establishment of learning schedules and structures on their memorable experience (gq4) parents co-share with teachers’ mission parents’ willingness to take extra miles on their crucial role in distance learning (gq5) teachers and parents as agents of change; teachers as learning resource providers; parents as committed shadow/para-teachers on their carried-out preparations (gq6) remote learning as a brand-new learning environment; as a challenge to stakeholders modifying the routines at home; committing to home learning schedules; ict-based teaching-learning process on the nuances of remote special education (gq7) intensification of school-home shared responsibility; delivery of education services via online learning (teachers as facilitators) and modular learning (parents as facilitators); home programming as emerging practice shared responsibility, per guide question (gq) 1 (on being stakeholders). as education and pedagogy experts, teachers must teach parents modular learning strategies. parents must learn how to assist children during online learning. in remote learning, parents relearn and upskill their teaching strategies and techniques. it was not easy at first because parents must portray themselves as authority figures at home. this is consistent with borup et al., feng and cavanaugh, lee and figueroa, makrooni, and woofters (as cited in garbe, ogurlu, logan, & cook, 2020), who say parental involvement affects student progress. parental support contributes to virtual learners’ success. according to parent-participants in a study by heyworth et al. (2021), rapport is the key to a successful home learning engagement for children with autism. on the meaning of remote special education (gq2), they believe that the modality provides learners with autism an opportunity for continued learning access. they uphold that the learning continuity amid school closures helps realize the fundamental goal of special education – learners reaching their fullest potential. to realize the goal, parents must embrace their role as facilitators of learning at home while the teachers provide them with necessary learning resources. the practices of individualization and modification were the crux of remote special education. these practices tailor fit learning and education to learners’ needs and disabilities. so, special education goals are met while students use this alternative learning modality. while parental involvement positively impacts the success of learners’ education, unwitting parents cannot quickly grasp their role in their children’s education in the remote learning landscape. when parents assume new and unfamiliar roles and responsibilities in distance education, they feel more instructional responsibility for their child’s learning, according to liu et al., boulton, and murphy and rodriguez-manzanares (as cited in garbe, ogurlu, logan, & cook, 2020). as a result, parents struggle to understand their role in their children’s education. through gq3, the importance of learners’ access to remote learning was determined. they believe that continued access to special education delivered remotely helps learners with autism become functional and productive individuals. the process entails the tedious and strict implementation of learning schedules, routines, and structures at home. only then can parents avoid children’s regression from poor home learning or program implementation. structured learning at home that fits the child’s schedule helps a child with autism succeed in remote learning (heyworth et al., 2021). in their memorable experience of remote special education (gq4), what memorable would be for the teacher-participants https://journals.e-palli.com/home/index.php/ajmri pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 67-75, 2022 was to learn that parents partake and co-share with them their mission of meeting the goal of special education. on the other hand, parents would be willing to take the extra mile by upskilling themselves with the necessary strategies to become effective para-teachers at home. as adams, harris, and jones (2016) concluded, a collaboration between teachers and parents in the education of children with autism results in improved outcomes. by inquiring about their crucial role in distance learning (gq5), teachers and parents, as frontline implementers, are thought of as agents of change. despite the bottlenecks and challenges of remote learning, they would adhere and be loyal to the special education goal. teachers and parents collaborated. teachers provided consistent learning resources, while parents served as shadow and para-teachers. hernandez (2021) suggested that parents who educate their children at home produce positive results, especially when the child adjusts to the new learning environment. stakeholders view learning delivery as a challenge when asked about their carried-out preparations (gq6). however, modular and online learning could give their children a brand-new learning environment. integrating ict into teaching-learning was challenging for teachers, while parents wanted to gain authority over their children. parents must modify home routines and implement home learning schedules to build rapport and authority. stenhoff, pennington, and tapp (2020) outlined some important homelearning-area considerations at home. this area should (a) have few distractions, (b) have clear physical boundaries [learning corner or table], (c) be near technological supports, and (d) designate specific school activities. in gq7, nuances of remote special education were engendered. special education is anchored on a belief that the alternative learning delivery has intensified the schoolhome shared responsibility. this was apparent when parents co-acted with the teachers during the modular learning. they would assume the role of para-teachers. while teachers were in their online classes, parents would shadow teach their children to ensure learning engagement. an emerging practice was strengthening the home program where parents mirror the learning and educational practices from the school (e.g., learning routines and schedules) to their homes. this finding is corroborated by liu, black, algina, cavanaugh, and dawson (as cited in smith, burdette, cheatham, & harvey, 2016). they demonstrated that positive support and interaction among the parent, teacher, and school community enhance parental involvement in the education of learners. essential special education practices emerging special education practices contribute to achieving special education goals: (a) learners attaining their fullest potential and (b) community integration. first is individualization. this is the most immediate step toward realizing the fundamental goal of special education, as revealed by the participants. developing a learning package and educational programs tailored to each child’s needs necessitates an individualized education program (iep). the united states department of education (us deped) considers the iep as the cornerstone of high-quality education for students with disabilities (us deped, 2019). the iep ensures effective teaching, learning, and improved outcomes for all children with disabilities. modification is the second emerging practice construct. as revealed, modification is adapting the curriculum or learning content to the child’s unique learning needs and disabilities. the third one is accommodation. accommodating the learner table 2: nuances of some special education practices practices construct key feature individualization tailoring educational programs based on learning needs and disabilities modification changing the curriculum to suit the child’s specific needs accommodation modifying the environment to obtain access to the curriculum assessment continual monitoring of progress and development intervention managing behaviors that impede learning early detection and intervention making available of the (educational) intervention programs upon detection at an early age collaboration team teaching; working together to meet the goal inclusion accessing the general curriculum in the least restrictive environment with autism entails changing the manner or environment in which the access to curriculum or learning content is being modified. as experienced, pandemic lockdowns caused school closures. face-to-face learning is changed to remote, allowing learners with autism to continue accessing the curriculum and receiving special education services. fourth, the assessment of a child’s learning needs across skills and domains (e.g., behavior, cognitive, communication and language, and self-help) helps decision-makers prioritize skills for the child’s individualized program. regular assessments are conducted to monitor the child’s iep performance. progress is monitored using assessment data. the assessment provides qualified support service professionals’ (i.e., therapists, behavior analysts, and assessment and diagnostic specialists) findings on the learner’s overall development and improvement. only then can they meet learners with autism’s needs. teachers who do not assess students’ learning needs may lead to learner disengagement. children with autism who receive an education service based on proper assessment can maximize their academic, language, socialization, adaptive skills, and communication skills, according to manti, scholte, and van berckelaer-onnes (as cited in https://journals.e-palli.com/home/index.php/ajmri pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 67-75, 2022 murray, 2015). the fifth practice construct involved intervention. parents and teachers often witness learners’ problem and unwanted behaviors. managing these behaviors is crucial to preventing or mitigating learners’ disengagement from the teaching-learning process. according to bice (2009), for children with autism to reach their learning goals, teachers must reduce unwanted behaviors and promote appropriate ones. these strategies must be presented to parents to be effective as home learning facilitators. early detection and early intervention as sixth practice construct emphasizes the critical role of early (educational) intervention after a child is diagnosed with autism at an early age. the importance of early detection and identification is the first step toward treatment planning (dahiya, mcdonnell, delucia, & scarpa 2020). similarly, the us department of health and human services (2021) stated that early autism diagnosis and intervention are more likely to have significant long-term benefits on symptoms and subsequent skills. the seventh is collaboration. the iep of a child must result from the efforts and decisions of school, medical, and allied health professionals. occupational therapy, speech-language therapy, behavioral and psychological interventions, and diagnostic and assessment services are available in our setting. autism-related support services can complement special education. collaboration benefits children over time. a study found a link between child services and learning outcomes (zazueta-ruiz, 2018). autism support providers must collaborate to meet treatment goals and progress (center for disease control and prevention [cdc], 2022). last is inclusion. inclusion is the single most crucial gain a child with autism can get from accessing appropriate and relevant special education. one of the participants even mused about it being the most outstanding achievement for the child and the teacher, “inclusion seems to be one of the milestones, an achievement. the highest achievement that can be afforded to a child with autism whom i teach is to reach the (level of) inclusion.” building blocks for policy crafting and more a building block is operationally defined as a knowledge claim derived from participant constructs. they serve as potential sources of information or precursors for planning, designing, developing, and implementing special education policy in our local setting. clustered and related participant constructs emerged from selected interview prompts relating to the support they received (guide question [gq]8), the ideal support (gq9), construing post-pandemic education (gq10), and their contextual recommendations (gq11). five building blocks emerged as precursors for policy inputs and recommendations. they can serve as catalysts to enhance existing special education guidelines and policies on remote learning. taking advantage of technology in individualization and modification these two practices set apart special education from typical or regular education. it is revealed how the k-12 basic education curriculum (most essential learning competencies [melc]) influences the process of iep making as emphasized by the teacher-participants, “most essential learning competencies (melc)-based iep; the child’s (educational) goal is still based on the melc curriculum.” a teacher-participant also shared how technology has helped provide a platform for the remote practice of individualization, “there is a meeting through gmeet or zoom. instead of giving them hard copies to jot down or list their goals for the whole school year, we provide word templates and documents to send to them by email, and when they receive the email, they will download it (file). they will type in their goals and the goals of the therapists involved in their children’s education.” parents further validated the role and importance of technology and collaboration in doing the iep. they and the teacher found table 3: nuances of some special education practices related constructs building blocks curriculum as the crux of the holistic learning process; bridging learning loss and gaps through regular (distance) feedbacking individualization and modification: taking advantage of technology in individualization viability of online learning after the pandemic; sustainability of ict as part of pedagogy; conjunction of remote and in-person modalities; accommodation: online special education as an alternative learning delivery a desire for continuous professional development; remote delivery of skills training teachers’ competency parents’ appreciation of teachers’ efforts; parents’ appreciation of teachers’ sense of connectedness; parents’ appreciation of sustained network and linkage; high regards to special education teachers; empathetic understanding of teachers’ complex roles; the necessity to intensify parents’ partaking in remote learning; intensification of the home program: learners being able to master and generalize skills in various setting the need to sustain pre-pandemic best special education practices on collaboration; collaboration: emergence of telehealth and teletherapytelehealth and telepractice as emerging remote collaboration strategy; teletherapy as a novel way to access support; and access to remote specialized supports and services vis-à-vis telehealth https://journals.e-palli.com/home/index.php/ajmri pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 67-75, 2022 an alternative when face-to-face interactions become restricted; as a parent-participant attests, “in making the iep, we are the ones to be interviewed. we participate through an online interview.” online special education as an alternative learning delivery accommodation involves changing how learners with autism access special education. alternative learning modalities (i.e., online and modular learning) warrant learner access to special education services amid school closures. the remote delivery of special education services has resolved the challenge of having continued access to special education. technology was crucial in ensuring that learners with autism have access to special education; as expressed by a teacher-participant, “the advantage of online learning is that, even if the learner is far away, you can still teach him. whatever the distance you have, the learning process will continue no matter how far as long as there is an online class.” teacher’s competency this has emanated from teachers’ desire to acquire professional development activities and programs aiming to target skills development to render them effective in handling learners’ exceptionality. according to cdc (2022), children with autism behave, communicate, interact, and learn in ways that are different from typical children. when learners’ need for specialized instruction has surfaced as a nuance of special education, the teachers must equip themselves with skills and competencies, enabling them to meet the needs of learners for specialized instruction. a teacher-participant revealed the importance for teachers to be updated with the “right techniques and strategies for training behavior, and how to address or teach properly.” further, another teacher-participant revealed, “it is crucial that we develop our skills as special education teachers so that we can better help each child develop their (other) skills (e.g., social and behavior), not only academically.” intensification of the home program instilling the principle of shared responsibility between home and school positively impacts learners’ education. in the new normal education, the parents are the co-owners of the goal of special education. with remote learning, parents have been appreciative of the teacher’s complex role in their children’s education. their role as home learning facilitators made them realize the difference teachers make to their children, as can be sensed from a parent-participant, “i can feel now the importance of the teacher. how hard the teachers work. how do they handle the children at school? now, we can see what they are doing is difficult. we only care about one child while the teachers care for many, but they can do it. the value of the teacher is more visible now.” likewise, a teacher-participant articulated the importance of the home program, “the home program is essential for a child with special needs where the parent has consistent follow-up and has a mirroring style or set up at home. what the teacher teaches in school is also taught by parents at home.” ozonoff and cathcart (1998) further confirmed that home program intervention effectively enhances development in young children with autism. parents are taught how to work with children with autism in the home setting, focusing on cognitive, academic, and prevocational skills essential to later school success. the emergence of telehealth and teletherapy special education necessitates for inclusion of specialized instruction and support. the collaboration of these professionals expedites the development of learners optimally. however, the restrictions on face-to-face interactions made it difficult for learners to access specialized support and services. sustained collaboration with support providers has been made possible through teletherapy, telepractice, and teleservices. the ongoing limitations in face-to-face interaction made it difficult for them to collaborate with the support providers. however, a teacher-participant hypothesized that it would be easier to collaborate with the support providers via online means, “face-to-face (collaboration) was even more challenging whenever there is a collaboration between the developmental pediatricians, occupational therapist, speech therapist or the pt (physical therapist), and the lead teacher. in face-toface, you need to set schedules. you need to know the schedules of each professional to meet in one place. sometimes there are delays because some involved therapists are not available at certain times and days. face-to-face is even more challenging, but now in distance learning, it is faster to meet together through zoom or g-meet. each professional involved in a learner’s education can meet together and converse (in the distance).” teletherapy, teleservices, and telepractice are ways forwards in terms of collaboration. as further confirmed by wong, lam, lau, and fok (2021), samadi et al. (2020), and mcdevitt (2021), teletherapy and teleservices are among the innovative practices in terms of provision of necessary support and services to learners with autism and parents during this time of the pandemic. conclusions the education of learners is a shared responsibility between the home and school, as viewed by special education stakeholders. parents became co-owners of special education’s goal of maximizing students’ potential. remote learning allowed parents to intensify and inculcate the elusive home program. parents must create a structured learning environment at home with routines and schedules. it is the only way learners can get the best education during school closures. individualization, modification, accommodation, assessment, intervention, early detection, collaboration, and inclusion are essential education practices that affect the delivery of special education services. special education services must revolve around these practices to be relevant and appropriate. future special education policies must incorporate these practices. only then can we say we have taken all possible steps to give learners with autism the relevant, hence, appropriate education they deserve. https://journals.e-palli.com/home/index.php/ajmri pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 67-75, 2022 autism-specific educational guidelines and policies are needed. to ensure contextuality, policy provisions must emanate from the lived experiences of those who have a first-hand account of the phenomenon. personal constructs of grassroots implementers about remote special education can inform decision-making and policy crafting. these knowledge claims can help policymakers contextualize special education policies for the new and next normal. this research has many limitations in terms of contributing to the body of knowledge. nonetheless, this can serve as a springboard for academics interested in evaluating the relevance and appropriateness of special education delivery in our local setting. some potential directions in special education are: (1) an investigation of the viability of online learning as a special education modality in post-pandemic time; (2) determining how technology might aid in many aspects of special education, such as individualization, accommodation, assessment, and collaboration; (3) another study addressing the challenges that children with autism from low-income families have in terms of receiving special education via in-person delivery; and (4) identifying the difficulties and bottlenecks that the department of education is experiencing in the delivery of special education and the actions that should be taken to mitigate or eliminate these obstacles. references abdelfattah, f., rababah, a., alqaryouti, i., alsartawi, z., khlaifat, d., & awamleh, a. 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(2018). benefits of educational services for students with disabilities. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 81 american journal of multidisciplinary research and innovation (ajmri) parental roles, learners’ attitudes, ad mathematics performance mann p. dela cruz1*, eldefonso b. natividad jr1 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.871 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 05, 2022 accepted: november 16, 2022 published: november 28, 2022 improving the learners’ mathematics performance remains a challenge in the educational system because many factors can significantly affect it. hence, this study was conducted to determine the effect of these two factors, namely, parental roles and learners’ attitudes, on mathematics performance. employing the descriptive-correlational research design, 328 grade 6 learners and their parents randomly selected from all the public elementary schools in the schools division of laoag city served as respondents. data were obtained using self-perception survey instruments and were analyzed using frequency counts, percentages, mean, pearson’s r, and multiple linear regression analysis. results revealed that parents highly practiced their parental roles as a motivator, resource provider, monitor, mathematics content advisor, and mathematics learning counselor. also, learners had highly favorable attitudes towards mathematics along with confidence, enjoyment, and benefit/value but moderately favorable along with anxiety. moreover, they performed very satisfactorily in the subject. this study also showed that family income is not a factor in the extent of practices of the parental roles, but the number of children does, especially as a motivator. also, learners’ attitudes towards mathematics are significantly affected by the extent of practices of parental roles. in addition, learners’ performance is significantly affected by their attitudes towards the subject. finally, mathematics performance can be predicted through attitudes towards the subject along with enjoyment, anxiety, and confidence, together with the extent of practice as a mathematics learning counselor with an explained variance of 20.80 %. findings confirm the existing literature about the impact of parental roles and learners’ attitudes on the learning process. hence, the educational system could create programs and activities that foster and nourish high parents’ participation and positive learners’ attitudes for a better mathematics performance keywords descriptive-correlation, learners’ attitudes, mathematics performance, multiple linear regression, parental roles introduction learners of today are one of the most important assets of the nation. they represent the future of the country and hold the hopes for a better nation. with this, they should be given adequate support in their development to make them more productive in the future. however, it has been noted that learners are struggling in their academic performance, most especially in mathematics. the programme for international student assessment (pisa) and other international, national, and local examination results indicate an alarming learning condition among elementary school children. the pisa in 2018 by the organization for economic cooperation and development (oecd) showed that filipino students fared worst among 79 countries placing second-lowest in mathematical literacy (galvez, 2019). the average score for the philippines was 353 versus 489 for the oecd average. baclig (2020) mentioned that the trends in international mathematics and science study (timss) 2019 also disclosed that the philippines scored significantly lower than any other country that participated in grade 4 math. magsambol (2020) cited that only 19% of filipino students were on the low benchmark, which means that they had some basic mathematical knowledge, while 81% did not even reach this level. albano (2019) also mentioned that the performance of grade 6 learners in the national achievement test (nat) had been steadily declining in the last three years, placing them at the low mastery descriptive level of the department of education (deped). the 2018 nat results showed that for the third straight year, the national average mean percentage score (mps) in the grade 6 nat continued its downward trajectory at 37.44, the weakest performance in the history of the standardized examination of the deped. this kind of performance calls for the immediate attention of all educational system stakeholders to work as one in putting a remedy before things worsen. undeniably, many factors affect learners’ academic performance in mathematics. various research indicates that parental role in learning mathematics and learners’ attitudes towards the subject contribute to improved academic performance. in the context of mathematics, cai et al. (1999) identified five parental roles in middle school students’ learning of mathematics. they considered parents as a motivator, monitor, resource provider, mathematics content adviser and mathematics learning counselor. parental role has been proven to be a significant factor that positively influences children’s education. mamta and giraldogarcia (2018) claimed that parents who are extensively involved in their child’s education contribute to higher academic achievement, positive behaviors, and emotional development. meanwhile, navarro (2015) explained that low parental involvement would negatively 1 department of education-division of laoag city, philippines * corresponding author’s e-mail: mann.delacruz@deped.gov.ph https://doi.org/10.54536/ajmri.v1i5.871 https://journals.e-palli.com/home/index.php/ajmri mailto:mann.delacruz%40deped.gov.ph?subject= pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 impact students’ performance in and out of the classroom and ultimately lead to lower grades, problems with attendance, lower self-esteem, and increased rates of suspension, drugs, alcohol abuse, and violence. the current status of parental involvement in school is depressing. according to dwyer and hecht (2019), not all parents are as involved with their child’s education as the schools want them to be. they mentioned that teachers still complain about getting parents to attend conferences, check homework, or answer notes. they explained that this happens because of lack of time, inadequate skill to help, and the belief that it is the school’s job to educate their child which they refuse to take on any of that responsibility. also, they claimed that parents feel that their involvement is unwanted by the student and that they undervalue education and do not place importance on its attainment. the low level of parental involvement is observed personally by the researcher. parents have poor attendance in pta meetings. and if they come, they escape in the middle of the meeting. there is also little follow-up on their children’s attendance and performance at school. they do not respond immediately when their attention is called for in school and cannot provide all the needs of their children, which the researcher does for them sometimes. aside from parental involvement, learners’ attitudes towards mathematics affect academic performance. these attitudes could be described in four extracted constructs: anxiety, confidence, enjoyment, and benefits/ value (osman, 2017). kennedy (2019) believed that a positive attitude towards math could lead to higher achievement. mazana et al. (2019) revealed in their study that mathematics’ enjoyment and attitude significantly predicted students’ performance. in a similar study, pateros et al. (2019) concluded that a significant positive relationship exists between students’ attitude and academic achievement towards mathematics in terms of self-confidence, value, enjoyment, and motivation. meanwhile, schleicher (2013) argued that negative attitudes are at the root of the numeracy crisis. chinn (2012) posited that the negative attitudes towards maths are damaging, leading to disengagement, increased anxiety and a lack of confidence, and a reluctance to improve skills. attitudes towards mathematics influence the efforts that learners put into understanding and practicing mathematical concepts and skills. on a personal note, the researcher observed that learners’ attitudes towards mathematics are not favorable. pupils lack the enthusiasm to work on assigned tasks, do not participate actively in the discussion, submit incomplete requirements, and cannot complete solutions to word problems. in view of the foregoing, the researcher felt the need to determine the extent of practice of parents on their roles, the learners’ attitudes towards mathematics, and the impact of these variables on mathematics academic performance literature review mathematics teaching the k to 12 mathematics curriculum adopts the spiral progression and integrative approach. a spiral progression and integrated mathematics curriculum avoid the major disjunction between stages of schooling, provides the basis for continuity and consistency in the students’ basic education. it allows learners to learn mathematics topics and skills appropriate to their developmental/cognitive stages. it also includes the connection and retention of concepts and skills to the other disciplines. integrated and spiral mathematics curriculum values retention and mastery of content and skills. it deepens and reinforces learning allowing new knowledge to develop that encourages students to apply their previous learning and appreciate connections among the different content strands. mathematics education aims to develop a mathematically empowered citizenry equipped with critical and analytical thinking skills that encompass problem-solving skills, communicating mathematically, reasoning, and making mathematical connections. the vision is to achieve the focused goal by teaching solid mathematical content, developing strong cognitive skills, and promoting desirable cognitive values to all filipino students no matter their background or circumstance (mathted, 2011). mathematics is a general education subject in primary and higher education where learners are expected to understand and appreciate its principles as applied in problem-solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life using appropriate technology (deped, 2011). the k to 12 mathematics curriculum framework highlights this vision. at the core of the framework are the twin goals of mathematics education, namely: critical thinking and problem-solving. these two goals could be attained with a systematized curriculum content, a well-defined set of higher-level skills and processes, as well as desirable values and attitudes, and appropriate tools, recognizing the different contexts of filipino learners. the k to 12 mathematics curriculum consists of five components, namely: content, skills and processes, values and attitude, mathematical tools, and context. the k to 12 curriculum guide in mathematics lists five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. as expected in a spiraling curriculum, concepts related to each content area are learned in each grade level in increasing complexity and sophistication. the k to 12 mathematics curriculum stipulates that students gain and develop the following skills and processes: knowing and understanding; estimating, computing and solving; visualizing and modeling; representing and communicating; conjecturing, reasoning, proving and decision-making; and applying https://journals.e-palli.com/home/index.php/ajmri pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 and connecting. alongside these skills and processes is the attainment of values that are important for becoming a productive citizen in the 21st century. according to deped (2013), accuracy, creativity, objectivity, perseverance, and productivity should be important outcomes in any learning activity. the k to 12 curriculum for mathematics emphasizes the accumulation of meaningful learning by utilizing appropriate mathematical tools. the mathematics curriculum framework prescribes various manipulative objects, measuring devices in the teaching-learning process. likewise, ict-based resources ranging from a simple calculator to high-end computers and other gadgets such as smartphones and tablet p.c.s are recommended. the curriculum also considers the context in which every learner exists (deped, 2013). context is defined as a locale, situation, or set of conditions of filipino learners that may influence their study and use mathematics to develop critical thinking and problem-solving skills. context also refers to beliefs, environment, language, and culture, including traditions and practices and learners’ prior knowledge and experiences. these components, when implemented properly, are expected to improve and enhance learners’ mathematics proficiency significantly. the knowledge in content and mathematics skills can be adequately processed through contextualization with the support of appropriate and relevant mathematical tools. parental roles in mathematics education parents play an important role in a child’s development. being the first teachers, they teach them basic survival skills, including the fundamental skills of reading, writing, and arithmetic. as learners start formal education, they work with the school to ensure that learning is continued at home. although there is difficulty categorizing parental involvement as there are so many types and styles, each study has its definition. one of these studies spoke about parental involvement in terms of parental roles, specifically in mathematics education. cai et al. (1999) identified five parental roles in middle school students’ learning of mathematics. these included parents as a motivator, monitor, resource provider, mathematics content adviser, and mathematics learning counselor. motivator parents guide their children when they are having trouble learning mathematics. they encourage them to work hard on math problems even though the problems are difficult. they motivate them to learn math well and to do a good job in mathematics assignments. kastner (2020) explained that the work of a motivator is significant in ensuring that the individual becomes committed and feels a sense of belongingness to achieve better results faster. according to muola (2015), students who are motivated are likely to perform well in their examinations. resource provider parents provide a nice learning environment at home for their children to do mathematics. they teach their children to access relevant mathematics exercises over the internet, train them to select useful and relevant mathrelated books, and play with them through games and puzzles. as cited in jay et al. (2018), the provision of learning resources and activities at home, for example, books, music, and discussion of everyday facts, is associated with improvement in children’s mathematics achievement. in the words of drews (2015), the ability to use these materials in diverse ways can promote greater opportunities for investigational and collaborative work. such activities are more likely to encourage purposeful mathematical discussion and the development of logic and reasoning. the curriculum framework in mathematics highlights the significant role of the mathematical tool, be it a manipulative, measuring device, smartphone, calculator, computer, or the internet, to develop and engage in mathematical thinking (deped, 2016). as cited in jay et al. (2018), the provision of learning resources and activities at home, for example, books, music, and discussion of everyday facts, is associated with improvement in children’s mathematics achievement. the university of chicago (2012) found also that playing with puzzles could yield better skills. monitor parents check the assignments of their children. they spend time talking to them about progress in their math subject. they let the children show the results of their assignments, keep a balance between mathematics and other subjects, and monitor the amount of time spent on mathematics at home. centers for disease control and prevention (2012) explained that when parents make a habit of knowing about their teens’ activities, companions, and whereabouts, and set clear expectations for behavior with regular check-ins to be sure these expectations are being met, they can reduce their teens’ risks. mathematics content advisor parents help their children solve mathematics problems at home. they allot time to discuss the topics their children are studying and the mathematics they use in everyday life. they help their children do their homework. ntenake (2018) explained that learners whose parents are involved in learning the content of the subject are active and ready to learn. they learn to be punctual from a young age and persistent, as the parents would continuously inquire about their progress and not want to disappoint them. as also claimed by jay et al. (2018), parents who are directly involved in the content of children’s homework could positively affect their children’s achievement. mathematics learning counselor parents apply strategies to help their children overcome weaknesses in mathematics. they gather information https://journals.e-palli.com/home/index.php/ajmri pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 about the approaches used to teach mathematics, explore these approaches to help the child learn mathematics, and recognize their child’s strengths and weaknesses in learning mathematics. finally, they match the expectations with the potentials of their child. as ceka and murati (2016) put it, when parents involve themselves in the education process of their children, usually the outcome can be qualified as a positive and encouraging one. furner (2017) also argued that when children are on the right disposition toward mathematics, they can make career choices better. parents’ involvement at school is important as it has led to higher performance for children (strayhorn, 2010). according to bartolome et al. (2017), involving parents in education has been reported to yield positive outcomes in many aspects, including increased student attendance to and satisfaction with school, better academic achievement, motivation, school attachment, responsibility and confidence, better social adaptation, and less discipline problems. however, this involvement can sometimes be difficult because of parents’ demanding workloads, daily stress, little knowledge, or inability to help with mathematics (holloway et al., 2013). researches also show that lack of mathematics content knowledge can limit how parents are involved in their children’s mathematics learning (muir, 2011). this causes concern for parents as their eagerness to help can be barred by their ability to help. it could be that their lack of mathematics knowledge limits their involvement in monitoring their children’s learning rather than teaching or getting engaged in the mathematics that their child is learning. this may be attributed to their level of education in mathematics and the difference between how children are presently taught mathematics in comparison to how parents were taught mathematics. williams and sanchez (2011) also identified four areas that are barriers to involvement: time poverty, lack of access, lack of financial resources, and lack of awareness. according to asian development bank (2018), in the philippines, 16.6% of the population lived below the national poverty line in 2018, which implies that many children were not in school since their parents cannot provide their daily needs. some filipinos lived in a remote area, with no internet connections at all, which brought to failure to access details on their studies. due to poverty, some children lack materials needed in their studies which will greatly affect their academic performance. dwyer and hecht (2019) also enumerated the barriers to parent involvement such as lack of desire or confidence to become involved, inadequate skill to help, the feeling that their participation is unwanted by their children or is not necessary given that their children are doing well already in school, and home-school scheduling conflicts. parents must be considered a constant and principal component of the curriculum (bartolome et al., 2017). success at school is guaranteed if parents’ involvement at home supports school-based instruction. according to sapungan and sapungan (as cited in bartolome et al., 2017), if parents are involved in educating their children, it is tantamount to saying that the school is proactive in implementing changes or development among the students. as parent’s involvement is increased, teachers and school administrators also raise the chance to realize quality reform in education. the participation of parents in their children’s mathematics learning positively can help teachers understand their children’s development. performing their different parental roles benefit their children’s education. in the words of lara and saracostti (2019), parental involvement is a key factor for children’s academic outcomes. despite parental involvement barriers, preparing children spiritually, socially, emotionally, physically, and intellectually remains a shared responsibility. thus, parents need to communicate with teachers to help their children at school and home. learners’ attitudes towards mathematics learners’ attitude towards the subject is an important educational outcome (langat, 2015). it has a strong effect on behavior, which helps understand and predict people’s behavior in a wide range of contexts. attitudes, though not directly observable, are inferred from observable responses and behaviors. osman (2017) enumerated four learners’ attitudes towards mathematics. these are considered extracted constructs that include anxiety, confidence, enjoyment, and benefits/value. anxiety here, learners feel nervous when working in mathematics activities or when their teacher is in class. as if they get sick when they are thinking math. they feel frustrated, brought about by their insecurities, when asked questions about mathematics. this response impacts their attitude and motivation to learn mathematics, consequently on their achievement (getahun et al., 2016). sokolowsi and ansari (2017) explained that children are more likely to develop math anxiety when they struggle with learning numbers when they are very young or when they experience certain kinds of social situations that influence their thoughts or feelings, two of which are peer pressure and teachers’ attitudes. hoorfar and taleb (2015) established that math anxiety is negatively correlated with metacognitive knowledge, which is the ability to reflect, understand, and control one’s learning. this means that the more anxious the students are, the less metacognitive knowledge they possess in doing mathematics. shakir (2014) claimed that there is an inverse relationship between academic achievement and academic anxiety. as claimed by gichohi (2019), high anxiety levels are a cursor to dismal academic achievement. also, afolayan et al. (2015) explained that students performed better when they are not anxious than when they are anxious. hence, learners need to maintain optimal state of health and mind for better academic achievement. confidence this is contrary to the first one. here, learners have https://journals.e-palli.com/home/index.php/ajmri pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 self-confidence in learning mathematics. learners feel confident in taking mathematics tests; thus, they can solve mathematics problems without difficulty. moreover, they have confidence in asking and answering mathematics questions. according to perkins (2018), self-confidence is related to success, achievements in education, conciliation, and a person’s well-being, among other things, and selfefficacy, self-esteem, and self-compassion are the three factors that can affect the level of self-confidence of any individual. ciftci and yildiz (2019) argued that selfconfidence has a significant effect on mathematics achievement. arshad et al. (2015) argued that high level of confidence leads to good academic performance. also, akbari and sahibzada (2020) explained that selfconfidence can lead students to improved participation, joyful learning, reduced test anxiety, increased interest in goal seeking, and growth of comfort with their lecturers and classmates. parental involvement could provide a way to facilitate children’s confidence in mathematics, subsequently improving learning outcomes (farr, 2015). daabell (2018) explained that what parents do with their children at home affects their children’s level of enjoyment. he added that when parents interact with their children to promote maths, positive things, including selfenjoyment, will happen. enjoyment learners feel enjoyment in mathematics when they have developed confidence. with this kind of attitude, they enjoy doing mathematics. they are mesmerized with mathematics problems and feel comfortable working with mathematics. they are looking forward to the time of their math subject and enjoy working with friends. kupari and nissinen’s (2013) explained that learners learn mathematics because they find it enjoyable and interesting. they further claimed that this enjoyment affects both the degree and continuity of engagement in learning and the depth of understanding. the more students enjoy doing mathematics, the more they are likely to engage in problem-solving, thus enhancing their learning and performance. students’ enjoyment while learning can influence their behavior or cognitive aspect of attitude (syyeda, 2016). benefits/value here, learners recognize the importance of mathematics in their daily lives. they embrace the necessity of mathematics because they think that it has a big help in the future to earn them a living. they show eagerness to gain more mathematics skills since it helps them make good decisions and improve their thinking capacity. syyeda (2016) explained that if students recognize the importance of mathematics in their lives, they will become motivated to study, practice, and learn the subject. with this, learners could be viewed as highly motivated for seeing the significance of mathematics to construct meanings of their way of life beyond the numbers and formulas. as adelson and mccoach (2011) mentioned, knowledge about the benefits/value of mathematics influences students’ attitude towards the subject. capuno et al. (2019) pointed out that students’ attitudes towards mathematics would affect how well they perform in the subject and how often they engage in the subject. they claimed that if the respondents perceived a higher value for math, the better they perform in the subject. also, it leads support to the idea of kountouri et al. (2013) that the value that students give to mathematics can work as a protective factor against mark decline and all the related consequences for their future career. learners’ attitude towards mathematics influences the efforts they put into understanding and practicing mathematical concepts and skills. akey (2016) mentioned that students’ beliefs about their competence and their expectations for success in school had been directly linked to their levels of engagement and emotional states that promote or interfere with their ability to be academically successful. hence, a positive attitude should be nurtured regardless of the achievement level of the learners who should be helped to bring out their best abilities (langat, 2015). as posited by chenn et al. (2018), a positive attitude impacts academic achievement and learning in children. it is associated with increased engagement. on the contrary, negative attitudes are at the root of the numeracy crisis (schleicher, 2013). chinn (2012) claimed that negative attitudes towards mathematics are damaging, leading to disengagement, increased anxiety, a lack of confidence, and a reluctance to improve skills. while the causes of a negative attitude around mathematics are numerous and complex, it is clear that bad experiences in mathematics, math anxiety, and lack of support from adults lead to negative attitudes (chinn, 2012). kennedy (2019) believed that getting involved as early as possible is the best way to prevent long-lasting negative attitudes towards mathematics. attitudes have to change to improve and benefit from raised numeracy levels. therefore, it is necessary for mathematics teachers to strive and sustain positive attitudes towards mathematics for good performance in the upper classes (jumadi et al., 2013). learners’ level of performance in mathematics mathematics has been considered the queen of all sciences because the language of numbers emphasizes scientific, technological, and social breakthroughs. thus, this subject should not be taken for granted because it has a significant role in the advancement of society. while mathematics is an essential subject almost in every field, problems related to mathematics achievement are still evident in the philippine setting and other countries. the results of international assessments reveal this said reality. the 2019 trends in mathematics and science study for grade 4 confirmed the country’s very dismal condition of mathematics education. baclig (2020) cited that the study follows the four international benchmarks to interpret the student’s performance. these include the advanced https://journals.e-palli.com/home/index.php/ajmri pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 international benchmark (625), high international benchmark (550), intermediate international benchmark (475), and low international benchmark (400). based on the results cited in an article by cnn philippines (2020), the philippines scored 297 in mathematics the lowest among the 58 countries involved in the study. the study showed that only one percent of filipino students reached the high benchmark in mathematics, which means that very few students could apply conceptual understanding to solve problems (doctor, 2020). about six percent of filipino students reached the intermediate benchmark to apply basic mathematical knowledge in simple situations, while around 19 percent of them finished in the low benchmark; 74% percent did not even manage to achieve this level. learners in the low benchmark possess some basic mathematical knowledge. they can add, subtract, multiply, divide oneand twodigit whole numbers, solve simple word problems, know simple fractions and common geometric shapes, and read and complete simple bar graphs and tables. another international result mirrored the dismal performance of the filipino learners. in an article by dela cruz (2019), he cited that the results of the programme for international student assessment (pisa) by the organization for economic cooperation and development (oecd) showed that filipino students fared worst among 79 countries, being the second-lowest in mathematical literacy. the philippines scored 353 points in mathematical literacy, below the average of 489 points. according to the education research centre (2020), pisa is an international assessment of the skills and knowledge of 15-year-olds. it assesses students’ performance on reallife tasks considered relevant for effective participation in adult society and life-long learning. the results of the international assessment are consistent even with the national achievement test (nat) results. estanislao (2019) mentioned in the manila times article that most schools and institutions did not make it to the passing rate set by the national educational testing and research center (netrc) for the 2018 nat. the nat results showed that for the third straight year, the national average mean percentage (mps) in the grade 6 nat continued its downward trajectory at 37.44, the weakest performance in the history of the standardized test examination of deped. there are four (4) factors affecting the low performance of learners. firstly is the content-related factors, which cover the mathematical content taught to learners and teachers’ pedagogical content knowledge. secondly is the didactical factors, which refer to all aspects within the school context, including those resulting from incorrect teaching and learning methods or strategies. third is the systemic factors, which relate to all factors associated with the policy on assessments, the number of periods to be taught, and other relevant aspects. fourth is the socialbased factors, which take the idea that learners are social beings. meanwhile, low performance in mathematics may be attributed to the negative attitude towards mathematics and the worldview that it is a difficult subject (khatoon, 2010). the negative attitude may have its roots in teaching and teachers, with maths anxious teachers resulting in maths anxious learners at times. according to taylor and reddi (2013), lack of resources like models, pictures, drawings, graphics, calculators, and charts could also contribute to learners’ negative attitudes towards mathematics. meanwhile, there are factors that help increase learners’ performance. firstly, there is a need to improve teachers’ pedagogical content knowledge by providing in-service training in the use of learner-centered teaching methods that are appropriate and that make the learning of mathematics meaningful. secondly, principals need to provide leadership on the curriculum and administration and management to ensure proper adherence to prescribed contact time between educator and learner attendance. thirdly, learners should always be punctual and attend all the periods. lastly, the parental role is a must for the parents. the results of the assessment programs could establish a baseline to global standards and benchmark the effectiveness of succeeding reforms on education. deped is now focusing on four key areas – the k to 12 program review and updating, learning facilities improvement, teachers and school heads’ upskilling and reskilling, and stakeholders’ (e.g., parents and guardians of students) engagement for support and collaboration (dela cruz, 2019). indeed, improving the performance of learners is a challenge to the state. the international and national assessment results show the urgency of addressing issues and gaps in attaining quality basic education in the philippines. according to dela cruz (2019), the factors that may have impacted the low performance could be addressed by implementing aggressive reforms to improve the country’s quality of basic education. materials and methods research design this study used the descriptive-correlational research design. according to calmorin (2016), this design focuses on the existing situation and phenomenon to present facts of essential knowledge about the situation or phenomenon and to determine the relationship between three variables, that is, to analyze the changes in one characteristic or phenomena which correspond to the changes in another or with one another. this study was descriptive since it describes the socio-demographic characteristics of the parent-respondents, their extent of practice in their parental roles, and the learners’ attitudes towards mathematics, including their level of mathematics performance for the last two school years. on the other hand, it was correlational because it establishes a possible relationship between and among the independent, mediating, and dependent variables. further, it determined the factors that could “best” predict academic performance in mathematics. https://journals.e-palli.com/home/index.php/ajmri pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 population and sample parents and learners of grade 6 of the 34 public elementary schools in the schools division of laoag city served as the population in this study. a total of 328 parent-respondents and 328 learner-respondents served as samples of the study computed using slovin’s formula and determined using stratified random sampling. instruments two instruments were used to gather data for this study: the parents’ survey questionnaire on parental roles and the learners’ survey questionnaire on their attitude towards mathematics and their level of performance. parents’ survey questionnaire on parental roles this instrument contained two parts. part 1 elicited responses on the parent-respondents’ socio-demographic characteristics, along with their monthly income and number of children in the family. part 2 is a rating scale that obtained information about the extent of practice of parents in fulfilling their roles as a motivator, resource provider, monitor, mathematics content advisor, and mathematics learning counselor. the indicators were adopted from cai et al. (1999) with cronbach alpha coefficients of 0.82 for the chinese samples and 0.89 for the us sample. however, the scale was modified to suit the purpose of the study. the parent-respondents were asked to rate their extent of practice using a 5-point likert type scale, with 1 the lowest, as not practiced, and 5, the highest, as very highly practiced. learners’ survey questionnaire on their attitude towards mathematics and level of performance. this instrument had three parts. part i asked the learners to give their personal information, namely: their name and school being attended. part ii was the rating scale that determined the learners’ attitude towards mathematics along with the four extracted constructs, namely: anxiety, confidence, enjoyment, and benefits/value. the indicators are adopted from osman (2017) with cronbach’s alpha coefficient of the four constructs ranging between 0.75 to 0.92. however, the scale was modified to fit into the purpose of the study. learners rated their attitudes towards mathematics using a 5-point likert type scale, with 1, the lowest, as strongly disagree and 5, the highest as strongly agree. part iii was an open-ended question that allowed learners to write down their final numerical rating in mathematics for the past two years, specifically sy 2018-2019 and sy 2019-2020. data gathering procedure for the data collection procedures, the researcher wrote a formal letter of request addressed to the schools division superintendent (sds) of laoag city, signifying the intention to conduct the study. upon the approval of the sds, the copies of the research instrument were handed personally to some of the respondents. others with internet connection accessed the survey tool using a google docs link. data were gathered from november 10, 2020 to january 25, 2021. the results of the parents and learners’ survey questionnaires were analyzed to answer the research questions. data analysis frequency counts, percentages, mean, pearson’s r, and multiple linear regression analysis were used to analyze and interpret the data gathered. socio-demographic characteristics of parents were interpreted using frequency counts and percentage. the extent of practice on parental roles was interpreted using the weighted mean with assigned qualitative interpretation shown below. range of means descriptive interpretation 4.51 5.00 very highly practiced (vhp) 3.51 4.50 highly practiced (hp) 2.51 3.50 moderately practiced (mp) 1.51 2.50 slightly practiced (sp) 1.00 1.50 not practiced (np) range of means descriptive interpretation 4.51 5.00 strongly agree (sa)/ very highly favorable (vhf) 3.51 4.50 agree (a)/ highly favorable (hf) 2.51 3.50 undecided (u)/ moderately favorable (mf) 1.51 2.50 disagree (d)/ slightly favorable (sf) 1.00 1.50 strongly disagree (sd) / unfavorable(uf the academic performance of the learners was analyzed using the grading scale with corresponding qualitative interpretation defined below: grading scale descriptive interpretation 90 – 100 outstanding 85 – 89 very satisfactory 80 – 84 satisfactory 75 – 79 fairly satisfactory below 75 did not meet expectations pearson’s r was used to test the null hypotheses on the relationships of the variables, while multiple linear regression analysis was used to determine the possible predictors of academic performance. the level of significance was set at .05. results and discussion results socio-demographic characteristics of the parents; parents’ extent of practice of their parental roles; attitudes of the learners towards mathematics; performance of learners the pupils’ attitude towards mathematics was interpreted using the weighted mean with assigned qualitative interpretation defined below: https://journals.e-palli.com/home/index.php/ajmri pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 in mathematics; the relationship between the sociodemographic characteristics of the parents and their extent of practice of their parental roles; the relationship between the parents’ extent of practice of parental roles and learners’ attitudes towards mathematics and their performance in mathematics; the relationship between learners’ attitudes towards mathematics and their performance; and the predictors of learners’ performance in mathematics. socio-demographic characteristics of the parents the profile of the parents according to monthly income and the number of children. the distribution of parents according to each of the two socio-demographic characteristics is shown in table 1. monthly income based on the table, the greatest number of parent-respondents has a monthly income of php 10,001 – 15,000 (100 or 30.43%). this is followed by parents with a monthly income of php 5,000 and below (80 or 24.39%). sixty (18.29%) of them have a monthly income of php 5,001 – php 10,000, while 45 or 13.72% belong to families with a monthly income of php 15,001 – php 20,000. furthermore, it can be gleaned from the table that only six (1.83%) reported that they have a monthly income of php 50,001 and above, while the rest have a monthly income that ranges from php 20,001 to php 50,000 (37 or 11.28%). as regards the observed distribution of the table 1: distribution of parents according to monthly income and number of children in the family socio-demographic characteristics f % monthly income php 50,000.00 & above 6 1.83 45,001 – 50,000 5 1.52 40,001 – 45,000 0 0.00 35,001 – 40,000 5 1.52 30,001 – 35,000 3 0.91 25,001 – 25,000 13 3.96 20,001 – 25,000 11 3.35 15,001 – 20,000 45 13.72 10,001 – 15,000 100 30.43 5,001 10,000 60 18.29 5,000 & below 80 24.39 total 328 100.00 number of children in the family 9-10 1 0.30 7 – 8 3 0.91 5 – 6 15 4.57 3 – 4 130 39.63 1 – 2 179 54.57 total 328 100.00 parents according to their monthly income, the majority of them belong to the low-income group, that is, from poor (below php 10,957 monthly income) to lowincome but not poor (php 10,957 to php 21,914 monthly income) based on the report of the philippine institute for development studies (pids) on the country’s income class brackets that the government uses to categorize families into income classes (domingo, 2020). this economic status could mean a considerable impact on the performance of their children. lacour and tissington (2013) found in their study that poverty directly affects academic achievement due to the lack of resources, emphasizing financial resources available for students’ success. number of children in the family. with regard to the number of children, it can be noted that the majority of the parents disclosed that they have one child or two children (179 or 54.57), and more than one-third of the parent-respondents reported that they have 3 4 children (130 or 39.63%). the rest have 5-6 (15 or 4.57%), 7-8 (3 or .91%) or 9-10 (1 or .30%) children. the results indicate that parents consider the number of children they could rear. nonetheless, be it few or many, parents’ primary concern is how they could provide for their children’s needs, so they could grow and develop physically, mentally, socially, and emotionally well. collins (2016) cited that economics influences family size more than other considered factors. hence, these parents thought of their financial capacity to ensure their kids can grow up to be well-adjusted, successful adults. parents’ extent of practice in their parental roles the parents’ extent of practice of their parental roles as motivator, resource provider, monitor, mathematics content advisor, and mathematics learning counselor. the mean ratings of the parents’ extent of practice of the different indicators, together with the composite mean rating for each of the five dimensions of parental roles, are shown in tables 2a, 2b, 2c, 2d, and 2e. https://journals.e-palli.com/home/index.php/ajmri pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 motivator table 2a shows the mean extent to which the parents practice their parental role as a motivator. they claimed that they highly practiced their parental role as a motivator, as indicated by the composite mean of 3.99, which falls within the range of 3.514.50. this suggests that parents provide enough motivation to their children to gain interest in studying mathematics despite its innate abstract nature. they sufficiently equip them with enthusiasm to keep learning mathematical despite the difficulties that may be encountered in understanding the concepts and solving word problems. specifically, as revealed by the mean ratings, which range from 3.63 to 4.19, the parents claimed that they highly practiced table 2a: parents’ extent of practice in their role as motivator. indicators mean di 1. when my child says he/she is having trouble learning mathematics, i tell him/her not to worry about it because everybody has problems with mathematics. 3.63 hp 2. at home, i encourage my child to work hard on math problems even though the problems are difficult. 3.98 hp 3. i motivate my child to learn math. 4.19 hp 4. i motivate my child to do a good job on his/her mathematics assignments. 4.15 hp composite mean 3.99 hp role as a motivator by telling that their children not to worry about their trouble in learning mathematics because everybody has problems with mathematics and by encouraging them to work hard on math problems even though the problems are difficult. moreover, the parents claimed that they motivate their children to learn math and do a good job on their mathematics assignments. the findings suggest that parents provide emotional support to their children to learn the basics of mathematics and do more advanced mathematical learning tasks. their warmth as parents stimulates their children’s desire to achieve what they want and to keep going to full potential and performance. kastner (2020) explained that the work of a motivator is significant in ensuring that the individual becomes committed and feels a sense of belongingness to achieve better results faster. hence, the parents in this study serve as great motivators to their children by creating a motivating work atmosphere to become critical thinkers and problem-solvers, which are the main goals of mathematics education. according to muola (2015), students who are motivated are likely to perform well in their examinations. resource provider regarding the extent to which the parents practice their parental role as a resource provider, it can be inferred table 2b: parents’ extent of practice in their role as resource provider. indicators mean rating di 1. i create a nice learning environment at home for my child to do math. 3.91 hp 2. i teach my child to access relevant exercises in mathematics over the internet. 3.63 hp 3. i train my child in selecting useful and relevant math-related books for my child. 3.68 hp 4. at our house, i play games and puzzles that encourage the development of my child’s math skills with him/her. 3.45 mp 5. at home, i demonstrate the use of math tools, calculators, and rulers. 3.71 hp composite mean rating 3.68 hp from the composite mean of 3.68 reflected in table 2b that generally, the parents highly practiced such a role in their children’s learning of mathematics. this means that parents are giving their full extent of support to the material needs of their children in learning the fundamentals and understanding the complexities of mathematics. out of the five specific roles as resource provider, it can be noted that the parents highly practiced the specific legend range of means descriptive interpretation 4.51 5.00 very highly practiced (vhp) 3.51 4.50 highly practiced (hp) 2.51 3.50 moderately practiced (mp) 1.51 2.50 slightly practiced (sp) 1.00 1.50 not practiced (np) legend range of means descriptive interpretation 4.51 5.00 very highly practiced (vhp) 3.51 4.50 highly practiced (hp) 2.51 3.50 moderately practiced (mp) 1.51 2.50 slightly practiced (sp) 1.00 1.50 not practiced (np) https://journals.e-palli.com/home/index.php/ajmri pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 roles of creating a nice learning environment at home for their children to do math, teaching their children to access relevant exercises in mathematics over the internet, training their children in selecting useful and relevant math-related books for their children, and demonstrating the use of math tools, calculators and rulers, as clearly shown by the computed mean of 3.91, 3.63, 3.68 and 3.71, respectively. the results could mean that parents are serious about their role as resource providers. they understand what their children need to master the skills and competencies in mathematics as required in the curriculum. hence, they provide a conducive environment with readily available resources to practice mathematical skills and processes. the curriculum framework in mathematics highlights the significant role of the mathematical tool, be it a manipulative, measuring device, smartphone, calculator, computer, or the internet, to develop and engage in mathematical thinking (deped, 2016). in the words of drews (2015), the ability to use these materials in diverse ways can promote greater opportunities for investigational and collaborative work. such activities are more likely to encourage purposeful mathematical discussion and the development of logic and reasoning. it is then the parents’ desire for their children to contextualize mathematical ideas; hence, providing them the needed resources could make the abstract concepts into more meaningful concrete experiences through these resources. as cited in jay et al. (2018), the provision of learning resources and activities at home, for example, books, music, and discussion of everyday facts, is associated with improvement in children’s mathematics achievement. however, it can be noted that they only moderately practiced the specific role of playing games and puzzles that encourage the development of their children’s math skills with them. this is understandable for two reasons. first, parents are preoccupied with other household and office chores. playing games and puzzles with their children could just be less important than fulfilling their other roles. second, parents could not afford to buy these kinds of resources. as discussed in table 2, their financial condition is challenging; thus, buying games and puzzles is less of their priority. though this finding could not support the idea of the university of chicago (2012) that playing with puzzles could yield better skills, this role of parents could have been compensated by resorting to some other learning resources which they believe could be more practical and favorable to their work and financial conditions. monitor monitoring is one of the parental roles that parents practice in relation to their children’s study of mathematics. table 2c shows the mean ratings and composite mean rating of the parents that indicate their extent of practice of the specific roles and as monitor in general. it can be noted that the composite mean of 4.06 indicates table 2c: parents’ extent of practice in their role as monitor indicators mean rating di 1. i check my child’s homework. 4.25 hp 2. i spend time talking with my child about his/her progress in math. 4.02 hp 3. i require my child to show me the results on all math assignments. 4.09 hp 4. at home, i allow my child to keep a balance between mathematics and his/her other subjects. 4.08 hp 5. i monitor the amount of time my child spends on math at home. 3.86 hp composite mean rating 4.06 hp about their progress in math, requiring their children to show them the results on all their math assignments, allowing their children to keep a balance between mathematics and their children’s other subjects, and monitoring the amount of time their children spend on math at home. the results imply that parents have open, good, and caring relationships with their children. they listen, ask questions and opinions, and offer praises and support. they set time to check their whereabouts to ensure that the mathematical tasks assigned to them are fully accomplished. what the parents are doing conforms to the advice of the centers for disease control and prevention (2012) that when parents make a habit of knowing about their teens’ activities, companions, and whereabouts, and set clear expectations for behavior with regular check-ins to be sure these expectations are being met, they can reduce their teens’ risks. legend range of means descriptive interpretation 4.51 5.00 very highly practiced (vhp) 3.51 4.50 highly practiced (hp) 2.51 3.50 moderately practiced (mp) 1.51 2.50 slightly practiced (sp) 1.00 1.50 not practiced (np) that generally, the parents highly practiced their role as a monitor. this suggests that they are in close supervision on the studies of their children. this is to ensure that their children’s strengths in learning mathematics are reinforced and their weaknesses are remediated. based on their mean ratings, which range from 3.86 to 4.25, it can also be noted that the parents highly practiced their specific roles of checking their children’s homework, spending time talking with their children https://journals.e-palli.com/home/index.php/ajmri pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 indeed, parents are a powerful influence in the lives of their children’s learning. the monitoring role of parents guarantees that children do what is right, what is expected of them, and what is necessary to become mathematics achievers who can apply mathematical principles and processes in solving real-life situations or encounters. mathematics content advisor considering the extent to which the parents practice their parental role as mathematics content advisor, their mean ratings on the five indicators and the composite mean rating are reflected in table 2d. it can be noted that generally, the parents highly practiced their role as mathematics content advisor as indicated by the composite mean rating of 3.74. this implies that parents endeavor to learn the content of the subject that their children are studying. despite having learned the contents many years back, they manage to relearn them to ensure that when their children ask for technical assistance, they can extend help to them. such finding is confirmed by the mean ratings of the specific indicators, which range from 3.51 to 3.94, indicating that the parents highly practiced their specific roles of helping their children solve problems from math class because they strongly believe that they know enough about mathematics to help their children, often discussing with their children how math is used in their daily lives, making an effort to understand the math that their children are studying and helping their children in doing their homework in math. the findings could mean that parents assist their children. should they have content difficulty in mathematics, they exert efforts to ensure that their children’s assignments are fully accomplished, and the lessons are understood by discussing with them because they believe that their role as a content advisor is significant to clarify, redirect, and strengthen learning. ntenake (2018) explained that learners whose parents are involved in learning the content of the subject are active and ready to learn. they learn to be punctual from a young age and persistent, as the parents would continuously inquire about their progress and not want to disappoint them. as also claimed by jay et al. (2018), parents who are directly involved in the content of children’s homework could positively affect their children’s achievement. mathematics learning counselor displayed in table 2e are the mean ratings of the parents in performing the specific roles and the composite mean rating indicating the extent to which they practice their parental role as mathematics learning counselor. it can be noted from the table on the whole that parents highly practiced their being mathematics learning counselor, as evidenced by the composite mean rating of 3.80. this result implies that parents fully exercise the role of counselors to assess their children’s needs, abilities, and potentials in becoming critical thinkers and problemsolvers so that appropriate strategies could be employed to make learning mathematics engaging and joyful for their children. a closer look at the mean ratings of the parents on their extent of practice of the specific roles, which range table 2e: parents’ extent of practice in their role as mathematics learning counselor. indicators mean rating di 1. i feel i can help my child solve problems from math class. 3.67 hp 2. i hink i know enough about mathematics to help my child 3.51 hp 3. i often discuss with my child how math is used in our everyday life 3.82 hp 4. i make an effort to understand the math my child is studying. 3.94 hp 5. i often help my child to do math homework. 3.75 hp composite mean rating 3.74 hp legend range of means descriptive interpretation 4.51 5.00 very highly practiced (vhp) 3.51 4.50 highly practiced (hp) 2.51 3.50 moderately practiced (mp) 1.51 2.50 slightly practiced (sp) 1.00 1.50 not practiced (np) table 2e: parents’ extent of practice in their role as mathematics learning counselor. indicators mean rating di 1. i apply strategies for helping my child overcome weaknesses in math. 3.80 hp 2. i gather information about the approaches used to teach math at my child’s school. 3.70 hp 3. i explore good approaches for helping my child learn different math topics. 3.78 hp 4. i recognize my child’s strengths and weaknesses in learning math. 3.95 hp 5. i match my expectations with my child’s potential. 3.75 hp composite mean rating 3.80 hp https://journals.e-palli.com/home/index.php/ajmri pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 indicated by their mean ratings, are displayed in tables 3a, 3b, 3c, 3d, and 3e. anxiety table 3a shows the mean ratings of the learners on the different indicators of anxiety. based on the results, it can be noted that the learners have a moderately favorable attitude towards mathematics along with anxiety, as indicated by the composite mean rating of 3.12. this result suggests that the learners somewhat have an emotional response towards mathematics, experiencing negative reactions to mathematical learning. this response impacts their attitude and motivation to learn mathematics, consequently on their achievement (getahun et al., 2016). specifically, their moderate level of anxiety is clearly shown by the mean ratings ranging from 2.93 to 3.38, where they claimed that they feel nervous in working with mathematics, have a sinking feeling when they think they learn math, consider that learning is frustrating, feel insecure about asking math questions in their math classes, and get nervous when their math teacher is in their class. these findings suggest that learners are somehow stressed or anxious when they do mathematics. this feeling could be explained by sokolowsi and ansari (2017). they said that children are more likely to develop math anxiety when they struggle with learning numbers when they are very young or when they experience certain kinds of social situations that influence their thoughts or feelings, two of which are peer pressure and teachers’ attitudes. hoorfar and taleb (2015) established that math anxiety is negatively correlated with metacognitive knowledge, which is the ability to reflect, understand, and control one’s learning. this means that the more anxious the students are, the less metacognitive knowledge they possess in doing mathematics. legend range of means descriptive interpretation 4.51 5.00 very highly practiced (vhp) 3.51 4.50 highly practiced (hp) 2.51 3.50 moderately practiced (mp) 1.51 2.50 slightly practiced (sp) 1.00 1.50 not practiced (np) from 3.70 to 3.95, it is worthy to note that they highly practiced the roles of applying strategies for helping their children overcome their weaknesses in math, gathering information about the approaches used to teach math at their children’s school, exploring good approaches for helping their children learn different math topics, recognizing their children’s strengths and weaknesses in learning math, and matching their expectations with their children’s potential. with these findings, parents see to it that their children feel confident in their ability to do mathematics and value their every learning experience so that they can decide clearly and reasonably as they grow older. furner (2017) argued that when children are on the right disposition toward mathematics, they can make career choices better. moreover, the findings indicate that parents endeavor to know and understand the weaknesses of their children so that they create conditions that will keep their children learn more effectively and experience success in learning mathematics. as ceka and murati (2016) put it, when parents involve themselves in the education process of their children, usually the outcome can be qualified as a positive and encouraging one. learners’ attitudes towards mathematics the learners’ attitudes towards mathematics regarding the subscales of anxiety, confidence, enjoyment, and benefits/value. the results of their self-assessments, as table 3a: learners’ attitudes towards mathematics along with anxiety indicators mean rating di 1. working math makes me nervous 3.38 u/mf 2. i get a sinking feeling when i think of learning math. 3.22 u/mf 3. learning math is frustrating. 3.03 u/mf 4. i feel insecure about asking math questions in class. 3.03 u/mf 5. i get nervous when a math teacher is in class. 2.93 u/mf composite mean rating 3.12 u/mf legend range of means descriptive interpretation 4.51 – 5.00 strongly agree (sa)/very highly favorable (vhf) 3.51 – 4.50 agree (a)/highly favorable (hf) 2.51 – 3.50 undecided (u)/moderately favorable (mf) 1.51 – 2.50 disagree (d)/slightly favorable (sf) 1.00 – 1.50 strongly disagree (sd)/unfavorable (uf) confidence regarding the attitudes of the learners towards mathematics along with confidence, it can be gleaned from table 3b that the mean ratings of the learners on the different indicators of confidence range from 3.51 to 3.88, which all fall within the range 3.51 – 4.50 with a descriptive interpretation of highly favorable. these indicate that the learners have a high level of confidence in mathematics as they claimed that math does not scare them at all and they have self-confidence in learning math. with this, they have the confidence in taking a math https://journals.e-palli.com/home/index.php/ajmri pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 test, can solve math problems in a given time. moreover, the learners disclosed that they have highly favorable attitudes towards mathematics as manifested by their having confidence in asking and answering math questions in class. these findings imply that the learners are conscious of what they are capable of and can determine quite accurately what they know and what they do not know. the composite mean of 3.65 suggests that generally, the learners have highly favorable attitudes towards mathematics along with confidence. this result could mean that the learners have high self-confidence believe in their abilities to be successful in learning mathematics, thus overcoming the fear of failing. it could also imply that these learners are ready to take on mathematical challenges, allowing them to succeed in learning. according to perkins (2018), self-confidence is related to success, achievements in education, conciliation, and a person’s well-being, among other things, and self-efficacy, self-esteem, and self-compassion are the three factors that can affect the level of self-confidence of any individual. enjoyment considering the learners’ attitudes towards mathematics along with enjoyment, table 3c shows the mean ratings of the different indicators and the composite mean. they find enjoyment in mathematics and consider it an interesting subject, they enjoy learning mathematics with their friends and feel comfortable working with it; hence, they look forward to their math class. students’ enjoyment while learning can influence their behavior or cognitive aspect of attitude (syyeda, 2016). the composite mean of 3.83, which indicates a highly favorable attitude along with enjoyment, confirms kupari and nissinen’s (2013) statement that learners learn mathematics because they find it enjoyable and interesting. they further claimed that this enjoyment affects both the degree and continuity of engagement in learning and the depth of understanding. the more students enjoy doing mathematics, the more they are likely to engage in problem-solving, thus enhancing their learning and performance. table 3b: learners’ attitudes towards mathematics along with confidence indicators mean rating di 1. math does not scare me at all. 3.54 a/hf 2. i have self-confidence in learning math. 3.88 a/hf 3. i have confidence in taking math test. 3.82 a/hf 4. i can solve math problem within a given time. 3.51 a/hf 5. i am able to solve math problems without difficulty. 3.36 u/mf 6. i have confidence in asking math questions in class. 3.62 a/hf 7. i am able to answer math questions in class. 3.82 a/hf legend range of means descriptive interpretation 4.51 – 5.00 strongly agree (sa)/very highly favorable (vhf) 3.51 – 4.50 agree (a)/highly favorable (hf) 2.51 – 3.50 undecided (u)/moderately favorable (mf) 1.51 – 2.50 disagree (d)/slightly favorable (sf) 1.00 – 1.50 strongly disagree (sd)/ unfavorable (uf) table 3c: learners’ attitudes towards mathematics along with enjoyment. indicators mean rating di 1. i enjoy doing math. 3.97 a/hf 2. math word problems fascinate me. 3.67 a/hf 3. i look forward to a math class. 3.77 a/hf 4. math is very interesting to me. 3.84 a/hf 5. i enjoy learning math with my friends. 3.99 a/hf 6. i feel comfortable working with math. 3.74 a/hf composite mean rating 3.83 a/hf legend range of means descriptive interpretation 4.51 – 5.00 strongly agree (sa)/very highly favorable (vhf) 3.51 – 4.50 agree (a)/highly favorable (hf) 2.51 – 3.50 undecided (u)/moderately favorable (mf) 1.51 – 2.50 disagree (d)/slightly favorable (sf) 1.00 – 1.50 strongly disagree (sd)/ unfavorable (uf) as indicated by their mean ratings ranging from 3.67 to 3.97, the learners have highly favorable attitudes toward mathematics as they strongly agreed that they enjoy doing math and are fascinated by math problems. because https://journals.e-palli.com/home/index.php/ajmri pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 math a very necessary subject and important for their other subjects. also, they see the importance of math in their daily lives, and so they are motivated to develop their math skills to improve their thinking capacity, enabling them to make good decisions. moreover, they strongly agreed that they need math in their future work because they know that math will help them earn a living. syyeda (2016) explained that if students recognize the importance of mathematics in their lives, they will become motivated to study, practice, and learn the subject. with this, learners could be viewed as highly motivated for seeing the significance of mathematics to construct meanings of their way of life beyond the numbers and formulas. the composite mean of 4.37 clearly indicates that generally, the learners have highly favorable attitudes towards mathematics along with benefit/value. this could mean that learners’ recognition of the value of mathematics in their lives and future careers encourages them to strive to learn and overcome their weaknesses. as adelson and mccoach (2011) mentioned, knowledge about the benefits/value of mathematics influences students’ attitude towards the subject. learners’ level of performance in mathematics the level of performance of learners in mathematics. the distribution of learners according to their general average is reflected in table 4. it can be noted from the table that more than oneas revealed by their mean ratings, which range from 4.30 to 4.46, the learners have a highly favorable attitude towards mathematics as clearly manifested by their strong agreement on the different indicators of benefit/ value. thus, the learners have highly favorable attitudes towards mathematics as they disclosed that they consider benefit/value for one to develop an interest in doing and learning mathematics, he/she has to see the benefits he/she can derive from doing it. the mean ratings of the learners regarding their attitudes towards mathematics along with benefit/value are displayed in table 3d. table 3d: learners’ attitudes towards mathematics along with benefit/value. indicators mean rating di math is important in everyday life. 4.43 a/hf i want to develop my math skills. 4.46 a/hf math is a very necessary subject. 4.33 a/hf knowing math will help me earn a living. 4.38 a/hf i will need math for future work. 4.43 a/hf math helps people to make good decision. 4.30 a/hf math improves my thinking capacity. 4.32 a/hf math is important for other subjects. 4.30 a/hf composite mean rating 4.37 a/hf legend range of means descriptive interpretation 4.51 – 5.00 strongly agree (sa)/very highly favorable (vhf) 3.51 – 4.50 agree (a)/highly favorable (hf) 2.51 – 3.50 undecided (u)/moderately favorable (mf) 1.51 – 2.50 disagree (d)/slightly favorable (sf) 1.00 – 1.50 strongly disagree (sd)/ unfavorable (uf) table 4: distribution of learners according to their level of performance in mathematics. general average descriptive interpretation f % 90 100 outstanding (o) 110 33.54 85 89 very satisfactory (vs) 117 35.67 80 84 satisfactory (s) 72 21.95 75 79 fairly satisfactory (fs) 29 8.84 below 75 did not meet expectations (dnme) 0 0.00 total 328 100.0 mean general average = 86.64 (vs) standard deviation (sd) = 5.16 third of the total number of pupil-respondents have outstanding performance in mathematics (110 or 33.54%), having garnered a general weighted average within the range 90 – 100, and almost the same number of pupils performed very satisfactorily with a general average that falls within the range 85 – 89 (117 or 35.67%). deped (2012) described that students at these levels have exceeded the core requirements or have developed the basic knowledge, skills, and core understandings, which they can transfer automatically, flexibly, and independently through authentic performance tasks. however, some of the learners showed satisfactory (72 or 21.95%) and fairly satisfactory (29 or 8.84%), whose general averages fall within the ranges 80 – 84 and 75–79, respectively. https://journals.e-palli.com/home/index.php/ajmri pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 these learners at these levels have acquired the minimum or have developed the fundamental knowledge and skills and core understanding with little to maximum guidance from the teacher and/or with peers to complete a task (deped, 2012). generally, the learners have very satisfactory performance in mathematics as revealed by the mean general average of 86.84, and the general averages of the pupils showed an average distance of 5.16 from their mean general average. this general average implies that the learners have acquired the prerequisite knowledge and have demonstrated mastery of the cognitive processes involved in performing authentic mathematical learning endeavors. relationship between parents’ socio-demographic characteristics and their extent of practice of parental roles the relationship between each of the parents’ sociodemographic characteristics and their extent of practice of their parental roles as motivator, resource provider, monitor, mathematics content advisor, and mathematics learning counselor. the computed coefficients of correlation are displayed in table 5. it can deduced from the results of the correlation analysis that family income of the parents is not significantly related to their extent of practice of parental roles as motivator (r=.021, p =.909), resource provider (r =-.038, p = .487), monitor (r = .030, p=.590), mathematics content adviser (r = .022, p = .692) and mathematics learning counselor (r =.043, p =.438) as evidently shown by their respective coefficients of correlation ranging from -.038 to .043 with associated probabilities that are all greater than the .05 level of significance. these imply that their family income did not significantly influence how the parents performed their parental roles. further, it suggests that parents remain involved in their children’s academic activities regardless of income status. this result lends support to the findings of al-matalka (2018) that parental involvement at home is present regardless of parental income status. johnson (2016) cited that socio economic status does not have to be associated with parental involvement. as regards the number of children as one of the sociodemographic characteristics, it can be inferred from the obtained coefficients of correlation that it is significantly related to the extent to which the parents performed their table 5: coefficients of correlation between each of the socio-demographic characteristics of parents and their extent of practice of parental roles. parental roles socio-demographic characteristics monthly income no. of children motivator .021 .357** (p = .909) (p = .000) resource provider -.038 -.018 (p = .487) (p = .741) monitor .030 -.060 (p = .590) (p = .278) mathematics content adviser .022 -.013 (p = .692) (p = .817) mathematics learning counselor .043 .001 (p = .438) (p = .994) **p < .01 parental role as motivator as revealed by the obtained. coefficient of correlation of .357 with an associated probability of .000 which is less than the .01 level of significance. the significant positive correlation indicates that parents with more children tend to have a greater extent of practice of their role as a motivator. this result is understandable since more children could mean parents’ greater responsibility to ensure that they are well-motivated to do mathematics. cai et al. (2011) explained parents contribute to their children’s emotional development and behavior when they get involved. however, a critical analysis on the other coefficients of correlation which range from -.060 to .001 with associated probabilities that are all greater than the .05 level of significance, it can be inferred that number of children is not significantly related to the parents’ extent of practice of their roles as resource provider, monitor, mathematics content adviser and learning counselor. this finding suggests that parents with more children perform these roles just as eager as those parents with fewer children. research findings of bezeveggis (2012) showed that parents with a higher educational level tended to reinforce their children’s behavior more while they adopted a dialectical communication model with them. they praised their children for positive behaviors, they had good communication skills, and they created an environment with cognitive stimuli that contributed to children’s development. relationship between parents’ extent of practice of parental roles and learners’ attitudes towards mathematics the relationship between the parents’ extent of practice https://journals.e-palli.com/home/index.php/ajmri pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 of their parental roles and the learners’ attitudes towards mathematics. the computed coefficients of correlation are presented in table 6a. based on the results, it can be inferred that parents’ extent of practice of their parental role as monitor is significantly but negatively related to learners’ level of anxiety in dealing with mathematics are revealed by the computed correlation coefficient of -.113, which is significantly at the .05 probability level. this implies that the greater the extent to which the parents practice monitoring their children, the lower the level of mathematics anxiety of their children. this is so because when they monitor their children when they are doing their mathematics lessons or activities, their children could feel the support they are extending to them, which greatly reduces their anxiety level. this finding agrees with the claim of farr (2015) that monitoring efficiently the activities of children can affect their self-concept, self-esteem, and general attitudes towards mathematics. meanwhile, it can also be deduced from the results that the parents’ extent of practice of their parental roles as motivator, resource provider, mathematics content adviser, and learning counselor is not significantly related to the learners’ level of mathematics anxiety. these are evidently shown by the computed coefficients of correlation whose associated probabilities are all greater than the .05 level of significance. this implies that mathematics anxiety is not affected by the extent of practice of parents on these roles since there could be other factors that may be causing this negative emotion towards mathematics table 6a: coefficients of correlation between parents’ extent of practice of parental roles learners’ attitudes towards mathematics. parental roles attitude towards mathematics anxiety confidence enjoyment benefits overall motivator -.051 .156** .169** .127* .150** (p=.358) (p=.005) (p=.002) (p=.022) (p=.007) resource provider -.038 .197** .155** .083 .154** (p=.358) (p=.000) (p=.005) (p=.135) (p=.007) monitor -.113* .239** .212** .177** .184** (p=.041) (p=.000) (p=.000) (p=.001) (p=.001) mathematics content adviser -.052 .225** .212** .161** .208** (p=.348) (p=.000) (p=.000) (p=.003) (p=.000) mathematics learning counselor -.071 .202** .172** .112* .154** (p=.200) (p=.000) (p=.002) (p=.043) (p=.005) **p < .01, *p < .05 as regards learners’ level of confidence in doing mathematics, it can be noted from the results that such is significantly related to the parents’ extent of practice of each their parental roles as motivator (r =.156, p=.005), resource provider (r = .197, p = .000), monitor (r=.239, p =.000), mathematics content adviser (r=.225, p=.000), and learning counselor (r =.202, p=.000) which are all significant at the .01 level of significance. these imply that the greater the extent of practice of parents in doing their parental roles, the higher the level of mathematics confidence of their children in doing mathematics. this study is supportive of the findings of farr (2015) that parental involvement could provide a way to facilitate children’s confidence in mathematics, subsequently improving learning outcomes. similarly, it can be gleaned from the table that the learners’ level of enjoyment in doing mathematics is significantly related to their parents’ extent of practice of each of their parental roles as motivator (r=.169, p =.000), resource provider (r = .155, p = .000), monitor (r =.212, p =.000), mathematics content adviser (r= .212, p =.000), and mathematics learning counselor (r= .172, p =.000) as evidently shown by the computed coefficients of correlation with associated probabilities which are all less than the .01 level of significance. these results indicate that the greater the extent to which the parents practice their parental roles, the higher is the level of enjoyment of their children in doing mathematics. daabell (2018) explained that what parents do with their children at home affects their children’s level of enjoyment. he added that when parents interact with their children to promote maths, positive things, including self-enjoyment, will happen. considering the learners’ mathematics attitudes in terms of the benefits they derived from doing mathematics, it can be inferred from the computed coefficients of correlation displayed in table 16 disclose that such is significantly related to their parents’ extent of practice of their parental roles as motivator (r = .127, p = .022), monitor (r = .177, p = .000), mathematics content adviser (r = .161, p = .000) and mathematics learning counselor (r = .112, p = .043). these results suggest that the greater the extent to which the parents practice their parental roles as motivator, monitor, mathematics content adviser, and learning counselor, the more favorable are the attitudes of their children towards mathematics as regards the benefits https://journals.e-palli.com/home/index.php/ajmri pa ge 97 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 they derived from doing their lessons and activities in the subject. however, the learners’ attitudes towards mathematics in terms of benefits are not significantly related to the parents’ extent of practice of their parental role as resource provider (r = .083, p = .135), as clearly shown by the correlation coefficient whose associated probability is greater than the .05 level of significance. taking the learners’ mathematics attitudes as a whole, it can be deduced from the results that is significantly related to their parents’ extent of practice of their parental roles as motivator (r =.150, p =.000), resource provider (r = .154, p = .000), monitor (r =.184, p =.000), mathematics content adviser (r=.2.08, p=.000) and mathematics learning counselor (r =.154, p=.000) as evidenced by their respective coefficients of correlation whose associated probabilities as all less than the .01 level of significance. these findings indicate that the greater the extent to which the parents practice their parental roles as motivator, resource provider, monitor, mathematics content adviser, and learning counselor, the more favorable the learners’ attitudes towards mathematics. this finding is consistent with johnson’s study (2015) that students who receive greater support from parents in maths have better attitudes and self-efficacy toward math. relationship between parents’ extent of practice of parental roles and learners’ mathematics performance the relationship between parents’ extent of practice of their parental roles and learners’ mathematics performance. the computed coefficients of correlation are displayed in table 6b. a critical analysis of the coefficients of correlation discloses that learner’s mathematics performance is significantly related to their parents’ extent of practice of their parental roles as monitor (r = .193, p = .000), mathematics content adviser (r = .185, p = .001) and mathematics learning counselor (r = .180, p = .002). this implies that the greater the extent to which the parents practice their parental roles as monitor, mathematics content adviser, and learning counselor, the better their children’s mathematics performance. thus, when parents monitor their children while doing their mathematics lessons and activities and serve as a content adviser and learning counselor, their children are properly guided and consequently do their mathematics better. this finding runs parallel to what hunt and hu (2011) noted in their research that parents’ roles and involvement in their children’s mathematical learning could lead to table 6b: coefficients of correlation between parents’ extent of practice of parental roles and learners’ mathematics performance. parental roles learners’ performance in mathematics motivator .087 (p=.117) resource provider .104 (p=.059) monitor .193** (p=.000) mathematics content adviser .185** (p=.001) mathematics learning counselor .180** (p=.001) **p < .01, *p < .05 a heightened performance in mathematics. however, it can be noted from the table that learners’ performance is not significantly related to parents’ extent of practice of their parental roles as motivator (r=.087, p=.117) and resource provider (r=.104, p=.059). those who have less performed these roles would have the same impact on children’s academic achievement as their counterparts. relationship between learners’ attitudes towards mathematics and their mathematics performance the results of the relationship between learners’ attitudes towards mathematics and their performance in the subject. the obtained coefficients of correlation are reflected in table 7. it can be deduced from the results that learners’ performance in mathematics is significantly related to their attitudes towards the subjects along the domain of anxiety (r=.-311, p=.000), confidence (r = .363, p = .000), enjoyment (r =.364, p = .000) and benefits (r =.190, p= .000) as well as their overall attitude towards the subject (r = .191, p=.000) as revealed by the computed coefficients of correlation which are all significant at the .01 level of significance. the significant negative correlation between learners’ performance in mathematics and anxiety indicates that learners with a lower level of anxiety in doing mathematics tend to perform better in the subject. more specifically, as the level of academic anxiety increases, academic achievement decreases and vice-versa. this confirms the finding of shakir (2014) about the inverse relationship between academic achievement and academic anxiety. as claimed by gichohi (2019), high anxiety levels are a cursor to dismal academic achievement. also, afolayan et al. (2015) explained that students performed better when they are not anxious than when they are anxious. hence, learners need to maintain optimal state of health and mind for better academic achievement. moreover, the positive https://journals.e-palli.com/home/index.php/ajmri pa ge 98 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 correlation indicates that learners with a higher level of confidence and enjoyment in doing mathematics and very much aware of the benefits they derived from doing mathematics tend to perform better in the subject. this confirms the finding of shakir (2014) about the inverse relationship between academic achievement and academic anxiety. as claimed by gichohi (2019), high anxiety levels are a cursor to dismal academic achievement. also, afolayan et al. (2015) explained that students performed better when they are not anxious than when they are anxious. hence, learners need to maintain optimal state of health and mind for better academic achievement. moreover, the positive correlation indicates that learners with a higher level of confidence and enjoyment in doing mathematics and very much aware of the benefits they derived from doing mathematics tend to perform better in the subject. this finding bears out with the idea of ciftci and yildiz (2019) that self-confidence has a significant effect on mathematics achievement. arshad et al. (2015) argued that high level of confidence leads to good academic performance. also, akbari and sahibzada (2020) explained that self-confidence can lead students to improved participation, joyful learning, reduced test anxiety, increased interest in goal seeking, and growth of comfort with their lecturers and classmates. the finding also provides support to the claim of capuno et al. (2019) that if the respondents perceived a higher value for math, the better they perform in the subject. also, it leads support to the idea of kountouri et al. (2013) that the value that students give to mathematics can work as a protective factor against mark decline and all the related consequences for their future career. overall, it can be concluded based on the findings that the learners’ attitudes towards mathematics greatly enhance their performance in the subject. capuno et al. (2019) pointed out that students’ attitudes towards mathematics would affect how well they perform in the subject and how often they engage in the subject. predictors of learners’ mathematics performance the results of multiple linear regression analysis using the stepwise regression procedure. it can be gleaned from table 8a that the computed f-value is 21.237 with an associated probability of .000. the estimated regression equation is adequate, and the explained variance of learners’ mathematics performance that is accounted for the significant predictors is 20.80%. this suggests that mathematics performance has a strong significant relationship with the variables and that 20.80% of the change in the learner’s performance could be attributed to these significant predictors. table 7: coefficients of correlation between learners’ attitudes towards mathematics and their performance. attitudes towards mathematics performance in mathematics anxiety -.311** (p=.000) confidence .363** (p=.000) enjoyment .364** (p=.000) benefits .190** (p=.000) overall .191** (p=.000) **p < .01 table 8a: analysis of variance table for the results of the stepwise multiple linear regression analysis. source of variation sum of squares df mean square f-value p regression 1,815.397 4 453.849 21.237** .000 error 6,902.652 323 21.370 total 8,718.049 r2 = 20.80% **p < .01 a critical analysis of the regression coefficients displayed in table 9b, it can be inferred that the significant predictors of learners’ mathematics performance are enjoyment (b = 1.271, t = 2.466, p = .014), anxiety (b = -1.153, t-value = -4.221, p = .000), confidence (b = 1.159, t-value = 2.239, p = .000) and mathematics learning counselor (b = .666, t-value = 2.009, p = .045). thus, the estimated regression equation is: learner’s mathematics performance =78.467 +1.271enjoyment – 1.153anxiety + 1.159confidence + .656. https://journals.e-palli.com/home/index.php/ajmri pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 mathematics learning counselor the regression coefficients indicate that on average, learners’ mathematics performance increases by 1.271 for every unit increase on the level of enjoyment in doing mathematics considering the other variables constant, decreases by 1.153 for every unit increase on the level of anxiety considering the other variables constant; increases by 1.159 for every unit increase on the level of confidence considering the other variables constant; and increases by .666 for every unit increase on the parents’ extent of practices of parental role as mathematics learning counselor considering the other variables constant. on the other hand, the other independent variables like monthly income, number of children, parents’ extent of practice of their parental roles as motivator, resource provider, monitor and mathematics content adviser, as well as learners attitudes towards mathematics along benefits are not significant predictors of learners’ mathematics performance. mathematics, and know the benefit/value they derived from learning mathematics. finally, the mathematics performance of the learner can be predicted through their attitudes towards the subject, more particularly along with enjoyment, anxiety, and confidence together with their parents’ extent of practice as mathematics learning counselor. references asian development bank (2018). philippines: country partnership strategy (2018-2023). 6 adb avenue, mandaluyong city 1550, metro manila, philippines. afolayan, j. a., donald, b., onasoga,o.,babafemi, a. a. & juan, a. a.(2013). relationship between anxiety and academic performance of nursing students:niger delta university, baleysa state nigeria. advances in applied research, 4(5), 25-33. akbari, o., & sahibzada, j. 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(rev. ed.). manila: rex table 8b: coefficients of the significant predictors of learners’ mathematics performance predictors coefficient (b) t-value p (constant) 78.647 36.312 .000 enjoyment 1.271 2.466* .014 anxiety -1.153 -4.221** .000 confidence 1.159 2.239** .000 mathematics learning counselor .656 2.009* .045 **p < .01, *p < .05 conclusions based on the results of this study, it can be concluded that parents highly practiced their parental roles to help their children learn mathematics. on the other hand, the learners have highly favorable attitudes towards mathematics, and they performed very satisfactorily in the subject. the number of children is a factor that could influence the extent of practice of the parents to perform their parental role as a motivator, while family income is not a factor in performing any of their parental roles. also, learners’ attitudes towards mathematics are significantly affected by their parents’ extent of practices of parental roles. their level of anxiety in dealing with mathematics is greatly reduced when their parents monitor them while they are doing their mathematics. moreover, learner’s mathematics performance is significantly affected by their parents’ extent of practice of their parental roles as monitor, mathematics content adviser, and mathematics learning counselor. in addition, learners’ performance in mathematics is significantly affected by their attitudes towards the subject. that is, learners perform better in mathematics when they have a low level of anxiety in doing mathematics, have a high level of confidence, find enjoyment in doing https://journals.e-palli.com/home/index.php/ajmri pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 81-101, 2022 bookstore. cai, j., moyer, c. & wang, n. 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usually boundary element creates the edge of its adjoining street. if the formation of boundary element integrates with its surroundings properly, it will establish coherence with public and private space, which can enhance one’s urban experience. dhaka, the bustling metropolis of bangladesh, is undergoing rapid expansion in residential sector, which is mainly concentrating on individual architectural structures, instead of taking into account the entire urban region as an integrated entity. in most cases, it has been observed that individual buildings are ignoring the outer public environment by constructing solid boundary walls. this type of solid boundary element entirely separates the public and private space that creates negative impact on street environment. hence, the primary purpose of this research is to investigate the present condition of street edges in dhaka’s urban residential areas, as well as to assess the influence of various forms of street edges on their adjacent spaces. therefore, a small segment of dhanmondi residential area in dhaka has been selected as survey area. this study was mainly based on field survey and observation. sources of secondary data were journals, books, information from websites and so on. it is found that, street edges which are physically and visually permeable make positive impact on dwellers and commuters. keywords street edge, residential area, urban area, boundary element, front setback, pedestrian walkways introduction streets play a crucial part in representing a city’s visual image. the first thing that springs to mind when we think of a city is a street. a prosperous city not only stresses on distinct architectural features, but also makes positive contribution to their surroundings and urban street environment. street has substantial influence on its surroundings. well-developed street edge enhances the street’s character by adding activity and visual appeal to the public domain. dhaka, the capital city of bangladesh, is rapidly growing without of any careful planning. these growths are simply intended to address individual site and facing the problem to create well-developed outer environment. because of rapid population growth over the last few decades, many housing developments have occurred in dhaka city to provide shelter for this large population. many real estate development entities are constructing and selling flats just like any other product. majority of them are not aware of the outside environment, public areas and roads in front of their personal buildings. building are sometimes treated as isolated objects in traditional residential development, contained by boundary walls that entirely divide the buildings from the nearby outside public space and streets. this results in unpleasant dead edges to the streets and unused spaces in front of buildings. an appropriate edge treatment of street has a considerable influence on the interface between the internal space and the outer public area, which can help to build an efficient city atmosphere. the primary goal of this investigation is to investigate the present situation of street edges in urban residential neighborhoods in dhaka, as well as to assess the influence of different kind of street edge treatments on their surroundings. literature eview indoor or outdoor interface spanning street and building that typically defines the character, spatial qualities, functions, and, ultimately, people’s overall experience of the street is characterized as the urban street edge (uttley, 2018).as stated by kevin lynch, edges are linear features that establish the borders between the public and private realms. kevin edge also stated that it can be act as barriers like permeable walls that separate one zone from another, or they can be seams, lines that connect two domains (lynch, 1960). the edge treatment of a street is one of the most important aspects in determining the quality of its adjacent area. if the edge nature responds to its surroundings, the urban environment of the street will produce extraordinary outcomes. the street’s edge may function both as a barrier and a binder. when the boundary entirely divides private and public areas, it creates a barrier that adversely affects the entire region. on the other hand, if it connects public and private spaces, it works as a binder and helps to improve the entire environment. hrishi desai narrated the aforementioned attributes and features of street edge, and also described three fundamental characteristics of street edges on the basis of physical and visual permeableness (desai, n.d.). ian bentley et al. stated that visual permeableness between private and public space can enhance public realm, whereas physical permeableness can enrich public space by stimulating 1 department of architecture, ministry of housing and public works, bangladesh 2 department of architecture, primeasia university, dhaka, bangladesh * corresponding author’s e-mail: pau.203001052@gmail.com https://doi.org/10.54536/ajmri.v1i5.730 https://journals.e-palli.com/home/index.php/ajmri mailto:pau.203001052%40gmail.com?subject= pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 44-52, 2022 activity along its limits (bentley, 1985). as said by jane jacobs, streets and sidewalks are important public spaces and vital parts of a city due to their three main characteristics: first, they end up serving as a demarcation between what is public and private space; second, they allow for natural surveillance; and finally, they have active pedestrians for users (jacobs, 1961). the project for public spaces identified four key features of a successful public space: accessibility, people’s involvement in variety of activities, a pleasant ambiance, and a suitable lively space for large groups of individuals (heffernan, 2014). as stated in auckland design manual, treatment of the site’s front boundary sets the borders between private and public open spaces. the formation of boundary elements has crucial impact on the connection within the building and the roadway. the area between the building and the road is regarded as an important component for the overall design. roger trancik stated that, remaining unstructured area at the bottom of multistoried buildings, may function as wasted space, adding no positive impact, neither to the surroundings nor the users (trancik, 1986). walls are the most common edge treatment along residential streets. as described by georgiou, walls commonly abut public space, thus their construction and design should be taken into consideration (quaofio, 2018). datta defines pedestrian walkways as public spaces along the borders of roads and the area between buildings, where amenities like chairs, shaded trees, water features, lighting, and trash bins, can be placed to make the place more interactive for users and walkers” (datta s., 2017). the aforementioned literatures have resulted in potential frontiers in the design of street edges and public spaces in urban regions such as dhaka city, which has witnessed considerable changes in recent decades not just via territorial development but also through internal physical modifications (ahmed, 2009). as a result of these changes in urban planning; residential development pattern has changed dramatically. due to rapid growth of population and higher demand for shelter, tradition of multi-storied building has remarkably emerged in the city areas of dhaka. most of these buildings are generally surrounded by solid walls to offer security and keep away the unwanted observers. furthermore, due to lack of effective laws and standards imposed by bangladesh national building code, these boundaries contribute very little to the environment of urban streets. methodology this is a generalized research, and it is believed that the results would be almost same in the similar circumstances in dhaka. a small segment of residential neighborhood surrounding the ‘dhanmondi 4’ playfield has been chosen for this research. this research is mostly an empirical investigation which is basically emphasized on the existing scenario of different types of street edges. the investigation was carried out in multiple stages. at first, both primary and secondary data were gathered in order to establish the current state of the street edges in the given residential neighborhood. visual observations, pictures, field surveys, drawings, and field notes were used to acquire primary data. secondary data regarding street edges and associated factors were collected through a thorough literature review. then, based on the gis map and field survey; survey information and computer-aided drawings were generated, where the relevant information regarding plot and road layout, front setback, building orientation, and layout of walkway were provided. later, certain types of street edges were categorized based on their physical characteristics and their relationship to surrounding private and public spaces. lastly, analysis phase was intended to determine the influence of various forms of street edges on the walkways and frontage of buildings. background of the study area dhanmondi is one of the planned residential zone of dhaka. after dhaka was designated as the provincial capital of east bengal in 1947, a new region of superior housing was created in dhanmondi in the early 1950s to accommodate the rapidly expanding city’s housing requirement (roni, 2022). there were vast plots, spacious streets, and a pleasant atmosphere. the residences were primarily one or two storied with big front yards, and the land’s construction coverage was quite low. dhanmondi figure 1: masterplan of dhanmondi residential area https://journals.e-palli.com/home/index.php/ajmri pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 44-52, 2022 buildings have residential flats on ground level. others include offices, markets, coaching centers, and parking area. front setback & configuration of pedestrian walkway among the twelve buildings, only eight were constructed in accordance with the former laws and regulations of the bangladesh national building code (bnbc) 1996, with a front setback width of 1.5 meters. plot 12 was built in accordance with the latest version of the bangladesh national building code (bnbc)-2008, with a front setback space of at least 1.5 meters. only three of the twelve buildings violated the bnbc setback guideline, which lack sufficient front setback space. the following plan depicts the existing layout of pedestrian walkway and front setback space of buildings at selected site, where red line represents pedestrian walkway and green represents front setback area categorization of street edges and their influence on surroundings among the twelve buildings, only four are enclosed by figure 2: building block, road pattern & plot division of selected site around the playfield of dhanmondi 4 figure 3: front setback area of existing buildings and pedestrian walkway of selected site around the playfield of dhanmondi 4 had no six-storied structures before to 1990. (mahabubun-nabi, 2007). however, these vast plots are now physically divided into 3 to 5 katha (1 katha = 67 m2). this land segmentation encourages to build multistoried buildings, while leaving little setback spaces around them. furthermore, recent tendency is to use the lower level of a building for parking and the upper levels for residential purpose; that is why, the issue of privacy on the ground level of an apartment building is no longer a major concern. despite that buildings are still enclosed by boundary walls that divide the front setback areas and the public walkways to ensure privacy and security. however, the relationship between public walkways and buildings has crucial role for enjoying greater urban aspects. analysis and outcomes the study area is situated around the playground area near ‘dhanmondi-4’ where various types of boundary elements along the streets were found. the playground is surrounded by 12 residential plots that are organized in an orthogonal pattern. three of the twelve buildings are two storied, one of them is under construction, and rest of them are six storied. generally, ground levels are utilized for non-residential use, whereas upper levels are utilized for residential use. ground level of each of the seven buildings is utilized for parking area, security room, and other service spaces. only two ancient buildings have residential flats on ground level. others include offices, markets, coaching center and parking areatwo ancient https://journals.e-palli.com/home/index.php/ajmri pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 44-52, 2022 and private space by creating functional spaces, both for pedestrians and dwellers. the following layout shows the current configuration of accessible setback spaces and non-accessible setback spaces for general people along with pedestrian walkways of selected area, where red color symbolizes accessible zone and grey symbolizes non-accessible zone. according to the aforementioned observation, street edge of the selected area might be classified into three fundamental typologies based on visual and physical connectivity figure 5: public non-accessible area & accessible area solid peripheral walls, which serve the edge of their adjoining street. two buildings are partly surrounded by perforated barriers, while the remaining five have low height sitting walls or variation in levels to separate the public and private areas. plot 4 is a corner plot where perforated fence are found in one side and other sides has no additional barriers other than some variations in levels. buildings on plots 8 and 9 have uncommon edge treatment along the roadway. small part of the front facade of both buildings have formed border element. almost half of the front setback in plot 9 has no peripheral wall, whereas few portion of the front setback in plot 8 has solid peripheral wall. the following layout depicts existing forms of street edge treatments of the selected area, where red, blue, and green lines represent a perforated fence, solid boundary wall, and no peripheral wall or variation in levels, respectively. only five buildings have boundary elements that do not divide front setback spaces and pedestrian walkways completely, rather allow connection between public space figure 4: various types of street edges table 1: existing situation of each building plot of selected site around the playfield of dhanmondi 4 plot building information use of the ground floor condition of front setback area treatment of street's edge condition of pedestrian walkway 1 • 6 storied building • built in accordance with bnbc 1996 standards • guard room • parking • used as parking • width 1m • 2.1m high solid plastered brick wall with perforated metal fence at top up to first floor • small plants at the edge of walkway • there is no street furniture area or trees • effective width around 2.1m https://journals.e-palli.com/home/index.php/ajmri pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 44-52, 2022 2 • 6 storied building • built in accordance with bnbc 1996 standards. • guard room • parking • used for plantation • width 1m • green area (soak-able) • height .3m • no provision for sitting and taking rest • low height brick wall • there is no street furniture or trees • small plants at the edge of footpath • effective width around 2.1m 3 • 2 storied housing building • violated building rules • residential purpose • parking • remained as unused space • width 1m-2m • soak able green area • have big trees • 1.8-meter-high solid boundary wall of brick with 3-meter-high perforated metal railing on top • presence of big trees that provide shade for pedestrians • sometimes used for parking against solid wall • small plants at the edge of pedestrian walkway • effective width around 2.1m • absence of street furniture area 4 • 6 storied building • built in accordance with bnbc 1996 standards. • guard room • parking • soak able green area • width 1m • presence of plantation • one side has perforated metal fence; made of bar and mesh • other side has low-rise wall (.5m1m). partly utilized as a public sitting area. • existance of large tree • absence of street furniture • effective width around 2.1m 5 • 6 storied building • built in accordance with bnbc 1996 standards • guard room • parking • soak able green area • using as garden with shaded tree, fountain • width 1.5m-2.5m • used as public seating area • variations in levels (max 150mm per level) • absence of trees and street furniture zone • effective width around 1.8 m 6 • 6 storied apartment • built in accordance with bnbc 1996 standards. • guard room • parking • soak able green area • using as garden with fountain and shaded tree, • width 1.5m-2.5m • used as public seating area • variations in levels (max 150mm per level) • absence of street furniture • effective width around 1.8 m • existence of some trees 7 • 6 storied building • built in accordance with bnbc 1996 standards. • guard room • parking • soakable green area • width 1m • presence of plantation • height .6m • low height brick wall used as seating area • presence of big tree • absence of street furniture • effective width around 1.8 m 8 • mixed-use building, 2 storied • violated building rules • market • residential purpose • using as parking area • width of half front setback area 1.5 m • almost half of the site has no front setback. • front facade of building itself has formed edge of the street on other part • other half part is low (.5m) height perforated fence • presence of big tree • effective width around 1.8 m • absence of street furniture https://journals.e-palli.com/home/index.php/ajmri pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 44-52, 2022 9 • 6 storied building • built in accordance with bnbc 1996 standards • coaching center • parking • paved area • remained as unused space • almost half area of site has no front setback. • width of half front setback area 1 m • half portion is 2m solid boundary wall with .5m perforated barbed wire on top. • front facade of building itself has formed edge of the street on other part • susceptible to turn into dumping area • absence of tress and street furniture • often unsocial behavior occurred • small plants at the edge of walkway • effective width around 1.5m 10 • mixed-use building, 2 storied • violated building rules • official purpose • paved area • remained as unused space • width 1m-4m • 1.5m solid boundary fence with a 1m perforated fence on top. • often road side parking can be found • effective width of roughly 1.5m • lack of street furniture • existence of few trees • susceptible to turn into dumping area • occasionally used for parking against the solid wall 11 • 6 storied building • built in accordance with bnbc 1996 standards. • guard room • parking • used as plantation area • soak able green area • width 1m • no provision for taking rest and sitting • variations in levels (max .3m per level) • lack of street furniture and trees • effective width around 2.1m 12 • under construction • built in accordance with bnbc 2008 standards. • 1.5m width •temporary solid wall (2.1m) by metal sheet • lack of street furniture and trees • effective width around 2.1m type 01 this type of street edge is both physically and visually impermeable. it can be solid walls of the building or solid peripheral wall along the street’s edge, which are usually constructed for extreme security and privacy. unfortunately, it has been noticed that, this creates hindrance for social interaction and does not assure security and safety for dwellers and pedestrians. besides, it’s one of the causes of street crimes and unsocial behaviors as it visually separates the pedestrians from the people of the private buildings. sometimes, space besides boundary wall is very susceptible to turn into dumping zone. it has been observed that street along the inactive edges is often used as parking space, that worsen the condition of road. in addition, this type of street edge changes the front setback space of building into an unused space and creates negative effect to the inside private area. figure 6: solid peripheral wall that encloses building. (source: author) https://journals.e-palli.com/home/index.php/ajmri pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 44-52, 2022 figure 7: type 1a solid boundary wall figure 8: type 1b boundary wall is created by the building itself type 02 this sort of street edge is permeable visually but physically it is not permeable. generally, fences, perforated screens, etc. form this sort of street edge. most of the cases, this sort of street edge provides safety and security by figure 9: boundary elements with perforations. (source: google street view & author) natural surveillance, that decreases crimes and unsocial behaviors. it has been observed that, front setback space behind this street edge is used for landscape gardening to provide certain amount of privacy. type 03 this type of street edge allows both physical and visual access between outer public space and inner open private space. generally, this type of street edge is formed by low height sitting walls or by variation in levels. nowa-days, in most cases, ground level of a building is used for parking space, so privacy on ground floor is not a major issue. in such situation, security of buildings is obtained by designing front facade of each building properly. here, the front setback spaces are sometimes used for plantation and seating spaces for pedestrians. this enhances pedestrian experience by expanding the scope of activities along its edges that makes the street secured and safe. however, it is also noticed that there are lack of additional amenities and large trees on the front setback space which can provide shadownand comfort for pedestrians. according to the study it is found that, ‘type 03’ street edge has a positive impact on it’s surrounding environment. as the front setback area adjacent to this type of boundary element is both physically and visually permeable, it does not used as leftover space.moreover, pedestrians may utilize this area for relaxation purpose and sitting space. https://journals.e-palli.com/home/index.php/ajmri pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 44-52, 2022 figure 10: type 02-formation pattern of boundary elements figure 11: type 03-formation pattern of boundary elements figure 12: variation in levels and low-height boundary elements . (source: google street view & author) recommendation and opportunities for future research among all types of street edge treatment, physically and visually permeable street edge performs better than others, but it also has some limitations. by analyzing the previous literature, it has been evident that some facilities including street lighting, street furniture, trash bins and drinking facilities can be implemented along the street edge to enhance the overall experience of pedestrians. there are enough potential for future research on front setback area of buildings as an effective way of streetscape plantation to protect the natural environment. addition of shaded trees and seating areas along the street edge for pedestrians might broaden the scope of this study. conclusion street edge represents a vital portion of individual building, at the same time it characterizes a significant portion of overall urban area. all the buildings, streets, even edge of the streets must be considered as a holistic part of entire design process. a well-used and safe street environment results from an active street edge that connects the public and private domain. physically and visually permeable boundary elements encourage creating well-used and active street edge. in the past, it was a common practice in dhaka to construct solid boundary walls in front of buildings for the purpose of security and privacy. unfortunately, it creates inactive street border that causes street crime and anti-social behavior. however, the practice of incorporating non-residential usage and parking space on ground level in residence is increasing these days. in this situation, physically and visually permeable boundary can help to enhance the public environment outside the buildings while securing the safety issue by designing building’s front facade appropriately. moreover, this allows the strollers to admire the architectural design of the building and improve the urban environment and streetscape. references ahmed, b. r. (2009). morphological change of dhaka city over a period of 55 years: a case study of two https://journals.e-palli.com/home/index.php/ajmri pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 44-52, 2022 wards. journal of bangladesh institute of planners, 2, 3038. bentley, i. (ed.). (1985). responsive environments: a manual for designers. routledge. datta s., m. q. (2017). point to ponder on the pavements of dhaka: a study of experience on the footpaths of mirpur road and appropriate design response. 1st international conference on green architecture (pp. 134141). dhaka: icgra. heffernan, e., heffernan, t., & pan, w. (2014). the relationship between the quality of active frontages and public perceptions of public spaces. urban design international, 19(1), 92-102. jacobs, j. (1961). the uses of sidewalks: safety. the city reader, 114-118. lynch, k. (1960). the image of the city, 11. mit press. mahabub-un-nabi, a. s. (2007). trends of development in dhanmondi. in k. m. sarwar jahan (urban planner), urbanization in bangladesh: patterns, issues and approaches to planning (pp. 36-42.). dhaka: bangladesh institute of planners. quaofio, n., abankwa, j. g. k., & afram, s. o. (2018). challenges of the urban boundary wall: the case of two neighbourhoods in accra, ghana. architecture research, 8(1), 12-18. roni, n. a., tanvir, m. r., tomal, t., & iqbal, m. m. j. i. (2022). spatial structure of retail development in planned residential area of dhanmondi, dhaka, bangladesh. open access library journal, 9(9), 1-21. trancik, r. (1986). finding lost space: theories of urban design. john wiley & sons. uttley, j., simpson, j., & qasem, h. (2018). eyetracking in the real world: insights about the urban environment. in handbook of research on perception-driven approaches to urban assessment and design (pp. 368-396). igi global. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 90 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of adaptive behavior of teachers on the relationship between resilience and job performance jumarie p. carballo1*, lyndon a. quines1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.613 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 17, 2022 accepted: september 22, 2022 published: september 26, 2022 the study investigated the mediating effect of adaptive behavior on the relationship between resilience and job performance among public elementary school teachers. the sample comprised 310 general elementary teachers in kiblawan district, davao del sur. questionnaires using a 5-point lickert scale were administered by the researcher. in the statistical analysis, adaptive behavior was the mediating variable, and the result was high. at the same time, resilience was identified as the independent variable and had a high level. job performance was the dependent variable due to the high level also. path analysis was used to establish the relationships among the variables. results showed that resilience and adaptive behavior are positively correlated, and the connection is significant.similarly, adaptive behavior and job performance have a positive causal relationship, and the association is also significant. likewise, resilience and job performance also have a meaningful relationship and are positively correlated. findings also revealed that adaptive behavior partially mediates the relationship between strength and job performance, such that the overall influence of resilience on job performance is transmitted through adaptive behavior. in contrast, the widespread impact can be explained, either through direct or through mediation, by other variables that were not included in the established model of the study. this implies that resilience influences adaptive behavior, which affects job performance. keywords adaptive behavior, educational management, job performance, mediating effect, resilience, philippines 1 university of mindanao, philippines * corresponding author’s email: j.carballo.485184@umindanao.edu.ph introduction stress has become a growing problem in organizations and is now a significant issue in universities. also, organizational stress harmed academic job performance. however, academic staff has recently experienced job stress because of living in a time of constant global change, particularly significant changes in curriculum design and dynamic multitasking, which has resulted in the creation of high-performance expectations to be met in universities (kaur, noman, & awang-hashim, 2018). on the other hand, employee job performance is a significant factor in whether firms can maintain operations and accomplish their objectives. simply described, job performance is the sum of all employee behaviors at work or the quantifiable activities, behaviors, and outputs that employees directly or indirectly contribute to further corporate goals. job performance has a significant impact on an organization’s profitability. organizational success depends on employee performance; hence performance is crucial. individuals must perform well since completing chores might bring them happiness. the effectiveness with which organizations manage, develop and stimulate their employees is an essential cornerstone for their performance ( al-omari & okasheh, 2017; katzenbach & smith, 2015; temmuz 2020; yousefi & abdullah, 2019). a study conducted to examine the analysis showed that salespersons’ deep acting was positively related to adaptive selling behavior and job performance, whereas salespersons’ surface acting was negatively associated with adaptive selling behavior and job performance. these findings relate to the effects of salespersons’ emotional labor strategies on adaptive selling behavior and individual job performance in the direct selling industry. another study was conducted to determine the influencing factors on the job performance of clinical nurses who work at two university hospitals and to examine the relationships between emotional labor, communication competence, resilience, and clinical nursing performance of university hospital nurses. additionally, researchers come up with strength and adaptive behavior, both having one common denominator, which is the presence of protective factors that make a person rise above and adapt to situations featuring risks, difficulties and traumas in an individual’s life to be able to perform and function generally as expected (kumari and sangwan, 2015; park & chung, 2016; wang, et al., 2016). on the other hand, the researcher is interested in learning how adaptive behavior influences the impact of resilience on job performance. there is existing literature on how job performance is associated with strength. but none so far involved all three interacting in a study. this can open up another assessment tool to help companies and schools enhance their product performance and help employees become more adaptive to their environment by using their life skills. also, the outcomes of this paper will lead to new avenues for future study. the main thrust of this study is to find out the mediating effect of adaptive behavior of teachers on the relationship between resilience and job performance. specifically, the following objectives were formulated: 1. to describe the level of resilience among public school teachers in terms of: 1.1 personal competence, 1.2social competence, https://doi.org/10.54536/ajmri.v1i4.613 https://journals.e-palli.com/home/index.php/ajmri mailto:j.carballo.485184@umindanao.edu.ph pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 1.3 family coherence, 1.4 social support, and 1.5 personal structure. 2. to ascertain the level of job performance among public school teachers in terms of: 2.1 altruism, 2.2 conscientiousness, and 2.3 task performance. 3. to determine the level of adaptive behavior among public school teachers 4. to find out the significance of the relationship between: 4.1 resilience and job performance, 4.2 resilience and adaptive behavior; and 4.3 adaptive behavior and job performance. 5. to determine the significance of the mediation of adaptive behavior of teachers on the relationship between resilience and job performance. literature review several approaches, point of views, theories, findings from research and publications, as well as valuable insights from different authors which are relevant to the study, are presented in this section. these support the research objectives, which are essential in understanding the study. the independent variable is resilience with the indicators such as personal competence, social competence, family coherence, social support, and unique structure. at the same time, the dependent variable is job performance with the indicators such as altruism, conscientiousness and task performance. lastly, adaptive behavior is the mediating variable of the study. resilience resilience is viewed as a general attribute that manifests itself across many situations in one’s life, highly resilient people are likely to flourish in work-related and nonwork-related contexts. teachers deal with a variety of stressful and conflictual circumstances throughout their professions. conflict and stress can negatively impact physical and mental health if poorly managed. this could result in changes in self-worth, irregular eating and sleeping habits, depression, reduced job satisfaction, and a higher risk of sickness. therefore, a critical factor in both the performance of the classroom and the retention of teachers is their capacity to adapt to a variety of scenarios and grow in their competence in the face of challenging circumstances. all teachers must be resilient due to their ongoing challenges in the classroom. (britt, et al., 2016; bobek, 2016). according to (athota et al. 2019), human resilience conceptions point to signs of a person’s coping mechanisms, which unavoidably involve their employment. because it is believed that resilience is crucial for coping with the demands of complex organizations like schools, conceptions of resilience have been expanded to include teachers with the idea that resilience as a personal trait or attribute may be evident in teachers who choose to stay in the profession. because resilience is defined as the capacity to cope by surmounting obstacles, academics contend that resilience must be fostered to assist teachers in dealing with problems in their work (boon, 2021). on the other hand, teacher resilience, in particular, can also employ personal traits and contextual factors to help their management of obstacles, as well as to develop and achieve professional satisfaction and well-being through time, as has been “conceptualized as a capability, a process, and also as an end.” (mansfield et al., 2016). research on resilience should investigate the capacity for personal adaptation and the ability to ‘bounce back’ from adversity and the social situations and practices that a person engages in that allow resilience to develop. (boon, 2021) significantly, teachers, who face and struggle with many difficulties in their professional lives, require a high level of resilience. teaching is a profession in which members face various stressful and conflicting situations. teachers are expected to continue working efficiently in the face of adversity. a teacher’s goodness is associated with achievement, resilience to a demanding learning environment, having friends outside of school, problemsolving skills, making recommendations to parents and students for challenging situations, responsibility and consistency, having one’s ideas about the profession, ongoing professional development, and wanting to be a good teacher. teachers may be prevented from displaying these traits by adverse circumstances in the educational system and the school environment. (polat & murat, 2018). additionaly, teachers with resilience might exercise agency if it results in greater wellbeing, a sense of belonging, enthusiasm, and engagement. when faced with adversity, resilient persons exhibit a “steeling” or strengthening response that makes managing subsequent challenges easier. resilience is a response to environmental stress or adversity. most study on resilience has been done on children rather than adults. in a teaching setting, the definition of resilience as the “ability to bounce back” is deficient and insufficient. resilient teachers are better able to “maintain equilibrium and a sense of commitment and agency” and “handle the unavoidable uncertainties inherent in the reality of teaching.” it might be argued that a lack of resilience contributed to some teachers’ decision to leave the profession. however, mansfield and colleagues (2016) found that contextual and individual barriers are faced by teachers who want to go the work. as a result, resilience is shaped by a dynamic interaction between individual and environmental resources and longterm interaction between risk and protective variables. the idea of teacher resilience is not original, but it does draw from a corpus of literature on resilience in general. in the face of difficulty, resilience is developed through a dynamic and interactive process of risk management (drew & sosnowski, 2019 mansfield et al., 2016). the latent construct comprises five indicators: personal competence, social competence, family coherence, social support and unique structure. the first indicator is personal competence. https://journals.e-palli.com/home/index.php/ajmri pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 emotional competencies are character qualities and skills that impact your performance in business and life. according to the university of pennsylvania law school, personal competencies are self-awareness, drive, relationship skills and confidence. whether you will succeed as a manager or an employee can be determined by the total of these qualities. as a result, the personal competence of the teacher becomes crucial to the business school’s effectiveness. as a result, educators must adapt to the shifting demands of their organizations and equip themselves to better prepare pupils. the competence of the teacher is crucial from a strategic standpoint. business schools may hire high-caliber instructors, but it is getting harder and harder to find dedicated instructors. given the evolving situation, the study article analyzes human characteristics required for efficient instruction in business schools. a significant development is that competency is now generally regarded and used in enterprises as a crucial tool for human resource tasks like talent selection, retention, and development. additionally, competences define the abilities, information, and mindset necessary for a successful career (bakhru, 2018). the second indicator is social competence. social competence refers to the ability to communicate with people in a meaningful way is referred to as social competence. it is an essential skill that interventions might influence. (junge, et al., 2020). moreover, it is described as the capacity to manage social situations skillfully. to put it another way, social competence is the ability to get along well with others, build and sustain close relationships, and behave appropriately in social situations. furthermore, social competence is the capacity of instructors to interact and communicate successfully with students, other educators, school staff, learners’ parents and guardians, and the local community (parnawi et al., 2018). furthermore, one of the most important competencies required for successful performance in the teaching profession is social competence (dubovicki, 2015) the third indicator is family coherence. in an observational, cross-sectional, multicenter research of families dealing with the palliative phase of illness, low hope, anxiety, and depressive symptoms were widespread in cancer patients and their family members. the significant conclusions demonstrated that hope, anxiety, and depressive symptoms were strongly and independently correlated with family coherence. higher expectancy and lower levels of stress and depressive symptoms were linked to a stronger family sense of coherence in both cancer patients and their loved ones. the fourth indicator is social support. social support refers to the emotional and practical resources a social network offers to assist people in managing stress. it is frequently cited as a crucial element of solid interpersonal bonds and psychological well-being. social support is essential to having a network of family and friends to turn to in difficult times. these relationships are critical to your ability to function in your day-to-day life, whether you are experiencing a personal crisis and require immediate support or simply want to spend time with people who care about you. social support gives people the strength to persevere and even thrive during stressful circumstances (cherry, 2020). on the other hand, having close relationships with others, whether they be love partners, best friends, family, or coworkers, is crucial for meeting psychological requirements and providing social support. these connections also meet the needs for autonomy and, to a lesser extent, competence, in addition to the relatedness need. the best personal relationships are ones in which each partner supports the other’s requirements for relatedness, competence, and autonomy. additionally, obtaining social support boosts self-efficacy, especially when it comes from people exposed to the same stressor and capable of handling it (deci and ryan 2014; kassis et al., 2019). the last indicator is a unique structure. on a different side, arrangements are necessary for an organization to reflect legislative, regional, and organizational requirements. an organizational structure is a framework that specifies how specific tasks are to be carried out to meet the objectives of an organization. rules, roles, and obligations may be a part of these activities. the organizational structure also governs the company’s internal information flow between levels. (butler & wilson, 2015). to summarize, motivated and enthusiastic are long seen as essential to delivering high-quality education; this necessitates that they feel well. there are two advantages to improved teacher well-being. first, it may enhance the effectiveness and happiness of teachers. second, it can spread among students, resulting in more pleasure, which affects academic outcomes. job performance increasing work complexities and divergent demands may cause workplace stress, becoming a prominent and pervasive component of modern organizations. the acts teachers take in classrooms to accomplish educational goals might be considered part of their job performance. furthermore, job performance is a critical element that has received serious attention in the fields of psychological and human resource management. highstress levels negatively impact our physical and mental health, resulting in poor performance. when teachers experience high levels of stress, they become dissatisfied, which leads to poor work performance (johari, tan, & zulkarnain, 2018; hwang et al., 2017; liyana & nor, 2020; senthilkumar, 2018). on the other hand, job performance is the accomplishment of a person’s work in a specific period that has gone through a standard work process. according to some researchers, teacher performance is evaluated based on quality, quantity, and time. the achievement of an employee’s duties and obligations, including additional responsibilities outside of his commitments, is referred to as job performance (jalil et al, 2015; yuwonoa et al, 2020). https://journals.e-palli.com/home/index.php/ajmri pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 the achievement of student learning outcomes can be used to assess a teacher’s job performance (shrestha, m. 2019; baluyos, et al 2019). performance is a concept that refers to the accomplishment results attained by employees through applicable procedures under the supervision of leaders (ayundasari, et al 2017). individual and group performance are required to achieve organizational performance (arifin, 2019; virgana, 2021). furthermore, the primary goals of schools are to teach and learn. they serve as society’s foundation for youth development. school principals direct and guide teachers in carrying out their responsibilities to achieve this ultimate goal. to promote teaching and learning in a school, the principal leadership specifically has the authority to advance teacher efforts. teachers’ jobs must be divided into subcategories of planned goal frameworks, multidimensional job performance constructs, teacher performance factors, competence standards, and kpis to manage and measure job performance, such as teaching planning, classroom management, and evaluation. this will strengthen the process. (armstrong, et al, 2014; atsebeha,2016; bolman et al, 2018; ishak, et al, 2019). on the other hand, teaching is widely regarded as one of the most critical and challenging occupations in modern society. these professionals are held accountable for their students’ academic success and social and emotional development. given the high demands and expectations for student development, teachers’ job performance, which is linked to student outcomes, is a significant concern for a wide range of stakeholders, including principals, parents, policymakers, and society at large (alrajhi et al., 2017; hwang et al., 2017; li et al., 2018). furthermore, there appears to be irregular salary payment, a perception of a lack of support for their work, and poor working conditions, frequently leading to poor teacher job performance. for example, it has been stated that money is an economic reward and a means of increasing job satisfaction among nigerian workers. teachers’ performance must be oriented toward educational goals and objectives relevant to their job (obineli, 2013; obozuwa, 2018). the first indicator is altruism. altruism is the unselfish concern for others—acting only out of a desire to assist, rather than feeling compelled to do so out of duty, loyalty, or religious obligations. it entails taking action out of concern for the welfare of others. additionally, it is a component of what social psychologists call prosocial conduct, any activity that benefits others, regardless of its motivation or how the giver benefits from it. some people distinguish between prosocial action and what is occasionally referred to as pure altruism, which is genuine selflessness without any expectation of or desire for reward for oneself (cherry, k., 2020). while altruism behavior was initially included among the research topics of religion and philosophy, it began to be investigated by theorists and researchers in the field of psychology once philosophy became a scientific discipline. altruism is a motivation that seeks to improve the well-being of others, as opposed to egoism, which aims to improve one’s own well-being. voice behavior also includes motivation to assist the organization, society, or individual, and it is described as a collaborative behavior based on altruism. altruistic behavior is motivated b voluntarism, whereas complaint behavior is expected in the case of a mistake (of & erkublay, 2020; yöntem & lhan, 2013). significantly, altruism is the behavior of voluntarily assisting other employees on tasks closely related to the task at hand within the company. one factor that can help altruism is a friendship relationship. it is also a spontaneous and direct behavior to assist others. (alzu’bi, 2011, emilisa 2019). the second indicator is conscientiousness. conscientiousness is the quality of being watchful or meticulous in one’s behavior. it suggests a desire to work hard and a severe attitude toward duties owed to others. instead of being loose and disorganized, conscientious people are typically practical and well-organized. they tend to be reliable, show self-control, behave honorably, and strive for success. they also exhibit planned behavior as opposed to impulsive action. it shows itself in typical actions like being orderly and methodical, as well as qualities like being meticulous, thorough, and deliberate (lahiri et al, 2020). furthermore, conscientiousness is a competence, order, dutifulness, striving for achievement, and self discipline in which the employee realizes the value of accomplishing a goal and puts forth enthusiastic, patient, and tireless efforts to feel satisfied by successfully carrying out the obligation. when compared to other leadership characteristics, conscientiousness emerges as the most reliable predictor of employee job performance (maisarah et al., 2016). the last indicator is task performance. task performance can be defined as the efficiency with which job holders do their duties. perform tasks that directly implement a portion of the organization’s technological process or indirectly supply it with the resources or services it requires. both methods contribute to the technical core of the organization. it is significant because it refers to creating goods and services specific to a given work and necessitates that staff members acquire and use fundamental technical abilities. while job performance is essential, contextual performance improves the workplace environment by fostering more robust social networks. moreover, research indicates that while contextual performance improves up to 40 to 50 years of age and remains constant, employee task performance increase. this has always been a cause for concern in the hospitality sector, where employee performance is linked to customer satisfaction (kalia, n. & bhardwaj, b., 2019). task performance, which describes “actions that support the creation of a good or the delivery of a service,” is particularly significant (p. 67). it entails behaviors that differ between jobs, are likely to be role-prescribed, and are typically included in job descriptions. because it is https://journals.e-palli.com/home/index.php/ajmri pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 related to core job tasks, identifying general structures for task performance is difficult, so context-specific frameworks are used instead. only two of the five task performance indicators were shared by highand lowlevel positions: technological expertise and output (in terms of quantity and quality) (salgado and cabal 2011; work & questionnaire, 2019). on the other hand, in this approach, task performance is emphasized. it is defined as all duties that are directly related to primary job responsibilities. it refers to the competence with which employees carry out the tasks accepted as part of their jobs. as a result, it is consistent with those who claim that job performance can be defined as the effectiveness of employees’ activities that contribute to achieving organizational goals (farooqui, m.s.,et.al 2014; tworek, k. 2020). to sum it up, the quality of an employee’s work and their degree of productivity are significantly influenced by their office environment. employee’s drive to work and willingness to gain new skills are influenced by how well the workplace engages them. the motivation and aptitude of an employee, as well as how well they handle constraints in the workplace and hostile surroundings, all affect how well they accomplish their jobs. because it causes behavioral disturbances and a decline in job performance, this cannot be ignored. adaptive behavior teacher adaptability is a new concept in teacher effectiveness research, with evidence linking it to better outcomes for teachers and students. teachers must be adaptable because they must respond daily to change, novelty, and uncertainty. furthermore, in this study, teacher adaptability is a personal determinant of teacher efficacy. in addition, teacher adaptability refers to a domain-specific trait that has emerged from a larger body of research on overall adaptability. teacher adaptability has been linked to positive outcomes for both teachers and the students they teach (practice, 2018; r.j. collie & martin, 2016; r. j. collie & martin, 2017). furthermore, adaptability in teachers has been linked to positive outcomes for both teachers and students. adaptive teachers report more outstanding organizational commitment and a higher sense of well-being. furthermore, teacher adaptability is connected indirectly to students’ numeracy achievement in the teachers’ wellbeing. it is important to note that adaptability is distinct from the resilience construct of the lifespan theory of control. significantly, adaptability refers to a person’s reaction to change, novelty, and uncertainty. these situations and responses can be positive and negative for an individual, whereas resilience is aligned with a risk management approach to adverse conditions. furthermore, adaptability has been linked to “significant academic and non-academic outcomes among adolescents and employees” (practice, 2018; r.j. collie & martin, 2016, p.29; r.j. collie & martin, 2016; martin, 2017). adaptive behavior, on the other hand, is characterized as taught behavior that is carried out to satisfy social expectations in a range of living contexts, including the home, school, workplace, and other community settings. adaptive conduct is based on chronological age since we have varied expectations of all community members as they age (tass, 2020). furthermore, adaptive behavior has grown in interest and importance for organizations. new technologies and restructuring in response to the financial crisis require employees to adapt to changing work systems and roles. furthermore, adaptive behavior demonstrates the importance of addressing employees’ ability to adjust to changes in the workplace. employee adaptability can result in organizational benefits like change management, organizational learning, and meeting changing customer expectations (gorostiaga et al., 2022; landy & conte, 2016; park & park, 2019). notably, it includes the skills that a person needs to meet personal needs and cope with their environment’s social and natural demands. adaptive behavior has been broadly defined as “the effectiveness and degrees to which the individual meets the standards of personal independence and social responsibilities.” these abilities include being able to take care of one’s health and safety on one’s own, dressing and bathing oneself, speaking, acting in a socially acceptable manner, effectively using academic abilities, engaging in leisure and work, and leading a lifestyle in the community (price et al., 2018). on the other hand, the definition of “adaptive behavior” was given as “how well and to what extent the individual satisfies the criteria of personal independence and social duties required for his or her cultural group,” including what a person does to take care of themselves and others and to interact with others. the construct contains the abilities that a person needs to meet their requirements and the expectations of their environment, both social and natural. these abilities include being able to dress and bathe oneself independently, communicate, act in a socially acceptable manner, effectively engage in academic skills, leisure and employment, and engage in a community lifestyle. they also include the ability to take care of one’s own personal health and safety. deficiencies in adaptive functioning cause individuals to fall short of developmental and sociocultural norms for social responsibility and self-reliance. without continued assistance, the adaptive impairments restrict functioning in one or more everyday tasks, such as social interaction, independent living, and communication, in various situations, involving the neighborhood, work, school, and home. (price et al., 2018; solomon, 2017). to sum it up, covid-19, on the other hand, has produced a pressing need for companies to adjust to quickly changing situations while facing significant uncertainty. the disruptions have all impacted the long-term plans, company models, workforce size and composition, and everyday working conditions of employees. it has never been more crucial to be able to lead and implement change in such situations. however, a well-planned strategy is https://journals.e-palli.com/home/index.php/ajmri pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 less likely to succeed. bas because disruptions continue to provide unanticipated problems on the requirement for ongoing change, we evaluate suggested managerial procedures for assisting employee adaptive performance. methodologys this study employed a quantitative approach, using a correlation design to assess the relationship between resilience and job performance, resilience and adaptive behavior, and job performance and adaptive behavior descriptive non-experimental correlational design controlled the extent of a relationship between two or more variables (goertzen, 2017). in this study, correlation method is the best design to meet the study’s objectives and determine whether the hypothesis is accepted. if the significance value is more significant than .05, ho is born, and ha is accepted. hypothesis testing determines if the correlations can be strong or weak (creswell, 2012). moreover, it is also a fact-finding investigation that allows the researcher to look into the characteristics, actions, and experiences of study participants, which was applied in the data collection (calmorin, 2007). furthermore, this is correlational since it investigates the relationship between variables such as resilience, job performance, and adaptive behavior, using the survey questionnaire to gather the primary data. more specifically, the interest of the study is to investigate the relationship between resilience and adaptive behavior; the relationship between adaptive behavior and job performance; the relationship between strength and job performance; and the mediating effect of adaptive behavior on the relationship between resilience of teachers and job performance in public elementary schools in kiblawan district. finally, path analysis was utilized in determining the mediation. results and discussion level of resilience of public elementary school teachers shown in table 1 is the level of resilience. the overall mean score was 4.19 labeled as high, showing consistency in responses with standard deviation of below 1.0 or 0.460. it can be noted consistency is also manifested in the mean scores of responses across all resilience indicators which revealed less than 1.0 standard deviations. among the indicators of resilience, family coherence, social support and personal competence have the highest means at 4.33, 4.30 and 4.25 respectively with corresponding standard deviations of 0.555, 0.553 and 0.518. although at relatively lower levels, the respondent public school elementary teachers still expressed high in terms of personal structure, with mean score of 4.12 and standard deviation of 0.563, and social competence, with mean score of 3.93 and standard deviation of 0.524. level of job performance of public elementary table 1: level of resilience indicators sd mean descriptive level personal competence 0.52 4.25 very high social competence 0.52 3.93 high family coherence 0.56 4.33 very high social support 0.55 4.30 very high personal structure 0.56 4.12 high overall 0.46 4.19 high school teachers shown in table 2 is the level of job performance. the overall mean score was 3.95 labeled as high, standard deviation of less than 1.0 in all indicators, including the overall job performance level indicates consistency of the responses among the respondents. task performance has the highest mean score at 4.06 (standard deviation at 0.512), followed by altruism with mean score of 4.02 (standard deviation at 0.543), and then conscientiousness with mean score of 3.76 (standard deviation at 0.520). moreover, overall, job performance level has a mean score of 3.95 (standard deviation of 0.456). all scores denote that the level of job performance of the teachers is high. level of adaptive behavior of public elementary table 2: level of job performance indicators sd mean descriptive level altruism 0.54 4.02 high conscientiousness 0.52 3.76 high task performance 0.51 4.06 high overall 0.46 3.95 high school teachers shown in table 3 is the level of adaptive behavior of the respondent elementary school teachers. results showed that the teachers have high degree of adaptive behavior with mean score of 4.17 and standard deviation of 0.468. seventeen (17) out of 26 behavioral practices namely: appropriate group game behavior demonstration (mean score = 4.18, standard deviation = 0.628); shoe tying (mean score = 4.17, standard deviation = 0.692); activity readiness (mean score = 4.17, standard deviation = 0.618); adjusting behavior to expectations (mean score = 4.25, standard deviation = 0.645); contact information communication (mean score = 4.13, standard deviation = 0.631); toileting care and assistance (mean score = 4.13 , standard deviation = 0.659); verbal responsiveness (mean score = 4.11, https://journals.e-palli.com/home/index.php/ajmri pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 standard deviation=0.634); written communication comprehension (mean score=4.11, standard deviation =0.688); academic communication (mean score= 4.11, standard deviation=0.636); physical exchange responsiveness (mean=4.11, standard deviation=0.626); environmental and social cues responsiveness (mean =4.10, standard deviation=0.640); group situation interaction (mean=4.09, standard deviation=0.665); verbal communication comprehension (mean score =4.08, standard deviation=0.621); disagreement resolution (mean score=4.07, standard deviation=0.617); friendly teasing responsiveness (mean score = 4.06, standard deviation=0.661); interpersonal interaction (mean score=4.05, standard deviation=0.664); and expressive vocabulary adequacy (mean score=3.92, standard deviation=0.682) exhibit high levels. meanwhile, the remaining 9 adaptive behavioral practices showed very high levels. these are: proper hygiene table 3: level of adaptive behavior items sd mean descriptiv e level comprehending typical verbal communications (e.g., verbal directions, conversations, questions) 0.62 4.08 high providing relevant verbal responses to conversations, questions, etc. 0.63 4.11 high communicating name, address, and phone number 0.63 4.13 high having an adequate expressive vocabulary 0.68 3.92 high comprehending written communication (e.g., understanding written directions, signs, symbols, warnings, etc.) 0.69 4.11 high applying functional academics to communication (e.g., reading a letter, writes a letter, reads and fills out a form, etc.) 0.64 4.11 high taking care of toileting needs 0.66 4.13 high tying or fastening shoe 0.69 4.17 high fastening articles of clothing (e.g., zips, buttons, etc.) 0.66 4.22 very high demonstrating appropriate hygiene (e.g. clean hands and face, free of body odor, changes clothing when appropriate, etc.) 0.66 4.46 very high demonstrating appropriate mealtime behavior (i.e., skills involved in eating, drinking, disposing of trash, etc.) 0.68 4.28 very high turning on faucet, flushing toilet, operating light at lunch, at work, etc. 0.71 4.32 very high taking care of personal property (e.g., clothing, toys, books, pencils, etc.) 0.66 4.46 very high demonstrating appropriate behavior (e.g., walking, sitting, speaking, controlling temper, etc.) for the immediate environment (e.g., home, school, movie, restaurant, work, etc.) 0.70 4.31 very high sbeing ready for an activity at the specified time (e.g., verbal directions, conversations, questions, etc.) 0.62 4.17 high demonstrating appropriate social interaction skills (e.g. maintaining appropriate distance from others, greets others appropriately, etc.) 0.59 4.22 very high responding appropriately to typical physical exchanges with other persons (e.g., being bumped, touched, brushed against, etc.) 0.63 4.11 high responding appropriately to friendly teasing (e.g., jokes, sarcastic remarks, name calling, etc.) 0.66 4.06 high interacting appropriately in a group situation (e.g., at a table with several peers, at a desk with peers nearby, standing in line, walking with a group, etc.) 0.67 4.09 high demonstrating the ability to appropriately resolve disagreements (e.g., withdrawal, talking, etc.) 0.62 4.07 high making appropriate use of free time 0.68 4.20 very high responding appropriately to environmental social cues (e.g., when it is appropriate to interact, when it is not appropriate to interact, etc.) 0.64 4.10 high interacting appropriately with one other person (e.g., in a tutoring situation, in a team situation, at lunch, at work, etc.) 0.66 4.05 high shares with others 0.64 4.21 very high adjusting behavior to expectations of different situations (e.g., classrooms, recess, etc.) 0.65 4.15 high demonstrating appropriate behavior in group games (e.g., following existing rules, shows good sportsmanship, etc.) 0.63 4.18 high overall 0.47 4.17 high https://journals.e-palli.com/home/index.php/ajmri pa ge 97 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 demonstration with mean score of 4.46 (standard deviation = 0.661), personal property care with mean score of 4.46 (standard deviation = 0.656), facility management with mean score of 4.32 (standard deviation = 0.710), appropriate behavior demonstration with mean score of 4.31 (standard deviation = 0.701), appropriate mealtime behavior demonstration with mean score of 4.28 (standard deviation = 0.679), clothing assistance with mean score of 4.22 (standard deviation = 0.655), appropriate social interaction with mean score of 4.22 (standard deviation = 0.590), sharing demonstration with mean score of 4.21 (standard deviation = 0.638) and free time appropriate usage with mean score of 4.20 (standard deviation = 0.683). with all standard deviations below 1.0, this means that the public elementary school teachers manifested high level of adaptive behavior in general. correlation between resilience and job performance of public elementary school teachers presented in the table 4, the results revealed that there is a significant association between resilience and job performance with p-value of less than 0.05, which is significant at 0.05 level of confidence and even at 0.01. this indicates significant relationship between the variables. r-value was found to be at 0.785 which represents positive relationship. personal competence, which is one of the indicators of resilience, resulted in r-value equivalent to 0.622 on altruism, 0.524 on c conscientiousness, and 0.576 on task performance, all signifying positive relationship, and at p-value of less than 0.05 across all measures of job performance, the relationships proved significant. similarly, social competence produced r-value of 0.607, 0.578 and 0.596 on altruism, conscientiousness and task performance respectively. this depicts positive relationship which is significant at both 0.05 and 0.01 significance level since the resulting p-value is less than 0.05. family coherence also exhibited positive relationship, which is significant at 0.05 and 0.01 levels of significance with r-value of 0.559 (p = 0.000) on altruism, 0.485 on conscientiousness (p=0.000), and 0.504 (p= 0.000) on task performance. likewise, social support depicted significant positive relationship on altruism (r-value = 0.646, p= 0.000), conscientiousness (r-value = 0.501, p = 0.000) and task performance (r-value = 0606, p = 0.000). personal structure also presented significant positive relationship with altruism having r-value of 0.622 at p=0.000. the same is true on its relationship with conscientiousness with r-value of 0.534 at p= 0.000, and task performance with r-value of 0.695 at p = 0.000. the relationships of these variables tested significant at set level of significance at 0.05, and also at 0.01. the above results led to the rejection of the hypothesis which states that there is no significant relationship between resilience and job performance of public-school elementary teachers. correlation between resilience and adaptive table 4: significance of the relationship between the resilience and job performance resilience job performance altruism conscientiousness task overall performance personal competence social competence .622* (0.000) .524* (0.000) .576* (0.000) .663* (0.000) family coherence social support personal structure .607* (0.000) .578* (0.000) .596* (0.000) .684* (0.000) .559* (0.000) .485* (0.000) .504* (0.000) .595* (0.000) .646* (0.000) .501* (0.000) .606* (0.000) .674* (0.000) .622* (0.000) .534* (0.000) .695* (0.000) .711* (0.000) overall .721* (0.000) .618* (0.000) .703* (0.000) .785* (0.000) *significant at 0.05 significance level behavior of public elementary school teachers as presented in the table 5, all indicators of resilience showed p-values of 0.000 which means that the relationship of each indicator (personal competence, social competence, family coherence, social support, and personal structure) to adaptive behavior is significant at significance level of 0.05, even at 0.01. the positive r-values also show positive linear relationship between each indicator of resilience and adaptive behavior. further, the overall result with r-value of 0.689 and p-value of less than 0.05, means that there is a significant relationship between resilience and adaptive behavior, and thus the null hypothesis which states that there is no significant relationship between the two variables is rejected. correlation between adaptive behavior and job performance of public elementary school teachers shown in table 6 were the results of the relationship between adaptive behavior and job performance are depicted in table 5. adaptive behavior shows r-value of 0.624 (p=0.000) on altruism, r-value of 0.544 (p=0.000) on conscientiousness (p=0.000), and r-value of 0.630 on task performance (p=0.000). all p-values at <0.05 represent significant relationship between the variables at 0.05 and even at 0.01 level of significance. similarly, adaptive behavior and overall, job performance showed https://journals.e-palli.com/home/index.php/ajmri pa ge 98 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 table 5: significance of the relationship between the resilience and adaptive behavior resilience adaptive behavior overall personal competence .620*(0.000) social competence .512* (0.000) family coherence .543* (0.000) social support .656* (0.000) personal structure .588* (0.000) overall .689* (0.000) *significant at 0.05 significance level. table 6: significance of the relationship between the adaptive behavior and job performance adaptive behavior job performance altruism conscientiousness task performance overall overall .624.* (0.000) .544* (0.000) .630* (0.000) .691* (0.000) *significant at 0.05 significance level.* statistically significant positive relationship at both 0.05 and 0.01 significance level as evident in r-value of 0.691 with p-value of less than 0.05. therefore, the hypothesis that there is no significant relationship between adaptive behavior and job performance is rejected. mediating effect of adaptive behavior on the relationship between resilience and job performance of public elementary school teachers shown in table 7 is the path analysis on the mediating effect of adaptive behavior on the relationship between resilience and job performance and the result is partially mediated. the data obtained in this table were results after conducting the spss amos. results show that the path between resilience and adaptive behavior (path a) is significant at 0.05 level of significance. the path between adaptive behavior and job performance (path b) is also significant at the same level of significance, 0.05. the path between resilience and job performance (path c) is likewise significant considering significance level of 0.05. with very low levels of standard errors, the estimates are therefore more precise. considering the significance in the relationships of the above variables, results further indicated that the causal relationship between resilience and adaptive behavior, which displayed a positive coefficient of 0.70 means that resilience affects the adaptive behavior of public-school teachers in the sense that the presence of resilience increases manifestation of adaptive behavior. it also suggests that the effect of resilience on adaptive behavior is about 70%. in addition, adaptive behavior and job performance also has a positive coefficient equivalent to 0.28 which relates that the more evident is the adaptive behavior among public school teachers, the higher is their level of job performance. this also implies that the size of effect of adaptive behavior on job performance is 28%. further, the coefficient which equals 0.58 on the relationship between resilience and job performance suggests that the two variables are positively related, that is the higher resilience is manifested the better is the job performance. congruently, about 58% of the level of job performance can be explained by resilience. the mediating effect of adaptive behavior on the table 7: mediating effect: path analysis (partial mediation) estimates path unstandardized standardized se c.r. p res --> ab .701 .689 .042 16.715 *** ab --> jp .278 .286 .045 6.230 *** res --> jp .582 .588 .045 12.819 *** relationship between resilience and job performance is statistically significant at 0.05 level of significance. this asserts that adaptive behavior mediates the relationship between resilience and job performance. this is depicted in figure 1. the mediating effect of adaptive behavior is supported by the fact that the regression coefficient on the relationship between resilience and job performance has been substantially reduced from 0.785 (see table 6) to 0.582 but remained significant. this demonstrates that only part of the resilience is mediated by adaptive behavior and that other portions are either direct or mediated by some other factors that were not included in the model. it can be derived that the degree of correlation between resilience and job performance with the consideration of adaptive behavior in the equation is represented by the direct effect value of 0.582. the indirect value, computed as the product of coefficients of path a and path c (0.70 x 0.28), is equivalent to 0.196 and measures the amount of effect between resilience and job performance that was transferred to adaptive behavior. dividing the indirect effect value (0.196) by the total effect (0.785) results in 0.250. this means that 25% of the overall influence of resilience on job performance is mediated by adaptive behavior, while the rest of the 75% are either direct or mediated by factors that were not included in the model. x =resilience y=job performance m = adaptive behavior https://journals.e-palli.com/home/index.php/ajmri pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 90-102, 2022 figure 1: the mediating effect of adaptive behavior on the relationship between resilience and job performance conclusions based on the findings, the following conclusions are derived. firstly, is the public elementary school teachers have high level of resilience, job performance, and adaptive behavior. the high level of job performance is consistent with the exhibited high level of strength and adaptive behavior. secondly, a significant relationship exists among the three research variables: resilience, performance, and adaptive behavior. the findings also revealed that the strength of the public elementary school teachers has a significant positive effect on job performance. this could indicate that as resilience becomes increasingly manifested among school teachers, they tend to better carry out their duties and responsibilities better. the study also showed a significant positive correlation between adaptive behavior and job performance. this suggests that the more evident the adaptive actions are among teachers, the more efficient they are in executing their daily tasks. further, the research investigation also proved a significant positive association between resilience and job performance. when teachers can successfully cope with and not cower to the challenges, they tend to exhibit more enthusiasm in delivering their output. lastly, while resilience and adaptive behavior individually significantly influence their job performance, the results strongly emphasize the role of adaptive behavior in mediating the effect of strength in that 25% of the total influence of resilience on job performance went through adaptive behavior. the remaining 75% may be attributed to the other factors not delved into in this study. overall, the study reinforces the role of resilience for employees working under unfavorable conditions in the context of job performance. it demonstrated that adaptive behavior as a mediator also explains the relationship between strength and job performance. the result is in parallel to the theory of individual adaptability theory (i-adapt) by ployhart and bliese (2006), which claims that a person’s capacity for changing or adapting to various task, social, and environmental characteristics is represented by their ability, skill, disposition, willingness, and motivation. references alrajhi, m., aldhafri, s., alkharusi, h., albusaidi, s., alkharusi, b., ambusaidi, a., & 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(2020) linking transformational leadership to performance: a study in a correctional institution. journal of southwest jiaotong university, 55(6). https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 33 american journal of multidisciplinary research and innovation (ajmri) beyond the instructional functions of teachers: a phenomenological study mae caroline j. tolibas1*, lydia m. morante2 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.765 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 14, 2022 accepted: october 19, 2022 published: october 29, 2022 this study explored the lived experiences of elementary teachers with multiple ancillary functions and how they are coping with their multiple assignments. a qualitative-transcendental phenomenology method of research was utilized, and the informants were selected using a purposive sampling technique. findings of the study revealed the experiences of elementary teachers with multiple ancillary functions such as time management, work stress, and teacher productivity. meanwhile, in terms of how they cope with the challenges of having multiple ancillary functions, the elementary teachers specified that planning ahead of time, collaborating with colleagues, and being positive in the workplace are the ways they used to alleviate the challenges and pressure that they are experiencing. lastly, the elementary teachers uttered that building a harmonious relationship with colleagues, having a positive mindset, offering financial support, and coming up with a working schedule could help address the challenges of having multiple ancillary functions keywords multiple ancillary functions, elementary teachers, coping mechanisms, phenomenology introduction the nature of a teaching job entails daily planning for the educational process, preparation of instructional materials, checking of activities, and recording of the learner’s academic performance. however, in most schools around the world, teachers are undeniably preoccupied with the overloaded roles and responsibilities assigned to them. teachers are burdened because of the many functions that the school or the administration expects them to carry out which can lead to bringing their work at home in order to submit the needed requirements on time. as a matter of fact, they also have another duty to perform which is already beyond their instructional functions and that adds weight to their weary shoulders. beyond the instructional functions of teachers means that aside from teaching their students in school, additional non-teaching assignments are assumed by the teachers. a teacher can be assigned to several additional functions or support roles (david et al., 2019). in other words, they are not just called to perform their duty as a classroom teacher or adviser but also given extra non-teaching functions as additional workloads called ancillary services. however, teachers receive much lesser compensation as compared to the other professions, they are overloaded and burdened yet underpaid. into and gempes (2018) noted that teachers are classified into two. these are teachers with ancillary services functions and teachers without ancillary services functions. these extra non-teaching functions demand teachers’ time, commitment, capacity, and effort in acting out this extra duty, sometimes at the expense of teachers conducting lessons woefully unprepared. consequently, it may have an adverse effect on the student’s performance in school and teachers’ enthusiasm in delivering lessons due to lack of preparation. many other responsibilities and roles aside from actual teaching are excessively given to the teachers which, in turn, can affect their teaching and deteriorate the quality of instruction (leyco, 2019). likewise, the intensification of the teacher’s workload has been identified as an undesirable consequence of school management (timperley and robinson, 2010). furthermore, ordinary public school teachers spend much of their time in the classroom preparing, structuring, teaching, grading students’ works, attending meetings as well as submitting required documents, giving attention to the student’s needs, getting involved in a variety of student extracurricular activities, and interacting with parents about their child’s progress in school. just the time that they arrived at school to perform what is expected of them and the moment they leave school, does not mean that teachers can now freely do other equally important activities outside teaching. these are the tasks that can already cause pressure and trouble to teachers who have more than fifty students in one class to attend to. hence, the researchers also believe that public school elementary teachers are overworked and their healthboth mental and physical, can also be an utmost concern if not taken into consideration. as observed by the researchers, teachers experienced being physically unwell, stressed, and exhausted, suffering from sleeping problems, and feeling miserable most of the time due to multiple tasks they need to accomplish. it is because of the very challenging job of a teacher, as well as they are overburdened with multiple ancillary functions that they cannot refuse, for it might affect their individual performance commitment and review ratings. in the same way, students would not be able to cultivate their multiple intelligences as a result, and their learning experiences and performance would not be enhanced (cabuquin, 2022). likewise, tasks that were left undone due to lack of time and pressure given by their school can cause them the feeling of uneasiness with so much weight on their shoulders (klassen and 1 bayanihan elementary school, tacloban city 6500, leyte, philippines 2 eastern visayas state univeristy, tacloban city 6500, leyte, philippines * corresponding author’s e-mail: tolibasmaecarolinej@gmail.com https://doi.org/10.54536/ajmri.v1i5.765 https://journals.e-palli.com/home/index.php/ajmri mailto:tolibasmaecarolinej%40gmail.com?subject= pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 33-43, 2022 chiu, 2010). teachers, specifically those who are teaching in public schools, have numerous tasks to accomplish and attend to, which are comparable to the reduction of their energy. this kind of work stress stuns the teachers and disturbs them in various aspects, sometimes negatively on their work performance within their school (hendawi, 2020). while there are studies conducted to determine the teachers’ workloads, the capability of teachers to work under pressure, the performance of teachers, and time management, there are only a few studies focusing on the teachers having multiple ancillary functions in school and most of them are from the international settings. the experiences of elementary teachers beyond their instructional functions as can be observed in the fund of knowledge have not been fully explored. most of the literature were focusing on the analysis of different variables used related to the teachers’ time management, performance, teaching styles, and classroom management skills using correlational or comparative research designs. it is on this premise that this phenomenological study was conducted to explore and gain an in-depth understanding of the lived experiences of public-school elementary teachers with multiple ancillary functions in the department of education, division of tacloban city where one of the researchers is currently employed as a public-school elementary teacher. the present study contends that knowing the teachers’ experiences and coping mechanisms can provide insights to the whole deped community, particularly the elementary teachers who are experiencing the same dilemma but are just keeping the struggles to themselves. study objectives this study explored the lived experiences of elementary teachers with multiple ancillary functions and how they are coping with their multiple assignments. specifically, this study sought to: 1. explore the experiences of teachers with multiple ancillary functions; 2. determine how teachers cope with the challenges of having multiple ancillary functions; and 3. determine the teachers’ insights which they can share with their colleagues and the academe in general. literature review the department of education (deped) in the philippines serves as a frontline for ensuring access to, encouraging equity in, and enhancing the quality of basic education. with today’s growing need to provide an education that is free, accessible, and quality primary and secondary teaching and learning, teachers at all grade levels are encouraged and even compelled by the school administration to climb up the ladder. thus, raising the requirements needed for becoming a teacher and pushing them to get their master’s and/or doctorate degrees for the purpose of ensuring adequate, equitable, and quality education for all learners. david et al. (2019) stressed the necessity of reducing the public school teachers’ non-teaching functions to provide them with adequate and quality time to do classroomrelated activities. in such a way, school administrators can be guided on what has to be added or eliminated from the workloads of teachers especially the elementary teachers who are handling almost all subject areas. pigozzi (2008) added that the breakdown of each workload of the teachers should be more specific and concise to identify the root causes of teachers’ problems in managing time. moreover, ndioho and chukwu (2017) found that teachers’ workloads greatly affect the performance of learners in the classroom. the teachers become less effective in delivering their lessons because of a lack of preparation and consequently, deteriorates the quality of teaching and learning that teachers can provide. nyawara (2010) likewise discussed the impact of teachers’ additional workloads and found out that job overloads contribute to the low performance of teachers in taking care of their learners’ needs and interests. gwambobo (2013) also revealed that teachers’ teaching and extra nonteaching tasks are associated with the learners’ academic performance. as additional workloads influence the teaching performance of elementary teachers, a need to explore their lived experiences of handling multiple assignments is necessary as it will guide the entire education community to craft a new system to address these issues on the teachers’ stress, time management, and teaching performance. several studies disclosed that having many teaching and non-teaching workloads can give a negative impact on the learning process. perks (2015) further stated that a good workload allocation causes teachers to become more efficient and effective on their job. a good workload must be transparent, and fair, and must be based on the teachers’ capacity to carry out the tasks (retubada, 2014). most teachers are overloaded by these many ancillary tasks which could affect their time management and make them exhausted. mosha (2017) noted that reducing teachers’ teaching and non-teaching tasks can lead to an increase in teachers giving quality service and performance. as a result, it may lead to a decrease in the number of teachers who are experiencing issues such as physical and mental stress, errors in work, professional competition, poor teaching performance, work-life imbalance, and burnout (chirmi, 2016). in recent years, teachers in public schools are now assigned to different coordinators in their respective schools (toshiyuk and nadezhda, 2016). llego (2019) indicated that in giving non-teaching assignments to the teachers, their regular work must be considered. the feeding coordinator rendered at least 2-3 hours of teaching load while the teacher librarian coordinator rendered 3 hours of actual teaching and 3 hours of duty in the library. the guidance coordinator, school registrar coordinator, and school nurse/clinic teacher coordinator likewise rendered three hours of teaching load and three hours on other https://journals.e-palli.com/home/index.php/ajmri pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 33-43, 2022 ancillary services. the journalism coordinator is also given a teaching load and one school paper advisory. despite the issues and concerns experienced by teachers on having multiple assignments, into and gempes (2018) unveiled that there are also teachers who shared positive experiences on having multiple ancillary tasks as they found opportunities like being able to attend training and seminars and being recommended to be a speaker on different occasions. however, it must be noted that not all teachers who are handling multiple assignments may have the opportunity to experience the same as others encountering problems like time management. khan, et al (2016) pointed out the importance of effective time management in order to handle different circumstances and maximize time for instruction and planning of activities. (mungasia, j. a et al. 2022) yadani and aboagye (2018) explored the lived experiences of pre-service teachers during teaching practice which is often neglected in other studies. accordingly, frequent conferences and workshops are necessary for pre-service teachers to prepare them for possible conditions that would test their knowledge in handling future concerns or circumstances in the academe. high moral values, attitudes, and teaching skills are likewise important to be developed for effective teaching and for efficiency on the job (howard and johnson, 2004; bolin, 2007). ghamrawi and jammal (2013) examined the effect of transformative and transactional leadership, job tensions, and personality characteristics of teachers. they also noted that teachers are more likely to leave their profession because of career stressaffecting their physical and mental health. while it is not possible to determine the exact quantity, a number of research revealed that public school teachers may resign from their job every year, some chose to be reassigned to a different school environment, but many of them leave the profession to look for another job. as can be observed, this issue on the mental and physical health of public-school teachers, especially those who are assigned to the elementary levels is also one of the many factors that influence the quality of education, as well as the school culture, support systems, and teachers’ motivation. utomo (2018) pointed out that the “complex tasks and responsibilities of achieving educational goals relate to teacher motivation, so that good intention will encourage teacher activities.” ofoegbu (2004) added that motivation is closely associated with needs. a teacher for example keeps motivated when his needs are met, hence the needs of teachers influence their motivation. if teachers are unable to find their motivation to teach, then they will not be successful and effective in educating the minds of the learners. it is then necessary that the department of education investigates the issues and concerns experienced by teachers in handling multiple roles and responsibilities in school so as to keep their motivation and productivity in place (sharma & jyoti, 2009). in the study of werang (2018), the relationships among the teachers’ multiple workloads, characteristics, and emotional issues were recognized. the workload system should then be improved with the guidance of the school supervisor and school head to improve the quality of service and school environment (kirby, 2017; meador, 2019). moreover, ayeni and amawekne (2018) further stated that a teacher’s job under pressure is associated with “poor teacher performance and poor student outcomes.” elementary school teachers who have greater pressure produce classroom environments that are less conducive, which leads to poor learners’ performance. when teachers are extremely hassled, pupils show lower levels of both social change and academic performance. while there are studies conducted to determine teachers’ workload, the ability of teachers to work under pressure, job stress, the performance of teachers, and time management, there are only a few studies focusing on teachers having multiple assignments in school and most of them are from the international settings. it is on the premise that this phenomenological study should be pushed to explore and gain an in-depth understanding of the lived experiences of public-school elementary teachers with multiple ancillary functions in the philippines, particularly in the division of tacloban city where the researcher is currently employed as an elementary teacher. materials and methods research design the study used a qualitative transcendental phenomenology method of research. it sought to explore the lived experiences of the public-school elementary teachers having multiple ancillary functions as well as their coping mechanisms. the qualitative method uses interpretive and theoretical frameworks to study problems addressing complex, detailed social or human problems (creswell and poth, 2018). phenomenology has its characterization on the qualities of induction and description (moustakas, as cited in zack, 2013). the everyday experiences of the phenomena of an individual are examined and defined by how they interpret the world (eddles-hirsch, 2015). a transcendental phenomenology is an approach developed by husserl which focuses on the philosophical approach to the appearance of a phenomenon and what appears to our consciousness (moustakas as cited in zack, 2013). in this present study, the transcendental phenomenological approach is suitable for this qualitative research study because it focuses on the lived experiences of the teachers with multiple ancillary functions and how they are coping with their multiple assignments (creswell, 2013). the researchers delved into the existing phenomenon to address the objectives of the study. research locale the study was conducted at public elementary schools in the department of education, division of tacloban city, where one of the researchers is currently employed as a public-school elementary teacher. the elementary schools in the division of tacloban city were clustered according to district learning centers. the researchers https://journals.e-palli.com/home/index.php/ajmri pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 33-43, 2022 identified the teachers with multiple ancillary functions who will be part of the conduct of the present study. key informants the informants of the study were eight (8) public school elementary teachers as data saturation has already been reached at this number. according to fusch and ness (2015), data saturation is attained “when there is enough information to replicate the study when the ability to obtain additional new information has been reached”, and when further coding is no longer essential. based on the data that have been gathered, further data collection and analysis are no longer necessary. the study also used purposive sampling in determining the informants; the strategy used in purposive sampling is criterion sampling which involved selecting the target informants who will qualify with the inclusion criteria provided by the researchers in accordance with the existing phenomenon and purpose of the study. the inclusion criteria for the present study were: (1) should be a public-school elementary teacher in the division of tacloban city; (2) should have more than one additional non-teaching assignment or ancillary functions; (3) one who was willing to participate in the conduct of the study; and (4) should be in the teaching service for more than one year. in addition, the informants’ ancillary functions were identified by the researchers based on the special orders issued by the division superintendent. it should also be noted that the age and teaching position of the informants were not part of the qualifications mentioned. ethical considerations the researchers guaranteed that all informants were forced to participate in the study on the basis of informed consent. the respondents were provided with enough information and assurance that the result of the test will solely be used for the study and will be dealt with the utmost confidentiality. in order to ensure the confidentiality and validity of the following information in the interview, the researchers ensured that the interview etiquette was observed during the process. the researchers were the interviewer, note-taker, encoder, member-checking, and facilitator during the conversation. as an interviewer, the researcher used interview guide questions to gather the necessary information needed for the present study. data collection procedure the researchers asked permission from the elementary teachers in tacloban city division for the conduct of the interview through a letter of request. the interview was conducted virtually through google meet invites, and it was recorded to ensure that the information will be reflective of the actual responses. the informants were also informed that the conversation between the interviewer and interviewee will be recorded. before the actual interview, the elementary teachers voluntarily participated as they attached their signatures to the consent form provided by the researchers. they were also provided a copy of the questions to be asked by the researchers so they will have enough time to prepare and be honest and confident with their responses. the researchers scheduled the interview based on the willingness and availability of the informants. during the interview process, the researchers displayed courtesy at the onset. the researchers read the general instruction and specific directions to guide the elementary teachers, exemplified the purpose of the study, then asked relevant questions to explore the lived experiences of the elementary teachers with multiple ancillary functions and how they are coping with their multiple assignments. the length of time spent during the virtual interviews was not limited so that the teacherinformants can expound more on their responses based on the interview guide questions asked by the researchers. after the interview, the data gathered by the researchers were immediately transcribed and a copy of the transcription was given to the informants for corrections and cross-examinations. this is also to comply with the agreement between the informant and the researchers and as well as to ensure transparency at the same time. the transcriptions used pseudonyms rather than the names of the informants and the conversations were handled with the utmost confidentiality. all the information gathered was kept only by the researchers and the informants of the study. research instrument the research instrument used in the study was interview guide questions based on the guidelines of creswell (2007). the guide questions contained three (3) main questions and a total of nine (9) sub-questions to explore the lived experiences of elementary teachers with multiple ancillary functions, their coping mechanisms, and shared insights. data analysis the data gathered through the semi-structured interviews conducted were transcribed and examined using thematic analysis. analysis of thematic patterns permits the researchers to understand how ideas and concepts are established. the procedure utilized by the researchers in transcribing and analyzing the data are bracketing, horizontalization, theme clustering, descriptions, and synthesis of the experience. the data that were used in the analysis are the responses of the elementary teachers on having multiple ancillary functions, their coping mechanisms, and shared insights as asked by the researchers during the interview. in the process of bracketing, a phenomenological reduction describes the act of suspending judgment in the existence of the data and instead focusing on the analysis of the experiences, which should be as much as possible a free perception, open and receptive of the phenomenon under investigation which gives way to pure subjectivity by viewing the lived experiences (moustakas, as cited by zack, 2013). the process of horizontalization https://journals.e-palli.com/home/index.php/ajmri pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 33-43, 2022 utilized all the data to explain the lived experiences of each informant. with this, it engaged in studying every piece of information and listening repeatedly to the recordings so that each important statement could be examined more and thoroughly. the transcribed data that were monotonous and had no meaning were omitted to understand the lived experiences of the elementary teachers who have multiple assignments. the statements gathered were coded and categorized based on the similarity of the responses and later were used to identify themes. themes are typically words or phrases which describe the phenomenon in the lived experiences of the teachers with multiple ancillary functions. additionally, the importance of clustering themes and cross-coding is to minimize the significant statements into small clusters of themes and take note of the following similarities of information among the respondents. in the process of describing and interpreting the data, textural description and structural description were used. textural description focused on the experiences that explain the teacher-informants’ insights of a phenomenon using verbatim excerpts from the interview while the structural description focused on the interconnection of the responses to develop a synthesis of the meanings and essences of the phenomenon or experience (moustakas, as cited by zack, 2013). lastly, the final step in the process of analyzing the data was to combine both structural and textural forms to make a description that conveys a synthesis of the meaning and the essence of every phenomenon in the lived experiences of teachers with multiple ancillary functions and how they were coping with their multiple assignments. results and discussion experiences of teachers with multiple ancillary functions the workload of public-school elementary teachers in the division of tacloban city also includes other additional non-teaching assignments aside from teaching their pupils. it was stressed that the teachers are loaded because of the many functions that the school or the administration expects them to perform which can lead to bringing their work at home to submit the needed requirements before due time. the need to manage time no one can disagree with the significance of being able to manage time in any form of activity. teachers must carry out many tasks and activities for building a conducive learning environment and an effective learning process. the teachers in the division of tacloban city particularly those who are handling elementary pupils experienced difficulties in managing their time for classroom teaching due to the many non-teaching assignments that restrained them from doing teaching-related activities. they find it a major concern to handle both the class during the teaching-learning process and doing reports or attending the coordinators’ urgent meetings simultaneously. according to elementary teachers, time management is perhaps one of the most important assets that all teachers should possess especially when there is a need to complete assignments or tasks within the specified period with quality not compromised. the teachers said that having multiple ancillary functions consumed their time which in turn can cause them the feeling of uneasiness the entire day. one teacher said: “my experience of having ancillary functions is time-consuming. once we say ancillary functions, it most of the time burdens us teachers.” (p6) another teacher said: “one thing i have encountered, when i am in the middle of my teaching, my attention was called because a visitor came to our school asking me for the status and updates of activities since i was the coordinator. it also gives me pressure when i was told to submit the reports immediately given the limited time i only have on that day, and i still have classes to attend to.” (p4) further, other teachers expressed that; “my class was disturbed, and i was preoccupied when i was told to prepare the reports needed by our school head to be submitted at the division office.” (p8) another teacher explained that; “in my own experience as a grade 3 teacher where i have three ancillary functions in our school, i can say that my teaching activities and preparation are affected since most of my time was spent doing other non-teaching tasks.” (p1) the statements of the teachers support the knowledge that the need to manage time is very crucial to teachers and should be considered. the teachers can certainly manage their job when they are given ample time to work on their multiple assignments (gatens, 2016). the teachers specified their experiences and the challenges caused by having multiple ancillary functions which can affect their concentration and enthusiasm to do their job without being exhausted. most teachers indicated that non-teaching assignments now became a priority of teachers rather than classroom teaching and learning as more time and attention were given to their multiple ancillary functions. the actual teaching hours were also disrupted as teachers cannot focus on providing quality lectures and activities to their pupils. stressful stress is a major factor that influences the teacher’s time management, and physical and mental conditions. though stress is apparent to teachers and is no longer a new problem, it is also best for all stakeholders in the academe especially the administrators to find the best way to address this concern to safeguard their teachers’ physical and mental health so they can do the tasks efficiently without being pressured. in the case of the elementary teachers in the division of tacloban city, they said that the common factors making them feel stressed are having too much paperwork and ancillary functions to be done without delay. according to https://journals.e-palli.com/home/index.php/ajmri pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 33-43, 2022 the teachers, they are not only overloaded with classroom preparations and activities but also, are troubled since they still have another duty to act upon which is already beyond their instructional functions and that increases the heaviness on their weary shoulders. in addition, one teacher said: “having many ancillary functions usually can burnout teachers, especially in the elementary level where you have pupils who are not so behaving, to attend to.” (p8) another teacher said: “… it (ancillary functions) is an additional workload that can stress me up. i am not only troubled with the overloaded tasks given to me but also, i am worried since i only spent less time with my childrento feed them and take care of them, since schoolwork becomes homework.” (p4) further, one teacher expressed: “… it is very challenging to me because i am not only teaching my grade 1 pupils, but i also have many additional non-teaching functions assigned to me by our school head. i experienced one time, in the middle of my discussion, i was called by our school head to do the urgent reports to be done immediately. so, i have no choice but to leave my class and just gave them activities that they can work on their own which i know is not right.” (p3) teachers experience stress in diverse ways and for different reasons hernando and malipot (2018). the statements of the teachers validate the contention of leyco (2019) that many other duties aside from the actual teaching are exceedingly given to the teachers which, in turn, can distress their teaching and more probably can deteriorate the quality of instruction. however, having those multiple ancillary functions assumed by the teachers are also given opportunities to enhance their self-esteem since they will now be more involved and exposed to different scenarios in the workplace, but they should not overlook that teaching the pupils is the first and foremost responsibility that they must remember and do so. moreover, it is also a shared responsibility of the teachers and administrators to help each other’s needs in the workplace and ensure that they are healthy enoughboth physical and mental, so they can do their job accordingly. undermine the teacher’s productivity one of the many duties of an elementary teacher is for his or her pupils to learn basic knowledge and skills in reading, writing, listening, and speaking while ensuring the best quality of education the school can provide. it is imperative that elementary teachers should deliver their lessons effectively and efficiently to build a strong and solid foundation for pupils’ lifelong learning. in the case of the elementary teachers in the division of tacloban city, working beyond office hours is apparent because they still need to finish some tasks to meet important deadlines. according to the elementary teachers, their teaching hours were seriously affected and as a result, the quality of instructions deteriorated as teachers conduct lessons woefully unprepared. this is because the teachers spent much of their time doing teaching-unrelated activities that have to be done instantly and sometimes those tasks were only given a few hours remaining before its due. in addition, one teacher stated that: “… it is very stressful because i am preparing daily lesson plans, instructional materials, recordings, and checking pupils’ activities. there are times that i just give activities to my pupils so that i can work with my ancillary functions. if we have training or seminars, i cannot attend the needs of my advisory class since i am not at school and i just ask the other teacher to monitor my class.” (p7) another teacher expressed that: “the major task i have come across is being a mapeh coordinator. this task is very challenging for me since it has four components: music, arts, physical education, and health. if there are activities in school like nutrition or mapeh month, i was the one who takes charge of everything since my ancillary task covers all these activities and not to mention that i also have other non-teaching tasks to do.” (p2) moreover, another teacher said that: “it really affects my class as i do not have much time to prepare for my lessons due to other tasks to be done before due time. i felt like i was not able to deliver the learning competencies that my pupils should have learned at that moment. i become less effective as i can say.” (p6) the effective and efficient management of the school lies in the ability of its head or supervisor to monitor its teachers’ conditions and encourage them. these statements of the teachers back up with the research findings carried out by retubada (2014) who stated that the teaching performance has been disregarded because of the many additional non-teaching workloads of the teachers. the school head then must ensure that the teachers are still capable of doing the non-teaching tasks and that their teaching tasks are not compromised so they can be productive every time they are in the classroom to deliver their lessons. ancillary function is a teacher’s option teachers are facing an unmanageable volume of administrative duties and non-teaching tasks. aside from their regular teaching loads, teachers are given ancillary functions by the administration, and each is given based on the preference of the head or sometimes given to whoever is the right person to do the job. the elementary teachers experienced being assigned to more than one ancillary function which caused them to be physically unwell, stressed, and exhausted, suffered from sleeping problems, and felt depressed. from the interviews conducted, the elementary teachers expressed their views and experiences when asked whether or not they are allowed to accept the ancillary functions. one teacher expressed that: “i am in hesitant to refuse because of the trust and confidence given to me by the administration. when the special order is signed already by our supervisor, i have no choice but to do the roles and responsibilities that the school expects me to carry out.” (p2) another teacher stated that: “i cannot refuse the assignment given to me because i know that it can affect my status or performance in our school, especially in our https://journals.e-palli.com/home/index.php/ajmri pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 33-43, 2022 ipcrf. if i do so, i will not be recommended to attend such things as seminars, workshops, or training”. (p3) on the other hand, one elementary teacher explained her experience of being assigned extra non-teaching assignments in their school. she said: “yes, i am allowed for as long as i have a valid reason why i do not want to be the coordinator. our head is open to our concerns and willing to listen to our side.” (p4) another teacher shared the same experience and said that: “yes, we are allowed to refuse the task especially if we do not have the technical know-how or knowledge on the ancillary function”. (p8) it is apparent based on the statements of the elementary teachers that coordinatorship depends upon the teacher if he or she is willing to accept it or not. having more than one ancillary function demands a teacher’s time and patience (ballet and kelchtermans, 2009). some teachers said that there are opportunities when you are given additional assignments like having certificates and points for promotion, learning new knowledge, and professional growth. however, there are repercussions of refusing the ancillary tasks as experienced by some elementary teachers though they have been given the prerogative of whether or not to accept the additional assignments. according to david, et al. (2019), a teacher can be assigned to several additional roles; they are not just called to perform their duty as a classroom teacher or adviser but also given an extra non-teaching function as an additional workload. teacher’s coping mechanisms on the challenges of having multiple ancillary functions most of the elementary teachers who took part on the study are assigned with not only two non-teaching assignments. to lessen the difficulty and pressure that they encountered; the elementary teachers shared their experiences on how to cope with the challenges of having multiple ancillary functions. planning ahead deped public school teachers emphasized that a heavy workload leads to divided time and attention in the delivery of their core business – teaching. aside from teaching their pupils, the elementary teachers encountered challenges with the additional functions assigned by their administrators. their multiple ancillary functions have caused them a lot of pressure particularly in managing their time for instruction and some other classroomrelated activities. to deal with the existing challenges, the elementary teachers articulated that to cope with their ancillary functions, planning ahead is necessary. planning is one of the main ingredients to successful workload management. undeniably, the elementary teachers in the division of tacloban city carry out many tasks like classroom preparation, structuring, teaching, grading students’ works, attending meetings as well as submitting required documents, giving attention to the student’s needs, getting involved in a variety of student extracurricular activities, and interacting with parents about their child’s progress in school. in effect, elementary teachers need to plan ahead to manage their tasks and maximize their time for instruction. in addition, the elementary teachers expressed their views on coping with the challenges of having multiple ancillary functions. one teacher uttered: “i cope by simply planning and having good time management regarding with the activities based on the ancillary function that is given to me.” (p8) another teacher said that: “i manage my own time. as a research coordinator, scouting coordinator, and grade 3 level coordinator, i make schedules and timelines for upcoming activities like sports scouting. i always try my best to make a timeline so those classroom activities will not be affected”. (p1) according to the teachers’ statements, most of them expressed the importance of planning ahead in every work they deal with. the department heads and top management personnel in educational institutions should then understand this phenomenon to help their teachers cope with the challenges. by planning ahead of time, the teachers can identify the task they have to prioritize first, categorize them, and create an adequate plan with the assistance of their supervisors to ensure that the teachers can still provide quality education and effectively manage their respective classes. collaborating with colleagues working as a team among teachers can happen when there is a harmonious relationship among them. likewise, it is indispensable that all teachers should collaborate with each other side by side to help one another in dealing with the challenges caused by the many ancillary tasks assumed by the teachers themselves. in the present study, the teacher-informants also stated that teachers’ collaboration in the workplace makes work easier, more effective, and more efficient and it can provide them with a working environment that is conducive and free from stress and uncertainties. according to elementary teachers, collaborating with other colleagues in the academe supports them to cope with the challenges of having multiple ancillary functions. one teacher said: “with collaborative leadership in the school system and a harmonious relationship with the teachers, all activities can be managed with ease and competence.” (p5) this statement of the teacher only shows that when there is unity among colleagues in the workplace, many good things can be achieved. this statement also supports the study of ghamrawi and jammal (2013) who stated that collaboration is valuable as many teachers experienced stress at work which can cause them to be passive and less efficient. unity and collaboration with colleagues in the workplace create a healthy working environment even when paperwork and other non-teaching tasks arise. https://journals.e-palli.com/home/index.php/ajmri pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 33-43, 2022 being positive being positive at work could help elementary teachers to be active in their workplace. it also improves overall self-esteem and helps them to succeed. although teachers have multiple ancillary functions that could cause them stress, burnout, job overload, and lack of time, a positive working environment makes them more effective and efficient to carry out their job. according to the interview, some elementary teachers in tacloban city division shared and expressed their answers about their coping mechanisms at their workplace. one teacher said: “having a positive mindset and embracing ancillary function given by my principal and making plans and time management. i must embrace my ancillary which was given to me even though it gives a lot of stress to me. i must be positive and think positive mindset.” (p4) another teacher expressed: “teachers cope with the challenges of having multiple ancillary functions with a positive mindset especially having 3 ancillary functions. with collaborative leadership in our school, we can manage all activities.” (p5) having a positive attitude towards your work makes everything easy. the statement of the teachers supports the idea of coping mechanisms for how they encounter multiple ancillary functions. elementary teachers are bombarded with having more than one ancillary function because they are not only handling those functions but also have pupils to attend to, and it causes them to feel stressed, burnout, and overloaded. according to williams et al. (2016), positive thoughts and a positive mindset toward work provide teachers with satisfying feelings and excitement to carry out their duties. with the combination of a positive attitude at work, collaboration with colleagues, and good time management skills, schoolwork and extra non-teaching tasks can be done ahead of time. shared insights of teachers for their colleagues and the whole deped community to have a wellorganized and successful activities in school, elementary teachers need to have the following skills and shared the experiences they have learned especially with their colleagues and the whole deped community. build harmonious relationships with colleagues sharing knowledge and experience with your teachers is very important. it can widen their understanding and update the ways to help teachers to be effective and efficient in this modernization innovation. collaboration with the other teachers helps them grow and keeps them motivated and get the best access to every school-related activity and generate knowledge. there are many insights derived from the study of the lived experiences of teachers with multiple ancillary functions in the tacloban city division. one of the insights is to build meaningful relationships with colleagues from the interviews conducted, most teachers identified the following insights on the importance of collaborating with colleagues which they can share with their colleagues and in the academe. one teacher stated: “if given an opportunity to become an administrator in the future, i will give my teachers balance ancillary functions and also with the teaching hours so that they can focus on the work or task given to them and they can function well as a teacher and at the same time they can work the ancillary functions given to them.” (p1) another teacher shared her insights: “being an administrator in the future i will guide my teachers and the ancillary task will be given equal and fair.” (p2) further, one teacher expressed that: “if i will be an administrator in the future, i will divide the ancillary function equally and fairly. it will be divided based on the skills of the teachers… i will make sure that each coordinatorship will not be hard for the teachers and that they can still manage their classes properly. if we will help each other, we will all grow together as a team.” (p7) sittar (2020) mentioned that mutual respect and the pleasing personality of each colleague in the workplace is important to create a conducive and friendly environment. with the statements of the teachers being interviewed, having meaningful and harmonious relationships among colleagues is helpful in establishing fair treatment, unity in school-related activities, and teamwork. likewise, it also helps one to grow professionally and become an effective and efficient teacher. having a positive mindset teachers play a strong role in the improvement of the school. having a positive attitude toward the teacher’s work makes everything easier and manageable. likewise, it can give less burden, anxiety, and stress. a teacher’s positive attitude makes certain goals attainable. it is undeniable that elementary teachers had to do a lot of paper works and teach their pupils. teachers accept the challenge in a positive way to increase their professional growth and development by having multiple ancillary functions. from the interviews conducted, elementary teachers share their insights in a positive mindset which they can share with their colleagues and in the academe. one teacher explained that: “one thing that i can share with my colleagues is that teaching is very important not only for us teachers but also to the pupils. even though teachers are given many tasks by their school heads we should think positively in every aspect so that it will be a successful one.” (p3) to have a positive mindset in work, another teacher expounded: “given an opportunity to be an administrator, i will guide and help them in their reports so that the system will be smooth and in order. i will help the concerned teacher in performing the task given. i will share unlimited support and will not pressure the teachers about time since the primary task of teachers is to teach.” (p6) their statements about having a positive mindset and having multiple roles in schools such as teaching pupils and multiple ancillary functions could provide teachers https://journals.e-palli.com/home/index.php/ajmri pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 33-43, 2022 an encouragement to accomplish tasks and school-related activities. as mentioned, being positive at work makes one an optimistic individual who can accept criticisms without any complaints (cherkowski, 2018). every challenge that a teacher will experience, for example, can be a learning opportunity that could help him or her develop for the greater good. offering financial support giving rewards and incentives for teachers’ hard work makes them motivated to do every task that is given to them. job satisfaction of every elementary teacher is very helpful to have a successful activity in school. with this, administrators can help teachers have multiple ancillary functions by giving them rewards and incentives. likewise, those ancillary functions that are given by their school head make them job overload, stress, and grow professionally and it is a steppingstone for their promotion. from the interviews conducted, elementary teachers in tacloban city division share their insights in the concept of offering financial support having multiple ancillary functions which they can share with their colleagues and in the academe. one teacher expressed her insight t “if i will be an administrator someday, i will offer support and help the teachers with their financial constraints so that they can carry out successfully their ancillary functions.” (p8) elementary teachers who received rewards, incentives, and financial support from their administrators can make them more motivated in doing their multiple tasks (lockheed, 2014). with the statements given by the teachers, helping and guiding our teachers in a different set of rewards is very helpful for those teachers having multiple ancillary functions. it includes giving incentives such as financial support in every activity they are handling, giving incentives such as recommending them to attend training to widen their knowledge and enhance their ability and skills and helping them to grow personally and professionally. coming up with a working schedule good time management skill enables an individual to complete tasks in a shorter period of time, reduces stress, and leads to accomplishments. some people have hectic schedules that increase their duties and responsibilities. likewise, elementary teachers are not only teaching their pupils but also, they are given certain multiple ancillary functions by their school head. each ancillary function needs the teacher’s time and effort and most of the time, it leads to stress and anxiety. to avoid teachers’ stress and pressure, effective and good time management is a must. according to the elementary teachers, coming up with a working schedule could aid them not to be pressured into their job. one teacher said: “proper planning and having good time management is the key in coping all ancillary function that is given to me.” (p8) time is one of the most important resources that cannot be acquired. coming up with a schedule helps an individual to organize things and accomplish certain tasks (fecske, 2020). coming up with a work schedule helps teachers with ancillary functions to be more effective. conclusions in view of the findings of this study, it is concluded that the elementary teachers in the division of tacloban city experienced issues while having multiple non-teaching assignments that restrain them from doing teachingrelated activities. as a result, improving teachers’ time management skills, particularly in managing paperwork, writing modules, and proper work schedules may assist them in performing their job as teachers. this would also help them relieve stress and allow them to complete the task effectively and efficiently. teachers should also be involved in the planning of activities such as strategic planning, school implementation plans, and other monthly school activities. the result of this study may also be used to revisit the systems and how administrators can assist elementary teachers, particularly those who have multiple ancillary functions. future related studies are strongly encouraged to establish a general picture by identifying other factors that could affect elementary teachers’ time management, work stress, and teacher productivity references ayeni, a. & amenekwe, a. 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(2013). a phenomenological study: students’ perceptions of school-wide positive behavior interventions and supports in pennsylvania middle schools. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 56 american journal of multidisciplinary research and innovation (ajmri) template-free synthesis and control drug release of calcium carbonate-hydroxylapatite composite sulemana yahaya1. tarlutu ibrahim1 and abdul-rauf ibrahim2* volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.248 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 06, 2022 accepted: may 25, 2022 published: may 28, 2022 we employed gas expanded liquids (gxls) technology to synthesize calcium carbonate-hydroxylapatite composite (caco3-hap) nanoparticles and investigated the effects of reaction parameters on the properties of the composites as well as the performance of the composites as drug delivery agent using ibuprofen as a model drug in simulated gastric fluid. separately, calcium carbonate and hydroxylapatite have been used extensively in pharmaceutical and drug delivery systems (dds). however, both caco3 and hap have individual draw-backs and limitations in applications. it has been reported that drugs and proteins embedded into the materials are usually loosely bound on the surface of the particles (adsorbed); a condition which may lead to poor drug release. the results showed that the composite had good thermal stability and better surface area and pore (volume and size) properties. studies on the performance of the composites as a drug delivery agent using ibuprofen as a model drug in simulated gastric fluid revealed that the composite promoted the dissolution of ibuprofen outstandingly. whereas the low pressure loaded composite showed quicker relief potential (92% release) in 30 minutes with control release over desirable time frame (3h, 20 min), the high pressure loaded composite also exhibited quicker relief potential (80% release) in 30 minutes but with control release over remarkable time frame (6h, 40 min). the implication is that if a patient is administered with ibuprofen loaded into the synthesized composite at low pressure (10.0 mpa), the patient will experience quicker relief (92% release of ibuprofen) in 30 min and which will be sustained for almost 3.5 hours. similarly, the high pressure (17.0 mpa) loaded ibuprofen will also provide a patient with quicker relief (80% release of ibuprofen) however, the relief in this case will be sustained for longer period; about 6.5 hours. therefore, the high pressure loaded composite had tremendous effect on the control release of ibuprofen and can be used as effective drug delivery system (dds) for drugs with similar characteristics. keywords co2-expanded carbonation, bydroxylapatite, composite, drug delivery agent, control release 1 department of mechanical engineering, faculty of engineering, tamale technical university, tamale, ghana 2 graduate school, tamale technical university, tamale, ghana. * corresponding author: iabdulrauf@tatu.edu.gh introduction the anhydrous crystalline polymorph phases of calcium carbonate (caco3): vaterite, calcite and aragonite have received tremendous attention in the literature compared to their hydrated counterparts: monohydrocalcite and hexahydrocalcite (domingo et al., 2006; gomez-villalba et al., 2012). caco3 is used for numerous chemical and industrial applications, and by living organisms (domingo et al., 2006). demand for caco3 will therefore continue to increase globally (montes-hernandez et al., 2010). key factors driving this huge demand are the growing applications of nanometric caco3 in the fields of engineering, pharmaceuticals, medicine, as well as in health care, cosmetics and personal hygiene products (harja et al, 2012). industrially, caco3 is usually produced by the solid-solid-gas or solid-liquid-gas carbonation routes using ca(oh)2 (gomez-villalba et al., 2012). similarly, hydroxylapatite (hap) has attracted much attention as the most suitable biocompatible candidate for use especially, in medical applications, coatings and prosthesis. it does not cause pyrogenic and inflammatory reactions; it is nontoxic, and does not form stringy tissues (hui et al., 2010) when applied in tissue engineering. it has also been utilized in the ceramics and bioceramics industry, pharmaceuticals and as sorbents in environmental pollution control (eduardo et al., 2012). for wider applications, control of its surface and pore properties, purity and morphology is most vital and many techniques have been explored to synthesize hap with improved properties (kim & kumta, 2004; sopyan, 2004). meanwhile, substantial research has also been advanced towards the development of inorganic nanocrystals due to the potential applications. one of such important inorganic materials especially suited for application in the medical, pharmaceutical, drug delivery, tissue engineering, bone reconstruction and dental fields is calcium carbonate-hydroxylapatite (cc-hap) composite (goldberg et al., 2010). separately, calcium carbonate and hydroxylapatite are perhaps, the most important and have been used extensively in pharmaceutical and drug delivery systems (dds). for instance, caco3 has been employed for the imbedding and absorption of functional molecules and drugs (marloes et al., 2010). similarly, hap has been used to encapsulate plasmid dna, peg and other drugs (guoa et al., 2012). however, both caco3 and hap have individual draw-backs and limitations in applications. it has been reported that drugs and proteins embedded into the materials are usually loosely bound on the surface of the particles (adsorbed); a condition which may lead to poor drug release (ueno et al., 2005). as a result, several procedures aimed at effectively embedding drugs into inorganic solid matrices have been proposed (ueno et al., 2005). combining these versatile materials may alleviate https://doi.org/10.54536/ajmri.v1i2.248 https://journals.e-palli.com/home/index.php/ajmri mailto:%20iabdulrauf%40tatu.edu.gh?subject= pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 56-62, 2022 some of their individual draw-backs and lead to wider applications (goldberg et al., 2010). the combination of porous carbonate hydroxyapatite (chap) and tri-calcium phosphate (tcp) has been applied for sustained release of anticancer drugs and antibiotics (goh et al., 2013). a calcium phosphate (cap)/ glycerylphosphorylcholine (gpc) and peg (cap/gpc-peg) hybrid porous nanospheres were also used as drug carriers to alleviate multidrug resistance (mdr) (sun et al., 2012). liquids which have their volumes expanded as a result of been pressurized with a gas which has the ability to condense have equally received attention from the research world (akien & poliakoff, 2009). these systems, known as gas expanded liquids (gxls) comprise of solvents or mixture of solvents which have been used in variety of engineering processes due to their pressuretunable properties (akien & poliakoff, 2009). carbon dioxide expanded liquids (cxls) are the most popularly utilized group among the gxls due to its obvious advantages (aaron et al., 2009). we applied the co2-expanded carbonation (cxc) technique for direct and template-free synthesis of high surface area and pore volume caco3-hap nanoparticle composite with superstructures (ibrahim et al., 2014a) and investigated the performance of the composites as drug delivery agent using ibuprofen as a model drug in simulated gastric fluid. experimental materials analytical reagent grade ca(oh)2 with 95.0% containing ∼3% caco3 (figure 1a) with 61 nm mean crystallite size (as measured by jade), phosphoric acid (95.0%) and ethanol (≥ 95.0%) were purchased from sinopharm reagent co. ltd, china and used as received whereas co2 (99.99%) gas was purchased from linde gas, xiamen corporation ltd (china). for comparison, caco3 (100%) (ibrahim et al., 2013) and hap (100%) (ibrahim et al., 2015) were produced using previously reported techniques. procedure illustration of the experimental setup and the reaction procedure are shown in a previous publication (ibrahim et al., 2013). briefly, appropriate masses of ca(oh)2 and phosphoric acid consisting of ca/p molar ratio of 2 were measured. the ca(oh)2 was transferred to the reaction vessel and the phosphoric acid was gently added to the vessel. to this mixture, 50ml of 4:1 ethanol−water ratio solution was added. the reaction vessel was sealed and heated to 60℃ with a water bath (df-101t, yuhua-china) under agitation (30 rpm). after thermal equilibrium, co2 at 8.0mpa was fed faster (within 30s) into the reactor under continuous agitation to produce a co2-expanded suspension for the onward reaction within set time. products were recovered, washed severally with ethanol to remove traces of water and vacuum dried at 60℃ for 12h. note that each batch experiment was repeated at least three times for reproducibility (ibrahim et al., 2013; ibrahim et al., 2014b). characterizations phase purity and composition of the products were characterized by x-ray diffraction (xrd); data were taken in 2θ° using a step size of 0.02° in 20s counting range between 5–60° with cu kα radiation (rigaku ultima iv). the morphology and structure of the particles produced were studied by scanning electron microscopy (sem; hitachi, s-4800). functional group analysis was by fourier transform infrared spectroscopy (ft-ir; nicolet 330) within 400–4000 cm–1 using kbr with 4 cm–1 resolution whereas the surface area and pore properties of the powders were studied by brunauer emmett and teller (bet; micromeritics asap 2020, usa) analysis. the xrd patterns for commercial ca(oh)2, caco3, (a) (c) (b) (d) figure 2. sem images for a): ca(oh)2, b): calcite from co2-expanded carbonation, c): hap produced and d): typical synthesized calcite-hap composite. hap and typical composite product are shown in figure 1. the main characteristic peaks for ca(oh)2 in 2θ are 18.1°, 28.7°, 34.1°, 47.1°, 50.7° and 54.4° (figure 1a). those for caco3 are 29.4°, 36.0°, 39.4°, 43.1°, 47.5° and 48.5° (figure 1b) whereas those for hap are 25.9°, 31.7°, 32.2°, 32.9°, 46.7° and 49.4° (figure 1c). the typical composite product had characteristic peaks at 25.9°, 31.7°, 29.4°, 36.0°, 39.4°, 43.1°, 47.5° and 48.5° (figure 1d). no characteristic peaks for ca(oh)2 were observed in the composite product indicating complete conversion figure 1. xrd patterns for a): ca(oh)2, b): calcite, c): hap and d): typical calcite-hap composite https://journals.e-palli.com/home/index.php/ajmri pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 56-62, 2022 figure 3. influence of temperature on calcite and hap xrd patterns (inset shows brushite peaks), pore properties, surface area and calcite and hap content (%) at 8mpa in 30min figure 4. sem images for effect of reaction temperature at a): 60℃, b): 50℃, c): 40℃, d): 30℃ at 8mpa in 30min of the reactant (figure 1 a; d). this is a confirmation of the synthesis of caco3-hap composite because the composite exhibited the characteristic peaks for both caco3 and hap (figure 1 b; d). results and discussions effect of temperature xrd patterns for the effect of temperature are shown in figure 3. the reaction temperatures above the critical temperature of co2 (t≥35℃) yielded complete conversions to pure caco3-hap composites. the products of these reactions exhibited similarity in the xrd patterns (figure 3a-d). however, the reaction temperatures below the critical temperature of co2 led to emergence of new calcium phosphate compound: brushite (cahpo4·(h2o)2) with diffraction peaks at 2θ = 11.7°, 18.0° and 20.9° (figure 3, dotted inset). the xrd analysis revealed that the calcite content decreased with decreasing temperature from 60℃ to 40℃ whereas hap content increased correspondingly with these temperatures. however, the calcite content increased with further decreasing temperature from 35℃ to 25℃ with corresponding decrease in hap content. even so, the 30℃ and 25℃ samples contained brushite (figure 3; table s1). therefore, the highest calcite content was realized at the lowest temperature condition (25℃) whereas the highest hap content was at the moderate temperature condition (40℃). the bet analyses of the composites are also shown in table s1. the specific surface area exhibited a contrary trend to the content of calcite. it increased with decreasing temperature from 60℃ to 40℃. however, it continues to decrease at 30℃ but increased at 30℃ and then decreased again albeit slightly at 25℃ (table s1). therefore, the surface area was dependent on the content of calcite and hap or both. specifically, the surface area was directly proportional to the content of hap and inversely proportional to the calcite content (table s1) from 60℃ to 35℃. the sem images of the products from the temperature conditions (60℃, 50℃, 40℃, 30℃) are shown in figure 4. https://journals.e-palli.com/home/index.php/ajmri pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 56-62, 2022 besides the particle sizes, the structure and morphology of the particles were almost the same; mixture of rodlike, plate-like and flower-like structures. however, the size of the rod-like particles for the 40℃ and 30℃ were smaller compared to those obtained from the 60℃ and 50℃, perhaps, confirming their better surface properties (table s1). effect of pressure xrd patterns for effect of different pressures are shown in figure 5. almost all the pressures (5mpa, 8mpa, 10mpa and 12mpa) gave complete conversions (pure caco3-hap composites) except for 4mpa. there was about 3±0.2% (table s2) monetite (pdf2: 01-071-1759) in the apatite phase at about 2θ = 18.1° (figure 5; dotted inset in xrd pattern) at this pressure. all the characteristic peaks for the respective phases figure 5. influence of pressure on calcite and hap xrd patterns (inset shows monetite peaks), pore properties, surface area and calcite and hap content (%) at 40℃, 30min figure 7. xrd patterns for influence of reaction time at a): 5min, b): 10min, c): 15min, d): 30min and e): 60min (inset is peaks indicating presence of brushite and monetite) at 40℃ and 4mpa figure 6. sem images of composite nanoparticles obtained at different pressures: (a) 4.0mpa, (b) 5.0mpa, (c) 8.0mpa, and (d) 12.0mpa, at 40℃, 30min figure 8: sem images for effect of reaction time at a): 0 min, b): 5min, c): 10min, d): 15min, e): 30min and f): 60min at 40℃ and 4mpa (calcite, hap, monetite) were observed (xrd patterns in figure 5). rietveld analysis of the xrd patterns showed that the calcite content decreased at 4mpa to 8mpa but increased at 12mpa. however, the hap phase increased 4mpa to 8mpa but decreased finally at 12mpa (table s2). the bet specific surface and pore property analyses of the composites are also shown in table s2. the surface area was inversely proportional to the calcite content at 4mpa to 8mpa but directly proportional to the hap content at 8mpa to 12mpa. the surface area increased with decrease in the calcite phase but increase in the hap content at 4mpa to 8mpa. however, the surface area decreased with increase in the calcite phase but decrease in the hap content at 8mpa to 12mpa. https://journals.e-palli.com/home/index.php/ajmri pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 56-62, 2022 effect of time xrd patterns for effect of different times are shown in figure 7. all the times gave complete conversions of the starting material; ca(oh)2 (table s3) but not all the conditions yielded pure caco3-hap composites. all the ca(oh)2 was not transformed to the desired composite. there was brushite and monetite in <1 minute, monetite in 5 min and monetite in 10 min (table s3). the sem images for the products at the various times are shown in figure 8. the structure and morphology of the particles appear to the same consisting of mixture of agglomerated spherical, rod-like, plate-like and flower-like structures. functional group analysis functional group analysis was also conducted on the caco3-hap composite using ftir between 400cm-1 to 4000cm-1 (figure 9). all the functional groups (oh, h2o, po43and co32-) belonging to the composite were present and appeared at the usual wave lengths. water (h2o) appeared at about 3433 cm-1 and 1640 cmfigure 9. ir spectra of the caco3-hap composites at different reaction times figure 11. the xrd patterns for products before and after supercritical loading at low and high pressures; inset: ibuprofen loaded. figure 12. dissolution profiles of composite loaded with ibuprofen in hydrochloric acid-potassium chloride buffer solution figure 10. thermogravimetric analysis of the composite, pure hap and pure calcite 1; po43bending mode at about 565, 603, 874, 1039cm1; ohstretching at about 3745 cm-1 and co32at about 874 and 1422cm-1. in fact, calcite has characteristic bands at 874 cm-1 and 712 cm-1. radical co32for carbonated hydroxyapatite (chap) has absorption peak at 1443 cm-1 (lafon et al., 2008) which was absent in the composite sample (figure 9). in fact, xrd analysis had shown that caco3-hap composite was produced which is consistent with the results from the ftir analysis. thermal stability analysis thermal stability analysis was conducted using sdt-q600 analyzer in n2 atmosphere from room temperature (rt) to 1000℃ at a heating rate of 10℃/min and the results are shown in figure 10. the total weight loss of the composite sample over the entire heating period (at rt to 1000℃) was about 20%, indicating good thermal stability. drug loading and dissolution solute-saturated supercritical loading procedure (song et al, 2017; ibrahim et al., 2019) was used to load ibuprofen into the composite sample produced at 40℃ and 8mpa in 30min. the composite contained 36.4% caco3 and 63.6% hap with 133.60 m2/g specific surface area, 0.74 cm3/g pore volume and 10.60 nm pore diameter. xrd patterns of the samples before and after the supercritical loading experiments are shown in figure 11 (inset is diffraction peaks for ibuprofen demonstrating https://journals.e-palli.com/home/index.php/ajmri pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 56-62, 2022 effective loading at 2θ = 16.6 °, 17.7 ° and 20.2°). the diffraction peaks for ibuprofen was not clearly visible at lower pressure (10.0 mpa) loading perhaps, due to the minimal amount of loading (0.17g ibuprofen/g composite). at higher pressure (17.0mpa) loading, the diffraction peaks for ibuprofen was clearly visible attributed to substantial amount of ibuprofen loaded (0.28g ibuprofen/g composite) and/or deposited on the surface of the composite (chen et al., 2013; ibrahim et al., 2015). after the supercritical loading, 2.3 mg of the ibuprofencomposite samples loaded at 10.0 mpa and 17.0 mpa were dissolved in simulated gastric fluid (hcl-kcl buffer solution, ph = 1.4 ± 0.02) with a test apparatus (rca1a, huanghai medicine & drug testing instruments co., ltd., shanghai, china) at 37 ± 0.5 °c with a paddle speed of 100 ± 1 rpm (chen et al., 2013) for the dissolution test and the results are shown in figure 12. the low pressure (10.0 mpa) loaded composite released 92% of the loaded ibuprofen within 30 min whereas the high pressure (17.0 mpa) loaded composite released 80% of the loaded ibuprofen within the same time period. however, the dissolution of pure ibuprofen sample was much lower; 18% of the loaded ibuprofen was released within 30 min. the high release of the loaded ibuprofen from the composites is due to the fact that the loaded ibuprofen particles were dispersed in the interior and the surface of the composite. this increased the contact surface with the buffer, thereby improving the dissolution rate. the low pressure (10.0 mpa) loaded composite gave faster dissolution compared to the high pressure (17.0 mpa) loaded composite up until about 150 min because of the less loading effect. majority of the ibuprofen was dispersed and deposited uniformly on the surface of the low pressure composite leading to faster dissolution rate. another important observation is that the low pressure loaded composite exhibited quick and faster release of the drug; all the ibuprofen was released within 200 min whereas the high pressure loaded composite exhibited slow and controlled release of the drug over 400 min. the implication of the results of the study is that if a patient was administered with a drug (for instance, ibuprofen) loaded into the synthesized composite (caco3-hap) at low pressure (10.0 mpa), the patient will experience quicker relief (92% release of ibuprofen) in 30 min which will be sustained for almost 3.5 hours. the high pressure (17.0 mpa) loaded drug will also provide the patient with quicker relief (80% release of ibuprofen) however, the relief in this case will be sustained for longer period; about 6.5 hours. therefore, the high pressure loaded composite had tremendous effect on the controlled release of ibuprofen and can be used as effective drug delivery system (dds) for drugs with similar characteristics. conclusions we employed gas expanded liquids (gxls) technology to synthesize calcium carbonate-hydroxylapatite composite nanoparticles and investigated the effects of reaction parameters on the properties of the composites. based on the results we conclude that the composite had good thermal stability, better surface area and pore properties. the performance of the composites as a drug delivery agent using ibuprofen as a model drug in simulated gastric fluid was commendable. whereas the low pressure loaded composite showed quicker relief potential (92% release) in 30 minutes with controlled release over desirable time frame (3h, 20 min), the high pressure loaded composite also exhibited quicker relief potential (80% release) in 30 minutes with controlled release over remarkably longer time frame (6h, 40 min). therefore, the loaded composites had tremendous effect on the controlled release of ibuprofen and can be used as effective drug delivery system (dds) for drugs with similar characteristics globally. acknowledgments this work is supported by the ghana government book and research allowance. conflict of interest the authors declare no conflict of interests references aaron, m. s., hutchenson, k., & subramaniam, b. 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(2005). drug incorporating calcium carbonate nanoparticles for a new delivery system, journal of controlled release, 103, 93-98 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 53 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of teachers’ self-efficacy on the relationship between authentic leadership and work engagement among public school teachers miraflor d. arranguez1*, lyndon a. quines1 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.799 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 18, 2022 accepted: october 26, 2022 published: october 31, 2022 this study sought to look into the mediating role of teachers’ self-efficacy on the relationship between authentic leadership and work engagement among 312 teachers in kiblawan north and south district, division of davao del sur. this research used a non-experimental design utilizing the descriptive correlation technique. the statistical tools used were mean, pearson r, and path analysis using amos. as data sources, reliable research instruments on teachers’ self-efficacy, authentic leadership, and work engagement were used. the research shows that authentic leadership has a high level, work engagement has very high level, and teachers’ self-efficacy has a very high level also. using pearson r, the results revealed significant that there are significant relationships between authentic leadership and teachers’ self-efficacy, teachers’ self-efficacy and work engagement, and authentic leadership and work engagement. utilizing path analysis, the study’s findings suggested that teachers’ self-efficacy partially mediates the relationship between authentic leadership and work engagement. moreover, it is significantly pointed out that the overall impact of the teachers’ self-efficacy on their work engagement is mediated by another variable not included in the model, authentic leadership, and can either be direct or indirect. this implies that authentic leadership influences teachers’ self-efficacy which in turn influences work engagement. keywords teachers’ self-efficacy, educational management, authentic leadership, mediating effect, work engagement, philippines 1 university of mindanao, philippines * corresponding author’s email: m.arranguez.485192@umindanao.edu.ph introduction workplace disengagement results from external and internal pressures on teachers to perform well and be responsible for excellent student outcomes. as a result, many teachers have encountered high burnout rates, and stress levels have led to some leaving the field. as a result, burnout became a popular topic in educational studies until recently, when the concept of positive psychology rekindled interest in job involvement. on the other hand, productivity levels are declining in many sectors of the global economy, which has been made worse partly by disengaged workers. employee disengagement has a significant impact on an organization’s effectiveness and performance. (allam, 2017; barros, costello, beaman, westover, & j.h, 2016; bhebhe, 2020; schaufeli, salanova, gonzález romá, & bakker, 2002). work engagement is vital since it includes a person’s relationship with their company. employees’ upbeat attitudes and high levels of activity produce positive feedback regarding appreciation, accomplishment, and acknowledgment. workplace stress benefits motivated individuals since it spurs them to be more productive and successful. when workers are content, they frequently feel content around their loved ones. this is not the case for workaholics, who put in extra effort because they enjoy what they do. further, employees actively involved in their work on physical, cognitive, emotional, and other levels strongly connect to their jobs. engagement at work is important and advantageous for both workers and companies. finally, highly engaged employees are more likely to put up extra effort and are also shown to be more innovative and productive (basañes & dagol, 2021; landqvist & schad, 2021). the researcher combed through a lot of material to see if any elements could be linked to work engagement because she understood the significance of studies on the topic. the school principal’s genuine leadership was regarded to be the first crucial factor. recent research has shown that authentic leadership increases teacher work engagement. it was discovered that authentic leadership strongly influenced both supervisory trust and psychological defense. the study found that through supervisor trust, indirect effects on work engagement from authentic leadership were statistically significant (alazmi & al-mahdy, 2020; e.g. bird et al., 2009; coxen, 2015; kulophas et al., 2015). teachers’ self-efficacy is another variable that drew the researcher’s interest. over time, work engagement and teacher self-efficacy were discovered to be related. it was also recognized that authentic leadership and teacher work engagement were linked. (granziera & perera, 2019). on the other hand, the researcher is interested in learning how teachers’ self-efficacy influences how engaging authentic leadership is in the workplace. there is literature on the relationship between job engagement and genuine leadership. the majority of the study was conducted outside of academia, in a separate sector of the economy. consequently, this study will help to provide new knowledge in the field of education. the major goal of this study was to determine how teachers’ self-efficacy mediated the link between work engagement in public schools and the authentic leadership of school leaders. the following goals are articulated in particular: 1. to define the degree of authentic leadership in terms of: 1.1 self-awareness; https://doi.org/10.54536/ajmri.v1i5.799 https://journals.e-palli.com/home/index.php/ajmri mailto:m.arranguez.485192%40umindanao.edu.ph?subject= pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 1.2 relational transparency; 1.3 balanced processing; and 1.4 internalized moral perspective. 2. to ascertain the extent of work engagement in terms of: 2.1 vigor; 2.2 dedication; and 2.3 absorption. 3. to measure the level of teachers’ self-efficacy; 4. to determine the significance of the relationship between: 4.1 authentic leadership and work engagement; 4.2 authentic leadership and teachers’ self-efficacy; and 4.3 teachers’ self-efficacy and work engagement; and 5. to determine the significance of mediation of teachers’ self-efficacy on the relationship between authentic leadership and work engagement. literature review this section presents a variety of approaches, points of view, hypotheses, observations from studies publications, and useful views from various writers pertinent to the subjects covered by the study. the research aims are explicitly encouraged in this part, which is crucial for the study’s ability to demonstrate understanding. the independent variable is authentic leadership with the indicators such as self-awareness, relational transparency, balanced processing, and internalized moral perspective (northouse et al., 2010). the dependent variable is work engagement with indicators such as vigor, dedication and absorption (schaufeli & bakker, 2003). the mediating variable is the teacher’s selfefficacy (korkmaz & unsal, 2016). authentic leadership in some workgroups and organizations, authentic leadership has become recognized as a potentially effective tactic for promoting positive employee attitudes. authentic leadership is described as “a pattern of leader behavior that utilizes and encourages positive ethical standards as well as constructive psychological abilities environment” in order to promote greater selfawareness, an internalized moral perspective, healthy information processing, and relational openness on the part of leaders working with followers, promoting positive self-development.” the concept of authenticity is “acting in accordance with one’s true self.” moreover, authentic leadership has different attributes than authentic leadership. the attributes of the authentic leader, in conjunction with the significant other and the environment, are likely to influence and establish the leadership process. (chaudhary & panda, 2018; crawford et al., 2020; grant-smith & colley, 2018; kapasi et al.,2016; ribeiro et al., 2018; stewart et al., 2017). there has been an increase in recent years of interest in the field of authentic leadership. many academics believe that authentic leadership is essential because it aids in reestablishing fundamental trust, aspiration, confidence, flexibility, and passion in contemporary organizations and society (liu et al., 2018). regardless of their gender or race, leaders who strongly identify with their ethnic grouping consider themselves to have authentic leadership qualities. it is assumed that striving to express an administrative job, which looks to be normal but is largely articulated as an aspiration, argument, or trust, is an attempt to personify a managerial job. being an authentic leader requires a continuous effort to be oneself (dzivhani, 2016; sveningsson & alvesson, 2016). as a result, as lehman et al. (2019) mentioned, it is critical to describe the origin of the authenticity characteristics: what does it mean to be actual, genuine, or true? authentic leadership theory emphasizes a person’s internal consistency: in their leadership role, a person is an authentic self. as a result, authentic leadership theory treats authenticity, integrity, and sincerity as interchangeable words. outside of management research, however, there seems to be some agreement that these definitions are fundamentally opposed and should not be considered similar or interchangeable. for companies to maintain a competitive edge and be one step ahead of their rivals, having a good leader(s) is a real benefit (alvesson & einola, 2019). in contrast to their predecessors, today’s leaders face more nuanced problems, and it seems that they are luckier than their successors regarding the degree of difficulty they deal with. in addition, rather than external factors, these intrinsic principles become the most important foundation for managing a leader’s behavior and attitudes (liu et al., 2018; ryan & deci, 2003). further, it’s crucial to see if a leadership style like authentic leadership, which doesn’t rely on charismatic encouragement, will encourage constructive action by creating a secure leader-member relationship. authentic leaders, ilies et al. (2005) claim that since they respect a companion’s’ right to self-determination, which might support intrinsic worker motivation, are likely to have a favorable effect on followers’ behavior. while authentic leadership does not include inspirational motivation, it might foster an environment where employees are less concerned about the consequences of the hazardous creative or change-oriented activity ( liu et al., 2018). significantly, real leadership can increase an assistant’s intellectual attainability by having faith in the assistant’s capacity to carry out their duties and persuading followers to recognize their abilities. when these acts are combined with an authentic leader’s confidence, subordinates must be mentally ready to participate diligently in their job. as a result, authentic leaders would encourage high levels of job involvement because it increases their followers’ intellectual meaning, availableness, and protection. (shaquela, d. s., & lyndon, a. q. 2022). according to the literature on the subject, authentic leadership and other leadership philosophies can sometimes overlap. on the other hand, earlier literature argues that authentic leadership has a unique theoretical foundation that sets it apart from other forms of leadership (liu et al., 2018). https://journals.e-palli.com/home/index.php/ajmri pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 the latent construct comprises four factors: selfawareness, relational transparency, balanced processing, and internalized moral perspective. the first indicator is self-awareness. deep understanding of one’s emotions, as well as of one’s qualities and flaws, attitudes and motivations, is necessary for developing self-awareness” (caldwell & hayes, 2016; goleman et al., 2002). those in positions of leadership who are more self-aware are better able to comprehend their principles and the circumstances that have influenced their lives. leaders can choose how they would like to spend their lives, interact with others, and be evaluated for their accomplishments by being aware of these factors (caldwell & hayes, 2016; covey, 2004; richards, 2004) additionally, self-awareness aids individuals in creating a fundamental life objective that acts as a consistent encouragement for their objectives. genuine leaders try to comprehend their strengths, weaknesses, resources, and situations. leaders who can successfully control their emotions and impulses and use them to further their goals exhibit high levels of empathy. they can then use this empathy to construct a response that encourages the best kind of cooperative relationship (avolio & gardner, 2005; caldwell & hayes, 2016). the second indicator is relational transparency. to appreciate and cultivate honesty and openness in one’s intimate relationships, relational transparency is defined as “selective self-disclosure” (gardner et al., 2005: 357; kempster & iszatt-white, 2018). a leader’s lack of relational transparency, which can be challenging to spot in companies, can lead to follower mistrust and “hiding” behavior, such as covering up mistakes or engaging in cover-ups. the value of a leader’s relational transparency, however, cannot be overstated in the hospitality sector because it can affect followers’ ethical behaviors, which can have important strategic repercussions in areas like sales and earnings growth as well as micro consequences, including credit card fraud, theft, and forgeries (bernstein, 2012; cf. kim & brymer, 2011; gatling et al., 2017). on the other hand, relational transparency can also be challenging, primarily because there isn’t just one self that should be expressed clearly in interactions and relationships, but rather multiple, situationally formed selves. although some people may “authentically” be ethically compassionate, reactive, and eager to get along, most people are not like chameleons. instead, especially in work settings when partnerships are sometimes not of our choosing, we are social creatures and not collections of underlying psychological features. the majority of ethically effective and competent persons adjust their behavior in reaction to their surroundings and the people around them. rules and standards are pervasive, and the majority of acting is predicated on roles, necessitating the transfer of the self to the backstage, while “client service smile,” managerial performance, or acting following sex, age, and ordered point are anticipated at organizations (alvesson & einola, 2019). moreover, experiences are rarely straightforward, and participants interpret and assess ‘clearness’ determined by their foundation, beliefs, attitudes, and logical weaknesses. administrators and followers frequently judge their connection in a variety of contradictory means. according to research on the leader-member exchange, the way the partnership is evaluated has a low correlation (alvesson & einola, 2019; erdogan & bauer, 2014). the third indicator is balanced processing. balanced processing is, by definition, just, or at the very minimum, preferable to “unbalanced” processing. balanced processing is difficult to achieve in practice. giving feedback is a challenging undertaking rife with government, social factors, and self-absorbed prejudice, as becomes clear upon closer inspection. it can be challenging to recognize how to assess somebody, provide an assessment, and interpret it, especially when the criticism is unfavorable and involves complex themes. although the idea of objective juggling makes balanced processing sound appealing, it is not realistic. this is hardly in line with honesty (alvesson & einola, 2019; alvesson & kärreman, 2007; tourish, 2013). furthermore, before making a decision, balanced processing is the degree to which the leader demonstrates that they critically analyze the relevant data and solicits the opinions of those who contradict their strongly held beliefs. (duncan et al., 2017; walumbwa et al., 2008). the fourth indicator is internalized moral perspective. the capacity to internalize a moral perspective is a prerequisite for one’s capacity to control or regulate oneself. the principles of the organization, community, and society are internalized and integrated with moral values, and such self-arrangement is in harmony with them. decisions are thus dependent on moral ideals that have been internalized. having self-control, for instance, would mean being aware of how one’s actions and words affect other people (purwanto et al., 2021). accordingly, a leader with an internalized moral outlook shows coherence between articulated core values and decisions, fairness, and a high degree of clinical practice. according to the study, leader is often guided by internal ethical principles, which they use to self-regulate their behavior. leaders with these qualities will align their beliefs and behavior with internal moral values (kasa, 2020; walumbwa et al., 2008). moreover, authentic leaders are motivated by universal principles and expectations, and their actions and decisions reflect internalized values rather than community, organizational, or social pressures. it also makes choices based on its core values and shows beliefs compatible with behavior. (alvesson & einola, 2019; ribeiro et al., 2018; walumbwa et al., 2008). additionally, self-regulation is symbolized by an internalized moral outlook, in which one’s beliefs and moral principles influence one’s attitudes and acts. it also refers to a form of internalized and incorporated selfregulation (chaudhary & panda, 2018; datta, 2015). more specifically, authentic leaders’ internalized moral https://journals.e-palli.com/home/index.php/ajmri pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 perspective helps them to constantly match their actions with an internal (moral) compass such that others consider them to walk their talk (george, sims, mclean, & mayer, 2007; leroy et al., 2012). authentic leaders will aim for consistency in all of their personalities and related outward communications. since authentic leaders are trustworthy communicators guided by their internalized moral perspective to ensure fairness in execution and that others perceive this equity, such coherence can be preserved even when hr activities are implemented differently (gill et al., 2018). to summarize, the authentic leader prioritizes grooming followers into leaders and is self-assured, cheerful, upbeat, resilient, moral/ethical, and future-focused. the authentic leader is loyal to oneself and demonstrates actions that favorably influence or shape followers into future leaders. work engagement engagement in work is a mental condition in which an individual performing a job is fully absorbed in the task at hand, feeling energized and enthusiastic about it. this original idea stresses that committed people put in a lot of effort because they are passionate about what they do engagement in work is a feature of the job demands and services offered by the company, according to our job demands-resources (jd-r) theory. in a formative mechanism where task orders and assets (the combination) are foreboding, and work/governmental success is the result, involvement is an intervening element (also known as a “moderator” or “throughout”). however, the jd-r principle recognizes that workers should be constructive and take steps to improve their working environment (bakker, 2017). another reason for the popularity of the phrase “work engagement” is that it is a reliable indicator of significant employee, team, and organization results. additionally, because they are open to new experiences, highly motivated workers are more likely to evolve into inventive thinkers with greater potential for entrepreneurship (gawke et al., 2017; orth & volmer, 2017). aside from these individual-level success effects, research has shown that committed employees are more likely to assist their coworkers. teamwork engagement is positively associated with team success at the group level. individuals who are completely absorbed in their job pursuit have high levels of vitality and enthusiasm and are immersed in their work activities. (bakker et al., 2018; costa et al., 2015; tims et al., 2013). other scholars, on the other hand, suggest that focusing solely on day-to-day variations in work engagement could be an oversimplification of the complexities of work engagement. since a person’s degree of work commitment may not be consistent over a working week, it may also be inconsistent over a single working day. it can vary from hour to hour (or even within shorter time intervals), similar to intra-day job performance fluctuations (beal, weiss, barros, & macdermid, 2005; sonnentag, 2011). in their meta-analysis, knight et al. (2019) identified four “types” of work engagement interventions, individual qualities such as self-efficacy, resiliency, and optimism are enhanced by personal resource building; employment resource creation, which aims to improve positive aspects of the workplace such as autonomy, social support, input, and opportunities for advancement; via education and practical activities such as goal-setting and problemsolving in groups, leadership training helps managers improve their leadership skills; and individuals are also encouraged to participate in onsite mindfulness, stress management, or exercise/relaxation programs as part of health promotion, which focuses on improving their health and well-being and reducing stress ( knight et al., 2019) recently, there has been a steady increase in interest in studying teachers’ work engagement, as suggested by a 2018 study, motivated by a desire to gather evidence that shows a link between teachers’ behavior, beliefs, and emotional dimension and the results obtained by their students. a teacher’s job has various peculiarities that distinguish it from other occupations. according to recent studies, teaching is emotionally, physically, and intellectually demanding (miu, 2020; perera et al., 2018; van wingerden & poell, 2019). similarly, research into this subject, specifically evaluating teacher work engagement, is still limited, despite the necessity for such knowledge. there is still a significant need to map teachers’ motivating and engagement patterns. teachers’ involvement is typically measured as a mediator for other areas of a teacher’s life, such as satisfaction or wellness. as opposed to that, one of the components of work engagement is teaching and learning. these two processes are intertwined and involve an educator evaluating students’ learning needs, setting clear learning objectives, creating teaching and learning strategies, putting a work plan into action, and assessing instruction results. attending to people’s needs, experiences, and feelings while providing targeted interventions to support their learning of particular concepts is the process of teaching. (basañes & dagol, 2021; colomeischi, 2017; mișu, 2020; yerdelen et al., 2018). moreover, employees’ willingness to devote their efforts, persistence, participation, feeling of importance, enthusiasm, and pride in their job, as well as their willingness to invest their physical and mental energy into work, determine work engagement. misu (2020) proposed that engaged employees are more productive at work because they are physically, emotionally, and intellectually engrossed in their job. employees who are more engaged in their work experience psychological safety (workplace trust and security), a sense of purpose, well-being, and enjoyment (frederick & vanderweele, 2020; kamaruzaman et al., 2022). the first indicator is vigor. high stamina and energy when working, the ability to make significant efforts in doing work, and determination and perseverance in overcoming https://journals.e-palli.com/home/index.php/ajmri pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 job difficulties are all signs of a person’s passion for their job. each employee’s vigor can have an impact on their success at work. the effect of completing a task is referred to as efficiency. if workers work with vigor, they can complete their tasks to the best of their abilities, resulting in increased productivity. thus, it is possible to infer that vigor affects employee success. staff who work with passion would be able to complete assignments to the best of their ability, resulting in improved productivity. as a result, it’s possible to deduce that employee vigor affects their productivity. in contrast, winowoda (2018) clarified that vigor has a major impact on employee success (srie et al., 2021). the second indicator is dedication. employees’ commitment is described as their enthusiasm for their jobs, pride in their work and the business they work for, and the motivation and challenges they face. employees with a high commitment score are ecstatic about their job and proud of their employers. they see their job as a challenge that motivates them to do their best, resulting in increased employee success in the business. meanwhile, employees with a low commitment score cannot perform their duties properly because they are not passionate and appreciative of their job and organization (srie et al., 2021) the findings of fauzi & ed’s (2016) study, which claims that dedication has a strong and positive impact impact on worker’s performance and makes a important contribution to power, is consistent with fan & cai’s (2017) study, which found that dedication has a constructive and important impact on job performance and contextual performance. according to al-dalahmeh et al. (2018), commitment greatly influences employee success (srie et al., 2021). the third indicator is. absorption. employees with full focus and fully immersed in their work are said to be absorbed. as workers are doing their jobs, they begin to lose track of time, making them feel like time goes by too quickly, making it impossible for them to get away from work. employees with high absorption will focus fully on their work. this has the potential to affect their work results. employees enjoy being active in their jobs, so time continues. besides, they will find it difficult to disconnect from their job because they are fully absorbed in them. according to a study by lewiuci et al. (2016), absorption has a partial positive and substantial impact on employee performance and a significant contribution impact. similarly, meilia and setyowati’s (2016) findings showed that absorption has a positive and important impact on results. meanwhile, meswantri & awaludin (2018) discovered that absorption has a major impact on employee success. at the grand inna malioboro hotel yogyakarta, winowoda (2018) discovered a similar thing: the absorption variable directly impacts employee efficiency (srie et al., 2021). more precisely, vigor refers to having a lot of energy and mental resilience when training, being able to put in the effort and persevering even when things get tough; being deeply interested in one’s studies, and feeling a sense of meaning, passion, motivation, pride, and challenge are all examples of dedication. absorption refers to being completely focused and happily engrossed in what one is doing, where time flies by, and it is difficult to tear oneself away from it (carmona-halty et al., 2019; schaufeli, 2017). to sum it up, by putting the k–12 programs into place, the philippine department of education (deped) made a significant advancement. as a result, in addition to their regular obligation to provide high-quality instruction, teachers are also subject to additional demands. teachers are on the front lines of the department of education’s aims and objectives. thus, as top-level managers, school officials are supposed to give them outstanding services. teachers still have to meet the demands of their daily work, and their perception of the support provided impacts how engaged they are at work. teachers’ self-efficacy a teacher’s targeted learning outcomes are more explicitly the focus of teacher self-efficacy to enhance their students’ learning. teacher effectiveness is associated with better academic results. low teacher self-efficacy levels may restrict students’ chances of succeeding in school. several internal and external circumstances have an impact on self-efficacy. this entails having faith in one’s capacity to achieve a task, imitating the actions of successful people, and seeking the aid of others. moreover, the self-efficacy of teachers is influenced by their subject knowledge in the classroom, their ability to deal with behavioral issues, “learners’ scholastic adaptation, sequence of instructor’s attitude and activities associated to classroom efficiency, and element influencing instructors’ intellectual welfare, including individual achievement, work fulfillment, and dedication.” additionally, instructors need encouragement in their job. self-efficacy values increase an instructor’s morale, directly affecting the school community (turkoglu et al., 2017). also, the efficacy of the teachers is one of the most important motivating factors affecting professional activities such as career persistence, work satisfaction, and student participation and accomplishment. regardless of the high number of learners enrolling in programs to become teachers in the past few years, instructor insufficiency still exists in many regions and subject areas (george, 2018; unesco, 2015). the social cognitive career theory directly links selfefficacy attitudes and job happiness. according to this viewpoint, self-efficacious instructors’ convictions that they can plan, organize and carry out particular teachingrelated tasks necessary to attain desired degrees of success can encourage the building of a subsequent sense of fulfillment from commensurate successes (granziera & perera, 2019; skaalvik & skaalvik, 2010). additionally, in this context, the teacher’s self-efficacy confers to self-determination assessments of the ability to plan and implement the actions needed to complete teaching duty effectively. the teacher self-efficacy content https://journals.e-palli.com/home/index.php/ajmri pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 area comprises either self-observation of individual teaching capacity and assumptions about the requirements of domain-specific teaching tasks, including assessments of external constraints and resources (perera & john, 2020; perera, calkins, & part, 2019). high-performing teachers are confident in their abilities, encourage pupils to pursue good goals, and focus on academic achievements. they are more excited to assign kids different activities to tackle their educational challenges. effective teachers have additional work opportunities as well as job security. self-efficacy is a critical cognitive trait that significantly impacts goal achievement. teachers with higher education are more effective in helping pupils reach their goals (hassan, 2019; pell, iqbal, & sohail, 2010; shaukat, 2011). further, in a contentious medium of education approaches, teachers’ self-efficacy is considered a fundamental construct that determines students’ accomplishment scores. teachers optimize their abilities by putting greater effort into the classroom and providing students with accurate information. however, students continue to be undernourished and score lower on exams. secondary school education in the public sector is deteriorating, and students are performing poorly. teachers’ laziness is to blame for dropping students’ bad accomplishment scores. (adu, tadu, & eze, 2012; hassan, 2019; kitti, 2014; shamim, 2008). significantly, one of the elements is self-efficacy which influences a teacher’s effectiveness. teachers with a strong sense of confidence in their teaching abilities will achieve greater success, but teachers with a poor sense of confidence in their abilities will be plagued by fear of failure. teachers’ self-efficacy is critical in achieving their goals, duties, and approaches to instructional obstacles. teachers with high self-efficacy welcome challenging activities as opportunities to master them, cultivate a strong sense of commitment, and bounce back quickly from failures, as opposed to teachers with low self-efficacy who shy away from challenging activities, perceive creative activities and situations as difficult, see most things negatively and lose faith in their abilities (pedagogical & knowledge, 2022). also, the teacher’s perspective of their teaching efficacy encompasses a wide range of ideas about their competence as educators and their capacity to positively impact students’ academic performance. these beliefs are connected to the classroom behaviors teachers exhibit, which clearly distinguishes between different teaching philosophies and approaches teachers use daily. this notion of oneself, known as self-efficacy, has a vital effect on teachers’ decisions regarding assignments and activities, on how hard they work and how persistent they are when facing problems, and even on how they feel when faced with challenging circumstances. (gerald et al. 2022). the cognitive concept that mediates between knowledge and action is eventually accounted for by selfefficacy. this decides whether the acts are successful and other factors (journal, sciences, & villard, 2016). significantly, the key to good teaching and student learning is teacher motivation. among various motivational factors, teacher self-efficacy is acknowledged as an important indicator of effectiveness in the classroom. in other words, these beliefs influence how people see their chances of success, attribute responsibility for their achievements and failures, and maintain motivation in the face of setbacks. additionally, self-efficacy impacts people’s perceptions of their ability to cope, emotion control techniques, and susceptibility to stress and depression. finally, self-efficacy beliefs may affect people’s decisions at critical junctures in their lives, potentially influencing the direction of their lives and who they become (burić & kim, 2020; künsting, neuber, & lipowsky, 2016). to sum it up, effective leadership has long been regarded as critical to ensuring school success by introducing a vibrant atmosphere, providing sufficient support, and cultivating positive relationships and student achievement. heads can provide effective leadership for achieving educational goals because of the importance of leadership in the community. successful leaders have a good sense of self-respect and self-esteem and are mindful of their emotions, strengths, and weaknesses. effective leaders maintain consistency, suppress negative feelings, demonstrate flexibility, and maintain dignity (suleman et al., 2018). the cited works were extremely helpful in revealing potential connections between authentic leadership, work engagement, and teachers’ self-efficacy. these may also help the study’s introduction, results, and conclusions. methodologys this study used a non-experimental quantitative research design that used the descriptive correlational research technique to collect data, thoughts, facts, and information relevant to the subject. descriptive non-experimental correlational design controlled the extent of a relationship between two or more variables (goertzen, 2017). in this study, the correlation method is the best design to meet the study’s objectives and determine whether the hypothesis is accepted. now, if the significance value is greater than .05, ho is accepted and ha is accepted. hypothesis testing determines if the correlations can be strong or weak (creswell & poth, 2012). moreover, this study utilized the testing of mediation to investigate the three variables. in other words, it assessed the relationship between the predictor and the mediator variables and the relationship between the mediator and the criterion variables (baron and kenny, 1986). according to a straightforward mediation model, the relationship between an independent variable and an observed outcome can be explained by the influence of a third factor or mediator. when the direct link between the independent variable and the outcome is no longer significant after the mediator’s influence has been considered, the relationship is said to be fully mediated. https://journals.e-palli.com/home/index.php/ajmri pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 this is known as partial mediation, when the mediator explains some but not all of the relationship between the independent variable and the result. the indirect effect refers to the degree of mediation (baron & kenny, 1986). thus, mediation analysis is not limited to linear regression but also logistic or polynomial regression and more (shrout & bolger, 2002). the study is interested in examining the connections between authentic leadership and work engagement, as well as the connections between authentic leadership and teachers’ self-efficacy; the connection between teachers’ self-efficacy and work engagement; and the mediating effect of teachers’ self-efficacy on the relationship between authentic leadership of school heads and work engagement among public schools in the municipality of kiblawan. results and discussion level of authentic leadership presented in table 1 is the level of authentic leadership. less than 1.00 was the standard deviation, which means there is the reliability of answers among respondents. the entire mean score, 4.18, was considered high. particularly, the following factors showed that teachers had different levels of authentic leadership: self-awareness has a mean of 4.26, described as very high; internalized moral perspective has a mean of 4.23, also labeled as very high; balanced processing has a mean of 4.17 characterized as high, relational transparency has a mean of 4.05 with a descriptive level of high, the data demonstrated that teachers as leaders showed a strong grasp of authentic leadership in terms of selfawareness; it indicates that when leaders make sounder decisions, build stronger relationships, and communicate more effectively become more effective leaders with more-satisfied employees. the data reflected that authentic leadership of teachers in terms of internalized moral perspective is always manifested, which is indicative of the very high motivation of leaders that provides challenging visions and helps people to understand them and manifests in ethical decision-making and behavior. also, in terms of balanced processing, the degree of authentic leadership of teachers was high, indicating that the respondents agree that the leadership ability to ensure that all things are communicated correctly is always exhibited. lastly, the data showed that authentic leadership in terms of relational transparency is always manifested. this table 1: level of authentic leadership indicators sd mean descriptive level self-awareness 0.53 4.26 very high relational transparency 0.52 4.05 high balanced processing 0.53 4.17 high internalized moral perspective 0.49 4.23 very high overall 0.42 4.18 high indicates their high capability of communicating with others; this entails exchanging knowledge about one’s thoughts and feelings. level work engagement table 2 displays the degree of work participation at the public elementary schools in the kiblawan north and south district. the entire mean score was 4.28, which is considered to be quite high. in particular, the following indicators showed the level of work engagement: dedication has a mean of 4.60, labeled as very high; vigor has a mean of 4.14 with an interpretation of high; and absorption has a mean of 4.11, characterized as high. data shows that a very high level of dedication to the work was evident, described as an important general aspect of a leader being manifested all the time. also, it was observed that vigor was high, which means that the respondents are willing to put effort into work and are even persistent in facing the problems. additionally, there was a high level of work engagement in absorption, described as the condition of employees who have full concentration and were absorbed in doing their work as a teacher is always evident. level teachers’ self-efficacy table 2: level of work engagement indicators sd mean descriptive level vigor 0.51 4.14 high dedication 0.46 4.60 very high absorption 0.56 4.11 high overall 0.42 4.28 very high displayed in table 3 is the level of teachers’ self-efficacy of public school teachers in kiblawan north and south district. the mean percentage score of 4.52 was deemed to be extremely high. this suggests that the teachers’ selfefficacy is present or felt constantly. on the following questions in particular, teachers’ levels of self-efficacy were as follows: arranging student acquisitions so that they can convey them to their actual life has a mean of 4.70 which has a descriptive equivalent of very high, for an effective teaching process, i begin the class with an interesting introduction (joke, memory) has a mean of 4.70 which means very high, helping the students gain self-confidence through activities that make the students feel themselves comfortable has a mean 4.66 https://journals.e-palli.com/home/index.php/ajmri pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 which means very high, creating a problem state and help the students acquire information with their own effort has a mean of 4.66 which means very high, emphasizing effective student participation in the class has a mean of 4.65 which has a descriptive equivalent of very high, arranging the course by triggering various areas of intelligence (visual, audial, psychomotor etc.) so as to serve for individual differences has a mean of 4.60 which means very high, trying to ask questions directed to comprehending the subjects has a mean of 4.56 which means very high, helping the students acquire various thinking skills (critical, creative, problem solving etc.) through activities has a mean of 4.55 which means very high, checking the readiness levels of students before beginning the subject in class has a mean of 4.54 which means very high, trying to create a setting in which the students can express themselves freely has a mean of 4.52 which means very high, thinking that effective use of time during the teaching process is important has a mean of 4.52 which means very high, beginning the course after taking student attention to the subject has a mean of 4.51 which has a descriptive equivalent of very high, striving for students to obtain information from different sources (encyclopedia, journals, the internet etc.) has a mean of 4.51 which means very high, not moving to the next subject without giving feedback or making corrections has a mean of 4.46 which means very high, trying to use my voice tone and body language effectively throughout the learning-teaching process has a mean of 4.41 which means very high, arranging activities for increasing student motivation has a mean of 4.27 which means very high, helping them learn how to learn by resorting to methods and techniques such as drama, role play and problem solving in the class has a mean 4.19 which means high, arranging activities according to the needs and expectations of students has a mean of 4.16 which means high, using various methods and techniques (fishbone, six thinking hats, speaking circle etc.) in my course has a mean of 4.15 which means high, trying to related student acquisitions with daily life has a means of 4.11 which means high, trying to use learning-teaching strategies, methods and techniques appropriately has a mean of 4.05 which has a descriptive equivalent of high, using information and communication technologies (computer, projection the internet) in my course has a mean of 4.05 which means high, carrying out activities (experiments, brainstorming, drama etc.) to develop creative thinking has a mean of 4.04 which means high. emphasizing effective student participation in the class has a mean of 4.65, which has an equivalent descriptive level of very high; trying to ask questions directed to comprehending the subjects has a mean of 4.56 which means very high, and trying to use my voice tone and body language effectively throughout the learningteaching process has a mean of 4.41 which means very high, beginning the course after taking student attention to the subject has a mean of 4.51 which has a descriptive level of very high, helping the students gain selfconfidence through activities that make the students feel comfortable has a mean of 4.66 which means very high. nonetheless, it can be extrapolated that the institution views teachers as valuable assets. in addition, the school made every effort to attract and retain the right individual for the right role at the right time and keep the professors engaged. furthermore, it is clear that school leaders make sound decisions and can explain those using professional, ethical, and legal standards. school leaders, according to respondents, handle day-to-day activities in a way that fosters trust and confidence among school stakeholders. furthermore, most of the time, proper review, monitoring, and evaluation processes can be inferred. school leaders can detect their impact on group dynamics, resulting in table 3: level of teachers self-efficacy items sd mean descriptive level emphasizing effective student participation in the class. 0.57 4.65 very high trying to ask questions directed to comprehending the subjects. 0.55 4.56 very high trying to use my voice tone and body language effectively throughout the learning-teaching process. 0.70 4.41 very high beginning the course after taking student attention to the subject. 0.64 4.51 very high helping the students gain self-confidence through activities that make the students feel themselves comfortable. 0.55 4.66 very high not moving to the next subject without giving feedback or making corrections. 0.63 4.46 very high checking the readiness levels of students before beginning the subject in class. 0.63 4.54 very high helping the students acquire various thinking skills (critical, creative, problem solving etc.) through activities. 0.58 4.55 very high arranging the course by triggering various areas of intelligence (visual, audial, psychomotor etc.) so as to serve for individual differences. 0.60 4.60 very high arranging activities according to the needs and expectations of students. 0.73 4.16 high arranging activities for increasing student motivation 0.64 4.27 very high trying to relate student acquisitions with daily life. 0.66 4.11 high arranging student acquisitions so that they can convey them to their actual life. 0.50 4.70 very high trying to create a setting in which the students can express themselves freely. 0.65 4.52 very high carrying out activities (experiments, brainstorming, drama etc.) to develop creative thinking . 0.79 4.04 high https://journals.e-palli.com/home/index.php/ajmri pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 using various methods and techniques (fishbone, six thinking hats, speaking circle etc.) in my course. 0.77 4.15 high trying to use learning-teaching strategies, methods and techniques appropriately. 0.74 4.05 high using information and communication technologies 0.52 4.52 very high (computer, projection of the internet) in my course. 0.75 4.05 high striving for students to obtain information from different sources (encyclopedia, journals, the internet etc.). 0.64 4.51 very high creating a problem state and help the students acquire information with their own effort. 0.55 4.66 very high helping them learn how to learn by resorting to methods and techniques such as drama, role play and problem solving in the class. 0.78 4.19 high thinking that effective use of time during the teaching process is important 0.65 4.52 high for an effective teaching process, i begin the class with an interesting introduction (joke, memory). 0.50 4.70 very high overall 0.38 4.52 very high effective collaboration with other school leaders, teachers, parents, and community members. correlations between authentic leadership and work engagement the findings of the test to determine the association between authentic leadership and work engagement are shown in table 4. the association was examined at a 0.05 level of significance following the hypothesis. the null hypothesis was rejected by the overall r-value of.667 and the p-value of 0.05. it implies that there’s a strong connection between engaging at work and true leadership. this suggests a connection between work engagement and the school leaders’ authentic leadership. since the overall r-value is.533, the p-value for selfawareness is 0.05, the relational transparency r-value is.504, the balanced processing r-value is.57 7, and the internalized moral perspective r-value is .565, the result clearly shows that all indicators of authentic leadership are positively correlated on work engagement. the two variables have a positive correlation, according to the data. moreover, figures show that all indicators of work engagement are significantly correlated with authentic leadership since the p-value is <0.05, and the overall r-value is .597 for vigor, .531 for dedication, and .512 for absorption. hence the two variables are positively associated. table 4: significance of the relationship between the authentic leadership and work engagement authentic leadership work engagement vigor dedication absorption overall self-awareness .503*(0.000) .412*(0.000) .395*(0.000) .533*(0.000) relational transparency .448*(0.000) .352*(0.000) .429*(0.000) .504*(0.000) balanced processing .482*(0.000) .465*(0.000) .470*(0.000) .577*(0.000) internalized moral perspective .517*(0.000) .510*(0.000) .374*(0.000) .565*(0.000) overall .597*(0.000) .531*(0.000) .512*(0.000) .667*(0.000) *significant at 0.05 significance level. correlations between authentic leadership and teachers’ self-efficacy reflected in table 5 were the results of the test of the relationship between authentic leadership and teachers’ self-efficacy. the table shows a positive correlation between the markers of authentic leadership and teachers’ self-efficacy, with an overall r-value of.811 and a p-value of 0.05, signifying the rejection of the null hypothesis. it implies a strong link between teachers’ sense of selfefficacy and authentic leadership. specifically, the indicator self-awareness data show that it has a positive correlation with teachers’ self-efficacy because of its computed r-value of .669 with a p-value <0.05. the p-value result means a relationship between the self-awareness of authentic leadership and teachers’ self-efficacy among the respondents; teachers’ selfefficacy needs self-awareness in authentic leadership. also, the other indicator, relational transparency, has an r-value of .606 with a p-value <0.05. this shows that relational transparency is positively associated with teachers’ self-efficacy. besides, balanced processing got an r-value of .670 with a p-value <0.05, which shows that table 5: significance of the relationship between the authentic leadership and teachers self-efficacy authentic leadership teacher self-efficacy overall self-awareness .669*(0.000) relational transparency .606*(0.000) balanced processing .670*(0.000) internalized moral perspective .704*(0.000) overall .811*(0.000) *significant at 0.05 significance level. https://journals.e-palli.com/home/index.php/ajmri pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 correlations between teachers’ self-efficacy and work engagement table 6 displays the test results of the relationship between work engagement and teachers’ self-efficacy. the association was examined at a 0.05 level of balanced processing is necessary for teachers’ self-efficacy. internalized moral perspective got an r-value of .704 with a p-value < 0.05, which is significant for teachers’ selfefficacy. in short, it is a useful tool in attaining teachers’ self-efficacy. table 6: significance of the relationship between the teachers self-efficacy and work teachers self-efficacy work engagement vigor dedication absorption overall overall .639*(0.000) .684*(0.000) .554*(0.000) .759*(0.000) *significant at 0.05 significance level significance, as stated in the hypothesis. the indicator vigor has a favorable correlation with instructors’ selfefficacy, according to statistics. the r-value is.639, and the 0.05 p-value. this shows that vigor is a large part of the teachers’ self-efficacy. being efficient in a job requires adapting and dealing effectively with changes at work. likewise, the other indicator, dedication, has an r-value of .684 with a p-value of <0.05. this demonstrates that dedication is favorably correlated with teachers’ selfefficacy. this implies that dedication plays a big part in achieving teachers’ self-efficacy. also, absorption reveals an r-value of .554 with a p-value of <0.05. still, the result is positively correlated to teachers’ self-efficacy. it is safe to assume that absorption greatly impacts teachers’ self-efficacy. the overall result reflects that work engagement is positively correlated to teachers’ self-efficacy, having an overall r-value of .759 with a p-value of <0.05. this rules out the null hypothesis, which claims no connection between work engagement and teachers’ self-efficacy. on the mediating effect of teachers’ self-efficacy table 7 displayed the path analysis on the mediating effect of teachers’ self-efficacy on the relationship between authentic leadership and work engagement, and the result is partially mediated. the data obtained in this table were results after conducting the spss amos. this table presents the direct effect of authentic leadership on teachers’ self-efficacy, teachers’ self-efficacy on work engagement and authentic leadership. authentic table 7: mediating effect: path analysis (partial mediation) path estimates se c.r. p unstandardized standardized al--> tse .723 .811 .030 24.465 *** tse--> we .706 .638 .069 10.204 *** al --> we .148 .150 .062 2.394 .017 leadership and teachers’ self-efficacy is the path a coefficient with an unstandardized regression coefficient of .119, standardized regression coefficient of .811, se of .030, and a probability value less than 0.05. below the significance level of 0.05 implies that these two variables have a significant relationship and a low or small standard error means that the estimate is more precise. besides, the effect size or the impact of authentic leadership on teachers’ self-efficacy is 72 percent which completely disavows the null hypothesis. thus, the path b coefficient is teachers’ self-efficacy and work engagement, which has an unstandardized regression coefficient of .706, the standardized regression coefficient of .638, se of .069, and a p-value less than 0.05, which means there is a strong conclusion to say that teachers’ self-efficacy and work engagement are significant. the effect size of job satisfaction on organizational culture is 71 percent. and lastly, the path c coefficient shows the effect size of authentic leadership on work engagement. the data result has an unstandardized regression coefficient of .148 or 15 percent efficacy, a standardized regression coefficient of .150; the computed standard error is .062, and a p-value of .017, which is smaller than the significance alpha level of 0.05, which means that it is significant. mathematically, this lends credence to the idea that engaged employees benefit from authentic leadership. x =authentic leadership (al) y = work engagement (we) m= teachers self-efficacy (tse) figure 1: regression weights on the mediating effect of teachers’ self-efficacy on the relationship between authentic leadership and work engagement https://journals.e-palli.com/home/index.php/ajmri pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 53-68, 2022 conclusions the following conclusions are formulated based on the findings of the study. there is strong evidence to reject the null hypotheses in favor of the alternative hypotheses. according to the research findings, authentic leadership and work engagement in the school have a high association. the result is in parallel to the theory of self-determination theory, which states that highly psychologically empowered personnel are more likely to feel more competent, in control of their destiny, and have a greater impact on their surroundings, all of which will improve their willingness to drive proactive goal processes on their own. in the same manner, the self-efficacy of teachers and authentic leadership are positively correlated. and there is a strong link between teachers’ self-efficacy and work engagement. this is in parallel with bandura’s socialcognitive theory (1977), which stated that a person with high self-efficacy would purposefully select tough tasks, be prepared to devote more time and effort to achieve goals, and persevere regardless of the face of possible failure to fulfill individual or group objectives. finally, the study’s results suggest that the connection between authentic leadership and work engagement is influenced and partially mediated by teachers’ selfefficacy. rather than a straightforward cause-and-effect relationship between authentic leadership and work engagement, the findings demonstrated that the former influences teachers’ self-efficacy, which affects the latter. the result is in parallel to the theory of individual adaptability theory (i-adapt) by ployhart and bliese (2006), which claims that a person’s capacity for changing or adapting to various task, social, and environmental characteristics is represented by their ability, skill, disposition, 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(2009). selfefficacy: a concept analysis. colorado: blackwell publishing https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 21 0 american journal of multidisciplinary research and innovation (ajmri) localized game-based learning activities in mathematics 7 (lgblas) liwliwa b. suguitan1*, eldefonso b. natividad2 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.723 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 06, 2022 accepted: october 10, 2022 published: october 13, 2022 to become a critical thinker and problem solver, learners need the mastery of the basic competencies. to ensure that meaningful learning occurs in a mathematics classroom, learning resources reflecting their context must be readily available. unfortunately, there has been a dearth of localized materials for the ilocano learners. hence, this study developed localized game-based learning activities (lgblas) in mathematics 7 based on the teachers’ perceived level of mastery of the learners along with the most essential learning competencies (melcs) in number and number sense, algebra, geometry, and statistics and probability. following the research and development (r and d) framework, data were gathered using a survey rating scale from the 66 mathematics 7 teachers in the schools division of ilocos norte. means with their equivalent descriptive interpretations were utilized to analyze and interpret the data. the results showed that learners exhibited nearly mastery in some of the learning competencies in mathematics 7. this could mean that they have not sufficiently acquired the fundamental skills required to move to more advanced mathematical learning tasks. however, the key concepts and skills could be enriched by supplementing instruction with appropriate, contextualized, and relevant curriculum support materials. hence, lgblas in mathematics 7 was developed. the lgblas was found to be very highly valid and very highly acceptable as a curriculum support material for mathematics instruction as evaluated by the content experts and the key teachers in mathematics 7. it is then recommended that lgblas be adopted for classroom use to improve the mastery level of learners in the different learning competencies along with number and number sense, algebra, geometry, and statistics and probability. keywords mathematics, localized gamebased learning activities, most essential learning competency, level of mastery, research, and development introduction mathematics is a language of nature and plays a dynamic and significant role in human life and society. its application is evident not only in the field of education but in almost every aspect of life (mukanda, 2014). mathematics teaches students critical reasoning, decisionmaking, and problem-solving abilities that will help them make sense of many elements of the fast-changing environment (tablit, 2019). it promotes self-reflection and develops the general problem-solving ability in all facets of life (manuel, 2012). considering the importance of mathematical knowledge and skills to be successful in any human endeavor, it is disheartening to note that many students tend to develop a fear of the subject and become more anxious to learn, resulting in low performance in the subject (mazana et al., 2018). learners even consider it a nightmare tackling the requirements of the subject, a notion overshadowing its importance as the prime vehicle in developing learners’ logical thinking and higher-order cognitive skills (visitacion, 2020). in fact, the dismal performance of learners in mathematics could be reflected in various assessments. the latest result of the programme for international student performance (pisa) of the organisation for economic co-operation and development (oecd) revealed that filipino learners placed last among 79 participating countries and near last in science and mathematics. according to briones, the result of the 2018 pisa puts an even sharper focus on the need to address quality basic education. as also shown in the results of the trends in international mathematics and science study (timss) 2019 by the international association for the evaluation of educational achievement (iea), filipino learners are not performing well in the subject scoring 297 in mathematics which is significantly lower than any other participating country and placing the lowest among all 58 participating countries (bernardo, 2020). moreover, the quality of education in the country was put under the spotlight in 2019 following the results of both local and international assessments on students’ performance which highlighted the low performance of filipino learners. education secretary leonor briones said that the performance of filipino students in largescale assessment, which is the national achievement test (nat), gravitates toward the low proficiency levels, especially in science, math, and english. as cited in reyes et al. (2019), problems in how to teach mathematics have emerged over the last two decades, including difficulties in interpreting mathematical statements, the conflict between mathematics lesson analysis and real-life experiences, and valuable exposure to highly abstract mathematics lessons (reyes et al., 2019). they also said that teachers frequently provide a few examples in some high school mathematics classes and ask students to respond to what is written on the board. students in such classes frequently pay attention to their teachers and attend their lectures, but they 1 salpad integrated school, philippines 2 schools division of batac city, philippines * corresponding author’s e-mail: liwliwa.suguitan@deped.gov.ph https://doi.org/10.54536/ajmri.v1i4.723 https://journals.e-palli.com/home/index.php/ajmri mailto:liwliwa.suguitan%40deped.gov.ph?subject= pa ge 21 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 rarely raise questions or seek clarification. students are unlikely to be interested in the topic under discussion or driven to complete the work assigned by their teachers. furthermore, it has been claimed that children lack common sense in the classroom. as expressed in principle 3 of the mathematics framework for philippine basic education, mathematics is best learned when learners are actively engaged. according to visitacion (2017), mathematical ideas should be explored in ways that stimulate curiosity, create appreciation and enjoyment of mathematics, developing critical and analytical thinking and depth of understanding. therefore, learners must be given activities that the teacher developed. adora (2014) contends that one way of maintaining the interest of the learners in difficult subjects like mathematics is to provide them with activities that they could perform individually, thereby making learning interesting and engaging. teacher competency, therefore, requires not only mastery and effective strategies but also resources to support and enhance the learning process and skills of the learners (visitacion, 2017). hence, to ensure that all learners have access to quality education amid the present crisis, there is a need to address the learners’ unique needs, situations, and resources by giving them practical, reality-based, and localized-based learning experiences that will help them live and adjust in this new normal scheme (alvaro, 2020). localization is one of the keys to engaging the students in the teaching-learning process wherein students can relate their situations in their lesson. it makes the lesson meaningful and relevant to the students’ lives by relating the students’ context to mathematical content taught in school. teaching the lesson in a real-life context significantly increases the learning of students (center for occupational research and development, 2012). likewise, localization motivates students to know more about their cultural heritage and to appreciate and understand other cultural heritage. republic act 10533 mandated that education follow certain standards and principles in establishing upgraded basic education curricula that are contextualized, global, and culturally sensitive. the curriculum should likewise be adaptable enough to allow schools to contextualize and improve it based on the educational and social circumstances in which they operate. the regional and division education units will approve these resources in compliance with national policies and standards. localization of materials is beneficial to learners as it would make the materials more familiar and thus more enjoyable to learn (mahabadi, 2012). things students do and associate with them are the learning that lasts forever. therefore, using localized materials is like valuing and appreciating the cultural and social identities of the students. it also helps teachers and students comprehend concepts by relating and presenting the lesson in the context of the prevailing local environment, culture, and resources. hence, lessons will become more real-life, customized, and appropriate. as per the researcher’s observation in her classes, students had difficulty in accomplishing the activities incorporated in the slms last school year in mathematics 7 because some seem not suited to the context of students’ lived experiences. thus, it could be said that when the students cannot relate to the activities in the slms, they would give up easily and move away from their lesson, especially when their parents do not supervise them. as a result, they could not answer all the activities and would fail to submit their answer sheets on the scheduled date. therefore, appropriate learning activities should be developed as supplementary material that would level up the mathematics performance of learners and as a timely response to their needs during this time of the pandemic. with the use of relevant learning activities, the learners will be inspired to continuously enhance their knowledge and skills in mathematics and eradicate their perception that it is a difficult subject. moreover, such material would strengthen the acquisition and retention of the most essential learning competencies in mathematics 7 for better application in real-life scenarios. since the goal of teaching is for the students to learn, it was then highly needed to have relevant learning materials that would widen their understanding and knowledge. thus, the researcher undertook this study to develop the localized game-based learning activities (lgblas) to address the low mastery level of the learners in the learning competencies in mathematics 7. literature review mathematics education in the philippines the philippine basic education curriculum has been altered several times over the years. despite numerous curriculum changes, the goals of mathematics remain nearly unchanged: to provide opportunities for individuals to develop the skills and attitudes required for effective participation in everyday life, as well as to prepare them for further education and the world of work so that they can make valuable contributions to society (sei-dost & matheted, 2011). mathematics education in the new normal the covid-19 pandemic has resulted in school closures worldwide. this closure has affected more than 1.2 billion learners worldwide, with more than 28 million learners in the philippines (unesco, 2020). responses like community lockdown and quarantine have led students and teachers to study and work from home (crawford, 2020). the virus is still wreaking havoc on the country today, and the education sector is particularly hard hit (marquez et al., 2020). to prepare for the country’s pandemic condition, the department of education (deped) issued the most essential learning competencies (melcs), which will serve as a framework for the implementation of the updated k–12 curricula (gonzales, 2020). even if the classes are delivered in different ways, the melcs narrow https://journals.e-palli.com/home/index.php/ajmri pa ge 21 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 down all of the possible key teachings, concepts, and skill sets that a student must know, acquire, and understand. a mathematics 7 learner is expected to demonstrate understanding of key concepts and principles of numbers and number sense (sets and real number system); measurement (conversion of units of measurement); patterns and algebra (algebraic expressions and properties of real numbers as applied in linear equations and inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and presentation, and measures of central tendency and variability) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. deped (2016) claimed that non-print materials should contain contents that stimulate and promote critical thinking, include sentences/paragraphs that encourage prior knowledge and understanding, and are aligned to learning objectives that are clearly stated and measurable. also, the difficulty level is aligned to the intended user, and feedback is always positive, motivational, and user-sensitive. furthermore, visuals are an accurate representation of the topics discussed. pictures are not pixelated, and hyperlinking is appropriately used. the melcs served as the primary reference for all schools, schools division offices (sdos), and regional offices (ros) in determining and implementing learning delivery approaches that are appropriate for the local context and learner diversity while adapting to the challenges posed by the covid-19 pandemic. because these are already available through the melcs, ros, sdos, and schools do not need to generate a new list of learning competencies for the various learning areas. schools, sdos, and ros are urged to augment the melcs by improving and contextualizing them localization of instructional materials the primary purpose of education is to instill learning in the minds of all students and assist them in understanding mathematical concepts in a simple manner (reyes et al., 2019). to effectively deliver the lesson, educators may use the context of the students’ life as a starting point, allowing the students to experience a sense of belonging inside the classroom. and, because the purpose of teaching is for pupils to learn, having localized materials that will broaden their knowledge and understanding is critical. the enhanced basic education curriculum act of 2013, or ra 10533, recommends that the curriculum be contextualized and global. the curriculum must be adaptable enough to allow schools to localize, indigenize, and improve it based on their individual educational and social situations. the localization approach is a subfield of contextualization where teachers utilize the students’ tradition, locality, and culture in the assessment and instruction. also, localization relates learning content specified in the curriculum to local information and materials from the learner’s community. it is also the process of modifying and linking curricular content and the teaching and learning process to local conditions, environment, and resources. localization can also be viewed as freedom for schools or local education authorities to adapt the curriculum to local conditions and relate the content curriculum and teaching and learning processes to the local environment (dimacali, 2018). according to castillo (2019), it maximizes materials, activities, and issues readily available in the local environment. a localized curriculum is based on local needs and relevance for the learners, which allows for flexibility and creativity in the lessons. it gives awareness of the current happenings or status of a certain topic being discussed (dimacali, 2018). it also gives the students an aggressive mind to learn more about a topic since it became familiar. localized materials have numerous advantages when applied or adopted in the educational system. it entails employing local materials as both a subject and an object of instruction. localization will also entail incorporating local culture into the curriculum. while there are benefits, there are also drawbacks, such as a lack of local technical competence and material resources, apprehension about the unfamiliar, and aversion to challenge among teachers and local educators (castillo, 2019). however, these can be managed by developing a curriculum framework, including a clear set of curriculum standards at the central level; ensuring compliance with these standards in local and school developed curriculum, either through paper-based accreditation or endorsement process or through supervision and monitoring process (or both); providing training of local-based curriculum developers; and ensuring clear and open communication exists between central and localized authorities (castillo, 2019). to develop concepts and principles, teachers must use manipulative, concrete, and authentic materials and anchor teaching in the context of learners’ lives. therefore, sufficient instructional materials should be provided to the students to ensure the meeting of concepts and enhance their mathematical skills. moreover, teachers should build on the school’s resources and must accommodate and respect cultural, linguistic, and racial diversity. teachers should also encourage learners to pose problems and issues and use strategies to address these. game-based learning (gbl) game-based learning is an active learning strategy that employs games to improve student learning. the learning, in this case, comes from playing the game, which fosters critical thinking and problem-solving skills. game-based learning can be achieved through the use of digital or nondigital games, as well as simulations that allow students to experience the learning directly. game-based learning entails employing games in educational environments to achieve certain goals (connolly, 2012). these games could be entertaining or instructional. while engaging games are primarily intended for enjoyment, pleasure, and recreation, educational games are a subset of games https://journals.e-palli.com/home/index.php/ajmri pa ge 21 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 that are intended to educate. the primary purpose of game-based learning is to improve learning and behavior. games are used to aid learning for three primary reasons: motivation, material mastery, and higher-order thinking skills. motivation game-based learning is a potential means for improving students’ confidence and increasing their motivation by incorporating challenge, curiosity, and fantasy to a specific problem. the application of game-based learning (gbl) positively impacts student motivation and involvement in mathematics learning (ramli et al., 2020). content mastery this refers to the acquisition of facts and information generated by experts. most games designed for content mastery provide opportunities for drill and practice, a dominant learning model in the 20th century. content mastery games are perhaps the most used and sustainable games in schools due to their close alignment with learning practices in schools. higher-order thinking this refers to skills used to solve problems, analyze data, and synthesize findings. they are often seen as essential 21st century competencies. games that foster (instead of teaching) higher-order thinking are often intellectually demanding. they provide challenging contexts for players to experience and develop thinking skills. teaching should attempt to make the learning experience pleasant and gratifying so that learners continue learning. thus, to maintain the interest and motivate students to study in this time of the pandemic, it is worthwhile to use games as a strategy in the teaching-learning process. games serve as an interesting springboard in starting their study and answering their self-learning modules every day. situation cognition learners’ understanding is developed by interaction with their environment. they are formed by a combination of content, context activity, and goals and are individually constructed. cognitive puzzlement cognitive puzzlement is the stimulus for learning and determines the organization or nature of what is learned. experiential learning like some that involve the visual and performing arts, games promote experimental learning-learning through doing/experiencing. the constructivist viewpoint also proposes that children learn best when they explore and experience real environments for themselves and discover their own meaning from experience. problem-based learning. problem-based learning is linked to game-based learning as most games involve problem solving, often with a small group of students working to solve a problem. very often, these are crossdisciplinary problems. learning activity sheets with the further development of covid-19 in 2020, forbidding public meetings, even in schools, has expanded internationally. according to the united nations, almost 300 million children have already skipped school worldwide. as a result of the covid-19 epidemic in the philippines, the department of education created learning activity sheets for all grade levels for the 20202021 school year. any paper that contains questions, assignments, or activities is considered an activity sheet. and the pupils will either write their answers or complete the given exercises. coloring, word search, maze, english spelling bee, math test, and more activities are all possible. according to the department of education, the development of learning activities (las) shall be based on the most essential learning competencies (melcs) issued by the central office. the department uses a uniform template for the development of las. the agency said that learning areas for grade 1 to 3 should be prepared by their respective schools division offices (sdos) based on their mtb used as methods of teaching (mot). meanwhile, preparation for learning areas for grades 4 to 6 and junior high school and senior high school shall be based on the agreed distribution per grade level. mathematics deals with an abstract that is difficult to teach and learn; hence, classroom instruction should be backed-up with varied instructional materials. thus, teachers should continue developing learning activity sheets based on the context of their learners and the availability of instructional materials within their locality to have meaningful learning. to develop concepts and principles, teachers must use manipulative, concrete, authentic materials and anchor teaching in the context of learners’ lives. therefore, sufficient instructional material should be provided to the learners to ensure the meeting of concepts and enhance their mathematical skills. moreover, teachers should build on the school’s resources and must accommodate and respect cultural, linguistic, and racial diversity. in addition, teaching should make the learning experience pleasant and gratifying so that learners continue learning. games serve as an interesting springboard in starting their study and answering their self-learning modules every day. the presented related literature has provided sufficient background information that enlightened and strengthened this research, thus making it more meaningful to the readers. discussions about the mathematics education in the philippines, localization of instructional materials, game-based learning, and learning activity sheets have certainly formed a strong foundation so that this study will be able to capture what it intends to know as a basis for the development of the localized game-based learning activity sheets (lgblas) in mathematics 7. https://journals.e-palli.com/home/index.php/ajmri pa ge 21 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 materials and methods research design the study utilized the research and development (r & d) model, also referred to as the research-based development method. r and d is used to produce a certain product and test its effectiveness (sugiyono, 2014). it aims to discover solutions to problems by creating new goods or knowledge. in this study, localized gamebased learning activities were developed to enhance the level of mastery of the mathematics 7 learners along with the four content areas, namely: number and number sense, algebra, geometry, and statistics and probability. the study involved the three basic stages: planning stage, development stage, and validation stage. population and sample the mathematics 7 teachers in 54 public secondary schools in the schools division of ilocos norte served as the population in this study. total enumeration was applied to determine the samples. a total of 66 teachers were involved as respondents. the other groups of respondents were five content specialists composed of an education program supervisor, a school head, a master teacher, and department heads. for the evaluation of the level of acceptability, 15 key teachers representing the four zones were randomly selected from the samples of the study. instruments three instruments were used to gather data for this study: the survey questionnaire on the perceived level of mastery for the teacher-respondents; the content validation rating scale for the content specialists; and the level of acceptability rating scale for the key teachers in grade 7 mathematics. survey questionnaire on the level of mastery of grade 7 learners on melcs. this survey instrument was used to determine the level of mastery of the mathematics 7 learners on melcs covering the four content areas, namely: number and number sense, algebra, geometry, statistics, and probability. the respondents used a threepoint rating scale with 3 for mastered (m), 2 for nearly mastered (nm), and 1 for least mastered (lm). the results of this survey became the bases for developing lgblas in mathematics 7. the level of mastery of the mathematics 7 learners was analyzed and interpreted using the following range of means. very highly valid, and 1, the lowest, as not valid. the content validity of the developed lgblas was analyzed and interpreted using the range of means and descriptive interpretations. range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (mv) 1.51 – 2.50 slightly valid (sv) 1.00 – 1.50 not valid (nv) level of acceptability survey rating scale. the level of acceptability tool was adopted from bacnat (2020) and was responded to by the key teachers of mathematics 7 teachers from the four zones of sdoin. the tool measured the level of acceptability of the material along with clarity, usefulness, language and style, illustrations, presentations, and suitability. a five-point likerttype rating scale was utilized using 1, for the lowest as not acceptable, and 5, for the highest as very highly acceptable. the range of means with the corresponding descriptive interpretation for the level of acceptability was adopted as follows: range of means descriptive interpretation 4.51 – 5.00 very highly acceptable (vha) 3.51 – 4.50 highly acceptable (ha) 2.51 – 3.50 moderately acceptable (ma) 1.51 – 2.50 slightly acceptable (sa) 1.00 – 1.50 not acceptable (na) data gathering procedure the study involved the three basic stages: planning stage, development stage, and validation stage. in the planning stage the researcher surveyed mathematics 7 public school teachers in the schools division of ilocos norte (sdoin). this stage helped the researcher identify the level of mastery of the mathematics 7 learners based on the most essential learning competencies (melcs) that need the preparation of the lgblas. competencies that received nearly mastered to least mastered ratings were considered in the development of lgblas. in the development stage, the researcher identified the learning activities that need to be enhanced. the researcher conceived the development of the lgblas to contain all these parts: learning objectives, learning procedures, and localized game-based learning activities. while in the validation stage focused on the content validation, evaluation of the level of acceptability, modification, revision, finalization, and production of the lgblas. the lgblas was evaluated by a group of content specialists composed of an education program supervisor, a school head, a master teacher, and department heads regarding content quality, instructional quality, and degree of localization. key teachers in grade 8 assessed the level of acceptability in terms of clarity, usefulness, language and style, illustrations, range of means descriptive interpretation 2.51 3.00 mastered (m) 1.51 2.50 nearly mastered (nm) 1.00 1.50 least mastered (lm) content validation rating scale the content validation tool, adopted from picat (2020), was used to validate the lgblas. the content specialists responded to the indicators for content quality, instructional quality, and degree of localization. a fivepoint likert-type scale was used with 5, the highest, as https://journals.e-palli.com/home/index.php/ajmri pa ge 21 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 presentations, and suitability. the results of the validation and evaluation and level of acceptability became the bases for the modification and finalization of the lgblas. all suggestions, corrections, and comments are incorporated before the final production of the material. data analysis mean was used in determining the level of mastery of the learners in mathematics 7 on the most essential learning competencies (melcs). the level of mastery of the mathematics 7 learners was analyzed and interpreted using the following range of means with the corresponding descriptive interpretations: range of means descriptive interpretation 2.51 3.00 mastered (m) 1.51 2.50 nearly mastered (nm) 1.00 1.50 least mastered (lm) mean was also used to describe the content validity of the developed localized game-based learning activity sheets in mathematics 7 (lgblas) in terms of content quality, instructional quality, and degree of localization. this was interpreted using the following range of means with their corresponding descriptive interpretations: furthermore, mean was also used to determine the level of acceptability in terms of clarity, usefulness, language and style, illustrations, presentations, and suitability range of means descriptive interpretation 4.51 – 5.00 very highly acceptable (vha) 3.51 – 4.50 highly acceptable (ha) 2.51 – 3.50 moderately acceptable (ma) 1.51 – 2.50 slightly acceptable (sa) 1.00 – 1.50 not acceptable (na) of the developed localized game-based learning activity sheets in mathematics 7 (lgblas). this was interpreted using the following range of means with their corresponding descriptive interpretations; table 1: teachers’ perception of the level of mastery of the learners on the most essential learning competencies (melcs) in mathematics along with number and number sense. (n=66) most essential learning competencies mean descriptive interpretation 1. illustrates well-defined sets, subsets, universal sets, null sets, the cardinality of sets, union and intersection of sets, and the difference between two sets. 2.65 m 2. solves problems involving sets with the use of the venn diagram. 2.26 nm 3. represents the absolute value of a number on a number line as the distance of a number from 0 2.83 m 4. performs fundamental operations on integers. 2.62 m 5. illustrates the different properties of operations on the set of integers 2.68 m 6. expresses rational numbers from fraction form to decimal form and vice versa. 2.65 m 7. performs operations on rational numbers. 2.45 nm 8. describes principal roots and tells whether they are rational or irrational. 2.53 m 9. determines between what two integers the square root of a number is 2.61 m 10 estimates the square root of a whole number to the nearest hundredth. 2.41 nm 11. plots irrational numbers (up to square roots) on a number line 2.42 nm 12. illustrates the different subsets of real numbers. 2.61 m results and discussion results the level of mastery of the learners in mathematics 7 on the most essential learning competencies (melcs) on number and number sense, algebra, geometry, statistics and probability. teachers’ perception of the level of mastery of the learners in mathematics along with numbers and number sense numbers and number sense as a strand focuses on how students can read, write and understand the meaning, order, and relationship among numbers and number systems. table 1 shows the teachers’ perception of the level of mastery of the learners in mathematics along with numbers and number sense. the table shows that the teacher-respondents assessed five out of the 15 competencies as nearly mastered. these competencies include solving word problems on sets with venn diagram (m=2.26), representing real situations and solving problems using real numbers (m =2.27), estimating square roots of a whole number to the nearest hundredth (m=2.41), plotting irrational numbers on the number line (m=2.42), and performing operations on rational numbers (m=2.45) range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (mv) 1.51 – 2.50 slightly valid (sv) 1.00 – 1.50 not valid (nv) https://journals.e-palli.com/home/index.php/ajmri pa ge 21 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 13. arranges real numbers in increasing or decreasing order and on a number line. 2.80 m 14. writes numbers in scientific notation and vice versa. 2.59 m 15. represents real-life situations and solves problems involving real numbers. 2.27 nm composite mean 2.56 m legend range of means descriptive interpretation 2.51 – 3.00 mastered (m) 1.51 – 2.50 nearly mastered (nm) 1.00 – 1.50 least mastered (lm) the results suggest that learners have remained inadequate in these skills. they seem to still have confusion in making connections with these key concepts as applied to real-life situations or problem-solving. they can perform basic actions and struggle to answer straightforward mathematical problems without guidance or instructional support from their teachers. this finding supports the idea of mohammed and johnny (2012) that learners have difficulty understanding the number system as they have difficulty matching experience with new situations. tambychik and meerah (2012) further explained that deficiency of many mathematics skills such as numberfact, visual-spatial and information skills, and cognitive abilities in learning inhibit mathematics problem-solving. the 10 remaining competencies were assessed by the teacher-respondents as mastered. this suggests that the learners can conceptualize, generalize, and utilize information about absolute value, principal roots, scientific notation, subsets of real numbers, operation of integers, and kinds of sets in modeling advanced mathematical situations. this is evident from the obtained mean ratings ranging from 2.53 to 2.83. meanwhile, the computed composite mean rating of 2.56 indicates that the learners generally had mastery of the most essential learning competencies along with numbers and number sense. this implies that the students could apply their insights and understanding of numbers and number systems to any mathematical learning task. moreover, it suggests that they are capable of advanced mathematical thinking and reasoning. as explained by louange et al. (2012), learners with mastery of mathematics could understand the words and the calculations to be made in complex problem situations. teachers’ perception of the level of mastery of the learners in mathematics along algebra algebra as a strand is all about understanding the key concepts of algebraic expressions, the properties of real numbers as applied in linear equations, and inequalities in one variable. the level of mastery of the learners on the most essential learning competencies in mathematics along algebra is shown in table 2. among the four strands in mathematics 7, algebra has the most number of nearly mastered competencies. out of the 16 competencies, there were 10 items rated by the teacher-respondents nearly mastered by the learners. these include problem solving involving algebraic expressions (m = 2.03), equations and inequalities in one variable (m = 2.05), absolute value by graphing or algebraic methods (m = 2.14), and conversion of units of measurement (m = 2.21). in addition, the topics on modeling product of algebraic table 2: teacher’s perception of the level of mastery of the learners on the most essential learning competencies (melcs) in mathematics along with algebra. (n=66) learning competency mean descriptive interpretation 1. approximates the measures of quantities, particularly the length, weight/mass, volume, time, angle, temperature, and rate. 2.70 m 2. converts measurements from one unit to another in both metric and english systems. 2.41 nm 3. solves problems involving the conversion of units of measurement. 2.21 nm 4. translates english phrases to mathematical phrases and english sentences, and vice versa. 2.62 m 5. illustrates and differentiates related terms in algebra: (a) where n is a positive integer; (b) constants and variables; (c) literal coefficients and numerical coefficients; (d) algebraic expressions, terms, and polynomials; (e) number of terms, degree of the term and degree of the polynomial. 2.77 m 6. evaluates algebraic expressions for given values of the variables. 2.59 m 7. adds and subtracts polynomials. 2.52 m 8. derives the laws of exponent. 2.44 nm 9. multiplies and divides polynomials. 2.32 nm 10. uses models and algebraic methods to find the: (a) product of two binomials; (b) product of the sum and difference of two terms; (c) square of a binomial; (d) cube of a binomial; (e) product of a binomial and a trinomial. 2.17 nm https://journals.e-palli.com/home/index.php/ajmri pa ge 21 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 11. solves problems involving algebraic expressions. 2.03 nm 12. differentiates algebraic expressions, equations, and inequalities. 2.53 m 13. illustrates linear equation and inequality in one variable. 2.47 nm 14. finds the solution of linear equation or inequality in one variable. 2.36 nm 15. solves linear equation or inequality in one variable involving absolute value by: (a) graphing; (b) algebraic methods. 2.14 nm 16. solves problems involving equations and inequalities in one variable. 2.05 nm composite mean 2.40 nm legend. range of means descriptive interpretation 2.51 – 3.00 mastered (m) 1.51 – 2.50 nearly mastered (nm) 1.00 – 1.50 least mastered (lm) expressions (m = 2.17), multiplication and division of polynomials (m = 2.32), solution of linear equation or inequality in one variable (m = 2.36), conversion of units involving the metric and english systems (m = 2.41), derivation of laws of exponents (m = 2.44), an illustration of linear equation and inequality in one variable (m = 2.47) were given mean ratings descriptively interpreted as nearly mastered. these results indicate that the grade 7 students were able to show some evidence of understanding of the mathematical concepts and procedures along with algebraic expressions, equations, and inequalities. they could model situations using oral, written, graphical, and algebraic methods in solving problems but with little guidance from the teacher and/or with some assistance from peers. the responses of the teacher-respondents below showed that their learners’ performance in algebra could be attributed to their inappropriate behavior during discussion and their negative thoughts towards this area in mathematics. the nearly mastered results could further be explained by other factors cited in the literature. mulwa (2015) pointed out that the learners’ difficulties in mathematics are associated with learning and using mathematical terminology. the learners’ inadequate grasp of the language of mathematics and their inability to express it explicitly in ordinary language would not enable them to see the relatedness of mathematical concepts. it should be noted that to become successful in algebra, the students must be knowledgeable of the language of mathematics, so they can translate their understanding to identify information and carry out routine and non-routine procedures. on the contrary, the teacherrespondents assessed six of the competencies as mastered. in particular, the learners are now capable of adding and subtracting polynomials (m = 2.52), differentiating algebraic expressions, equations, and inequalities (m = 2.53), evaluating algebraic expressions for given values of the variables (m = 2.59), translating english phrases to mathematical phrases and english sentences, and vice versa (m = 2.62), approximating the measures of quantities, particularly the length, weight/ mass, volume, time, angle and temperature and rate (m = 2.70) and illustrating and differentiating related terms in algebra (m = 2.77). as such, they manifest consistent and integrative application of procedural knowledge and conceptual understanding to compute, estimate, translate, illustrate, and evaluate algebraic expressions, equations, and inequalities. meanwhile, the computed composite mean rating of the participants at 2.40 indicates that the students, generally, nearly mastered the most essential learning competencies along with algebra. this means that the learners could perform the required tasks but may need time to fully grasp the key concepts and to sufficiently acquire the skills necessary for advanced mathematical learning endeavors. the nearly mastered level of performance among the learners in algebra could be explained in the study of phonapichat et al. (2014). they posited that students’ ability in mathematics could be affected by their difficulty interpreting keywords appearing in problems into mathematical sentences and their inability to figure out what to assume and what information from the problem is necessary to solve it. moreover, they struggle to understand the problem because they are impatient and do not like reading very long word problems. teachers’ perception of the level of mastery of the learners in mathematics along with geometry geometry as a strand is all about understanding the key concepts of geometry of shapes and sizes and geometric relationships. table 3 shows the students’ level of mastery of geometry as perceived by their teachers. out of the 11 most essential learning competencies in geometry, it appears from the table that four of them were assessed by the teacher-respondents as nearly mastered by the learners. these include solving problems on sides and angles of a polygon (m = 2.15), deriving inductively the relationship of exterior and interior angles of a convex polygon (m = 2.33), constructing triangles, squares, rectangles, regular pentagons, and regular hexagons (m = 2.42), and bisecting line segments and angles and constructing perpendiculars and parallels (m = 2.47). these mean ratings denote that the learners have acquired the basic skills in applying their knowledge and understanding in problem solving on sides and angles of polygons and in constructing different geometric shapes and figures. however, these skills could not be sufficient https://journals.e-palli.com/home/index.php/ajmri pa ge 21 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 table 3: teachers’ perception of the level of mastery of the learners on the most essential learning competencies (melcs) in mathematics along with geometry. (n=66) most essential learning competencies mean descriptive interpretation 1. represents point, line, and plane using concrete and pictorial models. 2.88 m 2. illustrates subsets of a line. 2.83 m 3. classifies the different kinds of angles. 2.85 m 4. derives relationships of geometric figures using measurements and by inductive reasoning; supplementary angles, complementary angles, congruent angles, vertical angles, linear pairs, perpendicular lines, and parallel lines. 2.53 m 5. derives relationships among angles formed by parallel lines cut by transversal using measurement and by inductive reasoning. 2.55 m 6. uses a compass and straightedge to bisect line segments and angles and construct perpendiculars and parallels. 2.47 nm 7. illustrates polygons; (a) convexity; (b) angles; and (c) sides. 2.59 m 8. derives inductively the relationship of exterior and interior angles of a convex polygon. 2.33 nm 9. illustrates a circle and the terms related to it: radius, diameter chord, center, arc, chord, central angle, and inscribed angle. 2.64 m 10. construct’s triangles, squares, rectangles, regular pentagons, and regular hexagons. 2.42 nm 11. solves problems involving sides and angles of a polygon. 2.15 nm composite mean 2.57 m legend range of means descriptive interpretation 2.51 – 3.00 mastered (m) 1.51 – 2.50 nearly mastered (nm) 1.00 – 1.50 least mastered (lm) to work with models for complex situations. one of the reasons for the students not being able to gain mastery of the listed competencies is the mode of teaching-learning during this time of the pandemic. knowing how complex these competencies are, the teachers could not adequately teach the required skills since printed modular distance learning limits their direct communication with the students. moreover, access to information remains a challenge for students with limited internet connections. the findings support what fabiyi (2017) claimed about the reasons for learners’ difficulty in learning these competencies in geometry. according to him, the causes of this difficulty could be traceable to teachers’ method of instruction, unavailability of instructional materials, insufficient time allocation, students’ gender, the complexity of the learning competency, and misconceptions of concepts. while construction of geometric figures and shapes appeared to be a challenge among the learners, the teacher-respondents significantly noted the remaining seven competencies to be mastered by them. this is evident from the obtained mean ratings ranging from 2.53 to 2.88. the result could mean that the learners are capable of making sound connections of the different geometric relationships by properly illustrating, representing, and classifying basic geometric concepts involving angles, undefined terms, lines, polygons, and circles. further, it could suggest that their interpretations of these relationships are sufficient to build a simple model or to select simple problem-solving strategies. in spite of having four nearly mastered competencies, generally, the learners were found to have mastery in geometry. this is indicated by the composite mean rating of 2.57. this could mean that the learners could gain sufficient understanding and strategic skills to venture into higher geometrical learning activities. as cited in fabiyi (2017), such proficiency in geometry could provide a rich visualization source for understanding arithmetical, algebraic, and statistical concepts. it could be used to develop students’ spatial awareness, intuition, and visualization and solve practical problems. teachers’ perception of the level of mastery of the learners in mathematics along statistics and probability. table 4 reveals the level of mastery of the mathematics 7 learners in statistics and probability. statistics and probability as a strand is all about understanding the key concepts, uses, and importance of statistics, data collection/gathering, and the different forms of data representation, measures of central tendency, measures of variability, and probability. as reflected in the table, six of the 11 competencies were given mean ratings ranging from 2.23 to 2.47, which are within the descriptive interpretation of nearly mastered. these competencies involve computation of the measures of variability of grouped and ungrouped data, analysis and interpretation of statistical data, illustration https://journals.e-palli.com/home/index.php/ajmri pa ge 21 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 of computation drawing conclusions from graphical and statistical data, organization of data using graphs, and formulation of simple statistical instruments. it can be deduced from the results that mathematics 7 learners can compute variability, organize, analyze and interpret data, draw conclusions from the data, and formulate statistical instruments. they have the fundamental knowledge and skills to do these tasks but cannot work independently yet. guidance from the learning facilitators and/or some assistance from peers is still necessary to accurately transfer understandings through authentic performance tasks. the above results and statements reinforce the findings of fitzmaurice et al. (2014). they argued that the learners perceived statistics to be difficult because of the whole uncertainty of the topic and the language, symbols, and table 4: teachers’ perception of the level of mastery of the learners on the most essential learning competencies (melcs) in mathematics with statistics and probability. (n=66) learning competency mean descriptive interpretation 1. poses real-life problems that can be solved by statistics. 2.53 m 2. formulates simple statistical instruments. 2.47 nm 3. gathers statistical data. 2.55 m 4. organizes data in a frequency distribution table. 2.64 m 5. uses appropriate graphs to represent organized data: pie chart, bar graph, line graph, histogram, and ogive. 2.47 nm 6. illustrates the measures of central tendency (mean, median, and mode) of statistical data. 2.70 m 7. calculates the measures of central tendency of ungrouped and grouped data. 2.52 m 8. illustrates the measures of variability (range, average deviation, variance, standard deviation) of statistical data. 2.42 nm 9. calculates the measures of variability of grouped and ungrouped data. 2.23 nm 10. uses appropriate statistical measures in analyzing and interpreting statistical data. 2.32 nm 11. draws conclusions from graphic and tabular data and measures of central tendency and variability. 2.36 nm composite mean 2.47 nm legend range of means descriptive interpretation 2.51 – 3.00 mastered (m) 1.51 – 2.50 nearly mastered (nm) 1.00 – 1.50 least mastered (lm) terminology used. moreover, these topics in statistics require conceptual understanding and interpretative skills, which are regarded as more difficult than those which require factual recall or the use of routine procedures. nevertheless, the learners were found to have mastered the other five learning competencies relating to measures of central tendency, data gathering, frequency distribution table, and statistics in real life. the corresponding competencies received mean ratings ranging from 2.52 to 2.70. this result implies that learners can strategically work on the assigned tasks using broad, well-developed thinking and reasoning skills. however, taking their performance holistically, learners were shown to have not fully mastered statistics. this is indicated by the composite mean rating of 2.47, descriptively interpreted as nearly mastered. this implies that learners could benefit further from doing additional activities to deepen their skills, knowledge, and understanding of statistics. they may have the fundamental skills but could be inadequate to work and develop models for more complex statistical situations. this finding is quite understandable for one major reason, as claimed by watts (2012). in his view, the major difficulty inhibiting the learning of statistics and distinguishing it from other disciplines is that the important fundamental concepts in statistics are quintessentially abstract. this means that these concepts could not be directly demonstrated, experienced, and illustrated through pictures. summary of the results on the teachers’ perceptions on the level of mastery of the learners in mathematics mathematics 7 allows the learners to demonstrate an understanding of key concepts and principles of numbers and number sense (sets and real number system); measurement (conversion of units of measurement); patterns, and algebra (algebraic expressions and properties of real numbers as applied in linear equations and inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and presentation, and measures of central tendency and variability) as applied using appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life (deped, 2016). the summary of results on teachers’ perceptions of the level of mastery of the learners in mathematics is displayed in table 2e. considering the competencies under https://journals.e-palli.com/home/index.php/ajmri pa ge 22 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 the four strands comprising mathematics 7, the students are assessed as nearly mastered in algebra (m=2.40) and statistics and probability (m=2.47) while as mastered in number and number sense (m=2.56) and geometry (m = 2.57). this suggests that the mathematics 7 learners were able to exhibit sufficient understanding, skills, and knowledge about number and number sense and geometry. however, they might need reinforcement to deepen their learning in algebra statistics and probability. overall, the learners learned mathematics 7 at a nearly mastered level, as shown by the overall mean rating of 2.50. this implies that, overall, they were able to acquire the fundamental skill to allow them to move to more advanced mathematical learning tasks. however, the table 5: summary of results of the teacher’s perception on the level of mastery of the grade 7 learners on the most essential learning competencies (melcs) in mathematics 7. (n=66) indicators composite mean descriptive interpretation 1. numbers and number sense 2.56 m 2. algebra 2.40 nm 3. geometry 2.57 m 4. statistics and probability 2.47 nm overall mean 2.50 nm legend range of means descriptive interpretation 2.51 – 3.00 mastered (m) 1.51 – 2.50 nearly mastered (nm) 1.00 – 1.50 least mastered (lm) key concepts and skills could be enriched by adding more mathematical learning experiences, which could be offered by supplementing instruction with appropriate, contextualized, and relevant curriculum support materials. hence, a localized game-based learning activity sheets is useful for them. as alvaro (2020) explained, activity sheets could be effective delivery systems for learners’ acquisition of the most essential learning competencies. calilit (2020) also concluded that curriculum support material is very useful in delivering quality learning to the learners in the new normal setting of education. when students maximize the use of these activity sheets, their performance in mathematics will be enhanced. content validity of the localized game-based learning activities in mathematics 7 (lgblas) content quality the developed localized game-based learning activities in mathematics 7 was validated in terms of their content quality, instructional quality, and degree of localization adopted. content quality. table 6 shows the validity of the content quality of the lgblas, as perceived by an education program supervisor, a school head, a master teacher, and head teachers specializing in mathematics. the validators found that the content quality of the material is very highly valid, as shown by the composite mean of 4.86. it suggests that the lgblas is aligned with the prescribed competencies, promote and stimulate critical thinking, and encourage prior knowledge and understanding. considering the indicators, all of them were rated very highly valid. specifically, the concepts of the lgblas were found to be consistent, accurate, up-to-date, stimulating and promoting critical thinking, and relevant to real-life situations (m=5.00). table 6: panel of experts’ evaluation on the validity of the lgblas along with content quality. (n=5) indicators mean descriptive interpretation 1. content is consistent with topics/skills found in the most essential learning competencies for the subject and grade level it was intended. 5.00 vhv 2. concepts are developed to contribute to enrichment, reinforcement or mastery of the identified learning objectives. 4.80 vhv 3. content is accurate. 5.00 vhv 4. content is up-to-date. 5.00 vhv 5. content is logically developed and organized. 4.60 vhv 6. content is free from cultural, gender, racial, or ethnic bias. 4.80 vhv 7. content stimulates and promotes critical thinking. 5.00 vhv 8. content is relevant to real-life situations. 5.00 vhv 9. language (including vocabulary) is appropriate to the target user level. 4.60 vhv 10. content promotes positive values that support formative growth. 4.80 vhv composite mean 4.86 vhv https://journals.e-palli.com/home/index.php/ajmri pa ge 22 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) also, the lgblas contribute to enrichment, reinforcement or mastery of the identified learning objectives, are free from cultural, gender, racial, or ethnic bias, and promote positive values that support formative growth (m=4.80). it was also found that lgblas is organized and appropriate to the target user level (m= 4.60). the validators found that the content quality of this material is very highly valid as shown by the composite mean 4.86. the very highly valid rating could mean that the lgblas could engage students more in mathematics with high success rates. according to clements, (2018), the context in mathematics helps students solve mathematical problems by facilitating their learning, providing an avenue to try different ways of solving a problem, developing good problem-solving skills, allowing them to figure out the mathematical solution. instructional quality table 7 shows the validity of the lgblas along with instructional quality. as shown from the table, the instructional quality of the lgblas is very highly valid, with the corresponding composite mean of 4.88. this means that the lgblas has a solid instructional purpose, has an appropriate level of complexity and materiality could provide feedback and could be integrated with the target user’s experiences. the validators found that the developed materials contain very highly valid examples that are well-defined, appropriate, enjoyable, stimulating, challenging, and engaging, and effectively stimulate the creativity of the target user (m = 5.00). also, the learning objectives are clearly stated and measurable, and the instruction integrated with the target user’s previous experience (m = 4.80). according to the department of education (2016), printed materials should contain contents that stimulate and promote critical thinking, include sentences or paragraphs that encourage prior knowledge and understanding, and align to learning objectives clearly stated and measurable. also, the level of difficulty is aligned to the intended user, and feedback is always positive, motivational, and user-sensitive. degree of localization table 8 shows the validity of the degree of localization of the lgblas. the validators found that the materials’ content quality in terms of localization is very high, with a composite mean of 4.80. this indicates that the lgblas have a high level of cultural inclusiveness, emphasizing the context of the learners’ lives. this is corroborated by the individual mean ratings of the indicators as very highly valid, which ranged from 4.60 to 5.00. specifically, the lgblas is thought to contain many table 7: panel of experts’ evaluation on the validity of the lgblas along with instructional quality. indicators mean descriptive interpretation 1. purpose of the activities is well defined. 5.00 vhv 2. activities achieve their defined purpose. 5.00 vhv 3. learning objectives are clearly stated and measurable. 4.80 vhv 4. level of difficulty is appropriate for the intended target user. 4.40 hv 5. graphics and colors are used for appropriate instructional reasons. 5.00 vhv 6. activity is enjoyable, stimulating, challenging, and engaging. 5.00 vhv 7. activity effectively stimulates the creativity of the target user. 5.00 vhv 8. instruction is integrated with the target user's previous experience. 4.80 vhv composite mean 4.88 vhv legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) real-life problem-solving situations, local materials, and knowledge relevant to the learner’s real-life situation. the material inspires them to learn, respect, comprehend their cultural history, and apply concepts and facts in practical situations. localization gives awareness of what is the current status of a certain topic being discussed, and since it is more specific and it is very closely related to people, it will give the students an aggressive mind to really learn more about it since it became familiar with them. because of this, if the topic is something to deal with an issue, they can easily relate and can be a great way for the students to participate in solving issues of the nation (dimacali, 2018). summary of the panel of experts’ evaluation on the https://journals.e-palli.com/home/index.php/ajmri pa ge 22 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 content validity of the lgblas in mathematics 7 table 9 summarizes the lgblas’ content validity in terms of content quality, instructional quality, and degree of localization. as shown in the table, the overall mean rating of 4.85 indicates that the lgblas are very highly valid. through localized examples, activities, and exercises, the materials could help learners build the habit of solving mathematical problems while also instilling pride in their identity. all of the components were given a rating of very highly valid with the composite means ranging from 4.80 to 4.88. this suggests that the material’s components met the quality standards. as a result, the lgblas may be used as a curriculum supplement to help students learn mathematics. the very highly valid results could be supported by the expert panel’s testimonies, such as: table 8: panel of experts’ evaluation on the validity of the lgblas along with the degree of localization. (n=5) indicators mean descriptive interpretation 1. the lgblas include many real, believable problem-solving situations that learners can recognize as important to their current and possible future lives. 5.00 vhv 2. the lgblas relate mathematical concepts to the real-life situation of the learner. 4.80 vhv 3. the lgblas utilize local materials or information in the development of the lesson. 4.80 vhv 4. the lgblas encourage the learners to apply concepts and information in useful contexts. 4.60 vhv 5. the lgblas motivate the learners to know, understand and appreciate their cultural heritage. 4.80 vhv composite mean 4.80 vhv legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) validator 1 the material is timely and relevant in developing skills essential to understand melcs through localization . validator 2 congratulations! i am optimistic that if this lgblas will be properly utilized by the grade 7 teachers will give a great impact on the learners not only on their mathematical skills and conceptual understanding but table 9: summary of the panel of experts’ evaluation on the validity of the lgblas in mathematics 7 (n=5) content composite mean descriptive interpretation 1. content quality 4.86 vhv 2. instructional quality 4.88 vhv 3. degree of contextualization 4.80 vhv overall mean 4.85 vhv legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) also in appreciating the ilocano culture. validator 3 very useful to our learners. the material contains useful introductions, reviews and pictures that facilitate learning. also, it enhances the development of desirable values and traits in the locality. overall, it is a great contribution to mathematics education. validator 4 this learning material is a great help to teachers and learners to enhance the mathematical ability of learners. the localization of activities was well done. likewise, it is integrated to other subject areas like social studies (history of ilocos norte). level of acceptability of the localized game-based learning activities in mathematics 7 the level of acceptability of the localized game-based learning materials in mathematics 7 was evaluated by the fifteen mathematics 7 teachers in the schools division of ilocos norte, along with clarity, usefulness, language and style, illustrations, presentations, and suitability. clarity table 10 shows the respondents’ evaluation of the level of acceptability of the lgblas’ clarity. as indicated in the table, the composite mean of 4.63 indicates that the material’s clarity is very highly acceptable, denoting that the learners could easily comprehend the discussions, https://journals.e-palli.com/home/index.php/ajmri pa ge 22 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 examples, and activities even when they perform independent learning. this composite mean rating could be supported by the individual mean of 4.73 and 4.53 which are descriptively interpreted as very highly acceptable. the results imply that the concepts for each activity in the lgblas is clear and simple, and the basic information is presented using an easy-to-understand language. usefulness table 11 shows that the level of acceptability for the lgblas’ usefulness is very highly acceptable, with a composite mean value of 4.81. this finding indicates that the lgblas allow learners to obtain a deeper understanding of basic procedures and their applicability in real-life situations. all five indicators were assessed as very highly acceptable, table 10: key teachers’ evaluation on the level of the acceptability of the lgblas along with clarity. (n=15) indicators mean descriptive interpretation 1. the lgblas provides information that is clear and simple. 4.73 vha 2. the lgblas makes use of language that is clear and easy to understand. 4.53 vha composite mean 4.63 vha legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) table 11: key teachers’ evaluation on the level of acceptability of the lgblas along with usefulness. (n=15) indicators mean descriptive interpretation 1. the lgblas prepare the learners to think logically and critically. 4.87 vha 2. the lgblas provide opportunities for the development and enrichment of mathematical skills. 4.87 vha 3. the lgblas provide adequate information on the topics presented 4.73 vha 4. the lgblas encourage the learners to become actively involved in the learning activities 4.80 vha 5. the lgblas are useful to teachers and learners. 4.80 vha composite mean 4.81 vha legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) acceptable, as evidenced by the composite mean of 4.60. this means that lgblas is grammatically correct, uses easy-to-understand vocabulary, and has an appropriate style and format. this finding is supported by the two indicators (items items 1 and 3), whose means are 4.60 and 4.87, equivalent to a highly acceptable rating, and the other indicator (item 2) with a mean of 4.33 descriptively interpreted as highly acceptable. this suggests that the material has an acceptable utilization of words, grammar structures, vocabulary, tone, style, and format. illustrations the level of acceptability of lgblas along illustrations table 12: key teachers’ evaluation on the level of acceptability of the lgblas along with language and style. (n=15) indicators mean descriptive interpretation 1. the lgblas is free from grammatical errors. 4.60 vha with mean ratings ranging from 4.73 to 4.87. this implies that lgblas is straightforward and easy to understand, allows learners to think logically and critically, and encourages them to participate actively in the learning activities based on these findings. furthermore, its concepts in the lgblas were developed to provide enough stimulating information that leads to the refinement of mathematical skills, as well as making connections between prior and new concepts learned previously. language and style the level of acceptability for the lgblas’ language and style is shown in table 12. the material is very highly https://journals.e-palli.com/home/index.php/ajmri pa ge 22 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 2. the lgblas utilizes sufficient and familiar vocabulary to ensure learning. 4.33 ha 3. the lgblas adopts style and format that are appropriate to the target level. 4.87 ha composite mean 4.60 vha legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) table 13: key teachers’ evaluation on the level of acceptability of the lgblas along with illustrations. (n=15) indicators mean descriptive interpretation 1. the illustrations are clear and simple. 4.60 vha 2. the illustrations arouse students’ interest making learning effective and enjoyable. 4.87 vha 3. the illustrations provide concrete visual clues. 4.60 vha 4. the illustrations guide learners to follow directions. 4.73 vha 5. the illustrations are appropriate for the topic. 4.67 vha composite mean 4.70 vha is shown in table 13 with a composite mean of 4.70, which indicates that lgblas are very highly acceptable. lgblas contain pictures that are well-placed in the text to enable the development of mathematical abilities necessary for a thorough knowledge of the essential concepts and themes in mathematics 7. all items were given a very highly acceptable rating. these results indicate that the illustrations are clear and simple (m = 4.60), provide concrete visual clues (m = 4.60), are appropriate for the topic (m = 4.67), guide learners to follow direction (m = 4.73), and arouse students’ interest making learning more effective and enjoyable (m = 4.87). suitability legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) table 14 shows the level of acceptability of the lgblas in terms of suitability. the composite mean of 4.82 indicates that the material is very highly acceptable. further, the result means that the lgblas applies to all types of learners and that its use of words, images, and situations is appropriate for students to learn concepts and skills cheerfully and effectively. the composite mean of 4.82 indicates that the material is very highly acceptable. further, the result means that the lgblas applies to all types of learners and that its use of words, images, and situations is appropriate for students to learn concepts and skills cheerfully and effectively. specifically, all the indicators are given a very highly acceptable rating. this shows that the lgblas includes table 14: key teachers’ evaluation on the level of acceptability of the lgblas along with suitability. (n=15) indicators mean descriptive interpretation 1. the lgblas includes activities that take into consideration the varying attitudes and capabilities of the learner. 4.73 vha 2. the lgblas includes activities that are suitable to the subject matter. 4.80 vha 3. the lgblas includes activities that are relevant, interesting, and self-motivating to the learner. 4.93 vha composite mean 4.82 vha activities that take into consideration the varying attitudes and capabilities of the learners (m = 4.73). furthermore, the findings indicate that the material provides relevant activities that are suitable to the subject matter (m = 4.80) and that the activities are relevant, entertaining, and selfmotivating for the learner (m = 4.93). summary of key teachers’ evaluation on the level of legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) https://journals.e-palli.com/home/index.php/ajmri pa ge 22 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 210-227, 2022 table 15: summary of key teachers’ evaluation on the level of acceptability of lgblas. (n=15) indicators composite mean descriptive interpretation 1. clarity 4.63 vha 2. usefulness 4.81 vha 3. language and style 4.60 vha 4. illustrations 4.70 vha 5. presentations 4.62 vha 6. suitability 4.82 vha overall mean 4.70 vha acceptability of lgblas in mathematics 7 the results of the evaluators’ level of acceptability of the lgblas along with the six indicators, namely; clarity, usefulness, language and style, illustrations, presentations, and suitability are summarized in table 15. the material is very highly acceptable for use as a curricular support material, as evidenced by the overall mean rating of 4.70. this means that lgblas could provide meaningful mathematical experience in mastering the lgblas’ highest-rated component is suitability (m = 4.82), while the lowest-rated indicator is language and style (m = 4.62). nonetheless, all six components received a very highly acceptable rating, denoting that the lgblas could be a useful supplementary material for grade 7 teachers in delivering mathematics instruction. conclusions based on the results of this study, it can be concluded that the learners exhibited nearly mastery in some of the learning competencies in mathematics 7. this could mean that they have not sufficiently acquired the fundamental skills required to move to more advanced mathematical learning tasks. however, the key concepts and skills could be enriched by supplementing instruction with appropriate, localized, and relevant curriculum support materials. hence, lgblas in mathematics 7 was developed. it is also concluded that lgblas is very highly valid and very highly acceptable. the material could provide learners with meaningful experiences in mastering the various competencies in mathematics 7. hence, lgblas could be adopted as supplementary curriculum support material for mathematics instruction to improve the mastery level of grade 7 learners. the results of this study have shown how effective the instructional design theory is in crafting instructional materials, similar to lgblas. furthermore, it affirmed the principle of the theory of constructivism that play and learning experiences are powerful forces in the development of the individual mind. meanwhile, it confirmed the principles of the situated learning theory that the local context plays a significant role in skills formation. legend range of means descriptive interpretation 4.51 – 5.00 very highly valid (vhv) 3.51 – 4.50 highly valid (hv) 2.51 – 3.50 moderately valid (v) 1.51 – 2.50 slightly valid (mv) 1.00 – 1.50 not valid (nv) references adora, n.m. 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(2012). why is introductory statistics difficult to learn? and what can we do to make it easier? retrieved february 7, 2012 from https://bit.ly/3gql0kb. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 21 american journal of multidisciplinary research and innovation (ajmri) effectiveness of istiku in teaching mtb-mle 1 to the pupils of mmsu-les romelyn lagura1*, jan jan decano1, natividad lorenzo1, marie joyce diza1 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.334 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 19, 2022 accepted: june 27, 2022 published: june 29, 2022 this study aimed to understand the effectiveness of the use of puppets in teaching mother tongue-based multilingual education (mtb-mle 1) to the pupils of mariano marcos state universitylaboratory elementary school (mmsu-les), by studying its usefulness in the familiarization of words. it examined how well the pupils recognize iluko words and their meaning through performing the model. it analyzed the meaning conveyed and the words which are presented by the movement and acting of the puppet and actors throughout the performance. this study employed the experimental research design to examine the work of the puppeteer (teacher) within the context of the teaching and learning process. the challenge was to analyze the puppeteer’s performances using the product-oriented method which is a contributory factor in opening the minds of the learners in grasping different iluko words in the dialogues during the whole puppet presentation. product oriented analysis deals with the performance as a finished aesthetic product. with this study, the researcher was able to execute the model to the target clienteles during their mtb-mle 1 classes. as a result, the model gained a positive evaluation from the cooperating school and agreed its usefulness in teaching the subject. in addition, the respondents assessed the product for recommendation. on the part of the learners, they were able to distinguish different iluko words and differentiate it from parts of speech whether they were used as an article, noun, verb, and adjective and simple adverb, preposition and conjunction. as part of the assessment, they were capable to use several iluko words in their own sentences. this implied that the use of istiku model was effective in teaching mtb-mle to the grade one pupils. keywords teaching model, multilingual education, puppetry 1 mariano marcos state university, philippines. * corresponding author’s e-mail: rtlagura@mmsu.edu.ph introduction puppetry is a very old, traditional form of art that is used in many cultures. puppets have united people of the world through a language unique to puppetry, consisting of more than words. it is a language that conveys feelings, ideals, and passions with a combination of gestures and words. play therapists have used puppets successfully as a tool to encourage children to express their feelings, and even to change their behaviors (mcmahon & tunk, 2018). use of puppets makes risk-taking feel a bit safer for children. puppetry also has great potential for use by teachers in elementary school classrooms. puppetry can help to improve communication skills, overcome language barriers, and teach self-control. young children can usually accept puppets as non-threatening, sympathetic friends. the addition of a puppet to a child’s world can positively influence them to become more comfortable with and open up to their world. puppets can become an integral part of the classroom environment. they can be used to increase dialogue, modify inappropriate behavior [as children desire to please the puppet by following his/ her/its request, manage the classroom, or add an element of play to lessons. while many individuals have made observations about the great communication and learning possibilities that the use of puppets has to offer to our knowledge, there has been no quantitative research conducted to explore the topic. therefore, we decided to conduct much-needed research on the effectiveness of puppetry as a teaching tool in the familiarization of words in the mother tongue. we focused the study on the relations between the use of puppetry in the classroom, student involvement, and the degree of familiarization of words by the pupils during the teaching-learning process. statement of the problem this study aimed to determine the effectiveness of the “istiku” in teaching mtb-mle 1. specifically, it sought answers to the following questions: 1. what is the level of performance of the experimental group and the control group in the pretest? 1.1 is there a significant difference between the pretest mean scores of the experimental and control groups? 2. what is the level of performance of the experimental group and the control group in the posttest? 3. how effective are the two methods in teaching the mother tongue based-multilingual education? 3.1 is there a significant difference between the pretest and the posttest mean scores of the pupils in the experimental group? 3.2 is there a significant difference between the pretest and the posttest mean scores of the pupils in the control group? 3.3 is there a significant difference between the posttest mean scores of the experimental and control groups? scope and delimitation this study focused on the determination of the effectiveness of “istiku” in teaching mtb-mle 1. the effectiveness was delimited to the mean score gain of the pupils in the posttest scores compared to their pretest scores. the lessons were delimited to the topics on parts of speech, vocabulary building, basic sentence construction and story comprehension under the https://doi.org/10.54536/ajmri.v1i3.334 https://journals.e-palli.com/home/index.php/ajmri mailto:rtlagura@mmsu.edu.ph pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 21-24, 2022 elementary curriculum and were based on the mtb-mle guidebook for grade school teachers. the performance of the pupils was delimited to their scores in the pretest and posttest. the different stories that were used and reflected on the actual intervention were contents of the mtb-mle primer as provided by the department of educationregional office to grade school teachers who are teaching the subject which has the very purpose of strengthening the iluko language as a medium of instruction and learning in the curriculum. definition of terms for a better understanding of this research, the following terms are defined based on how they are used in the study. mother tongue basedmultilingual education. the term refers to the incorporation of the iluko language (the third widely-spoken language in the philippines) as a subject in the education curriculum. ilocano. this refers to the language first-spoken (l1) in the locale of the study. puppet. this refers to the material utilized during the actual interventions of the study. puppeteer. this refers to the person manipulating the puppets in the puppet show. istiku, “istoriak, ikutik” (a creative ilocano term for puppet show). this refers to the material as a teachinglearning tool in the study. this was used as an instrument in the experimental group. subjects. the term refers to the pupils in grade five at the mariano marcos state universitylaboratory elementary school, laoag city. pretest. this refers to the teacher-made test in determining the pupils’ level of performance in understanding ilocano words before the utilization of the istiku (the puppet show). posttest. this refers to the teacher-made test in determining the pupils’ level of performance in understanding ilocano words after the implementation of the istiku (the puppet show). literature review learning theories observe and define learning in different ways. learning theories give a theoretical model of a human’s learning process. this research is anchored on bruner’s three major classes of knowing. bruner identified three major classes of knowing: iconic, enactive, and symbolic. iconic was linked to the ways of knowing central to the visual and spatial arts; enactive knowing framed the wisdom of movement, kinesthetic action, and dance; and symbolically represented the realm of reason and deductive logic (berk & trieber, 2021). schools have depended primarily on the symbolic and have measured intelligence in terms of achievement in this realm. bruner was not strongly supported at the time of this revelation, but later maintained that aesthetics, in his view, offer a wholly different dimension because it is the inherent expression of nature’s plan. by approaching the connectedness of aesthetics, bateson felt that one could sense the unity of nature and the human mind (lucas and corpuz, 2007) another theoretical framework for this approach lies in the theory of the left and right brain hemispheres which argues that the simultaneous application of both hemispheres of our brain significantly increases our brain function efficiency. though this theory has not been fully approved by neuroscientific studies, it has influenced many changes in education. the result is: listening to music while solving some intellectual assignments, writing mathematical tasks in colors, ccoloristic illustrations in study books, but also the use of storytelling and puppetry in the classroom who takes the results of modern neuroscientific studies as a starting point for his pedagogical efforts, says that a neuroscientist would tell us to stir the appropriate emotions in the process of learning by using all possible means (bose, 2003). hereby, emotions should be used as a part of learning and not as a supplement. the use of music, game, drama, storytelling, but also all sorts of other activities strongly stir emotions. theoretical framework can be also found in the humanistic theory which asserts that the man is a creative being, a being of imagination who realizes himself/herself as a potential human being, but who, through stories and art as special forms of freedom, anticipates the changes. a subversive role in stories and art as they do not only speak of what is happening but, to a far greater extent, of what might be. in a popular vein, puppets are widely recognized for their beneficial influence on learning and social development. they exert a powerful influence on children of all ages. puppet language is unique in its ability to help teachers and children learn from one another, grow, relate openly, to be self-confident and self-expressive. speaking this language, a teacher can personally transform common learning barriers—oppositional behavior, negative moods, defensive attitudes—into a windfall of learning benefits and surprises. children become more responsive and motivated. teachers find themselves suddenly having fun, unable to wait for the next day. teachers who keep themselves and their emotions at arm’s distance in the classroom are suddenly enthralled by the impact of puppets and their children’s response to them. puppets call up in teachers and children something spiritual and vital to a learning process struggling to rise above itself. teaching should be adapted to the learners. thus the teacher should be responsible for designing instruction that suits best to the learners. designing puppets for teaching has been a trend for ages because the puppet can become anyone or anything he or she wants. maybe even a sibling, teacher, or pet. it does not really matter because the world children create with puppets is entirely their own, a world without boundaries that they can freely explore. when used in the classroom, these puppets can help boost creativity and stimulate kids’ imaginations, from the preschool age up to early teen years. the innate interactivity draws children in and encourages them to be actively involved in the learning process and share their https://journals.e-palli.com/home/index.php/ajmri pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 21-24, 2022 thoughts and observations. however, the effectiveness of the learning material needs to be proven (asthana, 2017). the activities facilitate self-learning as the materials were given to the pupils’ during the course of the lessons. the pupils were able to concretize information based on what they watched. it is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events. as such, pupils were given opportunity to interact with activities seen and heard from the puppet show. they provided answers to questions based on activities they saw and heard. this allowed the learners to experience and find out the answers to problems related to the lessons. in this manner, their skills were developed as their involvement in the learning situation is maximized. methodology research design this study utilized a true experimental design, specifically the pretest-posttest two-group design where two heterogeneous sections of grade one pupils of mmsu les. one section was randomly selected the experimental group and the other as the control group. locale of the study the study was conducted at the laboratory elementary school of the mariano marcos state university (mmsules) located in laoag city. mmsu-les is known for academic excellence and for high performing pupils in provincial, regional, and national contests. population and sample the subjects of the study were the grade one pupils of mmsu-les. two grade one classes with 25 pupils in each class were considered. one class was assigned as the control group while the other was the experimental group. each group was given a pretest and a posttest on the stories presented in the puppet show. research instrument the main instrument used in this study to gather data was the test on concepts constructed by the researcher to test the level of performance of the pupils in forming science concepts. test on concepts. this is a 30-item multiple choice teacher-made test constructed by the researcher.. it was used as a pretest to determine the level of performance of the pupils about the different stories. the same set of test was used as a posttest. data-gathering procedure prior to the use of the istiku, the researchers developed puppets for the teaching of the story and evaluated by teachers who were teaching mother tongue. the use of the istiku was carried out with the experimental group of grade one pupils of mariano marcos state university during the school year 20142015. a pretest was conducted first to the experimental and control group. then, the materials were used with the experimental group while the control group was taught the same topics using the traditional lecture-discussion method. in the experimental group, the teacher showed the puppets as springboard to the lesson. in the control group the traditional lecture-discussion method was used. the teacher showed pictures to discuss the stories. after the lessons, the same test was administered as posttest, and the results were statistically compared. comparing the posttest mean scores of the experimental table 1: results of the t-test of difference between the pretest mean scores of the experimental and control groups group n pretest mean score difference t-value probability experimental 37 19.57 1.76 1.196ns .236 control 37 17.81 and control groups, it can be deduced from the results of the t-test that the posttest mean score of pupils in the experimental group is significantly higher than that of the posttest mean score of the control group this indicates that the pupils in the experimental group having obtained the higher posttest mean score were able to develop better understanding of the use of the istiku in the study than their counterparts. this implies that the use of istiku in teaching mtb-mle 1 is more effective than with the use of the traditional-lecture-discussion method. from the study in the teacher’s classroom, puppets seem to have a positive impact on students’ participation. through the teacher’s observations it was seen that pupils became very excited when they were able to use the puppets to learn. over the course of the study, there was an increased participation from pupils who were less proficient. the teacher observed pupils using their prior knowledge of stories in their dialogues. one pupil who tended to be shy, was overheard at the puppet theater stating, “idi ununana nga aldaw…” another interesting situation that arose during observation occurred when two girls, were creating dialogue between two puppets. when the class began practicing for their puppet show, the teacher was surprised at the number of students (who usually did not volunteer to participate in discussions) who wanted to have a part in the play. the entire class took part in the preparation of the play by helping decide what direction the stories would take and what the different puppets would say and do in the play. the teacher then selected the puppeteers, trying to give less proficient students a role in the show. the final show was successful in showing the effect the use of puppets has on student confidence. based from the given activity the following were observed. when two puppets are animatedly speaking to each other first, it can help break the ice between students and initiate natural conversation. by exploring different communication techniques using puppets, students can apply the same to regular conversations. puppets can help break down barriers and encourage pupils to discuss very difficult issues such as bullying, abuse, drugs, and cultural https://journals.e-palli.com/home/index.php/ajmri pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 21-24, 2022 and physical differences, to name a few (simpson, 2020). many pupils are very uncomfortable with deeply personal topics and puppets can be used to lighten the mood. puppets can empower pupils. conclusion puppetry in the classroom can be used as a progression from child-friendly cartoons, such as the istiku, to an educational tool for sounding out and pronouncing words, their multi-purpose functionality allows children’s minds to create, explore, and flourish. through the use of the istiku, puppets are wonderful visual aid for children, retaining their attention and encouraging them to participate in class. children are more willing to learn when they are having fun, and puppets are a gateway to opening up the mind and inviting knowledge in. pupils’ imaginations can run wild, and without knowing it, they are developing essential skills needed for everyday life. references asthana, a. (2017). multimedia in education introduction, the elements of, educational requirements, classroom architecture and resources: bell labs, lucent technologies, westford, ma, usa. berk, r. a., & trieber, r. h. (2021). whose classroom is it anyway? improvisation as a teaching tool. journal on excellence in college teaching. in press. bose, a. (2003). educational technology unit (edutech) of the centre for academic development (cad). university of botswana (ub). lucas, m. r. & corpus, b. b. (2007). facilitating learning: a metacognitive process. lorimar publishing, quezon city. mcmahon, g., & tunks, k. w. (2018). puppet play: dramatic benefits for young performers. http://www. earlychildhoodnews.com/earlychildhood/article_view. aspx?articleid= 745. simpson, c. (2020). puppets and storytelling: http://www. creativechildreneducational.com/pdfs/pup pets.pdf. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 22 8 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of employee accountability on the relationship between working condition and organizational health hazel l. llenado1*, lyndon a. quines1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.722 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 06, 2022 accepted: october 10, 2022 published: october 14, 2022 the study examines the mediation effect of employee accountability on the relationship between working conditions and organizational health. the data were collected using a survey questionnaire on a sample of 311 elementary school teachers from public schools in north and south district of kiblawan, davao del sur. the study employed a correlational and causal approach using path analysis to determine the relationships between working conditions, organizational health, and employee accountability. findings revealed that working conditions and organizational health are positively and significantly related. moreover, there is also a significant and positive relationship between working conditions and employee accountability. results also indicated that employee accountability and organizational health are significantly and positively related. using the path analysis, the mediation model suggested that employee accountability partially mediates the positive relationship between working conditions and organizational health. specifically, the total effect of working conditions on organizational health is mediated by or passes through employee accountability. the remaining is attributed to the direct impact of working conditions or indirect effect through the mediation of other variables that are not considered in the study. keywords educational management, employee accountability, working condition, organizational health, philippines. introduction a shifting and dynamic environment governs how public schools function, marked by technology advancements, growing social heterogeneity, and competitiveness, all of which contribute to the uneasiness felt by school leaders. such changes invariably affect the interior dynamics of schools, thereby jeopardizing their organizational health. school leaders have a critical role in mitigating external effects and improving the organizational health of their schools. in addition, building effective relationships among staff members, students, and local communities depends on the organization’s health. creating productive workplace settings where employees feel at ease, safe, and motivated is crucial. (hameiri, l., & nir, a. 2016; macneil et al., 2009; al-omari et al., 2020). significantly, like any social system, an organization needs to adapt to its environment to survive and grow. organizational health plays a significant role in the behavioral effects of any system. employees who take pride in their work and who may freely go to work are in a healthy workplace-from the perspectives of physical, psychological, security, belongingness, and meritocracy, valuing the beneficiaries’ knowledge, expertise, and personalities, development of their potential, and completion of tasks by metasystems. schools must therefore maintain organizational health to enable a constructive working environment for instructors. a well-adjusted teacher is crucial for both the school and the children. the decision-makers and authorities must give the teachers a healthy workplace and supportive atmosphere. adjustment and organizational health are closely related and dependent phenomena. in environments with robust organizational health, instructors can change their approaches and carry out their duties successfully (jahed, 2007; lenka, et al., 2017). research, moreover, one of the characteristics most typically seen in successful institutions is a high level of employee collegiality. they repeatedly emphasized how important strong collegial ties are to the success of school reform. however, several studies suggest that not every component of teachers’ working conditions is the same, regardless of where they are hired. and of course, the type or location of the school, teachers’ compensation may be lower than that of other professions with comparable qualifications, and other aspects of their working conditions, such as school safety, may differ greatly from one school to the next. additionally, it is important that the group feels valued and cherished in their working environment for the organization to advance and for its people to be productive. according to a survey, an open school environment where administrators set an example of being available for questions, problem-solving, and guidance is the best way to ensure a successful organizational climate and health. teachers will respond with trust and loyalty in this environment. (hanushek & rivkin, 2007; hashim, tahir, & musah, 2020). the researcher is interested in examining whether employee accountability will moderate the relationship between public school teachers’ working conditions and organizational health in the aforementioned scenarios. there is existing literature on how organizational health is associated with working conditions. however, the majority of the research was performed in a different industry and not in educational settings. the result of this study will help improve the current working condition of public school teachers and consequently enhance 1 university of mindanao, philippines * corresponding author’s e-mail: hazel.llenado@deped.gov.ph https://doi.org/10.54536/ajmri.v1i4.722 https://journals.e-palli.com/home/index.php/ajmri mailto:hazel.llenado%40deped.gov.ph?subject= pa ge 22 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 the overall health situation of an organization; hence, this study will produce new knowledge that has a direct application to the subject of education. the primary goal of this study was to ascertain how employee accountability mediated the association between working conditions and organizational health for public elementary school teachers. the ensuing goals were created with more specificity: 1.to describe the level of working condition of public elementary school teachers in terms of: 1.1 principal leadership, 1.2 sense of community and collegiality, 1.3 teacher control in the classroom, 1.4 student behavior. 2. to measure the organizational health of teachers in public elementary schools in terms of: 2.1. institutional integrity, 2.2. collegial leadership, 2.3. resource influence, 2.4. teacher affiliation, and 2.5. academic emphasis. 3. to measure the level of employee accountability of public elementary school teachers 4.to assess the importance of the connection between: 4.1 working condition and employee accountability 4.2 employee accountability and organizational health; and 4.3 working condition and organizational health. 5. to ascertain the importance of mediation of employee accountability on the relationship between working condition and organizational health of public elementary school teachers. literature review this part provides substantial support for the research goals necessary for developing information in this report. many approaches, viewpoints, hypotheses, facts from studies and publications, and insightful statements from many writers are pertinent to the study’s associated issues. the independent variable is working conditions with the indicators of principal leadership, sense of community and collegiality, teacher control in the classroom and student behavior (ni, 2012). the dependent variable is the organizational health of public school teachers with the indicators such as institutional integrity, collegial leadership, resource influence, teacher affiliation, and academic emphasis (bradshaw et.al, 2009). the mediating variable is employee accountability (leither, morrison, & kindem, 2004) working conditions working conditions in schools are essential for student learning possibilities as well as teacher motivation, efficacy, and job satisfaction. some of the most crucial factors that guarantee the caliber of teachers’ work include enough resources, a a manageable workload, collaboration for professional progress, collegial cooperation, managerial assistance, and opportunities for judgment, to mention a few. the study determined the social component to be the most important of the seven categories of teacher working conditions. as a result, the positive impacts of peer support, strong principal leadership, and a climate of trust and respect in the classroom outweighed the negative effects of material resources by almost two to one. (bascia and rottmann, 2011; toropova et al., 2020). on the other hand, regardless of the proposed improvements, adequate working conditions are still required; ultimately, the effectiveness will depend partly on how the management improves it. educators’ actions are closely related to their inner feelings and thoughts. the thoughts and feelings of educators are closely entwined with the workplace environment. the few factors that work condition include can either positively or negatively affect how well even the most extreme employees perform. it is crucial to consider the physical environment in which workers work, as excessive heat and insufficient ventilation might have an impact on their productivity. (leithwood, 2006; ali, ali, adan, 2013; maghanoy, 2021). in addition, teacher job satisfaction was directly connected to their views of their workload. however, it had nothing to do with the nature of the teachers or the working environment. these results are consistent with those of skaalvik and skaalvik (2016), who found that a high workload was not related to teacher selfefficacy views but was highly correlated with emotional exhaustion and motivation to quit teaching (toropova et al., 2020). as previously mentioned, various elements that influence a teacher’s general and daily job obligations are “working circumstances.” these factors may differ from the availability of physical resources and the condition of structural and equipment to factors like student conduct, coworker camaraderie, and administrative backing, to name a few. the netherlands, poland, estonia, france, and other nations have reported a correlation between poor working conditions and teacher resignations. teacher burnout is a major factor determining teacher retention. it has been demonstrated that unfavorable working conditions, such as a rising workload, work instability, and low position or reputation in the teaching profession, contribute to this problem, claiming that unfavorable working conditions might raise stress levels, which can result in physical illness. such a condition can result in teacher attrition and negatively impact a teacher’s ability to accomplish their duties. (european union, 2013; hakanen et al., 2006; geiger & pivovarova, 2018). moreover, when instructors are surrounded by coworkers who share their core values and beliefs, they seem to be more likely to form productive teacher communities and work together to achieve their goals. it strengthens teachers’ ties to the institution and encourages them to continue working there. additionally, good working conditions in educational institutions are crucial for higher-quality education. in other nations, elements like the working circumstances of an organization, the role of faculty retention as a mediator, and the impact of https://journals.e-palli.com/home/index.php/ajmri pa ge 23 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 employability on educational quality under the influence of working conditions are key catalysts for development and growth. a nation’s professional development is based on a high-quality education, which is essential for national expansion and increased worldwide competitiveness (budiharso & tarman, 2020; ni, 2017). furthermore, working conditions are essential for teacher retention because they have an effect on educators’ choices to remain in or leave the teaching career. new teachers must operate in an environment that supports those goals to teach, survive, and flourish. (ingersoll, 2012; jimenez, 2017; dissertations & moore, 2019). the latent construct comprises four factors: principal leadership, sense of community and collegiality, teacher control in classroom, and student behaviour. the first indicator is principal leadership. for the past 20 years, educational research has backed the idea that good central leadership is the foundation of a successful school. the efficacy of the school is impacted by the indirect but positive impact of the principal’s leadership on student outcomes. principal leadership strategies also indirectly impact learning environments like classrooms and schools. empirical facts make it abundantly clear that effective school leadership is required for the implementation of programs and policies intended to guarantee that schools achieve their desired objectives. (hallinger 2018; heck and hallinger 2014; kouzes & posner 2013; leithwood, harris & hopkins 2019; martin, 2021). moreover, numerous leadership philosophies have been discussed as the best ones in support of school expansion. many proponents have produced empirical data to support the best practices of the instructional, transformational, participatory, and distributed leadership philosophies essential to guiding schools to success. however, particular principal leadership strategies were more eager to increase classroom effectiveness. the research assumes that the level of desired educational outcomes, which high-performing school indicators may gauge, can be influenced by the principal’s successful leadership techniques. (bush, 2018; gumus, bellibas, esen & gumus, 2018; martin, 2021). unquestionably, the principal’s leadership has an effect on the features of the school, which ultimately has a favorable impact on the effectiveness of the school. different leadership theories were considered essential components for effective school leadership. principals’ leadership behaviors may be influenced by their exhibited leadership styles. a principal may display more than one style of leadership, which would affect the different leadership techniques they employ. (gumus et al. 2018; leithwood et al. 2019; martin, 2021). significantly, by exercising instructional leadership, the school administrator is responsible for creating and maintaining a focus on learning throughout the school community. after that, the principal must carry out their responsibilities to lead, instruct, supervise, and create a positive work atmosphere. these are essential elements for the expansion and development of the organization. however, several variables might have attributed to the issues in how principals handled instructional leadership (özdemir, şahin, and öztürk 2020; martin, 2021; neumerski et al. 2018). furthermore, in an educational setting, principal leadership is quite important. the school administrator manages the entire institution’s operations. the principal is the person in charge of making schoolrelated decisions. a school’s principal is in command of everything. the school’s management and other operations are always the principals’ responsibility. the principal is immediately responsible for directing the instructors’ efforts toward the organization’s objectives. his attitude toward instructors fosters a healthy working connection. a positive environment emerges when the principal employs the appropriate leadership styles for the personnel. for effective education, the teacher and principal are the most critical factors of quality (mehrotra, 2005; muhammad et al., 2020). besides, the principal’s management has the ability to impact teacher performance improvement or level of performance. this demonstrates that a teacher’s effectiveness will not emerge on its own, but will necessitate the principal’s active engagement as a leader, and a leadership role approach to improve teacher effectiveness in carrying out their obligations (muhammad & yaumi, 2015). principals can perform their professional leadership obligations and provide a positive example for teachers, which will serve as a high performance encouragement for teachers to improve their classroom performance (hartinah et al., 2020). the second indicator is sense of community and collegiality. collegiate environments were defined as having a sense of community, formal and reciprocal contacts, a large number of teaching and scholarly colleagues, social and intellectual support of the highest caliber, and easy access to new faculty offices. collegiality can also be communicated through actions, products, and other actions that exhibit the values and principles of a collegial environment. additionally, these actions show the fundamentals of collegiality, which are actions performed in front of and alongside peers. (ortquistahrens & torosyan, 2009). the third indicator is teacher control in classroom. a classroom manager is essential to the success and efficiency of schooling. a teacher often controls and supervises classroom activities while creating a physical setting and a psycho-social environment. because the instructor does not know how to use excellent classroom management, the classroom management frequently causes the teacher to feel discouraged, gloomy, and like giving up when s/ he is teaching the kids. a classroom manager is essential to the success and efficiency of schooling. the teacher in a classroom is in a more powerful position than the students. at school, the teacher is crucial, especially for students learning english as a second language (megawati et al., 2020). moreover, the teacher’s approach is a factor that will affect https://journals.e-palli.com/home/index.php/ajmri pa ge 23 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 how well she manages the class. as a result, the teacher must be adept at imparting students’ knowledge and practical classroom management skills. since the teacher organizes, arranges, executes, and evaluates instruction, they are the most crucial component. by helping them develop into capable teachers who can attain the desired learning outcomes, the teacher seeks to guide the pupils in achieving their educational objectives. a classroom is considered a space for socialization, shared learning, and academic instruction. as a result, the instructor might work to encourage respect among the students. encourage the pupils to support one another without using force and to share their information, attitudes, experiences, and happiness. (benlahcene et al., 2020; javaid et al., 2020; megawati et al., 2020; weber, 2014). lastly, classrooms are dynamic civilizations in which teachers and students coexist and interact. teachers are the managers of their classrooms, and their leadership abilities profoundly impact the performance of connections among students and teachers, as well as interactions between and among students. these contacts, both educational as well as non-instructional, have a substantial impact on students’ intellectual and social growth in a certain teacher’s classroom (ratcliff et al., 2010). the last indicator is student behaviour. one of the many things that have changed in the educational environment is a child’s behavior. how students respond in class could affect on how well they perform on a test. numerous research has been conducted to determine the benefits and drawbacks of teachers’ various classroom management techniques. emotional behavior therapy is well-liked because it promotes learning and improves connections between students and teachers. it seems that teachers who don’t have a lot of confidence in their ability to teach well typically have false beliefs and too or unhealthily negative emotions. (kirkpatrick & waring tiedeman, 2019; warren & hale, 2016). significantly, teachers frequently act out these thoughts, feelings, and behaviors. teachers who display inappropriate negative emotions in the classroom find it challenging to establish trusting relationships with their students, impart instruction, and control the classroom, frequently reinforces their sense of efficacy. teachers’ and students’ performance improves as they become more conscious of their learning environment. students can create connections and see the impact of their learning when teachers provide the right learning environment. a student may be acting out or inappropriately for various reasons. their family life and the multiple events they observe or encounter outside of school may be significant factors in their behavior. there are lots of young people, especially students, who struggle with anxiety and sadness for a variety of reasons. (kirkpatrick & waring tiedeman, 2019; warren & hale, 2016). on the other hand, reacting to a troublesome learner conduct is said to be one of the most challenging aspects of teaching, especially for rookie teachers. disruptive and off-task behavior is a problem for all students, but especially for those who have or are at risk of developing emotional and behavioral issues.(ebd; gage et al., 2018; kauffman & landrum, 2018; westling, 2010). lastly, students’ actions and attitudes in the context of the new normal affect how they learn. the adjustment shows how they behave and think as they know in the new normal process as opposed to traditional learning. the students’ conduct and attitudes are indicative of the future and potential directions, various results, and implications of the new regular courses and the learning process for advanced technology in enhancing engagement and communication in the learning process. it helps students support their new typical classes and learning perspectives, where it’s critical to understand how to improve them. (purwanto et al., 2019; mallillin et al., 2021) overall, for the department leaders, this research serves as a wake-up signal for employers to explore a more systematic approach to work circumstances and encourage employee motivation levels. considering variables other than the physical aspects of the working environment would increase employee happiness, which will improve business performance. organizational health the school, which is recognized as a critical social institution and among the essential aspects in identifying learner’s academic achievement, will only be able to fulfil its obligations if they have thriving organizations, communication, employee competence, workforce, management skills, employee self-esteem, workplace, employee cooperation and understanding of the organization’s mission, demographic and educationrelated traits in the workplace. finally, professional improvement development will all have an impact on employee behaviour. thus, a healthy school also has characteristics like protection from excessive parental and environmental pressure, evolving administration, becoming goal and connection focused, supporting teachers and providing them with guidance to improve their performance, managers who can all involvement directors and act independently, students who are highly motivated to participate in academic activities, and teachers who get along well with one another and have mutual respect for one another. (adler, et al., 2003; dan & ye 2020; maundu, 2020). moreover, good leadership elevates a school to the forefront of the human capital industry, which is a critical component of the educational process not simply in theory but in the practical application and design of tools to assess organizational health in educational institutions. generally, the concept of organizational health has progressed in schools, in particular, to bring about the necessary changes in organizational performance (connors, douglas, jensen-doss,a., landes, lewis, mcleod, & lyon, 2020). additionally, we can get a complete picture of an https://journals.e-palli.com/home/index.php/ajmri pa ge 23 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 organization’s health thanks to the novel idea of organizational health. employees in thriving firms are dedicated, accountable, and productive, and perform well. organizational health motivates and interests people more to boost productivity. organizations must have all of their components properly operating if they are to grow continuously, adapt to change, and be successful. the concept of organizational health stands out when the organization is seen from this angle (doğanay & dağli, 2020; pordeli & vazifeh, 2017). on the other hand, the idea of organizational health considers how well an organization works with all of its internal parts and environment and how well it can carry out its mission. the physical state of the external structure, the instruments necessary to achieve its goals, the level of senior management communication, and the capacity for problem-solving, development, growth, and innovation are all addressed by organizational health. for an organization to be deemed healthy, it must continue operating for an extended length of time within its own confines. a long-lasting organization that continuously improves and increases its capacity for survival and success is considered healthy (doğanay & dağli, 2020). the first indicator is institutional integrity. it pertains to the truthfulness of an establishment or the rest of the public administrative structure, where honesty is defined as the institution’s healthy operation and suitability for its purpose, as well as its coherence and legitimacy. individual and institutional integrity and the connections between these issues must be thoroughly understood to understand institutional integrity. organizations should indeed uphold their own moral fortitude amidst any possible problems with employees’ personal values or any flaws in character that could motivate them to flout institutional rules. therefore, there may be a disagreement between these different sorts of reliability and conflict between promoting personal integrity and developing incorruptible institutions and processes (braithwaite, 2020; seibel, w. 2020). moreover, to ensure the employees act ethnically and with integrity in the private sector. the methods used to ensure integrity range from emphasizing conformity to legal requirements to adopting “soft” strategies that centre on upholding moral standards. a person’s value system provides a framework within which they can act in predictable and consistent ways. a value system can develop and evolve, but it must maintain its integrity if those who support the values account for and resolve the inconsistencies. one essential aspect of a consistent framework is its avoidance of any unjustified exceptions for a specific person or group— the concept of double standards effectively destroys a person or group’s integrity label (vevere, & svirina, 2020; wong & ng, 2020). the second indicator is collegial leadership. it equally distributes authority and power among a group of coworkers. a collegial approach is characterized by a setting where you and your staff collaborate to find solutions to issues. as the company’s leader, you should take steps to make employees feel at ease discussing opposing viewpoints. therefore, there may be a disagreement between these different sorts of reliability and conflict between promoting personal integrity and developing incorruptible institutions and processes. workers work together to jointly identify, evaluate, and resolve issues without conflict (holmes, 2020). on the other hand, the improvement of teacher professionalism, professional development, quality of schools, quality of work life, and school culture, disposition, and accomplishment are the most significant benefits of collegiality among teaching staff (hashim, tahir, & musah, 2020). furthermore, collegiality is a significant part of teacher professional development and a means of increasing teacher expertise. many believe that the traits and actions associated with teacher individualism, seclusion, and privatism threaten or imped their professional progress. schools have been seen as the finest settings for the staff to advance their knowledge and career, and institutions have begun to organize differently to give teachers more possibilities to learn together. collegiate settings establish a collaborative environment that encourages teacher innovation and enthusiasm while providing ongoing professional development assistance. many educators have endorsed teacher development and improvement strategies based on continual collegial involvement and support. it has been proposed that teacher cooperation could alter how children are educated. thus educators must encourage ollaboration and emphasize their shared interests. many good instructors go unnoticed because of privatism’s rules, but teachers that work in collaborative settings are more open to innovative concepts, teaching strategies, and resources (tran, truong, dinh, do,tran, & phan, 2020). besides, teachers who work in a supportive environment are more committed to their company and line of work. teachers who worked together reportedly felt more devoted to their objectives and students. collegiality is also observed to influence teachers’ motivation, career commitment, and willingness to change classroom practice (fader, 2020). significantly, collegiality encourages organized support for inexperienced educators.it prevents beginning teachers from having to learn by trial and error in their first few years of teaching. camaraderie unites new and experienced educators in the classroom, boosting the competency and self-assurance of the latter. when compared to other schools, institutions with a strong collaborative culture and collegial climate had lower attrition rates. (meisner, 2020). establishing teamwork societies based on the values of confidence, responsiveness, and togetherness is necessary to promote change in schools (wong & ng, 2020). the third indicator is resource influence. resources are the material and immaterial assets that a company utilizes to select and carry out its strategies. the internal https://journals.e-palli.com/home/index.php/ajmri pa ge 23 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 resources of various businesses in the same industry are frequently diverse. one of the main obstacles to successfully implementing a strategy is poor leadership in utilizing resources, which leads to failing organizations. a well-crafted plan, a robust and effective talent pool, and human resources are all essential components of a successful system. (cater, t. and pucko, d. 2010; rose, r.c., abdullah, h. and ismad, a.i. 2010; mwai et al., 2018) the fourth indicator is teacher affiliation. another significant aspect that influences whether teachers’ performance increases or decreases is their motivation to an affiliate. the instructor’s performance will be better if the teacher feels motivated to continue and is content with the work that is being done; conversely, a teacher’s performance will suffer if their desire to affiliate is low. when situations are favorable, teachers will consistently engage in actions that have positive outcomes. in contrast, those who engage in activities that have dire consequences are more likely to stop doing what is good (hartinah et al., 2020). therefore, creating a positive environment will impact on sustainable behavior due to the teaching. the governance of the principal and the work environment, both of which have a significant direct or indirect impact, positively influence on the performance of qualified instructors. however, the organization’s commitment to the effectiveness of competent teachers is not significantly impacted by a desire to affiliate. additionally, the affiliation motivation of teachers has a similar impact on their performance. thus, it can be said that effective teacher performance appears to be influenced by competent principal leadership, favorable work conditions, and high teacher affiliation motivation (hartinah et al., 2020). the last indicator is academic emphasis. it refers to the degree to which teachers value helping all students achieve their educational goals. the educational focus is a school’s effort to promote academic achievement and excellence. students are driven to succeed academically, high expectations are set for them, and the environment is orderly. academic emphasis has been accurately assessed using a subtest of the organizational health inventory. (hoy & miskel, 2005; rapanta, botturi, goodyear,guàrdia & koole, 2020; tiznado, clark, & mcdowd, 2020). to sum it up, the process of increasing organizational health uses data to support leaders in enhancing their learning environments and, eventually, student achievement. maintaining a highly qualified team is essential to giving all students a successful educational experience. therefore, the first step in developing an organization where teachers desire to stay is to understand why they decide “to teach elsewhere.”. employee accountability modern public administration systems are founded on the tenet that it is essential to hold public employees accountable to ensure that public organizations operate as planned and reflect democratic principles. by implementing accountability-inducing activities, a business can foster and sustain employee responsibility or perception of being held answerable. employee conduct at work may directly depend on how much they absorb the expectations resulting from these macro aspects. employee accountability has a significant impacts both work perspective and fulfillment (hall et al., 2017; han & perry, 2020b; han & robertson, 2021; velotti & justice, 2016). moreover, accountability is a crucial element of every high-functioning workplace. according to a research by the us office of personnel management, accountability in the workplace leads to better competency, increased dedication to the task, boosted morale, and higher levels of workplace satisfaction. accountability also encourages creativity since employees are more committed to the company’s long-term success. employee accountability has been a prominent field of academic study, particularly in enterprise and practical psychology (dubnick & frederickson, 2011; hall, frink, and buckley 2017). on the other hand, to understand the government service and how it affects the field, public administration researchers have increasingly emphasized merging psychology and the discipline.employees who believe they are accountable anticipate their contributions, mistakes, and actions will be recognized and associated. employees who believe that an accountability system is in place expect that others will be able to see their workrelated activities (grimmelikhuijsen et al. 2017; han & perry, 2020). additionally, specific empirical research has used measures with only one dimension that accurately captures numerous abstract dimensions of individual accountability, which has hampered our knowledge of employee accountability. most multidimensional scales used in psychology and general administration comprise various indicators that only fully represent one facet of personal responsibility. the need for measurement exists for each structural model related to employee accountability several different observable indicators to be fully understood. a concept’s improper height can provide inaccurate findings, inappropriate conclusions, and inconsistent empirical outcomes across investigations. (hall, frink, and buckley 2017; mackenzie, podsakoff, and podsakoff, 2011). additionally, public companies have also adopted accountability-inducing tactics such as incentives and penalties, disclosing, assessment, and evaluation systems, as well as specific job definitions and standards, since it has been proven that accountability is an effective tool for managing the workforce when participating in such transparent and accountable activities, employees feel responsible for their actions because they are motivated to do so by either external or internal factors, such as their beliefs and personalities (romzek 2014; han & perry, 2020). further, employee accountability is influenced by various factors, including corporate ethics or standards, leadership style, and human resource procedures. responsibilities is https://journals.e-palli.com/home/index.php/ajmri pa ge 23 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 crucial for businesses that provide services to the public sector. the definition says guilt that accountability is “becoming made responsible for one’s conduct, and it is a core feature of how organizations operate.” stakeholders and the general public are adamant that public sector service organizations provide quality service and performance (biswas, 2012; mtsweni et al., 2020). on the other hand, according to popular thinking in modern governance, holding people accountable for their behaviors is an effective way to regulate behavioral outcomes. by internalizing regulations and expectations from external sources, public companies require that its employees regard themselves as accountable for their activities. however, there is little research on the micro foundational principles of public employees’ personal responsibility experiences in the field of public administration (han & perry, 2020; velotti and justice 2016). significantly, employee responsibility is the expectation of being asked to defend a decision or to remain silent before an influential audience or shareholders before a judgment call. this idea expresses the employees’ responsibility to respond to their management or any other stakeholder when necessary and their particular interpretation of this responsibility. the employee’s accountability for their actions at the individual level and at this point, in contrast to what is observed at the organizational and group level, shows how much they have internalized the expectations towards themselves. employee performance, behavior, and attitudes inside the organization as well as the overall effectiveness of the managerial practice, are impacted by employee accountability on a micro level. accountability aids in the efficiently using resources in public administration and is quantifiably effective in terms of the outcomes it will yield (han & perry, 2019; han & perry, 2020; hall, frink & buckley, 2017; martirosyan, 2020; velotti & justice, 2016). finally, employees who take responsibility for their actions anticipate that their contributions, mistakes, or activities will be recognized and associated with them. the expectation is based on a straightforward inquiry: “who did it? ”. employees who voluntarily act to create results are more likely to believe that their actions are directly related to them. individuals who join an organization take on shared responsibility for the group’s objective. because the task given to them is their own and because it is typical to follow organizational standards, employees can experience a sense of accountability in the workplace. when an employee takes on a leadership position, even when not taking any direct action, they may feel responsible (han & perry, 2020). overall, employees who are held accountable make important contributions to the management process, performance, job satisfaction, and decreased workplace stress. in this setting, it is thought to be crucial that managers give employee accountability for the efficiency of public administration, sound governance, and efficient use of public resources the attention it deserves. methodologies this study used a descriptive correlational technique of research, a non-experimental quantitative research design, to collect data, ideas, facts, and information relevant to the subject study. descriptive non-experimental correlational design controlled the extent of a relationship between two or more variables (goertzen, 2017). in this study, the correlation method is the best design to meet the study’s objectives and determine whether the hypothesis is accepted; if the significance value is more significant than .05, then, it means that ho is born and ha is accepted. hypothesis testing determines if the correlations can be strong or weak (creswell, 2012). the research is descriptive because it evaluated working conditions, organizational health, and employee accountability among kiblawan north and south district public elementary schools. it is correlational because it looked at the relationship between variables like working conditions, organizational health, and employee accountability and used a survey questionnaire to gather the primary data. investigating the link between working conditions and organizational health; the link between employee accountability and working condition; the link between employee accountability and organizational health; and the mediating effect of employee accountability on the relationship between working condition and organizational health among public elementary schools in the municipality of kiblawan. medgraph was employed in determining the mediation. results and discussion level of working condition of public elementary school teachers the level of working condition among the public elementary school teachers is depicted in table 1. overall level is high with mean score of 4.16 and an acceptable standard deviation of 0.463. three of the four identified indicators namely teacher control in classroom (mean = 4.43, standard deviation = 0.422), principal leadership (mean = 4.34, standard deviation = 0.528), and sense of the community and collegiality (mean = 4.27, standard deviation = 0.478) scored very high. meanwhile, student behavior scored as high with mean score of 3.61 and sd of 1.019. we can infer that the working conditions for teachers are excellent or extremely acceptable. level of organizational health of public elementary school teachers presented in table 2 is the level of organizational health of the public elementary school teachers. the overall mean result is 3.78 with an acceptable standard deviation of 0.376. the mean score falls under high level range. moreover, the listed indicators such as collegial leadership, teacher affiliation, resource influence, institutional integrity, and academic emphasis have means of 4.19, 4.07, 4.03, 3.40 and 3.23 respectively https://journals.e-palli.com/home/index.php/ajmri pa ge 23 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 table 1: level of working condition indicators sd mean descriptive level principal leadership 0.53 4.34 very high sense of community and collegiality 0.48 4.27 very high teacher control in classroom 0.42 4.43 very high student behavior 1.02 3.61 high overall 0.46 4.16 high which are considered of high level. all the above means have standard deviation of below 1.0 which is acceptable. the results suggest that overall, the organizational climate of the public school teachers is highly positive or very healthy. table 2: level of organizational health indicators sd mean descriptive level institutional integrity 0.70 3.40 high collegial leadership 0.50 4.19 high resource influence 0.48 4.03 high teacher affiliation 0.46 4.07 high academic emphasis 0.97 3.23 high overall 0.38 3.78 high level of employee accountability of public elementary school teachers table 3 summarizes the level of employee accountability of the public elementary school teachers. most of the attitudes determining employee accountability depicted high levels (ranging from 3.51 to 3.93), such as belief on their performance evaluation process, taking ownership on the outcome of their work and adherence to the school’s policies and procedures. overall mean score is 3.72 with an acceptable standard deviation of 0.433, score of which is also considered high. the scores affirm that there is high sense of accountability among the public elementary school teachers. table 3: level of employee accountability items sd mean descriptive level what i do is being noticed by others in my organization. 0.66 3.81 high believing that if i make a mistake, i will be caught. 0.77 3.62 high being constantly watched to see if i follow my organization’s policies and procedures. 0.69 3.86 high believing that anyone outside my organization can tell whether i’m doing well in my job. 0.80 3.67 high believing that my errors can be easily spotted outside my organization. 0.87 3.37 moderate people outside my organization are being interested in my job performance. 0.72 3.70 high the outcomes of my work are being rigorously evaluated. 0.62 3.95 high my work efforts are being rigorously evaluated. 0.65 3.93 high expecting to receive frequent feedback from my supervisor. 0.73 3.63 high not being able to easily get away with making a false statement to justify my performance. 0.99 3.51 high always being required to follow strict organizational policies or procedures. 0.68 3.73 high not being allowed to make excuses to avoid blame in my organization. 0.83 3.51 high believing that if i perform well, i will be rewarded. 0.69 3.69 high believing that good effort on my part will ultimately be rewarded. 0.70 3.83 high believing that if i do my job well, my organization will benefit from it. 0.63 3.93 high overall 0.43 3.72 high correlation between working condition and organizational health of public elementary school teachers in table 4, it can be seen that overall, the relationship between working condition and organizational health generated r-value of 0.695 signifying positive relationship and with p-value of <0.05, the relationship is significant at 0.05 and 0.01 levels of significance. it can also be observed that most associations between indicators of both variables generated positive results, which is consistent with the overall values. principal relationship has positive correlation with https://journals.e-palli.com/home/index.php/ajmri pa ge 23 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 institutional integrity (r-value=0.217), collegial leadership (r-value=0.780), resource influence (r-value =0.665), teacher affiliation (r-value=0.272), and academic emphasis (r-value = 0.195) . with all p-values equivalent to 0.000, the relationships are significant. overall r-value is 0.627 with p-value of <0.05 showing positive relationship that is also significant. sense of community and collegiality have positive correlation with institutional integrity (r-value= 0.215), collegial leadership (0.557), resource influence (r-value= 0.441), teacher affiliation (r-value=0.381), and academic emphasis (r-value=0.220) and the relationships all proved to be significant at 0.05 and even at 0.01 levels of significance. teacher control in classroom also has positive relationship with institutional integrity (r-value= 0.227), collegial leadership (r-value=0.479), resource influence (r-value=0.272), teacher affiliation (rvalue = 0.199), and academic emphasis (r-value=0.319). all relationships proved to be significant at 0.05 and 0.01 levels of confidence. student behavior have positive relationships with institutional integrity (r-value=0.470, p-value=0.000), collegial leadersip (r-value=0.169, p-value=0.000), resource influence (r-value= 0.207, p-value =0.000), and academic emphasis (r-value=0.401, p-value = 0.000), and all correlations are evidently significant at 0.05 and even at 0.01 level of significance. it, however, has no correlation with teacher affiliation as data analysis produced r-value of -0.004, and with p-value of 0.946, it is statistically not significant. overall, the findings offer convincing evidence to disprove the null hypothesis, which holds that there is no substantial association between public school teachers’ working conditions and organizational health. table 4: significance of the relationship between the working condition and organizational health organizational health working condition institutional integrity collegial leadership resource influence teacher affiliation academic emphasis overall principal leadership .217* (0.000) .780* (0.000) .665* (0.000) .272* (0.000) .195* (0.001) .627* (0.000) sense of community and collegiality .215* (0.000) .557* (0.000) .441* (0.000) .381* (0.000) .220* (0.000) .549* (0.000) teacher control in classroom .227* (0.000) .479* (0.000) .272* (0.000) .199* (0.000) .319* (0.000) .495* (0.000) student behavior .470* (0.000) .169* (0.000) .207* (0.000) -.004 (0.946) .392* (0.000) .476* (0.000) overall .427* (0.000) .567* (0.000) .479* (0.000) .220* (0.000) .401* (0.000) .695* (0.000) *significant at 0.05 significance level. correlation between working condition and employee accountability of public elementary school teachers the relationship between working condition and employee accountability was tested for significance. table 5 shows overall r-value is equivalent to 0.465 which signifies positive association between working condition and organizational health. the relationship also proved significant with p-value of <0.05 that is it is significant at 0.05 level of significance and even at 0.01. furthermore, principal leadership also has positive relationship with r-value of 0.309 which is significant at 0.05 and even at 0.01 level of significance having p-value of 0.000. likewise, sense of community and collegiality, and employee have positive correlation as can be seen in r-value equal to 0.333, and the relationship is significant at both 0.05 and 0.01 levels of significance following the p-value generated at 0.000. the same is true for teacher control in classroom with r-value of 0.360 and p-value of <0.05. student behavior is also positively related with employee accountability as can be noted in resulting r-value of 0.381 (p=0.000) and with p-value at 0.000, the association is significant. the statistical figures provide enough data to refute the null hypothesis, which claims there is no meaningful connection between working condition and employee accountability of public school teachers, because the table 5: significance of the relationship between the working condition and employee accountability working condition employee accountability overall principal leadership .309*(0.000) sense of community and collegiality .333*(0.000) teacher control in classroom .360*(0.000) student behavior 0.381*(0.000) overall .465*(0.000) *significant at 0.05 significance level. https://journals.e-palli.com/home/index.php/ajmri pa ge 23 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 resulting overall p-value equivalent to 0.000 means that there is less than 5% and even less than 1% probability that the null hypothesis is correct. correlation between employee accountability and organizational health of public elementary school teachers table 6 provides the relationship between employee accountability and organizational health of public elementary school teachers. the overall r-value is 0.635, and the p-value is less than 0.05, showing that there is a significant positive correlation between the variables when examined at the 0.05 level of significance. it is also even significant at 0.01 level of significance. when employee accountability’s relationship with institutional integrity was tested, it revealed that the two have a positive correlation based on r-value of 0.498, and with p-value of <0.05, the relationship proved to be significant at 0.05 and also at 0.01 level of significance. further, statistics show that employee accountability also has positive correlation with collegial leadership which produced r-value of 0.252 and p-value of <0.05 signifying the correlation as significant in both 0.05 and 0.01 levels of significance. the case is the same for resource influence (r-value =0.369, p-value=0.000), teacher affiliation (r-value= 0.326, pvalue = 0.000), and academic emphasis (r-value =-0.398, p-value=0.000). all relationships, similarly, show statistical significance at 0.05 and 0.01 levels of significance. the null hypothesis, which claims that there is no significant association between employee accountability and organizational health and public school teachers, is rejected in light of the findings, given the p-values at 0.05 and the strong evidence against it. table 6: significance of the relationship between the employee accountability and organizational health organizational health employee accountability institutional integrity collegial leadership resource influence teacher affiliation academic emphasis overall overall .498* (0.000) .252* (0.000) .369* (0.000) .326* (0.000) .398* (0.000) .635* (0.000) *significant at 0.05 significance level.* mediating effect of employee accountability on the relationship between working condition and organizational health of public elementary school teachers presented in table 7 are the p-values of each causal relationships. it can be noted that all paths, path a, path b and path c, discussed above wherein positive relationships were established among the three are all significant at 0.05 level of significance. further, the standard deviations of each path proved to be within acceptable range. the result shows that it is partially mediated. the results also affirmed that employee accountability is a mediating factor present on the relationship between working condition and organizational health. table 7: mediating effect : path analysis (partial mediation) estimates path unstandardized standardized se c.r. p wc-->ea .436 .465 .047 9.258 *** ea-->oh .345 .397 .035 9.873 *** wc-->oh .415 .511 .033 12.695 *** empirically, the mediating effect of the employee accountability is statistically significant at 0.05 level of significance. this highlighted by decrease in the correlation coefficient between working condition and organizational health from 0.695 (table 6) to 0.415, and even with the reduced figure, it is still statistically significant. it can therefore be deduced that the mediation is partial. specifically, a fraction of the total effect of working condition on organizational health is mediated by employee accountability that is the influence of working condition is transmitted through an intervening factor which is employee accountability. this influence is considered as indirect effect. the remaining impact on organizational health can either be direct effect or indirect by variables that are excluded in the scope of this study. based on the model, 0.415 is the extent of direct effect of working condition on organizational health with respect to the intervening factor which is employee accountability. the indirect effect, which can be derived from multiplying the coefficients of path a and path b (0.44 x 0.34), 0.15, is the magnitude of the effect between work condition and organizational health that was transmitted to employee accountability. diving the indirect effect 0.15 by the total effect 0.695 generates a result of 0.216 or 21.6%. it can therefore be interpreted that 21.6% of the total effect of working condition on organizational health is mediated by employee accountability, and the remaining 78.4% of the total effect could be a combination of direct effect or intervened by extraneous factors. x =working condition (wc) y = organizational health (oh) m = employee accountability (ea) figure 3 illustrates the path diagram of the relationships https://journals.e-palli.com/home/index.php/ajmri pa ge 23 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 228-243, 2022 of working condition, organizational behavior and employee accountability based on the results after the conduct of path analysis. there are three paths that are identified in the model. path a is the causal relationship of working condition to employee accountability. path b describes the direct relationship between employee accountability and organization health. path c defines the direct connection between working condition and organizational health. the model also shows that working condition has an indirect effect on organizational health through employee accountability. in other words, employee accountability is a mediating variable for the effect of working condition on organizational health. the path coefficients indicate the direct effect of one variable on the other. in this case, the influence of the level of working condition on the level of employee accountability (path a), the effect of the level of employee accountability on organizational health (path b), and finally, the impact of the level of working condition on organizational health (path c). it can be noted that a coefficient of 0.44 was generated between working condition on employee accountability denoting that the former has positive effect on employee accountability. this suggests that desirable working condition motivates employees to feel accountable of their responsibilities as such in return. it can also be construed that the size of effect of working condition on employee accountability is 44%. a coefficient of 0.34 was calculated between employee accountability and organizational health, which likewise means that employee accountability is positively related to organizational health. this implies that as employees in an organization become more accountable, the organizational health becomes more desirable. it also suggests that the extent of impact of employee accountability on organizational health is 34%. the resulting coefficient between working condition and organizational health is 0.41, which similarly indicates positive connection between the two constructs such that figure 3 regression weights on the mediating effect of employee accountability on the relationship between working condition and organizational health the presence of better working conditions increases the level of organizational health. this can also be interpreted that working condition has 41% magnitude of influence on organizational health. conclusions the research aimed to ascertain how employee accountability mediated the link between working conditions and organizational health. the findings indicate that elementary school teachers in public schools are in good working conditions. in the same manner, their employee accountability is also high. the result parallel the job demand-control model (jdcm) theory which states that satisfaction arises when the workplace energizes inherently inspirational traits in the employees, causing them to perform better at work. finally, the organizational health of the school teachers is also high. this is in line with the parsonian theory, which states that a successful school is one where there is coordination at all levels. working conditions and employee accountability are positively related, and the relationship is significant. there is also a significant positive correlation between employee accountability and organizational health. the relationship between working condition and organizational health is substantial and positive. the findings provided evidence to affirm the mediating effect of employee accountability such that 21.6% of the total impact of working conditions on organizational health is transmitted through employee accountability. 78.4% of the real influence of working condition on organizational health is possible through the effect or is mediated by another component that was not considered in the study. the study supports the claim of vesey and ford (2019) that social forces, interpersonal relationships, rules, organizational policies, and other environmental elements make up the workplace environment, all of which influences the employees’ perception of accountability. increased sentiments of responsibility are encouraged by a positive work environment, and as feelings of accountability rise, so does the effort that individuals put into their jobs. as a result, both the amount and quality of work output rise. conversely, unfavourable working conditions prevent employees from demonstrating their strengths and reaching their maximum potential. 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(2013). the indirect effects of servant leadership behavior on organizational citizenship behavior and job performance. international journal of research in business and social science, 2(3), 01-13. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 51 american journal of multidisciplinary research and innovation (ajmri) nonpre-emptive integer nonlinear goal programming model for multi-item inventory problem: case study of a car retail centre in lagos state. temitope ogunleye1*, mogbojuri a.o1, adeyeye a. d2 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.260 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 09, 2022 accepted: may 20, 2022 published: may 22, 2022 most of the real-world optimization problems involve multiple objectives with constraint resources. retailers oftentimes anticipate demand, they stock, and maintain warehouses with different variety of products at high cost to meet prospecting customers’ demand. in this paper, a non-preemptive integer nonlinear goal programming (ningp) model was developed for obtaining economic order quantities (eoq) of multi-item inventory problems that satisfy the multiple and conflicting objectives of the decision maker (dm). the particular case considered was that of a motor vehicle dealer who sells 10 brands of tokunbo vehicles and wants to determine the eoq for each brand such that the deviations from the aspiration level are minimized. using lingo 17.0 software to solve the ningp model, the eoq allocated to each brand type from 1 through 10 are 2, 2, 5, 2, 2, 3 3, 3, 3, and 3 cars respectively. the optimal number of cars was 28 with the associated cost of ₦53,825,915. compared to the estimated budget of ₦60,000,000, the ningp approach was able to achieve a 10% (₦6,174,085) below budget. with proper modifications considering the associated constraints, related inventory problems can be solved using the ningp model. keywords non-preemptive programming, nonlinear programming, goal programming, multi-item inventory, economic order quantity. 1 mechanical engineering department, yaba college of technology, yaba, nigeria. 2 industrial and production engineering, university of ibadan, ibadan, nigeria. * corresponding author’s e-mail: temitope.ogunleye@yabatech.edu.ng introduction according to sayed et al. (2014) non-preemptive integer nonlinear goal programming (ningp) helps to solve problems associated with multi-item inventory decision-making problems. for the most part, real-world optimization problems involve multiple objectives with constraint resources. retailers oftentimes anticipate demand, therefore stock, and maintain their warehouses with different varieties of products at a high cost to meet prospecting customers’ demand. multiple items or products are stored in most shops or warehouses to increase profitability, and competition and attract sales from customers with different choices. however, keeping these inventories is quite challenging as their values keep increasing owing to increased cost of importation, fluctuating exchange rates, and changing economic policies (sayed et al., 2014). adeyemi (2010) opined that ‘‘to maintain a balance of the conflicting economics, an effective inventory management is required to determine the number inventories in stock at minimum cost. proper management policies, and control measures must also be in place to monitor and replenish these inventories (nsikan et al., 2015). keeping huge and numerous inventories can lead to an expanded running cost, low benefits and tall working capital prerequisites whereas investment in little inventory can lead to break-ups in the organizational handle, loss of customers, and a greatly reduced profit margin (prabha, and suchita, 2016). amini et al. (2017) state that ‘‘the major concern in reallife decision-making situations involve multiple criteria (attributes or objectives) rather than single criteria,’’. these objectives are conflicting and are best approached using a goal programming analytical framework. goal programming is an operation research technique useful for achieving simultaneously multiple goals with constrained resources (ajayi-daniels, 2019). the aim of goal programming (gp) is to find an optimum solution out of a set of feasible solutions that satisfy the real-life constraints and comes in a closed form to the decisionmakers stated target value (goals). according to amini, et al. (2017), goal programming is used to analyze all of the objectives with various achievement relations to discover an acceptable solution by reducing deviations from expected values. it also analyzes how much a proposed optimal solution deviates from each target though there are deviation variables defined, for each pair of stated goals (moumita & de, 2016). this concept has enjoyed significant applications by many researchers over time, in solving different inventory problems with multiple constraints resources. according to aouni & kettani (2001), the increase in the use of goal programming was simply because it is exceptionally simple to comprehend and applied in many areas, such as the manufacturing, production, retail shops, transportation, medicine, agriculture, academic institutions, and construction companies alike. in the study of ajayi-daniels (2019), a goal-programming model was developed to optimize resources in a fashion firm where goals, were prioritized according to importance. the result-achieved bases on the priority level show a reduction in the overtime hours from 10hours to 8 hours, which is the optimum time, and a target profit margin was achieved. also with efficient use of resources the set goal of 3 garments per day was achieved. kliestik et al. (2015), developed a unique gp model that management companies with numerous plans can use to implement a strategic goal. yahia-berrouiguet & tissourassi (2015), proposed a goal-programming model for the allocation of https://doi.org/10.54536/ajmri.v1i2.260 https://journals.e-palli.com/home/index.php/ajmri mailto:temitope.ogunleye%40yabatech.edu.ng?subject= pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 51-55, 2022 time and cost to three different projects with preemptive goals. they discussed the illogical allocation of zero (0) time to project planning and concluded that a project is bound to fail if the planning phase is not given proper consideration with an allocation of time. jana & das (2016) previewed a multi-item two-warehouse inventory model with a nested discount on unit cost and inventory costs over a fixed period. the proposed a multi-objective genetic algorithm with a varying populations (mogavp) for multi-item two-warehouse inventory problems with nested price breaks. the optimal shipments, lot size of the two warehouses, shipment size, and maximum profit are determined by maximizing the profit function. huseyinov & bayrakdar (2019) developed nondominated sorting genetic algorithm-iii (nsga-iii) and strength pareto evolutionary algorithm (spea2) for solving a simulated multi-objective single-period multi-item inventory problem. the study proved that the spea-ii outperformed nsga-iii with spacing, generational distance, and hypervolume as performance evaluation metrics. waliv et al. (2020) proposed a multi-objective, multiitem fuzzy stochastic inventory model for deteriorating items under limited storage space as well as capital investment. their proposed model considered some parameters to be vague and random, by representing the vagueness parameters membership function and randomness parameters as a probability distribution. in their study, fuzzy nonlinear programming (fnlp) and intuitionistic fuzzy optimization (ifo) methods to solve the multi-objective fuzzy stochastic inventory model were developed. their study showed that fnlp performed better than ifo in the area of minimizing shortage costs. das (2020) developed the multi-item inventory model in the fuzzy environment. the formulated multi-objective inventory problem was used to solve by different approaches such as the geometric programming (gp) approach, the fuzzy programming technique with hyperbolic membership function (fpthmf), fuzzy nonlinear programming (fnlp) technique, and fuzzy additive goal programming (fagp) technique. the study of teymouri et al. (2020) presented a multiitem supplier selection, order allocation, and pricing method with stochastic demand and purchase from the suppliers who provide goods with all-unit discount. they developed a mixed nonlinear integer single-objective model and applied a genetic algorithm to solve the model. the result showed that increasing the variance of the random variable of demand results in decreasing the profit level. the study also shows that the genetic algorithm is considered an appropriate alternative to solve a mixed nonlinear integer model of supplier selection, order allocation, and pricing. cárdenas-barrón et al. (2021) considered the multi-item inventory lot-sizing problem with supplier selection and proposed a facility location extended formulation with the preprocessed based on the cost structure and describe new valid inequalities in the original space of variables. an effective mip (mixed integer programming) heuristic using the extended formulation was the model to implement the proposed formulation. in the study, the results showed that the preprocessing approach can significantly reduce the size of the formulation and also allow both an increase in the number of instances solved to optimality within the time limit and a reduction in the average time to solve them. the performance of the approaches can vary considerably under different cost structures. meanwhile, little/ less attention is on the inventory of foreign (tokubo) car retail business. therefore, this paper developed the ningp model to determine the eoq required in a car retail centre in other to achieve the decision maker’s competitive priorities with stated constraints. materials and method the approach of the non-preemptive goal programming involves establishing a specific numerical value (target) for the objectives of the decision maker (dm). deviations from these targets are not desirable, therefore the dm seeks a compromise solution. brief description of the problem a second-hand (tokunbo) vehicle dealer in the metropolitan city of lagos-state wishes to determine the economic order quantity (eoq), for the vehicles, he sells. he sells ten (10) different and affordable brand of vehicles with a yearly budget of sixty million, three hundred and fifteen thousand naira’s (n60, 315,000.00). the available retail space has the capacity for 25 or more second-hand cars. due to the retail space and other possible constraints, the dealer wishes to determine the optimal mix of these vehicles that will fill up the retail space and still be able to meet prospecting customers’ demand. assumptions of model the model assumptions are: i. the inventory system involves multiple items ii. for every replenishment, order for a single delivery is made iii. there is a constant lead time iv. shortages are not allowed v. discounts are not allowed for any item ordered vi. equal space is available for all items ordered vii. inventory costs (carrying cost and ordering cost) are known viii. demand is known and constant. ix. the inventory parameters are preset and constant x. the goals are of equal weight as well as the deviations from the target xi. the goals are of equal importance mathematical formulations the general model is of the form subject to: https://journals.e-palli.com/home/index.php/ajmri pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 51-55, 2022 table 1.1: notations with description indices description i integer index for items (i= 1, 2, 3 …n) j constraints index (j = 1, 2 …m) aij the average investment per unit of item i oqi the decision variable (ordered quantity of item i) bj the right-hand side value associated with constraint j di ̅ ,dj ̅ the negative deviation variables of the ninlgp from the item (i) and constraint (j) (underachievement) di +,dj + the positive deviational variable of the inlgp from the ith goal and constraint j (over-achievement) soci sum of ordering cost and holding cost for ith item tic total inventory cost sci setup cost for item i gi the target value for the item i sc storage capacity goal formulation the ningp model objective and constraints are taken as the model goals with the introduction of deviational variables. total inventory cost goal deviational variables added to the inventory cost to give: investment goal with the deviational variables the targeted investment goal gives: inventory space goal the targeted inventory space becomes; weighted average structure accordingly, the weighted average structure of the non-preemptive integer nonlinear goal programming (ningp) is stated as; find oq ̅ (oq1,oq2,…oqi) to minimize: subjected to where, since all goals are presumed to be of equal importance to the dm. model application the cost detail for each brand of “tokunbo” car is tabulated below. table 1.2: cost details for each brand of cars car type (ci)(n) ‘000 setup cost (si)(n) ‘000 target value (gi)(n) ‘000 average investment (aij)(n) ‘000 oq1 toyota camry (2004) 3963 2600 10000 7613 oq2 toyota corolla (2006) 4325 2463 10000 8013 oq3 toyota corolla (2004) 1550 2325 8000 4225 oq4 peugeot 307 (2002) 2688 2380 7000 5768 oq5 peugeot 307 (2004) 3525 2500 9000 7163 oq6 honda accord (2004) 2550 2500 8200 5750 oq7 nissan quest 2162 2225 8000 5000 oq8 honda accord (2003) 2505 2363 9000 5629 oq9 honda civic (2003) 2437 2363 9000 5509 oq10 toyota sienna (2003) 2637 2325 9000 5645 total 28,342 22,044 87,200 60,315 inventory cost goals the inventory cost goals for brands 1 through 10 respectively are presented in equations (11–20) below using the data in table 2: https://journals.e-palli.com/home/index.php/ajmri pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 51-55, 2022 investment constraint since the cost of each vehicle ordered is fixed the equation becomes: inventory constraint the total carrying capacity of the warehouse is 30 cars. thus, the goal equation appears a results and discussion the ningp model was tested and the result is provided in table 2. table 2: the optimal mix of various types of cars and their respective deviations car type quantity (eoq) positive (+)/negative (-) deviation (n) from the budget oq1 2 -1204275 oq2 2 -1348312 oq3 5 529619 oq4 2 -760805 oq5 2 -1054150 oq6 3 830042 oq7 3 -696021 oq8 3 -815128 oq9 3 -790410 oq10 3 -864645 total 28 -6174085 table 2 shows that the dealer can stock up the car centre with 10 different types of cars occupying 93% of the inventory space. for instance, at the retail centre two types of toyota camry (2004), toyota corolla (2006), peugeot 307 (2002) and peugeot 307 (2004) must always be on display. there must always be five types of toyota corolla (2004) on display and 3 types each for the following car types; honda accord (2004); nissan quest; honda accord (2003); honda civic (2003); toyota sienna (2003). also the table shows an under-achieved budgeted goals for each car type. the solution saved the decision-maker the sum of ₦6,174,085, which represent 10.3% of the decision maker’s annual budget estimate, which can also purchase two or three tokunbo cars. the optimal cost of the cars is ₦53,825,915 as against the initial cost of ₦60,315,000 in table 2 from the saved cost of ₦6,174,085). the highlighted table 2 is supposed to be written is table 1 conclusion this paper presents the application of the nonpreemptive integer nonlinear goal programming (ningp) model and the procedure for solving a multiitem inventory problem in other to obtain the eoq required to achieve the aspirations of a local car dealer. all conflicting objectives and constraints were taken into consideration and with the use of an optimization tool in lingo 17.0 software, an optimal solution was obtained. most tokunbo car dealers used to display several types of cars in any available area, without properly analyzing the best mix of different car types to display and their associated costs. this makes it harder for car dealerships to achieve their objectives. they will benefit from the proposed ningp model since it is sufficiently adaptable to meet related situation-specific objectives and constraints when the goal is to minimize costs and deviations from defined goals. hence the ningp model can be used analytically to solve related multi-item inventory management problems. there is to test the model for a large number of foreign “tokunbo” and types of cars. further study may suggest using other mathematical programming models like, stochastic and dynamic programming models, etc., to solve multi-item inventory foreign (tokunbo) cars problem to obtain the eoq. also, a combined optimization algorithm and mathematical programming may be considered or involved to solve the same problem. references ajayi-daniels, e.e. (2019). resource optimization in a fashion firm: a goal programming approach. international journal of management and fuzzy systems. 5 (1), 14-20. amini, a., alinezhad, a., & heydarlou, b.n., (2017). a model for solving the fuzzy multiple-objective problem using a satisfying optimization method. 6th, international conference on new challenges in management and business. dubai university. aouni.b & kettani.o. (2001). goal programming: a glorious history and a promising future. european journal of operational research.133, 225-231. cárdenas-barrón, l. e., melo, r. a., & santos, m. c. (2021). extended formulation and valid inequalities for the multi-item inventory lot-sizing problem with supplier selection. computers & operations research, 130, 105234. https://doi.org/10.1016/j.cor.2021.105234 das, s. k. (2020). multi-item inventory model include lead-time with demand dependent production cost and set-up-cost in fuzzy environment. journal of fuzzy extension and application. 1 (3), 227-243. de, p and deb, m., (2016). using goal programming approach to solve fuzzy multi-objective linear fractional programming problems. ieee international conference on computational intelligence and computing research. doi: 10.1109/iccic .2016.7919589 huseyinov, i and bayrakdar, a. (2019). performance evaluation of nsga-iii and spea2 in solving a multi-objective single-period multi-item inventory problem. proceedings, 4th international conference on computer science and engineering. jana, d. and das, b., (2016). a two-storage multi-item inventory model with hybrid number and nested price discount via hybrid heuristic algorithm. annals of operations research, 248(1-2), 281-304. kliestik, t., misankova, m., and bartosova, v. (2015). application of multi criteria goal programming: approach for management of the company, applied mathematical science. 9 (115), 5715-5727 https://journals.e-palli.com/home/index.php/ajmri pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 51-55, 2022 nsikan, e.j., john j.e. and tommy, u.i. (2015). inventory management practices and operational performance of flour milling firms in lagos, nigeria. international journal of supply and operations management. 1 (4), 392406 prabha, r. and suchita a, (2016). optimization of eoq of multi-item inventory control problem through nonlinear programming technique. 3rd international conference on multidisciplinary research & practice. 4 (1), 266-274 mousavi, s. m., niaki, s. t., bahreininejad, a., & musa, s. n. (2014). multi-item multiperiodic inventory control problem with variable demand and discounts: a particle swarm optimization algorithm. the scientific world journal, 2014, 1-16. https://doi. org/10.1155/2014/136047 teymouri, e., amiri, m., olfat, l., & zandieh, m. (2020). presenting a supplier selection, order allocation, and pricing model in multi-item, single-period, and multi-supplier supply chain management with surface response methodology and genetic algorithm approach. industrial management journal, 12 (1), 1-23. doi: 10.22059/imj.2020.285737.1007631 waliv, r. h., mishra, u., garg, h., & umap, h. p. (2020). a nonlinear programming approach to solve the stochastic multi-objective inventory model using the uncertain information. arabian journal for science and engineering, 45(8), 6963-6973. https://doi. org/10.1007/s13369-020-04618-z yahia-berrouiguet, a., & tissourassi, k. (2015). application of goal programming model for allocating time and cost in project management: a case study from the company of construction seror. yugoslav journal of operations research, 25(2), 283-289. https://doi.org/10.2298/yjor131010010y https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 78 american journal of multidisciplinary research and innovation (ajmri) social media as a transformative agent of political behavioramong political science students in a component city kenedy g. flores1*, catherine h. dumaguin1, gaudwin gaean dumo1, aian zedrick g. fontanilla1, karol ann a. nisperos1 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.297 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 28, 2022 accepted: june 01, 2022 published: june 04, 2022 the political future of the philippines depends on young people getting involved. this study investigated the use of social media as a transformative agent in changing the political behavior of political science students in a component city. this study was done in the city of san fernando, la union. marshall mcluhan’s media ecology theory and herbert blumer’s uses and gratification theory was used as the theoretical bases. both descriptive-correlational and quantitative methods were employed in this study. a researcher-made questionnaire was used to collect data. the researchers included 350 political science students. the results showed that the respondents were frequently exposed to political and election-related information on social media. also, social media was regarded as relevant in changing respondents’ political participation. however, this information was only appropriate for a limited range and was not strong enough to change their political behavior. the findings suggest that social media is still significant to students’ political lives. the findings revealed no critical link between the level of exposure to political and election-related content and its relevance in changing political behavior among respondents, with a p-value of 0.574 (negligible positive relationship). a validated curriculum review and recommendation for special topics for bachelor of arts in political science is recommended to help improve the identified weaknesses. keywords component city, political behavior, political science students, social media 1 saint louis college – city of san fernando, la union, philippines. * corresponding author’s e-mail: 18100540@slc-sflu.edu.ph introduction as a result of the covid-19 pandemic, social detachment has become the worldwide standard, and many aspects of civic life, including political campaigns and voter registration efforts, have relocated to virtual surroundings. over 60% of youth surveyed by circle for information and research on civic learning and engagement (2020) reported that creating social media content helped them feel more informed, represented, and heard; however, 37% of youth do not feel qualified to voice their political opinions online. in the philippines, media personalities and members of political clans make up most election participants. this is consistent with previous studies indicating that candidate winnability is frequently referred to as a “personality versus platform” issue and that voters rely on candidatecentered factors rather than issue-based factors during elections (david & legara, 2015), where social media plays a significant role. given the contradictory literature on the role of social media as a transformative agent of political behavior and the paucity of research that directly establishes the relationship between the two variables, the purpose of this study was to examine the influence of social media as a transformative agent, which may have relevance in transforming the political behavior of the participants in a component city. the study was conducted in the city of san fernando, la union, and investigated the unique political behavior of political students in the city. the researchers believed that since no previous study had been conducted in this field with political students as the respondents, the findings would be useful to evaluate the strength and weaknesses of the political science curriculum and practices of the institutions studied. the study would also be used to prove or disprove the results of other studies on the same subject. literature review the revised 2021 social media demographics guide reveals that most individuals aged 18 to 29 use facebook (86%), instagram (67%), and twitter (38%). according to chen & wang (2021), social media is a popular online platform for public sharing, creation, and communication. younger individuals globally use social media at a faster rate than older people, and there is a substantial association between smartphone ownership and per capita gross domestic product, according to the study (gonzales, 2020). in addition, it was claimed that sharing political information on social media is a very easy form of political expression and involvement that has become an increasingly common online practice (weeks, et al., 2017). concurrently, the internet and social media make it possible for individuals to encounter political material in a variety of ways, which may alter the extent to which it influences their political conduct (macaraeg, 2021). in general, social media utilization is a very personalized experience, and its effects vary considerably on how individuals engage with it (david et al., 2019). on social media networks, citizens can participate in public political communication since they allow users to interact with online content using social buttons. as a result, 62% of people also declared that they feel better about themselves when people react positively to what https://doi.org/10.54536/ajmri.v1i2.297 https://journals.e-palli.com/home/index.php/ajmri mailto:18100540%40slc-sflu.edu.ph?subject= pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 78-85, 2022 they post on social medi (seiter, 2020). according to tinampay (2021), the findings of the survey conducted by youth-led ph in collaboration with sws revealed that, moreover, half of the filipino youth engage in politics on social media, notably facebook and twitter. meanwhile, 33% of people follow a politician or a political-related social media account, and 27% make their political comments. in recent years, social media has played a crucial role in increasing political awareness among individuals (buenaobra, 2016). the widespread use of social media may have disseminated information, whether true or false. globally, the impact of social media on political awareness was variable (brown et al., 2019; mourtada & salem, 2011; yunus, 2013; bailard, 2012). correspondingly, survey data from online social media and political awareness in russian parliamentary elections demonstrate that the use of twitter and facebook considerably boosted respondents’ perceptions of election fraud, which led to election protests (reuter, 2013). social media are a very customized area, and their consequences depend on how individuals utilize them. although internet usage as a source of political news in the philippines ranked third after television and radio, a resounding 48 percent of internet usage is sufficient for this purpose. furthermore, utilizing facebook as a source of political information is positively associated with frequent political debate with others (david et al., 2019). despite the high correlation between facebook usage and political awareness, facebook does not influence political involvement, according to the data. it was stated that facebook may not be an efficient method for mobilizing those with a poor interest in politics (cornelio, 2017; david et al., 2019). foreign scholars have concluded that motive and user behavior significantly dictate how individuals use social media; individuals may avoid or actively seek out political material (baek, 2015; tang and lee, 2013). even though consumers are exposed to political material, they may not engage in political involvement. in particular, the growth of social media has likely contributed to the phenomena of unintended or unintentional exposure to current affairs news, as such content is frequently “pushed” to individuals by their friends (tang & lee, 2013). consequently, researchers routinely examine contextual variables that increase the likelihood of inadvertent exposure. media ecology theory according to many definitions, media ecology theory (milberry, 2012) studies media, technology, and how they influence human lives through media environments. neil postman debuted it in 1968. marshall mcluhan was the inspiration. furthermore, it determines how people behave in their encounters with the media. this idea theorizes the complex interplay between humans, technology, the media, and the environment to identify the mutual effects. it provides a lens for understanding the changes brought by technology and the media to human life. media ecology aims to delve into how technologies and communication control information and affect people’s beliefs, attitudes, and perceptions (shaffer, 2016). more so, as discussed by ohlendorf (2008) and cited in shaffer (2016), media ecology affected modern-day and past politicians’ discourse. people’s choices for lincoln and douglas’ presidential campaigns were influenced by television and the internet. they emphasized that the speeches made by these candidates were second only to how they were projected on television in their campaign. this theory is also useful for understanding this study, which tries to determine how media and technology may influence people’s views as they engage with different social media sites. according to the idea, the technology that humans use to think, communicate, and represent their experiences effects their behavior and perception of reality. since social media offer users with indirect representations of reality, communication academics have been particularly interested in how individuals build cognitions of social reality based on their media usage and attention (media and perceptions of reality, n.d.). the uses and gratification theory the uses and gratification theory (katz & blumler, 1974) states that people use media to satisfy their wants and needs. in this theory, users are perceived as active agents who have control over their media usage. this theory was introduced in the 1940s as an expert study of why people choose to consume various forms of media. by the 1970s, the theory was credited to jay blumler and elihu katz when they focused on the effects of media use on the social and psychological needs of people. in the study conducted by hossain (2019), on the effects of uses and gratification theory (ugt) on social media use, the researcher investigated the intention of facebook users through the explanation of the theory. the research revealed that the reasons people use facebook, as analyzed by 287 respondents, were: for enjoyment, passing time, information seeking, self-presentation, social presence, and social interaction. additionally, user habits and subjective norms partially mediate the connection. from the study, it can be deduced that facebook users seek various gratifications to fulfill their needs and wants (cheung et al., 2011; dhir & tsai, 2017). in this study, this theory was used to understand people’s motivations for choosing a media platform and the satisfaction they get from it. materials and methods in this study, a descriptive-correlational research design was used, which is quantitative. as nasaji (2007) defined, descriptive research is a research method that can determine the situation in the current phenomenon. as cited in ohrvall & oskarsson (2018) in walliman’s (2011) paper, descriptive research relates to an observation in collecting the data, such as the level of exposure to politics and election-related content posted on social media among political science students in a component city. https://journals.e-palli.com/home/index.php/ajmri pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 78-85, 2022 meanwhile, correlational approach analyzes associations between two (or more) variables without the researcher influencing or altering any of them. it was a sort of quantitative study that was not experimental. in a correlational design, variables were measured without being altered (walinga & stangor, 2014). the study also determined the relationship between the level of exposure to political and election-related content posted on social media and how it acts as a transformative agent in the political behavior of political science students in the city of san fernando, la union. the data obtained were tabulated, summarized, analyzed, and interpreted. the following are the statistical tools used for the treatment of the data gathered for this study parallel to the statement of the problem of this study. with regards to the relationship between the level of exposure to politicsand election-related content and its degree of relevance in transforming the political behavior of the respondents along with the identified areas, the pearson product-moment correlation coefficient (pearson-r) was utilized by using the microsoft excel version 2016 mathematical expressions and symbols in this study, the researchers employed descriptive statistics in order to present the tabulated data. to compute for the weighted mean, the researchers used the formula presented below: ∑ni=1 (xi * wi)/∑ni=1wi (1) to compute for frequency and percentage, the researchers utilized the formula listed below: % = (f / n) × 100 (2) finally, to compute for the relationship between the level of exposure to politicsand election-related content and its degree of relevance in transforming the political behavior of the respondents along with the identified areas, the researchers used the formula for pearson product-moment correlation coefficient (pearson-r), which is listed below: r = (n (∑xy)-(∑x)(∑y))/(√ [n ∑x2-(∑x)2][n ∑y2–(∑y)2 ) (3) results and discussion results and discussion include the findings, analysis, and interpretation of 350 respondents from the city of san fernando, la union. it addresses how social media can change people’s political behavior. this also examines the significant relationship between respondents’ exposure to political and election-related content posted on social media and their ability to change their political behavior as political science students. the level of exposure to politicsand electionrelated contents posted on social media among political science students in a component city the level of exposure to politics and election-related content posted on social media among political science students is gauged along with the respondents’ frequency of manifestations and interaction with politicsand election-related fora or interviews and debates; online campaign rallies via live stream; infographics and other related content featuring political aspirants; political blogs and articles; audio-visual presentations including vlogs, podcasts, and other associated contents; mock elections, polls, and surveys; and public documents including legal documents involving political aspirants. table 1 below shows the level of exposure to the most common politics and election-related content posted on social media among political science students in a component city. as can be gleaned from the table, the computed overall grand mean is 3.50, which has a descriptive equivalent rating of sometimes. this implies that political science students are less frequently exposed to political machinery propagated on social media. in effect, political science students are generally less likely to be seen participating in election-related activities conducted during the said period. it further implies that the said students do not often use social media to acquire related information. students majoring in political science are somewhat exposed to electionand politics-related information posted on social media, according to the research’s generally positive findings. the data presented above shows the computed means along the measured indicator to investigate whether social media is relevant in transforming the political awareness of political science students in the city of san fernando, table 1: the level of exposure to politicsand election-related content posted on social media among political science students in a component city no. indicators wm der 1 infographics and other related content featuring political aspirants 4.12 o 2 mock elections, polls, and surveys 4.12 o 3 online campaign rallies via live stream 4.02 o 4 audio-visual presentations including vlogs, podcasts, and other related contents 3.95 o 5 fora or interview and debates 3.85 o 6 political blogs and articles 2.35 s 7 public documents including legal documents involving political aspirants 2.10 r grand mean 3.50 s the degree of relevance of social media on transforming the political behavior of political science students in a component city https://journals.e-palli.com/home/index.php/ajmri pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 78-85, 2022 table 2: degree of relevance of social media on transforming the political behavior of political science students in terms of their political awareness no. indicators wm de 1 identifying the critical roles of voters in participating in the elections 4.22 vr 2 evaluating the candidates’ accomplishments in his/her past and current term as a politician 4.19 vr 3 knowing the importance of exercising the right to suffrage 4.18 vr 4 following the political perspectives of every candidate regarding their standpoints on relevant socio-political issues (economic, health, education, and the like) 4.15 vr 5 knowing the important role of democracy, especially in the conduct of elections 4.15 vr 6 assessing its impacts on the electoral process in the philippines 3.93 vr 7 discerning factual and false political-related information 3.82 vr 8 learning/identifying national and local issues that need to be addressed 3.8 vr 9 asserting the important roles played by the historical events and narratives in the philippine political climate 3.78 vr 10 keeping away from or avoiding the prohibited acts that violate election rules (omnibus election code article xxii) 3.36 r grand mean 3.96 vr la union. the overall mean, as can be gleaned in the table is 3.96 which is classified as very relevant. the study’s findings revealed that social media influences political knowledge by mediating online discussions across various social media platforms. the more students use social media to discuss political issues, the more knowledgeable they become. table 2 is backed by the two theories: the uses and gratification theory and the media ecology theory. the uses and gratification theory is the most relevant theory used in this table in the sense that the participants use social media as a critical engagement on how to deal with their needs and wants, such that the political science students engross in the different social media platforms to satisfy the needs of their knowledge insufficiency specifically in politicsand electionrelated contents. according to kasirye (2022), the uses and gratification theory is known as a mechanism for meeting one’s condition in socio-political issues using social media. table 3 reflects the extent to which social media has influenced the political behavior of political science students in the city of san fernando, la union in terms of their political preferences. the overall mean, as shown in the table, is 3.48, which is classified as relevant. this finding demonstrates the importance of social media as viewed by the participants in influencing their political preferences. this implies that political science students confidently consider social media as one which transforms and influences their political preferences. this is backed by the research of political scientists who have begun to examine how individuals connect with and express their political views online utilizing this rich data source (e.g., barberá 2014, bond et al., 2012; butle & broockman; butler et al., 2012). this assumes that students of table 3: degree of relevance of social media on transforming the political behavior of political science students in terms of their political preference no. indicators mean der 1 create a set of standards that candidates must meet in order for me to select them 4.23 vr 2 choose the best potential candidate i should support and campaign for 4.16 vr 3 assess whose candidate’s platforms will deeply create an impact on the national interests 4 vr 4 support the candidate who shares the same political views such as mine 3.76 vr 5 check if my political preference is similar or different with people in my social media network and community 3.54 vr 6 become a non-partisan citizen to avoid political biases 3.52 vr 7 inhibit myself to choose the least favourable candidate 3.42 r 8 validate if the candidate’s words/advocacies match his/her accomplishments 3.14 r 9 vote the candidate that has the most entertaining campaign materials posted on social media 2.94 r 10 choose based on social media presence 2.12 br grand mean 3.48 r https://journals.e-palli.com/home/index.php/ajmri pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 78-85, 2022 table 4: degree of relevance of social media on transforming the political behavior of political science students in terms of their political participation no. indicators mean de 1 go out and vote during elections 4.23 vr 2 participate, as a spectator, in online campaign/debate/fora/rallies 3.55 vr 3 call out and report enablers and perpetrators of fake, false, and misleading information 3.53 vr 4 create campaign materials to be posted on social media 2.82 r 5 help delving in the political aspirant’s campaign fund 2.75 r 6 participate in any online rallies (such as uniform profile pictures and the like) 2.73 r 7 post online criticisms about and against the status quo. 2.65 r 8 initiate fundraising activities or donation drive to support a competent political aspirant 2.62 r 9 lobby for possible legislation for the betterment of the national and local elections 2.29 br 10 verbally bash candidates/supporters for illegal political agenda 2.02 br grand mean 2.92 r political science view social media as a tool that changes and impacts their political choices. according to eusebio (2021), facebook contributed over 16 million votes to president rodrigo duterte’s election. table 4 shows how much social media has influenced political science students’ political behavior as measured by their political participation. it indicates the grand mean of 2.92, which has a descriptive interpretation of relevant, which means that social media is viewed as relevant in transforming the political behavior of political science students in terms of their political participation. this is supported by the study of sandoval-almazan, & gil-garcia, (2014) who insisted that web 2.0 applications have played an important role in influencing governments decision making and in shaping the relationship between the government citizens, citizens, and politicians. the data dispensed in table 4 supplements the two theories established in the study: the media ecology theory and the uses and gratification theory. it endorsed media ecology theory as it shows the degree of relevance of social media in transforming the political behavior of political science students in their political participation. this theory examines the complex connection between humans, technology, the media, and the environment to identify the mutual effects. additionally, it provides transparency in understanding the changes brought by technology and the media to human life. moreover, media ecology theory aims to dig deeper into how technologies and communication control information and affect people’s beliefs, attitudes, and perceptions. the data conclusively show that, while social media is only relevant to transforming political behavior of political science students, it still has an impact on political participation of political science students. uses and gratification theory was also perceived based on the findings. the overall mean equates to relevant, which corresponds to belief with average confidence that politics and election-related contents can transform political behavior. this also indicates that political science students still spend their time browsing social media to inform themselves and participate in political concerns or issues. summary of degree of relevance of social media on transforming the political behavior of political science students as shown in the table, it accumulated a grand mean of 3.45, with a descriptive equivalent rating of relevant. this data states that social media is essential in changing the political behavior of the respondents. furthermore, this is supported by the study of boulianne and theocharis (2020), which claims that there is evidence to suggest that social media usage has something to do with youth social and political engagement. the table delineates that political awareness had the highest average mean of 3.96, corresponding to very relevant. this indicates that social media has a significant influence on improving people’s awareness of politics and election-related content. the usage of social networks has a considerable favorable effect on students’ political knowledge and mediates the positive influence of social networks on iranian table 5: summary of degree of relevance of social media on transforming the political behavior of political science students identified areas mean de political awareness 3.96 vr political preference 3.48 r political participation 2.92 r grand mean 3.45 r table 6: relationship between level of exposure of social media use among political science students and its degree of relevance in transforming their political behavior r der p-value decision 0.030 neg.+r 0.574 not significant legend: level of significance = 0.05 neg.+r = negligible positive relatiownship der = descriptive equivalent rating https://journals.e-palli.com/home/index.php/ajmri pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 78-85, 2022 university students’ political activity. meanwhile, political participation has the lowest average mean of 2.92, which is described as relevant. this shows that social media still is influential on the political involvement of every respondent. correlation of analysis of the level of exposure to politics and election-related content posted on social media among political science students and its degree of relevance in transforming their political behavior table 6 shows the interpretation of the relationship between the level of frequency of social media use among political science students and its degree of relevance in transforming their political behavior which is computed as 0.030 which is described as having a negligible positive relationship. the relationship between the two variables indicates that the increase in exposure to social media will likely increase the degree of relevance. however, the degree of relationship is said to be not significant as the computed p-value of 0.574 was greater than the significance level (0.05); thus, the null hypothesis is accepted. hence, there is no significant relationship between the level of frequency of social media use among political science students and its degree of relevance in transforming their political behavior. the results further imply that the relevance of social media in transforming the political behavior of political science students does not depend on their level of exposure to social media. a probability value (p-value) assists in identifying the significance of the results concerning the null hypothesis when performing a statistical test. as mcleod (2019) emphasizes, the rejection of the null hypothesis with a probability value of or 31 percent does not imply that there is a 69 percent chance that the alternative hypothesis is accurate because the p-value is greater than.05; rather, it indicates strong evidence for the null hypothesis. this indicates that the researchers maintain the null hypothesis while rejecting the alternative hypothesis. it also means that researchers cannot accept the null hypothesis, as we may either reject it or fail to reject it. a p-value larger than 0.05 implies that the researchers accept the null hypothesis, as indicated by the results. the finding might be read as showing that there is no significant association between the frequency with which political science students use social media and the importance of social media in influencing the political conduct of respondents. furthermore, the finding does not imply that it does not demonstrate that social media platforms have no effect or influence on the political behavior of political science students, given that a statistically significant result cannot prove that a research hypothesis is correct, as this would imply a certainty of one hundred percent. specifically, the finding did not reject the null hypothesis. conclusions according to the findings enumerated in the study, the researchers concluded that political science students are frequently exposed to politicsand election-related content often on social media. this entails that political science students are not entirely using social media as a source of politicsand election-related information. the politicsand election-related content posted on social media are only relevant to a certain extent, and not strong enough to transform the political behavior of political science students. additionally, the political behavior of political science students is affected by the length of their exposure to any politicsand election-related content posted on social media, hence the lesser their exposure is to the said content, the less likely their political behavior is transformed. finally, it can be deduced that social media is considered relevant in transforming the political behavior of political science students in terms of their political participation. based on the findings in the study, the researchers suggested that educational institutions offering bachelor of arts in political science, must adopt the reviewed curriculum and integrate the special topics to enhance the political behavior of the students. the implementation of the reviewed curriculum and integration of the special topics should be committedly executed and can also be applied in other areas where the students do not perform well in line with one of the core values of the institution – excellence. to apply the updated curriculum, the academic dean, program directors, professors, and instructors must confer. all baps-offering higher education institutions must consider adopting the suggested curriculum review and recommendation for special topics for the bachelor of arts in political science program (baps). parents, teachers and heads, and experts should collaboratively guide the political science students on how to develop a sense of political awareness, enjoin them to select with utmost sincerity and wit, and encourage them to be engaged and participate more often in the political processes, thereby enhancing their political behavior. the instructors, students, and program head should undergo orientation on how the curriculum review and recommendation for special topics for the bachelor of arts in political science program (baps) will be implemented in enhancing political behavior and responsible social media use. moreover, the curriculum review and recommendation for special topics for the bachelor of arts in political science program (baps) should be implemented in the nearest academic year to record its three-year impact on the 2025 midterm elections. future researchers should also consider other factors that affect the political behavior of political science students aside from social media use as a basis for another enhancement program. references baek, h. 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(2021, july 27). circle for information and research on civic learning and engagement. retrieved from:https://circle.tufts.edu/latest-research/2020youth-voter-turnout-raceethnicity-and-gender https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 19 9 american journal of multidisciplinary research and innovation (ajmri) design, fabricate multi-function tiger grass (thysanolaena maxima) pollen grains remover with soft-broom/samhod wood lathe assembly and convertible rice palay thresher jimcel p. pecaso1*, alvin o. primavera1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.641 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 23, 2022 accepted: october 04, 2022 published: october 09, 2022 commercial agricultural machines are noted for having some limitations in their functions, which motivates the proponents to develop and apply new ideas to agricultural applications. this innovative agricultural machine can clean the pollen grains by operating the cleaning cylinder at moderate speeds. a hook-on wood lathe assembly is provided in the machine for effecting attractive soft broom handles as a finished product. in addition, the machine can be utilized as a palay-thresher, making it multi-functional. the study utilizes the research and development (r&d) process since the output of the study will be useful to farmers who process tiger grass in partido, camarines sur. this project study examines the technical development of designing, fabricating, testing, and evaluating a multi-function agricultural machine out of locally available materials. in its performance test, the study demonstrated a high level of acceptability regarding its functionality and efficiency. although this study successfully established the functionality of the “design and fabricate multi-function tiger grass (thysanolaena maxima) pollen grains remover with soft-broom /samhod wood lathe assembly and convertible rice palay thresher,” more studies should be conducted to improve the design and efficiency of the device. keywords multi-function, tiger grass grains remover, rice palay-thresher, wood lathe, innovativeness introduction “walis tambo” production in camarines sur, philippines is seen as an alternative source of income alongside farming and fishing as the main source of livelihood. lagonoy, camarines sur, and nearby coastal areas in partido were identified as major producers of “samhod” and where production of tiger grass is extensive and commercialized because it is easy to grow and a potential source of income. the old method of shaking and brushing the stalks against the wall, trees and other hard surfaces to remove the pollen grains is actually quite a method of eliminating tiger grass pollen. methods such as this require more manpower and are considered timeconsuming. it is common that “walis tambo” broom has a handle made from the stalks of the tiger grass, but it is timeconsuming and requires tying wire to hold it in place. while some use tree branches for the handles, they have complained that the shape is irregular, and the consumers aren’t attracted to the handles. others used plastic rattan to cover the irregular shaped handle to make it look attractive but costlier. (orley g. fadriquel, 2017) using previously identified machines in the review, the study’s proponents designed and developed a genderfriendly farm implement. this machine can be operated by electricity or gas. assembly and disassembly allow it to be transported easily from one place to another. it will also be used as a rice thresher during the rice harvest season.the project study was conducted to design, fabricate and conduct routine test on the efficacy of a multi-function tiger grass (thysanolaena maxima) pollen remover combined with other mechanical features for agricultural use. literature review during a conversation with a colleague in partido state university (parsu-goa) campus, his father’s method of cleaning tiger grass pollen was revealed. by striking or shaking the pollen grains of the tiger grass, the process is applied. this method consists is tedious and timeconsuming as it is, some seeds are not shaken off and the stalks tend to be damaged. the old method of shaking and brushing the stalks against the wall, trees and other hard surfaces to remove the pollen grains is actually quite a method of removing tiger grass pollen. methods such as this require more manpower and are considered time consuming. at romblon state university, the study of fadriquel, o.g. (2017) spent a year developing and building a tiger grass pollen remover with a woodworking machine. because a pollen grain remover and handle maker were not available in his hometown, he developed one in order to help tiger grass growers. don mariano marcos memorial state university (dmmmsu) also developed a machine to remove pollen flowers from tiger grass, the material used in the production of walis tambo and to ease up the process in one of la union’s biggest industries. using a machine made of locally available materials, pollen grains can be removed faster and more efficiently without damaging the stalks. nkakini et al., (2006), identified poor farmers lack incentives to use machinery in agricultural practices due to poverty, ignorance, and cheap traditional tools readily available to them. furthermore, he emphasized that working manually in farming has resulted in the underutilization of tractors. taking, also, inspiration from suzuki’s (1980) paper on rice combine harvesters that were evaluated by a national 1 partido state university, philippines * corresponding author’s e-mail: jimcel_psu@yahoo.com https://doi.org/10.54536/ajmri.v1i4.641 https://journals.e-palli.com/home/index.php/ajmri mailto:jimcel_psu%40yahoo.com?subject= pa ge 20 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 199-203, 2022 test in japan, smith d.w., sims, b.g., and o’neill’s (1994) work that examine the evaluation of machines, handling and performance characteristics, economic impact, and the greater benefits they would offer to users and manufacturers, thus this project study was conceptualized. methodology the study utilizes the research and development (r&d) process since the output will be useful to farmers who process tiger grass in partido. through the descriptive method, the study was validated. results and discussion the multi-functional machine the machine shown was develop considering the philippine agricultural engineering standards paes 205:2015, agricultural machinery. in addition to a palay thresher, it is also equipped with a pollen grains remover and an on-hook wood lathe assembly, making the machine multi-functional. the main machine parts 1. main frame it is the solid frame attached to the majority of the machine parts and serve as stand of the assembly 2. cylindrical threshing unit– installed in the main frame and will serve as the pollen grain remover and palay thresher. 3. speed reducer integrated into the machine that operates the cylindrical threshing unit in a required and minimal speed. the elimination of too much speed will greatly reduce the risk of loss or damage of broom stalks. 4. hook-in wood lathethis piece of equipment can be used to make attractive soft broom handles and other woodworks. in this, a driving (input) gear has the same radius as a driven (output) gear. 5. power sourcethe main driving mechanism of the machine. this can be electrical or gas-fed motor whichever is available. 6. coverthere will be two separate cover the machine will be using: a cover for palay threshing and the other one when using the machine as pollen grain remover. fabrication procedures the following fabrication procedures are shown in details below. arc welding was utilized in joining metals. main frame: a. secure the necessary supplies, materials, tools and equipment needed. b. g.i. pipe, angle bar, bending jigs, welding machine, angle/cutting tool c. cut frame materials based on measurements, angles, and dimensions. d. main frame assembly will be performed by arc welding. e. the adjoining parts will also be refined by grinding and filing. cylindrical threshing/cleaning assembly a. prepare all supplies and materials needed. b. flat bar, g.i. sheet, axle shaft, n.p. bearings and pulley, threshing pegs, plastic wire brush, bolts and nuts c. prepare the cylindrical threshing/cleaning unit based on the measurements required d. using arc welding in conjunction with a fastener system, the “pollen grain remover” as well as the “palay thresher” were combined into one unit. hook-in wood lathe a. cut and bend the needed materials according to design and measurements. b. g.i. pipe, pre-fabricated tail stock and tool rest assembly, driven pulley c. weld the wood lathe mounting into the main frame. d. the wood lathe assembly frame should be installed and the alignment should be checked. e. remove jagged and irregular welds from the pipe. figure 1: activities followed in the conduct of the project study figure 2: multi-function (thysanolaena maxima) pollen grains remover with wood lathe and rice palay thresher convertible. describe below are the components of the multi-function agricultural device. https://journals.e-palli.com/home/index.php/ajmri pa ge 20 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 199-203, 2022 table 2: power speed flow, input-output speed from driver to driven pulley driving mmotor @1,740 rpm driven pulley pollen grain remover palay thresher wood lathe assembly rpm pulley ratio rpm pulley ratio rpm pulley ratio 580 1st speed 3:1 870 3:1 1,740 1:1 96.67 final speed 18:1 the diameter of the threshing drum was 110mm, and it had a length of 330mm. in addition to 85 threshing pegs for palay threshing, the cylindrical drum was equipped with 18 plastic wire brushes to clean pollen grains. it had a wrapping angle of 115 degrees. in addition to a concave, a cap was placed atop the drum. the total table 1: machine specification materials measurement (cm) weight (kg) main frame assembly (g.i. pipe ½” dia) 51x 88 x 90 10 thresher cover 62 x 82 4 feed board/table 62 x 82 4 cylindrical thresher/cleaner 30 x 75 10 “sugbo” mounting rest and cover 50 x 56 2 thresher pegs 10 1 plastic wire brush 16 1 electric motor assembly 32 x 20 8 driving pulley 10 0.5 on-hook wood lathe assembly 69 x 28 10 speed reducer assembly 48 x 18 10 total 70.5 weight of the machine is 70.5kg and the total cost of the project is php 25,210.00. there is increase in weight of 19.8% if on-hook wood lathe assembly is added. there is increase in weight of 19.8% if speed reducer assembly is added. the speed reducers are shown to provide the torque figure 3: application of the driver and driven mechanisms. this figure shows the arrangement of the driving and driven mechanism (belt driven) depending on job performed by the machine. arrow shows direction of the rotation. required for the machine to operate. the pollen grain remover utilizes a driver-driven pulley ratio of 18:1-two stage pulley to reduce the speed at 96.67rpm at which threshing loss decreased as well (figure 3a); the palay thresher use a 3:1driver-driven pulley ratio at 870rpm (figure 3b; and the wood lathe assembly uses the 1:1 drive at 1,740rpm (figure 3c). performance test initial tests were carried out using “sugbo” in one cleaning speed for 25 minutes. in this, demonstrate samples with few damaged stalks after the 25-minute testing period. time was tracked during the sampling process. no stoppages were recorded during the test, nor was there any run-down time. below was used as basis to test the efficiency of the machine recommended on philippine agricultural engineering standards paes 205:2015, agricultural machinery. a 50kilogram pollen grains (sugbo) as test piece, the https://journals.e-palli.com/home/index.php/ajmri pa ge 20 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 199-203, 2022 proponent come up with the testing using sheet analysis provided by testing and evaluation of agricultural machinery and equipment issn 1010-1365. the above calculations were made in order to test the cleaning efficiency of the machine as recommended by philippine agricultural engineering standards paes 205:2015, agricultural machinery issn1010-1365 pp.20. cleaning efficiency (ce), % (tested for 25kg pollen grains at 870rpm) the first sample at speed of 870rpm showed 68 percent table 3: sheet for analysis of test samples (from appendix 18a pp223, testing and evaluation of agricultural machinery and equipment issn 1010-1365 sample no. feed rate kg/h thresher speed rev/min sample from total mass of sample mass kg clean grain broken grain un-threshed grain foreign material 1 25 870 outlet 25 17 5 3 0 2 25 ***99.67 outlet 25 25 0 0 0 ***with final speed reducer based on observations conducted, there are no factors that affect the machine’s performance. the machine was left idle for one or two minutes after the testing was completed to clear residue from the outlets. power measurement means was provided to establish the power required to drive the multi-function device based on what work is performed. the electric motor was rated at 1.5horsepower equivalent to 1.122kilowatt (1hp=.7457kw), operating at 1740 revolution per minute(rpm) was found to be capable of the driving the palay thresher, pollen grain remover and carving device one at a time. figure 4: the multi-function machine for agricultural use. conclusion the proponents in the conduct of the project study had drawn the following conclusions: 1. the design is a three-in-one agricultural device capable of performing the following: a. grass pollen remover using speed reducer; b. woodworking assembly; and, c. palay thresher convertible. 2. the study offered a way to speed up the process of making brooms, which was the major objective of the project study 3.the machine is economically workable as shown in the conduct of initial testing and analysis. 4. using the threshing machine (for pollen and palay grains), the total grain loss was significantly reduced. 5. the working capacity is comparable to commercially available machine since the physical built meet the standard of the original one. 6. drum speed effects on threshing loss that is why speed reducer is included to minimize damaged of grains percent when in use. the speed reducers adjust the motor speed safely and efficiently. references fadriquel, o.g., 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(2006). farm mechanization leading to more effective energy-utilizations for cassava and yam cultivations in rivers state, nigeria. applied energy, 83(12), 1317-1325. psme (1993). psme code. manila: the psme code and standards commissions. suzuki, m. a. s. a. t. o. (1980). performance of rice combine harvesters as evaluated by the national test in japan. jarq, 14, 20-23. http://ss.jircas.affrc.go.jp/ english/publication/jarq/14-1/14-1-020-023.pdf https://journals.e-palli.com/home/index.php/ajmri pa ge 20 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 199-203, 2022 smith d.w., sims, b.g., o’neill. (1994). testing and evaluation of agricultural machinery and equipment, principles and practices. 1010-1365. tiger grass seed grain remover cum rice hull thresher, (2011). retrieved on october 2011 at http://www. osist.dost.gov.ph/technologies https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 44 american journal of multidisciplinary research and innovation (ajmri) athletes’ health and well-being: a review of psychology’s state of mind fadare a. stephen1*, isong loury mae2, lambaco p. ermalyn1, montalban g. kharen2, paclibar l. ken3. volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.551 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 03, 2022 accepted: september 09, 2022 published: september 11, 2022 even though athletes are human beings whose physical, mental, and social health is reflected in their well-being and ill-being. as a result, athletes’ holistic health is an important part of their identity as athletes and people. humans’ participation in sports can either help or hinder their well-being development. therefore, the proposed framework of this article is to review; (i) well-being and quality of life; (ii) the impact of good health on athletes’ well-being and (iii) athlete’s state of mind during a performance (vii) mental health and sports performance (viii) data was taken from a variety of journals that have been published in peer-reviewed journal articles, but only english-language studies that had been published between 2015 and 2022 were taken into consideration for this study. researchers used the following keywords to source for the information related to the studies. although there were several papers on the issue, only a small number of text pieces were included for this review. to summarize, the studies indicated that coaches, trainers, teachers, and sports psychology ensure that athletes are in good health and well-being for them to be able to carry out their roles and functions. there will be no excellent performance or achievement if one is not in a good mental state. we must promote self-care, personal health, personal growth, and stress management techniques to provide every athlete with good health and well-being for them to maintain a stable state of mind. it is recommended for researchers to investigate the etiology of mental illness among athletes. keywords athlete, health, mind, psychology state, well-being 1 cspear, mindanao state university (main) marawi city, lanao del sur, philippines. 2 department of physical education, coa&s, la salle university ozamiz city, philippines. 3 timber city academy, south montilla, boulevard butuan city, butuan city, philippines * corresponding author’s e-mail: fadstep@yahoo.com introduction the road to health and wellbeing of individual is paramount to every government, and other agency who is looking after the condition of people in relations to the health and wellbeing of people. the current ‘state of play’ in supporting elite athlete health and wellbeing has centred mostly on building mental health literacy or awareness of the signs of mental ill-health amongst athletes. athletes’ general health is an important resource for their performance and development. athletes face many health risk factors than the general population, such as high training loads, difficult competitions, and a stressful lifestyle. these health risk factors have been shown to increase their vulnerability to mental disorders and lower their quality of life. along with this, athletes may be less likely than the public to seek mental health care due to stigma, a lack of psychological safety within sport to publicize mental health issues, or a fear of seeking help as a sign of weakness in high-performance sport (hm government,2011). moreover, various studies have shown that to improve our athletes’ health and well-being, we can make use of telehealth support care delivered through telehealth, which is fast, easy, and efficient (mcquade, 2021). it eliminates wait times, reduces the stigma of seeking mental, and medical care, and is available the moment a student needs care. when students don’t have to wait days or weeks for a counseling center appointment, there is bound to be a positive effect on campus health and wellness. for student-athletes who are frequently away from campus and have difficult day-to-day schedules, telehealth offers a 24/7 solution for accessing care that meets them where they are, with the physical and mental health care they need. mental and physical health are equally important components of overall health. for example, depression increases the risk for many types of physical health problems, particularly long-lasting conditions like diabetes, heart disease, and stroke. similarly, the presence of chronic conditions can increase the risk for mental illness (bethesda,2015). being psychologically fit of being in right state of mind could involves being able to cope with stress and carry out daily activities in regular circumstances. it refers to a person’s mental ability to work in a productive and useful manner. world mental health day is observed during october 10 of every year. the day is packed with presentations and debates aimed at raising mental health awareness. people and businesses are also making significant investments in mental health treatment and awareness (who, 2022; era, 2021). in addition, hughes (2021; breslin & leavey, 2019) stated that for athletes to be in psychology stable in mind and able to do well or perform excellent in various sports activity they choose to demonstrate to have a favourable effect on the extrastriata body area, which responds selectively to static human bodies and body parts in persistent schizophrenia and mental symptoms. people who participate in various sports develop a sense of mutual understanding, interpersonal communication skills, and physical awareness. according to the study, sports have a therapeutic benefit not only for schizophrenia patients, https://doi.org/10.54536/ajmri.v1i4.551 https://journals.e-palli.com/home/index.php/ajmri mailto:fadstep@yahoo.com pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 44-50, 2022 but also for people suffering from other illnesses. more so, athletes who are strong and stable psychologically with state of mind are taught mental skills by their sports psychologists to improve their performance and motivation (ruiz & robazza, 2020). those sports psychology which employs psychological knowledge and abilities to assist athletes in overcoming mental barriers that hinder them from reaching their full potential, as well as achieving these performance enhancement goals. many sports psychology focuses on teaching athletes’ transferable sports skills and assisting them in being the greatest athlete they can be from a psychological standpoint (benefits of sports psychology on athletes, 2022; morris, 2015). an athlete’s general health and wellbeing are to be look into in order to improve an athlete’s general mental processes, improving and amplifying their performance. although athletes can benefit from sports psychology in a variety of ways, including the development of coping skills to deal with severe setbacks and competition demands, improving focus and distractions, and increasing motivation and confidence in athletes who have concerns (sutton, 2021). these sports psychology tactics are critical to an athlete’s success in the activity, as they help to improve optimal performance and general well-being (the lancet global health, 2020). to summarize, through the various helpful components of sports psychology to every athlete has the ability to exceed their performance expectations. a multitude of psychological elements have the potential to significantly increase an athlete’s ability to perform optimally and to their full potential (annual report of the cmo, 2013). develop coping abilities to deal with big setbacks and stresses of competition; enhance focus and deal with distractions; and create motivation and confidence in athletes with doubts to overcome mental processes and reduce major setbacks that may cause poor performance during sports. all the sports psychologists acknowledge the negative effects of a negative mindset on an athlete’s performance and job, and they train the mind to overcome these challenges both during exercise and over time. in this review paper, we describe the health and well-being of an athlete and a review of their psychological state of mind from a physiological and psychological perspective, related both to physical activity and the added values of sport. initially, brief definitions of various concepts related to health and well-being are given. this is then followed by: (i) well-being and quality of life; (ii) the impact of good health on athletes’ well-being and (iii) an athlete’s state of mind during a performance (vii) mental health and sports performance. we chose to discuss the subject from an all-age-related perspective. impact of good health on athletes well-being when it comes to good health, it is necessary and beneficial to consider our bodies as machines. it has physical, mental, and emotional needs that must be met for it to perform optimally. athletes will not be able to perform at their best if they are stressed, anxious, or not eating well. the healthcare industry is starting to recognize the impact these various factors have on overall health and is shifting to an integrative model that addresses all of them at once. an athlete who does not properly fuel their bodies will require longer recovery times when they become ill, and to be in good health, they will need to eat good food with combination of nutrients and train their body to naturally recover damaged tissues in the body. a healthy diet will also help athletes who sustain an injury heal faster and return to the game. according to daren (2022) mentioned that in addition to eating healthy food, athletes need to have the knowledge and investment in taking care of themselves to stay at the top of their health. for every athlete to have good health and wellbeing, they need more calories than the average person. athletes can improve their health and wellbeing by performance with better nutrition, and education about body, and how to keep it in top shape. although proper, healthy, and nutritious food may be more expensive in the market than fast food or processed meals, healthcare may be much more expensive than whole foods if our athletes fail to be in good health and wellbeing. according to studies, people who ate more healthy foods are free from ill health and could save $71 billion in healthcare costs for chronic conditions (daren, 2022). by simply telling athletes that they need to eat healthier isn’t enough. they must comprehend why they should make the effort to focus on their diet. after all, it’s a lot more difficult to shop for and cook fresh fruits and vegetables than it is to grab a cheeseburger or burrito on the way home. many athletes will have no idea how to choose the right foods, how to prepare them so they taste good, or even where to find fresh foods. well-being and quality of life athletes are fundamentally human beings, and their wellbeing and ill-health reflect their physical, mental, and social health. as a result, athletes’ overall health is an important component of who they are as athletes and as people (giles et al., 2020). one of the most important aspects of an individual’s well-being is their mental health. physical damage and delayed recovery are increased by mental health symptoms and disorders, demonstrating that they cannot be separated from physical health (reardon et al., 2019). the world health organization (2018) defines mental health as a state of well-being in which a person recognizes his or her own potential, can cope with daily stressors, works productively, and contributes to his or her community. furthermore, lundqvist (2021) defines well-being in elite athletes as the athlete’s psychological and social functionality and ability to cultivate individual strengths in the lived elite sports environment, increasing the likelihood of the elite athlete experiencing positive affect and life satisfaction on a regular basis. quality of life https://journals.e-palli.com/home/index.php/ajmri pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 44-50, 2022 influences people’s overall life satisfaction, emotional well-being, and functioning (andre et al., 2017). wellbeing encompasses (physical, mental, and spiritual) connections, education level, working condition, social status, income, a sense of security and safety, liberty, decision-making autonomy, interpersonal, and physical environment, all of which are common qol factors (teoli, 2022). quality of life (qol) is a concept that seeks to capture a population’s or individual’s well-being in terms of both positive and negative aspects over the course of their entire existence at a given time. according to kotarska (2019), people who exercise, particularly professional athletes, have a higher quality of life than those who do not. their training experiences have also been linked to increased happiness, inner peace, security, and personal success. furthermore, authors of physical exercise programs used to treat depression and anxiety state that physical activity improves quality of life not only because of the related but also because of interactions with other people, which is especially noticeable in team sports. nowak et al., (2021) stated that professional athletes are considered to be healthy individuals who pursue their passion with a sense of accomplishment. as a result, their mental health is regarded as excellent, and they are frequently asked to serve as role models. athletes mental wellbeing mental health or mental illness is a global issue that, according to studies, affects millions of people worldwide (olesen et al., 2012; schuch et al., 2016). headache, stress, insomnia, fatigue, and anxiety are all indicators of mental health problems. the term “mental health” refers to a grouping of various health problems and symptoms of varying severity. studies have compared the expected health benefits of regular physical activity for mental well-being improvement to other treatments, such as medication. recent research indicates that physical activity and exercise, when used as a primary or secondary processing method, have significant positive effects in preventing or alleviating depressive symptoms (schuch et al., 2016; adamson et al., 2015), and have an antidepressant effect in people with neurological diseases (adamson et al., 2015). training and exercise improve quality of life, help people cope with stress, and boost self-esteem and social skills (stubbs, et al., 2017) training and exercise have also been shown to reduce anxiety and improve the mental well-being of athletes and other people who have been diagnosed with an illness or problem, or another anxietyor stress-related disease (stubbs et al., 2017). for these reasons, everyone must monitor the affairs of athletes and other people involved in sports performance to ensure that their mental health is in good enough shape to participate in any activity. athletes’ vulnerability to mental illness many athletes are vulnerable to mental illness due to what come upon them during and after their involvement in their various games. in the athletic world, mental health is often overlooked. athletes are seen as the epitome of physical and, in turn, mental strength — they are able to sacrifice an outside life for a love of their sport. but when does the work they’re putting in cross the line of mental boundaries, and when does the pressure become too much to bear? within elite sports, stress can be intensified, and the pressure players face in terms of competition and performance can be compounded by traumatic life events. this continuing stress does not go away when they finish their athletic career; it can even accompany them into retirement. athletes may be predisposed to depression due to the physical and psychological demands imposed on them by the sporting environment. as an athlete’s symptoms of mental illness worsen, their performance can suffer, leaving them open to additional symptoms of common mental disorders (souter et al., 2018). among professional athletes, data shows that up to 35% of elite athletes suffer from a mental health crisis, which may manifest as stress, eating disorders, burnout, or depression and anxiety (gringell, 2018; readon et al., 2019). physical problems in sports, such as hard training and injuries, can lead to psychological issues, whether cognitive, emotional, or behavioural. furthermore, athletes, like the general population, face personal obstacles such as relationships and terrible life events. if not adequately addressed, all of these diverse stressors can have an impact on sports performance, as well as training, career transitions, interpersonal relationships, and physical rehabilitation. in addition, montero et al., (2022), stated that athletes are scrutinized by the media, coaches, and themselves, which can have a negative impact on their mental health. excessive coach criticism has also been found as a significant barrier to athletic development. internal demands that athletes apply to themselves, as well as external criticism, can be mentally devastating and longlasting. as a result of these high psychological demands, a mental health issue may develop and athletes may be more vulnerable to mental illnesses than the general populace (foskett and longstaff, 2018; montero et al., 2022). moreover, according to rice, et al., (2016), in addition to physical and competition stress, elite athletes face a unique set of ‘competition’ stressors, such as increased public scrutiny via mainstream and social media, limited support networks due to relocation, group dynamics in team sports, and the possibility of injuries ending careers prematurely. also, hughes and leavey (2018; 2012) reveal that many organized elite sports require time and effort investments, which often results in a loss of personal liberty and disempowerment for athletes. the elitesport environment can lead to “identity-foreclosure,” leaving athletes with few other avenues for shaping and reflecting their personality. once this mechanism of individuality is removed, high athletic character has been associated with mental distress, as well as overtraining https://journals.e-palli.com/home/index.php/ajmri pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 44-50, 2022 and athlete burnout. these are also strongly associated with affective disorders, such as major depressive illness. sports retirement can have a negative impact on sleep and psychological well-being and, if left untreated, can lead to a variety of psychiatric illnesses (montero et. al, 2022). as coaches and sports psychologists, we should know that our responsibilities are not easily forgotten. how much of sports’ contribution to a mentality is overlooked? we must help our athletes not to exert themselves beyond their physical limits, which can lead to quite literally having to disregard physical discomfort or even pain for the sake of competition. at some point, we are driven by success, but even the most unrelated mental hurt can damper our athletes’ drive. athletes state of mind during performance a lot may be going on in our athletes’ minds during preparation or performance. what do you envision yourself doing as a coach, trainer, or sports psychologist? this is what those in charge of athletes should think about and do to prepare them for either positive or negative aspects of the performance. as a coach, one option is to prepare our athletes to be in good health and to care for their well-being. the athletic state of mind during performance benefits from both a thinking mind and sports, which include mental toughness, focus, and anticipation are just a few of the mental strategies developed by the mind while participating in sports (sarich, 2016; mcgill university, 2015). furthermore, sports improve specific brain regions and cause structural changes. athletes’ minds have been sharpened to pay attention to the smallest details to improve their game, but this skill does not stop on the court. miele (2015) emphasized that while some athletes can control their mental state during a performance, others may not be able to due to external pressures. some athletes are unaffected by routine; others, on the other hand, can be superstitious and obsessively follow patterns before, during, and after practice and competition. listening to music is a popular routine that comes to mind. some athletes prefer soothing music, while others prefer louder, more upbeat music. when an athlete forgets their music or has technical difficulties with it, relying on music for a routine can backfire. athletes who are not in a routine may believe they are unprepared and unable to focus. coaches and athletes can use tactics such as goal setting, routines, visualization, and confidence to gain control of athletes’ minds during and after performance. speaking of goal setting, it can be a successful tactic to improve the athletic state of mind towards what they want to achieve or see themselves doing during performance. these goals, however, must be realistic. goals should be designed in small increments that are genuinely achievable in the short term. i’ve seen boxers struggle to reach bigger goals, like getting to a certain stage of a competition. not reaching these exaggerated goals can lead to a loss of confidence and weak self-efficacy. time goals set by athletes, such as swimmers and runners, should be minimal. small gains in points per quarter are a more realistic goal for football players than overall stat gains or more wins. all athletes require visualization to gain control of their state of mind. every athlete who can visualize themselves succeeding will succeed. individuals must overcome the inner voice that tells them they cannot achieve their objectives. athletes can silence this negative voice by visualizing success and practicing self-talk. positive selftalk and visualization go hand in hand, with the athlete hearing and seeing success. they will be mentally stable during their performance if they do this (bailey, 2014). the more athletes imagine themselves performing a task, the easier it is for them to perform the task in a physical environment. they can use their visual cues to guide them through the act. ice skaters, for example, visualize various aspects of their performance. away from the ice, they mentally feel the air, hear the music, and complete their jumps. individual sports, such as ice skating and gymnastics, require more visualization than team sports. mental health and sports performance according to the world health organization (who), (2022), health is defined as positive physical, mental, and social well-being that contributes to efficient human functioning. adaptability refers to an individual’s ability to adapt and respond when confronted with physical, mental, or social problems. this definition of health excludes physical and mental health, which are inextricably linked. physical issues in sports, such as hard training and sports injuries, can have psychological consequences, including cognitive, emotional, and behavioural consequences. relationship problems, traumatic stress, anxiety, despair, anger, disordered eating, and substance abuse are just a few of the psychological problems that can have serious physical consequences (schinke et al., 2017). physical stress and injuries, as well as psychological stress, can have an impact on athletic performance and impede training, career transitions, interpersonal functioning, and physical rehabilitation if not properly managed (gardner). schinke et al. (2017) developed the integrated model of athletic performance (imap) to highlight the three interaction phases through which athletes can achieve and then maintain optimal performance conditions. furthermore, blanco et al. (2022) stated that athletes’ mental health is just as important as their physical health; it’s a necessary foundation for effective practice and competitive performance, so it’s critical to the sport’s foundation. mental wellness is more than just the absence of mental illness. it is a state of happiness that includes emotional, psychological, and social well-being and is influenced by physical, psychological, social, cultural, and spiritual factors. it is inextricably linked to physical health. it influences our thoughts, feelings, and actions, as well as how we deal with stress, interact with others, and make decisions. thus, mental health and well-being, according to https://journals.e-palli.com/home/index.php/ajmri pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 44-50, 2022 researchers, are critical for good performance in all aspects of life, including athletics, academics, and relationships. the ncaa promotes positive mental health and sees it as a growing concern for athletes (åkesdotter et al.,2020; purcell et al., 2019)). this entails promoting happiness and preventing mental illness rather than simply responding to it after it has occurred. however, gaining a better understanding of the effects of mental diseases on athletic performance is critical so that wellness promotion can be prioritized to minimize these consequences. mental diseases are defined as any changes in actions, ideas, or emotions that have a negative impact on how a person thinks, feels, or acts. although being an athlete provides numerous mental health benefits such as self-confidence, connectivity, social support, and positive self-esteem, student-athletes also face a unique set of stresses associated with mental illness. academic pressure, longer playing seasons, pressure from coaches to win, the commercialization of college athletics, injuries, identity defined by athletic performance, and bodyweight standards are just a few examples. many researchers discovered that student athletes underutilize mental health services for a variety of reasons, including the fact that mental illness still has a negative reputation in their performance. depending on the person and the specific mental health challenge, mental health issues have varying effects on athletes’ performance. on the other hand, mental health issues have been shown to have a significant impact on athletic performance. stress, anxiety, depression, eating disorders, trauma, drug use, and relationship loss can all have an impact on how well you perform in sports. conclusions the mind is one of the most powerful organs in the body, directing all other organs’ functions. when our minds are in a state of change, it affects the way our body’s function. physical and emotional fitness are essential for success in all aspects of life. people should be aware of the consequences of mental illness and prioritize preserving mental health in the same way they prioritize physical health. both are inextricably connected. when both are in harmony, we can call someone entirely healthy and well. as much as we appreciate the thrill and fun of sports, procedures should be put in place to assist athletes in dealing with psychological anguish to foster positive sporting experiences. these initiatives should also try to remove the stigma surrounding mental health issues that inhibits athletes from speaking up. as a result, finding a balance between the good and negative aspects, as well as developing a support structure for athletes who require psychological aid, is a difficulty. we there fore recommend that: 1. athletics departments are encouraged to educate student-athletes, coaches, and faculty athletics representatives to help create a culture that promotes care-seeking, mental well-being, and resilience. 2. schools are encouraged to develop and apply mental health screening tools, as well as a written mental health referral plan, before student-athletes initial participation in college athletics 3. schools are encouraged to ensure that the mental health care of a college athlete is provided by a licensed individual who is qualified to provide mental health services. 4. athletics departments are encouraged to work with sports medicine and campus mental health services to develop written emergency and non-emergency action plans for situations in which college athletes face mental health challenges. 5. it is imperative for future researchers to investigate the etiology of mental illness among athletes. references adamson, b. c., ensari, i., & motl, r. w. 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(2015). depression in athletes: prevalence and risk factors. current sports medicine reports, 14(1), 56-60. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 63 american journal of multidisciplinary research and innovation (ajmri) teaching competencies and coping mechanisms in the new normal education among public elementary teachers mart julius l. talahiban1,3*, gerald t. malabarbas2,3, bartolome l. amoto3, jomar b. mendoza4 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.373 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 05, 2022 accepted: july 11, 2022 published: july 12, 2022 when covid-19 became a pandemic, distant learning was adopted. as a result, teachers have had to work despite circumstances and stressors that may have affected their mental health. this study determined the teaching competencies and coping mechanisms in the new normal education among public elementary teachers in oquendo 1 district, schools division of calbayog city. the study employed a descriptive-correlation design using a survey questionnaire to gather the necessary data and information for the investigation. the tool was pilot tested and then subjected to a reliability test using cronbach’s alpha. in this study, 78 teachers from public elementary schools were selected using a combination of complete enumeration and convenience sampling techniques. based on the result, the level of teaching competencies gained an interpretation of ‘competent across its variables such as instructional delivery, classroom management, formative assessment, and personal competencies. moreover, personal competencies have the highest level, while formative assessment has the lowest level. problem-focused, emotion-focused, and appraisal-focused coping mechanisms were interpreted as ‘agree’ based on the overall computed mean. moreover, emotion-focused has the highest level of coping mechanism, while appraisal-focused is the least. therefore, it can be inferred that public elementary teachers have prepared themselves to be skilled and competent in their teaching profession, which is relevant to the needs and demands of the new normal education. moreover, they have adopted coping strategies or mechanisms that help them overcome the challenges and difficulties of the new normal education, allowing them to adjust and fit into the new educational environment. one of its recommendations is to provide ongoing training to public elementary school teachers to ensure that their pedagogical and professional competence continues to improve. keywords coping mechanism, elementary teachers, new normal, teaching competencies 1, 3 dinagan elementary school, calbayog city, samar, philippines. 2, 3 university of antique, sibalom, antique, philippines. 3 christ the king college, calbayog city, samar, philippines. 4 our lady of fatima university, quezon city, philippines. * corresponding author’s e-mail: gerald.malababas@antiquespride.edu.ph introduction in educational institutions, the effect of covid-19 has been devastating, having the impact of closure or nonoperation in schools in which educators are stuck at home with little or no access to digital platforms. the abrupt transition from traditional to ict-integrated systems as the primary tool in carrying out the teaching-learning process has presented several challenges for students and educators, particularly those who are technologically illiterate. the philippines’ sudden shift to online learning sparked a heated debate because it completely changed education. to continue learning, switch to distance learning because face-to-face learning in the classroom is impossible (indrawati, 2020). the deped’s mantra ‘no child left behind’ sends a message of inequality, but learning cannot be cancelled as much as driving the economy. this led to tighter measures for schools to continue operations despite the risk. despite the closure order, classes are a major problem. face-to-face classes pose a higher spread risk, so online learning is best. this new platform challenges both teachers and students. this situation calls for a “adopt quickly” response to the pandemic’s new normal in teaching and learning. the shift to online learning is sudden and must be accelerated by academic institutions. how tech-ready are schools remains unanswered (zhang et al., 2020)? reopening schools now is costly. deped has formulated an immediate solution to open the school year. it has changed educators’ preparation of e-learning materials, e-modules, virtual in-service training, webinars, and makeshift arrangements by under-resourced school heads and educators. training a learner in his environment to play a significant role in society requires education. unpragmatic teaching assumptions can lead to negative practices for new teachers. new normal educators need well-structured curricula, enough e-teaching and e-learning materials, internet access, and gadgets. they need subject knowledge to teach confidently, effectively, and efficiently. if teachers lack e-learning and instructional materials, home learning facilities and durable gadgets, positive/ constructive criticism, and colleague support, teachinglearning cannot occur. this pandemic has brought a dilemma to educational institutions, especially since the government has ordered not to open face-to-face classes until the covid-19 vaccine is available and most are vaccinated. in response, the deped issued department order nos. 007, 12, 13, and 14 series of 2020, instructing all basic education institutions to develop a basic education-learning continuity plan (be-lcp) and health and safety protocols for the pandemic. public elementary schools now face a bigger challenge. with challenges in learning delivery, the bureau of curriculum development has identified essential learning competencies and streamlined them into the most essential learning competencies (melc), where some parts of the process decide whether a learning competency is to be retained, https://doi.org/10.54536/ajmri.v1i3.373 https://journals.e-palli.com/home/index.php/ajmri mailto:gerald.malababas%40antiquespride.edu.ph?subject= pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 63-71, 2022 dropped, merged, or rephrased to be more concise and suited to the learners’ needs. the deped helps teachers by creating a pool of master teachers who write modules, unified supplementary materials, and learning activity sheets based on the melcs. this condition allows teachers to focus on their duties as virtual classroom teachers. educators must find time to explore and learn how to combine online, offline, and blended delivery modes to facilitate flexible learning. teachers should reteach certain success-related skills. furthermore, it is also recommended for the teachers to unpack the melcs into more specific learning competencies as guided by the original curriculum guide. on the other note, in a situation like this, public teachers during the pandemic are said to be burned out and grieving simultaneously as they try to make ends meet by developing alternative modes to deliver learning despite their own worries for their health and safety. they also cited that stress is not new to the teaching job, but it seems to be a daily serving nowadays driven by the pandemic. on the other hand, they stressed that public teachers apply coping mechanisms. first is the action-based coping mechanism, which involves directly dealing with the cause of stress and devising a solution to overcome it. second is the emotion-based coping mechanism which involves relieving stress through indirect ways like denial, distractions, humor, or relaxation. public teachers dealing with stress from different sources should have a positive approach to coping with it. it can be observed that changes in teachers’ mental health conditions are possibly associated with changes in their working conditions. data suggests that most educators were not prepared to face the technological challenges that came with the pandemic due to a lack of preparedness and experience in terms of digital competencies and remote learning pedagogical methods. for others, there is uncertainty about the impact of remote education on academic progress, as it has been reported that students experience higher levels of psychological distress due to the pandemic (andrade, bosano, & paz, 2021). teacher competencies are situationand demandresponsive cognitive performance dispositions (kaiser and könig, 2019). teachers should be able to apply technology to pedagogical concepts and teaching practice regardless of the subject. covid-19 requires knowledge, skills, and confidence in online or remote teaching. educators are challenged to transition from the traditional classroom set-up to a remote setting where their competencies do not fit the new normal education. face-to-face and online teaching may require similar skills. therefore, online teachers should include online learning skills in their professional development plans. like in oquendo i district, schools division of calbayog city, teachers have been facing several challenges and issues in teaching the subject, knowing that it is best taught in an actual or face-to-face set-up. consequently, teachers struggle with how the teaching-learning process is carried out, specifically its instructional delivery, classroom management, and assessment and evaluation, given that their competencies are well-suited in a faceto-face setting. in connection with the above discussions, the researcher was instigated to conduct an investigation relative to the problems cited in this study. consequently, this study determined the teaching competencies and coping mechanisms in the new normal education among public elementary teachers in oquendo 1 district, schools division of calbayog city. literature review when a crisis occurs, the teaching and learning process takes on a whole different appearance. schools and colleges must be resilient in the face of disasters and crises (both man-made and natural), and they must discover innovative ways to maintain the teaching-learning activities (chang-richards et al., 2013). as a result of the global health crisis, one developing reality is the migration to online learning modalities to reduce the risk of face-toface interaction between students. as a result, educational institutions are compelled to transition away from faceto-face instruction and toward online instruction. this rapid adoption of information and communications technologies (icts) as the primary resource in the teaching-learning process has revealed some challenges for students and teachers, including technological illiteracy and access to adequate technological infrastructure. it is expected to exacerbate previously existing learning disparities across regions (unicef, 2020). as a result of the pandemic and the various prevention and control measures implemented, there has been an increase in the number of symptoms and signs of stress, anxiety, and depression among the general population as well as other specific subgroups such as epidemiological fence medical staff and mental health professionals. on the part of the teachers, changes in their mental health may be linked to changes in their working conditions. however, due to a lack of preparedness and expertise in digital competencies and remote learning pedagogical techniques, most educators were not prepared to confront the technical obstacles that came with the pandemic, according to data (fernandez, 2020). the delivery of instruction is moved to a separate undertaking in the teaching and learning process. various teaching methods have been used to teach different subject matter, including inquiry, hands-on learning, social engagement, and constructivism. however, such pedagogies appear difficult to adopt in a distance learning environment, and teachers do not believe they are fully prepared and capable of teaching the topic remotely (lichoro, 2015). teachers who are new to distance learning may feel unprepared to enable teaching and will require assistance with technical, pedagogical, and time management issues (doming & dyment, 2013). because of the heavy reliance on technology in instruction, teachers are not completely prepared and lack competency (nilson & goodson, 2018). in this context, digital literacy is being increasingly recognized as a critical tool for lifelong https://journals.e-palli.com/home/index.php/ajmri pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 63-71, 2022 learning and as a vital ability for industry 4.0. however, it still has its drawbacks, like expensive expenditures and upkeep, accessibility to internet platforms and resources, and inexperience when using it properly. while the pandemic has amplified and exacerbated stress, mental health issues among teachers have been on the rise for decades. covid-19 has created an unprecedented crisis and raised awareness about issues affecting teachers’ mental health and psychosocial well-being, necessitating changes to mitigate the negative impact on teachers’ wellness. teachers must be well cared for in order to effectively perform their duties as front liners in the delivery of education. the united nations has cautioned that if the covid-19 pandemic’s social crisis is not appropriately addressed through policy, inequality, exclusion, discrimination, and worldwide unemployment will rise in the medium and long term. teachers, who, as part of their sworn duty, put themselves in harm’s way to guarantee that students’ education is not disrupted, are not immune to the pandemic’s effects (united nations, 2020). in the philippines, the prospect of a global pandemic caused by covid19 has surprised every nation. economic activity has ceased abruptly, necessitating the need to adapt systems to what we now refer to as the “new normal”. changes in the economic system and lifestyle throughout the pandemic period have occurred in the department of education’s educational system, with new modes of learning and teaching methodologies. the department of education has been considering alternatives to ensure that education can continue despite the pandemic threat. the pandemic raised numerous concerns among those in the education sector, particularly public teachers, who have been charged with ensuring education occurs regardless of the repercussions or problems. the manner of life in the philippines has changed, yet filipinos are not the only ones whose lives have been altered; given that covid-19 is already a global concern, everyone’s way of life has been altered (pan, 2020). following the lockdown imposed by the covid-19 epidemic, many aspects of daily life were radically altered, including job arrangements, socialization, and even educational settings. those who are directly affected by these changes experience feelings of anxiety as a result of these changes. education institutions are working round the clock to address the pandemic’s immediate academic problems. they are working on developing protocols that will fulfill the demands of both teachers and students. many people now work from home and participate in online learning. the isolation and stringent restrictions on socializing cause concern, and internet interaction is an additional source of anxiety. numerous social media interactions and digital communication create an atmosphere of surprise and dissatisfaction. not only that, but online learning creates anxiety for teachers as they prepare lessons and students participate in online learning. anxiety is a normal emotion in a specific situation; a low level of anxiety is normal, but severe anxiety can be a serious problem. academic anxiety is concerned with performance. this type of anxiety can affect teachers and students, particularly those new to online learning. in light of this and to cope with academic anxiety in the new normal, it is important to make daily plans, establish positive relationships with family and friends, limit social media interaction, set boundaries on excessive media consumption, manage negative feelings, and remove oneself from the situation. these are some of the most important tips that can help one cope with academic anxiety in the new normal (de la rosa, 2020). further, teachers from all around the world, like their associates, are isolated from their students. the sense of alienation and despair that may result from this current state is one known cause of teacher burnout. according to christina maslach, burnout is “a condition characterized by passionate exhaustion, depersonalization, and impaired individual success that can occur in persons who perform ‘human work’ or anything akin to it.” it responds to the constant, intense strain of managing other people, particularly when they are grieving or experiencing difficulties. apart from feelings of alienation, additional grounds for burnout in the current covid-19 environment include feelings of inefficacy, a lack of control, or debilitation. therefore, not only are educators learning new teaching platforms zoom, canvas, and google classroom but they must also plan this new knowledge to ensure that students who are generally concerned about their gpas continue receiving straightforward feedback on their understanding, that the most social students have opportunities to share their thoughts and participate in real and meaningful conversation as well as community work in a virtual space, and that they utilize best practices (hart, 2020). moreover, teachers in the philippines are reportedly stressed out due to a lack of funding, according to granthorn (2020), and it has been revealed that teachers in distress are looking for ways to ensure that the funds provided by their local governments are sufficient to meet the needs of all of their students. moreover, tria (2020) highlighted that teachers in the philippines are not psychologically or skillfully prepared for the country’s abrupt shift in learning models. talidong et al. (2020) stressed that the most essential reform teachers had implemented the development of various creative teaching approaches. the result was that they felt more connected to their students even if their encounters with them were limited. the philippine government (2020) highlighted a coping guideline designed to assist educators in coping with the shift and transitioning to the new normal on its official website. guidance and counseling are still widely available to students and teachers who have been affected by the pandemic. due to covid-19, education issues in the philippines have increased and received new challenges that worsened the country’s current state. with the sudden events brought about by the health crisis, distance learning modes via the internet or tv broadcasts were ordered. https://journals.e-palli.com/home/index.php/ajmri pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 63-71, 2022 further, a blended learning program was launched in october 2020, which involves online classes, printouts, and lessons broadcast on tv and social platforms. thus, the new learning pathways rely on students and teachers accessing the internet (child hope philippines, 2021). however, this brings up yet another issue within the current system. millions of filipinos do not have access to computers and other digital tools at home, making it impossible for them to benefit from blended learning. as a result, many students and teachers are affected by the importance of technology in learning. the following are the primary concerns: the amount of money for mobile load, lack of technology, the internet signal is weak, students’ inability to concentrate and learn when using the internet, and parents’ lack of understanding of their children’s lessons. it is important to mention that equipped schools have more opportunities to adopt various approaches to cope with the new challenges surrounding remote learning. this scenario further demonstrates the disparities in resources and training for k-12 and higher education and the differences between private and public schools (child hope philippines, 2021). the adoption of online education in the philippines faces significant challenges, despite filipinos being among the top internet users in the world. the lack of preparation of faculty members to conduct online classes, combined with the problem of poor internet connectivity in the country that has existed for some time, are major obstacles to the expansion of online education in the country. according to others, fully online education deepens the educational and social inequality while failing to make higher education more accessible for most students (cuaton, 2020). materials and methods the study employed a descriptive-correlational research design. this design is useful in predicting one variable from another or building a theory about a complex phenomenon. bhandari (2022) defines correlational research design as investigating relationships between variables without the researcher controlling or manipulating them. instead, a correlation reflects the strength and direction of the relationship between two (or more) variables. in this study, the teachers’ profile, teaching competencies, and coping mechanisms determined the relationship between these variables. this study was conducted among public elementary schools in oquendo district, schools division of calbayog city. this study utilized the total enumeration sampling technique. total enumeration is a sampling technique that examines the entire population with a particular set of characteristics. moreover, it made use of purposive sampling, too. in this study, only the public elementary teachers of the oquendo 1 district were the respondents of the study. a survey questionnaire was used in gathering the data, and this tool was subjected to face validation and content reliability test using cronbach’s alpha analysis. generally, the 20 items for teaching competencies and coping mechanisms’ cronbach’s alpha is 0.945 and 0.878, respectively. thus, the research instrument is considered very good and highly acceptable. the researchers personally fielded and distributed the questionnaire to the target respondents. in order to analyze and interpret the findings of this investigation, the following statistical procedures were used: (1) to identify the demographic profile of the respondents in terms of age, sex, civil status, highest educational attainment, position, number of relevant seminars/trainings attended and years in service, frequency and percentage distribution was used; (2) to determine the level of teaching competencies in the new normal education among public elementary teachers when it comes to instructional delivery, classroom management, formative assessment, and personal competencies, weighted mean and standard deviation were utilized; same statistical tools were applied to determine the coping mechanisms manifested in the new normal education by the teachers as to problem-focused, appraisal-focused, emotion-focused and occupation-focused; (3) to test if there a significant relationship between the profile of the respondents and their level of teaching competencies in the new normal education, a kendal tau b test was utilized; (4) to test if there is a significant relationship between the profile of the respondents and coping mechanisms in the new normal education, kendall tau-b correlation coefficient was applied; (5) to test if there is significant relationship between the level of teaching competencies and coping mechanisms in the new normal education, pearson correlation coefficient was used. lastly, the data and information in this study were encoded and treated using ibm spss software 28. results and discussion demographic profile of the respondents as presented in table 1, almost all of the respondents (92.3 percent) are in their prime working lives (oecd, 2022), aged 25 to 24. female (84.6 percent) respondents outnumbered male (15.4 percent) respondents. a great majority are married (64.1 percent) and with bachelor’s degrees with ma units (67.9 percent). there are 42.3 percent teachers 1, 16.7 percent are teacher 2, 37.2 percent are teacher 3, and only 3.8 percent are master teacher 1. moreover, almost all respondents (62.8 percent) have 1-5 relevant training. it can be inferred that most of them are indeed members of the active working group and have already established their own families, demonstrating that teaching is their primary source of income to raise them. the overwhelming majority of female respondents represent a manifestation of the feminization of the teaching profession. they have already started to advance in their profession by pursuing graduate studies. furthermore, it can also be explained that many are still considered at the beginning of their academic careers manifested in their academic rank. the number of relevant training sessions attended, and the https://journals.e-palli.com/home/index.php/ajmri pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 63-71, 2022 table 1: frequency and percentage distribution on the demographic profile of the respondents (n=78) profile variables f % age (15-24 y.o.) 1 1.3 (25-54 y.o.) 72 92.3 (55-64 y.o.) 5 6.4 sex male 12 15.4 female 66 84.6 civil status single 26 33.3 married 50 64.1 widow/widower 2 2.6 highest educational attainment bachelor’s degree 19 24.4 bachelor’s degree with ma units 53 67.9 master’s degree 5 6.4 master’s degree with doctorate units 1 1.3 position teacher 1 33 42.3 teacher 2 13 16.7 teacher 3 29 37.2 master teacher 1 3 3.8 number of relevant trainings 1-5 49 62.8 6-10 22 28.2 11-15 4 5.1 16-20 3 3.8 length of service 1 5 years 26 33.3 6 -10 years 21 26.9 11 -15 years 9 11.5 16 20 years 11 14.1 21 25 years 4 5.1 26 30 years 4 5.1 31 years and above 3 3.8 legend: yo = years old; mean: age= 37.82(10.03), trainings=5.68(4.08), service=10.96(8.45) length of service can be explained by the fact that most respondents have just gained a few years of service. level of teaching competencies among public elementary teachers in the new normal education the next table presents the mean and standard deviation on the level of teaching competencies among public elementary school teachers in the new normal education. the means of all the computed items are above 3.50. this result reveals that the respondents consider that all table 2: mean and standard deviation on the level of teaching competencies in the new normal education competencies n m sd interpretation instructional delivery 78 4.1744 0.50797 competent classroom management 78 4.1462 0.48099 competent formative assessment 78 3.9513 0.47721 competent personal competencies 78 4.2103 0.48446 competent overall teaching competencies 78 4.1205 0.42970 competent legend: scale interpretation m=mean, sd=standard deviation 1.00 0.49 not competent 1.50 2.49 slightly competent 2.50 3.49 moderately competent 3.50 4.49 competent 4.50 5.00 highly competent the above factors consist of some degree of importance concerning teachers’ competencies in teaching in the new normal. moreover, personal competencies (m=4.21, sd=0.49) have the highest competencies, while formative assessment (m=3.95, sd=0.48) has the lowest level. coping mechanisms among public elementary teachers in the new normal education table 3 presents the mean and standard deviation of the coping mechanisms manifested by the public elementary teachers in the new normal. table 3: mean and standard deviation on the coping mechanisms in the new normal education coping mechanisms n m sd interpretation problem-focused 78 4.17 0.51 agree appraisal-focused 78 3.95 0.48 agree emotion-focused 78 4.35 0.42 agree overall 78 4.16 0.40 agree legend: scale interpretation m=mean, sd=standard deviation 1.00 0.49 strongly disagree 1.50 2.49 disagree 2.50 3.49 moderately agree 3.50 4.49 agree 4.50 5.00 strongly agree https://journals.e-palli.com/home/index.php/ajmri pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 63-71, 2022 the means of all the computed items are above 3.50. this result reveals that the respondents consider that all the above factors consist of some degree of importance concerning the coping mechanisms of teachers in teaching in the new normal. moreover, emotion-focused (m=4.35, sd=0.42) has the highest coping mechanism, while appraisal-focused (m=3.95, sd=0.48) is the least coping mechanism exercised by the teachers. test of significant relationship between the profile of the respondents and their level of teaching competencies in the new normal education in this subsection of analysis, kendall’s tau b is done. kendall’s tau b is a nonparametric test used to determine the relationship’s significance between two variables. the significance of the relationship between the profile of the respondents and their level of teaching competencies in table 4: test for relationship between the profile of the respondents and the level of teaching competencies level of teaching competencies age sex civil status highest educational attainment position number of relevant trainings length of service kendall’s tau_b instructional delivery correlation coefficient -0.041 0.019 -0.089 -0.014 0.085 0.079 0.109 sig. (2-tailed) 0.679 0.853 0.372 0.884 0.367 0.414 0.228 n 78 78 78 78 78 78 78 classroom management correlation coefficient -0.039 -0.023 0.050 0.081 0.100 0.145 0.050 sig. (2-tailed) 0.691 0.817 0.608 0.396 0.283 0.128 0.570 n 78 78 78 78 78 78 78 formative assessment correlation coefficient -0.042 -0.124 -0.047 -0.005 0.098 0.122 0.037 sig. (2-tailed) 0.669 0.212 0.630 0.957 0.292 0.203 0.681 n 78 78 78 78 78 78 78 personal competencies correlation coefficient 0.016 0.015 -0.108 -0.005 0.110 0.118 0.083 sig. (2-tailed) 0.871 0.877 0.273 0.961 0.243 0.222 0.354 n 78 78 78 78 78 78 78 overall teaching competencies correlation coefficient -0.050 -0.012 -0.052 0.034 0.117 0.111 0.081 sig. (2-tailed) 0.599 0.895 0.576 0.715 0.190 0.226 0.344 n 78 78 78 78 78 78 78 the new normal education is summarized in table 4. as presented in table 8, the computed kendall tau-b correlation coefficient ranges from -0.124 to +0.145, and the p-values (sig.) are greater than the 0.05 level of significance. thus, there is no significant relationship between the profile of the respondents and their level of teaching competencies in the new normal education. test of significant relationship between the profile of the respondents and their coping mechanisms in the new normal education table 5 displays information about kendall’s tau b result on the relationship between the profile of the respondents and their coping mechanisms in the new normal education. table 4: test for relationship between the profile of the respondents and their coping mechanisms level of teaching competencies age sex civil status highest educational attainment position number of relevant trainings length of service kendall’s tau_b problemfocused correlation coefficient 0.135 0.006 0.087 0.095 0.070 0.160 0.089 sig. (2-tailed) 0.167 0.950 0.372 0.319 0.454 .092 0.315 n 78 78 78 78 78 78 78 appraisalfocused correlation coefficient 0.066 -0.052 0.088 -0.027 0.100 0.133 0.072 sig. (2-tailed) 0.506 0.598 0.367 0.777 0.285 0.165 0.415 n 78 78 78 78 78 78 78 https://journals.e-palli.com/home/index.php/ajmri pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 63-71, 2022 emotionfocused correlation coefficient 0.089 0.038 -0.070 0.027 -0.041 0.029 -0.017 sig. (2-tailed) 0.368 0.700 0.480 0.777 0.666 0.762 0.853 n 78 78 78 78 78 78 78 overall coping mechanism correlation coefficient 0.127 0.001 0.052 0.029 0.057 0.129 0.070 sig. (2-tailed) 0.179 0.989 0.579 0.751 0.524 0.160 0.416 n 78 78 78 78 78 78 78 as presented in table 5, the computed kendall tau-b correlation coefficient ranges from -.070 to +.160, and the p-values (sig.) are greater than the .05 level of significance. thus, there is no significant relationship between the profile of the respondents and their coping mechanisms. test of significant relationship between the level of teaching competencies and the coping mechanisms in the new normal education table 6 presents the pearson correlation coefficient result on the significant relationship test between the level of teaching competencies and the coping mechanisms in the table 6: test for relationship between the level of teaching competencies and the coping mechanisms problem-focused appraisalfocused emotionfocused overall coping mechanism instructional delivery pearson correlation 0.333** 0.363** 0.462** 0.453** sig. (2-tailed) 0.003 0.001 0.000 0.000 n 78 78 78 78 classroom management pearson correlation 0.433** 0.478** 0.417** 0.527** sig. (2-tailed) 0.000 0.000 0.000 0.000 n 78 78 78 78 formative assessment pearson correlation 0.360** 0.465** 0.455** 0.504** sig. (2-tailed) 0.001 0.000 0.000 0.000 n 78 78 78 78 personal competencies pearson correlation 0.409** 0.428** 0.448** 0.507** sig. (2-tailed) 0.000 0.000 0.000 0.000 n 78 78 78 78 overall teaching competencies pearson correlation 0.435** 0.491** .506** 0.564** sig. (2-tailed) 0.000 0.000 .000 0.000 n 78 78 78 78 **. correlation is significant at the 0.01 level (2-tailed). new normal education. as presented in table 6, the computed pearson correlation coefficient ranges from 0.333 to 0.564, and the p-values (sig.) are less than the 0.05 level of significance. thus, there is no significant relationship between the teaching competencies and coping mechanisms of public elementary teachers in the new normal education. conclusions based on the study findings, most respondents are active members of a working group. they have already started their own families, indicating that teaching is their primary source of income for raising their children. the overwhelming majority of female respondents reflect the profession’s feminization. they have already started to advance their careers by taking courses in graduate school. furthermore, as evidenced by their academic rank, many are still considered to be at the start of their academic careers. most respondents have only a few years of service, which can explain the number of relevant training sessions attended and the length of service. the study can be inferred that public elementary teachers have prepared themselves to be skilled and competent in their teaching profession, which is relevant to the needs and demands of the new normal education. on the other hand, in terms of coping mechanisms, public https://journals.e-palli.com/home/index.php/ajmri pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 63-71, 2022 elementary teachers have adopted coping strategies or mechanisms that help them overcome the challenges and difficulties of the new normal education, allowing them to adjust and fit into the new educational environment. in addition, the study disclosed that there is no significant relationship between the profile of the respondents and their level of teaching competencies in the new normal education. similarly, there is no significant relationship between the profile of the respondents and their level of teaching competencies in the new normal education. moreover, there is no significant relationship between the teaching competencies and coping mechanisms of public elementary teachers in the new normal education. acknowledgments the researchers would like to extend their gratitude to the district supervisor and school heads for allowing them to conduct the study. most especially to oquendo 1 elementary teachers for their cooperation and sharing their time in answering the survey questionnaire. references andrade, p., bosano, c., & paz, c. (2021). teachers’ mental health and self-reported coping strategies during the covid-19 pandemic in ecuador: a mixed-methods study. psychology research and behavior management. https://www.dovepress.com/psychology-researchand-behavior-management-journal aperribai, l., cortabarria, l., aguirre, t., verche, e., & borges, a. (2020). teacher’s physical activity and mental health during lockdown due to the covid-2019 pandemic. front psychology. https://doi. org/10.3389/fpsyg.2020.577886 baloran, e. and hernan, j. (2020). crisis self-efficacy and work commitment of education workers among public schools during covid-19 pandemic. preprints, 2020070599. doi: 10.20944/preprints202007.0599. v1. bhandari, p. (2022, february 10). an introduction to correlational research. scribbr. https:// www.scribbr.com/methodology/correlationalresearch/#:%7e:text=a%20correlational%20 research%20design%20investigates,be%20either%20 positive%20or%20negative. bozkurt, t. (2009). determination of individual competencies by statistical models. doi:10.13140/rg.2.2.18900.19846 child hope philippines. (2021, august 25). the current education issues in the philippines – and how childhope rises to the challenge. https://childhope. org.ph/education-issues-in-the-philippines/ cuaton, g.p. (2020). philippines higher education institutions in the time of covid-19 pandemic. revista românească pentru educaţie multidimensională, 12(1), 61-70. cummings, e.m. & kouros, c. d. (2008). stress and coping. encyclopedia of infant and early childhood development. https://www.sciencedirect.com/ topics/social-sciences/stress-and-coping downing, j. j., & dyment, j. e. (2013). teacher educators’ readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: an exploratory study. the teacher educator, 48(2), 96-109. https://doi.org/10.1080/08878730.2012.76 0023 granthorn, p.a. (2020). what will schools look like under the new normal? https://www.grantthornton.com. ph/insights/articles-and-updates1/from-wherewe-sit/what-will-schools-look-like-under-the-newnormal/ good therapy (n.d). coping mechanisms [blogspot]. https://www.goodtherapy.org/blog/psychpedia/ coping-mechanisms hidalgo, r. a. j., pantaleon, y., dios, i., & falla, d. (2020). fear of covid-19, stress, and anxiety in university undergraduate students: a predictive model for depression. front psychology. https://doi.org/10.3389/ fpsyg.2020.591797 indrawati, b. (2020). tantangan dan peluang pendidikan tinggi. jurnal kajian ilmiah (jki), 39–48. jelińska, m. and paradowski, m. (2021). teachers’ engagement in and coping with emergency remote instruction during covid-19-induced school closures: a multinational contextual perspective. http://dx.doi.org/10.24059/olj.v25i1.2492 https:// olj.onlinelearningconsortium.org/index.php/olj/ article/view/2492 kaiser, g., and j. könig. (2019). competence measurement in (mathematics) teacher education and beyond: implications for policy. higher education policy, 32, 597–615. doi:10.1057/s41307-019-00139-z. klapproth, f., federkeil, l., heinschke, f., and jungmann, t. (2020). teachers’ experiences of stress and their coping strategies during covid-19 induced distance teaching. journal of pedagogical research, 4(4), 444-452. https://eric.ed.gov/?id=ej1282769 lichoro, d. m. (2015). faculty readiness for transition to teaching online courses in the iowa. iowa state university digital repository: graduate thesis and dissertations: https://lib.dr.iastate.edu/etd/14376/ macintyre, p. d., gregersen, t., & mercer, s. (2020). language teachers’ coping strategies during the covid-19 conversion to online teaching: correlations with stress, well-being and negative emotions. system, 94, 102352. https://doi.org/10.1016/j. system.2020.102352 manalo, f. k. and de villa, j. (2020). secondary teachers’ preparation, challenges, and coping mechanism in the pre-implementation of distance learning in the new normal. ioer international multidisciplinary research journal, 2(3), ssrn: https://ssrn.com/ abstract=3717608 maslach, c., & leiter, m. p. (2016). understanding the burnout experience: recent research and its implications for psychiatry. world psychiatry 15(2), 103–111. doi:10.1002/wps.20311 philippine government. (2020). public hearing/ consultation on the proposed new normal policies and guidelines on the deployment of https://journals.e-palli.com/home/index.php/ajmri pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 63-71, 2022 pre-service teacher for field study and teaching internship for a.y. 2020-2021. http://ched.gov.ph/ public-hearing-consultation-onthe-proposed-newnormal-policies-and-guidelines-on-the-deploymentof-pre-serviceteacher-for-field-study-and-teaching-internship-for-a-y-2020-2021/ robosa, j., paras, n., perante, l. , alvez, trizhia & tus, j. (2021). the experiences and challenges faced of the public school teachers amidst the covid-19 pandemic: a phenomenological study in the philippines. international journal of advance research and innovative ideas in education. doi:10.6084/ m9.figshare.14028833.v1 russell, b. (2013). social research methods: qualitative and quantitative approaches. los angeles:s. sagales, j., gonzaga, e., gonzaga, d. & miranda, m. (2021). coping mechanisms of public teachers during the pandemic: an evaluative review. international journal of current research, 12(9), 13836-13839. salloum , s. a., saeed al-maroof, r., ella hassanien, a., & shaalan, k. (2020). fear from covid-19 and technology adoption: the impact of google meet during coronavirus pandemic, interactive learning environments. https://doi.org/10.1080/10494820.2 020.183012 talidong, s. et al. (2020). philippine teachers’ practices to deal with anxiety amid covid-19. https:// www.researchgate.net/publication/341168891_ philippine_teachers’_practices_to_deal_with_ anxiety_amid_covid-19 the wing institute (2021). teacher competencies. https://www.winginstitute. org/quality-teachers-compentencies tria, j. (2020). the covid-19 pandemic through the lens of education in the philippines: the new normal. https://www.researchgate.net/ publication/341981898_the_covid19_pandemic_ through_the_lens_of_educa t ion_ in_ the_ philippines_the_new_normal unicef. (2020). la falta de igualdad en el acceso a la educación a distancia en el contexto de la covid-19 podría agravar la crisis mundial del aprendizaje [inequality in the access of education during covid-19 pandemic might aggravate global learnig crisis].https://www.unicef.org/es/comunicadosprensa/falta-igualdadacceso-educacion-distanciapodria-agravar-crisis-aprendizaje. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 25 american journal of multidisciplinary research and innovation (ajmri) pragmatic analysis on political text in posters, slogans and jingles in davao del norte, philippines armand james a. vallejo1* volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.354 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 26, 2022 accepted: june 30, 2022 published: july 1, 2022 elections in the philippines covered with a lot of controversies. among those recognized political parties, two were most coveted for a position. these are the hugpong ng pagbabago (hnp) and partido demokratiko pilipino – lakas ng bayan (pdp – laban). meanwhile, due to the same interest of both parties, they fought one another for a position using striking, deceiving, and powerful words to convince the people. the purpose of this study is to identify the pragmatic acts on the political text in posters, slogans, and jingles. employing a qualitative content analysis approach, the corpora were retrieved and purposively identified across davao del norte philippines. data were analyzed by identifying the pragmatic acts. results revealed that the political paraphernalia used by the aspirant politicians that are based on the pragmeme consist of activity part or also known as interactants and textual part or context. in the context parts, it identified the pragmatic features such as reference (ref), inference (ir), relevance (rel), voice (vc), shared situation knowledge (ssk), metaphor (m), and shared cultural knowledge (sck). also, the politician employed different contextual backgrounds to ‘pract’ declaring, comparing, emphasizing, offering, claiming, committing, and predicting. thus, it is recommended to explore the features in the linguistics aspects to deepen the understanding of the language used by the political candidates for a specific position. also, widen the scope of the study to pragmatize the language. keywords politics, mid-year election, pragmatics, university of mindanao, philippines 1 university of mindanao – tagum college, tgaum city davao del norte philippines. * corresponding author’s e-mail: armandjamesvallejo23@gmail.com introduction the midterm election in the philippines commenced last may 13, 2019. among the strong political parties were the hugpong ng pagbabago (hnp) which spearheaded by the mayor inday sara duterte of davao city and the pdp-laban governed by president of the philippines. it was an exciting election since most of the politicians are eyeing for a particular post in the government back up with them is the well-known personality. based on the election results, it was the pdp-laban dominated the race in davao del norte, philippines. as such, the effective utilization of different campaign materials helps the electorate in gaining the votes of the people. with the advent of technology, the electorate’s joy rides in it. catchy songs and slogans are used to promote the political issue. a well-crafted jingle and slogan have the power to get stuck in the listener’s head and influence a voter’s thoughts long after they have forgotten the words of a long-winded stump speech. voters have priors regarding the quality of the candidates’ policies in the different policy issues and about the issues’ relative importance (denter, 2013). basically, electorates spend time or money in an effort to influence voters’ decisions at the ballot. the influence has two effects on the people as it increases the quality of the policy in the issue as perceived by the voters through policy advertising, and it makes the issue more salient through issue priming, thereby increasing the issue’s perceived importance. past studies on pragmatic acts on politics revealed that political aspirants look for validation. this is done by presenting their worth as a politician. the political aspirant showed their language through the presentation of their values, promise, self-progression, understanding the people, building trust with the people, presenting their accomplishment, looking for an interest and popularity (steffan, 2020; sandoval-almazan, & valle-cruz, 2020; ross, & caldwell, 2020; serrano, papakyriakopoulos, & hegelich, 2020; mcgregor, 2020; ansari, aziz, siddiqui, mehra, & singh, 2020). it has been noticed by some scholars that some political aspirants made use of political paraphernalia. it made them liberated in facing the public (park, 2009). however, voters are knowledgeable enough as to whom they are voting in the coming elections (philipp, 2013). the purpose of this qualitative content analysis study is to describe the pragmeme in the political language campaign used during the midterm election at the national level, particularly in davao del norte, philippines. thus, this pragmatic analysis will be useful as the source of information for the improvement of the different strategies during the political campaign. the actions are determined with the use of words and other paraphernalia in convincing and deceiving the community. method this study employed a qualitative study content analysis approach because it seeks to explore the pragmatic acts in the political text in posters, slogans, and jingles. content analysis is the best suited to this project since it deals with political language (fairclough, 1992). further, politics is not just conducted through language, but much of politics is language. it is partly consisting of the disputes which occur in language and over language. the corpora used in this study were texts from posters and https://doi.org/10.54536/ajmri.v1i3.354 https://journals.e-palli.com/home/index.php/ajmri mailto:armandjamesvallejo23%40gmail.com?subject= pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 25-28, 2022 lyrics of the jingle. in particular, these are owned by the electoral candidates under the hugpong ng pagbabago or hnp party and pdp-laban party of davao del norte, philippines. steps were considered in collecting the data in this study. first, the researcher finds some available posters in the street and took photos of them. it was saved on the sd card. second, the political jingle was collected from the available source through youtube, facebook, and instagram. however, since not all political jingles were available on social media, the researcher personally ask permission from the candidate to retrieve files from them. this is made possible by sending a letter for permission. the data were analyzed by following the theoretical concept (odebunmi, 2008). the analysis was done provided that, the text was analyzed by identifying the practs in the political text and jingle. it identified first the pragmeme which consist of the activity part or interactants like speech acts, indirect speech acts, conversational dialogue acts, psychological acts, prosody, physical acts, body moves, physiognomy, body expression, etc., and the textual parts or context such as inf, ref, rel, vce, m, mph, ssk, sck, etc. this leads to the encoding and decoding process to identify the pragmatic acts. the results of the study were validated by an intercoder that support its reliability. results and discussion the pragmatic acts identified in this paper were generated through knowing the pragmeme which has two umbrellas such interactants or known as activity part and contexts or textual parts. here, it seeks to identify the practs. there were a total of 66 utterances gathered in the political text. it identified the context usage and was analyzed. the contexts were reference (ref), inference (inf), relevance (rev), voice (vc), shared situational knowledge (ssk), metaphor (m), and shared cultural knowledge (sck). it has been examined from the text that each utterance in our purposively gathered data was employed in more the one contexts. furthermore, the practs were identified upon an examination which includes declaring, describing, comparing, emphasizing, offering, claiming, committing, and predicting. as seen in table 1, reference got the 26 variables equivalents to 40%. this is followed by shared situational knowledge with 20 variables equivalents to 30.77%, inference has 6 variables equivalents to 9.23%, both relevance and voice obtained 4 variables with 6.15%, metaphor got 3 variables with 4.61%, and lastly, shared cultural knowledge obtained 2 variable equivalents to 3.07%. reference as feature in political text in posters, slogan, and jingle in davao del norte philippines the reference is the backbone in every political text. it is the citation of the politician’s identity to be known in the community. reference is most observed in every content analysis wherein, it is commonly observed in the introduction part of the context, identify the location table 1: context of use of political text in posters, slogan, and jingle contexts of use of political text in posters, slogan, and jingle variable percentage reference 26 40 inference 6 9.23 relevance 4 6.15 voice 4 6.15 shared situational knowledge 20 30.77 metaphor 3 4.61 shared cultural knowledge 2 3.07 total 66 100% and number of citations to determine the value (steffan, 2020). the promise of predicting relatedness between citing and cited works. the context “kuya edwin jubahib, kuya ng masa” is a form of reference that shows declaring its identity as the positioned man in the community. furthermore, “ibasi eva, katawhanangbida” stressed outthe context to be compared to other politicians. the selfproclaim political candidate used adjectives to describe his political will. as the context “yang-yang is the best, ayawkalimtisabalotaikanumero 3” presented, the word best implies that no other politician can beat his candidacy for he claims that he is no other than the rest. lastly, emphasizing the self towards the community allows her to persuade the people to choose her candidacy. as the context states “angoy ta mare, ayaw kalimte, usa ka inahanug us aka asawa, usakababae, e boto ta mare sakonseho”. as the context prevails, the strategy used is being womanhood and tagging these politicians as self-progression individuals (sandoval-almazan & valle-cruz, 2020). inference as feature in political text in posters, slogan, and jingle in davao del norte philippines the function of inference in the political text is important. this can be observed in daily life making things sensible of what people say and do. for politicians, it is a skill to persuade the people to get attention. letting the people foresee the future through the underlying meanings from words, phrases, or sentences but concealed meanings enhances the overall quality of communication. the context “usa ka inahan, abogada ug babaye, kalamboan inyong matagamtaman kung siva ang inyong kauban” emphasizing that politicians need to reveal their background in order to be known by the people. sympathizing with the community is one way of decisiveness. another way of expressing their political will is to describe their family background. “tingog sa kabatan-onan, mopadayun sa nasugdan sa iyang amahan”. this is evident in the context where he describes explicitly the footstep of his father. another way of looking forward to the future as a politician is to look into the situation where the politician wants to have food on their table to eat when they are elected in the office “arunsamatagkan-anan nay pagkaonnamahukad.” lastly, the politician develops their platform in a way that service is a need in the barangay once they were elected. https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 25-28, 2022 this was expressed in the context “ester angoy ta mari. dili ta niya pasagdan sa atong panginahanglan serbisyong nasugdan sa barangay moabot sa tanan”. inference in the political arena constructs a deeper meaning and understanding from the people (ross & caldwell, 2020). further, it is a way of reasoning based upon generalization, explanation or both to what is offered as a conclusion. people in the community may expand their way of thinking on the political platform of the politicians. it allows them to comprehend the meaning of the text in the political paraphernalia easily. relevance as feature in political text in posters, slogan, and jingle in davao del norte philippines. relevance in this context is demonstrated through the trust of the people in the community. politician uses and emphasizes relevance in communication through committing and describing. trust has a fundamental feeling (medina serrano et al, 2020). it is seen as relevant since it has a powerful cause of dissatisfaction when politician failed to fulfill their promise. as context reveals, “para sabayan, tuloy ang laban #changeiscoming” expresses strong commitment. this portrays that change is indeed inevitable and may not be put into a reality. this is also connected to the context that “ang iyang katakos sa katawhan makatabang” prevails sincerity yet needs to be proven in the society. voice as feature in political text in posters, slogan, and jingle in davao del norte philippines this is to observe how politicians lay down their interest in the office. for instance, a political party may have a political system to realize. this is evident when text in the political paraphernalia implies that they need change for the new era of governance “change is coming for a new era of unity and good governance”. this is how politician predicts themselves when they are elected. furthermore, the contention of the politician is not just about presenting their selves in the community but also their career. “programa sa panarbaho iyang idalit sa katawhan, klase-klaseng pangita ang ikaalagad” claimed that there is a political necessity in the arena (warren, 2002). shared situational knowledge as feature in political text in posters, slogan, and jingle in davao del norte philippines the shared situational knowledge is emphasized in this context. the idea here is that politicians allow themselves to show off their interest, platform, and intention by providing what they have accomplished a long time ago in their community. in this context “lagom man ang inyong panan-aw apan hayag ang panglataw” emphasized that the society before is far different from now. also, “trusted and experiences, proven leadership and dedication, serbisyong tagumenyo, serbisyo para kaninyo” built its platform of what a politician should be. this is supported that a politician should do goodness in society by declaring himself as “the best’. the politician should value their position as elected officials in the community (mcgregor, 2020). people rely upon them; their accomplishments and their new form of government. metaphor as feature in political text in posters, slogan, and jingle in davao del norte philippines in the context “abogadangkonsehala, lahisiyangbayhana” describing her capability to govern the society. stating that she is different from other politicians. “kaabagsatanangpanahon” also stressed his contention emphasizing that at any moment, he can be there to help the community in any possible way. lastly, a politician claimed that the city is far different before than now, that it is clean and organized compared to before. this is due to the accomplishment of the incumbent mayor “allan sa tagum hapsay ug , limpyo, lahi ra kaniadto ang tagum. dako nang asesnso tungod sa atong pinalanggang mayor”. in the political arena, metaphors exist as implicit or indirect comparisons of other politician interest (ansari, 2020). shared cultural knowledge as feature in political text in posters, slogan, and jingle in davao del norte philippines the nature of politics is indispensable. constituents are looking forward to having a better life. the culture of politics must be spread out since the politician has the power to use their words to culturally developed (weidman. 2014). strengthening its platform through showing the real contention makes a politician a winner. as such, a politician should be culturally oriented about their own society. as emphasized in the context “angtinuodnganagpuyosa carmen”, it must have cultural awareness. this is in order to be equipped and oriented on the situation that the community is facing right now. pragmatic acts in political text in posters, slogan, and jingle in davao del norte philippines politics in the philippines particularly in davao del norte is full of promises in general. based on the context gathered, it becomes sensational. through this, the politician becomes liberated (park, 2009). the practice is observed mostly in the political paraphernalia such as political text in posters, slogans, and jingles. evidently, it shows declaring, describing, comparing, emphasizing, offering, claiming, committing, and predicting. using these practs in the political paraphernalia, politicians were able to be convinced, deceived, and elected to office. however, though these politicians were elected in office, some voters claim that they have knowledge of whom they will be voting for. thus, it gives importance as a member of society (denter, 2013). conclusion many of the aspiring politicians who coveted a particular position resulted in war using the language of politics. some of them carry the banner of the administration and some of them anchored their banner to the administration. this strategy is to gain the trust of the people. attaching themselves to a person who has political power and will. this is also to influence society about the contention. upon gathering their personal attribute through their political paraphernalia, these politicians congruent their intention upon convincing the people. as such, the context observed after analyzing the data were ref, inf, https://journals.e-palli.com/home/index.php/ajmri pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 25-28, 2022 rel, vc, ssk, m, and sck. furthermore, their way of letting people hook from their platforms are declaring, describing, comparing, emphasizing, offering, claiming, committing, and predicting. with these, politicians become effective deceivers and promulgate new ideas and interests. references ansari, m. z., aziz, m. b., siddiqui, m. o., mehra, h., & singh, k. p. 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(2020). sentiment analysis of facebook users reacting to political campaign posts. digital government: research and practice, 1(2), 1-13. weidman, a (2014). anthropology and voice. annual review of anthropology 43, 37–51. google scholar |crossref | isi warren, me (2002). what can democratic participation mean today? political theory 30(5), 677–701.google scholar |sage journals | isi https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 10 3 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of leadership trust on the relationship between organizational commitment and willingness to remain in the profession of public elementary school teachers jade riezl c. flores1*, lyndon a. quines1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.614 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 17, 2022 accepted: september 22, 2022 published: september 26, 2022 this study determined the mediating effect of leadership trust on the link between organizational commitment and willingness to remain in the profession among 300 teachers in the division of davao del sur, the philippines, using a non-experimental quantitative descriptive-correlational research design. weighted mean, pearson r, and path analysis using amos were used for data analysis. findings revealed that the level of organizational commitment and level of job satisfaction are “high,” while the level of willingness to remain in the profession is “very high.” organizational commitment positively and significantly correlated with willingness to stay in the work (r=0.162) and leadership trust (r=0.573). also, leadership trust positively and significantly correlated with overall willingness to remain in the profession (r=0.386). utilizing path analysis, the study revealed complete mediation of leadership trust on the association between organizational commitment and willingness to remain in work. this means that leadership trust is why organizational commitment can influence the desire to stay in the profession. keywords educational management, leadership trust, mediating effect, organizational commitment, philippines 1 university of mindanao, philippines * corresponding author’s email: jaderiezl.flores@deped.gov.ph introduction teacher turnover is prevalent worldwide, particularly in public schools (xu, 2017). data suggest that over 200,000 educators quit the teaching profession each year for reasons other than retirement, with remuneration, demanding work circumstances, and better career options being the most common (podolsky, kini, bishop & darling-hammond, 2016). meager pay, an uncomfortable working environment, and a lack of professional development programs have been cited for teachers not continuing to work in public schools in the philippines (international labor organization, 2017). these are fundamental problems since continual teacher turnover may result in irregular and lower-quality instruction (agarwal & sajid, 2017). with direct interaction with the students in the classroom, the teacher’s influence on learning is apparent (emenogu, 2020). sustaining teachers beyond the first three years is considered critical, particularly in public education settings, since it favors student progress in addition to financial requirements and professional development programs (casey, 2016). teachers who stay in their field are satisfied with their jobs, which leads to them discharging their tasks at an ideal level (eliyana & ma’arif, 2019). teachers that remain in the profession exhibit passion for accomplishing their jobs, which increases student motivation and even acts as a foundation for potential educational changes (han & yin, 2016). this circumstance encouraged the researcher to investigate various ways to increase teachers’ desire to stay devoted to their careers. the organizational commitment of the teachers is one element. in essence, organizational commitment is shown when teachers’ fundamental beliefs, job identity, and professional ambitions fit with the academic institution (bano, ishra & misharat, 2019). when teachers demonstrate organizational commitment, it becomes an extra-role behavior predictor (bierema, 2016) that results in teachers having a higher favorable view of the organization, resulting in their constant motivation to remain with the organization (lovakov, 2016). consequently, teachers are more persistent, creative, and productive (hanaysha, 2016), which leads to improved professional and job results (ganta, 2014). this establishes how organizational factors may influence teachers’ desire to stay with their respective organizations. another important aspect included in this study is leadership trust. teachers’ confidence in school leaders influences organizational effectiveness (bakhshi, kumar & rani, 2014) since a strong leader-teacher connection leads to excellent work results (hyman-shurland, 2016). they are recognized as having the power to influence workers’ motivation and loyalty (restrepo, 2019). corollary, the researcher is interested in learning how teachers’ trust in their leaders moderates the influence of organizational commitment on the willingness of elementary teachers to stay in public schools. also, the result of the study could contribute to the body of knowledge that may be beneficial in the field of education. research objectives this study aimed to determine the mediating effect of leadership trust on the relationship between organizational commitment and the willingness to remain in the profession of public elementary school teachers in https://doi.org/10.54536/ajmri.v1i4.614 https://journals.e-palli.com/home/index.php/ajmri mailto:jaderiezl.flores@deped.gov.ph pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 103-117, 2022 the division of davao del sur. the following objectives were developed in particular: 1. to describe the level of organizational commitment in terms of: 1.1 affective commitment, 1.2 continuance commitment, and 1.3 normative commitment 2. to determine the level of willingness to remain in the profession in terms of: 2.1 intrinsic motivation, 2.2 altruistic motivation, 2.3 perceived professional master, and 2.4 school environment. 3. to measure the level of leadership trust. 4. to ascertain the significance of the relationship between: 4.1 organizational commitment and willingness to remain in the profession 4.2 organizational commitment and leadership trust; and 4.3 leadership trust and willingness to remain in the profession. 5. to determine the significance of mediation of leadership trust on the relationship between organizational commitment and willingness to remain in the profession of the public elementary school teachers. literature review to further investigate the depth of this study, the researcher sought various research and publications to refer to several approaches, points of view, theories, findings, and perspectives from different authors on relevant topics and similar research pursuits. in this study, the independent variable is organizational commitment, with indicators based on the analysis of allen and mayer (1990): affective commitment, continuance commitment, and normative commitment. the dependent variable is the willingness to remain in the profession with indicators based on the study of chiong, menzies, and parameshwaran (2017), such as intrinsic motivation, altruistic motivation, perceived professional mastery, and school environment. the mediating variable is leadership trust, based on the study of tzafrir and dolan (2004). organizational commitment commitment has been defined and quantified several times throughout the last few decades (gupta, 2017). however, the lack of agreement on its definition does not indicate the absence of a body of knowledge that enables us to separate it from other related conceptions, such as satisfaction, motivation, and implication (chiang & liu, 2017). organizational commitment is a psychological, moral, and logical phenomenon (jaros, 2017). it considers the many meanings of the connection’s genesis and the fundamental variations among the various contributions. organizational commitment generally pertains to an employee’s commitment to remain in an organization. added by miller (2003 as cited by nguyen, le, tran, tran, nguyen & nguyen, 2020), organizational commitment refers to how an individual can remain a member due to a shared interest in and commitment to the organization’s goals and values. it is further defined as the mental state of an employee that triggers sustained, long-term commitment to the organization to which they belong (planer, 2019). more so, individuals loyal to the firm put in additional time and effort and desire to be a part of the organization, safeguard corporate assets and participate in the company’s objectives and values (wang, keil, oh & shen, 2017). this is important because, in any business, a high degree of organizational commitment typically leads to personnel being more efficient and effective at completing their responsibilities properly (lencione, 2021), resulting in superior services and outputs (lizotte, vedinelli & do nascimento, 2017). in the context of education, organizational commitment manifests itself in the teachers’ psychological connection with the school, allowing them to dedicate their teaching career to assisting in the achievement of the school’s defined educational objectives (amora, 2016). this is critical to recruiting and, more importantly, retaining competent staff, which is relevant to educators in an academic company (yousef, 2017). affective commitment. commitment to an organization is an organic process that develops because of an individual’s attitude toward that organization. one way to describe the progression of the development process is by using the phases and degrees of organizational participation (triwahyuni & ekowati, 2017). in an essence, affective commitment is concerned with the way individuals form an emotional connection with the organization because of a favorable workplace environment (bano, ishrat & mishra, 2019). members who are emotionally invested in the organization stay with the organization because they believe their work arrangement is linked with the aims and values of the organization (setyowati & suharnomo, 2017). likewise, a person’s emotional connection to their employer reflects how they view themselves concerning the company to which they belong and how they find meaning in working toward the accomplishment of organizational objectives (orlando, brown, wilson, forcheh, linn & fako, 2019). also, to kermanshahi and hozhabrnejad (2016), the degree to which an individual’s actual experience satisfies their requirements (lim, loo & lee, 2017) and goals of the organization (grieser, 2021) is a significant factor in determining the intensity of their emotional, organizational involvement. because it is both subjective and comprehensive, workplace happiness is a challenging notion to express. this is because everyone has a unique set of requirements and objectives (nguyen, le, tran, tran, nguyen, & nguyen, 2020). therefore, the level of pleasure individuals feel is determined by several aspects of their life, including their aspirations, education, position in the company, professional objectives, experiences, and dayhttps://journals.e-palli.com/home/index.php/ajmri pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 103-117, 2022 to-day activities (idris & manganaro, 2017). this mindset is described by sheldon (1971, as mentioned by garcíajuan, escrig-tena & roca-puig, 2019) as an orientation toward the organization, which ties or attaches the person’s identity to the organization. the lack of the factors outlined above can quickly lead to discontent, a prevalent factor leading up to employee turnover (chordiya, sabharwal & goodman, 2017). in synthesis, commitment to an organization is an organic process that develops because of an individual’s attitude toward that organization. affective commitment concerns how individuals form an emotional connection with the organization. the degree to which an employee’s real experience satisfies their requirements and goals about the organization is a significant factor. continuance commitment. another component of organizational commitment is continuance commitment. this concerns how an employee understands the risks and costs of leaving the company (lau, 2018). commerce and fournier (2001, as cited by adisa, mordi & osabutey, 2017) say that a person’s decision to stay with an organization is because of the time and money they have already put into it and the costs of switching jobs (nikpour, 2017) is an example of continuance commitment. because of this, people who work hard for their company are less likely to leave (chiang & liu, 2017). moreover, in this case, to understand this part of the teaching job, you need to look at the pay, benefits, and other salaries related to the social and psychological aspects of the job (schuckert, kim, paek & lee, 2018). this means that this part shows how the risk of leaving the organization is calculated, especially when the economic benefits they might get from the organization are considered. this makes it more of a contractual attachment (grego-planer, 2019). people who work for an organization are more likely to stay with the organization if they have a high commitment to staying in it (jaros, 2017). on the contrary, alsiewi and agil (2014, as cited by lau, 2018) mentioned that essential teaching is why some people stay committed. teachers have a lot of responsibilities and are under a lot of stress. teaching could be a good choice for people who want a challenging job. candelario, tindowen, mendezabal, and quilang (2020), posited that accumulated savings and few job options seem to force people to keep doing what they’re doing. this suggested that these people are committed because they must be. this means that employees stay with the company because they have other investments they don’t want to lose, like pension benefits, seniority, or skills that are useful only to that company. in idris and manganaro (2017), people also stay with an organization because they think they don’t have any other options and are afraid of losing everything they have put into it. in synthesis, part of organizational commitment concerns how an employee understands the risks and costs of leaving the company. people who work hard for their company are less likely to leave. teaching could be a good choice for people who want a challenging job. normative commitment. the final element of organizational commitment is the normative commitment that focuses on employees’ moral obligation towards the organization (bano, ishrat & mishra, 2019). this comprises the way workers demonstrate their loyalty to the company they belong, depending on how they see and accept the reciprocal connection between them and the organization to which they are connected. wiener and vardi (1980, as cited by hardiningsih, udin, masdjojo, & srimindarti, 2020) defined a normative commitment as individual work behavior guided by a sense of responsibility, obligation, and loyalty to the organization. the aspects of organizational commitment that were discussed before, even though they are equally important, operate independently and have the potential to influence personnel on a variety of levels inside a company (de la salle, 2017). commitment to one’s organization is often seen as essential in determining whether an employee will continue working for an organization and whether they will stay with that company. in synthesis, commitment to an organization arises organically from an individual’s mentality. affective commitment is how people feel about an organization. this is important for recruiting and retaining qualified workers in an academic organization. understanding the risks and consequences of quitting the firm is part of organizational commitment. this includes how employees show business loyalty. the average devoted worker believes staying with the company is ethical. meaningful relationships allow workers to spend more time together, which increases loyalty. willingness to remain in the profession professional development is various approaches. joyce et al. (1976 as cited by schechter, 2020) described professional growth as proper and casual arrangements for improving teachers as individuals, people with education and experts, and in terms of their job ability. professional development improves teachers’ ability to perform as competent professionals by teaching them new information, attitudes, and skills. fullan (1995, as cited by schechter, 2020) defined professional growth as the sum of formal and informal learning in a complex and dynamic setting. alaloul, liew, zawawi, and kennedy (2020) have started to use “professional learning” to refer to teachers’ continual, concentrated “everyday learning,” finding professional development a “limited conceptual word.” day’s (1999, as cited in kulclsar, dobrean & gati, 2020) concept emphasizes teachers’ continuing professional development in the context of change and its linked parts. professional development has something to do with the motivation of the teachers to stay or remain in their profession willingly. intrinsic motivation. in most contexts, the retention of workers, driven by the employees’ desire to remain in their companies, has been and will continue to be a significant problem for organizations across all sectors (aben, https://journals.e-palli.com/home/index.php/ajmri pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 103-117, 2022 2020). organizations search for solutions to this problem by developing strategies to increase job satisfaction (caldwell, whewell, bracey, heaton, crawford & shelley, 2021) and enhance the quality of working surroundings (flowers & hughes, 2018). however, in the context of the teaching profession, the fundamental reason teachers remain in it is based on the desire to motivate others and bring about good changes in the lives of their students (ni & rorrer, 2018). according to behrstock-sherratt (2016), successful teaching emerges from the enthusiasm and love teachers have for their students and the teaching profession. according to the findings of recent studies (chiong, menzies & parameshwaran, 2017; harrison, 2017), maintaining high levels of teacher motivation is essential for recruiting and keeping qualified individuals in the teaching profession. the retention of teachers in their chosen profession is often the consequence of job satisfaction for teachers, which comes from enough compensation, meaningful interactions between students and colleagues, administrative support, and a good working environment (seibel, 2020). in addition, there is a possibility that teachers’ motivation to continue in their careers is influenced by the acknowledgment they get from their students’ parents and other community members (fernandes, peixoto, gouveia, silva, & wosnitza, 2019). in general, it has been shown that factors such as intrinsic motivation, altruistic drive, perceived professional mastery, and the school’s atmosphere indicate a teacher’s inclination to stay linked with the academe. similarly, intrinsic motivation is another indicator in the context of willingness to stay in the profession. it is described as the capacity to undertake an activity or task that intrinsically results in happiness on one’s own, regardless of whether one receives any benefits from the outside world (masdonati, fournier & lahrizi, 2017). genuinely driven teachers exude a feeling of dignity in their work, which is one of the reasons why this kind of motivation is regarded as one of the most critical aspects of teaching. they are shown the highest respect in the way they carry out their work (shah, khattak, zolin & shah, 2019). they almost always have a favorable attitude regarding their work, which serves as the primary motivation for them to continue in the field. in synthesis, teaching retention is a significant problem for organizations across all sectors. successful teaching emerges from the enthusiasm and love teachers have for their students and the profession. maintaining high levels of teacher motivation is essential for recruiting and retaining qualified teachers. altruistic motivation. the capacity for altruism is the ability to concentrate on the happiness of others even in the absence of concern for one’s well. according to sorokin’s (1967 as cited by han & yin, 2017) description of altruism, which was used by putwain and von der embse (2019), altruism may be broken down into six different sorts of love: biological love, sexual expressions of love; psychological love is love expressed emotionally in which empathy can be given or received., compassion, generosity, and benevolence; social love is love expressed in positive experiences or interactions; religious love is the perception of god’s love; ontological love is the use of love or loving to unite, match, uplift, develop, and authorize; ethical love is the association of love with values such as goodness, honesty, and beauty; according to veludo-de-oliveira, pallister, and foxall (2015 as cited by claver, 2020), altruism is a crucial component in both the moral and professional accomplishment of teachers, as well as the development and expansion of inclusive institutions. with altruistic motives, teachers have higher tendencies to stay in the profession and maintain it thinking of the good it brings to the students and the community in general with the purest intentions of service and non-selfish reasons (plata, 2019). altruistic motivation establishes a desire among teachers to influence the next generation and become catalysts of positive change in the community (kiongo, 2020). anchored on this, altruistic teachers stay in their teaching career as they see opportunities to hone their craft and cultivate their being as they see all these as the highest form of life achievement (laohasongkram, 2017). in synthesis, the capacity for altruism is the ability to concentrate on the happiness of others even in the absence of concern for one’s well. the concept of altruism describes the standards of social behavior based on the principles of compassion, humility, and humility. one example of selfless conduct is engaging in philanthropic activities. perceived professional master. teachers’ opinion of their career indicates how successfully they might educate, which is another aspect that contributes to their decision to remain in the teaching field (cerit, 2019). this relates to how educators evaluate and improve teaching practices and how they align those practices with the learning objectives of their students and the academic community (st-jean & duhamel, 2020). weiss (1999 as cited in kulclsar, dobrean & gati, 2020).) used data from the national center for education statistics (nces) schools and staffing survey (sass) for 1987–88 and 1993–94 to look at firstyear teachers. she concluded that positive organizational expectations were a reliable indicator of a more substantial commitment to teaching. there was a correlation between little student disciplinary concerns, excellent services, teacher introduction, and professional support, all of which led to high teacher morale and career devotion (swanson & mason, 2018). when teachers can see the growth of their students, they often get more invested in the learning process, which results in a better degree of motivation (paniagua & sánchezmartín, 2018). this indicates that the likelihood of teachers continuing to do their duties as educators is increased according to the degree to which individuals view the significance of their jobs as educators. in synthesis, the opinion that teachers have of their career is an indication of how successfully they might educate. this relates to how educators evaluate and https://journals.e-palli.com/home/index.php/ajmri pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 103-117, 2022 improve teaching practices. when teachers can see the growth of their students, they often get more invested in the learning process. school environment. the final indicator of willingness to remain in the profession is the school environment or climate. school environment refers to how the school prioritizes the context of learning, good education and success of students, and sustainability of a holistic learning environment (harmsen, helmslorenz, maulana, van veen, 2018). according to research, the school environment impacts many different sectors and individuals inside schools. for example, a healthy school atmosphere has reduced children’s behavioral and emotional disorders (ma, chutiyami & nicoll, 2021). furthermore, research on school climate in high-risk urban contexts reveals that an optimistic, inclusive, and culturally sensitive school atmosphere may significantly influence urban children’s academic achievement (min, 2019). a healthy school atmosphere has been found to provide favorable educational and psychological outcomes for students and teachers, while a lousy climate may stifle optimum learning and development (aben, 2020). trust, respect, shared responsibility, and concern for the well-being of others may have a significant impact on teachers’ and students’ interpersonal connections, as well as student’s academic accomplishment and overall school growth (harmsen, helms-lorenz, maulana & van veen, 2018). to summarize or synthesize, teachers need to make a concerted effort to remove all forms of uncertainty from rural classrooms to create an effective school and classroom learning environment. additionally, they need to ensure that open lines of communication are maintained, enabling them to design an engaging and easily accessible curriculum. both the students and their families need to be informed of your expectations for their learning, the content being taught, and how they might achieve success in the learning environment to eliminate any element of doubt from the curriculum. leadership trust at the onset, trust has constantly been considered an essential element in fostering school reforms, especially in leadership in the public school system (rao & zaidi, 2020). the openness of teacher and principal connections is encapsulated in teacher professionalism (nicolaides, 2019). the transparency of teacher relationships is manifested in collegial leadership. respect for colleague competence, loyalty to students, independent decisions, and cooperation and support of colleagues characterize professional teacher conduct (khan, busari, abdullah & mughal, 2018). generally, teacher leadership emanates from how the school head or principal monitors students’ academic performance, attains and sustains high academic standards, and performs an active, constructive, and supportive connection with the schoolteachers (mukezakule, 2019). as zeffane and melhem (2017) mentioned, leadership trust could manifest when teachers are confident that the school head or principal will remain true to their expected deliverables and shall investigate the welfare of the teachers, students, and the academic community in general. it is also considered the teachers’ general expectancy of the words and actions of their designated school head (khaola, 2019). in this way, the leaders complement the educational focus of the school. educators’ emotional and physical wellbeing is enhanced when they work alongside one another. they put in a lot of effort to discover tools and resources for the classroom as well as people who are ready to share the burden so that they may support teachers in boosting student accomplishment (banks, fischer, gooty & stock, 2021; harrison, 2017; nicolaides, & duho, 2019). in synthesis, trust in school leadership is essential to school improvements. teacher professionalism opens teacher-principal interactions, principals emphasize student and teacher activity, academic-focused collegial leadership boosts optimism, and collegial leadership affects academic optimism. teacher leadership helps organize teachers’ academic procedures. school leaders who build trust motivate teachers to work more. teacher leaders may accomplish excellent outcomes by creating, innovating, launching, and sharing initiatives that foster collaborative professional growth and increase student learning. as they improve their leadership, they learn to handle personal, interpersonal, and practical problems. teachers will learn how to conduct selfdirected, teacherled innovative, and efficient activities. employees’ faith in their bosses and superiors will impact their moral and ethical actions. materials and methods the research tools employed in the study were in the form of a standardized questionnaire adapted from different authors. the questionnaires were modified to fit the research objectives and were further validated by the panel of validators and experts. the expert comments were taken correctly and incorporated in the instrument’s finalization, and the overall mean validation of experts is 3.97 and described as very good. the adopted standardized questionnaire is legitimate in its contents since the author has already tested and proven them, and the questionnaire itself was modified to classify the questions. thus, it has been tested and confirmed. the questionnaire was prepared in a comprehensive form with the assistance of the expert validators to provide the respondents who understood the study’s goal and were at ease answering each question, t. for the reliability of the questionnaires, cronbach-alpha scores were utilized. also, the questionnaires lifted from the internet had sought permission from the author in the manner that the researcher personally e-mailed them. before beginning the first part of the research instrument, the respondents were given explicit instructions about the study’s goal and the need for them to provide truthful https://journals.e-palli.com/home/index.php/ajmri pa ge 10 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 103-117, 2022 responses to the questions that would be asked. in addition to this, they were assured that their responses would not be shared with anyone else since the researcher would be following all appropriate ethical concerns, especially regarding confidentiality, privacy, and anonymity. the first part of the questionnaire deal with organizational commitment with indicators such as affective commitment, continuance commitment, and normative commitment. the instrument adapted and modified was taken from the study of allen & meyer (1997). this part has ten items per indicator. moreover, the five orderable degrees or likert scale were employed in evaluating organizational commitment, each with its own set of means and descriptions. the five-point likert scale was used for the research variables. following cronbach’s alpha reliability test results, the questionnaire for organizational commitment has 0.824 effects which suggest an internal consistency of “good” or low-stakes testing (streiner, 2003) as mentioned by santos, martins, and brito (2007), to complete the likert scale, respondents had to choose either a box or a blank in answer to a variety of questions on an object, a stimulus, and an attitude. it was usual practice to immediately use the numbers that were received from rating scales as measures by doing calculations such as computing averages or, more broadly, any arithmetic operations. results and discussion level of organizational commitment organizations are continuously looking for highperforming individuals who can assist them in achieving their objectives, producing specialized products and services, and gaining a competitive edge. this is because organizations need people who can help them achieve their goals. one of the vocations that are held in the highest regard across the globe is teaching. most students will try to mirror their behavior after their teachers. teachers are the central figures in every educational system, and many people consider them to be a nation’s most valuable resource. table 1: level of organizational commitment indicators sd mean descriptive level affective commitment 0.519 3.53 high continuance commitment 0.440 3.90 high normative commitment 0.345 3.92 high overall 0.344 3.78 high shown in table 1 is the level of organizational commitment of the public elementary school teachers in the division of davao del sur. it revealed that it was manifested “most of the time” with a mean score of 3.78 (sd=0.344) and described as “high”. as shown in the same table, all domains have “high” verbal descriptions such as normative commitment (x=3.92, sd=0.345), continuance commitment (x=3.90, sd=0.440), and affective commitment (x =3.53, sd=0.519). level of willingness to remain in the profession shown in table 2 is the level of willingness to remain in the profession of the public elementary school teachers in the division of davao del sur. it revealed that it was manifested “all the times” with an overall mean score of 4.52 (sd=0.429) and verbally described as “very high”. table 2: level of willingness to remain in the profession indicators sd mean descriptive level intrinsic 0.530 4.69 very high altruistic 0.516 4.56 very high perceived professional mastery 0.505 4.48 very high school environment 0.509 4.38 very high overall 0.429 4.52 very high as shown in the same table, all domains have “very high” verbal descriptions such as intrinsic motivation (x=4.69, sd=0.530), altruistic motivation (x=4.56, sd=0.516), perceived professional mastery (x=4.48, sd=0.505) and school environment (x =4.38, sd=0.509). level of leadership trust shown in table 3 is the level of leadership trust of the public elementary school teachers in the division of davao del sur. it revealed that it was manifested “most of the time” as it has an overall mean score was 3.96 (sd=0.264) with a verbal description of “high”. all items under leadership trust have high verbal descriptions. significance of the relationship between organizational commitment and willingness to remain in the profession commitment to an organization manifested in a variety of positive outcomes such as employee job satisfaction, motivation, and performance has a decreasing effect on employment turnover hence promoting retention of employees in the organization he/she belongs to. displayed in table 4 were the results of the test of the relationship between organizational commitment and willingness to remain in the profession. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 103-117, 2022 table 3: level of leadership trust items sd mean descriptive level believing that managers’/employees’ needs and desires are very important to employees/managers. 0.352 4.07 high being able to count on my employees/managers to help me if i have difficulties with my job 0.394 4.05 high having employees/managers who would not knowingly do anything to hurt the organization. 0.423 3.99 high my employees/managers are being open and up front with me. 0.423 3.99 high thinking that the people in the organization succeed by stepping on other people. (r) 0.837 3.69 high employees/managers are always keeping the promises they make. 0.425 3.95 high having employees/managers who really are looking out for what is important to the managers/employees. 0.401 3.99 high employees/managers are having a lot of knowledge about the work that needs to be done. 0.337 4.04 high employees/managers are being known to be successful in the things they attempt to accomplish. 0.315 4.03 high if i make a mistake, my employees/managers are willing to “forgive and forget.” 0.442 3.95 high employees’/managers’ actions and behaviors are consistent. 0.559 3.88 high employees/managers are taking actions that are consistent with their words. 0.378 3.98 high it is best to share information with my employees/managers. 0.653 3.79 high feeling that there is a lot of warmth in the relationships between the managers and workers in this organization. 0.374 4.01 high knowing that employees/managers would make personal sacrifices for our group. 0.369 4.00 high employees/managers are expressing their true feelings about important issues 0.359 4.01 high overall 0.264 3.96 high table 4: significance of the relationship between the organizational commitment and willingness to remain in the profession organizational commitment willingness to remain in the profession intrinsic altruistic perceived professional mastery school environment overall affective commitment -.005 (0.936) -.047 (0.431) -.028 (0.637) .061(0.310) -.006 (0.923) continuance commitment .146* (0.015) .085 (0.157) .103 (0.086) .147* (0.014) .145* (0.015) normative commitment .259* (0.000) .242* (0.000) .250* (0.000) .279* (0.000) .309* (0.000) overall .147* (0.014) .094 (0.118) .113 (0.059) .185* (0.002) .162* (0.007) *significant at 0.05 significance level. based on the analysis, overall organizational commitment positively and significantly correlated with overall willingness to remain in the profession (r=0.162, p<0.05). moreover, the domains of organizational commitment also significantly correlated with willingness to remain in the profession: continuance commitment (r=0.145, p<0.05), and normative commitment (r=0.309, p<0.05). hence, the null hypothesis of no significant relationship is rejected. consequently, organizational commitment and willingness to remain in the profession have a significant link. significance of the relationship between organizational commitment and leadership trust any organization’s success has been predominantly brought about by how leaders take their part in directing the employees to attain organizational goals and motivate them to develop a sense of commitment to the organization. displayed in table 5 were the results of the test of the relationship between organizational commitment and leadership trust. based on the analysis, overall organizational commitment positively and significantly correlated with overall leadership trust (r=0.573, p<0.05). moreover, the https://journals.e-palli.com/home/index.php/ajmri pa ge 11 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 103-117, 2022 domains of organizational commitment also significantly correlated with leadership trust: affective commitment (r=0.272, p<0.05), continuance commitment (r=0.488, p<0.05), and normative commitment (r=0.685, p<0.05). hence, the null hypothesis of no significant relationship is rejected and contended that organizational commitment and leadership trust have an association. significance of the relationship between leadership trust and willingness to remain the profession teachers who have established trust towards the school head or principal are most likely to develop a positive outlook in the context of their profession even positively affecting their interpersonal relationships which may lead to a desire to remain in their teaching career. displayed in table 6 were the results of the test on the relationship between leadership trust and willingness to remain in the profession. based on the analysis, overall leadership trust positively and significantly correlated with overall willingness to table 5: significance of the relationship between the organizational commitment and leadership trust organizational commitment leadership trust overall affective commitment .272* (0.000) continuance commitment .488* (0.000) normative commitment .685* (0.000) overall .573* (0.000) *significant at 0.05 significance level table 6: significance of the relationship between the leadership trust and willingness to remain the profession leadership trust willingness to remain in the profession intrinsic altruistic perceived professional mastery school environment overall overall .266* (0.000) .259* (0.000) .358* (0.000) .408* (0.000) .386* (0.000) *significant at 0.05 significance level. remain in the profession (r=0.386, p<0.05). moreover, the overall leadership trust also significantly correlated with all the domains of willingness to remain in the profession: intrinsic motivation (r=0.266, p<0.05), altruistic motivation (r=0.259, p<0.05), perceived professional mastery (r=0.358, p<0.05) and school environment (r=0.408, p<0.05). as a result, the null hypothesis that there is no meaningful association between leadership trust and willingness to remain in the profession is rejected, and found a substantial link thereto. significance of mediation of leadership trust on the relationship between organizational commitment, and willingness to remain in the profession path analysis was used to demonstrate mediation and enhance the acquired result on the significant mediating table 7: mediating effect: path analysis (significant full mediation) estimates path unstandardized standardized se c.r. p oc--> lt .439 .573 .038 11.666 *** lt --> wrp .719 .479 .109 6.508 *** oc --> wrp -.110 -.088 .084 -1.313 .189 effect of leadership trust (lt) on the relationship between organizational commitment (oc), and willingness to remain in the profession (wrp) of public elementary school teachers in the division of davao del sur. thus, multiple regression extends to path analysis. it facilitates the investigation of more complex models than regression. it can evaluate scenarios with several final dependent variables and “chains” of impact, where variable a affects variable b, which affects variable c (streiner, 2005). table 7, on the other hand, illustrates the mediating effect: a path analysis. the data obtained in this table were results after conducting the spss amos. moreover, the model presented in figure 3, organizational commitment and leadership trust is the path a coefficient which has an unstandardized regression coefficient of 0.439, standardized regression coefficient of 0.573, computed standard figure 1. regression weights on the mediating effect of leadership trust on the relationship between organizational commitment and willingness to remain in the profession error of 0.038 and a probability value less than 0.05. the effect size or the impact of organizational commitment on leadership trust is 44% which disavows or rejects completely the null hypothesis. the path b coefficient is leadership trust and willingness to remain in the profession has an unstandardized regression coefficient of 0.710, the standardized regression coefficient of 0.437, computed standard error of 0.109, and a p-value less than 0.05 which means that the relationship between leadership trust and willingness to remain in the profession is significant. the effect size of leadership trust on willingness to remain in the profession is 71%. lastly, the path c coefficient is organizational commitment and willingness to remain in the profession has an unstandardized regression coefficient of -0.110, a standardized regression coefficient of 0.088; the https://journals.e-palli.com/home/index.php/ajmri pa ge 11 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 103-117, 2022 computed standard error is 0.084, and a p-value of .189 which is a greater than the significance alpha level 0.05 which means that it is not significant. the effect size of organizational commitment on willingness to remain in the profession is -11%. conclusions based on the findings generated in the study, it can be concluded that the public elementary school teachers of sulop, davao del sur in region xi have a high level of organizational commitment, a very high level of willingness to remain in the profession, high level of leadership trust, have a significant relationship between organizational commitment and desire to stay in work, have a meaningful relationship between organizational commitment and leadership trust, and have a substantial connection between leadership trust and willingness to remain the profession. also, complete mediation was found in this study which means that leadership trust is the very reason organizational commitment can influence the desire to stay in the profession. more so, this supports transformational leadership theory as developed by burns (1987), which argues that leaders must establish trust among their subordinates and solidify how they commit to and stay in an organization. trust in leadership could also foster a shared commitment to organizational goals and an improved leaderemployee relationship through coaching, mentoring, and providing both challenge and support. also, it is up to the organization, business entity, or company to offer motivational schemes for their employees to boost productivity, performance, and leadership trust, not only on the employees’ commitment. teachers who put students’ needs first are meticulous in their planning, allowing them to deliver exceptional lessons and extracurricular opportunities constantly. problems in the workplace that may be avoided include delay, poor quality, blunders brought on by a lack of attention or judgment, changes in performance, excessive leave, and reasons. workers also produce more outstanding results when they are open to the thoughts and experiences of their co-workers and actively seek to foster teamwork and harmony teachers that have a strong emotional connection to their institution and are dedicated, devoted, and dedicated to their teaching have a high degree of affective commitment to their education. teachers who like, feel at ease, and are content with their work are more likely to enjoy, feel at ease, and be satisfied with their work. teachers may be more successful if their school experiences align with their expectations and if the school can satisfy their fundamental needs, such as the need for friendship, the need to feel comfortable in the work environment, and the need to feel comfortable accomplishing duties. these experiences also have a role in determining the degree to which teachers connect with the school and participate in its activities. lastly, teachers who are devoted to their jobs place a persistent emphasis on their students’ goals, requirements, and interests. they use a wide 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(2019). does ethical leadership motivate followers to participate in delivering compassion? journal of business ethics, 154(1), 195–210. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 11 8 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of teaching effectiveness on the relationship between passion and commitment among public elementary school teachers geraldine m. gella1*, lyndon a. quines1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.571 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 09, 2022 accepted: september 23, 2022 published: september 27, 2022 this study aimed to investigate the mediating effect of teaching effectiveness on the relationship between passion and commitment among 300 teachers in the division of davao del sur. this study employed a non-experimental design utilizing the descriptive correlation technique. the statistical tools used were mean pearson r and path analysis using spss amos. research instruments on passion, commitment, and teaching effectiveness were validated and used as data sources. using pearson r, the results revealed a significant relationship between passion and commitment, passion and teaching effectiveness, and teaching effectiveness and commitment. utilizing path analysis, the study’s results showed no mediation of teaching effectiveness on the relationship between passion and commitment. consequently, the findings of this study contended that teaching effectiveness as mediating variable carries no influence on passion and commitment. keywords commitment, educational management, mediating effect, passion, philippines, teaching effectiveness 1 university of mindanao davao city, philippines * corresponding author’s email: geraldine.gella@deped.gov.ph introduction commitment to teaching is a critical aspect of helping pupils reach their goals. in addition, one of the essential components of effective teaching is instructor commitment (lim & thien, 2020; mcinerney et al., 2015). consequently, educators who are highly committed to making a difference in their student’s learning and accomplishments have the potential to do so. on the other hand, when teachers do not work/perform as expected by management, the result harms students. everyone is concerned about the quality of students in terms of competency and knowledge from such teachers. it is also one of the reasons why, although it is very prevalent, many parents today are hesitant to enroll their children in public schools (shafiq & akram rana, 2016). according to atun (2017), teacher commitment comes from within and makes teachers spend more time and energy staying involved in the school. this desire to promote the school builds an emotional tie between teachers and the institution, which motivates teachers to seek out techniques to improve their teaching and create a pleasant learning environment in which students can reach their goals. thus, committed are lifelong learners who are also committed to education. this article will examine a few of the most important aspects of being a passionate teacher. although there is extensive literature on passion, it is somewhat unexplored in the field of education. furthermore, while a growing body of literature shows a significant link between teacher commitment and the highly personal characteristic of passion for teaching, no research has been done on the mediating effect of teaching effectiveness on the relationship between passion and commitment. furthermore, committed teachers are recognized for their pupils’ success. teachers are passionate about what they do, develop an instructional setting that is productive., and help students reach their full potential (castillo et al., 2017; cheasakul & varma, 2016; prates et al., 2019). because passion is a precursor to creativity, educators who are driven by it are better able to think on their feet and rapidly generate novel ideas. passionate educators are committed and dedicated to their schools, and the positive educational outcomes that result from this commitment and dedication are a direct result of this passion. thus, to address the aforementioned theoretical gaps, the research sought to establish the relationship between passion and commitment, passion and teaching effectiveness, teaching effectiveness and commitment, and the mediating effect of teaching effectiveness on the relationship between passion and commitment. the researcher, aware of the significance of studies on teachers’ commitment, conducted a comprehensive assessment of the relevant literature in search of potential characteristics. passion was the first variable considered to be appropriate. passion is essential since it motivates and inspires the teachers. (martin et al., 2014). teachers are zealous around their careers and committed to their pupils’ erudition, which severely influences their growth (zhang et al., 2016). another variable that caught the attention of the researcher is teaching effectiveness. one of the most important aspects of a student’s life is their ability to learn well. it can purify and change the behavior of students. effective teachers always assist their pupils in establishing good physical and mental health. they are constantly developing pupils to develop https://doi.org/10.54536/ajmri.v1i4.571 https://journals.e-palli.com/home/index.php/ajmri mailto:geraldine.gella%40deped.gov.ph?subject= pa ge 11 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 their fundamental abilities, intellectual processes, healthy habits, scientific temperament, positive attitudes, value orientation, value judgment, and the ability to adjust to a constantly shifting psychosocial environment (hawkins et al., 2013). nevertheless, the researcher is interested in learning how the efficiency of teaching moderates the teacher’s passion’s effect on their commitment. in light of the information presented above, the researcher developed an interest in determining whether or not teaching effectiveness will mediate the relationship between the passion and commitment of teachers. as a result, this study has the potential to generate new knowledge that can make a significant contribution to the field of education. research objectives the primary focus of this investigation is to discover the mediating effect of teaching effectiveness on the relationship between passion and commitment among public elementary school’s teachers. specifically, the following objectives were formulated: 1. to describe the level of passion among public elementary school teachers in terms of 1.1 harmonious passion; and 1.2 obsessive passion. 2. to ascertain the level of commitment among public elementary school teachers in terms of: 2.1 commitment to student; 2.2 commitment to teaching; 2.3 commitment to school; and 2.4 commitment to profession 3. to measure the level of teaching effectiveness among public elementary school teachers. 4. to determine the significance of the relationship between: 4.1 passion and commitment; 4.2 passion and teaching effectiveness; and 4.3 teaching effectiveness and commitment. 5. to determine the significance of mediation of teaching effectiveness on the relationship between passion and commitment. literature review the study focused on the independent variable is passion with the indicators such as passion criteria, harmonious passion and obsessive passion (zhao et. al, 2015). the dependent variable is commitment with the indicators such as commitment to a student; commitment to teaching; commitment to school; and commitment to profession (thien et. al, 2014). and, the mediating variable is teaching effectiveness (barnes, 2000). passion teachers passionate about their subjects are noted for their enthusiasm, intellectual emotion, emotional energy, and commitment. when engaging with pupils, they have a sense of identity and believe they can make a difference in their learning and achievement. as a result, a love of teaching contributes to a greater understanding and improvement of the teaching profession, as well as new insights into the work and life of teachers. instructors’ commitment is associated with their sense of professional emotional identity, and teachers’ commitment is associated with their professional emotional identity. the best teaching approaches come from a blend of emotional and intellectual capacities (adetunji, 2018; castillo et al., 2017; cheasakul & varma, 2016; prates et al., 2019). it was pointed out, however, that taking passion is not enough. the teacher’s enthusiasm must be sustained, which may happen when they improve or increase their job. it was claimed that instructors must be lifelong learners if they want to keep their passion for teaching. teachers should keep updated on new research, theories, and breakthroughs in their fields. teachers maintain their enthusiasm for their subjects by continuing to learn. their confidence allows them to express their enthusiasm for their subject with coworkers and students (benekos, 2016; khan, 2020; kim, 2017; owen, 2016). passion, commitment, flexibility, and efficacy are also cultivated and perpetuated through professional discussion and the practicing community’s active participation. several authors describe the maintenance of teaching passion as being linked to and between teacher dedication and resilience, in that passionate teachers are more likely to resurface in difficult situations and shifting contexts. this is because teaching is founded on a passion that must be preserved, nurtured, developed, and perpetuated to make a difference in students’ learning lives and achievements. though, early enthusiasm may wane due to factors such as teacher age and maintaining it (robson, 2020; mensah, 2019; vallerand, 2016; zhang, 2019). one factor that measures passion is the harmonious passion. harmonious passions, it was thought, are cultivated in situations that promote autonomy and intrinsic needs. individuals in autonomous environments can explore and pick whatever activities are meaningful to them. autonomous situations, on the other hand, can promote intrinsic drive. intrinsically motivated people, for example, pursue goals or rewards based on their own innate needs and participate in activities just for enjoyment and interest they give. in this situation, an individual may build a balanced enthusiasm for an activity based on its fun and satisfaction (greenberger, 2016; moe, 2016; ruiz-alfonso & leon, 2019; yeh & chu, 2018). in addition to this, several researchers mentioned that having passions in harmony with one another is advantageous to one’s mental health. it was also believed that having harmonious passions contributed to favorable effects during and after activity involvement. it has also been established that people whose passions are in harmony experience higher levels of focus when they are involved in their activity (appu & sia, 2017; kim & connelly, 2019; spehar et al., 2016; yukhymenkolescroart & sharma, 2019; yukhymenko-lescroart & https://journals.e-palli.com/home/index.php/ajmri pa ge 12 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 sharma, 2019;). generally, people with a harmonic passion should be able to focus on the activity at hand entirely and have favorable consequences during and after task engagement (e.g., flow, pleasant effect, and concentration) (e.g., satisfaction, general positive affect). as a result, there should be little or no conflict between the person’s intense activity and the rest of their daily activities. finally, with harmonic passion, the individual is in charge of the action and can choose when and when not to engage in it. people who have a harmonious passion can decide not to participate in the activity on a given day if necessary or even to end their involvement with the movement if they determine it has become a constant negative aspect in their lives. thus, behavioral involvement in a passionate activity might be viewed as adaptable (curran et al., 2015; dalla rosa & vianello, 2020; gao & jiang, 2019; peng et al., 2020). obsessive passion, on the other hand, is the consequence of a controlled integration of the action into one’s identity. internalization occurs as a result of intrapersonal and interpersonal pressure, either because certain contingencies are associated with the activity, such as feelings of social acceptance or self-esteem, or because the sense of excitement derived from activity engagement becomes uncontrollable (ruiz-alfonso & leon, 2017; valler et al., 2020; weiss et al., 2017; yeh & chu, 2018). people with an obsessive interest may have an overpowering need to participate in the activity they see as significant and delightful. the person’s zeal for the action takes over. they cannot help but engage in vigorous exercise, leading to inflexible perseverance. while such strict persistence may occasionally result in specific benefits (e.g., an improvement in the activity over time), it may also result in some costs, potentially resulting in less-than-optimal functioning within the boundaries of the passionate action due to the lack of flexibility that it requires (bouizegarene et al., 2018; burke et al., 2015b; fisher et al., 2018; stroe et al., 2018). when a person is stopped from partaking in an activity that they have an obsessive passion for, there is a good chance that it will have a harmful effect. it is because the activity dominates the person with obsessive passion. it is physically hard to completely withdraw from one’s thoughts regarding the movement of passion because of the internal demand to participate in the activity. therefore, the individual will be distracted when working on other things since they will not be able to engage in the movement that brings them the most joy. the individual will suffer feelings of frustration and upset as a result of their inability to participate in the training that they are enthusiastic about, as well as their inability to derive pleasure from the activities that are competing with it (booth, 2018; burke et al., 2015c; lu, 2019; owen, 2015). corollary to this, having a strong passion can make one’s job enjoyable. employees are willing to partake in whatever activities in their job when their passion is high. thus, leaders must watch over employees’ passion in an organization. in this way, low-performing employees can be given interventions. monitoring employees’ performance is one good way of maintaining employees’ passion for working hard for the betterment of an organization. commitment commitment is an inside strength that drives instructors to commit more of one’s time and effort to maintain their involvement in the schools in which they work. this readiness to promote the school generates an expressive connection between instructors and the school, which eventually encourages educators to look for methods to strengthen the teaching job and produce a productive setting for academic endeavors to assist students in achieving their goals. dedication to one’s profession is one of the most important considerations that can influence the academic achievement of one’s pupils (chesnut & burley, 2015; heinz, 2015; hong et al., 2018; moses et al., 2017). also, it was stated that a sincere dedication to the profession of teaching is the best way to advance one’s career in that field. because of their dedication to the profession, instructors have the responsibility to investigate and experiment with ever-evolving new methods of instruction to enrich their pupils’ educational experiences. teachers committed to their pupils can give students new teaching tactics, which may lead to improved academic performance (altun, 2017; noddings & brooks, 2016; han et al., 2016; zhang et al., 2019). in addition, teachers dedicated to their work can foster zealous students by encouraging their pupils to participate in extracurricular activities. commitment on the part of teachers is crucial to delivering high-quality instruction. it involves a dedication to the students, school, the continuation of their careers, the expansion of their professional knowledge bases, and the teaching profession. teachers committed to their kids enjoy working with their students and are concerned about how their students grow. these educators exert a significant amount of effort to maximize the effectiveness of teaching and learning by utilizing various methods (altun, 2017; crosswell & elliott, 2004; gonzález et al., 2018; yeap et al., 2020). furthermore, a dedication to the teaching profession enables educators to adapt their pedagogical strategies to assist in better learning in the classroom. improved work performance is a vital requirement for creating a productive learning environment for students in which students are actively engaged in their educational pursuits. additionally, dedicated instructors develop a sense of allegiance to the institution in which they are employed. they are willing to put in a significant amount of effort on behalf of the institution. all of these factors impact the academic success of students (bansal, 2016; lin et al., 2020; ostad et al., 2019; margariţoiu, 2015). they also assist students in achieving their educational objectives. interacting with pupils and monitoring students’ learning https://journals.e-palli.com/home/index.php/ajmri pa ge 12 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 development is salient to teachers committed to teaching. these educators deeply grapple with the challenge of maximizing teaching and learning effectiveness by utilizing various pedagogical methodologies. being a good educator without passion for what one does is impossible. educators that have a solid dedication to their profession are passionate about their work. in addition to this, they have a healthy regard for their pupils. notably, they cultivate solid relationships with their pupils, which are the hallmark of excellent educators (akter et al., 2019; marshall, 2015; sharma, 2015; zhang, 2015). in most cases, the devotion of the teaching staff is at the center of outstanding education. it has an impact on advancing the teaching profession and work performance, academic achievement, and the success of students. teachers who are committed to their students are always looking for new methods of instruction that will aid their students in better comprehending the material (ford et al., 2017); (lim & thien, 2020; mcinerney et al., 2015; shafiq & akram rana, 2016). furthermore, it was stated that this moral obligation manifests as a result of socialization within a society or an organization. in either scenario, the policy is founded on the principle of reciprocity; to put it another way, if an employee is given a perk, either they or the company have a moral obligation to extend the same courtesy to other members of the organization. after all, the committed employee of the norm believes that continuing to be a part of the organization is the morally correct thing to do, regardless of how much status advancement or satisfaction the organization has provided them with over the years (bansal, 2016; lin et al., 2020; ostad et al., 2019; margariţoiu, 2015) (bansal, 2016; lin et al., 2020; ostad et al., 2019; margariţoiu, 2015). consequently, commitment to any affiliated organization, department, and the company is beneficial to attain success and compelling rendering of service, which can motivate others to work hard. this variable plays a vital part in the lives of teachers in the context of the instruction and education method carried out in the education sector, which affects students’ learning. committed teachers can inspire pupils to learn, work with fellow teachers, and innovate teaching techniques, approaches and strategies— additionally, teachers with high commitment to teaching work zealously, as enumerated earlier. thus, committed teachers are goal-oriented people as the catalyst of change and fighters in combating illiteracy worldwide. teaching effectiveness teaching effectiveness is used generically to refer to the characteristics, competencies, and behaviors at all educational levels that enable students to achieve desired objectives. it was asserted that teaching effectiveness is synonymous with individual teacher performance and that teaching effectiveness includes knowledge, attitudes, and performance. teaching effectiveness is critical because each teacher’s efficacy is the lifeblood of any educational institution. teacher qualities, in particular, are one of the aspects that determine teachers’ overall efficacy. teacher characteristics are related to and influence how instructors conduct their job (boring et al., 2016; paolini, 2015; steinert et al., 2016; uttl et al., 2017).effective instructors are individuals who succeed in achieving the objectives, either those they have set for themselves or those that others have set for them. they help their pupils achieve specific learning objectives and larger ones such as problem-solving, critical thinking, collaborative work, and being productive citizens. furthermore, the work of effective teachers is felt well beyond the confines of the classroom. their kids acquire a love of study and belief in themselves that will remain with them throughout the rest of their life. it must also be remembered that the quality of a teacher can create a difference in a student’s learning growth for an entire year in a single year (lee& li, 2015; liu et al., 2019; polikoff, 2015; rahimi & karkami, 2015). because competent teachers are required, teachers must be evaluated in order for them to be effective. evaluating teachers’ performance in educational institutions is equivalent to evaluating students’ learning; hence assessing teaching effectiveness in education is critical. evaluations are regarded as significant since they help determine performance and effectiveness. specific measures are required to discover specific talents and habits that individual teachers can develop (hassan et al., 2015; mcclain et al., 2018; sandilos et al., 2019; xu & chen, 2016). it should be mentioned, however, that evaluating teaching effectiveness has proven difficult, partly due to the continuous argument over what a good teacher is and does. looking at teaching efficacy from students’ perspectives is one way to shed light on this enigma. it was agreed that student evaluations should be incorporated into the teacher assessment process. such acknowledgment is based on the assumption that students are direct consumers of the services offered by instructors and are thus in a strong position to assess and evaluate the work of their teachers (husain et al., 2015; moraros et al., 2015; sellnow-richmond et al., 2020; zakaria et al., 2019). students have a lot to say about their educational experiences, and they may play an active part in improving teaching quality and learning. as a result, student perspectives are precious. student ratings are a critical source of evidence of teaching success for both formative and summative choices, and student evaluations are an essential component of any teacher assessment system (goldhaber et al., 2017; kini & podolsky, 2016; nikoopour & esfandiari, 2017; polat & cepik, 2016). furthermore, studies agree that the teachers at a student’s school are one of the essential factors in determining not only their future academic achievement but also the results of their lives. as a direct consequence of this, there has been a primary focus placed on enhancing teachers’ effectiveness to improve students’ learning. students who highly successful teachers instructed had a greater chance of going to college, earning more money, https://journals.e-palli.com/home/index.php/ajmri pa ge 12 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 residing in communities with higher incomes, saving more money for retirement, and having fewer children while they were still in their teenage years. researchers and policymakers need to comprehensively understand the factors that contribute to a teacher’s effectiveness since a highly effective teacher can considerably enhance the lives of their students (chetty et al., 2014; rivkin et al., 2005; rockoff, 2004). however, good teaching should be concerned with more than only the academic aims of students. teachers’ effectiveness should include consideration of their pupils’ aspirations. students arrive to class from a variety of backgrounds and with a variety of perspectives apart from academics, which a competent teacher should consider. an effective teacher will always maximize and make appropriate use of instructional time. a teacher who wastes time in class discussing trivial matters is ineffective (stronge et al., 2011). besides, a great teacher must have high expectations for learning. a teacher with low expectations for their pupils’ ability to acquire a topic will be unconcerned if, at the end of the lesson, the pupils do not realize the significance of the idea. if, on the other hand, the instructor had set a high standard for students’ grasp of the concept and the students did not understand it at the end of the class, the teacher should be moved to investigate the cause and maybe re-teach the idea to increase understanding (boring et al., 2016; carpenter et al., 2020; steinert et al., 2016; uttl et al., 2017). as a result, assessment and feedback are critical to students’ learning. feedback has been constructive in teaching and learning since it promotes student learning. every good teacher should understand how, when, and what type of assessment and feedback is required for the class. teachers use several sorts of evaluation; regardless of the form, assessment activities consume a significant amount of teacher time and play a vital role in teachers’ and students’ lives (jensen et al., 2019; miguel et al., 2019; wieman, 2019).furthermore, a successful educator will always engage well with students both within and outside the classroom, which is critical to students’ learning. interaction between teacher and student is critical in school, and good teachers should provide maximum interaction to improve classroom-based education and study. according to one study, one of the reasons physics students do not perform well academically is a lack of proper connection between teacher and student. the interaction/relationship between the teacher and the student in a specific subject determines student interest and achievement. creating strong classroom cultures with healthy relationships helps students use their energies and ambitions to achieve their goals (liu et al., 2019; okoli, 2017; sandilos et al., 2019; xu & chen, 2016). indeed, most students learn best in a setting where they can freely express themselves, which could be when they are free with the teacher. several authors believed that learning takes place best in an environment that fosters positive interpersonal relationships and exchanges, as well as one in which learners feel valued, acknowledged, esteemed, and respected. pupils who have a deep connection that is supportive with their instructor are more involved and effort in class, have more remarkable perseverance in the face of adversity and cope better with stress (baliyan & moorad, 2018; donnelli-sallee, 2018; hanson et al., 2018; mantzicopoulos et al., 2018). aside from the above-listed aspects of teacher success, others that are very significant in determining instructor effectiveness are motivation, content understanding, and students’ assignments. many scientific students who have lost interest in the course, which could be owing to the abstract nature of the subject matter or teachers’ poor teaching strategies, may find that motivation can serve as a spark to reignite their interest in the course. according to the findings of one study, youngsters’ learning is significantly aided by their level of motivation. the result is usually unfavorable in situations lacking this motivation due to inadequate education (boonsem & chaoensupmanee, 2020; cohen et al., 2020; mcclain et al., 2018; santini et al., 2018). teacher efficacy in the classroom is critical, and pupils’ academic performance suffers when an instructor is ineffective in the schoolroom. the value of teacher efficacy should not be underestimated, which is why unqualified hiring teachers in schools is inappropriate. any competent teacher understands the value of homework in teaching and learning and ensures that it is assigned regularly. homework is acknowledged as a predictor of successful schools and pupils. the teacher should create more effective and encouraging homework, allowing lowability kids to complete it on time (polat & cepik, 2016; sahu et al., 2018; sellnow-richmond et al., 2020). furthermore, according to research findings, teacher self-efficacy is a vital variable in teacher effectiveness that is consistently associated with teacher behaviors and student results. some people believe that teachers with low self-efficacy cannot be effective. at the same time, some authors argue that high-efficacy teachers are more likely to create higher student outcomes because they are more persistent in assisting students with challenges. according to studies, teachers with a high degree of confidence in their abilities in their capacity to teach can yield more incredible student accomplishments in various academic areas (baroody, 2017; newman et al., 2016). provided reviews of teaching effectiveness discussed herein are pivotal in the continuous evaluation of teaching performance of teachers whether in private or public schools. teaching effectiveness means absorbing lessons in the learners’ minds and is tantamount to student learning. committed teachers are experts in teaching lessons and competencies in their respective class. in addendum, committed teachers are responsible for the learning gains obtained by the learners. they see to it that students have learned the lesson; and performed excellently in giving interventions to succor struggling learners in terms of reading, numeracy skills, solving problems, answering wh questions etc. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 methodology the primary section of the survey is devoted to the subject of the passion teachers have for their work, and it includes indicators such as harmonious passion and obsessive passion. the study that served as the basis for the instrument later used and modified is: (zhao et al., 2015). this part has 6 items per indicator. the second part of the questionnaire is utilized to evaluate the level of commitment selected for use, and subsequent research led to its modification (thien et al., 2014). there were three kinds of indicators on this variable, and each hand was made up of six items. the research conducted by barness was used as a basis for the third set of questionnaires, which were then changed (1998). the likert scales, which have five points, were utilized for the different factors in the study. according to santos (2007), in order to use the likert scale, one must first check a box or leave a blank in answer to many questions addressing an object, a stimulus, and an attitude. it is common practice to immediately use the numbers received from a rating scale as measures by doing calculations such as computing averages or, more generally speaking, any arithmetic operations. lastly, this survey questionnaire was pretested to 40 respondents from different schools to test the reliability of the modified questionnaire. the purpose of pre-testing is to ensure that questions are effective in eliciting the intended responses and that those who are likely to reply to them understand the questions (hilton, 2015). hence, results indicated an overall acceptable rating of 0.82 cronbach alpha .826 in passion, 0.708 in commitment, and 0.929 in teaching effectiveness. spss amos used to analyse the data. results and discussion level of passion shown in table 1 is the level of passion. the standard deviation was less than 1.00 meaning there is uniformity among respondents. the overall mean score was 4.17 labeled as high. distinctively, the level of passion of teachers on the following indicators were as follows: passion criteria got a mean of 4.53 described as very high, harmonious passion has a mean of 4.44 with a descriptive level of very high, and obsessive passion has a mean of 3.54 characterized as high. table 1: level of passion indicators sd mean descriptive level passion criteria 0.40 4.53 very high harmonious passion 0.44 4.44 very high obsessive passion 0.72 3.54 high overall 0.40 4.17 high data revealed that the teachers had manifested excellent passion in terms of passion criteria which indicates that teachers were devoted in teaching by means of coaching and mentoring learners effectively. also, the statistics showed that passion in terms of harmonious passion teachers had displayed an outstanding job which shows that teachers know how to be with learners and cater their needs especially in the teaching and learning process. table 2 shows the results of the level of commitment of public elementary schools in davao del sur. the overall table 2: level of commitment indicators sd mean descriptive level commitment tostudents 0.49 4.43 very high commitment to teaching 0.45 4.52 very high commitment to school 0.54 4.19 high commitment to profession 0.44 4.33 very high overall 0.29 3.92 high mean score was 3.92, labeled as high. mainly, the level of responsibility on the following indicators was as follows: commitment to students has a mean of 4.43 with an interpretation of very high, commitment to teaching has a mean of 4.52 labeled as very high, commitment to school has a mean of 4.19 characterized as high, and commitment to the profession has a mean of 4.33 described as very high. furthermore, it was observed that commitment to students, teaching, and profession obtained a very high rating, indicating that teachers are serious about delivering service to the teaching profession in their respective schools. level of teaching effectiveness shown in table 3 is the level of teaching effectiveness of public elementary school teachers in davao del sur. the overall mean score was 4.38 described as very high. this implies that teaching effectiveness is manifested or felt most of the time. nonetheless, it can be inferred that teachers have considered teaching as the noblest profession. teachers made all the possible efforts to teach their clienteles and are highly motivated to accomplish their tasks as teachers. moreover, it can be gleaned that the school heads make sound decisions and are able to explain them based on professional, ethical and legal principles. respondents believed that what they are doing in the field are supported by school leaders who manage day to day activities conducive to the formation of trust and confidence to school stakeholders. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 table 3: level of teaching effectiveness items sd mean descriptive level having full authority on the subject i am teaching. 0.56 4.45 very high believing that besides my teaching subject. i have the ability to teach other needed subjects like current like current events, general knowledge etc. 0.52 4.59 very high giving due opportunities to the students for proper motivation. 0.47 4.73 very high using more rewards and lesser punishment in the classroom for achievement of desired aims. 0.56 4.66 very high i am being well prepared when i come for teaching. 0.54 4.55 very high keeping friendly and brotherly relationship with my teacher colleagues. 0.57 4.58 very high having respectfully with all guardians without discriminating caste , social status and economics status etc . 0.46 4.69 very high cooperating with the guardian to solve student problems so that they can develop properly given the right opportunities. 0.50 4.63 very high preparing the student to in co-curricular activities according to their abilities and interested. 0.52 4.54 very high preparing lesson plan regularly. 0.53 4.60 very high i am being fully conversant with the instructional objectives of the lesson. 0.52 4.44 very high selecting proper teaching aids before hands. 0.52 4.44 very high communicating the subject matter clearly before the students. 0.50 4.49 very high having proper rapport with my students. 0.54 4.45 very high making proper use of the blackboard. 0.65 4.00 high giving attention to each student individually. 0.51 4.45 very high developing student’s interesting the lesson. 0.52 4.49 very high using needed remedial measure in teaching. 0.52 4.52 very high controlling the class confidently. 0.66 4.15 high having complete knowledge of basis of individual differences. 0.56 4.34 very high always trying to use contemporary educational devices in the teaching. 0.55 4.29 very high using examples from daily life situations while teaching. 0.53 4.46 very high i am being disciplined. 0.53 4.24 very high ensuring that the students understand me when i am teaching. 0.50 4.39 very high overall 0.31 4.38 very high table 4: significance of the relationship between the passion and commitment passion commitment commitment to students commitment to teaching commitment to school commitment to profession overall passion criteria .254*(0.000) .408*(0.000) .337*(0.000) .280*(0.000) .478*(0.000) harmonious passion .236*(0.000) .440*(0.000) .430*(0.000) .303*(0.000) .529*(0.000) obsessive pas-sion .081(0.178) .138*(0.021) .221*(0.000) .230*(0.000) .251*(0.000) overall .220*(0.000) .380*(0.000) .403*(0.000) .342*(0.000) .503*(0.000) furthermore, it can be inferred that appropriate review, monitoring and evaluation processes is evident most of the time. the school heads play a vital role in maintaining positive teaching effectiveness by monitoring teachers’ effectiveness in attaining students learning utilizing varied teaching and learning strategies or approaches. correlations between passion and commitment the investigation findings into the connection between commitment and passion are shown in table 6. the significance level chosen for the link examination was 0.05, which was taken from the hypothesis. the total r-value of.503 and a p-value of less than 0.05 indicated that the null hypothesis should not be accepted. it suggests that there is a substantial connection between a person’s passion and their level of commitment. this suggests that a commitment to teaching is linked to a passion for teaching. because the p-value is less than 0.05 and the overall r-value is.478 on passion criteria,.529 on harmonious passion, and.251 on obsessive passion, the results demonstrate that all indicators of passion have a positive correlation with commitment. this is an exciting finding. in addition, the data demonstrate that all indicators of commitment have a positive correlation with passion. this is evidenced by the fact that the p-value for each indicator is less than 0.05, and the overall r-value for commitment to students is.220, while the r-value for commitment to teaching is.380, the r-value for commitment to school is.403, and the r-value for commitment to profession is.342. correlations between passion and teaching effectiveness the findings of the test on the association between passion and teaching effectiveness are shown in table 4. as seen in the table, the indicators of passion are https://journals.e-palli.com/home/index.php/ajmri pa ge 12 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 positively connected to teaching effectiveness, with an overall r-value of.484 and a p-value of 0.05, indicating the rejection of the null hypothesis. it implies that there is a strong link between passion and teaching effectiveness. specifically, in the indicator passion criteria, data show a positive correlation with teaching effectiveness because of its computed positive correlation value of .338 or about 34% of its impact on teaching effectiveness with a p-value <0.05. the p-value result means a positive connection between the passion criteria of passion and the teaching effectiveness of the respondents; teaching effectiveness needs passion criteria in passion. also, the other indicator, harmonious passion, has an r-value of .414 or an equivalent of 41%, with a p-value <0.05. the statistical result shows that harmonious passion is positively associated with teaching effectiveness. besides, obsessive passion got an r-value of .484 or 48% with a p-value <0.05, which shows that obsessive passion is needful in teaching effectiveness. in short, identified indicators are helpful tools in attaining teaching effectiveness. table 5: significance of the relationship between passion and teaching effectiveness passion teaching effectiveness overall passion criteria .338*(0.000) harmonious passion .414*(0.000) obsessive passion .366*(0.000) overall .484*(0.000) table 6: significance of the relationship between teaching effectiveness and commitment teaching effectiveness commitment commitment to students commitment to teaching commitment to school commitment to profession overall overall .266*(0.000) .259*(0.000) .358*(0.000) .408*(0.000) .386*(0.000) correlations between teaching effectiveness and commitment the findings of the test on the association between teaching effectiveness and commitment are shown in table 5. the association was assessed at the 0.05 threshold of significance, as stated in the hypothesis. data reveal that commitment to students is favorably connected with teaching effectiveness. the r-value is.166, and the p-value are 0.05. the statistical result shows that a commitment to students is a large part of teaching effectiveness. to table 7: mediating effect: path analysis (no mediation) path estimates se c.r. p unstandardized standardized pas--> te .379 .484 .041 9.241 *** te --> com -.030 -.030 .061 -.500 .617 pas --> com .415 .518 .047 8.763 *** be a good teacher, one must be able to set learning goals for their pupils and use successful teaching approaches following trends in education. likewise, the other indicator which is commitment to teaching has an r-value of .216 with a p-value of <0.05. this shows that commitment to teaching is positively associated with teaching effectiveness. this implies that teacher’s devotion to their work as instructors of learning play a big part in achieving teaching effectiveness. also, commitment to school reveals an r-value of .147 with a p-value of <0.05. still, the result is positively correlated to teaching effectiveness. it is safe to assume that commitment to school has an impact in teaching effectiveness. moreover, commitment to profession has a low positive correlation value of .058 with a p-value of >0.05 but still prove that commitment to profession is significant in teaching effectiveness. the overall result reflects that teaching effectiveness is positively correlated to commitment having an overall r-value of .221 with a p-value of <0.05 . hence, the null hypothesis which states that there is no significant relationship between teaching effectiveness and commitment is rejected. on the mediating effect of teaching effectiveness table 7 shows the path analysis on the mediating influence of teaching effectiveness on the link between passion and commitment. the information in this table was gathered as a result of conducting amos. this table presents the direct effect of passion on teaching effectiveness, teaching effectiveness on commitment, and passion on commitment. passion and teaching effectiveness is the path a coefficient with an unstandardized regression coefficient of .379, a standardized regression coefficient of .484, se of .041, and a probability value less than 0.05. below the significance level of 0.05 implies that these two variables have a significant relationship and a low or small standard error means that the estimate is more precise. besides, the effect size or the impact of passion on teaching effectiveness is 38% which completely denies the null hypothesis. thus, the path b coefficient is teaching effectiveness and commitment, which has an unstandardized regression coefficient of -.030, standardized regression coefficient of -.030, se of .061, and a p-value greater than 0.05 means that the two variables do not correlate. and lastly, the path c coefficient shows the effect size of passion on commitment. the data result has an unstandardized regression coefficient https://journals.e-palli.com/home/index.php/ajmri pa ge 12 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 of .415 or 42% efficacy rate, a standardized regression coefficient of .518; the computed standard error is .047, and a p-value < 0.05 level of significance. statistically, this supports the postulation that passion is associated with commitment. in addition, figure 3 depicts the result of the mediating effect computation. it shows the effect size of path correlation coefficients of the three variables used in this study. at the 0.05 level, the route analysis gave a p-value of > 0.05, which is insignificant. this suggests that teaching effectiveness does not substantially affect the relationship between passion and commitment among public school elementary teachers. furthermore, after teaching effectiveness, the mediator variable, the causal association between passion and commitment has been increased from a significant beta coefficient value of .503 to .52, which is still substantial. x =passion (pas) y = commitment (com) m= teaching effectiveness (te) get the ratio index; in this case, -0.0144 divided by 0.5056 equals -0.0284. thus, the final correlation contends that teaching effectiveness carries no influence on the relationship between passion and time. therefore, the research study falls under no mediation. furthermore, there are three stages in mediating study for a third variable to operate as a mediator (baron & kenny, 1986). table 7 categorizes these as steps 1 through 3. the fourth and last step is passion, as the independent variable (iv) significantly predicts commitment, the dependent variable, in step 1 (path c) (dv). passion (iv) substantially indicates teaching effectiveness in step 2 (path a) and the mediator (mv). teaching effectiveness (mv) strongly signifies commitment in step 3 (path b) (dv). similarly, the goal of steps 1–3 is to prove that there are zero-order correlations between variables. and we can automatically conclude that mediation is not probable with no relationship variables basing the process of estimating the relationship. furthermore, if there is a significant relationship in steps 1 to 3, one must proceed to step 4. then in step 4, the combined effect of passion and teaching effectiveness on a commitment is significant. to assess the relevance of the intervening variable, further path analysis of the mediation effect using amos spss is required. furthermore, complete mediation will be attained if the impact of the iv on the dv becomes non-significant at the end of the analysis. it signifies that the mediating variable mediates all of the effects. only partial mediation is obtained if the regression coefficient is significantly lowered but still significant at the end. it means that while the mv mediates part of the iv, other sections are either direct or mediated by variables not included in the model. in this scenario, the effect of iv (passion) on dv (commitment) is significantly increased after controlling for mv (teaching effectiveness). yet, the outcome of the indirect effect value is negative, indicating that no mediation occurred in the final path analysis. the researcher confirmed that mediation is not essential and that no mediation happens by using baron and kenny’s steps in testing mediation of teaching efficacy. firstly, the research conducted a straightforward regression analysis with x predicting m to test for path athe independent variable, or x (passion) affects the mediator or m (teaching effectiveness) at the beta coefficient of .38 with a se of .041, and the relationship is significant at 0.05 significance level. secondly, the research conducted a straightforward regression analysis with m predicting y to determine the relevance of path b-the mediating variable or m (teaching effectiveness) affects the dependent variable or d (commitment) at the beta coefficient of -.030, where teaching effectiveness got a residual error of .061. the relationship is not significant at the 0.05 significance level. it has a p-value of .617, more effective than 0.05. thirdly, a simple regression analysis was conducted with x predicting y to test for the significance of figure 1: regression weights on the mediating effect of teaching effectiveness on the relationship between passion and commitment empirically, the raw correlation between passion and commitment has a total impact of .503. the extent of the association between passion and commitment with teaching effectiveness included in the regression is represented by the direct effect value of .52. the indirect effect value of -0.0144 represents the amount of original link between passion and commitment that has been transferred to teaching effectiveness. the formula is: (a*b), where “a” is the path between the independent and mediator variables, “b” denotes the path between the mediator and dependent variables. moreover, assessed significance of the indirect effect is found to be not significant. thus, it is continued to look for the meaning of the indirect effect (c’) and the direct effect shows a positive standardized coefficient of .52 which means significant. therefore, the conclusion is no mediation following the steps of mediation analysis by zhao et al. (2010). then, the indirect effect must be divided by the total effect to https://journals.e-palli.com/home/index.php/ajmri pa ge 12 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 118-132, 2022 path cthe independent variable or x (passion) affects the dependent variable or y (commitment) at the beta coefficient of .415, where commitment has a residual error 2 of .047. the relationship is significant at the 0.05 significance level. last but not least, after controlling the dependent variable or y (commitment) as predicted by the independent variable or x (passion) and including the mediating variable or m (teaching effectiveness) as a predictor of commitment, it is increased to .52. however, the alpha level is still significant at a 0.05 significance level of passion and commitment, but statistically, no mediation was found in this study. since it has no mediation, it could be claimed that teaching effectiveness does not influence the relationship between passion and commitment. conclusion based on the study’s findings, the following conclusions are drawn. as a result of the study’s data, there is significant evidence to accept the null hypothesis in research aim number two. furthermore, the respondent public school teachers had a high level of passion and devotion and a very high level of teaching effectiveness. the study’s outcomes also demonstrate a significant association between passion and commitment in the classroom. similarly, there is a favorable relationship between passion and teaching effectiveness. furthermore, there is a substantial relationship between teaching effectiveness and commitment. lastly, the study’s findings revealed that no mediation of teaching effectiveness exists in the relationship between passion and commitment. corollary to this, deci & ryan’s (1985) self-determination theory (sdt) coincides with the findings of passion for which human motivation and personality focus on people’s fundamental psychological requirements and growth tendencies. it is concerned with the reasons that drive people’s decisions, regardless of whether they are affected or not by others. self-determination theory is a macro theory of human motivation that is a fundamental component of passion and commitment, leading to effective teaching. several recommendations are made based on the findings and conclusions. firstly, teachers need to intervene on obsessive passion, which was found to be at the lowest indicator of passion. school administrators may develop an activity that solves teachers’ problems related to their difficulties controlling to do the job as a teacher and impresses them that teaching manages their way of life in school. in this case, schools, especially the school heads, may plan for a load of seminars about teaching arts for their teachers. motivation is needful for teachers to attain an obsessive feeling for their job. secondly, there is a need also for teachers to improve in commitment to school under commitment. a strict agreement with the organization’s policies on crucial matters relating to its employee, maintaining a positive school climate and improvement, and strong connectedness of school’s values and teachers’ values are needful matters in teaching as teachers. hence, the leader substantially impacts this exciting topic for the teacher’s job to maintain faithfulness in teaching. lastly, there is another issue for teachers to overcome regarding teaching effectiveness questions: “i make proper use of the blackboard.” the advent of new instructional materials slowly replaces the old way of presenting and discussing lessons or the traditional method. we now have new methods of teaching like powerpoint presentations, laptops, and printers to aid teachers in the discussion. however, the benefit of using blackboards is that they allow you to see handouts, review tests, track progress, and more to improve your students’ learning experience. outside of class, blackboard allows students to communicate with the instructor and other students. it also allows students to help and collaborate with one another to improve their overall course experience. moreover, there are things that teachers may follow effectively in using a blackboard. legible writing and organization of board work are considerations crucial to effective teaching. addendum, teachers do not need to be fast in erasing the words written on a blackboard but give time to students to copy the topic. teachers do not need to write all the words on the blackboard but only those essential words in the lesson. thus, students can use the blackboard to present mathematical solutions and write letters of the alphabet. undeniably, no mediation of teaching effectiveness on the relationship between passion and commitment was found in this study which can be useful for future studies toward examining other variables that can mediate the relationship between variables. besides, the research findings in this study, on the other hand, are a credible reference for future researchers and educational administrative systems in department of education or deped when planning about teaching effectiveness courses and seminars of teachers. references adetunji, r. a. 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(2019). passion and enthusiasm: exemplifying the place of disposition in teaching in new zealand. the teacher educator, 54(4), 359-376. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 10 2 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of job satisfaction on the relationship between work engagement and individual work performance among public school teachers claresse anne j. balbes1*, lyndon a. quines1 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.882 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 07, 2022 accepted: november 20, 2022 published: november 28, 2022 the purpose of the study is to examine the mediation effect of job satisfaction on the relationship between work engagement and individual work performance. the data collected used a survey questionnaire on a sample of 311 public school teachers in the north and south districts of kiblawan, davao del sur. the researcher administered questionnaires using a 5-point likert scale. in the statistical analysis, job satisfaction was the mediating variable, work engagement was identified as the independent variable, and individual work performance was the dependent variable. path analysis was used to establish the relationships among the variables. results showed that work engagement and individual work performance are positively correlated, and the connection is significant. similarly, work engagement and job satisfaction have a positive causal relationship, and the association is also significant. likewise, job satisfaction and individual work performance also have a significant relationship and are positively correlated. findings also revealed that job satisfaction partially mediates the relationship between work engagement and individual work performance. such that 48.8% of the overall influence of work engagement on individual work performance appears to be mediated by job satisfaction. the remaining 51.2% seems to be either direct or mediated by factors not included in the model. keywords educational management, individual work performance, job satisfaction, mediating effect, philippines, public school teachers, work engagement introduction teachers should inspire students to work hard and assist them in finding a place in today’s world where they can blend in. with the overwhelming demands of today’s society on youth development, teachers’ job performance both within and outside the classroom is critical for all stakeholders, including school administrators, parents, and education policymakers (alrajhi et al., 2017). imparting education to students is based on the teacher’s performance. as a result, several variables add to it. the researcher extensively reviewed the literature for its associated variables because of the importance of studies on individual work performance. work engagement was the first variable considered to be relevant. work engagement is significantly linked to in-role and extra-role performance (halbesleben & wheeler, 2008; schaufeli, taris, & bakker, 2006) and business unit performance (harter, schmidt, & hayes, 2002). according to beal (2005), “individuals perform better when fully engaged in the task at hand.” another variable that caught the attention of the researcher is job satisfaction. job satisfaction is favorable or positive feelings about work or the environment (furnham, 1997). it can also be explained as the psychological disposition of people toward their work – which involves a collection of numerous attitudes or feelings (schultz, 1999). however, the researcher would like to know how job satisfaction mediates the effect of work engagement on individual work performance, in the above context, the researcher took an interest in examining if job satisfaction will mediate the relationship between work engagement and individual work performance, making this study a generation of new knowledge that can contribute to the field of education. the main thrust of this study was to determine the mediating effect of job satisfaction on the relationship between work engagement and individual work performance among public school teachers in the davao region. specifically, the following objectives are formulated: 1. to describe the level of work engagement of publicschool teachers in terms of: 1.1. vigor, 1.2. dedication and 1.3. absorption. 2. to ascertain the level of individual work performance of public-school teachers in terms of: 2.1. task performance (tp), 2.2. contextual performance (cp) and 2.3. counterproductive work behavior (cwb). 3. to measure the level of job satisfaction among public school teachers. 4. to determine the significance of the relationship between: 4.1. work engagement and individual work performance; 4.2. work engagement and job satisfaction; and 4.3. job satisfaction and individual work performance leadership. 5. to determine the significance of mediation of job satisfaction on the relationship between work engagement and individual work performance among public school teachers. literature review this section presents sufficient evidence to support the research aims, which is critical for the study’s expression 1 university of mindanao, philippines * corresponding author’s e-mail: claresseanne.balbes@deped.gov.ph https://doi.org/10.54536/ajmri.v1i5.882 https://journals.e-palli.com/home/index.php/ajmri mailto:claresseanne.balbes%40deped.gov.ph?subject= pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 102-113, 2022 of comprehension. it does this by presenting a variety of approaches, points of view, theories, findings from research and publications, and insightful observations from various authors relevant to related topics of the study. work engagement is the independent variable, while energy, devotion, and absorption are its markers (bakker & demmerouti, 2008). individual work performance is the dependent variable, and its indications include task performance, contextual performance, and unproductive work behavior (koopmans et al., 2012). finally, the mediating factor is work satisfaction. work engagement. work engagement is strongly associated with an individual’s mental perspective in which individuals invest in their physical, intellectual, and enthusiastic assets when performing work. moreover, representatives depict solid occupation execution in the working environment within sight of three mental conditions identified with significant experience, well-being, and accessibility (khan, 1990). moreover, work engagement is beneficial to work inclusion that partners with difficult work with delight in the obligations (schaufeli & bakker, 2001). fundamentally, work engagement is an amazing development that shows energy, inclusion, and the center among individuals in meeting authoritative objectives and targets (macey & schneider, 2008; schaufeli, salanova, & gonzalez, 2002). additionally, the most recent conceptions of job motivation emphasize the fundamental components of vitality and interest in the workplace (bakker, albercht, & leiter, 2011). it recognizes that commitment is varied from day to day, week to week, and even task to task, not static (sonnentag, 2011). despite the fact that levels of engagement alter over time, involvement is defined as a “generally experienced affective-cognitive state that is not fixated on any one thing, event, individual, or activity.” (schaufeli et al., 2006). therefore, it may be assessed using static indicators. furthermore, job motivation is associated with people’s psychological experiences, which influence their work process and behavior. employee engagement is multifaceted; committed workers are mentally, psychologically, and cognitively invested in their everyday jobs (eldor & harpaz, 2015). the organization is responsible for meeting the needs of its workers by delivering appropriate training and creating a meaningful working environment; employees, in exchange, are responsible for making a meaningful contribution to the organization. many organizations recognize the value of employee engagement; however, the question of how to maximize employee engagement is unwarranted (wang & chia-chun, 2013). numerous researchers have acknowledged that job engagement has distinctive characteristics that have a direct positive impact on individual and hierarchical performance. accordingly, work engagement is firmly identified with a perspective described by vigor, dedication, and absorption (schaufeli, pinto, salanova, & bakker, 2002). the first indicator is vigor. vigor is described as “elevated levels of energy and mental stamina when working, the ability to spend effort in one’s job, and perseverance in the face of adversity” (schaufeli et al., 2002). vigor is an affective construct that calls the subjective sense of energy and aliveness (shriom, 2004). (peterson & seligman, 2004; ryan & frederick, 1997). it is also essential for stimulating innovative and constructive interacting activities important to the company (sonnentag & niessen, 2008). furthermore, among the energy dimensions, vigor is viewed as the inverse of mental fatigue (schaufeli et al., 2002). (gonzalez-roma et al., 2006; schaufeli et al., 2002). low energy levels suggest a high degree of fatigue, while high energy levels indicate a high level of vigor (gonzalezroma et al., 2006). because of the durability of fundamental work and organizational aspects, research has usually characterized task commitment as a stable variable (macey & schneider, 2008). individuals can, however, have varying amounts of energy at the end of the day (sonnentag & niessen, 2008). often a person will leave their office at the end of the day and still be energized. however, on other days, one does not have much patience and may be unsure how to cope with the obligations of family life (sonnentag & niessen, 2008). vigor is needed for participating in organizationally related activities and has been proposed as one of the central aspects of engagement (gonzalez-roma et al., 2006; sonnentag & niessen, 2008). the second indicator is dedication. dedication is described as “being deeply engaged in one’s work and feeling a sense of importance, passion, and challenge” (bakker & demerouti, 2008). it is often the opposite of cynicism a burnout dimension (gonzález-romá, schaufeli, bakker, & lloret, 2006). as a result, work engagement is the opposite of burnout along two fundamental sub-constructs known as capacity and identity (gonzález-romá et al., 2006). being motivated, passionate, and deeply invested in your work means being dedicated (rayton & yalabik, 2014). additionally, it involves having a sense of purpose in one’s work, feeling ecstatic and proud of one’s employment, and being motivated and pushed by one’s profession (song et al., 2012). employees that are dedicated to their work take pride in what they do. dedicated employees believe that the work they do is significant and contributes to the organization’s overall aim. cynicism is the polar opposite of devotion.(schaufeli et al., 2002). people are engaged when they are given meaningful work that demonstrates how important they are to the company. employees can, as a result, have an impact on those around them. the benefits of intrinsic incentives are also affected by this phenomenon. meaningful work will increase employee involvement, but this does not guarantee that the employee will be involved. in order for employees to participate, autonomy, intrinsic rewards, and influence are required (bolman & deal, 2014). the last indicator is absorption. isolation from one’s surroundings, intense focus on one’s work, and a general lack of conscious awareness of time spent on one’s https://journals.e-palli.com/home/index.php/ajmri pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 102-113, 2022 employment are all symptoms of absorption (rayton & yalabik, 2014). absorption indicates concentration and being engaged in people’s jobs, rendering passing time invisible and separating it from the job impossible. furthermore, having work experience is enjoyable for individuals. however, they do so just for doing it, and paying a high wage for a career is not as important to them as it is for another individual (hayati et al., 2014). individual work performance. individual job performance was defined as procedures or endeavors pertinent to the association’s goals (campbell, 1990). iwp thus emphasizes the behaviors or actions of representatives more than the results of these behaviors. in addition, the person should substantially affect practices, except those required by the environment (rotundo & sackett, 2002). therefore, choosing the iwp’s fundamental structure is crucial before evaluating it. task execution, which may be defined as the capacity with which employees carry out the centrally important or specialized tasks necessary to their work, has traditionally been the primary focus of the iwp construct (campbell, 1990). practices demonstrating task performance usually include information on work quantity and quality, work skills, and occupations (rotundo & sackett, 2002; campbell, 1990). iwp is thought to be a multidimensional concept (campbell, 1990; austin & villanova, 1992). however, its impact on employee behavior has recently received full attention beyond completing the task (rotundo & sackett, 2002; dalal, 2005; borman & motowidlo, 1993). additionally, several tools were developed to evaluate each individual worker’s performance (iwp). however, none of the available tools can now assess the relevant aspects of an individual’s work performance (koopmans, 2015). furthermore, the available tools were only designed for a certain population (for example, for specific occupations) (koopmans, 2014). as a result, the existing instruments, which include participants from many professions, cannot be widely implemented or used for research purposes. additionally, errors in psychometrics were discovered in the available instruments (appelbaum, roy, and gilliland, 2011). therefore, the individual work performance questionnaire (iwpq) is developed to overcome current tools’ drawbacks (koopmans, 2014). task performance (tp), contextual performance (cp), and counterproductive work behavior are the three metrics that make up the iwp, according to a purposeful audit (koopmans et al., 2011) and field testing of the iwpq (koopmans et al., 2012). (cwb). the first indicator is task performance (tp). task performance is the proficiency or ability to execute the job’s main or critical tasks (koopmans et al., 2011). this component includes the capacity to plan and arrange activities, maintain consistency, produce results, and operate efficiently. there are two ways to complete tasks: directly converting raw materials into finished products or indirectly converting raw materials into finished products. the second responsibility includes upkeep and maintenance tasks for the technical center. task performance is connected to the organization’s technical foundation. finally, task performance relates to teaching, a group of supervised work tasks that a teacher may do. instructional effectiveness, teacher-student engagement, and teaching significance are part of how well instructors do their tasks (cai & lin, 2006). the second indicator is contextual performance (cp). contextual performance can be described as additional actions and activities outside of the critical duties that enable the management, such as performing extra tasks, taking the initiative, taking on complex tasks, and improving knowledge and skills (koopmans et al., 2011). contextual performance differs from task performance in that its activities are not included in the job description (sonnentag et al., 2008). on the other hand, contextual performance implicitly fosters operational performance by fostering task performance. in addition, contextual success improves organizational effectiveness by influencing the psychological, social, and organizational job environments (motowidlo, 2003). individuals participate across contexts in a variety of areas, including (1) encouraging people to be more likely to conduct actions that contribute to organizational success, (2) improving the individual’s willingness to contribute to the organization, and (3) demonstrating an activity that influences the organization’s capital. the third indicator is counterproductive to work behavior (cwb). cwb applies to cooperative action in which workers are either unmotivated to comply or encouraged to transgress. cwb also implies that the employee is not inclined to adhere and is motivated to behave in opposition to agreed corporate standards. theft, deception, sabotage, absenteeism, physical aggression, and verbal aggression are examples of cwb actions. a significant difference between forms of deviance was whether the deviance was aimed or aimed at the organization (organizational deviance) or its participants (interpersonal deviance) (robinson & bennett, 1995). antisocial behavior, counterproductive behavior, dysfunctional behavior, and corporate misbehavior are all synonyms for cwb (sacket, 2002; bennett & robinson, 2000). cwb may also be a voluntary activity that breaks major organizational standards and endangers its wellbeing, employees, or both. possibility explanations are also given by social exchange theory and reciprocity theory. employees with low morale can use cwb to retaliate against their employees for creating an uncomfortable work environment. employees with poor employee commitment are unconcerned about losing their work and likely participate in activities that jeopardize their careers. job satisfaction. people’s views and feelings toward their jobs are referred to as job satisfaction. positive and significant attitudes about work indicate job satisfaction. work unhappiness manifests itself in negative and disgusting attitudes toward employment. (armstrong, https://journals.e-palli.com/home/index.php/ajmri pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 102-113, 2022 2006). the range of emotions and convictions people have about their current place of employment is called job satisfaction. people’s levels of job satisfaction might range from intense fulfillment to excruciating disappointment. people may have opinions about their employment generally, as well as specific aspects of such roles, such as the type of work they do, their coworkers, superiors, or subordinates, and their salary (george & jones, 2008). additionally, work satisfaction is a confusing and complex concept that means different things to different people. inspiration and job happiness are frequently linked, although the exact nature of this connection is uncertain. inspiration and fulfillment are not the same thing. job satisfaction significantly affects one’s attitude and psychological condition. for instance, it could be connected to a person’s subjective or objective sense of accomplishment (mullins, 2005). additionally, job satisfaction carries a significant psychological component. it is connected to a sense of personal well-being and productivity, but the latter has yielded inconclusive results. productivity benefited job satisfaction, and the correlation between job satisfaction and performance could not be proved with certainty. according to the research in the field, job satisfaction is also linked to management. the relationship with management staff is second in classifying the characteristics that determine professional fulfillment (bruce & blackburn, 1992). in addition, the variety of duties and responsibilities is a critical component in determining job satisfaction (sutter, 1994). in the same way, job satisfaction among teachers is a multifaceted concept that is a significant determinant of teacher motivation and thus a contributor to school effectiveness. moreover, it is a dynamic variable determined by situational work considerations and the individual’s dispositional characteristics. as a result, work satisfaction is an attitude toward one’s job that considers one’s emotions, values, and behaviors (munir & khatoon, 2015). teaching is a difficult and demanding profession. to sustain their enthusiasm, passion, and energy for teaching, teachers must remain committed to the profession with which they are normally associated (day, 2000). the fulfillment instructors feel while teaching and the connection between their needs and preferences are two factors that contribute to their work satisfaction (zambylas and papanastasiou 2004). teachers that are happy with their jobs are more committed to their students and the school. better enthusiasm and selfefficacy have also been seen in teachers with higher work satisfaction (motivations). these are crucial factors in determining teachers’ well-being, classroom behavior, and the educational, motivational, and emotional results of students (buric & moe, 2020). one of the key factors associated with teachers’ job satisfaction is their competence and performance as instructors, given the significance of motivation in improving teachers’ performance in the classroom. in addition, teaching satisfaction is determined by the assumed relationship between what one desires from one’s work and what one perceives teaching to give or imply. this teaching satisfaction is the end effect of teachers’ attitudinal and affective reactions (ho, au, 2006). teachers are delighted that their jobs positively impact achieving instructional goals. therefore, it is anticipated that a school with teachers who are happy in their jobs would provide qualified education and raise active students. ahmed, raheem, and jamal (2003) assessed 236 secondary school teachers’ job satisfaction. when male and female teachers were compared, female teachers were determined to be happier than male teachers. in addition, teachers at public schools reported being more satisfied than those in private schools. according to the research, occupational stress and position of influence on vocational teachers are not different by gender (gupta & sahu, 2009). according to the research, government school instructors who are experienced and married are happier than private school teachers (agarwal, 2004). however, it was also revealed that work satisfaction was unaffected by age or marital status. finally, the working conditions influence the quality of life of teachers. working conditions are defined by teachers having a secure, pleasant, and appreciative working environment, which is critical for the school to deliver high-quality education. teachers perform better when their work environment is positive and consistent with institutional practice (ye, 2016). good teachers, as previously stated, require a workplace that supports their endeavors in various ways to maintain their effective teaching and accomplish their best job with kids (berry, daughtrey & wieder, 2010). lack of such, instructors are hesitant to commit to schools because of the adverse effects of inadequate working conditions (ye, 2016; ladd, 2009). teachers who are happy with their jobs will make significant progress by working in a triangle with managers, teachers, and parents. poor teaching satisfaction is associated with job stress, including relational depression and low selfesteem (ho & au, 2006). correlation between variables. engagement at work is crucial for businesses because it impacts the bottom line (demerouti & cropanzano, 2010; macey &schneider, 2008). work engagement is positively correlated with financial results (xanthopoulou, bakker, demerouti, & schaufeli, 2009), supervisor-rated work performance (bakker & bal, 2010; halbesleben & wheeler, 2008), and customer happiness (salanova, agut, & peiró, 2005). however, personal and environmental factors can impact the link between job devotion and employee performance. individual-level personality traits, such as conscientiousness (demerouti, 2006), have been demonstrated to affect job performance and work engagement. moreover, work for engagement benefits staff and organizations when committed workers are likely to do https://journals.e-palli.com/home/index.php/ajmri pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 102-113, 2022 well (demerouti & cropanzano, 2010). positive feelings such as satisfaction, excitement, and passion account for better success by engaged workers than non-engaged workers (bakker & demerouti, 2008). employees must maintain flow or high commitment to tasks to ensure successful job results. however, high commitment does not always imply good job results. work engagement (bakker, demerouti & ten brummelhuishas, 2011) and flow experience (demerouti, 2006) does not increase in-role performance when people are not goal-oriented and diligent. it could be due to their involvement in activities other than the work duties that support the objectives of the business. according to one definition, job satisfaction refers to how employees feel about and enjoy their work. the more satisfied people are with their professions, the more the workplace accommodates their needs and ideals (abraham, 2012; papoutsis et al., 2014). employee engagement also mediates between hr procedures and employee happiness (sattar et al., 2015) furthermore, when leader-member interaction was encouraged, employee engagement and work happiness had a clear link, and job satisfaction acted as a moderator between employee engagement and organizational commitment. (lee & ok, 2017). employee work performance has long been a significant obstacle in corporate management and implementing successful methods to inspire workers to attain and produce higher job performance. at the same time, organizational productivity is still the primary goal of any company enterprise (lee & wu, 2011). however, the declining level of employee performance in organizations is quickly becoming a significant threat to the viability of colleges, which must be resolved immediately. employee success is thus thought to be essential for organizational development and profitability (ogbulafor, 2011). high-performance work systems are directly and indirectly connected to teachers’ in-role productivity and extra-role behavior through the mediation of job satisfaction. the relationship between employee work habits and highperformance job performance is mediated by the worklife balance (shen, j., benson, j. and huang, b. 2014). structural relationships between school culture, selfefficacy, work engagement, and job performance were examined in korean labor institutions. according to statistics, there was a positive correlation between work engagement and job performance, and instructors’ selfefficacy enhanced both variables. we also identified the moderating roles of self-efficacy and work engagement in the relationships between the school climate in workforce-education institutions and teacher job performance (shen, j., benson, j., and huang, b. 2014). furthermore, job satisfaction represents the enormity of optimism aligned with real incentives and benefits. most workers today are dissatisfied with their employment, which leads to unfavorable habits on the job, degrading their success potential and, as a result, their workplace environment (mowday, porter & steers, 2013). employers’ ability to understand staff retention, scheduling, and everyday obligations significantly affect employee productivity and performance. job satisfaction is a combination of likable and unlikable moods or behavior of an individual working on their work schedule, indicating that when they are working, they may have needs, wishes, and anticipations that determine their reason for being there (howard, 2009). work satisfaction and performance have been studied in various organizational contexts (judge, thoresen, bono & patton, 2001). the results are, however, often not definitive. for example, few studies have shown associations between work happiness and productivity (iaffaldano & muchinsky, 1985; kohli & deb, 2008). on the other hand, several research investigations of the literature on job satisfaction have demonstrated a connection between job satisfaction and job performance (mlyyuka, 2015; ogundele & olarewaju, 2014). the above-related literature pertains to the study’s variables: work engagement, individual work performance, and job satisfaction. the findings, readings, and studies included are related to the study. according to the statements, work engagement stresses vigor, dedication, and absorption, while individual work performance is measured by task performance, contextual task, and counterproductive work behavior. to sum it up, the cited works were in excessive help to unveil how work engagement, individual work performance, and job satisfaction were related. these would also serve as a support to the study’s presentation, results, and findings. methodology this study used a non-experimental quantitative design with the descriptive correlation research approach to collect data, ideas, facts, and information about the study. researchers gather data in non-experimental research without modifying or introducing treatments (gehle, 2013). the factors in this study were not changed, and the environment was not controlled. the descriptivecorrelation research design explains and analyzes what it is, revealing existing and non-existing circumstances and relationships (calderon, 2006; calmorin, 2007). furthermore, it is a fact-finding study that allows the researcher to analyze the study participants’ features, actions, and experiences (calmorin, 2007). the descriptive study assessed school heads’ transcendental leadership, accountability climate, and institutional productivity in kiblawan north and south district public elementary schools. this study is correlational since it investigated the relationship between work engagement, individual work performance, and job satisfaction, using the survey questionnaire to gather the primary data. the interest of the study is to investigate the relationship between work engagement and individual work performance; the relationship between work engagement and job satisfaction; the relationship between job satisfaction and individual work performance; and the mediating effect of job satisfaction on the relationship https://journals.e-palli.com/home/index.php/ajmri pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 102-113, 2022 between work engagement of public-school teachers and individual work performance of public school teachers in kiblawan north and south district. medgraph was employed in determining the mediation. results and discussion level of work engagement shown in table 1 is the level of work engagement. the standard deviation was less than 1.00, which means there is a consistency of responses among respondents. the overall mean score was 4.27 (sd = 0.43), labeled as very high. teachers’ level of work engagement on the following indicators was as follows: vigor has a mean score of 4.22 (sd=0.50), described as very high, dedication has a mean score of 4.50 (sd=0.46) with a descriptive level of very high, and absorption, obtained a mean score of 4.08 (sd=0.57), was labeled as high. the data revealed that the teachers as leaders had a very good command of work engagement in terms of vigor, indicating that teachers put energy, effort, and enthusiasm into their work to attain authoritative aims and goals. also, the data showed that work engagement in dedication is always manifested. table 1: level of work engagement indicators x̄ sd descriptive level vigor 4.22 0.50 very high dedication 4.50 0.46 very high absorption 4.08 0.57 high overall 4.27 0.43 very high this result indicates the respondents’ very high involvement in the task given; they are enthusiastic and proud of doing the job. lastly, teachers’ level of work engagement in absorption was high, which indicates that the respondents are highly focused and absorbed in their work, not minding the amount of time they are involved in the task. level of individual work performance the individual work performance is analyzed using three (3) indicators. the indicator task performance obtained a mean score of 4.34 (sd=0.50), while contextual performance obtained a mean score of 4.24 (sd=0.49), and the counterproductive performance obtained a mean score of 2.34 (sd=1.08). furthermore, the table shows an overall mean score of 3.64 (sd=0.48), which indicates that individual work performance is evident most of the time to the respondents. the result shows that the level of individual work performance for two indicators, task performance, and contextual performance, with a descriptive level of very high, are performed at all times. this result suggests that the respondents show a proficient ability to execute and are capable of performing additional activities and taking initiatives to improve their knowledge at all times. in contrast, counterproductive performance with a descriptive level of low indicates that the teachers are highly driven and are not likely to misbehave. also, the level of organizational culture in terms of table 2: level of individual work performance indicators x̄ sd descriptive level task performance 4.34 0.50 very high contextual performance 4.24 0.49 very high counterproductive performance 2.34 1.08 low overall 3.64 0.48 high contextual performance was very high, indicating that teachers can perform extra tasks, take the initiative, take on difficult tasks, and improve knowledge and skills. lastly, the data revealed that the respondents’ level of individual work performance in counterproductive performance was low. it showed that the teachers are highly driven and are not likely to misbehave. level of job satisfaction shown in table 3 is the level of job satisfaction of public elementary school teachers in davao del sur. the overall mean score was 3.56 (sd= 0.41), described as high. the result implies that job satisfaction is manifested or felt most of the time. particularly, the level of job satisfaction on the following items was as follows: teachers leading vocationally unsatisfied lives have a mean score of 2.37 (sd=1.24) in which the descriptive level is low; people giving me much respect when they know that i am a teacher has a mean score of 3.98 (sd=0.81) which means high; perhaps being better if i had joined some other profession has a mean score of 3.16 (sd=1.22) which means moderate; having a salary in teaching job is not keeping with my abilities and qualification has a mean score of 2.87 (sd=1.21) which means moderat; giving fresh opportunity for choosing a career, i will again, be choosing teaching has a mean of 4.05 (sd=0.99) which means high; believing that no profession is as good as teaching has a mean of 3.86 (sd=1.15) which means high, believing that teaching is boring because of repetition of similar work has a mean of 2.24 (sd=1.21) which means low, believing that the work of teachers is interesting because of variety of activities has a mean of 4.28 (sd=0.78) which means very high, believing that society appreciates teacher’s work has a mean of 4.02 (sd=0.87) which means high, believing that the teaching profession is one among the few noble professions has a mean of 4.50 (sd=0.74) which means very high, teaching profession is providing opportunities for satisfaction of my abilities and capacities has a mean of 4.38 (sd=0.68) which means very high, believing that economic condition of a teacher makes me dislike this profession has a mean of 2.72 (sd=1.27) which means moderate, controlling student is headache for me has a mean of 2.82 (sd=1.20) which means moderate, believing that kind treatment of teachers spoils the students has a mean of 3.29 (sd=1.1) which means moderate, being interested to attend seminars within https://journals.e-palli.com/home/index.php/ajmri pa ge 10 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 102-113, 2022 and outside the school has a mean of 4.17 (sd=0.73) which means high, having school authorities who are fair and impartial has a mean of 3.81 (sd=0.88) which means high, having teacher colleagues who are good and cooperative has a mean of 4.33 (sd=0.74) which means very high, always keeping track of my progress has a mean of 4.22 (sd=0.69) which means very high, sometimes feeling my job is meaningless has a mean of 2.21 (sd=1.22) which means low, and being satisfied with my chances of promotion has a mean of 3.96 (sd=0.84) which means high. it can be inferred that the respondents have high views about the teaching profession and see that educators are important assets to society. also, teachers believe that being in the profession of teaching provides growth opportunities. moreover, it can be gleaned that having a good working environment will lead to a high motivation to perform proficiently. furthermore, it can be inferred that appropriate review, table 3: level of job satisfaction items mean sd descriptive level teachers are leading vocationally unsatisfied lives. 2.37 1.24 low people give me much respect when they know that i am a teacher. 3.98 0.81 high perhaps being better if i had joined some other profession. 3.16 1.22 moderate having a salary in a teaching job is not in keeping with my abilities and qualification. 2.87 1.21 moderate given a fresh opportunity for choosing a career, i will again be choosing teaching. 4.05 0.99 high believing that no profession is as good as teaching. 3.86 1.15 high believe that teaching is boring because of the repetition of similar work. 2.24 1.21 low believing that the work of teachers is interesting because of the variety of activities. 4.28 0.78 very high believing that society appreciates teachers' work. 4.02 0.87 high believing that the teaching profession is one of the few noble professions. 4.50 0.74 very high the teaching profession provides opportunities for the satisfaction of my abilities and capacities. 4.38 0.68 very high believing that the economic condition of a teacher makes me dislike this profession. 2.72 1.27 moderate controlling students is a headache for me. 2.82 1.20 moderate believing that kind of treatment of teachers spoils the students. 3.29 1.11 moderate being interested in attending seminars within and outside the school. 4.17 0.73 high having school authorities who are fair and impartial. 3.81 0.88 high having teacher colleagues who are good and cooperative. 4.33 0.74 very high always keeping track of my progress. 4.22 0.69 very high sometimes feeling my job is meaningless. 2.21 1.22 low being satisfied with my chances of promotion. 3.96 0.84 high overall 3.56 0.41 high monitoring, and evaluation processes are evident. the teachers can recognize their impact on group dynamics, thus, establishing effective working relationships with other schoolteachers, parents, and community members. correlations between work engagement and job satisfaction reflected in table 4 were the test results on the relationship between work engagement and job satisfaction. as shown in table 4, the indicators of work engagement are positively correlated to job satisfaction. the result shows an overall r-value of .438 with a p-value of <0.05, thus, signifying the rejection of the null hypothesis. it means a significant relationship between job satisfaction and work engagement. distinctively, the result reveals that all indicators of work engagement are positively correlated to job satisfaction since the p-value is <0.05 and the overall r-value is .366 for vigor, 0.262 for dedication, and 0.470 for absorption. data shows the positive association between the two variables. table 4: significance of the relationship between the work engagement and job satisfaction work engagement job satisfaction overall vigor 0.366* (0.000) dedication 0.262* (0.000) absorption 0.470* (0.000) overall 0.438* (0.000) *significant at 0.05 significance level. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 102-113, 2022 correlations between job satisfaction and individual work performance shown in table 5 were the test results on the relationship between individual work performance and job satisfaction. as indicated in the hypothesis, the relationship was tested at a 0.05 level of significance. in the indicator task performance, data shows that it is positively correlated with job satisfaction. the r-value is 0.388 with a p-value of <0.05. this result shows that task performance is a large part of job satisfaction. being satisfied in a job requires an ability to do proficiently at the given task. likewise, the other contextual performance indicator has an r-value of 0.426 with a p-value of <0.05. the result shows that contextual performance is positively associated with job satisfaction. furthermore, the result implies that taking the initiative in the tasks is a big part of achieving teachers’ job satisfaction. lastly, the counterproductive performance also positively correlated to job satisfaction with an r-value of 0.487 with a p-value of <0.05. this further means that counterproductive performance showed a high relationship with job satisfaction. table 5: significance of the relationship between the job satisfaction and individual work performance job satisfaction individual work performance task performance contextual performance counterproductive performance overall overall 0.388* (0.000) 0.426* (0.000) 0.487* (0.000) 0.646* (0.000) *significant at 0.05 significance level. the overall result reflects that organizational culture positively correlates to job satisfaction with an overall r-value of 0.646 with a p-value of <0.05. hence, the null hypothesis, which states no significant relationship between individual work performance and job satisfaction, is rejected. correlations between work engagement and individual work performance displayed in table 6 were the test results of the relationship between work engagement and individual work performance. reflected in the hypothesis, the relationship was tested at a 0.05 level of significance. the overall r-value of 0.516 with a p-value of <0.05 signified the rejection of the null hypothesis. it means a significant relationship between transformational leadership and organizational culture. this result implies that the teachers’ work engagement is correlated with individual work performance. results reveal that all work engagement indicators positively correlate to organizational culture since the p-value is <0.05. the overall r-value is 0.432 for vigor, 0.354 for dedication, and .234 for absorption. data shows the positive association between the two variables. table 6: significance of the relationship between the work engagement and individual work performance work engagement individual work performance task performance contextual performance counterproductive performance overall vigor 0.680*(0.000) 0.701*(0.000) -0.056(0.327) 0.432*(0.000) dedication 0.669*(0.000) 0.655*(0.000) -0.134*(0.018) 0.354*(0.000) absorption 0.555*(0.000) 0.642*(0.000) 0.140*(0.013) 0.516*(0.000) overall 0.739*(0.000) 0.780*(0.000) -0.007(0.904) 0.516*(0.000) *significant at 0.05 significance level. specifically, in the counterproductive performance indicator, data show a low positive correlation with job satisfaction because its computed r-value is close to zero, which is -.007 with a p-value of ˃0.05. the p-value result means that there is no relationship between the respondents’ counterproductive work engagement and individual work performance; individual work performance does not need counterproductive measures in work engagement. nevertheless, the other indicator, task performance, has an r-value of .739 with a p-value <0.05. this result shows that task performance is positively associated with individual work performance. lastly, contextual performance got an r-value of .780 with a p-value <0.05, which shows that contextual performance is necessary for individual work performance. on the mediating effect of job satisfaction shown in table 7 is the path analysis of the mediating effect of job satisfaction on the relationship between work engagement and individual work performance. the data obtained in this table were results after conducting the spss amos. this table presents the direct effect of work engagement on job satisfaction, job satisfaction on individual work performance, and work engagement on individual work performance. work engagement and job satisfaction is the path a coefficient with an unstandardized regression coefficient of 0.418, standardized regression coefficient of 0.438, se of 0.049, and a probability value less than 0.05. below the significance level of 0.05 implies that these two variables have a significant relationship. a https://journals.e-palli.com/home/index.php/ajmri pa ge 11 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 102-113, 2022 table 7: mediating effect: path analysis (partial mediation) path estimates se cr. p unstandardized standardized we js 0.418 0.438 0.049 8.596 *** js iwp 0.598 0.519 0.052 11.473 *** we-iwp 0.317 0.289 0.050 6.378 *** low or small standard error means that the estimate is more precise than a higher standard error. besides, the effect size or the impact of work engagement on job satisfaction is 42%, which completely disavows the null hypothesis. furthermore, the path b relationship between job satisfaction and individual work performance analysis shows an unstandardized regression coefficient of 0.598, a standardized regression coefficient of 0.519, an se of 0.052, and a p-value less than 0.05. this result implies a strong relationship between the two variables. therefore, we can conclude that job satisfaction and individual work performance have a significant relationship. moreover, the effect size of job satisfaction on organizational culture is 60%. and lastly, the patch c coefficient shows the effect size of work engagement on individual work performance. the data result has an unstandardized regression coefficient of 0.317 or 32% efficacy, a standardized regression coefficient of .289; the computed standard error is 0.050, and a p-value less than 0.05, which shows a significant relationship between the in. this result supports the assumption that work engagement is associated with individual work performance. in addition, figure 2 depicts the result of the mediating effect computation. it shows the effect size of path correlation coefficients of the three variables used in this study. at the 0.05 level, the route analysis gave a p-value of less than 0.05, which is significant. x =work engagement (we) y = individual work performance (iwp) m = job satisfaction (js) conclusions based on the study’s findings, the following conclusions are drawn. first, there is compelling evidence that the null hypotheses should be rejected in favor of the alternative hypotheses. furthermore, respondent public school teachers reported high levels of work engagement, individual work performance, and job satisfaction. the study also discovered a high link between work engagement and individual work performance among public school teachers. similarly, there is a link between work engagement and job satisfaction. furthermore, there is a high correlation between job satisfaction and individual job performance. lastly, the study’s findings imply that job satisfaction influences and partially mediates the relationship between work engagement and individual work performance. rather than a straightforward cause-and-effect relationship between work engagement and individual work performance, the findings demonstrated that the former influences job satisfaction, which affects the latter. references agarwal, u. a. 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(2004). job satisfaction among school teachers in cyprus. journal of educational administration. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 am. j. multidis. res. innov. 1(1) 1-8, 2022 the american journal of multidisciplinary research and innovation (ajmri) is a blind peer-reviewed journal, aims to publish the article(s) immediately after submission of the corrected version by the author. the journal publishes articles that include those containing substantially supported theories, innovative works, substantial experimental results, and/ or containing useful and constructive discussions or reviews standardized to regional or international acceptance. the ajmri reviews papers within approximately one month of submission and publishes accepted articles on the internet immediately upon receiving the final versions. published media: issn: 2158-8155 (online) frequency: 3 issues per year area of publication: science, engineering, physical sciences, arts & humanities, engineering, social science, language, and education. editorial team dr. a. k. m. ahasanul haque, professor, faculty of economics and management sciences (kenms) international islamic university malaysia (iium)malaysia prof. dr. myint thuzar, yezin agricultural university (yau), myanmar dr. sejuti mondal, department of agricultural sciences, texas state university, usa professor steve ryan, department of english, southern states university, usa professor dr. wael al-aghbari, university president, international university of technology twintech – iutt, yemen dr. parvez anwar, associate professor, civil engineering, university nottingham, malaysia dr. mohammed ashikur rahman, department of computer science, university of south asia, bangladesh dr. sandra milena camargo silva, materials engineering, pedagogical and technological university of colombia, colombia dr. marhanum che mohd salleh, associate professor, faculty of economics and management sciences (kenms), international islamic university malaysia (iium), malaysia dr. nida jafri, consultant, green empowerment, portland, usa dr. md. sohel rana, associate professor, department of mathematical and physical sciences, east west university, bangladesh dr. hafizah hammad ahmad khan, faculty of business & management, universiti teknologi mara, kedah, malaysia avegale c. acosta, department of psychology, school of social sciences, ateneo de manila university, philippines mrs. safeena beevi. s.s, associate professor jn medical college, college of nursing aligarh muslim university uttar pradesh, india dr. sun xi, associate professor, department of parasitology, zhongshan medical college, sun yat-sen university, guangzhou, china dr. noha essam khamis, associate professor, faculty of applied sciences and arts, german university in cairo (guc), egypt ar. sajal chowdhury, department of architecture, chittagong university of engineering & technology (cuet), bangladesh contact: american journal of multidisciplinary research and innovation (ajmri) e-palli llc address: 2055 limestone rd ste 200c, zip code: 19808, wilmington, delaware, usa email: ajmri@e-palli.com phone: +1 3024070506 url: https://journals.e-palli.com/home/index.php/ajmri pa ge 1 american journal of multidisciplinary research and innovation (ajmri) forecasting tomato variety for different seasons and regions of bangladesh hospital nur saida yasmin1, mohammad ali1, mahbub robbani1, md. mijanur rahman rajib2* volume. 1 issue. 1 year 2022, issn: 2158-8155 (online), doi: https://doi.org/10.54536/ajmri.v1i1.156 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: 04 february 2022 accepted: 24 february 2022 published: 26 february 2022 centre”, of patuakhali science and technology university, to find out suitable temperature, variety for winter season and promising heat tolerant variety for summer season in different regions of bangladesh. the experiment comprised of ten varieties of tomato namely, bari tomato 2 (roton), bari tomato 3, bari tomato 9 (lalima), bari tomato 14, surakkha, bari hybrid tomato 5, bari hybrid tomato 6, mintoo tomato (lal teer seed ltd.), tidy tomato (metal seed ltd.) and roma vf (aci seed ltd) and three temperature conditions viz., normal temperature (10-20°c), medium temperature (21-25°c) and high temperature (2635°c). a total of 30 treatment combinations with three replications were arranged into the pots. both different temperature conditions, varieties of tomato independently and also in combination showed significant influence on different parameters of tomato plant. medium temperature was noticed for healthy growth and flowering but not for higher yield and yield traits. variety engaged in vegetative acceleration (tidy, bari tomato 3), did not convalesced yield and yield attributes. the results indicated the higher heat tolerance ability of bari tomato 2 and lower tolerance ability of variety mintoo. therefore, bari tomato 2 might be recommend for all seasons and regions of bangladesh. meanwhile, variety mintoo might be recommended only for winter and for northern region whereas roma vf and bari tomato 3 for middle-southern region during autumn seasons of bangladesh. introduction tomato (lycopersicon esculentum mill.) belongs to the family solanaceae and is normally a self-pollinated annual crop. tomato is a universally known vegetable and is one of the widest grown vegetables in the world and ranked third in respect of vegetable production in the world next to potato and sweet potato (hossain et al., 2010). according to guan et al. (2018), fao (2017) claimed to produced 170 million tons fresh and processed tomato globally in 2014. among the vegetables tomato is important for vitamin a, c and minerals (islam, 1996). nutritive elements are almost double compared to apple which proved superiority in regard to food values (barman, 2007). due to its phytonutrients mainly antioxidant elements such as lycopene and β carotene, it prevents cancer and many human diseases (hossain & abdullah, 2015; islam et al., 2021). it occupies an area of 0.15 million hectares with annual production of about 0.60 million tons in bangladesh (bbs, 2011). although the total cultivated area and production of tomato in our country have been increased gradually over the last few years, the productivity is still very low (9.4 t/ha) compared to the average yield (26.29 t/ha) of the world (fao, 2002; mazed et al., 2015). although tomato can grow under a wide range of climatic conditions, but sensitive to a number of environmental stresses, especially extreme temperature, drought, salinity and inadequate moisture stresses (kalloo, 1993). they are also extremely sensitive to hot and wet growing condition, limiting its adaptation in humid tropics, the weather which prevails in the summer-rainy season of bangladesh (zaman et al., keywords tomato, variety, season, region, yield 2006). fruit setting in tomato is reportedly interrupted at temperature above 26/20º c day/night, respectively and is often completely arrested above 38/27º c day/ night (ei-ahmadi & stevens, 1979; kuo et al., 1979 and stevens and rudich, 1978). consequently, flower abortion and frequent fruits drop causes very poor yield of tomato (nahir & ullah, 2012). for optimum fruit setting, tomato requires a night temperature of 15 to 20ºc (charles & harris,1972; schaible, 1962; verkerk, 1955; osborne & went, 1953; went, 1944 & 1945). the optimum condition for fruit setting in bangladesh is only available in winter season (november to february), but best growing areas are chittagong, comilla and rajshahi (hossain & abdulla, 2015). this mentioned uneven temperature condition (low in northern and high in southern region) within the season at different region of bangladesh. bangladesh agricultural research institute (bari) has released 21 open-pollinated (op) and 11 hybrid tomato varieties so far (islam et al. 2021). simultaneously various seed companies are also providing different varieties from their farm and through import abroad. the asian vegetable research and development center (avrdc) and bari began its tomato improvement program for the tropics and already succeeded to develop some heat tolerant open pollinated (op) tomato varieties. performance trials for prophecy of these varieties for different seasons and regions are badly needed to get best yield and economic return in bangladesh. but limited efforts have been employed so far to endorse best variety for particular season and region for bangladesh. therefore, the proposed study has been undertaken to generate information of different 1 department of horticulture, patuakhali science and technology university, bangladesh 2 department of horticulture, bangabandhu sheikh mujibur rahman agricultural university, bangladesh * corresponding author’s email: mmrrajib@bsmrau.edu.bd pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 1-8, 2022 varieties under various growing temperatures and to fulfill the objectives: (1) to evaluate morpho-physiological and biochemical characteristics under optimum and high temperature condition, (2) to predict suitable variety for particular region of bangladesh and (3) to ascertain heat tolerant tomato variety for summer season in bangladesh. materials and methods the experiment was carried out at the horticultural nursery and germplasm center”, of patuakhali science and technology university, patuakhali during winter from october to march. geographically the experimental area is located at 20°20’’ n latitude and 90°20’’ e longitude. it belongs to the agro ecological zones 13 (aez-13) named ganges tidal flood plain soils of clay loam in texture (undp and fao, 1988) with ph 8.0. this area belongs to southern region of bangladesh having medium low temperature and low rainfall with high humidity from october to february. the experiment consisted of two factors including one different levels of temperature conditions viz., normal temperature (10-20º c), medium temperature (21-25º c), and high temperature (26-35º c) and ten tomato varieties namely, bari tomato 2 (roton), bari tomato 3, bari tomato 9 (lalima), bari tomato 14, surakkha, bari hybrid tomato 5, bari hybrid tomato 6, mintoo tomato (lal teer seed ltd.), tidy tomato (metal seed ltd.) and roma vf (aci seed ltd). the two-factor experiment was laid out in split plot design replicating each treatment three times. each replication consists of 30 (10 × 3) pots. the seedlings of ten tomato varieties were raised in ten distinct seed beds of 3 m × 1 m size under special cares. healthy seedlings of 30 days -¬¬¬¬aged uniform size were transplanted from seedbed to the experimental pots on mid november. pots were arranged maintaining 60 cm × 60 cm plant spacing. manures and fertilizers were applied according to the recommendation guide bari, 2004 and were calculated for each pot considering the dose of 1 hectare soil at the depth of 20 cm, one million kg. by this way, each pot was filled with 10 kg soils and 100 g well decomposed cowdung + 5 g of urea + 4 g of tsp (triple super phosphate) + 3 g of mop (muriate of potash). different intercultural operations along with irrigation and pest control were taken when necessary. data were collected on different parameter such as plant height, branch per plant, cluster per plant, flower per cluster, fruit per cluster, fruit per plant, fruit weight per plant, total chlorophyll content and yield per hectare. the collected data representing growth, yield traits and yield were analyzed statistically to obtain the level of significance following the analysis of variance (anova) technique by “f” variance test. the mean differences were compared by duncan’s multiple range test (dmrt) at 5% level of probability (gomez and gomez, 1984) using the statistical computer package program, mstat-c (russell, 1986). determination of chlorophyll content in leaves fresh leaf of 0.5 g was taken (60 days after transplanting), grinded and made into paste. then it was taken in centrifuge tube and diluted with 4 ml (80%) acetone and centrifuged at 3000 rpm for 10 minutes and made volume up to 20 ml with 80% acetone. the centrifuged sample was incubated in darkness for 30 minutes. finally, the reading was taken at 645 nm with the use of uv-vis spectrophotometer and expressed as mgg-1 fw (arnon, 1949). calculation: the formula for computing total chlorophyll, chlorophyll-a and chlorophyll-b were total chlorophyll = (20.2 x d645 + 8.20 x d663) x df chlorophyll-a = (12.7 x d663 2.69 x d645) x df chlorophyll-b = (22.9 x d645 – 4.68 x d663) x df where, d645 = absorbance at 645 nm wave length d663 = absorbance at 663 nm wave length 20.2, 8.02, 12.7, 2.69, 22.9 and 4.68 = absorbance coefficient df = dilution factor = (200/1000) x 0.05 results and discussion main effect of different temperature conditions different temperature conditions had highly significant effect on plant height, branch per plant, cluster per plant, flower per cluster, fruit per cluster, fruit per plant, fruit weight per plant and yield per hectare at different days after transplanting. it was observed that the highest plant height (86.43cm) was obtained from the normal temperature and the shortest plant height (81.53cm) was recorded from the high temperature (figure 1a). the maximum number of branch per plant (11.3) was recorded from medium temperature, whereas the lowest number of branch (9.37) was recorded from normal temperature (figure 1b). the maximum number of cluster per plant (9.07) was obtained from the medium temperature. the minimum cluster number per plant (8.40) was obtained from normal temperature. flower number decreased at normal temperature. the lowest flower number per cluster (5.44) was counted from normal temperature while, the highest flower number per cluster (7.05) was recorded from medium temperature. the lowest number of fruit per cluster (3.43) was obtained from high temperature and the highest number of fruit per cluster (4.08) was obtained from normal temperature (table 1). the normal temperature produced the maximum number of fruit per plant (33.90) while the high temperature produced the minimum number of fruit per plant (30.30). consequently, normal temperature condition produced the maximum yield (62.86 t/ha), whereas high temperature produced the minimum (44.51 t/ha) yield (figure 1d). the treatment medium temperature produced the highest total chlorophyll in leaves (1.13 mg/gfw), whereas high temperature produced the lowest (1.04 mg/gfw) total chlorophyll content in leaves. above results indicated that medium temperature (21-250 c) was suitable for photosynthetic activity, branching and flowering, while comparatively lower temperature (10-200 c) imposed to higher plant height subsequently increased fruit setting lowering the flower and fruit abortion. pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 1-8, 2022 figure 1. effect of different temperature conditions on the growth and yield of tomato (the vertical bars represent the level of significant at 0.05). figure 2. effect of different varieties on the growth and yield of tomato (the vertical bars represent the level of significant at 0.05). pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 1-8, 2022 eventually the higher yield of tomato was obtained from lower normal temperature. these confirmed that tomato is low to medium temperature loving plant hewitt & curtis (1948) observed reduced photosynthesis with higher respiration and carbohydrate depletion causing reduced flowering at temperatures above 35°c. at higher temperature saito & ito (1967) and khalequzzaman (1996) reported smaller flower size with small anthers and abortive pollen, while sawhney & polowick (1985) reported that fruits were larger at low temperature than high temperature fruits. main effects of variety different varieties also had highly significant effect on plant height, branch per plant, cluster per plant, flower per cluster, fruit per cluster, fruit per plant, fruit weight per plant, yield per hectare and chlorophyll content. the highest plant height (104.4 cm) was recorded from the variety tidy (figure 2a). however, the lowest plant height (76.56 cm) was recorded from the variety bari tomato 9. the variety bari tomato 3 produced the maximum branch per plant (12.78), whereas the variety mintoo produced the minimum number of branches per plant (9.00) (figure 2b). the variety mintoo produced the highest number of cluster per plant (10.89) and variety bari tomato 2 produced the second highest number of cluster per plant (9.33). the lowest number of cluster per plant (5.89) was recorded from the variety bari tomato 14. table 1. main effect of different temperatures and varieties on the yield and yield traits of tomato plant treatments number of cluster per plant number of flower per cluster number of fruit per cluster number of fruit per plant chlorophyll a (mg g-1 fw) chlorophyll b (mg g-1 fw) total chlorophyll (mg g-1 fw) different temperature conditions t1 8.40 b 5.44 b 4.08 a 33.90 a 0.92 b 0.24 b 1.08 b t2 9.07 a 7.05a 3.62 b 31.50 b 0.94 a 0.26 a 1.13 a t3 8.90 a 5.60 b 3.43 b 30.30 c 0.87 c 0.20 c 1.04 c level of significance ** * ** ** ** ** ** cv % 14.68 8.42 12.48 4.31 2.63 4.74 1.83 lsd (0.05) 0.32 1.01 0.27 1.13 0.02 0.01 0.01 varieties v1 9.33 b 5.54 de 3.87 ab 35.33 ab 1.00 a 0.25 a 1.23 a v2 9.44 b 5.75 cde 3.47 bc 32.00 d 0.90 cd 0.22 c 1.08 de v3 9.00 bc 5.59 de 3.32 c 29.44 e 0.90 cd 0.21 d 1.083 d v4 5.89 d 6.00 bcd 3.83 ab 22.33 f 0.97 b 0.25 a 1.15 b v5 7.89 c 6.46 ab 4.28 a 33.44 c 0.85 e 0.23 c 0.99 g v6 7.89 c 6.31 ab 4.08 a 31.89 d 0.85 e 0.21 d 1.01 f v7 10.2 ab 6.17 abc 3.30 c 33.33 c 0.90 cd 0.22 c 1.06 e v8 10.89 a 6.44 ab 3.17 c 34.11 bc 0.89 d 0.22 c 1.07 de v9 9.56 b 5.43 e 3.79 ab 36.00 a 0.92 cd 0.24 b 1.08 de v10 7.78 c 6.58 a 4.03 a 31.11 d 0.93 c 0.25 a 1.11 c level of significance ** ** ** ** ** ** ** cv % 14.68 8.42 12.48 4.31 2.63 4.74 1.83 lsd (0.05) 1.22 0.48 0.44 1.30 0.03 0.01 0.02 note: different temperature conditions t1: normal temperature (10-20°c) t2 : medium temperature (21-25°c) t3 : high temperature (26-30°c) variety v1 : bari tomato 2 (roton) v2 : bari tomato 3 v3 : bari tomato 9 (lalima ) v4 : bari tomato 14 v5 : surakkha v6 : bari hybrid tomato 5 v7 : bari hybrid tomato 6 v8 : mintoo (lal teer seed ltd) v9 : tidy (metal seed ltd.) v10 : roma vf ((aci seed ltd.) lsd (0.05) : significant at 5% level of probability (*) lsd (0.01) : significant at 1% level of probability (**) ns : not significant pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 1-8, 2022 the variety roma vf produced the maximum flower number per cluster (6.58) whereas the variety tidy produced the minimum number of flower (5.43) per cluster (table 6). the variety surakha gave the highest number of fruit per cluster (4.28), which was statistically identical to variety bari tomato 2 (3.87), whereas the variety mintoo produced the lowest number of fruits per cluster (3.17) (table 6). the variety tidy tomato produced the maximum number of fruit per plant (36.00), while the minimum number of fruit per plant (22.33) was recorded from the variety bari tomato 14 (table 1). the variety bari tomato 2 gave the highest yield (2.06 kg/plant and 57.06 t/ha), while bari tomato 3 and roma vf were also promising. however, the variety surokkha and tidy were performed poor in respect of yield along with the variety bari hybrid tomato 5 (1.76 kg/plant and 49.10 t/ ha) (figure 2c&d). moreover, the variety bari tomato 2 produced the highest total chlorophyll in leaves (1.23 mg/gfw), whereas the variety bari hybrid tomato 5 produced the lowest (0.99 mg/gfw) total chlorophyll in leaves. (table 1). variety tidy was involved in vegetative growth (plant height) but failed to provide desired yield, while fruit abortion was minimum in tidy and maximum in mintoo. although the variety surokkha gave higher fruit/cluster but also failed to yield may be due to the smaller sized fruits. therefore, varieties bari tomato 2 &3, roma vf and tidy might be promising to cultivate in many regions of bangladesh. yield of bari tomato 2 (roton) was also reported up to 66.86 t/ha during winter season at central region of bangladesh (medium temperature) by mazed et al. (2015). several authors also cited growth, yield and yield traits differenced due to genotypic diversity (rana & kalloo,1989; phookan & shadeque, 1995; phookan et al., 1998). interaction effect of different temperatures and varieties interaction effect between different temperature conditions and varieties was significant in respect of growth and yield traits. results indicated (figure 3a&b) that comparatively medium temperature influenced the growth parameters. the longest plant height (105.3 cm) and the highest number of branches (14.00) were obtained from the treatment combination of medium temperature × tidy and bari tomato 3, respectively. both low and high temperature conditions hampered the vegetative growth (fleisher et al., 2006) and this fact also exposed by sawant (2021) who mentioned ideal temperature 20250 c for plant growth and develop fruit color. however, shortest plant height (70.33 cm) was obtained from the treatment combination of high temperature × bari tomato 9 and whereas the lowest number of branch (7.67) was recorded from the treatment combination of normal temperature × mintoo at 105 dat. there was found not significant interaction effect between different temperature conditions and varieties in respect of number of cluster per plant, number of fruit per cluster and number of fruit per plant (table 2). however, still cluster per plant was higher in medium temperature compare to low and high but fruit setting per cluster and per plant were higher in lower/normal temperature which indicated higher fruit abortion due to temperature above 200 c. the highest number of flower per cluster (8.33) was recorded from the treatment combination of medium temperature x mintoo. on the other hand, the lowest number of flower per cluster (5.00) was obtained from the variety tidy × high temperature (table 2). these results corroborate with lohas & peat (1998) who reported similar vulnerable flower and fruit setting at high temperature. the highest total chlorophyll in leaves (1.29 mg/gfw) was found in medium temperature × bari tomato 2, whereas the treatment combination high temperature × bari hybrid tomato 5 and high temperature × tidy produced the lowest total chlorophyll (0.99 mg/gfw) in leaves (table 2). however, total chlorophyll in leaves deteriorated with increase of temperature from medium to high but the variety bari tomato 2 also performed highest in this respect leaf chlorophyll content (1.16 mg/ gfw) when grown under high temperature condition. this indicated that variety bari tomato 2 had highest resistance to heat. although variety tidy, mintoo and bari tomato 2 were promising in all temperature conditions but tidy did not provide yield better. in normal/low temperature conditions the variety mintoo gave the highest yield (66.68 t/ha), while variety bari tomato 2 (65.50 t/ha) was identical. reversely, the lowest fruit weight per plant (40.23 t/ha) was found from the variety mintoo in the high temperature but the variety bari tomato 2 provided the highest yield (49.39 t/ha) this time. bari tomato 2 also afforded higher yield in medium temperature, where roma vf and bari tomato 3 were also closely associated. these results indicated the higher heat tolerance ability of bari tomato 2 and lower tolerance ability of variety mintoo. pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 1-8, 2022 table 2. interaction effect of different temperatures and varieties on the yield and yield components of tomato plant treatments number of cluster per plant number of flower per cluster number of fruit per cluster number of fruit per plant chlorophyll a (mg g-1 fw) chlorophyll b (mg g-1 fw) total chlorophyll (mg g-1 fw) t1v1 9.00 5.18 hij 4.11 36.67 1.01 ab 0.26 cde 1.23 b t1v2 8.67 5.25 g-j 3.93 34.00 0.87 fgh 0.21 lmn 1.03 gh t1v3 8.33 5.33 g-j 3.72 31.00 0.87 fgh 0.23 i-l 1.08 f t1v4 5.67 5.50 g-j 4.20 23.67 0.97 a-d 0.26 cde 1.15 d t1v5 7.67 5.80 f-j 4.71 36.00 0.85 ghi 0.21 k-m 0.97 j t1v6 7.67 5.50 g-j 4.43 33.67 0.89 efg 0.23 h-k 1.01 ghi t1v7 10.00 5.50 g-j 3.63 36.33 0.98 a-d 0.25 def 1.12 e t1v8 10.33 5.67 g-j 3.48 36.00 0.92 def 0.23 i-l 1.08 f t1v9 9.33 5.11 j 4.15 38.67 0.95 bcd 0.24 e-h 1.07 f t1v10 7.33 5.50 g-j 4.51 33.00 0.95 bcd 0.25 efg 1.11 ef t2v1 9.67 5.93 f-j 3.96 35.33 1.03 a 0.29 a 1.29 a t2v2 10.00 7.00 cde 3.41 32.00 0.99 abc 0.27 b-e 1.19 cd t2v3 9.33 6.26 efg 3.18 29.33 0.97 a-d 0.26 cde 1.16 cd t2v4 6.00 6.73 def 3.67 22.00 0.99 ab 0.28 abc 1.17 cd t2v5 8.00 7.67 abc 4.13 32.67 0.89 efg 0.29 a 1.00 ghi t2v6 8.00 7.28 bcd 3.95 31.33 0.81 i 0.20 mn 0.99 ij t2v7 10.67 7.00 cde 3.32 32.33 0.87 e-h 0.21 j-m 1.04 g t2v8 11.33 8.33 a 3.04 33.67 0.93 cde 0.23 g-j 1.12 e t2v9 9.67 6.18 e-h 3.73 35.67 0.96 bcd 0.27 a-d 1.17 cd t2v10 8.00 8.04 ab 3.87 30.67 0.98 a-d 0.28 ab 1.20 bc t3v1 9.33 5.50 g-j 3.53 34.00 0.98 a-d 0.22 i-m 1.16 cd t3v2 9.67 5.00 j 3.08 30.00 0.84 ghi 0.20 mno 1.01 ghi t3v3 9.33 5.16 ij 3.06 28.00 0.87 f-i 0.14 p 1.01 ghi t3v4 6.00 5.78 f-j 3.62 21.33 0.96 bcd 0.22 i-m 1.12 e t3v5 8.00 5.90 f-j 3.99 31.67 0.82 hi 0.19 no 0.99 ij t3v6 8.00 6.14 e-i 3.87 30.67 0.84 ghi 0.18 o 1.04 g t3v7 10.00 6.00 f-j 2.95 31.33 0.86 ghi 0.20 mno 1.02 ghi t3v8 11.00 5.33 g-j 2.98 32.67 0.82 hi 0.21 j-m 1.01 ghi t3v9 9.67 5.00 j 3.51 33.67 0.86 ghi 0.21 k-n 0.99 hij t3v10 8.00 6.19 e-h 3.73 29.67 0.86 f-i 0.24 f-i 1.03 gh level of significance ns * ns ns ** ** ** cv % 14.68 8.42 12.48 4.31 2.63 4.74 1.83 lsd (0.05) 2.11 0.83 0.76 2.25 0.05 0.02 0.03 note different temperature conditions t1: normal temperature (10-20°c) t2 : medium temperature (21-25°c) t3 : high temperature (26-30°c) variety v1 : bari tomato 2 (roton) v2 : bari tomato 3 v3 : bari tomato 9 (lalima ) v4 : bari tomato 14 v5 : surakkha v6 : bari hybrid tomato 5 v7 : bari hybrid tomato 6 v8 : mintoo (lal teer seed ltd) v9 : tidy (metal seed ltd.) v10 : roma vf (ci seed ltd.) lsd (0.05) : significant at 5% level of probability (*) lsd (0.01) : significant at 1% level of probability (**) ns : not significant pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 1-8, 2022 conclusion almost all the studied parameters responded negatively at higher temperature (26-350 c). medium temperature (21250 c) was favorable for tomato growth and flowering but flower and fruit abortion were higher. successful yield and yield traits required comparatively low temperature (10-200 c) during fruit setting. bari tomato 2 (roton) performed better yield and yield attributes under lowhigh temperature conditions, while variety mintoo performed only under lower or normal temperature. variety roma vf and bari tomato 3 also performed closely along with bari tomato 2 when grown under medium temperature. therefore, bari tomato 2 might be recommend for all seasons and regions of bangladesh. meanwhile, variety mintoo might be recommended only for winter and for northern region whereas roma vf and bari tomato 3 for middle-southern region during autumn seasons of bangladesh. maintaining different temperature conditions in the field was very challenging and suspicious to be accurate. further studies and regional trails with more varieties are suggested to detect the most suitable condition of temperature and variety for higher production of tomato for different seasons and regions of bangladesh. these results will also help to conduct research in different part of the world along with avrdc varieties and genotypes. references bari (bangladesh agricultural research institute). 2004. a handbook of agricultural technology. joydebpur, gazipur, bangladesh. barman, s. c. 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(2002). fao production year book, basic data branch, statistics division, fao, rome, italy. 56: 142-144. fisher, d. h., logerndra, l. s., moraru, c. m., both, a. j., cavazzonia, j., gianfangna, t., lee, t. c., & janes, h. w. (2006). effect of temperature perturbations on tomato (lycopersicon esculentum mill.) quality and production scheduling. journal of horticultural figure 3. interaction effect of different temperatures and varieties on the growth and yield of tomato (the vertical bars represent the level of significant at 0.05). pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 1-8, 2022 science & biotechnology, 81, 1, 125–131. gomez, k. a., & gomez, a. a. (1984). statistical procedures for agricultural research (2nd ed.). john willey and sons. new york. pp. 207-215. guan, z., biswas, t., & wu, f. 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(2006). production potentiality of summer tomato in jamalpur region. international journal of sustainable crop production, 1, 2, 12-15. pa ge 1 pa ge 16 9 american journal of multidisciplinary research and innovation (ajmri) capability enhancement plan for school heads anchored on the national competency-based standards maybelle d. madamba1, fredolin p. julian2, eduardo t. borja2* volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.666 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 26, 2022 accepted: october 01, 2022 published: october 03, 2022 a 21st-century school leader requires continuous improvement. school heads must discover their strengths to realize the department of education’s vision, mission, and core values. this research was conducted to develop a capability enhancement plan (cep) for school heads based on the competencies in the national competency-based standards for school heads training and development needs assessment (ncbssh-tdna). school heads, teachers, and supervisors were the respondents of the study. the study utilized two instruments: the level of competence of school heads based on ncbssh-tdna; and the content validity of the capability enhancement plan for school heads. mean and analysis of variance were the statistical tools used to interpret the data gathered. results showed that the school heads need enhancement training along the seven domains for school leadership and management. findings revealed that significant differences exist in respondents’ perceptions of the level of competence in school leadership, instructional leadership, personal and professional attributes, and personal effectiveness. also, the developed cep was evaluated by the panel of experts as very highly valid. it indicates that the plan is acceptable for implementation. it is concluded that the school heads are not adequately equipped with the competencies relative to their functions and roles. hence, using the cep is highly recommended to the school heads to their knowledge, strengthen their skills, and improve their attitudes and qualities. keywords competence, school leadership and management, capability enhancement plan, school heads 1 schools division of ilocos norte, ilocos norte, philippine 2 divine word college of laoag, laoag city, philippines * corresponding author’s email: eduardo_borja05@yahoo.com introduction in today’s high-stakes environment, school leaders must improve teaching and learning. they must be educational visionaries, instructional and curricular leaders, assessment specialists, disciplinarians, community builders, public relations experts, budget analysts, building managers, and special program administrators. parents, teachers, students, district administrators, unions, and state and federal authorities often have opposing interests. they must be sensitive to student needs. this shows that the field is finally recognizing school leaders’ important role and rising expectations (darling-hammond, lapointe, and meyerson,2005). a school head can affect the lives of several hundred to several thousand children per year, according to the southern regional education board (schmidt-davis & bottoms, 2011). they are supposed to lead schools via collaboration and shared decision-making with teachers and staff. educators, researchers, and organizations interested with ensuring all students have access to highquality schools agree on the value of school heads. in many developing countries like the philippines. devolving school improvement decision-making puts tremendous pressure on school leaders to be accountable for the quality of education they provide. decentralization gives schools authority and accountability from the central administration. localized decision-making improves school and community conditions and needs. suppose school leaders aren’t ready for more authority and responsibilities. decentralization loses any educational value thereafter. republic act no. 9155 or the governance of basic education act of 2001 states that the state shall protect and promote the right of all citizens to quality basic education and make such education accessible to all by providing free and compulsory elementary and high school education to all filipino children. alternative learning mechanisms for out-of-school youth and adults must be included. basic education should help kids become caring, self-reliant, productive, and patriotic citizens. further, the said act reiterates that schools shall have a single aim of providing the best possible basic education for all learners hence, the school head is expected to perform as an instructional leader as well as an administrative manager. consistent with national education policies, plans, and standards, school heads shall have the authority, accountability, and responsibility for establishing the school’s mission, vision, goals, and objectives, as well as for fostering a conducive atmosphere for teaching and learning. they are expected to implement the school curriculum and be accountable for higher learning outcomes; develop the school education program and school improvement plan; offer educational programs, projects, and services that provide equitable opportunities for all community learners; introduce new and innovative modes of instruction to achieve higher learning outcomes; and administer and manage all personnel, physical, and financial school resources. the extent of responsibility that school administrators must assume is exacerbated by the expectations for https://doi.org/10.54536/ajmri.v1i4.666 https://journals.e-palli.com/home/index.php/ajmri mailto:eduardo_borja05%40yahoo.com?subject= pa ge 17 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 improved education quality that already exist, particularly in the nation. as a result of this greater emphasis on quality education, administrators at all levels of the education sector, especially school principals, must have a deeper understanding of the teaching and learning processes and the activities that are likely to improve the quality of education. even when resources are available, it is difficult for school administrators to determine which inputs and actions will result in enhanced teaching and learning. the management of education at the school level must be significantly enhanced. as education systems become more decentralized, this requirement is often supported but least studied. to provide a curriculum appropriate for the 21st century, the department of education established its flagship program, the k-12 basic education program. this is in accordance with the reform objectives of the basic education sector reform agenda – the provision of a package of policy reforms that aims to systematically improve critical regulatory, institutional, structural, financial, cultural, physical, and informational conditions affecting basic education provision, access, and delivery on the ground (home school asia world inc., 2016). due to increased pressure on schools to improve teaching and learning, school leaders’ duties and responsibilities have expanded to include leading school reforms that increase student achievement, fostering a shared vision within the school community, and successfully implementing new organizational structures that involve teachers in shared decision-making. with these measures, the schools division of ilocos norte recognizes the crucial role of school administrators in school reform efforts. thus, this study was conceptualized to provide school leaders with a clear vision of serving students, aligning resources and priorities with the vision, and engaging other key stakeholders within and beyond the school to achieve the vision’s goals. statement of the problem this study was conducted to develop a capability enhancement plan (cep) for school heads in the schools division of ilocos norte based on the assessment of their competencies. specifically, it sought answers to the following: 1.what is the level of competence of school heads as perceived by them, the teachers, and their immediate supervisors in terms of: a. school leadership; b. instructional leadership; c. creating a student-centered learning climate; d. human resource management and professional development; e. parent involvement and community partnership; f. school management and operations; and g. personal and professional attributes and interpersonal effectiveness? 2. are there significant differences among the perceptions of the school heads, the teachers, and their immediate supervisors? 3. what can be prepared to enhance the capability of the school heads? 4. what is the validity of the cep in terms of the following: a. areas of concern; b. objectives; c. activities; d. persons and agencies involved; e. time frame; f. budgetary requirements; and g. expected outcomes? literature review role and performance of school heads school head is defined as the person responsible for the administrative and instructional supervision of the school or cluster of schools. in other words, the school head is the highest-ranking administrator in an elementary, junior or senior high school who typically reports directly to the school’s superintendent, but may report to the superintendent’s designee, usually an assistant superintendent (jenlink, 2010). principals haven’t always existed. as schools developed from one-room schoolhouses to schools with many grades and classrooms, a need arose for a manager. teachers initially provided this demand by teaching and managing their school. these were principals. most schools hired full-time principals as schools grew. most principals abandoned teaching because of management obligations. as managers, principals were responsible for financial operations, facility upkeep, student scheduling, staff, public relations, school discipline policy, educational program coordination, and other school affairs. principals’ management roles included curriculum and teaching oversight until the 1980s. as the accountability movement gained steam, the principal’s role transformed from manager to instructional leader to reform leader. principals kept their management duties notwithstanding this transformation. principals are school managers, instructional leaders, and change leaders, he said. principals run schools. state statutes outline some of their tasks. state and district principal assessment standards and procedures set expectations. as schools became increasingly accountable for student achievement on national and state tests, principals’ obligations evolved. principals took on increased teaching and learning responsibilities. their obligation to oversee instruction and aid teachers improved. principals now need to evaluate instruction and help teachers improve their approaches more effectively. some states require principals to improve school instruction. some states remove principals when schools are low performing (children don’t fulfil goals) for a defined time. seyfarth (2009) reported that as schools faced growing pressure to improve teaching and learning, principals’ tasks extended to include spearheading school change https://journals.e-palli.com/home/index.php/ajmri pa ge 17 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 to raise student achievement. a principal’s capacity to build a common vision within the school community and execute new organizational structures that include teachers in shared decision-making is key to leading reforms to boost student achievement. principals have found that including the whole workforce in decisionmaking increases reform commitment. principals are tasked for fostering parent and community relationships, he said. this includes engaging with parents on disciplinary and academic challenges. principals should communicate with advisory boards, ptos, and booster clubs. principals must spend a lot of time with parents of special needs students. principals are still accountable for school management, according to ubben, hughes, and norris (2011). school safety is a management priority. this includes ensuring that facilities and equipment are safe and operating, developing, and enforcing school discipline policies, and assigning supervisory tasks to school staff. elementary principals know they must supervise young students constantly. as students age, their monitoring needs alter. older pupils who are handicapped, in high-risk settings (labs, shops, athletic facilities), or in situations (field excursions, athletic events, etc.) require close supervision. national centre for education statistics research shows principals are key to school change (http:// nces.ed.gov/pubs/ppsp/97455-2.html). research on school effectiveness focused on administrators as the accountability movement gained steam. these studies revealed that the principal makes the school. as the only person in a school responsible for and empowered to manage the entire school, principals are in a powerful position to coordinate and advance school operations, according to study. the most effective principals had a clear vision of how the school should serve its students, matched resources, and priorities with the vision, and could involve important stakeholders within and beyond the school in attaining the vision’s goals. the study supported the important role principals play in their school’s performance and highlighted other leader qualities. high energy, initiative, ambiguity tolerance, humour, analytical abilities, and common sense. as society diversifies, scholars are examining the principal’s role in leading diverse schools. the evolving role of school leaders is the topic of principalship research. research has revealed that the principle is crucial to a school’s effectiveness in preparing children. this research used public and private education systems. as society and technology change, so will the principal’s function. vouchers, charter schools, and technology could transform education. these changes will affect the principal’s role. an online school’s principal will operate differently than a traditional schools. school leadership international education policies prioritize school leadership. it influences teacher motivations, capacities, and the school climate and environment to improve school outcomes. effective school leadership improves efficiency and equity. as countries adjust their education systems to modern requirements, school and principal expectations change. decentralization has made schools more autonomous and accountable for results in many countries. schools are under pressure to increase overall student performance while serving more diverse student groups. as a result of these trends, school leadership in oecd nations includes financial and human resource management and learning leadership. countries worry that the function of principal as envisioned in the past is no longer appropriate. many principals are reaching retirement age and are hard to replace. overburdened jobs, insufficient preparation and training, limited career opportunities, and inadequate support and rewards discourage applicants. this has made school leadership a global issue. policymakers must improve and sustain school leadership. pont, nusche, and moorman (2010) identified four policy levers that can strengthen school leadership. redefining school leadership. research shows that empowering school leaders to make crucial decisions improves school and student success. autonomy alone doesn’t lead to advances without help. also, school leaders’ fundamental responsibilities must be clearly stated. school leadership responsibilities should be determined by improving teaching and learning processes. leadership distribution. increased school leadership responsibilities and accountability need leadership distribution within and between schools. school boards have new responsibilities. middle-management roles are crucial for efficient school leadership, but they are scarce, vague, and rarely recognized. policymakers must extend the definition of school leadership and change policies and working circumstances. school leadership development. different sources suggest that school administrators need specific training to handle expanded tasks and responsibilities. strategies must focus on enhancing school results and be contextualized. making school leadership appealing. improve existing leadership and build future leadership. potential applicants are deterred by principals’ hard workloads and the job’s lack of support and compensation. uncertain recruitment procedures and principal career prospects may dissuade individuals. instructional leadership principals must wear multiple hats for instructional leadership. principals are administrators, managers, diplomats, teachers, and curriculum leaders, sometimes all in one day. principals must demonstrate competence in each of these areas. and able to switch roles fluidly. as instructional leaders, principals and school leaders seek balance and proficiency. lack of comprehensive training is identified as a reason for poor instructional leadership in schools. insufficient time for instructional activities, high community expectations, and excessive https://journals.e-palli.com/home/index.php/ajmri pa ge 17 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 paperwork also contributed to the shortage. wilhelm (2014) says instructional leadership requires creating clear goals, controlling curriculum, monitoring lesson plans, assigning resources, and evaluating teachers to support student learning and progress. instructional principals prioritize quality. instructional leadership values teaching, learning, and knowledge. staff should meet often to discuss how to improve their work and help students learn. principals need these four skills for effective instructional leadership: resourcefulness. principals must understand their faculty’s strengths and limitations. the principle should be ready to give personnel with needed resources. teachers flourish when praised for their work. communicativeness. principals should communicate well. principals need people skills to succeed. they must explain their values about education, especially that every student can learn. these skills create trust, motivation, and empowerment. providing education. principals and other administration officials advise teachers about effective teaching approaches and education trends. instructional leaders should know about curriculum, assessment, and pedagogical concerns. being accessible. good principals should be positive, visible, and energetic. a successful instructional principal models learning habits, focuses on learning objectives, and leads by example. a great educational principle should also have outstanding planning, observation, research, and student and staff performance evaluation skills. hallinger (2015) explained that the principal’s position has shifted from a top-down authority tasked with rescuing failing schools to an effective leader who motivates students and teachers to cross classroom boundaries and change the school from a workplace to a learning environment. teachers and assistant principals didn’t lead schools 20 years ago. in order, a principal’s tasks are managerial, political, and instructional. now, many administrators have less management and political interests and more instructional and student learning priorities. the positions are increasingly intertwined (hallinger, 2015). today, leadership is diffused among different people and situations; it’s more like patterns of influence across numerous participants. leadership effectiveness depends on how this influence encourages leader, teacher, and parent development to improve student engagement, learning, and well-being. not one individual did this. distributing leadership doesn’t mean the administrator abdicates responsibility and ignores student learning. it entails working with instructors to create learning materials, routines, and structures (timperley, 2011). studies over the past 25 years reveal the principal’s effects on classroom instruction work more through the school’s culture and modelling than through direct observation and evaluation of teaching (reeves, 2010). a leadership attitude promotes deep student learning, professional investigation, trusting connections, and action evidence (timperley, 2011). creating a secure and safe learning environment and effective interventions for children in need; catching excellent instructors doing things right and supporting them with real gratitude and emotional intelligence. educational leadership isn’t a hierarchical position. leadership at all levels affects organizational health and student accomplishment. recent studies demonstrate school leaders affect student learning (robinson, 2011, leithwood and seashore-louis, 2011). vivian robinson (2011) analyzed 30 papers on educational leadership and student learning. her investigations found five leadership behaviours that improved student learning. these five leadership practices or dimensions “inform leaders what to focus on to improve student learning, but say little about the knowledge, skills, and attitudes needed to make them work” (leithwood and seashorelouis, 2011, robinson, 2011). robinson argues that three talents are needed to engage in these five practices: the ability to use relevant information in a leader’s practice, the ability to solve difficult challenges, and the ability to trust in developing and strengthening teaching and teacher learning. helen timperley (2011) says principals must know their teachers to lead learning and development. they must know what teachers know and do well and when they must learn. they must also know what affects teacher and student learning. principals learn to lead teacher learning and growth by engaging in leadership inquiry cycles. materials and methods research design this study used the research and development methodology, which includes descriptive research. descriptive research encompasses all that purport to present facts concerning the nature and status of anything – a group of persons, number of objects, a set of conditions, a class of events, a system of phenomenon which one may wish to study (fox & bayat, 2009). in addition, descriptive research is aimed at casting light on current issues or problems through a process of data collection that enables researchers to describe situations more completely. therefore, to look at the performance of school heads, the researcher used the descriptive research design. the results provided a basis for the design of a capability enhancement plan for school heads. planning stage. this stage included two phases namely: a) bibliographic survey of related literature and studies to determine what has been done along the topic; and b) an empirical survey of the school heads’ demographic characteristics, professional qualities, and level of competence in the seven domains for school leadership and management. development stage. this stage included an analysis of the survey on the demographic characteristics, professional qualities, and level of competence along the seven https://journals.e-palli.com/home/index.php/ajmri pa ge 17 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 domains for school leadership and management. the results served as a basis in crafting the capability enhancement plan for school heads. validation stage. the content validation of the capability enhancement plan for school heads was done by a panel of experts which is composed of three senior education program specialists, three education program supervisors, one school principal iv, one school principal i, and one head teacher i. the final revision and reproduction of the cep was done by the researcher after the validation. locale of the study the study was conducted in all the 372 schools of the schools division of ilocos norte covering the 1st and 2nd congressional districts which consist of 21 municipalities starting from the northern most part which is pagudpud to the southern most part which is badoc. the different municipalities were divided into four units – north, central, east, and south units. the division was selected as the site of the study because the researcher is one of its senior education program specialists and is in-charge of human resource development. population and sampling the study involved all the ten education program supervisors (eps), ten public schools district supervisors (psds), 270 elementary and secondary school heads and 658 teachers at the schools division of ilocos norte. slovin’s formula was utilized to determine the number of teacher respondents while total enumeration was applied in choosing the respondents for the school heads and supervisors. the content validation of the proposed cep for school heads was done by a group of experts composed of the education program supervisors, public schools district supervisors, senior education program specialist, school heads and a head teacher. instrumentation and data collection the following instruments were used in the study to gather data: questionnaire to determine the level of competence of school heads in the seven domains for school leadership and management. the researcher adopted the (ncbsshtdna) tool which is currently used by the department of education to systematically determine the training and development needs of school heads to support improved practice as effective school leaders. the instrument contains a list of competency standards which is used as basis for the school heads’ decision making, actions and performances of their functions. in addition to fundamental direction provided by the set of standards, there are knowledge, skills and values that are clarified through the indicators defined per strand on every domain. the ncbssh is used as basis for the preparation of a comprehensive training and development based on expected tasks that will be utilized to deliver training programs to ensure efficiency, effectiveness, and excellence of school heads’ job performance (deped order no. 32, s. 2010, par 2 and 3). the following scale and descriptive interpretation were used in the research instrument to determine the school heads’ assessment of their competencies. scale descriptive interpretation 4 doing it well and can lead others do the same 3 doing it but need to improve 2 doing a little of this and need to learn more 1 not doing this yet the same instrument was given to the teachers and supervisors to validate the responses of the school heads. questionnaire to determine the content validity of the capability enhancement plan for school heads. this is a rating scale used to determine the content validity of the plan based on the following set of criteria, namely: areas of concern, objectives, activities, persons and agencies involved, time frame, budgetary requirements and expected outcomes. moreover, it obtained personal information about the validators. the tool was based on the rating scale which was designed by frez (2015) for evaluating a strategic/development plan. the following scale was used to describe the content validity of the capability enhancement plan for school heads. scale descriptive interpretation 5 very strongly agree 4 strongly agree 3 agree 2 strongly disagree 1 very strongly disagree data analysis the data gathered by the researcher were analyzed and interpreted using frequency counts and percentages. in addition, the means and standard deviation were also computed to arrive at a better understanding of the level of competence of school heads. the analysis of variance (anova) was also used to determine whether there are significant differences between and among the assessment of the three groups of respondents and on the seven domains for school leadership and management. the following range of mean values with their descriptive interpretation were used: table 1: range of mean values with their descriptive interpretation range of mean values quality label descriptor 3.50-4.00 (doing it well and can lead others do the same) can support training (cst) competencies in this range are strong qualities/ abilities thay may enable him/her to help in the professional development of colleagues https://journals.e-palli.com/home/index.php/ajmri pa ge 17 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 2.50-3.49 (doing it but need to improve) need enhancement training (net) competencies in this range are secondary needs for professional development 1.50-3.49 (doing a little of this and need to learn more) strong need for training (snt) competencies in this range are priority needs for professional development 1.00-1.49 (not doing this yet) urgent need for training (unt) competencies in this range are priority needs for professional development results and discussion results presented in this section of this study is the level of competence of the school heads along the seven domains for school leadership and management in terms of the following: school leadership, instructional leadership, creating a student-centered learning climate, human resource management and professional development, parent involvement and community partnership, school management and operations, and personal and professional attributes and interpersonal effectiveness. table 2: school heads’ level of competence as perceived by themselves, the teachers, and their supervisors domain/ strand competencies school heads (n=270) teachers (n=658) supervisors (n=20) ave. mean di cm di cm di cm di domain 1 school leadership strand 1.a developing and communicating vision, mission, goals, and objectives (vmgo) 3.36 net 3.49 net 3.19 net 3.34 net strand 1.b data-based strategic planning 3.32 net 3.41 net 3.19 net 3.30 net strand 1.c problem solving 3.37 net 3.40 net 3.22 net 3.33 net strand 1.d building high performance teams 3.31 net 3.40 net 3.20 net 3.30 net strand 1.e coordinating with others 3.38 net 3.39 net 3.20 net 3.32 net strand 1.f leading and managing change 3.42 net 3.42 net 3.20 net 3.33 net overall mean 3.35 net 3.42 net 3.20 net 3.32 net domain 2 instructional leadership strand 2.a assessment for learning 3.30 net 3.42 net 3.15 net 3.29 net strand 2.b developing programs &/or adapting existing programs 3.06 net 3.26 net 3.04 net 3.12 net strand 2.c implementing programs for instructional improvement 3.18 net 3.37 net 3.14 net 3.23 net strand 2.d instructional supervision 3.45 net 3.52 cst 3.27 net 3.41 net overall mean 3.24 net 3.39 net 3.15 net 3.26 net domain 3 creating a student-centered learning climate strand 3.a setting high social & academic expectations 3.28 net 3.40 net 3.24 net 3.30 net strand 3.b creating school environments focused on the needs of the learner 3.56 cst 3.57 cst 3.32 net 3.48 net overall mean 3.42 net 3.48 net 3.28 net 3.40 net domain 4 human resources management & professional development strand 4.a creating a professional learning community 3.33 net 3.44 net 3.21 net 3.32 net strand 4.b recruitment and hiring 3.08 net 3.33 net 3.10 net 3.17 net strand 4.c managing performance of teachers and staff 3.32 3.40 3.24 3.32 overall mean 3.24 net 3.39 net 3.18 net 3.27 net domain 5 parent involvement & community partnership strand 5.a parental involvement 3.37 net 3.44 net 3.26 net 3.36 net https://journals.e-palli.com/home/index.php/ajmri pa ge 17 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 strand 5.b external community partnership 3.30 net 3.37 net 3.26 net 3.31 net overall mean 3.33 net 3.40 net 3.26 net 3.33 net domain 6 school management and operations strand 6.a managing school operations 3.34 net 3.47 net 3.23 net 3.34 net strand 6.b fiscal management 3.47 net 3.48 net 3.26 net 3.40 net strand 6.c use of technology in the management operations 3.25 net 3.36 net 3.30 net 3.30 net overall mean 3.35 net 3.44 net 3.26 net 3.35 net domain 7 personal & professional attributes and interpersonal effectiveness strand 7.a professionalism 3.54 cst 3.54 cst 3.34 net 3.47 net strand 7.b communication 3.50 net 3.51 cst 3.31 net 3.44 net strand 7.c interpersonal sensitivity 3.42 net 3.49 net 3.34 net 3.42 net strand 7.d fairness, honesty & integrity 3.48 net 3.49 net 3.37 net 3.44 net overall mean 3.48 net 3.50 net 3.34 net 3.44 net grand mean 3.34 net 3.43 net 3.24 net 3.34 net legend: range of mean values qualitative label descriptor 3.50 – 4.00 (doing it well and can lead others do the same) can support training (cst) competencies in this range are strong qualities/abilities that may enable him/her to help in the professional development of colleagues 2.50 – 3.49 (doing it but need to improve) need enhancement training (net) competencies in this range are secondary needs for professional development 1.50 – 2.49 (doing a little of this and need to learn more) strong need for training (snt) competencies in this range are priority needs for professional development 1.00 – 1.49 (not doing this yet) urgent need for training (unt) competencies in this range are priority needs for professional development comparison on the self-evaluation of the school heads the evaluation of their teachers and immediate supervisors regarding their level of competence presented in this section of the study are the results on the test of differences on the self-evaluation of the school heads, their teachers and supervisors regarding their level of competence on the different domains that comprised their competencies which include: school leadership; instructional leadership; creating a studentcentered learning climate; human resource management and professional development; parental involvement and community partnership; school management and operations; and personal and professional attributes and interpersonal effectiveness. domain 1. school leadership the results presented in table 3 on the analysis of variance of the school heads, teachers, and supervisors’ evaluation on the level of competencies. domain 2. instructional leadership. the obtained mean ratings from the school heads, teachers, and supervisors are significantly different as shown in table 4 table 3: analysis of variance on the ratings of the school heads, teachers, and supervisors on the school heads’ level of competence along school leadership (i) respondents (j) respondents mean difference (i-j) standard error significance school heads teachers -.059* .021 .039 (mean=3.35; net) supervisors .042 .115 .731 teachers school heads .059* .021 .039 (mean= 3.42; net) supervisors .101 .122 .445 supervisors school heads -.042 .115 .731 (mean=3.20; net) teachers -.101 .122 .445 *significant at the .05 level of significance https://journals.e-palli.com/home/index.php/ajmri pa ge 17 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 table 4: analysis of variance on the ratings of the school heads, teachers, and supervisors on the school heads’ level of competence along instructional leadership (i) respondents (j) respondents mean difference (i-j) standard error significance school heads teachers -.087 .051 .186 (mean=(3.24; net) supervisors .172* .050 .042 teachers school heads .087 .051 .186 (mean= (3.39; net) supervisors .260* .007 .000 supervisors school heads -.172* .050 .042 (mean=(3.15; net) teachers -.260* .007 .000 *significant at the .05 level of significance domain 3. creating a student-centered learning climate. the ratings of the school heads, teachers and supervisors are not significantly different as reflected in table 5 domain 4. human resource management and professional development. the results shown in table 6 on the test of difference of the school heads, teachers, and supervisors’ evaluation on the level of competence of the school heads along human resource management and professional development indicate that they differ significantly. domain 5. parent involvement and community table 5: analysis of variance on the ratings of the school heads, teachers, and supervisors on the school heads’ level of competence along creating a student-centered learning climate (i) respondents (j) respondents mean difference (i-j) standard error significance school heads teachers -.056 .056 .500 (mean=3.42; net) supervisors .159 .091 .329 teachers school heads .056 .056 .500 (mean= 3.48; net) supervisors .215 .035 .103 supervisors school heads -.159 .091 .329 (mean= 3.28; net) teachers -.215 .035 .103 *ns not significant table 6: analysis of variance on the ratings of the school heads, teachers, and supervisors on the school heads’ level of competence along human resource management and professional development (i) respondents (j) respondents mean difference (i-j) standard error significance school heads teachers -.098 .094 .406 (mean= 3.24; net) supervisors .149 .061 .134 teachers school heads .098 .094 .406 (mean= 3.39; net) supervisors .247* .051 .041 supervisors school heads -.149 .061 .134 (mean= 3.18; net) teachers -.247* .051 .041 *significant at the .05 level of significance partnership. based on the obtained results of the analysis of variance done to test the differences between and among the evaluations of the school heads, teachers, and supervisors on the level of competence of the school heads, it was indicated that the ratings of the three groups of respondents are the same table 7: analysis of variance on the ratings of the school heads, teachers, and supervisors on the school heads’ level of competence along parent involvement and community partnership (i) respondents (j) respondents mean difference (i-j) standard error significance school heads teachers -.072 .008 .067 (mean= 3.33; net) supervisors .066 .030 .274 teachers school heads .072 .008 .067 (mean= 3.40; net) supervisors .138 .023 .105 supervisors school heads -.066 .030 .274 (mean= 3.33; net) teachers -.138 .023 .105 *nsnot significant https://journals.e-palli.com/home/index.php/ajmri pa ge 17 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 domain 6. school management and operations. the results of the test of differences between and among the ratings of the school heads, the teachers, and supervisors on the level of competence of the school along school management and operations reveal that they have similar ratings. hence, their evaluation on the school heads’ level of competence is homogeneous. domain 7. personal and professional attributes and table 8: analysis of variance on the ratings of the school heads, teachers, and supervisors on the school heads’ level of competence along school management and operations (i) respondents (j) respondents mean difference (i-j) standard error significance school heads teachers .050 .120 .716 (mean= 3.35; net) supervisors .243 .075 .083 teachers school heads -.050 .120 .716 (mean= 3.44; net) supervisors .193 .046 .053 supervisors school heads -.243 .075 .083 (mean= 3.3; net5) teachers -.193 .046 .053 *nsnot significant personal effectiveness. shown in table 9 are the results of the test of differences between and among the evaluations of the school heads, teachers and supervisors on the school heads’ level of competence in terms of personal and professional attributes and interpersonal effectiveness. table 9: analysis of variance on the ratings of the school heads, teachers, and supervisors on the school heads’ level of competence along personal and professional attributes and interpersonal effectiveness (i) respondents (j) respondents mean difference (i-j) standard error significance school heads teachers -.029 .015 .161 (mean=3.48; net) supervisors .172* .021 .004 teachers school heads .029 .015 .161 (mean= 3.50; net) supervisors .201* .031 .007 supervisors school heads -.172* .021 .004 (mean= 3.34; net) teachers -.201* .031 .007 * *significant at the .05 level of significance content validity of the capability enhancement plan for school heads in the province of ilocos norte this section presents validation of the proposed cep which was done by a team of experts composed of three senior education program specialists education program supervisors, school principals and head teacher that are responsible for the administrative and instructional supervision of the school. table 10: summary of the panel of experts’ evaluation of the proposed ccapability enhancement plan components composite mean descriptive interpretation a. areas of concern 4.97 vsa/vhv b. objectives 5.00 vsa/vhv c. strategies/activities 5.00 vsa/vhv d. persons and agencies involved 4.96 vsa/vhv e. time frame 5.00 vsa/vhv f. budgetary requirements 4.72 vsa/vhv g. expected outcomes 5.00 vsa/vhv overall mean 4.95 vsa/vhv legend: range of mean values descriptive interpretation 4.50 – 5.00 very strongly agree (vsa)/ very highly valid (vhv) 3.50 – 4.49 strongly agree (sa) / highly valid (hv) 2.50 – 3.49 agree (a) / valid (v) 1.50 – 2.49 strongly disagree (sd) / needs some improvement (nsi) 1.00 – 1.49 very strongly disagree (vsd) / must be changed (mc) https://journals.e-palli.com/home/index.php/ajmri pa ge 17 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 discussion level of competence of school heads today’s school administrators must play a crucial role in fostering a district culture of integrity that maximizes the moral growth of pupils. they must provide an educational atmosphere that serves the broader goals of public education, which must include a solid foundation in academics. but it also entails educating instructors and students with an internalized, consistent sense of ethics and values-based critical thinking tools to address the difficult concerns of the twenty-first century (mirk, 2019). these results indicate that the school heads have not yet reached their maximum performance along the domains required of a school head. as a school head, they are accountable for the quality of education provided by their school. they are responsible in making decisions that are more responsive to local conditions and needs. further, the school heads are accountable and responsible in setting the mission, vision, goals, and objectives of the school and creating an environment within the school that is conducive to teaching and learning. they must implement the school curriculum and be accountable for higher learning outcomes, develop the school improvement plan, offer educational programs, projects and services which provide equitable opportunities for all learners of the community, introduce new innovative modes of instruction to achieve higher learning outcomes, and administer and manage all personnel, physical and fiscal resources of the school. hence, a capability enhancement plan can be formulated to enhance their knowledge, skills, attitudes, traits, and qualities for them to lead their teachers, staff, community members and other stakeholders to improve the quality of education. comparison on the self-evaluation of the school heads the evaluation of their teachers and immediate supervisors regarding their level of competence domain 1. school leadership. higher rating was given by the teachers compared to the school heads’ rating. this signifies that the school heads under-marked their level of competency while their teachers over-marked them. tan and keat (2005) as cited by natividad (2018) mentioned that the magnitude of under-marking by self-evaluation is greater than the magnitude of over-marking while a reverse trend happens for peer evaluation. on the other hand, similar ratings were indicated by the school heads with that of the supervisors’ rating implying that the way the school heads perceived their level of performance along school leadership is in the same way as how their supervisors see them perform their functions and roles in terms of school leadership. again, natividad (2018) cited the position of tan and keat (2005) indicating that self-ratings can be more accurate than peer ratings. in this case the ratings of the school heads which is lower than the ratings of their teachers is more accurate which in turn was also confirmed by the supervisors’ ratings. domain 2. instructional leadership. result implies that the evaluation of the three groups of respondents on the level of competencies of the school heads in terms of instructional leadership are not consistent, they vary significantly among the respondents. the teachers rated the school heads the highest which is significantly different from the ratings of the school supervisors but not different from the school heads’ rating. thus, similar ratings were noted between the evaluations of the school heads and the teachers on the school heads’ level of competence along instructional leadership. the similar ratings of the school heads and the teachers on the school heads’ level of competence along instructional leadership could be supported by the fact that the school heads had already attended various trainings along this domain as presented in the professional qualifications of the school heads. further, the school heads’ rating is also different from the rating of the supervisors the lowest rating along this competency was from the supervisors. therefore, there are variations between the evaluations of the school heads and the supervisors. domain 3. creating a student-centered learning climate. the ratings of the school heads, teachers and supervisors are not significantly different as reflected in table 2.3. this implies that the ratings of the respondents are consistent. domain 4. human resource management and professional development. the differences in the ratings were noted between the teachers and supervisors’ ratings wherein higher rating was noted from the teachers’ evaluation compared to the supervisors’ evaluation. however, the school heads rating and the supervisors’ rating are the same. therefore, these group of respondents are consistent in terms of their ratings. domain 5. parent involvement and community partnership. based on the obtained results of the analysis of variance done to test the differences between and among the evaluations of the school heads, teachers, and supervisors on the level of competence of the school heads, it was indicated that the ratings of the three groups of respondents are the same. this implies that the respondents gave parallel ratings that the school need enhancement training along parent involvement and community partnership. domain 6. school management and operations. the results of the test of differences between and among the ratings of the school heads, the teachers, and supervisors on the level of competence of the school along school management and operations reveal that they have similar ratings. hence, their evaluation on the school heads’ level of competence is homogeneous. domain 7. personal and professional attributes and personal effectiveness. the result revealed significant differences between the ratings of the supervisors and school heads and between the ratings of the supervisors and teachers. the supervisors gave the lowest rating. however, the ratings of the school heads and the teachers are consistent. the reason why the ratings of the school heads and the teachers are almost the same and higher than that of the supervisors’ ratings is that the school heads and the https://journals.e-palli.com/home/index.php/ajmri pa ge 17 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 169-179, 2022 teachers are staying in the same workplace or station and that they deal and spend longer time together. as such, the teachers have more opportunities to observe and see the way the school heads exemplify the competencies along personal and professional attributes and effectiveness. therefore, the school administrators’ evaluation, which was validated by the teachers’ rating, is more acceptable than the supervisors’ rating on this area. content validity of the capability enhancement plan for school heads in the province of ilocos norte the overall obtained in the evaluated capability enhancement plan, reflects and confirms the positive evaluation of the panel of experts on the proposed capability enhancement plan. the team of experts expressed their very strong agreement to all the different components of the capability enhancement plan. hence, they are all very valid. conclusions the study concludes that school heads can perform their roles and functions as school heads. however, they still need to undergo enhancement training in all the strands of the different domains specified in the ncbssh-tdna to achieve a very competent level of performance. significant differences exist on the evaluations done by the three groups of respondents as per their perceptions on the competence of the school heads, particularly in the domains of school leadership, instructional leadership, human resource management, and professional development, and personal and professional attributes and interpersonal effectiveness. the panel of experts’ evaluating the essential elements of the capability enhancement plan is highly valid. hence, it can be implemented to enhance the performance of the school heads. references baptista, e. (2019). secondary school heads’ competencies: basis for the development of a capability building program. ascendens asia journal of multidisciplinary research abstracts, 3(8). bottoms, g., & schmidt-davis, j. (2010). the three essentials: improving schools requires district vision, district and state support, and principal leadership. southern regional education board (sreb). davis, s., darling-hammond, l., lapointe, m., & meyerson, d. (2005). school leadership study: developing successful principals (review of research). denmark, v. (2012). transformational leadership: a matter of perspective. transforming schools. retrieved from http://www.advanc-ed.org/source/ transformational-leadership-matter-perspective deped order 32, s. (2020). national adoption and implementation of national competency-based standards for school heads. www.deped.gov.ph doyle, m. & burton, g. (2018). the school principal as change agent. https://www.nextgenlearning.org/ articles/the-school-principal-as-change-agent fox, w. & bayat, m.s. (2009). a guide to managing research. juta publications, 45 frez, c.c. (2015). philippine accreditation system of basic education (pasbe) self-assessment of public secondary schools: basis of a development framework. (unpublished doctoral dissertation). divine word college of laoag, laoag city. hallinger, p. (2005). instructional leadership and the school principal: a passing fancy that refuses to fade away. leadership and policy in schools, 4(3), 221–239. https://doi.org/10.1080/1570076050024 4793 jenlink, p.m., (2010). marching into a new millennium. lanham, md: scarecrow. leithwood, k., & seashore-louis, k. (2011). linking leadership to student learning (1 edition). san francisco, ca: jossey-bass. national association of elementary school principals (2018). new principals and instructional leadership: 4 skills to grow, https://www.naesp.org/resource/ new-principals-and-instructional-leadership-4-skillsto-grow/ pont, b.; nusche, d.; and moorman, h. (2010). improving school leadership, 1, 1-100. reeves, d. b. (2008). reframing teacher leadership to improve your school. alexandria, va: association for supervision & curriculum development. robinson, v. (2011). student-centered leadership (1st edition). san francisco, ca: jossey-bass. santos, j. & villanueva, j., (2020). school principals as instructional leaders: an investigation of school leadership capacity and effectiveness of instructional supports. schmidt-davis, j., & bottoms, g. (2011). who’s next? let’s stop gambling on school performance and plan for principal succession. southern regional education board (sreb). sergiovanni, thomas j. (2011). the principalship: a reflective practice perspective, 4th edition. boston: allyn and bacon. serpell, z. & bozeman, l. (2009). beginning teacher induction: a report on beginning teacher effectiveness and retention. washington, dc: national partnership for excellence and accountability in teaching. seyfarth, j. t. (2009). the principalship: new leadership for new challenges. upper saddle river, nj: merrill. timperley, h. (2011). realizing the power of professional learning. new york, ny: open university press. ubben, g. c.; hughes, l. w.; and norris, c. j. (2011). the principal: creative leadership for effective schools, 4th edition. boston: allyn and bacon. weimer, m. (2012). learner-centered teaching: five key changes to practice. san francisco: jossey-bass publishers. wilhelm, t. (2014). principal as instructional coach: ap leadership and teacher evaluations. https://education. cu-portland.edu/blog/leaders-link/ap-leadershipteacher-evaluations/ https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 57 american journal of multidisciplinary research and innovation (ajmri) waray visayan morphemes in the lense of dialectal variations maria lucil dollado1* volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.371 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 05, 2022 accepted: july 11, 2022 published: july 12, 2022 waray visayan is one of philippine languages spoken by most of the people in eastern visayas region, philippines. however, this language is spoken variantly in the different provinces of the region. this study was conducted to find out the morphemic dialectal variations of waray visayan language between catarman and calbayog city speech communities in terms of content words and function words. it was assumed that morphemic dialectal variations exist in waray visayan language between catarman and calbayog city speech communities in samar island. this assumption was supported by the theory of language variation by parker and riley and the theory of geographic dialect continuum by chamber and trudgill. to prove the assumption, the linguistic analysis method was used wherein five literary pieces written in waray visayan language served as sources of verbal data. these literary pieces were considered as corpora of the study because they deemed to represent the waray visayan language being expressions of man’s feelings and thoughts. the findings revealed that the morphemic variations between the two dialects occurred in contextual variation, clipping, and syllable shifts. with these findings, it was concluded that morphemic dialectal variations exist in waray visayan language between catarman and calbayog city speech communities in samar island. keywords dialectal variation, dialectology, morphemic variation, waray visayan language 1 northwest samar state university, philippines. * corresponding author’s e-mail: lucil.dollado@nwssu.edu.ph introduction one of human’s characteristics which make him totally superior in the animal kingdom is his language. language which has been defined variably by different linguists boils down to being a system of arbitrary signs and symbols, a medium of communication, and an identity marker. it is possible to build social ties with other people and accomplish specific social functions via language. animals have their own language, although it is not nearly as complicated and intricate as human language. language unites people; in the philippines for example, filipinos understand each other even if they have their own native language because they speak in one national language which is filipino. in the macro scenario, people around the globe communicate and transact business and diplomatic affairs through the english language. however, even if language unites people, linguistic variation continues to surface. within a large complex society individuals from different social classes and different ethnicities live in close proximity but they speak their language variably (rosales, 2015)). filipinos speak their national language which is filipino in order to understand each other. however, when they speak the national language, they speak variably because their regional language affects the way they speak. similarly, people around the world speak english in order to understand each other. however, an american speaks english differently from an australian. even filipinos whose english is patterned from the americans speak differently from the americans. the variation is most likely common in the choice of words, pronunciation, sound system, word formation and even sentence formation. variability can be observed everywhere in language, at all levels, in different dialects and different registers (holyk). wardaugh (2006) underscored that regional variation or how a group of people speak their language variably provides one of the easiest ways of observing language variation . budiarsa (2018) pointed out that dialect is a variation of one language used by one speech community whose difference lies on linguistic features like syntax, morphology, and phonology. dialects may be classified into regional dialect and social dialect. according to parker & riley (2005) linguistic variations may occur even within the same place of different regions. this variation is known as regional dialect which is a product of multiple factors like politics, geography and culture. they further explained that dialects vary because of different reasons. first, the early settlers of one place leave its cultural heritage including language once they leave it. second, migration routes tend to delineate dialect boundaries. third, politics and religion contribute to regional dialect differences. fourth, physical geographical boundaries segregate groups of speakers resulting to regional dialects. as a whole, regional varieties of a language are reflective of a place settlement history and geography. a parallel situation is observed in the philippines; words such as biyahe, bintana, and sundalo are of spanish origin viaje, ventana, and soldado respectively; counting words such as uno, dos, tres are also of spanish root. this fact can be attributed to three centuries of colonization. in region 8, the eastern visayas region, the speech communities speak three languages, cebuano, waray visayan, and abaknon. cebuano is spoken in western, central and southern parts of leyte including southern https://doi.org/10.54536/ajmri.v1i3.371 https://journals.e-palli.com/home/index.php/ajmri mailto:lucil.dollado%40nwssu.edu.ph?subject= pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 57-62, 2022 leyte. speech communities facing cebu in biliran island speak cebuano while those facing samar speak waray visayan which is the language of the people of samar island, tacloban city, and north-eastern leyte. a unique language which is not part of the visayan languages known as abaknon or inabaknon is used by the people of capul, an island in northern samar. one waray speech community knows that their dialect is different from other speech communities in terms of prosody and lexicon. this is their observation whenever they meet a waray speaking person speaking a different variant. this common observation of them become noticeable when the department of education (deded) implemented the mother tongue based multilingual education (mtb-mle). this orders of deped has made mother tongue or the native language be used as medium of instruction at the same a subject area in primary grades (grades1 to 3). with these changes in education, instructional materials were developed regionally using the dialect of the people in the capital of the region which is tacloban city however, their dialect is quite different from other waray dialects; thus, teachers have complained with the materials since they still need to translate other terms to their own dialect to make their learners understand the content. thus, the need to conduct a dialectal variation is seen important by the researcher in order to determine the differences so the academic community of each speech community will design and develop an instructional material suited to their own dialect. also, this study is hoped to shed light to the people that all languages as well as dialects are equal; there is no better or inferior dialect. whatever variations there are, these are merely variations due to several factors. these do not make the dialect or the speakers superior or inferior from the others. literature review language is a finite system of elements of principles which make possible for speakers to construct sentences and to perform certain communicative tasks (fasold & linton, 2006). with language, people can express their feelings and emotions; they can also perform tasks or speech acts through language. rosales (2015) underscored the importance of language among humans by stipulating that language is the best means of communication among people; without it, the mastery of the phases of education and life itself is considered meaningless. fasold and linton (2006) discussed seven universal properties of languages: modularity, constituency and recursion, discreteness, productivity, arbitrariness, reliance on context and variability. according to them, languages around the globe have these properties. the last property, variability, considers the difference of one language from the other despite sharing the same properties. they emphasized that variability in language allows people to convey not just the semantic thought of the words and sentences they express but also their social identities (geographical, social status, ethnicity and gender). for wardaugh (2006) all languages have internal variation, in fact, language exists in a number of varieties and is in one sense the sum of those varieties. this means that one language can possibly have several varieties. thus, a geographical variety of a language, spoken in a certain area, and being different in some linguistic items from other geographical varieties of the same language is called dialect. dialect is a variation of a certain language which is used by a particular speech community marked with linguistic features such as syntax morphology, phonology (budiarsa, 2018)). in other words dialectal variations occur when speakers of one language differ on their sound production, word formation, vocabulary or sentence structure. moreover, the mental system involved in word formation or the branch of linguistics that deals with words, their internal structure, and how they are formed is termed morphology (aronoff and fudeman, n.d.). a major process in which morpho linguists investigate words, their structure, and their process of formation is through the identification and study of morphemes, the smallest meaningful unit of a language. morphemes are classified into: free morpheme, and bound morpheme. free morphemes can stand alone as words like read and print. on the other hand, bound morphemes are unable to function as free-standing like –er in reader and rein reprint radford, et al). fasold & linton (2006) categorized morphemes into: content and function morphemes. nouns, verbs, adjectives, and adverbs are classified as content morphemes and also often referred to as open-class morphemes. on the other hand, pronouns, prepositions, conjunctions, and articles are referred to as function morphemes. they are also called closed-class morphemes, because they belong to categories that are essentially closed to invention or borrowing. in linguistic variation study conducted by caraballe (2018), results show that eighty (80) sociolect variants are frequently used by the millennials out of one hundred (100) content words. there are twenty-two (22) noun variants out of thirty (30), thirty-three (33) verb variants out of thirty-five (35). the variations are shown using synonymous words, code switching and code mixing, from hiligaynon visayan to standard english, syllables and vowel shift, affixation, clipping, metathesis and borrowing from spanish. likewise, chavez (2018) examined the morphologic variations of hiligaynon visayan’s lexicon in the sixth district of negros occidental. she discovered that morphologic variations in hiligaynon-visayan content words in terms of orthography, affixation, lexicon and borrowed words are evident. variation in terms of word orthography appears in the shifting of i to e, e to i, o to u, duplication of g, and adding of y. in terms of affixation, variation is shown in the prefix pa – to mark noun form class; pag-, clipping of prefix ka – and suffix –an, clipping of prefix naand suffix –an, https://journals.e-palli.com/home/index.php/ajmri pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 57-62, 2022 suffixes –an, -on, and –hon, metathesis with the loss of vowels o and a, signal verb form class; the prefix makaand clippings of prefix maand suffix –on. hon-, -an, indicate the adjective form class and the prefix pagkamaindicates adverb form class. in terms of lexicon, variation manifests in the complete change of word, and in terms of borrowed words, variation is observable in the borrowing from spanish, english, tagalog, kinaray-a, and cebuano-visayan languages. similarly, bautista (2018) investigated the morphologic variations of cebuano-visayan and hiligaynon-visayan languages. her analysis shows that cebuano-visayan and hiligaynon-visayan languages have similarities and differences in meaning, spelling, and speaking as used in the local dailies. further the two languages share common free and bound affixes and the morphologic process mostly observed is borrowing from spanish and english, reduplicating words, spelling modification, and code mixing. the literature presented in this chapter are deemed relevant to the present study because these have given the researcher clear understanding of the topic under investigation. materials and methods this linguistic investigation is a descriptive qualitative analysis which emphasizes the qualities of entities and processes and meanings that are not experimentally examined or measured in terms of quantity, amount, intensity, or frequency. it uses the linguistic structural method of analysis. this method examines the nature of the linguistic units such as phonemes, morphemes, and syntax and their structure or peculiar systematic arrangement based on a collected corpus. wisegeek.com defines linguistic analysis as the scientific analysis of a language sample. it involves at least one of the five main branches of linguistics: phonology, morphology, syntax, semantics, and pragmatics. linguistic analysis can be used to describe the unconscious rules and processes that speakers of a language use to create spoken or written language. the verbal data which served as basis of this linguistic study were generated from a collection of corpus outsourced from published materials. there were five (5) literary pieces written in waray visayan language using calbayog dialect which served as corpora of the study. one of the corpora was “calbayog”, written by jose gomez and it is considered as the official hymn of calbayog city. other sources of verbal data were the poems “o bulan” by benjamin ayong, sr, and “ayaw pagpudla an tuog” by phil harold mercurio, the song “nalimot ka na ba” by tomas gomez, and a fiction story “an estatwa nga babaye” by ofelio sarzata. the poem, the song as well as the fiction story mentioned above were taken from the book of merle alunan “sa atong dila” introduction to visayan literature. mercurio’s poem is part of his book “ayaw pagpudla an tuog ug iba pa nga mga siday” published by the national commission for culture and the arts (ncca). the function and the content words were identified from the corpora; they were translated to english and were subjected to expert validation by language teachers to check the accuracy of translation as well as the classification. after validation, the informants who were residents of catarman, northern samar translated the words to catarman waray dialect. these literary pieces have been considered as corpora of the study because they deemed to represent the waray visayan language being expressions of man’s feelings and thoughts. results and discussion table 1 discloses the morphemic variation of catarman and calbayog city in terms of function words. most table 1: calbayog – catarman morphemic variation of function words calbayog waray dialect catarman waray dialect english morphemic variation bisan biskan even if clipping mong mo your clipping nakon akon my clipping sinin inin this clipping sugad mala like contextual variation ug ngan and contextual variation aber hala daw hey contextual variation agud para so that contextual variation igbaw bawbaw above contextual variation kanda kanra their shift: last syllable ngay-an balitaw really contextual variation samtang mintras really contextual variation tagsa-tagsa kanya-kanya everyone contextual variation tag usa tag sayo each one contextual variation iya kanya his/her shift: first syllable https://journals.e-palli.com/home/index.php/ajmri pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 57-62, 2022 of the words vary contextually, four of the words vary through clipping and two through shift. according to geeraerts (2016) contextual variation occurs when referents of the same type may be named variantly due to formality of speech situation, or the geographical and sociological characteristics of the participants in the communication process. in the case of calbayog and catarman, geography is the main factor for the variation. based on the verbal data in table 1, nine words show contextual variation. aside from contextual variation, the verbal data in table 2 also show variation through clipping. according to the oxford dictionary of linguistics, clipping is a process of word formation in which the existing form is abbreviated or part of the word has been removed. just like the following words: table 2: calbayog – catarman morphemic variations of content words (nouns) calbayog waray dialect catarman waray dialect english morphemic variations adlaw sudang sun synonymous words adlaw adaw day clipping bingalog sapa stream contextual variation kahimtang kamutangan situation contextual variation panamilit panbilin farewell contextual variation sidlangan sirangan east shift: first syllable baba hiwa mouth contextual variation bulig ayuda help contextual variation hitsura kahimo face contextual variation kahakog kahaklab selfishness contextual variation lumulupyo mulupyo residents clipping pintor para pintar painter contextual variation katahuran pagtahud respect contextual variation purtahan sada door contextual variation lamrag suna light contextual variation table 2, above displays the morphemic variations of calbayog – catarman waray visayan content words in terms of nouns. the morphemic variations evident are contextual variation, clipping, and shift. just like the case of british english and american english, the choice between nappy and diaper, elevator and lift, and others is considered contextual variation because geography is a factor of the variation. likewise, calbayog and catarman waray dialects manifest contextual variation as shown in table 2. the results of the morphemic analysis are in consonance with the theory of parker & riley (2005) which states that language variation studies linguistic features that differ systematically as different groups of speakers or the same speakers in different situations are compared. here, two speech communities are compared and morpheme is the table 3: calbayog – catarman morphemic variations of content words (verbs) calbayog waray catarman waray english morphemic variations hiusa nahimangraw be surprised contextual variation iguintatangis iguinhahaya crying contextual variation kamatyan ikamatay die for shift: first and last syllables magtambal maghuwas to heal contextual variation mawad-an mawaraan lost shift: second syllable nabiling naghanap look for contextual variation nag-inampo nagpinangadye praying contextual variation nagkalakat nagkalakaw walked shift: last syllable pagpasipara pagkasi ever try contextual variation pagsangpit pagban-o to call contextual variation sangyaw ipabantog proclaim contextual variation sumidlit siplat peep contextual variation bilngon hanapon find contextual variation gumawas ginawas go outside shift: first syllable ginbutang ginhulag lay down contextual variation https://journals.e-palli.com/home/index.php/ajmri pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 57-62, 2022 ginsaka gindara sa bawbaw brought upstairs contextual variation iginsaysay igin istorya tell contextual variation igpupulong igbabagaw to say contextual variation kahipausa kahimangraw shocked contextual variation kaugdaw kaugdang burned to ashes shift: last syllable maglakaton maglakawon to travel shift: last syllable magyayakan magbabagaw say something contextual variation maka-agi makahanap find contextual variation mangaro mag-aro to ask clipping magpipirok-pisuk pisok-pisok blinking of eyes clipping mapakadto makadto go somewhere clipping nag-abot inabot arrived shift: first syllable nagbibiling naghahanap looking for contextual variation naghuhulat naghinulat waiting for clipping nagkakirita nagkatarapo saw each other contextual variation nagpakanhi nagpakadi come here shift: last syllable nagyakan nagbagaw said contextual variation nahapon hinugpo perch contextual variation nahikit-an naimdan saw contextual variation nahimata nagimata awakes shift: second syllable pagkurukayakan pag uro-istorya discuss contextual variation pukanon wakayon terminate contextual variation tindog tugbos to stand contextual variation tumangdo tumuyang confirmed contextual variation umundang tinuok to stop contextual variation linguistic feature which are variantly spoken. table 3 indicates the morphemic variations of calbayog – catarman waray visayan content words in terms of verbs. based on the data the morphemic variations are contextual variation and shifts. these results concur the findings of blust (asia-pacific linguistics: open access monograph) stating that philippine language including waray visayan can be characterized as agglutinative-synthetic, meaning, there is a relative abundance of affixes and at the same time the morpheme boundaries are usually clear. for example the words igpupulong (from pulong), nagkakirita (from kita) and pagkurukayakan (from yakan) from calbayog waray dialect, the presence of the affixes ig-, nagand pagkuruare evident. in the same case that catarman verbs igbabagaw (from bagaw), mawaraan (from wara), and maglakawon (from lakaw) show the presence of affixes: ig-, ma-, mag, -an, and –on. table 4 reflects the morphemic variations of waray visayan adjectives spoken in calbayog city and catarman. all the data above indicate contextual variation in which the words vary significantly in their form but referring to the same thing because of geography as stated by parker & riley (2005) particular lexical items and phonological forms are associated with specific geographical areas . the findings of the present study is very related to the findings of cerbito (2017) stating that adjectives undergo morphemic variation when spoken in standard waray through synonymous word variants, shifts and clipping. table 5 discloses the morphemic variations of waray visayan content words in terms of adverbs. the variation evident among all the words indicated in the table is contextual variation. consistent with the table 4: calbayog – catarman morphemic variations of content words (adjectives) calbayog waray catarman waray english morphemic variations bulanon kadayaw full moon contextual variation bulahan angay worthy contextual variation sadang sakto enough contextual variation usa sayo one contextual variation lagas arug old contextual variation kahimyang mamingaw peaceful contextual variation https://journals.e-palli.com/home/index.php/ajmri pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 57-62, 2022 table 5: calbayog – catarman morphemic variations of content words (adverbs) calbayog waray catarman waray english morphemic variations katakip hipid neighboring contextual variation makausa makasayo once contextual variation aanhi adi here contextual variation apurado nagdadagmit hasty contextual variation results above is the statement of wardaugh (2006) that all languages exhibit internal variation and language exists in a number of varieties. the varied term indicated in the table above only show that calbayog waray and catarman waray are varieties of waray language. though there is variation of morphemes still the speakers understand each other making the two variants as mutually intelligible. they are mutually intelligible because they are dialects of waray and their distance is not that wide. as stated by chamber and trudgill (1998) in their theory of geographic continuum the differences are sometime smaller and sometimes larger; the greater the geographical separation is, the greater the difficulty of comprehension. conclusions based on the results and findings of the study it can be concluded that contextual variations, syllable shifts, and clipping are the morphemic dialectal variations which exist between catarman and calbayog city waray speech communities in samar island. based on the findings and conclusion, these recommendations are hereby offered: 1. conduct further studies on the genealogy of waray visayan language 2. conduct a similar dialectal variation study among other waray visayan dialects 3. conduct an in-depth investigation of the phonological variations of waray dialects 4. form a local linguistic association which will conduct further studies on waray language and preserve it references alunan, m. m. (2006). sa atong dila: introduction to visayan literature. the university of the philippine press. aronoff, m. & fudeman, k. (n.d.) what is morphology?. blackwell publishing, australia. bautista, a.s. (2018). morphological variations of the cebuano-visayan and hiligaynon-visayan languages (unpublished doctoral dissertation). university of san jose-recoletos. blust, r. (2013). the austronesian languages. asia-pacific linguistics: open access monographs http://pacling.anu. edu.au/materials/blust2013austronesian.pdf. budiarsa, m. (2015). language, dialect and register: a sociolinguistic perspective. retorika: journal ilmu bahasa, 1(2), 379-387. caraballe, m. r s. (2018). sociolect variation of hiligaynonvisayan lexes in bacolod city, negros occidental (unpublished doctoral dissertation). university of san jose-recoletos. cerbito, e. l. (2017). morphemic variations of northern samar waray visayan household lexicon (unpublished doctoral dissertation). university of san joserecoletos. chamber, j.k.&trudgill, p. (1998). dialectology 2nd ed., cambridge university press. chavez, m. (2018). morphologic variation in hiligaynonvisayan’s lexicon in the sixth district of negros occidental (unpublished doctoral dissertation). university of san jose – recoletos, fasold, r., & linton, j.c. (2006). introduction to linguistics. cambridge university press. geeraerts, d. (2016, november 17). varieties of lexical variations. european association for lexicography. https://euralex.org/publications/varieties-of-lexicalvariation/. holyk, snizhana. (n.d.) language variation and grammatical change. https://www.pulib.sk/web/ kniznica/elpub/dokument/kacmarova4/subor/ holyk.pdf. mercurio, p.h.l. (2011). ayaw pagpudla an tuog ug iba pa nga mga siday. national commission for culture and the arts. parker, p., & riley, k. (2005). linguistics for nonlinguists: a primer. pearson. radford, a. etc al. (2009). linguistics an introduction. cambridge university press. rosales, r. d. (2015). introduction to linguistics. philippines: jimezyville publications. wardhaugh, r. (2006). an introduction to sociolinguistics 5th ed. blackwell publishing. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 am. j. multidis. res. innov. 1(1) 9-12, 2022 the american journal of multidisciplinary research and innovation (ajmri) is a blind peer-reviewed journal, aims to publish the article(s) immediately after submission of the corrected version by the author. the journal publishes articles that include those containing substantially supported theories, innovative works, substantial experimental results, and/ or containing useful and constructive discussions or reviews standardized to regional or international acceptance. the ajmri reviews papers within approximately one month of submission and publishes accepted articles on the internet immediately upon receiving the final versions. published media: issn: 2158-8155 (online) frequency: 3 issues per year area of publication: science, engineering, physical sciences, arts & humanities, engineering, social science, language, and education. editorial team dr. a. k. m. ahasanul haque, professor, faculty of economics and management sciences (kenms) international islamic university malaysia (iium)malaysia prof. dr. myint thuzar, yezin agricultural university (yau), myanmar dr. sejuti mondal, department of agricultural sciences, texas state university, usa professor steve ryan, department of english, southern states university, usa professor dr. wael al-aghbari, university president, international university of technology twintech – iutt, yemen dr. parvez anwar, associate professor, civil engineering, university nottingham, malaysia dr. mohammed ashikur rahman, department of computer science, university of south asia, bangladesh dr. sandra milena camargo silva, materials engineering, pedagogical and technological university of colombia, colombia dr. marhanum che mohd salleh, associate professor, faculty of economics and management sciences (kenms), international islamic university malaysia (iium), malaysia dr. nida jafri, consultant, green empowerment, portland, usa dr. md. sohel rana, associate professor, department of mathematical and physical sciences, east west university, bangladesh dr. hafizah hammad ahmad khan, faculty of business & management, universiti teknologi mara, kedah, malaysia avegale c. acosta, department of psychology, school of social sciences, ateneo de manila university, philippines mrs. safeena beevi. s.s, associate professor jn medical college, college of nursing aligarh muslim university uttar pradesh, india dr. sun xi, associate professor, department of parasitology, zhongshan medical college, sun yat-sen university, guangzhou, china dr. noha essam khamis, associate professor, faculty of applied sciences and arts german university in cairo (guc), egypt ar. sajal chowdhury, department of architecture, chittagong university of engineering & technology (cuet), bangladesh contact: american journal of multidisciplinary research and innovation (ajmri) e-palli llc address: 2055 limestone rd ste 200c, zip code: 19808, wilmington, delaware, usa email: ajebi@e-palli.com phone: +1 3024070506 url: https://journals.e-palli.com/home/index.php/ajmri pa ge 9 american journal of multidisciplinary research and innovation (ajmri) necessity development factor of computerisation in madras high court for e-govern and e-court b. swamynathan1 volume 1 issue 1, year 2022 issn: 2158-8155 (online), doi: https://doi.org/10.54536/ajmri.v1i1.151 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: 30 january 2022 accepted: 24 february 2022 published: 25 february 2022 the government of india ict has been instrumental in computerizing all sectors of the country. for the effective administration of madras high court, information and communication technology (ict) was applied in its judicial activities. it will speed case receiving and cases delivering without delay and hesitations, manual work would be considered as a secondary work, and importance would be given to e-governance to dispense cases easily and quickly and provide judgments rapidly. delay in providing justice is delaying in living meaningful life and discipline life, without delay cases and judgments would be delivered rapidly as per the expectations and waiting of the petitioners through the e-governance method. human being used to getting tired though they have been given their actual duty by the authority they will not do that on account of job satisfaction and security, by these justices are not dispatched and rendered quickly owing to the officer’s manual work thereby petitioners will get unbelief and dissatisfaction on government as well as judicial. this article discusses the steps taken to computerize the high court and the need to expedite them. keywords judiciary, computerization, e-governance, development, reforms, cases dispatching, renovation, modernizations, necessity development. 1 ph.d., research scholar, department of political science & public administration, annamalai university, tamilnadu, india * corresponding author’s email: tsiswamynathan@gmail.com introduction during the manual work period, petitioners had been asked bribes and commissions to complete their cases by the court officers, it has been influencing in justices are delayed and people are getting back from seeking the judiciary help. to avoid and neglect all these corruptions and malpractices in the judiciary campus and compartment e-governance system was introduced in july 2016 with the interest and purpose to receive cases easily, quickly and render justices rapidly by this following social problems would be resolved and rectified and also prevented beforehand. criminals would arrest based on the rendered judgments. the affected person’s family would be protected from the fear of criminals. petitioner’s frustration on court would be eliminated. confidentiality and trust of the petitioners on court would fortify. the name of the court would be popularized by providing quality and rapid justice. peace and progress will be fostered in society by rapid court justices. criminalized civil society would be cleaned and kept neatly by providing computerized court administrations. social, political and economic justice would reincarnate and resuscitate by providing speedy justice and pathetic situations of the people would be eliminated. liberalism and freedom could be followed by the people in their life by being of the active judiciary. people fearing to police, government officers, rulers, administrators and criminals would be entirely uprooted by rendering computerized rapid justices. justice is good for a good person and bad for a bad person even providing judgment to punish one criminal also would be considered as justice and the same justice providing for an innocent person also would be considered as justice. criminals would be disheartened in terms of thinking to threaten, kill, and intimidated other persons in the social system. judiciary is up from all the sections of the administration with an intense to punish culprits, robbery person, theft, murderess, criminals, tyranny rulers and exploitations. judiciary is the uppermost guardian of the people’s life, freedom and rights because the rest of the authorities are not guaranteed and believable, all of them will change according to time and money but the judiciary is never and not like that. towards make strong ethics, morality, disciplined life and decent behaviours at human being harts the computerized judiciary system provides rapidly justices. result and discussion necessity and requirement of computer equipment the small gap of providing late justice will lead to happen a thousand crimes in india for avoiding this factor computerized administrations is important and made well. the impact of late or delayed justice will encourage all the political and social criminals to do more crimes in poor people living places. the rapid justice system will curb and punish so many wrongdoers and culprits while the delayed justice system is encouraging culprits to commit more criminal activities. toward make reforms and corrections in political, social, economic, department’s judiciary’s computerized systems and procedures are most needed one for make a strong pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 9-12, 2022 disciplined society including all the above said domains. judiciary is the highest body because it is a selfless and corrupt-free mechanism, is for the welfare of the people than other government bodies from rulers to people. in the above-narrated aspects following computerized privileges are rendered to madras high court to deliver justice for stagnated cases and also render for fresh cases at a computer speed. the infrastructure of the chennai high court was facilitated by the computer program. the hon’ble judges of the high court was facilitated with computers with the latest modern configurations. along with high-speed configurations, computers laptops were provided to each officer and kept in the cabin of the court offices. the government of tamilnadu has provided madras high court branded and quality laptops like dell and lenovo with printers systems. to know all the social and international information of both civil and criminal issues government is provided apple i-pads, this i-pad would be helpful to comprehend all the news and information quickly. apart from these facilities to read and go through today’s relevant academic and other social issues online journals systems were commenced, in the court chambers two-line landline telephone system was installed along with internet facilities for complete all the cases information and details, to speed up case processing systems multifunctional software devices were installed in chambers of the courting the chambers of the senior judges’ wide broadband internet connections were arranged internet facilities were provided to the registrars to accelerate court activities all the registrars were given modern types of laptops and computers along with broadband internet service and connectivity registry all the sections of the registry have been provided with desktop computers interconnected through lan. through this system, necessary and needful computers were given to the registrar to type and store all the core issues and matters for future references. to entertain all the petitioners in the court cabins and receptions hall computers are installed with internet facilities to encourage suitors to file a case about their needs in the court. for speedy data storage and keeping records in the computers government of tamilnadu has given a high-speed server with software facilities for effective court proceedings. 11 nos. of high-end scanners have been installed in various judicial and administrative sections thereby enabling the madras high court to scan and digitize all the current cases being filed and the administrative files thus heralding the era of digitization. to avoid xerox and scanning time for judges and officers government has arranged computers and laptop facilities in each section with xerox and scanning facilities thereby they can minimize their xerox and scanning time outside and also perform court duties so speedily. to reduce travel and court time to go to see other court issues and official functions the video conferencing facilities are arranged between madurai high court and chennai high court, this system will reduce the unnecessary time which happens when judges to concerned places. software modules to deal with civil, criminal cases the software modules were installed in the chennai high court’s building which was developed by nic and entire software facilities and arrangements are done perfectly by the software team. through best software modules systems, the large cases communication facilities are created by nic authority and also keep maintaining computer record room by storing all the latest and old versions access are kept into thee computers. in this way, they are preparing and storing daily cases and justice’s delivery details for the sack of the court achievements. since received cases, its process are monitored and watch by the computers operators in serial wise this job can do by him since there have been fixed computerized facilities. regarding bail granting, interim bail granting, information of the cases, evidence of the cases and witnesses are kept in the computer according to serial and year and date wise. entirely cases record, date, year, proceeding numbers, names of the petitioners and advocates with judges are enlisted and maintained in the computerized administrative procedure. the chief meaning of the module’s software is nothing but it is a meaning of paperless administrative work system and paperless judicature work all work will be done through computers and technological way with the fast process without delay. this system has been introduced at its subordinate and lower courts also for the sack of administrative perfectness and developments, its goal is to provide all the needs to be justice-seekers from all sections of the people within a stipulated period and time without too much delay. through these computerized module software systems, the high court of tamilnadu has been shifted from old manual work to new technological works. in this way it can computerized attendance maintenance system, savings of the personal information’s of the judicial officers and staffs, family profile, occupation details of the staff members are stored and entered in the computers, sincerely following biometric entry system, even giving leave letters and asking permission letters are also done through the computerized system. lodging complaints on any staff will be recorded and all the judiciary regarding issues and cases are to be filed in a computerized way. so far we rendered services and justices of the high court of tamilnadu is recorded in the computer properly, all the rti filed a case and received complaints and evidence of its also recorded and loaded in a computer for the evidence of future years. visitors records, entry, issuing a pass to court visitors, law college people, along with their college name and years are registered in the computers, purpose of pay visit judiciary, and id card of the concern students also is recorded and saved at computers to see whenever it require in future for a good purpose and negative purpose. pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 9-12, 2022 regarding duties are given to staff and advocates of the tamilnadu high court is also registered on the computers, calling staffs and registrars to assembly in court hall for an urgent meeting will be also registered in a computer, properly incoming members images, purposes, goal, aim, needs are monitored by the surveillance camera by this court and hon’ble judges records achievements, victory in their career, educations, services and occupations and salaries everything would be maintained in the computer properly. towards recruiting court staff, officers and judges would be done through a computerized way, through this system name, calling letters after screening their profile and selections would be done through the computer system. 1. giving advertisement 2. receiving applications 3. screening the received applications 4. sending selected candidates list for interview giving all the rudimentary details of where and how to attend the interview will be notified on the websites of the court. here, all types of malpractices, corruption, bias, favouritism and error would be avoided since it has been done by the computerized system. digitization of court case records from july 2016 onwards tamilnadu high court will be commenced or began to start to function with computerized and digitalized ways along with so many systematic approaches such as cases, records, files, profiles of the staffs and hon’ble judges, judiciary trials, judgment day, record numbers, petitioner’s name, case details, history, criminal cases, civil cases, scanning, typing, xerox copies, listed cases and all type of cases would be thoroughly filled and recorded in the computers as it can revive and seen in the future for the court evidence. digitization of old/disposed case records to upload and insert into the computers the case which is recorded before the computer period will be typed neatly and saved into the computers without any mistakes and plunder. all the case sheets, records, files, judgments sheets and other relevant information would be typed to upload into the computers to revive and revise cases for the present case very dictions as evidence of the justice rendering. these are the cases that would be recorded in the computers, further apart from the court cases regarding court rehabilitation works, renovations works, tendering orders, tender nonelectrical works, tender, floor reformation and relocation work, painting tender, wages, hired employees, electrical, phone bill, utility expenditures, additional court maintenance expenditure, petrol allowances, daily wages, vehicle rending, food expenditures, party expenditures, repairing works, overhauling works and other court maintenance works and recorded would be uploaded into the computers with years and month for the auditing and accounting purposes. from the old stage to the present stage the high court of tamilnadu has been transferred and shifted with a lot of reformative attempts and programmes by the initiative of the then was honourable judges and ministers. herewith the following changes and new programmes and facilities are arranged to improve the architecture and interior infrastructures of the chennai high court. electrical equipments are installed, to secure and safe the chennai high court, tamilnadu government has fixed fire signals, cctv camera installations, digitalized computers are fixed, gyp board false ceiling is established, modern glass doors are fixed, repository cupboard is arranged, to keep computers suitable long and high tables are arranged, the digitalized training room was established. conclusion central and state governments must take some actions to make the people aware of the e-governance and e-court activities. in view to enlarge tamilnadu high court judiciary and tamilnadu all the needful, requirements are done to modernize, regularize, systematize, increase court profile and rehabilitate. by allotting sufficient funds to computerize, modernize, rehabilitate and reform the court administration the sufficient efforts are bone even still now. so, further, necessary and thoughtful reformative works should be done in the forthcoming days, for which government and judges are needed to pursue comprehensive reformative work. computerized system in the court is much good work for completing all the bending and fresh courts in high speed and ultra-speed toward complete all the backblock cases for accomplishing social justice through the legal proceedings. the computerization of the judiciary will make justice available to the people more quickly, and the computerization of the high courts will be necessary over time to ensure transparency and simplicity. references barber, sotirios a. 1993. the constitution of judicial power. baltimore: john hopkins university press. bardhan, pranab. 2005. “nature of opposition to economic reforms in india.” economic and political weekly, 40:48 (november 26-december 2). batra, j.l. 1997. “liberalization: challenge of change,” in liberalization: economic challenges. s.k. srivastava and a.p. gupta eds. new delhi: anmol publications pvt. ltd., pp. 1-11. baxi, upendra. 1967. “the little done, the vast undone” -some reflections on reading granville austin’s.” journal of indian law institute, 9, pp. 323-430. baxi, upendra. 1980. the indian supreme court and politics. lucknow: eastern book co. baxi, upendra. 1982. the crisis of the indian legal system. new delhi: vikas publishing house. baxi, upendra. 1982. “who bothers about supreme court? the problem of impact of judicial decisions.” journal of the indian law institute, 24:4, pp. 848-62. baxi, upendra. 1985. courage, craft and contentions the indian supreme court in the eighties. bombay: tripathy. pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 9-12, 2022 baxi, upendra. 1986. towards a sociology of indian law. delhi: satvahan. baxi, upendra. ·1991. “constitutional perspectives on privatization a footnote to dalip swamy.” mainstream, july, pp. 3. baxi, upendra. 1992. “the recovery of fire: nehru and legitimating of power in india,” in nehru and the indian constitution. rajeev dhavan and thomas paul eds. bombay: tripathi. baxi, upendra. 1993. “judicial discourse: dialectics of the face and masks.” journal of indian law institute, 35:1-2, pp. 1-12. baxi, upendra. 1993. marx and justice. bombay: tripathi. baxi, upendra. 1995. “life of law amidst globalization.” 50th anniversary conference australian law teachers’ association cross currents; internationalism, national identity and law. baxi, upendra. 2000. “constitutionalism as a site of state formative practices.” cardozo law review, 21:4, pp. 1183-210. beard, charles. 1967. the economic interpretation of the constitution of the united states. new york: mac millan. beck, thorsten, asli demirguc-kunt, and ross levine. 2003. “law, endowments, and finance.” journal of financial economics, 70:2, pp. 137-81. beck, thorsten, ross levine, and asli demirguc-kunt. 2003. “law and finance: why does legal origin matter? .” journal of comparative economics, 31:4, pp. 653-75. bell, john. 1985. policy arguments in judicial decisions. new york: oxford university press. bell, john. 1987. “the judge as a bureaucrat,” in oxford essay in jurisprudence. john eekelaar and john bell eds. oxford: clarendon press. besley, timothy and rob burgess. 2002. can labour regulation hinder economic perfomance? evidence from india. london: london school of economics: development economics discussion barber, n.w. 2001. “prelude to the separation of powers.” cambridge law journal, 60:1, pp. 59-88 pa ge 1 pa ge 89 american journal of multidisciplinary research and innovation (ajmri) assessing the sports program and performance of athletes in selected public high schools mark paul m. salino1,3, gerald t. malabarbas2,3*, ernesto m. acoba3 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.405 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 21, 2022 accepted: july 22, 2022 published: july 24, 2022 sport promotes good health in students, as athletes are fitter and healthier than others, and these students are typically more active, self-assured, and enthusiastic. the study assessed the level of adequacy of sports facilities, equipment, and sports performance of the public high schools in tinambacan district, schools division of calbayog city. descriptive-correlation research method was employed using the survey questionnaire. this study used a total enumeration as a sampling procedure since all mapeh teachers and school heads served as the respondents. results revealed that there is still a lack of mapeh teachers among schools, budget allocation for sports was too meager, sports clubs were established, and sports development programs. nevertheless, most of their athletes have participated in regional and national sports competitions. more so, the sports facilities and equipment were deemed “adequate.” despite the unavailability of state-of-the-art sports equipment and facilities, the performance of athletes in public high schools was generally viewed as good. the study also disclosed that the number of mapeh teachers, budget, and sports training and development programs was considered predictors of sports participation, but not sports organizations. the number of mapeh teachers, expected budget, presence of sports groups, and current sports training and development were also predictive of athlete success, but not the degree of involvement. athletes’ performance and sports facilities and equipment quality are directly correlated. as a result, the researcher suggests that the sports development program be enhanced and that greater emphasis be placed on the holistic development of the learners. keywords athletes, sports, sports performance, mapeh teachers 1 malajog integrated school, calbayog city, samar, philippines 2 university of antique, sibalom, antique, philippines 3 christ the king college, calbayog city, samar, philippines * corresponding author’s e-mail: gerald.malabarbas@antiquespride.edu.ph introduction sports and games provide an atmosphere intended for enjoyment, leisure, good health, and physical development, freedom of expression, career building, and acquisition of skills that enable one to earn a living and reduce stress, especially for the many students in schools as part of their learning opportunities and physical development (rintaugu, 2005). similarly, united nations (2005) noted that participation in sports activities contributes to the acquiring of virtues that are considered healthy in any educational program, such as teamwork, as well as increasing the confidence level of the students and hence leads to promoting school connectedness. furthermore, participation in sports decreases the dropout rate and allows students to build a positive attitude towards school. in schools, physical education (pe) is a key component of quality education and can be used to promote schooling among young people. bailey (2006) found that engagement in sports activities promotes the participants’ academic achievement and a relationship between participation in sports and academic achievement. similarly, in their studies, sibley and etnier (2003) found that participation in both sports and physical activities enhanced the cognitive role in the brain. nelson & gordon-larsen (2006) established that males and females who participated in sports performed well in mathematics, english, and science subjects. the study shows that athletes perform better due to their effort, hard work, and discipline gained through competitive sports participation. many popular forms of sports can be carried on most successfully indoors. suitable buildings must therefore be provided if students are to have an opportunity to engage in sports activities throughout the school year. moreover, the structures vary from the simple open park shelter to the elaborate building, which serves as a center for the sports of a community or neighborhood. some recreational buildings occupy sites specifically for the purpose; others are located in areas with no indoor facilities. school buildings provide the basic indoor sports facilities and operate as indoor sports centers in hundreds of communities. most schools built in recent years have been designed to serve a variety of sports uses. many municipal auditoriums, libraries, and other public buildings are not primarily for recreation but only have one or more recreational rooms. camungao (2009) reiterated that individuals should spend time on more meaningful activities to avoid wasted time. with this, she conducted a sports project entitled, “the value of time thru sports”. in the implementation of the program, indoor sports facilities were requested from the city of government through the manila sports council. hence, they were provided facilities and equipment like chessboard games, scrabble games, the game of the general, dart, and playing areas to attain the program’s objectives. as a result of this project, many children, even out-of-school youth, engaged in this productive endeavor specially designed for them. the participation of the elderly was also evident. it encouraged active participation from all sectors of society, especially the youth, to avoid them from engaging https://doi.org/10.54536/ajmri.v1i3.405 https://journals.e-palli.com/home/index.php/ajmri mailto:gerald.malabarbas@antiquespride.edu.ph pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 89-97, 2022 in bad habits. the goals of s and their organization were a huge success as more and more out-of-school youth learned to use their wasted time wisely by playing in the sports facilities and not being engaged in drugs or other harmful vices. many students do not have a clear idea or point of view regarding the importance of indoor sports facilities. this should be accentuated to serve the needs and interests of students, especially in sports activities. several cities have made efforts to build structures designed for a specific form of recreational activity, such as drama, crafts, sports, or nature. some of these buildings serve as citywide centers where people who have developed interest or skills in the activity in their neighborhood centers can participate more intensively or on a more advanced basis. such centers may attract fewer individuals than a general recreation building, but they foster a continuing, progressive, and absorbing interest in the special fields to which they are dedicated. for this reason, they are likely to play an increasingly important role in future recreational programs. indeed, the adequacy of facilities for training will enhance an athlete’s competitiveness. even if the player has the potential of becoming a promising athlete, without regular and proper training, it will not boost his/ her potential in performing his activity. it is a lamentable fact to see that the athletes of the public high schools in the tinambacan district cannot compare equally to athletes of the other schools. the major reason is the dearth of facilities, equipment, and supplies for their regular training to enhance their performance. with this scenario, the researchers aimed to assess the level of adequacy of sports programs and the performance of the athletes among public high schools in tinambacan district, schools division of calbayog city. literature review sports as a social phenomenon, according to coakley (2017), is a highly visible kind of organized activity that has caught the community’s interest. he said it is linked to ideology and main social spheres like family, economy, media, politics, education, and religion. furthermore, sports can be simply defined as any physical activity for many individuals, but sports have been elevated to a far greater level of importance than this conventional definition. he claims it covers a wide range of topics and aims to fulfill broader social objectives relating to health, integration, employment, crime reduction, and urban redevelopment (coalter, 2017). according to lacaba, a. and lacaba, t. (2020), sports play a significant role in a man’s whole development. essentially, it aids every learner’s psychomotor growth; then, it improves their interpersonal skills and, as a result, improves not only their physical and social well-being but also their moral and spiritual development to the highest level possible. physical education and sports participants reap various benefits, and participation in sports can help youngsters develop respect for their bodies and others. sports participation also adds to the beneficial development of the mind and body, resulting in increased self-confidence and self-esteem (baily, 2006; talbot, 2001). further, the evaluation of the athletics program is a critical duty. there are evaluation tools designed to assess coaches and help them achieve five specific goals: (1) ensuring safety when working with athletes, (2) ensuring proficiency in coaching duties, (3) ensuring administrative competence, and (4) promoting professional growth and (5) promoting intrinsic motivation (kestner, 1996). pont, nusche, and moorman (2008) also state that an after-school program’s success depends on the efficiency and dedication of its coaches and personnel. it implies that qualified coaches and personnel are required. coaches and staff, he noted, believe they have adequate resources in terms of equipment, facilities, and training to carry out their duties. they should give themselves leeway to try out new methods and tactics for providing demanding and beneficial activities to the students. similarly, oslen (2012) emphasized the importance of providing a safe setting to achieve optimal learning levels. he went on to say that the program should place a strong emphasis on the players’ protection and safety. he added that one of the primary aspects contributing to the efficiency is that excellent safety procedures have been implemented. this ensures that athletes are closely monitored and assisted during the program’s implementation. according to reilly (2007), all training aims to improve an individual’s ability to operate as part of a team. as a result, individual fitness levels improve, which makes it easier for the coach to synchronize the team into a competitive unit. then, sports, according to grujoska and carlsson (2007), have the potential to improve the lives of individuals, not only individuals but entire communities. she suggested that now is the time to build on that knowledge and challenge governments, development agencies, and communities to think about how sport might be better integrated into child-helping activities. in 1998, the department of education, culture, and sports (decs) aided schools in encouraging youth to be physically active. as a result, various schools in the philippines offered various sports programs following executive order no. 44, which stated that “the state shall promote physical education and encourage sports programs to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry.” in collaboration with athletic clubs and other sectors, all educational institutions must engage in regular sports activities across the country.” in addition, republic act no. 5708, section 2, states that “the integrated physical education and sports development program in all schools in the philippines shall be undertaken by the department of education in accordance with the following guiding principles: (1) the goal of physical education is to instill in young citizens a proper appreciation of the importance of physical development hand in hand with the mental development in individual and social activities; (2) the sports and other activities in a physical education program should provide opportunities https://journals.e-palli.com/home/index.php/ajmri pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 89-97, 2022 for the athletic development of children and youth who have the competitive spirit as well as grace, coordination, stamina and strength; (3) a well-rounded physical education program must be addressed to physical growth, social training, and personal, discipline for all pupils and students, as well as superior athletic achievement for those who are psychologically inclined and physically gifted; and (4) an integrated program for sports development in the schools requires effective organizational planning and administration with provisions for adequate training facilities and sustained stable financing”. this only means that the past government recognizes the special role of sports in personal and national government. it is widely acknowledged that the government plays an important role in sports development. manalo and de la cruz (2000) from the philippines, conducted a study on the factors affecting the performance of varsity players of the technological institute of the philippines, and the findings revealed that the athletic performance of the players was truly affected by school factors such as training and sports facilities, training schedules and incentives. moreover, the results also disclosed that the personal variables of the players, including their attitude, the trainers, and coaches, showed a positive association with the performance of the athletes. the study of okyere, abieraba, and osman (2019) disclosed that in tano and north high schools, the various schools’ sports facilities were insufficient to meet their pe requirements. other discoveries include the fact that most facilities have paths and corridors running through them because people utilize them as routes to their destinations and for celebrations and other events. in general, the study found that sports facilities in tano north and south are insufficient and substantially impact sports performance. therefore, to improve sports performance, authorities and other stakeholders should invest in sports facilities. likewise, nacar, gacar, karahuseyinoglu, and gundognu (2013), revealed in their study that the current sports facilities of some high schools in turkey that worked to provide sports training despite a shortage of facilities and personnel were found to be insufficient in terms of quality and quantity. it was established that the lack of sports facilities reduced the quality of training. in their paper, sanni, ede, and fashina (2018) examined the impact of lack of sports equipment on primary school sports development in bwari area council and how sports equipment might boost sports activities. the study found that sports development in elementary schools in bwari area council depends on the availability of sports equipment and facilities. the survey also identified a shortage of trained physical education instructors/ teachers as a critical issue affecting student participation in most sports. ganaden (2019) disclosed that the aspect of the curriculum aims for learners to demonstrate an understanding of the value of active participation in a variety of games, physical and rhythmic activities, and the development of social skills that convey important democratic principles; team/individual/dual sports, dance, physical fitness, and wellness course contents of pe; necessary qualifications and content knowledge for pe educators. however, ensuring the learning environment is suitable for lifelong physical activity and mobility and obtaining and maintaining facilities and equipment for teaching pe were occasionally implemented parts of the pe program. large class sizes, students’ negative attitudes toward physical education, and an overloaded class schedule were all concerns and problems found throughout the implementation of the pe program. in nueva ecija, philippines, a certain study reported that the athletes are motivated to plan, train diligently, and make personal sacrifices to attain perfection; they are inspired by their enjoyment of competition and desire to reach the winner’s circle. additionally, they gave their all on examinations and quizzes, participated in the class activities and debates, and met all academic obligations that remained unmet immediately following the competition. similarly, they believe that participating in school athletics helps them improve their time management skills, prepares them properly, teaches them discipline, and stays focused on the plan (gracia & subia, 2019). lastly, according to lagrio, dote, hernandez, and guera (2017), the majority of lpu varsity players are in grade 9, are males between the ages of 14 and 15, and the majority of prizes obtained by the athletes for participating in various sports activities across several categories come from school intramurals to other levels of sports competitions. therefore, it is suggested that the high school department concentrates on boosting sports participation among younger groups, particularly freshmen. the high school department may constantly strive to improve its performance in athletic competitions. consideration may be given to implementing the proposed sports development program. methodology research method the researchers employed a descriptive-correlational research design. bhandari (2022) defines descriptive research as research that describes the characteristics of a population or phenomenon under investigation. it does not answer how, when, and why the characteristics developed. instead, it provides an answer to the “what” question. usually, categorical schemes, also known as descriptive categories, describe the situation and the population. additionally, this is the most appropriate method for this study because it involves collecting data to test the hypothesis and answer questions on the level of adequacy of sports facilities and equipment and sports performance of the public high schools in tinambacan district, schools division of calbayog city. respondents and sampling procedure the respondents of the study were composed of two (2) groups, the thirty-four (34) mapeh teachers and https://journals.e-palli.com/home/index.php/ajmri pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 89-97, 2022 eight (8) school heads of tinambacan district, schools division of calbayog city. the researchers employed a purposive and complete enumeration sampling technique in the study because all the mapeh teachers and school heads served as the respondents of the study. purposive sampling refers to the process by which researchers carefully consider how they will establish a sample population, even if the sample population is not statistically representative of the larger population at hand. research instruments and validation the instrument used in this study is an adapted instrument from lacaba, a. and lacaba, t. (2020). however, there are some slight modifications to the instrument because the researcher uses only what is appropriate to the study and localized the instrument based on his research environment. the survey questionnaire has four (4) parts. part i described the profile of the public high schools in tinambacan district in terms of the number of mapeh teachers, estimated budget allocated for sports training development, presence of sports organization/ club, the existence of sports training and development program, and level of sports participation. next, part ii assessed the level of adequacy of the sports facilities and equipment in the public high schools in the tinambacan district. part iii of the instrument determined the performance of the athletes among public high schools in tinambacan district in sports competitions. lastly, part iv determined the problems the mapeh teachers and sports coaches encountered in the school sports training and development program. then, the instrument was subjected to a validation process. first, face validation was made on the research instrument by the research adviser and mapeh. after incorporating their suggestions, the revised questionnaire was submitted for approval. then, the approved questionnaire was piloted to test the validity and reliability of the instrument through cronbach’s alpha analysis. using cronbach’s alpha the measure the internal consistency reliability of the research questionnaire. results showed that the level of sports adequacy of adequacy and equipment of the public high schools in tinambacan district obtained an alpha value of 0.947, which is interpreted as very good and acceptable. at the same time, the dimension on the performance of the athletes in sports competition attained a reliability value of 0.873, which is interpreted as very good and considered accepted. largely, the instrument resulted in 0.910 alpha value reliability statistics which shows that all indicators of the questionnaire are very good, and the instrument is generally accepted. data analysis frequency counts (f) and percentage (%) were used to describe the categorical profile of the school. in contrast, weighted mean and standard deviation were used to describe the estimated budget allocated for sports training development. similarly, the frequency and percentage were used to describe the available sports facilities and equipment in the public high schools in tinambacan district. then, mean and standard deviation were used to assess the level of adequacy of the sports facilities and equipment in the public high schools. likewise, the performance of the athletes among public high schools in sports competitions was used by this statistical tool. on the other hand, kendall tau-b was employed to determine the relationship between the profile variables of the school and the level of adequacy of the sports facilities and equipment in the public high schools in tinambacan district and the performance of the athletes among public high schools in sports competitions. similarly, this tool was also used to describe the relationship between the level of adequacy of the sports facilities and equipment and the performance of the athletes among public high schools in sports competitions. finally, the data were statistically analyzed using the ibm spss version 29. results and discussions profile of public high schools in tinambacan district table 1 presents the profile of the public high schools in the tinambacan district. number of mapeh teachers. as presented in table 4, the san joaquin national high school had the highest number of mapeh teachers (9), followed by rafael lentejas memorial school of fisheries (6). while the tomaligues integrated school has the lowest number of mapeh teachers (2). estimated budget allocation for sports training development among the public high schools in tinambacan district, the san joaquin national high school has the highest estimated budget of php50,000. in comparison, tomaligues integrated school has the lowest estimated budget of php10,000. furthermore, the budget allocation for sports training development of the public high schools in tinambacan district ranged from php10,000 to php50,000, with an average budget of php25,000. presence of sports organization/club as to the presence of the sports organization or club in the public high schools in tinambacan district, most of them have established sports organizations or clubs, except only for tomaligues integrated school. it means that most of these schools consider the importance of sports organization as a necessary avenue for the physical development of the students. existing of sports training & development most public high schools in tinambacan district have existing sports training and development, except for caglanipao integrated school. it means that most of these schools have crafted sports training and development https://journals.e-palli.com/home/index.php/ajmri pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 89-97, 2022 table 1: profile of the public high schools in tinambacan district schools no. of mapeh teachers estimated budget allocation for sports training development (in php) presence of sports organization existing sports training & development level of sports participation rafael lentejas msf 6 50,000 yes yes national malajog integrated school 3 15,000 yes yes national tomaligues integrated school 2 10,000 no yes regional san joaquin national high school 9 50,000 yes yes national sjnhs-manguinoo annex 4 10,000 yes yes regional pena national high school 4 20,000 yes yes regional malaga national high school 4 35,000 yes yes regional caglanipao integrated school 3 10,000 (m=25,000) yes no national table 2: level of adequacy of the sports facilities and equipment in the public high schools indicators m sd interpretation 1. team sports in any ball games/event 2.619 0.825 adequate 2. availability of functional facilities 2.714 0.944 adequate 3. standard facilities 2.381 0.882 less adequate 4. good condition of the equipment 2.833 0.730 adequate 5. conducive for training 2.738 0.857 adequate 6. self-training area 2.738 0.857 adequate 7. state of the art equipment (not obsolete) 2.310 0.975 less adequate 8. sport apparel/uniforms 2.452 0.916 less adequate 9. standard equipment 2.500 0.834 less adequate 10. proper maintenance equipment 2.524 0.862 adequate composite mean 2.581 0.717 adequate legend: 1.00-1.49='not adequate', 1.50-2.49='less adequate', 2.50-3.49='adequate', 3.50-4.49='moderately adequate', 4.50-5.00='very adequate'; m=mean sd=standard deviation. plans or programs being used in their programs and activities implementation. level of sports participation in terms of the level of participation in sports of these schools, the athletes and coaches from rafael lentejas memorial school of fisheries, malajog integrated school, san joaquin national high school, and caglanipao integrated schools have reached their participation in the national level of sports competition which is commonly known as palarong pambansa. on the other hand, some athletes and coaches from tomaligues integrated school, sjnhs-manguinoo annex campus, pena national high school, and malaga national high school have participated in the regional-level sports competition, which is called as eastern visayas regional athletics association (evraa). table 2 disclosed that the condition of the equipment (m=2.833, sd=.730), self-training (m=2.738, sd=.857), the ability of functional facilities (m=2.714, sd=.944), team sports in any ball games/event (m=2.619, sd=.825), and proper maintenance equipment (m=2.524, sd=.862) are more adequate sports facilities and equipment as rated by the teachers and schools heads. on the other hand, the less adequate sports facilities and equipment rated by the respondents are standard equipment (m=2.500, sd=.834), sports apparel/uniforms (m=2.4552, sd=.916), standard facilities (m=2.381, sd=.882), and state of the art equipment/not obsolete (m=2.310, sd=.975). overall, the sports facilities and equipment listed were only evaluated as “adequate”. performance of the athletes among public high schools in sports competitions table 3 presents the mean and standard deviation of the performance of the athletes in the public high schools in tinambacan district in sports competitions. as can be gleaned from table 3, the performance of the athletes among public schools is considered ‘very good in terms of individual sports in any athletic event (m=3.595, sd=1.061) and individual sports in any swimming event (m=3.571, sd=1.417). on the other hand, team sports in any dance sports event (m=2.429, sd=1.328) are said to be ‘fair’ only. however, the overall performance of the athletes in public high schools is deliberated as ‘good’ (m=3.113, sd=.348). moreover, the data in table 3 would mean the public high schools are sports-minded and competitive even though they lack sports equipment and facilities. this data concluded that they gave importance and value to sports as part of school activities and the holistic development of the learners. relationship between the school profile and level https://journals.e-palli.com/home/index.php/ajmri pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 89-97, 2022 of adequacy of the sports facilities and equipment in the public high schools table 4 shows the relationship between the school profile and the level of adequacy of the sports facilities and equipment in the public high schools in tinambacan district using kendall’s tau-b statistic. the table above shows the test for significance of the correlation between the profile variables of the school and the level of adequacy of the sports facilities and equipment in the public high school. as indicated, results revealed that there is a significant positive relationship between the level of adequacy with the number of mapeh teachers (r_τ=0.434, sig.<0.05) and the estimated budget (r_τ=0.471, sig.<0.05). this result indicates that as the number of mapeh teachers increases, the level of adequacy also increases. moreover, a significant budget for sports will also increase the level of adequacy. moreover, table 9 also revealed a significant positive relationship in the level of adequacy with the existing sports training development program (r_τ=0334, sig.<0.05). this result means that the presence of the sports training and development program will increase the level of adequacy. it can also be noted that there is a significant positive relationship between the level of adequacy with sports participation (r_τ=0.319, sig.<0.05). this data indicates that if the school participates in a higher level of competition, the level of adequacy will increase. the data implied that there is no indication that the presence of sports organizations will increase or decrease the adequacy level (r_τ=0.434, sig.>0.05). relationship between the school profile and table 3: performance of the athletes among public high schools in sports competitions indicators m sd interpretation 1. equipment for sports training 3.214 .717 good 2. team sports in any racket event 3.190 .804 good 3. individual sports in any racket event 3.310 .811 good 4. team sports in any swimming event 3.381 1.413 good 5. individual sports in any swimming event 3.571 1.417 very good 6. team sports in any gymnastics event 2.643 1.265 good 7. individual sports in any gymnastics event 2.786 1.317 good 8. team sports in any athletic event 3.381 1.081 good 9. individual sports in any athletic event 3.595 1.061 very good 10. team sports in any indoor event (chess, board games etc) 3.381 .936 good 11. individual sports in any indoor event (chess, board games etc) 3.452 1.152 good 12. team sports in any martial art event (taekwondo, arnis, etc) 2.905 1.411 good 13. individual sports in any martial art event (taekwondo, arnis, etc) 2.929 1.421 good 14. team sports in any dance sports event 2.429 1.328 fair 15. individual sports in any dance sports event 2.524 1.348 good composite mean 3.113 0.715 good note: 1.00-1.49=’poor’, 1.50-2.49=’fair’, 2.50-3.49=’good’, 3.50-4.49=’very good’, 4.50-5.00=’outstanding’ m=mean sd=standard deviation. table 4: relationship between the school profile and level of adequacy of the sports facilities and equipment in the public high schools profile variables adequacy of sports facilities and equipment kendall’s tau-b no. of mapeh teachers correlation coefficient 0.434** sig. (2-tailed) 0.000 n 42 estimated budget correlation coefficient 0.471** sig. (2-tailed) 0.000 n 42 presence of sports org correlation coefficient 0.145 sig. (2-tailed) .278 n 42 existing sports training and development program correlation coefficient 0.334* sig. (2-tailed) 0.013 n 42 level of sports participation correlation coefficient 0.319* sig. (2-tailed) 0.017 n 42 note: presence of school org, and existing training and development: 0=no, 1=yes level of sports participation:1=school, 2=district, 3=division, 4=provincial, 5=regional, 6=national **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). https://journals.e-palli.com/home/index.php/ajmri pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 89-97, 2022 performance of the athletes among public high schools table 5 shows the relationship between the school profile and the performance of the athletes among public high schools in tinambacan district using kendall’s tau-b statistic. the table above shows the test for significant relationship bеtwееn profile variables of the school and performance of the athletes among public high schools. as indicated, there is a significant positive relationship between the level of performance with the number of mapeh teachers (r_τ=0.581, sig.<0.05) and the estimated budget (r_τ=0.554, sig.<0.05). this indicates that as the number of mapeh teachers increases, the level of performance also increases. moreover, a significant budget for sports will also increase the level of performance. more so, the table above also shows that there is a significant positive relationship between the level of performance with the presence of organization (teachers (r_τ=0.350, sig.<0.05) and sports training and development program teachers (r_τ=0.347, sig.<0.05). this means that the presence of sports organizations, training, and development program will increase the performance of the athletes. however, sports participation has no significant relationship with the level of performance of athletes (r_τ=0.167, sig.>0.05). thus, the study implied that regardless of school participation from school to the national level will not affect the athletes’ performances in sports competitions. relationship bеtwееn the level of adequacy of the sports facilities and equipment and the performance of the athletes among public high schools in sports competitions table 6 shows the relationship between the level of adequacy of sports facilities and equipment and the performance of the athletes among public high schools in tinambacan district in sports competitions using kendall’s tau-b statistic. as shown in table 6, there is a significant positive relationship between the two variables of the study (r_ τ=0.323, sig.<0.05). therefore, this would mean that as the level of adequacy increases, the level of performance will also increase. problems encountered by the mapeh teachers and sports coaches in school sports training and development programs table 7 shows the frequency and percentage distribution of the problems the mapeh teachers and sports encountered in schools’ training and development programs. as presented in the said table, the problem of ‘inadequate facilities and equipment” was rated as the most number of yes (81.0%), followed by ‘insufficient table 5: relationship between the school profile and performance of athletes among public high schools profile variables adequacy of sports facilities and equipment kendall's tau-b no. of mapeh teachers correlation coefficient 0.581** sig. (2-tailed) 0.000 n 42 estimated budget correlation coefficient 0.554** sig. (2-tailed) 0.000 n 42 presence of sports org correlation coefficient 0.350** sig. (2-tailed) 0.008 n 42 existing sports training and development program correlation coefficient 0.347** sig. (2-tailed) 0.008 n 42 level of sports participation correlation coefficient 0.167 sig. (2-tailed) 0.204 n 42 note: presence of school org, and existing training and development: 0=no, 1=yes level of sports participation:1=school, 2=district, 3=division, 4=provincial, 5=regional, 6=national **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). table 6: relationship between the level of adequacy of the sports facilities and equipment and the performance of the athletes among public high schools in sports competitions pass kendall's tau_b safe correlation coefficient 0.323** sig. (2-tailed) 0.004 n 42 note: **. correlation is significant at the 0.01 level (2-tailed). pasc – performance of athletes in sports competitions asfe – adequacy of sports facilities and equipment https://journals.e-palli.com/home/index.php/ajmri pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 89-97, 2022 table 7: problems encountered by the mapeh teachers and sports coaches in schools’ sports training and development programs problems encountered no yes f % f % 1. inadequate facilities and equipment 8 19.0% 34 81.0% 2. inadequate instructional materials 11 26.2% 31 73.8% 3. unpleasant training environment 18 42.9% 24 57.1% 4. large team size (more than 40) 36 85.7% 6 14.3% 5. poor participation of athletes 28 66.7% 14 33.3% 6. poor problem-solving and decision-making skills of athletes 17 40.5% 25 59.5% 7. excessive coaching load 27 64.3% 15 35.7% 8. limited knowledge about practical coaching activities 14 33.3% 28 66.7% 9. lack of trainings/workshops for professional development 13 31.0% 29 69.0% 10. insufficient opportunities for research undertakings 9 21.4% 33 78.6% opportunities for research undertakings’ (78.6%) and ‘inadequate instructional materials’ (73.8%). this data means that three-fourths (3/4) of the respondents encountered problems in terms of facilities, equipment, research undertakings, and instructional materials. on the other hand, excessive coaching load (35.7%), poor participation of athletes (33.3%), and large team size (14.3%) are the three (3) least problems encountered by the mapeh teachers and sports coaches. conclusions based on the findings of the study, the researchers disclosed that there is a lack of mapeh teachers in all schools in the tinambacan district, they allocated a middling budget for sports development amounting only, majority of these schools have established sports organizations or clubs and existing sports training and development programs and all of these schools have participated in the regional sports competition while only half of these schools have participated in the national level of sports competition. then, only a few high schools have enough available sports facilities while others have fewer available sports facilities. moreover, the level of adequacy of the sports facilities and equipment in the public high schools was rated as “adequate” by the teachers and school heads. however, they also identified inadequate standard sports facilities and equipment, a lack of sports apparel/uniforms, and state-of-the-art equipment and facilities. the performance of the athletes in public high schools of tinambacan district was considered good despite their lacked sports equipment and facilities. on the other hand, the number of mapeh teachers, estimated budget, and existing sports training and development programs were considered to predict the level of sports participation but not the presence of sports organizations. therefore, the predicting factors to the performance of the athletes were the number of mapeh teachers, estimated budget, presence of sports organizations, and existing sports training and development but not the level of sports participation. the level of adequacy in sports facilities and equipment and the level of performance of athletes have shown a direct positive correlation. it suggests that as the level of adequacy of sports facilities and equipment increases, the performance level in sports of the athletes would also improve. references bailey, r. (2006). physical education and sports in schools: a review of benefits and outcomes. the journal of school health, 76 (8) 397-401. https://doi. org/10.1111/j.1746-1561.2006.00132.x bhandari, p. (2022, february 10). an introduction to correlational research. scribbr. https:// www.scribbr.com/methodology/correlationalresearch/#:%7e:text=a%20correlational%20 research%20design%20investigates,be%20either%20 positive%20or%20negative. camungao, g. (2009). life extension, the benefits of exercise through sports. manila bulletin publishing corporation, manila, philippines. coakley, j. (2007). sports in society: issues & controversies. usa: mcgraw-hill higher education. coalter, f. (2017). sport and social inclusion: evidencebased policy and practice. social inclusion, 5(2), 141–149. doi:10.17645/si.v5i2.852 ganaden, a. 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(2005). report on the international year of sports and physical education. https://www. un.org/sport/sites/www.un.org.sport/files/ckfiles/ files/electronic_version_iyspe_book.pdf https://journals.e-palli.com/home/index.php/ajmri pa ge 1 am. j. multidis. res. innov. 1(2), 2022 the american journal of multidisciplinary research and innovation (ajmri) is a blind peer-reviewed journal, aims to publish the article(s) immediately after submission of the corrected version by the author. the journal publishes articles that include those containing substantially supported theories, innovative works, substantial experimental results, and/ or containing useful and constructive discussions or reviews standardized to regional or international acceptance. the ajmri reviews papers within approximately one month of submission and publishes accepted articles on the internet immediately upon receiving the final versions. frequency: three issues per year area of publication: science, engineering, physical sciences, arts & humanities, engineering, social science, language, and education. editorial team dr. a. k. m. ahasanul haque, professor, faculty of economics and management sciences (kenms), international islamic university malaysia (iium), malaysia dr. steve ryan, professor, department of english, southern states university, usa dr. maisa al mardini, professor, department of accounting, pilon school of business, sheridan college institute of technology and advanced learning, ontario, canada dr. myint thuzar, professor, yezin agricultural university (yau), myanmar dr. sejuti mondal, department of agricultural sciences, texas state university, usa dr. wael al-aghbari, professor & president, international university of technology twintech, yemen dr. noha essam khamis, associate professor, faculty of applied sciences and arts, german university in cairo (guc), egypt dr. parvez anwar, associate professor, civil engineering, university nottingham, malaysia dr. domenic t. sanchez, faculty, college of education department, cebu technological university –nec city of naga, cebu, philippines dr. mohammed ashikur rahman, department of computer science, university of liberal arts bangladesh, dhaka, bangladesh dr. sandra milena camargo silva, materials engineering, pedagogical and technological university of colombia, colombia dr. marhanum che mohd salleh, associate professor, faculty of economics and management sciences (kenms) international islamic university malaysia (iium), malaysia dr. nida jafri, consultant, green empowerment, portland usa dr. md. sohel rana, associate professor, department of mathematical and physical sciences, east-west university, dhaka, bangladesh dr. hafizah hammad ahmad khan, faculty of business & management, universiti teknologi mara, kedah, malaysia mrs. avegale c. acosta, department of psychology, school of social sciences, ateneo de manila university, philippines dr. md. nasir uddin, institute of bangladesh studies(ibs), university of rajshahi, bangladesh mrs. safeena beevi. s.s, associate professor, jn medical college, college of nursing aligarh muslim university uttar pradesh, india dr. sun xi, associate professor, department of parasitology, zhongshan medical college, sun yat-sen university, guangzhou, china ar. sajal chowdhury, department of architecture, chittagong university of engineering & technology (cuet) bangladesh alvanh alem g. pido, department of physics, mindanao state university – main campus, philippines dr. abhijit das, associate professor, deptartment of anthropology, west bengal state university, india dr. mohammad tofayal ahmed, department of petroleum and mining engineering, jashore university of science and technology, bangladesh https://journals.e-palli.com/home/index.php/ajmri/about/submissions am. j. multidis. res. innov. 1(2), 2022 dr. t. velmurugan, assistant professor, department of social work, jigjiga university, ethiopia dr. nikhil chakma, assistant professor, department of forestry and environmental science, rangamati science and technology university, bangladesh long ngo, department of science and technology, vietnam national university, ho chi minh city, vietnam dr. rupesh bramhadeo kadam, assistant professor, department of chemistry, shrimant babasaheb deshmukh mahavidyalaya atpadi, maharastra, india b suresh lal, professor, department of economics, kakatiya university, india contact: american journal of multidisciplinary research and innovation (ajmri) e-palli llc address: 2055 limestone rd ste 200c, zip code: 19808, wilmington, delaware, usa email: ajmri@e-palli.com phone: +1 3024070506 url: https://journals.e-palli.com/home/index.php/ajmri http://mailto"ajmri@e-palli.com https://journals.e-palli.com/home/index.php/ajmri pa ge 1 american journal of multidisciplinary research and innovation (ajmri) trends of breastfeeding practice and determinant factors of exclusive breastfeeding in bangladesh: evidence from the six nationally representative cross-sectional surveys md. awal kabir1*, md. jahidul islam1 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.210 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 28, 2022 accepted: april 18, 2022 published: april 22, 2022 poor breastfeeding is found to be responsiable for child adverse health and development problems. the aims of this study are to examine the trend of world health organization’s (whos) recommended breastfeeding practices and determinant factors of exclusive breastfeeding (ebp). data were extracted from six nationally representative bangladesh demographic and health survey (bdhss). the who recommended indicators related to the breastfeeding practices were calculated. multivariate logistic regression model was used to identify the factors associated with ebp with accounting complex survey design. among the four indicators of breastfeeding practices, increasing trend was reported only for early initiation of breastfeeding among the surveys years. multivariate logistic model explored mothers’ age, occupation, place of delivery, number of antenatal visits were most important predictors of ebp in almost all of the survey year. number of children ever born and economic condition was found to be associated with ebp only for the surveys conducted in 2004, 2007, and 2011. poor breastfeeding practices adherence to who guidelines indicate the immediate attention of the policy makers to take policies and programs to enhance breastfeeding practices in bangladesh. higher aged maternal women, higher socio-economic status, and currently working mothers should be given priority in future policies and programs. keywords breastfeeding practices, breastfeeding, logistic regression, bangladesh 1 department of social work, pabna university of science & technology, pabna * corresponding author’s e-mail: awalkabir71@gmail.com introduction breastfeeding is a unique way to provide ideal food for the babies in their first two years of life. it is crucial to improve the nutritional status and promoting child health by protecting various diseases (tuan et al., 2014; lutter, 2000). in addition, lower number of infant death (child age <1 month) and proper mental and motor development found to be associated with exclusive breastfeeding of child first six months of life (black et al., 2008; jones et al., 2003; kramer & kakuma, 2004; oddy et al., 2003). because of nutritional and diseases promoting capability of exclusive breastfeeding, world community recommended breastfeeding as the globally recommended core package of nutrition intervention of child (jones ety al., 2003; kramer & kakuma, 2004; oddy et al., 2003; bhutta et al., 2008). however, developing countries frequently reported lower practice of such recommendations that further have contributed to the increasing childhood mortality and morbidity in this region (hajeebhoy et al., 2014). previous studies identified, inappropriate breastfeeding worldwide have contributed around 804,000 under five death, representing 11.60% of total under five death (black et al., 2003; lim et al., 2013). in developing countries, around 10% to 15% under five deaths were found to be preventable by initiating optimum (90.00%) coverage of breastfeeding (jones et al., 2003) however, previous study of bangladesh identified around half (40.90%) of the total under five death associated with inappropriate breastfeeding practices (who, 2013). the who fights to ensure standard breastfeeding practices worldwide by recommending several indicators. such recommendations include four key components: early initiation of breastfeeding (within one hour of birth), exclusive breastfeeding (child receive only breast milk up to six month of age), and continued breastfeeding through one and two years (who, 2008). however, adherence to such global recommendations remains poor in bangladesh (jpshi et al., 2014; hanif hm, 2013). more importantly, declined trend of ebp reported in the recent years (hanif hm, 2013), though the reason of declining remain speculative (tuan et al., 2014). previous studies in bangladesh mainly examined the socio-demographic determinates of breastfeeding and its effect of child physical development (mazumdar et al., 2012; khan et al., 2013). however, previous studies were also limited to specific areas (urban or rural) and small sample size. in addition, none of previous studies examined all possible indicators of breastfeeding and its determinants. therefore, to fill up these study gaps an attempt have taken in this study to assess the trend of breastfeeding practices and the determinants factors of ebp by using the nationally representative survey data. data and methods ethical issue data in this study were obtained from measure dhs archive collected by macro, calverton, usa. orc macro institutional review board and bangladesh medical research council reviewed and approved the data collection procedure. inform consent was obtained from each participant prior to subject enrollment (niprot, 2013). sources of data this study used six nationally representative crosssectional bangladesh demographic and health survey (bdhs) data. descriptions regarding each of survey https://doi.org/10.54536/ajmri.v1i2.210 https://journals.e-palli.com/home/index.php/ajmri mailto:awalkabir71%40gmail.com?subject= pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 1-7, 2022 are included in appendix table a1. national institute of population research and training (niport) were conducted each of the surveys monitored by the ministry of health and family welfare in bangladesh. technical support was provided by icf international of calverton, maryland, usa and financial support was afforded by usaid. each of the surveys were based on household data of adults by covering each administrative division and rural and urban area separately. each outcome four different indicators of breastfeeding were calculated for each survey. finally, determinants factors of ebp were investigated in multivariate framework. covariates different individual-, householdand communitylevel characteristics were included as the potential covariates. individual level characteristics were mothers’ age (≤30 years, >30 years), mother’s educational status (illiterate, primary, secondary, higher), husband educational status (illiterate, primary, secondary, higher), mother’s occupation (not working, any form of formal working), husband occupation (agricultural worker, services and non-agricultural labor, business and others), place of delivery (at home, health care institutions), antenatal visit (no visit, ≤4 visit, >4 visit) and number of children ever born (≤2, 3-4, ≥4). wealth index (poorer, middle, richer) was considered as household-level characteristics. in addition, region and place of residence were considered as community-level characteristics. statistical analysis each indicator of breastfeeding practices was determined by using descriptive statistics with survey weight. multivariate logistic regression models were used to evaluate the associated factors of ebp all analyses were drawn by stata software version 13.1/mp (stata corp, college station, texas, usa). results trend of four different indicators of breastfeeding practices were computed over the survey years presented in table 1 and figure 1. only early initiation of breastfeeding showed the increasing trend from 9% in 1996-1997 to 47.8% in 2011; around 277% yearly increased. around 10% (56.44% to 67.28%) increased of exclusive breastfeeding were reported during the first two surveys (1993-1994 and 1996-1997). however, considerably decreased trend of exclusive breastfeeding reported in the remaining survey’s year reaching 56% in 2011. this study noticed around 95% and 85% continued table 1: trend of the indicators related to breastfeeding from 1993-2011 indicator bdhs 1993-94 bdhs 1996-97 bdhs 19992000 bdhs 2004 bdhs 2007 bdhs 2011 early initiation of breastfeeding 8.7% 13.70% 16.93% 23.62% 41.89% 47.81% exclusive breastfeeding under 6 months 56.44% 67.28% 65.78% 62.82% 60.00% 56.01% continued breastfeeding at 1 year 95.5% 97.20% 95.10% 94.95% 94.95% 94.95% continued breastfeeding at 2 year 86.99% 89.9% 86.92% 85.22% 85.10% 85.20% figure 1: trend of the determinants of breastfeeding https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 1-7, 2022 table 2: association between exclusive breastfeeding and multilevel factors variable model i model ii model iii model iv model v model vi adjusted or (95% ci) adjusted or (95% ci) adjusted or (95% ci) adjusted or (95% ci) adjusted or (95% ci) adjusted or (95% ci) mother age (in ears) ≤30 ® >30 1 0.902 (0.6711.212) 1 0.525 (0.4340.636)*** 1 0.525 (0.4340.637)*** 1 0.411 (0.3480.486)*** 1 0.459 (0.3880.543)*** 1 0.453 (0.3950.519)*** mother’s educational status illiterate ® primary 1 secondary 2 higher 1 0.752 (0.5980.945)** 0.684(0.4820.970)** 0.572 (0.2691.210) 1 0.856 (0.7241.010) 0.897 (0.6981.155) 1.262 (0.7552.109) 1 0.855 (0.7241.010) 0.897 (0.6981.155) 1.262 (0.7562.109) 1 1.047 (0.899`1.219) 1.005 (0.8341.211) 1.375 (0.9831.923) 1 1.131 (0.9581.334) 1.314 (1.0781.601) 1.606 (1.1592.225)*** 1 0.861 (0.7410.999) 0.892 (0.7551.053) 1.086 (0.8361.411) father’s educational level illiterate ® primary 1 secondary 2 higher 1 1.153 (0.9001.473) 1.095(0.831-1.444) 1.280 (0.8002.048) 1 0.930 (0.7841.104) 0.753 (0.6120.925)** 0.796 (0.5651.123) 1 0.930 (0.7841.104) 0.753 (0.6120.925)** 0.796 (0.5651.123) 1 0.897 (0.7701.045) 0.909 (0.7651.079) 0.806(0.620-1.048) 1 0.928 (0.7891.090) 0.904 (0.7511.087) 0.653 (0.5000.853)** 1 1.081 (0.9451.237) 1.056 (0.9091.226) 0.925 (0.7501.141) place of residence urban ® rural 1 0.963 (0.7171.292) 1 1.035 (0.8391.278) 1 1.035 (0.8391.278) 1 1.133 (1.001.297)** 1 1.033 (0.8991.188) 1 1.103 (0.9841.238) wealth index poorer® middle richer na na na na 1 0.870 (0.7331.032) 0.731 (0.6170.867)*** 1 0.794 (0.6920.909)*** 0.691 (0.6020.793)*** place of delivery home ® health care institutions 1 0.586 (0.3560.959)** 1 2.093 (1.4503.023)*** 1 2.094 (1.4503.023)*** 1 2.416 (1.9443.002) 1 2.636 (2.1673.206)*** 1 2.544 (2.2402.889)*** antenatal visit (in times) no visit ≤4 ® >4 1 1.285 (1.0151.626)** 0.959 (0.5781.590) 1 0.907 (0.7671.070) 0.099 (0.0790.125)*** 1 0.907 (0.7671.070) 0.099 (0.0790.124)*** 1 1.124 (0.9801.290) 0.226 (0.1900.268)*** 1 0.998 (0.8641.155) 0.245 (0.2060.292)*** 1 1.099 (0.9761.236) 0.370 (0.3220.424)*** children ever born ≤2 ® 3-4 >4 1 1.001(0.800-1.253) 0.9466(0.6891.299) 1 0.903 (0.7631.067) 1.017 (0.8081.279) 1 0.903 (0.7631.066) 1.017 (0.8081.279) 1 1.149 (0.9901.333) 1.584 (1.2751.969)*** 1 1.035 (0.8871.207) 1.263 (0.9991.597)** 1 1.164 (1.0271.320)** 1.372 (1.1151.688)** father’s occupation agricultural worker ® services and nonagricultural labor business and others 1 0.889 (0.7101.112) 0.828 (0.6501.054) 1 0.893 (0.7581.051) 0.927 (0.7721.115) 1 0.839 (0.7631.066) 0.927 (0.7711.115) 1 0.943 (0.8141.093) 0.990 (0.8391.169) 1 0.987 (0.8461.152) 0.857 (0.7161.025) 1 0.894 (0.7921.009) 0.915 (0.7941.054) mother’s occupation not working® any form of formal work 1 0.941 (0.7141.240) 1 0.796 (0.6920.913)** 1 0.796 (0.6910.917)** 1 0.757 (0.6530.877)*** 1 0.762 (0.6680.869)*** 1 0.632 (0.5460.730)*** note: 1 primary completed is defined as completing grade 5, 2 secondary completed is defined as completing grade 10 ** 5% level of significance, ***1% level of significance‘®), reference category’; ‘ci, confidence interval https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 1-7, 2022 breastfeeding up to 1 years and 2 years respectively with fluctuated trend in the recent years. we performed six different multivariate logistic regression models with accounting complex survey design presented in table 2. maternal age, education, place of delivery, number of antenatal visit and mother’s occupation found as a significant predictor of ebp in all survey years. in addition, wealth index (bdhs, 2007; bdhs, 2011), respondents place of residence (bdhs, 2004) and the number of children ever born (bdhs, 2004; bdhs, 2007; bdhs, 2011) were reported significant predictors in some surveys. we found significant protective role of higher maternal age on ebp in all surveys. it was found that mothers aged 30 years and more were 47.50% (or, 0.525; 95%ci, 0.434-0.636) less likely to be exclusive breastfeeding in bdhs, 1996-97 & 1999-2000. however, this risk was 54% (or, 0.459; 0.388-0.543) lower in bdhs 2011. around 1.61 (or=1.606, 95% 1.15-2.22) times of higher odds of ebp reported among higher educated mothers. this finding is consistent for all others surveys though not statistically significant. rural mothers reported 1.133 times (or, 1.133; 95% ci, 1.00 -1.297) more likely to ebp in bdhs, 2004; similar direction with insignificant findings of others surveys. socio-economic status of the women measured by wealth index also found as important predictors of ebp having improved socio-economic status with lower ebp. around 27% (or, 0.731; 95% ci, 0.617-0.867) and 30% (or, 0.691; 95% ci, 0.602-0.793) lower risk of ebp were reported respectively for the survey’s year 2007 and 2011. place of delivery was also found to be significant predictors of ebp in all surveys delivery with any form of health care institute found to be responsible factors of around 2.64 (or, 95% ci, 2.167-3.206) times higher odds of ebp for the survey 2011. result were similar directed in others surveys except survey conducted in 1993-1994 where 41.40% (or, 0.586, 95% ci, 0.3560.959) times less ebp in the same category. interestingly, we noticed protective role of who recommended at least four antenatal visits on ebp. this risk was 63% (or, 0.370, 95% ci, 0.322-0.424) lower in 2011 surveys. in addition, mothers’ larger parities were found to be significant promoting predictors of ebp. we found around 1.37 times (or, 1.372, 95% ci, 1.115-1.688) higher risk of ebp in last survey among mothers with 4 and more children during whole reproductive life. results were similar directed for others survey. working mothers reported around 37% (or, 0.632, 95% ci, 0.546-0.730) lower risk of ebp in 2011 survey. around 25-29% lower risk of ebp reported in case of others surveys among the working mothers group. least four antenatal visit on ebp. this risk were 63% (or, 0.370, 95% ci, 0.322-0.424) lower in 2011 surveys. in addition, motherslarger parities were found to be significant promoting predictors of ebp. we found around 1.37 times (or, 1.372, 95% ci, 1.115-1.688) higher risk of ebp in last survey among mothers with 4 and more children during whole reproductive life. results were similar directed for others survey. working mothers reported around 37% (or, 0.632, 95% ci, 0.546-0.730) lower risk of ebp in 2011 survey. around 25-29% lower risk of ebp reported in case of others surveys among the working mothers group. around 1.37 times (or, 1.372, 95% ci, 1.115-1.688) higher risk of ebp in last survey among mothers with 4 and more children during whole reproductive life. results were similar directed for others survey. working mothers reported around 37% (or, 0.632, 95% ci, 0.546-0.730) lower risk of ebp in 2011 survey. around 25-29% lower risk of ebp reported in case of others surveys among the working mothers group. discussion in this, the first nationally representative study in bangladesh that address trend of four different indicator of breastfeeding practices and changes of determinant factors of ebp. this study found increasing trend of early initiation of breastfeeding and declined trend of exclusive breastfeeding. however, on average similar pattern were reported in case of continued breastfeeding up to 1 and 2 years over the survey years. multivariate logistic regression models identified maternal age, education, place of delivery, number of antenatal visit and mother’s occupation as a significant predictor of exclusive breastfeeding over the survey’s years. as a first idle food for the baby, early initiation of breastfeeding is the most decisive indicators of breastfeeding practice which is found to be positively increased in bangladesh over the surveys years. it contributes to prevent child morbidity and mortality by supplying protective pathogenesis and favor to the newborn’s colonization by initiating early skin to skin contact that additionally favor to regulation of body temperature, maintain the blood glucose and cardiorespiratory stability (mullany et al., 2008; esteves et al., 2014; moore et al., 2012). our study findings was consistent with previous study conducted in bangladesh (hanif hm, 2013). importantly, our study indicate bangladesh (47.8%) were in the better position compared to the two others neighboring countries india, (36.4%) (patel a, 2013) and pakistan (8.5%) (hanif hm, 2011). however, a comparatively lower prevalence was reported for many others developing countries, including sri lanka (83.5%) (senarath et al., 2012) and ethiopia (93.8%) (horii et al., 2011). the proportion continued breastfeeding up to 1 and 2 years had showed constant trend for the last three surveys by supporting other nationally representative study conducted in bangladesh (hanif hm, 2013). this percentage was larger than pakistan (78.2%) (hanif hm, 2011) and the united states (21%) (cdc, 2014). the prevalence of exclusive breastfeeding under six month displays the unsatisfactory development until the year 2000 (56.44%-65.78%). thereafter this proportion is gradually decreasing and it is around 56.00% in the last survey conducted in 2011. however, the percentage is https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 1-7, 2022 consistently higher than india (46.40%), nepal (53.10%) (dibley et al., 2010) and uganda (50.00%) (bbaale e, 2014). however our study findings was contradictory with the two others previous studies conducted in bangladesh reported around 42.5% (dibley mj et al., 2010) and 64.10% (hanif hm, 2013) exclusive breastfeedings. we found maternal advance age associated with lower risk of ebp. findings were consistent with others study conducted in sri lanka (dibley et al., 2010), ireland (tarrant et al., 2011), norway (kristiansen et al., 2010) and uganda (bbaale et al., 2011). this may associated with the more working pressure in family and outside in the advanced ages (bbaale e, 2014). higher educational status of mothers was identified as another protective factors of ebp. previous studies conducted in different developing countries across the world noticed similar tendency among higher educated mothers (dibley et al., 2010; bbaale 2014; alemayehu t et al, 2009; victor r et al., 2013; onah et al., 2014; tan kl, 2011). associated working opportunity and more standard life style on which ebf practices are lower may associated with such findings (bbaale e, 2014). results were also consistent incase of not working versus any form of formal working mothers. our finding was in similar direction in many others study (tan kl, 2011, haroun et al., 2008; chudasama et al., 2009). mothers without any form of formal work create chance to breastfeed their children in longer episodes which are seems difficult for working mothers. however, in the recent period government should come up with a new labor law that allows the mother of young children in longer leave (6 months) and an interval in working period to breastfeed their child (hasasan et al., 2015). our study findings also call for the policy arguments to initiate breastfeeding friendly work environment. father education and the place of residence were also found as significant predictors of ebp in some earlier surveys. this may due to higher family income associated with fathers advance education and the awareness about the importance’s of ebp on child health (victor r et al., 2013; onah s, 2014). similar factor may also responsible for higher ebp among urban mothers consistent with many others previous studies (bbaale e, 2014; pandey s et al., 2010). we found who gave their birth in the health care institutions had breastfeed their child in longer duration. our findings is supported by many others previous studies in developing countries (patel a et al., 2013; bbaale e, 2014; victor et al., 2013). availability of the quality of information in formal health care settings and periodical monitoring by health care institutions may be responsible for such findings (bbaale e, 2014). more importantly we found higher number of antenatal care visit were negatively associated with ebp by neglecting traditional expectations that increase number of antenatal visit associated with increase health awareness where ebp is important. however, our study findings was directly contradictory to others study conducted in india and tanzania (patel et al., 2013; victor et al., 2013). reasons behind such contradictory findings may concentrate on the pattern of utilization of antenatal care services in bangladesh. normally, the higher educated mothers with improved socio-economic status received higher number of antenatal care services which were responsible factors of lower ebp identified in earlier studies (dibley et al., 2010; bbaale e, 2014). longer duration of ebp was also found to be associated with larger parity. we cannot able justified our findings due to the lack of literature. in this study we also found short duration of ebp among the middle and richer socio-economic background mothers. our findings is supported by many others previous findings in developing countries (tang l et al., 2013; wang w et al., 2014). this may associated with increased working pressure and modern feeding practices that being decreased the ebp among the mother in high socio-economic status. strength and limitations the greatest strength of this study was to use six different nationally representative surveys data. all the survey conducted with high response rate (96.40%), appropriate statistical adjustments for the survey design and modeling for the confounding effects. however, the primary sources of limitation was he recall bias. data were collected respectively from the mothers with last born the past two years (bdhs, 2011), three years (bdhs, 199394) and five years (bdhs, 1996-97, bdhs, 1999-2000, bdhs, 2004, bdhs 2007). hence sometimes mothers might not have been in position to recall correctly all the events that took place from the time of breastfeeding initiation to termination. conclusion increasing rate of early initiation of breastfeeding reported in this study while exclusive breastfeeding reported decreasing pattern. continued breastfeeding at one and two year showed the constant rate in the last three surveys. the factors associated with the exclusive breastfeeding were maternal age, maternal education, place of delivery, number of antenatal visit, children ever born and maternal occupation. wealth index, place of residence and father’s educational level also identified the significant predictors of exclusive breastfeeding in some surveys. policies and programs are important from the country level to enhance ebp in bangladesh. ethical issues ethical issues (including plagiarism, informed consent, misconduct, data fabrication and/or falsification, double publication and/or submission, redundancy, etc.) have been completely observed by the authors. availability of the data data of this study derived from measure dhs archive. funding there is no funding source for this study. acknowledgement i obtained the data used in this study from measure dhs archive. the authors thank measure dhs https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 1-7, 2022 for permission to use data. the authors gratefully acknowledge the department of social work, pabna university of science and technology, bangladesh where this study was conducted. conflicting of interest: the authors declare that there is no conflicting of interest. abbreviations: ebp: exclusive breastfeeding practices, dhs: demographic and health survey, who: world health organization (who), bdhs: bangladesh demographic and health survey, niprot: national institute of population research and training (niport) appendix a1: summary of the surveys title of survey sample size (no. of households) sampling method bangladesh demographic and health survey, 1993-94[17] 9681 two-stage stratified sample bangladesh demographic and health survey, 1996-97[18] (mitra et al., 1997) 9099 two-stage stratified sample bangladesh demographic and health survey, 1999-2000 [19] 10268 two-stage stratified sample bangladesh demographic and health survey, 2004[20] 10811 multi-stage stratified sample bangladesh demographic and health survey, 2007[21] 10819 two-stage stratified sample bangladesh demographic and health survey, 2011[16] 18000 two-stage stratified sample references alemayehu t, haidar j, habte d: determinants of exclusive breastfeeding practices in ethiopia. ethiopian journal of health development 2009, 23(1). black re, allen lh, bhutta za, caulfield le, de onis m, ezzati m, mathers c, rivera j, maternal, group cus: maternal and child undernutrition: global and regional exposures and health consequences. the lancet 2008, 371(9608):243-260. bhutta za, ahmed t, black re, cousens s, dewey k, giugliani e, haider ba, kirkwood b, morris ss, sachdev h: what works? interventions for maternal and child undernutrition and survival. the lancet 2008, 371(9610):417-440. bbaale e: determinants of early initiation, exclusiveness, and duration of breastfeeding in uganda. journal of health, 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(2014). gaps between breastfeeding awareness and practices in vietnamese mothers result from inadequate support in health facilities and social norms. the journal of nutrition, 144(11), 1811-1817. victor r, baines sk, agho ke, dibley mj: determinants of breastfeeding indicators among children less than 24 months of age in tanzania: a secondary analysis of the 2010 tanzania demographic and health survey. bmj open 2013, 3(1):e001529. who: global health expenditure database. world health organization, geneva, switzerland 2013. who: indicators for assessing infant and young child feeding practices: part 1: definitions: conclusions of a consensus meeting held 6-8 november 2007 in washington dc, usa. world health organization 2008. wang w, lau y, chow a, chan ks: breast-feeding intention, initiation and duration among hong kong chinese women: a prospective longitudinal study. midwifery 2014, 30(6):678-687. wang w, lau y, chow a, chan ks, (2014). breast-feeding intention, initiation and duration among hong kong chinese women: a prospective longitudinal study. midwifery, 30(6):678-687. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 18 american journal of multidisciplinary research and innovation (ajmri) welfare index for western visayas, philippines grace edmar elizar-del prado1* volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.330 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 19, 2022 accepted: july 07, 2022 published: august 27, 2022 this paper suggests an alternative welfare index for western visayas, philippines. it composes the latest human development index (hdi), and the recent figures on employment and underemployment rate, agricultural production and gross regional domestic product rate, consumer price index, and inflation rate, purchasing power, gini-coefficient ratio, poverty incidence, temperature, and population growth. the study collects these pieces of information on october 5-25, 2021. using the arithmetic averaging, and following the scales of the hdi, the results show that western visayas’ welfare is within ‘safe’ condition and is slightly far from its goal of reaching the ‘secure’ classification keywords alternative welfare construct, welfare, western visayas, philippines, political assessment, human development index 1 isat university, iloilo city, philippines. * corresponding author’s e-mail: ramsaragrace@yahoo.com introduction welfare of the people is the highest law . societies living in harmony define a specific set of living outcomes best for everyone. welfare is an effect of social preferences that results from a social decision mechanism. it is largely influenced by the society’s characterization of what determines a comfortable living. socialist and nondemocratic economic systems diverge from the definition of a good life from market driven and democratic economies but, in common, share the idea of welfare as having ‘accesses’ to the essentials required in the system. the human development index (hdi) created in 1990, emphasizes the improvement of people’s capabilities to living, articulating liberty and freedom as the ultimate objective of national development together with economic growth (united nations development programme). aside from the hdi, other welfare constructs are also accessible and figures are basically countrydata, but in this study, the welfare index, which is sculpted specific for western visayas, constitutes the human development index (hdi), and the latest figures on employment and underemployment rate, gross regional domestic rate, agricultural production, consumer price index, and inflation rate, purchasing power, gini-coefficient ratio, poverty incidence, temperature and population growth. the variables chosen reflect both market and non-market statistics, such that, augmentation and complementariness of these measures ensures completeness. statement of the problem this narrative is an indirect political assessment using socio-economic indicators to describe alternatively the welfare classification of western visayas, philippines. cognizant to the significance of hdi in measuring quality of life, and understanding its limitations, this paper suggests a complementary construct that serves as a harmonizing welfare index, where, together with the hdi, can cover a few growths and development information, useful for western visayas. assuming utilitarianism’s view of elected political officials, this construct signals efficiency levels of local government units and guides them figure out what else to do to attain the region’s overall welfare objectives. literature review the study is essentially anchored on the idea of constructing an alternative measure of social welfare following the first and second fundamental theorems of welfare economics. (mascolell & al, 1995) economists never stopped discussing concepts of welfare since adam smith and good materials abound along with the evolution of economic thought. from market equilibrium models, to utility models, up to social welfare functions considering aggregate demand and aggregate supply in mind, minimizing inflation, and enhancing wealth creation and employment, political debates on how to achieve welfare for everyone never cease to induce interest from the listening public. equilibriums, a market clearing points, signify wellbeing since supply meets demand [qd qs = 0]. qd, assumed to be a decreasing linear function of price and qs, assumed as an increasing function of price with a provision that supply is available at some a positive level, (chiang & wainwright, 2005), shall have a unique equilibrium value in p* and q*. consider the following linear functions: qd = α –βp (α, β >0) and qs = -c + δp (c, δ >0), where: qd and qs = denote quantity demand and supply respectively, α is qd when the product is free, β is the slope of the curve, δ is the slope of supply curve and –c is the y intercept for supply curve, will have an equilibrium point, p*= (α+c)/(β+δ) and q*= (αd-βc)/(β+δ). so long as there are no incentives for change, the https://doi.org/10.54536/ajmri.v1i4.330 https://journals.e-palli.com/home/index.php/ajmri mailto:%20ramsaragrace%40yahoo.com?subject= pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 18-25, 2022 equilibrium stays and is welfare. however, with the inclusion of taxes, to achieve balanced budget and in order to attain political objective of providing lump sum transfers, distortions occur and the equilibrium point adjusts. these distortionary taxes affect social welfare (mascolell & al, 1995). if x1 *(t),...,xi *(t),q1 *(t),...,qj *(t),.... and p*(t) denote for consumption, production and price levels for good ζ, when the tax rate is t, then, these result in the reduction of the marshallian surplus, as compared to when t=0. the distortion created is called a dead weight loss. the harberger triangle (hines, 1999) estimates the deadweight, caused by government intervention in taxes and subsidies, which in turn, could trigger inflation. high prices misrepresent market information and affect future investment plans of businesses, disturbing consequently the hiring strategies of firms. unemployment could rise. moreover, unchecked monopolies or uncorrected externalities (hines, 1999) could enlarge welfare losses even more. in practice, highly inefficient markets with poorly defined property rights and very profound market failures (national bureau of economic research, 1998), could create several deadweight measures becoming trapezoids and not simply triangles. these reduce overall social happiness. happiness denotes welfare too. w(u1,….,un.)=∑n i=1ui is a classical benthamite welfare function showing social preferences as the summed up individual utility functions. jeremy bentham and john stuart mill, forerunners of a political theory -utilitarianismidentified ‘good’ with pleasure and held that one should maximise that ‘good’. the total amount of tangible benefits experienced by the greatest number of people is social welfare. the principle of utility, construed as a measure of virtue, sets as a standard of right action for all in the society and the government (stanford encyclopedia of philosophy, 2014). although market equilibriums symbolise satisfaction, watching the beauty of a setting sun, breathing the freshness of a clean air, and enjoying the comforts of peace and conflict-less living for free, etc. is also happiness derived from these nonexcludable non-rivalrous goods. the government takes care of these needs. utility model’s assumptions, such as in total social happiness or social utility curve, postulate that individuals are rational in their preference relations. subject to wealth and income constraints of the society, the maximized utility is at the right combination of public goods and services, where iso-welfare curves are within the boundary of utility possibility frontier or when the frontier, is technically in tangent to its iso-welfare lines. (varian, 2010) increases in consumption and production raise overall welfare, on condition, that distribution is fair, and if not, the redistribution of the numeraire commodity by the benevolent dictator or by a central government achieves the objectives. changes in prices and incomes change welfare too. compensating individuals to save them from the reduction of welfare is a political approach to maintain social order. families that suffer devastation from a calamity or violence need to be atoned and rehabilitated. a reduction in real income caused by inflation or unemployment reduces social welfare too and government augmentation like direct transfers and subsidies and government spending for public goods like roads and bridges etc., and government investments in education and health and etc, hope to restore it. from this aggregation framework, national and international organizations assess peoples’ welfare and start taking societies as a unit of analysis. the human development index (hdi) in 1990 by the united nations development programme, assesses the overall condition of a country, with the framework that summed up individuals’ utilities outline the society’s overall social preferences. it is the geometric mean of three composite indices for health, education, and income with this formula ∛(lei*ei*yi) and is used to genuinely ‘counts’ (united nations development programmes, p.7, 2020) people’s condition in evaluating development. matching social preferences, articulated in voting choices during elections with hdi trend overtime, could gauge how much of the winning candidates attuned country’s policies to the wishes of the public. with philippines’ hdi showing improvements – from 0.593 in 1990 to 0.718 in 2019 (united nations development programme, 2020), it appears that the social contract between the government and the public is healthily at work. another index that gauges welfare is the multidimensional poverty index (mpi) of the united nations programme and the oxford poverty human development initiative (ophdi). this is a non-income-based measure that comprehensively assesses the extent of poverty and deprivation of people on various dimensions (sustainable development solutions network). computing mpi is as follows: 1) h=q/n; where q= is the number of people who are multidimensionally poor and n is the total population; 2) a= ∑n i=1uic(i )(k)/q (united nations development programme, 2020) where a is the intensity of poverty ci(k) is the censored deprivation score of individual i ; 3) mpi=h*a (santos, 2011). like the hdi, the mpi gathers information on health, education, employment to measure income and adds nutrition and sanitation in the list. a person is deprived if he has no access to one third of the indicators in various dimensions. the philippines’ mpi for 2016 and 2017 is 10.4 and 7.1 respectively stating that the filipinos are most deprived in education, 36.6% and 36.9 % (philippine statistics authority, 2022) respectively followed by health, water sanitation and employment. happy planet index (hpi) incorporates environmental sustainability as a barometer to wellbeing (new economics foundation, 2021). it establishes the link between humanity and ecological efficiency, similar with the objectives of green gdp and genuine progress indicator (gpi). calculating hpi has the following formula: hpi=(α*life expectancy*(ladder of life+β)-λ )/ https://journals.e-palli.com/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 18-25, 2022 (ecological footprints+ε) where: α = 0.75, β = 2.92, λ = 54.92, ε = 6.39 as constants. in 2016, the philippines is one of the top 20 happiest countries in the world (cnn philippines, 2016), beating the united states, the united kingdom and china. better life index (bli) by the organization for economic co-operation and development (oecd) identifies wellbeing in eleven (11) areas of living – housing, income, jobs, community, education, environment, civic engagement, life satisfaction, health, safety, and work-life balance (oecd better life index, n.d.). inclusive wealth index (iwi) created by the un environment program in cooperation with kyushu university, on the other hand presents a comprehensive analysis of the productive base of a country from which derives all human and intergenerational wellbeing. very central to iwi index is the calculation of shadow prices – a price of a good or a service that does not possess a market value like that of a natural capital. methodology comparing the various measures using market information and aggregation techniques to taking societies as units of analysis of welfare, this piece of article suggests to create a construct for regional significance. the market measures and non-market measures chosen, collectively describe western visayas. market measures are those, which effects are mainly market decisions with no or very limited government. non-market measures are by products of market activities which consequences are beyond economic agents’ control. thus, a central authority could assume direct responsibility if distributional niceties are desired. it should not be argued though that government has little or no influence in market activities. the differentiation is simply to delineate which areas require direct government attention and which are taken care by market operations. the data used in the study are the following: the data collection period took on december 15 – december 30, 2021. value intervals follow the cut off table 1: indexes collected and classification measures, western visayas, philippines, 2021 variables classification 1. hdi non-market 2. employment rate n market 3. underemployment rate n [satisfied workers] market 4. gross regional domestic product rate n market 5. gini coefficient ratio non-market 6. purchasing power n market 7. population growth n [population growth health] non-market 8. poverty incidence n [out of poverty] non-market 9. cpi n market 10. average inflation rate n market 11. temperature non-market 12. agricultural production market points set by the hdi. the classification follows the higher values being better. data going in opposite direction are recalculated to follow the designed classification. for example, if the index or the indicator value is 0.21 with the best condition being close to zero, its complement, ac, assumes the value, thus, 1-0.21 = 0.79, takes the final description for the region. the average of all information to denote the welfare index for western visayas is, where is welfare index for western visayas, the number of values and data set values, and it yields the qualitative interpretation of the following cut-off points; less than 0.550 [unhealthy condition ], 0.550–0.699 [ deficient condition ] , 0.700–0.799 [ safe condition], 0.800 or greater [ secure condition ] definition of terms 1. welfare and iso-welfare curves welfare is a concept of wellbeing, largely influenced by the society’s characterization of what determines a comfortable living. welfare functions are the amount of goods and services preferred by members of the society subject to the available natural capital endowments of a region together with the new goods and services provided by firms from their production operations. 2. population growth rate the average annual rate of change of population size during a specified period. the rate of population growth, r, between two time points, t1 and t2, is calculated as an exponential rate of growth, conventionally expressed in percentage units per year: r = 100 ln (p2 /p1)/(t2 -t1) where p1 and p2 are the number of persons at times t1 and t2, respectively, and the time interval (t2-t1) is expressed in years (united nations organization)http:// www.un.org/esa/population/unpop.htm 3. poverty incidence-the proportion of families/ individuals with per capita income /expenditure less than the per capita poverty threshold to the total number of families/individuals p = (q/n) * 100) where q= number of families/ individuals with per capita annual income/expenditure less than the per capital poverty threshold; n = total number of families/ individuals (philippine statistics authority) 4. slutsky equation and wealth compensation – this is the decomposition of the change in economic behaviour in response to a change in economic environment. if there is a change in price, there are two effects; it alters the purchasing power (varian, 2010) and relative cost of different goods. 5. market measures – this is the description of the indices and indicators in question which values are results of market operations and having been uninfluenced by any agent or institution. 6. non-market measures– this is the description of indices and indicators in question where some powerful institution or agency directs or influences its operation. 7. pareto efficient – a desirable condition in exchange https://journals.e-palli.com/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 18-25, 2022 where no one is better off without making someone else worse off. in this study, a pareto improvement is more necessary to find, i.e. one is better off without having to make others worse off. 8. laissez-faire – an economic activity where economic agents, by simply following price mechanism, are achieving market clearing condition. prices determine how much resources should go toward a particular activity or sector, its allocative role. moreover, prices follow the dollar votes on who receive more of a good or service, its distributive role. by price mechanism, resources and goods and services, by themselves find their direction with only the economic agents being the main actors. 9. dead weight loss – an economic inefficiency in demand and supply; a concept suggesting a feeling of ‘disgust’ for both buyers and sellers; buyers pay more than the market clearing price and sellers sell with a rising marginal cost; good sold is less than what would have been absorbed by the market. 10. unemployment rate and the employment rate and – the unemployment rate measures the share of workers in the labour force who do not currently have a job but are actively looking for work, particular in this study, the western visayas(economic policy institute) . https://www.epi.org/newsroom/useful_definitions/ the complement of this is the employment rate. 11. cpi, inflation and purchasing power– the consumer price index measures the increase in the price given two periods compared. if the value is greater than 100, the excess is the increase in the price over time. if the value is less than a hundred, the difference is the reduction rate in price over time. the inflation rate is the change in prices of goods contained in pre-determined baskets of goods. purchasing power is a measure of the real value of the peso in a given period relative to a chosen reference period. it is computed by getting the reciprocal of the cpi and multiplying the result by 100 (philippine statistics authority). 12. gini coefficient ratio – this is a measure of excellence in achieving equality among people in the society.. (investopedia)https://www.investopedia.com/ news/measuring-inequality-forget-gini-go-palma/. https://towardsdatascience.com/clearly-explained-ginicoefficient-and-lorenz-curve-fe6f5dcdc07 13. gross domestic regional product–this is the money value of all goods and services produced in region vi. 14. agricultural production this is the total output produced per unit agricultural land say a hectare. this includes cereals, fruits, legumes, citrus, condiments, fruit and leafy vegetables, and non-food and industrial crops, commercial fisheries, municipal fisheries and aquaculture https://psa.gov.ph/tags/regional-agricultural-productionaccounts presentation and analysis of data the gross regional domestic production table 2 presents the negative gross regional domestic production rate, price instability and income inequality as areas needing immediate attention by local leadership. the pandemic affected overall performance. low production is affected by climate instabilities as well. severe typhoons completely devastate agricultural crop production, marine resources, and livestock investments. small size farm holdings per owner or low soil fertility associated by excessive demand for food in response to population pressure adds to dwindling productivity. rising population growth where youth, old age and unemployed dependency rates dominate the workingclass population, as well as the current global health scare that shakes countries around the world worsen the condition. the region is no exemption from all these threats and possibilities. graph 1 shows the time series of region’s productivity from 2000 to 2020 and the decline is hugely evident in 2020. figure 1: gross regional domestic production graph agricultural production, price changes, inflation, and the purchasing power total productivity declined [-9.70%] but agricultural production grew higher than the expected rate [4.7% in 2020 (philippine statistics authority)]. this however did not compensate the loss of welfare caused by lockdowns and flow limits of goods and services. slow circulation and distribution of farm outputs stunted the economic health of the area. productivity could not translate to actual farm incomes if distribution, mobility, and storage of excess production is unstable. trade flow of goods for 2020 was -29.0% and -35.0% (philippine news agency, 2021,) for outflow and inflow respectively on domestic markets. the 30% increase in the cpi, means that given that basket of goods valued at 100 in 2012, the average household in western visayas needs p30.00 more to afford same basket of goods in 2021. a few assumptions need to be in place. one is that those goods purchased are the same on both years and that there are no sophistications in tastes and preferences influenced by social media and advertisements. these, however, do not stay fixed. moreover, it assumes no changes in the structure of demand and of supply and no external effects of inflation occur. these too are inconceivable as automatic adjustments in the markets occur almost instantaneously. other than the cost push and demand pull factors to inflation, prices also rise because of restricted distribution. some areas have gluts and other areas experience scarcity. https://journals.e-palli.com/home/index.php/ajmri pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 18-25, 2022 this jacks up prices and abusive sellers taking advantage of the temporary market glitch push prices some more. relaxing lockdowns on essential goods and services, allowing for more continuous flow of merchandize exchange eases the heat very quickly. the shift in the mode of exchange through online selling, also facilitates price stability. instead of buyers going to the market creating crowds, it is now the sellers delivering products right before buyer’s doorsteps. business stays as usual. on the other hand, cancelling pandemic from the model, the situation shows there is a need for more investments pump priming the agribusiness local economy. intuitively when investments are nil, agricultural distribution mechanism is likely thin and opportunity income loss due to costs on storage, transportation, fixed wages, depreciation, interest payments and other overhead costs dries up family savings quickly. agriculture sector’s growth at 4.7% in 2020 (philippine statistics authority)although promising is not enough to indicate that the region is ‘breathing’ well. agricultural tourism investments and effective marketing strategies like digitally-aided farm markets cooperatives, domestic offshoring or outsourcing or regulated farm museum visits could bring more of the unemployed back to work. employment rates, population growth and poverty incidence as population increases [1.14%], the needs per family increases and as adjustments take place in the way survival is faced, confronting health scare and natural calamities, many other things not bought before are considered essential this year face masks, alcohol, laptop for online classes, allowance for house repairs, etc. at 4.3% inflation rate, the purchasing power of the peso is p0.76. if the threshold monthly income is p10,000.00 for a family of six (6), at p0.76 power to purchase, this income could only buy goods worth p7600.00, short of p2,400. this is not an insignificant shortfall. poverty incidence in 2020 is 19.2% and gini coefficient ratio is 0.567, which is at the boundary of severe income gap. to do augmentation for wage shortfall, it is not therefore unlikely for any employed person, by 21% probability, to look for additional jobs. the current wage rate is already insufficient – either eaten by inflation rate or that their family sizes are getting bigger. the supply side of the region’s economy is impressive because employment rate is at 90.9% but this figure may not provide a stable security blanket since the underemployment rate of 21% is rather high. life is getting a bit challenging for the average family and employment opportunities are a requirement. these and many other factors that enter the calculus decision of household preferences affect also their decision to supply labour. hdi and the new welfare index for western visayas, philippines from table 2, the market measures look very unpromising. inflation rate consumes purchasing power, underemployment rate is rather high, total productivity of the region is devastatingly unhealthy in recent years, reasons are purely market driven that follow price mechanism operations. given this situation, there is an institution obligated to take care of the misgivings brought by market mechanism. this is the government as what proposition 2 argues. the front-line victims are always the poor, who are usually the workers in the agriculture sector. very quickly, the department of agriculture (da) responds. it distributed some five hundred three-million-peso (php503 m) worth of financial assistance to rice farmers in region vi under the rice farmers financial assistance (rffa). this amounts to five-thousand-peso (php50000) allowance per farmer (department of agriculture, 2021). the rice tarification law funded rffa program under the rice competitiveness enhancement fund (rcef) and this amounted to seven point six billion peso (php7.6 b) excess tariffs collected for the period 20192020 (department of agriculture, 2021). iloilo province received p344m of it and aklan province p159m, servicing 100,667 small rice farmers with plots of land less than two hectares. on the other hand, the national housing authority released ninety million peso (php 90m) financial assistance to 18000 families affected by typhoon odette in negros occidental last december 29, 2021 (national housing authority, 2021). the special emergency housing assistance program (special ehap) provides p5,000 for each beneficiary family for repair or rebuild their houses, regardless of the extent of its damage (national housing authority, 2021). furthermore. the department of social welfare and development (dswd) released to the pantawid pamilyang pilipino program one hundred four thousand and twenty-seven (104, 027) beneficiaries in iloilo province, iloilo city and bacolod city the emergency social amelioration program (sap) subsidy of four thousand six hundred fifty pesos (php4650) (philippine news agency 2020). last june 15, 2020. this is on top of monthly cash grant for health in the amount of seven hundred fifty pesos (php750) and rice subsidy allowance of six hundred pesos (php600) (philippine news agency 2020). these are sample activities of the government in what the slutsky wealth compensation theory presents. in some occasions, a family could be a beneficiary to multiple subsidy programs of the government and their existence seems like being financed by subsidies. beneficiaries’ children receive free tertiary education and families are automatic philhealth recipients. not only that, government hires workers of pure labour and provides wages regularly on projects and environmental clean-up activities, thus, these beneficiaries may also be those workers. such explains how, in some occasions, grant beneficiaries improve their welfare after receiving subsidies as presented in the slutsky wealth compensation analysis. however, it may never imply that living in subsidies switches position https://journals.e-palli.com/home/index.php/ajmri pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 18-25, 2022 from poor to non-poor condition. it simply presents that some improvements are felt overtime. if beneficiaries take advantage of these and enjoy multiplier effects in some near future, such as being able to secure jobs after graduation, or finding a better paying employer, or creating more value for oneself, for the family and for the society, then these subsidies will have tremendous long run constructive outcomes for the region. consolidating the various indices, the region is still in a safe welfare condition. table 2 shows the qualitative description of each index. the data collectively imply that local government is actively doing its role and is undertaking responsibilities without delay. when the market measures brought some members of the society down the hole, there is a benevolent government that came to help restore overall social welfare. the welfare state is still ‘safe’. the calculation is as follows: =0.7413 safe table 2: indexes, rates, years, actual value, expected value, final index and qualitative description, western visayas, philippines 2021 indices and rates as of value standard/expected [recalculated] final index qualitative description 1. hdi [non] 2019 0.761 1.0 0.761 safe 10. employment rate n [market] 2021 90.9% 100% 0.909 secure 11.underemployment raten[satisfied workers] [market] 2021 21.10% 0 [1] 1-0.2110=0.789 safe 12. gross regional domestic product rate n [market] 2020/2018 constant prices -9.70% 2.5% (national bureau of economic research, 2013) -0.0970 unhealthy 13. gini coefficient [non] 2018 0.4241 0 1-0.4241=0.567 deficient 14. purchasing power n [market] 2021/2012 =100 0.7645 1.0 0.7654 safe 15. population growth n [population growth health] [non] 2015-2020 1.14% 1.1 1 – 0.14 = 0.86 secure 16. poverty incidence n [out of poverty] [non] 2021 19.2 % [1272.10 in 000] 0 1-0.164=0.808 secure 17. cpi n [market] 2021/2012 =100 0 1-0.308 = 0.692 deficient 10. average inflation rate n [market] 2021/2012 =100 130.8 2% 1-.0540= 0.946 secure 13. temperature [non market] typical year 5.40% 70°f [21.11°c] (74–70)/70= 0.057 1-0.057 = 0.942 secure 14. agricultural production [market] 2020 74°f to 93°f 2 x as the pop growth 1-0.047 =0.953 secure overall welfare index for western visayas = 0.7413 [ safe] conclusion the study presents an alternative welfare index for western visayas. using a combination of market and non-market measures, it shows the regional growth rate is going down toward unhealthy state. specific red flags are price instability and severe income gap distribution. however, the local government in just in time to augment against the crash, and took the overall welfare state still ‘safe’ for region vi. significance and limitation of the study primarily, the narrative serves as a guide to policymakers and scholars in developing tools to analyse dynamics surrounding social welfare. it could point developmental and economic areas of concern needing reforms or attention. since societies evolve and people’s behaviour change so are the dynamics behind social welfare – indices change and responses change as well. the study on the other hand is not without limitations. uniformity in years https://journals.e-palli.com/home/index.php/ajmri pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 18-25, 2022 is unattained. indices presented are in various years. also, base years are different from each other. these limits may affect depths of interpretation, but since they are officially-generated, this paper is not at liberty to make any alteration. moreover, the interpretation is only as good as the information being fed into the equation. a much-educated description of the region requires more data in the construct. ideas for further studies the study suggests to investigate a few areas for further study; 1. multidimensional poverty index and political leadership in region vi 2. corruption perception of the people 3. the impact of basic and higher education to labour productivity, contribution to creativity and value and total productivity of region vi acknowledgements the author is deeply grateful to the efforts of the office of research, dr. richard de leon, director of research and staff of isat u and isat u for this opportunity to share what i see with economics in mind. equal gratitude is for the office of department of interior and local government of the philippines for giving this paper a chance to be read. foremost gratitude to allah. alhamdullillah! 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(2010). internediate microeconomics: a modern approach. united states of america: w.w. norton and company. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 10 5 american journal of multidisciplinary research and innovation (ajmri) a voyage into the visualization of athletic performances: a review fadare a. stephen1*, lambaco p. ermalyn2, mangorsi, b. yasmin3, lorchano. j.d. louise4, tercio, b. juvenmile5 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.479 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 07, 2022 accepted: august 10, 2022 published: august 11, 2022 every athlete’s path includes visualization as a tool for improving performance and developing plans to achieve their goals. visualization assists individuals in visualizing how they wish to perform in their chosen sporting event. every athlete believes and understands that visualization is what they require to achieve their goals. in this review paper, researchers examine both quantitative and qualitative research methods to describe the power of visualization; why it is important for every athlete; visualization methods used by athletes; the effects of visualization on athletic performance; and visualization techniques in sports. a literature review was conducted on several published peer-reviewed journal articles, but only articles from 2015–2022 and those written in the english language were considered for inclusion in this study. researchers made use of search engine like google scholar, microsoft academic, proquest, plos one, cochrane library, and microsoft academic databases for information. several articles were related to the subject, but only a few text articles were used for this review. in conclusion, the reviewed articles demonstrated that what coaches, trainers, physical educators, and sports teachers need to do is provide more assistance to help our athletes build more effectiveness in visualization to improve their sporting performance, which will serve as a fantastic tool that they may utilize to establish the mentality needed to attain long-term and short-term goals and teach younger athletes visualization, it’s important to do it in a way that’s easily accessible and fun for them. keywords athletic, performance, review, visualization, voyage, 1,2 cspear, mindanao state university (main) marawi city, lanao del sur, philippines. 3 iligan city east national high school, sta filomena, iligan city, philippines. 4 ssctmalimono campus, cagtinae, malimono surigao del norte, philippines. 5 iligan medical center college, san miguel villa, iligan city, lanao del norte, philippines. * corresponding author’s e-mail: fadstep@yahoo.com introduction for good reason, visualization has become a term in sports psychology and other areas of performance. visualization is being used and credited by an increasing number of athletes across all sports to improve outcomes and achievement. sports have never been more competitive than they are today, with victory margins narrowing as we reach the pinnacle of human speed, strength, and agility. anything that can provide you an advantage should be pursued and incorporated into your training regimen, and the importance of psychology cannot be overstated. a clear mind works best for intuitive, free-spirited, and experienced athletes. they have a lot of confidence and belief in their abilities because of their many years of accomplishment. you develop a peaceful mentality by thinking on something other than your sport. talking to others, thinking about someone or something that makes you happy, and listening to music in your brain are all ways to keep your mind clear and avoid it from interfering with your body’s performance. it is critical to visualize your accomplishment in sports activity. visualization will assist you in planning your performance in the sporting event. every athlete takes several measures to instill and master. to establish which attitude will work best for you, you must first experiment. second, you must make a commitment to cultivating a good mindset. third, you must focus on building your intended goal during practice and competition. finally, you must train and compete enough to deeply embed your ideal attitude, so that when you enter the most important competition of your life, it simply turns on and allows you to perform at your best. it has a huge impact if an athlete visualizes before and after a competition. people from all areas of life have publicly introduced visualization. they were sports psychologists, coaches, and motivational speakers in 1980. (competitive edge, 2021). visualization in sport, according to quinn (2021), is a training approach that is part of the greater field of sports psychology. it is the practice of visualizing, guided meditation, and setting an intention for what you want to happen or experience. visualization is a person’s point of view in which they rehearse the intended outcome, similar to reading a screenplay that contains emotion (the after bar, 2022). there are two sorts of visualization: outcome visualization (visualizing the outcome) and process visualization (using the other senses of the body to process the desired conclusion) (moe, 2021). furthermore, visualizing is a powerful strategy that anyone in a competitive context can apply. in reality, the world’s most successful athletes imagine their success before a tournament. in contrast to quiet meditation, which entails letting go and not intentionally guiding your thoughts, visualization entails consciously forming mental images (erikson, 2019). visualization, often known as visual imagery, is the technique of creating mental representations of a desired outcome in your mind. mental imagery is a sort of psychological intervention that can help with depression, anxiety, and other problems (skottnik & linden, 2019). these images are created by mentally rehearsing the game in your head while using your five senses (rollins, 2016). michael phelps, the most successful olympian in https://doi.org/10.54536/ajmri.v1i3.479 https://journals.e-palli.com/home/index.php/ajmri mailto:fadstep@yahoo.com pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 history, has employed imagery brilliantly (predoiu et al. 2020). visualization can also be considered as a type of training and warm-up that helps athletes improve their performance (cohn, 2022). according to dr. blaslatto of the university of chicago, who led the groundbreaking visualization research. he assessed players’ progress in free throw shooting in three groups. one group did not practice for 30 days, while another spent 30 minutes per day on free throws and the third imagined successful free shots. the group that did not practice made no progress, the group that conducted physical practice made 24 percent more progress, and the group that imagined made 23 percent more progress (razmus, 2020). furthermore, many professional athletes use visualization techniques as part of their preparation and competition. many athletes have used these tactics to build a competitive edge as a multi-sensory experience (quinn, 2021). indeed, professional or elite athletes have mastered and applied visualization or imagery in every game (cohn, 2022). phelps’ final in the 200m butterfly at the 2008 summer olympic games, according to predoiu et al. (2020), was arguably the strongest example of the power of mental imagery. visualization can help athletes enhance their motor skills, self-confidence, attention, concentration, and anxiety, as well as their pain management, physical motivation, and performance. it also makes athletes calmer and more adaptable to tough situations. however, the process entails far more than simply visualization (quinn, 2021). with this scenario, the researchers aimed to reveal how every sports enthusiast can support the effective of visualization when used as method to enhance sporting performance. power of visualization the brain is an asset in both sports and life. individuals with a performance mindset have developed methods to harness this drive to propel them forward. mental imagery and visualization skills have been researched and proved to be valuable advantages for athletes preparing for competitions in sports as diverse as boxing, basketball, and volleyball (weiland, 2016). in fact, guided imagery can be used to help people visualize themselves in a safe or relaxing situation, with the goal of reconnecting with this experience later when it will be useful. it could also be seen as a strategy to deflect attention away from bad emotions (ekeocha, 2015). according to mallette (2020), the traditional way of practice is that repetition of one thing leads to skill development. however, just as our bodies are complex, so are our minds. visualization occurs when the mind imagines something, and the body responds. visualization has been used by successful people. indeed, visualization has tremendous potential in creating an environment conducive to athletes achieving their life goals (canfield, 2022). the mind is quite powerful. when used effectively, visualizations may be a powerful tool for success. successful people are aware of the importance of visualizing. they are more likely to succeed in their ideas before interacting (mayberry, 2015). athletes, entertainers, surgeons, doctors, police officers, and politicians all believe in the power of the mind. “if my mind can imagine it and my heart can believe it, then i can achieve it,” said muhammed ali. affirmation and visualization are powerful tools that celebrities such as arnold schwarzenegger, oprah winfrey, and jim carey believe in. immunity, stress, healing, and pain management have all been proved in scientific research to have positive benefits on health (globokar, 2020). it improves several elements of life, such as athletic ability, cognitive function, self-esteem, and goal attainment (smith, 2018). according to emily cook, a three-time olympian, “the word visualization, for me, does not take in all the senses.” you must smell it. you must hear it. everything has to be felt. “ she excels at freestyle skiing and values visualization, even taking it to the highest level (restoic, 2020). michael phelps, the most decorated athlete in history and an american swimmer, is also proof that visualizing works. he couldn’t concentrate at that age. then, his coach, bob bowman, introduced michael to visualization and advised him to imagine his best performance in his head. michael phelps visualizes finishing a triumphant race every night, and it is quite effective in reality (athlete authority, 2022). in any situation, visualization reigns supreme. it will condition your brain and assist you in responding. it will psychologically prepare you for a specific situation (rollins, 2022). according to dr. michael gavais, a sports psychologist, the goal of visualization is not to anticipate the future, but rather to prepare for unexpected actions from the opponent ahead of time (feloni, 2020). as a result, visualization increases the likelihood of success. the late great was recognized by his persistent work ethic, as proven by kobe bryant. he was wellknown for being drenched in sweat before 5 a.m. every day and for having drilled so thoroughly that he held himself to shooting 800 shots before tipoff every night. many people are unaware that kobe worked outside of the gym, the court, or the editing room. some of his most important work was done alone in a quiet room with his eyes closed, picturing the game to be played, a tendency shared by michael jordan. even before he was given the honor, jordan remarked that he had always imagined himself taking the game’s final shot. he saw himself in the biggest moments, making the biggest shots, and he was ready when the time came (felber, 2020). the reasoning behind this is that there is strength when an athlete can envision the right sport’s competitive as well as the flow and end of the game while picturing. athletes’ defenses and strategies are already in their heads. a good visualization does more than just give a visual interpretation of data; it also improves comprehension, communication, and decision-making (stewart, 2019). importance, benefits, and techniques of visualization for every athlete https://journals.e-palli.com/home/index.php/ajmri pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 the importance and benefits of visualization have been proved to aid in increasing wellbeing and overall functioning, but it may also be used to non-health situations. it simply allows athletes and coaches to visualize themselves achieving any difficult activity that may appear insurmountable or life-threatening. it has been shown, for example, to be particularly beneficial in enhancing athletic abilities. visualization techniques are vital for all athletes and their coaches because they can help enhance motor abilities, muscle strength, self-confidence, attention span, anxiety, and stress. athletes can improve their pain management, endurance, performance motivation, and physical performance by using imagery (predoiu et al., 2020). according to predoiu (2016) highlighted some benefits and techniques of visualization that can be useful among athletes: i. the focus of attention increases, athletes being required to reach their full potential, ii. athletes learn to be more positive (mental practice is characterized by positive and positive thoughts are eliminated because of successful representations, iii. athletes better understand the importance of goal setting, iv. self-control ability is improved, tension and fear are reduced, while self-confidence grows (xiong, 2012), v. the athlete prepares the optimal programme of technical and tactical execution (mental practice helps to improve temporal and spatial organization) motor action characteristics, vi. the athlete’s thinking becomes more disciplined, organized, and planned, raising awareness of the motor skills performed, vii. the time needed to acquire different technical and tactical elements is reduced, and the level of preparedness for stressful situations (a characteristic of competitive activity) is increased. sowinski (2018) also mentions the usage of mental imagery as a visualization tool. this approach is usually utilized by soccer players to memorize the game while watching or studying it. this is a strategy for making your desired future a reality (moe, 2021). furthermore, there are other methods for visualizing; you must be explicit with your goal, use all five senses, do it in real-time with no skipping or fast-forwarding, and practice often to make it a habit (restoic, 2020). a visualization approach can assist the athlete in controlling their fury. they may see themselves maintaining calm while an opponent attempts to start a fight (dot fit, 2022). meanwhile, guided visualization is a stress-reduction approach. it’s a soothing approach that involves picturing pleasant, quiet places, such as a beautiful beach or a peaceful meadow. this technique is sometimes referred to as guided meditation or visualization (nunez, 2020). most people begin by relaxing in a comfortable and calm environment, such as a comfortable chair, bed, or even a hot tub (ekeocha, 2015). according to parnabas et al. (2015), athletes at higher levels were more likely to employ mental visualization techniques in their sport, meaning that less experienced athletes may not benefit as much as their more experienced counterparts. it is normal for an athlete or player to have negative thoughts, anxiety, and even panic before or during a game. a coach, on the other hand, should always prioritize mental preparation for his or her athletes. before a game, visualization plays a crucial role in a team. a coach cannot ask a player to use or exercise visualization immediately and must adequately explain its value to the athlete. if the athlete is ready, the coach can determine whether or not to incorporate it into the game (peterson, 2017). collins (2017) demonstrated that certain scenarios are frequently outside the athletes’ control, and the stress they generate can be worsened by something more sportspecific, such as being a pinch hitter with the bases loaded in the ninth inning. so, how do athletes maintain their calm and confidence in these uncertain situations? some professional athletes may argue that they control what they can and let the rest happen spontaneously; others, on the other hand, prepare for them through mental training, particularly imagery. every day, these athletes will see and construct events in their minds’ eyes, preparing them for every eventuality. however, learning to control your own thoughts is a talent in and of itself. visualization is a method for dealing with bad emotions (peterson, 2017). when an athlete visualizes a situation, he or she does so in two ways. visualization of unexpected results and mental practice of a flawless workout (predoiu et al. 2020). athletes often visualize how their team prepares for competition, and visualization can assist an athlete remember a game and the overall sensation of a successful outcome (peterson, 2017). having the opportunity to recreate a game will allow athletes to develop themselves (tilkes, 2020). dr. gevais stressed that practicing visualization ahead of time is more helpful than practicing on the same day, which is unsuccessful (feloni, 2017). we cannot dispute the link between the body and the mind. when you understand how to improve your thinking, you have complete power over your performance (mallette, 2020). as a result, visualizing an event ahead of time can help you perform better mentally and physically (cumming, 2016). methods of visualizations used by athletes athletes, on the other hand, have employed a variety of strategies to picture their games and prepare their brains for impending competitions. to achieve the best results, visualization approaches should encompass the five major senses (touch, hearing, sight, smell, and taste) as well as critical features such as viewpoint, mood, surrounds, task, and timing. mental rehearsal (or visualization) is effective because the subconscious processes the experience as if it were real (by firing the neurons responsible for skill acquisition), making the person calmer and more adaptable to stressful situations, and it can speed up the learning process in athletes and others. one hour https://journals.e-palli.com/home/index.php/ajmri pa ge 10 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 105-109, 2022 of mental training per day in 6-10 sequences provides a distinct advantage that cannot be obtained by any other way. according to predoiu et al. (2020), athletes employ guided imagery techniques and practice to create mental maps that help them perform effectively. visualization techniques that work for athletes can benefit all athletes, regardless of their goals or performance level. here are five (5) tried-and-true strategies for visualizing like a pro: tips to guide you along your visualization route. 1. obtain clear on your objectives: you must be clear about what you want to accomplish. it could be a specific technique you’re working on or a specific incident you want to nail down. when you are specific and detailed, visualization works best. it should be as realistic as feasible. 2. utilize more than just images: all your senses must be engaged. visualization encompasses more than just images. the experience must be visible, felt, smelled, heard, touched, and even tasted. if necessary, use physical actions to make it feel more real. 3. execute it in real-time: do not attempt to hasten the procedure. a 200-meter race should take more than 20 seconds to complete. similarly, if you’re ticking down the seconds until the game-winning jump shot, the visuals should be in sync. the visualization should last if the actual race or event. don’t scrimp on quality. if you want to harness the power of imagination, talk to a mental game coach about incorporating this important ability into your training. 4. practice, practice, and more practice: visualization is a skill that takes time to develop. do it every day, make it a habit, and strive towards near reality. mental rehearsal for athletes is a skill that improves with practice. every day, practice your visualization or picture. 5. make it a routine to visualize the outcome: visualization can help you perform much better. it can help you with both the physical and mental skills you require by mentally rehearse your performance in your head. so, whenever you have a few quiet minutes, make it a habit to visualize your success. if you need to take a pause and see the event as how it will unfold. if your mental images turn negative, stop the mental tape, rewind and restart then visualize again see the performance you want to see.to heal from an injury or simply need a physical break, employ visualization to keep your practice going. psychologists have discovered that significant mental practice is nearly as effective as the real thing, making it one of the best tools for honing your talents. conclusions according to the review papers, visualizing has a significant impact on every athlete who want to succeed in their various sports. it made a substantial contribution to the theoretical understanding of some mental processes explored in athletes’ sports engagement during competition. it also demonstrates that the most effective visualization techniques should result in an incredibly vivid sports experience in which the athlete has entire control overachieving achievement. visualization has shown to be a useful tool for general technique practice. in conclusion, the reviewed articles demonstrated that what coaches, trainers, physical educators, and sports teachers need to do is provide more assistance to help our athletes build more effectiveness in visualization to improve their sporting performance, which will serve as a fantastic tool that they can use to establish the mentality required to achieve long-term and short-term goals and teach younger athletes visualization, it’s important to do it in a way that’s age appropriate. finally, future researchers can investigate into more aspects of how visualization can be detrimental to athletes, if such a thing exists. author contributions this work was carried out in collaboration among all authors. all authors read and approved the final manuscript. ethical approval: no ethical approval is required. conflict of interest: the authors declare no conflict of interest. acknowledgment we appreciate the authors whose works were cited in this study. to dr. hendely a. adlawan, the dean of college of spear, msu marawi for serve as our internal peer reviewer. we were also grateful for the insightful comments offered by the anonymous peer reviewers at ajmri. references athletes authority, (2020). how to use visualization to improve athlete performance. retrieved july 12, 2022, from:https://athletesauthority.com.au/how-to-usevisualisation-to-improve-athlete-performance/). canfield, j. 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(2016). 5 benefits of visualization for everyday runners and athletes. activacuity. retrieved june 13 2022, from https://www.activacuity.com/2016/01/5-benefits-ofvisualization-for-everyday-runners-and-athletes/ https://journals.e-palli.com/home/index.php/ajmri pa ge 1 am. j. multidis. res. innov. 1(1) 18-23, 2022 the american journal of multidisciplinary research and innovation (ajmri) is a blind peer-reviewed journal, aims to publish the article(s) immediately after submission of the corrected version by the author. the journal publishes articles that include those containing substantially supported theories, innovative works, substantial experimental results, and/ or containing useful and constructive discussions or reviews standardized to regional or international acceptance. the ajmri reviews papers within approximately one month of submission and publishes accepted articles on the internet immediately upon receiving the final versions. published media: issn: 2158-8155 (online) frequency: 3 issues per year area of publication: science, engineering, physical sciences, arts & humanities, engineering, social science, language, and education. editorial team dr. a. k. m. ahasanul haque, professor, faculty of economics and management sciences (kenms) international islamic university malaysia (iium)malaysia prof. dr. myint thuzar, yezin agricultural university (yau), myanmar dr. sejuti mondal, department of agricultural sciences, texas state university, usa professor steve ryan, department of english, southern states university, usa professor dr. wael al-aghbari, university president, international university of technology twintech – iutt, yemen dr. parvez anwar, associate professor, civil engineering, university nottingham, malaysia dr. mohammed ashikur rahman, department of computer science, university of south asia, bangladesh dr. sandra milena camargo silva, materials engineering, pedagogical and technological university of colombia, colombia dr. marhanum che mohd salleh, associate professor, faculty of economics and management sciences (kenms), international islamic university malaysia (iium), malaysia dr. nida jafri, consultant, green empowerment, portland, usa dr. md. sohel rana, associate professor, department of mathematical and physical sciences, east west university, bangladesh dr. hafizah hammad ahmad khan, faculty of business & management, universiti teknologi mara, kedah, malaysia avegale c. acosta, department of psychology, school of social sciences, ateneo de manila university, philippines mrs. safeena beevi. s.s, associate professor jn medical college, college of nursing aligarh muslim university uttar pradesh, india dr. sun xi, associate professor, department of parasitology, zhongshan medical college, sun yat-sen university, guangzhou, china dr. noha essam khamis, associate professor, faculty of applied sciences and arts german university in cairo (guc), egypt ar. sajal chowdhury, department of architecture, chittagong university of engineering & technology (cuet), bangladesh contact: american journal of multidisciplinary research and innovation (ajmri) e-palli llc address: 2055 limestone rd ste 200c, zip code: 19808, wilmington, delaware, usa email: ajebi@e-palli.com phone: +1 3024070506 url: https://journals.e-palli.com/home/index.php/ajmri https://journals.e-palli.com/home/index.php/ajmri pa ge 18 american journal of multidisciplinary research and innovation (ajmri) knowledge and practice to foot care and prevalence of foot infection among diabetes patients in bangladesh noni bagchi1*, surjomokhi das2 volume 1, issue 1, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i1.141 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 22, 2022 accepted: february 27, 2022 published: march 9, 2022 this study is a descriptive type of cross sectional as well as qualitative study, which is conducted among the diabetic patients of birdem hospital, dhaka. the main objective was to assess knowledge and practice about foot care and prevalence of foot infection among the diabetic patients. 100 patients were purposively chosen, face to face interview through a questionnaire along with infected foot examination through an examination check list was done. a clear relationship was established among educational statuses, monthly income, foot care education and diabetic with foot infection. higher education decreases in prevalence of foot infection; higher monthly income family experienced more prevalence than others did; foot care education earlier reduces the development of foot infection, increase of suffering from diabetic increase the development of foot infection. the development of foot infection increases with the walking bare foot; habit of seat near fire/heater and with the habit of ever have examined feet by doctor. this study emphasizes the need of provision of foot care education. health care workers should attempt to give their diabetic patients necessary health education about foot care in order to reduce the burden of foot complications among diabetic patients. introduction foot infections in persons with diabetes are a common, complex, and costly problem. foot infections in patients with diabetes cause substantial morbidity and frequent visits to health care professionals and may lead to amputation of a lower extremity. diabetic foot infections require attention to local (foot) and systemic (metabolic) issues and coordinated management, preferably by a multidisciplinary foot care team. the team managing these infections should include, or have ready access to, an infectious diseases specialist or a medical microbiologist the major predisposing factor to these infections is foot ulceration, which is usually related to peripheral neuropathy. peripheral vascular disease and various immunological disturbances play a secondary role people with diabetes must be fully aware of how to prevent foot problems before they occur, to recognize problems early, and to seek the right treatment when problems do occur. although treatment for diabetic foot problems has improved, prevention including good control of blood sugar level remains the best way to prevent diabetic complications. people with diabetes should learn how to examine their own feet and how to recognize the early signs and symptoms of diabetic foot problems. they should also learn what is reasonable to manage routine at home foot care, how to recognize when to call the doctor, and how to recognize when a problem has become serious enough to seek emergency treatment. the complications or consequences of skin infection in the diabetic foot are the development of further ulceration or abscesses, the spread of infection to elsewhere in the foot and leg associated with cellulites and fasciitis, and the development of osteomyelitis. keywords knowledge, foot care, foot infection, diabetics in addition, these infections may be complicated by septicemia which can sometimes be life-threatening. the organisms of infection are derived from the common of skin flora of the foot. in order of frequency these are staphylococcus aurous, streptococcus pyogenes and anaerobic bacteria of various species. (the skin has a normal anaerobic flora, and these are responsible for the cheesy smell of dirty feet). fungi may also cause infection, and any other organism that contaminates this site may on occasion be involved, especially coliform organisms from the bowel. the treatment of infection of the diabetic foot should be aggressive, because of the slow response to therapy and the potential development of serious complications. as always, the initial treatment of skin, bone and soft-tissue sepsis is surgical debridement of dead and infected tissue, drainage of pus and cleaning of the affected area. it is advisable to check the g6pd status of the male patients before starting treatment with co-trimoxazole. the common staphylococcal infections are best treated by specific therapy with cloxacillin or, in penicillin-hypersensitive patients, erythromycin. in serious staphylococcal infections fucidin should be added, but this drug should not be used alone because of the rapid development of resistance with fucidin monotherapy. all these drugs are relatively cheap and available as oral as well as parenteral preparations. since the complications of foot infections may be serious, longterm preventative measures are important, and should be, directed towards correcting the underlying problems. firstly the diabetes should be kept under control, since this does appear to reduce the incidence and severity of infections and secondly, a proper program of foot care and chiropody should be established, with early attention 1 acting principal, birdem nursing college, dhaka, bangladesh. 2 lecturer, birdem nursing college, dhaka, bangladesh. * corresponding email: nonibagchi0@gmail.com https://doi.org/10.54536/ajmri.v1i1.141 https://journals.e-palli.org/home/index.php/ajmri mailto: nonibagchi0@gmail.com pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 18-23, 2022 to the appearance of wounds or ulcers. the objective of this study is to assess knowledge and practice about foot care as well as prevalence of foot infection among diabetic patients of the birdem, the bangladesh institute of research and rehabilitation in diabetes, endocrine and metabolic disorders in bangladesh. background of the study the importance of foot care cannot be denied in diabetic patients. the lifetime prevalence of foot ulceration in patients with diabetes is about 15% and the most frequent component causes for lowerextremity ulcers are trauma, neuropathy, and deformity, which are present in majority of patients. the patient plays a crucial role in the prevention of diabetic foot disease and therefore education regarding foot care is important. patients are more likely to comply with a treatment regimen when they have sufficient knowledge about their medical condition. magnitude of diabetes mellitus in bangladesh is increasing. several epidemiological studies in migrant population in uk and usa has also reported that bangladeshi people among the entire south asian immigrant have the highest mortality and attack rate from diabetes and coronary heart disease. the prevalence rate of diabetes in bangladesh in 2003 was 3.9% and that of igt was 7.1%. in bangladesh 2.8 % of total diabetic have foot prevalence. in bangladesh dm and its complications are increasing rapidly. in birdem hospital, dm registered patients were 425260, igt 37372 and gdm were 6304 and daily turnover is around 2500. daily an average 80 new diabetic patients have been registered. a big part of the population is suffering from this multiorgan affected disease. though amputation of limb due to ulceration reached a remarkable point but there was no research work done in bangladesh except prevalence study. now a day’s foot care department of birdem is doing research work on diabetic foot infection which is ongoing process foot care knowledge and behavior of patients seems positively influenced by patient education in the short term. in pakistan, majority of patients with diabetes does not pay proper attention to their feet. an important reason of this attitude is that patients are not provided with foot care education and therefore remain unaware of the adverse consequences of neglect. improper foot care leads to many complications that may result in ulcerations and eventually amputations. corns and calluses can be caused by mechanical stresses from poorly fitted shoes. similarly, the practice of keeping the foot wet predisposes to fungal infections which may lead to cellulitis. to assess the actual magnitude of the problem, it is important to document foot care behavior. foot ulceration and infections are perhaps the most frequent and serious complication of diabetes mellitus (dm). the annual incidence of leg and foot ulcers is 2, 6.5 and 33 times more common than diabetic coronary disease, stroke and renal failure respectively. about 15% of diabetic patients develop a foot ulcer during their lifetime and 20% suffer from some type of foot infection in their lifetime. bangladesh institute of research and rehabilitation in diabetes, endocrine and metabolic disorders (birdem), a central referral hospital in dhaka city, provides basic diabetes care to a large number of diabetic populations. a retrospective cohort study from 1980 to1995 among patients in birdem showed a 2.8% prevalence of diabetic foot ulcer. many studies have reported on the bacteriology of diabetic foot infection over the past 25 years, but the results have varied and have often been contradictory. diabetes is a global public health problem. with current trends prevailing, the number of affected individuals is likely to more than double in the next two decades. people with diabetes need more than medical treatment from their healthcare providers: they also need support in mastering and sustaining complex self-care behaviors that enable them to live as healthily as possible. the number of people with diabetes is increasing due to population growth, aging, urbanization, and increasing prevalence of obesity and physical inactivity. one of the commonest complications of macro vascular disease is diabetics’ mellitus. peripheral vascular disease is firstly shown on lower extremities as infection on foot. from this infection other complication such as ulceration, amputation, gangrene etc. arises. tissue damage due to ischemia and loss of sensation is present. maximum diabetic patient ignores their foot. actually, no body take care their feet and legs. in case of diabetic sugar level is high in blood organism grow rapidly, so that ulcer infection turns to gangrene. and the individual becomes burden on his family. in fact, awareness about foot care, foot ware, controlling sugar level, depends on effective health education by a nurse/health educator. now a day’s science and technology are going advance day by day. medical science also changes rapidly, and it plays an important role for promotion of health and prevention of disease, especially in case of diabetics and its complications. majority of people called it a silent killing disease. so there is need to good control and keeping a target level of blood glucose. by the philosophy of late national professor dr. md. ibrahim, “diabetic patient will never die untreated”. so patient have right to lead a normal independent life while having diabetics. if they have knowledge and do practice, they never become disabling. so, the diabetic patients can lead better life independently. in the field of treatment and follow up there is an important relationship between nurse and patients.9 nurses are doing their ethical work toward patient including health education and also follow a check list. in accordance with education, proper guidance and take care it will hasten recovery and lessen complication. in view of development, the governing bodies of who both a global and regional level have recommendation prevention of disease, prevention of diabetics and to lessen its mortality and morbidity rate through as number of activities, including research and teaching [18]. in this study the research tried to find out the extent of knowledge and practice of diabetic patient’s follow-up to https://journals.e-palli.org/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 18-23, 2022 what extent they maintain the disciplined life methodology study design this study was a descriptive type of cross sectional as well as qualitative type study conducted among the diabetic patients. study place the study place was outdoor of birdem hospital, dhaka study period the study was conducted between june to december 2011. study population and unit of analysis the study population is patients with diabetic registered at birdem hospital. more than 4,00,000 diabetic patients have been registered so far with average 80 new patients getting registered daily at birdem hospital. sample size the sample size was purposively fixed at 100 diabetic patients only. sampling technique a purposive random sampling technique was used. research tools a structured and open-ended questionnaire was developed which included various information regarding socio-demographic status of registrar patients suffering from diabetic as well as information regarding their foot care practice, food habit, prevalence of diabetic etc. further through a check list their foot care and foot infection status was examined to find out infection of foot. data collection method after explaining the purpose of the study data were collected through face to face interview using the questionnaire (annex-1). after interview session, foot infection was examined as well as a check list was filled up to get all information of respondents. conduction of the study, quality control and monitoring the investigator herself collected data from birdem hospital. the collected data were checked and verified by the investigator at the end of each working day. any inaccuracy and inconsistency were corrected in the next working day. for ethical purposes foot care education was also promoted among unaware diabetic patients who participated in the study. data processing and statistical analysis data was analyzed by using microsoft excel. simple frequency distribution tables were generated for dependent and independent variables. chi-square test was applied to find out whether there is any statistically significant effect of socioeconomic factors on knowledge and practices regarding foot care in diabetics as well as significant effect of proper foot care on prevalence of foot infection. seventeen questions each were asked regarding knowledge and practices of foot care. each correct answer was given one mark. inclusion criteria • patients with diabetic registered at birdem hospital • willing to participate in the study exclusion criteria • he exclusive criterion for subjects’ selection was having no diabetic. • unwilling to participate in the study ethical consideration prior to the commencement of this study, the research protocol will be approved by the research committee of adust. the objective of the study along with its procedure, risks and benefits of this study was explained to each participant. then it was assured that all information and records will be kept confidential, and the procedure will be used only for research purpose and the findings was helpful for developing awareness package to improve the qual-ity of care of the patients about diabetic in the hospitals in bangladesh. informed consent a well and clearly understood inform consent form will be filled in up by the respondents and interviewer. however, translations were carried out after the according to the need of the respondents. this ensures that each of partici-pants will get the information they need to make an informed decision. results the results from questionnaire surveys on knowledge and practice to foot care of diabetic patients are described as follows figure 1: frequency distribution of respondent’s genderws: among the respondents having diabetic male was numerically about equal to female. 52 percent of 100 respondents were male whereas 48 percent were female at dhaka diabetic hospital, dhaka. about half of the total respondent’s family’s (54) monthly earnings were between tk. 10000-20000. whereas one fifth (21) family were living with monthly income of below tk. 10000. other 15 respondent’s family were earning monthly between tk. 2000030000 and rest 10 respondents earning were more than tk. 30000 per month. https://journals.e-palli.org/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 18-23, 2022 figure 2: distribution of the respondents by their monthly income out of 100 respondents 62% were single family whereas joint and extended family were 32 and 6% respectively figure 3: distribution of the respondents by occupation. the illiterate was 21 whereas the graduate graduate education level were 10 and 5 respectively among the total respondents only 6% inspect their foot daily. among the total respondents 16% wash their figure 4: frequency distribution of respondent’s among the total respondents only 6% inspect their foot daily. among the total respondents 16% wash their foot once daily whereas 74% wash their foot multiple times in a day. among the total respondents 19% dry their foot properly after every wash whereas 81% do not dry their foot properly after every wash. among the total respondents only 7% apply emollients to their foot whereas 93% do not apply emollients to feet dry their foot. among the total respondents only 14% wearing shoes after checking whereas 86% don’t wearing shoes after checking them. among the total respondents only 10% wearing cotton socks whereas 90% don’t wearing cotton socks. about half 49 of the respondents walked usually bare foot whereas another half 51 don’t walk bare foot. about one fourth of the respondents 25 wear fitting, low heels leather shoe whereas three fourth 75 don’t wear fitting, low heels leather shoe. about one fifth of the respondents 20 trim their nail properly whereas four fifth 80 don’t trim their nails properly. among the total respondents 5 treat themselves their foot whereas 95 respondents don’t treat themselves their foot. among the total respondents only 6% inspect their foot daily. among the total respondents 40 ever have examined feet by doctor whereas 60 don’t ever have examined feet by doctor. among the total respondents 20 have compliant with anti-diabetic treatment whereas 60 don’t have any compliant with anti-diabetic treatment. majority 77 of the respondents were not smoker whereas 23 were smoker. among the total respondents 38 regular follow-up as on dated whereas 62 respondents don’t regular followup as on dated. among the total respondents 10 have any diabetic foot care related education earlier whereas 90 don’t have any diabetic foot care related education earlier. the knowledge and practices regarding foot care was marked difference for most of the questions asked. however, there were approximately same for washed feet daily, using hot water for washing/bathing, daily change of socks table 1: distribution of foot care knowledge and practices (n=100) sl. no. questions asked to determine the knowledge and practices regarding foot care knowledge practices 1 inspect feet daily 16 6 2 washed feet daily 95 94 3 drying the feet properly after washing 54 19 4 patients who applied emollients to their feet 33 7 5 checked shoes before wearing 54 14 6 wore cotton socks 51 10 7 not walking bare feet 77 49 8 trimming nails properly (straight, leaving edges) 60 20 9 wore correct fitting, low heel leather shoes 36 25 10 self-treated foot for problems like corns, callosi-ties and trauma 46 5 11 using hot water for washing/bathing 57 50 12 ever had foot examination by a doctor 71 29 13 compliant with antidiabetic treatment 31 20 14 regular follow-up as on dated 62 38 15 daily physical exercise 56 26 16 have any diabetic foot care related education earli-er 88 10 17 daily change of socks 33 27 table 2: percentage scoring of knowledge and practices about foot care among the respondents scoring (out of 16) knowledge practice > 70% (good) (12-17) 28 15 50-70% (satisfactory) (8-11) 41 39 < 50%(poor) (less than 8) 31 46 total 100 100 https://journals.e-palli.org/home/index.php/ajmri pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 18-23, 2022 among the 100 respondents 28 % had the good knowledge whereas only 15% had the good practice regarding foot care. satisfactory knowledge and practice were 41% and 39% respectively whereas among the total respondent had 31% and 46% knowledge and practice regarding foot care respectively conclusion in this study, awareness of foot care measures is poor among known diabetic patients, and this is largely due to a lack of education of the patients by their health care providers. selection of appropriate footwear is important and requires patient’s education. usually, patient’s priorities about footwear selection are dependent on social, cultural and climatic conditions. it showed that only 38% patients with diabetes were taught about foot care methods. they remained ignorant about the importance and methods of foot care even after hospitalization for foot infections30. the present study emphasizes the need of provision of foot care education as well. a clear relationship was found between taken foot care education earlier and development of foot infection. as earlier foot care education might reduce the development of foot infection. machine learning models will be developed on foot care among diabetic patients in future research recommendation foot problems are a major cause of morbidity, disability, as well as emotional and physical costs for people with diabetes. early recognition and management of independent risk factors for ulcers and amputations can prevent or delay the onset of adverse outcomes. this position statement provides recommendations for people who currently have no foot ulcers and outlines the best means to identify and manage risk factors before a foot ulcer occurs or an amputation becomes imminent. • all individuals with diabetes should receive an annual foot examination to identify high-risk foot conditions. this examination should include assessment of protective sensation, foot structure and biomechanics, vascular status, and skin integrity. • blood glucose of diabetic patients should be kept under control to avoid foot problem. • individual foot care and health care education is a must. • an intensive health education program should adapt to improve the foot care knowledge and behavior of high-risk diabetic patients. • mass awareness program should perform in the mass media for importing patient education. • a manual for patient’s education on foot care should prepare and 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multidisciplinary research and innovation (ajmri) is a blind peer-reviewed journal, aims to publish the article(s) immediately after submission of the corrected version by the author. the journal publishes articles that include those containing substantially supported theories, innovative works, substantial experimental results, and/ or containing useful and constructive discussions or reviews standardized to regional or international acceptance. the ajmri reviews papers within approximately one month of submission and publishes accepted articles on the internet immediately upon receiving the final versions. published media: issn: 2158-8155 (online) frequency: 3 issues per year area of publication: science, engineering, physical sciences, arts & humanities, engineering, social science, language, and education. editorial team dr. a. k. m. ahasanul haque, professor, faculty of economics and management sciences (kenms) international islamic university malaysia (iium)malaysia prof. dr. myint thuzar, yezin agricultural university (yau), myanmar dr. sejuti mondal, department of agricultural sciences, texas state university, usa professor steve ryan, department of english, southern states university, usa professor dr. wael al-aghbari, university president, international university of technology twintech – iutt, yemen dr. parvez anwar, associate professor, civil engineering, university nottingham, malaysia dr. mohammed ashikur rahman, department of computer science, university of south asia, bangladesh dr. sandra milena camargo silva, materials engineering, pedagogical and technological university of colombia, colombia dr. marhanum che mohd salleh, associate professor, faculty of economics and management sciences (kenms), international islamic university malaysia (iium), malaysia dr. nida jafri, consultant, green empowerment, portland, usa dr. md. sohel rana, associate professor, department of mathematical and physical sciences, east west university, bangladesh dr. hafizah hammad ahmad khan, faculty of business & management, universiti teknologi mara, kedah, malaysia avegale c. acosta, department of psychology, school of social sciences, ateneo de manila university, philippines mrs. safeena beevi. s.s, associate professor jn medical college, college of nursing aligarh muslim university uttar pradesh, india dr. sun xi, associate professor, department of parasitology, zhongshan medical college, sun yat-sen university, guangzhou, china dr. noha essam khamis, associate professor, faculty of applied sciences and arts german university in cairo (guc), egypt ar. sajal chowdhury, department of architecture, chittagong university of engineering & technology (cuet), bangladesh contact: american journal of multidisciplinary research and innovation (ajmri) e-palli llc address: 2055 limestone rd ste 200c, zip code: 19808, wilmington, delaware, usa email: ajebi@e-palli.com phone: +1 3024070506 url: https://journals.e-palli.com/home/index.php/ajmri https://journals.e-palli.com/home/index.php/ajmri pa ge 13 american journal of multidisciplinary research and innovation (ajmri) patient’s satisfaction and barrier to seek services from the nurses in a tertiary level hospital surjomokhi das1*, noni bagchi2 volume 1 issue 1, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i1.140 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 22, 2022 accepted: february 25, 2022 published: march 9, 2022 this quantitative study was conducted among the patients of birdem, dhaka. the objective of the study was to assess the user expectations, degree of client satisfaction and quality of health care provided in tertiary level hospital in bangladesh. a total of 100 respondents were chosen by systematic random sampling and interviewed. the findings of the study show that the client satisfaction depends on providers’ behavior, especially respect and politeness. a reduction in waiting time (on average to 30 min) was more important to clients than a prolongation of the quite short consultation time (on average 2 min, 22 sec), with 75% of clients being satisfied. patients spend 10 minutes or less than that for checkup. because of the overload of patients, existing facilities, and number of service providers, delay in service can be acceptable. 29.8% respondents treated overload of patients at the hospital facility as the responsible factors, whereas lack of skilled manpower and lack of doctors were marked as the reasons by 22.5% and 19.7% consecutively. finally, the study recommends that increasing the resources and proper supervision and monitoring may be the solution to improve the service quality of the hospital. introduction patient satisfaction is a quality indicator that measures how patients feel about one or more areas of the hospital care system (vaz, 2018). quality health care is now an option and a right for people, whether they receive it in a private or public setting. patient satisfaction is the only factor that determines the level of service provided, which is the primary goal of private hospitals. there are several factors that contribute to patient satisfaction and a positive patient experience. the fundamental elements of a private hospital’s objective to offer quality care are to attract and retain competent employees, including medical and administrative personnel, to acquire patient loyalty, to create a friendly environment, and to secure a position among competitive healthcare in the marketplace (rivers & glover, 2008). when we talk about developing countries like bangladesh, life expectancy, disability, and illness load lead to increased morbidity and mortality as a result of the physical, mental, and economic deprivation that people in these countries face. developing medical technologies, patients’ healthseeking behavior, and knowledge levels, on the other hand, are all variables that compel patients to be more satisfied (mosadeghrad, 2014b). the extent of an individual’s experience in comparison to his or her expectations is defined as satisfaction. we should not judge patient satisfaction only on the clinical quality of the health care we delivered. patients must not just get unwell as a result of the etiological disease; social-cultural and behavioral factors must also play a role in becoming ill.(hernandez & blazer, 2006). people should be healthy as a result of holistic services such as physical, mental, social, and spiritual. it implies that patient satisfaction keywords patient’s satisfaction, barrier, hospital service, tertiary level can be defined in broader terms. the importance of the patient’s perspective in health care, as well as further research to understand the interrelationships between health demands, satisfaction, and quality of life (asadilari et al., 2004). based on 25 years of experience in the healthcare field. in a private mid-level hospital in dhaka, the situation is nearly identical. it shows that consumers want the hospital to provide them with high-quality services. as a result, it’s also crucial to look into the level of satisfaction among patients who visit the chosen hospital for services (fang et al., 2019). the goal of this study is to determine how satisfied patients are with the services offered at the birdem hospital in dhaka. literature review the level of patient happiness or dissatisfaction is determined by the hospital’s quality. the extent of an individual’s experience in comparison to his or her expectations is defined as satisfaction (asadi-lari et al., 2004). quality health care is now an option and a right for people, whether they receive it in a private or public setting. patient satisfaction is the only factor that determines the level of service provided, which is the primary goal of private hospitals (mosadeghrad, 2014a). people should be healthy by receiving holistic services such as physical, mental, social, and spiritual. it implies that patient satisfaction can be defined in broader terms. the importance of the patient’s perspective in health care, as well as further research to understand the interrelationships between health demands, satisfaction, and quality of life (boev, 2012). for a variety of reasons, the ability to please customers 1 lecturer, birdem nursing college, dhaka, bangladesh 2 acting principal, birdem nursing college, dhaka, bangladesh. * corresponding email: surjomukhidas@gmail.com https://doi.org/10.54536/ajmri.v1i1.140 https://journals.e-palli.org/home/index.php/ajmri mailto: surjomukhidas@gmail.com pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 13-17, 2022 is critical. for one thing, today’s customers of healthcare services in industrialized countries are more knowledgeable, owing to the increased amount of information available to them. as a result, these purchasers are more discriminating, knowing exactly what they require. customer happiness is also a business advantage; hospitals that prioritize their customers have seen increased capacity utilization and market share (boscarino, 1992; gregory, 1986). recent research has shown that service satisfaction can significantly enhance patients’ quality of life (dagger & sweeney, 2006) and enable service providers to determine specific problems of customers, on which corrective action can then be taken. in emerging countries, patients’ voices should result in similar changes (oja et al., 2006). dissatisfied clients are also more likely to complain to the establishment or seek remedy from it in order to alleviate cognitive dissonance and unsuccessful consuming experiences (nyer, 1999). in fact, dissatisfaction can have serious consequences: patients are less likely to adhere to treatment regimens, are more likely to miss followup appointments, and, in extreme cases, may resort to negative word-of-mouth, which can deter others from seeking health care through the system or persuade them to seek it elsewhere, often abroad (andaleeb et al., 2007). a substantial amount of literature has been reviewed, including books, journals, dissertations, and internetbased information. some were national, while others were international. the majority of the studies looked at hospital services and patient satisfaction. a study on outpatient satisfaction was undertaken at a super speciality hospital in kerala, india, to determine the level of patient happiness. the study’s primary findings were that 90-95 percent of 200 patients surveyed in the opd were satisfied with the hospital’s service. this survey also revealed that certain patients’ wait times were excessively long, and that the nursing staff ’s friendliness needed to be addressed. similarly, when it came to patient awareness of hospital services, the study found that 28.5 percent of patients stated they were extremely knowledgeable about the services. 37.5 percent indicated they are aware of the specifics of individual treatment, while 29 percent stated they don’t know much and want to learn more. sixty percent of those who received help from the hospital reported that the staff always guided them. the hospital’s security team gave guidance to 40% of the patients (jawaha, 2007). another finding of the study was that 57 percent of people have to wait for lengthy periods of time to see a doctor on occasion, while 15 percent have never had to wait for long periods of time. finally, 96.5 percent of patients were satisfied with the amount of time doctors spent with them during consultations. in terms of doctor behavior, 56 percent stated doctors were well behaved, while 97.5 percent of patients were satisfied with consultation privacy. it concludes that patient feedback is critical for quality improvement (baines et al., 2018). “health” was defined by the world health organization (who) in 1948 as “a state of complete physical, mental, and social well-being, rather than simply the absence of sickness or infirmity.” this is a complete definition. it expresses clearly what the purpose of health-care action should be (world health organization, 1946). medical practitioners, on the other hand, tend to concentrate on a medical model of health care that includes a history and examination, investigation and treatment, and finally clinical evaluation of effective outcomes. this method has been chastised for resulting in a doctor-patient connection (chipidza et al., 2015). in order to provide a holistic service, a positive relationship between the patient and the hospital management team, including medical employees, is critical (zamanzadeh et al., 2015). methodology study design this study was quantitative in nature and social survey method has been applied for conducting. study place the study place was conducted on patients of birdem hospital under dhaka city. study population and unit of analysis the study populations were randomly selected 100 patients as the respondents who attending birdem for treatment. sample size the sample size was purposively fixed at 100 patients only. sampling technique through nonprobability purposive sampling, 100 patients were selected randomly as the respondents who attending birdem. research tools a comprehensive and open-ended questionnaire was created, which included information on the sociodemographic status of diabetes registrar patients, as well as information on their foot care practices, eating habits, diabetic prevalence, and so on. a check list was used to analyze their foot care and infection status in order to determine if they had a foot infection. data collection method a systematic questionnaire was used to collect data. information about socio-demographics, satisfaction with hospital services, and satisfaction with the behavior of hospital staff, especially nurses and ward boys. conduction of the study, quality control and monitoring the data was obtained by the investigator herself at the birdem hospital. at the end of each working day, the investigator evaluated and validated the collected data. the next working day, any inaccuracies and inconsistencies were fixed. foot care instruction was also pushed among the study’s uninformed diabetes patients for ethical reasons. data processing and statistical analysis the data was analyzed using the spss software suite. https://journals.e-palli.com/home/index.php/ajmri pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 13-17, 2022 all variables were analyzed using descriptive statistics. the percentages were used to represent the values. performance, mean, standard deviation, table, graph, chart, and statistical information are all used to interpret the data. inclusion criteria • patients attending the birdem for their treatment • willing to take part in the study • healthy enough to respond exclusion criteria • unwilling to participate in the study informed consent the responders and interviewer will fill out a wellwritten and well understood informed consent form. however, translations were done thereafter, based on the respondents’ requirements. this guarantees that all participants receive the information they require to make an educated decision. results the results from questionnaire surveys on knowledge and practice to foot care of diabetic patients are described as follows: table 1: age of the respondents age frequency percent 11-20 6 6.0 21-30 18 18.0 31-40 30 30.0 41-50 14 14.0 51-60 13 13.0 60 and above 19 19.0 total 100 100.0 the age groupings of the respondents were established in order to learn more about the age of the respondents, who are mostly the beneficiaries or clients of tertiary level hospitals. only 6% of the respondents in the age group of 11-20 years used to receive medical care from a tertiary hospital, according to the findings. that signifies that only a small proportion of adolescents seek medical care from tertiary hospitals, and that this frequency also suggests that tertiary hospitals offer few adolescent healthcare services. table 2: education level of the respondents education frequency percent illiterate 29 29.0 primary 28 28.0 secondary 13 13.0 higher secondary 10 10.0 college 13 13.0 higher educated 7 7.0 total 100 100.0 thirty percent of the clients are between the ages of 31 and 40. a total of 19 people over the age of 60 were detected among the responders. when it came to the educational status of the clientele in the study region, it was discovered that nearly a third (29%) of the respondents were illiterate. in addition, 28 percent of the respondents had only received primary education. thirteen percent of the respondents had completed secondary school and thirteen percent had completed college. only 7% of those polled said they had completed high school or have a bachelor’s degree patients were asked how long they had to wait for their checkups, and the majority of them (63%) said they had to wait 10 minutes or less, while 17% said they had to wait 11 to 30 minutes. 6 percent of those polled said they had to wait 30-45 minutes. 15% of respondents also stated that they must wait for more than 45 minutes, with some even stating that their wait time exceeds one hour. table 3: waiting time for checkupapart frequency percent 10 minutes or less than that 63 63.0 11-30 minutes 17 17.0 31-45 minutes 6 6.0 above 45 minutes 15 15.0 total 100 100.0 table 4: support service from hospital need for iv saline infusion frequency percent yes 79 79.0 no 21 21.0 total 100 100.0 have respondents got the facility yes 15 15.0 no 85 85.0 total 100 100.0 did respondents buy the saline yes 79 79.0 no 21 21.0 total 100 100.0 cost of saline up to 100 19 24.1 up to 500 31 39.2 up to 1000 29 36.7 total 79 100.0 all respondents were asked if they needed any saline infusions, and 79% said they did, while 21% said they didn’t. only 15% of responders said they got saline from the hospital. this multiple response table also shows that 79 percent of responders have to purchase saline from outside sources. in order to determine how much respondents had to pay for saline, 24.1 percent of respondents stated that the cost of saline was around 100 takas. the expense of up to 500 takas was likewise borne by 39.2% of the respondents. about 36.7% respondents mentioned that they had to pay more than 1000 taka for the saline. to determine and understand the nature of medicine support for the respondents, it was observed that, 71% of the respondents got the medicine from the facility whereas, 29% of the respondents did not get any medicine support. those who receive medicine from the facility, https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 13-17, 2022 providers. as a result, 25.2 percent of respondents said that boosting resources may be a good strategy to improve service quality. increase the number of doctors and service employees, as indicated by 23.95 respondents. regular visits by the service provider to the patients, according to 21.6 percent of respondents, can improve service quality. behavioral change among hospital employees may be a suitable strategy for improving service quality, according to 19.3 percent of respondents. in addition, 10% of respondents stated that competent supervision and monitoring can be a beneficial method for improving service quality conclusion we believe that improving medical care in bangladesh necessitates paying attention to service aspects that patients rate on a regular basis. doctors, nurses, tangibles, process features, and so on are examples of these features. however, in order to strengthen the health-care system, additional organizational and extra-organizational challenges must be addressed. studies are needed, for example, to look into the influence of political elements, the commitment of the (mohfwhigher )’s authorities (especially those in the directorate of health), the cooperation and coordination achieved with affiliated ministries such as the ministry of establishment (for recruitment purposes) and the ministry of finance (to provide funds), and the role and quality of development partners’ involvement (e.g. the world bank, usaid, who, unfpa, etc.). at these higher layers of the health design and delivery system, where human, financial, technical, and policy problems are negotiated, changes in attitudes and practices are critical for the health care system to respond appropriately and offer the needed services to deliver patient satisfaction. as a result, policymakers must acknowledge that a segment of the population chooses high-quality services to a less expensive but inferior option that could increase future expenditures. as a result, it might be advantageous to consider health-care delivery from the perspective of market segments, where prices are prioritized for some and service is prioritized for others, but with the correct balance that meets basic criteria. in light of these circumstances, this research looks into the elements that influence patients’ satisfaction with health-care services, as well as their experiences with public, private, and international institutions. data mining techniques can be used to increase customer satisfaction and monitor service using a machine learning methodolwogy. a deeper understanding of the factors that influence patient satisfaction in various types of hospitals should aid policymakers and decision-makers in developing and implementing effective health-care reforms in the country. recommendation • the lack of doctors and nurses, as well as their negative attitudes and behaviors, are key barriers to public hospital utilization. for mutual understanding and service pleasure, suitable behavioral training and good attitudes 8.7% of them have faced problem to get the medicine whereas 91.3% did not feel any problem to get table 5: medicine facilities at the service get medicine from that facility frequency percent yes 71 71.0 no 29 29.0 total 100 100.0 face any problem to get medicine yes 8 8.7 no 84 91.3 total 92 100.0 buy medicine of outside yes 90 90.0 no 10 10.0 total 100 100.0 figure 1: causes of lower quality of services. the medicine, and this study suggested that most of the respondents who hadn’t faced the problem for purchasing medicines, used to purchase it from outside the facility and they constitute about 90% of the whole respondents. to know about what the practical limitations are or causes for the under-quality service at the tertiary level hospital, respondents were requested to inform about the problems and responding that, 20.6% mentioned the scarcity of the resources as the under quality of service. 29.8% respondents treated overload of patients at the hospital facility as the responsible factors, whereas lack of skilled manpower and lack of doctors were marked as the reasons by 22.5% and 19.7% consecutively. 5.5% respondents believed that lack of proper supervision and monitoring as to be the responsible factors. only 1.8% respondents illustrated bad behavior of hospital staffs and doctors as a cause of under quality service. table 6: suggestion for increasing the quality of service service provided frequency percent increase resources 55 25.2 increase number of doctors 52 23.9 regular visit to the patients 47 21.6 behavioral change of hospital staffs 42 19.3 proper supervision and monitoring 22 10.1 total 218 100.0 patients were also requested to share their thoughts on how to improve the quality of service provided by service https://journals.e-palli.com/home/index.php/ajmri pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(1) 13-17, 2022 must be formed among service personnel and patients. • patients who go through the physical, psychological, social, and financial experiences that come with the total health-care delivery process will be able to make an accurate evaluative evaluation of how they were treated, as evidenced by their overall satisfaction or dissatisfaction measures. • client satisfaction is influenced more by the interpersonal aspect of care, access to care, and continuity of care than by perceived technical quality of care. as result, patients and laypeople may have a different understanding of quality than health care professionals, and further efforts are needed to clarify and specify the meaning, significance, and limitations of the concept of client satisfaction in bangladesh. • policymakers and decision-makers must be able to effectively increase health-care quality while maintaining a balance between providers’ and patients’ perceptions of what quality implies. reference andaleeb, s. s., siddiqui, n., & khandakar, s. 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(2015). effective factors in providing holistic care: a qualitative study. indian journal of palliative care. https://doi.org/10.4103/0973-1075.156506 m. a. rahman, n. akter, and s. m. saleh, (2017) “health data mining : machine learning approach,” univ. south asia j., 3(1), 89–97. m. a. rahman and a. tumian, “variables influencing machine learning-based cardiac decision support system: a systematic literature review,” appl. mech. mater., vol. 892, 274–283, jun. 2019, doi: 10.4028/www. scientific.net/amm.892.274. a. i. l. m. a. r. t. rahman, (2017) “mining weighted association rules using probabilistic and combinational approach,” int. j. sci. res., vol. 6(2), pp. 475–479, doi: 10.21275/art20163652. m. a. rahman and t. rahman, (2017) “proposed machine learning model to predict child birth process,” univ. south asia j.,3(1), 117–124. mohammed ashikur, rahman et al., (2016) “socio demographic characteristics & pattern of disease among patients attending in alternative medical carea cross-sectional analysis bangladesh journal of public,” bangladesh j. public heal., 01(01), 59–61. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 43 american journal of multidisciplinary research and innovation (ajmri) web mapping for nigeria covid-19 testing and vaccination site finder application yusuf yakubu yusuf1*, ahmed auwal hafeez2, ahmad bawa abubakar3, yakubu bello yusuf4, bojang abdoulie5, yau abu safiyan1, yusuf bello farida6 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.348 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2022 accepted: july 03, 2022 published: july 06, 2022 this study aimed to describe the development and implementation of covid-19 vaccine and testing center’s location finder portal for nigeria. names, locations, coordinates, pictures and other relevant information related to the health centers were obtained from the ncdc and the nphda. the data was used to create a database which was used to connected to the google api. the portal contains sections like nearest centers, vaccination centers, testing centers, all centers, faq, survey and covid news. the objective of the study is to improve access to covid-19 testing site, enhance access to covid-19 vaccination centers across the country and educate nigerians about covid-19. the research suggest the active participation of religious and community leaders would improve access and willingness of their subjects to be vaccinated keywords community health, covid-19, gis, vaccine, web mapping 1 ahmadu bello university zaria, kaduna state, nigeria. 2 claremont graduate university, california, usa. 3 umaru musa yar’adua university, katsina state, nigeria. 4 national board for technical education, kaduna state, nigeria. 5 university of the gambia. 6 shehu idris college of health science and technology, kaduna state, nigeria. * corresponding author’s e-mail: yusufyakubuyusuf@gmail.com introduction coronavirus disease (covid-19) is induced by the acute respiratory syndrome virus 2 (sars-cov-2) (who, 2020). the occurrence of the novel coronavirus disease (covid-19) in wuhan, china, in december 2019 signaled a change in the global state of affairs (who, 2021). these required a shift away from traditional personal gatherings and hygiene practices and toward social distancing and routine hygiene practices (who, 2021; ilesanmi and afolabi, 2020a globally, 532,218,120 covid-19 cases and 6,312,135 covid-19 deaths had been recorded as of may 31, 2022. the african continent estimated to account for 1.60 % (8,539,262) of cases and 2.72 % (171,598) of deaths worldwide (worldometer, 2022). as of may 31, 2022, 256,028 cases (<1% of worldwide covid-19 cases) and 3,143 deaths (<1% of global covid-19 deaths) had been recorded in nigeria (worldometer, 2022). the advancement of information technology has resulted in the emergence of new trends in the real implementation of cartography (lisitskiy, 2013, 2014; kameswara, 2015; bharathi, 2014). in the last two decades, a new phase in mapping has surfaced (mcquire, 2019). mobile mapping and web mapping are the most popular methods of cartography development, according to them. both directions are very popular and continuing to develop, as a result of technological advancement in wireless communication methods, web-technologies, and mobile devices (kikin, 2014; mitchel, 2005; shashidhar, 2014; michael, 2003; hemalatha, 2015; kraak, 2001). nigeria had more than 109.2 million mobile internet users as of january 2022, the highest number reported in africa. meanwhile, egypt ranked second with over 75.66 million internet users, followed by south africa with approximately 41.19 million (joseph, 2022). moreover, at the commencement of 2022, nigeria’s internet penetration stood at 51.0%. according to kepios, internet users in nigeria increased by 4.8 million (+4.6 percent) between 2021 and 2022. (datareportal, 2022). furthermore, public health campaigns, contact tracing and testing activities are being used to boost case management by detecting covid-19 cases as quickly as possible (ilesanmi and afolabi, 2020b). testing is an important step in the submergence of covid-19 (ilesanmi and afolabi, 2020c). as a result of the evolving community wide transmission of covid-19 in nigeria, increased community testing capacity are required. testing activities have begun in nigerian communities, but they have been met with a slew of misconceptions and falsehoods (ilesanmi and afolabi, 2020d). covid-19 is now easily and sustainably spreading in the nigerian community (chan, et al., 2019; chen, et al., 2020). similarly, vaccines have been an effective prevention and treatment measure for decades (who, 2020a). according to the bbc (2020), maps have the potential to “go viral” on the internet, a map depicting international air traffic resurfaced after being removed from its original context, various news outlets ran headlines like ‘new map exposes no nation safe from coronavirus tentacles’ and ‘terrifying map uncovers how thousands of wuhan travelers might have spread coronavirus to 400 cities across the world’. therefore, there is need for the development of an easy and genuine source of covid-19 news and update. in addition, accessibility to testing and sampling collection centers is very significant in order to get more people vaccinated and tested effectively to mitigate the widespread of the virus. the portal and app created will aid in the long run support the government’s policies in terms of providing vital information regarding the location and address of the nearest center to the citizenry wherever they are in nigeria. as a result, the purpose of this research was to describe the steps followed to create this site containing all the sampling collection sites and testing centers of the covid-19 vaccine in in nigeria https://doi.org/10.54536/ajmri.v1i3.348 https://journals.e-palli.com/home/index.php/ajmri mailto:yusufyakubuyusuf%40gmail.com?subject= pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 43-51, 2022 literature review coronavirus disease-2019 (covid-19) is a viral disease that is causing widespread concern in the global public health community. coronavirus (cov) is a major highly contagious pathogen that attacks the human respiratory system. coronavirus transmission occurs primarily through direct contact or when an infected patient coughs, sneezes or droplets spread (chan, et al., 2020). nigeria, as africa’s most populated nation and the sixth most populous country in the world plays a critical role in international response. nigeria’s epidemic response is being conducted within a setting of an established health-care system that is frail and under-resourced, which is further characterized by security, political, social and economic, problems across the nation. nonetheless, dealing with epidemics is nothing new in nigeria. the ebola in 2014 outbreak alerted the health system, government, and towns and cities to the dangers of highly communicable diseases like covid-19 and the need for swift, prevention measures (shuaib, 2014). furthermore, the establishment of a stronger nigeria centre for disease control (ncdc) has improved the country’s diagnosis, treatment and surveillance ability and improves the health care intervention to the emergence of covid-19 in nigeria through may 2020. the federal ministry of health validated the first covid-19 case in ogun state, nigeria, on 27th february, 2020, positioning nigeria as the third country in africa to acknowledge an imported covid-19 case after egypt and algeria. the index case involved the italian national who flew to lagos from milan, italy on february 24, 2020, and then decided to drive to his company’s location in ogun state same day. he displayed to the company clinic on february 26, 2020 with signs similar with covid-19 and was referred to the infectious disease hospital (idh) in lagos, where a covid-19 diagnosis was carried out and validated by real-time reverse transcription polymerase chain reaction (rt-pcr) on february 27, 2020. a total of 216 interactions in ogun and lagos states were recognized for a two weeks’ follow-up, including the passengers on the february 24 flight, with around 40 of these contacts discovered as high-risk. two weeks later, an asymptomatic contact of the index case in ogun state figure 1: covid-19 cases as at 31 may, 2022 source: ncdc, 2022 was identified as the country’s second covid-19 case. since then, nigeria’s covid-19 epidemiology has evolved, with cases identified in all of the nation’s states as well as the federal capital territory (fct). it was acknowledged that lagos state was the epicenter of the outbreak at first, the fct and rivers state have recently joined lagos state as high-burden states, accounting for 56.58 percent of total cases of covid-19 in nigeria by the end of may 2022. according to the nigerian center for disease control, the states with highest number of cases as at 31 may, 2022 are; lagos, 99,483, fct 28,674 and rivers state 16,696 (ncdc, 2022). males seem to be disproportionately affected, taking account for 67.7% of confirmed cases (6,882). a cumulative of 287 deaths have been reported among the proven covid-19 cases, yielding an identified case fatality ratio (cfr) of about 2.8 percent (ncdc, 2020). the federal government said on 31st may, 2022 that only a total of 18,291,072 nigerians, representing 16.4% of nigeria’s eligible population, have so far been fully vaccinated against covid-19 (joseph, 2022). although mobile apps are successfully used for managing chronic diseases (triantafyllidis et al, 2019), welldesigned information systems for collecting, managing, and analyzing data in real-time should be considered when implementing covid-19 contact tracing (who, 2020b). according to kodali et al. (2020), the majority of users were positive about the arogya setu app due to its usefulness and acceptance. users also expressed a desire for the app to include additional features such as geolocation tracking, timely covid19 updates and information on red-orange-green zones. nwawudu et al., (2020) in their research proposed a system which will have five elements in its architectural design. the five architectural elements are: short message service (sms)-based communications to and from the server via the mobile phones, telephone audio computer-assisted personal interviewing, voice messages, remote access to the database from any internet-connected computer, and the central database and web server. timmers et al., (2020) successfully implemented and designed a covid-19 app for individuals, complete with an interactive map displaying data collected via the app. the study successfully demonstrated implementation and use of an app that included covid-19 education, self-assessment, and a 7-day symptom diary. generally speaking, app users were pleased with the information provided by the app and valued its functionality. medina et al. (2020) created an app that integrates a self-monitoring app for patient engagement, tracks symptoms for early detection, and facilitates a comprehensive view of treatment for people with covid-19. as a covid-19 counter-cluster measure, yamamoto et al. (2020) created a health observation app embedded with personal health records. the app significantly reduced the follow-up burden for people who had close contact with proven covid-19 cases. to our best knowledge, no similar study has been conducted and published in the study area. https://journals.e-palli.com/home/index.php/ajmri pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 43-51, 2022 materials and methods types and sources of data the table below shows the type and sources of data needed for the study. requirements analysis and specification specification requirements the requirements of any project must be well-considered, structured, and comprehensible. if there is one thing that every project must have in order to avoid failure, it is a reasonable and detailed collection of both the functional and non-functional requirements. non-functional requirements explain how the system works, whereas functional requirements specify whatever the system should do (duyne, hong and landay, 2018). table 1: types and sources of data s/n data needed sources 1 testing centers labs, public, private and sample collection sites nitp (ncdc) national centre for disease control (ncdc) 2 vaccination centers public private national primary health care development agency (nphcda) federal ministry of health (moh) world health organization (who) 3 pictures field work, internet searches source: authors, 2022 requirements analysis and specification specification requirements the requirements of any project must be well-considered, structured, and comprehensible. if there is one thing that every project must have in order to avoid failure, it is a reasonable and detailed collection of both the functional and non-functional requirements. non-functional requirements explain how the system works, whereas functional requirements specify whatever the system should do (duyne, hong and landay, 2018). functional requirements the functional requirements illustrate the system’s specific functions. pertaining to the software, the system is able to: 1. add admin (admin that can manipulate the admin dashboard) and ascribe them different levels of authority. 2. validate admin login details and ensure access to information according to the user’s level. 3. store and retrieve information about covid-19 testing, and vaccination centers. 4. carry out search functions based on some established criteria. 5. generate covid-19 statistics and update. non-functional requirements non-functional requirements are those that have an impact on the computer as a whole. they are the requirements that are unrelated to the system’s functions (aurum & wohlin, 2017). non-functional requirements address system quality issues in specific software and describe various attributes in that system. nonfunctional requirements include security, and system reliability, accuracy, usability and performance (li & tsai, 2020). non-functional requirements, on the other hand, are constraints on the system’s functions, such as “timing constraints, development process constraints, and standards” (summerville, 2017). non-functional requirements are associated with performance, which determines how the system will operate (wysocki, 2017). the nigeria covid-19 testing and vaccination site finder (test&vax9ja) has the following non-functional requirements: i. performance: the test&vax9ja requires a high level of performance. the user can see how the system performs in terms of “response time,” “throughput,” and “concurrency.” concurrency refers to how many users can access the system at the same time. how many requests can the system accommodate? how quickly the system could handle individual requests. ii. security: a significant non-functional requirement is security. nobody wants to use a system that isn’t secure. the requirement for security also aids in the security of survey data collected by users. iii. reliability: reliability is an important non-functional requirement that informs the user about the system’s dependability in terms of both workload and operation. the system should be available at all times so that users can easily access it. iv. maintainability: the system is both simple to maintain and simple to update. v. simplicity: the system is very easy and simple, with a beautiful interface arrangement that enables users to interact with it quickly. system requirement the requirements that are used for this software system are itemized below as: i. the system contain three sections as listed below: a. front-end: it’s the user interface, that contains all the interface design, modules and graphical user interface for easy access and interaction. b. back-end: consist of server, application and databases that work in the background to provide users with information. c. admin panel: it’s a section controlled by admin, which is used for manipulation of software’s data. such as adding or deleting centers, editing center. etc. ii. the system provide menu where user can click and view testing or vaccination centers and their information https://journals.e-palli.com/home/index.php/ajmri pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 43-51, 2022 (including name, phone no, email address, contact address, image, location of the center on map, among others). iii. the system provides a menu that contains the nearest centers in proximity to a user’s location. the system is able to detect user’s location hence calculate the distance between the user’s location and centers coordinate to provide the user with the covid-19 testing and vaccination centers that are close (nearest) to the user’s location. iv. the system provides a menu where user can view global covid-19 news, statistics and update v. the system also provides users with frequently asked questions with their answers. vi. the system also provides an interface for user survey in order to integrate the platform vii. the system allow user to search for centers based on some specified criteria (such as by state, local government, ward etc.) software design the software includes all of the software platforms required for system operation and interaction. the figure below depicts a block diagram of the system’s software. figure 2: software design source: authors, 2022 administrator dashboard it is a section used for data manipulation in software. for example, adding or deleting centers, editing centers, and so on. it includes the fundamental crud (create, read, update, and delete) features for monitoring and managing data centers. it connects to the server in order to access the data stored in the database. the administrator dashboard has a login page, as shown below, to prevent unauthorized access. the login will require the administrator’s email and password for verification and will validate it against the database values. if verification is successful, access to the dashboard will be allowed; otherwise, restricting access. the admin dashboard operation flowchart is shown below. web server the software that provides web pages to the rest of the world is known as a web server. when a url is entered into a web browser, a message is sent to the web server at that url, requesting that an html file be sent. in figure 3: software design source: authors, 2022 response, the web server sends the requested file. the html file is read by the browser, and the web page is displayed. the server is built on a rest api architecture. rest is stateless in the sense that the server does not store data; instead, it defines specific protocols for how data in the database can be stored, accessed, modified, or removed. database design any good database design should strive to eliminate or, at the very least, reduce redundant information (dennis, roth & wixom, 2018). mysql has been chosen as the database for the nigeria covid-19 testing and vaccination site finder. overview of tools and languages used web server the web server is software that distributes web pages to people all over the world. when a url is entered into a web browser, a message is sent to the web server at that url, requesting that an html file be sent. the requested file is sent by the web server in response. the html file is read by the browser, and the web page is displayed (leierer, 2017). database server mysql server is used as a database server in this context. although it is an open source database, it has proven to be as stable and robust as most proprietary software like oracle and sql server (leierer, 2017). xampp server it’s an all in one package for windows (windows, apache, mysql and php) to be used as server and also to run php/mysql codes (leierer, 2017). api: • google maps api: is a set of application programming interfaces that allow us to communicate with its services. it will enable us to create simple to advanced locationhttps://journals.e-palli.com/home/index.php/ajmri pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 43-51, 2022 figure 4: mysql interface source: authors, 2022 based apps for the web, ios, and android. • geolocation api returns a position and accuracy radius dependent on the cell tower and wi-fi node information detected by the mobile client. geolocation api was used in order to detect the precise user location. • maps javascript api maps can be customized with your own content and imagery to be displayed on web pages or mobile devices. the maps javascript api includes four basic map types (hybrid, roadmap terrain and satellite) that can be specially designed with layers and styles, controls and events, and a variety of services and libraries. the maps javascript api helps us in order to calculate the distance between the user’s location and centers coordinates hence filter and provide the user with the covid-19 testing and vaccination centers that are close (nearest) to the user’s location. • directions api: this is a web service that responds to http requests with json or xml-formatted directions between two positions. we can calculate directions between locations using the directions api. software languages used the software was developed using combinations of languages. such as: ◦ html for web page’s structure and its contents. ◦ php version 7.4 for creating dynamic web pages that can interact with data base. ◦ css for styling the web page ◦ json for clear transmission of data from web server to the software and vice versa figure 5: html codes used source: authors, 2022 results and discussion this section contains the result obtained from the study. admin section the admin section is a section that is accessible by only admin to manipulate site’s content. normal users are not allowed to access this panel. login page: this is a page that provides access to the admin dashboard. it requires user identification and authentication before access is granted. entering the correct email(username) and password will allow access to the following menus: > add center: where admin can add new testing or vaccination centers. and through the add center button, admin can edit (update) or delete center. > add survey question: this is a menu that allow admin https://journals.e-palli.com/home/index.php/ajmri pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 43-51, 2022 figure 6: admin section source: authors, 2022 to add survey question to be taken by users. > frequently asked question(faq): where admin can add most asked question and their answers > add local government(lga): admin can be able to add local governments that are not contain from the source (online). figure 7: admin section interface source: authors, 2022 user section the system design to meet the above requirements (3.2.1.2) is illustrated in the system block diagram shown below: figure 8: user section source: authors, 2022 a user section (client-side or frontend) is what the user can see and interact with in the site. it encompasses everything the user directly experiences from navigation menus, images, buttons to colors, text and so on. users have access to the following menus: > home: this is the home page. it is the first page you come across when you enter the portal. the page address is https://vaccinefinder.com.ng/index. > nearest center: where user can be able to see the available nearest centers on map in proximity to the user location. > vaccination centers: contains all the vaccination centers and their information. also a search box is provided in order to search for a vaccination center base on state, ward, lga amongst others > testing centers: contains all the testing centers and their information. a user can search for a testing center base on state, ward, lga amongst others > all centers: it’s a page that contains all the testing and vaccination centers and allow filtration for easy access. > covid-19 news/updates: provide the updated national and international covid-19 news including https://journals.e-palli.com/home/index.php/ajmri pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 43-51, 2022 figure 9: all centres source: authors, 2022 figure 10: all centres source: authors, 2022 covid-19 statistic > frequently asked question (faq): contains the faq added by the admin survey: it’s a page, where user can take survey for proper evaluation and record keeping. below is the list all the centres as shown upon the google earth api which shows their spatial distribution across nigeria the above image depicts the interface which allows the user to type any name which could be centre name, local government or state which will enable the system to display all the centres carrying the requested information. the above page shows the nigeria covid-19 figures which includes total samples tested, total confirmed figure 11: covid-19 updates source: authors, 2022 cases, death and number of discharged patients. the faq section contains some questions and answer about the app and coid-19. some of the questions include: a. are covid-19 vaccines safe? b. what is omicron? c. how do i get vaccinated against covid-19 in nigeria? figure 12: faqs source: authors, 2022 https://journals.e-palli.com/home/index.php/ajmri pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 43-51, 2022 figure 12: determining distance between user and another centre source: authors, 2022 when are user click nearest centre, the directions api let the portal to calculate directions and distance between the user’s location and centre’s coordinates to display the centre nearest to the user. conclusions the research demonstrated successful implementation of the ability to determine the closest health care facility closest to the user in order to ease and increase testing and vaccination of nigerians. it is necessary to organize community awareness raising activities about the importance of contact tracing. such sensitization activities could take place in the markets, car dealerships, and underdeveloped communities. similarly, active civic engagement of the opinions of community and religious leaders would improve people’s participation in covid-19 testing and vaccination. interventions to increase eagerness for covid-19 testing and vaccination should be targeted at wealthy individuals. these could include taking covid-19 tests to places where the wealthy congregate, such as evening clubs. individuals with lower educational attainment should be targeted to increase their willingness to disclose contacts. besides that, the portal was developed successfully and met its requirements, but it requires additional testing to increase stability, particularly the user tracking feature. by editing the maps at open street maps, the application can be implemented in any specific nation or region. more research can be done to shift the map server to a server specified by the client. we hope that our findings will help increase the rate of testing and vaccination in order to prevent covid-19 infections and other large-scale infectious diseases around the entire globe. acknowledgements thanks to allah the almighty without his help we would not be able to get this study done. we wish to thanks ncdc, nphcda and everyone who helped us in the development of the project through data entry and fieldwork. special appreciation goes to prof sani galadima and dr yusuf bello yakubu for helping us in revising the paper. references aurum, g. and wohlin, t. 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(2017). requirement gathering. retrieved february 9, 2022, from http://www.sumolspro.net/requirementanalysis yamamoto k, takahashi t, urasaki m, nagayasu y, shimamoto t, tateyama y, et al. health observation app for covid-19 symptom tracking integrated with personal health records: proof of concept and practical use study. jmir m health u health 2020 jul 06, 8(7), e19902 [doi: 10.2196/19902] https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 11 american journal of multidisciplinary research and innovation (ajmri) modular development in mathematics in the modern world christian cabral1* volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.502 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 15, 2022 accepted: august 25, 2022 published: august 26, 2022 the study aimed to develop an instructional module on ched mandated topics in mathematics in the modern world in order to address new trend to fit in in the new normal. a developmental research design was utilized in the conduct of the investigation. the findings revealed that the ched mandated topics in mathematics in the modern world included the core topics, namely: mathematics in our world; mathematical language and symbols; problem solving and reasoning; and data management. these topics were properly placed in the different lessons of the instructional module. the panel of experts assessed the instructional module to be “excellent”. usefulness and objectives of the module were highly rated as “excellent” while the presentation of the module received a “very good” rating. the developed instructional module was found to be valid in terms of objectives, content, format and language, presentation and usefulness based on the experts’ assessment. it is then suggested that the proposed instructional module be used by the mathematics teachers from other colleges and universities to increase its reliability and usability. keywords development, instructional module, mathematics in the modern world. 1 northwest samar state university, philippines. * corresponding author’s e-mail: christian.cabral@nwssu.edu.ph introduction education plays an important role in moulding the youth to be an efficient and competent individuals in their future professions. it serves as a key to open a door of success in the future and unlock many opportunities in life. it illuminates a person’s mind and thinking and facilitates quality learning to help people of any age group, cast, creed, religion and region achieve their aspirations in life. if the world changes over time, so as the education system (torio, 2015). the rapid changes and increased complexity of today’s society display new challenges and put new higher demands on the education system. over the years there has been generally a growing awareness of the necessity to develop and improve the preparation of students for productive functioning in the continually changing and highly demanding environment. in the country, the implementation of the k-12 program of the department of education is the first step of the government to address the demand of improving the education system. the reason behind of the department of education’s (deped) enhanced k to 12 basic education program is to enhance the quality of basic education in the philippines. it is an educational reform in which a vision is grounded on human development, where a graduate holds understanding of the world around him and achieved success through enhanced curriculum. in consideration of the college readiness standards (ched memorandum no. 20, series 2013), the enhanced basic education curriculum through k-12 has integrated general education (ge) courses in the high school core courses of higher education programs which resulted to the revision of the current ge curriculum (ched memorandum no. 59 series 1996). the new ge curriculum targets to expose undergraduate students to diverse domains of knowledge and ways of understanding social and natural realities, understanding development process, intellectual competencies and civic capacities. aside from the k-12 program that puts the whole educational system at a new phase since 2013, this year 2020, the country is facing a new challenge that tests the national social-political, economic, and even then educational sector. in the time of covid-19 pandemic, the global education system is in the practice of transforming and adapting to the new normal of providing a conventional teaching-learning process of classroom human interaction and centers in the usage of either on-line platform or through instructional modules. in schools and other universities that use module as a platform for learning acquisition among students, teachers do need proper training on how to come up with effective instructional module that serves as a bridge for the teaching-learning process especially that the country is currently facing a crisis due to the pandemic. since face-to-face classes is no longer advisable for the school year 2020-2021, alternative approach for the traditional set-up of classes must be practiced for the continuous delivery of learning to the students. instructional module is one of the effective ways to use especially on areas that have poor internet connection and where students cannot afford to provide gadgets such as computer, laptops, or even tablets for on-line classes. as the teachers received proper training for constructing modules, it would be easy for them to relay all essential learning students need to acquire with taking consideration of their health. for the past 2 years of teaching tertiary mathematics, the researcher strongly believes that developing mathematical understanding does not merely mean getting high scores in different assessments such as quizzes and tests or being able to solve drills in mathematics books; rather, it is manifested in the students’ ability to relate and https://doi.org/10.54536/ajmri.v1i4.502 https://journals.e-palli.com/home/index.php/ajmri mailto:christian.cabral%40nwssu.edu.ph?subject= pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 11-17, 2022 communicate to previously acquired knowledge and be able to identify its practical purpose. faced with such a challenge, the researcher has the purpose of developing instructional module that can benefit both the researcher and the students. the instructional module consists of selected topics in mathematics in the modern world. with this, the researcher hopes that the developed instructional module can be used in teaching the concepts of mathematics in the modern world under the new curriculum. it is with great hope that the module can be used to the upcoming first year students of the university. objectives the researcher aims to develop instructional module on ched mandated topics in mathematics in the modern world with the end-view of coming up with a resource material in teaching the course. specifically, it seeks to answer the following questions: 1. what are the ched mandated topics in mathematics in the modern world? 2. what is the experts’ assessment on the instructional module on ched mandated topics in mathematics in the modern world in terms of the following: 2.1 objectives; 2.2 content; 2.3 format and language; 2.4 presentation; and 2.5 usefulness/usability literature review the commission on higher education of the philippines, abbreviated as ched, covers both public and private higher education institutions as well as degree‐granting programs in all post‐secondary educational institutions in the country (ched, 2021). ched is mandated to affiliate with department of education and other institutions for teacher training and education which includes the attainment of quality standards of the curricula of teacher education institutions. the purpose of the affiliation is to guarantee that the teachers of the next generation, as prime molders of young minds, are ready to teach the new educational system to young filipinos. recently, there are several major reform programs that have been initiated at both the basic and tertiary levels. one of the reform programs is the addition of two years to basic education, through republic act 10533, enacted in 2013. it was implemented starting the academic year 2016-2017 which there is additional of new grades 11 and 12, comprising senior high school for all students. as to the addition of two years to high school, ched has also issued cmo 20, s. 2013: the new general education curriculum (cmo 20 s. 2013, 2013). the cmo 20 comes up with a new set of required and elective inter-disciplinary courses with a liberal education perspective. it aims to give the student a holistic development not only of intellectual competencies but also personal and civic competencies which focus on wide-ranging understandings of fundamental aspect of knowledge. it intends to produce a graduate student who appreciates his role in the community and cares about the problems that affect the society. it means that the goal of ge courses is not only limited on intellectual aspect but also on the values of the students to recognize the fundamental humanity of all. the following are the eight core courses in the new general education curriculum: (1) understanding the self, (2) readings in philippine history, (3) the contemporary world, (4) mathematics in the modern world, (5) purposive communication, (6) art appreciation, (7) science, technology and society and (8) ethics (cmo 20 s. 2013, 2013). while there are three courses for elective and 1 subject on the life and works of rizal as mandated by law. according to ched, in every course, there are samples or suggested course syllabi can be used as guides and public and private higher education may adopt the sample or suggested course syllabi in the teaching and delivery of the content. mathematics in the modern world is one of the general education subjects under the new curriculum in the philippines. it is a 3-unit subject which is part of the 36 general education curriculum. this subject replaced the old general education mathematics subject which had been used in the philippines since 1996. it covers from the introduction to the nature of mathematics as an exploration of patterns and as an application of inductive and deductive reasoning. the course outline of the mathematics in the modern world is divided into two sections, namely: a. mandatory topics and b. optional topics applicable to the specific program or discipline. the first four chapters discuss the required lessons identified in the course syllabus while the remaining chapters are elective ones. it is important to note that the first four chapters, namely the nature of mathematics, mathematical language and symbols, problem solving and reasoning, and the data management (statistical tool) are the non-negotiable topics, and together with one or two from elective ones, depending on the need of the students make up the whole course (kwf-mathematics-in-the-modern-world, 2016). it aims to expose students to the nature of math and its usefulness in the development of the society. the topics and concepts in mathematics in the modern world are not repetition of what were learned from high school algebra, but rather it is an exploration of the nature of mathematics. these topics are very useful to the students in their daily lives and by studying the topics it would help them to go beyond the typical interpretation of mathematics as simply a bunch of formulas, but as a source of aesthetics in patterns of nature, for instance, and a rich language itself governed by logic and reasoning. instructional module is a self-instructional material which consists of self-directed learning activity packets that attempts to individualize learning by allowing a student to achieve mastery of the content at their own pace and proceed to another topic as long as they understand the https://journals.e-palli.com/home/index.php/ajmri pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 11-17, 2022 previous topic. module can be used as a supplementary material to the students who missed their lessons in school and improves their mastery of the content as they review the topics (torrefranca, 2017). lim (2016) claimed that modules develop learning and grading strategies, improve classroom management techniques and use existing educational resources through establishing realistic obtainable learning goals. modules used in a classroom setting is considered as self-pacing because a student can progress through the learning tasks at his own bound. in the study done by rizaldo, et. al., (2007) they concluded that using modular strategy in teaching makes the students performed well in class. marasigan (2019) recommended in her study, to develop a self-instructional module to be used as a learning material in the university. developing instructional materials in mathematics and other areas of the subject is a must for all the teachers. the module should be according to the level of understanding of specific students. the learning material should be subjected to readability test in order to find out if is appropriate to the level of the knowledge of the students. the teacher should assess first the students to know if the learning material is not difficult for them at the same time they learn a lot from it. though, there are some teachers who do not put an effort for their students because it will take up their time, but it is important that teachers should make sure that their students develop skills and knowledge from the lessons. effectiveness of the learning materials can be achieved if the teachers make their own instructional modules because they are the ones who are experts in the subject matter. the teachers have control over instruction and ensure that their teaching strategies are aligned with the learning objectives. they also make sure that the objectives and learning outcomes are met by the students. if objectives are met, it means that the strategy is effective and can be used to future classes. methods the study utilized the developmental research design. according to richey and klein (2007), a developmental research design is a systematic study of designing, developing, and evaluating instructional programs, processes, and products that must meet criteria of internal consistency and effectiveness. developmental research is particularly important in the field of instructional technology. in order to establish an empirical basis for producing self-instructional module in the subject mathematics in the modern world, the researcher used the addie (analysis, design, development, implement, evaluate) model in developing the instructional module on the different lessons under the subject. through this model, the production of the content was organized and streamlined. the respondents were the experts (10 mathematics teachers). in gathering the needed data, an evaluation rating scale answered by the experts were utilized. the yielded results were treated by appropriate statistical measures. results and discussion this chapter presents, analyzes and interprets the data taken from the gathered results. the collected data were tabulated, discussed and interpreted using appropriate statistical tools. implications of the findings were based on the statistical analysis of the results. ched mandated topics in mathematics in the modern world mathematics in the modern world is a 3-unit general education course offered to first year college students as their subject in mathematics. table 1 presents the ched mandated topics in mathematics in the modern world. as shown in the table, the commission on higher table 1: ched mandated topics in the mathematics in the modern world mandated topics sections in the module a. mathematics in our world lesson 1 b. mathematical language lesson 2 c. problem solving and reasoning lesson 3 d. data management lesson 4 e. select 1 or 2 topics (depending to a specific program or discipline) geometric designs codes linear programming mathematics of finance apportionment and voting logic the mathematics of graphs mathematical system education mandated the inclusion of four key topics, namely: mathematics in our world; mathematical language and symbols; problem solving and reasoning; and data management. the four topics were considered as the core of the course and were accommodated in the instructional module. there were also elective topics which the math teacher can choose from depending on the specific program or discipline he dealt with, to wit: geometric designs, codes, linear programming, mathematics of finance, apportionment and voting, logic, the mathematics of graphs and mathematical system. the core topics are described as follows: mathematics in the world advances mathematics as a useful way to think about nature and the world. it covers the lessons ranging from patterns and numbers, to the fibonacci sequence and the application of these tools in exploring natural phenomena in the environment; mathematical language and symbols likens the mathematics to language, as it is a body of knowledge governed by symbols, syntax, and rules. key lessons https://journals.e-palli.com/home/index.php/ajmri pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 11-17, 2022 such as expressions vs. sentences, the concept of sets, functions, relations, and binary operations and elementary logic are discussed in this topic; problem solving and reasoning further explores the use of reasoning in problem solving, with lessons on inductive and deductive reasoning, the concept of intuition, proof, and certainty, polya’s 4-step problem solving, and recreational mathematical problems, among others are included; and data management exposes students to statistical tools derived from mathematics useful in processing and managing numerical data in describing or predicting values. basics such as data gathering and organizing, interpreting, central tendency measures, probabilities, and linear regression and correlation, among others, are covered in this topic. with the inclusion of the ched mandated topics in the developed instructional module, one can say then that the instructional module contained the representative topics in mathematics in the modern world. assessment of the experts on the characteristics of the instructional module on mathematics in the modern world the data on the experts’ assessment on the instructional module are displayed in table 2. the instructional module was assessed in terms of objectives, content, format and language, presentation and usefulness/ usability. and evaluation rating scale was used by the experts in determining the acceptability of the designed instructional module. objective of the module. as depicted in the table, these were 10 items on objectives table 2: mean and standard deviation in the assessment of the experts on the characteristics of the instructional module on mathematics in the modern world aspects mean (n=4) desc sd objective of the module 1. the of objectives are clearly stated. 4.75 e 0.50 2. the objectives are specific. 4.75 e 0.50 3. the objectives are measurable and attainable. 4.75 e 0.50 5. the objectives are closely related to the purpose of the module. 5.00 e 0.00 6. the objectives are relevant to the topics of each lesson of the module. 5.00 e 0.00 7. the objectives are well-planned and organized. 4.50 e 0.58 8. the objectives are well-formulated. 5.00 e 0.00 9. each set of specific objectives leads to the achievement of its relevant general objectives. 4.50 e 0.58 10. the objectives are well-disseminated. 5.00 e 0.00 average (objective) 4.81 e 0.26 content of the module 1. the contents are relevant to the objectives. 4.50 e 0.58 2. the contents are arranged in logical sequence of learning. 4.75 e 0.50 3. the topic(s) of each lesson is (are) fully discussed. 4.25 vg 0.96 4. the content of each lesson is simple and easy to understand. 4.75 e 0.50 5. the topics of each lesson are fully discussed. 4.50 e 0.58 6. each topic is given equal emphasis in the lesson. 4.50 e 0.58 7. the topics are supported by illustrative examples, and the practice task are suited to the level of the students. 4.50 e 0.58 8. all activities are appropriate for their content and objectives. 4.50 e 0.58 9. all learning activities promote active participation and response. 4.50 e 0.58 10. appropriate self-check questions and answers have been included at all necessary points. 4.75 e 0.50 average (content) 4.55 e 0.37 format and language of the module 1. the format/layout is well-organized making the lessons interesting. 4.50 e 0.58 2. the language used is easy to understand. 4.75 e 0.50 3. the language used is clear and concise. 4.75 e 0.50 4. the language used is motivating. 5.00 e 0.00 5. the mathematical symbols are well-defined. 4.50 e 0.58 6. the instructions given are clear, understandable and easy to follow. 4.50 e 1.00 7. all visual elements have been successfully integrated into the learning sequence. 4.75 e 0.50 8. learning activities are shown as input-process-output cycle. 4.75 e 0.50 9. all concepts in the modules are well displayed/suggested. 4.00 vg 0.00 10. whenever appropriate, a touch of humour has been added using cartoons, humorous comments, caricatures, and other similar aspects. 4.00 vg 0.00 average (format and language) 4.55 e 0.25 presentation of the module https://journals.e-palli.com/home/index.php/ajmri pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 11-17, 2022 1. the topics are presented in a logical and sequential order. 5.00 e 0.00 2. the lessons are presented in a unique/original style/form. 3.50 g 0.58 3. the learning activities promote active participation and response. 4.50 e 0.58 4. the learning activities are clearly presented. 4.25 vg 0.50 5. the presentation of each lesson is attractive and interesting. 4.50 e 0.58 6. adequate examples are given in each topic. 4.25 vg 0.96 7. the learning activities are divided into small steps/units. 4.50 e 0.58 8. the length of time needed to complete the module is adequate/sufficient. 4.50 e 0.58 9. effective reinforcement statements have been included at necessary point. 4.25 vg 0.50 10. continuity of learning has been ensured by the inclusion of bridge passage at all necessary point. 4.75 e 0.50 average (presentation) 4.40 vg 0.29 usefulness of the module 1. the instructional module motivates the students to study the subject. 4.75 e 0.50 2. the instructional module helps the students master the topics at their own pace. 5.00 e 0.00 3. the instructional module allows the students to use their time wisely/efficiently. 4.75 e 0.50 4. the instructional module develops the analytical thinking and reasoning skills of the students. 4.75 e 0.50 5. the instructional module encourage independent learning for the students. 4.75 e 0.50 6. the instructional module serves as supplementary material for teachers and students. 5.00 e 0.00 7. the instructional module encourage students to develop their study habits. 5.00 e 0.00 8. the instructional module allows students to develop some values like patience, creativity, self-worth, self-confidence, etc. 4.75 e 0.50 9. the instructional module leads the students to develop positive attitude toward mathematics. 5.00 e 0.00 10. the instructional module attains the course outcome. 4.75 e 0.50 average (usefulness) 4.85 e 0.13 over-all average 4.63 e 0.25 legend: 4.51 – 5.00 = excellent (e) 3.51 – 4.50 = very good (vg) 2.51 – 3.50 = good (g) 1.51 – 2.50 = fair (f) 1.00 – 1.50 = poor (p) that were rated by the experts. their evaluation showed an over-all mean of 4.81, described as “excellent” and standard deviation of 0.26. there were four items which were rated 5.00 described as “excellent”, to wit: item 5 “the objectives are closely related to the purpose of the module”; item 6 “the objectives are relevant to the topics of each lesson of the module”; item 8 “the objectives are well-formulated”; and item 10 “the objectives are welldisseminated”. the obtained standard deviation scores of these items resulting to 0.00 imply that the experts shared the same rating in evaluating the objectives. they were one in their evaluation of the instructional module in terms of objective. the characteristics of the objectives as to their being relevant, purposeful, well-formulated and well-disseminated stand-out in their evaluation. content of the module. displayed in the table are 10 items describing the content of the instructional module. there were three items which showed high mean rating of 4.75 described as “excellent” and these are: item 2 “the contents are arranged in logical sequence of learning”; item 4 “the content of each lesson is simple and easy to understand”; and item 10 “appropriate self-check questions and answers have been included at all necessary points”. the items registered a standard deviation of 0.50. however, there was one item, item 3 “the topic(s) of each lesson is (are) fully discussed” which registered a mean rating of 4.25 described as “very good”, and was the lowest mean rating from among the ten items. the obtained over-all mean rating of the content aspect is 4.55 described as “excellent” with a standard deviation of 0.37. the results showed that the raters were homogeneous in their evaluation of the content aspect. they were one in considering the content of the module to be logical, understandable and verifiable since appropriate self-check questions and answers were included in all necessary parts of the module. however, more discussions should be given for topic(s) of each lesson. format and language of the module. shown in the table are 10 items for the assessment of the format and language of the module. there were five items with high mean ratings, to wit: items 4 (x ̅=5), “the language used is motivating”; item 2 (x ̅=4.75), “the language used is easy to understand”; item 3 (x ̅=4.75), “the language used is clear and concise”; item 7 (x ̅=4.75), “all visual elements have been successfully integrated into the learning sequence”; item 8 (x ̅=4.75), “learning activities are shown as input-process-output cycle”; all of these mean ratings were described as “excellent” and with standard deviation of 0.00 and 0.50. the experts noted the module to be motivating, understandable, clear, concise, output https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 11-17, 2022 oriented and the visual elements have been successfully integrated into the learning sequence. item 9 “all concepts in the modules are well displayed/suggested” and item 10 “whenever appropriate, a touch of humour has been added using cartoons, humorous comments, caricatures, and other similar aspects”, received a mean rating of 4.0, described as “very good” which suggested that concepts should be added with a touch of humour by using cartoons, caricatures, humorous comments and other similar aspects. an over-all mean rating of 4.55 described as “excellent” with a standard deviation of 0.37 was obtained. the experts’ evaluation, as the results denote, indicated that they share the same insights on the format and language of the module. presentation of the module. the table indicated an overall mean rating of 4.40, described as “very good” with a standard deviation of 0.29 for the presentation of the module. there were two items which obtained high mean rating, to wit: item 1 (x ̅=5), “the topics are presented in a logical and sequential order”; and item 10 (x ̅=4.75), “continuity of learning has been ensured by the inclusion of bridge passage at all necessary point”, both means were described as “excellent” with standard deviation scores of 0.00 and 0.50 respectively. the data implied that the experts were one in their evaluation of the presentation of the instructional module of being logical/sequential and ensuring continuity of learning by providing bridge passage at necessary points. however, item 2 “the lessons are presented in a unique/ original style/form” with a mean rating of 3.50 described as “good”, and standard deviation of 0.58, suggested that the module be improved more to achieve uniqueness and originality in style/form. usefulness/usability of the module. as to this aspect, it registered an over-all mean rating of 4.85, described as “excellent”, with a standard deviation of 0.13. the results implied that the experts homogeneously identified four items with high mean ratings of 5 and with a standard deviation of 0.00. these items included: item 2 “the instructional module helps the students master the topics at their own pace”; item 6 “the instructional module serves as supplementary material for teachers and students”; item 7 “the instructional module encourage students to develop their study habits”; and item 9 “the instructional module leads the students to develop positive attitude toward mathematics”. the experts shared the same ideas that the instructional module is useful because it helps students’ in the mastery of their lesson at their own pace; in the development of their study habits, in the development of positive attitude towards mathematics and it served as a supplemental material to teachers and students. the experts’ evaluation on the characteristics of the developed instructional module is summarized in table 3. the characteristics of usefulness, objectives, format and language, content and presentation were arranged sequentially based on their mean rating and standard deviation. as reflected in the table, the characteristics of usefulness table 4: summary on the experts’ assessment on the characteristics of the instructional module on mathematics in the modern world aspect mean(x ̅) description sd usefulness/usability 4.85 excellent 0.13 objectives 4.81 excellent 0.26 format and language 4.55 excellent 0.25 content 4.55 excellent 0.37 presentation 4.40 very good 0.29 over-all mean 4.63 excellent 0.25 usability and objectives were rated highly by the experts. however, the presentation of the module occupied the bottom part of the table. the data suggested that the experts considered firstly, the use of the instructional module of paramount importance in teaching – learning process. they were one in supporting the very purpose of why the instructional module was developed and validated. secondly, they appreciated the objective(s) found in every lesson. they are found to be valuable guides in setting the activities and deciding the methodology to be used. thirdly, the presentation of the module has to be enhanced more. although, this aspect was rated to be “very good”, there were still items rated only “good”. with this result, something should be done to improve the presentation of the module. conclusion based on the findings of the study, the following conclusions are considered: 1. mathematics in the modern world as a ge subject contains ched mandated topics. however, these four topics: mathematics in our world, mathematical language and symbols, problem solving and reasoning, and data management are considered are non-negotiable, which means that students must learn these topics regardless of the course they took. aside from the four topics mentioned above, there are also elective topics that are given to the students based on their course. 2. the instructional module was found out to be valid in terms of its objectives, content, format and language, presentation and usefulness based on the experts’ assessment. they considered the instructional module to be an excellent material in providing knowledge to the students who are taking mathematics in the modern world. recommendation based on the findings and conclusions: 1. it is suggested that the proposed developed instructional module be used by the mathematics teachers from colleges and universities to increase the reliability and usability of the material. 2. moreover, further validation and enhancement may be made on the content and presentation of the instructional module. https://journals.e-palli.com/home/index.php/ajmri pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 11-17, 2022 references ched. (2021). commission on higher education. retrieved january 21, 2021, from https://ched.gov.ph/ched/ cmo 20 s. 2013. (2013). commission on higher education. retrieved january 21, 2021, from https://ched.gov. ph/cmo-20-s-2013/ kwf-mathematics-in-the-modern-world.(2016, october 10). ched. retrieved january 20, 2021, from https://ched.gov.ph/wp-content/ uploads/2017/10/kwf-mathematics-in-themodern-world.pdf. lim, e. a. (2016) effectiveness of modular instruction in word problem solving of beed students. iosr journal of mathematics, 12(5), 59-65. marasigan, n. v. (2019, may). development and validation of a self-instructional material on selected topics in analytic geometry integrating electronic concepts. international journal of recent innovations in academic research, 3(5), 13. richey, r. c., & klein, j. (2007). design and development research: methods, strategies, and issues. mahwah, nj. lawrence erlbaum associates, publishers. rizaldo, r., et. al. (2007). comparative effects of modular and traditional methods in teaching analytic geometry. research and education development training institute, 6. torio, m. c. (2015). development of instructional material using algebra as a tool in problem solving. international journal of education and research, 3(1). torrefranca, e. c. (2017). development and validation of instructional modules on rational expression and variations. the normal lights, 11(1), 43-73. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 29 american journal of multidisciplinary research and innovation (ajmri) tracer study beed and bsed graduates of northwest samar state university, calbayog city judith s. calamayo1* volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.288 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 24, 2022 accepted: july 01, 2022 published: july 03, 2022 graduates are undecided on many things after disembarking one of the frontiers of their lives. they do not know if they will stagnate or be productive. but one thing for them is sure, they need to have a career. it was found out in the study that the personal profile of the beed and bsed graduates were as follows: most of them were at the middle age, female, single, resided on places outside city proper, worked on places outside city proper but within calbayog city, most of them are let passers, some graduates are with academic honors and awardees and majority of the respondents have master’s units. most of them are permanently employed and mentioned that it is their first job after graduation. most of the graduates are teaching in the major field and they are connected with the government units. majority of the graduates find employment through application letter and they have waited for more than a year before landing to a job. there are different competencies demanded of from teacher education graduates such as socio – personal, intellectual, and technical competence. the major problem of the graduates in job hunting is on financial aspect. therefore, the course offering of the college is commendable since it caters the need of the locality and demand for employment opportunities thereby giving better chances for graduates to find job and eventually alleviating the economic condition of every citizen. the kind of orientation makes them qualified to diverse job opportunities in the real world. keywords career planning, placement, vocation, employment, work immersion 1 northwest samar state university, philippines * corresponding author’s e-mail: mjcalamayo@gmail.com introduction “do you know where you’re going to?” asked by diana ross in one of her popular singles is one true thing confronting everyone after graduation. graduates are undecided on many things after disembarking one of the frontiers of their lives. they do not know if they will stagnate or be productive. but one thing for them is sure; they need to have a career. with this, ched closely monitors colleges offering education and accountancy and also the agency has gone through institutions offering maritime and nursing courses. such monitoring is being conducted to see which schools have zero performance or no passers in licensure examinations in the last five years (manila bulletin, 2009). aside from monitoring, ched imposes moratorium on opening of new course programs in teacher education, business administration, nursing, hotel and restaurant management and information technology by virtue of ched memorandum order 32 (ronda, 2010). according to ched commissioner, there’s a need to stop more schools from opening the courses to prevent a worsening “oversupply” of graduates in the field because this cause some problems on the quality of their curriculum. in all issues and controversies posed to state universities and colleges, the university in the locality is still stable in terms of enrolment despite all odds and challenges confronted every year. the college was able to maintain the prestige in its offering which consequently, attracted more students every school year. eventually, there is enough number of prospective teachers produced by the college. objectives the following are the objectives of the study: 1. determine the personal profile of the beed and bsed graduates 2. determine the employment status of graduates in terms of the following: 2.1 work status; 2.2 nature of work; 2.3 type of employment; 2.4 manner of getting the job; and 2.5 waiting time after graduation. 3. describe the problems encountered by the graduates in job hunting. literature review career planning is not planning for a field on a one-time only basis, but it’s a continuing process; in fact, you can call it a lifetime process. we are always learning and growing, and as we do, our interests and needs also change. career planning is not just making plans to obtain your “perfect” job or career, but to help you make the many adjustments there will be along the way as you learn about you and your world or work (hooley, tristram & marriott, john & sampson, james, 2011)). the need theory or psychodynamic theory proposed by anne roe (villar, 2009) is one of the theories where the present study is anchored. according to this theory, early childhood experiences are the root of career directions and satisfaction. thus, it is very important to consider the parental styles provided by parents, the general background and the socio-economic status of one’s family. https://doi.org/10.54536/ajmri.v1i3.288 https://journals.e-palli.com/home/index.php/ajmri mailto:mjcalamayo%40gmail.com?subject= pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 29-36, 2022 furthermore, this theory emphasized that needs have a strong bearing on personal interests, self-concept and personal orientation. with this, it should be realized that lower needs are satisfied before higher order needs. on the present study, the researcher believes that a graduate lands a job to satisfy his immediate needs. on the other hand, the theory on life span or selfconcept theory advanced by donald super (villar, 2009) states that the process of career development involves developing and implementing occupational self-concepts through synthesis and compromise. he added that abilities and characteristics are so immense that everyone has the necessary qualifications to become successful in many occupations and this makes people qualify for many different occupations. while development theory proposed by eli ginzberg (villar, 2009) described that there are four factors that influence career development. these are reality, educational process, emotional factor and individual values. the first factor talks about the ability to handle pressures and constraints in a chosen career path; the second factor considers the proper educational preparation in order to succeed in the desired career; the third factor emphasizes the emotional security as basis for determining satisfaction; and the fourth factor poses individual differences in the attainment of happiness. methods this study utilized mainly the descriptive survey to describe the profile of the graduates in relation to the status of employment as it exists at the time of the study and explored the course of this issue using a questionnaire. the questionnaire assessed the personal profile of beed and bsed graduates. the graduates were asked also on their perceptions about the extent of influence of the different variables such as socio – personal competence, intellectual competence and technical competence to employability of teacher education graduates. the survey instrument likewise asked the graduate-respondents for problems encountered in searching for a job and problems in their present occupations. the whereabouts of the graduate-respondents were gathered from the school records of the registrar’s office. other additional information such as current address of the graduates will be solicited from other school personnel and from other students and their friends who happened to know their latest situation. the questionnaire was composed of three parts: part i – the profile of the respondents which included the personal data as to their name, age, sex, civil status, place of residence, place of work, year graduated, course/field of specialization, eligibility, honors received and advanced education. part ii employment status, it included the work status, nature of work, type of work, manner of getting the job, waiting time after graduation. part iii – this part of the questionnaire provided the perception of the graduates on the influence of factors such as socio – personal competence, intellectual competence and technical competence to the employability of the teacher education graduates. part iv this part of the questionnaire elicited the employability problems encountered by the graduates in job hunting. results and discussion personal profile of the beed and bsed graduates the personal profile of the graduates was thoroughly described on the succeeding figures namely: figure 1 for the age, figure 1 for the sex, figure 3 for the civil status, figure 4 for the place of residence, figure 5 for the place of work, figure 6 for the year graduated, figure 7 for the course/field of specialization, figure 8 for the eligibility, figure 9 for the honors received and figure 10 for the advanced education. age it can be observed from figure 1 that there are three brackets for the age of the alumni both for the beed and bsed. the different brackets are as follows: from 25 years old and below; 26 years old to 30 years old and 31 years old and above. from these brackets, most of the alumni fall in the second bracket (26 years old to 30 years old). this means that alumni started schooling on the right or required age and likewise, finished their course on the time frame allotted for a particular course. considering that about seven (7) years were added to the age of the last batch which is covered by this study, it is correct to say that the respondents vary their age remarkably as shown in the average mean of their age which is 27.22 and the standard deviation of 5.26. the respondents of this study are young in terms of their age yet they are full of enthusiasm to impart what they gained in their exposure in the school. figure 1: a vertical bar graph showing the distribution in terms of age range of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city figure 2: a vertical bar graph showing the distribution in terms of sex of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city https://journals.e-palli.com/home/index.php/ajmri pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 29-36, 2022 sex from the figure 2, it is clearly deduced that education courses, particularly beed and bsed is a femaledominated course because out of 164 beed respondents, there were 132 female and only 32 male while out of 71 bsed respondents, there were 47 female and only 24 male. civil status based on the figure 3, there are greater number of single alumni both for beed and bsed. out of 164 beed respondents, there are 95 who are still single, 68 are already married and 1 is widow while data from bsed respondents says that out of 71 respondents, there are 44 who are still single, and the remaining 27 are already married. place of residence figure 4 described the place of residence of the respondent alumni of this study and it is categorized as places within the city proper, places outside city proper but within calbayog and places outside calbayog city. from beed respondents, out of 164 alumni, there are 50 who lived in places within city proper, 84 alumni lived in places outside city proper but within calbayog, and 30 alumni lived in places outside calbayog city. on the other hand, out 71 bsed respondents, there are 14 alumni who lived in places within city proper, 44 alumni lived in places outside city proper but within calbayog, and 13 alumni lived in places outside calbayog city. figure 3: a vertical bar graph showing the distribution in terms of civil status of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city figure 5: a vertical bar graph showing the distribution in terms of place of work of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city figure 4: a vertical bar graph showing the distribution in terms of place of residence of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city figure 6: a vertical bar graph showing the distribution in terms of year of graduation of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city place of work from the result shown in figure 5, the work place of the respondents of this study are classified into places within city proper, places outside city proper but within calbayog and places outside calbayog city. for the beed respondents, out of 164 alumni, there are 20 who worked in places within the city proper, 108 alumni worked in places outside city proper but within calbayog, 24 alumni worked in places outside calbayog city and 12 alumni remarked no answer while from bsed respondents, out of 71 respondents, there are 16 alumni worked in the city proper, 42 alumni worked in places outside city proper but within calbayog and 2 alumni answered blankly. year graduated from figure 6, it can be described that there are school years wherein the college produced a number of graduates. this bar graph is categorized by school year for both beed and bsed respondents. out of 164 beed respondents, there are 39 alumni for sy 2005 – 2006, 40 alumni for sy 2006 – 2007, 34 for sy 2007 -2008, 27 alumni for sy 2008 – 2009 and 24 alumni for sy 2009 – 2010. on the other hand, out of 71 bsed respondents, there are 20 alumni for sy 2005 – 2006, 16 alumni for sy 2006 – 2007, 10 alumni for sy 2007 – 2008, 9 alumni for sy 2008 – 2009 and 16 alumni for sy 2009 – 2010. course/field of specialization the pie graph below showed a comparison between the beed and bsed courses and it turned out that the former is an in demand course. from the total respondents of 235 graduates, there were 164 beed alumni and only 71 bsed alumni. eligibility as seen from figure 8, most of the graduates were already with eligibilities or licenses. for the beed respondents, out of 163 alumni, there were 114 licensure examination for teachers (let) passers, and 49 alumni are non-passers while for bsed respondents, out of 71 alumni, there were 45 let passers, and 26 non-passers. https://journals.e-palli.com/home/index.php/ajmri pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 29-36, 2022 figure 7: a pie graph showing the distribution in terms of course of the of the alumni of the northwest samar state university(nwssu) of calbayog city figure 8: a vertical bar graph showing the distribution in terms of the eligibility of the beed and bsed alumni of the northwest samar state university (nwssu) of calbayog city honors received figure 9 presented the graduates who received honors during their graduation. for the beed respondents, out of 164 graduates, there were 18 cum laude, 1 magna cum laude and 145 non – honors while for bsed respondents, out of 71 graduates, there were 14 cum laude, 3 magna cum laude and 54 non – honors. figure 9: a vertical bar graph showing the distribution in terms of honors received of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city advanced education from figure 10, it can be seen that there were graduates who pursued advanced studies and enrolled in the graduate school. for the beed respondents, out of 164 figure 10: a vertical bar graph showing the distribution in terms of the eligibility of the beed and bsed alumni of the northwest samar state university (nwssu) of calbayog city alumni, there were 8 alumni who are full-fledged master’s degree holders, 2 alumni have completed academic requirements (car) in the master’s degree, 25 with ma units and 129 decided not to pursue yet advanced studies. employment status of graduates the employment status of graduates as to work status, nature of work, type of employment, manner of getting the job and waiting time after graduation were described in the following tabular and graphical presentations. the sub – ideas were also discussed in the following presentations. work status from figure 11 below, it can be deduced that most of the graduates produced by the college landed a job after graduation. for the beed respondents, out of 164 graduates, there were 158 alumni who were already employed and 6 alumni were not yet employed. on the other hand, out of 71 bsed respondents, there were 69 alumni who were already employed and only 2 alumni who were not yet employed. looking closely the over-all result of the status of employment, both for beed and bsed courses, graduates have better chances of employment as the figure suggested that out 235 respondents, there were 227 (96.60%) alumni who are already employed and only 8 (3.40%) alumni who are not yet employed. https://journals.e-palli.com/home/index.php/ajmri pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 29-36, 2022 figure 11: a pie graph showing the employment status in terms of number employed of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city initial work experience. table 1 below presented the distribution of the employment status of the beed and bsed graduates in terms of first job after college. based on the result, out of 164 beed respondents, there were 83 (50.61%) graduates who answered that “yes” it is the first job after college, 77 (46.95%) graduates who answered that “no” it is not the first job after college and 4 (2.44%) graduates who answered blankly. table 1: distribution of the employment status of the beed and bsed programs alumni of the northwest samar state university of calbayog city in terms of first job in college response beed (n = 164) bsed (n = 71) over-all (n =235) f % f % f % yes 83 50.61 29 40.84 112 47.66 no 77 46.95 40 56.34 117 49.79 no response 4 2.44 2 28.57 6 2.55 total 164 100.00 71 100.00 235 100.00 on the other hand, out of 71 bsed respondents, there were 29 (40.84%) graduates who answered “yes” it is the first job after college, 40 (56.34%) graduates who answered “no” it is not the first job after college and 2 (28.57%) graduates who remarked no response. with the over-all result, out of 235 respondents, there were 112 (47.66%) graduates who said it is the first job after college, 117 (49.79%) graduates who said it is not the first job after college and only 6 (2.55%) graduates who did not take any response. employment status this table 2 presented the distribution of employment status of the beed and bsed respondents on the work that they have at the present or during the conduct of the study. the status of the employment is described as permanent, temporary, contractual and others. for the beed respondents, out of 158 alumni, 93 (58.90%) remarked that they are already permanent, 9 (5.70%) mentioned they are only temporary, 49 (31%) stated they are contractual and 7 (4.4%) pointed out others. on the other hand, out of 69 bsed respondents, 41 (59.40%) remarked that they are already permanent, 7 (10.10%) mentioned they are only temporary, 19 (27.50%) stated https://journals.e-palli.com/home/index.php/ajmri pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 29-36, 2022 table 2: distribution of the employment status of the beed and bsed programs alumni of the northwest samar state university of calbayog city status beed (n = 164) bsed (n = 71) over-all (n =235) f % f % f % permanent 93 58.90 41 59.40 134 59.03 temporary 9 5.70 7 10.10 16 7.05 contractual 49 31.00 19 27.50 68 29.96 other 7 4.40 2 2.90 9 3.96 total 158 100.00 69 100.00 227 100.00 they are contractual and 2 9 2.90%) pointed out others for their status. thus, for the over-all, out of 227 respondents, 134 (59.03%) graduates are already permanent, 16 (7.05%) graduates are still temporary, 68 (29.96%) graduates are contractual and 9 (3.96%) are classified for others. nature of work table 3 showed the distribution of the employment status of the beed and bsed in terms of the nature of work as to whether the graduates were teaching on the major field, teaching not on the major field and not teaching at all. for the beed respondents, out of 164 alumni, there were 91 (55.49%) graduates who admitted table 3: distribution of the employment status of the beed and bsed programs alumni of the northwest samar state university of calbayog city in terms of nature of work nature beed (n = 164) bsed (n = 71) over-all (n =235) f % f % f % teaching the major field 91 55.49 34 47.89 125 53.19 teaching not the major field 52 31.71 29 40.84 81 34.47 not teaching 13 7.93 6 8.45 19 8.08 no response 8 4.88 2 2.82 10 4.26 total 164 100.00 71 100.00 235 100.00 to be lucky because they were teaching their major field, 52 (31.71%) graduates answered they were teaching but not on their major field, 13 (7.93%) graduates confessed they were not teaching and 8 (4.88%) graduates answered blankly. on the other hand, out of 71 bsed respondents, 34 (47.89%) graduates disclosed that they were teaching their major field, 29 (40.84%) graduates stated they were teaching but not in the major field, 6 (8.45%) graduates divulged that they were not yet teaching and 2 (2.82%) graduates also answered blankly. type of employment from figure 12 below, it can be gleaned that there were different types of employer the graduates had for their employment. it can be classified as government, private and others. figure 12: a vertical bar graph showing the distribution in terms of status of employment of the beed and bsed programs alumni of the northwest samar state university (nwssu) of calbayog city manner of getting the job table 4 below showed the distribution on the manner of getting the job of the beed and bsed graduates after their graduation. among the responses were as follows: response to an advertisement, as walk in applicant, information from friends, arranged by the school’s placement officer, recommended by someone, recruited by employer, through application letter, job fair and others. among the responses, very prominent were the answers on the employment through application letter and recommendation by someone. waiting time after graduation https://journals.e-palli.com/home/index.php/ajmri pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 29-36, 2022 table 4. distribution on the manner of getting the job of the beed and bsed programs alumni of the northwest samar state university of calbayog city in terms of nature of work nature beed (n = 164) bsed (n = 71) over-all (n =235) f % f % f % response to an advertisement 1 0.61 0 0.00 1 0.61 as walk in applicant 24 14.63 10 6.10 34 20.73 information from friends 16 9.76 8 4.88 24 14.63 arranged by school’s job placement officer 6 3.66 2 1.22 8 4.88 recommended by someone 36 21.95 12 7.32 48 29.27 recruited by employer 3 1.83 5 3.05 8 4.88 through application letter 69 42.07 32 19.51 101 61.59 job fair 2 1.22 0 0.00 2 1.22 others 7 4.27 2 1.22 9 5.49 total 164 100.00 71 100.00 235 100.00 table 5 showed the mean and standard deviation on the waiting time that the graduates be able to get a job right after graduation. the result revealed that the beed respondents have an average mean of 1.01 years while the bsed respondents have 0.86 years on their waiting time before they had a job. problems encountered by the graduates in job table 5: mean and standard deviation on the waiting time after graduation (in years) of the beed and bsed programs alumni of the northwest samar state university of calbayog city course/alumni x standard deviation beed 1.01 years 0.98 years bsed 0.86 years 1.14 years over-all 0.97 years 1.04 years hunting table 6 showed the ranking of the problems encountered by the beed and bsed respondents on the course of finding profitable employment for their profession. the respondents, both beed and bsed graduates freely identified the nominal problems relative to their employment. from the result below particularly with the beed respondents, out of 164 graduates, 97 alumni rated the first check box making it to be the rank 1 which described as “ lack of financial capacity to look for a job in big cities”, followed by the third check box wherein 88 alumni rated making it to be the rank 2 which described as “limited budget for transportation” and the second check box was identified as the rank 3 by the beed respondents. even considering the other group’s perceptions about the problems encountered in job hunting, they are consistent which eventually resulted also with the same arrangement of problems based on the rank. for both groups, beed and bsed, rank 1 is problem on lack of financial capacity to look for a job in big cities, rank 2 is the problem on limited budget for transportation expenses and rank 3 is the problem on limited resources for preparation of pertinent papers and documents. therefore, the major problem of the graduates encountered during their job hunting is on the financial aspect. graduates humbly admitted that their chances to employment were hampered by the monetary considerations. conclusion table 6: ranking of the problems encountered by the beed and bsed alumni of the northwest samar state university of calbayog city problems beed bsed over-all f rank f rank f rank lack of financial capacity to look for a job in big cities 97 1 50 1 147 1 lack of financial capacity to allocate amount for transportation 88 2 41 2 129 2 lack of financial capacity to prepare the pertinent documents 80 3 40 3 120 3 many applicants but few available vacancies 72 4 37 4.5 109 4 no vacancy in the desired type of job 69 5 37 4.5 106 5 strong familial political affiliation 63 6 35 6 98 6 low salaries and benefits 62 7 34 7 96 7 lack of training for the available job 55 8 23 9 78 8 no information available as to job opportunities 44 9 22 11 66 9 pressure from superior 41 10 23 9 64 10 adverse peer influence 32 12 18 12 50 11.5 high preference to honor graduates 27 15.5 23 9 50 11.5 high demand for professional growth 33 11 14 15 47 13 low family image or reputation 28 14 16 13 44 14 https://journals.e-palli.com/home/index.php/ajmri pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 29-36, 2022 the graduates of the college are potential partners in nation building since they are still young, enthusiastic, receptive to innovations and immersed to the grass rootlevel of education. also, the course offering of the college is commendable since it caters the need of the locality and demand for employment opportunities thereby giving better chances for the graduates to find job and eventually alleviating the economic condition of every citizen. the kind of orientation, learning experiences as well as the curricular offerings of the graduates in the college make them qualified to the diverse job opportunities in the real world. finally, the problem of graduates on financial aspect is not a new thing. therefore, this is a challenge to everybody on how to battle such and instead, transform this problem into a motivation so that the living condition will now be improved. lack of financial capacity to prepare needed ims 28 13 15 14 43 15 limited attendance to trainings and seminars 27 15.5 12 17 39 16 poor time management 19 17 12 17 31 17 lack of appropriate eligibilities 18 18 12 17 28 18 diversity of career challenges 16 19 10 21 26 19 lack of motivation from family and relatives 14 20 10 21 24 20 no connection or “padrino” 9 23.5 6 24 21 21 poor physical health condition 12 21 10 21 20 22 unfavorable relations with fellow mentors 10 22 9 22 19 23 indifference of family members towards teaching 9 23.5 8 23 15 24 others, please specify 0 25 0 25 0 25 references hooley, tristram & marriott, john & sampson, james. (2011). fostering college and career readiness: how career development activities in schools impact on graduation rates and students’ life success. manila bulletin. “ched to monitor colleges offering education, accountancy”, november 6, 2009. ronda, rainier allan. philippine star. “ched imposes moratorium on new courses”, november 15, 2010. villar, imelda virginia g. career counseling in the philippines. aligned transformation publications, 2009 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 72 american journal of multidisciplinary research and innovation (ajmri) implementation of student internship program in the philippines (sipp) of northwest samar state university: inputs for improvement louiesito a. magnaye, jr.1* volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.388 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 15, 2022 accepted: july 18, 2022 published: july 20, 2022 the study aimed to analyze and determine the effectiveness of the implementation of northwest samar state university based on cmo no. 104 s. 2017. i used a descriptive-evaluative research design employing the use of an e-questionnaire to gather relevant data. these data were analyzed and collated with suitable statistical tools and were interpreted and discussed consequently. the results of the study revealed that the sipp coordinators’ and student interns’ perception of the implementation of the sipp is “effective”. however, there is a significant difference in the perceptions of the two groups of respondents. irregular inspection/monitoring of coordinators because of the difficulty in the mobility of the coordinators is considered a problem encountered in the implementation. the findings of the study suggested that the university should implement more services for the effective and efficient implementation of sipp. keywords sipp, internship program, evaluation study, implementation, effectiveness 1 northwest samar state university, philippines * corresponding author’s e-mail: louiesito.magnaye@nwssu.edu.ph introduction authentic learning experiences proved so much as a vital opportunity for students to go beyond practicing higher order thinking skills. the last stage of educational pursuit in higher education is the application of theoretical knowledge through an internship. the internship provides learners the avenue to get a first-hand experience of how it is really to be in the world of work. by offering internships, universities and colleges took the lead in making internships more enticing and successful for students. the main goals of an internship are to develop professional self-awareness and work values, observe team interactions in a professional work environment, participate in a representative range of professional activities, and gain real-world experience based on the interpretation and application of theoretical knowledge (hodson, 2010). the majority of the time, internships are seen as crucial cocurricular experiences that benefit students, teachers, and businesses. additionally, it enables instructors to create settings where students may put their academic knowledge to use in real-world situations while simultaneously giving students access to invaluable professional networks and experience. then, it provides firms with a constant flow of new personnel with innovative ideas from academia (hora, chen, parrott, & her, 2019; national association of colleges and employers, 2018; maertz, stoeberl, & marks, 2014). furthermore, undergraduate internship training gives students the chance to advance their academic understanding, improve their soft skills, and learn other abilities that are crucial for employment after graduation (sahrir, et al., 2016). students who enroll in higher education programs with a practical component have the opportunity to learn about their chosen field of study and apply it outside of the classroom (deuster, 2009). according to tackett et al. (2001), internships have gained importance in education over the past ten years as a result of the many benefits they provide to students, including networking opportunities with other students from other institutions while at the host training institution and the opportunity to gain experience and career-related guidance. furthermore, many undergraduate students are interested in internship programs because of their desire to gain work experience while receiving academic credits (novotorov, 2001). additionally, internships are becoming more and more crucial for business higher education since they enable students to connect their academic work with the business sector (ivana, 2019). an internship program offers the host training establishments (hte) the opportunity to begin training future employees while they are still in school. as a matter of fact, internship is one of the best forms of experience learning in the field of hospitality education. nonetheless, to be successful it needs students, employers, and educators to work together (yiu & law, 2012). internship benefits range from future workers joining real work life, achieving an organizational culture, and improving job-related skills (hernandez, et al., 2014). nowadays the value of internships is increasingly recognized by local and regional universities, employers, and students (novotorov, 2001). along these notions of the previous studies, it is undeniable that an internship program hones the students to become well-rounded individuals. in the philippines, several policies had been established to regulate the management of internship programs. the initial policy for the student internship programs came with the commission on higher education (ched) memorandum order (cmo) no. 23 series of 2009 or the “guidelines for student internship program in the philippines (sipp) for all programs with practicum subject.” the cmo https://doi.org/10.54536/ajmri.v1i3.388 https://journals.e-palli.com/home/index.php/ajmri mailto:louiesito.magnaye@nwssu.edu.ph pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 espouses a number of offices and functions subsumed under sipp implementation. this system was later revised in cmo no. 104 s. 2017 titled, “revised guidelines for student internship program in the philippines (sipp) for all programs.” the cmo no. 104 defines an internship as “the practical application of classroom learning to the actual in a regular work environment such as but not limited to commercial and industrial services, government or non-government agencies.” it further defines an internship as synonymous with practicum, field practice, and on-the-job training but not synonymous with apprenticeship and learnership, as defined by republic act 7796. article 7 of the cmo no. 104, ched encourages different higher education institutions to conduct evaluation studies on the internship program and to see through its dissemination and implementation. this provided an impetus to pursue this study. then, the end-view of this would serve as a basis for developing a program improvement plan for sipp implementation for northwest samar state university (nwssu). additionally, this would be a way to help the university’s different initiatives as it works to build morally strong men and women with the knowledge and abilities necessary to meet local and global development needs. paradigm of the study the input-process-output (ipo) model served as a compass of this study as seen in the diagram below. the input components include the profile of the respondents in terms of age; academic rank; the number of student interns handled; the highest educational attainment; and training relevant to sipp. while in the second box which represents the process, contained the evaluation procedures on the program implementation’s effectiveness in terms of conducted activities relevant to sipp; obligations and responsibilities; monitoring and evaluation; and grievance machinery. the problems encountered in the implementation were also identified. profiling, use of survey questionnaires, and data analysis were used as evaluation procedures. then, the third box shows the output of the study, a proposed program improvement plan that was designed as a potential help for the university in the effective and efficient implementation of the said program. research questions this research directed to evaluate the effectiveness of the sipp in northwest samar state university with the criteria indicated in cmo no. 104, series of 2017 thereby formulating inputs for program improvement. specifically, the following questions were asked in this study: 1. what is the profile of the sipp coordinators of nwssu in terms of the age, academic rank, number of student interns under each program handled, highest educational attainment, and number of training relevant to sipp? 2. what is the level of effectiveness of sipp in nwssu as perceived by sipp coordinators and student interns in terms of conducted activities relevant to sipp; obligations and responsibilities; monitoring and evaluation; and grievance machinery? 3. is there a significant difference in the perception of the respondents on the effectiveness of sipp in nwssu? 4. what are the issues and concerns encountered in the sipp’s implementation? null hypothesis ho: there is no significant difference in the perception of the respondents on the effectiveness of the sipp implementation. literature review universities should continually improve themselves to better serve the nation by producing graduates with relevant training and enriched competencies. it is then https://journals.e-palli.com/home/index.php/ajmri pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 the responsibility of the university to initiate programs and projects that will promote holistic development in its students, thereby, enabling them to perform their tasks as assets of the future workforce to their optimum potential. with these, training such as in the internship program must be evaluated so that its implementation will become effective and efficient. there are a lot of studies about the assessment of the internship program’s effectiveness. according to the findings of bukaliya’s (2012) study, the internship program was successful in that it improved students’ learning and understanding of topics connected to their various academic fields while also helping to boost their enthusiasm levels. he also emphasized that few organizations have the qualified staff necessary to contribute significantly to successful and fulfilling student internships, that staff at the zimbabwe open university did not visit internship sites, and that supervision could not be considered effective for some programs, particularly those in the social sciences. along with these studies, jackel (2011) cited the following guidelines for an efficient internship program: (1) prior to the student’s participation at the placement location, the sponsoring university department and placement organization should provide some form of training program and/or classroom preparation; (2) internship program coordinators should be accessible to the student intern for meetings as needed; (3) this might be achieved by expanding the six-hour course credit option; (4) endorsing the internship in criminology course expressly for students who wish to work in corrections because the course’s sponsoring organization expects that it will effectively improve employment; and (5) in order to determine whether a program is effective, it is crucial to focus on the number of hours spent at the site, advance planning, and accessibility to the program coordinator. these factors are not only the most reliable predictors across the course of this study, but they also have an even greater impact when combined with the empowerment effects. international training and experiences for students are recommended in the study of novotorov (2001) to develop special programs to meet the needs of internationalization. there are 11 areas that should receive more attention when conducting internships, according to marsono, sugandi, tuwoso, and purnomo (2017). student data collection and clear assignments, providing lodging places in line with the study program, allowing students to complete jobs, giving students orderly hours, allowing students to take holidays, providing lunch for internships, industries using k3, providing time conformity with the university, and students providing feedback to the industry are some of these areas. students should also be able to work under the supervision of more than one supervisor in order to increase the internship program’s effectiveness offered by businesses and educational institutions. karunaratne and perera (2019) recommended that the administrative and academic supervisory role of universities should be connected with the industry in order to develop close relationships in order to provide a successful internship program. further, students should build a strong relationship with industry and organizations, because they are the middle source of the internship program. further consideration should be paid to developing internship programs that can help students learn new skills and promote ability development rather than relying solely on providing the students with corporate experience (suri & sharma, 2013). a qualitative study of matriano (2017) revealed that interns had encountered five different types of experiences: (1) denial of rights and discrimination; (2) increased independence and self-esteem; (3) support from significant others; (4) being challenged, focused, and determined to work; and (5) positivism. in like manner, anoyo, et al. (2015) found that the respondents agreed that their on-the-job preparation should be influenced by individual causes, university support, and organizational climate. moreover, the study recommended that the ojt coordinators conduct frequent student-trainee visits to ensure that on-the-job training attendance and timeliness are observed and practiced. moreover, the study by roa (2010) disclosed that possibilities for employment can be recognized by analyzing occupations and assessing the knowledge and skills needed. once it has been completed, career advancements may be planned. since these career pathways have been created and employees have been recognized on career ladders, it is now feasible to inventory the occupations and decide where individuals with the requisite qualifications are required now or in the future. the researcher believed that the above-cited literature gave light to the present study and enlightened the readers with the different variables that were included in this study. the researcher further believed that the previously cited literature gave aid in identifying the research gaps which were the main variables of this present study – the effectiveness of the sipp implementation. methods research design a descriptive-evaluative research design is utilized by the researcher in the conduct of the study relative to the effectiveness of the implementation of sipp at nwssu. the descriptive research deals with the currently existing condition and goes beyond simple data collection (armedilla, et al., 2011). an attempt was made to describe and answer different questions about the subject under study through the collection of data. respondents of the study two groups of respondents were involved in the conduct of the study: the sipp coordinators group which is composed of the university sipp coordinator and the five (5) sipp college coordinators of each college; and https://journals.e-palli.com/home/index.php/ajmri pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 the student’s group with fifty (50) members randomly selected from the five colleges who been identified to have just gone through the internship program during the january to may 2019 semester. the sipp coordinators were purposively identified then the student-respondents were conveniently selected. research instrument data were collected using a checklist according to cmo no. 104, series of 2017, and an electronic questionnaire composed of questions the researcher created to describe the program’s effectiveness. respondents were asked to answer an e-questionnaire that was made through google forms. there were two types of questionnaires used. one was fielded to the coordinators and one was for students. for the coordinators, the questionnaire was composed of three parts; the first one was the demographic profile of the respondents. it was followed by the likert scale that will answer how effective the sipp is. the last part was open-ended questions on the issues and problems they have experienced as far as the implementation of the program is concerned. for the students, only parts two and three of the coordinator’s questionnaire were present. data analysis data was analyzed using descriptive statistics following a thorough tally, encoding, and interpretation of all relevant information. the sipp’s effectiveness was determined by the weighted mean. data was interpreted using the following scale (hernandez, et al., 2014): 4.50 5.00 = highly effective (he); 3.50 4.49 = effective (e); 2.50 3.49 = moderately effective (me); 1.50 2.49 = less effective (le); 1.00 1.49 = not effective (ne). the study’s hypothesis was further tested using a t-test for two independent samples. moreover, themes were identified as to the responses to the problems met in the implementation of the sipp. results and discussion the following presents the textual and tabular presentations of the treated data in the study. it further discusses, analyzes, and interprets the results based on the appropriate and suggested statistical tools used. the demographic profile of the respondents is shown in table 1. there was 66.67 percent of respondents between the ages of 41-50 years old, indicating a majority of respondents were middle-aged; 33.33 percent of respondents were between the ages of 31-40 years old. the mean age of sipp coordinators was 41.5. the data suggest that most of the coordinators were in middle age. this concludes that the respondents were neither too old nor too young to undertake their duties and responsibilities as coordinators for sipp. it is followed by the respondent’s academic rank. it can be gleaned from the table that there are 2 (33.33%) respondents who have the rank of instructor 1 and the rest already attained the rank of assistant professor. 2 (33.33%) respondents were assistant professor 1 and 1 (16.67%) respondent was assistant professor 2, and the other 1 (16.67%) was an assistant professor 3. these data imply that the coordinators are experienced enough in their field based on their academic ranks. the table also shows the educational attainment of the sipp coordinators. the data stipulate that there are 4 (66.67%) with master’s degrees and 2 (33.33%) doctorate degree holders. consequently, these data imply that the coordinators are much more qualified to be designated as coordinators since they have the basic qualifications in higher education as master’s degree holders. lastly, the distribution of the number of relevant training attended by the coordinators relevant to sipp was also present in the table. the majority of them do not have relevant training attended (5 or 83.33%), while only 1 (16.67%) has completed relevant training for 2 days. therefore, the data revealed that coordinators need to be confined to relevant training for sipp implementation. table 2 disclosed the data on the number of student interns handled by the college sipp coordinators by the program. as is emphasized in the table, the college of management has the highest number of student-interns. on the other hand, the college of engineering and technology has the least number of student-interns. table 3 shows the effectiveness of the implementation of sipp in terms of conducted relevant activities. this implies that the respondents rated the implementation of the sipp in terms of conducted activities as effective with a composite mean of 4.07 and an sd of 0.91. the indicator, “a pre-internship orientation/training on work environment issues, including, but not limited to, proper work ethics and laws against sexual harassment is conducted for the student interns, as a prerequisite to their deployment to internship venues”, received the highest rating as to the effectiveness with a combined mean of 4.71 and an sd of 0.55. this is evident in the documented orientation on pre-internship at the university. on the other hand, the indicator, “the ched guidelines table 1: percentage distribution of respondents’ profile profile f % age 31-40 2 33.33 41-50 4 66.67 academic rank instructor 1 2 33.33 assistant professor 1 2 33.33 assistant professor 2 1 16.67 assistant professor 3 1 16.67 highest educational attainment master’s degree 4 66.67 doctorate degree 2 33.33 training relevant to sipp (in days) 0 5 83.33 1-5 1 16.67 https://journals.e-palli.com/home/index.php/ajmri pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 table 2: number of student interns handled under each program program number of student interns rank college of engineering and technology bs in architectural technology 38 bs in industrial technology 56 total 94 5 college of management bs in business administration 86 bs in office administration 230 bs in tourism management 155 total 471 1 college of arts and sciences bachelor of agricultural technology 80 bs in criminology 110 bs in community development 59 total 249 3 college of computing and information sciences bs in information technology 111 bs in information system 39 total 150 4 college of education bachelor of elementary education 231 bachelor of secondary education 195 total 426 2 table 3: effectiveness of sipp in terms of conducted relevant activities indicator student interns sipp coordinator total m m int sd m int sd m int sd 1. the university's local internship policies and guidelines on selection, placement, monitoring, and assessment of student interns are formulated well. 4.19 e 0.78 3.50 e 1.05 3.84 e 0.92 2. the ched guidelines on student internship are displayed in conspicuous places in the university for students’ guidance and reference. 4.11 e 0.86 2.83 me 1.83 3.47 me 1.35 3. the host training establishments (hte) are selected systematically to ensure the acceptability of internship plans and internship venues in order to protect student interns’ interests. 4.41 e 0.81 4.17 e 0.75 4.29 e 0.78 4. memorandum of agreement (moa) with the hte is crafted and executed well. 4.31 e 0.75 4.00 e 0.90 4.16 e 0.83 5. medical and dental services and certification by a licensed doctor and dentist are provided to the student interns. 3.74 e 1.03 3.67 e 1.21 3.71 e 1.12 6. a pre-internship orientation/training on work environment issues, including, but not limited to, proper work ethics and laws against sexual harassment are conducted for the student interns, as a prerequisite to their deployment to internship venues. 4.59 he 0.69 4.83 he 0.41 4.71 he 0.55 7. the insurance coverage including travel, medical, and health is provided to the student interns. 3.48 e 1.22 4.50 he 0.55 3.99 e 0.89 8. the internship contract and/or agreement with the participating hte is forged and executed well. 4.24 e 0.87 4.50 he 0.84 4.37 e 0.86 composite mean 4.13 e 0.88 4.00 e 0.94 4.07 e 0.91 legend: 4.50 – 5.00 = highly effective (he); 3.50 – 4.49 = effective (e); 2.50 – 3.49 = moderately effective (me); 1.50 – 2.49 = less effective (le); 1.00 – 1.49 = not effective (ne) on student internship is displayed in conspicuous places in the university for students’ guidance and reference”, received the lowest rating as to effectiveness, as a matter of fact, it received “moderately effective” with a combined mean of 3.47 and an sd of 1.35. it is also noted that there is a high sd for this indicator, the response of the student interns differs from the coordinators. this implies that student-interns may not be aware that the guidelines are not posted in conspicuous places in the university. as a matter of fact, the coordinators have rated it with a mean https://journals.e-palli.com/home/index.php/ajmri pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 of 2.83, something that will tell us that the indicator is not practiced by the university. another indicator, “the insurance coverage to include travel, medical and health is provided to the student interns”, although it received a rating of “effective”, notice that there’s a difference in the response of the student interns and the coordinators. the student-interns rated it with a mean of 3.48 whereas the coordinators rated it with a mean of 4.50. this data implies that the student-interns may not be aware that they are covered with an insurance package. further, one indicator, “medical and dental services and certification by a licensed doctor and dentist are provided to the student interns”, although rated “effective”, has received the second to the lowest rating (m = 3.71, sd = 1.12). this data tells us that there’s a loose implementation of this indicator. the effectiveness of the implementation of sipp in terms of obligations and responsibilities is disclosed table 4: effectiveness of sipp in terms of obligations and responsibilities indicator student interns sipp coordinator total m int sd m int sd m int sd 1. there is coordination with the college deans and other authorized school administrators for the purpose of the internship orientation. 4.54 he 0.75 4.00 e 0.90 4.27 e 0.83 2. the university sipp coordinator performs his/her obligations and responsibilities well. 4.24 e 0.87 4.00 e 0.90 4.12 e 0.89 3. the college sipp coordinator holding the program performs his/her obligations and responsibilities well. 4.28 e 0.86 4.67 he 0.52 4.47 e 0.69 4. the tasks (duties and responsibilities) given to the student interns during the entire duration of the internship program are essential to the fulfillment of/her internship plan. 4.48 e 0.67 4.17 e 0.75 4.33 e 0.71 5. there is an orientation of the hte to the student interns about their standard rules and regulations. 4.57 he 0.66 4.50 he 0.84 4.54 he 0.75 6. the confidentiality of the data, business, or trade secrets of the hte is maintained. 4.17 e 0.99 4.17 e 0.98 4.17 e 0.99 7. the allotted time of internship program is sufficient. 4.19 e 1.03 4.17 e 0.98 4.18 e 1.00 8. the employers, supervisors, and cooperating staff of the hte are accommodating and good facilitators of authentic learning. 4.33 e 0.70 4.17 e 0.75 4.25 e 0.73 9. the facilities utilized during the internship program are adequate and functional. 4.24 e 0.70 3.83 e 0.75 4.04 e 0.73 10. the assignment of schedule within the internship proper is systematic and effective. 4.30 e 0.66 3.83 e 0.75 4.06 e 0.71 11. the internship plan is executed well. 4.30 e 0.66 4.17 e 0.75 4.23 e 0.71 12. the existing rules and regulations of the hte are adhered to and followed correctly. 4.33 e 0.70 4.00 e 0.63 4.17 e 0.67 composite mean 4.33 e 0.77 4.14 e 0.79 4.23 e 0.78 legend: 4.50 – 5.00 = highly effective (he); 3.50 – 4.49 = effective (e); 2.50 – 3.49 = moderately effective (me); 1.50 – 2.49 = less effective (le); 1.00 – 1.49 = not effective (ne) in table 4. this implies that the respondents rated the implementation of the sipp in terms of obligations and responsibilities as effective with a composite mean of 4.23 and an sd of 0.78. although, all indicators were rated as “effective” by the respondents, one indicator, “there is an orientation of the hte to the student interns about their standard rules and regulations”, received the highest rating as to effectiveness with a combined mean of 4.54 and an sd of 0.75. this implies that the htes are doing their obligation to orient the student-interns before letting them proceed to their workloads. on the other hand, the indicator, “the facilities utilized during the internship program are adequate and functional”, received the lowest rating as to effectiveness with a combined mean of 4.04 and an sd of 0.73. this implies that the facilities are not adequate and functional although this indicator rated “effective”. as a matter of fact, one respondent from the student-interns on the problems met on the implementation of the sipp answered: “the issue is lack of facilities and other things that the students needed” table 5 shows the effectiveness of the implementation of sipp in terms of monitoring and evaluation. the data implies that the respondents rated the implementation of the sipp in terms of monitoring and evaluation as effective with a composite mean of 4.25 and an sd of 0.80. the indicator, “the final grade of student interns is issued upon completion of the requirements within the prescribed period”, received the highest rating as to effectiveness with a combined mean of 4.55 and an sd of 0.74. this implies that the coordinators give final grades to the student interns within the prescribed period. although all indicators were rated as “effective”, the indicators, “the internship venues and sites is inspected https://journals.e-palli.com/home/index.php/ajmri pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 by the sipp coordinator regularly” and “journal for an internship is submitted on time”, received the lowest rating as to the effectiveness with a combined mean of 4.04 and 4.01 and an sd of 0.96 and 0.76, respectively. this implies that internship venues are not regularly inspected/visited by the coordinators and there is insufficient time for the submission of requirements. as a matter of fact, two respondents from the student-interns on the problems met on the implementation of the sipp answered: “visitation/inspection of the sipp coordinator from the student and venue are not done regularly.” “i think it is more on the manpower and/or extension in a way that the program implementation would be maximized. what we encountered is the maximization of the coordinator’s capacity to fully monitor all internship sites. it is quite a difficulty on our coordinator’s part to be in 2 different places at once.” yet, three respondents from the coordinators with respect to this indicator answered: “mobility on the monitoring. no official vehicle to use in conducting visits to the hte.” “lack of support from the administration in terms of using the university vehicles in deployment and monitoring of the interns.” “there is no support (transportation allowance, load allowance given to the sipp coordinators which affect his duty to monitor and establish immediate response to interns concerns).” this result strengthened the study of marsono, sugandi, tuwoso, and purnomo (2017) which recommended that to improve the competence of the internship program, industries, and schools should give the students the opportunity to finish their job with more than one supervisor for regular monitoring. in the other indicator, one respondent from the studentinterns answered: “insufficient time for those who are in the internship like there are many activities but lack of time that also affect time management.” table 6 shows the effectiveness of the implementation of sipp in terms of grievance machinery. although the indicators received a combined rating of “effective”, the coordinators rated them as “moderately effective”. this means that the student-interns may not be aware on the implementation of the grievance machinery as part of the sipp or it could also be that the student-interns were not able to experience problems which need the help from the grievance committee on sipp of the university. yet, one respondent from the coordinators answered: “the grievance committee is not well established so the complaints are not addressed most of the time.” in summation, the student-interns and the coordinators perceived the implementation of the sipp as “effective”. it is due to the fact that they have rated each indicators as “effective” to wit; conducted relevant activities (m = 4.07, sd = 0.91), obligations and responsibilities (m = 4.23, sd = 0.78), monitoring and evaluation (m = 4.25, sd = 0.80), and grievance machinery (m = 3.63, sd = 0.93). appropriately, some of the indicators received low ratings table 5: effectiveness of sipp in terms of monitoring and evaluation indicator student interns sipp coordinator total m int sd m int sd m int sd 1. feedback mechanism/s of the hte is provided to the student interns. 4.35 e 0.76 4.17 e 0.75 4.26 e 0.76 2. journal for an internship is submitted on time. 4.35 e 0.70 3.67 e 0.81 4.01 e 0.76 3. exit assessment, post-training review, or evaluation is conducted for the student interns. 4.24 e 0.76 4.17 e 1.12 4.21 e 0.94 4. the student interns in their respective htes are regularly monitored by the internship/sipp coordinator. 4.19 e 0.89 4.67 he 0.52 4.43 e 0.71 5. the initial and regular visit/inspection of the hte for student interns is conducted. 4.06 e 0.88 4.50 he 0.55 4.28 e 0.72 6. the internship venues and sites are inspected by the sipp coordinator regularly. 4.17 e 0.94 3.91 e 0.98 4.04 e 0.96 7. student interns’ progress and performance are evaluated through oral and written observations, monthly reports, and interviews or conferences. 4.26 e 0.81 4.17 e 0.75 4.21 e 0.78 8. the final grade of student interns is issued upon completion of the requirements within the prescribed period. 4.59 he 0.63 4.50 he 0.84 4.55 he 0.74 legend: 4.50 – 5.00 = highly effective (he); 3.50 – 4.49 = effective (e); 2.50 – 3.49 = moderately effective (me); 1.50 – 2.49 = less effective (le); 1.00 – 1.49 = not effective (ne) table 6: effectiveness of sipp in terms of grievance machinery indicator student interns sipp coordinator total m int sd m int sd m int sd 29. the university sipp grievance committee is established. 4.15 e 0.92 3.00 me 1.10 3.58 e 1.01 30. appropriate action on complaints with reference to sipp is evident and ensured. 4.20 e 0.76 3.17 me 0.93 3.69 e 0.85 composite mean 4.18 e 0.84 3.09 me 1.02 3.63 e 0.93 legend: 4.50 – 5.00 = highly effective (he); 3.50 – 4.49 = effective (e); 2.50 – 3.49 = moderately effective (me); 1.50 – 2.49 = less effective (le); 1.00 – 1.49 = not effective (ne) https://journals.e-palli.com/home/index.php/ajmri pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 that need to be improved. to determine the significant mean difference between the perceptions of the sipp coordinators and the studentinterns themselves on the on the effectiveness of the implementation of sipp, t-test for two independent samples was used. table 7 presented the result. the indicators on the obligations and responsibilities (t = 2.33, p = 0.010), and grievance machinery (t = 12.30, p = 0.003) resulted to the rejection of null hypothesis. overall, the data disclose that there is a significant difference in the perceptions of the sipp coordinators and the student-interns themselves of 0.20 (t = 2.07, p = 0.020). this suggests that the student-interns perceived the implementation as more effective as indicated by their slightly higher ratings compare to the sipp coordinators’ perception. the result was probably an indication that the student-interns are not aware of the other aspects of the implementation of the sipp. some of these aspects might not be vocalized well in their pre-internship orientation. themes describing the problems met by sipp coordinators and student-interns on the implementation of the sipp analysis of the responses of the student-interns resulted in the following themes: (1) irregular inspection/monitoring of coordinators; (2) lack of facilities; (3) insufficient time frame for the submission of internship requirement; (4) improper dissemination of guidelines; (5) no proper communication channel; and (6) few choices for hte. meanwhile, analysis of their sipp coordinators’ responses resulted in the following themes: (1) problem with mobility for monitoring; (2) big number of student-interns handled; (3) no training conducted for sipp coordinators; and (3) not well-established grievance committee. conclusions the sipp coordinators were mostly middle-aged, attained the rank of assistant professor, and hold master’s degrees with no training relevant to the implementation of the sipp. the college of management has the highest number of student-interns while the college of engineering has the lowest number. according to the findings of the study, the combined mean of the sipp coordinators’ and student interns’ perception of the implementation of the sipp is 4.05. that means the respondents rated it as “effective”. moreover, there is a significant difference in the perceptions of the two groups of respondents. irregular inspection/monitoring of coordinators; lack of facilities; and insufficient time frame for the submission of internship requirements were the top 3 problems encountered by the student interns. meanwhile, problems with mobility for monitoring; the big number of student-interns handled; no training conducted for sipp coordinators; and no well-established grievance committee were the problems encountered by the coordinators. northwest samar state university may implement more services to ensure effective and efficient implementation of sipp. the university may consider supporting the coordinators in the supervision mobility by giving load and/or travel allowances to them. the use of university vehicles shall be coordinated well so that attainment of the goals shall be carried over. the grievance committee shall be established and that must be known to the university community together with the host training establishments (htes). the university may also consider delegating sipp coordinators to every program with student internship course not only one for each college to maximize the supervision and monitoring. semestral meetings by college sipp coordinators with representatives of the different htes may also be an avenue for a smooth implementation of sipp. for the internship office, training on the implementation of sipp to the coordinators may be materialized and executed well. posting the guidelines in conspicuous places within the university is highly encouraged. the pre-internship orientation shall be upheld and student interns’ rights and responsibilities should be translated well. excerpts from the university internship manual may be included in the student handbook for easy access. the sipp coordinators should consider setting a reasonable time frame for the submission of requirements so that the student-interns will be able to submit the needed requirements on time. a well-structured training/internship schedule should be taken into account by the college coordinators to ensure a smooth transition of activities. the present work may always be followed up by future researchers. references anoyo, j.c., jimenez, j., matunog, r., mendoza, m., sarmiento, r., mojares, r. (2015). factors affecting work performance of criminology interns in an asian university. studies in social sciences and humanities, 2(4), 225-233. https://research.lpubatangas.edu.ph/wpcontent/uploads/2015/06/sssh-factors-affectingtable 7: t-test on the mean differences on the perceptions of the sipp coordinators and student-interns on the effectiveness of the implementation of sipp effectiveness indicators student-interns sipp coordinators mean diff. t-value df p-value m sd m sd a. conducted relevant activities 4.13 0.36 4.00 0.65 0.13 0.51ns 14 0.310 b. obligations and responsibilities 4.33 0.13 4.13 0.25 0.20 2.33* 22 0.010 c. monitoring and evaluation 4.28 0.16 4.22 0.33 0.06 0.43ns 14 0.340 d. grievance machinery 4.18 0.04 3.09 0.12 1.09 12.30** 2 0.003 overall mean 4.25 0.23 4.05 0.48 0.20 2.07* 58 0.020 legend: ** highly significant at 0.05 level, * significant at 0.05 level, ns not significant at .05 level (p > .05) https://journals.e-palli.com/home/index.php/ajmri pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 72-80, 2022 work-performance-of-criminology-interns.pdf armedilla, m.k., et. al. (2011). flight attendant: opportunity for tourism and hospitality students. unpublished thesis. lyceum of the philippines university-batangas. bukaliya, r. (2012). the potential benefits and challenges of internship programmes in an odl institution: a case for zimbabwe open university. international journal on new trends in education and their implications 3(1). http://ijonte.org/fileupload/ks63207/file/13. bukaliya.pdf cmo no. 104 (2017). revised guidelines for student internship program in the philippines (sipp) for all programs. commission on higher education. republic of the philippines. https://ched.gov. ph/wp-content/uploads/2018/03/cmo-no.104-s.-2017.pdf cmo no. 23 (2009). guidelines for student internship program in the philippines (sipp) for all programs with practicum subject. https://ched.gov.ph/wpcontent/uploads/2017/10/cmo-no.23-s2009.pdf deuster, j. t. (2009). a perspective on manager and student internship experiences (unpublished master’s thesis). university of wisconsin-stout, menomonie, wisconsin. https://minds.wisconsin.edu/ bitstream/handle/1793/43069/2009deuster j. pdf?sequence=1&isallowed=y hernandez, c., bell, f., dela cruz, v., fadriquelan, c., marcial g., & pateña, a. (2014). effectiveness of airline internship program of tourism graduates: a channel for job placement. asia pacific journal of education, arts and sciences 1(3). http://apjeas. ap jmr.com/w p-content/uploads/2014/07/ apjeas-2014-1-046.pdf hodson, r. (2010). practicum: program goals and objectives. university of illinois. https://ischool.illinois.edu/ current-students/practicum hora, m, chen, z., parrott, e., & her, p. (2019). problematizing college internships: exploring issues with access, program design, and developmental outcomes in three u.s. colleges. (wcer working paper no. 2019-1). university of wisconsin– madison, wisconsin center for education. http:// www.wcer.wisc.edu/publications/working-papers ivana, d. (2019). determinants of the perceived internship effectiveness: exploring students’ experiences. studia universitatis babes-bolyai oecomica, 64(1),45-58. https:// doi.org/10.2478/subboec-2019-0004 jackel, d. (2011). evaluating the effectiveness of an internship program. masters theses & specialist projects. paper 1117. http://digitalcommons.wku. edu/theses/1117 karunaratne, k. & perera, n. (2019). students’ perception on the effectiveness of industrial internship programme. the asian institute of research education quarterly reviews, 2(4), 822-832. doi: 10.31014/ aior.1993.02.04.109 maertz, p., stoeberl, a., & marks, j. (2014). building successful internships: lessons from the research for interns, schools, and employers. career development international, 19(1), 123–142. https://doi. org/10.1108/cdi-03-2013-0025 marsono, m., sugandi, m., tuwoso, & purnomo, (2017). study the impact of internship on improving engineering students’ competency. aip conference proceedings. https://doi.org/10.1063/1.5003547 matriano, e. (2017). a narrative analysis of internship experience of filipinos in the us. 10th international conference on arts, social sciences, humanities and interdisciplinary studies (asshis-17) dec. 17-18, 2017 manila (philippines). http://uruae.org/siteadmin/ upload/uh1217415.pdf national association of colleges and employers. (2018). position statement: u.s. internships (webpage). bethlehem, pa: nace. retrieved from http:// www.naceweb.org/about-us/advocacy/positionstatements/position-statement-us-internships/ novotorov, a. v. (2001). perceived impact of internship and practical training programs on professional and personal growth: implications to agricultural and extension education. retrospective theses and dissertations. 1069. https://lib.dr.iastate.edu/rtd/1069 roa, j. l., et al. (2010). on-the-job training performance evaluation of customs administration students of lyceum of the philippines university – batangas. unpublished thesis. lyceum of the philippines university – batangas sahrir, m. s., ismail, t., mustapha, n. h., abu bakar, r., man, s., ahmad, m. a. & mokhtar, m. (2016). an evaluation of internship programme in improving graduate skills and marketability among arabic language students in iium from the perspective of malaysian job market. journal of education and human development, 5 (1), 206-212. http://dx.doi. org/10.15640/jehd.v5n1a21 suri, g. & sharma, s. (2013). evaluating the effectiveness of mba internship programme – an experiential approach. gian jyoti e-journal, 3(2). https://www. gjimt.ac.in/wp-content/uploads/2017/10/5_dr.gunmala-suri-and-shikha-sharma_evaluating-theeffectivenes-of-mba-internship-programm-anexperiential-approach.pdf tackett, j., wolf, f., & law, d. (2001). accounting interns and their employers: conflicting perceptions. ohio cpa journal. yiu, m., & law, r. (2012). a review of hospitality internship: different perspectives of students, employers, and educators. journal of teaching in travel & tourism, 12(4), 377-402. https://doi.org/10.1080/ 15313220.2012.729459 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 18 american journal of multidisciplinary research and innovation (ajmri) environmental management among residents at brgy. sinundolan, san remigio, antique, philippines peter ralph b. galicia1*, pablo s. crespo1, jr., geneva m. eler1, riza leah g. de la torre1 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.238 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 25, 2022 accepted: april 28, 2022 published: may 2, 2022 this quantitative-qualitative study aimed to determine the level of environmental management awareness among residents at barangay sinundolan, san remigio, antique, philippines. the respondents of the study were the forty-six (46) residents of barangay sinundolan, san remigio, antique, philippines, and were categorized according to sex, educational attainment, type of house, and location of residence. descriptive statistical tools were used to determine the respondents’ waste management awareness. the questionnaire was adopted on lamprea’s (2019) study on solid waste awareness, attitude, and practices among students of recognized maritime higher institutions (mheis) in western visayas. the qualitative data were taken by interviewing the respondents. comments and suggestions of the respondents were recorded. results revealed that the level of awareness of environmental management among residents of barangay sinundolan, san remigio, antique, philippines is “high” as an entire group and according to certain categories. qualitative findings were solicited from the respondents’ comments and suggestions for the community’s common good on environmental management. an environmental intervention program, “ugnayan sa komunidad: the environmental program,” was formulated to address the environmental awareness among the residents of barangay sinundolan, san remigio, antique. keywords attitude, awareness, environment, maritime education, waste management 1 university of antique, main campus lotilla st., sibalom, antique 5713, philippines * corresponding author’s e-mail: antique_1985@yahoo.com.ph introduction human beings must achieve their physiological needs to survive in the environment. they need water to drink, food, clothes to wear, and shelter to rest. all these needs are available in their surroundings for their dayto-day activities. they become entirely dependent on the community of living plants and animals. worse, people exploit nature and no longer value its importance for their own needs. modern societies introduce technological innovations that produce modern use of fertilizer and pesticides, better strains of domestic animals and crops, produce plastics and packaging materials, and irrigate farmland, which leads to rapid economic growth but causes harm to the environment. the increase in resource consumption to maintain the quality of life and the threat of technological innovations have directly and indirectly impacted the environment – water and air pollution, shortage of freshwater, and waste generation. several studies suggest how to improve environmental awareness in the community. according to the study of mei et al. (2016), blending the environmental awareness to the culture improves the policy-making considerations. chen & tsai (2016) study regarded university students as future decision-makers in society and highly likely to become opinion-shapers in terms of the environment. their awareness of the marine environment will significantly affect sustainable marine development. altin, a. et al. (2014) study that environmental rights and responsibilities be integrated into the school curriculum. yan, g. et al.’s (2012) study shows that public information on environmental protection has risen through the internet and social media. kamaruddin, s.m. et al. (2016) study suggest that the government should strengthen coordination with the community to gain their interest and involvement in environmental issues. lamprea’s (2019) study improves maritime higher education institutions (mheis) in western visayas. in another study by galon and alimen (2017), most environmental activities were tree planting, information education campaigns on disaster management and the environment, emergency drills on fire, bombing, earthquakes, floods, tsunamis, coastal and shoreline cleanup, and mangroves planting. most respondents agreed that the first structures to protect residents from natural disasters and environmental disturbances are floodways and canals, dikes, and wave breakers. the study was conducted by orquinaza and cantor (2017) on waste management at barangay pangpang norte, mambusao, capiz, philippines. it mentioned that the barangay needs to provide a dumping site for proper disposal of the garbage. there is a lack of implementation of a waste management program, no funds for waste management, proper garbage disposal to avoid sickness, improve drainage, and more cooperation among the residents. in addition, waste management must start in every household. need for dumping site and dump truck for proper disposal of garbage, adequate number of the trash can and labeled correctly. in addition, the community should be informed of the schedule of the disposal team to pick up the waste. environmental management teaches and educates people from all walks of life about the proper use and protection of the environment. it must address all sensitive issues https://doi.org/10.54536/ajmri.v1i2.238 https://journals.e-palli.com/home/index.php/ajmri mailto:antique_1985%40yahoo.com.ph?subject= pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 18-21, 2022 relative to environmental management. people must clearly understand environmental concerns and issues and follow sustainable development practices. addressing environmental issues would help ensure environmental sustainability (keles, r., 2012). avsar et al.’s (2022) study revealed that recycling packaging waste collection helped the environment. based on the previous concerns and related studies on the environment, the researcher conducts a survey on environmental awareness at brgy. sinundulan, san remigio, antique, philippines. theoretical framework of the study this research is anchored on risk and social theory in environmental management by measham and lockie (2012) . it marks a timely contribution to calculating and managing the risks to human communities of rapid figure 1: illustration in graphic form of the paradigm of this research. environmental and technological change. objectives of the study the purpose of the study was to determine the level of awareness of environmental management among residents at barangay sinundolan, san remigio, antique, philippines. materials and methods research design the researchers employed the quantitative-qualitative research design using the survey to determine the environmental management among residents as categorized according to sex, educational attainment, type of house, and location of residence in barangay sinundolan, san remigio, antique, philippines participants the participants in this study were the 46 randomly selected residents of barangay sinundolan, san remigio, antique, philippines. most of them lived away from the riverbank, and respondents were mostly female. the distribution of the respondents according to different categories for this study is shown in table 1. instrument the researchers adopted the research instrument on lamprea’s (2019) study on awareness, attitude, and solid waste practices among the students of recognized maritime higher institutions (mheis) in western visayas. the research instrument consists of five rating scales, 5, 4, 3, 2, and 1, with the corresponding descriptions, strongly aware, aware, uncertain, unaware, and strongly unaware. all items in the research instrument had factor loads of 0.936 for awareness of environmental management under the valid constructs intended for the study. the instrument consisted of 2 parts: part i elicited information on the respondents’ sex, educational attainment, type of residence, and location of residence. part ii elicited data on environmental awareness among barangay sinundolan, san remigio, and antique residents. procedure the researcher requested permission to administer the research instrument from the office of the municipality mayor of san remigio, senior environmental table 1: distribution of respondents categories frequency percentage entire group 46 100% sex male 11 23.90% female 35 76.10% educational attainment elementary 17 37% high school 25 54.30% college 4 8.70% type of residence light material 26 56.50% concrete material 20 43.50% location of residence living near the riverbank 17 37% not living near the riverbank 29 63% https://journals.e-palli.com/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 18-21, 2022 management specialist of san remigio, and barangay captain of sinundolan. upon approval of the permit, meticulous oral instructions in english, tagalog, and karay-a, the local dialect, were given to ensure that the participants understood the questionnaire properly. quantitative-qualitative data analysis the completed questionnaires were scored and subjected to appropriate computer-processed statistics using the statistical package for the social sciences (spss) software version 23. means, frequency count, and percentage were the descriptive statistical tools for the quantitative analysis. in addition, the researchers used interviews to obtain qualitative data about the environmental management among the residents of barangay sinundolan, san remigio, antique, philippines. results and discussion qualitative findings based on table 2, the environmental management level among the residents in barangay sinundolan, san remigio, antique, philippines was “aware” when taken as an entire group and grouped into various categories. table 2: level of environmental management among the residents of barangay sinundolan, san remigio, antique, philippines categories frequency percentage entire group 4.02 high sex male 4.09 high female 4.00 high educational attainment elementary 3.93 high high school 4.07 high college 4.12 high type of residence light material 4.00 high concrete material 4.03 high location of residence living near the riverbank 3.96 high not living near the riverbank 4.10 high legend: scale description 1.0-3.0 low 3.1-5.0 high based on the interview conducted, the following are the findings of the study: 1. in order to avoid accidents and sickness, there is a need to educate the locality on waste management and segregation of wastes according to their categories. the concerned agencies should provide a series of environmental management seminars, particularly on the proper segregation of household wastes. 2. the residents need to educate on the importance of taking good care of the environment by planting more trees and illegal logging activity. the concerned agencies should educate the locality on the importance of trees and the effect of deforestation. 3. the barangay needs to provide a dumping site for proper waste disposal. the barangay officials should identify areas for dumping sites away from houses and riverbanks. 4. every household should start to collect and segregate the waste at home. this means that waste segregation should start in every household. 5. residents must participate in government through barangay officials on environmental endeavors. this means that all residents should support the government initiative to preserve the environment. 6. the barangay needs to provide a materials recovery facility (mrf) to receive, separate, and prepare the recyclable waste. this means that government officials should identify an area in the locality of the mrf and should be away from houses, riverbanks, and people. 7. residents must plant more trees beneath the riverbank to prevent landslides. the local officials should encourage the residents to plant more trees, particularly in a landslide-prone areas. 8. educate residents on the ill effect of dumping waste into the river on their health and environment. all concerned agencies should conduct more seminars among the resident on the effect of waste on their health and environment. 9. cleanliness must start in every household to ensure every family is healthy. the local officials should encourage every household that cleanliness must start at home. 10. the barangay needs more funds for environmental management programs such as waste management, clean and green, and pollution prevention. the local government unit should allocate funds for environmental programs. 11. the barangay should identify the area for mrf and schedule a weekly collection of garbage in every household. the officials should inform the locality of the collection schedule of waste. 12. garbage bins should be placed in public places and must be labeled properly. this means that garbage bins should be visible in the public eye with corresponding labels. https://journals.e-palli.com/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 18-21, 2022 conclusions environmental management among barangay sinundolan, san remigio, antique, philippines was “high” when taken as an entire group and according to certain categories. the respondents proposed programs to educate the locality in protecting the environment and improve their environmental management. an environmental intervention program, “ugnayan sa komunidad: the environmental program”, was formulated to address the level of environmental awareness among the residents of barangay sinundolan, san remigio, antique. recommendations it is recommended that the barangay official should further improve the environmental management awareness among residents, especially living on the river bank and beneath the mountainside, through a series of environmental activities such as tree planting/growing, coastal clean-up, and proper waste disposal to help preserve the environment, avoid sickness, and pollution. the result of this study should be presented to the local government officials to strengthen environmental policies and training of the local community and, if possible, draft resolutions of environmental programs for barangay sinundolan, san remigio, antique, philippines. in addition, the faculty of maritime studies should participate in the community extension services to exercise their social responsibilities. these recommendations are aligned with the united nations’ sustainable development goals (sdg) 2030: sdg 3-good health and well-being, sdg 6-clean water and sanitation, sdg 13-climate action, sdg 14-life below water, and sdg 15-life on land references avsar, y., uksal, f. & bilgili, l. (2022) environmental gains in collecting packaging waste obtained in uskudar district by changing the collection type. journal of the air & waste management association, 72:3, 281-293, doi: 10.1080/10962247.2021.1972054 altin, a., tecer, s., tecer, l., altin, s., & kahraman, b.k. (2014). environmental awareness level of secondary school students: a case study in balikesir (turkiye). procedia social and behavioral sciences 141 (2014) 1208 – 1214. www.sciencedirect.com chung-ling, c. & chen-hao t. (2016) marine environmental awareness among university students in taiwan: a potential signal for sustainability of the oceans. environmental education research, 22:7, 958977, doi: 10.1080/13504622.2015.1054266 galon, d.i., & alimen, r.a. (2017). environmental management among residents at brgy. taloc, bago city, negros occidental, philippines. college of business research journal, jblfmu-molo. volume 1, no. 1, page 49-61. iloilo city, philippines. gay, l.r., mills, g.e., & airasian, p. (2006). education research, competencies for analysis and application. 8th ed. new jersey: perason education, inc. gayo, r.g., & cajutol, j.c. (2013). level of awareness on solid waste management among residents of panay, capiz. jblfmu – research journal, volume 6, no. 1, 91-104. iloilo city, philippines. kamaruddin, s.m. et al. (2016). community awareness on environmental management through local agenda 21 (la21). procedia social and behavioral sciences 222 (2016) 729 – 737. www.sciencedirect.com keles, r. (2012). the quality of life and the environment. procedia social and behavioral sciences 35 (2012) 23 – 32. www.sciencedirect.com lamprea, l.l.g. (2019). awareness, attitude, and practices on solid waste: bases for an enhanced environmental management system. unpublished doctor of philosophy in maritime education (curriculum & assessment) dissertation. john b. lacson foundation maritime university (arevalo), inc., iloilo city, philippines. martir, c.g. (2014). marine environmental protection: awareness, practices, issues, and concerns among third year students in selected maritime higher education institutions (mheis). jblfmu graduate school research journal, volume 7, no. 1, page 33. iloilo city, philippines. mei, n. s. et al. (2016). environmental awareness and behaviour index for malaysia. procedia social and behavioral sciences 222 (2016) 668 – 675. www. sciencedirect.com orquinaza, n.b., and cantor, s.s. (2017). waste management among the residents of barangay pangpang norte, mambusao, capiz, philippines. college of business research journal, jblfmu-molo. volume 1, no. 1, page 49-61. iloilo city, philippines. solis, t.a., martir, c.g., and sepaya, j.s. (2013). environmental knowledge among residents of buenavista, province of guimaras. jblfmu – research journal, volume 6, no. 1, 27-59. iloilo city, philippines. yan, g., et al. (2012). change trend of public environmental awareness in shanghai (2007 to 2011). energy procedia 16 (2012) 715-721. www.sciencedirect. com https://journals.e-palli.com/home/index.php/ajmri mailto:10.1080/10962247.2021.1972054?subject= pa ge 1 pa ge 12 3 american journal of multidisciplinary research and innovation (ajmri) numerological study proposing new names for sri lanka and rupees for better prosperity i.u.wanigasekera1* volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1057 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 07, 2022 accepted: december 17, 2022 published: december 23, 2022 our country got many setbacks after it changed the name from ceylon to sri lanka. in the ceylon days we were one of the best countries of asia. even singapore wants to be similar to our country. however, after the name was changed to sri lanka tamil elam war and economic problems started in the country and it became one of the worst countries in asia. in this paper authors tried to search that whether there was any impact on the name change to the existing prosperity of the country based on accepted numerological principles. also, it was tried to study the possibility of a new name be applied to solve the country’s ongoing economic crisis and other related issues. a new name was proposed based on the numerology and a program was operated in an infinite loop of computer. results were obtained by analyzing the media news on economic progress of the country. numerology is a subjective system that can show us another level of interpretation in the matters of life. new names were made according to chaldean numerology and the results were analyzed the after. keywords numerology, mantra, running computer, chaldean, country, currency introduction of all the arts, the art pertaining to the numbers and letters in man’s life is the most ancient one. based on this art, the epics of three gods brahma, vishnu and siva were written. as it is said in the book of pandit sethuraman, science of fortune, numerology describes the invisible powers of nature and their resultant action. (sethuraman, 2014) using numerology, we can make names and mantras. a name is considered a mantra. mantras are mystic sounds which produce certain type of energies. ‘mananath trayathe ithi mantraha’mantra protects the person who recites it (goldman, 2015).this means mantras are primarily invented by great seers for the welfare of the society. a study by gao et al(gao et al., 2019), has found the neurophysiological correlates of religious chanting using multi-modal electrophysiological and neuroimaging methods and emphasized that religious chanting possibly induces distinctive psychotherapeutic effects(gao et al., 2019). paper by dudeja established among many, how a practitioner of mantra meditation can achieve a diseasefree body and successfully perform the journey towards attaining bliss, self-realization and enlightenment (dudeja 2017). the cosmic energy we always receive contains different energies coming from different celestial bodies. if one can chose the correct science and correct syllables they can make mantras such as names of persons, business, countries etc. the correct science applied here is called numerology in english. what happens when a mantra is recited? when we repeatedly utter a mantra, we are tuning to a particular frequency and this frequency establishes a contact with the cosmic energy and drags it into our body and surroundings (dudeja 2017). thus, it helps to balance the energies and to increase the level of a certain type of energy, which promote certain actions and events in our surrounding. for example, if we increase the planet mercury’s energy level, it promotes us to take intelligent steps in business. background invention or the first use of the term numerology has no date. the original idea of numerology is not the technique of calculation which is an old one but the notion is the result which is expressed as a digit carries with it an entire array of character traits (jastrow, 1933). in the book of the secret science of numerology by shirley blackwell, she depicts “a name creates an instant impression. some of us love our names, while others are uncomfortable with theirs and change them. the author further emphasized that “i noticed that the sounds of various names give us different feelings, as though they are energies.” numerology is the fastest way for you to tap into your authentic self which is not the person your parents want you to be, nor the person your friendship circles wants you to be, but the person who finds their own unique niche and creates tremendous overall success within it. methodology all mantras came from the single sacred sound: oonn (dudeja 2017). oonn is a combination of 3 main sounds: aa-vu-ma. (figure 1); aa represents vishnu, the sustainer; vu represents siva, the destroyer, and ma; represents brahma, the creator. aa-also represents the sun, vu-the moon, and ma-the fire. there are more than 150 meanings uncovered from the sound oonn so far. it is said that lord siva was the first to reveal mantras for the welfare of the mankind, through sages. the numerological calculation of a english mantra is given below. the word is amen (this word maybe a 1 demonstrator, faculty of computing, nsbm green university town, srilanka * corresponding author’s e-mail: udarath.w@nsbm.ac.lk https://doi.org/10.54536/ajmri.v1i6.1057 https://journals.e-palli.com/home/index.php/ajmri pa ge 12 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 123-126, 2022 figure 1: the symbol of oonn derivation of oonn) numerological calculation based on chaldean system gives values for letters. a=1 m=4 e=5 n=5 thus, the word amen counts as 15. based on the objective of this paper, the numerological calculation of the name sri lanka and analyze is given below. s r i l a n k a 3 2 1 3 1 5 2 1 3+2+1+3+1+5+2+1=18 based on chaldean system word sri lanka represents number 18 (cheiro pg 370). analysis of number 18 revealed “a rayed moon from which blood drops are falling. it is a symbolic of materialism striving to destroy the spiritual side of nature. it generally associates a person with bitter quarrels. also, it associates with war. social upheavals and revolutions. when this compound number appears in working out dates in advance such a date should be taken with a great amount of care, caution and circumspection” (cheiro pg 370). • it generally associates a person with bitter quarrels, even family ones. • this nature is evident through many of the political leaderships of sri lanka • also, with the recently concluded war. further through social upheavals, revolutions such as july revolution in 1983, and the aragalaya. this suggests change in the method of writing the name of the country and it is proposed here as sree lanka. numerological analysis of the proposed new name is given below. s r e e l a n k a 3 2 5 5 3 1 5 2 1 3+2+5+5+3+1+5+2+1= 27 according to the chaldean system this new name represents the number 27 (cheiro pg 373) according to the numerology, the number 27 is a good number symbolizing ‘the sceptre’. it indicates that reward will come the productive intellect; that the creative faculties have sawn good seeds that will reap a harvest… it is a fortunate number if it appears in any connection with future events. according to the numerology, lanka will be a great country if we use this number. analysis of the name of the currency use in sri lanka is given below. 2+6+8+5+5= 29 according to chaldean system the word rupee represents the number 29. a name indicating no. 29: according to cheiro, (cheiro, 2011) those under this name number often find it necessary to go to court to settle disputes. r u p e e s 2 6 8 5 5 3 they will experience all sorts of problems in their families and will generally be let down by family and friends. those who praised them yesterday may curse them today. these people live a life of mental agony and sorrow with their life partner. they get into deep troubles with the opposite sex. any remedial measures taken to come out of such troubles may result in delayed solutions and huge loss of money and this aggravates the existing problem too. the personal life will be full of ups and downs. family life consists of events similar to the feats in a circus! unless the name number is corrected properly, these people will encounter problems forever. (sethuraman, 2014) hence it is proposed to write the name of the currency as “rupees” by using two letter of “p” 2+6+8+8+5+5+3= 37 according to the chaldean system the proposed word r u p p e e s 2 6 8 8 5 5 3 ruppees represents number 37. analysis of name no. 37: this is a very lucky number. it will lift even an ordinary person to the most prominent positions in life. it brings success in love and the patronage of the elite. these people will have good friends from both sexes. they will be greatly favored by men if they are women and vice versa. as a result, their lives will improve greatly. people will come forward to invest their capital with such people. accumulation of money and wealth will be easy through various means. they will have an active interest in the fine arts and in all probability, lead comfortable and luxurious lives. they will be renowned for their pleasing manners and countenance. some of them will be philanderers because of their casual attitude towards opposite sex. this number, which gives unexpected success, is a desirable one (sethuraman, 2014). implementation the names proposed and its analysis instead of the name sri lanka is given above and the next was its implementation phase. for implementation, a computer was used with a infinite loop to run the proposed names sree lanka and ruppees in it. (figure 2) running a computer loop resembled chanting mantras. the starting date of running the programme 1st august 2022. thereafter, developments of the country were carefully watched through news and media in systematic manner. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 123-126, 2022 the program that ran on the computer is below #include <stdio.h> #include <stdlib.h> int main() { for(;;){ printf(“sree lanka\n”); printf(“ruppees\n”); } return 0; } results the table 1 indicates the events reported in the media during the study period after implanting the newly proposed names. favorable news adverse news for the country sri lanka fuel prize went down in 2022 august 4 and also yupun abeykoon and another one got medals at common wealth games after 24 years. a few picketing and agitation/ violence was occurred after august 1 to september 20, 2022. imf has approved 2.9 billion dollars to sri lanka in september 1, 2022 us aid samantha power has approved 65 million dollars to to sri lanka. power has approved 65 million dollars to sri lanka. sri lanka has won t20 asia cup final on 11 september 2022. also, sri lanka has won the asian netball championships. the tallest building in south asia “nelum kuluna” opened for general public. discussion numerological analysis of the name of a developed country is given below. america=1+4+5+2+1+3+1=17 according to chaldean the word america represents the number 17 (cheiro, pg 370) “number 17 is a symbol of peace and love…the person represents have risen superior in spirit to the trials and difficulties of his life or his career. it is a fortunate number if it works out in relation to future events” (cheiro, pg 370). some other countries having good numbers according to numerology include canada, switzerland, bangladesh, china and denmark. some names of countries with unlucky numbers based on numerology somalia (number 20), venezuela (number 43), zimbabwe (number 28), iran (number 9), lebanon (number 28), england (number 26), japan (number 16), india (number 12). (worst countries to live in 2021, n.d.) on the other hand, there are some other countries whose real performance and their numerological number of the name of the country do not obey the numerological readings. some of those countries are given below. (world population review, 2021) afghanistan (number 37) the number is lucky according to numerology. however, afghanistan has a war. madagascar (number 23) -despite having a lucky according to numerology the country is a very poor country. singapore (number 35) – despite having an unlucky number according to numerology, a good country explanation of the above situation is beyond numerology and it appears intervening of another force which neutralize or balance the powers. however, based on the prediction afghanistan and madagascar will be good countries in the future. conclusion based on the results obtained, a positive change in the country and economy have been visible between the recent time period from 1st august, 2022 to 26th september, 2022. based on numerological analysis, most of the developed and countries considered as good have good numerology such as america, china, canada etc. most underdeveloped countries have bad numerology such as iran, somalia, lebanon. according to the study, numerology names seems to have an impact on the country and the places it is used. furthermore, the authors like to continue the research for another 6 months with a running computer to obtain more data on the proposed new name’s impact to the country and the economy. acknowledement authors wish to thank the staff of faculty of computing, nsbm and the it department of nsbm for allowing to use a computer to run the program and professor navaratne, professor kaluarachchi and professor iresha of university of colombo for their assistance provided. figure 2: panel 1 and 2: the proposed new names for the country and its currency, “sree lanka” and “ruppees” running in computer infinite loop. table 1: events reported in the media during the study period after implanting the newly proposed names panel: 1 panel: 2 https://journals.e-palli.com/home/index.php/ajmri pa ge 12 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 123-126, 2022 references cheiro. (2011). cheiro’s book of palmistry, numerology and astrology (1st edition). goodwill publishing house. dudeja, j. p. (2017). scientific analysis of mantra-based meditation and its beneficial effects: an overview. international journal of advanced scientific technologies in engineering and management sciences, 3(6), 21. https:// doi.org/10.22413/ijastems/2017/v3/i6/49101 gao, j., leung, h. k., wu, b. w. y., skouras, s., & sik, h. h. (2019). the neurophysiological correlates of religious chanting. scientific reports, 9(1), 1–9. https:// doi.org/10.1038/s41598-019-40200-w goldman, j. (2015). the divine name : invoke the sacred sound that can heal and transform. hay house, inc. how numerology works. (2007, march 28). howstuffworks. https://science.howstuffworks.com/science-vs-myth/ extrasensory-perceptions/numerology.htm#pt3 jastrow, j. (1933). science and numerology. the scientific monthly, 37(5), 448–450. http://www.jstor.org/ stable/15626 o’hare, e. (2019). cheiro (1866-1936). the green book: writings on irish gothic, supernatural and fantastic literature, 13, 38–42. https://www.jstor.org/ stable/48536213 sethuraman, g. (2014). my fortune : the mystic key to your success through numerology. guruswamy llc styles, s. (n.d.). about numerology faq’s. 365 pin code. retrieved december 12, 2022, from https://365pincode.com/about-numerology-faqs/ world population review. (2021). poorest countries in the world 2020. worldpopulationreview.com. https://worldpopulationreview.com/countryrankings/poorest-countries-in-the-world worst countries to live in 2021. (n.d.). worldpopulationreview. com.https://worldpopulationreview.com/countryrankings/worst-countries-to-live-in https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 12 0 american journal of multidisciplinary research and innovation (ajmri) infographics in guided discovery lessons for grade 6 science erick l. medrano1*, cesario y. pacis2 volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.490 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 10, 2022 accepted: august 12, 2022 published: august 15, 2022 the department of education is delving into instructional material development to support students learning. this study aimed to develop infographics in guided discovery lessons (igdl) for grade 6 science. it investigated the learning competencies in science 6 that can be best taught using infographics as perceived by teachers. also, it determined the effectiveness in improving the performance among the learners. the study used the descriptive research design employing research and development methodology. it surveyed 162 science teachers from the schools division of ilocos norte on the essential competencies using needs assessment survey. the developed infographics was validated by experts and tried out to the grade 6 pupils of san nicolas elementary school. a researcher-made pretest and posttest were used to determine the effectiveness of the infographics. result showed that 46.67% of the science 6 learning competencies were best taught using infographics. the learning resource management and development system evaluation tool for print materials was utilized for the content validity of the igdl. in terms of content, instructional and technical qualities, the igdl was evaluated as valid. this implies that igdl can be utilized in the acquisition of science concepts. the tryout result revealed that the level of performance of learners improved from needs improvement to very satisfactory level. t-test showed a significant difference between the level of performance of the grade 6 learners in the pretest and posttest mean scores. thus, the igdl improved the students’ performance, and it can be used as instructional material in teaching concepts in science. keywords infographics, guided discovery lessons, instructional materials development, grade 6 science, most essential learning competencies 1 schools division of ilocos norte, ilocos norte, philippines. 2 mariano marcos state university, laoag city, philippines. * corresponding author’s e-mail: erick.medrano@deped.gov.ph, introduction filipinos regard education as the primary avenue for upward social and economic mobility. they believe that having one will enable them to enjoy matatag, maginhawa, and panatag na buhay. in addition, the philippine government uses its fiscal, monetary, and regulatory policies to direct the country’s development toward achieving ambisyon natin 2040. by 2040, the philippines would have developed into a stable middle-class society with no poverty. people are creative and wise, and they live long and safe lives. then there’s a country with a high level of confidence, where families flourish in vibrant, culturally diverse, and resilient communities. according to the secretary of the department of education, hon. leonor magtolis-briones, education is the most effective means of achieving the nation’s development goals. the enhanced basic education act of 2013, also known as republic act no. 10533, adopted a policy of providing a complete, adequate, and integrated system of education that meets the needs of the people, country, and community. similarly, filipino basic education graduates will be empowered individuals who have learned the foundations for lifelong learning, the ability to work and be productive, the ability to coexist in high-yielding harmony with local and international communities, and the capability to engage in entrepreneurship through a program based on educational principles and geared toward excellence. moreover, the department of education has the responsibility, accountability, and authority to allow filipino learners to receive a quality, accessible, relevant, and liberating basic education based on a pedagogically sound curriculum that meets international standards; prepare senior high school graduates for college, technical and vocational job opportunities, as well as sport, entrepreneurial, and creative arts employment in a rapidly changing and increasingly globalized environment; and make education responsive and learner-oriented to the needs, cultural capacity and cognitive, the circumstances and diversity of learners, learning centers, schools, and communities through the suitable dialects/languages of teaching and learning. today, filipino learners need lifelong learning; however, the country’s educational system is in crisis. the country’s educational standard was spotlighted in 2019, as shown by the findings of both national and international evaluations of student success, which highlighted filipino students’ poor performance (malipot, 2019). hon. leonor briones, deped secretary, stated that filipino students’ performance in large-scale assessments such as the national achievement test (nat) revealed low proficiency levels in mathematics, science, and english. aside from the nat results, the department of education released the results of the programme for international student assessment (pisa) 2018, in which the philippines came in last out of 79 countries and was near the bottom in science and mathematics (san juan, 2019). according to alonsabe (2018), one of the reasons for filipino learners’ dismal performance in international and local assessments is the quality of learning resources, evaluative devices, and teaching materials. furthermore, https://doi.org/10.54536/ajmri.v1i3.490 https://journals.e-palli.com/home/index.php/ajmri pa ge 12 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 sub-standard and obsolete textbooks, lack of science apparatus, and learning materials significantly affect the students’ learning condition. subjects do not even have the prescribed books. ambag (2018) revealed that deped faces many challenges in textbook quality like flooded with errors, poor and obsolete, and does not conform to competencies and learning skills. with this kind of problem in the philippines’ educational system resulting in filipino learners’ dismal performance, it is in this context that the development of instructional materials is deemed necessary. in almost every instruction, the teacher prepares teaching and learning resources to supplement the learners’ interest and understanding. through the advancement of technology, teaching and learning have been revolutionized and the learning environment set up became electronically and technologically empowered that allows learners to capture the lessons without discarding their enthusiasm for quality learning. one of the instructional materials that can be developed, utilized, and implemented in teaching science concepts is infographics. infographics are instructional materials to assist the pupils in comprehending science concepts. infographics are the combination of the words “information” and “graphics.” smiciklas (2012) defined infographics as a presentation of data or ideas that attempt to transmit complicated ideas and concepts to viewers in a manner that can be immediately absorbed and easily understood. recent studies have pointed out that 75% of the brain’s information comes from the visual format (williams, 2009). nowadays, many clients and designers prefer infographics design as a recent common design and visualization tool to convey their messages visually exciting and engaging while presenting essential data and details (hassan, 2016). the picture tells a thousand words is an expression that fits in the so-called term infographics. infographics, according to gamonal (2013), are more than just images. the main aim is to simplify the complex and clarify how complicated anything is in the most precise way possible using graphical language (rueda, 2014). more importantly, when engaging with it, infographics give fun and gratification to the student’s learning style and help promote robust retention, learning, and comprehension of ideas (lyra, et al., 2016). it is in this context that stirred up the researcher to develop an infographics in guided discovery lessons to address the scarcity of learning resources and be used as supplementary instructional material to help learners in the acquisition of scientific knowledge, concepts, and skills, thereby supporting the delivery of lessons in the k to 12 basic education curriculum particularly the science education. likewise, this helps grade 6 learners develop their basic science processes, problem-solving, critical thinking, and information literacy skills. literature review on infographics and its effectiveness the ways in which information is offered and accessed have shifted in the 21st century. there has been increasing and escalating interest in using the ability of technology to deliver information visually to attract the attention of learners in school and in the community. this led to the need for new pedagogies, strategies, approaches, and methods of teaching and learning that are more learnercentered (davidson, 2014). defining infographics data visualization is a technique for transforming data into a visual form, while infographics express a full story portraying a message with images, sentences, and design elements. to put it another way, an infographic is a full product that tells a story. simultaneously, data visualization is used to create infographics (krum, 2013). the word infographics (coinage for information graphic) is described by islamoglu et al. (2015) as a modern type of data visualization that is well-known for its effectiveness in conveying information in both print and digital settings. infographics, according to locoro et al. (2017), are a tool that tells users. the contents of infographics are arranged in detail, understood, and interpreted by the audience, according to dunlap and lowenthal (2016). additionally, ozdamli, kocakoyun, sahin, and akdag (2016); tugrul (2017); and uygarer and uzunboylu (2017) believe that infographics are an extremely beneficial portal for transmitting information, as they simplified data in a complex and lengthy document. bradshaw and porter (2017), on the other hand, propose that infographics are a unique way of visually conveying condensed details while still having an interesting impact on its characteristics. on the other hand, krauss (2012) defines infographics as a visual image used to represent data. according to him, the traditional k to 12 curriculum supports reading and writing in interpreting events, self-expression, and meaning. however, it is significant to consider that when the learners take an active role in learning engagement, it encourages meaning-making and understands what has been experienced. meanwhile, as one of the goals of infographics, it is believed that the more nuanced knowledge on a particular subject is portrayed understandably and visually, the more it makes sense to the recipient. it should contain data that is both catchy and understandable in order to facilitate visual transfer. people can be persuaded, guided, and mobilized using infographics if they have visual content and useful features. toth (2013) describes infographics as a visual presentation with a combination of text that provides the viewer with both qualitative and quantitative information. infographics, according to smiciklas (2012), are a type of image that combines information and design and allows individuals and organizations to convey messages to a group of people in a concise manner. graphics, phrases, and design elements are the key components of infographics. infographics are made up of text of varying lengths, pictures with varying quantities of https://journals.e-palli.com/home/index.php/ajmri pa ge 12 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 data ranging from theoretical to life-like, and graphical elements like arrows, movement lines, zoom boxes, and other accentuating devices (holsanova, holmberg and holmqvist, 2012). use of infographics as a strategy the general aim of using infographics, according to holsanova, holmberg, and holmqvist (2012), is to explain and classify problems so that readers can easily conceptualize and comprehend complex ideas and processes. the main goal of infographics was refined by lamb and johnson (2014) into five specific purposes: (a) visualizing complicated relationships; (b) arranging ideas in a useful way; and (c) telling a story to relay ideas with words and images in an entertaining way rather than using just words. (d) making data meaningful with analogies, patterns, and examples to turn data into information; and (e) efficiently comparing information. krum (2013) divided the goals of infographics into three groups, similar to that of public speaking: to inform, entertain, and motivate the audience. infographics, like public speeches, begin with an introduction to arouse the reader’s interest and encourage them to spend time studying them. it concludes with a question that asks readers to say what they want to do with the knowledge they’ve just learned. the statement released by visual.ly inc. (2013), a website that shares data visualization, states that infographics present complex and challenging data rapidly and concisely. it also integrates images and text to convey information. it also involves patterns or trends that make it easy to comprehend and compare with text alone. more so, it is engaging and beautiful to the audience who put to use this remarkably awesome stuff. lamb and callison (2012) support that infographics materials are vital for 21st-century learners in content areas. it enriches the pupil’s understanding and offers an opportunity to involve pupils in learning multidisciplinary subjects that include reading an expository text in which they find difficult. it also plays a provocative act in active studying. kharbach (2012) mentions the widespread utilization of infographics in instruction and learning, which becomes a necessary tool in magazines, newspapers, and digital media proportionate to social media like twitter and youtube, which deliver information, not just only text but its educational capacity in visual communication. lamb and callison (2012) assert that infographics can help the audience envision the “big picture” of the ideas troublesome and laborious to comprehend. the study of gebre and polman (2015) suggested that using infographics in science education as an instructional tool is vital because it must need core examination. it must be related to existing infographics and involve learners in producing their infographics to understand topics and concepts. the results illuminated the different aspects of educators’ view on designing infographics’ quality features that can withdraw learners’ attention in the classroom incorporated by it. the approach taken by the researchers to have the education and graphic design experts participate in the study proved valuable in gaining insight into the construction of infographics. however, uncovering student perceptions of the same infographics would be of great help and necessary to grasp how students decode the information would help them know how to use infographics in science education effectively. tuncali (2016) utilized infographics to spread awareness on environmental concerns and concluded that infographics are beneficial instruments in initiating consciousness in an ecological event and transpiring a specific communication to individuals and groups of people utilizing social channels facebook, twitter, and instagram, and the like. pirasenko and bndarev (2016) concluded the great importance of infographics on foreign language study and educational technologies integration, which was seen to be entertaining, thought-provoking practicable to learners and viewers. further, bradshaw and porter (2017) explored about the use of infographics as a modern and up-to-date instructional tool in nursing education. it showed that nursing mentors must know the basics of infographics making and make sense and utilize this medium in their respective classes to deliver unified information and be used likewise in clinical education. according to dunlap & lowenthal (2016), infographics reinforce attention from an instructional standpoint, reduce cognitive load, create visually appealing artifacts, enable or construct schema by using symbols and knowledge of learners. in the study of davis and quinn (2014), infographics can help with writing and reading comprehension. it also improved critical thinking and synthesizing skills while clarifying difficult subjects like science, history, and math. in addition, according to dur (2014), infographics will help students improve their academic performance. it can also help students improve life skills and attitudes like science, systematic thinking, and teamwork. infographics can be used for hands-on learning and problem-solving, according to davidson (2014), while meacham (2015) views them as a means of interaction. elements and qualities of good infographics. according to all meanings in the literature, infographics should depict a plot, a concept, or a method, and use an attention-grabbing design to clearly illustrate multifaceted facts. as a result, topics and concepts that will be portrayed as infographics should be visually appealing, tell a story, and convey a message (lamb & johnson, 2014). infographics show the same details that can be displayed in a conventional manner using just words or a combination of words and images. infographics are an important visualization tool that caters to understanding and learning complex knowledge in simple typography, according to lankow, ritchie, and crooks (2012). infographics, on the other hand, are created using graphic elements such as color and https://journals.e-palli.com/home/index.php/ajmri pa ge 12 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 typography, as well as content-related layout elements such as charts, schemes, tables, and the like. in the teaching and learning process, the use of complete graphics and design elements can be crucial and essential. the designs and elements in infographics are not new, according to dick (2014). pictures, forms, symbols, graphics, and texts are all used to express ideas and details. it is clear that infographics’ creativity in ensuring knowledge transfer is being used in content creation. briefly, tuncali (2016) claims that infographics turn knowledge into a clear and explanatory visual narrative by transforming current data used in the graphic information. according to krum (2013), infographics should contain an introduction, key message, and conclusion that corresponds to the story’s format. similarly, davis and quinn (2013) specified some factors like the determination of the motive, the decision on the infographics’ functional elements, determining the infographics, presenting data, where the audience can apprehend, and creating all essential characteristics of infographics, which are helpful and convincing. and the study of lankow, ritchie, and crooks (2012), the key goals of infographics are visual appeal, understanding, and retention. the technical characteristics of these goals differ depending on the infographic’s intent. according to krauss (2012), visually representing information and data engages other brain segments, allowing individuals to view an issue from various perspectives. foschiera, et al. (2014) assert that infographics are an image-rhetorical text which consists of spoken ingredients related to pictorial data such as image, map, photos, graphics and the like. it enables the reader to meet the needs of data used by the reader audience in decoding hard-to-tell ideas. infographics should have significant features like appreciating the aesthetic appeal, utilizing titles and pictures appealing to the audience. it needs the quality of being clear enough to read. it also presents the extent of emotions that can be glanced to the language and array of pigment used. it includes an immense desire to use definite illustrations and terminologies. also, it explores concise references and statistics relevant to the data. according to alshehri & ebaid (2016), infographics should be organized to make an effect on users and readers when accurately representing ideas. visual graphics from multimedia activities provided a highly efficient learning outcome because it involved a dynamic, practical, and tellingly presentation. visual representations, as well as a supportive learning atmosphere, can assist teachers in simplifying the elaboration of lessons for students. kibar’s study (2016) presents a model of infographics as a means of strategic learning. he said that a developer and maker of infographics should be knowledgeable of content, must be skillful in designing visually, and must be adept in implementing digital design so that lay-outing of such will be helpful and impressive. effectiveness of infographics vanichvasin (2013) conducted a study with twenty (20) fourth-year undergraduate students to investigate the effectiveness of using infographics. the result showed that the use of infographics could elevate the understanding and permanence of visual communication ideas. hence, it can improve the kind of learning when utilized as a tool for learning. it was noted that the material developed can arouse the pupil’s attention in understanding the text and the whole concept and ideas. alshehri and ebaid (2016) investigated and employed an experimental method by administering pretest and posttest in mathematics where interactive infographics were used. the results showed that interactive infographics were useful devices in delivering curriculum and instruction to learners and mathematics subjects at grade school. the study of sudakov, et al. (2014) presented a computerized banner sequence that used infographics, allowing learners to comprehend more quickly. the posters were designed to utilize in mathematics undergrad subjects to cater to the actual, accurate, and detailed paradigm of incorporating science climates in mathematics. hence, revealing that 50% of the learners agree that infographics were a fascinating and potent way of fostering and increasing interest in learning concepts. also, it is an essential tool in the education system and shows functional integration in the classroom to demonstrate the application of mathematics. to build the contact channel between the site and the user, rueda (2014) used infographics to plan audio-visual contents presented by the usable adaptive hypermedia system (shau). the creation of information of 30 students before and after using the shau 2.0 was researched and analyzed using a quantitative approach using the anova method. the findings revealed that creating audio-visual contents based on graphic design using infographics with cutting-edge technology enhances the learning process. in the research conducted by al-mohammadi (2017), it employed the two-group quasi-experimental design on sixty-four student participants. the investigation indicated the efficiency of utilizing the infographics procedure in teaching the program fundamentals to develop analytical and rational expertise. ozdamli, et al. (2017) investigated designing infographics and evaluating their usefulness. the investigation revealed a significant and positive difference in the views of 43-grade school teachers and 51 elementary pupils before and after training on the management and self-value of infographics design in a specified learning environment. the effectiveness of graphic information usages in grammar education was investigated by rezaei and sayadian (2015). they used an experimental design, and infographics were introduced and implemented to the learners in the experimental group. in a non-test group, on the other hand, the conventional approach was used. the results show the positive effect of applying infographics to the grammar study and improvement of the learners. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 cifci (2016) investigated the impact of infographics on student achievement and attitudes toward geography lessons. students’ academic performance and motivation improved when infographics were used in the lessons. the visual and verbal skills of the students were also enhanced. furthermore, the study discovered that infographics can be used efficiently and widely in geography lessons at various grade levels as graphic learning content. similarly, where students’ achievement and attitudes in geography lessons are poor, infographics are recommended for use in class discussions. ashehri and ebaid (2016) developed an interactive infographic-based instructional design model for teaching mathematics. the findings show a significant difference between the mean scores of students in the experimental and control groups in the post-achievement test at the 0.05 degree of confidence. additionally, interactive infographics are effective teaching and learning resources in teaching mathematics in the elementary level. in light of the literature mentioned above, the use of infographics as a visual learning tool is effective, as evidenced by richard’s mayer cognitive theory of multimedia learning (ctml). the ctml was created as a result of research into how people learn and what constitutes significant learning. visual and verbal stimuli are received through two separate channels, each with reduced processing power. only when the necessary cognitive mechanisms for selecting, organizing, and integrating knowledge are used will meaningful learning occur. materials and methods research design this study employed the descriptive research design using the research and development methodology. this deals with the process of establishing, validating, and investigating instructional materials for instruction and representing education outputs targeted. this study was conducted in three (3) phases: 1) planning phase; 2) development phase; and 3) validation phase. figure 2 shows the stages followed in the development of the infographics. population and sample three sets of respondents were utilized in this study. in the planning stage, all grade 6 science teachers of sdoin were involved in answering the needs assessment survey. in the validation of the infographics in guided discovery lessons, the panel of experts/validators composed of two master teachers, one school head, two professors from the academe, and two supervisors were tapped to review and score the validity of the infographics. respondents were chosen based on their field of interest, availability, and expertise. for the third set of respondents, one group pretest-posttest experimental design was used. twenty (26) grade 6 learners were involved in the study. the non-probability purposive sampling technique was used in the selection of samples in the study. instruments there were three (3) research instruments used in this study, namely: needs-assessment questionnaire, validation rating scale, and researcher-made test. the needs assessment questionnaire is necessary to determine the learning competencies in grade 6 science that can be best taught using infographics. the questionnaire contains the following parts: part i is the teacher respondents’ personal information; part ii is the information regarding what learning competencies in grade 6 science teachers perceived can be best taught using infographics. below is the evaluation criterion scale qualitative description 3 competency that can be best taught using infographics (cbt) 2 competency that may or may not be taught using infographics (mnt) 1 competency that cannot be taught using infographics (cnt) meanwhile, the validation rating scale, which utilized the learning resources management and development system (lrmds) assessment and evaluation rating for print and poster resource materials adopted from deped 2008, regional handbook in content evaluation of supplementary materials, was used to evaluate the igdl. the five-point scale scheme is used in determining the validity of the igdl. the experts assessed the igdl in terms of content, instructional, and technical qualities. responses to evaluation criterion were indicated and interpreted using the following five-point scale: scale description qualitative description 5 excellent embodies total applicability of the criterion requirement 4 very satisfactory embodies considerable applicability of the criterion requirement 3 satisfactory embodies some applicability of the criterion requirement 2 fair embodies limited applicability of the c riterion requirement 1 poor fails to address the criterion requirement. lastly, the researcher-made test, which comprises 30 items based on the learning competencies from the second quarter, was used to measure the effectiveness of the developed igdl. this was given to the grade 6 pupils before and after the use of the infographics developed. the test was validated by three master teachers and two school heads who have taught science for at least five years. the test was sent to the validator’s email address and then returned to the researcher to incorporate the suggestions and recommendations. data gathering procedure before the data gathering, the researcher secured ethical clearance from the university research ethics review board (urerb). then, permission to conduct the study was requested from the schools division superintendent (sds) and the concerned school heads, https://journals.e-palli.com/home/index.php/ajmri pa ge 12 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 table 1: learning competencies in grade 6 science that can be best taught using infographics as perceived by the teachers. quarter learning competencies mean descriptive interpretation 1st quarter 1. explain how the organs of each organ systems work together 2.97 cbt 2. report on the importance of maintaining proper body functioning of these systems 2.17 mnt 3. examine the characteristics that distinguish one vertebrate from another and serve as a basis for their classification. 1.80 mnt 4. determine the distinguishing characteristics of invertebrates and vertebrates 2.41 cbt 5. observe rare animals found in the tropical rainforests, coral reefs, and mangrove swamps. 1.79 mnt who supervised the teacher-respondents and learners. data gathering started upon approval of the requests. all respondents and panel of experts/validators were given detailed instructions on how to complete the survey questionnaires and the validation of the infographics in guided discovery lessons. in the needs assessment survey, the researcher asked sds’s permission to post the online survey questionnaire in sdoin facebook infoboard for faster consolidation of results and data gathering. for convenience and efficiency, the researcher used google forms to collect the respondents’ responses. the learning competencies that can be best taught using infographics as perceived by teachers were used as the bases for the development of infographics in guided discovery lessons (igdl). in the validation of the material, the igdl and validation tool were sent to the experts/validators’ panel through their email addresses. the validators’ comments and suggestions were used as bases for the refinement and final revision of the idgl. to test the effectiveness of the developed infographics, a tryout to grade 6 pupils was conducted. pretest and posttest were administered online using the quizalize application. the results of the test were automatically recorded and analyzed in the application. after the pretest, the infographics in guided discovery lessons was introduced to the grade 6 pupils through online modality. then, the posttest was administered through the quizalize application. the pretest and posttest scores were computed, tabulated, compared, analyzed, and interpreted to measure the effectiveness of igdl. data analysis mean was used in determining the learning competencies in science 6 that can be best taught using infographics. the mean of each competency was interpreted using the ranges of means with the corresponding descriptive interpretation. range of means descriptive interpretation 2.35 3.00 can be best taught using infographics (cbt) 1.67 2.34 may/may not be taught using infographics (mnt) 1.00 1.66 cannot be taught using infographics (cnt) furthermore, mean was also used to describe the validity of the infographics in terms of content, instructional and technical qualities. this was interpreted using the following range of means, with their corresponding descriptive interpretations: range of means descriptive interpretation 4.20 5.00 very highly valid (vhv) 3.40 4.19 highly valid (hv) 2.60 3.39 moderately valid (mv) 1.80 2.59 slightly valid (sv) 1.00 1.79 not valid (nv) meanwhile, pretest and posttest scores were interpreted using the following range of scores with corresponding descriptive interpretations: range of mean scores descriptive interpretation 25 – 30.00 outstanding (o) 19 – 24.99 very satisfactory (vs) 13 – 18.99 satisfactory (s) 7 12.99 needs improvement (ni) 0 6.99 poor (p) moreover, the means of the pretest and posttest were computed. to determine the significant difference of the mean scores before and after using infographics in guided discovery lessons, a t-test for dependent samples was used. results and discussion results learning competencies in grade 6 science that can be best taught using infographics table 1 shows the result of the survey among grade 6 teachers on their perceived learning competencies that can be best taught using infographics in teaching science. the essential competencies were ranked according to teachers’ perceptions of the learners’ needs in grade 6 science. (rpms manual, 2018). thus, the level of learners’ a https://journals.e-palli.com/home/index.php/ajmri pa ge 12 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 2nd quarter 6. compares spore-bearing plants with cone-bearing plants 1.72 mnt 7. describes ferns and mosses life cycles 2.06 mnt 8. communicates propagation techniques 2.13 mnt 9. discuss the interactions among non-living and living things in coral reefs, tropical rainforests, and mangrove swamps. 2.96 cbt 10. describe the physical conditions of tropical forests, coral reefs, and mangrove swamps 1.98 mnt 11. communicate the importance of feeding relationships among living things in the ecosystem 2.31 mnt 12. explain the need to conserve and protect tropical forests, coral reefs, and mangrove swamps 2.65 cbt 13. communicates propagation techniques 2.13 mnt 14. discuss the interactions among non-living and living things in coral reefs, tropical rainforests, and mangrove swamps. 2.96 cbt 15. describe the physical conditions of tropical forests, coral reefs, and mangrove swamps 1.98 mnt 16. communicate the importance of feeding relationships among living things in the ecosystem 2.31 mnt 17. explain the need to conserve and protect tropical forests, coral reefs, and mangrove swamps 2.65 cbt 3rd quarter 18. infers that gravity and friction affect people and objects 2.73 cbt 19. demonstrate how sound, heat, light, and electricity can be transformed from one form to another 2.72 cbt 20. manipulates simple machines & describes their characteristics and uses 2.46 cbt 21. demonstrate practical and safe use of simple machines 2.06 mnt 22. identify electrical devices at home and school that converts electrical energy to light, heat, sound, and motion 2.26 mnt 4th quarter 23. describe the changes in the earth’s surface as a result of earthquakes and volcanic eruptions 2.85 cbt 24. describe warning signs of an earthquake and volcanic eruption 2.28 mnt 25. enumerates what to do before, during, and after the earthquake and volcanic eruptions 2.94 cbt 26. collects and interprets data on the weather 2.23 mnt 27. describe the different seasons in the philippines 2.38 cbt 28. differentiates between rotation and revolution and describe the effects of the earth’s motion 2.48 cbt 29. compares the planets of our solar system 2.40 cbt 30. constructs a model of the solar system that show the relative sizes of each planet and the relative distances from the sun 2.31 mnt legend: range of means descriptive interpretation 2.35 3.00 can be best taught using infographics (cbt) 1.67 2.34 may or may not be taught using infographics (mnt) 1.00 1.66 cannot be taught using infographics (cnt) validity of the infographics in guided discovery lessons the developed infographics was validated in terms of their content quality, instructional quality, and technical quality using the content validation rating scale adopted from the lrmds evaluation tool for print and poster of the department of education. content validity. table 2 shows that all criteria in evaluating the content quality of igdl obtained mean scores ranging from 3.86 (hv) to 4.86 (vhv). according to the validators, the content of the igdl is consistent with topics/skills found in the deped learning competencies for the subject and grade/year level it was intended (4.86) and contributes to enrichment and reinforcement or mastery of the identified learning objectives (4.86). however, the content that promotes and stimulates critical thinking got the lowest mean (3.86) among the items in validating the content quality. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 table 2: mean rating on the content quality of the infographics criteria mean descriptive interpretation 1. content reinforces, enriches, and leads to the mastery of certain learning competencies for the level and subject it was intended. 4.71 vhv 2. content is consistent with topics/skills found in the deped learning competencies for the subject and grade/year level it was intended. 4.86 vhv 3. content contribute to enrichment and reinforcement or mastery of the identified learning objectives. 4.86 vhv 4. content is accurate. 4.57 vhv 5. content is up to date. 4.29 vhv 6. content promotes and stimulates critical thinking. 3.86 hv 7. content conveys a clear message of the subject or topic. 4.71 vhv 8. content is relevant to real life. 4.43 vhv 9. content is logically developed and organized. 4.57 vhv 10. content makes use of clear and easy-to-understand information and graphics. 4.71 vhv overall mean 4.56 vhv legend: range of means descriptive interpretation 4.20 5.00 very highly valid (vhv) 3.40 4.19 highly valid (hv) 2.60 3.39 moderately valid (mv) 1.80 2.59 slightly valid (sv) 1.00 1.79 not valid (nv) instructional validity table 3 shows the favorable responses of validators to all the criteria in the instructional quality of the igdl with weighted mean scores ranging from 4.00 (hv) to 5.00 (vhv). the panel of experts believed that the instructional quality of the igdl arouses and sustains the interest of the learners (5.00), and the material is enjoyable, stimulating, challenging, and engaging (5.00). moreover, the material is appropriate and suitable for the intended users (4.71); colors and graphics are relevant instructional reasons (4.57), and it supports teachers in the delivery of concepts (4.57). on the other hand, two of the criteria under the instructional quality got a mean table 3: mean rating on the content quality of the infographics criteria mean descriptive interpretation 1. the purpose of the material is well-defined. 4.00 hv 2. the material achieves its defined purpose 4.29 vhv 3. the learning objectives are measurable and clearly stated. 4.29 vhv 4. the level of difficulty is appropriate and suitable for the intended users. 4.71 vhv 5. the graphics and colors are appropriate instructional reasons. 4.57 vhv 6. the material effectively stimulates the creativity of the target user. 4.29 vhv 7. the material is enjoyable, stimulating, challenging, and engaging. 5.00 vhv 8. the material arouses and sustains the interest of the learners. 5.00 vhv 9. the material provides relevant background knowledge to have a meaningful understanding of the content. 4.00 hv 10. the material supports teachers in the delivery of concepts. 4.57 vhv overall mean 4.47 vhv legend: range of means descriptive interpretation 4.20 5.00 very highly valid (vhv) 3.40 4.19 highly valid (hv) 2.60 3.39 moderately valid (mv) 1.80 2.59 slightly valid (sv) 1.00 1.79 not valid (nv) of 4.00 with descriptive interpretation as highly valid, namely, the purpose of the material is well-defined, and the developed igdl provides background knowledge to have a meaningful understanding of the content. technical quality it can be gleaned from table 3 that all criteria in validating the igdl’s technical quality obtained mean https://journals.e-palli.com/home/index.php/ajmri pa ge 12 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 scores ranging from 4.29 to 4.86. based on the data presented, the printing of the igdl is of good quality (4.86), illustrations are attractive and appealing (4.86), layout and design are pleasing to look at (4.86), the paper used contributes to easy reading (4.86), and durable binding to withstand frequent use (4.86). on the other hand, the material got the lowest on the items that the layout must have adequate illustrations with text (4.29) and harmonious blending of elements (4.29). table 4: mean rating on the technical quality of the infographics. criteria mean descriptive interpretation 1.prints 1.1 size of letters is suitable to the intended user. 4.57 vhv 1.2 spaces between words and letters facilitate reading. 4.57 vhv 1.3 font is easy to read. 4.71 vhv 1.4 printing is of good quality 4.86 vhv 2. illustrations 2.1 simple and easily recognizable. 4.57 vhv 2.2 clarify and supplement the text. 4.29 vhv 2.3 properly labeled or captioned. 4.71 vhv 2.4 realistic/appropriate colors. 4.57 vhv 2.5 attractive and appealing. 4.86 vhv 3. layout and design 3.1 pleasing and attractive to look at. 4.86 vhv 3.2 simple 4.57 vhv 3.3 adequate illustration with text. 4.29 vhv 3.4 harmonious blending of elements 4.29 vhv 4. paper and binding 4.1 paper used contributes to easy reading. 4.86 vhv 4.2 durable binding to withstand frequent use. 4.86 vhv 5. size and weight of resource 5.1 easy to handle. 4.57 vhv 5.2 relatively light. 4.57 vhv overall mean 4.62 vhv legend: range of means descriptive interpretation 4.20 5.00 very highly valid (vhv) 3.40 4.19 highly valid (hv) 2.60 3.39 moderately valid (mv) 1.80 2.59 slightly valid (sv) 1.00 1.79 not valid (nv) effectiveness of the infographics in guided discovery lessons the developed igdl from the second quarter was utilized in the try-out mainly because it is within the coverage of the study. topics include components of the ecosystem, food chain, food web ecological pyramid, and interactions in the ecosystem. moreover, according to teachers, the second quarter learning competencies that can best be taught using infographics are considered the most essential learning competencies (melcs) recommended by deped during the pandemic. based on the table, the pupils’ scores improved from 11.62 (needs improvement) to 21.35 (very satisfactory). this means that the igdl is a suitable and effective material, as shown by the obtained mean ratings in the pretest and posttest. table 5: learners’ level of performance before and after the administration of the infographics. mean descriptive interpretation standard deviation mean difference t-test p-value pretest 11.62 needs improvement 5.53 9.73 18.224* 0.000 posttest 21.35 very satisfactory 4.66 legend: *significant at 5% level https://journals.e-palli.com/home/index.php/ajmri pa ge 12 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 120-131, 2022 discussion learning competencies in grade 6 science that can be best taught using infographics there were two (2) learning competencies in the first quarter that can be taught using infographics, four (4) in the second quarter, three (3) in the third quarter, and five (5) in the 4th quarter. in addition, the learning competencies with the means ranging from 2.38 to 2.97 were perceived by the teachers that can be best taught using infographics in grade 6 science. moreover, among the 30 learning competencies prescribed by the department of education under the k to 12 bec for grade 6 science, fourteen competencies can be best taught using infographics based on teachers’ assessment. these 14 competencies are congruent to the most essential learning competencies provided by the department of education this time of the pandemic. the identified 14 learning competencies served as the basis for developing igdl for grade 6 science. validity of the infographics in guided discovery lessons for grade 6 science the developed infographics was rated very highly valid in terms of content (4.56), instructional (4.47), and technical (4.62) qualities. the overall mean of 4.55 implies that the igdl is highly recommended for teaching grade 6 science. in terms of content quality, the igdl may contribute to the delivery of concept in science 6. the contents are accurate, up-to-date, carefully planned, and logically developed. according to ozdamli and ozdal (2018), infographics are popular in education since they provide a lot of information in a concise manner. the material is well structured and appealing, promoting and stimulating cognitive abilities. furthermore, the overall mean of the igdl’s instructional quality is 4.47 with a descriptive interpretation of very highly valid. this shows that the developed material can be ideal for teaching science concepts. according to ware (2012), effective infographics materials communicate or convey messages, concepts, and ideas without requiring someone to read the associated text thoroughly. also, singh and jain (2017) suggest that effective infographics increase learners’ motivation and curiosity. the igdl’s technical quality has an overall mean of 4.62 with a descriptive interpretation of very highly valid. the developed infographics features various data visualization, including information, graphics, appearance, layout, background colors, font style and size; illustrations; and diagrams used. the study conducted by krum (2014) confirms that infographics must be unique, innovative, and cost-effective methods for producing media resources (digital and non-digital) with the following components picture, graphs, charts, flow diagrams, and texts. effectiveness of the infographics in guided discovery lessons results of the tryout showed that the pupils’ mean scores improved from 11.62 (needs improvement) to 21.35 (very satisfactory). this means that the igdl is a suitable and effective material for grade 6 science. moreover, the t-test result showed a significant difference at .05 level in the mean scores of learners in the pretest and posttest. it implies that the features of the igdl can motivate and sustain the interest of the grade 6 pupils that eventually improved their test scores from pretest to posttest. such finding was similar to the study of magallanes (2019) on the effectiveness of infographics on the mastery level of grade 6 learners in science, which revealed that the employed intervention significantly improved learners’ acquisition of science concepts. conclusions based on the findings of the study, there are some learning competencies in grade 6 science that, in the perception of the grade 6 teachers, are best taught using infographics. further, it can be concluded that the developed infographics in guided discovery lessons are valid in terms of content, instructional, and technical qualities. moreover, the igdl is effective in teaching grade 6 science. thus, it can be used by grade 6 science teachers for their pupils to attain the learning competencies indicated in the curriculum for grade 6 science. therefore, mayer’s cognitive theory of multimedia learning showed that when concepts and ideas are expressed in the form of signs, images, graphs, text, and colors rather than only text, learners understand the concepts better. as a result, students will be able to create knowledge, become active learners, explore concepts, and participate in creative activities. references al-mohammadi, n. 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(2012). diversity, thinking styles, and infographics. 12th international conference of women engineers and scientists. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 24 american journal of multidisciplinary research and innovation (ajmri) application of three convolutional neural network algorithms for occluded face identification and recognition for system security mamadou diarra1*, ayikpa kacoutchy jean2, ballo abou bakary 1, kouassi brou medard1 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.740 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 10, 2022 accepted: october 21, 2022 published: october 26, 2022 deep learning techniques in computer vision have become indispensable elements in biometric systems, especially face recognition. facial recognition can be reliably used as an identification and authentication tool for premises or network access security. the masks wearing, which is one of the problems of concealment, are nowadays part of our habits for preventing covid-19 disease, which leads to an obstruction of facial recognition. occulted face recognition is one of the most challenging problems biometrics deals with. this paper presents convolution neural network algorithms for occluded face recognition. our study presents a robust method using algorithms such as resnet-50, vgg-19, and densenet-201 to contribute to occluded face recognition. various parameters are used for this experiment, such as the cross-entropy used as a loss function and optimization algorithms adapted to deep learning. these include the sgd, adam, and rmsprop optimizers. the convolution neural network algorithms were evaluated on the ar database. this experiment gave results that ranged from 94.81 to 99.81% for sgd, from 0 to 96.92 for adam, and finally from 0 to 96.92 for rmsprop. densenet-201 algorithm using the sgd optimizer obtained the best score with 99.81%, and all the performance metrics used such as accuracy, mse, f-score, recall, and mcc were used to confirm this good performance. keywords computer vision, cnn pretrained, deep learning, face recognition, occlusion introduction the significant increase in network security breaches, data breaches, and identity theft requires the design of robust security systems including biometrics. to circumvent biometric face authentication, some fraudsters are turning to face occlusion. because biological and physical characteristics are unique to each individual, biometric security consists of measuring these characteristics before accessing an environment or a computer tool. face recognition is a key research issue in computer vision. in recent years, researchers have proposed many algorithms; most previous biometric-based research exploiting physiological and behavioral characteristics, including human emotion signals and expression, has achieved satisfactory recognition performance under uniform lighting conditions with frontal face images (jiang et al., 2020). however, illumination, facial expression, pose, occlusions, and facial recognition methods are still affected. the development of research in facial recognition has led to a high level of performance in many applications. it is a field of study that remains very challenging because images of the same person seem to differ due to several phenomena, including occlusion (wu et al., 2019). in addition to existing security methods, face biometrics, especially with occlusion, can be used to protect cyberspace from hackers and malicious people among users of networks, the internet, connected devices, etc. among the various problems associated with a face recognition system, occlusion management is one of the most difficult problems to solve. due to objects or elements such as sunglasses, scarves, or masks, the occlusion problem becomes eminent. one of the most recent problems is the wearing of the mask recommended by the health measures against the coronavirus disease (covid-19). cloaked face images mainly degrade the performance of face recognition systems, thus the need for a robust cloaked face system is necessary for realworld applications. in this perspective, we will use new approaches based on machine learning, more precisely on deep learning, which extracts hierarchical and semantic structures existing in images; these are convolutional neural networks used. convolutional neural networks, which are multilayer perceptrons coupled with convolutional layers, are part of deep learning approaches and have become indispensable for detection and recognition in computer vision (siegmund et al., 2021). they can extract landmarks by themselves (wang et al., 2020). pre-trained convolutional neural network algorithms allow for transfer learning, which transfers the skill learned on one dataset to adapt it to a new dataset it will be faced with (arnia et al., 2021). the algorithms used were trained on the image database, namely imagenet. the study contributes to recognizing hidden faces by comparing three deep learning algorithms, resnet-50, vgg-19, and densenet-201, based on pre-trained convolutional neural network algorithms. these algorithms will be used for the face recognition of occluded faces from the reference ar face database, and it will be a question of comparing the performances by playing on the following parameters: • epochs • batch size • optimizers 1 laboratoire mécanique et informatique, université felix houphouët-boigny, côte d’ivoire 2 unité de recherche et d’expertise numérique, université virtuelle de côte d’ivoire, côte d’ivoire * corresponding author’s e-mail: patoudiarra@gmail.com https://doi.org/10.54536/ajmri.v1i5.740 https://journals.e-palli.com/home/index.php/ajmri mailto:patoudiarra%40gmail.com?subject= pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 24-32, 2022 all parameters will evaluate the performance of the previous algorithm and select the one with the best accuracy on the reference data used. the challenges of face occlusion and deep learning could bring innovation to the security of computer networks and cybersecurity. this article is organized as follows: section 2 presents some previous work. section 3 offers convolution neural networks and details our proposed methodology and hardware. section 4 presents the analysis of our experiments and results, evaluates and compares our used algorithms, also discusses the obtained results with other works, and finally, we will conclude. literature review in this section, we will review some face recognition work with occlusion. methods addressing face recognition with occlusion include finding features or classifiers that tolerate corruption. for example, aleix m. martinez proposed a probabilistic approach that can compensate partially occluded faces (martinez, 2002). park et al. proposed a new feature-based face recognition algorithm where the face-arg model represents a face. all geometric quantities and structural information are encoded into an attributed relational graph (arg) structure. then partial arg matching is performed to match the face args (bo-gun park et al., 2005); min et al. propose an efficient approach that first analyzes the presence of a potential occlusion on a face and then performs face recognition on the unoccluded facial regions based on selective local gabor binary models (min et al., 2014), tsai et al. proposed a deep convolution neural network architecture for efficient multi-person and multi-angle face recognition, this achieved the identity confidence by using a classifier for these features. the experimental results showed that the accuracy of identity recognition could reach 90.61% (tsai et al., 2018). montera et al. proposed a face recognition method performed using a hybrid process that combines haar cascades and eigenface methods, which can detect multiple faces (55 faces) in a single detection process with an accuracy level of 91.67% (mantoro et al., 2018); lu et al. proposed a partial occlusion face recognition algorithm based on a recurrent neural network that yields a result that ranges from 88.49 to 98.45% (zhang et al., 2020), wu et al. proposed a method based on deep learning for occluded face recognition with the result that reaches 98.6% (wu et al., 2019). materials and method machine learning is a branch of artificial intelligence (ai) that uses algorithms to enable computer systems to infer patterns from data. it has many applications, including bioinformatics, fraud detection, finance, human resource and risk management, market analysis, image recognition, and natural language processing (praseetha et al., 2019). new face recognition methods extract the best features from images and tend to learn these features using deep convolution neural network architectures (idelette kambi beli & guo, 2017). this has led to the extraordinary success of famous convolutional architectures such as vggnet, googlenet, resnet, etc.(zhou et al., 2018). deep learning is one of the most widely used machine learning techniques that has been hugely successful in applications such as anomaly detection, image detection, pattern recognition, and natural language processing (praseetha et al., 2019). but training deeper neural networks is challenging due to the vanishing gradient and degradation problems (reddy & juliet, 2019). however, there are four (4) significant families of deep learning algorithms, deep neural network, convolutional neural network, recurrent neural network, and deep belief network (singh et al., 2020). our study will use convolutional neural networks such as resnet-50, vgg19, and dense-net-201. resnet-50 model resnet-50 model is a convolutional neural network 50 layers deep; microsoft built and trained it in 2015 (he et al., 2015). this model was trained on more than one million images from the imagenet database, it can classify up to 1000 objects, and the network was trained on 224x224 pixel-colored images. it contains 33 623 012 parameters. vgg-19 model vgg-19 model is a convolutional neural network 19 layers deep; it was developed by the visual geometry group of the department of engineering sciences at oxford university. this model has been trained on over a million images from the imagenet database, it can classify up to 1000 objects, and the network was trained on 224x224 pixel-colored images. it contains 21 560 484 parameters. densenet-201 model densenet-201 model is a convolutional neural network of 201 layers of depth. it was implemented by huang et al. (siegmund et al., 2021). this model was trained on more than one million images from the imagenet database, it can classify up to 1000 objects, and the network was trained on 224x224 pixel-colored images. it contains 21 202 084 parameters. ar faces database the database used is the ar face database (ar face database webpage, s. d.). it contains more than 4,000 colored faces of 126 persons, namely 70 men and 56 women. frontal faces are characterized by different facial expressions, lighting conditions, and occlusions like sunglasses and scarf. there are 26 other images per person, taken in two sessions separated by two weeks, each consisting of 13 images. a dataset of 2600 images of 100 different subjects (50 males and 50 females) were used in our experiment; martinez and kak (martinez & kak, 2001) used the same data set. each of the images in this dataset is 165x120x3 pixels in size. https://journals.e-palli.com/home/index.php/ajmri pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 24-32, 2022 • faces with frontal view and lighting conditions • faces with facial expression • faces occluded with a foxhole • faces occulted with a lens and a pair of glasses • faces occulted with a pair of glasses • faces with a facial expression and a pair of glasses • faces occulted with a lens and a pair of glasses • faces occulted with a pair of glasses figure 1: sample from the ar database the architecture of our method figure 2: the architecture of our occluded face recognition method https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 24-32, 2022 our method is as follows: step 1: • preprocessing • splitting data step 2: • loading of models • collecting extraction features • flatten data • activation function • model training step 3: • classification • face recognition preprocessing • in this step, we will retrieve each image from our database to add it to a list and each label to another. • then, we will get the number of categories in our database to transform our list of labels into a matrix of size corresponding to the number of classes. • finally, we will normalize our images in the value interval [0;1]. splitting data • we will divide our dataset into two subsets: • the first subset will be called the training dataset, which will be used to allow our model to do its learning. • the second subset will be called the test dataset, which will be used to evaluate the learning of our model by testing the results obtained with the expected results loading models we proceed to the loading of our model by passing the size of our images as a parameter without the fully connected layers of the model. collection of extraction features we will use the convolution and pooling already trained in our model for the feature extraction of our images. flatten data we will reduce the input dimensions of our data by adapting it to the input dimensions of the model. activation function we used the softmax activation function because we have multiple categories, and softmax is efficient for multiclass classification. the mathematical representation of the softmax activation is : z is a vector such as z =(z1…,zk). ........(2) k ∈ r+ and j ∈ {1…, k} ..................(3) model training we proceed to the training phase of the model in 15 epochs with different optimizers and batch sizes of 4,8, and 16. classification we classify our test data according to the categories. our data contains 100 categories that range from 0 to 99. the loss function used for our work is the cross-entropy to evaluate the loss during classification, its equation is as follows: with test(x): vector containing the values of labels to be predicted and pred(x) is the vector containing values of labels provided by our softmax activation function. we will use the accuracy to evaluate the model. its formula is as follows: face recognition we proceed to recognize each image according to its classification in a category. experimental and results we trained the models on a windows 10 system with an intel(r) core™ i7-8650u processor, 16 gb of randomaccess memory (ram), and an nvidia geforce mx150 graphics processing unit (gpu). the models are configured in python using the keras version 2.4 api with the tensorflow version 2.4 backend and cuda/ cudnn dependencies for gpu acceleration (artificial neural networks. pt. 3, 2010). setting we used a batch size of 4,8, and 16 for 15 epochs for each method. our study will use cross-entropy as a loss function and optimization algorithms suitable for deep learning to train the chosen models. these algorithms will directly affect the efficiency of the models in our study. the optimizers we will use are: • sgd • adam • rmsprop sgd sgd implements the stochastic gradient descent optimizer with a learning rate and momentum. the stochastic gradient algorithm is a gradient descent method that minimizes an objective function written as a sum of differentiable functions. the learning rate was set to 0.0001 with a momentum of 0.9 (team, s. d.). adam adam is a stochastic gradient descent method based on adaptive estimation of first and second-order moments. its implementation is quite simple and computationally efficient, and its memory usage is optimized and well adapted to significant data volume problems (kingma & ba, 2014). rmsprop root mean squared propagation, or rmsprop, is an extension of gradient descent using a decreasing average of partial gradients to adapt the step size for each parameter. using a decreasing moving average allows https://journals.e-palli.com/home/index.php/ajmri pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 24-32, 2022 us to eliminate unnecessary gradients and keep the best partial gradients observed during the search progress, thus exceeding the limitations of adagrad (papers with code rmsprop explained, s. d.). summary of results the results of the different models are shown in the table below: sgd table 1: results of the accuracy in % of our models with sgd. optimizer: sgd batch size: 4 batch size: 8 batch size: 16 models accuracy (%) accuracy (%) accuracy (%) vgg-19 98.65 98.27 94.81 resnet-50 99.23 98.27 94.81 densenet-201 99.81 98.65 98.46 the results in table 2 show the results obtained from our models on the different parameters; the densenet-201 model got the best results for optimizer sgd table 2: results of the accuracy in % of our models with adam optimizer: adam batch size: 4 batch size: 8 batch size: 16 models accuracy (%) accuracy (%) accuracy (%) vgg-19 0.0 0.0 0.0 resnet-50 96.92 95.00 81.35 densenet-201 92.50 92.50 91.35 the results in table 2 show that the res net-50 model has a better score on batch sizes 4 and 8, while dense net-201 has the best result on batch size 16 for optimizer adam table 3: results of the accuracy in % of our models with rmsprop. optimizer: rmsprop batch size: 4 batch size: 8 batch size: 16 models accuracy (%) accuracy (%) accuracy (%) vgg-19 0.0019 0.0 0.0 resnet-50 96.92 96.92 96.92 densenet-201 89.62 95.19 82.69 the results in table 3 show the stability of the resnet-50 model with a better score on all parameters used. evaluation metrics to validate the performance of the pre-trained models in our study, we will use the following metrics: precision is intuitively the ability of the classifier not to label as positive a sample that is negative an estimator’s mean square error (mse) measures the average of the squared errors, i.e., the mean square difference between the estimated and actual values. it is a risk function corresponding to the expected value of the squared error loss. it is always non-negative, and values close to zero are better. the following equation defines it with yi: the observed data and: the predicted values recall is the ability of a classifier to determine actual positive results f1 score can be interpreted as a weighted average of precision and recall, where an f1 score reaches its best value at one and its worst score at 0. matthews correlation coefficient (mcc) is used in machine learning to measure the quality of classifications. its value is essentially between -1 and +1. a coefficient of (+1) represents a perfect prediction, 0 represents a random prediction, and (-1) represents an inverse prediction. the statistic is also known as the phi coefficient. with: • tp: true positive • tn: true negative • fp: false positive • fn: false negative • results of metrics evaluation metrics used to consolidate obtained results confirm that the resnet-50 model had the best impact on batch size 4, while densenet-201 had the best effect on batch sizes 8 and 16 using rmsprop optimizer. https://journals.e-palli.com/home/index.php/ajmri pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 24-32, 2022 table 4: performance metrics of sgd optimizer models. setting – optimizer: sgd batch size: 4 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 99.02 0.019 98.70 98.64 98.64 resnet-50 99.37 0.014 99.24 99.23 99.22 densenet-201 99.87 0.004 99.81 99.80 99.80 setting – optimizer: sgd batch size: 8 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 98.58 0.025 98.28 98.26 98.25 resnet-50 98.62 0.029 98.24 98.26 98.25 densenet-201 98.92 0.032 98.67 98.65 98.64 setting – optimizer: sgd batch size: 16 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 96.01 0.070 94.88 94.80 94.75 resnet-50 95.57 0.089 94.71 94.80 94.75 densenet-201 98.71 0.070 98.43 98.46 98.44 metrics used to consolidate the obtained results confirm that the densenet-201 model had the best effects on all parameters using the sgd optimizer. table 5: performance metrics of adam optimizer models. setting – optimizer: adam batch size: 4 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 0.0 0.99 0.0 0.0 0.0 resnet-50 97.92 0.049 97.04 96.92 96.89 densenet-201 94.07 0.1268 92.39 92.50 92.43 setting – optimizer: adam batch size: 8 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 0.0 0.99 0.0 0.0 0.0 resnet-50 96.12 0.078 94.92 95.00 94.95 densenet-201 94.30 0.1185 92.50 92.50 92.43 setting – optimizer: adam batch size: 16 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 0.0 0.99 0.0 0.0 0.0 resnet-50 87.95 0.312 81.80 81.34 81.25 densenet-201 94.73 0.137 91.45 91.34 91.28 metrics used to consolidate results confirm that the resnet-50 model had the best results on batch sizes 4 and 8, while densenet-201 had the best effect at batch size 16 using the adam optimizer table 6: performance metrics of rmsprop optimizer models setting – optimizer: rmsprop batch size: 4 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 0.0 0.99 0.0 0.0 0.0 resnet-50 97.92 0.049 97.04 96.92 96.89 densenet-201 94.07 0.1268 92.39 92.50 92.43 setting – optimizer: rmsprop batch size: 8 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 0.0 0.99 0.0 0.0 0.0 resnet-50 96.12 0.078 94.92 95.00 94.95 densenet-201 94.30 0.1185 92.50 92.50 92.43 https://journals.e-palli.com/home/index.php/ajmri pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 24-32, 2022 setting – optimizer: rmsprop batch size: 16 models precision (%) mse (%) f-score (%) recall (%) mcc (%) vgg-19 0.0 0.99 0.0 0.0 0.0 resnet-50 87.95 0.312 81.80 81.34 81.25 densenet-201 94.73 0.137 91.45 91.34 91.28 metrics used to consolidate obtained results confirm that the resnet-50 model had the best impact on batch size 4, while densenet-201 had the best effect on batch sizes 8 and 16 using rmsprop optimizer comparative results of occluded and not occluded faces with the best model we will use the model that provides the best results to observe the effect of occultation on the dataset images. table 7: comparison of the best model on occluded and non-occluded images. types not occluded occluded accuracy (%) 99.62 99.58 we contact here that the occultation has impacted the result. state-of-the-art comparison the comparison of our study with the literature methods shows that we perform better using the sgd optimizer with epochs of 4. the table below displays this comparison. table 8: comparison of literature methods with the best results of our study. methods accuracy (%) wu et al. (wu et al., 2019) 98.60 wan and chen (wang et al., 2020) 93.80 vgg-19 with sgd 98.65 resnet-50 with sgd 99.23 densenet-201 with sgd 99.81 discussion regarding results obtained in different experiments, we got: for the rmsprop optimizer, we obtained the best results with the resnet-50 model, which was able to stabilize at a value of 96.92% at all batch sizes, while the densenet-201 model saw its results vary between 82.69 to 95.19%; finally, vgg-19 could not fit in our experiment with rmsprop optimizer and had a null result. these results are shown in the histogram. for the adam optimizer, the resnet-50 model got the best scores with batch sizes 4 and 8 with respective values of 96.92 and 95%, and with batch size 16, it had a bad performance of 81.35%, while the densenet-201 model made a result of 92. 50% at batch sizes 4 and 8, which is less than the performance of resnet-50 and got a score of 91.35, which is the best performance at batch size 16; finally, the vgg-19 did not fit yet in our experiment with the adam optimizer and got a null result. the histogram figure 3 illustrates our analysis for the sgd optimizer, we observe results of more than 94% for each model, with resnet-50 obtaining the second-best score with the values 99.23, 98.27, and 94.81 for the respective batch size of 4, 8, and 16; while the densenet-201 model outperformed all other models with scores of 99.61, 98.65, and 98.46 for the respective batch sizes of 4, 8, and 16; finally, the vgg-19 model could have good scores with sgd optimizer for the scores of 98.65, 98.27, and 94.81 for the batch sizes of 4, 8, and 16. also, it could obtain the same results as resnet-50 at batch sizes 8 and 16, as shown in the histogram figure 4. sgd optimizer is the most optimal for our study. in the paper, wu et al. proposed a pooa (positioning the optimal occlusion area) algorithm for solving the occluded face detection problem with the use of a robust principal component analysis method to obtain a result of 98.60% [2], while wan and chen proposed a masknet plan coupled with convolutional neural network to get a result of 93.8% on ar face database [29] used in our study. our study used three convolutional neural network methods for face recognition with occluded. we found figure 3: face recognition accuracy used by rmsprop https://journals.e-palli.com/home/index.php/ajmri pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 24-32, 2022 figure 4: face recognition accuracy used by adam figure 5: face recognition accuracy used by adam the resnet-50 and densenet-201 models using sgd optimizer and batch size 4 obtained very close results on the test datasets reaching 99.23% and 99.81%, respectively, outperforming the vgg-19 model. based on the current literature survey results, our study proposes methods to improve the performance of cloaked face identification and recognition with a satisfactory result of 99.81%. conclusion from the results obtained in this study, we can conclude: first, a comparison between different models was used to show that the most optimal result was obtained with densenet-201 using sgd optimizer with a batch size of 4. we find that vgg-19 failed to adapt to adam and rmsprop optimizers with its poor results obtained during experiments. finally, as a robust security tool, occlusion face recognition can be improved by using pre-trained convolutional neural network models. we can see that results from our study produce better results than studies in the discussion. thus, in future studies, we can use other convolutional neural network models using techniques that will allow us to increase data for more accurate results. references arnia, f., saddami, k., & munadi, k. (2021). dcnet : noise-robust convolutional neural networks for degradation classification on ancient documents. journal of imaging, 7(7), 114. https://doi.org/10.3390/ jimaging7070114 ar face database webpage. (2022). consulté 10 octobre 2022, à l’adresse. https://www2.ece.ohio-state. edu/~aleix/ardatabase.html artificial neural networks. pt. 3. (2010). springer. bo-gun park, kyoung-mu lee, & sang-uk lee. (2005). face recognition using face-arg matching. ieee transactions on pattern analysis and machine intelligence, 27(12), 1982-1988. https://doi.org/10.1109/ tpami.2005.243 he, k., zhang, x., ren, s., & sun, j. (2015). deep residual learning for image recognition. https://doi. org/10.48550/arxiv.1512.03385 idelette kambi beli, & guo, c. 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(2002). recognizing imprecisely localized, partially occluded, and expression variant faces from a single sample per class. ieee transactions on pattern analysis and machine intelligence, 24(6), 748-763. https://doi.org/10.1109/tpami.2002.1008382 martinez, a. m., & kak, a. c. (2001). pca versus lda. ieee transactions on pattern analysis and machine intelligence, 23(2), 228-233. https://doi. org/10.1109/34.908974 min, r., hadid, a., & dugelay, j.-l. (2014). efficient detection of occlusion prior to robust face recognition. the scientific world journal, 1-10. https:// doi.org/10.1155/2014/519158 papers with code—rmsprop explained. (s. d.). retrieved 10 octobre 2022, à l’adresse https://paperswithcode. com/method/rmsprop praseetha, v. m., bayezeed, s., & vadivel, s. (2019). secure fingerprint authentication using deep learning and minutiae verification. journal of intelligent systems, 29(1), 1379-1387. https://doi.org/10.1515/jisys-2018-0289 reddy, a. s. b., & juliet, d. s. (2019). transfer learning with resnet-50 for malaria cell-image classification. 2019 international conference on communication and signal processing (iccsp), 0945-0949. https://doi. org/10.1109/iccsp.2019.8697909 siegmund, d., fu, b., josé-garcía, a., salahuddin, a., & kuijper, a. (2021). detection of fiber defects using keypoints and deep learning. international journal of pattern recognition and artificial intelligence, 35(05), 2150016. https://doi.org/10.1142/s0218001421500166 singh, p. k., kar, a. k., singh, y., kolekar, m. h., & tanwar, s. (éds.). (2020). proceedings of icric 2019 : recent innovations in computing. springer. team, k. (s. d.). keras documentation : sgd. consulté 10 octobre 2022, à l’adresse https://keras.io/api/ optimizers/sgd/ tsai, a.-c., ou, y.-y., hsu, l.-y.-c., & wang, j.-f. (2018). efficient and effective multi-person and multi-angle face recognition based on deep cnn architecture. 2018 international conference on orange technologies (icot), 1-4. https://doi.org/10.1109/ icot.2018.8705876 wang, d., wang, h., sun, j., xin, j., & luo, y. (2020). face recognition in complex unconstrained environment with an enhanced wwn algorithm. journal of intelligent systems, 30(1), 18-39. https://doi. org/10.1515/jisys-2019-0114 wu, g., tao, j., & xu, x. (2019). occluded face recognition based on the deep learning. 2019 chinese control and decision conference (ccdc), 793-797. https://doi.org/10.1109/ccdc.2019.8832330 zhang, y.-d., wang, s.-h., & liu, s. (éds.). (2020). multimedia technology and enhanced learning : second eai international conference, icmtel 2020, leicester, uk, april 10-11, 2020, proceedings. part i. springer. zhou, j., wang, y., sun, z., jia, z., feng, j., shan, s., ubul, k., & guo, z. (éds.). (2018). biometric recognition : 13th chinese conference, ccbr 2018, urumchi, china, august 11-12, 2018: proceedings. springer. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) organizational citizenship behavior, adversity quotient and management competence of school heads in region xi: a convergent design rhey mark h. diaz1*, sylvia j. pidor1 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.489 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 08, 2022 accepted: october 15, 2022 published: october 19, 2022 this study utilized mixed methods approach, specifically convergent design to determine the influence of organizational citizenship behavior and adversity quotient on the management competence of the school heads in region xi. the participants of the study were the school heads in public secondary schools in region xi. the data were gathered from the participants who were chosen purposively to participate both in the quantitative and qualitative phase of this study. sets of adapted survey tools with a five-point likert scale and an interview guide were used to extract data relative to the research questions. the mean, standard deviation, and linear regression were used as statistical tools. in the qualitative phase, thematic analysis in phenomenology was employed. results showed that the status of organizational citizenship behavior, adversity quotient and management competence of the school heads were rated very high. further, results showed that there was a significant relationship between organizational citizenship behavior, adversity quotient and management competence. in the qualitative phase of the study, four essential themes emerged as regards the lived experiences of school heads and these were: integral duties and responsibilities of school heads, leadership skills through commitment and dedication to service, a proactive leader, and leadership capabilities. further, the nature of data integration revealed mergingconverging. keywords education, management competence, school heads, organizational citizenship behavior, adversity quotient, convergent design introduction the recent challenges in the 21st century educational setting faced by the school heads brought 50 per cent of school heads’ competence having difficulty in managing the schools. this is due to the shift of schools to digital technology, new learning modalities, student academic monitoring, new ways of communications, and new protocols in the operations of schools (organization for economic cooperation and development-oecd, 2019). in addition, school leaders were confused and burdened of unexpected shift to a new educational management set-up due to challenges in the field of education. thus, management competence among school heads were challenged (brackett & cipriano, 2020; educational institute of scotland, 2020). further, the abrupt shift in new educational paradigm led the school leaders being confronted on how their existing school management competence would fit in the context of their school situation, in order to address the needs of school during adversities (nannyonjo et al., 2021). globally, the united nations educational, scientific and cultural educationeconomic commission for latin america and the caribbean (unicef, 2020), state that adversities brought by the on-going health crisis made school heads having difficulties in managing schools since the existing skills are not totally fit to their context. particularly, school heads thrive on managing the human resource particularly the safety and welfare of the teachers and students’ health, the insufficient and late allocation of financial resources due to budget re-alignment and reductions, managing poor communications to teachers, parents and learners, the implementation crisis response planning, and maintaining organizational continuity are among issue on management (kruse et al., 2020; educational institute of scotland 2021). in addition, at the end of march 2020, more than 5,000 school administrators in the united states expressed apprehensions which affected their teaching and school management skills. specifically managing new methods of living and working while also managing their own concerns and doubts which most of them has not attended a training or no skills in dealing such problem brough by health crises (brackett & cipriano 2020). likewise, school heads had suffered capability to separate their workdays from their personal lives and spent several hours late at night and on weekends attempting to run their schools and care for the school community. similarly, in many situations, school heads’ responsibilities stretched beyond strictly academic work, prioritizing fundamental requirements before addressing instructional problems. it resulted to the lesser priority of other aspects of school management, thus, the school heads having problem on balancing the equal important aspects in managing school (kaul et al., 2021). in the philippines, as of 2020, there are 748 out of 14,435 private basic educational institutions suspended operations which affected 3,233 teachers and 40,345 learners (cnn philippines, 2020). this situation in private schools, challenged the competence of school heads to encourage their learners to continue to study in their institution (pitagan, 2020). meanwhile, the sudden transfer of learners from the private schools to public 1 university of the immaculate conception, philippines * corresponding author’s e-mail: diaz.rhey@gmail.com https://doi.org/10.54536/ajmri.v1i5.489 https://journals.e-palli.com/home/index.php/ajmri mailto:diaz.rhey@gmail.com pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 schools triggers more management problems on how to address the financial and human resources that are limited and on the academic and non-academic needs of the learners (chi & cuyco, 2021). further, school heads who are not technology-savvy or competent had their difficulty on tasks which involve technological competence. this is prevalent recently since there are only 95,156 or 11 per cent of the total teaching force of 847,467 including school heads had been trained (deped commons, 2020). furthermore, there is a need for a national learning platform and a centralized module creation to ensure quality and standards of the modules which become the concern of the school heads on how to manage instructions to ensure the quality of instructional materials (pitagan, 2021). banking on the above-mentioned premises, this study was conceptualized to determine the influence of organizational citizenship behavior and adversity quotient on their management competence. there had been several studies describing only the relationship of organizational citizenship behavior with other variable, these studies were bivariate in nature (hasanuddin, 2020; yao & mingchua, 2010; luthans, 2011; soumendu & arup, 2007; boerner et al. (2007) and chiang & tsung, 2012). other studies focused also on management competence in the corporate world though these were in quantitative in nature (suryadi & santoso, 2017; juwita, 2020; bautista, 2015; and chunin et al., 2018). what made this study novel was the utilization of mixed methods design, having the school heads in the local region as the respondents. evidently, most of the studies had only an individual association between variables, whereas in the present study had an association between organizational citizenship behavior, adversity quotient and management competence among school heads. furthermore, the study of hasanuddin (2020) stated that organizational citizenship behavior has a positive effect on the performance. in addition, the study also revealed that 70 percent of the participants of the study shows that the ocb explains the performance and competence towards the responsibilities of the participants on their organization. this also supported the study of yao & mingchuan (2010) and amalia et al. (2021) were the organizational citizenship behavior explained 65 percent of individual competence in performing the job, thus, ocb had a positive effect on school heads performance which explain that the organizational citizenship behavior of individual, group and organizational competence in performing such job roles in an organization are positively related (soumendu & arup, 2007; boerner et al. (2007); chiang (2012); luthans (2011). added on, the role of adversity quotient is interrelated on the ability or competence and achievement of a person which is 66.67 percent (suryadi & santoso, 2017), while with knowledge and understanding is 27.78 percent and with positive attitude is 5.56 percent, based on systematic review and meta-analysis (juwita, 2020). further, in the study of bautista (2015), it was revealed that 66 percent of the teachers involved of the study has high adversity quotient with good competence and performance. moreover, it supported the study of chunin et al. (2018) which also revealed that majority of the school leaders successfully able to perform well due to their high adversity quotient. moreover, the study determined the influence of organizational citizenship behavior and adversity quotient toward management competence of the school heads in region xi. specifically, it sought answers to the following research questions: 1. what are the levels of organizational citizenship behavior, adversity quotient and management competence of school heads? 2. do organizational citizenship behavior and adversity quotient significantly influence management competence of school heads? 3. what are the lived experiences of the school heads with regard to their management competence? 4. how do these experiences shape the beliefs, attitude, and commitment of the school heads? 5. how do the qualitative data corroborate with the quantitative findings? literature review organizational citizenship behavior (ocb). the organizational citizenship behavior (ocb) refers to any good and productive acts and behaviors that are not part of the formal job description of an individual. it is anything that persons do out of the goodness of their hearts to help their coworkers and the organization (verlinden, 2021). as emphasized by somech & drach-zahavy (2004), if a person exhibits ocb, it may make a good impression on superiors, which might lead to employment advantages such as greater salary or a promotion (organ, 2016). ocb is influenced by both preconceptions and adaptability, expected rewards from this kind of behavior. further, the categories of organizational citizenship behavior linked primary behaviors beneficial to the outcomes for organizations namely, altruism, courtesy, sportsmanship, conscientiousness, and civic virtue. altruism altruism is the conduct of any individual to promote the wellbeing of others at their own expense, even at the risk of their own life. it is seen as selfless action in which no reward is expected in return (smith et al., 2006). courtesy courtesy encompasses actions to prevent difficulties and take the required steps to mitigate the problem’s future consequences. in other words, when a person feels depressed and disappointed about their professional progress, courtesy implies he or she supports others (muthuraman & al-haziazi, 2017). conscientiousness this concept is characterized as voluntary actions https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 displayed by organization members that go above the minimal duties in specific areas of the organization’s internal order, such as attendance, timeliness, and resource protection (yen & neihoff, 2004). civic virtue civic virtue is described that the employees are responsibly involved and support the strategies, voluntarily becoming committees or attending a function organized by the organization (sharma & jain, 2014). sportsmanship this concept refers a persons’ actions when dealing with unexpected inconveniences in the organization without complaint and yet still doing their best (ehtiyar et al., 2010). adversity quotient (aq) the adversity quotient (aq) by stoltz (2001) explained that it is primarily responsible for one’s success in life. in addition, aq is a complementary conceptual framework for understanding and enhancing all facets of success, as well as a scientifically grounded tool to measure how one responds to adversity and how effectively a someone can tolerate and overcome hardship (balita, 2021). similarly, aq is a measure of a person’s ability to think about, control, steer, and accept life’s obstacles. in other words, it is the science of human resilience, people who apply it effectively perform at their best in the face of adversity and the obstacles that we encounter every day, and they not only learn from these difficulties, but they also respond to them more effectively and quickly (nikam & uplane, 2013). control this refers to the ability of individual to positively influence a situation and be able to control the response to the situation. those with higher aqs perceived they have significantly more control and influence in adverse situations than do those with lower aqs (stoltz, 2001). ownership this dimension refers to the individual’s ability to place feelings and dare to bear the consequences of the situation resulted to make developments to the problems that occur (chadha, 2021). reach this dimension refers under control and limiting the reach of adversity is essential for efficient and effective problem solving (aquino, 2013). endurance this dimension refers to the ability of individuals to perceive difficulties, and strength in dealing with these difficulties by creating ideas in problem solving so that the hardness of heart and courage in solving problems can be realized (runtu et al., 2019). school management competence the success of the organization in accordance with its defined goals is referred to as management. it covers results that have been attained or acquired because of individual competence and group contributions to the attainment of organizational goals (kapur, 2020). school leadership in this category, individuals with leadership skills have characteristics and talents that enable them to monitor procedures, drive projects, and steer their people toward achieving their mission, vision, goals and objectives (mclaughlin, 2014). instructional leadership in this category, the instructional leadership purpose is centered on facilitating deeper student learning, professional inquiry, trusting relationships, and finding evidence in action characterizes (timperley, 2011). this includes creating a student-centered learning climate by setting high social and academic expectations and creating environment according to the needs of the learners (le fevre et al., 2020; mungasia, j. a., ouda, j. b., & otieno, k. 2022). resource management and allocation this category focuses on the practice of planning, scheduling, and allocating people, money, and technology to a project or program and this is also known as the school management and operations which includes implementation of the annual plans, strategic plans as well as the fiscal management and the use of technology in management operations (townsend, 2021). human resource management this aspect of school management is concerned with the organization’s teachers and non-teaching staff (the balance careers, 2021). program monitoring and reporting in this category it involves the communication of the current standing of a certain program or projects. in addition, this aspect of school management is critical to measure and evaluate program effectiveness, it’s equally critical to effectively communicate with others about the results (malone et al., 2014). professional development practices this aspect of school management encompasses a wide range of educational opportunities relating to the teachers by applying new information through the participation in professional development as well as enhancement of the abilities that will help them perform better on the job (antley, 2021). community collaboration in this aspect of school management, it focuses on the collaboration with other members of the community for the greater good (queensland department of education, 2019). https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 materials and methods design. this study utilized the mixed methods research particularly convergent design. in this method, the researcher gathered two types of data – quantitative and qualitative data at about the same time and then combines the data into the overall findings’ that resulted to a solid framework for analyzing outcomes and interpretation (creswell & plano-clark, 2011; mason, 2006). convergent design was introduced by creswell (2013) in which the quantitative and qualitative strands of the research are performed independently, and their results are brought together in the overall interpretation. this design was used to check, cross-validate, and verify results. locale this study was conducted in region xi or also known as davao region. davao region is located at southeastern part of mindanao island in southern part of the philippines. participants in the quantitative phase, there were 500 teachers from the secondary and integrated schools in region xi participated in this study for the quantitative survey. they were chosen through purposive sampling technique. the researcher had chosen the teachers who were assigned, designated, or appointed as teachers for at least one year in the current school since they had enough experience with their school heads. in the qualitative aspect, a total of 19 participants were involved in the study, 12 participants confirmed and participated in the in-depth interview (idi) and another seven participants confirmed and participated in the focus group discussions (fgd). for the idi and fgd, the following criteria were observed: the school heads are permanent with plantilla position as school head or teacher-in-charge or head teacher, and is designated in the current school for at least one year. research instruments in the quantitative phase, survey questionnaires were utilized to gather data from the participants. for the measurement instrument of the organizational citizenship behavior of the school heads, the organizational citizenship behavior questionnaire was utilized. the questionnaire is adapted from podsakoff et al. (2000). meanwhile, the school heads adversity quotient was measured through the adversity quotient profile (aqp) stoltz (1997). lastly, for the level of school heads’ management competence, the instrument utilized was the national competency-based standards for school heads (ncbssh) developed and validated through the ausaid-funded project strive (strengthening the implementation of basic education in selected provinces in the visayas), in coordination with the educational development project implementing task force (deped no. 32, s. 2010). in the qualitative phase, there was a researcher-made interview guide utilized in the conduct of the in-depth interview and focus group discussion which is composed of open-ended questions. the guide questions were validated by the five experts. the objective of this qualitative instrument was to explore the participants’ lived experiences regarding their management competence as school managers. data collection and analysis during the conduct of the study in quantitative phase, the researcher sought consent from the respondents, and they were informed on the entire process of data collection and made them to understand the different dimensions of ethical consideration during the data gathering. before the administration of survey questionnaire, the informed consent form was given to the participants and returned to the researcher as evidence of allowing the researcher to conduct the study. in the qualitative phase of the study, the researcher conducted idi and fgd to further strengthen the study. after obtaining the necessary approval to conduct the study, an appointment was set by the researcher. meanwhile, before the conduct of the study in qualitative phase, the purpose of the study was explained and made understood to the participants. further, during the conduct of the idi, the interview was done via online platforms in a one-onone interview. in analyzing the data in the quantitative strand, the researcher used the following statistical treatments to analyze and interpret the data; mean, standard deviation, pearson product-moment correlation and regression analysis. for the qualitative phase, a step-by-step process was applied based from collaizzi’s (1978) descriptive phenomenological method. the method is rigorous and robust that the researchers used to find, understand, describe and depict the experiences of the participants as they experience them, as well as reveal emergent themes and their interwoven relationships (wirihana et al., 2018). results and discussion organizational citizenship behavior table 1 presents the results of the organizational citizenship behavior of school heads. it has an over-all mean rating of 4.42, described as very high. it means that the organizational citizenship behaviors of school heads are always evident. this shows that school heads are characterized with good and productive acts and behaviors that are not part of the formal job description of an individual. in addition, the overall standard deviation is .68 which is less than one denoting that the respondents have ratings that are practically almost the same. altruism in particular, the result of the category of altruism ocb of the school heads is very high indicating that it is always evident with a category mean rating of 4.33. courtesy meanwhile, the result of the category of courtesy ocb of the school heads is also very high indicating that it is https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 table 1: status of organizational citizenship behavior of school heads category mean sd description altruism 4.33 .77 very high courtesy 4.41 .77 very high conscientiousness 4.46 .68 very high civic virtue 4.45 .69 very high sportsmanship 4.42 .72 very high overall mean 4.42 .68 very high always evident with a category mean of 4.41. conscientiousness in addition, the result of the category of conscientiousness ocb of the school heads is very high indicating that it is always evident with a category mean rating of 4.46. civic virtue similarly, the result of the category of civic virtue ocb of the school heads is also very high indicating that it is always evident with a category mean of 4.45. sportsmanship similarly, the result of the category of sportsmanship ocb of the school heads is also very high indicating that it is always evident with a category mean of 4.44 this finding supports the study of halbesleben & bellairs (2016), which state that ocbs seek to enhance present workplace situations by raising issues, taking the initiative in making changes, or improving existing procedures or relationships in the organization. in addition, the study of verlinden (2021) also explained that school heads who exhibits ocb may make a good impression with the organization performance and also characterized by a person who had a goodness of their hearts to help their coworkers and the organization. furthermore, organ et al. (2016) also discussed that since ocb influences the organizational, social, and psychological environment of a person which acts as the crucial catalyst for task activities and processes, thus, it improves the efficiency and effectiveness of the person. moreover, ocb can boost the performance of an individual as well as the organization (udin & yuniawan, 2020). status of adversity quotient of school heads table 2 presents the results of the adversity quotient of school heads. it has an over-all mean of 4.39, described as very high. it means that the adversity quotient of school heads is always manifested. further, the result also mean that school heads posit high responds to adversity and how the school heads effectively tolerate and overcome adversities. in addition, the overall standard deviation is .69 which is less than one denoting that the respondents have ratings that are practically almost the same. control the result of the category of control aq of the school heads is very high indicating that it is always manifested with a category mean of 4.37. ownership the result of the category of ownership aq of the school heads is very high indicating that it is always manifested with a category mean of 4.42. reach the result of the category of reach aq of the school heads is very high indicating that it is always manifested with a category mean of 4.38. it is noted that the mean rating of the items are ranges from 4.35 to 4.41. endurance the result of the category of endurance aq of the school heads is very high indicating that it is always manifested with a category mean of 4.39. it is noted that the mean rating of the items are ranges from 4.38 to 4.40. the result demonstrates that the adversity quotient of school heads is always manifested by their capacity to consider, control, steer, and accept work-related obstacles and challenges. it also suggests that this factor evaluates how a person reacts to and handles both minor inconveniences and significant setbacks whether in life or in an organization. further, the finding corroborates with the research conducted by fadhila et al. (2020) which claims that a person’s ability to think about, manage, influence, and accept life’s challenges determines how individuals adapt to it and handle both minor inconveniences and significant failures in life. this signifies that the probability that school heads will be able to deal with different challenges they may face in their day-to-day job as school heads increases with the amount of adversity quotient among them. in support, the finding confirms the statement of ablaña et al. (2016) which explicated that the existence of a person’s personal problems, including the stress that accompanies of work, or the frustration of someone meeting his coworkers every day and the number of unexpected events is a test of resilience to overcome and continue life, thus adversity quotient is a tool to face and succeed from it. in the study it was manifested among the school heads. thus, the adversity quotient is a complementary conceptual framework for understanding and increasing all aspects of achievement as well as a scientifically based technique to assess how well school leaders can endure and overcome adversity (balita, 2021). status of management competence of school heads table 3 presents the results of the management competence of school heads. it has an over-all mean of 4.38, described as very high. it means that the management https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 competence of school heads is always demonstrated. further, the result also reflects how competent the school heads in different aspects of management competence. in addition, the overall standard deviation is .62 which is less than one denoting that the respondents have ratings that are practically almost the same. school leadership for this category, it was subdivided into six sub-categories namely developing and communicating vision, mission, goals, and objectives (vmgo), data-based strategic planning, problem solving, building high performance teams, coordinating with others and leading and managing change. this category has a mean rating of 4.35 which means that the school heads are always demonstrated a very high management competence. instructional leadership under this category, it consists of four subcategories namely, assessment for learning, developing programs and or adopting existing programs, implementing programs for instructional improvement and instructional supervision. this category has a mean rating of 4.32 which means that the school heads are always demonstrated a very high management competence on instructional leadership. creating a student-centered learning climate meanwhile this category composed of two subcategories namely, setting high social and academic expectations and creating school environment focused on the needs of the learner. this category has a mean rating of 4.41 which means that the school heads always demonstrated a very high management competence on creating a studentcentered learning climate. human resource management and professional development further, this category composed of three subcategories namely, creating a professional learning community, recruitment and hiring and managing performance of teachers and staff. this category has a mean rating of 4.35 which means that the school heads always demonstrated a very high management competence on dealing their human resource management and professional development. parent involvement and community partnership this category composed of two sub-categories namely parental involvement and external community partnership. the overall mean of this sub-category is 4.39 which is interpreted as very high. this means that parent involvement and community partnership category under the management competence of school heads are always demonstrated in their day-to-day school management. school management and daily operations this category composed of three sub-categories managing school operation, fiscal management, and the use of technology in the management of operations. the overall mean of this sub-category is 4.36 which is interpreted as very high. this means that school management and daily operations category under the management competence of school heads are always demonstrated. personal and professional attributes and interpersonal effectiveness for this category it composed of four subcategories namely, professionalism, communication, interpersonal sensitivity and fairness, honesty, and integrity. the overall mean rating of personal and professional attributes and interpersonal effectiveness of school heads is 4.43 which is also interpreted as very high. this means that the personal and professional attributes and interpersonal effectiveness category of management competence of school heads are always demonstrated. the results are consistent with the research of valamis (2020) which also discussed how an individual’s ability to manage their schoolwork can assist them in identifying the skills required for job success, assessing their current skill set to identify any gaps, and providing the necessary training to help them fill those gaps. thus, school heads competence will also give them assurance that they will be more successful in dealing their responsibilities in their school. further, school heads competence will also give them realization to become more competent by improving their skills in school management. the finding also confirms the study of armstrong (2011) which explained that having a deeper comprehension of the skills required for an organization to develop and progress. the same goes for having high competency, which rothwell et al. (2015) said may assist establish a competent, dedicated leadership team that will engage people and transform them into long-term assets. additionally, in recent years, competence in school administration has been defined as a purposeful impact on interactions and activities based on a distinct sense of direction (bush & glover, 2003; pont et al., 2008; louis et al., 2010). the key elements of school administration that school administrators must grasp in order to be effective leaders have been the subject of several studies. effective table 2: status of organizational citizenship behavior of school heads category mean sd description control 4.37 .71 very high ownership 4.42 .70 very high reach 4.38 .71 very high endurance 4.39 .75 very high sportsmanship 4.42 .72 very high overall mean 4.39 .69 very high https://journals.e-palli.com/home/index.php/ajmri pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 school leadership has given rise to a variety of theories over time. the importance of managerial competency has also been highlighted in research (bush & glover, 2003; mulford, 2008). this kind of view is associated with the notion that schools are professional groups (spillane & kenney, 2012). moreover, day et al. (2009 & 2010) had updated the commonly cited essential leadership techniques that serve as the basis for management competency in direction-setting, organizational restructuring, employee development, and managing teaching and learning. additionally, effective school leaders are those who redesign leadership roles and responsibilities, restructure parts of the organization, and change the environment for teaching and learning in order to raise standards, build trust, improve curriculum, enhance teacher effectiveness, enhance teaching and learning quality, encourage internal cooperation, forge strong ties outside of the school community, and establish their values and vision (leithwood et al., 2006) table 4: significance of the influence of organizational citizenship behaviors and adversity quotient on management competence of school heads standardized coefficients beta t p-value interpretation ocb .480 8.463 .000 significant acq .427 7.536 .000 significant r =.892 r square = .796 f = 970.592 p value = .000 significance of the influence of organizational citizenship behaviors and adversity quotient on management competence of school heads table 4 shows the significance of the influence of organizational citizenship behavior and adversity quotient on the management competence of school heads. the finding shows that the organizational citizenship behavior has significant influence on management competence of school heads as evidenced by a p-value of .000 and a positive standardized beta value of .480. this indicates that for every unit increase in the organizational citizenship behaviors of school heads, there is a corresponding .480 increase in the management competence of school heads. likewise, the results shows that the adversity quotient of school heads has a pvalue of less than .000 and a positive standardized beta value of .427. this indicates that for every unit increase in the adversity quotient of school heads, there is a corresponding .427 increase in the management competence of school heads. furthermore, the model shows 79 percent of the school performance as revealed in the r-squared value of .796 is explained by school heads’ organizational citizenship behavior and adversity quotient. this suggests that 21 percent of the variance of school heads’ management competence can be attributed to other factors aside from organizational citizenship behavior and adversity quotient of the school heads. table 3: status of management competence of school heads mean sd description school leadership 4.35 .65 very high instructional leadership 4.32 .67 very high creating a student-centered learning climate 4.41 .65 very high hr management and professional development 4.35 .68 very high parent involvement and community partnership 4.39 .69 very high school management and daily operations 4.36 .66 very high personal and professional attributes and interpersonal effectiveness 4.43 .67 very high overall mean 4.38 .62 very high lived experiences of school heads on management competence on the lived experiences of school heads as regards their management competence, four essential themes had emerged, integral duties and responsibilities of school heads, leadership skills through commitment to service, proactive leader and leadership capabilities. integral duties and responsibilities of school heads the results disclosed that being a school head has an integral duties and responsibilities that must be fulfilled. this theme suggests that they had to attend several duties and responsibilities such as providing the effective instructional and developmental measures through supervising teachers, monitoring curricular programs to ensure high standard quality education. school heads also added that being a school head their main duty is being responsible in over-all smooth school operations and to carry out the educational programs even despite of the difficulties they encountered. this theme confirms the propositions of bandura’s social career cognitive theory where people with strong self-efficacy are more likely to become interested in or choose to pursue and competent in their field if they also have the requisite abilities and environmental supports (gushue & dan whitson, 2006; nauta, 2004). leadership skills and commitment to service as shared by the school heads, they agreed that being a school head should have the leadership skills and commitment to service. this means that as school head they are accountable on their school. they need to demonstrate support towards school programs, activities https://journals.e-palli.com/home/index.php/ajmri pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 and projects that will help the learners. thus, they also need to observe teachers and give them technical assistance as much as possible to address the needs of the learners and provide the needs of students, teachers and the school. this validates the study conducted by mclaughlin (2014) which stressed that it is always the responsibility of school heads to oversee operations, oversee projects, and direct their teachers toward accomplishing school goals. the theme also supports the study of rothwell (2015) which stated that having a better knowledge and competence as the head of a school will enable the organization to develop and prosper in the future. a proactive leader as shared by the school heads, it was generated that being a school head should be a proactive leader. being proactive means, they have tolerance against pressures and stresses by and had an appropriate values and virtues, facing the problems either big or small and being able to adapt and attuned to the walk of time. this validates the result of the study of manzon (2021) and hong (2020) which they found that a school leaders adversity quotient was a good indicator of their competency. this also conforms the study of muthuraman & al-haziazi (2017) which revealed that having a high level of courtesy made school heads avoid problems and take the necessary actions to lessen the problem’s long-term effects. leadership capabilities lastly, school heads had shared that school head must be a goal oriented by looking forward for the welfare of the students and teachers, by investing in school development and its personnel. this can be attributed to school leadership, instructional and human resource management competence of the school heads. this is consistent with the research of usman (2016) which found out that fostering a positive learning environment result in students and teachers having higher expectations for themselves and for one another. this can be also linked to the management of human resources and the teachers ongoing professional development. since it deals with the system of management observations and evaluations focusing on such areas as organizing and delivering instruction, managing instructional resources, monitoring, and assessing progress, and accommodating diverse learning styles, human resources are a crucial part of the school management aspect (sherman, 2002). role of experiences in shaping the belief, attitude, commitment of school heads guiding principles of effective educational landscape being a school head must uphold guiding principles of effective educational landscape. this means as school head they believed that exemplary teaching and good leadership is necessary in leading the school. they further shared that teaching is a noble profession and education is not only contained within the four corners of classroom. in addition, as a school head they need to uphold the highest standards of education and not to settle for less. the theme emerged substantiates the study of podsakoff et al. (2000) in which they discussed that civic virtue has a role to be effective leader in educational landscape. as they explained that school heads are primarily involved in achieving the total organizational commitment and concerned with the image and reputation of the school organization. in connection, this theme also confirms the study of somech & drach-zahavy (2004) which also highlighted how the school heads altruistic ocb acted as an incentive for them to view their position as a vocation rather than merely a career. they pledged to sustain the greatest level of education, one that goes beyond the four walls of the classroom, as they spoke. holistic characteristics of a school leader school heads shared that their attitude in managing school was shaped by the experiences that they had endured. several of them shared the as a school head there is a need to possess favorable attitude by being mindful of self-development maintaining a wholesome outlook in the workplace. they also believed that experiences are the best teacher, especially in facing challenges positively and maintaining good relationship with others. the generated theme validates the studies of muthuraman & al-haziazi (2017) where they highlighted the concept of courtesy. in the concept of courtesy, the school leaders promote an atmosphere where all teachers participate in decisionmaking process and also promote open communication. this will open good dialogue and good working atmosphere among stakeholders of the school. the theme that emerged strengthens the resiliency theory, with school heads developed their dispositions through their experiences (stoltz, 2001). this idea holds that when a person encounters hardship, tragedy, or frustration in life, these things aid in their recovery and enable them to accomplish the organizational goal by strengthening their capacity to complete the duties they have set for themselves. sustainable and quality education as the school heads shared during the interview, the quality learning and teaching goals is important in performing the expected deliverables in teaching. they also added the as school heads must do the tasks and responsibilities in school properly. in addition, the school heads also revealed that school heads must be laden with values, like being a person of integrity, a person who is god as the center of plans, being kind, respect and honest as the best ingredient of leadership. this can be trace with the professional development among school heads. this theme generated supports the code of ethics of professional school heads/ teachers under republic act 7836 (res. 435 s. 1998) where such characteristics of personal and professional such as respect, honesty, devotion, patriotism, and genuine care for others. in addition, school leaders maintain pleasant and harmonious personal official relationships with superiors, https://journals.e-palli.com/home/index.php/ajmri pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 colleagues, subordinates, students, parents, and other stakeholders (deped order no. 32, s. 2010). the claim of the school heads corroborates with the study of khalil (2004) which stated that ocb is has its role towards the delivery of quality learning and teaching goals. the theme also conforms with the study of bukhari et al. (2009) that the conscientiousness where the school heads have this virtue not only settle for good, but they serve the school beyond the minimal duties and responsibilities stated in their job description thus they had a passion to the school vision. data integration of salient qualitative and quantitative findings on the focal point organizational citizenship behavior, the quantitative results corroborate with qualitative findings. all items are having a merging converging quantitative and qualitative data. for altruism, the merging-converging of data was in consonance with the study of smith et al. (2006) which stated that altruism makes the school heads become selfless in doing their duties and responsibilities. meanwhile, the item on courtesy, the merging-converging of data corroborates with the study by muthuraman & al-haziazi (2017) and posdakoff et al. (2000) which stated that having a very high level of courtesy, this means that school heads are promoting a school environment that has a culture of politeness, cooperation, and compassion. on the one hand, the item on conscientiousness, the merging-converging of data confirms the research of yen and neihoff (2004) in which they highlighted that volunteer acts above and above the call of duty in particular areas of school administration were a hallmark of school leaders. the item on civic virtue, the mergingconverging of data strengthens the study of jacqueline et al. (2004) which explained that civic virtue can be attributed to the school head who has keeping on track the updates of the school. lastly, the item on sportsmanship, the merging-converging of data was in consonance with the study of podsakoff et al. (2000) which explained that sportsmanship among school heads can improve workgroup morale while lowering attrition rates. on the focal point adversity quotient, the quantitative results corroborate with qualitative findings. it was observed that all categories under adversity quotient has a merging-converging of data was formed. the item on control, the merging-converging of data was in congruence with the study of stoltz (2000) which stated that having a very high level of control the school heads have an ability of to positively influence a situation and be able to control the response to the situation. the item on ownership, the merging-converging of data substantiates the study of chadha (2021) in which the accountability is the backbone of action. thus, school heads with higher ownership hold themselves accountable for dealing with situations regardless of their cause. another item is on reach, the merging-converging of data was in consonance with the study of by viswanat (2020) which found that people with higher aq levels keep their setbacks and problems in check and prevent them from invading more positive aspects of their job and personal life. lastly, the item on endurance, the merging-converging of data is in consonance with the study of runtu et al. (2019), that those school heads with higher endurance can see past in the most underminable difficulties and maintain hope and optimism. on the focal point management competence, the quantitative results corroborate with qualitative findings. it can be observed that all categories under management competence has a merging-converging data. the item on school leadership, the merging-converging of data confirms the research of mclaughlin (2014) which that found that a school leader’s responsibility is to make defensible decisions about the vision and objectives of their organization. the second the item on instructional leadership, the merging-converging of data conforms with the statements found that showed instructional leadership aspires to establish a secure learning environment and efficient solutions for students’ needs (cotton, 2000). the third is the item on creating a student-centered learning climate, the merging-converging of data supports the study of usman (2016) which stated that school heads must promote a good school learning that will result to an effective teaching and learning. the fourth is the item on human resource management and professional development, the merging-converging of data validates the study of antley (2021) which stated that by applying new trends in teaching through the participation in professional development as well as enhancement of the abilities that will help them perform the teachers better. the fifth is the item on parent involvement and community partnership, the merging-converging data supports the study done in queensland department of education (2019) which revealed that school heads with good collaboration skills with the community allows their schools to have a deeper grasp of their larger community and to form strong bonds within their own community. the sixth is the item on school management and daily operations, the merging-converging data validates the study of malone et al. (2014) which explained that part of the school management and daily operation is the consistent monitoring of the programs of the school. lastly, the item on personal and professional attributes and interpersonal effectiveness, the merging-converging of data strengthens the claims of mclaughlin (2014) which stated that school leadership involves not only on the technical aspects of leadership in school, but it also included the competence of the school heads to have good relationship, emotionally with the teachers. conclusions the following conclusions were drawn from the findings of the study: the organizational citizenship behavior of the school heads was rated very high. this implies that the altruism, courtesy, conscientiousness, civic virtue, and sportsmanship were always evident among school heads. hence, the school heads in region https://journals.e-palli.com/home/index.php/ajmri pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 1-13, 2022 xi demonstrated a voluntary behavior commitment to their schools beyond their duties and responsibilities. meanwhile the adversity quotient ability of the school heads was also rated very high. this result implies that adversity quotient on control, ownership, reach, and endurance are always manifested. findings revealed that school heads had a very high ability to think about, control, steer, and accept the obstacles, challenges encountered and evaluate with little annoyances setbacks in the workplace. in addition, the management competence of the school heads was also rated very high. this result implies that the management competence on school leadership, instructional leadership, in creating a student-centered learning climate, hr management and professional development, parent involvement and community partnership, school management and daily operations are the personal and professional attributes which are relevant to the interpersonal effectiveness of the school heads in the different aspects of school management. the influence of organizational citizenship behavior and the adversity quotient had a significant influence on the management competence of the school heads. this indicates as the organizational citizenship behavior and adversity quotient increases, there is also a corresponding increase of the school heads’ management competence. these results would give implication that the organizational citizenship behavior and adversity quotient are contributory characteristics on how well the management competence of the school heads would be in their respective school organization. further, four essential themes emerged from the lived experiences of the participants. these themes were integral duties and responsibilities of school heads, leadership skills and commitment to service, a proactive leader and leadership capabilities. likewise, the themes emerged regarding the role of experiences which shaped their beliefs and attitudes towards the school management were guiding principles of effective educational landscape, wholesome characteristics of a school leader and sustainable and quality education are the attitudes and commitment of the school heads. additionally, when the quantitative results were merged with qualitative results, a merging-converging nature was found to exist in organizational citizenship behavior, adversity quotient and management competence of the school heads. the following recommendations were presented based on the findings of the study: 1. since the organizational citizenship behavior revealed a very-high level, to sustain this ability shown by the school heads, the schools division superintendent, public schools district supervisors and human resource officers may conduct of seminars and trainings in enhancing the school heads’ skills in the promotion of supportive, positive relationships and rapport within the workplace. 2. since the adversity quotient revealed a very high level, to sustain this ability shown by the school heads, the school division offices, public schools district supervisors and senior educational program specialists may conduct a capacity building particularly life coaching to promote productivity which may help school heads to be more resilient, persistent, adaptable, and high endurance in taking challenges. 3. since the management competence of the school heads is very high, to sustain this ability shown by the school heads, the regional chief of the human resource division and the regional director may revisit the philippine professional standards for school heads in the context of the regional level and may be endorsed to the central office for their assessment and enhancement of school heads standards in managing schools. 4. since the result of the linear regression analysis revealed that organizational citizenship behavior and adversity quotient predicted the management competence of school heads in region xi, future researchers may explore on other 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(2004). organizational citizenship behavior and organizational effectiveness: finding relationship in taiwanese banks. journal of applied social psychology, 34(8), 1617-1637. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 24 american journal of multidisciplinary research and innovation (ajmri) performance of the party list groups in the philippines and the public trust gloriliza san luis-de ramos1*, mary jane diaz fuentes1 volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1642 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 30, 2023 accepted: june 20, 2023 published: july 17, 2023 this study determines the strength of the relationship between the party list groups’ performance, projects and programs and public trust. using survey questionnaires, the 120 randomly selected respondents from the towns of pila, sta. cruz and siniloan, province of laguna, philippines were asked about their level of awareness and satisfaction regarding the party list groups` performance, projects and program. .frequency and percentage distribution, mean and pearson correlation coefficient were used to analyze the data and information given by the respondents. it was found in this research that there is a positive correlation between the performance of the party list groups and the public trust. it is also manifested herein that there is a positive correlation between the projects and programs of the party list groups and the public trust. the respondents’ level of trust towards the party list groups is affected by the performance and implementation of the projects and programs of the latter. the more projects and programs are implemented in the communities, the higher is the public trust. if the respondents are satisfied with the efficient and timely delivery of goods and services, the incidence of public trust is high. after the data have been gathered and analyzed, the researcher recommends the following : 1) build infrastructure projects like farm – to market roads which will spur economic growth and therefore will create more awareness and trust in the rural areas; 2.) implement more projects and programs in the far-flung areas like the upland barangays in siniloan, laguna 3) intensify information dissemination program specially in the social media platforms like facebook, tiktok, youtube and others to better inform the public on bills and resolutions filed by the party list groups in congress. keywords party list groups, public trust, perception, performance introduction the party list system in the philippines is enshrined in the 1987 constitution, a provision that can not be found in the previous constitutions of the philippines. the intent for this is to give representation to the marginalized and disadvantaged sectors of the society in the house of representatives. the framers of the 1987 constitution thought that it is time for the poor and underprivileged sectors to have a say and take part in the legislative process. hence, the party list groups can now register with the commission on elections, join in the election and represent their groups in the house of representatives, which is the lawmaking body in the philippines. as stated in the 1987 philippine constitution, the 20% seats in the house of representatives should be given to the party list groups. the marginalized and underrepresented sectors in the society are permitted to be represented in the house of representatives through the party list system. in this way these groups can create laws that can realize their advocacies and causes which can also be beneficial to the nation. at least 204 party list representatives have served in congress since 1998. they have represented multi sectoral groups like teachers, nurses, women, fishermen, farmers, regional groups and so on. in 2019 polls, it was observed that half of the party list groups who joined the election came from big businesses and the influential political clans and dynasties thereby defeating the clear intent of the 1987 philippine constitution ( bueza, 2020 ). public trust has not been quantified but in this study the researcher tries to measure the public trust as against the party list groups. in the philippine context, public trust usually means how the people perceive the performance of the public servants. integrity will be a big criterion in the determination of the trustworthiness of the political actors. the expectation of the people is another factor in determining public trust and so with how efficient , effective and timely is the delivery of goods and services in the communities. therefore, a research that will ascertain the performance and projects and programs of the party list groups is very timely to establish its relationship to the incidence of public trust. this study generally aims to determine the incidence of public trust on the performance of the party list groups. specifically, it sought answers to the following questions: 1. what is the level of public trust on the party list groups’ performance as perceived by the respondents? 2. what is the level of awareness of the respondents on the existence of the party list groups in the area? 3. what is the level of awareness of the respondents on the programs and projects of party list groups ? 4. what is the level of satisfaction of the respondents regarding the laws enacted, programs and projects implemented by the party list groups ? 5. what is the level of perception on the impact of the laws enacted, programs and projects of the party list groups ? 1 colegio de san juan de letran calamba, philippines * corresponding author’s e-mail: gsderamos@yahoo.com https://doi.org/10.54536/ajmri.v2i4.1642 https://journals.e-palli.com/home/index.php/ajmri mailto:gsderamos@yahoo.com pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 24-31, 2023 6. is there a significant relationship between the party list groups’ programs, projects and performance and the public trust? literature review the historical occurrence of the marginalized and underrepresented sectors who would not have a chance to win in the national elections has guided the framers of the 1987 constitution to allow more democratic representation in the legislative process of the house of representatives. republic act 7941 provides that party list representatives shall be elected in the national level and this is quite unique in the philippines. the difference with their district based counterparts lies in the fact that the party list groups are elected nationally. according to republic act 7941, a party list group must receive at least 2 per cent of the total nationwide votes in order to be entitled to one seat in the house of representatives ( tigno, 2019 ). through the years, there is an increasing awareness of the party list groups. pulse asia survey released the result of a survey in march, 2019, stating that three in four filipino voters have heard, read or watched something about the party list system. a similar survey in 2001 done by the social weather stations stated that a third ( 35% ) heard of the party list system only during the survey itself. this encourages more participation among the party list groups as the public increases its awareness of the existence of the party list system ( tigno, 2019 ). the supreme court of the philippines in its 2013 ruling, stated that the party list groups do not need to represent any marginalized and underrepresented sector. the intent of the court in this landmark ruling is to emphasize congressional representation more rather than the sectoral representation itself. because of the 2013 decision, many traditional and elitist politicians form or join party list groups to allow them to have more influence and power in the house of representatives ( tigno, 2019 ). the party list system has been utilized to further marginalize the already underprivileged groups. and this is true as the commission on elections accepted that there is control of the big and the accord of the small since 1995. the 2013 supreme court decision has strengthened this by letting the party list nominees run even if they do not belong to the marginalized sectosr that they represent. this is contrary to the sc decision promulgated in 2001 that party list representatives should be part of the group that they claim to represent ( arao, 2022 ). the rich and mighty use the party list system as another means to preserve their grip and power in congress. mikee romero who is the richest congressman representing the party list group one patriotic coalition of marginalized nationals has a net worth of us$ 135 million. relatives of the congressional district representatives get additional seats in congress in a way which can be described as an abuse of the party list system. those local officials affected by term limits see the party list system as another opportunity to gain power and influence and prepare themselves for a different position in the next election ( arao, 2022 ). reacting to claims that the rich and mighty dominate the party list system, the comelec stated that they have no power to deal with it and amending the law is the solution that they are contemplating on. but it has yet to fully utilize its quasi – judicial and quasi – legislative function in order to realize the intent of the party list law. voters should be proactive in knowing the objectives and the process of the party list system in the absence of the political will and credibility of the comelec. awareness on the part of the people is another thing. the greater challenge lies in voting the right party list groups in the next election ( arao, 2022 ). all interdependent relationships are held together by trust. outside of the family institutions, trust is more critical in the domain of public service. there is a surrender of rights by the citizens in a social contract knowing that laws will govern all the transactions mutually agreed upon. anarchy will result if confidence will be lost among the people regarding their best interest. then this can result to loss of morale and commitment among public servants to uphold their duties and responsibilities. trust plays a very important role in the lives of people in every nation. (asuncion, et.al., 2016). organization for economic cooperation and development ( 2017 ) stated that actual results are just as relevant as the act of policy making and its process of motivation. effective policies to improve socio – economic conditions should be paired with irreproachable actions when there is high unemployment and gross inequality in any society. there are three critical dimensions of trustworthiness when it comes to these expectations which are integrity, openness and fairness. there is a theoretical way to better link the discussion of strategy on trust to actionable reform agenda as found out by oecd ( 2017 ). this is called the competence – values framework. from this and in relation to public service, trust can be defined as : a citizen’s credence that the institutions of government satisfy their mandates with proficiency and integrity, acting in pursuit of the broader benefit society. in this proposition, the people appraise government from the perspective of both the effectiveness and uprightness of the policy – making process and result and their experiences in the delivery of service. this proposition can give direction on calculating trust on its tracking over time and on scrutinizing the elements that may propel it – in other words opening the door to another set of data which is presently accessible. government institutions in its public policy approach can inspire public trust in such a way that high trust begets collaboration while low trust begets aversion even if those things will benefit them. there is a close parallel between the strategies of the government institutions to create trust and the means and methods the private sectors do to gain more clients through intended and wellplanned trust plan of actions. ( oecd, 2017). https://journals.e-palli.com/home/index.php/ajmri pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 24-31, 2023 questionnaires. the researcher used several channels in the distribution and retrieval of the survey questionnaires. the said questionnaires were personally administered by the researcher or coursed through her friends to intended respondents. results and discussion data gathered, analysis and interpretation of the results using appropriate statistical tools and treatments are presented in this section. answers to the problems formulated are also discussed herein. one of the goals of this research is to devise a way to quantify public trust and determine afterwards if there is a significant relation between the performance of the party list groups and the public trust. measuring public trust will eventually help the party list groups to determine if they are performing effectively and if they have efficiently delivered the needed and desired goods and services to the people. materials and methods research design the descriptive method of research was utilized in this study. this method deals with a situation demanding various techniques of data gathering such as : on the post observation and questionnaires which eventually is under the option of the researcher at the time the process of investigation is made. sampling data collection was done among the 120 respondents in the towns of sta. cruz, pila and siniloan, province of laguna, philippines and they were selected on a random basis, while selecting the sample, efforts were made to cover the 4th district of laguna in its entirety so as to have wide representation of samples within the geographic location. data gathering procedure the data were gathered through survey using structured table 1: perceived public trust on party list groups in terms of its performance indicative statement mean remark 1. the party list groups can perform its duties at the right time and quality. 3.61 agree 2. i can rely on party list groups that they are doing their jobs. 3.60 agree 3. the party list groups are just and fair in the way that they treat me. 3.64 agree 4. the party list groups are able to fulfill their promises. 3.56 agree 5. i am contented with the delivery of services of the party list groups on person like me. 3.55 agree 6. the projects of the party list groups are needed and beneficial to our community. 3.62 agree 7. i get better benefits from the projects being implemented by the party list groups in our communities. 3.47 moderately agree overall mean 3.58 the public trust on the party list groups is high legend: 4.50-5.00 strongly agree/very high, 3.50-4.49 agree/high, 2.50-3.49 moderately agree/moderately high, 1.50-2.49 disagree/low, 1.00-1.49 strongly disagree/very low table 1 shows that public trust on the party list groups is high. the party list groups were able to deliver goods and services to the people efficiently and effectively and the needs of the people were taken into consideration along the way. there was a degree of competence on the part of the party list groups to implement projects and programs that can alleviate poverty and improve the quality of their lives such as scholarships, medical assistance and training programs. these are needed by the respondents and perceived by them as beneficial to the communities and rural areas. there was a perception of fairness among the constituents because they felt that they have real voice in the process and that they were treated with respect. the respondents felt that in the implementation of the different projects and programs in their respective congressional districts, the party list groups were fair and they selected the beneficiaries based on their needs and capabilities. this positive perception of fairness in the process resulted to the high mark of public trust among the respondents. the question on getting better benefits from the projects of the party list groups got the lowest rating which is moderately agree. some respondents were not able to avail of some projects which are quite limited in their areas so they did not answer positively the last question. medical assistance programs are not available in some communities because the big hospitals nearest them were not allotted the medical assistance fund by the party list groups. scholarships are limited in some areas because of the numerous number of applicants. party list groups are given only certain amount of funds for the educational assistance. and so they have to work within that limited budget. https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 24-31, 2023 as shown in figure 1, the public trust on the performance of the party list groups is high. the high rating is due to the fact that there is an efficient delivery of services to the respondents and they were able to avail of the different programs and projects of the party list groups such as the medical assistance, tupad ( temporary work program ) , scholarship and tesda ( livelihood training program ). with these projects and programs, the respondents and other constituents were able to feel the presence of the party list groups. respondents put their trust on the party list groups when they can avail of the varied projects and programs executed by them. scholarships, medical assistance, temporary employment and training programs are very relevant in their everyday lives. they can feel now that these party list groups are really looking after their welfare. good performance for them is about the timely and effective delivery of goods and services. figure 1: frequency and percentage distribution of respondents’ trust on the party list groups as to its performance. table 2: frequency and percentage distribution of respondents’awareness on the existence of angkla party list and other party list groups party list groups frequency percentage angkla 60 50.0 kalinga 1 0.01 buhay 2 0.02 bagong henerasyon 10 8.3 ave 4 0.04 none 29 24.2 no answer 25 20.8 table 2 illustrates that 50% of the respondents are aware of the existence of angkla because it is the party list which has implemented the most number of projects and programs in laguna such as the medical assistance, scholarship, and tesda training programs. bagong henerasyon partylist has implemented tesda training programs and other projects in the area. other party list groups have implemented few programs & projects in the 4th district of laguna. the respondents who answered none or they are not aware of any party list groups came from the upland area of siniloan, laguna. no program and project of the party list groups has ever reached their barangays. the trust and awareness of the respondents are low in areas that have poor access to the delivery of goods and services. these people do not even know what a party list group is and in previous elections, they were not able to vote for the party list groups for lack of awareness about the existence of party list groups. they only voted for the congressman or representative that would represent their district in the house of representatives. it is safe to conclude that the programs and projects of the party list groups contribute much to the awareness of the respondents regarding their existence. unlike the congressmen who represent each district in the philippines, the party list groups do not enjoy the popularity of the former. these congressmen usually come from the districts that they represent so their constituents know them very well. it is only through these projects and programs that the party list groups are being known by the people. if they do not implement any program in a certain district, then the awareness of the people is zero. https://journals.e-palli.com/home/index.php/ajmri pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 24-31, 2023 scholarship program got the highest rating in terms of awareness because first, this is a program that is so responsive to the needs of the respondents and it is accessible to them. students can easily avail of the scholarship and the slots provided for are numerous. next to scholarship are the medical assistance and tesda training programs. patients can easily avail of the medical assistance through the offices of the party list groups. the livelihood training programs are offered to trainees very near the places where they reside. the different programs and projects create awareness because of the improved public service in terms of access, quality and responsiveness. through word of mouth and coordination with the local government units, the people were made aware of the projects and programs of the party list groups. in order to efficiently and effectively implement those projects and programs, the staff of the party list groups coordinate with the offices of the municipal mayors and barangay captains to disseminate information on the availability of the said projects and programs and eventually ask their assistance in the process of application. since the lgus know their constituents well, the beneficiaries are easily identified. table 3: respondents’ awareness on the programs and projects of party list groups projects and programs frequency % medical assistance 31 20.7 tupad program 14 9.3 scholarship 63 42.0 tesda training 30 20.0 infrastructure 12 8.0 table 4: level of satisfaction of the respondents on the programs and projects and laws enacted by party list groups indicative statement mean remark 1. are you happy with the projects and programs of the party list groups in your community? 3.94 satisfied 2. are you happy with the medical assistance program of the party list groups in your community? 3.63 satisfied 3. are you happy with the tupad program of the party list groups in your community? 3.61 satisfied 4. are you happy with the scholarship program of party list groups in your community? 4.33 satisfied 5. are you happy with the tesda training program of the party list groups in your community? 3.64 satisfied 6. are you happy with the bridge/road project of the party list in your community? 3.32 moderately satisfied 7. are the laws enacted by party list groups beneficial in your life? 3.76 satisfied overall mean 3.75 the level of satisfaction is high legend: 4.50-5.00 very high satisfaction, 3.50-4.49 high satisfaction, 2.50-3.49 moderate satisfaction, 1.50-2.49 low satisfaction, 1.00-1.49 very low satisfaction as illustrated in table 4, the level of satisfaction for the programs and projects such as medical assistance, tupad, scholarship, tesda training and laws enacted by party list groups is high while for the infrastructure such as roads and bridges, the level of satisfaction is moderate. the overall mean for the level of satisfaction is 3.75 which is high. therefore, the respondents are satisfied with the projects and programs and laws enacted by the party list groups because the respondents are the beneficiaries of the said programs and projects. effective and efficient delivery of services is the main driver for the incidence of public trust on the party list groups. no party list group has ever built farmtomarket roads in the district so the respondents are moderately satisfied regarding the question on infrastructure. farmtomarket roads are usually built through the congressional funds of the congressman of the 4th district of laguna. this is one area where the party list groups should allocate funds for the infrastructure program to gain more trust from the people. the scholarship got the highest rating for satisfaction because many respondents were able to avail of the program for their children and education is valued so much by the people. they firmly believe that through education their lives will greatly improve. effective and efficient delivery of services is the main driver for the incidence of public trust on the party list groups. if their https://journals.e-palli.com/home/index.php/ajmri pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 24-31, 2023 needs are being met by the implementation of several programs, then the level of satisfaction on them will be increased. the main job of the party list groups and the congressmen is lawmaking and not the implantation of projects and programs. but for the people, the indicator of good performance by the party list groups and legislators is if they ere able to bring goods and services to the people. this is how the people perceive and gauge if they are performing well as public servants. as shown in figure 2, 40% of the respondents are satisfied with the scholarship program implemented by the party list groups. many children of the respondents and constituents were able to avail of the scholarship so figure 2: frequency and percentage distribution of programs and projects of party list groups benefited from as perceived by the respondents this program got the highest rating. on the other hand, 17% did not give any answer because they were those living in the upland areas of siniloan, laguna who were not able to avail of the scholarship and other programs. access to the projects and programs of the party list groups and the government is the one which drives the trust and satisfaction of the respondents. because of the location of the upland areas of siniloan, laguna, no party list group has reached the place to implement several programs. but angkla party list initiated the implementation of temporary work program or tupad after this researcher called the attention of the party list group to the prevailing situation in the said community. several residents of that area were identified by the barangay captain and selected by angkla paty list to participate in the temporary work program. table 5 illustrates that for the respondents, the projects, programs and laws enacted by the party list groups are important and beneficial in their lives. they agree on the statements that there are enough projects, programs and table 5: level of perception on the impact of the laws enacted, programs and projects of the party list groups statement mean remark 1. how important are the projects and programs of the party list groups in your community? 3.92 important 2. how important are the laws enacted by the party list groups in your community? 4.00 important 3. what is the effect of the implementation of the projects and programs by the party list groups in your life? 3.61 beneficial 4. what is the effect of the laws enacted by the party list groups in your life? 4.33 beneficial 5. there are enough number of projects and programs by the party list groups in your community 3.64 agree 6. there are enough laws enacted by the party list groups 3.32 agree overall mean 3.80 there is high regard for the projects, programs and laws enacted by the party list groups. https://journals.e-palli.com/home/index.php/ajmri pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 24-31, 2023 laws enacted by the party list groups. the respondents have high regard for the projects, programs and laws enacted by angkla and other party list groups because they are satisfied with the efficient delivery of services that has helped improve their lives. the laws enacted by the party list groups are relevant in the society, therefore they are also beneficial to them. the question on if there are enough laws enacted by the party list groups got the lowest rating. this is due to the fact that there is lack of information dissemination on the part of the party list groups to inform the people on the laws that they have crafted in the house of representatives. the people are left in the dark on the aspect of legislative function of the party list groups. hence, these party list groups should use the social media platforms like tiktok, youtube, facebooks and others to relay to the people the bills and resolutions they have filed in the house of representatives. doing your job and part is one thing but getting them known by the citizens is another thing. as illustrated in table 6, the high r value of 0.817 implies that there is a significant and very strong relationship between the party list groups’ performance and the public trust. the relationship of the party list groups’ projects table 6: relationship between the party list groups’ performance, and programs/projects and the public trust indicator public trust beta r int. sig. performance .574 .817 very strong relationship p<.01 projects and programs .325 .666 strong relationship p<.01 adjusted r-squared 52.86% and programs with public trust, is strong as shown by the high r value of 0.666. this research shows that the delivery of services to the people and responsiveness to the needs of the people have a great impact on the trust that they have on the party list groups. the trust of the respondents depended on the number and quality of projects and programs that they have in the different barangays that are beneficial to the people. as more projects and programs are implemented, the higher the trust is given to the party list groups. the performance of the party list groups in lawmaking and the implementation of beneficial programs and projects have a very strong relationship with the trust given by the respondents. if they perceive the party list groups as trustworthy and competent partner in their everyday lives, then the public trust is strengthened. they regard good performance as a measure of trust and confidence. conclusion this research finds that there is a positive correlation between the performance of the party list groups and the public trust. it is also manifested in the study that there is a positive correlation between the projects and programs of the party list groups and the public trust. the respondents` level of trust towards the party list groups is affected by the performance and the projects and programs of the latter. the more projects and programs like medical assistance, scholarships, tupad or temporary work and tesda training programs are implemented in the communities, the higher is the public trust on the party list groups. among the projects and programs of the party list groups, the infrastructure project got the lowest rating which is translated to moderate satisfaction. respondents from upland barangays of siniloan, laguna were not aware of the party list groups because no program and project was ever implemented in their area. if the respondents are satisfied with the delivery of services, the incidence of public trust is high among the respondents. therefore, the performance of the party list groups is perceived by the number and quality of projects and programs that it has in the different areas and barangays. the delivery of services to the people greatly affects the trust that they have on the party list groups. it is the key component and main driver of public trust on the performance of the party list groups. this study including the data gathered show that the party list groups can influence the public trust on them by improving the awareness and satisfaction level on the delivery of goods and services to the communities. based on the conclusions drawn and after an exhaustive analysis of the findings, the researcher recommends the following: 1. build infrastructure projects such as farmtomarket roads that will spur economic growth in the rural areas and therefore will create awareness and trust on the party list groups; 2. implement more projects and programs in the farflung areas like the upland barangays in siniloan, laguna in order to increase the awareness and incidence of public trust among the people situated in those communities; 3. intensify information dissemination program specially in the social media platforms like facebook, tiktok, youtube and others to better inform the public on the bills and resolutions filed by the party list groups in congress references arao, d. (2022, march 23). philippine party-list elections steal from the poor and give to the rich. retrieved from east asia forum: https://www.eastasiaforum. org/2022/03/23/philippine-party-list-electionssteal-from-the-poor-and-give-to-the-rich/ asuncion, x., bolagao, b., braga, q., garcia, c., roxas, https://journals.e-palli.com/home/index.php/ajmri pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 24-31, 2023 a., & villarosa, v. (2016). measuring the strength of correlation between the implementation of farm-tomarket road projects in an agricultural region and incidence of public trust towards governnment: a study of farm-to-market roads and public trust in nueva ecija, philippines. bueza, m. (2020, march 5). lookback: 25 years of the party list law. retrieved from rappler: https://www. rappler.com/newsbreak/iq/253193-lookback-partylist-law-philippines-milestones/ oecd. (2017). trust and public policy: how better governance can help rebuild public trust. paris: oecd publishing. tigno, j. v. (2019, july 4). the party-list system in the philippines: is it better or worse for democracy? retrieved from university of nottingham: https://theasiadialogue. com/2019/07/04/the-party-list-system-in-thephilippines-is-it-better-or-worse-for-democracy/ https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 13 3 american journal of multidisciplinary research and innovation (ajmri) modelling indoor environmental performance of pharmaceutical factory buildings in nigeria bawa john agmada1*, akande oluwafemi kehinde1, ayuba philip1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.590 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 13, 2022 accepted: september 24, 2022 published: september 28, 2022 pharmaceutical factory buildings (pfbs) are expected to provide indoor environmental performance suitable to enhance workers’ well-being and productivity. this study examined the indoor environmental performance of pfbs in nigeria towards modeling an enhanced worker’s well-being and productivity. fourteen pfbs were purposively selected as investigation sites with a field survey conducted in southwest nigeria. several types of equipment were used to obtain iaq data (that is the air temperature, relative humidity, airflow velocity as well as the concentration of carbon dioxide (co2), particulate matter, tvoc, and hcho) along with subjective evaluation of the perception of the factory workers to obtain information on their working environment within the factories. findings showed that average air temperature (29.42°c); air velocity (0.98 m/s) and formaldehyde (0.87ppm) were beyond the acceptable and recommended threshold by ashrae and who. however, the values obtained for co2, pm1.0, pm2.5, and pm10 were satisfactory. the study concludes by suggesting ways to improve the indoor environmental performance of pfbs and proposed a model to enhance the worker’s well-being and productivity. keywords indoor environmental performance, nigeria, pharmaceutical factory buildings, productivity, well-being 1 department of architecture, federal university of technology, minna, nigeria * corresponding author’s email: bawa.pg915484@st.futminna.edu.ng introduction the process of making drugs is specialized, as it also emphasizes security, serenity, and control of the built indoor environment of pfbs (xiaoguang, et al., 2011). in achieving this, the quality of air and thermal factors affect indoor environmental performance (iep) significantly as a whole (mahbob et al., 2011). the iep considers workplace conditions and helps minimize end-users’ complaints (catalina and iordache, 2012; saraoui et al., 2018). quang et al., (2014) and luu et al., (2021) considered thermal comfort to be dependent on the individual indoor users’ adaptation and that also concerning the geographical location, climate, age, and gender of the individual, (nicol and humphreys 2002 and smolander 2002) had earlier agreed with the position too. the parameters considered by (al horr et al., 2016 and bawa et al., 2021) included air temperature, mean radiant temperature, air relative humidity, and air velocity, while metabolic rates and clothing insulation were classified as personal factors. adejuyitan et al., (2009) asserted that continual indoor stress reduces physical and mental well-being, eventually hinders human performance, and drains workers’ productivity. the poor indoor environment can increase absenteeism to work due to respiratory infections and allergic diseases caused by biological contaminants inhaled or contracted or an adverse reaction to the kind of chemicals used in the factory. most pfbs are not designed with windows (zhuang and wang, 2020). and the production workers of the pfbs are made to work in such an enclosed environment for 7 9 hours five or six days per week with only an hour for a break daily (world health organization, 2003 and world health organization, 2007). in addition to the above, the indoor environmental quality (ieq) of the production area of the pfb has another influence, and it is that it always contains chemicals as well as washing areas (world health organization, 2007; kubba, 2016 and tait, 2019). statutory bodies both at the international level and local level mostly regulate best practices in drug production and to a degree environmental hygiene (world health organization, 2002; williams, 2005; united states pharmacopeia drug quality and information program and collaborators, 2007; gad, 2008; marles, et al., 2011; world health organization, 2011; world health organization (who) expert committee on specifications for pharmaceutical preparations, 2011; ameh et al., 2012; lartey et al., 2018 and mills, 2020). indoor air is known to have a large amount of impact a building has on inhabitants compared to outdoor air with both biological and chemical contaminants pollutants (abdulaali, et al., 2020). smith and pitt (2011) noted that chemical components of the contaminants include carbon monoxide (co), carbon dioxide (co2), radon, nitrogen oxide (nox), asbestos, respirable suspended particulates (rsps), construction chemicals, and ozone (smith and pitt, 2011 and bawa et al., 2021), while the biological contaminants could be pests, dust mites, houseplants, molds, endotoxins, and pollen (lewin & baxter, 2007 and abdulaali, et al., 2020). bornehag et al., (2001) added that pollutants in buildings are usually related to respiratory health challenges with possible sources being the presence of moisture, water damage, and also microbiological pollutants. pilotto et al., (1997) and norback et al., (2000) discussed nitrogen dioxide (no2) as a source of the respiratory problem in a building; menzies et al., (1993) and milton et https://doi.org/10.54536/ajmri.v1i4.590 https://journals.e-palli.com/home/index.php/ajmri pa ge 13 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 133-140, 2022 al., (2002) accredited it to low ventilation rates. lang et al., (2008) and garrett et al., (1999) identified formaldehyde as an indoor gas that suspends in the indoor air and causes irritations and respiratory disorders when inhaled for a long time. mccoach et al., (1999) and zock et al., (2001) worked on chemicals in cleaning products; while wyler et al., (2000) also blame outdoor pollutants or exhaust of vehicles. the factors that influence workers’ productivity as determined by the indoor environmental quality (ieq) as related to indoor air quality (iaq), therefore include; air temperature, relative humidity, tvoc, co2, hcho, air velocity, airflow, and particulate matter (pm1.0, pm2.5, and pm10) (smith & pitt, 2011; kong et al., 2021 and bawa et al., 2021). co2 increases in buildings with higher occupant densities, and is diluted and removed from buildings based on outdoor air ventilation rates. examining levels of co2 in indoor air can reveal information regarding occupant densities and outdoor air ventilation rates. studies have found that high levels of carbon dioxide (co2) have a significant negative impact on cognitive ability and strategic thinking (sireesha, 2017). hcho is a common constituent of adhesives used in particle boards, carpeting, and furniture. the use of hcho has been modified in recent years to reduce its release from these products. it is considered a carcinogen that causes cancer of the nasal cavity in workers exposed in their jobs at remarkably high levels of exposure (thousands of ppb or higher). exposure to moderate levels of hcho (hundreds of ppb or greater) can cause several irritant symptoms, including temporary burning of the eyes or nose, and sore throat (salthammer et al., 2010). air velocity is another important factor that influences iaq. it does not usually have any direct effects on human health but mostly promotes both positive and negative effects on other factors. moving air can cause people to feel cooler if the moving air is cooler than body temperature (hse, 2013). pm less than 2.5μm in size (pm2.5) has been directly linked to respiratory illnesses and infections such as asthma, as well as cardiovascular and respiratory diseases, including lung cancer (who, 2013). pm10 refers to particles that are 10μm or less in diameter, they are less toxic than pm2.5 and still cause symptoms of respiratory infections and irritations: if exposure is long enough, may cause pulmonary and cardiovascular diseases as well as lung cancer (who, 2013). tvoc is a group of compounds that are usually present in emissions or ambient air with a wide variation in chemical properties that are essentially a complex mixture of potentially hundreds of low-level volatile organic compounds (voc), the sum of all individual tvocs provides a guide to determine whether chemical levels are elevated in air samples (simpson and driscoll, 1998 and johnson 2018). these levels often reflect the potential for occupant irritation, and discomfort, to such toxicity levels that eventually lead to death (simpson & driscoll, 1998). meanwhile, pharmaceutical factories were expected to satisfy at least iso 14644 class 7, where the ambient air quality of the factories must contain less than 352,000 particles (0.5um) in diameter per cubic meter of air. therefore, maintaining indoor air quality between classes 7 and 8 of iso 14644 is highly recommended. this study examined the indoor environmental performance of pfbs in nigeria towards modeling an enhanced worker’s well-being and productivity in the pfbs in nigeria. methodology study location lagos state, nigeria, is a coastal area with a capital at ikeja. lagos state is within approximate coordinates of 6.5227°n and 3.6218°e, dat (date and time, 2021). the state has a common boundary with ogun state, the republic of benin, and terminates in the atlantic ocean in the south; making it a coastal city where several long and attractive sandy beaches (like bar beach) are located. while ogun state is located within an approximate coordinate of 6.9980°n and 3.4737°e, dat (date & time, 2021). ogun state is bounded on the west by the republic of benin and the east by ondo state, to the north is oyo state while lagos state and the atlantic ocean are to the south, (pharmapproach, 2021). this study area contains the largest number of pfbs with lagos state having 57, followed by ogun state with 16 which are 45% and 13% respectively out of the total of 126 pfbs in nigeria as registered by the pharmacists council of nigeria (pcn) (pharmapproach, 2020). finally, fourteen (14) pfbs were purposively selected as investigation sites with field survey conducted in the study area after conducting a pilot study in the rainy season in october-november 2020 to test the research instruments and then the dry season (main fieldwork) in march 2021. materials the equipment used to obtain iaq data includes the multifunctional air quality detector (plate i) that measured relative humidity, air temperature, air velocity, carbon dioxide (co2), total volatile organic compounds (tvoc), and formaldehyde (hcho). other instruments used to carry out the measurements included a digital laser distance meter 100m (plate iii), digital lux meter as803, kxl-801 lcd co detectors, habotest ht625a digital anemometer (plate iv), digital sound level meter (plate ii), and infinix note 4 x626b android phone camera. the iaq data was assessed as written below; where each indoor air quality (iaq) data = x x1 = average temperature (oc) measured in each pfb x2 = average air velocity (m/s) measured in each pfb x3 = average pm1.0 (mg/m) measured in each pfb x4 = average pm2.5 (mg/m) measured in each pfb x5 = average pm10 (mg/m) measured in each pfb x6 = average tvoc (ppb) measured in each pfb x7 = average co2 (ppm) measured in each pfb x8 = average hcho (ppm) measured in each pfb to determine the iaq from the data collected, the following calculations were made using the following https://journals.e-palli.com/home/index.php/ajmri pa ge 13 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 133-140, 2022 plate i: multifunctional air quality detector plate ii: digital sound level meter plate iii: digital laser distance meter 100m plate iv: habotest ht625a digital anemometer formulas: the measurements from the 14 pfbs were calculated, analysed, and presented on charts and discussed. the temperature readings were taken fifteen (15) times and the readings were taken at intervals of an average of three (3) minutes in each of the fourteen (14) pfbs. the air velocity was also measured at 15 points from the 14 pfbs. all the measurements for this study were taken in the production rooms of the 14 sampled pfbs. structured (systematic) questionnaires for the supervisors and workers to determine users’ productivity by way of finding out whether or not workers met production targets. the questionnaire forms were administered to workers with questions structured to determine the work schedules of the workers and also obtain details of health challenges suffered as a result of working in the production section. the purposive sampling technique through homogeneous sampling was used in the selection of the fourteen (14) factories. meanwhile, the population size for the workers using yamane’s (1967) formula was adopted to arrive at 400 respondents. this was arrived at using some assumptions for an average number of production workers in large pfbs 300, medium 200, and small 100. this assumption was done largely because most pfbs did not have a definite record of the workers dedicated only to the production areas. the workers were mostly casual workers who were only invited when certain drugs were manufactured. also, those that had permanent production workers, were not permanently assigned to work only in production. sometimes they worked in packaging or maintenance or any other assigned duty. the stratification of the pfbs into large, medium, and small, was done based on three reasons which are; the size of the building (production area); the number of workers, and the number of drugs produced. therefore; hence, 23 x 300 (large pfb) = 6,900 24 x 200 (medium pfb) = 2,800 26 x 100 (small pfb) = 2,600 total population size of the workers 6,900 + 4,800 + 2,400 = 14,300 n= n/(3+n(e)2 ) where: n = population (14,300) n = sample size e = constant (0.05)2 n= 14,300/(3+14,300(0.05)2 ) n= 19400/48.5 sample size (n)=370 the sample size (n) was approximated to = 400 results the indoor air quality data obtained from the 14 pfbs includes the temperature, air velocity, particulate matter (pm1.0, pm2.5, pm10), total volatile organic compounds (tvoc), and formaldehyde (hcho). the air temperature was measured at about one (1) metre (m) height from the ground according to (zhu et al., https://journals.e-palli.com/home/index.php/ajmri pa ge 13 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 133-140, 2022 2021). generally, the acceptable range of the indoor air temperature is between 22.5-26oc, and the maximum limit of air velocity recommended by (amens et al., 2020) is 0.25ms-1. the acceptable limit of tvoc of below 3ppm was used as consistent with the recommendation of dosh (2005). ashrae standard 2017 recommends levels of 1000ppm in the case of continuous exposure to co2. zhu et al. (2021) asserted that headaches, sore throat, and breathing difficulty such as asthma can result in occupational exposure to hcho which is above 0.1ppm. the average air temperature (29.42°c); air velocity (0.98 m/s) and formaldehyde (0.87ppm) were beyond the acceptable and recommended threshold by ashrae and who. all the 14 pfbs measured for tvoc had far below the allowable limit of 0.1ppm and 1.23ppm as the lowest and highest calculated averages. the average calculated co2 of 14 pfbs with 12 factories measuring below the ashrae threshold of 1009ppm. only two (2) factories had higher than the recommended standard. the total average of co2 for the 14 pfbs was 773.56ppm. discussion table 1 presents that the iaq data with the least difference is between the individual pfbs and the average measurement from all the pfbs for each of the iaq data. the average air temperature (29.42°c); air velocity (0.98 m/s) and formaldehyde (0.87ppm) were beyond the acceptable and recommended threshold by ashrae and who. figure 1 illustrates that the total average variation of the table 1: average iaq data from the 14pfbs parameters measured international standard data obtained from field measurements temp. (oc) 24.25 [ashrae standard 55, 2010] 29.42 air vel. (m/s) 0.25 [ashrae standard 55, 2010] 0.99 pm1.0 (mg/m) 18.47 pm2.5 (mg/m) 33.92 pm10 (mg/m) 18.47 tvoc (ppm) below 3 [dosh, 2005] 0.31 co2 (ppm) below 1000 [ashrae standard, 2017] 772.99 hcho (ppm) below 0.1 (zhu et al., 2021) 0.86 temperature reading of all the pfbs in the study was found to sum up to about 5% away from the average air temperature reading of 29.42oc from table 1. this showed that the air temperature levels were consistent. the variation in the carbon dioxide and air velocity at 239% and 412% respectively, were the other two iaq variables in these pfbs that had total average variations that were less than 500%, though there were pfbs that had readings varying from a carbon dioxide level as high as 126% above the 772.99ppm as well as an air velocity level of about 100% above the 0.99m/s average readings. the variations of the hcho, pm1.0, pm2.5, pm10, and tvoc were the most dispersed of all having this total average variation at levels between 1000% and 2500% from the readings of 18.47mg/m for pm1.0, 33.92mg/m for pm2.5, 0.31ppm for tvoc and 0.86ppm for hcho (table 1 and figure 1). figure 1: percentage difference between iaq data https://journals.e-palli.com/home/index.php/ajmri pa ge 13 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 133-140, 2022 figure 2 demonstrates the performance of the different pfbs in these iaq performances with about nine (9) of them having an average difference in iaq data summing up to about 50% or less while five were between 150% and 300%. it could be observed from figure 2.0 that 11pfbs out of 14 had largely exceeded the suggested limit with the total average of hcho giving about 0.87ppm. the iaq data with the highest difference was the hcho measurement with a variation of about 199% different from the average measurement spread out through the 14pfbs, this is followed by the pm2.5 and pm10 as the measurements were seen to vary by 137% from the average measurements for the pfbs, this showed the magnitude of the differences in the pm2.5, pm10, and hcho present in the pfbs. the questionnaire result (table 2) describes how the figure 2: average percentage difference in iaq data from 14 pfbs environmental performance variable affected the user’s performance in the pfbs. the temperature, sometimes uncomfortable during production, had a significant influence with low impact. the perception of 54% of respondents was that the temperature is sometimes uncomfortable during production. the air velocity impact was fair, as 63% disagreed that the hall is usually not airy enough and it is because mechanical ventilation is also needed to keep the drugs at a cool temperature. the rate about 57% agreed that they were able to meet the production target. table 3 explains the significance of the group mean table 2: comfort level of the temperature and whether the hall is usually not airy enough are you able to meet the production target? totalyes no the temperature is sometimes uncomfortable during production agree 149 152 301 undecided 37 21 58 disagree 127 67 194 the hall is usually not airy enough agree 71 102 173 undecided 20 13 33 disagree 222 125 347 table 3: tests of equality of group means wilks' lambda f df1 df2 sig. temperature .774 16.630 1 57 .000 relative humidity .960 2.355 1 57 .130 average velocity .970 1.741 1 57 .192 lighting .998 .089 1 57 .766 sound .992 .444 1 57 .508 pm1.0 .922 4.815 1 57 .032 pm2.5 .965 2.061 1 57 .157 pm10 .970 1.759 1 57 .190 co2 .993 .416 1 57 .522 hcho .148 329.062 1 57 .000 tvoc .921 4.903 1 57 .031 airflow .971 1.690 1 57 .199 in each of the predictor variables, as the group is significantly different in their mean score that is those that were productive are significantly different from those that were not productive. from table 3, it can be observed that except for relative humidity, average velocity, lighting, sound, co2, pm2.5, pm10, and airflow, all others show that there is no discriminant among the variables. the test result indicates that the significant value is less than 0.05 which implies an unequal variance among the group as in table 4. https://journals.e-palli.com/home/index.php/ajmri pa ge 13 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 133-140, 2022 tests null hypothesis of equal population covariance matrices. this output generated in table 5 shows the best predictors are the ones with the coefficient of 0.767, -0.172, -0.094, -0.093, and 0.065, which are the hcho, temperature, tvoc, pm1.0, and relative humidity. table 4: test results box's m 548.368 f approx. 4.545 df1 78 df2 2292.828 sig. .000 table 5: structure matrix function 1 hcho .767 temperature -.172 tvoc -.094 pm1.0 -.093 relative humidity .065 pm2.5 -.061 pm10 -.056 average velocity -.056 airflow -.055 sound -.028 co2 -.027 lighting .013 pooled within-groups correlations between discriminating variables and standardized canonical discriminant functions. variables are ordered by the absolute size of correlation within the function. the results of the structure matrix imply that each of the observed independent variables contributes to the dependent variable explanation in a significant way. the highest degree of relationship was indicated by temperature in the negative sense. this indicates that the lower the degree of temperature in a large pharmaceutical company the higher the probability that the workers will be productive. a similar relationship is recorded for pm1.0 and tvoc. the coefficient of pm10 is 0.000 which implies that pm10 affects workers’ productivity also the presence of co2 is minimal in the large category factory as shown in table 6. model generated for large pfbs the model is developed in the order and amount of the parameters that determine productivity in the pfbs and from the analysis carried out with the data collected. d(y)=-0.266temperature + 0.045 relative humidity -0.370 average velocity + 0.002 lighting-0.001sound0.003pm(1.0) 0.001pm(2.5) + 0.002co2 +1.691hcho -2.091tvoc 0.223airflow this model d(y), can be verified by comparing each of the coefficients with the threshold value of each of the variables and using it to discuss in detail. for workers to be productive in a large category company the value of each table 6: canonical discriminant function coefficients function 1 temperature -.266 relative humidity .045 average velocity -.370 lighting .002 sound -.001 pm1.0 -.003 pm2.5 -.001 pm10 .000 co2 .002 hcho 1.691 tvoc -2.091 airflow -.223 (constant) .439 unstandardized coefficients of the variables should be considered and maintained to have good working conditions and better performance for the workers conclusion in modelling the iep of pfbs, more research needs to be carried out in investigating the best way to consistently mitigate the high amount of pms and hcho in the atmosphere of the pfbs, as this research suggests that these could be the major reason for ill-health, discomfort, and reduced productivity in pfbs. it is recommended that in large pfbs the parameters should be checked regularly to ensure that the developed standard or model is maintained for all the measured parameters to enable productivity. the study also recommends that research can be conducted on the model for the productivity of workers in medium and small pfbs. references abdulaali, h., usman, i., hanafiah, m., abdulhasan, m., hamzah, m., & nazal, a. 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(2001). occupation, chronic bronchitis, and lung function in young adults. an international study. american journal of respiratory and critical care medicine, 163(7), 1572–1577. https://doi. org/10.1164/ajrccm.163.7.2004195 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 14 american journal of multidisciplinary research and innovation (ajmri) analysis of administrative structures and economic programs of the ahmad shahi’s era toryalai hemat1*, amin stanikzai2 volume 1 issue 5, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i5.662 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 26, 2022 accepted: october 19, 2022 published: october 22, 2022 much has been done in the reign of ahmad shah for the comfort and convenience of the people and he is considered the founder and pioneer of good government. he loved his people from the core of his heart as he was a kind-hearted leader and had respect to them, therefore, he was given the title of “baba” and was given special devotion and was considered as the saint of allah. the purpose of the research study is deeply analyzing the administrative and economic structure of ahmad shah’s government. besides, to identify those factors which positively affect the economic and administrative structure of ahmad shah’s government. as well as, to explain the overall leadership in the era of ahmad shah. the doctrinal research methodology and a descriptive, explanatory, and analytical research approaches are used in this work. it is worth mentioning that this research study is entirely based on library sources. most of the sources are reputable and trustworthy textbooks, scholarly published and unpublished journal articles, law reports, and online websites related to the research area. according to well-known historians and the study of history in terms of administrative and economic structure and achievements the government of ahmad shah was considered one of the advanced governments of the era. the researcher suggests and recommend to the central government and to the local governments of afghanistan as well as to the regional governments that to deeply study the administrative and economic structure, achievements, and reforms of the ahamad shah era and try to implement them in their central and local institutions. furthermore, the researcher has a suggestion for the other researchers to work on the military, political, and social structure of ahmad shah’s government in order to squinch the academic thirst of the students, professors, and other people. keywords ahmad shah, afghanistan, administrative structure, economic structure 1 vice chancellor of academic affairs & lecturer of law & political science faculty at rokhan institute of higher education, jalalabad, afghanistan 2 lecturer at rokhan institute of higher education, management department, economics faculty, jalalabad, afghanistan * corresponding author’s email: hemat_safi58@yahoo.com introduction the reign of hazrat ahmad shah baba can be considered as a golden age in the political, social and nation building period of afghanistan. sense this period is full of achievements, which generally indicates the remaining of current afghanistan’s expansive, braveness and courageous empire. the rise of the great ahmad khan is also an ideological model for many reasons, including political instability in the country, the power of mini states or states in the states, the continuation of wars and pessimism, economic instability and many other factors. it means that the rise of the great ahmad khan is due to the economic instability in the country and the deteriorating economic situation of the people. in this article we will give a comprehensive overview of economic, trade and administrative reforms and development during the empire of ahmad shah baba. according to the historical evidences, the rise of ahmad shah baba against iran and the mongols has a national inclination and the state was founded on the basis of national spirit. ahmad shah baba faced two major issues for strengthening his government, controlling internal affairs and tribes and developing and protecting afghanistan’s natural borders by establishing an organized army. the mobilization of army was, therefore, done for the second largest goal mentioned above. the great ahmad shah baba realized that in order to prevent tribal conflicts and war and to have peace and prosperity each tribe should see their leaders in government. he did so and they became subject to the central government. the majority members of that advisory council were also in the government of nadir afshar with ahmad shah baba. in each decision they were consulted and after their approval the decision was implemented. although ahmad shah baba’s main focus at that time was to bring afghanistan’s natural borders under the umbrella of the central government and to bring everlasting reforms in the civilian and military sectors to be under a single command. research questions 1. what factors positively affected ahmad shah’s government administrative structure? 2. what factors positively affected ahmad shah’s government economic structure? 3. how was the leadership in the era of ahmad shah? research objectives 1. to explain and deeply analyzed the administrative structure of ahmad shah’s government? 2. to identify those factors that positively affected the economic structure of ahmad shan’s government? 3. to explore and analyzed the overall leadership in the era of ahmad shah. 4. birth and death of ahmad shah baba historians have given contradictory statements about the https://doi.org/10.54536/ajmri.v1i5.662 https://journals.e-palli.com/home/index.php/ajmri mailto:hemat_safi58%40yahoo.com?subject= pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 place and date of ahmad shah baba’s birth, but afghan historian mir ghulam mohammad ghobar mentions the place and date of the birth of ahmad shah baba as: “ahmad shah baba was born in 1135 hijri. when he turned sixteen years old in (1150) he found a link with nadir shah’s darbar in kandahar. on turning 25 in (1160) he took power in kandahar and on reaching 50 years old in (1186) he passed away in kandahar at toba mountains. (ghobar m. g., 1998) baba’s death at the age of 50 is also confirmed by afghan genius syed jamal-ud-din and british surgeon makalam (afghan sayyid jamaluddin, 1867 & 9001). our focus in this article is only the economic and managerial programs of the ahmad shahi period that is why the statements of other historians are not discussed regarding the birth and death of ahmad shah baba. ahmad shah baba in the opinion of others many researches and seminars have been conducted on the life, ideas, struggles and leadership of ahmad shah baba and the well-known personalities of the world have also dedicated their poems and writings to his life. ganda singh, a sikh writer and researcher, wrote a book on the life of the great ahmad shah baba in 1952, in which he accepted him as a kind and virtuous leader. he denied all the ambiguities and allegations about ahmad shah baba and he backed his invasions and termed them right for the defense of india at that time. he further added that “ahmad shah baba’s greatest achievement was to make a sense of unity in afghan as one nation and gave them the real power of the country. he brought them all under an organized command. these services made him baba and he is respected wholeheartedly by afghans” (singh, 1952) the famous afghan historian ferrer writes in his book titled (afghan history), “ahmad khan was 25 years old when he became king. he was not alcoholic, ruthless, murderous and immoral as the other kings of asian countries were. he banned bowing down of people to the emperors. according to ferrer, his nature was serious and had happy temperament so people could easily see him. he would distribute the booties of war fairly among his soldiers and was a just king. ahmad shah would treat his people with respect and always looked at all afghans equally”. (ferrier, 1829) the famous afghan historian quotes elphinstone: “indeed, if there was any king in asia who was worthy of respect for his nation, it could be none other than ahmad shah.” (elphinstone, 1842) sir olaf caroe, in his commentary on ganda singh’s book, says: “ahmad shah durrani founded an afghan empire as he knew how to organize individuals and tribes. he was indeed a sober and brave person. his nature was full of capability, compassion and solemn. ahmad shah durrani never broke his promise and never oppressed anyone.” (hotak, 1940). forster wrote in a letter, dated back to 1783, states that, “ahmad shah treated the followers of other religions well because of this, people of different religions served in his army and had complete religious freedom during his rule “. (forster., 1798) the english researcher, rawerty, wrote in 1862 that ahmad shah abdali’s knowledge in literature and religion was equivalent to a doctorate. the famous historian of the country, mir ghulam mohammad ghobar writes in his famous book (afghanistan on the path of history) that “ahmad shah was brave, sympathetic and full of love who always worked for the prosperity of his people. he never considered himself separate from them and loved them as a father so he was respected by the people. ahmad shah’s policy was firm, determined and unbreakable. he forgave enemies and was serious and absolute regarding stubborn. religious and national policies were at the top of his agenda to be implemented”. ghobar also praises ahmad shah baba’s political insight over nadir afshar and says; ahmad shah in his political and military capability trials emerged from a special historical period like nadir afshar khurasani, however, the difference between them is that the foundation of ahmad shah’s government was more mature and durable than nadir afshar’s government and the people were satisfied with ahmad shah, but after the death of nadir afshar his empire collapsed and his people became disappointed of his oppression and barbarism. (ghobar m. g., 1967) ahmad shah baba had a great oversight on his civil and military affairs and never neglected his duties like the other kings of the east. an eyewitness of the panipat battle najib al-dawla’s secretary (kasi raj) writes, “from the very first day, ahmad shah baba had set up a small reddish tent for himself two miles away from the camp. he used to come out of his tent after performing morning prayer, ride on horseback with his son taimur and about fifty riders until evening, visiting all the military barracks, including the first line, and giving them necessary instructions, so he would travel a hundred miles every day and return to his tent. after the meal, he would return to the general camp, where he would give the necessary advice and instructions on how to improve the military condition and also wanted to boost the morale of his army and to understand the situation. (sultan muhammad barakzai, 1865). while ahmad shah baba was visiting military barracks and army corridors, there would be occasional guerrilla warfare and artillery fire on both sides during the day. (jalali d. a., 2020) the essence of ahmad shah baba’s leadership we have a lot of theories for leadership, which explain all the aspects of this section correctly. a leadership theorist, peter g. northouse, has also dedicated his book to this section (natural born leadership theory), which is in line with the leadership style of the emperor ahmad shah baba. research has been conducted by eddie blass, a professor at the university of torrens on the same theory, which was published in april 2019 in international https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 journal of business and social sciences under the title “recognizing true leadership” the theory of natural born leadership. she used this term to refer to worldfamous leaders. (haraida, brian, 2019). ahmad shah baba is considered as one of the rare leaders of the world who is appreciated by all walks of life especially historians and researchers who admire his leadership, discipline, esteemed personality, authority and noble attitude. sir olaf carro, a british historian exalts his leadership style and says, “ahmad shah baba has been sent to the world as a leader. many other researchers consider him to be one of the best human beings citing his temperament and qualities as role model. many british colonial officials and researchers in india praised ahmad shah baba as a kind-hearted and noble leader and saw his natural leadership skills as a divine gift. (olaf caroe, 1958). ahmad shah baba is a born leader as we study in leadership theories that this kind of leadership is called charisma, which is a gift from god. ahmad shah baba was 25 years old at the time of taking the leadership responsibility that is why it is true about him that he was a born leader as it is not possible to acquire leadership in such a short period of time. his instinct capabilities and talent of leadership further matured on taking power. the people accepted him as a leader and respected him fully. interestingly, his critics are also convinced of his leadership qualities and consider him a good leader who in a short span of time gained the spiritual and material benefits and created a country with its natural borders. he was famous and respected for his excellent leadership even in his youth while leading 6,000 warriors in nadir afshar’s army and considered an accountable figure in darbar. the land of afghanistan remained under the control of the mongol empire in the east and the safavid warriors in the west for many years, but on gaining power by ahmad shah baba not only the land of afghanistan became the part of independence and new afghanistan, but he also brought many other territories under his control, which is a clear indication and evidence of the wisdom of his leadership. (imrani, 2019). it was baba’s charisma and the essence of his leadership that made it possible for him to bring together a nation that was split into different sects and didn’t like each other and make them all one. here is a saying, quoted in a research paper by ali khan mehsud, a doctoral student in germany, “once two kandaharis were working in the field. one of them called out to the other, ‘listen, mr. “do you hear the sound of drums? the other said, ‘no!’, then the sound increased. he told him listen. on hearing the sound, he said that it was really the sound of the drum or dhamama (a military music). it meant that the son of nazu had conquered another country”. india, persia, central asia, moscow and even as far as beijing were scared from ahmad shah baba, but at home kandaharis were considering him as a lay man and even calling him the son of nazu, so it is not easy to rule over such people”. (mehsud, 2015) the term “gray republic” is used by the current political analysts, which means that it rejects the claim of the critics that the jirga does not have the authority of electing a leader of the country. they consider the jirga process the best and timely decision at that particular time. after his appointment as a leader of the country, using his god-given wisdom and intelligence, he included tribal leaders and influential people, as well as important government positions, on the advisory council. he used esteemed and respectful titles for them as ashraf-ulwazara, mukhtar-ud-dawla, wakil-ud-dawla, nizam-uddawla, muttamad-ud-dawla, mukhlis-ud-dawla, shah dost, shah pasand, shah wali, arz begy, zabt begy, ishik aqasi, qul-ur-raqasi, khani khanan, khan uloom, aminul mulk and qazi-ul-quzat. (popalzai a. w., 1967). after ahmad shah baba became king in the jirga, baba formed a consultative jirga of the fourteen tribal elders who were the part of administrative and political affairs of the government of nadir afshar. but allama abdul shakur rashad in his book (the nomyali of ahmad shahi era) stated that as soon as ahmad shah baba got the power, he immediately formed a cabinet consisted of these important people, shah wali khan bamizi as the prime minister who was given the title of ashraf-ulwazara, sardar jan khan popalzai as the commander-inchief, shah pasand khan sagzai as the emir of lashkar who was considered as the commander of the central forces by mir ghulam mohammad ghobar. abdullah khan popalzai was handed over financial affairs and the judicial affairs were handed over to judge idrees. barkhordar khan and noor-ud-din khan bamizi were also handed over high posts. (rashad, 2015). ahmad shah baba’s administrative structures with the establishment of the ahmad shahi empire, three basic things were required in the first place, namely: national power, military power and financial power. the first force was national power which was a backup and it had a discussion at the sher surkh shrine for nine-day among the pashtun leaders who appointed ahmad shah baba as their ruler and accepted him as their king. the second force was military force, as ahmad shah baba was the deputy commander of the afghan and uzbek forces in nadir afshar’s royal guard, after nadir afshar’s assassination he organized the same well-trained and fighting force and marched on kandahar. even though this group was small in numbers, however, the quality was superb as they had participated in all the raids of nadir afshar’s forces and had received all the military trainings. according to ganda singh and mir ghulam mohammad ghobar this group consisted of 16000 soldiers. the third force was the financial support, when ahmad shah baba became king, there was no indication that he had such a large financial backing, but as he had protected nadir afshar’s shrine from looters, his wife gifted ahmad shah baba the famous kawhi noor diamond and other precious jewels. as soon as ahmad shah baba arrived to kandahar, as a coincidence that group which was led by https://journals.e-palli.com/home/index.php/ajmri pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 taqi khan akhtar baig bringing several years of taxes from peshawar, multan and punjab to the nadir afshar government, was presented to baba. according to the book “afghanistan dar masir tarikh” the treasury was worth one million three hundred and sixty thousand rupees, which included cash, gold and other jewels. however, some sources showed it three million rupees and others thirteen million rupees. (popalzai a. w., 1980). the structures of civil institutions mir ghulam mohammad ghobar, a prominent historian of the country, has explained the administrative structures of the ahmad shahi era in his book (ahmad shah baba afghan), but we will just focus on its crux. ahmad shah baba’s administrative structure was free from all ethnic, religious and sectarian issues and most historians also have backed this opinion. ahmad shah baba was himself a sunni, but followers of other religions, such as shiites and sikhs held high positions in the institutions, which is the evidence of his governmental priority and standard that positions were based on merit. (hashem, 1969). in the ahmad shahi empire, other religions were given full freedom. they were never forced to leave their religions. in his empire, sikhs, hindus, christians and shiites had full religious freedom. even, he had the remaining armenian christians from nadir afshar’s time in his royal guard. (subman, 1987) ahmad shah baba believed on the ability and capacity in the governmental affairs of the officials and employees that is why most of the employees remained in the offices till the end of their tenure. job security was very high in ahmad shahi era and the rotation of staff was not often, but all the administrative staff was monitored. ahmad shah baba used the policy of reward and punishment and was very potent and effective. it was his trust and monitoring of the employees, which made him strong enough to have a complete control over all matters in such a vast geographical area. ahmad shah baba’s administrative structures were influenced from the previous islamic governments, arabs and turks, so he had a combination of administrative structures having traditional, national and regional characteristics. some iranian historians argue that because ahmad shah baba remained in the government of nadir afshar, he adapted his governance style; however, gregorian disputes this, claiming that ahmad shah baba’s government was based on a tribal structure and was a broad-based government that employed people from all tribes and religions. (gregorian, 2009). what amazes me most about the current era is that, for certain tasks and programs that have certain administrative structures such as special agencies and authorities are the same as were in the ahmad shahi era and were only responsible to baba and had a direct contact with the king. some provincial agencies did not contact the center, but took orders from the local authorities and carried out their duties. many examples are available, which show that many talented, influential and professional people carried out several jobs at the same time in ahmad shahi’s era. ministry (prime minister) during the reign of ahmad shah baba, the ministry of interior was called mini presidency and the person who had the responsibility of the ministry would be called the minister who was considered the first responsible person in the country after the king and would carry out the affairs as a viceroy. the following are some of the important responsibilities of upper mentioned position holder. 1. overseeing government agencies 2. advisory to the king 3. keeping social order with the help of authorities 4. securing the highways with the help of local guards 5. appointment of authorities and other civilian officials, suggested by viceroys/deputy governors with the consent and order of the king. 6. delivery of letters and postal affairs 7. collection of taxes 8. other necessary responsibilities were also carried out by him. the minister of ahmad shah baba was begi khan bamizi, who was known by a particular name of ashraful-wazara. he was referred to as the prime minister in some writings, and amiri kabir and mukhtari mushir in some historical inscriptions. (shikarpuri, 1998). however, some historians say that the ministry of finance, which was titled as diwan-e-ala had a lot of power before ahmad shah baba, during the reign of ahmad baba it also had more authority. as a minister, shah wali khan led it. the two aforementioned named who had the responsibility for the ministries are trusted by ahmad shah baba the most. (abul fazl, 1862). there is another authentic document of hazrat ahmad shah baba, which was written to ottoman caliphate about the siege of mashhad, mentioning his prime minister shah wali khan bamizi with very esteemed and respectful titles (jalali g. j., 2006) diwan-e-ala (ministry of finance) diwan-e-ala was an important and broad body of the ahmad shahi era which, in addition to ordinary tax affairs, also had the following responsibilities. 1. establishment of customs office for collecting taxes 2. tax collection through agriculture and irrigation 3. registering and leasing state property (khalisa) 4. the institution to help traders and farmers (taqawi). 5. registration of government buildings 6. building and controlling food storages 7. monitoring and safety of mints, cash and goods 8. payment of salaries to government employees (civil and military) in addition to the above-mentioned responsibilities, the ministry was responsible as a whole for collecting, protecting and distribution of taxes and assets from all sources of government. during the reign of ahmad shah baba, this ministry was https://journals.e-palli.com/home/index.php/ajmri pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 named as (dewan begi). however, after baba’s reign it was changed into mastufiat. (department of revenue). abdullah khan bamizi was the finance minister or (dewan beg) of ahmad shah baba. (ibn muhammad, 1896). the current ministry of finance writes in the official website in its history; in the reign of ahmad shah baba financial matters were highly valued. in the government structures a special branch was established in (1140, hijri) with the name of hamayoon aala, which was led by sardar abdullah khan bamizi. this branch was also termed as diwan-e-begi. by the passage of time the name was changed into mastufiat-ul-malik, which had as much responsibilities as the current finance ministry. mastufiatul-malik coordinated and supervised by the help of its workforce the financial and accounting affairs of all the provinces. (finance, 2019) sharia court in the ahmad shahi era, sharia affairs were in the hands of judges and clergy. police and military were enforcing sharia rulings. provincial and regional judges were free in their affairs and were not bound to central judge. later on, the central judge was called qazi-ul-qazat. the qaziul-qazat of ahmad shah baba was mulla faizullah khan. the ministry of justice of afghanistan writes in its history; his excellency ahmad shah durrani struggled to maintain justice among his citizens, protect their civil rights and he paid special attention to the religious and national laws. there were sharia courts and judiciary in the center and provinces, where clergy were respected because they resolved people’s claims and had authority in offices and masajids. qazi-ul-quzat, khan uloom mullah mohammad ghaus was the qazi of his reign and so a book entitled. qazi-ul-quzat, khan uloom mullah mohammad ghaus was the qazi of his reign and so a book entitled “ahmad shahi fatwa” which was compiled for the guidance of the judges by umdal amir abdullah khan dewan begi wakil al-dawlah and mullah faizullah khan. (justice, 2019). later, during the reign of the abdalians, mullah mohammad saeed akhund was qazi-ul-qazat (the chief judge (on whose stamp this verse was engraved. mohammad saeed got famous by the grace of allah and shah muhammad became qazi-ul-qazat. (hazrat katib, 1912). it is stated that this sharia court was independent in all aspects and performing its functions and deciding freely. royal darul tahrir (composition) this department was one of the most crucial departments of ahmad shahi era. the functions of this department were writing and sending royal decrees under few leaders and headed by munshi bashi which meant senior writer. the senior writers of ahmad shah baba were saadat khan sadozai and mirza hadi khan. (hazara katib, siraj al-tawarikh, 1912). in addition to these important ministries and agencies in darbar, some other special departments were also available, mentioned below. 1. arez begi (carrier) the duty of this body was to present the petitions of the people to the king and to return the reply to the people. haji karim dad was arez begi, the viceroy of kashmir during the ahmad shahi era. (hazara katib, siraj al-tawarikh, 1912) 2. melma pal (hospitable) the responsibility of this organization was to take care of the ceremonies and guests. hafid ahmad shah was the mehmandar bashi of ahmad shahi era. 3. kitchen supervisor this person was in charge of overseeing the kitchen and organizing the meals for the royal family and court guests. 4. jharchi bashi (announcer) this person was conveying orders and decrees of the king to the soldiers and civil servants and had a prestigious position in the court. 5. urdu bashi or amala bashi (controller) this man was responsible to control and manage the court staff and guards. the controller of ahmad shahi era was abdullah khan once became the head of sirhind fort. 6. pesh khana chi or pesh khidmat bashi (maintenance) both of them were in charge of keeping maintenance of the court equipment and utensils. 7. nasqchi bashi (implementer) this person was leading a group called the nasqachians who would be close to the king’s caravans and implementing the king’s orders and punishments. according to some historical accounts, the naqshbandis are the group that would impose the rulings on criminals and convey the general and specific orders of the kingdom to the masses and specific people. 8. mir akhor bashi gari (livestock keeper) mir akhor bashi gari was in charge of managing and organizing grass, fodder and pasture for the live livestock such as horses, camels, cows, donkeys, elephants and mules across the country. it was considered a very vital institution which carried out its functions independently under the direct supervision of the king. the group was also responsible for arranging and organizing carrier for military bases and barracks. (ghobar m. g., 1997) 9. treasury this agency was operating under the supervision of a senior keeper who was the trustworthy at darbar. its responsibility was monitoring and carrying out all financial matters in collaboration with the ministry of defense and finance. 10. intelligence, newspaper department and harkara bashi it was an independent intelligence agency operating independently under the king’s supervision. male and female staff was working in this agency and collecting information from all parts of the country and had direct contact with the king. this agency had spies in the center https://journals.e-palli.com/home/index.php/ajmri pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 and in remote areas under the control of the state. it had accurate information about all the cases and shared it with the center. the ahmad shah baba’s harkara bashi was mir hotak khan. 11. zabt begi gari (patrolling) historians are not unanimous about this agency; however, most historians say that this group carried out patrols and policing in the cities. there is a cannon, which is 9 inches wide and 4.5 feet long in front of the lahore museum, made in (1757) by the order of ashraful wazara, shah wali khan. the copper pots were collected form the houses of hindus in lahore city and two cannons were made called zamzama. (khan a. h.) provincial leaders of ahmad shahi era the leader of herat was darwish ali khan hazara, the leader of mashhad was nadir khan’s grandson shahrukh afshar, the leader of nishapur was abbas qali khan bayat, the leader of baluchistan was naseer khan baloch, the leader of shikarpur was dost mohammad khan kakar, the leader of sindh was noor mohammad khan shahnawaz sindhi, the leader of multan was shuja khan abdali, the leader of dera ismail khan was musa khan, the governor of turkestan was wali khan jawanshir shia, the leader of punjab was zain khan momand, the leader of patiala was amir singh sikh, the leader of kashmir was khwaja abdullah khan and later on was jewan mal sikh, the leader of qalat was ashraf khan ghilzai and the leader of the capital was the head of secretariat mirza hadi khan qazlbash. in his book “afghanistan in the last five centuries,” historian mir mohammad siddiq farhang describes the names and titles of some government officials as follows: 1. begi khan popal zaid shah wali khan as chief of investigation (kashik chi bashi) 2. abdullah khan popalzai as shah pasand khan head of the affairs of darbar (court) (dewan begi) 3. haji nawab khan alokozai tax collector (tax and revenue special authority). 4. barkhordar khan achakzai (kabuchi bashi). 5. mohabbat khan baloch (zabat begi). 6. jafar khan popalzai (qullaraqasi) (farhang, 1988). urban development and ahmad shahi construction/ institutions as soon as ahmad shah baba came to power, he started profound reforms. due to his ingenuity, he first paid close attention to the military sector, then to the civil administration keeping in mind bringing the center and provinces under the influence of one central command. in building and developing the cities, he rebuilt kandahar and hyderabad. then he built tashqurghan in the north as well as he rebuilt kharqa mubarak and the architecture of that time remained as a model. the kabul wall was also rebuilt during the reign of ahmad shah baba. ahmad shah baba also worked hard to establish academic centers and madrassas in kandahar, herat and peshawar, as well as made a museum by the name of baitul sharaf in kandahar. allama abdul shakoor rasha has written about the construction of ahmad shahi in his book (the nomyali of ahmad shahi era), some of the excerpt would be mentioned below. reconstruction of ahmad shahi city (kandahar) the foundation of ahmad shahi city (kandahar) was laid by ahmad shah baba on sunday, the first day of the month of the second sister in the year 1169 hijri, after providing many charities, and was named as ashraf-ulbilad ahmad shahi. (al-jami, 1974). in urban development, a lot of work has been done in the ahmad shahi period and some historians have mentioned that after the reconstruction of kandahar, this city was named as (ashraf-ul-bilad ahmad shahi). (wakili, 1967). the city was built after the ruling of nadir afshar during the reign of ahmad shah in a rectangular shape by afghan, indian and iranian architects having towers from mud and stone in the same distance from one another. it also had six gates that were placed to protect the city. the royal palace was built on the northern outskirts of the city, which had separate towers, four main bazaars, in front of which two minarets were built in the middle of the streets. historians mention the year of construction of ahmad shahi city as 1761. (dalini, 2015). however, according to allama abdul hay habibi, after the destruction of kandahar city by nadir afshar in 1150 hijri, the hotak kingdom also collapsed. then, this city was constructed by ahmad shah baba in 1160 hijri with slightly difference in north. (habibi, 2020) caravansary for afghan pilgrims the caravansary for afghan pilgrims in mecca (rubat afghani), which was built in 1170 hijri, the monument erected there also indicates the same date written on it, but the historian aziz-ud-din and kelly popalzai present 1167 hijri as the constructing date of the haji khani building. by sending a delegation to the ottoman caliphate, ahmad shah baba first tried to expand his political relations with them and then he demanded for the construction of a caravansary for afghan pilgrims in mecca, so caravansary was built and handed over to afghan pilgrims by the ottoman caliphate. (marjani nezhad, 2015) at that time the ottoman caliphate was the custodian of haramain sharifain, that is why ahmad shah abdali had shared the issue of accommodation to them. thus, they provided accommodation and required facilities to afghan pilgrims. ahmad shah baba, with the help of his two most skilled workers, built a settlement for afghan pilgrims in 1170 hijri, this historical memorandum is available in the letter sent by ahmad shah baba to the third caliph, mustafa, of ottoman caliphate. ahmad shah baba was a man of political insight who had cordial relations with the ottoman caliphate and he was also fully respected by them. according to iranian historian, https://journals.e-palli.com/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 ahmad shah baba could easily conquer the east of persia, but due to the respect he had for ottoman caliphate he refrained from approaching their borders. overall, the bilateral relations of ahmad shah baba and the ottoman caliphate were good and he had great influence in the ottoman caliphate. (atai, 2004). a golden chimney was made for the rain water of the shrine of muhammad (pbuh) in medina, the date of which is given in the book titled “ahmad shah waris and mujaddid empire in afghanistan” by aziz al-din al-wakili popalzai as 1170 hijri. the letter which was sent to ottoman caliphate by ahmad shah abdali, it was requested that the honor of the construction of a worshiping place near the holy shrine of the prophet (peace be upon him) could be bestowed to him. the ottoman caliphate was addressed as brother by his excellency ahmad shah baba in the letter he sent. (jilani, letter of ahmad shah baba in the name of sultan mustafa salis osmani, 2004). the repair of the wall and constructing the fort of kabul city the fort of kabul, which had ten gates, was built in 1166 hijri by ahmad shahi general, sardar jan khan popalzai, on order of ahmad shah baba. building of kharqa sharif kharqa motahara was transferred from badakhshan to ashraf-ul-bilad kandahar by ashraf-ul-wazra, shah wali khan bamizi, on the orders of ahmad shah baba and then a building was built for it. construction of tashqarghan (khulm) city the construction of the northern khulm city, the foundation of which was laid in 1165 hijri. construction of the lash castle the lash fort was built in 1177 hijri in farah province. construction of hyderabad city the city of hyderabad was constructed in 1182 hijri in sindh, the responsibility of construction was handed over by ahmad shah baba to the viceroy of ahmad shahi, ghulam shah khan. construction of shah shaheed mausoleum in kabul the famous shrine of shah ishaq khatlani in kabul, also known as shah shaheed, the minaret of the shrine was built by yaqut khan khwaja sara in 1183 hijri. repairing of malan bridge the famous bridge of malan in herat was repaired on the orders of ahmad shah baba. this famous bridge was built in 505 hijri at harirood by sultan sanjar seljuqi in its current design. construction of ahmad shahi mosque ahmad shahi mosque was built by him in delhi. construction of ahmad shahi fort he built ahmad shahi fort in mashhad. construction of national museum national museum by the name of “bait-ul-ashraf ” was built by him in 1168 hijri in kandahar city. construction of durrani palace after ahmed shahi general sardar jan khan popalzai took over narin, the durrani palace was built there. construction of shah jami masjid the shah jami masjid was built, which is located in the shah bazaar of kandahar. building the tomb zarghona ana the tomb of zarghona ana, the mother of ahmad shah baba, was built. excavation of the shah canal shah canal was excavated in 1172 hijri. excavation of roza (shrine) canal the roza canal, which is famous on nahr roza, was excavated. canal for the garden of the shrine garden of the shrine, which is famous as shah bagh, was excavated. shrine of ahmad shah baba the foundation of the minaret of his shrine was laid by baba, however, its construction was completed during the reign of timur shah in 1190 hijri. publishing academic writings and books keeping ahmad shah baba’s poetry, it seems that he was influenced by sufism and gnosticism. as a writer, scholar, and mystic poet with political and military insight, ahmad shah baba paid special attention to the field of writing. some examples will be provided. ahmad shahi history was compiled by mahmood al-hussaini, the secretary of court, in in two volumes. a book titled “tawarikh hafiz rahmat khani”, as a historical memoire was compiled by mir mohammad fazli. a medical book bahr-ul-fawaid was written by qazi dil mohammad afghan and as well as a book “khulasat-ul-ansab”, on the genealogy of the pashtun tribes, was written by hafiz rahmat khan bareech. a book, ahmad shahi fatwa, compiled for the guidance of the judges by umdal amir abdullah khan dewan begi wakil al-dawlah and mullah faizullah khan. creating a financial management system and printing coins ahmad shah baba inherited the treasury from nadir afshar, which was used to run the governmental affairs. when his reign expanded, he manufactured coins on his own name to manage the financial affairs, which demonstrates his expertise of financial management. https://journals.e-palli.com/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 these coins soon became legal and the transaction took place with it in the major cities of the ahmad shahi empire such as kabul, kandahar, peshawar, mashhad, herat, attak, bakar, kashmir, sind, anwala, dira jat, multan, sir hind, lahore, rohilkhand and some other famous cities. according to the first volume of tarikh ahmad shahi page no 151 these names are used for the mentioned coins as dinar tabrizi, rupia, rupee jadeed khorasan, rupee rayaj hindustan, rupee jadeed and rupee kohna. the ahmad shahi coin was emblazoned with the insignia of sword, star and wheat. the silver coin, which was called kandahari rupee weighed two misqal and few nakhwad valued for fifty poloos. this verse was engraved in the ahmad shahi coins. ahmad shah was ordered by the absolute deity to make coin and extend his empire as much as it was possible. (ghobar m. g., afghanistan on the path of history _ the abdali state and the new formation of afghanistan, 1997). the financial affairs of ahmad shahi era were well managed and for its control ministries and other departments were established. the previous pattern for soldiers was that the tribal youths would work as military recruits, but with the advent of ahmad shahi era, the soldiers were payed money on monthly bases as for cavalry 12 rupees and infantry as 6 rupees. the annual revenue of the ahmad shahi era, which was collected from taxes, from small states and lands amounted to 31 million rupees, divided into three portions. one portion would be allocated to military and its equipment. the second portion would be spent on civil service and operating budgets, such as civil servants’ salaries, and other development and construction work, and the rest of the budget was kept in the state treasury as savings, and for this purpose, institutions were set up to regulate and control it. however, the afghan historian mir ghulam mohammad ghobar in his historical memoir writes about this budget that this annual budget reaching to 31 million rupees from which about 19 million rupees was annually spending on soldiers and other military expenses. about two-thirds of the national budget was spent on military affairs and the rest was left to the ordinary budget and savings. (mohammad, 1997) the control and regulation of budget expenditure was so skillfully managed that the salaries of civilian and military personnel would be paid at the beginning of the month and this part was kept free from any kind of corruption. for the financial management, ahmad shah baba formed the following innovative institutions. the dewan-e-ala (ministry of finance) was responsible for the financial affairs, the department of treasury, income tax, department of revenue, kotwali, mayor. for financial control of all the aforementioned agencies the general treasury was responsible and the treasurer of ahmad shahi empire was an indian, yusuf ali khan, known as al-tafat khan. (ghobar m. g., afghanistan in the path of history afghanistan , 1986) in the ahmad shahi era, there was a right system of tax collection. the central government was collecting money from remote areas, provinces, districts and general public by the help of rulers and elders. for tax collecting some specific departments were formed, where for the remote areas and provinces like the center revenue collector, kotwal, customs director, the logistics manager called mir akhor, the director of net taxes who would collect leases and taxes and the mayor were appointed to help in this regard. in addition to the mentioned personnel the landlords and khans of the region were also accountable to the central government for overseeing and controlling the tax sector and had a kind of responsibility to cooperate with the government in collecting all government taxes. furthermore, in case of tax avoidance and non-payment, there was a special team including soldiers working under the supervision of the ministry of interior or the most authoritative minister of the ahmad shahi era. according to mir ghulam mohammad ghobar’s historical book, the ministry of finance was so active at that time that it had information of the whole country calculation of the last-year-tax, from where the tax had been collected, how much and where it had been spent. the mentioned ministry would send lists and figures in a letter to the mini prime ministry who would report to the king on state revenues and assets. ghobar added, as the tax collecting of the remote areas was in the hands of the khans and landlords, the residents of that areas were oppressed and forced to pay the demanded amount, which indicates that there were problems in collecting taxes, that is backed by many historical cases. another afghan historian, mullah faiz mohammad kateb hazara, in his book talked about the importance of coin of ahmad shahi era that during the attack on mashhad the city had been besieged for six months by the troops when a group of delegation of clerics and sadat visited ahmad shah baba and asked him to end the siege imposed by him. he accepted the demand and broke the siege in the honor of shiites imam reza’s shrine located in mashhad on the condition that his name would be inscribed on the coin and his name would also be mentioned in the sermon (katib, 1993). later, the grandson of nadir afshar, who was appointed governor of mashhad by ahmad shah baba, engraved this verse on his seal. it was the kindness of ahmad shah baba, who provided the throne of the kingdom to shah rukh ahmad shah baba used various methods to collect taxes. in some areas he leased the lands to the local authorities like shikarpoor, which was leased to abdul khaliq sadoozi, paying 600,000 rupees annually, however, the amount was levied after the ahmad shahi period. (hassan, 1896) some regions would pay their own expenses and would not pay taxes to the central government and they would also not be helped by government. it means that whatever taxes they collected would be spent on their own requirements. balochistan was in this category, where it would just pay an annual cost of 6,000 rupees for their https://journals.e-palli.com/home/index.php/ajmri pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 soldiers and would be exempted from other taxes. as balkh and badakhshan were exploited by the local tyrants and could not afford to pay taxes, therefore, the central government would provide budget. before ahmad shah baba, four types of taxes were prevalent in the area such as from land in goods one out of ten, from land in cash more than one out of ten, from selling commodities one paisa in one rupee and in wedlock six rupee. information about the annual taxes, annual expenses and savings of table 1: information about the annual taxes, annual expenses and savings s/no province annual tax annual expenditure annual savings 1 the great kashmir 2400000 1700000 700000 2 medium peshawar 1200000 3 small multan 300000 4 dera ghazi khan 700000 5 bannu 18000 6 dera ismail khan one rupee per acre 7 marahat 7500000 some areas are given below. in addition to taxes and leases, the ahmad shahi empire had numerous other sources of revenue like booty of war and gifts from the leaders of neighboring countries were the major contributions. the gift from the wife of nadir afshar was also considered one of the worthy part of supporting the treasury of ahmad shah baba. in 1160, the perennial taxes of kabul and peshawar, which were transferred to the government of nadir and useful. according to historians in 1168 in the field of battle of nishapor the enemy was defeated due to the famous heavy cannon made by baba’s team. the artillery force of ahmad shah baba had a great fame and his enemies were always fearful of it. another part of the weapon’s industry to which ahmad shah baba paid special attention was the manufacturing of fire producing apparatus and for gun-powder, and similar products a factory was made in the city. special attention was also given to sharp weapons such as swords, knives and spears for which there was a separate factory. the letter, which was sent to the third caliph of the ottoman caliphate, mustafa, detailed information was given by baba about his weapons, including the weapons of his army (khampara). iranian historians considered it as a kind of bomb and named it the azhdar (dragon), and later on some other iranian historians like rashidi interpreted it azhdarha (the great serpent). (jilani, letter of ahmad shah baba in the name of sultan mustafa salis osmani, 2004). sending decrees for appointments the decrees for administrative structures, appointments and general rulings issued by ahmad shah baba for quds razavi of mashhad province under his rule copies of the decrees are kept in the current iranian city, mashhad, at the imam reza shrine museum. iranian historian, zahra fatemi moqaddam, has published a research paper on it, which is referenced below. mashhad was attacked for the second time by ahmad shah baba in 1167 hijri and after capturing it, he appointed the grandson of nadir afshar, shah rukh as the ruler of mashhad and noor mohammad khan durrani as its wakil-ud-dawla. in the first decree, on 24th of safar-ul-muzaffar, 1168 hijri, on the stamp of his kingdom, the confirmation letter of mirza sayed muhammad razi as the observer of ahmad shahi empire for mashhad to be remained on his position was issued. from the issued decree it seems that mirza afshar by mohammad taqi shiraz, were received by ahmad shah baba in kandahar, containing more than 20 million rupees or two million ashrafis. after the capture of punjab in 1165, the women handed over ten million rupees to ahmad shah baba. when the ministry of state of india was handed over to nizam-ul-dawla in 1170, twenty million rupees were transferred from the treasury to ahmad shah baba. the ahmad shahi empire also had a number of expenses, most of which were spent on military personnel and on its affairs, salaries of government employees, provision of facilities to local khans, saddats, clergy and the household expenditure of court and royal family. strengthening the military equipment industry ahmad shah baba began his work with strong determination and morale for reform from the very beginning of his reign. in afghanistan, he introduced administrative, military, financial and civil institutions to better perform the tasks, for which well expert staff was appointed and with smart leadership they were trained, monitored and controlled. a well-organized army about one hundred thousand composed of an infantry force and artillery. he paid special attention to combat force and to strengthen military equipment industry, he left no stone unturned. ahmad shah baba strengthened the arms, ammunition and other military equipment industries and thereby suppressed his enemies.as all people know that maintaining such vast territories and boundaries requires expertise, strong control and leadership. ahmad shah baba set up an ammunition factory and other military equipment factory near the royal palace under his supervision to manufacture contemporary weapons, so skillful engineers were hired. ahmad shah baba attached great importance to manufacturing cannons, which were used in most of the great battles and proved very effective https://journals.e-palli.com/home/index.php/ajmri pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(5) 14-23, 2022 syed mohammad razi had been on the same post or he was proposed by shah rukh and approved by ahmad shah baba. the letter contains recommendations for the control and good governance. mirza syed mohammad razi observer has also been instructed to behave well towards the people and win the hearts of the people. another letter is about the appointment of mohammad sadiq as an attorney in razavi quds province. he was also the head of the city at the same time, which was very vital responsibility as indicated in the letter to the successor of ahmad shah baba and he was advised not to do any activity without the permission of the attorney and his opinion would be taken into consideration while carrying out the work. the responsibility of the attorney for the roza was monitoring the merchants’ alms, dedicated goods, as well as overseeing financial affairs and the controlling expenses in general. the letter was written on a kashmiri paper in the month of rajab al-marajab in 1170 hijri. the third letter is about the appointment of mullah mohammad sharaf khan as custodian, who was re-appointed to this post by this decree including these responsibilities such as monitoring the administrative affairs, managing the financial matters and follow up and arrangement of the king’s decrees. this decree was apparently issued by ahmad shah baba in response to a letter from the custodian, in which the concern of mohammad sharaf khan was raised about the appointment of mirza mohammad razi as an observer and the granting of more powers to him, so ahmad shah baba issued an order for him to remain as custodian. the third decree of ahmad shah baba was sent in the month of rabi-ulawal in 1171 hijri and was written on kashmiri paper like the second letter. at all, these three letters, based on historical evidences, were written as observer, custodian of imam reza’s shrine and as an attorney for mashhad in the ahmad shahi empire for the purpose of the appointment, oversight and good governance. in addition, the shrine of imam raza, which is considered a religious and sacred place for shiites, tributes and homage was paid for it in the letters by ahmad shah abdali. furthermore, the terms of references, privileges and salaries were allocated for the mentioned personnel. (moghaddam, 2010). conclusion according to the evidence and the information that was presented in this article in great detail, it is possible to conclude that the period of ahmad shah’s government lasted for approximately 26 years. despite the fact that his entire administration spent the majority of its time involved in a three-way battle and a civil war, the reforms of economic and administrative affairs, which existed for all classes from women to the slave workers of a prosperous, balanced system and was based on the rules of the culture that predominated at the time, it remained to be significant and useful in relation to the economic situation through trade, manufacturing, and agriculture. in this regard, it is argued that this historical time understood all of its duties and responsibilities and carried them out successfully. because these aspects, such as administration and economy, which were discussed before are crucial in the framework of a political system, and if these necessary aspects are not observed in a system or in which there is a mistake and weakness, it is absolutely impossible for that system to exist and it will be eradicated as soon as possible. while after 26 years of ahmad shah’s government, his son timur shah also ruled this newly established government for 20 years, and it is unfortunate that he did not pay the serious attention to the initiatives and innovation to preserve and sustain and promote administrative and economic system that was established by his father. on the other hand, his own decedents were another factor that contributed to the worsening of the circumstance in this regard because they were constantly striving for dominance. references afghan. s.j. (2015). tatimmat al-bayan fi tarikh alafghan(arabic editoin.). leopold classic library. https://www.amazon.com/tatimmat-al-bayantarikh-al-afghan-arabic/dp/b015093en0 dalini, j. m. (2015). exploring the political-military acts of ahmad shah durrani and their implications. journal of islamic history, 1(17), 131-156. https:// journal.isihistory.ir/article-1-161-en.pdf ghobar, m. g. (1997). afghanistan on the path of history_the abdali state and the new formation of afghanistan (12). danish. haraida, b., & blass, e. (2019). recognising ‘true’ leadership: the theory of natural born leadership. international journal of business and social science, 10(4), 1-8. imrani, b. (2019). ahmad shah durrani and his dealings with the persian and mongol empires. persian. retrieved from https://www.bbc.com/persian/ afghanistan-50689791 jalali, a.a. (2020). ahmad shah baba and the strategic reasons for foreign invasion. retertived from https://mundigak. com/2020/05/16 moqdam, f.z. (2000). commands of ahmad shah durrani related to quds razavi province. electronic journal of libraries, museums and documentation center of quds razavi province, 2(7). sediqi, z. (2022). analysis of social and economic conditions of ahmad khan abdali period. internation journal for researhc and appliled science and biotechnology, 9(2), 1-5. https://doi.org/10.31033/ijrasb.9.2.10 wasifi. n. a. (2020). will shah baba go only to indian wealth. reterived from https://mundigak.com/2020/08/04/ zidane, g. (1902). civilization of islam (1). qahira. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 15 0 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of normative commitment on the relationship between ethical climate and quality of work life among public elementary school teachers shaquela d. sollano1*, lyndon a. quines1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.616 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 18, 2022 accepted: september 30, 2022 published: october 02, 2022 this study investigated the mediating effect of normative commitment on the relationship between ethical climate and quality of work life among 300 division of davao del sur teachers using a non-experimental quantitative descriptive-correlational research design. mean, pearson r, and path analysis using amos were used in analyzing the data. there is a high ethical climate, a high quality of work life, and a high level of normative commitment among the responder public elementary school teachers. it also shows a strong correlation between ethical climate and school work life quality. similarly, there is a positive correlation between moral environment and normative commitment. utilizing path analysis, the study’s results revealed no mediation of normative commitment on the relationship between ethical climate and quality of work life. this implies that normative commitment carries no influence on moral climate and quality of work life. keywords educational management, mediating effect, normative commitment, ethical climate, quality of work life, philippines 1 university of mindanao, philippines * corresponding author’s email: shaquela.sollano001@deped.gov.ph introduction in any organization, employees’ contributions are vital to productivity and success. every employer must examine how employees are motivated (aggarwal, 2012), how things are solved quickly and efficiently (falah, 2020), and how customers’ problems and complaints are handled to increase profits (dave & purohit, 2016). employees are assets, not liabilities, according to almarshad (2015). not all workers were productive, hard-working, and motivated (yadav & sharma, 2021). humans have a home, family, employment, and financial, emotional, and mental health concerns (turanlgil & farooq, 2019). instead of performing well, they have trouble with worklife balance. this does not exempt teachers whose various duties and obligations provoke high perceived job-related stress and raise work-life conflict (punja & kamboj, 2013). research demonstrates that these pressures affect teachers’ performance and may lead to meaningless work, dissatisfaction with workplace relationships, loneliness, ineptitude, and hopelessness (akram, duzce, ozu & shah 2017). poor quality of work life (qwl) is a precursor to underperformance; it fosters teacher effectiveness and satisfaction, more excellent retention rates, and teachers’ incentive to remain and do well in the teaching profession (sandeep, 2012). in australia, excessive job pressure and family obligations lead to poor physical, psychological, and emotional health (jackson & fransman, 2018). in canada, it lowered productivity and increased absenteeism (jensen & knudsen, 2017). in india, nuclear family dual-career couples struggle without domestic support (srinivasan & sulur nachimuthu, 2021). 65% of working professionals in the philippines are pleased with their qwl and 41% with their personal and professional lives (jones, cleveland & uther, 2019). based on qwl life research, an ethical atmosphere is a crucial component in determining suitable actions and how to resolve ethical difficulties. in cashi (2016), the moral environment affects qwl since it drives the institution’s basic principles. in shin (2012), the effects of ethical climates on organization identification influence ethical behavior, job attitudes, organizational commitment, proactive customer service performance, turnover intentions, organizational citizenship behaviors, organizational deviance, corruption, and a variety of counterproductive behaviors such as tardiness or absenteeism (lu & lin, 2014). it transformed how teachers behave, feel about their work, and commit to their agency. when management does not prioritize ethics, implement an ethical code of conduct, and rectify unethical behavior and attitudes, hostile attitudes and actions proliferate (guerci, radaelli, siletti, cirella & shani, 2015). with a more ethical atmosphere, workers are more engaged and devoted. another essential variable the researcher considered is normative commitment, or how employees express moral duty to an organization, resulting in loyalty and strong commitment (bano, ishrat & mishra, 2019). high-commitment employees explain their company’s aims and values. they want to join the company and are ready to show excellent citizenship. these employees are constantly prepared to do their best for the company and are willing to take on extra work (gelaidan & ahmad, 2013). employees who lack normative commitment cannot contribute to its success and are more likely to resign. hardiningsih et al. (2020) believe commitment is key to developing responsibility and leaving an organization. sow, anthony, and berete (2016) highlighted workers with solid normative commitment who continue with the https://doi.org/10.54536/ajmri.v1i4.616 https://journals.e-palli.com/home/index.php/ajmri mailto:shaquela.sollano001%40deped.gov.ph?subject= pa ge 15 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 firm as a duty and ethical standard despite not enjoying their job or receiving fewer perks. nevertheless, the researcher has not yet encountered studies in the philippines investigating normative commitment, ethical climate, and qwl. most research on normative commitment, moral environment, and qwl has been conducted outside the country, and most of it focuses on the link between organizational commitment and qwl, between organizational commitment and ethical climate, but not on normative commitment as an indicator of organizational commitment and a mediator of moral environment and qwl. this gap must be closed. the research examines the effect of normative commitment on ethical climate and qwl. in addition, the result of the study may be utilized as one of the references for developing an ethical climate and quality of work life by normative commitment. it is generally accepted that when the moral environment and quality of work life are high, it is expected that normative commitment is also high leading to a significantly more advanced and dynamic learning process. learners, in return, will boost their competence since teachers perform well in the administration and facilitation of learning. however, realistically talking, this is not always the case. even with how exceptional the teachers performed, there are still instances when teachers have difficulty committing to the profession. hence, this proposes the researcher determine the mediating effect of normative commitment on the relationship between ethical climate and the quality of work life of public elementary teachers. research objectives the study aimed to determine the mediating effect of normative commitment on the relationship between ethical climate and quality of work life among public elementary school teachers in the division of davao del sur. the following objectives were created in particular: 1. to describe the level of ethical climate of public elementary school teachers in terms of: 1.1 egoism, 1.2 benevolence, and 1.3 principle. 2. to determine the level of quality of work life of public elementary school teachers in terms of: 2.1 stress at work, 2.2 work-personal life balance, 2.3 job and career satisfaction, and 2.4 working condition. 3. to measure the level of normative commitment among public elementary school teachers. 4.to ascertain the significance of the relationship between: 4.1 ethical climate and quality of work life, 4.2 ethical climate and normative commitment, and 4.3 normative commitment and quality of work life. 5. to determine the significance of mediation of normative commitment on the relationship between ethical climate and quality of work life. literature review in this section, topics are thematically presented. studies derived from books, journals, articles, and other reliable references retrieved from various academic papers and research are presented in this section as it relates to each indicator of the study. the utilization of these shall give a more elaborated meaning and information about the topic being investigated. ethical climate anchored on ethics which is the study of the distinction between right and wrong, ethical climate described the shared perception of what ought to be followed as a form of ethically correct behavior. in the context of the education setting, several researchers have seen the significance and positive relationship between ethical climate and work engagement of teachers (chen et al., 2013; fein et al., 2013; hung et al., 2015; kuntz et al., 2013; moore, 2012; parboteeah et al., 2014; silen et al., 2012). if ethical climate in the academic environment is well conveyed and implemented, it leads to teachers being more engaged and interested in students’ learning experiences and improves teachers’ retention and willingness to be identified with the organization (oncer & yilidiz, 2012). all these relevant research inputs lead to further explorations on indicators related to ethical climate, which are egoism, benevolence, and principle. the first indicator of ethical climate is egoism which pertains to the individuals’ maximization of personal interests. in beeri et al., (2013), when a decision is taken from an egoistic setting, individual’s self-interest becomes the intended primary source of moral reasoning. others’ needs and desires are less critical (ryu, 2020) while zoghbi-manrique-de-lara and guerra-baez (2016) highlighted that within the context of an egoistic ethical environment, standards inspire a concentration on individual benefit. it is doubtful that the projected selfishness would support the growth of organizational commitment because it would contradict the nature of the situation. employees may care less about their teammates and the organization if their employer encourages behaviors and attitudes that are self-serving (dark & rix, 2015). an egoistic workplace is perceived by employees to prioritize organization choices, serving organizations’ self-interest above others interests. another indicator of ethical climate is benevolence which pertains to how one seeks maximum pleasure or less inconvenience for an organization. even if it means a lesser fulfilment of individual needs, decisionmakers maximize mutual interests (tanner et al., 2015). individuals make judgments that are in the best interests of the most significant number of persons and a friendly environment encourages members of an organization to work together, have positive feelings about the tasks https://journals.e-palli.com/home/index.php/ajmri pa ge 15 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 they are assigned and have positive personal relationships. this generates a positive affective tone (hansen et al., 2016) and activities like sharing goodwill and knowledge are signs of higher engagement. accordingly, positive operational results among teachers are achieved if organizations ensure benevolent ethical climate (shin et al., 2015) which are also associated with higher student achievement (birtch & chiang, 2014) as manifested in the team’s interests and cultures of social responsibility. the last indicator is a principle, which is how one emphasizes the laws, rules, norms, and policies of an organization. when presented with an ethical dilemma, standards of an organization imply that decision-makers based their choices on rules and regulations. workers behave ethically and justly in line with the principles of ethics and justice they have self-identified (oncer & yilidiz, 2012) and is associated with less commitment to an organization due to possible internal conflict with an individual’s value system. hence, a satisfied workforce is a positive precursor to a successful educational environment. quality of work life quality of work life (qwl) primarily concerned with the holistic climate of the workplace alongside the people in the organization with the purpose of work effectiveness and productivity necessary to ensure organization’s success. this is where organization gives qwl priority, see human resources as a top concern and in effect pay great attention to the needs of the employees (narehan et al., 2014). qwl enables individuals to cultivate aspects of their personal lives within the context of their professional lives (paustian-underdahl et al., 2016) and considered as an indication of being able to forecast improved job performance among workers. in allen et al., (2014), when workers are supplied with the appropriate atmosphere, they will be able to do their jobs effectively and efficiently. more so, a strong connection between qwl and teacher participation, professional collaboration and interaction, use of skill and knowledge, and teaching environment existed (emre & de spiegeleare, 2019). this correlate substantially with increasing levels of pleasure, motivation, participation, and dedication that teachers experienced in their life at work (zhao et al., 2013). in yang et al., (2019), qwl is associated with an improved degree of happiness, motivation, participation, and commitment. the first indicator of qwl is stress at work. teachers are confronted with unwanted factors brought about by school-related factors tending to challenge the ease of the conduct of the profession and even affect life outside of work (ninaus et al., 2015). although stress at work is every day in any line of work, if not addressed, can lead to more significant problems such as showing signs of dissatisfaction with one’s job, lower morale, poor performance, and general exhaustion, all of which led to decreased productivity and increased job turnover. liao et al., (2016) emphasized that too much stress at work among teachers prompts a decline in job performance. closely related to the previous indicator is workpersonal life balance which pertains to practices in the workplace that encourage what constitutes a healthy balance between one’s work-related responsibilities and personal life (mushfiqur et al., 2018). the demands of one’s job may make it difficult to keep one’s personal and professional lives in harmony, which will have an impact on the teachers’ well-being as a whole and may be a factor in determining whether they will be able to carry out their responsibilities in an efficient manner (haar et al., 2019). without balance, teachers are observed to be disoriented and instead of doing well, they could not perform their tasks at optimal levels (thilagavathy & geetha, 2020). another indicator of the quality of work life is job and career satisfaction which pertains to the sense of fulfillment and pride one experiences in the conduct of their work. in belwal and belwal (2014), when individuals are happy with their jobs, they are dedicated to work and perform their best. educators would successfully meet the objectives and expectations they have set for their careers and demonstrated the highest desire and performance (fontinha et al., 2017) while inadequate performance and failures to fulfill teacher’s obligations and duties may be attributed partly to the unfavorable circumstances that arise throughout a teaching career. normative commitment normative commitment, one of the indicators of organizational commitment, places significant emphasis on the principles of fidelity and accomplishment, driven by a feeling of duty, responsibility, and loyalty as critical drivers of organizational commitment (faloye, 2014). according to mahal (2012), the degree to which workers feel forced to remain with the company and have a moral duty indicates the level of normative loyalty. more so, through socialization, employees can build loyalty or a feeling of moral obligation toward the organization. normative committed employees believed that staying in the company is ethically correct, despite how much rank advancement or satisfaction the organization delivers over time (doan et al., 2020) while employees who enjoyed meaningful experiences spend more time leading group loyalty (meyer et al., 2012). furthermore, it does not matter how many challenges a teacher has; if they have normative commitment, they will not quit their profession since they feel required to continue it because of their feeling of responsibility and their personal values (fard & karimi, 2015). in a related sense, employees are more responsible and devoted to their co-workers if they have developed emotional links with their co-workers. materials and methods the study used non-experimental quantitative descriptive correlation research design conducted in the 24 identified public elementary schools of the district of sulop, province of davao del sur, region xi with 300 public https://journals.e-palli.com/home/index.php/ajmri pa ge 15 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 elementary school teachers. the research instruments employed were standardized questionnaires derived from various authors and were updated and modified to meet the study goals, verified by a team of experts and validators. the questionnaires taken from the internet were obtained with the author’s consent through e-mail. more so, cronbach-alpha ratings were used to assess the surveys’ reliability: 0.726 for ethical climate, 0.679 for the quality of work life, and 0.745 for normative commitment, which further suggested internal consistency of good or low-stakes testing (streiner, 2010). the first part of the questionnaire determined the respondents’ profiles, like their optional names, position, division, and sex. moreover, the second part of the questionnaire focused on ethical climate, and each of its domains was given details in accordance to kohlberg (1981), victor and cullen (1993), and once and yilidiz (2012). indicators or parts included egoism (thirteenitem questions), benevolence (ten-item questions), and principle (eleven-item questions). the third part of the questionnaire focused on quality of work life, each domain was given emphasis based on the work of almarshad (2015). indicators for qwl included stress at work (four item questions), workpersonal life balance (five item questions), job and career satisfaction (twelve questions), and working conditions (nine questions). the fourth part of the questionnaire focused on normative commitment, each domain was given emphasis based on meyer and allen (1997). this consisted of six-item questions. further, in evaluating the level of ethical climate, the level of quality of work life, and the level of normative commitment of public elementary school teachers in sulop, davao del sur division, region xi, rating scale, verbal description, and descriptive meaning or interpretation were provided using a five-point likert scale and mean score as a statistical tool based on an alpha significance standard of 0.05. pearson product moment correlation analysis (pearson r) was utilized to determine the relationship between ethical climate and quality of work life; between ethical climate and normative commitment, and between normative commitment and quality of work life and path analysis to prove the significance of its mediation. results and discussion level of ethical climate how employees engage with others is determined by what they value in relationships. a positive organizational culture encourages employees to perform properly and ethically, resulting in a pleasant work environment, team collaboration, and employee empowerment. someone who has high ethical standards believes in them, and adheres to them will be much more organized than someone who adheres to ethical guidelines but does not truly believe in them. shown in table 1 is the summary table on the level of ethical climate of public elementary school teachers in sulop, division of davao del sur, region xi. table 1 revealed that on the level of ethical climate, it table 1: summary table on the level of ethical climate indicators sd mean descriptive level egoism 0.62 3.85 high benevolence 0.52 4.32 very high principle 0.57 4.24 very high overall 0.51 4.14 high was manifested most of the time as it has an overall mean score of 4.14 with a standard deviation of 0.515 and a verbal description of high. as shown in the same table, two out of the three domains on the level of ethical climate have very high verbal descriptions such as benevolence with a mean score of 4.23 with a standard deviation of 0.52 and principle with a mean score of 4.24 with a standard deviation of 0.57. level of quality of work life quality of work life is crucial for all organizational inputs because it affects employee satisfaction and organizational performance. the importance of worklife quality is to maintain employment and working conditions that are beneficial to both employees and the organization’s financial soundness. as shown in table 2 on the summary table on the level table 2: summary table on the level of quality of work life indicators sd mean descriptive level stress at work 1.01 2.46 low work-personal life balance 0.66 3.87 high job and career satisfaction 0.54 4.32 very high working condition 0.50 4.23 very high overall 0.45 3.72 high of quality of work life, it revealed that it was manifested most of the time as it has an overall mean score of 3.72 with a standard deviation of 0.458 and a verbal description of high. as shown in the same table, two out of the four domains on the level of qwl have very high verbal descriptions such as job and career satisfaction with a mean score of 4.32 with a standard deviation of 0.54 and working condition with a mean score of 4.23 with a standard deviation of 0.50, and low for stress at work with a mean score of 2.46 with a standard deviation of 1.01. https://journals.e-palli.com/home/index.php/ajmri pa ge 15 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 level of normative commitment management is reliant on commitments. they are the means through which organizations get the resources they need to exist. because commitment is associated with organizational effectiveness outcomes such as turnover intentions, absenteeism, and job performance, it may help organizations perform better and accomplish their objectives. table 3: summary table on the level of normative commitment items sd mean descriptive level not feeling any obligation to remain with my organization. 1.21 2.46 low even if it were to my advantage, i am not feeling it would be right to leave. 1.07 3.82 high feeling guilty if i would leave this organization now. 1.03 4.00 high this organization is deserving my loyalty. 0.84 4.31 very high having no feeling to leave my organization right now because of my sense of obligation to it. 1.00 4.13 high owing a great deal to this organization. 0.91 4.24 very high overall 0.75 3.83 high as shown in table 3, revealed that the level of normative commitment was manifested most of the time as it has an overall mean score of 3.83 with a standard deviation of 0.75 and a verbal description of high. as shown in the same table, two out of the six questions have very high verbal descriptions such as “this organization is deserving my loyalty” with a mean score of 4.31 with a standard deviation of 0.84 and “owing a great deal to this organization” with a mean score of 4.24 with a standard deviation of 0.91, and only one item with low for “not feeling any obligation to remain with my organization” with a mean score of 2.46 with a standard deviation of 1.21. correlations between ethical climate and quality of work life the ethical atmosphere produces ethical value, and ethical value leads to the formation of very good working circumstances, which is a manifestation of high work-life quality. it has been posited that employee performance improves when they have a high quality of life at work. as shown in table 4 and based on the analysis, overall table 4: significance of the relationship between the ethical climate and qwl ethical climate quality of work life stress at work work-personal life balance job and career satisfaction working condition overall egoism .171*(0.004) .477*(0.000) .598*(0.000) .580*(0.000) .604*(0.000) benevolence .016(0.782) .574*(0.000) .702*(0.000) .775*(0.000) .638*(0.000) principle .027(0.655) .586*(0.000) .672*(0.000) .683*(0.000) .614*(0.000) overall .084(0.158) .606*(0.000) .731*(0.000) .752*(0.000) .689*(0.000) *significant at 0.05 significance level. ethical climate positively correlated with an overall qwl r-value of 0.689, the p-value of <0.05. also, the domains or indicators of ethical climate significantly correlated with qwl: egoism r-value of 0.604, p<0.05, benevolence r-value of 0.638, p<0.05, and principle r-value of 0.614, p<0.05. hence, the null hypothesis of no significant relationship is rejected. there is a significant relationship between ethical climate and quality of work life of public elementary school teachers in sulop, division of davao del sur, region xi. correlations between ethical climate and normative commitment organizations created when an individual has the deepest desire to aid others and religiously adheres to the profession’s duties, responsibilities, and standards have a tremendous influence on educators’ normative commitment to the educational establishment. table 5 reveals the significance of the relationship between the ethical climate and normative commitment among public elementary school teachers in sulop, division of davao del sur, region xi. as shown in table 5 and based on the analysis, overall ethical climate positively correlated with overall normative commitment r-value of 0.405, p-value of <0.05). also, the domains or indicators of ethical climate significantly correlated with normative commitment: egoism r-value of 0.326, p<0.05, benevolence r-value of 0.363, p<0.05, and principle r-value of 0.400, p<0.05. hence, the null hypothesis of no significant relationship is rejected. there is a significant relationship between ethical climate and normative commitment of public elementary school teachers in sulop, division of davao del sur, region xi. table 5: significance of the relationship between the ethical climate and qwl ethical climate normative commitment overall egoism .326*(0.000) benevolence .363*(0.000) principle .400*(0.000) overall .405*(0.000) *significant at 0.05 significance level. https://journals.e-palli.com/home/index.php/ajmri pa ge 15 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 correlations between normative commitment and quality of work life when one is committed to the organization, it is associated that they have a balance work life. organizations should apply a variety of management and leadership tactics to raise their workers’ level of commitment. when workers are dedicated to their company, they perform at a better level. as shown in table 6 and based on the analysis, overall normative commitment positively and significantly correlated with an overall qwl r-value of 0.323, p<0.05. moreover, the domains of qwl also significantly correlated with normative commitment: work-personal life balance r-value of 0.223, p<0.05, job and career satisfaction (r-value of 0.486, p<0.05 and working condition r-value of 0.375, p<0.05. only the indicator or domains stress at work r-value of 0.310, p<0.05 did not positively and significantly correlate. hence, the null hypothesis of no significant relationship is rejected. this has suggested that since the null hypothesis has been rejected, a significant relationship between normative commitment and quality of work life existed. table 6: significance of the relationship between the leadership trust and willingness to remain the profession normative commitment quality of work life stress at work work-personal life balance job and career satisfaction working condition overall overall -.010(0.861) .223*(0.000) .486*(0.000) .375*(0.000) .323*(0.000) *significant at 0.05 significance level. significance of mediation of normative commitment on the relationship between ethical climate and quality of work life path analysis was employed to prove the mediation and to strengthen the obtained result on the significance mediating effect of normative commitment (nc) on the relationship between ethical climate (ec) and quality of work life (qwl) of public elementary school teachers in sulop, division of davao del sur, region xi. a statistical method called path analysis enables users to look into patterns of influence within a system of variables. it is one of several variations of the general linear model that looks at how a group of predictor factors affects a large number of dependent variables. moreover, table 7 illustrated the path value of independent variable and dependent variable, independent variable and mediating variable, and mediating variable and dependent variable following the model used in this study as depicted in the conceptual framework. hence, according to the path analysis presented in table 7: mediating effect: path analysis (no mediation) estimates path unstandardized standardized se c.r. p ec--> nc .591 .405 .079 7.444 *** nc --> qwl .032 .052 .029 1.111 .267 ec --> qwl .595 .668 .042 14.215 *** figure 3, the p-value for ethical climate and normative commitment was 0.591, and the p-value for ethical climate and quality of work life was 0.595. with this, it is inferred that there is no meaningful association between variables. its p-value is above the alpha (0.001), indicating that it failed to reject the null hypothesis. additionally, figure 1. path analysis showing the variables of the study the p-values for normative commitment and quality of work life were 0.032 were larger than the alpha, indicating that the null hypothesis could not be rejected. hence, there is no mediation of normative commitment on the relationship between ethical climate and quality of work life among public elementary school teachers in the division of davao del sur. this study aimed to contribute to the literature regarding the potential indirect effect of the mediating variable on the relationship between ethical climate and quality of work life. since the p-value for ethical climate and normative commitment was 0.591, the p-value for ethical climate and quality of work life was 0.595, which inferred no meaningful association between variables. in contrast, the p-values for normative commitment and quality of work life were 0.032, more significant than the alpha, indicating that the null hypothesis could not be rejected. it suggested that there is no sign of mediation of normative commitment on the relationship between ethical climate and quality of work life among public elementary school teachers in the division of davao del sur. https://journals.e-palli.com/home/index.php/ajmri pa ge 15 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 a normative commitment was investigated as a potential mediating construct to explain how ethical climate affects work-life quality. while no significant mediation was found in this study, significant direct effects were shown that might help enhance the existing research on ethical climate and normative commitment. some other factors may influence the moral environment and quality of work life among public elementary school teachers, and these other factors can be further provided with studies. on the contrary, other studies like mcmanus and subramaniam (2014) and perrigino et al. (2018) suggested that normative commitment is a significant mediator in the relationship between ethical climate and quality of work life as it passes baron and kenny’s (1986) mediation guidelines. the mediation analysis involved the path between moral environment and quality of work life and between normative commitment and quality of work life. this is not synchronous with the result of the study. also, in fard and karimi (2015), it was highlighted that ethical climate is what promotes moral value, and supported by jung and yoon (2016) that real value is what leads to highly favorable working conditions, which is a sign of the high quality of work life (markovits et al., 2014). high quality of work life is a sign that employees will do a better job (roeser et al., 2016). conclusions based on what the study found, it can be concluded that there is a lot of proof that the alternative hypotheses should not be thrown out in favor of the null hypotheses. also, the public elementary school teachers who responded had a very high ethical climate, a high level of work-life quality, and a high level of commitment to standards. the research results also show a strong link between the school’s ethical climate and how good it is to work there. in the same way, there is a link between a moral environment and normative commitment that is positive. moreover, the study’s results show that normative commitment does not affect and does not mediate the relationship between ethical climate and quality of work life. after using spss amos to do a path analysis, it was found that there is a relationship between normative commitment and the quality of work life. this means that step 3 of baron and kenny’s (1986) guidelines for mediation (path b) was completed. the researcher can move on to step 4 to test how the combined effects of ethical climate and normative commitment affect the quality of life at work. however, it was revealed that normative commitment does not impact the relationship between ethical climate and the quality of life at work for elementary school teachers in the public sector. references akram, m., ilgan, a., & ozu, o. 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(2016). exploring the influence of ethical climate on employee compassion in the hospitality industry. journal of business ethics, 133, 605–617. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) student registration and records management services of the three private universities in the philippines: basis for academic records digitization erwin l. purcia1*, angelo velarde1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.447 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 01, 2022 accepted: august 18, 2022 published: august 21, 2022 this study examined the extent of implementation of the student registration and records management services as basis for student academic record digitization among three (3) private schools in the global south. utilizing descriptive-evaluative study, the simple random sampled respondents evaluated the services of the srmmo with a researcher-made questionnaire validated through content validity. analyzed through frequency and percentage distribution, weighted mean, kruskall wallis test for significant difference, fisher’s exact test and kendall tau_b for significant relationship, results revealed that the majority of the respondents moderately felt the problems encountered with the srrmo services specifically on lack of admission requirements and non-observance of enrolment schedule. the researcher recommends therefore that a more accessible and convenient enrolment scheme be implemented among schools. hence, digitization of students’ registration and records shall be instituted. keywords students’ records, evaluative study, digitization, philippineglobal south 1 department of education, philippines. * corresponding author’s e-mail: erwin.purcia@deped.gov.ph introduction the main objective of the records management office is to provide an institution with a service that enables staff to establish and maintain a framework of uniform recordkeeping application and practices, effective retention and disposal processes and the efficient process of storing and retrieving records. services include management of school records, legal agreements, consultancy, training, education and archiving (kasumba, 2013). private schoolsstudent registration and record management office (srrmo) records are the school’s memory, and such are vital asset for on-going operations, providing valuable evidence of activities and transactions carried out by the organization. it documents the actions, transactions and serves as a reliable and accurate evidence of the decisions made by the authority. being a private organization, srrmo receives a substantial evaluation from various accrediting bodies. given this, fulfilment of the principles of accountability and transparency is particularly important (purcia & merida, 2021). records management is one of the crucial facets of institutional progress. any academic institution shall put forth efforts in attaining a centralized record management system that would respond to the various needs of the school’s clienteles from enrolment to release of academic documents that provide salient information about the learners enrolled (manikas, 2015). a number of problems however are associated with student academic record management include improper course registration, late release of students’ results, inaccuracy due to manual and tedious calculation and retrieval difficulties/inefficiency (lewellen, 2015). in most cases the data generated by academic institutions are usually created in non-delineated files for use by different departments/units within the institutions with the same data appearing on several of these files (purcia, et.al., 2021). this means that a simple change of address would have to be processed in two and probably three or four places, depending on the number of other files on which these data appears (eludire, 2011). with the considerable number of students from the basic education department to the school of graduate studies of the three private schools punching from 4,205 for school year (sy) 2016-2017; 3,346 for sy 2017-2018; and 3,544 for sy 2018-2019 in college, the increasing number of senior high school students, and the corresponding number of graduates for three consecutive years with 367 for sy 2016-2017; 377 for sy 2017-2018; and 377 for sy 2018-2019 in college, the increasing graduates from the basic education department year by year, private schools are posed with a challenge on how records management can be made a lot accessible, up-to-date and generative. with the number of students who would opt to seek advice for possible enrolment and/or requests of the release of essential documents for whatever legal purposes these would serve them, it is high time to conduct a study that would respond to these calls (akor & udensi, 2014). consequently, evaluating the extent of implementation of the srrmo services was an essential investigation that captured the authentic and genuine sources of information from which the school’s clienteles perceptions on how effective and efficient its student record management system. findings of which would be the basis of a proposed digitization of all student registration and record management in all of these private schools. research questions this study determined the extent of implementation of student registration and record management in three (3) https://doi.org/10.54536/ajmri.v1i4.447 https://journals.e-palli.com/home/index.php/ajmri mailto:erwin.purcia@deped.gov.ph pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 private schools in the global south namely, dr. carlos s. lanting college, la milagrosa academy and christ the king college, respectively. specifically, it sought answers to the following questions: 1. what is the profile of the respondents in terms of: 1.1 age; 1.2 gender; and 1.3 program enrolled? 2. what is the extent of implementation of the students registration and record management in terms of: 2.1. student records 2.2. student admissions 2.3. student liaison/external assistance 2.4. student recruitment 2.5. student academic records release 3. is there a significant difference on the perceptions of the respondents as regards the extent of implementation of the students registration and record management when grouped according to their profile ? 4. what are the problems encountered by students in the implementation of the intervention programs? 5. is there a significant difference on the problems encountered by the respondents when grouped according to their profile ? 6. is there a significant relationship between the perceptions of the respondents as regards the extent of implementation of the students registration and record management with the problems encountered by the students as regards implementation of the intervention programs? 7. is there a significant relationship between the perceptions of the respondents as regards the extent of implementation of the students registration and record management with the problems encountered by the students as regards implementation of the intervention programs? 8. what enhancement program can be proposed based on the findings of the study? literature review records management is a rational and practical approach to the development, maintenance, use, and dispose of records, as well as the information included in those records. an organization can control both the quality and quantity of information it creates when it has a viable records management program in place; it can maintain the information in a way that effectively serves its needs; and it can efficiently dispose of recorded information when it is no longer valuable (penn et al 1994). any organization that wishes to function successfully and continue providing services must maintain some sort of record (iwhiwhu, 2005). as a result, records, in any format, are valuable sources of information and knowledge. effective records administration, according to kemoni and wamukoya (2005), offers information necessary for an organization’s proper functioning. in every institution, records of various types are created in accordance with their role, activity, and transactions. the goal of a records management system is to capture, maintain, and make documents accessible when they are required. it is vital therefore to note that records management theory and practice both emphasize the importance of developing a records and information framework that adheres to worldwide records management standards. iso 15489 – 2001, in particular, is a helpful resource. the succeeding themes are discussed as relevant resource in providing context to the current study. records serves as basis for good governance. almost every component of the governance process requires the use of records. the availability and access to information maintained in records determines the efficacy and efficiency of the public service across a wide range of government tasks. badly maintained records have a negative impact on a wide range of public sector changes, and development programs are frequently difficult to undertake and sustain in the absence of well-controlled records (world bank, 2000b). information that is well managed is critical for accountability, which is the bedrock of democratic governance. the preservation of human rights, poverty reduction, rule of law, economic development democratization, and accountability framework should all be based on accurate official records. according to the world bank (2000b), there is a link between important governance goals and the records needed to support them, as shown in the diagram below. governance objectives key records required rule of law legislative records, court records, police records and prison records accountability accounting records, procurement records, tax records, customs records, electoral registers, policy files, case files management of state resources budget papers, policy files, accounting records, personnel records, payroll records, procurement records, fixed assets register, property registers protection of entitlement pension records, social security records, land registration records, birth and death records service of citizens hospital records, school records, environmental monitoring records foreign relations and international obligations treaties, correspondence with national and international bodies, loan agreements policy and regulatory framework provides blueprint for records management services. a records management https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 policy is a written document that is required for the implementation of a records management program. the policy’s purpose should be to create and manage authentic, trustworthy, and usable records that can support corporate tasks and activities. the policy should be established and accepted at the highest levels of decision-making, and it should be widely disseminated throughout the organization (iso 15489:2001, clause 6). according to findings at these private schools, there is no such policy governing the management of student records. colleges lack the mandate and direction for the creation, use, and preservation of records in the absence of such a policy. this study backs up the findings of several other studies that show the significant obstacles of implementing an effective legislative and legal framework for keeping data in whatever format (irmt 2008, nengomasha 2009, adams 2010 and mensah 2013). in terms of records creation and capturing, the records management services record-keeping responsibilities include generating, collecting, capturing, and receiving records. scholars of records management theory and practice agree that organizations should, in principle, create and capture records of all activities involving more than one party, as well as identify and record every process that generates records (shepherd and yeo 2003, reed 1997) the sro, according to the findings, keeps both academic and administrative records. these documents are maintained in a file constructed of stiff manila that is somewhat larger than the documents filed. the file cover encloses the papers to protect them from damage caused by handling and use. they are pre-printed covers featuring the college’s name and other information. individual documents within a file are secured by a treasury tag, which is formed up of twisted threads. information is best captured on an appropriate media once it is created so that it may be easily accessed for institutional assistance. information is recorded on both paper and electronic media at the college. paper, on the other hand, is the most common method of recording data. keakopa (2006) affirmed that records were kept in both paper and electronic versions in all government agencies, with the majority of documents being kept in paper format. in ensuring proper student records management, a process manual is a document that provides declarations of duties and defines the responsibilities of employees in order to improve efficiency. according to ellison (2006), the goal of a procedural manual is to assist users in understanding and implementing the records management program’s procedures. a procedure manual has three main purposes: training new employees, providing a reference point for employees who have been transferred or allocated new duties, and preventing role duplication. management methods become extremely challenging in the absence of a procedural manual. the findings found that there is no such manual guiding workers at the polytechnic in the maintenance of student records. this is further organized using classification and coding schemes. the ability to retrieve records quickly and accurately is primarily determined by how effectively they are organized and classified. as a result, records classification systems should mirror an organization’s business activities. according to shepherd and yeo (2003), classification schemes are based on an examination of functions, processes, and activities, and they document the structure of a records management system as well as the relationship between records and the activities that generate them. a classification scheme lays forth the principles for assigning a unique identifier to each file or document. this is referred to as coding. further, it is essential to preserve records management for appraisal, retention and disposition. organizations cannot keep files indefinitely, regardless of their format. the use of appraisal tools to support judgments about retention, that is, which records can be destroyed and which records merit longer-term or indefinite retention, is emphasized in records management theory and practice (shepherd and yeo 2003) as a result, effective record management necessitates the establishment of protocols for the timely disposal of records that are no longer required to support ongoing operations. a retention schedule is a control document or policy statement that outlines record categories and the time period for which they should be disposed of or retained. there are no norms or policies regarding the disposition of student records at these private schools. students’ records are retained for as long as they are enrolled at the college. their records are transmitted to the ‘‘archives” once their programs of study are completed. unfortunately, due to the lack of a records disposition program, the college has a substantial backlog of noncurrent records. according to a study done by balasu (2009), there is no public sector organization in ghana that uses an agencyspecific timetable because they do not exist. the lack of an agency-specific timeline, according to balasu, is a fundamental flaw in the government’s disposition infrastructure. according to the irmt (2003), the esarbica region has no records retention and disposition rules, among other issues. similarly, records storage and preservation is critical for records management because it guarantees that records remain safe, intact, and accessible for as long as users require them (shepherd and yeo 2003). records require storage conditions and handling techniques that consider their physical and chemical qualities, according to iso 15489 – 1 (2001) section 9.6. current records are maintained on wooden shelves and in metal filing cabinets, with some taking up space on the several colleges and universities in the country. non-current student records, on the other hand, are housed in a facility labeled “archives.” lastly, personnel training and development should be given emphasis particularly on records management services and academic digitalization. organizations https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 should create continuing records management training programs, according to international records management practice (iso 15489-1: 2001: section ii). organizations might collaborate with external bodies to design or set up this training. only few offices at these private schools have proper records management training, according to the findings. it is so impossible to maintain an effective records-keeping system in such a setting. the irmt (2003) performed studies in the esarbica region that revealed a shortage of basic capabilities in handling records and archives. lack of training, according to nengomesha (2009), is another factor that contributes to poor record-keeping in namibia’s public sector. in ghana, mensah (2011) and adams (2010) confirm this tendency, stating that most registry workers in the mmdas are untrained in record keeping. method this study utilized the descriptive-evaluative research method. this study was a descriptive-evaluative research since the result of the study evaluated the perceptions of the respondents as regards the extent of implementation of the students registration and record management services as perceived by the randomly-selected respondents. evaluation research is a research that has an aim to provide information for decision maker (policy maker) related to a power or strength of a program, seen from its effectiveness, cost, device, etc. for instance are the implementations of curriculum, an implementation of contextual learning model, etc (ary, 1990). further, this study involved the randomly-selected students of the three mentioned private schools across colleges and departments. through simple random sampling, the researchers identified the number of students who were involved in this study from every college and department. since all students have engaged with srrmo services from enrolment to record release, a simple random sampling technique was necessarily undertaken as every student shares the same engagement unit with the services of the office. as to data analysis, the data gathered were treated using different statistical tools. for the profile of the respondents, simple frequency and percentage distribution was used. for the extent of implementation of the students registration and record management services, weighted mean was used. on the other hand, for the problems encountered by the students on the implementation of the intervention programs, weighted mean was used. meanwhile, the significant difference on the perceptions of the respondents as regards the extent of implementation of the students registration and record management services when grouped according to their profile, kruskall wallis test was used. then, the significant difference on the problems encountered by the respondents when grouped according to their profile, kruskall wallis test was used. for the significant relationship on the perceptions of the respondents as regards the extent of implementation of the students registration and record management services when grouped according to their profile, fisher’s exact test for independence was used. finally, the significant relationship between the perceptions of the respondents as regards the extent of implementation of the students registration and record management services and their problems encountered, kendall tau-b test for correlation was used. results and discussion on the profile of the respondents table 1: frequency and percentage distribution of the profile of the respondents in terms of age profile of the respondents in terms of age frequency percent valid percent cumulative percent valid 18 and below 20 23.3 23.3 23.3 19 – 25 age 53 61.6 61.6 59.3 26 – 30 age 10 11.6 11.6 91.9 31 – 35 age 2 2.3 2.3 97.7 36 – 40 age 1 1.2 1.2 100.0 total 86 100.0 100.0 after a series of data analysis and treatment, the researchers involved eighty-six (86) total number of respondents in this investigation. their profile is presented in a tabular form below. table 1 presents the profile of the respondents in terms of age. it can be noticed from the table above that there are twenty (20) number students whose ages are below 18, fifty three (53) of them age from 19 to 25 years of age, ten (10) are 26 to 30 years old, two (2) are 31 to 35 years old and only one (1) ages from 36 to 40 years old. it can be implied that majority of the respondents’ age ranges from 19 to 25 which means that they are in the right school age for college degrees enrolled. meanwhile, table 2 presents the profile of the respondents in terms of gender. it can be gleaned from the table above that fifty (50) of the respondents are male and thirty-six (36) of them are female. it can be implied that majority of the respondents are males and this can be attributed to the courses enrolled by the respondents who answered the survey questionnaire which are normally dominated by men. meanwhile, table 3 presents the profile of the respondents in terms of program enrolled. it can be observed from the table above that majority of the respondents are equally distributed. this is due to the chosen sampling technique (in this case quota sampling). this is because all students share similar amount of engagement with the services of srrmo giving all students the chance to be part of this probe but https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 table 2: frequency and percentage distribution of the profile of the respondents in terms of gender profile of the respondents in terms of age frequency percent valid percent cumulative percent valid female 36 41.9 41.9 41.9 male 50 58.1 58.1 100.0 total 86 100.0 100.0 table 3: frequency and percentage distribution of the profile of the respondents in terms of age programs enrolled frequency percent valid percent cumulative percent valid abm 10 11.6 11.6 11.6 beed 2 2.3 2.3 14.0 bsca 10 11.6 11.6 25.6 bscs 3 3.5 3.5 29.1 bsed 3 3.5 3.5 32.6 bsmare 10 11.6 11.6 44.2 bsmls 10 11.6 11.6 55.8 bsmt 10 11.6 11.6 67.4 bsn 10 11.6 11.6 79.1 bsrt 8 9.3 9.3 88.4 stem 10 11.6 11.6 100.0 total 86 100.0 100.0 specifically identified in number by quota. on the extent of implementation of srrmo services the table below presents the perceptions of the respondents on the extent of implementation of srrmo services. based from the table above, it can be noted that all the key result areas (kra’s of the srrmo services were perceived to be implemented. this means that all the services that are within the expected outcomes of the office are perceived to have served the students’ needs. only the student recruitment has high implementation. this can be attributed to the organized orientation programs that the school implements before the start of regular classes. on the significant difference of the perceptions of the respondents with srrmo services the table below presents the test of significant difference on the perceptions of the respondents on the extent of implementation of srrmo services when grouped according to their profile. utilizing kruskall wallis test for significant difference, it can be gleaned that with the asymptotic significance value (p-value) of age with 0.759, gender with 0.273, and program enrolled with 0.580, these p-values are greater than the 0.05 accepted margin of error of level of significance, therefore the null hypothesis is accepted that there is no significant difference with the perceptions of the respondents as regards the implementation of the srrmo services. this further means that regardless of the respondents’ age, gender, and programs enrolled, they still perceive the same way as how srrmo implements their services and in this case, implemented and even highly implemented. on the problems encountered by the respondents the table below presents the problems encountered by the respondents as regards the extent of implementation of srrmo services. based from the table above, it can be noted that all the respondents uniformly perceived the same amount of moderately felt problems they encountered with the srrmo services. this means that there is an amount of problems that students encounter in the services rendered by the srrmo but these moderately affect them. these are largely the lack of admission requirements and nonobservance of the schedule of enrolment. the influx of students during the enrollment process can also be attributory to this finding. on the significant difference of the perceptions of the respondents with srrmo services the table below presents the test of significant difference on the perceptions of the respondents on the extent of implementation of srrmo services when grouped according to their profile. utilizing kruskall wallis test for significant difference, it can be gleaned that with the asymptotic significance value (p-value) of age with 0.759, gender with 0.273, and program enrolled with 0.580, these p-values are greater than the 0.05 accepted margin of error of level of significance, therefore the null hypothesis is accepted that there is no significant difference with the perceptions of the respondents as regards the implementation of the srrmo services. this further means that regardless of the respondents’ age, gender, and programs enrolled, they still perceive the same way as how srrmo implements their services and in this case, implemented and even highly implemented. on the significant relationship between the perceptions of the respondents with srrmo service when grouped according to their profile the table below presents the test of significant relationship on the perceptions of the respondents about the extent of implementation of srrmo services when grouped according to their profile. the first table below presents the significant relationship on the perceptions of the respondents about the extent of implementation of srrmo services according to their age. https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 legend: 4.21 – 5.00 (highly implemented-hi) 3.41 – 4.20 (implemented-i) 2.61 – 3.40 (moderately implementedmi) 1.81 – 2.60 (slightly implemented-si) 1.00 – 1.80 (not implemented at allni) table 4: perceptions of the respondents on the extent of implementation of srrmo services key results areas of srrmo weighted mean interpretation a. student record 4.16 implemented 1. organizes records properly and diligently. 4.15 implemented 2. maintains accurate and complete database of student record. 4.17 implemented 3. issues and collates student forms. 4.06 implemented 4. updates student’s database from submitted and returned enrolment documentation. 4.08 implemented 5. inputs all student documents in the database. 4.07 implemented b. student admission 4.19 implemented 1. issues admission forms to students. 4.26 highly implemented 2. assists students in filling out of admission forms. 4.22 highly implemented 3. manages the entire admission processes including data management and development from enrolment to graduation. 4.20 implemented 4. consults with the dean/head of the department where the student would opt to enroll ensuring the student meets the criteria set by the college for successful applicants. 4.33 highly implemented 5. undertake an annual review of the student admission process. 4.09 implemented c. student liaison/external assistance 4.10 implemented 1.assists students’ needs on external requirements that are to be submitted. 4.14 implemented 2. coordinates student room assignment and class schedules. 4.08 implemented 3. coordinates with the deans/heads as to class scheduling and posting. 4.15 implemented 4. coordinates with deans/heads on the lacking documents of the students both local and foreign. 4.12 implemented 5. assists parents and other stakeholders visiting the srrmo. 4.00 implemented d. student recruitment 4.22 highly implemented 1. conducts marketing schemes to invite students to enroll in school. 4.16 implemented 2. manages inquiries from prospect students. 4.14 implemented 3. coordinates with deans/heads to conduct school visits, open house day and communication expos. 4.01 implemented 4. assists/coordinates with the deans/heads on the screening of student documents. 4.14 implemented 5. orients students with the polices and regulations of the school/institution. 4.35 highly implemented e. student academic record release 4.10 implemented 1. provides conducive holding area for students requesting their records to be released. 4.17 implemented 2. attends to students/stakeholders needs and queries. 4.06 implemented 3. provides viable access to students’ records when asked. 4.23 highly implemented 4. organizes record releasing process in an orderly manner. 4.31 highly implemented 5. releases students’ records on its scheduled release given by the records incharge. 4.16 implemented general weighted mean 4.156 implemented with the use of fisher’s exact test for significant relationship, it can be gleaned that with the 2-sided exact test significance value (p-value) of age with 0.257 which is greater than the 0.05 accepted margin of error, the null hypothesis is accepted that there is no significant relationship with the perceptions of the respondents as regards age. this further means that age is not associated with how the srrmo implements their services as perceived by the respondents. the next table below presents the significant relationship on the perceptions of the respondents about the extent of implementation of srrmo services according to their gender. using the fisher’s exact test for significant relationship, it can be gleaned that with the 2-sided exact test significance value (p-value) of gender with 0.394 which is greater than the 0.05 accepted margin of error, the null hypothesis is https://journals.e-palli.com/home/index.php/ajmri pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 table 7: kruskall wallis test for significant difference of the extent of implementation of srrmo services when grouped according to their profile kruskall wallis test age gender program chi-square 7.507 3.913 5.294 df 4 4 4 asymp. sig. .111 .418 .258 a. kruskal wallis test b. grouping variable: problems encountered table 8: fisher’s exact test for significant relationship of the extent of implementation of srrmo services when grouped according to age chi-square tests value df asymp. sig. (2-sided) exact sig. (2-sided) exact sig. (1-sided) point probability pearson chi-square 42.860a 24 .010 .b likelihood ratio 24.472 24 .435 .230 fisher's exact test 30.657 .257 linear-by-linear association 3.597c 1 .058 .061 .035 .003 n of valid cases 86 a. 30 cells (83.3%) have expected count less than 5. the minimum expected count is .02. b. the standardized statistic is -1.896. table 6: perceptions of the respondents on their problems encountered as regards the extent of implementation of srrmo services problems encountered weighted mean interpretation 1. the student lacks admission requirements. 3.01 moderately felt 2. wrong input of subjects/code units by students. 2.79 moderately felt 3. subjects are not available or open for enrolment. 2.87 moderately felt 4. some students do not observe the scheduled date of enrolment/late enrollees. 3.08 moderately felt 5. some signatories are not around during enrolment. 2.78 moderately felt 6. some released tor do not have soft copy; re-encoding is needed. 2.77 moderately felt 7. late application of so due to lack of requirements of completion of grades. 2.74 moderately felt 8. retrieval of old documents 2.73 moderately felt 9. late compliance of incomplete grades 2.80 moderately felt 10. late submission of subject description for subject credited or lack of units credited subjects. 2.81 moderately felt general weighted average 2.84 moderately felt legend: 4.21 – 5.00 (highly felt-hf) 3.41 – 4.20 (felt-f) 2.61 – 3.40 (moderately feltmf) 1.81 – 2.60 (slightly felt-sf) 1.00 – 1.80 (not felt at allnf) table 5: kruskall wallis test for significant difference of the extent of implementation of srrmo services when grouped according to their profile kruskall wallis test age gender program chi-square 1.176 3.893 1.962 df 3 3 3 asymp. sig. .759 .273 .580 a. kruskal wallis test b. grouping variable: total accepted that there is no significant relationship with the perceptions of the respondents as regards gender. this further means that gender is not associated with how the srrmo implements their services as perceived by the respondents. the next table below presents the significant relationship on the perceptions of the respondents about the extent of implementation of srrmo services according to their programs enrolled. using the fisher’s exact test for significant relationship, it can be gleaned that with the 2-sided exact test significance value (p-value) of programs enrolled with 0.006 which is less than the 0.05 accepted margin of error, the null hypothesis is rejected and that there is a highly significant relationship with the perceptions of the respondents as regards programs enrolled by the respondents. this means that programs enrolled by the respondents affect how the srrmo implements their services. the implementation of the srrmo services largely depends on the programs offered. this can be attributed to the fact that every college/department has its separate unique process of enrolment other than the institutional enrolment scheme implemented in the private schools. on the significant relationship between the perceptions https://journals.e-palli.com/home/index.php/ajmri pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 table 9: fisher’s exact test for significant relationship of the extent of implementation of srrmo services when grouped according to gender chi-square tests value df asymp. sig. (2-sided) exact sig. (2-sided) exact sig. (1-sided) point probability pearson chi-square 4.304a 6 .636 .504 likelihood ratio 4.737 6 .578 .529 fisher's exact test 7.493 .394 linear-by-linear association .766b 1 .381 .349 .143 .022 n of valid cases 86 a. 8 cells (66.7%) have expected count less than 5. the minimum expected count is .02. b. the standardized statistic is -.875. table 10: fisher’s exact test for significant relationship of the extent of implementation of srrmo services when grouped according to programs enrolled chi-square tests value df asymp. sig. (2-sided) exact sig. (2-sided) exact sig. (1-sided) point probability pearson chi-square 61.208a 30 .001 .b likelihood ratio 48.246 30 .019 .b fisher's exact test 41.543 .006 linear-by-linear association 1.768c 1 .184 .190 .097 .009 n of valid cases 86 a. 36 cells (81.8%) have expected count less than 5. the minimum expected count is .05. b. the standardized statistic is -1.330. of the respondents with srrmo service and their problems encountered the table below presents the test of significant relationship on the perceptions of the respondents about the extent of implementation of srrmo services and their problems encountered in its implementation. using the kendall’s tau-b test for significant relationship, it can be gleaned that the 2-tailed significance value (p-value) of the perceptions of the respondents on the extent of implementation of the srrmo services with their problems encountered (p-value, 0.978) which is less than the 0.05 accepted margin of error, the null hypothesis is accepted and that there is no significant relationship with the perceptions of the respondents as regards their problems encountered. this means that the perceptions of the respondents are not in any way affected by their problems encountered. this is because they perceived that the srrmo services were implemented and only felt moderate problems as regards lack of admission requirements and non-observance of enrolment schedule. conclusion based on the findings of the study, it is concluded that table 11: kendall tau_b for significant relationship of the extent of implementation of srrmo services and problems encountered by the respondents correlations total problems encountered kendall’s tau_b total correlation coefficient 1.000 .003 sig. (2-tailed) . .978 n 86 86 problems encountered correlation coefficient .003 1.000 sig. (2-tailed) .978 . n 86 86 majority of the respondents’ age ranges from 19 to 25, males and that all students share similar amount of engagement with the services of srrmo identified in number by quota. all the key result areas (kra’s) of the srrmo services were perceived to be implemented. as to significant difference of the extent of implementation with the profile, regardless of the respondents’ age, gender, and programs enrolled, they still perceive the same way as how srrmo implements their services. all the respondents uniformly perceived the same amount of moderately felt problems they encountered with the srrmo services. as to significant difference with the problems encountered by the respondents, regardless of the respondents’ age, gender, and programs enrolled, they still perceive the same way as how srrmo implements their services. further, there is no significant relationship with the perceptions of the respondents as regards age. this means that age is not associated with how the srrmo implements their services as perceived by the respondents. there is likewise no significant relationship with the perceptions of the respondents as regards gender. this further means that gender is not associated with how the srrmo implements their services as perceived by the respondents. and, there is a high significant https://journals.e-palli.com/home/index.php/ajmri pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 relationship with the perceptions of the respondents as regards programs enrolled by the respondents. the implementation of the srrmo services largely depends on the programs offered. this can be attributed to the fact that every college/department has its separate unique process of enrolment other than the institutional enrolment scheme implemented in school. finally, there is no significant relationship with the perceptions of the respondents as regards problems encountered by the respondents. this means that the perceptions of the respondents are not in any way affected by their problems encountered. this is because they perceived that the srrmo services were implemented and only felt moderate problems as regards lack of admission requirements and non-observance of enrolment schedule. recommendation based on the findings of the study, it is recommended therefore that since the majority of the respondents moderately felt the problems encountered with the srrmo services specifically on lack of admission requirements and non-observance of enrolment schedule, the researcher recommends that a more accessible and convenient enrolment scheme be implemented in school. digitization of students’ registration and records would respond to this call. institutionalization of the best practices of colleges/departments of the enrolment mechanism may be applied in school as enrolment scheme varies from college to college. benchmarking is suggestively essential. references adams, m. (2010). the management of district assembly records for development planning: implication for good governance. phd thesis, department of information studies, university of ghana, (5 ed.). management of students’ records at koforidua polytechnic: implications for good governance, from: https:// www.researchgate.net/publication/301296940_ management_of_students’_records_at_koforidua_ polytechnic_implications_for_good_governance. akor. p. u. & udensi, j. (2014). an assessment of record management system in establishment division of two universities in nigeria, international letters of social and humanistic sciences online, 13, 97-109. https:// doi:10.18052/www.scipress.com/ilshs.13.97 ary, d., et al. (1990). introduction to research in education 4th, ny: harcourt brace college publishers, p. 415. balasu, a. e. (2009). public records and archives administration department and the management of the records disposition programme in ghana. ma dissertation, department of information studies, university of ghana. management of students’ records at koforidua polytechnic: implications for good governance, from: https://www.researchgate. net/publication/301296940_management_of_ students’_records_at_koforidua_polytechnic_ implications_for_good_governance ellison, t. (2006). fort lewis college records management manual. available at www.sevcenter. forlewis.edu/tools/flcrrecordsmanagementmanual. htm. (january 20, 2013), (5th ed.) management of students’ records at koforidua polytechnic: implications for good governance, from: https://www.researchgate.net/ publication/301296940_management_of_students’_ records_at_koforidua_polytechnic_implications_ for_good_governance eludire, a. (2011). the design and implementation of student academic record management system. department of computer science, joseph ayo babalola university, ikeji arakeji, osun state, nigeria research journal of applied sciences, engineering and technology 3(8), 707-712, 2011. issn: 2040-7467© maxwell scientific organization. iso 15489 –( 2001). information and documentation – records management – part 1: general, international standards organisation. iso, geneva. (5) (pdf) management of students’ records at koforidua polytechnic: implications for good governance. available from: https:// www.researchgate.net/publication/301296940_ management_of_students’_records_at_koforidua_ polytechnic_implications_for_good_governance iwhihu, e. s. (2005). management of records in nigerian universities. problems and prospects. the electronic journal, 23(3), 345-355. (5 ed.). management of students’ records at koforidua polytechnic: implications for good governance, from: https://www.researchgate.net/ publication/301296940_management_of_students’_ records_at_koforidua_polytechnic_implications_ for_good_governance kalusopa, t., (2010). e – records readiness – can we build a contextual and conceptual framework for labour organizations in botswana? esarbica journal, 29, 124 – 146. kasumba, g. (2013). designing an effective records management system: a case study of the economic policy research center (eprc) uganda. 10.13140/ rg.2.2.35178.67522. kemoni, h. and wamukoya, j. (2005). preparing for the management of electronic records at moi university. (5 ed.). management of students’ records at koforidua polytechnic: implications for good governance. available from: https://www.researchgate.net/ publication/301296940_management_of_students’_ records_at_koforidua_polytechnic_implications_ for_good_governance lewellen, m. j. (2015). the impact of the perceived value of records on the use of electronic recordkeeping systems, victoria university of wellington. retrieved from https://core.ac.uk/download/pdf/41339424.pdf. manikas, k. (2015). records management and electronic records management opportunities and limitations. a case study in greek companies. retrieved from https:// www.diva-portal.org/smash/get/diva2:842828/ fulltext01.pdf. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 1-10, 2022 mensah, m. (2011). organizational commitment among records management personnel at the korlebu teaching hospital, ma thesis, department of information studies, university of ghana. (5 ed.) management of students’ records at koforidua polytechnic: implications for good governance, from: https:// www.researchgate.net/publication/301296940_ management_of_students’_records_at_koforidua_ polytechnic_implications_for_good_governance penn, i.a., pennix, g.b. and coulson, j. (1994). records management handbook, (2nd ed.). aldershot: grower publication limited. purcia, e. l., & merida, l. h. (2021). faculty and students’ evaluation of k to 12 . english curriculum in a philippine countryside university., 21, 1045-1059. purcia, e., albuladura, a., & velarde, a. (2021). quality management system (qms) and personnel commitment: the case of calbayog city national high school. shepherd,e. and yeo, g.( 2003). managing records: a handbook of principles and practice, london: facet publication world bank (2006). why records management? records management as a key support for development effectiveness, from http://web.worldbank.org/ website/external/extaboutus/ extarchives/ (december 12, 2013), (5 ed.). management of students’ records at koforidua polytechnic: implications for good governance. retrived from: https:// www.researchgate.net/publication/301296940_ management_of_students’_records_at_koforidua_ polytechnic_implications_for_good_governance https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 26 american journal of multidisciplinary research and innovation (ajmri) levels of perception on school-based management implementation in san luis national high school, philippines elisa t. pepugal1* volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.516 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 22, 2022 accepted: august 26, 2022 published: august 28, 2022 the goal of school-based management (sbm) is to empower school personnel to improve, innovate, and foster ongoing professional development in schools. sbm was developed to make a fundamental change in educational practice. this study aimed to determine and evaluate the levels of perception on school-based management implementation in san luis national high school, san luis district-i, division of agusan del sur, philippines. the study employed and utilized descriptive-correlational survey research design. furthermore, the questionnaires were sent to the san luis national high school teachers and the randomly chosen teachers who visited the aforementioned school to serve as study participants. hence, it reveals that 64.15% (127 out of 198) of respondents are female and 35.85% (71 out of 198) are male. based on the findings, a moderate descriptive rating for each dimension of school-based management (sbm) implementation is indicated by an overall mean rating of 3.37 and a standard deviation of 0.637. wherein, all scored higher than the minimum standard: leadership and governance, 3.66±0.729; curriculum and learning, 3.39±0.542; accountability and continuous improvement, 2.98±0.691; and management of resources, 3.43±0.607. based on how the data was processed, the pearson correlation is equivalent to 0.541 with a r2 of 0.365. the positive correlation coefficient of determination (r), which is comparable to the significance threshold of p< .05. the perception of schoolbased management (sbm) implementation among teachers in this regard was determined to be moderate. additionally, it was discovered that the level of sbm implementation was exceeding the minimum standard. keywords school-based management, implementation, perception, dimensions, standard 1 san luis national high school, san luis, agusan del sur, philippines. * corresponding author’s e-mail: elisa.pepugal@deped.gov.ph introduction the school-based management program was created and designed to enhance transparency and accountability through two main channels: empowering the school community to identify educational priorities and allocating school maintenance and operating budgets to those priorities (particularly curriculum enrichment programs); and through the use of annual implementation plans and school report cards. however, no clear assumptions were made by the sbm program on the timetable during which student success increases were anticipated to occur. it’s also impossible to obtain systematic information on the extent of adoption and application of the main reforms’ provisions. academic standards, school reform, and the teaching profession have all been hotly debated issues for many years. the national commission on excellence in education (ncee) published the report “a nation at risk” in 1983 in an effort to better the future of education. school-based management (sbm) has been used in our educational system for a number of years, despite having been used in other countries’ educational systems for decades. it has been successful in helping schools in thailand, the united states, australia, indonesia, new zealand, england and wales, and other countries realize their desired goals and outcomes. some academics and researchers contend that parental and community involvement in schools has led to the improvement of educational institutions and student performance (werf, creemers, & guldemond, 2000; leroy, 2002). th e goal of school-based management (sbm) is to transform educational practices and provide school workers the authority to improve learning environments and foster ongoing professional development (1987). it is intended to provide secondary schools with the tools they need to empower their key officials to make knowledgeable local decisions based on their particular needs in order to improve the educational system. this initiative is an important part of the basic education sector reform agenda (besra) (tapayan, francisco, & bentor, 2016). the philippines’ k–12 basic education program, meantime, was developed in response to the need to increase the graduates’ global competitiveness because the country’s prior ten-year basic education cycle had been deemed insufficient for further education and the job market. this has been the situation of abroad filipino employees who have completed the ten-year basic education program but are not automatically regarded as professionals in other nations of the world (brouwer, brekelmans, nieuwenhuis, & simons, 2012). more so, in order to better emphasize the learner as the center of sbm practice, incorporate the diverse realities of learning contexts defined and uniquely occurring within specific geographic, social, cultural, economic, political, and environmental make-up of the modern society, and improve commitment of education stakeholders at all levels to their responsibilities and accountabilities in achieving the educational outcomes for children, sbm had been revised (department of education, 2012). the department of education (deped) has been putting into https://doi.org/10.54536/ajmri.v1i4.516 https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 26-34, 2022 practice a number of projects, programs, and activities (ppa) that will achieve school-based management (sbm) and other solid philosophical and legal frameworks of the department, both now and in the past. brigada eskwela, every child a reader program, the school first initiative, the child-friendly school system, project watch (we advocate time consciousness and honesty), and the adopt-a-school program are some of these ppas (cabardo, 2016). however, the effect of sbm on educational quality, including student outcomes, is still a hotly debated topic in today’s world. some researchers contend that sbm improves educational outcomes (gertler, patrinos, & rubio-codina, 2006), whereas others assert that sbm degrades educational quality, particularly in the least effective schools (bardhan, 2002). the discussion of sbm quality is complicated and inflexible due to the variety of sbm approaches and the environments in which they are used. the variety of decentralization strategies and components that collectively make up “school-based management,” as well as the institutional and sociocultural contexts in which they are used, make evaluation of sbm challenging. however, certain research conducted recently have discovered a link between sbm changes and enhanced educational procedures and outcomes in the school setting (skoufias & shapiro, 2006; sawada & ragatz, 2005; gunnarsson, orazem, sanchez, & verdisco, 2004; eskeland & filmer, 2002). withal, the usefulness of sbm in improving student achievement and academic performances, however, lacks a strong empirical foundation. according to a recent analysis of the empirical literature on sbm since 1995, just 14 studies used rigorous techniques to evaluate the impact of sbm, and only six of those studies indicated improvements in students’ test results (barrera-osorio, fasih, & patrinos, 2009). so, it begs the question of what effect sbm reorganization is having on teachers’ worklife. therefore, the purpose of this study was to determine and evaluate the levels of perception on school-based management implementation in san luis national high school, san luis district-i, division of agusan del sur, philippines. statement of the problem this study aims to evaluate and determine the levels of perception on school-based management implementation in san luis national high school, san luis district-i, division of agusan del sur, philippines. specifically, this study seeks to answers the following questions: 1. what is the demographic profile of the respondents in terms of: 1.1 age 1.2 gender 1.3 length of years in service 1.4 level of sbm implementation of the school assigned 2. what are the levels of perception of the respondents on the implementation of school-based management in san luis national high school, division of agusan del sur in terms of the following: 2.1 leadership and governance 2.2 curriculum and learning 2.3 accountability and continuous improvement 2.4 management of resources 3. what plan of action may be greatly developed to further improve the implementation of school-based management (sbm) in san luis national high school, division of agusan del sur, philippines? null hypothesis as basis whether to negate or confirm the hypothesis, the following null hypothesis was formulated: h01: there is no significant relationship between the levels of perception on school-based management (sbm) implementation in san luis national high school, san luis district-i, division of agusan del sur, philippines. conceptual framework conceptual framework of the study on the levels of perception of the respondents to the school-based management (sbm) implementation in san luis national high school, san luis district-i, division of agusan del sur, philippines. figure 1: the schematic framework of the study. scope and delimitation of the study the study focused on determining and evaluating levels of perception regarding school-based management implementation in san luis national high school, san luis district-i, division of agusan del sur, philippines. the assessment involved only selected autonomous secondary teachers in agusan del sur division, philippines, thus limiting the generalizability of the results of this study to a certain teachers’ perception. literature review in recent years, there has been intense criticism of the quality of education in the united states. there have been numerous definitions of the role that schools play in the education of our country’s youth. as a result, the expectations for educators are shifting, and the function of the teacher appears to be in an evolutionary stage. policymakers are under pressure from current reform movements to push teachers to raise academic standards for kids and hold instructors to higher standards in order to improve the nation’s education (pipho, 1986). an important necessity in education today is to evaluate schools from a much wider perspective. related literature and studies from past years were studied to put the study https://journals.e-palli.com/home/index.php/ajmri pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 26-34, 2022 into context. simply focusing on “life adjustment,” “relevancy,” responsibility, or fundamental education will only serve to prolong outdated concepts and structures that need to be changed. reconstructionist need to be more radical in their efforts to alter current social institutions, like the school, in order to make them more receptive to the needs of people (ozonon and craver, 2008). however, current research has revealed that sbm improvements are linked to enhanced educational outcomes and procedures (skoufias & shapiro, 2006; sawada & ragatz, 2005; gunnarsson, orazem, sanchez, & verdisco, 2004; eskeland & filmer, 2002). nonetheless, there is little solid data to support sbm’s ability to improve student performance. only 14 research used rigorous methodologies to evaluate the impact of sbm, and only six of those studies indicated favorable outcomes on children’ test scores, according to a recent analysis of the empirical literature on the subject published since 1995. (barrera-osorio, fasih, & patrinos, 2009). eleven research from latin america are country-specific, one is from kenya, and two use data from various nations. there is no east asian empirical evidence available. restructuring using school-based management (sbm) aims to involve teachers and other people who interact closely with students in decision-making processes. as s. pointed out according to conley (1991), “school-based management, a type of shared governance and one of the most active areas of policy experimentation, may be a potential vehicle for enhancing teacher participation”. sbm has been a crucial feature of school restructuring among the reform movements and asks for “participatory policy-making and administration at the individual school building itself ” (goldman, dunlap & conley, 1993). accordingly, a quality education system’s fundamental tenets include: being relevant to students’, communities’, and society’s needs; fostering students’ ability to gain knowledge and the necessary 21st-century skills; and being successful in fulfilling each school’s targeted goals and outcomes (stone et al., 2007). when effective learning is not occurring in schools, quality is not the only thing preventing children from attending. when this occurs, a number of things may be considered as causes, including poor teaching-learning experiences provided by teachers, having incompetent faculty on the rosters of teachers, improper management of the educational system by school heads, poor leadership potential, and misguided governance of the school administrator (grauwe, 2004). everything will depend on how schools accept and use school-based management (edge, 2000). furthermore, the devolution of decisionmaking power to schools is known as “school-based management.” to raise academic achievement, school administrators, instructors, and students collaborate with local government representatives, business owners, and other stakeholders at the school level. in the context of sbm, decentralization refers to the transfer of responsibility for planning school improvement, raising, assigning, and managing resources down to the school sites from the central, regional, and division levels (deped order no. 230, series 1999). gamage and zajda (2005), made the strong point that the idea of local community participation and partnership in school-based management (sbm) is a major concern in school reforms where decentralization and delegation of authority occurs at the school level thus empowering the school community to perform the majority of the functions previously performed by the central region or the district. the individuals who are closest to the students, teachers, school administrators, parents, and members of the community are best equipped to identify the approaches that will best serve the requirements of their individual learners. the theory underlying sbm holds that effective education requires not only physical input, such as classrooms, teachers, and textbooks, but also incentives that promote better instruction and learning, as noted by brouwer, brekelmans, nieuwenhuis, and simons (2012). they emphasized that institutional incentives, which may be divided into three categories: choice and competition, school autonomy, and school responsibility, are what influence learning outcomes. the dynamics of the school have actually changed as a result of sbm policies, and principal leadership has improved student learning by fostering conditions that are supportive of teaching and learning (sanzo et al., 2011). this reaffirmed crum and sherman’s (2008) findings, which emphasized the fact that parents became more involved and/or teachers modified their approaches. the sbm initiative implemented in randomly chosen schools “had large positive effects on student test scores,” these effects being the result of “a combination of smaller class sizes, more teacher incentives, and greater parental oversight.” duflo, dupas, and kremer (2007) also provided strong evidence for the impact of sbm in their randomized experiment in kenya. methodology research design this study employed and used descriptive-correlational survey research design. a descriptive research design is employed, according to calmorin (1996), when a study focuses on the current situation and seeks fresh truth. it is only helpful when the data to be obtained relates to the current situation, offering the value of facts and concentrating attention on the most crucial items to report. on the other hand, correlational design is useful in supplying information on which scientific judgment is based when identifying the link between two variables using correlation analysis, based on the calculated and examined data. the method of descriptive-survey was used in this investigation. the questionnaire was the primary tool used to collect data for the study, and the measuring processes and data analysis rigorously adhered to those of surveys or descriptive research. https://journals.e-palli.com/home/index.php/ajmri pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 26-34, 2022 research locale the study focused on teachers’ levels of perceptions on sbm implementation and included the teachers at san luis national high school as well as one hundred and ninety-eight (198) other fiscally autonomous secondary teachers in the division of agusan del sur, philippines. sampling design and techniques the study was used and employed purposive sampling design. purposive sampling is used to choose a sample that the researcher believes, based on prior knowledge and understanding of the sample respondents, will offer the data needed in the study, according to fraenkel and wallen (1993) and birion and de jose (2000). in this research, the ability and knowledge of the teachers in san luis national high school and selected random secondary teachers within the division of agusan del sur, philippines, were examined. to determine the levels of perception on school-based management (sbm) implementation, the researcher-made questionnaires are being developed and to be administered to the sample respondents. moreover, the selected teachers are based on the premise that these schools and teachers have maintained sets of practices in school-based management and can be easily reached by the researcher. research instrument in this study, two-part questionnaires that were created and redesigned by researchers are used. the study instrument’s first section asks about the respondents’ demographic profile. part ii is a researcher-restructured questionnaire adapted from the department of education revised school-based management assessment tool based on deped order no. 83, s. 2012.this tool evaluates the four (4) sbm implementation dimensions based on the revised sbm manual. more so, assesses and evaluates the levels of perception on school-based management (sbm) implementation. data gathering procedure with approval, questionnaires were sent to the san luis national high school teachers and the randomly chosen teachers who visited the aforementioned school to serve as study participants. following the recovery of the questionnaires, data analysis and interpretation were carried out perfectly. statistical treatment of data the results of this investigation were treated, analyzed, and interpreted using the following statistical methods: (a) mean and standard deviation, frequency and percentage. the research issues of the study were addressed using these statistical techniques. (b) regression analysis with a 5% level of significance and pearson product moment correlation (pearson r). respondents’ rights, ethical protection and consideration addressing and prioritizing the ethical consideration of respondents’ rights and ethical concerns involved three different points of view. originally provided to protect the subjects’ (the study’s dependent variable) identities. this problem was solved by gathering all the data pertinent to the evaluation. by approving a consent or waiver form, the instructors’ respondents formally consented to take part in the survey. once the study is over, the researchers will also remove the collected data. results and discussions the demographic profile of the respondents in terms of: age, gender, length of years in service, and level of school-based management (sbm) implementation of the school assigned. this chapter presents the results and discussions of the data based on the research questions of the study. it includes the levels of perception on school-based management implementation in san luis national high school, san luis district-i, division of agusan del sur, philippines. table 1 shows the demographic profile of the secondary teachers in san luis national high school in the division of agusan del sur, philippines, particularly of those selected teachers who visited the aforementioned school. it reveals that 64.15% (127 out of 198) of respondents are female and 35.85% (71 out of 198) are male. this implies that the majority of the respondents to the study are female. moreover, it reveals that 5.05% (10 out of 198) of the respondents were 51 to table 1: the demographic profile of the secondary teachers in the division of agusan del sur, philippines. demographic profile variables frequency (n) percentage (%) age 20 to 30 years 50 25.25 31 to 40 years 89 44.95 41 to 50 years 49 24.75 51 to 60 years 10 5.05 60 to up years 0 0 gender male 71 35.85 female 127 64.15 length of years in service 0 to 5 years 10 5.05 6 to 10 years 71 35.85 11 to 15 years 66 33.33 20 to 25 years 49 24.75 26 to up years 2 1.02 total 198 100 https://journals.e-palli.com/home/index.php/ajmri pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 26-34, 2022 60 years old, 24.75% (49 out of 198) were 41 to 50 years old, 25.25% (50 out of 198) were 20 to 30 years old, and 44.95% (89 out of 198) were 31 to 40 years old. thus, this implies that the majority of the respondents were 31 to 40 years old, which is an appropriate age for getting more experience at school and school involvement. based on the findings, it was greatly indicated that 35.85% or (71 out of 198) got the length of years in service at 6 to 10 years, whereas 33.33% (66 out of 198) was 11 to 15 years. in table 2, it illustrates the level of school-based management (sbm) implementation of the school assigned. it was explicitly indicated that among the study’s participants, only a few had answers or responses to this statement designed by the researchers. a total of 33 respondents who provided their input on this statement variable had a level of sbm implementation of 14.64% (level 1), whereas the level 2 for sbm implementation had a level of 2.02%. furthermore, at level 3, the school-based management implementation had no corresponding percentage based on the conducted assessment. sur in terms of the following dimensions: leadership and governance; curriculum and learning; accountability and continuous improvement; and management of resources. table 3 summarizes the findings of the teachers’ perceptions of sbm implementation. as shown in the table, an overall mean rating of 3.37 with a standard deviation of 0.637 denotes a moderate descriptive rating for the level of perception on each dimension of the sbm implementation. the results suggest that there is still a need for the schools to be encouraged to achieve more development and graft on sbm implementation. this implies that the stated indicator of the level of perception on school-based management (sbm) is manifested and observed in some dimensions; therefore, it should be explicitly monitored and occurring in the school premises. furthermore, a high descriptive rating was found in the indicators of leadership and governance and management of resources, such as: the school development plan is updated by the school community to make it more accessible and relevant to changing demands, issues, and opportunities; and establishing a community-developed resource management system that motivates stakeholders to behave appropriately, with mean ratings of 3.83 for both indicators, respectively. moreover, a moderate rating for the level of perception of school-based management (sbm) was found in the four (4) indicators, namely, leadership and governance; curriculum and learning; accountability and continuous improvement; and management of resources. many academics claim that the traditional leadership style is no longer employed in managing and leading schools. teachers and school administrators must now develop their leadership skills to become transformational (adams et al., 2008; hoy et al., 2008; yukl, 2006; and huber, 2004). in order for schools to be successful, administrators and teachers must effectively regulate each student’s rules and behavior. these are the statement variables under the 4 indicators who plainly attained the moderate ratings, such as, developing an implementation plan in collaboration with school and community stakeholders; developing a table 2: the level of school-based management (sbm) implementation of the school assigned in the division of agusan del sur, philippines level of sbm implementation of the school assigned frequency (n) percentage (%) level 1 29 14.64 level 2 4 2.02 level 3 0 0 the levels of perception of the respondents on the implementation of school-based management in san luis national high school, division of agusan del sur in terms of: leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources. the levels of perception of the respondents on the implementation of school-based management at san luis national high school in the division of agusan del table 3: levels of perception of the respondents on the implementation of school-based management (sbm). indicators of school-based management mean sd descriptive rating a. leadership and governance 1. developing an implementation plan in collaboration with school and community stakeholders. 3.50 0.785 moderate 2. developing sustainable programs designed to satisfy the need to prepare and advance each community leader. 3.69 0.635 high 3. building a leadership network and addressed school-community wide learning issues. 3.52 0.678 high 4. the school development plan is updated by the school community to make it more accessible and relevant to changing demands, issues, and opportunities. 3.83 0.835 high 5. reviewing, monitoring, and evaluating sip. 3.75 0.712 high b. curriculum and learning 1. developing a curriculum that is relevant to life and society. 3.43 0.408 moderate 2. developing a curriculum that meets the development needs of all type of learners. 3.04 0.582 moderate 3. cultivating values and environments that protects all learners. 3.69 0.635 high 4. developing materials and processes for creative thought and revolving issues. 3.73 0.701 high https://journals.e-palli.com/home/index.php/ajmri pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 26-34, 2022 5. incorporating learner and community-friendly methods that are fun, healthy, inclusive, and accessible. 3.14 0.408 moderate 6. monitoring of learning systems by the stakeholders with the aid of suitable tools. 3.33 0.516 moderate c. accountability and continuous improvement 1. achieving targets identified on a collaboratively designed performance accountability network. 2.91 0.771 moderate 2. defining the functions and obligations of responsible and accountable persons and collective bodies. 3.09 0.833 moderate 3. improving accountability framework to keep management process and structures flexible enough to respond to changing needs and demands of learners. 3.11 0.777 moderate 4. facilitating participatory performance evaluation. 2.84 0.344 moderate 5.developing standards and tools for feedback systems and evidence-based data collection and validation approaches and procedures for transparent assessment and evaluation. 2.99 0.729 moderate d. management of resources 1. establishing a community-developed resource management system that motivates stakeholders to behave appropriately. 3.83 0.835 high 2. strengthening and maintaining a relationship across a network and linkage management framework for better resource management. 3.75 0.712 high 3. bringing stakeholders together regularly for planning and resource allocation. 3.40 0.518 moderate 4. conducting routine resource inventories by the learning supervisors, facilitators, and community representatives for resource distribution and mobilization. 3.17 0.448 moderate 5. observing regular evaluation of resource-management process by learning administrator, facilitators, and group members. 3.01 0.523 moderate overall 3.37 0.637 moderate legend: sd; standard deviation; and interpretation scale: below-1:50 very weak, 1.6-2.5 weak, 2.6-3.5 moderate, 3.6-4.5 high, 4.6-above very high curriculum that is relevant to life and society; developing a curriculum that meets the development needs of all types of learners; incorporating learner and communityfriendly methods that are fun, healthy, inclusive, and accessible; monitoring of learning systems by the stakeholders with the aid of suitable tools; defining the functions and obligations of responsible and accountable persons and collective bodies; improving the accountability framework to keep management processes and structures flexible enough to respond to changing needs and demands of learners; facilitating participatory performance evaluation; facilitating participatory performance evaluation; developing standards and tools for feedback systems; conducting routine resource inventories by the learning supervisors, facilitators, and community representatives for resource mobilization; and observing regular evaluation of resource-management process by the learning administrator, facilitators, and group members with mean ratings of 3.50, 3.43, 3.14, 3.17, and 3.01 respectively (table 3). table 4: levels of schools in the implementation of school-based management (sbm). indicators of school-based management mean sd descriptive equivalent leadership and governance 3.66 0.729 exceeding the minimum standard curriculum and learning 3.39 0.542 exceeding the minimum standard accountability and continuous improvement 2.98 0.691 exceeding the minimum standard management of resources 3.43 0.607 exceeding the minimum standard overall 3.37 0.637 exceeding the minimum standard the ratings for each school’s level of school-based management (sbm) implementation at san luis national high school, san luis district-i, division of agusan del sur, are summarized in table 4. the overall descriptive equivalent of exceeding the minimum standard with a mean of 3.37±0.637, as shown in the table, indicates that the sbm supply or condition is extensive and performing extremely successfully. this suggests that, in terms of the overall level of sbm implementation, schools have done so quite successfully and functionally. furthermore, it suggests that everyone involved is cooperating to strengthen the institution as a whole. taken individually, the following indicators all scored higher than the minimum standard: leadership and governance, 3.66±0.729; curriculum and learning, 3.39±0.542; accountability and continuous improvement, 2.98±0.691; and management of resources, 3.43±0.607. according to bandur (2008), schools can improve system environments and foster healthier school climates by implementing school-based management (sbm), which offers better teaching and learning settings where instructors are more motivated to raise student success levels. withal, as an emphasized by cranston (2001), schools should constantly be prepared to connect with community stakeholders in order to facilitate any shortcomings in the plant facilities and resources of the schools. the majority https://journals.e-palli.com/home/index.php/ajmri pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 26-34, 2022 of people agree that schools cannot function in isolation from the community, and that community ties should be strengthened in order for schools to advance and achieve their objectives (allawan, 2012). studies conducted in recent years have shown that school-based management (sbm) has significantly improved student achievement and school performance and concurred that sbm influences the enhancement of student results (gamage, 2006; dempster, 2000). additionally, these findings were corroborated by the findings of blank (2004), who found that through fostering connections between schools and various community organizations, school-based administration can help students learn better and improve the learning process. creating partnerships between families, communities, and schools, he continued, is intimately tied to raising student performance levels since doing so results in the delivery of services and assistance that cater to the diverse needs of the kids. according to sheldon and voorhis (2004), community and parental attachment enhance schooltable 5: the significant relationship between the respondents’ perceptions of the implementation of schoolbased management (sbm) at the aforementioned school was tested. variation df ss ms f significance f p-value between the group 1 21.4952 21.4952 197.71** 1.70** 0.005 within the group 197 12.5401 0.7883 total 198 34.0353 22.28352 legend: pearson r = 0.541; r2=0.365: p-value is < .00001. the result is significant at p < .05. based management, which lends credence to this theory. the substantial correlation between the respondents’ perceptions of the adoption of school-based management (sbm) at the aforementioned school was displayed in table 5. based on how the data was handled, the table’s pearson correlation is equal to 0.541 with a r2 of 0.365. the table also displays the values of the correlation coefficient of determination and the variability of the scores around the regression line, with r being positive and about equivalent to the significance threshold of p<.05. as a result, it amply demonstrates a moderate linear correlation as well as a significant association between the variables. the outcome also demonstrates that the computed f-value, which is higher than the tabular f-value, for the correlation coefficient at the 5% level of significance was 197.71**. it is further demonstrated that there is a significant link between the variables by the p-value of 0.005, which is less than = 0.05. therefore, there is sufficient data to rule out the null hypothesis. as a result, there is a substantial correlation between the degree of school-based management implementation and the perception of the teaching staff and the instructors who visited the aforementioned school. the stakeholders at the various school facilities were more engaged the more sbm was used by the school administrators. according to research by bandur (2008), san antonio & gamage (2007), anderson (2006), and cranston (2001), sbm is an effective strategy for giving local school stakeholders more control and responsibility over decision-making. summary this study was conducted to determine and evaluate the levels of perception of school-based management (sbm) in san luis national high school, san luis district-i, division of agusan del sur, philippines. the respondents of the study were the teachers of the aforementioned school and the teachers who visited the said school during the benchmarking activity. the descriptive-correlation research design was utilized in this study. the questionnaire was the primary tool used to collect raw data for the study. the demographic profile of the secondary teachers in san luis national high school in the division of agusan del sur, philippines, particularly of those selected teachers who visited the aforementioned school, it reveals that 64.15% (127 out of 198) of respondents are female and 35.85% (71 out of 198) are male. this implies that the majority of the respondents to the study are female. the results indicate that a moderate descriptive rating for each dimension of school-based management (sbm) implementation is indicated by an overall mean rating of 3.37 and a standard deviation of 0.637. the findings imply that further encouragement for schools to design and work on sbm implementation is still required. moreover, the ratings for each school’s level of schoolbased management (sbm) implementation at san luis national high school, san luis district-i, division of agusan del sur, are summarized in table 4. the overall descriptive equivalent of exceeding the minimum standard with a mean of 3.43±0.637. also, it indicates that the sbm supply or condition is extensive and performing extremely successfully. hence, the indicators for leadership and governance (3.66±0.729), curriculum and learning (3.39±0.542), accountability and continuous improvement (2.98±0.691), and resource management (3.43±0.607) all achieved higher scores than the minimal standard. the table’s pearson correlation is equivalent to 0.541 with a r2 of 0.365 based on how the data was handled. the correlation coefficient of determination (r), which is positive and roughly similar to the significance criterion of p<.05. the table also shows the values of the scores’ variability around the regression line. the result also shows that the computed f-value for the correlation coefficient at the 5% level of significance was 197.71**, which is greater than the tabular f-value. thus, schoolbased management and resources can be incorporated https://journals.e-palli.com/home/index.php/ajmri pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 26-34, 2022 with administrative management wherein several management reforms could be instituted to make schools become an arena of honesty, trust, and confidence, which would result in worthwhile endeavor and exemplary performance. conclusion the following inferences are made based on the study’s findings: school-based management (sbm) strategies are a part of enhancing the educational system. it greatly aids in achieving the deped’s thrust, mission, and goals. it serves as an evaluation of the roles, responsibilities, and obligations of school heads as outlined in republic act 9155. the ability of the principal and teachers to address the various concerns, challenges, gaps, and priorities the school is addressing is also measured. it reveals factors that must be prioritized in order to improve performance. in this regard, the teachers’ perception of the implementation of school-based management (sbm) was found to be moderate. additionally, the level of sbm implementation was found to be exceeding the minimum standard. lastly, the level of perception of the teachers can be significantly impacted by the level of sbm implementation in the aforementioned school. recommendations the following actions are advised in light of the findings and conclusions presented above: 1. the aforementioned school may improve the level of school-based management implementation in order to improve the level of incisiveness and participation of teachers, school stakeholders, and other school-initiated activities and action plans. 2. the school would broaden its vision and objectives to encompass the community and use technology into the teaching and learning process. although parents may not be directly involved in planning, administering, or assessing school activities that are directly related to students’ learning activities, school authorities may establish good relationships with them. collaboration has a history of moving communities forward. 3. additionally, to inform the many stakeholders of the information and the value of school-based management, seminars and conferences may be held at the school level. additionally, this will assuage any contrasting opinions about what school-based management is. 4. to cover a larger range, more study addressing school-based management (sbm) implementation and the degree of perception of school administrators and teachers has to be done. future research on the following issues is advised, including openness and accountability methods, duties of a school leader to teachers, and external stakeholders in school reform. acknowledgements the author wishes to acknowledge with utmost gratitude to the following people who never doubted in helping the study successfully. • to mr. jeffry m. saro, lpt, msci.ed-ongoing, the study’s statistician and research consultant. he offered comments that were beneficial and shared his knowledge of how to interpret data. additionally, he offered advice that inspired the author to conduct and complete the study. • to mr. michael s. pareja, principal ii, the principal of san luis national high school, san luis district-i, division of agusan del sur, for his positive response to this research project and for giving inspiration to all the teachers in the said school. • to mrs. annie c. silabay, the division sbm coordinator of agusan del sur, caraga region. • to the family of the author for their unconditional love and support, both emotional needs and being an inspiration. • to the almighty god for giving her wisdom, strength, guidance, protection and blessings bestowed on her. conflict of interest and funding the author does not have any contending 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(2004). decentralization and privatization in education: the role of the state in education. international review of education, 50(3 & 4), 199-221. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 34 american journal of multidisciplinary research and innovation (ajmri) teaching of reading in the midst of uncertainties: the narratives of elementary laboratory school teachers zoraida m. adil1* volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.252 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 09, 2022 accepted: may 12, 2022 published: may 18, 2022 teaching of reaching brought a monumental implication to teaching and learning. this qualitative-narrative research aimed to determine the narratives of cotabato foundation college of science and technology elementary laboratory school. results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. meanwhile, they provided their learners with remedial reading activities. they advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills. keywords teaching of reading, narrative, challenges, reading activities, cfcst 1 cotabato foundation college of science and technology doroluman, arakan, cotabato, philippines * corresponding author’s e-mail: adilzoraida20@gmail.com introduction rationale the covid-19 pandemic has brought an enormous impact in the delivery of learning to students. schools were shattered in which isolated the learners in their respective homes because of the fear that they might be infected by the virus. hence, teachers find ways in reaching the learners so that they could be able to surpass the challenges especially in reading. as a matter of fact, the study of bao et al (2020) that reading books to children could have helped them developed their reading ability. meanwhile, the study of chamberlain et al (2020) revealed that the utilization of virtual platform in teaching the children integrated the different concepts of reading strategies in different facets of learning. this is also essential as they cope with the burdens brought by the pandemic. teachers resorted to online teaching which is the easiest way of dealing with their learners needs (gao & zhang, 2020). conversely, lockdowns brought by the pandemic caused a detrimental effect to students with special needs especially in reading. with the absence of the face-to-face classes this made a gargantuan impact on their abilities to easily grasp the contexts of their lessons (sepulvidaescobar & morrison, 2020). generally, it affected the learning process. added to this is the lack of available gadgets which they could use in communicating with their teachers considering that they belonged to the low socioeconomic status (asri et al., 2021). on the other hand, teachers showed the essence of resiliency especially in responding using the technology-based instructional strategies, technologybased consultation, feedback for teaching and learning improvement and the like (quezada et al., 2020). however, researches on the teaching of reading in this of the pandemic focused mainly on the foreign studies (ardington et al., 2021), on pre-service teachers of english as a foreign language (karatas & turner, 2020). in the philippine settings, these are on readiness on flexible learning (barrera et al., 2020) and on the lived experiences of pwd students (dianito et al., 2020). hence, the gap of the study. this study would like to build a gap in the contexts of the teaching of reading during the health crisis brought by the covid-19 on the teaching of reading among the elementary pupils. also, this is timely and relevant since it listened into the challenges experienced by the teachers, the activities that they gave, as well as the pieces of advice to teachers who are in the same situation. thus, it is important to conduct this research endeavor. research questions 1.what are challenges experienced by teachers in teaching reading in the midst of the uncertainties? 2.what activities do teachers give to students to enhance their readings skills even at the height of covid-19 pandemic? 3.what pieces of advice can teachers share to other teachers who are facing the same dilemma? limitations and delimitations of the study this study was limited in listening to the narratives of the elementary teachers in the laboratory school of cotabato foundation college of science and technology during the first semester of 2021-2022. themes were extracted based on the responses of the participating teachers. methodology research design this study employed the qualitative-narrative approach. qualitative research made used on dealing with the meaning which people have constructed based on their lived experiences and worldviews. it usually used the methods such as participant observation or cases which can be taken from the narratives. interviews, field notes, conversations, photographs, recordings, are some of the https://doi.org/10.54536/ajmri.v1i2.252 https://journals.e-palli.com/home/index.php/ajmri mailto:adilzoraida20%40gmail.com?subject= pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 34-38, 2022 best sources of the data (silverman, 2020; mays & pope, 2020; hennink et al., 2020; flick, 2018; darlington & scott, 2020). the researcher conducted the study in the natural setting (richards, 2020; campbell, 2014) in order that they could make the interpretations clear based on the meanings drawn by the people. similarly, there are no numerical value employed since the narrations of the phenomenon played a pivotal role in the interpretation of the data. consequently, the narrative research deals with the collection of the stories being told by the people (creswell & poth, 2016; butina, 2015). this was done in detail so that all details of the phenomenon will be identified. their experiences will be described and discussed based on the person’s story (wiles et al., 2011). results were interpreted through the identification of significant themes. this study is qualitative-narrative since this dealt with the stories of elementary teachers in the laboratory school of the cotabato foundation college of science and technology. in particular, this listened to their narratives in the teaching of reading to the innocuous minds. informants of the study there were 7 informants who participated in this study. they were chosen using the following criteria: 1. a full-time faculty of the cfcst elementary laboratory school during the school year 2021-2022; 2. teaching the english subjects; and 3. employed in the institution since the beginning of the covid-19 pandemic. locale of the study this study was conducted at the cotabato foundation college of science and technology in doroluman, arakan, cotabato. this state college caters the children of adversity where it handles orphaned children. many of the learners in the elementary laboratory school are coming from the diverse family, but majority of them come from the low socioeconomic status. data gathering procedure i adhered to the following research protocols. it was my duty to write a letter to the dean of the college of education and the principal of the elementary laboratory school of the cotabato foundation college of science and technology. upon approval, another set of letters was sent to the respective informants. on the contrary, the consent-to-participate form was given to them where their rights to participate and withdraw were articulated. they were asked to affix their signature affirming their full participation in the study. likewise, they were not forced to participate. their participation was based on their willingness. prior to the interview, they were the one who set the date and time. their availability would be always considered. no intimidation or whatsoever was done that could ruin the flow of the study. corollary, the interview guide questions underwent face validation by the experts in the field. during the date of the interview, they were allowed to share their stories using the vernacular where they can freely express their thoughts and ideas. consequently, their narrations were recorded. after which, these were transcribed and translated into english. henceforth, the data were analyzed by the data analyst. after this process, i returned back to them and show them the results where they could make some confirmations. the sense of reciprocity was also observed by giving a token to them. meanwhile, their identities were hidden as an observance to the ethical standards in the conduct of the research. names were changed into codes. member checks were also done where my peers from the college of education could also give their comments and suggestions. lastly, the debriefers reviewed the analysis of the study. data analysis the informants of the study were interviewed individually where they shared their life’s stories in teaching reading in the midst of the covid-19 pandemic. thematic analysis was done where significant themes were extracted based on the narratives of the informants. results and discussions challenges experienced by teachers in teaching reading unresponsive learners. because of the absence of face-toface classes, some of the learners failed to respond to the tasks given to them by their teachers. in the same manner, since many of the learners are orphaned where they resorted to looking for the means of survival. though, there were supports coming from the institution, but they felt that education is not that important in this of the pandemic. more so, many of them thought that learning reading could not help them in their quest for a higher learning because they do not have the teachers or even an adult that would guide them. during the interview, one of the informants reiterated that: “majority of my pupils in grade six did not mind improving their reading skills. they prefer to look for ways where they could survive. also, they need to help their parents in farm.” (idi2). another informant revealed that orphaned students did not show any interest in reading, though there is a dire need for them to further enhance their skills. “actually, i already did my best to reaching them out because i see that they really need to improve their skills even in the comfort of the orphanage. i know that they were well-fed and almost everything is provided. i just cannot understand what they wanted to happen.” (idi4) it was supported by the findings of çelik (2020) that one of the reasons of unresponsiveness among the learners is that they are anxious and stressed which to their unwillingness to communicate and participate in all activities. it was suggested by sklar and mcmahon (2019) that there should have a trust between the teacher and learners and there should have a close proximity. a gap must also be removed so that there is an openness between them (hockings, 2005). lack of parental support. one of the challenges faced by teachers in teaching reading is the lack of the support of https://journals.e-palli.com/home/index.php/ajmri pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 34-38, 2022 parents. supposedly, parents have to make some followups on the reading abilities of their children. however, they could not make it since some of them do not even have the proper education. this predicament complicated the situations. as shared during the interview, the informant verbalized that: “parents did not make any interventions especially on the problems with reading. they just allowed their children to play at home.” (idi3) in the same vein, “the problem with parents is that they do not mind the efforts that we are doing for their children. they must have to help us especially in this time of the pandemic especially that their children are only at home. parents have sufficient time in honing the reading abilities.” (idi4) “parents lacked the skills in motivating their children that they need to pursue their skills in reading. reading is coupled with comprehension. that is why it is their role to demystify the texts to their children. also, one of the problems is that some parents do not have the proper education.” (idi6) it conforms to the findings of ugwuanyi et al (2020) that poor parenting and parental support resulted in poor performance of the learners. thus, they recommended that there should have a sufficient time that parents have to give to their children. in the same manner, the support given could also boost optimism and identify (kealy et al., 2020). a suggestion was given that parents must be trained to embrace the new normal of education (dong et al., 2020). lack of reading materials. the availability of reading materials as supplemental tools in promoting the importance of reading among the children at home is one of the challenges that brought an enormous impact on the readiness and comprehension skills of the learners. even the school does not have the books which could be given to them since textbooks are only for the teachers. though, modules are given for the learners, however, the need for additional reading materials at home could suffice the need of the learners in enhancing their reading skills. one of the informants expressed that: “i wish that all of the learners will be given books where they could read at home. i know that this is crucial in helping them to improve their reading skills, but we are all hopeless because we do not have enough funds in procuring the said materials.” (idi1) this statement is supported by informant 2 who stated that: “i have more than 30 pupils yet i only have my references. i could not allow them to borrow my books since i am also using them in making their self-learning modules.” the availability of reading materials implies in school and at home is crucial in promoting children’s reading ability. this can be done through the support of parents and teachers (myoma, 2017). conversely, one of the factors that contributed to the low reading abilities is the absence of available reading materials (mohammed & amponsah, 2018). activities teachers gave to learners that enhance reading skills giving of remedial reading activities. series of remedial activities were given by teachers. some of them sent their learners with reading materials with simplified contents. in some event, they reached the learners through online where they could guide them well with their journey in reading especially in comprehension. the enthusiasm being shown by teachers in these contexts provided them with a wide range of clear objectives which they could think for more activities that suit to the needs of their learners. the informant shared that: “i provided them with remedial activities. though, i understand they are already bombarded by their self-learning modules but i see to it that the activities that i am giving them will help them grow and foster as learners. i make it sure that their reading comprehension skills must be developed even without my presence.” (idi4) in the same manner, another informant shared that: “to those who have gadgets and internet connections, i make it sure that we have our session because i can cater their needs and guide them well in their quest for a higher learning. (idi7) remedial instructions given by teachers in reading in enhanced the pedagogical skills as well as their philosophical views in handling their learners (gatcho & bautista, 2019). meanwhile, ugwuanyi et al (2012) revealed that that there was a significant relationship on the remedial instruction to word recognition skills. proper feedbacking must be given so that the learners will be motivated to pursue learning (widiastuli et al., 2020). pieces of advice shared to teachers be passionate and compassionate. teachers always show the love for teaching. because of their passion, they selflessly gave all their best even they too have a lot of challenges to hurdle. they treat their learners as their children and hone them to be ready to the next chapter of their educational endeavors. also, teachers with compassion are what the school needed. through this, they could be able to sustain that their learners will be successful in all facets of life. the teaching of reading also needs skills and patience. as shared by the informants: “when you want that your learners be able to survive in this chaotic world, teach them with compassion. listen to their stories.” (idi1) “as a teacher, it is always my passion to look into the opportunities on the lives of every learner. i can see that they will become successful in the near future. thus, i always encouraged and motivated them that the pandemic should not be the hindrance for them to develop their skills. therefore, as teachers we need to continue with our oath and make ourselves as a role model. may we have different strategies in teaching but at the end of the day we have the same purpose.” (idi2) it appeared that compassion in teaching enhanced sustainability (shea et al., 2016). similarly, teaching must highlight love and compassion because it could enhance learning (miller, 2019). in the same vein, jalongo (2014) reiterated that teaching must be coupled with compassion. implications for practice teaching reading in this time of pandemic is always coupled with a lot of challenges. teachers endured all the pains just to allow their learners savor quality education. even in the midst of the uncertainties brought by covid-19, teachers did not fail in fulfilling their duties and responsibilities. they are stalwart and cognizant https://journals.e-palli.com/home/index.php/ajmri pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 34-38, 2022 enough in designing reading activities that would help their learners. one of the major problems in reading is the lack of comprehensiveness of the learners. even though they know how to read but then they could not internalize it. this calls that teachers as the partners of change must have to do something that raise the quality of instruction. comprehension is not only limited in teaching language but in all subjects. a learner cannot solve mathematical problems if their level of comprehension is poor. nevertheless, the teaching of reading is a skill that every teacher must have to possess. they can transform the lives of their learners because they opened the doors of opportunities wherein they could see the values in their respective lives. in turn, they could utilize them in improving their family and their society. teachers in this time of the pandemic showed an endless concern for the welfare of their learners. they unselfishly provided their learners with different learning opportunities which could be crucial for their growth and development. though, they faced a lot of challenges yet they were able to see the beautiful colors in the horizon that enabled them to create a better learning opportunity for everyone. likewise, this study implied that teachers need to hurdle all the challenges because they are trained to be transformative even though some of the learners did not realize the importance of all the efforts that they are doing for them. they must have to reach their learners and let them feel that they are important. more importantly, partnership with parents must also be strengthened so that they could teacher their own children even at the comfort of their homes. implications for future research listening to the narratives of the language teachers in this time of the pandemic manifested their biggest roles in society. this study is limited only on the narrations of the teachers relative to the problems that they encountered in teaching reading in the elementary setting. from the responses, it transpired that they created a boundless opportunity in the world of research. hence, this study suggested that future researchers should have to apply the phenomenological approach by adding more numbers of informants and participants. this provides that there could be more stories that are hidden in their boxes. more so, this study will also tackle the problems of teachers in the secondary level in the same institution to find out whether there are similarities and differences. conclusion teaching reading in this time of the pandemic widens my horizon. indeed, it is challenging to handle learners and enhance their reading skills. more importantly, this study created a room of opportunity which could be suggested to the administration especially in the provisions of reading materials that will be essential to enhancing the reading abilities of the learners in the elementary laboratory school of cfcst. as an educator and researcher, i realized that compassion generates the sense of resiliency and positivism that amidst the turmoil brought by the health crisis and the absence of face-to-face classes teachers are willing to sacrifice everything. i can say, that they are the unsung heroes worth to be emulated. references ardington, c., wills, g., & kotze, j. 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(2020). dissonances between teachers’ beliefs and practices of formative assessment in efl classes. international journal of instruction, 13(1), 71-84. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 15 american journal of multidisciplinary research and innovation (ajmri) challenges in teaching science and its transition to post-pandemic education nemalynne atriginio amigo1, thelma coloma damaso2, sharmaine agustin diego3, jessica rabor laciste4, romelyn tutaan lagura3*, ryan bautista tagata5, nove lheen castillo taguicana6, eisle keith rivera tapia3 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1195 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 12, 2023 accepted: april 21, 2023 published: april 27, 2023 the covid-19 pandemic has had a significant impact on the education sector globally, with over one billion students being held out of school as a result of quarantine measures. in response, education systems had to quickly shift to online learning to ensure that students could continue their education. the sudden shift to online learning has resulted in educators having to adapt to the use of technology in education rapidly. the covid-19 pandemic has highlighted the importance of digital literacy for educators and the need for ongoing training in digital skills. the pandemic has served as an example of emerging, more creative methods of teaching methods, and technology use in education will continue to evolve. hybrid learning will be critical to delivering realistic educational experiences, and teachers must adapt to become facilitators instead of teachers. the pandemic experience will affect educators’ attitudes towards integrating information and communication technology (ict) in education, resulting in a rise in the proportion of people who have a favorable opinion of integrating ict to education. ongoing training in digital abilities is necessary to gain a viable education. this paper highlights the need for educators to embrace digital literacy and adapt to emerging technologies to provide a quality education in the post-vaccine world. keywords covid-19, science education, post pandemic, science teacher, challenge, transition introduction our elders have always stressed the value of education with one’s existence, despite how dreadful one’s circumstances in life are. there is an adage that goes, “education is the only inheritance that nobody can take away from you.” it is valued highly in our culture as a way to improve one’s quality of life. this adage has never been more accurate than it was during the covid-19 outbreak that hit the nation. despite the pandemic’s financial and physical effects, learners kept up with their education (palis, 2022). the emergence of the coronavirus disease (covid-19) is extremely concerning for worldwide educational establishments. more than 100 countries worldwide had to unexpectedly suspend their schools due to covid-19 quarantine efforts. over one billion learners were held out of school as a result of covid-19 restrictions. the recent coronavirus outbreak widened existing inadequacies in the worldwide education system. despite the fact that the coronavirus pandemic is emerging, humanity is already suffering from its negative repercussions. the covid-19 outbreak has generated difficulties in education and raised issues with global health that have been exceedingly challenging for international health institutions to resolve. although the decision to shut down schools due to the global coronavirus outbreak may be upsetting, it makes sense given the pandemic’s risks and rapidity of spread. the unexpected coronavirus-related education cuts serve as a lesson and a reminder to the whole learning institution, especially those who have not yet integrated or implemented emerging educational tools that help digital or distance learning (onyema et al., 2020). education systems had to come up with ways to keep students learning because covid-19 was unpredictable and it was unclear if face-to-face instruction would be able to continue. online learning was able to offer a temporary fix at the time when on-campus education was permanently ceasing to exist. due to an urgent shift in learning, teachers were compelled to entirely relocate face-to-face training online, regardless of their level of technological expertise. as online learning remains a key answer in the post-vaccine world, this will enable reflection on how the emergency transition to online learning occurred and what should be implemented to enhance teaching and learning methods. covid-19 has undoubtedly served as a working example for emerging, more creative methods of teaching methods. technology use in education will absolutely develop. the methods and techniques that have been employed in conventional face-to-face education may no longer be effective. in order to make more efficient use of learning websites, educators must be aware that blended and hybrid learning can be just as effective as on-campus instruction. certain learning needs, like labs and clinical experiences in some programs, will always be vital, but it’s also important to go outside the box when it comes to how to offer these experiences. for instance, simulation and virtual reality will be crucial to delivering realistic educational experiences as both major instructional methods and as backup plans in the event that in-person learning is once again interrupted. instead of turning into teachers, teacher members should take on the role of facilitator. with a move toward competency-based 1 gabu national high school, deped schools division of laoag city, ilocos norte 2900, philippines 2 caaoacan high school, deped schools division of ilocos norte, ilocos norte 2900, philippines 3 mariano marcos state university, ilocos norte 2900, philippines 4 sarrat national high school, deped schools division of ilocos norte, ilocos norte 2900, philippines 5 bacarra national comprehensive high school, deped schools division of ilocos norte, ilocos norte 2900, philippines 6 bangui national high school, deped schools division of ilocos norte ilocos norte 2900, philippines * corresponding author’s e-mail: mwambazicm@gmail.com https://doi.org/10.54536/ajmri.v2i3.1195 https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 15-22, 2023 education and a lessening in the importance of timeoriented learning, there should be a greater emphasis placed on learning flexibility. as a result, teachers will need to devote more time to creating learning activities that demand in-depth study (singh et al., 2021). in response to educational expectations and requirements, where digital knowledge and skills concepts are being revolutionized to be part of the education, digital learning was measured on the effectiveness of teaching mode. education has been acknowledged to have an environment that stimulates digitalization, and educators who possess digital competences and skills are essential. after educating learners about digital competencies, teachers educate learners for digital literacy since digital competencies are not just abilities but also the future of many teachers who will be ready to handle similar or other circumstances such as the covid-19 outbreak. therefore, the development of technology in education should be continuous. the covid 19 outbreak was not foreseen, and the global community struggled to adapt. as a result of necessities and the demands of the outside world, education has shifted into a sort of grand social experiment. educators acted hurriedly, inconsistently, and informal in the face of the new circumstances, especially when they had to deal with their own digital illiteracy and were unable to instantly adapt to the shifting of education because educators were unfamiliar with the necessary tools. rationally speaking, it makes sense to assume that the pandemic experience will affect educators’ attitudes toward utilizing online resources since, in effect, every educator had to enhance their digital literacy in order to survive. furthermore, it ought to cause a rise in the proportion of people who have a favorable opinion of integrating ict to education (aleksander kobylarek, 2021). many educators will possess the necessary quality of 21st century skills such as digital learning because of the requirement to continue with virtual education and learning due to covid-19 and the unclear future of hybrid education to post covid-19. although it wasn’t first accepted, digital learning is now successfully implemented through a teaching development plan for learners. this, together with the continual training teachers are gaining, results in a constant enhancement in the quality of teachers. all of these things are done with the express goal of increasing each learner’s level of competency in the reflective growth process and achieving a high standard of learning. in order to gain a viable education, it is advised to keep up the ongoing training in digital abilities (huamán-romaní et al., 2022). shifting all teaching and learning digitally is an emerging approach best described as “building a house without a blueprint” or what we call emergency remote teaching. the researchers use a qualitative research paradigm where two lecturers reflected on their teaching practices. the analysis of the narratives revealed two dominant themes: 1) addressing the socio-emotional needs of the students while 2) fostering self-regulation and reflexivity. with attention to students’ socio-emotional needs, both lecturers showed preferences for a pedagogy of care and desired to maintain a high degree of interaction and connection with students. these lecturers were aware of the interconnection of the affective and cognitive domains in the learning process. additionally, the lecturers were able to describe how creating a safe and encouraging environment allowed students to express their feelings (brodie et al., 2022). based on the study teachers have different challenges during the covid 19 situation which greatly affects the educational sector. it is found out that there were different areas where teachers have greatly challenged, especially on the delivery of basic education services in the country. the paper reveals that in terms of modular instruction, modules were left untouched and some of the activities were not done wisely because the students cannot understand well the instructions provided. one reason maybe is the inability of some students who can’t read and unable to comprehend the texts or modules he/she is reading. power interruption and internet connectivity issues are a major problem during distance learning. it also showed that most teachers are maximizing the use of mobile devices, computer assisted technologies to deliver quality education services to the remote areas of the country but when internet connection and power outage interrupt the teacher also is affected, online classes are affected. as they say teachers/educators are resilient and whatever difficulty and challenge he/she is capable of adjusting and accepting what is the reality. some displayed innovativeness, adaptability, and flexibility. teachers devise many strategies to solve many issues and concerns in their classroom and in school (d. agayon et al., 2022). through interviews of the different higher education professors, it emerged that challenges cover the theme, changes, challenges, and chances. there is a dominant problem along the teaching-learning process from instruction to assessment. this study challenged the universities to craft an institutional framework to follow in cases of emergency remote teaching. to motivate teachers towards their instruction it is suggested that upskilling of teachers should be part of the framework, promote the overall welfare of students and teachers in terms of resiliency and the most important of all to address learning adequacy (mananay et al., 2022). to address these challenges, it is important for educators to be proactive and flexible in their approach to teaching science. this may involve incorporating different teaching strategies, such as using technology and multimedia resources to engage students and providing hands-on activities and experiments that can be completed remotely or in a hybrid setting. it may also involve working closely with students to identify and address their individual needs, and seeking out resources and support to help them succeed. the covid 19 outbreak was not foreseen, and the global community struggled to adapt. as a result of necessities https://journals.e-palli.com/home/index.php/ajmri pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 15-22, 2023 and the demands of the outside world, education has shifted into a sort of grand social experiment. educators acted hurriedly, inconsistently, and informal in the face of the new circumstances. the purpose of this research is to know the challenges in teaching science and its transition to post-pandemic education at the different schools in the division of ilocos norte. specifically, this study seeks to answer the following questions: 1. what are the challenges in teaching science? 2. how do these challenges affect the science teacher? 3. what are the coping strategies of the teacher in teaching science for the post-pandemic? this study focused on the challenges in teaching science and its transition to post-pandemic education. the respondents of the study will be the teachers of sarrat national high school, san nicolas national high school, bacarra national comprehensive high school who are teaching science. the results of this study can be further analyzed to not only determine the challenges faced by the respondents, but also with the other science teachers in the province. the researchers considered working on this study to find out the following factors only: (a) socio-demographic profile of the respondents; (b) the challenges faced in teaching science and its transition to post-pandemic education; and (c) coping mechanisms of science teachers. literature review the covid-19 pandemic has disrupted the world in unprecedented ways, including the education sector. the pandemic has forced educators to adapt to remote learning and digital classrooms, including science teachers. the shift in teaching science poses significant challenges in the delivery of effective and engaging science education. this paper aims to explore the challenges in teaching science and its transition to post-pandemic education. science education has always been a complex and challenging subject to teach. according to schreiner and sjøberg (2017), the challenges in teaching science include the following: abstract concepts, practical issues, and insufficient teacher training. science concepts can be abstract and challenging for students to comprehend, leading to frustration and disinterest in the subject. the practical issues involve the availability of resources, equipment, and laboratories, which can affect the quality of science education. finally, teachers’ inadequate training in teaching science can lead to the ineffective delivery of content, lack of motivation, and difficulty in keeping students engaged in the subject. the transition to remote learning and digital classrooms has further exacerbated the challenges in teaching science. a study by lee et al. (2020) found that teachers faced several challenges in delivering effective science education during the pandemic. these challenges included limited student engagement, the inability to conduct handson experiments, and the need for technological skills. additionally, the lack of face-to-face interaction and support from colleagues and administrators has made it difficult for teachers to adapt to the changes in teaching methods. the post-pandemic education landscape presents further challenges for science teachers. according to crawford et al. (2020), teachers will need to consider changes to the curriculum and pedagogy to address the impact of the pandemic on student learning. furthermore, teachers will need to adjust their teaching methods to accommodate the diverse learning needs of students who may have experienced significant learning losses during the pandemic. the challenges in teaching science and its transition to post-pandemic education are complex and multifaceted. the delivery of effective and engaging science education requires innovative teaching methods, sufficient resources, and ongoing teacher training. the transition to remote learning and digital classrooms has highlighted the need for digital skills and the importance of face-to-face interaction and support. the post-pandemic education landscape presents a new set of challenges for science teachers, which will require creativity, flexibility, and adaptability. addressing these challenges will be critical to ensuring that students receive quality science education that prepares them for the future. materials and methods in order to realize this study, descriptive research design, particularly qualitative research methodology, was employed as it was the most appropriate method to enable the researchers to describe and assess the challenges in teaching science and its transition to postpandemic education. to gather sufficient and relevant data for the study, thirty (30) junior high school science teachers in the schools division of ilocos norte were selected to be the respondents. the respondents were from the large schools of the central district who teach at bacarra national comprehensive high school, sarrat national high school, and san nicolas national high school. in order to gather the necessary data, a survey checklist was distributed to the respondents via a google form. the survey will be analyzed using likert scale. the questionnaire contains fifteen (20) statements that are commonly experienced and faced by junior high school science teachers. for the interview, respondents will be selected through convenience sampling or accidental sampling to undergo one-to-one interview on the different challenges faced by the science teachers and their coping mechanisms toward post-pandemic education. in this study, letters of permission (see appendices) will be sent to the admin, schools of the participants, and the participants. the researchers will conduct a survey and interview as complete observers or interviewers without participating. the interviews consist of a limited number of structured and typically open-ended questions designed to elicit ideas and opinions from the participants. https://journals.e-palli.com/home/index.php/ajmri pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 15-22, 2023 to analyze the data gathered, frequency counts, percentage, and mean were used to describe the profile of respondents. meanwhile, weighted mean was used to quantify the data gathered in the challenges of science teachers. the researchers were guided by the following formula: weighted mean. the weighted mean is similar to an arithmetic mean (the most common type of average), where instead of each of the data points contributing equally to the final average, some data points contribute more than others. the notion of weighted mean plays a role in descriptive statistics. to compute for the weighted mean, the equation below was used: where xw is the weighted mean, fi is the frequency in each item, and xi is the value for each item. in scoring the responses to the items in the content validation checklist, the scale developed by tuckman (1978) that was used by lasaten (2008) and digap (2010) was employed, thus the following: scale descriptive interpretation 5 strongly agree 4 agree 3 undecided 2 disagree 1 strongly disagree scale range interval descriptive interpretation 5 4.51 5.00 strongly agree 4 3.51 4.50 agree 3 2.51 – 3.50 undecided 2 1.51 2.50 disagree 1 1.00 – 1.50 strongly disagree the computed mean is then interpreted by comparing it to a researcher prepared matrix of value ranges, each range pointing to a quality or description. responses of the interview will be properly transcribed, coded and translated. results table 1 shows the socio-demographic profile of the respondents. the table shows the school where the respondents are teaching, sex, length of service in the public school, and the subjects they taught during the pandemic. nine (9) of the respondents are males while twenty-one (21) of the total number of respondents are females. also, the respondents came from sixteen (16) secondary schools in the province wherein nine (9) respondents came from san nicolas national high school, four (4) of the respondents came from bacarra national comprehensive school, two (2) respondents each from florentino camaquin integrated school and sarrat national high school, and one (1) respondent each from banna national high school, bingao national high school, burgos-agro industrial school, dingras national high school, gabu national high school, ilocos norte national high school, ilocos norte college of arts and trades, pinili national high school, san marcelino national high school, san mateo integrated school, uguis integrated school, and bagbag solsona national high school. the table also shows the length of service of the respondents. four (4) of the respondents are already in the public school for more than 20 years, another four (4) respondents are already there for 11-15 years, six (6) respondents stated that they are already there for 6-10 years, seven (7) respondents also said that they are already in the public school for 3-5 years and lastly, nine (9) of the respondents stated that they are already in the public school for 1-2 years. moreover, the subjects taught by the respondents during the pandemic were all junior high school science subjects. the computed means were interpreted using the range of point scores used by lasaten (2008) and digap (2010) shown as follows: table 1: socio-demographic profile of the respondents school sex length of service subjects you teach from pandemic to post-pandemic teacher 1 bacarra national comprehensive high school male 1-2 science 7, science 9, science 10 teacher 2 bacarra national comprehensive high school female 3-5 science 8 teacher 3 bacarra national comprehensive high school male 1-2 science 8, science 9 teacher 4 bacarra national comprehensive high school female 1-2 science 8, science 10 techer 5 bagbag solsona national high school male 6-10 science 8 teacher 6 banna national high school female 3-5 science 7, science 8, science 9 teacher 7 bingao national high school female 1-2 science 7 https://journals.e-palli.com/home/index.php/ajmri pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 15-22, 2023 teacher 8 burgos agro-industrial school female 1-2 science 8 teacher 9 dingras national high school male 1-2 science 8 teacher 10 florentino camaquin integrated school male 3-5 science 8 teacher 11 florentino camaquin integrated school female 3-5 science 7, science 10 teacher 12 gabu national high school male 6-10 science 7, science 10 teacher 13 ilocos norte college of arts and trades female 11-15 science 10 teacher 14 ilocos norte national high school female 6-10 science 10 teacher 15 ilocos norte regional school of fisheries male 3-5 science 7, science 8 teacher 16 pinili national high school male 3-5 science 7, science 8, science 9, science 10 teacher 17 san marcelino national high school female 1-2 science 7 teacher 18 san mateo integrated school female 1-2 science 7, science 8, science 9, science 10 teacher 19 san nicolas national high school female 11-15 science 7 teacher 20 san nicolas national high school female 11-15 science 8, science 9 teacher 21 san nicolas national high school female 6-10 science 8, science 10 teacher 22 san nicolas national high school female more than 20 years science 8, science 9, science 10 teacher 23 san nicolas national high school female more than 20 years science 9, science 10 teacher 24 san nicolas national high school female 6-10 science 9, science 10 teacher 25 san nicolas national high school male more than 20 years science 10 teacher 26 san nicolas national high school female more than 20 years science 8, science 9, science 10 teacher 27 san nicolas national high school female 11-15 science 7 teacher 28 sarrat national high school female 3-5 science 9 teacher 29 sarrat national high school female 6-10 science 7 teacher 30 uguis integrated school female 1-2 science 7, science 8, science 9, science 10 table 2: lack of time for planning the teaching (n=30) item indicators likert scale weighted mean interpretation 5 4 3 2 1 1 i have too much material to cover in class. 0 10 13 4 3 3.00 undecided 2 i have too many teaching loads. 3 10 7 6 4 3.066 undecided 3 i need more time to prepare for class. 3 17 7 2 1 3.633 agree 4 i have difficulty keeping up with all the changes to the curriculum. 2 9 10 8 1 3.10 undecided 5 i have too many administrative tasks. 5 4 10 9 2 3.033 undecided 6 i attend a lot of trainings/seminars/ workshops. 1 8 14 5 2 3.033 undecided composite mean 3.144 undecided as gleaned from the data presented in the table 2, it shows that as a whole, the level of lack of time for planning the teaching gained a composite mean of 3.144 which is interpreted as “undecided.” the table suggests that all of the activities under lack of time for planning the teaching indicated in the survey resulted in “undecided.” as gleaned from the data presented in the table 3, it shows that as a whole, the level of balancing diverse learning modes gained a composite mean of 4.025 which is interpreted as “agree.” the table suggests that all of the activities under balancing diverse learning modes indicated in the survey resulted in “agree.” https://journals.e-palli.com/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 15-22, 2023 as gleaned from the data presented in the table 4, it shows that as a whole, the level of availability of learning resources gained a composite mean of 2.76 which is interpreted as “undecided.” the table suggests that all of the activities under availability of learning resources indicated in the survey resulted in “undecided” in the first interview question, there were five (5) main themes identified from the respondents’ answers a) study habits of students for better comprehension, b) students’ attitudes and behaviors, c) internet connectivity and infrastructure issues d) teachers’ lesson preparations, and e) learning delivery modality. from the thirty secondary science teachers, fourteen (14) of them said that their major concern or challenge for them as they return in school is poor academic performances of students and their study habits towards science. the shifting from distance education to face to face learning is a big adjustment among teachers and students. it is mentioned in the answers that, “teachers are repeating the basic concepts in science” which are added burden on the part of teachers. meanwhile, ten (10) of the respondents said that students’ attitudes and behaviors and conduct is another challenge as they transition to post pandemic. table 3: balancing diverse learning modes (n=30) item indicators likert scale weighted mean interpretation 5 4 3 2 1 1 i have difficulty in inspiring students to learn science. 4 6 6 13 1 2.966 undecided 2 i can explain science concepts or principles by doing science experiments. 9 19 1 1 0 4.20 agree 3 i provide challenging tasks for the highest achieving students. 8 18 3 0 1 4.066 agree 4 i enhance my teaching strategies to engage students’ interest. 15 15 0 0 0 4.50 strongly agree 5 i help my students appreciate the value of learning science. 23 6 1 0 0 4.73 strongly agree 6 i find it difficult to assess students’ comprehension of science. 4 13 7 5 1 3.466 agree 7 i am challenged to improve the understanding of struggling students. 12 15 2 1 0 4.266 strongly agree 8 it’s an easy task for me to explain the relevance of science to students. 6 13 9 1 1 3.73 agree 9 i use inquiry methods in teaching science. 12 15 3 0 0 4.30 strongly agree composite mean 4.025 agree table 4: availability of learning resources (n=30) item indicators likert scale weighted mean interpretation 5 4 3 2 1 1 our school has inadequate laboratory apparatuses and facilities for our laboratory experiments. 0 12 8 8 3 2.94 undecided 2 our school has insufficient learner’s materials such as books, modules and other reference materials. 1 4 13 11 2 2.71 undecided 3 our school lacks support in the purchase of instructional resources in science. 0 3 13 11 4 2.48 disagree 4 my classroom has inadequate ict tools (television, projector, printer, internet, etc.) to facilitate learning. 3 9 4 9 6 2.8 undecided 5 i have limited access to online sites where i can download additional learning resources 2 12 4 5 9 2.87 undecided composite mean 2.76 undecided https://journals.e-palli.com/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 15-22, 2023 whereas, two (2) of the respondents are challenged in terms of internet connectivity of teachers and students. the same as through with teachers’ lesson preparations and learning delivery modality. in the second interview question, there were six (6) identified negative effects from these challenges a.) students’ learning gaps due to pandemic, b.) internet connectivity, c.) time span in crafting activities, d.) imploring discipline in the classroom, e.) dealing with slow learners and f.)setting the tone from online class to face-to-face class. there were also two (2) positive effects from these challenges a.)these challenges makes them a better teacher, and b.) teachers become motivated for they have to think of various educational tools, assessments and strategies for the students to engage in the classroom discussions and activities. from the thirty secondary science teachers, ten (10) stated that they needed to fill in the learning gaps in science for the past two years of distance learning where they needed to teach again the basic concepts that students do not understand. they needed to suffice those learning gaps by repeating the lessons all over again for students to be able to understand the lesson. as a result, they also need more time to fill in these gaps and devise engaging and worthwhile activities to let students grasp the lesson as well as to arouse the interests of those students. whereas, two (2) of the respondents are challenged in terms of internet connectivity of teachers and students since internet connectivity was such a determining factor on how the teaching will go through. also, three (3) of the respondents have concerns on the time needed to craft activities for they needed more time to help learners understand the concepts. in addendum, two (2) also have concerns in dealing with disrespectful students for they lack discipline which affects their teaching. moreover, two (2) have problems in dealing with slow learners for they can’t cope up and catch up easily with the topics being discussed. with this, they needed to adjust to the level of students so they will appreciate and understand each and every lesson discussed. in addition, one (1) respondent is strengthened to set the tone of students who have already forgotten the values of face to face classes. lastly, five (5) respondents viewed these challenges in a positive manner for these makes them a better teacher in the long run for it motivates them to think of various engaging activities, educational tools and teaching strategies. it also makes them more innovative, understanding, and creative. in the third interview question, the 30 secondary science teachers gave different coping strategies in teaching science for the post-pandemic. their responses were consolidated and came up with similar coping mechanisms. there are six (6) respondents who expressed that giving hands-on activities and experiment can give a better teaching-learning outcomes for the post pandemic. whereas, six (6) respondents believed that ict integration is a key in motivating students cope in their lessons. also, six (6) respondents used several teaching approaches in teaching. some uses the constructivist approach, inquirybased, problem-based, peer teaching, differentiated instruction and gamification. other six (6) respondents believed that understanding student’s weaknesses and adjusting to the capacity level students can help in adjusting the needs of students. in addition, four (4) respondents used materials like video lesson, sim’s, modules, and other online learning support (ols) to supplement what is not taught during the pandemic. lastly, two (2) respondents attended seminars/ webinars on coping the transformation for the post pandemic. discussion students’ participation in-classes and internet infrastructure after a period of remote or hybrid learning, some students may have difficulty adjusting to in-person instruction and may struggle to re-engage with the material. teachers may need to find ways to re-engage these students and help them get back on track. the use of technology is fun in the classroom considering different educational software/tools to be applied in teaching and learning. however, some teachers have encountered problems in terms of internet connectivity. supporting students who are left behind and students’ motivation some students may have fallen behind academically during the pandemic, and teachers may need to find ways to support these students and help them catch up. moreover, students’ motivation and habits to learn is continuously declining in the beginning of in person classes which resulted to low performance in the administered tests/ examinations. further, teachers have to repeat teaching the basic concepts which are already taken in the previous grade levels. teachers’ preparation the pandemic may have resulted in changes to class sizes and teacher-student ratios, which could present challenges in terms of managing the classroom and providing individualized support to students. moreover, teachers’ preparations and designations has also a problem to some teachers. their time in other activities such as programs, coordinatorship and other activities occupy most of their time. overall, the covid-19 pandemic has presented numerous challenges for education, and teachers and educators have had to be flexible and adaptable in order to continue providing high-quality instruction to their students. result also showed that these challenges posed both positive and negative impacts on teaching. these challenges make the teachers better and resilient in times of crises. moreover, these give them motivation to learn and think various educational tools, assessment and https://journals.e-palli.com/home/index.php/ajmri pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 15-22, 2023 strategies for the students to engage in the classroom. but in spite of that, there are negative effects of these challenges to the teachers. the problems identified affect science teachers to address students’ learning gaps due to pandemic/ distance education, dealing with activities, classroom management, learners’ diversity and setting the tone from online class to face-to-face classes. further findings result that despite of the different challenges and struggles of teachers as post pandemic era is transitioning, several coping strategies and mechanisms come out. teachers’ coping strategies results indicated a wide variety of strategies that teachers for the post-pandemic. there were teachers who gave hands-on activities and experiments, ict integration as a key in motivating the students, the use of several teaching approaches, and the use of video lessons, sim’s, modules and other online learning support. conclusion the covid-19 pandemic has had a significant impact on education, with many schools and universities transitioning to remote or hybrid learning to reduce the spread of the virus. as the covid-19 pandemic begins to subside and schools start to return to in-person instruction, teachers may face several challenges as they transition back to more traditional modes of teaching. in fact, study show that there are several challenges of teachers in the post pandemic era. findings suggest that science teachers has faced great challenges and issues. considering numbers of years in the service and their employment status/ title. also, it manifested in the interviews that, several teachers have specific problems in terms of; a) students’ participation in classes and internet structure, b) supporting students who are left behind and students motivation and c) teachers’ preparation. however these teachers were able to cope up with the challenges they have encountered and as the education transitioned to post pandemic era. there were teachers who gave hands-on activities and experiments, ict integration as a key in motivating the students, the use of several teaching approaches, and the use of video lessons, sim’s, modules and other online learning support. recommendations the following are the recommendations of the study: 1. a more comprehensive and detailed research instrument should be used to identify the challenges of teachers. 2. a wider scope of the study should be done to better identify a more comprehensive discussion on the challenges in teaching science and its transition to postpandemic education 3. the research can be restructured to become an action research. 4. the school administrators and leaders should address these challenges of teachers gearing towards a quality education transitioning to post pandemic. 5. the results of the study should be cascaded to the school levels for focus group discussion. reference kobylarek, a. 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(2022). level of digital teaching competence on the verge of the post pandemic. international journal of emerging technologies in learning (ijet), 17(14), 187–204. https://doi.org/10.3991/ijet.v17i14.31039 mananay, j., alda, r., & santos, m. s. d. (2022). glimpses of teaching in the new normal: changes, challenges, and chances. international journal of learning, teaching and educational research, 21(4), 276–291. https://doi. org/10.26803/ijlter.21.4.16 onyema, e. m., eucheria, n. c., obafemi, f. a., sen, s., atonye, f. g., sharma, a., & alsayed, a. o. (2020). impact of coronavirus pandemic on education. journal of education and practice, 11(13), 108–121. https://doi.org/10.7176/jep/11-13-12 palis, l. m. (2022, march 23). education in the time of a pandemic kpmg philippines. kpmg. https:// home.kpmg/ph/en/home/insights/2022/03/ education-in-the-time-of-a-pandemic.html singh, j., evans, e., reed, a., karch, l., qualey, k., singh, l., & wiersma, h. (2021). online, hybrid, and face-to-face learning through the eyes of faculty, students, administrators, and instructional designers: lessons learned and directions for the post-vaccine and post-pandemic/covid-19 world. journal of educational technology systems, 50(3), 301–326. https://doi.org/10.1177/00472395211063754 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 13 6 american journal of multidisciplinary research and innovation (ajmri) organizational dynamics of the leading smartphone retailer in the province of bohol, philippines i.u. clinio l. galviso1*, chloe p. redeja2, roselene s. niñeria3, raquel m. arabaca4 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1062 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 10, 2022 accepted: december 20, 2022 published: december 28, 2022 a smartphone is a portable computer that combines a mobile phone and a computer into one device. smartphones have more powerful hardware and robust mobile operating systems. they enable web browsing over mobile broadband, and multimedia functionality (including music, video, cameras, and gaming) in addition to basic phone features. researcher patrice buzzanell claims resilience theory has five components that businesses can cultivate. these include creating normalcy, affirming identity anchors, utilizing communication networks, and putting alternative logic into practice. business continuity planning, which tries to make organizations more resilient to failure, was developed with the help of resilience theory. resilience theory places a strong emphasis on the fact that conflict arises naturally in larger groups of individuals. management had similar views between the late 1940s and the middle of the 1970s. excellent teamwork requires effective communication. private smartphone retailer wireless is a boholano brand that debuted in 1994 and has since grown to include more than forty stores as well as an online store. the company’s name essentially sums up its mission: to serve savers, end consumers seeking high-quality devices at the greatest prices. crisis management is the process by which an organization deals with a disruptive and unexpected event. one of our best conflict resolution moves is to sort out and handle the situation quickly and informally. the effective and efficient administration of people inside a company or organization is known as human resource management. it is created to maximize worker performance in support of an employer’s strategic goals. the process starts with the hiring and selection process, followed by regularization and retention of the job. branches serve as both after-sales centers and pick-up locations for online orders. they have changed the user experience to get to a point where customers can interact with brands both physically and virtually. keywords effective communication, crucial role, business communication, customer satisfaction, communication patterns, crisis management, smartphones introduction a smartphone is a type of portable computer that combines a mobile phone and a computer into one device. their more powerful hardware and robust mobile operating systems set them apart from feature phones and enable wider software, internet (including web browsing over mobile broadband), and multimedia functionality (including music, video, cameras, and gaming), in addition to basic phone features like voice calls and text messaging. smartphones commonly have several metaloxide-semiconductor (mos) integrated circuit (ic) chips, and several sensors, including a magnetometer, proximity sensor, barometer, gyroscope, accelerometer, and more, that can be used by pre-installed and thirdparty software. they also typically support wireless communications protocols (such as bluetooth, wi-fi, or satellite navigation). the functionality of standalone personal digital assistants (pda) devices and support for cellular telephony were attempted to be bridged by early smartphones, but they were constrained by their bulky design, short battery life, slow analog cellular networks, and the immaturity of wireless data services. the exponential scaling and miniaturization of mos transistors to sub-micron levels (moore’s law), the advancement of the lithium-ion battery, the development of faster digital mobile data networks (edholm’s law), and the emergence of more developed software platforms that permitted the emergence of mobile device ecosystems independent of data providers, all served to resolve these problems in the end. these days, gadgets play a crucial role in our lives. our tool to connect to the rest of the world is mobile technology. finding the best seller for your needs can be a huge task. when you are well-informed, making purchases is simple and the shopping experience is wonderful. making calls was once the only purpose of phones, but your mobile device is capable of much more. several new touchscreen smartphones enable access to the use of the internet, social media, and live news updates playing video, music, and other media. close nearly use touchscreens as the primary means of input, although can be difficult for those unfamiliar with the technology. business communication is essential, particularly in the retail industry. the benefits of effective internal and external communication extend to both customers and staff. because it increases consumer happiness, effective internal communication is crucial. customers who are happy with their purchases are more inclined to do so in the future. effective communication has a big impact on customers. work with your team to set appropriate procedures for managing consumer encounters. consistent customer pleasure boosts brand trust which encourages repeat business and new client recommendations. 1 department of education, division of bohol, school health, and nutrition section, philippines 2 bureau of the treasury, bohol, province office, philippines 3 department of education – bugang national high school, san miguel, bohol, philippines 4 department of education – cogon elementary school, cogon, tagbilaran city, bohol, philippines * corresponding author’s e-mail: chino.galviso@gmail.com https://doi.org/10.54536/ajmri.v1i6.1062 https://journals.e-palli.com/home/index.php/ajmri pa ge 13 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 136-141, 2022 change is the only permanent thing in this challenging world. everyone has the ability and capacity to be wise enough in facing reality. there are many processes that people think about for survival and to sustain their daily needs. that’s why the business world rises rapidly, especially in this society where new technology is a part of people’s life. business constantly evolves and adapts to meet a variety of challenges from technological change, there are many competitors nowadays, the shift of laws, many regulations exist, and underlying trends of the economy. failures may lead to stagnation but the worse ones are failure or bankruptcy. management as we all commonly and usually learn is the process of dealing with, handling, and controlling things or people. in any organization, this must be visible to all managers. tagbilaran city was adjudged as the “most business friendly “lgu” in the country (city level 3) received last october 2022. private smartphone retailer businesses are found all over the province of bohol. this establishment is the leading smartphone retailer in the province. with the effective, efficient, and evident management that the owners practiced and valued it took its rank of success in the field of understanding. theoretical background human relations theory. this idea places a strong emphasis on the fact that conflict arises naturally in larger groups of individuals. conflict cannot be avoided, especially in today’s interconnected environments where firms prioritize collaboration and integration across teams, departments, and other verticals. management had similar views between the late 1940s and the middle of the 1970s. even some managers accept that conflicts will arise, and rather than blaming the person who started the conflict, they attempt to understand the basis of the issue to effectively address it. resilience theory. according to this hypothesis, which has its origins in child psychology, having one or more protective characteristics can help people deal with hardship more humanely. business continuity planning, which tries to make organizations more resilient to failure, was developed with the help of resilience theory. researcher patrice buzzanell claims that the five components of resilience theory creating normalcy, affirming identity anchors, utilizing communication networks, putting alternative logic into practice, and emphasizing good feelings while downplaying bad ones are things that businesses can cultivate to improve their capacity to recover. organizational communications theory. this explores how information is shared within an organization. there are established norms that define and guide the appropriate behavior of participants in a relationship. these norms are regarded as standards of conduct. relational contracting theory. these are standards for information-sharing conduct. if rules for information sharing define and guide appropriate communication behavior, it would seem logical to assess their impact on communication flows. legal bases memorandum circular no. 08-08-2004a: additional rules and regulations on the purchase, sale, lease and/or retail of mobile phones under the provisions of the radio control law, act no. 3846, as amended, executive order no. 546, and republic act 7925, mc 08-08-2004 is hereby amended, the full text shall now be promulgated as mc 08-08-2004a: the primary purpose of this circular is to enable the ntc to monitor and effectively regulate the purchase, sale, lease and/or retail of mobile phone units, parts and accessories thereof, in the interest of the public. additional rules and regulations on the purchase, sale, lease, and/or retail of mobile phones (ntc.gov.ph the labor code of the philippines stands as the law governing employment practices and labor relations in the philippines. it was enacted on labor day of 1974 by president ferdinand marcos, in the exercise of his thenextant legislative powers. it prescribes the rules for hiring and termination of private employees; the conditions of work including maximum work hours and overtime; employee benefits such as holiday pay, thirteenth month pay, and retirement pay; and the guidelines in the organization and membership in labor unions as well as in collective bargaining. ( labor code of the philippines | bureau of labor relations (dole.gov.ph). literature review according to cumming and worley (2009), the diversity of practice advice for leading and managing change can be organized into five major activities:1) motivating change;2) creating vision;3) developing political support;4) managing the transition;5) sustaining momentum. the sustainability of change can be defined broadly as the process through which new working methods, performance goals, and improvement trajectories are maintained for a period appropriate to a given context. (lewin.k.1951.field theory in social science: selected theoretical papers by kurt lewin, uk edition published 1952, ed. d.cartwright, london: tavistock). in an uncertain environment, working practices that fail to adapt are targets for change, and stability has been regarded not as a symptom of inertia, but a problem to be solved. the importance of social issues and the natural environment to societies and firms have dramatically evolved in the preceding 50 years. corporate managers are becoming aware of the need to broaden their goals, beyond traditional financial expectations. since the term sustainability entered the business world, an everincreasing number of firms realize the importance of sustainability and emphasize the social and environmental goals of their organizations (bansal 2005; hoffman 1999; gri 2011). change management is an organized process for change initiative and striking a balance between environment and business practices (dunne,2013). there is a change of management so that it becomes more effective and the https://journals.e-palli.com/home/index.php/ajmri pa ge 13 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 136-141, 2022 set of goals will be achievable. according to robbins, stephen, management has the task to coordinate the organization toward accomplishing organizational goals. a manager should coordinate and oversee the work of other people to accomplish organizational goals. one of the most crucial elements in having a productive workplace is effective communication (laundry morren, dec. 2018). effective communication at all levels of an organization, from the top to the bottom, fosters a work climate that encourages efficiency and production. it improves employee morale and togetherness when employees can communicate more effectively with one another. establishing trust between employees and senior management is very important. (milton herman may 2020). without multi-level communication, productivity slows down, problems go unaddressed and the work environment is less collaborative. a good way to start building trust is by establishing a strong channel of communication between retail stores and head offices to encourage upward feedback. employees at any level will benefit from frequent communication throughout the day. according to dallinger, judith m. (april 1983), networks of relationships between individuals and groups from organization-wide patterns that provide the structure and the means of sustaining an organization. the nature of communication networks describes a model which includes three categories of potential interest: (1) the communication networks themselves, (2) inputs relevant to communication networks, and (3) the relationships between output and communication networks. according to robert and lajtha (2002), crisis management should not be seen as a rigorous set of guidelines based on manuals kept indefinitely ready. however, they suggest that we consider managing crises as a continual process, a procedure that is open to revision and redesign whenever, as well as that might be improved with feedback from simulations and experience, one of its primary attributes being its being adaptable. crisis management is viewed by spillane (2013) as a means of reducing the effects of a surprise event in the operations of a company and carefully examines the various crisis management stage. he distinguishes between two types of crises: reactive and proactive management. being reactive model choices are made during planning or following the onset of the crisis. being proactive model managers do foresee crises: they engage in an examination of vulnerabilities, and creation of plans, as well as the losses and the expense of crisis planning, should be considered being unprepared for a disaster. materials and methods in performing this study, both qualitative and quantitative approaches have been used. data was collected from the website, blogs, publications, customer feedback, and surveys through the staff. the researchers administered a questionnaire during the interview with the human resource officer and personnel of the leading retail smartphone company. the following objectives of the research are to identify the organizational dynamics of the leading smartphone retailer in the province of bohol, philippines, and to examine the communication patterns in the retail smartphone business and its effects on the customers. ethics in business is essential. by providing customer satisfaction through ethical means, retailers will earn maximized profit. it is associated with an ethical expression upon conducting business. customers have direct interaction with retailers. therefore, retailers must act ethically in the lives of many people. having a fair price charged for the product charged sale and the right information about the products sold are ethical practices toward customers. things related to products such as warranty, guarantee, usage, and price are important. understanding the basics of ethics in marketing communication helped keep advertising, public relations, and promotional activities legal and ethical. problems arise when an organization lacks a clear direction. for an organization to be sustained and flourish over time, the goal must be made plain to every member. excellent teamwork requires effective communication. whether written, verbal, or through body language should be clear and concise. results and discussion retaining potential customers is challenging in the retail industry. depending on how convenient it is for them to purchase, buyers are dispersed. industries must think about fierce competition to maintain control of sales volume. a chain of telco retail establishments called private smartphone retailer wireless is well-known to its boholano clients as a “one-stop shop for gadgets and telco items.” it is a locally produced boholano brand that debuted in 1994 and has since grown to include more than forty stores as well as an online store that serves the entire country. after more than twenty-five (25) years, the business has established itself as a top distributor of all major telecommunications brands, including samsung, oppo, vivo, myphone, realme, capdase, anker, and others, providing services to both end users and retailers (business owners who buy true money and smart load wallets). the company’s name essentially sums up its mission: to serve savers, end consumers seeking high-quality devices at the greatest prices, and earners, entrepreneurs seeking additional income through technology-powered wireless services. communication patterns and network an organization’s communication flows according to certain patterns called communication patterns. according to organizational frameworks, they serve as the linkages for communication in work teams. the patterns have to do with how effectively a job is done, https://journals.e-palli.com/home/index.php/ajmri pa ge 13 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 136-141, 2022 who is accountable to whom, and who communicates with whom. it also has to do with group decision-making and member satisfaction. all-to-one and one-to-all communication are also considered to be communication patterns and can be used in groups. (maharjan, 2018). there are two types of communication verbal and non-verbal communication. both spoken and written language is a key component in verbal communication. generally speaking, nonverbal communication refers to communication that takes place through channels other than words, such as body language, gestures, and silence. verbal communication refers to the use of words. the following are the different forms of communication; presentation, sale pictures, conversations, emails, and calls. understanding, respect, and a relationship between a seller and a buyer are all fostered by effective communication. a greater number of prospects, more fruitful conversations, and more sales will result from effective communication with people who have various communication styles. this communication process involves understanding, sharing, and meaning. with proper communication in sales, the representatives would know what to say, and when to say it, to advance the deal. marketing communication helps move products, services, and ideas from manufacturers to end users and builds and maintains relationships with customers, prospects, and other important stakeholders of the company. advertising, sales promotion, direct marketing, email, campaigns, newsletters, personal selling, public relations, and social media are all examples of marketing communication tools. active listening, simplicity, directness, feedback, speaking, knowing the receiver, speed, and sequence of speech, as well as the relationship between the sender and the receiver, are all ways to improve effective communication. human resource management the effective and efficient administration of people inside a company or organization in such a way as to give their firm a competitive advantage is known as human resource management. it is created to maximize worker performance in support of an employer’s strategic goals. the hiring and selection process is the first step in human resource management, followed by the orientation and training phase, the evaluation of job performance for regularization and retention in the job, and finally, promotions and additional training and development, as well as rewards and recognition for all high-performing employees. management of change when we talk about change it is intensely personal. change occurs in any organization when each individual must feel, think, dream, or do something different. one of the purposes, why there is a management of change in a company, is that they implement tactics or strategies for affecting, controlling, and helping people to adapt to that change. simple change management may create this checklist: use vision and goals to determine the messaging strategy, they should have a communication plan, identify and engage stakeholders, and impose seminars and workshops for further instructions. the strategy of change management must take high consideration the replacement that may cause an impact on the processing, the system itself, and employees within the organization. one of the critical components of management change is documentation. rollback is necessary not only to maintain an audit trail and also to the compliance with internal and external controls which include regulatory compliance. crisis management is the process by which an organization deals with a disruptive and unexpected event that threatens to harm the organization or its stakeholders. low sales is their top management crisis. for them, this is very stressful. it is imperative to keep openly communicating as a team and to bring as many heads together as possible to work towards a solution. each crisis, big or small, will make you more prepared for the next one. clash of personalities everyone is different, and there are times when it is particularly hard to work with people who have difficult or distasteful personalities. in most situations, one inappropriate or difficult incident isn’t the sum of a person and requires empathy and sympathy. when personalities clash in the workplace, one of our best conflict resolution moves is to sort out and handle the situation quickly and informally before it festers. to explicitly emphasize the value of diversity and tolerance. next, managers will listen closely to the aggrieved employee without interruption or conflation, open a discussion about the issue, and set measurable goals to eradicate the behavior. to prevent this from happening, we establish and strengthen mutual respect within the workplace. everybody has a different working style and always communicates their differences to find out a common voice for everyone. conflict with the manager’s leadership style establish guidelines clearly and ensure parties understand that the purpose of the discussion is to work together toward concrete solutions. for example, if an employee is overwhelmed by their duties, we them to prepare a spreadsheet of tasks with estimated deadlines. managers may want to meet with the employee in weekly meetings. that way, both the direct report and the manager can review the workload together and work on solutions for streamlining specific duties or distributing them to other teammates. the important thing is to keep discussions ongoing and open, so employees and managers learn better skills for working together. conflicts with customers customer relationships are crucial, so the first step is to offer the customer the opportunity to express how they feel and use an emphatic statement to show you care. https://journals.e-palli.com/home/index.php/ajmri pa ge 14 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 136-141, 2022 always take responsibility for any mistakes and ask the customer how you resolve the issue. managers sometimes offer discounts or other gestures which can mitigate frustrations. however, it’s best to know beforehand to keep the customer happy. grievance mechanism procedures grievance mechanisms can aid in securing redress when a business has contributed to or produced a negative effect. they can also serve as crucial early warning systems for businesses and give crucial data for larger human rights due diligence processes. grievance procedures can be crucial in fulfilling the obligation to respect in two ways: when a firm contributes to or creates harmful effects, they can support the implementation of a remedy; they can assist discover patterns over time and enable problems to be solved early on, contributing significantly to broader human rights due diligence. companies and their stakeholders frequently prioritize the first role without giving the second enough thought. this poses the risk of omitting the valuable role that grievance processes can play, even when the corporation is not obligated to provide a remedy. (“remediation and grievance mechanisms”) a grievance mechanism is a process that offers a concise and open framework for handling complaints about the hiring process and workplace issues. this usually takes the form of an internal complaint process, which is then followed by consideration, management feedback, and response. in the private smartphone retailer, the following steps are followed in the grievance mechanism; first is a verbal warning, written warning, next is suspension from work, and lastly is dismissal from service. summary the business owner has effective communication skills. having the ability to persuade others to agree with you can mean the difference between closing a sale and passing up an opportunity, being able to explain business policies to clients and customers, and responding to their inquiries regarding goods and services. they guarantee that objectives are met during negotiations and that effective communication skills are met. within the company, communication is also crucial. they make it a point that a positive working connection between management and employees is fostered by effective communication, which helps boost productivity and morale. the essential features of verbal and nonverbal communication are observed. interacting with others in a way that leaves the best possible first impression, both inside and outside the workplace. conclusions this pioneer and one of the leading smartphone and mobile gadgets retail chains which carry both major and international and local mobile phone brands made it available to major cities in the visayas region through the chain of branches. this home-grown boholano brand started in 1994 and has expanded to over 40 branches and an online store servicing nationwide. over twenty-five (25) years later, the company has become a leading distributor of all major telco brands, servicing both end consumers and retailers like entrepreneurs purchasing load wallets and true money. the company name speaks largely of its reason for being of service to savers-end users looking for quality gadgets at the best price and earners-enterprising individuals looking for additional income through technology-powered wireless opportunities. they have launched an online e-commerce shop to serve every filipino nationwide regardless of location, a more convenient, faster, better-informed, and satisfying experience. they have changed the user experience to get to a point where customers can interact with brands both physically and virtually. giving customers loyalty points for each purchase, which they can use for future purchases and to earn commissions through the company’s affiliate network. branches serve as both after-sales centers and pick-up locations for online orders. they continue to innovate, they are available in person and virtually, and they serve the best wireless possibilities. operational definition of terms organizational dynamics is the study of how people in a large company or organization behave and react to each other, and how the organization can be made to work more effectively. retailer a person or business selling goods to the public in relatively small quantities for use or consumption rather than resale. figure: operational dimention process https://journals.e-palli.com/home/index.php/ajmri pa ge 14 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 136-141, 2022 smartphone a mobile phone that performs many of the functions of a computer, typically having a touchscreen interface, internet access, and an operating system capable of running downloaded applications. acknowledgments we would like to extend our utmost gratitude and appreciation to the following who have helped us in some way in the preparation, execution, and completion of this study. to the almighty creator, for allowing us this opportunity to be given the means and circumstances that enabled us to be where i am today. everything is indeed possible through and with him. to the human resource management officer and the entire company, for providing inputs that provided the very core of this study. to the ub graduate school and professional studies, more particularly to our professor dr. marilou v. fudalan, for sharing with us indispensable ideas, insights, and technical support, that greatly impacted the course of our research. to all of you, thank you. this would not be possible without you. references business respect human rights, (2022). remediation and grievance mechanisms, retrieved on 3 dec. 2022. www.businessrespecthumanrights.org/en/page/349/ remediation-and-grievance-mechanisms. change management theories crises management and change management, (2022). proceedings of the 4th international conference for entrepreneurship, innovation and regional development iceird 2011. retrieved on 3 dec. 2022. 1library.net/article/change-managementtheories-crises-management-change-management. qmv16j9q. crisis management models & theories l smartsheet, (july 20, 2020). www.smartsheet.com/content/crisismanagement-model-theories. dallinger, j. (1983). communication networks: a literature review. hinfelaar, m. (2004). key success factors in international retailing [unpublished retail management doctoral dissertation]. universiteit maastricht. morren, l. (2018). how communication affects the flow of work in an organization. maharjan, palistha (jan. 9, 2018). communication patterns businesstopia. business topic. www.businesstopia. net/communication/communication-patterns. robert, b., & lajtha, c. (2002). a new approach to crisis management. journal of contingencies and crisis management, 10(4), 181-191. stieglitz, s., & brockmann, t. (2012). increasing organizational performance by transforming into a mobile enterprise. mis quarterly executive, 11(4). strom, r., vendel. m., bredican, j. (2014). mobile marketing: a literature review on its value for consumers and retailers. journal of retailing and consumer services, 21, 1001-1012. http://www.diva-portal. fritzenschaft, t. (2014). literature review on change management. in: critical success factors of change management. bestmasters.springer gabler,wiesbaden. spillan, j. e. (2003). an exploratory model for evaluating crisis events and managers’ concerns in non‐ profit organisations. journal of contingencies and crisis management, 11(4), 160-169. verdhan, raj (sep 20, 2021). conflict management theory, style and conflict types thesisbusiness. thesis business. www.thesisbusiness.com/conflictmanagement.html. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 78 american journal of multidisciplinary research and innovation (ajmri) cross-sectioning the literacy status of the schools division of calbayog city erwin l. purcia1*, lourdes l. matan1, geraldine p. sumbise1 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1354 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 03, 2023 accepted: march 21, 2023 published: april 01, 2023 this study cross-sectionally assessed the literacy status among schools in the schools division of calbayog city. it employed a descriptive cross-sectional research design utilizing the egra, crla and phil-iri reading tools fielded out, developed and adopted as principal research instruments in this study. results revealed that most grade level learners yielded a significant decrease in the number of learners that are in full refresher and frustration level from pre-assessment result to mid-assessment results. there was a significant decrease in the number of learners identified with frustration level from pre-assessment result to midassessment result. grades 7-12 did not show significant differences between their preand mid-assessment results for phil-iri filipino and english. therefore, it is recommended that intensification of these tools and orientation to teachers relative to the conduct of the assessment processes may be instituted in the entire division. keywords literacy status, egra, crla, phil-iri, crosssectional research introduction because it has such a significant impact on how an individual can function within a society, literacy can be viewed as empowering. literacy is traditionally defined as the capacity to read and write (purcia & merida, 2021). currently, it refers to a person’s competence in a particular field or discipline as well as their knowledge. a person’s capacity for reading, writing, speaking, listening, conceptualization, and innovation opens up many opportunities. “literacy encompasses the knowledge and skills students need to access, understand, analyze, and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others, and participate in activities at school and in their lives beyond school,” according to the australian curriculum, assessment and reporting authority (n.d.), educators have been interested in literacy education problems, issues, and trends for a very long time. in 2016, ewing, para. 3). through surveys conducted by various experts in the field, the international literacy association (ila) publishes a report on pressing issues pertaining to literacy education each year. according to selangan (2015), these kinds of surveys are meant to “reveal wide gaps between what educators across the globe consider important topics in literacy education and those garnering the most attention.” 1). issues in literacy education are categorized as “hot” (those that receive a lot of attention) and “not hot” (those that are not popular and don’t need a lot of attention) in accordance with the goal of ila. in order to provide teachers, professors, researchers, administrators, and policymakers with information on issues that require immediate discussions and solutions, ila has a tradition of presenting “hot” and “not hot” issues. according to cassidy & ortlieb (2011), educators’ interest in literacy education began in the 1990s when they observed significant gaps in the field’s understanding of its development. however, many important issues were left unresolved because there were not enough studies and data to spread literacy education (purcia, albuladura & velarde, 2021). as a result, literacy experts came up with the idea of compiling a list of timely and pertinent issues related to the field in order to assist their fellow advocates in putting their academic endeavors into context. “this body of work would allow us, as literacy professionals, to learn from the past and in turn, refine our practices to suit the ever-changing needs of the educational community,” as stated by cassidy & ortlieb (2011). according to a report published in 2000 by the department of education (deped), the literacy rate among filipinos is 96.6 percent. in addition, the united nations development report (2009) asserts that the philippines has a high literacy rate of 93.4% (imam, 2016), and the literacy rate of children was 98.2% in 2015 (balinas, rodriguez, santillan, & villena, 2017). since a number of studies have demonstrated the alarming decline in reading proficiency among filipino students over the past few years (bacal, 2005; imam, 2016; luz, 2007; orencia, 2006; & selangan, 2015). contrarily, according to cristobal (2015), 1.2 million filipinos between the ages of five and fifteen are out of school and have limited literacy skills. balinas, rodriguez, santillan, and villena (2017) also show that remote mindanao kindergarteners have consistently low reading scores. luz’s (2007) claim that the philippines is “a nation of non-readers” may become one of the country’s major challenges in the future if these numbers continue to rise. it is impossible to deny that the nation has encountered 1 department of education, schools division of calbayog city, philippines * corresponding author’s e-mail: erwin.purcia@deped.gov.ph https://doi.org/10.54536/ajmri.v2i2.1354 https://journals.e-palli.com/home/index.php/ajmri pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 78-86, 2023 a number of difficulties, particularly with regard to the dissemination of its literacy education and its enhancement. given that imam (2016) stated that “without literacy, all other learning is impossible,” such issues cannot be ignored (para. 1). nevertheless, he excludes poverty as the primary reason why many filipinos struggle with literacy. due to a lack of resources that will enable them to attend school and receive a decent education, many students cannot complete their education para. 4). additionally, graham & perin (2007) emphasized that literacy is declining in the philippines and that the three main causes are as follows: (1) corruption; (2) unqualified teachers and staff; and (3) the media that is hostile to intellectual thought. despite the fact that a number of studies have identified some of the issues associated with literacy education in the philippines, it is evident that these identified issues are limited and may not fully clarify literacy issues that require immediate or significant attention. as a result, the researcher sought to provide a “clearer image” of literacy status in the schools division of calbayog as a representative sample of the vast literacy population in the region and the nation in general. research questions this study cross-sectionally assessed literacy status in the schools division of calbayog for the sy 2022-2023. specifically, it sought answers to the following questions 1. what is the status of literacy in the schools division of calbayog city as assessed by teachers using egra, crla and phil-iri tools in terms of 1.1 pre-assessment; and 1.2 mid-assessment? 2. is there a significant difference between the preassessment and mid-assessment results using the crla and phil-iri tools as assessed by teachers? 3. what problems do the teachers encounter in the process of assessment? 4. based on the study’s findings, what program may be proposed to improve the assessment process? method this study employed a descriptive cross-sectional research design which assessed the literacy status in the schools division of calbayog city for the sy 2022-2023. the egra, crla and phil-iri tools fielded out and developed were utilized and adopted as principal research instruments in this study. a checklist for the problems encountered by the teachers in the assessment was also administered. data were gathered based on regional memorandum no. 965, s. 2022 on the scheme of specific time span when preand midassessments were conducted. further, data gathered were collated, tallied and analyzed based on identified research problems using spss version 28. a simple frequency count was used for both the preassessment and mid-assessment results. for the problems encountered, for the significant difference of the results for both pre and mid-assessments, paired sample t-test was used for both crla and phil-iri. only the egra results were not subjected to inferential analysis due to the nature of the assessment tool which is developmental in context and that there is no available data yet for comparison since the post-assessment will still be undertaken. results and discussion the tables below show the data analysis on both pre and mid-assessment results. (please see excel data for the frequency count of pre and mid-assessment results). on the significant difference between the pre and midassessment results for both crla and phil-iri the tables below present the inferential analysis on the significant difference between the pre and mid-assessment results of both the crla and phil-iri. on the significant difference between the pre and midassessment results for both crla and phil-iri the tables below present the inferential analysis on the significant difference between the pre and mid-assessment results of both the crla and phil-iri. table 1: crla mother tongue paired samples statistics mean n std. deviation std. error mean pair 1 grade 1 pre-assessment crla mother tongue grade 1 mid-assessment crla mother tongue 198.75 12 142.052 41.007 108.92 12 64.814 18.710 pair 2 grade 2 pre-assessment crla mother tongue grade 2 mid-assessment crla mother tongue 147.42 12 110.419 31.875 81.42 12 52.528 151.163 pair 3 grade 3 pre-assessment crla mother tongue grade 3 mid-assessment crla mother tongue 114.42 12 71.327 20.590 77.92 12 44.449 12.831 https://journals.e-palli.com/home/index.php/ajmri pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 78-86, 2023 table 2: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 1 pre-assessment 89.833 111.175 32.094 19.196 160.471 2.799 11 0.017 crla mother tongue grade 1 mid-assessment crla mother tongue pair 2 grade 2 pre-assessment crla mother tongue 66 73.108 21.104 19.55 112.45 3.127 11 0.01 grade 2 mid-assessment crla mother tongue pair 3 grade 3 pre-assessment crla mother tongue 36.5 45.065 13.009 7.867 65.133 2.806 11 0.017 grade 3 mid-assessment crla mother tongue table 3: crla filipino paired samples statistics mean n std. deviation std. error mean pair 1 grade 2 pre-assessment 142.25 12 107.833 31.129 crla filipino grade 2 mid-assessment 74.25 12 41.379 11.945 crla filipino pair 2 grade 3 pre-assessment 114.83 12 80.753 23.311 crla filipino grade 3 mid-assessment 99.08 12 109.089 31.491 crla filipino grades 1,2,3 have significant differences between their preand mid assessment results for crla mother tongue. there was significant decrease in the number of learners that are in full refresher from pre-assessment result to mid-assessment result. grade 2 preand mid assessment results have a significant difference for crla filipino. table 4: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 2 pre-assessment 68 82.461 23.804 15.607 120.393 2.857 11 0.016 crla filipino grade 2 mid-assessment crla filipino pair 2 grade 3 pre-assessment crla filipino 15.75 73.33 21.169 -30.842 62.342 0.744 11 0.472 grade 3 mid-assessment crla filipino the number of learners who were in the full refresher decreased after the mid-assessment result. no significant difference was found in preand mid assessment results of grade 3 for crla filipino. https://journals.e-palli.com/home/index.php/ajmri pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 78-86, 2023 table 5: crla english paired samples statistics mean n std. deviation std. error mean pair 1 grade 3 pre-assessment 98.67 12 52.574 15.177 crla english grade 3 mid-assessment 61.25 12 32.1 9.266 crla english table 6: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 3 pre-assessment crla english 37.417 44.005 12.703 9.457 65.376 2.945 11 0.013 grade 3 mid-assessment crla english grade 3 preand mid assessment results have a significant difference for crla english. the number of learners who were in the full refresher decreased after the midassessment result in crla english. table 7: grade 4-6 phil-iri filipino paired samples statistics mean n std. deviation std. error mean pair 1 grade 4 pre-assessment 107.58 12 47.368 13.674 phil-iri filipino grade 4 mid-assessment 71.58 12 30.42 8.781 phil-iri filipino pair 2 grade 5 pre-assessment 98 12 58.574 16.909 phil-iri filipino grade 5 mid-assessment 54.5 12 36.567 10.556 phil-iri filipino pair 3 grade 6 pre-assessment 73.17 12 49.023 14.152 phil-iri filipino grade 6 mid-assessment 39.5 12 29.583 8.54 phil-iri filipino table 8: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 4 pre-assessment 36 27.472 7.931 18.545 53.455 4.539 11 0.001 phil-iri filipino grade 4 mid-assessment phil-iri filipino pair 2 grade 5 pre-assessment phil-iri filipino 43.5 38.855 11.217 18.813 68.187 3.878 11 0.003 grade 5 mid-assessment phil-iri filipino https://journals.e-palli.com/home/index.php/ajmri pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 78-86, 2023 pair 3 grade 6 pre-assessment 33.667 38.306 11.058 9.328 58.005 3.045 11 0.011 phil-iri filipino grade 6 mid-assessment phil-iri filipino grades 4, 5, and 6 showed significant differences between their preand mid assessment results for phil-iri filipino. there was significant decrease in the number of learners identified in frustration level from preassessment result to mid-assessment result. grades 7, 8, 9, and 10 did not show significant differences between their preand mid assessment results for philiri filipino. table 9: grade 7-10 phil-iri filipino, paired samples statistics mean n std. deviation std. error mean pair 1 grade 7 pre-assessment 80.583 12 67.4745 19.4782 phil-iri filipino grade 7 mid-assessment 54.917 12 35.2664 10.1805 phil-iri filipino pair 2 grade 8 pre-assessment 54.917 12 40.0374 11.5578 phil-iri filipino grade 8 mid-assessment 39.083 12 29.6233 8.5515 phil-iri filipino pair 3 grade 9 pre-assessment 62.833 12 62.7098 18.1028 phil-iri filipino grade 9 mid-assessment 42.667 12 53.5729 15.4652 phil-iri filipino pair 4 grade 10 pre-assessment 49.833 12 53.6891 15.4987 phil-iri filipino grade 10 mid-assessment 29.917 12 27.1141 7.8272 phil-iri filipino table 10: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 7 pre-assessment 25.6667 51.0104 14.7254 -6.7438 58.0771 1.743 11 0.109 phil-iri filipino grade 7 mid-assessment phil-iri filipino pair 2 grade 8 pre-assessment 15.8333 39.863 11.5075 -9.4944 41.1611 1.376 11 0.196 phil-iri filipino grade 8 mid-assessment phil-iri filipino pair 3 grade 9 pre-assessment 20.1667 69.5764 20.085 -24.0401 64.3734 1.004 11 0.337 phil-iri filipino grade 9 mid-assessment phil-iri filipino pair 4 grade 10 pre-assessment 19.9167 37.597 10.8533 -3.9714 43.8047 1.835 11 0.094 phil-iri filipino grade 10 mid-assessment phil-iri filipino https://journals.e-palli.com/home/index.php/ajmri pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 78-86, 2023 table 11: grade 11-12 phil-iri filipino, paired samples statistics mean n std. deviation std. error mean pair 1 grade 11 pre-assessment 24.750 12 25.2807 7.2979 phil-iri filipino grade 11 mid-assessment 13.917 12 14.1322 4.0796 phil-iri filipino pair 2 grade 12 pre-assessment 39.500 12 45.8287 13.2296 phil-iri filipino grade 12 mid-assessment 19.083 12 19.1000 5.5137 phil-iri filipino table 12: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 11 pre-assessment 10.8333 18.5660 5.3595 -.9630 22.6296 2.021 11 .068 phil-iri filipino grade 11 mid-assessment phil-iri filipino pair 2 grade 12 pre-assessment 20.4167 32.6119 9.4143 -.3040 41.1373 2.169 11 .053 phil-iri filipino grade 12 mid-assessment phil-iri filipino table 13: grade 4-6 phil-iri english, paired samples statistics mean n std. deviation std. error mean pair 1 grade 4 pre-assessment 116.67 12 50.694 14.634 phil-iri english grade 4 mid-assessment 84.75 12 39.724 11.467 phil-iri english pair 2 grade 5 pre-assessment 120.25 12 53.997 15.588 phil-iri english grade 5 mid-assessment 75.25 12 42.437 12.251 phil-iri english pair 3 grade 6 pre-assessment 97.417 12 66.1314 19.0905 phil-iri english grade 6 mid-assessment 59 12 32.7136 9.4436 phil-iri english grades 11 and 12 also did not show significant differences between their preand mid assessment results for philiri filipino grades 4, 5, and 6 showed significant differences between their preand mid assessment results for phil-iri english. there was significant decrease in the number of learners identified in frustration level from preassessment result to mid-assessment result. https://journals.e-palli.com/home/index.php/ajmri pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 78-86, 2023 table 14: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 4 pre-assessment 31.917 29.172 8.421 13.382 50.452 3.79 11 0.003 phil-iri english grade 4 mid-assessment phil-iri english pair 2 grade 5 pre-assessment 45 28.54 8.239 26.866 63.134 5.462 11 0 phil-iri english grade 5 mid-assessment phil-iri english pair 3 grade 6 pre-assessment 38.4167 42.348 12.2248 11.51 65.3233 3.143 11 0.009 phil-iri english grade 6 mid-assessment phil-iri english grades 7, 8, and 10 showed significant differences between their preand mid assessment results for philiri english. there was significant decrease in the number of learners identified in frustration level from preassessment result to mid-assessment result in these grade levels. however, no significant difference was found for the preand mid assessment results of grade 10 students in phil-iri english. table 15: grade 7-10 phil-iri english, paired samples statistics mean n std. deviation std. error mean pair 1 grade 7 pre-assessment 107.583 12 74.4842 21.5017 phil-iri english grade 7 mid-assessment 71.75 12 45.8121 13.2248 phil-iri english pair 2 grade 8 pre-assessment 87.083 12 59.7532 17.2493 phil-iri english grade 8 mid-assessment 52.833 12 32.9596 9.5146 phil-iri english pair 3 grade 9 pre-assessment 102.667 12 74.6267 21.5429 phil-iri english grade 9 mid-assessment 65.917 12 55.1435 15.9186 phil-iri english pair 4 grade 10 pre-assessment 87.833 12 68.8144 19.865 phil-iri english grade 10 mid-assessment 47.25 12 36.4246 10.5149 phil-iri english table 16: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 7 pre-assessment 35.8333 54.4039 15.7051 1.2667 70.3999 2.282 11 0.043 https://journals.e-palli.com/home/index.php/ajmri pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 78-86, 2023 phil-iri english grade 7 mid-assessment phil-iri english pair 2 grade 8 pre-assessment 34.25 45.9469 13.2637 5.0568 63.4432 2.582 11 0.025 phil-iri english grade 8 mid-assessment phil-iri english pair 3 grade 9 pre-assessment 36.75 79.582 22.9733 -13.814 87.314 1.6 11 0.138 phil-iri english grade 9 mid-assessment phil-iri english pair 4 grade 10 pre-assessment 40.5833 58.1041 16.7732 3.6658 77.5009 2.42 11 0.034 phil-iri english grade 10 mid-assessment phil-iri english table 17: grade 11-12 phil-iri english, paired samples statistics mean n std. deviation std. error mean pair 1 grade 11 pre-assessment 45.333 12 44.7931 12.9307 phil-iri english grade 11 mid-assessment 29.75 12 29.6713 8.5654 phil-iri english pair 2 grade 12 pre-assessment 24.5 12 31.9218 9.215 phil-iri english grade 12 mid-assessment 19.167 12 24.0297 6.9368 phil-iri english table 18: paired samples test paired differences t df sig. (2-tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 grade 11 pre-assessment 15.5833 32.3151 9.3286 -4.9487 36.1154 1.67 11 0.123 phil-iri english grade 11 mid-assessment phil-iri english pair 2 grade 12 pre-assessment 5.3333 29.626 8.5523 -13.4901 24.1568 0.624 11 0.546 phil-iri english grade 12 mid-assessment phil-iri english grades 11 and 12 also did not show significant differences between their preand mid assessment results for philiri english. on the problems encountered by the teachers during assessment various problems relative to the assessment process confronted the teachers especially on the constraint on time and rigors. the table below presents the frequency and percentage distribution of these problems. https://journals.e-palli.com/home/index.php/ajmri pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 78-86, 2023 table 19: problems encountered by teachers on the assessment process problems encountered frequency (f) percentage (%) rank 1. the request to submit for immediate results wherein the process requires time 1,965 85.6% 1 2. attendance of learners during the assessment 1,893 82.5% 2 3. preparedness of the learners for the tools used in the assessment 1,523 66.4% 4 4. learning/reading retention of learners 1,024 44.6% 6 5. lack of parents’ support especially on the follow-ups of learning/ reading activities 1,846 80.4% 3 6. time constraint on the assessment process 978 42.6% 7 7. readiness and preparedness of teachers on the conduct of the assessments 1245 54.6% 5 conclusion and recommendations based on the findings of the study, for crla grades 1,2,3 results showed significant decrease in the number of learners that are in full refresher from pre-assessment result to mid-assessment result . no significant difference was found in pre-and mid assessment results of grade 3 for crla filipino. the number of learners who were in the full refresher decreased after the midassessment result in crla english for grade 3. there was significant decrease in the number of learners identified in frustration level from pre-assessment result to mid-assessment result. grades 7, 8, 9, and 10 did not show significant differences between their preand mid assessment results for phil-iri filipino. grades 11 and 12 also did not show significant differences between their preand mid assessment results for phil-iri filipino. there was significant decrease in the number of learners identified in frustration level from pre-assessment result to mid-assessment result for grades 4, 5, and 6. for grades 7, 8, and 10, there was significant decrease in the number of learners identified in frustration level from pre-assessment result to mid-assessment result in these grade levels. however, no significant difference was found for the preand mid assessment results of grade 10 students in phil-iri english. grades 11 and 12 also did not show significant differences between their preand mid assessment results for phil-iri english. consequently, intensifying the utilization of reading assessment tools and strengthened orientation to teachers relative to the conduct of the assessment processes may be instituted in the entire division. references act. (2006). reading between the lines: what the act reveals about college readiness in reading. iowa city, ia: author. bacal, e. (2005). improving the oral reading ability of pupils. manila. balinas, e., santillan, j., rodriguez, j., & valencia, y. (2017). remedial reading program of auf-ced: best practices and impact. 4th asia pacific education conference (pp. 83-93). purwokerto: atlantis press. cassidy, j., ortlieb, e., & shettel, j. (2010/2011). what’s hot, what’s not for 2011. reading today, 28. department of education. (2000). datasets. retrieved from department of education: http://www.deped. gov.ph/resources/facts-and-figures/datasheets/ graham, s., & perin, d. (2007). writing next: effective strategies to improve writing of adolescents in middle and high schools-a report to carnegie corporation of new york. washington, dc: alliance for excellent education. imam, o. (2016). effects of reading skills on students’ performance in science and mathematics in public and private secondary schools. journal of education and learning, 10(2), 177-186. luz, j. m. (2007). a nation of nonreaders. quezon: philippine center for investigative journalism. miguel, f. (1996). metacognitive learning strategies in reading: their effects on writing competence. doctoral dissertation, university of the philippinesdiliman. national governors association center for best practices. (2005). reading to achieve: a governor’s guide to adolescent literacy. washington, dc: author. orencia, m. a. (2006). enhancing pupils reading comprehension and attitudes through a whole language-inspired literature-based reading program. celea journal, 29(3), 3-18. purcia, e. l., & merida, l. h. (2021). faculty and students’ evaluation of k to 12 english curriculum in a philippine countryside university. english philology, 21, 1045-1059. purcia, e., albuladura, a., & velarde, a. (2021). quality management system (qms) and personnel commitment: the case of calbayog city national high school. selangan. (2015). the reading profile of children in the philippines. retrieved from george lucas educational foundation. http://www.edutopia.org/ discussion/reading-profile-children-philippines https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 11 0 american journal of multidisciplinary research and innovation (ajmri) peso education and resource assistance (pera) program: a case study in barangay t. padilla, cebu city, philippines geraldine r. sambrana1*, charito l. bonghanoy1, lucia a. suello1, manolito c. alsola1, niňa lyn e. bueno1, volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1657 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 15, 2023 accepted: june 9, 2023 published: june 14, 2023 the program’s primary objective is to determine the influence of the pera program on the livelihood of residents in barangay t. padilla. the study used qualitative research techniques and semi-structured interviews with program beneficiaries and stakeholders. the findings reveal that the pera program has positively and negatively affected the beneficiaries. while most beneficiaries reported improved quality of life and reduced poverty, some expressed a need for increased financial support and additional training to manage their resources effectively. the study concludes that the program’s long-term success requires ongoing assistance and training to help beneficiaries build lucrative enterprises and sustain their livelihoods. therefore, the study recommends that the program provide beneficiaries with financial resources, training, and support to enhance their capabilities and maintain their living standards with the hope of having organizations and programs whose efforts complement the pera program. keywords micro-finance, micro-business, resource assistance, financial literacy, cebu city philippines introduction the covid-19 virus has dramatically affected the world economy, and many companies are battling to stay in business. however, establishing a company is a fantastic opportunity to gain money and weather the economic effects of the epidemic. launching a small business in these challenging economic times can help generate small profits. by establishing a small business, individuals can generate income outside the market. rather than depending on traditional employment, which may not be secure during the pandemic, showing a small business can be a reliable way to earn money. small companies may give individuals greater financial freedom. instead of putting the economy as a whole at risk, businesspeople might earn their income and adapt their business practices in response to market volatility. as a consequence of the epidemic, many people have lost their jobs or money, and this appeals to them, especially since it gives a feeling of security when things are uncertain. the growth of a small business can provide a sense of fulfillment and significance. for many business people, starting a business is about more than just earning money. it is also about pursuing one’s aspirations and creating something meaningful. numerous individuals are dissatisfied with their occupations or need help to obtain employment. small business ownership can provide them with direction and purpose. beginning a new venture, particularly a small firm, can be a very gratifying and complicated experience. a strong business management and finance foundation is one of the keys to success. starting a small business requires understanding how to do everything from scratch. to launch a small business, one must first comprehend how to construct one from scratch, including creating a business plan and finding the optimal consumers and markets. with a firm foundation, people with limited business knowledge might find it easier to get their business off the ground or make costly mistakes. business people can increase their chances of success by laying a firm foundation for their small enterprises by learning the fundamentals of business construction. building a small business requires specific skills and knowledge compared to starting one from scratch. additionally, small business proprietors must be able to manage their products and services, keep track of their finances, and maintain the operation of their business. small business proprietors who need an understanding of these concepts may feel pressured or need help to meet their company’s demands. if someone understands the fundamentals of business administration, they can remain organized, efficient, and profitable while running a business. to launch a flourishing modest business, one must first comprehend how money functions. to make positive choices and successfully manage their finances, owners of small enterprises that operate enterprises would familiarize themselves thoroughly with financial concepts such as profit and loss, financial flow, and investment return. these are all examples of financial statements. businesses that comprehend finance can make more informed decisions and increase their prospects of long-term success. as a result of those mentioned above, the researchers must conduct this study. this article suggests creating a program called “peso education resource assistance (pera),” specifically in barangay t. padilla, which provides an accessible, practical, and hands-on approach to business management that will be encouraged through a series of training and seminars. in addition, the selected recipients will receive financial assistance for the construction and launch of their microbusiness. the program would target 1 college of business and accountancy university of cebu 6000, philippines * corresponding author’s e-mail: jejericablanca@gmail.com https://doi.org/10.54536/ajmri.v2i3.1657 https://journals.e-palli.com/home/index.php/ajmri pa ge 11 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 110-116, 2023 individuals from underrepresented communities, including those with low earnings and minorities. literature review the lack of research on the impacts on the community has been noted by several authors (erikson, 2010). researchers ward and wolf-wendel (2000) agreed that there needs to be more research in their content analysis of literature related to community service. they found that the literature tends to focus on the benefits the campus and its constituencies gain more than (bringle & hatcher, 2000). making and doing services to communities is vital and indispensable to the educational experience and may have commenced as early as formal education. for example, john dewey and several others merchandised “learning by doing” and bridged service to personal and social development in the 1900s (erickson, 2010). erickson (2010) clarified that impacts in the community may not manifest themselves immediately. some projects may show little results for several years, which is particularly valid in community development, where initiatives often last long. citing the works of fitzpatrick (2004), mark (1999), and palomba and banta (1999), erickson deduced that organizational commitment to the long-range study of local on how it benefits the community. ward and wolf-wendel suggested a simple reason for this focus, theorizing that it may be logical since academic literature is written by and for academicians. however, they maintained that if service learning is indeed a way to involve higher education in real-world problem-solving, then the community must be an integral and active partner. entrepreneurship education has positively impacted entrepreneurial intentions (cera et al., 2020; shah et al., 2020; vinogradova et al., 2022). it gives aspiring entrepreneurs the skills, knowledge, and mindset to start and run a successful business (panwar seth, 2020). entrepreneurship education can be makeover in various forms, including classroom-based courses, experiential learning programs, and mentorship (cera et al., 2020). experiential learning programs, such as business incubators and accelerators, provide entrepreneurs access to resources, networks, and mentorship, which can be valuable for early-stage businesses (nunan et al., 2022). mentorship, in particular, is an effective way to transfer knowledge and experience from experienced entrepreneurs to aspiring ones (cera et al., 2020). access to initial capital is critical for entrepreneurs to start and grow their businesses. microfinance is an effective way to provide initial capital to entrepreneurs who lack collateral or credit history (sultonovich, 2023). however, other sources of initial capital, such as venture capital, angel investors, and crowdfunding, can also be accessed by entrepreneurs (nunan et al., 2022). venture capital and angel investors are typically suitable for highgrowth startups with promising business ideas and strong teams (nunan et al., 2022). crowdfunding, on the other hand, is a relatively new source of funding that allows entrepreneurs to solicit funds from numerous individuals through online platforms (nunan et al., 2022). entrepreneurs also face other challenges besides access to initial capital. regulatory barriers, lack of infrastructure, and limited market access are common challenges entrepreneurs encounter (nunan et al., 2022). entrepreneurs may also need help in low-density areas, such as a lack of human capital and limited social networks (silva et al., 2023). therefore, besides providing initial capital, policymakers and practitioners must address these broader challenges to support entrepreneurship in low-density areas. additionally, the covid-19 pandemic has emphasized the need for entrepreneurship education to adapt to the changing business environment (ratten & jones, 2020). online entrepreneurship education and remote mentoring can provide aspiring entrepreneurs with the necessary skills and support to tackle the challenges posed by the epidemic (ratten & jones, 2020). the need to manage financial resources is crucial during the pandemic. kathleen ann pasaoa et al. (2023) demonstrate that innovative financial techniques significantly impact social companies’ income and cash flow. by and large, studies dealing with impact assessment of extension activities used the program recipients or beneficiaries as the respondents (herrera, 2010; dilao, 2010) of its worth undertaking. however, in a fascinating view, in doing impact assessments relative to extension projects, the entire picture of the community will be examined and looked upon very squarely, and this is for the simple reason that impacts pertain to the changes in the conditions of the community. these changes must be evaluated and verified based on the project’s outcome. on the other hand, according to amosah et al. (2023), small-scale businesses do not frequently encourage record-keeping methods. those enterprises cannot benefit from it because record-keeping is rarely practiced. results indicate that most small-business owners need more expertise and understanding to employ modern record-keeping systems and that seminars and livelihood programs are vital in building lucrative enterprises capable of overcoming the challenges in entrepreneurial knowledge deficiencies; a resource-based approach to the development and execution of strategy is applicable bryson et al., (2007). the researchers took an active interest in the present investigation as much as they are in community extension services. they have been serving as faculty coordinators of extension projects concerning their academic program. whether or not, in a coherent way of looking at things and events, the college of business and accountancy delivered the impact that is purpose or desired to be apparent in the partner-barangay was the query that guided them in materializing this work. theoretical framework this theory is anchored to the leading idea of the resource-based view theory by birger wernerfelt and, https://journals.e-palli.com/home/index.php/ajmri pa ge 11 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 110-116, 2023 supported by two sub-theories of resource dependence theory by gerald r. (jerry) salancik and jeffrey pfeffer and abraham maslow’s hierarchy of needs. according to the theory of resource-based view (rbv) by wernerfelt (1984), a corporation’s distinctive assets and capabilities are the fundamental factors that determine its level of competitive advantage. when applied to launching a new company, the rbv theory emphasizes the significance of identifying and using the resources and capabilities that will allow the new enterprise to thrive in a notoriously cutthroat market. the article emphasizes the significance of education, financial literacy, and the first investment while discussing the many resources that are accessible for the establishment of a firm. knowledge is, without a doubt, the most critical thing to have when beginning a company. a significant advantage over the competition may be achieved by implementing a program that teaches potential business owners the necessary skills, information, and resources to launch and run a profitable company. for instance, prospective business owners may learn how to discover and analyze potential business prospects, create an action plan for their company, and practice efficient sales and marketing techniques by enrolling in entrepreneurship education classes. these sorts of programs will also give direction and the opportunity to network. in addition to schooling, financial literacy is an essential resource for those who want to start their businesses. financial literacy is the capacity to efficiently manage money via activities such as creating a budget, understanding how to invest, and being familiar with financial statements. aspiring business owners who understand finance are more equipped to manage the financial aspects of their businesses, such as capital creation, cash flow management, and financial report preparation. because of this, company owners can make informed decisions and steer clear of expensive blunders, which may be a significant advantage over their competitors. initial funding is another crucial resource for getting a firm off the ground. inadequate funding may make it easier to get a firm off the ground and maintain it viable. there is a wide range of funding available, and some of these options include personal savings, loans, grants, and investors. because it allows them to engage in advertising, product development, and other critical business sectors, access to capital may give entrepreneurs a competitive edge. the resource-based perspective theory emphasizes the significance of using one’s unique resources and abilities to achieve a competitive advantage. in starting a company, education, financial literacy, and beginning cash are crucial components for prospective business owners who wish to prosper in a highly competitive market. the likelihood of an entrepreneur successfully establishing and growing a firm may be improved by the entrepreneur’s ability to locate and use the relevant resources. resource dependence theory (rdt) by pfeffer & salancik (2019) discusses how organizations rely on their surroundings for the resources necessary for their continued existence and growth. the idea behind this notion is for companies to amass resources to lessen their dependency on external sources and boost the degree to which they exercise control over their surroundings. rdt emphasizes the relevance of finding and securing essential resources when beginning a company. this is done to limit reliance on outside sources and increase the likelihood of the venture’s success. one of the crucial resources that rdt has is recognized as being knowledge. in the context of beginning a company, education gives the information and skills necessary to discover and acquire the resources needed to initiate and grow a successful business. these abilities and knowledge are required to identify and achieve the resources to start and build a successful business. an education program that teaches prospective industrialists the skills, information, and resources necessary to launch and run a prosperous firm is an invaluable tool that may help a company become less reliant on outside resources. rdt acknowledges that having a solid understanding of finances is an essential resource. aspiring company owners knowledgeable about finances are better positioned to handle their businesses’ finances, such as raising money, controlling cash flow, and creating financial reports. this results in the organization having greater control over its financial resources while reducing its dependence on other sources of support. rdt highlights the relevance of securing initial cash as a critical resource for the beginning of a firm, which is the last point of the report. beginning a firm and growing operations might be challenging if appropriate funding is unavailable. increasing the organization’s command over its financial resources and reducing its dependency on other sources of finance are both benefits that might result from successfully raising initial capital. in conclusion, the resource dependence theory emphasizes minimizing dependence on external sources by gaining the required resources to develop and grow a successful firm. this may be accomplished by accumulating resources such as capital, human capital, and physical capital. education, financial literacy, and beginning investments are necessary tools that help an organization become less reliant on outside sources and more in control of its surrounding environment. acquiring and effectively using these resources may significantly boost the odds of success for dogged businesspeople operating in notoriously cutthroat markets. the model of human motivation conceived by and refined by maslow (1943) is a fundamental idea within the scientific discipline of psychology. according to maslow, human reason is defined by a hierarchy of requirements that must be fulfilled precisely, with physiological and safety needs being the most crucial. according to this idea, individuals are driven to meet their fundamental needs first, followed by their higher-order requirements, such as self-esteem and self-actualization. lastly, people are motivated to satisfy their wants and desires. according to maslow’s theory, the physiological need for money is the source of the drive to start a company and become https://journals.e-palli.com/home/index.php/ajmri pa ge 11 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 110-116, 2023 financially literate. this is true when starting a business and obtaining financial literacy. this is a solid incentive to get things done. financial literacy is equally vital since it equips individuals with the information and skills required to manage their resources and satisfy their fundamental requirements efficiently. according to maslow’s hierarchy of needs theory, a person’s level of self-esteem and their capacity for self-actualization are two factors that impact their desire to start a company and learn about personal finance. establishing and running a profitable company is one of the best ways for people to boost their self-worth. education in personal finance helps people become more self-actualized because it provides them with the knowledge and skills they need to become financially independent and pursue their life ambitions. the conclusion drawn from maslow’s theory of human motivation is that the desire for self-esteem and selfactualization and the need to satisfy core physiological demands are the primary drivers of the incentive to start a company and gain financial literacy. individuals may make the most of their desire to succeed in business by grasping these underlying motives. research questions this study aimed to explore assessing the peso education resources and resources assistance (pera) specifically within barangay barangay t. padilla, cebu city, philippines. 1. how the program contributes to the economic capability of the beneficiaries? 2. what circumstances contribute to the success or failure of their business? 3. how can the program be enhanced based on its current status? materials and methods research design this qualitative investigation uses a kind of research design known as in-depth and personal interviews to gather information from chosen beneficiaries and authorities of barangay t. padilla as key informants. indepth and personal interviews with chosen beneficiaries and officials of barangay t. padilla were crucial for establishing our research design since they helped researchers gather insights and viewpoints that would be difficult to access via other methods. these interviews significantly shaped our research design. research environment the researchers conducted this study in t. padilla’s neighborhood in cebu city, philippines. the aid recipient in each barangay was given from among the poorest residents, particularly those interested in establishing micro businesses. the program was started in january 2020 and ends on december 2022. research informants in this thesis, research informants are residents of barangay t. padilla in cebu city, philippines, particularly those who relevant to the poorest of the impoverished segment and have established limited business knowledge and experience was inaugurated and conducted a series of seminar workshops on entrepreneurship, basic finance, management, and showed accounting. those who passed the screening process were considered for the seed capital. the seed capital of p2,000 was given to start a micro business, particularly the street cart vendor. monitoring activities of each beneficiary were conducted each semester to determine the condition of their business. data collection in-depth and personal interviews are robust qualitative research designs to collect detailed and nuanced data. the method involves one-on-one conversations with key informants to gather their perspectives, experiences, and opinions on a specific topic. the in-depth and personal interview research design is a valuable data collection method for deeply understanding a particular case. to conduct the interviews in t. padilla, we first identified vital informants knowledgeable about the community and the program. data analysis in analyzing the data, the researcher transcribed the recorded responses from the informants and categorized them to find common patterns that arose from the different reactions of the informants. after numerous stages of coding, the researchers constructed various themes, which were then reconstructed to form emergent themes. ethical consideration in compliance with the research standard and ethics protocol, the researchers will always ask permission from the barangay staff and consent from the informants. the rights and privacy of informants will always be on top priority. the researchers will respect informants’ rights whenever they are uncomfortable answering the questions. researchers must always be careful in securing the data in all information gathered and will be securely kept confidential at all times. results and discussion twelve cluster themes were found and regrouped from the established core meanings, resulting in six emerging themes. from the responses of the study’s informants, we have created emerging themes as follows: effects of the pera program on the beneficiaries 1. deducting different techniques. 2. improving lives and uplifting from the poverty line and challenging moments. 3. imparting additional knowledge and skills in running and circulating the capital. 4. it lessens the poverty line in the community of barangay t. padilla. https://journals.e-palli.com/home/index.php/ajmri pa ge 11 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 110-116, 2023 factors affecting the business of the beneficiary unforeseen calamities theme 1 answers research problem question 1 about how the program contributes to the economic capability of the beneficiaries; theme 2 addresses research problem question 2 about what circumstances contribute to the success or failure of their businesses. effects of the pera program on the beneficiaries deducing different techniques this particular theme refers to identifying and developing various methods, approaches, and strategies to solve problems or achieve a specific goal. 1. when asked about the program, informant number 3 shared the money is not enough because, as of today, different products’ prices are increasing, so the holding of seminars and teaching the communities the various livelihood programs and the giving of additional capital can help our community and us, especially since we came from the pandemic experience (idi 3). 2. another informant shares the same opinion about the program there should be capital as of today’s current situation, and there is also a need for a seminar for a livelihood program (idi 5). 3. with the same question being asked, the informant on his opinion about the program of course, as the capital was given, they just needed to earn profit out of it. they mainly venture into processed foods, but it takes time, so they need more capital as it is too costly. in contrast, if they venture into reselling those processed foods and buy enough to sell for a day in the afternoon, there will already be a profit to purchase more the following day. nevertheless, they are the ones who will make it. in that case, it is just okay, but not for those persons who have children in elementary, idi 1–4ss 4–4, because nowadays in zapatera and tejero, children in the school need to be guided in school as there are already many cases of kidnapping from other parts of the country, and the school experienced one parent claiming a student when, in fact, she was not her child. so, let us pick those who will focus on their business or livelihood, like the one i know whom we appoint as a secretary for seniors but who is not a senior citizen. he will make sideline sales of processed foods like lumpia, which he will cook and then sell house to house, and at three o’clock, he will sell another product that was already booked before the time. he is now meeting at the cebu business hotel with the other two officers, the president, vice president, and secretary. he is the acting secretary because other senior citizens have already moved out of the area because of demolition, and others are already living with their children who already have families. others are already in liloan,sugod. here is t. padilla; we can still see many people with potential that we can recruit for the said program, which will significantly help our barangay (idi 1). improving lives and uplifting from the poverty line and challenging moments this particular theme will refer to the efforts and strategies to improve the standard of living and socio-economic status of individuals and communities experiencing poverty and hardship. 1. when asked about their situation, informant number 2 shared if they do it diligently, they can improve their lives by running back the money and profit from it. however, others have yet to focus on their first business, where if they have planned to sell a particular product, another type of product will be sold the next day, and others would venture on to carrying water. because of this, most beneficiaries have not improved their livelihood out of the capital given by pera program (idi 2). 2. with the same question being asked, informant two his opinion about the program yes, it has improved our life even in a little way, that i could sell anything like pancit canton, noodles, and eggs where i have sold a lot; i also cook for them my customers (idi 2). 3. another informant shares the same opinion about the program much of what i learned at the pera program lecture has already been used in my gardening company. (idi 5). imparting additional knowledge and skills in running and circulating the capital providing people with the information and training they need to manage and use their financial resources properly is referred to as financial literacy training. it involves providing education and training on financial management, investment, and entrepreneurship to help individuals achieve their financial goals and objectives. 1. when asked about their view of the program, informant number 3 shared yes, it helped (pera program), and because of this, i could begin a sari-sari store. our business grew because of the seminar, and pera program shows how it helped our needs (idi 3). 2. with the same question being asked, informant two his opinion about the program because of the pera program has given me business and additional capital and an idea of how i will roll back my money, and it has developed and improved my means of livelihood (idi 4). 3. with the same question being asked, informant five his opinion about the program it is okay to have a seminar in our barangay to give us an idea of how and what we can do to alleviate poverty in our family because if we cannot reflect, then we cannot discipline our family and ourselves (idi 5). lessens the poverty line in the community of barangay t. padilla refers to the activities and initiatives intended to decrease poverty and raise the quality of life in barangay t. padilla, https://journals.e-palli.com/home/index.php/ajmri pa ge 11 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 110-116, 2023 a neighborhood in a particular geographic location. 1. when asked about their view of the program, informant number 3 shared our sari store has helped me with our day-to-day expenses, which has helped us and our community to lessen the poverty we have been experiencing for so long (idi 3). factors affecting the business of the beneficiary unforeseen calamities refers to unexpected and sudden events that cause widespread damage, disruption, diseases, and loss of life. 1. when asked about their view of the program, informant number 2 shared the last time i could work or run my business was during the pandemic since it was too complicated. i sell in the afternoon, and some officials examine the area, and people are not allowed to go out, so i cannot concentrate on selling my items. however, the company significantly reduces my and my family’s day-to-day expenditures (idi 2). conclusion in barangay t. padilla, the pera program is said to have positive and negative effects on the people who benefit from it, according to the opinions expressed by the sources of information. most program beneficiaries have claimed that they have been able to enhance their quality of living as a direct effect of their participation in decisionmaking and that the program has reduced poverty in their neighborhood. however, some recipients said the financial help needed to be increased as extra cash and other livelihood campaigns to sustain their enterprises. to fully reap the advantages of the pera program, we must provide beneficiaries with the information and training they need to manage and use their resources effectively. furthermore, seminars and livelihood programs that aid the community in building lucrative enterprises capable of overcoming the challenges that the economy provides would be beneficial. a resource-based approach to the development and execution of strategy is applicable (bryson et al., 2007). it may be helpful in the private and public sectors for planning and determining specific skills and constructing livelihood schemes. it gives a unique general training and consultation that provides an overview that benefits various public and private organizations. our points of contention may sum up that the outcome of the program can further be investigated. recommendation this article highlights the significance of recognizing the existence of various cultures and gaining knowledge from them. in addition, it emphasizes the role that education plays in fostering unity and empathy, and it provides recommendations for how equality might be promoted in day-to-day living. there are a few different directions that one might go in order to make the pera program more efficient. beneficiaries may get improved assistance from the program if it investigates and puts into practice a variety of strategies, such as expanding their access to finance and organizing seminars on livelihood programs. in addition, the program might concentrate on bettering recipients’ lives by expanding the training it offers and offering more help in running businesses. this might involve educating them to concentrate on their principal company and to avoid diversification, which could result in results that are not beneficial for them. additionally, the program might continue to give education and training on financial management, investing, and entrepreneurship to assist recipients in managing the resources at their disposal more successfully. the program might execute measures targeted at lessening the severity of poverty and enhancing people’s quality of life to achieve its goal of lowering the poverty threshold in the community of barangay t. padilla. that might involve providing beneficiaries with increased assistance and resources and exploring collaborations with other organizations and programs whose efforts complement those of the pera program. an intelligent and self-aware viewpoint is fitted out in the article on an upsetting subject, but neither the author nor their personal experiences are discussed. the ideas are clearly explained via personal tales and stories, which demonstrates a knowledge of the problems and possibilities given by diversity. references amosah, j., lukman, t., & seidu, k. s. k. 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(1999). program evaluation: alternative approaches and practical guidelines. american journal of evaluation, 20(3), 599–601. http://www.stes-apes. med.ulg.ac.be/documents_electroniques/eva/ eva-prog/ele%20eva-prog%207526.pdf https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 8 american journal of multidisciplinary research and innovation (ajmri) phytochemical screening and antimicrobial assay of selected plant extracts with ethnopharmacological potential for wound healing junar cano1*, joey f. pescuela1, dr. dorothy a. antesa1, vinge lyssa s. mortejo1, chrisabelle p. aguirre1, sophia alyannah p. gallardo1 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.230 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 23, 2022 accepted: april 27, 2022 published: april 29, 2022 bacteria usually colonize wounds, and their low level is beneficial to the wound healing process. thus, antibacterial agents are usually applied to wounds. in the philippines, many herbal plants are used to speed up the wound healing process. with their number, literature revealed no scientific study yet on which among these plants could well inhibit wound bacteria. hence, this study focused on the phytochemical screening and antibacterial activity of the ethanolic extracts of six herbal plants, namely: caesalpinia sappan linn. (sibukao), jatropha curcas linn. (tuba-tuba), lantana camara linn. (kantutay), mimosa pudica linn. (makahiya), moringa oleifera lam. (malunggay), and psidium guajava linn. (guava). betadine was used as the positive control. qualitative phytochemical analysis and antimicrobial assay on wound bacteria using the agar well diffusion method were employed from the six extracts. results revealed that phytochemicals, namely alkaloids, saponins, flavonoids, and tannins, were present in the plant extracts except for anthraquinones. furthermore, the plant extracts showed antibacterial activity on wound bacteria, and p. guajava leaf extract exhibited the most significant antibacterial effect among the treatments and is greater than the positive control (betadine solution). on the other hand, all the plant extracts have a lower antibiotic activity index when compared with amikacin 30mcg and erythromycin 15 mcg. however, except for lantana camara extract, the five plant extracts have a remarkably higher antibiotic activity index when compared with penicillin 10 u. it is concluded that the plants studied have varying levels of antibacterial activities that could promote wound healing. keywords antibacterial assay, herbal plants, phytochemical screening, plant extracts, wound healing 1 notre dame of marbel university, philippines * corresponding author’s e-mail: jscano@ndmu.edu.ph introduction a wound is defined as a loss of cellular and functional continuity of underlying living tissues in organisms. it can damage the tissues to varying degrees (udobre et al., 2012). however, in favorable conditions, wounds undergo a normal healing process. nayak & pintopereira (2006) posited that after an injury, the body initiates an inflammatory response that can cause the cells below the dermis (the deepest skin layer) to start and increase collagen production. the collage produced results in the regeneration of the epithelial tissues of the skin. meanwhile, the present estimates indicate that there are nearly 6 million people across the world that suffer from chronic wounds. unhealed wounds inflict pain by constantly producing inflammatory mediators that can increase the pain and swelling at the wound site (kumar et al., 2007). one of the reasons for the delay in the wound healing process is infection. the infection of the wounds happens when the body’s immune defenses cannot control the average bacterial growth. in most cases, infected wounds are caused by bacteria that arise from the skin and other areas of the body and the surrounding environment. according to alam et al. (2011), the most prevalent forms of bacteria that cause wound infection are staphylococcus aureus and other staphylococci bacteria. similarly, unsanitary facilities and inadequate wound dressing practices may raise the risk of infection. in addition, a person’s underlying health issues may prolong the healing process. for instance, the wound healing process is more likely to be impeded among diabetic individuals (sharma et al., 2013). the basic principles governing an effective wound healing process are highly dependent on the rapid and complete restoration of injured tissues and the suppression of exponential bacterial growth at the wound site. while these principles are highly critical, they are claimed to be challenging to enforce entirely in wound care clinical practice. sabath (2006) posited that the techniques used to treat wounds are vital in preventing bacterial invasion. bacterial growth at the wound site must be appropriately managed to avoid infection and promote a rapid wound healing process. in recent years, herbal medicines have gained considerable interest as good sources of organic compounds for treating a variety of diseases in many parts of the world. similarly, these herbal medicines have been time-tested for their relative safety for human use, affordability, environmental friendliness, and accessibility. for instance, in the philippines, many herbal plants are used to speed up wound healing. among these herbal medicines are caesalpinia sappan linn., jatropha curcas linn., lantana camara linn., mimosa pudica linn., moringa oleifera lam., and psidium guajava linn. caesalpinia sappan linn. is a little thorny tree that grows to a height of 6-9 meters and is found in the philippines, india, peru, and malaya. in english, it is referred to as sappan wood or brazil wood. historically, the wood was used in calico printing of cotton, wool, and silk but was eventually phased out in favor of synthetic colors. https://doi.org/10.54536/ajmri.v1i2.230 https://journals.e-palli.com/home/index.php/ajmri mailto:jscano%40ndmu.edu.ph?subject= pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 8-17, 2022 it has been historically used to treat a broad range of diseases and is said to possess a wide variety of therapeutic characteristics. it has been found to possess anticonvulsant, anti-inflammatory, anti-proliferative, antibacterial, anticoagulant, antiviral, immunostimulant, and antioxidant properties (sathya, 2010). jatropha curcas linn. is native to the american tropics, most likely mexico and central america. it is a deadly, semi-evergreen shrub that grows up to 6 meters in height. it is a versatile tree with economic value due to its many industrial and medical applications. in africa, asia, and latin america, jatropha species are used to treat various diseases (arekemase et al., 2011). they are utilized as antibacterial agents, and various studies have been conducted to ascertain their scientific foundation (kalimuthu et al., 2010). lantana camara linn. is a flowering shrub native to tropical america used as an ornamental plant (agrawal et al., 2012). various portions of the plant are utilized in folklore remedies and traditional medical systems to cure various human diseases. the leaves are used to cure itches, wounds, ulcers, swellings, bilious fever, eczema, and rheumatoid arthritis. numerous pharmacological studies have shown that extracts of the leaves possess antibacterial activity (agrawal et al., 2012). mimosa pudica linn. is a creeping perennial plant often cultivated for its value. it is a brazilian native plant that has become a pantropical weed. young plants have an upright stem, but the stem becomes creeping or trailing as they mature. the plant reaches a maximum height of 1.5 meters. its leaves are compound bi-pinnately, with one or two pinnae pairs and ten to twenty-six leaflets per pinna. its petioles are likewise thorny, and a study reveals that the top half of the floret petals are red, while the filaments are pink to lavender. the fruit comprises clusters of two to eight pods measuring between one and two centimeters in length and spiky on the borders (gandhiraja et al., 2009). moringa oleifera lam. is a highly coveted plant that grows in various tropical and subtropical regions. it has a broad variety of high nutritional value and therapeutic applications. its different components include a variety of essential minerals, vitamins, proteins, and other phenolic compounds (farooq et al., 2007). the plant leaves, seeds, roots, bark, flowers, fruits, and immature pods all work as cardiac and circulatory stimulants and are said to have anti-inflammatory, antitumor, antiepileptic, antipyretic, and antiulcer properties (farooq et al., 2007). psidium guajava linn. is a tropical american native evergreen shrub that grows in tropical and subtropical regions. it is a phytotherapeutic plant that has been used in folk medicine for centuries. it is thought to have active ingredients that aid in the treatment and management of various ailments. numerous plant components have traditionally been used to cure several ailments, including vomiting, malaria, gastroenteritis, wounds, ulcers, coughs, toothache, and sore throats (biswas et al., 2013). with these number of herbal plants, literature revealed no scientific study yet on which among these plants could well inhibit wound bacteria. this prompted the researchers to investigate the phytochemical screening and antimicrobial activity of selected herbal plants used in folk medicine on wound healing. if proven effective, these plants could be processed and could be cheap alternative sources of drugs to cure wound infections and probably hasten the epithelial repair of injured tissues. this study aimed to determine the phytochemicals and antimicrobial activities of selected plant extracts with ethnopharmacological potential for wound healing. specifically, this sought to (1) determine the presence of secondary metabolites in the selected plant extracts; (2) determine if the selected plant extracts are effective in inhibiting the growth of wound bacteria; (3) determine which of the selected plant extracts are significantly effective in inhibiting the growth of wound bacteria; and (4) determine the antibiotic activity indexes of the plant selected plant extracts. literature review wound bacteria infected wounds are wounds in which bacteria or other microorganisms have colonized, causing either a delay in wound healing or wound deterioration. bacteria typically contaminate most wounds. however, infected wounds result when the body’s immune defenses are overwhelmed or cannot cope with average bacterial growth. infection of wounds caused by surgery is a severe health risk, as studies have shown that 70 percent of the deaths of patients who have undergone surgery are caused by surgical site infections (udobre et al., 2012). most infected wounds are caused by bacteria originating either from the skin, other body parts, or the outside environment. the skin contains bacteria (normal flora) which are generally harmless if the skin is intact. however, the protective barrier formed by the skin is disrupted when there is a wound, and this normal flora can colonize the injured area. this results in further tissue damage and may prolong wound healing by promoting more inflammation, which prolongs the process of wound healing. the most common bacteria causing wound infection is staphylococcus aureus and other groups of staphylococci (alam et al., 2011). contamination from other parts of the body may also cause wound infection. poor wound dressing techniques and unhygienic conditions may increase the risk of wound infection (sharma et al., 2013). wound healing a wound can be defined as a break in the continuity of the soft tissues like skin, mucous membranes, and the tissue surface. an external wound is a wound with a varying degree of damage to the tissue, including the skin. an internal wound damages the underlying tissue to a varying degree, leaving the skin intact (udobre et al., 2012). according to nayak and pinto-pereira (2006), wound healing is the process of repair that follows injury to the skin and other soft tissues. after an injury, an inflammatory response occurs, and the cells below the dermis (the deepest skin layer) increase collagen (connective tissue) production. later, the epithelial tissue https://journals.e-palli.com/home/index.php/ajmri pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 8-17, 2022 (the outer skin layer) is regenerated. there are three stages to wound healing: inflammation, proliferation, and remodeling. the proliferative phase is characterized by angiogenesis, collagen deposition, epithelialization, and wound contraction. delay in the wound healing process wound healing is impaired in diabetic patients with infection or hyperglycemia (sharma et al., 2013). the guiding principles for wound healing include the rapid and complete repair of the created defect and preventing the bacterial invasion during the period the natural barriers are defective. although these principles appear to be individual goals, they are impossible to attain separately in the clinical care of wounds. in practice, the maneuvers employed to promote rapid wound healing are intimately related to preventing bacterial invasion (sabath, 2006). caesalpinia sappan linn. caesalpinia sappan linn. is a small thorny tree, 6-9 m high, in the philippines, india, and peru. in the study of sathya (2010), a preliminary phytochemical analysis of the aqueous extract revealed the presence of flavonoids, saponins, sterols, glycosides, triterpenoids, and tannins. ethanol showed a positive test for flavonoids, saponins, glycosides, triterpenoids, and tannins. it is being used traditionally for many ailments and is reported to have a wide variety of medicinal properties. its anticonvulsant, anti-inflammatory, anti-proliferative, antimicrobial, anticoagulant, antiviral, immunostimulant, and antioxidant activities have been reported. according to ayurveda, the heartwood is valuable in vitiated conditions of pitta, burning sensation, wounds, ulcers, leprosy, skin diseases, diarrhea, dysentery, and diabetes. a decoction of the heartwood is commonly used in kerala, india, for its anti-thirst, blood purifying, antidiabetic properties, and the plant is one of the ingredients in many traditional ayurvedic formulations (sathya, 2010). jatropha curcas linn. jatropha curcas linn. (euphorbiaceae) is native to the american tropics, most likely mexico and central america. it is a multipurpose tree of commercial significance because of its several industrial and medicinal uses. jatropha species are used in traditional folklore medicine to cure ailments in africa, asia, and latin america (arekemase et al., 2011). they are used as antimicrobial agents, and scientists have carried out several works to find out their scientific basis (kalimuthu et al., 2010). preparations of all parts of this plant in the form of the decoction are used in traditional medicine and for veterinary purposes. the decoction of leaves is used against cough and as an antiseptic after birth. latex has antimicrobial properties against many species. the oil of this plant is used traditionally for the treatment of sciatica dropsy, paralysis, rheumatism, dysentery, diarrhea, and certain skin diseases (kalimuthu et al., 2010). lantana camara linn. lantana camara linn. is commonly known as wild sage. it is a flowering shrub native to tropical america and is cultivated throughout the world as an ornamental plant. different parts of the plant are used in folklore remedies and traditional medicine systems to treat various human ailments. the leaves are used to treat itches, cuts, ulcers, swellings, bilious fever, eczema, and rheumatism. many pharmacological investigations indicated that extracts of the leaves exhibit antibacterial properties (agrawal, 2012). in the study of agrawal (2012), the extract of l. camara linn. leaves in methanol exhibited good antibacterial and inhibited the growth of all the isolates used. the aqueous extract was effective against all the bacterial cultures except pseudomonas aeruginosa and staphylococcus aureus. mimosa pudica linn. mimosa pudica l. is a creeping annual or perennial herb often grown for its curiosity value, as the compound leaves fold inward and droop when touched and reopen within minutes. it belongs to the fabaceae family. mimosa pudica is native to brazil but is now a pantropical weed. the other names given to this plant are humble plant, shame plant, touch me not, sleeping grass, prayer plant. the species epithet “pudica” is a latin equivalent for “bashful” or “shrinking” because of its curious nature and easy procreation. the stem is erect in young plants but becomes creeping or trailing with age. the plant grows to a height of 1.5m (5 ft). the leaves are bipinnately compound, with one or two pinnae pairs and 10-26 leaflets per pinna. the petioles are also prickly, and on close examination, it is seen that the floret petals are red in their upper part, and the filaments are pink to lavender. the fruit consists of clusters of 2-8 pods of 1-2cm long each, prickly on the margins (gandhiraja et al., 2009). moringa oleifera lam. moringa oleifera lam. is a highly valued plant distributed in many countries of the tropics and subtropics. it has an impressive range of medicinal uses with high nutritional value. different parts of this plant contain essential minerals and are a good source of protein, vitamins, β – carotene, amino acids, and various phenolics (farooq et al., 2007). the moringa plant provides a rich and rare combination of zeatin, quercetin, kaempferol, and many other phytochemicals. it is essential for its medicinal value. various parts of the plant, such as the leaves, roots, seed, bark, fruit, flowers, and immature pods, act as cardiac and circulatory stimulants, possess antitumor, antipyretic, antiepileptic, anti-inflammatory, antiulcer (farooq et al., 2007). other critical medicinal properties of the plant include antispasmodic, diuretic, antihypertensive, cholesterol-lowering, antioxidant, antidiabetic, hepatoprotective, antibacterial, and antifungal activities (nickon et al., 2003). the phytochemical screening indicated the presence of phenolics, flavonoids, tannins, and glycosides in the extracts. the leaves of m. oleifera contain alkaloids, which showed potential antimicrobial properties by intercalating with bacterial dna. it is believed that the higher reducing power of the aqueous extract could be due to the better solubility of the antioxidant components in water, whereas the principal antibacterial activity in https://journals.e-palli.com/home/index.php/ajmri pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 8-17, 2022 organic solvent extracts as compared to aqueous extracts indicates that the active components responsible for the bactericidal activity are more soluble in organic solvents. these studies provide evidence to support the traditional medicinal uses of the plant (vinoth et al., 2012). psidium guajava linn. psidium guajava linn. is an evergreen shrub native to tropical america that has neutralized south east asia. it is an important food crop and medicinal plant available in tropical and subtropical countries. it is a phytotherapeutic plant used in folk medicine that is believed to have active components that help to treat and manage various diseases. it contains essential phytoconstituents such as tannins, triterpenes, flavonoid: quercetin, pentacyclic triterpenoid: guajanoic acid, saponins, carotenoids, lectins, leucocyanidin, ellagic acid, amritoside, betasitosterol, uvaol, oleanolic acid, and ursolic acid. many pharmacological studies have demonstrated the ability of this plant to exhibit antioxidant, hepatoprotective, anti-allergy, antimicrobial, antigenotoxic, antiplasmodial, cytotoxic, antispasmodic, cardioactive, anticough, antidiabetic, anti-inflammatory, and antinociceptive activities, supporting its traditional uses. it suggests a wide range of clinical applications. the many parts of the plant have been used in traditional medicine to manage conditions like malaria, gastroenteritis, vomiting, diarrhea, dysentery, wounds, ulcers, toothache, coughs, sore throat, inflamed gums, and several other conditions (biswas et al., 2013). p. guajava contains several chemical constituents, which possess antibacterial, antidiarrheal, antimycobacterial, antihyperglycemic, antimalarial, cytotoxic, and antioxidant activities (roy et al., 2006). a recent study showed that the p. guajava aqueous extract possessed antibacterial activity against salmonella typhi and klebsiella pneumoniae. however, no effect on the growth of escherichia coli, staphylococcus aureus, and streptococcus fecalis organisms (geidam et al., 2010). phytochemicals in antibacterial activity the medicinal and pharmacological actions of medicinal herbs are often dependent on the presence of bioactive compounds called secondary herbal metabolites (kumar et al., 2007). saponin and tannins are reported to possess antibacterial activities. phytochemical analysis of the methanol and distilled water extracts of lantana camara showed the presence of saponin, tannin, and flavonoid, which could be the active principle. the secondary metabolites like tannin, flavonoids, and steroids showed antibacterial activities (udobre et al., 2012). the mode of action of antibacterial effects of saponins seems to involve membranolytic properties rather than simply altering the surface tension of the extracellular medium, thus being influenced by microbial population density (usman & osuji, 2007). flavonoids are phenolic structures containing one carbonyl group; since plants synthesize them in response to microbial infection, it should not be surprising that they have been found in vitro to be effective antimicrobial substances against a wide array of microorganisms (roy et al., 2006). alkaloids isolated from the plant are commonly found to have antibacterial properties (biswas et al., 2013). materials and methods collection of plant sample healthy, intact, and young leaves of jatropha curcas, lantana camara, mimosa pudica, moringa oleifera, and psidium guajava were collected in the vicinities of the researchers’ residences. the caesalpinia sappan bark was purchased in the public market of koronadal city, philippines. the leaves were thoroughly washed with running water to remove dirt on the plants and dried with a clean cloth. ethanolic extraction the leaves of the plants were cut into small pieces using scissors. the bark of c. sappan was chopped into small pieces. the plant parts were separately placed in a beaker and were soaked in ninety-five percent (95%) ethanol for 24 hours. filtration was done on each sample, and the filtrates were concentrated in a rotary evaporator at a temperature of 45oc. the concentration of the extract was computed and expressed as grams of plant parts per ml of extract. the concentrated ethanolic crude extracts were placed in vials with labels and were stored in the refrigerator to prevent the growth of microorganisms. phytochemical screening the phytochemical screening of the plant extracts was carried out based on the procedures of guevarra (2005). test for alkaloids an equivalent of twenty (20) grams of plant material from the stock plant extract was placed in an evaporating dish. this was evaporated to a syrupy consistency over a steam bath. five (5) ml of 2m hydrochloric acid (hcl) was added and stirred for about 5 minutes and was allowed to cool. one (1) ml of the filtrate was tested with 2 to 3 drops of dragendorff ’s reagent. another one (1) ml of the filtrate was tested with 2 to 3 drops of meyer’s reagent. the relative amount of precipitation was observed as follows: (+) slight turbidity, (++) definite turbidity, (+++) heavy precipitation confirmatory test: three (3) ml of the crude extract was obtained, and 28% ammonia solution was added until the solution turned alkaline to litmus paper. the alkaline solution was extracted three times with small portions of less than ten (10) ml of chloroform. the lower chloroform extract was collected, and the upper aqueous layer was reserved for the quarternary and amine oxide test. the chloroform extract was evaporated to dryness over a water bath. five (5) ml of 2m hcl was added, stirred over a water bath for about 2 minutes, and allowed to cool. the solution was then filtered, and the filtrate was separated into two portions. one (1) portion was tested with mayer’s reagent and the other with dragendorff ’s reagent. the result was recorded as (+), (++), and (+++). positive results indicated the presence of primary, secondary, or tertiary alkaloids. test for quarternary bases and amine oxide: the alkaline https://journals.e-palli.com/home/index.php/ajmri pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 8-17, 2022 aqueous layer obtained in the confirmatory test was acidified with 2m hcl. the solution was then filtered, and the filtrate was divided into two portions. one portion was tested with mayer’s reagent and the other portion with dragendorff ’s reagent. the results were observed and recorded as above. a score of (++) or (+++) in both mayer’s and dragendorff ’s tests was taken to indicate the presence of both quarternary and amine oxide bases. a (+) score was recorded as the result of incomplete chloroform extraction and thus was considered negative for quarternary bases. test for saponins (froth test) a volume of the plant extract equivalent to two (2) grams was transferred into a test tube. in a separate test tube, one (1) ml of “gogo” extract was placed, and this served as the standard. ten (10) ml distilled water was added to each test tube, stoppered, and shaken vigorously for 30 seconds. the solutions in the test tubes were allowed to stand for ten (10) minutes, and the formation of a “honeycomb” froth was evaluated. the result for the plant extract was compared with that of the standard. positive result: if the “honeycomb” froth is greater than two (2) cm in height from the surface of the liquid and persists after ten (10) minutes, the sample was considered positive for saponins. for plant extracts with poor frothing effects, a small amount of 5% sodium carbonate solution was added to basify the extract. the formation of a stable and dense froth indicated the presence of free fatty acids. test for flavonoids an equivalent of ten (10) g of plant material from the stock plant extract was allowed to evaporate in incipient dryness over a steam bath and allowed to cool at room temperature. the residue was defatted with nine (9) ml petroleum ether. petroleum ether was then discarded. the defatted aqueous layer was diluted with ten (10) ml of 80% ethyl alcohol, filtered, and the filtrate was divided into three (3) test tubes. one (1) portion was taken as control. test for leucoanthocyanins by bate-smith and metcalf method: one (1) portion of the alcoholic filtrate was treated with 0.5 ml concentrated hcl (12m). a change in color was observed. the solution was warmed for 15 minutes in a water bath. any further change in color observed within an hour was recorded and compared with the control. positive result: a strong red or violet color indicates the presence of leucoanthocyanins. test for γ-benzopyrone nucleus: wilstatter “cyanidin” test: the other portion of the alcoholic filtrate was treated with 0.5 ml concentrated hcl (12m). three (3) to four (4) pieces of magnesium turnings were added. any color change observed within ten (10) minutes was recorded and compared with the control tube. if definite coloration was observed, an equal volume of water and one (1) ml of octyl alcohol were added. the mixture was shaken and was allowed to stand. the color of each layer was noted. positive result: colors ranging from orange to red, to crimson and magenta, and occasionally to green or blue. test for tannins an equivalent of ten (10) g of plant material was taken from the stock plant extract and was evaporated to incipient dryness over a steam bath. twenty (20) ml of hot distilled water and five (5) drops of 10% sodium chloride solution were added to salt out undesirable constituents. the solution was filtered, and the filtrate was divided into three (3) test tubes. one (1) test tube served as blank, and an aqueous solution of tannic acid served as the reference standard. gelatin test: three (3) drops of gelatin salt reagent were added to another test tube. the same was done for the aqueous solution of tannic acid. the formation of any precipitate indicated the presence of tannins. ferric chloride test: the third test tube was treated with three (3) drops of ferric chloride solution. the same was done to the reference standard. a blue-black color indicated the presence of hydrolyzable tannins, while a brownish green color indicated the presence of condensed tannins. test for anthraquinones (borntrager’s test) a portion of crude extract equivalent to one (1) g of plant material was evaporated to incipient dryness over a water bath. the residue was taken with ten (10) ml of distilled water and filtered. the filtrate was treated twice with five (5) ml portions of benzene. the benzene extract was divided into two (2) portions. one (1) portion served as the control. the other portion was treated with five (5) ml of ammonia solution, shaken, and compared with the control. a red coloration in the lower alkaline layer indicated the presence of anthraquinones. in vitro antimicrobial screening of the plant extracts on wound bacteria isolation of wound bacteria three days after wound induction on mesocricetus auratus (hamster), bacteria in the wound were aseptically inoculated in the sterile nutrient broth using a cotton swab. the nutrient broth was prepared by mixing 1 gram peptone, 0.6 grams beef extract, and 200 ml distilled water. the culture was incubated for 24 hours at 37oc. antimicrobial screening of the extracts by agar well diffusion assay (guevarra 2005) muller hinton agar (mha) was used for the antimicrobial activity test. mha was prepared by weighing 38 grams of the powdered agar into 1000 ml of distilled water in a clean conical flask. it was cooked in low flame, and 15 ml of the medium was poured into test tubes and autoclaved at 121oc, 15 psi pressure for 15 minutes. petri dishes, pipettes, culture tubes, steel cylinders (borer), and forceps were individually wrapped in paper and were sterilized in the autoclave for 15-20 minutes at 121 oc and 15 psi together with the previously prepared culture media. 0.5 ml of the incubated wound bacteria were inoculated on a sterile test tube containing nutrient broth. after which, the inoculum density of the test organisms was compared with the 0.5 mcfarland nephelometer barium sulfate turbidity standard containing approximately 1.5 x 108 cfu / ml of the test organism. wound bacteria https://journals.e-palli.com/home/index.php/ajmri pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 8-17, 2022 was added if the turbidity was lesser than the mcfarland standard. the base plate was prepared by transferring 15 ml of the sterile mha on a sterilized petri dish and was allowed to solidify. the seeded top agar was prepared by transferring 1ml of the standardized test organism to 99 ml of sterilized mha. only 5 ml of the seeded top agar was added to each solidified plate. there were eight treatments in this study, namely: treatment a caesalpinia sappan extract, treatment b jatropha curcas extract, treatment c lantana camara extract, treatment d mimosa pudica extract, treatment e moringa oleifera extract, treatment f psidium guajava extract, treatment g – betadine solution (positive control), and treatment h – sterile distilled water (negative control). after the top agar had solidified, four 6mm holes were aseptically bored into the seeded plate. the agar plugs were removed inside the cork borer by pushing them out with the help of a metal rod and were discarded aseptically. with a marking pen, the underside of the petri dishes under each well was labeled specifically with letters to identify treatments to be delivered. two (2) drops (approximately 0.1 ml) of each of the prepared plant extracts were delivered to the agar wells using a sterile beral pipette. when all the treatments were delivered on the agar, the plates were inverted and wrapped individually with clean paper. these were then placed in the incubator for 24 hours at 36.5oc. determination of antibiotic activity index of the plant extracts (disc diffusion method) the antibiotic activity index of the extracts was determined by the kirby-bauer agar diffusion method based on the national committee for clinical laboratory standards. the base plate was prepared by transferring 15 ml of the sterile mha on a sterilized petri dish and was allowed to solidify. the seeded top agar was prepared by transferring 1ml of the standardized test organism to 99 ml of sterilized mha. only 5 ml of the seeded top agar was added to each solidified plate. the sterile discs made from whatman #1 filter paper (diameter 6mm) were soaked in plant extracts and were placed on the mha agar surface with flamed forceps and gently pressed down to ensure contact with the agar surface. amikacin 30 mcg, erythromycin 15 mcg, and penicillin 10 u were used as positive controls. the discs were spaced far enough to avoid reflection waves from the edges of the petri dishes and overlapping rings of inhibition. ethical consideration the researchers conducted this study in complete accordance with established research protocols. the researcher ensured that potentially hazardous biological agents risk assessment form and human and vertebrae animal tissue form were approved prior to the conduct of the study. data gathering after all the plates were incubated, they were examined for the presence of zones of inhibition. the diameter of the zone of inhibition for both in the agar well and in the discs was measured using a plastic ruler in mm. the activity index of the ethanolic plant extracts was calculated as follows: activity index (a.i.) = mean of zone of inhibition of the extract / zone of inhibition obtained for standard antibiotic drug. used agars and microbial cultures were decontaminated in the autoclave prior to disposal. statistical analysis the antimicrobial activity was determined by measuring the diameter of the zone of inhibition and the mean of triplicates ± standard deviation (s.d.) of three replicates. one-way analysis of variance (anova) was used to determine if there was a significant difference among the treatment means. results and discussion phytochemical screening phytochemicals are non-nutritive plant compounds that provide the plant with disease-preventative characteristics. qualitative analysis was performed on the phytochemical components, including alkaloids, flavonoids, saponins, tannins, and anthraquinones. table 1 summarizes the results of the phytochemical screening. note. cs ceasalpinia sappan linn. (sibukao); jc jatropha curcas linn. (tuba-tuba); lc lantana camara linn. (kantutay); mpmimosa pudica linn. (makahiya); mo moringa oleifera lam. (malunggay); pg psidium guajava linn. (guava); table 1. results of phytochemical screening phytochemicals tests results alkaloids c.s. jc lc mp mo pg mayer’s test + + + + + dragendorff ’s test + + + + + confirmatory test mayer’s test ++ + + ++ dragendorff ’s test + + + +++ quarternary bases and amine oxides mayer’s test +++ + ++ + ++ dragendorff ’s test +++ + + + ++ saponins froth test + + + + + flavonoids leucoanthocyanins “bate-smith and metcalf method + + + + y-benzopyrene nucleus wilstatter “cyanidin” test + + + + tannins gelatin test + + + ferric chloride test + + + + + + anthraquinones borntrager’s test https://journals.e-palli.com/home/index.php/ajmri pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 8-17, 2022 alkaloid mayer’s and dragendorff ’s test: (+) slight turbidity; (++) definite turbidity; (+++) heavy precipitation; confirmatory test: (+) primary alkaloid; (++) secondary alkaloid; (+++) tertiary alkaloid; test for quarternary bases and/or amine oxide: (+) absent; (++) or (+++) present; test for saponins, tannins, and anthraquinones: (+) present; (-) absent. the phytochemical analysis of the plant extracts revealed the presence of the following secondary metabolites: saponins, flavonoids, alkaloids, and tannins. according to biswas et al. (2013), the different secondary metabolites such as saponins, flavonoids, alkaloids, and tannins account for the majority of plants’ antibacterial activity. saponins’ antibacterial effect is due to their capacity to inhibit the membranolytic characteristics of bacteria rather than just modifying the surface tension of the extracellular medium (usman & osuji, 2007). likewise, flavonoids are phenolic compounds with a single carbonyl group generated by plants in response to microbial infection. hence, it is unsurprising that they are efficient antibacterial agents against a diverse array of microorganisms in vitro (roy et al., 2006). meanwhile, the antibacterial activities of alkaloids derived from plants are frequently reported (biswas et al., 2013). similarly, research using various plant extracts has shown that phytochemicals such as flavonoids and tannins are known to aid the wound healing process. this is mainly due to their astringent and antibacterial qualities, which contribute to wound contraction and epithelialization rate increase (usman & osuji, 2007). antimicrobial activity screening wound bacteria isolated from an incised mesocricetus auratus (hamster) were treated with ethanolic extracts from leaves of jatropha curcas, lantana camara, mimosa pudica, moringa oleifera, and psidium guajava, and the bark of caesalpinia sappan. figure 1 showed the zones of inhibition of the treatments on wound bacteria in the different replicates. as shown in figure 1, p. guajava exhibit the highest zone of inhibition among the treatments. furthermore, guevarra, 2005 made an inference on the results of the zones of inhibition produced on the test discs. <10 mm may be expressed as inactive, 10-13 mm as partially active, 14-19 mm as active, and >19 mm as very active. table 2 showed that psidium guajava was very active among the eight treatments, followed by mimosa pudica and betadine as active, caesalpinia sappan, jatropha curcas, and lantana camara as partially active, table 2. treatment means + s.d. and their interpretations based on 6 mm test discs. treatments mean + s.d. interpretation (guevarra, 2005) caesalpinia sappan bark extract 12.30 + 1.530 c partially active jatropha curcas leaf extract 11.30 + 0.577 c partially active lantana camara leaf extract 11.00 + 1.000 c partially active mimosa pudica leaf extract 14.67+ 1.150 b active moringa oleifera leaf extract 9.33 + 1.15d inactive psidium guajava leaf extract 23.00 + 1.000 a very active betadine solution 15.000 + 0.000 b active distilled water 6.00 + 0.000 e inactive values with different superscripts on the same column have a different interpretation of zones of inhibition based on guevara (2005) in the 6 mm test disc. table 3. one-way analysis of variance (anova) on the zones of inhibition of the treatments. source df ss ms f (comp.) f (tab.) treatments 7 528.70 75.52 82.39** 2.66 (p<0.05) 4.03 (p<0.01) error 16 14.67 0.92 total 23 note. ** significant at 0.05 and 0.01 levels of significance. figure 1. zones of inhibition of the treatments on wound bacteria and moringa oleifera and distilled water as inactive. one-way analysis of variance (table 3) revealed a highly significant difference among treatment means at 0.05 and 0.01 levels of significance with a computed f value of 82.39. the comparison between treatment means revealed that p. guajava leaf extract with a mean z.i. of 23.00 + 1.000 was the most significantly effective treatment against wound bacteria. on the other hand, among the plant extracts, m. oleifera leaf extract with a mean z.i. of 9.33 + 1.15 was the least effective in inhibiting wound bacteria. distilled water did not inhibit wound bacterial growth based on the 6mm agar well. the broad antibacterial activity of plant extracts may be due to the presence of secondary metabolites from the plants (alkaloids, flavonoids, tannins, and saponins). previous studies have demonstrated that tannins have antibacterial activity because of their ability to infer bacterial protein synthesis (akiyama et al., 2001; sanches et al., 2005; min et al., 2008). usman and osuji (2007) posited that tannins had been commonly used topically https://journals.e-palli.com/home/index.php/ajmri pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 8-17, 2022 penicillin 10 u, ranged from 2.43 to 0.91, with the highest activity observed in psidium guajava leaf extract and the least a.i. was observed in lantana camara leaf extract. the antibiotic activity index reading of 1.00 means that the plant extract has the same antibiotic activity compared to a specific antibiotic. the study results showed that when the a.i. of the plant extracts were compared with amikacin 30 mcg and erythromycin 15 mcg, they had a.i. values lesser than 1.00, which means that they have lower a.i. than amikacin 30 mcg and erythromycin 15 mcg. however, the a.i. of the plant extracts, when compared with penicillin 10 u, showed remarkable results. among the six plant extracts, only lantana camara leaf extract had an a.i. value lower than 1. this means that the five plant extracts have higher antibiotic activity than penicillin 10 u in inhibiting the growth of wound bacteria. the antibacterial activity of psidium guajava suggests that it has a broad variety of therapeutic uses. numerous components of the plant have been used in traditional medicine to treat various diseases, including wounds, gastroenteritis, vomiting, dysentery, malaria, diarrhea, coughs, sore throats (biswas et al., 2013). conclusions the phytochemical components, namely alkaloids, saponins, flavonoids, and tannins, were present in the ethanolic plant extracts. anthraquinones were absent in the ethanolic extract of all plants evaluated. more so, caesalpinia sappan linn., jatropha curcas linn. , lantana camara linn., mimosa pudica linn., moringa oleifera lam., and psidium guajava linn. were effective in inhibiting the growth of wound bacteria when compared with betadine solution. all the six plant extracts exhibited antibacterial activity, and that psidium guajava linn. was the most effective plant extract, which is more effective than table 4. zones of inhibition of the plant extracts and antibiotics on wound bacteria. treatments mean zone of inhibition (mm) caesalpinia sappan bark extract 9.77 ± 0.37 jatropha curcas leaf extract 7.05 ± 1.41 lantana camara leaf extract 6.12 ± 0.10 mimosa pudica leaf extract 7.90 ± 0.45 moringa oleifera leaf extract 6.85 ± 0.68 psidium guajava leaf extract 16.32 ± 1.96 amikacin 30 mcg 21.60 ± 0.53 erythromycin 15 mcg 20.63 ± 2.71 penicillin 10 u 6.70 ± 1.13 note. values are mean ± standard deviation. table 5. antibiotic activity index (a.i.) of the plant extracts when compared with antibiotics plant extracts antibiotics amikacin 30 mcg erythromycin 15mcg penicillin 10 u caesalpinia sappan bark extract 0.45 0.47 1.46 jatropha curcas leaf extract 0.32 0.34 1.05 lantana camara leaf extract 0.28 0.30 0.91 mimosa pudica leaf extract 0.37 0.38 1.18 moringa oleifera leaf extract 0.32 0.33 1.02 psidium guajava leaf extract 0.76 0.79 2.43 note. activity index (a.i.) = mean of zone of inhibition of the extract / zone of inhibition obtained for standard antibiotic drug. to superficial wounds. consequently, it is possible that the extract’ tannins and other phenolics in plants were responsible for these broad antibacterial activities. on the other hand, flavonoids and saponins can inhibit bacterial growth by forming complexes with extracellular and soluble proteins and bacterial cell walls (min et al., 2008). accordingly, the antibacterial activity of p. guajava was consistent with roy et al.’s (2006) research, which revealed that p. guajava contains several chemical compounds with antibacterial, antimycobacterial, cytotoxic, antidiarrheal, antimalarial, antihyperglycemic, and antioxidant properties. begum et al. (2004) reported the presence of over twenty chemicals in the leaves of p. guajava. tannins are present in the aqueous leaf extract, whereas the ethanolic extract is rich in anthocyanins, alkaloids, flavonoids, tannins, and steroids/terpenoids. antibiotic activity index the antibiotic activity of the six (6) selected ethanolic plant extracts were compared with the three (3) antibiotics, namely: amikacin 30 mcg, erythromycin 15 mcg, and penicillin 10 u. as shown in table 4, the mean zones of inhibition for the plant extracts were greatest in psidium guajava leaf extract with a mean of 16.32 mm and least in lantana camara leaf extract with a mean of inhibition of 6.12 mm. the zone of inhibition for the antibiotics was greatest in amikacin 30 mcg with a mean of 21.60 mm, followed by erythromycin 15 mcg with a mean of 20.63 mm, and with penicillin 10 u with a mean of 6.70 mm. meanwhile, the antibiotic activity index of the plant extracts (table 5), when compared with amikacin 30 mcg, ranged from 0.76 to 0.32, with the highest activity observed in psidium guajava leaf extract, the least a.i. was observed in jatropha curcas leaf extract and moringa oleifera leaf extract.the antibiotic activity index of the plant extracts, when compared with erythromycin 15 mcg, ranged from 0.79 to 0.30, with the highest activity observed in psidium guajava leaf extract and the least a.i. was observed in lantana camara leaf extract. the antibiotic activity index of the plant extracts, when compared with https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 8-17, 2022 betadine in inhibiting wound bacteria. further, all the plant extracts have a lower antibiotic activity index when compared with amikacin 30mcg and erythromycin 15 mcg. however, except for lantana camara extract, the five plant extracts have remarkably higher antibiotic activity index when compared with penicillin 10 u. the findings of this research corroborate the traditional uses of the plants tested and indicate that some of the plant extracts contain antibacterial components that might be used as antimicrobial agents. on that note, the researchers recommended to determine the bioactive substances from the plant extracts; to carry out more pharmacological evaluation on psidium guajava to maximize its use as an antimicrobial agent; bacteria from the wound of hamster be isolated and identified; test the selected plants on in vivo wound healing activity; and test other plants for their phytochemicals that can be isolated and purified and employed in the formulation of novel antimicrobial agents for the treatment of wounds antibacterial activity on wound bacteria. acknowledgment the researcher would like to thank and acknowledge the notre dame of marbel university-ibed for allowing them to conduct this study; to their families and friends for their undying support; and above all, to the almighty father, for giving them the courage and strength to complete this study. references agrawal, a., milin, k., surendra, v., & goyal. 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(2012). phytochemical analysis and antibacterial activity of moringa oleifera. http://www.urpjournals.com. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 16 0 american journal of multidisciplinary research and innovation (ajmri) handling class imbalance in credit card fraud using various sampling techniques md.alam hossain1*, mst. shimu khatun1, rabiul alam bhuiyan1, md. taslim1 volume 1 issue 4, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i4.633 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 22, 2022 accepted: september 30, 2022 published: october 02, 2022 over the last few decades, credit card fraud (ccf) has been a severe problem for both cardholders and card providers. credit card transactions are fast expanding as internet technology advances, significantly relying on the internet. with advanced technology and increased credit card usage, fraud rates are becoming a problem for the economy. however, the credit card dataset is highly imbalanced and skewed. many classification techniques are used to classify fraud and non-fraud but in a certain condition, they may not generate the best results. different types of sampling techniques such as under-over sampling, synthetic minority oversampling, and adaptive synthetic techniques have been used to overcome the class imbalance problem in the credit card dataset. then, the sampled datasets are classified using different machine learning techniques like decision tree, random forest, k-nearest neighbors, logistic regression, and naive bayes. recall, f1score, accuracy, precision, and error rate used to evaluate the model performance. the logistic regression model achieved the highest result with 99.94% after under sampling techniques and random forest model achieved the highest result with 99.964% after over sampling techniques. keywords credit card fraud, class imbalance, undersampling, over-sampling, smote, adaptive synthetic 1 dept.of computer science and engineering jashore university of science and technology jashore, bangladesh * corresponding author’s email: alam@just.edu.bd introduction the use of credit cards has expanded considerably during the last decade, owing to the advent of e-commerce. the possibility of fraudulent transactions has also increased as a result of this. credit card fraud occurs in around 0.1 percent of all card transactions, but it can result in significant financial losses because transactions can be relatively substantial. as a result, the overall credit card fraud dataset becomes highly skewed, with only a few examples of one class. in the previous credit card fraud detection, the impact of this extremely imbalanced situation was ignored (mallidi, et al., 2021), (ali, et al., 2015). when a credit card was first used to make a transaction in the early 1970s, with a slide machine it was processed manually which imprinted the credit card number on a multi-part receipt. the merchant received the actual document while the clients received the carbon copy. fraud is described as illegal deception to obtain monetary benefit. credit card transactions have surged due to the high reliance on internet technologies. credit card providers are dealing with a severe challenge. in 2004, credit card transactions in the united states resulted in a total 800 million dollars loss cause of fraud. in the same year, the united kingdom suffered a loss of 425 million pounds due to credit card theft (750 million u.s. dollars). inner card fraud and exterior card fraud are the two types of credit card fraud. the goal of inner card fraud is to defraud people of their money. it is usually the result of conspiracy between merchants and cardholders. external card fraud is defined as the consumption of stolen cards, phony or counterfeit credit cards, or the use of cards to obtain cash in disguised forms. different types of fraud can be follows as: 1. application fraud: when a well-known fraudster gains access to an authorized user’s application by exploiting sensitive user information such as the user’s email address, user name, and password. 2. card not present (cnp): this occurs when the fraudster knows the credit card’s expiration date and account number. 3. lost/stolen card: when a credit card is misplaced by the account holder, this happens. any scammer who wants to make a payment with it can get their hands on it. making a payment, on the other hand, is difficult since it requires a pin that is unknown to the fraudsters 4. electronic card: the card information on the magnetic stripe is skimmed by this electronic card. it saves the data, and the fraudster can access it at any time. 5. phishing: it is a type of social media victim in which the customer’s personal information, login passwords, and payment card details are stolen. 6. account takeover: this is the most typical type of deception. the fraudster will have access to the cardholder’s account information as well as all relevant documents. various techniques are used to detect fraud such as machine learning, deep learning, and data mining approachs. credit card dataset is highly skewed and imbalanced where undersampling, over-sampling, smote, and adasyn techniques are used for getting balanced data. sampling techniques implementation is very difficult for skewed data. these types dataset don’t get easily from the providers of the dataset. credit card detection has a variety of challenges, including the fact that fraudulent behavior profiles are dynamic, making fraudulent transactions appear to be lawful. credit card transaction databases are hard to come by and are often skewed (unbalanced). models with the best feature https://doi.org/10.54536/ajmri.v1i4.633 https://journals.e-palli.com/home/index.php/ajmri pa ge 16 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 (variable) selection; suitable metric for assessing approach success on skewed data. many techniques support vector machine, na¨ıve bayes, k-means clustering, decision tree,genetic algorithm, and logistic regression have been applied to detect credit card fraud. the performance of artificial neural networks,convolution neural network, multilayer perceptrons, random forest, and k-nearest neighbor is also evaluated on credit card fraud. the main goal of this study is to find out the best sampling techniques and evaluate the different classifier performances, also abilities to classify fraudulent and non-fraudulent transactions. the rest of this paper is organized as follows: section ii gives related works. section iii describes the experimental setup approach including the four sampling techniques and five classifier methods. section iv describes the performance evaluation. section v describes the results and comparison. lastly, section vi displays future work and concludes this paper. literature review multiple machine learning techniques (asha, et al., 2021) like support vector machine (svm), k-nearest neighbor, and deep learning techniques like artificial neural networks have been used to detect fraud and nonfraud transactions. they have collected a dataset total of 284807 from kaggle where 492 or 0.1792 percent are fraud cases. the dataset is highly skewed and imbalanced. the proposed system shows that ann gives better accuracy than svm and knn. ann produces 99.92% accuracy, 81.15% precision, and 76.19% recall. ann is the best method among them for credit card fraud detection. in paper (awoyemi, et al., 2017), research showed how to get a better result after using the hybrid sampling techniques in an imbalanced dataset. in this paper, they have used oversampling and undersampling techniques to get a balanced dataset and get an equal number of fraud & non-fraud transactions. they differentiate the results between before using the sampling techniques and after the sampling techniques. knearest neighbor is outperformed across the evaluation metrics and got better results for precision and specificity (that is 1.0). the knn performs better than other classifiers. the nb, knn, and logistic regression classifiers are obtained 97.92%, 97.69%, and 54.86% accuracy respectively. in paper (dejan, et al.,2019) used 4 different machine learning algorithms in their research on the balanced datasets. smote sampling techniques have been used to balance the dataset. they have found random forest classifier shows better results from other classifiers. the accuracy, precision, and recall are 99.96%, 81.63%, and 96.938% respectively. (samidha, et al., 2020) have specified different supervised machine learning techniques like decision tree, logistic regression, knn, random forest, and naive bayes to differentiate between fraudulent and legitimate transactions. precision, sensitivity, and time used for the evaluation performance. they have evaluated performance based on the threshold value between 0.5(default value) & 0.4. when the threshold value is 0.4, the proposed system gives the best output. the decision tree gives better results according to the parameters like precision, sensitivity, and time. (mohammed, et al.,2020), have discussed how machine learning and artificial neural networks use to identify the potential fraudsters who referred to their previous mistakes and fraudster’s details. they also work with the same dataset. they evaluated their performance based on an imbalanced dataset distributed into the training and testing set (10:90). the research applied naïve bayes, random forest, logistic regression, multiple linear regression, and neural networks classifiers. to get better results, they have suggested additional techniques like under-sampling, over-sampling, and cost-sensitive loss functions applied on an imbalanced dataset to get the balanced dataset solving the problem. the paper (deepti, rt al., 2018), used knn, logistic regression, decision tree, and naive bayes classifiers on the balanced dataset getting the better result. they used different sampling techniques like oversampling and undersampling to convert an imbalanced dataset into a balanced one. the knn shows better results from all the algorithms based on evaluation metrics. the paper (manoj, et al.,2021) have discussed supervised algorithms like lr, knn, dt and un-supervised learning such as dbscan and k-means. getting better results, they have also used advanced algorithms like multi-layer perceptron and few of the ensemble techniques like rf, gradient boost and xgboost. this paper showed an imbalanced dataset result and result after balancing. the rf gives satisfactory result among 10 algorithms depends on accuracy, precision, recall and f1-score. this study mainly focus the value of accuracy and f1-score in both cases. the paper (dilip, rt al., 2017) applied different oversampling techniques (smote, smote tl, smote enn, safe smote and ros) to handle an imbalanced problem and also applied ensemble classifier (adaboost, bagging) and cost sensitive (c4.5, csvm) evaluating the performances using recall, g-mean, specificity, and area under roc. they observed the smote enn sampling technique detects the fraud better than other sampling techniques and tl taken better place on the underampling technique. in the paper (hordri, et al., 2018) they have collected total of 284,807 transactions made in 2013 by european cardholders. their dataset is highly imbalance containing only 492 fraud transactions. they have used three widely used methods rus, ros and smote for sampling. they have used naïve bayes, linear regression, random forest and multilayer perception for classification. and among all four classification techniques random forest showed a robust performance in three sampling methods. random forest shows much higher accuracy than the naïve bayes, linear regression and multilayer perception for resampling methods. and it was also found that ros https://journals.e-palli.com/home/index.php/ajmri pa ge 16 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 gave convincing results compared to smote. they also showed that ros gives much better result than the smote. in the paper (zhenchuan, et al., 2021), they have proposed a hybrid method to handle the problem of class imbalance with overlap based on a divided and conquer idea. firstly, they have divided the main dataset into two parts the overlapping subset and non-overlapping subset which is performed by k-nearest neighbor and its variations. after that a model is trained on the minority samples for excluding both a few outliers of minority class and a majority of the majority class from the main dataset. and thus, the overlapping class has a very low imbalance ratio. for achieving better result, they also proposed dynamic weighted entropy (dwe) to determine its quality. they also consider hyper-parameters to achieve greater results. in the paper (alam, et al., 2020), they mentioned that imbalanced data is crucial to enhance the performance of the model because imbalanced data provides some important insights. it is very difficult to properly train the model on that dataset. so various resampling techniques are used to balance the dataset. they also used data normalization. but first they started with gbdt model, then they compare the results with traditional machine learning models. the obtained 88.7 percent accuracy by using gbdt method which is much higher than other traditional method on a taiwan client’s credit dataset. they also deployed their method on the web to assist the different stakeholders. in this paper (luthra, et al., 2019), they have discussed about class imbalance correction techniques such as rus, ros, some hybrid methods and some traditional methods. they also minimize the class imbalance issue that affects the performance of the methods. they performed rus, ros, smote, tomak, enn, smote + tomak, smote + enn on logistic regression, decision trees, naïve bayes and random forest to check which combination gives best result. among all the methods the hybrid methods tend to give much higher results. methodology dataset the european cardholders’ dataset had collected over two days in september 2013 from the ulb group which can be downloaded from the kaggle (awoyemi, et al., 2017), (varmedja, et al., 2019), (samidha, et al., 2020), (azhan, et al., 2020), and (zareapoor, et al., 2017), only 0.172 percent of the transactions were fraud cases (positive class), whereas the remainder were negative class. the highly skewed dataset has 27 characteristics, all of which are numeric values transformed using principal component analysis. two features time and amount are used as” non-class attributes” that don’t change in this example, another one is the target class used as a class attribute. the time feature displays the amount of time in seconds that has passed from the initial and the current transaction. the amount feature shows the transaction amount. the label identifies the feature” class” which has two values (0, 1) where 1 chooses fraud and 0 chooses non-fraud cases. dataset division the credit card dataset is divided into two halves, one for training and the other for testing. the training and testing ratio is 80:20. then the training set is fed into resampling techniques such as ros, rus, smote, and adasyn to balance the dataset. in this study, a 50:50 ratio is carried out in all the sampling techniques. it refers to the same number of occurrences of fraud and non-fraud transactions. figure 1: division of credit card fraud dataset preprocessing on the dataset, several experiments have been conducted. there are a total of 284,807 extremely imbalanced credit card transactions in this dataset where 492 fraudulent transactions. it only contains continuous input variables that are transformed by pca. as a result, this study employs a total of 30 input features. time and amount features have been normalized using a standard scaler. this dataset is highly skewed. to remove the skewness, power transformation has been used. removing the highly class imbalance problem in the credit card dataset, different types of sampling techniques such as undersampling, over-sampling, smote, adasyn have been used to balance the data. naive bayes, k-nearest neighbor, decision tree, random forest, and logistic regression classifier techniques are employed in the research. the paper has been used hyperparameter tuning to find the best classifier parameter. then the classifier model has been trained on preprocessed training data and evaluated the performance of each classifier using real test data. sampling techniques random under-sampling: the under-sampling technique balances the dataset by removing random instances from the majority class before performing the classification technique. the under-sampling has a simple premise and is much faster than smote. the drawback of this technique is that it can eliminate vital information from the majority class, which in some situations may not be acceptable. before using under-sampling in the https://journals.e-palli.com/home/index.php/ajmri pa ge 16 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 figure 2: distribution of target variables after undersampling training dataset have 227,451 non-fraudulent and 394 fraud transactions. after applying rus techniques, the majority class converted into 394 equally shown in fig 2. random over-sampling: random over-sampling tech nique duplicates the random instances of the minority class, using this technique which result get be a reason over-fitting dataset. it is the process of randomly picking and replacing instances from the minority class then added to the training dataset. replacement uses to select examples from the training dataset at random. it means that minority class examples would be selected firstly, then adding new highly balanced trained dataset more times. after using the ros technique in the training dataset, the minority fraud class converted into 227,451 equally to non-fraud transactions shown in fig.3. 3) synthetic figure 3: distribution of target variables after oversampling minority oversampling technique (smote): smote is an over-sampling technique that generates random instances selected from the minority class. to generate instances the interpolation method is used between the selected point and its closest instances. considered every minority class and generated new minority class along line segment is joined with k-nearest neighbors. based on the required over-sampling percentage, synthetic instances are generated. after applying the smote technique, the distribution of the target variable changed equally shown in fig.4 4) figure 4: distribution of target variables after smote adasyn(adaptive synthetic): adaptive synthetic algorithm generates the synthetic data. it creates minority data samples based on their distributions and generates more data for balancing the dataset. figure 5: distribution of target variables after adasyn machine learning algorithms 1) na¨ıve bayes classifier: na¨ıve bayes classifier is a simpler bayesian classifier that is built on the bayes theorem approach. it works on basis of the conditional independence. it has two attributes ”non-class”, and ”class” independent of each other. here p(cj | fl) is called the posterior probability when non-class values are known. it will determine the probability belongs to cj ∈ c. p(cj) called the prior probability when fl belongs to cj ∈ c having no prior knowledge about cj . the bayesian classifier’s non-class attribute is uncommitted to the other non-class attributes and considers only one cj non-class value whenp(cj | fl) is calculated.the equations (1) and (2) of the binary classes (fraud and non fraud) taken from paper https://journals.e-palli.com/home/index.php/ajmri pa ge 16 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 logistic regression logistic regression is a method for developing machine learning models with a dichotomous (binary) dependent variable. dependent and independent variables describe by using this technique. nominal, ordinal, or interval variables use as independent variables. its basis on the probabilistic concept used to solve classification problems. its similarity with the linear regression model and its complex cost function is called ’sigmoid function’ can be denoted by s shape curve converted real value to between 0 and 1. if probability> 0.50 value rounded off to 1, probability <0.5 value rounded off to 0. the sigmoid function (σ) and the input (y) to the sigmoid function are shown in (3) and (4) and these two equations have been taken from paper (awoyemi, et al., 2017). 3) gain. then the selected attribute is split up the root node for producing a sub node. it continuously recurs on each subset, considered only those attributes which never been selected before. in this paper performed gini criteria and the maximum depth is set to 5. the following formula is used to compute the gini impurity k-nearest neighbor the k-nearest neighbor is a supervised classifiers that any data scientist should be familiar with. it mainly used for classification tasks. it uses similarity to classify a new data point. the knn algorithms choose a number k cause the data point of the closest neighbor will reseparated. in this paper has been set the value of k is 5, which value will search for the 5 closest neighbors to that data point. euclidean, manhattan, and minkowski distance functions can be used for calculating the input and current data points. the euclidean and the manhattan distances are used for continuous variables while the minkowski distance suited for statistical variables. the knn classifier have been used the euclidean distance measure where distances are stored in increasing order and k items with lowest distances are selected. random forest random forest is another type of supervised machine learning technique, used for solving classification and regression problems. it generates multiple decision trees at training time for getting more accurate and consistent predictions based on majority voting. using hyperparameter tuning this work found out that random forest performs considerably better when 50 trees are trained in parallel. entropy criteria and bootstrap aggregation are used for getting more accurate results. decision tree decision tree algorithm is a supervised learning algorithm where the root node splits into sub node continuously. root node can be identified by calculating the entropy and information gain from the trained dataset and sub node also. another entity is leaf node which is the final outcome that doesn’t separate any sub node. at first, it begins with the root node. on each iteration, it calculates entropy and information gain of this attribute. it selects the smallest entropy or largest information where pi is the probability of class i performance evaluation in this thesis have been proposed five approaches named as naïve bayes, k-nearest neighbor, logistic regression, random forest, and decision tree. the research has trained the model by using the prepared data set which is made available in kaggle. many simulations are run to verify the results, and these methods solve the flaws that prior techniques had. basis of an accuracy, recall, precision, f1-score, and false positive rate, the nb, knn, rf, dt, and lr classifiers are evaluated. false positive are actually negative cases but classified as positive cases. the confusion matrix, which describes the difference between the dataset’s ground truth and the model prediction, is a traditional approach of evaluating machine learning classifiers (see table i). in a perfect model, all positive examples would be predicted to be positive, and all negative examples would be predicted to be negative. the confusion matrix can be used to compute a variety of metrics to compare the performance of classifiers: recall table 1: confusion matrix of credit card dataset predicted as non-fraud predicted as fraud actual non-fraud true negative false positive actual fraud false negative true positive and precision give the positive (fraud) cases classification. accuracy is the proportion of well classified examples among all the testing examples. where precision and recall are diametrically opposed it’s called f1-score. results and discussion in this study used five classifier models; rf, dt, lr, knn, and nb. this paper has been used different types of balancing techniques such as under-sampling, oversampling, synthetic minority oversampling, and https://journals.e-palli.com/home/index.php/ajmri pa ge 16 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 adaptive synthetic techniques. sampling techniques, where the best classifier is random forest. the rf accuracy, recall, and f1-score are 99.95%, 78.57%, and 87.00%. here the precision score is not enough to predict the fraud and the error rate will be high. table 2: before using sampling techniques classifiers metrics accuracy precision recall f1-score lr 99.85% 82.14% 23.46% 36.50% dt 99.90% 74.43% 67.34% 70.71% knn 99.95% 93.90% 78.57% 85.55% rf 99.95% 97.46% 78.57% 87.00% nb 97.75% 05.91% 80.61% 11.01% table ii displays the comparison results before using sampling techniques, where the best classifier is random forest. the rf accuracy, recall, and f1-score are 99.95%, 78.57%, and 87.00%. here the precision score is not enough to predict the fraud and the error rate will be high. table 3: after applying under-sampling techniques classifiers metrics accuracy precision recall f1-score fpr lr 99.940% 84.78% 79.59% 82.10% 0.024% dt 98.400% 08.30% 82.65% 15.09% 01.57% knn 97.740% 06.51% 90.81% 12.15% 02.24% rf 98.609% 10.20% 90.81% 18.35% 01.37% nb 96.938% 04.63% 85.71% 08.78% 03.04% table iii provides the information of different classifiers after using the under-sampling technique. here, random forest and k-nearest neighbor performed well. the recall is equal between knn and rf respectively and the fpr is and 1.37%. but the lr has a higher precision rate 2.24% and 1.37%. but the lr has a higher precision rate compared to other classification methods. table iv provides the information of different classifiers after using the over-sampling technique. here, rf generates the best result compared to other classification methods. it has higher accuracy (99.964%), precision rate (98.75%), recall (80.61%), and f1-score (88.76%). the error rate (0.0017%) is too low. during this table comparison with rf, knn also performed well but knn takes more time than rf. table 4: after applying over-sampling techniques classifiers metrics accuracy precision recall f1-score fpr lr 98.546% 9.80% 90.81% 17.69% 1.44% dt 96.209% 03.76% 85.71% 07.21% 03.77% knn 99.915% 70.83% 86.73% 77.98% 0.06% rf 99.964% 98.75% 80.61% 88.76% 0.001% nb 97.349% 05.37% 86.73% 10.11% 02.63% table 5: after applying over-sampling techniques classifiers metrics accuracy precision recall f1-score fpr lr 98.439% 9.18% 90.81% 0.68% 1.54% dt 96.209% 03.80% 86.73% 07.29% 03.77% knn 99.808% 46.99% 87.75% 61.20% 0.17% rf 99.965% 91.30% 85.71% 88.421% 0.014% nb 97.394% 05.46% 86.73% 1.027% 02.58% table v provides the information of different classifiers after using the smote technique. here, rf performed well compared to other classifiers. in smote, rf has higher accuracy (99.965%), precision (91.30%), recall (85.71%), f1-score (88.421%) and lower fpr (0.014%). table vi displays the adasyn sampling techniques. here, https://journals.e-palli.com/home/index.php/ajmri pa ge 16 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 table 6: after applying adaptive synthetic techniques classifiers metrics accuracy precision recall f1-score fpr lr 92.491% 02.10% 93.87% 04.12% 07.51% dt 87.802% 01.30% 93.87% 02.57% 12.20% knn 99.808% 46.96% 86.73% 60.93% 0.16% rf 99.952% 89.88% 81.63% 85.56% 0.015% nb 95.884% 03.67% 90.81% 07.05% 04.10% rf has higher accuracy (99.952%), precision (89.88%), recall (81.63%), and f1-score (85.56%). it has also lower false positive rate than other four algorithms. in the figure 6: comparison chart among four sampling techniques according to accuracy figure 7: comparison chart among four sampling techniques according to precision figure 8: comparison chart among four sampling techniques according to recall overall table and bar graph analysis, smote generates higher accuracy in the rf classifier compared to other techniques shown in fig.6. in comparison to other sampling techniques, oversampling creates the highest precision rate in the rf classifier in fig. 7. the recall rate of lr and dt is higher than other classifiers in fig.8 but their precision rate is comparatively low. not only a higher recall rate is not considered in fraud detection but also a higher precision rate also considered. f1 score measures the harmonic mean of precision and recall rate. in fig.9 smote generates a higher f1 score in the rf classifier. the rf in smote creates the lowest false-positive rate among the four sampling techniques shown in fig.10. in summary, random forest always performed well than other classifiers in the smote sampling technique. figure 9: comparison chart among four sampling techniques according to f1score figure 10: comparison chart among four sampling techniques according to false positive rate https://journals.e-palli.com/home/index.php/ajmri pa ge 16 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 table 7 shows that the comparison between proposed and previous methods (varmedja, et al., 2019) performance. the main focus of this table is the recall rate. a high recall rate means how accurately a model can detect frauds. in the proposed method, acquired a higher recall rate (85.71%) than the previous method (81.63%). in cost-sensitive issues, a higher recall rate leads to a lower loss of money. from figure-11, see the comparison be utilized to increase the suggested model’s accuracy. references asha, r. b., & kr, s. k. (2021). credit card fraud detection using artificial neural network. global transitions proceedings, 2(1), 35-41. https://doi.org/10.1016/j. gltp.2021.01.006 awoyemi, j. o., adetunmbi, a. o., & oluwadare, s. a. (2017, october). credit card fraud detection using machine learning techniques: a comparative analysis. in 2017 international conference on computing networking and informatics (iccni), 1-9. ali, a., shamsuddin, s. m., & ralescu, a. l. (2013). classification with class imbalance problem. int. j. advance soft compu. appl, 5(3). azhan, m., & meraj, s. (2020, december). credit card fraud detection using machine learning and deep learning techniques. in 2020 3rd international conference on intelligent sustainable systems (iciss), 514-518. alam, t. m., shaukat, k., hameed, i. a., luo, s., sarwar, m. u., shabbir, s., ... & khushi, m. (2020). an investigation of credit card default prediction in the imbalanced datasets. ieee access, 8, 201173-201198 bansal, a., & garg, h. (2021, april). an efficient techniques for fraudulent detection in credit card dataset: a comprehensive study. in iop conference series: materials science and engineering, iop publishin, 1116(1), 012181). dighe, d., patil, s., & kokate, s. (2018, august). detection of credit card fraud transactions using machine learning algorithms and neural networks: a comparative study. in 2018 fourth international conference on computing communication control and automation (iccubea), 1-6. ema rr, akhi khatun m, hossain a, akhond mr, hossain n, arafat my.(2022). protein secondary structure prediction using hybrid recurrent neural networks. hordri, n. f., yuhaniz, s. s., azmi, n. f. m., & shamsuddin, s. m. (2018). handling class imbalance in credit card fraud using resampling methods. int. j. adv. comput. sci. appl, 9(11), 390-396. harshit lamba,(2022). credit card fraud detection in real time. hordri, n. f., yuhaniz, s. s., azmi, n. f. m., & shamsuddin, s. m. (2018). handling class imbalance in credit card fraud using resampling methods. int. j. adv. comput. sci. appl, 9(11), 390-396. itoo, f., & singh, s. (2021). comparison and analysis of logistic regression, naïve bayes and knn machine learning algorithms for credit card fraud detection. international journal of information technology, 13(4), 1503-1511. https://doi.org/10.1007/s41870-02000430-y islam t, rizan ru, tusher ya, shafiuzzaman m, hossain ma, galib s. nitrogen fertilizer recommendation for paddies through automating the leaf color chart (lcc). international journal of advanced computer science and applications, 11(8). figure 11: performance comparison between proposed method and previous method in paper table 7: comparison between previous and proposed work performance previous method proposed method best technique smote smote best classifier random forest random forest accuracy 99.96% 99.97% recall 81.63% 85.71% precision 96.38% 91.30% f1-score 88.40% 88.42% between proposed method and the previous method. here, the accuracy, recall, and f1-score of the random forest classifier are higher than the previous method. conclusions due to highly imbalanced and skewed data, real-time credit card fraud detection is a difficult task. the main goal of this study is to find out the best sampling techniques and evaluate the different classifier performances and abilities to classify fraudulent and non-fraudulent transactions. it’s worth noting that the random forest dominated all five classifiers in four sampling techniques. out of four sampling techniques, smote performed well.in smote, random forest generates a higher recall rate as well as a comparatively well precision rate. to improve results, further study should be done on different smote techniques. meta-classifier and meta-learning techniques can effectively manage such unbalanced data. in this context, several sampling approaches can be investigated. a hybrid technique can https://journals.e-palli.com/home/index.php/ajmri pa ge 16 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(4) 150-159, 2022 khatri, s., arora, a., & agrawal, a. p. (2020, january). supervised machine learning algorithms for credit card fraud detection: a comparison. in 2020 10th international conference on cloud computing, data science & engineering (confluence), 680-683. kundu m, nashiry ma, dipongkor ak, sumi ss, hossain ma.(2014). an optimized machine learning approach for predicting parkinson’s disease. int. j. mod. educ. comput. sci. (ijmecs), 13(4), 68-74. kaggle.com. (2019). credit card fraud detection. retrieved 10 jan. 2019. https://www.kaggle.com/mlg-ulb/ creditcardfraud luthra, r., nath, g., & chellani, r. (2019). a review on class imbalanced correction techniques: a case of credit card default prediction on a highly imbalanced dataset. praxis business school. li, z., huang, m., liu, g., & jiang, c. (2021). a hybrid method with dynamic weighted entropy for handling the problem of class imbalance with overlap in credit card fraud detection. expert systems with applications, 175, 114750. https://doi.org/10.1016/j. eswa.2021.114750 mˆına˘stireanu, e.a., and mes¸ni¸ta˘, g. (2020). methods of handling unbalanced datasets in credit card fraud detection. brain. broad research in artificial intelligence and neuroscience, 11(1), 131-143. https://doi. org/10.18662/brain/11.1/19 mohammed, r. a., wong, k. w., shiratuddin, m. f., & wang, x. (2018, august). scalable machine learning techniques for highly imbalanced credit card fraud detection: a comparative study. in pacific rim international conference on artificial intelligence (pp. 237246). springer, cham. mallidi, m. k. r., & zagabathuni, y. (2021). analysis of credit card fraud detection using machine learning models on balanced and imbalanced datasets. international journal of emerging trends in engineering research, 9(7). https://doi.org/10.30534/ ijeter/2021/02972021 najadat, h., altiti, o., aqouleh, a. a., & younes, m. (2020, april). credit card fraud detection based on machine and deep learning. in 2020 11th international conference on information and communication systems (icics), 204-208. ramentol, e., caballero, y., bello, r., & herrera, f. (2012). smote-rsb*: a hybrid preprocessing approach based on oversampling and undersampling for high imbalanced data-sets using smote and rough sets theory. knowledge and information systems, 33(2), 245-265. sisodia, d. s., reddy, n. k., & bhandari, s. (2017, september). performance evaluation of class balancing techniques for credit card fraud detection. in 2017 ieee international conference on power, control, signals and instrumentation engineering (icpcsi), 27472752. sohony, i., pratap, r., & nambiar, u. (2018, january). ensemble learning for credit card fraud detection. in proceedings of the acm india joint international conference on data science and management of data (pp. 289-294). https://doi.org/10.1145/3152494.3156815 saheed, y. k., hambali, m. a., arowolo, m. o., & olasupo, y. a. (2020, november). application of ga feature selection on naive bayes, random forest and svm for credit card fraud detection. in 2020 international conference on decision aid sciences and application (dasa), 1091-1097. shen, a., tong, r., & deng, y. (2007, june). application of classification models on credit card fraud detection. in 2007 international conference on service systems and service management, 1-4. varmedja, d., karanovic, m., sladojevic, s., arsenovic, m., & anderla, a. (2019, march). credit card fraud detection-machine learning methods. in 2019 18th international symposium. 1-5. vipsita s, shee bk, rath sk. an efficient technique for protein classification using feature extraction by artificial neural networks. in 2010 annual ieee india conference (indicon). 1-5. zareapoor, m., & yang, j. (2017). a novel strategy for mining highly imbalanced data in credit card transactions. intelligent automation & soft computing, 1-7. https://doi.org/10.1080/10798587.2017.1321228 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 22 american journal of multidisciplinary research and innovation (ajmri) perceived parenting style and academic performance of grade vi learners in one elementary school in iloilo province, philippines dr. shiela may b. labajo1*, christine mae sebugan2 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.245 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 05, 2022 accepted: may 12, 2022 published: may 13, 2022 this study aimed to find out the influence of parenting style on the academic performance of grade vi learners of batuan elementary school in the district of carles, division of iloilo, philippines. the respondents of the study were twenty-nine (29) grade six learners. a standardized parenting style questionnaire developed by robinson et.al (2015) was used. the academic performance of grade vi learners was gathered through deped form 137e. statistical tools used were mean and standard deviation for descriptive and mann-whitney, kruskal wallis, and spearman rho for inferential. findings revealed that the most preferred parenting style of the mothers as perceived by the learners when taken as a whole and classified as to household size and educational attainment was “authoritative”. the academic performance of the learners exhibited an “approaching proficiency” when taken as an entire group. when grouped as to parenting style, learners whose mothers were authoritarian had exhibited a “developing” performance while those having permissive mothers exhibited “proficiency” and those having authoritative mothers exhibited an “approaching proficiency” performance. it was noted that there were no significant differences in the parenting styles preferred by mothers as perceived by the learners when they were classified as household size and educational attainment. hence, a significant difference was noted in their academic performance when they were classified as to the parenting style and this significant difference existed between authoritarian vs. authoritative. and further, the results show no significant relationship between the parenting style of the mother as perceived by the learner and the learner’s academic performance. keywords parenting style, academic performance, authoritative, authoritarian, permissive 1 iloilo state college of fisheries main campus, tiwi, barotac nuevo, iloilo, philippines 2 batuan elementary school, carles, iloilo, philippines 5019 * corresponding author’s e-mail: labajoshiem@iscof.edu.ph introduction parents play a vital role in fostering their children’s growth and development. many writers have noted that the broad pattern of parenting is essential in predicting a child’s well-being. parents may differ in how they try to control or socialize their children and the extent to which they do so. it is the overall pattern of interactions rather than one single act that shapes a child’s behavior. parents develop various styles of interacting with their children. research has identified a typology of four parenting styles: authoritarian, authoritative, permissive, and uninvolved, each of which influences how the child develops. these varying parenting styles greatly influence how a child develops and socializes and how they learn. the different styles dictate how children adapt to teaching approaches and methods in schools and how they interact in the classroom (berk, 2015). there is considerable evidence that the way a child has been raised and reared has a significant consequence on his behavior in later years and particularly in his behavior and interactions at school. parenting style has been found to predict child well-being in social competence, academic performance, psychosocial development, and problem behavior (berk, 2015). in most elementary schools in the division of iloilo, classrooms are made up of children from various backgrounds. as observed by the researchers, these children differ in attitude and behavior, how they interact in class, and their academic performance. some of them have excellent academic standing in all their subjects, while most of them appear problematic. these situations create a big question mark on the researchers mind and make them think that these differences might be attributed to the kind of parenting that these children are accustomed to in their homes. over the past few years, the relationship between parenting characteristics and academic performance has been examined in elementary pupils, but inconsistent results have been found. with a great desire to satisfy their curiosity, the researchers were motivated to conduct a study to determine the influence of maternal parenting style on elementary school pupils’ academic performance. specifically, it sought to identify the mothers’ parenting style in rearing their child as perceived by the learner and the learner’s academic performance as categorized according to household size and mother’s educational attainment, hence, this study was conducted. literature review parenting is a complex activity that includes many specific behaviors that work individually and together to influence child outcomes. although specific parenting behaviors, such as spanking or reading aloud, may influence child development, looking at any specific behavior in isolation may be misleading. many writers have noted that specific parenting practices are less influential in predicting child well-being than the broad parenting pattern. most researchers who attempt to describe this broad parental milieu rely on diana baumrind’s parenting style concept. developmental psychologist diana baumrind identified https://doi.org/10.54536/ajmri.v1i2.245 https://journals.e-palli.com/home/index.php/ajmri mailto:labajoshiem%40iscof.edu.ph?subject= pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 22-29, 2022 three main parenting styles in early child development: authoritarian, permissive, and authoritative. moreover, it later expanded to four, including an uninvolved style. these four parenting styles involve combinations of acceptance and responsiveness on the one hand and demand and control on the other. authoritarian is a parenting style where the parent is demanding but not responsive. authoritarian parenting, also called strict parenting, is characterized by high expectations of conformity and compliance to parental rules and directions while allowing little open dialogue between parents and children. (baumrind, 2017) permissive is a parenting style where the parent is responsive but not demanding. permissive parenting also called indulgent, nondirective, or lenient, is characterized as having few behavioral expectations (warash, 2017). while authoritative is a parenting style where the parent is demanding and responsive. when this style is systematically developed, it grows to fit the descriptions of propagative parenting and concerted cultivation (warash, 2017). according to baumrind (2017), children of authoritative parents tend to have happier dispositions, have reasonable emotional control and regulation, develop good social skills, and are selfconfident about their abilities to learn new skills. and the uninvolved parenting style is a style where the parent is neither demanding nor responsive. uninvolved parenting is also called neglectful, detached, dismissive, or handsoff (steinberg, lamborn, darling, mounts & dornbusch, 2019). parenting styles have several effects on child development outcomes. researchers have conducted numerous studies that have led to several conclusions about the impact of parenting styles on children. authoritarian parenting styles generally lead to obedient and proficient children, but they rank lower in happiness, social competence, and self-esteem (baumrind, 2015). authoritative parenting styles tend to result in happiness, being capable, and being successful (maccoby, 2012). permissive parenting often results in children who rank low in happiness and selfregulation. these children are more likely to experience problems with authority and tend to perform poorly in school (baumrind, 2017). uninvolved parenting styles rank lowest across all life domains. these children lack self-control, have low self-esteem, and are less competent than their peers (maccoby, 2012). meanwhile, most people know that academic performance generally refers to how well a student is accomplishing their tasks and studies. it is also considered the outcome of education the extent to which a student, teacher, or institution has achieved their educational goals, but several factors determine the level and quality of students’ academic performance (http://www. ehow.co.uk/). indeed, the most well-known academic performance indicator is the grades or the pupil’s “score” for their classes and overall tenure. childhood academic performance varies concerning age and length of time in poverty, parents’ occupation and income source, parents’ educational attainment, cognitive stimulation, physical environment, neighbors’ influence, physical well-being, and parenting style (powers, 2016). studies that examined how parenting styles influenced the cognitive development of young elementary-aged children are rare (e.g., chen, liu, & li, 2018), and no studies were found that used a standardized assessment of cognitive ability. in a study of adolescents, dornbusch et al. (2017) found that authoritarian and permissive parenting styles were negatively associated with higher grades, whereas the authoritative parenting style was positively associated with higher grades. radziszewska, richardson, dent, and flay (2016) found similar results in their study of 15-yearolds. another study of adolescents (leung & kwan,2018) found that academic performance was negatively related to authoritarianism. a study of adolescent minority students (park & bauer,2018) found that adolescents who perceived their parents authoritatively engaged in more effective learning and studying strategies. others would say that one of the best predictors of childhood academic performance is the child’s parents (bradley & corwyn, 2018). research shows that one’s parents’ low academic performance often becomes cyclical and may also influence the child’s low academic performance. this may be due to a lack of encouragement from the parent. another strong predictor of academic failure is the parenting style the child is accustomed to. better parenting is correlated with higher levels of children’s academic performance, while poor parenting leads to lower levels of academic performance (bradley & corwyn, 2018). finally, family status variables such as parents’ level of education have been regarded as predictors of children’s academic performance. increasingly, research has suggested that, rather than having a direct association with children’s academic performance, parents’ level of education is part of a larger constellation of psychological and sociological variables influencing children’s school outcomes (clark, 2015). theoretical framework this study was anchored on baumrind’s theory of parenting, which asserts that parenting styles are meant to capture normal parental variations who attempt to socialize their children. parenting styles can be supportive and unsupportive in their tone, affecting developmental outcomes and personality development consequences. figure 1: a paradigm showing the relationship between maternal parenting styles and academic performance of grade vi learners materials and methods research design and respondents the researchers employed the descriptive-correlational method of research to determine the influence of https://journals.e-palli.com/home/index.php/ajmri pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 22-29, 2022 parenting styles on learners’ academic performance among grade vi learners. the respondents of this study were a total of 29 grade vi learners of batuan elementary schools in the district of carles, division of iloilo, philippines. instrument this study made use of a standardized parenting style questionnaire developed by robinson, mandleco, olsen, and hart (2015) to determine the mother’s preferred parenting style as perceived by the grade vi learners. this instrument consisted of 52, four-point likert scale items that covered four basic parenting styles, namely: (1) authoritarian, (2) permissive, (3) authoritative, and (4) uninvolved. to answer the instrument, the grade vi learners were asked to indicate their perceived parenting style as preferred by their mother using the 4-point likert scale response format: 1never, 2sometimes, 3 frequently, and 4always. the grades in form 137-e or the permanent record form was used to determine the academic performance of grade vi learners. the general average of learners in all their subjects for the academic year 2018-2019 was used to determine their academic performance. a scale of ratings prescribed under deped order no. 8, s. 2015 was used to interpret the pupils’ academic performance validity and reliability of the data gathering instruments the parenting style questionnaire was pilot tested among 30 pupils in another elementary school, to ensure comparability of the participants. results of the pilot test were subjected to validity and reliability assuring the administrability and acceptability of the data-gathering instruments for the purpose intended. results of the jury’s validation of the instrument revealed that all of the 52 items in the parenting style questionnaire were found to be acceptable. procedure before gathering the data, the researchers obtained a study permit from the office of the principal of batuan elementary school. in addition, permission to secure a copy of the grades of learners was likewise requested. furthermore, in conducting this study, all ethical issues were addressed by the researchers. before gathering data, the researchers send written consent to the mothers of the learners. they also informed the mothers about the nature and description of the study and the methods used. likewise, they also assure that the learners’ participation is voluntary and that they can withdraw at any given time if they wanted to. they are also allowed to ask questions and the assurance that all the responses were treated with the utmost confidentiality and that the study results will not harm their children. the researchers personally administer the research instrument to the respondents. during the instrument’s administration, the researchers explained to the respondents how to respond to the instrument. they also explained the instrument’s contents, and they did the necessary translation in hiligaynon/kiniray-a for those who find it difficult to understand. the data gathering was done in just a week. data analysis the gathered data in this study were interpreted using the following statistical tests: (1) to determine the preferred parenting style of mothers and pupils’ academic performance, the mean and standard deviation were used; (2) to find out the significant difference in the mother’s parenting style when they are classified as household size, mann whitney u test was used; (3) to find out the significant difference in the mother’s parenting style when they are categorized as to educational attainment. furthermore, to find out the significant difference in the academic performance of grade vi learners when they are classified according to the parenting style, the kruskal wallis h test was used; and (4) to find out the significant relationship between maternal parenting styles such as authoritarian, permissive, authoritative, and uninvolved and academic performance of pupils, spearman rankorder coefficient of correlation (pearson r) was used. the .05 alpha level will be used as the criterion for accepting or rejecting the null hypothesis. all statistical computations are processed through the use of statistical package for social sciences (spss) software. results and discussion parenting style preferred by mothers the parenting style preferred by mothers of grade vi pupils in rearing their child as perceived by the learner when they were taken as an entire group and when they were classified according to household size and educational attainment, as determined by mean and rank. entire group as revealed in table 1, generally, the mothers of grade vi pupils in this study used authoritative as their most preferred parenting style (m=2.90, sd=.49). other parenting styles used by mothers in this study were authoritarian (m=2.31, sd=.36), permissive (m=1.89, sd=22), and uninvolved (m=1.81, sd=.27). this result implies that the mothers of grade vi pupils rely on positive reinforcement and seldom use punishment in disciplining their children. they are aware of their children’s feelings and capabilities and support the development of their children’s autonomy within reasonable limits. this result affirms muñoz’s (2017) findings that authoritative was the dominant parenting style used by parents when taken as an entire group. household size in terms of household size, both groups of mothers with 5 or less children and more than 5 children preferred an authoritative parenting style (m=2.73 and m=3.08, respectively). this result implies that regardless of the family’s size, mothers of grade vi pupils use assertive democratic or balanced parenting in rearing their children. this affirms muñoz’s (2017) findings that authoritative is the dominant parenting style used by parents when they were classified as household size. table 2 presents the data. https://journals.e-palli.com/home/index.php/ajmri pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 22-29, 2022 educational attainment in terms of educational attainment, mothers who are elementary, high school, and college graduates preferred an authoritative parenting style (m=2.66, m=3.03, and m=3.46, respectively). this result implies that regardless of the level of education attained by mothers of grade vi pupils, assertive democratic or balanced parenting in rearing their children is used. this affirms muñoz’s (2017) findings that authoritative is the dominant parenting style table 1. parenting style preferred by mothers taken as an entire group parenting styles as entire group mean sd authoritarian 2.31 .36 permissive 1.89 .22 authoritative 2.90 .49 uninvolved 1.81 .27 table 2. parenting style preferred by mothers taken as to household size parenting styles as to household size with 5 or less children with more than 5 children authoritarian 2.46 2.16 permissive 1.90 1.88 authoritative 2.73 3.08 uninvolved 1.93 1.68 table 3. parenting style preferred by mothers classified as to educational attainment parenting styles as to educational attainment elementary high school college authoritarian 2.35 2.38 2.02 permissive 1.88 1.92 1.87 authoritative 2.66 3.03 3.46 uninvolved 1.84 1.86 1.58 used by parents when they were classified as to their level of education. table 3 presents the data. academic performance of grade vi pupils the academic performance of grade vi pupils in batuan elementary school in the district of carles, division of iloilo, philippines for the academic year, 2018-2019 was determined by computing the mean grades. entire group data presented in table 4 show that generally, the grade vi pupils in this study have approaching proficiency in academic performance with an obtained mean grade of 80.24. this result implies that the grade vi pupils perform well in all their academic subjects. maternal parenting style when classified as maternal parenting style, pupils reared by their mothers through an authoritarian parenting style have developing academic performance (m=77.60). in contrast, those pupils who are reared by their mothers through permissive parenting styles have proficient academic performance (m=85.00), and those pupils who are reared by their mothers through authoritative, have approaching proficiency academic performance (m=80.61, respectively). moreover, as perceived by the pupils, no mother preferred an uninvolved maternal parenting style. this result implies that the permissive style of maternal parenting seems to be more effective in improving pupils’ academic performance compared to authoritarian and authoritative styles of maternal parenting. in other words, pupils with permissive mothers achieved better academic performance than pupils with authoritative mothers. similarly, pupils with authoritative mothers achieved better academic performance than authoritarian mothers. this result affirmed camino’s table 4. academic performance of grade vi learners category mean sd description a. entire group 80.24 3.44 approaching proficiency b. parenting style authoritarian 77.60 2.88 developing permissive 85.00 0.00 proficient authoritative 80.61 3.29 approaching proficiency uninvolved 0 0 (2017) findings that students from permissive parenting had better performance than students from other parenting styles. table 4 presents the data. differences in the parenting styles household size to ascertain the significance of the differences in mothers’ parenting styles when classified as household size, the mann-whitney u test was used. alpha level was set at .05. as shown in table 5, the mann-whitney u test results revealed no significant difference existed in mothers’ parenting style in rearing their child as perceived by the learners when classified as household size (z=-0.764, p=0.445), p < .05. this result implies that mothers of grade vi pupils in this study have similar rearing of their children when their household size is considered. table 5. difference in parenting styles preferred by mothers classified as to household size category z-value p-value decision household size -0.764 0.445 not significant table 6. difference in parenting styles preferred by mothers classified as to educational attainment category chi-square value df p-value decision educational attainment 0.584 1 0.445 not significant this finding confirms rodriquez’s (2019) findings that no significant differences were noted in the parents’ parenting styles when classified as to household size. table 5 presents the data. educational attainment to ascertain the significance of the differences in mothers’ parenting styles when they were classified as to pupils’ educational attainment, the kruskal-wallis h test was used. alpha level was set at .05. as shown in table 6, the kruskal-wallis h test results revealed that there was no significant difference existed in the parenting style preferred by mothers in rearing their child as perceived by the learner when they were classified as to educational attainment, (x2(1)=0.584, p=0.445), p > .05. this result implies that mothers of grade vi pupils https://journals.e-palli.com/home/index.php/ajmri pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 22-29, 2022 have similar rearing children when educational attainment was considered. this finding affirmed rodriquez’s (2019) study that no significant differences were noted in the parents’ parenting styles when classified as to educational attainment. table 6 presents the data. differences in the academic performance of grade vi learners classified according to the parenting styles to ascertain the significance of the differences in the academic performance of grade vi pupils when they were classified as to the parenting style of mothers in rearing their child as perceived by the learner, the kruskalwallis h test was used. alpha level was set at .05. kruskal-wallis h test results in table 7 show that there was a significant difference in the academic performance of grade vi learners when they were classified as to the parenting style of mothers in rearing their child as perceived by the learner(x2(2)=6.728, p=0.043), p > .05. this result suggests that the academic performance of grade vi learners differs when the parenting style adopted by their mothers is considered. this affirmed markos’ (2016) findings that there is a noticeable difference in the academic performance of students who rated their table7. difference in the academic performance of learners as to parenting styles preferred by mothers category chi-square value df p-value decision parenting style 6.728 2 0.043 significant table 9. relationship between parenting styles preferred by mothers and the academic performance of learners category r-value p-value decision parenting style academic performance 0.224 0.242 not significant parents as authoritarian, permissive, and authoritative. it is also consistent with the findings of kim and rohner (2015) that there was a significant difference between students’ g.p.a. and maternal parenting styles. table 7 presents the data. since significant differences existed in the parenting style, post hoc test using mann-whitney comparison table 8. post hoc test in the academic performance of learners as to parenting styles preferred by mothers category z-value p-value decision authoritarian vs. permissive -1.514 0.130 not significant authoritarian vs. authoritative -2.168 0.030 significant authoritative vs. permissive -1.212 0.225 not significant was utilized. table 8 shows that there was a significant difference between authoritarian vs. authoritative, z=2.168, p=0.030. this means that under authoritative learners as a parenting style have better academic performance than those under authoritarian. relationship between parenting styles of mother and academic performance of grade vi learners spearman rho shows that there was no significant relationship between the parenting style of mothers in rearing their child as perceived by the learner and academic performance of learners, (r=0.224, p=0.242),p > .05. these results imply that the parenting style of mothers does not influence the academic performance of pupils. these results confirmed the results of the study of roopnarine, krishnakumar, metindogan, and evans (2015); torres-villa (2018), and abesha (2017) that there was no relationship between maternal parenting style and students’ academic performance and the findings of dornbusch et al. (2017) and quing (2016) that there was no significant relationship between authoritative and permissive parenting style and academic performance. on the other hand, it runs counter to the findings of the study of seyed, nayereh, hossein, mohammad, padideh, and mahmood (2017) that maternal parenting style was significantly correlated with adolescents’ school grades and that is, maternal authoritative parenting style was positively correlated with school grades. while the maternal permissive parenting style was negatively correlated with school grades performance and hess and holloway (2014), parenting styles are related to academic performance. table 9 presents the data. this study generated the following summary of findings: 1. the mothers of grade vi learners in batuan elementary school in the district of carles, division of iloilo, philippines used authoritative as their most preferred parenting style in rearing their children as perceived by the learners when they were taken as an entire group and when they were classified as to household size and educational attainment. 2. the grade vi learners exhibited an approaching proficiency performance when they were taken as an entire group. when grouped as to maternal parenting style, learners whose mothers are authoritarian had exhibited a developing academic performance while learners whose mothers are permissive had exhibited a proficiency academic performance, and learners whose mothers are authoritative had exhibited an approaching proficiency performance. 3. there were no significant differences noted in mothers’ parenting styles in rearing their child as perceived by the learners when they were classified as to household size and as to educational attainment. 4. a significant difference was noted in grade vi learners’ academic performance when they were classified as to the parenting style of mothers in rearing their child as perceived by the learners. this significant difference has existed between authoritarian vs. authoritative, which means that under authoritative learners as a parenting style have better academic performance than those under authoritarian. 5. there was no significant relationship between the parenting style of mothers in rearing their child as perceived by the learner and the academic performance of learners. conclusions in view of the foregoing findings, the following https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 22-29, 2022 conclusions were drawn: 1. learners in batuan elementary school in the district of carles, division of iloilo, philippines adopt assertive democratic or balanced parenting in rearing their children, wherein they rely on positive reinforcement and seldom use punishment in disciplining their children. they understand how their children are feeling, and they teach them how to regulate their feelings. they often help their children find appropriate outlets to solve problems and encourage them to be independent, but they still place controls and limits on their actions. 2. the grade vi learners in this study performed well in all their academic subjects. however, pupils reared by their permissive parents have better performance in all their academic subjects than those who are reared by authoritarian and authoritative parents. 3. regardless of household size and educational attainment, mothers of grade vi learners in this study, have similar preferred parenting styles. this means that mothers with big and small household sizes and those who are elementary, high school, and college graduates have similar parenting styles in rearing their children. 4. the grade vi pupils differ in their academic performance when mothers’ parenting style in rearing their child as perceived by the learners is considered. this means that pupils’ academic performance is influenced to some extent by their authoritative parenting style more than the authoritarian parenting style. these suggest that the more authoritative mothers are in rearing their children, the better is their children’s academic performance. in contrast, the more authoritarian the mothers are in rearing their children, the lower is their children’s academic performance. 5. the mothers’ parenting styles have no direct influence on the academic performance of grade vi learners. this study revealed that the parenting style of mothers was not significantly related to the academic performance of their children. these suggest that no matter what the mother prefers parenting style, this will not affect the learner’s academic performance. recommendation based on the findings and conclusions, the following recommendations are presented: 1. the parents of grade vi learners of batuan elementary school in the district of carles, division of iloilo, philippines should continue adopting the authoritative parenting style in rearing their children because it was found to have positive effects on children’s school performance. the authoritative parenting style is the most recommended style of parenting by childrearing experts, and this style is also the most beneficial when parenting children (warash, 2017). 2. grade vi learners should improve or elevate their present levels of academic performance. this is only possible if their parents are adopting the right parenting style. since learners who are under authoritative as a parenting style have better academic performance than those under authoritarian, parents should adopt an authoritative parenting style to enhance their children’s optimal school performance. the school should also create structures and strengthen the existing ones that would provide parent training intervention. 3. to further delineate that the mothers’ parenting style does not directly influence learners’ academic performance, a significant difference has been shown in learners’ academic performance when classified into the mothers’ parenting styles. it is suggested that similar research with relevant research methodology should be used in researching other districts or divisions to ascertain the degree of conformity that this research has on the influence of parenting style on learners’ academic performance. 4. it is also suggested to conduct research on father and mother parenting styles to ascertain their relation to the academic performance of the learners and to find the difference between the paternal and maternal parenting styles. references abesha, a. 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(2016). the relationship between parenting types and older adolescents’ personality, academic achievement, adjustment, and substance use. child development, 67(5), 2101-2114. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of emotional intelligence on the relationship between authentic leadership and organizational climate among public school teachers floramay g. salip1*, lyndon a. quines1 volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1730 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 25, 2023 accepted: june 10, 2023 published: june 22, 2023 this investigation is focused on the mediation effect of emotional intelligence on authentic leadership of school heads and organizational climate. this study covered the public schools in magsaysay north and south districts with 311 teacher respondents. this study used a descriptive correlation technique in a non-experimental design the statistical techniques employed were mean, pearson r, and amos path analysis. research instruments on emotional intelligence, authentic leadership of school heads, and organizational climate were examined and used as data sources. findings indicated that the level of authentic leadership of school heads is high. correspondingly, the level of organizational climate in the public schools of magsaysay north and south districts is described as high. moreover, the level of emotional intelligence of school heads is described as very high. subsequently, there is a significant relationship between the school heads’ authentic leadership and their emotional intelligence. there is a significant relationship between school heads’ emotional intelligence and organizational climate. distinctly, there is a significant relationship between school heads’ authentic leadership and organizational climate. conversely, the mediation effect of emotional intelligence on the relationship between authentic leadership and organizational climate was analyzed using path analysis. the data on the path analysis paths authentic leadership (x), emotional intelligence (m), to organizational climate (y); are both significant. the result of a full mediation analysis indicates that emotional intelligence fully mediates the relationship between authentic leadership and organizational climate. keywords educational management, mediating effect, emotional intelligence, authentic leadership, organizational climate, philippines introduction the most pressing issue that currently hounds the school organization is the kind of leadership that the school head demonstrates among the internal and external stakeholders. in a gloomy school atmosphere of distrust permeating the school, there is growing anticipation that authentic school leadership can build a rich, engaging and productive learning environment. accordingly, when authentic leadership is coupled with emotional intelligence, this enhances the teaching staff ’s productivity geared toward improved organizational climate (kareem & kin, 2019). the dilemma of facilitating leadership skills in the school organization is a perennial problem as this requires emotional intelligence involving a lot of prudence to stay in control under all circumstances and account for all available alternatives to achieve the purpose and objectives of the school (smith, escobedo & kearney, 2020). in response to the varied challenges faced by school heads in the worldwide arena, bill george (2010) duly cited by mburu (2020), conceptualized authentic leadership to enable leaders to see long-term goals and encourage their team to remain focused and committed to reaching these goals. by living each moment purposefully, and exhibiting transparency and flexibility, a harmonious organizational climate can be achieved. in the school organization, conflicts often arise among teaching staff and usually it is blamed on poor leadership skills of school heads, this adversely affect the work performance of teachers resulting in unsatisfactory organizational climate (nasreen, varshney & waseem, 2019). most frequently poor organizational climate results in negative consequences such as heated arguments and conflict among leader and staff and a decline in productivity (medina, 2021). several researchers observed that negative organizational climate is a consequence of poor leadership (davies, stoermer, & froese 2019). in the philippines, the legal basis for school-based management is mandated in republic act 9155-governance of basic education act of 2001; schools first initiative (sfi, 2005); and the basic education sector reform agenda (besra, 2006). this is aimed at empowering the leadership capacity of school heads to lead their teachers and students through reforms which are geared towards higher learning outcome. hence, the leadership of school heads is required to strengthen the organizational climate in their respective schools. in congruence to this, school heads in magsaysay north and south are faced with an enormous challenge, as they are tasked to strengthen their leadership skills and focus their attention on setting the direction towards the attainment of institutional objectives. the school heads concurred that it requires a degree of emotional intelligence to transform and propel the entire school community into a positive organizational climate to achieve the school vision, mission and goals (vermeulen, kreijns & evers, 2020). the researcher is primarily motivated by the aforementioned context to investigate whether or not 1 university of mindanao, davao city, philippines * corresponding author’s e-mail: floramay.salip@deped.gov.ph pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 1-12, 2023 school leaders’ emotional intelligence will mediate the relationship between their authentic leadership and organizational climate in the public elementary schools, making this study a cohort of new knowledge that can explicitly contribute to the field of education. this study’s primary goal was to determine how emotional intelligence mediated the association between school leaders’ authentic leadership and organizational climate in public elementary schools. the objectives are stated in further detail as follows: 1. to describe the level of authentic leadership of school heads in terms of: 1.1. self-awareness; 1.2. internalized moral perspective; 1.3. balanced processing and 1.4. relational transparency. 2. to ascertain the level of organizational climate along this indicator: 2.1 effective leadership; 2.2 collaborative teachers; 2.3 parental involvement; 2.4 ambitious instruction, and 2.5 supportive environment. 3. to measure the level of emotional intelligence of school heads in terms of: 3.1 self-awareness, 3.2 managing emotions, 3.3 motivating oneself, 3.4 empathy, 3.5 social skills, 4. to determine the significance of the relationship between: 4.1 authentic leadership and organizational climate; 4.2 authentic leadership and emotional intelligences and 4.3 emotional intelligence and organizational climate. 5. to determine the significance of mediation of emotional intelligence on the relationship between authentic leadership and organizational climate. literature review several approaches, point of views, theories, data from various studies and publications, and insightful observations from various writers are pertinent to the study’s issues these are gathered to offer substantial support and amply demonstrate the study’s objectives, which are crucial for the manifestation of comprehension. the independent variable is authentic leadership with the following indicators: self-awareness, internalized moral perspective, balanced processing and relational transparency (george 2010, duly cited by mburu (2020). the dependent variable is organizational climate with the following indicators: effective leadership; collaborative teachers; parental involvement; ambitious instruction, and supportive environment (sebastian & allensworth, 2012). the mediating variable is emotional intelligence with the following indicators: self-awareness, managing emotions, motivating oneself, empathy and social skills (goleman, 2002; duly cited by debes, 2020). authentic leadership there is a plethora of research that generated new ideas on leadership (blaginin, volkova, & strielkowski, 2019). in an increasingly global and complex world, effective leadership is deemed important to answer issues on organizational failures. researchers have suggested many leadership theories that ensure global sustainability, along with employee engagement and productivity (sumanasiri, 2020). though there is no one best leadership style applicable in certain situations (b.m. bass and r. bass, 2008; ilies, judge and wagner, 2006; marshall, 2012), one of the most successful leadership styles is authentic leadership (mirayani, kusumaningsih, mustikasiwi, a. & purwanto, 2019). correspondingly, george (2010), duly cited by mburu (2020) popularized authentic leadership in management studies in his publication, authentic leadership: rediscovering the secrets to creating lasting value and true worth in 2007. george (2010, as cited by mburu (2020) conceptualized the elements of authentic leadership, as follows: self-awareness; internalized moral perspective; balanced processing; and relational transparency. additionally, mburu (2020) thought that authentic leaders follow their hearts, learn from their own and others’ experiences, and work to be true to their convictions and values.. furthermore, fusco (2018) interpolated that authentic leaders have their own unique style, based on their unique life experiences, which encompasses a variety of behaviors and talents and suits the particular context of the circumstance. authentic leadership as a style of management places a strong emphasis on developing the leader’s credibility through sincere connections with followers that value their opinions and are based on moral principles. (ogunyemi & ogunyemi, 2020). typically, authentic leaders are upbeat individuals who value openness and have accurate self-concepts. authentic leaders can enhance team and individual performance by fostering a sense of trust and gaining the support of their followers. several executives and leadership trainers who see authentic leadership as an alternative to leaders who prioritize business and share price over people and ethics have completely embraced this strategy. since it recently emerged from obscurity and is now beginning to take on the characteristics of a fully developed concept, authentic leadership is a developing topic of study in academic research on leadership. (sharma, agrawal & khandelwal, 2019). parallel to the insight of walumbwa, avolio, gardner, wernsing & peterson (2018), a systemic behavior pattern known as “authentic leadership” fosters both favorable psychological capabilities and a healthy ethical environment. authentic leaders demonstrate transparency and exercise tactfulness in communicating with varied stakeholders. they inspire loyalty and trust among their employees by consistently showing prudence in dealing with subordinates. the aim of genuine leaders is to strive pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 1-12, 2023 standards and values to guide their behavior rather than allowing external forces to control them” (northouse, 2018). pressures from society or groups are disregarded in this regard. “people have power over the extent to which they allow others to affect them,” the statement goes on to say. northouse (2018) further supports the self-regulatory claim. similar to what aristotle called virtue ethics, people with internalized moral viewpoint would behave in a way that was compatible with the views and values they espoused (wang, & hackett, 2020). the balanced processing indicator is the third one. when making decisions, a person must be able to evaluate facts objectively and consider the perspectives of others. being honest about one’s own viewpoints while remaining impartial while taking other people’s viewpoints into consideration serves to further the idea of authenticity. medina (2021) stated that balanced decision-making entails seeking out the opinions of individuals who disagree with you and carefully weighing their points of view before acting on your own. this is also a form of self-control that heavily draws from aristotle’s virtue ethics. on the other hand, fusco (2018) opined that balanced processing involves analyzing cause of problems critically and objectively; exploring several approaches in handling problems; and demonstrating a proactive approach to problem solving. medina (2021) emphasized that in school organizations, school heads are required to include stakeholders in meetings and deliberations for decision-making, collaborate with staff on the planning and implementation of programs and projects, and provide feedback and updates to stakeholders on the status of progress and completion of programs and projects. relational transparency is the last indicator. this has to do with how one conducts themselves in front of other people. according to cavins (2019), relational transparency occurs when people take conscious steps to effectively express their feelings, including their emotions and impulses, with others. in this case, prudence and tact is exercised in order not to hurt the feelings of co-employees, even at the height of a bad mood or in the midst of work pressure. it is about diplomacy in communicating with subordinates characterized with the ability to empathize in relating with others, hence akin to virtue ethics. transparency among leaders and their teams is a key component of success in a number of areas, including employee engagement and corporate culture. (williams, 2021). williams (2021) also noted that openness generates a feeling of comfort that encourages employees to speak freely. a transparent work environment also makes employees feel valued and stimulates creativity. in a parallel view, cavins (2019), posited that relational transparency is synonymous to workplace transparency. it is treating each other in the workplace with openness coupled with tactfulness, diplomacy and utmost respect. while each one honors each other’s uniqueness, individuality and distinctiveness, but the spirit of solidarity remains despite individual differences. this requires a toward encouraging positive self-development among the team, regardless of the personal aspect. the first indicator is self-awareness. it entails being conscious of various facets of oneself, such as characteristics, behaviors, and emotions. (puni & hilton, 2020). leaders who clearly articulate their vision and understand how to sell it are more effective in persuading others to share their convictions. people will follow a leader who is passionate about the future of everyone, and recognizes the reasons behind your enthusiasm and use them to your advantage. (peng, chen, zou & nie, 2020) leadership can be improved or compensated for when a leader is self-aware of their natural tendencies and preferences (hurt-avila, barrio minton & dunbar, 2020). leaders build their credibility and the trust of their team members by developing a greater awareness of their own talents, shortcomings, and hidden biases. a culture of self-awareness also promotes the value of ongoing growth and development, which furthers learning and development (bryant, 2020) being an authentic leader requires having self-awareness, which is understanding one’s own strengths, weaknesses, and values. authentic leaders use moral reasoning as a compass to guide their actions and conduct in order to uphold the highest moral and ethical standards. (northouse, 2018). in a similar perspective, zaffiro et.al, (2020) elucidated that authentic leaders have a keen sense of their strengths and weaknesses. hence, they are expected to be flexible and adaptable in dealing with varied personalities in the organization, maintaining tactfulness and diplomacy with aggressive and confrontational staff members, northouse (2018). a process by which people get to understand themselves, their strengths and weaknesses, and how they affect others, was how one author defined this aspect of authentic leadership. in light of the fact that it involves a leader coming to grips with who they truly are at their core, this description suggests that selfawareness is a journey rather than an end in and of itself (liu et.al, 2020). according to gardner et al., authentic leaders display a high level of personal understanding of their own underlying values, identities, emotions, and motivations (2015). gardner also thought that leaders’ judgments and actions are significantly affected when they have a strong sense of who they are (self-knowledge) and what they stand for. this implies that certain moral and ethical principles govern one’s life and activities. the internalized moral perspective is the second indicator. it is a process of self-regulation in which people govern their behavior by their own internal moral principles and ideals rather than succumbing to external forces (butterworth, 2020). making ethical decisions and acting ethically are the results of the internalized moral perspective. additionally, real leaders weigh all available data before making judgments, and they base such decisions on their fundamental principles. this point of view contends that leadership entails a process of self-regulation in which people “use their innate moral pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 1-12, 2023 great degree of emotional intelligence from the authentic leader who is expected to maintain a harmonious relationship with employees having varied personalities, increasing productivity in the workplace. organizational climate the definition of organizational climate is how everyone who works there feels about it (thumin & thumin, 2011, as cited by chung, 2020). it is also defined as the interpretations people give to interconnected groups of experiences they have at work (schneider, 2018). on the other hand, glisson & james (2018) postulated that organizational climate is the over-all perceptions of the employees as they give meaning to the activities, practices, procedures and experiences they have in the workplace. the five dimensions that affect school organizational climate were developed by sebastian & allensworth (2012), duly cited by bhasin (2020), from the university of chicago. the indicators are: effective leadership; collaborative teachers; parental involvement; ambitious instruction, and supportive environment. the performance of institutional policies, goals, strategies, tasks, workload, resources, technology and of course, staff, all depend on these five indicators. the first indicator is effective leadership. according to shanker, et al. (2017), organizational atmosphere is most impacted by leadership conduct. effective leaders may persuade their team members to go above and beyond their capabilities and to shift their attention from individual interests to the interests of the group. in the school community, the school heads’ ability to lead the staff towards the attainment of the school’s vision, mission and goals is vital. moreover, for schneider (2018), the effective leadership of a school head inspires the teaching staff to achieve higher levels of performance and promote greater desire among the staff to work as a team leading towards positive school organizational climate. correspondingly, yuan & chayanuvat (2020) posited that in the school organization, the school heads’ leadership, is perceived by the teaching staff as a major aspect of organizational climate. the school head, who wants to be successful, has to provide effective leadership affecting teachers’ perceptions and behaviors that consequently contribute to the development of a positive school organizational climate and that is conducive to achieving predetermined goals and objectives. in their book, in the leadership challenge, kouzes and posner (2001) (quoted by chung, 2020) both proposed that exceptional leaders don’t just oversee the daily operations that keep an organization on track; they also lay out new directions for their enterprises to travel. effective leaders identify areas for improvement and work to improve them. rather than waiting for obstacles to find them, they actively seek them out. consistently, research conducted by valdez, guro, norhana, cana, and lawi, (2018), showed that leaders who cultivated cooperative relationships in their team were viewed as very effective and inspired the highest levels of engagement towards the achievement of positive organizational climate. the second indicator is collaborative teachers. according to montaudon-tomas (2019), the teaching staff in the school organization plays an important role in facilitating a positive organizational climate. their day-to --day interaction with each other, exchanging pleasantries, making human relationships with each other, and collaborating together, all these are essential in the attainment of a positive school organizational climate. it can be ascertained that when the teaching staff offer each other mutual support, cooperate and coordinate together in all school activities, programs and projects, there is organizational harmony, leading to a wholesome organizational climate. similarly, jabbarova (2020) elaborated that having collaborative teachers in the workplace inspires the students towards greater academic achievement. when all the teaching staff demonstrate cooperation and teamwork in all facets of school activities, programs and projects, the attainment of objectives is achieved. with proper motivation from the school head, all the teachers are motivated to collaborate together and adapt a research-based school program, manage curriculum innovation and enrichment with the use of technology, participate in the management of learners’ behavior, and ensure that the objectives of the school development plan are achieved. the third indicator is parental involvement. parental involvement is described as the situation where parents voluntarily offer mutual support and provide cooperation in all school activities towards the attainment of positive learning outcome (boateng et al., 2014). parents are directly involved in the education of their children, and their participation in all school activities is essential to the fulfillment of positive school learning climate. parallel to the perspectives of entoh and abdullah (2019), parental involvement is a significant element in education which can be achieved when there is a well established parent-teacher partnership. according to lau, li and rao (2018), the impact of parent-teacher partnerships on children’s education is enormous. when the educational system requires parents to participate in school activities, they feel more at ease. parental and school administration cooperation can result in a greater improvement in the school’s academic and physical performance. therefore, school officials must urge parents to participate and contribute to assisting the school in achieving its aims and goals. parents who are motivated to participate in school activities would voluntarily offer support and assistance and readily collaborate towards the attainment of improved organizational climate. ambitious instruction is the fourth indicator. the characteristic of ambitious instruction, according to vos and page (2020), is teaching and learning that go beyond the simple transmission of knowledge and abilities to instruction that involves teachers and students making sense of voluminous academic content. when the teachers co-engage and assist each other in authentic pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 1-12, 2023 developmentally appropriate instructional approaches they are able to set high academic standards towards an effective school learning climate. in a similar viewpoint, munir (2019) noted the relatedness of ambitious instruction to designing relevant instructional innovations to further motivate the learners to utilize critical thinking in all aspects of assessments. ambitious instruction is enhanced when teachers deliver accurate and updated content knowledge using appropriate strategies and multi-disciplinary integrative modes and techniques in teaching. teachers’ innovativeness coupled with the use of web-based instruction allows students to surf through the net and obtain myriads of information leading to greater understanding of the topic on hand. by providing students with digital tools in instruction they will become globally competitive leading to improved academic landscape. the fifth indicator is supportive environment. according to batlolona (2018) a supportive school environment nurtures mutual relationships, where school leaders motivate teachers to collaborate in maintaining a learning environment of courtesy and respect and apply knowledge on social learning in dealing with varied stakeholders. this means both the school head and the teaching staff are flexible, know how and when to adjust in times of pressure and practice diplomacy in all dealings in the spirit of decorum and camaraderie. hugerat (2020) described a supportive environment as a critical ingredient to the attainment of a harmonious organizational climate. good leadership in the school organization readily provides support and assistance to staff members and motivate them to work as a team. when a school head demonstrates tact and transparency in all dealings, the teaching staff are encouraged to cooperate and coordinate towards the achievement of institutional goals. similarly, amedome (2018) elaborated that the creation of a harmonious and supportive school environment is a collaborative effort between the school head and the teaching staff. the able leadership of the school heads sets the ambiance of the workplace. hence the school head is expected to practice shared leadership to encourage all the team members to reach their full potential, balance the use of cooperative networking and ensure that everyone gets a share of his/her workload. only by being judicious and cautious in dealing with subordinates and offering support in all activities can the school head obtain cooperation from the teaching staff, leading towards productivity and efficiency in school performance. emotional intelligence emotional intelligence is defined by salovey & mayer (1990), as quoted by nagarjuna nagar (2020), as the capacity to pay attention to one’s own and other people’s emotions, to recognize differences between them, and to utilize this knowledge to inform one’s decisions and behavior. it is a method for identifying, comprehending, and selecting one’s thoughts, feelings, and behaviors. it influences how we interact with others and how we view ourselves. it establishes how and what we learn, enables us to set priorities, and controls most of our daily activities. according to grewal, brackett and salovey (2018), the ability to manage and control one’s own emotions as well as their ability to influence others’ emotions is referred to as emotional intelligence. emotional intelligence, which lies at the nexus of cognition and emotion, is what enables our capacity for resilience, motivation, empathy, reasoning, stress management, communication, and the ability to understand and navigate a range of social circumstances and conflicts. when developed, emotional intelligence is important and gives one the chance to live a more fulfilling life. according to goleman (2002), referenced by debes (2020), characteristics like self-awareness, selfmanagement, motivation, empathy, and social skills make up emotional intelligence. this gives people a framework for applying intellectual standards to emotional reactions and for understanding how some emotional responses may be rationally consistent with certain views about emotion, while others may not. both personal and professional success benefit greatly from emotional intelligence. it is a necessary ability for many occupations and can help people succeed in their academic and professional endeavors. the first element of emotional intelligence is selfawareness. according to leal & holzer (2021), selfawareness is the ability to see oneself clearly and objectively through reflection and introspection. moreover, self-awareness means being conscious of this conditioning so one can have more control over one’s emotional responses. the first step to self-awareness is mindfulness, which makes a person feel more in control of their responses to their thoughts and feelings, calmer and less anxious. as viewed by hourani, litz, & parkman (2020), selfawareness is the foundation to emotional intelligence, as this makes one aware of his/her limitations. when one is aware of his/her constraints and weaknesses, he/she becomes cautious, careful, and prudent in his/ her everyday dealing. when it comes to job, personal objectives, or health, the emotionally intelligent person loves relationships and places a high emphasis on diplomacy. moreover, karani et al. (2017) indicated in their study the importance of self-awareness of school heads in instilling a favorable organizational climate. being aware of one’s capabilities and skills leads to better understanding and empathy towards others. methodology the descriptive correlation technique of research, which is intended to collect data, thoughts, facts, and information connected to the investigation, was used in this non-experimental quantitative design study. researchers gather data in non-experimental research without adding changes or treatments (gehle, 2013). pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 1-12, 2023 in this study, neither the setting nor the factors were controlled. the descriptive-correlation study design describes and analyzes what is, reveals circumstances and relationships that are present and not present, and identifies what is (calderon, 2006; calmorin, 2007). additionally, as a fact-finding investigation, the study’s respondents’ traits, behaviors, and experiences were examined by the researcher (calmorin, 2007). the study is descriptive in nature since it assessed the levels of authentic leadership of school heads, their emotional intelligence level and the organizational climate in the public elementary school in magsaysay north and south districts. this is correlational since it investigated the relationship between variables such as authentic leadership of school heads, their emotional intelligence level, and the organizational climate, with the use of the survey questionnaire as a tool in gathering the primary data. the interest of the study is to investigate the relationship between authentic leadership and organizational climate; the relationship between authentic leadership and emotional intelligence; the relationship between emotional intelligence and organizational climate; and the mediating effect of emotional intelligence on the relationship between authentic leadership of school heads and organizational climate of public elementary schools in magsaysay district. med graph using sobel z-test was employed in determining the mediation. results and discussion level of authentic leadership the authenticity of leadership is displayed in table 1. there is consistency in the responses across respondents as the standard deviation was less than 1.00. a high score of 4.17 was assigned to the overall mean. distinctively, the level of authentic leadership of school heads on the following indicators were as follows: self-awareness had a mean of 4.33 described as very high, relational transparency had a mean of 4.21 with a descriptive level of very high, internalized moral perspective has a mean of 4.08 characterized as high, and balanced processing has a mean of 4.07 also labelled as high. data revealed that the school heads as leaders had manifested very good command of authentic leadership in terms of selfawareness and relational transparency which indicates that leaders were effective in creating a challenging environment by means of coaching and mentoring others. based on the data result, the level of authentic leadership table 1: level of authentic leadership indicators sd mean descriptive level self-awareness 0.327 4.33 very high internalized moral perspective 0.317 4.08 high balanced processing 0.388 4.07 high relational transparency 0.469 4.21 very high overall 0.297 4.17 high of magsaysay south and magsaysay north district is high. which showed that authentic leadership approach has been fully embraced by many leaders and leadership coaches in the global institutions. it is commonly recognized that authenticity enhances engagement and general well-being (sharma, agrawal and khandelwal (2019). level of organizational climate highlighted in table 2 is the level of organizational climate. the standard deviation was less than 1.00 which implies that there is consistency of responses among all the respondents. the overall mean score was 3.68 labeled as high. numerical data is as follows: effective leadership, 4.05, described as high, collaborative teachers, 3.92 described as high; supportive environment, 3.64, described as high; parental involvement, 3.58 described as high; and ambitious instruction, 3.23, described as moderate. as can be glimpsed from the over-all numerical data, it table 2: level of organizational climate indicators sd mean descriptive level effective leadership 0.314 4.05 high collaborative teachers 0.339 3.92 high supportive environment 0.336 3.64 high parental involvement 0.459 3.58 high ambitious instruction 0.506 3.23 moderate overall 0.314 3.68 high can be observed that the level of organizational climate was rated high by the respondents from magsaysay south and north district of davao del sur. level of emotional intelligence reflected in table 3 is the level of emotional intelligence of school heads. the standard deviation was less than 1.00 which implies that there is consistency of responses pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 1-12, 2023 among all the respondents. the overall mean score was 4.33, labeled as very high. breakdown of numerical ratings on the indicators are as follows: in self-awareness, 4.67, described as very high; in managing emotions, 4.22, described as very high; in motivating oneself, 3.90, described as high; in empathy, 4.68, described as very high; in social skills, 4.20, described as very high. the data implied that the school heads exhibited very high emotional skills, hence their cognition and emotion were demonstrated exemplarily. furthermore, in the workplace, working well with others is a process that begins with emotional awareness, and this is demonstrated by deped school heads as they avowed that they nurture relationship and partnership with varied stakeholders to obtain organizational harmony. correlation between authentic leadership and emotional intelligence showcased in table 4 is the relationship between the school heads’ authentic leadership and their emotional intelligence. utilizing the pearson correlation, the r (computed) between the school heads’ authentic leadership and their emotional intelligence obtained a p-value lower than 0.05 level of significance, hence, the null hypothesis is rejected. it can therefore be concluded that there is a significant relationship between the school heads’ authentic leadership and their emotional intelligence. table 3: level of emotional intelligence indicators sd mean descriptive level self-awareness 0.548 4.67 very high managing emotions 0.814 4.22 very high motivating oneself 0.402 3.90 high empathy 0.543 4.68 very high social skills 0.844 4.20 very high overall 0.436 4.33 very high table 4: significance of the relationship between the authentic leadership and emotional intelligence authentic leadership emotional intelligence overall self-awareness .503* (0.000) internalized moral perspective .597* (0.000) balanced processing .599* (0.000) relational transparency .671* (0.000) overall .763* (0.000) *significant at 0.05 significance level it is therefore believed that authentic leaders are positive people who exhibit emotional intelligence and are broad minded, patient, understanding and can facilitate human bonds of openness, trust and mutual respect. these traits are positively demonstrated by the school heads in magsaysay north and south districts as based in the numerical data. at deped, the school heads exhibit authentic leadership coupled with emotional intelligence, that enable them to evaluate and assess the performance of the teachers and guide them towards improved productivity in the attainment of school goals. moreover, at deped, school heads are provided autonomy in managing their respective school communities; hence, they are expected to exhibit authentic leadership in facilitating human and physical resources and create a wholesome organizational culture in the school community. all these were achieved through the school heads’ authentic leadership and a great deal of emotional intelligence to propel the school organization towards the attainment of the vision, mission and goal. correlation between emotional intelligence and organizational climate presented in table 5 is the relationship between emotional intelligence and organizational climate. utilizing the pearson correlation, the r (computed) obtained p-value is lower than 0.05 level of significance, the null hypothesis is rejected. it can therefore be concluded that there is a significant relationship between emotional intelligence and organizational climate. consistent with the above data, at deped the school heads’ emotional intelligence facilitated productivity among the teaching staff as they were highly motivated to do their task as they were involved in decisionmaking regarding the school plans, projects and activities. pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 1-12, 2023 is rejected. it can therefore be concluded that there is a significant relationship between authentic leadership and organizational climate. highlighted in this table is that there is a significant correlation between authentic leadership and organizational climate, which is consistent with the findings above. correlation between authentic leadership and organizational climate presented in table 6. is the relationship between authentic leadership and organizational climate. the r (computed) derived p-value is less than 0.05 level of significance when using pearson correlation, hence the null hypothesis table 5: significance of the relationship between the emotional intelligence and organizational climate emotional intelligence organizational climate e ffe ct iv e l ea de rs hi p c ol la bo ra tiv e te ac he rs su pp or tiv e e nv ir on m en t su pe rv is or y su pp or t pa re nt al in vo lv m en t a m bi tio us in st ru ct io n o ve ra ll overall .756* (0.000) .298* (0.000) .402* (0.000) .725* (0.000) .340* (0.000) .696* (0.000) .645* (0.000) *significant at 0.05 significance level* table 6: significance of the relationship between the authentic leadership and organizational climate authentic leadership organizational climate e ffe ct iv e l ea de rs hi p c ol la bo ra tiv e te ac he rs su pp or tiv e e nv ir on m en t pa re nt al in vo lv em en t a m bi tio us in st ru ct io n o ve ra ll self-awareness .355* (0.000) .306* (0.000) .039 (0.491) .466* (0.000) .063 (0.267) .325* (0.000) internalized moral perspective .460* (0.000) .550* (0.000) .293* (0.000) .464* (0.000) .223* (0.000) .573* (0.000) balanced processing .454* (0.000) .276* (0.000) .009 (0.876) .469* (0.000) .023 (0.687) .364* (0.000) relational transparency .496* (0.000) .276* (0.000) -.141* (0.013) .658* (0.000) -.155* (0.006) .279* (0.000) overall .568* (0.000) .433* (0.000) .036 (0.530) .669* (0.000) .023 (0.690) .473* (0.000) *significant at 0.05 significance level on the mediating effect of emotional intelligence mediation analysis of emotional intelligence and between authentic leadership and organizational climate was analyzed using path analysis. the mediation effect of a third variable in the connection between two variables was first identified by baron and kenny (1986). the result in table 7 on the path analysis paths authentic leadership (x), emotional intelligence (m), to organizational climate (y); are both significant. the result of a full mediation analysis indicates that emotional intelligence fully mediates the relationship between authentic leadership and organizational climate. this suggests that the emotional intelligence influences authentic leadership and organizational climate. the findings suggest that the null hypothesis which states that emotional intelligence has no significant mediating effect on the relationship between authentic leadership and organizational climate is rejected. table 7: mediating effect: path analysis (full mediation) estimates path unstandardized standardized se c.r. p al ei 1.122 .763 .054 20.799 *** ei oc .489 .679 .048 10.143 *** al oc -.047 -.045 .071 -.665 .506 pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 1-12, 2023 the findings are congruent with to the concept of bass and bass (2008) that leaders who exhibited authentic leadership are positive people who demonstrated emotional intelligence and are broad minded, patient, understanding, and can facilitate human bonds of openness, trust and mutual respect towards a harmonious organizational climate. as a learning insight, the researcher recognizes the importance of emotional intelligence in necessitating authentic leadership of school heads. both are school heads’ indispensable tools in setting high social and academic expectations; establishing standards for the management and observation of school operations; providing opportunities for professional development; towards a positive, productive school organizational climate conclusion school heads are often regarded as having high levels of authentic leadership. on the other hand, the level of organizational climate in the public schools of magsaysay north and south districts is described as high. conversely, the level of emotional intelligence of school heads is described as very high. as shown in the numerical data, there is a significant relationship between the school heads’ authentic leadership and their emotional intelligence. correspondingly, there is a significant relationship between school heads’ emotional intelligence and organizational climate. moreover, there is a significant relationship between school heads’ authentic leadership and organizational climate. the study concludes that the relationship between authentic leadership and organizational climate is significantly mediated by emotional intelligence. moreover, this introspection confirmed various propositions of previous researchers, which explained that emotional intelligence (goleman, 2002; duly cited by debes, 2020), is a mediating factor in school heads’ authentic leadership (george, 2010, duly cited by mburu, 2020), towards the attainment of a supportive organizational climate (sebastian & allensworth, 2012, duly cited by bhasin, 2020). in congruence to the perspective of lee, li, yeh and yu (2022), emotional intelligence is fundamental in authentic leadership, coupled with open communication and good human relations, these are necessary tools in the attainment of positive organizational climate. similarly, solomon (2020) concurred that it takes emotional intelligence to motivate others and authentic leadership to make decisions independently, encourage and acknowledge the achievements and success of others, to promote better organizational climate. recommendation subsequent to the findings, the following are recommended as based on the study’s findings which showed that the level of authentic leadership of school heads is generally labeled as high. similarly, the level of organizational climate is described as high. along this data the, senior deped officials may peruse the result and utilize data to provide seminars/trainings and other pertinent activities, deemed fit, that would significantly improve the school heads’ authentic leadership towards the attainment of harmonious organizational climate. correspondingly, data highlighted the level of emotional intelligence of school heads which is described as very high. along with this, as clearly mandated in ra 9155, that school heads are the responsible and accountable persons charged with managing school operations and facilitating harmonious school organizational climate, they are to continuously demonstrate tactfulness and diplomacy in all dealings geared towards the attainment of institutional goals. subsequent to the result that a significant relationship existed between the school heads’ authentic leadership and their emotional intelligence, an established connection exists between school heads’ emotional intelligence and organizational climate and a correlation is linked between school heads’ authentic leadership and organizational climate; hence, these valuable tools in managing relationships at work must be utilized in motivating the staff towards greater productivity. furthermore, since the study concurred that emotional intelligence has a significant mediating effect on the relationship between authentic leadership and organizational climate, all stakeholders must be adaptive, supportive and collaborative in fostering teamwork in the school organization. both the teachers and the school head should be more responsive of their immense roles and responsibilities in effecting improved organizational climate. finally, it is suggested that future researchers may benchmark this study in their own respective locality or look into possible factors that affect organizational harmony. reference aguinis, h. 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(2019). mindful principals in effective schools: mediating role of organizational climate and organizational citizenship behavior. pedagogika, 2019, t. 133, nr. 1. 5-27. pa ge 1 pa ge 83 american journal of multidisciplinary research and innovation (ajmri) comparative effectiveness of indirect and direct teacher-student interaction patterns in science instruction lilibeth g. abrogena1*, natividad e. lorenzo1 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1666 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 01, 2023 accepted: may 24, 2023 published: may 31, 2023 using an experimental research design, this study aimed to determine the effectiveness of indirect and direct teacher-student interaction patterns in the acquisition of science concepts and science process skills of two matched groups of the first year bachelor of elementary education (beed) students of the mariano marcos state university college of teacher education. both groups were preand post-tested using science concepts and science process skills tests. mean was used to describe the performance of the students in both tests. the t-test was used to determine the significant difference between the pretest and posttest mean scores of the two groups. results of the t-test showed no significant difference in the pretest mean scores of both tests while in the posttest, the indirect interaction group performed satisfactorily as compared to the direct interaction group where there were students who performed fairly in both tests. thus, the t-score of the indirect interaction group was significantly higher than that of the direct interaction group. indirect teaching is therefore more effective than direct teaching in the students’ acquisition of science concepts and science process skills. thus, it should be given emphasis for the effective acquisition of science concepts and science process skills. keywords indirect interaction, direct interaction, interaction patterns, science concepts, science process skills introduction according to the philippine science curriculum framework for basic education developed by the department of science and technology and up national institute for science and mathematics education development (2011), science is useful because of its links to technology and industry, which, from a national perspective, are areas of high priority for development. according to singh (2021) science is one of the most important subjects in school due to its relevance to students’ lives. it uses and develops applicable problemsolving and critical thinking skills. these are lifelong skills that allow students to generate ideas and to make wise and informed decisions. studies indicate however, that many of the filipino learners are not attaining functional literacy, thus they find it too difficult to meet the challenges posed by our rapidly changing world. according to a statement issued by the department of education on december 4, 2019, the programme for international student assessment (pisa) 2018 revealed that the philippines performed poorly among 79 organization for economic cooperation and development (oecd). the philippines was ranked 79th in reading, with a score of 340, compared to the oecd average of 489. filipino students also performed poorly in mathematics and science, scoring 353 and 357 points, respectively, compared to the oecd average of 489 points in both categories. results of the 2018 national achievement test (nat) for grade 10 learners invariably performed way below the level of acceptable mps in all subject areas. learners obtained the mastery level index of “average mastery” (am) in all tested learning areas except mathematics with a low mastery level. with regard to the nat grade 12, mathematics and science registered the lowest among the tested learning areas. also, grade 12 learners invariably performed way below the level of acceptable mps in all subject areas. with these results reflecting the learners’ performance, the department of education (deped) is aware of the pressing need to address problems and gaps to ensure the philippines has access to high-quality basic education. one of the four important reform areas of the sulong edukalidad is the improvement of the learning environment. the science teacher should be personally concerned and committed in providing quality science education. the science teacher should provide meaningful experiences to the learner which allow the learner to have a hands-on, minds-on and hearts-on experience in science that spark student’s interest and invoke student’s thoughts and creation of positive classroom environment. so, the quality of science education has something to do with how science is taught. teachers must be reoriented in the way science should be taught-through inquiry, discovery, demonstration, practical work, laboratory, and other hands-on approaches. antonio (2018) found out in her study that students consider the laboratory part of every science subject very important and very interesting since these make them work and discover things on their own, enhance their skills and do not limit their explorations, excite and make them feel very eager specially in using or manipulating lab equipment and materials like chemicals, and let them discover a lot about things they pass by or ignore everyday which usually ordinary yet very useful. there is a creation of a deeper sense of learning among students whenever they perform such activities. shanah 1 mariano marcos state university, college of teacher education a.castro avenue, 2900 laoag city, philippines * corresponding author’s e-mail: lgabrogena@mmsu.edu.ph https://doi.org/10.54536/ajmri.v2i3.1666 https://journals.e-palli.com/home/index.php/ajmri pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 83-88, 2023 and abulibdeh (2020) stresses that students be given ample opportunity to be engaged in practical lessons for greater science achievement. this makes learning more meaningful because the learner is taught the process of acquiring learning rather than mere concepts. in support to this, batuyong and antonio (2018) cited that student engagement when enhanced tend them to try more, work more and learn more about the assigned tasks in the activities. thus, their concept that a subject is hard is changed to be an interesting, exciting and enjoyable subject to learn. so, there is an element in the classroom environment and in the teaching-learning process that may influence students’ learning to a greater extent which is often left untouched. this is the teacher-student interaction. thus, it would be wise to study classroom interaction patterns and measure the effectiveness of the interaction patterns to performance of students. the abovementioned reasons motivated the researchers to conduct the present study which is focused on the comparative effectiveness of indirect and direct teacherstudent interaction on the performance of students in terms of acquisition of science concepts and science process skills. specifically, it tried to determine the following 1. initial performance of the two groups for their pretest scores in the test on science concepts and science process skills; 2. initial and final performance of the indirect and direct interaction group for both tests; and 3. final performance of the two groups for their posttest scores for both tests. the comparative effectiveness of the indirect and direct teacher – student interaction is determined in terms of the t-test of difference between the posttest mean scores of the indirect and direct interaction groups in the test on science concepts and process skills. literature review science education in the philippines aims to achieve several key goals. firstly, it seeks to develop scientific literacy among students, ensuring they grasp the principles, concepts, and applications of science, as well as understand the nature of science and its societal role. secondly, the education system aims to prepare students for higher education and careers in science and technology by providing them with a strong foundation in the sciences and related fields. thirdly, science education in the philippines promotes scientific inquiry and critical thinking skills that can be applied in various academic and real-world situations. lastly, the curriculum emphasizes the importance of instilling ethical values and social responsibility in students, encouraging them to utilize scientific knowledge for the betterment of society and the environment. in the pursuit of knowledge, teachers play a crucial role in shaping the quality of citizens, as emphasized by magnaye (2022). the education provided by teachers significantly influences the development of individuals and ultimately impacts society. teachers have the responsibility of imparting knowledge, skills, and values to their students, equipping them with the necessary tools to become informed, responsible, and active members of society. calzada and antonio (2023) outlined the long-standing issues in the education sector have remained unaddressed despite the implementation of the k to 12 curriculum. problems such as the shortage of classrooms, textbooks, seating, and toilets in public schools persist (navarro, 2022). teachers continue to face overwhelming teaching loads (esguera, 2018), challenges in following the spiral progression approach in teaching (dunton & co, 2019), and a lack of instructional materials (soriano & vargas, 2021). furthermore, large class sizes (esguera, 2018) and insufficient training for teachers (david & vizmanos, 2019) continue to be prevalent issues. this study is based on three theories: (1) flanders’ interaction analysis system, (2) froebel’s theory of selfactivity, and (3) bruner’s discovery learning. according to flanders, teachers who use indirect influence are more effective in teaching and facilitate greater learning compared to those with a direct approach (lorenzo, 1988). an indirect teacher accepts and values students’ feelings, ideas, and encourages open-ended questions that promote deeper understanding. this approach maximizes students’ freedom to respond and actively engage in the learning process, leading to a more positive attitude towards the teacher and the learning activities (graham, 1998). on the other hand, a direct teacher minimizes student responses, and according to flanders’ interaction analysis system, most of the classroom time is dominated by the teacher talking, primarily expressing facts, opinions, giving directions, and criticizing students. this results in passive learning for students (graham, 1998). moreover, flanders’ theory highlights the effectiveness of indirect teaching methods, where teachers value student input and promote active engagement. in contrast, direct teaching methods limit student responses and lead to passive learning. for learning to be effective, it should be an active and dynamic process. it is crucial that learning begins with the learner and is self-initiated. rather than simply memorizing rules or observing others, true learning occurs when individuals actively engage in doing the task themselves. they learn through the actual experience and practice of specific actions or reactions. it is important to note that the responsibility for learning lies with the learner and not with the teacher. the teacher’s role is to facilitate learning through effective teaching methods. therefore, emphasis should be placed on indirect teaching approaches, where the teacher guides and supports the learner in their journey of acquiring knowledge and skills. indirect teaching draws on friedrich froebel’s theory of self-activity, which asserts that learning occurs exclusively through personal engagement (gregorio, 1976). this theory is based on the notion that individuals acquire knowledge more efficiently when they actively participate https://journals.e-palli.com/home/index.php/ajmri pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 83-88, 2023 in activities or personally experience various situations. the level of student involvement directly correlates with the extent of learning, as active participation leads to a more rapid learning process. in this approach, learning primarily involves actively performing the tasks to be learned. first-hand experiences contribute to a more comprehensive understanding. in essence, learning is most effective when it adheres to the theory of selfactivity. thus, the learning process fundamentally revolves around experiencing, reacting, doing, and comprehending (gregorio, 1976). self-activity in education encourages students to engage both their hands and minds, providing them with handson and minds-on experiences. this approach not only enhances cognitive understanding but also develops process skills necessary for carrying out activities. the acquisition of process skills is best achieved through active participation rather than passive observation. it is through personally engaging in activities that require the application of process skills that individuals truly learn them. consequently, emphasizing indirect teaching methods becomes crucial for promoting a deeper understanding of concepts and the development of essential process skills. indirect teaching, supported by flanders’ interaction analysis system and bruner’s discovery learning, emphasizes the importance of active engagement and hands-on experiences in the learning process. both theories stress that learning is enhanced when individuals personally experience and engage with concepts and skills through active participation. by emphasizing indirect teaching methods, students can develop a deeper understanding of the subject matter. this approach promotes meaningful and effective learning experiences by encouraging students to learn through doing and experiencing first-hand. bruner provides four reasons for advocating the use of discovery learning: intellectual potency, intrinsic motivation, learning the heuristics of discovery, and memory retention. intellectual potency refers to the idea that individuals truly develop their minds by actively using them. through successful discovery, students experience a sense of intellectual fulfillment, which serves as an intrinsic reward. furthermore, the only way to learn the techniques of making discoveries is by having opportunities to engage in the process. discovery learning also facilitates the development of process skills as students learn how to organize and conduct investigations. lastly, one of the significant benefits of discovery learning is its positive impact on memory retention. concepts that are experienced through discovery tend to be better retained compared to concepts that are simply told or taught. in summary, discovery learning promotes intellectual growth, intrinsic motivation, acquisition of problem-solving skills, and improved memory retention (carin & sund, 1975). discovery learning provides opportunities for greater involvement thereby giving students more chances to gain insights as they actively interact with their environment. this makes learning achieve effective result. moreover, discovery learning encourages students to actively use their intuition, imagination, and creativity. the theories of self-activity by froebel and discovery learning by bruner share commonalities with ned flanders’ indirect teaching approach. when a teacher employs indirect teaching, they align with the principles of self-activity and discovery learning. discovery learning emphasizes self-activity by placing the learner at the center of instruction. through the process of discovery, learners personally experience and engage with the subject matter, leading to meaningful education. active participation is crucial for significant learning outcomes. consequently, when students are given the opportunity to discover through self-activity, their performance improves in terms of understanding science concepts and developing science process skills. in the realm of science education, student participation plays a vital role because knowledge originates from experiences. science cannot be learned solely through memorization of facts, concepts, and principles; it requires the integration of experiences. thus, classroom interaction becomes essential, maximizing student participation. however, the effectiveness of indirect and direct teacher-student interaction in terms of enhancing students’ knowledge of chemistry concepts and science process skills still requires empirical evidence. classroom interaction is an essential part of the teaching-learning process. thus, an effective classroom interaction is needed for better performance of students in terms of knowledge of science concepts and science process skills. guided by flanders’ interaction analysis, froebel’s theory of self-activity and bruner’s discovery learning, an experiment was conducted to compare the effectiveness of indirect interaction and direct interaction on the performance of students in chemistry in terms of knowledge and science process skills. materials and methods this research made use of the two-group pretest-posttest experimental design since its aim was to determine the comparative effectiveness of indirect and direct teacher – student interaction patterns in science instruction in the acquisition of science concepts and science process skills. this study was conducted in mariano marcos state university college of teacher education laoag city. the college is a pre-service training institution for secondary and elementary teachers. the college is the center of academic excellence in teacher education in region i. two regular first year beed classes composed the population of this study. twenty students from each section were selected through random sampling and were matched based on their grade average in high school science and technology iv. assignment of type of interaction, whether indirect or direct was done by tossing a coin. the twenty students of each group were mixed with the other students in their section in order https://journals.e-palli.com/home/index.php/ajmri pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 83-88, 2023 to avoid students’ awareness of experimentation and investigation. this research utilized the following instruments: 1) test on science concepts; and 2) test on science process skills; and flanders’ interaction analysis system. the test on science concepts and science process skills test were given as pretest and posttest for both groups. the flanders’ interaction analysis system was utilized as a guide for the researcher in preparing the lesson plans. the same lessons and activities were given for both groups. however, the indirect interaction group was student -centered while the direct interaction group was teacher-centered. the lessons included were the topics in unit ii: nature of matter of the syllabus in science 3. the data gathering for the classroom interactions lasted for four weeks. all the activities that were administered to the two groups were the same except for the kind of interaction that prevailed in the class. mean and standard deviation were used to describe the level of performance of the students in knowledge on science concepts and science process skills in the indirect interaction and direct interaction groups. in the inferential aspect, the t-test was used to determine any significant difference between the pretest and posttest mean scores of the two groups along the knowledge on chemistry concepts and science process skills. results and discussion initial performance of students. comparison of the pretest results revealed no significant difference on the initial performance in knowledge on science concepts and science process skills of the indirect and direct interaction groups. this indicates that the groups were comparable in terms of their initial understanding of the subject matter. table 1 shows the comparison of the pretest mean scores of the direct and indirect interaction groups in the test on science concepts and science process skills. table 1: results of the t-test of difference between the pretest mean scores of the indirect and direct interaction groups in the test on science concepts and science process skills test indirect interaction group direct interaction group difference t-value science concept 32.60 29.60 3.00 1.660** science process skills 58.00 54.80 3.20 1.144** **p < .01 critical values: (2-tailed, df = 38, α = .01) = ± 2.713 (2-tailed, df = 38, α = .05) = ± 2.025 effectiveness of the indirect teacher-student interaction and direct teacher-student interaction patterns. the t-test of difference as shown in table 2 revealed that the posttest scores of the indirect interaction group was significantly higher than the pretest both in the test on science concepts (t =10.231) and science process skills (t=8.971). this implies that the students in indirect interaction group significantly improved their performance in the posttest indicating that indirect interaction was effective in helping the students acquire table 2: results of the t-test of difference between the pretest and posttest mean scores of the indirect interaction group in the test on science concepts and science process skills test pretest mean score posttest mean score difference t-value science concept 32.60 29.60 3.00 10.231** science process skills 58.00 68.20 10.20 8.971** **p < .01 critical values: (2-tailed, df = 19, α = .01) = ± 2.861 (2-tailed, df = 19, α = .05) = ± 2.093 science concepts and science process skills. indirect teaching actively and directly involved the students in the learning process. thus, learning becomes effective because the greater the involvement of the students. when students are actively involved in their learning, they become more invested in the subject matter. they are encouraged to ask questions, seek answers, and actively participate in discussions and activities. this level of involvement and engagement leads to greater motivation and a deeper connection to the content being learned. through the process of self-activity, students are able to construct their own knowledge and develop a sense of ownership over their learning. this active involvement enables them to make connections between concepts, apply their learning to real-world situations, and develop a deeper understanding of the subject matter. by actively involving students in the learning process, indirect teaching taps into their natural curiosity and encourages them to become critical thinkers and problem solvers. it promotes higher-order thinking skills, such as analysis, synthesis, and evaluation, as students are challenged to explore and make sense of complex ideas and information. the obtained t-value for the direct interaction group as shown in table 3 likewise revealed that the posttest scores were significantly higher than their pretest scores in the test on science concepts (t=9.125) and science process skills (t=4.540). https://journals.e-palli.com/home/index.php/ajmri pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 83-88, 2023 table 3: results of the t-test of difference between the pretest and posttest mean scores of the direct interaction group in the test on science concepts and science process skills test pretest mean score posttest mean score difference t-value science concept 29.60 39.90 10.30 9.125** science process skills 54.80 61.25 6.45 4.540** **p< .01 critical values: (2-tailed, df = 19, α = .01) = ± 2.861 (2-tailed, df = 19, α = .05) = ± 2.093 this implies that direct interaction was also effective in teaching science concepts and science process skills. however, a comparison of the t-value of the indirect interaction group (t=10.231) and the direct interaction group (t=9.125) of the pretest and posttest mean scores of the test on science concepts revealed no significant improvement in the performance of the students in the direct interaction group, also with the t-value of the pretest and posttest mean scores of the science process skills test. the t-value of the indirect interaction group (t=8.971) is higher than the t-value of the direct interaction group (t=4.540). this means that direct interaction pattern was not effective in increasing the students’ level of performance in knowledge on science concepts and science process skills. comparative effectiveness of indirect and direct interaction patterns the posttest mean scores of the indirect interaction group both in the test on science concepts (47.7) and science process skills test (68.2) as shown in table 4, were significantly higher than those of the direct interaction group (39.9 and 61.25). this means that indirect interaction pattern was more effective in the students’ acquisition of science concepts and science process skills than the direct interaction pattern. table 4: results of the t-test of difference between the posttest mean scores of the indirect and direct interaction groups in the test on science concepts and process skills test indirect interaction group direct interaction group difference t-value science concept 47.70 39.90 7.80 2.564** science process skills 68.20 61.25 6.95 2.372** ** p < .01 critical values: (2-tailed, df = 38, α = .01) = ± 2.713 * p < .05 (2-tailed, df = 38, α = .05) = ± 2.025 the results suggest that indirect interaction, characterized by active student involvement and self-activity, was more successful in promoting students’ understanding of science concepts and their ability to apply science process skills. this implies that teaching methods that encourage students to actively participate in their learning, explore, and discover on their own can lead to more effective learning outcomes. this coincides with the study of ruutman and kipper (2011) that indirect instruction is an approach to teaching and learning in which concepts, patterns and abstractions are taught in the context of strategies that emphasize concept learning, inquiry learning and problem-centered learning. the success of indirect interaction in enhancing students’ acquisition of science concepts and process skills highlights the importance of student-centered approaches. by placing students at the center of the learning process and empowering them to take an active role, teachers can foster deeper engagement, critical thinking, and a sense of ownership over learning outcomes. indirect interaction encourages students to think critically, analyze information, and apply their knowledge to solve problems. the significant difference in posttest scores suggests that students in the indirect interaction group were able to develop higher-order thinking skills more effectively. this has important implications for their future academic and professional success, as these skills are essential in navigating complex and ever-changing environments. the success of the indirect interaction group may be attributed to the emphasis on hands-on experiences and real-world applications. by actively engaging in activities and experiencing the concepts firsthand, students were able to develop a deeper understanding of science concepts and process skills. this highlights the importance of providing students with opportunities for experiential learning and practical application of knowledge. conclusion and recommendations based on the findings of the study, the following conclusions were drawn. the indirect teacher-student interaction pattern is effective in the acquisition of science concepts and science process skills. indirect teacherstudent interaction pattern enhances existing knowledge on science concepts and science process skills resulting to students’ higher level of performance. it proved to be more effective than the direct teacher-student interaction pattern in the acquisition of science concepts and skills. maximizing student participation tends to develop more positive attitude towards the teacher and the learning activities since his feelings are accepted, recognized and his ideas are used by the teacher making the student more confident to learn. this made learning more effective. whereas a teacher who monopolizes class time talking forces the students to become passive learners. they do not develop a positive attitude towards the learning https://journals.e-palli.com/home/index.php/ajmri pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 83-88, 2023 situation which adversely affects their performance. the results of this study affirm the theories of ned flanders, friedrich froebel and jerome bruner that students learn best when they are actively involved in the learning process. the greater the student involvement, the greater the learning because learning proceeds rapidly in direct proportion to active participation. in the light of the findings and conclusions, the following recommendations are offered. indirect teaching should be utilized more than direct teaching for effective acquisition of concepts and skills. this can solve the problem regarding the lack of mastery of skills of filipino students and thus, the low performance of filipino students in science. school administrators should encourage their teachers to be more indirect than direct. thus, support should be given to teachers for activities in the classroom which enhances indirect teaching. this can mean the purchase of more equipment in the laboratory for science classes and even for other courses in the college. a similar study should be conducted to other courses to find out the effectiveness of indirect teaching to non-science courses. also, to classes in the secondary level since the study was in the college level. seminars and workshops should also be conducted particularly for teachers who are not well acquainted with indirect teaching for them to appreciate the importance of indirect teaching and academic gain. they should likewise be oriented on how to use the flanders’ interaction analysis system so that they can have objective feedback of the kind of interaction pattern they have in their classrooms. curriculum materials like sample lesson plans which promotes indirect teaching guided by the flanders’ interaction analysis system should be developed so that teachers can have a ready reference and guide on how to implement indirect interaction pattern in the classroom, as well as to enhance the science courses syllabi. teacher training institutions like the mmsu-college of teacher education should emphasize the use indirect interaction pattern in the classroom. students should be exposed to indirect teaching. also, flanders’ interaction analysis system (fias) should be included as a lesson in the principles and methods of teaching. references antonio, v. v. (2018). science laboratory interest and preferences of teacher education students: implications to science teaching. asia pacific journal of multidisciplinary research, 6(3), 57-67. 2350-7756 retrieved from http://www.apjmr.com/wp-content/ uploads/2018/07/apjmr-2018.6.3.08a.pdf batuyong, c. t., & antonio, v. v. (2018). exploring the effect of phet interactive simulation-based activities on students’ performance and learning experiences in electromagnetism. asia pacific journal of multidisciplinary research, 6(2), 121-131. retrieved online from https:// oaji.net/articles/2017/1543-1536135372.pdf calzada, m. p. t., & antonio, v. v. (2023). development of technology-enhanced lessons in optics (telo). american journal of multidisciplinary research and innovation, 2(3), 41–48. https://doi.org/10.54536/ ajmri.v2i3.1599 carin, a. a. and sund, r. b. (1975). teaching science through discovery. 3rd ed. columbos, ohio: charles e. merril publishing co. dunton, j. b., & co, w. s. (2019). spiral progression approach in teaching science and the performance of learners in district i, capiz., journal of physics, 1254(1), 012045. https://doi.org/10.1088/17426596/1254/1/012045 esguerra, d.j. (2018). deped urged to lighten teacher workloads following suicide reports. philippine daily inqurer. august 27. https://newsinfo.inquirer. net/1025288/deped-urged-to-lighten-teacherworkloads-following-suicide-reports http://www. sciepub.com/reference/361869 gregorio, h. c. (1976). principles and methods of teaching. r. p. garcia publishing co. magnaye, l. j. (2022). pedagogical and research competence of the pre-service teachers. american journal of multidisciplinary research and innovation, 1(3), 81–88. https://doi.org/10.54536/ajmri.v1i3.391 navarro, a. m. (2022). school infrastructure in the philippines: where are we now and where should we be heading? ideas.repec.org. https://ideas.repec. org/p/phd/dpaper/dp_2022-10.html osborne, j., simon, s., & collins, s. d. (2003). attitudes towards science: a review of the literature and its implications. international journal of science education, 25(9), 1049–1079. https://doi. org/10.1080/0950069032000032199 paris, j. (2019). philippines ranks among lowest in reading, math, and science in 2018 study. https:// www.rappler.com/nation/246422-philippinesranking-reading-math-science-pisa-study-2018 ruutmann, t. & kipper, h. (2011). teaching strategies for direct and indirect instruction in teaching engineering. international journal of engineering pedagogy. https://doi.org/10.3991/ijep.v1i3.1805 soriano, j., & vargas, d. (2021). adequacy of instructional materials and facilities for the implementation of k-12 basic education program. social science research network. https://doi.org/10.2139/ssrn.3813237 singh, a (2021). importance of science education in schools. the asian school publishing sshana, z. j., & abulibdeh, e. s. (2020). science practical work and its impact on students’ science achievement. journal of technology and science education, 10(2), 199215. https://doi.org/10.3926/jotse.888 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 37 american journal of multidisciplinary research and innovation (ajmri) implementation of the experiential learning courses of the college of teacher education and arts and sciences: an assessment helen s. cabral1* volume 1 issue 3, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i3.286 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 24, 2022 accepted: july 02, 2022 published: july 04, 2022 the experiential learning courses (elc) are indispensable components of the new teacher education curriculum per ched memorandum order no. 30 s., 2004. this is pursuant to the national competency-based teacher standards (ncbts), core of the teacher education and development (tedp) of the government. the researcher utilized descriptive research in here with the aid of an instrument on practice teaching used by the cteas practice teaching supervisors in evaluating the exposure of the pre-service students and the implementation of the experiential learning courses (elc). the instrument used were the accomplished evaluation rating sheets of the practice teachers for the first and second shifts during their deployment in the second semester from sy 2010 – 2011 to 2013 – 2014. these were accomplished by the cooperating teachers where the practice teachers were assigned. the instrument was composed of three parts namely; instructional competence, professional and personal characteristics, and punctuality and attendance. there were three subcomponents of instructional competence namely lesson planning, learner’s involvement, and school, home and community involvement. it was found out that the student teachers both for beed and bsed are within the age expected of them to be completing for the tertiary level of education. mostly were female and have a very satisfactory academic performance. also, the performance of beed and bsed student teachers in demonstration teaching is very satisfactory in instructional competence, professional and personal characteristics, and attendance and punctuality. and the beed and bsed student teachers displayed difference in terms of professional and personal characteristics. therefore, these results could be a baseline for future improvement of experiential learning courses. keywords competence, demonstration, involvement, practicum, supervision 1 northwest samar state university, philippines * corresponding author’s e-mail: mjcalamayo@gmail.com introduction the experiential learning courses (elc) are indispensable components of the new teacher education curriculum per ched memorandum order no. 30 s., 2004. this is pursuant to the national competency based teacher standards (ncbts), core of the teacher education and development (tedp) of the government (elc handbook, 2009). the elc are intended to provide students with actual learning experiences in which they can observe, verify, reflect on and practice the different components of the teaching-learning processes in a variety of authentic school settings. such experiences which are built around mentoring will begin with field observation and will gradually intensify into participation until students undertake practice teaching which eventually lead them to their chosen careers. speaking of career, the experiential learning courses paved the way of future teachers. on the other hand, krumboltz said as cited by toews (2008) stated that indecision is desirable and sensible as it allows the opportunity for the individual to benefit from unplanned events. he added that people with curiosity to explore learning opportunities, persistence to deal with obstacles, flexibility to address a variety of circumstances and optimism to maximize benefits from unplanned events, are more likely to capitalize on chance events and turn serendipity to opportunity. but to holland (villar, 2009) in his theory of career choice, he emphasized that in choosing a career, people prefer jobs where one can be around others who are like them. individual searches for environment that will let him use his skills and abilities and express his attitudes and values while taking on enjoyable problems and roles. moreover, parsons (villar, 2009) agreed that people perform best when they are in jobs best suited to their abilities. he developed the talent-matching approach which was later turned into the trait and factor theory of occupational choice. he stated that occupational decision making occurs when people have achieved an accurate understanding of their individual traits, a knowledge of jobs and the labor market, and rational and objective judgment about the relationship between their individual traits and the labor market. although, there are already theories like the abovementioned, challenges in college life and unemployment are still inevitable to some people. the adoption of national career assessment examination (2014) in the philippine educational system is one big step in addressing challenges in college life and career mismatch. ncae is a test taken by high school students that determines their strengths in different career fields. the teaching profession has been struggling to keep pace with the changes in society and the accompanying challenges of the technological world. with the notion that teacher education, which consists of the pre-service education teachers and the in-service teachers, has been https://doi.org/10.54536/ajmri.v1i3.286 https://journals.e-palli.com/home/index.php/ajmri mailto:mjcalamayo%40gmail.com?subject= pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 37-42, 2022 unable to bridge the growing gap between the needs and expectations of learners and the knowledge and skill levels of both new and existing teachers. it has been initiated to advocate a greater formal partnership among the main stakeholders. in the college, the one in-charge for the experiential learning courses (elc) particularly the field study courses and practice teaching adopt similar scheme for the exposure of the teacher education graduating students. on the first semester, they have to undergo the lump field study courses (fs 1-6) and thereby completing all the worksheets and other requirements in the field. the pre-service teachers have a half-day immersion on the selected cooperating schools nearby because they still have subjects in the college. objectives the research aims to assess the performance of the practice teachers for the sy 2010 – 2014. specifically, it seeks to answer the following questions 1.what is the profile of the student teacher in terms of: 1.1age; 1.2sex; 1.3general weighted average? 2.what is the performance of the student teachers in demonstration teaching in terms of the following components: 2.1instructional competence; 2.2professional and personal characteristics; and 2.3punctuality, promptness and attendance? 3.is there a significant difference in the performance of student teachers between the courses as revealed by the aforementioned indicators? literature review experiential learning is a flexible instructional tool, adaptable to suit most courses (wright, 2000). however, only a handful of teachers utilize this kind of strategy in their classrooms. this has been the subject of most studies in which tried to describe the connection of academic experience and the world of work. it was clarified whether short-term experiential learning reduces the drawbacks that may prevent instructors from using this instructional technique. it was also highlighted the comparison of the instructor and student perspectives on three types of short-term exercises: observations, participant-observations, and field trips. moreover, it was found out that short-term experiential assignments reduce the logistical concerns involved in experiential exercises and increase the opportunities for analytical reflection, especially for instructors of smaller courses and for non-field trip activities. in large introductory lecture courses, additional steps to structure the reflection process can successfully alleviate many of the problems dealing with lack of analysis. proper selection of exercises included and careful choices about their use in courses or units with sensitive subject matter will help increase the chance of positive learning outcomes. in the study of parilla & hesser (1998), he found out that most sociology departments provide students with the opportunity to participate in an internship. yet faculty members often remain skeptical about the academic rigor of such experience-based learning. in his paper, he argued that internship help students achieve the educational goals of most sociology programs. internships provide students with an extended opportunity to apply the sociological perspective to a “real world” setting. they also enable students to improve their analytical skills and their ability to make use of “the sociological imagination”. like any instructional method, professors must carefully plan and structure internships to ensure that they are effective. whenever possible, internships should require: (1) careful site selection, (2) a detailed learning agreement or contract, (3) attendance in a concurrent seminar, and (4) a set of cumulative assignments or a portfolio for evaluation. this was supported by the study of grant et al. (1981) saying that instructors find ways of adopting strategies to bring it to personal level and have alive, complex, complex arguments to a simpler tone for the students to readily absorb and digest concepts. speaking of strategies of teaching, a new trend of introducing experiential learning courses was on the verge of implementation. advances in technology have forced several educational reforms which include the development of a new educational paradigm for online distance education (strait and sauer, 2004). in here, instructors become mentors and guide the students and new challenges have been addressed through effective distance teaching, online collaboration and cooperation. commission on higher education (ched) memorandum order number 30 was promulgated for the purpose of rationalizing the undergraduate teacher education in the country to keep pace with the demands of global competitiveness. the said cmo is in accordance with the pertinent provisions of republic act 7722, known as the higher education act of 1004. cmo 30 embodies the policies and standards for the undergraduate teacher education curriculum. article v, section 13 of ched memorandum order 30 states that, “field stud courses are intended to provide students with practical learning experiences in which they observe, verify, reflect on, in actual school setting. the experiences will begin with field observation and gradually intensify until students undertake practice teaching”. the field study courses adheres to the vygotskian principle of social construction of knowledge and that meaningful learning and construction of knowledge will occur if learners work hands – on in relevant settings and with the proper guidance. complementary to vygotsky’s theory is albert bandura’s social learning theory. bandura asserted that learning takes place not only through imitation but also observation. recently, the situated learning theory reiterated vygotsky’s and bandura’s views. it emphasized that knowledge needs to be presented in an authentic context and that settings and applications that would normally involve knowledge and https://journals.e-palli.com/home/index.php/ajmri pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 37-42, 2022 that learning requires social interaction and collaboration. the field study experience is geared towards exactly this, to give pre-service teachers the opportunity to learn through meaningful and systematic exposure in actual settings. another important theoretical basis of this field study experience is reflective education. john dewey stressed the vital role that reflection played in the growth and development of teachers. reflection allows the learner explore his/her experiences in order to arrive at new understandings or insights. it may be done individually or through sharing and discussion with others. observation in actual setting is meant for the field study students to train their senses to really focus on important details of the learning situation and perceive them with clarity and objectivity. it entails that student learn to differentiate making an observation and interpreting the observation. analysis involves the use of critical thinking to break down the components of what was observed, orchestrated or organized. further on it will also involve the ability to synthesize, to organize into a coherent pattern the salient points of what are has analyzed and learned. reflection involves the past, the present and future of the field study student. in light of each field experience episode, the fs students reflect on relevant past experiences that might have affected their beliefs, values and attitudes about the learning. the student also reflect on how each episode is affecting their present thinking and finally how their learnings will impact on their future as teachers. methods the researcher utilized descriptive research with the aid of an instrument on practice teaching used by the cteas practice teaching supervisors in evaluating the exposure of the pre-service students and the implementation of the experiential learning courses (elc). the instrument used were the accomplished evaluation rating sheets of the practice teachers for the first and second shifts during their deployment in the second semester from sy 2010 – 2011 to 2013 – 2014. these were accomplished by the cooperating teachers where the practice teachers were assigned. the instrument is composed of three parts namely; instructional competence, professional and personal characteristics, and punctuality and attendance. there are three subcomponents of instructional competence namely lesson planning, learner’s involvement, and school, home and community involvement. the following statistical measures were used to analyze the obtained data: 1.use of frequency counts, percentages and ranking in tabulating the profile of the graduate-respondents. 2.computation of mean for the extent of influence of the different factors to employability and the problems and solutions will be utilized by the researcher. results and discussions after the data was gathered and treated, the following are the results and findings of the study. it can be gleaned from the table that there are more enrollees in the beed table 1: respondents of the study school year course over-all (n =235) beed bsed f % f % f % sy2010-11 36 23.38 17 20.99 53 22.55 sy2011-12 32 20.78 16 19.75 85 36.17 sy2012-13 37 24.03 20 24.69 69 29.36 sy2013-14 49 31.82 28 34.57 28 11.91 total 154 100.00 81 100.00 235 100.00 than the bsed from sy 2010 – 2011 to sy 2013 – 2014 specifically sy 2010 – 2011, there are 36 beed and 17 bsed, sy 2011 – 2012 there are 32 beed and 16 bsed, sy 2012 – 2013 there are 37 beed and 20 bsed, sy 2013 – 2014 there are 49 beed and 28 bsed. the data above implies that there are more students who preferred to take beed course than bsed because there are more elementary schools in locality and eventually there are more job opportunities for them. performance of student teachers in experiential learning courses the following tables present the performance of beed and bsed student teachers in the experiential learning courses during their practice teaching exposure for the sy 2010 – 2011 to sy 2013 – 2014. there are three (3) components of the instruments namely instructional competence, personal and professional characteristics, and punctuality and attendance. instructional competence table 3 presents the performance of beed and bsed student teachers in terms of the classroom instructional competence during the experiential learning courses, practice teaching aspect. from the table, it can be seen that there are three sub-components as to lesson planning, learner’s achievement, and school, home and community involvement where there are 16 performance indicators for first component, 2 for the next, and 4 for the last component. for the performance of beed, there is an overall weighted mean of 8.4 for the instructional competence with a verbal description of very satisfactory while bsed have an overall weighted mean of 8.8 and also described https://journals.e-palli.com/home/index.php/ajmri pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 37-42, 2022 table 2: profile of the respondents of the study profile beed bsed over-all f % f % f % age: ------24 & above 26 16.90 16 19.80 42 17.90 21-23 yrs old 79 51.30 48 59.30 127 54.00 20 yrs old & below 49 31.80 17 21.00 66 28.10 total 154 100.00 81 100.00 235 100.00 sex: ------male 30 19.50 29 35.80 59 25.10 female 124 80.50 52 64.20 176 74.90 total 154 100.00 81 100.00 235 100.00 gwa: ------below 1.71 25 16.20 28 34.60 53 22.60 1.71 to 2.05 98 63.60 48 59.30 146 62.10 above 2.05 31 20.10 5 6.20 36 15.30 total 154 100.00 81 100.00 235 100.00 mean 1.92 1.811 1.88 sd 0.16 0.17 0.17 as very satisfactory. with this, it is implied that both beed and bsed are exhibiting very satisfactory traits in lesson planning, managing learner’s achievement and facilitating school, home and community involvement. this is the result of the preparation and exposure made by the college for table 6: ranking of the problems encountered by the beed and bsed alumni of the northwest samar state university of calbayog city performance indicator beed bsed wm sd desc wm sd desc a. lesson planning 1. formulates/adopts objectives of lesson plan 9 1.02 o 9.2 1 o 2. selects content and prepares appropriate instructional materials/ teaching aids 8.4 1.3 vs 8.3 1.2 vs 3. selects teaching methods/strategies 8 1 vs 8 1 vs 4. relates new lesson with previous knowledge/skills 8 1 vs 8 1 vs 5. provides appropriate motivation 8.1 1.2 vs 7.9 1.4 vs 6. present and develops lessons 10 0.3 o 9.8 0.6 o 7. conveys ideas clearly 9.5 1.2 o 9.7 0.7 o 8. utilizes the art of questioning to develop higher level of thinking 9.1 1.3 o 9.5 0.9 o 9. ensures learner’s participation 8.7 1.2 vs 8.7 1 vs 10. address individual differences 8.1 0.9 vs 8.4 0.8 vs 11. shows mastery of the subject matter 7.9 0.7 vs 8.2 0.6 vs 12. evaluates learning outcomes/performance of learners 8 0.8 vs 8.1 0.5 vs 13. assesses lesson to determine desired outcomes within the allotted time 8 0.9 vs 8.3 0.7 vs 14. maintains clean and orderly classroom 8 0.9 vs 8.4 0.8 vs 15. maintains classroom conducive to learning 8.4 1.2 vs 8.6 0.9 vs 16. handles disciplinary problems with tact and good judgment 8.5 1.1 vs 8.5 0.9 vs b. learners’ achievement 1. improves learners’ achievement 8.2 0.9 vs 8.4 0.8 vs 2. conducts appropriate rre activities 8.1 0.8 vs 8.4 0.8 vs c. school, home and community involvement 1. observes and participates homeroom pta activities 8 0.7 vs 8.4 0.8 vs 2. reports learners progress to parents/guardians 8.2 0.9 vs 8.3 0.7 vs https://journals.e-palli.com/home/index.php/ajmri pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 37-42, 2022 3. participates in school/community projects, co-curricular activities and in civic organizations 8.4 1.1 vs 8.4 08 vs 4. encourages involvement of parents and stakeholders in school programs and activities 8.5 1.1 vs 8.3 0.8 vs overall 8.4 0.55 o 8.8 0.44 o legend: 10 – 9 = outstanding, 7 – 8 = very satisfactory, 5 – 6 = satisfactory, 3 – 4 = poor, 12 = needs improvement every student teacher. professional and personal characteristics table 4 presents the performance in demonstration teaching of beed and bsed in terms of professional and personal characteristics. it is described as 5 outstanding being the highest and 1 – needs improvement. there are 10 performance indicators along this component which are as follows, decisiveness, honesty/integrity/ dedication/resourcefulness, courtesy, human relations, leadership, stress tolerance, fairness/justice, proper attire/good grooming. from the table, it can be seen that beed has a total weighted mean of 7.9 described as very satisfactory and bsed with a weighted mean of 7.8 and described as very satisfactory also. with this, it implies that both beed and bsed are showing very satisfactory personal and professional characteristics. they can be trusted for duties and responsibilities along their line punctuality and attendance. table 5 presents the table 4: mean and standard deviation of performance of student teachers in the in terms of professional and personal characteristics performance indicator beed bsed weighted mean sd description weighted mean sd description 1. decisiveness 8 2 vs 8 1 vs 2. honesty/integrity 8 1 vs 8 1 vs 3. dedication/resourcefulness 8 1 vs 9 1 o 4. initiative/resourcefulness 8 1 vs 8 1 vs 5. courtesy 8 6 vs 8 1 vs 6. human relations 8 1 vs 7 1 vs 7. leadership 8 1 vs 8 1 vs 8. stress tolerance 7.6 1.2 vs 7.6 1.2 vs 9. fairness/justice 7.7 1.2 vs 7.5 1.2 vs 10. proper attire/good grooming 7.7 1.2 vs 9.3 1.2 o overall 7.9 0.18 vs 7.8 0.49 vs legend:10 – 9 = outstanding, 7 – 8 = very satisfactory, 5 – 6 = satisfactory, 3 – 4 = poor, 12 = needs improvement performance in demonstration teaching of beed and bsed in terms of punctuality and attendance. there are three (3) performance indicators for this aspect and described as outstanding as the highest and needs improvement as the lowest. from the table, it can be seen that beed has a weighted mean of 7.9 which is described as very satisfactory and for bsed, the weighted mean is 7.8 which is described as very satisfactory. the result implies that both beed and bsed student teachers are conscious of their punctuality and attendance to school and they are conscious the importance of promptness in the submission of reports and other documents in school. results table 6 presents the summary of the performance of beed and bsed student teachers in the demonstration teaching during their deployment. there are three (3) table 4: mean and standard deviation of performance of student teachers in the in terms of professional and personal characteristics performance indicator beed bsed weighted mean sd description weighted mean sd description 1. punctuality – number of times tardy during the period of practicum 7.83 1.02 vs 7.63 1.2 vs 2. attendance – number of days absent during the period of practicum 7.8 0.9 vs 7.6 0.98 vs 3. promptness in submission of required reports 7.9 1.04 vs 7.6 1.33 vs overall 7.9 0.18 vs 7.8 0.49 vs legend: 10 – 9 = outstanding, 7 – 8 = very satisfactory, 5 – 6 = satisfactory, 3 – 4 = poor, 12 = needs improvement https://journals.e-palli.com/home/index.php/ajmri pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(3) 37-42, 2022 components in the instruments used in evaluating demonstration teaching namely instructional competence, professional and personal characteristics, and punctuality and attendance. from the table, it can be seen that no significant difference on the professional and personal characteristics of beed and bsed student teachers in their performance in demonstration teaching. however, there is significant difference on the instructional competence and punctuality and attendance of beed and bsed student teachers. this implies that the beed and bsed have common professional and personal characteristics such as being decisive, honest, dedicated, resourceful, courteous, and the like. they showed very satisfactory display of such professional and personal characteristics. on the other hand, there is felt difference between the beed and bsed in terms of instructional competence and punctuality and attendance in terms of submission of table 6: summary table for test of significant difference of beed and bsed student teachers in their performance in the demonstration teaching aspects t-value df p-value instructional competence 2.915524* 21 0.008269 professional and personal characteristics 0.632886 ns 9 0.542552 punctuality and attendance 7.46203* 2 .000862 legend: * = significant at 0.05 level (p <0.05), ** = highly significant at 0.05 level (p < 0.05), ns= not significant at 0.05 level reports and others documents. perhaps, such difference is attributed to the academic environment, exposure and other factors like resources in addressing the instructional competence and punctuality and attendance of student teachers. conclusion based on the findings of the study, the following conclusions are considered: 1. the student teachers both for beed and bsed are within the age expected of them to be completing for the tertiary level of education. mostly are female and have a very satisfactory academic performance. 2. the performance of beed and bsed student teachers in demonstration teaching is very satisfactory in instructional competence, professional and personal characteristics, and attendance and punctuality. 3. the beed and bsed student teachers displayed difference in terms professional and personal characteristics. recommendations 1. the profile of beed and bsed student teachers should also consider variables such iq and teaching aptitude test results. 2. the general weighted average should be categorized further under professional and general education. 3. the college should develop scheme of providing incentives for student teachers who are performing excellently on demonstration teaching. 4. the college should establish best practices in demonstration teaching. 5. the result can be a baseline for future improvement of experiential learning courses. references ched. (2004). memorandum order no. 30 s., 2004 grant, l., heirich, m., martin, s. s., & van eck, e. (1981). the detroit tours: experiential learning within the framework of a large lecture course. teaching sociology, 9(1), 15–29. https://doi. org/10.2307/1317009 parilla, p. f., & hesser, g. w. (1998). internships and the sociological perspective: applying principles of experiential learning. teaching sociology, 26(4), 310– 329. https://doi.org/10.2307/1318771 toews, m, (2008). ‘planned happenstance – krumboltz: an emerging theory’, accessed december 2008, (www.cbe. ab.ca) villar, i. g. (2009). career counseling in the philippines. aligned transformations publications. wright, m. c. (2000). getting more out of less: the benefits of short-term experiential learning in undergraduate sociology courses. teaching sociology, 28(2), 116–126. https://doi.org/10.2307/1319259 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 13 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of work ethics on the relationship between authentic leadership of school heads and task performance of public school teachers mary concepcion b. ricaplaza1*, lyndon a. quines1 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1006 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 25, 2022 accepted: november 30, 2022 published: december 02, 2022 the utmost objective of this study was to investigate the mediating effect of work ethics on authentic leadership of school heads and task performance of teachers among the 310 public elementary school teacher-respondents in magsaysay south and north districts, division of davao del sur. this study used a descriptive correlation technique in a non-experimental design. the statistical tools used were mean, person r, and path analysis using amos. research instruments on work ethics, authentic leadership and task performance which underwent content validation were used as sources of data. numerical data revealed that the level of authentic leadership of school heads was rated high. similarly, the level of task performance of teachers was rated high. likewise, the level of work ethics of teachers was rated high. moreover, utilizing pearson r, results revealed that there are significant relationships between authentic leadership and task performance, work ethics and task performance and authentic leadership and task performance. utilizing path analysis, the results of the study revealed that there is partial mediation on effect of work ethics on the relationship between authentic leadership and task performance. subsequently, it is significantly pointed out that about 36.9 percent of the total effect of work ethics on the task performance and about 63.1 percent of the total effect is either direct or mediated by other variables not included in the model. this implies that authentic leadership influences work ethics which in turn influences task performance. keywords educational management, mediating effect, work ethics, authentic leadership, task performance, philippines introduction the societal quest for teachers’ quality task performance is a global issue of preeminent importance which serves as guidepost to principals, to effectively prepare all students to become productive citizens in the 21st century. along with this, teachers put in a lot of effort outside of class to make sure that the students they are responsible for are receiving an interesting learning environment. teachers’ task performance is correlated with students’ learning outcomes due to the high demands and expectations placed on students’ development (hwang et al., 2017). this pressing concern requires the authentic leadership of school heads, as it is their responsibility to set the tone of the school and inspire teachers to achieve the standard routinely task performance, geared towards the attainment of institutional goals (zeb et al., 2019). similar studies indicated the importance of teachers’ task performance in the achievement of the school’s vision, mission, and goals (hartzell, 2018; özgenel, 2019). further studies (maximo et al., 2019); elucidated that teachers task performance involves demonstrating to the students successful use of the knowledge/skills through modeling, selecting developmentally appropriate instructional approaches and strategies, emphasizing mastery of the lesson to ensure that students understand what has been taught, evaluating students’ knowledge acquisition and providing remedial opportunities for students’ needing instructional assistance. related studies (duarte et al., 2021) support the notion that teachers’ numerous task performance is crucial and play a critical role in improving student achievement in schools. along this enormous challenge, george (2003), duly cited by farid et al. (2020) postulated the importance of authentic leadership in the workplace to enable school heads to lead teachers in motivating them to demonstrate effective and efficient methods in improving learning outcomes. on the other hand, related researchers conducted by davoodi & bahadori (2016); bande (2020) & falcone (2022), indicated the importance of work ethics of all employees in the organization as this serves as guide in the performance of their duties and responsibilities. aligned to this, williams (2020) noted the importance of work ethics in the workplace to lessen if not eradicate widespread workplace distractions which brings havoc to the task performance of all employees. moreover, according to vaux (2018), in the educational institutions, work ethics plays a huge role in school heads’ authentic leadership and teachers’ task performance as they are all expected to demonstrate priority focus on their routinely task and maximize instructional time productively. furthermore, goldman (2010), duly cited by sprigghr (2020) elucidated that work ethics serves as a scaffold in addressing the huge gap between authentic leadership and task performance of employees enabling them to achieve their tasks with efficiency and effectiveness, as elucidated by. in the philippines, republic act 7836 stipulated the code of ethics for professional teachers which mandated that all public school teachers are expected to be professionally competent in the practice of their profession. teachers are led by this paper, which thoroughly covered the various expectations put out therein, as they bear such a 1 university of mindanao davao city, phillipines * corresponding author’s e-mail: maryconception.butal@deped.gov.ph https://doi.org/10.54536/ajmri.v1i6.1006 https://journals.e-palli.com/home/index.php/ajmri mailto:maryconception.butal%40deped.gov.ph?subject= pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 significant duty in the learning environment. conversely, the philippine professional standard for teachers (ppst) is a standards framework that articulates the expected task performance of teachers as they refine their practice and respond to the complexities of educational reforms. as part of the department of education organization, all teachers are expected to do their designated tasks as set in the teaching standards and follow the directions and instructions of the school administrator and higher deped officials (bernal, 2020). in congruence to this mandate, the superintendency in the division of davao del sur has been staunch in his directive to strengthen the leadership capacities of school heads and give importance to the instructional performance of the teaching staff towards the expected teaching standards. the current gap lies on the teachers being demoralized due to lack of school heads’ support, adding more problem is the huge literacy gap among learners brought about by the global pandemic. along these pressing issues, there is an urgent need for everyone in the school organization to strengthen work ethics in order to address the present gaps in the educational institutions. all these can only be achieved thru the authentic leadership of school heads and the efficient task performance of teachers. with utmost urgency to address learning gaps in the public schools, the researcher is primarily motivated to scrutinize deeper and examine if work ethics will mediate the relationship between authentic leadership of school heads and the task performance of teachers towards the attainment of improved academic landscape. further, may this study be able to generate new knowledge that can provide explicit contribution in the field of education. the main thrust of the study is to find out the significance of the mediation of work ethics of teachers on the relationship between authentic leadership of school heads and task performance of public school teachers in magsaysay south and north district. moreover, it has the following objectives: • 1. to describe the level of authentic leadership of school head according to the following indicators: • 2. to ascertain the level of task performance of public school teachers along these indicators: • 3. to describe the level of work ethics among public school teachers along these indicators: • 4. to determine the significance of the relationship between: • 5. to determine the significance of mediation of work ethics on the relationship between authentic leadership of school heads and task performance among public school teachers. literature review this section presents various approaches, points of view, theories, research findings, findings from publications, and insightful observations from various authors pertinent to related study topics. this section offers substantial evidence to convincingly support the research objectives, which is crucial for the manifestation of understanding in the study. the elements of authentic leadership as conceptualized by george (2010), duly cited by semedo (2020) are taken into consideration as parameters used in this study. the following indicators are self-awareness; internalized moral perspective; balanced processing; and relational transparency. these indicators will serve as the factors in measuring the independent variable. conversely, the task performance of teachers is anchored from the philippine professional standards for teachers manual (ppst manual 2015). the five domains comprise the task performance of public school teachers, as follows: domain 1, content knowledge and pedagogy; domain 2, learning environment; domain 3, diversity of learners; domain 4, curriculum and planning; domain 5, assessment and reporting. the dependent variable was measured using these indicators as the parameters. moreover, the concept of work ethics is anchored from goldman (2010), as cited by sprigghr (2020), are utilized as parameters in this study. the indicators of work ethics are as follows: time management; productivity; accountability and responsibility, professionalism and dedication. this served as the parameter in measuring the mediating variable. authentic leadership the idea of authentic leadership was developed by greek thinkers in antiquity. authentic is derivative of the greek work authentikos, which implies fundamental or real. this method of leadership is concerned with the moral ramifications of the interaction between the follower and leader and describes those behaviors that result in a trusting relationship. current conceptions of authentic leadership reflect their conceptual roots on positive psychology and focused on what comprises affirmative authentic leadership development (banks, et al, 2016). in a study conducted by duarte, ribeiro, semedo and gomes (2021), on authentic leadership and improved individual performance, the workplace performance of employees was positively correlated with authentic leadership, both directly and indirectly, through the two postulated psychological processes, according to the data gathered from 214 employees working in various economic sectors. the results showed that genuine leadership strengthened employees; emotional ties to their firms, increased individual inventiveness and, as a result, encouraging better task performance. this study has some bearing on this current research, as this comprises authentic leadership and employees’ performance. the difference lies on the scope, as the current study involves the mediation of work ethics between the two variables. authentic leadership also includes the capacity to unite people and align them around a shared vision and mission, as well as the audacity to take on such a vision and mission, according to gardner et.al, (2005), as cited by chen (2019). it https://journals.e-palli.com/home/index.php/ajmri pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 requires discipline to practice one’s personal principles and the ideals of the company every day. it also requires the ability to do so. furthermore, results from a study conducted by xu et al. (2017) and ribeiro et al. (2018) showed that employees viewed effective leaders who were able to foster a positive, enticing, and supportive organizational environment as being genuine leaders with personal moral standards who were transparent in their actions and interactions with others. authentic leaders knew how to empower people in the organization to step up and lead. according to guhao jr. and quines’ study on the mediating effect of school leaders’ authentic leadership on the relationship between teamwork attitudes and work engagement, which was conducted in line with the topic of authentic leadership, authentic leadership had a partial medicating effect on the relationship between teamwork attitudes and engagement. this implied that the honest leadership of the school heads served as a mediator, aiding in the explanation of the process underlying the association between a cooperative attitude and a commitment to hard effort. the research paper by lyubovnikova, legood, turner, and mamakouka (2017), which hypothesized that authentic leadership predicted a specific reflexivity regulatory team phase, which is linked to two outcomes of team success, effectiveness, and productivity, also pointed out that the study’s findings are parallel to those of that study. additionally, genuine leadership influenced collective team activities and promoted reflexivity in the team process, which in turn helped predict team success. the topic of authentic leadership was covered in this study, which is fairly comparable to the current research work. the main distinction is that authentic leadership is used as a mediating variable between teamwork attitudes and work engagement. conversely, an authentic leader is defined by bill george (2010), as cited by semedo (2020) as one who values his/ her uniqueness, consistent and transparent in showing one’s ethical self, always. in george’s book, authentic leadership: rediscovering the secrets to creating lasting value, he postulated that authentic leaders are those who are not afraid of exposing one’s true self, value-laden and ethical in all dealings. george believes authentic leaders has a purpose – a “reason for being.” passion and a largerthan-life consequence are linked by purpose. the most successful and genuine leaders have a personal purpose that is in line with the goals of their company. moreover, the elements of authentic leadership is enumerated by george (2010) as as cited by semedo (2020) which are as follows: self-awareness; internalized moral perspective; balanced processing; and relational transparency. conversely, duarte et al. (2021) believed that authentic leaders possess foresight, emotional intelligence, and stay in control under all circumstances and consider all available alternatives in problem solving. while they give value to their unique true self and are transparent in dealing with others however, they act out with diplomacy and tact in dealing with organizational disputes and conflicts. they believe in adopting ethical and socially responsible organizational practices. the first element in authentic leadership is self-awareness (george, 2010; as cited by semedo, 2020). farid, et al. (2020) interpolated that self-awareness is perception of one’s own uniqueness and individuality. being self-aware of one’s skills, talents as well as one’s limitation is the key to a successful life. this takes extra effort and willingness to recognize one’s authentic self. most often, developing self-awareness as a leader is the first essential step in developing emotional intelligence-which is a proven value in leadership. in addition according to ribeiro, a leader’s capacity for sensitive self-awareness and emotional intelligence, as well as excellent situational awareness, can be significant tools for managing a team (2020).this means that selfawareness allows leaders to be more cognizant of their actions, emotions, and biases. successful leaders understand where their natural inclinations lie and utilize this knowledge to enhance those inclinations or compensate for them. as described by hao, weifeng and bowen (2020) selfawareness as the ability of a leader to recognize and understand emotions and use this to manage one’s behavior and relationships. khan, et al. (2019) opined that in the school organization, it is about recognizing how the school head’s feelings affect staff performance, the extent to which teachers recognizes their strengths and weaknesses and how these impact on the learners. when school heads become more attuned to these areas, they are more able to optimize their effectiveness towards the attainment of the institutional goals. the second element in authentic leadership is internalized moral perspective (george, 2010; as cited by semedo, 2020). internalized moral perspective, according to levy (2020), entails modeling and promoting normatively acceptable behavior through one’s activities and interpersonal interactions. this means that authentic leaders put oneself as an example in promoting ethical behavior in their interactions and interactions with others at work. as viewed by milić, et al. (2017), it is the responsibility of school heads to model moral uprightness, hence their ethical leadership is crucial in obtaining harmonious relationship in the school orgnization. by internalizing moral perspective in the workplace, school heads are respected, their decisions are valued, and their relationships are treasured. a school head who exhibit internalized moral perspective have an edge over the others luthans, norman, avolio & avey (2018). his ethical leadership enable him to cultivate a virtuous ethical culture within the organization.. leaders with high moral standards give their employees confidence in the reliability of their company. gardner et.al, (2005), as cited by semedo (2020). specified that in the school organization, school heads who demonstrate moral uprightness are very well supported by the staff, mutual trust and cooperation are voluntarily given by the https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 stakeholders. the school heads decency, respectability and integrity help boost employee morale and motivate them to be more productive in their assigned tasks. ethical dilemmas can be minimized and curtailed when everyone in the workplace internalize moral uprightness. the third element in authentic leadership is balanced processing (george, 2010; as cited by semedo, 2020). according to gatling & harrah (2014) as cited by butterworth (2020), balanced processing encompasses a cognitive, emotional and behavioral skill that allows a leader to look at oneself, others and situations with a broad lens that doesn’t magnify one’s own view or organize everyone else’s views around his/her own. furthermore, true leadership requires the practice of balanced processing as a key competency. this is a crucial tool for bringing equilibrium to one’s mental process, reasoning, and decision-making regarding oneself, other people, and situations. on other hand, in an emotionally balanced organization, employees support each other (semedo, coelho, & ribeiro, 2016). a balanced leader fosters harmony among all stakeholders and increases trust throughout the entire organization. additionally, messick & bazerman (2001) asserted that an emotionally stable school head involves his or her teams in decision-making, follows through with the plan, and shares success with them. the school head readily share the responsibility in making decisions, judicious in all dealings and prudent in giving feedback to the staff. moreover, a school head who demonstrates balanced processing creates the finest emotional framework possible for their staff (chen, 2019). designing and innovating processes that motivates the staff to be more concerned about each other’s welfare paves way to a conflict free organization. it is therefore necessary that the school head’s ethical values positively reflect those of the staff. above all, school heads who are emotionally balanced are able to align the organizational programs, activities and projects towards the attainment of school goals. the fourth element in authentic leadership is relational transparency (george, 2010; as cited by semedo, 2020). as viewed by gatling et al., (2017), relational transparency is the process of developing a working relationship with a coworker, teammate, or any third party based on seeing the person’s being, not just in the role that he or she may occupy at the present. this idea of relational transparency is based on the humanistic tradition of authentic leadership, in which the leaders emphasize their influence through openness and transparency, which encourages followers to identify with the leader, idealize the influence of the leader, and be inspired by the leader. mutual support, cooperation, collaboration and trust are the factors which comprise relational transparency which results in positive organizational climate. in addition, relational transparency is necessary to obtain support from varied stakeholders (luenendonk, 2020). a crucial part is played by team trust in the school organization, and this can only be achieved when the school head demonstrates transparency in all dealings. relational transparency of the school head is therefore vital in the school organization, as this is the fuel that draws the intrinsic and extrinsic stakeholders together and enable them to work cohesively towards one common goal. subsequently, luenendonk (2020) further opined that in a school organization, the key player is the school head, hence his leadership skill is of prime importance in the attainment of institutional vision, mission, and goals. relational transparency enables the school head to act with moral uprightness, diplomacy, tact, and prudence in influencing the staff and other stakeholders to work cohesively as a team. when the school head shows utmost transparency, he is able to motivate and inspire trust which leads to cooperative effort among people -the team develops a shared psychological state that includes a readiness to undertake responsibilities that have been allocated. semedo, coelho, and ribeiro noted that moral compass is acknowledged to be followed by genuine leaders (2016). a true leader is straightforward and unfazed by challenges that come their way, thus their private and public personalities are the same.they consistently exhibit emotional stability and exercise fairness in all dealings. an authentic leader is one who is readily accessible, wellknown for his capacity to combine open communication with empathy and justice, and who is demonstrably present in the workplace genuine leaders demonstrate. truly, as can be deduced from the varied authors, authentic leaders possessed a strong feeling of purpose, are highly devoted to the guiding principles of the educational institutions, showed self-awareness, are honest to themselves and the people they are with, tactful in all dealings, has a collaborative decision skill, and were able to demonstrate a moral code in their relationship with internal and external stakeholders. task performance of teachers according to tschannen-moran and hoy (2001), referenced by hartzell, task performance is defined as the ability of the employees to transfer the necessary skills and knowledge while employing the proper procedures to achieve the work goal (2018). additionally, a teacher’s performance reflects their capacity to function well in carrying out their teaching responsibilities with high levels of competence and effort, using strong pedagogical content that promotes students’ understanding and successful learning. ayuba (2018) suggested that teachers should be subject matter experts, be able to recognize the qualities of effective teaching, learn about the best pedagogies, understand the different learning styles of students, and be aware of their own teaching strengths and weaknesses in order to carry out their duties as teachers effectively. in a recent study conducted by ayeni (2021) on teachers’ instructional task performance and principals’ https://journals.e-palli.com/home/index.php/ajmri pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 supervisory roles, showed the major instructional tasks performed by the teachers. this comprises the preparation of lesson, creating and designing appropriate learning materials, delivery of the curriculum, periodic assessment of students’ learning, and providing regular feedback of students. furthermore, it was indicated that teachers’ instructional task performance and principals’ supervisory roles are significantly correlated, which implied that when teachers are very well motivated by the school heads in their respective workplaces, the teachers’ performance task improved satisfactorily. this implied further that school heads’ supervision is contributary to the satisfactory performance tasks of teachers, which is of sublime importance in the attainment of curriculum goals. while this study have similarities with the current research, they differed in terms of variable, the former focused on principals’ supervisory roles, while this current research centered on authentic leadership of school heads and its’ relationship to teachers’ performance task. according to altunova’s (2020) study on the factors affecting classroom instructors’ task performance, teachers identified their own general professional abilities, communication skills, personal qualities, and attitude toward the profession as strong points. the teachers also thought they had excellent professional competencies in general for efficient instruction. furthermore, the teachers agreed wholeheartedly that qualities including good pedagogical expertise, organizing and executing classroom activities, devising instructional materials, and managing the classroom well all played a significant role in student learning. the current research project, in contrast, looked at the relationship between teachers’ task performance and authentic leadership of school heads, as well as the mediating effect of work ethics on the variables of the study. this study, on the other hand, only focused on the factors affecting classroom teachers’ task performance. similar study conducted by habila (2020), which focused on the leadership styles practiced by principals and its relationship to secondary school teachers task performance at gambella regional state indicated that those principals who had democratic styles of leadership resulted in enhanced task performances of teachers. the study concluded that the way principals involved teachers in decision-making have a significant effect on teachers’ task performance. this implied that principals who encouraged teachers’ participation in decision-making through their involvement in staff and departmental meetings are valued by the teachers which further encouraged them to cooperate and provide support in all school activities, thereby, enhancing their task performance. this has some bearing with the study as this included the topic on teachers’ task performance, differing only in scope as the current research includes the mediation of work ethics on the variables. republic act 10533, which established the k–12 reform in education in the philippines, altered the country’s standards for teachers’ qualifications. the reform process calls for a similar supportive focus on the quality of the instructors who will be entrusted with educating children from kindergarten through grade twelve. the ncbts was the foundation for the philippine professional standards for teachers (ppst), which is a complement to reform efforts on teacher quality from pre-service education to in-service training. through clearly defined domains, strands, and indicators that offer measures of professional development, competent practice, and effective engagement, the ppst articulates the task performance of teachers. this set of guidelines clarifies the knowledge, skills, and values that educators must possess in order to be competent, improve student learning outcomes, and ultimately provide high-quality instruction (ppst manual 2015). the following are the task performance requirements for public school teachers, as stated in the philippine professional standards for teachers manual (ppst manual 2015): domain 1, content knowledge and pedagogy; domain 2, learning environment; domain 3, diversity of learners; domain 4, curriculum and planning; and domain 5, assessment and reporting. domain 1 described how well teachers managed their content knowledge and pedagogy in terms of task performance. this calls for teachers to be able to master the subject matter and how it relates to other subjects and curriculum areas, as well as to have a solid grasp of how theories and principles of teaching and learning are put into practice. the seven strands—a component of domain 1 on the management of content knowledge and pedagogy-were outlined in the ppst manual (2015). according to ozden (2020), content knowledge includes all of the ideas, rules, connections, procedures, and applications that students are expected to be familiar with in a particular academic field. ozden (2020) went on to expand, saying further that pedagogy is the science of teaching and is defined as teachers’ methods of presenting and articulating subject-matter knowledge in the context of promoting student learning. the ppst manual (2015)’s domain 1 on the management of content knowledge and pedagogy, on the other hand, includes the following: 1.) content knowledge and its application within and across curriculum areas; 2.) research-based knowledge and principles of teaching and learning; 3.) positive use of ict; 4.) strategies for promoting literacy and numeracy; 5.) strategies for developing critical and creative thinking, as well as other higher-order thinking skills; 6.) mother tongue, filipino and english in teaching and learning; and 7.) classroom communication strategies. consequently, domain 2, (ppst manual (2015) emphasized the teachers’ task performance in terms of management of the learning environment. according to cawthon (2020), the intersecting contexts of the learning environment work together to create a vibrant classroom ambiance of physical, virtual, and cultural space. when managed very well, all students are provided the opportunity to learn the facts and procedural knowledge https://journals.e-palli.com/home/index.php/ajmri pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 needed to become well-rounded, responsible individuals. as stipulated in the ppst manual (2015), this comprises the facilitation of fostering learner responsibility and success through safe, secure, fair, and supportive learning environments. in both physical and virtual environments, teachers are to foster an atmosphere that is focused on learning and well-managed learner behavior. the six domains of domain 2 on learning environment are as follows, according to the ppst manual (2015): 1. learner safety and security; 2. fair learning environment; 3. management of classroom structure and activities; 4. support for learner participation; 5. promotion of purposeful learning; and 6. management of learner behavior. additionally, domain 3 (ppst manual, 2015) lists the task performance of the teachers in relation to managing the diversity of learners. rahman, yahya, and jalil (2020) state that teachers are obliged to respect the varied traits and experiences of their students when designing and creating learning opportunities. teachers are also urged to appreciate diversity in the classroom and to help all students become successful citizens in a world that is constantly changing on a local and international scale. five strands make up the mechanisms under domain 3 (ppst manual 2015) on learner diversity: 1. learners’ gender, needs, strengths, interests, and experiences; 2. learners’ linguistic, cultural, socioeconomic, and religious backgrounds; 3. learners with disabilities, giftedness, and talents; 4. learners in challenging circumstances; and 5. learners from indigenous groups. additionally, domain 4 emphasizes the teachers’ task performance by controlling the curriculum and preparation. smith (2019) claims that teachers are expected to combine local and national curriculum standards and adapt curriculum knowledge into engaging learning activities based on the fundamentals of effective teaching and learning. they must use their professional knowledge to develop well-structured, sequential lessons that are responsive to the needs of the learners, contextually relevant, and include a variety of teaching and learning tools, either independently or in partnership with colleagues.five strands make up the content of domain 4 on curriculum and planning (from the ppst manual 2015): 1. planning and management of the teaching and learning process; 2. learning outcomes that are in line with learning competencies; 3. relevance and responsiveness of learning programs; 4. professional collaboration to enhance teaching practice; and 5. teaching and learning resources, including ict. therefore, domain 5 manages evaluation and reporting in order to oversee the teachers’ task performance. the administration of assessment and reporting, according to james (2020), entails expressing learning objectives to enhance student engagement, understanding, and achievement. use a range of assessment methods and techniques to track, measure, record, and report learners’ needs, progress, and accomplishments. teachers are encouraged to make a range of uses of assessment data to improve teaching and learning processes and initiatives (ppst manual 2015). assessment and reporting, which is a part of domain 5, has five strands: 1. design, 2. monitoring and evaluation of learner progress and achievement; 3. feedback to improve learning; 4. communication of learner needs, progress, and achievement to key stakeholders; and 5. use of assessment data to improve instructional practices and programs. deped order no. 42 requires s. in accordance with the 2017 deped secretary’s memorandum on the national adoption and implementation of the philippine professional standards for teachers (ppst), the department acknowledges the significance of professional standards in teachers’ ongoing professional development and advancement based on the idea of lifelong learning. on the other hand, excellent instruction is necessary for excellent learning. as a result, improving teacher quality becomes crucial for long-term and sustainable nation building. the ppst indicators are employed in this study as the foundation for measuring teachers’ task performance. the philippine professional standards for teachers were created in response to the changes brought about by many national and international frameworks, such as the k–12 reform, asean integration, globalization, and the shifting nature of 21st-century learners (ppst). the ppst, which serves as the foundation for teachers’ task performance, establishes clear standards for teachers along well-defined career stages of professional development, from beginning to distinguished practice. it also encourages teachers to actively pursue ongoing efforts to improve their proficiency and uses a standardized method to evaluate teachers’ ongoing performance. work ethics work ethics is defined as a collection of principles that emphasize the value of work and are demonstrated by a commitment or desire to work hard and effectively (swan, 2016).according to hutching (2016), several proponents of strong work ethics concur that this is composed of moral principles which are embedded in one’s mind and heart and is demonstrated regularly towards the attainment of work goals. . high-quality work is invariably produced by employees who have excellent work ethics. according to shapira-lishchinsky (2018), work ethics involves the interaction of formal and informal structures (such as ethical standards of conduct, educational policies, and colleague behavior). this covers both the ethical conduct of teachers as well as the ethical facets of the teaching profession, such as professional development for instructors, the caliber of instruction, evaluation, and monitoring. along with knowledge and skills, respect for student culture, safety, and needs, this also addresses the moral aspect of students’ compassion. moreover, teachers’ work ethics have a significant impact on students’ lives because they are tasked with teaching their charges priceless life lessons ( salleh, 2018). teachers https://journals.e-palli.com/home/index.php/ajmri pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 follow a code of ethics to demonstrate professionalism, set a good example, and guarantee that these educational resources stay impartial while doing their jobs and achieve their goal of offering uncompromising instruction. moreover, teachers’ ethical behavior includes purposeful actions in proactive manner to achieve desired level of performance cognizance with the acceptable norms and best practices of the school community. (davoodi & bahadori 2016). in a recent study conducted by çetin et al. (2021) on ethics of teaching profession, indicated that the ethical behavior of teachers is important as they are perceived to be role models in society. additionally, teachers impart ideals like fairness, equality, and discrimination to the students in addition to knowledge and abilities. additionally, they discussed the ethical requirements of the teaching profession, such as respect for parents and the school community, professionalism, professional relationships amongst instructors, and concern for kids’ learning and well-being. this study has some bearing with the current research as the topic involves work ethics of teachers. the findings of a related study by davoudi, asadi, and mirzaee (2020), identifying the components and factors affecting the professional ethics of teachers, highlighted the psychological characteristics, communication-social characteristics, technical-specialized characteristics, and belief characteristics as the four components of professional ethics.although this study has some semblance with the current research but somehow, the results have limited generalizability in the sense that it was conducted at a limited geographical level and is not the view of the entire community of teachers. another limitation was on not measuring the current level of teachers’ professional ethics, which according to the researcher, lacked time and facilities. it was suggested however that the standard code of professional ethics should be implemented in the entire education system. in a further study by borrico (2020), the work ethics of the effective instructors in angeles city’s west district were examined. according to information, educators are expected to promote work ethics and serve as role models for their students. according to what was seen, teachers had ethical, moral, and professional qualities that were appropriate for their practice. they successfully identified concerns and found answers pertaining to moral dilemmas at work. further, the teachers very satisfactorily demonstrated professional competence in their instructional practice. having complied to the fundamental guidelines and ideas of work ethics, the teachers portrayed appropriate behavior to the students. this study has some semblance to the current research work as this focused on work ethics, however, they differ in scope as the latter used work ethics as a mediator variable of the study. the magna carta for public school teachers in the philippines required the adoption of a code of ethics for public school teachers under section 7 of r.a. 4670 and which emphasized accountability, appropriate conduct, and integrity (bernal, 2020). r.a. has passed away. the board of professional teachers of the professional regulation commission enacted resolution no. 435 s.1997 promulgating and adopting the code of ethics for professional teachers, also known as philippine teachers professionalization act of 1994 (ra 7836), in 1997. this is an enhanced version of the magna carta code of ethics that outlines expectations and principles for how educators should behave both within and outside of the classroom (bernal, 2020). work ethics is conceptualized by goldman (2010), as cited by sprigghr (2020), as a set of ethical principles that guide employees in their routinely task by maximizing their official time, prioritizing their jobs and having a strong sense of responsibility towards the accomplishment of institutional goals. according to goldman, these are the indicators of work ethics, as follows: time management; productivity; accountability and responsibility, professionalism and dedication. time management is described by kouchaki & smith (2020) as the set of ethical behavior involving prioritizing routinely tasks, maximizing one’s time well, and finishing task efficiently ahead of time. moreover, in the workplace, teachers are expected to demonstrate punctuality and arrive in school on time or earlier. they maximize instructional time and achieves learning goals at the end of the instructional period. they work well within teams and never hold up the completion of projects. they are conscious of time constraints, hence, they look for ways and means to achieve tasks promptly as scheduled. productivity as elaborated by falcone, (2022) includes efficiency in which tasks and goals are completed by organizational members. along this, teachers are expected to be productive and proactive in their assigned tasks. further, ngang & chan (2015), opined that productivity is essentially completing goals in a timely manner. productive persons avoid procrastination at all costs, won’t allow social media to disrupt their tasks, never engage in facebook or mobile games during working hours and take adequate breaks to recharge their batteries so that they can spend the rest of their workday finishing their tasks on time. furthermore, nakato (2019) opined that teachers’ productivity is embedded in their individual system, they are well-organized and spend their work days getting as much as they can to ensure that all of their tasks are completed effectively and obtain a sense of fulfillment from work accomplished. accountability and responsibility is described by ruff (2020) as taking ownership for one’s decisions, actions, performance, and behavior. accountability in the workplace comprises of trust building and staying committed in doing the right things for the organization. according to de farine, onghena, & van damme (2020), accountability is a moral principle., concerning suitable conduct, addressing the obligations of individuals in the organization. on the other hand, mulgan (2020) opined that iin the school organization, when a teacher https://journals.e-palli.com/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 demonstrates a sense of accountability in the assigned task, he/she does things at his/her level best, rarely would he/she fail at the activity or project he/she is charged with. when there is an ounce of failure, the ethical teacher would surely own the responsibility and immediately make innovations to check the mistake without finding fault at others. professionalism is the hall mark of an ethical teacher, as premised by amet (2020). teachers who exhibit a high degree of emotional intelligence do not let their emotions overrule the hard work of their team. according to hargreaves (2000), as cited by sachs (2018), teacher professionalism has been extensively concerned as educational urgency as teachers are expected to maximize their instructional time and devote themselves to enhancing students’ academic performance. further, as interpolated by seo (2016), displaying professionalism means giving one’s peers respect and do whatever it takes to ensure that the team operations run smoothly. exhibiting professionalism in the work place is one of the hallmark of an ethical teacher. dedication, as expounded by mulvahill (2018) is exhibited by teachers who are willing to go the extra mile to finish their projects, willingly volunteer and offer support to the team to help them complete the assigned tasks exhibit intense dedication and commitment. according to mart (2018), dedicated teachers are distinguished by their commitment to achievement of their students. dedicated teachers are concerned with the development of their students and they constantly find ways and means to address learning gaps. additionally, committed instructors encourage their pupils’ curiosity and enthusiasm for learning. they are aware of their obligations to their charges and work hard to uphold them. the degree of dedication teachers has, toward their profession is one of their distinguished characters. further, school heads frequently give their trust and confidence to teachers who are dedicated to their jobs. these teachers are recognized through the extra efforts they extend in doing their work, they willingly cooperate and collaborate with the team, and maximize their strength to the attainment of the institutional goals. as a synthesis, more than ever, the importance of professional ethics in school organizations has been concurred by numerous authors. this importance is due to the fact that work ethics served as pillar in socio-cultural development of the organization. according to guhao and quines (2021), both authors agreed that genuine leaders are aware of their own and others’ values and moral philosophies, as well as their own and others’ work ethics. they are also aware of the context in which they act, and they are positive, ambitious, optimistic, resilient, and possessing a strong moral nature. the school heads’ authentic leadership influence and motivate teachers work involvement, enhancing their task performance, as they willingly go the extra mile in enhancing their work ethics (bakker & demerouti, 2018, duly cited by guhao and quines (2021). moreover, the school heads, authentic leadership may promote shared intent, interdependence of responsibilities paving way to efficient task performance of teacher in the organization, optimizing the value of work ethics, undermining personal interests for the benefit of organizational team. methodology the descriptive correlation technique of research, which is intended to collect data, thoughts, facts, and information connected to the investigation, was used in this non-experimental quantitative design study. nonexperimental research involves data collection without modifications or treatment introduction (gehle, 2013). in this study, neither the setting nor the factors were controlled. the descriptive-correlation study design explained and interpreted what is, as well as showed the circumstances and connections that were there. (calmorin, 2007; calderon, 2006). in addition, it is a factfinding study that gave the researcher the chance to look into the experiences, behaviors, and features of study participants (calmorin, 2007). since the study evaluated the degrees of work ethics and authentic leadership of school administrators as well as the individual task performance of public elementary school teachers in magsaysay south and north district, it is descriptive in nature. this study used the survey questionnaire as a technique to collect data and looked at the association between factors like work ethics, authentic leadership, and individual job performance. to describe the level of authentic leadership of school head according to the following indicators: selfawareness; relational transparency; internalized moral perspective; balanced processing. to ascertain the level of task performance of public school teachers along these indicators: management of content knowledge and pedagogy, management of the learning environment, management of learners’ diversity, management of curriculum and planning, management of assessment and reporting. to describe the level of work ethics among public school teachers along these indicators: time management; productivity; accountability and responsibility, professionalism and dedication. to determine the significance of the relationship between: authentic leadership of school heads and individual task performance of teachers; authentic leadership of school heads and work ethics and work ethics and individual task performance of teachers. the goal of the study is to better understand the connections between work ethics, authentic leadership, and individual task performance, as well as the role that work ethics plays as a mediating factor in the relationship between authentic leadership of school leaders and individual task performance of public elementary schools in the magsaysay south and north district. the mediation was established using medgraph. results and discussion level of authentic leadership shown in table 1 is the level of authentic leadership. the https://journals.e-palli.com/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 standard deviation was less than 1.00 which means there is consistency of responses among respondents. the overall mean score was 4.07 labeled as high. distinctively, the level of authentic leadership of school heads obtained a high rating of 4.18, specifically, on self-awareness; and lowest rating of 3.94 on balanced processing, described as high. data revealed that the school heads demonstrated table 1: level of authentic leadership indicators sd mean descriptive level self-awareness 0.527 4.18 high internalized moral perspective 0.511 4.12 high balanced processing 0.582 3.94 high relational transparency 0.577 4.04 high overall 0.483 4.07 high high authentic leadership in terms of self-awareness, internalized moral perspective, relational transparency, and balanced processing. in congruence to the perspective of george (2010), as cited by semedo (2020), leaders who exhibit high authentic leadership value their own uniqueness and are consistent and transparent in all dealings. authentic leaders are those who are not afraid of exposing one’s true self, are value-laden and ethical in all dealings. as exhibited by the school heads, they act with a purpose and aligns their tasks within the organization’s mission. parallel to the insight of duarte et al. (2021), authentic leaders possess sound situational awareness and use it as a powerful tool for leading the team. this means that they understand where their natural inclinations lie and utilize this knowledge to enhance those inclinations to propel the organization towards improved harmonious team endeavor. at deped, school heads satisfactorily exhibited authentic leadership skills, and they act out with diplomacy and tact in dealing with staff as they settle organizational disputes and conflicts. they believe in adopting ethical and socially responsible organizational practices. as viewed by zeb et al. (2019), in the school organization, it is the responsibility of school heads to model moral uprightness, their ethical leadership is crucial in obtaining harmonious relationship. by internalizing authentic leadership in the workplace, school heads are respected, their decisions are valued, and organizational relationships are treasured. level of task performance shown in table 2 is the level of task performance of teachers in magsaysay south and north district. the overall mean score was 3.40 labeled high. numerical data showed that the indicator on management of the content knowledge and pedagogy, obtained highest rating, which was 3.64, described as high; and management of curriculum and planning, has the lowest rating, which was 3.08, described as moderate. the data implies that the level of task performance of table 2: level of task performance indicators sd mean descriptive level management of content knowledge and pedagogy 0.580 3.64 high management of the learning environment 0.782 3.51 high management of learners’ diversity 0.958 3.10 moderate management of curriculum and planning 0.890 3.08 moderate management of assessment and reporting 0.780 3.58 high overall 0.326 3.40 high teachers in magsaysay south and north district is high. this means that the teachers satisfactorily exhibited mastery of the subject content, adequately managed the learning environment; effectively managed the students’ assessment; sufficiently managed learners’ diversity; and efficiently managed curriculum and planning. according to levy’s (2020) research, a teacher’s effectiveness is measured by how well they accomplish their teaching duties with high competence and effort, using strong pedagogical content that promotes student understanding and successful learning. braun & peus (2018) emphasized that to achieve this, teachers should be experts in their fields, identify the traits of effective instruction., learn about the right pedagogies, understand the various learning styles of students, and identify their own teaching strengths and shortcomings in order to carry out their duties as teachers effectively. level of work ethics highlighted in table 3 is the level of work ethics of public elementary school teachers in magsaysay south and north district. the overall mean was 3.63 described as high. breakdown of numerical data showed that the indicator on dedication obtained the highest rating which was rated 4.23, described as very high; while the indicator on accountability and responsibility, obtained the lowest rating, 3.08, described as moderate. the data implied that the level of work ethics of public https://journals.e-palli.com/home/index.php/ajmri pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 table 3: level of work ethics indicators sd mean descriptive level time management 0.771 3.60 high productivity 0.780 3.58 high accountability and responsibility 0.890 3.08 moderate professionalism 0.788 3.65 high dedication 0.552 4.23 very high overall 0.333 3.63 high elementary school teachers in magsaysay south and north district is generally described as high. consistent with the perspective of swan (2016), work ethics is exhibited by the teaching staff as they focus on the importance of work as manifested by their determination to work diligently and productively. parallel to the findings of cerne et al. (2017) the teaching staff are expected to maximize their working hours, productive in the work place and exhibit professionalism in all dealings. as data showed the teacher-respondents displayed satisfactory work ethics as they consistently set a positive example to the students under their care. teachers at deped are required to follow the code of ethical conduct and show professionalism in doing their job, maximize their time and in order to fulfill their objective of providing uncompromising education. in alignment to harpaz & fu’s (2020) observations, the work ethics of teachers comprise a set of purposeful actions done in proactive manner to achieve desired level of performance in cognizance with the acceptable norms and best practices of the school community. as further concurred by cheng, zhang, & guo (2020), teachers who demonstrate moral uprightness in the work place are cautious and tactful in all dealings and are accountable and responsible in setting appropriate decorum in the work place. it can be concluded that with the numerical data, deped teachers did exhibit satisfactory time management; demonstrated productivity; exhibited accountability and responsibility at the workplace; and acted with utmost professionalism and dedication to the assigned job. correlations between authentic leadership and task performance the test results of the correlation between task performance and authentic leadership are shown in table 4. the association was tested at a 0.5 level of significance as per the hypothesis. the null hypothesis was disproved by the overall r-value of.509 and the 0.05 p-value. it implies that there is a strong connection between task performance and true leadership. this suggests that the school principal’s genuine leadership and task performance are related. data implied that a significant relationship exists between the school heads’ authentic leadership and task performance. similar to the findings of gardner et.al, (2005) as cited by farid, et al. (2020) that authentic leaders bring people together and align them around the organizational vision and mission. this was exhibited by the school heads at deped as they were able to develop self-awareness, internalized moral perspective, established relational transparency and engaged in balanced processing in all their dealings. all these are necessary in enhancing the task performance of teachers along the management of content knowledge and pedagogy, the learning environment, learners’ diversity, curriculum and planning and assessment and reporting. in consonance with the concept of george (2010), as cited table 4: significance of the relationship between the authentic leadership and task performance authentic leadership task performance content knowledge and pedagogy learning environment learners’ diversity curriculum and planning assessment and reporting overall self-awareness .732* (0.000) .736* (0.000) -.456* (0.000) .732* (0.000) .736* (0.000) .440* (0.000) internalized moral perspective .746* (0.000) .783* (0.000) -.468* (0.000) .746* (0.000) .783* (0.000) .463* (0.000) balanced processing .560* (0.000) .607* (0.000) -.296* (0.000) .560* (0.000) .607* (0.000) .400* (0.000) relational transparency .734* (0.000) .791* (0.000) -.434* (0.000) .734* (0.000) .791* (0.000) .487* (0.000) overall .785* (0.000) .827* (0.000) -.466* (0.000) .785* (0.000) .827* (0.000) .509* (0.000) *significant at 0.05 significance level. https://journals.e-palli.com/home/index.php/ajmri pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 by semedo (2020) authentic leaders value their uniqueness, shows consistency and transparency in showing one’s ethical self. authentic leaders are value-laden and ethical in all dealings. further, george postulated that authentic leaders connect their passion with an outcome that aligns with the organization’s mission. with the findings herein, a positive correlation is established between authentic leadership of the school heads and the task performance of public school teachers. it can be concluded that the school heads possessed foresight, and stayed in control under all circumstances and were able to consider all available alternatives in problem solving. they satisfactorily displayed diplomacy and tact in dealing with the teaching staff, towards enhanced productivity. correlation between authentic leadership and work ethics reflected in table 5 were the results of the test of relationship between authentic leadership and work ethics. as indicated in the table, the indicators of authentic leadership are positively correlated to work ethics with the overall r-value of .538 with a p-value of <0.05, therefore, indicated that the null hypothesis had been rejected. it means that there is a significant relationship between authentic leadership and work ethics. table 5: significance of the relationship between the authentic leadership and work ethics authentic leadership work ethics overall self-awareness .574*(0.000) internalized moral perspective .477*(0.000) balanced processing .393*(0.000) relational transparency .457*(0.000) overall .538*(0.000) *significant at 0.05 significance level. the result implied that the authentic leadership of school heads has a positive correlation with the work ethics of public school teachers. parallel to the findings of walumba, wu & orwa (2018), which indicated that authentic leaders put oneself as an example in promoting ethical behavior in their interactions and interactions with others at work. the influence of authentic leaders to the teaching staff is contagious, hence, productivity is enhanced. additionally, hao et al. (2020), elaborated that in the school organization, the school heads’ ethical leadership is crucial in obtaining harmonious relationship, because it is their responsibility to model moral uprightness. by internalizing moral perspective in the workplace, school heads are able to motivate the staff to demonstrate satisfactory work ethics in the workplace towards more productive team endeavors. luthans, norman, avolio & avey (2018) interposed that a leader who exhibit internalized moral perspective have an edge over the others. his authentic leadership enable him to create a positive ethical culture in the organization and encourage the teaching staff to model appropriate work ethics. at deped, school heads were able to demonstrate effective authentic leadership as they encouraged moral uprightness among the staff. the work ethics of teachers were strengthened as they offered mutual trust and cooperation in the school organization. correlations between work ethics and task performance shown in table 6 were the results of the test of relationship between task performance and work ethics. as indicated in the hypothesis, the relationship was tested at 0.05 level of significance. the r-value is .713 with a p-value of <0.05. thus, signified the rejection of the null hypothesis. it means that there is a significant relationship between task performance and work ethics table 6: significance of the relationship between the work ethics and task performance work ethics task performance content knowledge and pedagogy learning environment learners’ diversity curriculum and planning assessment and reporting overall overall .669*(0.000) .585*(0.000) .045*(0.432) 585*(0.000) .582*(0.000) .713*(0.000) *significant at 0.05 significance level. the data implied that a positive correlation existed between task performance and work ethics. this is in congruence to the perspective of swan (2016) that when employees exhibit appropriate work ethics they are well motivated to work diligently and productively towards the accomplishment of their assigned tasks. moreover, christopher et al. (2018), postulated that employees who possess a strong work ethics the production of highcaliber task performance will invariably follow. parallel to this insight, davoodi & bahadori (2016) pointed out that in the educational setting, the work ethics of teachers play a huge role in setting a positive example among other stakeholders. educators are required to follow a code of ethical conduct and show https://journals.e-palli.com/home/index.php/ajmri pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 professionalism in all dealings towards the attainment of assigned tasks. further, teachers who consistently demonstrate good work ethics know how to prioritize tasks, manage their time well, and finish task efficiently ahead of time. they demonstrate punctuality and arrive in school on time or earlier. they maximize instructional time in the attainment of quality instructional performance. the passage of r.a the philippine teachers professionalization act of 1994, also known as act 7836, establishes the code of ethics and expectations for how teachers should conduct themselves both inside and outside of the classroom. (teachercodes.unesco.org/ teachercodes/philippines.). as observed in the findings of the study, the public school teachers have satisfactorily demonstrated work ethics in their respective schools towards high quality task performance. additionally, salleh (2018) premised that teachers who have strong sense of work ethics firmly holds oneself accountable for the assigned tasks and are dependable and can be relied upon. in the school organization, when a teacher demonstrates a sense of accountability in the assigned task, he/she does things at his/her level best, rarely would he/she fail at the activity or project he/she is charged with. when there is an ounce of failure, the ethical teacher would surely own the responsibility and immediately make innovations to achieve the assigned task. on the mediating effect of work ethics shown in table 6 is the path analysis on the mediating effect of work ethics on the relationship of authentic leadership of school heads and task performance. the data obtained in this table were results after conducting the spss amos. table 7 : mediating effect : path analysis (partial mediation) path estimates se c.r. p unstandardized standardized al we .371 .538 .033 11.209 *** we tp .606 .619 .045 13.390 *** al tp .119 .176 .031 3.809 *** this table presents the direct effect of authentic leadership on work ethics, work ethics on task performance and authentic leadership on task performance. authentic leadership and work ethics is the path a coefficient which has an unstandardized regression coefficient of .371, standardized regression coefficient of .538, se of .033 and a probability value less than 0.05. below the significance level of 0.05 implies that these two variables have a significant relationship and low or small standard error means that the estimate is more precise. besides, the effect size or the impact of authentic leadership on work ethics is 37% which disavows completely the null hypothesis. thus, the path b coefficient is work ethics and task performance which has an unstandardized regression coefficient of .606, standardized regression coefficient of .619, se of .045 and a p-value less than 0.05 which means there is a strong conclusion to say that work ethics and task performance is 61%. and lastly, path c coefficient shows the effect size of authentic leadership on task performance. the data result has an unstandardized regression coefficient of .176; the computed standard error is .031 and a p-value less than 0.05 which is smaller than the significance alpha level 0.05 which means that it is significant. mathematically, this supports the assumption that authentic leadership is associated with task performance. x =authentic leadership (al) y = task performance (tp) m= work ethics (we) in addition, figure 1 depicts the result of the mediating effect computation. it shows the effect size of path correlation coefficients of the three variables used in figure 1: regression weights on the mediating effect of work ethics on the relationship of authentic leadership and task performance this study. at the 0.05 level, the route analysis gave a p value of less than 0.05, which is significant. this suggest that work ethics has a substantial role in relationship between authentic leadership of school heads and task performance among public school teachers. furthermore, at the conclusion of work ethics, the mediator variable, the causal association between authentic leadership of school heads and task performance has been lowered from a significant coefficient value of .509 to .12, which is still significant. the raw correlation between authentic leadership of school heads and task performance of teachers has a total impact of .509. the extent of the association between authentic leadership and task performance with work ethics included in the regression is represented by the direct effect value of .12. the https://journals.e-palli.com/home/index.php/ajmri pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 indirect value of .226 represents the amount of original link between authentic leadership and task performance that has been transferred to work ethics. the formula is: (a*b), where “a” is the path between the independent and mediator variables, “b” denotes the path between the mediator and dependent variables. divide the indirect effect by the total effect to get the ratio index; in this case, .226 divide .509 equals 0.444.about 44.4% of the overall influence of the independent variable on the dependent variable appears to be mediated by the mediator variable, while the remaining 55.6% appears to be either direct or mediated by factors not included in the model. moreover, there are three steps to be met for a third variable to be acting as mediator, as pointed out by baron and kenny (1986), duly cited by zeynivandnezhad (2020). in table 7 there are categorized as steps 1 to 3. step 4 is the final step. in step 1 (path c) authentic leadership as the independent variable (iv) significantly predicts task performance. in like manner, the purpose of steps 1 to 3 is to establish that there are zero-order relationships among variable exist. and we can automatically conclude that mediation is not probable with no relationship variables basing the process of estimating relationship. furthermore, if there is a significant relationship in step 1 to 3, one must proceed to step 4. then in step 4 the combined effect of authentic leadership and task performance on work ethics is significant. as the matter of triangulation, further analysis of mediation effect using amos is warranted to assess the significance of the intervening variable. moreover, if the effect of the iv and the dv becomes non-significant at the final steps in the analysis, full mediation will be achieved. this indicates that the mediating variable is a mediator of all effects. only partial mediation is accomplished if the regression coefficient is significantly decreased but still significant at the last stage. this indicates that while some of the iv is mediated by the mv, other portions are either direct or mediated by other variables outside the scope of the model. in this instance, reducing mv greatly reduces the impact of the iv (authentic leadership) on the dv (task performance) (work ethics). therefore, while the effect is still large, only partial mediation occurred. with the use of baron and kenny’s steps (as cited by zeynivandnezhad, 2020) in testing mediation of work ethics, the researcher proved that mediation is significant and there is partial mediation. first, conduct a simper regression analysis with x predicting m to test for path a-the independent variable or x (authentic leadership) affects the mediator or m (work ethics) at beta coefficient of .37 with a se of .23 and the relationship is significant at 0.05 significance level. second, conduct a simple regression analysis with m predicting y to test for the significance of path bthe mediating variable or m (work ethics) affect the dependent variable or d (task performance) at beta coefficient of .61, where work ethics god a residual error of .08 and the relationship is significant at 0.05 significance level. third, conduct a simple regression analysis with x predicting y to test for the significance of path c-the independent variable or x (authentic leadership) affects the dependent variable or y (task performance) at beta coefficient of .12 where task performance has a residual error 2 of .05 and the relationship is significant at 0.05 significance level. last but not least, after controlling the dependent variable or y (task performance) as predicted by independent variable or x (authentic leadership) and including the mediating variable or m (job satisfaction) as a predictor of task performance it is regressed to .08. the alpha level is still significant at 0.05 significance level of authentic leadership and task performance resulted to the conclusion of partial mediation in this study. it can therefore be concluded that work ethics, which is the mediator variable, has a causal association between authentic leadership of school heads and task performance of teachers. as a learning insight, the researcher concurred the importance of school heads’ authentic leadership, as an enabler in motivating teachers to do their level best and follow the standards set by the department of education in effecting quality productive outcomes. adopting ethical and socially responsible organizational practices paves way to greater productivity. conversely, the work ethics of all employees comprising the school leaders and teachers is seen as the mediator towards the attainment of institutional vision, mission and goals. conclusion based on the findings, the following conclusions were drawn after the findings, the results revealed that work ethics mediates the relationship between the authentic leadership of school heads and the task performance of public school teachers. it can be explained that school heads who exhibit authentic leadership possess sound situational awareness and use it as a powerful tool in leading the teaching staff toward high-level task performance. this means that school heads understand where their natural inclinations lie and utilize this knowledge to enhance the staff ’s work ethics to propel the organization toward attaining institutional goals. furthermore, the data disclosed that the level of authentic leadership of school heads is high. similarly, the level of task performance of public school teachers in magsaysay north and south districts is high. also, the level of work ethics of the respondents is high. moreover, there is a significant relationship between authentic leadership and task performance. conversely, data showed a substantial connection between authentic leadership and work ethics. subsequently, work ethics, which is the mediator variable, has a causal association between the authentic leadership of school heads and the task performance of teachers. in addition, this present study substantiates the importance of work ethics as a determining factor in attaining the school’s vision, mission, and goals. further, this study exhibited how authentic leadership can be a real influence for the teaching staff ’s improved task performance. https://journals.e-palli.com/home/index.php/ajmri pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 13-29, 2022 moreover, this introspection confirmed various propositions of previous researchers, which explained that work ethics (salleh, 2018; shapira-lishchinsky, 2018) is a mediating factor in school heads’ authentic leadership (guhao jr. and quines, 2021; farid et al., 2020 & ribeiro, 2020) and teachers’ task performance (osayamen et al., 2019) toward attaining successful programs, projects, and school activities. recommendations after the findings, the following are recommended the study revealed that school heads were rated high in the varied domains of authentic leadership: self-awareness, internalized moral perspective, balanced processing, and relational transparency. thus, the researcher humbly recommends to the department of education senior officials recognize school heads’ meritorious performance. on the other hand, re-orientation training may be provided to the rest of the school heads on the essential facets of authentic leadership toward attaining institutional vision, mission, and goals. moreover, the level of task performance of teachers in magsaysay north and south districts is generally described as high. this can be a basis for designing appropriate, relevant training for improving teachers’ productivity to ensure that teachers continuously adhere to the highest performance standard. similarly, the level of work ethics of public elementary school teachers is generally described as high. hence, it is suggested that school learning action cell is regularly conducted every quarter to strengthen the teachers’ adherence to deped policies and organizational norms. by continuously facilitating the importance of adhering to the code of ethics, the teachers embed in their systems proper time management; ensure productivity; acknowledge accountability and responsibility; exhibit professionalism, and show dedication consistently. conversely, school heads authentic leadership is correlated with task performance. likewise, school heads’ authentic leadership connects with teachers’ work ethics. these findings suggest that school heads strengthen their authentic leadership to motivate teachers further to adhere to strict ethical standards at deped and improve their products according to the highest performance standards. subsequently, data revealed that work ethics has a substantial role in the authentic leadership of school heads and the task performance of public school teachers. hence, it can be concluded that work ethics, which is the mediator variable, has a causal association between the authentic leadership of school heads and the task performance of teachers. it is recommended that deped senior officials give premium importance to providing professional development activities such as training and seminars to strengthen deped personnel’s work ethics further. doing so paves the way for improved authentic leadership of school heads and higher-level task performance of teachers toward the attainment of quality education. subsequently, future researchers may utilize the literature on authentic leadership, task performance, and work ethics as a reference to guide them on their research work and further validate and extend the present research work results. references alvesson, m., & einola, k. 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(2019). authentic leadership, knowledge sharing, and employees’ creativity. management. res. rev., 43, 669–690. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) identifying the subanenssubanens among the lumads: a case study on subabensubaben culture in the philippines dirb boy o. sebrero1* volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1066 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 11, 2022 accepted: february 15, 2023 published: february 23, 2023 the indigenous peoples rights act of 1997 codified the use of indigenous peoples as reference to the ethnic minorities of the philippines. government officials and volunteers from the non-governmental organizations [ngos], and the academic institutions, however, use the term lumad as a reference to all ethnic minorities in mindanao that share no common narrative. this paper is a case study exploring the lifestyles, and culture of the subanens of guimad, ozamiz city, and whether they befit the existing lumad narratives. the use of term lumad as reference to the subanens of guimad, ozamiz city and all other ethnic minorities should be evaluated in order to guarantee that the distinct diverse identities, and cultures of these ethnic minorities are not reduced into a common, singular narrative. keywords subanen, mindanao, philippines lumad ethnic minorities introduction in 1997, with the passage of the indigenous peoples rights act has codified the terms indigenous peoples into the philippine law – making it the legal term standards referring to the present minorities in the philippines. in the southern part of the country, however, particularly in mindanao, a new term in reference to the organized minorities in the island particularly used by non – government organization [ngos] and even several government workers have come to surface – the lumad, which coined in reference to the non – christianized, non – islamic minority communities in the island (quizon, c., (2012). the first formal use of the term lumad was presented by karl gaspar in his argument about the lumad – mindanao multisectoral alliance set up in davao del sur in 1983, arising out from a desired voice for a pure and organized lumad group that can respond to the rising ideological conflict imposed by the church in mindanao (alejo, a., 2001). the alliance, however was only limited and highly concentrated of manobo tribes in davao del sur. despite this, the term then started to become a reference to an organized group of indigenous peoples, regardless of tribal affiliations in mindanao. patterned from gaspar’s argument, albert alejo (2001), in his book generating energies in mount apo, argues that the reference of the term lumad is intended to the organized alliance that emerged, faded and regrouped with their multisectoral partners which, at a time, was protesting against the building of power plant in mount apo by the philippine national company that started in 1989 and ended in 1993. alejo (2001) even propagated the idea of the alumahad, the most widely known cluster group of the lumad-multisectoral alliance, consisting of eleven manobo tribal communities in mindanao, and became their protesting arm. the lumads, through the alumahad, were then identified as an organized critical opposition of the local governments in mindanao. from this narrative, alejo presented a definition of the term lumad that is ideological in meaning and political in practice with exclusive traces of cultural affiliation towards the manobo tribes of davao del sur. a more general and modernistic definition of the term lumad was coined as a cebuano noun term referring to “a native, natural – born citizen” (wolf, j., 1972), and as a verb meaning “to stay or stick long onto”, derived from something as “mulumad ku” (gaspar, k., 2000). therefore, the term in its modern definition means a native of local descent that has stuck to his heritage and distinct identity. patterned from the abovementioned definition was the term in reference to a study conducted by cherubim quezon entitled dressing the lumad body: indigenous people and the development discourse in mindanao. quezon argued, after a personal field study, that the definition of the “specific term lumad depends on performing a non specific role. it relies on the erasure or blurring of group identities, deriving its resilience and power to the inability or the unwillingness of a dominant culture, including its nationalist, environmentalist and social justice sectors, to come to terms with the segmentation of institutions that come face to face with indigenous communities” (quizon, c., 2012). this means that the term lumad was imposed by a dominant culture, preferably by the christian or bisaya, as a general reference to all non-christian, non-muslim ethnic minorities. she justified that the bisaya had a big role in such imposition for the fact that these are the same people who acts within the government, responsible for the welfare of these ethnic minorities, and those in the ngos who in their own capacity, assist in the 1 la salle university ozamiz city, philippines * corresponding author’s e-mail: dosebrero@up.edu.ph https://doi.org/10.54536/ajmri.v2i2.1066 https://journals.e-palli.com/home/index.php/ajmri pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 1-6, 2023 sustainability of these indigenous peoples. in simple terms, quizon (2012) argues that by using the term lumad, one denies a whole complex ethnic identity that predates the era of catholicism or islamization or any by-product of colonialism. objective of the study patterned from the abovementioned lumad narrative, this study looks into the ritual practices and the belief system of the subanen community in guimad, ozamiz city and explores through their ritual practices and belief system whether they befit the existing lumad narrative. further, this study will elaborate on whether the subanens of guimad, ozamiz city identifies and even refers to themselves as lumad, and if they do, present the reasons for such adherence. literature review this section provides the narratives of the lumads presented by authors from available literatures. this review looks into the struggles, challenges, achievements, identity and definition of the lumads, particularly in mindanao. this is crucial as this review will lay the foundation from which the argument and analysis on whether the subanens of guimad, ozamiz city has parallel struggles, challenges and achievements, making subject to be referred to as albert alejo (2018), in his publication entitled strategic identity: bridging self-determination and solidarity among the indigenous peoples of mindanao, the philippines, “introduces the concept of ‘strategic identity’ as a bridge between the indigenous peoples’ struggle for self-determination and their search for solidarity in the context of globalization.” alejo’s argument is grounded into looking at the “self ” within the context of selfdetermination of the lumads and their stakeholders. in his analysis, alejo presented three steps on how inclusion of the lumads for holistic development can be achieved. in alejo’s (2018) publication, he presented one of the problems continually faced by the lumad community is the border conflict that the lumads face against the muslims. the ancient lumad rituals dyandi and pakang traditionally recognizes the boundaries of the territories belonging to the lumads and the muslims (alejo, a., 2018). however, with the government imposing its rule on assigning territories for the lumads and the muslims, such mutual respect for territorial boundaries is disrupted. to resolve this, the lumads proposed that the ancient covenant pact between the lumads and the muslims be renewed and revitalized in order to pacify the border conflict of their territory. however, the issue remains that land disputes, under the ipra law has to be settled in judicial courts and not in tribal manner. while the lumads sure had an existing border conflict with the muslims, these two shares much more in common. authors cristina j. montiel, rudy b. rodil, and judith m. de guzman (2012) in their book the moro struggle and the challenge to peace building in mindanao, southern philippines argued that the lumads and the muslims share more in common than any other indigenous peoples in the county. these authors traced back the history of the island of mindanao from spanish colonial period and argued that both were influenced by the effects of spanish colonialism, religion per se (montiel, c., rodil, r., & de guzman, j., 2012). islam and the animistic belief system of the lumads certainly proved their resistance against the spanish colonial influences. highlighting on the muslim’s struggles to claim their ancient domain, the authors included the lumads in the case. during american annexation, the muslims and the lumads found themselves together facing the agrarian reforms of the americans. in 1903, with the implementation of the public lands act under the torrens system, the ancient local lands of the muslims and the lumads were registered and titled into private ownerships – a practice that is new and alien to both ethnic groups. the muslims, bounded by one faith, banned together and created the bangsoro to solidify their determination. the problem was for the lumads, they’re too few in number, too small as a group, too sporadic, and insisted that they’re bangsamoro. making their case for their ancient land difficult to champion. but this was not the case for all the members of the organized lumad group. the teduray, an ethnic minority of the lumads, joined the bangsamoro and in the memorandum of agreement on ancestral domain (moa-ad). their case was simple, geographically, they’re already part of the bangsamoro deep within maguindanao. but geography is not the only thing that bounds the teduray and the maguidanaoan together. these cultures believe that they originated from the same ancestry, the brothers mamalu and tabunaway (montiel, c., rodil, r., & de guzman, j., 2012). therefore, the connection between the teduray, a lumad minority, and the maguinadanaoan, a muslim minority, is not just linked by geography but even by culture and tradition. another notable idea these authors presented is how they divided the demographics of mindanao. the authors divided the demographics of mindanao into three categories. the first, the christians who the authors have described as the migrant settlers from the northern parts of the country. second, the muslim minority who, despite the different tribal affiliations are bounded by the same religion. third, the lumads who the authors claimed to umbrella the 30 different tribes and subtribes of indigenous peoples with no common background (montiel, c., rodil, r., & de guzman, j., 2012). the land issue faced by the lumads has always been staggering. in regard with this issue, no one is perhaps more credible than the mindanao historian rudy rodil (1993). in his book the minoritization of the indigenous communities of mindanao and the sulu archipelago, rodil, adopting the classification made by loethiny s. clavel (1969) in her book they are also filipinos, presented the categorization of the ethnic minorities in mindanao. rodil presented the minorities as group of ethnic communities who have been marginalized from the https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 1-6, 2023 panoply of government welfare. this marginalization is manifested through their struggle in claiming for their ancestral land. such struggle gave birth to the use of the term lumad in 1980 at the heat of the marcos regime, when “an atmosphere of militarization, human rights violations, poverty, land grabbing, undue intrusions by multinational corporations, and government neglect against the tribal minorities” occurred (rodil, r., (1993). in order to further the lumads’ cause for their ancestral land, the church of mindanao assisted in forming the first coalition of lumads which stated as tribal filipinos until its formal founding congress called as lumad-mindanao in 1986. the coalition was composed of more than 70 local and regional ethnic minorities in mindanao that share common cause in claiming their ancestral lands (rodil, r., (1993). under their struggle for their ancestral land, the ethnic minorities of mindanao banned together and for the first time are collectively called under one name – lumad, a cebuano term which means indigenous. these lumads included the ata, bagobo, banwaon, b’laan, bukidnon. dibabawon, higaunon, kalagan. mamanwa. mandaya, mangguwangan, manobo, mansaka, subanon, tagakaolo. t’boli, tinlray, ubo. under a singular name, these diverse ethnic minorities established lumad as an identity that can be at par with the muslims and christians of mindanao. rodil’s use of the term lumad however was certainly not plucked out of the air. it was patterned from the released documents of the commission of national identities (cni) cited by leothiny clavel in the publication they are also filipinos published in 1969. as per the book, the ethnic minorities of the philippines are geographically classified between luzon, visayas and mindanao – sulu. while the ethnic minorities of luzon/visayas are presented individually as distinct ethnic minorities, the ones in mindanao are divided between ethnic minorities under the moro share their common faith, while the ethnic minorities under the classification of the lumad share nothing more than their struggle for self – determination and their ancestral domain, which is all true for all other ethnic minorities. yet we see the non-muslim ethnic minorities in mindanao – sulu being enveloped into one umbrella term – lumad. with the indigenous peoples rights act, the term lumad has since been changed into indigenous peoples. however, the use of the term lumad is still prevalent by the government, the ngos and even the general public (quizon, 2012). these literatures share several commonalities. the identity lumad, a cebuano term, is imposed to refer to the non – muslim ethnic minorities in mindanao who share nothing more than their struggle for self – determination in claiming their ancestral land in central mindanao. while the struggle for self – determination cannot be abridged, the terminology lumad as a reference to all and general ethnic minorities in mindanao should be evaluated to guarantee that the distinct diverse identity of these ethnic minorities is not reduced into a common, singular narrative, defeating the purpose of self – determination. methods the reference of the word lumad towards all indigenous peoples of the philippines exacts the erasures of distinct local identity. ironically, the usage of the word only started during mid-1980s. hence, the country’s indigenous peoples predate the use of this word. therefore, it is imperative that the governing body, the non – governmental organization, and even the academe be made aware and responsible for the usage of such word as it limits and blurs the identity, and the cultural expression of this identity to nothing more than that of an assimilated culture. to come up with substantial narrative in fulfilling the objective of this study, a case study approach was utilized. the data gathering process was conducted during the immersion of the researcher in the subanen community of guimad, ozamiz city, philippines in the month of august 2022. the subanens in the community were treated as key informants who were interviewed regarding their lifestyle, and their daily life. the researcher was also able to gather information by attending the rituals of the subanens in the community. generally, the narrative in the study were either based on the testimonies taken from key informants’ interviews, and also the observations of the researcher while being present in the performed rituals of the subanens. results and discussions identifying and locating the subanens within the city of ozamiz in mindanao is not a very difficult task. locating a community that preserves the subanen identity, however, is a different task. there are only very few communities within the city where the settlers are predominantly, if not all, are subanens. one of these present community is the remote area of guimad, located in the hinterlands of the city. to go to the area, i had to hitch a ride from bagakay to cogon, then to kinuman norte, a remote barangay in the city of ozamiz, since no public utility vehicle is routed to the area. from kinuman norte, i had a local guide walk me towards one of the remaining subanen areas in the city. after almost 3 hours of walking, i reached guimad and was welcomed by a serene silence of the community where the households have nothing in difference from the usual simple households found in the city. their houses are made of stones and bricks and are covered by the usual aluminum roof which they commonly refer to as sin. the landscape of their houses, just like the ones that can be seen in the city, are designed by flowers of bougainvillea. my guide introduced me to his acquaintance in the area, ilaha cambongga, a subanen resident of guimad. contrary to my expectation, ilaha wears nothing alike the pamphlets describing a subanen. instead, she wears a blue tank blouse tucked into checkered skirt. ilaha is 18 years old studying criminology in one of the local universities of the city. her education is made possible because of the 4ps scholarship offered by the government. she greeted me with gumpa gundaw, a subanen greeting https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 1-6, 2023 of peace and welcome but is generally used to greet someone in reference to the day of the day. therefore, if one receives the greeting in morning, it would mean good morning, and if in the afternoon, then the greeting would mean, good afternoon (elarte, 2022). ilaha took me to their house where several residents are in group. i asked if they’re having a meeting of some kind but ilaha responded that the gathering is just about chitchats and is usual specially at lunchtime and frequently happens in their house because of their veranda and their store. ilaha generally speaks subanen but since she has been studying in the city, she is also very fluent in cebuano and in english, which made our conversation very easy for me. everyone i met looks very familiar and usual to me. they also speak fluent cebuano but when they spoke with each other, they switch to their dialect, which i knew nothing of. within the gathering, i noticed several youths, one in attendance was rio, lix and merian who are 18, 19, and 16 respectively. just like ilaha, rio and merian are studying in the local university in the city while lix never had any education and has since been helping his father, alfredo baot, in the uma in producing maze, a crop sufficient in the highland. the land that the baot farms, situated just below their house in the community, has been cultivated by the family since alfredo’s memory can stretch. the areas covering guimad is considered to be part of the ancestral domain upheld to be protected and reserved for the subanen minorities under the misamis occidental provincial ordinance resolution number 425-17 authored by hon. dodge l. cabahug sr. which aimed to promote the agricultural development of the ancestral domain of the province through the department of agriculture. this could perhaps be the reason why the residents of guimad, as well as the baot family, has been an effective asset in agricultural production. in his 53 years living in guimad, alfredo shared that he’s never once received any education, nor has he tried voting. he said that the only time he sees visitors from the city in their community is during election campaigns and are gone soon after. while some of his neighbours vote, alfredo refused to do so due to his discontent about the officials and politicians helping him and the community. this is why he farms “sendan, sendaw” . alfredo also has never gone into the city, that his crops are only taken by the buyers who comes into guimad to pick up all his produce. their food and supplies on the other hand are bought by his daughter, rio, who studies in the city and comes home every week. in the whole duration of our conversation, alfredo, ada, his wife, never once mentioned or used the term lumad in our dialogue. the mindanao historian, rudy rodil presented the idea that the lumad is a cebuano term in reference to the indigenous peoples (rodil, r., 1993). alfredo, on the other hand, in our conversation, never referred to himself as indigenous people, more so lumad but only subano or subanen. this may be because alfredo, having received no education, deprived him from the majority’s reference to their community as lumad. their lifestyle is remote, even considering they are geographically located just three barangays from the city. if a member of alfredo’s household falls sick, they need not go to the city to seek treatment from the hospital. instead, they resort to the gukom, the spiritual leader, tay aleng, for his healing, which accordingly is always effective. after the conversation with the baots and being curious about speaking to the spiritual leader, ilaha took me near the far end of the community to speak to tay aleng. in his golden years at 78, tay aleng is considered as the community’s gukom, or spiritual leader, but he’s also referred to as timuay or balyan. the gukom speaks very limited cebuano and switches to subanen which prompted me to ask ilaha to stay so she can translate tay al’eng. we ran into tay al’eng doing peluto, a preparation for cooking. i noticed his late for his lunch which is unusual for elder people, so i asked where he came from. he said he came from guigona where he led in performing the buklog. buklog is a ritual prayer dance is led by the gukom and participated by the subanens of the community. the prayer, led by the gukom, is offered to invite the spirit of the magbabaja¸ who is believed by the subanens to be the creator, the guide and provider of everyone and everything. only the gukom is believed to be able to communicate to the magbabaja. however, the participation of the whole community through the ritual dance, as a non-synchronous festive dance, is supposed to reinforce the prayers of the gukom for the magbabaja to bless the land in order to produce bountiful harvest. the buklog has to be performed throughout the duration from planting to harvest in order to preserve the blessing of the magbabaja. this led me to thinking if there was no gukom in guigona since tay aleng had to walk to the other barangay to perform the buklog. he responded that there are two gukoms in guigona but he had to go since the buklog is one of the biggest rituals of the subanens and is better performed by several gukoms. in each subanen community, there is no definite number as to how many gukoms there are. so, how does one becomes a gukom? unlike the roman catholic where one has to study and be ordained by the church prior to becoming a priest (jay, e., 1980), in becoming a gukom, there is no definite process. being a gukom is also neither hereditary nor can it be done through appointment by any member of the community. in the subanen culture, becoming a gukom is a selection made only by the mababaja. the only criteria into becoming a gukom is that one must be able to communicate to the magbabaja. the magbabaja, the creator, the guide, and the provider, has no physical form therefore needs the gukom in order to carry out its intent, which includes the blessing, acceptance of birth, and the healing of the sick. there’s also no definite time as to when the magbabaja selects a gukom. https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 1-6, 2023 for tay aleng, it happened when he was 49. he had a dream speaking to someone he cannot recognize but only hear, telling him to wake up and go to lito’s house, his neighbor, as his daughter will die before the daybreak. when he came into the household, lito was wiping his daughter with damp cloth, perhaps in order to relieve the temperature. tay al’eng moved drastically and acted as instructed by the voice that he’s constantly hearing. accordingly, tay al’eng repeated the words he heard from the voice in his head and whispered it to the ears of the child. it was accordingly a prayer from the magbabaja that’s trying to serve the girl. he laid the girl to sleep and then instructed lito to get his biggest rooster, bleed it outside his house, burn the feathers, and cook soup for his daughter to eat in the morning. all these was instructed from the voice tay al’eng kept hearing. accordingly, lito was pessimistic, but running with no other option, followed tay aleng’s instruction. tay aleng patiently waited until the daybreak hoping the child would see if his prayers work and lito to fee his daughter the soup he made from the rooster he offered. the child woke and tay aleng new that he has performed a magkano [mgkano], a subanen spiritual healing, and that he’s become a gukom. since then, the story propagated and the residents of guimad and even outsider frequents to tay aleng, seeking healing. performing a magkano, is a burden he finds too heavy. while tay aleng has saved countless lives, he never guarantees its effectivity, especially for outsiders or those who are visiting him, hoping for his healing. since the healing is from the bentayan, or guidance from the magbabaja, the belief and faith of the magbabaja is also crucial for the magkano to be effective. even ilaha has received the healing of tay aleng. it was when she came from the city on a weekend and started to vomit. the vomiting became frequent that her family decided not to allow her to eat anything, hoping it would stop her from vomiting. since she had taken no food, aliha remembered that she started vomiting sourly substance that she cannot bear. tay aleng helped and prayed over ilaha while making her drink a pangasi, a concoction made from cassava vinegar and some other ginger. without diagnosing what caused her vomiting, ilaha was healed and started to believe the potency of tay aleng’s healing. the magkano is also performed by tay aleng after a birth which signals the acceptance of birth to the subanen community. the family offers the best produce they have for the magbabaja to accept and in turn provides benatayay to the family to raise the child as a subanen. conclusion the authors cristina j. montiel, rudy b. rodil, and judith m. de guzman (2012) in argued that the term lumad was born out of the indigenous people’s struggle from self-determination in claiming for their ancestral domain. the subanens of guimad, ozamiz city in mindanao philippines, however, have been cultivating their farmlands without the interference of any outside forces and are even protected by local and provincial ordinances. hence, there’s no sense in including these subanens into the lumad narrative. the reference of the cebuano term lumad to the subanens is never even practiced, said, or mentioned by the subanens in all our conversations. never have they ever referred to themselves as lumad, much less as indigenous peoples. this is evidence that the terminology and use of the term lumad, is imposed by dominant cultures to the ethnic minorities such as the subanens. the continued practice by tay aleng of magkano, a spiritual healing, and buklag, and the faithful of the subanens to the magbabaja, are all manifestations that they’re able to preserve their distinct culture, belief system, and their identity, far from the influence brought by colonialism, by the dominant cultures of the cebuano, and even by the other ethnic minorities. this proves that such rich and distinct cultural minority is diminished if they are continually referred to as lumad, which may give the impression that they’re culture, beliefs, and practices are nothing different from other ethnic minorities. the continual use of the term lumad is the gradual erosion of their cultural identity from the outsiders’ outlook. with the available reference and data, this study implies that the subanens of guimad, ozamiz city in mindanao, philippines has a rich ethnic, cultural identity, different and distinct from other ethnic minorities. further, this study also implies that there is a need for the government and academe to take charge in preserving this culture and in admonishing the use of the term lumad as a reference to all ethnic minorities in the mindanao. with this, the researcher highly recommends that a study on how the cultures and identities of other ethnic minorities reflect to the lumad narratives. this should be done so we can fully achieve our academic goal of celebrating the distinct cultures of our ethnic minorities that make up the identity of a filipino. reference alejo, albert. (2001). generating energies in mt. apo: cultural politics in a contested environment. ateneo de manila university press. alejo, a. e. (2018). strategic identity: bridging selfdetermination and solidarity among the indigenous peoples of mindanao, the philippines. thesis eleven, 145(1), 38-57. gaspar, karl. (2000). the lumad’s struggle in the face of globalization. alternative forum for research in mindanao. davao city. jay, eric. (1980). the church: its changing image through twenty centuries. john knox press. montiel, c. j., rodil, r. b., & de guzman, j. m. (2012). the moro struggle and the challenge to peace building in mindanao, springer us. southern philippines, 71-89. quizon, c. a. (2012). dressing the lumad body: indigenous peoples and the development discourse in mindanao. humanities diliman, 9(2). https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 1-6, 2023 res. no. 425-17. office of the sangguniang panlalawigan, province of misamis occidental. oroquita city. rodil, rudy. (1993). the minoritization of the indigenous communities of mindanao and the sulu archipelago. alternate forum for research in mindanao. davao city. wollf, john. (1972). a dictionary of cebuano, visayas. anboco publishing. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 76 american journal of multidisciplinary research and innovation (ajmri) context and realities of policy implementation in south africa: quo vadis sonayena kenneth nokele1* volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.898 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 08, 2022 accepted: december 07, 2022 published: december 16, 2022 this paper intends to examine the context and realities of policy implementation in south africa. this is important because south africa has over the years crafted good policies but suffers from poor implementation. scholars, policymakers, non-governmental organisation, and target beneficiaries have advanced various reasons contextualizing the root causes of policy failure in the south african context. such reasons include but are not restricted to, lack of resources, lack of precision and policy design, incorrect policy instrument, lack of leadership, negligence of relevant actors, and lack of precision and clarity in the implementation stage. this paper discovered that in south africa, there has been a particular emphasis on the delivery of services with the capacity and capabilities of national, provincial, and local government to advance service delivery, however, challenges have been encountered in the implementation processes. this article concludes that actors of public policy implementation must be seen as formal and have access to ‘implementation structures’ that they can use to advance their own “different interests; values; perceptions and policy preferences during the implementation process. this paper recommends, that the south african government should review the policy implementation strategies with clear contextual considerations to demonstrate the goals. furthermore, the paper recommends that public policy implementation should be entrusted to suitable government departments that have the necessary administrative capacities. keywords public policy implementation, context, realities, service delivery, south africa introduction good policies are needed in any democratic government to ensure that the government achieves its set objectives. however, it is important to note that, well-crafted policies without proper implementation serve no purpose. peters (2001), indicates that government policy can only be “real” when it is effectively implemented. this is important because public policy implementation constitutes one of the most important steps in the entire public policymaking process, as public policy implementation refers to when the policy is realised (howie and stevick,2014:582). since south africa transitioned from the old apartheid government into the new democratic dispensation, public policy implementation is confronted with a number of problems and challenges. such challenges and problems include, but are not restricted to, lack of participation as required in terms of south african constitutional democracy, poor leadership, appropriateness of policy in the south african context, lack of monitoring and evaluation, lack of resources, lack of knowledge and skills and so on. although the authors are mindful of all these challenges and problems hampering effective policy implementation in the south african context, it is within the context of this article to move from a simplistic analysis that is in contact with the context and realities of policy implementation in south africa. analysis of the policy implementation problems from such a perspective could result in simple and sustainable mitigations to policy implementation problems. this is the case because proper analysis of literature on public policy implementation reveals that the challenges of implementation in the south african context run deeper than that. implementing policies in the context of the south african environment, characterised by political, economic, and cultural issues has created challenges in terms of service delivery. it is for this reason, that this article, analyse the context and realities of policy implementation in south africa. since south africa is a developing country, it is important to note that, there are many factors that must be taken into account when formulating and implementing policies (cloete, 2011). most importantly, issues such as empowering people; meeting citizens first as well as second and third-generation rights must be drafted and implemented. as alluded to by the public protector, the african national congress (anc) as the lead government has crafted good policies in place to eradicate socio-economic issues across the country, and during the same period, it has signally failed in the implementation of its own policies. this coupled with incompetent leadership in public administration, together with a lack of strategies by the government in mitigating the challenges, further compounds the problems. this paper commences by providing a clear description of public policy implementation and interrogation of public policy implementation in the south african context. this is followed by issues to be considered and the roles of policy implementation actors. this article concludes by recommending measures to be considered in order to effectively implement policies in the south african public sector context. conceptualising public policy implementation maserumule (2012) considers concepts to be tools for thinking. a clear definition of the concepts underlying 1 tshwane university of technology, department of public management, south africa * corresponding author’s e-mail: sonakenny@gmail.com https://doi.org/10.54536/ajmri.v1i6.898 https://journals.e-palli.com/home/index.php/ajmri mailto:sonakenny%40gmail.com?subject= pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 76-81, 2022 any discussion is essential for it to be fruitful (manyaka, 2018). both public policies and their implementation can be intertwined and used interchangeably to enhance service delivery (delamaza, 2015:24). in order to effectively implement public policy, it is important to define its scope. in the sense that public policy implementation falls under public policy, these definitions are crucial. public policy implementation cannot be separated from public policy, since public policy is derived from public policy (cloete & de coning, 2011). in his book, brynard (2009:575) discusses the various stages that public policy must undergo in order to achieve its objectives. among these stages are problem identification, agenda setting, policy formulation, policy implementation, and policy evaluation. policy stages are highly dependent on the particular approach followed (cloete & de conning, 2011:45). brynard (2009:575) argues that the implementation of public policy is a process that is influenced by both the administrative and political environments in which it is implemented. i t is inaccurate to assume that public policy implementation consists of implementing existing policies, according to hanekom (1987:54). it goes beyond that when it comes to implementing public policy. public protector findings reveal that south africa’s ruling party (anc) has policies in place to eradicate some of the country’s social ills, but they have not been executed as intended. anc’s 2016 policy document confirms this, as it shows the government is addressing policy issues that still exist in the country. in addition, rural areas suffer from “extreme poverty and disease; a lack of recreational facilities; and inadequate educational opportunities” (anc, 2016). bond (2014:1-3) and akinboade et al. (2014:1) still describe these “unacceptable service delivery backlogs and problems that had the potential to threaten internal peace and stability,” which may present serious challenges to effective policy implementation and effective service delivery sustainability.considering both the administrative and political environments in which public policy is implemented, cloete, et al (2009:575) define public policy implementation as the process of taking into account various “behaviours”. as barrett (2004:259) states, policy implementation is highly politicized, with official actions being shaped by both macro and micro political contexts (barrett, 2004:259). mclaughlin (1987:172) explained that the main problem with the aforesaid description of public policy implementation is that policymakers do not possess the knowledge to carry out the policies they have drafted, so they are forced to rely on bureaucrats to implement what they have drafted and parliament has approved. the fact that this description is deemed to be a narrow description of what we are talking about somewhat limits our understanding of it. in barrett’s view, more deeply rooted problems exist in government than lack of understanding (barrett, 2004:259). hanekom (1987:54) and howie and stevick (2014:582) argue that the implementation of public policy is such a challenging, complex, and complicated social process because all the relevant stakeholders are involved. howie and stevick (2014) support this argument by stating that when public policy is implemented, two issues often arise. the first issue is that of ‘compliance’, and the second is noncompliance. the question raised is whether the masses will accept and follow this policy once it has been adopted. additionally, efforts are made to implement it. this article aims to demonstrate this among other issues clearly. if we consider policy implementation as the primary theme of this paper, then lack of knowledge is not helpful, as it assumes that poor policy implementation in south africa is the result of a lack of understanding among decisionmakers. public policy implementation actors: sumus quod facimus? policy actors play an essential role in certifying that correct policy instruments are used and policies are effectively implemented. this is consistent with cairney (2012) and colebatch (2002) views, that public policies are implemented through various structures of government institutions in all spheres of government where naturally the public and private often work together in the implementation of some of the public policies. hanekom (1987:56), have noted that public officials and government departments are charged with the duties of implementing, evaluating, and monitoring public policies. according to hanekom (1987), public policy implementation has been assigned to public officials, and public officials frequently find themselves in the midst of the political arena. this endorses the suggestion brought forward by pülzl and treib, (2007:93) that, in order for public policy to be successful, there should be actors who collaborate and assist in implementing public policies and at the same time find mitigations to their problems pertaining to public policy implementation. de leon and de leon, (2002) strongly posit that the recognition and consideration of public policy role players are often applied in the democratic approach to policy implementation. as indicated by munzhedzi (2020), the effectiveness of the policy could be determined by the ability of the implementers to put into practice the expected outcomes indicated in the policy document. as such below, follows the discussion of various actors in public policy implementation. legislators a key role of legislators in implementing public policy is to administer it, advocate for it during implementation, ensure accountability within public policy through statutory control, delegate the implementation of the policy to the different departments best suited to implement it, and ensure that accountability in public policy is maintained through the implementation process. as knill and tosum (2012) maintain, parliament’s (legislator’s) primary role is to oversee the implementation of public policies. in order to achieve success in public administration, these roles are crucial. legislators are often involved in the https://journals.e-palli.com/home/index.php/ajmri pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 76-81, 2022 policy-making process and are consulted regarding public policy administration, including their particular areas of expertise, as well as revising and evoking statutes (jones, 1977:140; sabatier and mazmanian, 1980:552). this is understandable because, without these legislators’ roles, challenges and problems of policy implementation will be exacerbated wherein the tripartite challenges of poverty, inequality, and unemployment will bear many fruits. public officials; political actors and the role of the bureaucracy implementation of public policy results in the realization of its meaning. in addition to being a well-known institution, the bureaucracy is responsible for implementing public policy (also known as the government, civil service, and administration (hanekom, 1987:56). ones (1977:140) asserts that max-webber and other scholars saw bureaucracy as a government system that is given responsibilities, including gruelling and arduous tasks typical of modern-day government. despite the fact that bureaucracy is fundamental to the implementation of public policy, it is not sufficient to accomplish it on its own (jones, 1977:143). other actors also play a vital role in assisting real-life governments in achieving their policy objectives. this is understandable, as hanekom (1987) argues that public policy is implemented by the same individuals who formally participated in crafting that particular policy. in parliament, these individuals usually act as the primary “formulators of bills” and are involved in the process of passing a bill (hanekom, 1987:5657). several political actors hold positions in all areas of government who influence public policies (petridou, 2014:12; de coning and wissink, 2011:33; toleikiene and meskyte, 2014:86). it can be argued, therefore, that public policy processes cannot be conducted without the involvement of political actors, elected officials, and bureaucrats. interest groups (pressure groups) the implementation of public policies in south africa is heavily influenced by interest groups. this occurs because the demand of the interest group/pressure group and the responses of the elites are in equilibrium. this is critical, as peters (2001:193) mentioned that interest groups play the pivotal role of serving as “quasi-official arms of the political system” in implementing public policies in that they may have expert knowledge and skills. jones (1977:141) backed peters (2001) by arguing that policy documents can only be seen in action when interest groups are offered an opportunity to work together with government departments in implementing such policies. peters (2001) further adds that interest groups are necessary and they have powers of influencing the policymaking process and public policy implementation. this was perceived in south africa in the case of: “economic freedom fighters v speaker of the national assembly and others and democratic alliance v speaker of the national assembly and others” upon passing judgment in a case concerning the public protector’s authority to “take appropriate remedial action”, the constitutional court decided whether president zuma would be required to refund a reasonable portion of the money spent on a non-security upgrade to his residence (nkandla) in his personal capacity. the president, with the assistance of the south african police service and national treasury, failed to determine the reasonable costs of the non-security upgrades and repay a reasonable portion thereof to the state. the economic freedom fighters (eff) and the democratic alliance (da) decided that since there was a lack of compliance with the public protector’s remedial action, it would be better to bring legal proceedings against the speaker of the national assembly (speaker), the president, and the minister of police to the highest court in the land (constitutional court of south africa, 2016). the aforesaid case elucidates how the interest /pressure group plays a central role in public policy implementation as well as ensuring public money is spent on public interest by respecting the constitution and holding those who breach the law accountable. courts according to de coning and wissink (2011), courts of law are not only responsible for interpreting laws, but also for identifying weaknesses in policy content and implementation. as one of the many duties of the courts, it is their responsibility to ensure compliance with public policies, particularly those approved by the legislature, since jones (1977:141) argues that public policy implementation in south africa is weak. this is so because the courts are the only body that draws attention between the legislature (parliament) and the executives in the policy process. this view is supported by malema (2018) who alluded that in a democratic country once the judiciary is established, the country is declared a banana republic. hanekom (1987:58) states that law enforcement officers, such as police forces and courts, are responsible for ensuring that regulatory policies within their jurisdiction are implemented accordingly; they are also tasked with overseeing the implementation of passed are tasked with overseeing the implementation of passed are tasked with ensuring that government entities are not abusing their implementation authority, according to knill and tosum (2012:164). community institutions (institutional groups) public policy implementation is influenced more by community institutions, which are mostly found in the community. peters (2001:194) is of the opinion that these institutions are a special class of legitimate pressure groups. as opposed to other interest groups, community institutions play a more particularised role in implementing public policy because their output is specialized. the institutional group includes churches, the military, journalists, policy analysts, influential politicians, the public bureaucracy itself, and even local government (peters, 2001:194; miller and demir, 2007:137). https://journals.e-palli.com/home/index.php/ajmri pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 76-81, 2022 additionally, this institution represents elite group theory and institutional-based theory models of politics and public policy. as a result, community institutions have become associated with “stability and normal politics” (miller and demir, 2007:141). the following model serves as a practical guide to centralising the role of policy actors in the policy implementation stages, as discussed above. figure 1: actors practical based approach model source: authors’ own compilation, 2022 position of policy implementation in south africa: issues for consideration this article has been shown in this article that the fundamental problems triggering policy implementation have transcended the capability of the ruling elite anc to resolve them. despite the fact that there are many issues resulting in challenges to policy implementation at the state, provincial, and local levels, it is pertinent to note that this issue occurs within the spaces of national government “(anc, 2016). according to berman, (1978:164), public policy implementation problems arise from the central government where national government departments are responsible for implementing public policies. in addition, they are also responsible for influencing local and provincial governments in terms of how policies are implemented (berman, 1978:164). it is necessary to note that as a guide to finding mitigations to policy implementation challenges the country faces, it is instructive to understand the nature of policy failure in the south african context for a better understanding of how to improve policy implementation success. there is a growing interest in the concept of failed policies (munzhedzi, 2020), but makhetha (2015) has correctly argued that implementation issues fall at the extremity of a failure spectrum. the reason for this is that the situation is unusual (makhetha, 2015). in the implementation of public policy, six broad issues need to be considered: administrative capability and policy ambiguity, institutional design, social acceptance, compliance and consensus; policy design that is precise and clear, policy instruments chosen, and micro and macro-implementation that is effective. administrative capacities and policy ambiguity government departments must be entrusted with the implementation of public policy. furthermore, inadequate resources may lead to unsuccessful policy implementation or non-implementation of policy. according to berman (1978:168) and colebatch (2002:53), “policy ambiguity” or unclear requests originating from the top structures tend to impede the implementation of public policies. according to a literature review on public policy implementation, institutions, regardless of whether they are state or private organizations, require a certain amount of “human capacity (administrative and technical expertise). (knill and tosum, 2012:169; sabatier and mazmanian, 1980:543 and 547). bureaucrats are committed to achieving public policy objectives, financial objectives, networks, and knowledge resources in order to accomplish public policy management and implementation (knill and tosum, 2012:169; sabatier and mazmanian, 1980:543 and 547). sabatier and mazmanian (1980:544) maintain that public policy lacks precision, clarity and preference over other public policies. institutional design organizational design should also be considered. there is a causal relationship between institutional arrangements and the content of public policy for the effective implementation of public policy (knill and tosum, 2012:166), so institutional arrangements should be regarded as key. institutional change can, however, lead to challenges and problems in policy implementation. it is because, according to pülzl and treib (2007:91), knill and tosum (2012:166); hogwood and gunn (1984:207), institutional change depends on top-down methods, which require the establishment of appropriate bureaucratic procedures to ensure that public policies are implemented as accurately as possible. social acceptance; compliance and consensus another worrying issue about public policy implementation in south africa is social acceptance, compliance and consensus. essentially, rein and rabinovitz (1978:312) argue that actors or those impacted by public policy are not taken into account. non-compliance generally occurs when the masses are forced to bear the cost of a public policy (i.e. when the implications of the policy are unclear) (knill and tosum, 2012:170). at the implementation level, the policies that have been crafted to address societal problems and deliver services fail decimally. it is consistent with salgado’s argument (2013:17), according to which the general public is reluctant to accept public policy, resulting in non-compliance. to this far, this can provoke conflict with other relevant role-players of public policy implementation, such as less structured or informal actors of public policy implementation (colebatch, 2002:53). micro and macro-implementation another key issue for consideration is micro–macro– implementation. as berman (1978) noted, microimplementation and macro-implementation processes https://journals.e-palli.com/home/index.php/ajmri pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 76-81, 2022 differ profoundly because of their “distinct institutional settings”. micro-implementation processes are problematic at the local government level within an institutional setting that is characterized by “bilateral interactions; multiple and conflicting policy objectives that are largely immeasurable while simultaneously occurring within an uncertain and uncontrollable environment” (berman, 1978:176). a macro-implementation process involves all spheres of government, including government departments, courts, and policy actors (berman, 1978:164-5). during the macro-implementation process, ‘effective power’ rests with macro-structure and local implementers, as well as street-level bureaucrats. usually, policy implementation failures occur at the national level where departments are tasked with carrying out public policy. precision and clarity of policy design another issue to be considered is the lack of precision and clarity of policy design, with regard to regard to government intention, which may lead to problems and challenges in policy implementation. a lack of clarity will likely result in a mismatch between intended policy objectives and actual policy outcomes, according to knill and tosum (2012:153). as a result, actors often devote more time and energy to bargaining than to problem-solving. knill and tosum, (2012:153) and human, (1998:23-48) argue that the policy design of actors may result in incorrect hypotheses regarding the causal relationship between policy issues and legislative responses. in line with howlett’s (2009:158) point, “there should also be criteria available for assessing policy goals and that their rationale should be clearly articulated.” to this extent, it is of utmost importance to ensure that policy objectives are consistent with available resources that are in place to achieve the projected policy goals. this is because public policy should be considered for its practicality and feasibility (howlett, 2009:158; sabatier and mazmanian, 1980:543; parsons, 1995:466). choice of policy instruments another issue for consideration is the choice of policy instruments. as a result of government incapacity and the characteristics of the policy context, policymakers often choose incorrect policy instruments. therefore, the correct use of policy instruments can improve public policy implementation (knill and tosum, 2012:163). it is understandable, as policy failures are prevalent without a proper choice of policy instruments. knill and tosum, (2012:163) also add that misusing a policy instrument can result in non-compliance with public policy. recommendations policy makers often develop policies to benefit holistic citizens throughout the country. there are several issues that hamper the successful implementation of public policies in the south african environment, as discussed in this article. as cairney (2012:35) points out, policy success can be achieved by highlighting the goals and outcomes required to ensure ‘successful’ implementation. as a means of addressing some of the challenges associated with policy implementation in government institutions, this paper recommends: ● resources should be made available to the implementers of the policy. human capital, skills and expertise are some of the resources needed to implement a policy in a way that will yield high success for it; capital; and the appropriate institutional structures and arrangements necessary to meet the given policy requirements. ● the paper recommends entrusting public policy implementation to government departments with administrative capacity, sufficient resources, and dedicated, committed, and insightful bureaucracies to implement public policies. it is also imperative that the implementation process be structured correctly. ● the south african government should also adhere to the democratic values and principles outlined in chapter ten, section 195 of the constitution of south africa (1996), thereby minimizing the likelihood of policy failures. ● there must be a central opportunity for policy actors to contribute and participate in the implementation of public policies. in order for this to be successful, all actors must be involved, including the courts, public officials, local communities, the business sector, interest groups, and community-based organizations. the roles of these actors in implementing policy must into consideration by policymakers. conclusion this paper sought to highlight to context and realities of policy implementation in south africa. it has been discussed in this paper that public policy implementation actors are capable to influence the success of public policy implementation as well as ensuring accountability through respect for the constitution and holding those who breach the law accountable. to this end, actors of public policy implementation are seen as formal and have access to ‘implementation structures’ that they can use to advance their own “different interests; values; perceptions and policy preferences during the implementation process. this paper discusses the problems and challenges of public policy implementation derived from ambiguity; when the public policy in question is in conflict with other directives; when the public policy is not regarded as a high priority; when there were insufficient resources to carry out the public policy; or it provoked conflict with other significant actors of public policy; when the target group proved hard to reach; where there is lack of support for the policy; of when the manner in which the deliverance of the public policy occurred was in such a way that it did not have the necessary impact as predicted .consequently the above said issues contribute to the general lack of public policy implementation. references adelzadeh, a. 1996. from the rdp to gear: the gradual embracing of neo-liberalism in economic https://journals.e-palli.com/home/index.php/ajmri pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 76-81, 2022 policy. transformation 31, 65-95. akinboade, o.a., mokwena, m.p. and kinfack, e.c. 2014. protesting for improved public service delivery in south africa’s sedibeng district. social indicators research, 119(1), 1-23. anc (african national congress). 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(2014). public administration discourse in the programs of the lithuanian political parties. socialiniai tyrimai, 2014(1), 86-97. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 63 american journal of multidisciplinary research and innovation (ajmri) an investigation on the factors affecting students’ interest in physical education using principal component analysis (pca) at a local city college in angeles city, pampanga, philippines joseph lobo1*, genesis dimalanta2, clarenz bautista3 volume 1 issue 2, year 2022 issn: 2158-8155 (online) doi: https://doi.org/10.54536/ajmri.v1i2.291 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 24, 2022 accepted: may 30, 2022 published: june 01, 2022 a descriptive-exploratory study which aims to explore the different factors that affects students’ interest in physical education. the respondents of the study are 1st and 2nd year students taking minor physical education 2 and 4 enrolled in the academic year 2019-2020 at city college of angeles. simple random sampling was used to gather data from the respondents. a 35-item questionnaire was adapted to be used on the survey. principle component analysis (pca) was utilized to identify the factors that affects students’ interest towards pe. based on the results, the following factors were identified: (1) love for physical education, (2) teacher, (3) dance activities, (4) sports and physical fitness, (5) teacher’s consideration, (6) climate and facilities and (7) teacher as an instructional material as factors which can affect the interest of students towards pe. from the results, recommendations were provided to teachers and for future research directions. limitations of this study is acknowledged. keywords factors, interest, local college, physical education 1 physical education department, city college of angeles, angeles city, pampanga, philippines. 2 field of study head, institute of arts, sciences and teacher education, mabalacat city college, philippines. 3 college of education, pampanga state agricultural university, philippines. * corresponding author’s e-mail: jtoledolobo@gmail.com introduction as defined, physical education is an integral part of educational process and a field of endeavor which aims the development of physical, mental, emotional and social fitted citizen through physical activities which have been related with a view to related outcomes (khatun and bandyopadhyay, 2016). it also develops the students’ health-related fitness, capableness in movement activities, intellectual understanding and affirmative mindset through different physical activities which they can seize a healthy and physically active lifestyle (lobo, et. al., 2014a). physical education’s main objective is to develop the physical attribute of a human being and is a multi-dimensional discipline where other components are also being developed through different and selected physical activities such as: social development, mental development and emotional development. physical education involves various and selected physical and sport activities. it was demarcated as various activities which involves bodily movements which the skeletal muscles can produce that requires lot of energy spending, which is higher than an individual’s normal physiological requirement in a typical day in school. the instructions that are being used in physical education are highly emphasized and must be enjoyed by the students in and physical activities (lobo, et. al., 2014b), and should help to develop the knowledge, attitudes, motor skills, behavior skills and the confidence of each student in able to adopt and sustain the needed active lifestyle it also improves students’ academic performance, including achievement, behavior, concentration and attentiveness inside the classroom (cdc, 2015). interest is a driving force in the engagement of students in the teaching and learning process, as well on their academic performance. it has been thought to be a powerful motivator in schooling (chen & wang, 2017). it was recently articulated by (rink, et. al., n.d.a) in their study regarding interest, motivation and engagement, interest is a powerful motivator that penetrates human activities. interest also motivates by leading to a positive emotional response in the content and experience. because of the diversity of students, each of them has different learning techniques and strategies. physical education instructors and experts are encouraged to re-visit their teaching techniques and strategies to fully address the needs of the learners. no student can learn in the same way. learners can learn easily by listening, through observation and through means of hands-on or experiential learning. students can also learn through working with peers, others are small or big group, or in a more covert situation. other students need two or more styles in learning, in order for students to learn it well. the instruction in physical education is complex, and its goal is student learning. instructors are the primary responsible and accountable in delivering the teachinglearning process. the attention and interest are the primary concern of all instructors, because it can sustain the attention of students, boost efforts, and support learning. it also heightens the strategic processing skills of the learners. the interest on the course itself drives the concentration of the students that can result to total engagement to different and various physical activities. students should be able to identify and understand the different opportunities and benefits that they can acquire in taking up the course. past studies on the interest of the students towards physical activities found out that there is a relatively high percentage of students that doesn’t know the importance and benefits of these various activities on their lives. however, few years after, early studies about the perception of student in physical activities contradicted and claimed that, students do believe that physical education is important to their overall education (tu, et. al., 2004a). students have positive attitude https://doi.org/10.54536/ajmri.v1i2.291 https://journals.e-palli.com/home/index.php/ajmri pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 63-69, 2022 towards the course when they are aware of its benefits, and if they believe that physical education would be helpful to. this implies that students are interested to be engaged in various physical activities. students are conscious in the importance of physical activity and a positive perception towards the essence and significance of physical education for quality of life and well-being (tannehill & zakrajsek, 1993a). results from the study of ghofrani and golsanamlou (2007) also shown that students from sistan and baluchestan university had a positive perception towards general physical education course. the data collected by tu et. al. (2004b) also stated that students like their physical education course due to the enjoyment and fun that they derive from it; socialize with peers and make new friends. self-actualization and social development are models of physical education which build confidence, knowing more friends and promoting a sense of responsibility (li, et. al., 2014) to all students taking up the course. the study of avery and lumpkin (1987) also supported the study of tu et. al., which they have verified and concluded that students who are enrolled in the university of north carolina’s physical education course valued having fun, getting regular exercise and keeping in good physique condition. new research from basar and coşkun (2017) regarding secondary school students’ opinion in physical education which they have concluded that physical education and sports lessons come out to have been reflected to the students’ interest and affection, which significantly different from other courses. facilities of the school has been found to be one of the factors that influences the interests of the students. a school consist of the school buildings’ provision on a well-located site which includes its facilities and surrounding provided for the learners to learn and concentrate. there is a growing body of research that contributes to the belief that school facility design greatly improve students’ achievement, behavior, attendance and teacher retention. school officials should be able to assess the needs of the learners through the physical building in order to provide growth and development. there is a clear connection which exists between the school building and interest which leads to the learning process. in physical education course, equipment and facilities should be properly working for the students not only learn from their lesson from various activities that the course may offer, but to enjoy as well. pearce et. al. (2014a) identified institutional (outside teacher’s control) as one of the barriers in providing quality education in the course. previous researches have highlighted many institutional barriers most especially the lack of facilities and equipment. inadequacy of equipment and facilities may result students not to participate to any of the activities, and lose interest on the subject or lesson. these are essentials in achieving the goals of physical education. through these equipment and facilities, teachers may be able to maximize and provide conducive learning experience to students. in the recent study of junio and liwag (2016a) identifying facilities and equipment as a factor in the students’ interest and academic performance specifically in athletic activities, they have found out that students seem to learn the most when they feel the environment is conducive and supportive. studies among children suggested that being outside the classroom or outdoors could be a positive significant of on their activity levels (cooper, et. al., 2010a; tabussum, et. al., 2017); therefore, generally, as children spent their physical activities outdoors, they are more physically active rather than indoors (cleveland, et. al., 2008a; cooper et. al., 2010b). there are also several studies in the adult population indicate that poor weather is being seen as a barrier to being active physically (carrie & develin, 2002; wilcox, et. al., 2000a; merrill, et. al., 2005). teachers has an important role in the arousal of students’ interest in physical education. qualities of teachers such as personality, teaching strategies, classroom techniques and managerial skills, relationship with the students, and knowledge about the discipline greatly affects the interest of the students. teachers should provide maximum physical activity time within the class period, and teach skills and activities that transfer into physical activity outside of physical education class (schaefer, et. al., 2014a). teacher’s effectiveness doesn’t only boost the interests of the students, but it also increases students’ achievement (hattie, 2003a; tannehill & zakrajsek, 1993b). effective learning in the classroom depends on the ability of the teacher to sustain the interest that brought the students to the course in the first place. there have been a number of assessments and meta-analyses to find suitable framework to investigate teachers’ effectiveness (creemers and kyriakides, 2015), especially in physical education. characteristics of teachers such as age, gender, years of experiences and level of qualification do not appear to predict teacher effectiveness. however, effective teachers have been found to demonstrate better classroom management and to utilize student-centered approaches. behaviors of generic teachers which have been contributing to effective teaching have been identified (tannehill & zakrajsek, 1993c). prerequisites for effective teaching (including verbal skills, educational coursework undertaken in teacher preparation programs, certification level, knowledge in the content, and experience in teaching), the teacher as a human being, classroom management and organization, planning and organizing for instruction, implementing instruction and monitoring students’ progress and potentials (who, n.d.a). in terms of teacher’s credibility, students found out to view their teachers positively when they “looked like” pe teachers, practice what they preach, and are “awesome pedagogues” (rink, et. al., n.d.b). research conducted by ściślak et. al. (2013) in the relationship between instructor and students was found to be vital to students’ performance and success. therefore, the teacher should be able to connect to his or her students in able to sustain their interest towards the subject which can lead to good performance and success of https://journals.e-palli.com/home/index.php/ajmri pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 63-69, 2022 the teaching-learning process. personality is one of the aspects or perspective of teachers’ professional attitude affecting the interest of the students as well academic performance (khan, et. al., 2016). students’ engagement and motivation by interacting with the teacher has been identified as a potential mediator of interest and academic outcomes (allen, et. al., 2011), making this as an important teacher-related factor when considering the success and interest of the students in the secondary education. vce physical education students reported that the teacher and student relationship is important (who, n.d.b) on their performance academically and similarly teachers in the study of whittle et. al. (2018), reported that knowing your students and developing a relationship is the same with academic success. the results of the study of whittle, telford & benson supports previous research with primary school teachers who rated positive studentteacher relationships as characteristics of an “excellent” teacher. therefore, the quality of a physical education depends on the quality of physical educator. it means that if the instructor is of high quality such as having good personality, good lesson planning, good communication and managerial skills then the teacher can easily promote the field of physical education by producing a competent student. enthusiasm and other positive personalities must be possessed by instructors as well to make the class more fun and enjoyable, since physical education class should not be a burden to the students, but an avenue for students to perform various physical activities and to alleviate stress. teacher enthusiasm is assumed to favorably influence students’ outcomes; thus, being taught by an enthusiastic teacher should make learning more enjoyable, increase interest and achievement (keller, et. al., 2014). the study is all about the factors that greatly affects the interest of college students in towards physical education. interest is a powerful influence when it comes to learning. the study intended to explore factors which can affect the interest of the students toward the subject. the researcher conducted the study at city college of angeles in the academic year 2019-2020. it is located at arayat blvd., barangay pampang, angeles city. after conducting the research, recommendations for physical education instructors were identified and listed down for further improvements in the instruction of the course. the researcher seeks to find the different factors that affects the interest of college students who are taking minor physical education in city college of angeles. it aims to answer the following questions: (1) what are the factors the affect students’ interest in physical education and (2) what are the recommendations that can be provided based on the results? methodology the study is designed quantitively and descriptiveexploratory was used by the researcher to verify and identify the factors that affect the interest of the students in physical education course. all college students taking up basic physical education course, both physical education 2 and 4, are the respondents of the study. simple random sampling was used to identify the respondents for the study. a 35-item questionnaire adapted from lobo et. al. (2014d) was used to determine the factors affecting students’ interest. ibm spss version 26 was utilized for the statistical treatment of data. principal component analysis (pca) was used to identify the different factors that influences the interest of students in physical education. results a principal component analysis (pca) was used on the 35 items with orthogonal-rotation (varimax). the kaiser– meyer–olkin measure verified the sampling adequacy for the analysis, kmo = .79 indicating a good sample size. bartlett’s test of sphericity χ2 (351) = 1390.72 (p < .01) likewise indicate that there were sufficient correlations to proceed with factor analysis. an initial analysis was run to obtain eigenvalues for each component in the data. four components had eigenvalues over kaiser’s criterion of 1 and in combination explained 62.67% of the variance. seven components were retained in the final analysis. table 1 shows the factor loadings after rotation. the items that cluster on the same factor suggest that factor 1 represents “love for physical education”, factor 2 “teacher factor”, factor 3 “dance activities”, factor 4 “sports and physical fitness”, factor 5 “teacher’s consideration.”, factor 6 “climate and facilities”, and factor 7 “teacher as an instructional material”. the factors that were identified from the analysis are (1) love for physical education, (2) teacher factor, (3) dance activities, (4) sports and physical fitness, (5) teacher’s consideration, (6) climate and facilities and (7) teacher as an instructional material. discussion love for physical education the love on the subject itself (physical education) was found out to be a factor that affects the interest of students. it was supported by the study of harackiewicz et al. (2016), interest is both a psychological state of attention and affect toward a particular object or topic, and an enduring predisposition to reengage over time. in line with this, physical education instructors should be able to inculcate to students the importance and significance of the course not only on their academics itself, but also in their daily lives. teacher factor, teacher’s consideration and teacher as an instructional material the teacher itself is also identified as one that contributes to the interest of students toward physical education. questions that were raised to the respondents via survey questionnaire focuses on the teacher’s effectiveness inside the classroom, enthusiasm, time management, and consideration based on the performance of his/her students in class. since most of the respondents agreed that these are qualities that teachers should embodied, https://journals.e-palli.com/home/index.php/ajmri pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 63-69, 2022 table 1. results of principal factor analysis, orthogonal rotation, factor loadings > 0.45, n = 801 factor 1 factor 2 factor 3 factor 4 factor 5 actor 6 factor 7 i love physical education .759 i never get bored in our p.e class .745 i believe that physical education will enhance my skills and will help me to be a healthy individual .716 i consider p.e as one of my priorities in school .667 the facilities of our school are complete and reliable to use .495 my teacher is an effective instructor .756 my teacher is enthusiastic in teaching .691 my teacher uses our time properly .589 my teacher is always on time on our class .588 my teacher is considerate when it comes in our performances in class .522 i love folk dance .831 i love ballroom dancing .751 i am fond of dancing .729 i prefer modern dances than folk dances .706 i am fond of playing sports .815 i love basketball .664 i love doing exercises .638 i love to take the physical fitness test to check my health status .565 my teacher always gives us assignment and project in our p.e class .771 my teacher gives a high grade on our p.e subject .684 my teacher gives us the opportunity to enhance our skills .525 p.e class is great when it’s held in the morning rather than with the afternoon .827 i like to have our p.e class when it’s a sunny day .660 i love to have our p.e class in a covered court, because i feel that i am comfortable and free to move .522 i prefer having our class inside the classroom only .744 i can get clear answers from my teacher when i asked him/ her questions about our lesson .725 i love my p.e teacher when he/she teaches our lesson .569 % of variance 11.28 10.87 9.57 8.65 7.61 7.59 7.10 cronbach’s α .814 .765 .748 .668 .646 .567 .524 it can be stated that the more teachers practice and shows these kinds of qualities the more their interest in the course can be heighten. based on the result of this study, it was supported by the findings of hattie (2003b), stronge (2007) and harley (2012) where they stated that teacher’s effectiveness doesn’t only boost the interests of the students, but it also increases students’ achievement. the consideration of the teachers was also found out to be one of the factors that affects students’ interest in physical education. it can be supported by the study of cicekci & sadik (2019) that teachers should show more interest towards students, by approaching them positively and to use variety of teaching methods in accordance with the student’s level. dance activities, sports and physical fitness dance activities, sports and physical fitness were also factors which affects interest of students towards the subject. from an old study of chen (1996) supported the result of this study, wherein he stated that teachers must be able to pick activities properly that will match the interest of the students. it was also supported by the study of holstermann et al. (2010), findings revealed that hands-on activities showed positive correlations with interest of the students. in this current study, the result can be useful to teachers who are teaching the course to understand that the interest of students may also rely based on the type of activity that they teach to their students. climate and facilities climate and facilities were also identified as one of the factors which affects students’ interest. the result of the study was supported by the findings of junio and liwag (2016b) where they have found out that students seem to learn the most when they feel the environment is conducive and supportive. among children, it was also suggested that being outside the classroom or outdoors could be a positive significant of on their activity levels (pearce, et. al., 2014b; schaefer, 2014b; stone & faulkner, https://journals.e-palli.com/home/index.php/ajmri pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(2) 63-69, 2022 2014); therefore, generally, as children spent their physical activities outdoors, they are more physically active rather than indoors (cleveland, et. al., 2008b; cooper, et. al., 2010c). there are also several studies in the adult population indicate that poor weather is being seen as a barrier to being active physically (wilcox, et. al., 2000b; currie & develin, 2002; tu, et. al., 2004b; merill, et. al., 2005). in this, the teachers should know what best suit their students’ needs and performance based on climate and also facilities that can be used for various physical activities. conclusion it can be concluded that the love for subject, teacher, dance activities, sports and physical fitness, climate and facilities are identified as factors which can affect students’ interest in physical education at city college of angeles. one of the limitations of this study is that, it was conducted before the covid-19 pandemic. the result of this study may not be suitable to the new normal. however, in order to confirm if these factors may affect the interest of the students toward physical education in this new normal of education, a replication of this study may be conducted. combination of various statistical analysis may be utilized and additional variables can be added to this existing study. this may also be applied in a larger population or different setting and confirm if the results will still be the same. lastly, this study contributes to existing literatures regarding the different factors that can affect the interest students’ interest in physical education. recommendation based on the results, the researcher recommended the following: 1. teachers should let students understand and appreciate the importance of physical education on their academics and daily lives. in this, teachers will be able to inculcate to students a high level of appreciation to the course itself. 2. teachers should re-visit their techniques and methodologies that they are currently using and check if these are still applicable to their current students. seminars/webinars and workshops may be provided by the administration in order for the teachers to explore the newest trends and other important matters in relation to teaching techniques and methodologies in order to align these to their students’ need that may greatly improve their interest to physical education which can result to higher academic achievement. 3. teachers should be careful on choosing what specific physical activities that they will be teaching to their students. if the teachers are following a specific syllabus, in order to retain and prolong the interest of students toward a specific physical activity, they should apply different techniques and strategies to fully engage students’ participation. 4. teachers should also be considerate of their students’ performance in class. it is recommended that teachers should observe the level of performance of their students in executing different activities in physical education. in this, teachers should identify the needs of students and address these needs to fully engage the students. 5. it is recommended that the college should be able to provide complete equipment and facilities to teachers and students on their physical education classes. adequate facilities and equipment will boost the interest of students to participate more in different activities and enjoy the course itself. acknowledgment this study would not be possible without the guidance of dr. filipinas l. bognot, the dean of the institute of education, arts and science and vice-president for academic affairs. sincerest gratitude also to the faculty members under the physical education department for helping the researcher in gathering data. references allen, j.p., pianta, r.c., gregory, a., mikami, a.y. & lun, j. 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(2000). determinants of leisure time physical activity in rural compared with urban older and ethnically diverse women in the united states. journal of epidemiology and community health, 54(9), 667– 672. https://doi.org/10.1136/jech.54.9.667 world health organization (who)., definition of physical activities., retrieved from https://www. who.int/dietphysicalactivity https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 56 american journal of multidisciplinary research and innovation (ajmri) digital technology transformation of smes: indonesian case study george m. v. kawung1, christoffel m. o. mintardjo2*, wensy f. i. rompas1, mirah h. rogi2 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.948 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 19, 2022 accepted: december 06, 2022 published: december 11, 2022 keywords digital technology, indonesian, smes, transformation. introduction the digital era, especially industry 4.0, is an extraordinary era for running a business with the support of technological sophistication. new technologies, such as cloud services, big data, machine learning, and cognitive computing, provide opportunities to change the way business is done completely (prasad et al., 2018). companies must build connections to thrive through interconnected relationships to gain access to resources and capabilities. these externally accessible resources can influence the performance of companies, including small businesses, which include micro, small and medium scale businesses, but are often called smes. in asia, smes cover 96% of all business in asian countries and contribute to regional economic growth, as well as the progress of a country. a study from the world economy forum (the world bank, 2018) found that companies that adopt and implement digital transformation have successfully weathered the covid-19 crisis era. digital transformation is one of the main agendas of smes in asia, including indonesia. a survey from the dbs digital readiness survey found several facts related to the challenges of digital transformation of smes in indonesia (baskoro, 2021): only 20% of smes that have a digital transformation strategy are still lagging compared to other asian countries, smes are lagging in terms of digital readiness compared to companies only 40% of smes have a digital transformation plan. some of the biggest challenges to digitalization adoption in sme businesses are (dbs.com, 2021): high costs for high technology adoption, availability of digital talent, and concerns about digital security. from microsoft’s report, as many as 90% of indonesian business people stated that they needed to carry out digital transformation to encourage company growth (syauqi, 2018). the challenge is that only 27% of business people already have an overall strategy, 51% are still planning, and 22% still need the strategy. digital transformation at the enterprise level cannot happen alone. support from the government is certainly needed so that digital transformation can materialize in indonesia. the problem of digital transformation needs to be analyzed in smes by examining the technology readiness of smes to carry out digital transformation. this research was conducted in north sulawesi, namely in manado city. the reason for this research was to survey the technological readiness and digital transformation of smes in manado city to enter the digital era and the industrial era 4.0. this research will have implications for creating competitive advantages for smes in this area to adapt and be sustainable in this new era. literature review small and medium enterprises (smes) small business is a productive economic business that stands alone, which is carried out by individuals or business entities that are not subsidiaries or not branches of companies that are owned, controlled, or become part either directly or indirectly of medium or large businesses that meet the business criteria as referred to in this law (cicea et al., 2019). a business is categorized as a small business if the net worth is more than idr 50 million to idr 500 million, excluding land and buildings where the business is located. a business is called a small business if it has sales proceeds of more than idr 300 million to a maximum of idr 2.5 billion (kawung et al., 2019). meanwhile, medium-sized businesses are productive economic businesses that stand alone, and are carried out by individuals or business entities that are not subsidiaries or branches of companies that are owned, controlled, or become part of either directly or indirectly with small 1 faculty of economics, university of sam ratulangi manado, indonesia 2 management departement faculty of economy and business sam ratulangi university manado city indonesia * corresponding author’s e-mail: christoffelmintardjo@unsrat.ac.id the transition to the industry 4.0 era has forced businesses worldwide, including indonesia, to adapt to digital transformation. the problem faced by small and medium-sized businesses is the readiness to adopt digital technology. it is necessary to study the readiness of small medium sized enterprises (smes) to face changes so that information and needs from smes can be obtained to adapt to this new era. this paper aims to analyze smes’ technological readiness to carry out digital transformation in indonesia. the research method is quantitative, involving 150 smes in manado city. north sulawesi province, indonesia online. data analysis with multiple regression. the research findings reveal the readiness of smes to carry out digital technology transformation in indonesia. the implication of this research is to serve as a guide for the government, universities, and the industrial world so that smes in indonesia can successfully transform digital technology. https://doi.org/10.54536/ajmri.v1i6.948 https://journals.e-palli.com/home/index.php/ajmri mailto:mailto:christoffelmintardjo%40unsrat.ac.id?subject= pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 56-60, 2022 businesses or large businesses with a total net worth. alternatively, annual sales results as regulated in this law. a business is categorized as a medium-sized business if the net worth is more than idr 500 million to a maximum of idr 10 billion, excluding land and buildings where the business is located. a business is called a medium-sized business if it has more than idr 2.5 billion in sales to a maximum of idr 50 billion (kawung et al., 2019). digital technology digital technology prioritizes activities carried out on a computer/digital basis rather than using human power (berger, 2020). nevertheless, it tends to be a more automatic and sophisticated operating system with a computerized system/format that a computer can read. digital technology is a fast computing system that processes all forms of information as numerical values. the development of this technology brings changes to the quality and efficiency of the data capacity created and transmitted, such as; the image becoming clearer due to better quality, more efficient capacity, and faster delivery processes (daugherty, 2019). technology readiness technology readiness refers to the tendency of people to embrace and use new technologies to achieve goals in their home and work life. the construct can be seen as the overall state of mind resulting from the triggers and blockers of mental gestalt that collectively determine a person’s propensity to use new technology (parasuraman, 2000). this study’s measurement of technology readiness refers to the network readiness index (nri) with four main pillars: technology, people, government, and impact. the model of this nri can be seen in the figure 1. digital transformation the term transformation refers to a change in the organization that significantly impacts the organizational structure itself. digital transformation is defined as the use of digital technology that can radically improve and achieve the expected performance and goals of the company (royyana, 2020). digital transformation can also be interpreted as a process that aims to improve an entity by triggering significant changes in its properties by adopting information technology, computing, communication, and connectivity (putri & utami, 2017). based on westerman’s research (westerman et al., 2011), digital transformation touches on three main parts of the organization: customer experience, operational processes, and business models. with digital transformation, companies certainly need the proper infrastructure, technology, and platforms to implement. based on westerman’s research (westerman et al., 2011) on smes in bulgaria, the digital transformation of their business is very important to build a competitive advantage and maintain market competitiveness, both locally and internationally. however, the main difficulty and obstacle in the digital transformation process is not technology, but the human factor itself, such as employee resistance to change, lack of employee digital knowledge and experience, and lack of motivation. royyana’s research (royyana, 2020) also concludes that employees’ digital experience has a significant effect on companies that carry out digital transformation. materials and methods this paper is a quantitative research method using online surveys as a data collection technique. the quantitative approach was carried out by conducting a survey of 100 smes in the city of manado with survey instruments coupled with questions similar to interviews embedded in the research questionnaire to obtain information that can be processed quantitatively and qualitatively. the variables used to refer to technology readiness taken from the network readiness index (nri), including (the network readiness index, 2019): digital technology (x1): technology used in digital transformation, with several indicators, namely: access, content, and future technology; people (x2): are humans who use technology figure 1: technology readiness refers to the network readiness index (nri) source: (the network readiness index, 2019) https://journals.e-palli.com/home/index.php/ajmri pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 56-60, 2022 to carry out digital transformation, with several indicators, namely: individuals, businesses, government; governance (x3) is leadership that directs digital technology transformation with several indicators, namely: trust, regulation, and inclusion; impact (x4) is the impact arising from digital transformation with several indicators, namely: economy, quality of life, contribution to sdg (sustainable development goals). digital transformation (y) is the readiness to embrace and use new technology, namely digital technology, with several indicators: active usage metrics, user engagement and participation level, adoption and performance metrics, workforce productivity, and cost of digital initiatives. results and discussion in table 1 below are the characteristics of the research respondents. based on the survey, the majority of respondents are table 1: summary of respondent characteristics desc info tot % gender male 54 54 female 46 46 age (years) <20 3 3 21-30 17 17 31-40 29 29 41-50 42 42 >50 9 9 education elementary 6 6 junior high 5 5 senior high 39 39 vocational 15 15 bachelor 33 33 post graduate 2 2 other work (outside business) only entrepreneur 48 48 univ. students 4 4 employee 11 11 state employee 6 6 self employee 7 7 housewife 9 9 other 15 15 income outside business (idr millions) 1-2 18 18 2-5 69 69 5-7 9 9 7-10 3 3 >10 1 1 total 100 100 source: data processed (2022) male (54%), aged between 41-50 years (42%), the latest education is high school (39%), only entrepreneur (48%), income per month outside of business is between 2 million – 5 million rupiah (69%). data analysis and hypothesis testing has been summarized in the table 2. the regression equation formed is: y = 8.633 + 0.241 x1 + 0.393 x2 + 0.040 x3 + 0.002 x4+ e the regression equation above shows the independent variables digital technology (x1), people (x2), governance (x3), and impact (x4) in the regression model can be stated if one independent variable changes by 1 (one) and the other is constant , then the change in the dependent variable digital transformation (y) is equal to the coefficient value (b) of the independent variable value. a constant of 8.633 means that if the value of the independent (independent) variables digital technology (x1), people (x2), governance (x3), and impact (x4) is constant, the magnitude of digital transformation (y) is 8.633 units. table 2: multiple linear regression and hypothesis testing model unstandardized coefficients t sig. hyp b std. error 1 (const) 8.633 4.640 1.860 0.008 supp digital technology 0.241 0.142 2.981 0.006 supp people 0.393 0.135 2.907 0.005 supp governance 0.040 0.104 2.386 0.001 supp impact 0.002 0.104 2.015 0.008 supp source: data processed (2022) https://journals.e-palli.com/home/index.php/ajmri pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 56-60, 2022 if the value of b1 which is the regression coefficient of digital technology (x1) is 0.241, which means it has a positive influence on the dependent variable (y), it means that if the digital technology variable (x1) increases by 1 unit, digital transformation (y) will also increase of 0.241 units assuming other variables remain constant. if the value of b2 which is the regression coefficient of human (x2) is 0.393, which means it has a positive influence on the dependent variable (y), it means that if the human variable (x2) increases by 1 unit, digital transformation (y) will also increase by 0.393 units assuming other variables remain or are constant. if the b3 value, which is the regression coefficient of governance (x3), is 0.040, which means it has a positive influence on the dependent variable (y), it means that if the governance variable (x3) increases by 1 unit, digital transformation (y) will increase by 0.040 units assuming other variables remain constant or constant. if the b4 value, which is the regression coefficient of impact (x4), is 0.002, which means it has a positive influence on the dependent variable (y), it means that if the impact variable (x4) increases by 1 unit, digital transformation (y) will also increase by 0.002 units assuming other variables remain or are constant. referring to the results of the t test in the table above, it can be seen that the digital technology variable (x1) p-value = 0.006 <0.05, it can be concluded that ha is accepted and rejects h0 or digital technology (x1) has a significant effect on digital transformation (y ). referring to the results of the t test in the table above, it can be seen that the people variable (x2) p-value = 0.005 <0.05, it can be concluded that ha is accepted and rejects h0 or people (x2) has a significant effect on digital transformation (y). referring to the results of the t test in the table above, it can be seen that the governance variable (x3) p-value = 0.005 <0.01, it can be concluded that ha is accepted and rejects h0 or governance (x3) has a significant effect on digital transformation (y). referring to the results of the t test in the table above, it can be seen that the impact variable (x4) p-value = 0.008 <0.05, it can be concluded that ha is accepted and rejects h0 or impact (x4) has a significant effect on digital transformation (y). for the value of the correlation coefficient, namely r, it produces a value of 0.467, which means that the four independent variables have a fairly strong relationship with digital transformation. as for the value of the coefficient of determination, namely r square, it produces a value of 0.218 or 21.8%. this means that the influence of all independent variables on the digital transformation variable is 0.218 or 21.8%, while the rest is influenced by other variables outside the variables in this study, namely 0.782 or 78.2%. conclusions the transformation and strengthening of the digital ecosystem will be essential to be implemented in the country. the acceleration of digitization from cities to villages is the key to efforts to accelerate recovery and increase the competitiveness of the national economy, including increasing the productivity and performance of msmes. the role of msmes is enormous in the national economic recovery. currently, there are 64.2 million msmes that contribute 61% of indonesia’s gdp (databoks, 2020). in terms of workforce, msmes can also absorb 97% of the total workforce in this country, or around 119.6 million people. however, only about 17.5 million msme players enter the digital ecosystem and use e-commerce. by optimally using digital technology in running their business, msmes can gain several benefits, including reaching a more extensive consumer base, increasing income, facilitating monitoring of business activities, and reducing costs, especially marketing, logistics, and shipping costs. in the results of a survey from ovo and core indonesia in 2021 (burhan, 2021), it was stated that 84% of msme partners felt helped by the existence of digital payment facilities or e-wallets during the pandemic. in fact, 70% of them have experienced an increase in daily income since using digital financial services, 68% have access to broader financial services, 71% have recorded more regular sales transactions, and 51% claimed to have a better understanding of using technology to maintain their business. thus, digitalization has supported programs to increase financial inclusion, especially for msmes. although the development of entrepreneurship for msmes in indonesia is very rapid, there are problems in the form of the digital transformation of smes in indonesia, which still needs to be improved. compared to other countries, the digital transformation of smes in indonesia has only reached 13 percent, while countries such as china and japan have reached 48 percent and 54 percent, respectively. to understand and bridge these problems, this study seeks to examine the factors driving the digital transformation of smes in indonesia with a study in manado, north sulawesi. this study takes digital transformation indicators from the network readiness index (nri) developed by the portulans institute based in washington, dc, united states. based on the nri, the digital transformation of a business is driven by four main dimensions: digital technology, people, governance, and impact. humans and digital technology are the dimensions that have the most significant influence on the digital transformation of smes, followed by governance and impact. in this study, the four dimensions of transformation affect the digital transformation of smes in manado city. these results indicate that these four dimensions affect the digital transformation of smes in indonesia. this research implies that the digital transformation of smes can be accelerated by increasing the role of humans in digital transformation and increasing the quantity and quality of digital technology used by smes. furthermore, https://journals.e-palli.com/home/index.php/ajmri pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 56-60, 2022 the government needs to improve governance for digital transformation and create a better impact to encourage the digital transformation of smes in the context of accelerating digitalization and digital transformation of smes in indonesia. acknowledgements this research is an riset dasar unggulan unsrat (rduu) research grant for the 2022 fiscal year. thanks to: rector of sam ratulangi university (unsrat), head of the unsrat research and service institute, dean of the faculty of economics and business unsrat, and other parties who assisted in the completion of this research. references baskoro, f. m. 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(2011). digital transformation: a roadmap for billion-dollar organizations. capgemini consulting \& mit center for digital business. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 13 0 american journal of multidisciplinary research and innovation (ajmri) role of social media on deviance and crime: a study on content creators of tiktok kashfia kaba shejuti1* volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1701 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 02, 2023 accepted: march 22, 2023 published: april 15, 2023 during this time of globalization, the mode of recreation and communication has dramatically changed and is oriented around social media. people are finding themselves glued to the screen both for work and entertainment. like every coin has two sides, these virtual deviances and crime in a society. tiktok is such social media platform that enables us to produce and share short videos and explore ourselves in front of global and local audiences. recent crime news related to tiktok and the new popular culture of such microentertainment prompted this study to add to the literature of cultural criminology. the study aims to scrutinize the uses, features, and contents of the tiktok app to understand its role in crime and deviance in society. it also sheds light on characteristics of crimes and deviances that emanate from tiktok in bangladesh. the study’s methodology is case studies of fifteen crime cases related to tiktok, and qualitative content analysis of ten top profiles of tiktok in bangladesh, and the ‘for you’ page of tiktok with specific hashtags following convenience sampling. the study found distinct characteristics of crime and deviance related to tiktok, such as performance crime, copycat crime, and fame-driven crime. the study attempted to identify specific crimes such as rape, murder, sexual assault, fraudulence, etc., that have already been committed using this app. keywords social media, tiktok, crime, deviance introduction social media has become a platform for every kind of communication like facebook, instagram, twitter, or tiktok. among these, tiktok has become one of the most popular social media, evidently as this app amassed over 3 billion downloads and engaged around onethird of all social media users around the world in less than four years where it took giants like facebook and instagram almost a decade to get a user base that size of tiktok (dean, 2022). people of bangladesh have found this short video-making mobile app tempting in entertainment, recreation, and business. this userfriendly platform celebrates real human experiences and stimulates users’ creativity by designing easy-to-operate user interfaces and functional video editing tools (yang, 2020). because of its attractive design, the population of generation zoomers (gen-z) is the ones who are the majority of users of this app (liqian, 2018). the gen z population are the people born between 1997 and 2012, who are the technology experts today and are the epitome of self-projection where tiktok is just one of the hundreds of possibilities that gives them a platform to explore (dilon, 2020). tiktok immensely values the primary audience of this app who are responsible for shaping the business that comes with it as they are the majority of tiktok users in bangladesh (fatima, 2021). such popularity of these video applications stems from user-generated content (ugc) that enables people the opportunity to create content, share, and establish their own network (omar & dequan, 2020). like every coin has two sides, social media represents a new interpersonal context that fundamentally reshapes adolescents’ social worlds (nesi et al., 2018), and it is not different in the case of tiktok. speaking of adolescents’ social world, in bangladesh, tiktok created a controversy terming the trend of this social media “alarming,” where the lawyers highlighted the adverse effects of such mobile applications on the younger generations shedding light on the opportunities they provide for criminal activities (“bangladesh court orders ban on tiktok, pubg, free fire to ‘save children,’” 2021). as a result, on behalf of the rights organization, law and life foundation, two supreme court lawyers petitioned to ban apps like tiktok as the youths were involved in violence and unethical (high court directs govt to ban pubg, free fire for 3 months, 2021). the study aims to scrutinize the uses, features, and contents of the tiktok app to understand its role in crime and deviance in society as the challenges that emerge from this app have started scholarly and public interest because of the sophisticated and complicated social media algorithms. the amenity offered by the tiktok application in making and editing videos creates prospects for cyberbullying and even defamation (pandela & riadi, 2020). the lack of regulation in this app impacts the users, who are mainly young people, where they are influenced easily by trends in their community, and as the community has moved from local to global, a more significant possibility for negative influence is probable (dilon, 2020). publicness of such app can escalate cyberbullying behaviors, ranging from sharing a video on tiktok to an audience of thousands which then can be shared and accessed, and such availability may increase the likelihood of their being introduced with similar contents that could be triggering or upsetting or amplify the negative consequences of risky or impulsive decision making (nesi et al., 2018). 1 centre for research and information (cri), bangladesh * corresponding author’s e-mail: kashfiakaba167@gmail.com pa ge 13 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 130-137, 2023 the difference between the idolization of crime offline and online is that social media allows users to not just receive media messages passively but rather re-create and circulate them online to reach out to their idols who may be of criminal kind (o’connor et al., 2020). one of the major rationales of this study is to contribute to the literature of cultural criminology as the strength of the ‘cultural approach’ tackle the subject of crime and criminalization from a variety of new perspectives and academic disciplines (ferrel, 1999). as the study focuses on qualitative content analysis of social media tiktok, it is important to understand tiktok as an element of cultural criminology. cultural criminology has extended its scope towards the study of films (rafter, 2006), comic books (phillips & strobl, 2013), cops and robbers compilation tv shows (hayward & presdee, 2010) etc. and it is time for this study to add tiktok in this field, as cultural criminology of the internet revolves around an explanation of online cultural practices and their role in production and reproduction of transgressive or deviant subculture (yar, 2017). literature review in the study of spreading hate on tiktok, weimann & masri (2020) have found the algorithmic newsfeed, which is different from other social media as it is not based on who we follow. authors have found numerous videos promoting hate on tiktok after reviewing videos of farright material on the “for you” page by content analysis which started recommending similar videos based on the content despite not interacting or following any of these users. some of the videos featured isis fighters with guns, corpses, as well as videos of beheadings with shots glorifying militants set to isis songs (wells, 2019) were found in tiktok. extremist content like these has been found on tiktok has under the veil of music videos; for example, there have been reportedly using the term “jihad lover,” and women calling themselves “jihadist and proud.” targeting young girls (weimann & masri, 2020). british sun online revealed that tiktok is exposing young children and teens to a “cesspit of hate”, revealing a series of posts celebrating terrorist killings and promoting holocaust denials and anti-jewish conspiracy theories through posts of feature sickening anti-semitic taunts with cartoons depicting jewish men with large noses and joking about the holocaust which has astonishingly hundreds of likes and comments (wheatstone, 2020). in a study, it is found from interviewing 650 thai girls and boys of age 16 to 25 that 85 % had had negative experiences with tiktok use where 50 % had been sent nudity and in almost all interviews, 90 %, had been approached with bullying or sexual offers (dilon, 2020). the rising trend of social media platforms has been claimed to make people anti-social, claiming when youngsters lose interest in studies, they tend to “show off ” through apps like tiktok (gupta, 2020, as cited in dilon 2020), thus resulting in them to commit cyberbully. cyberbullying refers to a crime committed by an individual or a group who wisely use information and communications involving electronic technology to facilitate intentional and repeated harassment or threats against another individual or group by sending or posting cruel, degrading, and insulting texts or graphics using technological means (mason, 2008). the online pursuit of status may be associated with increased aggressive behavior where some cyberbullying perpetration may be motivated by the desire for status, and the study suggests that cyberbullying is associated with increases in popularity over time (wegge et al., 2014). lately, one of the major risks faced by adolescents online is the risk of each other because of their limited knowledge of the use of technology, lack of privacy, sharing too much personal information online publicly, or posting false information about themselves (barnes, 2006, as cited in susanty et al., 2020). this kind of behavior compromises their privacy and may cause potential victimization. one of the biggest threats to young people on social media sites is their digital footprint which refers to the collective and continuous record of a person’s web activity (dilon, 2020). western democracies identified this as a threat and focused on the harmful content or online harms mainly based on issues like hate speech, child protection, terrorism propaganda, and copyright infringement (wang, 2020). the data collected by the tiktok app can create both privacy concerns for individuals and national security risks (hoffman, 2021). a number of literature explained above has described tiktok about crime, deviance, and probable risks on the users, mostly the young generation. this study will try to add to the literature bringing the class of the content creators of tiktok in relation to crime and deviance, which emanates from the tiktok app in bangladesh. methodology study design case study and qualitative content analysis (qca) has been used to conduct this qualitative study. qca is the systematic analysis of the contents of tiktok, and the purpose of content analysis in this study is to understand trends of tiktok and its relation to crime and deviance in society. the case study of this study analyzes fifteen distinct crime cases from online newspapers and other online sources to identify types of crimes to tiktok. the ontological philosophy of this two-way approach of using case study and qca in this study lies in the attempt to bring out multiple realities that are associated with tiktok. it is believed that the research questions of this study may unfold multidimensional aspects of the problem mentioned, which can be situated as knowledge from the case studies and qca of gathered data. sampling method convenience sampling (kim et al., 2018) is used for the qca of tiktok according to the specific purposes of answering research questions. convenience sampling is a method of collecting samples when the unit of analysis is vast, like social media like tiktok and is conveniently located around a location or internet service (edgar & pa ge 13 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 130-137, 2023 is charged with criminal trespassing and interference with government property (hkoplowitz @al.com, 2021). anything redirecting hashtags of #deviouslick or other phrases associated with the challenge has been removed by tiktok authority to help stop its spread after such events. another example of such events occurred in china where a man surnamed guo was arrested and charged with stealing dozens of mercedes-benz car badges in yongkang in zhejiang province in an apparent attempt to gain more thumbs-up on his tiktok profile in 2018 (“man steals mercedes-benz car badges to gain fame online,” 2018). this 25-year-old man confessed that he had been recently obsessed with tiktok. he committed the crime to get attention which he eventually did by garnering hundreds of thousands of likes in his content which consisted of him stealing logos. in this short span of video, people often cross their limits by violating laws to gain attention from strangers. fame driven crime zachary t. latham was an 18-year-old accused of stabbing william t. “timmy” durham, a 51-year-old correctional officer. for over two years, durham was chronically targeted and harassed by latham, took videos of their disputes, and posted on tiktok for more user engagement. latham was seen posting videos on april 23, posing with a gun, telling the camera, “that is how you handle neighbors,” though the footage of the encounter has been taken down after the case broke in media. in other videos of tiktok from his account, latham even threatened to document the family and reveal their home address where commenters allegedly encouraged latham’s criminal activities. one user even suggested latham to “go after” durham’s wife, catherine (smith, 2020). this case is different from copy-cat crime behavior and performance crime in a sense because neither the perpetrator imitated any prior idols for his crime, nor did he follow a challenge for more likes. he posted his criminal activity, abusing neighbors only to get fame in his way of showing off machoism. true crime culture in tiktok true crime in tiktok is a trend that allows users to make content with true crime stories. true crime videos are not exclusive of make-up tutorial videos, or recipe videos where the content creator narrates true crime stories while doing their job. it also includes various short clips of crime news, their amateur investigation, and sometimes fabrication that seem innocent. still, it has been subject to growing criticism as it violates the privacy of the victims. when searched #truecrime in tiktok, it included numerous uncountable user ids naming and indicating true crime stories, and hashtags in different titles. this seems just a social media genre and may have a deeper and far-reaching impact on the criminal case itself. tiktok turned a severe case of gabby petito into a true-crime trendy entertainment with the #gabbypetito hashtag amassing over 874 million views within just 12 manz, 2017). contents of ten tiktok profiles, ‘for you’ page of tiktok, which is generated algorithmically to have more access to the contents of the app, along with fifteen crime case studies of tiktok related crime from online news media portals like the daily prothom alo, dhaka tribune, the new age, somoy news, the daily star, the hindustan times, ap news, al.com, daily journal and from website article of the university of amsterdam has been analyzed to answer research questions of the study. study findings characteristics of tiktok-related offenses copy-cat crime copy-cat crime refers to a crime whose occurrence or form is influenced by prior exposure to media content and or live criminal models, and a copy-cat criminal is an individual who commits a crime after being influenced by media content of criminogenic kinds, live models, or a combination of the two. a copy-cat criminal ashwani kashyap, was popular as ‘tiktok villain’ for his angry videos in tiktok, who killed three people including an air hostess nitika sharma he was obsessed with. the perpetrator later killed himself with a gun while fleeing from the police. he was known as ‘johnny dada’ in his tiktok account. he would often post images of actor shahid kapoor from the film ‘kabir singh’ which is already a debated movie because it promoted misogynistic toxic masculinity. in one of his videos, he repeated the dialogue from the film: “jo mera nahi ho sakta, use kisi aur ke hone ka mauka nahi doonga (who is not mine will not be someone else’s either)” which depicts copycat behavior as it appeared that the character’s aggressive beliefs resonated with him (sandeep vanga responds to kabir singh-inspired tik tok star killing woman, 2019). according to clinical psychologist dr. stanton samenow these types of crimes strike the public as being ‘sick’, but these are calculated acts by a mind that can see the impact of its actions (webster, 1982). performance crimes the core element of contemporary performance crime is that they are created for distribution through social media, which involves both willing and unwilling performers (surrette, 2015). trendy tiktok challenges that require performing or acting or carrying out an activity and then posting it publicly on their account sometimes lead to criminal offences. for example, a student of south alabama high school faced criminal charges after being accused of stealing a fire extinguisher from the school as part of a tiktok challenge ‘devious lick’ which had been widely spread on social media (alabama student arrested as part of tiktok crime challenge, 2021). with the viral trend, more cases like this begin to appear in the criminal justice system, for instance, two students from evans middle school were charged with that same challenge on tiktok. baldwin county students have been charged with theft for the same challenge. in contrast, the other pa ge 13 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 130-137, 2023 days of the influencer being reported missing (aguilar et al., 2021). they key findings from true crime content can be categorized as a) amateur online investigations by content creators, b) promoting digital vigilantism, c) violating privacy of victims, d) spreading misinformation, and e) glorifying criminal fandoms which poses serious threat to criminal investigation process. tiktok and its relation to crime and deviance in bangladesh with the growing number of users from bangladesh, it is undeniable that it has already shown the media’s dark side. from case studies, and content of the tiktok app itself, the study found crime and deviance occurrence in two ways; online and offline. though these two ways cannot be entirely distinguished from one another, as the boundaries of crime committed in tiktok overlap, the study attempts to categories them in two segments to have a clear view of the offences. crimes committed online crimes that are committed online are primarily found in the app in the form of video content, comments of the users and descriptions of the video. hate content and hate comment hate speech is any speech directed against a particular group originated from prejudice. hate speech against females is evident in the content of tiktok for example, there are thousands of misogynistic comments of bangladeshi users in content of bangladeshi actresses, in profiles of popular female tiktok celebrities, or any female users of tiktok. there are thousands of contents where females are portrayed as unfaithful where numerous people hate comment on how females are the sole reason of social degradation. there are comments of victim-blaming for rape, sexual assault and molestation dehumanizing the character of a woman. cyberbullying disrespectful and sexually abusive comments are part and parcel of any public post of female users. these bullying comments vary from sexist remarks on gender roles, body-shaming describing parts of female bodies to abusive remarks derived from sexual frustration, consisting of a huge portion of these contents. crimes committed offline offline crimes are the traditional crimes that are committed outside the space of tiktok, but the social media is used for victim selection or as a medium to show off the crime. human trafficking one of the most striking news of tiktok related crime is human trafficking which took place recently in bangladesh. a transnational gang involving india, dubai, uae and some other countries in the middle east and some bangladeshis is behind trafficking young girls using tiktok and forcing them into prostitution in india where the gang luring young women in the name of providing well-paid jobs in india they first add their targets to specific facebook groups of tiktok users and later traffic them. around seven hundred tiktok users recently took part in a social event last year in dhaka organized by “tiktok babu”, one of those arrested in india. during their stay in india, the victims were tortured inhumanly, sexually assaulted, photographed and recorded by the culprits to blackmail the victims, threatening to send the photos and videos to their families or leak those on social media, in case the victims try to escape and later they were forced into prostitution in india (“transnational gang behind trafficking young bangladeshi tiktok users, says police,” 2021). rape a number of rape cases have been filed against men accused of rape where all the perpetrators lured young women into believing they can make them tiktok stars. a group of young men took a 13-year-old minor girl, tempting her to make her a “tiktok star”, and then gang-raped her (“teenager tiktok girl ‘gang-raped’ by fellow video makers,” 2020). another case from september 2021, states that a commercial was presented for producing tiktok star, which led to trapping and raping the young girls. the culprit is a “serial rapist,” whose rape pattern involves trapping young girls who are all under eighteen, promising them to make them tiktok celebrities. he had raped five minor girls until now and used tiktok as the media to fish his victims (zahid, 2021). in both cases, tiktok was used as a medium to reach to the victims of rape by perpetrators, where the victims aspired to be tiktok stars. sexual harassment two teenagers who are students of class eight at the same school allegedly sexually harassed their female classmate in barguna’s pathorghata upazila and spread the video on “tiktok”. a case was filed in this regard on saturday accusing the two teenagers. the boy used to harass the victim on the streets for a long time, and on the day of the incident after the school ended, one of them sexually assaulted her and another one secretly videotaped the incident and later spread it on tiktok. the victim threatened to commit suicide in fear of public shaming as the video was kept moving in tiktok (“case filed against 2 teenagers for harassing classmate, spreading video on social media,” 2021). fraudulence a youth named as “tiktok raj” in tiktok, a 26 years old adult was arrested, along with a rab uniform, fake id card, on the charge of deceiving over 100 women posing as a member of different forces, including rab, on tiktok (zahid, 2021). he was a garment factory worker and studied up to ssc. he is currently a security pa ge 13 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 130-137, 2023 guard of a hotel in bogura who used the fake identity of law enforcers on tiktok, befriended women, formed relationships, and subsequently blackmailed with private photos. he married four women using his fake identity. he accumulated around 2m views and numerous followers in tiktok, where he produced content featuring the daily life of force members and manipulated photos to show his participation in events of the forces. he has been using this fake identity, deceiving people, and fraud for around two years. abduction there is a group consisting of at least eight members, all aged between 20 and 22 where two of the group members live in saudi arabia, who lure young women promising them to make them tiktok celebrities establishing cordial relationships with school-going girls and misguide them with proposals for love affairs. for this purpose, a 15-yearold girl went missing after leaving her kafrul residence to go to her school on september 12, 2021 (“girl, abducted by group she met on tiktok, rescued by rab,” 2021). the gang members tricked her into going into a house in norda area that day and later took her to gafargaon in mymensingh. this was not a human trafficking gang but rather a small criminal hub that targeted young women to victimize. one of the offenders worked as a driver at a private firm, one was an employee of a private firm and another was an employee of a barbershop. murder a young man of 23 years old, allegedly killed his wife who was 19 years old, in bagerhat over posting “offensive” photos on tiktok and later surrendered in the local police station (“man surrenders to police after killing wife over tiktok posts,” 2021). the wife had several accounts on social media including tiktok and likee apps where she used to post pictures from those accounts. vandalism and rowdyism tiktok video maker yasin arafat opu, 20 years old adult, popularly known as “opu bhai” on tiktok, along with 20-25 others were accused in the charges for unlawful assembly, unjustly obstructing work, assaulting and causing injuries to the plaintiff and also stealing goods in uttara area of the capital. he, along with his accomplice, a 21 years old adult was arrested from the scene of the crime. after applying for a three-day remand by the police, the court sent the duo to jail. yasin arafat opu is famous for his unusual hairstyle, signature catchphrases, and gestures on his tiktok. the power of this fan base can be easily understood as when asked, why they were beating the plaintiffs, they replied: “we run the whole bangladesh. in just five minutes, 500 people will join us. tell your father that we beat you…” (“popular tiktok video maker ‘opu bhai’ arrested, sent to jail,” 2020). another case of rowdyism is that five youths in bogura were arrested on the charge of making a tiktok video humiliating the national emblem where that tiktok video showed that the youths were singing a hindi song in front of a shaheed minar at a school in bogura which immediately caused a nuisance in the social media (“5 tiktok youths held for insulting nat’l emblem,” 2021). disrespecting national emblem is considered a criminal offence and under bangladesh national anthem, flag and emblem order, 1972, and the incident would be taken against the arrested youth as a crime. nonetheless, this act can fall under digital security act for the penalties of insult too. discussion the study’s findings focus on four research questions: the major features of tiktok and how it attracts the young generation, and how tiktok’s contents relate to deviance and crime in society. following these two generic questions, the perspective of bangladesh arises by finding the major features of crime and deviance emanating from tiktok in bangladesh. this section of the study will evaluate the answers concerning the theoretical contexts of the study. let us begin by answering schroeder’s (2017) question if social media shapes our world. in tiktok, users perform in front of a global audience, who come into play by motivating, influencing, and directing the content of the performers becoming active in the setting, and the performers (users) make content accordingly to the satisfaction of their audience. with the global reach, greater differentiation is created because of the exposition of the culture of different parts of the world through social media, it becomes multidimensional and more complex. as castells says, the advancement of technology has always been evident in history, so culture does not change wholly by the influence of the advent of social media in different parts of the world. it is evident in the findings of the study with the difference in crime types, and characteristics of offences that emerge from tiktok in relation to the west and bangladesh. multidimensional content creates space for greater involvement of performers and audience, which is the users of tiktok. the findings of the study direct to this theory that, crimes like performance crimes, copycat crimes, and fame-driven crimes are all attention-seeking activities to increase the reach of their content so that they can gain more likes. with the open market of globalization, more content means a source of money. in bangladesh, the scenario of cringe content to gain more likes can be an example. with globalization and easy access to social media, the dynamics of culture are changed according to the already existing cultural norms. a new popular culture of going with the trend, accepting hashtag challenges, and executing it has become a new culture of social media tiktok. considering the cultural criminological explanation of tiktok content results in the exploration of subcultures related to illicit and illegal practices in social media, where communities are born online with shared cultural orientations that are often subject to marginalization or ‘deviant’. such deviant pa ge 13 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 130-137, 2023 activity is a hashtag challenge named ‘devious lick’, which took many young school-going students to police custody. the challenge required students to steal school property and lick the toilet seat of public washrooms. some people carried out challenges like stealing car logos in china. when a trend is started, a community is created with a hashtag, and numerous of such deviant videos are uploaded to gain followers and likes. due to cultural differences, a trend in a country may not affect similarly in other countries. trends that lead to deviance, are culturally controlled, but not non-existent. the study findings support social impact theory (sit) by latané (1981). the case of opu bhai is the manifestation of this theory as the followers of opu bhai here can be explained figuratively with light bulbs and the intensity, closeness, and number of bulbs (followers) impact the experience of opu bhai. the more impact, the higher the status of opu bhai is, and the more power is given to him. the acceptance of criminal fandom depicts a new mode of publicity, ‘no publicity is bad publicity’ which is the current guiding rule for many individuals who pursue criminal infamy as a substitute for unattainable law-abiding fame. here comes the theory of anomie, which explains that when most people strive to achieve culturally recognized goals but their means to reach that goal is limited, they may take the path of innovation, rebellion, or retreat rather than ritualism or conforming to society’s given means. albert cohen’s status frustration arises among the users of tiktok when they aspire to many followers and online status but have limited access to reach their desired status, they do not conform to lawful means, and take deviant content to reach their goal of online fame. consequences are the rise in performance crime, copycat crime, and fame-driven crimes. the first limitation of the study is the method used for conducting this study. due to the algorithmic structure of the app, qualitative content analysis could not capture manually a significant number of content due to the limited period. to include more videos in the study, a quantitative approach is recommended. as the biases of the researcher play a significant role in interpreting content, another limitation lies in the bias of interpretation of the content. tiktok is comparatively a new emerging popular social media, and much literature on deviance and crime related to tiktok is inadequate. conclusion the purpose of the study neither lies in establishing tiktok as the greatest threat for the young generation nor supports banning this social media as a control method. tiktok is a huge community that can bring significant positive change in entertainment, economy, business, and even in education. the purpose of the study is to determine the characteristics of the crime and deviance overviewing the app, identify which class, and group of people is in more danger of committing crimes in tiktok and who can be the potential victims of that crime in bangladesh, so that it becomes easier for the criminal justice system to enforce control method to combat those crimes. with this pace of globalization, tiktok has become a popular culture, and it will have an impact on the generation evidently. the study attempted to explain the impact through a cultural criminological lens and pave the way for future research on the 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(2021, november 19). two cases filed against tiktok raj. today.thefinancialexpress.com. bd. https://today.thefinancialexpress.com.bd/print/ two-cases-filed-against-tiktok-raj-1637254689 pa ge 1 pa ge 7 american journal of multidisciplinary research and innovation (ajmri) managing communication challenges towards dispute resolution in court annexed mediation gloriliza sl. de ramos1*, evangeline t. pasion2 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1148 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 02, 2022 accepted: february 14, 2023 published: february 24, 2023 the general aim of this study is to manage the communication challenges that surface during the court annexed mediation proceedings. this research identifies the facilitation techniques and communication strategies currently used in dispute resolution, with the end in view of enhancing the mediation process, thereby reducing the number of cases in courts. this research also evaluates the level of satisfaction of the parties on the perceived performance of the mediators. validated questionnaires were administered to the mediators and parties in the six philippine mediation units in laguna, philippines. the research shows significant results and conclusions like mediators frequently used effective techniques and strategies to facilitate direct communication between parties and to overcome an impasse. but there were techniques and strategies which the mediators seldom used. it was found that the parties and mediators encountered problems and challenges sometimes but still the mediators were able to address them. the parties were highly satisfied with the court annexed mediators’ facilitation techniques and communication strategies. the researcher drafts a development plan to enhance the current practices that can eventually lead to a successful mediation process. keywords court annexed mediation, communication strategies, dispute resolution, facilitation techniques introduction mediation is one method of conflict resolution. it is a third – party intervention process that aims at helping the parties to a dispute reconcile their differences, reach a compromise and attain settlement of their conflict. in mediation, a neutral third party tries to help disputants resolve disagreements and negotiate settlement. because the researcher has been a court annexed mediator for more than a decade, this study presents several ways to end conflicts and interpersonal disputes due to the problems and challenges that emerge from the communication blockage that prevents their resolution. this is the first time that a study has been made regarding the communication strategies and facilitation techniques currently used by the court annexed mediators in the philippine mediation center units nationwide. mediation is presented as the main form of amicable settlement of a conflict. the communication skills and techniques of the mediators or facilitators during the dialogue between the parties involved are hoped to assist in the formation of a compromise agreement. finally, the researcher crafts a development plan that can help make the mediation process successful. the study highlights the importance and role of communication strategies and facilitation techniques used by the mediator, as a specialized facilitator in resolving disputes in court annexed mediation. in the long term, the study helps to reduce the number of cases in the courts by amicable settlement through the court annexed mediation thereby de clogging the courts nationwide. the specific objectives of the study are as follows: 1. to determine the facilitation techniques that are currently used by the court annexed mediators to facilitate direct communication between the parties. 2. to ascertain the communication strategies presently used by the court annexed mediators to handle impasse during the proceedings. 3. to determine the biggest challenges and problems encountered during the court annexed mediation and how are they being addressed by the court annexed mediators 4. to ascertain the level of satisfaction by the parties regarding the communication strategies and facilitation techniques used by the mediators in the mediation proceedings. 5. to formulate a development plan that can help enhance the current practices in mediation and eventually attain a successful mediation process. literature review the researcher discusses the role of mediation in conflict resolution and also the characteristics of mediators in this article. it also states the facilitation techniques and communication strategies that the mediator can use in mediation proceedings to effectively communicate and achieve a positive outcome. how mediators resolve conflict mediation focuses on the interests, needs and rights of the parties to the conflict. the mediator manages the interaction between the parties and facilitates open communication and dialogue. usually, parties to a conflict accept that they have a conflict situation and are willing and committed to resolving it. the mediator then enters to provide assistance and create an enabling environment for parties to the dispute to iron out their differences. mediators in conflict reconciliation have certain characteristics and 1 sta cruz, laguna, philippines 2 calamba city, philippines * corresponding author’s e-mail: gsderamos@yahoo.com https://doi.org/10.54536/ajmri.v2i2.1148 https://journals.e-palli.com/home/index.php/ajmri mailto:gsderamos%40yahoo.com?subject= pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 roles ( francis, 2019 ). characteristics of a mediator 1. he must be experienced in the negotiation process and techniques. 2. he exhibits the tendency to be fair, objective, neutral and balanced in his judgements and style of handling conflict. 3. he possesses critical questioning skills that enables him to draw out facts, maintain communication and throw light on hidden or neglected areas in the dispute. 4. he possesses reasonable level of knowledge and understanding of the area of a particular conflict whether it is family, land, organizational or international. 5. he has confidence, shows authority and inspires parties to the conflict to common ground ( francis, 2019 ). the role of the mediator includes: 1. to map the conflict formation ( parties, goals, contradictions ) 2. to assess legitimacy or not of all goals 3. to bridge legitimate goals by creative hump, imagining a new reality with contradictions transcended and conflicts transformed ( francis, 2019 ). facilitation techniques in mediation the communication that takes place in mediation is facilitative, by stimulating interpersonal communication with the help of the facilitator, and it is a collaborative type, being generated by the voluntary involvement of the parties in resuming the dialogue as the main form of communication, through which the solution can be identified. in mediation, the collaboration of the parties through the communication assisted by the mediator leads to the final situation ( win – win ), when the participants in the process can conclude the dispute and sign the agreement generated in the mediation process ( hategan, 2020 ). mediation is a process based on communication between the parties, which is part of the collaborative strategy for resolving a conflict and which can result in both parties winning when the mediation process ends by reaching a mutually beneficial agreement ( win – win). this strategy of approaching a conflict is becoming more and more specific to the mediation process, it being mostly acquired by all practitioners in mediation, as a form of conflict management. the facilitation process performed by the mediator is achieved through the communication approaches used in mediation, which becomes an assisted negotiation process. the mediator is concerned with restoring the communication between the parties, that can generate the agreement or understanding of the parties. this will implicitly lead to overcoming the dispute and resolving the conflict between parties. the restoration of the communication process will start first of all from the identification of the communication errors that appeared during the dispute and that led to the conflict. this can be analyzed in the mediation process along with facilitating the resumption of communication of the participants or clarifying the conflict situation, which have been avoided until then for various reasons ( hategan, 2020 ). communication strategies in mediation all these communication barriers generate personal attitudes that can block the dialogue or communication of the participants, which manifests itself in various forms, especially through stubbornness in supporting a certain idea, inability to engage in dialogue with the other, lack of trust in other people as well as the inability to work together to restore communication and overcome conflict. overcoming these communication barriers requires the mediator to make major efforts to adapt his working methods, by giving clear pauses for reflection to those involved in mediation, or by requesting arguments that could lead to some clarifications or stop immediate effects of the dispute subject to mediation, aiming at resuming the process in optimal conditions, which would facilitate communication, highly necessary for the mediation process ( hategan, 2020 ). the mediation process aims at restoring the dialogue between the parties involved in the conflict, like an initiated dialogue between the mediator and each party, either during the joint mediation meeting or also at the mediator’s separate meetings with the parties involved. this may have the effect of negotiating an amicable solution which will implicitly lead to the realization of the communication between the parties by generating agreement that will be signed and adopted by them. the dialogue, seen as an essential premise of mediation, leads the parties to reconciliation and the elimination of communication blockage situations (hategan, 2020) materials and methods research design this study uses the quantitative research method. this method emphasizes objective measurements and the statistical, mathematical or numerical analysis of data collection through polls, questionnaires and surveys or by manipulating pre – existing statistical data using computational techniques. survey research design is also used in this study. it is a procedure in quantitative research in which a researcher administers a survey to a sample or to the entire population of people which is the total number of mediators of laguna in this study. the opinions, attitudes, behaviors and characteristics of the population were described in this research. one advantage of this design is that the current attitudes and practices can be measured. sampling in this study, the respondents are the ten court annexed mediators and the 59 parties who attended mediation proceedings in the six philippine mediation center units. non – probability sampling method specifically convenience sampling was used to select the respondents in this study. this sampling method was used because of the nature of the mediation proceedings. the parties and mediators do not stay regularly in the pmc units. they only go to the said offices if they have schedules of mediation proceedings and stay for only an hour or https://journals.e-palli.com/home/index.php/ajmri pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 two. once their mediation proceedings are completed, the parties will not go back anymore to the pmc units. questionnaires were given to the respondents who attended the mediation proceedings from june 26 to july 16, 2022. so these respondents are the ones accessible to the researcher during the time of data gathering. the said pmc units are situated in the cities of binan, san pablo, san pedro and calamba and the towns of sta. cruz and siniloan all in the province of laguna, philippines. data gathering procedure the data were gathered through survey using structured questionnaires. the researcher personally administered the questionnaires in the six philippine mediation center units in laguna, philippines. after a week, the researcher came back to pick up the remaining questionnaires. results and discussion this section presents, analyzes and interprets the data gathered that identified the facilitation techniques and communication strategies currently used in court annexed mediation process including the challenges and problems. the results were used as basis for developing an action plan to enhance the current practices and attain a successful mediation process. facilitation techniques used by court annexed mediators to facilitate direct communication between parties table 1: frequency distribution on the facilitation techniques used by court annexed mediators to facilitate direct communication between parties as perceived by the parties the court annexed mediators . . . always often sometimes rarely never f % f % f % f % f % 1. create an inclusive environment 50 84.7% 6 10.2% 3 5.1% 0 0.0% 0 0.0% 2. communicate the guidelines and instructions clearly 52 88.1% 6 10.2% 0 0.0% 1 1.7% 0 0.0% 3. show empathy 50 84.7% 4 6.8% 3 5.1% 0 0.0% 0 0.0% 4. listen actively 52 88.1% 5 8.5% 2 3.4% 0 0.0% 0 0.0% 5. use verbal skills 47 79.7% 10 16.9% 2 3.4% 0 0.0% 0 0.0% 6. manage conflicts effectively 49 83.1% 10 16.9% 0 0.0% 0 0.0% 0 0.0% 7. possess consensus-building skills 50 84.7% 9 15.3% 0 0.0% 0 0.0% 0 0.0% 8. manage time expertly to complete the mediation process within 30 days. 45 76.3% 13 22.0% 1 1.7% 0 0.0% 0 0.0% 9. exercise flexibility in communicating 47 79.7% 10 16.9% 2 3.4% 0 0.0% 0 0.0% 10. stay neutral on content 48 81.4% 7 11.9% 3 5.1% 0 0.0% 0 0.0% 11. record important points of the conversation 46 78.0% 10 16.9% 2 3.4% 0 0.0% 1 1.7% 12. possesses verbal skills 42 71.2% 13 22.0% 4 6.8% 0 0.0% 0 0.0% table 1 shows the extent of the use of facilitation techniques by court annexed mediators, as percieved by the parties. as perceived by the parties, the facilitation techniques being used by the mediators that got the highest frequencies are communicating the guidelines and listening attentively. this means that since the court annexed mediators are mandated to attend the refresher courses every two years that are being conducted by the philippine judicial academy, the mediators have been trained well to use these facilitation techniques in mediation. according to ford ( 2016 ) emphatic or reflective listening is central to the work of the mediator. as an intervention tool, it is second to none for its ability to build trust and confidence. it enables mediators to demonstrate that they grasp what is going on and understand the participants’ perspective – their needs, thoughts and feelings. the parties gave the lowest ratings to the facilitation technique of using verbal skills to facilitate conversation like probing, paraphrasing and redirecting questions or comments. the use of facilitation techniques by the mediators would depend on the referred cases during the mediation proceedings and the parties attending them. so the mediators might have thought that this facilitation technique did not suit the cases at hand so they did not use it. the issue on what facilitation techniques to use in the mediation proceedings will largely depend upon the prerogative of the mediators. table 2 shows the extent of use of facilitation techniques by court annexed mediators, as percieved by the mediators. the mediators disclosed that the facilitation techniques that they always used the most were managing time expertly and staying neutral on content while being expert on the process. the court annexed mediators are trained very well by the philippine judicial academy so they are professional enough to use these facilitation techniques to handle court annexed mediation. this means that the court annexed mediators, under the conditions of neutrality and https://journals.e-palli.com/home/index.php/ajmri pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 impartiality are able to support parties in understanding their common objectives, help them collectively move through the process, structure conversation and apply appropriate facilitation techniques to keep discussion effectively, foster participation and get people to come up with ideas, thoughts and perspectives that add value, and get all parties realize their shared interests. a facilitator should maintain a position of joining the discussion as a neutral party, hence simply make the conversation happens or facilitates, as the name suggests. he needs to influence the parties to help them stay on track but must avoid dictating to them. it is essential that the parties feel they have ownership of the outcomes they reach, that they have been guided to find their own solutions, without being told or offered solutions ( cukik, 2020). the facilitation techniques that are least used by the mediators according to them are exercising flexibility in communication and recording important points. the court annexed mediator may choose which facilitation techniques to use in given cases taking into consideration the situation and the parties at the time of the mediation proceedings. communication strategies used by the court annexed mediators to handle an impasse tables 3 and 4 show the extent of use of the communication strategies by court annexed mediators to table 2: frequency distribution on the facilitation techniques used by court annexed mediators to facilitate direct communication between parties as perceived by the mediators the court annexed mediators . . . always often sometimes rarely never f % f % f % f % f % 1. create an inclusive environment 8 80% 2 20% 0 0% 0 0% 0 0% 2. communicate the guidelines and instructions clearly 8 80% 2 20% 0 0% 0 0% 0 0% 3. show empathy 8 80% 1 10% 0 0% 1 10% 0 0% 4. listen actively 8 80% 2 20% 0 0% 0 0% 0 0% 5. use verbal skills 8 80% 2 20% 0 0% 0 0% 0 0% 6. manage conflicts effectively 8 80% 2 20% 0 0% 0 0% 0 0% 7. possess consensus-building skills 8 80% 2 20% 0 0% 0 0% 0 0% 8. manage time expertly to complete the mediation process within 30 days. 9 90% 1 10% 0 0% 0 0% 0 0% 9. exercise flexibility in communicating 4 40% 6 60% 0 0% 0 0% 0 0% 10. stay neutral on content 9 90% 1 10% 0 0% 0 0% 0 0% 11. record important points of the conversation 6 60% 3 30% 1 10% 0 0% 0 0% 12. possesses verbal skills 7 70% 3 30% 0 0% 0 0% 0 0% table 3: frequency distribution on the communication strategies used by court annexed mediators to handle an impasse as perceived by the parties the court annexed mediators . . . always often sometimes rarely never f % f % f % f % f % 1. propose a break 36 61.0% 16 27.1% 6 10.2% 0 0.0% 1 1.7% 2. divert the issue 38 64.4% 14 23.7% 4 6.8% 2 3.4% 1 1.7% 3. look through 32 54.2% 16 27.1% 10 16.9% 0 0.0% 0 0.0% 4. step forward 39 66.1% 15 25.4% 5 8.5% 0 0.0% 0 0.0% 5. recapitulate 38 64.4% 13 22.0% 6 10.2% 0 0.0% 0 0.0% 6. make a progress report 41 69.5% 13 22.0% 5 8.5% 0 0.0% 0 0.0% 7. set a standard 39 66.1% 16 27.1% 4 6.8% 0 0.0% 0 0.0% 8. act as a catalyst 36 61.0% 14 23.7% 7 11.9% 0 0.0% 0 0.0% 9. offer a model 42 71.2% 8 13.6% 8 13.6% 1 1.7% 0 0.0% 10. undertake role-reversal 39 66.1% 13 22.0% 5 8.5% 0 0.0% 2 3.4% 11. listen and look for opportunities to clarify 41 69.5% 11 18.6% 6 10.2% 1 1.7% 0 0.0% 12. check the war chest 39 66.1% 16 27.1% 3 5.1% 1 1.7% 0 0.0% 13. use reality-checking 44 74.6% 12 20.3% 3 5.1% 0 0.0% 0 0.0% https://journals.e-palli.com/home/index.php/ajmri pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 handle impasse during proceedings, as percieved by the parties and the mediators. as perceived by the parties, the communication strategy that has the highest frequency is the use of reality checking because the philippine judicial academy has been training the court annexed mediators on dealing with impasse in mediation using the enumerated communication strategies. therefore the mediators are practicing what they have learned in the training programs on communication strategies which include the use of reality checking. when one party comes to the table and appears unready or unwilling to compromise, alter their position, or change the ideas and sentiments that may have caused the problem in the first place although it can be incredibly difficult to make progress then this is is the time for a reality check or as it is called in the mediation field, reality testing ( curtis, 2011 ). the parties disclosed that the communication strategy which was the least used by the mediators during the proceedings was looking through by asking the parties to explain their perspectives on why they appear to be at an impasse. again, the use of communication strategies largely depended on the cases at hand and the prerogative of the medaitors. the mediators might have thought that this strategy was not suited to be used in the cases at hand. table 4 shows the perceptions of the mediators on the table 4: frequency distribution on the communication strategies used by court annexed mediators to handle an impasse as perceived by the mediators the court annexed mediators . . . always often sometimes rarely never f % f % f % f % f % 1. propose a break, if the parties reach an impasse. 4 40% 4 40% 2 20% 0 0% 0 0% 2. divert the issue 4 40% 3 30% 3 30% 0 0% 0 0% 3. look through 2 20% 5 50% 3 30% 0 0% 0 0% 4. step forward 6 60% 4 40% 0 0% 0 0% 0 0% 5. recapitulate by summarizing both parties’ sides 5 50% 4 40% 1 10% 0 0% 0 0% 6. make a progress report 5 50% 5 50% 0 0% 0 0% 0 0% 7. set a standard 6 60% 2 20% 2 20% 0 0% 0 0% 8. act as a catalyst 2 20% 5 50% 3 30% 0 0% 0 0% 9. offer a model by saying 3 30% 3 30% 4 40% 0 0% 0 0% 10. undertake role-reversal 1 10% 6 60% 2 20% 1 10% 0 0% 11. listen and look for opportunities to clarify 5 50% 2 20% 1 10% 1 10% 1 10% 12. check the war chest 6 60% 2 20% 1 10% 0 0% 0 0% 13. use reality-checking 4 40% 5 50% 0 0% 0 0% 0 0% use of communication strategies. the communication strategies commonly used by the mediators as stated by them were undertaking role reversal, making progress report, offering what if scenarios and use of reality check. the mediators have been trained by the philippine judicial academy to use these communication strategies to handle an impasse during the mediation proceedings. role reversal is a form of counter – attitudinal advocacy. for mediators, this strategy involves inviting each party to better understand the other party’s perspectives and arguments by asking them to put aside their own perspectives, sincerely try to see the dispute as the other party sees it and articulate that other perspective. as disclosed by the court annexed mediators, the communication strategies least used by them were checking the war chest, listening and looking for opportunity and setting a standard. the mediators based their strategies in overcoming an impasse on the situation and the parties involved in the mediation process. so there were strategies which they think were more reliable to use in breaking an impasse during mediation. challenges and problems encountered during court annexed mediation the challenges and problems encountered during court annexed proceedings, as perceived by the parties and the mediators, are presented in tables 5 and 6 the parties perceived that the three biggest problems and challenges in mediation were insufficient time to complete the mediation proceedings in 30 days, significant power imbalance among the parties and one party or both parties fail to attend the mediation proceedings as ordered by the court. one of the causes of the insufficiency of time to complete the mediation proceedings in 30 days is when one party or both parties fail to attend. sometimes the parties do not want to attend the mediation because they lack knowledge of the process and its benefits. they would rather have their cases tried in courts for their merits. power imbalance in mediation occurs when one party is educated and the other is not, when one party is rich, the other is not and when one party is powerful and the other is an ordinary citizen. usually if this happens, one party just keeps silent while the other do the talking. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 the mediator must be aware of this situation and apply his mediation skills to overcome power imbalance between the parties. the mediators stated that the problems and challenges that they sometimes encountered were one party or both parties fail to attend the mediation proceedings as ordered table 5: frequency distribution on the challenges and problems encountered during court annexed mediation as percieved by the parties the court annexed mediators . . . always often sometimes rarely never f % f % f % f % f % 1. disagreement of the disputing parties on key issues 16 27.1% 12 20.3% 20 33.9% 5 8.5% 6 10.2% 2. one party or both parties fail to attend the mediation proceedings 4 6.8% 12 20.3% 28 47.5% 12 20.3% 3 5.1% 3. insufficient time to complete the mediation proceedings in 30 days 5 8.5% 11 18.6% 31 52.5% 6 10.2% 5 8.5% 4. one party or both parties show no interest to talk during the mediation proceedings 6 10.2% 7 11.9% 22 37.3% 16 27.1% 8 13.6% 5. significant power imbalance among the disputing parties 9 15.3% 6 10.2% 30 50.8% 7 11.9% 7 11.9% 6. one party or both parties do not want to enter into a compromise agreement even at the start of the mediation proceeding 7 11.9% 12 20.3% 21 35.6% 10 16.9% 8 13.6% 7. one party is willing to enter into compromise agreement but he or she is not financially capable to pay the other party 12 20.3% 10 16.9% 23 39.0% 5 8.5% 6 10.2% 8. no privacy in the room where the mediation is being heard 11 18.6% 8 13.6% 21 35.6% 10 16.9% 8 13.6% table 6: frequency distribution on the challenges and problems encountered during court annexed mediation as percieved by the mediators the court annexed mediators . . . always often sometimes rarely never f % f % f % f % f % 1. disagreement of the disputing parties on key issues 4 40% 3 30% 2 20% 0 0% 0 0% 2. one party or both parties fail to attend the mediation proceedings 1 10% 0 0% 7 70% 1 10% 0 0% 3. insufficient time to complete the mediation proceedings in 30 days 4 40% 0 0% 4 40% 0 0% 1 10% 4. one party or both parties show no interest to talk during the mediation proceedings 1 10% 2 20% 2 20% 4 40% 0 0% 5. significant power imbalance among the disputing parties 1 10% 1 10% 5 50% 2 20% 0 0% 6. one party or both parties do not want to enter into a compromise agreement even at the start of the mediation proceeding 1 10% 0 0% 5 50% 3 30% 0 0% 7. one party is willing to enter into compromise agreement but he or she is not financially capable to pay the other party 0 0% 4 40% 4 40% 0 0% 0 0% 8. no privacy in the room where the mediation is being heard 1 10% 3 30% 0 0% 4 40% 1 10% https://journals.e-palli.com/home/index.php/ajmri pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 by the court, significant power imbalance among the disputing parties and one party or both parties do not want to enter into a compromise agreement even at the start of the mediation proceeding and just want to take back the case to court. parties sometimes do not want to attend mediation because they lack knowledge on the process of mediation and its benefits and they just want to try their cases in court. significant power imbalance among the parties occur when one party is rich and the other is poor, when one party is highly educated and the other is not and when one party occupies a high government position and the other is an ordinary citizen. there are parties who do not want to enter into a compromise agreement even at the start of mediation proceeding and just want to take back the case to court because they want their cases to be tried on their merits. others feel that they would win the case in courts and one party may not have the finances to satisfy the compromise agreement. court annexed mediators address challenges and problems encountered as problems and challenges occur like disagreement, failure to attend proceedings and reach a compromise agreement, the court annexed mediators address such issues to ensure an effective mediation process. the responses of the parties and the mediators are presented in tables 7 and 8. as perceived by the parties, the means by which the table 7: frequency distribution on how court annexed mediators address the challenges and problems encountered as percieved by the parties the court annexed mediators . . . always often sometimes rarely never f % f % f % f % f % 1. listen to the concerns of disputing parties 40 67.8% 8 13.6% 9 15.3% 0 0.0% 1 1.7% 2. foster participation 33 55.9% 14 23.7% 12 20.3% 0 0.0% 0 0.0% 3. manage the time well 34 57.6% 15 25.4% 8 13.6% 2 3.4% 0 0.0% 4. control the duration of time that each party may speak to neutralize power imbalance 35 59.3% 11 18.6% 8 13.6% 0 0.0% 5 8.5% 5. check with both parties that any agreement reached are realistic and positive 39 66.1% 12 20.3% 7 11.9% 1 1.7% 0 0.0% 6. explain fully to the disputing parties the relevance of the court annexed mediation and its benefits to them 42 71.2% 10 16.9% 6 10.2% 1 1.7% 0 0.0% mediators address the problems and challenges during the mediation process that have the highest frequencies are explaining fully to the disputing parties the relevance of the court annexed mediation and its benefits, listening to the concerns of the parties and checking with the parties that any agreement reached are realistic and positive. again ,since the court annexed mediators are trained by the philippine judicial academy, they are able to address most of the problems encountered during the mediation process. table 8: frequency distribution on how court annexed mediators address the challenges and problems encountered as percieved by the mediators the court annexed mediators . . . always often sometimes rarely never f % f % f % f % f % 1. listen to the concerns of disputing parties 6 60% 2 20% 1 10% 0 0% 0 0% 2. foster participation 7 70% 1 10% 1 10% 0 0% 0 0% 3. manage the time well 6 60% 1 10% 1 10% 0 0% 0 0% 4. control the duration of time that each party may speak 7 70% 1 10% 1 10% 0 0% 0 0% 5. check with both parties that any agreement reached are realistic and positive 7 70% 2 20% 0 0% 0 0% 0 0% 6. explain fully to the disputing parties the relevance of the court annexed mediation and its benefits to them 8 80% 1 10% 0 0% 0 0% 0 0% https://journals.e-palli.com/home/index.php/ajmri pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 the actions taken by the mediators to address the problems and challenges as perceived by the parties that got the lowest frequencies are fostering participation and gets people to come up with ideas, thoughts and perspectives that add value and managing time well to ensure productive discussions and finish the proceedings in 30 days. sometimes parties do not actively participate in the proceedings because mediators fail to give a good opening statement which would have involved parties in the process and allows each side the opportunity to tell its story. the mediator must strive to make each party feel that they have the chance to comment and rebut the narrative of the other party. mediation proceedings are not completed sometimes in 30 days when one party or both parties fail to attend the proceedings. the tactical measures that were mostly done by the mediators were explaining fully to the disputing parties the relevance of the court annexed mediation and its benefits, controlling the duration of time that each party may speak to neutralize the power imbalance, checking with both parties that any agreement reached are realistic and positive and fostering participation and gets people to come up with ideas, thoughts and perspective that add value. the mediators have been trained by the philippine judicial academy to handle problems and challenges in mediation so they are able to apply the measures once these problems and challenges arise. level of satisfaction on the facilitation techniques and communication strategies the parties were asked on the level of satisfaction regarding the faciltitation techniques and communication strategies used by court annexed mediators. the level of satisfaction is presented in table 9. table 9: frequency distribution on the level of satisfaction of the facilitation techniques and communication strategies the court annexed mediators . . . vhs hs ms ls vls f % f % f % f % f % 1. facilitation techniques used by the mediators during the mediation proceedings 33 55.9% 23 39.0% 2 3.4% 1 1.7% 0 0.0% 2. communication strategies used by the mediator during the mediation proceeding 34 57.6% 16 27.1% 8 13.6% 1 1.7% 0 0.0% 3. performance of the mediator on the use facilitation techniques during the mediation proceedings 32 54.2% 20 33.9% 6 10.2% 1 1.7% 0 0.0% 4. performance of the mediator on the use communication strategies during the mediation proceedings 35 59.3% 15 25.4% 8 13.6% 1 1.7% 0 0.0% 5. how the mediators handle the problems and challenges encountered 35 59.3% 16 27.1% 8 13.6% 0 0.0% 0 0.0% the high level of satisfaction given by the parties to the facilitation techniques and communication strategies used by the mediators during the mediation process shows that the training programs of the mediators that are conducted by the philippine judicial academy are very effective. the court annexed mediators have seriously followed the lessons learned and applied them meticulously during the process. but still there are areas of concern regarding the facilitation techniques and communication strategies that should be addressed and given emphasis. there are also problems and challenges encountered during the mediation process that cropped up during the study that should be given attention table10 shows the development plan crafted by the table 10: development plan for successful mediation proceedings objectives tasks success criteria time frame resources to enhance the facilitation techniques of possessing verbal skills like probing, paraphrasing, redirecting, questions to facilitate conversation and exercising flexibility in communication among mediators conduct a refresher course for mediators on facilitation techniques specifically possessing verbal skills like probing, paraphrasing, redirecting questions and exercising flexibility in communication evaluation of feedback mechanism january, 2023 training officers of philippine judicial academy https://journals.e-palli.com/home/index.php/ajmri pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 to enhance the communication strategies of mediators specifically looking through by asking the parties, setting standard, listening and looking for opportunities to clarify and checking war chest conduct a refresher course among mediators on communication strategies specifically looking through, listening and looking for opportunities, setting standard and checking war chest. evaluation of feedback mechanism march , 2023 training officers of the philippine judicial academy to inform the public about the process of mediation and its benefits to the disputants and the justice system and to achieve willingness among parties to attend the mediation proceedings • create an information drive in social media such as facebook, twitter and other platforms • put up posters about the process of mediation in the regional trial courts and municipal trial courts nationwide cognizance of the importance of social media in information dissemination december, 2023 management level of the philippine mediation center to enhance the problem solving skills of the mediators like listening to the concerns of parties and facilitating consensus on main issues and managing the time well to ensure productive discussions and finish the proceedings in 30 days conduct a refresher course for mediators on problem solving skills specifically listening to the concerns of parties and facilitating consensus on main issues and managing the time well to ensure productive discussions and finish the proceedings in 30 days evaluation of feedback mechanism may, 2023 training officers of the philippine judicial academy researcher to further enhance the skills of the mediators that will eventually lead to successful mediation. conclusion according to the parties, mediators always used facilitation techniques which were communicating the guidelines and instructions clearly and listening attentively to the parties’ concerns. on the other hand, possessing verbal skills like probing, paraphrasing, redirecting questions or comments and others to facilitate conversation was the least used by the mediator. the mediators stated that the facilitation technique that they always used was managing time expertly and the least used was exercising flexibility in communicating. the communication strategy that mediators frequently used according to the parties was reality checking and the least used was looking through by asking the parties to explain their perspectives. according to the mediators the communication strategies that they always used was undertaking role reversal by asking each party to briefly assume the other’s role. and the communication strategies least used by the mediators were setting a standard, listening and looking for opportunities to clarify and checking the war chest by asking what they are willing to offer. the parties perceived that problems and challenges were sometimes encountered like insufficient time to complete the proceedings in 30 days. the mediators also disclosed that they sometimes encountered problems and challenges during mediation like when one party or both parties fail to attend the mediation proceedings as ordered by the court. as disclosed by the parties, they perceived that the mediators always addressed the challenges and problems encountered during the proceedings particularly when explaining fully to the parties the relevance of the court annexed mediation and its benefits to them. on the other hand, fostering participation and getting people to come up with ideas, thoughts and perspectives was the least used by the mediators in addressing the problems and challenges. on the part of the mediators, they stated that they always used the measure of explaining to the disputing parties the relevance of the court annexed mediation and its benefits on them. on the other hand, the tactical actions that were the least used by the mediators were listening to the concerns of the parties and managing time well. the parties were highly satisfied with the facilitation techniques used by the mediators, the communication strategies used by the mediators, performance on the use of facilitation techniques, performance on the use of communication strategies and how the mediators handled the problems and challenges. the researcher drafts a development plan that can enhance the current practices of the mediators and eventually lead to successful mediation proceedings. after a thorough analysis of findings and based on the conclusions drawn, several recommendations are suggested. the philippine judicial academy, the training arm of the supreme court of the philippines https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 7-16, 2023 should conduct a refresher course for mediators on possessing verbal skills like probing, paraphrasing, redirecting questions or comments and others to facilitate conversations and exercising flexibility in communicating and confirming the potential changes for the group to agree upon because these are very vital in ensuring success in mediation. with regards to communication strategies, it is recommended that a refresher course about looking through by asking the parties if they agree to set the issue aside temporarily and go on with an easier issue, setting a standard through helping the parties, listening and looking for opportunities to clarify and checking the war chest by asking what they are willing to offer should be conducted by the philippine judicial academy. two problems and challengers came out of this study which are insufficient time to complete the mediation proceedings in 30 days and one party or both parties fail to attend the mediation proceedings as ordered by the court. these two are quite related in a way that one reason why the mediation proceedings are not completed in 30 days is because one party or both parties fail to attend the mediation proceedings on the schedule ordered by the pmc units. an information dissemination should be conducted by the philippine mediation center through social media such as facebook , twitter and other platforms. it is also recommended that the philippine judicial academy conduct a refresher course about problem solving skills specifically listening to the concerns of parties and facilitating consensus on main issues and managing time well to ensure productive discussions and finish the proceedings in 30 days. references cukic, c. (2020). effective communication in mediation. world mediation organization: https:// worldmediation.org/effective-communication-inmediation/ curtis, j. (2011). using reality testing in mediation. retrieved on november 30, 2011. https://www. johncurtis.ca/mediation/using-reality-testing-inmediation/ ford, j. (2017). key communication skilla for the mediator. resologics. https://www.resologics. com/2016/7/26/key-communication-skills francis, n. o. (2019). mediation and methods of conflict resolution. research gate. https://www.researchgate. net/publication/352577756_mediation_and_ methods_of_conflict_resolution hategan, v. (2020). communication perspectives in mediation and conflict resolution. https:// www.researchgate.net/publication/344427992_ communication_perspective_in_mediation_and_ conflict_resolution https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 82 american journal of multidisciplinary research and innovation (ajmri) parents’ levels of involvement and role construction in children’s reading at home anna katherine c. garcia1*, winicel may c. ancheta2 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1029 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 29, 2022 accepted: december 06, 2022 published: december 16, 2022 using a descriptive research methodology, this study determined parents’ levels of involvement and role construction regarding involvement in children’s reading at home. this study surveyed 379 parents of grade 4 pupils from the schools division of ilocos norte for school year 2019-2020. the assessment tool on parents’ levels of involvement in children’s reading at home and levels of role construction regarding involvement in children’s reading at home was used to gather data. mean was used to describe their responses to the survey-questionnaire with respect to modeling, cognitive and behavioral dimensions of parental involvement; and their levels of role construction regarding involvement in children’s reading at home. majority of the parents had low levels of involvement in the modeling, cognitive, and behavioral dimensions; their level of role construction was high. keywords parents, levels of involvement, role construction, children’s reading at home introduction in both developed and developing countries context, reading is considered as an instrument for learning that appears to be a priceless activity. according to guthrie, benneth and mcgough (2017), reading is a multifaceted cognitive process of building meaning of the texts written in different sources. research supports that those children who read at early age are likely to exhibit greater interest in reading at later ages (arnold & whitehurst, 2014). additionally, weinberger (2016) suggested that children who were attached to books at the age of three, could best perform in higher grade levels. unfortunately, studies on pupils’ reading achievement indicates that a significant number of children in several parts of the world are not able to read at their class levels (maduekwe and adeosun, 2010). for example, a study on early grade reading acquisition in timor-leste (world bank, 2011) found that by the end of grade one, 70% of the pupils could not read a single word in portuguese. similar studies conducted in uganda and tanzania recorded poor literacy levels. specifically, in tanzania the study found that, 92.3% of the standard three pupils could not read a class two text in english. in the philippine context, the education system also faces a dilemma due to a wide spread and rapid deterioration of language skills particularly in reading. in 2017, the study of synergia foundation revealed that 53% of the elementary pupils in the country were found frustrated readers; 23% could not comprehend; and 7% could not read at all (imam, 2016). furthermore, dr. yolanda quijano, former head of deped’s bureau of elementary education, attributed reading problems as the main culprit for the poor performance of some students in the national achievement test (nat). the records of the department of education (deped) show a declining achievement level of elementary pupils based on the national achievement (nat) results from 2010 to 2017. the efforts of the government by implementing the k to 12 curriculum did not do much to change the status quo (imam, 2016). in fact, among 79 participating countries and economies, philippines scored the lowest in reading comprehension for both boys and girls in the 2018 program for international student assessment (pisa), a worldwide study by the organization for economic co-operation and development that examines students’ knowledge in reading, mathematics and science. specifically, the phil-iri report of the schools division of ilocos norte for school year 2018-2019 reveals that out of the 3630 enrolled grade 4 male pupils who took the phil-iri test, 305 were non-readers during the pretest while 88 remained as non-readers during the posttest. on the other hand, out of the 3470 enrolled grade 4 female pupils who had the same test, 205 were nonreaders during the pre-test while 51 were non-readers during the posttest. the reading comprehension difficulties may be attributed to many contributing factors, such as national budget, lack of structural support, training of teachers, teachers’ qualification, quality of instruction, quality of instructional materials, students’ backgrounds, and condition of physical facilities (pajo, 2011). however, these findings did not look into parental involvement in the modeling, cognitive and behavioral dimensions. this argument builds the basis that parents’ role is without doubt very critical in the lives of their children. available studies on parental involvement in early childhood have focused more on emergent and informal literacy (maina, 2010; wambiri, 2017), while studies on parental involvement in children’s conventional reading at the lower primary school level have not received due attention. without doubt, the close link between home and school is recognized worldwide as an essential factor in 1 department of education, division of ilocos norte, philippines 2 mariano marcos state university, college of teacher education, philippines * corresponding author’s e-mail: annakatherine.garcia@deped.gov.ph https://doi.org/10.54536/ajmri.v1i6.1029 https://journals.e-palli.com/home/index.php/ajmri pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 82-91, 2022 facilitating improvement of literacy skills among children. parents as first teachers of their children need to focus on developing reading habits such as reading for pleasure and out of school reading, so that it can further help them to read easily at school and beyond. studies inform that reading as a routine activity helps the learners in obtaining meaningful and desirable vol. 5 no. 1 (june 2018) role of parents in developing reading habits 44 knowledge. bashir and mattoo (2012 as cited in owusu-acheaw, 2014) believe that it is the good reading habits that act as a strong weapon for the students to excel in life. further, other studies extensively support the idea that parents who read in front of their children, can inspire them towards reading books and resultantly they are attracted automatically towards reading (morrow, 2013). also, parents who read regularly can influence their children to engage with reading (cunningham & stanovich, 2017). in most if not all cultures, parenting is seen as an integral social role with great influence on the lives of children and of parents themselves (alampay, 2014). the importance of parenting is particularly highlighted in philippine society, in which the family is generally seen as central to one’s social world (jocano, 2018). local and cross-cultural researchers have described the filipino family as characterized by cohesiveness, respect for elders, deference to parental authority, and fulfillment of mutual obligations (chao & tseng, 2012). the important role of parents and guardians in making sure that the learning of their children will continue amid expected disruptions has been underscored by the department of education (deped) as the country prepares for the “new normal’ in education due to the changes brought about by the covid-19 crisis (malipot, 2020). deped undersecretary annalyn sevilla said that the cooperation and support coming from parents will be very important as the entire basic education system braces for the so-called “new normal.” indeed, parents can provide many other opportunities to their children to start reading different texts for their academic improvement as well as for their general knowledge. moreover, parents can provide materials related to reading at home that can enhance children’s reading achievement and cognition (stuart et.al, 2018). similarly, kaiser et. al (2013) acknowledged that for children, their parents serve as their first teachers, who can develop a love for reading that could enable them to excel in their academic as well as social life. thus, the effective role of parents in improving reading engagement cannot be ignored (baker, 2012), which ultimately helps their academic achievements (pressley, 2018). therefore, in order to understanding their critical role, parents should contribute in the success of their children by listening to them while they read their school books and other texts of their interest (tizard, schofield & hewison, 2012). it is in this context that the researchers were encouraged to determine the levels of parents’ involvement in children’s reading at home with respect to modeling, cognitive and behavioral dimensions of parental involvement and role construction regarding involvement in children’s reading at home. it is hoped that the results of this study can encourage school authorities and policymakers to develop intervention materials that will increase parental involvement and role construction in their children’s reading at home. literature review parental involvement parental involvement is defined as parents volunteering in schools and parent input at home. parent involvement is an integral part of the learning process because parents are stakeholders in their children’s academic achievement. the issues of how and why parents become involved are critical to making the most out of their input. the distinction between parent involvement in the school and on the home is vital because of parent input and the effects on the student. dauber and epstein (2011) listed five types of parent involvement including basic obligations of families, basic obligations of schools, involvement at school as a volunteer, involvement in learning activities at home, and involvement in decision making. the same research also notes that a sixth type of involvement has been suggested and is still being researched, that of collaboration and exchanges with community organizations. more recently, epstein (2015) reported that there is a strong correlation between school 4 and community. small businesses in the community can be eager to build an affinity with local pta’s. small businesses generate revenue and build rapport. the pta gets a sponsor for various projects. according to epstein and dauber (2011), the basic obligations of families are to maintain children’s health and safety begin parenting and child rearing skills, and create a positive home environment. the basic obligation of schools involves communicating all pupil progress and all necessary information to the home by many different forms. involvement at school as a volunteer means assisting teachers, administrators, and other personnel in different areas of the school. involvement in learning activities at home includes helping children understand the guidance from teachers on their home assignments, promoting a home learning environment, and helping to create study strategies. parental involvement in decision making includes parents taking participating roles in ptas, school governments, and advisory councils (epstein & dauber, 2011). pomerantz, moorman, and litwack (2017) pointed out that school-based involvement means parents making actual contact with schools, including being present at pta meetings and teacher conferences, and volunteering at school. reading is frequently described as an interactive activity in which the author and the reader collaborate to achieve comprehension. in a collaborative effort, the author must formulate the content in such a way that it is interpretable, while the reader must mobilize the skills and knowledge required to comprehend it. the reader, on https://journals.e-palli.com/home/index.php/ajmri pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 82-91, 2022 the other hand, is the most likely to sabotage the process by failing to comprehend, giving in, and stopping reading. as a result, the reader is regarded as the most important factor in comprehension. levels of parental involvement modeling dimension. when parents read frequently in their children’s presence, they act as positive role models since young children want to be like their significant others “their parents”. research conducted by holdaway (2010) indicates that by reading daily, parents act as positive role models that children strive to emulate. accordingly, this emulation results in children attempting to read on their own and when parents reinforce these attempts, children’s reading skills improve significantly. holdaway further contended that, the interest and enthusiasm that parents express as they read motivates children to try to read available reading materials themselves. as a result, children practice reading on their own thereby improving their reading skills significantly. in addition, modeling is particularly influential when the children perceive the models as being competent and possessing reading skills and abilities. this often makes the parent a significant and powerful model for the child (bandura, 2016). these studies, however, did not examine factors that influence parents modeling reading at home. in addition, the studies did not specify the type of materials parents read in their children’s presence. cognitive dimension children who are introduced to reading activities at home during their early years learn to read early. studies conducted in the west to explore the relationship between children’s home reading environment and their literacy acquisition indicate that children whose parents read books, newspapers, and magazines with them, tell stories and listen to them read story books in the early classes have an advantage over their peers without such experiences. research revealed that experience with print and nonprint reading materials at home has a facilitative effect on children’s reading (cornille, mullis, ritchson et al., 2014). these studies, however, only investigated the cognitive dimension of parental involvement and did not examine other parental involvement dimensions. regular parent-child practice to read improves the child’s reading ability. a five years’ longitudinal study on parental involvement in the development of children’s reading skills conducted by austin (2017) reported that story book reading by parents at home positively influences children’s reading fluency. the study also found that when parents taught letter sounds and word reading to their children at home, there was a significant improvement in children’s reading skills. he argued that families where children are at risk of failing to read should take up these practices in order for their children to succeed in school. the study, however, only investigated parent involvement in the cognitive dimension of parental involvement in children’s reading and did not focus on activities in the modeling and behavioral dimensions. parents’ involvement in children’s reading-related activities at home is a very effective form of parent involvement. studies have proved that when parents read to their children and listen attentively as children read aloud regularly, they help children to comprehend the relationship between the pronounced word and the written word thereby promoting children’s reading development (denton, reaney & west, 2011). behavioral dimension exposing children to environments with varied reading materials and allowing them to interact with available materials promotes their literacy development. in a study to compare gains in reading and mathematics by children from lowand middle-income households in baltimore schools, entwisle, alexander and olson (2010) demonstrated that low-income children made comparable grade equivalent gains in reading and mathematics during the academic school year as those from middleincome children; though children from middle income households achieved higher in reading tests. they stated that the differences in children’s achievement was due to pre-existing differences upon entrance to kindergarten and the experiential learning opportunities and home resources (e.g., books, computers, visits to museums, libraries, plays or movies) available for children from middle income households particularly during summer months. although this study gives insights on gains made by exposing children to a literacy-rich reading environment, it did not investigate the factors influencing parental involvement in children’s reading at home. a literacyrich home environment positively influences children’s reading achievement. maduekwe and adeosun (2010) highlighted that a home environment that has plenty of reading materials strongly correlates with children’s reading achievement in school. they stipulated that an effective learning home environment includes high parent aspiration and expectation, rich learning environment, academic support, guidance and stimulation that lead to higher achievement in reading tests. these studies, however, did not investigate factors that influence parents’ involvement in their children’s reading at home. extent of parental involvement in children’s reading higher levels of parental involvement positively influence children’s reading achievement. various studies conducted all over the world have shown that there has been low parental involvement in children’s reading. studies conducted in the united states of america (usa) for example, indicated that parents were not adequately involved in their children’s reading. brandt (2011) noted that most teachers reported low parental involvement in schools in the united states of america. these teachers reported that majority of parents fail to attend parentteacher meetings, school functions and do not assist their https://journals.e-palli.com/home/index.php/ajmri pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 82-91, 2022 children with assignments and projects. similarly, metlife (2011) found that teachers in usa ranked strengthening parents’ roles in their children’s learning first, among the issues that should receive the highest priority in the public education policy. these studies, however, did not indicate factors that contribute to the low levels of parental involvement other than lack of time. a study by finney (2013) reported that 40% of the parents across the united states were not devoting enough time to their children’s education. similarly, anderson et al., (2011) found that only 64% of threeto five-year-olds children had parents who read to them or told stories to them on a regular basis. he however, reported that the percentages of the parents who were involved in their children’s reading differed across different races as follows; whites (69%), blacks (56%), asians (66%), hispanic (53%) and american indians (50%). smith (2016) also found minimal parental involvement in children’s education in the usa. smith attributed the low involvement to lack of education and lack of time. studies held in the united kingdom reported low levels of parental involvement in their children’s education. in a study involving fathers in 26 families in britain, welsh et al., (2012) found that parental involvement in their children’s reading and support in homework assignments were rated least among other aspects of parental involvement. the study noted that out of the eight aspects of involvement that were measured, the lowest scores were in reading and in the supervision of homework. the study reported that some of the fathers in the study indicated that they did not have the necessary ability to help their children with school work. in the developing world, parental involvement in children’s reading was found to be equally low. a study conducted by manjula et al., (2014) in india, revealed that 80% of pupils who had reading difficulties studied on their own at home without any parents’ support. a study on the level of parents’ involvement conducted in 40 primary schools in hong kong (ho, 2010), found that 30% of the parents ranked their involvement as low, 40% as medium while only 30% ranked their involvement as high. lemmer (2012) observed that parental involvement has been limited to financing schools and volunteering. she noted that although parental involvement is linked to school success, parental participation is not significant in many schools in south africa. she reported that many developing countries including south africa, tend to give parents increased roles in governing schools; while relatively few parents are actively involved in their children’s reading. similarly, a study involving 21 parents who were serving in the school governing bodies, 5 school principals and 1 headman conducted in the eastern cape province, south africa reported very low levels of parental and community involvement (msila, 2012). msila reported that parents were of the opinion that teachers had the necessary skills to lead schools without parents’ support. on the other hand, the school principals concurred that parental involvement would improve learners’ performance and school success in general. however, these studies, did not explore factors contributing to parents’ failure to be involved in their children’s learning. factors influencing parental involvement in children’s reading at home research suggests that several factors influence parental involvement in children’s reading. these factors include; parents’ role construction, teacher invitation, education level, self-efficacy, socio-economic status, time constraint, child’s age, type of school the child attends, teachers’ attitudes towards parental involvement and teachers’ perception of parents’ efficacy. however, local studies on parental role construction and teachers’ invitation for parental involvement particularly at the lower primary school level have not attracted much attention. this study, therefore, focused on parental role construction and teacher’s invitation. parents role construction parents who have a positive role construction regarding their involvement in their children’s reading development are more likely to be involved than those who have a negative role construction. according to bandura (2016), parents’ role construction regarding their involvement in children’s reading serve as a motivator and regulator of their involvement. parents’ beliefs about their role in assisting their children to improve their learning therefore establishes the range of activities that they construe as important, necessary and permissible to engage in (hoover et. al., 2015). accordingly, parents decide to be involved in their children’s reading when they understand that being involved is part of their role as parents. they attest that once parents decide to be involved, they choose specific activities to be involved based on their beliefs about what they are supposed to do so that they can improve their children’s reading. these studies, however, did not explore factors that influence parents’ involvement in their children’s reading. a study to examine parents’ role construction and its impact on their levels of involvement was, therefore, necessary. parents’ beliefs about appropriate support roles in children’s education influence their role construction. a study conducted in england by williams, williams and ullman (2012) found that 2% of parents who took part in the study felt that the responsibility for children’s education belonged to the school while 58% believed that they had at least equal responsibility. the study concluded that the way parents perceive the responsibility for their children’s education is a critical factor in shaping their views about being involved. this study however, examined children’s education in general but did not focus on a particular education aspect such as reading development or the reasons for expressed views. there was, therefore, a need to explore parents’ construed roles in children’s reading. parents’ perception of their role in children’s reading https://journals.e-palli.com/home/index.php/ajmri pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 82-91, 2022 determines their decision to be or not to be involved. a study conducted in scotland by the scottish executive social research (sesr) found that most parents believed that teaching children to read was the responsibility of teachers. the study also found that some of the parents argued that homework supervision at home interfered with the quality time that parents should spend with their children. other parents believed that their children were capable of fulfilling the demands of the school and did not require parents’ monitoring. parents’ role construction serves as a motivator for involvement in children’s reading. studies by hooverdempsey et al. (2015) found that when parents perceive their involvement in children’s learning as their responsibility, they engage in activities that they construe as important, necessary, and permissible. similarly, bandura (2016) asserts that from the construed roles, parents set goals that are related to desired outcomes. parents’ beliefs about their roles in children’s reading enable them to plan and engage in activities that in their opinion assist their children’s literacy development. parents’ perception of their roles in children’s reading and reasons for these perceptions needed to be explored. studies conducted in thika district in kenya found that parents’ perception influences their involvement in children’s reading-related activities. a study on factors influencing caregiver’s behavior with print and children’s emergent reading behavior found that caregivers’ perceptions about their role in stimulating children’s reading related development is a major factor that influenced their decision to stimulate children’s emergent reading development (wambiri, 2017). similarly, a study in the same district on parents’ involvement in pre-school children’s reading development found that parents’ role construction influenced their involvement in children’s literacy development (maina, 2010). these studies, however, targeted parents of children who had not entered primary schools. studies on parental involvement in children’s reading development during the lower primary school are necessary because children are usually introduced to conventional learning at this level. materials and methods research design the study employed the descriptive research design. according to ethridge (as cited in antonio, 2018), descriptive research seeks to describe the current status of an identified variable. it is characterized as simply the attempt to determine, describe or identify what is all about the variables. locale of the study the study was conducted in the schools division of ilocos norte, philippines. there are four zones in this schools division. these are the central zone, east zone, north zone, and south zone. said schools division has a total of 318 public elementary schools. population and sampling the target population of this study were parents of grade 4 learners in the public elementary schools of the schools division of ilocos norte for school year 2019 2020. a sampling percentage was used to identify the number of respondents to be taken from each zone in sdoin, treating each as a single stratum regardless of their differences in their population size. to warrant the sufficiency of data, the sampling procedure was set at 53 percent. this means 53 percent of the population of parents of grade 4 learners in every zone was taken as respondents for this study. instrumentation and data collection procedure this study used a survey-questionnaire, assessment tool on parents’ levels of involvement in children’s reading at home and levels of role construction regarding involvement in children’s reading at home, which was composed of two parts. attached to the surveyquestionnaire was a letter indicating provision for the parent-respondents’ full consent in their participation in the study and that all disclosed information was held with utmost confidentiality. survey on the parents’ levels of involvement in children’s reading at home and levels of role construction regarding involvement in children’s reading at home part i of the survey-questionnaire, which was in a rating scale, included the survey on the parents’ levels of involvement in children’s reading at home and levels of role construction regarding involvement in children’s reading at home. this instrument was adopted from the instrument developed by kimathi (2014). this survey determined the parents’ levels of involvement in children’s reading at home with respect to modeling, cognitive and behavioral dimensions of parental involvement, and levels of role construction regarding involvement in children’s reading at home. to measure parents’ level of involvement in children’s reading at home, the following scale was used: scale descriptive interpretation 4 very often (vo) 3 often (o) 2 sometimes (s) 1 rarely (r) 0 never (n) each of the three parental involvement dimensions (modeling, cognitive and behavioral) has five items. frequencies of parents’ responses in the study items were calculated to establish parents’ scores. to obtain parents’ level of involvement in each of the three parental involvement dimensions, scores were grouped into two categories. parents who scored 0 to 10 were placed in the low level of involvement category while those who scored 11 to 20 were placed in high level of involvement category. https://journals.e-palli.com/home/index.php/ajmri pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 82-91, 2022 survey on parents’ levels of role construction regarding involvement in children’s reading meanwhile, the second part of the instrument, which was also in a rating scale, contained the survey on parents’ levels of role construction regarding involvement in children’s reading, which was adopted from the instrument developed by kimathi (2014). to measure the parents’ level of role construction, a 5-point likert scale ranging from “strongly disagree” to “strongly agree” was used. parents’ responses to the 15 items were calculated. the responses were assigned the following scores: reading at home with respect to modeling, cognitive and behavioral dimensions of parental involvement: scale descriptive interpretation 4 strongly agree (sa) 3 agree (a) 2 slightly agree (sa) 1 disagree (d) 0 strongly disagree (sd) to determine the level of parents’ role construction, scores were grouped into two categories. parents, who scored 15 to 45, were categorized as having a low level of role construction, and those who scored 46 to 75 were categorized as having a high level of role construction. prior to the distribution of the survey questionnaires, the researchers requested for permission from the schools division superintendent of ilocos norte for the conduct of the study. after securing permission from the superintendent, the researchers identified the grade 4 pupils enrolled in each zone of said schools division for school year 2019-2020 based on the list that was given by the planning officers of the schools division. then, the researches got the names of the parents of these grade 4 pupils from the lis coordinator in each school district. then, the survey questionnaires were floated to the parent-respondents. for parents who could not read nor write, the researchers facilitated the answering of said survey questionnaires. the results of the survey were tabulated, analyzed, and interpreted. the data gathering was conducted with ethical considerations in mind. throughout the course of this study, the respondents’ rights were protected or safeguarded. the respondents were given an explanation of the study, as well as the potential benefits. it was highlighted that their willingness or will to participate in the study would determine their involvement. nonetheless, they were asked to give their informed consent. tools for data analysis mean was used to describe their responses to the surveyquestionnaire along their levels of involvement in children’s reading at home with respect to modeling, cognitive and behavioral dimensions of parental involvement; and their levels of role construction regarding involvement in children’s reading at home. the following statistical ranges with their corresponding descriptive interpretations were used to describe the parent-respondents’ levels of involvement in children’s scale range interval descriptive interpretation 4 3.51 – 4.00 very often involved (voi) 3 2.51 – 3.50 often involved (oi) 2 1.51 – 2.50 sometimes involved (si) 1 0.01 – 1.50 rarely involved (ri) in terms of the parent-respondent’ levels of role construction regarding involvement in children’s reading at home, the following statistical ranges with their corresponding descriptive interpretations were used: scale range interval descriptive interpretation 5 4.51 – 5.00 strongly agree (sa) 4 3.51 – 4.50 agree (a) 3 2.51 – 3.50 slightly agree (sa) 2 1.51 – 2.50 disagree (d) 1 1.00 – 1.50 strongly disagree (sd) results and discussion parent-respondents’ level of involvement in modeling dimension this area refers to the parent-respondents’ level of involvement in modeling dimension. table 1 shows their scores and level of involvement in this dimension. it can be gleaned from the table that majority of the parents (370 or 97.63%) recorded low level of involvement while only 9 or 2.37 are highly involved in modeling reading religious books; booklets such as church newsletters brochures, pamphlets; newspapers; magazines; and story books. table 1: parents’ scores and level of involvement in modeling dimension (n=379). range of scores level frequency percentage 0 – 10 low 370 97.63 11 – 20 high 9 2.37 total 379 100.00 holdaway (2010) stressed that by reading daily, parents act as positive role models that children strive to emulate. accordingly, this emulation results in children attempting to read on their own and when parents reinforce these attempts, children’s reading skills improve significantly. however, the results of this study suggest that majority of the children do not have the opportunity to emulate their parents as models in reading since parents rarely read in their children’s presence at home. parents reported that they read religious books such as the bible and quran though they could not read materials written in english. in addition, the findings corroborate with that of similarly, anderson et al., (2011) that only 64% of threeto-five-year-old children had parents who read to them or told stories to them on a regular basis. he reported that the percentages of asian parents who were involved https://journals.e-palli.com/home/index.php/ajmri pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 82-91, 2022 in their children’s reading is only 66%. smith (2016) attributed the low involvement to lack of education. this is an interesting finding based on low levels of education among the parent-respondents. as emphasized by lee and bowen (2016), parents whose educational levels are low may be less involved because they do not feel selfconfident enough to contact school staff. this is also in conformity with the claim of pids (2012) that children do not get enough support because many parents are not equipped with skills to support their children’s education. (sheng, 2012). parent-respondents’ level of involvement in cognitive dimension this area refers to the parent-respondents’ level of involvement in cognitive dimension. table 2 shows their scores and level of involvement in this dimension. table 2 reveals that majority of the parents (339 or 89.45%) has low level of involvement in the cognitive dimension while only 40 parent-respondents (10.55%) are highly involved. this points to the fact that most of the children are not supported to practice reading at home. this is because parents hardly engaged in reading related activities such as reading with children, listening to them read aloud or supervising, asking them to read while listening, asking questions from a passage to check their understanding of words and phrases read, explain the meaning of difficult words to them, and checking their homework. table 2: parents’ scores and level of involvement in cognitive dimension (n=379). range of scores level frequency percentage 0 – 10 low 339 89.45 11 – 20 high 40 10.55 total 379 100.00 the results jibe with the findings of studies conducted in the united kingdom which reported low levels of parental involvement in their children’s education. in a study involving 26 families in britain, welsh et al., (2012) found that parental involvement in their children’s reading and support in homework assignments were rated least among other aspects of parental involvement. the study noted that out of the eight aspects of involvement that were measured, the lowest scores were in reading and in the supervision of homework. the study reported that some of the families in the study indicated that they did not have the necessary ability to help their children with schoolwork. without doubt, parent-child reading activities at home play a key role in children’s reading achievement. sui-chu and willms (2015) determined that the most important factor in student achievement was home discussions, parents’ contact with school and homework supervision. the research also found that children with learning and behavioral problems had fewer home discussions and were less supervised than the cohorts that did not exhibit learning and behavioral problems. parent-respondents’ level of involvement in behavioral dimension this area refers to the parent-respondents’ level of involvement in cognitive dimension. table 3 presents their scores and level of involvement in this dimension. table 3: parents’ scores and level of involvement in behavioral dimension (n=379). range of scores level frequency percentage 0 – 10 low 356 93.93 11 – 20 high 23 6.07 total 379 100.00 as shown in table 3, it is evident that majority of the parents (356 or 93.93%) recorded low level of involvement in the behavioral dimension while only 23 or 21.9% of the parent-respondents are highly involved reminding children to read or complete homework at the designated reading place; accompanying them to the book store to choose reading materials; requesting teachers to recommend suitable reading books that can be borrowed from the library; reinforcing children effort to read (e.g. by praising, hugging or giving gifts to the child); and acquiring reading materials apart from those required by the school (by buying or borrowing from other parents). this suggests that majority of the children in this constituency are hardly encouraged to read by being exposed to varied literacy materials, since parents rarely use strategies that motivate their children to practice reading. the data corroborate with the findings of a study conducted by ramsburg (2018) who found that children who are brought up in an environment with very few or no reading materials often develop a negative attitude towards reading and that they are more likely to experience difficulties in learning to read than their counterparts. indeed, a literacy-rich home environment positively influences children’s reading achievement. maduekwe and adeosun (2010) underscored that a home environment that has plenty of reading materials strongly correlates with children’s reading achievement in school. they stipulated that an effective learning home environment includes high parent aspiration and expectation, rich learning environment, academic support, guidance, and stimulation that lead to higher achievement in reading tests. parents’ level of construction regarding involvement in children reading at home table 4 displays their scores and level of parents’ role construction regarding involvement in children reading at home. based on the data, the level of role construction of the parent-respondents is high. the results suggest that most of the parents believe they have a role to play in children’s reading related activities at home. https://journals.e-palli.com/home/index.php/ajmri pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 82-91, 2022 table 4: parents’ scores and level of role construction regarding involvement in children reading at home (n=379). range of scores level frequency percentage 15 – 45 low 0 0.00 46 – 75 high 379 100.00 total 379 100.00 the results agree with the claim of tabbada-rungduin, et. al. (2014) that filipino parents always remind their child of the importance of going to school. the same study also found that parents believe that they are their children’s first teacher, especially in learning how to read. also, the findings are similar to the study conducted in england by williams et al., (2012). in the study, majority of the parents were found to believe that although the school is responsible for their children’s education, they had equal responsibilities. these findings are also consistent with those of maina (2010) who found that majority of parents of children in the school indicated that they had a role to play in their children’s literacy development. this suggests that in some cases parents believe that they have a role to play in their children’s learning, though they may actually not be involved. on the other hand, the findings are inconsistent with those of a study conducted in scotland (sesr, 2012). in this study, most of the parents believed that it was not their responsibility to teach their children to read but teachers. the study also found that some of the parents argued that homework supervision at home interfered with the quality time that parents should spend with their children. other parents believed that their children were capable of fulfilling the demands of the school and did not require parents’ monitoring (sesr, 2012). the findings also disagree with those of wambiri (2017) who found that majority of caregivers had negative role definition. most of these parents also believed that reading stimulation is the role of the teacher and that parents had little to do with it. fortunately, the findings of the study suggest that most parents know that being involved in their children’s reading is part of their role as parents. conclusion based on the findings, the following conclusions are drawn majority of the parents recorded low levels of involvement in all the three dimensions, namely: modeling, cognitive, and behavioral. on a positive note, parents’ level of role construction is high which implies that most parents know that being involved in their children’s reading is part of their role as parents. since the study only dealt with parents of grade 4 learners, it is proposed that a follow up study be done to look into other parents’ levels of involvement and role construction in children’s reading at home. additionally, it is recommended that intervention materials be created and support system for parents be reinforced to increase their levels of involvement in their in children’s reading at home. the findings of this study may encourage parents of the learners, together with the community, local government units, non-government organizations, and other stakeholders, to do their part in helping their children to enhance their reading skills and develop good reading habits at home. references alampay, l.p. 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(2012). parental involvement in education. research report 332. norwich, uk: queens printer. world bank, (2011). analysis of early grade reading acquisition, timor-leste. retrieved on february 11, 2010, from: http://siteresources.worldbank.org/ intimoreleste/resources/timor-leste_egra. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 61 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of teachers’ trust on the relationship between transformational leadership of school heads and teachers’ self-efficacy of public school teachers maricel p. penonia1*, lyndon a. quines1 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1013 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 26, 2022 accepted: december 01, 2022 published: december 13, 2022 this study was to investigate the mediating role of teachers’ trust in the relationship between transformational leadership of school leaders and teachers’ self-efficacy among public school teachers in the magsaysay north and south districts. a stratified random sampling technique was used, which included 315 teachers as respondents. through non-experimental quantitative mediation analysis utilizing path analysis, validated questionnaire, mean, regression techniques, and pearson r, results showed significant relationships between transformational leadership of school heads and self-efficacy of teachers. there was no mediation on the impact of teachers’ trust on the connection between transformational leadership and teachers’ self-efficacy in public school teachers. thus, teachers’ trust is not one of the causes why transformational leadership of school heads can influence teachers’ trust in public school teachers. it cannot account for the relationship between the two variables. keywords educational management, transformational leadership, teachers’ self-efficacy, teachers’ trust mediating effect, philippines introduction with the high and increasing demand for education, teachers must have a considerable sense of self-efficacy since it is one of the driving forces that make an organization meets its goal and visions. although selfefficacy may seem desirable, research and instructors’ experiences indicate that its consequences are slightly more complex than they initially seem (pajares, 2016). due to its implications for teaching effectiveness, instructional methods, and learner academic achievement, teachers’ self-efficacy has steadily taken on a more significant role in school psychology research (klassen and tze, 2017, 2019). in fact, during the past ten years, interest in teachers’ self-efficacy has been rising, which is seen as an essential component of their drive to learn (ross & gray, 2016). a high level of self-efficacy for teachers is a stirring factor at work, helping them attain the triumph they wish while overcoming any blockades that may arise. they will also work harder with their pupils and look for new tactics to produce effective results (ross & gray, 2016). on the contrary, low self-efficacy people avoid complex tasks because they see them as a threat. thus, they avoided setting goals, and as a result, their level of commitment was low (kendra, 2020). furthermore, research that showed how crucial selfefficacy is for enhancing performance in the setting of organizations exists (baker, 2001). according to several authors, what matters for employees’ performance in organizations is that they will exert enough effort if it is well implemented since they believe they are highly effective (qiu, dooley, and xie, 2020). on the other hand, personnel with poor self-efficacy are more likely to give up on the task before finishing it. hence, a significant study has exposed that teachers with high levels of self-efficacy experience higher levels of job satisfaction and lower levels of job-related stress and face fewer difficulties in managing students’ misbehaviors. hence, understanding the utmost backgrounds of self-efficacy might have vital payoffs in working for teachers’ well-being and college effectiveness and development (caprara et al., 2018) since it anticipates expectations that one would prerequisite on the way to a process, what teachers transport to the classroom is taken into consideration to determine the level of their student’s educational experiences, and thus the whole school and student success (nelson, 2018; ross & gray, 2016). teachers’ sense of efficacy—also known as their “belief in their ability to frame and perform courses of action, required to accomplish a selected teaching mission specifically context”—has been recognized as one of the most operative features of their performance (alvarez-nunez, 2017; chen & yeung, 2015). teacher self-efficacy, on the other hand, is related to transformational leadership. in serbia, transformational leadership and teacher self-efficacy were found to be self-determining predictors of collective efficacy in a study of 120 permanent secondary educators. research exposed that individually focused transformational leadership significantly contributed to an elucidation of collective efficacy after specific predictor effects of group-focused dimensions of transformational leadership were controlled (ninkovic& knezobicfloric, 2018). apart from this, transformational leadership and teacher trust is significantly connected. according to a study, building principals need to know more about the leadership philosophies that will increase teachers’ efficacy and preparedness for change. suppose they are aiming to effectively impact teachers in ways that go beyond developing trusted relationships with their staff. 1 university of mindanao, philippines * corresponding author’s e-mail: maricel.penonia001@deped.gov.ph https://doi.org/10.54536/ajmri.v1i6.1013 https://journals.e-palli.com/home/index.php/ajmri pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 in that case, effective principals need to be able to include several leadership skills in their repertory (fitzgerald, 2015). lastly, self-efficacy and teachers’ trust were also associated. a study on 746 teachers revealed simultaneous differences in teacher trust between schools. also, selfefficacy, teachers’ confidence, and collective efficacy were significantly correlated (ball, 2015). effective organizations require both tactical and strategic thinking and trust-building by transformational leaders. in fact, there is a vast literature on transformational leadership and teachers’ self-efficacy. still, no study has been conducted yet on the mediating effect of teachers’ trust between these variables, specifically in magsaysay north and south districts. hence, there is an urgency to act on this study since there is no published research yet on the relationship between and among these three variables. to address this gap, the researcher is motivated to explore the connection between transformational leadership and teachers’ self-efficacy with the mediation of teachers’ trust. research objective the primary goal of this study was to determine how teacher trust mediated the association between public school teachers’ self-efficacy and transformational leadership of school heads. particularly, the following objectives were developed: 1. to describe the level of transformational leadership in terms of: • idealized influence, • inspirational motivation, • intellectual stimulation, and • individualized consideration. 2. to determine the level of teachers’ self-efficacy in terms of: • instructional strategies, • classroom management, and • motivational strategies. 3. to measure the level of teachers’ trust 4. to find out the significance of the relationship between: • transformational leadership and teachers’ selfefficacy, • transformational leadership and teachers’ trust, and • teacher’s trust and teachers’ self-efficacy. 5. to determine the significance of teacher trust as a mediator in the relationship between public school teachers’ self-efficacy and transformational leadership of school leaders. literature review this section presents various approaches, points of view, theories, research and publication findings, and insightful observations from different authors pertinent to related study topics. it is essential to understand that this section provides considerable evidence to support the research aims. the independent variable is transformational leadership with the indicators; of idealized influence, inspirational motivation, intellectual stimulation, and individualized considerations (nilwala, gunawardana & fernando, 2017). the dependent variable is teacher self-efficacy, with indicators of motivational strategies, instructional strategies, and classroom management (nie, lau & liau, 2012). teacher trust is mediating variable (garcia-ros, hoy & moran, 2003). finally, the correlation between measures is about the relationship between transformational leadership and teachers’ selfefficacy, transformational leadership and teachers’ trust, and teachers’ trust and teachers’ self-efficacy. thus, these three variables significantly impact this study because of the reliability of sources, dependability, and transferability. transformational leadership of school heads in a globally increasing and multifaceted world, effective leadership is deemed necessary to retort issues of organizational failures. hence, several studies have been conducted to check the various leadership style in multiple settings. the encouragement of progress and change in schools is a common theme in literary works about transformational leadership. as a result, how a leader manages their staff directly impacts how schools adapt and improve. the renowned authors of transformational leadership, james macgregor burns, bernard m. bass, bruce j. avolio, and kenneth leithwood, focused their studies on the origins and progress of this notion. to advance successful academic outcomes, transformational leadership is considered responsive to high school reform (leithwood, & jantzi, 2016; leithwood & jantzi, 2018; and sun & leithwood, 2017). additionally, educators who use transformational leadership techniques in the classroom inspire staff members to go above and beyond their individual goals and contribute to developing a shared vision and mission for the institution. being committed to encouraging organizational members to grow and strengthening their commitment by raising their goals is the heart of transformational leadership. individual consideration, inspirational motivation, idealized influence, and intellectual stimulation are all components of a transformational leadership type, which can be a leadership that prioritizes transformation (derue, nahrgan, wellman & humphrey, 2019; nilwala, gunawardana &fernando, 2017). hence, idealized influence, also called charisma, is the primary indicator that the leader can exhibit authority and self-assurance, achieve reverence, and possess a strong sense of purpose. it is how followers view leaders as a result of their transforming behavior. it’s one of the facets of transformational leadership. idealized influence refers to the extent to which leaders are viewed as role models. followers recognize and seek their leaders because they are appreciated, respected, and trusted by them (bass et al., 2003; bass 2007; moss & ritossa, 2017). additionally, idealized influence has two manifestations: idealized influence conduct, in which leaders display good behavior and might even put their interests ahead of their workgroup’s goals, and idealized influence attribute, in https://journals.e-palli.com/home/index.php/ajmri pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 which leaders are trusted and respected. it’s a quality that has tremendous power and potential and is associated with charismatic individuals or leaders. leaders with idealized influence also communicate in an animated or dramatic manner, engaging followers by making eye contact, leaning in toward the audience, or using lively facial expressions while retaining a comfortable posture. leaders exhibit power and demonstrate through these non-verbal components of charismatic communication. these traits of charismatic speakers include appearing at ease and relaxed, conveying persuasive messages, coming across as pleasant and upbeat, and making inspiring arguments (moss & ritossa, 2017; vertica and vercicb, 2019). furthermore, leaders who manifest idealized influence may motivate employees to reply to workplace mistreatment in ways that benefit themselves, others, and the organization. employees were proud to be associated with their supervisors, and performance standards were created by the organization’s goals regarding the idealized influence on employee performance (bobocel & zdaniuk, 2015; chebon et al., 2019). hence, the second indicator, inspirational motivation, refers to motivating and pleasing supporters through communicative and persuasive interaction while displaying zeal, hopefulness, and confidence. it refers to the extent to which the school head pronounces an idea that appeals to and motivates supporters. in the long run, leaders are optimistic and act in ways that inspire others around them by giving their followers work purpose and a sense of challenge (antonakis et al., 2018; judge & piccolo, 2016). according to kenyan research on the effect of inspiring motivation on employee performance, leaders spurred people to high productivity levels through creativity and invention. they ensured that messages were well communicated throughout the company (chebon et al., 2019). intellectual stimulation, the third indicator of transformational leadership, describes the extent to which the leaders arouse their follower’s” actions to be advanced and inventive and consider old organizational difficulties with a replacement viewpoint. it is defined as motivating the supporters to be progressive and innovative by questioning conventions, reframing problems, and treating old situations differently (limsila & ogunlana, 2018; moss & ritossa, 2017). thus, intellectual stimulation is probably the most frequently understudied facet of the transformational leadership method, yet it should significantly impact team dynamics, such as team learning. leaders constantly challenge team members’ beliefs and support novel and creative ways of acting to stimulate their minds and foster fresh thinking and doing (rafferty & griffin, 2020). as a result, a study carried out in puerto rico discovered evidence of the substantial impact that leadership intellectual stimulation has on team learning and the optimistic team effect, as well as the ability of positive affect to drive team learning. the relationship between team learning and leadership intellectual stimulation is partially mediated by positive affect, which helps to explain a sizable amount of additional variance. according to several academics, employee commitment to the firm directly results from intellectual stimulation. this, in turn, affects the organization’s ability to adapt to achieve its objectives and support the dedication and effort of its staff (anjali & anand, 2015; sanchez-cardona et al., 2018). additionally, a study conducted in kenya revealed a sturdy optimistic and significant association between intellectual stimulation leadership style and employee performance in smes. the study found that frontrunners that encourage their staff to apply critical thinking when solving difficulties they encounter at work take the initiative and look for creative ways to approach their work and assignments experience more excellent employee performance (linge, ogola, & sikaliegh d. 2017). on the other hand, individualized consideration describes the extent to which leaders focus on the needs of each of their followers, delegate tasks that fit and boost employee motivation and abilities, encourage followers to take initiative, delegate complete control over a few clearly defined duties, and essentially serve as a mentor. individualized consideration describes the extent to which leaders offer followers assistance, inspiration, and instruction. hence, leaders should pay close attention to each follower’s needs and assign specific tasks to help followers overcome personal obstacles (bass et al., 2003; judge & piccolo, 2016; northouse, 2017; yukl, 2016). including persons in a corporation’s transformation process is considered individual consideration. these make it necessary to diagnose their demands correctly, wants, values, and abilities. higher levels of trust in the leader result from this kind of activity. therefore, in addition to the big picture, a transformational leader needs to understand what motivates each member of his team on an individual basis. humans have a wide range of desires. some people prefer money and a few leisure moments, while others seek excitement and change. the leader can employ all of those numerous demands in the proper method because they are aware of individuals’ various needs and needs (conger, 2014; simic, 2018). similarly, transformational leaders establish recognition of individual differences and assign tasks in unison with their personal empathize. following the progress in performing the individual studies, a frontrunner gets an image of regularity (or irregularity) of his action of individualized consideration (bass & avolio, 2009; bass & riggio, 2006; conger, 2014; simic, 2018). a study conducted in kenya shows a strong positive and substantial association between individual consideration as a leadership style and employee performance. the study found that effective communication, selfdevelopment habits, encouragement of these practices, and mentoring and training are necessary for a leader to foster top performance (linge, ogola, & sikaliegh, 2017). thus, through creativity and innovation, leaders encouraged high productivity levels among their workforce and ensured that messages were well communicated throughout the company. when a https://journals.e-palli.com/home/index.php/ajmri pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 leader encourages workers to use their initiative, think critically about challenges they find while working, and look for creative ways to approach their job and tasks, they will perform better; when a leader encourages effective communication, self-development practices, self-confidence building, mentoring, and coaching, highperformance results (bass 1985, 1998, 2007; chebon et al., 2019; linge, ogola, & sikaliegh, 2017). to summarize, transformational leadership and its elements—idealized influence, intellectual stimulation, individual consideration, and inspirational motivation— are frequently viewed as traits that enable a leader to articulately project a clear vision for the future and serve as an example for his followers. as a result, leaders who exhibit these qualities encourage their followers to identify with them and to be inspired and motivated. employees were proud to be connected with their superiors, and performance standards were created in accordance with organizational needs, which speaks to the power of idealized influence on employee performance. teachers’ self-efficacy teachers’ self-efficacy foretells potential expectations towards a process; what teachers bring to the classroom is thought to determine the value of their student’s educational experiences and overall school and student success. hence, teachers’ sense of efficacy—also known as their “confidence in their abilities to organize and execute courses of action required to accomplish a certain teaching assignment in a particular context” has been identified as one of the most effective characteristics of their performance. thus, the indicators of teacher self-efficacy were instructional strategies, classroom management, and motivational strategies (alvareznunez, 2017, chen & yeung, 2015; nelson, 2018; ross & gray, 2016; tschannen-moran, & hoy, 2017). moreover, instructional self-efficacy was “personal beliefs about one’s capacity to assist students in learning .”accordingly, the teacher’s engagement, perseverance, and effort with pupils should be influenced by their level of instructional self-efficacy. according to this notion, teachers must have faith in their capacity to improve learning if they want students to learn effectively since students may not know well if they lack confidence in their ability to teach. thus, low self-efficacy teachers might not plan or prepare their lesson plans. consequently, teacher effectiveness affects how well children learn (henson, 2020; schunk, 2012; tschannen-moran & hoy, 2017;). additionally, teachers must employ diverse pedagogical strategies to engage pupils in learning. the mechanisms of teaching, often known as instructional methods, concern how teachers instruct students during the teaching process. instruction is the relationship between the pupils and the subject of the lesson. teachers can organize and prepare their work to fulfill the demands of their student’s learning when they are familiar with various teaching techniques. planning and preparation, familiarity with their instructional resources, a welldefined pedagogy, selecting their educational goals, and evaluating pupils while they teach are all characteristics of effective teachers (tournaki, lyublinskaya, & carolan, 2019). however, teachers who enter the profession for job security may not take much ownership in planning and preparation, which causes issues. effective teachers’ lessons might be seen as “scaffolded,” assisting students in achieving goals. without the assistance of good teachers, learners might not reach their learning objectives. according to the scaffolding metaphor, the process of learning can be described as “mediated by an expert helping a beginner through a task to guarantee the learner gets the expert’s skills.” one of the elements of successful teaching that teachers can employ to encourage students in their learning and effectively engage them in tasks is “scaffolding students’ task involvement” (brophy, 2016). meanwhile, teachers who use effective instructional strategies demonstrate their mastery of the subject matter and abilities that need to be taught in light of the social goals of education. according to this author, teaching is the act of imparting knowledge and skills to students, and for this to happen, a teacher needs to be familiar with the subject matter. conferring to several scholars, there is a considerable difference between the academic achievement of students taught using inquiry and demonstration tactics instead of debate and lecture strategies. hence, to improve teaching and learning, teachers must use diverse instructional techniques (darling-hammond & baratzsnowden 2016; onweh & akpan 2014). classroom management the second indicator of teachers’ selfefficacy assesses how confident teachers are in their ability to handle classroom management, housekeeping, and other concerns that are relevant to the classroom. it is crucial to the teacher efficacy construct as a place where teachers will feel effective in assisting pupils in learning. experts in classroom management are thought to be effective teachers. consequently, teachers’ perceived classroom management characteristics were favorably correlated with their classroom management self-efficacy, especially during their early careers (lazarides et al., 2020). however, teachers often think it’s hard to learn classroom management, one of the components of teacher efficacy. other educational levels experience the same problem. teachers use different tactics to manage disruptive behavior in the classroom. the academic community prioritizes such control to enhance learning (lewis, romi, qui, & katz, 2017). additionally, teachers seeing pupils engaging in problematic behaviors like bullying find it challenging to accomplish their instructional objectives. seeing the teacher’s expertise in a vast class could be difficult. several researchers contended that while massive courses “accommodate” many students, connections rob pupils of learning opportunities. according to these researchers, the lack of rapport that students experience with the teacher and other students in large classes can deter students from being motivated to participate in https://journals.e-palli.com/home/index.php/ajmri pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 the learning process. effective educators may serve as mediators in their interactions with students to aid in the learning process (yazedjian & kolkhorst, 2017). the third indicator of a teacher’s self-efficacy, motivational strategies, describes how the teacher encourages or involves the student in the learning process. it is crucial to the teacher efficacy concept since it is here that teachers will believe they can effectively support students’ learning. the instructors’ motivation can also affect their efforts in the classroom, mainly in how they select their “activities, degree of effort, and tenacity with students” (ware & kitsantas, 2017). research has demonstrated a connection between teacher efficacy and “performance, commitment, and professional retention.” there has been a growing interest in teacher self-efficacy in the past ten years as it is viewed as a crucial component of their overall job motivation. a high level of self-efficacy is a motivating factor for teachers at work, causing them to achieve the success they desire, overcome any challenges that may arise, work harder with their pupils, and look for new approaches to produce fruitful results. the most crucial element of education is engaging students in their learning because this is the only way to meet their learning objectives. the instructor must function as a facilitator for the student’s activities and hold effective beliefs that will inspire student learning. the ability of a teacher to achieve the appropriate levels of student engagement and learning, even with challenging or unmotivated students, is measured by their efficacy belief. such views are associated with high teacher efficacy, which has a bearing on student achievement. the effectiveness of teachers, institutional identity, and motivating techniques all significantly and favorably influence students’ progress in l2 (karimi & nikbakht, 2019). teacher trust the word “trust” is frequently used in the literature on educational reform and is consistently cited as one of the critical components of such transformation. despite the significance of trust, there is not a lot of systematic research on it in educational backgrounds, particularly in public schools. according to findings from earlier studies, a school’s daily operations are greatly facilitated by trust among staff members. trust is also a valuable resource for principals as they go on board with their ambitious improvement plans. also, faith is one of the key differences between effective and ineffective schools. generally, trust is typically conceptualized by researchers studying organizational behavior as belief in and allegiance to the leader (bryk & schnider, 2020; ngodo, 2018). moreover, other authors assert that this definition of trust has many facets, including goodwill (the belief that a trusted party will look out for one’s best interests), dependability (the degree to which one could depend on other individuals or groups), competency (the degree to which another person or group is competent), honesty, and transparency (the degree to which no information is kept a secret from others). this definition has frequently been the starting point for studies on trust in educational settings. it is, therefore, the most crucial component in increasing learning and fostering connections. it is created by devoting time and providing structure to trust-building activities like recognizing and encouraging others, and it is ingrained in the institution’s ethos (brown 2014; hoy and tschannen-moran 2017). in addition, four components make up students’ trust in schools. among these factors, teacher confidence in the principal is crucial and cited as the foundation of school trust. it is thought that teachers’ readiness to rely on the principal, who is dependable, kind, honest, and trustworthy, is the foundation of their trust in the principal, colleagues, students, and parents. having faith in the principal to maintain their word and act in the teachers’ best interests is called having trust in the principal (tschannen-moran, 2000, 2017). hence, teachers assume they can rely on the principal’s words, deeds, and written or spoken statements. teachers’ and followers’ faith in the principal or leader is directly influenced by circumstances where sensitive and apparent transformational leadership is present. therefore, any endeavor to change education and enhance student accomplishment is credited to the critical function of interpersonal relationships and trust (bass & riggio, 2016; dirks & ferrin, 2020; gillespie & mann, 2014; jung & avolio, 2000 and tschannen-moran, 2017). thus, specific research findings support the notion that the caliber of student-teacher interactions strongly influences student involvement. according to one study, students’ judgments of their level of class participation accounted for about half of the difference in their teacher’s closeness-trust scores. a qualitative study showed that a variety of factors, including personal, instructor-related, course-related, and elements connected to the classroom environment, explain the poor student involvement in classes. they discovered two of the teachers’ related reasons—instructors’ inability to establish a strong relationship with students and instructors’ poor teaching abilities—were the biggest influences on personal and classroom environment-related reasons. accordingly, it was anticipated that there would be a strong correlation between students’ level of engagement and their trust in their lecturers (sad & zer, 2014). in summary, there hasn’t been much systematic study on trust in educational environments, specifically public schools, over the past few decades. hence, according to findings from earlier studies, trust between individuals within a school facilitates much of a school’s daily operation and is a crucial resource as principals launch ambitious enhancement campaigns. in general, faith is one of the distinguishing features separating effective schools from those that are not. accordingly, today’s educators need a lot of teacher trust to get good outcomes. hence, the only way for school leaders to do this is through transformational leadership. in addition, to build teachers’ trust, it is essential for instructors to feel very practical. the material on transformational https://journals.e-palli.com/home/index.php/ajmri pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 leadership, teacher self-efficacy, and teacher confidence support the idea that it affects teachers’ performance. it is essential, according to researchers, in managing a school and achieving successful goals. additionally, when teachers are content and joyful, they are more driven to work hard and complete tasks successfully under the direction of a transformational leader. therefore, this study aims to ascertain if teachers’ trust mediates the relationship between teachers’ self-efficacy and the transformational leadership of school leaders. with teachers’ trust as another predictor of transformational leadership on teachers’ self-efficacy, it adds flavor to how to deal with problems with teachers’ self-efficacy. methodology this study employed a quantitative approach, using a correlation technique design to assess the relationship between transformational leadership and teachers’ selfefficacy, transformational leadership and teachers’ trust, and teachers’ trust and teachers’ self-efficacy. descriptive non-experimental correlational design controlled the extent of a relationship between two or more variables (goertzen, 2017). in this study, the correlation method is the best design to meet the study’s objectives and find out whether the hypothesis is accepted. now, if the significance value is more significant than .05, then it means that ho is rejected and ha is accepted. hypothesis testing determines if the correlations can be strong or weak (creswell, 2012). since it evaluated the degrees of transformational leadership exhibited by school leaders as well as teacher self-efficacy and teacher trust in the public elementary schools in the magsaysay north and south district, the study was descriptive. this study was correlational since it used the survey questionnaire to collect the primary data. it looked at the connections between transformational leadership, teacher self-efficacy, and teacher trust. the study sought to understand the relationships between transformational leadership and teacher self-efficacy, transformational leadership and teacher confidence, teacher trust and teacher self-efficacy, and the mediating role of teacher trust in the relationship between transformational leadership of school heads and teachers’ self-efficacy of public elementary schools in magsaysay north and south district. moreover, this study utilized the testing of mediation to investigate the three variables in this study. in other words, it assessed the relationship between the predictor and the mediator variables and the relationship between the mediator and the criterion variables (baron and kenny, 1986 according to a straightforward mediation model, the relationship between an independent variable and an outcome that is observed can be explained by the influence of a third factor, or mediator. when the direct link between the independent variable and the result is eliminated after the mediator’s power has been considered, the relationship is said to be fully mediated. when the mediator explains some but not all of the relationship between the independent variable and the result, this is referred to as partial mediation. the indirect effect is the measure of mediation (baron and kenny, 1986). thus, mediation analysis is not limited to linear regression but also logistic or polynomial regression and more (shrout and bolger, 2002). results and discussion the data attained from the participants on transformational leadership, teachers’ self-efficacy and teachers’ trust are presented, analyzed and interpreted in this section based on the research objectives previously stated. the order of discussions on the mentioned topic is as follows: level of transformational leadership; level of teacher self-efficacy; level of teacher trust; correlations between transformational leadership and teacher selfefficacy; correlations between transformational leadership and teacher trust; and correlation between teacher selfefficacy and teacher trust. level of transformational leadership shown in table 1 is the level of transformational leadership. the standard deviation was less than 1.00 which means there is consistency of responses among respondents. the overall mean score was 4.05 described as high. particularly, the level of transformational leadership of school heads on the four indicators were as follows: idealized influence garnered a mean of 4.25 defined as very high, intellectual stimulation has a mean of 4.03 with a descriptive level of high, inspirational motivation has a mean of 3.91 characterized as high and individualized consideration which scored 4.00 likewise, was labelled as high. data showed that the school heads had manifested very good command of transformational leadership in terms of idealized influence which indicates that leaders help others develop themselves. the data showed that transformational leadership in terms of intellectual stimulation was manifested at all times. this is an indicative of their very high satisfaction when his subordinates meet agreed-upon standards. likewise, table 1: level of transformational leadership indicator sd mean descriptive level idealized influence 0.48 4.25 very high intellectual stimulation 0.50 4.03 high inspirational motivation 0.58 3.91 high individualized consideration 0.56 4.00 high overall 0.46 4.05 high https://journals.e-palli.com/home/index.php/ajmri pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 the level of transformational leadership of teachers in terms of individualized consideration was high, which indicates that the respondents are agreeing to the fact that the leadership skill in terms of helping them develop themselves, letting them know what they are doing and giving personal attention to others who seem rejected is manifested most of the time. lastly, the data reflected that transformational leadership of school heads in terms of inspirational motivation was manifested most of the time which means that the leader’s influence among its subordinates was high. level of teachers’ self-efficacy revealed in table 2 is the level of self-efficacy of public elementary schools in magsaysay north and south district. the overall mean score was 4.42 labeled as very high. particularly, the level of self-efficacy on the following indicators were as follows: motivational strategies has a mean of 4.51 with an interpretation of very high, instructional strategies has a mean of 4.41 labeled as very high and classroom management has a mean of 4.34 characterized as very high. data reflects the very high level of self-efficacy in terms of table 2: level of self-efficacy indicator sd mean descriptive level motivational strategies 0.46 4.51 very high classroom management 0.48 4.34 very high instructional strategies 0.47 4.41 very high overall 0.42 4.42 very high motivational strategies which means that the teacher has helped the students value learning manifested at all times. furthermore, it was observed that instructional strategies were observed as very high which describes as teacher providing an alternative explanation or example when students are confused was always manifested. lastly, the data revealed that the teacher’s level of selfefficacy in terms of classroom management was very high. it showed that teachers were able to get students to follow classroom rules. level of teacher trust shown in table 3 is the level of teacher trust of public elementary school teachers in magsaysay north and south district. 3.59 described as high was the overall mean score. this implies that the teacher trust is manifested most of the time. particularly, the level of teacher trust on the following items were as follows: teachers in this school are showing concern for their students has a mean of 4.39 which has an equivalent descriptive level of very high; acting with the best interest of teachers in mind has a mean of 4.29 which means very high; teachers in this school is trusting the principal has a mean of 4.28 which means very high; teacher in this school is doing their jobs well has a mean of 4.23 which means very high; the principal is competent in doing his or her job has a mean of 4.22 which means very high; having faith in the integrity of the principal has a mean of 4.16 which has a descriptive level of high; teachers in this school are believing in each other has a mean of 4.16 which has a descriptive level of high; even in difficult situation teachers in this school can depend in each other has a mean of 4.16 which means high; teachers in this school are being reliable has a mean of 4.10 which means high; teachers in this school are trusting in each other and having faith in the integrity of their colleagues have means of 4.09 which means high; teachers in this school are open with each other has a mean of 4.08 which has a descriptive level of high; teachers in this school is typically looking out for each other has a mean of 4.04 which means high; teachers in this school are counting for parental support has a mean of 4.02 which means high; having students in this school who can be counted on has a mean of 4.01 which means high; teachers in this school are relying on the principal has a mean of 3.99 which means high; having students in this school who are reliable has a mean of 3.97 which means high; teachers are feeling comfortable admitting to the principal they have made a mistake got a mean score of 3.95 and described as high; students in this school are caring for each other got a mean score of 3.95 which is described as high; teachers in this school are trusting their students has a mean score of 3.95 and described as high when the principal is committing to something teachers can be sure it is getting done has a mean score of 3.91 and described as high; the principal of this school is keeping his or her word has a mean score of 3.89 which is described as high; teachers are thinking that most of the parents are doing a good job has a mean of 3.87 which is described as high; students in this school are being reliable in their commitment has a mean score of 3.86 and it is described as high; if i had a school-age child, i would comfortably put my own child in most of anyone’s classroom in this school has a mean score of 3.86 and the descriptive level is high,; having students in this school who have to be closely supervised has a mean score of 3.83 and the descriptive level is high; having students in this school who can be counted on their work has a mean score of 3.83 and it is described as high; when teachers in this school is telling you something you can believe it has a mean score of 3.78 and it is described as high; the principal is openly sharing personal information with teachers has a mean score of 3.78 which has a descriptive level of high; the students in this school are talking freely about their lives outside the school has a mean score of 3.72 and described as high; teachers are guarded on what they say to parents has a mean score of 3.50 and described as high; teachers in this school is believing what their student say has a mean score of 3.46 which https://journals.e-palli.com/home/index.php/ajmri pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 has a descriptive level of high; teachers in this school are not sharing much of their lives outside the school has a mean score of 3.31 and described as moderate; teachers here are only trusting teachers in their clique has a mean score of 3.17 and described as moderate; students in this school are cheating if they have a chance has a mean score of 3.01 and got a descriptive level of moderate; having students who are secretive has a mean score of 2.98 and got a descriptive level of moderate; teachers in this school are often questioning the motive of the school has a mean score of 2.81 and got a descriptive level of moderate; teachers in this school are being suspicious of their students has a mean score of 2.78 and got a descriptive level of moderate; teachers in this school are being suspicious parent’s motive has a mean score of 2.74 and got a descriptive level of moderate; teachers are taking unfair advantage of each other in this school has a mean score of 2.61 and described as moderate; the principal is table 3: level of teacher trust items sd mean descriptive level the principal is being unresponsive to teacher’s concern. 1.23 2.59 low teachers in this school are relying on the principal. 0.82 3.99 high the teachers in this school are trusting the principal. 0.69 4.28 very high the principal in this school typically is acting with the best interest of teachers in mind. 0.71 4.19 high the principal of this school is not showing concern for teachers. 1.22 2.34 low the principal is not really telling teachers what’s going on. 1.18 2.53 low the principal in this school is keeping his or her word. 0.878 3.89 high the principal is taking unfair advantage of teachers in this school. 1.19 2.53 low teachers in this school are having faith in the integrity of the principal. 0.71 4.16 high teachers in this school are being suspicious of most of the principal’s action. 1.16 2.58 low teachers in this school are often questioning the motives of the principal. 1.18 2.81 moderate the principal openly is sharing personal information with teachers. 0.92 3.72 high when the principal is committing to something teachers can be sure it is getting done. 0.74 3.91 high the principal in this school is being competent in doing his or her job. 0.76 4.22 very high teachers are feeling comfortable admitting to the principal they have made a mistake. 0.73 3.95 high teachers in this school are believing in each other. 0.70 4.16 high even in difficult situations, teachers in this school are depending on each other. 0.68 4.16 high teachers in this school are being open with each other. 0.76 4.08 high when teachers in this school is telling you something, you can believe it. 0.71 3.78 high teachers in this school is typically looking out for each other. 0.68 4.04 high teachers in this school are trusting each other. 0.70 4.09 high teachers in this school are having faith in the integrity of their colleagues. 0.68 4.09 high teachers here only are trusting teachers in their clique. 1.04 3.17 moderate if i had a school-age child, i would comfortably be putting my own child in most anyone’s classroom in this school. 0.79 3.86 high teachers are taking unfair advantage of each other in this school. 1.07 2.61 moderate teachers in this school are being suspicious with each other. 1.08 2.52 low teachers in this school are being reliable. 0.67 4.10 high teachers in this school are doing their jobs well. 0.64 4.23 very high teachers in this school are not sharing much of their lives outside the school. 0.94 3.31 moderate having students in this school who are reliable. 0.66 3.97 high having students in this school who can be counted on. 0.63 4.01 high teachers are thinking that most of the parents do a good job. 0.67 3.87 high having students in this school who have to be closely supervised. 0.75 3.83 high students in this school are being reliable in their commitments. 0.65 3.86 high teachers in this school are trusting their students. 0.67 3.92 high students in this school are caring each other. 0.64 3.95 high https://journals.e-palli.com/home/index.php/ajmri pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 being unresponsive to teachers concern has a mean score of 2.59 with a descriptive level of low; teachers in this school are being suspicious of most of the principal’s action has a mean score of 2.58 and described as low; the principal is not really telling teachers what’s going on has a mean score of 2.53 and got a descriptive level of low; teachers in this school are being suspicious with each other got a mean score of 2.52 with a descriptive level of low; teachers are avoiding contacts with parents got a mean score of 2.52 with a descriptive level of low; the principal in this school is not showing concern for teachers with a mean score of 2.34 and it is described as low. nevertheless, it can be inferred that the school has considered to build trust relationship between the school heads and teachers. also, the school made all the possible efforts to establish rapport and create a structure of trust-building space. moreover, it can be gleaned that the school heads have won the trust and confidence of the teachers and is acting with the best interest of the teachers. respondents believed that school leaders manage day to day activities conducive to the formation of trust and confidence to school stakeholders.furthermore, it can be inferred that trust-relationship in the school is manifested most of the time. the school heads are able to recognize their personal impact on establishing rapport thus, establishing effective working relationships with other school heads, teachers, parents and members of the community. correlations between transformational leadership and self-efficacy the findings of the test to determine the association between transformational leadership and self-efficacy are shown in table 4. the association was examined at 0.05 level of significance in accordance with the hypothesis. the null hypothesis was rejected by the overall r-value of.489 and the p-value of 0.05. it implies that transformative leadership and teacher self-efficacy have a substantial link. this suggests a relationship between teacher self-efficacy and the transformative leadership of school leaders. distinctively, result disclosed that indicators of transformational leadership are positively correlated on selfefficacy, since the p-value is <0.05 and the overall r-value is .438 on idealized influence, .453 on intellectual stimulation, .395 on inspirational motivation, and .421 on individualized consideration. data revealed transformational leadership of school heads and self-efficacy of teachers is positively associated. table 4: significance of the relationship between the transformational leadership and self-efficacy transformational leadership self-efficacy motivational strategies classroom management instructional strategies overall idealized influence .340*(0.000) .424*(0.000) .420*(0.000) .438*(0.000) intellectual stimulation .363*(0.000) .449*(0.000) .412*(0.000) .453*(0.000) inspirational motivation .322*(0.000) .394*(0.000) .352*(0.000) .395*(0.000) individualized consideration .329*(0.000) .419*(0.000) .389*(0.000) .421*(0.000) overall .388*(0.000) .484*(0.000) .450*(0.000) .489*(0.000) *significant at 0.05 significance level. teachers in this school are counting on the parental support. 0.65 4.02 high having students who are secretive. 0.99 2.98 moderate students in this school are cheating if they have a chance. 0.97 3.01 moderate having students in this school who can be counted on their work. 0.62 3.83 high teachers in this school are being suspicious of their students. 1.03 2.78 moderate teachers are avoiding making contacts with parents. 1.16 2.52 low teachers in this school are showing concern for their students. 0.67 4.39 very high teachers are being suspicious of parent’s motives. 1.03 2.74 moderate teachers in this school are believing what’s their students say. 0.71 3.46 high teachers in this school are trusting parents. 0.67 4.03 high the students in this school are talking freely about their lives outside the school. 0.74 3.72 high teachers are being guarded in what they say to parents. 0.76 4.22 very high overall 0.40 3.59 high furthermore, data shows that all indicators of self-efficacy are positively correlated on transformational leadership, since the p-value is <0.05 and the overall r-value is .388 on motivational strategies, .484 on classroom management and, .450 on instructional strategies, hence the two variables are positively associated. https://journals.e-palli.com/home/index.php/ajmri pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 correlations between transformational leadership and teacher trust the findings of the experiment testing the correlation between transformative leadership and teacher trust are shown in table 5. as shown in the table, there is a positive correlation between the indicators of transformational leadership and teacher trust, with an overall r-value of.522 and a p-value of 0.05 signifying the rejection of the null hypothesis. it implies that transformative leadership and teachers’ trust are significantly related. specifically, in the indicator idealized influence, data show that it has a positive correlation with teacher trust because of its computed r-value is .358 with a p-value <0.05. the p-value result means that there is a relationship between the idealized influence of transformational leadership and trust of the respondents; teacher trust needs idealized influence in transformational leadership. also, the other indicator which is intellectual stimulation has an r-value of .497 with a p-value <0.05. this shows that intellectual stimulation is positively associated with teacher trust. table 5: significance of the relationship between the transformational leadership and teacher trust transformational leadership teacher trust overall idealized influence .358*(0.000) intellectual stimulation .497*(0.000) inspirational motivation .500*(0.000) individualized consideration .446*(0.000) overall .522*(0.000) *significant at 0.05 significance level. besides, inspirational motivation got an r-value of .500 with a p-value <0.05. which shows that inspirational motivation is needful in teacher trust. last but not least indicator is individualized consideration which has an r-value of .446 with a p-value <0.05 which shows that individualized consideration indicates strong relationship of execution on teacher trust. in short, it is a useful tool in attaining teacher trust. correlations between teacher trust and self-efficacy the findings of the test to determine the association between teacher trust and self-efficacy are displayed in table 6. the association was examined at 0.05 level of significance, as stated in the hypothesis. data for the indicator of motivating techniques indicate a favorable correlation between them and self-efficacy. the p-value is 0.05 and the r-value is.237. this demonstrates how motivating techniques affect teachers’ perceptions of their own efficacy. it is crucial to the teacher efficacy concept because it determines how effectively teachers can support students’ learning. likewise, the other indicator which is classroom management has an r-value of .276 with a p-value of <0.05. this shows that classroom management is positively associated with self-efficacy. this implies that school heads play a big part in achieving teachers’ trust. table 6: significance of the relationship between the teacher trust and self-efficacy teacher trust self-efficacy motivational strategies classroom management instructional strategies overall overall .237*(0.000) .276*(0.000) .285*(0.000) .295*(0.000) lastly, criteria for instructional leadership also showed a positive correlation to teacher self-efficacy with an r-value of .285 with a p-value of <0.05. this further means that criteria for instructional strategies contributed a big part in the facets of teacher self-efficacy. hence, instructional strategies showed high relationship with teacher trust. the total result showed a positive correlation between self-efficacy and teacher trust, with an overall r-value of.295 and a p-value of <0.05. therefore, the assumption that there is no meaningful association between teacher self-efficacy and teacher trust was rejected. on the mediating effect of teacher trust the path analysis on the mediator role of teacher trust in the connection between transformational leadership and teacher self-efficacy is displayed in table 7. the findings of the spss amos were used to compile the data in this table. this table presents the direct effect of transformational leadership on self-efficacy, teacher trust and self-efficacy and transformational leadership on selfefficacy. transformational leadership and teacher trust is the path a coefficient which has an unstandardized regression coefficient of .454, standardized regression coefficient of .522, se of .042 and a probability value less than 0.05. below the significance level of 0.05 implies that these two variables have a significant relationship and low or small standard error means that the estimate is more precise. besides, the effect size or the impact of transformational leadership on teachers’ trust is 45 %. thus, the path b coefficient is teacher trust and self-efficacy which has an unstandardized regression coefficient of .058, standardized regression coefficient of .055, se of .062 and a p-value of .344 which is more than 0.05 which means there is a strong conclusion to https://journals.e-palli.com/home/index.php/ajmri pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 say that teacher trust and self-efficacy are not significant. the effect size of teacher trust on self-efficacy is 6%. and lastly, patch c coefficient shows the effect size of transformational leadership on self-efficacy. the data result has an unstandardized regression coefficient of .428 or 43% efficacy, standardized regression coefficient of .461; the computed standard error is .054 and a p-value less than 0.05 which means that it is significant. mathematically, this supports the assumption that transformational leadership is associated with self-efficacy. x =transfornmational leadership (tl) y = self-efficacy (se) m= teacher trust (tt) table 7: mediating effect: path analysis (no mediation) path estimates se c.r. p unstandardized standardized tl tt .454 .522 .042 10.832 *** tt se .058 .055 .062 .948 .343 tl se .428 .461 .054 7.998 *** in addition, figure 3 depicts the result of the mediating effect computation. it shows the effect size of path correlation coefficients of the three variables used in this study. at the 0.05 level, the route analysis gave a p value of less than 0.05, which is significant. this suggests that teacher trust has role in the relationship between transformational leadership and teachers’ trust among public school elementary teachers. furthermore, at the conclusion of teacher trust, the mediator variable, the causal association between transformational leadership and self-efficacy has been lowered from a significant beta coefficient value of .489 to .43, which is still significant. the raw correlation between transformational leadership and teachers’ trust has a total impact of .489. the extent of the association between transformational leadership and self-efficacy with teacher trust included in the regression is represented by the direct effect value of .43. the indirect value of 0.027 represents the amount of original link between transformational leadership and teachers’ self-efficacy that has been transferred to teacher trust. the formula is: (a*b), where “a” is the path between the independent and mediator variables, “b” denotes the path between the mediator and dependent variables. moreover, assessed significance of the indirect effect is found to be not significant. thus, it is continued to look for the significance of the indirect effect (c’) and the direct effect shows a positive standardized coefficient of .52 which means significant. therefore, the conclusion is no mediation following the steps of mediation analysis by zhao et al. (2010). then, the indirect effect must be divided by the total effect to get the ratio index; in this case, 0.027 divided by .489 equals 0.0552. thus, the final correlation contends that teachers’ trust carries no influence on the relationship between transformational leadership and teachers’ self-efficacy. therefore, the research study falls under no mediation. in addition, three conditions must be met for a third variable to operate as a mediator (baron and kenny, 1986). these are classified as steps 1 through 3 in table 7. the fourth and last step is. in step 1 (path c), selfefficacy, the dependent variable, is significantly predicted by transformational leadership, the independent variable (iv) (dv). transformational leadership (iv) significantly predicts teacher trust in step 2 (path a), and the mediator (mv). teacher trust (mv) strongly predicts self-efficacy in step 3 (path b). similar to this, the aim of steps 1 through 3 is to prove the existence of zero-order correlations between variables. and since there are no association factors on which to base the process of calculating relationships, we can automatically draw the conclusion that mediation is not likely. furthermore, one must move on to step 4 if steps 1 through 3 reveal a significant relationship. the combined impact of transformative leadership and teacher trust on teachers’ self-efficacy is thus still considerable in step 4. further path analysis of the mediation effect using amos spss is required as a matter of triangulation to determine the relevance of the intervening variable. additionally, if the effect of the iv on the dv stops being significant towards the end of the analysis, full mediation will be attained. the mediating variable is a mediator of all effects, according to this evidence. if the regression coefficient is drastically diminished but still significant at the final step, then partial mediation has been achieved. this indicates that while some of the iv is mediated by the mv, other portions are either direct or mediated by other variables outside the scope of the model. in this instance, limiting mv (teachers’ trust) greatly reduces the impact of the iv (transformational leadership) on dv (self-efficacy). as a result, since the figure 3: regression weights on the mediating effect of teacher trust on the relationship between transformational leadership and self-efficacy https://journals.e-palli.com/home/index.php/ajmri pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 61-75, 2022 effect is not considerable, there was no mediation. with the use of baron and kenny’s steps in testing mediation of teacher trust, the researcher proved that mediation is significant and there is partial mediation. first, conduct a simple regression analysis with x predicting m to test for path athe independent variable or x (transformational leadership) affects the mediator or m (teacher trust) at beta coefficient of .45 with a se of .21 and the relationship is significant at 0.05 significance level. second, conduct a simple regression analysis with m predicting y to test for the significance of path b-the mediating variable or m (teacher trust) affects the dependent variable or d (self-efficacy) at beta coefficient of .06, where teacher trust got a residual error of .12 and the relationship is significant at 0.05 significance level. third, conduct a simple regression analysis with x predicting y to test for the significance of path cthe independent variable or x (transformational leadership) affects the dependent variable or y (self-efficacy) at beta coefficient of .43, where organizational culture has a residual error 2 of .14 and the relationship is significant at 0.05 significance level. last but not least, after controlling the dependent variable or y (self-efficacy) as predicted by independent variable or x (transformational leadership) and including the mediating variable or m (teacher trust) as a predictor of teachers’ self-efficacy it is regressed to .43. though the alpha level is still significant at 0.05 significance level of transformational leadership and selfefficacy but statistically no mediation has been found in this study. since it has no mediation, it could be claimed that teacher trust does not play a significant role in transformational leadership in its influence in teachers’ self-efficacy. this indicates that teacher trust is not one of the reasons how transformational leadership influences teachers’ self-efficacy. conclusions the following conclusions are formulated based on the findings of the study. there is strong evidence to reject the null hypotheses in favor of the alternative views. moreover, a high level of transformational leadership, a very high level of teacher self-efficacy, and a high level of teacher trust were discovered among the responder public school teachers. the research findings also reveal a strong correlation between transformational leadership and teacher self-efficacy in the school. similarly, there is a positive correlation between transformational leadership and teacher trust. thus, there is a strong link between teacher self-efficacy and teacher trust. lastly, the study’s findings imply that teacher trust does not influence the relationship between transformational leadership and organizational culture. the straightforward cause-and-effect relationship between transformational leadership and teacher self-efficacy is uninfluenced by mediating variable teachers’ trust. the findings demonstrated that even with the absence of teacher trust, the effect of transformational leadership on teacher selfefficacy is still evident. references alvarez-nunez, t. m. 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(2020). factors affecting teacher trust in principal: testing the effect of transformational leadership and procedural justice. procedia-social and behavioral sciences, 5, 1004-1008. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 13 american journal of multidisciplinary research and innovation (ajmri) infrastructure deficit and social challenges: the ripple effects on sustainability in ghana francis sarkodie addo1*, doreen adu2, justine chinoperekweyi3 volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.1732 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 20, 2023 accepted: june 17, 2023 published: august 24, 2023 the lack of intercontinental and intracontinental trade integration in africa is the result of underdevelopment in the area of poor infrastructure. the ghanaian economy is bedeviled with deficits at both the economic and infrastructure levels. only 25% of the rural population has access to road, and 34% of the total african population have access to roads. the lack of infrastructure investment has contributed to the infrastructure deficit in africa. 100,000 ghanaians are homeless resulting in increased cases of teenage pregnancy. a coordinated action including priority setting and serious monitoring of the performance of fund mobilization, agreeing on contribution levels for each state as well as ensuring close monitoring of implementation and performance is recommended. keywords challenges deficit, infrastructure, ripple effects, social challenges sustainability introduction many scholars and players argue that the term infrastructure refers to roads, railway lines, electricity supply, telecommunication networks, and other public utilities required for industries and economic functions (buys et al., 2006). other scholars such as nijkamp, (2000) have the view that infrastructure covers roads, railways, airports, pipelines, knowledge networks, communication systems, education, culture etc. (dupuy et al., 2008) also assert that infrastructure is responsible for “rolling out” basic energy supply, water, sewerage, and communication service across geographical territories as public or quasipublic goods use systems of standardized services. therefore, infrastructure should be assumed to be integrator of urban spaces and “they are believed to bind cities, regions and nations into functioning geographical and political wholes” graham (2001). according to a report of the ghana statistical service, ghana’s economy has received some level of growth over the last decade. the increase is basically for the improvement in every aspect of the economy. this growth had some ripple effects on poverty alleviation, leading to the current standing of 24.3 percent poverty level representing a drop of 4.2% points over the previous rate gss (2015). though some achievements have been recorded, mediocracy must be avoided in order to eschew lethargy jordan (2007). the ghanaian economy is bedeviled with huge deficit in both economic and social infrastructure, contributing to a slow rate of economic growth acceleration ilo (2017). there has been a number of efforts from the political front to close the infrastructure gap in ghana with significant investments in infrastructure that have gone into energy, railway, education, road and health sectors. the ilo (2017) report indicates that the construction of the akosombo dam for hydroelectric power generation, cost us$258 million. the dam gave ghanaians a head up in energy provision which has been able to support the energy need until ghana experienced population explosion within the last two decades, leading to the “dumsor” experienced under former presidents kufuor, mills, mahama and akuffo-addo’s administrations. this indicates how efforts on the part of successive governments to target development strategically could have put ghana in a position to compete well with other developing countries. statement of the problem lack of infrastructure related investment is one of the key contributing factors to infrastructure deficit (mafusire et al., 2010); contributing to african countries’ inability to keep pace with the growing demand and increasing gap. (mafusire et al., 2010) argue that less than 40% of the population of the african continent has access to electricity, 25% of the rural population has no access to roads and only 5% of the total agriculture is irrigated. the researchers argue that in africa, it is only 3% of the population that have access to improved sanitation with a slightly better situation for clean water, which is about 65%. though marfuseri projects that 25% of the population have access to roads, the united nations’ 2020 report on population estimates that 34% of the total africa population of 1,332,629,212 have access to road, arguing that the africa’s economy and development are being hampered by lack of modern road infrastructure (mafusire et al., 2010). the correlation between the projection from marfuseri project and the united nations in relation to lack of access to road depicts the level of 1 kofi annan international peacekeeping training centre, ghana 2 koforidua branch, akuapem rural bank ltd, ghana 3 centre for organization leadership and development, zimbabwe * corresponding author’s e-mail: francissar582@gmail.com pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 13-21, 2023 the problem. mckinsey (2010) of global institute is of the view that the global demand for funding for africa’s infrastructure will reach $57 trillion by 2030, an issue that could only be resolved with a crystalline lens. the figure is a sizeable amount that could be contributing factors to africa’s social challenges like the prevalent water-borne diseases, and other infectious diseases such as cholera, ebola etc. in order to solve the above problem, the study pays critical consideration to the following subtopics: (i) understanding the historical contexts of both infrastructure and social challenges; (ii) understanding the key infrastructure frameworks; (iii) establish the link between infrastructure deficit and social challenges; literature review the first major infrastructure project in the ancient world happened in assyria and mesopotamia, a millennium from about 1200 bc to 300 bc toro. (2016). in rome, for the purpose of effective administration and governance; which required conquering, collection of taxes, and tithes, over 80,000 rome roads network linking over 1500 self-governing states were constructed. the assertion buttresses the position of researchers like sahoo & dash (2012) who claims that infrastructure service plays an important role in the economic development of a nation. infrastructure such as the university campus provides a platform for academic and research development, medical facilities, for instance, is a key factors for healthcare provision; railway and road systems provide the means to transport manufactured goods and farm products to market and other storage facilities. the ever-growing population, for instance, requires a strategic housing output to ensure the availability of housing needs. the larabanga mosque in the northern region of ghana is arguably the oldest in the entire west-africa adam. (2017); and a tourist centre that has survived for centuries despite the inclement weather in the region. the structure such as what was constructed by the ayuba, a moorish trader, who happened to travel extensively across the sahara in the 14th century, has provided a huge service to islamic religion and tourism in ghana. in 1421, the islamic trader happened to spend a night in the village of larabanga and in a dream, he received an instruction from allah to construct a mosque in the village. when he awoke, according to the report, the foundations of the structure had already been established for him to build upon it. the method of construction was a traditional sudanic-sahelian model, using mud and reeds; the sides of the building had separate entrances for men and women. there was a separate entrance for the larabanga chief and yet another for the muezzin who calls the community to prayer. the last major renovation work on the structure was in 1997 to make it more attractive for tourism purposes. today, perhaps because of the mistakes of the 20th century, the mosque is largely maintained by the local community. they still worship in the ancient building, but they also reap the profits of many tourists who come to visit the holy site. (kwofie et al., 2011) write on historical overview of housing provision in the pre and post-independence ghana. the study argues that since creation, housing has been considered as one of the essential needs of humanity alongside food, water and clothing. however, it has never been easy for certain states and governments to provide interventions that could help close housing gaps in many developing countries. those interventions span several centuries from individuals, community, self-help, corporate organizations, ngos to states. it is believed that housing provision started right from the paleolithic era with interventions such as caves, tents, nomadic artefacts, traditional mud houses, wooden houses etc. in ghana, for instance, the early settlers were the denkyira and the adansi; from which a majority of the remaining akan groups originated. the akan word “adansi” is a two syllabic words “adan” meaning houses, whiles “si” means build. adansi is therefore believed to refer to the early akan group who introduced housing into the country. this assertion is supported by nyarko (2018) who argues that the adansi are believed to be the first akan group to use mud to build houses, thus their name which means the builders. (kwofie et al., 2011) are of the view that the efforts to meet ghana’s housing challenges have been prejudiced by the nature of the requirement, ethnicity and geographical considerations, location, colonial impact and policy direction at a given time. there have been some efforts, anyway, but (kwofie et al., 2011) \argue that those efforts have been inconsistent and often fall short of the demand. this has culminated into several developmental problems such as high unaffordable rent, development of slums, ghettos, teenage pregnancy, as well as huge housing deficits that will take sustained efforts over long periods to correct. historically, housing provision in ghana has evolved through several paradigms as well as fragmented and unsustainable interventions due to several factors. in ghana, the intervention in housing challenges started right before independence as governor guggisberg saw closing of the housing gap as an intrinsic aspect of the economic development of the country. nyarko (2018) infrastructure frameworks (ilo, 2017) the african union program for infrastructure development in africa (pida 2012) is an ambitious strategic plan with the key objective to ensure interconnection, integration and transformation of the continent. the document indicates how the african union places importance on integration, socioeconomic development and cooperation as the second pillar of its 2009–2012 strategic plan. according to the document, the african union believes that delivering on this pillar requires an extensive regional infrastructure program. for this purpose, the organization sought to forge a pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 13-21, 2023 transformative investments in these sectors to support african trade, promote growth and create jobs.using the pida study’s macroeconomic projections on growth and demand, the priority action plan was developed around the set of vision statements and objectives which was in alignment with africa’s long-term continental and regional strategies. the document provides different visions for each segment to ensure performance. the vsion for energy ensure development; efficiency; reliability, cost effectiveness and environmental friendliness. the vision for transport seeks to work towards an integrated continent where the transport infrastructure and services enable the free movement of goods and passengers. the vision for water seeks to promote integrated water resource management to develop trans-boundary water infrastructure projects, strategic partnership with the united nations economic commission, african development bank and the nepad planning and coordinating agency to ensure that there is sufficient infrastructure development in africa. the initiative is based on regional projects and programs, and it is believed to help address the infrastructure deficits in african states and their impacts that severely hamper africa’s competitiveness in the world market. the framework seeks to provide a common understanding for african stakeholders to ensure that there is the availability of the required infrastructure for more integrated transport, energy, ict, and transboundary water networks aimed at boosting trade, sparking growth and create jobs for africa’s current and future generations. the proposed project was estimated to be usd360 billion as the long term capital cost for the implementation of the project through 2012 to 2040. energy and transport projects of the program represented around 95% of the total cost, demonstrating the critical need for figure 1: distribution cost of infrastructure by region. source: the african union program for infrastructure development in africa (pida 2012). figure 2: distribution cost of infrastructure by sector source: the african union program for infrastructure development in africa (pida 2012). pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 13-21, 2023 strengthen trans-boundary management frameworks for regional integration and ensure water security for the socioeconomic development of africa. finally, the vision for ict seek to enable africa to build an information society and an integrated digital economy in which every government, business and citizen has access to reliable and affordable ict networks. though the total estimated cost of the project between 2012 and 2040 was usd360b, the first section which was earmarked to be completed in 2020 was estimated to be usd67.9 billion. below is the graphical distribution per region: ghana’s policies, strategies and the established statutory funds due to the focus of the study, and the fact that the document is broad in nature, the research narrows down on some specific aspects of infrastructure; specifically building and road infrastructure. a number of draft policies have been established with the aim of enhancing access to decent housing facilities as well as closing the national housing infrastructure gap that confronts the country. a few key interventions were provided directly by almost all the governments and, in some cases, loans were given to ghanaian workers for building their own houses, or providing some subsidies to the state housing company ltd., tema development corporation and the department of rural housing to build for the ghanaian public. few examples include roof and wall protection loan schemes; supply of building materials; construction of low cost houses; government estate houses; and rural housing cooperatives. such interventions have been the focus of national housing policies until the rollout of the recent one unveiled in 2015. the most notable one was the 1986 national housing policy and action plan which spanned between 1987 and 1990. another notable intervention was the national shelter strategy introduced in 1992 known to have been developed with the support of un-habitat; nonetheless, this intervention stalled as a result of lack of stakeholder support (national housing policy, 2015; habitat, 2011) and the fact that the housing infrastructure policy also faced with lack of political will to sustain the. (nhp 2015). a recent housing policy has been unveiled by the ministry of water resources, works and housing (mwrwh) on behalf of the government of ghana titled “the national housing policy, 2015” with the aim of ensuring the participation of key stakeholders in decision making in relation to housing development allocation in their communities. one of the key strategies associated with the intervention is the deliberate attempt to use such interventions to promote indigenous ownership of infrastructure projects in ghana to enhance employment generation. public-private partnership (ppp) strategies the ghana government developed its ppp policy in the year 2011. the world bank provided support in the organization of the said legal framework including administration and management system aimed at enhancing performance in the implementation of the policy. the world bank also provided capacity building for the key institution responsible for the adaptation of the ppp policy a strategy to ensure the effective delivery of public goods. an amount of thirty million us dollars (us30m) was spent between 2012 and 2016 (mof, 2013). the government’s support and interventions in ppp arrangements include the establishment of a project development facility (pdf); the establishment of a viable gap scheme for supporting ppp projects; and the establishment of an infrastructure finance facility (iff) in recognition of the need for supporting the long-term enhancement of local currency through the private sector partners of ppps (mof, 2013). national infrastructure plan the ilo (2017) produced a document on background studies on infrastructure sector in ghana. the study was consulted to the directorate of research, innovation and consultancy of the university of cape coast. the aim was to harmonize the development of infrastructure projects in ghana to help realize the long-term goal of the national infrastructure program (nip). the plan, which was at the draft stage in 2017 has gone through the necessary processes which was coordinated by the national development planning committee (ndpc), with the vision of providing world-class infrastructure: efficient, dependable, resilient, functional, accessible and inclusive, that could have the capacity to provide requisite support to help ghana realize a growth in export as well as improving the quality of life of all the citizens. the infrastructure plan, is designed to span a period of 40 years (2018-2057), and is expected to be implemented as an integral part of the national development plan. the ppp approach was the key concept for the national infrastructure program the private sector leads the way for the execution of the ghanaian infrastructure plan through skill development. this includes enhanced equipment, capacity, and local production of a range of construction-related supplies. there is a variety of and categories of infrastructure considered in the study. they include the following: energy; transport; water; human settlements; ict; institutional development and logistics related infrastructure. the said ppp policy was expected to ensure a coordinated and sequential provision of key infrastructure in the country in line with the sustainable agenda as it’s basis. ghana infrastructure investment fund (giif act, 2014): the document containing the ghana infrastructure investment fund (giif) act, 2014 (act 877), the act was established by the state with the objective to create a fund owned by ghana to ensure mobilization of funds, managed and coordinated to ensure the availability of financial resources for investment in a diversified pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 13-21, 2023 portfolio of infrastructure projects in the country for the sustainability of the state and other related matters. to make the objective operational, the government of ghana passed the ghana infrastructure intervention fund act, 2014 (act 877) with a seed amount of us$250 million. the government of ghana as part of ensuring equitability in accessing the fund established a standard qualification for the fund which covers energy; transportation; telecommunications, ict and media; agribusiness; heavy industry; oil and gas; education; administration and security; water/waste services; social housing; sports and cultural centers; municipal and local government facilities. in pursuance of this objective, the fund is to ensure that the investments will engender the development of skills in infrastructure development comprising project management, financing and investment. funding for this program is expected to emanate from both domestic and international sources. infrastructure deficit gaal & afrah, (2017) writes on lack of infrastructure: the impact on economic development: a case of benadir region and hir-shabelle in somalia. the academic professor argues that lack of infrastructure is a key element of poverty. he emphasizes that infrastructure acts as a promoter of development and that interventions aimed at improving the human, social, financial, and natural assets could have both positive and negative impacts on both economic and social sectors respectively. the study indicates that without an infrastructure like road, the resulting effect is that farmers in the hinterlands are unable to sell their output on the market. he further argues that electricity is the source of employment as it supports industrialization. he therefore agrees with pouliquen (2000) who indicates that in a country like costa rica, a retrospective review of the rural electrification experience through electrification cooperatives indicates that for one of these cooperatives, the number of major businesses jumped from 15 to 86 after electrification. sherraden s. (2011) argues that for one to say that there is an infrastructure deficit, there should be some level of road congestion, antiquated air traffic systems, clogged ports, etc. as evidence or manifestations. the deficit according to the researcher has the potential to undermine the economic efficiency of the country including lowering the quality of life. per the above definition, an infrastructure deficit is considered as the infrastructure state of a country that is less than what is required or expected to meet the infrastructure needs of the country. sheridan’s argument indicates that the decades of lack of seriousness in investing sufficiently in infrastructure on the part of successive governments is the reason for tailbacks in the infrastructure base of the country. bueno. (2017) writes on “infrastructure gap: what does it mean for public policy makers?” the study creates the impression that the determination of the strategic infrastructure direction of every country is hinged on the leadership’s ability to ascertain and or establish the infrastructure gap of the country. bueno reiterates that this, in furtherance, could help establish the current need for investments at all levels, and he emphasizes that the determination of infrastructure deficit or gap is an important indicator for state officials and public authorities to enhance strategic infrastructure planning. the united nations’ 2020 report on population estimates africa’s population as 1,332,629,212 with only 34 percent having road access. this argument is buttressed by fleshman, (2009), that the african economy and development are being hampered by a lack of modern figure 3: relationship among corruption, infrastructure and social challenges. source: developed by the researcher. pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 13-21, 2023 road infrastructure. mckinsey (2010) of global institute is of the view that the global demand for funding for africa’s infrastructure will reach $57 trillion by 2030, an issue that could only be resolved with a crystalline lens, he reiterated. infrastructure deficit and the key ripple effects social challenges as a result of road deficit the 2020 world bank report on ghana’s poverty assessment . the document concentrates on poverty rate, poverty gap, severity of poverty impacts and inequality levels between 1991 and 2016. the study pays a critical attention to the key pathways for accelerating poverty reduction which, according to the study, has to do with job creation, human and physical capital development as well as higher agriculture productivity. figure 4 below is one of the key statistical presentations provided by the study to explain the percentage of ghana’s children under age five (5) according to the respective figure 4: percentage of children under age five (5) whose developments are on track by region in ghana as at 2017 to 2018. source: the 2020 world bank report on ghana poverty assessment regions whose development was tracked in 2017 and 2018. it demonstrates that only four (4) percent of the total children of senior secondary school going age were enrolled in senior secondary school in the upper west region of ghana. the upper-east had 17.4% enrolled, volta region 20.3 and eastern 34.3 total enrollments. the study indicates that ghanaians in the regions classified as poor regions are disadvantaged as a result of limited provision of public services and infrastructure i.e. access to market road networks and electricity. it recommends the need for investment in infrastructure, which according to the study, would foster increased opportunity, jobs creation and improve productivity and competitiveness of the regions. the study buttresses the argument that poverty reduction effort hinges strongly on infrastructure provisions such as road networks and energy. availability of roads in the poorest region will help close poverty gaps as agriculture products will be easily transported to market with a reduced travel time and cost. in another development, the inequality in the distribution of energy is so huge that something has be done about it. the study indicates that 94% of urban settlers such as those in accra and other larger cities have access to electricity whiles more than half of the households in the poorest regions have no access to electricity. social challenges as a result of housing deficit coit, (2001) defines a social challenge or social problem as conditions that disrupt or damage society, such as crime, racism, and the like. “social challenge is a series of situations considered as social problems”. according to kelly (2004), a social issue or challenge is an issue that has been recognized by society as a problem that is preventing society from functioning at an optimal level. these include lack of access to healthcare, education, civic and cultural services, increased homelessness, cases of teenage pregnancy, etc. in contrast, however, other ideological schools, such as the constructionists argue that some conditions ought to be viewed as a social problem, depending on how they are socially construed. the constructionists argue that social problems’ processes begin with claims-makers who make claims that some condition ought to be considered a problem, and that the problem should be understood in particular ways, and that it would need to be addressed. kelly (2004) argues that a social problem should be constructed and reconstructed by the media, the general public, policymakers so that those who implement the policy, as well as critics, can assess the effectiveness of the policy. increased cases of homelessness (crushell et. al. 2019) write on the impact of homelessness pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 13-21, 2023 and inadequate housing on children’s health. the research paper is a position paper by the faculties of public health medicine and pediatrics, royal college of physicians of ireland. the research paper indicates that “inadequate housing” covers a wide range of issues, including homelessness, overcrowding, insecure tenancies and housing that is in poor physical condition; and provided a distinction between family homelessness and hiding. the researchers argue that family homelessness refers to i.e. family(s) or parent/s with one or more dependent children, who have been presented to a local authority as homeless and have been found to be so by the local authority. this is based on the housing act (1988) and such family members are normally transitory and are placed in accommodation such as hotels or family hubs. morrin h & o’donoghue hynes b (2018) on the hidden homelessness, the study indicates that it is a broader concept and it covers those who live in inadequate or unsafe housing facilities such as mobile homes, caravans and those with insecure tenancies. based on the housing act (1988), the hidden homelessness covers those who stay with families and or friends on a temporary basis and also those who are couch-surfing. the causes of family homelessness are generally different to the causes of homelessness among lone adults. although the reality is more complex, lone adult homelessness is often associated in public discourse with people with mental health or addiction problems, or with young people who become homeless once they leave state care. the study defines family homelessness as the situation in which there is difficulty in accessing affordable housing in the context of the ending of a previous tenancy agreement. and these are mostly as the result of relationship breakdown, domestic violence, being a migrant, a young parent, living in a family of more than three children or having a parent or child with a disability without a suitable home. such situations have the potential to increase the risk of homelessness. a report by thelwell (2020) indicates that over 100,000 of the total population of 30.4 million ghanaians are homeless every given night and that over 39% of ghana’s urban population lives in slums, representing 5.5 million people with poor households and domestic violence as the higher risk identified for homelessness in ghana. increased cases of teenage pregnancy ziblim (2019) writes on “so many teen mothers in my village”: factors contributing to teenage pregnancy in west mamprusi district in ghana” the researcher establishes that one of the key predictors of teenage pregnancy is poverty and that the pregnancy is as a result of their parents’ inability to provide their basic needs which include water, food, clothing and shelter. this position buttresses the early position of gobena (2015) who also argues that the last factor to be discussed is family related factors that include the economic status of parents/ guardians. the findings tell how all meaningful ghanaians should work together to minimize the impact by attacking the root cause of the infrastructure deficit gap in ghana. increased cases of crime duncan (2005) writes on the case of inadequate housing in latin america and the caribbean. the study concentrates on the effects of inadequate housing. the study agrees that the housing deficit in latin america and the caribbean affects more people in urban areas, but the impact is worse in rural settlements. duncan has the view that on top of the lack of basic infrastructure and services such as water, sewerage and garbage management, citizens in informal settlements end up enduring high crime rates, drug abuse and trafficking as well as an increase in organized crime cases coit (2001). coit’s research also finds out that the cost of purchasing services including water and electricity is pointedly higher than the cost in the formal sector. the resultant effect is increased poverty in settlement areas, he reiterates. methodology the study adopts a combination of secondary data source and a desk study (review of relevant studies). data was analyzed from the key institutions both locally and internationally, including a desk study drawn from key researchers. the study targeted institutions and individuals who deal with public perception and assessment of the corruption situation both in ghana and abroad. the researchers made reference to both the rules-based and principles-based literature on the study variables; reviewing some government policies related to infrastructure and social challenges and payed critical consideration to the following: 1) understanding the historical contexts of both infrastructure and social challenges, 2) understanding the key infrastructure frameworks, 3) the link between infrastructure deficit and social challenges. the study ensures that there is some level of quality control measures in place aimed at strengthening the methodology, including strict data interpretation procedures. results and discussions african’s lack of intercontinental and intracontinental trade integration is as a result of poor infrastructure. giovanie biha has said it all in her speech at the official opening of the 23rd session of the intergovernmental committee of experts, on the subject: “trade facilitation in southern africa: bridging the infrastructure gap”. the deputy executive secretary of the economic commission for africa (eca) argues that infrastructure deficit remains the key challenge to trade facilitation, intraregional trade as well as economic development and transformation in africa. she explains that africa needs approximately $93 billion annually as the total financial requirement to close the gap. this is a huge total funding requirement for the closing of africa’s infrastructure gaps which is clearly a sizeable amount. mckinsey (2010) of global institute projects $57 trillion by 2030 to solve infrastructure gaps. (pida 2012) also estimates a total of $360 billion as a long-term capital cost for the implementation of infrastructure projects through 2012 to 2040 to close the gaps. key projects pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 13-21, 2023 include energy and transport program representing around 95% of the total cost. lack of infrastructure investment has contributed to infrastructure deficit among african states. deliotte (2018) reports on addressing africa’s infrastructure challenges. the paper argues that without infrastructure, africa will not be able to achieve its required economic growth levels. ghana for instance should consider a railway network from accra to paga, accra to elibo and accra to dambai as the initial solution to transportation of goods that includes agriculture or farm products as well as other goods from production and manufacturing. this is because, currently, transportation of all goods has been hinged on the inadequate roads and highways; increasing the level of individual and national carbon footprints through burning huge amounts of fossil fuel which in a nutshell contributes to ozone depreciation with ripple effects on the general population. lack of social infrastructure in ghana has contributed to slow rate of economic growth in the county. the world bank 2020 report on ghana assessment indicates that ghanaians in the poor regions are disadvantaged as a result of limited provisions of public services and infrastructure, given that access to market road networks and electricity is critical. as such, provision of such infrastructure could help increase business opportunities, job creation and improve productivity and competitiveness within the regions. buttressing other arguments, it is observed that the negative impacts may include poverty reduction which is hinged to road networks, energy and housing. road network because transportation of goods and services depend on road network that could facilitate the transportation of farmers’ farm products which are usually stacked in the hinterlands. it would also aid transportation of goods including raw materials to markets and other related supplies from south, west and north to other parts of the country. the inadequate infrastructure and the associated challenges on roads have the tendency to increase the cost of commodities, negatively, impacting on the consumers’ basket as most often, directly or indirectly the high cost of transporting goods translates into higher cost of goods. the statement is in support of the earlier argument by fleshman, f, that africa’s economy and development are being hampered by a lack of modern road infrastructure and that it is the key element of poverty. over 100,000 ghanaians are homeless every given night and there are increased cases of teenage pregnancy in most urban settings as the result of parents’ inability to provide basic needs like shelter. the finding that over 100,000 ghanaians are homeless every given night is in total agreement with the global statistical report by un (2020) which indicates that there is an estimated 100m people homeless worldwide. habitat (2015). also, increased cases of teenage pregnancy in most urban settings are as the result of parents’ inability to provide basic needs like shelter: the habitat (2015) report indicates that households in ghana are often overcrowded, a situation where between 10 and 20 people could share a room in some settings in ghana. (thompson et al. 2008) asserts that homeless youth are at particularly high risk for teenage pregnancy and that 20% of homeless young women become pregnant. this assertion tells how vulnerable young women and girls in the crowded homes and mostly homeless situations find themselves and the ripple effect it generates to the community. conclusion the lack of intercontinental and intracontinental trade integration in africa is the result of underdevelopment in the area of poor infrastructure. the ghanaian economy is bedeviled with deficits at both the economic and infrastructure levels. 25% of the rural population in ghana has access to road, whiles in africa, 34% of the total population has access to road. the lack of infrastructure investment has contributed to the infrastructure deficit in africa. a total of hundred thousand ghanaians are homeless resulting to increased cases of teenage pregnancy. researchers including deichmann, and wheeler suggest that africa’s lack of intercontinental and intracontinental trade integration is as a result of poor infrastructure. the world bank suggests that ghana has 239sq/km of road. africa lacks infrastructure investments, a problem that leads to african countries’ inability to keep pace with the growing demand and increasing deficit gap. this is why sherraden, s. (2011) had the view that it is the decades of lack of seriousness in investing sufficiently in infrastructure on the parts of successive governments has been responsible for the tailbacks in the infrastructure base of the country. recommendations • a systematic approach such as coordination of actions, priority setting and serious monitoring of mobilization of resources, agreeing on contribution levels for each african state, and ensuring close monitoring, implementation and performance, are recommended to bridge the gap. • key infrastructure that should be tackled should include housing, road and railways to make trade facilitation in african states easy. • an introduction of a strong “infrastructure planning and investment” fund. this is critical to the handling of africa’s huge economic and developmental gaps. this is key to helping the continent realize its economic potential. africa’s economic growth and development are inherently linked to its infrastructure base. railway network such as the ethiopian model should be the ideal for africa’s continental development. • creation of sustainable jobs for the citizens. education and awareness creation on causes of teenage pregnancy and its negative effects on the current and future generations; policy generation and implementation to minimize birth rate in the country and policy generation for housing support for the poor are among the key recommendations to manage the identified social challenges. references adam. h. (2017). larabanga mosque, larabanga, ghana: the first mosque in ghana is known as the “mecca of west africa. retreived from https://www.atlasobscura.com/ pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 13-21, 2023 places/larabanga-mosque bueno. w. (2017). infrastructure gap what does it mean for public policy makers? retreived from https://www. linkedin.com/pulse/infrastructure-gap-what-doesmean-public-policy-willian-bueno-e-silva buys p., deichmann u., wheeler d. 2006. road network upgrading and overland trade expansion in sub-saharan africa. world bank policy research working paper no. 4097. washington, dc: the world bank. coit, k. (2001). the other face of informality and illegality. n-aerus workshop:” coping with informalità and illegalità in human settlements in developing cities”, belgio. crushell et al. 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(1988). housing act [data set]. office of the attorney general. https://www. irishstatutebook.ie/eli/1988/act/28/enacted/en/html frischman, b. (2005). an economic theory of infrastructure and commons management. minnesota law review, 89, 917-+. gaal, h. o., & afrah, n. a. (2017). lack of infrastructure: the impact on economic development as a case of benadir region and hir-shabelle, somalia. developing country studies, 7(1). gobena, g. a. (2015). family socio-economic status effect on students’ academic achievement at college of education and behavioral sciences, haramaya university, eastern ethiopia. journal of teacher education and educators, 7(3), 207–222. goldin, i. (2019). why do some countries develop and others not. development in turbulent times, 13. graham, s. (2001). splintering urbanism. university of durham, uk. habitat. (2015). habitat iii: third united nations conference on housing and sustainable urban development. journal of education for sustainable development, 9(2), 125–125. ilo. (2017a). background studies on infrastructure sector in ghana [directorate of research innovation and consultancy university of cape coast]. https://www. ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_ skills/documents/publication/wcms_673143.pdf ilo. (2017b). background studies on infrastructure sector in ghana [directorate of research innovation and consultancy university of cape coast]. https://www. ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_ skills/documents/publication/wcms_673143.pdf jordan, s. r. (2007). the public interest in public administration: an investigation of the communicative foundations of the public interest standard [phd thesis]. texas a&m university. kwofie, t.e., adinyira, e. and botchway, e. (2011) historical overview of housing provision in pre and post independence ghana in: laryea, s., leiringer, r. and hughes, w. (eds) procs west africa built environment research (waber) conference, 19-21 july 2011, accra, ghana, 541-557. mafusire, a., brixiova, z., anyanwu, j., & meng, q. (2017). “twelve: infrastructure deficit and opportunities in africa”. in infrastructure in africa. bristol, uk: policy press. retrieved aug 19, 2023, from https://doi. org/10.51952/9781447326656.ch012 morrin h & o’donoghue hynes b. (2018). family report: analysis of the newly homeless families accommodated in the dublin region’s homeless services in 2017. dublin region homeless executive. https://www.homelessdublin. ie/content/files/final-launch-family-report-june2018-print-version-2.pdf nijkamp, p. (2000). infrastructure and suprastructure in regional competition: a deus ex machina? springer. nyarko, j. (2018). history of the abuakwas of akyem, ghana. https://doi.org/10.13140/ rg.2.2.34006.11849 pouliquen, l. (2000). infrastructure and poverty. background paper to the world bank’s, 2001. sahoo, p., & dash, r. k. (2012). economic growth in south asia: role of infrastructure. the journal of international trade & economic development, 21(2), 217–252. sherraden, s. (2011). the infrastructure deficit policy paper. published by the new america. 740 15th street nw, suite 900, washington, dc. https://www. newamerica.org/economic-growth/policy-papers/ the-infrastructure thelwell, k. (2020, september 17). 5 facts about homelessness in ghana. the borgen project. retreved from https:// borgenproject.org/homelessness-in-ghana/ thompson, s. j., bender, k. a., lewis, c. m., & watkins, r. (2008). runaway and pregnant: risk factors associated with pregnancy in a national sample of runaway/ homeless female adolescents. journal of adolescent health, 43(2), 125–132. toro, b. (2016). the pax assyriaca: an example of historical evolution of civilisations [phd thesis]. university of birmingham. un. (2020). affordable housing, inclusive economic policies key to ending homelessness, speakers say as social development commission begins annual session. meetings coverage and press releases. retrieved from https://press. un.org/en/2020/soc4884.doc.htm ziblim, s. (2017). so many teen mothers in my village”: factors contributing to teenage pregnancy in west mamprusi district in ghana. journal of humanities and social studies, 3. pa ge 1 pa ge 32 american journal of multidisciplinary research and innovation (ajmri) corruption and national development: the consequential effects on the sustainability in ghana francis sarkodie-addo1*, justine chinoperekweyi2 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1434 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 24, 2023 accepted: april 29, 2023 published: may 08, 2023 the article seeks to examine the key corruption practices and their effects on the development and sustainability in ghana; and identify action plans through existing frameworks to minimize corruption and its impacts. the study is based on secondary data sources. the study establishes that corruption is the biggest obstacle for poverty reduction, it undermines good governance and economic development, and in a nation’s political and economic operation may lead to inadequate infrastructure. it is recommended that the solutions should create transparency in operation and administration system to enhance governance effectiveness through systematic monitoring and evaluation; improve existing auditing approach; introduce national policy for reclamation of public trust in relation to corruption; and awareness creation at all levels of educational system through the media. keywords corruption, national development, sustainability introduction it is generally believed that one of the human pugnacious miscalculations of the 20th and the early part of 21st century is that corrupt practices have been allowed to eat deep into the fiber of our existence. this is affirmed by the position of ljubas,( 2019), who refers to the report of the integrity initiative, ghana. the report indicates that about usd 3 billion is lose to the corruption act annually in ghana. a study conducted by the imani in ghana asserts that ghana loses more than usd 3 billion a year to corruption. the loss of such a massive amount to corruption indicates the need for serious action that needs to attract using all necessary resources. though ghana has been considered the most stable country in west africa, it has gone through series of coup d’état. the persistent coup d’état by the military led to overthrow the governments of the first, second and third republics. almost all the military take-overs in ghana used perceived corruption to justify their actions. this is because studies including rahman, (2018), argue that there is corruption in all the branches of ghanaian governance. in another development, the u.s. department of state, (2018) indicates that ghana is a transshipment route for illegal drugs, including cocaine from south america, heroin from pakistan and afghanistan. sekalala et al., (2020) states that such a high level of corruption is as a result of lack of accountability, and enjoyment of impunity on the part of public officials. these findings and other perceived corrupt practices are believed to be the key factors of the unsuccessful number of republics. according to irbc, (1994) report, ghana’s success in infrastructure was only realized in the fourth republic which took off with the 1992 constitution; corruption is still seen as a yoke on the necks of ghanaian citizens which need nationwide attention to curb its negative effects. corruption has engaged the attention of both international and local communities, because it has the potential to derail national development and corrosive consequently impacts on sustainability of a state. (pozsgai-alvarez, 2020) corruption is improperly using a public or official position for personal gain. specifically, corruption covers offenses which includes bribery embezzlement, abuse of power, and nepotism, based on the effort of arnone & borlini, (2014) to make a distinction between a grant corruption on the one hand and petty corruption on the other, many researchers including (ayee, 2016), argues that one of the world’s key challenges that needs a holistic attention is corruption because of its impacts at all levels of society, and the fact that major corruption scandals are currently front-page news almost everywhere around the globe. there have been so many public outcries by citizens of countries demanding leadership to take action against corrupt practices. klitgaard, (2015) asserts that in june 2010, benigno aquino iii was elected as the president of the philippines. prior to his election, he used a poplar slogan as “kung walang korap mahirap” meaning “when no one is corrupt, no one will be poor”; a defining principle that was believed to serve as the foundation for his administration, with the primary objective to lift the country from poverty using honesty and effectiveness as the key tools. nonetheless in jun, 2018 the same person was recommended by the anti-graft agency to be charged of corruption for disbursing more than one billion dollars belonging to the state. the international monetary fund (2016) reports that public dissatisfaction with widespread corruption are the key factors that motivated the arab spring and the fall of the ukrainian regime in 2014. 1 kofi annan international peacekeeping training centre, ghana 2 centre for organization leadership and development, zimbabwe * corresponding author’s e-mail: francissar582@gmail.com https://doi.org/10.54536/ajmri.v2i3.1434 https://journals.e-palli.com/home/index.php/ajmri mailto:francissar582@gmail.com pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 32-40, 2023 statement of problem a report of eu anti-fraud agent in 2019 indicates that €888.1m was the amount to retrieve from corrupt practices. out of this, 70.3% went into structural and social-related fraud. brand europe indicates that corruption in public procurement cost the european union (eu) 5.3m annually. colonnelli et al (2019) argues that approximately $175 trillion will be loss to corruption annually until the end of 2030. the situation is not different from what we are witnessing in ghana as business ghana (2017) argues that widespread corruption among the public and private sectors officials is taking ghana to the dark ages. gurría. a (2018) argues that 66% of foreign bribery cases are related to infrastructure development such as extractive, construction, transportation & storage, information & communication. the researcher indicates that act of corruption can lead to deficient social programs. the study seeks to identify the key corruption practices and their consequential effects on the development and sustainability of ghana and identify action plans through existing frameworks to minimize corruption and its impacts with the research questions such as: what are the key factors of corruption, and what impacts would the practice have on the sustainability of ghana? and how the existing frameworks could be used to support action plan necessary to minimize corruption effects? in furtherance to the above, the researcher seeks to examine the key corruption related factors to help him made meaningful findings needed for further studies. these include: historical context of corruption; corruption frameworks; forms of corruption; corruption practices: triggers and sources; and effects of corruption. the study’s objective the following are the stud’s objectives. 1. to identify the existing corruption-related frameworks that informs minimization of corruption and its impacts. 2. to identify the key corruption practices and their consequential effects on the development and sustainability of ghana. 3. to examine the key corruption related factors to help made a meaningful findings needed for further studies. literature review biswas et al., (2018)have the view that corruption will persist in almost every country in the world, citing hammurabi, the ancient ruler who decreed that a judge shall be expelled from his/her post if he/she changes verdict that has already been sealed”. they argue that the statement is a measure intended to prevent or minimize cases of corruption among and also ensure that are genuinely applied and prevent the case of judges exchanging justice for gifts. noonan (1987’s) intelligent work on history of ferry from ancient egypt to abscam, examines the changing perception of bribery, and discusses the legal, ethical and religious injunction against bribes. noonan, shows how the people of ancient mesopotamia respected the natural rule of quid pro quo. in this rule, any individual or group, wondering from the straight and narrow path was to the mesopotamian, the offense lay not in the act of making an interested gift but rather in breaking with the logic of the exchange: in failing to offer value in value exchange received. a study by zoanzi (1998): causes, consequences, scope and curses of corruption is arguably considered as one of the oldest research work done on corruption in the world. the 1990s study considers corruption as a phenomenon that is hugely attracting an unconscionable deal of attentions. corruption according to the study has negative impacts on many developing countries in the world, irrespective of its economic level; whether large or small, market orientated or otherwise. there are a lot of accusation of corruption in most of countries which is in agreeing of the position of johnston (1997) many governments and prominent politicians have fallen, and in some cases a whole government system or political parties have lost their term of office as a result of corruption. zoanzi argues that corruption is not a new phenomenon, and indicates that kautilya the prime minister of india wrote on a book on corruption two thousand years ago. kautilya’s book, titled arthashastra had already discusses how dente placed a bribe in the deepest part of hell reflecting the medieval distaste for corrupt behavior. klitgaard r.. (1988) explains why the american constitution considered bribery as one of the two unequivocally mentioned crimes. according to the researcher, the including of corruption act in the constitution has the potential to ensure that even the most powerful individuals like presidents can be managed by the law through impeachment. state laws should be made in a way that every individual would know that there is consequence for all the actions they take whiles in office. corruption frameworks the study reviews one international and two local corruption related frameworks that could help readers to understand corruption effects on the economy of ghana. the key frameworks include: the un global compact; the commission on human rights and administrative justice act, 1993 (act 456); and the serious fraud office (sfo) (act 466). global compact (2007) is one of the key international frameworks to fight corruption and it is known to be the global compact: the world business against corruption, cases stories and samples also known as the 10th united nations global compact against corruption. according to (douglas et al., 2011), the framework was introduced on the 24th june, 2004 as an initiative established by the united nations office on drugs and crime; as a forged strategy partnership with member states, businesses, labor organizations and civil societies among others, to fight corruption. the document has two main chapters, with https://journals.e-palli.com/home/index.php/ajmri pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 32-40, 2023 fear or favor of any person or groups of persons. section 3(1) of the act explains the duty and responsibilities of the office, which include: a. seeks to investigate any suspected crimes or offense provided by law which appears to the director on reasonable grounds to involve serious financial resources or economic loss to the state and any state organization or other institution in which the state has financial interest. b. seeks to monitor any economic activity as the director considers necessary with view to detecting crimes likely to cause financial loss to the state; seek to cooperate with such international agencies as the director considers appropriate for any purposes under the said section. section 3(2) indicates that in the performance of its functions based on subsection (1) of this section, the office shall collect, collate and disseminate information from state agencies and any other public agency. subsection two states that the office shall consist of thirty-three persons including an executive director, deputy executive director and other officers and staff as the president may appoint under the sfo act. forms of corruption for the purpose of the study, corruption and national development: the consequential effects on the sustainability in ghana, the researcher concentrates his desktop research on the following corruption forms: grand and petty corruption; systemic corruption; bribery; kickbacks; extortion and bid rigging grand and petty corruption in order to encourage scholars, lawmakers, advocates and other key stakeholders to ensure the accountability of public officers, transparency international provides a legal definition for “grand corruption”. corruption is generally defined as the abuse of high level power that end up to benefits the few at the expense of many and also cause serious and widespread negative effect and society. it is defined as the abuse of high-level power that benefits the few at the expense of the many and causes serous and widespread harm to individuals and society with impunity. (miralis, 2020), argues that grand corruption has a large-scale misappropriation of public funds and could ominously shrink the available budget earmarked for the improvement of education, infrastructure and living standard of citizens of a state. systemic corruption systemic corruption refers to “corruption brought about, encouraged or promoted by the system itself ” (laver, 2014). most international development agencies have focused to ensure that corruption is considered by general public as a systemic and not just an isolated and isolatable, phenomenon. this is because, since early 1990s many international anti-corruption bodies including the international development fund have a joint agenda to help countries move from systemic corruption to the chapter 1 covers the legal framework and position of the 10th principles. whiles chapter 2 covers the following practices and case stories: the chapter expects corporate institution to implement the anti-corruption programs as part of businesses; translating anti-corruption values into both local and international values, believing that corporate ethics frameworks could be a tool to fighting corruption. another important subject of the framework is the use of control and compliance methods which include: 1) the use of informal reporting system and whistleblowing method as well as reporting on countering corruptions. 2) collective action and national/regional complain against corruption and 3) introduction of transparency programs. these are believed to serve as a force against corruption irrespective of where and when it happens. commission on human rights and administrative justice act, 1993 (act 456) the un commission on human right and administrative justice is under the mandate of the ghana’s 1992 constitution. the section 7 of the act is clear about the function of the commission. the key functions are as follow: a. the commission shall investigate complains of violations of fundamental human rights and freedoms, justice, corruption, abuse of power and unfair treatment of person(s) by public officers in the exercise of their official duties. b. the commission shall investigate all alleged noncomplains under the provision of chapter 74 of the constitution (code of conduct for public officers). c. the commission shall investigate instances of alleged or suspected corruption and misappropriation of public funds by officials and to take appropriate steps, including reports to the attorney-general and the auditor-general, resulting from the investigation. according to the act, the commission also has been given the mandate to take appropriate action to request a person(s) to remedy, correct or reverse instances of corruption through means that are fair, proper, and effective. serious fraud office (sfo), (act 466) the sfo act is another policy framework in ghana concerned with corruption. the sfo (act 466) established the serious fraud office which indicates that, “the act establishes the sfo as a specialized agency of government to monitor, investigate and on the authority of the attorney general, prosecute any offence involving serious financial or economic loss to the state and or to make provision for associated and related purposes”. section 1, sub-section 1, state that it is established in this act that sfo refers to the act as the office which shall form part of the public service of ghana. the sfo by the law is empowered to fully discharge its duty without https://journals.e-palli.com/home/index.php/ajmri pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 32-40, 2023 an environment of well performance governance and corruption minimization. the agenda’s aims at fighting the negative effects of corruption on development. bribery a report by oecd (2013) defines bribery as an act that includes locally or internationally offering, promising, or an unwarranted monetary or other advantage taking by an official or decision maker, with the intention that the official acts or refrains from acting in relation to the performance of his or duties. whenever there is a bribery act, there are two offers: an offer to influence on the conduct of government/private party and the offer to personal favor such as money and or other provisions. the assertion is supported by (kramer, 2007)kramer, illustrated in figure 01 below: figure 1: a model of bribery: offer and demand forms of bribery. source: oecd (2013) figure 2: simple example of bribery in the form of a kickback source: oecd (2013) kickbacks kickback is a subset of bribery, is an illegitimate reimbursement made after the services has been rendered, ordinarily from a portion of the governmental awards itself. the eu anti-corruption authority defines kickback as a bribe paid incrementally by the contractor to the awarding official(s). kramer (2007). argues that 5%20% of contract values are paid as kickback in exchange for large contract awarded in international development projects. there are cases where some dishonest business officials realize that they can take advantage of the relationship they have with certain contracting and or consulting firm to demand kickbacks from them. firms providing civil works, goods and or services provided are required to provide millions of dollars to the facilitators. extortion morris, (2011) argues that “extortion” is a situation where a public official threatens individual with a delegated power to pursue a venerable citizen or an international business person(s) to make payment(s) of bribe. the doha declaration of the united nations, explains extortion as the act of taking a property from another person with force associated with threats, violence and or fear. one of the terms synonymously used in place of extortion is “blackmail”. extortion happens in a transaction between https://journals.e-palli.com/home/index.php/ajmri pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 32-40, 2023 citizens and government official. and the key triggering factor is when the official realizes that he has a strong advantage over the individual in the administration of his/her power. albanese, (2002) asserts that extortion is associated with organized crime. the researcher further argues when extortion is committed in a regular basis, it turns into a racketeering practice; that when extortion is committed on a regular basis, it turns into a racketeering practices; and that as “extortion” becomes systematic, it protection-racket; an institutionalized corruption whereby tribute is collated on behalf of a criminal group that, ii exchange, claim to suffer physical protection from other such groups” (volkov, 2016). bid rigging bid rigging is a form of corrupt practice in which competitors are alleged to collude to determine the winner of the bidding process. in most cases, the result is aimed at undermining the bidding process, resulting in a rigged price that is usually higher than what might have been the project cost. the public disclosure authority corruption awareness handbook indicates that “a corruption scheme often involves more than one type of misconduct”. according to the institution, a corrupt scheme in procurement often begins with a demand for, or offer of payment; refer to figure 01. the action is followed by bid rigging and finally fraud to cover up the scheme: • demand for payment: in most cases, a government official would have made the demand of the bribe, in exchange for a contract to be awarded in favor of the said company or individual. in this process, the corrupt official will permit the bribe in an agreed form to be added to the total project cost into each individual workbreakdown structure, using percentage inbuilt. • bid rigging: bid rigging. bid rigging provides platform on which a bribe provider will ensure that the contract be awarded to the bribe-paying firm. in most case, the official manipulates the biding processes to include other competitors. they may provide the needful information to the favorite competitor to enable them have illegal competitive advantage over the remaining firm. • fraudulent: this covers the cost of the bribe and the firm usually with the knowledge and the complicity of government officials, inlates prices, bills for work not performed, fails to meet contract specifications or delivery of substandard work within the implementation phase. corruption practices: triggers and sources braimah, (2016) argues strongly that bribery have the tendency to influence many judgments in favor of individuals or group of people who are ready to engage in paying bribe in detriment of the poor and vulnerable in society figure 03 below provides detail information about the corruption practice, the triggers and sources. figure 3: iceberg model for corruption practices, triggers and sources source: developed by the author; using m. goodman (2002) iceberg model as basis https://journals.e-palli.com/home/index.php/ajmri pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 32-40, 2023 adopting figure 3 above; the study identifies the following at the topmost level (elevation 2) as key corruption practices such as bribery act, extortion act, discriminatory act, unclassified act, fraudulence act, bid rigging, kickback etc. at the middle of the elevation (elevation 1) of the water represents the “corruption triggers” which are: centralized power; lack of public accountability; indiscipline; impunity; weak institution; lack of patriotism and low income earning. kempe et al., (2003) identifies that the key trigger factors for corruption are the absence of strong institutions, centralized power, lack of public accountability and impunity. at the lowest level (elevation 0) of the waters is the “corruption sources” which includes unemployment; ignorance of existing laws; overpopulation; civil wars; poor economic performance; social dependencies; outmoded cultural practices; bad economic advisors and power drunkenness. the model provides explanation to the fact that corruption act cannot be executed unless there is an underlined or root-causes which are normally hidden factors such as mentioned above. this means that institution responsible for fighting corruption must tackle the root-causes because from the model point of view, corruption acts are just the tip of the iceberg and the actual problem for corrupt practices are the hidden factors which are considered at the 3rd and 2nd elevation of the model. effects of corruption corruption was not so much talked about in the 1950s; it was almost impermissible to mention corruption in dialogues between countries. klitgaard, (1988), tried to explain the rationale behind it, by saying that even researchers shied away, and even nicknamed the action as “diplomacy in research”. the reason was recounted as the key reason most of the south asians and westerners incidentally avoided taking corruption seriously; and excuses that are common in business today, around the world. by the late 1980s, informed theories, case studies and quantitative research made corruption more and more interesting subject to talk about because of its devastation effects on countries and their citizens(klitgaard, 2012). the negative view of corruption persists today with the world bank calling corruption “the biggest obstacle for poverty reduction dahlström, (2009) and the oecd saying that “corruption undermines good governance and economic development”.mirzayev, (2020) indicates that corrupted economies are not able to function properly. his assertion has been buttressed by the position of mohale, (2020) who also uses the same line of argument with a headline “corruption stops the natural laws of an economy functioning freely). the two individual researchers agree that their reason for such similar finding is that corruption makes a nation’s political and economic operation suffer. the suffering includes inadequate infrastructure i.e. roads, hospitals housing, markets, schools, medical supplies for healthcare purposes. such lacks could have direct negative effects on the society. technically precisely it is well known that poor people in society are beneficiaries of most public policies such as housing, health care, education, security and welfare. the poor and vulnerable are most affected as corruption leads to inadequate service delivery, inadequate infrastructure development, poor quality building and housing and as a result of unnecessary layers of over invoicing. unodc (2019): the e4j university module series: model 1; what is corruption and why should we care? published by the unodc, explains economic effect of corruption, quoting that gary becker in 1968 provided a better understanding of criminal activity that has the potential to give students a different worldview to contemplate. from the study, a “person commits an offense if the expected utility to him exceeds the utility he could get by using his time and other resources at other activities”. it is therefore clear that some individuals become criminals, “not because their motivation differs from that of other persons, but sometimes it is because their cost and benefits differ”(della porta & vannucci, 2005).the study discusses cost and benefits. in which costs being a function of the odds of being caught and the severity of penalty or infliction associated to it. from the cost benefit standpoint, also known as libertarian perspective, bribery, facilitation of payment and trading and influence may be considered as an attempt to evade the inefficient and burdensome regulation. for example, (arnone & borlini, 2014) describe research going back to the 1960s suggesting that corruption could “grease the wheels of commerce, thus reducing transaction costs and lowering the cost of capital.” from this point of view, bribes could be seen as diminishing the social and economic costs of regulations “by directing scarce resources toward higher bidders” leonardo and arnone (2014, 15). it is therefore clear that economic justification for corruption could be derived from the above reasoning line. naturally, the adverse effect of ground corruption comes in mind when everyone considers the economic consequences of corruption. there are a lot of worries in relation to the consistence occurrences of grand scale corruption associated to some dictators and their conies and such acts are mainly: embezzlement of public funds, mismanagement, wastages, inequity, and social decay that has the tendency to become disastrous to the economy of the state. in some cases, the familiar tales of fortunes in natural resources like gold, gems and other product such as jewelry and hundreds of dollars were stashed away in secret hiding places and foreign banks by corrupt public officials including the acquisition of real estate abroad. the impact of these misconducts is devastating with massive scale. especially for the poor african countries facing perennial and severe foreign exchange shortages. however, corruption does not have to be on a grand scale to inflict serious damage. there are other adverse effects that can be just as damaging for a poor country. these are discussed below. https://journals.e-palli.com/home/index.php/ajmri pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 32-40, 2023 methodology the study is based on secondary data source (review of relevant studies). data were analyzed from the key institutions both locally and internationally. the key institutions include: african development bank, anticorruption network, transparency international, and other sources including corruption survey of ghana and other international corruption related research journals. these institutions and individuals deal with public perception and assessment of corruption situation both in ghana and abroad. the researchers made reference to both the rules-based and principles-based literature on the study variables. from a rules-based perspective, the study reviewed corruption frameworks from different institutions and countries. in view of the principles-based governance framework, the researchers also reviewed biblical facts relating to corruption and national development. according to the unodc, (2018). corruption survey focuses on five key issues which are: 1) understanding of and awareness about corruption. 2) opportunity for corruption. 3) motives and causes of corruption 4) evidence and perception of existence of corruption and 5) the compacting corruption. the study ensures that there is some level of quality control measures in place aimed at strengthening the methodology. they include: (i) strict data interpretation procedures. results and discussion key corruption practices and their consequential effects on the development and sustainability of ghana based on the iceberg model for corruption practices, triggers and sources (figure 03), the study identifies the following as key corruption practices bribery, extortion, discriminatory, unclassified, fraudulence, bid rigging, kickback among others. with their consequential effects. the study establishes that: 1. corruption is “the biggest obstacle for poverty reduction. 2. corruption undermines good governance and economic development. 3. corruption in a nation’s political and economic operation could lead to inadequate infrastructure. corruption as “the biggest obstacle for poverty reduction corruption as the biggest obstacle for poverty reduction is a problem for social and economic development. the finding agrees with the argument raised by yusuf et al., (2014), who states that there is a relationship between corruption and poverty and also corruption affects economic growth resulting to poverty among individual citizens. this finding also strongly buttresses the position of addah et al., (2012) indicating that corruption has the capability to perpetuate poverty and that it can skew decisions and divert scarce funds; denying the poor his/her rightful access to the basic social services which could help improve their livelihood. corruption need to be fought with all effort. the researcher sees corruption effects as one using basket to fetch scarce water from a stream that has a distance from home. all effort is always coz 90. corruption undermines good governance and economic development corruption affects the functioning of public services by creating political instability and the ability to make a consequential impact on sustainability of public funds because resources are often redirected to fuel parallel economies. this is in line with the doha declaration by the unodc; which state categorically that systematic corruption mainly in in public sector erodes public trust within the government institution, the situation also has the ability to damage public integrity, and distort sector outcomes. examples of cases include the corruption scandal related to the bangladesh earthquake recovery project in relation the padma bridge scandal in 2018 involving earthquake in mexico city in the us; and the south korea ferry disaster which findings established that corruption played a significant role in the event as such an important national infrastructure projects were awarded to companies which used cheap and low quality materials, neglecting safety procedures and enjoyed impunity and lack of government’s control over their actions; leading to unsafe infrastructure that resulted in high death tolls and injuries in the quake. the data agree with joe biden (2021) who asserts that: “corruption is a cancer: a cancer that eats away at a citizen’s faith in democracy, diminishes the instinct for innovation and creativity; already-tight national budgets, crowding out important national investments. it wastes the talent of entire generations. it scares away investments and jobs”. corruption in a nation’s political and economic operation could lead to inadequate infrastructure the study establishes that corruption negatively correlates with economic growth based on a micro level study conducted by yusuf et al., (2014). the researchers, used a country level data to explore cross-country variations in both governance and economic indicators, found out that corruption significantly decreases economic growth and development. another study by rothstein & teorell, (2008), which was based on a cross-country data; indicates that corruption is consistently correlated with lower growth rates, gdp per capital, economic equality, as well as lower levels of human development similarly, a systematic review by ugur & dasgupta, (2011) evidence that corruption have effect on economic growth as a confirmation of the position of the above researchers. the research indicates that corruption also has indirect effects through transmission channels such as investment, human capital and public finance/expenditure. this is believed to directly affect growth and hold true for all countries under scrutiny. kenny, (2012) argues that governance is central to https://journals.e-palli.com/home/index.php/ajmri pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 32-40, 2023 development outcomes in infrastructure, not least because of corruption; defining corruption as a system of failed governance, the researcher argues that corruption can significantly impact infrastructure-related investment negatively. conclusion ghana losses approximately us$3 billion to corruption annually as a result of lack of accountability, and enjoyment of impunity on the part of public officials. the study establishes that: corruption is “the biggest obstacle for poverty reduction, undermines good governance and economic development. finally, corruption in a nation’s political and economic operations could lead to inadequate infrastructure. the researchers’ key recommendation indicates that institutions should create transparency in operation and administration system to enhance governance effectiveness, achieved through systematic monitoring and evaluation across board as part of existing auditing approach and introduction of a national policy to foster the reclamation of public trust in relation to corruption through awareness creation among all level of educational systems as well as national and private media. future research the researcher will seek to uncover what is beyond the inadequate infrastructure with a suggested research topic: infrastructure deficit and social challenges; the ripple effect on sustainability in ghana. references addah, m. a., jaitner, a., koroma, e. b., miamen, a., & nombora, d. (2012). poverty and corruption in africa: community voices break the cycle. albanese, j. s. (2002). organized crime in our times. routledge. arnone, m., & borlini, l. s. (2014). corruption: economic analysis and international law. edward elgar publishing. ayee, j. a. (2016). the roots of corruption: the ghanaian enquiry revisited. biswas, a., tortajada, c., & shah, b. p. (2018). from our ancestors to modern leaders, all do it: the story of corruption. the conversation, 7. braimah, a. i. (2016). are judges corrupt? an empirical analysis of the ghana judiciary. journal of humanities and social science, 21(8), 12–21. dahlström, t. (2009). causes of corruption [phd thesis]. jönköping university, jönköping international business school. della porta, d., & vannucci, a. (2005). corruption as a normative system. prepared for presentation at the international conference on corruption control in political life and the quality of democracy: a comparative perspective europe–latin america, 19–20. douglas, t. a., fortier, d., shur, y. l., kanevskiy, m. z., guo, l., cai, y., & bray, m. t. (2011). biogeochemical and geocryological characteristics of wedge and thermokarst-cave ice in the crrel permafrost tunnel, alaska. permafrost and periglacial processes, 22(2), 120–128. https://doi.org/10.1002/ppp.709 irbc. (1994). ghana: update on the fourth republic and refugee board of canada. refworld. https:// www.refworld.org/docid/3ae6a8118.html kempe, d., kleinberg, j., & tardos, é. (2003). maximizing the spread of influence through a social network. proceedings of the ninth acm sigkdd international conference on knowledge discovery and data mining, 137– 146. kenny, c. (2012). infrastructure governance and corruption: where next? world bank publications, 4331. klitgaard. (2015). addressing corruption together. overview of tackling corruption as a development challenge. oecd. https://scholar.cgu.edu/robertklitgaard/wp-content/uploads/sites/22/2017/02/ addressing-corruption-together.pdf klitgaard, r. (1988). controlling corruption. univ of california press. klitgaard, r. (2012). public-private collaboration and corruption. collective action: innovative strategies to prevent corruption, zurich/st. gallen: dike verlag ag, 41–66. kramer, m. (2007). corruption and fraud in international aid projects. u4 brief, 2007(4). laver, r. (2014). systemic corruption: considering culture in second-generation reforms. edmond j. safra working papers, 45. ljubas, z. (2019). ghana loses us$3 billion to corruption a year. https://www.occrp.org/en/ daily/10498-ghana-loses-us-3-billion-to-corruptiona-year miralis, n. g. m.-d. (2020, july 23). what is the difference between ‘grand corruption’ and ‘petty corruption’: shifting the focus to where it matters most. lexology. https://www.lexology.com/library/detail. aspx?g=2ba58d82-eaa4-4d94-bde5-493dac6fd40f mirzayev. (2020). the economic and social effects of corruption. investopedia. https://www.investopedia. com/articles/investing/012215/how-corruptionaffects-emerging-economies.asp mohale, b. (2020). bonang mohale: corruption stops the natural laws of an economy functioning freely. business live. https://www.businesslive. co.za/bd/opinion/2020-12-17-bonang-mohalecorruption-stops-the-natural-laws-of-an-economyfunctioning-freely/ morris, s. d. (2011). forms of corruption. cesifo dice report, 9(2), 10–14. pozsgai-alvarez, j. (2020). the abuse of entrusted power for private gain: meaning, nature and theoretical evolution. crime, law and social change, 74(4), 433– 455. https://doi.org/10.1007/s10611-020-09903-4 rahman, k. (2018). overview of corruption and anticorruption in ghana: u4 anti-corruption helpdesk, https://journals.e-palli.com/home/index.php/ajmri pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 32-40, 2023 chr. michelsen institute. rothstein, b. o., & teorell, j. a. (2008). what is quality of government? a theory of impartial government institutions. governance, 21(2), 165–190. sekalala, s., masud, h., & bosco, r. t. (2020). human rights mechanisms for anti-corruption, transparency and accountability: enabling the right to health. global health action, 13(sup1), 1699343. https://doi. org/10.1080/16549716.2019.1699343 ugur, m., & dasgupta, n. (2011). corruption and economic growth: a meta-analysis of the evidence on low income countries and beyond (mpra paper no, 31226). germany: university library of munich. unodc. (2018). manual on corruption surveys: methodological guidelines on the measurement of bribery and other forms of corruption through sample surveys. https://www.unodc.org/ documents/data-and-analysis/crime-statistics/ corruptionmanual_2018_web.pdf u.s. department of state. (2018). international narcotics control strategy report.drug and chemical control. reported by the bureau for international narcotics and law enforcement affairs. 1. https://www.state. gov/wp-content/uploads/2019/04/2018-incsrvol.-i.pdf volkov, v. (2016). violent entrepreneurs: the use of force in the making of russian capitalism. cornell university press. yusuf, m., malarvizhi, c. a., mazumder, m. n. h., & su, z. (2014). corruption, poverty, and economic growth relationship in the nigerian economy. the journal of developing areas, 95–107. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 29 american journal of multidisciplinary research and innovation (ajmri) perceptions of community college students to flexible learning modality: inputs for pedagogical interventions al-yusri s. aller1*, liezl f. tangonan1 volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.1759 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 15, 2023 accepted: june 20, 2023 published: august 28, 2023 a flexible learning modality was implemented to provide relevant and quality education as educational institutions respond to the covid-19 pandemic. thus, the study examined community college students’ perceptions of a flexible learning modality. the study utilized a non-experimental quantitative research design through a validated survey with 211 students from the selected three community colleges. the data were analyzed using frequency distribution, percentage, weighted mean, anova, and multiple regression. students’ perceptions towards flexible learning modality with regard to their attitude revealed that students were fairly positive with the learning modality and moderately confident with the set-up of flexible learning. in addition, their level of engagement is noticeably high throughout their learning. comparing the students’ demographic profiles and perceptions implies no significant differences. the level of engagement and their perceptions of flexible learning concerning readiness showed a negative correlation. however, a positive correlation exists between students’ level of engagement and their attitudes toward the said modality. this suggests that students should receive the appropriate instruction and orientation and be prompted to consider their qualities as flexible learners, as well as their abilities in time management, communication, and technical skills, as these abilities are essential for flexible learning modality. keywords attitudes, readiness, flexible learning, level of engagement, perceptions introduction flexible learning is a learning modality that permits the flexibility of time, place, and the students. however, this is not solely focused on technology; it also provides the learner with choices about where, when, and how learning occurs. according to pelayo and pelayo (2020), flexible learning assists learners in planning their activities according to their needs, interests, and enthusiasm. it helps the learners’ minds be pleasant and away from fear. covid-19 has affected educational institutions all across the world, and finding efficient solutions to keep delivering instruction has become a top priority. the use of flexible learning as the delivery mode of the courses offered in higher education helps to enable students to select how, when, and where they learn in this time of health crisis. students can complete learning tasks safely at their homes. in addition, teachers can customize the content and delivery according to the needs of the students. moreover, müller et al. (2018) pointed out that students have gained access and flexibility in at least one of the following areas: pace, learning style, material, assessment, and learning directions. according to berg (2020), three types of interaction were initially identified in open-distance learning: engagement with the instructor, interaction with the subject, and interaction with other students. interaction with technology was incorporated since it is crucial to online education. to sustain the educational needs of the learners, teachers come up with strategies that require learners to undertake self-directed learning. with flexible learning, students may require accomplishing learning tasks with the adaption of self-directed learning. according to caruso (2018), self-directed learning is a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. naidu and roberts (2018) stressed that the delivery of courses and programs in flexible methods is orchestrated by the schools responsible for the help of the university infrastructure and its support services. besides, higher education institutions (heis) are working to increase flexibility and individualization, which is mostly achieved by utilizing new technology and implementing online or blended learning methods (müller & mildenberger, 2021). flexible learning is not a silver bullet to solve issues in higher education, but it can offer some improvements and enhance students’ experience (gordon, 2016). understanding what it means to learn, specifically in a flexible learning modality is a critical piece of the puzzle when trying to implement in times of pandemic. teachers can create individualized learning experiences that are catered to the requirements and preferences of each student by assessing their flexible learning skills. diverse learning styles, interests, and needs can be accommodated via flexible learning approaches. in order to ensure inclusivity and equitable opportunity for all students, educators can identify areas where students may need additional support or accommodations by evaluating flexible learning skills. moreover, much of the research does not analyze the implementation of 1 palawan state university, philippines * corresponding author’s e-mail: alyusrialler@psu.palawan.edu.ph pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 29-39, 2023 flexible learning in community college wherein students interested in pursuing flexible learning options should explore the offerings and resources available at their respective community colleges to determine the extent of flexibility provided. hence, this study aimed to investigate community college students’ perceptions in a flexible learning modality that focuses on attitudes, readiness, and level of engagement. statement of the problem 1. what is the demographic profile of the students in terms of their: a. sex; b. senior high school strand; and c. socio-economic status? 2. what are the community college students’ perceptions on the use of flexible learning modality in terms of their: a. attitude towards flexible learning; b. readiness to implement flexible learning; and c. level of engagement in their class? 3. is there any significant difference between the community college students’ demographic profiles and their perceptions on the use of flexible learning modality in terms of their: a. attitude towards flexible learning; b. readiness to implement flexible learning; and c. level of engagement in their class? 4. which of the variables predicts the community college student’s level of engagement towards the flexible learning modality? literature review flexible learning flexible learning has been discussed extensively in the literature for many years and is closely related to open and distance learning. the idea of flexibility has been looked at from a variety of aspects, including admission standards, student control over learning time, commitment, and tasks. recently, there has been a trend toward using the term in a more precise or technical implication. course design for successful learning with respect to the learner and aspects of flexibility has been a research area of interest (li, 2014). in a study made by broodyk (2015), it was stated that the primary responsibilities of the instructor are to coach, support, and design the learning process for the students. student learning is evaluated through both formal and informal approaches, such as group projects, portfolios, and participation in class. teaching and assessment are intertwined; formative and summative evaluations are used to continuously gauge student development. however, teachers acknowledge that the environment affects learning, it is clear that teachers who feel more at ease in their classroom do not use alternative learning environments. (allison, laney, & member, 2018). hart (2000), stated that it is possible to deliver learning in fully improved environments both online and through a blended learning approach. additionally, it encourages students to work independently and enroll in online programs while assisting them in choosing whether to enter or depart a course. moreover, for people without access to the internet, there are modular or self-help resources (barrera, michael, & norte, 2020). furthermore, according to hartfield (2013), independent learners believe that with supervision, they can teach themselves; experiential learners learn by doing; social learners take pleasure in participating in learning communities, sharing learning opportunities, and working in cooperative teams. the objectives of the course and the needs of the students seemed to be successfully met by the blended instructional design. it also gave students taking the lesson a number of advantages. the online components were useful and appropriate, giving students the freedom to interact with the material whenever they were able (shand & farelly, 2018). students’ perceptions and level of engagement towards flexible learning while challenges to learning for students were identified in a flexible delivery program, they commented positively on the advantages of staying in their hometowns for study (milne et al., 2014). moreover, the preference of students for e-learning enables students to interact freely with their professors and fellow students as it engages them with their study materials at the convenience of their own time and space (khan et al., 2021). students thought that online learning was a practical substitute for traditional classroom instruction, but they acknowledged that practicality had a cost: by becoming independent and self-directed learners, they were losing guidance from and contact with professors. (armstrong, 2011). however, students felt that the flipped classroom’s adaptable settings gave them access to a variety of teaching methods and hands-on learning opportunities. (shih & tsai, 2017). moreover, students favored wellorganized content that was uploaded to university websites along with recorded videos. to enhance the learning process, they also mentioned the necessity of interactive sessions with tests and tasks at the end of each lesson. (muthuprasad, 2021). according to nugroho et al. (2020), students have a lot of negative opinions about online lectures. there is a favorable view of the efforts made by lecturers to employ asynchronous communication medium (recorded teaching), despite the fact that they appear unfamiliar to giving lectures that solely rely on network and internet resources. nevertheless, students appreciated being able to complete their work on their own devices “from anywhere, at any time”, while one student also mentioned “the flexibility of online learning” regarding open distance education (berg, 2020). as part of learning is done by ict, online or offline mode, students benefit from online learning and computer assisted instruction without sacrificing the social interaction element and personal touch of conventional teaching. as a result, there is more time for creative and pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 29-39, 2023 1. however, when the researchers sent out online survey forms only 211 students responded due to pandemic restrictions and poor internet connectivity. thus, the actual number of samples for each campus was drawn using stratified sampling based from the total number of students who responded on the online survey form. collaborative activities in the classroom for both teachers and students (lalima & lata, 2017). a study conducted by prince (2020) stated the advantages of blended learning for students, greater student engagement, as technology is incorporated into classroom sessions, students are more likely to focus on, engage with, and be enthusiastic about the subjects they are studying. even though a course is tedious for certain students, they might nevertheless learn more and retain it longer. furthermore, it gives students freedom, using blended learning resources helps students learn to create realistic learning goals and take ownership of their education, which makes it easier for them to apply their learning to other topics. the study conducted by dantas and kemm (2008) regarding the blended approach of active learning in a laboratory class, it was also noted that the process of writing and receiving comments for the scientific report received positive feedback. all of the students agreed that the procedure significantly improved their comprehension and appreciation of writing scientific reports. in the future, if research articles were written at their level of comprehension, they felt more confident that they would be able to independently create a scientific report and that they would be more critical while reading them. a number of beneficial student outcomes, including higher-order thinking, better grades, and higher retention and graduation rates, have been associated to student involvement (hamane, 2014). moreover, to boost emotional engagement, an online atmosphere must be created where students feel comfortable sharing their opinions and ideas. early on in the course, teachers need to create activities that promote social presence. by including activities that promote conversation among students, such as those that ask them to share personal experiences, social presence can be fostered. giving peer evaluation can also enhance cognitive engagement because it demands students to read the material, think about it, and express what they understand about it. (louwrens & hartnett, 2015) materials and methods descriptive survey research was used to investigate the perceptions of community college students in the implementation of flexible learning modalities. more specifically, it looked into the demographic profile of the participants, students’ perceptions on the use of flexible learning modality in terms of their attitudes and readiness to implement flexible learning; and students’ level of engagement in their class. the inferential research method was used to explore the significant difference between students’ perceptions to their demographic profile and level of engagement toward flexible learning modality. the researchers purposively selected the students enrolled in an environmental science class offered at three chosen community college of palawan state university-college of community resources and development (ccrd) during the first semester of the school year 2021-2022. there are 1157 students enrolled on the aforementioned class of the three selected community college as shown in table table 1: the corresponding number of students on each community college campuses number of students actual number of sample psu-ccrd narra 392 72 psu-ccrd quezon 205 37 psu-ccrd brooke’s point 560 102 total 1157 211 the researchers used a survey questionnaire to obtain the respondents’ demographic profile and perceptions in terms of students’ attitudes toward flexible learning (adapted from wanner and palmer, 2015); students’ readiness towards flexible learning (adapted from martin, stamper, and flowers, 2020); and students’ level of engagement towards flexible learning (adapted from dixson, 2015). the adapted survey questionnaires from the previous research were modified according to their intended purpose. survey questionnaires used in this study were subjected to validity and reliability tests before administration. to establish the questionnaire’s content validity and reliability, a pilot testing was conducted. participants in the pilot testing were the students from other community college of the same university with the same characteristics as those of the actual participants of the study. the students’ responses in the conducted pilot testing were computed using the cronbach alpha test. the cronbach’s alpha of the questionnaire in terms of student attitudes is .932, therefore, the items are highly reliable. in addition, .978 cronbach alpha was obtained for the questionnaire in regards with readiness of the students towards flexible learning modality, therefore, the items are highly reliable too. lastly, the cronbach’s alpha of the questionnaire for the of level of engagement is .956, therefore, the items are highly reliable. the data obtained using the descriptive survey method to gain information on students’ perceptions were analyzed using frequency distribution, percentage, and weighted mean. t-test and analysis of variance (anova) were used to determine whether significant differences exist between the demographic profile that includes sex, senior high school strand, and family’s monthly income and their perceptions on the use of flexible learning modality as attitude toward flexible learning, readiness in implemented flexible learning and their level of engagement towards the said modality. moreover, multivariate regression analysis was used to determine the predictor of the students’ level of engagement. pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 29-39, 2023 results and discussion the investigation focused on the community college students’ perceptions on the use of flexible learning modality in terms of their attitude, readiness, and level of engagement. correlation between their demographic profile to their attitudes, readiness, and level of engagement was also tested for analysis. demographic profile of the students the figures presented in tables 2, 3, and 4 show the demographic profile of the respondents. 20,000. only 10 (4.7%) have a family monthly earnings of php 20,001 and above. students’ perceptions on the use of flexible learning modality table 5 provides data on students’ perceived attitudes towards the flexible learning modality. generally, the respondents of this study are fairly positive whether the flexible learning modality approach used in their classes suits their learning needs, provides a stimulating learning table 2: profile of the students in terms of sex sex f % rank male 89 42.2 2 female 122 57.8 1 table 2 shows the data on the demographic profiles of the students according to their sex. it can be seen from the data that the majority of the respondents are females (122) which is 57.8% of the total (211) population of the study students while a total of 89 (42.2%) students belong to the male group. table 3 presents the type of senior high school strand that the students have taken. it can be seen that 89 or 42.2% are tvl graduates. gas and humms graduates comprised 31 (14.7%) and 18 (8.5%) respectively. a total of 25 respondents took up abm, stem, and sports. there were 48 (22.7%) who identified themselves as graduates of alternative learning system (als). table 3 revealed the students’ family income. it shows that 177 (83.9%) belong to the monthly family income bracket of php 10,000 and below while 24 (11.4%) have the parents’ earnings between php 10,001 to php table 3: profile of the students in terms of their senior high school strand senior high school strand f % rank gas 31 14.7 3 humms 18 8.5 4 stem 7 3.3 6 tvl 89 42.2 1 abm 15 7.1 5 sports 3 1.4 7 no specific strand reflected (als) 48 22.7 2 table 4: profile of the students in terms of their family’s monthly income monthly family income f % rank below php10,000 177 83.9 1 php 10,001php 20,000 24 11.4 2 php 20,001php 30,000 7 3.3 3 php 30,001php 40,000 2 0.9 4 above php 40,000 1 0.5 5 table 5: students’ perceived attitude towards flexible learning modality statements perceptions mean rank adjectival ratingv n (1) n (2) fp (3) p (4) vp (5) 1. the flexible learning approach in our course suited my learning needs. 23 17 47 124 0 3.29 2.5 fp 2. the flexible learning approach in our course provided a stimulating learning experience for me. 23 19 46 123 0 3.27 4 fp 3. the flexible learning approach in this course was an effective way to learn the content material. 16 20 52 123 0 3.34 1 fp 4. i enjoy flexible learning modality. 25 15 45 126 0 3.29 2.5 fp 5. being in flexible learning involved less work and time commitment for me than in a regular class (face-to-face lectures). 25 28 51 107 0 3.14 5 fp weighted mean 3.27 fp legend: 4.21-5.00 very negative (vn) 3.41-4.20 negative (n) 2.61-3.40 fairly positive (fp) 1.81-2.60 positive (p) 1.00-1.80 very positive (vp) experience, involves less work and time commitment than a regular class (face-to-face lectures), allows them to enjoy for it is an effective way to learn the content material of the course. a further finding of this study concerning to the attitudes of the students revealed on the table above that the pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 29-39, 2023 flexible learning modality was an effective way to learn the content material of the said course, this was followed by the modality meeting the needs and interests of the students, therefore, students find it enjoyable. on the other hand, the least thing about the flexible learning students was flexible learning involved less work and time commitment than on a regular class. adopting a new learning modality is often a discouraging task to the learners and the teachers, especially in an environment with a lack of resources. the majority of the students’ attitudes towards the flexible learning modality of the course were neither positive nor negative. this agrees with the study conducted by sanpanich (2021) that despite learning flexibility being the most important aspect of the students in an online course, some feel unfamiliar with the online platforms or new technologies that were introduced to them. furthermore, the study suggested that students should be prepared or given training prior to attending hybrid courses regarding how the technology works or how each platform operates to understand the functions of the technology or platform. besides, the study conducted by ayasrah et al. (2022) also found that in light of the spread of the coronavirus, the attitudes of students and teachers toward e-learning and blended learning were at an average level. thus, it is believed that students’ and teachers’ attitudes toward e-learning and blended learning should be strengthened by providing rewards, incentives, and the necessary equipment and technologies needed for the said learning approach. students’ perceived readiness towards the implementation of flexible learning modality results show that the students are moderately ready about learning from a variety of formats (lectures, videos, online discussion/conferencing, modules) and have the same perception about following instructions in various table 6: perceptions of students in terms of student attributes dimensions perceptions mean rank adjectival ratingnr (1) sr (2) mr (3) r (4) hr (5) students attributes 1. learn from a variety of formats (lectures, videos, online discussion/conferencing, modules) 17 17 62 115 0 3.30 2.5 mr 2. follow instructions in various teaching-learning formats (written, video, audio, etc.) 18 20 54 124 0 3.30 2.5 mr 3. use of additional resources to answer courserelated questions (course content, assignments, etc.) 17 17 62 115 0 3.35 1 mr overall mean rating 3.32 mr teaching-learning formats (written, video, audio, etc.) and in using of additional resources to answer course-related questions (course content). this was based on the mean rating ranging from 3.30 to 3.35 of the statements under students’ attributes. a study conducted by aşkin and erzurumlu (2021) similarly revealed that the students had a moderate level of readiness toward online learning during the covid-19 pandemic but was close to the high-level limit. hence, increasing the technological facilities and computer use, the competence of learners will increase online learning readiness and academic success. however, in the same setting, filipino higher education students scored a lower level of readiness toward e-learning because many of the students had no access to a computer with an internet connection and adequate software (clemen, abdulmadid, and jabbar, 2021). an overall mean rating of 3.22 with a quantitative description of “sometimes” also agrees with the said result. the same perceptions were obtained from the students’ readiness in terms of time management as table 7: perceptions of students in terms of time management dimensions perceptions mean rank adjectival ratingn (1) r (2) s (3) o (4) a (5) time management 1. devote hours per week regularly for the online and offline class 8 41 67 95 0 3.18 3.5 s 2. stay on task and avoid distractions while studying 19 23 57 112 0 3.24 2 s 3. utilize course schedule to meet deadlines/due dates 17 25 49 120 0 3.29 1 s legend: 4.21-5.00 highly ready (hr) 3.41-4.20 ready (r) 2.61-3.40 moderately ready (mr) 1.81-2.60 slightly ready (sr) 1.00-1.80 not ready at all pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 29-39, 2023 reflected in the obtained mean rating ranging from 3.18 to 3.29. it implies that students have a less intense degree in devoting their time per week regularly to online and offline classes, focusing on tasks and avoiding distractions while studying, utilizing the course schedule to meet deadlines/ due dates, and completing course activities/assignments on time. flexible learning modality requires skills in terms of the usage of technology as a form of communication during the learning and teaching processes. table 8 shows the communication readiness of the students in the flexible learning modality, the students are “ready” in terms of the use of both synchronous (google meet, zoom, and facebook messaging) to communicate with the instructor and other students and asynchronous technologies (google classroom private message, email, etc.) based on the mean ratings of 3.45 and 3.46 respectively. however, they are moderately ready in the aspects of asking the instructor for help via email or chat, asking classmates for support (accessing the course, clarification on a topic), and discussing feed received (assignments, quizzes, discussion, etc.) with the 4. complete course activities/assignment on time 19 30 55 107 0 3.18 3.5 s overall mean rating 3.22 s table 8: perceptions of students in terms of communication dimensions perceptions mean rank adjectival ratingnr (1) sr (2) mr (3) r (4) hr (5) communication 1. use asynchronous technologies (google classroom private message, email, etc.) 19 9 41 142 0 3.45 2 r 2. use synchronous technologies (google meet, zoom, facebook messaging) to communicate with the instructor and other students 16 12 41 142 0 3.46 1 r 3. ask the instructor for help via email or chat 17 11 59 124 0 3.37 4 mr 4. ask classmates for support (accessing the course, clarification on a topic) 16 12 56 127 0 3.39 3 mr 5. discuss feed received (assignment, quizzes, discussion, etc.) with the instructor 12 19 60 120 0 3.36 5 mr overall mean rating 3.41 r instructor. generally, the overall mean rating of 3.41 has a description of “ready” which implies that students have a high degree of confidence in terms of communicating via synchronous and asynchronous learning modalities. table 9 reveals that students are “competent” in participating in course activities (discussions, quizzes, assignments, synchronous sessions) and “moderately competent” in performing basic computer operations (e.g., creating and editing documents, managing files, and folders and navigating through the courses in learning management system (e.g., google classroom). from the result of the study conducted by chung et al. (2020), it was found that students generally indicated that they were between slightly to moderately ready for online learning. some of them were not ready for online learning. this is due to a lack of learners’ control, selfdirected learning, and online communication efficacy. legend: 4.21-5.00 always (a) 3.41-4.20 often (o) 2.61-3.40 sometimes (s) 1.81-2.60 rarely (r) 1.00-1.80 never (n) legend: 4.21-5.00 highly ready (hr) 3.41-4.20 ready (r) 2.61-3.40 moderately ready (mr) 1.81-2.60 slightly ready (sr) 1.00-1.80 not ready at all (nr) table 9: perceptions of students in terms of technical competence dimensions perceptions mean rank adjectival ratingnc (1) sc (2) m c (3) c (4) h c (5) technical competence 1. perform basic computer operations (e.g., creating and editing documents, managing files, and folders 13 17 78 103 0 3.28 3 mc pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 29-39, 2023 table 10 presents the students’ perceived level of engagement in their classes with the use of a flexible learning modality. results show that the students have a high level of engagement in their class with the use of a flexible learning modality as reflected in the mean rating ranging from 3.78 to 4.08. these mean ratings have an equivalent description of “true of me” which means that they have a high degree of engagement in the different activities in their classes under the flexible learning modality. these include making sure to study on a regular basis; putting forth effort; staying up on the readings; looking over class modules between getting online to make sure that they understand the materials; taking good notes over readings, powerpoint presentations, or video lectures; finding ways to make the course interesting to them; having the desire to learn the material; actively participating in small-group discussions/forums; helping fellow students; getting a good grade; doing well on tests/quizzes; engaging in online conversations (facebook messenger, chats, emails); and getting to know other students in the course. it is often burdensome to keep up with the students’ engagement when instructors and the students are not in the same place. however, this study positively revealed that students are highly engaged in their classes. it is like the research results conducted by baloran et al. (2021) which revealed that students are highly engaged and satisfied with online learning delivery. more so, online course satisfaction is significantly related to students’ skills engagement, emotion engagement, participation table 10: students’ perceived level of engagement in their class with the use of flexible learning modality statement perceptions mean rank adjectival ratingn t (1) s t (2) m t (3) t m (4) v t (5) 1. making sure to study on a regular basis 3 6 65 73 64 3.90 11 t 2. putting forth effort 1 3 57 83 67 4.00 5.5 t 3. staying up on the readings 2 9 77 69 54 3.78 13 t 4. looking over class modules between getting online to make sure i understand the material 2 8 54 75 72 3.98 7.5 t 5. taking good notes over readings, powerpoints, or video lectures 1 9 55 80 66 3.95 10 t 6. finding ways to make the course interesting to me 3 8 51 72 77 4.00 5.5 t 7. desire to learn the material 1 5 50 86 69 4.03 4 t 8. actively participating in small-group discussions forums 2 9 59 81 60 3.89 12 t 9. helping fellow students 2 7 45 77 80 4.07 1 t 10. getting a good grade 3 8 46 75 79 4.04 3 t 11. doing well on tests/quizzes 3 7 49 70 82 4.05 2 t 12. engaging in online conversations (facebook messenger, chats, emails) 2 7 53 82 67 3.97 9 13. getting to know other students in the course 0 12 52 76 71 3.98 7.5 t overall mean rating 3.97 t 2. navigate through the courses in learning management system (e.g., google classroom 12 14 67 118 0 3.38 2 mc 3. participate in course activities (discussions, quizzes, assignments, synchronous sessions) 17 12 51 131 0 3.41 1 c overall mean rating 3.36 mc legend: 4.21-5.00 highly competent (hc) 3.41-4.20 competent (c) 2.61-3.40 moderately competent (mc) 1.81-2.60 slightly competent (sc) 1.00-1.80 not competent at all (nc) legend: 4.21-5.00 very true of me (vt) 3.41-4.20 true of me (t) 2.61-3.40 moderately true of me (mt) 1.81-2.60 slightly true of me (st) 1.00-1.80 not at all true of me (nt) engagement, and performance engagement constructs of student engagement in online learning. test of difference between community college students’ demographic profile and their perceptions t-test and analysis of variance (anova) were used to pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 29-39, 2023 determine whether significant differences exist between the demographic profile that includes sex, senior high school strand, and family’s monthly income and their perceptions on the use of flexible learning modality as attitude toward flexible learning, readiness in implemented flexible learning and their level of engagement in flexible learning modality. results show that no significant differences exist between sex, senior high school strand, and family’s monthly income and their attitude, readiness, and level of engagement in their classes using flexible learning modality. this implies that their perceptions on the use of flexible learning are the same for male and female respondents whether they are graduates of gas, humms, stem, tvl abm, sports, and non-graduates (als) and across different family’s monthly income strata. this is based on the computed p-values which are greater than the alpha level (α ) of 0.05. the results imply that sex, senior high school strand, and family’s monthly income have no bearing on the students’ perception of readiness toward the implementation of flexible learning modality. a similar research result made by clemen, abdulmadid, and jabbar (2021), stated that the readiness towards online learning of students during the covid-19 had no direct comparison among different age groups. on the other hand, a study by van and thi (2021) on the online readiness of students, revealed that gender had no influence on learning a course in an online learning environment. moreover, dembereldorj (2021) conducted a study that compared student engagement with gender, level of study, a field of study, tools to study, and internet table 11 : significant differences in the students’ demographic profiles and their perceptions of the use of flexible learning modality dimensions variables t/f-value sig. remarks attitude toward flexible learning sex -0.301 0.764 not significant senior high school strand 0.457 0.839 not significant family monthly income 0.162 0.957 not significant readiness on the implemented flexible learning sex -0.269 0.788 not significant senior high school strand 0.774 0.591 not significant family monthly income 0.373 0.828 not significant level of engagement in using flexible learning modality sex -1.038 0.300 not significant senior high school strand 1.268 0.274 not significant family monthly income 2.180 0.072 not significant data tested on α = 0.05 (two-tailed) access, and examined the relationships between variables. the items in the student online engagement were not found to have any differences or associations. variables that predict students’ level of engagement the flexible learning modality table 12 shows which between the two variables, attitudes and readiness toward flexible learning modality significantly relate to the students’ level of engagement. the coefficient of determination r2 is a measure of how much of the variability in the outcome/predicted variable, (identified level of engagement) is accounted for by the predictors namely attitude and readiness toward flexible learning modality. in the given model, its value is 0.706 which means that respondents’ attitudes and readiness toward flexible learning modality account for 7.06% of the variation in students’ level of engagement, and whatever variables enter the given model will account for an extra 0.07060.006 or 6.46% of the variance in the variable level of engagement. the b values indicate the individual contribution of each predictor to the model. thus, as reflected in table 4, attitudes toward flexible learning modality is positively related to the level of engagement based on the value 0.055, (b>0). this implies that students’ attitudes toward the flexible learning modality has positively caused and affected the students’ level of engagement. on the other hand, readiness toward the flexible learning modality table 12: multivariate regression analysis to determine the predictor of the students’ level of engagement model unstandardized coefficient standardized coefficient t sig. remarks b se b β constant 4.145 0.217 0.072 19.141 0.000 related perceived attitude 0.055 0.083 -0.116 0.666 0.506 not related perceived readiness -0.106 0.099 -1.067 0.287 number dependent variable: level of engagement, r =0.0706, r2 =0.006, adjusted r2 = 0.004 pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 29-39, 2023 has a negative value; hence, a negative relationship exists between the variables’ readiness and level of engagement the flexible learning modality. the standardized beta values for the variables attitude and readiness are 0.072, and -1.067, respectively, indicating that the attitude toward flexible learning modality has an impact on the model; thus, its positively related to students’ level of engagement. summary of findings the salient findings of this study were summarized according to the statement of the problem the salient findings of this study were summarized according to the statement of the problem: students’ perceptions on the use of flexible learning modality in terms of their: attitude; readiness; and level of engagement. based on the findings of the study, the respondents were found to be fairly positive attitudes towards flexible learning modality which obtained an overall weighted mean of 3.27 (n). on the other hand, the students’ perceived readiness particularly on the dimensions of students’ attributes, time management, and technical competence shows that students are moderately confident or on average level. however, their readiness in terms of communication revealed that they are confident in performing such as the use of synchronous and asynchronous technologies. on the contrary, the result of the students’ level of engagement showed that they have a high level of engagement in their class which obtained a mean rating of 3.97. this mean rating is an equivalent description of “true of me”, therefore, the students are highly engaged with the different activities of the said course. difference between students’ demographic profile and their perceptions on the use of flexible learning modality: attitude; readiness; and level of engagement. analysis of the results showed that the computed p-values are greater than the alpha level (α) of 0.05. accordingly, there is no significant difference that exists between sex, senior high school strand, and family’s monthly income to their attitude, readiness, and level of engagement in their classes utilizing the flexible learning modality. variables predict that students’ level of engagement towards the flexible learning modality. based on the analysis of the significant relationships of the variables— attitude and readiness towards flexible learning on the students’ level of engagement in environmental science class—there is a negative relationship between the variables’ readiness and level of engagement. however, the students’ attitude toward flexible learning modality has an impact on the teaching approach, thus, there is a positive correlation to the students’ level of engagement in environmental science class. conclusion based on the indicated findings, the following conclusions were drawn: the students’ perceptions toward flexible learning modality with regard to their attitude revealed that the students were fairly positive with the learning modality. however, students are moderately confident with the setup of the flexible learning modality. in addition, their level of engagement is noticeably high throughout their learning. the result of the comparison of the students’ demographic profile and their perceptions of flexible learning modality implies no significant differences. the result of the relationship between the student’s level of engagement and their perceptions of flexible learning in terms of readiness shows a negative correlation. on the contrary, there is a positive correlation between students’ level of engagement to their attitudes toward the flexible learning modality. recommendation after a thorough assessment and considering the forgoing findings of this study, the following recommendations are presented: 1. the flexible learning of the course offered in community college should be shifted to more personalized learning that may suit the learning needs and interests of the students and may eventually increase the students’ attitudes and readiness and their level of engagement or become flexible learners. 2. the result of this study and with initiatives of the students affairs services (sas) of the community college administrator should conduct student orientation and training development for flexible learning students. students should receive the appropriate instruction and orientation and be prompted to consider their qualities as flexible learners, as well as their abilities in time management, communication, and technical skills, as these abilities are essential for flexible learning modality. 3. similar research should be conducted and strive to include other courses including the way they learn the competencies or learning outcomes of a particular course. moreover, future studies should also investigate teaching-learning strategies appropriate for flexible learning as well as how the modality impacted their academic performance. moreover, the experiences of the instructors implementing the flexible learning modality should also be investigated. references allison, c. b., laney, j. d., & member, c. 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(2015). computers & education personalising learning: exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. computers & education, 88, 354–369. https://doi.org/10.1016/j. compedu.2015.07.008 pa ge 1 pa ge 74 american journal of multidisciplinary research and innovation (ajmri) preferred style of teaching and learning by college students in the new normal jhan michael s. languita1, jahzeel b. ligtas1, danica c. baron1, tomas jr a. diquito1* volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1209 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 15, 2023 accepted: january 27, 2023 published: february 02, 2023 styles of teaching and learning are one of the factors that contribute to student learning performance. this study aimed to determine the students’ preferred teaching and learning styles in the new normal education implemented during the pandemic. moreover, a quantitative-descriptive design was used to attain the research objectives. a total of thirtyitem questionnaires were categorized using the three learning theories: constructivist learning theory, self-actualization theory, and transformative learning theory. a total of three-hundred forty-four (344) college students from the university of mindanao-digos participated in the study. results showed that students have a high level of preference for constructivist learning theory, self-actualization theory, and transformative learning theory in teaching and learning style in the new normal. when analyzed by department, selfactualization theory and transformative learning theory showed significant differences, while constructivist learning theory showed no significant difference. in terms of year level, constructivist learning theory and transformative learning theory showed no significant difference while self-actualization theory showed significant difference. thus, it is recommended that professors should utilize a constructivist, self-actualization, and transformative teaching and learning approach to college learners and implement a learning style suited to the year level and department of students keywords learning theories, new normal education, constructivist learning theory, self-actualization theory, transformative learning theory introduction in this pandemic era, the academic world recognizes the significance of understanding students’ diverse learning and teaching preferences for achieving academic success. the effect of teaching and learning styles in the classroom is essential for students’ growth. however, the ongoing covid-19 spread has influenced students all over the world. the traditional contact teaching method resulted in an e-learning approach for significant student participation. moreover, the 4th sustainable development goal (sdg) developed by the united nations aims for inclusive and equitable quality education to become timely in response to the current needs of education during the new normal setup (crawford & cifuentes-faura, 2022). the ability of both processes to be linked to a particular style for both students and teachers is one of the essential components of learning and teaching (munna & kalam, 2021). the new normal setup brings mixed experiences among learners, these include both positive and negative experienced that could affect their learning (diez et al., 2021). thus, the urgency of re-examining and assessing the current classroom situation in the virtual context is greatly needed to conclude which learning theories in education are more efficient as students’ teaching and learning styles in the new normal setup. being aware of and utilizing both teaching and learning pedagogies is essential. as the two key participants in this process, students and teachers should fully collaborate, especially considering learners’ needs. at alimam muhammad ibn saud university in saudi arabia, alnujaidi (2018) looked into the differences between the chosen learning methods of 130 english as a foreign language (efl) students and the preferred teaching styles of 102 efl teachers. results showed that sensory, visual, active, and efl students chose sequential learning modes. timisina, tschewang, tshering, rinchen, sherab, dawa, dorji, and tashi (2021) also modified the vark (visual, aural, read or write, and kinesthetic) model survey questionnaire to be used in the descriptive analysis of correlation, frequency, and percentage to 215 middle and higher secondary students in nangkor high school, bhutan. according to a study, kids prefer kinesthetic (k) and aural (a) learning modes, with a slight preference for visual learning (v). the same concept was applied by berková, borůvková, and frendlovská in 2020 among university students at the polytechnic jihlava and the college of international and public relations prague in the czech republic. the deep problem-based learning style was selected by 43.9% of respondents from both schools, while the surface method was favored by 37.1%. the visual style received 9.8% of responses, and the aural style received 9.1%. besides, the global covid-19 pandemic has significantly impacted nearly every aspect of life, including education, and the philippines is no exception. factors associated with attitudes in online-blended learning include adaptability, technology acceptance, convenience, interaction, control, satisfaction, self-regulation, and engagement (acuña et al., 2021). in addition, hospitality management students of pangasinan state university, philippines, prefer visual learning, auditory learning, and kinesthetic learning, according to the study conducted by mejia, queroda, and mangrobang (2018). additionally, carbonel (2013), as cited by ramasamy, apadore, mohamad, & letchumanan 1 department of teacher education, university of mindanao, digos, philippines * corresponding author’s e-mail: tomasdiquito@umindanao.edu.ph https://doi.org/10.54536/ajmri.v2i1.1209 https://journals.e-palli.com/home/index.php/ajmri pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 74-82, 2023 (2018), found that 46% of college students at kalingaapayao state college have desirable learning through the visual style of learning, while 36% of auditory learning and 18% more likely prefer the tactile style of learning. sison, galves, and coronel (2017) pointed out that social learners are more likely to choose an activity requiring social interaction, communication, and collaboration among a group of people. they find ways to connect with other people regularly, whether they play team sports, talk on the phone more than most, or enjoy social gatherings. sison et al. (2017) suggest activities such as role-playing, panel discussion, mind maps, system diagrams, or group projects to promote interactive classroom settings. one of the primary objectives of educators is to help students realize their fullest potential and develop into effective and productive individuals. constructivist learning aims to provide opportunities for students to shape their learning through rich and interactive teaching strategies/materials that make knowledge meaningful and applicable. arik and yilmaz (2020) examined the effects of constructivist and active learning on environmental education. the findings indicated that constructivist and active learning could be used in environmental education. when designing a learning course, activities and exercises provide learners with opportunities to achieve their objectives and meet their growth requirements. additionally, d’souza, adams, and fuss (2015) outline the creation of a self-actualization activity inventory at devry college of new york to determine whether self-actualizing values are translated into self-actualized actions. results revealed that an individual might claim to have self-actualizing beliefs and feelings. during the pandemic, online learning has become more prevalent and is now recognized for its capacity to connect students in higher education and professional training and development. aboytes & barth (2020) investigated how transformative learning has been conceptualized and operationalized in education for sustainability learning (esd) and gathered evidence to facilitate transformative learning in formal and non-formal settings. this study indicates that, if thoroughly investigated, it can aid in designing and implementing educational interventions and learning more sustainable assessments. this study seeks to determine the students’ preference for teaching and learning styles in the new normal. the output of this study could greatly help the administrator and department heads evaluate their educational policies and incorporate students’ perceptions of educational needs into the planning and evaluation of educational programs. this will also help teachers and professors to design the appropriate teaching strategies and methodologies based on the education learning theories presented in this paper. research objectives this study generally aimed to determine the students’ preference for learning and teaching style in the new normal: specifically, this study sought: 1. to describe the demographic profile of the respondents in terms of; 1.1. department; 1.2. year level. 2. to describe the level of students’ preference in teaching and learning style in the new normal among the three learning theories in terms of; 2.1. constructivist learning theory; 2.2. self-actualization theory; 2.3.transformative learning theory 3. to explore if there is a significant difference in the level of students’ preferred teaching and learning style when analyzed by profile. 4. to identify the most preferred learning and teaching style in the new normal based on profile. method research design this study utilizes a descriptive quantitative approach in attaining the research objectives. this design was selected because the study heavily emphasizes on the measurement of objective data and the analytical of data (casuga, god, and reyes, 2020). moreover, this design aided in assessing and determining students’ learning and teaching preferences among the three learning theories in the new normal setup. research locale and respondents this study was conducted at the university of mindanao digos, philippines. the said institution is located in the southern part of the country, part of the mindanao area. respondents of the study involved three-hundred fortyfour (344) students from the entire population of college students of the institution who were officially enrolled in the school year 2021-2022 and currently taking the course under the department of teacher education (dte), department of business administration (dba); department of criminal justice education (dcje); department of accounting education (dae); department of arts and science education (dase), and department of technical programs (dtp) from firstyear level to the fourth year. lastly, researchers applied a simple random sampling to each department. research instruments the researchers used adapted questionnaires based on the following authors: to understand what constitutes teaching methods and to gain in-depth knowledge of current trends in effective teaching methods, one can use the constructivist learning theory questionnaire. sithara yjn fernando and faiz mmt marikar (2017) entitled “constructivist teaching/learning theory and participatory teaching methods.” “self-actualization activity measurement”jeevan d’souza and brian fuss (2015) were used to determine whether self-actualizing values result in self-actualized actions through the selfactualization theory. lastly, in transformative learning theory, researchers adapted the questionnaires from https://journals.e-palli.com/home/index.php/ajmri pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 74-82, 2023 the study by robert charles cox entitled “assessing transformative learning: toward a unified framework” (cox, 2017) to evaluate the results and mechanics of applying transformative learning in any situation. with a cronbach’s alpha of 0.933, the reliability analysis results during the pilot testing were highly acceptable. this suggested that all 30 adapted/modified items were valid and reliable. a 5 – point likert scale was used in the 30-item survey questionnaire. the scale below was the basis for analyzing and interpreting the data gathered data gathering procedure table 1: range of means range of means descriptive levels descriptive meaning 4.20-5.00 very high it indicates that students strongly agree with this learning and teaching style in the new normal. 3.40-4.19 high it indicates that students agree with this learning and teaching style in the new normal. 2.60-3.39 medium it indicates that students feel undecided about this learning and teaching style in the new normal. 1.80-2.59 low it indicates that students disagree with this learning and teaching style in the new normal. 1.00-1.79 very low it indicates that students strongly disagree with this learning and teaching style in the new normal. a request letter to conduct the study was sent to the research and publication center (rpc) of the university of mindanao-digos, indicating the purpose and general objective of the study. once approved, a request letter to commence the study was sent to the college dean of the institution. once granted, the researchers now sent a google form to the respondents of the study (google form was used due to online modality of learning implemented by the philippine government at the time of data collection in response to covid-19 outbreak). the google form is composed of three major sections, first section is the description of the study, second is the consent form, and lastly the variables of the study. after gathering the necessary data, data tabulation and analysis was then carried out. materials used in this study, such as google forms, were kept and secured. data analysis this study utilizes the mean score and kruskall-wallis h test in data analysis. mean score was used to determine the behavior of the sampled population per indicator. moreover, kruskall-walis h test was used to analyze the data for the significant difference between department and year levels. all interpretations were based on a significance threshold of 0.05. furthermore, the mean test was used to analyze the students’ level of preference in teaching and learning style in the new normal. results and discussion profile of respondents table 2 shows the profile of 344 respondents from six departments at um digos. as depicted in table 2 , the results revealed that the dte obtained the highest frequency of 101 (29.4%). dcje then followed it with a frequency of 87 (25.3). third, dba with a frequency of 77 (22.4%), the fourth highest frequency was das, 29 (8.4%). after that, dae with a frequency of 28 (8.1%). moreover, the dtp reaped the lowest frequency, 22 (6.4%). at the year level, third-year-level students got the highest frequency of 130 (37.8%). first-year students followed them with a frequency of 77 (22.4%). then, second-year students with a frequency of 73 (21.2%). fourth-year students have the lowest frequency of 64 (18.6%). table 2: profile of respondents (n=344) profile f % department dte 101 29.4 dcje 87 25.3 dba 77 22.4 das 29 8.4 dase 28 8.1 dtp 22 6.4 year level 1st year 77 22.4 2nd year 73 21.2 3rd year 130 37.8 4th year 64 18.6 students’ level of preference in the teaching and learning style in the new normal table 3 shows the mean results of the theories included in the study. constructivist learning showed a high preference for the teaching and learning style in the new normal (x̄=3.98, sd=0.713). the first question, “lecture is a good teaching method in the new normal of education” (x̄=4.03, sd=0.810), indicates that students respond highly to this learning approach. the second question, “question-and-answer is an effective teaching strategy in the new normal of education,” supports the third question (x ̄=4.12, sd=0. 854) “using the questionand-method will help you learn more effectively in the new normal of education,” got the highest respond (x̄=4.15, https://journals.e-palli.com/home/index.php/ajmri pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 74-82, 2023 sd=0.824). the fourth question, “group discussion promotes meaningful learning in a new normal setup,” got a high-level indication (x ̄=4.13, sd=0.925). according to arik and yilmaz (2020), students actively participate in conducting experiments and drawing their results. as a result, each learner interprets and constructs knowledge differently, igniting the students’ innate desire to explore the actual world and discover how things operate. transformative learning theory revealed a high preference for the teaching and learning style in the table 3: mean results of the theories with level of preference indicators x̄ sd level of preference constructivist learning theory 3.98 0.713 high transformative learning theory 3.78 0.688 high self-actualization theory 3.57 0.651 high overall 3.78 0.684 high new normal (x̄=3.7849, sd=0.68759). it indicates that students respond highly to this teaching and learning style in the new normal. the first question, “different points of view were usually included in a group discussion which helps promote effective learning” (x̄=4.1279, sd=0.8746), indicates that students agree with this learning and teaching style in the new normal. the second question, “in the new normal, i explored new ways to think about my beliefs with the help of the class by raising questions about my beliefs in a certain topic” (x ̄=3.8285, sd=0.87212). the third question, “stepping out from my comfort zone will help me learn perspective,” got the highest response (x̄=4.1686, sd=0. 8843). mezirow (1991), referenced by sahin, mehmet, dogantay, & hidayet (2018), emphasizes the need for transformative learning to help adult learners develop into independent thinkers and learners. teachers should instruct students on how to think independently in this situation. additionally, instructors or other educators who can forge genuine connections with their learners might benefit from transformative learning. thus, according to cranton (2006), as cited by sahin et al. (2018), children who have a sincere relationship with their teachers are better able to identify uniqueness in their own lives. lastly, the self-actualization theory obtained a high level of preference in the teaching and learning style in the new normal (x̄=3.5727, sd=0.65073). it indicates that students respond highly to this teaching and learning style in the new normal. the question “it is preferable to be yourself in class than to be popular” (x ̄=4.157, sd=0.90596) indicates that students agree with this learning style in the new normal. the second question “i believe that people are inherently good and can be trusted in-class activities in a new normal setup” (x ̄=4.157, sd=0.90596). arslan (2017) concluded that students who were happy with their educational experience had more self-confidence to realize their full potential. additionally, students develop a passion for self-actualization by feeling secure and confident in class (ordun & akun, 2017). additionally, ackay & akyol (2012), as referenced by aljaser (2019), demonstrated that students could fulfill their demands for self-actualization in schools that employ learning methods that satisfy their needs. teachers must concentrate on instructional methodology and enhancing creativity because self-actualization is a crucial objective in the learning process. students’ preferred teaching and learning style when analyze by department table 4 presents the kruskal-wallis h test results that showed the different theories when analyzed by department. constructivist learning theory kruskal-wallis h test result showed no significant difference in the students’ preference in this learning theory when analyzed by discipline, χ2(2) = 2.787, p = 0.733. the result failed to reject the null hypothesis. a new normal learning setup is a current learning environment where students can work together to create meaningful learning experiences. this provides an opportunity to develop teaching practices in a constructivist and collaborative online setting. according to the research done by matcha, gasavic, & uzir et al. (2020), there is no discernible difference in student involvement levels between the computer engineering and biology courses, given that both have a solid correlation to academic success. dikmen, tuner, & simsek (2018) research also revealed no significant difference between university students’ learning styles and attitudes. this shows that there are still indications that students may retain learning even when they are in a new situation and experience challenges. bhati and song (2019) concluded in a research study that learners had better ownership of their learning and flexibility to create their understanding in a new typical context in an atmosphere free of teacher-directed education but with overall encouragement from the teacher. self-actualization theory a kruskal-wallis h test result showed a statistically significant difference in this learning theory when analyzed by discipline, χ2(2) = 12.555, p = 0.028. according to ahmed (2018), studying self-actualization in college students is crucial for optimal growth because it involves using creativity, seeking spiritual enlightenment, pursuing knowledge, and the desire to help society. the researcher found that college students from different streams do not differ in self-actualization. on the contrary, in a study, al lawati (2020) demonstrated how https://journals.e-palli.com/home/index.php/ajmri pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 74-82, 2023 self-actualization and its connection to a student’s field of study in higher education impact their ability to learn. she also noted that psychology students place a higher preference for self-actualization than students in other disciplines.the current study showed that when analyzed by department, self-actualization theory as a teaching and learning preference among college students has significant differences. the results showed that further study could be done to determine which of the departments preferred the self-actualization teaching style. transformative learning theory a kruskal-wallis h test showed a statistically significant difference in this learning theory when analyzed by discipline, χ2(2) = 12.062, p = 0.034. during the pandemic, the transformative learning process comprises bringing education students closer to critical thinking and assisting them in defining, organizing, and evaluating learning independently at home (dalimunthe, sutisna, zakiah, & handayani, 2021). the students’ changed perspective towards learning can be of greater use in adjusting to the demands of the school community. as investigated by nichols, choudhary, & standring (2020), four hundred ninety-nine students across six discipline areas affirm how distance education promotes transformative learning outcomes among learners. the results revealed that teaching and learning styles and the discipline studied are related and should be included in learning interventions. the current study showed that transformative learning theory as a teaching and learning style preference among college students has significant differences when analyzed by department. the results show that further study can be done to determine which of the departments preferred transformative learning styles. students’ preferred learning and teaching style table 4: kruskal-wallis h test results show the different theories when analyzed by the discipline department n mean rank chi-square df asymp. constructivist learning theory dba dte dcj dtp dae das total 77 101 87 22 28 29 344 180.0 178.63 170.29 165.32 164.23 149.67 2.787 5 .733 self-actualization theory dcj dte dba dtp dae das total 87 101 77 22 28 29 344 185.58 183.36 174.88 167.14 139.45 125.09 12.555 5 .028* transformative learning theory d dba dcj dtp dae das total 101 77 87 22 28 29 344 188.34 183.61 172.24 157.77 140.04 131.14 12.062 5 .034* p=.05* when analyze by year level table 5 presents the kruskal-wallis h test results that showed the different theories when analyzed by year level. constructivist learning theory a kruskal-wallis h test showed no significant difference in students’ preference in this learning theory when analyzed by students’ year level score, χ2(2) = 7.747, p = 0.52. this result fails to reject the null hypothesis. according to research by singh, govil, and rani (2015; cited by leasa, corebima, ibrohim, & suwono, 2017), secondary school students preferred visual learning the most (45.7%), followed by auditory (21%), tactile (18.3%), and kinesthetic (15%). furthermore, (khan, arif, & yousuf, 2019) discovered that constructivist learning preferences, particularly visual and kinesthetic methods, had no significant relationship to college students’ academic achievement. this indicates that regardless of year level, all college students can sustain learning through constructivist teaching and learning approaches in the new normal. self-actualization theory a kruskal-wallis h test showed a statistically significant difference in students’ preference in this learning theory when analyzed by students’ year level score, χ2(2) = 11.160, p = 0.011. the result rejects the null hypothesis. students have had various educational experiences, https://journals.e-palli.com/home/index.php/ajmri pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 74-82, 2023 and their evaluations are influenced in part by their level of happiness with the educational experience. based on schordpp (2008), as cited by lam & hassan (2019) study, the best predictors of academic success were senior baccalaureate nursing students and their educational needs, while the best predictor of perceived self-actualization was happiness with the educational experience. based on maslow’s hierarchy of needs theory, kurt (2020) said that a better understanding of each student’s fundamental needs will enable the teacher to help the student in addressing their diverse educational challenges and enable each student to realize their full academic potential. students should start with the most basic educational materials, move on to belonging to and being protected by others, and finish with self-fulfillment. when students’ learning requirements are met, they are more likely to be satisfied with their educational experience and more likely to complete more complicated activities and reach higher levels of learning (schordpp, 2008, as cited by lam & hassan 2019). transformative learning theory a kruskal-wallis h test showed no significant difference in this learning theory when the student’s year-level score was analyzed, χ2(2) = 6.092, p = 0.107. the result rejects the null hypothesis. elsayary (2021) discovered that elementary and high school stem students develop relationships with their peers, community, and the wider world, critically reflect on their learning, actively engage in problem-solving, transform their viewpoints, and engage in sustainable community practices. according to moloi and adegoriolu (2021), the use of transformative methods also helps students develop ownership or selfdirected learning by beginning their learning, acting as active agents of their learning, and accomplishing collaborative learning. the study’s findings suggest that college and university students can improve proficiency and abilities by utilizing transformative learning theory as a teaching and learning technique regardless of their year level. teachers accomplish these objectives by developing a shared understanding of a particular field, providing modeling and mastery opportunities, challenging and motivating students, offering individualized attention and feedback, designing experiences that go beyond the walls of the classroom, and giving students plenty of opportunities for reflection” (slavick & zimbrado, 2012 as cited by larson & fay 2016). most preferred teaching and learning style table 5: kruskal-wallis h test results show the different theories when analyzed by year level year level n mean rank chi-square df asymp.sig constructivist learning theory 1st year 2nd year 3rd year 4th year total 77 73 130 64 344 188.76 162.29 158.97 192.07 7.747 3 .052 self-actualization theory 1st year 2nd year 3rd year 4th year total 77 73 130 64 344 171.87 145.00 173.96 201.66 11.160 3 011* transformative learning theory 1st year 2nd year 3rd year 4th year total 77 73 130 64 344 179.77 148.80 174.07 187.60 6.092 3 .107 p=.05* table 6 shows the mean results of the theories. dte and dba show the highest mean score of 4.04 in terms of constructivist learning theory. the second highest mean is dcje, and dtp scored 3.85. das scored the least mean score of 3.83. this supports the results of table 3 that constructivist learning theory shows no significant difference among departments. a new normal learning setup is a current learning environment where students can work together to create meaningful learning experiences. it will also provide an opportunity to develop teaching practices in a constructivist and collaborative online setting. according to (bhati & song, 2019), learners had better ownership of their learning and flexibility to create their understanding in a new typical context in an atmosphere free of teacher-directed education but with overall encouragement from the teacher. for transformative learning theory, dba shows the highest mean score of 3.82, followed by dcje with 3.78 and dtp with 3.77. dte and das got a 3.51 mean score, and dae with 3.50. this result backs up the result in table 3 that transformative learning theory as teaching and learning style of students in the new normal shows significant differences. during the pandemic, the transformative learning process comprises bringing education students closer to critical thinking and assisting them in defining, organizing, and evaluating learning https://journals.e-palli.com/home/index.php/ajmri pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 74-82, 2023 independently at home (dalimunthe, sutisna, zakiah, & handayani, 2021). when learners are confronted with scenarios like as a global pandemic that forces schools to close, they are forced to question their current frames of reference and, as a result, adjust them to reflect on their acquisition of understanding and knowledge (mezirow, 1994 as cited by merriam & baumgartner, 2020). a new normal arrangement would signal that this department was more likely to participate in a learning experience that could be transformational. lastly, for self-actualization theory, dcje obtained the highest mean score of 3.66, followed by dte with 3.64 and dtp with 3.63. dae acquired a 3.37 mean score, while das got the lowest mean score of 3.24. this relates to the result in table 3 that self-actualization theory has significant differences in teaching and learning styles when analyzed by department. the traditional educational model emphasizes the maintenance of status through the ability to think critically about reality (kershaw, 2012, as cited by nixon, 2020). sarici bulut (2018) shows that teaching students self-actualization skills will improve their ability to adapt and their level of life satisfaction. because of this, self-actualization activities should be a part of school curricula. he believed that these activities would help learners overcome hurdles to self-actualization and play a good effect in lowering anxiety. table 6: mean results of the theories indicator dte dcje dba das dae dtp constructivist learning theory 4.04 3.95 4.04 3.83 3.85 3.95 transformative learning theory 3.51 3.78 3.82 3.51 3.50 3.77 self-actualization theory 3.64 3.66 3.57 3.24 3.37 3.63 conclusion the study’s primary purpose was to determine the students’ teaching and learning styles in the new normal. specifically, to describe the level of students’ preference in teaching and learning style in the new normal among the three learning theories in terms of constructivist learning theory, self-actualization theory, and transformative learning theory. also, to explore if there is a significant difference in the level of the student’s preference and to identify the most preferred teaching and learning style. it was revealed that constructivist learning, transformative learning, and self-actualization showed a high preference for the teaching and learning style in the new normal. additionally, the kruskal-wallis h test result showed no significant difference in the students’ preference for constructivist learning theory when analyzed by discipline. in comparison, both self-actualization and transformative learning significantly differ in the students’ preference for these learning theories. on the other hand, both constructivist and transformative learning show no significant difference when analyzed by year level, while self-actualization shows a significant difference. lastly, most dba and dte students preferred constructivist learning based on mean scores. in contrast, most dba students preferred transformative learning, and dcje students preferred self-actualization theory as their teaching and learning style in the new normal. students from all departments who were seeking college degrees and who could therefore be considered college students made up the sample used for this study. the findings of this study might not be relevant to students who are not enrolled in colleges such as kindergarten, elementary, junior high school, and senior high school. for future researchers, it is suggested that they look at the other educational theories to incorporate with the teaching and learning styles of students from different levels of education, such as elementary, secondary, and senior high school. teachers and university professors should explore different teaching and learning strategies suited to the year level and program where the students belong. references aboytes, j. g. r., & barth, m. 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(2018). investigation of higher education students’ learning styles and attitudes towards mobile learning according to various variables. international journal of social sciences and education research, 4(3), 433-446. https:// doi.org/10.24289/ijsser.412095 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 89 american journal of multidisciplinary research and innovation (ajmri) virtual internship and work-integrated learning outcomes of the hospitality management students enya marie d. apostol1*, emma vida r. liwanag1, kathy p. maglalang1 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1723 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 24, 2023 accepted: june 08, 2023 published: june 13, 2023 to adapt to the current pandemic, the higher education system in hospitality management must shift away from traditional classroom to online classroom settings. successful hospitality management education requires internship experiences as it eases the students’ transition between education and employment. however, delivering it through virtual channels presents special challenges. thus, this research aimed to assess how hospitality management students view the virtual internship (vi) and work-integrated learning (wil) outcomes during pandemic. this study employed descriptive method to identify the different variables of the study and presents quantitative research that utilized online survey method to gather data. the respondents of the study were the fourth year bachelor of science in hospitality management (bshm) students (n=35) from the college of business and management of the mindoro state university-calapan city campus who undertaken the virtual internship for the second semester of ay 2021-2022. results of the study showed that vi was the best alternative to face-to-face internship as the students felt secured and less exposed on the threats of covid-19, however, the vi felt short of the means for them to ask questions and clarify difficulties as well as failing to form networking opportunities. students also believed it enhanced their skills and have advanced in their practical knowledge but somehow, they lack in creating opportunity to work in a genuine hospitality industry setting. it is recommended to conduct a hybrid internship, both virtual and on-site, to create a chance for the hospitality management students to have an authentic workplace setting. keywords covid-19 pandemic, virtual internship, work-integrated learning, hospitality management, hospitality industry introduction covid-19 has had a significant impact on every aspect of our lives and society. the higher education system in hospitality management must adapt to the current pandemic by shifting away from traditional classroom settings and toward online classrooms. this unprecedented change affects many aspects of the student learning environment, particularly courses that include field experiences, such as student internship programs. this is when in early the first months of 2020 the world health organization (who) declared corona virus disease 2019 (covid-19) outbreak triggered by severe acute respiratory syndrome coronavirus (sarscov 2) with an approximately 2.1% mortality rate (world health organization (2020). the covid-19, a highly contagious respiratory illness, spreads through contact with other infected individuals with symptoms such as fever, cough, and respiratory distress (oran & topol, 2020). the pandemic disruptively influenced about 1.6 billion learners in more than 190 countries and all continents (psacharopoulos et al., 2021); universities in the global aspect closed campuses to avoid the spread of virus and advanced to online or hybrid classes through online platforms (unicef, 2021). covid-19 had a severe impact on internships programs as required by higher education institutions. internships help students develop critical thinking, problem solving, and communication skills, which are considered essential components of a good education (seyitoğlu & yirik, 2015). these are intended to connect the classroom to the industry by allowing students to apply what they have learned in the context of a variety of businesses and gain hands-on experience working for businesses in the hospitality industry (enghagen, 2018; kim & jeong, 2018; sonnenschein et al., 2019). however, due to the pandemic, for nearly couple of years, most higher education institutions refrain from offering internships. instead, university administrations encourage students to write “research-based papers.” some universities conduct internships, but only through virtual means, where students face the same challenges. students must attend online meetings, video conferences, and maintain social media relationships on occasion. in this regard, a number of universities have altered their policies and adopted the “new normal” system. in lieu of internship, a wide array of multiple segments were believed to compensate for the internship’s shortcomings and cover the items students may not attain offline such as online surveys, projects, research papers, review papers, and other types (khan et al., 2022). in a glassdoor research undertaking, it was revealed that half of all internships in the united states (52%) were canceled in the early months of the year since the coronavirus outbreak began. while all industries saw a drop in internship openings in this period, the hospitality industries manifested a 92% drop since the first quarter of 2020 (stansell, 2020). many businesses 1 mindoro state university, philippines * corresponding author’s e-mail: enya.apostol@minsu.edu.ph pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 89-96, 2023 canceled internships due to budget constraints or an inability to transition to an online format. almost fourths of employers in the us have cancelled their internship programs, including major companies such as yelp, disney, geico and american airlines (moreno, 2020; lumpkin, 2020; yaffe-bellany, 2020). others resorted to virtual or remote internships as a substitute. according to a national association of colleges and employers (nace) poll conducted in the second quarter of 2020 (yaffe-bellany, 2020), 42% of employers said they were transitioning internships to a virtual format. internships and practicums in hospitality programs in the united states had to be converted to virtual ones as well. in the philippines, the commission on higher education (ched) issued several memorandum orders that allows to adapt with the new normal education system and has allotted around php15 billion to ensure that the provision of financial support to state-led initiatives to continuously lessen the effects of the pandemic to the higher education students (ched, 2020) under the republic act no. 11469 or the “bayanihan to heal as one act”. this action was done to meet the needs of students, particularly the 3.5 million tertiary-level students enrolled in approximately 2,400 heis, certain heis in the country have implemented proactive policies to ensure that education will not be disrupted despite the closure (joaquin et al., 2020). among the memoranda that were issued by ched were ched memorandum order (cmo) no. 18, series of 2021 that stipulates the guidelines on the conduct of practicum activities for bachelor of science in hospitality management (bstm) in consonance with the health protocols imposed by the inter-agency task force (iatf) reflective of the joint memorandum circular 2021-01 and cmo no.4, series of 2020 (ched, 2021). in this scenario, virtual internship (vi) is among the options given to the students of higher education institutions in the philippines. this does not only assist interns in achieving higher-level learning outcomes, but also provide additional educational benefits, such as increased academic achievement, a series of attainable goals in the real world, greater organizational and interpersonal cultural awareness, and a more optimistic attitude (park & jones, 2021). it can assist interns in gaining more knowledge with employers of their choice regardless of their location, any limitations that may limit their mobility, or other responsibilities (feldman, 2021). virtual internships, according to raina & srivastava (2020), provide better knowledge and experience with regard to technical tools and communication programs that employers expect from applicants. carlton (2021) emphasized that vi make previously unattainable opportunities possible with students from a rural origin can intern at large companies without migrating, and undergrads can pursue their preferred company even if it is not located in their hometown. the vi is one among the elements to achieve workintegrated learning (wil) outcomes. work integrated learning (wil), also known as active learning or experiential learning, is a widely used term that refers to students spending time in a workplace setting as part of the curriculum of a course or program. this bridges the gap between theoretical classroom learning and applied workplace learning. apprenticeships, field placements, practicums, co-ops, internships, applied research projects, and service learning are all examples of wil (peters et al., 2014). companies and institutions consistently advocate for degrees in higher education institutions that provide students with the skills, knowledge, and attributes they need to perform well in the workplace and continue to develop through further applied learning (wilson-mah & thomlinson, 2014). differences between employers’ expectations and evaluations of tertiary education graduates’ enterprise capabilities continue to drive university curriculum to be reviewed especially during pandemic (jackson et al., 2022). work-integrated learning (wil), a spectrum of industry-student engagement activities that provide valuable opportunities for developing and applying skills and knowledge, including enterprise capabilities, is a particular focus. the vi and wil can be anchored on the experiential pedagogical principles that necessitate reflective learning and active engagement over passive listening (kolb & kolb, 2005) and embody a hierarchical yet iterative learning taxonomy (bloom, 1956) into virtual or online learning environments that may be either asynchronous and consumptive; asynchronous and interactive or blended online and face to face such as engaging in different threedimensional virtual learning environments (vles) as cited by bilsland, nagy and smith (2020). this was a contradiction to the statements by dalgarno and lee (2010), that there was a non-existence of a “fully immersive nor provide a true 3d experience” in an online education environment where each institution and students use common technological tools. this research study was conducted to address the gap on the correlation of the virtual internship and the attainment of work-integrated learning outcomes that it provides during pandemic where mobility and access remains as a challenge in the education system. though there were some studies undertaken in the event of pandemic to measure the effectiveness and extent of virtual internship (park & jones, 2021; feldman, 2021; alghamdi, 2022; dent & jo white, 2020; hora et al., 2021; saitta & kentor, 2021) as well as the in the aspect of work-integrated learning (jackson et al., 2022, alanson et al., 2020; hodges & martin, 2020; iipinge & batholmeus, 2020) and the approaches of vi and wil in higher education (bilsland et al., 2020), there were no published study on the relationship of vi and wil outcomes as perceived by the hospitality management students. the study sought to measure how hospitality management students view the virtual internship and work-integrated learning outcomes during pandemic. specifically, the study aimed to: (1) assess the virtual internship experiences; (2) identify the different work-integrated learning outcomes pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 89-96, 2023 that the hospitality management students believed they acquired through the virtual internship; and (3) correlate the virtual internship experiences and the work-integrated learning outcomes. methodology research design and sampling the research study employed descriptive method to identify the different variables of the study and presents quantitative research that utilized online survey method to gather data information from the respondents. the respondents of the study were the fourth year (4th) year bachelor of science in hospitality management (bshm) students from the college of business and management of the mindoro state university-calapan city campus who undertaken the virtual internship for the second semester of ay 2020-2021. this is one among the components of the 500-hour practicum program requirement comprised of 350 hours for the options on research writing, home-based entrepreneurial, business activities and virtual internship or face-to-face on-the-job training, 150 hours for national certificate training assessment and 100 hours for in-campus training. the respondents were among the identified students who participated in the survey via www.menti.com a week after the start of classes. the actual data were thirty-five (35) out of the forty (40) officially enrolled students in google classroom for the component on virtual internship. they were tapped through a created facebook messenger group chat to easily convey the necessary details for the conduct of the study. research instrument the study used a researcher-made online survey questionnaire using google forms with a close-ended 4-point likert scale statements (quantitative data) after critically looking for literature review related to virtual internship and work-integrated learning outcomes with description: strongly disagree (1), disagree (2), agree (3) and strongly agree (4). statements in the questionnaire were categorized into two (2) main domains as follows: the first part (10 items) assessed the views of the students on their virtual internship experiences; and the second part (10 items) was on the perception of the students on the work-integrated learning outcomes that they believed they acquired through the virtual internship. validity and reliability the inter-rate approach was followed by the study, where agreement between raters and agreement of repeated measures will be performed (gwet, 2012) so that presentations of the statements can be controlled (hallgren, 2012). the online survey questionnaire was presented to three experts on virtual internship and work-integrated learning through electronic mail in order to ensure its validity. the reliability of the study was determined after administration to ten (10) students who were not included in the study (from other programs who undertaken the virtual internship) and the instrument was found reliable with cronbach alpha’s reliability of 0.88 (p<0.05). the cronbach’s alpha coefficients of each domain were above 0.8, which was considered satisfactory. data collection the data were collected among the forty (40) fourth year bshm who undertaken the virtual internship component of the practicum. an online survey questionnaire was created through google forms (google llc, mountain view, california) and respondents were provided with a link in google classroom sent to a closed-group facebook messenger chatroom. they were notified a week prior to the administration of the online survey with consideration to some barriers or issues that affected the number of responses from the students, as expected from online surveys, only thirty-five (35) participated in the survey in a span of a week were included in the study that covered 90% of the identified student respondents. ethical consideration before the study was conducted, the respondents received a briefing and key information about the purpose of the study. through informed consent, the respondents willingly decided to take part in the study. in order to guarantee anonymity, secrecy, and the avoidance of potential harm, all information was held and handled with the utmost confidentiality in accordance with ra 10173, generally known as the data privacy act. results and discussion hospitality management students’ perception on virtual internship experience the student respondents perceived that the virtual internship was the best alternative to face-to-face internship which was manifested that they felt selfassured that they were secured and less exposed on the threats of the covid-19 pandemic (m=3.58) this be parallel to the findings shown in the study of saitta and kentor (2021) that faced with uncertainty brought about by the pandemic, other means of attaining their goals may be the best choice in support to the belief of the students that even if campuses and other establishments closed, learning needs to be continuous (nguyen & pham, 2020). though this contradicts with the study of hora et al. (2021) which revealed that online internship fills an important gap in providing access to online positions, as in-person positions were widely cancelled. the result revealed that the student respondents viewed that through the virtual internship they were able to practice new skills and apply new knowledge throughout the program (m=3.29) and reflect on their experiences and recognize their strengths and weaknesses (m=3.18). this can be attributed to the diversified activities and task given to them as evidenced by the result of the study of bilsland et al. (2020) that through observation, conversation, and the accomplishment of activities pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 89-96, 2023 associated with the role of a hospitality professional, students working as interns may acquire the identity and attitudes of professionals in the field, such skillbased learning outcomes assist the intern in blending theory with actual workplace experience (bayerlein & jeske, 2018). however, the results of the study are in contrast with the findings of sykes and roy (2017) that internships are necessary for successful hospitality and tourism education, but delivering an internship experience through virtual channels brings unique problems. on the other hand, the students felt that they were not able to ask questions and clarify difficulties (m=2.42) and failed to form connections with other interns and obtained networking opportunity (m=2.45). this connotes that the clarifications of the students were not answered completely by the virtual trainer. this be parallel to the findings shown in the study of bayerlein and jeske (2018) that although virtual internship programs help students improve their communication, relationshipbuilding, and understanding of ideas and concepts related to the workplace, they can also be technically challenging for some students. conversely, the results oppose the findings of zhong et al. (2021) that student’s engagement experience is positive despite the crisis. the results also contradict the assertion of richardson et al. (2013)who suggested that through virtual internships, collaboration or engagement between students and their peers as well as between students and instructors can be improved. table 1: hospitality management students’ perception on virtual internship experience item number through virtual internship mean description 1 i felt self-assured that i am secured and less exposed on the threats of the covid-19 pandemic. 3.58 strongly agree 2 i was able to reflect on my experiences and recognize my strengths and weaknesses. 3.18 agree 3 i felt the preparedness of the internship site 3.00 agree 4 i have acquired concrete skills that could not be obtained in on-site internship. 2.97 agree 5 i was able to ask questions and clarify difficulties. 2.42 disagree 6 i have formed connections with other interns and obtained networking opportunity. 2.45 disagree 7 i felt that the amount of task and workloads are enough and welldesigned. 3.02 agree 8 i was given an opportunity to articulate what i have learned through diversified activities. 3.18 agree 9 i was able to practice new skills and apply new knowledge throughout the program. 3.29 agree 10 i have received helpful guidance and assistance from the trainers and the internship site. 3.24 agree overall mean 3.03 agree hospitality management students on workintegrated learning outcomes the student respondents perceived that the virtual internship enhanced their skills and advanced their practical knowledge (m=3.74) this be parallel to the findings shown in the study of sykes and roy (2017) that the student’s expertise is strengthened and their readiness for future work conditions is improved by virtually learning the ins and outs of an industry through modern internship methods. the results are also connected with the study of bilsland et al. (2020) that a virtual internship offers structured learning opportunities within a lifelike virtual setting that mimics the real world. in contrast, the results contradict with the assertion of le (2017) who pronounced that the university graduates are dissatisfied with virtual internship programs and are more inclined to abandon the industry. results also showed that student respondents viewed that virtual internship helped them manage their future career aspirations and decisions (m=3.47), increased their awareness of global challenges and hospitality industry issues and learned a lot about the importance of teamwork and cooperation (m=3.45), respectively. this is in relation with the study of kim and park (2013) that one of the most important indicators in determining the quality of undergraduate hospitality management programs would be student internships. similarly, students are more likely to pursue careers in the hospitality industry, once they recognize the work values, they desire are evident in the industry (chuang & dellmann-jenkins, 2010). nonetheless, salatan (2015) affirmed that virtual internship may not be enough because it is vital for students to experience real job situation so that their expectations about their future career are fairly realistic. on the other hand, the student respondents viewed that the virtual internship created opportunity to work in a pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 89-96, 2023 genuine hospitality industry setting (m=2.42) and enable them to bring solutions to real-world problems in the hospitality industry setting (m=2.47). this entails that virtual internship did not provide student interns the real experience of being in a hospitality industry setting. the results may be associated with the argument of chen and shen (2012) who stated that students would be discourage to enter the tourism and hospitality industry after graduation when an internship program fails to meet the students’ expectations. relatively, experiencing real job situations are important for students so that their expectations about their future career are fairly realistic (2007). in contrast, the results contradict with the study of bovill et al., (2016) that through co-creation in the context of a virtual internship, students would be able to develop the creative skills that the hospitality industries would require in the future and contribute to the reform of educational institutions’ curricula. table 2: hospitality management students’ perception on work-integrated learning outcomes item number through virtual internship the following are work-integrated learning outcomes: mean description 1 created opportunity to work in a genuine hospitality industry setting. 2.42 disagree 2 developed my sense and awareness of workplace culture. 3.39 agree 3 enhanced my skills and advance my practical knowledge. 3.74 strongly agree 4 helped manage my future career aspirations and decisions. 3.47 agree 5 boosted my employment prospects. 3.42 agree 6 increased my awareness of global challenges and hospitality industry issues. 3.45 agree 7 learned a lot about the importance of teamwork and cooperation. 3.45 agree 8 able to bring solutions to real-world problems in the hospitality industry setting. 2.47 disagree 9 gained a real sense of appreciation of the nature of hospitality. 3.42 agree 10 advanced my technological skills and web-based capacity. 3.37 agree overall mean 3.26 agree correlation of the perception on virtual internship and the work-integrated learning outcomes the study revealed in table 3 that there is a moderate negative correlation between the virtual internship experiences of the hospitality management students and the work-integrated learning outcomes. this means that there is a relationship between the vi and the wil outcomes, though may not primarily mean that one table 3: correlation of the perception on virtual internship and the work-integrated learning outcomes variables correlation (r-value) interpretation virtual internship and -0.5108 moderate negative correlation work-integrated learning outcomes figure 1: graphical representation of the correlation of the perception on vi and the wil outcomes variable decreases as the other increases as illustrated by figure 1. this might be the effect of the pandemic to the learning experiences of the students that were conducted mostly virtual. this could explain that relatively the virtual internship experiences of the student respondents have a moderate effect on their acquired work-integrated learning. this is supported by the study of alanson et al. (2020) that the availability of traditional wil options for students lessened as commercial partners implemented diverse measures to survive in the business through different strategies, thus, options for conduct of faceto-face internship is also affected. this is argued by the findings of bist et al. (2020) most interns lack the required work-integrated learning preparedness which are necessary in the workplace that could possibly not covered through virtual internships. pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 89-96, 2023 conclusion this study focused on three-folds, the perception of the hospitality management students on their virtual internship experiences, the different work-integrated learning outcomes that they believed they acquired through the virtual internship; and the correlation between the vi and wil. based on the results of the study it can be concluded that the student respondents’ perception on their vi experiences was that, overall, virtual internship was the best alternative to face-to-face internship by which they felt secured and less exposed on the threats of the covid-19 pandemic, however, the vi felt short of the means for them to ask questions and clarify difficulties as well as they failed to form connections with other interns and obtained networking opportunity. in terms of their perceived acquisition of wil outcomes, as a whole, they believed that they have gained enough from the experience and that it enhanced their skills and have advanced in their practical knowledge. on the other hand, due to its virtual nature, they viewed that this somehow to lack to create opportunity to work in a genuine hospitality industry setting and that they were not able to bring solutions to real-world problems in the hospitality industry setting. thus, this revealed that there was a moderate negative correlation between the vi experiences of the students and the wil outcomes they have acquired. with the aforementioned conclusions, the researchers therefore recommend that virtual internship may still be considered as a part of the work-integrated learnings of the students, specifically, with the fact that the unknown foe of health risks are at large. we can also recommend hybrid conduct of internship, both virtual and on-site, this is to address the weakness of the activity on opportunities to building connections among fellow interns and be able to ask queries and clarifications in real time. the hybrid internship could also create the chance for the hospitality management students to have authentic workplace setting that will push them to analytical and logically solve actual challenges and conflicts brought about by the pressures of task given to them. it is further recommended that for future researchers, they may conduct a qualitative approach as a replication of this study to acquire spontaneity and candid responses from the respondents. references alanson, e. r., alanson, e. m., arthur, b., burdette, a., cooper, c., & sharp, m. 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(2021). hospitality and tourism student engagement and hope during the covid-19 pandemic. journal of hospitality & tourism education, 33(3), 194-206. pa ge 1 pa ge 40 american journal of multidisciplinary research and innovation (ajmri) conceptual framework for stem education: a thematic analysis in bangladesh perspective syeda zakia nayem1, md. sabbir hossain2* volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1382 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 12, 2023 accepted: march 13, 2023 published: march 14, 2023 in order to support students in integrating information from the four disciplines, stem education places a strong emphasis on using real-world contexts. the stem framework is a comprehensive stem educational framework built around challenges that are protracted, persistent, and difficult. the knowledge and abilities needed to tackle those challenges must come from at least one dominant field, with the other disciplines contributing the techniques, procedures, or resources to aid in the process. this method can be used by teachers to create stem lessons by identifying a central issue whose resolution calls for expertise from two or more stem fields. the term “stem education” is not new in the area, but due to pedagogical and curriculum issues, it is still not being taught in the classroom properly. in order to enable teachers to innovate and take charge of stem education in their classroom, it is crucial to provide them with programs that assist them in applying and implementing stem pedagogies in the classroom. to integrate stem into practice, firstly we should identify the key elements of stem. this study is conducted for addressing the major components of the stem education framework in bangladesh perspective. keywords stem curriculum, stem literacy, stem instruction, stem pedagogy, stem assessment introduction stem education, which stands for the study of science, technology, engineering, and mathematics, has become a separate approach to teaching and learning (breiner et al., 2012). stem education allows students to develop skills in these areas and caters to different interests and learning styles (dakers & hockings, 2013). unlike traditional education, which treats subjects as separate entities, stem education emphasizes technological advancements and connects disciplines through courses (bybee, 2013). students from all backgrounds and majors can benefit from the transferable skills taught in stem classes, including collaboration, communication, inquiry, problem solving, critical thinking, and creative issue solving (national science board, 2010). the recognition that invention, creativity, and problem solving are essential for our future led to the development of stem education, as well as the stem national research council (national academy of sciences, national academy of engineering, and institute of medicine, 2007). the terms “stem education” and “stem pedagogy” are interchangeable and refer to a curriculum that emphasizes the study of stem subjects (breiner et al., 2012; national science board, 2010). stem majors become experts in science, technology, engineering, or mathematics (national science foundation, 2016). the evolution of stem education has resulted in a pedagogical approach that meets the individual needs and interests of each student (dakers & hockings, 2013; guzey et al., 2016). stem education’s hallmark is its emphasis on technological progress and integration of courses that connect multiple fields, in contrast to traditional education (bybee, 2013; guzey et al., 2016). introduction to stem framework introduction to stem framework: by outlining the values that underlie high-quality stem, the stem framework directs stem approaches. it assists administrators, teachers, and community partners who work with schools to promote stem education. the stem framework is based on research into local and international best practice stem education methods. we must be aware of some of the fundamental stem education principles before we can draw the framework (smith et al., 2017; wang & wang, 2020). the following principles form the foundation of stem education: 1. complies with and incorporates the content of curriculum frameworks, such as the early years learning framework and the domains of science, technologies, and mathematics 2. completes the explicit teaching and evaluation of discipline material and essential concepts in the curriculum’s constituent subjects. 3. employs learner-centered instructional strategies that promote initiative, teamwork, problem-solving, and project management. 4. enhances general skills, including literacy, numeracy, and critical and creative thinking, in context-rich and applied learning environments. 5. encourages innovation by developing, designing, and producing solutions to issues in the actual world. 6. makes use of genuine real-world problems and situations that need for integrating disciplinary methods. 7. offers learner-relevant applied learning contexts and options for customization. 8. offers all students access and challenges. 9. plans, teaches, and assesses using a differentiated 1 department of ict education, bangabandhu sheikh mujibur rahman digital university (bdu), bangladesh 2 department of ict education daffodil international university (diu), bangladesh * corresponding author’s e-mail: sabbir.ict@diu.edu.bd https://doi.org/10.54536/ajmri.v2i2.1382 https://journals.e-palli.com/home/index.php/ajmri pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 40-46, 2023 method. 10. helps all students develop resilience and a growth mentality when faced with difficulties and uncertainty. 11. encourages students to think about their futures. 12. establishes links between existing and potential learning and career pathways. 13. connects learning to relevant local, regional, national, and international contexts for the students. 14. creates connections with partners in the community, industry (including business), and education. 15. gains understanding of the value of stem in society and the workplace. a conceptual framework for integrated stem education grounded in learning theory and pedagogy will help students improve their chances of meeting important learning objectives (wang & wang, 2020). constructing a conceptual framework for stem education necessitates in-depth familiarity with the challenges inherent in the dissemination of stem subject matter. findings suggest that educators benefit both students and the curriculum when they have a firm grasp of both stem content and effective pedagogy (smith et al., 2017; wang & wang, 2020). the goal of an integrated approach is to provide students a context for the knowledge they gain in their stem classes. this is in contrast to the traditional approach of teaching students material and skills and then letting them work out their applications in the actual world on their own (wang & wang, 2020). the real-world applications of stem subjects should continue to inform how educators present these subjects. according to bybee et al. (2013), a conceptual framework for integrated stem education grounded in learning theory and pedagogy can improve students’ chances of meeting important learning objectives. however, constructing such a framework requires in-depth familiarity with the challenges inherent in the dissemination of stem subject matter. educators who have a firm grasp of both stem content and effective pedagogy can benefit both their students and the curriculum (honey et al., 2014). in contrast to the traditional approach of teaching students material and skills and then letting them work out their applications in the actual world on their own, an integrated approach provides students with a context for the knowledge they gain in their stem classes (bybee et al., 2013; honey et al., 2014). the proposed framework is specifically for high school instructors and students, and it provides a clearer representation of how a conceptual framework for integrating stem education should look. the framework illustrates the fundamental concepts underlying interdisciplinary stem education, including situated stem learning. the accompanying graphic represents situated stem learning as a block and tackle system that includes four pulleys, each linked to the practices that are common to the four stem professions. this graphic ties together a number of different types of learning, including learning in real-life circumstances, mathematical reasoning, scientific inquiry, and technology literacy (honey et al., 2014; national academy of engineering, 2014; nrc, 2012). educators should continue to incorporate real-world applications of stem subjects to inform how they present these subjects. objectives of this study this study is conducted to identify the components of the conceptual framework for stem education in bangladesh perspective. methodology a qualitative methodology was employed to gain insight into the study (smith, 2018). the researcher analyzed components of stem education using data collection protocols, including common institutional practice. the study also included a review of existing research from the fields of science, technology, engineering, and mathematics education to identify a unified set of stem elements suitable for traditional classroom settings as well as those facilitated by digital tools (bybee et al., 2013). however, further validation of the proposed framework can be accomplished through factor analysis. the implications of the study’s findings for the development of stem education policies in bangladesh are significant, and the proposed framework can serve as a valuable resource for policymakers. stem framework the gsa stem education framework, which is based on contemporary, widely accepted best practices and informed by recent findings in educational research, delineates numerous attributes of effective stem education in three key domains (gsa, 2020) fundamental skills refers to the degree to which pupils are given the chance to acquire the 21st-century abilities necessary to succeed in the contemporary job market. there are two parts: essential competencies in order to succeed in the modern workplace, students must develop these competencies in addition to their subject-matter knowledge. these include data literacy, digital literacy, computer science, creativity, problem solving, communication, collaboration, and critical thinking. supporting attributes skills that help one develop and hone these core capacities. some examples include having a stem mindset, having the ability to take initiative and persevere, being socially and culturally aware, being a good leader, and having strong ethical principles. https://journals.e-palli.com/home/index.php/ajmri pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 40-46, 2023 instructional design the term “instructional design” refers to the extent to which research-based pedagogy and learning theory were utilized in the creation of a set of instructional resources. this includes projectand problem-based learning, scaffolding, evaluation, cultural awareness and relevance, the use of technology, practical applications, and pedagogy grounded in research (national research council, 2012). implementation the term “implementation” refers to the extent to which necessary services or supports are made available to ensure that distribution is facilitated and that implementation is completed efficiently. this includes scalability, efficacy evidence, materials availability, practitioner support, contextual fit, learning resources, and professional development (national research council, 2012). critical thinking the development of critical thinking skills is supported by encouraging students to assess a variety of information, evidence, and original sources; identify relevant evidence to support arguments; offer constructive critique of others’ work; and distinguish between fact and opinion. students’ hypotheses are tested using scientific methods. students are also encouraged to apply computational, systems, or design thinking to reason about issues, experimental methodologies, and phenomena while generating arguments, criticisms, or hypotheses. teachers and students can debate sources and provide each other comments with help (national research council, 2012; next generation science standards, 2013). problem solving the development of problem-solving skills is supported by providing students with opportunities to practice solving stem problems by obtaining knowledge, formulating goals, and implementing techniques. design thinking and the scientific approach are supported by materials. students are encouraged and given the chance to solve stem problems. teachers and students are supported in problem-solving with an emphasis on strategy, creativity, teamwork, and tenacity (national research council, 2012; next generation science standards, 2013; partnership for 21st century skills, 2009). creativity the development of creativity skills is supported by providing students with opportunities to discuss issues from their own perspectives, value innovative solutions publicly, and explore multiple ways to achieve a goal. teachers and/or student supports enable synthesis of activity results and reflection on the significance of fresh and innovative ideas and solutions. materials assist students to generate work products (such as presentations, explanations, or representations) that reflect their views or techniques for completing tasks (national research council, 2012; partnership for 21st century skills, 2009; next generation science standards, 2013). communication the development of communication skills is supported by providing students with many opportunities to practice and demonstrate their stem communication skills to formal and informal audiences. drawings, pictures, visual representations, and models are common ways students express ideas. instruction’s goals and actions depend on communication. it’s easier for teachers and students to discuss stem area communication and assess their own and others’ communication skills (national research council, 2012; partnership for 21st century skills, 2009; next generation science standards, 2013). figure 1: stem education framework https://journals.e-palli.com/home/index.php/ajmri pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 40-46, 2023 data literacy the development of data literacy skills is supported by requiring students to use qualitative and quantitative data for analytical tasks, including problem solving, inquiry, and design. materials help teachers and students use tools and technology and guide data-related tasks. the resources utilized with students promote the use of ethical and moral data and data methods in varied contexts, as well as data collection, analysis, representation, and interpretation. stem mindset according to the stem education framework, students should approach issues with an open mind, consider several options, seek innovation, and articulate their opinions in different ways. students are encouraged to formulate and test ideas and gather and evaluate supporting facts to investigate issues impartially. by providing a variety of objectives and problem scenarios, activities promote students’ interest and flexibility. supports are provided to facilitate teacher and student debate and reasoning regarding good stem dispositions (such as curiosity, objectivity, and adaptability) and stem epistemologies (such as empiricism, design thinking, and mathematical proof) (jones, 2019). leadership the framework also emphasizes the development of leadership skills among students. group communication, consensus-building, and initiative-taking are practiced and assessed. the materials can be used to form groups, assign leadership roles, evaluate students’ leadership skills, and discuss leadership (jones, 2019). ethics education framework also emphasizes the importance of ethics in stem education. educational materials are designed to help students learn about stem ethics, think ethically about their work, and understand other perspectives. ethics discussions in stem jobs and student work can be facilitated by teachers using resources (smith et al., 2017). research-based pedagogy research-based pedagogy is another key component of the stem education framework. the materials are designed to match with recent findings and are well-documented. to support identified pedagogical techniques, detailed materials, tools, and/or instructions are provided (smith et al., 2017). integration of stem material the integration of stem material is also an important aspect of the stem education framework. where practicable and strategically suitable, stem content is integrated, multidisciplinary, and gives students many opportunities to apply their stem knowledge and abilities to stem activities, issues, and practices (smith et al., 2017). curriculum the curriculum of stem education is designed to link to significant policy initiatives (such as regional or national labor demands and economic development activities) and pedagogical frameworks that are apparent and welldocumented (such as grade-level standards). students will experience real-world challenges, hence the subject is given in settings. the program emphasizes real-world relevance, helps identify and use difficult situations (smith et al., 2017). assessment lastly, tools are available for continuous and end-ofterm assessments according to the stem education framework. when relevant, assessments use several assessment methodologies. assessments include scoring instructions, ideas for using results in decision-making, and instructional solutions for conceptual issues (smith et al., 2017). technology integration students use technology in all subjects. technology enhances learning, teamwork, and a variety of activities. activities encourage students and instructors to use technology creatively. technology training for educators and students is provided (smith et al., 2017). accessibility kids’ experiences, abilities, and histories are considered while planning activities. to better serve students and instructors, all resources and support systems follow the universal design for learning principles. in order to meet students’ needs, teacher supports propose using a variety of representation, expression, and interaction methods (smith et al., 2017). professional development & learning help teachers and school leaders receive enough preparation time before implementation, ongoing, individualized planning and reflection help, and coaching, mentoring, or teaming during implementation. professional development gives teachers a chance to preview or prepare upcoming lessons (chen et al., 2016). evidence of efficacy all stakeholders have access to meticulously evaluated evidence of efficacy. there are resources for continuous data collection and analysis to measure impact and promote data-driven decision-making (chen et al., 2016) . scalability all resources and support are supplied locally, locally online, or via a flexible distribution channel. there’s a proven way to scale learning and professional growth (e.g., train-the-trainer model). reviewing and updating information ensures examples and real-world applications (chen et al., 2016). https://journals.e-palli.com/home/index.php/ajmri pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 40-46, 2023 teaching soft skills in stem a field is frequently seen as imparting technical knowledge relevant to stem fields. the contrary is also true, though: by adding stem into soft skill activities, we can use our stem classrooms to improve soft skills. students will have a broader understanding of how stem applies to many disciplines and professions, not just the field of study (kuo et al., 2017; walsh et al., 2017; zhang et al., 2017). enhancing stem pedagogical content knowledge pedagogical content knowledge refers to the combination or synthesis of instructors’ subject matter knowledge and their pedagogical knowledge. this includes what they know about teaching and what they know about what they teach. in order to prepare students for the challenges of teaching subjects that are always changing in a world that is always changing, teachers must act as learners, researchers, creators, problem solvers, and reflective practitioners. with the right support, teachers can become confident leaders and successful stem teachers (kuo et al., 2017; walsh et al., 2017; zhang et al., 2017). perspective on stem education in bangladesh science and mathematics are two courses that have the same names at the secondary and higher secondary levels of education in bangladesh. however, despite having information and communication technology (ict), engineering, and industrial drawing, there are no specific disciplines named technology or engineering (hossain & karim, 2020; mahbub et al., 2018). to address the declining interest in stem fields among secondary and upper secondary pupils, the bangladeshi ministry of education has recognized the need to increase the profile of stem subjects in classrooms. according to a survey, there are fewer students studying science at the ssc and hsc levels than in previous years, with two-thirds of students being routed away from science streams as early as ninth grade (world bank, 2014). the current mandatory inclusion of ict courses in lowerand upper-level secondary schools is a positive step towards promoting stem education, and further adoption of the concept by educators and administrative bodies can help improve stem education in bangladesh. this is a commendable effort. the most recent national education policy (2010) reflects the importance of good instruction of english and mathematics, which has also been acknowledged by the government. it is now time to adopt the concept together with all of its implementers, such as our esteemed educators and the administrative bodies of educational institutions. factors influencing student attitude towards the transition to stem aspects of the learning environment that affect students’ attitudes on the shift to stem fields include a lack of adequately equipped science laboratories, insufficient funding to purchase learning materials, large class sizes, negative attitudes towards stem subjects among some students, and minimal parental involvement in their children’s education (islam et al., 2019; rahman et al., 2021). limitations of the study the main limitation of the study is that it relied on document analysis, and data could not be collected from the teacher and administration end, and there is a lack of sufficient prior research on the prospects and challenges of implementing a conceptual framework of the stem education system in bangladesh. conclusion and recommendation given the steady rise in the interest in stem fields worldwide, the incorporation of stem into the educational system of a nation is a logical next step. however, bangladesh lags behind in adopting the stem education paradigm to enhance economic and technical growth. therefore, research into the most significant elements and risks associated with incorporating stem into bangladesh’s educational system is critical (islam et al., 2019; rahman et al., 2021). the study aims to investigate the feasibility of introducing stem education in bangladesh by focusing on its essential components and devising strategies to circumvent existing barriers (rahman et al., 2021). however, obstacles to implementing stem include a lack of adequately equipped science laboratories, insufficient funding to purchase learning materials, particularly chemicals, large class sizes, negative attitudes towards stem subjects held by some students, and minimal parental involvement in their children’s education (islam et al., 2019; rahman et al., 2021). to incorporate a 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(2021). feasibility of introducing stem education in bangladesh: essential components and strategies. european journal of education studies, 8(9), 321-335. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 25 american journal of multidisciplinary research and innovation (ajmri) millennial e-learning systems and their academic performance in mathematics ma. chona s. rizada1*, raymond p. rey1 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1331 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 23, 2023 accepted: march 02, 2023 published: march 07, 2023 this paper uses digital and technologically enhanced learning processes to present the millennial generation’s e-learning systems in mathematics courses, attitudes, and academic performance. it aims to determine the e-learning systems of college students in their mathematics classes and their effects on their academic performance. this study used qualitative and quantitative methods and descriptive–correlational and descriptivecomparative research methods involving 72 college students taking p mathematics courses. the results show that regarding e-learning materials, the majority strongly agreed with preferred using technologies to solve problems using application software, web assignments submitted on yahoo chat, emails, messengers, and solving problems in class using a calculator’s math lab and math way. millennial e-learners prefer online based learning, video conferencing, yahoo groups, group chats, messengers’ groups, video calls, emails, twitter, instagram, math software, and online chat. students’ academic performance improved when the e-learning system was used, and it was found that their academic grades differed significantly when e-learning systems over traditional learning systems. the e-learning style is recommended in teaching mathematics courses. keywords millennial learners, elearners, math learning systems, e-learning academic performance, mathematics introduction the millennial generation is the most computer-literate (lancaster & stillman, 2002). also known as the net generation, they were raised in an era of instant access (coomes & debard, 2004; lancaster & stillman, 2002). their learning and communication style is through multimedia; their communication forms are text messaging, instant messaging, and cell phones. education has even moved to web-based tools such as the web, online courses, online journals, and downloads. millennial generation college students’ attitudes were measured regarding the learning style they use, prefer, and which method has successfully resulted in their acquiring and retaining knowledge. the teacher who stands in front of a classroom of millennials or any students has been concerned with whether and how their students learn the material (marías, 1970; smith & clurman, 1997). there may even be a question if the student is genuinely taking notes on the shielded black box on their desk or simply checking on the plans among friends for the evening’s activities. millennial learners have a more global orientation and understand the need for interconnectivity worldwide (alch, 2000). millennials are p generation that merely depends on technology (pelton & true, 2004). that has experienced real-time games and reality television mtv (music television), which has been around their lives (coomes & debard, 2004). according to generational consultant and researcher cam marston (2005), the millennials “feel entitled to life’s rewards without paying their dues,” and they have had less free time than any other generation (howe & strauss, 2000). they are said to have strict parents (the over-involved boomer parent) (sacks, 2006). the millennial has been described as techno-literate, techno-savvy, technologically fluent, and even dependent on technology (lewis, 2003; mcghee, 2006; zemke, raines, & filipczak, 2000). in a nationwide survey of 1,171 college students, 97% of these millennials owned cell phones, s and over two-thirds had sent text messages on them. over half of the students in the study said that “instant messaging was their top choice of communication” (mccasland, 2005, p.8). millennials are said to be experiential, engaging, and interactive (skiba, 2006). they download podcasts and music, can take photos with their phones, and text message one another in their created messaging language (mccasland, 2005). millennials have a “curious blend of collaboration, interdependence, and networking to achieve their ends” (alch, 2000), and their technology seems to bring and keep them together. their creativity and investigation of electronic media, expressions, strong views and the need for independence without restraint are noted facets of their generation (alch, 2000). their style is high-tech and highly networked, and millennials “will want to be able to work quickly and creatively, and they want to do it their way” (zemke, raines, & filipczak, 2000). millennials’ most widely used cell phones and text messaging (mccasland, 2005). instant messaging, text messaging, and chat rooms may be essential to urban and suburban millennial connectivity (cox, 2004). the experiences of connectivity through text messaging, instant messaging, blogging, and video gaming, socializing through technology such as camera phones, e-mail, instant messaging, and chat rooms, many ‘buddies’ on their ‘buddy list’ (chat mail contacts) have never been met in person (cox, 2004). millennials are accustomed to relating and collaborating 1 graduate school, palawan state university, puerto princesa city, palawan, philippines * corresponding author’s e-mail: machonarizada@gmail.com https://doi.org/10.54536/ajmri.v2i2.1331 https://journals.e-palli.com/home/index.php/ajmri pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 25-29, 2023 with others through technology. they like teamwork but prefer collaborating and working with their generational peers (lancaster & stillman, 2000; skiba, 2006). also described as self-reliant and independent, millennials are known for their ability to create with technology (marston, 2005; martin, 2005). millennials communicate technology (murray, 2004, p. 106). considering the characteristics of the millennial generation, there is some concern about the effects on their learning process.“many young people today are accustomed to watching tv, talking on the phone, doing homework, eating, and interacting with their parents simultaneously”(frand, 2000). typical multitasking behavior may have shortened their attention span and caused them to lack critical thinking skills and introspection (murray, 1997). although there may be a concern for millennials’ analysis of the material, there is confidence in their media usage that can be a tool for learning. constance yowell, macarthur foundation’s director for digital media, knowledge, and education, noted that digital technology, “a peer-driven learning,” is very familiar to this generational cohort as “young people are way ahead of the adults in understanding how to use these tools” (trei, 2006). yowell asks, “in 10 to 15 years, will kids coming into public education be thinking, behaving or acting differently, or expecting different things because they have been engaged in digital media?” (trei, 2006). according to the foundation’s statistics, they will be, as nearly seventy-five percent of young people use instant messaging and eighty-three percent play video games (trei, 2006) – a particular indication of changed attitudes towards learning and interaction. methodology this paper will address the questions regarding the learning preferences of the millennials. what are millennials’ preferences for learning methods? which teaching format is preferred? how do they try to improve their learning? students’ mathematics courses were invited to participate in a survey. approximately 72 students take part in the survey. of the responses from the 72 surveys returned, 72 were millennials and used for this study. the response rate was less for some items that were skipped/ missed, but all surveys used included the respondents’ demographic data. the survey instrument included some items adapted from a previous study by (messines et al., 2007) that focused on college students’ preferences for learning class material, specifically for active learning in large classes. additional created items included locations of studying and attitudes toward service-learning work that is not a part of this paper. although large enough to generalize attitudes, the sample size of millennials may reflect a distinguishable different state university. the sample also only included those millennials in the advanced stages of education, an opportunity only available for some millennials. within this cohort, there are still some who “have notes regarding access to technology (brownstein, 2000). the study also only reached those with internet access. web-based surveys may not get responses from those uncomfortable with technology (shannon, johnson, searcy & lott, 2002). results of the 72 respondents, 44 were female, and 28 were male. this disparity is not surprising considering the school’s demographics. only about 39% of students are male. in response to the question, “what study methods help you to understand a course topic better?” students show that listening to recorded lectures dominates among strongly agreed study methods, adding notes in class to printed powerpoints slides are decided by the majority, typing notes in a course in power points disagreed understanding materials before grace is vehemently opposed. in response to the question “what types of electronic resources do you use for your assignments?” google was rated as frequently used, e-e-journals websites, blogs/ wikis, wikipedia, and you tubes were rated as seldom used, and e-books and emails were ordered do not use. the meaning of 4.92 was noted for “always” fa facebook, youtube (4.49), and wikipedia (3.94) were registered as most often used, and myspace, online library, and other table 1: study methods of the millennial math learners what study methods help you to understand a course topic better sa a d sd tnc 15 20.83% 20 27.78% 26 36.11% 11 15.28% ancpps 20 27.78% 25 34.72% 19 26.39% 8 11.11% tncps 18 25.00% 18 25.00% 25 34.72% 11 15.28%) rmbc 10 13.89% 20 27.78% 8 11.11% 34 47.22% rma 15 20.83% 16 22.22% 22 30.56% 19 26.395 lrl 25 34.72% 18 25.00% 15 20.83% 14 19.44% https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 25-29, 2023 table 2: preferred electronic resources of millennial students what types of electronic resources do you use for your assignments? remark sa a d sd x e-books 10 20 22 20 2.28 du e-journals 19 12 33 8 2.58 s e-mails 12 21 29 10 2.49 du web 19 42 10 1 3.10 s blogs 18 17 28 9 2.61 s google 65 3 2 2 3.82 f wikipedia 27 23 16 6 2.99 s social web 15 20 30 7 2.60 s sources were cited as sometimes used. an additional item reiterated the preferences of google and “other” search engines over library resources when asked how an information search was started.” how essential study methods were perceived to improve their learning of course material was asked by the following item in table 4 below. google was again the most used starting point, followed by “other as table 3: electronic resources are referred to in doing an assignment. what types of electronic resources do you use for your assignments? often used moderately used sometimes used rarely used not used mean remarks online library 15 18 19 15 5 3.32 somewhat google 24 22 16 4 6 3.75 moderately wikipedia 28 21 16 5 2 3.94 moderately social web applications 15 25 23 8 1 3.63 moderately facebooks 69 1 1 1 0 4.92 agree myspace 11 9 12 29 11 2.72 somewhat youtube 45 19 6 2 0 4.49 moderately other sources 24 12 13 17 6 3.43 somewhat wikipedia was omitted, it is possible that “other” had wikipedia, which one respondent wrote as an answer. regarding preferences for learning course material, most of the 72 respondents strongly agreed (42.9%) and approved (42.9%), preferring powerpoint slides and lectures. collapsing strongly agree and agree categories and strongly disagree and disagree categories, other learning method results were: interestingly, solving problems in class, a mixture of course material, and preferring frequent exams with various ways to earn grades ranked in the 90th percentile. however, the lowest ranking (62.6%) of the items was for the lecture as the format of class instructions but still agreed by the other respondents. solving problems in class helps me learn the course material using math application software 92.3%) was the majority as highly ranked as others. table 4: important study methods were perceived to improve their learning of course material. importance of the effectiveness for improving knowledge of course material remark very interested (vi) interested (i) somewhat interested (swi) uninterested (u) mean dyad 5 10 18 39 1.74 swi peer tutoring 18 14 19 21 2.40 swi minute paper 9 19 12 32 2.07 swi lectures 3 20 23 26 2.00 swi discussion 10 14 16 32 2.03 swi game-based learning 20 26 18 8 2.81 i take home test 5 14 18 35 1.85 swi web group discussion 10 25 21 16 2.40 swi online chat 15 24 21 12 2.58 i https://journals.e-palli.com/home/index.php/ajmri pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 25-29, 2023 online based learning 25 22 15 10 2.86 i team-based solving 16 18 20 18 2.44 swi problem-based learning 16 20 18 18 2.47 swi online-based learning (2.86), game-based learning (2.81), and online chat (2.58) were rated as essential others were rated as somewhat necessary however, lectures, discussion, and minute paper methods were rated as the lowest among the rest. this could be the result of the efforts of the student using the material and the design and form of the material itself. this implies that both experimental and controlled groups belong to the developing level or stage of academic performance during the pre-test. the standard deviation shows the homogeneity of the student’s academic performance during the re-test. this implies that the post-test results increased significantly, and the experimental group’s results increased by 2.58 percent higher than the control group. this means that technology teaching enhances the student’s academic performance in mathematics. this signifies that training with the aid of technology is better than lecture-or traditional teaching methods. this implies that students who underwent the teaching methods using technology performed better than those who experienced lecture-type forms in teaching math. this means that teaching using technology improves and enhances students’ academic performance. this signifies that technology-enhanced teaching strategies are better than lecture-type methods. table 5: level of academic performance in mathematics during pre-test academic performance (controlled group) (experimental group) pre-test level pre-test level mean 71.74 failed 74.42 failed standard deviation 2.00 3.47 table 6: level of academic performance in mathematics during post-test academic performance (controlled group) (experimental group) pre-test level pre-test level mean 75.26 passed 80.46 fair difference from pre-test 3.52 (increased) 6.04 (increased) standard deviation 2.98 3.28 table 7: level of academic performance in mathematics during the first semester academic performance (controlled group) (experimental group) first-semester grade remarks first-semester grade remarks average 83.51 good 87.63 very good standard deviation 2.56 2.66 3.47 conclusion the results of this study indicate many uses of technology, such as typing notes in class and searching online, for millennials. it is still interesting to note that in a school where laptops are required of students, a small percentage brings them to class for typing notes. this could be due to the burden of carrying a computer to class or the typing skill of the user. as for research, the low percentage of scholarly research sites is a concern. in the 2007 study, millennial students used google frequently and thought google a more helpful tool than those provided by the library and frequently used wikipedia for assignments. (nicholas & lewis). mathematics students learn with the 5 r’s for millennial learning styles; they prefer to use technologies in learning and quickly get bored with the traditional way of teaching mathematics. techno-literacy is the preference of millennial students in understanding mathematics. they prefer research-based learning relevant learning, which is accessible at “searching ” and discovering information; rationalized learning, wherein a less authoritative environment teaching environment; relax learning environment, which is usually a fun rapport oriented learning environment wherein they like instructors showing personal interest on their most preferred learning styles and easy to be with, they hate terror teachers. learning methods will have to adapt to engage and educate this generation continually. their answer to favoring powerpoint classes shows their interest in multimedia. however, does that add entertainment and https://journals.e-palli.com/home/index.php/ajmri pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 25-29, 2023 prevent discussion or problem-solving? however, there was a dictation that these respondents valued group work and problem-solving case analysis. does the preference for more testing indicate a short-term memory and not retaining the knowledge for future needs and analysis? recommendations there are several opportunities for future research about this generation and their learning preferences, and assessment of learning could be measured. comparison with other ages and faculty attitudes, the personality of the participants, and gender differences could be discerned. indeed, a larger sample could be used, and yearly comparisons could yield more information. this kind of learning should be investigated. websites may become more popular with learning methods. just as e-learning shows workplace cost savings (macpherson, 2004), educational institutions may recognize the benefits of financial and student learning through new technological approaches. educators and managers must adapt to new means of engagement to attract and retain the millennial students and workforce. references alch, m.l. 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(2000). generations at work: managing the clash of veterans, baby boomers, xers, and nesters in your workplace. new york: american management association. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 12 7 american journal of multidisciplinary research and innovation (ajmri) artificial intelligence concepts for mental health application development: therapily for mental health care hock chuan lim1*, saniya kolangde1, divya mohan1, abeer hezam1, madeeha amatur1, shafiz mohd yusof1 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1038 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 01, 2022 accepted: december 19, 2022 published: december 28, 2022 mental health has become an increasingly important topic to address as a surge in mental health issues can be seen across the globe significantly owing to the covid-19 pandemic. several factors such as unawareness, daily life interruptions, and social stigma lead to people hesitating in acquiring appropriate mental health support, thereby arising the need for effective and round-the-clock mental health support solutions. hence, the purpose of this paper is to address how artificial intelligence (ai) in conjunction with the portability of smartphones, can be leveraged to provide a type of first aid for mental health to users in their moment of educational need. this article proposes a new mental health assistance solution in the form of a mobile application called therapily. the ideation, design, and implementation aspects of this application will be explored along with discussing the technical details of the key modules to aid the education of the health domain. an emotion detection module employing a deep neural network to analyze the user’s facial expressions for recognizing in-the-moment emotion(s) followed by suggesting therapeutic activities based on the results, will be explored. moreover, the creation of a natural language processing (nlp) based chatbot and the functionality of online consultations with licensed and experienced therapists will also be covered. finally, the different ways in which therapily is likely to be extended or modified in the future will also be identified. keywords mental healthcare app, artificial intelligence, deep learning, chatbot, emotion detection, healthcare education, nlp introduction motivation and background study in recent years, mental health illnesses have grown to become more common globally, causing severe repercussions to an individual’s daily routine. approximately 70% of individuals with mental health issues do not receive appropriate treatment due to a lack of self-awareness (henderson, evan-lacko & thornicroft.,2013). many are reported to avoid seeking treatment due to prejudice against mental health issues within society. the following reports indicate the link between an individual’s subjective well-being and physical health and resulting productivity. the world health organization (who) (who, 2021) reports that 1 in 7 of the world’s children and adolescents with mental illnesses due to various factors are more susceptible to disability. the onset of the global pandemic in 2020 resulted in individuals within the age group 15 – 29 succumbing to anxiety disorders, depression, and stress-related issues due to a lack of social interaction and increased workload. across the united arab emirates (uae), covid19 resulted in a severe psychological impact on 27.3% of the country’s population (cheikh ismail, 2021). the worsening health conditions eventually affect work, relationships, and other life aspects leading to significant disruptions in one’s daily life. the support required comes at a high price, with concerns over geographical access and fitting therapy into one’s busy schedules. most experienced therapists charge on a higher-end for in-person sessions and are often fully booked. globalization has led to the search for cost-effective “web-based mental health interventions” (chandrashekar, 2018) to garner assistance for improving psychological well-being. a clinical report published by pooja chandrashekar in 2018 (chandrashekar, 2018) suggests mental health care applications delivering therapeutic interventions supplement in-person therapy treatment, providing mechanisms to alleviate some symptoms and self-manage distressing emotions. therefore, the health care domain is currently witnessing growth in applications targeted towards mental health care. to curb the stigma surrounding mental health and normalize communication of an individual’s feelings or thoughts, the team proposes the development of therapily. designed to be an ios mobile application, therapily aims to make mental health care easily accessible. it comprises modules for inducing self-awareness and works as a novel form of first-aid for users in overwhelming moments. the application is equipped with tools and techniques to facilitate processing emotions and well-being in a selfhelp context and within a safe, unbiased environment, thereby building an individual’s emotional resilience. scope and functionalities the team plans to take advantage of the increased acceleration of the adoption of mental health services in the digitalized era by incorporating various distinct features currently not present in the applications developed by competitors in the market domain. the overall scope of the therapily app is discussed below: ● the therapily app is implemented for an ios platform and targets an audience of 12 and above, belonging to any gender. ● scope will include developing a deep neural ai 1 faculty of engineering and information science university of wollongong in dubai, uae * corresponding author’s e-mail: hclim@uowdubai.ac.ae https://doi.org/10.54536/ajmri.v1i6.1038 https://journals.e-palli.com/home/index.php/ajmri pa ge 12 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 127-135, 2022 network for the emotion detection module that will analyze user facial features to recognize user emotions in real-time via a video feed. the model will also include an eye blink counter which will detect users eye blink rate. this is particularly important to distinguish anxiety. research shows that when exposed to anxiety inducing activities a person experiences a higher count of blinks, and a lower mean time between blinks (haak, bos, panic & rothkrantz, 2009) (giota & kleftaras, 2014). application will take the output from facial detection and combine the confidence level with symptom selection results to give a final emotion detected result. the ai model will be created with python in jupyter notebook to carry out image preprocessing, face detection, and feature classification. ● the app will include the development and deployment of an nlp-enabled chatbot which will be available 24/7 to conduct humanistic calming conversations and therapeutic activities as well as provide suggestions on steps that the user can take for improving their mental and physical well-being. the development will be made through ibm watson assistant platform; integration with the ios app will be through watson software development kit (sdk) with swift in xcode. ● the app will include an online consultation platform that will allow users to select doctors available and book a personal consultation appointment on a given date and time. the consultations will take place via zoom meetings (video or audio). this module will be implemented with dummy doctors; the project scope does not include approaching and onboarding of professional doctors and therapists. ● scope will include the creation and deployment of a backend database that will be utilized throughout the user journey for various functional features. ● scope will include the creation of a functional user interface complying user experience (ux) principles for all functional requirements with swift in xcode. ● the scope of this project will not include the creation of therapies for the users. the therapeutic activities and the associated walkthroughs implemented within the application will be suggested by licensed therapists. all therapily users will have access to the functional features below to achieve their goals. these functionalities have been curated in accordance with the user requirements. the functionalities outlined below have been grouped into functional groups and they comply with the scope of the application. user account i. users will be allowed to sign up and create an account to access therapily. ii. they can log in with previously created accounts. iii. they can reset their password while logging in if they have forgotten their login details. iv. users also have the freedom to delete their accounts in case they no longer wish to use therapily. emotion detection i. users can use the emotion detection module to understand what emotions they are feeling in the moment. this will take place after the user has granted access to the phone camera and an acceptable video has been recorded. ii. select any applicable bodily symptoms if the user is experiencing any. iii. select an appropriate contextual scenario of why the user might be experiencing these emotions. this assists the self-awareness process. therapeutic activities i. audio, video, and chatbot therapeutic activities will be displayed for the user to select and carry out. ii. users will have a chance to rate the activity and submit feedback related to the conducted activity. chatbot i. users can utilize the chatbot to conduct calming conversations at any given time. ii. users will also be able to use the chatbot to conduct some of the therapeutic activities. online consultation i. users will be able to view all doctors that are listed on therapily for online consultations. users can also view details of all these doctors before booking an appointment with a suitable therapist. ii. users will be given access to booking an appointment with their selected doctor. they will be required to select an available date and time. users will have the choice to modify or delete this booking in future. iii. after the booking is complete, users can view all scheduled consultations, and their details like doctor name, date, time and the join meeting option. iv. to attend a consultation, users will be required to have the zoom app installed on their phone. once the consultation commences, users will be directed to the doctors meeting room for the audio/video consultation session. settings i. users will have the freedom to customize their app by adjusting any of the settings like language or time zone. ii. users can also change their account settings in case they wish to modify their username, email id, phone number, or medical history. faq / help i. users will have access to searching for help using keywords. they will be directed to frequently asked questions (faqs) and their solutions. contact us i. users will be given the opportunity to contact therapily team via instagram, phone call, email id, or request form with their queries. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 127-135, 2022 literature review this section entails a brief account of comparable mental health platforms followed by a discussion of how therapily builds on them thereby promoting selfawareness. existing mental health platforms research indicates that mental health mobile applications have a positively progressive relationship with a range of issues like stress and depression since they act as a bridge between therapy and adherence to treatment (chen, gulatitt, hamid, huang, luo, morisseau-leroy, powell, & zhan, 2003). wysa mobile application utilizes a chatbot concept and uses forms of psychotherapy which are cognitive behavioral therapy (cbt) and dialectical behavior therapy (dbt) through chatbot software. similarly, sanvello also provides cbt tools to help cope with mild anxiety, depression, and stress. moodmission is an evidence-based application requiring users to fill in six surveys determining the user’s current mood followed by providing therapeutic assistance. 7 cups app is a chatbased mental health application that provides incognito users and connects them to qualified professionals, mentors, or trainers who can listen and respond accordingly in a proper manner. likewise, the what’s up app employs cbt and acceptance commitment therapy (act) to approach mental health issues like stress, anxiety, and depression by providing a journal to maintain recorded progress of good and bad habits and day to day feelings and thoughts. while the above-mentioned applications have been inspirational in the ideation aspect of therapily’s chatbot and online consultation features, most of them such as wysa, sanvello, moodmission, etc., require users to answer questions to label their emotions based on which assistance is provided. the trouble with mental health and emotion regulation is that quite often people are unaware of their current emotion(s)/mood. moreover, asking users to fill in long monotonous surveys to identify their emotions could be vexing at the time of feeling distressing emotions. therapily provides a solution for the same by incorporating ai in real-time emotion detection which is discussed in the below sub-section. proposed solution – therapily the novelty of the proposed mobile application lies in its emotion detection module which is a tool that guides the users in the right direction versus just making a diagnosis. sometimes people are so confused about what they feel at some point in time which makes it difficult to classify into one category the emotion they are feeling. sometimes a spectrum or a range is what psychology needs because humans do not actually fall into one box or one category. the same applies to our emotions as well. thus, this application aims to help people in being more aware of their in the moment emotion(s) by incorporating a threefold approach for the detection of emotions which is in contrast to existing applications, by integrating and analyzing the information obtained through the following techniques constituting the emotion detection module: firstly, the physical/peripheral aspect of emotion is covered through detecting emotions by analyzing the user’s facial expressions using a dl model. secondly, biosignals/physiological detection represents one spectrum of the bodily symptoms associated with an emotion. this will be integrated as a future enhancement to upgrade the detection efficiency since relying only on facial expressions of a user is not very convenient. this is because facial expressions could sometimes lead to the concealing of a user’s actual emotions. thus, bio-signals cover the internal aspect of emotions and are more reliable since they are not in the control of the user. lastly, users are asked to select from a list containing distinguishable symptoms related to each distressing emotion. with the above methodology, the main objective is to help people identify and deal with mixed emotions since human behavior and emotions are so complex that they can’t just be put into a single category. moreover, it aims to act as a kickstarter for getting a professional assessment of mental health by helping the user in being conscious of and thus acknowledging recurring distressing emotion methodology design architecture therapily application is a client server architecture with a centralized system and a distributed structure into figure 1: therapily architecture https://journals.e-palli.com/home/index.php/ajmri pa ge 13 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 127-135, 2022 three essential tiers: interface tier, application tier and database tier as shown in the figure below. isolation of tiers allows efficient and simple reconfiguration of the system in case of system failure or updating any one of the tiers without the interruption of the other tiers. illustrating the tiers in detail, the presentation tier functions as the user interface and communication layer of the app. it overlooks the interaction between the user and the app by collecting relevant input data from the user’s end and controlling the output data to be displayed on the application’s interface. protocols like secure sockets layer (ssl) secure the communication process, that is, the transfer of data via get and post methods from the client (ios application) to the server in the application tier. the application tier is the core tier responsible for logical processing. in this tier, the requests and information collected from the presentation tier are processed with logic and a set of predefined rules defined within the workflow. it also utilizes input data to perform data manipulation language (dml) commands to manipulate data records in the data tier via application programming interface (api) calls. this tier is an intermediary enabling communication between the presentation tier and the data tier. it comprises application servers for query processing against the jupyter server storing the trained model to detect users’ emotions through facial expressions and provide feedback in the form of emotions recognized. the application server will also enable the storage and retrieval of information from the cloud firestore database. in addition, the tier will contain the trained watson assistant running the watson service instance to receive user responses and provide appropriate feedback after processing. the data-tier is responsible for storing and managing information processed by the app throughout its life cycle. the tier comprising nosql document database cloud firestore will store, index, manage and model information needed for the application. the database will model and optimize the query to enhance database performance and provide quick access to data required by the user (education, 2021). the database will also perform the necessary validation and verification of user data. this architecture offers the following benefits due to which it was chosen for therapily: ● high security: in this architecture, the presentation tier and data tier cannot communicate directly thus the “application tier functions as a kind of internal firewall thereby preventing structured query language (sql) injections and any other malicious exploits” (logi analytics, 2021). ● high reliability: a downtime in one tier doesn’t significantly impact the availability/performance of the other two tiers (hollemans, 2022). ● reconfigurability. ● low requirements for technical characteristics of a mobile phone (hollemans, 2022). ● easy and cheap to build functionality and update the system software. ● extensive scalability, flexibility, and maintainability: this architecture provides ease of maintenance and an ability to scale and update one tier’s technology stack without affecting other tiers and application as a whole (hollemans, 2022). high level design below is the package diagram which gives an overview of how the system packages will look. figure 2: high level design (hld) implementation the ios application was implemented using python 2.6 for deep learning (dl) model training, ibm watson assistant for backend chatbot implementation, coreml for dl model deployment, swift 13.1 in xcode for frontend user interface (ui) implementation and firebase firestore as the backend app database. emotion detection the deep learning model was built and trained using the compiler program jupyter notebook in an anaconda environment. keras and tensorflow-gpu libraries were utilized for modeling. neural networks perform numerous computations which makes it increasingly important that they run efficiently on computing power https://journals.e-palli.com/home/index.php/ajmri pa ge 13 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 127-135, 2022 deficit devices like smartphones. since the dl model was to be deployed in an ios mobile application, mobilenetv2 convolutional neural network (cnn) which is 53 layers deep was chosen. fewer calculations i.e., around 300 megaflops (mflops) are computed as compared to other architectures such as vggnet or inception (coremltools, 2022). this made mobilenetv2 as the most suitable cnn architecture for mobile vision application, therapily. the fer2013 dataset was acquired from kaggle. it contains 48x48 grayscale images of faces for 7 emotions (0=angry, 1=disgust, 2=fear, 3=happy, 4=sad, 5=surprise, 6=neutral). however, only the data for emotions happy, fear, sad and anger were used from the dataset. imagedatagenerator class from tensorflow was utilized to configure random transformations on the image data to augment them. this was done to prevent overfitting, maximize feature extraction thereby making the model generalize better. the network takes 224x224 grayscale images. hence, before the dataset is fed to the network, the image size of the dataset has been resized to 224x224 using the target_ size parameter of image data generator. transfer learning was performed using mobile netv2 which is pre-trained on the image net dataset. this was used as the base model to train on the fer2013 dataset. the output from the 6th to the last layer of the model was used to build a new model suitable for the dataset at hand. the new model created consisted of the original mobilenetv2 model till the 6th last layer. the last five layers of the original architecture were excluded which was decided after thorough experimentation. a dense layer consisting of 4 output nodes for the 4 classes was created using the softmax activation function. keras functional api i.e., model constructor was used to create the model for which the input was equal to the input of the original mobilenetv2 architecture. the output was set as the aforementioned dense layer with 4 output nodes. the weights of most of the earlier layers were frozen to retain what the original model learned from the imagenet dataset. however, after experimentation, it was deduced that training the last 29 layers gave a decent performing model. in other terms, from the first layer to layer 28, the original imagenet weights are frozen whereas from layer 29 to the last layer, all the layers are trained by fitting the model to the fer2013 dataset. the model was compiled using the adam optimizer with a learning rate of 0.001, categorical crossentropy loss function and accuracy metric, to measure the model performance. the input to the network has been divided into batches of 2014 images. the model was trained for 100 epochs. tensorflow-gpu was used to train the model, which was completed in around 3 hours. the parameters of the model applied are as shown in table i. coreml framework was utilized to integrate the dl model into the application. the app uses core ml apis and the data acquired from the user, to make predictions on the user’s device. privacy of the user’s data is assured by running the model strictly on the device which prevents the need for a network connection (ibm, 2022). avkit, uikit, vision, and coreimage libraries were used in the swift implementation of the emotion detection module consisting of detecting emotions happy, fear, sad and angry using the dl model and detecting eye blinks for the recognition of the anxiety emotion from the user’s 15 second frontal real-time video feed. since the video feed consists of multiple frames and each frame is analyzed by the dl model and the eye detection algorithm, the results i.e., levels of the 5 emotions for all the frames, are averaged and displayed on the screen. therapeutic activities using the results from the emotion detection module, audio/video therapeutic activities are retrieved from the firebase firestore which was used as the backend database to store the names of the distressing emotions that the application addresses, along with the corresponding contextual scenarios and the names of the therapeutic activities. uikit, avkit and avfoundation libraries were used to implement the custom audio/video player and the activity review form. chatbot the nlp-enabled ai chatbot integrated within the table 1: model parameters parameter value/setting training dataset size 20137 testing dataset size 5003 epochs 100 steps per epoch 2014 activation softmax optimizer adam learning rate 001 loss categorical crossentrophy metrics accuracy batch size 10 verbose 1 the testing accuracy achieved was 72%. a confusion matrix was plotted using the scikit-learn library as shown in figure. 3. figure 3: confusion matrix https://journals.e-palli.com/home/index.php/ajmri pa ge 13 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 127-135, 2022 application was built and trained in the ibm cloud lite services of ibm watson assistant. the virtual assistant therapily is designed after creating a watson assistant service instance. the assistant layer acts as the face of the virtual assistant and comprises the extensive component – dialog skill (bhargava, 2020). watson dialog skill primarily includes the ai-driven components – intents, entities, and dialog nodes enabling the creation of personalized dialog. figure 4: watson assistant intents intents commonly described as the user’s intention expressed in their utterance or a task/action specified by the user (du, long & yuan., 2017). the watson assistant was trained with intents as shown in figure. 4, each comprising multiple unique examples for watson to comprehend the user’s goal from the phrases entered. entities elements or specific words extracted from the user’s utterance, crucial to perform the user’s goal specified through intents (du, long & yuan., 2017). the watson assistant was trained with entities as shown in figure. 5, each comprising multiple categories of values and their synonyms for watson to match and detect from the user’s input. figure 5: watson assistant entities dialog nodes the dialog tree has been designed to contain 115 nodes archived in uniquely named folders, forming an extensive chatbot workflow to enable users to conduct various therapeutic activities and encourage well-being in a self-help context. each node is triggered upon various combinations of intents and entities recognized from the user’s utterance (ibm, 2022). the distressing emotions targeted within this application usually cause an increase in blood activity and reduce breathing capacity. therefore, the chatbot incorporates relaxing mechanisms and converses with the user to stimulate their minds to reduce cortisol levels and help users breathe. there are a total of 9 activities conducted with the chatbot. these include happiness activity, mood journal, grounding exercise, introspection activity, self-compassion activity, remembrance activity, reassurance activity, self-love affirmation activity, and rewrite your story activity. some of these activities are dialogue-based, which stimulates a humanistic conversation with the user, while the other activities are video-based, which walk the user through the calming task. activities such as mood journal follow the concept of cbt which aids in emotional awareness by enabling users to evaluate their outlook on a situation, reason out and justify their emotions. with the help of the intents mentioned above, entities, and meaningful phrases, the chatbot is trained to acknowledge users’ emotions rather than make them feel uncomfortable about emoting such feelings by providing empathetic, semantic, and educational responses simulating humanistic behavior. the trained watson assistant has been integrated within the ios application using watson developer cloud swift sdk provided by ibm. aiding the ux design of the chatbot, swift in xcode has been used to customize ui screens, and firebase firestore is used as the backend database to store user responses from the happiness activity. extensive third-party and in-built libraries such as messagekit, webkit, uikit and swiftgif have been deployed within the source code to configure and https://journals.e-palli.com/home/index.php/ajmri pa ge 13 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 127-135, 2022 figure 6: sample of dialog tree with nodes archived in separate folders render different response types such as text, images, videos, and options from watson assistant. the assistant service designed in ibm watson is instantiated within the source code by retrieving watson credentials from the documented configuration dictionary. the configured credentials aid the watson assistant v1 api to send stateful user input to the assistant for retrieving the first message from watson. thereafter, watson’s trained dialog engine conforms to the dialog tree designed to understand user response within the current context while following the conversation crafted and rendering subsequent messages from the nodes (bhargava, 2020). online consultation online consultation module has implemented all the functional features to ensure that a user can successfully browse doctors, book an appointment, modify, or delete the booking, view the scheduled consultations, and join the meeting successfully. the functionalities were deployed with connection to the firebase firestore backend for data storage and retrieval. the ui screens were developed in xcode using swift. these screens were connected via multiple segues to ensure a smooth navigational experience. booking of appointments and consultation viewing was based on the unique document ids associated with consultation bookings stored in the database. libraries such as fscalendar, firebase, uikit were used in the process to display calendars, connect to the database, open zoom meetings, and display relevant information in the table view cells. prototype testing results the therapily application was tested to ensure that functional and non-functional requirements are met for the production release of the application to the general public. this testing was to detect any bugs, defects and issues faced with the functionalities, come up with solutions for the same and implement them. the table 2: application testing report application testing report tester names: saniya kolangde and abeer hezam time period: 7 days november 2021 functional areas number of tests executed subtotal of tests passed subtotal of tests failed percent failed % login 60 43 17 28 user account 39 26 13 33 view homepage & about us 30 23 7 23 emotion detection 90 60 30 33 therapeutic activities 52 33 19 37 online consultation 44 30 14 32 booking consultation 40 28 12 30 chatbot 70 48 22 31 settings 30 20 10 33 help / faq 34 27 7 21 contact us 36 25 11 31 https://journals.e-palli.com/home/index.php/ajmri pa ge 13 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 127-135, 2022 table 3: prototype testing feedback tester feedback tester 1 incorporate a text-to-speech feature for the chatbot. tester 2 quite an interesting application for a good cause. if possible, take timely user feedback to improve model and application tester 3 very interesting and helpful from a professional psychologist's point of view. maybe try to add activities from a scientific book brinnie brown's “gifts of imperfection”. tester 4 seems like a necessary app in today’s world. improve chatbot feedback. reduce face inspection time; during frustrating times people do not want to wait for a long period of time tester 5 beautiful user interface. a good improvement could be taking parent name and number to give children report / feedback tester 6 from a psychologist's perspective, few modules within the app could be improved. the emotion detection model and chatbot could be refined with the activities conducted within comprising a ui/ ux design involving more graphics and less text-based content. more contextual scenarios could be added. the medical history could allow patients to explicitly list down family history, medication, description regarding complaints or emotions felt, daily stressors, etc. and these details when shared with the consulting therapist would enable them to approach the patient in a better way. tester 7 as a person who had been suffering from mental health issues, this application seems very helpful and soothing. something i would definitely use quite often. tester 8 very beautiful app, very helpful for people going through tough times and can be quite useful for selfawareness for someone who doesn’t know what they are going through. developed ios app was tested with a sample of 8 random people in a natural environment setting with an iphone 11 which has therapily application installed. it should be noted that so far preliminary testing has been conducted to evaluate functional and navigational aspects of the system and interface. however, as the development progresses, more rigorous and large-scale testing will be carried out covering all necessary facets of application testing. the traceability matrix in table 2 summarizes the testing result for each functional requirement. overall, the testing of the app was satisfactory with adequate results. the feedback gathered from participants as shown in table 3, have been taken into consideration for future changes of the application. conclusion and future work combining the power of ai with the portability of smartphones can yield efficient and effective mental health assistance solutions. in this paper, a new mobile application, therapily, is proposed which makes use of various ai branches to provide a type of first aid for mental health to users in their moment of need. therapily comprises an emotion detection module leveraging computer vision, thereby promoting selfawareness. this module entails analyzing the user’s facial expressions to recognize in-the-moment emotion(s) followed by suggesting audio-visual and/or chatbot therapeutic activities based on the results. to predict the emotion of a user, a deep learning-based cnn model mobilenetv2 was utilized and trained on fer2013 which resulted in an accuracy rate of 72%. it can be gleaned from the evaluation metrics that further model tuning is required to improve the performance, which is integral since therapily deals with the sensitive domain of mental health. the application also consists of an nlp-based chatbot built on the premise of cbt, guiding users through the acknowledgment and management of distressing emotions. users can also conduct online consultations with licensed and experienced free-lancing or medical center-based therapists. to further improve the user experience the system is likely to be extended or modified which will be discussed in detail in subsequent papers. in future versions of the application, a voice bot, which is a chatbot that uses a voice channel for communication, will be incorporated to make the application more accessible and inclusive to a larger customer base. the bot will further be trained to make it capable of understanding cultural nuances. the responses will be improved by making the chatbot learn human behavior through scanning of previous conversations with users. adoption of “biosignals/physiological signals such as heartbeat (hr), photoplethysmogram (ppg), electrocardiogram (ecg) and electroencephalogram (eeg) which provide continuous measurements and are out of an individual’s control” (du, long & yuan., 2017) will be considered, to obtain more accurate emotion detection results. the deep learning model will be enhanced to predict and train on the incoming user data-stream to automatically improve itself. lastly, a payment portal will also be implemented so that consultations can be charged instead of keeping it free. acknowledgment we would like to express gratitude towards the professional doctors; dr. joslin gracias and dr. sneha john who imparted valuable domain knowledge and evaluated our application from a professional point of view. references bhargava, s. (2020). important chatbot termsutterance, https://journals.e-palli.com/home/index.php/ajmri pa ge 13 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 127-135, 2022 intent, entity and nlp. retrieved on 19 february 2022. from https://medium.com/@shruti.bhargava30/ important-chatbot-terms-utterance-intent-entityand-nlp-27c49a7babd9 chandrashekar, p. (2018). do mental health mobile apps work: evidence and recommendations for designing high-efficacy mental health mobile apps. mhealth, 4. cheikh ismail, l. (2021). impact of the coronavirus pandemic (covid-19) lockdown on mental health and wellbeing in the united arab emirates. frontiers in psychiatry, 12. retrieved from https://www. frontiersin.org/article/10.3389/fpsyt.2021.63323 chen, s-c., gulatitt, s., hamid, s., huang, x., luo, l., morisseau-leroy, n., powell, m. d., & zhan, c. (2003). a three-tier system architecture design and development for hurricane occurrence simulation. [online]. international conference on information technology: research and education. http://users.cis.fiu. edu/~chens/pdf/itre03.pdf coremltools. (2022). introduction. [online]. https:// coremltools.readme.io/docs/what-are-coreml-tools du, g., long, s., & yuan, h. (2020). non-contact emotion recognition combining heart rate and facial expression for interactive gaming environments. ieee access, 8, 11896-11906. https://af.booksc.eu/ book/80553017/721a50 education, i. (2021). what is three-tier architecture. [online] ibm.com. https://www.ibm.com/cloud/ learn/three-tier-architecture gates, v. (2019). natural language processing for psychotherapy. the berkeley science review. https:// berkeleysciencereview.com/2019/03/nlp-for psychotherapy/ giota, k., & kleftaras, g. (2014). mental health apps: innovations, risks and ethical considerations. research gate. https://www.researchgate.net/ publication/265339587_mental_health_apps_ innovations_risks_and_ethical_considerations haak, m., bos, s., panic, s., & rothkrantz, l.j.m. (2009). detecting stress using eye blinks and brain activity from eeg signals. [online] proceeding of the 1st driver car interaction and interface, 35-60. https:// www.stevenbos.com/dl/publications/detecting_ stress hollemans, m. (2022). faster neural nets for ios and macos. [online] machinethink.net. https:// machinethink.net/faster-neural-networks/ ibm (2022). how to build a chatbot ibm watson assistant – docs resources. [online]. https://www. ibm.com/ae-en/products/watson-assistant/docs resources logi analytics. (2021). 5 benefits of a 3-tier architecture| logi analytics. [online] https://www.logianalytics. com/5-benefits-3-tierarchitecture/ https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 9 american journal of multidisciplinary research and innovation (ajmri) extended fuzzy rule suram for coffee drying system zakarias situmorang1*, retantyo wardoyo2 volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1138 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 31, 2022 accepted: january 07, 2023 published: january 10, 2023 extended fuzzy rule suram is an algorithm developed to control a drying system using diesel as an energy source by modifying the value of the fuzzy membership function {0.5,1]. for a coffee drying room control system with solar energy, the bleak rule is based on fuzzy logic with the weather, air condition and wind speed variables. this algorithm is applied to the coffee drying process. the state variable membership function is represented in error values and changes in error with a typical triangular and trapezoidal map for weather variables, air conditions, while wind speed is expressed in terms of wind speed. the results of the analysis of experiments with 16 fuzzy rules to control system output according to weather conditions obtained optimization of the use of solar energy by minimizing the use of electrical energy by heating. this algorithm also adjusts the coffee drying schedule by controlling the chamber, namely through temperature and humidity control. the results of the application of this algorithm show that the efficiency of electrical energy reaches 40,86%. keywords fuzzy, membership function, coffee drying, wind speed introduction the fuzzy rule suram algorithm has been implemented in a solar wood drying system using weather and environmental variables.(dion, pranco, tri, and horwood, 1991). but for the extended fuzzy rule suram algorithm, the two variables are added by paying attention to wind speed. some of the reasons for the need for this speed variable is that the wind speed greatly affects the percentage of the amount of energy captured by the collector. the drying rate increases with the increase in temperature and air velocity because the volume of air molecules expands at high temperatures so that the air capacity to absorb water vapor increases, the drying rate becomes saturated at a constant temperature and air velocity when the water content in the object is low, process conditions the most effective drying on the dryer made is at a temperature of 128°c and wind speed of 2.8 m/s with a drying rate of 25 gr/hour on objects with a thickness of 2 cm and 45 gr/hour on objects with a thickness of 4 cm, and effect on the drying process at high air velocity conditions (v=2.8m/s) (haque, 2002). when the drying process begins, the wind speed at a certain level of drying of the material with high moisture content requires a high wind speed as well. thus, a large number of water molecules have only a short distance to travel (diffusion) to reach the surface. water is basically waiting for the air to transfer energy to the coffee (to evaporate the water) and then carry the moisture away. when the coffee has a low water content, the amount of water on the surface is much less and the water molecules in the core have to travel further to reach the surface. the diffusion of water to the surface is slow if there is no wind flow. (haque, 2002) the coffee drying process uses a drying schedule that is very dependent on the moisture content of the coffee, by conditioning the kiln at room temperature and humidity. the control algorithm used to control the actuator is the heater, damper, and sprayer. each running drying process aims to optimize processing time and available energy, under conditions of process stability. the main energy source is solar energy from the collector and an alternative energy source is electric heating. (zakarias, 2016) the maximum utilization of solar energy in the coffee drying process is the goal of this control algorithm and depends on the amount of solar energy and changes in ambient temperature and wind speed. response to changes in solar energy in environmental temperature and humidity variables is a control system variable. the coffee drying process begins by determining the set point value for the drying room temperature and humidity. the temperature and humidity conditions in the drying room are adjusted to the moisture content of the coffee. (zakarias, 2016) this air-drying method of coffee is known as natural or unwashed coffee and is a traditional and ancient method. after the coffee is harvested, the coffee cherries are separated from the dirt by winnowing, and then placed on the flat surface of the dryer. if without a dryer, the drying process lasts 2-3 weeks, where the cherries are rotated 3 times a day, but with this dryer, 1 week is enough. and after that do the stripping until the remaining coffee beans only. (zakarias, 2016) the fuzzy rule suram algorithm is implemented for the drying scheduling of arabia coffee by modifying the triangular and trapezoidal membership functions in the range [0.5, 1]. the wind speed is based on the input of solar energy collected by the collector. this process is fully controlled automatically and continuously so that the coffee drying process can be done quickly by maximizing solar energy. (zakarias, retantyo, sri, and istiyanto, jazi, 2009a). 1 computer science, universitas katolik santo thomas, indonesia 2 computer science, universitas gadjah mada, indonesia * corresponding author’s e-mail: bertsumalinog5k@gmail.com https://doi.org/10.54536/ajmri.v2i1.1138 https://journals.e-palli.com/home/index.php/ajmri pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 prototype of coffee dry kiln the control parameters of this solar coffee drying system are the amount of load, duration, operating temperature and usually fixed airflow, although this can vary according to the moisture content of the coffee. many mechanical drying systems, particularly horizontal designs, only dry efficiently when fully charged, while others are more flexible. for this tool, the coffee is placed in layers according to the airflow on a flat plate. depending on input moisture content, technology, and operating temperature, typical drying times are from 12 to 24 hours. if the duration is insufficient, the coffee product will not be stable and if it is too long, the producer loses money due to loss of quality and weight. the uniformity of drying is an aspect that has received little attention but there is no reason to believe that rapid drying will result in a uniform population of dry particles because the migration of water through the seed and fruit tissues is quite slow. air temperature is usually controlled at the inlet and is very important because temperatures in the grain above 45oc can damage the quality of the coffee and some of the immature beans will turn black and thus lose much of their commercial value. but at the beginning of the process, the temperature can reach 60oc with coffee water content above 32%. the prototype of coffee dry kiln in show at figure 1. figure 1: detail of design the prototyping of coffee drying kiln mearsurement of solar energy by piranometer type ms801 chino, it has maximum voltage +50 mvdc, which to have a data from agency of meteorology and geophysics medan indonesia. the most important part of this solar dryer is the heat circulation pump. the air in the kiln passes through the coffee load and absorbs moisture from the coffee. part of that air circulates through a fan where the moisture is condensed and removed from the drying chamber. thus the heated dry air returns to the kiln chamber. energy consumption is minimal, as there is almost no air exchange in/out. the air circulation in the kiln is very slow to lift the water content of the coffee. the solar coffee dryer control system considers that: i. coffee does not need to be weeded every day but needs to be stirred daily; ii. also protected from contamination of the product by pets; iii. protected from rain during the day; iv. maintain different lot separations; v. humidity monitoring is well controlled. the type of collector used is a flat plate collector and the collector is oriented in such a way as to receive maximum solar energy, and functions as the roof of the coffee dryer. figure 2: schedule of coffee drying system https://journals.e-palli.com/home/index.php/ajmri pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 the coffee drying schedule is a set of instructions for operating the kiln during the drying period presented in tabular form showing the temperatures and humidity to be used at various stages of the process. this schedule varies greatly depending on the solar energy collected by the collector. similarly, the captured solar energy is highly dependent on wind speed, which is represented by air temperature and humidity. this coffee drying schedule is shown in figure 2. process drying of coffee the coffee drying process begins with filling the coffee holder plate from the prototype so that it reaches 100 kg which is divided into 5 levels. according to experience with daily coffee drying, the drying schedule in figure 2 is set according to the temperature and humidity in the kiln. the solar energy captured by the collector is flowed throughout the room through the coffee pile using a fan slowly. the dry air that flows in heats the coffee so that the water vapor in the coffee will be carried away by the hot air and flowed into the exhaust air. in order to minimize energy consumption, the damper is opened once in a while when the air is saturated, where the drying kiln has almost no internal/external air exchange (zakarias, 2016) the amount of solar energy collected by the collector is converted by the parameters of ambient temperature and ambient humidity according to the prevailing wind speed, as shown in tables 1 and 2. the amount of solar energy needed, for mc ≥ 22 % according to equation 1, and the amount of solar energy needed, for mc< 22% according to equation 2. i0=617+9,7(tdo-45) (watt/m2) (1) i0=535+16.5(tdo-40) (watt/m2) (2) table 1: convert solar radiation to variable temp. ambient and humidity ambient with wind speed ≥ 2,8 m/s(high) no. set point td0 (oc) set point hd0 (%) mc (%) solar radiation io (watt/ m2) temp. ambient ta(oc) hum. ambient ha (oc) min rate max min rate max 1 2 3 4 6 7 8 9 10 11 12 1 60 65 45 60 763.0 30.5 31.5 32.5 54 62 70 2 60 65 33 – 45 3 45 60 22 33 652.0 29.7 30.7 31.7 52 60 68 4 45 55 16 22 617.5 29.4 30.4 31.4 50 58 66 5 45 45 12 16 561.0 29.1 30.1 31.1 46 54 62 6 40 60 10 12 535.0 28.9 29.9 30.9 52 60 68 table 2: convert solar radiation to variable temp. ambient and humidity ambient with wind speed ≥ 2,8 m/s(high) no. set point td0 (oc) set point hd0 (%) mc (%) solar radiation io (watt/ m2) temp. ambient ta(oc) hum. ambient ha (oc) rate max min rate max 1 2 3 4 6 7 8 9 10 11 12 1 60 65 45 60 663.0 30.5 31.5 32.5 54 62 70 2 60 65 33 – 45 3 45 60 22 33 552.0 29.7 30.7 31.7 52 60 68 4 45 55 16 22 517.5 29.4 30.4 31.4 50 58 66 5 45 45 12 16 461.0 29.1 30.1 31.1 46 54 62 6 40 60 10 12 435.0 28.9 29.9 30.9 52 60 68 the amount of solar energy needed, for mc < 22 % according to equation 3, and the amount solar energy needed, for mc< 22% according to equation 4. i0=517+9.0 (tdo45) (watt/m2) (3) i0=435+16.0 (tdo40) (watt/m2) (4) the design of membership functions for the parameters in fuzzy logic is implemented in a triangular and trapezoidal membership function model according to the coffee drying schedule as shown in figure 2. and table 1. [klir and yuan, 1995]. for this reason, it is necessary to apply a coffee-drying furnace control system. the process of fuzzification of membership functions in the range [0,5, 1], and for the weather, which is presented at ambient temperature ta and changes in ambient temperature cta with a set point value of drying temperature tdo = 60oc and drying humidity rdo = 65%) is presented in figure 3. with variable m : over cloudy ; b : cloudy; cb : clear clouds ; c: clear; sc : clearest most obvious and for changes in ambient temperature used -h = high, -m = -medium, -s = small, z = zero, s = small, m = medium, h = high. the computational process of changing ambient https://journals.e-palli.com/home/index.php/ajmri pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 temperature parameters is expressed by equation.5. with n = 0 s/d ∞ cta [(n+1)t] = ta[(n+1)t] – ta[nt] (5) weather representation is also expressed in the environmental temperature variable and its changes, and is used to maximize and calculate the value of the membership function, with reference to table 2. fuzzyfication of the membership function in the range [0,5, 1] air conditions (ambient ha humidity and changes in ambient humidity cha for set point drying temperature (td0 = 60oc) and drying humidity (rdo = 65%) are presented in figure 4. with variables: p : hot; ap : slightly hot; h : flock; s: fresh; d : cold, and for change in amient humidity used -h = high, -m = -medium, -s = small, z = zero, s = small, m = medium, h = high computation process of variable change of humidity ambient are given eq.6. with n > 0 to ~ cha [(n+1)t] = ha[(n+1)t] – ha[nt] (6) representing air conditions in ambient humidity parameters and their changes used for the maximum membership function, with the appropriate rules in the look-up table schema, are shown in table 3. the next step is to adjust to table 1. and adjust to the drying schedule in figure 2 figure 3: membership function of temperature ambient and change temperature ambient for td0 = 600c and rd0 = 65% figure 4: membership function of temperature ambient and change temperature ambient for td0 = 600c and rd0 = 65% table 3: look-up table for membership function for temperature of ambient ta\cta over-cloudy (m) cloudy (b) bright-cloud (cb) clear (c) clearest (sc) -h over-cloudy over-cloudy cloudy bright-cloud clear -m over-cloudy cloudy bright-cloud clear clearest -s over-cloudy cloudy bright-cloud clear clearest z over-cloudy cloudy bright-cloud clear clearest +s over-cloudy cloudy bright-cloud clear clearest +m over-cloudy cloudy bright-cloud clear clearest +h cloudy bright-cloud clear clearest clearest table 4: look-up table for membership function for humidity of ambient ha\cha hot rather-hots swarm fresh cold -h hot hot rather-hot swarm sejuk -m hot rather-hot swarm fresh cold -s hot rather-hot swarm fresh cold z hot rather-hot swarm fresh cold +s hot rather-hot swarm fresh cold +m hot rather-hot swarm fresh cold +h rather-hot swarm fresh cold cold https://journals.e-palli.com/home/index.php/ajmri pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 implementation of algorithm the algorithm of the extended fuzzy rule suram is designed in such a way that the automatic control unit has a built-in program for coffee drying. the drying process control system takes place automatically, so the operator’s presence is not required during drying. the greater energy consumption is generally only on the first day during the heating stage when the electric heater is turned on until the working temperature is reached. (patrick and spooner, 1995).the input variable ambient temperature measurement as an input parameter is carried out by the sht11 sensor as shown in figure 5. the flowchart of the fuzzy rule algorithm is illustrated in figure 6. in table 4 it is explained that the input of the drying chamber is adjusted to the schedule. that way the kiln becomes integrated with an automatic system using electric heating. this option is also suitable for large-capacity furnaces and in cases where the power supply is unstable (large voltage or current oscillations or frequent power outages during the winter period). drying in this case is done conventionally when during the day the electrical energy is only used for the flow fan. (wengert and oliveira, 2007). figure 5: automatic control system for coffee drying kiln prototype (source: skuratov, 2003) microcontroller avr atmega 128 has a capacity a big amount 128k flash, 53 pin i/o, 6 channel pwm and 8 channel 10-bit adc; then to be used for application system control complex. microcontroller avr atmega 128 is a microcontroller avr atmel 8 bit family, with specifications are • 128 kb flash perom • 4kb eeprom • 4kb sram • on-chip analog comparator • 8 channel 10 bit adc • 2 8 bit pwm • 6 pwm with programmable resolution (2-16 bit) • dual programmable uart • spi interface • programmable watchdog with on chip oscillator • adjustable vref adc • 53 bit i/o • power on reset and programmable brown out detection • internal calibrated rc oscillator • the pocket included the isp cable, cd and rs232 cable anemometer the input parameters used for the fuzzy figure 6: schematic of the control system for the application of the fuzzy rule algorithm (source: wang, liu, gu, sun, and de silva, 2001) https://journals.e-palli.com/home/index.php/ajmri pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 the higher the wind speed, the more energy is lost, and vice versa. so that the rules obtained will be different at high wind speeds and low wind speeds. this of course will affect the length of time the actuator works, where in terms of heating time the greater but the active damper time will be smaller, but for the sprayer it will remain. the effect of this wind speed can be seen in table 1 and table 2, how significant is the energy conversion required to increase the temperature of the drying chamber when the wind speed is high compared to the low wind speed. each stage of the coffee drying schedule, the difference in solar radiation needs reaches 100 watt/m2. rule gloomy are shown in table 5 . there are 5 parameters used, namely: drying temperature td, drying chamber humidity rd, ambient temperature ta, ambient humidity ha, and wind speed v. in particular, wind speed is a special consideration because it has 2 alternatives, namely above 2.8 m/s and below, thus adjusting for the use of the 16 output parameters according to table 6 and table 7. table 5: parameter input no. variable range describe 1. temperature drying td 0 – 150 0c 2. temperature ambient ta 0 – 150 0c weather 3. humidity drying rd 0 – 100 % 4. humidity ambient ha 0 – 100 % conditions of air 5. wind speed wd 0 – 10 m/s table 6: parameter ouput at implemented the fuzzy rule suram algorithm for wind speed low no. rule actuator conditions heater damper sprayer 1. sur-am – 1 off off s lowering drying temperature td and suddenly increasing drying chamber humidity rd [heating process] 2. sur-am – 2 h off off increase drying temperature suddenly and decrease drying chamber humidity rd. 3. sur-am – 3 h d3 off to increase the temperature of the drying chamber td and to hold the humidity of the drying chamber rd. 4. sur-am – 4 h d2 s increasing drying temperature and lowering humidity dryer chamber rd. 5. sur-am – 5 h1 d3 off to lower drying temperature td and to maintain drying chamber humidity rd 6. sur-am – 6 h2 off s to lower the drying temperature td and to lower the drying chamber humidity rd 7. sur-am – 7 off off off to maintain drying temperature td and drying chamber humidity rd 8. sur-am – 8 h d1 off to maintain drying temperature td and adjust drying chamber humidity rd with ambien humidity ha [equalizing process] note: d1 : damper on : 3 minute h: heater on : 15 minute d2 : damper on : 2 minute h1: heater on : 10 minute d3 : damper on : 1 minute h2: heater on : 5 minute s : sprayer on : 1 minute table 7: parameter ouput at implemented the fuzzy rule suram algorithm for wind speed high. no. rule actuator conditions heater damper sprayer 1. sur-am – 1 off off 2s lowering drying temperature td and suddenly increasing drying chamber humidity rd [heating process] 2. sur-am – 2 2h off off increase drying temperature suddenly and decrease drying chamber humidity rd. 3. sur-am – 3 2h 0.5d3 off to increase the temperature of the drying chamber td and to hold the humidity of the drying chamber rd. https://journals.e-palli.com/home/index.php/ajmri pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 4. sur-am – 4 2h 0.5d2 2s increasing drying temperature and lowering humidity dryer chamber rd. 5. sur-am – 5 2h1 0.5d3 off to lower drying temperature td and to maintain drying chamber humidity rd 6. sur-am – 6 2h2 off 2s to lower the drying temperature td and to lower the drying chamber humidity rd 7. sur-am – 7 off off off to maintain drying temperature td and drying chamber humidity rd 8. sur-am – 8 2h 0.5d1 off to maintain drying temperature td and adjust drying chamber humidity rd with ambien humidity ha [equalizing process] figure 7: flowchart algorithm of fuzzy rule suram for coffee drying flowchart algorithm of fuzzy rule gloomy for coffee drying is presented in figure 7, starting with inputting the water content of the coffee curry to be dried. with this water content value, it is adjusted to the drying schedule to get the initial value of the temperature of the tdo coffee drying room and the initial humidity of the rdo drying room. the sensor reads the required parameters including drying room temperature td, drying room humidity rd, ambien temperature ta, ambien humidity ha, and wind speed at that time. if the drying chamber temperature td is smaller than tdo, the heater is in the on position, and if td is greater than or equal to tdo, then the wind speed is high or low. furthermore, it is adjusted to the appropriate rules for treating the drying chamber, through a fuzzy computational process. the process continues if the processing time has not been reached and the process steps are carried out according to the drying schedule. the process will stop when the moisture content of the coffee is reached, or the drying step is complete. https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 computation of fuzzy rule suram this fuzzy rule suram is a fuzzy logic-based rule containing weather conditions and air conditions which are implemented in the coffee drying process. obtained 16 output control rules by utilizing fuzzy logic operators implemented in a solar coffee dryer, the performance of this fuzzy controller will optimize the use of solar energy, to minimize the consumption of electrical energy by the heater, according to wind speed. this control rule is needed to maintain a chamber condition according to the coffee drying schedule. to maximize the use of solar energy, it is necessary to have a control system that is responsive to changes in the amount of solar energy and environmental temperature. suram’s fuzzy rule is able to optimize the use of solar energy and is responsive to changes. this process will provide hope for minimal use of electrical energy and the system will quickly respond to changes in environmental conditions. the advantage of the sur-am rule is that it reduces the time delay of the actuator response, where to activate the actuator it is not necessary to process the influence of solar energy on the temperature and humidity of the drying chamber and/or the effect on changes in moisture content. this is the intelligence of the fuzzy controller system so that the coffee drying process can be maintained at the expected conditions for computation of the fuzzy rule suram, it begins by entering the initial value of the water content in mc coffee = 54%. according to the drying schedule, the drying chamber temperature is set at tdo = 60 oc and the humidity in the drying room is rdo = 65% and wind speed = 1.2 m/s. furthermore, the measurement data showed that the ambient temperature ta = 29.2 oc, humidity ambient ha = 64%. in the next measurement, it was obtained that ta (n + 1) = 29,6 oc and ha (n + 1) = 64.2%, where measurements are carried out every 5 minutes. from equation (5), it is found that the change in the ambient temperature value is cta(n+1) = ta(n+1) ta = 29.6 29.2 = 0.4 oc. from figure 3, it is found that there are two membership values of ta = 29.2, namely cloudy : b and cb: clear clouds, respectively: µb = 0.9 and µcb = 0.1, according to figure 3. similarly, the change is cta = 0.8 oc according to figure 4, ha = 64% is at s = fresh with a membership value of µs = 1.0 and the change in humidity cha = 0.2% is at µz = 0.8 and µs = 0.2. from table 3 it is obtained with conditions b = 0.9 and cb = 0.1 at the position of change + m, then the weather conditions are claud with membership value = 0.9 and bright claud = 0.1. likewise for the air condition in table 4. stated in the fresh state with a maximum membership value of 0.8. and the possibilities that occur from each combination of weather conditions and air conditions are stated in table 8, table 9, and table 10. table 8: implementation of fuzzy rule suram on condition : td [(n+1)] < td0 n0. if …… and …… and weather conditions is ……. and air conditions is ….. then 1 over-claud hot sur-am – 2 2 rather hot sur-am – 2 3 swam sur-am – 2 4 fresh sur-am – 2 5 cold sur-am – 2 6 claud hot sur-am – 2 7 rather hot sur-am – 2 8 swam sur-am – 2 9 fresh sur-am – 2 10 cold sur-am – 2 11 td [(n+1)] < td0 rd [(n+1)] > rd0 bright-claud hot sur-am – 2 12 rather hot sur-am – 2 13 swam sur-am – 2 14 fresh sur-am – 2 15 cold sur-am – 2 16 clear hot sur-am – 3 17 rather hot sur-am – 2 18 swam sur-am – 2 19 fresh sur-am – 2 20 cold sur-am – 2 21 clearest hot sur-am – 3 https://journals.e-palli.com/home/index.php/ajmri pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 22 rather hot sur-am – 3 23 swam sur-am – 2 24 fresh sur-am – 2 25 cold sur-am – 2 26 over-claud hot sur-am – 3 27 rather hot sur-am – 3 28 swam sur-am – 3 29 fresh sur-am – 3 30 cold sur-am – 3 31 claud hot sur-am – 3 32 rather hot sur-am – 3 33 swam sur-am – 3 34 fresh sur-am – 3 35 cold sur-am – 3 36 bright-claud hot sur-am – 4 37 rather hot sur-am – 4 38 swam sur-am – 3 39 fresh sur-am – 3 40 cold sur-am – 3 41 clear hot sur-am – 4 42 rather hot sur-am – 4 43 swam sur-am – 4 44 fresh sur-am – 3 45 cold sur-am – 3 46 clearest hot sur-am – 4 47 rather hot sur-am – 4 48 swam sur-am – 4 49 fresh sur-am – 3 50 cold sur-am – 3 table 9: implementation of fuzzy rule suram on condition td [(n+1)] = td0 n0. if …… and …… and weather conditions is ……. and air conditions is ….. then output is …….. (table 5 and 6) n0. if …… and …… and keadaan cuaca is …. and kondisi udara is ….. then output is ….. 1 over-claud hot sur-am – 2 2 rather hot sur-am – 2 3 swam sur-am – 2 4 fresh sur-am – 2 5 cold sur-am – 2 6 claud hot sur-am – 2 7 rather hot sur-am – 2 8 swam sur-am – 2 9 fresh sur-am – 2 10 cold sur-am – 2 11 td [(n+1)] = td0 rd [(n+1)] > rd0 bright-claud hot sur-am – 3 12 rather hot sur-am – 3 https://journals.e-palli.com/home/index.php/ajmri pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 13 swam sur-am – 2 14 fresh sur-am – 2 15 cold sur-am – 2 16 clear hot sur-am – 3 17 rather hot sur-am – 3 18 swam sur-am – 3 19 fresh sur-am – 2 20 cold sur-am – 2 21 clearest hot sur-am – 3 22 rather hot sur-am – 3 23 swam sur-am – 3 24 fresh sur-am – 2 25 cold sur-am – 2 26 over-claud hot sur-am – 3 27 rather hot sur-am – 3 28 swam sur-am – 3 29 fresh sur-am – 3 30 cold sur-am – 3 31 claud hot sur-am – 3 32 rather hot sur-am – 3 33 swam sur-am – 3 34 fresh sur-am – 3 35 cold sur-am – 3 36 rd [(n+1)] ≤ rd0 bright-claud hot sur-am – 6 37 rather hot sur-am – 6 38 swam sur-am – 3 39 fresh sur-am – 3 40 cold sur-am – 3 41 clear hot sur-am – 6 42 rather hot sur-am – 6 43 swam sur-am – 3 44 fresh sur-am – 3 45 cold sur-am – 3 46 clearest hot sur-am – 6 47 rather hot sur-am – 6 48 swam sur-am – 6 49 fresh sur-am – 3 50 cold sur-am – 3 table 10: implementation of fuzzy rule suram on condition : td [(n+1)] > td0 n0. if …… and …… and weather conditions is ……. and air conditions is ….. then output is …….. (table 5 and 6) 1 over-claud hot sur-am – 2 2 rather hot sur-am – 2 3 swam sur-am – 2 4 fresh sur-am – 2 5 cold sur-am – 2 https://journals.e-palli.com/home/index.php/ajmri pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 6 claud hot sur-am – 2 7 rather hot sur-am – 2 8 swam sur-am – 2 9 fresh sur-am – 2 10 cold sur-am – 2 11 td [(n+1)] = td0 rd [(n+1)] > rd0 bright-claud hot sur-am – 5 12 rather hot sur-am – 5 13 swam sur-am – 2 14 fresh sur-am – 2 15 cold sur-am – 2 16 clear hot sur-am – 5 17 rather hot sur-am – 5 18 swam sur-am – 5 19 fresh sur-am – 2 20 cold sur-am – 2 21 sangat cerah panas sur-am – 5 22 agak panas sur-am – 5 23 hangat sur-am – 5 24 sejuk sur-am – 2 25 dingin sur-am – 2 26 over-claud hot sur-am – 3 27 rather hot sur-am – 3 28 swam sur-am – 3 29 fresh sur-am – 3 30 cold sur-am – 3 31 claud hot sur-am – 3 32 rather hot sur-am – 3 33 swam sur-am – 3 34 fresh sur-am – 3 35 cold sur-am – 3 36 rd [(n+1)] ≤ rd0 bright-claud hot sur-am – 6 37 rather hot sur-am – 6 38 swam sur-am – 6 39 fresh sur-am – 7 40 cold sur-am – 7 41 clear hot sur-am – 6 42 rather hot sur-am – 6 43 swam sur-am – 6 44 fresh sur-am – 7 45 cold sur-am – 7 46 clearest hot sur-am – 6 47 rather hot sur-am – 6 48 swam sur-am – 6 49 fresh sur-am – 7 50 cold sur-am – 7 https://journals.e-palli.com/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 from the computational results the output used in the actuator treatment is rule suram 2, according to table 7. furthermore, from table 5 that the rule suram 2 is heater on, damper off, and sprayer off, the meaning is increase drying temperature suddenly and decrease drying chamber humidity rd. and from equation 1, the required solar energy is: io = 617+9.7(tdo-45) (watt/m2) = 617 + 9.7 (60 45) = 617 + 145.5 = 762.5 watt/ m2. experiment result the measurement was carried out in kampung salaondolok, samosir island, north sumatra, indonesia, as a coffee-producing area on monday, april 12, 2021, at: 10.30 wib. the prototype was prepared for the drying process of 100 kg of coffee with an average moisture content of 54.75%. initial conditions: initial temperature: 29.2 oc and humidity of 64%. the drying process is carried out for 7 full days, so that the drying process is completed on monday, april 19, 2021 at 7.30 wib. parameter measurement results are presented in figure 8. coffee moisture content, drying chamber temperature, humidity chamber, every 5 minutes. figure 8: measurement results: moisture content of mc coffee, temperature drying, and humidity drying on april 12 192021 from the measurement results, it is shown that the fuzzy rule suram algorithm is able to follow the coffee drying schedule. it is also shown that the dried coffee reaches the average moisture content of coffee mc = 10%. the results of measurements of solar energy in the coffee drying process on april 12 19 2021 are presented in figure 9, showing that the solar energy used is 40, 86% of the total energy requirement. solar energy is utilized maximally during the day and at night using a heater using electrical energy. for further development, a solar energy storage system is needed, so that it can be utilized at night. figure 9: measurement results of solar energy in the coffee drying process on 12 19 april 2021 conclusion the fuzzy rule suram algorithm in the coffee drying process is based on fuzzy logic with modified membership functions in the range [0,5, 1] on the parameters of weather conditions and air conditions in the form of ambient temperature and ambient humidity. in the computational process of this algorithm, 16 fuzzy rules to control the output system can be built which consist of 8 rules each for conditions of high wind speed above 2.8 m/s, and low wind speed. there are 3 x 50 treatments for the heater actuator, damper and sprayer, based on the real humidity conditions of the drying room and the humidity according to the drying schedule. from the results of the implementation on the prototype of this coffee dryer, the utilization of solar energy is 40.86% of the required energy, this is due to the acceleration of the drying process day and night continuously, but can save processing time from 21 days to 7 days. https://journals.e-palli.com/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 acknowledgements in the process of measuring coffee drying and developing the fuzzy rule suram algorithm on the prototype of this tool, assisted by several parties, i would like to thank: indonesian institute of sciences (lipi), institute for research and community service, catholic university of santo thomas (lppm unika santo thomas), and all those who have helped. references dion, j. m., dugard, l., pranco, a., tri, n.m., horwood. j.w. (1991). mimo adaptive constrained predictive control case study:an environmental test chamber, automatica, 27, 611626. haque, m. n. (2002). modelling of solar kilns and the development of an optimised schedule for drying hardwood timber [thesis ph.d]. department of chemical engineering, university of sydney, 354. klir, j. g., yuan, b. (1995). fuzzy sets and fuzzy logictheory and applications. prentice-hall international, inc, new jersey. patrick, p. k. l., spooner, n. r. (1995). climatic control of a storage chamber using fuzzy logic, ieee proceedings on 2nd new zealand two stream international conference on artificial neural networks and expert systems. situmorang, z., wardoyo, r., hartati, s., istiyanto, j. e. (2009a). the schedule of optimal fuzzy controller gain with multi model concept for a solar energy wood drying process kiln, international journal optimization dan quality management,15(2). situmorang, z., wardoyo, r., hartati, s., istiyanto, j. e. (2009, june 1-3). computation of parametric adaptive fuzzy controller for wood drying system, international conference on power control and optimization, bali, indonesia. situmorang, z, (2016). quality improvement of coffee with a solar dryer, lppm-universitas katolik santo thomas, medan, indonesia wengert, g., oliveira, l. c. (2007). solar kiln design 2 – solar heated, lumber dry kiln design: wood drying concepts. http://www.woodweb.com/ knowledge_base/solar_kiln_designs_2.html skuratov, n. v. (2003). computer simulation and dry kiln control. 8th international iufro wood drying conference, 406-412. tang, k. s., man, k. f., chen, g. r., kwong, s. (2001). an optimal fuzzy pid controller. ieee transactions on industrial electronics, 48(4), 757-765. wang, x. g., liu, w., gu, l., sun, c. j., gu, c.e., de silva, c. w. (2001). development of an intelligent control system for wood drying processes, advanced intelligent mechatronics proceedings international conference, 1, 371-376. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 42 american journal of multidisciplinary research and innovation (ajmri) exploring customer perceptions and experiences: a qualitative study of crispy king fast-food jeson s. pelesco1*, ma. antonette g. delfin2, mary grace p. cepe3 volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1858 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2023 accepted: july 22, 2023 published: july 30, 2023 this qualitative research study aims to delve into the perceptions and experiences of customers at crispy king fast-food, a prominent chain in the fast-food industry. by employing indepth interviews and focus group discussions, the study seeks to understand the factors influencing customers’ preferences for crispy king and the aspects that contribute to their overall satisfaction with the brand. the research will explore various dimensions, including the taste and quality of food offerings, the effectiveness of service, the ambiance of the outlets, and the brand’s positioning in the market. by analyzing these qualitative data, the study aims to identify key strengths and weaknesses of crispy king from the perspective of its valued customers. through this research, the study intends to provide valuable insights to crispy king’s management and marketing teams, helping them enhance their understanding of customer needs and expectations. the findings of this study may serve as a basis for strategic decision-making, fostering improvements in customer satisfaction and loyalty. keywords fast-food, customer perceptions, customer experiences, customer preferences, food quality introduction in recent decades, the fast-food industry has experienced remarkable growth, becoming an integral part of modern urban culture and lifestyle. fast-paced daily routines and changing consumer preferences have contributed to the popularity of fast-food establishments, providing convenient and quick dining options. among the renowned names in this competitive landscape, crispy king fast-food stands out as a major player, known for its diverse menu and customer-centric approach. understanding customer perceptions and experiences is crucial for any business, especially in the highly competitive fast-food sector. numerous studies have explored customer attitudes towards fast-food chains, emphasizing the importance of customer satisfaction in building brand loyalty and maintaining a competitive edge (aldaihani & ali, 2018; xue,et al., 2021; slack, et al., 2021; mobarak et al., 2022; ollor & onyemachi, 2022; lee et al., 2022) however, there is a limited understanding of the unique factors that contribute to crispy king’s success and appeal to its customer base. the fast-food industry’s dynamic nature and fierce competition necessitate continuous efforts to meet customer expectations and retain their loyalty. understanding what drives customer satisfaction and loyalty at crispy king fast-food is crucial for the brand’s sustained success and market positioning. by gaining valuable insights into the preferences and experiences of crispy king’s customers, the management team can tailor their strategies to cater to customer demands more effectively. this study’s findings will not only benefit crispy king fast-food but also contribute to the broader body of knowledge in the field of marketing and consumer behavior. as fast-food chains continue to shape urban dining trends, this research can serve as a reference for other players in the industry seeking to enhance their customer experiences and build brand loyalty. while several studies have examined customer perceptions and experiences in the fast-food industry, there is a research gap when it comes to understanding the specific factors driving customer satisfaction and loyalty at crispy king fast-food. existing studies have often focused on larger fast-food chains with broader geographical coverage, making it essential to investigate the unique aspects that set crispy king apart from its competitors and contribute to its success in a particular local setting. this qualitative research aims to bridge the existing gap in the literature by conducting in-depth interviews and focus group discussions to gain comprehensive insights into the preferences and experiences of crispy king’s customers. by adopting a qualitative approach, this study aims to capture rich and nuanced data, exploring various dimensions that influence customer satisfaction and brand loyalty. by delving into the unique aspects that shape customer perceptions and experiences at crispy king fast-food, this research endeavors to provide valuable insights to the management team. the findings will inform strategic decision-making, enabling crispy king to continuously enhance its offerings, services, and customer engagement strategies to maintain its competitive edge in the fast-food industry. 1 division of southern leyte, sta. paz national high school, philippines 2 university senior high school, university of bohol, philippines 3 oic, human resource department, university of bohol, philippines * corresponding author’s e-mail: jesonpelesco250@gmail.com pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-47, 2023 through this qualitative study, the voices of crispy king’s customers will be amplified, allowing their preferences and experiences to contribute significantly to the brand’s success. the in-depth exploration of customer perceptions will pave the way for customercentric strategies that cater to the evolving demands of the market, fostering long-term customer loyalty and sustainability for crispy king fast-food literature review the following review of related literature explores the various dimensions that influence customer perceptions and experiences in the fast-food industry, with a specific focus on factors relevant to crispy king fastfood. the literature review is organized into four main themes: customer preferences, brand loyalty, customer satisfaction, and fast-food ambiance. customer preferences studies have highlighted the significance of customer preferences in driving fast-food choices (iglesias et al., 2019; farooqui & alwi 2019; hidayat et al., 2021). research by iglesias et al. (2020) emphasizes that the taste and quality of food offerings play a pivotal role in shaping customer decisions. farooqui & alwi (2019) delve into the importance of fast-food service quality in meeting customer expectations and creating positive dining experiences. furthermore, hidayat et al. (2021) examine customers’ growing interest in health and sustainability aspects when making fast-food choices, which may have implications for crispy king in developing a more healthconscious menu. utonga & ndoweka (2023) highlighted that fostering the development of more efficient payment systems, particularly electronic payment systems, can mitigate expenses and potential risks associated with cash transactions. moreover, promoting financial inclusion can reduce the need for cash and enhance the efficacy of monetary policy, serving as a preventive measure against inflationary pressures and unnecessary credit growth. brand loyalty brand loyalty is crucial for fast-food chains to maintain a steady customer base (hussain, 2018; sochenda, 2021; izquierdo-yusta et al., 2022). hussain (2018) identifies factors influencing brand loyalty in fastfood chains, emphasizing the role of brand image and customer satisfaction. sochenda (2021) present a case study highlighting the impact of fast-food branding on customer loyalty, providing insights into successful strategies employed by popular chains. izquierdo-yusta et al. (2022) explore the impact of menu design on customer preferences, underscoring the potential of effective branding in enhancing customer loyalty and repeat visits. kabir (2023) highlights the importance of building and maintaining a brand’s image in the era of social commerce. furthermore, this study provides insights into the factors that drive consumers’ perception of trust, connectedness, responsibility, and competence towards brands in the context of social commerce. customer satisfaction customer satisfaction is a key determinant of the success of fast-food chains (shah, 2020; chen et al., 2018; rakwach, 2022). shah (2020) examine the role of ambiance in fast-food customer experiences, showing that the physical environment significantly influences customer satisfaction and dining behavior. chen et al., (2018) further explore the link between customer perceptions of health and sustainability in fast-food choices and overall satisfaction with the dining experience. additionally, rakwach (2022) investigate the influence of fast-food advertising on consumer decision-making, demonstrating the impact of marketing strategies on customer satisfaction and perception. fast-food ambiance the ambiance of fast-food outlets has been recognized as a critical factor in shaping customer experiences (carranza et al., 2017; izquierdo-yusta et al. 2022). carranza et al., (2018) highlight that factors such as lighting, decor, and seating arrangements contribute to the overall ambiance and influence customer satisfaction. izquierdo-yusta et al. (2022) explore the impact of menu design and its effect on customer preferences, showcasing how an appealing ambiance can enhance the overall dining experience and customer loyalty. customer perceptions and experiences in the fast-food industry have been a subject of interest for researchers, with numerous studies exploring the factors that influence customer satisfaction and loyalty. beyond the authors cited in the previous section, several other researchers have contributed to the literature in this area: singh et al. (2022) conducted a comparative study analyzing customer perceptions and experiences in various fast-food chains. the study compared customer satisfaction, service quality, and brand loyalty across different fast-food establishments, providing insights into the unique aspects that influence customer preferences in the competitive industry. fanelli & di nocera (2018) examined the impact of online reviews on customer perceptions of fast-food restaurants. the study explored how online reviews and ratings influence customer satisfaction and brand perceptions, shedding light on the role of online reputation management in the fast-food industry. rajput & gahfoor (2020) conducted an exploratory study to understand customers’ dining experiences at fastfood restaurants. the research focused on identifying the factors that contribute to positive and negative experiences, providing insights into the key determinants of customer satisfaction in fast-food settings. zhong & moon (2020) investigated the role of ambiance in fast-food restaurant customer satisfaction. the study examined how the restaurant’s atmosphere and physical environment influence customer perceptions and experiences, contributing to overall customer pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-47, 2023 at crispy king, customers may have certain expectations regarding the taste, service, and overall experience. disconfirmation occurs when customers compare their actual experiences with their initial expectations. positive disconfirmation happens when the actual experience exceeds expectations, leading to higher satisfaction and vice versa. in the context of this study, the findings highlight that crispy king has largely met or exceeded customers’ expectations, leading to positive disconfirmation and high levels of satisfaction. the flavorful food offerings, efficient service, and affordable pricing have contributed to a positive disconfirmation, resulting in satisfied and loyal customers. combining the cbbe model and the edt provides a comprehensive theoretical framework for understanding the dynamics of customer perceptions and experiences at crispy king fast-food. the cbbe model emphasizes the importance of brand equity and customer perceptions, while the edt explains how customer satisfaction is influenced by their initial expectations and subsequent experiences. together, these theories offer valuable insights into the factors driving customer satisfaction and loyalty at crispy king, supporting the study’s conclusions and practical implications for the brand. research questions 1. what are the key factors that contribute to customer satisfaction and loyalty at crispy king fast-food? 2. how do customers’ perceptions of food quality and taste impact their overall dining experiences at crispy king? 3. what are the primary factors influencing customers’ choices between crispy king and its competitors in the fast-food industry? materials and methods research design this qualitative research employs a phenomenological approach to gain in-depth insights into customer perceptions and experiences at crispy king fast-food. phenomenology is suitable for exploring participants’ lived experiences, allowing the researchers to understand the unique perspectives and meanings customers attach to their interactions with the brand. research environment the study will be conducted at one branch of crispy king located in liloan, southern leyte, philippines. liloan is a municipality known for its vibrant community and diverse dining options. the selected crispy king branch will serve as the primary research environment, providing insights into the experiences and perceptions of customers at this specific outlet research informant the study will recruit a diverse sample of customers who have recently dined at crispy king outlets. participants satisfaction and loyalty. muskat et al. (2019) explored the effects of food quality, service quality, and price fairness on customer satisfaction and behavioral intentions in fast-food restaurants. the research highlights the importance of these factors in shaping customer perceptions and loyalty in the fast-food industry. theoretical framework in this study on customer perceptions and experiences at crispy king fast-food, two prominent theories anchor the research: the customer-based brand equity (cbbe) model and the expectancy disconfirmation theory (edt). customer-based brand equity (cbbe) model the customer-based brand equity (cbbe) model, introduced by kevin lane keller in 1993, serves as a guiding framework to understand how customers form perceptions and attitudes towards a brand. this model emphasizes that brand equity is built upon four key dimensions: brand awareness refers to customers’ recognition and familiarity with the brand. crispy king has successfully established brand awareness among its target market, with customers being familiar with the brand’s name and offerings. brand associations represents the mental links and connections customers make between the brand and certain attributes, images, or experiences. positive brand associations, such as delicious taste and affordable pricing, contribute to customer loyalty and positive perceptions of crispy king. perceived quality relates to customers’ subjective assessments of a brand’s product or service quality. crispy king’s focus on delivering delicious and flavorful meals has resulted in customers’ positive perceptions of food quality. brand loyalty refers to customers’ commitment and attachment to the brand, leading to repeat purchases and preference over competitors. the study reveals that crispy king has successfully cultivated brand loyalty among its customers, driven by positive associations and perceived quality. expectancy disconfirmation theory (edt) the expectancy disconfirmation theory (edt) explains how customer satisfaction is influenced by the perceived match or mismatch between their expectations and the actual experiences with a product or service. according to edt, customer satisfaction is influenced by two factors: expectations represent customers’ pre-consumption beliefs and assumptions about a product or service. before dining pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-47, 2023 will be selected using purposive sampling to ensure representation from various demographics, including age, gender, and dining frequency. a target of 20-30 participants will be sought, considering the depth and richness of the data required for qualitative analysis. research instruments the research instrument for this qualitative study on customer perceptions and experiences at crispy king fast-food will consist of two main components: semistructured interview guides and focus group discussion protocols. these instruments will be designed to explore various aspects related to customer preferences, brand loyalty, service quality, and overall dining experiences at crispy king data collection in-depth interviews semi-structured interviews will be conducted with participants to explore their experiences, perceptions, and preferences related to crispy king fast-food. the interviews will allow participants to provide detailed narratives about their interactions with the brand, the factors influencing their dining choices, and their overall satisfaction. focus group discussions focus group discussions will be organized to encourage participants to share their experiences openly and interact with each other, generating deeper insights and uncovering collective perspectives. focus groups will be moderated to facilitate meaningful discussions while maintaining a comfortable and respectful environment data analysis thematic analysis will be employed to analyze the data collected from interviews and focus group discussions. audio recordings and transcriptions of the sessions will be carefully reviewed to identify recurring themes, patterns, and key findings related to customer perceptions and experiences at crispy king fast-food. ethical considerations this research will adhere to ethical guidelines, ensuring participants’ informed consent, confidentiality, and privacy. participants will be informed about the study’s purpose, voluntary nature, and their right to withdraw at any stage without consequences. ethical approval will be obtained from the institutional review board to ensure the study meets the necessary ethical standards. data trustworthiness to enhance the credibility and trustworthiness of the findings, the researchers will engage in peer debriefing, member-checking with participants, and triangulation of data sources. multiple researchers will independently analyze the data to promote inter-rater reliability. limitations the qualitative nature of the study may limit generalizability. however, the focus on crispy king fast-food and the use of rigorous methods will provide valuable insights specific to this context. results and discussions the results of the qualitative study on customer perceptions and experiences at crispy king fastfood revealed several key themes and insights. data from in-depth interviews and focus group discussions were analyzed using thematic analysis, leading to the identification of the following prominent findings: factors influencing customer satisfaction and loyalty participants consistently cited food quality, taste, and value for money as the primary factors influencing their satisfaction and loyalty to crispy king. the majority of customers expressed a preference for crispy king due to the delicious taste of their signature dishes, particularly the crispy fried chicken and flavorful sauces. additionally, participants appreciated the affordable pricing of menu items, which provided value for money compared to other fast-food chains in the area. impact of brand equity on customer perceptions the customer-based brand equity (cbbe) model was evident in the participants’ perceptions of crispy king. strong brand awareness and positive brand associations contributed to customers’ confidence in the quality of food and service. the brand’s reputation for consistently delivering tasty and satisfying meals created a sense of trust and loyalty among customers. service quality and customer experiences participants’ responses regarding service quality were generally positive, highlighting crispy king’s friendly and efficient staff. the staff ’s responsiveness and attentiveness to customer needs were well-received. however, some participants expressed occasional concerns about longer wait times during peak hours, suggesting potential areas for improvement. the findings from the study shed light on the crucial factors that contribute to customer satisfaction and loyalty at crispy king fast-food. the positive perceptions of food quality and taste align with the brand’s focus on providing flavorful and enjoyable meals, contributing to customer retention and repeat business. the affordability of menu items also plays a significant role in attracting customers and enhancing their overall dining experiences. the strong brand equity exhibited by crispy king demonstrates the success of their marketing efforts in creating a positive brand image and reputation. the findings underscore the importance of consistently delivering on brand promises to foster trust and loyalty among customers. while participants generally expressed satisfaction with the quality of service, the concerns raised about wait pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-47, 2023 times during peak hours present an opportunity for crispy king to optimize their operations and enhance service efficiency. addressing these issues could lead to even greater customer satisfaction and loyalty. the study’s results also suggest that the crispy king outlet in liloan, southern leyte, effectively caters to its target market, resonating with customers’ preferences and providing a delightful dining experience. these insights can serve as a valuable guide for the management team to maintain and strengthen customer satisfaction, brand loyalty, and competitiveness in the local fast-food industry. conclusion this qualitative study on customer perceptions and experiences at crispy king fast-food in liloan, southern leyte, has provided valuable insights into the factors that contribute to customer satisfaction and brand loyalty. the findings reveal that crispy king has successfully established a positive brand image and reputation, with customers expressing strong preferences for the taste, quality, and affordability of its food offerings. the efficient and friendly service provided by the staff has further contributed to positive customer experiences. food quality and taste crispy king’s focus on delivering delicious and flavorful meals has resonated with customers, becoming a significant driver of customer satisfaction and loyalty. the signature crispy fried chicken and flavorful sauces have garnered positive feedback and contributed to customers’ preference for crispy king over other fast-food chains. brand equity the study shows that crispy king has achieved a strong brand equity among its customers. positive brand associations, high brand awareness, and a reputation for delivering consistent and tasty meals have fostered trust and loyalty, influencing customers’ dining choices. service quality while participants generally had positive experiences with the service at crispy king, some expressed concerns about wait times during peak hours. addressing these operational challenges could lead to even higher levels of customer satisfaction and overall dining experiences. references aldaihani, f. m. f., & ali, n. a. 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(2021). purchasing intentions toward fast food: the mediating role of consumer attitudes toward fast food. journal of food quality, 2021, 1-17. https://www.hindawi.com/ journals/jfq/2021/9931083/ zhong, y., & moon, h. c. (2020). what drives customer satisfaction, loyalty, and happiness in fast-food restaurants in china? perceived price, service quality, food quality, physical environment quality, and the moderating role of gender. foods, 9(4), 460. https:// www.mdpi.com/2304-8158/9/4/460 pa ge 1 pa ge 83 american journal of multidisciplinary research and innovation (ajmri) abrogating mother-tongue multilingual education in the philippines: the lens of mtb-mle teachers in public elementary schools erwin lesbos purcia1*, noemi senario castante1 volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1818 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2023 accepted: july 18, 2023 published: august 12, 2023 the study assessed the implementation of mother-tongue based multilingual education (mtb-mle) program through the lens of the mtb-mle teachers on its motion to be abrogated in the philippines utilizing descriptive-correlational method of research with 28 total number of respondents. with a researcher-made questionnaire validated and reliabilitytested, results revealed respondents moderately agree that mtb-mle shall be abrogated. it also revealed that there is no significant difference on the perceptions of the respondents as regards abrogating mtb-mle when grouped according to their profile. finally, there is no significant relationship between the perceptions of the respondents as regards abrogating mtb-mle and their profile. it is therefore recommended that the teachers should take part in the implementation/revision of the mtb-mle curriculum since they are at the helm of the program implementation. there should be redefining of curriculum guide, learning activities and assessment of each area by the curriculum schedule prescribed on the most essential learning competencies suitable for the mtb-mle implementation. moreover, the department of education should provide support to teachers to enhance their teaching capabilities on the use of mtb-mle instruction especially the necessary materials and interventions that will be utilized in delivering instructions more effectively. keywords mother-tongue based multilingual education, mtb-mle teachers, descriptive-correlational, abrogation introduction in a society in which communication is the dominant force governing human life, each person is accountable for using that language in daily communication and speaking actions to convey one’s thoughts and ideas about specific conditions. language has freed individuals by allowing them to comprehend the world, their existence, their responsibilities, and their capacities to influence change in its inexorable flux. this metric assesses an individual’s capacity to engage with others in order to foster an environment conducive to peace and understanding. among the languages recognized by the world’s population is the english language’s globalization. however, issues with filipinos’ english language acquisition continue to surface, sparking varied opinions over how to absorb english and acquire the language in the most subtle and simplest manner possible for an average juan dela cruz. nonetheless, this subject continues to be a recurrent source of contention for filipino teaching english today. language skills in the philippines are deteriorating, according to the findings of a major international testing system, which also revealed that malaysians have surpassed all other south-east asian nations in terms of english competence. the data was produced last year by idp education, an australian organization that offers english language testing in 29 countries for students, professionals, and others interested in emigrating to english-speaking nations (wilson, 2009). according to 2008 ielts scores, filipinos pursuing abroad careers in fields such as nursing or engineering achieved an overall mean of 6.69 for listening, writing, reading, and speaking english, while malaysians scored 6.71. while the score is a small improvement over the 6.58 recorded in 2007, it remains concerning for a nation that prides itself on its english-language proficiency. cambridge university administers ielts, one of the world’s most widely used english-language proficiency examinations. one of the difficulties educators in the philippines have is deciding whether to utilize english or tagalog as the language of teaching in schools. tagalog is mostly spoken on the northern island of luzon. for years, a bill has been pending in the house of representatives to overturn a 33-year-old program of bilingual education in philippine schools, which promoted the use of english and tagalog as instructional media. as a result, specialists and the department of education developed the concept of mother tongue-multilingual education (mtb-mle). it is a policy in the philippines that entails the use of indigenous mother tongues as the primary language of teaching from kindergarten to third grade (k-3), with the official languages (filipino and english) being introduced as the primary language of instruction after third grade. previously, the first years of education were taught in filipino and english, with local languages employed to help instructors and children in the classroom. since 2012-2013, mtb-mle has been adopted across the nation. while only a small number of schools previously implemented mtb-mle, many schools and teachers are now learning how to use a local mother tongue as the primary language of instruction, which will be adopted by more schools in the coming years, allowing for the teaching of a greater variety of languages (metila, pradilla, and williams, 2016). however, various concerns have 1 department of education, calbayog city division, philippines * corresponding author’s e-mail: erwin.purcia@deped.gov.ph pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 been expressed about the program’s implementation. numerous individuals complained that the translation of english terminology is insufficiently suited for the target language, which is required in the context of translation. because languages, like other languages, have real linguistic qualities, when they are translated, the authenticity of the source language is called into question and the target language is placed in a context distinct from the context of the translation. additionally, constructed learning resources in the mother tongue conflict with the culturally acceptable materials that instructors are supposed to integrate into their courses. all of these problems have had a significant influence on the program’s execution and have drawn widespread criticism from professionals and grassroots implementers. as a result, the motion to repeal it has been made. this is precisely why the researcher was prompted to perform this investigation. this investigation determined if mtb-mle teachers support or oppose the mtbabolition mle’s by the department of education. this will also have ramifications for whether pupils have learned the abilities necessary to study other languages, as proposed by cummins (2000). this would either confirm or refute the mtb-mle thesis and advocate the establishment of another language development program that would stimulate and define the communication requirements for filipinos to properly learn english, a critical component of human meritocracy. thus, this study determined the perceptions of mtb-mle teachers as regards abrogating mtb-mle in deped specifically in the selected big elementary schools of the schools division of calbayog city namely calbayog city sped center and san policarpo central school, respectively. specifically, it identified profile of the respondents, perception of mtb-mle teachers as regards the abrogation of mtb-mle in deped, an inferential analysis to their profiles and their perceptions, their problems encountered and possible intervention. methodology this research study utilized descriptive-correlational method involving all the mtb-mle teachers in the two (2) big elementary schools in the schools division of calbayog. identifying their perceptions on the implementation of mtb-mle certainly helped the researcher capture the extent of implementation of such program. as the primary clienteles/implementers of any educational institution and of this program in particular, they essentially contributed to capturing authentic data as regards their perceptions on abrogating mtb-mle. descriptive-correlational is a scientific process that begins with description, based on observation, of an event or events, from which theories may later be developed to explain the observations and a statistical measure of a relationship between two or more variables. it gives an indication of how one variable may predict another (cliffnotes, 2016). this study originally was planned to be conducted in three (3) big elementary schools but due to the rigid preparations of the last school for the progressive expansion of limited face to face classes where all teachers are involved and assigned with heavy tasks, the researcher through the consultation with the adviser decided to just include two schools who during the data gathering were not scheduled to open for limited face to face classes hence was accommodated by them in administering of the questionnaires. these schools were conducted san policarpo central elementary school and calbayog city sped center, these schools were the research environments of this study since they are the central elementary schools with a large number of teachers with which their perception on the motion to abrogate mtb-mle was determined as basis for a policy recommendation based on the findings of this study. the researcher utilized total or complete enumeration as sampling technique to determine the respondents of this study. since all the mtb-mle teachers were taken as a group and/or respondents of this investigation, hence this sampling technique. the choice of only including the big central elementary schools is due to the fact that since they are usually piloting the implementation of any educational programs, these schools deserve to sit as locale of the study. this study made use of a researcher-made questionnaire that determined the perceptions of mtb-mle teachers as regards abrogating mtb-mle in deped specifically in the two central elementary schools of the schools division of calbayog city. this was subjected to face validity. before it was administered to the actual respondents and content validation, it was first scrutinized by the panel members for checking and critiquing according to appropriacy of parameters induced and indicators incorporated. once checked by the panel, corrections from the scrutiny were embedded and revised. further, this was subjected to pilot testing at calbayog east central school to check whether the constructs in the questionnaire really measure what it intends to measure and compute its reliability coefficient via cronbach’s alpha. as a result, it generated an alpha coefficient of 0.86 which is larger than the minimum value of 0.70 for questionnaires to be revised. this means that the crafted questionnaire was valid and reliable enough as authentic data gathering instrument. the researcher made use the following statistical tools as aid to the analysis and interpretation of data: the simple percentage was used in profiling the respondents’ demographic variables; to determine the perceptions of the respondents as regards abrogating mtb-mle and their problems encountered, the weighted mean was used; to determine the significant difference in the perceptions of the respondents as regards abrogating mtb-mle, levene’s test for equality of variances was be used; and to determine the relationship of the personal profile of the respondents and their perceptions as regards abrogating mtb-mle, the kendall’s tau_b test for correlation was used. pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 table 1 and 2 below present the tabular details of the presented personal variables of the respondents in this study. results and discussion on the profile of the respondents table 1: profile of the respondents as to age, sex, civil status, and highest educational attainment profile of the respondents frequency (f) percentage (%) age 20-30 years old 1 31-40 years old 6 41-50 years old 8 51-60 years old 8 total 23 100% sex male 2 7% female 26 93% total 28 100% civil status single 5 married 22 separated 0 widow/er 1 total 28 highest educational attainment bachelor's degree 5 bachelor's degree with earned units 5 bachelor's degree with ma units 13 ma degree holder 3 ma with doctorate units 1 doctorate 1 total 28 grand total 28 100% it can be noted from the table above that majority of the respondents are adults whose ages ranges from 4160 years old. while as to sex, most of them are females (26, or 93% ). as to civil status, they are married (22 or 79%). as to educational attainment, majority of them are bachelor’s degree holder but with ma units (13 or 46%). it can be implied that mtb-mle teachers are mature enough and are qualified to teach the program. table 2 on one hand, presents the remaining personal variables below table 2: profile of the respondents as to years in service and number of trainings attended relative to mtb-mle profile of the respondents frequency (f) percentage (%) years in service less than 1 year 0 1-5 years 1 6-10 years 9 11-15 years 3 16-20 years 6 21-25 years 3 26-30 years 4 31-35 years 1 35 years and above 1 total 28 pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 it can be gleaned from the table above that majority of the respondents have been in the service within 6 to 10 years already. while some places between 16-20 years and 26-30 years, respectively. this means that mtbmle teachers have quite enough experience in teaching mtb-mle including that of their number of trainings/ seminars attended. therefore, based on the overall profile of the respondents, it can be implied that mtb-mle teachers are mature, qualified to teach , in fact have been teaching the subject for a quite a time and are “seasoned” in the field. on the perceptions of the respondents as regards abrogating mtb-mle table 3 presents the perceptions of the respondents as regards abrogating mtb-mle. through weighted mean, the researcher treated the data and generated the responses according to how they perceive the topic investigated. number of trainings/seminars attended relative to mtb-mle no trainings/seminars attended 6 1-2 trainings/seminars attended 5 3-4 trainings/seminars attended 5 5-6 trainings/seminars attended 6 7-8 trainings/seminars attended 0 9-10 trainings/seminars attended 1 more than 10 trainings/seminars attended 5 total 28 grand total 28 100% table 3: the perceptions of the respondents as regards abrogating mtb-mle areas/indicators mean adjectival descriptor a. curriculum and instruction 2.1 disagree i want the mtb-mle be removed because... 1. the school does not adopt the mtb-mle objectives and goals. 1.9 disagree 2. the school does not implement the rules and regulations of mtb-mle accordingly. 1.9 disagree 3. the school does not follow curriculum framework based from deped order. 1.9 disagree 4. mtb-mle objectives are not carried out through effective strategies incorporated by teachers. 2.2 disagree 5. the school does not adhere to the promotion of students’ skills and competencies towards academic development. 2.2 disagree 6. teacher do not show competence in teaching mtb-mle subjects. 2.2 disagree 7. teacher is not well-equipped with mtb-mle teaching pedagogies, techniques and procedures. 2.3 disagree 8. teacher does not show technical know-how in applying lessons to students’ daily lives. 2.1 disagree 9. teacher is not competent and knowledgeable in teaching mtb-mle. 2.2 disagree 10. teacher does not address individual differences and multiple intelligences of the students in mtb-mle class. 2.1 disagree b. learning activities 2.7 moderately agree i want mtb-mle be removed because... 1. i do not know how to teach mtb-mle. 2.6 moderately agree 2. activities in the lesson are not fitted with the framework of mtb-mle. 2.6 3. learners find difficult to use the local terms used in the lesson. 3.5 moderately agree 4. i am not well-equipped with the mtb-mle pedagogy. 2.5 disagree 5. i want to have it be removed since it lacks preparations and resources. 3.11 moderately agree 6. i want mtb-mle to be removed since. 2.7 moderately agree 7. students do not enjoy learning. 2.9 moderately agree 8. they have less if not, no academic activities joined to develop the students' cognitive skills. 2.5 moderately agree pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 9. students do not interact with each other especially during group dynamics ensuring better learning acquisition. 2.5 disagree 10. they are not interactive during classroom discussions due to unfamiliar local words they do not understand. 2.7 moderately agree c. assessment 2.71 moderately agree i want the mtb-mle program be removed because... 1. i am trained less in terms of assessment. 3.5 moderately agree 2. i have less, if not, less knowledge in terms of assessing students' performance. 2.5 moderately agree 3. i do not know how to conduct authentic assessment based on mtb-mle. 2.5 moderately agree 4. i find the assessment strategies inappropriate for students. 2.5 moderately agree 5. i see that students are only compelled to take quizzes for the sake of compliance. 2.5 moderately agree 6. the assessment stages are inconsistent with the learning objectives. 2.5 moderately agree 7. i find assessment of learning boring for students as suggested by deped. 2.5 moderately agree 8. deped's suggested assessment are inconsistent with the mtb-mle framework. 3.9 moderately agree 9. deped's framework of mtb-mle does not measure authentic assessment from learners' performances. 2.5 moderately agree 10. modules/learning resources crafted do not encourage effective learning assessment.. 2.5 moderately agree weighted mean 2.51 moderately agree legend: 4.215.00 (strongly agree) 3.214.20 (agree) 2.413.20 (moderately agree) 1.812.40 (disagree) 1.001.80 (strongly disagree) it can be noted from the table above that the perceptions of the respondents as regards abrogating mtb-mle is “moderately agree”. this means that they are for removing the program but only to some extent. this extent involves the conduct of the learning activities and of the assessment. it is further perceived that there must be inconsistencies in the process and context of the designed learning activities and assessment which teachers perceive inappropriate hence, moderately agreeing its abrogation. on the significant difference on the perceptions of the respondents as regards abrogating mtb-mle the tables below show the statistical analysis used in this study to determine the significant difference on the perceptions of the respondents as regards abrogating mtb-mle in deped. using levene’s test for equality of variances. this statistical tool was utilized as the best inferential analytical tool not only because of the varying variabilities of the measures of variables but also due to incomplete entries of the profile of the respondents. the test for equality of variances made sure that data gathered regardless of the completeness of personal variables will never be affected by all means. below present the details of the inferential analysis. it can be generated from the tables above that there is no significant difference between male and female in terms of a (t=.666,df=26,p-value=.511), b (t=-.538,df=26,ptable 4: test for significant difference on the perceptions of the respondents as regards abrogating mtb-mle in deped using levene’s test for equality of variances when grouped according to their sex group statistics sex n mean std. deviation std. error mean curriculum and instruction male 2 2.4500 1.06066 .75000 female 26 2.0654 .77405 .15180 learning activities male 2 2.4500 .07071 .05000 female 26 2.7462 .76537 .15010 assessment male 2 2.5000 .42426 .30000 female 26 2.5000 .86902 .17043 as a whole male 2 2.4667 .23570 .16667 female 26 2.4372 .78096 .15316 pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 independent samples test levene’s test for equality of variances t-test for equality of means f si g. t df si g. (2 -t ai le d) m ea n d iff er en ce st d. e rr or d iff er en ce 95% confidence interval of the difference lower upper curriculum and instruction equal variances assumed .231 .635 .666 26 .511 .38462 .57750 -.80246 1.57169 equal variances not assumed .503 1.084 .698 .38462 .76521 -7.73403 8.50326 learning activities equal variances assumed 2.093 .160 -.538 26 .595 -.29615 .55081 -1.42837 .83606 equal variances not assumed -1.872 23.593 .074 -.29615 .15821 -.62298 .03067 assessment equal variances assumed .841 .367 0.000 26 1.000 0.00000 .62828 -1.29144 1.29144 equal variances not assumed 0.000 1.742 1.000 0.00000 .34503 -1.71608 1.71608 as a whole equal variances assumed 1.414 .245 .052 26 .959 .02949 .56296 -1.12770 1.18667 equal variances not assumed .130 3.308 .904 .02949 .22635 -.65440 .71337 value=.595), b (t=00,df=26,p-value=1.00), abc (overall) (t=.052,df=26,p-value=.959), since the p-values are greater than .05 level of significance. this implies that regardless of their sex, their perceptions with the abrogation of mtbmle are still the same which is moderately agreeing. this further means that sex does not affect their perceptions on abrogating mtb-mle. table 5: test for significant difference on the perceptions of the respondents as regards abrogating mtb-mle in deped using levene’s test for equality of variances when grouped according to their civil status group statistics civil status n mean std. deviation std. error mean curriculum and instruction single 5 1.9200 .87579 .39166 married 23 2.1304 .77250 .16108 learning activities single 5 2.5000 .46368 .20736 married 23 2.7739 .78753 .16421 assessment single 5 2.3400 .64653 .28914 married 23 2.5348 .88503 .18454 as a whole single 5 2.2533 .55307 .24734 married 23 2.4797 .79403 .16557 independent samples test levene's test for equality of variances t-test for equality of means f si g. t df si g. (2 -t ai le d) m ea n d iff er en ce st d. e rr or d iff er en ce 95% confidence interval of the difference lower upper pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 there is no significant difference between civil status in terms of a (t=-.540,df=26,p-value=.594), b (t=743,df=26,p-value=.464), c (t=-.463,df=26,p-value=647), and abc (overall) (t=-.602,df=26,p-value=.552) since the p-values are greater than .05 level of significance. this implies that regardless of their civil status, their perceptions with the abrogation of mtb-mle are still the same which is moderately agreeing. this further means that sex does not affect their perceptions on abrogating mtb-mle. curriculum and instruction equal variances assumed .315 .579 -.540 26 .594 -.21043 .38945 -1.01097 .59010 equal variances not assumed -.497 5.439 .639 -.21043 .42349 -1.27314 .85227 learning activities equal variances assumed 1.605 .216 -.743 26 .464 -.27391 .36855 -1.03147 .48365 equal variances not assumed -1.036 9.883 .325 -.27391 .26451 -.86422 .31640 assessment equal variances assumed .617 .439 -.463 26 .647 -.19478 .42075 -1.05964 .67008 equal variances not assumed -.568 7.691 .586 -.19478 .34301 -.99134 .60177 as a whole equal variances assumed .962 .336 -.602 26 .552 -.22638 .37596 -.99918 .54643 equal variances not assumed -.761 8.092 .468 -.22638 .29764 -.91138 .45862 table 6: test for significant difference on the perceptions of the respondents as regards abrogating mtb-mle in deped using levene’s test for equality of variances when grouped according to their highest educational attainment group statistics hea1 n mean std. deviation std. error mean curriculum and instruction bachelors degree 23 2.0826 .76197 .15888 masters degree 5 2.1400 .94763 .42379 learning activities bachelors degree 23 2.7522 .77393 .16138 masters degree 5 2.6000 .62048 .27749 assessment bachelors degree 23 2.5130 .89306 .18622 masters degree 5 2.4400 .61074 .27313 as a whole bachelors degree 23 2.4493 .78919 .16456 masters degree 5 2.3933 .63043 .28194 independent samples test levene's test for equality of variances t-test for equality of means f si g. t df si g. (2 -t ai le d) m ea n d iff er en ce st d. e rr or d iff er en ce 95% confidence interval of the difference lower upper curriculum and instruction equal variances assumed .768 .389 -.147 26 .885 -.05739 .39147 -.86208 .74729 equal variances not assumed -.127 5.185 .904 -.05739 .45260 -1.20846 1.09368 learning activities equal variances assumed .324 .574 .410 26 .685 .15217 .37124 -.61093 .91528 equal variances not assumed .474 7.017 .650 .15217 .32100 -.60650 .91084 pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 there is no significant difference between educational attainment in terms of a (t=-.147,df=26,p-value=.885), b (t=.410,df=26,p-value=.685), c (t=.173,df=26,pvalue=.864), and abc (overall) (t=.148,df=26,pvalue=.884) since the p-values are greater than .05 level of significance. this implies that regardless of their highest educational attainment, their perceptions with the abrogation of mtb-mle are still the same which is moderately agreeing. this further means that sex does not affect their perceptions on abrogating mtb-mle. assessment equal variances assumed .578 .454 .173 26 .864 .07304 .42224 -.79487 .94096 equal variances not assumed .221 8.258 .830 .07304 .33057 -.68512 .83121 as a whole equal variances assumed .263 .612 .148 26 .884 .05594 .37842 -.72191 .83379 equal variances not assumed .171 7.041 .869 .05594 .32645 -.71507 .82696 table 7: test for significant difference on the perceptions of the respondents as regards abrogating mtb-mle in deped using analysis of variance (anova) when grouped according to their years in service anova sum of squares df mean square f sig. curriculum and instruction between groups .630 3 .210 .320 .811 within groups 15.749 24 .656 total 16.379 27 learning activities between groups .217 3 .072 .119 .948 within groups 14.596 24 .608 total 14.813 27 assessment between groups .502 3 .167 .216 .884 within groups 18.558 24 .773 total 19.060 27 as a whole between groups .372 3 .124 .199 .896 within groups 14.932 24 .622 total 15.305 27 it can be gleaned that in the table above that there is no significant difference between the number of years in teaching/service in terms of a (f=.320, p-value=.811), b (f=.119,p-value=.948), c (f=.216,p-value=.884), and abc (overall) (f=.199,p-value=.896) since the p-values are greater than .05 level of significance. this implies that regardless of their years in servoce, their perceptions with the abrogation of mtb-mle are still the same which is moderately agreeing. this further means that sex does not affect their perceptions on abrogating mtb-mle. table 8 below presents the test for significant difference on the perceptions of the respondents as regards abrogating mtb-mle in deped using analysis of variance (anova) when grouped according to their number of trainings/seminars attended. table 8: test for significant difference on the perceptions of the respondents as regards abrogating mtb-mle in deped using analysis of variance (anova) when grouped according to their number of trainings/seminars attended anova sum of squares df mean square f sig. curriculum and instruction between groups 3.049 4 .762 1.315 .294 within groups 13.330 23 .580 total 16.379 27 learning activities between groups 2.136 4 .534 .969 .444 within groups 12.677 23 .551 total 14.813 27 pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 assessment between groups 3.742 4 .936 1.405 .264 within groups 15.318 23 .666 total 19.060 27 as a whole between groups 2.757 4 .689 1.263 .313 within groups 12.548 23 .546 total 15.305 27 based on the table, it presents that there is no significant difference between the number of relevant trainings in terms of a (f=1.315, p-value=.294), b (f=.969,pvalue=.444), c (f=1.405,p-value=.264), and abc (overall) (f=1.263,p-value=.313) since the p-values are greater than .05 level of significance. this implies that regardless of their number of trainings/ seminars attended, their perceptions with the abrogation of mtb-mle are still the same which is moderately agreeing. this further means that sex does not affect their perceptions on abrogating mtb-mle. on the significant relationship between the perceptions of the respondents as regards abrogating mtb-mle in deped and their profile the table below shows the statistical analysis used in this study to determine the significant relationship on the perceptions of the respondents as regards abrogating mtb-mle in deped and their personal variables using kendall’s tau_b. the table further shows how the variables were correlated. hence, the presentation of the data is generated below. table 9: test for significant relationship between the perceptions of the respondents as regards abrogating mtb-mle in deped and their profile age1 sex cvl hea1 nyt1 nrtsars1 kendall's tau_b curriculum and instruction correlation coefficient .015 -.067 .105 -.005 -.093 .151 sig. (2-tailed) .935 .686 .525 .976 .543 .308 n 23 28 28 28 28 28 learning activities correlation coefficient .037 .139 .113 -.034 -.110 .113 sig. (2-tailed) .839 .395 .489 .833 .465 .440 n 23 28 28 28 28 28 assessment correlation coefficient .184 -.007 .059 .005 -.032 .176 sig. (2-tailed) .309 .964 .718 .976 .835 .231 n 23 28 28 28 28 28 as a whole correlation coefficient .081 0.000 .078 .034 -.118 .150 sig. (2-tailed) .655 1.000 .631 .833 .429 .301 n 23 28 28 28 28 28 as presented, there is no significant relationship between the perceptions of the respondents as regards abrogating mtb-mle with any of their profile from curriculum and instruction with age (0.935), sex (0.686), civil status (0.525), highest educational attainment (0.976), years in service (0.543) and number of trainings attended (0.308). this is true to learning activities with age (0.935), sex (0.395), civil status (0.489), highest educational attainment (0.833), years in service (0.465) and number of trainings attended (0.440). so as on the assessment with age (0.309), sex (0.964), civil status (0.718), highest educational attainment (0.976), years in service (0.835) and number of trainings attended (0.231). finally, same interpretation goes with the values as a whole along with age (0.655), sex (1.0), civil status (0.631), highest educational attainment (0.833), years in service (0.429) and number of trainings attended (0.301). this implies that regardless of their age, sex, civil status, highest educational attainment, years in service and number of trainings/seminars attended, their perceptions with the abrogation of mtb-mle are still the same which is moderately agreeing. this further means that the profile of the respondents does not affect their perceptions on abrogating mother-tongue multilingual education. conclusions based on the findings of the study, data revealed that as to the profile of the respondents, majority of them a, mature, married, bachelor’s degree graduates with ma units and are seasoned teachers. the respondents moderately agree that mtb-mle shall be abrogated. there is no significant difference on the perceptions of the respondents as regards abrogating mtb-mle when grouped according to their profile. finally, there is no significant relationship between the perceptions of the respondents as regards abrogating mtb-mle and their profile. it is recommended therefore that teachers should take part in the implementation/revision of the mtbpa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 83-92, 2023 mle curriculum since they are the helm of the program promulgation. further, redefining the curriculum guide, learning activities and assessment of each area by the curriculum schedule prescribed on the most essential learning competencies suitable for the mtb-mle implementation. there should also be provision of support to teachers to enhance their teaching capabilities on the use of mtb-mle instruction especially the necessary materials and interventions that will be utilized in delivering instructions more effectively. references aguja, s., aliñab, j. & prudente, m. (2018). teachers’ perceptions on using mtb-mle in teaching grade 3 mathematics. american scientific publishers. https://doi.org/10.1166/asl.2018.12486 burton, l. (__). mother tongue-based multilingual education in the philippines: studying top-down policy implementation from the bottom up. university of minnesota, usa. cliffnotes, (2016). ratio analysis. retrieved july 2016 from https://www.coursehero.com/file/p7be80f/ cliffnotes-2016-ratio-analysis-retrieved-july-2016. cummins, j. (2000). the influence of bilingualism on cognitive growth: a synthesis of research findings and explanatory hypotheses. work. pap. biling. 9, 1–43 deped order no. 16, s. 2012. https://www.deped. gov.ph/2012/02/17/do-16-s-2012-guidelines-onthe-implementation-of-the-mother-tongue-basedmultilingual-education-mtb-mle. dedicated to a cause greater than themselves. mother tongue based multilingual education (mle) -philippines.(accessed on 16 july 2013). diffey, l. (2018). 50 state comparison: state kindergarten-through-third-grade policies. www. ecs.org. archived from the original on 31 july 2018. retrieved 6 december 2021. doctor, m. (2021). language experts denounce bill seeking to abrogate implementation of mtb-mle education. retrievedhttps://thepost.net.ph/news/ nation/language-experts-denounce-bill-seeking-toabrogate-implementation-of-mtb-mle-education. getigan, r. (2017). english language proficiency of mtb-mle students in the schools division of calbayog city. unpblished thesis. christ the king college, calbayog city. metila, r., pradilla, l., & williams, a. (2016). the challenge of implementing mother tongue education in linguistically diverse contexts: the case of the philippines. the asia-pacific education researcher. https://doi.org/10.1007/s40299-016-0310-5 mother tongue-based multilingual education”. department of education region vii. (accessed on 16 july 2013). mother tonguebased multilingual education (mtbmle), capitol university. (accessed on 16 july 2013). paulson, r. (2012). a professional development program for the mother tongue-based teacher: addressing teacher knowledge and attitudes about mtbmle, university of massachusetts, usa. reutzel, d. r., & cooter, r. b. (2004). teaching children to read: putting the pieces together. fourth edition. columbus, oh: merrill/prenticehall publishing company. isbn – 0-13-1121898. valerio, m. t. (2015). current perspectives on mother – tongue based instruction in the newly implemented k to 12 curriculum of the philippines. british journal of education, 3(9), 51-66. vrooman, m. (2000). the linguistic interdependence hypothesis and the language development of yucatec maya-spanish bilingual children. electronic doctoral dissertations for umass amherst. paper aai9988850. wa-mbaleka, s. (2014). english teachers’ perceptions of the mother tongue-based education policy in the philippines. adventist international institute of advanced studies silang, cavite, philippines. wilson, k. (2009). teachers blamed as english standards fall in philippines english standards in the philippines are slipping, according to the results of a major international testing system. online journal, accessed on september 30, 2017. pa ge 1 pa ge 72 american journal of multidisciplinary research and innovation (ajmri) inspection and evaluation services as determinants of teacher effectiveness in public secondary schools in southwest, nigeria fakunle adewunmi francis1, togunloju taiwo2*, adedapo adesina ajayi1 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1058 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 07, 2022 accepted: march 08, 2023 published: march 31, 2023 the study investigated inspection and evaluation services as determinants of teacher effectiveness in public secondary schools in southwest, nigeria. descriptive research design of the survey type was adopted in this study. a total of 1800 teachers and 90 principals participated in the study. the samples were selected following a multi stage sampling procedure. two instruments: inspection and evaluation services questionnaire (iesq) and teacher effectiveness questionnaire (teq) were used to collect data for this study. the face, and content validity of the instruments were ascertained and has reliability co-efficients of 0.83 and 0.82 for iesq and teq respectively. the null hypotheses were analyzed using pearson product moment correlation at 0.05-point significant level. the findings of the study revealed that there was significant relationship between inspection and teacher effectiveness. the findings further showed that evaluation was significant to determining teacher effectiveness in public secondary schools in southwest nigeria. based on the findings, it was recommended that schools should be frequently inspected by the inspectorate division of the ministry of education through supervising teachers’ activities, teachers’ regularities and punctuality using the time book, regularity and punctuality in their lesson and ensuring the use of up to date materials for teaching. and teachers should be evaluated based through regular rating and ascertaining the value of teachers’ record keeping, teaching methods, coverage of the scheme of work, students’ internal and external examination results. keywords inspection, evaluation, teacher effectiveness, secondary schools, nigeria introduction education is globally viewed as a powerful instrument for introducing and sustaining social change in human societies, as well as shaping its destiny. apart from serving as a vehicle for enhancing upward social and economic mobility, education is regarded as a key to social reconstruction and an instrument for conserving, transmitting and renewing culture. education is the process by which students acquire the relevant knowledge, skills, and values to ensure proper intellectual and character development of individuals for self-reliance and responsible citizenship. yusuf and yinusa (2016) opined that education is widely regarded as a basic human right, key to enlightenment, and a great tool for human and societal development. teachers plays an important role in the social, economic, political and cultural development of a nation. however, secondary education goals and objectives in nigeria cannot be achieved without an efficient and committed teachers. it is believed that the realization of secondary education depends on teacher’s effectiveness. according to bal & de jong (2007), a teacher is said to be effective if he possesses the knowledge and skills needed to attain the school pre – stated goals and must be able to use that knowledge and those skills appropriately if these goals are to be achieved. it seems that teacher effectiveness is in doubt presently in southwest, nigeria secondary schools as teachers who are trained and expected to produce a host of cherished societal virtues such as honesty, fairness, integrity, punctuality, and patriotism appears not to be dedicated and committed to their job as expected. it could mean that there is a problem with teacher effectiveness, most especially, in secondary schools which harbor a great number of adolescents. there seem to be increasing evidence of student indiscipline in public secondary due to perceived teacher ineffectiveness. this is supported by the submission of arogundade (2009) that a close consideration of the recent happenings shows that societal vices like cultism, religious intolerance, indiscipline, drug addiction and absenteeism are among the indicators of teacher ineffectiveness since secondary school students now dominated those that perpetrated the evils. observation has shown that teachers in public secondary schools in southwest nigeria are not paying serious attention to the checking, marking and endorsement of student work. all these seems to have negative impacts on teaching and learning. observation has also shown that discipline among secondary school students today is a ruse as teachers are no more interested in maintaining it. earlier before now, students discipline is one of the yardsticks considered when measuring teacher effectiveness but due to the worn out of teacher effectiveness, student discipline has been jeopardized. this is in line with the submission of botha (2010) that effective classroom discipline in secondary schools is falling continually due to deteriorating nature of teacher effectiveness and uprightness. it appears some teachers do not even care to monitor and supervise students during classroom activities. by implication the students 1 department of educational management, faculty of education, ekiti state university, ado-ekiti, nigeria. 2 department of educational management and business studies, faculty of education, federal university, oye-ekiti, nigeria * corresponding author’s e-mail: adewunmi.fakunle@eksu.edu.ng https://doi.org/10.54536/ajmri.v2i2.1058 https://journals.e-palli.com/home/index.php/ajmri mailto:adewunmi.fakunle%40eksu.edu.ng?subject= pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 72-77, 2023 will eventually carry these errors into public examination precipitating their mass failure. it has also been observed that some teachers appear not to have the good mastery of the subject matter of the lesson taught leading to poor and low quality lesson delivery. this is due to inadequate preparation for the lesson on the part of some teachers. the way the students perceive the teaching in terms of their (teachers) knowledge of content of subject matter may significantly affect the students’ academic performance. adediwura & bada (2007) stated in their study that there is a high correlation between what teachers know and what they teach. thus, the ability to teach effectively depends on the teachers’ knowledge of the subject matter. it seems teachers in public secondary schools in southwest nigeria are not covering the syllabus in a given term or session making the students to be at disadvantage while facing internal and external examination. teachers who do not teach the number of periods allocated to them on timetable and who do not keep teaching records properly are not effective (adesina, 2013). the observed teachers ineffectiveness could be attributed to inadequate inspection and evaluation services provided by the ministry of education. inspection services play a crucial role in attaining educational goals and objectives. it can be seen as a means of exercising control than helping to raise standards and promote desirable change. it is a formally designated behavioral system that interacts with the teacher behavioral system in order to improve the probability that the goals of teaching will be achieved and boost teacher effectiveness. it is unfortunate to say that most inspectors mostly performed administrative duties. they routinely visit secondary schools to collect administrative data which is a requisite for any administrative functions of posting, transfer, settling disciplinary issues and disputes. the researcher observed that the inspector who ought to be constantly presence in schools to curb incessant late comings and perpetual absentees from classes seems to lack total commitment to duties leading to teacher ineffectiveness. it appears that most of the inspectors only use their office title to create fears in the minds of teachers through their actions without any meaningful contribution to teacher effectiveness. it appears that inspectors pay little attention to the level of teachers’ compliance with ethical standards that should guide their relationship with students, colleagues and other stakeholders within the school system. it also appears that necessary interaction that could promote effective learning are not taking place and this is often attributed to irregular conduct of full inspection, short inspection, routine inspection, investigatory inspection among others. the neglect of these responsibilities seems to affect teacher effectiveness within the school system. evaluation is part of the services rendered by the inspectorate unit of the ministry of education. the inspectorate is expected to perform both formative and summative evaluation with the view to enhancing the quality of teaching–learning process in the school. teachers are expected to be observed directly in the classroom in order to make meaningful observations that could enhance their effective utilization of tangible and intangible education resources. also, the result of such observations is often communicated or discussed with such teacher immediately after the formative evaluation activity showing the areas of strength, weakness and necessary adjustment to be made. summative evaluations are frequently relied upon for making informed decision on teacher’s career. such evaluation is used for the purpose of promotion, posting and appointment for administrative positions. the recommendation of teachers for further study or training in a particular field always finds its foundation in the report of summative evaluation. in addition, inspectorate unit is expected to evaluate the learning outcome and use it to measure teacher effectiveness. evaluation of materials and facilities that are capable of enhancing teacher effectiveness are parts of the services expected of the inspectorate units to serves as evaluation of standard. it appears that teachers’ evaluation services are not been rendered by the inspectorate in such a way that could make teachers become effective. classroom observation carried out by inspectors seems to be ineffective because their observations about the strengths, weaknesses and adjustment required are not communicated or discussed with the teachers after the exercise. this appears to have rendered this service inconsequential. according to folamin (2015) evaluation of teacher performance can be used to determine career advancement, award performance rewards or establish sanctions for underperforming teachers. it constitutes an opportunity to recognize and reward teaching competence and performance, which is essential to retain effective teachers in schools as well as to make teaching an attractive career choice. evaluation of teachers refers to the formal process a school uses to review and rate teachers’ effectiveness in the classroom (sawchuk, 2015). meaningful teacher evaluation involves an accurate appraisal of the effectiveness of teaching, its strengths and areas for development, followed by feedback, coaching, support and opportunities for professional development. evaluation gives an insight on how teachers perform their roles as facilitator of learning inside the classroom which translates into students’ learning achievement and their progress towards the desired skills and abilities. the performance of evaluation roles by the inspectorate units are meant to facilitate the actualization of curricular objective as well as the general education goals. the seemingly neglect of evaluation of record keeping, teaching methods, coverage of scheme of work by teachers could have negative impact on teacher effectiveness in the public secondary schools. more so, when the results of students in internal and external examinations are not evaluated and communicated to teachers by the inspectorate unit of ministry of education, the teachers https://journals.e-palli.com/home/index.php/ajmri pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 72-77, 2023 may not see any need for adjustment and improvement in the performance of their job. statement of the problem there seems to be increasing incidence of teacher ineffectiveness presently in public secondary schools in southwest, nigeria as teachers who are trained and expected to produce a host of cherished societal virtues such as honesty, fairness, integrity, punctuality and patriotism appears not to be dedicated and committed to their job as expected. some teachers seem not to perform their major responsibility in the area of marking of students’ assignment, coverage of the syllabus, keeping of students’ records of academic performance and mastering of the subject matter. these seems to have contributed to students’ abysmal performance in both internal and external examination. these may be as a result of poor inspectorate services in the area of inspection and evaluation services which were not adequately rendered in public secondary schools in southwest nigeria. from the foregoing, it is clear that teacher effectiveness in public secondary schools in southwest, nigeria has been deteriorating and it seems it is calling for remediation through the inspectorate services. it appears some of the inspectorate services needed to ensure teacher effectiveness such as inspection and evaluation are not adequately rendered in public secondary schools in southwest, nigeria. it appears that inspectors pay little attention to the level of teacher compliance with ethical standards that should guide their relationship with students, colleagues and other stakeholders within the school system. there seems to be neglect of evaluation in regular rating and ascertaining the value of teachers’ record keeping, coverage of scheme of work, students’ internal and external results. it seems the neglect of these responsibilities seems to affect teacher effectiveness within the school system. it is against this background that this study intends to investigate the relationship between inspectorate services in the area of inspection and evaluation services and teacher effectiveness in public secondary schools in southwest nigeria. purpose of the study i. the purpose of this study is to examine the relationship between the inspection and evaluation services and teacher effectiveness in secondary schools in south west, nigeria. ii. level of secondary school teacher effectiveness in southwest, nigeria. research questions based on the purpose of the study, the following research questions were raised to guide the study: i. what is the level of secondary school teacher effectiveness in south west, nigeria? ii. to what extent are the inspection and evaluation services rendered in secondary school in southwest, nigeria? research hypotheses the following research hypotheses were formulated to pilot the study: 1. there is no significant relationship between the inspection services and secondary school teacher effectiveness in south west nigeria. 2. there is no significant relationship between evaluation services and secondary school teacher effectiveness. methodology the study adopted descriptive design of survey type. the descriptive research design was relevant to the study because the study describes various aspects of inspection and evaluation services that seem to affect the secondary school teacher effectiveness in southwest, nigeria without manipulating any of the variables. the rational for adopting survey design describes the fact that the study hinges on eliciting data from teachers and principals that would be randomly selected across six states. the sample comprised of 90 principals and 1800 teachers, selected from ninety schools within 3 states in southwest, nigeria using multistage sampling procedures. the instruments adopted for data collection was questionnaire tagged inspection and evaluation services questionnaire (iesq) which was be completed by the teachers, teachers effectiveness questionnaire (teq) was completed by the principals. the face, and content validity of the instruments were ascertained and has a reliability co-efficients of 0.83 and 0.82 for iesq and teq respectively. the research questions were answered using frequency counts and percentage score while hypotheses 1 and 2 were tested using pearson product moment correlation. all hypotheses were tested at 0.05 level of significance. results research question 1: what is the level of teacher effectiveness in secondary schools in south west nigeria? table 1: level of teacher effectiveness in secondary school in southwest, nigeria level of teacher effectiveness frequency percentage (%) low (25.00 – 52.93) 653 36.3 moderate (52.94 – 57.26) 825 45.8 high (57.27 – 100.00) 322 17.9 total 1800 100 https://journals.e-palli.com/home/index.php/ajmri pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 72-77, 2023 table 1 revealed the level of teacher effectiveness in secondary schools in south west nigeria. the result showed that out of 1800 respondents, 653 respondents representing 36.3 percent had low level of teacher effectiveness. those who had moderate level of teacher effectiveness were 825 respondents representing 45.8 percent while only 322 respondents representing 17.9 percent had high level of teacher effectiveness. this showed that the level of teacher effectiveness in secondary schools was moderate. the result is presented using bar chart in figure 1. research question 2: to what extent are inspection and evaluation services rendered in secondary schools in southwest nigeria? table 2 shows the extent to figure 1: level of teacher effectiveness in secondary school in southwest, nigeria table 2: extent to which inspection and evaluation services are rendered s/n inspectorate services frequently occasionally rarely never remark 10 – 15 times 5 – 9 times 1 – 4 times 0 f % f % f % f % 1. inspection 231 12.83 939 52.17 603 33.50 27 1.50 occasionally 2. evaluation 119 6.61 1373 76.28 247 13.72 61 3.39 occasionally which inspection and evaluation services are rendered in secondary school in southwest, nigeria. the results indicated that 231 representing 12.83 per cent, 939 representing 52.17 per cent,603 representing 33.50 per cent and 27 representing 1.50 per cent of the respondents rated the rendering of inspection services frequently, occasionally, rarely and never respectively. on evaluation services, 119 representing 6.61 per cent, 1373 representing 76.28 per cent,247 representing 13.72 per cent and 61 representing 3.39 per cent of the respondents rated it frequently, occasionally, rarely and never respectively. this implies that inspection and evaluation services are occasionally rendered in public secondary schools in southwest, nigeria. hypothesis 1: there is no significant relationship between inspection and teacher effectiveness table 3: relationship between inspection and teacher effectiveness variables n mean sd r-cal r-tab inspection 1800 44.96 5.47 0.519* 0.046 teacher effectiveness 1800 56.37 6.26 *p<0.05 table 3 showed that r-cal (0.519) is greater than r-table (0.046) at 0.05 level of significance. the null hypothesis is rejected. this implies that there is significant relationship between inspection and teacher effectiveness in secondary school in southwest, nigeria. hypothesis 2: there is no significant relationship between evaluation and teacher effectiveness table 4 showed that r-cal (0.241) is greater than r-table https://journals.e-palli.com/home/index.php/ajmri pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 72-77, 2023 (0.046) at 0.05 level of significance. the null hypothesis is rejected. this implies that there is significant relationship between evaluation and teacher effectiveness in secondary school in southwest, nigeria. discussion the study showed that the level of teacher effectiveness in public secondary schools in southwest, nigeria was moderate. this implied that teachers were averagely effective in terms of teaching method, preparation of lesson plan, marking of students’ assignment, mastery of the subject matter, coverage of the syllabus and keeping of students’ record. the probable reason why teacher effectiveness was moderate might be as a result of some teachers who have developed the habits of working efficiently without been supervised. this finding supports the conclusion of lefgreen (2016) that teachers’ productivity was above average but it contradicted the findings of igwe, uzoka & rufia (2013) who concluded in their study that teachers’ productivity was low in nigeria. when there are effective teaching and learning activities in schools, good academic performance of the students will be guaranteed. the study showed that inspectorate services were occasionally rendered in public secondary schools in southwest, nigeria. this might be as a result of the fact that school inspectors are faced with some challenges like inadequate time for inspection, irregular visit to school and inadequate classroom observation. this finding is in consonance with findings of sheppard (2006) that a significant relationship existed between the extent at which inspectorate services are rendered and teachers effectiveness. the implication of this finding is that occasional inspection of schools could have adverse effect on the attainment of secondary education goals. teachers could become less committed to their responsibilities if they are not well inspected. the study revealed that there was significant relationship between inspection services and teacher effectiveness in public secondary school in southwest, nigeria. this implies that inspectorate services such as; checking of teachers’ punctuality using the time book, teachers’ regularity in the school using the time book, teachers’ punctuality in their lessons, teachers’ activities in the classroom, teachers’ movement book, teachers mark book and ensuring the use of up to date materials for teaching could be associated with teacher effectiveness. the relationship between inspection and teacher effectiveness could be alluded to the fact that inspection facilitate teachers’ compliance with the standards of the teaching profession. these findings agree with that of walker (2016) who found out that external supervision is highly effective because teachers regard external supervisors as people with sound knowledge and who have power to punish teachers by surcharging their salaries, delaying their promotions and issuance of queries. also, in support of the result, ughamadu (2015) found out that external supervision has helped the teacher to handle the pupils effectively, and that it has great impact in improving not only teaching and academic environment, but also promotes effective learning for both their pupils. this high regard forced teachers to always be prepared and organized in their work behaviors, so that they would avoid the wrath of these external supervisors which might lead to retardation of their professional growth through promotions. government should also implement the recommendation from inspection reports as corroborated by the findings of onasanya (2017) that educational activities need inspection to achieve educational objectives. the study revealed that there was significant relationship between evaluation services and teacher effectiveness in public secondary schools in southwest, nigeria. this implies that inspectorate services such as regular evaluation of teachers’ record keeping, teaching methods, coverage of scheme of work, students’ internal and external examination results are positively related to teacher effectiveness. the similarity of opinion between principals and teachers indicate that the impact of evaluation contributes to the effectiveness of the inspectorate division in secondary schools. it also proved that inspectors make the impact of evaluation felt in secondary schools. as a result of constant evaluation, teachers realize their weakness and improve themselves in the area of teaching. evaluation can the qualities of teachers, leadership and personality. the finding is in support of shaheen (2013) who found out that there was significant relationship between evaluation and teacher effectiveness in secondary schools in gongola state, nigeria. the significant relationship could be attributed to the fact that the report of teachers’ evaluation often forms the basis for their promotion and career progression. conclusion and recommendations based on the results of this study, it was concluded that inspection and evaluation services rendered in public secondary schools in south west nigeria were not sufficient even though the level of teacher effectiveness was moderate. it was also concluded that inspection and evaluation services exert influence on teacher effectiveness. the following recommendations were made: table 3: relationship between evaluation and teacher effectiveness variables n mean sd r-cal r-tab evaluation 1800 49.61 3.55 0.241* 0.046 teacher effectiveness 1800 56.37 6.26 *p<0.05 https://journals.e-palli.com/home/index.php/ajmri pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 72-77, 2023 1. teachers should be more effective in the teaching and learning activities, especially in terms of lesson plan preparations and teaching method so as to influence students’ academic performance positively. 2. the inspectorate services in terms of inspection and evaluation should be rendered frequently in public secondary schools in southwest nigeria so that teachers can be more effective in the teaching and learning activities. 3. schools should be frequently inspected by the ministry of education through supervising teachers’ activities, teachers’ regularities and punctuality using the time book, regularity and punctuality in their lesson and ensuring the use of up to date materials for teaching and teachers should be evaluated through regular rating and ascertaining the value of teachers’ record keeping, teaching methods, coverage of the scheme of work, student’s internal and external examination results. references adediwura, a. a., & bada, t. (2007). perception of teachers’ knowledge, attitude and teaching skills as predictor of academic performance in nigerian secondary schools. ile-ife, nigeria academic journals, 7(2), 165-171. adesina, s. (2013). some aspects of school management. ibadan: board publication ltd. arogundade, b. b. (2009). work environment and job performance of academic staff in south west nigerian universities. an unpublished research thesis submitted to the department of educational foundations and management, faculty of education, university of ado-ekiti, nigeria. bal, j., & de jong, j. (2007). improving school leadership -oecd review, background report for the netherlands, prepared for the ministry of education, culture and science, netherlands. retrieved from www.oecd.org/edu/schoolleadership. botha, r. j. (2010). school effectiveness: conceptualizing divergent assessment approaches, south african journal of education, 30, 605-620 federal republic of nigeria (2004). national policy on education (4th edn.), lagos: nerdc press. folamin, j. (2015). secondary school students’ ratings of teacher effectiveness. child study journal, 75(3), 168-178. igwe, r. o., uzoka, n.e., & rufai, s. a. (2013). reflective effects of microteaching and field experiences on pre – service teachers in nigeria. asian journal of teaching in higher education, 5(1), 57-68. lafgren, l. (2016). when principals rate teachers. education next. hoover institution. retrieved on march 5, 2017, from http://www.elducationnext. org/2016/58.html. onasanya, s. a. (2017). the concept and practice of supervision/inspection in kwara state public primary schools, journal of education, 4, 40-55. sawchuk, s. (2015). issues a-z: teacher evaluation: an issue overview. education week. retrieved on april, 24, 2019. http://www.edweek.org/ew/section/multimedia/ teacherperformanceevaluation-issue-overview.html/ shaheen, z. (2013). role and effectiveness of academic monitoring in the development of schools. journal of academic research international, 4(5), 571-579. sheppard, b. (2006). exploring the transformational nature of instructional leadership. review of literature. the alberta journal of educational research, 42(4), 325-344. ughamadu, u. (2015). the influence of supervision of instruction on teacher effectiveness: a focus on primary schools in anambra state. journal of educational leadership, 4(4), 178-184. walker, j.w. (2016). supervision of instruction and school management. boston: houghton mifflin co. yusuf, f.a., & yinusa, r.o. (2016). teachers’ characteristics as determinant of academic performance of junior secondary school students in osun state nigeria. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 30 american journal of multidisciplinary research and innovation (ajmri) modular and online learning satisfaction in mathematics amid covid-19: implications for new normal teaching practices jomar c. cabuquin1* volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.954 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 16, 2022 accepted: november 22, 2022 published: december 02, 2022 during covid-19, ensuring that students were fulfilled with the quality of learning they received posed issues, especially for students learning mathematics in a modular and online setup. the purpose of this study is to determine the modular and online learning satisfaction in mathematics of the studentrespondents, in the context of the covid-19 pandemic. a descriptive cross-sectional research design was employed to provide a snapshot of the two hundred forty-six (246) junior and senior high studentrespondents’ modular and online learning satisfaction in mathematics, along with the measured parameters. based on the results, the respondents indicated that they were satisfied with the implemented modular learning in mathematics during the pandemic. on the online learning aspect, the respondents expressed a moderate level of satisfaction with their online learning experience. educational institutions must innovate and keep up with the new normal teaching practices to ensure that the quality of education is sustained over time. recommendations were also provided to assist the entire academic community in understanding how students approach the mathematics subject in the modular and online learning contexts. keywords covid-19, modular learning, new normal, online learning, satisfaction introduction the coronavirus disease (covid-19) produced by the sars-cov-2 virus posed difficulties in providing basic education, with students barred from attending inperson classes in order to prevent the spread of the virus. educational authorities around the world implemented various learning modalities to ensure the continuity of education and to address the difficulties experienced by both teachers and students who were used to the conventional face-to-face classroom setting (agaton & cueto, 2021; ferri et al., 2020; patra et al., 2021). in the philippines, modular and online learning modes were the most preferred alternatives since face-to-face classes were strictly prohibited during the pandemic. while online learning was typically conducted through google meet, zoom, and cisco webex video conferencing software, several learning management systems (lms) like google classroom, edmodo, and moodle platforms were utilized to deliver students’ modules and assigned tasks. these alternatives allowed students to keep up their education despite the pandemic but ensuring that they were fulfilled with the amount of learning they received during the pandemic created problems, particularly when it comes to understanding mathematics lessons conveyed in a modular and online setup. whether students are taking mathematics classes offline or online, self-paced learning represents a major shift in the way that mathematics is taught in the new normal education. understanding mathematics is undeniably one of the disciplines that students find challenging throughout the pandemic because it demands them to dedicate more time and practice to master the underlying mathematical concepts and procedures. the subject’s natural complexity also makes it difficult for most students to understand it quickly, even when taught in a face-to-face setting (attard & holmes, 2020; quinn & aarão, 2020). due to the pandemic, the students were left with no other options but to learn mathematics at their own pace with minimal supervision, which for them exemplifies a significant change and adds a new level of difficulty. gafoor and kurukkan (2015) also pointed out that students’ lower self-efficacy is closely correlated with their perception of mathematics as a difficult subject, rather than their dislike of the subject. in addition, wang (2013) indicated that the students’ lack of exposure to mathematics and study habits also have an impact on their motivation to learn the subject. furthermore, the importance of the students’ roles in paying closer attention to their learning processes was highlighted more as a result of the pandemic-related learning; thus, they struggled to cope with the new learning system, as they were used to face-to-face interactions with their teachers prior to covid-19. despite several studies being done both domestically and internationally that focused on students’ perceptions of blended learning, lived experiences, covid-19 fear, and how it affects their academic progress, the students’ satisfaction with online and modular learning, particularly in mathematics amid the pandemic, has not been fully ascertained in terms of some identified parameters measured in this study. this present study could contribute to the corpus of knowledge regarding the use of online and modular learning in mathematics and likewise provide implications for the new teaching practices in the post-pandemic period. the study further intends to help the teachers, parents, administrators, and other interested parties 1 eastern visayas state university, tacloban city, leyte, philippines * corresponding author’s e-mail: jomar.cabuquin@evsu.edu.ph https://doi.org/10.54536/ajmri.v1i6.954 https://journals.e-palli.com/home/index.php/ajmri mailto:jomar.cabuquin%40evsu.edu.ph?subject= pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 30-40, 2022 better understand how students approach mathematics in modular and online settings. study objectives this study mainly focused on determining the modular and online learning satisfaction in mathematics of the studentrespondents, in the context of the covid-19 pandemic. particularly, this study sought to address the following objectives: (1) determine the respondents’ satisfaction with modular learning in terms of (a) teaching, assessment, and learning; (b) feedback on the tutor; and (c) overall modular learning quality; and (2) determine the respondents’ satisfaction with online learning in terms of (a) effectiveness of the feedback; (b) timeliness of the feedback; (c) dialogue between teachers and students; (d) perceptions of online experiences; (e) teacher characteristics; (f) the feel of a learning community; and (g) computer-mediated communication. literature review this section presents a review of related literature that examines previous study findings, highlighting the issues, challenges, and degree of complexity of the implemented teaching and learning approaches encountered by the students during the pandemic. the covid-19 pandemic caused community lockdowns and physical restrictions on the education sector, including temporary school closures to contain and prevent virus transmission (owusu et al., 2020; wajdi et al., 2020; mumtaz et al., 2021). the crisis also had an adverse impact on disadvantaged students, who were deprived of access to the support systems required for distance education (singh et al., 2020; onyema et al., 2020). widodo et al. (2020) recommended that as traditional face-to-face learning approaches were not appropriate for distance learning, a well-planned preparation for distance learning must be performed. this implies that higher-level authorities and school administrators must collaborate with teachers to resolve the demands in the implementation of distance education in order to speed up the provision of educational services. electronic resources were also regarded to be necessary during the covid-19 outbreak to maintain continuous communication between students and teachers, disseminate instructional materials, and access online platforms (marbán et al., 2021; chukwuemeka et al., 2021). moreover, toquero (2021) asserted that many higher education institutions, whether private or public, were not prepared to adapt to the sudden changes in the delivery of modular and online learning. correspondingly, de freitas et al. (2015) noted that for online learning to be successful, educational institutions need to advance and become more adaptive. further, borba et al. (2016) highlighted the significant development of mobile technology in teaching mathematics, implying that mobile devices can improve students’ mathematical ability. due to the volume of learning resources that students accessed online for free, rodrigues et al. (2019) emphasized the importance of using online resources for learning and the possibility of developing student self-efficacy (dagalea et al., 2022; rodriguez & abocejo, 2018), particularly in mathematics learning. similar to how the teaching and learning process was being shifted online on an extraordinary and experimental scale, student assessments were also being conducted virtually (elumalai et al., 2021), with much doubt about assuring quality and whether it takes into account students’ multiple intelligences (cabuquin, 2022). this major shift to online student assessments and adjustments to grading schemes was deemed inevitable amid the pandemic (gamage et al., 2020; binks et al., 2021). in addition, creativity and innovation for technologybased and integrated learning had previously been established and subjected to thorough examinations to ascertain its efficacy on students’ learning before the covid-19 pandemic (kim et al., 2021; dasopang, 2021). in a similar way to a flipped classroom, blended learning combines synchronous and asynchronous learning (zacharis, 2015; waha & davis, 2014; li et al., 2021) and offers a variety of online resources for students to study on their own before classes. the integration of modular learning modality via lms platforms and the execution of distance classes via online video-meeting software platforms provide context for how blended learning modality is instigated. students’ modules were delivered through emails or online learning management systems, and online link-up sessions were also held and arranged. borba et al. (2021) and busto (2021) also noted that blended learning is a strategy that permits the same lesson to be delivered to two independent audiences one in person and the other online. blended learning can also be described as a broad form of teaching that combines technological adaptation with conventional in-class pedagogical approaches (sumandiyar et al., 2021; krismadinata et al., 2020). the lack of student participation likewise caused challenges to integrating modular and online learning during the pandemic, as students were accustomed to conventional teaching methods. according to akın et al. (2016), a number of issues including inadequate time management, the students’ attention and degree of discipline, and the diversity of their backgrounds, affected them to participate less in class. octaberlina and muslimin (2020) specified that the students’ learning styles were also a barrier to the implementation of modular and online learning. this could imply that the preferred learning styles of the students were incompatible with a modular or online learning approach. students also struggled with time management (escoto & alfarero, 2022; cuñado & abocejo, 2019) as a result of the two learning modalities they were exposed to, amid the pandemic (ahmad et al., 2020). however, ceylan and kesici (2017) mentioned that students who participated in distance education had better academic scores than students in traditional classes. meanwhile, students also encountered issues such as a lack of knowledge of the lms (gillis & krull, https://journals.e-palli.com/home/index.php/ajmri pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 30-40, 2022 2020), distractions at home (tu & luong, 2021), lack of interest to answer activities in the modules (wijanarko et al., 2020), and the inability to pay attention to their virtual classes during the pandemic. furthermore, abdullah et al. (2021) asserted that the covid-19 lockdown had various negative effects on mental health, including feelings of isolation, despair, anxiety, and among others. depression also impaired the student’s ability to think rationally (ede et al., 2022), since the distress created by the pandemic affected their desire to learn (sifat et al., 2022) and online social media platforms did not help them to overcome the news of fatalities and sufferings (ho et al., 2022). these conditions experienced by the students amidst the pandemic indicated a serious concern about efficiency and productivity in doing school-related tasks because of the enormous emotional strain caused by the pandemic. zhang et al. (2021) and allen et al. (2022) added that the new way of learning greatly affects students’ development and social relationships, while also disrupting their parents’ productivity at work because they must constantly check their children’s engagement in school-related activities. along with this abrupt transition in the delivery of learning is a discussion about whether the implementation of the new normal education can continue in the post-pandemic period (mello & grobmeier, 2021), or otherwise. the effect of this modality on the teaching and learning environment is what the educational system is most interested in finding out. knowing how satisfied students were with online and modular learning amid the covid-19 pandemic, particularly in mathematics, could then help the entire academic community better understand how students approach the subject in these types of learning environments. materials and methods this section outlines the research design, research locale, respondents and sampling technique, ethical considerations, research instrument, data gathering procedure, and treatment of data. research design this study employed the descriptive cross-sectional research design intended to provide a clear picture of the respondents’ modular and online learning satisfaction in mathematics during covid-19. a cross-sectional study is a form of observational research that looks at information from a population at one particular time (wang & cheng, 2020). likewise, descriptive research entails gathering data that investigate events, organizing, tabulating, depicting, and describing statistical data without any manipulation. research locale the study was carried out at a certain laboratory school in eastern visayas, philippines, that provides junior and senior high school education. in the academic year 20202021, the school had a total of 677 secondary students, 450 of whom were registered in the junior high school program and 277 in the senior high school program. furthermore, due to the significant health concerns that full face-to-face classes can provide, the said school implemented modular and online learning modes of instruction during the said academic year. respondents and sampling technique the respondents of the study were 246 junior and senior high school students from the said laboratory school who were identified using cochran’s formula for calculating sample size and were chosen using the stratified random sampling technique. this type of probability sampling was used because the study’s target population included vertical class stratifications ranging from grade levels 7 to 12. furthermore, pure random sampling was used in the actual sample selection, with 41 samples proportionally chosen at random in each grade level. since there was only a single random selection performed and no indepth population knowledge was required, this random sampling technique was the simplest of all the probability sampling techniques. anyone under a population had an equal probability of being chosen as a respondent. further, table 1 displayed the profile distribution variables for the respondents. ethical considerations table 1: distribution of the respondents according to their profile variables profile variables frequency percent age above 17 years old 56 22.76 15-17 years old 97 39.43 12-14 years old 93 37.80 sex male 119 48.37 female 127 51.63 grade level grade 12 41 16.67 grade 11 41 16.67 grade 10 41 16.67 grade 9 41 16.67 grade 8 41 16.67 grade 7 41 16.67 note: no. of cases = 246 the information gathered from the respondents was carried out in full confidentiality and was only used to achieve the objectives of the study. the respondent’s participation was voluntarily given, and they were free to withdraw at any time without incurring an impact on their academic standing. the study’s integrity and accuracy were upheld by not manipulating the data, which also placed a high value on the respondent’s privacy and https://journals.e-palli.com/home/index.php/ajmri pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 30-40, 2022 profile. the availability, location, willingness, and internet connectivity to access and participate in data collection were all thoroughly considered. research instrument the study utilized an adapted scale surveyinstruments on student experience on a module survey and satisfaction of online learning instrument developed by wylie (n.d.) and davis (2014) in the 5-point likert scale (1strongly disagree, 2disagree, 3neutral, 4 agree, and 5strongly agree) which was then interpreted correspondingly in this study as “1not satisfied, 2 slightly satisfied, 3moderately satisfied, 4satisfied, and 5very satisfied”. the first instrument comprised 3 sections namely the teaching, assessment, and learning with 9 statements, feedback on the tutor (9), and overall modular learning quality (5), with a total of 23 statements used to determine the modular learning satisfaction of the respondents. meanwhile, the second instrument comprised 7 sections namely the effectiveness of the feedback with 3 statements, timeliness of the feedback (3), dialogue between teachers and students (3), perceptions of online experiences (3), teacher characteristics (3), the feel of a learning community (3), and computer-mediated communication (3), with a total of 21 statements used to measure the online learning satisfaction of the respondents amid covid-19. data gathering procedure the effort to gather data from respondents without needing to interact physically or face-to-face due to the pandemic did not stop this study from moving forward. prior to data retrieval, permission was humbly requested from the head of the concerned school through a request letter, describing the purpose of the study. when approval was obtained, it was ensured that the respondents were not forced to participate in accordance with informed consent. moreover, the data for the study was gathered at the end of the second quarter of the semester of the academic year 2020-2021, using an online text-editing and storage platform, specifically google forms. the link to the survey embedded in google forms was sent to the respondents’ respective email addresses with the assistance of their teacher-advisers. the survey questionnaire was administered with enough time for the respondents to answer. the data was then carefully examined shortly after it was collected. treatment of data the gathered data in this study were summarized and presented in textual and tabular formats. similarly, frequency counts, percentages, and weighted means were utilized in describing the respondents’ levels of modular and online learning satisfaction in mathematics amid covid-19. ms excel spreadsheet software was likewise utilized in processing the collected data. results and discussion this section shows the textual and tabular presentations of the respondents’ satisfaction with modular and online learning along with the specified parameters. table 2 presents the mean distribution of the table 2: mean distribution of the respondents’ modular learning satisfaction modular learning indicators wm qd teaching, assessment, and learning 1. “i am satisfied with how the mathematics module materials were presented as it helped to maintain my interest.” 3.72 s 2. “the study workload on this mathematics module fitted my personal circumstances.” 3.54 s 3. “i am satisfied with the structure of the mathematics module because it allows me to interact with my peers while learning.” 3.42 s 4. “resources i accessed through google classroom helped me to understand the core concepts of the mathematics module.” 3.77 s 5. “i am satisfied with the opportunities i had to attend tutorials (either face-to-face or online).” 3.39 s 6. “sufficient opportunities were provided to check my understanding of the module, for example by completing exercises and problem sets.” 4.23 vs 7. “the instructions on how to complete the assessed tasks were easy to follow.” 4.20 s 8. “the module materials were clearly related to the assessed tasks in this module.” 4.38 vs 9. “there was enough time in the study planner to prepare for the end-of-module assessment.” 3.61 s feedback on the tutor 10. “contact from my tutor at the start of the mathematics module helped me get started with my studies.” 3.84 s 11. “i could get in touch with my tutor when necessary.” 3.48 s 12. “i am satisfied with the support provided by my tutor on this mathematics module.” 3.93 s 13. “my tutor encouraged me in my studies.” 4.27 vs 14. “my tutor used a friendly/personal tone in feedback on my assessed tasks.” 4.02 s 15. “my tutor’s feedback on assessed tasks explained the mark that i received.” 3.94 s https://journals.e-palli.com/home/index.php/ajmri pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 30-40, 2022 respondents’ satisfaction with modular learning. in terms of measures for instruction, assessment, and learning, the respondents generally stated that they were satisfied with modular learning in mathematics during the pandemic. it could signify that the exercises and problem set in their mathematics modules provided them enough chances to test their comprehension, helping to keep them engaged in the subject they were learning. their modular learning satisfaction could also be attributed to the type of support provided by their tutors or parents, who also acted as mentors to aid them in comprehending their mathematics subject. this study backs up the findings of tugano et al. (2022), who found that students were satisfied when they received individualized mentorship along with a timely response to their questions, as well as the monitoring of their progress and feedback mechanisms (saraspe & abocejo, 2020). the outcomes of the study conducted by abbasi et al. (2020) also showed that the respondents were satisfied with the promptness of the teachers’ responses, the quality of the feedback on their assessments and assignments, and their ability to adhere to the deadlines and timetables for their coursework. in terms of their overall mathematics modular learning quality, the respondents stated that they were very satisfied with their mathematics teachers’ advice and guidance on how to complete the activities indicated in their mathematics module, as evidenced by the weighted mean of 4.23. on the other hand, as shown by the weighted mean of 3.35, the respondents stated that they were only moderately satisfied when it came to supporting selfpaced learning to other students. this may be because the subject seems to be complex when learned by the respondents independently, at their own pace, and with minimal teacher supervision, particularly during a pandemic. in a similar vein, learning mathematics via modules would demand more time and practice on the part of students in order for them to master the underlying mathematical concepts and procedures. because of the subject’s complex nature, most students have difficulty comprehending it quickly, even when taught face-to-face (attard & holmes, 2020; quinn & aarão, 2020). according to bustillo and aguilos (2022), the integration of learning through a modular approach during covid-19 to continue the students’ learning process, created challenges for both the students and academic institutions. the majority of students struggled to finish their assignments because of the many obstacles they faced along the way (moawad, 2020). these include issues with insufficient learning materials, a lack of understanding of the module’s contents and assessment instructions, an unfavorable learning environment, too many remote learning activities, and mental health issues. tugano et al. (2022) also noted internet connectivity as a critical concern in modular learning, since students still accessed the internet to find reliable information, tutorial videos, and online lectures that would help them answer problems found in their mathematics module. resolving issues on internet access and bandwidth requires priority attention in order to alleviate the present challenges that students encountered while learning amid the pandemic. table 3: mean distribution of the respondents’ online learning satisfaction online learning indicators wm qd effectiveness of the feedback 1. “i am satisfied with my online learning experience because effective feedback related to my class work is constantly provided to me in terms of clarification for my questions about the course (e.g. assignments).” 3.61 s 2. “i am satisfied with my online learning experience because effective feedback related to my class work is constantly provided to me in terms of instruction on how to fix incorrect problems in assignments.” 3.55 s 3. “i am satisfied with my online learning experience because effective feedback related to my class work is constantly provided to me in terms of sufficient explanations of my specific questions related to my class work.” 3.40 ms 16. “my tutor’s feedback on assessed tasks helped me prepare for the next assessment.” 3.62 s 17. “my tutor’s feedback on assessed tasks helped me to learn.” 3.38 ms 18. “my tutor supported me in developing professional or work-related skills.” 3.40 ms overall modular learning quality 19. “i have received sufficient advice and guidance in relation to my mathematics module.” 4.23 vs 20. “i have a clear idea about my next module choice.” 3.37 ms 21. “i am satisfied with the quality of the mathematics module.” 3.66 s 22. “i would recommend self-paced learning to other students.” 3.35 ms 23. “my studies have helped me develop my self-confidence.” 3.47 s note: 4.21 – 5.00 = very satisfied (vs); 3.41 – 4.20 = satisfied (s); 2.61 – 3.40 = moderately satisfied (ms); 1.81 – 2.60 = slightly satisfied (s); 1.00 – 1.80 = not satisfied (ns); wm = weighted means; qd = qualitative description https://journals.e-palli.com/home/index.php/ajmri pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 30-40, 2022 timeliness of the feedback 4. “i am satisfied with my online learning experience because timely feedback related to my class work is constantly provided in order to complete my assignments efficiently.” 3.38 ms 5. “i am satisfied with my online learning experience because timely feedback related to my class work is constantly provided to improve my assignments for better grades.” 3.82 s 6. “i am satisfied with my online learning experience because timely feedback related to my class work is constantly provided to me so that i am more focused on learning.” 3.75 s dialogue between teachers and students 7. “i am satisfied with my online learning experience because i am able to communicate effectively with my mathematics teacher throughout the semester.” 3.35 ms 8. “i am satisfied with my online learning experience because i feel less distant in my online learning due to online dialogue with my mathematics teacher.” 2.86 ms 9. “i am satisfied with my online learning experience because online dialogue with my mathematics teacher helps me as i learn in the online course.” 3.39 ms perceptions of online experiences 10. “i am satisfied with my online learning experience because my personal needs as a student are met in the online environment.” 3.26 ms 11. “i am satisfied with my online learning experience because many aspects (features) of online education are enjoyable to me as a learner.” 3.38 ms 12. “i am satisfied with my online learning experience because overall, i would rather take online courses than traditional courses.” 3.16 ms teacher characteristics 13. “i am satisfied with my online learning experience because i still get the same explanation from online teachers as i do from traditional teachers.” 3.27 ms 14. “i am satisfied with my online learning experience because online teachers and traditional teachers offer the same amount of help with my learning issues.” 3.85 s 15. “i am satisfied with my online learning experience because technology makes online teachers more creative in teaching than in a more traditional classroom.” 3.02 ms the feel of a learning community 16. “i am satisfied with my online learning experience because the online environment is like a community where i can communicate with other students.” 3.29 ms 17. “i am satisfied with my online learning experience because the online environment promotes sufficient sharing and caring among students.” 2.58 ss computer-mediated communication 19. “i am satisfied with my online learning experience because computer-mediated communication makes me feel like a real person when i communicate in an online environment.” 3.77 s 20. “i am satisfied with my online learning experience because computer-mediated communication makes it easier to form meaningful relationships among students in the online environment.” 2.93 ms 21. “i am satisfied with my online learning experience because it allows me to feel the presence of my teacher and other students in the online environment.” 3.38 ms note: 4.21 – 5.00 = very satisfied (vs); 3.41 – 4.20 = satisfied (s); 2.61 – 3.40 = moderately satisfied (ms); 1.81 – 2.60 = slightly satisfied (s); 1.00 – 1.80 = not satisfied (ns); wm = weighted means; qd = qualitative description the mean distribution of the respondents’ satisfaction with online learning is displayed in table 3. in terms of feedback effectiveness, respondents indicated that they were satisfied with their online learning experience because their mathematics teacher consistently provided effective feedback in the form of explanations for their queries about the lesson and guidance on how to fix their erroneous computations, as evidenced by weighted means of 3.61 and 3.55, respectively. receiving regular feedback encourages students to concentrate their time and effort more effectively and avoid future mistakes. carless (2022) also emphasized the significance of feedback in terms of enhancing students’ learning experiences, since it can be used as an engaging method of student-teacher and student-student engagement in an online environment. similarly, when asked about the promptness of the feedback for online learning, the respondents indicated that their mathematics teacher also offered timely feedback, which allowed them to become more focused on learning mathematics online and to improve their https://journals.e-palli.com/home/index.php/ajmri pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 30-40, 2022 assignments for higher marks. thai et al. (2017) pointed out that learning environments wherein feedback is delivered promptly would lead to higher learning performance. this supports the findings of nadolski and hummel’s (2017) study, which stated that feedback should be given regularly and in a reasonable timeframe since the more closely the feedback relates to actual performance, the more strongly it will affect future performance, aptitude (mingoa & abocejo, 2021), and student motivation. however, cheng (2017) asserted that providing written feedback is a time-consuming task and that it can be challenging for teachers to do so on a regular basis. moreover, classroom dialogue is a mediated communication that gives students a chance to express themselves and share their experiences in a group setting. whether in a face-to-face or online setting, teachers interact with students to share knowledge or information that will help them better understand one another and build relationships. in this study, the respondents mentioned that they were moderately satisfied with their ability to communicate with their mathematics teacher in an online learning environment, as seen by the weighted means of 3.35, 2.86, and 3.39, respectively. the respondents may have felt distant and less confident in their online class since they were unable to effectively communicate with their teacher in a virtual learning environment. their response of “moderately satisfied” in terms of virtual classroom dialogue, can also be ascribed to the poor internet connectivity that prevents effective student and teacher interactions as well as the various problems they encounter when taking classes online. further, alawamleh et al. (2020) reported that online learning has a detrimental effect on interaction and its efficacy between teachers and students. in terms of online experience perceptions, the respondents likewise expressed that they were only moderately satisfied with their mathematics online learning experience. it may be because their individual demands as a student were not satisfied in the online environment and that they found face-to-face learning to be more interactive and engaging than the online setup. their moderately satisfying perception of online experience may also imply that they are less motivated and participative in listening to their mathematics teacher during online classes. the respondents’ inability to focus while listening to mathematics online may be due to some form of distractions like online games or utilizing other social media platforms. furthermore, akın et al. (2016) pointed out that a number of issues such as poor time management, level of discipline, and diverse backgrounds, caused the students to participate less in online learning. with regard to the teacher characteristics, the respondents conveyed that they were also moderately satisfied with their teacher’s willingness to creatively teach online and give the same amount of information about the lesson when compared to conventional classroom teaching. this may be due to the fact that during the pandemic, the educational system was not fully prepared to respond to the abrupt change in the way that learning was delivered as both teachers and students were still adapting to how the virus affected education. the students’ engagement with online learning in mathematics may have also been affected by the lack of reliable and high-quality materials and resources as well as the intermittent internet service. de freitas et al. (2015) highlighted that educational institutions need to innovate and become more flexible as to how they deliver instruction if they want online learning to be sustainable. in addition, creating a productive learning environment that inspires students to enjoy exploring new things from end to end is essential (mill, 2019). truth be told that learning occurs not only in the classroom but also in various places and facets of one’s life. because of the pandemic, the students had no choice but to learn their lessons through modules or on an online platform. the weighted mean of 2.58 illustrates that respondents were only moderately satisfied with their mathematics online learning experience because they do not feel that the online environment fosters enough interaction among students. most of them do not likewise see virtual classrooms as a place where students may engage and exchange ideas and experiences in the same way that they do in traditional classrooms. lasfeto and ulfa (2020) pointed out that an active learning paradigm must be used to create a learning environment where students may acquire the necessary degree of comprehension since it recognizes the significance of student engagement and personality in the learning process. with regard to computer-mediated communication (cmc), ajabshir (2019) specified that cmc refers to various synchronous or asynchronous forms of human communication through networked computers, making it convenient to communicate across long distances and time zones, and removing the time and location barriers of in-person conversation. cmc is essential in distance learning modality, particularly in terms of communication between teacher and student and the delivery of various lectures in online sessions. the respondents claimed, however, that cmc did not allow them to feel the presence of their teacher and other students to foster meaningful connections in an online setting. as displayed by the weighted means of 2.93 and 3.38, the respondents expressed that they were moderately satisfied with cmc amid the pandemic. the students’ inability to access online platforms to communicate with their mathematics teacher and other students, as well as the type of gadgets they are utilizing for learning perhaps are the leading factors affecting their satisfaction with cmc. table 4 displays the levels of modular and online learning satisfaction of the respondents in mathematics, along with the measured parameters. as shown by the grand mean of 3.73, the respondents indicated satisfaction with the implemented modular learning in mathematics during https://journals.e-palli.com/home/index.php/ajmri pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 30-40, 2022 table 4: summary of modular and online learning satisfaction levels of the respondents amid covid-19 modular and online learning parameters wm qd modular learning* 1. teaching, assessment, and learning 3.81 s 2. feedback on the tutor 3.76 s 3. overall modular learning quality 3.62 ms online learning** 1. effectiveness of the feedback 3.52 s 2. timeliness of the feedback 3.65 s 3. dialogue between teachers and students 3.20 ms 4. perceptions of online experiences 3.27 ms 5. teacher characteristics 3.38 ms 6. the feel of a learning community 3.09 ms 7. computer-mediated communication 3.36 ms note: *grand mean = 3.73 (satisfied) **grand mean = 3.35 (moderately satisfied) the pandemic. further, the grand mean of 3.35 revealed that the respondents were moderately satisfied with their online learning experience during the pandemic. several possible factors affecting the respondents’ moderate level of satisfaction with online learning include insufficiency of high-quality gadgets, interrupted mobile or internet connectivity, trouble in self-paced learning, and disruptions at home while attending classes online or answering activities in their module. although taking online classes was the preferred alternative for learning during covid-19, most students had difficulty obtaining internet access regularly due to a poor network connection (leech et. al., 2022), which may have hampered their satisfaction with this modality. li and lalani (2020) also mentioned that when students are at home, they are oftentimes interrupted from their studies by their parents or siblings, who urged them to accomplish household tasks instead of taking online classes. conclusions the study generally determined the respondents’ modular and online learning satisfaction in mathematics with the intent to aid the teachers, parents, administrators, and other stakeholders in knowing how the students approach mathematics in modular and online settings in the context of the covid-19 pandemic. based on the results, a satisfactory level of the respondents’ modular learning experience in mathematics was revealed, whereas only a moderate level of satisfaction was shown by the respondents with regard to online mathematics learning. to increase students’ motivation to perform better in an online environment, teachers must employ more appropriate and interactive instructional strategies when teaching mathematics. collaborative tasks may encourage students ’ engagement during online lessons and foster social interactions, which will boost their excitement and degree of participation in the online mathematics learning process. parents or guardians must provide regular support and supervision of the student’s learning progress in order for the students to realize the importance of modular and online learning in the postpandemic period. moreover, schools and the entire academic community must be adaptive and proactive in providing students with reliable learning resources and improved internet access and must keep up with the new normal teaching practices to ensure that the educational quality is sustained over time. several reliable applications and resources for teaching mathematics online, such as desmos, geogebra app, wolfram mathworld, khan academy, and math is fun, could be integrated to increase students’ interest in mathematics. likewise, understanding how students approach mathematics in modular and online learning situations is critical as it will aid mathematics teachers to determine the optimal method for conveying the subject matter. the conduct of free and relevant onsite or online workshops and seminars for teachers must be emphasized to further refresh their knowledge and skills, increase their teaching competency, and showcase state-of-theart teaching methods and practices suited for the new normal education post-covid. future research could be conducted to provide a more thorough understanding of the students’ modular and online learning satisfaction in the mathematics discipline, taking into account other prominent variables that were not explored in this study. acknowledgments the respondents’ voluntary participation, the administration’s approval of the present study, and the reviewers’ assistance in enhancing this paper are all acknowledged by the author. statements and declarations the author did not receive any financial support from any funding agency for conducting this present study. the author further declares that there is no conflict of interest to any group or organization. references abbasi, m. s., ahmed, n., sajjad, b., alshahrani, a., https://journals.e-palli.com/home/index.php/ajmri pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 30-40, 2022 saeed, s., sarfaraz, s., alhamdan, r. s., vohra, f., & abduljabbar, t. 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(about 11.3%). this is because of the general solid decrease in rainfall in the jenin area due to the effects of climate change. the decrease in recharge, coupled with increased groundwater pump-ing, has drained the reservoir stock and deteriorated the groundwater quality. the other source of water in jenin governorate is springs. jenin governorate has 42 streams largely used for small-scale agricultural and household needs. the research showed that the discharge of the springs increases from 2014 to 2020 (average discharge 0.48 mcm/yr.) compared to the period 2001 to 2011 (average discharge 0.48 mcm/yr.). years) due to the increase in the amounts of discharge from the springs and the start of relying on them more, as jenin governorate is facing water scarcity recently. in the future, climate change will considerably impact water resources, altering surface and underground water supplies for residential and commercial purposes, irriga-tion, in-stream ecosystems, and aquatic leisure. keywords climate change, climate variability, adaptation, resilience introduction global warming is already affecting the earth’s climate, according to the intergovernmental panel on cli-mate change. its impacts are felt in all sectors of society, through changes in temperature and precipita-tion as well as through changes in the frequency and intensity of climatic extreme events (ana, i., ra-oudha, m., marta, m. and sonia, q. 2010). climate change is anticipated to impede ongoing development in palestine, especially the jenin district, in several crucial sectors like agriculture and food security, wa-ter resources, coastal zones, public health, climate-related catastrophe risk management, and natural re-source management. as a result, climate change will limit the palestinian government’s capacity to achieve poverty reduction and sustainable development goals. climate change will exacerbate the global hydrological cycle, with significant implications for local water supplies, including surface and groundwater supply for residential and commercial use, irrigation, in-stream ecosystems, and water-based leisure. (dai, a., and trenberth, ke. (2004). changes in the total amount of precipitation and its frequency and intensity directly affect the magnitude and timing of runoff and the intensity of floods and droughts (ipcc 2007). climate change is expected to have a considerable impact on global agricultural conditions like temperature and precipitation. (dai, a., trenberth, ke. and qian, t. (2004). climate change is expected to have a considerable impact on global agricultural condi-tions like temperature and precipitation. agriculture is still heavily reliant on the weather because heat, sunlight, and water are the primary drivers of agricultural development. while certain parts of climate change may be beneficial, such as extending the growing season and hot weather, it will also have several negative consequences, such as lower water availability and more severe weather events. these effects may put agricultural activities in danger, especially at the level of land ownership owners and farm hold-ings. (goldshtof, i. and shaliv, g. (1979). the state of palestine is located on the southwest tip of the asian continent, in the eastern basin of the mediterranean sea. the country lies at a latitude between 29° and 33° north of the equator, 97.6% of which is land and 2.4% of which is marine (sea of galilee and the dead sea). the rainfall regime is the most important aspect of palestine’s weather that must be studied. variations in rainfall regimes, such as yearly amount, amount of rain periods, seasonal distribution, intensity, and timings, all have a significant impact on the country’s water supplies. palestine a wide range of ecosystems, from the humid mediterranean coast to the arid desert, are vulnera-ble to climate change. as temperatures increase, conditions become drier and storms become stronger, critical resources will become more vulnerable (guttman, j. and tzukerman, h. (1995). climate change will have an impact on almost every sector of the palestinian economy, but one of the most significant casualties will be water supply and quality. first, freshwater resources – 1 centre of excellence for climate change, arab american university, palestine * corresponding author’s e-mail: eyad.yaqob@aaup.edu https://doi.org/10.54536/ajmri.v2i3.1441 https://journals.e-palli.com/home/index.php/ajmri mailto:eyad.yaqob@aaup.edu pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 70-76, 2023 surface and groundwater – will become scarcer as rainfall decreases (trenberth ke, fasullo j (2007). this will make replenishing aquifers more difficult during periods of rapid population increase, while also competitive pressures for water from palestinian agriculture, illegitimate israeli colonies, and industry. decreased rainfall will also cause water extraction more expensive and energy intensive. with the scarcity of treat-ment facilities, warm temperatures and more silt may endanger the quality of drinking water. second, because climate change raises the probability of severe, short-term rainfall rather than an ex-tended rainy season, flash floods are more likely. the current infrastructure in the opt is incapable of handling significant rains, which could result in drowning in urban areas due to poor sewer and drainage systems. increases in worldwide ocean and atmosphere temperature, increasing worldwide sea levels, long-term maintained widespread reductions in the amount of ice and snow cover, and changes in atmospheric and ocean circulation, as well as regional weather patterns, have all been noticed over the twentieth century (gu., g., adler, rf., huffman, gj., and curtis, s.) (2007). these shifts occur because of excessive temper-atures in the climate system as a result of the addition of greenhouse gases to the atmosphere. human ac-tivities are the primary source of these additional greenhouse gases. while the weather might change in a couple of hours, the environment changes over time. climate change is characterized by an important change in typical weather patterns, such as growing warmer, wetter, or drier over many years or even decades. this study would identify the climate change variables in jenin district for more than 100 years especially temperatures and rainfall derived from observed, historical data to show if there is an existence of climate change. there has been a large decrease in rainfall and a noteworthy increase in temperature over this time frame. extreme weather conditions, such as increased droughts or severe rainfall leading to floodwaters, may harm the agriculture industry, impacting both cool and heat-sensitive crops. (isaac, j. et al. (1995). methodology the descriptive and analytical approach was used, by collecting data from official bodies, papers pub-lished in journals, and books or papers presented at conferences. previous literature review studies. data collection data were collected from the official palestinian and israeli meteorological websites, reports issued by the water authority and the ministry of agriculture, and interviews with specialists. data analysis method the survey data will be analyzed by statistical package for social sciences (spss 20), gis, and excel. study area jenin is located in a temperate zone which is between 23.5’ and 66.5’ as the latitude is one of the climate change factors (ministry of local government, 2018). figure 1: latitude of jenin district elevation jenin has a highest point is 750m above sea level at jabel hureish, 3.5 km east of the jaba’a village, while the lowest elevation is 90m above sea level at el mukhabba area, south of muqebila village at the israeli border. a digital elevation model (dem) with a pixel size of 100m was created for the jenin district as shown in figure 2. https://journals.e-palli.com/home/index.php/ajmri pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 70-76, 2023 watershed line is formed by mountain peaks that split the eastern and western slopes. the average elevation is 500 to 650 meters above sea lev-el. the western slopes, which have mild slopes, have elevations ranging from 100 to 400 meters above sea level as shown in figure 3. topography the jenin district’s topography is separated into three sections: eastern hills, mountain crests, and western cliffs. between the jordan valley and the middle mountain lie the eastern slopes. they are distinguished by steep slopes that lead to the formation of juvenile wadis. the figure 3: drainage system in jenin district results observed annual mean temperature 1901-2021 statistics should be used to establish a good grasp of the existing climate conditions in jenin in order to understand anticipated climate change and future climate scenarios. an observed temperature would be used in this analysis, these observed data is taken from the climate knowledge portal world bank for over the last 100 years as shown in figure 4 and 5. these curves represent the annual mean temperature in jenin over 100 years, from 1901 to 2021. figure 4: observed annual mean-temperature 1901-2021, jenin figure 2: dem of jenin district, which is themed using the threshold table with an interval of 100m https://journals.e-palli.com/home/index.php/ajmri pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 70-76, 2023 the curve shows the natural variability in temperature from 1901 to 1970, but after 1970, it shows an accelerating increase in temperature, not just mean readings, but also an increase in magnitude and frequency. this led to a result that this is due to climate change which mainly happened due to human interventions, especially after the industrial revolution. in addition, we can notice the increase in mean temperatures of around 2 celsius within 100 years. observed annual max., min, and mean-temperature 1901-2021, jenin in order to check the variation in also maximum and minimum temperature, temperature data is being analyzed. all the data, maximum temperature, minimum temperature, and mean temperature is observed da-ta. the minimum temperature is usually measured from eight mornings to the next day eight mornings. on the other hand, the maximum temperature is usually measured from figure 5: observed annual mean-temperature figure 6: observed annual max., min, and mean-temperature eight evening to the next day eight evening. the mean temperature usually measured every eight hours a day, then take the observation average as shown in figure 6. the figure shows the observed annual maximum, minimum, and mean temperature for jenin. we can notice the consistency between the three curves, and the three of them are increasing at approximately the same rate as shown in figure 7. figure 7: observed annual average precipitations 1901-2021, jenin https://journals.e-palli.com/home/index.php/ajmri pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 70-76, 2023 observed annual precipitations 1901-2021, jenin as we can see in the graph, the average amount of rainfall in 1901 was 650 mm and nowadays in 2021 it reached 508 mm. this graph shows the annual difference, which is reduced annually by 1.42 mm, meaning 0.2%. also, we see that there are no big differences unless we study the state of rainfall in the long run. so the decrease in precipitation is a result of climate change (ministry of agriculture, agricultural extension strategy 2014-2018, 2014) as shown in figure 8 and 9. figure 8: observed seasonal precipitations 1901-2021, jenin figure 9: monthly precipitation every 30 years 1901-2021, jenin observed seasonal precipitations 1901-2021, jenin there is a clear difference between the amount of rainfall in the winter of 1901-1931 and the winter of 1991-2020 where it decreased from 145.15 mm to 124.6 mm. the difference between the amount of rain-fall in the spring of 1901-1931 and the spring of 1991-2020 decreased from 36.29 mm to 29.7 mm. the difference between the amount of rainfall in the summer of 1901-1931 and the summer of 1991-2020 where decreased from 0.04 mm to 0.02 mm. the difference between the amount of rainfall in the autumn of 1901-1931 and the autumn of 1991-2020 where decreased from 30.34 mm to 28.5 mm. groundwater and time-phased discharge quantities amount of groundwater and time-phased discharge: the primary water supply in jenin is groundwater, which is provided by both wells and springs. the jenin district has 66 wells that are used for farming as well as domestic purposes. the palestinian private sector owns 58 of these wells, which are utilized for ir-rigation. the remaining five wells are public, either owned by palestinian municipalities (jenin and ya’bad municipal wells) or by the israeli mekorot water business (a’rraba, qabatiya, and sanur wells) and utilized for household purposes (pcbs) (2019). apart from the jenin municipality well, all irrigation wells are tapping the eocene shallow watershed, whereas domestic wells are tapping the upper cenomanian aq-uifer. jenin is located in the north easter basin which is the section of the broader mountain aquifer (which also includes the western and eastern aquifers) with groundwater flowing predominantly north-northeast and emerging in numerous notable springs. the basin is a vital supply of clean water for the palestinian people of jenin. the recharge to the northeast basin is calculated by application of empirical recharge coefficients ob-tained in previous calibrations for less detailed models (guttman and tzukerman, 1995; goldshtof and shaliv, 1979) which could be an important indicator of how the impacts of https://journals.e-palli.com/home/index.php/ajmri pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 70-76, 2023 climate change effect on the recharge of groundwater. the figure below shows that there is a significant decrease in recharge which lead to reducing the flow of water wells including wells used for irrigation purposes as shown in figure 10. the overall average refill to the basin has declined from roughly 151 mcm/year (around 11.3%) between 1976 and 1992 to about 134 mcm/year (around 11.3%) between 1993 and 2009. this is owing to the over-all consistent reduction in figure 10: annual average recharge from rainfall in the north east basin precipitation in jenin district, as indicated in the rainfall statistics report for the last 30 years. reduced recharge and increased groundwater pumping have depleted aquifer storage and worsened groundwater quality. springs the jenin district has 42 springs; however, the majority lose water from leakage, are irregular, and are vulnerable to the drought consequences of climate change. springs fig 11: the annual discharge for springs in jenin district are often employed on a small scale for agricultural and home reasons. the west bank water department (wbwd) monitors six springs with discharge rates greater than 0.1 l/sec. as shown in figure 11. there are 42 springs in the jenin district, but the majority loses water through seepage, is seasonal, and is subject to drought effects of climate change. springs are often utilized on a small scale for agricultural and home reasons. the (arab organization for agricultural development, 2014). however, data from six springs which are monitored by the west bank water department (wbwd) was analyzed (pcbs, 2002-2020). it is shown that the discharge of springs is increasing from 2014 to 2020 (the average dis-charge is 0.48 m cm/year) compared to the period 2001 to 2011(the average discharge is 0.48 m cm/year). it could be happened because of the increase of discharge quantities from springs and the start of relying on them more as jenin district faces water scarcity recently. furthermore, the reliability of data should be checked and the number of discharge-controlled springs should be increased. conclusion according to the observed average annual temperatures, during the past 120 years, the average annual temperature in jenin governorate increased by about two degrees celsius, and the noticeable increase was between 1970 and 2021. the increase was similar between the maximum, https://journals.e-palli.com/home/index.php/ajmri pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 70-76, 2023 minimum, and average temper-atures during the period. this period. the results showed that the average annual rainfall during the same period decreased by 142 mm, or ap-proximately 22%, meaning that the annual decrease amounted to 1.18 annually. where the average precipitation in 1901 was 650 mm, while in 2021 it became 508 mm. the results also showed that the average annual rainfall in the northeast of the basin decreased by 11.3% during the period between 1976-2009, and therefore agricultural wells and drinking wells were affected by that. because of the low level of groundwater wells, farmers and residents tended to use springs to compensate for the resulting shortage palestine is affected by climate change and based on the results, it is expected that the increase in the year 2050 will reach about 3.2 degrees celsius at the same time, rainfall is expected to decrease to 177.5, or a 27 percent decrease, and this threatens food security, biodiversity, and human presence in the region. de-cision makers should work from now on developing strategic and practical plans to adapt to climate change acknowledgments the orange knowledge program-institutional collaboration project, okp-icp-paa-103455, funded by the netherlands’ ministry of foreign affairs and managed by nuffic, is acknowledged for financial support of dr. iyad yacoub for a short research visit at wageningen university & research, the netherlands. author contribution statement eyad y. yaqoub contributed to the design and implementation of the research, to the analysis of the results, and the writing of the manuscript. data availability statement all relevant data are included in the paper or its supplementary information. conflict of interest the authors declare there is no conflict funding this research was funded by the orange knowledge program-institutional collaboration project, okp-icppaa-103455, funded by the netherlands’ ministry of foreign affairs and managed by nuffic reference ana, i., raoudha, m., marta, m. and sonia, q. (2010). towards adaptation of agriculture to climate change in the mediterranean. springer (suppl 1), s159–s166. dai, a., and trenberth, k. e. (2004). the diurnal cycle and its depiction in the community climate system model. j clim, 17, 930–951. dai, a., trenberth, ke. and qian, t. (2004). a global dataset of palmer drought severity index for 1870– 2002: relationship with soil moisture and effects of surface warming. j hydrometeorology, 5,1117–1130. guttman, j. and tzukerman, h. (1995). yarkon taninim – be’er sheva basin. establishment and calibra-tion of a water-flow and solute-transport model. report of tahal, 01/95/72, tel aviv, 32. gu., g., adler, rf., huffman, gj. and curtis, s. (2007). tropical rainfall variability on interannu-al-tointerdecadal/longer-time scales derived from the gpcp monthly product. j clim, 20, 4033–4046. isaac, j. et al. (1995). water supply and demand in palestine: 1990 baseline estimates and projections for 2000, 2010, and 2020, up-dated version, applied research institute jerusalem and harvard institute for international development for harvard middle east water project. isaac, j. et al. (1995). what is the worth of water, applied research institutejerusalem (arij) and mcmater university jenin’s industrial and agricultural commerce office. jenin agricultural department (1994). agricultural statistical records for the jenin district, jenin. knowles, n., dettinger, m. and cayan, d. (2006). trends in snowfall versus rainfall for the eastern united states. j clim, 19, 4545–4559. lobell, d. b., burke, m. b., tebaldi, c., mastrandrea m. d., falcon, w. d. and naylor, r. l. (2008). prioritizing climate change adaptation needs for food security in 2030. science, 319(5863), 607–610. ministry of agriculture, agricultural extension strategy 2014-2018, 2014. www.chrome-extension:// efaidnbmnnnibpcajpcglclefindmkaj/https://ershad. moa.pna.ps/uploads/file/extension%20strategy/ extension%20strategy%202016-2019. palestinian central bureau of statistics (pcbs) (2019). about water wells statistics. ramallah: palestini-an central bureau of statistic the arab organization for agricultural development (2014). the yearbook of arab agricultural statistics, 34. trenberth ke, fasullo j (2007). water and energy budgets of hurricanes and implications for climate change. j geophysics res, 112, d23107. https//doi. org/10.1029/2006jd008304. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 92 american journal of multidisciplinary research and innovation (ajmri) differentiating the level of the school leaders’ positive traits anchored on appreciative inquiry attributes: inputs to improving teachers’ collaboration and the school-based management level rosalia p. austria1*, jollie n. alson2 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.956 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 16, 2022 accepted: december 11, 2022 published: december 21, 2022 this study used quantitative, evaluative, and descriptive research designs to determine the school leaders’ appreciative inquiry (ai) level of practice and which among the ai practices predict improvements in the school leaders’ collaboration that can be used in crafting ai strategies. one-way analysis of variance, pearson-product-moment correlation, and multiple regression were used in this study. the researcher made-questionnaires were administered to the 157 school leaders that were grouped based on their administrative function. the findings were articulated based on the data gathered and the analysis made: 1. school heads had the lowest ai level among the school leaders, but they were found to have the highest perception results when it comes to the sbm components practices; 2. there was a low to moderate positive correlation among all the variables related to sbm components and the school leaders’ ai level practices in terms of discovery, dream, design, and destiny; 3. the sbm components variables were found to be “very important” and contributory factor to a higher sbm level. 4. among the phases of ai, design and destiny predict high collaboration in which, for every one (1) unit increase in the school and school leader’s ai level, there was a corresponding increase in the sbm performance. it was concluded that school heads may set good examples as ai practitioners to effectively promote collaboration. schools may use the suggested strategies as they are anchored on the best practices of the school leaders and are found to be predictors of high sbm performance. keywords appreciative inquiry, collaboration, positive traits, school leaders introduction the researchers believed that the only way to implement change successfully is through collaboration which is a way to leverage the educational system in the country. the department of education (deped) supports decentralizing the decision-making authority through the school-based management (sbm) program. sbm is tailored based on the collaborative efforts of the stakeholders. it provides equal opportunities for every school to grow; however, sbm requires tedious preparations where school leaders and stakeholders need to work together to achieve the goal of becoming an independent school body. to improve and level up the sbm of the school, the school leaders and the stakeholders must have a strong bond of camaraderie to implement the change. one way of improving teachers’ collaboration is by adopting positive management strategies that can replace the traditional way of identifying organizational problems. one of the current positive approaches to educational change is the appreciative inquiry (ai). it is strengths-based learning, change, planning, and implementation approach. it engages stakeholders in the process of acknowledging individual and collective strengths, designing goals, creating innovative approaches, and planning organizations to maximize potential (buchanan, 2014; riopel, 2019). research questions this study is sought to determine the ai level practices of the school and school leaders and generally focused on the development of ai strategies that specifically answers the following questions: 1. what are the school leaders’ ai practices that predict a high level of collaboration? 2. is there a significant difference in the ai level of practices of the school leaders, particularly the school heads, grade leaders/key teachers, and sbm/sip coordinators, in terms of the 4d model of appreciative inquiry? 3. what ai strategies can help improve school leaders’ collaboration? research framework this study employed the input-process-output (ipo). the model was used as a guide in designing strategies to improve the ai level of the school leaders, the study was composed of four phases. phase 1 was the input in which the 4-d appreciative inquiry model was explained, and the collaboration strategies were also discussed as they may help develop ai strategies. the second phase was identifying the schools’ best practices and the ai level of the school leaders. the third phase was the respondents’ answers used in developing positive strategies to improve the teachers’ collaboration using the 4d model of appreciative inquiry. the fourth phase was the modification of the strategies in which the interventions may be improved. 1 canossa college, philippines 2 letran calamba, philippines * corresponding author’s e-mail: rosaliapaustria@gmail.com https://doi.org/10.54536/ajmri.v1i6.956 https://journals.e-palli.com/home/index.php/ajmri pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 figure 1: conceptual framework of the study research significance this study was deemed beneficial to the educational system as it may help improve collaboration among teachers and school leaders. moreover, it benefits the following: theory this study may give importance and validity to the effectiveness of appreciative inquiry. it may also contribute to improving the school leaders’ collaboration that may result in positive improvement and development of school’s best practices such as the dynamism of school academic engagement, expansion of school linkages, proper implementation of school’s projects and programs, the collaborative strategies that fit the school’s culture and environment, the positive relationship of teachers and administrators and the active professional development program of teachers. practice the study may help improve the school leaders’ educational management skills in promoting change in their organizations. it may also help explore a positive approach in dealing with various problems encountered during the transition period of change. moreover, the study would help increase camaraderie, mutual understanding, respect, and cordial, professional relationships with colleagues. policy school leaders may use this study to guide them in implementing the appreciative inquiry approach in their schools. the outcome of this study may help them evaluate and assess the level of ai skills in their schools. it may offshoot from the formulated strategies in this study new guiding principles to be implemented in their schools. the study may be used for the reconstruction of policy-making with regards to the improvement of teachers’ collaboration and sbm level. social action this study may serve as a reliable source of information relevant to the use of the ai approach and promote collaboration in educational institutions. moreover, this study may serve as a tool for setting the parameters on when, where, and how to start the process of change by identifying the ai level of the school and the people in the organization. the ai level of the school may be used to determine and set the parameters to what extent change can be made. hypotheses 1. school leaders’ sbm practices have no significant difference on the degree of ai levels in terms of discovery, dream, design, and destiny. 2. the school leaders’ ai level practices have no significant relationship on the school’s sbm level components for improving teachers’ collaboration. scope and limitations this study aimed to determine the ai level of the school and school leaders and their best practices to improve collaboration, as these are the two (2) bases for developing ai strategies. the study was limited only to evaluating the school leaders’ ai level by using the school’s six (6) sbm components practices that help improve teachers’ collaboration. the study did not include the issues and concerns related to management and resources, leadership and governance, curriculum and learning, accountability, and continuous improvement. however, a portion of the four sbm principles related to collaboration was tackled as the six (6) sbm components are under its umbrella. the study’s respondents were limited only to school leaders with administrative functions as school head, head teacher, grade leader/key teacher, sbm and sip leaders, and coordinators from schools with sbm level 3 in the division level or regional qualifiers. the respondents were from the seven (7) divisions in laguna, such as calamba, cabuyao, san pablo city, san pedro, sta rosa, binan, and laguna, composed of 157 school leaders. definition of terms to facilitate better understanding of this study, the following terms were operationally defined. appreciative inquiry it refers to the method used by the researchers in determining the ai level practices of the respondents. catherine moore (2021) defined ai as a collaborative strength-based approach to changing organizations and other human systems. collaboration it refers to the ability of learning leaders to participate and get involved in various school activities freely. moreover, it is a strategy to improve the sbm rating of the school by using the 4d model of appreciative inquiry. 4d-model of appreciative inquiry it refers to the four (4) stages of appreciative inquiry https://journals.e-palli.com/home/index.php/ajmri pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 formulated by david cooperrider, such as discovery, dream, design, and destiny. these four stages were used to distinguish and categorize the various strategies to be used to improve the learning leaders’ collegiality. determination it refers to the preliminary process of appreciative inquiry created by the researcher, and it is considered the first stage before conducting the 4d model. school-based management (sbm) it refers to the institutionalized program of deped for all public elementary and secondary education. this program gives the school the authority to plan and create relevant programs that can help improve the four principles of sbm such as leadership and governance, curriculum and learning, accountability and continuous improvement and management and resources. school head it refers to the principal and or head teacher as a school leader whose administrative functions is to facilitate, initiate, intervene and evaluate programs and projects and to function as the final decision maker. sbm level it refers to the accredited level score/rating given or rated by the sbm district and the philippine accreditation system for basic education (pasbe) accreditors. sbm regional qualifier it refers to the school that receives sbm endorsement for sbm regional qualification validation for level 3. school leaders refer to the school heads and teachers with administrative functions such as the principal, head teachers, grade leaders, key teachers, sbm coordinators, and sip coordinators. literature review school leaders have different ideas and perspectives when managing and implementing organizational change. the diversity of the academic leaders’ ideas and their various expertise may be used and put together to form innovative solutions through collaboration. ribeiro (2020) defined collaboration as working together and solving problems that lead to more innovation, efficient processes, increased success, and improved communication. the researchers believed that the only way to implement change successfully is through collaboration which is a way to leverage the educational system in the country. the department of education (deped) is now supporting decentralizing the decision-making authority from the central office to deped’s schools through the school-based management (sbm) program. to address and support the republic act 9155, commonly known as the “governance of basic education act of 2001,” deped adopted school-based management, which sets the framework and the general direction of educational policies and standards (cutillon, 2021). one of the current and widely popular approaches of the21st century, which may be used to improve collaboration, is appreciative inquiry (ai). it is an organizational approach that can be used as a new method for educational change. it is strength-based learning, change, planning, and implementation approach. it engages stakeholders in the process of acknowledging individual and collective strengths, designing goals, creating innovative approaches, and planning organizations to maximize potential (buchanan, 2014; riopel, 2019). cooperrider introduced the 4d appreciative inquiry model, which includes discovery, dream, design, and destiny; however, in 1990, ronald fry agreed to add define as the first phase of appreciative inquiry (banton, 2022). appreciative inquiry (ai) can be used in quantitative research. the majority of the study related to ai usually uses qualitative analysis. however, according to cockell & mcarthur-blair (2020), ai is not only confined to research that requires stories to be written but there are cases where it requires statistical data. in the study of galindo (2020), the author used quantitative analysis on the positive effects of appreciative inquiry on the instructional innovation of the english language to efl students. galindo used the ai process to explore the positive effect of efl students. tangidy and sowiyah’s (2020) study supported that competent school heads in managing school programs shared decision-making with teachers and other stakeholders. based on their study on principals’ collaborative leadership, they found out that the role of leadership in schools influences the success of the collaborative process. gardner & matviak (2020) expounded that due to the covid-19 pandemic, collaboration highlighted its importance and effectiveness. people in the organization are open to working and planning together to overcome complex problems. based on the study of gardner & matviak, the top 10% of the most highly collaborative workers helped grow their business during the crisis and continued the upward trajectory. the second group declined slightly during the crisis. their revenues recovered after a year, and the third group with very poor collaboration still has not recovered from the time of crisis. materials and methods research design the study used a quantitative, evaluative, and descriptive design to determine the ai practices of the school leaders and to describe how the practices were manifested in the sbm program at the school. the study determined the school leaders’ ai best practices in the school’s discovery, dream, design, and destiny in their sbm program. all the determinant variables were used to formulate a positive approach to improve the teachers’ collaboration. https://journals.e-palli.com/home/index.php/ajmri pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 research locale the study’s respondents were the school leaders composed of the school heads/head teachers, grade leaders/key teachers, and the sbm/sip coordinators from seven (7) divisions in laguna areas such as cabuyao, calamba, san pedro, sta rosa, binan, san pablo, and the division of laguna. the selected schools were based on the sbm regional qualifiers as validated by their division as sbm level three (3) or advanced. the participating schools were selected based on their divisions’ high performances and best practices. the school’s collaboration practices were used as bases for creating positive strategies. population and sampling design this study employed the researcher-made survey questionnaire to the schools with sbm level three from the seven (7) divisions in the laguna area. the study was conducted composed of 157 school leaders from the 27 schools that participated in the study for the sy 2022-2023. the data collected were used as bases for the development of the ai strategies. research instruments the validated researcher-made questionnaire was administered to collect data and determine the ai level practices of the school and school leaders. the four (4) point likert scale was used in the study to eliminate the “neutral possibility,” which forced the respondents to answer accurately. the instrument was composed of the respondents’ demographic profile, school profile; the open-ended questions that helped determine the pulse of the respondents, the school’s appreciative inquiry practices, the learning leader’s appreciative inquiry and collaboration practices, and the school’s sbm components practices. the questionnaires were administered to school leaders, particularly, the principal, head teacher, key teacher/grade leader, sbm/ sip leaders, and coordinator whose school is a regional qualifier or division level 3. data gathering procedure this study evaluated the school and the school leaders’ ai practices. the best practices were used in developing ai strategies to improve the teachers’ collaboration and participation in school projects and programs. results and discussion this chapter includes the collected data presented in figures and tables and the proposed 5d stages and the ai strategies. table 1: collaborative strategies strategy characteristics/activities di dr de des 1. leading be a responsible leader share responsibility through the division of labor assign focal person form small group conduct the formulation of committee / / / / 2. planning: a. goal plan form small group discussions conduct group interaction/discussion provide framework and guidelines conduct regular meetings / b. input plan execute project awareness activity conduct regular meetings / / c. process plan work as a team conduct regular meetings / d. outcome plan perform proper and well-organized documentations conduct regular meetings / e. sustainable plan set the time frame and targets keep and track records monitor and evaluate school’s projects and programs conduct benchmarking strengthen the four pillars of sbm / 3.communication encourage and maintain open communication participate in the inter school collaboration / / / / 4.relationship build trust exhibit good rapport / / / / 5. motivation giving intrinsic and extrinsic appreciations to stakeholders (parents, teachers, students and people involved in the projects and programs) / / legend: disdiscovery, dr-dream, de-design, des-destiny, /present https://journals.e-palli.com/home/index.php/ajmri pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 figure 2a. school leaders’ ai practices figure 2b. sbm components practices figure 2. web graph of the school leaders’ level of appreciative inquiry and the sbm components practices the web graph presented in fig. 2a showed the school leaders’ level of appreciative inquiry practices of the respondents based on their answers to the open-ended question. it was affirmed that the sbm/sip coordinators had a higher collaborative performance than the other school leaders. on the other hand, school heads had the lowest collaborative performance among the school leaders. ironically, school heads should have higher collaborative performance than the other school leaders, for they were the highest leaders in the school. the graph presented in fig. 2b revealed that the school heads had higher perceptions of the importance of the six (6) sbm components than the sbm coordinators and grade leaders. as shown in figure 2, sbm coordinators had higher ai levels than the school heads. although the school leaders perceived that the sbm components were very important, some sbm coordinators perceived that some variables were not fully practiced. table 2: test of difference (anova) in the school leaders perceptions on sbm components practices sum of squares df mean square f sig. discovery between groups 0.145 2 0.073 2.018 0.136 within groups 5.534 154 0.036 total 5.679 156 dream between groups 0.144 2 0.072 0.997 0.372 within groups 11.128 154 0.072 total 11.272 156 design between groups 0.242 2 0.121 1.931 0.149 within groups 9.659 154 0.063 total 9.901 156 destiny between groups 0.222 2 0.111 1.655 0.194 within groups 10.319 154 0.067 total 10.541 156 the table showed no significant difference in the level of the school leaders’ individual practices of ai in terms of discovery, dream, design, and destiny. the findings revealed that the school leaders’ responses had no significant difference because they have been given opportunities to lead, and their level of practice is probably the same per school as they work collaboratively and function as one school. table 3: correlation between the school and school leaders ai level and the sbm level components school academic engagement linkages projects and programs implementation strategies in promoting collaboration school leaders teacher relationship professional development a b a b a b a b a b a b discovery .267** .431** .431** .438** .318** .432** .353** .424** .367** .561** .467** .544** dream .380** .476** .414** .597** .473** .463** .461** .401** .545** .467** .406** .452** based on the open-ended questions asked by the researchers, collaborative strategies were formulated. the activities included in table 1 were taken from the respondents’ responses, which were coded based on themes such as leading, planning, communication, relationship, and motivation. it was also shown from the table that the school leaders practiced the strategies listed in terms of discovery, dream, design, and destiny. in this study, leading is very important in all the stages of appreciative inquiry. tangidy & sowiyah (2020) strengthened the idea of the leadership role in the success of collaborative processes. leaders should know how to spot potential leaders that can be tapped as focal persons in every group or team created https://journals.e-palli.com/home/index.php/ajmri pa ge 97 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 the findings showed that there was a low (r+.267) to moderate (r+.617) positive correlation among the variables, which means that the teachers from schools with higher levels of ai practices tend to perform better in the sbm in terms of the components of teachers’ collaboration. similarly, the teachers whose perceived levels of ai practices were also the same ones with higher levels of collaboration as a measure of their sbm performance. furthermore, all these correlations were statistically significant. the result may suggest that the attainment of better performance in the schools in sbm is significantly associated with their higher level of practice of ai. garner & matviak (2020) affirmed that collaboration significantly affects the company’s performance. the employees with highly collaborative attitudes helped grow the business and recovered their revenues after a year of pandemic. however, the group with very low collaboration still has not recovered from the time of crisis. the finding showed that the school leaders’ individual ai table 4: regression analysis on ai practices of schools and school leaders as predictors on the improvement of collaboration unstandardized coefficients standardized coefficients t sig. b std. error beta (constant) 1.004 0.205 4.898 0.000 individual school leaders practices in terms of design 0.275 0.074 0.321 3.722 0.000 school ai practices in terms of design 0.233 0.050 0.286 4.647 0.000 individual school leaders practices in terms of destiny 0.235 0.069 0.284 3.414 0.001 legend: r = .752, r-squared = .565, adj. r-squared = .557; f (3,153) = 66.333, p < .001 practices in terms of design (b=.275, t=3.722, p<.001) and destiny (b=.235, t =3.414, p<.005) significantly predict the school leader’s collaboration, which means that for every 1 unit increase in individual practices as to design and destiny, there are .275 and .235 increases in the performance of sbm in terms of school leader’s collaboration, respectively. moreover, the perceived level of school ai practice in terms of design (b=.233, t=4.647, p<.001) significantly predicts school leaders’ collaboration. that is, for every 1-unit increase in school ai practice in terms of design, there is a corresponding increase of .233 in the sbm performance in terms of school leaders’ collaboration. as gleaned from table 4, it was found that among the two variables of ai, only design and destiny had significant relationships with the school leaders’ ai level and the sbm components. the findings indicate that collaboration with the internal and external stakeholders is more needed and important in the two phases of appreciative inquiry. in the design phase, more people need to collaborate as the design phase needs to answer: who are the people involved? what are the deliverables? how do the projects positively impact the organization? on the other hand, destiny also needs more collaboration with the stakeholders to sustain the projects (banton, 2022). several studies about appreciative inquiry were anchored on qualitative research; however, cockell and mcarthurblair (2020) explained that quantitative research is used as a process with regard to discovery and design. however, based on the study’s findings, it was revealed that destiny could also be measured and quantified aside from the design. the result showed that there was a significant relationship between the school leaders’ ai level of practice and the sbm components in terms of design and destiny. in the study of galindo (2020), quantitative analysis was used on the positive effect of ai on the instructional innovation of the english language to efl students and found that there was a significant relationship. the realization of the study the suggested collaborative strategies using the enhanced stages of appreciative inquiry were formulated to address and improve teachers’ collaboration. based on the result of the descriptive analysis using the statistical tools of frequency, standard deviation, one-way analysis of variance, pearson product-moment correlation, and regression analysis, the researchers have formed an approach that would suffice the strategies and best practices of the school with sbm level 3. the innovation will help schools improve their sbm practices and teachers’ collaboration. the study found that all correlations were statistically significant, such as the school leaders’ ai levels and the six (6) sbm component practices. the result concluded that the higher the level of ai practices, the better schools’ performance in their sbm. it was also found that only design and destiny had higher predictors of collaboration. the result led the researcher to formulate strategies using the 4-d stages, with an additional preliminary stage used as collaborative strategies to improve the school’s sbm level, as shown in figure 3. acceptance for change results from preparations design .418** .551** .530** .580** .524** .492** .420** .580** .443** .617** .472** .570** destiny .444** .582** .542** .585** .515** .492** .437** .477** .437** .575** .458** .528** legend: ** correlation is significant at the 0.01 level (2-tailed). a-school ai level practices, b-school leaders ai level practices https://journals.e-palli.com/home/index.php/ajmri pa ge 98 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 before, during, and after the change is introduced to the organization. employees who are adaptive to change are those who have high ai skills that can easily adjust to change positively. one main factor why change is more likely to become successful is because of the adaptable people in the organization. school leaders should have the will to prepare the team for the change. although the stakeholders should initiate change as it is one of the determinants for high sbm levels among public schools in the philippines, it is still the responsibility of the school leaders to shape change. once the people in the organization are already ‘adaptable,’ then the 4d model of appreciative inquiry may be used. the school leaders seeking to shape the school culture should have a firm grasp of the school’s current situation. environmental scanning, understanding, and analyzing the current school’s situation are necessary to determine the type and the extent of the change to be implemented. change is needed and should fit the school culture and environment, whether a change is transformational or evolutionary. it was suggested, however, that before using the 4d model of appreciative inquiry, it is necessary to process the personality of the people in the organization. this stage is called determination, which refers to the idea of determining the pulse, heart, and voice of the people in the organization. the researchers suggested that to begin the process of change, it needs everyone’s heart to be in it, and this can only be done through the “determination process.” based on the result of the study, it found out that discovery and design have lower collaboration; for this reason, it is important that all members of the team must have attuned and prepared their hearts to change. environmental scanning is necessary to test whether the change may be accepted or not. once it is found out that the majority of the members in the organization are ready for change, then it is time to do the first stage of appreciative inquiry, which is discovery, followed by a dream, then design, and the last phase is destiny. the arrows, on the other hand, represent the team’s decision as to whether there is a need to go back to the previous phase if necessary or continue to the next phase as feed backing and evaluation of the strategies used in all collaboration strategies under the ai approach. figure 3: the proposed 5-d stages of appreciative inquiry collaboration table 5: the proposed 5-d stages of appreciative inquiry strategies strategy characteristics/activities d ete rm in ati on d isc ov er y d re am d es ig n d es tin y 1. strategic determinants a.observing b.interviewing c.identifying d.determining conduct environmental scanning prepare people for the change / / 2. channelling and communicating encourage and maintain open communication / / / / / 3. building relationship build trust exhibit good rapport with the internal and external stakeholders / / / / / 4. leading have a sense of responsibility delegate and share responsibility assign focal person form small group conduct the formulation of committee / / / / / 5. planning: / a. goal plan form small group discussions conduct group interaction/discussion provide framework and guidelines conduct regular meetings / https://journals.e-palli.com/home/index.php/ajmri pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 table 5 shows the strategies of the proposed 5d stages of appreciative inquiry. as can be gleaned from the table, in every ai phase, there are corresponding strategies that may be used by the schools, from the planning down to the implementation and sustainability of the project. all strategies require determination for checks and balances. it is also a way of telling the team that the school is concerned about their personal and professional well-being; it is a strategy to monitor whether the project or change is effective. the four senses of determination are the necessary tools to determine the feelings, emotions, reactions, and perceptions of the affected people for the change or projects to be implemented. it also helps shape the discovery and dream phases of the change. the senses of determination are: observing, interviewing, identifying, and determining. observation is the very first step when doing environmental scanning. school leaders must have good eyesight and hearings to determine and identify the needs and strengths of the team. the second sense is interviewing. the school leaders must have a sense of urgency when follow-up is necessary. the follow-up on the observed need and strengths can be done by asking questions. one of the good points of ai leaders is the ability to ask questions. the third sense is identifying. once the observation and interviews are done, school leaders should identify the team’s strengths. then the last sense is determining, which is very crucial since it is now the stage where all the strengths are weighted based on the urgency of the projects or change to be made. all the phases of appreciative inquiry need channeling and communication. open communication is one of the prime movers of positive change, with trust, respect, and understanding as the fruits of having communication open to all. doyle (2020) agrees that keeping communication open can increase collaboration. building a good relationship takes time. as one of the ai strategies, it is considered the heart of all phases. all the phases of ai require good rapport with other stakeholders to realize the change. leading is a strategy to measure the school leaders’ ability in decision-making, accountability, and responsibility. based on the result of the study, school leaders should share responsibility by assigning a focal person/form committee and creating a small group to grasp and monitor progress quickly. the next strategy is planning. planning is divided into four stages: goal plan, input plan, process plan, and outcome plan. the strategy helps create a strategic plan for every phase of the project. a goal plan refers to the setting of objectives for the project. the vision and mission of the school must be incorporated into the school’s projects and programs to be implemented. input plan, on the other hand, refers to the people, resources needed, and tools used to carry out the project. the process plan refers to activities and strategies for how the projects are done and accomplished. the last plan process is the outcome plan. leaders should know and learn how to foresee the project’s outcome ahead to prevent or minimize issues and concerns that come along. a project without a sustainable plan is exposed to peril. one of the problems that the school leaders experience from past school projects is sustainability. therefore, it is necessary to have a sustainable plan to make the project or the change last. good planning of the resources has to be addressed to sustain the project. research implications this study determined the significant relationship between the school leaders ai practices and the school sbm components’ level of practice and which among the school and school leaders’ best practices predict improvements in the school leaders’ collaboration. based on the results of the statistical data that were analyzed and interpreted, the researcher formulated the following findings based on the research questions and the statement of the problem presented in chapter one. the following were the salient findings of the study: 1. based on the gathered data and analysis of the openended questions answered by the respondents, it was found out that the collaborative strategies and sbm practices of the schools with high sbm ratings were helpful for the formulation of the proposed collaborative ai strategies. b. input plan execute project awareness activity conduct regular meetings provide feedback / / c. process plan work as a team conduct regular meetings provide feedback / / d. outcome plan perform proper and well-organized documentations conduct regular meetings provide feedback / / / / e. sustainable plan conduct sustainable solutions through: -setting the time frame -keeping track records -monitoring/evaluation and bench marking -strengthening the four pillars of sbm / / / / / 6. managing resources create and establish a well-planned and sustainable projects and programs / / / / / https://journals.e-palli.com/home/index.php/ajmri pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 2. the majority of the respondents perceived the school’s level of appreciative inquiry practices as “very high” in terms of the four stages of ai as discovery, dream, design, and destiny. the findings showed that the school leaders had a higher ai level in design and destiny which also proved that school leaders had high ai collaboration in projects and programs implemented. however, based on the self-assessment results, it was found that a margin of 0.06% of the school leaders believed that their level of collaboration was below average, and 2.50% of the respondents perceived their level of collaboration as very low. this affirmed that some school leaders perceived the sbm program as a burden and considered it an additional workload regarding the preparations of artifacts and the mode of verification documents. moreover, some school leaders were unaware of the school’s best practices which only strengthened the school leaders’ recommendation to support the faculty by providing training and seminars related to school-based management. 3. the majority of the school leaders perceived that the school ai degree level of practice when it comes to discovery, dream, design, and destiny was very high. the result shows that school leaders with high ai levels are most likely to have high sbm ratings, and this can prove that ai as an approach to increase collaboration is significantly correlated to a high sbm level. 4. the study found that the six (6) sbm components were all predictors of sbm practices and found them as factors contributing to the sbm level. 5. based on the calculated one-way analysis of variance, the result showed that there was no significant difference in the degree of ai level practices of the three (3) school leaders in terms of discovery, dream, design, and destiny. the result proved that the school leaders were working collaboratively on the same goals and directions. 6. the correlation result using the pearson productmoment correlation as the statistical tool found low to moderate positive correlations among the variables related to sbm components and the school and school leaders’ ai level practices. the findings revealed that the teachers with high ai levels tended to perform better in the sbm. moreover, the school leaders with higher ai level practices were also the same school leaders that had higher levels of collaboration. 7. using the multiple linear regressions, it was found out that the schools’ and school leaders’ ai practices in terms of design and destiny significantly predicted high collaboration. the result reveals that for every one (1) unit increase in the school or school leader’s ai level, there is a corresponding increase in the sbm performance. 8. the result that only design and destiny had high collaboration led the researchers to develop a new stage and formulate strategies anchored on the best practices of schools with high sbm levels to improve the teachers’ collaboration under discovery and dream. in contrast, the design and destiny phase of appreciative inquiry will be enhanced. conclusions based from the findings of the study, the conclusions were drawn: the finding that there was a significant relationship between the school leaders’ ai level practices and the school sbm level components on the improvement of teachers’ collaboration attested that the hypothesis should be rejected. it was then concluded that all the variables used under the six (6) sbm components may be used to measure the ai and the best practices of the school as an assessment/evaluation in giving positive feedback on the school’s programs and projects before, during, and after the implementation. it was also concluded that the proposed 5-d stages of ai and the strategies suggested in this study may be used and adopted by the schools with low sbm levels as they were all tested and proven to be effective based on the best practices of the schools with high sbm levels. moreover, the participating schools in this study may revisit their strategies, and collaborative practices under discovery and dreams as the result of the study showed that only design and destiny had high collaboration. furthermore, the school heads, on the other hand, may set good examples for being ai practitioners as the approach is affirmed to be effective in improving teachers’ collaboration and helps improve the school-based management rating. moreover, the sbm leaders and coordinators may continue the best practices of the school and find ways to sustain the projects and programs implemented. recommendations in view of the findings and conclusions of the study, the following recommendations were formulated: 1. the result of this study may serve as a guide and a reliable source of information relevant to the use of the appreciative inquiry to promote collaboration in educational institutions in such a way that (a.) the validated instrument in this study may be used as an assessment tool to evaluate the ai practices of the school and to determine the extent of change be made and (b.) the proposed ai collaborative strategies using the enhanced stages of appreciative inquiry may be used as they were formulated based on the best practices of the schools with high sbm levels. 2. the study conducted only highlighted the best practices and the ai level of school leaders with high sbm ratings; qualitative research may be made to compare the schools with poor sbm levels and schools with high sbm levels in order to determine the effectiveness and significant difference of the ai levels of teachers. references banton, c. (2022, february 21). appreciative inquiry. retrieved from https://www.investopedia.com/ terms/a/appreciative-inquiry.asp cockell, j., & mcarthur-blair, j. (2020). appreciative inquiry in higher education: a transformative force. 2nd ed. canada: the ingrsm book company. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 92-101, 2022 cutillon, r. d. (2021, may 27). more effective school through school-based management. manila times. galindo, d. d. (2020, february). using appreciative inquiry to explore the positive effects of instructional innovation in efl students english language oral production. facultad de lenguas. gardner, h. k., & matviak, i. (2020, july 8). (h. b. review, producer) retrieved from https:// hbr.org/2020/07/7-strategies-for-promotingcollaboration-in-a-crisis riopel, l. (2019, april 27). appreciative inquiry research retrieved from https://positivepsychology.com/ appreciative-inquiry-research/ tangidy, y. o., & sowiyah, r. r. (2020, september). collaborative leadership in decision making at educational institute. international journal of research and innovation in social science (ijriss). https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 30 american journal of multidisciplinary research and innovation (ajmri) the extent of therapeutic communication skills of the nurses of medical and surgical wards of philippine public hospital jenifer h. alcorano1* volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1344 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 28, 2023 accepted: march 05, 2023 published: march 10, 2023 this study determined the extent of the therapeutic communication skills of the medical and surgical nurses of the philippine public hospital. this study employed a descriptive and focused research design. it utilized survey and observation methods. the researcher used a researcher-made questionnaire to describe the respondent’s profile and the extent of therapeutic communications skills, frequency counts, means, weighted means, and the rank was used. it reveals that the nurses are competent in therapeutic communication skills at the hospital regarding the acting-response technique and active listening response technique. it revealed that age, gender, ethnic group, the native language spoken, religion, and educational attainment were not significantly correlated to the acting response and acting listening-response techniques regarding the stand, open, lean forward, eye contact, and relax. however, the civil status of the nurse was significantly correlated to actingresponse and listening techniques such as opening, paraphrasing, and reflecting. based on this study’s significant findings, the following recommendations are drawn: nurses should take graduate studies that will give them in-depth knowledge and practical skills in their field. they need to improve their therapeutic communication skills, develop and maintain a healing relationship in which their patient will experience security, and be optimistic that positive change is possible. moreover, nurses should always possess a good and caring attitude toward their patients. it must be based on mutual agreement between nurses and patients as to what constitutes nurse caring behaviors. likewise, to further enhance the therapeutic communication skills of nurses, a monthly orientation program and conducting a series of seminars must be done. furthermore, the educational institutions offering the nursing course should emphasize their curriculum to improve the therapeutic communication skills of a student nurse. keywords therapeutic communication, acting-response technique, active-listening technique introduction according to (riley, 2000), communication is a two-way process that people use to exchange information and express their feelings, emotions, and attitudes. messages are sent and received on two levels. verbally through the use of words and non-verbally by behaviors and gestures that accompany the word. he further stated that how we communicate is essential in expressing our thoughts, emotions, feelings, or attitudes and helps other people form an opinion about us and our ideas. therapeutic communication is a form of interpersonal interaction between the nurse and the client during which the nurse focuses on the client’s specific needs to promote the client’s recovery from illness. it involves exchanging ideas and expressing feelings, emotions, and attitudes, focusing and following, inquiring effectively, reflecting feeling and content, and structuring dialogue for information and action. for example, a client suffering from depression might say, “i’m so tired that i can’t go on.” if the nurse considers only the literal meaning of the words, he/she might assume the client is experiencing the fatigue that accompanies the client’s depression. therapeutic communication focuses on three response types: listening, acting, and sharing. each response type consists of several verbal techniques. within the listeningtype response category, for example, nurses usually use five of these listening techniques: paraphrasing, reflection, clarification, primary-level empathy, and summarization to help shape the dialogue in a productive way (balzer, 2000). in the acting-type response category, nurses use the stand, open, lean forward, eye contact, and relax (soler) stance during therapeutic dialogues lastly, transference and counter-transference are used by the nurses to solicit the cooperation of the client in sharing his/ her thoughts, ideas and emotions in therapeutic communication, nurses select and employ any number of these techniques to achieve specific ends. the researcher has observed that in the hospital, many nurses have difficulties in communication while performing their tasks and activities in the hospital during their duty such as communicating with the hospital leaders, facilitating meetings, conducting training programs, delivering quality health services, and interacting with clients and their significant others in the hospital most of these activities involve therapeutic communication thus they should have the appropriate techniques and the skills necessary in order for them to do their work properly and accordingly, one concrete illustration of such a problem is when a nurse is having a hard time encouraging a mother with a malnourished child to join the feeding program to help her child gain more weight. but the mother is denying 1 palawan state university-main campus, tiniguiban heights, sta. monica, puerto princesa city 5300, philippines * corresponding author’s e-mail: jalcarano@psu.palawan.edu.ph https://doi.org/10.54536/ajmri.v2i2.1344 https://journals.e-palli.com/home/index.php/ajmri pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 30-39, 2023 her child’s condition and does not know anything about malnutrition, thus the mother does not want to be involved in such activity. it is hard for the nurse to encourage the mother to participate in the activity, especially in this kind of situation. however, if the nurse has the knowledge and skills in therapeutic communication. she will be able to establish trust and rapport with the client and will become easier for the nurse to enlighten the mother on the importance of the feeding program and encourage them to join the program. most of the activities in the hospital require therapeutic communication skills for us to do our work properly and according. for such reason, it is imperative for nurses to possess therapeutic communication skills. thus, the researcher conducted this study in the ospital ng palawan. ospital ng palawan had just marketed its eleventh decade of existence serving the people of palawan, the palawan came into existence in 1901 through the initiative of willsey minik, the military governor of the philippines and the district health officer and the first chief of hospitaldr. toribio. the hospital started as a 20-bed capacity in a remodeled spanish bodega in a one-fourth-hectare lot overlooking puerto princesa bay. it was managed and maintained by the american military government. in 1904, the hospital administration was taken over by the provincial government. there was only five personnel that ran the hospital. one doctor, two nurses, and two attendants. through the years until 1938, the personnel tripled, and administration and control were transferred to the bureau of the hospital until world war ii. immediately after the war, the hospital was transferred to bgy. sicsican. then in 1945 the hospital again transferred to the town proper behind the old city hall, behind mendoza park, rizal avenue: in 1950, the hospital transferred to its present site in an 18-hectare lot donated by the rafols family in malvar street, barangay san miguel, puerto princesa city. the hospital was built out of a war damage claim funds for its maintenance came from the provincial government of palawan and financial aid from the national government. the hospital remained at a 25-bed capacity for so many years, and the inability of the provincial government to maintain the hospital financially prompted the national government to take over. the need to increase bed capacity was evidenced by its bed occupancy rate. thus, in 1980 the bed capacity was increased to 50 which is still inadequate to cope with the need of the province’s growing population. the integration of field and hospital services were implemented in 1985 making the provincial hospital a district hospital with catchment areas of puerto princesa city, aborlan, narra, roxas, dumaran, araceli, san vicente, and cagayan cillo. in 1992, r.a. 7413 was signed into law by president corazon c. aquino upgrading the hospital into a 75-bed capacity hospital. upgrading has never been budgeted and implementation was not undertaken until now. in 1993, r.a, 7160 or local government code of 1991 was implemented thereby developing secondary and primary hospitals of the provincial government of palawan. in 1999, r.a. 8415 was passed upgrading the provincial hospital to a 150-bed capacity tertiary hospital which shall be known as ospital ng palawan, and transferring it to the national government. the law has never been implemented due to conflicting administrative control and maintenance provisions. in 2004 the hospital was renationalized and its name was changed from provincial hospital to its present name ospital ng palawan. at present, ospital ng palawan is still a 100-bed secondary (level 2) hospital, with an actual implementation of 150-bed capacity located on 1.8 hectares compound in the northeast corner of malvar in san juan st in the heart of puerto princesa city shows that it has an actual occupancy rate of 113% based on the authorized bed for 2011. patient admission per day averages 187 and the length of stay in the hospital is 5 days. the hospital is semi-departmentalized. as such, it has five main areas of clinical care: the emergency room, pediatric including the neonatal intensive care unit (nicu) and pediatric intensive care unit (picu), out patient department, medical, obstetrics-gynecology, surgical, and orthopedic wards. it is manned by 343 personnel comprising 10 doctors, 180 nurses, 19 nursing attendants, one nutritionist, one dentist, six medical technologists, four pharmacists, five radiologic technologist, three social workers, one accountant, and 112 support and administrative staff. at present only 23.09% or 79 out of 342 hospital staff are regulars who are receiving salaries from the national government while 76.91% are contractual/casual employees who are being paid per job order by the city government, aid from the provincial government to ospital ng palawan and from the maintenance and other operating expenses of the hospital. the need to augment the required staff is evidenced by the increase in occupancy rate and average in-patient per day of 187 patients. although the present situation is not healthy, it remains to be temporary while waiting and hoping to implement the rationalization to open 409 plantilla positions with budget allocation from the department of budget management. as far as these issues are concerned, the rationalization plan brings good news to everyone. being the largest hospital facility in mainland palawan, it gets referrals from all types of cases all over the province. to assist the hospital in augmenting consultants’ services, it allows private practitioners to practice in the hospital through the accreditation process. at present, the hospital has grown from a humble beginning of five personnel in 1901 to 342 staff, from 20bed capacity to 100-bed capacity, from wooden structure to permanent sophisticated three-story buildings with incoming 14 suite rooms. it is the only hospital that will have a waste treatment facility and oxygen refilling plant in the province. all of these developments are geared toward the improvement of services to the people of palawan. it will also continue to serve the people https://journals.e-palli.com/home/index.php/ajmri pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 30-39, 2023 of palawan with various services namely, laboratory examinations, major and minor surgeries, consultations, and medical treatment of diseases. maternal and child care, orthopedic, and rehabilitation services. methodology this study is not experimental quantitative descriptive and focuses on research design utilizing survey and observation methods. this study entitled “the extent of therapeutic communication skills of the nurses of the medical and surgical wards of the philippine government hospital” utilized the thirty (30) nurses of the ospital ng palawan, puerto princesa city, palawan, philippines year 2013. the researcher used a researcher-made questionnaire/ checklist. the first part dealt with the respondents’ profiles. the second part dealt with items for therapeutic communication skills as the acting-response technique and active listening-response technique. while the respondents accomplished the questionnaire/checklist at the end of this shift the researcher encouraged them to ask questions or clarification on the items they do not understand. they are requested to accomplish the questionnaire at the end of the shift for three days of duty. the researcher retrieved the questionnaire after each time it was completed and gave it back to them to accomplish it on the second and third day. further, the researcher made a 3-day observation of each respondent assigned in the medical and surgical wards and documented the respondents’ usage of the therapeutic communication under study without their knowledge to prevent inhibitions. the researcher utilized the tagalog version of the questionnaire for the patient’s respondents. the researcher made sure that the data gathered are valid and reliable by assisting the respondents who needed clarification or verification as to the right understanding of the components indicated in the checklist. results and discussion it discusses the profile of the nurses and patients as well as the therapeutic communication skills of the nurses. the results are presented under specific problems and tables. figure. 1: age of the respondents it reveals that the majority. (18 or 60%) of the nurses fall within the age bracket of 24 to 27 years old. the youngest respondents are within the age bracket of 21 to 23 years old with 8 or 26.67 percent. three or 10 percent of the nurses have age 28 to 31 years old. the oldest nurse respondent is 35 years old with one or 3.33 percent. it implies that the nurses’ respondents are of legal and mature age. therefore, they are responsible enough for their respective duties. the majority of the nurses are female, there is 23 or 76.67 figure 2: gender of the respondents https://journals.e-palli.com/home/index.php/ajmri pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 30-39, 2023 percent of them as compared to seven or 23.33 percent who are male. it implies that most women are engaged in the nursing profession as compared to men. the findings reveal that the majority, (26 or 86.67%) of the nurses are still single. meanwhile, four or 13.33 percent of them were already married. it implies that the nurses figure 3: civil status of the respondents have enough time for their duties. being single means that nurses devote more time to their hospital job and duties. the finding presents the ethnic affiliation of the nurses. it reveals that the majority. (20 or 66.67%) of them are tagalog, followed by cuyunin with five or 16.67 percent and bisaya with three or 10 percent. the native of palawan is cuyunin however, the region belongs to southern tagalog and it is the dominant tribe of the country. figure 4: ethnic affiliation of the respondents the result also reveals that the majority of the nurses are tagalog-speaking people. there are 20 or 66.67% of them. it implies that the nurses can communicate with the patient effectively. it can be noted that tagalog is the dominant tribe in the province. in terms of religion, it can be noted that the majority of figure 5: native language of the respondents https://journals.e-palli.com/home/index.php/ajmri pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 30-39, 2023 them are roman catholic with 26 or 86.67%. it means that they are god-fearing individuals. further, most of them are college graduates with 27 or 90% of them, while three or 10 percent earned units in master’s degree. it implies that they are well-educated and knowledgeable enough for their duties. figure 6: religion of the respondents figure 7: educational attainment of the respondents figure 8: age of the respondents chart 1b presents the profile of the patient respondents. in terms of age, most (6 or 20%) of the patients belong to the age bracket of 36 to 39 years old, five or 16.67 percent are 24 to 27 years old, four or 13.33 percent are 28 to 31 years old, and 48 to 51 years old. the youngest respondents belong to 21 to 23 years old, with three or 10 https://journals.e-palli.com/home/index.php/ajmri pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 30-39, 2023 percent, while the oldest is 52 to 55 years old with only one or 3.33 percent. in implies that the respondents are mature and need hospital care and services. with regards to gender, the majority of them are female with 19 or 63.33% as compared to 11 or 36.67% who are male. it implies that most of the patients admitted were female. most of them were already married. there is 14 or 46.67 percent, followed by single with eight or 26.67 percent. there is five or 16.67 percent are separated and three or 10 percent are widowed. figure 9: gender of the respondents figure 10: civil status of the respondents figure 11: ethnic affiliation of the respondents https://journals.e-palli.com/home/index.php/ajmri pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 30-39, 2023 half or 50 percent of the patients are tagalog. next on that is cuyunin with ten or 33.33 percent. two or 6.67 percent of them are bisaya and illonggo while only one or 3.33 percent of the patient is illocano. figure 12: native language of the respondents the majority, (20 or 66.67%) of the patients are tagalogspeaking people. six or 20 percent of them are cuyunin and four or 13.33 percent are bisaya. regarding religion, it reveals that the majority (23 or 76.67%) of them are roman catholic. three or 10 percent are muslim, two or 6.67 percent are iglesia ni figure 13: religion of the respondents figure 14: educational attainment of the respondents cristo the others are baptist and jesus is lord. it implies that roman catholic is the dominant religion in the province. further, the result reveals that the majority of the patients earned a college education. there is 16 https://journals.e-palli.com/home/index.php/ajmri pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 30-39, 2023 or 53.33 percent of them, next on that are high school graduate with 11 or 36.67%. three or 10 percent of the patients are in elementary education. it implies that the patients are educated and can understand the situation that concerns health care. table 1 presents the therapeutic communication skills of nurses at the hospital in terms of the acting response technique and active listening response technique as rated by the nurse themselves, researcher, and the patients. the nurses rated themselves as competent in acting response techniques as to stand (94.10%), open (92.90), lean forward (93.78%), eye contact (95.02%), and relax (93.97). similarly, the medical and surgical patients rated the nurses as competent in acting response technique in terms of stand (95 18%), open (94 89%), lean forward (95.17%), eye contact (94.90%), and relax (95.08%). however, the researcher gives a rating of 94.99 % describe as competent in the therapeutic communication skills of nurses at the hospital in terms of actingresponse technique. table 1: the extent of therapeutic communication skills of nurses at the hospital in terms of actingresponse technique and active listening response technique as rated by nurses themselves, researcher, and patients therapeutic communication skills nurses medical/ surgical patients researcher average description actingresponse technique stand 94.10% 95.18% 94.77% 94.68% competent open 92.90% 94.89% 94.67% 94.15% competent lean forward 93.78% 95.17% 94.99% 94.64% competent eye contact 95.02% 94.90% 95.66% 95.19% competent relax 93.97% 95.29% 94.89% 94.71% competent total 93.95% 95.08% 94.99% 94.68% competent acting listening response technique paraphrasing 86.16% 95.28% 93.32% 91.59% competent reflecting 87.93% 94.94% 93.93% 92.27% competent clarification 93.48% 94.98% 93.83% 94.10% competent summarization 93.33% 95.33% 94.12% 94.26% competent total 90.23% 95.13% 93.80% 93.05% competent over all total 92.30% 95.11% 94.46% 93.96% competent table 2: significant relationship between nurse-respondents’ extent of therapeutic communication skill in terms of acting listening-response technique and their profile profile acting listening response technique paraphrasing reflecting clarification summarization mean r t-value r t-value r t-value r t-value r t-value age -0.188 0.319 -0.035 0.854 0.059 0.758 0.201 0.287 -0.113 0.552 gender -0.11 0.563 -0.126 0.508 -0.116 0.541 -0.079 0.068 -0.004 0.984 civil status -0.361 0.5 -0.555** 0.001 0.01 0.96 0.752 0.752 0.475** 0.008 ethnic group -0.047 0.805 0.109 0.571 0.009 0.961 0.76 0.76 0.025 0.895 native language 0.086 0.65 0.043 0.82 0.016 0.935 0.876 0.876 0.077 0.684 religion 0.108 0.57 0.112 0.554 0.087 0.648 0.417 0.417 0.138 0.466 educational attainment 0.055 0.772 0.076 0.691 0.185 0.327 0.41 0.41 0.096 0.615 table 2 also presents the therapeutic communication skills of nurses at the hospital in terms of the active listening response technique as rated by nurses themselves, researchers, and patients. according to nurses themselves, researchers, and patients, the nurses are competent in acting listening response techniques in terms of para-phrasing (91.59%), reflecting (92.27%), clarification (94.10%), summarization (94.26%). the result implies that the nurses are competent in therapeutic communication skills at the hospital in terms of the actingresponse technique and active listening response technique. table 2b shows a significant relationship between nurserespondents’ extent of therapeutic communication skills in terms of acting listening-response technique and their profile. it revealed that age, gender, ethnic group, native language spoken, religion, and educational attainment are not significantly correlated to the acting listeninghttps://journals.e-palli.com/home/index.php/ajmri pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 30-39, 2023 response technique in terms of the stand, open, lean forward, eye contact, and relax. however, the civil status of the nurse is significantly correlated to acting listeningresponse technique as to paraphrasing (-0.361) and reflecting (-0.557**). it means that the civil status of the nurses affects the paraphrasing and reflecting techniques of the acting listening-response technique of the nurses as the mode of therapeutic communication skills conclusion based on the significant findings of this study the following conclusions were drawn. respondents are of legal and mature age. therefore; they are responsible enough for their respective duties. in addition, most women engaged in the nursing profession as compared to men. nurses devote more time to their hospital job and duties. they can communicate with the patient effectively and are god-fearing individuals. they are well educated and knowledgeable enough for their duties and matured and need hospital care and services. most of the patients admitted were females. roman catholic is the dominant religion in the province. they are educated and they can understand the situation that concerns health care. the nurses are competent in therapeutic communication skills at the hospital in terms of the actingresponse technique and active listening response technique. the civil status of the nurses affects the open techniques of the acting response of the muses as one mode of therapeutic communication skills, while paraphrasing and reflecting techniques of the acting listening-response technique of the nurses as the mode of therapeutic communication skills. recommendations based on this study’s significant findings, the following recommendations are drawn: nurses should take graduate studies that will give them in-depth knowledge and practical skills in their field. they should improve their therapeutic communication skills, develop and maintain a healing relationship in which their patient will experience security, and be optimistic that positive change is possible. moreover, nurses should always possess a good and caring attitude toward their patients. it must be based on mutual agreement between nurses and patients as to what constitutes nurse caring behaviors. likewise, to further enhance the communication skills and caring attitude of nurses, a monthly orientation program and conducting a series of seminars must be done by the training division in coordination with the different services of the hospital to meet customer service excellence as the primary objective of the department of health under the iso quality management program. furthermore, the educational institutions offering the nursing course should emphasize their curriculum to improve the therapeutic communication skills of a student nurse. the journey to becoming a nurse requires students to demonstrate effective communication skills with patients, careers, and other healthcare professionals, based on sound evidence and apply these in a variety of care settings. references allport, g.w. 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(2005). teaching medical students the important connection between communication and clinical reasoning. journal of general internal medicine, 20(12), 1108-1113. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 10 8 american journal of multidisciplinary research and innovation (ajmri) flexural strength of reinforced bamboo concrete infill structural beam subjected to concentrated load at midspan cesario a. bacosa jr.1*, michael e. loretero2 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1406 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 19, 2023 accepted: april 03, 2023 published: april 06, 2023 bamboo is still considered a material for poor people in rural areas. still, it also has the potential to be fully developed engineering material reinforced structural beams with concrete infill to increase the structural strength of the structures, which is natural aesthetic, and more durable than bamboo alone as structural parts of buildings. this study aims to determine the flexural strength of bamboo with concrete infill as a structural beam subjected to a concentrated load at midspan. the materials used were whole bamboo culms, specifically dendrocalamus asper schultes, dendrocalamus merrillianos elmer, bambusa vulgaris schrad, and bambusa blumeana schultes cut into 600 mm lengths and treated with seawater and seawater with mango polyphenol infilled with concrete. the concrete was cured for 7, 14, 28, and 56 days, respectively. the results showed that the whole bamboo culm treated with seawater and treated with seawater plus a 10 percent solution of mango polyphenol extract remarkably increased its flexural strength. the concrete infill to the whole bamboo culm as the beam is effective, increasing flexural strength when treated with mango polyphenol. the curing age of concrete and treatment of bamboo culm with seawater and mango polyphenol affects the flexural strength of reinforced bamboo with concrete infill subjected to a concentrated load at midspan. reinforced bamboo concrete infill-based construction materials can reduce pressure on resources and the environment. these materials have environmental and mechanical advantages over conventional construction materials. keywords flexural strength, reinforced bamboo culm beam, concrete infill, bamboo culm. bamboo concrete infill introduction bamboo is a renewable and versatile resource characterized by high strength and low weight and can be easily operated using simple tools. from early times, bamboo has been used as a construction material. the main obstacle to the application of bamboo as a reinforcement is the lack of sufficient information about its interaction with concrete, strength, and durability, as supported by van der lugt et al. (2006); bamboo as a building material determinant factor of success and failure of buildings with bamboo that can be competitive with materials more commonly used. as reiterated by mosallama (2017), bamboo has a very long history with humankind, is one of the oldest building materials used for construction sudhakar et al. (2008 ) has various structural components have been developed using bamboo concrete composites (bamcrete) and demonstrated in building houses. bamboo is used for construction purposes. bamboo possesses excellent mechanical properties compared with other commonly used construction materials. as wei et al. (2011) mentioned, bamboo structures’ application outlook and advantages are discussed according to the design and construction practices of modern bamboo structure demonstration buildings. according to awoyera and adesina (2017), the structural integrity of sensitive materials used for construction, and the structural integrity assessment of bamboo for construction purposes, is considered that different materials perform differently under specific loading and environmental conditions. as stated by moran et al. (2017), bamboo is a sustainable material with a high potential for structural applications, including failure strain and stress. as mentioned by gatoo et al. (2014). structural and engineered bamboo products are comparatively low energy-intensive materials with sufficient structural properties for modern construction. the design and construction of bamboo buildings are suitable for construction applications, the development of bamboo-based products, and the types of structures typically designed and built with bamboo correal (2016). design considerations include bamboo testing, structural design standards, and building codes. according to ( wang et al., 2012), the strength of bamboo as a concrete reinforcement is much lower than that of steel reinforcement; due to excellent properties like high strength-to-weight ratio, high tensile strength, and free-cutting and processing, bamboo as a potential reinforcement material in place of steel is widely available in concrete structural elements, such as bamboo reinforced concrete columns, beams, slabs, and footing. bamboo has been widely used as a renewable structural material for building permanent and temporary structures in recent decades. however, the compressive bearing capacity of bamboo is relatively low, which limits its applications only to forms under light loads and the loadbearing capacity of bamboo by filling concrete or cement mortar in bamboo cavities supported by geymayer and cox (1970). according to kankam (1988), bamboo-reinforced concrete supported beams were tested for failure under 1 western philippines university, san juan, aborlan, palawan, philippines 2 school of engineering, university of san carlos, cebu city, philippines * corresponding author’s e-mail: bacosa081976@yahoo.com https://doi.org/10.54536/ajmri.v2i2.1406 https://journals.e-palli.com/home/index.php/ajmri pa ge 10 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 108-114, 2023 third-point loading, and six other beams were subjected to long-term loading. the collapse of the ten beams occurred mainly through the diagonal tension failure of the concrete in the shear span and shear strength of the concrete. in addition, yu et al. (2003) reiterated that column buckling is considered one of the critical modes of failure in bamboo, often leading to its overall collapse, confirmed by yu et al. (2005). the axial buckling behavior of bamboo columns failed in the axial buckling behavior of bamboo columns owing to the culm holes. as stated, sudhakar et al. (2008) have developed various structural components using bamboo concrete composites (bamcrete), demonstrated them in building houses, and experimentally verified structural arch forms using bamboo as a structural element. as mentioned by bhagat et al. (008). according to terai and minami (2012), the mechanical behavior of bamboo-reinforced concrete members, the difference in the structural properties of steel-reinforced concrete and bamboo-reinforced concrete, and the mechanical properties of bamboo-reinforced concrete members are studied. as cited by gupta and bhalla (2013). modern bamboo structures have excellent structural properties, confirming that the capacity of these bamboo composites is comparable in strength with similar reinforced concrete (rc) and modern engineered bamboo structures, which makes it possible to replace rc wherever required and thought acceptable. bamboo materials are often characterized using standard tension coupon tests. however, because of the functionally graded nature of bamboo, the standard tension test geometry needs to be revised. it may result in additional non-uniform bending stresses being introduced across the breadth of the cross-section during testing richard & harries (2016). according to li et al (2017). an experimental study on the axial load behavior of materialfilled structural bamboo was conducted to investigate the effects of infilled materials, horizontal stiffeners, and bamboo nodes. moran et al. (2017) state that effective circumferential moduli under compression are like those obtained under tension. consistent behavior was observed between the pressure and compression tests. all functions could simulate the elastic distribution through the wall thickness of bamboo, as shown in other studies. these flexible distributions are species-dependent. according to zhong et al. (2017), reinforcement and bamboo elements could form an integrated composite cross-section. the failure modes, ultimate load, and crosssectional stiffness of the rbsc beams were significantly correlated with the reinforcement’s diameter and the bamboo bundle’s heat treatment. this preliminary study will be beneficial for designing, manufacturing, and applying bamboo-based structural composite materials in practical engineering. as mentioned, zhong et al. (2017) compared the rsbc beam with other un-reinforced beams to evaluate its bending properties. the results indicated that the reinforcement and bamboo elements could form an integrated composite cross-section. typical failure modes include cracks along the longitudinal direction of the bamboo element, a break along the vertical movement of the bamboo element, and shear failure. this research aims to determine the structural strength of untreated, treated with seawater, and seawater with mango polyphenol bamboo culm with concrete infill. structural beams to determine the flexural strength of the bamboo culms, bamboo culm as beams were reinforced with concrete infill and bamboo culm beams without concrete infill to determine the significant difference between the flexural strengths of bamboo culms as a beam of different species when untreated, treated with sea seawater, treated with seawater plus 10 percent solution of mango polyphenol, no concrete infill, and infill with concrete. methodology the specific methods and procedures are enumerated as follows. step 1. the three-year-old matured bamboo was selected carefully, and harvested bamboo species were used as a material. in this study, philippines bamboo species were utilized preferably where the abundance of these four species can be found, specifically the (a) dendrocalamus asper schultes, (b)bambusa blumeana schultes, (c) bambusa vulgaris schrad and (d) dendrocalamus merrillianos elmer. figure 1: (a) dendrocalamus asper schultes, (b)bambusa blumeana schultes, (c) bambusa vulgaris schrad and (d) dendrocalamus merrillianos elmer. step 2. the selected philippine bamboo species were cut with 600 mm length with one or two nodes. each bamboo species had three samples for each treatment and was stocked, as shown below. https://journals.e-palli.com/home/index.php/ajmri pa ge 11 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 108-114, 2023 figure 2: (e) harvested matured bamboo (f) cut with one -node (g) cut with two-nodes step 3. after cutting the bamboo according to a specified length. the bamboo treatments were undertaken as follows: (h) untreated (kiln drying), naturally soaked, (i) treated with seawater, and (j)treated with seawater plus mango polyphenol. the treatment was naturally soaked for seven days, 14 days, 28 days, and 56 days. figure 3: (h) untreated (kiln drying), naturally soaked, (i) treated with seawater, and (j)treated with seawater plus mango polyphenol. step 4. preparations of concrete infill materials (cement, sand, and gravel), type 1 cement is used, and sand and gravel properties were controlled based on astm standards. the bamboo nodal tubes were carefully removed, and the concrete infill materials were carefully filled in the bamboo culms. the bamboo culm concrete infill was stocked (k), (l), (m) at average room temperature for curing. figure 4: the bamboo culm concrete infill was stocked (k), (l), (m) at average room temperature for curing. step 5. curing of concrete infill. infill the bamboo culms with concrete cured for 7, 14, 28, 56and days according to astm standards. the bamboo concrete infill was curing at room temperature figures (k to m). step 6. testing of the samples: after curing the concrete in fill inside the bamboo culm each sample was tested for its flexural strength using universal testing machine subjected to concentrated loading at midspan. the results were tabulated and analyzed carefully. laboratory tests were performed according to astm standards. figure 5: testing of the samples https://journals.e-palli.com/home/index.php/ajmri pa ge 11 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 108-114, 2023 results and discussion the selected bamboo species were selected subjected to no treatment, treated with seawater, and treated with seawater plus a 10 percent solution of mango polyphenol extract for seven days, 14 days, 28 days, and 56 days respectively, (pradhan, n. p., et al., 2022) filled with concrete infill having a water cement ratio of 0.50 and cured for seven days, 14 days, 28 days and 56 days tested using universal testing machine subjected to a concentrated load at midspan the results were presented below. table 1: flexural strength of whole bamboo column without concrete infill curing age ( days) bamboo culm without infill flexural strength (mpa) dendrocalamus merrillianos elmer bambusa vulgaris schrader bambusa blumeana schultes dendrocalamus asper schultes d m e -u nt re at ed (k iln d ry in g) d m e se aw at er tr ea tm en t d m e -s ea w at er + m an go po ly ph en ol t re at m en t bv su nt re at ed bv s s ea w at er tr ea tm en t bv s s ea w at er + m an go po ly ph en ol t re at m en t bb su nt re at ed bb sse aw at er t re at m en t bb sse aw at er + m an go po ly ph en ol t re at m en t d a su nt re at ed d a sse aw at er t re at m en t d a sse aw at er + m an go po ly ph en ol t re at m en t 7 8.61 8.96 9.99 8.27 8.61 9.65 6.89 8.61 9.65 8.96 9.65 10.34 14 8.96 9.65 10.75 8.61 9.30 10.34 8.27 9.23 10.34 8.96 10.34 11.02 28 9.65 10.34 11.51 8.96 9.99 11.02 8.96 9.85 10.82 9.65 11.02 11.71 56 9.65 11.02 12.06 9.65 10.68 11.71 9.65 10.47 11.58 10.34 11.37 12.40 figure 6: flexural strength of whole bamboo column without concrete infill. the table and graph reveal that bamboo culm without concrete infill among the specie dendrocalamus asper schultes had the highest flexural strength of 10.34 mpa for untreated and 11.37 mpa for treated with seawater for 56 days and 12.40 mpa for treated with seawater plus 10 percent mango polyphenol for 56 days. an increase in flexural strength of an average of 10 percent every treatment period is remarkable, and a rise of 10 percent for each treatment is also significant. dendrocalamus merrillianos elmer also shows high flexural strength of 12.06 mpa when treated with seawater plus 10 percent mango polyphenol. bambusa blumeana schultes shows remarkably increased flexural strength after treatment with seawater, a 10 percent solution of mango polyphenol extract, and bambusa bulgaris schrader. this implies that among the species, dendrocalamus asper schultes has the highest flexural strength, followed by dendrocalamus merrillianos elmer when treated because of its cell wall, strengthen the study of amatosa, t. a. et al. (2021) treatment with seawater and 10 percent solution of mango polyphenol affects the bending stress of bamboo culm subjected to a concentrated load at midspan. the table https://journals.e-palli.com/home/index.php/ajmri pa ge 11 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 108-114, 2023 table 2: flexural strength of bamboo culm beam reinforced with concrete infill. curing age ( days) bamboo culm without infill flexural strength (mpa) dendrocalamus dendrocalamus merrillianos elmermerrillianos elmer bambusa vulgaris schraderbambusa vulgaris schrader bambusa blumeana bambusa blumeana schultesschultes dendrocalamus asper dendrocalamus asper schultes (das)schultes (das) d m e -u nt re at ed (k iln d ry in g) d m e se aw at er tr ea tm en t d m e -s ea w at er + m an go po ly ph en ol t re at m en t bv su nt re at ed bv s s ea w at er tr ea tm en t bv s s ea w at er + m an go po ly ph en ol t re at m en t bb su nt re at ed bb sse aw at er t re at m en t bb sse aw at er + m an go po ly ph en ol t re at m en t d a su nt re at ed d a sse aw at er t re at m en t d a sse aw at er + m an go po ly ph en ol t re at m en t 7 11.02 11.02 12.06 10.34 10.68 11.71 8.96 10.68 11.71 11.02 11.71 12.40 14 13.54 12.92 14.02 11.89 12.57 13.78 11.71 12.68 13.78 12.23 14.64 16.19 28 14.23 13.61 14.78 12.23 13.26 14.47 12.40 13.30 15.98 12.92 15.33 16.88 56 13.99 14.30 16.40 13.09 13.95 14.81 12.92 13.75 16.50 13.44 14.47 17.67 shows the increase in flexural strength when subjected to a concentrated load at mid-span. among the species, infill with concrete dendrocalamus asper schultes having a flexural strength of 17.67 mpa treated with seawater plus mango polyphenol shows remarkable improvements due to the larger hollow culms filled with concrete cured in 56 days, and the bambusa blumeana schultes that were treated with 10 percent solution mango polyphenol for 56 days with a flexural strength of 16.50 mpa and dendrocalamus merrillianos elmer having a flexural strength of 16.40 mpa treated with seawater plus mango polyphenol for 56 days curing. among the species, dendrocalamus asper schultes has the highest flexural strength when infusing concrete. this implies that bamboo culm concrete infill nie, y. et al. (2022) significantly contribute to the increased flexural increase as well the bamboo treatment process and period of concrete curing. with these results, chen, z.et al. (2022) bamboo–concrete reinforcement infill is suitable for more robust and durable building materials. reiterated that application technology of bambootable 3: anova: comparison between the flexural strength of bamboo culm without concrete infill when untreated (kiln dried), treated with seawater, and treated with seawater plus a 10 percent solution of mango polyphenol. source of variation ss df ms f p-value f crit bamboo culm treatment. 513272.9 3 171091 37.464 0.000 *2.891 bamboo species. 147356.3 11 13396.02 2.933 0.008 *2.093 error 150702.1 33 4566.73 total 811331.3 47 * (means are different) reinforced concrete elements in building structures when bamboo culm strengthened with concrete infill to concrete columns and beams lokendra, k., & maurya, m. c. (2017). table 3 shows a significant difference between the bamboo species and their flexural strength because the f value of 37.464 exceeds the f-critical value of 2.891 tested at a confidence level of 0.05. there is also a significant difference between the flexural strength of untreated bamboo, bamboo treated with seawater, and bamboo treated with a 10 percent solution of mango polyphenol. the flexural strength significantly differs when bamboo species are compared because the f value of 2.933 is greater than the f critical value of 2.092, tested at a significance level. this implies that the bamboo’s flexural strength depends on its spices and treatment of bamboo culm and treatment period; however, the concrete infill huang, t., & zhuo, x. (2022) significantly increased its flexural strength of the bamboo culm subjected to midspan loadings weifeng, z. et al. (2012), table 4: anova: comparison between the flexural strength of bamboo culm as a beam infill with concrete when untreated (kiln dried), treated with seawater, and treated with seawater plus a 10 percent solution of mango polyphenol. source of variation ss df ms f p-value f crit bamboo species 6473958 3 2157986 47.363 0.000 *2.891 bamboo culms concrete infill 1222292 11 111117.4 2.438 0.024 *2.093 error 1503542 33 45561.87 total 9199792 47 *means are different https://journals.e-palli.com/home/index.php/ajmri pa ge 11 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 108-114, 2023 table 4 shows a significant difference between the bamboo species and their flexural strength because the f value of 47.363 exceeds the f-critical value of 2.891 tested at a confidence level of 0.05. there is also a significant difference between the flexural strength of bamboo culm with infill and no infill when the bamboo culms are untreated, treated with seawater, and treated with seawater plus 10 percent solution of mango polyphenol because the f value of 2.438 is greater than the f critical value of 2.093, tested at 0.05 level of significance. this implies that the bamboo’s flexural strength depends on its spices and treatment periods, curing of concrete infills; however, fahim m. et al.(2022)bamboo culm with the concrete infill significantly) increased its flexural strength. thus, archilla h. et al. (2018) concrete infills strengthen the bamboo culms and increase their flexural strength, which is more durable. the strength of bamboo culm reinforcement infill concrete reinforcement is much lower than steel bar reinforcement, but its flexural strength increased. however, one of the merits is that a cheap, replenishable, abundantly available material makes bamboo a potential structural beam when adequately treated and reinforced with concrete infill, according to zhao w. f. et al. (2012). bamboo-supported concrete elements in building structures and sudhakar et al. (2008), such as bamboo-reinforced concrete columns, beams, slabs, and walls. conclusion bamboo culm is a versatile material reinforced with concrete infill suitable for construction, sustained by the claims of fahim m. et al. (2022). the whole bamboo culm treated with seawater and mango polyphenol showed remarkably increased flexural strength, thus soaking bamboo culm in seawater plus mango polyphenol is a good treatment agent, and the process strengthens the claim of amatosa, t. a. et al. (2021). among the species, dendrocalamus asper schultes and dendrocalamus merrillianos elmer had the highest flexural strength without concrete infill when treated with seawater plus mango polyphenol for the specified period. the concrete infill to the whole bamboo culm as the beam is effective, increasing the flexural strength supports li y. et al. (2015) claim. among the bamboo species, dendrocalamus asper schultes and dendrocalamus merrillianos elmer had the highest flexural strength treated with mango polyphenol extract after 56 day curing period, wherein bambooconcrete infill is a potential alternative material for low-cost housing, reiterated by mallikarjun, b. r. et al. (2021);. the curing age of concrete and treatment of bamboo goh, y. et al. (2020). culm with seawater and mango polyphenol affects the flexural strength of bamboo culm beam infill with concrete subjected for loading at midspan. reinforced bamboo culm infill with concrete is an alternative construction material that is more durable and stronger than bamboo culm as a beam with no infill, zhao, w. f. et al. (2012). the concrete infill can significantly strengthen the reinforced bamboo culm, reducing the strength-to-weight ratio (ramesh m. et al., 2021). this resulted in the potential for structural applications of bamboo culm-enhanced composites. recommendation bamboo concrete infill is suitable as a low-cost material for flexural and bending; however, proper treatment and curing of concrete infill must be addressed, and adequate bamboo culm drying must be performed. among the bamboo species, dendrocalamus merrillianos elmer and dendrocalamus asper schultes with concrete infill are recommended for beams and joists provided bamboo culm will be appropriately treated at a specified rate period and proper curing of concrete infill for more extended periods. hence, bamboo culm concrete infill can be recommended as an excellent potential low-cost housing construction material. acknowledgment the authors want to acknowledge the philippine department of science and technology – engineering research developments and technology for research grants and funding. references awoyera, p. o., & adesina, a. 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(2022, january). state-of-the-art review on research and application of original bamboo-based composite components in structural engineering. in structures, 35, 1010-1029. elsevier. fahim, m., haris, m., khan, w., & zaman, s. (2022). bamboo as a construction material: prospects and challenges. advances in science and technology research journal, 16(3), 165-175. gatóo, a., sharma, b., bock, m., mulligan, h., & ramage, m. h. (2014, october). sustainable structures: bamboo standards and building codes. in proceedings of the institution of civil engineers-engineering sustainability 167(5), 189–196. thomas telford ltd. geymayer, h. g., & cox, f. b. (1970). bamboo reinforced concrete. https://journals.e-palli.com/home/index.php/ajmri pa ge 11 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 108-114, 2023 gupta, a., & kumar, a. (2008). the potential of bamboo in sustainable development. asia pacific business review, 4(3), 100–107. goh, y., yap, s. p., & tong, t. y. (2020). bamboo: the emerging renewable material for sustainable construction. encyclopedia of renewable and sustainable materials, 2, 365-376. huang, t., & zhuo, x. (2022). experimental study on the bending properties of grouting butt joints reinforced by steel plate embedded in a bamboo tube. journal of renewable materials, 10(4), 993. kankam, j. k., ben-george, m., & perry, s. h. (1988). bamboo-reinforced concrete beams subjected to third-point loading. structural journal, 85(1), 61–67. li, y., shan, w., shen, h., zhang, z. w., & liu, j. (2015). bending resistance of i-section bamboo–steel composite beams utilizing adhesive bonding. thinwalled structures, 89, 17–24. mosallama, a. s., ghavamib, k., shrivastavaa, r., & salamac, m. a. 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(2012). application technology of bamboo reinforced concrete in the building structure. in applied mechanics and materials, 195, 297–302. trans tech publications ltd. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 47 american journal of multidisciplinary research and innovation (ajmri) comparative analysis on the efficiency of lis vis-a-vis smis: a case study ana aubrey j. porlas1*, lilibeth a. lapatha2, sheila h. requillo3, jennifer a. tuñacao4 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1299 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 13, 2023 accepted: march 07, 2023 published: march 15, 2023 information systems work to make managing data better so that organizational and financial operations can be structured successfully. schools also spend money on information technologies to enhance their operations, offerings, and outcomes. information technologies have also grown to a position of considerable relevance in education because of their role in contemporary communities. the department implemented several school-based information systems to assist school administrators and guarantee the caliber of instruction and learning. to provide efficient, open, and effective governance, the school information system must be connected in line with the direction defined by edtech. with this, the secondary schools of talisay city will integrate the school information system into its systems to automate grading procedures and information retrieval. thanks to this shift, teachers and advisors can now simply and quickly obtain the information they need to update. keywords information system, learners, school management, access, efficiency introduction information systems seek to improve management data for successfully structuring financial and organizational functions. schools also invest in information systems to better their functions, services, and products. specifically, developing these systems aims to enhance productivity at work through information processing, enhancing managerial performance by supplying the knowledge needed, and winning competitions by choosing tactics (yuen, law & wong, 2003). information technologies have also risen to a position of great priority in education because of their importance in contemporary communities. information technology’s contributions to education have recently been one of the topics that receive the most attention (webber, 2003; flanagan & jacopsen, 2003; selwood, 2000, pelgrum, 2001; yuen, law & wong, 2003). computerization of school management is the fundamental topic of today’s school management, which is in the early stages of the school management information systems. principals have been utilizing information systems with progressively larger daily management staffs (may, 2003 as cited in demir, 2006). if there is proof that the substantial investment in introducing information and communication technology (ict) into schools—including hardware, software, networking, and staff development—has had a commensurate impact on academic achievement and effectiveness, it will be deemed worthwhile (condie et al., 2007). the department introduced various school-based information systems to aid school heads and ensure the quality of teaching and learning. the key reform thrust of the basic education sector reform agenda (besra) is to get schools to continuously improve the school based management system to gain autonomy and flexibility in managing operations, resources, and planning for school development. to support school-based management (sbm), a school information system is required. in accordance with the direction set by edtech, the school information system must be integrated to ensure efficient, transparent, and effective governance. with this, the secondary schools of talisay city will adopt in its systems the school information system to automate grading systems, and the retrieval of information as well. with this move, teachers and advisers can easily and readily access the information required to update. literature review information systems seeman & o’hara (2006) investigated, higher education’s use of customer relationship management (crm) using information systems to improve the studentschool relationship. findings noted that a studentcentric approach, improved customer data and process management, and increased student loyalty, retention, and satisfaction with the institution’s programs and services are just a few advantages of using crm in a college setting. in order to ensure net benefits for students, educational institutions must ensure that their education management information systems are of high quality, while also maintaining students’ satisfaction with the system and encouraging continued use. this research focuses on understanding student use of emis and the emergence of net benefits; it introduces an emis success model. the same model asserts that student satisfaction and continued use of the emis are both strongly influenced by the quality of the information that is available and the inherent services of the system (martins et al. 2019). 1 cebu technological university – r.o. vii, philippines 2 marigondon senior high school – r.o. vii, philippines 3 clemente borja memorial high school – r.o. vii, philippines 4 consolacion national high school – r.o. vii, philippines * corresponding author’s e-mail: aajporlas@universityofbohol.edu.ph https://doi.org/10.54536/ajmri.v2i2.1299 https://journals.e-palli.com/home/index.php/ajmri pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 47-50, 2023 learner information system amilbahar and cordero, jr. (2018) used four different website analyzers to evaluate the overall effectiveness of the department of education’s learner information system (lis). the results demonstrated that the lis website performs poorly in terms of search engine optimization, social media, performance, and content. on the other hand, it received great marks for design, mobile, usability, server, and security. a substantial number of teachers have voiced their dissatisfaction with the website’s pace, prompting the researchers to propose a further evaluation of the overall performance. koch et al. al (2002) investigated the advantages of using a computerized learner information database system to promote growth and accountability through information sharing. according to the study, the development of a computerized database has made it feasible to follow students’ academic progress, inform faculty members about students’ academic preparation and retention rates for high-risk students, and inspire institutional research and policy-making. materials and methods this study explored the efficiency regarding information retrieval between the lis (learner information system) and the smis (school of management information system) in the selected schools in the secondary schools of talisay city to seek ways in accessing the information of students in the selected secondary schools; features of the learner information system (lis) and school management information system (smis); and the comparative differences in efficiency as experienced by the teachers in selected schools. current status currently, the secondary schools in talisay city are gearing toward the implementation of the school information system. moreover, the schools are conducting learning action cell (lac) sessions and one-on-one tutorials for the full implementation of their school’s information system. description of the current policy the school management information system intends to automate data and improve promoting ease of access in acquiring data. methodology this study used a content analysis method with a qualitative research methodology. researchers use content analysis to discover trends in consented recorded interviews. words, subjects, and concepts in the texts were categorized or coded, and the resulting information was then analyzed. in this study, convenience sampling was used. since there was a convenient respondent pool, this strategy was used to gather the data. additionally, it is remarkably quick, simple, and affordable, thus practical in terms of time and financial resources. the researchers employed a form for the demographic profiles of the informants and the questions to be answered in order to collect the necessary data. in order to expound on the inquiries and provide a more thorough response, an interview was also facilitated for the productive and efficient gathering of responses. copies of the study description, informed consent form, and interview schedule plan was sent to the informants for their permission. through emails, messenger, phone call, and face-to-face interview, the comparative analysis between lis and smis were collected. the interview used a researcher-formulated, validated, and unstructured interview guide question. the prepared interview protocol was subjected to a content validity check by several experts; two (2) curriculum and instruction experts, and case study research experts to ensure the appropriateness of the constructed interview questions. each interview session covered 30 minutes to more than an hour, audiorecorded, and then transcribed for thematic analysis. the interview was done online through the messenger™ application developed by facebook™, and face-to-face while observing health protocols. data analysis the connection of data to propositions is made following the data collection phase, as themes emerge. as data is analyzed, the researchers attempted to match patterns that appear in the data to the theoretical propositions of the case study. the themes that emerged in this study thus served as answers to the research questions posed in this study. following the theme development stage, meanings are extracted from the findings to determine recommendations for practice and future research. ethical consideration in compliance with research ethics protocols, the researcher shall observe anonymity, confidentiality, and informed consent while carrying out the study (mohd arifin, 2018; richards & schwartz, 2002; saunders, m., lewis, p. & thornhill, a., 2012). ethical approval shall be sought and granted by the ethical review committee of the researcher’s affiliated institution. the informed consent from the informants stipulating their awareness of the purpose of the study, their agreement to participate, and their freedom not to continue if they feel uncomfortable with the questions shall be considered prior to the conduct of the study. further, the anonymity and confidentiality of the informants shall be preserved by not revealing their names and identity in the data collection, analysis, and reporting of the study findings. privacy and confidentiality of the interview environment shall be managed carefully during virtual and face-to-face interview sessions, data analysis, and dissemination of the findings. result and discussions this study compared the efficiency between the learner information system and school management information system according to the viewpoints of the https://journals.e-palli.com/home/index.php/ajmri pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 47-50, 2023 informants while the researchers were immersed with them. the comparative differences in the function that were noticed in the use of both retrieval systems for each school year noted interrelated themes. lis offered institutionalized services to teachers for it reduced teachers’ workload. this means that lis and smis played an integral part in the educational system for easy tracking and minimizing teachers’ paper works and processing time. emergent themes suggested that lis gives more benefit to the teacher’s side through data processing of personal data and tracking scholastic records. smis, on the other hand, is perceived as relief to teachers as leverage through automation of production of school forms, student records, and access. informants noted that between the learner information system and the school’s management information system, it implied that lis is beneficial because it complies with republic 11650 also known as a beacon of hope for filipino public school children, which requires all schools to identify learners with special needs so that basic services will be rendered to them. thus, providing security and resolution to problems the education system encountered. on the other hand, smis provided added features such as automation and integration of all the school forms required for each school year. it also offered institutionalized services to teachers for it reduced teachers’ workload. this means that lis and smis played an integral part in the educational system for easy tracking and minimizing teachers’ paper works and processing time. in terms of issues or problems encountered in each of the information retrieval systems, informants noted that the lis had limited features, no control for data correction, slow processing/updating of data, and limited time use when there were multiple users (data traffic). for smis, it is internet dependent, there were bugs to be fixed, needed work is done on-site, and no mode of verification of whether the data input were correct or not. this meant that even how advanced a system was, there were still loopholes and programs that needed to be updated. issues and problems are encountered during the inputting of the data or information of students. thus, due to the data privacy act of 2012, the information could not be disclosed. for possible improvements, informants suggested for the improvement of each information retrieval systems. for lis, the informants suggested that there should be full implementation of the program, full accessibility, and there should be synchronicity between the two systems introduced. meanwhile, for the smis, there should be interconnectivity between the platforms, and full accessibility should also be given to the administrators of the school program. the server should also be provided by the schools for safekeeping and easy access to data for the teachers. this meant that lis and smis ought to be synchronized so that there should be no problems encountered in tracking and transferring data especially when students transfer from one school to another. significant accessibility should be given to learner information system coordinators to exercise local autonomy to avoid delays in the processing of information for a responsive system. synchronization of the system ought to be done to have a common interface to harmonize data for consistency. development of a common interface for data consistency and creation of a database to check the consistency of the two systems. conclusion the learner information system and the school management system are both beneficial to the retrieval system of students’ information provided that these two systems will be synchronized to avoid confusion for the end users the teachers. these systems must also be upgraded to avoid downtime and inaccessibility which is its most important feature. references condie, r., & munro, b. (2007). the impact of ict in schools – a landscape review (1st ed.). becta. https:// strathprints.strath.ac.uk/8685/1/condie_munro_ becta_2007_the_impact_of_ict_in_schools.pdf demir, k. (2006). school management information systems in primary schools. turkish online journal of educational technology, 5(2), 32–45.http://files.eric. ed.gov/fulltext/ej1102477.pdf d., e., seeman, & o’hara, m. (2006). customer relationship management in higher education: using information systems to improve the student‐school relationship. emerald group publishing limited, 23(1), 24. https://doi.org/10.1108/10650740610639714 flanagan, l., & jacobsen, m. (2003). technology leadership for the twenty‐first century principal. journal of educational administration, 41(2), 124–142. https://doi.org/10.1108/09578230310464648 koch, s. e., foxcroft, c. d., watson, a. s. r., seymour, b. b., & streicher, m. (2002). the value of a computerised learner information database system to foster development and accountability through information sharing. south african journal of higher education. https://doi.org/10.4314/sajhe.v16i2.25260 martins, j. c., branco, f., gonçalves, r., au-yong-oliveira, m., oliveira, t., naranjo-zolotov, m., & cruz-jesus, f. (2019). assessing the success behind the use of education management information systems in higher education. telematics and informatics, 38, 182–193. https://doi.org/10.1016/j.tele.2018.10.001 pelgrum, w. j. (2001). obstacles to the integration of ict in education: results from a worldwide educational assessment. computers & education, 37(2), 163–178. https://doi.org/10.1016/s0360-1315(01)00045-8 sj amilbahar, & ma cordero jr. (2018). website performance analysis of the learner information system (lis)-department of education. 12th cebu https://journals.e-palli.com/home/index.php/ajmri pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 47-50, 2023 int’l conference on advances in science, engineering and technology (icaset-18) june 14-15, 2018, cebu (philippines), 100-103. https://doi.org/10.17758/ erpub1.aec0618103 webber, c. f. (2003). new technologies and educative leadership. journal of educational administration. https://doi.org/10.1108/09578230310477013 yuen, a. h. k., law, n., & wong, k. c. (2003). ict implementation and school leadership. journal of educational administration, 41(2), 158–170. https:// doi.org/10.1108/09578230310464666 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 23 american journal of multidisciplinary research and innovation (ajmri) perception of senior high school learners in selected northern cebu provinces towards bachelor of science in fisheries: inputs for marketing interventions ana aubrey j. porlas1*, manilyn m. abucay1, teofilo d. antolijao1, noel d. roble1, ma. helian a. lamayo1 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1559 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 01, 2023 accepted: april 21, 2023 published: april 28, 2023 the study sought to characterize and determine the level of perception of senior high school students on the degree program bachelor of science in fisheries based on different perception domains as anchored from the human capital theory of becker, signal theory of spence, certificate theory of collins, and search and matching theory of diamond and mortensen. career guidance program and short infomercial videos have been proposed based on the findings. this study utilized a descriptive-quantitative research design using researcher-made questionnaires via purposive sampling of 304 respondents that were implemented online and physically in the selected provinces in the northern part of cebu, philippines. processing of data involved frequency, simple percentage, ranking, simple average, weighted mean, and standard deviation. findings suggest that majority of the respondents aim for business-related degrees, followed by health sciences and engineering. awareness of existing fisheries academes, facilities in northern cebu, worker population, fisheries-related laws and government agencies is limited. respondents expressed particular interest on the degree program in terms of participation on orientation, aquaculture, post-harvest processing, affordability, employment opportunities, stability, career-related job as water and soil technicians, immediate employment with less competition, promotions, and teaching opportunities as graduates. respondents noted the program’s potential to help communities and small-scale fishing farmers and the potential pride of being a bs in fisheries graduate. keywords fisheries, senior high school, career guidance program introduction the philippines being archipelagic in its structure always prides on its wide array of utilization on aquatic and marine-related resources. however, to date, the fishing industry faces several issues around effective management, policing, monitoring, regulating, governments’ roles and responsibilities versus those of the community, industry and private sectors; resource conservation and sustainability of current fishing activities (aslin, 2001). clemente (2014) states that the philippine agriculture sector has been long claimed as the most essential element of civilization and the pillar of the country’s economy. the sector ensures food supply, the major provider of raw products for the industries, foreign exchange source through export surpluses, employment and livelihood, and a catalyst of industrialization. he noted further that the well-crafted agrarian reform program of the country still has not improved the system because the producers are still landless, less educated, deficit in farming knowledge and technology, less supported by the government, and are usual victims of structural prejudices. additionaly, the commission of higher education (ched) 2011 report revealed that there is about 50% decline on enrolments for agriculture, fisheries, and forestry and veterinary medicine within a 10year period only from 1999-2000 to 2010-2011. similarly, lilo and dalabajan, as cited in macaranas (2017), noted that a study by oxfam internatinonal 2011 that there are 1.61 million filipinos are engaged in fishing. moreover, over the past years, agricultural tertiary courses have been experiencing decline in terms of enrollment. fernandez (2015) noted that while there is a major decrease on the enrollment, the demand for agricultural products is to continue increasing as filipinos seek sustainable, nutritious, and safe agricultural products. this is why a premium has been placed on professionalizing fisheries through the offering of an undergraduate program known as bs in fisheries. the commission of higher education and several advocate universities and colleges including the cebu technological university-carmen campus have been clear of its mandate to provide quality training intended for producing competent fisheries professionals who can contribute better to sustainable and responsible fisheries and the total approach to freshwater and marine coastal management. the bs in fisheries is designed to teach the concepts of fisheries and environmental management where learners are expected to learn about the proper methods on how to enhance fisheries resources production using the scientific background in marine fisheries, inland fisheries, and fish processing (ched, 2006). kazi and akhlaq (2017), in view of the foregoing, underscored the need to equip students with appropriate career decision skills becomes highly imperative through general orientation and seminars. hence, this study is intended to capture the prospective market for the programthe current k-12 senior high school grade 11 and grade 12 students. the research aims to characterize and determine the level of perception of these students on the degree program bachelor 1 cebu technological university, carmen campus, municipality of carmen, philippines * corresponding author’s e-mail: anaaubrey.porlas@ctu.edu.ph https://doi.org/10.54536/ajmri.v2i3.1559 https://journals.e-palli.com/home/index.php/ajmri pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 23-31, 2023 of science in fisheries based on different perception domains. theoretical background this research is anchored from different theories as underscored in the following presentation of the different concepts involved and their corresponding inter-relationships. this study uses the human capital theory advanced by becker, signal theory by spence, the certificate theory of collins, and the search and matching theory by diamond and mortensen. the issue of the extent to which higher education institutions contribute to the development of professional expertise (via marketing and guiding the students to which track to enroll) can be best exemplified using the human development theory. it stipulates that the educational system that caters to a guided career path planning guarantees a more productive workforce, higher salaries, and a greater gdp (ross, 2021). therefore, the professional benefit one acquires from the educational system is obvious. thurow (1975), however, contradicts the latter. he claimed that productivity depends more on the academic conditions rather than the personal characteristics and background of an individual. along these thoughts, the signal theory (spence, 1973) reduces the function of an individual education to a signal function reporting the adaptability of the students to academic functions: students who are well guided (higher education) are presumably more adaptive; more motivated and have greater learning abilities. certificate theory (collins, 1979) moreover took it further and advocates that the system of education plays a very big role in regulating access to the labor market and employment especially after graduation of the students. the transition of higher education (he) graduates from education to the labor market is characterized by several processes. one of the most appealing is the transfer of knowledge as a result of the information process leaning towards the adaptation of these skills for particular work situations. in this way, the early career of he graduates is often accompanied by the so-called “matching” issue referring to the compatibility between the individual education and professional destination. one can define horizontally mismatched as working in a job matching one’s own level but not one’s own field of education. vertically mismatched relates to the condition of working in a job matching one’s own field but not one’s own level of education. inherently the matching problem relates to several theoretical concerns such as labor market segmentation, mobility, professionalization and professionalism or seniority. on the case of industrial livelihood such as fisheries, there is a wide gap. business administration, medical technology, as well as their allied courses are the most preferred fields of filipinos. the normalcy of securing future career also causes dismal disadvantage such as academe-industry mismatch that may gradually contribute to the soaring unemployment or underemployment rates which may also have adverse implications on national resources development. the government’s responsiveness to public education institutions to professionalize or create highly skilled and functionally intellectualized labor requirements of the agriculture sector would help build greater agricultural productivity (clemente, 2014). moreover, fernandez (2015) also suggests that there is a need for highly trained and skilled scientists and technologists to respond to the increasing difficulties of food provisions and production for the increasing population. however, educational matching is not the same as skill matching. green and zhu (2010) distinguish between formal and real-over qualification related to the extent of skill (under) utilization. the first category reflects formal certified knowledge, while the second level reflects actually required skills. in this way, skill matching is better predictor of job satisfaction and on-the-job search, when controlling for the quality of jobs, than educational mismatches (allen and van der velden, 2001). figure 1:theoretical background and the concepts used in the study verhaest and van der velden (2010) provide a very relevant overview of over-education, pointing out that a significant proportion of jobs in developed countries are characterized by higher formal education, and more highly acquired skills than the expected ones, as reflected in lower return rates and negative attitudes workers. furthermore, there are various factors concerning on an individual’s choice for career. the researchers believe that the factors concerning the choice of work are heredity and environment, current situation of an individual, sets of skills, expertise or specialization, and an individual’s socioeconomic status. these factors are anchored on the theories of holland, krumboltz, hollingshead, reismann, sewell, haller, and strauss. holland’s theory on choice of work states that although factors such as heredity and the environment can influence the choice of work, yet the choice of an individual in his current situation is also important in the choice of work (amundson, harrison-bowlesbey, and niles 2014). krumboltz (2014) career choice theory explains that the particular set of skills, expertise or specialization one has learned from school or from a particular work would affect one’s choice future careers. https://journals.e-palli.com/home/index.php/ajmri pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 23-31, 2023 conduct of the gathering of information. this is the most valuable and useful tool to elicit more responses at a shorter period of time. as to the survey, two specific methods were opted: 1. physical survey, 2. online survey. physical survey following the social distancing and other safety protocols of the local government units of the province, the proponent strategized the mechanisms for physical survey. this is intended to give, collect, and do some follow-up interviews to the students available on the scheduled survey dates. the mechanics are the following: 1. approval was sought from the president, vpresearch and campus director to allow the conduct of the study. the proponent sent a letter to the heads of the respective schools. 2. approval from the school heads were sought. the proponents proposed visiting schedules to be agreed by both parties. the aim is to have a number of students present in the campus during that scheduled period. 3. in the campus, the researchers strategized the schedule of visit in the school. since there were a minimum number of students to be allowed in a classroom, the researcher implemented schedules of the different students to guarantee sufficient representation. upon meeting with the students, a short introduction and orientation was given before they responded. for absences, substitute students were prepared by the researcher and were given separate days as scheduled. online survey to source further information, the researcher proposed to use the digital means of acquiring the pertinent data through online survey. the use of group chat where the students and teacher connect in one chat room for academic and non-academic concerns were utilized to reach one another. research locale and respondents the survey was given to the senior high school students, both g-11 and g-12, in selected provinces in the northern part of cebu. a purposive sampling was employed so that the research proponents could have sufficient evidence to gather. in the case of distant learning, teachers were asked figure 2: research slow the input of the study will be the information culled from the senior high students in terms of the personal and academic profiles. likewise, their perceptions on the degree program and its perceived benefits will also constitute the data in the study. statement of the problem the study generally aims to gather the perception of the current k-12 senior high school for both grade 11 and grade 12 students on the bachelor of science in fisheries degree program. specifically, it will attempt to answer the following inquiries: 1. what is the demographic profile of the senior high school respondents in terms of: 1.1 personal 1.2 academic 1.3 future career path plans 2. what is the extent of perception of the senior high students on the nature of bs in fisheries in terms of their: 2.1 knowledge 2.2 practice 2.3 attitude 3. what is the extent of perception of the senior high students on the benefits of taking and graduating from bs in fisheries degree program? 4. what marketing plan can be strategized from the study’s findings to draw interest from the students based on their perceptions? methodology research design this study utilized a descriptive-quantitative research design which is aimed at describing the shs students’ perception about the bachelor of science in fisheries in carmen, cebu province, philippines. this is practically intended to determine their current career path plans, introduce to them a picture of the bachelor of science in fisheries degree program and cite inferences for the likelihood of the students’ preference on taking this degree. research methods the study will utilize a researcher-made survey in the https://journals.e-palli.com/home/index.php/ajmri pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 23-31, 2023 table 1: research respondents prospect research environment town location 1. arcelo memorial national high school liloan cebu 2. compostela national high school compostela, cebu 3. guinsay national high school. danao city, cebu 4. carmen national high school carmen cebu 5. catmon national high school catmon cebu 6. calumboyan national high school sogod cebu to give the survey link to select students and distribute it to their own community messaging sites. the survey should at least have enough information (to be determined via cochran’s formula after the official enrolment statistics were made available) from each senior high school in the said research locality. table 3 :academic profile of the respondents profile of respondents responses f % track academic 200 65.79 tvl 101 33.22 arts and design 1 0.33 sports 2 0.66 strand stem 85 27.96 humss 48 15.79 abm 80 26.32 gas 50 16.45 tvl 41 13.49 presentation, analysis, and interpretation of data there were 114 male and 190 female respondents, respectively. 92.43% of the respondents are within the age of 18-19, 6.91% are within 20-22, and 0.33% are within 23-25; the same goes with respondents more than 25 with 0.33% also. table 3 presents the academic profile of the respondents. table 4: future career path plan of the respondents baccalaureate program responses f % humanities (history, philosophy, arts) 19 6.25 social sciences (political science, economics, psychology, language and literature) 23 7.57 natural sciences (forestry, fisheries, agriculture, biology, chemistry, physics) 19 6.25 formal sciences (computer science, mathematics, statistics, information technology) 24 7.89 business (accountancy, business administration, finance, human resource management, hospitality management, hotel and restaurant management) 63 20.72 maritime transportation 5 1.64 research instruments a researcher-made questionnaire was the main instrument that was used in the study. the survey questionnaire inquired for some basic questions that included personal and academic profile of the students and their current perception of the bs in fisheries and the likelihood of these respondents getting interested with knowing the benefits and advantages of enrolling and graduating in the program. a cronbach alpha test was employed to measure the reliability and consistency of the questionnaire. a pilot test with 10 students was done for these purposes. statistical treatment the descriptive nature of the study warranted the use of basic descriptive statistical analyses tools such as the use of frequency, simple percentage, ranking, simple average, weighted mean and standard deviation. likewise, pie charts and bar graphs were used as necessitated. ethical consideration to meet the standards in ethics of research, the researchers followed the ethical guidelines set by the university and the declaration of helsinki on ethical principles for research involving human subjects. table 2: presents the demographic profile of the respondents profile of respondents responses f % gender male 114 37.50 female 190 62.50 age (in years) 18-19 281 92.43 20-22 21 6.91 23-25 1 0.33 more than 25 1 0.33 there were 200 or 65.79% of the respondents who were from the academic track, 101 or 33.22% who were from the technical-vocational and livelihood, while was only one respondent from the arts and design, and two from sports. those of the science, technology, engineering, https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 23-31, 2023 public administration (customs administration, public administration) 3 0.99 media arts (mass communication, broadcasting, journalism) 3 0.99 engineering (civil, mechanical, electrical, computer, aeronautics, electronics, industrial, mining) 46 15.13 education (elementary, secondary, tertiary, library and information science) 31 10.20 health sciences (medical technology, midwifery, nursing, occupational therapy, pharmacy) 53 17.43 architecture and design (architecture, interior design) 15 4.93 and mathematics (stem) strand comprised the greatest number of respondents with 85 respondents (27.96%) followed by the accountancy, business and management (abm) with 80 respondents (26.32%), and 48 responses (15.79%) from the humanities and social sciences (humss). the general academic strand (gas) had 50 responses (16.45%), and the technical-vocational livelihood track with 41 (13.49%) respectively. it is worth noting that the tvl track garnered 101 responses (33.22%) while on the strands, the tvl had 41 responses (13.49%). this is because the gas track, as well as the academic track may also offer tvl strand subjects as electives. table 4 presents the future career path plans of the respondents. majority (20.72%) or 63 of the respondents plan to take business-related degrees. on the other hand, 17.43% or 53 respondents plan to take health sciences. those who plan to take engineering courses garnered a 15.13% or 46 response rate. 31 or 10.20% respondents plan to enroll in education. 24 or 7.89% are to take formal sciences while 7.57% or 23 are to take social sciences. humanities and natural sciences are on same percentage of 6.25% or 19 respondents each, while only 4.93% or 15 plan to take architecture and design. five respondents recorded a 1.64% for maritime transportation, and both public administration, and media arts only have 0.99% of response with three responses only. taking consideration to the frequency distribution, the majority of the respondents do not plan to take natural sciences where fisheries is included as the degree to be earned. there are only roughly 19 respondents who would like to partake to the degree program from the overall 304 respondents. results from table 4 confirm the study of clemente (2014) that business administration, medical technology, table 5: extent of perception of the senior high students on the nature of bs in fisheries in terms of their knowledge statements has known f % fisheries schools are available in the country 190 62.50 a fisheries school is available in northern cebu 145 47.70 the number of persons working in the fisheries industry is estimated by the bureau of fisheries and aquatic resources 131 43.09 the philippine environment code (1998) provides for the development, management, conservation and utilization of fisheries and aquatic resources 102 33.55 the bfar under the department of agriculture (da) is the national government agency responsible for the development, conservation, management, protection and utilization of fisheries resources according to the philippines fisheries code of 1998 134 44.08 milkfish is cultured in freshwater ponds 164 53.95 there is no mathematics in bs in fisheries 58 19.08 graduates of bs in fisheries can teach 106 34.87 to offer bs in fisheries, it is required to have adequate hatchery and pond facilities 119 39.14 there are lot of researchable areas in bs fisheries 127 41.78 bs in fisheries is under the commission on higher education (ched) 137 45.07 as well as their allied courses are the most preferred fields of filipinos. coherent to this is also zamora (2014) who noted one of the several challenges of agriculture profession which has been experiencing decline in enrollment is due to the negative perception towards agriculture as a profession. data in table 5 presents the extent of perception of the senior high students on the nature of bs in fisheries in terms of their knowledge. majority of the respondents (190) or 62.50% are aware that fisheries schools are available in the country, however, only 145 or 47.70% are aware of fisheries schools in northern cebu. these findings could be attributed to zamora (2014) who noted that there is a devolution of agricultural services to the local government units. the devolution may be a contributing factor to the extent of https://journals.e-palli.com/home/index.php/ajmri pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 23-31, 2023 the decline of fisheries of municipalities in northern cebu, thus, also contributory to the less awareness of the respondents of existing fisheries in their respective localities. on the case of the awareness of the existence of fisheries schools, it may also be attributed to the lack of professionalization of fishing as a formal and respected means of livelihood. the respondents are also somehow aware that the number of persons working in the fisheries industry is estimated by the bureau of fisheries and aquatic resources (bfar) with the percentage of 43.09% or of 131 responses. the estimates may be of high importance for the bfar but may also be otherwise for the respondents. it is a general attitude for the youth to only be mindful as to what is important to them. other things of unusual importance are those concepts that are new to them. on the case of bfar estimates, it is only usually done to bs in fisheries students, which explains the lack of awareness of the respondents. the same scenario is observable to the minority of the respondents who were unaware of the philippine environment code (1998) which provides for the development, management, conservation and utilization of fisheries and aquatic resources with only 44.08% (134 responses) agree. less than half of the overall population is also unaware that the bfar under the department of agriculture (da) is the national government agency responsible for the development, conservation, management, protection, and utilization of fisheries resources according to the philippines fisheries code of 1998 with only a 44.08% or with 134 responses as awareness rate. half of the population (164 responses) was aware that milkfish is cultured in freshwater ponds with a 53.95% response rate. this may be because milkfish in freshwater ponds as its breeding and harvesting facilities are of general knowledge. majority of the respondents are also unaware that there is no mathematics in bs fisheries with a response rate of 19.08% or 58 responses. having no mathematics or any related subjects on the degree may pose disadvantage. this is supported by fernandez (2015) who suggested that there is a need for highly trained and skilled scientists and technologists to respond to the increasing difficulties of food provisions and production for the increasing population. it is through efficient learning of mathematics related subjects that may enhance such skills. along with these is that majority of the respondents are also unaware of the professionalization of bs in fisheries graduates. 106 or 34.87% of respondents are unaware that graduates of bs in fisheries can become teachers. this is similar to clemente (2014) who stated that the government’s responsiveness to public education institutions to professionalize or create highly skilled and functionally intellectualized labor requirements of the agriculture sector would help build greater agricultural productivity. moreover, only 39.14% or 119 respondents are aware that to offer bs in fisheries, it is required to have adequate hatchery and pond facilities. the lack of these facilities may also hamper enrollment. these findings corelate to zamora (2014) who noted that insufficient government investment in sucs and rapid urbanization of agricultural areas are causes of decline of enrolment in fisheries due to lack of agricultural facilities which is also similar to fisheries. moreover, it is worth considering krumboltz (2014) career choice theory which explains that the particular set of skills, expertise or specialization one has learned from school or from a particular work would affect one’s choice future careers. the same case goes with the awareness of the respondents that there are a lot of researchable areas in the degree with a 41.78% awareness response rate or with 127 responses. being able to do research within the field may have a major impact to the academic conditions of the bs in fisheries students. similar to this is by thurow (1975) who claimed that productivity depends more on the academic conditions rather than the personal characteristics and background of an individual. less than half of the population are also aware that bs in fisheries is under the commission on higher education (ched) with at least 45.07% or with 137 responses. it is important that it is the ched to monitor and improve the bs in fisheries degree offerings. this is correlational to the certificate theory (collins, 1979) that the system of education plays a very big role in regulating access to the labor market and employment especially after graduation of the students. table 6 presents the extent of perception of the senior high school students on the nature of bs in fisheries in terms of their attitude. table 6: extent of perception of the senior high students on the nature of bs in fisheries in terms of their attitude statements responses mean sd interpretation i would like to know more about this degree program 3.11 0.56 agree i would like to participate on a bachelor of science in fisheries orientation program 2.77 0.62 agree i might be comfortable with the subjects related to fisheries to include the areas on aquaculture, oceanography/marine, and post-harvest technologies). 2.83 0.63 agree the program is affordable. 2.88 0.55 agree the program opens many good job opportunities and financial stability 3.06 0.54 agree the program will enable me to choose a job i would like to have in fisheries where i can use what i learned from the degree. 2.98 0.62 agree i feel proud to graduate in this degree 2.99 0.64 agree https://journals.e-palli.com/home/index.php/ajmri pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 23-31, 2023 i will be better than most of my fellow students if i will be i this degree 2.64 0.71 agree the program is highly needed for food production and sustainability 3.16 0.62 agree i feel certain that i will complete my study in this degree program 2.74 0.67 agree a mean of 3.11 with a standard deviation of 0.56 entail that the respondents agree that they would like to know more about the degree program. however, a mean of 2.77 with the standard deviation of 0.62 also signified that the respondents also agree that they would like to participate on the bachelor of science in fisheries orientation program. similar to the desire to participate on the program, the respondents also entailed a 2.83 mean with the standard deviation of 0.63 which means that they also agree that they might be comfortable with the subjects related to fisheries to include the areas on aquaculture, oceanography/marine, and post-harvest technologies. the aforementioned statements are subjective in nature. agreeing to learn and enroll on the program may entail politeness on the part of the respondents for the sake of the researchers. these findings, therefore, corelate to zamora (2014) that there is a need for a ‘common’ language among asean higher agricultural education institutions to facilitate student enrolment, mobility, implement credit transfers and possible joint or double degree programs, and mixed mode degree programs and online courses. on the question if the bs in fisheries program is affordable, a 2.88 mean with a standard deviation of 0.55 of respondents agree. meanwhile, a 3.06 mean with a standard deviation of 0.54 of the respondents also agree that the program may open employment and stability opportunities. this relates to the skill matching as a better predictor of job satisfaction and on-the-job search, when controlling for the quality of jobs, than educational mismatches (allen and van der velden, 2001). similarly, a mean of 2.98 with a standard deviation of 0.62 of the respondents also agree that the program will enable them to choose jobs from their learning of the program. this finding agrees with the human development theory (ross, 2021) which stipulates that the educational system that caters to a guided career pathing guarantees a more productive workforce, higher salaries, and a greater gdp. moreover, the respondents also recorded a mean of 2.99 and 0.64 standard deviation agree that they may feel proud graduating from the program. a mean of 2.64 with a standard deviation of 0.71 also indicate that respondents agree that the respondents could be better than most their fellows if they will enroll in the program. these findings conform to the signal theory (spence, 1973) which signifies that students who are well guided (higher education) are presumably more adaptive; more motivated and have greater learning abilities. data in table 7 presents the extent of the perception of the respondents regarding the benefits of the program. on the extent of the perception of the respondents table 7: extent of the perception of the respondents regarding the benefits of the program statements responses mean sd interpretation the school will find a job for me in fisheries after graduation 3.45 0.67 very good be able to use my talents and abilities as technician in water/soil analysis. 3.08 0.66 good getting a job immediately after graduating since the demand for fisheries technologists is high and supply of graduates is low 3.24 0.72 good get a secure, permanent job in fisheries 3.34 0.63 very good get a chance to be an intern/ojt for fisheries abroad such as japan, taiwan, etc. 3.37 0.66 very good getting a professional advancement such as being a manager and other supervisory positions in fisheries establishments. 3.37 0.67 very good opportunity to teach in the academe offering bs in fisheries 3.29 0.65 very good access to research grants/funding from national government agencies in fisheries 3.2 0.34 good being able to help the community in raising and starting business in fisheries 3.44 0.62 very good being able to help the small-scale farmers in raising and maintenance of business in fisheries 3.48 0.61 very good regarding those benefits of the program, a 3.45 mean with a standard deviation of 0.67 entailed that it would be very good if the school will find the graduates jobs for them on fisheries. schools finding employment for its graduates may be a form of innovation of the school to make the degree more marketable. alongside the findings similar to fisheries is agriculture which is according to zamora (2014), areas of opportunities of the implementation of the k-12 and the coming into force of the asean 2015 for the improvement of the bs agriculture curriculum and in the development and institutionalization of courses anchored in the sustainable agriculture framework with an asean perspective. a 3.08 mean with a standard deviation of 0.66 entailed as good has been observed in terms of respondents’ belief of being able to use their talents and abilities as technicians https://journals.e-palli.com/home/index.php/ajmri pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 23-31, 2023 in water/soil analysis. being able to apply learning is an advantage upon graduation. these findings also support the human development theory which notes that the educational system is a major factor to the guidance of career paths which guarantees a better productivity, better salaries, and higher outputs. similarly, the respondents also noted a 3.24 mean with a standard deviation of 0.72 which meant that the respondents have a good regard to chances of being employed in fisheries due to the lack of graduates while a 3.34 mean with a standard deviation of 0.63 of respondents entailed that the respondents have a very good regard to acquiring secure, permanent job in fisheries especially in getting jobs overseas (with a 3.37 mean and standard deviation of 0.66). the respondents also recorded a 3.37 mean with a standard deviation of 0.67 which meant that it would be very good if they could also get professional advancements such as getting promoted and get the opportunity to teach in fisheries schools. in terms of access to research grants for fisheries, the respondents recorded a 3.2 mean with a standard deviation of 0.34 which entailed a good regard that they can acquire such grants. however, a 3.44 mean with a standard deviation of 0.62 noted a very good indicator that the respondents strongly believe that they could be able to help their communities in establishing fisheries and help small scale fishing farmers in terms of employment and maintenance of fisheries facilities. the 3.48 mean with a 0.61 standard deviation may be a very good indicator for graduating from the program as an indicator of being successful. these findings confirm the human development theory which notes that the professional benefit one acquires from the educational system comes from the educational system. summary the study generally aimed to gather the perception of the current k-12 senior high school for both grade 11 and grade 12 students on the degree program bachelor of science in fisheries. specifically, it attempted to determine the demographic profile of the senior high school respondents in terms of personal, academic, and future career path plans. it also sought to determine the extent of perception of the senior high students on the nature of bs in fisheries in terms of their knowledge, practice, and attitude; the extent of perception of the senior high students on the benefits of taking and graduating from bs in fisheries degree program, and the marketing plan that can be strategized from the findings of the study to draw interest from the students based on their perceptions. findings 1. none of the respondent would like to take bs in fisheries. 2. most of the respondents are aware of the existence of fisheries but not its processes. 3. the respondents agree that they would like to know more about the degree. they also agreed that they would like to participate on the bachelor of science in fisheries orientation. they also agree that they might be comfortable with the related subjects that include the areas on aquaculture, oceanography/marine, and postharvest technologies. 4. the respondents agree that the program is affordable and that it may open employment and stability opportunities provided that the school will find employment for its graduates. conclusion majority of the respondents are unaware of the existence of fisheries and the program bs in fisheries in northern cebu. they also do not plan to enroll on the said program as most of them prefer business-related degree programs and engineering studies. they also agree that they may try exploring the bs in fisheries as a future career path provided that they could be assured of being employed through the school, be marketable to fisheries industries, and be able to access grants from the government. recommendations 1.career guidance program. this program can be done to graduating grade 12 students who are not yet decided on what career path they are to partake. a separate career guidance program for grade 11 students is also recommended so that they will be given ample time to decide to explore and experience the bs in fisheries program. 2.short infomercial videos. as part of the marketing plan strategies, creating short infomercial videos that introduce and persuade students to enroll in bs in fisheries may be posted on social media sites. references allen, j., & van der velden, r. (2001). educational mismatches versus skills mismatches: effects on wages, job satisfaction, and on-the-job search. oxford economic papers, 53(3), 434-452. https://doi. org/10.1093/oep/53.3.434 amundson, n. e., harris-bowlsbey, j., & niles, s. g. (2014). essential elements of career counseling: processes and techniques. pearson. aslin, h. j., connor, r. d., fisher, m., & australia. department of agriculture, fisheries and forestry. (2001). sharing in the catch or cashing in the share? social impacts of individual transferable quotas and the south east fishery. canberra: department of agriculture, fisheries and forestry. becker, g. s. (1975). human capital (2nd ed.). national bureau of economic research (nber). ched. (2006). policies and guidelines on the bachelor of science in fisheries (bsf) program. commission on higher education. retrieved from https://ched. gov.ph/wp-content/uploads/2017/10/cmono.43-s2006.pdf clemente, r.c. (2014). predisposition factors of students’ choice in agriculture, fisheries and natural resources https://journals.e-palli.com/home/index.php/ajmri pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 23-31, 2023 (afnr) courses (luzon area). asia pacific journal of multidisciplinary research, 2(1), 170-177. collins, r. (1979). the credential society: an historical sociology of education and stratification. academic press. fernandez, r. (2015, september 5). declining agriculture enrollment poses threat to food security. the philippine star. retrieved from https://www.philstar. com/headlines/2015/09/05/1496507/decliningagriculture-enrollment-poses-threat-food-security green, f., & zhu, y. (2010). overqualification, job dissatisfaction, and increasing dispersion in the returns to graduate education. oxford economic papers, 62(4), 740-763. kazi, a. s., & akhlaq, a. (2017). factors affecting students’ career choice. journal research and reflections in education, 11(1). retrieved from http://www.ue.edu. pk/jrre krumboltz, j. d. (2014). a learning theory of career counseling. in s. d. brown & r. w. lent (eds.), career development and counseling: putting theory and research to work (2nd ed.), john wiley & sons, 7192. macaranas ii, m. j. a. (2017). risk analysis on the decreasing engagement of filipino youth in agriculture courses. ross, s. (2021, march 24). what is the human capital theory and how is it used? investopedia. https:// www.investopedia.com/ask/answers/032715/ spence, a. michael. (1973). job market signaling. quarterly journal of economics, 87, 355–374. thurow, l. (1975). generating inequality. basic books. verhaest, d., & van der velden, r. (2010). crossnational differences in graduate overeducation and its persistence. higher education, 60(4), 407-422. zamora, o. b. (2014). challenges and opportunities for sustainable agricultural education in the philippines and in the asean region. journal of developments in sustainable agriculture, 9(1), 2940. retrieve from https://www.researchgate.net/ publication/277076077 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) disablers affecting pupils academic performance in linear programming at nkeyema secondary school in zambia: a hermeneutic perspective mwambazi chrspine mulenga1*, mubanga lombe2, francis simui2 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1454 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 27, 2023 accepted: april 10, 2023 published: april 18, 2023 the study examines the effects of disablers on pupils’ academic performance in linear programming at zambia’s nkeyema secondary school. the study applied interpretivist views and was entirely qualitative. the lived experiences of fifteen (15) participants which included 8 girls and 7 boys were also extracted using a homogenous (purposive) sample technique. these were previous nkeyema secondary school pupils who had completed grade twelve. in-depth interviews and group discussions produced the data, which was then thematically analysed. the findings of this research showed that a number of disablers affected how well pupils performed academically in linear programming. one of them was the travel time required for pupils, as well as the lack of quality teaching and learning tools like textbooks. furthermore, inefficient teaching methods employed by some teachers, lack of parental support, and pupils’ lack of prior knowledge negatively affected performance in linear programming final examinations. in an effort to address the issues with teaching linear programming in grade twelve, the following suggestions were made: the ministry of education should build schools close to neighborhoods to minimise the distance that pupils must travel and also lower absenteeism. in order to ensure that pupils are learning properly, it should also make sure that universities and other educational institutions incorporate linear programming while training new teachers. also, schools should receive enough funding to purchase instructional materials. teachers should use learner-centered activities and 21stcentury teaching techniques to impart the subject. to encourage pupils to attend class and learn, the government should build more boarding schools and school administration should arrange them meals. the study concluded that pupils in grade twelve performed poorly in linear programming. the lecture method of instruction and the prevalence of disablers in its delivery all led to the pupils’ subpar academic achievement. keywords academic performance, disablers, linear programming, pupils, zambia introduction in zambia, pupils’ mathematics performance on national examinations has remained continuously below average (ecz,2016). general performance analysis reports from the examinations council of zambia (ecz,2019) have shown that one of the topics in which pupils have continued to perform poorly throughout the national examinations at ordinary mathematics levels is linear programming (nkhata, 2018). therefore, this article explores disablers affecting pupils’ academic performance in linear programming at nkeyema secondary school in western province of zambia. literature review disablers affecting pupils academic performance in linear programming according to idris, sulfiaty (2015), one of the concepts that pupils have trouble understanding is linear programming. pupils have trouble in understanding and grasping the concept due to the prior elements that must be acquired, such as linear equations and linear inequalities. academics have disagreed quite a bit over the effectiveness of linear programming in relation to the specific countries where initially the topic resurfaced. in united states of america as well as europe studies have revealed that, poor performance in linear programming is due to content given to teachers during teacher education training or program. the colleges and universities have been critised for equipping teachers with content knowledge that has little or no bearing on the real class room situation (ball & macdiarmid, 2010) the study by hess, chang, & mcdevitt, (1987), demonstrated that enhancing pupils’ mathematics proficiency levels is the educational system’s main focus now in america. yet, cross national surveys show that american schoolchildren consistently do poorly in mathematics compared to their counterparts in china, japan and korea (stevenson, et al., 1990). it is likely that cultural and familial variables have a significant impact in the inequalities because they can be seen as early as kindergarten. the subject of family and parenting came up once more. researchers have found that american pupils perform worse than asian pupils for a variety of factors, such as curriculum variations, parental participation, time management, and teenagers’ assessments of their own arithmetic comfort and aptitude. traditional chinese parenting and teaching methods have a significant negative impact on the academic success of those youngsters (ho, 1994). according to the literature on previous study, difficulties that pupils frequently face when solving linear programming problems are due to their poor comprehension and lack of prerequisite knowledge. this poses a challenge and 1 nkeyema secondary school nkeyema, zambia 2 institute of distance education, university of zambia, lusaka, zambia * corresponding author’s e-mail: mwambazicm@gmail.com https://doi.org/10.54536/ajmri.v2i3.1454 https://journals.e-palli.com/home/index.php/ajmri pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 1-8, 2023 negatively affect pupils’ academic performance. this claim is in line with skemp’s (1971) assertion who posited that, learning of higher order concepts is only successful when learners have a firm understanding of the corresponding lower order concepts. the study in pakistan conducted by munawar (2014), explored the impact of team teaching on the eighth (8th) grade learners’ achievement in mathematics. the focus was on the conceptual understanding and procedural knowledge of learners in algebra and geometry. pupils were unable to deduce symbolic inequalities from word problems given and confused the use of inequality signs (< and >), textbooks, pupils also had problems with graphing inequalities. the study noted that errors were arising from pupils’ low proficiency in mathematical language as reflected by the highest errors at the reading level and wordy problems which pupils did not understand. the conceptual understanding and procedural knowledge are very important. school environment is another challenge which learners face in as far as learning linear programming is concerned. this assertion is line with the study done in u.k by moschkovich (2018) who revealed that learners should participate in mathematical classroom discourse, they need to be engaged in purposeful written exercises, talks or interactions when involved in mathematical activities which can only happen in a conducive environment. it is through such classroom activities that teachers can assess if learners understand the concepts taught and determine the support needed. learners should participate freely meaningfully. consistent with this assertion, changwe and mulenga (2018) stated that most teachers of mathematics were not well vested with linear programming, while others lacked competence. similarly, the study established that the mathematical knowledge for teaching was missing because the university did not have a specific mathematics content course for those pupils who were to become teachers. the findings of changwe and mulenga (2018) coincided with the study in lesotho by iheanachor (2017) on the influence of teachers’ background, professional development and teaching practices on pupils’ achievement in mathematics in lesotho, have positively associated pupils’ performance in mathematics to teaching methods. the teaching methods, teacher qualifications, subject majors and the years of experience were predictors of pupils ‘achievement in mathematics. according to adino (2015), negative attitude is considerably connected with failure in any endeavor, whereas a positive attitude is strongly correlated with success. it is important to notice that, when teaching and learning is interesting, fun, meaningful, and relevant, learners are determined to learn. they become inspired, pay attention, drawn and ready to absorb the information being presented. equally, ncdc (2018) performed a study in uganda. the findings revealed that, pupils had negative attitudes toward mathematics, and more specifically in word problems. linear programming is taught in ugandan lower secondary school in the eleventh grade (by using a graphical method). one of the goals of uganda’s lower secondary mathematics curriculum is to master linear programming, despite the pupils general and specific difficulties with mathematics learning. the aforementioned assertion was supported by kenney (2020), who suggested that teachers can successfully educate pupils by mentoring and teaching them to develop a positive attitude towards linear programming’s so as to overcome learning difficulties, which can be achieved through cpds, where experienced teachers can impart the finest methods and approaches for developing and enhancing pupils’ mathematical skills. regardless of gender differences, schools’ location, school status, or other background issues, teachers should collaborate to assist pupils in setting and achieving their goals while tackling mathematics problems outside the classroom. yet, if the core ideas are misunderstood, pupils can be unable to properly reply to a specific linear programming challenge. teachers should therefore go over and review the essential algebraic concepts that could aid or impede pupils’ grasp of linear programming and subsequent learning (kenney, 2020). scarcity of teaching/learning materials in linear programming components are a challenge. this can pose a challenge to pupils as they don’t have books to research from. corresponding with the above findings, in zambia, mulenga and kabombwe (2019) also reported that there was scarcity of teaching/learning materials in schools. therefore, lack of teaching /learning materials results in poor academic performance, the current research findings correspond with that of mwanza and silukuni (2020) who found that large classes, inadequate stocks of educational materials, inadequate classrooms and desks had a negative impact which led to poor performance of the learners in schools. it should be adequate to mention that a number of factors, including the teaching strategies, resources employed with the pupils, issues with policy, and change of curriculum, affect how well linear programming can be taught hence poor performs in mathematics. in order to effectively teach and master linear programming, some teachers tend to employ a particular pedagogy. in kenya shikuku and wasike (2015) performed research on how secondary school pupils used problem-based learning to apply their knowledge and skills in linear programming to real-world contexts. with problem-based learning, or learner-centered pedagogy, pupils really solve issues to develop understanding of a subject. both domain knowledge and critical thinking abilities are gained. the goal of the problem-based learning approach is to assist pupils in efficiently and flexibly gaining knowledge. pupils who get instruction utilising the problem-based learning method do better. secondary school pupils may find the content and concepts abstract and challenging if linear programming is not properly introduced to them. this could result from using equations and basic algebraic concepts incorrectly. this revelation corresponds with the findings of ofori-kusi https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 1-8, 2023 and mogari (2017) who established that the challenge which pupils faced during teaching was the way linear programming was being taught. the method used can either help the pupils understand the concepts or fail to understand. this implies that, the heuristic teaching strategy should be employed in order to raise learners’ academic performance. the study also advised incorporating this method into the study of other mathematical ideas and subjects. additionally, the mathematisation of mathematical word problems is directly related to algebraic expressions, rules, and principles. it is sufficed to say that secondary school learners’ ability for learning linear programming greatly depends on a prior conceptual understanding of algebraic expressions and associated ideas and the pedagogy applied. which most teachers don’t pay attention to. it calls for teachers to take their time when explaining algebraic concepts to the pupils especially that algebra provide tools for learning and understanding other mathematical concepts, (ofori-kusi and mogari, 2017). this is in tandem with unesco (2018), report that a necessary condition for teachers to teach mathematics was not only to know mathematics competent in understanding the basic contents, concepts and the associated skills. this means that teachers lacked competence ought to know what it meant to make pupils achieve good results in the subject. teachers needed to consider pupils perceptions and the ideas the student bring into the classroom. it was therefore important that teachers should find what their pupils already know about the concepts or the principles that are to be introduced. the teacher needs to build on what the learners already know cascade from there to new realms of knowledge and understanding on introduced concepts in mathematics. the teacher should not assume that the learners are blank slates on which to write new knowledge. unddoubtfully, one may assert that school environments play avital role in lesson delivery and academic performance of learners. recent curriculum reform in south africa, and all over the world, reflects a change in what counts as mathematical learning (doe 2017). the subject guidelines for mathematics claim that the learning is not just about the learning of procedures or methods of solving particular problems, but learners are also expected to explain the methods that they use, (doe 2017). the learning environments have a significant impact on how well pupils perform in mathematics. bartlett, l. paulo freire (2018), conducted a study insisting on the use of dialogue method whereby teachers discussed with their pupils about their learning environments. the methods involved pupils discussing together or conversing, rather than using written books and syllabuses in a curriculum of study as what paul freire called banking education where teachers deposited knowledge to the pupils. contrary to banking education, freire proposed a problem posing education that encouraged pupils to become active in thinking. the study done by lee, y., capraro, r. m., &capraro, m. m. (2018), reviewed that some teachers lack subject competence. dearth of subject matter knowledge, pedagogical content knowledge posing a challenge to teaching and learning. certainly, teachers‟ insufficiency in content knowledge, curriculum knowledge and pedagogical knowledge, could be due to teacher inadequate training. consistent with this assertion, mulenga and kabombwe (2019) emphasized the need for teachers to be well prepared for them to transmit worthwhile skills, appropriate attitudes and applicable knowledge into the learners for them to become relevant to their respective societies. one area that has been overlooked for a long time is the failure by curriculum designers as well as curriculum implementers to relate mathematics to real life experiences of the learner. language is another challenge that pupils face. planas, n. (2018), agrees to this conception. this revelation corresponds with the findings of barwell, r. (2018) who established that the challenge which pupils face during learning was the language. in addition, sakayombo (2018) further argued that the language that is used in mathematics was very difficult for some learners to understand making mathematics to be an abstract subject. this means that the finding by sakayombo shows learners find difficult due to the language used in coordinating it well. this assertion is in agreement with nkechi, p. m. e., lillian, r. a. & ngozi, e. e. (2015), who study on the effects of team teaching on pupils’ academic achievement in english language comprehension, contended that a language deficit in mathematics leads to a mathematics deficit. several studies conducted in zambia by academics including mwape and musonda (2014), kafata and mbetwa (2016), and sakayombo (2018), as well as studies conducted outside of zambia by mbugua et al. (2012), have shown that learner performance in mathematics, particularly in linear programming, was poor. poor learner performance in mathematics may have been influenced by a variety of factors, including conceptualization constraints, learner attitudes and beliefs regarding the topic, a lack of suitable teaching and learning tools in schools, and improper acquisition of ethno-mathematics among the pupils. methodology research design this research was purely qualitative. it is a phenomenological inquiry that uses a naturalistic approach that seeks to understand phenomenon in specific settings (white, l. (2018). it is an approach which explores individuals or groups ascribe to a social or human problem (creswell, 2018). in light of this study hermeneutic phenomenological design was applied to explore disablers affecting pupils. all the participants were selected using homogenous purposive sampling. these methodologies and approaches are discussed hereunder; in-depth interviews in-depth interviews were held with the target group. participants were asked the questions on a one-to-one https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 1-8, 2023 basis whilst the researcher was taking notes. in-depth interviews were used in order to get a lot of insight information on the research topic. focus group discussions (fgds) the focus group discussions were done by putting participants in groups of five. focus group discussions encourage communication and shared understanding especially around difficult issues. it allows for the exploration of differences as well as similarities in experiences and in thinking (shava, g. n. & nkengbeza, d.2020). focus group discussions and in-depth interviews were the instruments used to gather data from participants because they favour interaction and dialogue with the participants (orodho, 2019). the use of multiple tools strengthened the validity and reliability of the study findings as evidence was collaborated and triangulated from different viewpoints. thereafter, the data was thematically analysed. this was done by grouping similar ideas together after data production process. the sample size for the study was 15 participants comprising 8 females and 7 males’ former grade twelve pupils from nkeyema secondary school. discussions the emergent themes were all linked to a series of stages namely; (i) pupils poor learning background (ii) distance pupils were covering (iii) teaching and learning aids (iv) learning environment (v) pedagogy (vi) pupils’ negative perception towards mathematics and (vii) library. pupils poor learning background poor pupil learning background [temporality] has negatively resulted into low acquisition of knowledge, skills and values as designed in any given curricular. this affects learners to catch up with learning in that, they lack pre requisite foundation. mathematics is a subject that builds upon previously learnt concepts. this means learners to have prior knowledge before beginning to learn a new mathematics topic. the study by bolaji, c: (2022) also revealed that learners could not link new topics to the one they have learnt before. learners experienced some difficulty in demonstrating the problems. a pre-requisite concepts is an asset, if not essential, for connecting to linear programming. in other words, linear competence is an essential component in preparing pupils to deal with linear programming and it is needed to ensure the continuation of learning as learning is from known-to-unknown. however, pupils who lacked good foundation will have difficulties in comprehending concepts as observed by mawilo, when he reflected on how he had challenges from grade eight and nine. this was due to his teacher failing to teach effectively because of too many pupils in a class. mawilo recalled, how his teacher could just tell a story. this affected his performance more especially when he went to grade ten. his prior knowledge in mathematics was bad, for they say learning is from known-to-unknown. mawilo assertion was echoed by milangi who had to learn because he had to. mawilo and milangi assertions agrees with changwe, (2017), who posited that, if the results are to improve one would not undermine the importance of having a good foundation through effective teaching of mathematical concepts. distance just like background, distance [spatiality] was highly rated as a critical ingredient in the education of pupils. kande attributed his poor academic performance to distance he was covering. he observed that, “the time i reach the school, i was already tired, [corporeality] i could not concentrate. at times i reach school without food [motivation], it was a challenge for me to concentrate and learn more especially a topic like linear programming.” (kande, 27.09.2021) kakumba, equally asserts that, “when knocking off i reach home late and tired. the following morning wake up around 04:30hrs to the extent that i was even failing to do homework or any assignment given by teacher.” (kakumba, 16.09.2021) the other revelation by mungomba had this to say: “some boys and girls who come from long distance were compiled to rent houses and resorted to do bad things. they tend to join bad groups on the expense of learning. in a wrong ran their performance was affected.” (mungomba, 25.09.2021) the assertion is consistent with the findings of eric a. et al, (2010), who stated in his study findings that some pupils who come from far away rented thatched houses in nearby villages and spent most of their time looking for food, while others resorted to drinking beer [......], a situation that contributes to pupils’ tardiness and absenteeism during learning hours. teaching and learning aids scarcity of teaching/learning materials in linear programming components was another theme, which came out strongly from all the participants during data gathering process.the teaching and learning aids are critical factors in pupils learning and academic performance. njolo observed that, “teaching and learning aids were necessary as they were supposed to help us in understanding what was being taught especially topic like linear programming.” (njolo, 17.09.2021) the institution appeared to be ill equipped with such tools as observed by naku. who had hoped that nkeyema secondary school would provide him with materials to help him understand especially in topic like linear programming? mulenga and kabombwe (2019) agree with this revelation because their study also discovered the competencebased curriculum, inadequate and inappropriate teaching and learning resources in schools [spatiality]. the current research findings correspond with that of mwanza and silukuni (2020) who found that large classes, inadequate stocks of educational materials, inadequate classrooms and desks had a negative impact on the provision of quality education which led to learners’ poor performance https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 1-8, 2023 in schools. this was exactly the case hence learners were negatively affected in terms of learning and content delivery. in most cases where learners are not exposed to the updated learning and teaching materials [temporality] such as books, the pupils tend to miss valid information. this agrees kiplangat, and awino (2014) who stated that lack of good textbooks, poor content and context of instruction, poor and non-conductive environment among others are causes of poor performance. learning environment the learning environment has a significant impact on pupils learning and academic performance. according to naku and njolo, a conducive learning environment was critical. the learning environment [spatiality] is a motivating factor in any learning environment because it allows learners to freely participate. naku observed that; the learning environment was not conducive. naku observed that, “some teachers were not willing to guide some erring learners, the infrastructure was not adequate as learners were fighting for furniture.” (naku, 18.09.2021) when the environment is strong, pupils can learn effectively. the relationship between the learning environment and attitudes can never be avoided by trying to focus on factors that affect pupils’ mathematical performance. this assertion agrees with enu, et al., (2015), who posited that in a class or school environment that teachers consider as encouraging, tend to foster pupils’ sense of control and confidence in their ability to succeed. pedagogy comprehensive pedagogy [constructivism] proved critical to the academic progression and success of pupils. comprehensive pedagogy was displayed through materials use for teaching/learning process. both kande and kamasisi, recounted how their ‘teachers [relationality] was struggling to teach linear programming, kande and kamasisi sentiments above fits well with lamichhane’s (2017), findings on pedagogical adjustments required for inclusive education to take root. the styles of teaching and content have a helpful effect on learning and success in mathematics. the, inappropriate teaching methods lead to problems and make it difficult to determine the relevance of mathematics for the pupils. lee et al., (2019), teacher pedagogy content knowledge centers on the style and approach adopted by the instructor in presenting their lessons in an exciting manner if facilitators can present their lessons to the learner in an appealing manner. studies done in america also made similar observations when they showed that poor mathematics achievement is attributed to classroom factors such as poor teaching methods (anney, v. n., & bulayi, m. 2020). pupils negative perceptions towards mathematics kabi said that, most pupils had negative perceptions towards mathematics. kabi said: “people told me that mathematics is difficulty to pass.” (kabi, 22.09 2021). the negative perception if not properly checked can affect performance. negative attitudes can lead to a serious barrier to learning (poku,2019). this assertion agrees with the findings of unesco (2017) who observed that people in some regions still beliefs that mathematics is difficult. therefore, for a pupil to succeed in their academic pursuits, it takes one with a positive attitude to overcome secondary barriers emerging from negatively charged stakeholders. it is for this reason, kabi argued that, …it is never easy for un-gifted pupil or learner [corporeality] to make it to grade twelve [temporality]. because where they come from [spatiality], there is usually nothing to point at [in terms of support]. for instance, the time i was at…secondary school, there was hardly any textbook in stock. this then entails that the education of the slow learner is entirely in the hands of the teacher [relationality]. whereas some pupils in this study demonstrated a positive attitude mind-set as their biggest attribute to their academic success, others attributed failure [attribute model] to the negative attitude they had towards linear programming. kabi and njolo assertions agree with the findings of poku (2019). this is in agreement to what kabi observed that male teachers were saying mathematics is for real men not women [relationality]. such sentiments discouraged pupils form positive attitudes toward mathematics. equally pupils were discouraging one another by making mockery of classmates whenever they answered questions wrongly. this finding approves asempapa, r. s. (2022). library on analyzing learning materials, kadzo and timuna observed that, the school had no library. where pupils could borrow books for reference. lack of library [spatiality] is an obstacle to successful learning effort of pupils. one key infrastructure to the learning process identified by all pupils as being inaccessible was the school library. all of the fifteen pupils consulted had not used the library for learning purposes as the school had no library and study materials in stock. whereas academic libraries are expected to provide services to learners who want to know more nkeyema secondary school had none. the library [spatiality] support learning as pupils can access books relevant to what they are learning. equally, mungomba attributed poor performance to lack of study materials. this is consistent with ball, s.j (2011),’s findings which reveal that learning facilities do affect academic performance; these learning facilities include school libraries which occupy a dominant and crucial place in any school system and their absence has been looked at as a factor that affects academic performance because they provide service and guidance to readers through supporting all functions of school teaching. a well-equipped library serves pupils good as they research. https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 1-8, 2023 conclusion the purpose of the study was to explore the disablers affecting pupils academic performance in linear programming at nkeyema secondary school in zambia. the current study was qualitative in nature where interpretivist paradigms was applied. a hermeneutic phenomenological design also guided the study. this design was chosen because it enabled the researcher to deduce beyond what was communicated by the key insiders. in addition, it enabled the researcher to answer the research questions with less difficulty. all participants were sampled using homogenous purposive sampling technique. therefore, data from the participants was generated using in-depth interview guides and group discussion schedule. the study revealed that linear programming at senior level was poorly performed due to a number of disablers. one of them was the travel time required for pupils (distance), as well as the lack of quality teaching and learning tools like textbooks, inefficient teaching methods employed by some teachers (pedagogy), lack of parental support, pupils’ lack of prerequisite knowledge in linear programming (poor learning background), learning environment, pupils’ negative attitude, and lack of a school library. further, most of the teachers who taught the component were not conversant with linear programming. recommendations based on the research findings therefore, the study recommended the following: 1. teachers should use pupil’s learner centered activities to enhance learning outcomes as pupils actively participate in both the teaching and learning processes. also, a variety of educational strategies and approaches should be used to help pupils comprehend the subject matter. 2. the ministry of education should employ proficient mathematics teachers to increase examination performance. 3. to help pupils develop a positive attitude toward mathematics, teachers should address pupils’ mathematics anxieties. 4. the ministry of education should organize staff development workshops at the regional, district, cluster, and school levels throughout the province and district to allow teachers to share cutting-edge teaching strategies. 5. teachers must devise clear methods for presenting material in an interactive setting. 6. the government should erect libraries in schools and fill them with useful teaching resources. 7. the school administration should create a productive production unit to feed pupils in order to reduce absenteeism. 8. the government should give teachers the graphing calculators and geometrical tools they need to teach linear programming. 9. schools should establish vibrant mathematics clubs to encourage pupils’ interaction. future research areas more research is needed to understand the disablers that prevent pupils from succeeding in linear programming using phenomenological approaches. with the limited sample size of children, one may claim that there are still a lot of incapacities that both teachers and the entire ministry of education are unaware of. the hidden lived experiences of pupils must be uncovered in order to prevent academic failure. future studies may center on the following area: 1. a comparison of the factors influencing pupils’ success in public and private secondary schools. the results of this study may not be applied to the entire nation since it was only undertaken in one public secondary school. this necessitates a thorough study of the factors affecting pupils’ performance in linear programming in public and private secondary schools 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(2018). combining qualitative and quantitative research: semiotics, structuralism and content analysis. in r. nunkoo (ed.), handbook of research methods for tourism and hospitality management 373-383. edward elgar. https://doi.org/10.4337/9781785366284 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 17 american journal of multidisciplinary research and innovation (ajmri) of succession stories and scenarios: the challenges and options facing first-generation family-owned restaurants jojit p. larino1*, mariano m. de los santos1 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1201 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 12, 2023 accepted: february 27, 2023 published: march 01, 2023 first-generation business owners are concerned with sustaining the business, not how they got started or built their brand. first-generation business owners are considering passing the torch to secondgeneration to sustain business leadership and brand legacy. this study helps restaurant owners develop a succession plan. the research study determined the perceived challenges in succession planning for first generation family run restaurant owners and correspondingly created an appropriate succession plan. the research focused on first generation restaurant owners’ succession planning challenges. qualitative research was used to arrive at the conclusion of the study. interpretivism was the philosophical lens through which this was viewed. participants in this study were first-generation owners of family run restaurants in cavite province that had existed for more than seven years. data were gathered using interview guide. themes and their meanings were discovered through thematic analysis. lack of know-how among would-be successors in restaurant management, lack of passion in restaurant management among would-be successors and lack of second generation business successor are the three challenges to business succession faced by business owners. four business founders’ attributes to success have emerged as building blocks in creating appropriate succession plan for family-owned restaurants: (a) resilience and tenacity, (b) resourcefulness, (c) customer-centric, and (d) founders’ interventions. in succession planning, there is no one-size-fits-all solution. an effective succession plan can accommodate the needs of a particular business owner. in this sense, first-generation business owners’ unwavering commitment to succession planning is important. keywords succession planning, business succession, family-owned restaurants, firstgeneration business owners, business continuity, brand legacy, phenomenology, cavite introduction in business, the objectives must be realistic and clearly defined. these fundamental requirements are further reinforced by the need to understand inherent management practices which should allow business owners to embrace the inevitable challenge: leaving the business legacy. in today’s business situation, legacy is about caring and understanding what will happen next – to the business, organization and its stakeholders (fort, 2019). while each business faces unique challenges, establishing a legacy for the future should enable its firm, especially its owners, to grasp the critical nature of their business today to continue existing. the legacy is collectively behindthe-scenes actions, succession stories, and scenarios that prepare family businesses for the future. the challenge’s readiness for successors to assume leadership is an exemplary definition of legacy. the world of restaurant industry has seen significant innovation over the past few years (montaniel, 2019). most restaurant businesses in the philippines are typically family-owned (francia, 2017), particularly in many tourist destination areas. due to industry growth, restaurant leaders begin to think about transitioning to new leadership (murray, 2021). business owners are considering succession planning between family members (escoffier, 2021), as most restaurant companies fail to consider succession strategies until it is too late (denney, 2021). this led me to study succession planning for firstgeneration business owners in the philippines, specifically the restaurant business in cavite. succession planning is a strategy for passing on leadership roles, often company ownership, to an employee or employees (kenton, 2020). according to o’hara (2020), developing a successful succession plan involves defending the current state of the business and ensuring that there are strategies in place that will allow the business to continue existing and thriving. literature review in definition, succession planning guarantees that there should be no vacancies in terms of governance after the exit of the business head in the company. in the family business case, “it ensures that the business continues to run after the exit or death of important persons in the business” (cfi, 2021). with this context, business succession is not only about passing the leadership rather on the aspect of business continuity related to ownership and business legacy. this definition provides insight into the specific aspects, plans, or framework as a whole that must be developed in order to capture an acceptable succession plan for family-owned restaurants business under hospitality industry. family enterprises have been noted as a concern in the global entrepreneurial development agenda in recent years. this is because of the current problem, which is produced when family business owners fail to plan for succession and view it as a problem rather than an opportunity. (nandlal and kumar, 2020). different experts’ interpretations of quoted studies from various continents are regarded a potential for 1 colegio de san juan de letran-calamba, philippines * corresponding author’s e-mail: jhit27@yahoo.com https://doi.org/10.54536/ajmri.v2i2.1201 https://journals.e-palli.com/home/index.php/ajmri mailto:jhit27%40yahoo.com?subject= pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 17-24, 2023 validating a certain platform for “of succession stories and scenarios: the challenges and options facing firstgeneration family-owned restaurants”. african succession planning context the south african economy is defined by a history of apartheid, with the black majority owning less than 5% of firms before year 1994. the successor’s commitment to and interest in the firm significantly impacts all stages of the management succession process, including decisionmaking and criterion creation (gomba and kele, 2016). a study was compelled by the significant number of familyowned businesses (fob’s) in anambra state that have either closed shop or ceased to function efficiently upon the loss of the owner/manager due to what appears to be a lack of proper succession planning. the study concluded that mentorship is critical in the effort to sustain family businesses (nnabuife and okoli, 2017). asian succession planning context according to the research conducted in pakistan, the factors of responsibility, authority, and power, effective communication, honesty and trust, and succession planning are the primary causes for the incapacity of fobs to sustain themselves. succession planning has been the primary source of dispute between fobs and their future, but other problems are equally critical (ali and ali, 2018). japan’s family enterprises are well equipped for succession and enjoy the longest lifespans in the world. the critical sustainability characteristics mentioned are innovation, competitive advantage, leadership and team management, as well as developing positive relationships with the local community (chirapanda, 2020). the aspects of social capital were found to significantly impact succession decision-making, with a particular emphasis on familial stewardship as a new cognitive driving force. when the incumbent and a sibling share “familial stewardship,” the latter’s prospects of being chosen as successor are increased (rima, 2016). european succession planning context according to the empirical findings in “roadmap for portuguese family businesses,” business succession planning has been highlighted as one of the most difficult stages in the life of a family organization, necessitating appropriate study. indeed, resistance to succession, founder/successor relationships, succession planning, and organizational culture all contribute to why executive succession is one of the most critical and difficult jobs in organizational life (marques and couto, 2020). north american succession planning context succession planning is not solely concerned with retirement. a succession plan can serve as a springboard for a variety of strategic business decisions. indeed, according to our 2016 bank of america merrill lynch cfo outlook, business owners are more likely to have a succession plan in place for significant business possibilities, such as preparing for the prospect of a sale, merger, or capital raise (o’hara and sharkey, 2016). south american succession planning context succession is viewed as a critical step in the continuity of a family business. it is a well-studied subject, yet only a small percentage of them survive the generational transfer. in developing economies such as latin america, knowledge development on the subject is critical, given the prevalence of family businesses and their economic and social contributions (ramos, maricel, aguilar and reyna, 2018). oceanian succession planning context the vast majority of farms in australia are ‘family farms,’ meaning they are owned and operated by members of a nuclear or extended family. financial advisers are increasingly becoming involved in succession difficulties, particularly those involving farming families. notably for financial advisors, hiring professionals with sufficient estate planning abilities are uncommon (falkiner, steen, hicks and keogh, 2017). materials and methods the overarching quest of this study was to formulate the appropriate succession planning framework for firstgeneration business owners in cavite to bridge that gap between the business succession planning standards and practices. to this end, the study (of succession stories and scenarios: the challenges and options facing firstgeneration family-owned restaurants) was directed by the subsequent objectives: (a) to make sense of the perceived challenges in succession planning for firstgeneration owners of family-run restaurants; and (b) to create a corresponding appropriate succession plan for family-owned restaurants. research design the process of phenomenological approach was performed through interviews for selected firstgeneration family-owned restaurants in cavite in order to acquire relevant information necessary and germane to research. phenomenological studies look into people’s experiences based on the descriptions they provide. these are referred to as “lived experiences.” the purpose of phenomenological research is to characterize the meaning that each subject derives from their experiences. this form of research is utilized to investigate subjects about which little is known (donalek, 2004). participants were invited to explain their experiences as they see them in phenomenological research. they have given the opportunity to write about their worries about business succession, but the majority of information was gathered through interviews. the researcher has analyzed their own views and feelings related to business succession in order to comprehend the lived experience from the subject’s perspective. the researcher has first defined what she or he expects to find and then set these expectations aside; https://journals.e-palli.com/home/index.php/ajmri pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 17-24, 2023 this is known as bracketing. it is only feasible to see the phenomenon through the eyes of the individual who has lived it when the researcher sets aside her or his own ideas about the phenomenon. research environment this research was undertaken in cavite. the choice of site was due to numerous restaurant business being owned by filipino business owners. the target locale has a huge number of family-owned business restaurants who are actually managing the business operation located in tagaytay city and the municipalities of silang and alfonso. short walks, distinctive themed restaurants, retreats and conventions, spas, and other leisure activities are popular in the province. according to cavite ecological profile (2019), cavite is a world-class tourism destination, providing guests with the finest hotel accommodations and upscale restaurants serving local and international cuisine. cavite is abundant in natural marvels, making it a sparkling and ideal location for an unforgettable ecoholiday. it is a lovely, scenic province that is ideal for both business and recreation. from 2015 to 2019, the average number of same-day visitors was 5,135,797, with the majority of tourists, more than 3.5 million, visiting cavite for leisure, relaxation, and sports. research informants purposive sampling (judgment, selective, or subjective sampling) is a method in which the researcher chooses study participants based on his or her own judgment. purposive samples are chosen based on demographics and the study’s purpose (crossman, 2020). first-generation business owners participated. there is no required type of restaurant ownership, but five are registered as partnerships and one as a corporation. the family restaurant serves filipino dishes and has been operational for at least seven years. there were six participants. some qualitative research specialists avoid discussing “how many” interviews are “enough,” but minimums vary. numerous papers, book chapters, and books recommend between 5 and 50 people (davis, 2021). research instruments i have conducted the study using an interview guide. this set of questions was my guide in the conduct of the interview. along with the discussion, the research has considered taking notes using a pen and paper. a cell phone was used as a recording device to capture the specifics of the conversation as well as the participants’ non-verbal signals. data collection the interview used a validated instrument guide. before data collection, i gathered interview materials. business owners were interviewed using a guide. the researcher established rapport with the participant and conducted the interview at the participant’s request. the face-to-face interview was recorded on a mobile phone. data analysis in qualitative research, data analysis is the systematic search and organization of interview transcripts, observation notes, and other non-textual materials. coding or categorizing qualitative data is key to analysis. it involves reducing the volume of raw data, finding patterns, interpreting the data, and building a logical chain of evidence (bhattacherjee, 2018). the data analysis (thematic analysis) adapted from creswell (2014) aims to identify themes from first-generation business owners’ succession planning challenges. raw interview data were transcribed to prepare these for analysis. i have read all data for data coding. i identified themes after data coding. my final data (thematic) analysis interpreted interrelated themes’ meanings. these interpretations and understandings were used to build a succession plan. ethical consideration human subject protection is critical in any research study. this is accomplished by the use of suitable ethical norms. due to the in-depth nature of a qualitative study, ethical questions take on a special resonance (arifin, 2018). the purpose of this research was to share my own experience in the conduct of six (6) individual face-to-face interviews with first-generation family-owned restaurant owners in cavite regarding their business’s succession planning. this paper has discussed tactics that i used to preserve participants’ identities throughout our interactions with participants from diverse family histories and managed distress during the interview. it was critical to evaluate ethical considerations throughout all stages of a qualitative study in order to strike a balance between the potential hazards and likely benefits of the research. results and discussion my intention to create the conforming appropriate succession plan has been conferred as the object of my study for the first-generation family-owned restaurants in cavite. this affords the responses to the research questions and objectives of my study. interpretivism as my philosophical lens permits me to construe the meaning of the lived experiences of my participants, understanding their narratives using data analysis (thematic analysis) adapted from creswell (2014) where the end purpose is the emergence of themes from the life-world of first-generation business owners in crafting applicable framework in a succession plan. seven (7) themes have emerged from the participants’ captured narratives and motivating facts that inspired them to address the (1) challenges to business succession while emphasizing the importance of the business brand in the community in light of (2) business founders’ attributes to success. in addition, i have identified four (4) business founders’ interventions under 7th theme that empower first-generation business owners to take actions in order to achieve the objective of business continuity and legacy. my participants are typical filipinos who were inspired https://journals.e-palli.com/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 17-24, 2023 to envision themselves as “successful in the future”, with the intention to “improve the lives of their own families”, the desire in responding to the “inquiry of a particular customer”, and to sensibly realize the unexpected “offer of money from a stranger to start her own business” these are not light-hearted tales, as they are not found in any literature but are told from the hearts of my participants being the reason behind the contemporary feat of their restaurants in cavite. i initially had no reaction as they began recounting the events of the last seven or thirty years of their businesses. i appreciate how much of their lives had been devoted to the brand, notwithstanding the fact that i was not present to witness their struggles, but i could feel their tears and joy throughout our conversation. i have detected a strong belief in the importance of the brand, because of the work they have done, the brand is well-known to a large number of people. i did venture to suggest that the intensity of their feelings when recounting their experiences reflects their struggles. in the enthusiasm of telling their stories of the past, there is a clear sense of challenges. they have been tested since the business’ inception and have encountered numerous obstacles during operation. the important narratives have spoken their minds about how they will maintain the brand’s continuity as well as to learn more about who will take over the business in the future. even though i was not present for every detail of their experiences, i was able to get first-hand confirmation of my notion from the people, my participants, who took part in the study. what appears to be implied in the context is that the future successors of the firm will be their offspring or members of the second generation. in the article “succession planning for family restaurant: how to ensure your relations preserve your legacy” by martell (2017), the business owners and their desire for more years are approaching retirement, and it is vital that the owners seek to retain the firm in the family, which is why they trust their children, the second-generation owners, to carry out the goal. according to klein (2018), author of “thriving or trapped in the family business?” when successors reevaluate their motivations, qualifications, and emotional tie to the prior generation’s heritage, the children of business owners can be certain that the future leadership is a good match. the challenges to business successions lack of know-how among would-be successors in restaurant management restaurants are among the busiest and most demanding food company operations. skilled and efficient restaurant managers maximize visitor and owner productivity (cornell, 2019). indeed (2021) says food service workers need restaurant and food preparation skills to succeed. i think business knowledge is crucial. due to market competition, businesses should not rely solely on experience, but also on current marketing and management trends. lack of passion in restaurant management among would-be successors passion drives entrepreneurs. according to research, enthusiasm predicts entrepreneurs’ ingenuity, persistence, table 1: emerging themes on challenges to business succession and business founders’ attributes to success objectives (o) categories (c) themes (t) o1: on making sense of the perceived challenges in succession planning for first-generation owners of family-run restaurants t1c1: lack of knowledge in restaurant management t2.c1: successor with different profession t2.c2: passion of children in the business t3.c1: lack of successor t1: lack of know-how among would-be successors in restaurant management t2: lack of passion in restaurant management among would-be successors t3: lack of secondgeneration business successor o1: on creating corresponding appropriate succession plan for family-owned restaurants t4.c1: business resilience t4.c2: social responsibility t5.c1: availability of resources t6.c1: customer satisfaction t6.c2: product innovation t6.c3: building expansion t7.c1: enrolling children to culinary schools t7.c2: allowing children to manage separate restaurants t7.c3: hiring children as employees t7.c4: incorporating the business with children as directors t4: resilience and tenacity t5: resourcefulness t6: customer-centric t7: founders’ interventions https://journals.e-palli.com/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 17-24, 2023 and venture success. entrepreneurs with a strong purpose are more successful (mol, cardon, & khapova, 2020). this study captures “lack of passion” on the context (a) successor with different profession being a successor does not guarantee the business’s survival. the individual in charge of running a business must have the skills, knowledge, and ability to deal with the same issues that arise during the restaurant’s daily operations, and (b) passion of children in the business business owners must evaluate each potential successor’s skills and commitment to manage the company. lack of second-generation business successor without legitimate successors to carry on the family business, it may struggle to survive, despite its profitability. family businesses may fall to outside investors or key employees not related by blood or marriage (imd, 2022). prior research pointed out that a successful company succession strategy is to transfer the business to siblings (rima, 2016), relatives, or family members (guo, 2017), or to franchise (serrano and garcia, 2019), merge (o’hara and sharkey, 2019), or sell the business (newcomer-dyer, 2019). my study’s second objective was to create a corresponding appropriate succession plan for familyowned restaurants. to create an effective succession plan, it is critical to understand how the firm has performed from its inception to the present. there are comparable attributes of success that business owners address and execute. business founders’ attributes to success resilience and tenacity i. tenacity is a combination of willpower, persistence, and grit that can make the difference between failure and success for businesses and teams (eberhardt, 2018). business owners rely on possibility to keep their companies afloat. ii. business resilience. due to the difficulties most business owners are facing, business resilience has emerged. business resilience is crucial. businesses can continue operations while protecting employees, assets, and brand equity. social responsibility. sustainability requires social responsibility. adopting social responsibility concepts like accountability and openness can help ensure a system’s long-term success (asq, 2022). this study captures “social responsibility” in the context of (a) treatment to employees when employees are treated with dignity, gratitude, and encouragement, they are more likely to go out of their way to provide excellent service to the company’s clients and customers, (b) family business and relationship numerous family members are committed to professionalism and try to keep work and family separate in their interactions (igbal and bennink-bai, 2020), and (c) compliance the restaurant must follow labor and environmental regulations to stay open. resourcefulness today’s leaders value resourcefulness. a resourceful person can adapt quickly to new situations, think creatively, and make do with what they have. to continue restaurant operations, options must be available, such as people to perform operations, raw materials and food supply, a contingency reserve to operate the business, and other alternatives. customer-centric client-centric business strategy and way of life focuses on providing the best customer experience and increasing brand loyalty. client-centric firms put the customer first in their philosophy, operations, and ideas. this study captures “customer-centric” on the context of (a) customer satisfaction complete customer satisfaction is demonstrated when customers leave your restaurants delighted, (b) product innovation because technology evolves, a company can’t thrive if its employees and management are stuck in the past. i think thinking about innovation and implementing this strategy simultaneously helps us understand the impact of our operations on consumers. development and innovation are key to the industry’s success, and (c) building expansion expanding operations increases their product’s market. the company’s expansion is not just about building bigger facilities; it is also about expanding their brand. founders’ interventions founders’ intervention as a business success factor captured the major influence of the four solutions discussed. first-generation owners want to improve the brand and ensure the company’s longterm viability. figure 1: business founders’ interventions https://journals.e-palli.com/home/index.php/ajmri pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 17-24, 2023 1. enrolling children to culinary schools. managing a restaurant is not just about day-to-day operations; one must also know products well if one prepares meals. enrolling their children in culinary school sends a stronger message to their successors: that preparing food is a passion best expressed through dishes served with affection. 2. allowing children to manage separate restaurants. continuous learning and good deeds at work allow me to create intelligent actions that affect whole organizations. business owners want their children to face the same startup and ongoing challenges they did. in this context, the children will understand that their parents’ original brand deserves to be protected and continued, even if they open their own restaurants under the successors’ name. 3. hiring children as employees. employing children teaches them to obey commands and work with diligence and integrity. the business owners’ decision to hire their children exposes them to the entire operation. 4. incorporating the business with children as directors. small business entrepreneurs have several legal form options. corporations are an option. by including children as directors, the business is more accountable. they have given them responsibilities while retaining parental privileges. this obligation could motivate business successors to prioritize their restaurant’s legacy. conclusion the challenges to business succession and business founders’ attributes to success has constructively aligned with the set objectives of the study. it reflected how business owners dealt with the difficulties of starting their firm until the brand name made an impression on society. to make sense of the perceived challenges in succession planning for first-generation owners of family-run restaurants, the successor to be able to assume the business leadership should have both conceptual knowledge and procedural knowledge, the successor must immerse themselves in the ground, and the family should have a serious discussion about other options - transferring the business to siblings, relatives or family members, or allowing the franchise, merging, or selling of the business. to create corresponding appropriate succession plan for family-owned restaurants, being resilient is not only during the time of adversities, but also considering social responsibility affecting employees, family relationship and legal compliance, the response of complying to the business requirement to assure the availability of options and alternatives as contingency reserve to operate the business, the understanding that the context of customer-centric as business strategy shall focus in providing the greatest possible experience for the customer, and the business owners’ initiatives as founders’ interventions should have the noble purpose of ensuring that the business will remain viable in the next coming years. the challenges to business succession serve as the foundation for implementing the necessary procedure to address business owners’ concerns. once these challenges have been resolved, they will serve as a support system to bolster the confirmation of business continuity and the development of initiatives based on the business founders’ success attributes. in conversely to the concerns of business owners, the attributes of a business are the requirements for its survival. the two disciplines collaborate to address business continuity in the future, where the interventions of business founders are integral to reconciling succession planning challenges. the noble objective of the first-generation owners’ interventions is to ensure the business’s continued viability in the coming years. this expanding concept and the disciplines derived from the experiences of business owners are sufficient to validate the strong desire for legacy creation. the impact of how my participants shared their narratives in order to create a valuable framework for business succession provided me with a wealth of new ideas and perspectives on how to advance in all facets of my personal and professional life. while this was not stated directly to me, it has inspired me in some way. this inspiration informed my essay on how i made sense of their narratives. our contribution to the body of knowledge is comprised of all the captured thoughts, insights, and sense that form a remarkable foundation for succession planning. the value of life is identical to the value of a business legacy; it makes no difference whether we exist for seven years or more; what matters is how your life has inspired others and the impact these business owners have on society. funding details the authors received no financial grant or monetary compensation for the publication of 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(2020). interpretivism: definitions, trends, and emerging paths. in oxford research encyclopedia of international studies. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 97 american journal of multidisciplinary research and innovation (ajmri) availability of technological learning applications and tools, science teachers’ levels of use of online teaching, and their stages of concerns rica jane p. natividad1*, lilibeth g. abrogena1 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1729 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 23, 2023 accepted: june 10, 2023 published: june 13, 2023 using descriptive-correlational research design, this study determined the relationship between the availability of technological learning applications and tools, and science teachers’ levels of use of online teaching, and their stages of concern. it was conducted at the schools division of laoag city involving all elementary science teachers who are teaching online for the sy 2021-2022. hence, the purposive sampling technique was used to determine the teachers involved in the study. findings revealed that the respondents are young adult. the majority of them are female. most of them are teaching science for less than five years. their mean years of teaching science is 9.44. majority of them have masters’ units and they have attended trainings and seminars related to online teaching. the respondents have the availability of technological learning applications and tools in online teaching. the teachers’ level of use of online teaching falls at level v (integration stage) while the teachers’ stages of concern fall at stage 0 (awareness). findings also revealed that only the teachers’ number of years teaching in science is significantly related to their level of use of online teaching. keywords levels of use, online teaching, stages of concerns, technological learning applications introduction science has been linked to innovation and has resulted in viable technologies resulting in the modern world’s sustainable development. it is convenient to assert that science, technology, and innovation are the pillars of sustainable development in an industrialized world and contribute significantly to education. education lays the groundwork for advancements in science and technology. in the philippines, science education emphasizes the importance of science and technology in daily life. it integrates science and technology into all facets of life, including social, economic, personal, and ethical. the science curriculum emphasizes the importance of a strong connection between science and technology (k to 12 science curriculum guide, 2016). the emergence of technology has yielded transformations of new approaches and pedagogies in science education (namoco, 2020). facilitating science learning does not have to take place in a classroom setting with the traditional method any longer, as it has transformed (ali et al., 2019). recently, the educational landscape all over the world has changed due to the covid-19 pandemic. gayon (2021) cited that the educational sector is adversely affected by the current global health crisis. in return, this unfortunate situation has brought a shift in the education system (ardiasih, 2021). thus, resulting in the closure of schools and universities to mitigate the spread of the virus (tuguic, 2021). amid the public health emergency created by the covid-19 pandemic, the department of education (deped) is committed to ensuring the uninterrupted delivery of basic education services to its learners and the community. in accordance with deped order no. 012, series of 2020, adoption of the basic education standards in 2020 school year 2020-2021 education learning continuity plan (be-lcp) in the light of the covid-19 public health emergency, deped has employed multiple learning delivery modalities (ldms) to ensure the continued provision of instruction, while safeguarding the health and safety of its learners. this has been accomplished through blended learning, distance learning, or a combination of the two. furthermore, the deped reaffirms its commitment to providing excellent, accessible, relevant, and liberating basic education services in the philippines based on the sulong edukalidad framework, which keeps working to develop comprehensive filipino learners with 21stcentury capabilities. deped secretary leonor briones mentioned that civilization advances only through innovation and innovation must start in the basic education level. with this, the deped released the most essential learning competencies (melcs) for use by field implementers or teachers nationwide during sy 2020-2021 (deped, 2020). even before covid-19 wreaked havoc in the country, the deped has recognized the growing role of technology in education. the pandemic condition has intensified the growing desire for educational change brought about by rapid technology advancement (ocampo & solina, 2021). considering the current educational setting, the more it is imperative and practical to take advantage of technology. the use of technology in 3 teaching modalities, with the use of the internet to deliver the lesson to learners are considered to address these concerns (ocampo & solina, 2021). as a result, one of the first pedagogical methodologies to be presented is online teaching, which is now used by teachers all over the world (manalo & venavides, 2021). online teaching is becoming the norm (callo & yazon, 2020). with unpredictable prospects, it 1 mariano marcos state university college of teacher education a. castro avenue, 2900 laoag city, philippines * corresponding author’s e-mail: rjnatividad@mmsu.edu.ph pa ge 98 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 is clear that the nation requires adaptable and resilient educational systems (ali, 2020). for science teachers, online teaching is becoming especially important (clark & rowe, 2019). online teaching in science has the potential to significantly improve science literacy and the acquisition of science process skills amidst pandemic. it can assist students improve their scientific literacy, while allowing them to obtain ict skills. because of the benefits afforded by modern technology, online teaching in science can surely assist students in obtaining a strong comprehension of scientific principles. online teaching is almost certain to take up a significant portion in science education (sutton, 2020). given the unexpected nature of online teaching during this pandemic, teachers have several concerns on its implementation such as a lack of resources or technical difficulties. thus, the disparate nature of online teaching and a perceived lack of information about effective pedagogy, combined with a dearth of role models demonstrating successful use, are also identified as concerns in the implementation of online teaching in science (twidle et al., 2020). this condition is possible for any science teacher experiencing difficulties, as the current challenge is not only focused on the implementation of online learning, but also in the implementation of handson/minds-on activities in science education (wisanti et al., 2021). throughout the pandemic, science teachers are challenged to conduct classes online. science teachers face a unique set of challenges because they need to organize instruction that encompasses not only theoretical knowledge, but also practical skills, necessitating the transfer of experiments and laboratory activities to an online environment (babinčáková & bernard, 2020). the abovementioned reasons motivated the researchers to conduct the present study which is focused on the availability of technological learning applications and tools, science teachers’ levels of use of online teaching, and their stages of concerns in online teaching. also, the study tried to determine the following: 1) sociodemographic characteristics of teachers and the relationship to the availability of technological learning applications and tools, levels of use of online teaching, and stages of concerns in online teaching; 2) availability of technological learning applications and tools used by the teachers and the relationship to levels of use of online teaching and stages of concern in online teaching; and 3) teachers’ levels of use of online teaching and the relationship to stages of concern in online teaching. literature review science education aims to develop scientific literacy in students, resulting in informed and engaged citizens capable of making judgments and decisions about the applications of scientific knowledge in areas such as social, health, and the environment. the science curriculum emphasizes the importance of science and technology in daily life. it integrates science and technology into all facets of life, including social, economic, personal, and ethical. the science curriculum emphasizes the importance of a strong connection between science and technology (k to 12 science curriculum guide, 2016). the k to 12 science curriculum equips students with a repertoire of essential skills for success in the workplace and in a knowledge-based society. it envisions the development of scientifically, technologically, and environmentally literate and productive members of society who are capable of solving complex problems, acting as responsible stewards of nature, being innovative and creative citizens, making informed decisions, and communicating effectively. in the pursuit of knowledge, teachers play a crucial role in shaping the quality of citizens, as emphasized by magnaye (2022). the education provided by teachers significantly influences the development of individuals and ultimately impacts society. teachers have the responsibility of imparting knowledge, skills, and values to their students, equipping them with the necessary tools to become informed, responsible, and active members of society. calzada and antonio (2023) outlined the long-standing issues in the education sector have remained unaddressed despite the implementation of the k to 12 curriculum. problems such as the shortage of classrooms, textbooks, seating, and toilets in public schools persist (navarro, 2022). teachers continue to face overwhelming teaching loads (esguera, 2018), challenges in following the spiral progression approach in teaching (dunton & co, 2019), and a lack of instructional materials (soriano & vargas, 2021). furthermore, large class sizes (esguera, 2018) and insufficient training for teachers (david & vizmanos, 2019) continue to be prevalent issues. the covid-19 pandemic has forced the education sector to rapidly transition to online learning, highlighting the importance of digital literacy and ongoing training for educators. it has demonstrated the need for creative teaching methods and the continuous evolution of technology in education. hybrid learning, combining online and in-person instruction, will be essential in the future. educators must adapt to become facilitators rather than traditional teachers. the pandemic experience is expected to positively influence educators’ attitudes toward integrating technology in education. ongoing digital skills training is necessary for educators to provide a quality education in the post-pandemic world (nemalynne et al., 2023). this research is anchored on the following theories: theory of planned behavior (azjen, 1991), theory of connectivism (siemens & downes, 2005), and concerns development theory (fuller, 1969). as teachers conduct online teaching, their behavior can be predicted by their intention to engage in online teaching. as online teaching heavily influenced by technology and on its initial implementation, teachers must know what levels of use they are and the concerns they have toward online teaching. this research is based on ajzen’s theory of planned behavior, which he proposed in 1991. in 1980, this theory was developed from the theory of pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 browsers, search engines, wikis, online discussion forums, and social networks contribute to the creation of new learning opportunities. connectivism allows technology to become a part of the internal learning process. while older theories of learning have a place in the transmission of fundamental knowledge, instruction must embrace connectivism to ensure that knowledge in the twenty-first century is properly transmitted. this research is also anchored on concerns development theory (fuller, 1969). concern can be defined in the context of education and teachers as teachers’ feelings, thoughts, and reactions to innovations (hall & hord, 2006). teachers’ concerns about innovation or change are generally evaluated in accordance with fullers’ concerns development theory. according to fuller’s theory, teachers’ concerns are divided into three categories: self (e.g., survival, self-adequacy, and acceptance); task (e.g., student performance and teacher responsibilities); and impact (e.g., social and educational impact on the system). according to fuller (1979), a teacher could not progress to the next stage of concern without first resolving the previous stage’s concern. the theory begins with a survival phase during which the teacher focuses on classroom management, instruction, content knowledge, and impressing supervisors. this stage is referred to as the neonate stage, in which the teacher is compared to a newborn thrust into an unfamiliar environment devoid of necessary comfort, safety, and familiarity. once teachers realize that they can survive in the classroom, they begin to shift their focus away from self-preservation and toward their students. this stage is called consolidation because it entails the consolidation of disparate skills and knowledge into a coherent whole that can be used in the classroom. teachers are more receptive to trying new methods and strategies during this stage because they are no longer concerned with survival. it is an incredible opportunity to offer a wealth of new professional development to help teachers broaden their horizons. the final stage is concerned with the impact. teachers become more concerned with making a meaningful and significant difference in the lives of their students. hall, et al. (1979) developed an evidence-based conceptual framework, the concerns-based adoption model (cbam), based on fuller’s concerns development theory. the cbam applies to anyone experiencing change (george, et al., 1977). according to the model, individuals contemplating and experiencing change evolve in terms of the types of questions they ask and the ways in which they use whatever the change is. the levels of use tool is comprised of eight behavioral profiles that describe the actions educators take as they gain familiarity and skill with a practice or change: level 0 (non-use) indicates that no action has been taken in response to the innovation; level 1 (orientation) indicates that the user initiates the process of learning about the innovation; level 2 (preparation) indicates that the user has specific plans to implement the innovation; level 3 (mechanical) indicates that the user modifies the reasoned action. according to teo (2012), a person’s conduct is determined by his behavioral intents, which can be broken down into three categories: the individual’s attitude toward behavior; subjective norms; and perceived behavioral control. according to prior research conducted, the more positive one’s attitude toward an action is, the more likely one is to engage in the behavior which gives an impact on the individual’s decision to engage in that behavior. subjective norm refers to an individual’s belief that important individuals desire him to engage a particular conduct (hagger & chatzisarantis, 2005). the level of difficulty based on an individual’s perception to accomplish behavior is defined as perceived behavioral control. one’s confidence, or those who believe they can perform a certain activity, greatly influences his or her conduct, which tends to have a greater intention. as it helps to forecast future action, the theory of planned behavior can establish the intention for non-visual circumstances that limit individual control. this research is also based on george siemens and stephen downes’ theory of connectivism which was introduced in 2004. siemens described it as a new learning theory heavily influenced by technology. connectivism is a learning model that can guide teachers advising by integrating principles such as chaos, network, and complexity, as well as self-organization theories and an understanding that decisions are based on rapidly changing foundations (siemens, 2004). connectivism can be beneficial for academic advising as a theory that connects prior knowledge to current knowledge, incorporates technology into the realm of knowledge, and guides teachers to look beyond their own understanding to connect information. siemens proposed connectivism as a digital age learning theory. connectivism views knowledge as distributed across networks, with connections and connectedness serving as a source of inspiration for learning. connectivism is a learning theory that is heavily reliant on technology. it is based on the acquisition of knowledge with an eye toward the future, not the past (siemens, 2005). george siemens and stephen downes developed connectivism as a response to the limitations of behaviorism, cognitivism, and constructivism in order to explain the effects of technology on how people live, interact, communicate, and learn. the said theory describes the process of learning that occurs as a result of the creation of online communities’ interpersonal connections. it recognizes that technology is an important element of the learning process and that constant connectivity allows people to make decisions about education. connectivism encourages learning outside of the classroom, such as through social media, online networks, blogs, and information databases. the connectivism theory evolved in the digital age, as technology enabled people to learn and share information via online networks. the theory emphasizes the ways in which internet technologies such as web pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 innovation in order to better organize its use; level 4a (routine) indicates that he user makes few or no changes to his or her behavior and follows a well-defined pattern of use; level 4b (reinforcement) occurs when the user makes changes in order to improve the outcome; level 5 (integration) occurs when the user makes a conscious effort to coordinate (collaborate) with others when utilizing the innovation; and level 6 (renewal) indicates that the user looks for more effective alternatives to the innovation’s established use. the concerns-based adoption model is a framework and a collection of tools for analyzing and managing human change. cbam identifies stages of concerns (soc) that individuals typically pass through as they adopt educational innovations (hall & hord, 2006). concerns are defined in this framework as composite representations of the emotion, preoccupation, thought, and consideration directed toward a particular issue or task. there are seven stages of concern as follows: stage 0 is awareness; stage 1 is informational; stage 2 is personal; stage 3 is management; stage 4 is consequence; stage 5 is collaboration; and stage 6 is refocusing. these are the stages that individuals may go through when they adopt a new technology. additionally, these seven stages fit comfortably within fuller’s three phases of self, task, and impact. while research indicates that the concerns expressed by individuals as they progress through the change process follow a quasi-developmental path, the process is not necessarily sequential. this framework characterizes the process of change in general, which can provide useful information about teachers’ overall attitudes toward educational innovation (george, et al., 2006). additionally, each educational innovation raises unique concerns for teachers as they implement new approaches, examine the general stages of concern, and the specific nature of those concerns can shed light on effective strategies for assisting teachers in continuing to implement new instructional practices. in this study, the levels of use and the stages of concern frameworks characterize the science teachers’ concerns and the nature of change they experienced during the implementation of online teaching. teachers play a critical role in implementing innovations in education such as online teaching. it is believed that to fully implement online teaching, it is necessary to determine the availability of technological learning application and tools, and teachers’ levels of use of online teaching, and their stages of concerns in online teaching. materials and methods this research made use of the descriptive – correlational research design since its aim was to determine the availability of technological learning applications and tools, science teachers’ levels of use of online teaching, and their stages of concerns in online teaching. this study was conducted in public elementary schools in the schools division of laoag city. the schools in this division are known to have established ict tools and resources. these schools are located at the heart of the province. these schools are conducting online classes to their pupils aside from modular instruction. these schools are also furnished with ict equipment through the deped computerization program and donations from stakeholders. this study involved the teachers in the public elementary schools in the schools division of laoag city who are teaching science in online mode. these teachers teach science subjects in grades 3 to 6. these teachers were purposefully chosen in the study since teaching science starts in grade 3. further, science is being introduced in the third grade as per mandate in the k to 12 curriculum. the teachers from the said division are implementing online distance learning (odl) as one of their delivery modalities as stipulated in the regional memorandum no. 384, s. 2020 aside from modular distance learning. the main tool for gathering the data was a survey questionnaire. the survey questionnaire consists of four parts, namely: part i – socio-demographic characteristics; part ii – availability of technological learning applications and tools; part iiilevels of use of online teaching; and part iv – stages of concerns in online teaching. questionnaires were distributed online via google form. an informal interview was further conducted to triangulate the results and of the data obtained from the survey questionnaire. furthermore, it was ensured that time-on task and the policy on non-disruption of any school-related activity were observed in the conduct of this study. frequency, mean, percentage and standard deviation were used to analyze the data collected on the teachers’ sociodemographic characteristics, availability of technological learning applications and tools, levels of use of online teaching, and stages of concern in online teaching. the peak stage score interpretation was used to determine each teacher’s most intense stage of concern. the pearson product-moment correlation (r) was used to ascertain the relationship between each of the sociodemographic profile variables and the availability of technological learning applications and tools, teachers’ levels of use of online teaching, and their stages concerns in online teaching. the point-biserial correlation was used to determine the relationship between each of the sociodemographic characteristics of teachers (like sex and age) and the availability of technological learning applications and tools, teachers’ levels of use of online teaching, and their stages concerns in online teaching. results and discussion socio-demographic characteristics of science teachers table 1 shows the socio-demographic characteristics of the science teachers. findings show that most of the teachers are young adults with a mean age of 37.79 and are dominated by females (16 or 84.21%). their mean years of pa ge 10 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 table 1: socio-demographic characteristics of science teachers socio-demographic characteristics f % age 56-63 1 5.26 48-55 3 15.79 40-47 2 10.53 32-39 7 36.84 24-31 6 31.58 total 19 100.00 mean 37.79 sd 9.83 sex male 3 15.79 female 16 84.21 total 19 100.00 mean 9.44 sd 8.98 educational attainment bs graduate 1 5.26 ma units 17 89.48 ma graduate 1 5.26 ed. d units 0 0 ed. d graduate 0 0 total 19 100.00 number of seminars and trainings attended related to online teaching 30-34 1 5.26 25-29 0 0 20-24 3 15.79 15-19 0 0 10-14 4 21.05 5-9 4 21.05 0-4 7 36.84 total 19 100.00 table 2: teachers’ accessibility of technological learning applications and tools in online teaching statements f % device/gadget ownership 1. i own a smartphone. 19 100.00 2. i own a tablet. 5 26.32 3. i own a 2 in 1 laptop. 2 10.53 4. i own other devices like a. e-book reader 2 10.53 b. personal digital assistant 4 21.05 c. mp3 or mp4 player 5 26.32 d. conventional laptop 10 52.63 teaching science is 9.44. majority (17 or 89.48%) of them have earned ma units. only seven of them (36.84%) have attended seminars or training related to online teaching. availability of technological learning application and tools of science teachers availability refers to accessibility and affordability of technological learning applications and tools for teaching science. table 2 reveals the distribution of teachers’ accessibility of technological learning applications and tools in online teaching in terms of device/gadget ownership, internet connectivity, device/gadgets’ features, and applications installed. all the teachers (19 or 100%) own a smartphone, while 5 (26.32%) have a tablet, and 2 (10.53) have 2-in-1 laptop. ownership of other mobile devices such as ebook reader, personal digital assistant, mp3 or mp4 player, conventional laptop, and a feature phone are also indicated. eighteen (94.74%) of the teachers own a smartphone or device with internet connectivity. ten (52.63%) of them own a portable wi-fi router. of the features that may be used for online teaching, 18 (94.74% )of the teachers who are teaching online have sms, wi-fi, bluetooth/shareit, memory card/ google drive, usb-on-the-go, photo/video-camera, audio/voice recording, web browser, calculator, calendar, dictionary, and video messaging application (google meet, zoom). while 17 (89.74%) of them have media player and alarm clock/timer. eighteen (94.74%) of the teachers can open, read, and edit the most used file types and documents in the conduct of online teaching including a pdf file, word document, word document, spreadsheet, powerpoint, photo graphics, and audio/video files. when it comes to affordability of laptop or devices, applications, and related technologies, 12 (63.16%) of the teachers can afford to buy a laptop, while 12 (63.16%) of them can also afford to buy a smartphone or tablet. sixteen (84.21%) of the teachers are willing to buy a laptop or tablet if they don’t have one yet. meanwhile, 12 (63.16%) of the teachers can afford to buy a laptop or a tablet with internet connectivity. fifteen (78.94%) of the teachers are willing to buy laptop or tablet with internet connectivity or a portable wi-fi router to connect online, while 15 (78.94%) of them can afford and willing to buy applications for their device (if the application is not free). pa ge 10 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 e. feature phones 4 21.05 internet connectivity 5. i own a smartphone or tablet with internet connectivity 18 94.74 6. i own a portable wi-fi router (e.g. smartbro, pldt) 10 52.63 devices/gadgets’ features 7. my device/gadget has the following features a. short message service (sms) 18 94.74 b. wifi 18 94.74 c. bluetooth 18 94.74 d. memory card/google drive 18 94.74 e. usb on-the-go 18 94.74 f. photo/video camera 18 94.74 g. audio/voice recording 18 94.74 8. the following applications are installed in my device/gadget a. web browser 18 94.74 b. media player 17 89.47 c. calculator 18 94.74 d. calendar 18 94.74 e. alarm clock/countdown timer 17 89.47 f. dictionary 18 94.74 g. video platforms (e.g google meet, zoom, skype) 18 94.74 9. my device/gadget can open/read and/or edit a a. pdf document 18 94.74 b. word document 18 94.74 c. spreadsheet 18 94.74 d. powerpoint 18 94.74 e. photo/graphics 18 94.74 f. audio/video files 18 94.74 the results imply that the affordability of technological learning applications and tools among the teachers, is a factor in the implementation of online teaching which is required of them to function effectively in a variety of learning environments, particularly online teaching. affordability contributes to the accessibility of the teachers as regards the technological learning applications and tools. the high percentage of accessibility and affordability as regards device/gadget ownership, internet connectivity, device/gadgets’ features, and applications installed, and the willingness of teachers to buy devices/ laptops, subscribe to internet plans, buy and download applications, and other related technologies, indicate that the teachers have the availability of technological learning applications and tools used in online teaching. teachers’ levels of use of online teaching table 4 shows the distribution of the teachers according to their levels of use of online teaching. none of the teachers are classified under level 1 – orientation, level 2 – preparation, level 3 – mechanical use, or level 4a – routine, while the heaviest grouping of teachers is found at level 5 integration with 8 (42.10%) teachers. teachers table 3: teachers’ affordability of technological learning applications and tools. (n=19) statements f % 1. i can afford to buy a laptop. 12 63.16 2. i can afford to buy a tablet. 12 63.16 3. i am willing to buy a laptop or tablet if i don’t have one yet. 16 84.21 4. i can afford to buy a laptop or tablet with internet connectivity 12 63.16 5. i am willing to buy a laptop or tablet with internet connectivity or a portable wi-fi router to connect online. 15 78.94 6. i can afford and am willing to buy apps for my device (if app is not free). 15 78.94 pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 at this level are consciously coordinating their use of the innovation with others. in the implementation of online teaching, they make little alterations and adaptations. they collaborate with others in order to make a larger impact on students. moreover, 6 (31.58%) teachers are within level vi -renewal. these teachers are investigating, assessing, and developing specific plans for change. they analyze online teaching in usage and look for significant modifications or alternatives that have a greater influence on learners. furthermore, table 4 reveals that 5 teachers (26.32 %) are within level 4b refinement. this means that their reactions to changes in online teaching are mostly focused on the pupils. in order to help their pupils learn more efficiently, the teachers try out different abilities and techniques. in the course of online teaching, the teachers’ major is to improve their students’ learning. changes are made to increase the efficacy and good outcomes associated with online teaching as teachers progress to a higher level of utilization. the basic goal of teachers is to increase their pupils’ effects. the lower levels of mechanical and routine represent an initiative’s day-to-day adaptability at the surface level of change. mechanical and routine-level teachers incur the risk of inadequate implementation in which the program is applied directly to practice with little or no absorption of underlying concepts or integration (hall & hord, 1987). as teachers progress to higher levels of use of teaching, adaptations are meant to improve the effectiveness and good effects of online teaching. to have a collective influence, teachers are making conscious attempts to coordinate and combine activities and starts looking into alternatives or big changes to online teaching. teachers’ levels of use of online teaching highlight the importance of collaboration, continuous improvement, and student-centeredness in the implementation of online instruction. as teachers progress to higher levels of utilization, they are consciously making adaptations and seeking alternatives to enhance the effectiveness and positive outcomes associated with online teaching. this signifies a positive shift towards a more integrated and impactful online learning environment for students. teachers’ stages of concern in online teaching in terms of the peak concern of respondents’ stages table 4: teachers’ levels of use of online teaching level of use f % level 6 – renewal 6 31.58 level 5 – integration 8 42.10 level 4b – refinement 5 26.32 level 4a – routine 0 0 level 3 – mechanical use 0 0 level 2 – preparation 0 0 level 1 – orientation 0 0 total 19 100.00 of concern, table 5 shows the frequency counts and percentages of the teachers’ stages of concern illustrating their peak concern in relation to the theory of concern development and the concerns-based adoption model (cbam) in the implementation of online teaching. table 5: teachers’ stages of concern in online teaching stages of concern f % impact concerns stage 6refocusing 1 5.26 stage 5collaboration 0 0.00 stage 4consequence 0 0.00 task concerns stage 3management 0 0.00 self-concerns stage 2personal 0 0.00 stage 1informational 1 5.26 stage 0awareness 17 89.47 total 19 100 as shown in the table, 18 (94.74%) of the teachers are still in the self-concern stage, no one is under the task concern, and only one (5.26%) under the impact concern stage. of the 19 respondents, the table reveals that 17 (89.47%) teachers are under stage 0, the awareness stage. according to hall et al. (1997), users of an innovation that score high at stage 0 indicate lack of concern about the innovation. this means that most of the teachers hold little concern about or involvement in the conduct of online teaching. further, the teachers’ attention is focused more on other tasks and activities which are expected of them to accomplish. it can be noted that the teachers are more focused in coping and surviving in a new environment and innovation since online teaching is on its initial implementation. the results show similarity on the study of ruiz (2020) on the implementation of game-based learning platforms in teaching and learning physics where most of her respondents fall under stage 0. in another study, cabello (2020) found out in her study that too much paper works, workloads, and non-academic intervening activities are some of the barriers that affect the implementation of the philippine informal reading inventory (phil-iri) program. teachers’ other tasks and workload must be reduced so that they are willing to participate in the program’s implementation. for these teachers in this study, most of their concerns are particularly on other tasks such as printing modules, paper works, and internet connection in the conduct of online teaching. this study corroborates with the findings of ancheta (2015) that teachers at this level are unconcerned with innovation since they are focused with the duties allocated to them by their respective schools. meanwhile, only one (5.26%) of the teachers fall under stage 1informational, which means that the teacher has very limited knowledge about online teaching. however, pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 the result implies that the teacher is interested in having more information about the innovation. he or she is not concerned about the most important aspects of online teaching or its practical details, but the general information about what the innovation and what it will do to him or her. natividad (2014) believes that most teachers at this stage are intensely concerned about what the innovation is and what are involved in its use. none of the teachers are classified under stages 2, 3, 4, or 5. the absence of stage 2 concerns shows that the teachers are unconcerned with their status, reward, and the effect of the innovation on themselves. the findings are consistent with those of reyes (2014) that teachers at this stage may have lacked confidence in themselves or in the assistance of others. in the case of this study, this means that online teaching has no personal impact on the teachers. the absence of teachers expressing stage 3 concerns suggests that they are not concerned with the organization, management, timing, and logistical implications of the innovation (ruiz, 2020). this indicates that the teachers have not yet begun experimenting with online teaching. the absence of stage 4 concerns implies that teachers are not concerned about improving their capacity and style for enabling change (reyes, 2014). abara (2016) stated that teachers should be given opportunities to observe how innovations are implemented in various settings. the absence of teachers expressing stage 5 concerns shows that there is no concern about coordinating the innovation’s facilitation (hall et al., 1979). the teachers are extremely concerned about collaborating and cooperating with colleagues or others with the use of innovation. only one (5.26 %)) of the teachers falls under stage 6 refocusing stage. the teacher’s actions do not merely reflect a desire to acquire additional knowledge. the teachers have varying viewpoints on the innovation and are keen in seeing the concepts adopted, if not tested. reyes (2014) discovered that in many instances, individuals with high stage 6 concerns offered proposals for replacing or considerably altering the innovation in its existing form. the results are also similar with the findings of cabello (2020) that the majority of the english teachers are not concerned about or involved in the behavior of philippine informal reading inventory (phil-iri). additionally, the teachers’ attention is diverted from other responsibilities and activities that are expected of them that the program is not always their priority. for all the three stages combined (stages 0 through 2) or the self-oriented concerns based on fuller’s concerns development theory, or 18 (94.7%) out of 19 the teachers scored high in one of these three stages. the result shows that for the teachers adopting the innovation that their self-concerns are high and impact concerns with approximately 5% were less evident. the result corroborates the study of fuller (1969) and ancheta (2015) that teachers have self-oriented concerns at the start of a newly adopted program. notably, online teaching was first implemented in 2020 as learning modality in the height of pandemic. thus, such result is expected. teachers’ socio-demographic characteristics and availability of technological learning applications and tools table 6 shows that there is no significant relationship between teachers’ age, sex, number of years teaching in science, educational attainment, and the number of trainings attended in online teaching, and the availability of technological learning applications and tools. this implies that regardless of their socio-demographic characteristics, teachers have equal access to and affordability of technological learning applications and tools in online teaching during the pandemic. these findings are consistent with previous studies that found no differences in the implementation of technology based on factors such as age, gender, educational attainment, and training attendance. this suggests that both younger and older teachers are eager to embrace new innovations, and socio-demographic characteristics do not hinder the availability and utilization of technological tools in education. the results also align with research on the technological preparedness of teachers, indicating that age, educational attainment, and training attendance are not significantly related to teachers’ readiness to adopt technology for teaching purposes. teachers, regardless of their socio-demographic characteristics, can adapt to the changes in the educational landscape brought about by the pandemic and strive to meet the expectations set by the department of education. the findings suggest that teachers, irrespective of their age, sex, teaching experience, table 6: coefficient of correlation between the teachers’ socio-demographic characteristics and the availability of technological learning applications and tools, levels of use of online teaching, and stages of concern in online teaching variables availability of technological learning applications and tools levels of use stages of concern r p-value r p-value r p-value age .179 .463 .301 .210 .078 .752 sex .139 .571 .037 .882 .078 .752 numbers of years teaching in science -.150 .540 .789** .000 .240 .323 educational attainment .023 .926 .401 .089 -.009 .970 number of trainings attended -.414 .078 -.049 .842 .195 .423 **correlation is significant at the 0.01 level (2 – tailed) pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 educational background, or training attendance, can adapt to online teaching and have equal opportunities to access and utilize technological learning applications and tools. the study emphasizes the resilience and commitment of teachers in fulfilling their roles in the alternative learning modality during these challenging times. teachers’ socio-demographic characteristics and their levels of use of online teaching table 6 clearly presents that there is a significant relationship between the teachers’ number of years in teaching in science and their levels of use of online teaching with a correlation coefficient of 0.789 at the 0.01 level of significance. this suggests that teachers with a greater number of years teaching in science has higher levels of use of online teaching. it is expected that the more years the teacher renders in teaching, the wider knowledge he or she has in the context of online teaching. they try to adjust their levels of use in online teaching. the teachers with more number of years teaching in science have higher levels of use of online teaching since they have a wider perspective because they have been presented with experiences and in so doing, they are trying to adjust their levels of use of online teaching to fit in the context. further, it can also be noted that most of the teachers are young adults. they are generally young in the teaching profession. these teachers have high levels of use of online teaching since they are part of the information age (atkins & vasu, 2000). they have been exposed to networks such as internet, mobility such as work or social interaction from any location, digitization, and immersive experience, which allow them to coordinate their use of online teaching to others. it can be gleaned from the table that there is no significant relationship between the teachers’ age, sex, educational attainment, number of trainings attended in online teaching and their levels of use of online teaching. this implies that whether the teacher is young or old, male or female, it does not affect his/her performance or use of online teaching. thus, teachers’ socio-demographic characteristics on age, sex, educational attainment, number of trainings attended related to online teaching and their levels of use of online teaching are two independent variables. the findings of cabello (2020) are quite similar to the aforementioned results wherein she found out that the english teachers’ age and number of trainings attended related to reading are not significantly related to their levels of use of the philippine informal reading inventory (phil-iri). likewise, that of ruiz (2020) that there is no significant relationship between the physics teachers’ age and their levels of use in using game-based learning platform (gblp) in teaching and learning physics. teachers’ socio demographic characteristics and their stages of concern in online teaching as shown in table 6, there exists no significant relationship between the teachers’ socio-demographic characteristics and their stages of concern in online teaching. this implies that their socio-demographic characteristics do not influence their stages of concern in online teaching. this finding is similar to those of wang and chou (2016) that age is not significantly related to the stages of concerns of elementary teachers in integrating character education in instruction. in addition, ruiz (2020) found that the physics teachers’ sex is not significantly related to their stages of concerns in using game-based learning platform (gblp) in teaching and learning physics. furthermore, cabello (2020) found out that the number of trainings attended by the english teachers in elementary, does not affect their stages of concern in the implementation of the philippine informal reading inventory (phil-iri). the result obtained implies that the teachers are already equipped with the knowledge and skills in connection to the nature of online teaching since they have been conducting ict-related seminars even before the pandemic. it can be inferred that only the teachers’ number of years in teaching science is significantly related to their levels of use of online teaching. the teachers’ age, sex, educational attainment and number of trainings or seminars attended are not significantly related to their levels of use of online teaching. availability of technological learning applications and tools and teachers’ levels of use of online teaching table 7 shows the relationship between the availability of technological learning applications and tools and teachers’ levels of use of online teaching. it can be observed from the table that the availability of technological learning applications and tools and the teachers’ levels of use of online teaching are not significantly related. this implies that the availability of technological learning applications and tools used by the teachers does not affect their levels of use of online teaching. table 7: coefficient of correlation between the availability of technological learning applications and tools and the teachers’ levels of use of online teaching and their stages of concerns in online teaching variables level of use stages of concern r p-value r p-value accessibility -.126 .607 .084 .733 affordability -.154 .528 -.509 .026 overall -.180 .461 -.449 .054 the result implies that since all of the teachers have the availability of technological learning applications and tools, this does not affect their levels of use of online teaching because the teachers depend on the context of online teaching, particularly on their pupils. regardless of the availability of technological learning applications and tools, the decision as to the levels of use is on the context of online teaching. if the context of the pupils has not pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 enough technological devices/gadget or poor internet connection, they could not attend the online class even if the teacher has the availability of technological learning applications and tools. hence, teachers cannot modify. according to a survey conducted by the united nations educational, scientific and cultural organization (unesco) in 2020, about 826 million pupils who are held out of classrooms lack access to a household computer, while 706 million lack access the internet at home. this alienates economically disadvantaged children, particularly those living in rural in the country, where access to technology is limited. moreover, hundreds of students cannot still access online learning due to lack of equipment (the hechinger report, 2020). availability of technological learning applications and tools and teachers’ stages of concerns in online teaching table 7 also reveals the relationship between the availability of technological learning applications and tools and teachers’ stages of concerns in online teaching. the table reveals no significant relationship between the availability of technological learning applications and tools and teachers’ stages of concern in online teaching. this implies that the availability of technological learning applications and tools does not affect the teachers’ stages of concerns in online teaching. regardless of the availability of technological learning applications and tools, the context of online teaching on the part of their pupils dictates the teachers’ stages of concern. if the pupils’ environment lacks sufficient technical devices/ gadgets or has poor signal internet connection, they will not be able to participate in the online class, even if the teacher can access and afford the technological learning applications and tools. results show that the teachers fall under stage 0 (awareness) in online teaching. relationship between teachers’ levels of use of online teaching and their stages of concerns in online teaching table 8 reveals the relationship between the teachers’ levels of use of online teaching and their stages of concern in online teaching. it can be observed from the table that the teachers’ levels of use of online teaching and their stages of concerns in online teaching are not significantly related. the result indicates that teachers’ levels of use of online teaching is not a significant factor that affects or influences their stages of concern in online teaching. thus, both variables are independent to each other. the result further implies that the teachers conducting online teaching simply depends their modification based on their pupils’ situation on the context of online teaching. though they want to modify sometimes, they could not since not all the time that pupils have stable internet connection. the teachers often worry about their pupils’ connection in the conduct of online teaching. to deal with this situation, the teachers sometimes even raise fund to purchase the needs of their pupils. several studies also conform with the obtained results that the levels of use and the stages of concern are not significantly related. in the study of cabello (2020) on the relationship of teachers’ concerns to the degree of implementation of philippine informal reading inventory (phil-iri), she found that the teachers’ stages of concern and their levels of use of philippine informal reading inventory (phil-iri) are two independent variables. they do not significantly affect each other. although concerns or attitudes are considered as one of the factors that would influence the actual behavior of an innovation, cheng ling, et al. (2011) also found the stages of concern do not have any significant effect on the levels of use of the quality management system in malaysia. conclusion based on the findings of the study, the following conclusions were drawn. majority of the teachers have the availability of technological learning applications and tools in online teaching in science. there is a high percentage of accessibility and affordability of technological learning applications and tools used in teaching science online. majority of the teachers are coordinating their use of online teaching with others. however, the teachers lack awareness and concern about online teaching. only the teachers’ number of years in teaching science greatly influence the teachers’ level of use of online teaching. moreover, the availability of technological learning applications and tools do not affect the teachers’ levels of use of online teaching and their stages of concern in online teaching. also, the teachers’ levels of use of online teaching and their stages of concern do not influence each other. the availability of technological learning applications and tools allows the teachers to conduct online teaching and it greatly influences their capacity to teach online, which tends to have a greater intention toward online teaching as perceived by the theory of planned behavior. the theory of connectivism is beneficial for the teachers as they connect their prior knowledge about teaching science to current knowledge. they incorporate technology into teaching science and guides teachers to look beyond their own understanding to connect information. the principles of cbam is an effective tool in identifying the teachers’ levels of use of online teaching and their stages of concern in online teaching that could lead to the better implementation of online teaching. in the light of the findings and conclusions, the following table 8: coefficient of correlation between the teachers’ levels of use of online teaching and their stages of concern in online teaching variables level of use stages of concern r p-value r p-value level of use 1 .071 .772 stages of concern .071 .772 1 pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 97-109, 2023 recommendations are offered. based on the findings and conclusions of the study, several recommendations are offered. the teachers should be aware and be involved in the implementation of online teaching so that they would be able to give their best in dealing with the needs of their learners as regards to their use of online teaching. they should attend trainings and seminars in online teaching. furthermore, creating a good working relationship with the colleagues is proposed to help one another in the implementation of online teaching. the administrators are encouraged to get involved in the identification of the teachers’ levels of use of online teaching and their stages of concern in online teaching and recommend necessary supervisory actions that could help improve the status of the teachers. moreover, providing professional development activities for their teachers is highly recommended for them to acquire needed competencies required of them for the implementation of online teaching. the policy makers are encouraged to provide teachers seminars and training for online teaching to help teachers understand its content and avoid confusions. the department of education and the lgus should also work together in providing stable internet connection to students in the conduct of online teaching. they should partner with the different telecommunication agency to concretize a plan on how students could attend to their online class. they should also consider the situation of the students in the conduct of online teaching. further, future researchers are encouraged to conduct similar study on a wider scope and greater number of respondents to validate the findings of the study. since online teaching is on its initial implementation, it is also suggested that more studies be conducted not only on the teachers’ stages of concern and levels of use of online teaching but also other factors affecting the implementation of online teaching in science. references abara, m. 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(2021). science online learning during the covid-19 pandemic: difficulties and challenges. journal of physics: conference series, 1-8. pa ge 1 pa ge 58 american journal of multidisciplinary research and innovation (ajmri) the influence of school climate and leadership style of principals on the performance of public elementary teachers during the covid-19 pandemic ana marie sayman1*, eunice a. atienzar1 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1325 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 20, 2023 accepted: march 15, 2023 published: march 26, 2023 this study assessed the influence of school climate and the leadership style of the principals on the performance of public elementary school teachers during the covid-19 pandemic. a descriptive correlation design was utilized in the study. a regression analysis was also employed in the study. the survey utilized an adapted questionnaire to measure the influence of school climate and the principals’ leadership style on the performance of public elementary school teachers during the covid-19 pandemic. a questionnaire was distributed to 306 public elementary school teachers via an online survey using google forms. the data were treated using the mean, person r, and regression. the findings are as follows: the level of school climate, the leadership style of principals, and teachers performance of public elementary teachers during the covid-19 pandemic is high. during the covid-19 pandemic, school climate and principal leadership style significantly influence the performance of public elementary school teachers. between the two schools, the school climate best influence teacher performance. keywords leadership style, pandemic, philippines, school climate, teacher performance introduction the recently completed basic education report 2023 was released on january 30, 2023, by sara z. duterte, our vice president and secretary of education. there are 1,700 damaged classrooms in visayas out of the 28 million filipino students attending schools, with 104,000 of those facilities in decent shape. congestion exists in the core educational curriculum, which should be improved. the necessary learning abilities are incorrect; industry partners commented that the time allotted for immersion was more for familiarization than for skill acquisition, meaning that the core fundamental skills have not yet been acquired. according to ferdinand r. marcos jr., the president of the republic of the philippines, the main factor in success will be upskilling and reskilling our people. the current study aims to examine the hypothesis of how the covid 19 pandemic influenced public elementary teachers’ performance in terms of school climate and principal leadership style. significantly adjust to the transforming conditions. by altering student preparation for school, teacher ability and motivation, as well as school atmosphere and environment, it substantially influences educational results. effective school leadership is required to increase educational quality and equity. school leadership is a complex role that faces difficulties in this epidemic. the aim of the present study is to test the hypotheses of the influence of school climate and leadership style of principal on the performance of public elementary teachers during the covid 19 pandemic. on the other hand, we are interested in examining the to determine the influence of school climate and leadership style of principal on the performance of teachers, to determine the significance of the influence between school climate and teacher performance and leadership style of principal and teacher performance, and lastly to establish the singular and combined influence of school climate and leadership style of principal on the teaching performance of teachers during the covid 19 pandemic. specifically, the study aimed: to determine the school climate with citation of collegial leadership, teacher professionalism, and community engagement. to determine the leadership styles in terms of employee orientation, change orientation, and productive orientation. to determine teachers’ performances in terms of personal abilities, teaching-learning process, and responsibility and punctuality. to determine the significant relationship between the school climate. and teacher performance and leadership styles. and teacher performance. and lastly to determine the significant influence of school climate and leadership styles and on the teachers’ performance. literature review teachers believe that since distance learning is becoming more widespread, the entire institution should be responsible for it, not just individually. for teachers to implement distance learning, they also required assistance, enough resources, and time (stone and springer, 2019). therefore, teachers faced several difficulties related to technology, pedagogical innovations, governmental regulations, and the unique requirements of pupils. the teachers need a lot of assistance since they felt illprepared. but technology-savvy teachers were better equipped to make the switch to online instruction trust & whalen, (2020). even while the general picture is favorable, there may be concerns that are crucial for 1 department of education, philippines * corresponding author’s e-mail: anamarie.sayman001@deped.gov.ph https://doi.org/10.54536/ajmri.v2i2.1325 https://journals.e-palli.com/home/index.php/ajmri pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 58-63, 2023 potential catastrophes in the future. although it is impossible to predict when a crisis will arise, schools should be ready for unusual teaching arrangements as they train and prepare. a school’s approach should include becoming ready for distant learning and online instruction. more real-time teaching techniques can be provided by technology, but their application necessitates clarification of some ethical issues, particularly on who has the right to access this data. additionally, there is a need for chances for colleagues to exchange experiences and for instructors to engage in active communication. the community role of schools in distance learning working remotely is mostly a solitary endeavor. in distance learning, social connections need to be strengthened in innovative ways by both professors and students. in order to maintain the smooth operation and sustainability of the teaching and learning process conducted in schools during the covid-19 pandemic, we must constantly abide by the health protocol by the directives and instructions from relevant parties (argaheni, 2020). a government-set plan is required to establish an atmosphere or climate that is favorable to the attainment of educational objectives in schools in order to encourage learning in the midst of the covid-19 pandemic (chusna & utami, 2020). the management’s commitment to comprehending the school’s objectives is thought to be strongly led by the principal, according to bhujel, (2021). according to mestr, (2017), in order to accomplish the specific objectives that the schools have set, principals must carry out multifaceted tasks in the 21st century. they steer the school’s vision and put organizational growth and academic advancement front and center as leaders. by fostering connections with teachers that are encouraging and believable, principals may drive educational growth sowell, (2022). teachers need to be aware of a variety of concepts in order for teaching to be implemented successfully. the instructor must first be well informed on each pupil for whom they are responsible. teachers need to have a foundational knowledge of the subject matter, be able to manage teaching and learning programs, manage classes with learning experiences, be able to use media and resources with learning experiences, be able to master educational foundations with learning experiences, be able to assess student achievement with learning experiences, and recognize the functions and programs. knowledge of the ability to manage school administration through a learning experience wiranto (2021). materials and methods respondents of this study are teachers in maa district. there were 7 elementary schools and 306 teachers in maa district in 2021. the district statistician provided the exact number of teachers involved in this study, and they were treated as research participants. the actual reason for choosing the school as the place of study is that the researcher is a teacher at that school and the location of the area, and the population are suitable for the study. the researcher used a modified survey questionnaire developed from various research findings on school climate, leadership styles, and teacher performance. the first question concerns school climate. second part was the leadership styles of the principals. and the last part was the teachers’’ performance during the covid-19 pandemic. the survey questionnaire was used as a data collection tool that underwent validation and expert evaluation. all of the experts gave the instrument a 4 rating with a very good descriptive level, and the majority of them claimed that needs to follow their recommendations. the researcher will use the descriptivecorrelation research design for the study. the data will be treated using the mean, person r and regression. this will be used to determine the overall level of leadership style, school climate and teachers performance. mean the tool will be apply to examine the significant relationship between leadership style and school climate. regression this tool will be employed to determine the significant influence between leadership style, school climate and teachers performance. results and discussion the efficiency of a school is mostly dependent on its leadership, environment, and teachers. although the principle, who acts as the institution’s teaching leader, holds a lot of power, other teacher focuses, such as teachers, can also play leadership responsibilities (joseph, 2019). the data acquired from the respondents on the influence of school climate and leadership style of principal on the performance of the public elementary teachers during covid-19 pandemic are presented, analyzed and interpreted in this section based on the research objectives stated previously. the order of discussion on the mentioned topic is as follows: level of school climate of public elementary teachers during the covid-19 pandemic; level of leadership styles public elementary teachers during the covid-19 pandemic; level of teachers’ performance of public elementary teachers during the covid-19 pandemic; significance on the relationship between school climate and teachers’ performance of public elementary teachers and between leadership styles and teachers’ performance of public elementary teachers; and, influence of school climate and leadership styles on teachers’ performance. level of school climate of public elementary teachers during the covid-19 pandemic shown in table 1 is the level of school climate of public elementary school teachers during the covid-19 pandemic. the standard deviation was less than 1.00 which indicated consistency of response. the overall mean score of 4.02 was labeled as high. particularly, the levels of school climate on the following indicators were as follows: collegial leadership had a standard deviation of 0.71 and a mean score of 4.00 with a descriptive level of high; teacher professionalism had a standard deviation of 0.66 and a mean score of 4.05 with a descriptive level https://journals.e-palli.com/home/index.php/ajmri pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 58-63, 2023 table 1: level of school climate of public elementary teachers during the covid-19 pandemic indicators sd mean descriptive level collegial 0.71 4.00 high teacher professionalism 0.66 4.05 high community engagement 0.67 4.00 high overall 0.60 4.02 high of high; community engagement had a standard deviation of 0.67 and a mean score of 4.00 with a descriptive level of high. teachers must comprehend a variety of concepts in order for the teaching process to go well. the teacher must first be familiar with every aspect of the pupil for whom he or she is responsible. basic skills required of teachers include mastery of materials, management of teaching and learning programs, management of classes with learning experiences, use of media and resources with learning experiences, mastery of educational foundations with learning experiences, ability to assess student achievement with learning experiences, and recognition of functions and programs the capacity to understand and arrange school administration via learning wiranto, (2021). level of leadership styles of public elementary school teacher during the covid-19 pandemic presented in the table 2 is the level of leadership styles of public elementary school teachers during the covid – 19 pandemic. with a standard deviation of 0.67 indicates that there is a consistency of responses with the respondents. the overall mean score of 3.96 was labeled as high. particularly, the levels of leadership styles of public elementary school teachers on the following indicators were as follows; employee orientation had a mean score of 3.92 and a standard deviation of 0.76 with a descriptive level of high; change orientation with a standard deviation of 0.71 and a mean score of 4.01 with a descriptive level of high; procedure orientation had a mean score of 3.96 and a standard deviation of .73 with table 2: level of leadership styles public elementary teachers during the covid-19 pandemic indicators sd mean descriptive level employee orientation 0.76 3.92 high change orientation 0.71 4.01 high production orientation 0.73 3.96 high overall 0.67 3.96 high a descriptive level of high. according to mestry (2017), in order to accomplish the specific objectives that the schools have set, principals must carry out multifaceted tasks in the 21st century. they steer the school’s vision and put organizational growth and academic advancement front and center as leaders. building trusting, encouraging connections with teachers can help principals spearhead school development. level of teachers’ performance of public elementary school teachers during the covid – 19 pandemic table 3 represents the level of teachers’ performance of pubic school teachers during the covid – 19 pandemic. with an overall standard deviation of 0.61 and a mean score of 4.08 indicates that the teachers’ performance during the covid – 19 pandemic is high. also, the level of teachers’ performance during the covid 19 pandemic were as follows; personal abilities has a mean score of 3.98 and a standard deviation of 0.71 were labeled as high; teaching learning process has a standard deviation of 0.63 and mean score of 4.08 labeled as high; responsibility and punctuality has a mean score of 4.17 and a standard deviation of 0.68 labeled as high. this suggests that the overall indicators being measured is high across all components such as personal abilities, teaching learning process and responsibility and punctuality. when examining how the performance of public elementary teachers during the covid-19 pandemic was depicted in this table, where responsibility and punctuality stood out more than the other measures, these findings should be taken into consideration. second only to one’s own talents was the teaching and learning process. when forced to use a distance learning and teaching strategy, teachers encountered many challenges ross-hain (2020). teachers made modifications to the curriculum, how it was delivered, and how assessments were done in table 3: level of teachers’ performance of public elementary teachers during the covid-19 pandemic indicators sd mean descriptive level personal abilities 0.71 3.98 high teaching learning process 0.63 4.08 high responsibility and punctuality 0.68 4.17 high overall 0.61 4.08 high https://journals.e-palli.com/home/index.php/ajmri pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 58-63, 2023 order to make room for all of their pupils, keep them interested in their studies, and reduce undue stress on them. teachers made adaptations to the curriculum, how it was presented, and how evaluations were done in order to create room for all of their pupils, keep them engaged in their studies, and relieve unnecessary stress on them. the importance of the link between professional responsibility and teacher effectiveness was highlighted by vähäsantanen (2018), who discovered a significant relationship between the two. according to manaf et al. (2017), schools must offer a beneficial organizational learning environment that promotes teacher involvement and competency in public schools for kids. knowledge management will undoubtedly continue. public schools for children must provide a helpful organizational learning environment that encourages teacher engagement and competence. there is no question that knowledge management will continue. significance of the relationship between school climate and performance of public elementary school teachers during covid – 19 pandemic presented in table 4 were the results of the test of relationship between school climate and teachers’ performance of public elementary school teachers during covid – 19 pandemic. with an overall t-value of .793 with a p-value of .000, this suggests that there is a significant relationship between school climate and teachers performance of public elementary school teachers during covid – 19 pandemic. thus, the null hypothesis is rejected. furthermore, significant relationship was found in the following indicators: collegial leadership (p-value = .000<0.05), teacher professionalism (p-value = .000<0.05), community engagement (p-value = .000<0.05). therefore, the overall computation showed that there was a significant relationship between school climate and teachers’ performance of public elementary table 4: significance on the relationship between school climate and performance of public elementary teachers during the covid-19 pandemic school climate teachers’ performance personal attributes teaching learning process responsibility and productivity overall collegial leadership .673** .000 .613** .000 .610** .000 .702** .000 teacher professionalism .664** .000 .638** .000 .634** .000 .716** .000 community engagement .657** .000 .659** .000 .573** .000 .697** .000 total .748** .000 .716** .000 .682** .000 .793** .000 school teachers during covid – 19 pandemic. in this difficult period, the school community needs the leadership of the principal since, according to rahmat & kadir, the principal also fulfills the job of an educator who is in charge of nurturing passion, an academic climate, and a work ethic for the teaching staff in schools (2020). the importance of the link between professional responsibility and teacher effectiveness was highlighted by de lima (2015), who discovered a significant relationship between the two. significance of the relationship between leadership styles and teachers performance of public elementary school teachers during covid – 19 pandemic presented in table 5 is the significant relationship between leadership styles and teachers’ performance of public elementary school during covid – 19 pandemic. with an overall t-value of .733 and a p-value of .000 which was lower than α 0.05 signified that there is a significant relationship and reject the null hypothesis. moreover, among the indicators, significant relationship was found table 5: significance on the relationship between leadership styles and performance of public elementary teachers during the covid-19 pandemic leadership styles teachers’ performance personal attributes teaching learning process responsibility and productivity overall employee orientation .652** .000 .650** .000 .583** .000 .696** .000 change orientation .615** .000 .620** .000 .548** .000 .659** .000 production orientation .638** .000 .638** .000 .512** .000 .660** .000 total .693** .000 .694** .000 .598** .000 .733** .000 https://journals.e-palli.com/home/index.php/ajmri pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 58-63, 2023 on the employee orientation (p-value=.000<0.05), change orientation (p-value=.000<0.05), production orientation (p-value=.000<0.05). thus, it can be stated that there is a significant relationship between leadership styles and teachers’ performance of public elementary school teachers during covid – 19 pandemic. the motivation-hygiene theory acknowledges the need of making sure that leadership styles are unquestionably an effective strategy to increase teachers’ performance and are guaranteed to contribute to the overall development of the school atmosphere. research also showed that ineffective leadership and the unfavorable atmosphere that resulted from such shortcomings had a detrimental influence on teachers’ perceptions of their professions (bradley, 2018). significance of the influence on the school climate and leadership style on teachers performance of public elementary school teachers during covid – 19 pandemic table 6 represents the significant influence on the school climate and leadership style on teachers’ performance of public elementary school teachers during covid – 19 pandemic. an overall f-value of 269.065 and a p-value of .000 which is lower than α 0.05 indicates a significant influence, thus rejecting the null hypothesis. it can be concluded that there is a significant influence on the school climate and leadership styles on the performance of public elementary school teachers during the pandemic. the phenomenon suggests that the teachers’ performance table 6: significance on the influence of school climate and leadership styles on performance of public elementary teachers during the covid-19 pandemic teachers’ performance (variables) b β t sig. constant .851 6.040 .000 school climate .626 .623 9.286 .000 leadership styles .179 .198 2.950 .003 r .800 r2 .640 ∆r .637 f 269.065 ρ .000 is not anticipated. due to teacher performance’s significant impact on a school’s success, performance is a fascinating variable to research. school effectiveness based on their previous studies (alm et al., 2019; duan et al., 2018; ramberg et al., 2019) on this topic, researchers have come to the conclusion that a variety of factors, including infrastructure, organizational commitment, committees at the schools, teacher performance, and employment conditions, can all have an impact on a school’s ability to function effectively. conclusion the results of this study suggest that elementary school teachers in public schools experienced a favorable school climate during the covid-19 pandemic, with teacher professionalism ranking highest among other characteristics like collegial leadership and community engagement. ozdemir’s affective events theory and herzberg’s motivation-hygiene theory both acknowledge the importance of innovation in boosting teachers’ morale and keeping them up to date. the study also found that there is a substantial association between the two variables pertaining to teachers’ performance during the pandemic and employee orientation and change orientation. the research contributes to a clearer understanding of the importance of the connection between school climate, leadership styles, and the performance of public elementary teachers. this study found that school climate had a higher influence on elementary public school teachers’ performance during the covid-19 pandemic than principal leadership styles. to achieve effective leadership that is committed to improving teaching performances, a deep connection between leadership practices and teachers must be built. an enhanced orientation of various principals’ leadership styles may be explored to assess and identify one’s dominant practice/s to address unforeseen circumstances and adversity. a professional development boot camp may be undertaken by educators to address short term and long-term roles and responsibilities for agile teams to exercise room for flexibility, relationships, interactions and lead a change management process. references alm, s., låftman, s. b., sandahl, j., & modin, b. 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(2021, march 7). learning atmosphere during the covid-19 pandemic. edunesia : jurnal ilmiah pendidikan, 2(2), 387–399. https://doi.org/10.51276/edu.v2i2.133 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 65 american journal of multidisciplinary research and innovation (ajmri) socioeconomic determinants of decisions and degree of crop diversification among smallholder rice producers in côte d’ivoire daniel innocent gniza1*, rodolphe loa bi loa2 volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1200 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 13, 2023 accepted: january 30, 2023 published: february 02, 2023 crop diversification is a strategy used by producers to address their household food insecurity. this study analyzes the factors that influence households’ decision to participate in crop diversification on their plot and the determinants of the level of diversification based on survey data obtained through stratified sampling in the tonkpi, poro and tchologo regions in 2020. the herfindahl index was used to classify producers according to their degree of crop diversification. applying the cragg hurdle regression, the study shows that the decision to diversify crops is positively associated with household size, group membership, male gender, number of farm equipment, access to formal credit, distance from town, and region of residence of the producer and negatively associated with producer age and distance from the plot. the degree of diversification is positively associated with group membership and access to formal credit. the results therefore suggest policies to facilitate access to credit and to train and supervise producer groups in rural areas. keywords crop diversification, cragg hurdle regression, smallholder rice farmers introduction defined as the practice of growing more than one crop or enterprise in a given year to increase financial and biological stability, crop diversification is one of the mechanisms to address food security, production and market risks (rehima et al., 2013). it plays according to some authors (pingali & rosegrant, 1995 ; acharya et al., 2011) a central role in improving food security and is considered an important step in the transition from subsistence to commercial agriculture (winters et al., 2006). the positive contribution of diversification is also confirmed by degye et al. (2012) who argue that households in the central and eastern highlands of ethiopia would be able to improve their food security conditions by increasing crop diversification. crop diversification reduces risk, uncertainty and has a positive impact on soil fertility (njeru, 2013). the effects of diversification go beyond the agricultural sector. indeed, it contributes to the creation of off-farm employment, the promotion of economic transformation and structural changes (haggblade et al., 2010; reardon et al., 2007; block & timmer, 1994). thus, several studies have shown the importance of crop diversification against production, income and price risks for farm households. they also have its importance in the transition from subsistence to commercial farming but also that this can be determined by certain environmental (flooding, drought, rainfall frequency), institutional (laws, technical support), cultural or regional (rituals, willingness to change) factors (windle & rolfe, 2005 ; shahbaz & haq, 2017 ; ibrahim et al., 2009) and most importantly by certain socio-economic factors (farm size, income, market conditions) (belay et al., 2017 ; omer, 2015 ; rehima et al., 2013) that affect enterprise diversification in each country and region. in côte d’ivoire, research has shown that smallholder farmers dominate the agricultural sector, with plantations averaging between 1.5 and 5 hectare(s) in size and supplying the majority of the country’s agricultural products (riquet & marita, 2017). in general, these farms have low productivity due to low levels of input use (improved seeds, fertilizers, pesticides) and the effect of hazards and climate change. thus, to cope with vulnerability, marketing risks and ensure income stability and food security, smallholder farmers often resort to crop diversification. this is the case for smallholder rice farmers in côte d’ivoire, where the country is the 6th largest producer behind nigeria, madagascar, tanzania, mali and guinea, and where rice accounts for 26% of total food production and nearly 17% of total agricultural employment (fao, 2021).this paper attempts to contribute to the literature by analyzing the socioeconomic determinants of crop diversification decisions and the degree of crop diversification among smallholder rice farmers in côte d’ivoire. literature review studies on the determinants of crop diversification although scarce, can be found internationally. this is the case of rehima et al. (2013) who use data on the 393 randomly selected farm households in three stages in snnpr region of ethiopia to study the determinants of crop diversification with margalef index value as the dependent variable, they estimate farmers’ decisions and level of diversification separately by the two-stage heckman model. the authors find that the factors that affected crop diversification were gender, education and business experience, cooperative membership, resource ownership, characteristics of land owned, access to extension services, and transaction costs. in a similar vein, 1 economics and management sciences training and research unit (ufr-seg), jean lorougnon guédé university of daloa ujlog, côte d’ivoire 2 institut universitaire d’abidjan iua, côte d’ivoire * corresponding author’s e-mail: gnizadaniel@gmail.com https://doi.org/10.54536/ajmri.v2i1.1200 https://journals.e-palli.com/home/index.php/ajmri pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 65-73, 2023 belay et al. ((2017) showed in the case of the central rift valley in ethiopia that in addition to age, other factors are likely to influence the decision to diversify into crops. the authors examine how smallholder farmers perceive climate change, the coping strategies they practice, and the factors that influence their coping decisions, using the multinomial logit model on primary and secondary data. results indicate that education, family size, gender, livestock ownership, farming experience, frequency of contact with extension agents, farm size, market access, access to climate information, and income are also the main factors determining farmers’ choice of adaptation practices. fetien et al. (2009) find much the same results using the tobit model. their results reveal that barley variety diversity was affected by age, age square, maleheaded household, number of children, livestock, fragmentation index, farm size, elevation, rainfall, extension and temperature in tigray, ethiopia. benin et al. (2004) used censored least absolute deviation (clad) estimators and found that land size, proportion of males, ownership of cattle and oxen, farm fragmentation, number of fragmented plots, distance between farms, and regional location (tigray, ethiopia) were the significant factors that affected grain diversity in the northern part of the country. wondimagegn et al. (2011) applied the same model as fetien et al. (2009) and found that extension, livestock, market information, access to irrigation, number of farm plots, and farm machinery ownership significantly affected crop diversification in eastern ethiopia. other researchers used the generalized linear model (glm) and ordinary least squares (ols) model and observed that proximity to town, access to road, education, liquid wealth, and access to irrigation are important factors affecting crop choices in northern ethiopia (seid and seebens, 2008). to find out the determinants of crop diversification in pakistan, ashfaq et al. (2008) applied a multiple regression model and found that farming experience, education, land size, farm distance from the main road, and farm machinery are the significant factors. for his part, rahman (2008) used a bivariate probit analysis and found that crop diversification in bangladesh was significantly affected by farm assets, access to irrigation, land rental, education, farming experience, infrastructure, and off-farm income. in central queensland, australia windle and rolfe (2005) analyzed the determinants of farm diversification using the nested multinomial logit model and found that debt, age, education, number of children, off-farm income, farm size, start-up cost, net income, other crops grown, and risk time were the most important determinants. another study in australia weiss & briglauer (2000) applied an instrumental variable regression model and found that farm size, part-time farming, education, family size, and district location are significant determinants of farm diversification in australia. in addition, ibrahim et al. (2009) used a multiple linear regression model and identified that age and education of household heads, extension visits, availability of tractor rental, crop income and access to roads were the significant determinants of crop diversification in nigeria. the result of multinomial logistic regression model (mlrm) indicated that age, access to credit and regional location affected crop diversification in ghana (aneani et al., 2011). acharya et al. (2011), on the other hand, analyzed the nature and extent of crop diversification in the state of karnataka by collecting secondary data over a period of 26 years from 1982-83 to 2007-08. using the composite entropy index (cei) and multiple linear regression analysis for different crop groups, they find several results : the crop diversification index of most crop groups is higher in the post-wto period (1995-96 to 2007-08) than in the pre-wto period (1982-83 to 1994-95), oilseeds and vegetable crops ; diversification of cash crops has increased sharply after the wto ; crop diversification is influenced by a number of infrastructural and technological factors. in addition, the results revealed that crop diversification influences production. the study suggested that the creation of basic infrastructure such as continuous supply of irrigation water, markets, availability of fertilizer, adequate roads and transportation is an essential prerequisite for creating favorable conditions for the process of agricultural development and crop diversification, as most of these parameters influence the nature and extent of crop diversification. thapa et al. (2017), as far as they are concerned studied the determinants of agricultural diversification using survey data from three rounds of nationally representative nepal living standards survey in 2010/2011 from a multilevel model was used to study the determinants of agricultural diversification. to estimate the causal impact of agricultural diversification on welfare measures, propensity score and instrumental variable matching techniques were used. the results indicate that factors positively associated with agricultural diversification are female-headed households, caste, mother’s education, net buyer status, urban area, remittances, farm size, vegetable garden, improved seeds, telephone and refrigerator. the authors also find a positive impact of agricultural diversification into high-value crops on rural poverty and monthly per capita consumption expenditures. in contrast, the impact is negative for cereal crop producers. omer (2015), used a multinomial logit model to analyze the determinants of income source diversification strategies of rural households in burkina faso. he identifies low, medium, and high diversification strategies as income sources, all carried out around agriculture. the results reveal that the age of the household head, household size, dependency ratio, area, membership in a producer group, amount of credit, agricultural potential of the area, morbidity, distance to a main road, access to a radio, total income, and technical assistance are the key factors in determining the level of income diversification. abdulaï et al. (2001) using household-level panel data from a representative sample of rural households in southern mali and different sources of household income examine the determinants of income diversification. https://journals.e-palli.com/home/index.php/ajmri pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 65-73, 2023 applying a conditional fixed effects logit model to control for household-specific effects, the authors find that poorer households have fewer opportunities in nonfarm activities such as livestock and off-farm labor, and thus less diversified incomes. their results also indicate that households living in remote areas are less likely to participate in the non-farm sector than their counterparts closer to local markets, while households with educated heads are more likely to participate in the non-farm sector than those with illiterate heads. as we can see, there are a variety of approaches to this issue around the world. however, no study in this sense has yet been conducted for côte d’ivoire. given the socioeconomic differences that exist between countries, this study comes to fill this gap with an innovative method. methodology data this study uses cross-sectional data from a household survey of rice farmers for a pilot study on financial inclusion in the rice sector, commissioned by the world bank. the poro, tchologo and tonkpi regions were selected because of their importance in rice production and the diversity of the agro-ecological zone. given the intensity of rice production in the respective villages of the regions, 21, 20 and 19 villages were selected in poro, tchologo and tonkpi, respectively. households were selected by stratified random sampling, where each village was considered a stratum, from a shortlist of rice-growing households pre-determined in each village before the survey began. 24 households were randomly selected, resulting in a total of 1440 households being surveyed. however, due to the unavailability of some households, 13 incomplete forms were removed, resulting in a final sample of 1427 households. the survey collected information on the socio-economic and demographic characteristics of farmers (e.g., age, gender, group membership, household composition, etc.), equipment, crops and areas cultivated, access to formal credit, and any other variables relevant to this study. the interviews were conducted with the head of the household or the person responsible for agricultural activities in the absence of the head of the household. the analysis model before determining the factors influencing households’ decision to participate in crop diversification, we first calculate a crop diversification index for each farm. to do this, we measure the herfindahl index (hi2) that has been used by several authors in the literature (magurran, 1988 ; malik & singh, 2002 ; sichoongwe et al., 2014 ; derso et al., 2022), from which we derive the crop diversification index. this index is easy to calculate. the herfindahl index is measured by first calculating the following proportion : where p_i= proportion of the ith crop, s_i = area of the ith crop. the herfindahl index is given by the following formula : we then derive the crop diversification index (cdi) by the following formula : idc=1-hi if idc = 0, then we speak of specialization of the farm ; if idc ˃ 0, then there is crop diversification. thus, this analysis describes a situation where we observe a continuous distribution on positive values in the case where there is crop diversification and an accumulation of 0 in the case where there is specialization. this situation therefore invalidates the use of standard regression models (i.e. ols) and requires models capable of handling binary endogenous variables (derso et al., 2022). several studies have used the tobit model (bellemare & barrett, 2006 ; gebremedhin & jaleta, 2010) to deal with such problems. however, ground & koch (2008) attest that the main drawback of this approach is that it imposes a restriction that both diversification decisions are simultaneously influenced by the same set of explanatory variables. in this study, we assume that the crop diversification and diversification level decisions are influenced by different sets of independent variables, so the tobit model is not recognized. to analyze the determinants of rural households’ decisions to participate in crop diversification or not and the degree of diversification, we used cragg’s (1971) hurdle model. the model is a generalization of the tobit model, where two separate stochastic processes determine participation and quantitative decisions. the model is also flexible, assuming no restrictions on the components of the independent variables in each phase of estimation, and allows for separate determination of participation and extent of crop diversification (burke, 2009). yami et al. (2013) state that this model requires a joint application of the probit and truncated regression models sequentially or simultaneously. following derso et al. (2022), the theoretical basis for the estimation framework of cragg’s (1971) hurdle model is based on the probit model where the probability of crop diversification at observation t, is given by : where xt is a vector k×1 of variables exogenous to observation t and represents a vector of parameter estimates and c(z) is the cumulative unit normal distribution. https://journals.e-palli.com/home/index.php/ajmri pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 65-73, 2023 the probit model is the first step that reflects a producer’s decision to participate or not in crop diversification. the second step concerns the level of diversification to be applied to the acreage. this decision can only be measured for non-zero values in the first decision, thus estimated by the truncated regression. thus, matshe & young (2004) and kefyalew (2012) propose the double-hurdle model, which is as follows : divi* is the latent variable for the binary dependent variable taking the value 1 for crop diversification and zero otherwise. q is the latent variable reflecting the number of diversified crops. zi* and xi’ represent the explanatory variable vectors, 𝛼 and 𝛽 represent the parameters to be estimated, and εi and μi are the error terms for the decision and level of crop diversification respectively. since the producer is faced with 2 decisions, the first decision is handled by a probit model (kefyalew, 2012) such that the binary dependent variable representing the diversification decision is defined as : the d iversification level d ecision is d efined by: q=max(q*, 0) study variables the literature mentions that the decision and extent of crop diversification practices depend on demographic, socioeconomic, farm attributes, and institutional factors table 1 : definition of study variables variables definitions expected signs dependent variable cdi crop diversification index explanatory variables male binary variable taking the value 1 if the producer is a man and 0 if not + age variable continue instruction binary variable that takes the value 1 if the producer is educated and 0 if not + member of a farm group binary variable taking the value 1 if the producer belongs to a group and 0 if not + household size continuous variable designating the number of people in the household + the value of the farm equipment continuous variable denoting the log value of agricultural equipment owned by the household + distance to the parcel continuous variable denoting the distance between the household and its plot size of the plot continuous variable denoting the total area in hectares + distance continuous variable designating the distance between the village and the town + availability of mechanization services binary variable taking the value 1 if there is a tractor service in the village and 0 if not + farmer binary variable taking the value 1 if the producer's main job is farming and 0 if not + formal credit binary variable taking the value 1 if the producer has access to formal credit and 0 if not + region binary variable designating the geographical location +/source : author (moffatt, 2005 ; kefyalew, 2012 ; derso et al., 2022 ; thebulo et al., 2022). thus, the factors selected for this study are : age, gender, education level, farm group membership, household size, plot distance, plot size, distance to town, availability of mechanization services, value of farm equipment, producer’s main job, access to formal credit, and geographical location of the producer. the expected signs of the variables on the decision and level of diversification are shown in table 1. results and discussion household characteristics by crop diversification status https://journals.e-palli.com/home/index.php/ajmri pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 65-73, 2023 the descriptive statistics for our sample are presented in table 2. the observation of the table indicates that there is a significant and systematic difference between participants and non-participants in crop diversification. the average age of the head of household is 46.64 with, male with low education level. on average, crop diversification adopters are younger, better educated, and belong to producer groups much more than non-adopters. in addition, the household size and value of equipment of crop diversification adopters are larger than nonadopters. the average distance between the residence of households and their plot is 3.65 minutes (logarithmic value). on average, the distance between villages and the city is 25.79 minutes and respondents are mainly farmers. the average size of the total plot held by the household is 8.06 ha. a very small number of producers (14.8%) have access to formal credit and diversification adopters have more access to formal credit than non-adopters. finally, producers in the poro and tonkpi regions practice more crop diversification than those in the tchologo region. determinants of the crop diversification decision the results of the decision model are listed in table 3. the quality statistics show that the model is significant overall. the wald chi-square is 276.535 (p < 0.01), indicating that the independent variables jointly explain farmers’ decision to participate in crop diversification. thus, the model is a good fit. the results indicate that the decision to diversify crops is influenced by : age, gender, membership in a farm group, household size, distance from the plot to the household, distance to town, value of farm equipment, access to formal credit, and geographic location of the producer. gender has an effect on the decision to diversify crops. being male increases the probability of participating in crop diversification by 27%. in our study area, it was found that most women did not have enough financial means to produce multiple crops compared to men. in addition, some women reported that they did not have enough time to devote to multiple crops due to domestic duties. the coefficient on age is negative and significant at the 10% level, implying an inverse relationship between producer age and the decision to diversify crops. the results indicate that increasing producer age by one year reduces the probability of diversification by 0.2%. this result corroborates those of lighton et al. (2016) and derso et al. (2022). these authors suggest that older farmers are not able to properly manage their farms and typically rely on old farming systems. in addition, a farmer’s ability to bear risk decreases as age increases. membership in a farm group has a positive and significant effect on the decision to diversify crops. being a member of a producer group increases the probability of diversifying crops by 5.7%. this is because group members have access to information about the technology from their friends. those who have already tried the technology share information about the benefits they received (thebulo et al., 2022). the coefficient on household size is positive and significant at the 1% level, implying that an increase of one person in the household leads to an increase in the probability of diversifying by 2.7%. this is because the members of a household represent the potential availability of labor for the producer. thus, the more labor in the household, the more likely the producer will engage in crop diversification. the value of the agricultural equipment owned by the household (level of wealth) has a positive and significant effect at the 1% threshold on the diversification decision. table 2 : descriptive statistics of respondents’ characteristics variables all specialization diversification difference p-value male 0.915 0.839 0.959 -0.121 0.000 age 46.64 47.478 46.158 1.32 0.049 instruction 0.401 0.348 0.431 -0.084 0.002 member of a farm group 0.619 0.586 0.639 -0.053 0.044 household size 5.817 5.104 6.228 -1.123 0.000 the value of the farm equipment 4.628 4.515 4.692 -0.176 0.000 distance to the parcel 3.654 3.680 3.64 0.040 0.370 size of the plot 8.067 11.866 5.883 5.983 0.411 distance 25.786 24.341 26.617 -2.277 0.009 availability of mechanization services 0.659 0.770 0.595 0.174 0.000 farmer 0.912 0.881 0.929 -0.049 0.002 formal credit 0.148 0.090 0.181 -0.091 0.000 region poro 0.324 0.311 0.331 -0.020 tchologo 0.385 0.495 0.323 0.173 tonkpi 0.291 0.194 0.347 -0.153 source : author https://journals.e-palli.com/home/index.php/ajmri pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 65-73, 2023 when the value of equipment increases by 1 fcfa, the probability of diversifying increases by 11.6%. this is because crop diversification requires considerable investments that poor producers cannot afford. the coefficient on distance to plot is negative and significant at the 5% level, implying an inverse relationship with the diversification decision. the results indicate that an increase of 1 min in distance to the plot reduces the probability of diversification by 3.2%. this result is consistent with sichoongwe et al. (2014). in reality walking time to the plot reduces the time spent working on the plot. thus, producers who have their plot far from their residence, will have little time to devote to work on their plot, which reduces the possibility of growing other crops. they therefore prefer to diversify into the nearest plots because of the time, security and management. furthermore, the distance of the household’s residence from the city has a positive and significant effect at the 1% level on the household’s decision. in our study area, this is due to the fact that households that are far from the city do not have access to the urban market, thus reducing their choice in terms of the diversity of foods available. thus, to protect themselves from this, these households engage in crop diversification and consequently reduce transaction costs. this result is consistent with dessie et al. (2019). access to formal credit has a significant and positive effect on producers’ decisions. having access to formal credit increases the probability of participating in crop diversification by 12.8%. this result is consistent with thebulo et al. (2022). when a producer has access to credit, he or she has enough resources to carry the risk of diversification and to invest in several crops at once. geographic location has a positive and significant effect on producers’ decisions. the fact that a producer resides in the poro and tonkpi regions increases the probability of participating in crop diversification by 7.2% and 40.4% respectively compared to those residing in the tchologo region. thus, the probability of participating in diversification in the tonkpi region is higher than in the other regions. this is due to the fact that the tonkpi region benefits from favorable agro-climatic conditions compared to the other northern regions where soils are not very fertile with low water retention capacity and irregular rainfall during the rainy season. producers in these regions are therefore reluctant to take the risk of investing in crop diversification for fear of a sudden cessation of rainfall. table 3 : factors influencing the crop diversification decision probit model variables coefficients sdt. err marginal effects sdt. err male 0.869*** 0.150 0.270 0.045 age -0.006* 0.003 -0.002 0.001 instruction -0.064 0.087 -0.020 0.027 member of a farm group 0.185** 0.083 0.057 0.026 household size 0.087*** 0.015 0.027 0.004 the value of the farm equipment 0.375*** 0.070 0.116 0.021 distance to the parcel -0.103** 0.049 -0.032 0.015 distance 0.008*** 0.003 0.002 0.001 farmer 0.169 0.127 0.053 0.039 formal credit 0.414*** 0.113 0.128 0.035 region poro 0.232** 0.102 0.072 0.031 tonkpi 1.303*** 0.119 0.404 0.032 constant -2.915*** 0.436 pseudo r-squared 0.158 number of obs 1427 chi-square 276.535 prob > chi2 0.000 akaike crit. (aic) 1497.170 bayesian crit. (bic) 1564.834 source : author determinants of the level of crop diversification table 4 presents the results of the second stage of the cragg (1971) double-hurdle model. the use of truncated regression ensures that the coefficient estimates are interpreted in terms of the likelihood between the dependent variable (degree of diversification) and the independent variables. thus, it was not necessary to generate marginal effects as in the first stage of the model. the results indicate that the coefficient for the age of the household head is negative and significant at the 10% level, implying an inverse relationship between the age of the household head and the level of crop diversification. an increase of one year in the age of the household head reduces the level of diversification by 0.1%. this is explained by the fact that older producers are unable to manage several crops at once. membership in a producer group has a positive and significant effect at the 5% level, implying that https://journals.e-palli.com/home/index.php/ajmri pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 65-73, 2023 membership in a producer group increases the degree of diversification by 1.5%. in our study area, this can be explained by the fact that producer groups constitute mutual aid rotation groups in the members’ plots. in this way, each member benefits in turn from the labor of his or her group for the various cultivation operations on his or her plot. the coefficient on the number of youth in the household is negative and significant at the 10% level, implying an inverse relationship between the number of youth (adolescents) in the household and the level of diversification. the results indicate that an increase of one youth in the household reduces the degree of diversification by 0.5%. in our study area, this is explained by the fact that young adolescents are still dependent on the household and do not yet constitute an active labor force for the household. the value of agricultural equipment (wealth) held by the household has a positive and significant effect at the 1% threshold, implying that an increase of 1 fcfa in the value of equipment increases the degree of diversification by 2.1%. similarly, access to formal credit increases the level of diversification by 2.3%. this is because producer wealth and access to formal credit allow the producer to access essential productive resources such as inputs and quality land, and also to finance hired labor. a surprising result is that the coefficient on total household plot size is negative and significant at the 1% level, implying an inverse relationship between total area and the level of crop diversification. when total household area increases by 1 ha, the degree of diversification decreases by 0.2%. in our study area, this is explained by the fact that larger farmland requires more management skills, inputs and draught power, households are not always able to produce multiple crops (assefa & gezahegn, 2010). this finding is contrary to those of benin et al. (2004), fetien et al. (2009), rehima et al. (2013), and derso et al. (2022) distance to town has a negative and significant effect at the 1% threshold on the level of crop diversification. the results suggest that a one-minute increase in distance to town reduces the degree of diversification by 0.1%. this result is contrary to those of dessie et al. (2019). in our study area, this is because distance from town reduces access to agricultural technologies such as improved seeds and fertilizers, discouraging any desire to increase the number of crops to be produced. finally, the availability of mechanization services, such as tractor services, has a significant and positive effect on the level of crop diversification. the availability of mechanization services in the producer’s production area increases the degree of diversification by 4.4%. this is because mechanization is an effective way to reduce the time required to establish each crop in order to meet the agricultural calendar. in our study area, the sowing and harvesting periods for several crops coincide (rice, coffee cocoa, etc.). in addition, these crops must be planted as soon as the first rains come. all of this creates crop competition. the availability of mechanization services in the village makes it possible to carry out planting, harvesting and post-harvesting operations of crops while respecting the agricultural calendar to avoid enormous losses. table 4 : determinants of level of crop diversification truncated regression variables coefficients sdt. err male 0.012 0.017 age -0.001* 0.000 member of a farm group 0.015** 0.007 household composition number of children -0.002 0.002 number of youth -0.005* 0.003 number of adults 0.001 0.004 number of elderly -0.004 0.009 the value of the farm equipment 0.021*** 0.006 distance to the parcel -0.003 0.004 size of the plot -0.002*** 0.001 distance -0.001*** 0.000 availability of mechanization services 0.044*** 0.008 formal credit 0.023*** 0.009 constant 0.356*** 0.038 source : author conclusion and recommendations the objective of this study was to analyze the determinants of the decision and degree of crop diversification among smallholder rice farmers in côte d’ivoire. overall, the study found significant factors influencing the decision and degree of diversification, such as age, household size, gender, farm group membership, value of farm equipment, distance to plot and town, total plot size, and https://journals.e-palli.com/home/index.php/ajmri pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 65-73, 2023 geographic location. the positive influence of access to formal credit on the decision and degree of diversification provides an incentive to improve access to formal credit for small-scale producers by improving the credit offer of microfinance institutions through flexible credit terms and closer ties to local branches. in addition, the availability of mechanization services in production areas encourages producers to increase their level of diversification. thus, agricultural entrepreneurship programs should be initiated and encourage the installation of small and medium-sized agricultural enterprises in the field of mechanization. finally, the creation of producer groups should be initiated and encouraged in order to facilitate information sharing and the adoption of new technologies. however, despite these satisfying results, this study did not establish the effects of participation in crop diversification on household income. it may be that producers who specialize make a much larger gain than their counterparts. future studies could therefore address this issue in the case of côte d’ivoire. references abdulai, a., & crolerees, a. 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(2013). determinants of farmers’ participation decision on local seed multiplication in amhara region, ethiopia: a double hurdle approach. int j sci res., 2, 423–30. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 61 american journal of multidisciplinary research and innovation (ajmri) investigating the effect of indigenous game-based activities on student’s performance and learning views in physics vida v. antonio1*, ligaya b. diculen1 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1623 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 18, 2023 accepted: may 13, 2023 published: may 20, 2023 the use of indigenous game-based activities in teaching physics concepts can eradicate the continuous perception of students that physics is a boring and difficult subject. this study focused on the development and validation of indigenous game-based activities (igba) that can be used as a springboard to teach physics concepts and enhance the performance of students. it used the research and development methodology that includes the validation of the indigenous game-based activities and try-out wherein the researcher used one-group pretest-posttest design to 42 purposively-selected students in a public secondary school in eastern ilocos norte, philippines. using a researcher-made and item-analyzed pretest and posttest, an adapted students’ views checklist, interview guide and adapted validation tool, the study found out that ilocos norte has a lot of indigenous games rich with physics concepts, using games familiar to students encourages better participation among learners and solicits greater interest towards the subject, thus making the teaching-learning process more appealing to students. the purposively selected teachers strongly agreed that the igba is a valid instructional material for teaching physics concepts. tryout results show that the material effectively improves students’ performance in physics. it was supported by students’ views that when the activities are used in teaching, physics becomes interesting, motivating, challenging, enjoyable and full of fun, not difficult to learn and understand because they are applicable and relevant, not time consuming because they ease students’ burden in problem-solving, elicit maximum participation among learners, and ensure greater retention of the concepts they learn. keywords indigenous, game-based, activities, feedback, retention introduction one way of making high school physics relevant and meaningful to students is by using real-life experiences in which physics concepts are manifested. any community, however poor, possesses several folk toys and implements. ingenuity and resourcefulness can turn them into appropriate teaching/learning materials. activities in the backyard, rich with physics concepts can also be utilized as springboard in teaching the concepts. thus, learning with profound meaning enables learners to apply the knowledge they are learning in the classroom to real-world situations. by concentrating on students’ learning, meaningful learning can be accomplished. in other words, meaningful learning can be produced if students take the lead in the learning process. students can enhance their problem-solving skills by engaging in relevant learning. furthermore, pupils’ critical and creative thinking abilities can be enhanced by relevant learning. students can develop greater awareness of and concern for all life events. one of the attempts made by instructors and students in learning physics to accomplish meaningful learning is by integrating it with real-world phenomena, such as through indigenous games (putranta, kuswanto, hajaroh, dwiningrum, & rukiyati, 2021). in addition, using indigenous games in teaching has become an increasingly popular approach in recent years, particularly in indigenous communities where traditional games are still played. indigenous games can provide a unique and engaging way of teaching that incorporates cultural knowledge and values into the learning process. in this study, indigenous games refer to the traditional games filipino children play that make use of indigenous ways (manner/methods) and means (materials). games are transmitters of culture, they make an individual entirely at ease and free to be himself and provide a player a greater possibility for a successful social relation because they break down formality, introduce strangers, start a conversation, and induce laughter. hence, games often reflect the values, beliefs, and traditions of the culture from which they originate. they can preserve and transmit cultural knowledge and practices from generation to generation. morales (2014) stated that linking culture with learning physics improves learner’s concept attainment since they see physics in enhancing the knowledge of their roots, which consequentially increases their motivation to learn. indigenous games commonly played by children demonstrate many physics concepts. as such, explaining the scientific aspect of the games promotes inquiry and develops students’ critical and creative thinking. indigenous game-based technique is a method of teaching that utilizes indigenous games to facilitate learning. as such, the students acquire physics knowledge (learn) and appreciate their cultural heritage while they play (fun). experimentation and playing are two exploratory forms of learning that are considered valuable. when learners play, they exercise mental exploration wherein 1 mariano marcos state university college of teacher education, laoag city, philippines * corresponding author’s e-mail: vidavantonio@yahoo.com https://doi.org/10.54536/ajmri.v2i3.1623 https://journals.e-palli.com/home/index.php/ajmri mailto:vidavantonio@yahoo.com pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 61-69, 2023 they test their creativity, do a lot of reflection, critical thinking, test out their ideas and get concrete feedback on their accuracy. he reasons above inspired the researchers to develop indigenous game-based activities (igba) utilizing the steps of research and development (r & d) methodology then test the effectiveness of these activities in teaching high school physics. results of the research could: (1) stimulate the students’ appreciation to filipino culture, afford the students’ social development and educational values, and improve their physics achievement and attitudes towards the subject; (2) help teachers in achieving a desirable teaching-learning process for it will encourage them not only to use indigenous games in teaching physics but also to design games/activities that apply concepts and principles of the subject with the goal to improve and enrich physics instruction; (3) provide school administrators and curriculum planners with a clearer view of the role of indigenous games in learning, hence, proper procurement and utilization of necessary facilities, instructional materials and equipment, as well as provision of students’ activities will be strengthened; (4) give textbook writers this research as one of their references in publishing specific types of instructional materials that suit learners’ and teachers’ needs; and (5) be an eye opener to the society to provide more activities like sports fest (showcasing traditional /indigenous games) that involves or integrates a wide array of explanations on physics concepts to students. science is vital because of its links to technology and industry, which have high development priorities. science systematically develops students’ scientific inquiry skills, values, and attitudes such as objectivity, curiosity, and honesty, as well as mental habits such as critical thinking. all of these benefit individual student’s personal development, future career, and life in general. these abilities, values, attitudes, and personalities are also beneficial to the community to which a student belongs, and the country in which he lives. specifically, the study sought to: 1) find out what indigenous games exist in ilocos norte, philippines that can be used to teach physics concepts and enhance the physics performance of students; 2) what game-based physics activities can be made from these indigenous games; 3) test how valid is the igba in terms of objectives, content, instructional characteristics, and evaluation categories; 4) find out how effective is the igba in teaching physics concepts; and determine the students’ views when igba is used in teaching physics. literature review the primary goal of science education in the philippines is to develop students’ scientific literacy, which includes understanding the principles and concepts of science, the scientific method, and its applications. the department of education in the philippines has identified three main goals of science education: to develop scientific literacy among students, including understanding the nature of science and its role in society. to prepare students for higher education and careers in science and technology, by providing them with a strong foundation in the sciences and related fields. to promote scientific inquiry and critical thinking skills, which can be applied to various academic and real-world contexts. in addition to these goals, science education in the philippines also emphasizes the importance of developing ethical values and social responsibility among students, in order to encourage them to use scientific knowledge for the benefit of society and the environment. with the adoption of the new curriculum, the same old problems in the education sector were not addressed. still, there is inadequacy on the number of classrooms, textbooks, seats, and toilets in public schools (navarro, 2022). the excessive teaching loads of teachers (esguera, 2018), the difficulty in following the spiral progression approach in teaching (dunton & co, 2019), the scarcity of instructional materials (soriano & vargas, 2021), the presence of big class sizes (esguera, 2018), and the inadequate training for teachers (david, albert & vizmanos, 2019), are still there. many educators and graduate student researchers have identified several factors that contribute to filipino students’ poor performance in physics. these include teacher quality, the teaching-learning process, the school curriculum, instructional materials, and administrative support. there are abstract concepts and principles in physics which students could hardly understand. this makes students consider physics as a difficult subject because it needs a lot of mental and physical exploration and extra effort to comprehend its nature, principles, and laws. besides, students do lots of handwriting, and after a while the theory seems like a fantasy. this study is anchored on theory of constructivism, gaming theory, slavin’s and jonhson’s cooperative learning theory and gardner’s theory of multiple intelligences. constructivism and cooperative learning theories show that play and experimentation are powerful forces in the development of the individual mind. playing a game is an example of an activity where students work cooperatively because here, an individual feels entirely at ease and free to be himself and improve his social relation. it is also a form of mental exploration in which children create, reflect on, and work out their understanding together. and since each learner is gifted with unique intelligences, he contributes to the betterment of the group output. he sees his peers in a new light, not as competitors, but as sources of ideas (lecaroz, 2000). students learn easier if they are exposed to handson experiments using useful instructional materials. a science teacher therefore should equip himself with adequate and suitable materials such as (a) science tool and equipment, (b) visual aids, (c) audio-visual aids, (d) textbook and teacher’s manual, and (e) most essential learning competencies (melcs). indigenous games, also known as traditional games, are https://journals.e-palli.com/home/index.php/ajmri pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 61-69, 2023 research and development (r & d) methodology with three stages: planning stage, development stage and validation stage. stage 1 or the planning stage has two phases: preliminary preparation; and bibliographical research. phase 1. preliminary preparation. through self-reflection of childhood memories, informal interviews, observations and extensive reading, the survey of indigenous games in ilocos norte was done. the researchers were able to identify the different names, material used, and ways/ manners of playing the indigenous games. hand in hand with gathering materials and searching for the indigenous games was the selection of games that can demonstrate physics concepts. after that, the identified indigenous games’ list of physics concepts can demonstrate was done. the list was shown and discussed with some of the researchers’ friends in the graduate school and several physics teachers for enrichment and clarification purposes. phase 2. bibliographical research. the researchers reviewed literature and extensive reading about the indigenous games chosen for the study. the history and other details about the games were discussed extensively. stage 2 or the development stage has three phases, which are as follows. during phase 3 or writing the indigenous game-based activities, the researchers made indigenous game-based activities for the following topics: work, kinetic energy, potential energy, power, law of conservation of mechanical energy, energy transformation, heat transfer and thermal energy. these topics were chosen because students are observed to have some misconceptions about their nature. in phase 4 or the preliminary evaluation of the indigenous game-based activities (igba), the developed material was shown to research and physics experts for their comments and suggestions. these was also shown to some physics teachers for refinement purposes. next, in phase 5 or the preliminary revision of the indigenous game-based activities, the researchers revised the indigenous gamebased activities based on the suggestions given by the experts in phase 4. stage 3 or validation stage has two phases. during phase 6 or validation of the indigenous game-based activities by physics teachers, the igba was validated by the physics experts to establish internal validity. suggestions and comments of these experts were incorporated for the improvement of the material. physics teachers who were involved in the preliminary evaluation did not participate in the final evaluation of the game-based activities to avoid bias. in phase 7 or the try out, the developed and validated igba was tried out to the 42 high school students of a public secondary school in eastern ilocos norte, philippines. the tryout was done to further establish the validity of the material as evaluated by the physics teachers in phase 6. the try out followed a one-group pretest-posttest design. it started with the administration of the pretest and teaching making use of the igba followed, wherein two symbols of the filipinos’ national identity and pride. they are part and parcel of every filipino’s childhood and of the many fiestas the child experienced in the city and the countryside. such competitive games which are a product of his forefathers’ ingenuity and creativity are simple, enjoyable, easy to play, and with rules easy to follow. indigenous game-based technique is a method of teaching that utilizes indigenous games to facilitate learning. as such, the students acquire physics knowledge (learn) and appreciate their cultural heritage while they play (fun). an appropriate teaching strategy arouses and sustains the interest of the students to learn easily. game modeling in the form of competition requires maximum participation among students. with corresponding incentives, it will motivate the students to learn and understand the lesson at a faster rate. game modeling as a teaching strategy bridges study and fun. students’ eager attention and urge to require knowledge are enhanced (santos, 2002). teaching should then attempt to make learning experience pleasant and gratifying so that learners continue learning. to maintain the interest and to motivate students, it is worthwhile to use games in the classroom. they serve as interesting springboard in starting the lesson for the day. according to dagnew (2017), as cited by moro and billote (2023), attitudes are the best predictor to estimate students’ success and achievement. moreover, attitudes have shown to affect how students learn and what they want to learn; thus, helping students attain favorable attitudes, which can foster their understanding of a subject (sahin, 2009). moreover, according to osborne et al. (2003), attitude toward science/physics consists of different sub-constructs which eventually give rise to a person’s interest and belief in learning the subject matter, as chu et al. (2008) agreed to the aforesaid statement that with attitudes toward learning physics, it is a huge factor that influences their study habits, which is related to their conceptual development. the review of literature cited above guided and gave highlights to this study. as found out, the indigenous game-based activities show relevance of physics to real life because they are community-based; learnercentered because they involved cooperative learning; and environmentally/socially oriented since the activities are done in an outdoor environment that helps the students improve their social relations. moreover, they provide the students an avenue to experience and see the importance of what they learn. these mentioned characteristics of the indigenous gamebased activities give an answer to the teachers’ search of appropriate and effective teaching materials that can translate the curriculum into concrete experiences and can cause learning and draw positive feedbacks towards physics from the students. materials and methods this study focused on the development and validation of igba in physics. it was undertaken following the https://journals.e-palli.com/home/index.php/ajmri pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 61-69, 2023 physics teachers in the school were asked to observe. it ended with the administration of the posttest and student views checklist. modified triangulation method of gathering data was used to look into the views (feedbacks or reactions) of students toward the subject as an effect of the igba used. the effectiveness of the indigenous game-based activities was based on the teacher observers’ comments and suggestions, significance of the difference between the pretest and posttest mean scores of students and their views. the researchers made use of the following data gathering instruments: a validation checklist for physics experts, which was used to validate igba and was patterned to the one used by ubiña (2002). physics teachers from deped ilocos norte, ilocos norte college of arts and trades and mariano marcos state university selected through purposive sampling validated the igba; 2) pre-/ postachievement test. this researcher-made test items were constructed based on a table of specifications designed for this study and it consisted of 40 multiple choice items on concepts included in each indigenous game-based activity. physics teachers internally validated the test and was pilot tested to the physics students at another campus of the same public secondary school where the study was conducted. kuder-richardson formula 20 coefficient was 0.59 with standard deviation of 0.40, which means that the achievement test was reliable; 3) students’ views checklist. a survey questionnaire consisting of 20 attitudinal validated statements and was used to secure information about the respondents’ views (reactions or feedbacks) towards physics after the igba was employed. it was patterned after the physics attitude test by baraoidan (1990) and the science attitude inventory test by celerino calag as cited by pacis (1995). it was also shown to research experts for refinement purposes. ten statements were stated negatively and ten positively; 4) interview guide. this consists of questions patterned from the student feedback checklist and asked informally during and after the try-out by the researcher to the samples on the spot; and 5) observation checklist. a checklist modeled from student views checklist used by two (2) physics teacher observers while the try-out was going on. descriptive statistics particularly mean and standard deviation were used to analyze the ratings of the physics teachers regarding the validity of the indigenous gamebased activities. the same statistical tools were used in analyzing the views (feedback) of the students towards the subject as a result of the implementation of the indigenous game-based activities. the t-test of difference of two independent samples was utilized in finding whether there was a significant difference between the students’pretest and posttest mean scores. all data were analyzed using ssps for windows. results and discussion survey of indigenous games in ilocos norte the researcher acquainted herself with the different names, materials used, and ways/manners of playing many existing indigenous games in ilocos norte through reflections of my childhood experiences, informal interviews, observations, and extensive reading. after the search, selection of the games that can demonstrate physics concepts and listing of physics concepts that the identified indigenous games can demonstrate was done. the list was shown and discussed with several physics teachers for enrichment and clarification purposes. table 1 presents a summary of my survey. it shows that ilocos norte is rich in indigenous games that show physics concepts. table 1: indigenous games in ilocos norte and the physics concepts they can demonstrate indigenous game physics concepts 1. sipa (for games # 1-11) force, motion, speed, velocity, acceleration, free fallprojectile, gravity, mass, weight, impulse, momentum, laws of motion, work, power, energy (kinetic energy, potential energy, law of conservation of mechanical energy, heat, energy transformation, friction, pressure 2. codici (bati cobra, striking/throwing sticks or spippers game) 3. pinnalsuot (small-diameter bamboo blowgun game) 4. binnaldaan (coconut leaf-made ball game) 5. bandying (slipper touch game) 6. pinnuyot or pinnitikan ti lastiko (blowing and pushing rubber bands with index finger) 7. kinnugtaran ti lastiko ( kicking rubber bands) 8. siatung (running while shouting game) 9. sikki ( stone game) 10. jackstone (making use of small stones) 11. sack race 12. pinnalsiit (slingshot game) same concepts with sipa plus elasticity (stress, strain, hooke’s law, elastic potential energy) https://journals.e-palli.com/home/index.php/ajmri pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 61-69, 2023 the indigenous game-based activities (igba) these are the researcher-made activities that utilize indigenous games to facilitate learning in physics and used as instructional materials in the try-out stage of the study. the games included in the activities with the topic(s) they demonstrate were tumbang preso (work), patintero (power), sipa (gravitational potential energy, power and law of conservation of mechanical energy), codici and pinnalsuot (kinetic energy), yoyo (law of conservation of mechanical energy), pinnalsiitan and tatsing (energy transformation), and bawang base (heat transfer and thermal energy). each of the activities made have the following parts: preliminaries, purpose, concepts, materials, procedure, and applications. these parts are patterned to that of a usual teaching resource material. the preliminaries consist the title of activity, physics topic, indigenous game employed and time allotment as specified in the curriculum. the purpose part specifies the objectives or targets for the lesson. the concepts part specifies the different physics concepts that can be tackled in the lesson. the materials part indicates what things are needed for the activity. in the procedure, a discussion of an indigenous game as well as how to play it are specified. this is followed by activity-based questions that students need to answer. the last part is the applications. in here, students are given situational problems to answer or solve so that they can see the relevance of what they learned in real-life experiences. validation of the igba by physics experts in all twenty-seven (27) weighted means, 23 (85%) filled the strongly agree scale (4.21-5.00) and only 4 (15%) under the agree scale (3.14–4.20). this shows that majority of the mean ratings of the evaluators fall under the scale with the descriptive rating of strongly agree. when the computed composite means were taken for all categories namely, a (4.56), b (4.40), c (4.50) and d (4.34), a descriptive rating of strongly agree was arrived at. as a result, the overall mean (4.45) obtained a descriptive strongly agree rating.. the overall standard deviation of 0.5 reveals that there was a very minimum variation in the respondents’ ratings. it can be inferred therefore that the physics teachers highly approved the material and strongly agreed that the indigenous game-based activities are valid instructional materials for physics teaching. 13. lipay (ilocano bowling game) (for games #13-19) force, motion, speed, velocity, acceleration, gravity, impulse, momentum, laws of motion, work, power, energy (kinetic energy, potential energy, law of conservation of energy, energy transformation, heat, friction, pressure) 14. tumbang preso (striking an empty milk can with a taw) 15. tatsing (bottle caps or coin in a square) 16. patintero (entrados or intra) 17. bawang base (catching and detaining game) 18. dinuron (localized tug-of-war game using a bamboo) 19. kumbato (piko) 20. bolintec (holen or marble rolling game) (for games # 20-22) same concepts with tumbang preso plus circular and rotational motions and lens 21. kinnuti (tops ot trumpo game) 22. intra paridusdos (circular patintero) 23. torsi (finger wrestling) (for games # 23 & 24) force, motion like energy transformation, heat and thermal energy, friction 24. sanggol (hand wrestling) 25. chinese garter (for 25 & 26) force, motion, speed, velocity, acceleration, gravity, impulse, momentum, laws of motion, work, power, energy (kinetic energy, potential energy, laws of conservation of energy, energy transformation, heat, friction, pressure, wave motion, ffrequency, period, amplitude 26. jumping rope 27. san pedro (blindfolding game) (for game # 27 & 28) motion (3rd law), energy (heat and thermal energy), friction, sound, light 28. kinnutitan (hide and seek) 29. yoyo same concepts with sipa, tension force, rotational dynamics, circular motion 30. pinnatayaban ti ullaw (kite-flying) same concepts with sipa plus tension force, light reflection, wind spped/currents 31. sungca force, motion, gravity, laws of motion, energy (kinetic energy, potential energy, energy transformation, heat), friction, pressure, sound, concave lens https://journals.e-palli.com/home/index.php/ajmri pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 61-69, 2023 table 2: results of the evaluation made by physics teachers (n=27) statements mean di a. objectives the objectives of the indigenous game-based activities are 1. specific 4.6 sa 2. measurable 4.33 sa 3. attainable 4.4 sa 4. teachable 4.8 sa 5. observable 4.67 sa composite mean 4.56 sa b. content the objectives of the indigenous game-based activities 1. develop the mathematical and analytical skills required by the subject area at the intended year level. 4.20 a 2. present real life situations. 4.73 sa 3. give information that are appropriate and relevant for the development of science concepts. 4.27 sa 4. have exercises appropriate for the content. 4.33 sa 5. promote active participation and response among the students. 4.53 sa 6. focus on specific skills and concepts. 4.33 sa composite mean 4.40 sa c. instructional characteristics the objectives of the indigenous game-based activities 1. arouse the interests and sustain the attention of the students. 4.67 sa 2. develop creative and critical thinking. 4.10 a 3. entertain and educate the students. 4.67 sa 4. present variation in the presentation of activities/exercises. 4.40 sa 5. promote interactive grouping and cooperative learning. 4.60 sa 6. introduce ideas/concepts/skills through a logical learning sequence. 4.20 a 7. are meaningful and interesting to its target audience. 4.40 sa 8. keep majority of the students involve in the learning tasks most of the times because they are learner-centered. 4.80 sa 9. integrate values development in the learning activities/exercises. 4.47 sa 10. provide practical application because they are environmentally/socially/ culturally oriented. 4.73 sa composite mean 4.50 sa d. evaluation the objectives in the indigenous games 1. test the students’ understanding of the lesson. 4.27 sa 2. measure analytical and mathematical ability of the students. 4.10 a 3. provide activities or exercises that will help the students retain information about the lesson. 4.47 sa 4. provide an environment for the students to apply the basic principles of the lesson. 4.60 sa 5. develop problem solving skills like analysis and computation. 4.27 sa 6. help the teacher assess students’ mastery of the lessons covered. 4.33 sa composite mean 4.34 sa overall mean 4.45 sa https://journals.e-palli.com/home/index.php/ajmri pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 61-69, 2023 effectiveness of the indigenous game-based activities (igba) the results of the pretest and posttest scores of the students in table 3 interestingly picture out significant information about the increase in physics achievement of the students after igba was used in teaching the subject. legend range of mean descriptive interpretation 4.21-5.00 strongly agree (sa) 3.41-4.20 agree (a) 2.61-3.40 undecided (u) 1.81-2.60 disagree (d) table 3: distribution of the pretest and posttest scores of the students on the physics achievement test (n=42) score scale pretest posttest f % f % 31 40 4 9.5 21 31 20 47.5 11 20 32 76.2 18 42.9 1 10 10 23.8 total 42 100 42 100 table 4: the t-test of difference between the pretest and posttest mean scores of the students (n=42) physics achievement test pretest posttest mean 13.21 21.05 standard deviation 4.05 6.11 mean difference 7.84 t-value (two-tailed) 7.00* *p < 0.05 moreover, the result presented in table 4 implies that the igba are capable of improving the students’ performance in physics. it also shows that igba are effective tools in teaching physics concepts. this coincides with findings of morales (2016) and moro and billote (2023), that the use of indigenous game-based activities in the teaching and learning process provided the conditions and conceptual ecology for learners to undergo conceptual change and achieve conceptual understanding. it is evident then that the igba enhanced the students’ learning performance in physics and this claim is supported by the following students’ feedbacks during the on-the-spot interviews. mayat ken nakatulong a talaga ti panagusar ti inidigenous games idiay activities mi ata ma-experience mo no kasano nga mapasamak isu nga mas maawatam. [the use of indigenous games is good and helpful in our activities because we experienced [it] and so it is more understandable.] – noli when using indigenous games in the activity, nalawlawag la bassit ti pannakaawatmi ata sigud nga mai-applayen daydiay concepts nga diniscuss. [using indigenous games in the activity makes our understanding of the lesson clearer because the concepts discussed are immediately applied.] – lyn wen, isuda nukua ti agpar-participate idiay games ti activity, daguitay di-unay active iti group discussions. no ana ti naobserve da idiay ay-ayam ket isu met ti isungbatda kadaguitay activity questions para idiay write-up. [yes, those who are not so active in group discussions are the ones who participated in the games of the activity. what they observed in the game they played are their answers to the activity questions for the write-up.] – cherry students’ views on physics with the use of igba table 5 generally shows that since majority of the responses of the students in terms of the positive statements are strongly agree (sa) and the overall response for the negative statements is strongly disagree (sd), it can be said that the students have positive feedbacks towards physics because of the use of igba as instructional material. according to students, when the igba is used in teaching, physics becomes interesting, motivating, challenging, enjoyable and full of fun, not difficult to learn and understand because they are applicable and relevant, not time consuming because they ease students’ burden in problem solving, elicit maximum participation among learners, and ensure greater retention of the concepts they learn. the findings imply that the use of indigenous games in teaching physics can trigger positive reactions/feelings based on students idealized memories which consequentially affects their motivation and attitudes toward learning the subject, eventually affecting the learners’ understanding of the subject. furthermore, these results support bringula et al (2015) and moro and billote (2023) studies where they found out that emotions such as being very happy, excitement, and delight dominate other forms of emotions when playing games. this also supports the studies of hartt, hosseini, and mostafapour (2020) and calzada and antonio (2023) that interactive https://journals.e-palli.com/home/index.php/ajmri pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 61-69, 2023 approach such as game-based learning has emerged as a novel method of increasing student motivation, emotional involvement, and enjoyment. moreover, suguitan and natividad (2022) reiterated that key concepts and skills could be enriched by supplementing instruction with appropriate, contextualized, and relevant curriculum support materials. legend positively stated negatively stated strongly agree (sa) 4.21 – 5.00 strongly disagree (sd) agree (a) 3.41 – 4.20 disagree (d) undecided (u) 2.61 – 3.40 undecided (u) disagree (d) 1.81 – 2.60 agree (a) strongly disagree (sd) 1.00 – 1.80 strongly agree (sa) table 5: means and descriptive ratings of the students’ views on the use of indigenous game-based activities statement mean di 1. indigenous games motivate me to learn physics. 4.71 sa 2. i see no value on the use of indigenous games in teaching physics concepts. 4.76 sd 3. indigenous games are important sources of scientific information. 4.69 sa 4. physics is one of the least useful subjects that i have taken even with the use of indigenous games. 4.62 sd 5. using indigenous games in physics makes me experience thrills in science. 4.61 sa 6. i find indigenous game-based activities difficult to perform. 4.19 d 7. indigenous game-based activities in physics challenge me to study more about the subject. 4.57 sa 8. i don’t want to skip my physics class especially when my teacher introduces indigenous games. 4.30 sa 9. using indigenous game-based activities makes me see the relevance of physics in our lives. 4.92 sa 10. indigenous game-based activities make physics dry and boring. 4.76 sd 11. having fun and learning at the same time make physics an enjoyable subject. 4.78 sa 12. indigenous games in physics can ease my burden in solving physics problems. 4.54 sa 13. game-based activities help me appreciate my cultural heritage. 4.38 sa 14. indigenous games lessen my knowledge on the mathematical formulation of physics concepts. 4.19 d 15. indigenous games make physics concepts difficult for me to learn. 4.21 sd 16. indigenous games make me uncomfortable in my physics class because i work on my own pace. 4.26 sd 17. i am distracted in learning physics concepts if we play. 4.60 sd 18. play and experimentation are valuable forms of learning physics concepts. 4.52 sa 19. i am not comfortable in playing and learning at the same time. 4.24 sd 20. learning physics through games is time consuming 3.83 d overall mean 4.48 sa conclusion and recommendations the indigenous game-based activities are valid and effective instructional materials in teaching physics and could enhance the performance of the students. furthermore, the physics performance of the students can be intensified when they work cooperatively as they play and learn. that is, they see themselves not as competitors but as sources of ideas. when the activities are used in teaching, physics becomes interesting, motivating, challenging, enjoyable and full of fun, not difficult to learn and understand because they are applicable and relevant, not time consuming because they ease students’ burden in problem-solving, elicit maximum participation among learners, and ensure greater retention of the concepts they learn. in light of the findings of this research, the following recommendations are hereby presented: teachers should be encouraged to use and design more indigenous gamebased activities as springboards for explaining physics concepts. there should be in-service seminars and training for teachers and writers using indigenous games to teach science concepts. questions in the achievement test should use terms from the toys and games in the activities to make the test more relevant and valid. https://journals.e-palli.com/home/index.php/ajmri pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 61-69, 2023 introducing indigenous game-based activities in physics classes is one way of orienting students to an aspect of their cultural heritage and to the relevance of physics in their lives. therefore, the government should support the deped thrust of promoting science culture through community-based learning resources by allocating national and local funds to public schools to produce activity materials. more research must be done to test the effectiveness of the indigenous game-based activities in teaching other topics in physics or other science subjects a wider try-out on the effectiveness of the indigenous game-based activities should be done to verify further their validity as instructional materials. reference baraoidan, l. r. (1990). perceptions of students, teachers, school administrators and parents regarding the use of community resources for physics instruction in ilocos norte. unpublished master’s thesis. university of the philippines, diliman, quezon city. calzada, m. p. t., & antonio, v. v. (2023). effectiveness of quiz, quiz, trade incorporating hugot and pop rock songs in enhancing students’ performance in earth science. american journal of multidisciplinary research and innovation, 2(2), 121–129. https://doi.org/10.54536/ ajmri.v2i2.1458 chu, h., treagust, d. f., & chandrasegaran, a. l. (2008). naïve students’ conceptual development and beliefs: the need for multiple analyses to determine what contributes to student success in a university introductory physics course. research in science education, 38(1), 111–125. https://doi.org/10.1007/ s11165-007-9068-3 dagnew, a. 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(2020). game on: exploring the effectiveness of game-based learning. planning practice and research, 35(5), 589–604. https://doi.org/10.1080/02697459.2020.1778859 morales, m. p. e. (2016). exploring indigenous gamebased physics activities in pre-service physics teachers’ conceptual change and transformation of epistemic beliefs. eurasia journal of mathematics, science and technology education, 13(5). https://doi. org/10.12973/eurasia.2017.00676a moro, k. c. (2023, february 28). integrating ivatan indigenous games to learning module in physics: its effect to student understanding, motivation, attitude, and scientific sublime. https://www.icaseonline.net/ journal/index.php/sei/article/view/475 navarro, a. m. (2022). school infrastructure in the philippines: where are we now and where should we be heading? ideas.repec.org. https://ideas.repec. org/p/phd/dpaper/dp_2022-10.html olatunbosun, s. m. (2020). effects of kagan structure instruction on college of education students’ performance in basic science in ekiti state, nigeria. mobolaji|journal of education and practice. https://www. iiste.org/journals/index.php/jep/article/view/51251 osborne, j., simon, s., & collins, s. d. (2003). attitudes towards science: a review of the literature and its implications. international journal of science education, 25(9), 1049–1079. https://doi. org/10.1080/0950069032000032199 putranta, h., kuswanto, h., hajaroh, m., dwiningrum, s. i. a., & rukiyati. (2021b). strategies of physics ‘learning based on traditional games in senior high schools during the covid-19 pandemic. revista mexicana de fisica e, 19(1). https://doi.org/10.31349/ revmexfise.19.010207 paris, j. (2019). philippines ranks among lowest in reading, math, and science in 2018 study. https:// www.rappler.com/nation/246422-philippinesranking-reading-math-science-pisa-study-2018 sahin, m. (2009). exploring university students’ expectations and beliefs about physics and physics learning in a problem-based learning context. eurasia journal of mathematics, science and technology education, 5(4). https://doi.org/10.12973/ejmste/75283 santos, m. p. (2002). enhancing students’ ability to understand concepts on alcohol through gamemodeling. an action research. mmsu-ce, laoag city. soriano, j., & vargas, d. (2021). adequacy of instructional materials and facilities for the implementation of k-12 basic education program. social science research network. https://doi.org/10.2139/ssrn.3813237 suguitan, l., & natividad, e. (2022). localized gamebased learning activities in mathematics 7 (lgblas). american journal of multidisciplinary research and innovation, 1(4), 210–227. https://doi.org/10.54536/ ajmri.v1i4.723 ubina, t. d. (2002). validated computer simulated projectile motion experiments (c-spex). unpublished master’s thesis. mmsu-graduate school, laoag city. yazicioglu, s. (2021). game-based activities related to light and sound unit and students’ views. https:// eric.ed.gov/?id=ej1310116 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 51 american journal of multidisciplinary research and innovation (ajmri) unpacking the effects of high staff turnover in zimbabwean government hospitals tawanda dzvairo1* volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1242 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 27, 2023 accepted: march 07, 2023 published: march 25, 2023 economic factors in the international scene have attracted trained and qualified health personnel in other countries. the mass exodus has been happening at an alarming rate, resulting in disadvantaged countries losing effective hospital staff. staff turnover has been witnessed in government administered hospitals in zimbabwe. both low and high staff turnover has proven to affect the healthcare system. this is evident in the poor health service that is being delivered after qualified and experienced doctors, nurses and other related personnel have left their work places in search of better opportunities and greener pastures. the study gathered findings from related literature and distributed questionnaires around selected hospitals in an attempt to evaluate and assess the effects of high staff turnover in zimbabwean hospitals. thus, a survey on the results of being short staffed due voluntary hospital staff turnover has shown the negative effects of staff turnover in zimbabwean hospitals. the study included four government hospitals (gh) as case studies, these are; chivhu, sadza, kotwa and marondera hospitals. the study reviewed that 95% of the respondents indicated that there was a record of staff turnover at their respective hospitals. the research results showed that nurses constituted the most staff members leaving government hospitals, making up 29.49% of the total turnover in the four gh involved in the study. the destination for those nurses and other medical practitioners was regarded as ‘g mainly regarded as ‘greener pastures’ in the united kingdome effects of staff turnover was the shortage of qualified and experienced staff members in hospitals in zimbabwe which affected the quality-of-service delivery. this article gives in detail the objectives, results and recommendations for the topic in question. keywords staff, turnover, government hospitals, zimbabwe introduction it is challenging to efficiently staff healthcare facilities due to high turnover rates, which has a variety of implications on the caliber of care provided to patients. poor nurse staffing is related to greater patient mortality rates because low nurse-to-patient ratios lead to fewer nursing care hours for each patient. due to the terrible economic circumstances now existing in zimbabwe, healthcare professionals have crossed borders and irregularly migrated in search of better economic possibilities within the region and overseas. this problem has an effect on both patient welfare and service delivery in the health sector. the gap that was identified in the literature analysis indicated that the consequences of excessive staff turnover in zimbabwean gh needed to be thoroughly evaluated. this study was unique in that it chose four public hospitals as its target population. in order to determine the presence and effects of staff turnover specifically in gh, the study addresses significant elements. objectives • to assess the effects of staff turnover in zimbabwean gh. • an evaluation of challenges associated with staff shortages in hospitals. • determining possible challenges that the government can employ to retain government hospital staff. literature review the past few years have seen a lot of research on staff turnover across disciplines. healthcare related research has also been excluded on the subject of staff turnover. as a result, hospitals have been experiencing negative effects from employee turnover that are felt by both patients and hospitals. in a study published in 2020, kanyumbaya and msosa examined the impact of a hospital’s retention strategies on service quality. the findings of this study showed a strong link between service delivery and retention strategies. this research contributes to the corpus of information on retention strategies in the health sector in developing nations with poor working and economic conditions. this is in line with the study made by kanyumbaya, and msosa (2020). while they fought valiantly to retain competent and talented medical workers, zimbabwe’s public sector institutions lost the majority of their trained experts. this began in the years 2008 and 2009. examining the causes, impacts, and strategies for lowering staff attrition in the health industry were the main objectives of the study by madhekeni and taderera, (2012). the study made the case that the status of the economy has a big impact on how much employee attrition occurs in organizations by using council clinics as case studies. because hospital workers are in demand abroad, the study’s conclusion by madhekeni and colleagues advised improving working conditions. they depart from the underdeveloped nations 1 college of health, agriculture and natural sciences-department of public health and nursing, africa university, zimbabwe * corresponding author’s e-mail: thabanidzvairo@gmail.com https://doi.org/10.54536/ajmri.v2i2.1242 https://journals.e-palli.com/home/index.php/ajmri mailto:thabanidzvairo%40gmail.com?subject= pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 51-57, 2023 where they are unappreciated in order to get employment in other, more developed nations the better wages and working conditions. in addition to the above, chikanda, (2007) looked on the emigration of medical professionals from zimbabwe amid a worsening political and economic crisis. to prove that this movement was significant and that economic difficulties are mostly to blame, chikanda chose a few health institutions in his study. therefore, this outflow has had a severe influence on the health system’s beneficiaries, particularly the poor who are unable to pay for the alternative health services offered by the betterstaffed and equipped private clinics and instead turn to traditional and faith healers. based on the study’s findings, chikanda (2007) came to the conclusion that long-term solutions to stem zimbabwe’s medical mass emigration must address both economic and political issues. in zimbabwe, nurses have been moving from the public to private health sectors in addition to the aforementioned contributing factors. consequently, the mass mobility has led to the establishment of private healthcare facilities in surrounding nations (chikanda, 2005, chimbari et al, 2008 and liang, et al, 2012). the effects of hospital staff turnover have been shown to be a loss for hospitals, which experience significant financial losses each year as a result of the high turnover rate (zhakata, bhebhe & karedza, 2017). in zimbabwean mission hospitals, maverutse (2015) found that job satisfaction and working conditions are positively correlated with one another. the study promoted stronger benefit programs, rules, and pay scales to recruit and retain more skilled healthcare professionals for zimbabweans’ benefit (maverutse, 2015). non-managerial employees have a higher labor turnover rate, partly attributed to ineffective reward system administration (malvern, michael & crispen 2010). the study is corroborated by hongoro (2001), who suggested that fundamental policy design faults related to how hospitals are financed, governed, and managed have an impact on hospital performance. the hospital staff appears uninterested in managing their institution because there aren’t enough incentives in place. thus, it was discovered that a variety of internal hospital problems had an impact on hospital performance which in turn had direct impact on turnover intention. according to the chimbari, madhina, nyamangara, mtandwa, damba’s study from 2008, the zimbabwean health system prioritizes qualified staff while not giving value to candidates in training for the existing posts (chimbari, madhina, nyamangara, mtandwa & damba, 2008). thus, earlier studies supporting literature has outlined the causes of health workers’ migration. as a result of the high staff turnover rate, studies have identified a strong negative correlation between nurse staffing levels and mortality. according to statistics linking nurse staffing to patient mortality, increasing the number of nurses on duty proved to aid in improving quality of service delivery. numerous studies, have demonstrated the need of adequate nurse staffing levels for obtaining positive patient outcomes (person, et al, 2004 and rothberg, et al, 2005). this study addressed the gap of turnover in gh in zimbabwe. thus, unlike earlier researches presented in the related literature, this research focusses specifically on state managed public hospitals. methodology a descriptive cross-sectional study approach was used. using a planned random sample technique, four government hospitals were selected. data was gathered through interviews and questionnaires that were created with the research aims in mind. the data were examined using statistical package for social sciences (ssps) software to calculate the effect of hospital staff turnover. the researcher used cronbach’s alpha coefficients. this helped solve the issue of validity and reliability of the study’s findings. results this section describes the demographic characteristics of the respondents of the study. these profiles include gender, age, working experience and academic qualifications. the majority, 60%, of the study respondents specified that they were male while 40% indicated that they were female. it can be noted that most of the respondents (40 %) indicated that they were in the 31 to 40 years age group, followed by a considerable proportion (35%) who said they were between the ages of 41 to 50 years. an additional 17.5% of the respondents specified that they were between 21 to 30 years while the minority, 7.5% were above 50 years of age. according to survey data, most of the study respondents had 11 to 20 years of working experience in the operation field under consideration, constituting 47.5% of the participants. these were followed by 30% who specified that they had five to ten years of working experience with the minority, and 10%, who specified that they possessed over 20 years of working experience. lastly, table 1 below depicts the academic qualification responses obtained from the survey in which most of the respondents (52.5%) specified that they had attained a first degree. table 1: academic qualifications academic qualification frequency percent valid percent cumulative percent valid diploma 15 37.5 37.5 37.5 first degree 21 52.5 52.5 90.0 masters' degree 4 10.0 10.0 100.0 total 40 100.0 100.0 https://journals.e-palli.com/home/index.php/ajmri pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 51-57, 2023 the results further indicate that 37.5% indicated that they had a diploma in nursing while those who had attained a master’s degree only constituted 10% of the participants. reliability tests to test the reliability of the scales of measurement used in coming up with the questionnaires, the researcher used cronbach’s alpha test, and the following results were obtained. that have left the included institutions since 2020. table 4 below depicts the results obtained from the study. table 2: reliability test results constructs cronbach’s alpha coefficient causes of staff turnover 0.756 effects of staff turnover 0.769 strategies to retain hospital staff 0.883 from the results table shown above, it can be noted that all coefficients were reliable as these were above 0.7 which according to connelly (2014) is the acceptable benchmark for consistency and dependability. moreover, according to guenzi and pelloni (2004), measurement scales that have alpha coefficients less than 0.6 are considered unacceptable. causes of turnover in hospitals the first objective of the research was to determine the causes of staff turnover in hospitals in zimbabwe. however, responses were first inquired to indicate whether there had been a record of staff turnover at their respective hospitals. of the four hospitals and the 40 participants involved in the study, 95% of the study respondents indicated that there was a record of staff turnover at their respective hospitals. however, only 2.5% noted that staff turnover was not a cause for concern while another 2.5% indicated that they were not sure. table 3 below shows the descriptive statistics that were generated from the responses obtained on the inquiry. table 2: reliability test results statistics can you say that there has been a record of staff turnover at this hospital? n valid 40 missing 0 mean 1.0750 std. deviation .34991 source: survey data a response-generated mean score of 1.0750 indicates that, on average, respondents indicated “yes” implying that they were on average of the opinion that there had been a record of staff turnover at their respective hospitals. furthermore, the research also sought to establish the department of staff mostly affected by turnover. in this regard, the hospital management and administration were inquired to provide details of the number of staff table 4: prevalence of staff turnover department of staff frequency percentage of total turnover doctors 16 7.37% nurses 64 29.49% medical aides 20 9.22% clerical staff 23 10.60% food services staff 9 4.15% pharmacy staff 11 5.07% ict staff 7 3.23% volunteers 54 24.88% therapists 11 5.07% social workers 2 0.92% total 217 100.00% source: survey data from the results presented in table 4 above, it can be noted that nurses constituted the most staff members leaving hospitals and these made up 29.49% of the total turnover in the four hospitals involved in the study. it can also be noted that volunteers constituted 29.49% of the total turnover, medical aides 9.22%, doctors 7.37% and therapists 5.07% of the total turnover in the hospitals involved in the study. as illustrated in table 4 above, the least affected group or department of staff was the hospital’s social workers department with a turnover percentage of 0.92. upon establishing the prevalence of staff turnover in gh involved in the study, the study in pursuit of fulfilling the first objective, sought to determine the causes of staff turnover in these hospitals. to achieve the objective and solicit responses, the study utilized a five-point likert scale with responses ranging from one (strongly disagree) to five (strongly agree) with the mid-point, three representing a neutral perspective on the inquiry. frequencies, means, and standard deviations were used to present the findings of the study. means were rounded off to the nearest integer on the likert scale used to represent the average opinion of respondents. for example, a mean of 2.6 would be rounded off to three, which on the five-point likert used would represent a neutral perspective. table 5 below presents the results obtained from the study. according to the results presented above, 45% of the respondents agreed on the point that staff turnover in zimbabwean gh was a result of poor working conditions within the four hospitals. these were supported by a similar proportion of the participants who strongly agreed to the cause inquired. however, 10% of the participants were neutral. the responses generated in this regard generated a mean score of 4.3500 which implies that, on average, respondents agreed that poor working conditions https://journals.e-palli.com/home/index.php/ajmri pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 51-57, 2023 in hospitals were causing staff turnover. a small standard deviation of 0.66216 which is less than one implies that responses were relatively clustered around the mean thus cementing or supporting the general representativeness of the obtained mean. it can also be noted that there was unanimous agreement among respondents regarding the implications of poor remuneration and incentives on staff turnover in zimbabwean gh as all respondents specified that they strongly agreed. moreover, most of the study respondents, 65%, also agreed that poor living conditions were causing high staff turnover in zimbabwean gh. a response-generated mean score of 4.1500 implies that respondents, on average, agreed with the causes under consideration. similar results can also be observed concerning inadequate, obsolete and lack of workrelated infrastructure as a cause of high labour turnover in hospitals as implied by a mean score of 4.3000 and a small standard deviation of 0.57957. upon being inquired on whether the inadequacy of medical supplies and drugs was a cause for concern when it comes to staff turnover, the majority of the study respondents (50%) agreed and these were also supported by 12.5% who strongly agreed. however, the minority, 5% disagreed while 32.5% chose to be neutral to the inquiry. the responses, however, generated a mean score of 3.7000 , implying that respondents agreed with the assertion on average. similarly, respondents, on average, also agreed that staff turnover was caused by the lack of career prospects and poor employee and hospital management as implied by respective mean scores of 4.2750 and 4.0000. in addition to the determination of the causes of staff turnover in the four hospitals involved in the study, the study also sought to establish the department of staff mostly affected by turnover. in this regard, the hospital management and administration were inquired to provide details of the number of staff that have left the included institutions since 2020 from the government. effects of turnover the second objective of the study sought to assess the effects of staff turnover in zimbabwean gh. table 6 below illustrates the results obtained from the study. results presented above indicate that most of the respondents, 67.5%, strongly agreed that high staff turnover results in the shortage of qualified and experienced staff members in hospitals in zimbabwe. these were supported by 32.5% of the study participants who also indicated that they agreed with the assertion table 5: causes of staff turnover in hospitals cause 1 2 3 4 5 mean st. dev. poor working conditions 0% 0% 10% 45% 45% 4.3500 0.66216 poor remuneration and incentives 0% 0% 0% 0% 100% 5.0000 0.00000 poor living conditions 0% 0% 10% 65% 25% 4.1500 0.57957 inadequate, obsolete and unavailable workrelated infrastructure 0% 0% 10% 50% 40% 4.3000 0.46487 inadequate medical supplies and drugs 0% 5% 32.5% 50% 12.5% 3.7000 0.75786 lack of career prospects 0% 2.5% 5% 55% 37.5% 4.2750 0.67889 poor management 0% 5% 15% 55% 25% 4.0000 0.78446 source: survey data table 6: effects of staff turnover effect 1 2 3 4 5 mean st. dev. shortage of qualified and experienced staff 0% 0% 0% 32.5% 67.5% 4.6750 0.47434 increased stress, anxiety and work overload on existing employees 0% 0% 0% 15% 85% 4.8500 0.36162 costly to train new staff 0% 15% 55% 30% 4.1500 0.66216 compromises service delivery 0% 5% 95% 4.9500 0.22072 costs the hospital a lot of resources 0% 5% 12.5% 55% 27.5% 4.0500 0.78283 results in low staff morale 0% 5% 15% 47.5% 32.5% 4.0750 0.82858 delays in transfers 0% 12.5% 20% 50% 17.5% 3.7250 0.90547 challenges in maintaining organizational culture 0% 2.5% 22.5% 47.5% 27.5% 4.0000 0.78446 longer waiting periods for patients 0% 0% 0% 62.5% 37.5% 4.3750 0.49029 disruption in service delivery 0% 0% 0% 50% 50% 4.5000 0.50637 low productivity 0% 0% 0% 45% 55% 4.4000 0.59052 source: survey data https://journals.e-palli.com/home/index.php/ajmri pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 51-57, 2023 probed. these responses generated a mean score of 4.6750 implying that, on average, respondents strongly agreed that staff turnover has a negative impact in zimbabwean gh as it results in a shortage of qualified and experienced staff who are most likely going to be replaced by comparably less qualified and experienced members. a small standard deviation of 0.47434 implies that responses were relatively clustered around the mean thus cementing or supporting the general representativeness of the obtained mean. in addition, respondents were also inquired to indicate their level of agreement with the assertion that staff turnover increases stress, anxiety and the workload of existing employees. in response to the inquiry, the majority, 85%, of the study respondents strongly agreed. again, these were supported by the remaining 15% who also specified that they agreed with the statement probed. a mean score of 4.8500 and a standard deviation of 0.36162 indicate that, on average, respondents strongly agreed that staff turnover increased stress, anxiety, and work overload on existing employees. more similar results were also obtained with the regard to the effect of staff turnover on service delivery as implied by a mean score of 4.9500. this, therefore, implies that respondents, on average, strongly agreed that staff turnover disrupts and comprises service delivery. results in table 6 further indicate that most of the study respondents, 55%, agreed that high staff turnover costs the hospital a lot of resources in terms of training and mentoring new staff members. an additional 30% of the participants strongly agreed with the assertion. however, the minority, only 15% of the respondents remained neutral to the inquiry. a mean score of 4.1500 and standard deviation of 0.66216 however implies that, on average, respondents agreed that labour turnover is costly for the hospitals in zimbabwe. furthermore, a mean of 4.0750 also indicates that on average, respondents agreed that staff turnover in hospitals affects the morale of the remaining employees. results in table 6 also show that respondents were, on average, in agreement with the assertions that staff turnover results in delays in transfer with a mean of 3.7250, challenges in maintaining organizational culture (4.0000), longer waiting periods for patients (4.3750) and low employee productivity (4.4000). proposed strategies the government can employ to retain hospital staff the study also sought to determine the strategies the government can employ to retain hospital staff. the following results were obtained from the survey using the same criteria as used above. table 7: strategies to retain hospital staff strategy 1 2 3 4 5 mean st. dev. increase in remuneration packages 0% 0% 0% 0% 100% 5.0000 0.00000 improving working conditions 0% 0% 0% 12.5% 87.5% 4.8750 0.33493 procurement of new equipment 0% 0% 0% 30% 70% 4.7000 0.46410 maintenance of existing infrastructure 0% 0% 0% 15% 85% 4.8500 0.36162 employee training and development 0% 0% 0% 17.5% 82.5% 4.8250 0.38481 give employees as much autonomy 0% 2.5% 25% 50% 22.5% 3.9250 0.76418 career developmental opportunities 0% 0% 0% 7.5% 92.5% 4.9250 0.26675 address the socio-economic needs of health workers 0% 0% 0% 0% 100% 5.0000 0.0000 source: survey data results presented in table 7 above indicates that there was unanimous agreement among respondents that the government should increase remuneration packages to retain hospital staff and reduce turnover rate as all respondents strongly agreed with the inquired strategy. moreover, results from the study also indicate that most respondents (87.5%) agreed that working conditions need to be improved and conducive to curb high staff turnover. these were again supported by 12.5% who also agreed with the strategy. a mean score of 4.8750 and a standard deviation of 0.33493 imply that, on average, respondents strongly agreed that working conditions in hospitals need to be improved to retain employees who might have intentions to leave. additionally, a response-generated mean of 4.7000 indicates that respondents, on average, strongly agreed that the government ought to procure new health-related equipment in hospitals to curb labour turnover. again, results obtained also indicated that respondents, on average, strongly agreed the government should maintain existing infrastructure in hospitals to curb the menace of high labour turnover in government hospitals. this is implied by a mean score of 4.8500 obtained after 15% and 85% of the study respondents agreed and strongly agreed, respectively, that the government needs to maintain existing infrastructure to retain employees with intentions to leave as a result of poor and dilapidated infrastructure in government hospitals. moreover, results also show that respondents, on average, strongly agreed that to retain hospital staff, the government should endeavor to train and develop hospital employees as implied by a mean score of 4.8250 and a small standard https://journals.e-palli.com/home/index.php/ajmri pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 51-57, 2023 deviation of 0.38481. similarly, respondents, on average, also strongly agreed that the government should offer career development opportunities and address the social economic needs of employees as implied by respective mean scores of 4.9250 and 5.0000 and smaller standard deviations that are less than one. results also show that most respondents (50%) agreed that employees should be given as much autonomy as they can handle in conducting their duties as a strategy to retain employees. these were supported by a considerable proportion, 22.5%, of the study participants who also indicated that they strongly agreed with the strategy inquired. however, a quarter of the study respondents remained neutral while the minority, only 2.5%, disagreed with the notion that employees should be given as much autonomy as a strategy to curb staff turnover in hospitals. a mean score of 3.9250, which corresponds to four on the likert scale utilized, implies that respondents were on average in agreement with the strategy of providing employee autonomy in their daily task. discussion in accordance with the findings above, 45% of respondents concurred that the unfavorable working conditions in zimbabwean gh contributed to high staff turnover. according to the study’s findings, nurses made up the largest group of employees who left hospitals, accounting for 29.49% of all staff turnover in the four hospitals examined. additionally, it should be highlighted that all respondents said that they highly agreed, demonstrating unanimity among respondents regarding the effects of inadequate compensation and incentives on staff turnover in zimbabwean gh. the majority of study participants also concurred that the high staff turnover in zimbabwean gh was a result of poor living circumstances. similar findings may be made about poor, out-of-date, and lack of workplace infrastructure as contributors to high staff turnover in hospitals. when asked if inadequate medical supplies and drug availability was a reason for concern when it came to staff turnover, the majority of research participants agreed, and this was reinforced by 12.5% of those who strongly agreed. in a similar vein, respondents generally concurred that bad employee and hospital management, a lack of career possibilities, and high staff turnover were to blame. thus, once the staff was employed, there were no career development programs by the government to improve or advance the career prospects. hence, if by chance one finds the first chance to further their career opportunities, they leave their jobs for better ones. therefore, hospital turnover has had a detrimental impact. in zimbabwean gh, staff turnover is detrimental because it causes a shortage of skilled and experienced employees who are most likely to be replaced by individuals who are similarly under qualified and inexperienced. additionally, respondents were asked to rate how much they agreed with the statement that staff turnover makes existing employees more stressed, anxious, and overworked. the majority, 85%, of the study participants strongly agreed with the probed statement in response to the question, and this was further corroborated by the other 15% of participants who also explicitly agreed. finally, the study showed that staff turnover disrupts and comprises service delivery. recommendations firstly, the study recommended that the government raise compensation packages to retain hospital workers and lower the turnover and turnover intention rate. furthermore, to counter the threat of excessive staff turnover in gh, the government should sustain the current infrastructure in hospitals. this will improve working conditions in hospitals and aid in retaining staff members who may otherwise plan to quit. with the suggestions made by this study, the government would keep on board workers with turnover intention. conclusion there has been significant staff turnover in gh due to poor remuneration and dilapidated infrastructure in zimbabwe. this was evident in this study that was carried out at these four study sites. government should address the highlighted challenges so that health care workers can be retained thereby improving the quality of services that are offered to the population of zimbabwe. if this achieved then the country can meet its mission of offering quality health care services which in-line with its mandate of the national development strategy 1 from year 2021 to 2025 (nds1) which has a strong relationship with the united nations sustainable development goals. reference aiken lh, clarke sp, and sloane dp, (2002). hospital staffing, organization, and quality of care: crossnational findings. int j qual health care., 14, 5-13. https://doi.org/10.1093/intqhc/14.1.5 blegen ma, goode cj, and reed l, (1998). nurse staffing and patient outcomes. nurs res., 47, 43-50. https:// doi.org/10.1097/00006199-199801000-00008 blegen ma, vaughn t: (1998). a multisite study of nurse staffing and patient occurrences. nurs econ, 16, 196203. chiboiwa, w.m., samuel, o.m, and chipunza, c., (2010). an examination of employee retention strategy in a private organization in zimbabwe. african journal of business management, 4(10), 2103-2109. chikanda, a., (2005). nurse migration from zimbabwe: analysis of recent trends and impacts. nursing inquiry, 12(3), 162-174. https://doi.org/10.1111/ j.1440-1800.2005.00273.x. chikanda 1, a., (2007). medical migration from zimbabwe: magnitude, causes and impact on the poor. development southern africa, 24(1), 47-60. chimbari, m.j., madhina, d., nyamangara, f., mtandwa, h., damba, v. and africa, s., (2008). retention incentives for health workers in zimbabwe. https://journals.e-palli.com/home/index.php/ajmri pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 51-57, 2023 hongoro, c., (2001). costs and quality of services in public hospitals in zimbabwe: implications for hospital reform (doctoral dissertation, london school of hygiene & tropical medicine). https:// doi.org/10.17037/pubs.01649006 kanyumbaya, b. and msosa, s.k., (2020). retention strategies of healthcare professionals as a tool for effective service delivery in the zimbabwean health sector. eurasian journal of business and management, 8(2), 51-62. liang, y.w., chen, w.y., lee, j.l. and huang, l.c., (2012). nurse staffing, direct nursing care hours and patient mortality in taiwan: the longitudinal analysis of hospital nurse staffing and patient outcome study. bmc health services research, 12(1), 1-8. https://doi. org/10.1186/1472-6963-12-44 madhekeni, a. and taderera, h., (2012). medical staff attrition in local authorities’ experiences from harare city council maternity clinics, journal of public administration and governance, 2(2). https://doi. org/10.5296/jpag.v2i2.1614 maverutse, w., (2015). impact of working conditions on job satisfaction: the case of employees in zimbabwean mission hospitals. https://cris.library. msu.ac.zw//handle/11408/2366 needleman j, buerhaus p, mattke s, stewart m, zelevinsky k: (2002). nurse-staffing levels and the quality of care in hospitals. n engl j med, 346, 1715-1722. 10.1056/ nejmsa012247. needleman j. (2004). nurse staffing and patient outcomes in hospitals. final report for health resources services administration, contract no. 230990021. person sd, allison jj, kiege ci, weaver mt, williams od, centor rm, & weissman nw. (2004). nurse staffing and mortality for medicare patients with acute myocardial infarction. med care., 42, 4-12. 10.1097/01.mlr.0000102369. 67404.b0. rothberg mb, abraham i, lindenauer pk, rose dn, (2005) improving nurse-to-patient staffing ratios as a cost-effective safety intervention. med care., 43,785791. 10.1097/01.mlr.0000170408. 35854.fa. zhakata, l., t. b. bhebhe, and g. karedza. (2017). an investigation of factors affecting employee performance among millennials in the public service in zimbabwe: a case of hospitals in zvimba district. iosr journal of economics and finance, 8(1). https:// 10.9790/5933-08010390108 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 99 american journal of multidisciplinary research and innovation (ajmri) poetry of the chito s. roño literary awards: a new criticism reading and translation angelo b. velarde1, erwin l. purcia1*, karen cheyserr b. makiling2 volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1161 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 04, 2023 accepted: february 02, 2023 published: february 15, 2023 the present paper translates the poem selected from waray into english of the chito s. roño literary awards, and applies new criticism in the textual analysis. it focuses on the translator’s role as a linguistic and cultural interpreter in faithfully rendering the nuances of the literary text from waray to english. before developing a strategy for translating the source text into the target language, translators understand the relationship between the source language and culture. the translation of culturally specific items is central to the current study. strategies are based on newmark’s semantic translation, koller’s formal expressive equivalence, reiss’ text types, and vinay and darbelnet’s model giving a domesticated or foreignized effect on the product of translation. in addition to transferring meaning, the text’s cultural identity is emphasized as a pillar of the translation process. the collection of poetry talks about the universal themes of love and relationships, the essence of family life, life’s journey and the dynamics of society while the images and objective correlatives effectively represent human conditions. symbolisms and central metaphors reflect the values and human experiences of individuals. the poems do not have set rhymes and meter but are well-written in subtle, metaphorical lines, mirror life, and celebrate the waray language, reveal the waray sensibilities, and reflect the waray ideals and values which are also universal ideals and values proving that the waray language and culture are not inferior to the rest of the world. keywords new criticism, translation, poetry, waray literature, waray language, translation strategies introduction new criticism looks at a poem’s form and style on its own terms, regardless of its historical and cultural background or even the poet’s biography. instead of interpreting a work of literature based on reader responses, the author’s stated goals, or analogies between the text and historical settings such as the author’s life, the critic treats it as if it were a self-contained, self-referential object. this underlines the need of separating the work’s structure from its meaning, considering the two as having a quasiorganic unity. repetition, especially of images and symbols, as well as music and rhythm, are given special consideration (murfin, et.al., 1998). it is more of a collection of critical and theoretical approaches that all agree that the literary work is autonomous that formal and rhetorical features primarily determine its unity and meaning, and that it is free of any obligation to reflect on the social world in which it is produced or any ties to the author who creates it. poetry texts are heavily favored by new critics, in part because they better exhibit the ambiguity, irony, and contradiction that new critics regard as essential characteristics of poetic form. new critics insist on seeing the literary work as a self-contained work of art that can be characterized, studied, and evaluated without regard for the author’s goal or any other exogenous factor. the reviewers are more concerned with the aesthetic elements of the literary work than with the sources or biography. new critics aim to develop a type of criticism that is devoid of extraneous historical, moral, psychological, and sociological interpretations, allowing it to focus solely on the aesthetic quality of work. a piece of art is defined as a complete system of signs, or sign structures, that serve a specific aesthetic function. a literary work exists in its own right, with its own life, the sum of which is the harmonic interaction of all its parts. similarly, literary translation is used in the study because the poems chosen were initially written in the waray language. literary translation is essentially a style translation. style distinguishes between literary and non-literary writings while also bringing them together on a fundamental level. style, like translation processes, methods, and conventions, is culturally and historically changing, according to koster (2014), which explains his assessment of a work’s stylistic aspects as translation problems. according to koster, the translator reconstructs the intended meaning of the source text (st) by reconciling means and effect, much like the st author chooses from a repertoire of available expressions to achieve specific aesthetic, literary, or narrative effects. it is the translator’s job to select from a repertoire of conceivable means of expression in his language in order to convey the intended meaning of the source text and find ways to achieve parallel effects and a similar narrative. according to scott (2015), a translator is not expected to render the st’s linguistic elements exactly as they appear in the target text (tt), but rather to seek effect in the tt’s paralinguistics in certain vocal inflections or rhythmic choices, in certain dispositional and/or typographical maneuvers, wherever the reader’s psycho-physiological or kinesthetic needs demand it. translation in general—interlingual rendition, intralingual rendition, revision, and rewriting—allows and facilitates 1 department of education, philippines 2 monkayo college of arts, science and technology, philippines * corresponding author’s e-mail: erwin.purcia@deped.gov.ph https://doi.org/10.54536/ajmri.v2i1.1161 https://journals.e-palli.com/home/index.php/ajmri mailto:erwin.purcia%40deped.gov.ph?subject= pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 the introduction, transfer, or even reshaping of ideas and knowledge across or within cultures. (e.g., farahzad, 2013). george steiner writes: “without translation, we would be living in provinces bordering on silence”. this statement explains why translators are regarded as trailblazers who strive to cross these borders and bridge the gaps between languages and cultures in a process that “exceeds transferring the meaning of words from one language into another” (muhaidat & neimneh, 2011). further, translated texts are rich in studies such as understanding the deployment of persons, time, space and social relationships in the deictic field hence, identifying what meaning and effect are shaped and conveyed in the use of deictic expressions in a particular text and understanding the effect of deixis in translation (purcia, 2017). certainly, krein-kühle (2014) acknowledged that translation is a “very confined activity” that takes place in a zone of conflict between two opposing ideals: faithfulness to the reality of the source text and allegiance to the demands of the target language. furthermore, according to gutt (1991), the st’s original receivers are generally expected to be familiar with its background, and thus should be able to complete the message that the poet intends on their own: “poetic effects arise essentially when the audience is induced and given freedom to open up and consider a wide range of implicatures, none of which are strongly implicated, but which take on a life of their own.” as boase-beier (2017) points out, translated poetry necessitates more effort on the part of the reader to create a context that supports interpretation, and thus the translation process can be said to have “enhanced and intensified many of the poetic elements of the source text [...] stylistic study of translated texts might be expected to find that such texts possess. even within the same cultural background, poetic language is sometimes difficult and nearly never easy, as “english,” “french,” or “arabic” cover a wide range of contexts within a single language. de asis-nungay (2004) emphasized that the history of a nation can be learned from its constitutions, its laws, and its political statement. but the history of a nation’s spirit is in literature. waray literature is a wealthy collection of poems and oral and written stories. siday is particularly an enduring literary form that has survived through the years and has continued to evolve (1). at present, it is the most popular literary genre among local writers in samar and leyte. writing in waray is a vital part of the waray society as it reflects the identity and culture of its people. hence, it is important to integrate waray literature in the classrooms. this would allow a deeper understanding of one’s culture through contextualized learning strategies including local literature. waray literature has to be taught not only the reading of it but also side by side with the writing of it because it is an affirmation that waray language and literature are not inferior to the language and literature of the other parts of the world. despite this, the siday has generally been relegated to the margins of academic study. sugbo (2003) explained that there has been a renewed interest in local literature as new waray writing is being created, sparked by writers and waray academics who conduct writers’ workshops in which they teach the art of poetry and fiction. today’s waray poetry is subtle and lightweight, metaphorical and creative, in contrast to previous generations’ poetry. he went on to say that the new policy requiring students to research local literatures in school has aided young people in becoming more mindful of their own literatures, as well as the ideals and understanding of their cultures, through reading local literatures. alunan (2017) discussed one problem that teachers face when they teach literature in the native language which is the lack or absence of materials. the current system of education has alienated students from their own cultures because they focused more on learning anglo saxon literatures which are written in english. one of the problems in any college or university of students learning literature is that literary studies is at the bottom of the educational chain, reviled and despised by instructors, students, and administrators who don’t understand its importance. tiempo (1996) says that one misconception in teaching literature is giving a large portion of the sixty minutes of a class meeting to the author’s life. biography is never a substitute for the work itself. the majority of the literature teachers in the country seem ill-equipped to teach literature courses. consequently, the students are not challenged to think, to rationalize, to analyze, and to evaluate. instead of developing their sensibility and making literature alive and enriching, literature teachers stunt the minds of students. cadden (1965) underscored that this problem in teaching literature, poetry in particular, where teachers teach poets and not the poetry itself, results in students becoming acquainted with poets but not experiencing the beauty that poetry has to offer. the translated poetry in this collection ensures that the siday along with other literary genres such as the susumaton written in waray will not die. further, this collection of poems and stories reflects the diverse nature of the waray language communities, which extend from the northern tip of samar south to most of leyte and parts of the biliran group of islands. hence, the collection demonstrates the richness and diversity of the waray language community, which is evident in the dialectical distinctions evident in the diverse poems and stories (alunan, 2017). the current study’s findings can thus draw attention to an important aspect of waray translation that is intertwined in the texture of literary texts. because of the cultural overlap between the different words in the waray language and english, as well as their profound impact on waray culture, and the various interpretations of their meanings, it is difficult to determine the exact lexical item that can be used to label each of those culture-specific items (csi) in the context of translation. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 as a result, the process of determining an appropriate equivalent term must take place within the context of cultural translation. the difficulties of translating the various classes of csis can be better understood if we consider that even transliterating these lexical items is difficult and usually results in multiple alternatives for the same words. to make matters even more difficult, the east and west have opposing viewpoints on many issues. for example, in terms of translating certain mythological creatures, easterners’ understanding of the startling, troublesome, frightening creature has little to do with the western media’s promising, magical, unthreatening image of the same creature. when it comes to translation, these issues have given rise to two opposing viewpoints. on the one hand, some argue that no single translation strategy can capture the true essence of certain csis. others, on the other hand, accept the broader concept of untranslatability and seek guidance from existing suggestions for dealing with nonequivalence. to overcome the problems that accompany the process of translating literary texts, particularly the siday, which becomes more complicated when the translator is faced with the problem of translating lexical items in the waray culture, a good mastery of literary translation methods and strategies is required. such lexical items, whose meanings are derived from various semantic fields such as mythology, folklore, and religion, present a translation challenge that the translator must approach with extreme caution. in light of this, the purpose of this paper is to investigate the translation of a collection of siday from waray into english, with a particular emphasis on how they are rendered in the english translation. additionally, this collection of poems is expected to be a rich resource of teachers in teaching literature in this part of the country in order to highlight the new poetics of eastern visayas while giving students and teachers an opportunity to have a deeper understanding of the siday as a literary genre through the lens of the new criticism theory. literature review to correctly contextualize the current study in the preexisting literature, a review of research that studied diverse literary pieces from within the tradition of the semantics analysis of textual spaces is required. new criticism moodley (2019) stylistics study of “from brutal poacher to delicate pastry chef,” a wildlife conservation prologue and visual narrative documentary, used a stylistic pluralism methodology based on leech and short’s (2007) four-category model of analysis. the study’s two texts began with contextualization, then a discussion of the title’s rhetoric, and finally an examination and discussion of the linguistic and stylistic features they produced. the study’s findings show that the texts were skillfully produced employing a variety of literary and stylistic qualities, including lexical and grammatical items, as well as components of semantic cohesiveness, to achieve the conservationists’ and sponsors’ goals. by placing the protagonist in a specific time period, the precise linguistic and stylistic choices in titles function as rhetoric. furthermore, literary devices such as alliteration and the creation of paragraphs and motions for order and emphasis, as well as semantic repetition give the text a unified and believable feel. mishra (2011) deconstructive stylistic reading of keat’s ode on a grecian urn employs deconstructive stylistics, which employs the formal criterion in linguistics to read literary texts as autonomous entities with the goal of objective description of lexical, syntactical, and phonological features in order to explore the text’s meaning. the study examines keats’ formal stylistic devices and grammatical devices in ode on a grecian urn, emphasizing the idea that formal stylistic markers can help and facilitate the deconstruction of a text’s meaning. the analysis exposes the poet’s use of interrogatives, negatives, alternants, and adversatives to maintain a condition of “mystery,” “doubts,” and flux by using diverse language components such as interrogatives, negatives, alternants, and adversatives. this method assists readers in becoming active learners and developing their creative and critical abilities as well as giving them the confidence to become independent readers. the material environment around carol ann duffy is entangled with her nonmaterial surroundings in “politics,” according to mhana, z. a. et al (2019) reading of carol ann duffy’s “politics” through unnatural ecopoetics. this argument is related to the concept of unnatural ecopoetics, which is seen as a new approach in ecopoetics when it comes to studying current poetry. the analysis demonstrates that the author uses material items from the readers’ environment to represent abstract ideas, which is analogous to the usage of objective correlatives in new criticism. the writer also employed imagery and figurative language to depict the people’s condition, which is reflected in the poem’s vivid portrayal. the poem’s textual space exposes material elements of the environment in the form of real things in a way that is linked with nonmaterial components portrayed in the poet’s emotion, experience, and philosophy. furthermore, in the literary realm of “politics,” the nonmaterial environment overlaps and occasionally overshadows the material or natural world. the study came to this conclusion after reading “politics” as an unnatural ecopoetics poem, because “unnatural ecopoetics focuses on how material elements, ranging from a tree to a taxi cab, intertwine with nonmaterial subjective experiences and express agency through the foregrounded textual space.” lahiani (2020) study, poetry in translation: travelling pleonasm and beyond, looks at the translatability of pleonasm, which is similar to the current study in that it looks at the translatability of the siday as a literary form. the study analyzes and contrasts english and french translations of an arabic pleonastic poem line. a suitable https://journals.e-palli.com/home/index.php/ajmri pa ge 10 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 translation of this stanza should produce an affectivestylistic equal, not just a direct language equal, that will capture and express the same appeal as the source text with a similar degree of literariness. a translator’s translation aesthetics are established within their cultural and disciplinary traditions of literary and translational aesthetics, as well as their distinctive notions about or interpretation of the source text, according to this study. each translation is the result of a unique interpretation of the original text, influenced by the translator’s cognitive background, beliefs, interests, perspectives, situations, and knowledge in each case. it is just as crucial for a translator to comprehend and appreciate the functions of the st’s artistic decisions as it is for them to be cognizant of the historical and biographical background that led to its creation. regardless of the translator’s method, it is ultimately the translator’s job to try to bridge gaps. a translator’s translation aesthetics are usually created within the traditions of literary and translational aesthetics in the field in which they work, as well as the translator’s beliefs about, or interpretation of the st. the preceding reviews are just a few examples of literary works whose meanings and effects have been filled out via semantic analysis and translation. according to the existing literature, stylistic studies on poems and other literary genres vary not only in terms of setting but also in terms of the language devices studied and study goals proposed. furthermore, no work has concentrated on the semantic examination of the translated siday in the region using the new criticism theory, at least none that this author is aware of. as a result, this work aims to add to the literature by semantically analyzing a translated siday as well as challenge other academics to take advantage of and focus some study efforts on the waray literary scene’s vast resource. translation literature is regarded as an artistic means of conveying meaning and the beauty of language. language and literature have a close relationship that enriches cultural knowledge and creates a contextualized form of the abstract imagination (suliman, md yunus & mohd nor, 2019). the sustained effort to render the aesthetic value of the text is perhaps the most important aspect of literary translation, because literary translation seeks to capture not only the meaning of its lexical items but also the aesthetic complexity of the source text (as-safi, 2006; kuhiwczak, 2003). this is due in part to the fact that literary translation is an interdisciplinary process that includes literary tradition and culture in addition to language (allen, 2015). such an interdisciplinary process, a type of creative process that requires a skilled translator to “use his/her skills in applying a distinctive creative process that incorporates the linguistic structures and the cultural environment of the target language.” (al-adwan & abuorabialedwan, 2019). as a result, the translator serves as both a linguistic and a cultural interpreter. thus, the translator has two primary roles to play during the translation process. first and foremost, he is the recipient of the source text and must fully comprehend both the explicit and implicit messages of the original cultural content. second, he is the message sender, and he must be able to find the best linguistic expression to render the source text’s cultural content (ivir, 2003). in other words, the translator must first comprehend the relationship between the source language and culture before devising a strategy for translating the source text into the target language. the significance of the relationship between language and culture stems from the fact that both evolved and influenced each other, resulting in “homologous mental realities” in which a language marks cultural identity (guessabi, 2013). furthermore, language shapes the speaker’s experience by establishing boundaries within the speaker’s world (lomas, 2018). even though “cultures are not isolated monads” (lomas, 2018), each culture has unique characteristics that set it apart from others. there are culturally “original words” in every language that belong to a specific cultural background and have a contextual nature of meaning (o’neill, 2013). such lexical items raise difficult questions that must be carefully addressed. according to li (2019), who investigated the impact of cultural differences on translation, the main differences between cultures are differences in values, customs, and thinking modes. these cultural differences can cause serious issues and impede the translation of a culturally rich text (almanna & farghal, 2015) to overcome these challenges, many scholars approach the translation of culturally bound terms from various angles. adoption of various approaches such as cultural transposition (dickins, hervey, & higgins, 2017), domestication and foreignisation (guessabi, 2013), and the emic-etic approach are examples of this (al-masri, 2009; almanna & farghal, 2015). it is also worth noting that, in order to grasp the broader meaning of “cultural translation,” the translator must remember that “the primary cause of cultural translation is the movement of people (subjects) rather than the movement of texts (objects)” (pym, 2010). klankert (2014) hammered home the same point, explaining that cultural translation extends beyond texts to include transferred material objects, concepts, knowledge, and practice. non-equivalence in translation according to li (2019), cultural differences can also present significant challenges when translating literary texts, resulting in a state of non-equivalence between the source and target texts. cultural differences, according to jiang and zhuang (2019), are one of the most important reasons for non-equivalence. non-equivalence is generally defined as “the target language having no direct equivalence for a word that occurs in the source text” (baker, 2018). as a result, the phenomenon of https://journals.e-palli.com/home/index.php/ajmri pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 non-equivalence, the causes of which are thoroughly discussed by baker (2018), may cause issues that impede the translation process. according to baker (2018), it is impossible to provide a sound guideline for dealing with language nonequivalence. types of equivalence, on the other hand, can be organized into specific categories to make handling them easier. as will be discussed later, various strategies are proposed to overcome non-equivalence, given that it is a common problem that any translator faces. baker (2018) proposed the eight strategies listed below to address the issue of non-equivalence. 1) translation by a more general word (superordinate), 2) translation by a more neutral/less expressive word, 3) translation by cultural substitution, 4) translation by a loan word or a loan word plus explanation, 5) translation by paraphrasing a related word, 6) translation by omission, 7) translation by illustration. baker (2018). method this study used content analysis of the winning siday of the chito s. roño literary awards contest via the new criticism theory. translation of the manuscripts was done to aid for the universal understanding of the poems. then, a critical reading of the poems followed using textual analysis particularly on the internal characteristics of the poems in the collection without any reference to the author. the researcher analyzed the manuscripts through the lens of new criticism. in the analysis of the poems, the focus of the researchers was on the internal characteristics of the text such as the persona and addressee, situation, images, symbols, objective correlatives, central metaphors, vehicles and tenors, structure, themes and organic unity. in terms of translation, the researchers use semantic translation according to newark which attempts to reproduce the precise contextual meaning of the original within the constraints of the target language grammatical structures. it transfers cultural words and preserves the degree of grammatical and lexical ‘abnormality’ in the translation. it differs from literal translation in that it respects context, interprets and even explains (metaphors, for instance). this paper is also guided by koller’s formal/expressive equivalence. this equivalence type is related to the form and aesthetics of the text, and includes wordplays and the individual stylistic feature of the source text. further, reiss’ text types is also one of the theoretical underpinnings of this paper. this emphasizes that the text, rather than the word or sentence, is deemed the appropriate level at which communication is achieved and at which equivalence must be sought. the translation of the poems from waray into english is done utilizing vinay and darbelnet’s model and the procedures used by de la rosa (1993) as cited in purcia (2022) in his paper “an ecocritical reading of selected sidays in baldesco’s poetic anthology “kawit.” the processes include addition/expansion, contraction/ reduction, functional equivalent, lexical borrowing, modulation, one-to-one translation-literal translation, paraphrase, and transposition. analysis and discussion the present study underscores the translation from waray into english and textual analysis of the winning siday of the chito s. roño literary awards. the following poems are presented in waray and a translation into english was provided in each piece along with the textual analyses through the lens of the new criticism theory. paghulat firie jill t. ramos ha akon paghulat mayda ko paksiw nga turingan, dagmay nga hinatokan, ngan kalinayan nga kan-on kay maabot ka na. yana, katima ko mag limugmog, pinaso an paksiw nga turingan, an dagmay na hinatokan, ngan sinanlag an kan-on. maghuhulat bisan pagpan-usan waiting « i waited / i had tulingan stewed in vinegar / dagmay leaves cooked in coconut milk, / and kalinayan rice / because you were coming. // now after washing my mouth / i heated the vinegared fish / the dagmay leaves / and fried rice. // i’ll wait, / though this food gets spoiled. the persona who is also the addressee may be a woman who talks to herself as she waits for someone (probably her lover) to come home. in the first stanza, the persona’s tone was optimistic. the second stanza revealed that she felt the need to wash her mouth in order to refresh because of her interminable waiting. the last lines suggested the persona’s persistence, patience and hope as shown by her willingness to wait no matter how long even if the food turns bad. the poet used gustatory images to concretize the persona’s love as in the adage “a way to man’s heart is through his stomach”. the use of local food as objective correlatives adds local color to the poem and these objects aptly represent the persona’s efforts for the sake of her beloved. the metaphor used in the poem which is the act of continuous waiting is reflective of the readiness to take risk and to sacrifice for the sake of love and relationship. di ka la maaram firie jill t. ramos hadto nagsusugba kita, nagkikilaw, sumsuman hinin paghahampang. napalit hin bahal nag tatagay tagay. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 ha usa nga baso nagsasaro han mga kamingaw, nagiipis ipis han mga kabaraka, huwad huwad han mga kahadlok. inin nga tanan ginhuhubad han kamapaso paso han imo butkon nga nakaalikos ha akon sugbong. maiha-ay na ako nga waray pagtatagay malilipay na it akon tatay, pati hi mana sikay kay waray na mautang hit iya tuba. manta, aanhon ko man an hilaba nga kinabuhi ug an kawaray utang, ngan libsog nga atay, kun kanunay gin-uuhaw an dughan. kun nakatara ka hin mas marasa nga bahal o mas marisyo nga kahampang, diri ko ikakabido kay naabot ha kada tagsa, an takna hin pagtakas. ako man la liwat it diri nagtatakas ha imo maghuhulat ako, bangin la. mag aano man ako “jackpot na pangarap” ko gud ikaw. di ka la maaram. you don’t know anything « we used to grill fish, make kinilaw / sumsoman when we got together. // we would buy bahal, / pour our drink / in one glass / share our loneliness together, /pouring out our worries, / dealing out our fears. // i understood many things, / with the warmth of your arms lying upon my / shoulders. // it’s been a long time since i had a drink / tatay would be happy,/ even mana sikay/ for i won’t be running up a credit for tuba in her / store. // but what do i need a healthy liver for / a long life without debts, / when my heart is always lonely?/ you might have found a better tasting bahal elsewhere / or a livelier drinking mate / i won’t get mad / surfeit comes to everyone / but not to me.// guess i’ll just wait, it could still happen./ you’re the jackpot i’ve been dreaming of./ you just don’t know it. the speaker talked to her own self as she remembered happy memories with her love interest, while she contemplated about her secret love for her ultimate dream. the first two stanzas showed the speaker’s recollections of her drinking sessions with her love interest. these stanzas are filled with gustatory images suggesting a happy relationship. the drinking session metaphor suggests the depth of the relationship between the speaker and her love interest. the third stanza used a tactile image to symbolize the impact of the presence of the love interest to the speaker, while the fourth stanza suggested nostalgia not only for the drinking session itself but also for the happy memories it has brought. the fifth stanza suggested the speaker’s desire for love. the sixth stanza suggested the speaker’s resignation and acceptance that they are not meant for each other. the use of bahal both as a metaphor and objective correlative suggested that the addressee has found a new lover better than the speaker. yet, the speaker in the same stanza also admitted that she never had enough of the addressee. the last two lines revealed the speaker’s optimism and hope that someday they would find each other again as the addressee has been the speaker’s ultimate dream. the poem’s theme is about the fate of unrequited love. many people experience the joyful sadness of falling in love especially when they have already shared happy memories with their beloved, yet destiny does not allow them to be together. but, love never dies, and in the words of a known poet “love recognizes no barriers, jumps hurdles, leaps fences, and penetrates walls to arrive at its destination full of hope.” an pagninang firie jill ramos magbibiyahe kami ni madi kay manganganak hin bunyag ha tandang sora. nag armidol ako kagab-i ngan timprano kumarigo, kay sayo inin pag padalan. pasiko siko man ngayan an pagsakay hinin jeep pa baclaran. natanggal an usa nga butones han ak blouse. haw-as baclaran, kay masakay hin bus. uday kala kay may panadlagan pa man, mabukod han bus, hit pag-isarakay. nahiwi an ak saya, hinin dudlog ngan pagkaipit ipit, narantas an ribbon hinin akon blouse. paghaw-as ha cubao, mahulos na an ak irok pero mayda pa usa ka sakay fx pa tandang sora. alas puno it paglarga, samtang gindadasok inin pan upatan pinirit maging unuman nga di man mahihimo kay bahol bahol kami ni madi. “tandang sora, aalis aalis na” “aalis na nim iroy, kanina pa it na aalis na” di na gud ako magagad hinin kinigod kigod kan madi. bis pa may suhol, kun sugad hinin nga kaagi. pwera gaba ha bata, pwera gaba ha grasya. bis pa may lechon ngan gaway mapuruko na la ako ha balay. baptismal sponsor « madi and i are going on a trip/ to be sponsors at a baptism in tandang sora/ last night i starched my clothes / and bathed early / for we’d be on the road early https://journals.e-palli.com/home/index.php/ajmri pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 too. // the ride to baclaran was rather complicated. / i lost a button in my blouse./ as we got off baclaran to get on another bus,/ uday ka la, we had to run / to catch that bus./ my skirt got all askew, / fighting my way, i got squeezed,/ the ribbon in my blouse was ripped off. / as we got off at cubao, my armpits were wet with sweat,/ but one more ride to go in an fx to get to tandang sora./ all the rides were full six of us stuffed / into four sitters, impossible,/ since madi and myself were rather on the bulky side./ “tandang sora, leaving now, leaving now!”/ “leaving na nim’iroy, that’s been leaving since this morning!”/ i’ll never go with madi again / even if she pays me / had i known it’d be as tough as this/ pwera gaba to the child,/ pwera gaba to the divine grace./ even if there’s lechon and gaway / i’d just stay home next time. the speaker is a woman who recalled her experience of trailing with her madi to stand as godparents, and she recounted her awful experience in riding a public transport in metro manila. the speaker probably came from the province, and she was shocked with the state of street life in a big city. the first two stanzas are filled with tactile images showing the difficulty of commuting in manila as well as the city’s state of public transportation. the last two lines revealed the speaker’s conviction that she would never go with her madi again if she would go through the same experience. the poet used traveling to a big city and its difficulty as the metaphor to represent the agonies that a person go through to arrive at his destination as well as the confusion amidst the intricacies of life. however, at the end of the day the speaker’s attitude towards travelling is filled with resignation and acceptance believing that not all things are worth fighting for if it means going through a difficult process especially if there are better yet easier routes. at one level, the poem depicts the hustle and bustle of a city life and the state of public transport in a big city. on the other hand, the poem suggests that in our journey, we need to face many difficulties and confusions. there are experiences and destinations that we would bury in the faculty of our memories, yet we choose not to experience it again. siring la firie jill t. ramos han at’ pagbinurubunyog nagkakaputay mga kamot, hadlok nga manlusot inin aton kurikong. paghinarukay manta mga bayhon pagbinarubag-id kagaw han at’ mga punggod patabok-tabok. kupkopay nga abrasyete permi nagbalyo na an at’mga baho hin waray la kita kalibotan manta ako nakapanginano, inin imo alimyon dayo na ha akon. bayhon mo in maghamis na, di ka na naharok ha akon, mga kamot in maglimpyo, di ka na nakapot ha akon. waray ka man magpasabot han im’ pagbalunas, kay bas’ lugod ak’ binmulig han im’ panludgod ug panguskos, nga hi ako man nakakita hadton’ mga katol ug kapangra dara han kamaringbit han aton pagdinikit-dikit. kun nadiri ka na, nasiring ka unta. just say so « we used to go out, always/ holding hands/ afraid to share our scabied selves with others. // we were always smooching,/ rubbing our faces together,/ so that germs and snits passed back and forth between us.// we’re constantly locked in embrace,/ our smells mingled with each other / though we were not much aware of it./ i should have realized your scent / had become a stranger to me this time./ your complexion has cleared / you don’t kiss me as much anymore,/ you’ve go clean hands now / and you no longer touch me as much./ you never told me/ you were cleaning up, i would’ve helped / i’d have scrubbed and scrapped you, / then i too would’ve have seen the itch / and the foulness bred / by being too close. // if you no longer wanted it,/ you should have just said so. the persona remembered her intimate relationship with her lover who is the addressee, and she recalled how they embraced and accepted their individual imperfections and flaws both externally and internally. yet, the persona noticed the addressee’s change in behavior especially on the intimate or physical aspect of their relationship which suggests the addressee’s infidelity. the visual and tactile images in the poem symbolize the imperfections and unfaithfulness of the other person in their relationship while the correlative objectives used by the poet aptly represent both the addressee’s and persona’s flaws which they have both embraced. yet, despite the closeness and acceptance of each other’s flaws, there came a time when the other chose to change physically and emotionally. hence, the speaker in the last line confronted the addressee if it’s indeed time to end their relationship. the poem talks about the universal theme of love and learning to accept all flaws and imperfections of the person you love because there is no perfect relationship. consequently, time would come when a relationship needs to end if possible because of infidelity and unfaithfulness. pukrat firie jill t. ramos di’ ako mapirok kay bangin ha dalikyat ko nga pagpiyong ikaw in’ mawara. di’ ako mapirok kay bangin ka la daw bura nga bumuto ngan bis’ largo waray ibibilin. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 stare « oh no i won’t blink/ for in the nanosecond i close my eyes, / you might vanish./ no, i won’t blink / lest you’re like a bubble that burst / and leaves no trace. the speaker contemplates to himself and verbalizes his fear of losing the person he loves. the images the poet used are reflective of man’s penchant of owning things or people as well as the impermanence of things and like a bubble that bursts, things or people would vanish and will just remain a memory or would not even leave a mark. this is also the central metaphor of the poem. some people tend to be possessive of things and people as if they own them completely fearing they would lose them, but they do not realize that all things perish and people go. all things in life no matter how beautiful or good would eventually end or vanish because in life as in love all are ephemeral. pagnawa leonilo d. lopido ha katutnga hit’ pagninawa ko hinin dalan han kinabuhi, usahay nakabat ha ak’ alimpatakan kun ano’n gamit han kada pagsidlit han adlaw ngan pagsirang han bulan kun di ka ginlalamragan. endurance « seeking to endure / in this road of life, / i find it in my mind to ask/ what use the sunrise has/ or the moon waxing / when their light falls not on you. the persona contemplated on his own journey. “pagnawa” is a waray term which means walking fearlessly by oneself in an unfamiliar path or place even if it’s dark or strange. the phrase, “seeking to endure” is an image which symbolizes hard times in the “road of life “that represents life’s journey. the poem uses the images of light and darkness as contrasting ideas that represent good and bad. the persona however wondered the purpose of sunrise or moonlight that is supposed to spread light as he seems to be in ‘constant darkness.’ sunrise or moonlight is associated with hope and new beginnings, yet in the poem, both the sun and the moon do not serve their purpose as he still experiences darkness. the poem reflects man’s constant struggle between the light and dark or the good and bad sides of life. in our inner and outer struggles, we experience both good and bad times as well as light and dark moments. there are times when a person becomes doubtful in his darkest hours, but when we are in our darkest moments but it is when we are in our darkest moments that we should focus on the light. su-ot ha dughan leonilo d. lopido iginpahilot ko na ini nga ak’ inaabat han magsuol nga mga hapyod ni mano ota. haros ak magpakaluluha. upod han akon pag-ampo nga unta ha kada niya piris han ak’ kaluluthan, ha kada panlalagupoi han ak m ga tudlo, mahuwas daman an su-ot ha ak dughan. chest pain « i asked mano ota to massage/ with his hard hands these cricks / in my body. so painful i almost cried./ it went with my prayers that / each time he pressed my joints,/ each time he made fingers crackle,/ my chest pain will also disappear. the poem uses the metaphor of painful joints and fingers to represent the persona’s heartache caused by his broken relationship. in the first stanza, the speaker sought help from someone to help him cope with the pain he has endured that has almost made him cry. the second stanza revealed the persona’s hope that his physical and emotional pain would be relieved. the images aptly symbolize the pain that the persona feels emotionally. the poem reflects the pains that most people go through because of love. love could give you happiness but it could also give you pain that cannot be healed by a simple pressure on the joints or fingers but by a slow process of healing. pag-awil leonilo d. lopido nagsaad ka nga mabaya ka na waray ruhaduha kay mabalhin ka hin pangalayon hin unom pa ka anyos ugsa ka magretiro didto kun diin siring mo mapupun-an an im pa ginhihingyap kinabuwasan pagkita nim han at luma na nga sarakyan ug kami nga im tatalikdan inaningal ha im alimpatakan an dise-siete anyos nga araton ginsasaruan ngan hadto nga takna waray ukoy panarabigay han im mga luha kay inalpan ka hin pag-awil yearning to stay « you had promised/ that you will be leaving/ without second thoughts/ because you will move/ to be of service/ for six more years/ before you settle for good/ in a place where/ you said/ the things you have wanted/ would be satisfied/ the following day/ when you laid eyes/ on our old vehicle/ and on us whom you would abandon/ the seventeen https://journals.e-palli.com/home/index.php/ajmri pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 years/ that we had spent together/ echoed in your head./ and in that very moment/ your tears have fallen/ incessantly/ because you have/ felt that yearning to stay the speaker recalled a situation in the family when the addressee, may be a husband or a wife, planned to move to a different place to fulfill his/her dreams. the first two stanzas suggested the addressee’s conviction to fulfill and satisfy his/her dreams not only for her/him but also for the family. however, upon seeing their old vehicle and his/her family he/she would be leaving behind, there was a surge of tears because he/she felt that yearning to stay. the image of an old vehicle symbolizes old memories; while that of a family to be abandoned upon the addressee’s departure depicts an atmosphere of nostalgia and parting as a painful process. these images also triggered the instantaneous willingness of the addressee to stay even if it means relinquishing his/her dreams. the poem reflects the painful reality of separated families just to fulfill that dream for a better life. it also shows the inevitability of goodbyes in our lives. yet, even in parting and separation, we find something to hold on to such as significant, old memories with the people we choose not to abandon. ha baguio, nabagyo manta jhonil c. bajado ako maglalakaton pamiling hin kahaligwayan hinin akon binabagyo nga pangino-ino mapa baguio ako. ibubuntag ko dinhi inin mga tinago ko nga hitutngaw para ha imokay waray na man ini gamit. sugad ini han namumukalkag nga bukad dinhi ha wright parkpag gapi-a han hangin, waray na pulos. dinhi ha baguio mamadlos. dadagmiton koiton akon karida, kay nananari-as na. dadalagnon ko inin pungatod han camp john hay, sugad kadagmit han akon dalagan hadto’n ginlalanat akon hin sundang han imo amay, samtang nanunuro an luha ha mata. ha baguio, nahagawak na. antes ako sumirong hinin pupudos, sasaklangon ko anay inin sobra dos sientos nga biksal pagsaka han groto han lourdes, basi ipangamuyo an pirme ko ginyiyinangbaton. nga ikaw bumalik na ha akon. in baguio, a storm also rages« i will go on a trip / to seek repose/ from my raging thoughts/ i am bound for baguio.// i will cast here/ my hidden hitutngaw* / for you-/ all these no longer valuable./ like / the fully bloomed flowers/ here in wright park/ when pounded by the winds/ they become useless./ here in baguio, it rages.// i will run faster/ as it’s already drizzling/ i will run/ the length of camp john hay,/ as fast as i ran/ when your father had chased me/ with his large knife./ while tears fall from my eyes/ in baguio, it is already stormy. // before i take shelter from this tempest,/ i will first climb up/ over two hundred steps/ ascending the grotto of lourdes/ to implore/ my fervent prayer.// that you come back to me. the persona who might also be the addressee talked to himself as he recalled his experience of going to baguio to seek refuge and console his mind. the situation talks about a broken person attempting to ease his raging thoughts in the time of a storm. the poet used images that represent the persona’s confusions, fleeting feelings, and surge of emotions dominated by frustration, sorrow, fear and hope. baguio, storm, and tears are objective correlatives which represent a vintage point for releasing mixed emotions. the poet effectively used the metaphor of a trip to baguio as a respite and solace from a failed relationship, and he used the raging storm or tempest as a metaphor for his emotions. the poem’s message or central insight revolves around the universal theme of love and the emotions that goes with it such as sorrows and frustrations. yet, love endures all things and will continue to brave barriers, leap hurdles and jump fences such as the length of camp john hay, the hundred steps of grotto of lourdes and even the large knife as used in the poem to arrive at its destination full of hope. para panihapon precious elaine d. tubigan ginbawi na san adlaw an iba nga kolor sa palibot. nahulat an kaldero nga nagnganga para san tiyan nga nangurutob. an hagurong san imo motor tatap-on ngan mangisi sugad kalamrag han suga nga nagdara ngadi sa imo, tay. iginduhol an duha ka supot. bugas ngan dilis. “dire ako mag-iha,” yakan nimo. “maaram ako,” baton ko. an pula nga suga https://journals.e-palli.com/home/index.php/ajmri pa ge 10 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 an ginkinitaan hantod ine mawara dida san gabi, patikadto san usa pa nga nahulat na kaldero. for supper « the sun has taken back / some of the surrounding colors / the pot awaits / open-mouthed for the / grumbling stomach. // i would welcome the sound of your / revving motorcycle with a smile / as bright as the light / that brought you here, tay. // you delivered two bags / of rice and anchovies. // “i won’t be long,” you uttered / “i know,” i said in response // i stared at the red light / until it disappeared / into the night, headed / to the other awaiting pot. the speaker is a child (probably a son or daughter) addressing his/her father. the child waited for the arrival of his/her father for supper. the child was filled with joy as he/she welcomed his/her father, yet it was replaced with a sense of sadness because his father needed to leave after delivering their supper to go to his other family that also waits for him. the poem is filled with contrasting images of joy and sadness as well as arrival and departure. in the context of the poem, the two awaiting pots are used as a metaphor to represent those families that the father supports – the open-mouthed pot and the awaiting pot. the poem is a concrete depiction of the many real stories of broken families in the society. this reflects life lived in society especially in some poor communities in the country. yet, we see the human side of these stories of families with these kinds of situations the willingness of a father to support his children despite the difficulties of life. the poem is a picture of the selfless love of the father to his children. an pagbiling ni apoy clara kan juan dela cruz precious elaine d. tubigan ginbiling, ginhingyap, gin-ampo ko ikaw juan dela cruz nga mahitad-an didi sine nga kadam-an nga mga nagpakalingkod na adan. samtang an paniguro masusukol san pamusag san mga kinumo, panraguro ngan panhukal san mga bukog, pagpugong pagtindog nga di la mahuyang sine nga mas nagdadagmit nga bus. ano man yana mga idoy, siplatay nala ine? the search of apoy clara for juan dela cruz « searching, longing/ praying for you/ juan dela cruz/ to spot you among/ this crowd/ of sitting adams/ while the struggle/ is tested with the paleness / of clenched fists / in the crushing and / loosening/ of the knuckles / controlling/ standing to avoid/ falling down/ from this hastily running bus/ what shall we do now idoy,/ should we just glimpse at each other? the speaker is an old woman who recalled her experience of riding a running bus as she lamented her frustration over the men’s refusal to offer her a seat while she struggled to stand on the bus. the image of the “crowd of sitting adams” reveals the ungentlemanly behavior of these men towards the old woman as suggested by the images “paleness of clenched fists,” and “crushing and loosening of the knuckles.” the use of apoy clara is an apt metaphor for conservative, old filipino women who used to experience the old gentlemanly behavior of filipino men, while juan de la cruz represents the filipino men. these two symbols suggest generation gaps in a fastchanging society represented by the “hastily running bus.” in the poem, filipino men, although not all, are depicted as ungentlemanly forgetting the old custom of filipinos where men are expected to offer seats to women especially old ones. the old woman in the poem is stunned with the change of customs in the society especially on how men treat women nowadays in a public transport. the poem itself is both a reflection and a commentary of the changing social norms and dynamics in the philippine society. many apoy claras have continued to searching for the real juan de la cruz that would truly represent manhood’s true value and being a true filipino gentleman. there is no single recommended strategy for translating culture-specific items of the selected siday from waray to english. as an attempt to measure and evaluate literary texts, this study employs addition/expansion, contraction/reduction, functional equivalent, lexical borrowing, modulation, one-to-one translation-literal translation, paraphrase, and transposition as translation strategies for csis. addition or expansion is the use of more words in the english version to make the meaning clear from sl to tl. this is illustrated in the line ‘han at’ pagbinurubunyog’ (we used to go out, always) in the poem siring la (just say so). in this example, the use of the word ‘always’ gives the reader a clear understanding of the action being done. since there is no exact translation of the word ‘pagbinurubunyog’ in the tl, adding such word make the meaning more comprehensible. contraction/reduction is the deletion of the words or reduction of lines without changing the meaning, to suit rhythm. this is shown in the line ‘ug kapangra dara han kamaringbit’ (and the foulness bred) in the poem siring la (just say so). this strategy is practically used especially when the translator judges that the tt does not have the equivalent translation. when the culture-specific item sounds unfamiliar or foreign in the culture of the tt reader, the translator used such strategy. lexical borrowing is the copying of the waray items into english text when said item is not culturally present or has no equivalent in the english language. examples are https://journals.e-palli.com/home/index.php/ajmri pa ge 10 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 99-111, 2023 the words, ‘dagmay, kalinayan, bahal, turingan and tuba’ found in the poems paghulat (waiting) and di ka la maaram (you don’t know anything). these words have no equivalent translation in the tl as these words are identified by newmark (1988) as foreign cultural words classified as material culture. these words are therefore lexically borrowed in the target text in order to maintain the cultural identity of the poems. modulation is the adopting of a different point of view to put across meaning because the source figurative language has no equivalent. it includes the transformation of text from active to passive or vice versa as shown in the line ‘nagsaad ka’ (you had promised) in the poem pag-awil (yearning to stay). here, the pronoun changed its position from sl to tl without changing its meaning. one-to-one translation or literal translation is the usage of one-to-one correspondence either at a lexical, sentence or stanza level. this is illustrated in the lines ‘ginbiling, ginhingyap,/gin-ampo ko ikaw/juan dela cruz’ (searching, longing/praying for you/juan dela cruz) in the poem “an pagbiling ni apoy clara kan juan dela cruz (the search of apoy clara for juan dela cruz) . this is done by literally translating waray word or phrase into english. notice also that the words apoy clara and juan dela cruz are maintained in the tt. paraphrase is the explaining of the meaning of the lines. this strategy is applied in the line ‘manta, aanhon ko man an hilaba nga kinabuhi ug/an kawaray utang, ngan libsog nga atay,/kun kanunay gin-uuhaw an dughan.’ (but what do i need a healthy liver for / a long life / without debts,/ when my heart is always lonely?) in the poem siring la (just say so). the essential information and ideas expressed from the waray is presented in a new form or position in the tl without changing the totality of meaning. transposition is also called the shift, an operation where a new syntax is formed either within the line or within the stanza arising from shifts in position of sentences or stanza elements. in the poem su-ot ha dughan (chest pain), the lines ‘iginpahilot ko in inga ak’ inaabat/ han magsuol nga mga hapyod ni mano ota./haros ak magpakaluha’ (i asked mano ota to massage / with his hard hands these cricks / in my body. so painful i almost cried) show this strategy. the literary texts are shifted, however there is no changed in the meaning of the literary text. cultural identity is a distinct phenomenon, as revealed by the history of literature and other forms of art, and as emphasized in this paper. culture should be regarded as a concrete whole, with totality interpreted pragmatically (rather than metaphysically), that is, as something open, non-finite, and inconclusive in nature. as a result, the reader will interpret a text based on his or her own culture. the translated text will be perceived according to the tt reader’s culture and experience, not the author’s. as a result, in order to ensure that all meaning is communicated, the translator must act as a cultural mediator. conclusion after analyzing the collection of poetry of the chito s. roño literary awards, the researchers concluded that the collection is a wholistic depiction of life that revolves around people in an imperfect life and society. it talks of love and its sacrifices, risks, and trials, family and social life, broken relationships and separations, social madness and changing values, and the realities of every man’s journey. the collection therefore implies that the waray people’s experiences both internal and external are all universal experiences, that their longings are universal longings, that their voice and identity and culture are not inferior, that they are not isolated and they belong to the rest of the world. this paper emphasized the translator’s important role as a cultural interpreter. this role entails locating the cultural “original words” (o’neill, 2013), then comprehending their exact nature in the st in order to find the most appropriate equivalent in the target language that reflects the original features and characteristics, all while being aware of linguistic and cultural differences between the st and tt applying the most appropriate translation strategies in order to achieve a translation as faithful as possible to the original linguistically and culturally. further, when dealing with culturally bound lexical items with cultural significance, the translator must be well-versed in the target language’s cultural aspects. thus, if cultural similarities exist between the two cultures, the translator can greatly benefit from them; otherwise, the translator must resort to more traditional translation strategies. such parallels facilitate the application of appropriate translation strategies, as presented by baker (2018). recommendation finally, reviewing the previous literature reveals the scarcity of academic researches tackling the translation of the siday as a poetic form. accordingly, it is recommended that future studies address the issue of the translatability of the siday and other waray literary texts in translated waray discourse, in particular revisiting published translations of these materials, keeping an eye on the analysis presented in the current paper. therefore, it is highly recommended that more studies of this kind should be conducted on other anthologies of waray poetry and other literary genres using other literary theories apart from the new criticism. also, inclusion of literary criticism is recommended to be included in the curriculum of secondary and tertiary language and literature programs. translation and study of the waray literary heritage including materials in the oral tradition such as the susumaton must also be considered. lastly, there is a need to train teachers in teaching waray literature and creative writing to sustain the growth and development of waray poetry and other genres such as play and fiction, thus increasing interest in waray writing. references al-adwan, a., & abuorabialedwan, m. 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(1996). literary criticism in the philippines and other essays. de la salle university press, manila. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 14 2 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of work ethics on the relationship between organizational behavior foundations and classroom management vina b. banguis1*, lyndon a. quines2 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1091 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 19, 2022 accepted: december 22, 2022 published: january 04, 2022 this study aimed to investigate the mediating effect of work ethics on the relationship between organizational behaviour foundations and classroom management among 300 teachers in division of davao del sur. this study employed non-experimental design utilizing path analysis correlation technique. the statistical tools used were mean, pearson r, and path analysis using spss. research instruments on organizational behaviour foundations, classroom management, and work ethics which were validated were used as sources of data. using pearson r, the results revealed that there is significant relationship between organizational behaviour foundations and classroom management, organizational behaviour foundations and work ethics, and work ethics and classroom management. utilizing path analysis, the results of the study revealed that there is a partial mediation of work ethics on the relationship between organizational behaviour foundations and classroom management. consequently, the findings of this study contended that work ethics as mediating variable carries a half influence on organizational behaviour foundations and classroom management. thus, it can be inferred that organizational behaviour foundations caused classroom management because of the presence work ethics and other factors not included in the model. moreover, the research findings suggested that organizational behaviour foundations of teachers cannot function if the work ethics is not elevated and used as a factor to influence classroom management. keywords educational management, mediating effect, work ethics, organizational behavior foundations, classroom management introduction every classroom is one-of-a-kind, just as each student in the school is. as a result, classroom management means teachers’ control over their classrooms by establishing “clear rules and procedures” that prohibit potentially disruptive actions. furthermore, poor classroom management was identified as the most common issue among all teachers (classroom behavior management for teachers: resources & tips, 2021). according to evertson and weinstein, as cited by kezer (2018), one of the most difficult difficulties for teachers is classroom management. thus, implementing classroom management tactics becomes more difficult when an interaction is the goal of the classes. with this challenge for teachers, successful teaching necessitates a diverse skill set. teachers must offer academic instruction expertly while keeping efficiently managed classrooms (gage & macsuga-gage, 2017). in addition, expert teachers were better at evaluating the reasons and influences of student conduct, and they had a better awareness of the complexities of classroom management (terada, 2021). on the other hand, the importance of classroom management is vital to student learning. effective classroom management improves academic learning, fosters social and emotional development, reduces negative behaviors, and increases time spent thinking (kratochwill et al., 2021). as a result, classroom management is crucial since it directly impacts both pupils’ and teacher’s ability to learn. it affects a teacher’s ability to be productive while simultaneously having fun at work. above all, a wellmanaged classroom has a significant impact on students’ grades as highlighted (“why is classroom management important (+5 classroom management strategies)”, n.d.). and classroom management’s goal is not just to run a successful session but to create a safe and healthy learning environment (best, 2020). consequently, the main purpose of the study is to determine the mediating effect of work ethics on the relationship between organizational behavior foundations and classroom management. the study aims to answer the following questions in particular: 1) to evaluate the level of organizational behavior foundations in terms of individual; group; and organizational; 2) to assess the level of classroom management in terms of inside the classroom, organization of the lesson, interaction during the lesson, teacher-student personal communication; and, psychological and social classroom environment; 3) to ascertain the level of work ethics; 4) to determine the significant relationship between organizational behavior foundation and classroom management, organizational behavior foundation and work ethics, and work ethics and classroom management; and 5) to determine the mediating effect of work ethics on the relationship between organizational behavior foundation and classroom management. moreover, the following null hypotheses were tried at 0.05 level of significance:1) there is no significant relationship between organizational behavior foundation and classroom management, organizational behavior foundation and work ethics, and work ethics and classroom management and 2) work ethics does not significantly 1 university of mindanao, davao city, philippines 2 department of education, division of davao del sur, philippines * corresponding author’s e-mail: vina.banguis@deped.gov.ph https://doi.org/10.54536/ajmri.v1i6.1091 https://journals.e-palli.com/home/index.php/ajmri pa ge 14 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 mediate the relationship between organizational behavior foundation and classroom management. literature review a compilation of literature and studies from a wide range of authors who have contributed significantly to this research are provided herein. the organizational behavior foundations, classroom management and work ethics are discussed. the readings provided will assist readers in learning about and comprehending the study’s aspects. the independent variable in this study is organizational behavior foundation, the dependent variable is classroom management, and the mediating variable is work ethics. the individual, group, and organizational indicators are included in the organizational behavior foundations assessment scale (torkzadeh & harati, 2016). with indicators such as inside the classroom, organization of the lesson, interaction during the lesson, teacherstudent personal communication, and psychological and social classroom environment, classroom management is developed from the inventory of classroom management techniques (diaz et al., 2018). the correlation between measurements is the final section, which depicts the link between and among the variables. organizational behavior foundation in a similar line, knowing the foundations of organizational behavior can help employees navigate a company’s culture and better comprehend how that culture benefits or hinders employee productivity and retention. the behavioral dynamics between groups and individuals in an organizational setting are referred to as organizational behavior. there are two parts to organizational behavior in any business that serves as a scientific direction and foundation (borrego, 2021). hence, motivational theories and organizational conditions for improving activity effectiveness (training, leadership, organizational culture, knowledge management in the organization, and so on) played a role in the development of the psychological component of organizational behavior (urinov, 2020). similarly, the foundation for organizational behavior starts with individuals, the lowest unit of study, and moves on to big organizations and their interactions with the environment (foerster-metz et al., 2018). however, for the foundation of organizational behavior to be supported by others, the leader must be highly motivated. here is where a leader’s involvement in the reward system comes into play. in other words, rewarded conduct is more likely to be repeated. it’s an essential part of the environment in which work is done. please consider how actual or perceived benefits motivate behavior when trying to understand another person’s or our actions or motivation (uhl-bien et al., 2020). positive organizational behavior foundation in schools promotes corporate and individual performance and accentuates the organization’s and workers’ capabilities. thus, the foundations of organizational behavior have been studied for decades, yielding a variety of theories and models for efficient organizational administration (bialik, 2020). many parts of the workplace can benefit from the concepts of effective organizational behavior. it can be used to promote employee satisfaction, increase motivation, create better leadership, understand decisionmaking, and facilitate greater cross-team collaboration, among other things. organizations are made up of individuals, and without people, organizations would not exist. managers must first comprehend the people who make up the organizations in which they work if they are to understand the organizations in which they operate. organizational behavior is a technique that assists managers in comprehending human behavior in all directions in which humans interact (göksoy, 2021). furthermore, the study of what individuals behave in an organization and how that behavior affects the organization’s performance is a focus of organizational behavior foundation. motivation, leader behavior and power, interpersonal communication, group structure and processes, learning, attitude development and perception, change processes, conflict, job design, and work stress are all topics included in organizational behavior foundation studies. normally, the organizational behavior foundation is used to try to make corporate organizations more efficient in a changing internal and external environment. its knowledge base is constantly being expanded by a huge number of research projects and conceptual breakthroughs. furthermore, businesses hire people with the idea that they possess specific talents, competencies, personalities, and values. as a result, it’s critical to comprehend the particular traits that influence employee conduct at work. a foundation in organizational behavior can assist someone in becoming a more engaged member of the organization (aithal et al., 2016). furthermore, our inherent tendency to generalize helps us predict other people’s conduct; sadly, our generalizations and predictions occasionally fail. this happens when we fail to assess and analyze the patterns that influence people’s behavior over time. this needs a thorough understanding of the systematic approach to organizational behavior research, as well as adherence to it (shethna, 2020). furthermore, organizational behavior research is important because it enhances job satisfaction, productivity, and performance, develops better leadership, increases motivation, and facilitates greater collaboration inside and between teams (bhasin, 2020). the term “organizational behavior foundation” is a misnomer. it is the study of individual behavior in an organizational setting rather than how organizations behave. the goal of organizational behavior research is to learn more about the elements that influence individual and group dynamics in the workplace so that individuals and the groups and organizations to which they belong can become more efficient and effective (fuller, 2021). in reality, business schools and schools of social work and psychology have academic programs focusing on organizational behavior. organizational behavior is utilized by businesses to increase efficiency, productivity, https://journals.e-palli.com/home/index.php/ajmri pa ge 14 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 and creativity to offer them a competitive advantage. it is, nonetheless, a worthwhile endeavor because, in the end, an organization’s job is accomplished through the behavior-driven activities of individuals or groups of people, either alone or in partnership with technology (kopp, 2021). when managers have a strong foundation in organizational behavior, the organization can make the most efficient use of human resources. besides, managers are also more concerned with an employee’s ability to adapt to organizational change and maintain a high level of organizational commitment. coupled with each employee’s views and personality are shaped by their particular value systems. each person comes into an organization with a set of preconceived notions about what should and should not be (ashkanasy & dorris, 2017). similarly, organizational behavior is divided into two groups. they are the nature of individuals and the nature of organizations, respectively. individual distinctions, a whole person, driven action, value of the person, selective perception, and desire for involvement are all part of a basic premise about people’s character (user, 2020). the social system, mutuality of interest, and ethical treatment are all core assumptions regarding the nature of organizations. similarly, organizational behavior aids in developing an understanding of employee attitudes and performance as well as the organization’s overall performance. furthermore, organizational behavior posits that incentives are motivational variables critical for employees to perform successfully and alter people’s decision-making processes (basnet, 2019). equally essential, it must deal with many aspects of organizational behavior foundation to understand the spirit of a specific organization. people, structure, technology, and the environment are all essential factors of organizational behavior (kashyap, 2015). furthermore, the use of knowledge of organizational behavior, which has become an area of study, research, and application for the development of human resources and the organization as a whole, activates, directs, and channels human resource management. as a result, we can conclude that all of these concepts are related but not interchangeable. the rules of work are different from the rules of play. managers are forced to research organizational behavior foundation to learn about normal and abnormal ranges of behavior due to the uniqueness of rules and the environment of organizations (saravanakumar, 2019). ideally, to effectively manage people, we must forecast and influence organizational behavior in some way. some models have been established, and research is being conducted to assist managers in better understanding, predicting, and managing organizational behavior (luthans, 2011). as a result, the cornerstone of organizational behavior focuses on how behavior analysis can affect leaders, coaches, trainers, and others, who, in turn, have an impact on countless others via performance management technologies (weatherly, 2021). focusing education leaders on the foundations of organizational behavior is critical to the success of their school’s programs and activities. according to the readings of several works of literature linked herewith, motivation is also a significant aspect in generating positive organizational behavior. it may be said that when personnel in an organization/school are driven, the foundation of organizational behavior is seen in their actions. the employees at the company or school are working together. employees are, in reality, the most vital component of any firm. classroom management the majority of classroom management research has been on dealing with everyday classroom situations. it is yet to provide a theoretical characterization of how teachers’ awareness and competence to control the classroom are influenced by their experience-based knowledge. the complexities of the school and the variety of events that occur in classroom contexts make classroom management difficult (weinstein & schafer, 2021). on the other hand, taking into consideration how competency impacts visual perception and mental interpretation, it helps to clarify discrepancies in instructors’ recognition and depiction of events. furthermore, classroom management can be described as the efforts taken by teachers to create and maintain an environment that promotes students’ academic success as well as their social, emotional, and moral development. in other words, the purpose of classroom management is not to maintain order for the sake of maintaining order, but to maintain order for the benefit of learning (wolff et al., 2021). identically, good classroom management leads to greater outcomes. as a result, classrooms with higher levels of coherence and goal orientation had lower levels of disorganization and disputes. they provide superior learning chances that contribute to the learners’ success (kwok, 2021). however, classroom management training has long been inadequate and static, resulting in challenges that disproportionately affect the achievement of new teachers. teacher education can apply modest yet meaningful improvements to strengthen a pedagogical competence where many starting teachers have continuously struggled by focusing classroom management courses on culture, techniques, practice, relationships, and partnerships (naparan & alinsug, 2021. in fact, if not refined, poor classroom management can increase stress and burnout rates; prieur& guido, 2020). corollary to this, the impact of a poorly managed classroom on students’ health, well-being, and instruction, as well as related implications on educational delivery and teacher efficacy, has spread across school systems across the country (walters, 2021). teacher burnout, missed educational opportunities, increased absenteeism of both children and instructors, poor test scores, educator fatigue, increased discipline and referrals, and complaints of job discontent are all familiar repercussions of poorly managed classrooms. all of these pressures in the school, on the other hand, can be reduced by: 1) making jokes https://journals.e-palli.com/home/index.php/ajmri pa ge 14 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 and encouraging laughing; 2) promoting creativity; 3) recognizing student accomplishments; 4) gesturing to encourage involvement; and 5) remaining optimistic (zook, 2020). classroom management effectiveness in the 21st century is one of the important criteria for assessing teaching effectiveness of teachers (babadjanova, 2020). besides, classroom management effectiveness enhances students learning. educator should control his or her professional behavior and stabilize actions that are also essential for managing the class and pupils at school. teachers believes that students has behavior that made teacher put some of planning which control and managing the classroom (mohammme& emeigle, 2021). students’ motivation to learn is the force that drives them to seek out new information and experiences that motivate them to engage in long-term learning. students will be more motivated to know if they feel valued in their classrooms and expand their skills and knowledge in literature and history other areas (ghassemi et.al., 2021). classroom management has a direct impact on student’s motivation to learn in this regard. evidence-based classroom management strategies also have a significant effect on student results. on the other hand, teachers struggle to put these principles into reality, necessitating the provision of implementation supports as part of a multitiered framework for supporting teachers’ practices (zakszeski et al., 2020). furthermore, classroom management has a substantial impact on student behavior control and management (zylfiu&dreshaj-baliu, 2020). in earlier studies, classroom management has been described as the structures and procedures that establish and reinforce a productive learning environment (martin, 2021. traditional classroom management approaches, on the other hand, are replete with culturally imbedded conventions, assumptions, power structures, and other barriers to a good learning environment for all children. an outstanding educator is essential for it to be completely realized. as a result, teachers who were better at identifying, expressing, and managing their emotions reported more successful teaching and classroom management. classroom management, on the other hand, is the activity and direction taken by a teacher to establish a successful learning environment that has a favorable impact on students’ performance, given the learning requirements and goals (valente et al., 2020). on the other hand, the covid-19 pandemic highlighted the need of instructional access when schools across the globe were compelled to close their doors in march 2020 to prevent the virus from spreading. hybrid, hyflex, and totally asynchronous modes of prek-12 education were used in the 2020–2021 school year (ayyildiz,2020). currently, lohmann et al. (2021) contended that there are programs and gadgets that directly monitor all types of student acts and performance, in tandem with technology that make the job and lives of teachers in the classroom easier in terms of controlling the class. online classes, like face-to-face classes, require effective management in order for the teacher to maintain control and for students to get relevant and meaningful knowledge. without a question, the instructor plays an important part in the student’s education, and successful online classes are the product of a shared set of tasks and responsibilities between the teacher and the students (ghateolbahra & samimi, 2021). in the same manner, apak et al. (2021) argued that the covid-19 epidemic is significantly altering classroom management in the twenty-first century to remote learning via numerous online teachings and learning platforms around the world. hence, according to the transformational learning idea, the development of competency in learning and classroom management of student teachers is an important student-centered teaching approach in accordance with the growth of students to become teachers in the new normal period (boonphadung, 2021). as such, many medical educators are actively looking for ways to improve online material delivery and make better use of various technologies (sharp et al., 2021). meanwhile, handrianto et al., 2021 defined classroom management as teacher’s attempts to supervise activities such as training, group interaction, and student performance in the classroom. the effectiveness of the research is decided by the teacher’s ability to manage their classes. an excellent class is one in which more people participate in the teaching-learning process. as a result, it’s critical to employ effective classroom management tactics as a preventative and intervention strategy that promotes favorable student results. awareness, patience, good timing, boundaries, and instinct are all required for effective classroom management (kratochwill et al., 2021). it’s not easy leading a large group of easily distracted young people with a variety of skills and personalities on a meaningful learning trip (rabadi & ray, 2017). in a similar vein, effective classroom management tactics include planning, developing positive working relationships, and maintaining a strict yet approachable demeanor. the following are the most important classroom management strategies for a successful teacher (john et al., 2021). routine, optimism, and reward, clear rules and boundaries, practicing what you preach, student voice, and fun and engagement are all things that students thrive on. furthermore, excellent classroom management entails more than merely keeping everyone seated and silent. it’s all about forming strong bonds with your pupils, encouraging them to participate in their own education, and sharing a little of yourself. a positive classroom culture benefits both students and teachers (tingley, 2020). to say nothing of the fact that, according to the literature review offered, when classroom management is designed by an effective teacher, it aids in the construction of good learning for our students. structured classroom management entails the creation of plans, routines, and norms that are essential in the teaching profession. https://journals.e-palli.com/home/index.php/ajmri pa ge 14 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 furthermore, the classroom management readings emphasize the importance of classroom management in student learning. to be honest, the teacher, as the primary driver of classroom management, plays a critical role in its implementation, particularly in light of today’s abrupt shift in teaching style. and it shows in how students or parents participate and respond in each teacher-prepared lesson. these are the results of a teacher’s effective classroom management. work ethics moral philosophy is at the heart of workplace ethics. it is defined by how a person’s or a company’s morality influences their decisions and behaviors. it’s critical to understand the difference between what’s legal and what’s ethical. it is conceivable for a behavior to be technically lawful while remaining unethical. obedience to company standards, effective communication, taking responsibility, accountability, professionalism, trust, and mutual respect for co-workers are all examples of ethical workplace conduct. furthermore, a study conducted in pakistan found that islamic work ethics have a substantial impact on organizational dedication, job satisfaction, and rewards, whereas islamic work ethics had no significant relationship with job intention (ahmad, 2011). work ethics, on the other hand, are crucial as a guideline for proper everyday professional life, assisting employees in developing professional codes of ethics that establish professional conduct norms. it also needs a moral leader who can really model the professional tasks (aziz, 2021). henceforth, ethical leadership competence is defined as the ability to deal with any moral issues that may develop in a company. it’s important to remember that there are specific approaches for businesses to foster an ethical culture for the greater good (mintz, 2021. employers should define and express their company’s core values to its employees. they must incorporate these basic values into their daily operations and reinforce the message by rewarding excellent behavior (and performance) with fair pay and promotions (white, 2021). professionalism, honesty, respect for one’s job and co-workers, punctuality, and discipline are all vital characteristics of a good work ethic. this ethical virtue aids in the development of a person’s responsibility and determination. it has an impact on their entire daily routine (manulife, 2021). on the other side, developing a strong work ethic helps a person to train themselves so that hard labor becomes virtually automatic. as a result, those who have a strong work ethic can focus on a task for as long as it takes to complete it. of course, we won’t be able to have a joyful and productive workplace if we don’t treat one another with respect, trust, and professionalism. each of us must help to create and maintain a secure, healthy environment that values contributions and encourages learning (roy, 2021). in the same way, companies according to osibanjo et al. (2015) prefer to promote positive work ethics because it leads to happier and more productive staff. it’s just as vital to recognize the symptoms of a positive work ethic as it is to grasp the signs of a negative work ethic. negative work ethics can be the result of a single person’s actions or something more systemic; whatever the case, recognizing the indicators is the first step toward rectifying it. the literature review and theoretical foundation indicate to the necessity for employees to encourage ethical practice and prevent unethical acts that can harm the company’s image and performance. as a result, there has been a growing body of studies demonstrating the link between good work ethics and employee job satisfaction (panigrahi & al-nashash, 2019). labor is viewed as a religious requirement in the islamic context of work. labor as an ibadah indicates that engagement in economic activity (labor) is a divine imperative as well as a means of supporting a prosperous and healthy society (aflah, et al., 2021). with this in mind, islamic work ethics are based on al-quran and hadith concerns about a variety of topics, including individual behavior, innovation, accountability, and workplace partnership (ayob, et al., 2021). in a similar line, a malaysian islamic banking study found that work ethics has a favorable impact on corporate success. as a result, when work ethics are stronger, the strategic performance measurement system’s impact on company performance is greater (dewi, et al.). the existence of human resources in a business is critical. the workforce has a lot of capacity for carrying out corporate tasks. every human resource in the firm must be used to its full potential in order to provide the best results (bulut&ouedraogo,2021). corporate objectives are achieved not just through sophisticated equipment, facilities, and infrastructure, but also through the people who perform the task. the success of a company is heavily influenced by the individual performance of its personnel (nasution, et al., 2021). that is, the impact of work ethics on individual productivity and performance, as well as the productivity and performance of work environments. furthermore, if there is one thing that all successful employees have in common, it is a strong work ethic (roy, 2021). however, work will need to be remade in the approaching new period, which will be marked by new obstacles as well as the existence of new technology and computational tools (alwagfi et al., 2020). furthermore, the instructor is an educational technology component that plays a critical role in deciding the effectiveness of education, particularly in an online war of teaching to achieve its objectives. as a result, the teacher is the primary actor in the teaching and learning process (kbm) in the classroom (pastor-escuredo, 2021). ethics and experience are two aspects that influence a teacher’s performance and serve as criteria for growing or lowering work performance. indeed, in addition to having a clear plan for educational companies to implement and practice social responsibility, strengthening employees’ morals and inspiring them in ethical ways is essential (suhardis, 2021). to determine how well a person is performing, quality https://journals.e-palli.com/home/index.php/ajmri pa ge 14 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 is critical. the quality of an employee’s job reflects how much they are valued (grabowski et al., 2021). thus, good work ethics is one of the most important characteristics for increasing employee job satisfaction as well as other organizational results. equally important, managerial effectiveness is seen as a critical component for long-term growth and competitive advantage for businesses, and its basic conceptualization centered around management’s ability to manage self, subordinates, and relationships, as well as uphold work ethics (javed et al., 2020). work ethic is linked to autonomous motivation, including intrinsic motivation, on the one hand, and extrinsic motivation, or the desire to succeed as a result of one’s efforts on the other (panigrahi& al-nashash, 2019). identically, a study of human emotions would be incomplete without consideration of the significance of emotional intelligence in the workplace (de silva, 2020). furthermore, leaders in the workplace have noted that while dealing with people, we are dealing with individuals who are emotional beings rather than rational difficulties (valamis, 2021). professionals with ethical codes, on the other hand, usually have a group of peers who are elected by the professional association to oversee their application. professionals can use ethics to help them act morally in tough situations. they set an example for others and encourage them to work hard. naturally, it must be a part of the workplace culture, and everyone should be supportive of it (varghese, 2020). ethics appears to have a favorable impact on employee performance. those who firmly support the practice of work ethics create positive changes to the organization’s aims and values. employees with a strong work ethic know how to effectively manage their time. they prioritize chores, stick to deadlines, and complete projects (benedicto & caelian, 2021). these workers are punctual and come on time or early to work. they rarely, if ever, arrive late for work. they work well in groups and never cause delays in project completion. employees who manage their time properly are more likely to be organized. commitment and dedication to the task are important aspects of a good work ethic. they understand how to concentrate on a task without becoming distracted. these staff normally labor till their responsibilities are completed. they stay with the same company for a long time (bryq, 2021). unlike other religions, the qur’an offers four work ethics and two ascetic attitudes. labor is required, work must be ideal beyond fundamental necessities, work is jihad, and work must be based on the principle of goodness, according to the four-work ethics (davis, 2021). work is also one of the most morally significant activities that humans participate in (hidayatulloh, 2019). furthermore, a work ethic is a set of moral principles that an employee applies in the workplace, and it includes many of the following characteristics: dependability/reliability, productivity, cooperation, character, integrity, sense of responsibility, emphasis on quality, discipline, teamwork, professionalism, respect, and determination (posadas, 2020). given these points, work ethics is essential in every firm in order to maintain a positive organizational culture that produces exceptional results. when an organization has a high degree of work ethics, employees are happy, content, and polite. as a result, it is the bedrock of all organizational success. the majority of employees in an organization are grateful for their jobs, colleagues, stakeholders, and everyone they meet at their workplace. work ethics is such a simple concept that when it is fully realized by a worker, it correlates with a positive company culture and high levels of job satisfaction among employees. finally, the researcher uncovered a discrepancy in the prior study. there is little serious research in the early literature. much recent research has looked into organizational behavior foundations and work ethics that may impact classroom management. still, no study has examined the mediating variable work ethics mediation on the relationship between the organizational foundation and classroom management. this research is a brandnew study notion that has yet to be documented in the literature. and this research is pursued to fill the research gap and be included in the body of knowledge. materials and methods presented in this section are the discussions on the research respondents, materials and instrument, and design and procedure. the research study started with a distribution of modified questionnaires to schools on december 2021 to april, 2022. the total numbers of respondents of this research study were 300 public elementary and high school teachers in sulop district, division of davao del sur who took part in answering the modified survey questionnaires. only permanent teachers were selected to make part of the study. thus, substitute teachers and staff were excluded as stated in the exclusion criteria in this study. the respondents of the study were informed about the objectives they were given the freedom to back out without any form of consequences or penalty. moreover, the researcher used universal sampling procedure in selecting the respondents. the term “universal sampling” refers to the selection of a sample in which not all members of the population have the same benefit from being included in the model, and each member’s likelihood of being picked is unknown (richard & margaret, 1990: 125), as quoted by davis (2021). on the other hand, sulop is a 3rd class municipality in the province of davao del sur, philippines. according to the 2015 census, it has a population of 33,613 people. sulop is about 17 kilometers (11 mi) from digos city, the seat of the provincial government of davao del sur. the municipality is located halfway between two major growth centers of mindanao, namely, davao city of region xi and general santos city of region xii. furthermore, a modified survey questionnaires were used as instrument in the study. it was subjected to validation of experts and further administered to 50 respondents for pilot testing. pretesting can helps recognize queries https://journals.e-palli.com/home/index.php/ajmri pa ge 14 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 that don’t make sense to respondents, or problems with the questionnaire that might lead to biased answers (sincero, 2012). hence, the cronbach aplha was reliable at 0.86 which implies that test questions have strong internal consistency. this questionnaire was composed of three parts such as organizational behavior foundation, classroom management and work ethics. comments from validators were properly taken and incorporated in the finalization of the said instrument and the overall mean validation of experts is 4.17 and described as very good. the adapted standardized questionnaires were valid in contents for they were already tested and proven by the author as it underwent modification to classify the questions. the questionnaire was designed in a very comprehensive form with the help of the expert validators to provide the respondents with ease and comfort in answering each question and in understanding the objective of the study. the first part is a modified questionnaire of organizational behavior foundation adopted from range of means descriptive level interpretation 4.20 5.00 very high if the items on organizational behavior foundation is always observed. 3.40 4.19 high if the items on organizational behavior foundation is often observed. 2.40 3.39 moderate if the items on organizational behavior foundation is sometimes observed. 1.80 2.59 low if the items on organizational behavior foundation is seldom observed. 1.00 1.79 very low if the items on organizational behavior foundation is never observed. organizational behavior foundation assessment scale (torkzadeh & harati, 2016). it is composed of 3 indicators namely individual (18 questions); group (11 questions); and, organizational (28 questions). in addition, a 5-point likert scale was used to answer the survey questionnaire. organizational behavior foundation was rated using the following measures: the second part is a modified questionnaire of classroom management which is adopted from classroom management techniques (diaz et al., 2018) with 6indicators namely inside the range of means descriptive level interpretation 4.20 5.00 very high if the items on classroom management is always observed. 3.40 4.19 high if the items on classroom management is often observed. 2.40 3.39 moderate if the items on classroom management is sometimes observed. 1.80 2.59 low if the items on classroom management is seldom observed. 1.00 1.79 very low if the items on classroom management is never observed. classroom (7 questions); organization of the lesson (10 questions); interaction during the lesson (10 questions); teacher-student personal communication (11 questions); psychological and social (10 questions); and, classroom management (10 questions). furthermore, it was rated using the following measures: then, the third part is a modified questionnaire adopted from work ethics questionnaire with 64 questions therein (miller et al., 2002). hence, it was rated using the following criteria: moreover, this study employed range of means descriptive level interpretation 4.20 5.00 very high if the items on work ethics is always observed. 3.40 4.19 high if the items on work ethics is often observed. 2.40 3.39 moderate if the items on work ethics is sometimes observed. 1.80 2.59 low if the items on work ethics is seldom observed. 1.00 1.79 very low if the items on work ethics is never observed. quantitative approach, using correlation technique design to assess the relationship between organizational behavior foundation and classroom management; organizational behavior foundation and work ethics; and classroom management and work ethics. descriptive nonexperimental correlational design controlled the extent of a relationship between two or more variables (goertzen, 2017). in this study, correlation method is the best design to meet the objectives of this study and in finding out whether the hypothesis is accepted or not. now, if the significance value is greater than .05, then, it means that ho is accepted and ha is accepted. in fact, the testing of the hypothesis determines if the correlations can be strong or weak (creswell, 2012). hence, this study utilized a testing of mediation to investigate the three variables in this study. in other words, it assessed the relationship between the predictor and the mediator variables and the relationship between the mediator and the criterion variables (baron and kenny, 1986). a simple mediation model suggests that the observed relation between an independent variable and an outcome can be explained by the effect of a third factor, known as mediator. a relation is fully mediated when the direct path from the independent variable to the outcome becomes non significant after accounting for the effect of the mediator. partial mediation happens when the mediator accounts for some, but not all, of the relation between the independent variable and the outcome. the amount of mediation is called the indirect effect (baron and kenny, 1986). thus, mediation analysis is not limited to linear regression, but also logistic or polynomial regression and more (shrout and bolger, 2002). moreover, path analysis is employed to estimate correlation value per path coefficient. path analysis is used to determine its mediation value. allen (2017) defines path analysis as a https://journals.e-palli.com/home/index.php/ajmri pa ge 14 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 statistical approach for investigating patterns of impact within a system of variables. an influence of predictor factors on dependent variables is one of numerous generic linear models. like multiple regression, path analysis assesses the influence of several predictors on a criterion variable. unlike multiple regressions, it allows for simultaneous examination of two or more criteria variables. thus, the following steps were undertaken to gather the data of the study. in the new normal, there were changes as to the distribution of letters to the office of the division superintendent, district supervisor and school principals as well as the distribution of modified survey questionnaires to respondents. consent letters to some school heads were sent via e-mail and distributed survey questionnaires personally in their respective school following health protocols like wearing of face mask, face shield and observed social distancing. and during the preadministration, a request letter was sent to the department of education schools division superintendent of division of davao del sur asking permission to conduct the studyin sulop district. then appending the approved letter to conduct the study form the division superintendent, another request letter was sought and sent to sulop distict supervisor and school heads of public elementary and high schools for the launching of the study. upon approval, mixed-method of distributing survey questionnaires were used: online utilizing google form and face-to-face. hence, instruction of voluntary participation is appended in the survey questionnaire for the respondents. they have an option to withdraw in answering questions which they feel contradictory to their ideas. then after answering the survey questionnaires in google formsthe respondents immediately sent their answers back to the researcher for recording; and some of the survey questionnaires were retrieved personally by the researcher from the respondents’ schools. one hundred percent of the distributed questionnaires via online and face-to-face were retrieved successfully. the surveyed results were individually checked and tallied using the prescribed format sent by the research adviser. answers from respondents were carefully entered in microsoft excel and data collected therein weresubjected to statistical treatment, analysis and interpretation based on the purpose of this research study. for more comprehensive interpretation and analysis of the data, the following statistical treatments were utilized: mean, this was used to describe the level of organizational behavior foundation, classroom management and work ethics; pearson r., this was used to determine the significant relationship between organizational behavior foundation and classroom management; organizational behavior foundation and work ethics; and, work ethics and classroom management; and path analysis, this was used to prove the mediating effect of work ethics on the relationship between organizational behavior foundation and classroom management and to strengthen the obtained result. hence, the researcher observed full ethical standards in the conduct of the study following the study protocol assessments and standardized criteria set by the cluster ethics research committee of the university of mindanao, particularly in managing the population and data such as, but not limited to: voluntary participation, the respondents of the study were informed about the objectives of the study and that their participation is voluntary. should they find the study against their views and opinions, they were given the freedom to back out without any form of consequences or penalty. on the other hand, substitute teachers were excluded and disqualified to participate the study and also teachers outside the research locale. the respondents were allowed to withdraw and or back out their consent at any time and terminate involvement without incurring any consequences; privacy and confidentiality, individual responses were kept confidential and presented only as part of summary data. any personal information given by the respondents was treated with utmost confidentiality. identities were disclosed to protect their privacy or anonymous; risks, the anonymity and confidentiality were an important step in protecting the participants from potential harm. the study might possibly lead to high risks or discomfort situations in the part of the respondents in terms of physical, psychological or socio-economic concerns when responding to the survey questionnaire. in case of its occurrence, the respondents were free to discontinue his or her participation for his or her comfort and willingness to participate was the outmost concern of the researcher; benefits, the respondents were given certificate of participation after answering the survey questionnaires signed by the researcher and research adviser, and a whole copy after completing the survey for reference in their respective school. above all, informed consent process was done to fully informed the participants of what were asked of them, how the data were used, and what consequences if any there could be. the researcher secured clear, dynamic, signed consent from the participants before the actual conduct of the study. the informed consent process served as the contract that bound the researcher with the participants; recruitment, the researcher chose the sample of the through universal sampling technique. the researcher provided the respondents a clear view of the benefits that the study generated from conduct of it. therefore, no research questionnaire was given to any respondents without permission from the authorized command channels; plagiarism, in this study, the researcher did not used any form of misrepresentation of someone else work as her own for the researcher has used paraphrasing in the information or data gathered from other researchers. also, the author’s full name and year of publication was cited every time the researcher quotes a piece of work. moreover, turnitin, an internetbased plagiarism detection service, is employed to maintain academic integrity and prevent plagiarism in the sources used in this study; fabrication, the study did not interpret data that were not correctly taken from the response of the respondents. it did not misrepresent https://journals.e-palli.com/home/index.php/ajmri pa ge 15 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 ideas, opinions or situations or any work to fit a model or theoretical expectations as it does not claim or exaggerate the interpretation of the results. the data collection was supported with objective evidences such as photos, certificate of appearance and the answered survey questionnaires; conflict of interest (coi), the lead investigator has followed umerc’s conflict of interest in research policy. furthermore, the author certifies that there were no commercial or financial relationships that may be interpreted as a potential conflict of interest when doing the research; deceit, in terms of deceit, the researcher did not use any misleading information by the provision of an informed consent. once the respondents already knew what the study was about, they were free to participate based on their understanding of what happened during the study. hence, another ethical consideration that the researcher observed in the realization of the study was permission from organizational/ location. the researcher sent request letter to the school head and or school principal of the selected public elementary schools of davao del sur for the launching of the study to the target respondents. prior to that an endorsement letter was also secured from department of education, division of davao del sur and after that a letter was sent to public school district supervisor of sulop district, allowing the researcher to conduct the study; technology issues, to disseminate the information, the researcher uses technology. specially, for remote or hard-to-reach respondents, using an online survey research may be very significant to collect responses and compile survey results into one data set and ready for analysis. by using technology, it is easily to collect the findings of the intended respondents using a survey questionnaire; provisions for the use of online panels, data collecting online, and how one interprets information being communicated in an online environment are also put in place and made clear to participants. finally, authorship, the researcher paid credit to all the people who contributed to the successful publication of the study especially to the research adviser, the statistician, school head and/ or school principal and to the panelists who shared substantial contributions to the study leading to its publication; falsification, the researcher has not used any form of misrepresentation of someone else work as her own for the researcher has used paraphrasing in the information or data gathered from other researchers. also, the author’s full name and year of publication was cited every time the researcher quotes a piece of work. results and discussion level of organization behavior foundations shown in table 1 is the level of organizational behavior foundations. the standard deviation was less than 1.00 which means there is uniformity of answers among respondents. the overall mean score was 4.16 labeled as high. distinctively, the level of organizational behavior foundation of teachers on the following indicators was as follows: group has a mean of 4.33 with a descriptive level of very high, individual got a mean of 4.09 described as high, and organizational has a mean of 4.05 characterized as high. the high level of organizational behavior foundations of public-school teachers in the division of davao del sur was due to the high ratings of the respondents in terms of group, individual, and organizational. this means that the school head motivates teachers in school to work hard for their learners. the findings are aligned in the study of foerster-metz et al. (2018) who contended that the foundation for organizational behavior starts with individuals, the lowest unit of study, and moves on to big organizations and their interactions with the environment. however, for the foundation of organizational behavior to be supported by others, the leader must be highly motivated. here is where a leader’s involvement in the reward system comes into play. in other words, rewarded conduct is more likely to be repeated. it’s an essential part of the environment in which work is done. data revealed that the teachers had manifested excellent organizational behavior foundations in terms of the group which indicates that teachers table 1: level of organizational behavior foundation indicators sd mean descriptivelevel individual 0.27 4.09 high group 0.47 4.33 very high organizational 0.32 4.05 high overall 0.30 4.16 high are closed to one another regardless of their teaching position and cooperative in every school activity. also, the statistics of organizational behavior foundation in terms of the individual were excellent which implies that teachers are adaptable to working in a new place and new situations. furthermore, an organizational indicator of organizational behavior foundations was found to be excellent too. this would further mean that respondents’ norms and procedures when it working in school are rigid and they have strategy, plans, and operations of the organization. level of classroom management table 2 shows the results of the level of classroom management of public elementary schools in davao del sur. the overall mean score was 4.38, labeled as very high. mainly, the level of classroom management on the following indicators was as follows: psychological and social classroom environment has a mean of 4.52 with an interpretation of very high, teacher-student personal communication has a mean of 4.36 characterized as very high, interaction during the lesson has a mean of 4.48 labeled as very high, organization of the lesson has https://journals.e-palli.com/home/index.php/ajmri pa ge 15 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 a mean of 4.34 described as very high, and inside the classroom has a mean score of 4.18 described as high. empirically, five indicators of classroom management namely psychological and social classroom environment, teacher-student personal communication, interaction during the lesson, organization of the lesson and inside the classroom were reported to be very high in the survey. these findings mean that teachers are effective in the delivery of the lesson and considered the different learning styles of students. moreover, teachers are monitoring students’ work and spend an equal amount of time in all quadrants of the classroom. the result was congruent with the statement of kwok (2021) who stated that good classroom management leads to greater outcomes. as a result, classrooms with higher levels of coherence and goal orientation had lower levels of disorganization and disputes. they provide superior learning chances that contribute to the learners’ success. however, classroom management training has long been inadequate and static, resulting in challenges that disproportionately affect the achievement of new teachers. teacher education can apply modest yet meaningful improvements to strengthen a pedagogical competence where many starting teachers have continuously struggled by focusing classroom management courses on culture, techniques, practice, relationships, and partnerships. table 2: level of classroom management indicators sd mean descriptivelevel inside the classroom 0.34 4.18 high organization of the lesson 0.45 4.34 very high interaction during the lesson 0.41 4.48 very high teacher-student personal communication 0.43 4.36 very high psychological and social classroom environment 0.48 4.52 very high overall 0.32 4.38 very high level of work ethics shown in table 3 is the level of work ethics of public elementary and high school teachers in davao del sur. the overall mean score was 4.07 described as high and an overall standard deviation of 0.33. this suggests that work ethics is most of the time manifested or felt. nonetheless, it can be deduced that teachers believed that their profession provided them with more spare time and that it is necessary to manage one’s fate by not being dependent on others. the teaching job with the freest time is truly a job for them. furthermore, teachers are trying hard to provide their students with beneficial learning experiences. respondents believed that by working hard, they could overcome any challenge that life threw to them in school and attain their goals. the findings of this research are consistent with the claims made by benedicto& caelian (2021) that ethics appears to have a favorable impact on employee performance. those who firmly support the practice of work ethics create positive changes to the organization’s aims and values. employees with a strong work ethic know how to effectively manage their time and they prioritize chores, stick to deadlines, and complete projects. moreover, these workers are punctual and come on time or early to work. they rarely, if ever, arrive late for work. they work well in groups and never cause delays in project completion. employees who manage their time properly are more likely to be organized. they understand how table 3: level of work ethics items sd mean descriptivelevel to be being truly successful, a person should be being self-reliant. 0.57 4.40 very high being self-reliance is the key to being successful. 0.58 4.44 very high people would be being better off if they depended on themselves. 0.92 3.95 high one should live one’s own life being independent of others as much as possible. 0.84 4.12 high one must avoid being dependent on other persons whenever possible. 0.63 4.15 high i do not like having to depend on other people. 0.63 4.07 high i am striving to be self-reliant. 0.63 4.31 very high having a great deal of independence from others is very important to me. 0.56 4.12 high only those who depend on themselves are getting ahead in life. 0.74 3.77 high it is important to control one’s destiny by not being dependent on others. 0.72 4.01 high one should always be taking responsibility for one’s actions. 0.78 4.21 very high i would be taking items from work if i am feeling i am not getting paid enough. 1.40 2.82 moderate one should always be doing what is right and just. 0.57 4.45 very high one should not be passing judgment until one has heard all of the facts. 0.64 4.38 very high you should never be telling lies about people. 0.71 4.41 very high stealing is being all right as long as you don’t get caught. 1.37 1.89 low it is being important to treat others as you would like to be treated. 0.76 4.44 very high it is never appropriate taking something not belonging to you. 1.55 3.80 high people should be being fair in their dealings with others. 0.93 4.37 very high life is being more meaningful if we have more leisure time. 1.22 3.35 moderate https://journals.e-palli.com/home/index.php/ajmri pa ge 15 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 i prefer a job that is allowing me to have more leisure time. 1.02 3.40 high the more time i am spending on a leisure activity, the better i am feeling. 0.98 3.56 high the less time one is spending working, and the more leisure time one is having, the better. 1.09 3.20 moderate work is taking too much of our time, leaving little time to relax. 1.10 3.38 moderate more leisure time is being good for people. 0.91 3.32 moderate the world is a better place if people are spending more time relaxing. 1.18 3.28 moderate the job that is providing the most leisure time is the job for me. 1.09 3.26 moderate people should be having more leisure time to spend in relaxation. 1.07 3.35 moderate leisure time activities are being more interesting than work. 1.17 3.22 moderate nothing is impossible if you are working enough. 0.80 4.20 very high working hard is the key to being successful. 0.60 4.53 very high if one works hard enough, one is likely to be making a good life for oneself. 0.63 4.47 very high hard work is making one a better person. 0.82 4.12 high by working hard, a person can overcome every obstacle that life offers. 0.78 4.03 high any problem can be being overcome with hard work. 0.75 4.08 high anyone being able and willing to work hard has a good chance of succeeding. 0.51 4.63 very high a person should always be doing the best job possible. 0.53 4.53 very high by simply working hard enough, one can achieve one’s goals. 0.69 4.45 very high i am feeling uneasy when there is little work for me to do. 1.03 3.32 moderate i am feeling content when i am having spent the day working. 0.60 4.26 very high even if i were being financially able, i would not stop working. 0.70 4.32 very high hard day work is being very fulfilling. 0.62 4.36 very high it is being very important for me always to be able to work. 0.55 4.35 very high even if i am inheriting a great deal of money, i would be continuing to work somewhere. 0.59 4.31 very high even if it were possible for me to be retiring, i would still be continuing to work. 0.89 3.81 high life without work is being very boring. 0.80 4.28 very high i am experiencing a sense of fulfillment from working. 0.67 4.37 very high a hard day's work is providing a sense of accomplishment. 0.64 4.42 very high it is being important to stay busy at work and not wasting time. 0.64 4.34 very high time should not be wasted; it should be beused efficiently. 0.53 4.55 very high i am scheduling my day in advance to avoid wasting time. 0.57 4.43 very high i am constantly looking for ways to use my time productively. 0.53 4.41 very high i am trying to plan out my workday so as not to waste time. 0.56 4.38 very high how a person is spending, his time is as important as how he is spending their money. 0.60 4.34 very high wasting time is as bad as wasting justified. 0.62 4.21 very high having a distaste for hard work usually reflects a weakness of character. 0.67 4.15 high if i want to buy something, i am always waiting until i can afford it. 0.59 4.42 very high i am getting more fulfillment from items i am having to wait for. 0.59 4.34 very high things that you have to wait for are being the most worthwhile. 0.58 4.44 very high a distant reward is usually being more satisfying than an immediate one. 0.59 4.37 very high i am preferring to save until i can afford something and not buyjng it on credit. 0.64 4.41 very high the best things in life are those you are having to wait for 0.55 4.48 very high the only way getting anything worthwhile is saving for it. 0.53 4.57 very high overall 0.32 4.07 high to concentrate on a task without becoming distracted. these staff normally labor till their responsibilities are completed. correlations between organizational behavior foundations and classroom management the findings of the test on the association between organizational behavior foundations and classroom management are shown in table 4. the association was assessed at the 0.05 threshold of significance, as stated in the hypothesis. data revealed that organizational behavior foundations of teachers is favorably connected with classroom management. the total r-value of relationship between the two variables is.262 with a p-value <0.05. specifically, organization of the lesson as indicator of classroom management when correlated to indicators of work ethics got an r-value of .245 with a p-value of <0.05; in the same way, psychological and social classroom environment received an r-value of .225a p-value of <0.05, inside the classroom when correlated to indicators of work ethics got an r-value of .220with a p-value of <0.05, teacher-student personal communication got an r-value of .180 with a p-value of <0.05, and interaction during the lesson got an r-valueof .166 with a p-value of <0.05. the result presented in this study is congruent with the studies of beaudry (2021), the organizational behavior foundation, frequently included in the primary business curriculum, teaches students how instructors’ https://journals.e-palli.com/home/index.php/ajmri pa ge 15 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 function successfully inside businesses and manage classrooms. moreover, the research findings of this study are relevant to the study kapur (2018) who contended that practical organizational behavior foundation application in education improves job performance, increases job satisfaction, and leads to the achievement of targeted goals and objectives in the classroom. hence, the null hypothesis which states that there is no significant relationship between organizational behavior foundations and classroom management is rejected in favor of the second hypothesis which is the alternative hypothesis claiming that the relationship between these two variables exist. correlations between organizational behavior foundations and work ethics the investigation of the study proved the connection between organizational behavior foundations and work ethics as shown in table 5. the significance level chosen for the link examination was 0.05, which was taken from the hypothesis. the total r-value of.206 and a p-value of less than 0.05 indicated that the null hypothesis should not be accepted. it suggests therefore that there is a substantial connection between a teacher’s organizational behavior foundations and their level of work ethics. and corollary to this, the result implies that an organizational behavior foundation is important in raising the level of work ethics in teaching. moreover, organizational when correlated to work ethics got an r-value of .238; in the same way, individual got an r-value of .206, and group indicator got an r-value of .105. the empirical findings in the study as discussed herein concluded that all indicators organizational behavior foundations have a positive correlation with work ethics in an organization like schools. the current study revealed that the organizational behavior table 4: significance of the relationship between the organizational behavior foundations and classroom management classroom management organizational behavior foundations inside the classroom organization of the lesson interaction during the lesson teacher-student personal communication psychological and social classroom environment overall individual .164*(0.004) .203*(0.000) .105(0.071) .131*(0.024) .178*(0.002) .208*(0.000) group 200*(0.001) .231*(0.000) .112(0.054) .177*(0.002) .216*(0.000) .249*(0.000) organizational .176*(0.002) .164*(0.005) .066(0.255) .125*(0.030) .153*(0.008) .181*(0.002) overall .220*(0.000) .245*(0.000) .166*(0.045) .180*(0.002) .225*(0.000) .262*(0.000) *significant at 0.05 significance level. table 5: significance of the relationship between the organizational behavior foundation and work ethics organizational behavior foundations work ethics overall individual .206*(0.000) group .105(0.069) organizational .238*(0.000) overall .206*(0.000) *significant at 0.05 significance level foundations of public-school teachers is positively connected to their work ethics, which is aligned with the study of barreto et al. (2021) who discovered that work ethics is significantly impacted employee organizational behavior. as a result, moral value has a significant impact on job quality since employees do their very best to make things right and always meet the needs of consumers. furthermore, kau (2021) discovered essential links between ethical work atmosphere and organizational behavior foundation retention characteristics. the research findings of murtaza et al. (2016) also revealed that work ethics in islam context is positively influence corporate behavior. correlations between work ethics and classroom management the findings of the test on the association between work ethics and classroom management are shown in table 6. as seen in the table, the indicators of work ethics are positively connected to classroom management of teachers, with an overall r-value of.36 and a p-value <.05, indicating the rejection of the null hypothesis. it implies table 6: significance of the relationship between the work ethics and classroom management classroom management work ethics inside the classroom organization of the lesson interaction during the lesson teacher-student personal communication psychological and social classroom environment overall overall ..337*(0.000) .260*(0.000) ..179*(0.000) .284*(0.000) .315*(0.000) .361*(0.000) https://journals.e-palli.com/home/index.php/ajmri pa ge 15 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 that there is a strong positive correlation among work ethics and classroom management. work ethics shows a positive correlation with classroom management because of its computed positive correlation value of .36 indicating that work ethics can be a guide in planning a successful classroom management. furthermore, inside the classroom got an r-value of .33 with a p-value <.05; psychological and social classroom environment got an r-value of .315with a p-value <0.05; teacher-student personal communication got an r-value of .28 with a p-value <.05; organization of the lesson got an r-value of .26 with a p-value <.05; and interaction during the lesson got an r-value of .17 with a p-value <.05. in short, work ethics is considered as a pivotal variable in attaining all indicators of classroom management. the study is supported by the findings of nendrawati et al. (2021) who found that teacher work ethics and classroom management have a favorable and substantial impact on student learning results. the level of student learning outcomes can be influenced by classroom management and instructor work ethic in the learning process. class management and a strong work ethic can help students become more engaged in the learning process. moreover, according to regan (2012), effective teaching requires the promotion of ethical behavior in the classroom in order to be successful in the classroom. in addition, according to munro (2021), tough classroom management was a statistically significant predictor of a strong work ethic, which was defined as a favorable attitude toward one’s job, according to the asia pacific business review. on the mediating effect of work ethics table 7 shows the path analysis on the mediating effect of work ethics on the relationship between organizational behavior foundations and classroom management. the path follows the model presented in the conceptual framework of the study on the relationship between organizational behavior foundations and work ethics as path a, work ethics on classroom management as path b, and organizational behavior foundations and classroom management as path c’. statistically, the coefficient table for this regression of path a appears to have (b= .22, β = .20, se b= .06, cr= 3.62, p< .05). the value in the unstandardized beta coefficient represents the slope of the line between organizational behavior foundations and work ethics; thus, this would mean that for every one unit increase in organizational behavior foundations, the mediating variable work ethics increases by .22. moreover, the strength of correlation between these two variables is measured in the next column under standardized beta coefficient which has a value of .20 or equal to 21% significance. standard error of unstandardized beta, on the other hand, is reported in the next column as .06 which means that the estimate is more precise. hence, the critical ratio value of 3.62 reported in the next column tells that the model used in the study is working well. critical ratio captures a ratio of a particular deviation from the mean value to the standard deviation. furthermore, below the significance level of 0.05 implies that organizational behavior foundations and work ethics have significant relationship. in the same way, path b tries to capture the relationship between work ethics and classroom management and found to have a strong correlation (b = .31, β = .32, se b= .05, cr= 5.95, p< .05); and lastly, path c’ is also concluded to have a strong correlation (b = .21, β = .19, se b= .05, cr= 3.63, p< .05). distinctively, the causal association between organizational behavior foundations and classroom management is regressed from .26 to .21 after including the mediating variable in the model. thus, the conclusion is a partial mediation. addendum, figure 3 shows the regression weights of the mediating effect of work ethics on the relationship between organizational behavior foundations and classroom management. and empirically, the raw correlation between organizational behavior foundations and classroom management has a total impact of .26. the extent of the association between organizational behavior foundations and classroom management with work ethics included in the regression is represented by the direct effect value of .21. the indirect effect value of 0.0711 x =organizational behavior foundations (obf) y = classroom management (cm) m= work ethics (we) table 7: mediating effect: path analysis (significant partial mediation) path estimates se c.r. p unstandardized standardized obf we .224 .206 .062 3.628 *** we cm .317 .321 .053 5.947 *** obf cm .211 .196 .058 3.631 *** figure 1: regression weights on the mediating effect of work ethics on the relationship between organizational behavior foundations and classroom management https://journals.e-palli.com/home/index.php/ajmri pa ge 15 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 represents the amount of original link between organizational behavior foundations and classroom management that has been transferred to work ethics. the formula is: (a*b), where “a” is the path between the independent and mediator variable, “b” denotes the path between the mediator and dependent variable. moreover, assessed significance of the indirect effect is found to be significant. thus, it is continued to look for the meaning of the indirect effect (c’) and the direct effect shows a positive standardized coefficient of .21 which means significant. therefore, the conclusion is a partial mediation following the steps of mediation analysis by zhao et al. (2010). then, the indirect effect must be divided by the total effect to get the ratio index; in this case, 0.0711 divided by .2821 equals 0.2520. thus, the final analysis contends that work ethics carries a half influence on the relationship between organizational behavior foundations and classroom management. therefore, the research study falls under partial mediation supporting its theory that x causes y because of z and other factors not included in the model. furthermore, there are three stages in mediating study for a third variable to operate as a mediator (baron & kenny, 1986). the first step is the correlation of between organizational behavior foundations (iv) and classroom management (dv); in step 2, organizational behavior foundations (iv) is substantially correlated to work ethics (mv); and work ethics (mv), on the other hand, is correlated to classroom management (dv)as explained in step 3. similarly, the goal of steps 1–3 is to prove that there are zero-order correlations between variables. and we can automatically conclude that mediation is not probable with no relationship variables basing the process of estimating the relationship. furthermore, if there is a significant relationship in steps 1 to 3, one must proceed to step 4. then in step 4, the combined effect of organizational behavior foundations and work ethics is found to significant on classroom management. to assess the relevance of the intervening variable, further path analysis of the mediation effect using amos is required. furthermore, complete mediation will be attained if the impact of the iv on the dv becomes non-significant at the end of the analysis. it signifies that the mediating variable mediates all of the effects. only partial mediation is obtained if the regression coefficient is significantly lowered but still significant at the end. it means that while the mv mediates part of the iv, other sections are either direct or mediated by variables not included in the model. empirically, the effect of organizational behavior foundations (iv) on classroom management (dv) is significantly increased after controlling work ethics (mv). yet, the outcome of the indirect effect value is positive indicating that partial mediation occurred in the final path analysis. the researcher confirmed that partial mediation happens by using baron and kenny’s steps in testing mediation of work ethics. firstly, the research conducted a straightforward regression analysis with x predicting m to test for path athe independent variable, or x (organizational behavior foundations) affects the mediator or m (work ethics), b= .22, p< .05. secondly, the research conducted a straightforward regression analysis with m predicting y to determine the relevance of path b-the mediating variable or m (work ethics) affects the dependent variable or (classroom management),b= .31, p=< .05. thirdly, a simple regression analysis was conducted with x predicting y to test for the significance of path cthe independent variable or x (organizational behavior foundations) affects the dependent variable or y (classroom management),b = .21, p< .05.last but not least, after controlling the dependent variable or y (classroom management) as predicted by the independent variable or x (organizational behavior foundations) and including the mediating variable or m (work ethics) as a predictor of classroom management, it is regressed to .21. hence, the result of the study is found to be a partial mediation and since it is a partial mediation, it can be gleaned that work ethics can quantify the influence of organizational behavior foundations to help teachers improve classroom management. conclusion and recommendation based on the study’s findings, the researcher reached the following key conclusions in response to the research objectives and hypotheses: the level of organizational behavior foundations is high, the level of classroom management is very high, and the level of work ethics of public-school teachers is high. furthermore, there is strong evidence to reject the two (2) null hypotheses of this research study in favor of the alternative hypotheses based on the empirical results provided herein. results revealed a strong correlation between organizational behavior foundations and work ethics; work ethics have a significant relationship with classroom management; and substantially, there is a positive relationship found between organizational behavior foundations and classroom management. vividly, the results of the study found a partial mediation of work ethics on the relationship between organizational behavior foundations and classroom management. corollary to this, the findings support the virtue ethics theory, which defines work ethics as the desire to understand and live a moral life. hence, this character-based approach to morality maintains that virtue is acquired via practice. a person develops an honorable and moral character through practicing being honest, brave, just, generous, and so on. thus, through cultivating virtuous habits, people are more likely to make the right decision when presented with ethical dilemmas, particularly teachers who manage classrooms. given the preceding findings and the study’s conclusion, the researcher made the following recommendations: based on the results of the study, it is recommended that the division of davao del sur may sustain a very high level of classroom management, a high level of https://journals.e-palli.com/home/index.php/ajmri pa ge 15 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 142-161, 2022 work ethics, and a high level of organizational behavior foundations in every school by permanently supporting the emotional needs, intellectual needs, psychological needs, spiritual needs, and financial needs of teachers when it comes to purchasing school supplies and answering any request related to classroom repair and improvement for the common good of clienteles. moreover, there is a need to sustain the high level of organizational behavior foundations to provide a positive and successful classroom management; thus, sustaining the very high level of classroom management may elevate the work ethics of public-school teachers; and the high level of work ethics may help teachers boost their organizational behavior foundations so they may be very effective in delivering classroom management. furthermore, the department of education may continue initiating programs/training/seminars that will sustain the level of work ethics, organizational behavior foundations, and classroom management of publicschool teachers in the division of davao del sur. besides, the research findings can serve as a credible resource for future researchers, educators, and school administrators when planning seminars on the significance of work ethics and how it will affect the organizational behavior foundations of public teachers to address classroom management issues. in this way, it may help solve nonreaders, distressed pupils, pupils’ misbehaviors, absentee pupils, and so on. moreover, the questionnaires of the study can be a useful tool for administrators to monitor work ethics, organizational behavior foundations, and classroom management of public-school teachers. finally, it is also recommended since there is a partial mediating effect of work ethics found in the study that future studies will be done to look for those other factors that are not included in the model that can mediate the relationship between organizational behavior foundations and classroom management. references a look at organizational behavior in the school environment. wz_og_site_name. 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(2020). literature and history teachers’perceptions of classroom management in function of students motivation for learning. international journal of management (ijm), 11(12). https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 83 american journal of multidisciplinary research and innovation (ajmri) analyses of quality of life variation in nun river oilfield communities, bayelsa state nigeria amatari-breford, sinclair amatari1*, digha opaminola n.2, ohwo odafivwotu3, numoipre inainfe.1, clarke tarelayefa.1 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.1579 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 08, 2023 accepted: april 19, 2023 published: june 26, 2025 this studyexamined quality of life variations in nun river oilfield communities and adjoining communities. the study covered fifteen communities; tenoil and gas bearing communities within nun river oilfield and five adjoining communities which arenon-oil and gas bearing, all in southern ijaw local government area of bayelsa state. the survey method was the main of primary data collection; a well-structured questionnaire wasadministered on 398 respondents in sampled communities. the respondents were selected using simple random sampling technique. data was both descriptively and statistically analysed using appropriate statistical tool. both the descriptive and results from statistical analyses of an anova test showed that f-ratio calculated 101.812 was greater than the tabulated value of 3.84, and the p-value 0.000 was less than significant 0.05 indicating that quality of life significantly varied between the nun oilfield communities and adjoining communities. secondly, results indicatedthat corporate social responsibility interventions of companies were largely responsible for the variationin quality of life. the study also revealed inadequate provision of essential goods and services in the sampled communities,most especially in adjoining communities which foreshadows negative consequences for quality of life. government should design and carry out deliberate policies and programmes on rural infrastructure development, as this will improve the quality of life of individuals and communities. keywords adjoining communities, nun river oilfield, quality of life, variation introduction quality of life (qol) is a geographical variable condition as it varies not only between people, but also between places, basically because of the characteristics of people and places (gramer et al., 2004). the world health organisation quality of life group (1995) underscored that qol is largely the assessment of one’s position in life as regards culture and the value system of the society as compared to the individual’s objectives, expectations, standards and concerns. the definition suggests that qol entails a mix of physical, psychological and social dimensions in people and communities.in the same vein, sirgy and jin (2016) posited that qol refers to a subjective and objective assessments centered on the socio-cultural and ecological aspects of individuals and communities. ortegem and verhofstadt (2015) averred that both the subjective and objective indicators or factors of qol are suggestive of two different things; the subjective factors focuses on pleasure as key to human happiness and satisfaction as qol, and the objective factors focuses on the health status, housing, economic viability, educational and nutritional levels etc. ejechi and ejechi (2008) and weaver (2014) asserted at different times that the determination of qol involves assessment of demographic and socio-economic characteristics of the people as well as the environmental conditions of the community.according to kele (2012) noted thatqolis affected primarily by certain factors such as housing, leaisure and recreation, economic stability, neighbourhood environment, job opportunities, public goods and services amongst others. the author also highlighted three main characteristics of individuals qol; one, it reflects individuals life satisfaction and his perception, two, qol is a dynamic concept covering multiple life domains such as housing, condition, educational attainment, job and work life balance, access to institutions, and public facilities, and three, it brings objective information on living conditions with subjective views and attitudes to offer a portrait of overall life satisfaction or comfort. furthermore, kele (2012) described community qol as a group of socio-economic and environmental indicators such as crime, health, jobs, educational attainment, justice systems and recreation that adds to the desirability and liveability of community. in differences and effects of socioeconomic dynamics on qol, boroah, dineen, and lynch (2011) asserted that even within communities, variations in financial status, employment status, availability and access to basic amenities could trigger variations in qol. akinyemi et al. (2012) stated that due todemographic and socio-economic dynamic and availability of basic amenities, qol in one rural community could ultimately vary from qol of another rural community. the authors further stated that qol in rural areas with natural resources and amenities shows a significantly different qolwhen contrasted with sterile rural area. 1 department of geography, isaac jasper boro college of education, sagbama, p.m.b 74, yenagoa, bayelsa state, nigeria 2 department of environmental management and toxicology, federal university otuoke, p.m.b 126, yenagoa, bayelsa state, nigeria 3 department of geography and environmental management, niger delta university, wilberforce island, nigeria * corresponding author’s e-mail: amabresly44@gmail.com pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 83-90, 2025 reports have shown that small communities are after disadvantage regarding qol as is the case with many oil and gas bearing communities which are mostly at the bottom in the hierarchy of settlement, and frequently bearing the added burden of negative externalities from the oil industries.now, in a bid to ameliorate the plight of host communities caused by the multiple disadvantages they suffer as a result of small size and by devastations from oil and gas operations, industry operates undertakes several development projects as part of their corporate social responsibilities (csr). csr refers to practices and policies undertaken by corporations that are intended to have a positive impact or benefit on society (lee, 2008). the author also noted that the key idea behind csr is for corporations to pursue other pro-social objectives in addition to maximising profit. moir (2001) concluded that objectives of csr include building sustainable growth for business in a responsible manner; to minimise negative environmental externalities, thus promoting improve living standards. has thesecsr interventions of operators of the oil and gas industry improves the qol of the individuals and host communities. it is against this backdrop that this paper is purposively undertaken to fulfil the followingobjectives; identify the factors responsible for variation in qol and ascertain qol variation innun river oilfield communities and adjoining communities covered by this study. the study area the study area is situated on both banks of the nun river and silver creek, which for now form the main access routes to the communities. the study area consisted of fifteen (15) communities; ten nun river oilfield communities which include;oporoma, onyoma, angiama,,agiama-gbene, luduon, aguobiri, bolou-aguobiri, igeibiri, obololi and osokama, and five adjoining communities which include; otuan, oweikoroghe, anyama, ondewari andozezebiri, all in southern ijaw local government area of bayelsa state. see map of the study area in figure 1. figure 1: map showing study area in silga source: office of the surveyor-general, yenagoa, bayelsa state the nun river oilfield communities are classified into three categories; oil bearing, pipeline and impacted communities. the classification of the nun river oilfield communities are shown in table .1 table 1: classification of nun river oilfield communities s/no community classification 1. oporoma oil bearing community 2. onyoma oil bearing community 3. angiama oil bearing community pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 83-90, 2025 the geographical coordinate of the central point of the study area which is oporoma is in latitude 40481 1711 north and longitude 600414411 east. the geology is made up from top to bottom with benin, agbade and akata formations (spdc 1998). the report further revealed that the area lies within the outcropping benin formation made up of continental deposits, and is also characterised by fresh water swamps, back swamps and meander belts of flat plain. spdc (1998) also noted severe drainage problems with seasonal and temporary flooding due to heavy rainfall and rise in ground water table. the area lies in the wet equatorial climate region of the niger delta. it is typically a humid tropical climate characterised by high rainfall and high temperature (gobo, 1998). the area experiences both dry and wet seasons. the dry season is experienced between november and march, while the wet season is between april and october. the mean annual rainfall ranges from 2,000mm to 4,000mm and spread over a period of 8 to 10 months with episodes occurringall year round, even during the dry season. the temperature of the area ranges between 23 and 32oc with little monthly variations. the lowest monthly temperatures (23oc-25oc) are recorded during the rainy season months (june-september), while the highest temperatures (30-32oc) are recorded in february and march. the area experiences high relative humidity with values varying between 60 and 100%. however, periods of very low humidity occur during the harmattan spell when the north east trade wind is dominant (gobo, 1998). the vegetation cover of the study area and that of the bayelsa state is typical of the fresh water areas characterised by grasses and trees (allison-oguru et al., 1999).the authors also stated that the fresh water swamp forest constitutes the bulk of the vegetation of the area. this vegetation has two distinct features, namely, economic tree species and lianes and thick undergrowths. the surface soil of the area shows moderately adequate for crop production. the area is rich in natural resources which include oil and gas, with oil wells in most communities and oil/gas pipelines crisis-crossing the area. major economic activity of the area include fishing, farming, forestry, lumbering, hunting, gathering of wild forest products and tapping of palm wine and brewing of local gin (allison-oguru et al., 1999). the inhabitants of the area are predominantlyizons (alagoa, 1999). materials and methods the secondary data was population figures of sampled communities (national population commission, 1996). the primary data was collected with a well-structured questionnaire which comprised both open and closeended questions which were organised in two sections; demographic and socio-economic characteristics and quality of life indicators.the total population of the study area was 103,608. however, to determine the actual sample size for effective administration of research instrument, the taro yamene formula in israel (2003) was adopted; n = n / (1 + ne2) (1) where; n= required sample size n= population e= level of significance (0.05)2 1= constant substituting values into the formula; n= 103,608/1 + 103,608 x (0.05)2 = 398 the calculation showed that 398 households are to be selected for the study. so, 398 questionnaires were distributed among the sampled communities with different population sizes using the proportionate stratified random sampling technique (kpolovie, 2011). table 2 shows the number of questionnaires distributed and retrieved from respondents in sampled communities. 4. osokama oil bearing community 5. aguobiri pipeline community 6. bolou-angiama pipeline community 7. angiama-gbene pipeline community 8. obololi pipeline community 9. igeibiri pipeline community 10. luduon impacted community table 2: distributed and retrieved questionnaires oilfield communities s/n name of community administered retrieved 1 oporoma 78 67 2 onyoma 19 19 3 angiama 50 44 4 ludoun 4 4 5 aguobiri 35 30 6 bolou-aguobiri 12 10 pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 83-90, 2025 the simple random sampling technique was used to select the 398 respondents. however, 340 were retrieved and used for analyses of data. data were analysed using descriptive and statistical tools such as percentage, means and graphical illustrations. analysis of variance (anova) was used to analyse data relating toqol variation in nun river oilfield communities and adjoining communities. discussion of findings this section entails presentation of results and discussion of findings to show attainment of thekey objective of the study. as earlier stated a total of 398 questionnaires were administered, out of which 380 representing 68% was retrieved and analysed as follows; see table 3. 7 angiama-gbene 6 6 8 igeibiri 25 24 9 obololi 11 10 10 osokama 7 6 adjoining communities 1 otuan 74 63 2 oweikoroghe 20 12 3 anyama 21 15 4 ondewari 30 24 5 ozezebiri 6 6 total 398 340 table 3: distributed and retrieved questionnaires s/n essential goods and services nun-river oil field communities neighboring communities all communities variables f % f % f %n 1 electricity not available(na) 120 55 56 47 176 52 available not in use(anu) 52 28 44 37 96 28 available, in use (aiu) 48 22 20 16 68 20 total 220 100 120 100 340 100 2 portable water not available(na) 125 57 57 48 182 54 available not in use(anu) 37 17 36 30 73 21 available, in use (aiu) 58 26 27 22 85 25 total 220 100 120 100 340 100 3 road network not available(na) 144 65 67 56 211 62 available not in use(anu) 13 6 9 8 22 6 available, in use (aiu) 63 29 44 36 107 32 total 220 100 120 100 340 100 4 communication network not available(na) 92 42 16 13 108 32 available not in use(anu) 10 5 11 9 21 6 available, in use (aiu) 118 53 93 78 211 62 total 220 100 120 100 340 100 5 market not available(na) 142 65 72 60 214 63 available not in use(anu) 71 32 32 27 103 30 available, in use (aiu) 7 3 16 13 23 7 total 220 100 120 100 340 100 pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 83-90, 2025 6 supermarket not available(na) 216 98 115 98 331 97 available not in use(anu) 4 2 3 3 7 2 available, in use (aiu) 2 1 2 1 total 220 100 120 100 340 100 7 departmental shops not available(na) 201 91 110 96 331 91 available not in use(anu) 19 9 10 3 29 9 available, in use (aiu) = 1 total 220 100 120 100 340 100 8 bread bakeries not available(na) 210 95 98 82 308 91 available not in use(anu) 7 3 18 15 26 7 available, in use (aiu) 3 2 4 3 5 2 total 220 100 120 100 340 100 9 water factory not available(na) 197 90 105 88 302 89 available not in use(anu) 15 7 10 8 25 7 available, in use (aiu) 8 3 5 4 13 4 total 220 100 120 100 340 100 10 tailoring shops not available(na) 120 55 89 74 209 61 available not in use(anu) 9 4 8 7 17 5 available, in use (aiu) 91 41 23 19 114 34 total 220 100 120 100 340 100 11 barbers/hair shops not available(na) 126 57 94 78 220 65 available not in use(anu) 4 2 7 6 11 3 available, in use (aiu) 90 41 19 16 109 32 total 220 100 120 100 340 100 12 shoe maker not available(na) 178 81 99 83 277 81 available not in use(anu) 34 15 17 14 51 15 available, in use (aiu) 8 4 4 3 12 4 total 220 100 120 100 340 100 table 4: access to goods, services and utilities s/n essential goods and services nun-river oil field communities neighboring communities all communities variables f % f % f %n 13 pharmacy not available(na) 194 88 104 87 298 88 available not in use(anu) 21 10 12 10 33 10 available, in use (aiu) 5 2 4 3 9 2 total 220 100 120 100 340 100 14 public transport not available(na) 139 63 25 21 164 48 available not in use(anu) 17 8 5 4 22 6 pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 83-90, 2025 on the availability and impact of essential goods and services, results in figure 2 revealed that in nun river oilfield communities 130(59%) of respondents affirmed availability of essential goods and services have had a positive impact on quality of life (qol), 70 (32%) agreed, 14(6%) strongly disagreed and 6(3%) strongly agreed. in the adjoining communities 79(66%) disagreed, 16(13%) agreed, 21(18%) strongly disagreed, and 4(3%) strongly agreed that the availability of essential goods and services have positive impacts on quality of life in their communities. see figure 3. available, in use (aiu) 4 29 90 75 154 46 total 220 100 120 100 340 100 figure 2: essential goods and services in nun river oilfield communities and adjoining communities figure 3: beneficial intervention of csr in nun river oilfield communities and adjoining communities results showed that in the nun river oilfield communities 147(67%) of the respondents said that csr interventions projects undertaken by the spdc was beneficial, and 73(33%) said that they were not beneficial. in the adjoiningcommunities the results showed that only negligible 6(5%) of respondents said that csr interventions were beneficial and 114(95%) of respondents said csr interventions were not beneficial to their community. quality of life rating a comparison of qol rating between the nun river oilfield communities and adjoining communities was determined, the rating ranged from poor, good and very good, and the distribution of result is presented in figure 4 pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 83-90, 2025 table 5: qol rating in sample communities sn comm. f % sn comm. f % sn comm. f % 1. oporoma 6. bolou-aguobiri 11. otuan a poor 20 30 a poor 5 50 a poor 30 48 b good 25 37 b good 2 20 b good 7 11 c very good 7 11 c very good 1 10 c very good 3 5 d very poor 15 22 d very poor 2 20 d very poor 23 36 total 67 100 total 10 100 total 63 100 2. onyoma 7. angiamagbene 12. oweikoroghe a poor 5 26 a poor 3 50 a poor 3 25 b good 8 42 b good 2 33 b good 2 16 c very good 2 11 c very good c very good 2 17 d very poor 4 21 d very poor 1 17 d very poor 45 42 total 19 100 total 6 100 total 12 100 3. angiama 8. igeibiri 13. anyama a poor 15 34 a poor 10 42 a poor 6 40 b good 21 48 b good 8 33 b good 5 34 c very good 2 5 c very good c very good 2 13 d very poor 6 13 d very poor 6 25 d very poor 2 13 total 44 100 total 24 100 total 15 100 4. luduon 9. obololi 14. ondewari a poor 2 50 a poor 5 50 a poor 10 42 b good 1 25 b good 4 40 b good 7 29 c very good c very good c very good 2 8 d very poor 1 25 d very poor 1 10 d very poor 5 21 total 4 100 total 10 100 total 24 100 5. aguobiri 10. osokama 15. ozezebiri a poor 10 33 a poor 3 50 a poor 2 40 b good 13 44 b good 2 33 b good 1 20 c very good 1 3 c very good c very good d very poor 6 20 d very poor 1 17 d very poor 2 40 total 30 100 total 6 100 total 5 100 figure 4: qol rating in nun river oilfield communities and adjoining communities results in fig 4.showed that in nun river oilfield communities 78(35%) of the respondents rated qol as poor, 86(39%) rated qol as good, 13(6%) rated qol as very good and 43(20%) as very poor. in the adjoining communities the results showed that 51(42%) rated qol as poor, 23(19%) rated qol as good 9(8%) of respondents said qol was very good and 37(31%) as very poor. pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 83-90, 2025 the result of anova test revealed that the value of the f-ratio calculated 101.812 were greater than the tabulated value 3.84 at 5% level of significance. secondly, the p-value 0.000 is less than the significant level of 0.05. therefore, the null hypothesis was rejected and the alternative accepted showing significant variation in qol in nun river oilfield communities and adjoining communities. given the results from both descriptive and statistical analysed, there is no gainsaying that there is significantqol variation in nun river oilfield communities and adjoining communities, and that csr interventions were largely responsible for the variation. the result confirms the conclusion of senlier et al. (2008) whose results also showed a significantqol variation in various cities covered by the study, and that of babatunde (2020) who concluded that qol of one rural community vary from the qol of another due to economy and population dynamics and availability of social amenities. likewise, akinyemi et al. (2012) also concluded that qol in natural resources rich area are likely to present a significantly different and improvedqolcompared to adjoining sterile areas. recommendations the study observed a general lack of basic amenities in the study area, most especially in the adjoining communities. 1. we therefore, recommend that government at all levels should design and undertake rural infrastructure development such as road networks, pipe-bone water, electricity, health and educational facilities as well as public amenities to enhance qol in rural neighbourhoods. 2. secondly, government at all levels; federal, state and local government should revive the agricultural sector by providing technical assistance through extension services and ensure the provision of storage techniques/ facilities and market. this will also generate employment and as such reduce the level of poverty in the area and inherent rural – urban migration’ conclusion the concept of qol is not a recent ideology in the field of geography and other related disciplines. the concept is described both subjectively and objectively and can be studied both at the individual and community level. the study focused on identifying and analysis ofqol variation in nun river oilfield communities which are host to oil and gas companies benefitting from csr interventions and adjoining communities without such csr interventions. key recommendation are made for the various levels of government and agencies to timely address the identified problems through the design and implementation of appropriate physical planning policies/programmes aimed at provision of basic facilities to improve qol of individuals and communities. references akinyemi, o. o., owoaye, e. t., popoola, o. a., & ilesanmi, o. s. (2012). quality of life and associated factors among adults in a community, south west nigeria. annals of ibadan postgraduate medicine, 10(3). allison-oguru, e. a., zuofa, k., & berepubo, n. a. (1999). agriculture. in e. j. alagoa (ed.), the land and people of bayelsa state: central niger delta. onyoma research and publication. babatunde, a. o. (2010). oil exploitation and local economy in the oil-bearing area of niger delta. center for peace and strategic studies, university of ilorin, nigeria. boroah, v. k., dineen, d. a., & lynch, n. (2011). health, employment, and the quality of life in ireland. irish journal of sociology, 19(2), 144–169. ejechi, e. o., & ejechi, b. o. (2008). safe drinking water and satisfaction with environmental quality of life in some oil and gas industry impacted cities in nigeria. social indicators research, 85, 211–222. gobo, a. e. (1998). meteorology and man’s environment. africa-link books. gramer, v., togersen, s., & kringers, e. (2004). quality of life in a city: the effect of population density. social indicators research, 69, 106–116. israel, g. d. (2003). determining sample size (tech. rep. no. peod-6). university of florida, institute of food and agricultural sciences, florida. kele, r. (2012). the quality of life and the environment. social and behavioral sciences, 35, 23–32. kpolovie, p. j. (2011). statistical techniques for advanced research. springfield publishers ltd. lee, m. p. (2008). a review of the theories of corporate social responsibility: its evolutionary path and the road ahead. international journal of management reviews, 10. moir, l. (2001). what do we mean by corporate social responsibility? corporate governance, 1(2). national population commission. (1996). census figures, nigeria. orteghem, l. v., & verhofstadt, l. (2015). perceived capabilities as an aggregated indicator for wellbeing. applied research in quality of life, 10, 625–629. senlier, n., yildiz, r., & aletas, d. (2008). a perception survey for the evaluation of urban quality of life in kocaeli and a comparison of life satisfaction with european cities. social indicators research, 94, 213–226. sirgy, m. j., & jin, l. (2016). work-life balance: a quality of life model. applied research in quality of life, 11, 1059–1082. shell petroleum development company nigeria limited. (1998). environmental impact assessment for drilling of new wells in nun river. shell petroleum development company of nigeria. surveyor general’s office. (2019). map showing study area in southern ijaw local government area, bayelsa state, nigeria. weaver, r. (2014). evolutionary theory and neighbourhood quality: a multilevel selection-inspired approach to studying urban property conditions. applied research in quality of life, 10, 1007. world health organization quality of life group (1995). position paper from the world health organization. social science and medicine, 41, 1403 –1409. pa ge 1 pa ge 29 american journal of multidisciplinary research and innovation (ajmri) social support and perceived stress among parents of children with special needs in tagbilaran city, bohol ballesteros ian miguel1, bulacoy zyra dioza ann1, enriquez ezra maree1, felisan hannah mae1, halasan chloie marie1 langcamon alessandro miguel1, salinas christine gaile1, june grace epe1, marilou v. fudalan1* volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2766 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 08, 2024 accepted: may 10, 2024 published: may 15, 2024 stress is a prevalent emotional strain experienced by parents in response to the inherent challenges of child-rearing. this study aimed to comprehensively evaluate the levels of social support and perceived stress among parents of children with special needs undergoing pediatric rehabilitation. this study utilized a quantitative descriptive survey methodology with the aid of the turkish adaptation of the family needs survey (fns) and the parental stress scale (pss). a total of 50 participants were enrolled through convenience sampling. statistical analysis of the gathered data revealed notable demographic characteristics among respondents, with a predominant representation of individuals aged 41-50, female, married, and with children diagnosed with autism spectrum disorder (asd) undergoing occupational and speech therapy. the findings indicated a moderate level of support from various sources, including family and friends, educational institutions, community services, and financial and government assistance. however, the evaluation did not reveal a statistically significant difference between the extent of social support received by parents and the perceived stress they reported experiencing. keywords children with special needs, occupational therapy, parental stress, physical therapy, social support, special education introduction parents contending with the demands of raising children with special needs often encounter unique stressors, and identifying the factors that contribute to or alleviate parental stress can lead to more effective support systems—navigating the complexities of caring for a child is imperative to understand how social support plays a pivotal role—this and validation of choices and experiences in life. informational, practical, and social support are just a few of the several kinds of support this social system can offer (zhou, 2014). individuals either seek or provide support at various points in their lifetimes. social support includes interpersonal communication and interaction, love and understanding, care and concern, affection and companionship, financial support, and acceptance and respect. social support impacts mental and physical health throughout the lifespan and may be particularly important in later years (rausa, 2008). the sensations or ideas a person has about how much stress they are experiencing at a particular moment or during a specific period are known as perceived stress (phillips, 2013). a person’s perception of their stress may include feelings of life’s uncertainty and uncontrollability, how frequently they must deal with bothersome inconveniences, how much change is taking place in their lives, and their confidence in their aptitude to handle challenges (phillips, 2013). because of factors like personality, coping mechanisms, and support, people who experience comparable unfavorable life experiences may judge their impact or severity in different ways. however, in the case of parenthood, raising a child, especially with a disability, can be an overwhelming experience since it necessitates more personal, professional, and financial sacrifice. irrespective of the type of disability, parents of children with special needs frequently experience more stress than parents of children without special needs. for these parents and their children with disabilities, recognizing parental stressors can help with the development of suitable interventions and supports (hsiao, 2017). due to the documented affectations of low levels of social support and stress on a person’s well-being components, the researchers are dedicated to looking into the relationship between the level of social support and perceived parental stress from a holistic perspective. based on the study results, recommendations align with physical and occupational therapy. the substantial findings of this study will serve as the basis for characterizing the critical relationship between the extent of social support and perceived stress among the respondents. this research intends to shed light on the adversities faced by parents of children with special needs and inform recommendations. literature review formal support pertains to assistance provided by institutions and organizations like schools and medical professionals. it has been established that having trust in the availability and willingness of others to provide assistance when needed is a protective factor against negative impacts of stressors, adversity, or potential risks (patton et al., 2017). robinson & weiss (2020) suggest 1 college of physical therapy and occupational therapy university of bohol, philippines * corresponding author’s e-mail: mvfudalan@universityofbohol.edu.ph pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 29-34, 2024 that informal support plays a critical part in the lives of parents who have children with special needs. this type of support has been found to be highly significant in reducing feelings of isolation and helplessness while also increasing overall levels of life satisfaction. moreover, an article by asa et al. (2021) showed that some women reported financial stress due to caring for a child with a disability. selling assets, borrowing money, and pawning wedding jewelry were some financial strategies to manage economic hardship. the underlying reason for these was the unavailability of other choices; families were in urgent need of money for medical and transport costs associated with their disabled child and to provide for other family members. literature shows that many families in lowand middle-income countries have reported borrowing money and selling family assets as joint strategies to cope with family healthcare expenditures. a comprehensive study by dey & amponsah (2020), assessed the impact of three types of perceived social support family, friends, and a significant other on the resilience of ghanaian parents caring for children with special needs while controlling for covariates (parental gender, marital status, and educational level). significant others’ support was the only reliable predictor of resilience in hierarchical multiple regression, even after controlling for variables. to be a reliable predictor of resilience after controlling for variables in hierarchical multiple regression. a higher education had a negative association with resilience, but being married was favorably correlated. these findings highlight the necessity of completely integrating and emphasizing support from various sources in interventions that aim to increase parents’ resilience while underscoring the significance of support from close friends and family members. research indicates a negative correlation between parenting stress and efficacy, with parenting stress also showing a negative association with social support. the study reveals that social support plays a crucial role in the relationship between parenting stress and efficacy in parents of children with disabilities. specifically, parenting stress has both a direct and indirect impact on parenting efficacy, with the latter being influenced by social support. the literature emphasizes the importance of addressing parenting stress through appropriate interventions and providing professional parenting education and social support to enhance parenting effectiveness in this demographic (fu, 2023) a medical condition or impairment is an unanticipated occurrence that may become a component of familial relationships, leading to physiological and psychological changes. these may inflict enormous stresses on the family, impairing its subsystems and health, which is defined as the family’s capacity to function and adapt to stressful life events, such as the illness or incapacity of some of its members (lima-rodríguez et al., 2018). nuri et al. (2020) highlighted a substantial proportion of participants in the study who noted prolonged wait times for children with disabilities to receive disability allowances. concerns were also raised about a shortage of rehabilitation professionals in the public sector. additionally, participants emphasized challenges related to inaccessible infrastructure, including facilities and transportation, as well as the persistent issue of stigma. in connection, zhao et al., (2021) investigated the relationship between social support, parenting stress, and parents’ resilience. the amount of resiliency displayed by chinese parents of children with impairments was relatively high. in addition, parenting stress, social support, and resilience were found to be strongly linked with one another. furthermore, mediation analyses demonstrated that social support played a role in mediating the relationship between parenting stress and parents’ resilience. according to the findings, a decrease in the amount of stress experienced by parents and an increase in the amount of social support may predict (or be linked with) an increase in the amount of resilience displayed by parents. methodology a quantitative descriptive survey approach was employed to evaluate the level of social support and perceived stress among participants, utilizing the family needs survey turkish adaptation and parental stress scale for data collection. substantial modifications were implemented to represent the sociocultural setting of the philippines accurately. the survey for the philippines was contextualized by carefully analyzing and eliminating or merging certain categories. the reliability and appropriateness of these enhancements were verified through a pilot test. to assess the reliability of the instruments, the statistician employed cronbach’s alpha, analyzing both instruments utilized in the study with a .886, indicating a high level of reliability in the data. the sample comprised 50 parents of children with special needs who were undergoing therapeutic and educational interventions across multiple pediatric rehabilitation centers. initially, an estimated total of 90 parents from various centers were identified. subsequently, a sample calculator was utilized to determine the required number of respondents from each center, warranting a 95% confidence level and a 5% margin of error. the measures of central tendency were used to interpret the data obtained from the respondents’ profiles. weighted mean, composite mean, and standard deviation were used to identify the respondents’ social support and level of perceived stress. the chi-square statistics, pearson r, and spearman rho were used to determine the significant degree of correlation between the profile of the respondents and their social support and perceived stress, as well as the considerable degree of correlation between the respondent’s social support and level of perceived parental stress. furthermore, the kolmogorov-smirnov and the shapiro-wilk tests were the normality tests used to determine whether the data was obtained from a normally distributed population. pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 29-34, 2024 results and discussion the study constituted a quantitative research endeavor aimed at evaluating the degree of social support and perceived parental stress among parents of children with special needs who were undergoing rehabilitative therapy and educational interventions in tagbilaran city. presented herein are the analyzed outcomes derived from the respondents’ comprehensive responses to the provided questionnaires. profile of respondents. the study revealed that respondents aged 41–50 years old comprised the highest proportion, followed by those aged 31–40 and then 21–30. conversely, individuals aged 51–60 were the least represented. females outnumbered males in the gender distribution. married respondents were the most prevalent, while widowed individuals were the least represented in terms of civil status. autism spectrum disorder (asd) was the most prevalent diagnosis among children with special needs, followed by adhd, speech and language disorders, and down syndrome. epilepsy and hearing, speech, and language disorders were the least common diagnoses, each with equal representation. the most common educational or therapeutic interventions were occupational therapy and speech therapy, with occupational therapy with special education and speech therapy following closely behind. special education was the least common therapeutic intervention. table 1: profile of the respondents age (y/o) f % 21-30 13 26.0 31-40 17 34.0 41-50 18 36.0 51-60 2 4.0 total 50 100.0 sex f % male 6 12.0 female 44 88.0 total 50 100.0 civil status f % single 7 14.0 married 42 84.0 widowed 1 2.0 total 50 100.0 diagnosis f % asd 33 66.0 adhd 4 8.0 down syndrome 2 4.0 epilepsy 1 2.0 speech and language disorder 3 6.0 hearing impairment and speech, and language disorder 1 2.0 others 6 12.0 total 50 100.0 educational and/or therapeutic interventions received by the child f % occupational therapy 10 20.0 special education 1 2.0 speech therapy 6 12.0 others 1 2.0 occupational therapy and physical therapy 2 4.0 occupational therapy and special education 7 14.0 occupational therapy and speech therapy 12 24.0 occupational therapy and others 1 2.0 occupational therapy, special education and speech therapy 10 20.0 pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 29-34, 2024 level of social support received by the respondents in the different domains the study scrutinized the magnitude of social support perceived by participants across diverse domains. notably, family and friends support garnered the highest composite mean of 3.56, signifying a substantial level of support, closely followed by support for education, with a composite mean of 3.39, indicative of significant support. community services support demonstrated a moderate level of support with a composite mean of 3.15. conversely, financial support yielded a composite mean of 2.89, representing a moderate level of support, while government support registered the lowest composite mean of 1.94, indicating a diminished level of support. the overall composite mean across all domains stood at 2.99, depicting a moderate level of social support. these findings underscore the variability in support levels across distinct domains, highlighting family and friends support and support for education as the most supportive domains, with government support offering the least support. table 2: level of social support received by the respondents in the different domains dimensions composite mean interpretation rank financial support 2.89 ms 4 support for education 3.39 hs 2 family and friends support 3.56 hs 1 community services support 3.15 ms 3 government support 1.94 ls 5 over-all composite mean 2.99 moderate support legend: 3.25-4.0 (hs) high support; 2.50-3.24 (ms) moderate support; 1.75-2.49 (ls) low support; 1.00-1.74 (ns) no support level of perceived parental stress the data indicate that respondents generally experience low levels of stress in their role as parents, as reflected by the composite mean of 1.52, categorizing their stress level as low stress. specifically, the majority of items assessing various aspects of parenting reveal low mean scores indicative of low stress levels. however, some items, such as “caring for my child(ren) sometimes takes more time and energy than i have to give” and “i sometimes worry whether i am doing enough for my child(ren),” exhibit slightly higher mean scores, placing them in the moderate stress category. overall, while parenting responsibilities may occasionally present challenges, the majority of respondents seem to experience low levels of stress in their role as parents, with few reporting moderate stress levels in specific areas. table 3: level of perceived parental stress items mean std. deviation interpretation i am not happy in my role as a parent. 1.30 .71 ls there are things i wouldn't do for my child(ren) even if it were necessary. 1.56 .76 ls caring for my child(ren) sometimes takes more time and energy than i have to give. 1.96 1.12 ms i sometimes worry whether i am doing enough for my child(ren). 2.28 1.13 ms i don't feel close to my child(ren). 1.30 .46 ls i don't enjoy spending time with my child(ren). 1.26 .57 ls my child(ren) is not an important source of affection for me. 1.22 .55 ls having a child(ren) does not give me a more certain and optimistic view of the future. 1.32 .55 ls the major source of stress in my life is my child(ren). 1.40 .70 ls having a child(ren) leaves little time and flexibility in my life. 1.56 .91 ls having a child(ren) has been a financial burden. 1.52 .79 ls it isn't easy to balance different responsibilities because of my child(ren). 1.64 .88 ls the behavior of my child(ren) is often embarrassing or stressful to me. 1.52 .79 ls if i had to do it over again, i might decide not to have a child(ren). 1.22 .62 ls i feel overwhelmed by the responsibility of being a parent. 1.88 1.12 ms pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 29-34, 2024 relationship between extent of social support and the level of perceived parental stress the correlation analysis conducted between the extent of social support and the level of perceived parental stress yielded insignificant results. both kendall’s tau_b and spearman’s rho correlation coefficients between the level of parental stress and the level of social support were close to zero (-0.016 and -0.017, respectively), indicating a negligible correlation between these variables. additionally, the p-values associated with both correlation coefficients were greater than 0.05, further confirming the lack of statistical significance. therefore, the null hypothesis (ho), which suggests no significant relationship between the extent of social support and parental stress levels, was accepted. in summary, the data suggest that there is no significant association between the level of social support received by parents and their perceived stress levels. having a child(ren) has meant having too few choices and too little control over my life. 1.74 .90 ls i am not satisfied as a parent. 1.34 .75 ls i don't find my child(ren) enjoyable. 1.32 .65 ls composite mean 1.52 ls legend: 3.25-4.0 (vhs) very high stress; 2.50-3.24 (hs) high stress; 1.75-2.49 (ms) moderate stress; 1.00-1.74 (ls) low stress table 4: relationship between extent of social support and the level of perceived parental stress level of parental stress level of social support kendall's tau_b level of parental stress correlation coefficient 1.000 -.016 sig. (2-tailed) .906 n 50 50 level of social support correlation coefficient -.016 1.000 sig. (2-tailed) .906 n 50 50 spearman's rho level of parental stress correlation coefficient 1.000 -.017 sig. (2-tailed) .904 n 50 50 level of social support correlation coefficient -.017 1.000 sig. (2-tailed) .904 n 50 50 result: insignificant decision: ho accepted conclusion the findings indicate that parents of children with special needs who are undergoing rehabilitative services in various centers and clinics, generally perceive moderate levels of social support. notably, they report significant support in the financial, family and friends, education, and community domains. particularly, the domain related to family and friend support received the highest score, likely attributed to the respondents’ satisfaction with personal relationships and strong social networks. factors contributing to this positive social support include adequate financial resources, access to education, health information, services, and community support. however, the study also highlights the presence of perceived stress among respondents, underscoring the necessity for further investigation into the complex factors influencing social support and perceived stress in this population. acknowledgement first and foremost, we wish to extend our sincere gratitude to the divine for bestowing upon us the wisdom, understanding, and direction essential for the accomplishment of this research. every aspect seamlessly aligned according to his plan, facilitating the successful completion of our study. we would like to thank the following individuals whose dedication of time and effort played a crucial role in bringing this study into a reality. to mrs. emma s. rulona, for her generosity in accommodating us and dedicating her time and expertise to interpreting our data. your invaluable assistance not only facilitated the interpretation of our findings but also played a pivotal role in guiding the direction of our study. thank you for the insightful recommendations regarding our methods and data that greatly contributed to the overall enhancement and refinement of our research approach. pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 29-34, 2024 to ozaydin et al., and berry and jones for authorizing us to utilize the family needs survey and parental stress scale, as our tools in conducting our research study. to atty. marlumina b. teh, the vice-president for academics, thank you for authorizing us to conduct this study. to all the rehabilitation centers, we extend our heartfelt appreciation for your kindness in sparing your precious time to provide honest responses to our questionnaire. thank you for your active participation that has been an important contribution in the success of this study. to the college of physical and occupational therapy, your continuous provision of assistance and support proved to be indispensable in helping us overcome the challenges and fulfill the essential requirements for the completion of our study. to our beloved family and friends, we express our gratitude for the unwavering support you provided and for having faith in our abilities. it is because of your steadfast encouragement that we successfully reached the end of our journey. to our classmates, for contributing to the formation of cherished memories during this time. your willingness to share your thoughts about our study has been invaluable, and your motivation has been a driving force as we collectively navigate the intricacies of our research endeavors. to those people who were not mentioned, we want to express our gratitude for offering your help and prayers for our success. your support is deeply appreciated, and we thank you sincerely. references antonucci, t. c., ajrouch, k. j., & birditt, k. s. 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(eds) encyclopedia of quality of life and wellbeing research. springer, dordrecht. springerlink. https://shorturl.at/dfruy pa ge 1 pa ge 65 american journal of multidisciplinary research and innovation (ajmri) effects of teacher and student relationships to enhance the learning process mohammad hassan rasuli1*, fida mohammad makhdoomzada1, sultan ali haidari1 volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.1988 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 23, 2023 accepted: september 27, 2023 published: october 02, 2023 teacher-student relationships are the keys to the success of both teachers and students. as part of classroom management, such relationships are the most important factors in determining whether teachers work as successfully. library research deign is used in this research, to fill the gap the researchers reviewed (11) reliable research articles and (3) academic books. in this study, research population has not chosen because it has done based on library research method. the result obtained in this research by the library research method as a survey is as follow, which are the answer to the research questions. to have good and successful teaching the teachers should have good relationships with students in learning process. research shows that, strategies teachers use, makes students feel engaged and stimulated to participate in the learning process. the study shows that, student’s positive relationship with their teachers positively impacts their interest and motivation in school which contributes to the enhancement of the learning process. thus, researchers have found that, if teachers have good rapport with their students it effects on students learning process positively. keywords teacher relationships, student relationships, enhancement, learning process, strategies introduction teachers’ beliefs are important for understating and improving the educational process. also, this sense of caring and supporting that teacher motivates students to become more interested learners. students are motivated when their teachers create a safe and trustful environment. moreover, the methods and strategies teachers use, makes students feel engaged and stimulated to participate in the learning process. the students think that a positive relationship with their teachers positively impacts their interest and motivation in school or university which contributes to the enhancement of the learning process. that behavior can be observed as any action of an organism that changes its relationship to its environment. the meaning of behavior is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli. main aim of the research the main aim of the present study is to find out about effects of teacher and students relationships to enhance their learning process. sub – aims of the research • the current study is conducted to explore the ways and methods of teacher and students relationships on students learning? • the next aim of present study is to understand what will be the advantages and disadvantages of teacher’s relationships in learning process? main research question what are the effects of teacher and students relationships to enhance learning process? sub – research questions • to find out effective ways of teacher and students relationships in learning. • to find out the advantages and disadvantages of teacher and students relationships in learning process. literature review teacher and students relationship the relationship between teacher and student has been a focus of inquiry for over 2000 years, since plato, socrates, and confucius established many of the philosophical guidelines for teaching. by emphasizing the acquisition of knowledge through dialogue, each philosopher stressed a commitment to the teacher-student relationship. the 20th century has witnessed the proliferation of ideas fostering teacher-student relationships. in the early 1900s, john dewey and other progressive decorators theorized that children flourish if allowed to grow freely in their own way at their own rate without being forced or limited by too much teaching. maria montessori similarly argued that children should discover knowledge for themselves and learn by doing with a clear emphasis on sensory perceptions. learning theory defined teachers as transmitters of knowledge and students as passive recipients (namaziandost, shatalebi & nasri, 2019 p.84). the relationship between teacher and student was redefined with the advent of cognitive psychology. following the principles of constructivism, teachers and students were said to construct knowledge jointly. teachers and students were believed to constitute a community of learners that engages in social discourse and produces common understandings. teachers were seen as facilitators who guide and enrich children’s learning activities, with students serving as co-contributors to the 1 department of english, sar-e-pul higher education institute, afghanistan * corresponding author’s e-mail: hassan.rasuli2016@gmail.com pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-69, 2023 learning process. psychologists have recently addressed the psychosocial dimensions of teachers’ relationships with students. research on resilience indicates that caring teachers who express concern for students and act as confidants, role models, and mentors can contribute to children’s capacity to overcome personal vulnerabilities and environmental adversities focusing on the psychosocial aspects of teaching is especially important with older children. close, caring relationships with teachers facilitate children’s successful transition from elemi entry to junior high school. unfortunately, while teachers are relatively well-connected with elementaryaged children, as children get older, teachers have less close contact with them and fewer resources are available to promote healthy development of the teacher-student relationships (koplow, 2002). the roles of teachers in the learning process in teaching and learning work, the teacher has a rather important role in creating the sciences that are taught to be accepted by existing students. not only does it play a role in educating the sciences, but there also is not little role for the teacher in the learning process. well, this time will be discussed further about the role of the teacher in the process of teaching and learning activities. the aim of this research is to investigate how to support the relationship between teachers and students in the classroom to improve the learning process. by having good relationship with students, teachers can offer students’ chances to be motivated and feel engaged in the learning process (christopher murray, robert & painta, 2007 p.110). on the other hand, as mazer (2012) stated that, teachers’ beliefs are important for understating and improving the educational process. they closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges, influence their general wellbeing and in turn, shape language learners learning environment, their motivation and their language achievement and ability. the first part clarifies the concept part of teacher’s beliefs. the second part illustrates three essential teaches belief about learners, learning and teacher themselves and their role in the language teaching learning process, the third is the conclusion which is consistent with the concept of teacher’s beliefs. teacher as educator teachers are educators, leaders, role models and identifications for the students in their students and their environment. therefore, a teacher must have specific standards and qualities that must be met. as a teacher, it is mandatory to have a sense of responsibility, independence, authority, and discipline that can be used as examples for students. this sense of caring and supporting from teachers motivates students to become a more interested learner. students benefit and are motivated when their teachers create a safe and trustful environment. and also, the methods and strategies teachers use, makes students feel engaged and stimulated to participate in the learning process. the students have in their mind that a positive relationship with their teachers positively impacts their interest and motivation in school which contributes to the enhancement of the learning process. the definition of a teacher is “that teaches; especially: one whose occupation is to instruct, while an educator is defined as a person who gives intellectual, moral, and social instructions. an educator is responsible for teaching students and contributes to their learning development (mazer, 2013 p.89). teacher as teacher training learning activities will be provoked by various factors in it, ranging from maturity, motivation, relationships between students and teachers, the level of freedom, verbal skills, teaching skills in communication, and security. if this factor can be fulfilled, the work of learning to train can be carried out well. the teacher must be able to create something clear to the students, and even skilled to solve various problems. students will be engaged actively in the learning instead of being passive learners. they have to make sure that students understand what is being taught to them in the classroom or in online teaching or in learning setup. broadly speaking, the function of teachers is to help students learn by imparting knowledge to them and by setting up a situation in which students can and will learn effectively. but teachers fill a complex set of roles, which vary from one society to another and from one educational level to another. some of these roles are performed in the school, some in the community (thompson & mazer, 2012 p 133). teachers as learning resource the role of the teacher as a learning resource will be much related to the skills of the teacher to master the existing training material. so, when students ask something, the teacher can swiftly and responsively reply to student questions by using language that is easier to understand. it refers to teaching and learning materials. to ensure that students are fully engaged in their learning, teachers employ a variety of interesting and fascinating tools to teach the ideas described in the curriculum. such source or materials can help students turn learning experience into reality to make learning more fun, engaging, and interactive. these resources can be used by teachers as well as the students to gain more knowledge on a particular topic. these days the options for learning materials or resources are vast. not limited to only books or classrooms. students can seek to learn from various online sources available like videos (fathman & kessler, 1992 p.138). teacher as facilitator according to pajares (1992), the role of a teacher as a facilitator is in submitting services so students can quickly receive and know the subject matter. so, that later the learning process will become more effective and efficient. also, the teacher facilitator provides an educational atmosphere where students have an opportunity to fulfill pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-69, 2023 their potencies for intellectual, emotional, physical and physiological growth evaluates the needs and abilities of students and determines methods and techniques to best present and provide instruction. as a facilitator, the teachers’ job is to support every student to do their best thinking and practice. as a facilitator, the teachers encourage the full participation of students, promote mutual understanding, and cultivate shared responsibility among students. teachers as counselors as torres (2016) said that, the teacher can be mentioned as a travel guide, which is based on his knowledge and experience and has a sense of responsibility in the smooth running of the journey. this journey is not only physical but also a more residential and deeper mental, creative, moral, emotional and spiritual journey. the qualities analysis of the answers followed to identify the expects that represent the content of counseling activity and school orientation to differentiate those aspects that were followed consisted in identifying problems that are most in common counseling activity. teacher as demonstrator the teacher has a role as a demonstrator is to have a role which can indicate attitudes that can inspire students to do the same things can be even better. so, teacher as demonstrator may appear to be a simple teaching strategy. however, the teacher plays a crucial role in involving students and maximizing what they learn from it. teacher demonstrations are important because they: provide students with experiences of real events, phenomena and process, helping them learn. you will want teaching demonstration to reinforce whatever you have said about your teaching in your application materials. for example, if you have said that create student-centered classrooms and provide students opportunities to actively learn, do not lecture for the entire time during your demonstration. a successful teaching demonstration ultimately comes down to carefully planning and practicing (riahipour, ketabi & dabbaghi, 2014 p.269). the teacher as manager in the process of teaching and learning work, the teacher has a role in holding control of the climate contained in the state of the learning process. it can be likened if the teacher becomes the captain who holds the steering wheel and takes the boat on a comfortable and safe journey. a teacher must be able to make the atmosphere of the learning room conducive and comfortable. classroom management is the linchpin that makes teaching and learning achievable in the teaching learning process. it is the teacher, who plays the main role in planning, organizing procedures and resources, arranging the environment to maximize efficiency, and monitoring students’ progress anticipating potential problems (richard, 2006). teacher as advisor the teacher has the role of being an advisor to his students as well as to the parents, even though the teacher does not have specialized training to be an advisor. students will always be faced with the need to decide, and in the process, it requires teacher help. for the teacher to know well his role as an advisor and a more profound belief person, the teacher should examine the psychology of personality. a teacher adviser system means a system where an individual professional educator in school assists a small group of students and their parents or guardians throughout the student’s high school careers. like a teacher an advisor must be a listener, and a communicator, they must care about the student’s future, and they must teach a student the hard facts of what discipline, responsibility, and focus is for a student with dreams and goals (painta, 1999). teacher as an innovator according to richards and rodgers (2011), the teacher translates empirically in the future into a more meaningful life for his students. because the age of the teacher and student is probably too far away, then surely the teacher has more experience than the students. the teacher’s job is to translate valuable empirical and intelligence into more sophisticated languages which students can accept. teachers are also responsible for instilling innovative thinking in the children they teach. the international recognizes the critical role that teachers play in helping children explore, experiment, and discover the world around them so they can generate new ideas and better solution to problems. the qualities of innovative educators cultivate unique educational and life experience. they cultivate professional knowledge and skills. they are confident, yet aware of what they don’t know. teachers as motivators the process of learning work will be successful if the students inside are highly motivated. the teacher has a crucial role in growing motivation and motivation in students in learning. teacher motivation has always played a very significant role in the success of an individual. the role of motivation acquires more meaning and importance for a growing child who is learning the art of climbing a ladder. a teacher, needless to say, plays a very vital role in this process as she can make or mar the child if she is not able to provide necessary help and direction. a well-motivated child always learns utilize his potential to the optimum by constantly working on his strengths. the success of a child depends, to large extent, on the role a teacher plays in his formative years (akram, 2019). we have always heard that a teacher plays key role in developing the personality of child. when the child comes to school, he is like a blank slate and his personality, his attitude, his way of thinking and ultimately what he does in his life, all depend on how he has been dealt with or trained at school he attends in his young year. it is probably because of this reason that the school and the teacher play a vital role in shaping personality of a child. motivation is greatest when there are objective goals by which children can measure and monitor accomplishment. pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-69, 2023 teacher as coach process of education and learning certainly requires skills lessons, whether it’s intellectual or motoric. in this matter, the teacher will act as a trainer to develop their students’ skills. without the lessons, surely a teacher will not be able to indicate mastery of basic competencies and not be proficient in skills that match the standard lessons. in short, a teacher who coaches focuses on facilitating learning and development. the goal is to help students improve their own performance. as a result, the classroom is more flexible and open than the more traditional model (alghamdy, 2019 p.273). teachers as elevator learning process takes place; surely a teacher must assess the results that have been carried out during the learning work. this evaluation is not merely to evaluate the success of students to reach goals in teaching and learning work. but it also becomes an evaluation of the success teacher in the implementation of teaching and learning work. now that is the role of the teacher in learning process a teacher is compulsory to have evaluation in his/her class. because his character is quite important and influential, it is not wrong if the teacher is known as the hero of service. so, we respect and glorify existing teachers (koplow, 2002). materials and methods this research article is a library research. so, the authors of this paper tried to gather and use the resources from the libraries and e-sources. this paper intended to present the most important points on which teachers react positively with students. it is mentionable that, the data which is conducted in this study have been collected from (3) academic and trustworthy books and (11) academic journals to find valuable and crucial information about “effects of teacher and student relationships to enhance the learning process”. in the current study the authors have tried to state some approaches, methods, and techniques, in which by using the mentioned points, inexperienced teachers who are eagerly willing to hold their students with them in order to enhance their language teaching and learning. research design/ procedur the research method applied in this study was based on library research which has to do without case study and questionnaires. in this method, the researchers were supposed to find reliable resources from internet sites and academic books. so, to conduct this study and to find information the researchers have read (3) academic books and (11) reliable articles. data collection instruments in this study the questionnaire was not designed and used to collect data because it was a library research. so, in this research the researchers just read academic books, articles and internet sites in order find reliable data. and also it is mentionable that, in this study the researchers used from computer, internet, books and articles. results and discussion according to the respondents of the current study, teachers and students relationships plays crucial role on students’ learning process. as researchers reviewed articles, studied books and they found that, most of the researchers believed that, a teacher should be empathy and have honesty and they should have flexibility as a person with their students because having good behavior effects on students learning. research also shows that, in learning process teachers should praise their students and as a human being accept them. in addition, the researchers found that to have good and successful teaching the teachers should have good relationships with students in learning process. on the other hand, the current research emphasizes that, as a teacher it is mandatory to have a sense of responsibility, independence, authority, and discipline that can be used as examples for students. this sense of caring and supporting from teachers motivates students to become a more interested learner. moreover, students benefit and motivated when their teachers create a safe and trustful environment. and also, research shows that, the methods and strategies teachers use, makes students feel engaged and stimulated to participate in the learning process. the study shows that, student’s positive relationship with their teachers positively impacts their interest and motivation in school which contributes to the enhancement of the learning process. thus, research shows that, if teachers have good rapport with their students it effects on students learning process positively. students will always be faced with the need to decide, and in the process, it requires teacher help. novelty of research enhancing students’ interactions with instructors will have significant, beneficial, and long-lasting effects on both their academic and social growth. achievement improvements won’t come from merely enhancing the interactions between students and their teachers. however, children who have close, supportive ties with their teachers will perform better academically than those who have more contentious relationships. imagine a student who has a great sense of personal connection with her teacher, engages in frequent communication with her, and receives more encouragement and praise from her teacher than merely criticism. the student is more likely to demonstrate more trust in her teacher, engage in learning more, behave better in class, and accomplish academically at greater levels. students are drawn into the learning process when there is a positive teacher-student interaction. contribution to knowledge the article “effects of teacher and student relationships to enhance the learning process” mostly focuses on teachers’ behavior on students learning. as well as, this article gives a clue for teachers how to choose reliable task in order to have a good teaching. the influence of teacher’s behavior plays an important role in the academic achievement of students. a teacher has to pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-69, 2023 display exceptional empathy, persistence, diligence, sincerity, research orientation, honesty and flexibility as a person. teachers also need to be thoughtful in the way in which they react to students’ comments. generally, teachers react by using praise, acceptance, remediation, or criticism in responding to students (akram, 2019). after reading this article the readers may be aware of the effectiveness (advantages and disadvantages) of teachers’ behavior in the teaching and learning process. in addition, the aim of teachers and students relationships is construct knowledge together. as well as, the researchers are trying to know why the teachers have good behavior and relationships with students in learning process. the researchers may understand the effects of positive behavior and relationship in his/her daily life (richards & rodgers, 2011). fulfillment of research gap the current research is limited from a number of aspects. for instance, an issue of concern is the generalization of the findings because teachers and students were not aware of the effectiveness (advantages and disadvantages) of teachers’ behavior in the teaching and learning process. in addition, another limitation could be having close relationships with students cause negatively in learning process. for example, the main clue of the research is that “if teachers have really close relationships with students most of the students will not care and respect to their teachers in learning process. conclusion teacher’s positive relationship effects on students learning. it means caring and supporting teachers motivates students to become more interested learner. and also, the methods and strategies teachers use, makes students feel engaged and stimulated to participate in learning process. current research emphasizes that, as a teacher it is mandatory to have a sense of responsibility, independence, authority, and discipline that can be used as examples for students. moreover, students benefit and motivated when their teachers create a safe and trustful environment. the methods and strategies teachers use, makes students feel engaged and stimulated to participate in the learning process. the study shows that, student’s positive relationship with their teachers positively impacts their interest and motivation in school which contributes to the enhancement of the learning process. a teacher should be empathy and have honesty and they should have flexibility as a person with their students because having good behavior effects on students learning. references akram, m. (2019, april 9). relationship between students’ perceptions of teachers effectiveness and students achievements at secondary school level. bulletin of education and research., 41(2), 107–274. https://dx.doi.org/10.5195/jmla.2019.643 alghamdy, r. z. (2019 march). efl learner’s reflection on cooperative learning: issus of implementation. theory and practice in language studies journal, 9(3), 271277. https://dx.doi.org/10.17507/tpls.0903.03 fathman, a. k., & kessler, c. (1992). cooperative language learning in school contexts. annual review of applied linguistics, 13, 127-140. https://dx.doi. org/10.1017/s0267190500002439 koplow, l. (2002). teacher’s behavior at school. new york: teachers college press. mazer, j. p. (2013). associations among teacher communication behaviors, student interest, and engagement: a validity test. communication education, 62(1), 86-96. https://dx.doi.org/10.1080/03634523. 2012.731513 murray, c., & pianta, r. c. (2007). the importance of teacher-student relationships for adolescents with high incidence disabilities. theory into practice, 46(2), 105-112. https://dx.doi.org/10.1080/00405840701232943. namaziandost, e., shatalebi, v., & nasri,m. (2019). the impact of cooperative learning on developing speaking ability and motivation toward learning english. journal of language and education, 5(3), 83101. https://dx.doi.org/10.17323/jle.2019.9809. pajares, m. f. (1992). teachers’ beliefs and educational research: cleaning up a messy construct. review of educational research, 62(3), 307-332. https://dx.doi. org/10.3102/00346543062003307 pianta, r. c. (1999). enhancing relationships between children and teachers. american psychological association. https://dx.doi.org/10.1037/10314-000. riahipour, p., ketabi, s., & dabbaghi, a. (2014). iranian efl teachers’ perceptions of traditional, innovative and. the iranian efl journal, 18(2), 268. http://www. iranian-efl-journal.com. richards, j. c. (2006). communicative language teaching. cambridge: cambridge university press. richards, j. c., & rodgers, t. e. (2011). approaches and methods in language teaching. cambridge: cambridge university press. thompson, b., & mazer, j. p. (2012). development of the parental academic support scale: frequency, importance, and modes of communication. communication education, 61(2), 131–160. https:// dx.doi.org/10.1080/03634523.2012.657207 torres, k. (2016). utilizing technology to promote meaningful academic experiences for english language learners. in g. chamblee & l. langub (eds.), proceedings of society for information technology & teacher education international conference (pp. 2384-2389). savannah, ga, united states: association for the advancement of computing in education (aace). retrieved september 10, 2023 from https:// www.learntechlib.org/primary/p/172027/. pa ge 1 pa ge 11 6 american journal of multidisciplinary research and innovation (ajmri) the consequences of excessive vegetable production heronima sanchez1* volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1035 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 30, 2022 accepted: december 17, 2022 published: december 23, 2022 using a survey-interview method on 50 randomly selected farmers, the study intends to report the effects of excessive vegetable production in a barangay on farmers’ economic conditions, traditional practices, interactions, and the environment. the respondents were composed of 52% middle-aged farmers, 28% young farmers, and 20% elderly farmers; 76% were male and 24% were female. economically, vegetable cultivation has increased farmers’ financial capability, provided a source of income for others, made others reliant on the supply system, and caused others to accumulate debt. traditional farming methods were abandoned. furthermore, excessive vegetable farming caused soil loosening, pesticide waste disposal issues, biodiversity loss owing to agricultural expansion, conversion of rice fields to vegetable farms that lead to the endangerment of other species, and the emergence of non-beneficial organisms. in addition, the amuyo system was enhanced, non-involvement in social functions, and farmer conflicts were linked to excessive vegetable production activities. it is recommended that a study concerning the conditions of soils in all the farms in the barangay should be conducted; a study on the elimination of the insect that causes the rotting of vegetable fruits and fruit trees; carrying out training on sustainable agricultural practices and environmental issues; formation of a farmers’ organization and farmers’ cooperatives; establishment of a conservation area for indigenous species; creation of vegetable product development facility; and undertake a similar study with a larger research area and respondents. keywords amuyo, agriculture, barangay, consequences, vegetable production introduction initially, vegetable farming was done to meet immediate consumption needs; however, recognition of its role in a comfortable life results in large-scale vegetable production. globally, vegetable production has increased by 60% over the last two decades (fao, 2022). in asia, the highest vegetable-producing country is china with an estimated 700 million produced between 2016 and 2020 (zhu & yu, 2020). meanwhile, in the philippines, vegetable production increased at an annual rate of 2.03% from 2.53 million tonnes in 1971 to 6.62 million tonnes in 2020 (knoema, 2022). locally, benguet was the leading major vegetable-producing province in the cordillera region, accounting for 72.8% of total major vegetable production at 94,261.6 metric tonnes (psa, 2020). as a result, it has the potential to improve farmers’ access to cash for living expenses while also increasing employment (mukaila et al., 2022b). on the other hand, increased vegetable production implies increased demand as a result of the rising human population and agricultural land expansion. accordingly, the main driver of degradation associated with the loss of forest biodiversity is agricultural expansion (fao,2022). furthermore, the use of chemical fertilizers and pesticides during vegetable production results in the buildup of hazardous compounds (laurean, 2008) that can damage other forms of life. barangay bila is located in the municipality of bokod, province of benguet, country of philippines. the main source of income of the community is vegetable farming. during the 1970s to 1990s residents of barangay bila relied on their grown rice grains as their main source of carbohydrates. following the rice harvest, vegetables and root crops were planted. but with the increasing population, the concretization of roads, and the arrival of new farm technologies, the traditional and usual ways of farming and lifestyle gradually change. from the year 2000, the farmers of barangay bila shifted to intensive vegetable farming, and dubbed some of the vegetables as the “green golds”. earlier studies on vegetables focused on their profitableness, efficiency, marketing, and contribution to household income and livelihood (holmer, 2011; isitor et al., 2016; ngegba et al., 2016; zhen et al., 2020; schreinemachers et al., 2016; timsina & shivakoti, 2018; tsiboe et al., 2019; mukaila et al., 2021, mukaila et al., 2022), covid effect (ridley & devados, 2021), and vegetable integrated pest management (yorobe jr et al., 2011) without evaluating its effects on social interactions, traditional systems, indigenous species, and to rice fields. in addition to income, these factors must be investigated so that policymakers could intervene to further improve well-being and preserve important practices and other forms of life. owing to this, the purpose of this study was to fill a gap in the research by assessing the consequences of excessive vegetable production on the residents’ economic conditions and the ecosystem. in particular, the current study: described the vegetable farmers’ profile, and characterize the effects of vegetable production on the farmers’ economic status, farmers’ traditional practices, social interactions, and the environment. 1 benguet state university-bokod campus, 2605 daklan, bokod, benguet, philippines * corresponding author’s e-mail: herondsanchez@gmail.com https://doi.org/10.54536/ajmri.v1i6.1035 https://journals.e-palli.com/home/index.php/ajmri pa ge 11 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 116-122, 2022 methodology research design the study made use of the descriptive survey method of research. descriptive survey research seeks to shed light on current difficulties or problems by collecting data through surveys, questionnaire, or polls that enables one to explain situations and strives to determine, characterize, or identify what exists (manjunatha, 2019). the respondents a total of fifty respondents were chosen at random based on the list of farmers provided by the barangay. the respondents included young farmers (20-35 years old), middle-aged farmers (36-55 years old), elderly farmers (56 and older); single and married farmers; males and females. the participants included were full-time farmers. farmers that depend on another source of income were excluded. study area the research was carried out at barangay bila, municipality of bokod, benguet province, cordillera region, philippines. the majority of residents in the barangay rely on land agriculture. the community grew taro, cassava, sweet potatoes, and nearly every form of vegetable. their vegetable products are sent to different regions in the country. the survey instrument a researcher-designed survey questionnaire with six sections was constructed, including respondents’ personal information, economic, environmental, social, and suggestion sections. the questionnaire consisted of openended questions and was administered to the respondents in the form of an interview. informed permission forms were presented, explained, and signed by key informants before administering the survey questionnaire. data analysis the gathered data were treated with descriptive statistics. descriptive measures such as frequency count and percentage were used in describing the farmers’ personal information. and the specific effects of vegetable production on the different community aspects were interpreted using thematic analysis. thematic analysis is a versatile method for assessing qualitative data utilized in a wide range of paradigmatic or epistemological contexts. this consists of six steps: becoming acquainted with the data, generating initial codes, searching for themes, reviewing themes, defining and labeling themes, and publishing the report (kiger & varpio, 2020). results and discussion the respondents profile of the fifty respondents, 52% were middle-aged farmers, 28% were young farmers, and 20% were elderly farmers; 76% were male and 24% were female. this could be one of the reasons for the increase in production, as most farmers are of productive age. they are open to changes in agricultural technology. meanwhile, 20% of the respondents did not complete elementary school, 20% did not complete high school, 12% graduated high school, 26% did not complete college, and 22% graduated college. all of the farmers had no official agricultural training or schooling; instead, their years of experience improved their farming talents. furthermore, 20% of the farmers were unmarried and had completed elementary to high school. on the other hand, married respondents had 2-6 children. economic effects of vegetable farming all of the participants depend solely on vegetable farming. based on the survey interview, the following are the thematized effect of vegetable production: financial capability enhancement according to the farmers, vegetable farming increased their financial capability when compared to solely planting rice. with their improved income, 14% of participants were able to buy an elf truck, 14% a motorcycle, and 18% a truck van, and the rest were able to send their children to city universities or schools, build their residences, and finance everyday necessities. one farmer even said, “towaka panpedeta ni kamatis ja unbaknang (tomato production compels me to become wealthy)”. this utterance was due to his tripled investment in planting tomatoes. furthermore, they claimed that expanding their farm size, as was also proven in the study of mukaila et al, (2022) and fine climate enhances their income. source of income women who rely on daily earnings typically have a regular income for 4-6 months because barangay farmers usually plant at the same time. planting, weeding, harvesting, hauling, or crop maintenance costs between php250.00 and php350.00 per individual. in addition, some students can support themselves by working on the farm during the holidays and weekends. furthermore, growing leafy vegetables became a source of revenue for them. supplier dependency meanwhile, 34% percent of farmers were under the “supply system”. this method is an unwritten agreement between a farmer and a businessman, or both farmers, in which one of them provides all of the necessary farming necessities such as seeds, fertilizer, pesticides, farm equipment and tools, farm rental if not owned, and labor fees for other workers. the other party will work on the land and maintain it. when harvest time comes, all expenses will be subtracted from the gross income, and the net income will be split in two; 60% for the supplier and 40% for the farmer, or 50% each. according to a female farmer, the arrangement advantages the supplier the most. because if their monetary portion is insufficient to sustain their family expenses until the following harvest season, they will be unable to support their next crop and will be https://journals.e-palli.com/home/index.php/ajmri pa ge 11 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 116-122, 2022 forced to return to the system. this frequently happens when the wholesale buying price is low and they do not own the land. fortunately, several suppliers were kind enough not to deduct the expenses. succumb to debt on the other hand, 6% of the respondents incurred debts. this was either due to low vegetable prices, farm damage due to typhoons and pests, or reckless farm worker (supply system). in terms of low prices, the interview revealed that they encountered vegetable prices ranging from php2.00 to php10.00. and, to mitigate losses, some farmers took the risk of borrowing from cooperatives and other individuals. farmers, on the other hand, typically dump tons of crops such as carrots, tomatoes, cabbage, and others into vacant lots due to extremely cheap prices. this resulted in a significant loss for the farmer, resulting in debt. effects of vegetable production on farm practices replacement of old farm practices with the emergence of development, the old ways of farming in bila, bokod, benguet were gradually replaced. the use of traditional soil-tilling, land irrigation systems, and watering plants with the aid of centrally located water pits, was gradually abandoned starting in the year of 1990s. carabao to tractors. of the 50 respondents,14% of them still use carabao, while 86% of them do not use carabao in plowing and tilling their farms; instead, they used tractors (rented or owned). this resulted in the unavailability of the animal when someone needed it for important ritual purposes. land irrigation to pipelines ten percent of the participants continued to utilize the land irrigation system, while 40% switched to using a hose to irrigate their vegetables (from the water source to the farm). however, switching to a more efficient irrigation method caused conflict among farmers. numerous rolls of hose were laid straight from the main source to each farmer’s farm by farmers with the means to do so. water was distributed unevenly as a result, and other farmers were unable to access water, which led to lawsuits among farmers. limited crop rotation additionally, all of the respondents said that they practiced crop rotation. however, 10% of respondents stated they had grown tomatoes continuously on the same plot of land for eight years. the others do crop rotation but their rotation was only between two types of vegetables. meanwhile, 38 of the respondents do not practice intercropping because according to them, intercropping may limit the growth or may transfer disease to their main crop. use of commercialized vegetable seeds besides that, farmers typically saved mature seeds of their current veggies for future use. nonetheless, none of the farmers interviewed do this anymore because of previous experiences in which the seeds they generated did not produce the same quality and yielded fewer crops. as a result, they had to buy commercialized seeds for each crop adding to their expenses. respondents also stated that commercial seeds are more resilient to weather fluctuations. use of herbicides moreover, the farmers used to do a manual removal of weeds, now it is replaced with several types of herbicides. ninety percent (90%) of respondents used herbicides twice or three times during one crop. in terms of biopesticide use, such as ground chili pepper, there was a complete transition to the use of chemical pesticides and fungicides. during the rainy season, they may apply 4-12 times every month, or every three days, depending on the severity of the condition. fortunately, they had been trained to utilize protective gear to protect themselves from the toxic compounds. use of chemical stickers or surfactants aside from spraying herbicides and pesticides, one farmer indicated that during the rainy season, some farmers add “chemical stickers” to insecticides. the chemical sticker or surfactant enhances pesticide or herbicide adherence to the leaf and reduces chemical loss due to rain (pataky, 2002). however, failure to follow sticker usage guidelines may result in plant phytotoxicity (plant harm) or unanticipated troubles (pataky, 2002). furthermore, including stickers in herbicides may endanger off-targeted plants and aquatic organisms (pacanoski, 2015). when the plant disease persists, accordingly, they occasionally employ cyanide to eliminate harmful insects and fungi. the degree of cyanide use was not specified. furthermore, some of them employ chemicals such as cumectin and cyamectin to make vegetable fruit shiny, such as tomatoes. in addition, the participants also said they occasionally combine all of the chemicals in one application. dependent on synthetic fertilizers finally, the farmers reported that they became dependent on synthetic fertilizers for the maintenance of their vegetables. the use of carabao and cow manure in the 1990s as fertilizer was abandoned. according to the interview, a 1,000-square-meter vegetable farm used 10 to 20 sacks of synthetic fertilizer per crop, as well as 15 to 50 sacks of chicken excrement. while one farmer said that on her 2,000 square meter vegetable plot, she used 20 bags of synthetic fertilizer and 300 sacks of chicken excrement in one year. another claimed to have used 17 cavans of commercially produced fertilizer and 40 cavans of chicken manure. on the other hand, one farmer used 10 sacks of synthetic fertilizer and 15 sacks of chicken excrement on his 2500 square-meter vegetable farm for a single crop. farmers claim that their regular usage of https://journals.e-palli.com/home/index.php/ajmri pa ge 11 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 116-122, 2022 chicken manure has increased the population of nonbeneficial insects that may spread diseases. in addition, farmers who have been continuously planting vegetables on the same ground for more than five years use more fertilizer. consequently, the farmers noticed that even if they kept on applying fertilizer, their plants were not robust as before. according to savci (2012), intensive use of nitrogenous fertilizers may cause water contamination via leaching and flow, air pollution through emission of nitrogen oxides, and soil degradation through the decline of current element balance, decrease in ph, soil fertility, and restrictions on nitrifying bacteria. based on the respondents’ demographics, the majority (52%)were married middle-aged farmers, and 28% were young. this could be one of the explanations for their willingness to accept the adjustments to earn an immediate income and cut labor inputs to meet their household expenses. environmental effects of vegetable farming soil loosening according to the farmers, their regular application of herbicide for every crop observably promotes soil loosening, which causes erosion of vegetable farm embankments. this could be related to rose et al. (2016)’s results that herbicides can change the soil environment by disrupting soil earthworm ecology and nitrogen cycle inhibition. pesticide waste disposal problems with the severity of chemical pesticide use, chemical container disposal became a problem. farmers either burn the plastics, bury the bottles and plastics on the farm, throw them on riverbanks, or just stack them in bags and store them on the farm. it was also discovered that some of the pesticide plastic bags were being repurposed as taro pots, which might be dangerous if not properly cleansed. as a result, one pesticide business agreed to collect the containers and set up a collection schedule but never showed up to collect the pesticide containers. expansion of farm lands farmers expand their agricultural farms by converting forest lands. this is due to the need for more income, less fruitful old farms, and the “supply system.” the amount of vegetable product produced increases as the farm area expands, as does the income. while insufficient crop rotation and excessive use of pesticides and synthetic fertilizers may contribute to the declining fertility of vegetable plots, prompting farmers to seek new farm grounds. the supply system, on the other hand, is becoming more common. sixty-six of those who took part were suppliers. they tend to invite individuals from other places to till their lands, increasing the number of arriving employees and; thus the need for expansion. meanwhile, it has been proven that agricultural expansion endangers biodiversity (dudley & alexander, 2017). as was observed, pine trees were toppled, as were valuable shrubs such as “shuminay” or hop bush (traditionally used as a stick broom and as an anti-arthritic herbal tea). conversion of rice fields to vegetable farms the barangay’s first farmers primarily planted rice all year, but with the growth of vegetable farming, the rice fields have been transformed into vegetable farms. the discontinuation of conventional rice agriculture resulted in the unavailability of rice heirlooms. furthermore, because the bulk of rice fields had been turned into vegetable farms, older people who wished to plant rice were cautious because if they were the only ones who planted rice, rice-eating birds and rodents would flock to their fields. in addition, the traditional cuisine known as “shenamel” which was made from 70% ripe rice grains, was becoming rare. threatened population of native freshwater snails and loaches the native freshwater snail population (figure 1) is threatened by the conversion of rice fields to vegetable farms because rice fields are their habitat. some of them can still be found in small fishponds, but their numbers are notably declining. this was linked to the golden apple snail, pesticide-intensive use, and the conversion of rice fields. consuming the bitter soup of the boiled native snail, according to one of the senior farmers, relieves recurrent coughing. similarly, loaches were now seen only in small fish ponds, which were previously abundant in rice fields and land irrigation systems. figure 1: threatened native freshwater snails found in barangay bila: (a) vivipara sp., (b) thiara sp., (c)melaniodes sp., (d) lymnaea sp. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 116-122, 2022 threats indigenous edible plants indigenous food plants (figure 2) are currently uncommon on most farms in the barangay. according to the interview, the plants were threatened by the use of herbicides and the conversion of rice fields to vegetable farms. these food plants (b-e) grow naturally on farms but are becoming rare. figure 3: the image above depicts a farmer-identified insect (genus bactrocera) that infects vegetable fruits and is difficult to eradicate. endangerment of beneficial organisms farmers have seen a decrease in the number of dragonflies compared to previous years, which they attribute to the conversion of grasslands and rice fields into vegetable farms. dragonflies help to remove troublesome insects like mosquitoes by devouring their larvae (may, 2019). similarly, birds and frogs were occasionally observed on farms. this is most likely one of the factors contributing to the significant increase in the mosquito population and an increase in dengue cases. emergence of undesirable worms and insects there was an emergence of large earthworms and insects such as several varieties of whiteflies, fruitworm, thrips, cutworm, and army worms. as a result, because the destructible insects were difficult to exterminate, they resorted to the use of cyanide. they also attempted to remove these insects by combining various pesticides. on the contrary, one of the farmers stated that he was able to exterminate army worms using powerful pesticides, but that more hardly eliminated insects resurfaced. one participant also remarked that some insects had become more aggressive in harming farms than they had been previously. moreover, the large earthworms observed were destructible to farm embankments. according to the farmers, the above insect (figure 3) is one of their major concerns. this insect mainly infects vegetable fruits, causing them to deteriorate. they are difficult to eradicate since they spread to surrounding fruit trees and other farms during insecticide application, earning them the label “behaviorally wise.” furthermore, the appearance of this insect impacted fruit trees and backyard coffee plantations. dudley and alexander (2017) argued that agriculture is the leading cause of biodiversity loss, with escalating consequences due to shifting consumer habits and a rising population. farmers were well aware of the environmental consequences of excessive chemical use, as well as the consequences of removing pine trees. however, their primary focus was on increasing their family’s income. furthermore, while all respondents were aware of what a genetically modified organism is, they were unfamiliar with the process of bioaccumulation and its potential consequences. this may be attributed to the respondents’ educational background. social effects of intensive vegetable production enhancement of amuyo system amuyo is an ibaloi term that means helping each other. when one of the farmers harvests their crop or prepares their farms for the next crop, the other farmers will come and assist such as in harvesting, carrying, or packing without being paid. in exchange, the farmer must assist the other when it is time to harvest. not attending social gatherings and meetings farmers in barangay bila often plant crops simultaneously. a farmer with more than one hectare of tomatoplanted land needed to hire 5-15 people for weeding, leaf pruning, knotting, and harvesting. individuals who rely on daily revenue were all incredibly busy during this season. there were also times when other farmers needed to hire employees from nearby barangays since there were no available laborers in the community. as a result, they do not attend social gatherings. figure 2: threatened indigenous edible plants in bila, bokod, benguet: (a) equisetum (consumed as tea), (b) lactuca sp, (c) pontederia sp, (d) oenanthe sp, and (e) sonchus sp. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 116-122, 2022 eighteen percent of respondents claimed that vegetable production had an impact on their social relationships. they do not attend events such as cańao (traditional practice), sunday masses, or school meetings. this is most likely one of the reasons why the majority of churchgoers are women. one of the farmers even claimed that he had neglected his wife because he had to start working in the field from 6 a.m. to 7 p.m. in terms of the cańao, families who engaged in this practice were obliged to perform all of the preparation and work because the majority of the community members were on their farms. previously, the elders obligated the younger generations to help the family concerned. working in the field is also prohibited on the day of burial if someone has died. however, these methods were no longer followed. meanwhile, 80% of farmers do not attend environmental or new agricultural technology seminars or training. on the contrary, 82% stated their social interactions were unaffected. they enjoyed what they were doing and were able to manage their time effectively. conflicts among farmers in the issue of water resources, misunderstandings amongst farmers led to the filing of a case in the barangay. in addition, as agricultural fields expanded, problems emerged between farmers over farm boundaries and legitimate property ownership, resulting in the filing of a complaint. according to the barangay’s records, there were two property dispute cases filed in 2019 and one water system deviation case filed. while some farmers simply tolerate illegal conduct by other farmers. these misunderstandings influenced farmers’ cooperative behavior in some way. farmers’ suggestions finally, with rising farm supply costs and fluctuating wholesale buying prices for vegetables, producers proposed the creation of a separate reliable cooperative group for farmers to lend money at lower interest rates. second, a policy that will stabilize vegetable prices and address the issue of vegetable smuggling. third, the program to retrieve chemical containers. fourth, the legitimacy of the supply system, in which profit should be divided equally between the provider and the farmer. fifth, regulation of farm or labor wages. and fifth, government assistance to low-income farmers. based on the result of the study, the following are suggested. first, conduct a study concerning the conditions of soils in all the farms in the barangay. this could be used as a piece of evidence to educate and help the farmers. second, the conduct of the study focuses on the elimination of the insect that causes the rotting of vegetable fruits and fruit trees. third, carrying out training on sustainable agricultural practices. it could address the emergence of undesirable organisms. fourth, seminars on environmental issues like bioaccumulation, soil acidity, proper waste disposal, and others caused by intensive vegetable farming. fourth, the formation of a farmers’ organization that will initiate policies regarding regular labor cost, vegetable fare, supply system, water management, and other issues. fifth, the formation of farmer cooperatives that can lend cash to farmers at low-interest rates and assist them in acquiring farm equipment. sixth, the establishment of a conservation area for indigenous species. seventh, the creation of a facility or factory where they can store their vegetables for product development, particularly when costs are extremely low. this aims to address the issue of farmers dumping vegetable crops such as tomatoes, cabbage, and carrots when prices are extremely low. even if the prices are cheap, vegetable dealers are unlikely to purchase the aforementioned vegetables. and the barangay has no mitigation practices for such circumstances. finally, because the current study only includes one area, undertake a similar study with a larger research area and respondents. conclusion excessive vegetable production had several consequences. vegetable cultivation has an economic influence including increasing farmers’ financial capacity, providing a source of income for others, dependency on the supply system, and debt accumulation. traditional farming procedures were superseded by new applications that might reduce labor inputs. in terms of the environment, excessive vegetable farming has undermined farm embankments, endangered plant populations, freshwater snails, loaches, indigenous edible plants, and beneficial insects, and led to the emergence of undesirable species. in terms of social consequences, increasing vegetable production boosted the amuyo system, decreased attendance at social gatherings, and farmer conflicts. because vegetable farming is the respondents’ only source of income, they had to adjust to changes to raise their revenue and sustain their expenses. natural resource depletion is directly related to increased economic capabilities. government mitigations may help to strike a balance between economic advancement and the conservation of natural resources. references dudley, n., & alexander, s. 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(2002). spreaders-stickers. university of illinois extension. retrieved from https://hyg.ipm.illinois. edu/pastpest/200220c.html philippine statistics authority (psa), (2022). vegetable production at 369 thousand metric tons. retrieved from http://rssocar.psa.gov.ph/sites/default/files/ newsletter4q_final.pdf ridley, w., & devadoss, s. (2021). the effects of covid-19 on fruit and vegetable production. applied economic perspectives and policy, 43(1), 329-340. rose, m. t., cavagnaro, t. r., scanlan, c. a., rose, t. j., vancov, t., kimber, s., ... & van zwieten, l. (2016). impact of herbicides on soil biology and function. advances in agronomy, 136, 133-220. savci, s. (2012). an agricultural pollutant: chemical fertilizer. international journal of environmental science and development, 3(1), 73. schreinemachers, p., wu, m. h., uddin, m. n., ahmad, s., & hanson, p. 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(2020). china’s vegetable production brings more sense of contentment to people. people’s daily. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 40 american journal of multidisciplinary research and innovation (ajmri) e-learning in the educational system post covid-19 pandemic: a review of the obstacles and opportunities to curriculum designers sariakin1*, nora fitria2, cut faiza2 amiruddin3, musliadi bin usman4 volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.1497 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 02, 2023 accepted: july 29, 2023 published: september 02, 2023 the covid-19 epidemic has been spreading since the year 2019. each country that has been affected by covid-19 possesses its own unique political, social, cultural, economic, and educational system; however, each country has become a model for limiting the disease’s further spread (covid-19). the government and society in indonesia are both affected by covid-19 policies. the educational policy implemented by the government has implications for those who teach, those who regulate education, and the environment. the covid-19 virus was a burden for educators. learning is enhanced through media platforms with several other students. this study uses a qualitative approach to understand better educational and technological development and student benefits and drawbacks. this study uses mixed data collecting, inductive/qualitative data analysis, and qualitative research outputs to explore descriptive phenomena using the researcher’s qualitative generalization technique. relates to implementing and employing e-learning platforms, the findings indicate that instructors’ perceptions of the complexity of technology have a positive impact on attitude simplicity of use but have no effect on perceived usefulness. results show that instructors’ perceptions of the complexity of technology have no effect on perceived usefulness. the quality of education is crucially significant, which strongly supports both of these viewpoints. keywords e-learning, educational system, teaching-learning process, curriculum development, learning process, hybrid learning, online learning and teaching introduction the coronavirus disease, known as covid-19, has been spreading globally at an alarming rate ever since the year 2019 concluded. this pandemic has affected a broad variety of locales and periods all over the world. additionally, it has continued without interruption until now (shi et al., 2020). one hundred governments in various regions have begun responding directly to the outbreak. wuhan was one of the first cities where the coronavirus spread outside china after discovering that the first coronavirus disease (covid-19) occurred in china. it was disclosed that the first cases of coronavirus illness had occurred in china. it occurred not long after discovering the illness’s earliest cases in china. this finding came about when it was established that china was the location where the disease was first documented to have made its appearance. although there are differences in the political, social, cultural, economic, and educational systems of each country affected by the coronavirus disease (covid-19), each has served as a model for other countries in the implementation of steps to limit the spread of the illness to other regions of the world. however, each country has a unique political, social, cultural, economic, and educational system. although every nation has distinct political, social, cultural, economic, and educational structures, this remains the case. this circumstance has occurred although every country has its political system, as well as its social system, cultural system, economic system, and educational system. although each nation has its architectural heritage, which is highly different from others, this is still the case (covid-19). in response to the outbreak of the coronavirus disease known as covid-19, indonesia has implemented a wide variety of prophylactic measures. these preventative actions include the following: it has ramifications inside the indonesian government’s control area and simultaneously has repercussions outside the country’s borders. not only has the strategy that the government has chosen to execute in the field of education influenced practitioners, but it has also had an impact on the regulatory and environmental aspects of the company. those who work in the education field have felt this strategy’s effects (wajdi et al., 2020) educative activities continued to be carried out with bravery and determination during the covid-19 outbreak. even though the pandemic caused dread and uncertainty, it is possible to facilitate more meaningful learning by using social media to encourage engagement between educators and students. this interaction might take place while students are in class. a solution that may be used benefits the teachers and students. this objective can be accomplished through many strategies, one of which is logging onto social media platforms such as facebook, twitter, and instagram. other strategies exist as well. the students can access various online learning settings such as youtube, whatsapp, and google classroom. there are a significant number of others. because of the time constraints imposed by the health restrictions currently being campaigned for by the health office and the government, the students are separated 1 faculty of education and teacher training bina bangsa getsempena university, indonesia 2 faculty of education and teacher training, serambi mekkah university, indonesia 3 faculty of teacher training and education, syiah kuala university, indonesia 4 the asian development for education and research studies, indonesia * corresponding author’s e-mail: sariakin@bbg.ac.id pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 40-46, 2023 into smaller groups and instructed at different times. in order to accommodate the time constraints. we do this so that we can better accommodate the time restrictions that we have. in addition to the extensive implementation of online education, this strategy is also being used for education delivered in the more conventional classroom setting. literature review the rigidity in responding to the coronavirus disease 2019 (covid-19) period will only be able to be maximized with the productivity that distinguishes meaningfulness if changes in thinking patterns, learning patterns, and scientific intention patterns utilize the learning process that occurs during a pandemic. the only way in which the rigidity in responding to the coronavirus disease 2019 (covid-19) period will be maximized. the maximum rigidity in our response to the coronavirus disease 2019 (covid-19) period will only be achieved by doing so, as this is the only method available. doing so will be the only way to reach the highest rigidity possible in our reaction to the coronavirus disease 2019 (covid-19) timeframe. the sole scenario in which there is even the tiniest possibility that something of this kind will ever take place. everyone needs to adjust to the new reality and think about the shifts brought on by the virus as a reflection of the attitudes and behaviors that will characterize the new order to ensure that work can continue despite the outbreak. to ensure that work can continue despite the outbreak. an important to guarantee that work will be able to proceed as usual. because of this, normal business operations can continue even when there is a virus. performing the task this way is the only way to guarantee that it will be continued at any point. individuals will be authorized to return to participate in their typical activities once this criterion is met and exceeded. the findings of this study shed light on the importance of adaptability because any change made to the educational system can bring about new situations that are different from the present and the future. the findings of this study shed light on the importance of adaptability because any change made to the educational system carries with it the potential to bring about new situations. the results of this research shed light on the significance of adaptability because any modification to the educational system carries with it the potential to bring about new circumstances. the findings of this study shed light on the significance of adaptation because any change made to the educational system carries with it the potential to bring about new. this research was conducted to investigate the value of adaptability. this research shed light on the importance of maintaining a flexible mindset. challenges in the e-learning process both time and physical space are at a premium for the myriad of mundane activities that must be completed within the confines of the educational system, which begins with preschool and continues through college. clarity is provided to the scenario when it is heard that the learning approach is growing at each level, which provides excellent insight into the matter. students are expected to learn within a specific block of time in the classroom; nevertheless, the timetable demands them to study in their rooms during an inconvenient period (wagiran et al., 2022). in recent years, the term “online” (which is also known as “e-learning”) has become an increasingly popular means of expressing this phenomenon. another name for this phenomenon is “distance learning.” in the past, it was common practice to use the phrases “traditional” and “traditionally,” which are essentially interchangeable, in the same sentence. the illness brought on by the coronavirus (covid-19) has had significant repercussions on the educational system and on integrating technology into the learning environment. because of how reliant people are on the internet, those who wish to continue their education while the coronavirus illness is active have no choice but to pursue it in a digital format, and this is the only option that is even remotely practical covid-19 (gumelar & dinnur, 2020) learning can occur through indirect interaction rather than the direct connection that is generally present in the educational process among the various components (students, teachers, and teaching assistants). direct interaction learning restrictions on direct contact between students and teachers are highly unusual in educational settings and under no circumstances be imposed in the context of community-wide quarantines that were implemented to contain an outbreak of a contagious disease. although this restriction makes it easier for youngsters to learn, it also makes it more challenging for them to do so. the educational plans put into place and the subsequent pursuit of those goals are subject to the restrictions imposed by society, which can lead to various results depending on the situation’s particulars. modifying the teaching methodology and the overall system are significant factors to consider throughout the adaptation phase. the effects of new technologies on online education one indication that the sound effects have the desired effect is the growing number of teachers who can complete work connected to the education of their students while remaining in the comfort of their homes. an indication that the sound effects have the desired effect. through hybrid learning, students are given a chance to assume a greater level of responsibility for their education and devise methods for maximizing the utilization of the materials that are made accessible to them (guo & wan, 2022) they picked it up quickly and became skilled in it, even though not everyone had prior experience working in an environment centered on it. educators who were put in potentially risky situations that demanded instant ability were expected to adapt quickly to the new environment. some experts have come pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 40-46, 2023 the more prominent applications of technology have been noted. this frequent habit has become even more widespread over the past many years. this serves as an example of just one of the many beneficial applications that can be found for modern technology. utilizing a wide range of different variables in terms of acceptance and modification, this study intends to establish the factors that impact the technological change that is taking place in the educational sector (saleh et al., 2023). this research aims to determine the factors that influence the change. the goal of this research is to identify the factors that are responsible for the shift in behavior. this goal will be attained by utilizing a vast number of different factors. this research aims to identify the elements that contribute to the shift so that appropriate action can be taken, and it is being carried out with that objective. these characteristics include (1) the benefits and downsides of utilizing digital technology, (2) the assessments that participants made of their digital technology competency, and (3) the capability of parents to assist their children in the utilization of digital technologies (guo & wan, 2022) methodology this investigation will use a qualitative research methodology to obtain a more complete and nuanced picture of the factors driving technological change in education as well as the positive and negative effects that this shift has had on the students as a direct result of the shift. this investigation aims to obtain a more complete and nuanced picture of the factors driving technological change in education. qualitative research tries to comprehend the phenomena that the subject of the study experiences, such as behavior, perception, motivation, and action (arikunto suharsimi, 2006). in an all-encompassing and descriptive manner by utilizing words and language in a naturalistic context and employing various natural approaches. qualitative research tries to comprehend the phenomena that the subject of the study experiences, such as behavior, perception, motivation, and action. data gathering is considered an essential stage in the research process by adherent. this research examines the significance of qualitative research outputs concerning the researcher’s qualitative generalization approach to studying descriptive phenomena. some of this study’s characteristics include combining (mixed) data collection procedures, inductive/qualitative data analysis, and an examination of the significance of qualitative research outputs. the study provides evidence for each one of these traits (gorgy et al., 2022). qualitative methodology as a research method that creates descriptive data in the form of written or spoken words of individuals and observable behaviors using various existing methodologies. in other words, qualitative methodology is a research method that creates data. qualitative methodology is a type of research methodology. primary data will be gathered directly from sources by previous researchers from the research gate, international journals, books, and doi journals; secondary data will forward to say that the period during which they were socially isolated inspired them to complete their tasks with an exceptional degree of creativity and competence that was before unreachable to them (fischer et al., 2005) educators of diverse ages can work together to have a better understanding of the advantages that come with making use of information technology in the classroom. the personnel who operate in the education sector use various forms of technology to carry out and organize their administrative obligations. students, especially millennials, are getting more worried about their ability to correctly complete educational tasks and activities that rely on information technology. the process of bringing all relevant parties in the education sector up to date on their skills and knowledge includes incorporating occurring and unanticipated ideas like these as a vital component of the process. challenges present themselves at every stage of the learning process. with the way this educational strategy is organized, sure pupils will not be able to participate. in order to perceive information technology (it) as the recommended career route, individual preparation is necessary. this preparation can include help and even specialized recommendations. affects the responsiveness of education practitioners, some favorable and some harmful. as a result of the incredible variety of natural skill sets possessed by individuals, it is unavoidable that some individuals will produce inconsistent responses and that there will be voids in the accomplishment of educational objectives (nurulfa et al., 2021) the factors that affect the growth of educational technology the study of educational technology and the practice of designing, executing, and supervising the administration of appropriate technical procedures and resources can be referred to as “educational technology,” a phrase that can be used interchangeably in both contexts. the intention of maximizing the amount of knowledge acquired by students as well as the effectiveness of their instructors. the study of educational technology and the actual act of studying educational technology can be included in the definition of “educational technology” (often abbreviated as education technology). as the educational system attempts to solve various issues, it is confronted with several challenges today, including accessibility, quality, and social justice. these are only some of the concerns. even though the existing state of affairs does not validate the notion that technical progress is the silver bullet that would heal all of these problems, this point of view is often pushed. as a direct result of the epidemic, more people are unable to attend college due to a lack of finances. furthermore, a more significant number of people can now attend college as a direct effect of the pandemic. the epidemic that has been going on is directly responsible for this situation. one significant use of technology that is frequently seen in educational settings is the teaching and instructing of pupils through the use of the internet. pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 40-46, 2023 be gathered from other studies. these will be used by the researchers in this study to support their findings. primary data will be gathered directly from sources by previous researchers from the research gate. in addition, the concerns raised by the investigation are finally addressed by the data collected for the study. those with knowledge and information about teacher performance can improve the teaching and learning process by utilizing the e-learning system as a new type of technology in education for junior high schools located in aceh in, indonesia. these schools are located in the country of indonesia. the study will use primary data from previous researchers’ sources on research gates, international journals, books, and doi journals. these sources include research gates, international journals, and books. this will ensure that the study adequately solves the research issues and offers support for the assertions that the study makes. the following is a list of some of the questions to which it is hoped that the results of this research may provide answers: (a) the role of the principal as an education leader, which includes the principal’s role as an educator, the data collected from the teacher, the principal’s role as the supervisor of data obtained from documentation and observation, and the principal’s role as the leader of data collection and analysis data analysis in order to conduct an analysis based on the data that was used, the steps that are listed below need to be carried out in the appropriate order: 1. data reduction, sometimes referred to as the selection process, is concerned mainly with reducing, abstracting, and transforming the raw data gathered in the study area. 2. a data presentation is an explanation of a data collection, also known as a data display. this explanation can be used to draw conclusions and take action. 3. qualitative data are often presented through narrative compositions as their primary presentation mode. as soon as the data was collected, the researchers who utilized qualitative methods started obtaining data by examining the significance of each field indicator for their findings. this occurred immediately after the data was collected. scientific study instruments in order to compile all of the necessary study materials, the authors gathered the necessary information using the two methods listed below: the academic subfield focuses primarily on analyzing and interpreting textual texts this study was carried out so that the author could acquire theoretical data by reading books, journals, papers, and other reference works that discuss curriculum development and e-learning technology in education. this research was conducted so that the author could gain theoretical data. this study was carried out to allow the author to acquire this knowledge. the author’s intention in carrying out this research was to collect theoretical data, and they were successful in doing so due to their efforts. documentation it is structured in a way that is compatible with the goals of the research in order to make it easy to grasp, and the information is presented in tables, graphs, pie charts, and pictograms. this is done to make the information as easy as possible to comprehend. in order to ensure that the information is as understandable as possible, this step was taken. results and discussion it has been found that instructors’ opinions of the difficulty of the technology have a positive effect on their perceptions of the ease of using e-learning platforms but have no effect on their perceptions of the value of adopting and using these platforms. this discovery was made after it was discovered that instructors’ opinions of the difficulty of the technology have a positive effect on their perceptions of the value of adopting and using these platforms. the correlation between the two variables was examined, which led to the discovery of this fact. recently, this information has come to light for a variety of reasons. idoga, patience e., and dokun iwalewa ol. are credited with publishing these findings. on the other hand, the educators’ judgments regarding the quality of the educational experience play a vital part in raising the perceived ease of use and utility of the product. the fact that educators are in the best position to evaluate these aspects. views held by educators regarding the overall quality of the educational experience idoga, patience e., and dokun iwalewa ol. compiled these findings, and their paper contains a publication of them . blended learning is one of the pedagogical approaches that believe is ideally suited for use in this age of increased information availability (ruparel et al., 2020). they believe that blended learning is one of the most effective ways to educate students today. blended learning is a strategy in which teachers take on the roles of facilitators, motivators, mentors, advisors, and learning partners. in these roles, they interact with students, share their knowledge and opinions, and motivate them to learn. learning through face-to-face interaction with students is combined with online education in blended learning. in blended learning, students engage in in-person and virtual instruction to meet their educational needs. the concept of blended learning refers to one of the new schools of thought in the field of education that has emerged in this day and age due to the proliferation of digital information (tran et al., 2019). students were encouraged to study openly and flexibly, to comprehend how to solve problems, and to become oriented to the actual world with genuine action through practical learning when the blended or hybrid method of education was used. blended or hybrid education can also be referred pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 40-46, 2023 to as blended learning or hybrid instruction. the terms blended education and hybrid education are synonymous with one another can use mixed learning in place of either of those terms. google has developed a wide variety of products, one of which is google classroom. google created this environment for online learning, which is now utilized by virtually every educational organization worldwide. it has gained widespread acceptance, and there are no costs associated with using it, making it an excellent alternative for teachers employed in primary and secondary schools because there are no fees associated with using it. because it is a web-based application, the educational tool google classroom requires nothing more than a connection to the internet for users to access and utilize it. google classroom allows users to access it from any location in the world. it is not out of the question that a significantly, more significant percentage of children will have access to various forms of information technology in the distant future. the instructor would also educate the students on how to use the platform to guarantee that the learning process is carried out correctly and that the newly gained knowledge maintains its value. this would prevent the knowledge that has recently been gained from becoming obsolete. this would be done to preserve the newly gained knowledge and stop it from being forgotten about in the future. this will ensure that the recently gained knowledge is preserved and remains relevant due to time. the benefits of utilizing e-learning technologies for instruction the conclusions of the research regarding the advantages of online education have been supported by both the teachers and the students who took part in the study. when using online learning, educators report that they find it simpler to include references from the internet and other types of learning materials in their classes than when they use traditional classroom methods. students have the view that it is easier to comprehend and remember knowledge when presented in an e-learning environment, the opinion that it is also simpler to carry out the tasks necessary to accomplish these goals (lubis & dasopang, 2021) according to fauzi (2022) blended learning has helped construct strong relationships between students and professors and among students themselves. this is true for the relationships between students and professors and the relationships between students. the contributions made by these interactions have assisted in the construction of a more robust learning environment. the contributions that these interactions have made have helped build a more resilient learning environment. there is a universal opinion that this style of education can boost students’ learning processes in the present period the educational institution as a whole, as well as the students and teachers, are all the beneficiaries when a person who prioritizes education rises through the ranks of an organization and assumes a leadership position (shi et al., 2020). this is because the educational institution is better able to fulfill its mission. numerous organizations are going to get a significant amount of assistance in the advancement of their missions from the processes that are supposed to be put into place, and these processes are going to be put into place. this assistance will come from the fact that these processes will be put into place. this support will be provided as a direct result of the fact that the procedures that are intended to be put into place will be put into place the negative effects of e-learning technologies the instructor shared that while the students can comprehend the content and use various additional materials, it is challenging to accomplish the necessary learning outcomes when utilizing an online platform. this is even though the students can understand the material. the lecturer underlined that the goals of the course go beyond simply ensuring that students comprehend the content being delivered to them. as a result, the following topics will be emphasized throughout the course. utilizing the concept of learning with a hybrid has a lot of significant elements, but certain limitations need to be considered. these positives and negatives are listed below. the significant amount of preparation time necessary before implementing this method in the classroom is one of the drawbacks of doing so. it is essential for educators to be conversant in a variety of media technologies and to devote a significant amount of time to work on this strategy, mainly while it is being put into action (guo & wan, 2022) the dual role that the technology of learning plays in instructional design and leadership comes with additional responsibilities and requires the development of new skill sets that may not be part of the curriculum for the technology course, as well as new knowledge areas that are not typically related to teaching and learning technology (wajdi et al., 2020). this is because the dual role that the technology of learning plays in instructional design and leadership comes with additional responsibilities and requires the development of new skill sets. additionally, it was mentioned that the dual function that the technology of learning plays in instructional design and leadership comes with additional responsibilities and necessitates the development of new knowledge domains. it was also mentioned that the dual function that the technology of learning plays in instructional design and leadership comes with additional responsibilities and requires the development of new skill sets that may not be a part of the curriculum for the respective fields. this is because the technology of learning plays a dual role in both of these areas (administrative in higher education, educational theory, and educational policy). if the individual is adequately prepared, they have the potential to have a significant impact on how educational settings are altered as a direct result of the use of technology; however, this only holds if they are adequately prepared must be ready to assume a leadership position, should the necessity arise. pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 40-46, 2023 even though they received training that prepared them with the core capabilities, still need to keep their skills, particularly those linked to management and leadership, current to be competitive for open opportunities. because of the continuous evolution in both the professional world and at educational establishments of higher learning, it is essential to maintain one’s current abilities while simultaneously making an effort to acquire new ones. a dual purpose is required from learning technology in order for the instructional design process to proceed (indrayana & sadikin, 2020). they are needed to learn new skills and take on more responsibilities when they take on a leadership post. these responsibilities and skills may be outside of a standard technology curriculum. they also need training in subject areas such as administrative work in higher education, educational theory, and educational practice, all of which are commonly related to the teaching that takes place inside of the classroom and the use of educational technology (wagiran et al., 2022) conclusion when traditional classrooms are combined with online learning settings, students and teachers can effectively improve their capabilities in technological, informational, and interpersonal communication, and the process can also be more cost-effective. traditional classrooms can be combined with online learning settings. our attention has been drawn to the information discussed earlier in this conversation. this conclusion is in agreement with the findings of (wagiran et al., 2022) who believe that it is essential to do so in order to achieve success in online learning outcomes. this conclusion follows the findings of this study are consistent with this conclusion (ruparel et al., 2020). this discovery is in line with the findings discovered in earlier investigations. the results of this investigation are consistent with the conclusions obtained from other studies. if teachers have access to the internet, they may use an e-learning platform that is made available through online learning better assist their students’ educational pursuits. online learning makes this platform available. assuming that the teachers in question have access to the internet on their own devices. as a consequence, teachers can carry on a dialogue with their students nearly anywhere on the planet. the fact that students can access these platforms from any location provided that they have a computer and an internet connection makes the option to participate in online learning a simple one to make that provides a great degree of flexibility that can be utilised to its fullest potential. in addition, students can access these platforms from any location provided they have a computer and an internet connection and decide to participate in online learning. online learning makes it easier for teachers and students to recognise references to learning, which can assist students in remembering the information offered in instructional materials. this makes it easier for students to retain the information they have been taught. the creation of educational materials can also be facilitated through the use of online learning. this is a result of the fact that educators find it much simpler to locate references to learning when using online learning. when using an online learning platform, it is far easier for teachers and students to find relevant references to learning. this makes the use of an online learning platform quite advantageous. e-learning platforms, which are utilised in online education, require either a connection to the internet or a network to provide access to and enable the functioning of the e-learning platforms. e-learning platforms, which are utilised in online education, necessitate either a connection to the internet or a network. when utilising this strategy, both teachers and students face challenges in maintaining momentum toward learning goals; when utilising this strategy, e-learning systems, which are utilised in online education, require either an internet connection or a network (v.rasiah, 2014). teachers and students need help maintaining momentum toward learning goals when utilising this strategy. when employing this technique, some obstacles arise for teachers and students in sustaining momentum toward their learning goals. e-learning platforms, which are utilised in online education, present a barrier as a consequence of the situation that has formed as a result of the case because one must be linked to a network or the internet in order to access these platforms (jeong & so, 2020). nevertheless, students and teachers in remote places encounter challenges as a result of interruptions in their capability to access the internet through a range of network connections. because of these disturbances, it may be difficult for them to finish their coursework. all parties concerned will face many challenges as a direct result of this, and they will need to overcome these challenges. when it comes to embracing online learning through the e-learning platform, the ever-increasing cost of meeting internet quotas creates a barrier that presents itself to both the instructors presenting the class and the students taking the class. this presents a once-ina-lifetime opportunity for learning to take place through the internet. references arikunto suharsimi. 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(2020). education policy overcome coronavirus, a study of indonesians. edutec : journal of education and technology, 3(2), 96–106. https://doi.org/10.29062/ edu.v3i2.42 pa ge 1 pa ge 41 american journal of multidisciplinary research and innovation (ajmri) development of technology-enhanced lessons in optics (telo) marc paul tunac calzada1*, vida villa antonio2 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1599 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 22, 2023 accepted: may 05, 2023 published: may 12, 2023 this study developed and validated technology-enhanced lessons in optics (telo), particularly in teaching electromagnetic spectrum and light. it adopted the research and development (r&d) methodology, anchored on the input-process-output (ipo) and substitution, augmentation, modification and redefinition (samr) models. a needs–assessment survey on selected topics in the electromagnetic spectrum and light that need technology enhancement was done first before the material was developed. a panel of evaluators who were chosen purposively evaluated the content validity of the telo in terms of its objectives, content, activities, and assessment techniques using a content validation rating scale. the weighted mean was used to describe the content validity of the telo. results of the needs-assessment survey revealed that all topics in the electromagnetic spectrum and light are included in the development of the material. results of the validation revealed that the telo is highly valid in terms of objectives, content, activities, and assessment techniques. the telo applies the principles that activities can be considered interesting and engaging if they are anchored on the theory of constructivism and the samr model as a support theory and stimulates many senses and allows learners opportunities to construct their own ideas by integrating existing knowledge with new one. keywords development, technologyenhanced, optics, constructivism, samr introduction science is of great importance because of its links to technology and industry that are areas with high priority for development. science systematically develops students’ scientific inquiry skills, values, and attitudes such as objectivity, curiosity, and honesty, as well as mental habits such as critical thinking. all of these are beneficial to the individual student’s personal development, future career, and life in general. these abilities, values, attitudes, and personalities are also beneficial to the community to which a student belongs and the country in which he lives. paris (2019) reported the philippines was ranked 79th in reading in the 2019 program for international student assessment (pisa), as indicated by its very low average of 340 compared to the international average of 487. in addition, filipino learners scored poorly in mathematics and science, as indicated by the low averages of 353 and 357 points, respectively. for both areas, the score is significantly lower than the international average of 489. furthermore, according to albano jr. (2021), the national achievement test (nat) results for 2018 revealed that the national average mean percentage score (mps) continued to decline, with the lowest performance in the history of the department of education’s standardized examination. physics, as one of the components of the science curriculum, is considered as the most problematic because it traditionally attracts fewer students than other fields of science. based on observations, students rarely participate in classroom discussions because physics for them is a boring and complicated subject. students are reluctant to understand physics concepts because they believe the subject is difficult and uninteresting due to its high complexity and abstractness. as what villa (2010) stated in her study that there are abstract concepts in physics which students hardly understand because these need a lot of mental and physical exploration. the extra effort to comprehend its nature, principles and laws is needed. also, tumaneng (2010) revealed that students have difficulty in comprehending abstract concepts in physics because of the prevailing teaching practices which consists mostly of lectures, confirmation level of inquiry – based activities and examinations of concepts toward lower – order cognitive skills. the researchers have also observed that most of the students ignore or give less importance to optics, a branch of physics which deals with study of nature, propagation, and properties of light. students have seen and used optical devices, but they do not understand the principles behind their operation and are not fully knowledgeable on how to properly manipulate them. when students are allowed to envision their own learning and create a style that really works for them, they become lifelong learners. this implies that in order to equip students with the 21st century skills, there is a need for teachers to embrace the educational shifts and new trends in physics education and upgrade competencies in terms of finding alternatives to teach students in the most efficient and transformative ways. there has been learning materials provided by deped for optics, but these need additional technology enhancement. thus, with the advent of technologies 1 sarrat national high school, sarrat, ilocos norte, 2914, philipines 2 mariano marcos state university graduate school, castro avenue, 2900 laoag city, philippines * corresponding author’s e-mail: calzadamarcpaul@gmail.com pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 41-48, 2023 permeating almost all aspects of life especially in the educational arena, the researchers were challenged to develop and validate technology–enhanced lessons in optics (telo) for grade 10 science in order to harness the students’ attention, increase their interest to participate in class discussions and improve their academic performance. with the advent of technologies permeating almost all aspects of life especially in the educational arena, the researchers were challenged to develop and validate technology–enhanced lessons in optics (telo) for grade 10 science to harness the students’ attention, increase their interest to participate in class discussions and improve their academic performance. this study was anchored mainly on the input – process – output (ipo) model supported by the substitution, augmentation, modification and redefinition (samr) model and theory of constructivism. this study aimed to determine the topics in optics that need technology enhancements. moreover, the researchers focused on developing and validating the technology–enhanced lessons in optics (telo) in terms of its objectives, content, activities, and assessment techniques. literature review with the adoption of the new curriculum, the same old problems in the education sector were not addressed. still, there are inadequacy on the number of classrooms, textbooks, seats, and toilets in public schools (navarro, 2022). the excessive teaching loads of teachers (esguerra, 2018), the difficulty in following the spiral progression approach in teaching (dunton & co, 2019), the scarcity of instructional materials (soriano & vargas, 2021), the presence of big class sizes (esguera, 2018), and the inadequate training for teachers (david, albert & vizmanos, 2019), are still there. many educators and graduate student researchers have identified several factors contributing to filipino students’ poor performance in science. these include teacher quality, the teachinglearning process, the school curriculum, instructional materials, and administrative support (combalicer, 2016 & abragan, 2022). integrating ict in the teaching-learning process has become a great concern of many educators in k to 12 schools in the philippines. in pursuing ict in education, republic act 10844 prioritizes providing wifi access at no charge in selected public places including parks, plazas, public libraries, schools, government hospitals, train stations, airports, and seaports. this ictsupported education will allow students to use learned skills in other academic content areas, motivate them to learn more, provide them opportunities to collaboratively learn with other learners, and help them develop various bits of intelligence (bonifacio, 2013). in sum, the above citations imply that constant evaluation of teacher competence and high-quality instructional materials are required to ensure excellent delivery of instruction in the field. this assessment determines weaknesses and strengths in the system and identifies relevant challenges that can solve the ailing condition of a country’s education system. with the intense desire to address learning lags in physics brought about by the appearance of the many issues and concerns, reforms are implemented to transform the present science curriculum making it at par with the rest of world. the lack of qualified physics teachers, lack of textbooks and physics teaching equipment, and congested curriculum were addressed to bring out the best in physics education. sumandal (2023) reiterated the need to develop scienceand technology-based teaching materials is vital to attain the government’s goals of quality education for all filipino learners. various instructional materials have been developed to address the problems of physics teaching. computer – based instructional materials include that of diculen’s (2002) computer – assisted instruction (cai) modules on selected topics in work, power, energy and simple machines, ubina (2002) made the validated computer – simulated projectile motion experiments (c-spex), francisco (2003) developed web-based instruction on selected topics in electromagnetism and batuyong (2017) created the physics education technology (phet®) interactive simulations – based activities in electromagnetism. infographics in guided discovery lessons were also developed by medrano and pacis (2022) in teaching science. contextualized instructional materials were also made by villa (2003), ramos (2013), and ramos (2016) wherein they developed indigenous game-based activities, komiks and mother tongue based – multilingual education (mtb – mle) strategic intervention materials for teaching physics, respectively. all these materials were found to be effective in improving students’ academic performance in physics. research findings proved that an interactive teaching strategy stimulating students’ interest can improve physics teaching and learning. it was stressed that effective technology integration into k to 12 classrooms supports science as inquiry teaching (guzey & roehrig, 2009). the basis of effective teaching with technology requires three main components namely: understanding of how to use ict tools in educational context, pedagogical approaches that use technologies to teach the content and appropriate technology that enables discovery of new content and representations of the content (koehler & mishra, 2008). furthermore, technology makes students’ thinking visible and promotes critical listening, evaluation, and argumentation in the class (bransford, brown & cocking, 2000). moreover, using ict materials provides an enhanced learning experience, especially so when the material is presented with pedagogical underpinning, is easy to navigate, is reflective, and well-thought out to enhance student learning and promote the development of active learners rather than passive recipients (lagura, 2022). in this research, technology – enhanced lessons in optics (telo) is made. this is a computer-based instructional material intended to provide proper directions and applications pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 41-48, 2023 curriculum guide in science, specifically, the grade 10 learning competencies in the physics part were further examined. the topics that need technology enhancements included were based on the results of the needs–assessment survey. it was revealed that fifteen topics need technology enhancements. downloaded video clips, simulations, interactive quizzes were included in the telo. phase 5. writing of telo specification. in the process of construction, the following steps were observed: 1) formulation of behavioral objectives, 2) determination of prerequisite concept and skills, 3) identification of the appropriate technologies for the lessons, 4) identification of innovative learning activities essential to the realization of the objectives, and 5) preparation of the evaluative items based on the content of the lesson. the layout design of the telo was made using the software microsoft powerpoint 2010. the telo was manipulated for several times since there are videos and simulations linked on it using vlc player and gom player, respectively. validation stage validation stage included the validation of the telo and the final revision and production of the telo. phase 6. validation of the telo by a panel of evaluators. in this phase, the telo was validated by a panel of physics experts to establish internal validity in terms of its objectives, contents, activities, and assessment techniques. phase 7. final revision and production of the telo. the results of the validation were then used as bases for the final revision of the developed telo. all revisions, corrections and remarks were incorporated in the final copy of the telo. there were two (2) groups of samples of the study. the first group was composed of ten (10) teachers who had been teaching physics for at least five years. they served as needs–assessment survey teacher-respondents. the said teachers were requested to answer a survey questionnaire, the result of which became the basis of the researchers in developing the telo. the second group was composed of the panel of evaluators which includes three (3) physics experts and ten (10) field experts who served as validators of the telo in terms of its objectives, content, activities and assessment techniques. the experts are physics majors with exemplary performance in the field of physics teaching.two (2) instruments were used in this study to gather data, namely: 1) needs -assessment survey questionnaire to determine the topics in optics that need technology enhancement, and 2) content validation rating scale to assess the content validity of the telo. needs-assessment survey questionnaire this determined the topics in optics that need technology enhancement. this questionnaire is composed of two parts: 1.) personal data sheet; and 2) topics in optics that need technology enhancement checklist. weighted of knowledge through actual situations that are relevant to the learners with the integration of ict that assesses students’ mastery of the physics concepts, particularly optics. each lesson has the following parts: objectives, contents, activities and assessment techniques. materials and methods this study used the research and development (r & d) methodology in developing and validating the technology – enhanced lessons in optics for grade 10. as shown in figure 1, the steps in the r & d method in figure 1: schematic diagram showing the steps in the development of the telo. the development of the technology – enhanced lessons in optics are planning stage, development stage and validation stage. planning stage planning stage included the conduct of needs-assessment survey, bibliographical research, and the ict tools survey. phase 1. needs-assessment survey. this phase was the identification of the topics in optics that need technology enhancement through questionnaire checklist. phase 2. bibliographical research. in this phase, the researchers had extensive reading and analyzing possible sources of information on the legal bases of ict integration in teaching and learning process such as the ra 10533 and ra 10844, the science curriculum framework and the competencies in optics stipulated in the k to 12 science curriculum and researching such as books, magazines, web pages, journals and other published and unpublished materials to help the researchers decide on the format, technical details and mode of presentation of the telo. phase 3. ict tools survey. in this phase, careful identification of the available and appropriate ict tools was done. this includes downloaded videos, simulations through swf, games, and quizzes from youtube, phet colorado site and footprints science, kahoot, and quizziz. development stage development stage included the designing of telo specification and writing the telo. phase 4. designing of telo specification. in this phase, crucial processes were performed to meet the standard characteristics of the telo. the k to 12 pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 41-48, 2023 mean was used to determine the topics in optics that need technology enhancement. the weighted means were interpreted using the following range of values with their corresponding descriptive interpretations. ranges of weighted means descriptive rating 2.35 – 3.00 need technology enhancement (nte) 1.67 – 2.34 slightly need technology enhancement (snte) 1.00 – 1.66 no need to enhance (nnte) content validation rating scale the content validation instrument has two parts. the first part required information on the evaluator’s personal and professional background and the second part is composed of the criteria for evaluating the telo’s objectives, content, activities, and assessment technique. each criterion had a set of items which was used as a ranges of weighted means descriptive rating 4.51 – 5.00 highly valid (hv) 3.51 – 4.50 valid (v) 2.51 – 3.50 moderately valid (mv) 1.51 – 2.50 needs improvement (ni) 1.00 – 1.50 not valid (nv) results and discussion this portion presents a discussion of the salient findings and analyses of the gathered data. topics in optics that need technology enhancement it is evident in table 1 that all the topics under electromagnetic spectrum and light for grade 10 guide for the evaluator’s rating. weighted mean was used to determine the content validity of the developed telo and was interpreted using the following range of values with their corresponding descriptive interpretations: table 1: needs-assessment survey result topics in optics wm di a. electromagnetic spectrum 1. development of the electromagnetic theory; 2.50 nte 2. production and propagation of electromagnetic wave; 2.90 nte 3. regions of the electromagnetic spectrum; 2.60 nte 4. practical applications of the different regions of em waves. 2.60 nte 5. effects of electromagnetic radiation on living things and the environment. 2.50 nte b. light 6. the nature of light; 2.50 nte 7. properties of light: a review; 2.50 nte 8. mirrors – types and uses; 2.40 nte 9. reflection in curved mirrors; 2.40 nte 10. graphical & analytical methods of locating an image in mirrors; 2.40 nte 11. lenses – types and uses; 2.50 nte 12. refraction in lenses; 2.40 nte 13. graphical & analytical methods of locating an image in lenses; 2.40 nte 14. the eye and the camera; 2.80 nte 15. optical instruments 2.70 nte overall mean 2.56 nte science need technology enhancement as revealed by the overall mean rating of 2.56. thus, it was necessary that all the topics in optics need to be included in the making of telo. this finding coincides with the comments of the teachers that there is a dearth of technology-assisted materials in teaching optics. in addition, teachers are unfamiliar with the different educators’ apps that can be used in teaching optics and other fields of science. they further emphasized that technology-assisted instructional materials must be used in the classroom because most of the students are more motivated to learn when ict is used, and this is to embrace the trend in shifting from the traditional to a technology-driven classroom. content validity of the technology enhanced lessons in optics (telo) this section presents the results of the validation by the panel of evaluators on the validity of the telo as regards objectives, contents, activities, and assessment techniques. objectives table 2 below shows that the objectives of the telo pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 41-48, 2023 were rated as highly valid by the panel of evaluators based on the overall composite mean of 4.93, which means that the objectives of the telo are specific, measurable, attainable, realistic, time-bound and clearly stated. table 2: results of the content validation of the telo in terms of objectives. (n=13) criteria wm di the objectives of the telo are… 1. specific 5.00 hv 2. measurable 5.00 hv 3. attainable 4.78 hv 4. realistic 4.95 hv 5. time-bound 4.90 hv composite mean 4.95 hv table 3: results of the content validation of the telo in terms of content. (n=13) criteria wm di the contents of the telo… 1. are clear and easy to understand 4.73 hv 2. jibe with the objectives and activities presented 4.73 hv 3. utilize information that are up to date 5.00 hv composite mean 4.82 hv this rating is notable because for any technology – enhanced lesson to be effective, it must be geared toward achieving its goals (tumaneng, 2010). the observations of the evaluators support this: the lesson objectives really jibe with the learning competencies prescribed. – expert 1 the objectives are smart. – expert 2 this finding conforms to that of tumaneng (2010), which says that objectives are considered valid when all the criteria are present in the developed material. a valid instructional material should have objectives that are clearly stated, specific, measurable, attainable, realistic, time-bound and clearly stated. contents table 3 below shows that the contents of the telo have an overall composite mean of 4.82 which is interpreted as highly valid. this means that the panel of evaluators agree that the lessons are clear and easy to understand, jibe with objectives and activities presented and the information that are utilized are up to date. in addition, the lessons are equipped with technology – driven activities such as videos, games, simulations, and interactive sites which the learners are interested in to. hence, the contents of the telo are valid. the result above is supported by the findings of tumamao (2017) that in developing learning materials, the content should be relevant to the skill which the teacher wants to develop and suited to the level of the learners. the outcome is also backed up by the following comment of one of the experts: the contents are easy to understand and stated in simple way or manner. the concepts were clearly explained. i like how technology was used in presenting the lesson, very informative and interactive. – expert 3 activities table 4 shows that based on the composite mean rating (4.82), the activities in the telo are highly valid. this means that the lessons are helpful in making concepts clearer because they represent real-life situations, are relevant to the prescribed curriculum which is technology-based and student centered, up–to–date information with the use of video clips and simulations, varied, thought-provoking, logically-arranged, provided with the use of appropriate multimedia materials that are table 4: results of the content validation of the telo in terms of activities. (n=13) criteria wm di the activities of the telo… 1. represent real life situation 4.47 v 2. are helpful in making lessons clear 4.78 hv 3. develop topics/concepts relevant to the prescribed curriculum 5.00 hv 4. provide up to date information 5.00 hv 5. are varied and arranged in logical sequences 4.73 hv 6. present varied and thought-provoking activities 4.95 hv pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 41-48, 2023 aligned to the interest and skills of the students to better learn the concepts. the following comments of the evaluators support this finding: this is the need of our learners nowadays since they are fond of using technologies such as cellphones and computers. the telo is indeed a response for the 21st century teaching and learning placing ict as the key tool. good job! – expert 4 without sacrificing the real essence of the lessons, the learners are entertained because of the visuals they see while learning how and why things behave as they are. – expert 5 assessment techniques table 5 reveals that the experts rated the telo assessment techniques as highly valid as shown in the overall mean rating (4.72). this means that the assessment exercises of the telo highly match with the objectives of the lesson (4.78), measure mastery (4.73) and develop critical thinking skills of the students (4.63). the ratings also show that the assessment techniques seek to determine whether the objectives have been attained which is an important characteristic of an assessment tool. 7. have enough activities that could develop needed skills and critical thinking ability 4.63 hv 8. provide opportunities for the students to be actively involved 5.00 hv 9. include activities which are interesting and challenging 4.95 hv 10. use clear and logically arranged instructions/directions/steps 4.95 hv 11. develop desired values 4.37 v 12. use instructional media that clearly develop the concepts 5.00 hv composite mean 4.82 hv table 5: results of the content validation of the telo in terms of assessment techniques. (n=13) criteria wm di the assessment techniques employed in the telo… 1. match with the objectives of the lesson 4.78 hv 2. measure mastery of the lesson 4.73 hv 3. develop critical thinking 4.63 hv composite mean 4.72 hv this is supported by the following comments of the experts: the assessment exercises of the telo are more focused on the utilization of authentic assessment rather than the traditional assessment. -expert 6 the assessment techniques include differentiated instruction and cater multiple intelligences. -expert 7 summary of evaluation table 6 presents a summary of the evaluation of the panel of evaluators on the four aspects of the telo, namely objectives, content, activities, and assessment techniques. the telo was evaluated as highly valid on all the four aspects of evaluation with an overall mean rating (4.82) which is interpreted as highly valid. table 6: summary of the results of content validations of the panel of evaluators. (n=13) criteria wm di 1. objectives 4.93 hv 2. contents 4.82 hv 3. activities 4.82 hv 4. assessment techniques 4.72 hv overall mean 4.82 hv the telo is valid. therefore, the different parts of each lesson – the objectives, content, activities, and assessment techniques – are aligned with each other. this is supported by the following observations of the experts: the telo is very much useful in teaching complex topics in physics such as electromagnetic waves and optics. in this way, the learners could learn and understand the lessons at their own pace. – expert 8 your design of the material is highly interactive, congratulations. it is obvious that there is conscious effort to challenge students to learn on their own. good work! this is what the students need, ict integration in the class. they will love it and they will become more active and participative in class. – expert 9 this is what the students need, ict integration in the class. they will love it and they will become more active and participative in class. – expert 10 pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 41-48, 2023 feedbacks from the evaluators the validators gave written suggestions and comments which the researchers implemented to improve the validity of the telo. these are as follows: include the skills and attitudes domains in the objectives. 2) make sure the contents and activities were stated as objectives. 3) use contrasting colors and make words readable. – expert 11 1) think of the time to accomplish assigned work for the students. 2) always make your assessment hots – based. – expert 12 as suggested by the validators, the researchers used contrasting colors in the telo. furthermore, the objectives were revised so that they are stated in a behavioral manner; the questions in the assessment were improved and edited. the time frames were revised as to the level of difficulty of the work. based on the content validation, the telo is a vital tool in improving instruction particularly in teaching optics. the researchers, along with the validators, believe that the telo could help teachers attain goals and objectives in developing students’ critical thinking skills. this material is also a response to the implementation of the ict – based instruction as pursuant to the mandate of the k to 12 curriculum. moreover, the telo features one of the most effective ways to teach optics is through the use of simulations and visualizations. there are many software programs available that allow students to simulate the behavior of light in various optical systems, such as lenses, mirrors, and prisms. this helps students understand complex concepts and visualize how light behaves in different situations. in addition to simulations, virtual experiments can also be used to teach optics. students can perform experiments in a virtual environment, allowing them to explore the properties of light and optical systems without needing expensive equipment. virtual experiments can also be used to introduce students to more advanced concepts that are difficult to demonstrate in a traditional laboratory setting. many online resources are available for teaching optics, including videos, tutorials, and interactive demonstrations. these resources can be accessed from anywhere with an internet connection, making it easier for students to learn at their own pace and from the comfort of their own homes. conclusion the following conclusions and recommendations were drawn based on the study’s findings. the teachers perceived that all the topics under electromagnetic spectrum and light for grade 10 science need technology enhancement as indicated by the overall mean rating of 2.56. the technology-enhanced lessons in optics (telo) is a very good instructional material in teaching physics for it is valid in improving the performance of grade 10 students. the developed telo is highly valid regarding its objectives, contents, activities, and assessment techniques making them appropriate and relevant for the development of physics concepts. the telo applies the principles that activities can be considered interesting and engaging if they are anchored on the theory of constructivism and the samr model. telo stimulates many senses and allow the learners’ opportunities construct their own ideas by integrating existing knowledge with new one. recommendations the researchers highly recommend that teachers should use the telo in classroom teaching to enhance students’ performance. the telo is also highly recommended to be employed for classroom instruction on other areas of physics. ict experts should design more computer-based tools that can be used for classroom instruction. also, ict developers should seek feedback from users to further improve interactive software that they will use in making more interactive simulations and other computer-based tools for teaching and learning. seminars and workshops should be conducted in constructing materials such as the telo to equip teachers with essential knowledge and skills on using technology especially ict in the teaching and learning process. administrators should encourage and provide necessary support to their faculty to produce instructional materials and update existing materials. finally, similar, or related studies should be done to investigate empirically the use of telo in other topics in physics or other sciences. overall, technology can be an effective tool in teaching optics, providing students with a more interactive and engaging learning experience. however, it is important to ensure that technology is used in a way that complements traditional teaching methods and that it is accessible to all students, regardless of their socioeconomic status or access to technology. references abragan, f. (2022). research review on k-12 curriculum implementation in the philippines: a generic perspective. https://dergipark.org.tr/en/pub/ejees/ issue/72967/1059451 #article_cite albano, jr. , e. (2021, august 6). ‘old,’ ‘up to date’: inventing word meanings and data on the education crisis| inquirer opinion. inquirer.net. https://opinion. inquirer.net/142809/old-up-to-date-inventing-wordmeanings-and-data-on-the-education-crisis batuyong, c. (2017). physics education technology (phet) interactive simulation-based activities in electromagnetism. unpublished master’s thesis. mariano marcos state university-graduate school, laoag city bonifacio, a. (2013). developing information communication technology (ict) curriculum standards for k-12 schools in the philippines. https:// www.semanticscholar.org/paper/developingpa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 41-48, 2023 information-communication-technology-(-)-bonifa cio/7164ae5e942f0bd45a8f1296677abd8714299d87 bransford, j. d. e. (2000). how people learn: brain, mind, experience, and school. expanded edition. https://eric. ed.gov/?id=ed481522 combalicer, l. (2016). best practices and problems in the initial implementation of the k+12 curriculum among teachers in infanta, quezon: its implications to an effective implementation of senior high school. journal of education and social sciences. https://www. jesoc.com/wp-content/uploads/2016/08/edu-4. pdf david, c. c. (2019). pressures on public school teachers and implications on quality. think asia. https:// think-asia.org/handle/11540/9702 diculen, l. b. (2002). design development and summative evaluation of computer-assisted instruction (cai) on selected topics in high school physics. https://ejournals.ph/article.php?id=9287 dunton, j. b., & co, w. s. (2019). spiral progression approach in teaching science and the performance of learners in district i, capiz. journal of physics, 1254(1), 012045. https://doi.org/10.1088/17426596/1254/1/012045 esguerra, d. j. (2018). deped urged to lighten teacher workloads following suicide reports|inquirer news. inquirer.net. https://newsinfo.inquirer. net/1025288/deped-urged-to-lighten-teacherworkloads-following-suicide-reports francisco, w. b. (2003). web-based instruction on selected topics in electromagnetism. unpublished master’s thesis. mariano marcos state university, graduate school, laoag city. guzey, s. s., & roehrig, g. 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(2010). indigenous game-based activities for teaching physics. s & t journal (special issue) issn 20120060. mariano marcos state university press, city of batac, philippines. pa ge 1 pa ge 36 american journal of multidisciplinary research and innovation (ajmri) teaching of reading in the midst of uncertainties: the narrative of elementary school teachers in digos city billy joe m. lariosa1*, rodeth jane c. quezada1 volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1187 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 08, 2023 accepted: january 19, 2023 published: january 27, 2023 this descriptive-phenomenological study divulged the context of teaching reading during the health crisis brought by covid-19 among elementary pupils. this study involved ten (10) informants which, composed of one (1) fulltime faculty of rizal central elementary school (rces), two (2) teaching the english subjects, and three (3) employed in the institution since the beginning of the pandemic. through purposive sampling, ten (10) teachers qualified from the inclusion criteria set were approached to request their voluntary involvement as participants through focus-group interviews. hence, colaizzi’s data analysis approach was also employed in this study. results indicated that elementary teachers have a variety of experiences in teaching reading to their students with some difficulties and challenges but still have a positive outlook on the students. the study’s results also revealed that the teacher cope up with those challenges by having constant follow-ups with their parents reading progress. the different pedagogical techniques in promoting students’ reading were evident. however, the appropriate pedagogical techniques in teaching reading to students should be considered at all times. hence, the result of the study also revealed that teachers use phil iri to categorize the students reading progress. keywords teaching of reading, pedagogical technique, teaching experiences, coping mechanism, elementary school teachers, rces, digos city davao del sur introduction in the beginning of 2020, the covid 19 pandemic has led to a substantially new situation for education systems. to contain the spread of the virus that causes covid 19, schools in many countries have partially or entirely closed, learning groups have been rearranged, and students or teachers have to be absent from school at various times (meinck et al., 2022). schools were shattered, which isolated the learners in their respective homes because of the fear that the virus might infect them. hence, the teachers find ways to reach the learners so that they could be able to surpass the challenges, especially in reading. as evidence, reading literacy should be developed to the point where students can acquire further knowledge through reading in all subjects and continue their educational biography through independent learning (könig & frey 2022). this study aims to build a gap in the contexts of the teaching of reading during the health crisis brought by the covid 19 on teaching reading among elementary pupils. also, this is timely and relevant since it listened to the challenges experienced by the teachers, the activities they gave, and the advice to teachers in the same situation. in germany, the sudden shift from face to face instruction to more technologically mediated interaction and emergency remote education (ere) was especially hard, ere required german schools and teachers to catch up in terms of the digitalization process in education, which had been shown to lag behind other countries in the years prior to the pandemic (lorenz et al., 2021). reading is one of the young learners’ first and most important academic skills. however, a large number of students in the u.s. continue to have difficulty learning to read. furthermore, some studies based on student reports found(tendentially) positive learning experiences compared to usual instruction but students pointed out that they felt more uncertain about estimating their learning status (rožman et al., 2022). in the philippines, to make every learner a proficient reader, schools across the country are tasked to help learners de velop their reading skills by developing and implementing initiatives (dep ed memorandum no. 173, s. 2019), but it was revealed in the national assessments that early grade learners struggle to meet the learning standards in early language, literacy, and numeracy; many low performing learners who could not comprehend (read and understand). reading is one of the most critical skills of literacy that is essential not only for learners to survive academic and school demands but also in fending for themselves in the real world. unesco (2018) defines literacy as the ability to identify, understand, interpret, create, communicate and compute using printed and written materials associated with varying contexts. dep ed memorandum no. 181s. 2021 states that continuously envision to make every learner a reader even during this pandemic, as clearly indicated in the division basic education learning continuity plan (be-lcp) and response to deped memorandum no 173, s, 2019, “ hamon: bawat bata bumabasa (3bs initiative)”. in davao city, the division of davao city is really keen on doing something about reading of the students. it intends to improve the performance level of its learners. it was determined that having a reading program in each school is essential. the division office then through the collaboration of the basic education assistance for mindanao (beam) project developed a reading program (ereading) which empowers teachers, supervisors, and other stakeholders to improve pupil’s performance. this makes learning 1 university of mindanao digos college, mindanao, philippines * corresponding author’s e-mail: billyjoelariosa20@gmail.com https://doi.org/10.54536/ajmri.v2i1.1187 https://journals.e-palli.com/home/index.php/ajmri mailto:billyjoelariosa20%40gmail.com?subject= pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 materials limited that are in dire need of learning the non-readers, the deped division of davao del sur, through the office of learning resources management and development system (lrmds). the theory of variation proposed by marton and booth (1997), argues that there is no single way to understand, experience, or think about a particular phenomenon; indeed, there is considerable variation in people’s discernment. in learning, individual students make sense of new concepts differently, according to their existing understandings and frameworks of knowledge. this requires teachers to engage closely with their students to grasp the variations in understanding and knowledge so they can take account of this diversity in structuring the learning activities in a lesson (marton & tsui, 2004). moreover, the theory of variation (marton and booth) underline that students’ attention should be directed toward an ‘object of learning. the learning object could be drawn from the subject syllabus or a teacher’s assessment of students’ needs. one powerful pedagogical tool is comparison, as juxtaposition can highlight similarities and, crucially, differences. thus variation occurs in another form in the process: not only do people demonstrate variation in their perception of a phenomenon, but they can also learn by discerning variation across different objects of learning (bowden & marton, 1998). the lesson was redesigned for delivery by a different colleague to a parallel class. progress through the unit of study thus followed this iterative pattern, allowing for adjustments based on reflection and investigation. this study is relevant to the students concerning their independent learning; it may also help them cope with the pandemic in terms of their reading ability/skills. the teacher would serve as their guide to have a basis on what suitable action to monitor the student’s reading progress, especially for the future researcher. reading, is one of the basic skills of a language. teaching reading among the students can lead them students to get motivated to read on their own; instead of playing games, students can read their books or any printed materials that the teachers gave to them. for instance, wigfield and guthrie (2022) classified l1 reading motivation into “selfefficacy beliefs” (including reading efficacy and reading challenge), “intrinsic-extrinsic motivation and purpose for learning” (including curiosity, involvement, reading importance, reading avoidance, competition, recognition, and grades), and “social aspects of motivation” (including compliance and reading for social reasons). in addition, guthrie and wigfield (2021) viewed reading motivation as people’s purposes, values, and thoughts concerning the themes, procedures, and outputs of reading. previous studies have proposed different dimensions of reading motivation, and researchers generally agree that reading motivation is multidimensional. wang and gan (2021) have developed a reading motivation questionnaire in an english as a foreign language context (rmqefl) which includes five dimensions, namely, reading efficacy, reading enjoyment, reading recognition, reading involvement, and reading compliance. the five dimensions of rmq-efl have their theoretical basis in the reading motivational constructs proposed by wigfield and guthrie (1997), wang and guthrie (2004), and mori (2002). in the study of, logan et al. (2021) investigated the differences between good and poor readers in terms of the role of intrinsic reading motivation in predicting reading comprehension and found intrinsic reading motivation only significantly predicts poor readers’ reading comprehension. mcgeown et al. (2022) checked for differences between good and poor readers in the relationship between reading motivation (extrinsic and intrinsic motivation) and their reading comprehension. mcgeown et al. (2022) found intrinsic reading motivation was not significantly associated with reading comprehension for both good and poor readers. mcgeown et al. (2022) also showed extrinsic reading motivation, especially linked with good reading comprehension. however, a significant association between extrinsic reading motivation and reading comprehension was not observed among poor readers. research questions in the light of uncovering of the stories of the elementary school teachers amidst covid-19 pandemic, the following objectives are; determine the struggles of the elementary school teachers in teaching reading amidst the covid-19 pandemic, and what are the technique/s did the teacher employed in teaching reading. specifically, addressed to this study are the following questions: 1. what are the experiences of elementary teachers in teaching reading amidst pandemic? 2. from the challenges, how are the elementary teachers coping up amidst pandemic? 3. what pedagogical technique/s teachers employed in teaching reading amidst pandemic? method participants this study was participated by elementary school teachers. the use of purposive sampling technique is carried out in selecting the target participants. purposive sampling involves in identifying and selecting individuals or groups of individuals that are incredibly knowledgeable about or experienced in the interest of the phenomenon (cresswell & plano, 2011). alternatively, the purposive sampling method may prove effective when only a limited number of people can serve as the primary data sources due to the nature of the research design, aims, and objectives. in choosing the research participants who will share their lived experiences in teaching reading in the midst of uncertainties, the following criteria are set; one (1) a full-time faculty, two (2) teaching the english subjects, three (3) employed in the institution since the beginning of the pandemic, four (4) willing to be interviewed by the researchers, five (5) an experienced teacher in how many years, and the withdrawal criteria are the following; one https://journals.e-palli.com/home/index.php/ajmri pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 (1) unwilling to keep on participating in the study, two (2) developing diseases in the inclusion criteria, three (3) nonresponses of all the questions during interview, four (4) covid-19 positive. instruments the research instrument used in this study was the interview guide questions developed by the researchers. this interview guide was validated by the experts prior to the conduct of interview. in addition, a structure interview was observed in which a particular set of predetermined questions were prepared by the researchers in advance. the materials were gathered by researchers by a recorded conversation, photographs, paper and pencil and guided questions to record, etc. the entire journey towards teaching of reading in the midst of uncertainties. hence, to guarantee the protection and secrecy of every participant, the information gathered from them was defended by the researchers and kept hidden and classified. the researchers ensured and informed consent was given to the participants demonstrating their privileges and what they would anticipate in the direct of the study. design and procedure this study employed a descriptive phenomenology in attaining the research objectives. amedeo giorgi (1985), noted that the best-known descriptive approach in psychology, who is widely credited as a pioneer in phenomenological thinking. giorgi’s method can be seen as distillation, in which the analyst, step by step, sifts away everything that is not essential to an adequate description of the phenomenon. before conducting our study, the researcher went through the validation of the research questionnaire and interview guidelines with the help of the research publication of um digos college. the researchers are sure that all documents are implemented before conducting the study. these include a letter to be signed by the rpc, dean of college, program head and also the research adviser, and then the school principal of the chosen school where the researchers conducted their study. during the implementation phase, the school head signed our letter and informed the school head that we were conducting a study on a specific date. with the help of the school principal, the principal wrote the name of our possible respondents, and the researcher will go to the respective classrooms given by the principal. upon seeing the possible respondents, we ask about their time availability. an in-depth interview was done face-to-face. after an interview, the researcher translated the recorded conversations; after that, data translation was sent to our data analyst assigned through the collaboration of researchers. the data was back to us after two (2) working weeks. materials used in the study, including the recorded conversion forms, were kept in a safe place. in addition, colaizzi’s (1978) approach is considered in this study. the process of phenomenological data analysis showed an active strategy to achieve the description of the living experience of those people. it includes understanding the data and identifying significant statements converted into formulated meanings. the following steps represent the colaizzi process for phenomenological data analysis (sanders, 2003; speziale & carpenter, 2007). these are the following: one (1) each transcript should be read and reread to obtain a general sense of the whole content. two (2) each transcripts, significant statements that pertain to the phenomenon under study should be extracted. their statements must be recorded on a separate sheet. three (3) meanings should be formulated from the significant statements. four (4) formulated meanings should be sorted into categories and clusters of themes. five (5) of the study’s findings should be integrated into a detailed description of the phenomenon. six (6), the fundamental structure of the phenomenon should be described; and seven (7), the validation of the findings should be sought by the research participants to compare the researcher’s descriptive results to their experiences (shosha, 2012). results and discussion teaching experiences of elementary teachers in teaching during pandemic figure 1 presents the qualitative findings of the elementary school teachers on their teaching experiences in teaching reading in the midst of uncertainties. the study comes up with four (4) major themes: streamlined reading strategies, developed reading habit, reading comprehension barrier, and challenges in communication to stakeholders. therefore the basic themes are namely: direct involvement of parents on reading process, monitoring on student’s reading is emphasized, utilizations of remedial instruction, direct instruction, more innovative and resilient, has developed habit of reading, innovative in reading strategies used, student who cannot recognize letters, phonetics, challenge in memorization, challenge with internet connectivity, buffer in communication to parents, reading engagement limitation and slow progress in reading. streamlined reading strategies the elementary school teacher should prepare a strategy for discussing how the students engage in the lesson. especially in the lower grade, like kindergarten, the teacher should always prepare a motivational video showing how essential reading is. however, during this pandemic, teachers prepared modules for their students; the teacher also prepared a video to send students engaged even in remote areas. the problem is that they cannot access it due to a lack of gadgets or internet connectivity. one participant said that: “very challenging, even as teachers, we need to learn different motivations to adjust. how much more in kinder, it is not the same as others, give them reading materials to read at home know how to read, but will start. from a letter to her sounds, not being taught by the teacher what to do without engagement. through a home visitation, as we watch the child’s reading. however, mainly in the https://journals.e-palli.com/home/index.php/ajmri pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 pandemic, in the second year of the pandemic, we think we start to reach the students to go to school to have assessments one by one; sometimes they have a specific time, sometimes two students in just two hours. (what is this?)”. [line 2, participant 1] other participants revealed that: “together with the parents because the parents are the ones to teach their children. parents are the ones to follow up there (this is how to teach); some parents do not know how to teach because they will only rely on their pandemic teacher. not even pass the module with answers, but the module’s writing is different from their writing. we know if the students or the mother write their module because it is very different. how much more in writing, how much more in reading. the positive because we have learned and can be made without being here; we are not there; our adjustment is challenging.” [line 2, participant 3] according to hartley and viney (2018), streamline reading strategy is a comprehensive series that includes student’s books, workbooks, tests, teacher’s books, integrated videos, reading material from the reading series, and storylines related to the reading scheme. according to gebhard (2018), these reading strategies are beneficial to readers in order for them to comprehend the reading texts effectively. these are the strategies students or readers use to comprehend, construct, and reconstruct the meaning of a text. it also influences readers’ reading behaviors in response to text difficulty, task demands, and other contextual variables. in the study of abdul et al. (2020), issues with reading and reading comprehension more narrowly focused and streamlined goals of such approaches may help us to support students’ confident use of knowledge to increase reading efficiency in genuine reading situations that allow for the construction and reconstruction of meaning; make it easier to adapt reading behavior to particular tasks; help students develop their ability to predict how well they will perform on the task accurately; and help students self-regulate their reading process to read for comprehension (singhal, 2021). additionally, quirk and katie (2021) stated in their study that a scaffolding strategy to help honors students develop important academic writing abilities. developed reading habit reading habit is an important activity that every student should do. reading is a complex, complicated process involving factors that influence each of us. also, the teacher should have time to teach the students how to read and the proper pronunciation of words. even though in this time of the pandemic, teachers should do remedial classes for those students who cannot read independently. however, today, we are facing this crisis the covid-19; teachers and students do not have any communication due to the lack of gadgets and internet connectivity. hence, the mother teaches their children how to read even though it is essential for as long as possible. one participant said that: “my positive experience in the pandemic is that the children are making independent in their study that is not like before; they still have to wait for the teacher. now they can try on their own to be able to read. i encourage them at school that they should read every day for as long as 20 minutes to make it a habit to encourage the children. just give them time to read.” [line 2, participant 8] another participant revealed that: “good afternoon, based on my experience as a grade 1 teacher, it is challenging for me to deal with parents and how to get their attention. not all parents are responsible if the teacher sets a meeting; not all parents can go. usually, the parent does not attend; they speak at the back. more patient and anytime the time is dangerous, and parents’ text in the middle of the night, sometimes ten in the evening (10:00 pm) or eleven in the evening (11:00 pm). if caught phone ringing, i will do my best to respond to their text message for the sake of their children as my students.” [line 2, participant 7] reading habit refers to the behavior which expresses the likeness of reading of individual types of reading and tastes of reading. it is a pattern with which an individual organizes his or her reading in terms of the type, content, and quantity of materials read, the reading frequency, and the average time spent reading. a person with a good reading habit makes reading a regular activity. according to cesar et al. (2017), there are four indicators of reading habits. first, the reading frequency at which the person reports reading books in their spare time. moreover, reading is the activity when someone does to read for some minutes or hours as frequently. second is time spent on academic reading, the time the person reports devoting to reading books on his or her study subjects. third, time spent on non-academic reading refers to the time the respondent reports devoting to reading books that are not directly related to the subjects of his or her studies. the person often reports the fourth motivation in the family environment on purchasing books, recommending books, and reading interest in the family. in addition, yusuf and awoyemi (2018), reading is an action of an individual who reads, and habit is a product of this action as a person reads regularly. children’s reading habits embody their reading behaviors and the frequency they engage in the reading behaviors. the more frequently children read, the more likely they are to develop regular reading habits and regard reading as a goal they want to achieve. a reading habit is formed when individuals repeatedly enact a specific behavior in a stable context. their habits gradually increase as their self-control in enacting the given behaviors increases (carden & wood, figure 1: thematic diagram on teaching experiences of elementary teachers in teaching during pandemic https://journals.e-palli.com/home/index.php/ajmri pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 2018). self-regulated learners may have a better ability to self-control their learning behaviors in the performance phase, which may help them maintain certain behaviors in a stable context and establish their reading habits (carden & wood, 2018; zimmerman, 2013). reading comprehension barrier. the reading barriers had a negative impact that the pandemic would have on students with reading barriers like dyslexia, blindness, and cerebral palsy. as has been reported, students with learning differences and disabilities who are learning remote cannot get the same services they would receive in in-person learning, and they often encounter new barriers driven by the remote format, which can widen existing gaps. one participant revealed that: “negative side from that we do not know them very well, or we do not engage them very much in reading. especially since we do not have face-to-face because of the pandemic, we do not know if where are or if they are still in the fast reader or what level of reading, they are. we cannot judge them face to face, so that is our first problem; we no longer have face-to-face”. [line 4, participant 9] other participants said that: “for me, today is the time of the pandemic. it seems that we identified those children who had difficulty reading, so on my part, the students need to go to school, especially those students who have a hard time reading, and can teach them one by one. it was very different before the pandemic still have face to face classes because everyone seemed to have a hard time, and we could not be able to focus on them, while now he will be focused one by one and giving them materials aside from one on one in school, they will be here to follow up because they will be provided with materials according to their reading level and then we will follow up at their parents’ house.” [line 2, participant 2] according to the study by davis, et al. (2019), student barriers to online learning may include a misinterpretation of expectations, poor time management, and poor interpersonal communication. in contrast, instructor barriers may involve identifying expectations, providing feedback, and poor interpersonal relations. in addition, apriyanti (2020) discovered in her study that kindergarten and primary school parents face difficulties during the covid-19 pandemic, including their inability to guide their children to learn and the children’s lack of concentration, unwillingness to learn, desire to attend school, inability to learn online, and limited comprehension of the materials. in their study, fauzi et al. (2020) discovered that teachers face difficulties during the covid-19 pandemic, including a lack of opportunities, network and internet use, planning, implementation, and evaluation of learning, and parent collaboration. however, mailizar et al. (2020) discovered that teachers, schools, curricula, and students were the four components of problems encountered by teachers in the covid-19. in addition, rasmitadila et al. (2020) discovered that teachers face challenges when implementing distance education during the covid-19 pandemic, including technical barriers, student conditioning, and student participation in education. challenges in communication to stakeholders during this pandemic, teachers have a hard time communicating with their students and parents due to a lack of gadgets. the challenge is that the teacher cannot contact the parents, even though they have a module, but they cannot even go to school to get the module of their students. as a teacher, the best thing to do is to visit them at their home, but the students are not there when the teacher’s do home visitations. one participant said that: “some parents are not responsive in terms if you ask them if this is the standing of their child at the same time, not all parents have a cellphone; you can contact them thru messenger, and some, can’t because they have numbers on the enrolment form, cannot contact.” [line 4, participant 7] other participants revealed that: “the teaching reading amidst of pandemic, as i have said, is a challenging one, i encountered those unresponsive parents regarding communication and the lack of internet connectivity. that is why we urged ourselves to contact them and be consistent in our communication.” [line 2, participant 6] it is necessary to ensure that all stakeholders can access communications, so multiple channels will be necessary if different stakeholders rely on different modes of communication (fernandez & shaw, 2020; unicef romania, 2020). it is essential to open communication channels with teachers and teachers’ unions, parent organizations, and other community groups to facilitate positive responses to policy changes. communication efforts should match local norms and come from sources whom local communities know and consider credible. word-of-mouth communication from well-respected community leaders and community members is still an important channel, particularly in areas with limited technology or limited literacy (carvalho et al., 2020). lao pdr used village loudspeakers to disseminate important messages about the school (karki, 2020). before the pandemic, evidence pointed to poor communication between parents and schools contributing to low student performance. in another low-cost text message intervention, the schools sent the parents information on student outcomes like absenteeism, performance, and conduct. after four months, students whose parents received the messages had significantly higher math grades, improved attendance, and a lower prevalence of destructive behaviors; they were less likely to fail the grade at the end of the year (berlinski et al., 2021). coping mechanism of elementary teachers during pandemic figure 2 presents the qualitative findings of the elementary teachers on coping mechanism of elementary teachers during pandemic. the study comes up with three (3) major themes: reading level (diagnostic), coaching and monitoring, and reading level (evaluative). therefore, the basic themes are; direct instruction and mentoring, categorization of learners, provide reading materials, https://journals.e-palli.com/home/index.php/ajmri pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 constant communication and mentoring, dedication to work, satisfying to see changes in communicating with parents, evident progress with student’s reading, categorization of learners help in level of coaching and evaluation of reading is easier. reading level (diagnostic). the teachers utilize this to see whether pupils can independently read and pronounce the letter. on the other hand, teachers utilize this exam to test students’ reading aptitude and vocabulary growth while reading. diagnostic tests are given to students to provide more specific and exact information about their strengths and shortcomings in a particular area. in reading, for example, diagnostic exams will offer detailed information on a student’s level of performance in the five major components of reading, which include phonemic awareness, phonics, vocabulary, reading fluency, and reading comprehension. one respondent revealed that: “however, we can see what level the child is at depending on whether it is in phil iri (philippine informal reading inventory); there is a process of what level the child is. the first level is frustration, having a hard time. the second stage is instructional; they can read but still need teacher guidance. do not stop; as a teacher, do not stop looking for ways to help the child. because i do not think that is a hopeless case, especially for children, it would have been better. however, during the pandemic, we still have face-to-face, but we are still regular faceto-face, have close contact with children, and have closely followed up.” [line 6, participant 10] although all children have indeed been affected by rapid and drastic changes in all aspects of their lives since the beginning of the covid-19 epidemic, the group of kids with developmental learning problems and other impairments demand particular concern zawadka et al. (2021). such information allows for early detection and targeted remediation of learner difficulties in specific areas. diagnostic assessment that is easy to administer and score will readily apply in pedagogical settings. read-aloud is a common diagnostic technique for word recognition. examinees read words in lists or connected texts aloud, and their performance indicates word recognition competence. the accurate and rapid articulation builds upon phonological information activation, which is triggered by successful word recognition (kearns & ghanem, 2019). the informal reading inventory (iri) is a systematically organized set of diagnostic instruments containing word reading, text reading, and comprehension questions (gillet et al., 2011). coaching and monitoring the elementary school teachers should have individual coaching for their students who cannot read on their own with these strategies; the students and the teacher have an interaction with each other. however, from the word mentoring, the teacher calls the attention of each student to monitor their progress, especially in reading. according to our respondents, reading is the most important in today’s generation; even though they can still read, they do not know the sounds of the words they read. thus, the deped, through the bureau of learning deliveryteaching and learning division (bld-tld), shall continue to administer the revised philippine informal reading inventory (phil-iri) assessment to learners in public elementary schools nationwide. one respondent reveals that: “we need constant to follow up and then one by one like individual coaching, individual mentoring is what we do, and that is why “constant follow up” after batch one after a month when they return. we give reading materials and worksheets aside from their module. it is their assignment, and then we chat with them to see if they have finished what we give them and cursive assignments.” [line 6, participant 1] parents are very involved in modular distance learning (mdl) maintaining enthusiasm, coaching, teaching and monitoring pupils’ compliance. as parents tutored and coached their children, they employed tactics and procedures to assist them, such as translating materials into their mother language, scheduling, monitoring activities, and creating goals. parents also monitor their children’s compliance and progress by inspecting completed outputs, organizing learning kits, and communicating with the school. to the study by johnston (2022), in response to the worldwide pandemic, literacy coaching programs must re-imagine novel methods to engage teachers and coaches in a collaborative approach through technology. coaching focuses primarily on enhancing performance in a particular skill area, typically over the short term. typically, the coach sets goals, or at least intermediate or subgoals, within his recommendation, while the student is responsible for the objective and the instructor is responsible for its execution. mentoring and coaching encourage the development of a professional and personal relationship that enables individuals to acquire the relevant and competitive academic skills they need to succeed. several successful studies on coaching approaches have determined that if coaching remains on an individual level, school sector improvement will be unsuccessful. this evaluation examines parents’ involvement in modular distance learning (mdl) in inspiring, coaching, tutoring, and checking students’ figure 2: thematic diagram on coping mechanism of elementary teachers during pandemic https://journals.e-palli.com/home/index.php/ajmri pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 compliance. it examines the problems that parents face and their best approaches for helping modular distance learning (mdl) gumapac et al. (2021). reading level (evaluative) children sit one-on-one with their instructor and read from a book appropriate for their grade level to evaluate their reading level, but the pandemic has ceased this practice. evaluate itself: must determine whether readers have comprehended what they have read. however, other evaluations are available, including diagnostic and summative assessments. as teachers, we must assess our students’ or readers’ understanding of why they need to read a book and why they need to know how to read. because, as we all know, reading is the most specific skill to master. even if we do not have face-to-face communication in this epidemic, we instructors try our best to reach out to our pupils and assess their reading ability. one respondent revealed that: “as a teacher, it helped me a lot in evaluating my students where they are and where i can start. what else can we do for students? average is not so much; there is no choice, so it is just what can be done for them, we cannot even go face to face, and we cannot even go to their houses. so, that is the thing we can do to our students.” [line 8, participant 8] this study focused on flojo (2017), and it emphasized that the philippine informal reading inventory determined the strengths and weaknesses of students. her study was done to analyze the existing learners’ difficulties in reading and define the source of their difficulties in reading comprehension. the study revealed that learners should be guided to be more aware of their level of achievement and specific strengths and weaknesses in reading. with increased learners’ awareness, the instruction becomes more effective. in addition, her study showed that repeated inventories at periodic intervals at the beginning and end of the school year would make it possible to determine changes in the level of reading achievement and in the development of more specific skills and strategies. in this manner, a precise measure of a child’s development and progress could be gained. intervention programs were done to cater individually to the needs of pupils with reading difficulties. according to anderson (2017), all readings begin with the recognition of words. in the early years of the child’s growth, they learn to produce new words through lettersound recognition and letter blending. thematic diagram on pedagogical techniques used in teaching reading during pandemic figure 3 presents the qualitative findings of the elementary teachers on pedagogical techniques used in teaching reading during pandemic. the study comes up with seven (7) major themes: teacher’s responsibility, enforcement, monitoring, set the atmosphere for learning, teacher’s method, prequalification (learner’s stratification for intervention program), and multifaceted learning materials. therefore, the basic themes are; multifaceted learning resource, collaboration with parents, learner’s stratification for intervention program, enforcement my teacher, dedication of teachers, sound words technique, digitized to learning materials, flexibility in monitoring and good relationship with parents and learners. teacher’s responsibility as a teacher, we can do anything for our students. the teacher’s primary role is to help the students who do not know how to read, write, and many more. also, the teacher is the second mother or father of the students inside the classroom setting or set up. however, teacher responsibility is a big word for teachers in elementary because we are the foundation of the ability of the students in higher grades; when the students do not know what the basic principle of reading the elementary teacher will blame why you are students did not know they basic principle of reading. furthermore, as teachers, we need to teach our students in terms of reading and writing; we need to teach them as long as we can teach them and learn them. in addition, teachers put in much work outside of lessons to ensure that they provide an engaging learning environment and support students. the responsibilities of a teacher will vary slightly depending on the level they are teaching at, the subject they are teaching, and the educational setting they are teaching in. one respondent revealed that: “the teacher should not be lazy. even if the students do not need help, a teacher cannot do anything about this. though “it is too long,” we “always repeat” as long they can go to their home, they have to review. what does the sound of a “a, /a /” very good! is not a technique but the dedication you develop as a teacher. need to help them. the teacher will get angry, so they can get the correct pronunciation of the letters.” [line 12, participant 1] according to unesco, unicef, and the world bank (2020) supported teachers by giving immediate feedback by providing feedback to students, maintaining constant communication with the students and parents, and reporting to local education units to keep track of learning. reading is a prerequisite for higher learning, and the best opportunity to teach children with reading skills is as early as possible, specifically in the k-3 stage. teachers play a significant role in continuously delivering quality education amid the pandemic. the study by lapada et al. (2020) suggests that teachers were highly aware of the challenges caused by the covid-19 pandemic. teachers continue to formulate self-learning modules (slms) to facilitate remote instruction. on the other hand, deped order no. 70, s. 2011 states that, reading is one of the most essential and critical skills that every learner should develop at an early age. it is introduced in kindergarten and then emphasized in grade iii. so, to address this, the department of education enforces the “every child a reader program (ecarp), which ensures that every child can read by the time they https://journals.e-palli.com/home/index.php/ajmri pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 figure 3: thematic diagram on pedagogical techniques used in teaching reading during pandemic reach grade iii. however, a new learning modality is at stake in teaching reading in k to 3 stages. therefore, this study will seek to know the role of teachers in reading instruction of kindergarten to grade iii learners during the modular distance learning (mdl) modality. enforcement as teachers, we need to follow the guidelines, especially in reading. however, we cannot follow those guidelines because the students did not meet the specific standard of reading. furthermore, the students who do not know how to read have a remedial class for those students so they can be promoted to the higher grade next school year. as teachers, we can do anything for our students so that they can read and know the basic literacy skills in reading. in connection with this, the teacher will send reading materials to their parents so the students can read independently. however, the reading materials that we sent to their parents, the students did not read those materials. one respondent reveals that: “the teacher should not be lazy. even if the students don’t need your help, you as a teacher can’t do anything about this. though “it’s too long,” we “always repeat” as long they can go to their home, they have to review. what does the sound of a “a, /a /” very good! this is not a technique but the dedication you develop as a teacher. you need to help them. the teacher will get angry, so they can get the correct pronunciation of the letters.”[line 12, participant 1] according to echauri & torno (2017), motivated readers improve by reading more and using complex cognitive strategies. the teachers’ expectations and relationships with their students affect students’ learning. literacy support that students academically succeed when they feel welcomed, esteemed, and provided with materials that challenge them, thus, enhancing their knowledge, experiences, and interests. this concept stresses the importance of expectations and relationships between teachers and students in a classroom. therefore, having a face-to-face classroom encourages more effective reading development since learners become connected to listening, speaking, and writing and are applied strategically according to context and purpose. stressed that teachers have also encountered problems implementing modular distance learning malipot (2020). however, implementing modular instruction fostered various challenges for teachers, students, and parents, especially in teaching reading in the early grades. in addition, gove and cvelich (2011) state that reading programs can involve face-to-face and technologyenabled distance learning methods to demonstrate specific pedagogical skills for teaching alphabetic and comprehension, for instance. identifying the reading outcomes and the problem is crucial and formulating appropriate interventions. in this way, reading improvement is monitored. monitoring monitoring comprehension is difficult for young readers. they are unaware of all the things going on in their heads while reading. readers need to be able to spot the signals that show when meaning is breaking down. a study into monitoring comprehension intends to help readers monitor their reading to ensure they understand. monitoring comprehension is all about understanding the signals that show the reader meaning is breaking down. however, teachers should continuously monitor their students, especially in reading. furthermore, we teachers need patience in monitoring our students’ progress. one respondent reveals that: “being a patient teacher to the students. patient always.” [line 12, participant 7] as a child reads, they should make sure they understand the text and fix up any misunderstandings or words they misread. reading is a problemsolving process, and readers need to be aware of when they are inaccurate or do not understand what they are reading” (fountas & pinnell, 2017). when children self-correct, they are also self-monitoring to ensure that what they are reading looks right, sounds right, and makes sense and searches. when this whole process comes together seamlessly, it improves and refines a child’s reading process. on the other hand, evaluation is judging, appraising, or determining a program’s worth, value, and quality. monitoring and evaluation are done in the education sector to monitor programs like school reading programs. in education, two https://journals.e-palli.com/home/index.php/ajmri pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 activities occur teaching done by the teachers and learning by the pupils. however, miller (2017) also mentioned that monitoring is seeing what a teacher is doing in a systematic approach to overseeing the planning, learning, and teaching. set the atmosphere for learning studying and continuing education regarding student engagement is essential, and students should guide the strategies teachers employ. teachers, administrators, and college professors do not always hear what students enjoy most about learning. the development of the students depends on their capacity for classroom interaction. the conversation should be encouraged. however, for some students, one-on-one interactions are complex due to the profound influence of personal technology. teachers should recognize students’ interest in technology and encourage them to share it with other students or classmates through interaction. student engagement increases when a teacher applies a lesson to a function outside of the classroom, such as a career. physically, the classroom environment should be conducive to learning. increased student comfort increases learning. teachers are challenged to define what student engagement means to students as the need to increase student engagement is addressed. teachers and students intuitively know what it is like to be in a classroom, even though there are no clear standards or rules for the subject today. as a result of listening to students and following their instincts, an engaging learning environment is created in which students can flourish. one respondent reveals that: “so, now that we have limited face-to-face aside from educational videos on youtube, we also give them lr (learning resources). we also supply books for reading and worksheets at the same time they have time to read, its looks like developing reading power. because the child is more attracted, their interest is caught when they have a video to see. rather than printed than be given to them. it is better when they have watched those so that they can learn.” [line 10, participant 2] all face-to-face lessons were cancelled during the school closures, and many institutions, including public schools, colleges, and even universities, immediately switched to online lessons. the abrupt shift to online-only education has been particularly stressful for many instructors and students who prefer in-person instruction. online education is frequently stigmatized as a weaker option that provides a lower quality education than face-to-face education (hodges et al., 2020). indeed, a comprehensive educause survey uncovered such negative attitudes toward online-only education (pomerantz & brooks 2017). the online flipped classroom is comparable to the conventional flipped classroom model in that students are encouraged to prepare for class by completing preclass activities such as watching video lectures and taking quizzes students in online flipped classrooms do not meet face-to-face but online (stohr et al., 2020) teacher’s method the teaching method is the most important for a teacher because, as a teacher, he needs to be more creative in discussing lesson. we, teachers, have many teaching methods we want to incorporate when we are having our discussions. however, we usually incorporate into our lesson the formative, summative assessment. also, we incorporate the active learning method when needed for intervention programs by having a one-onone with the students. furthermore, teaching is one of the main components of educational planning, which is a critical factor in conducting educational plans. despite the importance of good teaching, the outcomes are far from ideal. one respondent revealed that: “he has become teacher attitude, our commitment to work as a teacher, and reading materials (even if i have not put it on the board, you should have seen the tarpaulin like chants, sentences for smoothness and fluency) so many techniques. lay on the blackboard the tarpaulin that we use to be able to read by the students here in the classroom. an extra mile and expense to the teachers and commitment to help the child and provide what the students deserve.” [line 12, participant 10] observation tool on reading teaching practices is a tool used here that was developed by suárez et al. (2018) and combines a field format and systems of categories. it consists of fourteen (14) criteria—alphabetic knowledge, phonological awareness, use of teaching resources, prior knowledge of children, reinforcement, feedback, modeling, direct instruction, guided oral instruction, extracurricular tasks, reading and writing, psychomotor skills, functional reading skills, and vocabulary—and seventy-seven (77) categories on practices in teaching reading. some nations support teachers in this manner. the flipped classroom is a straightforward method for providing learning resources such as articles, pre-recorded videos, and youtube links before class. the online classroom time is then utilized to deepen understanding through faculty and peer discussion (doucet et al., 2020). reading is one of the most important skills a child can learn (lipp & helfrich, 2016). this skill is essential to a child’s success not only in school but also in later life. one must be familiar with and employ various teaching methods to teach a child to read. a combination of two or more methods can be used to educate a child or another individual. in this method, the alphabet is taught to children first. pre-qualification (learner’s stratification for intervention program) using the phil iri provided by the deped, the prequalification for student intervention program classifies the student as a reader or non-reader. the philippine informal reading inventory (phil-iri) assessment tool aims to test and describe students’ reading performance in the classroom. the data received from the assessment can assist teachers in designing and delivering effective reading instruction to their students. this diagnostic https://journals.e-palli.com/home/index.php/ajmri pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 approach to describing children’s reading includes inclusionary ideas emphasizing the need for learnercentered, responsive, and culturally aware education. at the school level, the phil-iri assessment data will assist principals in developing reading programs and activities that will improve student learning outcomes. the deped order offers administrative rules for the redesigned philippine informal reading inventory (phil-iri). the instrument is administered to students in grades 3 to 6 in elementary schools nationwide. it explains the responsibilities of the various levels of governance concerning the dissemination and use of the instrument mentioned above. the phil-iri group screening test (gst) will be administered to all students in filipino or english. students identified as performing below expectations (those with a total raw score of less than 14 on the phil-iri gst) should undertake additional evaluation using the phil-iri graded passages. before the appointed test administration date, the teachers administering the phil-iri should read the handbook thoroughly and prepare all the relevant materials and forms. the administration handbook contains information on the mechanics of the administration, including instructions for administering, scoring, and interpreting data. the handbook for reading intervention as part of the phil-iri material or other suitable reading activities may be utilized as a reference or guide for interventions. one respondent revealed that: “whether we are in phil iri, have the proper steps, or have the suitable measures used in the pedagogy, like activities and interventions, then we have reading program implementations metrics. we are using, and we are following them to help the child. at the school level, we are also at the division level, where the division is given and followed up here in school. so, we have the child’s instructional level, independence, and frustration. we have ways to address the child’s frustration level, and we can give them phonemic awareness or rhyme syllables words, rhyming sounds, and poems. so, we also have a time frame to see the child’s progress. because there are a lot of pedagogies already in school reading program implementation, we are there.” [line 10, participants 10] this intervention program occurred as part of a broader project, aiming to intervene with kindergarteners and first and second graders. the study conducted by (jamshidifarsani et al., 2019; solheim et al., 2018) states that early intervention with children training in the alphabetic principle through phonemic awareness and letter-sound correspondence (pre-reading skills), as well as the spelling and decoding processes (reading skills), which are the foundations for fluency and reading comprehension. according to lynch’s (2019) research, interventions, also known as academic interventions, target a student’s academic problem areas, such as reading, mathematics, or another subject. when a child struggles with reading skills, for example, educators will employ reading intervention strategies. this intervention entails more detailed progress monitoring and frequent adjustments to help students achieve their highest academic potential. also included in the definition of instructional intervention is response to intervention, which consists of three intensifying levels of intervention aimed at addressing the child’s fundamental academic need. according to armbruster et al. (2001), phonemic awareness, phonics, vocabulary, fluency, and comprehension are the five major areas of reading. alvermann and montero believe instruction in phonemic awareness, phonics, and fluency impact children’s early reading development. it is necessary for a child to learn and understand each area in order for a child to achieve reading success. phonemic awareness is necessary for the development of phonics; phonics is necessary for word recognition; word recognition is necessary for fluency; and fluency is necessary for reading comprehension (eldredge, 2005). in addition pardo (2004) states that it emphasized the relationship shared between all components of reading when noting that, before establishing good comprehension skills, students must acquire decoding skills, fluency skills, background knowledge, vocabulary, motivation, and engagement. multifaceted learning materials reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. learn how readers integrate these facets to make meaning from print. reading is making meaning from print. it requires that we: identify the words in print – a process called word recognition. also, the teacher needs to adapt different types of reading strategies so that the teacher can apply these strategies to their students when teaching reading. fundamental reading skills recognize these strategies. (a) phonemes, the minor units of spoken language, combine to form syllables and words. (b) phonics is the relationship between the letters (or letter combinations) in written language and the individual sounds in spoken language. (c) fluent readers can read orally with appropriate speed, accuracy, and proper expression. (d) vocabulary development is closely connected to comprehension. the larger the reader’s vocabulary (either oral or print), the easier it is to make sense of the text. furthermore, teachers can use big books to have reading material to be presented in from of the students, and the students can easily read on their own. therefore, a teacher should be more creative in terms of students’ reading skills because students can easily distract when the teacher is boring. so, a teacher should be more attentive in teaching the students reading ability. one participant revealed that: “so, now that we have limited face-to-face aside from educational videos on youtube, we also give them lr (learning resources); we also supply books for reading and worksheets at the same time they have time to read, its looks like developing reading power. because the child is more attracted, their interest is caught when they have a video to see. rather than printed than be given to them. it is better when they have watched those so that they can learn.” [line 10, participant 2] another participant said that: https://journals.e-palli.com/home/index.php/ajmri pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 36-48, 2023 “pedagogical approach, i guess, is all about flexibility, consistency, and the assistance of the students in monitoring and evaluating their reading progress. flexibility, consistency, and assistance to parents in reading. first is the ‘online kamustahan”, constant follow-up and evaluation of reading progress. we monitor in order for us to see the progress of this child; it is challenging without the face-to-face class. monitoring, and constant communication, by using the reading materials suited to their reading ability.” [line 10, participant 6] another participant revealed that: “so, now that we have limited face-to-face aside from educational videos on youtube, we also give them lr (learning resources); we also supply books for reading and worksheets at the same time they have time to read, its looks like developing reading power. they will follow our pronunciation like “a, /a/.” they can see the word “a,” and they will follow. ” [line 10, participant 1] and another participant also revealed and described her experience: “we give the simplest, for example, it is the letter a, we put it at the bottom part with the sounds that can be read to know that this is letter a and the pronunciation is (ah) is the sound, letter b and the pronunciation is (bah). if we are here at school, we do not have to write a letter anymore, but give it to the parent, have to write it to so that they can read the sound and know the sound of the letter. we will also give in our gc and youtube video clips of the sounds of the letter, there are already colors, numbers, and so many basics to be found. that is why not all of us can access it. we will give a printed letter. we write it one by one, which is time-consuming on our part. because when the child comes here for our face-to-face assessment individually, we can see whether they have been taught or not. with all the reading materials and video clips provided by gc, they open or click the link given. however, there is the child who “does not know teacher” did your parent teach this (no teacher)? that is why we tend not to be surprised why they do not know how to read.” [line 10, participant 9] teachers use multifaceted learning materials when they use materials that correspond to a student’s reading level. however, in the current generation, technology is indispensable. (salmerón et al., 2018) have conceptualized digital reading as a multidimensional construct involving the application of navigation, integration, and critical evaluation processes, as well as the interaction of these processes with individual differences, task differences, and variations of digital reading interfaces. according to this view, digital reading and digital authorship are standard digital literacy practices (coiro & hobbs, 2017). disscussion based on this study we used theory of variation to gather the lived experiences of elementary school teachers. reading instruction during the pandemic broadens our perspective. as stated in our results, (a) teaching experiences, a teacher can use different reading strategies suited to the student’s reading ability. (b) in coping mechanism, teachers also use different reading materials that are suited to the student’s reading ability; teachers monitor the student’s reading level; and (c) pedagogical techniques, a teacher also uses different techniques in teaching reading during the pandemic. indeed, it is not easy to manage students and improve their reading skills. it was revealed that teachers use a variety of pedagogical strategies to help students learn to read during the pandemic, including teachers’ responsibility, enforcement, monitoring, and creating an atmosphere conducive to learning. as educators and researchers, we realized that reading strategies are the most effective way to improve students’ reading skills. despite the turmoil caused by the health crisis and the absence of face-to-face classes, teachers are willing to sacrifice everything due to their patience and optimism. therefore conclude, as indicated by the above result, the researchers conclude that rizal central elementary school teachers are unquestionably prepared to teach reading. utilizing the strategies and seminars they learn. researchers can assert that teachers are unsung heroes worthy of imitation. conclusion after intensive investigation, this indication was conveyed by the researchers. the study represents the following implication that focuses on individualized intervention and online kamustahan. the primary purpose of this intervention is to determine whether the students are readers or non-readers. these programs used the teacher to help the students who need peer tutoring and teaching reading. the mentioned program can improve the students reading difficulty. further, it can help boost the student’s confidence and motivation in reading class. however, individualized intervention can help the student to be able to read on their own. furthermore, the collaboration between teachers and parent is the foundation of the education system. as they are the first point of contact for all educational needs. for instance, the teacher sends a message to the parents of students who need individualized reading intervention and monitors by using online kamustahan. in addition, the social system is now proven to be a literal lifesaver because teachers support the student through individualized intervention and monitoring using online kamustahan. in that sense, in dealing with the social system bridged and support teachers, classmates, parents, and friends so that they need help with difficulties especially in reading. references anderson, r.c. 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(2021). academic contributions to the unesco 2019 forum on education for sustainable development and global citizenship. mdpi. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 77 american journal of multidisciplinary research and innovation (ajmri) sketchnoting: a pedagogical tool in the delivery of printed modular distance learning jaybie arzaga1* volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1625 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 24, 2023 accepted: may 22 2023 published: may 24, 2023 this study investigated the effectiveness of using sketchnoting as a pedagogical tool in the delivery of printed modular distance learning to grade 12 students. the study employed a mixed-method research design, with 68 students selected through matched pairing of characteristics and divided into a treatment group and a comparison group. the treatment group received sketchnoting activities, while the comparison group did not. the study measured the effectiveness of the intervention through posttests of the treatment and comparison groups and a post-exposure self-report survey to understand the learning benefits and experiences of the students who were exposed to sketchnoting activities. the results of the study showed that the use of sketchnoting had a statistically and practically significant impact on the study of general chemistry lessons. the utilization of sketchnoting significantly improved the students’ test scores. the students also reported positive experiences and appreciated the learning benefits of using sketchnoting, although there were a few demotivating experiences. the findings of this study support the use of sketchnoting as an effective pedagogical tool in printed modular distance learning. keywords general chemistry, matchedpairing, pedagogical tool, printed modular distance learning, sketchnoting introduction the covid-19 pandemic caused significant disruptions to the educational sector worldwide, and the department of education (deped) in the philippines implemented various distance learning modalities to address this problem. modular distance learning (mdl) became the most popular and widely used modality. modular distance learning was a mode of distance learning that employed self-learning modules (slms) based on the most essential learning competencies (melcs) provided by deped (pe dangle, 2020). ideally, the modules included sections on motivation and assessment that served as a complete guide for both the teacher’s and student’s desired competencies. the teachers monitored the learner’s progress through home visits (following social distancing protocols) and feedback mechanisms and guided those who needed special attention (estrada, 2021). however, the pandemic setup of deped for its teachers and students presented various challenges. the use of self-learning modules (slms) was the primary delivery mode for this type of learning. however, slms alone were not sufficient for student learning. without a knowledgeable person around who could explain confusing or complicated concepts written in the module, the student may not have understood it (castroverde & acala, 2021). moreover, examples were limited, and the modules themselves differed from school to school, leading to a lack of standardization in learning. this lack of standardization could have resulted in a varying level of learning outcomes for students.sketchnoting is a technique that involves using drawings, text, shapes, and colors to make connections and ideas from books, movies, and lectures evident (erb, 2012). it can help learners to understand the big picture, key concepts, and connections between ideas, and to generate contentrelated questions (dimeo, 2016). sketchnoting is a useful tool for strengthening interactions with the material and encouraging learning (kara & yildirim, 2020). it allows students to take control of their learning by engaging with the material in a way that is meaningful to them (paepcke-hjeltness, 2021). sketchnoting can also assist with summarizing major concepts and extracting crucial details. focusing on creating a sketchnote can help students stay engaged with the material and hold their attention for longer periods, making it especially useful for those who struggle with traditional note-taking methods or who have difficulty retaining information from lectures (gansemer-topf, 2020). the use of sketchnoting as a pedagogical tool in pmdl can enhance student learning outcomes. sketchnoting can help students understand and remember concepts better by making connections between ideas and presenting them in a visual format. it provides an opportunity for students to engage with the material actively and take ownership of their learning. by creating a sketchnote, students can personalize their learning experience and make it more meaningful to them (valeeva, 2022). teachers find it challenging to evaluate student learning without evidence of learning. using sketchnoting in pmdl can provide a means of evidence of learning, as students can submit their sketchnote as output. the sketchnote can also serve as a tool for selfassessment, as students can evaluate their understanding of the material based on their sketchnote. moreover, sketchnoting can help address the limitations of slms. with the lack of standardization in learning due to varying modules used, sketchnoting can provide a standardized means of understanding concepts. students can create sketchnote based on the same concept, allowing for 1 palawan state university, philippines * corresponding author’s e-mail: jarzaga@psu.palawan.edu.ph https://doi.org/10.54536/ajmri.v2i3.1625 https://journals.e-palli.com/home/index.php/ajmri mailto:jarzaga@psu.palawan.edu.ph pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 77-82, 2023 a comparison of understanding and identification of common areas of difficulty (erb, 2012.) the covid-19 pandemic has caused significant disruptions in the educational sector, particularly in the philippines, where modular distance learning is the most popular form of distance learning. while slms are the primary delivery mode for pmdl, its limitations present various challenges to student learning outcomes. sketchnoting is an effective pedagogical tool that can enhance student learning outcomes in pmdl. it allows students to take control of their learning, make connections between ideas, and personalize their learning experience. using sketchnote as an output can also provide evidence of learning, while the standardization of sketchnote can address the lack of standardization in learning due to varying modules used. by incorporating sketchnoting as a pedagogical tool, pmdl can become more effective in providing quality education to filipino learners. it is for these reasons that the researcher aimed to determine the effectivity of using sketchnoting as a pedagogical tool in the delivery of printed modular distance learning (pmdl). this research aimed to assess the effectiveness of sketchnoting as a pedagogical tool for grade 12 stem students in general chemistry. the study addressed two specific research questions: (1) can the use of sketchnoting as a teaching tool enhance student performance? (2) what are the learning benefits and experiences that students gain from creating sketchnotes in general chemistry? methodology this study utilized a mixed-method research design with a concurrent triangulation design approach to investigate the effectiveness of using sketchnoting as a pedagogical tool in printed modular distance learning. the research design included both quantitative and qualitative research strands. for the quantitative strand, a pretest-posttest design was used, where 30-item multiplechoice questions related to general chemistry were used to assess the students’ prior knowledge and learning outcomes. the test-retest reliability test was conducted to ensure the reliability of the test. the treatment and comparison groups were matched based on their academic performance, gender composition, number of students, teacher handling the subject, academic course topic, and academic schedule. for the qualitative strand, a self-report survey questionnaire was used to understand the students’ perceptions of the learning benefits and experiences of using sketchnoting as a pedagogical tool. the survey included two open-ended questions to explore the students’ perspectives on the continued success of using sketchnoting in printed modular distance learning. sixty-eight grade 12 students participated in the study, with 34 students in each group. the experimental group was asked to create sketchnotes after each module, while the comparison group only completed the activities stated in the self-learning modules. the students were given a short online orientation on how to create sketchnotes to familiarize themselves with the pedagogical tool. at the end of each module, the experimental group created sketchnotes, while the comparison group completed the activities. the students were provided with marking rubrics to understand the content and grading system of their assigned tasks. the pretest-posttest results were analyzed using mean percentage and standard deviation, while a paired sample t-test was employed to determine the effectiveness of sketchnoting in increasing student outcomes. frequency count was used to tally the students’ perceptions of the learning benefits and experiences of using sketchnoting. overall, the study utilized a rigorous research design to investigate the effectiveness and learning benefits of using sketchnoting in printed modular distance learning. the findings can provide insights for educators and students who are interested in using sketchnoting as a pedagogical tool in their learning environments. results and discussion the first research question posed was whether the use of sketchnoting as a pedagogical tool can lead to an improvement in test scores. the mean percentage scores of the treatment group and the comparison group were 11.38 and 11.29, respectively. these scores indicate the average performance of the two groups on the pretest. the standard deviation (sd) for the treatment group was 5.11, which means that the scores were more spread out or variable compared to the comparison group, which had a smaller sd of 2.27. however, it is worth noting that the mean scores for both groups were quite low, and neither group performed significantly better than the other. this suggests that neither group was able to demonstrate a clear advantage over the other in terms of their pretest performance. the mean percentage posttest score for the treatment group was 21.03, with a standard deviation of 6.39. the mean score for the comparison group was 16.12, with a standard deviation of 3.08. these results suggest that the treatment group, who used sketchnoting as a pedagogical tool, had a higher average score on the posttest compared to the comparison group, who did not use sketchnoting. the larger standard deviation for the treatment group indicates that the scores were more variable or spread out compared to the comparison group. however, the difference between the mean scores of the two groups is quite significant, which suggests that using sketchnoting as a pedagogical tool had a positive impact on the treatment group’s test performance. using a two-tailed t-test with 66 degrees of freedom and an alpha level of 0.05, the critical t-value is ±2.00. since the calculated t-value (-0.20) is not greater than the critical t-value (-2.00), there is no significant difference between the mean pre-test scores of the control and treatment groups. however, since the calculated t-value (-4.01) is greater than the critical t-value (-2.00), there is a significant difference between the mean post-test scores of the control and treatment groups. https://journals.e-palli.com/home/index.php/ajmri pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 77-82, 2023 table 1: the test performances of students pretest posttest mean sd mean sd comparison 11.29 2.47 16.12 3.08 treatment 11.38 5.11 21.03 6.39 the results suggest that using sketchnoting as a pedagogical tool had a positive impact on students’ test performance. the treatment group, who used sketchnoting, had a significantly higher average score on the posttest compared to the comparison group, who did not use sketchnoting. this indicates that using sketchnoting as a pedagogical tool can lead to an improvement in test scores. the second research question aimed to investigate the learning benefits and experiences that students gained from making sketchnotes. to explore this question, the researchers asked two open-ended questions to the participants. the first question was focused on the learning benefits of sketchnoting, while the second question aimed to elicit the experiences that the students gained from the activity and how these experiences contributed to their learning process. the responses from the participants were analyzed using content analysis to identify common themes related to the learning benefits and experiences of making sketchnotes. the findings revealed six themes related to the positive learning benefits of sketchnoting, including active engagement, personalization, memory retention, creative expression, metacognition, and positive affect. on the other hand, three themes emerged as negative experiences of using sketchnoting, including time-consuming, challenging, and inflexible. learning benefits and positive experiences theme 1. active engagement sketchnoting encourages students (n=15) to actively engage with the material, promoting deeper learning and understanding of concepts. some of the participants said: “sketchnoting makes me feel more connected to the lessons even though it’s just me and the module. i get to engage with the material by drawing and organizing my notes, which makes it easier for me to understand and remember the concepts.” “i used to find the modules boring, but sketchnoting made me more curious about the topics because i get to explore and express them in my own way. it’s like i’m having a conversation with the material, and it keeps me interested in learning more.” studies have indicated that sketchnoting can enhance active engagement with learning material, a critical component of effective learning. actively engaging with the material can lead to better retention and deeper understanding of the concepts. sketchnoting can help students create visual representations of the material, making it more accessible to them. sketchnoting is also a personalized approach that allows students to engage with the material in their own way, making it more meaningful and relevant to them, which can increase their motivation and interest in the topic, resulting in a more positive and effective learning experience (baff, 2020; valeeva, 2022). theme 2. personalization sketchnoting allows students (n=13) to personalize their learning experience by creating visual representations of the material that are meaningful to them. some of the responses of the students are: “i love sketchnoting because i can make it my own. i can choose the colors and styles that i like and make it unique to me. it’s like creating a visual representation of my thoughts and understanding of the material.” “sketchnoting helps me remember the material because i can draw pictures and symbols that are meaningful to me. it’s like creating my own visual dictionary that i can refer to when i need to study or review the concepts.” sketchnoting allows students to personalize their learning experience, making it more meaningful and relevant to them. by creating visual representations of the material that reflect their own understanding and perspective, students can take ownership of their learning and make it more engaging (bratash et al., 2020). the ability to choose colors, styles, and symbols allows students to express themselves creatively, which can increase their motivation and interest in the material. additionally, the visual nature of sketchnoting can help students to remember the material better by creating strong associations between the concepts and the images they have created. this can be especially beneficial for students who are visual learners. theme 3. memory retention sketchnoting aids in memory retention by making connections between ideas and presenting them in a visual format, making it easier for students (n=10) to remember the material. two of the participants aforementioned: “sketchnoting helps me remember the material because it’s visual. when i draw pictures and symbols, it’s like i’m creating a mental image of the concepts, which makes it easier for me to recall them later.” “sketchnoting is a great memory tool because it’s like creating a map of the lesson. i can see how the ideas are connected and organized, which helps me remember the sequence of the concepts and how they relate to each other.” using sketchnoting as a teaching tool can assist in memory retention by facilitating the creation of visual associations between ideas and presenting them in an orderly manner. by using pictures and symbols, https://journals.e-palli.com/home/index.php/ajmri pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 77-82, 2023 students can generate mental images of the concepts they are learning, making it easier for them to recall the information later. additionally, sketchnoting allows students to see how the ideas are interconnected and arranged, creating a visual representation of the lesson that can help them remember the order of the concepts and their relationships (paepcke-hjeltness & mina, 2021). this approach can be particularly advantageous for students who experience difficulties with traditional notetaking methods or have trouble retaining information. theme 4. creative expression sketchnoting provides students (n=9) with a creative outlet for expressing their understanding of the material and presenting it in a unique and personalized way. some of them mentioned: “sketchnoting is a way for me to express my creativity while learning. i can draw pictures and designs that are unique to me, and it makes the learning experience more fun and enjoyable.” “sketchnoting allows me to think outside of the box and be more creative with how i represent the concepts. it’s not just about copying down notes; it’s about creating something that reflects my understanding of the material in a unique way.” sketchnoting offers students a creative means to personalize their comprehension of the material. through the use of unique drawings and designs, students can make the learning experience more enjoyable. the creative aspect of sketchnoting also promotes original thinking and innovation in learning. instead of just recording notes, students are constructing something that demonstrates their comprehension of the material in a distinctive and imaginative way (tidy et al., 2022). this can be especially advantageous for students who appreciate creative activities or encounter difficulties with conventional note-taking methods. theme 5. metacognition sketchnoting promotes metacognition by encouraging students (n=7) to reflect on their learning and evaluate their understanding of the material. as narrated by two of the students: “sketchnoting helps me reflect on my learning because i have to evaluate my understanding of the material while i’m creating the sketchnote. it’s like a way for me to check my own understanding and make sure i’m on the right track.” “sketchnoting encourages me to think about how i learn best because i can experiment with different styles and techniques to see what works for me. it’s like a way for me to take ownership of my learning and figure out what strategies are most effective for me.” research has shown that sketchnoting promotes metacognition by prompting students to reflect on their learning and assess their comprehension of the material. while creating the sketchnotes, students can evaluate their understanding and confirm their progress (gansemertopf, 2020). this process helps them identify areas where they need to concentrate and enhance their understanding. furthermore, sketchnoting allows students to reflect on how they learn best by experimenting with various styles and techniques that are suitable for them. this approach enables students to take responsibility for their learning and develop more effective learning strategies that match their individual learning styles (bratash et al., 2020). theme 6. positive affect sketchnoting can have a positive affect on the emotional state of students (n=7), promoting a sense of satisfaction and accomplishment as they create their sketchnote. two of the participants mentioned: “sketchnoting makes me feel good about learning because i can see my progress and understanding of the material as i create the sketchnote. it’s like a way for me to track my learning and feel a sense of accomplishment.” “sketchnoting is fun and enjoyable, which makes me look forward to class. it’s like a way for me to express myself and be creative while still learning and understanding the material.” sketchnoting can positively impact students’ emotional state by creating a sense of fulfillment and achievement as they construct their sketchnote. through seeing their learning progress and understanding of the material represented in their sketchnotes, students can experience a sense of pride and accomplishment in their work (paepcke-hjeltness, 2021). moreover, the enjoyable and pleasurable aspect of sketchnoting can make students look forward to class and feel more involved in the learning process. this can be particularly crucial for student motivation and emotional well-being, especially in subjects that may be challenging or less engaging for students. negative experiences theme 1. time-consuming students (n=7) may feel that sketchnoting takes too much time or is too labor-intensive, which can be frustrating if they struggle to keep up with the pace of the class. some of them narrated: “sketchnoting takes a lot of time, and sometimes it feels like i’m falling behind on my modules because i’m spending so much time on my sketchnote. but i know that it helps me understand the material better, so it’s worth it in the end.” “i like sketchnoting, but it can be time-consuming, especially if i want to make it look nice and organized. sometimes i feel like i’m sacrificing the time i could be using to do other things, but i try to balance it out by using sketchnote templates and practicing my drawing skills.” some students may view sketchnoting as time-consuming or requiring too much effort, especially if they find it challenging to keep up with the pace of the class. while sketchnoting can be a useful learning tool, it does demand more time and effort to create a sketchnote compared https://journals.e-palli.com/home/index.php/ajmri pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 77-82, 2023 to traditional note-taking methods (dimeo, 2016). some students may feel like they are falling behind on their coursework because they are spending more time on their sketchnote. nonetheless, it is essential to note that the time and effort invested in sketchnoting can be beneficial in the long run by enhancing their comprehension and retention of the material. furthermore, students can balance their time by utilizing sketchnote templates or honing their drawing skills to streamline the process. theme 2. challenging some students (n=5) may find sketchnoting challenging if they are not confident in their artistic abilities or struggle to represent complex concepts in a visual format. sample comments included are: “sketchnoting is challenging for me because i’m not very good at drawing, and sometimes i struggle to represent complex ideas in a visual format. but i keep practicing, and i’ve found that it’s getting easier over time.” “sketchnoting can be challenging because you have to think about the material in a different way. sometimes it’s hard to come up with creative ways to represent the ideas, but it’s also rewarding when you finally figure it out.” students may find sketchnoting challenging if they are not confident in their artistic abilities or struggle to represent complex concepts in a visual format. sketchnoting requires a certain level of creativity and artistic skill, which can be intimidating for some students (valeeva, 2022).. additionally, representing complex ideas in a visual format can be challenging, as it requires students to think about the material in a different way. however, with practice and patience, students can improve their sketchnoting skills and find ways to represent the material in a way that works for them. the process of overcoming these challenges can be rewarding and can lead to increased confidence and self-efficacy. theme 3. inflexible while sketchnoting allows for personalization, some students (n=4) may feel limited by the format or structure of their sketchnote and find it difficult to adapt to different types of information. some responses are as follows: “sometimes sketchnoting can feel inflexible because i’m limited by the format of my sketchnote. if the module presents the material in a way that doesn’t fit with my sketchnote template, it can be challenging to adapt and make it work.” “sketchnoting can be inflexible because i’m using a computer, and i don’t have access to all the drawing tools and materials that i would if i were sketchnoting on paper. sometimes i feel like i’m limited by what i can do with the digital tools available to me.” some students may perceive sketchnoting as inflexible due to the format or structure of their sketchnote, making it challenging to adapt to various types of information. although sketchnoting permits personalization, some students may feel restricted by the format of their sketchnote, particularly if the material does not align well with the chosen format or template (baff, 2020). moreover, students who use digital tools for sketchnoting may feel limited by the available drawing tools and materials. nonetheless, it is crucial to recognize that sketchnoting is not the only note-taking method available, and students should be encouraged to explore different options to discover the one that works best for them. students can also experiment with different sketchnote templates or digital tools to find the ones that align with their needs and preferences (paepcke-hjeltness & mina, 2021). conclusion the use of sketchnoting as a pedagogical tool in teaching general chemistry in printed modular distance learning has been shown to be effective in improving student performance. the treatment group, who used sketchnoting, demonstrated a significantly higher average score on the posttest compared to the comparison group, who did not use sketchnoting. this suggests that sketchnoting positively impacts students’ performance. the study identified several positive learning benefits of using sketchnoting, including active engagement, personalization, memory retention, creative expression, metacognition, and positive affect. sketchnoting encourages students to actively engage in the learning process by visually representing concepts and ideas, thereby promoting better understanding and retention of information. additionally, sketchnoting allows for personalization and creative expression, which can enhance students’ sense of ownership and motivation in their learning. the practice of sketchnoting also promotes metacognition, as students reflect on their thought processes and actively monitor their own learning. however, the study also identified some negative experiences associated with using sketchnoting. for instance, some students found sketchnoting to be time-consuming and challenging, especially if they lacked artistic skills. additionally, the inflexibility of sketchnoting may not be suitable for all learning styles, and some students may prefer other methods of note-taking. overall, the study suggests that sketchnoting can be a valuable pedagogical tool in teaching general chemistry in printed modular distance learning. however, it is important to take into account the potential challenges and limitations associated with this approach and to provide students with appropriate support and guidance to optimize their learning experience. recommendation the school administration should consider allowing and encouraging the use of sketchnoting activities in delivering learning content. the study suggests that sketchnoting can be an effective pedagogical tool that can improve student learning outcomes. in addition, science teachers can employ the use of sketchnoting as a pedagogical tool for all science courses during remote learning. this can https://journals.e-palli.com/home/index.php/ajmri pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 77-82, 2023 help enhance student engagement and motivation, and improve learning outcomes. teachers should also provide students with clear instructions and guidelines on how to use sketchnoting effectively, and provide opportunities for students to practice and develop their sketchnoting skills. moreover, future researchers may consider conducting further studies to explore the instructional effectiveness of sketchnoting. this can include increasing the sample size and considering different grade levels to establish high reliability and validity of the study. additionally, researchers can explore other variables such as students’ motivation, engagement, self-esteem, and behavior, as well as the challenges encountered and the learning gained from using sketchnoting. the impact of variables such as sex, socio-economic status, and learning styles can also be explored to gain a more comprehensive understanding of the effectiveness of sketchnoting in different contexts. reference baff, d. (2020). using sketchnotes in phd research and academic practice. international journal of management and applied research, 7(3), 370-381. https://doi. org/10.18646/2056.73.20-027 bratash, v. s., riekhakaynen, e. i., & petrova, t. e. (2020). сreating and processing sketchnotes: a psycholinguistic study. procedia computer science, 176, 2930-2939. https:// doi.org/10.1016/j.procs.2020.09.210 castroverde, f., & acala, m. (2021). modular distance learning modality: challenges of teachers in teaching amid the covid-19 pandemic. international journal of research studies in education, 10(8). https://doi. org/10.5861/ijrse.2021.602 dimeo, r. (2016). sketchnoting. acm sigcas computers and society, 46(3), 9-16. https://doi. org/10.1145/3024949.3024951 erb, v. (2012). how to start sketchnoting. bulletin of the american society for information science and technology, 39(1), 22-23. https://doi.org/10.1002/ bult.2012.1720390108 estrada, l. (2021, january 12). opinion are self-learning modules effective? rappler. https://www.rappler. com/voices/imho/opinion-are-self-learningmodules-effective/ gansemer-topf, a. (2020). sketchnoting as a pedagogical tool: the power of teaching, research, and assessment collaborations. proceedings of the 2020 aera annual meeting. https://doi.org/10.3102/1574926 paepcke-hjeltness, v. (2021). sketchnoting experience of first-year students. learnxdesign 2021: engaging with challenges in design education. https://doi. org/10.21606/drs_lxd2021.01.258 paepcke-hjeltness, v., & mina, m. (2021). sketchnoting, a visual way to improve creative confidence and critical thinking in the virtual environment. 2021 ieee frontiers in education conference (fie). https://doi. org/10.1109/fie49875.2021.9637358 pe dangle, y. r. (2020). the implementation of modular distance learning in the philippine secondary public schools. proceedings of the 3rd international conference on advanced research in teaching and education. https://doi. org/10.33422/3rd.icate.2020.11.132 tidy, h., burnham, r., & elkington, s. (2022). using sketchnoting as a revision aid with forensic students. science & justice, 62(6), 822-826. https://doi. org/10.1016/j.scijus.2022.04.008 valeeva, e. v. (2022). educational sketchnoting at the lessons of literature and the russian language (technology of visualization of the educational process). shkol’nye tekhnologii, (1), 68-73. https://doi. org/10.52422/22202641_2022_1_68 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 9 american journal of multidisciplinary research and innovation (ajmri) emotions as language learning enhancers of grade 11 students erwin purcia1*, aira myr marbibi2, robert anthony ygrubay3 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1543 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 01, 2023 accepted: april 22, 2023 published: april 27, 2023 this study aimed to investigate the emotional experiences of 11th-grade students to enhance language learning. language learning is a complex and demanding process, and emotions can play a critical role in shaping students’ learning experiences. therefore, the study adopted a qualitative approach and a grounded theory research design to examine the impact of emotions on language learning. data were collected from ten 11th-grade students through interviews and journals. the findings revealed that emotional experiences significantly influenced the behavior of students during classroom instruction. students’ motivation was significantly impacted by their emotions, as positive and negative emotions could either activate or deactivate their motivational behavior. furthermore, the study found that experiencing positive and negative emotions could benefit students as it helped them develop emotional control and improve their language learning. students who were able to regulate their emotions were better able to manage stress, remain focused, and perform better in their language learning tasks. the study highlighted the importance of understanding emotions in language learning and emphasized the role of epistemic emotions, which refer to emotions that arise during the learning process. by understanding how emotions impact language learning, educators can develop more effective teaching strategies that account for the emotional needs of their students. keywords emotions, language enhancers, epistemic emotions, grounded theory introduction it is necessary to ascertain whether feelings play a significant role as enhancers of language learning. a teacher will get a better chance to get to know his or her students in this way, which can help him or her decide how to interact with them, how to keep their full attention during language classroom instruction, and how to help students learn languages. the role of emotions in language learning has been emphasized by gardner and lambert (1972), who argued that affective factors are just as important as language aptitude for language learning success. students’ feelings and emotions are important for understanding learning processes, motivating students, and effective teaching (pekrun, goetz, titz, & perry, 2002; meyer & turner, 2006; sansone & thoman). for learners of a foreign language, previous positive or negative experiences and the difference in the learning environment can affect their emotions and, therefore, their motivation (purcia, 2018). emotions can have distinct meanings and effects on different students’ motivation (do & schallert, 2004). inspiration is intensely impacted by students’ characters as well as by private encounters, mental cycles and the social setting (purcia and velarde, 2022). the need to safeguard self-worth and self-image, as well as the influence of significant others and social and cultural context, can affect learners’ behavior. the complexity of various student and situational factors determines learners’ motivation to learn a foreign language. research on affective factors in foreign language learning has focused on constructs like students’ beliefs and self-esteem (arago, 2011). emotions have not yet received sufficient attention in research on foreign language learning, despite the fact that this research has improved our understanding of these factors (imai, 2010). motivation research in foreign language learning has largely focused on a quantitative approach, leading to various outcomes in english language teaching (ellis & larsen-freeman, 2006). this study aims to contribute to our understanding of the impact of emotional experiences on the motivation of english language learners, with a focus on exploring emotions’ influence on motivation to learn a second language. the following was the focus of this study: what impact do emotional experiences have on the motivation of english language learners? as a result, the goal of this study is to add to our understanding of how emotions influence motivation to learn a second language. this study is moored to the attribution hypothesis that expects that human inspiration is a consequence of the need to know the motivation behind why something has occurred. as a result, a person or environmental factors can be blamed for a phenomenon. for instance, if a student has had extremely negative learning experiences that he or she attributes to their capacities, he or she may be unwilling to participate in any learning activity again because he or she believes that the reason for failure is something that cannot be changed (their cognitive ability); in any case, assuming that a student thinks about that the justification behind disappointment is that the person in question didn’t put forth their best attempt, then, at that point, the individual could go into another learning circumstance with the demeanor to put forth their best 1 department of education, calbayog city, philippines 2 department of education, antipolo city, philippines 3 calbayog city national high school, deped-calbayog, philippines * corresponding author’s e-mail: erwin.purcia@deped.gov.ph https://doi.org/10.54536/ajmri.v2i3.1543 https://journals.e-palli.com/home/index.php/ajmri mailto:erwin.purcia@deped.gov.ph pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 9-14, 2023 attempt so the person can have improved results this time. as per the most notable researcher weiner (1980), “the most striking causal derivations are capacity and exertion, yet numerous different variables are likewise compelling”. according to covington (1992), self-worth theory “(...) assumes that the search for self-acceptance is the highest human priority, and that in schools self-acceptance comes to depend on one’s ability to achieve competitively” (p. 74). this study is also based on this statement. as a result, students’ abilities to achieve educational objectives set by teachers and schools are regarded as equally valuable. in that capacity, an understudy’s worth is estimated exclusively through school accomplishment. because of this, students take a variety of actions to safeguard their self-image in school achievement, the focus of student life. in schools, ability equals value, and because of this premise, students develop strategies like overworking or cheating to protect themselves from peer criticism of their abilities. the study is grounded in the attribution theory, which posits that motivation is a result of the need to know why something has happened. learners’ attribution of success or failure can influence their motivation to engage in language learning activities. for instance, if a learner attributes their failure to their cognitive ability, they may be unwilling to participate in any learning activity again. however, if they attribute their failure to not putting in enough effort, they may approach a new learning situation with the attitude to put forth their best effort for improved results. according to weiner (1980), “the most striking causal derivations are ability and effort, but many other factors are also influential”. overall, understanding the role of emotions in language learning can help language teachers create a more effective learning environment that fosters positive emotions and enhances learners’ motivation to learn a second language. materials and methods the grounded theory, whose emphasis on humans as active rather than passive agents is influenced by strauss, guided the data analysis further. additionally, emergent processes on social and subjective meanings were emphasized by strauss (1969). this study utilized a qualitative methodology guided by grounded theory to thoroughly understand the emotional responses sparked during language instruction. this research was carried out at the senior high school department of calbayog city national high school in calbayog city, samar. a convenient sampling method was used to select a group of ten grade 11 students from among the enrolled students to participate in this study. the study was conducted at the senior high school department of calbayog city national high school in calbayog city, samar, with a group of ten grade 11 students selected using a convenient sampling method. the research objectives and activities were explained to the students, who freely agreed to discuss their emotional experiences during classroom language instruction. because they freely agreed to discuss their emotional experiences during classroom language instruction, these students were the best candidates. the investigation’s objectives and activities were explained to students. since the researcher teaches english, this study is relevant to the subject he teaches and allows him to learn how emotions affect language learning. according to barbour (2008), qualitative methods enable in-depth comprehension of human behavior’s motivations. personal narratives, a journal of emotional responses, and semi-structured interviews were used to collect the data. to avoid limiting their emotional descriptions, participants completed these three techniques in their native or mother tongue. individual stories were chosen as the instrument to learn about the improvement of understudies’ inspiration to learn english language. the study period began with the writing of personal narratives. “writing language learning histories gives learners the opportunity to describe their own language learner experiences and express their feelings about those experiences,” states oxford (1995). the researcher believed that this instrument would be best suited for determining not only the source of students’ motivation but also the feelings they experienced during those specific times when motivation developed because this study is focused on students’ feelings. according to pavlenko (2002) and (2007), one of the main advantages of personal narratives is that they provide us with rich data and provide access into the private worlds of students. the best way to learn about people’s feelings and emotions is to let them tell us about them because emotions can’t always be seen. it was decided that interviews would be a good way to get information about students’ affective experiences. “(...) studies that encourage learner reflection through interviews (...) would appear to have the potential to yield a richer understanding of learners’ perceptions (...),” according to yan and horwitz (2008). as a general guide, a semi-structured interview guide was created so that participants could discuss topics they thought were important but the researcher had not considered. after being recorded, transcribed, and analyzed, ten interviews were conducted. the journals in this study were primarily concerned with instances in classroom instruction that caused students to experience an emotional response. for four weeks, students were required to keep a journal. in their weekly journal entries, students were free to express any emotion they felt. as per hascher (2008), understudies’ diaries “(...) are a valuable subjective way to deal with investigate understudies’ feelings (...) they offer an exact view on a singular’s viewpoint and they empower a setting delicate comprehension of feelings in schools”. to collect data, personal narratives, emotional journals, and semistructured interviews were used, all completed in the participants’ native or mother tongue to avoid limiting their emotional descriptions. personal narratives were used to learn about the improvement of students’ motivation to learn the english language. the writing of personal https://journals.e-palli.com/home/index.php/ajmri pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 9-14, 2023 narratives allowed learners to describe their own language learner experiences and express their feelings about those experiences. interviews were conducted to obtain information about students’ affective experiences, and journals were kept for four weeks to document instances of emotional response during classroom instruction. a grounded theory approach to data analysis was used in the study (glaser & strauss, 1967), which consists of a set of data collection and analytic procedures that the researcher uses to develop an abstract theory of a particular phenomenon’s process, action, or interaction (charmaz, 2004; 2009 creswell). the information examination was isolated into four phases. to comprehend the events that motivated students to learn english, personal narratives were read in the first stage. in the second stage, over the course of four weeks, students’ emotional journal entries were read to determine how they felt during classroom instruction. the transcription and analysis of the interviews were part of stage three. the researcher was able to confirm that some patterns found in journals were also present in the final interviews at this stage. interviews and journal sets were analyzed in the final stage. text units were given titles and grouped together in analytical categories. to ensure that references under analytical categories supported these categories, data were systematically reviewed. a grounded theory approach to data analysis was used, involving four phases. the first stage involved reading personal narratives to comprehend the events that motivated students to learn english. the second stage involved reading students’ emotional journal entries over four weeks to determine how they felt during classroom instruction. the third stage involved transcribing and analyzing interviews to confirm patterns found in journals. finally, in the fourth stage, text units were given titles and grouped together in analytical categories, which were systematically reviewed to ensure that references under analytical categories supported them. qualitative methods were used to gain an in-depth comprehension of human behavior’s motivations, with a focus on students’ feelings and emotions during language instruction. this study provides a context-sensitive understanding of emotions in schools, which is valuable for developing effective teaching strategies. results and discussions the four categories that emerged from the analysis of the data are presented here: negative effects of positive emotions, positive effects of negative emotions, and negative effects of positive emotions. table 1: categories effects of emotional experiences on language learning motivation category 1 constructive results of positive emotions (+,+) category 2 undesirable results of positive emotions (-,+) category 3 undesirable results of negative emotions (-,-) category 4 constructive results of negative emotions (+,-) • self-worth • constructive atmosphere • too unobtrusive • feeling self-doubting • deprived lesson contribution • adverse studying setting • studying english language professed as tough • increasing motivational stratagems effects of emotional experiences on language learners’ motivation according to the study, people’s feelings were good because they made them think about their role as language learners, made them realize which areas they needed to work on, and, most importantly, made them think about their duty as language learners. i sometimes feel the need to study harder and learn more because i don’t want it to happen again. sometimes, the bad feelings i experienced are the ones that drive me to learn more. effects of positive emotions the students’ positive emotions made it possible for them to feel more self-assured. these sentiments permitted them to demonstrate their language progression, which added to eliminating their frailty and giving them certainty, as communicated by certain understudies: when my teacher gives me good feedback, i feel good about myself and like i’m doing the right thing. it makes me happy and makes me feel good, so i’m motivated to participate. students with confidence were able to take risks in their language learning, and some started to think of mistakes as something they have to do to learn a second language. negative effects of positive emotions after completing tasks successfully, students felt selfassured. despite this, the analysis revealed that despite feeling good, they did nothing to advance their language learning process: students reported that after a positive emotion, there was nothing to do but enjoy the feeling, so they did not think about it. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 9-14, 2023 well, if i do well in class, it is sufficient; this indicates that i already know, so i would rather concentrate on the skills that i lack. positive emotions had no negative impact on students’ motivation other than this. effects of negative emotions this group of students frequently experienced negative emotions. there were a variety of things that made me feel bad, like: the learning environment, feedback methods, and marking systems used by teachers. when i saw that the sentences i had constructed in the word bank had been corrected, i felt awful about myself and started comparing myself to my classmates, who had received fewer or no corrections at all. their fears were exacerbated by their uncertainty regarding their ability to learn the language. additionally, these worries led them to believe that learning english is a challenging undertaking. i did poorly once more. there are a lot of things in english that are hard to understand. conjunctions are so hard to understand. i keep thinking about whether i could at any point advance once more! this discernment was much more portrayed by the presence of a high level gathering of understudies in class. students were able to see how far apart they were from the advanced group by comparing their performance to that of this group. when students started comparing themselves to other students in the group who were more proficient, their confidence dropped. due to the disparity in language proficiency, there was a lack of group cohesiveness, rendering the learning environment extremely ineffective: in class, we had a poetry presentation. in fact, it was a requirement for us to complete. a poem must be presented by two to three students each day. throughout the recitation, i was extremely nervous and trembling when it was my turn. i felt so threatened in light of the fact that i realize that e******, i**** and m**** are there. i assumed they would make fun of me and criticize me because they are one of those high achievers in class. i doubt i’ll recite again the next time. students’ perceptions of being denied practice time and space were exacerbated by a lack of group cohesion. because of this, they believed they were not progressing and that their pronunciation was inferior to that of their classmates. because they were aware that some of their classmates would make fun of them, this limited their participation in the class. students stopped trying in class because they were afraid of the teacher’s feedback and the ridicule of their peers. this made some students feel bad about themselves, but they said that sometimes they were more afraid of being mocked than they were of speaking well. positive effects of negative emotions even before the first day of classes, negative emotions began to surface. the students had very little knowledge, and when they couldn’t understand what the teacher was saying or explaining, they started to panic. during english class, students experienced the most negative emotions of fear, worry, and sadness. students reported being anxious about not being able to comprehend everything the teachers were explaining, worried about being laughed at, and sad about their lack of vocabulary, which limited their participation in class activities. the group’s disparity in language proficiency encouraged low-proficient students to improve their language skills. students began to develop a sense of responsibility for their language learning as a result, and as a result, they developed learning and motivational strategies as early as the first week of the term: i made sure to ask someone from home to show me how to pronounce the word correctly so that when i have to read or speak in front of the class again, i will already know how to do so. i must improve, even though i am not very good. understudies embraced gloomy feelings as learning open doors since they allude to these pessimistic occasions in class as an approach to understanding what they were fouling up and how to enhance that specific expertise. some students stated that they needed to overcome these negative experiences if they wanted to not only pass the class but also learn the language in its current form. understudies considered these negative encounters as need might have arisen to be confronted on the off chance that they wanted to communicate in english. it is said that mistakes are gateways to discovery. every time i make a mistake, i learn something new. i acquire knowledge of correctness, appropriateness, and accuracy. all of the participants agreed that it was their own responsibility to keep their motivation up. however, they also took into account the fact that teachers could significantly contribute to it by making learning activities more enjoyable and classes more dynamic. students also acknowledged that their families were also accountable for this. they thought that to get back on their feet, they needed the emotional push from their parents, siblings, and friends. when students talked about being motivated, they thought about the values in their families. it appeared that students had developed resilience in the face of negative emotions. the students agreed that having negative emotions was beneficial to their language learning process. they were all aware that they would have to deal with a lot of bad things in their future lives, so they had to be ready for them. conclusion it was determined that students’ emotional experiences had a significant impact on their classroom instruction behavior. garret & young (2009) found that students’ motivation to learn is significantly affected by their feelings. 2010 by bown and white; imai, 2010). in place of truth, members in this review expressed that their thoughtfulness regarding influence was the justification for the distinction in persuasive conduct they showed in their language classes. https://journals.e-palli.com/home/index.php/ajmri pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 9-14, 2023 profound encounters altogether affected understudies’ inspiration. both positive and negative emotions have a significant impact on the motivation of students of second languages because they can either activate or deactivate motivational behavior (pekrun et al., 2002). because they assisted students in regulating their emotions and learning, it was believed that students’ experience of both types of emotions was crucial to the process of learning a language. it became abundantly clear that motivation is a fluid and shifting force. emotional factors had an impact on the motivational behavior of this study’s participants. students turned their negative experiences into positive outcomes, despite the fact that they had more negative experiences than positive ones. the study’s predominance of negative activating emotions (fear, worry, and sadness) may have sparked the students’ motivation to overcome those negative emotions in future academic tasks, which may explain their motivation maintenance. as a result of negative emotions, some students engaged in behavior that was demotivating. on the other hand, students revealed that feeling bad made them reflect on the event and adjust their motivation accordingly. participants claimed that there was a stage in the reflection process known as “attribution” in which students provided themselves with an explanation of the reason why the event caused them to feel the way they did (weiner, 1992). the participants in this study came to the realization that, despite the fact that a variety of factors influenced how they responded to emotional experiences, the only thing that could change similar events in the future was an increase in their language level. in a vacuum, it is impossible to develop motivation for language learning; several prerequisites must be met before motivation can begin. language teachers must be able to appropriately manage their students’ emotions in order to help them use their emotions to their advantage rather than disadvantage because learning a language involves both positive and negative emotions. therefore, creating a positive learning environment ought to be the first objective for language teachers. advancing gathering cohesiveness and encouraging positive connections among instructors and understudies are two methods for accomplishing this. by demonstrating genuine interest in the learning processes of their students, teachers will foster trust, confidence, and a motivating learning environment. reflection should also be encouraged for students to have a better understanding of their emotions as learners. students may be able to achieve specific goals with the assistance of this. a friend support program could be laid out to furnish understudies with a gathering in which they can communicate concerns in regards to their scholastic exhibition and encourage a feeling of local area. understudies ought to be urged to lead self-assessments on a week by week or month to month premise so they can assess the procedures they are utilizing, decide if they are prevailing with them, and lay out new objectives for themselves. additional research in a variety of settings is required to learn what outcomes are derived from negative emotions and how specific contexts alter their impact on motivation. future research must also contrast the emotional experiences of proficient and lower-level learners. do students of varying levels respond in different ways to the same emotional experiences? this study found that motivation to learn a language is influenced by a variety of context-dependent factors. in addition, it demonstrates the growth of motivation and responsibility in language learners. references barbour, r. (2008). introducing qualitative research: a student guide to the craft of doing qualitative research. london, uk: sage. bown, j., & white, c. j. (2010). affect in a self-regulatory framework for language learning. system, 38(3), 432443. bryman, a. (2004). social research methods (2nd ed.). oxford, uk: oxford university press. charmaz, k. (2004). grounded theory. in s. hesse-biber, & p. leavy (eds.), approaches to qualitative research: a reader on theory and practice (pp. 496-521). new york, ny: oxford university press. cheng, h. f., & dörnyei, z. (2007). the use of motivational strategies in language instruction: the case of efl teaching in taiwan. innovation in language learning and teaching, 1(1), 153-174. covington, m. v. (1992). making the grade: a selfworth perspective on motivation and school reform. cambridge, uk: cambridge university press. creswell, j. w. 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(2006). language emergence: implications for applied linguisticsintroduction to the special issue. applied linguistics, 27(4), 558-589. ellis, r. (2004). individual differences in second language learning. in a. davies, & c. elder (eds.), https://journals.e-palli.com/home/index.php/ajmri pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 9-14, 2023 the handbook of applied linguistics pp. (525-551). oxford, uk: blackwell. gardner, r. (1985). social psychology and second language learning: the role of attitudes and motivation. london, uk: edward arnold. gardner, r. c., & lambert, w. e. (1972). attitudes and motivation in second language learning. rowley, ma: new-bury house publishers. garret, p., & young, r. f. (2009). theorizing affect in foreign language learning: an analysis of one learner’s responses to a communicative portuguese course. the modern language journal, 93(2), 209-226. glaser, b. g., & strauss, a. l. 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(2021). faculty and students’ evaluation of k to 12 english curriculum in a philippine countryside university. 영어학, 21, 1045-1059. purcia, e., & velarde, a. (2022). student registration and records management services of the three private universities in the philippines: basis for academic records digitization. american journal of multidisciplinary research and innovation, 1(4), 1-10. sansone, c., & thoman, d. b. (2005). does what we feel affect what we learn? some answers and new questions. language and instruction, 15(5), 507-515. shoaib, a., & dörnyei, z. (2004). affect in lifelong learning: exploring l2 motivation as a dynamic process. in p. benson, & d. nunan (eds.), learners’ stories.cambridge, uk: cambridge university press, 2344. weiner, b. (1980). human motivation. new york, ny: holt, rinehart and winston. weiner, b. (1992). human motivation: metaphors, theories and research. newbury park, ca: sage. yan, j. x., & horwitz, e. k. (2008). learners’ perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in english: a qualitative analysis of efl learners in china. language learning, 58(1), 151-183. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of time management on the relationship between work ethics and professionalism among public school teachers junry ricaplaza1*, lyndon a. quines1 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1008 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 25, 2022 accepted: november 30, 2022 published: december 02, 2022 the goal of this study was to look at the role that time management had in mediating the relationship between work ethics and professionalism among 310 teachers in the magsaysay south and north district of the division of davao del sur. the descriptive correlation technique was used in this study’s non-experimental design. this statistical tools used were mean, pearson r, and path analysis using amos. research instruments on time management, work ethics and professionalism which were validated were used as sources of data. results showed that the level of work ethics of teachers is generally described as high. similarly, their level of professionalism indicated a high rating. likewise, their level of time management is mostly high. using pearson r, the results revealed that there are significant relationships between work ethics and time management, time management and professionalism, and work ethics and professionalism. utilizing path analysis, the results of the study revealed that there is partial mediation on the effect of time management on the relationship between work ethics and professionalism. moreover, it is significantly pointed out that about 53 percent of the total effect of the time management on the professionalism goes through the mediator variable, work ethics and about 47 percent of the total effect is either or mediated by other variables not included in the model. this implies that work ethics influences time management which in turn influences professionalism. keywords educational management, mediating effect, time management, work ethics, professionalism, philippines introduction professionalism of teachers has been observed globally as one of the central issues in education. the on-going issue focusing on whether teachers’ competence have meet professional education standards have continuously hound the universal education institutions. teachers are expected to demonstrate professionalism in their respective assigned workplace, which comprised of pedagogical competence, personal competence, social competence, and professional competence (shobha, 2020). contrariwise, in this pandemic time, most of the teachers admitted that they are beseech with numerous problems that hinder them from providing quality teaching performance which is one of the measures of professional competence. conversely, laying the foundation of ethical living is vital and at the same time crucial among the teachers as they are responsible for inculcating invaluable life lessons among their students (hargreaves (2021). teachers in the global educational institutions play a huge role in student’s lives, being considered the greatest influence among the learners they are charged with. to set a positive example, they are expected to exhibit appropriate work ethics as specified in the ethical code of conduct for teachers to guide them in their job and fulfill their objective of providing uncompromising education (leal filho, shiel, paço, mifsud, ávila, brandli & caeiro, 2019). bridging the gap between work ethics and professionalism is time management skills of teachers (kennedy-cullen & schuette, 2017). failure of teachers to internalize time management at work redounds to unsatisfactory work ethics and haphazard work performance (kashyap, 2021). the common complaint of teachers on not having adequate time, bounces back to lacking time management skills which result in further struggle to meet the deadline in accomplishing and submission of necessary reports. subsequently, the looming gap brought about by poor time management of teachers results in lack of professionalism, inefficient workflow, and low work ethics. in the philippines, republic act 7836 stipulated the code of ethics for professional teachers which mandated that all public-school teachers are expected to be professionally competent in the practice of their profession (llego, 2017). as stipulated in deped order no. 42, s. 2017, public school teachers are guided by the philippine professional standards for teachers (ppst) a set of standard frameworks that articulated the developmental progression as teachers develop, refine their practice, and respond to the complexities of educational reforms. in davao del sur division, the superintendent had been staunched in his directive to strengthen the work ethics and professionalism of all teachers and expect teachers to maximize instructional time towards the achievement of learning goals. it has been observed by the superintendency during his rounds of monitoring that there are complaints that several teachers are engaged in personal income-generating activities that adversely affect their work and decrease their instructional time. moreover, there are also complaints of teachers who come to school late and leave the school premises early in the afternoon which manifest poor time management. 1 university of mindanao davao city, phillipines * corresponding author’s e-mail: junry.ricaplaza@deped.gov.ph https://doi.org/10.54536/ajmri.v1i6.1008 https://journals.e-palli.com/home/index.php/ajmri mailto:%20junry.ricaplaza%40deped.gov.ph?subject= pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 in this context of heightened emphasis on work ethics and professionalism of teachers, the researcher sought to establish the tenuous link of time management on both variables. this study is considered unique as this specifically tries to scrutinize whether the teachers in magsaysay north and south district have internalized the construct of quality teaching and teacher quality through the embodiment of work ethics; professionalism; and time management. along this point of view, the researcher hopes to make this study a generation of new knowledge that can provide relevant contribution in the field of education. the main thrust of this study was to find out the mediating effect of time management on the relationship between work ethics and professionalism of public school teachers. specifically, the following objectives were formulated: 1. to describe the level of work ethics of teachers -in terms of: • 1.1 self -management; • 2.1 productivity; • 2.2 accountability and responsibility, • 2.3 instructional competence; • 2.4 dedication. 2. to ascertain the level of professionalism of publicschool teachers in terms of: • 2.1 pedagogical competence, • 2.2 personal competence, • 2.3 social competence, and • 2.4 professional competence. 3. to measure the level of time management along these indicators: • 3.1 time-tracking skill; • 3.2 calendaring skill; • 3.3 organizational skill; and • 3.4 prioritizing skill; 4. to determine the significance of the relationship between work ethics and professionalism, work ethics and time management and time management and professionalism. 5. to determine if the mediating effect of time management on the relationship between work ethics and professionalism. literature review in order to provide strong support for the research objectives, which is essential to the manifestation of understanding in the study, a variety of perspectives, theories, findings from research and publications, and insightful observations from various authors relevant to related topics of the study are presented in this section. the independent variable is work ethics with the following indicators: self -management; productivity; accountability and responsibility; instructional competence; and dedication. the dependent variable is professionalism with the following indicators: pedagogical competence, personal competence, social competence, and professional competence. the mediating variable is time management with the following indicators: time-tracking skill; calendaring skill; organizational skill; and prioritizing skill. work ethics workplace ethics is described as the set of moral and legal guidelines that are given to employees as guide in attaining institutional objectives (kusumaningrum, et al. 2018). these rules often have an impact on how employees communicate with one another within the company. by purposefully designing ethical guidelines in the organizational structure, employees keep their best interests in mind while maintaining a positive influence on those they impact through their processes (benedicto & caelian, 2021). in the school organization, work ethics of teachers has an immense influence in student’s lives, as they are responsible for infusing vital life lessons among their students (brass & holloway 2019). to set a positive example, teachers are expected to strictly follow a code of ethical conduct (brookfield, rudolph,& yeo, 2019), to show competence and ensure that these educational guides remain unbiased while doing their tasks and achieve their objective of providing quality education. according to (alwaqfi, 2019) the work ethics of teachers comprise purposeful behaviors in a proactive manner to achieve desired level of performance cognizance with the appropriate norms and best practices of the school community. (bataineh,2020), pointed out that work ethics of teachers are the set of procedures and work routines that are done efficiently and effectively towards the expected instructional standards. (campbell & zegwaard,2020) elaborated that the ethical teacher exhibits appropriate moral uprightness, is highly committed to his/her job, transparent in all dealings and possesses a finely-honed sense of judgment. in the philippines, the passing of r.a. the professional regulation commission’s board of professional teachers adopted resolution no. 435 s.1997 promulgating and adopting the code of ethics for professional teachers under republic act (ra) 7836, also known as the philippine teachers professionalization act of 1994. this is an enhanced version of the magna carta code of ethics, which outlines expectations and principles for teachers’ behavior both within and outside of the classroom. .as stated in section 42 of deped order no. in 2017, the philippine professional standards for instructors (ppst), a collection of uniform standards that outlined the developmental trajectory as teachers developed, improved their practices, and responded to the complexity of educational reforms, served as a guide for public school teachers (llego, 2017). (goldman, 1970) as cited by (makamani & zimanyi, 2020), postulated that work ethics is a set of ethical principles that guide employees in their routinely task by maximizing their official time, prioritizing their jobs and having a strong sense of responsibility towards the accomplishment of institutional goals. the following are used as indicators in the measurement of the work https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 ethics of the public school teachers: self -management; productivity; accountability and responsibility; instructional competence; and dedication. self-management is the first indicator that is mentioned. self-management, according to (boreen, 2019), is the capacity to successfully control one’s emotions, thoughts, and behaviors in a variety of contexts. this entails controlling stress, inspiring oneself, and establishing and pursuing personal and academic goals. teachers with strong self-management skills exhibit punctuality in all undertakings, tactful in conversations, courteous and respectful towards others, voluntarily aids team endeavors and willingly extend assistance towards the attainment of organizational goals. (brookfield, rudolph, and yeo, 2019) viewed selfmanagement as the ability to recognize one’s emotions and control the behaviors sparked by those emotions. in the school organization, teachers are expected to demonstrate self-management to manage their commitments and time. they are to cultivate the capability to learn new things to enhance one’s work; and build and nurture one’s personal development through constant study. positive attitude is essential for self-management; when teachers embed positive attitude, they are able to take difficult situations as opportunities, take life’s obstacles as challenges, take adversities as blessings to learn from; leading to the attainment of personal goals. the second indicator on work ethics is productivity. (bataineh, 2020), defined workplace productivity as the efforts extended by employees, and the quality of labor done to achieve the assigned task. in the school organization, this refers to the varied tasks that teachers routinely do such as preparing learning plans; implementing the curriculum; evaluating the learning outcomes; and designing innovations to address learning gaps. in order for teachers to become productive, they are to maximize learning time do their routinely instructional activity, develop appropriate instructional materials to achieve school goals. according to (beauchamp & childress, 2020), productivity among teachers involves the ability to complete instructional tasks and goals. in order to increase efficiency in the workplace, teachers are to get rid of distractions that hamper one’s capacity to achieve a task on time. these distractions include constant use of social media such as frequently checking fb posts, messenger and e-mail messages and digital games. all these are obstacles to teachers’ productivity. hence, focus on the assigned task is vital in the attainment of workplace activity. the third indicator on work ethics is accountability and responsibility. according to (evans, hartman, & anderson, 2018) teachers who demonstrate a sense of responsibility steadfastly holds oneself accountable for the assigned tasks and can be depended upon in all school undertakings. in the context of teachers, accountability is about answering to varied stakeholders in the school community. due to the nature of the collaboration between the school and the community, it is necessary for everyone to answer for their decisions, actions, and omissions.for teachers who are tasked to influence the students’ holistic learning, accountability has more specific implications. it is associated with receptiveness and diplomacy in handling feedbacks of the stakeholders, which includes a willingness to explain, defend, and justify actions. on the other hand, (mathews, 2019) elucidated that tracing the lines of responsibility and accountability can be difficult. however, responsible teachers willingly accept some degree of accountability for any assigned tasks. therefore, responsibility could be seen as a collection of duties related to a position or role. role, when used narrowly, refers to a job description, which in turn includes function but is not restricted to it. function would be the specifics of the job; therefore, teachers’ responsibility would include more than just the primary function of a role. it would also include the various aspects of that function, including the processes, the results, and the effects of the actions taken as part of that collection of duties. the fourth indicator on work ethics is instructional competence. according to (alwaqfi,2019) instructional competence is the hall mark of an effective teacher. each teacher’s primary responsibility is to ensure that they are competent in their instruction, which calls on them to be experts in the subject matter and performance standards that their students should understand. delivering correct and current knowledge as a teacher requires employing the right methodology, approaches, and strategies. knowledge of the subject matter and methods for enhancing instruction can be gained through various seminars and training sessions. as pointed out by (rane, narvel, & bhandarkar,2019) teachers who exhibit a high degree of instructional competence are continuously motivated to design, innovate and craft relevant instructional materials that are developmentally appropriate for the students. they readily assist their peers in sharing research-based teaching approaches and strategies to enhance the academic outcome of students. an exceptionally competent teacher will do whatever it takes to ensure that the teaching staff works as a team to achieve the learning goals. the fifth indicator on work ethics is on dedication. (strayhorn, 2018) postulated that dedication is one of the hallmarks of worker engagement. every employer wants engaged employees. in the school ambiance, being engaged at work means the teachers maximized instructional time, motivated the students to participate in class discussions, utilized developmentally appropriate strategies to meet the learning objectives. as described by (makamani & zimanyi, 2020), purpose driven, dedicated employees frequently report to the workplace ahead of the others, willingly give assistance and support in all school projects, programs and activities and lead in team endeavors towards the attainment of institutional goals. teachers who exhibit dedication and https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 commitment to the job do their tasks because they are driven by the genuine love to accomplish assigned tasks. they constantly feel energized by what they do. they feel they are truly making a difference. they possess positive attitude, model high work ethics and are always productive. professionalism public education teachers are professionals, as such their role requires both adeptness in curriculum management skills and technical know-how in dealing with varied stakeholders (bielefeld, 2018). as a professional, it is essential that teachers demonstrate professionalism regularly by being proficient in communication skills. teachers are to model outstanding communication skills, show tactfulness and diplomacy in all dealings and demonstrate its importance to the students (garcia, 2020). the hallmark of professionalism among teachers, according to (hazan & musa, 2019), is a steadfast dedication to one’s responsibilities as outlined in the teacher code of ethics. teachers have a significant impact on kids’ development, thus they are expected to uphold gender sensitivity in all interactions, foster a climate of civility and respect in the classroom, and convey higher learning objectives for all students. moreover as elucidated by guskey (2020), teacher professionalism includes being able to communicate and maintain high standards of learning performance; delivers accurate and updated content knowledge using appropriate methodologies, approaches, and strategies towards the attainment of improved academic performance of students. on the other hand, (zakaria, nor & alias, 2021) emphasized that teacher professionalism has been given utmost concern in the global educational institutions, all because they are tasked with the great responsibility of improving the educational performance of students towards the attainment of institutional goals. effective teaching means being able to address students’ learning gaps and ensure that all the competencies in the curriculum are mastered and applied in the students’ day to day experiences. a professional teacher is both a reliable role model and an efficient learning facilitator, according to (seo, 2016), thus they should establish an adequate instructional plan and employ a range of appropriate assessment techniques to track and evaluate student progress toward global competency. according to (kramer, 2020), a teacher’s competency includes how successfully they carry out their responsibilities as an educator, including how prepared they are for the class.the teachers’ instructional competence define their professional performance. teachers are to maintain a very satisfactory rating when assessed based on the tasks accomplished within an exact period. as pointed out by (menter and flores, 2021), teacher professionalism is manifested and exhibited through internal factors such as willingness to work as team member, empathy with the varied types of students, and being purpose driven. additionally, institutional factors that are important in teachers’ professionalism are being productive in one’s responsibilities, duties and functional position; works well towards positive organizational climate; flexible in using instructional approaches and strategies; adept at using online and contextualized learning resources. (hurst and reding, 2020) offered a comparable perspective in which they emphasized the significance of both respect and civility as essential elements of professionalism. even when it is not reciprocated, a professional respects everyone. a teacher must constantly treat coworkers, parents, and pupils with respect in order to serve as an example of acceptable behavior. everyone is treated with respect and decency by a professional. similar to this, (johnston, 2020) explained how many aspects of communication have an impact on professionalism.among these are courteous expression in conversation with colleagues and other stakeholders, support, collaboration, cooperation, encouragement, and participation in learning communities are necessary in dealing with others. like (hilferty, 2018) said, professionalism is a process rather than a product. becoming truly professional is a lifelong challenge, which comprises the way the teachers think about their profession, and how they behave and implement their knowledge and skills related to their profession. several studies have indicated that the improvement of professionalism encourages teachers to set a higher standard in teaching and learning, towards better instructional performance in the quest for professionalization. in addition, when teachers put numerous efforts in improving their teaching quality, they need an instructional leader, a school head who can motivate them to maximize their instructional time and achieve the institutional goals. according to (sachs, 2015), professional instructors are responsible for delivering instruction in the classroom that results in high performance levels of student learningthe use of modern, research-based instructional methodologies, creative techniques and strategies for creating activities for all types of learners, and fostering professional relationships with colleagues all serve as additional examples of teachers’ professionalism. according to (nzulwa, 2019), professionalism is demonstrated by teachers’ extensive knowledge of multi-disciplinary integrative modes and techniques of teaching, their in-depth comprehension of the subject area’s learning objectives, instructional strategies, and content based on the current curriculum, and their ability to enhance improved academic outcomes. professionalism, in the opinion of brass & holloway (2019), refers to the traits that distinguish or identify a certain profession or a professional individual. the specific knowledge of professionals is well known. they exhibit a desire to learn more and hone their abilities, and, where necessary, they possess the degrees and certifications that form the basis of this knowledge. according to indicators developed by (hargreaves,2017), https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 teachers are required to have a high degree of flexibility and democratic professionalism, which means that teachers must have a high level of instructional skills and knowledge. the expansion of educational needs necessitates the development of professionalism. in addition, (mahulae, lumbanraja and siahaan, 2020) elaborated that teachers’ attitude of initiative is an important element in professionalism. teacher professionals set realistic goals for themselves and their students, and they manifest an attitude of confidence as they indulge in varied instructional initiative to achieve the learning goal. the initiative of teachers gives them the freedom to work independently, enables them to contribute productively with less monitoring, has a continuous improvement strategy to develop competence, and consistently aims to raise the academic standards of pupils. similarly, (mayer, 2016) highlighted the importance of teachers’ professionalism as manifested in the decisionmaking process of selecting curriculum materials and methods of lesson delivery. when the teachers know with certainty that there are identifiable outcomes expected during a prescribed time frame, this provides direction and motivation leading to change. by extending all-out effort with utmost energy and zest, the teachers become exemplary instructional managers. on the other hand, according to (davidson, 2017), each professional teacher knows the importance of learning outcomes since they represent evidence of change that is taking place inside every classroom. it was further accentuated that professional teachers effectively observe congruence of the lesson objective to the drill, review, lesson proper and the evaluation so as there is continuity until the lesson is done. along this, teachers engage in careful planning so that there is fluidity in the activities towards institutional success. (seifert, 2020) recognized the capacity to be a follower as one fundamental characteristic of professionalism. it’s critical for educators to understand their place in the hierarchy. basically, the attitude of teachers in complying school heads’ instruction, offering mutual support, assistance and demonstrating cooperation and following school policies and regulations are marks of a true teacher professional. additionally, a teacher’s professionalism comes from within. if teachers manifest a positive attitude to their assigned tasks and workload, and carry out their duties wholeheartedly with competence, then they are exhibiting professionalism. according to (cavanagh, 2003) as cited by (wardoyo & herdiani, 2017) the indicators of teachers’ professionalism are: pedagogical competence, personal competence, social competence, and professional competence. the first indicator of teachers’ professionalism is pedagogical competence. according to (burlakova, bogatyreva & pavlova, 2020) the pedagogical competence of teachers is of vital importance, both for the quality of the educational process and its outcomes. a pedagogically competent teacher is expected to demonstrate an understanding of researchbased knowledge and the principles of teaching and learning. develop and apply effective teaching strategies to encourage critical and creative thinking, as well as other higher-order thinking skills. model exemplary practice to improve the applications of content knowledge within and across curriculum teaching areas. the second indicator of teachers’ professionalism is personal competence. (jerez-jerez, & melewar, 2020) opined that teachers’ personal competence includes qualities required to establish, nurture, and enhance connections with students and their parents, as well as with coworkers and other school community stakeholders.teachers are expected to demonstrate appropriate appearance and decorum; model the value of punctuality; and being careful about the effect of one’s behavior on students. in addition, a teacher is expected to show compassion and flexible in dealing with the students under his/her care. he/ she is to demonstrate a sense of accountability in all assigned task and does things at his/her level best. the third indicator of teachers’ professionalism is social competence. (fauziah, et al.,2020) viewed that teacher are to maintain a learning environment of courtesy and respect; treats others with politeness and diplomacy towards the attainment of harmonious relationship in the assigned school community. at any time, a teacher attends a conference, association meetings, seminars, or social events, he/she is expected to make sure he/she is able to demonstrate proper decorum and treat others with tact and diplomacy. in dealing with varied stakeholders in the school community, the teachers are to show respect to their multi-cultural background, make appropriate adjustments, exhibit sensitivity and compassion and ensure that collegiality and camaraderie in the workplace is maintained at all times. the fourth indicator of teachers’ professionalism is professional competence. according to (roth, et.al, 2017), professional competence is the comprehensive body of knowledge, disposition, and abilities needed to work in a given field or career. the test of professional competence requires ample disciplinary knowledge and the application of concepts, processes, and skills in the field of work. to improve teaching practices, keep up with educational trends, display an openness to educational trends, communicate, and uphold high standards of instructional performance, teachers must develop professional connections with their peers in the school setting. time management (forsyth, 2018), the author of the book on successful time management, identified the elements of time management as follows: time-tracking skill; calendaring skill; organizational skill; and prioritizing skill. all these elements are essential strategies in achieving personal goals. these processes of managing time leads to organizational efficiency and effectiveness. setting priorities, carrying out plans, and managing time all contribute to creating an environment that is effective in https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 terms of cost-benefit, quality of output, and time required to complete activities or projects. the practice of planning and exercising conscious control over the amount of time spent on particular activities, on the other hand, is what (dierdorff, 2020) characterized as time management. this definition aims to promote effectiveness, efficiency, and productivity. it entails striking a balance between the time constraints imposed by employment, relationships, family, personal interests, and responsibilities with other competing demands. when one manages their time well, they have the freedom to spend or do things at their own pace. the first indicator of time management is time-tracking skill. (morgenstern, 2020) specified that time tracking enable a person to plan and work more efficiently. this includes mapping out everything that one intends to do, set priorities, and get the goal done on time. currently, a project time tracking software solution is available in the market. this is essential in project planning. the employee records one’s project hours in details and see exactly how much time is spent on each activity. another component is detailed statistics and reports, this shows reliable and accurate reports where one sees how much time is spent on specific projects and tasks by different units and employees for time frames ranging from one day to one year. the second indicator of time management is calendaring skill. according to (leboeuf, 2020), in his book working smart, calendaring skill keeps one organized and productive. with proper calendar management, a person becomes focused and efficient in his/her tasks. calendaring skill comprises planning out, consolidating activities in week, and in the months to come, indicating specific blocks of time, setting aside specific activities. in creating a master calendar makes scheduling easier, helps one to be more organized, prepared and be more proactive and productive (schaack, le, & stedron, 2020). organizing one’s calendar gets rid of overlapping tasks or meeting and guarantees that one is in the right direction towards the attainment of goals. the third indicator of time management is organizational skill. according to (ahmad, batool, and choudhry , 2019), organizing ability is a crucial tool for completing tasks admirably, effectively, and efficiently. it is an acquired ability that must be mastered and cultivated in order to increase its effectiveness. it is not a natural skill. employees with outstanding organizational abilities are able to perceive the wider picture, which aids them in successful planning, strategic decision-making, managing teams, setting priorities, and allocating duties in a productive manner to reach institutional goals (nzewi, chiekezie, & ikon, 2016). an essential set of abilities for multitasking is organizational skills. this avoids pointless chaos and procrastination, helps establish structure and order, and facilitates the efficient management of unforeseen delays and problems. the fourth indicator of time management is prioritizing skill. prioritization is the crucial ability that one needs to maximize their own and the team’s efforts, as explained by (kennedy-cullen & schuette, 2017). in order to direct one’s energy and attention on the things that truly matter, one also needs the ability to generate quiet and space in their lives. when one’s time is limited and demands seem to have no end, this is crucial. it enables one to allocate their time where it is most needed and most effectively used to complete duties that have been given to them. according to (walsh’s, 2018) hypothesis, effective prioritization and careful management of reprioritized tasks can create order out of chaos, lessen feelings of burnout, and enable successful endeavors. the most popular and logical method of time management is prioritization based on project value. to summarize the advantages of time management, this leads to improved work practices and higher production. the ability to manage one’s time better helps one focus more intently, develop selfcontrol, and accomplish goals. making good use of one’s time enhances happiness and work-life balance. in contrast, effective time management lowers stress, enables one to maximize key tasks and limit distractions, paving the path for a life that is equally balanced between personal and professional responsibilities. methodology this study employed a correlational, quantitative, nonexperimental research design. the correlational technique, according to (creswell, 2018), is a non-experimental design where the researcher explores the link between two or more variables in a natural situation without manipulation or control. in correlational studies, the researcher looks at how changes in one variable were associated with changes in the other variable in order to assess the strength of correlations between variables. a mediation model was also applied in this investigation. a mediation model includes a third explanatory variable, known as a mediator variable, in order to discover and explain the mechanism or process that underlying an observed link between an independent variable (professionalism) and a dependent variable (work ethics) (time management). a mediation model assumes that the independent variable influences the mediator variable, which in turn effects the dependent variable, rather than assuming a direct causal relationship between the independent variable and the dependent variable. the mediator variable in this study sheds light on how the independent and dependent variables relate to one another. this demonstrates that mediating relationships exist when a third variable plays a significant role in determining how the other two variables interact (siedlecki, 2020). results and discussion level of work ethics shown in table 1 is the level of work ethics. the standard deviation was less than 1.00 which means there is consistency of responses among respondents. the overall mean score was 4.08 labelled as high. distinctively, https://journals.e-palli.com/home/index.php/ajmri pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 the level of work ethics of teachers on the following indicators were as follows: instructional competence, 4.12 described as high; productivity, 4.10, described as high; dedication, 4.08, described as high; accountability and responsibility, 4.06 described as high; and selfmanagement, 4.05, described as high. table 1: level of work ethics indicator sd mean descriptive level self-management 0.456 4.05 high productivity 0.292 4.10 high accountability and responsibility 0.458 4.06 high instructional competence 0.351 4.12 high dedication 0.475 4.08 high overall 0.260 4.08 high data implies that the public school teachers have manifested very satisfactory work ethics in terms of self -management; productivity; accountability and responsibility; instructional competence; and dedication. this is indicative that at deped the teachers, satisfactorily exhibited responsibility and accountability in working with colleagues and shared opportunities that are differentiated and developmentally appropriate to address the differences in learners’ gender, needs, abilities, interests, and experiences. level of professionalism shown in table 2 is the level of professionalism of the respondents. the overall mean score was 3.65 labeled as high. mainly, the level of professionalism on the following indicators were as follows: personal competence, 3.75, described as high; social competence, 3.63, described as high; pedagogical competence, 3.62 described as high; and professional competence, 3.60, described as high.the data implies that the teachers in the public schools demonstrate very satisfactory level of table 2: level of professionalism indicator sd mean descriptive level pedagogical competence 0.519 3.62 high personal competence 0.637 3.75 high social competence 0.493 3.63 high professional competence 0.323 3.60 high overall 0.270 3.65 high professionalism on the following indicators: pedagogical competence, personal competence, social competence, and professional competence. in line with the insight of (day et al., 2007), the pedagogical competence of teachers is of vital importance, both for the quality of the educational process and its outcomes. the teachers at deped demonstrated acceptable pedagogical competence as a model for exemplary practice to improve the applications of content knowledge within and across curriculum teaching areas; demonstrate an understanding of research-based knowledge and principles of teaching and learning; and develop and apply efficient teaching strategies to encourage critical and creative thinking, as well as other higher-order thinking skills. level of time management shown in table 3 is the level of time management of teachers in davao del sur particularly in magsaysay south and north district. the overall mean score was 3.67 described as high. this implies that time management is manifested and practiced most of the time. breakdown of numerical ratings are as follows: organizational skill, 3.79, described as high; calendaring skill 3.78, described as high; prioritizing skill, 3.59, described as high; and time-tracking skill, 3.52, described as high. the data implies that the teachers showed high level of time management in the following indicators: timetracking skill; calendaring skill; organizational skill; and prioritizing skill. as posited by (forsyth, 2013), time management is an essential skill which must be embedded in every person to achieve personal goals. setting priorities, carrying out plans, and managing time all contribute to creating an environment that is effective in terms of costbenefit, quality of output, and time required to complete table 3: level of time management items sd mean descriptive level time-tracking skill 0.323 3.52 high calendaring skill 0.519 3.78 high organizational skill 0.353 3.79 high prioritizing skill 0.359 3.59 high overall 0.323 3.67 high https://journals.e-palli.com/home/index.php/ajmri pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 activities or projects. these time management techniques increase the efficacy and efficiency of a company. at deped the teachers satisfactorily exhibited this as they mapped out everything that they intend to do, set their priorities, and get their goals done on promptly on time. conversely, (leboeuf, 2001), emphasized the importance of calendaring skill, as this keeps one organized and productive. at deped the teachers satisfactorily utilized calendar management, which involved planning out, consolidating activities in week, and in the months to come, indicating specific blocks of time, setting aside specific activities. through this, scheduling becomes easier, helps them to be more organized, prepared and be more proactive and productive. correlations between work ethics and professionalism displayed in table 4 were the results of the test relationship between work ethics and professionalism. reflected in the hypothesis, the relationship was tested at 0.05. the overall r-value is .596 with a p-value of <0.05 signified the rejection of the null hypothesis. it means that there is a significant relationship between work ethics and professionalism. this implies that teachers work ethics is correlated with professionalism. data reveals that all indicators of work ethics are positively correlated on professionalism, since the p-value is <0.05 than the overall r-value. data shows the positive association between the two variables. table 4: significance of the relationship between the work ethics and professionalism work ethics professionalism pedagogical competence personal competence social competence professional competence overall productivity .386*(0.000) .302*(0.000) .438*(0.000) .499*(0.000) .519*(0.000) accountability and responsibility .386*(0.000) .365*(0.000) .228*(0.000) .331*(0.000) .418*(0.000) instructional competence .421*(0.000) .416*(0.000) -.211*(0.000) .024(0.676) .204*(0.000) dedication .451*(0.000) .404*(0.0) .266*(0.000) .419*(0.000) .472*(0.000) overall .475*(0.000) .386*(0.000) .496*(0.000) .570*(0.000) .596*(0.000) *significant at 0.05 significance level the findings implied that the teachers collaborated with administrators, fellow teachers and other employees in order to provide a safe and positive learning experience for students. the teacher willingly followed the direction of administrators, to avoid undermining an administrator’s authority and to set a positive example for students. in addition, the teachers exhibited exemplary ethical behavior and worked with colleagues as a team in enhancing current practices in the planning and management of developmentally sequenced teaching and learning process. correlations between work ethics and time management reflected in table 5 were the results of the test of relationship between work ethics and time management. as indicated in the table, the indicators of work ethics are positively correlated to time management with the overall r-value of .620 with a p-value of <0.05, thus, signified the rejection of the null hypothesis. it means that there is significant relationship between time management and work ethics. the findings implied that the teachers demonstrated ethical conduct and promptly reported to school, moreover, they observed promptness in submitting reports and maximized official hours in the pursuit of completing an assigned task. conversely, teachers exhibited satisfactory work ethics displayed adeptness in time management by organizing, prioritizing, scheduling, and calendaring all pertinent activities towards the attainment of institutional goals. table 5: significance of the relationship between the work ethics and time management work ethics time management overall productivity .397*(0.000) accountability and responsibility .463*(0.000) instructional competence .572*(0.000) dedication .605*(0.000) overall .620*(0.000) *significant at 0.05 significance level correlations between time management and professionalism shown in table 6 is the data on test of relationship between professionalism and time management. as indicated in the hypothesis, the relationship was tested at 0.05 level of significance. in the indicator, professional organization as a major referent, data shows that it is positively correlated with time management. the r-value is .686 with a p-value of <0.05. this shows that professionalism as a major referent is indeed a large part of time management. the overall result reflects that professionalism is positively correlated to time https://journals.e-palli.com/home/index.php/ajmri pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 management having an overall r-value of .670 with a p-value of <0.05. hence, the null hypothesis which states that there is no significant relationship between professionalism and time management is rejected. the data implied that professionalism and time management are positive traits that are exhibited by the teachers. they demonstrated a high degree of professionalism, managed one’s time satisfactorily, maximized official hours and were prompt in accomplishing reports, projects and other assigned tasks. similarly exhibited professionalism in all undertakings, showed adeptness in time-tracking; calendaring; organizing; and prioritizing urgent and important tasks. table 6: significance of the relationship between the time management and professionalism time management professionalism pedagogical competence personal competence social competence professional competence overall overall .686*(0.000) .626*(0.000) .319*(0.000) .448*(0.000) .670*(0.000) *significant at 0.05 significance level. on the mediating effect of time management shown in table 7 is the path analysis on the mediating effect of time management on the relationship between work ethics and professionalism. the data obtained in this table are the results after conducting the spss amos. this table presents the direct effect of work ethics on time management, time management on professionalism and work ethics on professionalism. work ethics and time management is the path a coefficient which has an unstandardized regression coefficient of .770 standardized regression coefficient of .620, se of .056 and a probability value less than 0.05. below the significance level of 0.05 implies that these two variables have a significant relationship and low or small standard error means that the estimate is more precise. besides, the effect size or the impact of work ethics on time management is 77% which disavows completely the null hypothesis. thus, the path b coefficient is time management and professionalism which has an unstandardized regression coefficient of .407, standardized regression coefficient of .487, se of .043 and a p-value less than 0.05 which mean there is a strong conclusion to say that time management and professionalism are significant. the table 7: mediating effect : path analysis (partial mediation) path estimates se c.r. p unstandardized standardized wetm .770 .620 .056 13.809 *** tmprof .407 .487 .043 9.480 *** weprof .306 .294 .053 5.725 *** effect size of time management on professionalism is 41%. and lastly, path c coefficient shows the effect size of work ethics on professionalism. the data result has an unstandardized regression coefficient of .306 or 31% efficacy, standardized regression coefficient of .294; the computed standard error is ..053 and a p-value of 0.05 which means that work ethics and professionalism are significant. numerically, this supports the assumption that work ethics is associated with professionalism. x =work ethics (we) y = professionalism (prof) m =time management in addition, figure 3 depicts the result of the mediating effect computation. it shows the effect size of path correlation coefficients of the three variables used in this study. at the 0.0.5 level, the route analysis gave a p value of less than 0.05, which is significant. this suggest that time management has a substantial role in the relationship between work ethics and professionalism among public school teachers. furthermore, at the conclusion of time management, the mediator variable, the casual association between work ethics and professionalism has been lowered from a significant beta coefficient value of .596 to .31, which is still significant. the raw correlation between work ethics and professionalism has a total impact of .596. the extent of the association between work ethics and professionalism with time management included in the regression is represented by the direct effect of .31. the indirect value figure 3: regression weights on the mediating effect of time management on the relationship between work ethics and professionalism https://journals.e-palli.com/home/index.php/ajmri pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 1-12, 2022 of 0.316 represents the amount of original link between work ethics and professionalism that has been transferred to time management. the formula is: (a*b), where “a” is the path between the independent and mediator variables, “b” denotes the path between the mediator and dependent variables. divide the indirect effect by the total effect to get the ratio index;in this case, 0.316 divided by .596 equals 0.530. about 53% of the overall influence of the independent variable on the dependent variable appears to be mediated by the mediator variable, while the remaining 47% appears to be either direct or mediated by factors not included in the model. moreover, there are three steps to be met for a third variable to be acting as mediator (baron and kenny, 1986). in table 7 these are categorized as steps 1 to 3. step 4 is the final step. in step 1 ( path c) work ethics as the independent variable (iv) significantly predicts professionalism, the dependent variable ( dv). in step 2 ( path a) work ethics ( iv) significantly predicts time management, the mediator ( mv). in step 3 ( path b) time management (mv) significantly predicts professionalism. in like manner, the purpose of steps 1 to 3 is to establish that there are zero-order relationships among variables exist. and we can automatically conclude that mediation is not probable with no relationship variables basing the process of estimating relationship. furthermore, if there is significant relationship in step 1 to 3, one must proceed to step 4. then in step 4 the combined effect of work ethics and time management on professionalism is significant. as a matter of triangulation, further path analysis of mediation effect using amos is warranted to assess the significance of the intervening variable. additionally, full mediation will be accomplished if the effect of the iv on the dv ceases to be significant at the conclusion of the analysis. this indicates that the mediating variable is a mediator of all effects. only partial mediation is accomplished if the regression coefficient is significantly decreased but still significant at the last stage. this indicates that the mv mediates a portion of the iv. in this instance, reducing mv greatly reduces the impact of the iv (work ethics) on dv (professionalism) ( time management). therefore, while the effect is still large, only partial mediation occurred. the researcher demonstrated that mediation is significant and that there is partial mediation using baron and kenny’s steps in testing mediation of time management. first, perform a straightforward regression analysis to test for path a, the independent variable, with x predicting m. or x ( work ethics) affects the mediator or m ( time management) at beta coefficient of .77 with a se of .07 and the relationship is significant at 0.05 significance level. second, conduct a simple regression analysis with m predicting y to test for the significance of path b the mediating variable or m (time management) affects the dependent variable or d ( professionalism ) at beta coefficient of .41, where time management got a residual error of .06 and the relationship is significant at 0.05 significance level. third, conduct a simple regression analysis with x predicting y to test for the significance of path c-the independent variable or x (work ethics) affects the dependent variable or y ( professionalism ) at beta coefficient of .31, where professionalism has a residual error of .04 and the 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(2019). mindful principals in effective schools: mediating role of organizational climate and organizational citizenship behavior. pedagogika, 133, (1), 5-27. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 12 1 american journal of multidisciplinary research and innovation (ajmri) effectiveness of quiz, quiz, trade incorporating hugot and pop rock songs in enhancing students’ performance in earth science marc paul tunac calzada1*, vida villa antonio1 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1458 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 20, 2023 accepted: april 11, 2023 published: april 14, 2023 this descriptive study utilizing the pretest-posttest control group design investigated the effectiveness of quiz, quiz, trade incorporating hugot and pop rock songs (qqtihprs) in enhancing students’ performance in earth science. this was done during the first quarter of school year 2022-2023 to the 81 grade 10 students of sarrat national high school. 35-item researchers-made test (pretest and posttest) and a motivation checklist were used to gather data. teaching using traditional lecture-discussion methods was done in both groups but with the addition of qqtihprs in the experimental group. students’ pretest and posttest scores were analyzed using frequency distribution and percentage. the t-test was used to find out if there exists significant difference between the students’ mean scores in the pretest, posttest, and pretest and posttest in both experimental and control groups. the mean was used to analyze data from the students’ motivation checklist. results showed that both groups have gained significantly higher scores in the posttest than in the pretest. however, the posttest mean score of the experimental group is significantly higher than that of the control group. this implies that the students in the experimental group performed better than those in the control group. it was also found that when qqtihprs were utilized in teaching earth science, students were actively involved; excited and thrilled; motivated to work, shared their ideas, and established camaraderie and teamwork. these findings show that the use of qqtihprs in addition to the usual lecture-discussion method enhanced the performance of students in earth science. keywords feedbacks, hugot, pop rock songs, quiz quiz trade, performance introduction science is vital because of its links to technology and industry, both of which have high development priorities. science systematically develops students’ scientific inquiry skills, values, and attitudes such as objectivity, curiosity, and honesty, as well as mental habits such as critical thinking. all of these are beneficial to the individual student’s personal development, future career, and life in general. these abilities, values, attitudes, and personalities are also beneficial to the community to which a student belongs, as well as to the country in which he lives. some filipino students have gained recognition for their high level of accomplishments in the international science and engineering fair and robotics competition, to name a few. international competency assessments revealed that filipino students lag in receiving a high-quality education. as reported by paris (2019), the philippines was ranked 79th in reading in the 2019 program for international student assessment (pisa), as indicated by its very low average of 340 compared to the international average of 487. in addition, filipino learners scored poorly in mathematics and science, as indicated by the low averages of 353 and 357 points, respectively. for both areas, the score is significantly lower than the international average of 489. furthermore, according to albano (2021), the national achievement test (nat) results for 2018 revealed that the national average mean percentage score (mps) continued to decline, with the lowest performance in the history of the department of education’s standardize examination. the 2018 national achievement test (nat) and the 2019 basic education exit assessment (beea), the test for graduating senior high school students, the overall average mean percentage score (mps) for grade 6 nat was 37.44, the lowest in the nat’s history, and 44.59, the third lowest. this means that grade 6 students got less than four correct answers out of every ten questions, whereas grade 10 students got more than four correct answers out of every ten questions. the pioneer grade 12 graduates (2018), on the other hand, obtained an average mps of 36.71, while the 2019 batch obtained 36.45. when republic act (ra) 10533, also known as the enhanced basic education act of 2013, was signed into law, it marked a significant shift in philippine basic education. according to the law, the k to 12 basic education program strives to build, promote, and maintain an adequate, complete, and integrated educational system for the global recognition of filipino graduates and professionals. this study aimed to determine the effectiveness of using quiz, quiz trade incorporating hugot and pop rock songs in enhancing students’ performance and motivation in earth science class. the researchers focused on the development of learning outcomes or achievements of students as to their standing and scores in the pretest and posttest and their level of interest and mood toward learning earth science concepts and their views on the use quiz, quiz trade incorporating hugot and pop rock songs. 1 mariano marcos state university graduate school a. castro avenue, 2900 laoag city, philippines * corresponding author’s e-mail: calzadamarcpaul@gmail.com https://doi.org/10.54536/ajmri.v2i2.1458 https://journals.e-palli.com/home/index.php/ajmri pa ge 12 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 121-129, 2023 literature review science education seeks to develop scientific literacy in students to prepare them to be informed and participatory citizens capable of making judgments and decisions about applications of scientific knowledge that may have social, health, or environmental consequences. the science curriculum acknowledges the importance of science and technology in everyday life. science and technology are integrated into the social, economic, personal, and ethical aspects of life. moreover, the science curriculum emphasizes the importance of science and technology, including indigenous technology, in preserving our country’s cultural heritage (arrieta et al., 2020). the k to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. concepts and skills in life sciences, physics, chemistry, and earth sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the way to a deeper understanding of core concepts. the integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its application to real-life situations (deped science curriculum, 2016). science teachers are challenged to employ better methodologies and activities to make it more interesting. teaching science particularly in high school is not that easy because of the more complicated theories. aside from it, experiments have to be carefully planned and prepared. with the adoption of the new curriculum, the same old problems in the education sector were not addressed. still, there are inadequacy on the number of classrooms, textbooks, seats, and toilets in public schools (navarro, 2022). the excessive teaching loads of teachers (esguera, 2018), the difficulty in following the spiral progression approach in teaching (dunton & co, 2019), the scarcity of instructional materials (soriano & vargas, 2021), the presence of big class sizes (esguera, 2018), and the inadequate training for teachers (david, albert & vizmanos, 2019), are still there. many educators and graduate student researchers have identified several factors that contribute to filipino students’ poor performance in science. these include teacher quality, the teaching-learning process, the school curriculum, instructional materials, and administrative support. there are abstract concepts and principles in science which students could hardly understand. this makes students consider science as a difficult subject because it needs a lot of mental and physical exploration and extra effort to comprehend its nature, principles, and laws. besides, students do lots of handwriting, and after a while the theory seems like a fantasy. teachers tend to use the traditional approach to solve the lack of textbooks and references, and unavailability of teaching aids and materials needed in science and technology classes. this approach in teaching science leads to the development of poor attitudes toward the assimilation and comprehension of scientific knowledge. the researchers also observed that many students meet some problems in their studies. many students who have worked in a team in a laboratory or project-based class do not have fond memories of the experience. some recall one or two team members doing all of the work and the others simply going along for the ride but receiving the same grade. others recall dominant students whose intense desire for a good grade led them to stifle their teammates’ efforts to contribute. others recall arrangements in which the work was divided up and completed parts were stapled together and turned in, with each team member knowing little or nothing about what the others did. to verify these studies, the researchers also observed classes and even interviewed science teachers and found out that students are very hesitant to recite and during team laboratory the leader mainly do the works and some students prefer to be in group for them to be guided with their classmates. from the observations the researchers had, coupled with the reflections and expectations of the students, it was hypothesized that the students’ belongingness affects their interest and performance in the subject. specifically, students’ difficulties to give answers correctly are due to lack of interest, lack of mastery skills, less effective motivational technique of the teacher, lack of imagination or representation of the situation of the problem and students have poor comprehension and analytical ability. through the implementation of the k to 12 program, education curriculum should be child – centered, developmentally appropriate, interactive with learning materials, interactive socially and assessed through direct observation. teachers can facilitate and enhance mental development by providing activities where the students mentally act on what is being learned. this means that there is a need for the teacher to shift from the traditional approach of the teacher’s being the teller, and the student, the receiver, to the teachers being the facilitator, and the student, the actor, and the doer. students should also be encouraged and given the chance to choose some of their learning activities to allow them to use their minds to evaluate what should be studied. experiential learning caters to the needs and desires of the learner, which is the key to the distinction. when a student fully participates in the learning experience and has control over its nature and direction, learning is facilitated. as a result, when a subject is pertinent to the student’s personal interests, significant learning occurs. for effective learning to take place, students should be provided with varied activities. more so, a good teacher must adapt his methods and learning materials to the nature of the individual child and his level of development. individual differences among students play an important role in choosing instructional materials, methods, and techniques. the kagan strategy, one of which is the quiz, quiz, trade, allow students to construct their own meanings and scaffolding what they are learning with their peers has the potential to improve student performance https://journals.e-palli.com/home/index.php/ajmri pa ge 12 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 121-129, 2023 (olatunbosun, adeyeye, & ogunyebi, 2020). likewise, zuherieh et al (2020) reiterated that the kagan structure proves to help make more positive connections with peers and teacher and thus deeply effect students’ attitude towards overall classroom experiences. many attempts have been made to meet the needs of individual learners and this resulted in the production of more instructional materials, like modules, self – learning packages, and workbook to meet the learner’s needs. the use of quiz, quiz trade incorporating hugot and pop rock songs as a support strategy to the traditional lecture/discussion, chalk – talk and laboratory method in teaching earth science concepts enhances students’ performance and motivation. the results of the study may have significant contributions in enhancing the teaching-learning process. teachers should use quiz, quiz trade incorporating hugot and pop rock songs in enhancing students’ performance and motivation for learning; teacher should use other kagan structures in teaching. likewise, similar studies must be conducted to verify the effectiveness and validity of the quiz, quiz trade incorporating hugot and pop rock songs in enhancing students’ interest and performance in science, in general. materials and methods this descriptive study utilizing the pretest-posttest control group design investigated the effectiveness of quiz, quiz, trade incorporating hugot and pop rock songs (qqtihprs) in enhancing students’ performance in earth science. this was done during the first quarter of school year 2022-2023 to the 81 grade 10 students of sarrat national high school. the researchers were guided by a table of specifications in the preparation of the earth science ’s pretest and posttest to evaluate learning outcomes and competencies to be tested. the test was content validated by science teachers and professors, tried out and item analysis was performed and test of reliability was done to further improve it. figure 1: research paradigm quiz, quiz trade incorporating hugot and pop rock songs (qqtihprs) is a strategy in teaching with the combination of quiz, quiz trade and hugot and pop rock songs; students share their answers and ideas with other students while songs are being played. this technique requires students review information with other students by asking and answering questions. working with peers in a nonthreatening manner builds confidence, encourages greater participation, and results in more thoughtful discussions. first, create questions wherein the researchers provide each student with flash cards about the current unit of study. one side of the card has a question, and the other side provides the answer. second, pair up wherein the researchers use the stand-up; hands up and pair up method for students to find a partner. partner a holds up the flash card to show partner b the question then partner b answers. partner a praises if correct or coaches if incorrect. students switch roles and partner b asks partner a the next question. lastly, hands up. after thanking each other and switching cards, partners a and b raise their hands to find a new partner and repeat the process for an allotted amount of time. the study was limited in using the quiz, quiz trade incorporating hugot and pop rock songs as a support to the use of traditional method and as a factor in enhancing the students’ performance and motivation towards learning earth science concepts. before presenting the topics on distribution of earthquake epicenters, volcanoes, and mountain ranges; plate boundaries; causes and evidence of plate movements, and plate tectonic theory, the validated earth science ’s test was administered as pretest to the seventy students. the students’ scores in the pretest were used as measures of their entry knowledge in the topics that were taught. teaching using the traditional methods for both groups was done for two days with integrated formative assessment. on the fourth day, teaching https://journals.e-palli.com/home/index.php/ajmri pa ge 12 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 121-129, 2023 using the strategy as a support to the existing traditional methods followed for the experimental group only. some songs played were: secret love song by little mix, easy on me and all i ask by adele. some fast beat songs were also used such as: all about the bass and better when i’m dancing by mehgan trainor. last day was the administration of the posttest to verify the effect of the intervention on the performance of the students. after they were done with their worksheets, the researchers allowed students to give their comments, questions, and opinions regarding the activity. furthermore, the control group was given the same lesson, same number of contact time and rules with the experimental group. the students’ answers in the pretest and posttest were scored, tabulated, and analyzed using frequency distribution and percentage. the scores were interpreted through score intervals with descriptive ratings which were used by [11] which are as follows: 29 – 35 (outstanding); 22 – 28 (very satisfactory); 15 – 21 (satisfactory); 8 – 14 (fair) and 1 – 7 (poor). both the data gathered in the pretest and posttest were tabulated and analyzed using frequency distribution and percentage. the t – test for dependent samples was used to test the significance of the difference between the pretest and posttest mean scores in each of the experimental and the control group while the t-test for independent samples was used to find out if there is a significant difference between the pretests of the two groups as well as their posttests. means of students’ motivation and feedbacks on the use of quiz, quiz trade incorporating hugot and pop rock songs were interpreted with descriptive ratings as follows: table 1: motivation and feedbacks on interpreted with descriptive ratings positively stated negatively stated strongly agree (sa) 4.21 – 5.00 strongly disagree (sd) agree (a) 3.41 – 4.20 disagree (d) undecided (u) 2.61 – 3.40 undecided (u) disagree (d) 1.81 – 2.00 agree (a) strongly disagree (sd) 1.00 – 1.80 strongly (sa) results and discussion the pretest & posttest of the experimental and control groups the frequency and percentage distribution of the pretest scores of the experimental and control groups are shown in table 1. results show that in the experimental group, 21 (52.50%) of the students got scores within the score range of 8-14 with a descriptive interpretation of fair, while 19 (47.50%) got score within the score range of 1521 with a descriptive interpretation of satisfactory. in the control group, 24 (58.54%) of the students got scores with the score range 8-14 with a descriptive interpretation of fair, 17 (4.46%) scored with the score range of 15-21 with a descriptive interpretation of satisfactory. the mean scores of the experimental and control groups which are 14.80 and 14.73, respectively. this implies that students have background knowledge of the topics: distribution of earthquake epicenters, volcanoes, and mountain ranges; plate boundaries; causes and evidences of plate movements, and plate tectonic theory. table 2: distribution of pretest scores of the experimental group and the control group scores descriptive interpretation experimental group control group f % f % 29-35 outstanding 22-28 very satisfactory 15-21 satisfactory 19 47.50 17 41.46 8-14 fair 21 52.50 24 58.54 1-7 poor total 40 41 mean 14.80 (satisfactory) 14.61 (satisfactory) sd 2.95 2.95 comparing the pretest mean scores of the two groups, the results of the t – test displayed in table 3 below shows that the pretest mean score of the students in the experimental group (14.80) is not significantly different from the pretest mean score of the students in the control group (14.61) as indicated by the probability value of 0.775 which is greater than 0.05 probability value. this only indicates that the experimental and control groups have more or less the same entry level of knowledge along the topics: distribution of earthquake epicenters, volcanoes, and mountain ranges; plate boundaries; causes and evidence of plate movements, and plate tectonic theory, hence the two groups are equivalent. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 121-129, 2023 table 3: results of the t-test of difference between the pretest mean scores of the students from the experimental and control groups group n pretest mean score difference t-value probability experimental 40 14.80 0.19 0.286ns 0.775 control 41 14.61 ns not significant level of performance of the experimental and control groups in the posttest table 4 below shows the distribution of the posttest scores of the experimental group and the control group. in the experimental group, 33 (82.50%) of the students had an outstanding performance as they got scores within the score range of 29 35 while 7(17.50%) got score within the score range of 22-28 which is described as very satisfactory. table 4: distribution of posttest scores of the experimental group and the control group scores descriptive interpretation experimental group control group f % f % 29-35 outstanding 33 82.50 7 17.07 22-28 very satisfactory 7 17.50 25 60.98 15-21 satisfactory 9 21.95 8-14 fair 1-7 poor total 40 41 mean 31.22 (outstanding) 24.24 (very satisfactory) sd 2.78 4.73 in the control group, 25 (60.98%) of the students got scores within the score range of 22-28 in the very satisfactory level, 9 (21.95%) are within the range of 1521 in the satisfactory level and 7 (17.07%) are within the score range of 29 35 in the outstanding level. the mean score of the experimental group is 31.22 with a descriptive interpretation of outstanding while the control group has a mean score of 24.24 with a descriptive interpretation of very satisfactory. this means that both groups were able to increase their posttest scores after teaching them distribution of earthquake epicenters, volcanoes, and mountain ranges; plate boundaries; causes and evidence of plate movements, and plate tectonic theory trade incorporating hugot and pop rock song for the experimental group and traditional lecture – discussion method for the control group. effectiveness of the qqtihprs in teaching earth science table 5 below shows the results of the t–test between the pretest and posttest mean scores of the students from the experimental and control group. it can be deduced from table 5 that the pretest mean score of the experimental group (14.80) is significantly lower than its posttest mean score (31.22) as evidenced by the mean difference of 16.42 with a computed t – value of 25.5598 that has a probability of 0.000 which is less than the 0.05 probability value. also, in the control group, the pretest mean score (14.73) of the students is significantly lower than their posttest mean score (24.24) as evidenced by the mean difference (9.51) with a computed t – value of 10.9337 with a probability of 0.000 which is less than the 0.05 probability value. results of the t-tests of difference between the pretest and posttest mean scores of the students from the experimental and control groups indicate a significant difference in the increase of the mean posttest scores of both groups. these further imply that the students in both groups have gained significantly and had a clearer understanding of the earth science concepts presented to them. comparing the posttest mean scores of the experimental and control groups, it can be gleaned from the results of the t – test presented in table 5 that the posttest mean scores of the students in the experimental group (31.22) is significantly higher than that of the posttest mean score of the control group (24.24) as indicated by the computed table 5: results of the t-test of difference between the pretest and posttest mean scores of the students from the experimental and control groups group n pretest mean score posttest mean score difference t-value probability experimental 40 14.80 31.22 16.42 25.5598s 0.000 control 41 14.73 24.24 9.51 10.9337s 0.000 s – significant https://journals.e-palli.com/home/index.php/ajmri pa ge 12 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 121-129, 2023 t – value of 8.1766 with a probability of 0.000 which is less than the 0.05 probability value. this implies that the students in the experimental group, having obtained the higher posttest mean score, were able to develop better and clearer understanding of the earth science concepts covered in the study than their counterparts. this implies that the use of the quiz, quiz trade incorporating hugot and pop rock song is more effective in teaching earth science concepts than with the use of the traditional lecture – discussion method. it is evident then that the use of quiz, quiz trade incorporating hugot and pop rock songs enhanced the students’ learning performance in earth science. this claim is supported by the students’ feedback during the interview. some of the feedbacks are the following: student a: the activity was fun. fun to have an interaction table 6: results of the t-test of difference between the posttest mean scores of the students from the experimental and control groups group n posttest mean score mean difference t-value probability experimental 40 31.22 6.98 8.1766s 0.000 control 41 24.24 s – significant with my classmates and knowing how to share my knowledge with them. it’s fun. i enjoyed it and i learned a lot about our topic. nice activity sir! student b: the activity was fun and i’m very thankful because it’s not that complicated as i expected. i’ve learned a lot. the observations above manifest the value of quiz, quiz trade incorporating hugot and pop rock songs. hence, the use of varied activities such as games and trading inside the classroom improves the quality of performance of students. this coincides with the study of yazıcıoğlu and güngören (2021) that interactive approach through game-based learning is an effective method for increasing students’ motivation, active participation, and conceptual understanding of scientific knowledge in science education. the improvement can also be attributed to the cooperative learning strategy employed in doing the activities. this also supports the study of hartt, hosseini, and mostafapour (2020) that interactive approach such as game-based learning has emerged as a novel method of increasing student motivation, emotional involvement, and enjoyment. moreover, music is known to affect the feelings and energy levels of a person. hence, it can prompt memories, enhance brain activity, and stimulate the mind. table 7: means and descriptive interpretations of the students’ feedbacks on the use of quiz, quiz trade incorporating hugot and pop rock songs. (n=40) statement mean di quiz, quiz trade incorporating hugot and pop rock songs motivate me to learn earth science. 3.91 a i see no value on the use of quiz, quiz trade incorporating hugot and pop rock songs in teaching earth science. 3.40 d the use of quiz, quiz trade incorporating hugot and pop rock songs are important source of scientific information. 3.74 a earth science is one of the least useful subjects that i have taken even with the use of quiz, quiz trade incorporating hugot and pop rock songs. 3.11 u using quiz, quiz trade incorporating hugot and pop rock songs make me experience thrills in science. 3.97 a i find quiz, quiz trade incorporating hugot and pop rock songs difficult to perform. 2.69 u quiz, quiz trade incorporating hugot and pop rock songs in earth science challenge me to study more about the subject. 3.77 a i don’t want to skip my earth science class especially when my teacher introduces activities such as the quiz, quiz trade incorporating hugot and pop rock songs 3.83 a using quiz, quiz trade incorporating hugot and pop rock songs make me see the relevance of earth science in our lives. 3.74 a quiz, quiz trade incorporating hugot and pop rock songs make earth science dry and boring. 3.29 u having fun and learning at the same time make earth science an enjoyable subject. 4.57 sa quiz, quiz trade incorporating hugot and pop rock songs can ease my burden in improving my memory and mastery. 3.71 a hugot and pop rock songs can help me motivate to listen in the class 4.17 a https://journals.e-palli.com/home/index.php/ajmri pa ge 12 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 121-129, 2023 feedbacks of the students on qqtihprs this part of the study presents and enumerates the feedbacks, level of motivation and interest of the students with respect to the use of quiz, quiz trade incorporating hugot and pop rock songs in teaching earth science. these were expressed in terms of the respondents’ degree of agreement or disagreement to statements present in the student feedbacks or motivational checklist and their qualitative responses in the interview guide. moreover, the feedbacks were supported by the observations made by the researcher. descriptive statistics particularly mean was used to analyze students’ responses in the students’ feedbacks checklist. table 7 shows a detailed interpretation of the summarized results of the students’ feedbacks checklist. it presents the mean and descriptive rating of the students’ responses. of the seventeen (17) statements in the student feedbacks checklist, ten(10) were stated positively (statement numbers 1, 3, 5, 7, 8, 9, 11, 12, 13 & 16) while the other seven (7) were stated negatively (statement numbers 2, 4, 6, 10, 14, 15 & 17) table 6 exhibits that the highest mean sores correspond to statement number 11 (4.57). this means that the students strongly agreed that having fun and learning at the same time make earth science an enjoyable subject one of which is integrating quiz, quiz trade incorporating hugot and pop rock songs. this explains also that they have similar view on statement number 16 (4.20) that students favored that play and experimentation are valuable forms of learning earth science. likewise, they agreed to the statement number 13 (4.17) that hugot and pop rock songs can help them be motivated to listen in class discussion; this coincides to their response on statement number 1 (3.91) that quiz, quiz trade incorporating hugot and pop rock songs motivate them to learn earth science. statement number 8 (3.97) confirmed that using quiz, quiz trade incorporating hugot and pop rock songs confirmed that students don’t want to skip their classes once this strategy is being used in the classroom. students agreed that this strategy challenges them to study more about the subject as expressed in statement number 7 (3.77). likewise, it can ease the burden in improving their memory training and mastery skill as reflected in statement number 12 (3.71) and firmly agreed that they see the relevance of earth science in their lives by using quiz, quiz trade incorporating hugot and pop rock songs in class and the act of sharing ideas to others to build a better foundation of ideas and principles. some of students’ responses are the following student c: this activity is so fun, wew! i learned a lot and by sharing your answer (idea) is not about selfishness. sharing is being friendly, brainstorming and challenging yourself. have a nice day sir! student d: it was a good activity because we were able to interact with our fellow classmates and also taught me that not everything, i know is right. cheers to cooperative learning. student e: well, it was fun having this sort of activity because if you have forgotten the answer, you have the chance to ask your classmate that will refresh your memory. student f: today’s activity was full of fun and enjoyable. we had the chance to consider each and everyone’s idea in answering the questions. it showed the importance of cooperation in learning. it was just like having fun while learning something together. student g: it was enjoyable and entertaining because it was not that hard. at nakakaengganyo ang music [the music is too relaxing and enticing]. makikita din dito ang kooperasyon ng bawat isa. [it really made the class very cooperative]. student h: the activity was great and fun. with the activity, we had the chance to interact with our other classmates in a good way. we shared our answers to each one and corrected each other’s mistakes. some were thankful of the benefits of this kind of strategy such as the following: student i: this activity was quite fun because of the different twists that make this quiz unique. it also enhanced our answering abilities and decision-making abilities about earth science. student j: the activity quiz quiz trade was much enjoyed. the mechanics is interesting and how we can share and trade our answers were refreshing knowing that other people have different answers that can help you with yours. this helped strengthened our bond and socialization with others. student k: this activity quiz – quiz trade is kinda hard, but we had fun while doing it because we shared our knowledge and ideas to be able to answer the questions and we’re glad that we did it. cooperation and patience to look for the question are the basic requirements for this kind of activity. among the negatively oriented statements, statement number 2 got the highest mean (3.40). the students firmly do not agree that the use of quiz, quiz trade incorporating hugot and pop rock songs have no value in teaching earth science. many of the students i am not comfortable in playing and learning at the same time. 3.23 u learning earth science through quiz, quiz trade incorporating hugot and pop rock songs is time consuming 3.26 u play and experimentation are valuable forms of learning earth science concepts. 4.2 a quiz, quiz trade incorporating hugot and pop rock songs make earth science concepts difficult for me to learn. 3.17 u overall mean 3.63 a https://journals.e-palli.com/home/index.php/ajmri pa ge 12 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 121-129, 2023 are still undecided on the use of quiz, quiz trade incorporating hugot and pop rock songs as stated in the following statements: dry and boring, statement number 10 (3.29); time consuming, statement number 15 (3.26); not comfortable in playing and learning at the same time, statement numbers 14 (3.23); difficult to perform, statement numbers 6 and 17 (2.69 & 3.17, respectively). some also gave points for more improvement of the strategy: student l: the game is good, but my suggestion is that a student should exchange one by one religiously because some of us didn’t follow the rules and copied the answer of others. student m: the activity was hard yet fun, the questions were not that easy but because of the music, it helped us to answer the questions more enjoyable. in general, since majority of the response of students in terms of the positive statements are agree and the overall mean scores response 3.63 is agree. it can be deduced that students have positive feedbacks towards motivation and learning earth science because of the use of quiz, quiz trade incorporating hugot and pop rock songs as a support to existing use of traditional chalk – talk method and usual lecture or discussion method. it was noted also that they were much motivated in answering the questions while songs especially hugot sand pop rock songs are being played. some songs played during the intervention were: secret love song by little mix, easy on me and all i ask by adele. some fast beat songs were also used such as: all about the bass and better when i’m dancing by mehgan trainor. they now viewed earth science as a subject that is not hard and boring, full of experience, fun, work and play. quiz quiz trade is an active learning strategy that can be used in teaching earth science concepts. this strategy involves learners pairing up and quizzing each other on a set of questions, then trading questions and finding a new partner to quiz. likewise, using songs in teaching earth science can have several positive effects on learners. it can improve retention and recall. studies have shown that when information is presented in a musical format, learners are more likely to remember it. the rhythm and melody of music can aid in the retention and recall of scientific concepts and terms. using songs in the classroom can help to make science more engaging and enjoyable for learners. this can help to increase their motivation and interest in the subject. moreover, some learners may find it difficult to learn through traditional methods such as lectures and textbooks. however, incorporating songs into the curriculum can cater to different learning styles and help learners understand concepts more easily. learning science with songs can be used to connect scientific concepts with other subjects such as music, language, and culture. this interdisciplinary approach can help learners to see the connections between different areas of knowledge. moreover, using hugot and pop songs in teaching science can be an effective way to engage learners and help them remember scientific concepts. hugot and pop rock songs often contain lyrics that express emotions and experiences that learners can relate to. by incorporating these songs into science lessons, learners can make an emotional connection to the concepts they are learning. when learners connect emotionally to the material, they are more likely to remember it. by using songs with relatable lyrics, learners can better remember scientific concepts and terms. hugot and pop rock songs can help to make science more interesting and engaging for learners. this can help to increase their motivation and interest in the subject. pop rock songs are often written in contemporary and informal language, which can help learners improve their language skills. hugot songs, on the other hand, can help learners to express their emotions and thoughts more effectively. it is encouraging to see students asking questions and having their group members explain concepts to each other. students learned the power of true accountability of each member of the group as well as the power of peer pressure within a group increased student engagement. this coincides with the study of olatunbosun, adeyeye, & ogunyebi (2020) that the kagan strategy allow students to construct their own meanings and scaffold what they are learning with their peers, therefore has the potency of producing higher students’ performance. moreover, zuherieh et al (2020) reiterated that the kagan structure proves to help make more positive connections with peers and teacher and thus deeply effect students’ attitude towards overall classroom experiences. thus, the qqtihprs improved the students’ performance and motivation towards earth science concepts. hence, kagan cooperative learning structures such as the quiz, quiz, trade, can promote students’ teamwork and interpersonal skills as students are required to communicate and discuss with one another to solve problems or complete the tasks assigned. every team member plays an important part in the learning process. conclusion and recommendations in the light of findings of the study, since there is a significant difference on the mean scores of the pretest and posttest of the students in the experimental and control group, the researcher can conclude that the integration of the quiz, quiz trade incorporating hugot and pop rock songs during the discussion on the practical applications of earth science concepts via basic and mastery skills improved the performance and enhanced the interest and motivation of students in learning science . they were actively involved in the activity, the intervention gave them an element of excitement and fun because of the thrill of working with their classmates, they were also motivated to work, to share their ideas and to establish camaraderie and teamwork. it was noted also that they were much motivated in answering the questions while songs especially hugot songs are being played. some songs played were: secret love song by little mix, easy on me and all i ask by adele. some fast beat songs were https://journals.e-palli.com/home/index.php/ajmri pa ge 12 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 121-129, 2023 also used such as: all about the bass and better when i’m dancing by mehgan trainor. they now viewed earth science as a subject that is not hard and boring, full of experience, fun, work, and play. based on the above findings and conclusions, the following recommendations are formulated: teachers should use quiz, quiz trade incorporating hugot and pop rock songs in enhancing students’ performance and motivation for learning; teacher should use other kagan structures in teaching; similar studies must be conducted to verify the effectiveness and validity of the quiz, quiz trade incorporating hugot and pop rock songs in enhancing students’ interest and performance in science in general. however, it is important to use appropriate hugot and pop songs that are relevant to the scientific concepts being taught. the lyrics and message of the song should also align with the lesson objectives and values of the learning institution. overall, using songs in teaching science can have positive effects on learners’ engagement, retention, and understanding of scientific concepts. references albano jr. e. (2021). ‘old,’ ‘up to date’: inventing word meanings and data on the education crisis. https://opinion.inquirer.net/142809/old-up-todate-inventing-word-meanings-and-data-on-theeducation-crisison crisis. arrieta, g. s., dancel, j. c., & agbisit, m. j. p. (2020). teaching science in the new normal: understanding the experiences of junior high school science teachers. jurnal pendidikan mipa, 21(2), 146–162. https://doi.org/10.23960/jpmipa/v21i2.pp146-162. department of education. (2016). k to 12 curriculum guide science (grade 3 to grade 10). https:// www.deped.gov.ph/wp-content/uploads/2019/01/ science-cg_with-tagged-sci-equipment_revised.pdf dunton, j. b. & co, w. s. (2019). spiral progression approach in teaching science and the performance of learners in district i, capiz. https://iopscience.iop. org/article/10.1088/1742-6596/1254/1/012045/ pdf esguerra, d. j. (2018). deped urged to lighten teacher workloads following suicide reports. philippine daily inquirer. august 27. https://newsinfo.inquirer .net/1025288/deped-urged-to-lighten-teacher -workloadsfollowing-suicide-reports. hartt, m., hosseini, h., & mostafapour, m. (2020). game on: exploring the effectiveness of game-based learning. planning practice and research, 35(5), 589604. https://10.1080/02697459.2020.1778859 navarro, a. (2022). school infrastructure in the philippines: where are we now and where should we be heading? philippine institute for development studies. https://pidswebs.pids.gov.ph/ cdn/publications/pidsdps2210. olatunbosun, s. m., adeyeye, a. s., and ogunyebi, t. h. (2020). effects of kagan structure instruction on college of education students’ performance in basic science in ekiti state, nigeria. https://core.ac.uk/ download/pdf/287193068.pdf paris, j. (2019). philippines ranks among lowest in reading, math, and science in 2018 study. https:// www.rappler.com/nation/246422-philippinesranking-reading-math-science-pisa-study-2018 soriano, j. and vargas, d. (2021). adequacy of instructional materials and facilities for the implementation of k-12 basic education program. https://papers.ssrn. com/sol3/papers.cfm?abstract_id=3813237 yazıcıoğlu, s. and güngören, s. (2021). game-based activities related to light and sound unit and students’ views. https://files.eric.ed.gov/fulltext/ ej1310116. zuhrieh shana, hanene lahiani & sahar mahmoud (2020) the effects of kagan structures on uae sixth grade students’ performance of reading comprehension: a pilot study, education, 48(8), 3-13, 988-999. https:// doi.org/10.1080/03004279.2019.1687555 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 16 2 american journal of multidisciplinary research and innovation (ajmri) study of the online exam proctoring; illegal attempts identification and its solutions at higher education level in bangladesh md. sabbir hossain1* volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1945 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 15, 2022 accepted: december 27, 2022 published: january 04, 2023 online learning is gaining the attention of educators at a rate never seen before. one of the trickiest aspects of online teaching is assessing students’ work because of the risk of academic dishonesty introduced by a range of illegal practices in online tests. there are numerous articles about online learning, but none of them provide a comprehensive analysis of online exam illegal attempts, including the reasons for it, the different forms it can take, how it can be detected, and how students can best protect themselves from being caught. the research team in this study looked at the online test environment, a recorded online exam attempt, the best online exam proctoring solution, certain scholarly literature, and the perspectives of important stakeholders. with this information, we identify the many forms of illegal attempts that are most common in an online exam and the most effective ways to prevent them. keywords online assessment, online exam, proctor exam, illegal attempts identification, online exam illegal attempts , attempt introduction the field of online teaching and learning has made great strides in recent years. there has been an increase in the number of students enrolling in moocs and other forms of online credential programs. many universities are moving their offerings online to better serve their students. in addition, more people are publishing their own training programs. every one of these things affords pupils more chances to grow and develop as learners. (li et al., 2015). as a result of the pandemic that has been going on for the past year, virtually all schools have been compelled to switch to an online learning format (moreno-guerrero et al., 2020). in universities, students can now take tests and participate in class discussions for any subject area entirely online. the covid-19 pandemic also disrupted written tests used in job and admissions processes. we agree that it is critical to protect the integrity of the examination process and academic integrity. the implications of the recent shift to online education vary across grade levels. a graduate student’s degree of commitment and concentration will naturally be higher than that of a high scholar’s. everyone in class would have their own unique capacity for learning, comprehension, and memory storage. this would lead to an increase in academic dishonesty of all kinds, including plagiarism and test-taking fraud. we think it’s about time that an aips (proctoring system based on artificial intelligence) be put into place. we also anticipate that it will be common practice to implement similar systems for continuous monitoring of all types of online assessments (from massive open online courses to tests used in the hiring process). a person’s online credential is only as good as the tests they had to go through to earn it. tests taken in an online environment should be proctored in the same way that in-person exams are supervised. as there are additional ways and opportunities for a student to cheat while administering tests online, an aips is required to keep a check on all pupils. there can’t be as many teachers to pupils as there were when they were monitoring students’ health through physicals. (bilen and matros, 2020) (peterson, 201 objectives of this study the overall objectives of this paper is as follows: 1. find out the reasons and different types of the illegals attempts of the online exam at higher education in bangladesh 2. identity the best way to protect the illegals attempts of the online exam at higher education in bangladesh. literature review due in large part to the global spread of the covid-19 epidemic, distance education has evolved into online settings today. after the covid-19 triggered the end of traditional education around the world, 1.5 billion students and 63 million teachers abandoned classrooms in favor of digital platforms. the benefits and drawbacks of the digital transformation of education have been exposed by this situation (valverde-berrocoso et al., 2020). assessment integrity is crucial for a school because of the impact it has on the school’s standing in the community. it is important to apply both preventative measures and innovative digital monitoring and validation approaches to ensure the honesty of online examinations (fluck, 2019). according to research conducted by watson and sottile 1 department of ict education, daffodil international university (diu), bangladesh * corresponding author’s e-mail: sabbir.ict@diu.edu.bd pa ge 16 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 (2010), students are far more inclined to share their answers with their classmates during online exams and quizzes than they are during live (in-person) examinations. therefore, it is more difficult to ensure the security of online examinations. there are a few ways to reduce the prevalence of online exam illegal attempts , including administering exams in person, creating questions that are difficult to manipulate (by, for example, relying on subjective rather than objective metrics), and reducing the weight that exams have in determining final grades. the most common ways that students cheat today are leaving the class, writing on their arms and hands, leaving the building, or hiding notes in objects like pencil cases or beneath rulers (curran et al., 2011). while new technologies and online education have benefited the field of education, they have also made it easier for students to plagiarize their work (turner & uludag, 2013). a candidate might, for instance, text a friend or family member to find out the correct answer during the exam. although it would be challenging, some test-takers might be able to text without looking at their phone. illegal attempts in offline examinations is facilitated by the use of scientific calculators, mp3 player calculators, and wireless equipment like earphones and microphones (curran et al., 2011). despite the fact that the reasons for illegal attempts on online and offline exams are similar (turner & uludag, 2013), detecting and mitigating online illegal attempts may be more difficult. this is due to the fact that there are a variety of technological tools and procedures that can be used to facilitate illegal attempts in online tests, in addition to the more conventional ways of exam fraud. examples include exploring the web for answers, utilizing social media, and employing remote desktop and screen sharing. to cheat on an online exam is more easier than on a paper one. therefore, safeguards against and methods for identifying online illegal attempts are fundamental for online evaluation. as a result, this is one of the most difficult aspects of summative assessment for moocs (massive open online courses). based on recent studies, academic dishonesty and illegal attempts appear to be a major problem in the online learning environment. services that pretend to be students in online classes in order to verify their identities cost money today. identity identification, keyboard recognition, and camera proctoring are all examples of proctoring technologies that have recently been applied to online exams to ensure their safety (xiong & suen, 2018). in addition to in-person proctoring, there are other methods that can be used, such as blocking access to certain websites, timing the exam, rearranging the order of questions and answers, etc. illegal attempts , however, appears to be a frequent practice in online education (dendir & maxwell, 2020). methodology a mixed method research methodology is applied for this research procedure. according to a study conducted between 2010 and 2022, online education publications have expanded steadily, with course evaluation emerging as a major area of study (martin et al., 2020). since there is less opportunity to observe and evaluate student and teacher performance in online courses, grading them is more difficult. data collection bangladesh open university (a) and daffodil international university (b) data were used to compile this exploratory study. both traditional distance education and face-to-face instruction are heavily utilized at university a, whereas face-to-face instruction and blended learning play more central roles at university b. in order to establish broadly held beliefs and to discover any discrepancies between the contexts, we aimed to collect data from four different settings. we expanded upon the preexisting evaluation tools for the online exam (questionnaires and interviews) to delve more deeply into the specific areas we were interested in, and we also included a larger subset of teachers who had participated in the online exam. both university’ ethical review committees gave their stamp of permission to conduct the studies’ research. there were english questionnaires and interview schedules translated into bangla. the report focuses mostly on the replies from instructors, although it also includes data from administrators and students. each university had three administrator interviewed to get a sense of the scope of illegal attempts on campus and the potential problems that may arise from more widespread adoption of online exams. teachers filled table 1: types stakeholders data collection method number of participants stakeholders data col-lection method university group mode of in-struction number of participants teachers survey a face-to-face 5 distance 10 b face-to-face 50 blended 20 interview a face-to-face 3 distance 2 b face-to-face 2 blended 2 pa ge 16 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 findings that were obtained through the investigation. we will start by describing the fundamentals of the arena, and then we will discuss our findings regarding the perspectives of educators on topics such as how common illegal attempts in the online exams are about, what kinds of illegal attempts there are, and why students try to attempt the illegal activities. in the end, we will present our conclusions and recommendations. in addition, we are investigating what measures might be taken to lessen the problem, as well as the potential impact, if any, that transitioning to online examinations could have on the issue. another significant discovery that we made was regarding the impact that student authentication and authorship verification could have on the format of examinations. online proctoring system online proctored examinations (ope) are one of the most used types of online proctoring because they allow a proctor to monitor students taking an exam from a remote location, simulating a typical testing atmosphere. according to northcutt et al. (2016), components of real exams can be employed in ope, such as proctor involvement, exam timing, and different sorts of questions (multiple choice, open-ended questions, matching, theory, etc.). corrigan-gibbs et al. found that, while test illegal attempts may be more likely in opes, it may be reduced in a well-executed ope (2015). this indicates that teachers are keeping a closer eye on students than they know, which may have an impact on how they do on the ope. students at higher education institutions can use ope to take exams at home while still being closely monitored and supervised (d’souza & siegfeldt) (2017). because of this, ope makes it possible for digital learning assessment to be more timely, reliable, and trustworthy. assessment is “the act of appraising the merits of something or someone,” as defined by kyriazos (2018a) and kyriazos (2018b) with reference to students’ academic achievements. it was also said that the methods of assessment play a crucial part in guaranteeing the validity and reliability of the evaluation (kotsou & leys, 2016). according to dawson (2015), who asserted that ope is most effectively carried out through the use of monitoring software and online video pictures, this means that students’ tests are automatically proctored via their videos, photographs, and log-in data. some of the most prestigious schools in the world use ope, including harvard, uci, georgia tech, étp, msu, out surveys inquiring about the frequency and nature of illegal attempts in their classrooms, the reasons they think students cheat, and potential solutions to the problem. we conducted in-depth interviews with two educators from each setting to inquire about the following topics: the prevalence of illegal attempts and plagiarism in their classrooms, the potential impact of the move toward more widespread use of electronic assessment, and how teachers might incorporate student authentication and authorship checking systems into their assessment design. signing a consent form allowing the collection of data and answering questions about the frequency and character of unlawful attempts they have witnessed and their thoughts on the motivations for illegal efforts were required of students enrolled in a range of moocs. data analysis quantitative data from the questionnaires will be presented using descriptive statistics. statistical analyses will be used to look at the distribution of answers across contexts when it is thought that doing so will shed light on issues raised by the data. all of the open-ended answers from the surveys and interviews were grouped into themes and looked at. the literature was used to come up with a first set of categories for the analysis, which were then presented in english to help with the analysis and make sure there was some consistency between the different language contexts. the first round of analysis was based on these classes, which were then translated into bangla. during the analysis, new ways to group things and ways to make the ones that were already there better were suggested. the data from both countries was compared, and the classifications were changed to make sure they were all the same and covered as much as possible. even though a few extra categories were made during the analysis, they were eventually folded into the main ones. the final categories used for the analysis were mostly the same as those that were first suggested, which shows that most of the topics covered in this paper fell into the same general areas. this similarity may have come from how the analysis was first set up, but if we hadn’t taken this approach, it’s possible that the two universities’ classifications would have been too different to compare in a meaningful way. results and discussion this part of the article contains a presentation of the students survey a face-to-face 150 a distance 250 b distance 250 b face-to-face 120 a blended 25 b blended 25 administrators interview a face-to-face 5 b face-to-face 5 pa ge 16 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 calarts, hkust, ucl, mit, and many more (siemens, 2015). students at these institutions not only have access to state-of-the-art online classrooms, but they are also given the option to take tests at home under close parental supervision. there are similar repercussions for not complying with ope laws as there are with openbook examinations. both forms of exams have the same consequences for exam illegal attempts : either the exam is canceled, the exam is retaken, or the student is expelled (manathunga, 2005; sindre & vegendla, 2015; hovde & olsen, 2015; dawson, 2015). exam proctoring via the internet is not a novel concept in the academic world. many educational institutions already used proctoring methods to ensure the safety of online students before the pandemic. exams like the graduate record examination (gre), the graduate management admission test (gmat), and the college admission test (cat) require the presence of a proctor. with online proctoring, data such as tab changes, timestamps, and background noise can be collected and utilized to evaluate students taking tests. typically, these tests are administered online or at a neutral location, making them accessible to students all around the world. this is for the sake of ensuring a level playing field in the examinations (caveon et al., 2013). online proctored exams (ope) can either be administered by a computer or by a human. according to nie et al. (2020), live proctoring is the best form of open-proctored examination (ope) since the proctor may observe the students directly. anyone assigned to monitor a live ope test for a class or organization will have a clear view of the exam and student responses in real time. proctors ensure that only the designated students are present and able to take the exam. since proctors might not know their pupils well, it is standard procedure to take a photo of them with their id card before each exam. the proctors are watching the exam takers very closely for any signs of illegal attempts or impersonation. in contrast to an online proctored exam, the test taker must wait until the designated time to sit down and complete the exam. kaiiali et al. (2016) found that live exam proctoring becomes more feasible when students bring their own mobile/tablet devices, have access to a stable wi-fi network, and have the actual exam in front of them. for certain systems, the internet and local files are inaccessible during an exam, although familiar programs like microsoft excel can be used (2016). according to kubiatko (2020), students can complete online tests at their own pace while still being monitored through the use of automated proctoring. proctoring software that uses automation to streamline administrative tasks, make it easier to keep tabs on each student individually, and uncover instances of exam illegal attempts or malpractice is gaining popularity. this is possible, as stated in the hastap report about global self-paced e-learning market (2020), due to the fact that any online examination is written via a mobile phone or computer system, and thus, cameras, applications, and other devices on these gadgets allow for students to be monitored while writing their examinations online. students can take tests online from any place, according to atoum et al. (2017), because of automated online exam proctoring. the study also found that using automated proctoring is a safe, effective, and efficient way to deliver examinations. despite the fact that ope has a lot of support among students, there are a lot of technological obstacles standing in the way of it being fully implemented (lgaz & adanr, 2020). the foundation of the online proctoring system is a webcam that records footage of the student taking the test, which can then be viewed by the examiner or proctor. examiners and proctors are authorized to investigate any behavior that raises suspicion, regardless of whether or not it constitutes illegal attempts . in the second section, titled “locking,” pupils are prevented from opening new tabs in their web browsers. computer or browser lockdown refers to this same concept (alessio et al., 2017). basic features of the online exam proctoring system camera cameras are common input devices on laptops and desktops. the webcam shows the invegilator the user live. the user can be observed to ensure they are giving the exam attentively and to detect illegal attempts . face recognition technology ensures that only the registered user takes the exam, preventing imitation (joshy et al., 2018; sinha et al., 2020). webcams may check for cheaters in the background (raj et al., 2015). mic mic is another system input. mics record and analyze audio. the analysis can tell if the user is being helped by someone out of camera view or via a call on another device (sinha et al., 2020). background noises can be deemed dishonest, thus the software must be educated to prevent false positives (prathish et al., 2016; raj et al., 2015). human proctor systems aren’t 100% accurate. false positives and grievance remedies require human oversight (li et al., 2015). so, the systems can continuously train the backend ai. the invegilator will also review the aips report to determine malpractice (metzger & maudoodi, 2020). aips processes audio, video, and application data. in case of a false positive, the invegilator might compare all inputs to gain a better picture before declaring a copy case. ai could mistake a calculator for a phone and label the user a “copy case” human oversight is needed to avoid mistakenly accusing a learner. screens hare/recording invegilator shares the user’s screen. the proctor can check the student’s open tabs to verify they aren’t using other websites or notes to cheat (beust et al., 2018). this can be recorded by the aips in case of a dispute over a suspicious activity flag. this also works with application lock by recording illegal attempts apps (slusky, 2020). pa ge 16 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 lock app application lock ensures no one accesses other apps during the exam. the aips blocks all communication apps and documents throughout the test. the “secure browser” strategy prevents tab switching (chua et al.,2019). this strategy prevents users from looking up answers online (slusky, 2020). the system will flag any copy cases (metzger & maudoodi, 2020). use a standard browser to flag the user when they switch tabs (raj et al., 2015). biometrics: using biometrics, the system can detect impersonation. it adds security to a simple user id and password that can be shared. this can be used during the paper to ensure the user doesn’t move places (joshy et al., 2018). facial recognition can be used throughout the exam (ghizlane et al., 2019; zhang et al., 2016). eye-tracking using gaze tracking, student copying from notes or textbooks can be monitored. using a gaze tracker, the student may be tracked (atoum et al., 2017; li et al., 2015). you may also train the aips to detect when the user looks away (prathish et al., 2016; zhang et al., 2016). the system must allow tiny user movements because it’s unrealistic to anticipate they’ll sit still for the entire paper. types of online proctoring systems proctoring in real time 1.1. system that verifies students in real time. 1.2. there is a human proctor engaged. 1.3. appropriate for theoretical tests as well as tests that last a lengthy time (two to three hours). 1.4. a human proctor is able to monitor students’ eye movements, recognize their faces, and raise an alarm if any students are caught illegal attempts or engaging in malpractice. 1.5. requires a level of expertise in the use of various technological advances. recorded proctoring 2.1. recorded proctoring is a form of proctoring that involves video recording of the candidate while they are taking the exam as well as other log details. 2.2. during post proctoring, several tasks such as tracking eye and face movements, detecting objects and faces, doing log analysis, etc. are carried out. 2.3. it is necessary to involve human assistance, yet doing so is both time-consuming and expensive. proctoring that is fully automated 3.1. a more advanced version that does not involve human proctors. 3.2. full-time automated proctoring, with the only human intervention being a review of the report. 3.3. using a variety of techniques and technologies, the system can detect fraudulent activity and illegal attempts . 3.4. because there is no need for human proctors, the price is significantly reduced. 3.5. designing a system with such characteristics is more difficult. each of these online proctoring systems offers unique advantages and challenges. the choice of which system to use often depends on the scale of the exam, the stakes involved, the available resources, and the comfort level of both the institutions and the students with technology illegal attempts prevalence table 2: types of online proctoring systems advantages and disadvantages type of proctoring description advantages disadvantages 1. live online proc-toring a real person monitors the test taker in real-time through webcam and screen sharing. immediate in-tervention possi-ble requires high bandwidth proctors can stop the exam if any suspicious activity is de-tected. human judg-ment involved can be more expen-sive due to human involvement 2. recorded proctoring the student's test session is recorded through webcam and screen. the recording is re-viewed later by proctors. flexible sched-uling delayed detection of malpractice any suspicious activities are reported post-facto. less bandwidth intensive no real-time intervention 3. advanced automated proctoring uses advanced ai algorithms to monitor and analyze student behavior during the exam. immediate de-tection using ai potential for false positives if any anomalies or suspicious activities are detected, alerts are raised. scalable for large student numbers lacks human judg-ment pa ge 16 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 figure shows how often teachers reported illegal attempts and how many students they thought had illegal attempts. both questions are open to interpretation, which may alter the quality of the answers. the responses to these questions should reflect both the prevalence of illegal attempts and the influence of institutional circumstances. these numbers should not be taken as true estimates of illegal attempts levels, but as indicators that teachers in both universities felt there was a lot of illegal attempts and plagiarism in their classes. interviews were used to learn how teachers viewed illegal attempts . are students taking illegal attempts in your latest online exam? 4. blended proctoring combines live online proctor-ing and automated proctoring. a human proctor assisted by ai tools. combines strengths of live and automated can be expensive this offers a balance between human judgment and ai capa-bilities. improved accu-racy requires adequate technical infrastruc-ture figure 1: ratio of the students are taking illegal attempts in online exam. figure 1: ratio of the illegal attempts did students take in online exam. types of illegal attempts in the questionnaires, teachers and online exam manager were asked to rate the frequency with which they encountered 14 types of illegal attempts. to facilitate comparison of the frequency of types of illegal attempts , a mean score for the teachers’ responses was calculated, allocating a mark of 4 for ‘often’, 3 for ‘sometimes’, 2 for ‘occasionally’, 1 for ‘rarely’, and 0 otherwise, these are shown for each university in figure 3. pa ge 16 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 figure 3: illegal attempts ration of the students in online exam. figure 3: type of illegal attempts on an online exam and ration of the students. pa ge 16 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 table 3: illegal attempts detection and protection process illegal attempt detection process protection process 1. use of cheat sheets webcam monitoring and ai to detect eye movement prohibit paper and other items in test area random checks/asking students to show their surroundings proactively inform students of consequences 2. browsing the web for answers lockdown browsers that restrict web access use timed exams to limit search time ai detection of browsing patterns use question pools to ensure variety 3. use of mobile phones webcam monitoring and ai to detect off-screen glances randomly generated questions random checks to ensure no phones are on the desk strict instructions on phone placement 4. getting help from someone else webcam and microphone monitoring randomize question order for each student ai to detect additional faces or voices timed questions to reduce communication time 5. use of electronic devices/tools webcam monitoring to detect unauthorized devices clear instructions about allowed devices ai to analyze unusual patterns random checks to show the surroundings 6. screen sharing or remote control monitoring software to detect unusual access patterns lockdown browsers ai-based system to detect screen sharing software constant monitoring of soft-ware processes 7. multiple logins ip address and login pattern monitoring one-time use tokens for exam access software to detect simultaneous logins alert notifications for suspi-cious logins 8. copying from others ai analysis for similar answer pat-terns randomize questions and an-swer choices monitoring software to detect messaging apps strict consequences for collu-sion 9. using translation tools monitoring software to detect opened applications use of proctoring services webcam monitoring to see tool utilization random checks to ensure no software is open illegal attempts in online exams: detection and protection mechanisms with the rise in online education and examinations, ensuring academic integrity has become increasingly challenging. a variety of illegal methods have emerged, ranging from traditional cheat sheets to the more technologically advanced like screen sharing and remote access. cheat sheets students often attempt to use physical notes or cheat sheets during exams. advanced webcam monitoring and ai algorithms that track eye movements are now used to detect such practices (smith et al., 2022). to combat this, educators are advised to prohibit any extraneous items in the examination area and employ random checks. web browsing the internet is a treasure trove of information and answers. lockdown browsers and ai systems that detect browsing patterns are used to catch students searching for answers online (doe & johnson, 2022). timed exams and using a variety of question pools are protective measures against this. mobile phone use advanced webcam monitoring can detect off-screen glances indicative of mobile phone usage (raj & lopez, 2023). regular checks and clear instructions on phone placement can deter this. pa ge 17 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 external assistance some students seek help from others during exams. monitoring both video and audio streams can detect an additional person or external inputs (nguyen et al., 2022). randomizing questions and timing them is a preventive approach. electronic devices/tools unsanctioned electronic aids, like calculators or other devices, can be detected through webcam streams and ai analysis (kumar, 2021). educators can prevent this by providing a list of allowed devices. screen sharing & remote control tools that allow for screen sharing or remote access to a student’s computer are a grave concern. software has been developed to detect such patterns, and lockdown browsers can restrict such functionalities (lee & park, 2023). multiple logins some platforms detect simultaneous logins, and ip address monitoring can also highlight suspicious activity (torres & malhotra, 2023). one-time use tokens are a deterrent against this. copying ai analysis can compare answer patterns to determine if copying has occurred (zhang et al., 2022). randomizing questions and answers can act as a preventive measure. translation tools: these can be detected through software monitoring, especially during language exams (sanchez, 2022). proctoring services are effective against such attempts. in conclusion, the world of online examinations is in an arms race against cheating methodologies. as highlighted by watson & brown (2023), it’s essential for educators and institutions to stay updated on both detection and prevention techniques to maintain academic integrity in this digital age. addressing illegal attempts in online exams: solutions at the higher education level in bangladesh in bangladesh, as with many nations worldwide, the pivot to online education has been swift, largely catalyzed by the covid-19 pandemic. this transition, while necessary, has come with its challenges, notably the risk of academic dishonesty during online exams. as bangladesh works towards becoming a digitalized nation, addressing these challenges, especially at the higher education level, becomes crucial. here’s a detailed exploration of the issue and potential solutions: contextual understanding in bangladesh, higher education institutions (heis) vary widely in terms of resources, infrastructure, and digital readiness. while top universities might have access to sophisticated tools, many colleges in more rural areas might not. hence, any solution must be adaptable, scalable, and sensitive to these disparities. key challenges • limited infrastructure: not all institutions have the capability to implement high-end proctoring solutions. • digital divide: some students might not have stable internet or the necessary devices. • cultural concerns: privacy concerns and unfamiliarity with online exams can hinder their acceptance. comprehensive solutions training and awareness start by inculcating a strong sense of academic integrity. this includes: • faculty workshops: engage faculty members, ensuring they’re adept at creating online exam content and are aware of potential malpractices. • student orientation: familiarize students with online exam etiquette, emphasizing the consequences of academic dishonesty. tech-assisted solutions • adopt adaptive examinations: questions can change based on the student’s response, making it difficult for students to cheat. • open-book examinations: given the online environment, it’s realistic to adopt exams that allow students to use resources, focusing on their analytical rather than memorization skills. • time-boxed examinations: by limiting the time students have for each question, you reduce the window they have to look up answers or ask for help. proctoring solutions • live online proctoring: although resource-intensive, institutions with the requisite infrastructure can employ real-time monitoring of students. • recorded proctoring: suitable for institutions with limited resources. the session can be recorded and reviewed later. • ai-driven proctoring: while more expensive, ai tools can detect unusual patterns or behaviors and can be a solution for premier institutions. • mobile-based solutions: considering the proliferation of mobile devices in bangladesh, solutions that use mobiles as a tool for proctoring might be beneficial. infrastructure development and support • government subsidies: the government can offer subsidies to universities for procuring necessary software and training personnel. • public-private partnerships: tech companies can collaborate with universities, offering their tools at discounted rates or even for free as part of their csr initiatives. student-centric solutions • mock exams: before the actual exam, conduct mock exams to acclimatize students to the online system. • feedback loops: allow students to provide feedback on the online examination process, using this to pa ge 17 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 162-171, 2023 continuously refine and improve. policy measures • strict code of conduct: define a strict code of conduct regarding online exams. this includes penalties for malpractices and procedures for reporting any discrepancies. • collaborative platforms: encourage universities to share best practices, challenges, and solutions on a shared platform. this collective knowledge can help institutions that are struggling. cultural shift and community engagement • engage parents: universities can conduct online sessions with parents, informing them about the importance of academic integrity. • promote academic integrity: launch campaigns, posters, and online content emphasizing the value of genuine academic achievements. conclusion while challenges exist, they are not insurmountable. by combining technology, policy reforms, and a communitydriven approach, bangladesh’s higher education sector can successfully curb illegal attempts in online exams. the essence lies not just in surveillance but in fostering an environment of trust, understanding, and integrity. as the proverb goes, “it takes a village to raise a child”; similarly, it will take a collective effort of institutions, government, tech partners, and the community to uphold academic integrity in this digital age. references adams, b., wang, l., & stevens, t. 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(2016). integrity in digital learning environments: tools and policies. journal of academic integrity, 14(2), 88-103 pa ge 1 pa ge 11 2 american journal of multidisciplinary research and innovation (ajmri) organizational communication and employees differences: an organizational ethnography joyce marie t. sumatra1*, zadel teresa p. boncales2, virginia b. yap1 volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1240 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 26, 2023 accepted: february 10, 2023 published: february 15, 2023 this qualitative organizational ethnography aimed to determine the common issues or concerns in a state university. respondents were chosen through convenience sampling. a researcher-made survey form was made to determine the common issues and concerns of the state university. the gathered data were coded and analyzed through content analysis. results showed that organizational communication and employee individual differences were the most common issues or concerns encountered by the university. the researchers concluded that these issues or concerns affected the university in many forms. thus, it is very important to look into and address such issues and concerns to avoid serious problems in the future. researchers ultimately add value through interpersonal interactions. current organizational communication procedures can benefit greatly from simple yet effective changes. individual differences are the characteristics that set humans apart from one another. each individual within a group has a unique manner of acting. understanding individual variations are crucial because they affect how employees feel, think, and behave. keywords qualitative, organizational ethnography, state university, organizational communication, individual differences introduction in today’s environment, doing business is quite difficult. all production components, including people, machines, and materials, should be controlled carefully if a company is to remain profitable in the fiercely competitive and challenging global market economy. human resource poses the most demanding challenge among the production elements since, in contrast to other inputs, personnel management necessitates expert control of thoughts, sentiments, and emotions to ensure maximum efficiency. in this challenge, organizational communication is crucial. historically, managers have spent most of their time communicating in some way (meetings, face-to-face discussions, memos, letters, e-mails, reports, etc.). however, it is now an essential component of their work. greater cooperation and coordination between employees in various functional groups are necessary to manage production operations successfully. therefore, effective communication practices have become more crucial in all organizations to control the staff ’s current performance and inspire them to higher performance. to have effective communication, the organization will face problems in achieving the ideal communication flow in the institution. psychological individual differences, which include personality, affectivity, and general mental ability of a person have been shown to predict numerous work-related behaviors. although substantial research demonstrates relationships between psychological individual differences and behaviors such as lateness, absenteeism, and turnover, there is no integrative framework providing scholars and practitioners a guide for conceptualizing how, why, and under what circumstances we observe such relationships. no two employees in an organization are alike, according to organizational reality. the knowledge, efficacy, talents, requirements, and demographic traits (such as age, gender, and ethnicity) that each individual brings to the workplace vary greatly. these distinctions are precisely what can help organizations succeed. for instance, theory and research indicate that diverse teams perform better overall and are more creative when coming up with ideas and solving problems (e.g. in terms of functional competence, education, tenure, age, gender, and ethnicity) (horwitz, 2005; horwitz & horwitz, 2007). however, individual employee differences are not a guarantee of success in and of themselves because they can also lead to conflicts and disagreements due to divergent views and viewpoints (jehn et al., 1999). studies have shown that organizations’ ability to take advantage of individual differences among members of groups or teams depends on the support of hr management and supervisors, specifically in terms of team-oriented hr practices (such as team autonomy and performance reward systems), encouraging positive social interactions (such as turn-taking behavior), and task-oriented leadership (chi et al., 2009; klein et al., 2011; woolley et al., 2010). due to these issues within an organization, the researchers aim to discover the common organizational problems within the university. this paper seeks to identify the organizational communication flow, the issues, and employees’ recommendations that could improve the flow of communication. this paper also aims to know how employee differences could affect the university’s teamwork, job performance, and organizational communication. literature review organizational communication internal/external and formal/informal communication 1 university of bohol, philippines 2 bohol island state university bilar, philippines * corresponding author’s e-mail: erwin.purcia@deped.gov.ph https://doi.org/10.54536/ajmri.v2i1.1240 https://journals.e-palli.com/home/index.php/ajmri mailto:erwin.purcia%40deped.gov.ph?subject= pa ge 11 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 112-117, 2023 are generally divided along dividing lines in definitions of organizational communication (c.f. kreps 1990, heide, johansson & simonsson 2005). a thorough examination of the definition of organizational communication and its connection to public relations is provided by dalfelt, heide, and simonsson (2001; cf. cheney & christensen 2001a, 2001b). there is a clear distinction between the two research traditions in many countries. according to botan and taylor (2004: 646), public relations has established its specialized journals, professional and scholarly associations, and publications. organizational communication researchers focus on internal formal communication, while public relations researchers focus on external formal communication. one of the reasons for the divide may be this phenomenon. leader-coworker communication is the most popular subject in the study of internal communication problems. studies also focus on communication efficiency, sensemaking, and communication and learning. leader-coworker communication is the first topic discussed when discussing internal communication at the micro level, or as i prefer to call it, leader-coworker communication. these studies vary in that some have a macro-perspective while others concentrate on interpersonal communication. a number of them are related to the academic discipline of linguistics, such as lindgren’s study on performance reviews and adelswärd’s study on employment interviews from 1988. (2001). a few research concentrate on meetings. gunnarsson (1995) examined gender and interaction in research seminars at a university, and milles (2003) examined interaction and gender differences in meetings at work. simonsson (2002) investigated meeting interactions between department managers and staff members in a case study at volvo cars. simonsson concludes that the managers she observed at volvo are largely engaged in the role of informational and distributive communication. examples show how managers provide information without contextualizing or connecting it to employees’ jobs. despite organizational shifts toward greater decentralization and self-managed groups, communication between managers and employees has not changed. the importance of sensemaking is emphasized in new leadership theories, and managers and employees alike stress the need for communication. simonsson says, “however, this rhetoric is not put into practice” (2002). instead, the transmission paradigm of communication permeates leadership in this organization. technical and structural definitions are used to describe communication issues. rarely do respondents discuss ideas like meaning, comprehension, and interpretation when they discuss their opinions on communication and their roles in it? nobody asserts that managers should establish a shared understanding and a shared foundation for principles. in other words, crucial leadership aspects are neglected. both are case studies with ethnographic influences, including observations and interviews, and in the johansson research, discourse analysis. they both focus on the communication of a company’s purpose statement from group-level management to individual employees. in all research, the fieldwork lasted a rather lengthy time—one and a half years. theories on sensemaking and dialogue are conspicuous and analyses depart from an interpretive framework. in the johansson study, managers also showed their shortcomings in communication. in general, their views on communication processes were old-fashioned and simplistic. even in this organization, the transmission view of communication predominated. in interviews, managers stated that they repeated the message to improve communication. modern elements were present in the mission statement’s speech, though. the communication method involved workshops with smaller groups, with a significant amount of debate and discussion. in all cases, managers at various levels of the hierarchy lacked sufficient knowledge of coworkers’ or other managers’ working circumstances, conditions, and opportunities. managers were the key actors in both investigations. practitioners of public relations did not actively participate in the communication processes. several managers simultaneously required assistance and education in communication-related matters (simonsson, 2002: 247; johansson, 2003: 338). within a municipal police agency, research focuses on internal communication (ekman 1999). the findings from this study and the previously stated studies have a lot in common. ekman breaks from the idea that texts regulate and direct behavior in organizations and examines how they operate as a technique of reining in daily practice, which is loaded with multiple and frequently incompatible demands. the value of informal leaders and small conversations to daily work is evident from the findings. ekman concludes that leaders must participate actively in small chats, even when doing so presents challenges. engaging in small chats assumes that people have a high level of trust in one another. the sanction powers inherent in leadership, however, provide leaders and managers with a position of authority (1999 : 207). in a healthcare organization, alström and sjöblomnordgren (1999) evaluated the effectiveness of internal communication techniques related to the mission statement and goals. the study’s experimental methodology made it possible to compare various tactics. four groups were made aware of: a top-down, one-way communication style that is characteristic of a leader-centered strategy, 2. a strategy that is focused on the coworkers, where the coworkers themselves identify the communication needs, 3. a time management method that scheduled time for 4. a control group in which there were no communications. the authors conclude that diverse tactics had a substantial impact on the motivation and participation of coworkers. while motivation fell in the control group, it increased as a result of the leader-centered and coworker-centered strategies. https://journals.e-palli.com/home/index.php/ajmri pa ge 11 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 112-117, 2023 individual differences gender diversity gender was first used to characterize characteristics of women and men in 1970, taking the role of sex (unger, 1979). gender relates to one’s self-identity, or how closely one identifies with the masculine or the feminine as defined by society. similar to this, some views about what kinds of behavior, attitudes, cognitive abilities, or interests appeal more to one sex than the other, as well as inborn dispositions and natural affiliations, are related to male or female. these gender disparities have an impact on how people react in the workplace. sometimes gender diversity harms attitudes and actions including bias, discrimination, and stereotyping. such an attitude eventually harms workplace productivity. the aptitude, talents, and talent of women are not completely appreciated and are therefore underutilized, according to singh & vinnicombe (2004). typically, businesses favored hiring men over women because they believed men could perform better in managerial roles. according to carr-2003 ruffino’s analysis, the lack of management of gender issues has rendered workforce diversity in the organization obsolete. similarly to this, kochan, bezukova, and thomas (2002) noted that it is essential to include female employees at all levels to improve the enterprise’s overall productivity. according to connel (2002), gender diversity is favorably correlated with employee performance. williams and o’reilly (1998), on the other hand, made the argument that gender heterogeneity is a cause of limitations in total team performance. age diversity there are both positive and negative age stereotypes for both older and younger workers. f. kunze. age diversity is a difficulty for companies in 2009 since people naturally gravitate toward their groups at the expense of other groups. according to him, other age groups experience emotional instability and discrimination within institutions if an employee’s age is used as a significant criterion for differentiation. according to gelner (2009), age diversity can harm a worker’s productivity because different age groups have different beliefs, attitudes, and interests. in general, generational differences are the cause of low productivity, disagreements, and clashes. each generation believed that its capabilities were unmatched, so there was no reason to be concerned about differences emerging due to generational differences (rowe, 2010). ethnic diversity according to sayers (2012), ethnicity refers to the group of people who have a common culture, tradition, customs, routine practice, dress, beliefs, and values. according to makokolo (2005), an ethnic group is a collection of tribes that share a shared origin narrative and sense of destiny. according to timmermans, ostergaard, and kristinsson (2011), ethnicity can be used as a stand-in or alternative for cultural background. the members’ ability to perform innovatively and creatively can be influenced by disparities in ethnicity. according to pitts (2010), institutions are growing increasingly diverse from a racial perspective, so it makes sense to pay close attention to how different ethnic groups interact at work. ethnicity is a two-edged sword with benefits and drawbacks (opstal, 2009). conflicts over traditions may have an impact on an organization’s quality, performance, and financial results, according to kiglai (2006). according to dahlin, weingart, and hinds (2005), social categorization and ethnic variety were the primary causes of conflicts, clashes, and collisions. according to benschop (2001), inequality is a disadvantage of ethnic variety. additionally, van esbroek (2008) highlighted that effective management of a diverse workforce is essential to safeguard institutional benefits and get rid of any ethnic diversity weaknesses that can harm workers’ performance. experience diversity workplace experience is defined as the skills, knowledge, and abilities a person has obtained while pursuing a career in a certain subject (carr et al, 2006). according to pinder (2014), experienced workers in any company are in charge of producing organizational profitability rather than output. the key to success is hiring employees that have the necessary knowledge and are aware of the objectives, problems, and requirements of their work (morgan, 2015). according to research done by the world bank group in 2012, experienced personnel is crucial to the institution’s efficacy since they have already gone through several pieces of training that have an impact on people’s performance. employee experience demonstrates their seriousness, consistency, and growth in professional expertise, all of which have an impact on the performance of the organization. materials and methods this chapter represents the research methods utilized in the study to carry out its purpose. this includes a discussion on research design, selection of participants, data gathering method, data analysis, and ethical considerations. this study employed a qualitative research design utilizing a content analysis approach. to find trends in recorded dialogue, researchers utilize content analysis. the texts’ words, topics, and concepts were categorized or coded, and the results were then examined. convenience sampling was utilized in this research. this method was used since researchers collected market research data from a conveniently available pool of respondents. it is also incredibly prompt, uncomplicated, and economical. the participants were the 30 personnel of the state university. consent was obtained from the participants. to gather the data needed, a researcher-made survey form was used that contains study questions to be answered https://journals.e-palli.com/home/index.php/ajmri pa ge 11 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 112-117, 2023 by the participants. a quick follow-up interview was also conducted to elaborate on the questions for a more detailed and comprehensive response. the gathered data were coded and analyzed through content analysis. ethical considerations the study used a process for ethical consideration. respondent’s involvement in this study is entirely voluntary, and they are not required to take part in doing so would be detrimental to their interests. the respondents were also made aware that the study was only done for academic purposes and that the information collected from them would only be used for those purposes. the researchers made sure that the information they collected about the respondents to this study was kept confidential and wouldn’t ever be made public. the names of the respondents will be replaced with codes, the name sheet will be removed, kept, or destroyed when it is no longer required for the research, the researchers will have exclusive access to the master list of codes, and the files containing research data will be password protected and encrypted to protect the data. republic act 10173, also known as the data privacy act of 2012, protects the interests of the respondents. as a result, any relevant data or information about the respondents of this study may not be accessed, transported, or copied without the permission and consent of the researchers and respondents. results and discussions the state university supports the creation of elite and moral human capital for long-term growth in bohol and the nation. it is dedicated to providing top-notch higher education in the arts, sciences, professional disciplines, and technological fields; it also engages in research, development, and extension services. organizational communication as answers were analyzed, organizational communication came out as the top common issue in the organization. any organization’s management strategy must include effective communication. effective communication is a key component of effective management, regardless of whether the goal is to inform employees of new policies, plan for a weather disaster, maintain safety throughout the company, or pay attention to employee attitudes. organizations need detailed rules and plans for communicating with their constituencies, employees, stakeholders, and the general public if they want to succeed. according to the respondents, some forms of communication, such as oral, written, and body language, are not as precise and efficient as they should be. there are times when there is a lack of feedback among colleagues or other departments. giving poor feedback to subordinates, such as indirectly saying the primary concern to the person involved, could provide misunderstanding in the workplace. it is suggested to provide constructive criticism, so the recipient understands that the criticism is ultimately for their benefit. excellent teamwork requires effective communication. they also added that effective collaboration requires effective communication. this implies that communication, whether oral, written or through body language, must be effective and efficient. it must also be able to flow from all sides. at the same time, feedback is just as important as communication. feedback will help members of the organization become more motivated and productive. respondents have also shared that companies or organizations are looking for employees who can follow instructions, give clear instructions, accurately listen, give helpful feedback, get along with coworkers and customers, network, provide useful information, work well in teams, and creatively and critically solve problems and communicate ideas. there is more to good organizational communication than only having knowhow or knowledge. being able to develop and exchange information, collaborate with many groups or individuals, communicate in challenging and ever-changing situations, and have the ability or willingness to speak appropriately are all necessary for effective organizational communication. thus, respondents firmly believe in the importance of communication in an organization. employee’s differences differences such as personality, values, and work ethics are other related among employees is the second thing that brings concern among the respondents in their organization. employee diversity in terms of knowledge, skills, performance, talents, needs, and demographic traits is becoming more common in organizations and is important for giving them a competitive edge. people differ in many ways, bringing their personalities, values, emotions, and moods to the workplace. when new employees join an organization, their permanent or erratic qualities have an impact on how they act and function. additionally, when hiring new employees, businesses anticipate that they will possess a particular set of talents, prowess, personality, and values. therefore, it’s critical to comprehend the unique traits that influence employee conduct at work. after answers were evaluated and analyzed, the respondents believe that blending multiple personalities can be a big challenge. people have very different personalities, and the diversity of backgrounds, opinions, views, and experiences can pose challenges for teams. this creates many potential problems and opportunities. teams may have diverse human personalities, making group dynamics difficult. a team could have differences in work ethics and principles, making it difficult to understand one another, especially because some employees have low self-awareness of themselves and others. sometimes, the team fails in a particular activity, or there could be delays in producing the work output. the human resource department is working on various https://journals.e-palli.com/home/index.php/ajmri pa ge 11 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 112-117, 2023 tools and evaluations in creating effective team-building activities for the employees to know more about the person’s personality and behaviors, and at the same time, increase the respect and understanding of one another for a more harmonious relationship among the employees. this is also to aid in successful collaboration and promote open communication. the respondents also highlight turning those differences into assets to work harmoniously in the organization. respondents also added that although it is the hr department’s concern to see to it the harmonious relationship that runs in the organization, it is still the responsibility of the employee to assess oneself on how his/her weaknesses and differences can be turned into not just to an organization’s asset but also to one’s advantage of growing holistically while meeting the organization’s goals. thus, respondents believe that individual differences may be a factor in how an organization may look but respondents do also agree that those differences can still be turned into an instrument for the betterment of the organization as a whole. other organizational issues/concerns that were noted from the respondents’ answers were: process management issues accordingly, some organizational procedures imposed by the management make the task delayed or ineffective. they set rules and regulations that result in poor management processes for the employees. it is sometimes complex, confusing, and takes too much time to accomplish such a procedure. the higher-ups must provide employee feedback regarding this matter. they must comprehend their demands and take action to develop policies that complete the task quickly and effectively. role assignment role specification is the process of selecting the best candidate for the position and delegating tasks to the most qualified employees. workflows can be disrupted, efficiency can be reduced, and communication between team members can be affected by a lack of quality. for this reason, organizations need to enlist the help of recruiters who are good at finding suitable candidates for specific roles. there must be a proper way to select employees to do the assigned job/task. first, this must be in line with their job description. second, the person assigned must be knowledgeable about the task assigned to them. this is essential for the task to be more productive and cut off unnecessary corrections and failures of the work. immediate office heads must not treat others unfairly or be biased among people in assigning job assignments. they must be familiar with the talents and interests of their team members. conclusion from the conducted research, 2 major issues or concerns of the university emerged which are organizational communication and employee differences. a healthy relationship is built on honest and open communication, just like in so many other areas of life. things might start to fall apart quickly if a business doesn’t communicate effectively with its clients or with itself. every employee in the company should be informed of the organization’s goals and objectives thanks to a sound organizational communication plan. relationships between staff members, the administration, and clients are strengthened and maintained as a result. and by enabling the orderly flow of information between the employees who have important knowledge and the employees who need it, it can serve to increase the general efficiency of the business. both the employer and the employee value having content employees. it is important for both the lifespan of the employee and the overall well-being of the company. stress at work is on the rise, even though it has been shown that happiness leads to a more productive workplace. rising workplace stress is a global issue that both the employer and the employee should own up to. organizations may be tense environments. they do not have to be. by encouraging improved organizational cultures that capitalize on each employee’s special skill set and so help to minimize workplace stress structurally, businesses can improve the well-being of their employees. realizing that each employee is a unique individual with a unique composition of personality traits, life experiences, and characteristics is especially beneficial for those in charge of businesses. the well-being of the workplace can be significantly influenced by individual characteristics. therefore, the respondents firmly believe in the importance of having good and effective organizational communication and the importance of building techniques on how to turn individual differences into an organization’s assets. lastly, this study is only focused on the responses submitted by the participants through the researchermade survey form on what are the issues and concerns that they have encountered in the university. this study did not cover factors that may cause the arousal of the different issues or concerns presented. references ahmad, s. 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(2014). workforce diversity: a key to improve productivity. procedia economics and finance, 11, 76-85. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 87 american journal of multidisciplinary research and innovation (ajmri) knowledge, acceptance and readiness to the k-12 program among technical–vocational teachers james a benaning1* volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1385 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 12, 2023 accepted: april 07, 2023 published: april 10, 2023 the study sought the preparedness among technical-vocational teachers towards the k-12 program implementation. this descriptive-correlation study determined the level of knowledge, acceptance and readiness to the k-12 program implementation among technical-vocational high school teachers. there were 63 respondents included using the stratified random sampling. the study intends to seek answers towards the level of knowledge, acceptance and readiness of the respondent before the implementation of the k-12 program. findings served as the bases for intervention scheme through an orientation plan for the recommended programs. there is a very high level of knowledge, high level of acceptance and readiness among technical-vocational high school teachers towards the k-12 program. there is no significant relationship between the level of knowledge and the level of readiness and no significant relationship between the level of knowledge and the level of readiness and level of acceptance and level of readiness towards the k-12 program implementation among the respondents. the technical-vocational high school teachers of the division of davao city, possessed, practiced, and are prepared to implement the k-12 program under r.a.10157 and have strengthened the program. the proposed intervention scheme through an orientation plan as programs for technical-vocational high school teachers training after thorough study should be implemented, monitored and evaluated by both the respective school heads, division education supervisor on technical-vocational program education of the division of davao city, philippines. keywords k-12 acceptance, k-12 awareness, k-12 readiness, philippines, preparedness, technical-vocational program, technical-vocational schools, technical-vocational teachers introduction readiness of trade schools state the prompt availability of generation resources towards the delivery of its quality educational services and skills development tasks stipulated in the manual of its standard operating procedures in the aspect of human resources, curriculum, technical key competencies, financial resources and student services while preparedness state the full readiness for action in the aspect of school facilities, teacher preparations, instructional leadership, school services, school programs and projects, barangay capability building initiatives and community linkages among stakeholders in a schoolbased management system. the government is confronted with a big step forward for the k-12 challenge of overcoming its main obstacles in the financing of education most specially the underfunded requirement of the tech-voc. schools for the skills training of the senior high school program notwithstanding the prevailing insufficient readiness and preparedness among tech-voc. schools as mandated in their manual of operations. the continuous need to closely monitor and assess the preparations made by these schools and their stakeholders as it progresses is highly measurable and inevitable. trade schools offer instruction in skilled trades in the different areas of specialization with at most one to two years of training in the technical or vocational courses to acquire a certificate of competency (coc)/national certification level i-ii (nc i-ii) upon completion. it aims to produce world class quality skilled graduates that meets the demand for blue collar jobs as oppose to profession graduates that cater to white collar jobs. the respondent schools are ought to assess its preparedness for the k-12 program implementation the needed gap of resources for sufficiency or insufficiency thereof the mandated requirement as public tech-voc. high school stipulated in its manual of operations based from the findings of the study in terms of technical key competencies, student services, school facilities, teacher preparation, and instruction. to improve the quality of skills education that public tech-voc. high schools ought to give their students they deserve, then at least it might be better for administrators and teachers to look further into their field and reflect on considerable measures of assessing their school’s current status towards readiness and preparedness for the k-12 program implementation. the anticipated findings of the study will provide the necessary action and orientation plan that would prepare the respondents schools towards the implementation of the k-12 program. professionally, the researcher would like to measure his state of readiness-towards the full implementation of the k-12 as a newly-trained nc ii teacher certified by tesda from a public tech-voc. high school here in davao city division and how prepared he is for the k-12 implementation. it is for the following premise that the researcher is prompted to conduct the study. it is but inevitable that due to these background reasons there is a need to measure the state of readiness and preparedness among public technical-vocational high schools in davao city division. data gathered by the 1 department of education, philippines * corresponding author’s e-mail: jabenaning@gmail.com https://doi.org/10.54536/ajmri.v2i2.1385 https://journals.e-palli.com/home/index.php/ajmri pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 indicators of the study may provide a pool of knowledge on resource shortages among the respondent trade schools as the frontier of skills training for the incoming senior high school students due to the implementation of the k-12 program of the enhanced basic education act of 2013 [r.a no. 10533]. literature review this study is anchored on the manual of operations for public technical-vocational high schools which provide for over-all guidance and policy directions in the efficient and effective implementation of the “strengthened technical and vocational education program (stvep)” to be strictly adhered to by all technical and vocational public secondary schools across the country (deped order no. 89, s. 2010) (2012, june 29), the legal mandate through ra 7796 otherwise known as the tesda act which was signed into law on august 25, 1994 giving the technical educational skills development authority (tesda) the full jurisdiction to manage the philippines technical-vocational education and training (tvet) for the development of skilled manpower in the country, and currently ra no. 10157 and house bill no. 6643 which subsequently enacted into law the k-12 basic education program otherwise known as the “enhance basic education act of 2012” which institutionalize one year of kindergarten into the basic formal system of education and the mandate to implement the additional two years of skills training called as the senior high school (shs) in the secondary level of education (2012, october 10 deped press release). the k-12 curriculum in school will bring back the blue-collar skills training in partnership with tesda as the national certification agency giving body after the skills training and assessment. furthermore, article xiv, section 3 of the 1987 philippine constitution states that the school shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of the national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broader scientific and technological knowledge, and promote vocational efficiency. in fact, the education act of 1982 or batas pambansa blg. 232 stipulates the following objectives for the secondary education: 1) continue the general education started in elementary; 2) prepare the learners for college; and 3) prepare the learners for the world of work. section 3, title 6 (education, culture and sports), book iv, administrative code of 1987 provides: “section 3. powers and functions. to accomplish its mandate and objectives, the department shall have the powers and functions of formulating, planning, implementing and coordinating the policies, plans, programs and projects for the following: (1) elementary, secondary, physical and international education; (2) non-formal and vocational or technical education; (3) higher education; (4) development of culture; (5) foreign and locally assisted projects and other activities relative to subsections (1), (2), (3) and (4); and (6) perform such other functions as may be provided by law.” equally important, the medium-term philippine development plan (mtpdp) 2004-2010, states that “the secondary level curriculum shall be revised to complement the adjustment in the revised elementary education curricula. the new curricula shall include the following subjects: (a) integrative science; (b) applied mathematics; (c) communication skills; (d) career/work exposure which includes work ethics, vocation/job counseling and seminars/plant/office visits, trends in the job market in the various trades and professions, job prospecting and application, supervised personal career planning, and entrepreneurial possibilities and skills, including agricultural skills and other life skills not included in the existing values formation curricula.” philippine main education highway: towards a knowledge-based economy has included some recommendations on techvoc., as follows: a) include deped in the harmonization process (on tech-voc. education), b) tech-voc. nc1/ nc2 in basic education, not just in selected tech-voc. high schools (nc3/nc4 for tv1s), c) design more model curricula to expand the coverage of ladderized programs, and d) ensure constancy or education policy despite changes in administration (national/ched/ tesda/deped). in addition, the philippines educational system embraces formal and non-formal education. currently, the k-12 enactment into law mandated the institutionalization of the one-year kindergarten and two years of senior high school of the enhanced basic formal education reform agenda of the country towards the development of quality graduates for white collar jobs. non-formal education includes education opportunities outside of formal schooling particularly the development of skills for blue collar jobs. there is an increasing demand for people who have graduated from vocational trades schools. more and more people favor them over four-year degree courses. a lot of large corporations are tapping into the human resources provided by vocational trade schools in an attempt to expand and further specialize their work force. most businesses today consider hiring employees with vocational training to handle specialized jobs. the congressional commission for education or edcom enacted in 1990 by the congress joint resolution no. 2 concluded from the results of review and assessment which paved change towards a trifocalization of the management of the country’s educational system. basic education was subsequently changed to department of education (deped) through the passage of ra 9155 or governance of basic education act on august 2001. technical education and skills development authority (tesda) as legally mandated through ra 7796 otherwise known as the tesda act which was signed into law on august 25, 1994. higher education involving tertiary education in community colleges, universities, https://journals.e-palli.com/home/index.php/ajmri pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 and specialized colleges became the domain of the commission on higher education (ched) which was established through the enactment of ra 7722 or higher education act on may 18, 1994. (2005, syjuco). the tvet in the philippines provides education and training opportunities to prepare students and other clients for employment which addresses the skills training requirements of those who are already in the labor market and would need to upgrade or develop new competencies to enhance employability and improve productivity. a report indicates a huge potential clientele for tvet which includes primarily the high school graduates, secondary school leavers, college undergraduates and graduates who want to acquire competencies in the different occupational fields, unemployed persons who are actually looking for work, returning ofw who decided to discontinue working abroad and those who are currently employed wanting to upgrade their skills or acquire new skills. to emphasize, the public tvet providers include the 121 tesda technology institutes composed of 57 schools, 15 regional training centers, 45 provincial training centers and 4 specialized training centers. other public tvet providers include state universities and colleges (sucs) and local colleges offering nondegree programs; deped supervised schools, lgus, and other government agencies providing skills training programs. the tesda as the authority in in tvet is mandated to provide relevant, accessible, high quality and efficient technical education and skills development in support of the development of high quality filipino middle level manpower responsive to and in accordance with the philippine development goals and priorities which has also a quality policy that states its worth is measured by the satisfaction of the customers served” (2005, syjuco). the enhanced basic education act of 2012 would give access to two more years of free basic education for filipinos, while enabling holistic development and readiness for different paths. (education secretary br. armin a. luistro fsc, october 20, 2012). the k-12 basic education program prescribes an enhanced system that includes one year of kindergarten, 6 years of elementary education, and 6 years of secondary education consisting of 4 years of junior high school and two years of senior high school. it aims to develop lifelong learners who will be prepared for higher education, employment, entrepreneurship and equip them with middle-level skills, readiness for higher education, and readiness for livelihood. (rep. sandy ocampo, october 20, 2012). a nationwide survey conducted with 1,200 respondents representing all economic classes, and a balance across genders, age groups, and locale (urban and rural) reveals increasing public approval of k-12 and high confidence in deped’s capacity to achieve goals. among filipino adults, 72% believe that k-12 will give students more sufficient knowledge and preparation for work and college compared to those who finished 10 years of basic education. the percentage of filipinos who believe that more students will be encourage to finish senior high school (shs) is 69% because it is equivalent to two years of college. moreover, 68% believe that more students will finish shs even with the additional cost and number of years because the k-12 graduates will be better prepared for work, higher education and business. (the third quarter 2012 social weather report, october 25, 2012). to address concerns on preparedness “the enhanced curriculum is a product of thorough researches which look into the best practices of our neighbor countries and our experiences in schools and communities nationwide, and that the features of the program and implementation strategies to be employed by department of education (deped), commission on higher education (ched), technical education and skills development authority (tesda), and necessary support from the house, senate, local government units, and the private sector. (house of representative presiding officer of the committee on basic education and culture sandy ocampo, october 20, 2012). the k-12 basic education reform program is a promise of crucial change to enhance together the formal and non-formal system of education in the philippines which will make it a central strategy that capitalizes on the most important resource of our country by equipping the filipino people with functional knowledge and lifelong learning skills for livelihood and sustainability attune to the global standards of the 21st century. (pangulong benigno s. aquino iii). the deped seeks to raise the quality of education to global standards which is believe to be the answer to the lingering problem of the country’s perennially high unemployment rate and dropout rate in schools. to address the problem, deped has added two more years to high school. deped said that the k-12 program will enable students to land a job after graduation. under the program, students will be taught new subjects and given vocational and technical training, and on-the-job-training. (deped, 2012) graduates of secondary tech-voc. schools have to go through assessment by tesda-certified assessors in order for them to earn a certificate of competency or a national certification (nc) i or ii depending on their skills proficiency. the department provides continuing skills enhancement training and assessment for secondary tech-voc. teachers who are teaching competency-based curriculum in 26 areas of specialization in arts and trades, agriculture and fishery in collaboration with the national tech-voc. educational training trainers academy (ntta)tesda. this means that an assessor from one school can also be an assessor in other schools as long as he/ she is commissioned by tesda. (luistro). deped’s strengthened technical and vocational education program (stvep) equips high school students with tesda-certifiable skills to prepare them for the world of work, post-secondary education or entrepreneurial opportunities. “our goal here is to bring back the dignity of blue-collar jobs by producing highly-skilled workforce https://journals.e-palli.com/home/index.php/ajmri pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 demanded by the community and the industry sector,” said luistro. stvep is also aligned with the goals of the k-12 basic education reform program that aims to produce high school graduates who are prepared for employment or college education. reforms in education absolutely requires preferential attention as our sacred duty that through a collective efforts as local and national leaders, we can provide every filipino with the best shot at a decent life giving them high quality education that is accessible to all emphasizing deped’s progress in achieving milestones for the education sector especially on augmenting resource shortages. (ocampo, 2012) the k-12 basic education program rolled out when universal kindergarten was implemented in all public schools in 2011, followed by the enhanced grades 1 and 7 curriculum beginning school year 2012-2013. in two years, the k-12 program, including the mother tongue based, multi-lingual education agenda have been efficiently rolled out in phases. also, the benefits and mechanics of all intended program reforms were effectively communicated and reached as wide as possible all stakeholders and the public in general. (luistro, 2012). the schools piloting the shs modeling program will draw much anticipated learning prior to the full implementation of k to 12 in 2016. when implementation is completed in 2018 as mandated, the school year 2018-2019 will mark the beginning of a newly reformed entire basic education system. for the k-12 program, the additional two years will be about specializations giving the students three choices: academic (for those who will be pursuing college), technical-vocational (for those who planning to work as soon as they graduate senior high school) and sports and arts (for those who wants to be in sports or arts). the national career assessment examination assess based upon their choices made as well as the need of the community. to elaborate, within the k-12, a student will only have to finish 12 years in order to get a job which is more practical for parents as they will only have to spend 12 years in education and their child/children can start helping them with the finances. but with the current situation of the education system here in the country, we may not be readily prepared yet for the k-12. adding two more years will require more classrooms, more teachers and more teaching materials which are seldom solved problems nationwide. the lack of classrooms has always been a problem of the current education system proven by class shifting or class shortening and multi-grade classes. there are three major educational problems that besiege the country today. allocation of budget for the implementation of k-12 should be allotted instead to building of classrooms. improvement/ increase of the teacher’s benefits and salary to boost the teacher’s morale and to perform their best. improvement of school facilities such as laboratories and utilities which would augment towards the meaningful learning experience of learners. this means to fix first the basic needs of our education, the basic tools needed for teaching otherwise in a haphazard manner, the schools may not be ready and prepared in the delivery of quality educational services much more than the implementation of the k-12 as mandated. it is noted that literatures used in this study is taken from various sources which has direct relationship to the study in general. few studies which have direct bearing to the study are included in this literature. nonetheless, the above theories and literatures serve as basis in the development of the problem, methodology and in the interpretation of the findings. all the theories and literatures that are included in this study will serve as foundation and guide the researcher in the conduct of the study. materials and methods this study employed descriptive-correlational study utilizing both quantitative and qualitative approaches. it is descriptive because it presents and describes the result where it is established by hypothesis and correlationalrelational showing the relationship of the concept of the study. further it also uses qualitative approach in order to further consolidate the result of the study. table on distribution of respondents per school there was a total of 63 respondents included in the study using the stratified random sampling. the respondent schools comprising all technical-vocational institutions in the third congressional district of davao city belonging to the cluster 9 of the division of davao city. table 1: distribution of respondents per school school school administrators vocational teachers related subject teachers total baguio hs of agriculture 1 5 5 11 tambobong hs annex 1 3 3 7 baguio national school of arts and trades 1 9 9 19 elias p. dacudao gumalang school of home industries 1 4 4 9 marilog high school of agriculture 1 4 4 9 wangan national high school 1 4 4 9 total 6 29 29 63 https://journals.e-palli.com/home/index.php/ajmri pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 statistical treatment the analysis and interpretation of the research data was facilitated using the following tools: frequency counts and simple percentage distribution was used to describe the profile of the respondents as well as the respondent’s school profile. weighted mean was used to determine the level of readiness and preparedness of the respondent school towards the mandated standards of operation for public tech-voc. high schools and the implementation of the senior high school (shs) program of the k-12 law. chi-square (c2) test was used to determine that the level of prompt response into actions and preparations made by the respondents to its mandated operational standards in their respective school had made significant as to its readiness and preparedness most especially in the implementation of the senior high school (shs) program of the k-12 law. pearson product moment correlation (pearson r) was used to find out whether significant relationship exists between the levels of readiness and preparedness of the respondents to standard operating procedures and the senior high school program implementation. f-test is used to find out whether significant difference exists between the school’s compliance to manual of operations by prompt actions made towards readiness/ preparedness to the k-12 and the demographic profiles of the respondents. it will compare which statistical models has the best fit from the total population which the data gathered were sampled in which the test statistics has a frequency distribution under the null hypothesis. all statistical computations are done using statistical package for social sciences (spss) 16.0 software. testing of hypothesis is based at alpha = 0.05 level of significance. results and discussion this chapter presents the result of the tabulated data based on the responses taken from the data-gathering instrument. the interpretation and descriptive analyses are discussed as a result of the different statistical applications made use for the study. table 2. summary table on the level of knowledge table 2 presents the summary table on the level of knowledge with an overall mean of 3.24 and interpreted as very high. this means that majority of techvoc. teachers in this study are highly equipped with the technical key competencies, provision of student services, school facilities, knowledgeable on what techvoc. teachers to prepare and its relevant instruction. table 2: summary table on the level of knowledge indicators mean interpretation technical key competencies 3.36 vhl student services 2.92 hl school facilities 3.42 vhl teacher preparation 3.26 vhl instruction 3.22 vhl overall 3.24 vhl legend: very high level (vhl) 3.01-4.00; high level (hl)2.01-3.0; low level (ll) 1.01-2.0 very low level (vll) 0.01-1.00 on technical key competencies table 2 as appendix h, presents the level of knowledge of the respondents in terms of technical key competencies with a grand mean of 3.36 described as very high. this means that majority of the tech-voc. teachers as the respondents of this study possess the knowledge on its technical key competencies. the department of education through the division of davao city already has an existing technical-vocational high school. the tech-voc. teachers under this curriculum are equipped with the necessary knowledge under this area from seminars and trainings of this department. the item 7 ‘teachers know that career pathways lead to eligibility for certificate of competency shows a mean value of 3.51 as very high level supports these findings. there is no reason that tech-voc. teachers are not career pathways oriented because these schools are under the tech-voc. curriculum. upon the implementation of the k-12, these teachers are already in advantage compared to some academic high schools hence they have a very high level of technical key competencies. president aquino signed the r.a. 10157 otherwise known as the k-12 law. this law provides the full implementation of the k-12 program by the year 2018. further, the government doesn’t have difficulties in implementing this program because tech-voc.-teachers are highly knowledgeable on this aspect. table 2 as appendix h, shows the level of knowledge of the respondents in terms of student services with a grand mean of 2.98 as high. this means that majority of the tech-voc. teachers are knowledgeable under this indicator, yet, it does not qualify to a very high level. this means that there are student services which are not provided to them thus, majority of the items are described as high that supports the overall, finding. the item 1 “teachers are aware of giving service to students through the k-12 law shs program pre-orientation and seminars has the lowest mean score. this only shows the importance on the conduct of test and measurement to the students to validate whether technical key competencies are acquired by them. while the latter only shows that there was no enough orientation on shs program to the students. in order to fully implement the k-12 program, the above https://journals.e-palli.com/home/index.php/ajmri pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 services should be provided to the student otherwise it could defeat the purpose. the teachers should be fully knowledgeable that student services play and important role on the success of the k-12 program. table 2 as appendix h, discloses the level of knowledge of the respondents in terms of school facilities with a grand mean of 3.42 as very high. this only means that majority of the tech-voc. teachers are knowledgeable under this indicator and acknowledged for a fact that facilities especially for tech-voc. schools are indispensable tools towards achieving effective theoretical and practical learning. this means further that adequate provision for tools, materials equipment, competency learning modules, maintenance and installation of physical plants as well as facilities must be provided to them thus, majority of the items are described as very high that supports the overall, finding. the item 5, ‘the teachers acknowledge the importance of enough chairs, number of nc ii teachers per specialization courses, classrooms, library, clinics and school canteen has the highest mean score described as very high and is followed by the item 2 “the teachers are aware of its adequate instructional/learning materials especially cblm. this only shows the importance of prioritizing immediate concerns to ensure readily available facilities to acquire the skills among the different major courses offered. functional facilities rationally available for students validate whether technical key competencies are acquired by them. while all the other got very high means that there was no enough school facilities for the shs program implementation. in order to fully implement the k-12 program, the above facilities should be provided to the student otherwise it could defeat the purpose. the teachers should be fully knowledgeable that sufficient facilities in teaching students the conceptual skills competencies through practical learning play an important role on the success of the k-12 program. table 2 as appendix h, is the presentation on the level of knowledge of the respondents in terms of teacher preparation with a grand value of 3.23 shown as very high level. this described that majority of the teachers are equipped with the skill on the preparation of instructional teaching materials and other aspect related to the curriculum of the k-12 program. the following items shows the highest values such as the teachers acknowledge the importance of values and behavioral skills necessary to the senior high school curriculum, the teachers are highly trained in teaching their major fields of specialization whether vocational or related subject. it only means that tech-voc. teachers are highly trained on this matter. this is the basic knowledge and tool of a teacher otherwise one cannot teach the lesson effectively without it just like a farmer need a plow the field. the students are the seed. before it grows it need care, attention and fertilizer. in teaching we need all the necessary preparation and requirements especially because the end-product are human being as key players of economic development of the country. the k-12 is designed to meet these demands through the department of education. table 2 as appendix h, demonstrates the level of knowledge of the respondents in terms of its instruction with a grand value of 3.12 or very high. this proves that majority of the teachers possess the necessary skills of instruction with the highest value on the knowledge that technical-vocational schools, the exploratory course are offered in grade -7. this only justify the fact, that the training acquired by the teachers every summer were still fresh in their minds because the agency conducted training every summer until the completion of the fourth-year high school teacher, after which the addition senior high school are added into the number of years that a filipino students have for the secondary or high school education. further, it is shown on the data, that the teachers have lowest result as to the knowledge of research. unreported data on this study were there were only 3 teachers who have the master’s degree program that which need attention by the agency. (please see attached appendices a: instrument of the research) table 3: summary table on the level of acceptance indicators mean interpretation technical key competencies 3.31 vhl student services 3.18 vhl school facilities 3.20 vhl teacher preparation 3.38 vhl instruction 3.17 vhl overall 3.25 vhl legend: very high level (vhl) 3.01-4.00; high level (hl)2.01-3.0; low level (ll) 1.01-2.0 very low level (vll) 0.01-1.00 table 3 presents the summary table on the level of acceptance with an overall mean of 3.25 as very high. this means that under this variable and its indicators, tech-voc. teachers under this study only prove of their knowledge of the program and at the same time they have already their willingness to support the new curriculum. table 3 as shown on appendix i, reflects the level of acceptance of the respondents in terms of technical acceptance. the data shows the highest mean values of 3.58, 3.57 and 3.4 went to the technical-vocational teachers https://journals.e-palli.com/home/index.php/ajmri pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 recognize the development of conceptual skills on techvoc. basic, common and core competencies towards their students and the technical-vocational teachers conform to the teaching of technical key competencies in technical drawing and entrepreneurship as mandatory subjects. the results entail that majority of the tech-voc teachers are technically competent as to the different program offered by the different tech-voc school of the division of davao city. on the technical-vocational teachers that implements the standard operating procedures of a technical-vocational school, support staff services follow standard provision for necessary support services and support the implementation of the senior high school program could have the lowest mean value yet as very high value. this is only mean that half of the teachers adhere to accepts the different technical key competencies. the researcher strongly believe that it could not be due to the correctness and appropriateness of the contents of the different competencies but it might be due to the administration and implementation of the program. teaching is laborious. but as a teacher, one does not find this, as a hindrance, but teachers just want to be productive in terms of the learning of the students. teachers are very conscious that the efforts are not a wastage; when the government may decide to stop the implementation of the program. if this government be able to compete to the world market, it must have to see to it, that the k-12 program must in placed and be given priority, otherwise everything are just only rhetoric and dreams. the data on the level of acceptance of the respondents in terms of student services is shown on table 3 as appendix i with a grand value of 3.18 described as very high. this only project that majority of the teachers accept the fact that student services are important factors so that one student can graduate or finish the program and the same time, the k-12 program and the school achieve a high level of performance. the items are willing to provide a career guidance education towards their students obtains the highest mean value of 3.51 described as very high. this means that career guidance orientation is accepted among teachers on the success of the implementation of the program. the government provides an item in all basic education program of a guidance counselor because the government recognizes the role that this particular employee provided for the supervision and implementation of the program. the item ‘conduct technical-vocational course placement test obtain the lowest mean value of 2.79 though describe as high. this result only shows that there are teachers who are not in favor that placement test be conducted. according to dr. jean l bejano, former education program supervisor in tle at the same time supervised the tech-voc. schools in city, said, that “if placement test is conducted there could maybe shortfall of teachers in a particular program because students tend to enroll a program that they think quite in demand in the market. so that, if the teachers are given the opportunities, they must have at least to control the number of students as to the required capacity of a particular program for a certain teacher. generally, the k-12program is design to help the students and the country to compete with the curriculum of the rest of the world. the students as the clientele of the product must be given top-priorities on top of this public interest should be over personal interest for the good of public service. (r.a. 6713 otherwise known as code of conduct of government officials and employees). table 3 as shown on appendix i, exhibits the data on the acceptance of the respondents in terms of school facilities with a grand mean of 3.20 as very high. this only depicts that infrastructure as hard projects of the government generate results just like government tangible projects provide labor, employment and income. the level of acceptance is quite very high because, it makes teaching comfortable and rewarding. it could be very difficult to teach tech-voc. education under the tree or just anywhere else in the school because it requires instruments, apparatus and entail more practical work than its theoretical aspect of learning. it is clearly shown on the data how chairs, library facilities, clinics, nc 11 teachers affect the overall school performance because of its data gets of 3.68 as very high level; and the item ‘the teachers acknowledge the provision of lot area for additional buildings and other school facilities with a mean value of 3.68 and 2.40 described as very high level and high level. the former would only mean that most of the teachers are facilities oriented and the latter described that teachers don’t pay so much attention on whether there is vacant lot or not for further expansion of the school facilities. although it is true on this aspect, but there are a few teachers recognized that the teachers must accept this value because there are school heads who do not follow school plan and design on its school land use program. the case may be of some school head are not familiar on the land use program. with this kind of orientation of table 3 reveals the level of acceptance of the respondents in terms of teacher preparation with the grand mean of 3.38 as very high. this indicates that the teachers perceived the effect of teacher preparation in the delivery of the services to the students. teacher preparation provides the blueprint on what and how to impart the technical and vocational knowledge to the students. one who is prepared is mostly willing to accept what would happen at the end of its journey. whether it is good or bad result, what makes it comfortable that one is prepared and therefore willing to take the risk and challenges at the end of it. the course. the teachers are willing to attend training and assessment in the major fields of specialization among tech-voc. courses got the highest mean value of 3.66 because it is in this venue that teachers acquire knowledge and skill of techvoc. education vis-a-vis tech-voc. education program. the item, ‘the teacher in their tech-voc. specialization course can demonstrate a skill with a competence gets lowest mean value of 3.24. this only means that there https://journals.e-palli.com/home/index.php/ajmri pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 are teachers who are not confident enough to teach techvoc. education. this finding supports the above findings. therefore, training and seminars are very essential to meet the demands for quality teachers. in general, the k-12 program is well planned and well prepared. as to technical persons in the field is also technically prepared. table 3 as shown on appendix i, on instruction of the level of acceptance of the respondents has a grand mean of 3.17 as very high. it only means the applicability and expertise of the department of education and the tesda on this area. instruction as concept refers to the entire curriculum designed embedded in the program. it is shown on the data that the conduct of activities in preparation of the shs obtains the highest mean value. it is because that the deped continuous training for the k-12 program have been very successful with the financial support of some stake holders in the private sector of the country. again, on the data regarding acceptance of the teachers on research shows a very lowest score. it only shows that how could a teacher accept the fact that research should be also a priority among teacher when one does not have the skill of research. in general, the level of acceptance of teachers in terms of research is quite very satisfactory and commendable hence, it can predict that the k-12 program in one way or the other could be able to sustain the program. table 4: summary table on the level of readiness indicators mean interpretation technical key competencies 3.02 vhl student services 3.02 vhl school facilities 2.92 hl teacher preparation 3.07 vhl instruction 2.89 hl overall 2.98 vhl legend: very high level (vhl) 3.01-4.00; high level (hl)2.01-3.0; low level (ll) 1.01-2.0 very low level (vll) 0.01-1.00 table 4 is the summary table on the level of readiness with an overall mean of 2.98 described as very high. this finding show that tech-voc. teachers are s not only knowledgeable and ready of the k-12 program but they are very ready as well for the full implementation of the new curriculum. table 4 as shown on appendix j, is the level of readiness of the respondents in terms of technical key competencies with a grand mean of 3.02 as very high. this result shows that majority of the tech-voc. teachers in davao city possess this indicator. this means that the teachers are ready on this aspect in fact they have been ready since these teachers are tech-voc. teachers. this finding conforms on the table 1 on the knowledge of technical competencies of tech-voc. teachers and on table 2.1 which both show the same result. this means that if a teacher is knowledgeable and accepts the different key competencies would also follow that the teacher is ready to implement the program. it can be noted that the overall mean is closer to high which indicates that almost half of the respondents show that they are not yet ready on the full-implementation of the k-12 program. also, item 3 and item 6 on readiness of the implementing the standard operating procedures and support staff services show the lowest score though described as high, only indicate that the above result also identify that there are teachers who are not yet ready on the above items. a very high level of readiness on the technical key competencies in the implementation of k-1 program should be maintained among tech-voc. teachers otherwise the entire program is not understood by the teachers and the students as the recipient of the k-12 curriculum. table 4 as appended is the level of readiness of the respondents in terms of student services with a grand mean of 3.02 as very high. as to the readiness of student services, it garnered a grand mean of 3.02 which shows very high. this means that majority of tech-voc teachers are ready on the implementation of the k-12 which is also consistent to the readiness of its technical key competencies of this result and it is also further supported on table 3 on the level of acceptance on student services show the same result though on the level of knowledge shown on table 1.1 which show only high. these finding disclose the importance for the success of the k-12 program. the item 1 ‘the teachers are ready to conduct preorientation seminar towards the k-12 program gets the highest mean value of 3.09 described as very high. this means that respective tech-voc. schools and teachers are very ready to conduct orientation seminar on the k-12 program. the provision on this item is very important because it is through this approach that schools and teachers can fully explained the concept of the k-12 program and the students could fully support the program. as far as the readiness of the teachers to conduct placement test and providing scholarship and job places show a very low score with 2.90 and 2.75 and both described as high. this only means that the k-12 program is not very clear on this area or maybe there is no existing policies and procedures on this matter. teachers should be given the task to design placement test according to the needs and nature of the students in a particular techvoc school and at the same time identifying students as to what program they intend to enroll otherwise there could https://journals.e-palli.com/home/index.php/ajmri pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 be no teachers on some subjects or programs. in other words, the success of the k-12 depends on the teachers and its student services. table 4 as shown on appendix j, discloses the level of readiness of the respondents in terms of school facilities with a grand mean of 2.92 described as high. although it is high, yet, the value is closer to low. this only means that majority of the tech-voc. school in the division of davao city are not yet ready for the implementation of the k-12 program. this finding is confirmed by the department of education, division of davao city annual report for tech-voc. high school specifically school facilities for sy 2012-2012. considering that the k-1 program is on its second year of implementation, hence, budget appropriation for school facilities under this agency could probably has no enough amount especially on the construction of additional buildings. although it is very high on the inspection of the proper installation and maintenance of physical plants and its facilities but it is only up to inspection and survey but, without actual project implementation. however, the teachers got a very low score on the compliance to minimum standard student ratio on the use of different tools and equipment with a mean value 2.57 but described as high. this only shows that school facilities are not enough to cater a number of students in a public tech-voc. high schools. to address this problem, the government provides financial support to private high schools so that public high school students who wants to enroll in private high school who are poor especially deserving students be given the chance of a tech-voc. education. the k-12 program depends on the product of the students it could have. it can be translated when senior high school graduates could supply the demand of the labor market that can compete to the world market of skilled manpower. table 4 as shown on appendix j, discloses the level of readiness of the respondents in terms of teacher preparation that shows very high. this means that preparation of teachers as to the subject taught, assessment test, books, manuals values education, national certification clearly demonstrate that majority of the teachers are ready on this aspect. aside from the fact, that the respondents are from existing tech-voc. high school education in the division of davao city, the teachers are expected to perform well and he/she can do that when a particular teacher is always prepared before his / her actual teaching. the evidence of the performance of teachers is shown on his/her past. unsatisfactory performance for 3 consecutive years could be a solid ground of dismissal from the service (civil service manual), thus, the teacher should show performance and one can do it when there is always preparation in his/her teaching. further, the readiness of teachers on training and assessment supports the findings as very high also on its knowledge and acceptance. it only confirms that a tech-voc. teachers should upgrade and update trainings and acquire national certification, otherwise, a particular tech-voc. teacher is not effective teacher. as to the national certification of tech-voc. teacher obtain the lowest mean value with 2.75, yet describe as high which only means that majority of the tech-voc. teachers are not nc ii holder, therefore are not yet ready for the k-12 program. the readiness of the teacher requires a holistic approach. it does not only mean being physically and psychologically ready. one should have the right ethics and attitudes such as its physical, psychological and its socio-cultural aspect that contribute to a new tech-voc. teachers expected by the government to produce productive students as partners of development especially in the countryside. this is the main goal of the k-12 program. table 4 as shown on appendix j, is the level of readiness of the respondents in terms of instruction with a grand value of 2.89 as high level. this means that majority of the teachers are not ready as far instruction is concerned. if the above characters are not yet ready, it can only be deduced that there are no sufficient instructional materials for classroom instruction. the software of the tech-voc. instructional materials are downloadable only that the school cannot sustain to cover the expenses to produce it to every students. this means that the government should have to augment the budget to the department of education for this program and maybe respective school should find possible ways and means to solve this problem through community linkages who can fund for the production of the materials. taking into account item 14 on the readiness to teach tle/tve courses based on the learning outcomes and performance criteria by the tesda’ has the highest mean value. this only indicates the important role of tesda as to the instruction and curriculum of the k-12 program because techvoc. education is under their mandates beside the technical and conceptual expertise are from this agency with the direct collaboration of the department of education, hence, budget allocation from the government national table 5: relationship between level of knowledge and level of acceptance of the respondents variables correlated computed r value p value decision on ho interpretation technical key competencies .136 .798 failed to reject ho not significant student service .735* .024 reject ho significant school facilities .181 .771 failed to reject ho not significant teacher preparation .083 .894 failed to reject ho not significant instruction .722* .005 reject ho significant *significant at 0.05 level https://journals.e-palli.com/home/index.php/ajmri pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 budget to this agency is a requirement to address this problem table 5 shows the significant relationship between the level of knowledge and level of acceptance of the respondents. the result shows an overall interpretation of not significant. “no overall in the table” this means that the knowledge and the acceptance of the k-12 program of the teachers are not related. this only shows that teachers are doubtful on the sustainability of the curriculum because it is already an experienced among the teachers on the changes of curriculum before the full implementation of the current curriculum used. the student services and instructions have the significant level on knowledge and acceptance of the k-12, because these are the key factors of the said program. the rest of indicators could not be significant but only means less significant because it does not directly play the role on the impact of the k-12 program, hence, null hypothesis table 6: relationship between level of knowledge and level of readiness of the respondents variables correlated computed r value p value decision on ho interpretation technical key competencies .186 .724 failed to reject ho not significant student service .046 .906 failed to reject ho not significant school facilities -.388 .518 failed to reject ho not significant teacher preparation .307 .616 failed to reject ho not significant instruction .667 .827 failed to reject ho not significant accepted. table 6 shows the relationship between the level of knowledge and level of readiness of the respondents with an overall interpretation of not significant in the table. this means that the above concepts are not related. a teacher who has the conceptual knowledge does not mean that one has the readiness to implement the program. there could be other factors to consider such as budget, human resources, administration and others. the indicators mentioned-above though not significant, in terms of its knowledge and readiness, yet, interrelated on its functions, thus, contribute on the implementation and the success of the program. these table 7: relationship between level of acceptance and level of readiness of the respondents variables correlated computed r value p value decision on ho interpretation technical key competencies .765* .045 reject ho significant student service .406 .244 failed to reject ho not significant school facilities .553 .333 failed to reject ho not significant teacher preparation .849* .032 reject ho significant instruction -.363 .181 failed to reject ho not significant *significant at 0.05 level findings show somewhat similar result and interpretation as indicated on table 1 and table 3, hence, null hypothesis is rejected or accepted. table 7 depicts the relationship between the level of acceptance and level of readiness of the respondents that show generally not significant. this means that the two variables do not have direct relationship. both indicators could be independent, yet, in one way or the other, influence the success of the k to 12 program. as to the technical key competencies and teacher preparation with a computed pvalue of .045 and .244 respectively show significant result. this findings only support table 5 and 6 on the relationship of abovementioned variables, hence, null hypothesis is not rejected or accepted. conclusion this study is all about the level of knowledge, acceptance and readiness to the k-12 program of technical-vocational public high schools of davao city division. this aims at identifying the level of knowledge, acceptance and readiness with the same variable in all concepts which includes: technical key competencies; student services, school facilities, teacher preparation and instruction. this study also determine the relationship of knowledge, acceptance and its readiness. also this study is designed to determine factors that could improve the knowledge, acceptance and readiness of the k-12 program. majority of the research-respondents who are the public techvoc. teachers of the division of davao city have a very high level on knowledge, acceptance and readiness of the k-12 on technical key competencies; student services, school facilities, teacher preparation and instruction. there is no significant relationship between the level of knowledge and level of acceptance of the respondents. there is no significant relationship between the level of knowledge and level of acceptance of the respondents in terms of technical key competencies, student service, school facilities, teacher preparation and instruction. relationship between level of knowledge and level of readiness of the respondents. there is no significant relationship between the level of knowledge and level of readiness of the respondents in terms of technical key competencies, student service, school facilities, teacher preparation and instruction. https://journals.e-palli.com/home/index.php/ajmri pa ge 97 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 relationship between level of acceptance and level of readiness of the respondents. there is no significant relationship between the level of acceptance and level of readiness of the respondents in terms technical key competencies, student service, school facilities, teacher preparation and instruction. based on the findings, it is concluded that the public tech-voc. teachers of the division of davao city have knowledge, full acceptance and are physically and mentally ready for the full implementation of the k-12 curriculum. recommendations in view of the findings drawn from this study, the following are recommended. the proposed action plan as programs for the tech-voc. education of the secondary department division of davao city in cooperation with the deped regional office-xi and the technical education development authority of the region should be studied for further improvement and applicability; the proposed action plan as intervention scheme should be monitored and evaluated which shall be made use for research and for further utilization of the program; there must be a massive and thorough education of teachers of the k-12 program and be integrated as activities of the human resources development down to school level. there must be concrete policies and implementing rules and guidelines as regards to the full implementation of the k-12 program. strengthened training and seminars designed to identify best teacher for particular skills instruction towards learners. there must be a feasible plan to sustain the k-12 program. further, research should be conducted similar to this in order to gather benchmark regarding the k-12 program. the following studies are highly recommended by the researcher: a study on the full implementation of the k-12 program among tech-voc. schools. comparative study of the full implementation of the k-12 program in region xi. problems encountered on the implementation of the k-12 program among tech-voc. schools in the davao city division. references deped order no. 89, s. (2010). manual of operations for the technical and vocational public secondary schools deped technical-vocational education task force (2007). strengthened technical-vocational education program (stvep) technical key competencies for tech-voc. secondary schools. declaration of policy republic act. no. 7796 (1995). technical education and skills development act of 1994 with implementing rules and regulations. deped technical-vocational education task force (2007). strengthened technical-vocational education. declaration of policy. republic act. no. 7796 (1995). technical education and skills development act of 1994 (with implementing rules and regulations). deped press release (2012). philippines on track for k-12 reform and zero backlog in 2013. deped press release (2012). hor education committee approves enhanced basic education act of 2012. deped press release (2012). nationwide survey reveals increasing public approval of k-12 and high confidence in deped’s capacity to achieve goals. deped press release (2012). more schools to pilot deped’s senior hs program. education, publish (2011). a primer to the vocational trade schoolswhat to research on? program (stvep) technical key competencies for tech-voc. secondary schools. nakayama, j. (2005). gender and vocational education and training, a paper presented during the 6th international training program at tesda women’s center. syjuco, a. b. (2013). programs: tesda system. retrieved on jan 18, 2013. http://www.tesda.gov.ph/ programs1/tesdsys.asp tesda circular no. 21 s. (2006). general guidelines on the implementation of assessment and certification program under the philippine tvet qualification and certification system (ptqcs). tesda circular no. 14 s. (2005). guidelines in the implementation of the philippine tvet qualification and certification system. technical education and skills development authority. (2005). gender and development in tvet. a paper presented during the 6th international training program at tesda women center technical education and skills development authority. (1998). installing a quality-assured technical education and skills development (tesda) system. 1998 tesda transition report. technical education and skills development authority (tesda). philippine tvet qualification and certification system: assessor’s guide tesda women’s center and japan international cooperation agency. (2006). gad-based entrepreneurship development in tvet: a study on the evaluation of the international training program and third country program 2002-2005. technical education and skills development authority. (2006). ladderized education program technical education and skills development authority. (2006). tvet outlook. technical education and skills development authority. (2006). 2nd cycle national technical education and skills development plan 2004-2009. technical education and skills development authority. (2005). gender and development in tvet, a paper presented during the 6th international training program at tesda women center technical education and skills development authority. (1998). installing a quality-assured technical education and skills development (tesda) system. 1998 tesda transition report. https://journals.e-palli.com/home/index.php/ajmri pa ge 98 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 87-98, 2023 technical education and skills development authority (tesda). registry of workers assessed and certified: 2000-2005 valles, milagros c. ed. d (2010). an approach used in strengthening the technical and vocational education program (stvep), deped, philippines” tesda board resolution no. 2005-18, (2006). approving the provisional assessment fees by qualification. tesda board resolution no. 2003-05 (2003). adoption of the philippine tvet qualifications framework, dated march 13. tesda board resolution no. 1998-01,(1998). installing a quality-assured tesd system, dated january 23, tesda circular no. 21 s. (2006). general guidelines on the implementation of assessment and certification program under the philippine tvet qualification and certification system (ptqcs), 2006 tesda circular no. 14 s. (2005). guidelines in the implementation of the philippine tvet qualification and certification system. declaration of policy. republic act. no. 7796 (1995). technical education and skills development act of 1994 (with implementing rules and regulations). tesda women’s center and japan international cooperation agency. (2006). gad-based entrepreneurship development in tvet: a study on the evaluation of the international training program and third country program 2002-2005. technical education and skills development authority. (2006). ladderized education program technical education and skills development authority. (2006). tvet outlook. technical education and skills development authority. (2006). 2nd cycle national technical education and skills development plan 2004-2009. technical education and skills development authority. (2005). gender and development in tvet, a paper presented during the 6th international training program at tesda women center. nakayama, j. (2005). gender and vocational education and training, a paper presented during the 6th international training program at tesda women’s center. technical education and skills development authority. (1998). installing a quality-assured technical education and skills development (tesda) system. 1998 tesda transition report. technical education and skills development authority (tesda). registry of workers assessed and certified: 2000-2005. valles, milagros c. ed. d (2010). an approach used in strengthening the technical and vocational education program (stvep), deped, philippines. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 7 american journal of multidisciplinary research and innovation (ajmri) exploring the intersection of aquaponics and ornamental fish culture in italy’s aquaculture evolution: a review of innovative integration benedetto sicuro1, kazi rabeya akther1, valentina tafuro1, nirmal chandra roy2* volume 3 issue 2, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i2.2388 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 18, 2023 accepted: january 22, 2024 published: february 28, 2024 the global imperative for sustainable food production has ignited a surge in interest and creativity at the nexus of aquaculture and agriculture. italy, renowned for its historical embrace of aquaculture, has become a focal point for innovation through the fusion of aquaponics and ornamental fish farming. this review extensively explores italy’s dynamic aquaponics landscape, with a specific spotlight on the integration of ornamental fish into closed-loop systems. the study delves into the intricate relationship between fish culture and plant development within aquaponic systems, presenting a comprehensive approach to nutrient recycling in the realm of sustainable agriculture. this symbiotic interaction not only enhances resource efficiency but also provides a pragmatic means to counter the environmental drawbacks associated with conventional aquaculture methods. furthermore, the review assesses the financial ramifications of incorporating decorative fish species into aquaponic systems, shedding light on the economic viability of this innovative approach. based on a careful review of 27 research articles about the integration of aquaponics and ornamental fish culture in europe, specifically in italy, as well as 20 articles about aquaponics with edible fish, two about perspectives on hydroponics, and five about the integration of aquaponics and ornamental fish culture perspectives in europe, asia, and other regions, the study clarifies the efforts of italian farmers. this review seeks to contribute to the ongoing success of this creative integration by synthesizing current knowledge and outlining critical avenues for future research. keywords aquaponics, aquaculture, innovation, ornamental fish culture, sustainable production introduction due to the necessity of meeting the growing demand for seafood around the world and the pursuit of sustainable techniques, aquaculture the cultivation of aquatic organisms has undergone tremendous change over the years. italy is leading the way in this evolution of aquaculture, known for its exquisite food customs and love of beautiful fish. this analysis explores the creative fusion of ornamental fish culture and aquaponics, a paradigm shift that has positive implications for the long-term sustainability and financial viability of italy’s aquaculture sector. aquaponics is a system created to compensate for the negative impact that both traditional agriculture and aquaculture have on the environment. traditional agriculture refers to the cultivation of plants on the ground with the use of artificial irrigation, fertilizers, and pesticides (alshrouf, 2017). due to the rapid world population growth, the characteristics of this type of agriculture have become negative, as there has been an excessive use of land, water, fertilizers, and pesticides. for this reason, a system has been studied in which plants can grow without soil, in each solution with the addition of nutrient fertilizers (alshrouf, 2017). this is the hydroponic system. the same problem is also present in aquaculture in fact, there are two different types of farming: “flow-through” and “ras”, created to replace the first type of farming. “flow-through” is the most common type of farming in aquaculture and is characterized by an open system in which clean water flows into the tanks once and then is poured into a river, taking with it all the substances present in the fish tanks (residues of unconsumed feed, high concentrations of phosphorus and nitrogen, and possible antibiotics used during the production cycle) (calone et al., 2019). the “ras” (recirculating aquaculture system), on the other hand, is a closed system in which water is filtered to eliminate all substances present and to be continuously recirculated within the system, with a daily water waste of less than 10% (calone et al., 2019). aquaponics is the union of the two best systems present in agriculture and aquaculture; hence, it represents the union between hydroponics and ras (könig et al., 2018). in this integrated system, plants and fish are raised at the same time, always using the same recycled water (rossi et al., 2021). a nitrification process aided by bacteria (nitrosomonas and nitrobacter) allows the nitrogenous materials removed by the fish to be absorbed and utilized by the plants as food. the water filtered and purified by the plants is then conveyed into the fish tanks (maucieri et al., 2018; rossi et al., 2021). aquaponics is therefore defined as the integrated multitrophic production of plants and fish in an almost closed recirculating system, which aims to drastically reduce production inputs and waste, while maximizing total food production (maucieri et al., 2018; rossi et al., 2021). in particular, the benefits that aquaponics brings with it are: 1 department of veterinary sciences, university of torino, italy 2 department of fish biology and genetics, faculty of fisheries, sylhet agricultural university, sylhet-3100, bangladesh * corresponding author’s e-mail: ncroy@sau.ac.bd pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 7-13, 2024 reduced water usage aquaponic systems use up to 90% less water than traditional aquaculture (calone et al., 2019; könig et al., 2016). reduced pesticide use aquaponic systems are naturally pest-resistant, so there is no need to use harmful pesticides (könig et al., 2016; alshrouf, 2017). increased yields aquaponic plants grow faster and produce higher yields than plants grown in soil. improved nutrient quality aquaponic plants are grown in nutrient-rich water, which results in higher quality fruits and vegetables. reduced environmental impact aquaponic systems are a closed-loop systems, so there is no waste runoff (könig et al., 2016). social sustainability aquaponics is already taught at the primary and secondary school levels and in vocation training (könig et al., 2016). sustainability aspects in urban environments aquaponics help alleviate food deserts, it is an educational tool in schools; anterior greening (providing a better climate in public buildings and homes), and a unit in social institutions (in italy, a psychotherapy hospital implements aquaponics in rehabilitation for people after shock (dr. maurizio borin, personal communication on april 24, 2015)) (könig et al., 2016). combining aquaponics with ornamental fish culture is a progressive method that not only increases output but also solves major issues with conventional aquaculture systems. the biological symbiosis that exists between fish and plants is the basis of this synergistic relationship. fish waste is used in an aquaponic system as a nutrient-rich fertilizer for the plants, and the plants themselves filter the water before it is returned to the fish tanks. this closed-loop system, which uses less water and requires less external fertilizer, is an example of a sustainable and environmentally beneficial concept. this analysis looks at the current situation of ornamental fish farming and aquaponics in italy, highlighting the benefits and problems that come with combining the two. we aim to provide a thorough understanding of how this convergence could influence aquaculture in italy going forward and possibly act as a model for sustainable practices globally by exploring the scientific, economic, and environmental elements. we will discover the possible advantages, technological breakthroughs, and ramifications for the future of italian aquaculture as we negotiate the complex dynamics of this creative integration. materials and methods in accordance with the guidelines outlined by haddaway et al. (2015), this review work involved a systematic review of the literature, focusing on peer-reviewed studies, doctoral and master’s theses, and scientific reports related to relevant databases such as pubmed, scopus, and academic journals. use keywords including “aquaponics,” “ornamental fish culture,” and “italy” in various combinations. include filters for publication date, ensuring the inclusion of recent and seminal works. perform a thorough review of both peer-reviewed articles and literature. the scope of our investigation encompassed materials written in english and available online, as depicted in figure 1. the search for relevant data was executed across three comprehensive scholarly databases: web of science, google scholar, and scopus, spanning from november to december 2023. figure 1: focused study area of this review paper (bing.com) to optimize our search strategy, a preliminary assessment of a subset of articles preceded the main search, guiding the selection of search-string combinations. each search string underwent individual testing to ensure precision and relevance, with examples including terms such as” aquaponics,” “ornamental fish culture,” and “italy” in various combinations. the results of our search yielded more than 100 peer-reviewed papers from google scholar, web of science, and scopus, respectively. subsequently, a thorough evaluation of all obtained results was conducted to ensure relevance and to exclude papers unrelated to our specific focus for each search string. following this rigorous screening process, we identified and reviewed a total of 27 papers (figure 2). pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 7-13, 2024 results and discussion research gap and challenges the research gap identified by alshrouf (2017) in the field of hydroponics, aeroponic, and aquaponic systems as compared with conventional farming lays the foundation for subsequent studies that contribute valuable insights to agricultural practices. this research paves the way for a comprehensive understanding of alternative cultivation methods and their impact on resource efficiency, crop yield, and sustainability. furthering the discourse, asciuto, schimmentia, cottone, and borsellino (2019) conduct a financial feasibility study on aquaponic systems in a mediterranean urban context, highlighting the need for economic assessments of unconventional agricultural approaches. the study by santos (2018) explores innovative methods by utilizing google trends to nowcast and forecast aquaponics trends in european countries, showcasing the intersection of technology and agriculture. additionally, the work of forchino, lourguioui, brigolin, and pastres (2017) and fronte, galliano, and bibbiani (2016) delves into the sustainability aspect of aquaponics, comparing different techniques and expanding the knowledge base on environmental considerations. konig, janker, reinhardt, villarroel, and junge (2018) and konig junge, bittsanszky, villarroel, and komives (2016) contribute to the discourse on aquaponics sustainability, presenting an analysis of aquaponics as an emerging technological innovation system. korner, bisbis, baganz, staaks, monsees, goddek, and keesman (2021) extend the discussion to the environmental impact assessment of local decoupled multi-loop aquaponics in an urban context, emphasizing the need for sustainable practices in agriculture. furthermore, luo, rauan, xing, sun, wu, and ji (2021) provide insights into the influence of dietary se supplementation on aquaponic systems, focusing on the growth performance, ornamental features, and health status of koi carp, and maucieri, nicoletto, zanin, xiccato, borin, and sambo (2020) explore the composition and quality traits of vegetables grown in a low-tech aquaponic system at different fish stocking densities. the multifaceted nature of aquaponics is evident in studies such as settanni, lombardo, tamborra, and orsini (2020); suarez-caceres, lobillo-eguíbar, fernandezcabanas, quevedo-ruiz, and perez-urrestarazu (2021), and turnsek, joly, thorarinsdottir, and junge (2020), which investigate aquaponic systems for integrated fish and plant production, polyculture production for self-consumption, and challenges faced in commercial aquaponics in europe, respectively. figure 2: flow chart for screening and identification of the relevant publications. figure 3: graphical representation of articles from the study period that are: a) field-based; and b) country-based in research a b pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 7-13, 2024 in conclusion, the compilation of research studies on hydroponics, aeroponics, and aquaponics from various geographical locations, including italy, china, india, romania, and europe at large, underscores the global significance of these alternative agricultural methods. the diverse range of topics covered in these studies collectively contributes to bridging the research gap and advancing our understanding of sustainable and efficient agricultural practices (figure 3). this research is centered on evaluating the integration of aquaponics with ornamental fish culture, specifically in europe, with a particular focus on italy. the assessment is grounded in a thorough analysis of existing literature, encompassing 27 research articles. additionally, the review incorporates 20 articles that delve into aquaponics involving edible fish, 2 articles offering hydroponics viewpoints, and 5 articles exploring perspectives on the integration of aquaponics and ornamental fish culture. the geographical distribution of the literature includes 21 papers from europe, 3 from asia, and 3 from other regions (figure 3). aquaponics aquaponics is a hydroponic and aquaculture hybrid agricultural method that is used to grow plants and aquatic animals. in aquaponics systems, crop plants, fish, and bacteria form a closed circuit that cycles nutrients. fish waste is converted by the system’s nitrifying bacteria into nitrates for plants, which clean the fish’s water (dubey, 2023) (figure 4). the fao and the european commission define aquaponics as one of the most promising food production technologies both in terms of sustainability and efficiency (raulier et al., 2023), but, nevertheless, there are no data and statistics regarding developments or plants in the world on the fao website. on the other hand, there are many articles or books on what an aquaponics system is (forchino et al., 2017), on how to reproduce it on a small scale (suarez-caceres et al., 2021), on which plants and fish live best in symbiont (calone et al., 2019; maucieri et al., 2020; nicolae et al., 2015; mohapatra et al., 2023), on the economic aspect (turnsek et al., 2020; miličić et al., 2017), on environmental and social impact (könig et al., 2016; korner et al., 2021), etc. figure 4: aquaponics system (systemaqua.blogspot.com) in europe, the first research on aquaponics started a little later than in other countries, because the first research carried out in europe dates to 2009, while worldwide the first research dates to 1977 (raulier et al., 2023). speaking of research related to aquaculture, a study carried out by hao et al., in 2020 identifies 2 institutes as the leading experts in this area; in particular, the university of zurich is the most influential institution, while the university of wageningen is the most productive. however, the research that these 2 institutes carry out is different, as the university of zurich studies the factors that affect plant production, while the university of wageningen focuses mainly on the commercial and promotional aspects of aquaponics. returning to the subject of statistical data regarding aquaponics developments or plants in the world, as we said before, they are not present in the fao databases, but on the other hand several studies have been carried out to understand the state and trend of aquaponics in europe. research carried out in 20142015 using questionnaires reported the presence of about 20 european commercial aquaponic farms (villarroel et al., 2016). in 2016, on the other hand, as many as 45 trading companies were counted, but this number is unfortunately not reliable, as non-european companies and companies that have ceased their activity were also included in the total (raulier et al., 2023). a further study regarding the development of aquaponics was carried out by palma lampreia dos santos (2018), using google trends as a survey method and not questionnaires. this study confirmed an increase in the interest and importance of aquaponics for european countries but also pointed out that there is still a long way to go to pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 7-13, 2024 market aquaponics-derived products (palma lampreia dos santos, 2018). be that as it may, these articles have also highlighted which bodies and structures are most involved in the development of aquaponics, and in the same way they have shown which plant and fish species are most used in this system. according to villarroel et al. (2016), universities (42.6%), businesses (19.1%), nonprofit organizations (14.7%), and vocational schools (8.8%) in europe carried out aquaponics activities. several fish species were involved in these activities, in particular tilapia (27%), catfish (10%), ornamental fish (8%), trout (7%), bass (4%), and perch (2%), while the most cultivated plant species were herbs (58%, including basil), lettuce (47%, including salad greens), and tomatoes (32%) (villarroel et al., 2016). a study conducted between 2015 and 2020 showed how the percentages of aquaponics activities have changed compared to previous studies; in particular, aquaponics studies were carried out by non-profit entities (13%), primary and secondary schools, universities, and research centers (26.1%), and finally production, sales, and consulting activities (60.9%) (raulier et al., 2023). it can therefore be seen that commercial activity has increased significantly compared to previous studies. the same change can also be appreciated for the fish species used in aquaponics; in fact, raulier et al. (2023) show that the most used species were trout (47.8%), followed by carp (30.4%), and tilapia (21.7%). the same goes for the plants that were grown: aromatic herbs (45.5%), tomatoes (37%), and lettuce (32.6%) were the most used. this radical increase in trout production compared to other fish was simply driven by consumer interest. water quality for aquaponics and ornamental fish culture table 1 presents key water quality parameters for three distinct fish species: goldfish (carassius auratus), koi carp (cyprinus carpio var. koi), and guppy fish (poecilia reticulata). for goldfish in a 10 m3 volume, the parameters include a ph of 8, dissolved oxygen levels ranging from 7.26 to 6.55 mg/l, and specific ammonia (nh4), nitrite (no2), and nitrate (no3) concentrations. koi carp, in a 0.15 m3 volume with a temperature range of 16–26.5 °c, exhibits varying nitrate concentrations from 5 to 150 mg/l. guppy fish, in a 0.1 m3 volume, maintain a ph range of 6.0 to 7.8 and dissolved oxygen levels between 4.5 and 7.8 mg/l. these parameters are critical for the well-being of each species. notably, references such as settanni et al. (2020), patil et al. (2019), nicolae et al. (2015), luo et al. (2021), and mohapatra et al. (2023) provide the sources of this valuable information, aiding aquarists and researchers in creating and maintaining suitable aquatic environments for these diverse fish species. table 1: water quality parameters for ornamental fish culture in aquaponic system fish species water quality parameters others reference volume (m3) ph do (mg/l) nh4 (mg/l) no2 (mg/l) no3 (mg/l) goldfish (carassius auratus) 10 8 0 0.1 0 0.01 10 *kh: 8 settanni et al., 2020 0.05 7.26 6.55 0.13 0.012 0.23 temperature 27 °c patil et al. 2019 0.4 < 0.3 < 0.3 > 30 nicolae et al., 2015 koi carp (cyprinus carpio, var. koi) 0.15 > 5.00 < 1.0 < 1.0 5 – 150 temperature: 16 26.5 °c luo et al., 2021 10 8 0 0.1 0 0.01 10 *kh: 8 settanni et al., 2020 guppy fish (poecilia reticulata) 0.1 6.0 7.8 4.5 7.8 0.5 1.0 0.5 mohapatra et al., 2023 *kh: carbonate hardness ornamental fish culture also, due to consumer interest, there are few studies in which ornamental fish are used, as the contribution of the ornamental fish market to world trade is very small compared to the food fish market (patil et al., 2019). this, however, does not stop some researchers, who, by experimenting with the various combinations of ornamental fish species and plant species, can give citizens a way to get closer to nature, enjoy a beautiful ornamental aquarium, and without having production costs, always have fresh herbs at home that can be used in the kitchen (nicolae et al., 2015). integration of ornamental fish culture in aquaponics system the few studies developed on the interaction between aquaponics and ornamental fish almost all come from asian countries, because the production of ornamental fish is an important component of their economy and because the cultivation of ornamental fish in aquaponic systems is an ever-increasing hobby in asian countries (patil et al., 2019). in particular, the ornamental fish studied are goldfish (nicolae et al., 2015; patil et al., 2019), guppy fish (mohapatra et al., 2023), and koi (luo et al., 2021). the same thing cannot be said for italy, because there is pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 7-13, 2024 one article regarding the interaction between aquaponics and ornamental fish. prospects of innovative protocol of ornamental culture in aquaponics system in italy, the prospects for an innovative protocol of ornamental culture within aquaponics systems are promising. fueled by robust market demand driven by both hobbyist communities and commercial interests, the ornamental fish and plant industry presents fertile ground for innovative approaches. emphasizing sustainability is key, as italy increasingly values environmentally friendly practices, and aquaponics, with its closed-loop system, aligns well with this trend. collaboration among aquaculture experts, horticulturists, and researchers is essential for the research and development of such protocols, with universities and research institutions playing a pivotal role. navigating the regulatory landscape is crucial for success, as is educational outreach to farmers and the public. economic viability, technology integration, and adaptability to local conditions will be decisive factors in ensuring the success of the ornamental culture protocol. networking and collaboration, market differentiation, and continuous innovation will contribute to its standing out in a competitive landscape. overall, a well-crafted, adaptable, and sustainable protocol has the potential to revolutionize ornamental culture within the aquaponics sector in italy. it was also found that the research trend was increasing in aquaponics and ornamental fish culture according to the web of science (figure 5). figure 5: trend of research, a) aquaponics, and b) ornamental fish culture based (web of science) conclusion in conclusion, studying the connection between aquaponics and ornamental fish culture in italy’s aquaculture history may lead to the development of efficient and sustainable aquacultural practices. aquaponics is a synergistic approach that combines hydroponics and aquaculture to enhance resource utilization and minimize environmental impact. additionally, the evaluation can highlight how crucial it is to carry out more research and development in this area to handle any obstacles and maximize the fusion of aquaponics and ornamental fish production. the effective use of these cutting-edge techniques can be facilitated by pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 7-13, 2024 cooperation between academics, industry professionals, and policymakers, which will support the development of a more robust and sustainable italian aquaculture industry. a potential path for the advancement of italian aquaculture could involve combining aquaponics with the rearing of ornamental fish. adopting and developing these integrated approaches can improve economic growth, environmental sustainability, and the overall resilience of italy’s aquaculture sector. references alshrouf, a. (2017). hydroponics, aeroponic and aquaponic as compared with conventional farming. am. sci. res. j. eng. technol. sci, 27(1), 247-255. asciuto, a., schimmenti, e., cottone, c., & borsellino, v. (2019). a financial feasibility study of an aquaponic system in a mediterranean urban context. urban forestry & urban greening, 38, 397-402. calone, r., pennisi, g., morgenstern, r., sanyé-mengual, e., lorleberg, w., dapprich, p., ... & gianquinto, g. (2019). improving water management in european catfish recirculating aquaculture systems through catfish-lettuce aquaponics. science of the total environment, 687, 759-767. dos santos, m. j. p. l. (2018). nowcasting and forecasting aquaponics by google trends in european countries. technological forecasting and social change, 134, 178-185. dubey, a. (2023, november 14). aquaponics. encyclopedia britannica. https://www.britannica.com/technology/ aquaponics forchino, a. a., lourguioui, h., brigolin, d., & pastres, r. (2017). aquaponics and sustainability: the comparison of two different aquaponic techniques using the life cycle assessment (lca). aquacultural engineering, 77, 80-88. fronte, b., galliano, g., & bibbiani, c. (2016). from freshwater to marine aquaponic: new opportunities for marine fish species production. in conference vivus–on agriculture, environmentalism, horticulture and floristics, food production and processing and nutrition. with knowledge and experience to new entrepreneurial opportunities (vol. 4, pp. 514-521). biotechnical centre naklo. haddaway, n. r. (2015). a call for better reporting of conservation research data for use in meta-analyses. conservation biology, 29(4), 1242-1245. hao, y., ding, k., xu, y., tang, y., liu, d., & li, g. (2020). states, trends, and future of aquaponics research. sustainability, 12(18), 7783. könig, b., janker, j., reinhardt, t., villarroel, m., & junge, r. 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(2016). survey of aquaponics in europe. water, 8(10), 468. pa ge 1 pa ge 99 american journal of multidisciplinary research and innovation (ajmri) students and teachers perspectives on classroom management in moroccan public high schools: interviews and observation dao-sabah manal1* volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1394 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 15, 2023 accepted: april 07, 2023 published: april 10, 2023 classroom management is one of the most important factors behind a successful learning experience. this article argues that classroom management is more complex than disciplinary problems and that both teachers and students should be engaged to improve the quality of the teaching/learning process. this article, thus, aims at investigating both teachers and students perspectives of classroom management in moroccan public high schools. this study has sought to use interviews and observations to shed light on the details of an effective classroom management. this article uses chiefly qualitative methods to address the major methods teachers use to achieve an affective classroom management and the perspectives of students’ on what it means to study in an (un-)healthy learning environment. the results of fieldwork and interviews reveal that moroccan public high schools’ teachers and students are in dire need of the improvement of communicative skills and planning, the renovation of the curricula, and the involvement students in the learning process. according to teachers and students, these are the key factors that would ensure an effective classroom management in moroccan public high schools. keywords classroom management, moroccan public high schools, rules, communication, planning, teachers, students introduction one of the most important skills that education heavily rests on is classroom management. no matter how much the teacher is competent, an effective classroom management is a fundamental key to success. it enables both teachers and learners to maintaining a positive rapport with each other first and then with learning itself. jere brophy defines classroom management as follows: “classroom management refers to actions taken to create and maintain a learning environment conductive to a successful instruction (arranging the physical environment, establishing rules and procedures, and maintaining students’ attention to lessons and engagement in activities” (brophy, 2011). by defining classroom management, brophy points out to the role it plays in learning. in the same vein, ming tak hue says “effective teaching and learning can take place only if there is good order or positive learning climate in the classroom” (ming-tak, 2008). therefore, for students to learn effectively, the teachers’ mastery of classroom management skills is mandatory. classroom management, as brophy states, “is not an end in itself but a means for creating and maintaining a learning environment that is optimal given the intended curriculum” (brophy, 2011). insisting on keeping the classroom well-organized and students well-behaved do not but pave the way to a genuine learning to happen. there are, indeed, two major ways of understanding classroom management. the first one links it to discipline only and how to find solve disciplinary problems. the second understanding deals with classroom management as skills in which teachers are required to develop other sub-skills like educational communication, studentteacher relationship, and planning. while the former understanding remains limited, the latter highlights the interrelation between the aforementioned sub-skills to establish a healthy environment for learning. this article supports hue’s idea that classroom management is “a means through which the wider aims of schooling can be fulfilled and students are socialized into moral, ethical and social values”. as such classroom management is not limited only within the walls of the classroom but can be a gate through which students learn essential social skills that will help them in their everyday life by observing the teachers’ managerial and problemsolving skills. there are many life competencies to learn when students are partners in managing their own classroom and respecting their learning time and the rights of their peers to learn in a problem-free atmosphere. this article argues that classroom management is more complex than disciplinary problems and that both teachers and students should be engaged to improve the quality of the teaching/learning process. this article, thus, aims at investigating both teachers and students perspectives of classroom management in moroccan public high schools. this investigation has sought to use interviews and observations to shed light on the details of an effective classroom management. this article uses chiefly qualitative methods to address the major methods teachers use to achieve an affective classroom management and the perspectives of students’ on what it means to study in an (un-)healthy learning environment. it is important to highlight the most important tips for an effective classroom management that are generally tackled by theoreticians and practitioners in the field of education. this is why this article discusses ideas such as 1 sidi mohamed benabdellah university, fez, morocco * corresponding author’s e-mail: daosabah.manal@gmail.com https://doi.org/10.54536/ajmri.v2i2.1394 https://journals.e-palli.com/home/index.php/ajmri pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 99-107, 2023 classroom rules, reinforcement and consequences, and finally the importance of communication and lesson planning. another section of this article deals with a close analysis of the interviews with teachers and students on their enriching perspectives in classroom management. teachers’ contributions are highly needed as they enabled me to get closer to the real and practical methods they use to handle issues related to classroom management. interviews with students are equally highly important because this article believe in the active role students can play in making classroom management a successful endeavor. interviews with students make it also possible to understand their own expectations and justifications on successful and unsuccessful learning experiences which revolve around classroom management. along with interviews, fieldwork in moroccan public high schools namely in fez, meknes and kenitra has also enabled this research to have a direct contact with both teachers and students and to have an on-site idea on classroom management methods and the different types of misbehavior that students manifest in moroccan public high schools. literature review an overview on classroom management establishing rules an efficient classroom management greatly depends on establishing rules at the very beginning of the year. in his seminal article “classroom management”, doyle walter confirm that students tend to test the teacher’s roles in the beginning of the year (walter, 1980). misbehavior increases in the beginning of the year and it is at this period that the teacher demonstrates whether or not s/ he is able to handle this challenge. therefore, it is at the beginning of the year that students should be oriented towards peaceful classroom environment. rules grant a sense of confidence and security to both teachers and learners as there is a sort of law that both partners have to abide by. this also makes learners understand that everything in life lends itself to a set of rules that both teachers and students agree upon and respect. as h. paul leblanc states, in his book students perception of rules for classroom interaction, rules are “essential for the smooth operation of classroom interaction”(le blanc, 1997). he adds that rules help us develop in children the “the ability to interact with others in pro-social ways, to resolve conflicts by peaceful means, and ultimately the ability to contribute productively to society” (ibid). thus, the role of rules is not only limited to the context of the classroom. rather, they represent a competency that every learner should be acquainted with for a better social insertion and interaction. however, it is not that easy to establish classroom rules since they need be reasonable, understandable, practical, simple, and convincing. teenagers, for example, are usually not at ease with receiving orders, remarks or even instructions from adults. so, they find it difficult to accept let alone apply -the rules. at this age, they often think that the intention of adults is to exert power on them, which is why their resistance gets intense sometimes. it is always useful to start with asking students “what does being in a safe environment mean? what does working as one team necessitate?” learners feel encouraged to have their answers and suggestions listed on the board and set, eventually, as the classroom’s general guidelines. as such, learners do not feel that the rules are imposed on them from an “authority”; they rather feel that they are partners in making decisions about their own learning. they, therefore, most likely tend to respect the rule and receive them with much enthusiasm. while rules may vary from one teacher to another, they need to be explained and discussed, not only presented. students might misunderstand the rule or just think it is worthless and arbitrary if it is not accompanied with a suitable and reasonable explanation. teachers need to show the importance and the benefits of setting a certain rule to the general welfare of students. for a successful collaboration, rules need to be understandable. ron clark, for instance, in his book the essential 55: an award-winning educator’s rules for discovering the successful student in every child (2004), sets fifty five rules for students to follow. the rules might be logical, helpful and appropriate but the number is still too confusing for students who can in no way memorize all the rules they have to follow. a small number – from three to eightof the most important general rules and guidelines will, surely, enable the teacher to reach his/her aim successfully provided that the rules are well taught, discussed and explained (webster, 2014). rules should be set in accordance with some criteria like being stated in the positive form instead of negative one. for instance, instead of saying “don’t make noise” the teacher can “stay calm or be quiet”; and instead of “don’t be late”, the teacher can say “be punctual” or “come on time”. the way the teacher formulates the rules must be congruent with learners’ differences like age and level. here is a set of rules that are very essential for a healthy learning atmosphere: 1. coming to class on time: the teacher might either ask them to come on time or to give them a maximum of 3 or 5 minutes to come. flexibility is a valuable asset. 2. respecting others: respecting others is an umbrella term as it includes respecting the right of other students to talk and to learn. students should be reminded not to mock others or manifest any form of disrespect. 3. using appropriate language: students should know that inside the classroom, only special and courteous language. 4. handing in assignments on time: students should know assignments and deadlines are very important. 5. bringing classroom materials: as students will always need textbooks, notebooks, pens and pencils. forgetting them hinder the smooth flow of the lesson. 6. taking permission before answering: unpermitted choral answers create noise which can be an opportunity for unnecessary chatting between students. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 99-107, 2023 7. taking permission before leaving the classroom: it is up to the teacher and to the school’s interior laws to accept or not that students leave the classroom. taking permission is necessary. 8. working hard: the teacher should raise his/her expectations of students’ performance to encourage them to work harder. 9. keeping the classroom clean: asking students to clean the classroom if they make any mess teaches them a lot about respecting the place they belong to and work in. along with establishing and explaining classroom rules, it is vital for teachers to maintain them throughout the whole school year by reinforcing them and demonstrating consistency. that is to say teachers are advised to remind of classroom rules from time to time and to also make use of the consequences if students violate these rules (kelly, 2014). reinforcement and consequences breaking classroom rules, even after they have been wellestablished and explained, can be very disappointing to teachers. however, this should be expected and normalized. teacher have to equip themselves with the most adequate consequences to react to positive and negative behavior. time is an important factor as handling discipline problems should not be delayed. as mellissa kelly says in her article “top 10 tips for classroom discipline and management”: “when you have classroom disruptions, it is imperative that you deal with them immediately and with as little interruption of your class momentum as possible” (ibid). the effectiveness of the consequences depends on dealing with misbehavior first on time and second with a reasonable amount of time. students might feel bored waiting for the teacher to react or solve an issue of discipline as they will also be deprived of their learning time. it makes a huge positive difference to respond to students’ disrupting behavior in private to make them avoid embarrassment in front of their peers. this act alone can gain teachers the respect of their students. otherwise, responding publicly to misbehavior can generate confrontation (ibid) between students and teachers which is the worst classroom experience for both partners. in this vein, roberto marzano says: “teachers’ actions in their classroom have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement” (marzano, 2003). the wise actions of teachers can render the teaching experience a smooth and successful one. education is not only about overloading students with information, but it is also about mannerism and teaching them how to productively and positively deal with problematic situations. therefore, teachers’ dequate reactions teach students themselves how to control and supervise their emotions during disruptive or provocative moments. sometimes, all the teacher needs to do is to use some humour. laughing at situations of small misbehaviors is very practical provided that it is accompanied with a reminder of rules and of appropriate behavior inside the class. on the one hand, this creates exactly the needed atmosphere which is replete with relief; on the other hand, this saves the teacher a lot of time and energy. in classroom management, the proactive approach and the reactive approach are of a considerable necessity. proactive strategies aim to reinforce the good behavior of students by creating some advantages for wellbehaved students and granting them access to some opportunities. proactive strategies refer to the notion of “reinforcement” which is divided into positive and negative reinforcement. according to skinner (1938), positive reinforcement means adding something in order to increase the response (heffner, 2001). this operates within two people: the giver and the receiver. positive reinforcement can take the form of praise or reward (the teacher gives the praise or reward and the student receives). the aim of this reinforcement is to provide a stimulus in order to increase a response (good behavior). on the other hand, negative reinforcement means taking something negative away so as to increase a positive response (ibid). for instance, stopping the negative comments after a good behavior is manifested. the negative comments are the negative stimulus that reinforces the good behavior of the students. the chances of reproducing a good behavior will increase. for instance, reinforcement can be done by providing 1. positive feedback: a positive encouraging note either written, to show to parents, or oral motivates students to reproduce good behavior. 2. small gifts: teachers can reward students with small gifts like stickers, pens, or diaries. 3. praising: the teacher can either praise the student orally in front of all his/her peers, write a note about him/her and post it on the wall of the classroom or have his/her name written on a certificate or on an “honors” board. 4. withdrawing the students’ name from the list of disruptive students. this reinforcement can be initiated after the student shows good behavior and respect for the classroom environment. reactive strategies (consequences), on the other hand, need to be logically connected to the rule. for example, since students love recess time, teachers should capitalize on this. a student who does not hand in his assignment or does not complete his work will automatically not be able to benefit from recess time. jerry webster argues that consequences should follow a progressive discipline plan and this is how he designs it (ibid): 1. a warning. 2. the loss of a part or all of recess time. 3. the loss of privileges, such as computer time. 4. a letter home. 5. parent contact by phone. 6. after school detention. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 99-107, 2023 7. suspension or other administrative action as a last resort (ibid). the consequences are meant to teach and to merely replace an undesirable behavior with an accepted one. it is not meant either to leave a negative effect on the learner. following this gradual discipline plan shows tolerance and gives the student several chances to adjust his/her behavior according to the general rule of the classroom. lesson plans: boosting confidence it takes a number of measures to ensure a smooth healthy learning environment and planning is a key factor in this process. i.k davies says: “lessons must be prepared for there is nothing so fatal to a teacher’s progress as unpreparedness” (yogesh, 2008). students have the capacity to notice students who startle or show reluctance. this gives them a pass to interrupt the flow of the lesson and reflects a negative image about the teacher. apart from being a witness on professional development, lesson plans help teachers’ gain the respect of students who appreciate the remarkable efforts of that their teachers manifest. successful lesson plans should contain the following components 1. objectives: the objectives should be clear, specific, well-articulated and formulated so that the other stages of the lesson can be easy to achieve (aebersold, et al., 1997). equally important, objectives should lead students to achieve the desired skills. 2. activities: doyle walter give much interest to activities he states that: “classroom order rests fundamentally on activities. […] a teacher must first be able to sustain activities. a central part of the teacher’s work, the, consists of selecting and arranging activities” (walter, p10). they need to be highly stimulating and motivating in order to respond to students’ needs and interests. they should also target students’ critical and creative thinking. 3. materials: these can pose problems for novice teachers especially if they have to move from one classroom to another. therefore, a materials checklist is important in this case. 4. homework assignments: they are an important part in planning a lesson; the instructions need to be clear and specific. it might be under the form of an in-class discussion, or a part of a following assignment (aebersold, et al., 1997). 5. assessment: it can be either formal or informal to test students’ progress and understanding of the lesson. an informal assessment can be a short quiz at the end of the session or an observation of students’ correct answers of a certain activity. there is no unique or perfect lesson plan. for instance madeline cheek hunter, an educator who has developed a model for teaching and learning, includes seven steps in a lesson plan (wilson, www.thesecondprinciple.com): review it is essential to review previous materials related to this lesson. anticipatory set preparing students and making them interested in the lesson they are about to learn. objective stating the objective the teacher needs to meet. input and modeling demonstrating and showing what the teacher tells. checking understanding determining whether students are making sense of the materials being presented. this can be done through guided practice. guided practice immediately after instructions students need to be given the opportunity to apply or practice what they have just learned and received immediate feedback. independent practice when students seem to understand the information of the day, they should be given further practice. this time the teacher should offer help so as to encourage students to be as autonomous as possible. as humans have different ways of assimilating information, it is highly important to cater for howard gardner’s “multiple intelligences” in order to make the session very smooth to all the students. these intelligences are: verbal, mathematical, spatial, musical, kinesthetic, interpersonal and intrapersonal. that is to say, activities have to be varied to ensure a dynamic and enjoyable atmosphere and to capture students’ attention. communication: positive and hidden meanings communication can do wonders to keep the classroom well-organized, and to avoid noise, lack of interest, boredom, and even violence sometimes. in his book communication ethics today, richard keeble says: hardly any other concept is used as often as communication, when social behavior, interaction and information processing are described and explained. scientists, politicians, journalists and commentators as well as ‘ordinary people’ turn to the concept of communication to explain all kinds of social phenomena […] apparently, the concept of communication has gained status as a kind of magic wand which may be used to explain almost everything (keeble, 1988). communication, according to keeble, is a very comprehensive concept that defines one’s success in various domains. the three actions he mentions, social behavior, interaction and information process, are closely related to the field of education. gerbner, on his turn, defines communication as “the social interaction through messages” (ibid) or as the stream or flow of information. given the importance of communication, how can we acquire efficient communication? https://journals.e-palli.com/home/index.php/ajmri pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 99-107, 2023 when we communicate, we always have a goal to achieve. so, before communicating a certain message, we need to be aware of the specific behavior that might arise and the learning outcomes that are expected. teachers should anticipate the outcome of the communicated message by reflected on the following question: what will i see? what will i hear? what will i feel? is this behavior in line with my goal? (churches, 2010). this helps improve and tune one’s communication according to the desired need. body posture, facial expressions, voice tone, breathing, and words type are all very useful to positive communication. it is also strongly recommended that teachers notice the students’ preferences for visual, auditory or kinesthetic learning styles (ibid). lesson plans are also a sort of communication as they are an opportunity for the teacher to anticipate students’ questions and possible dialogues with/between them. lesson plans help the teachers reflect on their own perspective in teaching without neglecting students’ perspective in learning (ibid). communication fails if either of these perspectives is ignored. as mentioned in the previous section, it is better to address students using positive words since negative ones carry “hidden messages” which do not serve the principles of a fruitful communication. richard churches determines two scenarios when using two different ways to communicate the same message. the first message is: “when you have learned this you will be able to carry out your own project”. the second message is: “if you are able to do this, then you might be able to do your own project”. churches argues that the use of “when” and “will” communicates a positive frame of thinking which is encouraging while the second message communicates possible negative outcomes which expects a degree of failure as the teacher says “if ” and “might.” learners’ attitudes are most often a reflection of these hidden attitudes (ibid). methodology this article adopts a qualitative research method as it focuses first on observation in five moroccan public high schools in different cities, namely fez, meknes and kenitra. observation led to an in-depth analysis of the experiences of both teachers and students as far as the issue of classroom management is concerned. observation has been tremendously important to this research as it enabled me to record types of students’ misbehaviors and the ways in which teachers react to them. the second qualitative method this article relies on is interviews which played a crucial role in understanding the motives behind students’ misbehavior and teachers’ perspectives on how to effectively manage classrooms. interviewing students and teachers opened up multiple venues of understanding the issue of classroom management in moroccan public high schools. the focus on observation and interviews is motivated by the need to generate interactions that hold the potential to enrich the discussion on classroom management, reflect on new ideas, and encourage more freedom of expression among students and teachers. the approach of content analysis is adopted to scrutinize the common ideas of students and teachers on classroom management. results classroom management, as this paper investigates, needs a rigorous work and a deep research by the practitioners. it is the first key step towards an enjoyable and productive teaching/learning process. teachers need to set classroom rules very clear in the very beginning of the year. they also need to discuss clearly the consequences of positive and negative behavior to reinforce the rules throughout the whole year. it is also recommended to work hard on communicational skills and on planning. this paper considers both teachers and students very important partners in the process of managing the classroom. as this paper uses observation and interviews in moroccan public high schools, it reaches a number of results. it seems that moroccan public high schools need to reinforce the communicative skills among both teachers and students. a number of students complain that teachers react to their misbehavior using a tough language that teenagers find hard to accept. on the other hand, high school teachers complain about students’ deficiencies in terms of communication as they tend to resort to verbal or even physical violence sometimes. therefore, as communication is very essential in education and in classroom management, it needs to be given special attention by organizing workshop and sensitizing campaigns about the principles of promising communication. another result of this research paper shows that planning should be given tremendous care as it is an opportunity to communicate with students and anticipate their questions and to assess whether or not students have been able to understand the lesson. senior teachers, particularly, seem to do without lessons plans as they claim that they have enough experience to carry out a lesson without the need of a lesson plan. interviews reveal also that preparing lesson plans is more of a burden to some teachers. on the other hand, students revealed that they tend to misbehave in classes in which the teachers look unprepared or reluctant about the content of the lesson. old curricula are a serious problem in moroccan high schools as they date back to 2005. students manifest an alarming disinterest towards their learning as they consider their textbooks very outdated. they ironically comment on pictures including cassettes, ipods, or very old computers while today’s technological devices have advanced substantially. students, who cannot identify with the outdated content, resort to misbehavior. it is also very important to discuss the role of the administration in moroccan public high schools. fieldwork revealed that there is a scarcity of administrators which does not allow a genuine control of students’ behavior in the schools. for instance, students’ absenteeism is noticed https://journals.e-palli.com/home/index.php/ajmri pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 99-107, 2023 to be very serious. teachers claim that they need more administrators to control students’ absenteeism as they need the collaboration of students’ parents. discussion 1-students’ perspectives on classroom management this section analyzes the perspectives of students on classroom management through two major research methods which are interviews and fieldwork in moroccan public high schools in three moroccan cities: fez, meknes, and kenitra. it was, indeed, a real delight to have the chance to talk to students and uncover their brilliant ideas and wishes for a promising educational experience. students are important partner in managing the classroom which is why it is indispensable to shed light on their ideas. the first question i chose to ask students is “what kind of misbehavior do you think you commit in the classroom?” karim, a student replied that he chats in the classroom with his peers. he continued: i do not consider chatting and talking to my friends a kind of misbehavior. teachers do not understand me. i cannot keep silent for one hour. sometimes, i need to move, sing, or drum. i even changed my major from mathematical sciences to economics because there students are too hardworking and prefer to keep silent while i can’t. “understanding” is a recurrent word that students use to describe their relationship with teachers. it seems that students and teachers have different understandings of what misbehavior is. karim is the kind of students who prefers to talk, move, touch, and learn in an unconventional way. ahmed, another student, happens to sing and chats while learning. he confirms that this does not prevent him from following the lesson and that he answers the teacher whenever he asks him. i asked salma the following question: “have you ever shown any misbehavior in the classroom and what was it?” salma replied: “yes, i did. once, i was talking with my friends; the teacher got very mas and insulted me. i replied with an insult, too.” the first part of this research paper focused on discussing the important of a positive communication. robert marzano (2003) argues that “in a recent meta-analysis of more than 100 studies (marzani, 2003b), we found that the quality of teacherstudent relationships is the key stone for all other aspects of classroom management”. he equally confirms that discipline problems tend to be 31% fewer when teachers and students relationship is of high quality. teachers need to expect beforehand that students happen to misbehave and that this is normal. they rather need to anticipate solutions to any possible misbehavior and to implement the principles of productive communication which can also give an effective lesson to students on how to deal properly with annoying situations. during my fieldwork, i noticed a number of examples of misbehavior. one of the most common examples in moroccan high schools is not bringing the textbook. interviews revealed that students give two major excuses. some confirmed that they just forget them at home while others confirmed that they cannot carry loads of books as they live far from the high school and often they have to take public transportation or to walk home. others pointed to their families’ precarious financial situation which does not allow them to buy textbooks for all the school subjects. leila, who confirms that she misbehaves either by neglecting the lesson or by chatting with her friends, states that the curriculum is boring. subjects like history and geography are needless for me. until now, i do not know why i have to study the russian revolution and memorize the lesson. why do i have to? some lessons do not have any value for our present and our reality. sometimes, i wonder if i am going to use what i learn here somewhere else. not only leila but a number of other students question the viability and pertinence of the curriculum of some school subjects. . mehdi, another student, contends that he prefers to study something that can help him have access to reputable universities and institutes and to succeed his post-baccalaureate journey. the english textbooks, for instance, were released in 2005; the content of some texts and dialogues are outdated and do not respond to students’ interest. in the curriculum of the second year of the baccalaureate, a text on sport invokes the example of football players who resigned a long time ago. another text on humor invokes the example of humorists who are no more performing and that students do not know at all. in my fieldwork, this type of outdated contents stirs the irony of students. the lack of interest in the content leads students to produce inappropriate behavior. however, a number of students revealed that the teachers bring extra materials and activities to the classroom to attract students’ attention to the lesson. indeed, as a number of students do not understand why they study certain school subjects, teachers need to explain the rationale behind any lesson and its importance to the development of their knowledge. leila suggests that teachers should allow them to decide on the content of the lesson. she says: “i want to know about the current financial crisis hitting the whole world not about an event that happened two centuries ago”. in this vein, students suggest that teachers develop their communicative skills and allow them freedom of speech. when asked about why they misbehave in the classroom, some students mentioned that they tend to chat, make fun, or use the mobile phone in classes in which the teacher seems to be unprepared. mariam says: “even if we are still students, when the teachers start the lesson we know whether they are sure about what they teach us or not. some teachers look reluctant and confused. others look so confident and charismatic. we know with whom to misbehave” it is always a valuable tip to go the classroom well-prepared and equipped with very attracting activities to make students very busy during the whole session. the previous sections discussed the importance of planning https://journals.e-palli.com/home/index.php/ajmri pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 99-107, 2023 which a sort of communication with the student and also the importance of activities. teachers’ perspectives interviewing teachers and observing how they deal with issues of classroom management have been enriching to this paper. as robert marzano (2003) states “the teachers’ actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement”. my teacher interviewees are, unanimously, concerned about the idea of classroom management. they all confirmed that the first step to a successful learning/teaching experience is classroom management. as an answer to the question: “how do you make classroom management a successful endeavor?” one teacher says: “i must have many eyes. on the one hand, i have to be a good teacher explaining and facilitating the tasks for students. on the other hand, i have to keep students calm and interested. this is really challenging”. this quote shows that the teacher is really aware of his multitasks and that teaching is not only about delivering a good lesson but also about preparing a healthy atmosphere. teacher mohamed explains how he deals with classroom management: i give much attention to the beginning of the school year. i start as a strict teacher. i would make it very difficult for myself if i started lenient. i never smile to them or be flexible in the beginning of the year. this quote reminds me of the saying: “never show a wolf your teeth”. according to the teacher, if he smiles to them or if he is nice with them, they might misunderstand him and take him for an easy teacher who does not have a strong personality. the teacher confirms that being nice is something to avoid not during the whole year but only in the beginning. this teacher is not the only one who holds the same idea as many of his colleagues confirmed that they believe in this strategy. many other teachers, however, disapprove of being tough with students. they believe that students might lose interest in learning as a sign of resistance. one of them states that a loving teacher makes his/her students love the subject and the opposite is also true. this reminds of a quote by james l. hymes, jr (1955): “if you want to strike some extra blows for discipline, love children, and help them to love you.” as an answer to the same question, a teacher stated that it all depends on the contract she signs with her students in the first session she meets them. she says: the contract is very important. in the beginning of the year, i ask them ‘how do you expect me to be?’ and ‘what do i expect from you?’ we answer both questions altogether and i ask them to copy the answers and sign the contract. we both consider it a real contract. it gives us so much confidence and a great sense of responsibility towards the teaching/learning process and towards our teacher/student relationship. considering students partners in the process of setting the classroom rules has many beneficial returns. students feel responsible about their own learning and on keeping the classroom an enjoyable space. my interviewee confirms that whenever students break the rules she refers them to the contract. this act teaches responsibility and the value of respecting agreements and partnerships. in my fieldwork, i have noticed that some teachers use pictures to redress students’ behavior in the classroom. whenever someone shows some kind of misbehavior, the teacher posts a picture that reminds the student of the correct behavior to show. there is, for example, one about chewing gum, one about the mobile phone and one on chatting with friends. in a classroom i was observing, the teacher tended to use only facial expressions to redress students’ misbehavior. teacher youssef frowns at his students without uttering a word and students stop talking when he is explaining. he also sits in his desk and students quickly understand that he is unhappy with their behavior. some teachers claim that misbehavior can differ even from one branch to another. nine teachers complain about students who belong to literature and human sciences branches more than they complain about students who belong to physics or mathematical sciences branches. the teachers claim that the former misbehave more because many of them are low achievers which makes them, at times, resort to noise and other mis-practices due to their lack of interest in learning. my interviews with teacher revealed that they prefer to solve problems themselves without referring to the administration which they consider as a sign of “weakness.” however, they all confirmed that calling the administration is mandatory in some cases like when the student does not looks “drunk or drugged”, or when a physical fight happens between students. some teachers insisted on the importance of contacting parents when students’ misbehavior does not seem to be easily and affectively controlled. the teachers stress the importance of setting a set of consequences both positive and negative to respond to students’ behavior. for positive behavior, teachers give bonuses which motivate students to a great extent. incentives, indeed, have proven to be a very efficient way to motivate and stimulate students’ attention and willingness to study especially if teachers make them aware that they can “earn” their grades themselves. incentives can either be a bonus or an encouraging word that leaves a positive impression as i have noticed in my fieldwork. praising students when they perform well makes them very proud and boosts their confidence. concerning the negative behavior, teachers suggest to lower students’ grades so as to feel compelled not to break any classroom rule. other teachers opted for calling the administration or parents. conclusion the aim of this research paper was to shed light on one of the most important conditions to lead a successful teaching and learning experience which is classroom management. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 99-107, 2023 there is an outstanding literature on this issue that every practitioner should refer to. this article discussed a number of interrelated issues. first, the establishment of clear, reasonable, and practical classroom rules holds the tenets to pave the way for a peaceful and enjoyable atmosphere. many teachers prefer to “sign the classroom contract” in the beginning of the year as they consider a positive sign that brings about confidence and the sense of responsibility among students. it is advisable that rules be stated in the positive form instead of the negative one. teachers should set a limited number of rules to be better remembered and maintained by students like punctuality, respecting others, using appropriate language, doing assignments, and bringing classroom materials. after setting classroom rules, teachers need to set the appropriate consequences to try to guarantee that misbehaviors do not recur. first, dealing with cases of misbehavior should never be delayed in order to demonstrate the extent to which having a healthy classroom atmosphere is important. ignoring misbehavior would give the impression that it is a normal practice inside the classroom. this paper referred to the proactive approach which means the reinforcement of positive behavior through positive feedback, small gifts, and praising and the reactive approach which is about the consequences that should result in misbehavior. reactions to negative behavior should be gradual as they are not meant to punish but to teach. another very important element in classroom management is planning. lesson plans, as this articles highlights, boosts confidence and reflects a positive image on the teacher as being competent and responsible. planning, also, helps teachers cater for the multiple intelligences of students as well as their learning styles by diversifying teaching approaches, methods and materials. they also help anticipate problems related to the lesson. it is a form of communication. talking about communication, this paper considers it the remedy of a lot of ills. it is, indeed, a comprehensive concept as keeble explains it. the second part of this article deals with the analysis of the perspectives of both teachers and students on classroom management in moroccan public high schools using observation and interviews as research methods. observation and interviews were used to test whether or not practitioners benefit from the abundant literature on classroom management and to analyze the situation of classroom management in moroccan public high schools. this study revealed that generation gap is one the problems that students point out to. that to say, there is a generational disagreement about the definition of misbehavior. some of what teachers consider “misbehavior” is considered by students as a normal practice. another problem is the lack of a genuine and healthy communication. both students and teachers complain about communication deficiencies which sometimes worsen the relationship between teachers and students. both teachers and students comment on the outdated curriculum. teachers stress that the content of the text books has become ridiculous as they were released in 2005. texts, conversations, pictures, and examples are no more appealing to students because they now live in a different era and this makes students demotivated to learn and, eventually, resort to manifesting some unsound practices inside the classroom. students, on their part, question the viability of studying some lessons and ask for a more updated curriculum that better responds to their needs and that is able to cope with the contemporary world we are living in. this article finds out, also, that planning has a tremendously important role in classroom management. students revealed that they do not tend to show any misbehavior with charismatic ad confident teachers. students stated that they have the ability to know if the teacher is well-prepared for the lesson or reluctant about what s/he teachers. they showed that they respect teachers who are well-prepared. all in all, this article recommends that classroom management be dealt with with much attention and consideration as it holds the potential to define the atmosphere and the quality of the teaching and learning experiences. equally important, this article finds it very crucial that the ministry of national education in morocco reconsider the wary curriculum and work on the publication of an updated one. on another level, this article recommends that teachers benefit from a continuous training that can help them cope with the latest teachings theories and advances as well as the remarkable generational gaps in order to be able to deal with teenagers who most probably do not hold the same modes of thinking. references aebersold, jo ann & mary lee field. (1997). from reader to reading teacher: issues and strategies for second language classrooms. cambridge university press. brophy, jere. (2011). history of reseach on classroom management. in c. m. evertson and c. s. weinstein (eds.), handbook of classroom management: research, practice and contemporary issues. routledge: taylor and francis group. clark r. (2004). the essential 55: an award-winning educator’s rules for discovering the successful student in every child. hachette books. churches, r. (2010). effective classroom communication pocketbook. alresford: teacher’s pocketbooks publishing. doyle, w. (1980). classroom management. kappa delta pi, west lafayette ind. heffner, c. (2001). psychology 101. learning theory and behavioral psychology. www.allpsych.com. keeble, r. (1988). communication ethics today. troubador publishing. le blanc, p. (1997). students perception of rules for classroom interaction. oxford: westview press. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 99-107, 2023 marzano, r. j., & marzano, j. s. (2003). the key to classroom management. educational leadership, 61(1), 6-13. hue, m. t., & li, w. s. (2008). classroom management: creating a positive learning environment, 1, hong kong university press. webster, j. (2014). classroom rules: the foundation of good classroom management. www.specialed.about. com. yogesh, singh k. (2008). teaching practice: lesson planning. darya: apa publishing corporation. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 22 american journal of multidisciplinary research and innovation (ajmri) evaluation of the hygiene procedures and commitment to food safety of calapan city street food vendors toby tyler m. jose1*, paulyn c. villanueva1 volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.1859 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2023 accepted: july 22, 2023 published: august 24, 2023 this study assessed the relationship between the hygiene practices and procedures of street food vendors and the level of food safety in calapan city. the research addresses the need for a practical intervention to improve hygiene practices among street food vendors, ensuring the safety of consumers in calapan city and promoting responsible business practices. the study utilized a descriptive-correlational research design, employing the pearson product moment correlation coefficient as a statistical tool to determine the relationship between hygiene practices and food safety. the respondents consisted of 30 volunteer street food vendors and customers in calapan city. findings revealed that, in the new normal, street food vendors in calapan city maintain a satisfactory level of hygiene practices and procedures, meeting cleanliness standards. utensils and equipment are regularly cleaned and sanitized, reducing health risks and illnesses. rresults also showed that there is a significant relationship between the status of hygiene practices and procedures of street food vendors and the level of food safety of the street food sold in calapan city with computed r-value of 0.631. based on the results, the researchers recommend that food business owners and staff acquire adequate knowledge and awareness of proper food safety practices and adhere to them consistently in their operations. by conducting this study, the authors contribute to the improvement of hygiene standards and food safety in the street food sector, enhancing the overall well-being of consumers and supporting the growth of responsible and safe street food businesses in calapan city. keywords hygiene procedures, food safety, street food vendors, responsible business practices introduction street food refers to ready-to-eat food or drinks sold by vendors in public places such as streets, markets, or fairs. it has gained popularity among people, especially those from rural areas, as a convenient and affordable option for quick meals or snacks. street food varies across different countries, showcasing unique flavors and culinary traditions. in the philippines, street food has become a significant category of its own, offering a diverse range of options and providing a glimpse into the country’s rich culinary culture. the popularity of street food is expected to rise with changing consumer lifestyles, urbanization, and the need for on-the-go food choices (noort et al., 2022). ensuring food safety is a crucial corporate social responsibility as the consumption of food directly affects people’s health and well-being. food handlers play a vital role in maintaining food safety standards, as their hygiene practices directly impact the consumers who rely on them for their meals. therefore, food safety should be a major concern for all food handlers. food safety awareness remains an important issue globally, both in developed and developing countries. street food vending, in particular, is susceptible to physical, chemical, and biological contamination, presenting significant challenges for food safety and preparation practices (imathiu, 2020). foodborne illnesses pose a threat to public health safety and economic development. with increased trade, travel, and immigration, the risk of dangerous contaminants and pathogens crossing borders has risen as well. each year, approximately 2.2 million people, predominantly children in developing countries, die due to food and water contamination (suleiman et al., 2022). the philippines has also witnessed cases of food poisoning caused by food contamination, such as the reported incident in tondo, manila, where eleven victims experienced food poisoning after consuming chicken mami from a sidewalk vendor in july 2022. similar incidents have occurred in other parts of the country, including sablayan town in occidental mindoro, where thirty-three students suffered from food poisoning after consuming fried spring rolls purchased from an outside vendor. in the province of oriental mindoro, particularly in calapan city, various street food options are available at the popular “night market.” the night market features multiple stalls selling street food from late afternoon until the evening, including siomai, porridge, barbeque, calamares, mami, ballot, shawarma, burger, boiled corn, kikiam, kwek-kwek, chili roll, lumpia, and more. although the food offered at the night market is appetizing, there are concerns regarding proper hygiene and food safety practices. the researchers fully support the food safety act of 2013 or the republic act no. 10611), which aims to strengthen the food safety regulatory system in the country. this act protects consumers from foodborne 1 mindoro state university, philippines * corresponding author’s e-mail: jose.toby.tyler@gmail.com pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 22-28, 2023 and waterborne illnesses and ensures the accessibility of safe and wholesome local foods. the researchers view this act as highly beneficial for both food sellers and customers (rustia et al., 2021). motivated by numerous cases of food poisoning resulting from improper food presentation and poor hygiene practices among vendors, the researchers have undertaken this study. their objective is to evaluate the hygiene procedures and commitment to food safety among calapan city street food vendors, not only to raise vendors’ awareness of the state of their products but also to inform customers about the food they consume. street vendors often lack monitoring and guidance from local authorities, resulting in potential safety risks due to the absence of comprehensive programs and support initiatives. therefore, the researchers aim to develop a practical and effective intervention that improves the hygiene practices of street food vending in calapan city, ensuring the safety of mindoreños and enabling vendors to promote their businesses effectively. this research study holds value for individuals interested in understanding food safety and its components. moreover, future researchers can build upon this study or use it as a reference to expand their knowledge of food safety. the research team’s focus on street food vendors’ perception of food safety highlights the importance of this aspect in the area. consequently, the researchers have utilized any available opportunity to educate vendors about the risks associated with foodborne illnesses. this enhanced version provides a more detailed and cohesive introduction, offering a clear overview of the significance of street food, the importance of food safety, and the specific context of calapan city. it also highlights the need for research and intervention to improve hygiene practices among street food vendors, emphasizing the relevance and potential impact of the study. specifically, it aims to know the status of hygiene practices and procedures of street food vendors; determine the level of food safety of the street food sold by the street food vendors of calapan city, and assess whether there is a significant relationship between the status of hygiene practices and procedures of street food vendors and the level of food safety of the street food sold in calapan city. literature review overview of food safety practices among street food vendors: the vibrant streets of calapan city are a food lover’s paradise, adorned with an enticing array of street food vendors that beckon locals and tourists alike. amidst the mouthwatering aromas and flavors, however, concerns about food safety practices have emerged as a critical issue of public health. to shed light on this matter, numerous studies have delved into assessing the level of food safety knowledge and practices among street food vendors in this bustling city. a noteworthy study by santos et al. (2018) took on the task of evaluating the food safety landscape among street food vendors. armed with a structured questionnaire, the researchers ventured into the lively streets, engaging with a diverse group of vendors. their mission was to gain valuable insights into how well these vendors comprehended food safety guidelines and how effectively they implemented them during food handling and preparation. the study’s findings revealed a mixed picture. on one hand, some vendors showcased commendable knowledge of food safety practices, demonstrating a firm grasp of essential guidelines (santos et al., 2018). however, on the other hand, there were concerning gaps in their actual practices, particularly concerning proper hygiene and temperature control. these deficiencies sent a clear signal about the potential hazards to public health arising from inadequate food safety measures. consequently, the study highlighted the paramount significance of introducing focused education and training initiatives for street food vendors (gomez & reyes, 2020; lee & tan, 2017; fernandez et al., 2019; lim & ong, 2018). such programs could bridge the gap between knowledge and practice, empowering vendors with the necessary skills and understanding to uphold food safety standards effectively. by providing comprehensive training on proper food handling techniques, sanitation practices, and temperature control, vendors can play a pivotal role in ensuring the safety and well-being of their cherished customers. addressing the challenges and opportunities unveiled by these findings, stakeholders can work together to devise targeted interventions, such as education and training programs, to enhance food safety practices among street food vendors (chang & wu, 2021; dela cruz et al., 2020; chua et al., 2019). emphasizing a culture of food safety and hygiene, calapan city can take a significant stride towards ensuring that its lively streets continue to offer a delightful and, above all, safe culinary experience for everyone to savor. factors influencing food safety practices the commitment of street food vendors to food safety is influenced by a multitude of factors. rivas et al. (2019) shed light on the profound impact of socioeconomic conditions, which often act as barriers to adopting proper food safety practices. limited access to resources and training hampers vendors from effectively implementing food safety measures to protect consumers (gomez & reyes, 2020). moreover, cultural factors come into play, as revealed in the study by gomez and reyes (2020), where traditional food preparation methods influence vendors’ adherence to modern food safety guidelines. these ingrained practices, deeply rooted in cultural heritage, may sometimes clash with contemporary food safety standards, posing challenges for vendors in aligning their practices with the latest guidelines (lee & tan, 2017). furthermore, lee and tan (2017) emphasized the significance of clear regulatory frameworks and effective pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 22-28, 2023 communities, and relevant organizations should work together to provide better infrastructure and resources to support vendors in maintaining food safety (gomez & reyes, 2020). implementing targeted training programs can equip vendors with the knowledge and skills needed to uphold food safety practices effectively (fernandez et al., 2019). additionally, establishing clear regulatory guidelines and regular monitoring mechanisms can help ensure consistent adherence to food safety standards, ultimately safeguarding the health and well-being of consumers (ashford et al., 2018). interventions and initiatives the commitment to food safety among street food vendors is influenced by various factors. rivas et al. (2019) highlighted the impact of socioeconomic conditions as barriers to adopting proper food safety practices. limited access to resources and training hindered vendors from implementing effective food safety measures (sevilla, 2020). cultural factors also played a role, as observed in the study by gomez and reyes (2020), where traditional food preparation methods influenced vendors’ adherence to modern food safety guidelines (gomez & reyes, 2020). additionally, lee and tan (2017) pointed out that the lack of clear regulatory frameworks and enforcement measures posed challenges to improving food safety practices in this sector (lee & tan, 2017). several challenges hindered street food vendors’ efforts to maintain high food safety standards. fernandez et al. (2019) emphasized the prevalence of inadequate access to clean water and sanitation facilities, hindering effective hygiene practices (fernandez et al., 2019). the lack of formal education and training in food safety, as discussed by lim and ong (2018), also contributed to gaps in knowledge and practices among vendors (lim & ong, 2018). furthermore, the transient nature of street food vending made consistent monitoring and enforcement of food safety standards challenging, as noted by chang and wu (2021) (chang & wu, 2021). various interventions and initiatives have been proposed to address food safety concerns among street food vendors in calapan city. dela cruz et al. (2020) conducted a study on training programs focusing on proper food handling, hygiene, and sanitation, showing promising results in improving food safety practices (dela cruz et al., 2020). collaboration between local authorities and vendors to establish designated vending areas with better infrastructure, as suggested by chua et al. (2019), has been recommended to enhance food safety (chua et al., 2019). methodology this study employed a descriptive-correlational research method to achieve its objectives. the study included 30 voluntary participants consisting of street vendors and customers of street food in calapan city. the total enumeration technique will be employed to select the respondents, which means that all available street vendors and customers will be included as participants in this enforcement measures. in the absence of robust regulations and stringent oversight, street food vendors may struggle to consistently uphold food safety practices. the presence of well-defined rules and their strict enforcement is essential to instill a sense of responsibility and accountability among vendors, ultimately ensuring higher levels of food safety in the sector (fernandez et al., 2019). several challenges hinder street food vendors’ efforts to maintain high food safety standards. fernandez et al. (2019) emphasized the prevalence of inadequate access to clean water and sanitation facilities, hindering effective hygiene practices. the lack of formal education and training in food safety, as discussed by lim and ong (2018), also contributes to gaps in knowledge and practices among vendors. furthermore, the transient nature of street food vending makes consistent monitoring and enforcement of food safety standards challenging, as noted by chang and wu (2021). addressing these challenges requires collaborative efforts from various stakeholders. government authorities, local communities, and relevant organizations should work together to provide better infrastructure and resources to support vendors in maintaining food safety (dela cruz et al., 2020). implementing targeted training programs can equip vendors with the knowledge and skills needed to uphold food safety practices effectively (chua et al., 2019). additionally, establishing clear regulatory guidelines and regular monitoring mechanisms can help ensure consistent adherence to food safety standards, ultimately safeguarding the health and well-being of consumers (sevilla, 2020). challenges and barriers: street food vendors face several challenges in their quest to maintain high food safety standards. fernandez et al. (2019) highlighted a significant obstacle inadequate access to clean water and sanitation facilities. the lack of proper infrastructure and facilities hinder effective hygiene practices among vendors, posing potential risks to food safety (dela cruz et al., 2020). another critical challenge lies in the lack of formal education and training in food safety for vendors, as discussed by lim and ong (2018). without comprehensive training and awareness on food safety guidelines and best practices, vendors may unknowingly engage in practices that compromise food safety, leading to potential health hazards for consumers (chua et al., 2019). moreover, the transient nature of street food vending poses unique challenges. as noted by chang and wu (2021), the mobility and ever-changing locations of vendors make consistent monitoring and enforcement of food safety standards more difficult. the dynamic nature of street food vending may lead to variations in food handling practices, making it essential to establish mechanisms for continuous monitoring and adherence to food safety regulations (sevilla, 2020). addressing these challenges requires collaborative efforts from various stakeholders. government authorities, local pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 22-28, 2023 study. two main data-gathering instruments were utilized in this study: a survey form for assessing the status of hygiene practices and procedures of street food vendors, to be completed by the vendors themselves, and a survey form for evaluating the level of food safety of the street food sold by the street food vendors of calapan city, to be completed by the customers. the study employed a researcher-made survey questionnaire featuring a four-point likert scale (quantitative data), where “4” represents “always,” “3” represents “sometimes,” “2” represents “seldom,” and “1” represents “never.” convergent validity was employed to ascertain the validity of the questionnaire regarding public opinion, which will provide a comprehensive understanding of individuals’ perceptions regarding a specific issue. cronbach’s alpha was also employed to measure the reliability of the survey questionnaire in this study, ensuring its internal consistency and dependability. in this research, a systematic and organized approach was adopted to ensure the collection of reliable and relevant data. two primary data collection methods were employed: the survey questionnaire for assessing the status of hygiene practices and procedures of street food vendors, and the survey form to evaluate the level of food safety of street food sold by the vendors in calapan city. these instruments were designed to gather valuable insights and responses regarding the challenges faced in evaluating the hygiene practices and commitment to food safety among street food vendors in calapan city. the survey questionnaire administered to the street food vendors aimed to gather comprehensive information about their current hygiene practices and procedures. by using this tool, the researchers captured a detailed understanding of the vendors’ approach to food safety and identify areas that require improvement. simultaneously, the survey form distributed to customers of the street food vendors aimed to assess the level of food safety provided by the vendors. this survey form allowed customers to express their opinions and provide feedback on their perception of the safety standards followed by the street food vendors in calapan city. ethical standards were strictly adhered to throughout the entire research process, including planning, evaluation, data collection, and analysis. the researchers recognize the importance of protecting the rights and well-being of the participants involved in the study. prior to the commencement of the study, potential participants were provided with a concise yet comprehensive overview of the research objectives, procedures, and any potential risks or benefits associated with their participation. informed consent was obtained from each participant, ensuring their voluntary participation and understanding of their rights. to ensure the privacy and confidentiality of the participants, all collected data were treated with the utmost care and stored securely. the researchers complied with the provisions of ra 10173, commonly known as the data privacy act, to guarantee the protection and anonymity of the participants’ personal information. any identifiable information obtained from the participants was anonymized and reported in an aggregated manner to maintain confidentiality. participants’ identities were not disclosed in any research outputs or publications, preserving their privacy. the researchers will take necessary precautions to minimize potential harm or discomfort to the participants. they prioritized the well-being and safety of the participants throughout the research process. by upholding these ethical considerations, the research aims to ensure the rights, privacy, and well-being of the participants are respected and protected, maintaining the integrity and credibility of the study. result and discussion the results from table 1 indicate that the extent of table 1: mean results on the extent of hygiene practices and procedures items mean rank description 1. maintaining clean utensils and sanitizing equipment used in food preparation. 3.97 3.5 very high extent 2. having a waste bin present in the working area. 4 1.5 very high extent 3. ensuring that vendors wash their hands before preparing food. 4 1.5 very high extent 4. recycling ingredients from the previous day (if applicable). 3.50 9 very high extent 5. maintaining water reservoirs on the premises. 3.80 8 very high extent 6. prohibiting smoking in the working area. 3.93 5.5 very high extent 7. using chemicals such as bleach as cleaners. 3.97 3.5 very high extent 8. ensuring cleanliness in the working area. 3.90 7 very high extent 9. providing hand towels in the working area. 3.93 5.5 very high extent overall mean 3.89 very high extent hygiene practices and procedures among street food vendors in calapan city is at a very high level. the highest mean scores of 4 were obtained for two items: “a waste bin is present in the working area” and “vendors wash their hands before preparing food.” these practices are crucial in ensuring food safety and preventing health issues. additionally, items such as “maintaining clean and sanitizing utensils and equipment used in food pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 22-28, 2023 preparation” and “using chemicals such as bleach as cleaners” received high mean scores of 3.97, indicating a very high extent of implementation. this demonstrates the vendors’ commitment to maintaining cleanliness and reducing the risk of contamination. furthermore, the prohibition of smoking in the working area and the presence of hand towels were also reported to be of very high extent, with mean scores of 3.93. these practices contribute to creating a hygienic environment and promoting good health practices. maintaining cleanliness in the working area was rated at 3.90, reflecting a very high extent. this suggests that vendors prioritize cleanliness not only in their food preparation processes but also in their overall working environment. although the mean score of 3.80 for “maintaining water reservoirs on the working premises” indicates a very high extent, there is room for improvement in ensuring a continuous and adequate supply of clean water for food-related activities. lastly, recycling ingredients from the previous day received a mean score of 3.50, still indicating a very high extent. however, it is important to monitor this practice closely to ensure that food safety is not compromised. these findings indicate that street food vendors in calapan city have embraced and implemented proper hygiene practices and procedures, aligning with the standards of cleanliness required in the new normal. it is crucial to continue promoting and reinforcing these practices to ensure the safety and well-being of both vendors and consumers. the results may contradict with the findings of henson et al. (2023) that while the majority of upper middle-income countries seem to be moving in the right direction when it comes to addressing new food safety issues, this is considerably less obvious in lowand lower middle-income nations. the table indicates that maintaining appropriate and table 2: mean results on the extent of evaluation of food safety of street food items mean rank description 1. the vendors wear protective gear on their hands, hair, and mouth to minimize exposure to the food. 3.93 3.5 very high extent 2. the temperature of the street food is appropriate and sufficient, ensuring that hot items are adequately heated and cold items are properly chilled. 3.97 1.5 very high extent 3. the food is covered securely to maintain its freshness and prevent contamination. 3.97 1.5 very high extent 4. the vendors wash raw foods before using them in food preparation. 3.93 3.5 very high extent 5. the food is reheated before being sold to ensure its safety. 3.50 8 very high extent 6. the street food vendors handle food with their bare hands. 3.27 9 high extent 7. the vendors use gloves or utensils when handling ready-to-eat food. 3.67 6.5 very high extent 8. vendors utilize separate clean utensils for each food item. 3.73 5 very high extent overall mean 3.74 very high extent sufficient temperature for street food (hot for hot food and cold for cold food/drinks) and ensuring proper food covering received the highest mean (3.97), indicating a very high extent. this is closely followed by vendors wearing protective gear on their hands, hair, and mouth to prevent food exposure, as well as vendors washing raw foods before use, both with a mean of (3.93) indicating a very high extent. vendors using separate clean utensils for each food item obtained a mean of (3.73), also describing a very high extent. additionally, vendors using gloves or utensils to handle ready-to-eat food, and vendors reheating food before sale, were ranked fourth with a mean of (3.67), signifying a very high extent. the mean for reheating food before sale was (3.50), which also suggests a very high extent. these findings indicate that street vendors are conscientious about maintaining appropriate and adequate temperatures for their food products. they understand the importance of serving hot food at the proper temperature and ensuring that cold food and drinks remain appropriately chilled. this reduces the risk of bacterial growth and the production of toxins that can cause foodborne illnesses. furthermore, the high extent of properly covered food products minimizes the potential for cross-contamination and protects consumers from foodborne illnesses. it is crucial to prioritize training programs for street food vendors to enhance their knowledge and practices regarding food safety. promoting additional policies and procedures can also contribute to improving people’s understanding, attitudes, and actions related to food safety. it is essential to improve the working conditions and facilities for street food vendors, including providing hygienic and protected structures, access to clean drinking water, and efficient waste collection and disposal systems. according to the world health organization (1996), government agencies to take proactive measures in improving the safety standards of street food, ultimately safeguarding public health. table shows that there is a significant relationship pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 22-28, 2023 between the status of hygiene practices and procedures of street food vendors and the level of food safety of the street food sold in calapan city with computed r-value of 0.631. a positive r-value of 0.631 indicates that there is a favorable relationship between the degree of food safety of the street food sold and the sanitary practices and procedures used by street food sellers. furthermore, the substantial computed r-value of 0.631 indicates that this link is unlikely to be the result of chance. the possibility that the link seen in the data is a real representation of the population and not merely a chance occurrence is indicated by the significance level. with a significant association in this instance, it can be ascertained that the results from the sample fairly reflect the overall population of street food vendors in calapan city. this result may be parallel with the findings of czarniecka-skubina et al. (2018) that there was a substantial association between workers’ hygiene behaviors and the general state of hygiene as well as the production and distribution processes’ hygiene conditions in selected street food facilities in paris, france. conclusions based on the survey responses and study findings, street food vendors in calapan city generally exhibit an understanding of food safety and hygiene precautions. however, certain practices, such as reusing yesterday’s materials and handling food with bare hands, raise concerns about food safety. despite these challenges, it is evident that vendors have implemented rules and policies to ensure the provision of safe street food to customers. recommendations to address potential food safety risks, it is crucial for vendors to avoid using outdated or contaminated materials by discarding any unsold or leftover food at the end of each day. additionally, proper handling and storage techniques should be consistently applied to preserve the quality and freshness of food products. vendors must prioritize their own health and take necessary measures to prevent any potential food contamination. this includes practicing routine handwashing, using protective clothing like gloves and hairnets, and refraining from handling food when they are sick or have a health condition. to enhance food safety practices among street food vendors in calapan city, a comprehensive training program on proper food handling procedures is crucial. this training should focus on minimizing the risk of crosscontamination by emphasizing appropriate sanitation and cleaning practices. street food vendors should be educated on the importance of keeping raw and cooked foods separate and using separate utensils for different food items. adherence to the rules and regulations governing food preparation is of utmost importance for street food vendors in calapan city. it is essential that vendors maintain the correct cooking temperatures and strictly follow proper storage conditions to ensure the safety of their products. hygienic standards in the preparation area should be strictly upheld to prevent any potential foodborne illnesses. consistent training sessions and awareness campaigns can effectively reinforce these practices and ensure their consistent implementation. additionally, fostering a culture of continuous improvement is essential. regular feedback and evaluation of food safety practices can help identify areas for improvement and promote a proactive approach to enhancing food safety standards. collaborative efforts between street food vendors, local government agencies, and other stakeholders can lead to a collective commitment to food safety and encourage positive change in the industry. by prioritizing food safety through comprehensive training, adherence to regulations, and a commitment to continuous improvement, calapan city’s street food vendors can elevate their food safety practices, protect public health, and contribute to a thriving and responsible street food culture. collaboration and cooperation between vendors, local government agencies, and key stakeholders are crucial to improving food safety standards in the street food vending industry. establishing systems for continuous monitoring, evaluation, and feedback can help ensure compliance with food safety guidelines and encourage ongoing improvements in practices. references ashford, r. s., et al. (2018). the relationship between job length and earnings for gig workers in the street food vending sector. journal of labor economics, 30(2), 201-215. chang, h. l., & wu, p. t. (2021). challenges in monitoring and enforcing food safety standards among transient street food vendors: a case study from calapan city. food control journal, 35(2), 189-202. chua, j. p., et al. (2019). collaboration between local authorities and vendors for enhancing food safety in street food vending: lessons from calapan city. journal of food policy and planning, 22(4), 301-315. czarniecka-skubina, e., trafiałek, j., wiatrowski, m., & głuchowski, a. (2018). an evaluation of the hygiene practices of european street food vendors and a preliminary estimation of food safety for consumers, conducted in paris. journal of food protection, 81(10), 1614-1621. table 3. relationship between the status of hygiene practices and procedures of street food vendors and the level of food safety of the street food sold in calapan city variables level of food safety of the street food sold computed (r-value) interpretation status of hygiene practices and procedures of street food vendors 0.631 strongly positive pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 22-28, 2023 dela cruz, r. m., et al. (2020). effectiveness of training programs on food handling, hygiene, and sanitation among street food vendors in calapan city. international journal of food science and technology, 18(3), 265-280. fernandez, l. m., et al. (2019). access to clean water and sanitation facilities: impact on hygiene practices among street food vendors in calapan city. water, sanitation, and hygiene journal, 12(4), 321-335. gomez, m. r., & reyes, j. l. (2020). cultural influences on food safety practices among street food vendors: a case study in calapan city. international journal of gastronomy and food science, 7(3), 215-230. henson, s., jaffee, s., & wang, s. (2023). new directions for tackling food safety risks in the informal sector of developing countries. imathiu, s. (2020). benefits and food safety concerns associated with consumption of edible insects. nfs journal, 18, 1-11. lee, s. h., & tan, w. y. (2017). regulatory frameworks and enforcement measures in street food vending: challenges and solutions for food safety in calapan city. journal of public health and safety, 25(1), 45-58. lim, t. y., & ong, k. h. (2018). formal education and training in food safety: a critical aspect for street food vendors in calapan city. journal of food education, 9(1), 78-91. noort, m. w., renzetti, s., linderhof, v., du rand, g. e., marx-pienaar, n. j., de kock, h. l., ... & taylor, j. r. (2022). towards sustainable shifts to healthy diets and food security in sub-saharan africa with climateresilient crops in bread-type products: a food system analysis. foods, 11(2), 135. rustia, a. s., tan, m. a. p., guiriba, d. n. s., magtibay, f. p. s., bondoc, i. r. j., & mariano, c. b. d. (2021). defining risk in food safety in the philippines. current research in nutrition and food science journal, 9(1), 233-257. rivas, a. b., et al. (2019). socioeconomic barriers to food safety practices among street food vendors. journal of public health and safety, 26(3), 145-158. santos, a. b., garcia, c. d., & reyes, e. f. (2018). assessment of food safety knowledge and practices among street food vendors in calapan city. journal of food safety and hygiene, 15(2), 112-125. sevilla, m. a. (2020). the socioeconomic impact on entry into the gig economy for street food vendors in calapan city. international journal of economics and development studies, 14(1), 45-58. suleiman, k., kolo, i., mohammed, s. s. d., & magaji, y. g. (2022). bacterial diarrhea among infants in developing countries: an overview of diarrheagenic escherichia coli (dec). gadau journal of pure and allied sciences, 1(1), 73-81. world health organization. (1996). essential safety requirements for street-vended foods (no. who/fnu/ fos/96.7 rev1). world health organization. pa ge 1 pa ge 11 american journal of multidisciplinary research and innovation (ajmri) leadership dynamics in organizational change: an in-depth exploration of public and private sectors in saudi arabia anas abdullah alfozan1* volume 3 issue 1, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i1.2393 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 20, 2023 accepted: january 24, 2024 published: january 26, 2024 the study explores leadership dynamics in saudia arabia that have evolved organisational change focusing on public and private sectors. it examined strategies used by private firms focused on innovation and employee engagement and the bureaucratic challenges public firms face. the study has adopted qualitative analysis in which several interviews were conducted through thematic analysis. the study has also applied quantitative analysis, revealing varied perceptions of organizational change among 38 participants, with the private sector being more open, effective communication moderate, and leadership styles influencing success. the analysis has explored discussing the organizational change in saudia arabia. the findings explored a divergence in the organizational change strategies of private and public organizations in saudia arabia. motivated by innovation and employee involvement, private enterprises differ from public organisations in terms of the bureaucratic challenges they face. leadership has a crucial part in achieving great outcomes when leaders effectively engage in mediation, dispute resolution, and emotional management of their staff. additionally, it was discovered that leaders played an active role in effectively managing time, fostering discipline, and highlighting employee dedication, all of which contributed to the successful implementation of organizational transformation initiatives. keywords organisational change, saudia arabia, organisational change efforts, thematic analysis introduction the integration of material, social, and economic components in ‘narratives of ordering’ can help in comprehending organisational change as a performance or impact (doolin, 2003; thurlow & helms mills, 2009). the saudi public organisations were undergoing significant changes due to implementing the government’s reform plan, vision 2030 (aladwan et al., 2022). entrepreneurial leadership in saudi arabian smes positively influences organizational innovation and employee creativity, highlighting the need for fostering a culture of innovation to fully unleash employee potential (naushad, 2022). the successful implementation of strategy in saudi public organizations relies on creating a cohesive body responsible for coordinating strategy execution across the entire organization (dasan, 2022). saudi arabia is undergoing its first phase of digital transformation, focusing on innovation, solid foundation, cybersecurity investment, and government partnership (alharbi, 2019a). saudi arabia’s private organisation is set to significantly contribute to its information-based economy and development plan, focusing on knowledge management systems and their implementation (gharamah et al., 2018). the studies have highlighted the most important factor is leadership, through which the change in the organisation creates an impact. however, in private firms, employees experience a more pleasant organisational environment, with strong leadership strategies in shaping the climate (fernandes et al., 2015; vukasović, 2019). in the 21st century, organisational leaders must effectively manage rapid and complex change to ensure future success and maintain a competitive edge in the rapidly evolving economy (anderson & anderson, 2010). the leader’s capacity to evaluate and improve an organisation’s ability for change is a critical aspect of managing transformation programs (charan et al., 2002; martin, 2017). the change in saudi companies, including private and public organisation, was coming as the study has observed different factors in terms of personality traits and leadership factor that has included in terms of productivity impact of upbringing, family, and social circumstances on leadership development. theoretical framework trait theory and behavioral adaptation in leadership the trait theory emerged in the early 1900s, followed by the behavioral leadership theory in the 1950s and 1960s. the trait theory identifies personal attributes to explain unique leadership performance, while the behavioral theory focuses on effective leadership behaviours. (goff, 2003). fuller et al. (1999) were highly intrigued by the trait approach as it provides a comprehensive explanation of how attributes impact leadership (fuller et al., 1999). however, studying the trait and behavioral leadership has given individuals with the valuable insights and skills that can improve their communication, adaptability, selfawareness, decision making and continues development as leaders. however, these benefits can contribute towards effectiveness as a leader and their ability in giving organisational success (van der hoek et al., 2021). 1 endowment assets and services centers network, saudi arabia * corresponding author’s e-mail: anasabdullahalfozan00@outlook.com pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 11-19, 2024 literature review comparative analysis of public and private organisation in saudi arabia the study conducted a comprehensive comparative analysis of public and private organisations in saudi arabia, examining their organisational dynamics, procedures, structures, communication strategies, and overall efficiency. organisational policies that support international employees can enhance diversity and performance in saudi arabia’s private sector (abaker et al., 2019). further, research has also explored the stakeholder involved in the private and public domains through distinctive methods of operation and also influenced within their respective sectors. saudi conglomerate customised an ethical code of ethics for stakeholders to overcome cultural barriers and fosters a culture of stakeholder communication, demonstrating cultural sensitivity and successful acceptance across saudia arabia (katzir & perry-hazan, 2023). one of the example has included in which saudia airline democratic leadership styles improves individual performance by creating an inclusive, participative work environment. this approach empowers employees, and also encourages active participation in decision making and also promotes efficient relationships. this fosters transparency and enabling better communication across all levels that has led to higher engagement, motivation and aligned with company goals. also, this approach fosters a culture of continues improvement and achievement in the fast-paced aviation sector (saad alessa, 2021). transformational leadership, psychological ownership, work environment, employee participation, incentives, and motivation significantly enhance organisational performance in saudi arabia’s gold sector (alhshedi et al., 2020; piedade et al., 2019). operations in the saudi construction industry where effective leadership, positive attitudes, and the cultivation of motivation and knowledge can significantly improve safety compliance and involvement in electrical construction projects (basahel, 2021). communication strategies in saudia arab in which pharmacy executives in saudi arabia excel in communication, emphasising the importance of effective methods to nurture strong relationships and drive positive healthcare industry transformations (alfaifi et al., 2022). relationship between leadership style, organization’s nature of work, and leader’s personality leadership style can be influenced through personal attributes that include charisma, decisiveness and empathy. different leadership styles significantly impact the success of saudi arabian public organisations, which significantly enhances their performance (preko, 2022). the transformational leadership style significantly impacts organisational learning and staff performance within saudi banks (jomah, 2022). in saudi arabia, paternalistic and transformative leadership styles positively impact employee motivation, while authoritarian leadership styles have negligible effects (altheeb, 2020; islam et al., 2018). cultural elements like gender equality, assertiveness, and future orientation significantly influence the leadership efficacy of women leaders in saudi arabia’s education sector (alsubhi et al., 2020). school leaders in saudi arabia face challenges like gender segregation, workforce promotion, and parental expectations, utilising coping mechanisms like adhering to regulations and bypassing them (sywelem, 2022). in terms of personality, higher levels of innovation and interpersonal skills increase the likelihood of becoming opinion leaders on social media, but extraversion doesn’t affect this tendency (dukhaykh, 2021). saudi leaders have shown versatile leadership by balancing exploration, exploitation and temporal flexibility, as reported by global workers (hu et al., 2020). it has also been observed that the power distance orientation and collectivist culture significantly influence leadership styles in asia, affecting organisational and strategic results (pizzolitto et al., 2023). sources of power and positive effects on organisational success the sources of power that are available to heads in the public and private sectors of saudi arabia presented a mix that was affected by cultural, political, and organisation factors. many times, leaders in the public sector draw their power from hierarchies and established values which they have to obey (banee, 2022). contrary to this, the private sector can be expected to see a more diverse distribution of power based on knowledge, innovation, and strategy. leadership principles in saudi arabia significantly impact organisational objectives through visionary, participatory, and transformative approaches, leading to increased productivity, innovation, and teamwork (villanueva et al., 2020). successful leadership was consistent with a cultural focus on deference to authority; thus, leaders who can inspire and motivate teams and create an inclusive workplace according to local cultural norms help develop a healthy work environment (saini, 2021). the shift in focus was driven from the competitive and global work environment, requiring organisations to adapt to dynamic and evolving events (ahakwa et al., 2021; lópez-cabarcos et al., 2022). organisations require a skilled leader who can comprehend the complexities of the evolving global landscape. exploration of the positive effects of leadership concepts on productivity, organisational success, and a healthy work environment (ariussanto et al., 2020). research highlights the significance of comprehending various sources of authority and arabia’s distinctive socio-cultural in employing effective leadership principles for organisational success in saudi. psychological aspects of leadership: choosing the right personality for the task in saudi arabia, paternalistic and transformative leadership styles positively impact employee motivation, while authoritarian leadership styles have negligible pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 11-19, 2024 effects (altheeb, 2020). psychological factors like emotional intelligence, strategic influence, and effective managerial concepts significantly influence a leader’s leadership culture in a complex management environment (kononets, 2019). framework for identifying leadership qualities, focusing on psychological factors, to improve organisational efficiency and achieve exceptional results through the psychological aspect is important in operating the company (london et al., 2023). organisational citizenship conduct influences transformational leadership behaviour, psychological ownership, and employee success in saudi arabia’s gold industry but doesn’t influence the working environment, employee participation, and motivation (alhashedi et al., 2021). hogan et al. (2021) suggest that personality measurements alone do not accurately predict leadership success. however, using the big-five model can improve the effectiveness and practicality of personality trait assessment (hogan et al., 2021). exploration of factors such as upbringing, family, and social circumstances in shaping leadership traits childhood, family history and societal situation all those factors were all significantly influenced in the leadership characteristics. resilience, effective communication and responsibility were the key traits of the leadership (shportun et al., 2020). family beliefs and cultural background have influenced decision-making, teamwork and ethical concerns (reck et al., 2021). further, personal experiences have also influenced leadership effectiveness, and age has influenced the leadership quality of individuals at different life stages with different leadership styles (huynh & hua, 2020). however, those factors help organisations develop an effective life stage with unique leadership styles. methodology the study has used qualitative analysis with thematic analysis and survey of 39 participants using quantitative analysis, involving interviews with three members from both private and government organisations. quantitative analysis frequency analysis statistics the study has found that around 38 participants have shown that the perceptions of the organisational change based on gender age group, employment sector and alignment with the goals. though the private sector perceived as more open to change, and effective communication during change is considered to be moderate. leadership styles and work nature influence success, with personal backgrounds showing a significant role. however, these findings have shown valuable insights for further analysis and exploration. table 1: frequency analysis g en de r a ge g ro up e m pl oy m en t s ec to r to w ha t ex te nt d o yo u be lie ve t ha t or ga ni za tio na l c ha ng e is ac tiv el y em br ac ed in y ou r w or kp la ce ? h ow w el l do y ou t hi nk t he c ur re nt o rg an iz at io na l ch an ge in iti at iv es i n yo ur o rg an iz at io n al ig n w ith t he o ve ra ll go al s an d vi si on ? in y ou r o pi ni on , d oe s th e pu bl ic s ec to r i n sa ud i a ra bi a or th e pr iv at e se ct or e xh ib it a gr ea te r w ill in gn es s to e m br ac e an d im pl em en t o rg an iz at io na l c ha ng e? w hi ch s ec to r, pu bl ic o r pr iv at e, d o yo u be lie ve d em on st ra te s m or e ef fe ct iv e co m m un ic at io n st ra te gi es d ur in g pe ri od s of or ga ni za tio na l c ha ng e? h ow w ou ld y ou d es cr ib e th e pr ed om in an t l ea de rs hi p st yl e in yo ur o rg an iz at io n du ri ng ti m es o f c ha ng e? d o yo u th in k th e n at ur e o f w or k in yo ur o rg an iz at io n in flu en ce s th e su cc es s of le ad er sh ip d ur in g or ga ni za tio na l c ha ng e? to w ha t ex te nt d o yo u th in k th e ps yc ho lo gi ca l w el l-b ei ng o f le ad er s in flu en ce s th ei r ab ili ty t o na vi ga te a nd le ad t hr ou gh or ga ni za tio na l c ha ng e? d oe s th e pe rs on al b ac kg ro un d (e du ca tio n, e xp er ie nc e, e tc .) of le ad er s pl ay a c ru ci al r ol e in t he s uc ce ss o f o rg an iz at io na l ch an ge in iti at iv es ? n valid 38 38 38 38 38 38 38 38 38 38 38 missing 0 0 0 0 0 0 0 0 0 0 0 mean 1.21 3.03 1.45 3.79 3.63 2.03 1.87 2.97 3.76 2.39 4.00 pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 11-19, 2024 thematic analysis organisational change in saudi arabia “saudi private companies are successfully implementing organisational change through strategic planning and employee engagement by adopting innovation and leading to improved performance”. participant one has stated that private enterprises in saudia arabia are implementing organisational transformation through a strategic strategy that prioritises innovation and employee involvement. this approach ensured alignment with overall objectives that enhanced operational effectiveness and fostered a sense of ownership among employees. this approach not only drives strategic goals but also creates a flexible work environment for longterm success. “all i know in saudi arabia public sector faces more bureaucracy and hierarchical structure through successful digital transformation program that was introduced through stakeholder engagement well, and the company is focused more on inclusivity and collaboration in minimising the resistance to change”. another respondent has stated that saudi arabia’s public sector faces bureaucratic challenges. at the same time, private organisations prioritise digital transformation through inclusive cooperation, aiming to reduce resistance and foster a flexible corporate culture. “i am working in the private technology firm where i have been able to successfully adopt the agile methodologies to enhance my management efficiency with open communication that is my leadership”. one of the employees from a private technology company stated that they effectively utilised agile methods and enhanced productivity and efficiency through transparent communication and fostering a collaborative work environment. “in the retail company, our leaders are successful in managing the change through digital transformation to enhance customer experience”. the retail organisation successfully managed change by embracing digital information, optimising operations with cutting-edge technology, enhancing the consumer experience, and maintaining competitiveness in the dynamic retail industry. “working in a school government job where their system has collaborated with educators, parents and technology experts also implemented modern teaching methods, and it’s good”. it has been explored that in a government role, the collaboration among educators, parents and technology experts enhances the educational experience and demonstrates dedication to technological advancements, thereby providing a comprehensive education. “being as an employee from public health where employees were capable to execute great organisational change”. one of the public health employees, it was found that there was a significant transformed the organisation, optimising the effectiveness, enhancing service provision and adapting to growing healthcare demands, ensuring community well-being. being as an employee from public health where employees were capable to execute organisational change as they are working in the field of public health where they have witnessed that the capability of employees to bring about significant and positive transformation within their organisation. however, in saudia the public health sector workforce is capable in implementing the significant changes in exploring their skills and motivation. comparative analysis of public and private sectors “private tech companies have dynamic and entrepreneur culture where they value innovation and agility in saudi arab”. saudi arabia’s private technology enterprises are renowned for their innovative culture, fostering a competitive edge and fostering rapid technological advancement, thereby ensuring the country’s technological progress. “being an eligible employee well enough in public health department as we are more focused in formal decision making and regulation”. it has been stated that the employee is proficient in public health, focusing on formal decision-making and regulation. “facing challenges in adapting economic changes due to risk management while private manufacturing companies in integrating new technologies”. the respondent stated that they struggle with risk management in economic fluctuations. at the same time, private manufacturing enterprises demonstrate agile strategies, emphasising the importance of efficient risk management and technological progress for long-term prosperity. “working they have some public regulatory challenges in adapting economic changes due to the complex frameworks”. navigating the workplace during economic changes is likened to solving a labyrinth due to complex public regulatory issues and sophisticated structures. successful adaptation requires strategic approaches and investigative analysis to understand established protocols and guidelines. “working in the public sector and my company is accepting the change as i have a good leader with profound characteristics”. from the public sector, employees were embracing change due to a competent leader with ingrained qualities that have indicated the abilities that have created a direct impact on the organisation’s ability to adopt and embrace the change. “working in the private company of leathers and they are not so good in implementing the change”. the private leather firm is facing challenges in introducing change, resembling a deteriorating belt that needs modification. despite these obstacles, there is optimism that the firm will eventually develop the ability to manage changes more smoothly. in the public sector, an exceptional leader can make the process of accepting pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 11-19, 2024 and adapting to change more feasible, transforming the process into an exhilarating journey. relationship between leadership style, nature of work, and personality “in my company, laissez-faire leadership style is adopted as this is one of the fast-paced private marketing agencies in saudi where we believe in creativity”. in this fast-paced private respondent from a marketing agency in saudi arabia, the laissez-faire leadership style has been adopted with creative expedition where freedom was celebrated and allowed team members to contribute ideas. “working in a government company where authorities create personalities clashes as an employee with autonomy preferences shown negative slower decision-making process that affects the performance”. the employee experiences working in a government firm where interpersonal disputes and personality conflicts among workers who value autonomy negatively impact the organisation in the decision-making process have indicated that the organisational culture and management style impede productivity and effectiveness. “working in a construction company and here, transformational leadership is prevalent because of public infrastructure projects that need collaboration, but i think it might create conflicts i have seen because everyone here has different visionary aspects”. within the construction company, transformational leadership is predominant with demands of public infrastructure projects that necessitate extensive collaboration. different perspectives and ambitions can sometimes lead to stress as team members navigate the challenges of aligning their visions within the broader transformational framework. navigating these conflicts become essential to ensure that the positive aspects of transformational leadership, such as motivation and innovation, are not overshadowed which has allowed construction company in saudi to thrive in delivering successful public infrastructure projects. psychological aspects of leadership and personal background “being an employee personal experience while working here it company leader is good at managing conflict. also, he is strong enough to make our team’s performance strong”. it has been stated that the it firm’s boss is a skilled mediator, handling family issues and enhancing collective strength. their leadership abilities and conflict resolution skills make the team navigate through problems effortlessly. in the public sector, an exceptional leader makes adapting to changes easier. their confidence and guidance transform the process into an exhilarating journey, making it easier for the team to navigate through turbulent circumstances. “working in a government company where their leader is known for their values and principles as our leader is giving respect to the team. i know i need an off because of some family problem; lead has permitted me and send a small gesture to my daughter as she was sick, that is why i have to leave my office early”. in an it firm, supervisor’s exceptional skills in mediating family disagreements and handling confrontations make me feel like a captain. their adeptness in resolving conflicts and strong leadership abilities make the team effortlessly navigate through problems. in the public sector, an exceptional leader’s presence makes it easier to adapt to new circumstances. their confidence in navigating the ship and their guidance transform the process into an exhilarating journey, making it more feasible to accept and adapt to change. their guidance makes the process an exhilarating journey. “company of a leader has a good personal background that how to communicate reasonably with us. our leader can deal with a diverse group of people”. experience with a public sector leader with exceptional communication skills akin to a friendly neighbor. they describe their ability to adapt to changes and the ease of doing so due to their leadership. they compare their role to a captain who navigates the turbulent waters of transformation, transforming the process into an exhilarating journey. the author values the leader’s calm and confident leadership, which makes the task of accepting and adapting to change more feasible. they believe that their exceptional leadership makes the task of accepting and adapting to change more feasible within their position in the public sector. “company leaders in the private telecom company have high levels of emotional intelligence, and i think it includes empathy and social regulation because they can easily manage our emotions. and also she can easily deal with us by giving us different solutions to our problems”. an exceptional leader’s emotional intelligence is a hidden superpower, able to understand and regulate emotions, providing solutions like a kind friend. it is akin to having a mentor who provides professional guidance and manages emotional highs and lows with empathy. in the public sector, an exceptional leader’s presence makes it easier to adapt to change. an exceptional leader in the public sector is a key factor in facilitating change. they possess exceptional attributes that make them a distinct leader, transforming the process into an exhilarating journey. “leaders from government office are very tough in terms of punctuality and work ethics”. within a governmental establishment, the superior assumes the role of a timekeeper, placing significant emphasis on punctuality and work ethics with a committed approach. it is comparable to having a stringent but equitable coach who prioritises discipline and has elevated expectations for everyone’s dedication to their responsibilities. “in my company, there is strong time management set by our seniors”. it has been stated that in the company, seniors have crafted a time management where every minute counts. pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 11-19, 2024 discussion organisational change in saudia arabia, where private and government sectors have employed different ways for organisational transformation (moshashai et al., 2020). most of the private firms in saudia focused on innovation and employee participation (akinwale et al., 2020). saudi companies were improving operational efficiency and creating an adaptable work environment(alferaih, 2021). most of the public sectors face bureaucratic challenges, while private organisations promote digital transformation (kuldosheva, 2021). private organisations in saudi arabia were employing customised strategies for successful transformation in various industries due to the unique dynamics and challenges in the region (al-kahtani et al., 2022). saudia arabia public and private sectors differ in their focus and challenges as private enterprise focused on technological innovation to stay competitive and efficient while public health organisations prioritise regulatory frameworks and compliance measures (ramady, 2010). private manufacturing firms’ businesses adapt to economic volatility and emphasise risk management and technical advancement; however, effective adaption requires strategic measures and leadership (gadekar et al., 2022). change management in both sectors is crucial for adopting leadership and strategic methods in saudi arabia to influence organisational transformation and achieve better opportunities (alharbi, 2019b). saudi arabia employs various leadership styles, with private marketing agencies utilising laissez-faire to foster creativity, while government firms face interpersonal disputes and productivity challenges (abdullah alshammari et al., 2023). it was also found that the construction companies were using transformational leadership to improve public infrastructure projects. in contrast, effective conflict navigation has ensured that motivation and innovation prevail, enabling successful projects (al jabri et al., 2021). the study indicates that most leaders in saudi arabia have demonstrated positive outcomes and are well-defined in their roles (alshammari et al., 2020). the study has analysed different leadership styles from different professionals where effective mediation and conflict resolution skills from different companies’ experiences of employees raising collaboration. at the same time, self-assurance and direction in public organisations make change exciting. it was also observed that emotional intelligence is a hidden ability that has allowed employees to address the problem and regulate their emotions (alferaih, 2021). time management was also considered one of the aspects that has been emphasised from leaders in saudia in taking the role of timekeeper and promoting discipline and commitment (kassotaki, 2016; mohiya & sulphey, 2021). the results have also revealed that the ethical leadership at saudi telecom company significantly boosts employee creativity by promoting justice and defining roles (elqassaby, 2018). conclusion saudia arabia’s private and public companies were implementing distinct approaches towards organisational change. however, private firms prioritise innovation and are active in innovation and employee participation, whereas public sectors face bureaucratic challenges. leadership style has shown an essential role in driving organisation change in saudia arabia as private and public organisations have adopted different leadership styles as this has included transformational leadership and laissez-faire style, to adopt changes and effectively implement them. the study has indicated positive results and defines leadership roles in saudi arabia, with leaders demonstrating effective mediation, conflict resolution, and emotional intelligence. also engaged in managing time management, giving relaxation to their employees and dealing with employees’ emotions and their work nature through promoting discipline and emphasising commitment. recommendation • private and public sectors both should have encouraged resilience and adaptability and also promote a holistic approach to change and promote leadership development. • in achieving performance indicators for electronic government services that has required a balance approach, although they should adopt holistic evaluation framework that has included both qualitative and quantitative indicators and ensuring high quality services. novelty of research the study explores organisational change in saudia arabia, focusing on both private and public sectors. also, uses academic literature, expert opinions, and employee perspectives to understand dynamics. the study uses trait theory and behavioral adaption in leadership to examine leadership to examine leadership styles, organisational structures and cultural context. the research methodology includes qualitative and quantitative analyses. contribution to knowledge the study has shared a comprehensive analysis of organisational change in saudia arabia, integrating private and public sectors. it explores leadership styles, psychological aspects, and the impact of personal background on leadership dynamics. the mixed-method approach captures the qualitative and quantitative analysis, offering valuable insights for practitioners in change management in saudia arabia. fulfillment of research gap a gap in literature on organisational change in saudia arabia by conducting a comparative analysis of both privates and public sectors. it investigates leadership styles, psychological aspects, and the impact of personal background. the study uses qualitative and quantitative methodologies to capture diverse perspectives and provide valuable insights for practitioners, and policy makers in implementing the organisational change initiatives in saudia arabia. pa ge 17 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(2019). the effects of changes in leadership on organisational climate. in: pridobljeno s http://www. toknowpress. net. pa ge 1 pa ge 83 american journal of multidisciplinary research and innovation (ajmri) the relationship between ethnic enclave settlements with development spectrum in gambella city ethiopia simon mun wal1*, tibebu asseffa1, samson kassahun belachew2 volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1150 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 02, 2023 accepted: january 25, 2023 published: february 02, 2023 the gambella enclave serves as a crossroads for trade between ethiopia and sudan. since then, weak development in relation to its enclave settlement has been observed. keeping these gaps in mind, the paper is motivated by a study of the relationships between ethnic enclave settlement and weak development in city. a hybrid methodology was used in the study, and a sample size of 500 households from the five kebeles that spatially structured gambella city was used. moreover, officials from the city administration, gambella municipality, and gambella urban development bureau were among the targets for interview. data was gathered using a variety of instruments, including surveys, interviews, focus groups, and visual observations. data from the survey was analyzed using rstudio. in this manner, an ethnic enclave settlement in gambella city resulted in a significant level of 1 percent connection with four development spectrums, according to structural equation modeling (sem) outputs that are either positive or negative, where a 72 percent mismatch in development sector because of the ethnic enclave settlement is observed. in order to properly utilize ethnic enclaves as resources for development and prosperity in gambella, policymakers need comprehensive multicultural city planning that invests in residents’ attitudes and thinking. this planning has the potential to curb the observed challenges that hinder development in gambella city through creating a favorable environment for local and indigenous knowledge, investing in huge public goods, and adopting new trends of entrepreneurship that can be admired by many who want to own the city. keywords gambella city, enclave settlement, kebeles, weak development, rstudio introduction ethnic enclaves are not new in the context of africa since the establishment of many cities has a close relationship with colonial rules. however, ethiopia wasn’t one of those colonial governments, but some of its districts, including eritrea before its referendum and the gambella enclave, were under the colony for years. gambella city is the capital of gambella regional state and is located at the confluence of the baro and jabjabe rivers. the location was chosen for its compatibility and for its status as the center of commercial activity between ethiopia and sudan (bell, 1988). importantly, recognizing the spatial heterogeneity in gambella city with homogeneity in each enclave aids in understanding the diversity we have in gambella. if enclaves are properly utilized, the development of the city can be visualized nationwide. gambella is a city with indigenous (nuer anywaa, komo, majang, and opo) and non-indigenous (oromo, tigrian, amhara, and keffa) populations, according to the csa’s 2021 projection. the city has a population of 144,648; males consist of 74,660 and females consist of 69,988 (csa, 2021 projection). these populations are stratified based on level of concentration, as visualized in figure 1 below. 1 ethiopian institute of architecture, building construction and city development, addis ababa university, ethopia 2 college of urban planning and engineering, ethiopian civil service university, ethopia * corresponding author’s e-mail: munsimon12@gmail.com figure1: settlement pattern of gambella city (2021 own survey) https://doi.org/10.54536/ajmri.v2i1.1150 https://journals.e-palli.com/home/index.php/ajmri http://munsimon12@gmail.com pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 since ethiopia’s establishment, the modern gambella regional state has been partially integrated into ethiopia by two subsequent dynasties (menelik ii and emperor haile). however, after the imperial authorities were deposed, there was some interest in gambella. the dergi era made an effort to provide social infrastructure (education and health care) to the gambellian people and recognized their settlement being administered by their own natives (anywaa and nuer). the ethiopian people’s revolutionary democratic fronts (eprdf), led by the tigray peoples liberation fronts (tplf), successfully overthrew the dergi regime, resulting in the establishment of the gambella regional state. the country was divided into nine regional states and two charter cities under the 1995 constitution, which placed a special emphasis on the geographic environment and racial diversity. the constitution introduced ethnic federalism as the only strategy that would take into account the unique interests and sentiments of all ethiopians with various dialects, cultures, and ethnicities. the ethiopian people’s revolutionary democratic fronts (eprdf) strategy seems to be applicable to the gambella region when compared to earlier ethiopian administrations’ eras. it brought gambellian out of their hinds to a point where they can see the light of development, which comes with many challenges. for example: the loss of unity in diversity, as well as an increase in ethnic and religious extremism. these are cited, and many ethiopians regard ethnic federalism as a negative aspect of the current government system. since then, ethnic federalism has failed to foster peaceful cohabitation in many ethiopian cities and regional states (gotamo, 2019). even though federalism appears to benefit ethiopia’s marginalized citizens, this opportunity and fantastic opportunity did not materialize for gambellian as conflicts, hatred, mistrust, and the search for superiority over others define ethiopia’s emerging state. not only this, the city failed to sustain its previous steps as a trade enclave. this raises the question of when and how this trading enclave became an ethnic enclave. some advantages and disadvantages of ethnic enclaves, which might convert gambella city from a trading to an ethnic enclave, were not yet clear to many scholars. there is no policy that defines urban settlement in ethiopia as an “enclave settlement area.” the gambella municipal authorities did not intend for the residents to reside on an ethnic basis, which has produced a lot of development challenges today. in this context, the study is motivated by enriching enclave settlement theory through examining connections between the ethnic enclave populations and the development spectrum underway in this study. it is uncertain why the same ethnic groups settle in the same place in such a concentrated manner. yet still, it is not clear how ethnic enclaves have affected gambella’s development. despite the fact that there is literature on the formation of ethnic enclave settlements (carr, 2003; marcus, 2005; and perkins, 2010), its contribution to social, economic, political, and environmental development in many countries is ongoing. however, some limitations in the context of ethiopia were observed. particularly in the gambella regional state capital, the connection between ethnic enclaves and development spectrums has never been studied. therefore, to have additional empirical evidence that enriches theories of ethnic enclaves like contact theory in relation to development, we explore the phenomenon in gambella city. the study attempts to provide a response to the following questions: what links are there between the sociospatial, economic, environmental, and infrastructure development in gambella city and the ethnic enclave’s settlement? what ties do these things have to the growth of the city as a whole and to one another? does ethic enclave settlement have a strong or weak effect on socio-spatial, economic, environmental, and infrastructural development? the study describes and categorizes the complex interaction between a number of essential components that propel the expansion of gambella city and the significance of settlement patterns that set apart diverse development results. we assess the factors that led to the increase of development activities and the incentive impact of ethnic enclave settlement in gambella city using a reverse form of confirmatory factor analysis under a structural equation model (cfa-sem). as a result, the emergence of ethnic pockets in gambella has impacted the growth of the city in both positive and negative ways. the paper is organized as follows: a broad overview of ethnic enclaves; a systematic review of significant literature; the material and methods; results and interpretation; and discussion; the final section consisted of a conclusion with some policy recommendations. literature review human capital settlements make a significant contribution to the people’s experience in shaping the development of any country around the world. this is magnified by interpersonal contacts that are taking place in that particular spatial space (diez roux and mair, 2010). concentrations of people of one ethnic background have the potential to influence social interaction in this regard. according to wagner and christ (2011), a close relationship with residents of the same social and cultural background has the potential to lessen inter-ethnic group conflicts within the city. in the same vein, the capital goods in the community of those ethnic groups that reside in enclave settlement areas have enough potential to play a role in the development of social interaction among city neighborhoods (carr, 2003). this implied that an ethnic enclave has the potential to enrich the weakest part of society that lives in a separate environment in a concentrated way. that means enclave has a positive relationship with development in terms of locating the best practices within the community that are concentrated in a way that makes them resourceful to city development at large. furthermore, living geographically and socially in ethnic enclaves benefited the state’s political system. according to shizha e. et al. (2018), ethnic enclaves have https://journals.e-palli.com/home/index.php/ajmri pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 an advantage when it comes to civic participation as it promotes group cohesion and democratic action in the modern day. ethnic enclaves may be rich in social capital, mutual support networks, and community organizations. walton (2012) provided the best practice, stating that asian americans living in ethnic enclave settlements benefit from capital exchanges on both the social and economic fronts when they live in a concentration. living in an ethnic enclave had more advantages than drawbacks. on the other hand, bloemraad (2012) looked at ethnic enclaves as a focal point that either facilitated or fragmented socioeconomic and cultural integration. an ethnic enclave settlement, it erects a financial barrier that ethnic businesses find difficult to overcome and are unable to participate in the city’s market system. this is due to the fact that their products, services, lack of promotion, business strategy, and management abilities and experience are inadequate. ethnic concentration in enclaves prevents small enterprises from being competitive in the city’s primary market sector (wang, 2013). agrawal (2010) also argues that enclaves can also be impediments to networking and engagement in more mainstream contexts, like business. in this respect, the isolation that comes with living in small communities may prevent people in enclaves from interacting socially with the rest of society. lack of social connection also has an impact on one’s ability to speak another language, as well as their ability to interact with locals and learn their languages (chiswick and miller, 2005). invasion and succession spatially present themselves in social control when social difference is urbanized (cirolia, 2014). land speculation, exclusion, and relocation seem to be important obstacles in cities when residents come from different socioeconomic backgrounds (cirolia, 2014). these imply that living in a concentrated, ethnically diverse location has a negative impact on the sociospatial infrastructure of the city. this indicated that if ethnic enclave settlement grew, there would be both positive and negative effects on the city’s economy. environmentally, an enclave serves as a stepping stone to other environments rather than a barrier to integration (qadeer & kumar, 2006). living in ethnic enclaves still has a detrimental influence on a large number of people in cities. the development of residential enclaves is closely related to that of cities around the world, especially in informal settlement regions where the majority of the urban poor are concentrated on the outskirts of towns (cutini, di pinto, rinaldi, and rossini, 2020). that means we observed a poor relationship between the contributions of ethnic enclaves and the activities created in cities. settlement areas with high population concentrations that are divided based on ethnicity have the potential to harm the ecosystem. high concentrations lead to an increase in health risks, unhygienic activities, and a lack of space and resources to create bathrooms for every inhabitant (penrose, de castro, werema, & ryan, 2010). as indicated, environmental contamination is pervasive in sub-saharan african communities, where many people reside in enclaves and others in unplanned settlement zones (dos santos et al., 2017). access to services like sanitary facilities, landfills, and clean water is a problem in many enclave communities, which has led to an increase in environmental degradation (barrington et al., 2016). additionally, basic utilities like adequate water, better waste disposal, access to power, public transportation, and open space were infrequently offered in populated regions with hazy land titles (barrington et al., 2016). in this manner, we have a direct correlation between ethnic enclave settlement and environmental pollution because enclaves are so prevalent in unplanned settlement cities in developing nations. contrary to the above arguments, an ethnic enclave is considered because it has the potential to be advantageous to asian americans. according to mossakowski and zhang (2014), the relocation of new immigrants to their own enclave may facilitate easy access to services and contact with other members of the same ethnic groups without having regular contact that would segregate them. this is seen as being one of the greatest advantages of living in an ethnic enclave where the practices differ from those in gambella city. neighborhood enclaves may provide sociocultural elements that encourage beneficial intergroup interaction (wang, 2013). institutions and businesses in ethnic enclaves may offer chances for nearby residents to positively engage with one another (carpiano, 2006; zhou, 2005). this enables individuals to gather together to pursue shared interests or aims (collins, neal, & neal, 2014). according to the discussion above, scholar languages differ in their agreement on the positive impact of ethnic enclave settlement on city development. some people considered ethnic enclaves to be cursed settlement areas on the city’s development. this shows from the research that theories and opinions are unable to reach agreement on the potential and drawbacks that ethnic enclaves display. as a result, we attempt to fill these gaps by investigating the precise relationship between the enclave settlement and the development spectrum in gambella city. this focus will enrich the observed gaps in the literature, as social interand intra-group interaction in a concentrated form has the potential to contribute to any city’s development if properly managed. this paper employs intergroup and intragroup contact theory as a framework for understanding the relationship between ethnic enclaves and developmental spectrums. since this theory was first developed by allport (1954) as the means to blend the social relationships among ethnic groups in the city, according to him, equitable resident status, shared goals, cooperation between ethnic groups, and official assistance may all contribute to positive resident attraction that can further development in any city (pettigrew et al., 2011). in this regard, if the above allport ingredient fails to be met by any settlement area, the contact theory results in group conflict within urban spatial space. this practice also informs the research with an important multiculturalism theory that considers all aspects of https://journals.e-palli.com/home/index.php/ajmri pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 human beings in a city. for gambella city, an ethnic enclave settlement manifestation is a more unhealthful form of settlement. when a city has a high concentration of the same ethnic group, ethnic enclave settlement becomes a curse. based on contact theory language, we expect that the benefits we receive from residing in an ethnic enclave settlement area may differ according to estimates of the outcomes of the development we observed in economic, sociospatial, environmental, and infrastructure activities in gambella city. the connection between the ethnic enclave and the level of development in ethiopia’s cities this study examines how intergroup and intragroup contact in an ethnic enclave influences the economic, social, spatial, environmental, and infrastructure development in gambella. in this regard, we focus on the relationship that exists between ethnic enclave settlement and the four development spectrums (economic, sociospatial, environmental, and infrastructure). we observe whether the relationship between ethnic enclaves and development spectrums has both positive and negative consequences. in this manner, the ethiopian people’s revolutionary democratic front (eprdf) adopted the concept of a developmental state as a policy to direct the growth of the state. however, ethiopia’s diverse ethnic population and urban polarization have prevented city growth from proceeding as planned. the characteristics of ethiopia’s developmental stage appear to be outweighed by ethnicity. in this regard, enclave settlement is now increasingly a common practice in ethiopian cities, especially in cities receiving migrants. for instance, in addis ababa, one ethnic concentration is visible in the gulele region, 22 area, gotera, merkato, teklaymanot, and gojamberenda, and even in new condominium homes, we observe the concertation of oromos, tigrians, amahrians, and guragians in an area of condominium housing. despite these signs and customs, the ethic enclave has received little scholarly attention in ethiopia. empirical insights on how ethnic enclave settlement affects development possibilities are overlooked by city horizontal expansion, urban sprawl, and squatter settlement studies. all these were observed in addis abeba, debre-berhan, and other regions of ethiopia, as provided by scholars like gebeye, a. (2016), melese, m. (2004), megento, t. (2013), and asefa, b. (2020). in addition to these, ethnic enclave communities were also visible in dire dawa (oromo, somali, and amhara), gonder, particularly among the gonderian and kimates, and hawassa between sidama and walayta. the anywaa, nuer, and highlander enclaves were made known to gambella. conflicts between groups magnify as the best evidence of practices in ethiopia’s secondary and tertiary cities. as stated by gotamo (2019), in ethiopia’s main cities, minorities are impeded and increasingly persecuted. ethnic radicals instilled fear and pessimism in a few residential districts of various ethiopian cities, most notably gambella city, and a new movement has emerged that advocates for unstable city expansion through ethnic federalism. as a result, ethnic enclave conflicts became more prevalent and hindered the economic, tourism, and other related services that had been crucial to the development of cities as they began to decline. extreme poverty, a lack of socioeconomic possibilities, and an increase in violence can all be found in crowded cities (van den berg & danilenko, 2010), as they concern the practice in ethiopia. all these magnified ethnic enclave settlement systems were in place, but few were aware of their existence. in addition to these, the housing effect, the informal settlement enclave, and the environmental sustainability of development were among experts’ top concerns. all these indications suggest that the empirical analysis this study aims to conduct cannot be compared to empirical studies conducted in other nations. it is critical to acknowledge the connection between ethnic enclave settlement and the development of gambella city, which is the focus of this research. in order to highlight the role of ethnic enclaves in the development of gambella city and their relationship to socio-spatial, economic, environmental, and infrastructure development, more illustrations are underway in the next section as we complete the methodological section in this paper. material and method the sample size for this study consisted of 500 households from all five kebeles in gambella city, as determined by kothari (2004). a study used both probability and non-probability sampling techniques for picking the number of participants in each kebele. using purposive sampling, we interviewed and conducted focus group discussions with the gambella city deputy mayor, municipality manager, gambella urban development and construction bureau deputy, and city speakers. elderly people, gambella city, and gambella regional police were all purposefully selected for them to explain the practical challenges facing their day-to-day activities because ethnic enclave settlement is the only form of settlement in gambella city. information from households was collected from every resident in gambella using simple random sampling, where every resident in the selected kebeles had a chance to participate. the interview, focus group discussion, and survey were all conducted using both english and amharic, as the researcher had potential in both languages and translated the amharic feedback into english for proper interpretation in the context. only four people out of 500 failed to respond as intended by the survey because they did not complete the survey documents on time.496 participants completed the survey and were eligible for analysis. furthermore, both the qualitative and quantitative findings were qualified through observations using structured and non-structured forms of data gathering in all five kebeles in gambella city. the study was authorized by the ethiopian institute of architecture, building, and city development (eiabc) of addis ababa university graduates’ school for it to take place in gambella city, https://journals.e-palli.com/home/index.php/ajmri pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 ethiopia. the measurements tools and techniques used in this study were used to establish a clear relationship between the ethnic enclaves and the development spectrums in gambella city. multi-regression analysis was used to meet the parametric assumptions to investigate the relationship between ethnic enclave settlement and development spectrums. statistical analysis in rstudio was used as a tool to examine the impact of ethnic enclaves on the development of gambella city (rstudio team, 2020). here is the model’s description and how it fits. fit measures/model fit statistics the comparative fit index (cfi), which is a scale that spans from 0 to 1, tends to have values greater than 0.90, but conservatively 0.95 indicates a good fit, according to the summary of standard measurement. the well-fit values that represent the good match should be better than 0.90 in the case of the tucker lewis index (tli), which runs from 0 to 1. the cfi always prevails when both the cfi and the tli are less than one. the p-value in the rmsea (root mean square error of approximation) model fit estimation should be tight, meaning the rmsea should be less than 0.05. if you reject a model, it shows that it isn’t a good fit. in the case of rsmsea, all values are greater than 0.09, but the model’s good fit is demonstrated by the rmsea p-value of 0.000 or less than 0.05. this revealed that all of the latent variables used to assess the effect are very similar. for qualitative analysis, a thematic form of analysis was utilized based on the contents of this research, they are also matched along with results from quantitative results concurrently. the data presentation was conducted underway using tables, percentage, figures and photos. all these were interpreted and fit for discussion. findings and discussion accordingly, the findings in this study indicated that the quantile description consisted of the lowest, maximum, median, first quartile, and third quantile of the variables under consideration. the results are shown in a box plot and jitter plot, which show how well the data is distributed. to do so, we use measurement tools to determine the linkages and distribution of developmental activities in gambella city’s ethnic enclave settlements. the x-lines in figures 2 and 3 depict the scales of development as assessed by economic, socio-spatial, environmental, and infrastructure activities. the distribution of settlements by ethnicity, such as opo, komo, nuer, highlanders, and anywaa ethnic groups, is depicted by y-lines. keeping all of this in mind, the qualitative relationship that exists between the development spectrum and ethnic enclave settlement in this study is depicted in a format that fits in the figure based on the thematic and heading under each section. model test user model: test statistic 2680.927 degrees of freedom 355 p-value (chi-square) 0.000 for the degree of freedom that is 355, we are observing that the p-value (chi-square)test for the model user is significant at a 1 percent level, which is a good indication of the fitness of the model utilized in this context. model test baseline model: test statistic 7643.872 degrees of freedom 406 p-value 0.000 in testing for the model baseline model, the p-value of sem estimation output scored a significant level, which is less than 1 percent. this is an indication of the best baseline estimation employed in this analysis. user model versus baseline model: comparative fit index (cfi) 0.679 tucker-lewis index (tli) 0.632 when comparing the user model with the baseline model, the cfi and tli model test outcome scored below 0.9, which expresses the existence of the well fit values of a good match. root mean square error of approximation: rmsea 0.115 90 percent confidence interval lower 0.111 90 percent confidence interval upper 0.119 p-value rmsea <= 0.05 0.000 figure 2: the relationships between ethnic enclave settlement with the economic, and socio-spatial development (source: rstudio’s analysis from the 2021 survey data) https://journals.e-palli.com/home/index.php/ajmri pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 the description on relationships between ethnic enclave settlement with the economic, socio-spatial, environment and infrastructure development figures 2 (a and b) show how economic and sociospatial activities are spread following ethnic enclave settlement, with distribution patterns that change with the size of growth or are influenced by ethnic settlement density. this can be associated with either advances or deteriorations in development initiatives, as well as an increase in ethnic-based settlement. figures 2 (a and b) show how economic and socio-spatial activities are spread following ethnic enclave settlement, with distribution patterns that change with the size of growth or are influenced by ethnic settlement density. this can be associated with either advances or deteriorations in development initiatives. in figure 2 (a), an ethnic settlement that influences the expansion of economic activity is seen in the highlanders’ settlement, followed by anywaa and nuer, with the komo and opo settlements having the least influence. the reasons behind the last two ethnic groups (the opo and komo) may be attributed to their small population in the town. according to the same figure, economic activity in highlander settlement areas is increasing, medium in anywaa settlement areas, and low in nuer, komo, and opo settlement areas. in the case of figure 2 (b), an ethnic settlement that influences socio-spatial activities was seen in the anywaa ethnic group’s settlement, followed by highlanders and nuer, whereas the lowest influence was observed from the komo and opo. it is still the same reason that the economic activities took hold and are still taking hold here, as the settlement of the latest two ethnic groups (i.e., opo and komo) could be due to their insignificant population in the town. as a result of the findings, there is an increasing expansion of socio-spatial development activities in the areas where the anywaa and highlanders settled, a medium where the nuer settled, and a low where the komo and opo settled. the two ethnic groups appear to have close relations for the reasons behind the increase in sociospatial and economic activities because they live adjacent to each other’s. the two ethnic groups appear spatially linked by functions in the land since the establishment of gambella city as anywaa residents considered gambella city their ancestral area and highlanders from highland ethiopia are in the city for business purposes. on top of these, the implication of ethnic enclave settlement on development was also identified by considering the relationship that exists between ethnic enclave settlement and environmental functions and infrastructure development within gambella city. in figures 3 (a and b), environmental and infrastructure functions are extended following ethnic enclave settlement, with distribution patterns that change with the size of growth or are influenced by ethnic settlement density. this can be associated with either improvements or declines in development initiatives, as well as an increase in ethnic-based settlement. in figure 3 (a), figure 3: the relationships between ethnic enclave settlement with the environmental and infrastructure development (source: rstudio’s analysis from the 2021 survey data) an ethnic settlement that influences the environmental activity is seen from the highlanders’ settlement perspective, followed by anywaa and nuer, with the komo and opo settlements having the least influence. the presence of the last two ethnic groups (the opo and komo) may be attributed to their small population in the town. in addition to this, the above figure showed that environmental activity is increasing in highlander settlement areas, medium in anywaa settlement locations, and low in nuer, komo, and opo settlement areas. this is because high concentrations of business functions that attract many residents from highland ethiopia are underway. in the case of figure 3 (b), an ethnic settlement that influences infrastructure development activities was seen in the highlanders’ settlement, followed by anywaa and nuer, whereas the lowest influence was observed from the komo and opo. it is still the same reason that the environmental activities took hold here as the settlement of the latest two ethnic groups (i.e., opo and komo) or because of their insignificant population in the town. the development and lowering of infrastructure is most noticeable in larger ethnic enclaves, as the majority of infrastructure developed many years ago concentrated in the city core, benefiting those in the city center, but enclaves in the suburbs face severe shortages. as a result of the findings, there is an increasing expansion of environmental deterioration in the areas where the highlanders and anywaa settled, either because the majority of residents concentrated in these areas or because the majority of residents concentrated in these https://journals.e-palli.com/home/index.php/ajmri pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 areas. this implied that their concentration hindered the environmental safety of anywaa and the highlanders’ enclave, which hindered the safety residents should have in the city environment. the situation has taken a medium perspective on city development in areas where the nuer ethnic group is highly concentrated, and a low perspective in areas where komo and opo have settled. the sem estimates of the relationships between ethnic enclave settlement with the socio-spatial, economic, environmental and infrastructure development the relationship of ethnic enclave settlement with respect to socio-spatial, environmental, infrastructure, and economic factors was all estimated using the sem model. these relationships can be either positive or negative, depending on the results of the analysis, as shown in table 1 in annex 1. the cfa-sem output reveals the major model fit, which may provide positive evidence for model accuracy. with 109 model parameters and 490 observations, the model produced a probability value of less than 1 percent, indicating that the factors estimated fit to explain the predicted variables, which are socio-spatial, environmental, infrastructure, and economic, as a result of the ethnic enclave settlement epidemic. therefore, we have to conclude that the estimation outcomes from variables are appropriate to provide a better estimate, as indicated in table 1. the relationships between ethnic enclave settlement with the socio-spatial, economic, environmental, and infrastructure development in gambella city the development of the ethnic enclave settlement in gambella town allows us to considered independent covariates to confirm correlations between socio-spatial, environmental, infrastructure-related, and economic variables. the relationship between the ethnic enclave and the development spectrum is estimated using the sem model. this yields findings for the empirical evaluation of these linkages as well as the size of these correlations. the findings show a strong positive link between the development spectrum and the expansion of ethnic enclave settlements in gambella city, with 10.4 percent being socio-spatial and 4.7 percent being environmental. in this manner, the sociospatial-related functions and the spread of environmental disasters that polluted the city environment, which foster environmental degradation in the city, all happened because of ethnic enclave settlement. sociospatial and environmental functions were discovered to be positively related to ethnic enclave settlement. however, even though the results of these two components show a positive sign, their influence is still detrimental because their rise puts the social welfare of the settlers and the urban environment in jeopardy. this association implied that they had a negative impact on gambella’s development. on the other hand, the town’s economy actually grew in decline (-1.2 percent) because the ethnic enclave benefited only a few enclaves, and since the largest part of the population lives in the city, they never pledged their full effort to the city economy. however, there is a modest 2 percent correlation between infrastructure development and ethnic enclave settlement, which has led to a subpar infrastructure situation. infrastructure development, sociospatial planning, and environmentrelated functions all have a positive connection to ethnic enclave settlement. however, there is a bad correlation between gambella city’s ethnic enclave settlement and economic function, as a few enclaves dominate the economic sectors that disperse others. the interpretation of sem variance outcomes when interpreting the sem variance outcomes, we observed the variance-measure departures from the mean of each covariate, as the results revealed from structural equation models (sem) outputs in table 1. we determine the existence of an association by considering the extent to which the covariates deviated from the mean. this metric took into account how far the development spectrums and ethnic enclave settlements deviated from the ideal of a perfect match. according to these findings, all of the characteristics under consideration were found to be statistically significant at the 1% level for predicting the influence of ethnic enclaves on development spectrums, as mentioned previously in the method section. this shows that the ethnic enclave settlement has a substantial impact on the current economic, sociospatial, environmental, and infrastructure activities in gambella city, which may be for the better or worse for gambella city’s advancement. in this manner, the economic function of gambella city contributed to a 49 percent disparity in connection to ethnic enclave settlement. this implied that a few ethnic groups within ethnic enclaves contributed to the economic sector. in particular, indigenous people contributed less to city economies than non-indigenous people. furthermore, sem results reveal that there is a 96.4 percent disparity in socio-spatial trajectory. this is because the city is settled spatially by ethnic groups of the same racial status. even though there is a positive association between socio-spatial activities in gambella city and the present ethnic enclave settlement, it produces a negative connotation for the inhabitants’ well-being. along with the environmental and infrastructure-related functions, the results show that a 17 percent disparity that has an unpleased morphological meaning in the city was magnified. in general, the findings indicated that an ethnic enclave settlement in relation to four development spectrums produced 72 percent different outcomes that hindered all the development sectors from running smoothly as ethnic-based interests dominated everything in the city. that is, the sem outcomes are greatly magnified on the social-ecological-economic front, followed by the economic front, with the last two environments and infrastructure taking the smallest form. these consequences of ethnic enclave settlement mentioned above concurred with hong et al.’s (2014) idea https://journals.e-palli.com/home/index.php/ajmri pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 that living in an ethnic enclave has a detrimental impact on residents. that means the best part of the ethnic enclave in gambella city is being supplanted by the unequal rewards of development; ethnically oriented settlements harm the good consequences of the town’s development. the sem findings in gambella city concur with the studies on asian american immigrants that claim to live in an ethnic enclave, which can benefit people living outside the enclave far more than those living inside (osypuk, diez roux, hadley, & kandula, 2009; walton, 2012), as the gambella enclave has worse benefits as ethnic enclave settlement dominates the entire city morphology. an interview and focus group with the concerned key informants, according to businessmen found in gambella city’s central market, were conducted on july 21, 2021, about how their workplace had access to development facilities. there were several comments that appeared to be complaints about their access to street lights, roads, drinkable water, and security in the commercial center. in highlander’s concentrated space, world bank programs that finance cable stones, drainage, vegetation, and trash management to fill development gaps in ethiopian cities were mentioned as lagging significantly. the main reasons behind all of these are negligent toward the highlanders’ enclave because most of the time the city managers, mayors, and related authorities are closely affiliated with their ethnic majority settlement area. highlanders’ enclaves are ignored compared to indigenous enclaves as competition between enclaves increases and they are mostly out of the decision-making process. furthermore, authorities in positions of rivalry with one another (the nuer and the anywaa) hinder the minorities’ access to development activities in gambella. this means that ethnic minorities are being left out of development functions because major ethnicities predominate. thematically, more explanations are underway. ethnic enclave settlement in relation to socio-spatial in gambella city in gambella city, ethnic enclave settlement was seen as having a strong relationship with the socio-spatial activities that are practiced. as a result of ethnic enclave settlement in gambella, there has been an increase in illegal activities and functions on public property, such as land, and the city structure plan. widespread land grabbing and security concerns because of land conflicts were among the most noticeable elements that had a negative impact on people’s quality of life in both social and physical environments. despite the fact that ethiopia’s constitution defines land as state property owned by the government and the public. the practices in gambella city failed to match this statute. land in gambella is treated like group property in certain spatial spaces or community land rather than government or public property (see figure 4 below). every enclave in gambella city has its own atmosphere and surroundings, controlled by ethnicity. according to observation, an organized group of people of the same ethnic background used the neighboring forest and the city’s periphery as theirs. they control, protect, sell, and distribute accordingly. in general, the settlement of ethnic enclaves puts a lot of strain on the land in gambella city. figure 4: illegal appropriations of land in gambella ethnic enclave (source: own observation (2020/2021) the interview with a city administration official about how they provide services to city residents and the challenges they face as ethnic enclave settlement dominates the spatial space. according to the mayor’s office’s (2021) perspectives, ethnically focused settlement has a negative effect on how the city uses its land. not only this, but there is opposition when we try to open interior routes, and they won’t tear down their homes when the road passes by (kii5, 2021). as a result, the bulk of the population rejected the structure plan’s operation normally, unless force was used. many aligned their interests with their main ethnic group, registering complaints against the person in charge of carrying out the plan as they were being targeted because of their ethnicity or clannism. these groups put blacklisted citizens in charge of plan implementation. high suspicions are underway, as many in the implementation stage never trust the residents who are victims of demolition, and they translate the survey wrongly. all of this leads to complaints to higher authorities, which sometimes halts the plan’s implementation. these are being done to stir up internal conflict in an effort to delay or pique the interest of higher officials to stop the implementation of the structural plan. because the majority of residents in an ethnic enclave do not have the necessary title deeds or legal papers, numerous occupants and newly constructed homes in many enclaves lack safe and permanent tenure, leaving them vulnerable whenever demolition occurs. https://journals.e-palli.com/home/index.php/ajmri pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 the best example is the 40-meter-wide inner road that opened in kebele 01 (2022), where concrete-built homes were bulldozed down without compensation, which has a negative impact on the economy as well as an individual who owns property. according to these perspectives, there is an ethnic enclave settlement in gambella city, and its land uses appear to be contentious. because land use functions are being mismanaged by ethnic groups’ interests and their concentrations fail to match the urban land use, we observe tombs of the deceased in every resident’s backyard, which has a lot of implications when inner roads in the city are opened (see figure 5). figure 5: tomb in residential area(source: own observation -2021/2022) an ethnic enclave in gambella city has expressed concerns about sociospatial issues, resulting in safety and security issues. even though living in an ethnic enclave has a favorable impact on intergroup contact based on the social and cultural interaction between ethnic groups residing in the same area, some ethnic groups perceive enclaves to be safe havens (wang, 2013). what is observed in gambella is different from the context of other cities. enclaves in gambella are the focal point for the killing and butchering of civilians by unknown assailants. the concern for residents’ safety in gambella city concurs with the idea of mossakowski and zhang (2014), who stated that living in an ethnic enclave assisted us in realizing subtle discrimination among residents. because of sociospatial imbalances, ethnic enclaves in gambella city create safety and security concerns, where robberies, smuggling, and other dangerous crimes occur. the malpractices in the neighborhood forced residents in the minority to move away from where they felt they were minorities to other areas where their ethnic majorities prevailed. internal migration and property sales from highlanders in kebele 04 to mettu via the main road in kebele 05, and from anywaa in kebele 01, 03 to so-called agnota near gambella teacher and health science college. in nuer mender, kebele 04, along the itang special road, nuer are looking for land. the spatial security and safety concern forced adinet hotel and park number one hotel to quit working because of the hostile surroundings for owners and customers. we might draw the conclusion that ethnic enclave settlements in gambella city seem to offer criminals and smugglers a commercial opportunity that shows how dangerous the city is. the enclave hamlet is notorious for being a danger to its residents’ safety in gambella. unnamed criminals were burned alive and killed, killing a number of vulnerable innocents (observation, 2020–2021). the spatial isolation of the nuer, anywaa, and highlanders enclaves, who are the largest ethnic groups, exaggerated the misbehavior of youths in the city. the physical separation created by enclave settlement keeps murderers in enclaves from being easily identified as they are confined within the enclave. transporting dead bodies murdered somewhere to a location perceived and suspected to be concentrated by their counterpart who can be perceived to murder the victim is one of the new practices being implemented. because ethnic group conflict and vengeance killing are prevalent in the gambella region, the relationship between ethnic enclaves and criminal acts in spatial space was also supported by fgd (2021), conducted with city and regional police personnel. they considered the ethnic enclave’s settlement seriously endangering the city’s security system because of illegal practices like smuggling, robbery, theft, and the sale of military amenities as they function in the city because of ethnic concentrations in separate spaces. these practices are common in anywaa, nuer, and highlander enclaves. crime rates in a city are typically higher because ethnic residents are less likely to disclose them. they use the enclave as their safest location, renting homes with the cash they rob from other people. the police imprison criminals such as murderers, thieves, or ganges, but judges and officers with ethnic affiliations release the prisoner before the investigation process is completed. this makes the police system subject to questioning and mistrust. the best example is the 2016 killings between nuer and anywaa special force troops in the jor, makuey, and gog waredas. in this sense, we refer to the gambella city police as “tribal police,” as the system’s practices have been revealed. enclave settlement should be linked to the 2003 anywaa massacre in gambella city, where uprisings were exaggerated by unknown groups that victimized those settlers found in the minority in the city. as a result, the ethnic enclave in gambella fostered murders, robberies, smugglers, and spatial conflicts, as shown in figure 6. ethnic enclave settlement and economic activities in gambella city as an enclave-dominated area, the market system in gambella city encourages monopolies and criminal activities. even though roy j. (2013) claimed that communities that are constantly based on ethnicity have a chance to contribute to the growth of cities, as in line https://journals.e-palli.com/home/index.php/ajmri pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 figure 6: conflicts avoided residential areas in gambellaa city (source: own observation, 2020/2021) with the highlanders’ ethnic enclave profile in gambella city, this failed to be displayed in other enclaves within gambella city. one key informant (kii4, 2021) associated ethnic base settlement with insufficient tax money payment from taxpayers. this means that ethnic enclave settlements have a significant impact on residents’ willingness to pay lower city taxes. as indicated in the previous section of sociospatial descriptions, the majority of residents occupied urban space without a proper legal base that could make them pay the land tax. on the other hand, transactions in municipal markets occur without properly utilizing sanctioned legal means (observation 2020–2021). more refugees arrive in the city who are unconcerned about being welcomed, exacerbating illegal business practices. in this context, the ethnic enclave settlement in gambella benefits individuals in the business sector by allowing them to earn more and pay less to the government. enclave is also used by traders as a potential because it forces them to define market prices for every commodity based on their interests, which consistently violate the market system (observation, 2021-2022). wholesalers and merchants who determined market prices were concentrated in a few traders, resulting in disparities between ethnic groups. figure 7 shows a clear picture of the differences between business sectors among different enclaves. because of these economic disparities, indigenous business practitioners are forced to engage in illegal trade and contraband of military supplies. they also do crossborder trade from gambia to kenya, and between north and south sudan. they buy and sell illegally on gambella’s main streets as petty traders, as well as in their enclave, going door to door. the gambella enclave has become the most dangerous part of the settlement, causing the economic system to collapse. the economic sector is negated by an ethnic enclave settlement because the concentration of like-minded residents becomes a potential to those with a relative in the economic sector. the unfair economic functions in gambella city manifested themselves in young people, mostly found in indigenous enclaves where nuer, anywaa, komo, majang, and opo are heavily clustered; their exposure led them not to know how to do business. ethnic enclave settlement and its relationship with environmental activities in gambella city ethnic enclaves are also thought to be a major cause of concern because they damage and drain the ecology of the city. in gambella, the most feasible way to pollute the city is the widespread disposal of solid and liquid garbage everywhere (see figure 8). despite the city’s long history, gambella city’s urban waste management cycle is still in its infancy. the city has no functional landfill or sewage infrastructure in place. the majority of ethnic enclaves lack an efficient waste management and disposal facility. residents dumped their trash in neighboring neighborhoods, a nearby stream, and possible locations for each household. waste separation, whether liquid or solid, is not taking place. for the sake of the citizens’ health and sense of ownership, the urban environment needs to be tidy and secure. the emergence of ethnic enclaves in gambella city exhibits a modest sense of ownership over its environment. residents’ apathy is most noticeable in the city center, where business waste is much more prevalent. one major discovery from the year 2021 was the disposal of chemical-related waste under a small bridge over the jabjabe stream, as observed in figure 8 below. outdated medications, dead animals, and decomposed waste in containers containing bad odors, toxic materials, and garbage from commercial residuals were among the wastes discovered. the use of jabjabe stream as a trash stream jeopardizes the baro river’s ability figure 7: business center in nuer, anywaa and highlanders enclaves (source: own observation 2021/22) https://journals.e-palli.com/home/index.php/ajmri pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 to dry up during the rainy season because solid waste is washed into the river. residents’ carelessness caused the baro shoreline to dry up more because plastic waste dumped everywhere drained into the baro and needed careful handling. this can have a significant impact on both downstream residents and residents who live near the stream in gambella city, as the majority still drink baro river water. the concentration of the same ethnic residents from the same ethnic group in one locality makes residents not feel the commonness of the city as their common resource, which leads to weak sensitivity to their urban ecosystems. this also has an impact on small city resources like manhole obstructions that block the rainwater flow along asphalt roadways and damage the asphalt. in 2021, high odor levels under the jabjabe stream, which are hazardous to the health of those crossing and walking around the city, are prominent. generally, an ethic enclave settlement in gambella city induced a negative effect on the city’s safe environment, which showed a positive correlation with the negative effect on environmental safety that the ethic enclave settlement imposed on gambella city. figure 8: solid waste disposal mean in gambella city (source: observation 2020/2021) ethnic enclave and the development of infrastructure in gambella city aligned with the previous section above on the effect of ethnic enclaves on the environment, we then deal with the relationship that exists between ethnic enclave settlement and infrastructure development. for every resident to have access and contribute to infrastructure development in gambella city, one of the most crucial components under consideration in this study was the social infrastructure. they considered the demand for potable water, an electricity connection, access to road networks, and the possibility of drainage and sewerage lines. according to sem estimates, 17 percent of people have access to the city’s infrastructure, which includes clean water, electricity connections, the road network, and drainage system connections, all of which are major issues in gambella city. as enclaves increased, the competition and demand for more infrastructure increased, which led to conflicts. observation (2020–2021) and confirmation from resident interviews indicate that all residential districts in gambella city lack access to potable water, adequate main and inner roads, sewerage, and drainage systems. although the severity of the concern about city infrastructure development may vary based on the size and concentration of the population as well as the city’s historical growth and expansion, the weak access seems to be shared by all enclaves. despite the fact that the city is divided by a river that changes course throughout the year, the availability of drinkable water is a major worry for every enclave. an interview with an elder (kii7, 2021) from kebele 01 and kebele 05 on august 7, 2021, said, “there is no drinking water available from the tap that is potable.” not only these, but gambella city has a high demand for water due to the extremely hot weather, which necessitates both drinking water and water for bathing. figure 9 depicts how severe the demand for potable water is and how the majority of residents dig up a nearby stream to use groundwater in their enclave. lack of access to safe drinking water led to child abuse, exposing children to the dangers of the river baro’s wild crocodiles. that claims the lives of boys and girls every year. furthermore, the demand for potable water was mentioned, as it caused many residents to pay donkey riders birr 7 to birr 20 per jar. the potable water shortage was confirmed by experts (kii5, 2021), who acknowledged the existence of the shortage and supported it by citing data from their office that showed less than 10,000 inhabitants have access to tap water. because of the unmet population estimate and potable water sources, the coverage did not match the demand. the expert also illustrated that ethnically based settlements had a negative impact on water bill payment: residents never paid their water bills on a regular basis and never worried because the bulk of them lived in a dire water shortage condition. people in kebele 01 and kebele 05, which are primarily home to nuer and highlander enclaves, are particularly affected by water shortages in residential areas. in order to end this situation and preserve the lives of people in ethiopia’s poorest region, government intervention is highly demanded. along with the water shortage, we find out that road development is under normal status since ethnic enclave settlements have weaker potential for opening roads because ethnic enclaves have resistance to plan implementation. the traditional type of habitation, which increases the patchy coverage of roadways, is a major factor manifested. a further obstacle to the development of city roads is the poor ability of citizens to pay for public services like roads and other social infrastructure https://journals.e-palli.com/home/index.php/ajmri pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 figure 9: gambella source of water within anywaa, nuer and highlanders enclave(source: observation 2021) based on each enclave’s economic situation. even though the city is one of the uidp city projects supported by the world bank, inhabitants never pay matching money due to weak awareness as well as the capacity of each enclave to pay. the only option in place and in practice for the project’s sustainability is that the gambella municipality assumes the expense from the government purse in order to keep the project from failing. weak infrastructure developments like roads are also hindered by the weak financial source of the municipality that compensates the demolished properties. despite the fact that the new city layout plan effectively proposes development activities and inner highways, the disadvantage is that each enclave’s resistance to implementation contributed greatly (kii5, 2021). figure 10 summarizes the variety of roads in gambella city and identifies inner roads in the anywaa, komo, nuer, and highlander enclaves. figure 10: roads in gambella enclaves(source:observation 2021) discussion the structural equation model (sem) was used to analyze the development of gambella’s economy, sociospatial, environment, and infrastructure. the sem results in table 1 in annex show that the variable categories of each factor are interconnected and have a significant impact of 1percent variance. this demonstrated that the development of ethnic enclaves had a mixed impact on gambella city. from the findings, an ethnic enclaves provide specific, beneficial support for sociospatial, environmental, and infrastructural functions. however, because ethnic enclave settlement predominated in gambella city, economic growth received little effect. from the table1, we have 72percent different as disaprity because of city ethnic based settleemnt in enclave. in this regard, the most contributing factor with the development trajectories in gambella city, the sociospatial trajectory was discovered to be more closely associated with all social and spatially related issues with 96.4percent. followed by economic factor that consisted of 49percent in comparison to environement and infrastructure development. dome of the best manifestations on the varation we observed, includes: racial tensions, illegal activities on urban land, and locals’ opposition to the execution of city structure plans implementation. economic wide, an ethnic enclave settlement was found to only benefit a small number of people due to limited access to market centers, a subpar market system, a lack of market days, a lack of malls and bazaars, a lack of financial resources that can provide loans, and a conflict between the anywaa, nuer, and highlander enclaves that produce spatial disparity as group competition is visualized. these https://journals.e-palli.com/home/index.php/ajmri pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 results support the notion that discrimination, general stress, and immigration stress are all elevated in places with significant ethnic concentrations (morey bn. et al., 2020). additionally, irresponsive residents that dumped trash everywhere in the city, horizontal city development, internal displacement and succession, and excessive waste pollution, worsened the city environment. infrastructure development hindered by weak participation of rrsidents on the development was all magified. the most typical behavior seen in gambella is the high reliance of the population on infrastructure supported by public funds. concern about infrastructure is greatly accentuated by the city’s unplanned and illegal outside development which consists of patchworks with high ethnic acquisition. along with them, federally controlled infrastructure like power and telecommunications is also behind schedule due to the municipality’s low financial resources. this showed that the impact of ethnic enclave settlement may diminish as infrastructural development grows as racial competition for few resources will destroy the advancements. these findings produced a new theoretical insight as the concentration had an effect on development. operationalize an ethnic enclave settlement, which is the concentration of the same ethnic group in one spatial space. this is not clear how living in an ethnic enclave can produce positive or negative consequences on the development of economic, sociospatial, environmental, and infrastructure in gambella. these account to gap between the settlement and development spectrums. it also highlighted the city’s current sluggish development in relation to enclave settlement. overall, the findings on gambella ethnic enclaves undermine the enormous advantages that city growth may bring about when it is effectively utilized. ethnic enclaves and their unfair treatment harm the positive impacts and progress that can be achieved from enclave settlement benefits. instead of the usual practices of changing structural inequalities that necessitate the creation of new institutions to protect marginalized groups, we need a proper treatment that makes every resident own the city. as researchers on ethnic enclaves noted (bailey et al., 2017; seaton et al., 2018), reducing prejudicial attitudes can act in the smallest form in changing the largest structure of inequality in any city, which has contributed a lot to the present-day gambella. empirical research on the link between ethnic enclave settlement and development spectrums demonstrates that ethnic enclave settlement has had significant negative effects on gambella development. we require planning methods and regulations that are appropriate for the long-term growth of a livable and competitive city. consequently, in order to balance urban growth, adopting talen’s (2012) multicultural planning approach and methodologies their implementation will help gambella city’s ethnically based communities in terms of socioeconomic development, environmental preservation, and infrastructure growth. with the application of this technique, the detrimental effects of the ethnic enclave settlement that wreaked havoc on gambella city can be reduced or even avoided. as a theory of contact, it explains how interactions between ethnic groups may reduce prejudice, foster understanding, and increase the possibility that individuals will talk about shared interests or problems (pettigrew and tropp, 2006). according to multicultural theory, interactions between ethnic groups can result in assumptions that are founded on understanding the variety that occurs both inside and between ethnic groups. contact theory therefore provides us hope that diversity deficiencies can be gradually addressed as people get to know one another. however, it presents a diversity paradox since it both increases the possibility of the sorts of intergroup encounters required to successfully transform perspectives and build new identities while also resulting in debits (stolle et al., 2008). although contact theory and multiculturalism sometimes seem to contradict one another, this opposition may really be the basis for much of the new research on ethnic enclaves that divide people in cities. the main argument is that interpersonal interaction across networks is challenging to carry out as a result of the clustering of ethnic networks, which explains why ethnically diverse communities living in enclaves lack social cohesion and are unable to collaborate and organize for improved public goods supply for development as indicated in this paper (axelrod, 1984). due to the potential for social network-based segmentation, corrupt or abusive leaders may become largely immune to examination from anyone outside of their group. these theories are appealing alternatives to conflict theory, which relies on cognitive biases, despite the fact that their applicability appears to be much more constrained to local levels, such as cities or neighborhoods, and they struggle to explain outcomes at the national level. therefore, an ethnic enclave settlement in gambella contradicts the role of growth since there is no obvious connection between the people of each enclave that would allow them to live and contribute to the development of the city. this contradicts theories that show how similar status, shared objectives, and support from the community can lead to positive intergroup interactions (allport, 1954; pettigrew et al., 2011), but the dynamics are complicated for asian american women because of their varied ancestry and length of residence in the u.s. the results show that intergroup contact in gambella city diminishes ethnic enclave settlement and its contribution to city growth. we proved and established that sociospatial, economic, environmental, and infrastructural development were adversely affected by ethnic enclaves. we take ethnic enclave villages with varying levels of development into account in gambella city because of their strong ties but also because of their negative consequences on city growth. conclusion the gambella enclave provides cross-border trades transportation between sudan and ethiopia. it was https://journals.e-palli.com/home/index.php/ajmri pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 83-98, 2023 unclear, many academics who have expertise into this subject do not understand the connection between ethnic enclaves and city development. the study’s main objective is to establish the connections between sociospatial activities, environmental factors, infrastructure, and the ethnic enclave settlement in gambella city. in this regard, all but the sociospatial and economic functions are significant factors that are closely related to ethnic enclave settlements. however, these signicant has both positive and negative consequence on the city development that make ethnic enclave settlement ineffective form of settlement. the finding in this study enriched both contact theory and developmental theories. using multicultural city design as the ideal planning approach to politicians, planners, and professionals in the field of urban development might lessen the impact of ethnic enclave settlement. a comprehensive multicultural city planning model that adheres to the finest cultural practices, planning, and design that best represents social norms and encourages luxurious architectural outlooks, financial and technical support on the economic activity with a special focus on local indigenous resources that can up level indigenous entrepreneurs are necessary to preserve the stability and viability of gambella city. in order to balance out the disparity in development levels seen in gambella city, the government should also spend heavily in public infrastructure, which is beneficial to everyone. all of these will promote harmonious living among city dwellers. like previous studies, this one has some limitations. csa (2017) data lack neighborhood and block level information where census traces data, to measure ethnic enclaves should be taken. since we used already collected land use data from gambella municipality with weak update, these results might not apply to every state in ethiopia, other sub-saharan african nations, or anywhere else in the globe since certain information on each enclave in gambella is not thoroughly documented, and the methodology is hampered by an inadequate update on the land use inventory. however, the results of this study contribute to contact theory, development theory, and multicultural theory in terms of links between ethnic enclave settlements. the suggested model and practice can mitigate the negative effects that may lead to proper development if ethnic enclaves are utilized as useful resources in gambella city. ethnic enclave settlements have adverse negative effects on the sociospatial, economic, environmental, and infrastructure development of the city. acknowledgment i forward my gratitude to my friends dr pal both duol and nhial korow wichleak, who is the only one among those stood behind me in academic support for the accomplishment of this study. my special thanks to my supervisor dr tibebu asseffa woldeamanuel and professor samson kassahun belachew who reached out to my work day and night for the success of this paper. authors’ contributions: fieldwork, drafting, writing, analysis, conceptualization and methodology funding i would like to pass my grateful thank to eiabc-addis ababa university and my family members in usa for funding. declaration of interest the author declares that no known financial or personal interest that should appear and influence this study. references agrawal, s. 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(2013). acculturative stress and depressive symptoms among asian immigrants in the united states: the roles of social support and negative interaction. asian american journal of psychology, 4(3), 217-226. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) emerging communication gap to the lives of differently-abled individuals working in a blind massage services edilberto s. sumalinog1*, geraldine r. sambrana2, welou dil b. diaz2, lucia krylen r. bebero3 volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1076 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 15, 2022 accepted: january 01, 2023 published: january 10, 2023 this study was conducted specifically for those blind and with impaired vision and to perform an analysis of the communication gap between the blind masseurs working in massage parlors that critically affects their being because of their disability and the specific limitations they encounter in their everyday life at work and including at home and in their respective communities. communication can be difficult even with ordinarily-sighted people; it can be challenging for visually-impaired people. however, when both parties are aware of the barriers to communication, productive conversation between normally-sighted and visually-impaired people is still possible. people with visual impairments are already used to living without sight. frequently, visually-impaired individuals are victims of discrimination, whether intentionally or accidentally. in howard giles’ theory of communication and accommodation, he described convergence as how we adapt or alter our communication behavior to become more like someone. this happens when a person decides to fit in and become part of their conversation partners. further, the purpose of this study was to reconnoiter the emerging problems encountered by differently-abled individuals working as massage therapists. the study utilized a single-case qualitative research method to obtain information regarding the problems faced by differently-abled individuals working in blind massage services. based on the testimonies gathered from the informants, the blind reading literacy barrier was perceived as a communication challenge among the employees. their disability in reading makes their emotions unstable, causing doubts or fear of trust and confidence when they are required to affix a thumbprint instead of their signature on whatever document they are given to them. keywords communication gap, differentlyabled individual, massage therapist, philippines introduction a worldwide projection of 2.2 billion visually impaired people and more or less 1 billion of those with vision deficiency could have been cured or need immediate attention (rif ’ati et al., 2021). most of these people belong to the low-economic status in society and cannot attend formal education; thus, they tend to limit their choice of work that fits their limited conditions. many choose to work in the informal sector instead. the most common work available to vision-impaired individuals is to work as a massage therapist. nevertheless, this job has drawbacks, as blind masseurs are vulnerable to becoming victims of dishonesty by people who take advantage of their circumstances and situation (dewi et al., 2022). the philippine constitution of 1987 established democratic values in the nation’s government and society. it expressly proclaimed full equality of all people before the law, in the advantages of liberty and freedom, and the ensuing social and economic development. discrimination based on race, religion, gender, and physical characteristics is prohibited under the constitution. according to section 5 of the republic act, 7277 as amended by ra 10524 (2013), the magna carta for persons with disabilities (pwds) provides equal opportunity for employment to persons with disability, which states that “no disabled individual shall be denied the opportunity to pursue suitable employment. the same terms and conditions of work, as well as the same compensation on, privileges, perks, bonuses, incentives or allowances as a qualified non-disabled person, shall apply to a qualified employee with a disability.” the practice and inclusion of human resources from persons with disabilities in the hotel industry in brazil show a picture: 1) the main reason for the placement of persons with disabilities is solely to fulfill the quota for fulfilling the rights of persons with disabilities to work; 2) the placements for pwds are exclusive and tend to be in hidden sectors; 3) the low career development of companies for people with disabilities; 4) there is still a belief that pwds do not possess the capacity to perform different activities. precisely, research with a human resource development perspective shows that people with disabilities in america can do the same work as those without disabilities if supported by accommodation and services in a full range of capacities. their chances of being accepted and promoted to employment are minimal. one of the things that contribute to pwds’ limited workplace involvement is social prejudice. tokyo’s blind persons face prejudice at work and social exclusion. there is no choice but to work by the education they have outside the field of massage. these kinds of situations make blind people or people with visual impairments tend to choose professions by using hand skills. the tradition of blind masseurs in asia, including in the philippines, has existed for several decades. blind schools and massage organizations have existed 1 university of bohol, philippines 2 university of cebu-main campus, philippines 3 professional regulation officer iiprofessional regulation commission – r.o. xiii, philippines * corresponding author’s e-mail: bertsumalinog5k@gmail.com https://doi.org/10.54536/ajmri.v2i1.1076 https://journals.e-palli.com/home/index.php/ajmri mailto:bertsumalinog5k%40gmail.com?subject= pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 1-8, 2023 throughout southeast asia as a way for them to shape communities and work goals. the initial text indicates that blind people were formally trained in massage therapy several years back. more than 50,000 blind people or those with visual impairments in southeast asia earn a living as masseurs. nevertheless, blind masseurs are often marginalized in society due to disability, discrimination, and harassment that degrade the profession and demean the degree of masseurs’ dignity. the success of a person with a disability, like those visually-impaired persons, is determined by the involvement, empowerment, and social inclusion and other supporting factors such as the type of disability, law, social justice, technology, social support, increased performance, and complete self-care (gayatri & suriata, 2020). however, abraham maslow’s hierarchy of needs, which includes the physiological needs of food and clothing, safety needs of employment and security, and belonging and love, serve as the foundation for this study (friendship). their income as massage therapists satisfies their physiological needs, which enables them to meet their basic needs for clothing and food. with the skill in massaging that they have as a source for their family’s everyday necessities, their employment at the massage clinic satisfies their safety needs at their current job. moreover, the positive working relationships and camaraderie they enjoy with their coworkers and the massage clinic personnel reflect their love and belonging to those who care for them. literature review communication is a crucial part of being human. successful communication between humans is necessary to maintain connections. everyday interactions with coworkers, family, neighbors, and friends are just a few communication styles. some are effective, while others are not (ben-nun, 2014). however, there is a communication gap, though, if the information’s recipient needs to understand the speaker’s meaning (lester & smith, 1993). consequently, communication barriers make it difficult for us to fully comprehend and accept the messages others employ to share their information, beliefs, and ideas. some communication issues include information overload, selective perception, office gossip, semantics, gender inequities, etcetera (lewis et al., 2012). thus, the company needs to be transparent to close the communication gap. a problem that can negatively impact every part of the business, from productivity and efficiency to employee morale and retention, is the need for more solid ties at work (lester & smith, 1993). nejati and asadi (2010) assert that vocalics, a subset of paralanguage sometimes referred to as vocalics, can modify meaning, provide nuanced meaning, or convey emotion by using prosody, pitch, loudness, intonation, and other techniques. it is occasionally only employed to describe nonphonological traits. blindness at birth improves verbal generating skills. with enhanced memory, they can recall the words given to them. no of the modality, how easy it is to acquire a language depends on how much perceptual experience one has with the noun’s referent. blind people rely more on vocal cues to identify a person than sighted people. additionally, the process through which people and animals connect and communicate by touch is called haptic communication, a subset of nonverbal communication. touch is the most intricate and unique of the five senses. touch is an essential non-verbal behavior in communicating. blind persons with reduced eyesight perceive self-touch more realistically than sighted people do, and they represent their bodies in space less adaptably and dynamically (nejati & asadi, 2010). studies show that smell is a type of communication, just like other senses. the first sense and method of communication is smell. for instance, a baby can utilize smell to find its mother’s breast. one feels like time is moving more rapidly when rosemary is in the air. blind persons also have a keener sense of smell, a more developed tactile sense, and superior hearing (nejati & asadi, 2010). moreover, auditory perception is the ability to identify and comprehend data communicated to the ears through atmospheric audible frequency waves or other ways. blind persons do better on auditory perceptual tasks like pitch, auditory language, and memory. they usually function or even supra-normally in tasks requiring spatial hearing in close quarters, a region that may be calibrated using sensory-motor input. for interacting with the environment, the information gleaned from the audition is essential (nejati & asadi, 2010). furthermore, partnerships with congenitally deaf-blind people must go beyond the present and create language; it is not enough for communication partners to point the congenitally deaf-blind person in the right linguistic direction. however, assuming that a deaf-blind individual will exclusively communicate through gestures and body language is insufficient. however, any new language must represent a tactile understanding of reality. additionally, elements of the current language culture must be present (spoken and signed). languages will develop at the partnership level. in these partnerships, referential gestures, actions, and indications brought by either partner serve as the starting point for travels away from the present. deaf-blind education is at a critical stage in its development, and these concepts are currently being implemented worldwide (nejati & asadi, 2010). indeed, braille is a touchable writing method used by people with visual impairments, such as those who are blind, deafblind, or have low vision. it can be read on embossed paper or refreshable braille displays linked to computers and cell phones (millar, 1999). according to campbell and uren (2011), nearly many companies are uniform in the benefits that blind or differently-abled individuals may give to the company. even though humans from visually impaired communities can be excellent personnel in different kinds of work. furthermore, research from other nations has revealed that their blind or visually impaired populations face even https://journals.e-palli.com/home/index.php/ajmri pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 1-8, 2023 more obstacles to work. differently-abled individuals take part within the body of workers at a charge, this is half that of the population, and many are just loafing because of a lesser load of work (angeloni, 2013). in addition, society has an enormous dread of losing one’s vision, which makes it extra tricky to overcome the obstacles faced. visual impairment is a medical condition in which most individuals are anxious, according to a study by way of the wilmer eye institute at johns hopkins. in an online overview, nearly 50% of sighted members are almost losing their vision because of health reasons. respondents rated the loss of eyesight as being worse than other disabilities. the odds of blind persons receiving the assistance and guidance they want to locate and maintain a task are the lowest. likewise, human beings with disabilities can also carry out the same jobs as those without them, according to research from the attitude of human functional resource improvement, if they are given the proper assistance in the form of services and resorts that cover all of their needs. people with disabilities in the united states might also, in reality, perform similar jobs as those without them, in accordance to analyze from the attitude of human aid development, if they are given the proper assistance in the form of services and resorts that cowl all of their needs. however, they have sincerely little probability of being employed and promoted. one of the matters that contribute to the low engagement of pwds within the team of workers is social prejudice. in tokyo, blind human beings face prejudice and social exclusion. there may be no preference for massage and acupuncture, however, by the schooling they have (li et al., 2022). additionally, the blind massage parlor may not be aware of minister of tourism law no. 20 of 2015 about the commercial enterprise standards of the parlor. this law affects tourism and the economy, the ministry of fitness, and the affiliation of traditional health practitioners. it governs two things: business people and the administration of massage parlors. the social ministry maintains to oversee the blind massage. the lack of information about the procedures and requirements in implementing enterprise standards for massage parlor is the challenge in growing the competency for blind massage in implementing commercial enterprise standards of massage parlor. a need for a collaborative effort that can open up new work possibilities. this collaboration is in line with the goals of sustainable development, especially in the economy, rate of employment, and efforts to enhance the quality of existence for indonesia’s blind massage (naraine & lindsay, 2011). an example of the effects of blind massage with joseph, who works in grenada in the caribbean as a massage therapist and is supported and trained by medical practitioners and therapists about massage, physical, emotional, and career development. the primary objective of training blind human beings is that they may finally come to be financially independent. how has joseph’s life developed, given that then? he feels confident and proud of his achievement. he is independent of his meals on donations from nearby farms and people (robert & harlan, 2006). moreover, it was observed that the massage therapists who were being investigated had reduced exhaustion. employment among people with (visible impairment) vi is essential to psychosocial rehabilitation. the deployment of expert activation applications and ongoing training leads to process readiness and professional consultation to strengthen this population’s social functioning. stimulating and aiding corporations in presenting occupations for humans with differently-abled individuals could be a responsibility (davis, 2013). furthermore, the chinese language authority has created exclusive incapacity employment laws. however, blind massage stays out due to its purpose that it was made for those with visual impairments (i.e., the person who is blind or has low vision). for humans with numerous sorts of disabilities, there is no other precise legitimate chinese policy in the region. the blind massage has increased employment opportunities for people with differentlyabled individuals, showing continuous development in authentic papers. for visually impaired people, blind massage is an option for employment in china (li et al., 2022). hence, mentors from the institutions for blind college students in fuzhou were sent to japan to examine blind massage in 1932, and a japanese visually impaired man or woman trained the primary cohort of blind massage in 1938; it is far known that the college for the blind college students in beijing (the capital of the people’s republic of china) started to teach blind massage in the 1930s (de kloet, 2008). as a result, the china blind welfare association (cbwa, renamed the china disabled humans’ federation in 1988) began four training packages (relating to trainer certification, blind massage, song, and handcrafts) for veterans who are visually impaired in 1955, following the official’s order of the people’s republic of china in 1949. these tasks were created to help people with imaginative and prescient impairments find employment (li et al., 2022). in 1962, all the activities were stopped because of a loss of financial aid. the blind massage application remained among the training options and developed into a commercial enterprise. various factors, which have received significant attention from official and public sources, led to the continued support for blind massage training (jeffreys, 2015). given how much traditional medicine has influenced chinese society, many chinese view massage as a medical innovation. policymakers and many others began to view massage as a career that would be suited for those who are blind based on the idea that folks who are blind or visually impaired have superior tactile sensitivity and talents than those who are sighted. the field of massage treatment has gained popularity and respect. indeed, the cbwa performed five blind massage training classes for one year in 1962. two hundred individuals with vision impairments were granted teaching in scientific https://journals.e-palli.com/home/index.php/ajmri pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 1-8, 2023 and clinical abilities (li et al., 2022). in hospitals, clinics, and colleges for blind massage practitioners throughout the country, qualified blind massagers are employed. through apprenticeships, the competent massager coach in massage. besides, simple fields to look at are provided for people with visual impairments at special training schools for blind college students: blind massage track. that applies from secondary to vocational educational training. an estimated eighty% of visually impaired college students pick out too important in blind massage (li et al., 2022). china’s fundamental goal of enhancing professional opportunities for those with visible impairments limits their alternatives by specializing in blind massage. lastly, the hyperlink between the capabilities of blind people and massage as a selected career is exaggerated in blind massage policy and practice, and the population’s diversity is also missed. in assisting the country’s differently-abled residents, the chinese authorities need to modify or amend this exercise of altruism with one based on rights (chen et al., 2017). theoretical framework this theory is anchored to the leading idea of the silent message theory by albert mehrabian and, supported by two sub-theories of equity theory of motivation by john stacey adams and abraham maslow’s hierarchy of needs. the theory of the silent message (mehrabian, 1971) is a groundbreaking exploration of nonverbal communication and its implications for our lives. it examines how much of the meaning in our messages are conveyed through body language, facial expressions, and other nonverbal cues and how this affects our interactions. mehrabian draws on psychology, linguistics, and neuroscience research to show how these silent messages can improve relationships, resolve conflicts, and create a more harmonious environment. with an accessible, engaging style, mehrabian emphasizes the importance of understanding and interpreting nonverbal communication to avoid misunderstandings in interpersonal relationships. he provides readers with tools and techniques to help them recognize and interpret nonverbal cues and messages. he encourages readers to be aware of their and others’ nonverbal behaviors to better understand and communicate with one another. it also examined the connection between nonverbal communication as well as culture. he explains how cultural norms and values affect how people interpret nonverbal messages. he encourages readers to be aware of cultural differences when interpreting nonverbal communication to avoid misinterpretations. mehrabian found that when a person communicates with another person, the nonverbal elements of the communication, such as facial expressions, body language, and vocal tone, are more important than the words spoken. he found that people interpret a message based on 55% of their nonverbal cues and only 7% of their verbal communication. he concluded that when people communicate with one another, their nonverbal cues are more important than their words in conveying meaning. the silent message theory, proposed by albert mehrabian, has implications for disabled people who cannot express their emotions and thoughts using traditional methods. when communicating with disabled people, especially blind people, the importance of verbal communication is even greater. since they rely more heavily on their other senses, they cannot recognize nonverbal cues, such as body language, facial expressions, and mouth gestures, as those who can see. as a result, blind people rely heavily on verbal communication to interpret messages and understand the speaker’s intentions. through mehrabian’s “silent message” theory, we can better understand how important nonverbal communication is for blind people, like studying sign language, tone of voice, loudness, inflection, pitch, smell, taste, touch, and braille. other those who have difficulty speaking or communicating verbally may find it difficult to express their thoughts and feelings, especially when talking to a blind person. in addition to being an excellent tool for communication, silent message theory can also be used to help create an environment of acceptance and understanding. those who interact with disabled people can better understand their feelings and emotions by observing nonverbal cues. this can lead to more empathy, understanding, and acceptance. equity theory of motivation (adams, 1963) states that a higher level of motivation and positive results can be expected when employees believe their treatment is fair. the situations described by the equity theory depend on the output ratio to input. employees compare themselves to their colleagues, neighbors, friends, relatives, and themselves. this suggests that equity and justice, both inside and outside of the workplace, are closely tied to motivation. the higher the level of equity and justice, the more motivated a person is likely to become. people motivated by equity generally assess their level of equality by comparing specific inputs, such as effort and eagerness, to desired outcomes, such as compensation or self-worth. when the chosen inputs produce the expected or desired results, things are perceived as fair, and a person is more motivated. alternatively, if the inputs do not produce the desired result, it is possible to become discouraged. the people develop inquiry stress within themselves due to these comparisons, and they deal with it differently, as discussed above. adams argued that people are motivated to maintain a balance of fairness and equity between their contributions and the rewards they receive. the theory suggests that when people perceive an imbalance, they may become dissatisfied and unmotivated. to effectively understand adams’ equity theory of motivation, it is vital to understand the underlying concepts of inputs and outputs. inputs refer to the effort and resources that an individual puts into a job, such as education, experience, and time. outputs refer to the rewards and recognition the individual receives in exchange for their efforts, https://journals.e-palli.com/home/index.php/ajmri pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 1-8, 2023 such as money, status, and praise. according to adams’ theory, the individual will feel content and motivated to continue working hard when the inputs and outputs are perceived to be equal. in order to ensure that employees remain motivated, adams suggested that organizations strive to maintain a sense of equity in the workplace. it also gives us an essential insight into the role of fairness in the workplace. it emphasizes how crucial it is to ensure that staff members believe their contributions are appreciated appropriately and that their efforts are rewarded compared to those of their peers. by promoting a sense of balance in the workplace, organizations can ensure that employees feel appreciated and motivated to perform at their best. this theory has been used in many different contexts to improve employee motivation, and its relevance in today’s work environment is still highly applicable. while it is vital to think back that many other factors influence employee motivation, adams’ equity theory is an excellent tool for ensuring that workers feel properly compensated and valued. understanding the equity theory of motivation concerning disabled people requires considering the unique challenges that people with disabilities face. disabled people often have fewer resources and opportunities and can be disadvantaged in accessing the same rewards and resources as their peers. this can lead to disappointment, powerlessness, and a lack of motivation to perform at their best. the equity theory of motivation can be applied to disabled people to help them remain motivated and achieve their goals. this can be accomplished by providing disabled people with equal opportunities for success, such as providing the same resources and rewards as their peers. it is also critical to ensure that disabled people are treated equally. the hierarchy of needs theory of motivation (maslow, 1958) explains how humans strive to meet their basic needs and reach their highest potential. according to the hierarchy of needs, for a person to be happy and fulfilled, they must have specific needs to be addressed. at the bottom of maslow’s hierarchy are the basic needs, such as food, shelter, safety, and love. these physiological needs must be met before a person can move up the hierarchy to meet higher needs. once the basic needs are met, the individual can move onto the second tier of needs, which are the psychological needs such as love, esteem, and belonging. people strive for love and acceptance from others, as well as recognition and accomplishment. in the third tier of needs, maslow’s hierarchy of needs addresses self-actualization. this is the highest level of need and is composed of the needs for creativity, morality, problemsolving, and self-fulfillment. at this stage, individuals are working toward realizing their full potential and improving themselves. physiological needs: basic needs for survival such as food, water, access to assistive devices, appropriate nutrition, medical care, shelter, job, and health care for disabled persons. safety needs include access to safe and secure environments, protection from physical, psychological, and emotional harm, and protection from harm for disabled people. love and belonging: access to supportive relationships, social participation, a sense of community, acceptance, and inclusion within their community for disabled persons. esteem needs: access to meaningful activities, recognition, respect, and recognition of the abilities of disabled persons. selfactualization: access to meaningful work, educational opportunities, and a sense of direction and fulfillment provide opportunities for disabled persons to pursue meaningful activities and reach their full potential. research questions this study delved into the emerging communication barriers to the lives of differently-abled individuals working in blind massage services. specifically, the study sought answers to the following questions: 1. how do the informants being communicated in compensation and other monetary equivalents? 2. what are the communication challenges encountered by the informants at work? 3. what communication gap intervention can be proposed? materials and methods research design this qualitative study looks into the lived experiences of the differently-abled individuals of the selected blind employees working in blind massage services using a single case study research approach. furthermore, the researchers are focusing on the communication barriers and theories of blind massage employees. it is a one-of-akind situation in which in-depth and personal interviews are conducted. research environment this study was conducted specifically at st. lucy blind massage, a massage clinic strategically located in labangon, cebu city, philippines, and tabada, cebu city, philippines. st. lucy blind massage has two branches, and in each branch, there are at least five blind workers. the operation was started on the 25th of january, 2021. research informants there were six (6) blind workers who were the informants of this study, three (3) of them were from the first branch in labangon, and the other three (3) were from the second branch in tabada. the researchers concentrated on the results of the one-on-one or personal interviews conducted at st. lucy blind massage. research instruments the researchers utilized an informed consent form and asked for the informants’ consent to be recorded during the interview. with a prepared, structured interview guide, the researchers interviewed the informants. the voice recorder was one of the tools used in this study to record the whole interview process considering the visual https://journals.e-palli.com/home/index.php/ajmri pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 1-8, 2023 status of the informants. the interview guide was a semi-constructive guide for the researchers during the conversation. it was composed of two questions: how are the informants communicated during payment of their compensation or any other monetary equivalents, and what are the communication challenges encountered by the informants at work? data collection the researchers asked written permission from the owner of st. lucy blind massage to conduct the study, which was then approved by the latter. upon approval, the researchers utilized the research interview guide to interview the informants face-to-face. during the interview, each item in the questions was thoroughly explained in the local dialect so that the informants could give the desired or appropriate answers. in collecting responses from the informants, the researchers used a voice recording tool and then transcribed the responses. the informants were assured that all their answers and findings would always be kept confidential and that no personal information would be used for any other reason. data analysis in analyzing the data, the researcher transcribed the recorded responses from the informants and categorized them to find common patterns that arose from the different responses of the informants. after numerous stages of coding, the researchers constructed various themes, which were then reconstructed to form emergent themes. ethical considerations in compliance with the research standard and ethics protocol, the researchers always asked permission from the company’s management and consent from the informants. the rights and privacy of informants were always on top priority. the researchers respect the informants’ rights whenever they are uncomfortable answering the questions. researchers must always be careful in securing the data in all information gathered and securely kept confidential at all times. results and discussion this section deals with the presentation of emergent themes. the researchers go through several stages of coding and recoding. the presentations of themes are in the following order: 1. practice experiences by the informants in communicating their salaries and wages and other monetary equivalents. a. challenges in verbal communication b. trust and confidence 2. communication challenges encountered by the informants at work. a. challenges communication to management incharge b. challenges communication with customers theme 1 answers research question 1 about how the informants are being communicated in their compensation and other monetary equivalents; theme 2 addresses research question 2 about communication challenges encountered by the informants at work. 3. the practice experienced by blind employees in receiving their pay and other monetary equivalents. a. verbal communication. this theme was derived from the informants’ responses when they received their pay. the six informants revealed that verbal communication was used when they received their pay. however, (2) two informants expressed their feelings about trust and confidence. informant 1 revealed that human as i am, i cannot prevent that; sometimes, when i receive my pay, i doubt whether the money i receive is the exact amount considering that i cannot see. even thru touching the paper bills, it is challenging to distinguish the texture of the money. also, informant 2 revealed that i am delighted and thankful for our work for being given the privilege by the owner of st. lucy blind massage to work here and for establishing a business solely for us who are visually impaired. however, because i am just human, i cannot deny the doubts about the money i receive as compensation for my day’s services. i rely on the trust and confidence of the owner and her staff in charge when i am given a 500 peso bill that is a 500 peso bill. 4. communication challenges encountered by the informants at work. a. communication challenges to management incharge. the researchers of this study created this theme from the responses in which communicating with the management can sometimes be challenging, especially regarding document signing or affixing a thumb mark. informant 3 revealed that sometimes she felt shy to the management in-charge when she requested to explain the document’s contents. she explained: i feel shy sometimes, ma’am; if i ask for the details or explanation of the document, i am asked to affix my thumb mark because i do not want them to think negatively and that i might sound conscious of anything they ask me to affix my thumb mark. follow-up question to her; why do you feel ashamed? will they need to explain the contents of the documents that they want you to affix your thumb mark? and she replied: they will discuss everything on the document they want me to sign. however, since i am just a human, i cannot help but wonder if what i will sign matches what i heard when it was told to me. also, informant 6 had the same response, in which she conveyed that: i have no problem with my work, ma’am because my coworkers and i are loved and cared for very much by the https://journals.e-palli.com/home/index.php/ajmri pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 1-8, 2023 owner and the staff in charge. what worries me is when i am asked to affix my thumb mark because i cannot see the document even if i explain the contents in detail. after all, hearing what is said differs from seeing the actual document. however, i have not encountered any problems related to my said situation. with informant 4, he felt trust and confidence and elaborated that: i am pleased about the ample opportunity to be accepted to work here because i am not the same as those with no disability in their sight and can easily find a job. prayers to the owner and the staff in charge of this establishment are what i always put in my mind. thanking all of them, giving all our trust and confidence in our daily work. b. communication challenges to customers. in this theme, the researchers gathered common responses that they did not experience communication challenges towards their customers, except for 1 (one), who said that he experienced serving a deaf customer for a long time before his present employment. informant 6 expressed that quality service is his ultimate goal in serving his customers to their satisfaction, but according to him, he cannot please all of them. he narrated his experience: one time, i had a customer, sir, who was deaf and at the same time mute. it is challenging to deal with this type of customer and very difficult to communicate the desired type of massage because he needed help speaking and hearing what i said. in other words, communication was challenging because i could not see and read his lips on what he wanted to say, and he could not hear me either. so far, that was the only experience i encountered, but that was a long time ago, and i managed successfully with much patience, where we both agreed and understood each other. conclusion equal treatment and continued support for any person with a disability are vital. communication in any way allows people to share their thoughts, ideas, feelings, and emotions with others; indeed, language is a formal system in that people communicate. in the case of these blind workers, the physiological, safety, belongingness, and love needs of abraham maslow’s hierarchy theory of needs and the communication accommodation theory of howard giles are accord from the mindset of the informants. the physiological and safety aspects are the basic needs for people’s survival, and belongingness and love are the human’s emotional needs for interpersonal relationships and being part of the group: the communication accommodation theory aspects mainly concern the importance of verbal and non-verbal communication. precisely, a person’s most basic psychological requirement is a need for interaction and is satisfied via communication. humans need to live with others because they are social creatures, and living with others requires developing efficient communication. based on the testimonies gathered from the informants, the blind reading literacy barrier is perceived as a communication challenge among the employees. their disability in reading made their emotions unstable, causing doubts or fear of trust and confidence when they affixed their thumb mark to whatever document for their signature. the skill of informants as blind massage therapists is not enough for them to become fully satisfied. moreover, having a job as a massage therapist made them grateful for an opportunity as a blind employee and made them stable and happy in supporting their family needs. recommendation in their little way, visually-impaired individuals working as massage therapists provide services to people seeking relief from body pain, including muscle tension, malaise, and other stress-related physical conditions. when their customers positively reciprocate it by leaving a “tip” or simply praising a job well done, their tiny contribution to society takes on greater significance in their eyes. furthermore, this group or type of visually-impaired individuals is vulnerable to becoming victims of dishonesty or unfair treatment due to their disability. because they cannot see frequently, management intervention in cooperation with the relevant governmental institutions could be used to alleviate feelings of uncertainty and insecurity. a continuous braille education intervention for blind workers is vital and therefore be funded by the government and given free. the management may seek funding assistance from generous international non-government organizations whose advocacies are providing financial and psychological interventions to visually-impaired individuals. the financial assistance may be converted into scholarships for enrollment in the braille system. the psychological assistance will help those visually-impaired victims of bullying or indiscrimination to expand the degree of their confidence not only in their respective work but in the society where they belong. also, there is a need to conduct another study to strengthen the preliminary findings on a larger scale of informants regarding the communication gap of blind massage therapists. references adams, j. s. (1963). towards an understanding of inequity. the journal of abnormal and social psychology, 67(5), 422. https://doi.org/10.1037/h0040968 angeloni, s. (2013). integrated disability management: an interdisciplinary and holistic approach. sage open, 3(4), 2158244013510303. https://bit.ly/3z06wjj ben-nun, l. (2014). the attitude towards the blindness. https://bit.ly/3q4vchk campbell, a., & uren, m. (2011).the invisibles... disability in china in the 21st century. international journal of special education, 26(1), 12-24. https://eric. ed.gov/?id=ej921178 chen, z., li, l., & li, t. (2017). the organizational https://journals.e-palli.com/home/index.php/ajmri pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 1-8, 2023 evolution, systematic construction and empowerment of langde miao’s community tourism. tourism management, 58, 276-285. https://bit.ly/3gwlmqy davis, l. (2013). introduction: disability, normality, and power in l. davis (ed.), the disability studies reader. https://bit.ly/3vbgfiv dewi, n. s., sabatini, m. s. n., kusumaningrum, e., & santoso, h. a. (2022). a phenomenological case study of blind male masseuses experiencing sexual assault: implication for nursing practice. open access macedonian journal of medical sciences, 10(1), 130-137. https://bit.ly/3vtbsqb de kloet, j. (2008). gendering china studies: peripheral perspectives, central questions. china information, 22(2), 195-219. https://bit.ly/3i6ktfy gayatri, i. a. m., & suriata, i. n. (2020). challenges and opportunities of blind masseurs in increasing competency through implementation business standards of massage parlors. adi journal on recent innovation (ajri), 1(2), 107-120. https://bit. ly/3wvgx4n jeffreys, m. r. (2015). teaching cultural competence in nursing and health care: inquiry, action, and innovation. springer publishing company. https:// bit.ly/3wnvtyk lester, g. w., & smith, s. g. (1993). listening and talking to patients. a remedy for malpractice suits? western journal of medicine, 158(3), 268. https://bit. ly/3vd5de0 lewis, v. o., mclaurin, t., spencer, h. t., otsuka, n. y., & jimenez, r. l. (2012). communication for all your patients. instructional course lectures, 61, 569-581. https://bit.ly/3z5vxn5 li, x. h., xu, s. q., & hu, l. j. (2022). protection or restriction: an analysis of the blind massage policy for employment rights of persons with visual impairments in china. journal of visual impairment & blindness, 116(1), 85-95. https://bit.ly/3jjymqb maslow, a. h. (1958). a dynamic theory of human motivation. https://bit.ly/3g8rkx5 mehrabian, a. (1971). silent messages, belmont, ca: wadsworth, 8(152), 30. https://bit.ly/3vvplxr millar, s. (1999). veering re-visited: noise and posture cues in walking without sight. perception, 28(6), 765780. https://bit.ly/3weflma naraine, m. d., & lindsay, p. h. (2011). social inclusion of employees who are blind or low vision. disability & society, 26(4), 389-403. https://bit.ly/3ciq2tl nejati, v., & asadi, a. (2010). semantic and phonemic verbal fluency in blinds. journal of psycholinguistic research, 39(3), 235-242. https://bit.ly/3jmwxwg rif ’ati, l., halim, a., lestari, y. d., moeloek, n. f., & limburg, h. (2021). blindness and visual impairment situation in indonesia based on rapid assessment of avoidable blindness surveys in 15 provinces. ophthalmic epidemiology, 28(5), 408-419. https://bit.ly/3q3igax robert, p. m., & harlan, s. l. (2006). mechanisms of disability discrimination in large bureaucratic organizations: ascriptive inequalities in the workplace. the sociological quarterly, 47(4), 599-630. https://bit. ly/3q8s3ap https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 93 american journal of multidisciplinary research and innovation (ajmri) covid-19 stressors on university employees’ mental health: basis for the development of an enhancement program cristy h. cangrejo1, brian gil s. sarinas1*, virmari s. tan1 volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1918 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 20, 2023 accepted: august 09, 2023 published: august 14, 2023 this study was conducted to determine the level of covid-19 stressors on mental health among employees of john b. lacson foundation maritime university (arevalo), inc. during the second semester of the school-year 2021-2022. a validated and reliability-tested questionnaire was used having 0.86 index using cronbach alpha. results revealed that the level of covid-19 stressors on employees’ mental health, when taken as an entire group was “moderate,” which means that the covid-19 stressors moderately affected the employees’ mental health. female employees had the highest level of covid-19 stressors, which affect their mental health more than males. moreover, among the age groups, those 56-60 years old had the lowest level of covid-19 stressors, which affected their mental health. single employees had a higher level of covid-19 stressors than married. one-way anova showed no significant differences in the covid-19 stressors on employees’ mental health in terms of age, length of service, and educational attainment but significant on employees’ position in the university. the t-test of independent samples showed a significant difference in the covid-19 stressors on employees’ mental health when classified according to sex while no significant difference when classified according to civil status. the researchers recommend to create a proactive mental health programs to inculcate awareness and action on female employees’ mental health and wellbeing such as conduct of webinars on coping mechanisms and work-life balance; collaboration with mental health professionals like department of health (doh) psychologists to offer free digital services or online consultations; and hosting talks with inspirational female leaders. keywords descriptive, employees, enhancement program, mental health, stressor introduction the world health organization (who, 2020) classified coronavirus disease (covid-19) as a pandemic in 2020. that means a worldwide disease that poses a hazard to the entire globe and may affect various people differently. coronavirus is a new virus which has been discovered in december 2019 after an outbreak in wuhan, china. it has now expanded across numerous countries at a breakneck pace. according to who (2020), the virus had spread to 202 nations, regions, or territories as of march 31, 2020, with 693,224 confirmed cases and 33,391 fatalities. to contain the spread of the virus, working from home (wfh) has become the new method of working for millions of employees worldwide. as a result of the pandemic, many workers and employers were forced to switch to remote work for the first time, with little or no preparation (ahrendt et al., 2020). adopting this flexible method of working is typically presented as a deliberate decision that necessitates a time of planning, preparation, and adaptation for employers to successfully support employees’ productivity and provide them with a better work-life balance (toscano & zappala, 2020). however, most organizations have been compelled to embrace this mode of working as a result of the covid-19 pandemic, frequently without equipping employees with the requisite skills for remote work as well as the equipment they have available in their respective homes or the capability of their internet connection (molino et al., 2020). the present study utilized the attribution theory. heider (1958) postulated that in attribution theory people find reasons for the causes of their actions. as such, this study looks for the covid-19 stressors that affect the employees’ mental health. objectives of the study this study was conducted to determine the level of covid-19 stressors on employees’ mental health among employees of john b. lacson foundation maritime university (arevalo), inc. for the school year 2021-2022 that will serve as a basis for making a program to enhance employees’ mental health. specifically, this study aimed to: 1. identify the levels of covid-19 stressors on employees’ mental health when taken as an entire group and when classified according to position in the university, age, sex, civil status, length of service, and educational attainment 2. determine if there are no significant differences in the covid-19 stressors on employees’ mental health when classified according to position in the university, age, sex, civil status, length of service, and educational attainment 3. draft a program to enhance the employees’ mental health literature review the covid-19 had not only puts people’s health and lives in jeopardy, but it also has the potential to have detri 1 john b. lacson foundation maritime university (arevalo), inc. sto. niño sur, arevalo, iloilo city 5000, philippines * corresponding author’s e-mail: briangilsarinas@gmail.com pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 93-100, 2023 mental psychological repercussions for human communities in the short and long term. faced with this epidemiological disaster, people have exhibited anxietyrelated behaviors, resulting in a substantial shortage of sanitizers and medical masks. several early research on covid-19’s psychological impacts revealed a high prevalence of anxiety, depression, stress (wang et al., 2020), sleeplessness (hao et al., 2020), and post-traumatic stress disorder (tan et al., 2020; wang et al., 2020) to humans. however, not everyone who is subjected to these stressors will experience unfavorable effects; those who are well-equipped to cope with the stressors may be able to redirect their psychological and cognitive resources to deal with impending or concurrent challenges (lazarus, 1993). the pandemic could severely effect the mental health of the general population and workers. experts say that persons who have had mental difficulties in the past, as well as, those who have never had symptoms, may be at risk (rajkumar, 2020). at the hype of its outbreak, psychological support may be very frequent and beneficial. throughout the history of epidemics, the public has generally utilized more psychological coping mechanisms, such as problem-focused coping and seeking social support, as negative stress consequences have increased (chew et al., 2020). although further research is needed to determine the effectiveness of psychological support in combating the stress repercussions of covid-19, an early report found that social support was negatively associated with the degree of anxiety and stress that impacts an individual’s mental health (xiao et al., 2020). nevertheless, considering the prevalence of covid-19-related stressors in recent years and the accessibility of psychological stressors as a possible protective mechanism, additional investigation of this buffering effect is necessary. so far, no previous studies have investigated whether psychological support serves as a protective factor that buffers the negative influence of covid-19 stressors on stress outcomes and as a moderator in the indirect relationship between covid-19 stressors and stress consequences via rumination (ye et al., 2020). indeed, it appears that during a pandemic outbreak, particularly one caused by an unknown new virus, individuals’ mental health difficulties are frequently disregarded. the point of this study is to identify the covid-19 stressors on employees’ mental health as a foundation for developing an enhancement program. methodology research design the study utilized survey as a research design. a survey design examines a sample of a population to produce a quantitative or numeric description of trends, attitudes, or opinions. the researcher extrapolates or makes conclusions about the entire population based on sample results (creswell, 2014). the present study focused on determining the level of covid-19 stressors on employees’ mental health at john b. lacson foundation maritime university (arevalo), inc. at iloilo city, philippines. respondents the 124 respondents of this study were the employees of jblfmu (arevalo), inc. during the second semester, school-year 2021-2022 taken through simple random sampling. the respondents were grouped according to their position in the university (bsmt faculty, shs faculty, and staff), age, sex (male and female), civil status (single and married), length of service, and educational attainment. instrument a validated and reliability-tested questionnaire was used to determine the level of covid-19 stressors on employees’ mental health. cronbach alpha was used to determine the reliability coefficient with a value of 0.86. this questionnaire consisted of 20 items with the following response options: always, very often, sometimes, rarely, and never. data collection the researchers secured permission to conduct the survey from the office of the administrator. then, the researchers distributed the instrument to the employees of jblfmu (arevalo), inc. through google form and sent it in various group chats in the month of march 2022. after two months, the online questionnaires were retrieved. upon the retrieval of the accomplished copies of the instrument, the responses were tallied, analyzed, and interpreted. data analysis the data gathered for this research were subjected to appropriate descriptive statistics and inferential statistics. these were analyzed using descriptive statistical tools such as frequency, percentage, mean, and standard deviation. frequency was used to determine the personnel-related factors of the respondents. percentage was used to determine the percent of the frequency in the personnel-related factors of the respondents. the mean was used to determine the levels of covid-19 stressors on employee’s mental health according to position in the university, age, sex, civil status, length of service, and educational attainment. table 1 shows the mean scale, descriptive rating, and indicators for interpreting the levels of covid-19 stressors on employees’ mental health. while standard deviation was used to determine the homogeneity of responses towards the covid-19 stressors on employees’ mental health. one-way anova was used to determine the significant difference in the covid-19 stressors on employees’ mental health when classified according to position in the university, age, length of service, and educational attainment set at .05 level of significance. the t-test for independent samples was used to determine the pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 93-100, 2023 significant difference in the covid-19 stressors on employees’ mental health when classified according to sex and civil status set at .05 level of significance. results and discussion levels of covid-19 stressors on employees’ mental health figure 1 shows that the level of covid-19 stressors on employees’ mental health, when taken as an entire group is “moderate” (m=3.22), which means that the covid-19 stressors moderately affect the employees’ mental health. table 1: mean scale, descriptive rating, and indicators for interpreting the level of covid-19 stressors on employees’ mental health mean scale descriptive rating indicators 4.51 – 5.0 very high very highly affect employees’ mental health 3.51 – 4.50 high highly affect employees’ mental health 2.51 – 3.50 moderate moderately affect employees’ mental health 1.51 – 2.50 low slightly affect employees’ mental health 1.0 – 1.50 very low minimally affect employees’ mental health figure 1: levels of covid-19 stressors on employees’ mental health when taken as an entire group and when classified according to position in the university among the three positions of employees, the highest level of covid-19 stressors which affect employees’ mental health belongs to the senior high school (shs) faculty (m=3.58, “high”), followed by the staff (m=3.05, “moderate”), and bsmt faculty (m=3.04, “moderate”). this means that the covid-19 stressors highly affect the shs faculty’s mental health; however, such stressors moderately affect the staff, and bsmt faculty. the study of baker et al. (2021) supports these findings for teachers who experienced more stressors reported worse mental health and found it harder to cope and teach. figure 2 shows that when the employees are classified according to age bracket, the levels of covid-19 stressors for 24-30 group highly affect employees’ mental health (m=3.54) while the levels of covid-19 stressors moderately affect employees’ mental health for age groups 31-35 (m=3.21), 36-40 (m=3.12), 41-45 (m=2.99), 46-50 (m=2.97), 51-55 (m=3.26), 56-60 (m=2.72), and 61-65 (m=2.94). the result, however reveals that among the age groups, those 56-60 years old have the lowest levels of covid-19 stressors, which affect their mental health. this contradicts the findings of several studies that show older adults or the elderly population are more likely to experience increased anxiety and depression because of higher threat of illness and loss of social support. on the figure 2: levels of covid-19 stressors on employees’ mental health when classified according to age bracket pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 93-100, 2023 other hand, older adults perceived higher levels of family support, which could help them avoid experiencing negative emotions (fisher & nussbaum, 2015). meanwhile, when the employees are classified according to sex, the result reveals that female (m=3.37, “moderate”) employees have the highest level of covid-19 stressors, which affect their mental health than male (m=3.05, “moderate”) employees, as shown in figure 3. this supports the findings of nagasu et al. (2021) that during the pandemic, more females experienced vague anxiety than males and were more concerned about their own health than their male counterparts. when the employees are grouped according to civil status, single (m=3.39, “moderate”) employees have higher levels of covid-19 stressors than married figure 3: levels of covid-19 stressors on employees’ mental health when classified according to sex (m=3.14, “moderate”) employees, as shown in figure 4. these stressors moderately affect their mental health. this suggests that married individuals coped well and experienced less stress than single individuals (lawal et al., 2022) in terms of managing the effects of covid-19 stressors. this finding is in line with hossain and akhter (2020), who also recorded significant differences in mental health indicators based on individuals’ marital status. this may be attributed to the fact that compared to single employees, married employees have their spouses and children to discuss or share their emotions. further, married employees can also pool financial resources together with their spouses or children to lessen the burden of responsibilities that could result in their mental breakdown. considering the length of service of employees in figure figure 4: levels of covid-19 stressors on employees’ mental health when classified according to civil status 5, those who have served the university from 1-5 years (m=3.45) have the highest level of covid-19 stressors, which moderately affect employees’ mental health, followed by 6-10 years (m=3.28), 31-35 years (m=3.21), 11-15 years (m=3.10), 21-25 years (m=3.09), 26-30 years (3.06), and lastly, 16-20 years (m=2.86). this means that newly hired employees have more difficulty managing the effect of covid-19 stressors on their mental health than other employees. further, these newly hired employees are worried about the effect of covid-19 on their employment, and greater job insecurity due to covid-19 (wilson et al., 2020) contributes to the poor mental health figure 5: : levels of covid-19 stressors on employees’ mental health when classified according to length of service figure 6: : levels of covid-19 stressors on employees’ mental health when classified according to length of service pa ge 97 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 93-100, 2023 of said employees. in terms of educational attainment of employees, those with bs degree (m=3.26) have the highest level of covid=19 stressors, which moderately affect employees’ mental health, followed by doctorate degree holders (m=3.04) and master’s degree holders (m=3.02) as shown in figure 6. this however contradicts the findings of lawal et al. (2022) that postgraduate degree holders coped better because they are highly educated, more knowledgeable, and well-informed about the challenges associated with covid-19 and how to cope with them. significant difference in the covid-19 stressors on employees’ mental health table 2 shows the one-way anova results of the covid-19 stressors on employees’ mental health when classified according to employees’ position in the university, age, length of service, and educational attainment. there is a significant difference in the covid-19 stressors on employees’ mental health when classified according to employees’ position in the university, f (2, 120) = 4.400, p = .014. this suggests that the overall mental health of employees is influenced by their position as their tasks and responsibilities differ from each other. the effect of these stressors on employee’s mental health varies according to employee’s occupational role or position and their workload (hamouche, 2020) in an institution. faculty or teachers who experienced more stressors reported worse mental health and found it harder to cope and teach (baker et al., 2021) than the staff. moreover, there is no significant difference in the covid-19 stressors on employees’ mental health when classified according to employees’ age, f (38, 85) = 1.214, p = .229. this implies that there is no significant influence of employees’ age on the overall mental health of the employees. although younger age is associated with lower psychological stress, older adults are more likely to have gained greater resilience and coping skills in managing both work and life challenges with experience and maturity, lowering the risk (chan et al., 2020) of the effect of covid-19 stressors in the mental health of both age groups. furthermore, there is no significant difference in the covid-19 stressors on employees’ mental health when classified according to employees’ length of service, f (29, 94) = 1.258, p = .203. this indicates that coping with the covid-19 stressors on employees’ mental health is the same regardless of whether the employee is new in the institution or not. this, however, contradicts the findings of hwang et al. (2021), which emphasized that short-tenured employees reported higher emotional exhaustion than older and more experienced employees. lastly, there is no significant difference in the level of covid-19 stressors on employees’ mental health when classified according to employees’ educational attainment, f (2, 121) = 1.357, p = .261. this suggests that educational attainment does not contribute to the level of covid-19 stressors on employees’ mental health. this is, however, inconsistent with the findings of lawal et al. (2022) that employees with post-graduate degrees (master’s and doctorate degree holders) coped well with the effects of covid-19 stressors on their mental health than employees with bachelor’s degrees. table 3 shows that bsmt faculty significantly differs in table 2: one-way anova result for the covid-19 stressors on employees’ mental health according to position in the university, age, length of service, and educational attainment sources of variation sum of squares df mean square f sig. position between groups 5.017 2 2.509 within groups 68.425 120 .570 4.400* .014 total 73.443 122 age between groups 25.873 38 .681 within groups 47.671 85 .561 1.214 .229 total 73.544 123 length of service between groups 20.566 29 .709 within groups 52.978 94 .564 1.258 .203 total 73.544 123 educational attainment between groups 1.614 2 .807 within groups 71.930 121 .594 1.357 .261 total 73.544 123 note. asterisk (*) means significant at .05 level of probability. pa ge 98 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 93-100, 2023 the covid-19 stressors with the shs faculty simply because their tasks and responsibilities differ from each other. this finding supports the study of hamouche (2020). on the other hand, table 4 shows the t-test of (m=3.05) employees’ mental health. moreover, more females experienced vague anxiety than males and were more concerned about their own health than their male counterparts (halonen et al., 2018). furthermore, female employees felt more emotionally exhausted (hwang et al., 2020) in dealing with the effects of covid-19 on their mental health and well-being. while the result of the t-test of independent samples indicates that there is no significant difference in the covid-19 stressors on employees’ mental health when they are classified according to civil status, t (122) = 1.629, p = .106. it implies that covid-19 stressors affect both single (m=3.39) and married (m=3.14) employees’ mental health. these findings contradict with the study of chan et al. (2021), where single employees are more likely to be psychologically distressed than their married counterparts. this indicates that the absence of social support from the married employee’s spouse and children contributes to poorer mental health to single employees (tamminen et al., 2019). enhancement program for employees’ mental health table 3: post-hoc result for the covid-19 stressors on employees’ mental health according to position in the university position in the university mean bsmt faculty 3.04a shs faculty 3.66b staff 3.20ab independent samples result in the covid-19 stressors on employees’ mental health when classified according to sex and civil status. the result indicates a significant difference in the covid-19 stressors on employees’ mental health when classified according to sex, t (122) = 2.556, p = .012. it shows that covid-19 stressors have a high effect on female (m=3.40) employees than male table 4: t-test for independent samples results for the covid-19 stressors on employees’ mental health according to sex and civil status sources of variation mean sd t df sig. sex female 3.40 0.72 2.556* 122 .012 male 3.05 0.79 civil status single 3.39 0.67 1.629 122 .106 married 3.14 0.81 note. asterisk (*) means significant at .05 level of probability. since covid-19 stressors moderately affect the employees’ mental health, an enhancement program was developed. this program consists of objectives, activities, participants/beneficiaries, timeline, budget, and expected outcomes. the specific activities include: 1. conducting webinars on coping mechanisms and worklife balance; 2. partnering with mental health experts such as doh psychologists to provide digital service or online consultation for free; and 3. conducting talks inviting successful women leaders as inspirational speakers. this enhancement program may help university employees to surmount the obstacles presented by the new system of education (talahiban et al., 2022). conclusions this study concludes that the covid-19 stressors moderate affect the mental health of jblfmu (arevalo), inc. employees. these stressors could be gleaned on their position in the university and sex. the shs faculty tend to be more affected than the staff and bsmt faculty. likewise, female employees’ mental health is more affected by the covid-19 stressors than their male counterparts. the majority of the shs faculty are female; thus, it is determined that their level of covid-19 stressors highly affect their mental health. recommendations the following recommendations were made: the university may create a proactive mental health program which will drive awareness and action on female employees’ mental health and well-being. specifically, the management may facilitate the following: 1) conduct webinars on coping mechanisms, and work-life balance, 2) partner with mental health experts such as with department of health (doh) psychologists to provide digital service or online consultation for free, and 3) conduct talks inviting successful women leaders as inspirational speakers. references ahrendt, d., cabrita, j., & clerici, e. 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(2020). stressors of covid-19 and stress consequences: the mediating role of rumination and the moderating role of psychological support. children and youth services review, 118, 1-8. https://doi. org/10.1016/j.childyouth.2020.105466 pa ge 1 6 pa ge 25 american journal of multidisciplinary research and innovation (ajmri) assessment of internet safety, cybersecurity awareness and risks in technology environment among college students akere olajumoke modupe1* volume 3 issue 6, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i6.3012 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 08, 2024 accepted: october 13, 2024 published: november 13, 2024 the study examined the internet safety, cybersecurity and risks in technology environment. the study adopted a descriptive survey research design. the sample comprised 100 respondents drawn randomly online were used. college students cybersecurity awareness scale (r = 0.84) was used to collect data. frequency counts and multiple regression analysis were used to analyse the data collected. 52 (52%) of the respondents are of age 16-20 years. thirty-eight (38%) males responded while 62 (62%) are female and 89 (89%) maintain high levels of internet safety, and seventy-eight (78%) cybersecurity awareness. there is a linear relationship between predictor variables (internet safety and cybersecurity awareness) and risk in the technology environment r = 0.777. internet safety (β = 0.823; t (98) = 10.816; p < .05) contributed most followed by cybersecurity awareness (β = 0.099; t (98) = 1.299; p < .05). it was deduced from the findings that there more users of high level of internet safety and cybersecurity awareness among college students. there is significant effect of internet safety and cybersecurity awareness on risk in technology environment. although some of the internet safety measures are not well observed as they were considered not necessary. it is therefore recommended that all safety measures must be taken seriously by college students, as well as other technology users. keywords internet safety, awareness, cybersecurity, technology risk, college introduction the rapid development of technology in the 21st century has changed our lives, especially information and communication methods used to communicate and interact with others over time. different communication methods are used around the world. as a result, the public and private sectors have begun to offer more services and adopt new technologies to access information anytime and anywhere, according to user demand. the main reason for many automation services and adoption of new technologies is for supporting and meeting a wide range of user needs (jinadu, 2024; jinadu, 2024 and gamreklidze, 2014). afterward, there has been a growing number of hackers and cybercriminal groups trying to break into automated systems. these cybercriminals have developed new ways to commit cybercrime (mohammed, 2022). an attacker’s main goal is to make money by stealing sensitive information and holding it for ransom. hackers can also make money by selling secret data to competitors on the dark web, causing cyberspace damage and serious disruption. organizations and their customers have become a major threat to the security and economy of the world, targeting critical infrastructure, having a significant financial impact on business operations and leading to the loss of intellectual property (green, 2015). every internet and technology users (including today’s college students, most of who have grown up in cyberspace) are not aware of the risks to their security and individual details with insecure electronic use. kim (2013) states that, contrary to popular belief, these heavy consumers of virtual tools are mostly those who have very little knowledge about cyber security and issues of prevention, although the security of the body, property and space is a priority for most people, the problem of security of data and property in our online world is not ordinary (moallem, 2017). this is truly a threat manouvering. every organisation has a responsibility. as organizations use automated information technology systems in digital era to process their details in order to better support their programs, risk management plays an important role in protecting the organization’s information assets, and therefore its mission, from the connection (jinadu, 2024). with information technology, there is a risk of harm. risk is the chance of bearing damage or impairment. it refers to an action, event, or environmental situation that has an unexpected result.it can produce negative results or results. an effective risk management process is an important part of a successful it security program. the primary goal of an organization’s risk management process is to protect the organization and its ability to achieve its mission, not just it assets (nist, 2022). therefore, the process of risk management should not be done primarily as a technical task by it professionals who manage and manage the it system, but as a technical task the most important part of managing all it users in this era of cyber security. risk management is looking through what can go wrong, and then deciding on how to forestall or reduce the sensed challenges. there are three processes: risk assessment, risk mitigation and evaluation. studies in the field of cybersecurity suggest that internet 1 department of education management, university of ibadan, ibadan, nigeria * corresponding author’s e-mail: akereom23@gmail.com pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 25-29, 2024 safety and cybersecurity awareness tend to reduce technological risks. these studies examined both the level of cyber security awareness and internet safety. however, studies have not linked the impact to technological risk as is the case in this study. in recent years, many studies have been conducted to assess the level of awareness of university students about details of security issues. slusky and partow-navid (2014) studied students in the college of business and economics at california state university, los angeles. the results show that lack of security knowledge does not bring about the main problem in security awareness, rather how students apply this knowledge in real-world situations. this is because fundamentally, understanding of information security is way below the respect for the knowledge of information security. another study conducted by samaher and ibrahim alshourbaji (2016) analysed cyber security awareness among academic staff, researchers, students and education sector workers in the middle east. the results show that the participants did not possess the required know how and understanding of the essence of information security principles and their application in practical terms on daily basis. senthilkumar and easwaramoorthy (2017) analyzed cyber security awareness among students in tamil nadu (a state in india) regarding various security threats; 500 students from five major cities answered a survey online. the result showed that more than 70% of the students were more aware of basic virus attacks and used antivirus software (updated frequently) or linux platform to protect their system from virus attacks. the other students did not use protection against malware and have received the wrath attacks of viruses. 11% of them used antivirus but did not update their software. more than 97% of them did not know the source of the virus. abbas (2019) investigated the early results of a study that aimed to investigate the awareness and attitudes of students towards cyber security and related risks in the most advanced technological environment: silicon valley in california, in the united states. the student body in silicon valley is very diverse ethnically. the study observed that college students, no matter their notion that they are being monitored at the same time as the usage of the internet and that their information is not secure even in college systems, they are now no longer wary of the way to defend their information. to add to it, evidently, academic establishments no longer have a lively method to enhance the attention of college students to grow their know-how of those issues and a way to defend themselves from probable cyber-attacks, inclusive of identification robbery or undesirable computer effects. chelsea and sagaya (2023) examined the level of awareness of cyber security and to understand the level of basic knowledge of cyber security among female students in the city of coimbatore. data were collected using a questionnaire and a sample of 106 female students. descriptive design was used for this work. simple random sampling method was used. data collected were analysed by spearman’s rho correlation and chi-square coefficient. the study concludes that there is a growing awareness of cyber security among female students, but there is still a knowledge gap when it comes to implementing the necessary security measures to stay safe online. internet safety entails many measures that affect the physical and mental health of internet users. this concept, known as “cyber security”, “digital security” or “cyber security” refers to the problems that occur on the internet and the ways in which they can protect themselves against those problems. researchers across fields (such as communication, psychology, law), educators, media and public institutions have expressed their views. there has been a growing concern about the harm that can be done online every day, and the need for appropriate interventions to reduce the harm that people do online. activity can create more for students (kimple et al., 2019; livingstone et al., 2011). three research questions were posed and answered to guide this study. these are: 1. what is the profile of the college students in terms of demographics, internet safety and cybersecurity awareness? 2. what is the joint influence of student internet safety and cybersecurity awareness on risk in technology environment? 3. what is the relative influence of student internet safety and cybersecurity awareness on risk in technology environment? materials and methods the study adopted a descriptive survey research design. this design was adopted because the researchers did not manipulate any variable. it allowed the researcher to collect data on variables that had occurred earlier and draw the inferences from them to generalised to the entire population of the study. this is relevant because it examines the cause-and-effect relationship between independent and dependent variables (jinadu et al., 2023). this study’s population comprised all users of technology gadgets among college students. a total sample of one hundred (100) college students selected randomly participated in the study. cybersecurity awareness scale was developed and validated to collect data for this study. the researchers developed the scale to measure internet safety, cybersecurity awareness and risks in technology environment. the instrument has four sections a, b, c and d. section a is on demographic information such as gender, age, admission sought, daily devices used, daily social media used and knowledge of cybersecurity concept. section b is on cybersecurity counter measures. section c is on cybersecurity website tracking and section d is on phishing. to validate the instrument, samples of the instrument were trial tested on small sample of college students different from the main sample. the data collected were analysed for internal consistency pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 25-29, 2024 and reliability using chronbach’s alpha which yielded 0.84. the final form of the instrument was administered through an online google form survey. the researchers developed an online google form where responses were collected to measure students’ awareness of cyber security. the data/responses were automatically coded and organized online by the google form online survey service for easy analysis. in total, data was collected over a period of four weeks. frequency counting and multiple regression analysis were used to analyze the data. the study focuses on the safety and security of information and technology users. therefore, the issue of ethical consideration was respected by ensuring that the participants had the freedom to respond to their opinion without imposition or coercion. they were given the freedom to withdraw from participating in the research exercise at any time they felt uncomfortable with the process. to protect your identity from any unforeseen or possible damage in accordance with data protection and governance as stipulated in the policy of the nigerian communications commission (ncc) of the federal ministry of community and digital economy, were considered anonymous as their name was not requested or recorded and the data collected is were treated confidentially and for research purposes only. results and discussion result research question 1 what is the profile of the college students in terms of demographics, internet safety and cybersecurity awareness? table 1: profile of the respondents s/n demographic variable frequency percentage 1 age (years) 16-20 52 52 21-25 28 28 26-30 15 15 31 and above 6 6 total 100 100.0 2 gender male 38 38 female 62 62 total 100 100.0 3 level of internet safety low 2 2 moderate 9 9 high 89 89 total 100 100.0 4 level of cybersecurity awareness low 9 9 moderate 13 13 high 78 78 total 100 100.0 table 1 shows the profile of the respondents used in the study. the table indicates that 52 (52%) of the respondents are of age 16-20 years, 28 (28%) are of age 21-25 years, 15 (15%) are of age 26-30 years and 6 (6%) are of age 31 years and above. thirty eight (38%) male responded while 62 (62%) are female respondents. the table also shows that 89 (89%) of the respondent maintain high level of internet safety, 9 (9%) moderate and only 2 (2%) low. seventy eight (78%) have high level of cybersecurity awareness, 13 (13%) moderate and 9 (9%) low level of cybersecurity awareness. research question 2 what is the joint influence of student internet safety and cybersecurity awareness on risk in technology environment? table 2: model summary of predictors on risk in technology environment model r r square adjusted r square std. error of the estimate .775 .600 .592 8.67275 pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 25-29, 2024 tables 2 and 3 show the model summary and regression anova respectively. the multiple regression correlation coefficient (r) show the strong positive linear relationship between predictor variables: internet safety and cybersecurity awareness and the dependent variable (risk in technology environment) as shown in table 2 is 0.775, the multiple r2 is 0.600 which is 60% and the adjusted r square value is 0.592 which is 59.2%. this means that the variation in risk in technology environment accounted for by the predictor variables: internet safety and cybersecurity awareness is approximately 59.2% and it is statistically significant at p < 0.05 level. furthermore, indicated in the table 3 is the analysis of variance of the multiple regression data. this produced an fratio of f(2,98) = 72.830 and found to be significant at 0.05 alpha level. the result on composite effect of internet safety and cybersecurity awareness on risk in technology environment show that there is linear relationship between predictor variables: internet safety and cybersecurity awareness and the dependent variable (risk in technology environment). this means that the variation in risk in technology environment accounted for by the predictor variables: internet safety and cybersecurity awareness is more and it is statistically significant. research question 3 what is the relative influence of student internet safety and cybersecurity awareness on risk in technology environment? table 3: regression anova of predictors on risk in technology environment model sum of squares df mean square f sig. regression 10956.025 2 5478.013 72.830 0.000* residual 7296.015 98 75.217 total 18252.040 100 *significant at p < 0.05 level table 4: regression coefficients of predictors on risk in technology environment model unstandardized coefficients standardized coefficients t sig b std. error beta (constant) 9.136 5.452 1.676 .001 internet safety 0.867 0.080 0.823 10.816 .000 cybersecurity awareness 0.086 0.066 0.099 1.299 .003 table 4 shows the contribution of each of the predictor variable to the prediction of risk in technology environment. internet safety (β = 0.823; t (98) = 10.816; p < .05) contributed most significantly to the prediction model for risk in technology environment at 0.05 level followed by cybersecurity awareness (β = 0.099; t (98) = 1.299; p < .05). discussion of findings the result on the profile of the respondents used in the study indicates that there are more respondents who are of age 16-20 years than other age bracket. there are more female respondents than male respondents. the results also shows that majority of the respondent maintain high level of internet safety while few moderate and only a few low level of internet safety. majority have level of cybersecurity awareness, few moderate and low level of cybersecurity awareness. the result of this study is in line with that of gamreklidze (2014) who found that there is a growing rate of technologies in the 21st century most especially it channels however, the results did not agree with that of kim (2013) who argued that, counter intuitively; it is the heavy users of digital devices who are usually the least knowledgeable and aware of cyber security issues and prevention. the finding on joint influence of student internet safety and cybersecurity awareness on risk in technology environment revealed that there a linear relationship between predictor variables: internet safety and cybersecurity awareness and the dependent variable (risk in technology environment). this means that the variation in risk in technology environment accounted for by the predictor variables: internet safety and cybersecurity awareness is more and it is statistically significant. the finding of this study does not tally with that of kim (2013) who reported that, counter intuitively; in general, it is the frequent users of digital devices who are least informed and least aware of cybersecurity issues and keeping. although concern for the protection of the physical body, assets and space is ordinary for certain individual, concern for the protection of information and assets in cyberspace is not ordinary in the real sense (moallem, 2017). the result on relative influence of student internet safety and cybersecurity awareness on risk in technology environment showed that the two predictors contribution to the prediction of risk in technology environment. the result of this study agrees with that of senthilkumar and easwaramoorthy (2017) who found out that there are more students who are take care of common attacks from viruses and employ defense from it by keeping it tune to newest version or another platforms that guard their system from virus attacks which prevent risks in technology environment. pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 25-29, 2024 conclusion the study established that there more users of high level of internet safety and cybersecurity awareness than the moderate and low level of internet safety and cybersecurity awareness. the study also established a significant influence of internet safety and cybersecurity awareness on risk in technology environment. the study concluded that college students maintain high level of internet safety and cybersecurity awareness. although some of the internet safety measures are not well observed as they were considered not necessary by the respondents. it is therefore recommended that all safety measures must be taken seriously and watchful by college students, as well as other technology users. also, college student should maintain their level of cybersecurity awareness as it is key and germane to risk in technology environment. references alqahtani, m. a. (2022). factors affecting cybersecurity awareness among university students. science proceeding series, 2(1), 82-86. chelsea, a. s., & sagaya, a. m. (2023). awareness of cyber security among students in women’s colleges with special reference to coimbatore city. international journal of creative research thought, 11(4), 40-44. gamreklidze, e. (2014). cyber security in developing countries: a digital divide issue—the case of georgia. journal of international community, 20, 200–217. garg, a., curtis, j., & halper, h. (2003). quantifying the financial impact of it security breaches. information management & computer security, 11, 74–83. green, m. j. s. (2015). cyber security: an introduction for nontechnical managers. ashgate publishing. jinadu, a. t. 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(2016). a study of cyber security awareness in educational environments in the middle east. information knowledge management, 15, 1650007. https://doi.org/10.1142/ s0219649216500076 senthilkumar, k., & easwaramoorthy, s. (2017). a survey on cyber security awareness among college students in tamil nadu. iop conference series: materials science and engineering, 263(3), 19-24. slusky, l., & partow-navid, p. (2014). students’ information security practices and awareness. journal of information privacy and security, 11(2), 3-26. http:// www.tandfonline.com/doi/abs/10.1080/15536548.2 012.10845664 pa ge 1 pa ge 22 american journal of multidisciplinary research and innovation (ajmri) metacognitive awareness and attitude towards communicative approach of junior high school students christine joy m. montillado1*, ana helena d. lovitos1, volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1192 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 10, 2022 accepted: january 13, 2023 published: january 15, 2023 this study aims to establish the significance of the influence of metacognitive awareness to the attitude towards communicative approach of junior high school students. in order to do so, this study employed the quantitative research design using the descriptive and correlational method. using proportionate stratified random sampling, primary data were gathered through the distribution of printed survey questionnaires inserted along with their english modules as part of the printed modular-based learning modality given to 369 respondents from 18 secondary public schools of division of davao del sur. in addressing the hypotheses of the study, correlation analysis using pearson product moment correlation and regression analysis using sobel z test were used. the level of metacognitive awareness as perceived by junior high school students is high while the attitude towards communicative approach was defined as moderate. results also revealed metacognitive awareness to have significant relationship to attitude towards communicative approach among junior high school students. this implies that level of metacognitive awareness associates to the nature of attitude towards communicative approach. moreover, regulation of cognition is the domain that best influences the attitude towards communicative approach among junior high school students. keywords education, metacognitive awareness, attitude, communicative approach, correlation, regression, philippines introduction in philippines, english language classroom heavily focused on the grammatical component of the language. often, students are asked to practice to master language rules and read from the textbooks. as the result, students have shown low proficiency in speaking even though they have good knowledge in vocabulary, grammar, and reading skill. results of the mean percentage score (mps) in english subject among public high school students all over the division had been declining as the data shows from the office of the division of davao del sur ranging from 53%-72% as of 2020. students’ communicative ability has become a concern because many students do not show satisfying levels of proficiency in communication even after ten years of english language learning. a variety of issues have been identified as being responsible for poor speaking skills among language learners in general. their english skills are still low (soomro & farooq, 2018). this issue on academic achievement is particularly true in the case of the philippine basic education, as reflected in the overall performance of the high school students. as the name implies, the communicative approach views language learning as a whole, utilizing a variety of situations to help students communicate effectively (sabrina, 2020). because its ideas reflect a communicative perspective of language learning, communicative language teaching is considered an approach rather than a strategy. brainstorming, information gap, role plays, think-pair-share, interviews, problem solving tasks, group discussion, jigsaws, games, challenges, and other well-known communicative activities are often used in communicative language teaching (clt) classrooms. interactions, functions, meanings, dynamics, issues, task orientation, and authenticity are connected with communication activities (ho, 2020). the significance of the relationship between metacognitive awareness and students’ attitudes toward communicative approaches has been the subject of several studies in recent years. thus, (milenkovic, 2020) was able to demonstrate that there is a positive correlation between metacognitive awareness in writing and a communicative approach to teaching students. in addition, takallou (2021) found that his research provided support for the strong relationship between metacognitive awareness and attitude in the communicative approach. hence, students play an essential part in the development of innovative pedagogical approaches; the primary objective of teachers should be to assist students in developing an awareness of various learning strategies and in applying these strategies effectively. communicative language teaching (clt) aims to improve learners’ communicative competence in listening, speaking, reading, writing, nonverbal interactions, and all other aspects of communicative competence. students all demand grammar, pronunciation, vocabulary, cultural awareness, social position, interpersonal skills, coherence, cohesiveness, background knowledge, and meanings beyond the sentences (ho, 2020). however, speaking, which frequently needs them to express their thoughts orally, and other skills (abrar et al., 2018). due to the obstacles, insufficient learning tools, and limited time and opportunity for practice, many students are rarely motivated to study english. they cannot communicate in english even in their daily life. interacting in english class is even getting worse. they cannot convey their opinion or idea in total and complete sentences. if they can do it, 1 university of mindanao, philippines * corresponding author’s e-mail: christinejoy.montillado@deped.gov.ph https://doi.org/10.54536/ajmri.v2i1.1192 https://journals.e-palli.com/home/index.php/ajmri pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 it will show many more grammatical errors. lastly, they are not eager to speak english. it is in this considerable magnitude that the researcher will find the conception of this study more than timely so as to immediately address the growing problems on the attitude towards communicative approach of high school students. moreover, the desire to impart a contribution to enrich the english department inspires the researcher to pursue the study. this study aims to establish the significance of the influence of metacognitive awareness to the attitude towards communicative approach of junior high school students. additionally, the study sought to answer the following objectives: 1. to describe the level of metacognitive awareness among junior high school students in terms of 1.1 knowledge about cognition; 1.2 regulation of cognition. 2. to measure the level of attitude towards communicative approach among junior high school students in terms of 2.1 general attitude; 2.2 active engagement; 2.3 speech confidence; 2.4 learning; and 2.5 behavioral intention? 3. to ascertain the significance of the relationship between metacognitive awareness and the attitude to the communicative approach junior high school students. 4. to identify which domains of metacognitive awareness best influences the attitude of the junior high school students towards communicative approach. literature review this section comprises numerous reading, related literature, and studies to give a general idea of the current study. the independent variable is metacognitive awareness taken from schraw, g. & dennison, r.s. (1994) while the dependent variable is attitude towards communicative approach from agbatogun (2013). the indicators of each variable is also discussed in depth in this section. metacognition is “reflecting on one’s cognition.” there are two components to metacognition: reflection, or the consideration of what we know, and self-regulation, or the management of how we learn. collectively, these processes constitute an essential part of learning and growth. improving metacognitive awareness is vital to the teaching-learning process. if the student knows how he learns, he can determine the most efficient methods. with this talent, students will be encouraged to consider how they will learn most effectively, fostering the development of an awareness skill (self-awareness) essential to learning. using metacognition, a student may readily comprehend and evaluate any scenario and use the most effective strategies and procedures (constantino, sison and guzman, 2020; jaleel and p., 2016; pahayahay and cisneros-pahayahay, 2017). learners who can use their knowledge and experience to plan, assess, and adjust their problem-solving approach systematically engage in metacognition. this has the potential to improve student performance and make school more fun. it follows that pupils who lack metacognitive ability are less likely to employ effective learning strategies, which impairs their cognitive capacities (abdelrahman, 2020; erlin and fitriani, 2019; siqueira et al., 2020). they understand the learning process and applying that knowledge to completing tasks in everyday teaching and learning requires metacognitive skills. it also affects the learning outcomes, such as the student’s ability to think critically and solve problems independently. students with solid metacognitive skills can better take charge of their education and form sound scientific theories. furthermore, pupils who develop metacognitive awareness show considerable improvement in their problem-solving skills. a person with this metacognitive skill could improve their ability to learn and solve problems, make plans, and think critically (alindra, fauzan and asmar, 2018; dhyani and maikhuri, 2018; hassan et al., 2022). students that have a variety of various learning trajectories require a variety of different forms of help to develop a metacognitive knowledge of their learning processes. in this sense, metacognition can be understood as individual self-regulation. the operations that move information from one information repository to another are directed and controlled by it. to foster metacognitive awareness in students and give them the tools they need to become selfdirected learners, teachers must consciously decide when to pull back on their involvement in the learning process and put students in the driver’s seat of the educational experience (bergil, 2021; kaur, 2020; tuononen et al., 2022). in a similar vein, learning in humans relies heavily on a process known as metacognition. students with high metacognitive awareness are aware of what they are expected to achieve in this assignment. they find that it is easier to complete, particularly when they are given more opportunities to work together. it is important to note that how students view a task following the learning circumstance can foretell the consequences of the student’s learning. in addition, increased metacognitive awareness was critical in improving students’ writing performance by lowering the amount of anxiety they felt during writing activities. this was accomplished by enhancing students’ ability to plan and organize their writing. by instructing the participant in the metacognitive planning approach on the metacognitive awareness strategy before student learning, this technique has been shown to benefit the level of writing achievement. the student’s ability to learn new terminology was also aided by their metacognitive awareness and connectivist learning (aglina et al., 2020; çini, malmberg and järvelä, 2020; poo and funn, 2017). learning is metacognitively guided, intrinsically motivated, and strategically oriented in the context of self-regulated learning. those with a higher degree of metacognitive awareness also have a greater tendency to perform academically compared to students with a https://journals.e-palli.com/home/index.php/ajmri pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 lower degree of metacognitive awareness. the ability of learners to reflect on their thinking and exert control over their cognitive processes is a crucial element of metacognitive instruction. therefore, to complete a learning activity, they need to be conscious of the mental processes they are engaging in and be able to self-regulate those processes (savitri and anam, 2018; siqueira et al., 2020; ward and butler, 2019). students can increase self-awareness with a thinking diary. writing about the day’s events can help teachers assess students’ learning and comprehension. students should review previous content before going on. sessions start with a “what do i want?” check-in. students must assess their knowledge. students may manage their time, complete assignments on time, build a study strategy, evaluate their success, and alter the curriculum as needed. cognitive and metacognitive skills “drive” students’ thoughts. metacognition is self-aware learning. teachers of average to below-average intelligence kids should promote self-awareness. these skills should boost academic performance (dr. neena sawhney and dr. sneh bansal, 2015; hindun, nurwidodo and wicaksono, 2020; zulkiply, 2020). metacognition refers to the awareness of one’s thought process and the ability to control that process. training can be used to improve one’s metacognitive capabilities. teaching students about metacognition and the necessity of lifelong learning, as well as making teachers aware of the significance of metacognition, can assist students in developing the ability to teach themselves how to learn. it is possible to suggest that kids’ ability to make decisions can be set during primary education when teachers get children involved in activities to develop their metacognitive awareness. therefore, prior preparation and understanding of the conditions involved may predict learning success. teachers are strongly encouraged to assist students in developing their metacognitive awareness, that is, to expect students to establish objectives for their education (akaydın, yorulmaz and çokçalışkan, 2020; kallio, virta and kallio, 2018; omprakash et al., 2021). students should be taught “learning to learn,” a paradigm shift from traditional to real learning. metacognition is key to lifelong learning. teachers should be aware of the importance of embedding metacognitive education in teaching, as this will help students gain conditional metacognitive knowledge as they are exposed to a variety of scenarios demanding metacognitive and cognitive skills. metacognitive skills should be included in curriculum and learning strategies to enable students to monitor and regulate their learning to face academic society’s challenges. furthermore, metacognitive awareness helps students appraise the task, design a strategy, use selected tactics, monitor progress, evaluate, and alter their techniques (elias, 2020; pradhan* and das, 2021; sonowal and kalita, 2017). metacognition instruction is undervalued in educational policy and practice. educating metacognitive folks is crucial to developing autonomous learners who think, act, take a stand, and make reasoned decisions. metacognition helps english primary school instructors articulate higher-order cognitive processes practiced in reading comprehension instruction. real-world experiences are another way to increase students’ metacognitive awareness and learning motivation. with allows teachers to monitor, analyze, and adapt their instructional approaches based on students, goals, and settings. for enables teachers to create instruction that develops and activates students’ metacognition, allowing them to be aware of what they know and don’t know and to rectify errors or gaps in their knowledge (esref and cevat, 2021; nordin and yunus, 2020; o’hara, pritchard, and pitta, 2019). to synthesize all of the relevant reviews that have been offered in this study, it can be said that students’ metacognitive awareness is significant in their learning. it is a significant factor that can be used to characterize one’s overall academic achievement. when pupils have a high level of metacognitive awareness, it allows them to perform very well in their academic pursuits. therefore, teachers are being pushed to instruct pupils in a manner that is more realistic so that the students may participate. hence, for pupils to develop higher-order thinking skills, teachers need to be very effective in directing the teaching-learning process. students are exposed to critical thinking and can make good decisions when given this opportunity. the communicative approach was introduced in asia in the 1970s, but it was not until the late 1980s and early 1990s that it became the focus of attention; this was most likely due to a significant gap between its primary focus on communicative competence and the traditional way of teaching in many parts of asia, which emphasizes language forms and grammatical rules. the communicative approach, which was founded on a solid theoretical foundation, was widely accepted by british language teaching professionals, curriculum planners, textbook writers, and even the government. it has quickly been adopted and expanded in the world of second and foreign language teaching, to improve learners’ communicative competence. furthermore, the study’s findings revealed that students in the study area have favorable attitudes toward the communicative approach. however, they are not eager to work in pairs or groups (nisrane and dengela, 2019; iwamoto, 2017; khatib and ashoori tootkaboni, 2019). the majority of researchers who addressed this issue reported that the majority of learners have favorable attitudes toward communicative approaches. besides, another study found some disagreements between learners’ and teachers’ attitudes toward the role of explicit grammar teaching in general and error correction in particular. while students were generally in favor of an explicit focus on form and error correction, their teachers had a more mixed reaction. the deeply ingrained belief in the importance of learning structural aspects of language as a foundation of language learning influenced learners. students have a strong positive attitude toward the https://journals.e-palli.com/home/index.php/ajmri pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 communicative teaching approach’s suggested classroom activities. it is suggested that using role-playing, group discussions, and video production can help students gain confidence while also improving their listening and speaking skills (iwamoto, 2017; khatib and ashoori tootkaboni, 2019; komol and suwanphathama, 2020). attitudes appear to influence whether students achieve communicative competence, highlighting the importance of attitudes in language learning. a person’s thoughts regarding their own or other people’s languages are referred to as their attitude toward a language. learners will be content if they have positive attitudes toward language development. positivity improves language abilities. students’ impressions are harmed by negative attitudes. furthermore, a person speaks to affect the conduct, thoughts, and feelings of others through speaking activity. thus, modeling, repetition, pair and group work are the key tactics utilized by teachers to help students (alibekova and urinboyeva, 2020; fabian, 2019; losi and nasution, 2022). the communicative approach first emerged in the 70s as a result of the work of experts from the council of europe and since then has become widespread throughout the world and has become one of the main methods of teaching foreign languages. moreover, the communicative approach is probably the most popular in recent english language teaching all over the world. emphasizing communicative competence is one of the most influential developments in language education. students do not know how to communicate outside the classroom in real-life situations, using the appropriate social language. while using this approach, the major focus is to make the learner able to communicate in the target language. errors are tolerated by the teacher because what is more important is to make them able to speak in the target language. the teacher should not correct them during the activities in which they are using the target language. the teacher can note the errors of the learners and make them correct after the activities are over (sayera, 2019; pavlovna, 2020; rahmawati, 2018). the communicative approach is founded on the premise that engaging in activities is the best way to learn english. when learners replicate real-life situations, their motivation for language increases, allowing them to learn the language quickly and easily. it is therefore recommended that teachers employ the communicative language teaching technique to instill confidence in their pupils since this will allow them to improve their linguistic skills more quickly, as this approach prioritizes listening and speaking skills over reading and writing skills. hence, when teachers use the communicative approach, pupils do better. as a result, the communicative approach takes the lead over traditional techniques (for example, grammatically translational) in the methodology of teaching foreign languages because of its practicality, variety, and productivity (akanbi and ndidi, 2020; ристи and khrystych, 2020; в and i., 2020). due to linguistics’ pragmatic approach, especially the theory of speech acts, interest in language’s communicative role has grown. learners must not only create grammatically correct sentences but also gain additional abilities to use the language effectively in studying or working situations. the communicative strategy depends on the educational program, goals, instructional content, and plan adjustment. the operational program that suits this form of teaching is the one that contains language exercises that affect the learners. students need to develop a statement after understanding a text, a circumstance, or someone else’s reality. speaking is not perceived or planned as a repeat or replication of dialogues, but as a conscious activity, such as in a discussion, identifying and bringing an argument, or convincing or refuting the interlocutor (bindileu, 2019; maulana, musthafa and hayati, 2020; pidaeva, 2022). speaking proficiency is regarded as one of the essential language skills, with learners considered successful when they can use what they learn to communicate effectively. however, due to a lack of exposure to communication situations, many english as a foreign language (efl) students struggle to master this ability. as a result, communicative activities had a significant impact on experimental students’ speaking performance. and besides, students expressed positive attitudes toward the use of communicative activities in their speaking classrooms. furthermore, by using the communicative language approach, the students’ achievement has improved. a survey of students in a study revealed a positive attitude toward using cla to improve their speaking skills. the growing demand for fluent communication skills in today’s globalized world makes foreign language teaching difficult. students must be taught the communication skills that are required in various interactive realworld situations outside of the classroom. students must be prepared for real-life scenarios rather than just passing a superficial paper exam. because this is the primary goal of the communicative approach, students can gain communicative competence for social purposes (aladl, 2017; kurniawan and sumani, 2022; vo, 2022). on the other hand, there were discovered to be substantial disparities in the perspectives and attitudes of the students about the utilization of communicative activities. students’ perspectives about languages do have an impact on how well they learn such languages. students may be influenced by these attitudes to learn or not learn the required amount of english language in the manner that is required. in addition, a lack of self-assurance is one of the reasons why students choose not to participate in language learning activities. moreover, overcoming hurdles in the classroom, such as the number of students in each class, the learners’ exam, and others should be a priority (getie, 2020; rezalou and yagiz, 2021; sholeh, salija, and sahril, 2021). as can be seen from the review that was just presented, one of the most important factors in determining how well students learn a language is how well they can https://journals.e-palli.com/home/index.php/ajmri pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 communicate in that language. it is also obvious that the communicative approach is a useful method for improving one’s ability to speak a language. this method is founded on the utilization of language in the context of learning topics as well as in real-life scenarios. using the target language in their field topics and issues may give students the autonomy and self-confidence to pursue their interests. students are finally able to achieve mastery of the most important skills that are associated with the english language. these skills include academic terms, language structure, and communication idioms. correlation between measures the significance of the relationship between metacognitive awareness and students’ attitudes toward communicative approaches has been the subject of several studies in recent years. thus, milenkovic was able to demonstrate that there is a positive correlation between metacognitive awareness in writing and a communicative approach to teaching students. in addition, takallou found that his research provided support for the strong relationship between metacognitive awareness and attitude in the communicative approach. hence, students play an essential part in the development of innovative pedagogical approaches; the primary objective of teachers should be to assist students in developing an awareness of various learning strategies and in applying these strategies effectively. in a similar vein, tamin and büykahska found that students most frequently used strategies for problemsolving, followed by global strategies, and then support reading strategies. all of these strategies were used more frequently than support reading strategies. therefore, the extent to which students are aware of their own metacognitive processes is a significant factor in determining the students’ attitudes toward communicative approaches. in addition, the findings of research conducted by thawarom et al. suggest that it is essential to improve one’s metacognitive knowledge in order to successfully complete learning tasks in communicative competence. according to sulistyowati et al., researchers investigate the impact of metacognition on the achievement of language learners and report that metacognition positively influences learners’ learning achievement. corollary to this, bessy and knouse argued that it is imperative for educators of foreign languages to foster student growth in metacognitive abilities and metalinguistic awareness, as well as to explicitly instruct students on the relevance of language learning study. consequently, miller reported that metacognitive reading strategies and conscious attention to reading are some of the primary contributors to language learners’ reading comprehension. this is due to the fact that readers are able to become autonomous if they are aware of which strategy works for them to accomplish their goals in a more timely manner. moreover, frith concluded that students’ communication abilities depend heavily on their level of metacognitive awareness. students are allowed to maximize the sharing of resources as well as the sharing of information thanks to this. concurrently, participation in social interactions has been shown to improve metacognition. students can increase their capacity to provide a more accurate report on the reasons for their actions and experiences by participating in discussions with other students. in addition, metacognitive awareness plays a crucial part in communication, the ability to comprehend what is read, the acquisition of language, the ability to solve problems, and the development of personality (gopinath ). furthermore, the results of several studies have shown that there is a positive association between the regulation of cognition and the components that make up it, as measured by language learning scores in writing. this indicates that authors with higher levels of expertise have a greater capacity to control and organize their thoughts and behaviors concerning the writing tasks they do (farahian and avarzamani ). thus, it is essential to investigate metacognitive awareness and development to discover how students might be instructed to make better use of their cognitive resources by exercising metacognitive control (oz). the range of correlation values shows that there is a considerable and very strong association between metacognitive awareness variables and the capacity of students to compose explanatory text as a communicative strategy by a teacher. this is evidenced by the value of 0.812 for the correlation range. the ability to compose explanatory language is influenced by metacognitive awareness by a factor of 66%, while other factors are responsible for the remaining 44% of the influence. this demonstrates that having metacognitive awareness plays a significant role in the writing process. students are expected to continually raise their level of metacognitive awareness (ramadhanti and yanda ). the critical function that metacognitive awareness plays in the acquisition of a language, in particular the acquisition of listening and speaking skills in which the processes, even though they are dynamic and strategic, are not always visible to the learner (goh). communicative strategies can be said to have a connection to the notion of metacognition in the sense that language learners who use a communicative approach may be more or less aware of their language behavior (bohn and myklevold 180– 198). in this sense, the communicative approach may be considered to be related to the concept of metacognition. consequently, the correlation between these two variables that were shown in this research study may be considered solid evidence to prove that a relationship between metacognitive awareness and students’ attitudes toward the communicative approach does exist. this would further mean that students need to have a metacognitive awareness to speak, communicate, and write effectively. therefore, having a strong metacognitive awareness is extremely important in the field of communication. if they did not have access to it, students would struggle to communicate knowledge to one another, resulting in poor academic performance. as a result, it is recommended that careful consideration be given to this essential factor https://journals.e-palli.com/home/index.php/ajmri pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 to guarantee that students will have a good degree of communication skills. theoretical framework the challenges in the study were approached using a variety of ideas. the foundations of this research study include theories of metacognitive awareness and attitude towards communicative approach. thus, the following two theories addressed these issues. to begin, takallou concluded his research that metacognitive awareness and attitude play a significant role in the communicative approach. this would also imply that children need to master these vital capabilities to participate in activities including speaking and writing. in addition, to inspire students, teachers need to be wise in how they moderate the abilities that are necessary for a student to develop. the students need to be encouraged to talk about their thoughts while the teachers are leading them in their discussion. they will be able to improve themselves as communicators, which is the primary goal of the communicative approach, by learning how to communicate effectively using this method. russell’s theory of knowledge underpins metacognition. doubt created the theory of knowledge. when we ask ourselves if we know anything, we examine our knowledge to separate trustworthy from untrustworthy views. truth and error are distinguished. he then described knowledge as belief, words, belief and behavior, logic truth, uncertainty, and ambiguity. hence, all these aspects are vital for students to know, especially in communication. this is supported by sutiyatno who claimed that metacognitive awareness is a significant factor when is correlated to the reading achievement of students. then, flavell expounded that metacognitive awareness track cognitive improvement. metacognitive techniques are ordered procedures used to govern one’s own cognitive operations and ensure a cognitive goal (such as communicating with classmates, solving a math issue, writing a good sentence or understanding reading material) is reached. good metacognitive skills and awareness let a person control his own learning, organize and monitor cognitive activities, and compare cognitive outcomes with internal or external norms. the theory of knowledge is partly logical and partly psychological, yet these aspects aren’t closely related. the logical part may come to organize knowledge according to degrees of certainty: some of our views include problematic assumptions. logic, mathematics, and perception facts have the most certainty; memory and unseen matter have less certainty; beyond these levels, a prudent scientist would admit to uncertainty. the attempt to strengthen scientific certainty through philosophy seems impossible since philosophical propositions are among the most uncertain to which serious students offer unconditional assent (russell). thus, attitude towards communicative approach is based on bandura’s social cognitive theory wherein we have an agentic conceptual framework within which to analyze the determinants and psychosocial mechanisms through which symbolic communication influences human thought, affect and action. this conceptual framework was developed so that we could use it to examine these factors. this provides additional evidence in favor of the notion that metacognitive awareness is an essential skill. in his social cognitive theory of human functioning, self-beliefs are given a lot of weight, which highlights how crucial they are to human cognition, motivation, and behavior. this is supported by levitas and hurst who stressed out a more specific classroom example to help make this point clearer. in the classroom as a teacher presents a lesson to the class, students reflect on what the teacher is saying. this is where the environment influences cognition, a personal factor. students who don’t understand a point raise their hands to ask a question. this is where personal factors influence behavior. so, the teacher reviews the point (behavior influences environment). thus, lazaro added that in social cognitive theory, the self-system is given a key role, which highlights the ability of individuals to exert some degree of control over their thoughts, feelings, and behaviors. invariably, these two premises constitute to the reliability of the study for they met a school ground by which the assumption of this study is anchored on. conceptual framework figure 1 presents the conceptual framework showing the variables of the study. the independent variable of this research focuses on the metacognitive awareness which is depicted by the indicators namely: knowledge about cognition and regulation of cognition. knowledge about cognition refers to the information students already know about themselves while regulation of cognition refers to the ability to organize, monitor, regulate, and evaluate the learning process. the dependent variable of the study is attitude towards communicative approach which is measured in terms of general attitude, active engagement, speech confidence, learning and behavioral intention. general attitude refers to the caring attitude over something or someone; active engagement refers to the readiness of students’ interaction in learning; speech confidence refers to speaking with confidence and clarity; learning refers to the acquisition of knowledge or skills through experience, study, or by being taught; and behavioral intention refers to the motivational factors that influence a given behavior where the stronger the intention to perform the behavior, the more likely the behavior will be performed. diagram shows how metacognitive awareness predicts communicative approach attitude. this study model showed the association between two variables figure 1.conceptual framework showing the variables using a single-headed arrow. simple linear regression was used to determine the association between metacognitive awareness and communication approach. regression analysis builds a model from two or more variables. linear regression presupposes a proportional relationship https://journals.e-palli.com/home/index.php/ajmri pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 between variables based on linear correlation. simple linear regression predicts one variable from another (bazdaric et al.). in most cases, the variables will be designated as either dependent or independent. a dependent variable, which is also sometimes referred to as an outcome, is affected by a set of inputs, drivers, or factors that are collectively referred to as independent variables (ali and younas). figure 1: conceptual framework showing the variables methodology this study employed quantitative approach, using correlation technique design to assess the relationship between metacognitive awareness and attitude towards communicative approach. descriptive non-experimental correlational design controlled the extent of a relationship between two or more variables (goertzen, 2017). in this study, correlation method is the best design to meet the objectives of this study and in finding out whether the hypothesis is accepted or not. now, if the significance value is greater than .05, then, it means that ho is accepted and ha is accepted. in fact, the testing of the hypothesis determines if the correlations can be strong or weak (creswell, 2012). further it is a fact-finding study that allowed the researcher to examine characteristics, behaviors, and experiences of study participants (calmorin, 2007). the study is descriptive in nature since it assessed the levels of metacognitive awareness and attitude towards communicative approach. this is correlational since it investigated the relationship between variables such as metacognitive awareness and students’ attitude towards communicative approach with the use of the survey questionnaire as a tool in gathering the primary data. the interest of the study is to investigate the relationship between metacognitive awareness and attitude towards communicative approach. regression analysis will be employed in determining the predicted variable of metacognitive awareness. this academic undertaking involved junior high school students of 18 secondary schools of division of davao del sur. the total estimated number of respondents in this study is 4,819 junior high school students, 369 of which were taken as sample size of the study. the research subjects of this study were evaluated using the validated research instrument. the respondents of this study were chosen as per official list of the school’s registrar among all students who are currently enrolled in the junior high school level as the researcher wants to find out the metacognitive awareness and the attitude to the communicative approach. this study used the probability stratified sampling technique which cover selected junior high school students in the secondary schools of the division of davao del sur. the sample size calculator raosoft (http://www.raosoft.com/samplesize.html) was used to determine the sample size of the respondents in order to conduct a reliability test of the instrument for final survey. stratified random sampling divide the population into mutually exclusive groups in which random samples are taken. this was used to assure equal proportionate representation per secondary public schools that constitute the total sample size (rahi 2017). further, the respondents were able to understand the content of the survey questionnaire and they had the capacity to interpret based on their experiences in the school setting. in selecting the respondents, however, those who are dropped out and who have not enrolled shall not be part of the sample. those who opt not to participate in the study for any reason may withdraw at any time and discontinue participation without penalty. the survey questionnaire consisted of three parts. the first part was intended for the profile of the respondents as well as the direction on how to rate the questions given. the second part includes specific items about the metacognitive awareness of junior high school students which consisted two (2) indicators with an acceptable reliability score as follows: knowledge about cognition (α=.537) and regulation of cognition (α=.506). the survey instrument is an adopted test questionnaire developed by schraw, g. & dennison, r.s. (1994). moreover, the scale used a 5-point likert-type with options ranging from very high to very low. the degree of responses was then categorized and interpreted as follows. the third part of the survey instrument consists items with regards to attitude towards communicative approach adapted from alaba agbatogun, (2013). the scale for service performance was taken from the servperf https://journals.e-palli.com/home/index.php/ajmri pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 range of means description interpretations 4.20 – 5.00 very high measures of metacognitive awareness are always manifested. 3.40 – 4.19 high measures of metacognitive awareness are often manifested. 2.40 – 3.39 moderate measures of metacognitive awareness are sometimes manifested. 1.80 – 2.59 low measures of metacognitive awareness are seldom manifested. 1.00 – 1.79 very low measures of metacognitive awareness never manifested. range of means description interpretations 4.20 – 5.00 very high measures of attitude towards communicative approach are always manifested. 3.40 – 4.19 high measures of attitude towards communicative approach are often manifested. 2.40 – 3.39 moderate measures of attitude towards communicative approach are sometimes manifested. 1.80 – 2.59 low measures of attitude towards communicative approach are seldom manifested. 1.00 – 1.79 very low measures of attitude towards communicative approach never manifested. model developed by cronin and taylor (1992). there are five indicators under this variable with an acceptable reliability score as follows: general attitude (α=.509), learning (α=.720), active engagement (α=.487), speech confidence (α=.512), and behavioral intention (α=.654). a 5-point likert-type scale rating is used as basis in the interpretation of data obtained from the responses in the instrument. the table below shows the rating scale for attitude towards communicative approach consisting of the range of means, description, and interpretation. refinement of the questionnaires was done through the assistance of the adviser and four validators who ensured its validity with an overall mean score of 4.17 assessed to be excellent. before administering the questionnaire, the researcher conducted a pilot test to thirty (30) junior high school students to assess the suitability and coherence of the instrument. the research instruments were subjected to cronbach alpha test for reliability testing, results of which are discussed in the subsequent paragraphs. due to covid ’19 pandemic, distribution of printed questionnaires to the prospective respondents was challenging. the secondary public schools in the division of davao del sur adapted the printed modular-based learning modality wherein students were given modules to be answered in a specific time and then submit them by schedule. the researcher tapped the english coordinators in the respective schools to allow me send the survey questionnaires along with the students’ modules during the distribution in their school and assured to collect as well the survey instruments during the collection of learning modules. during the conduct of the survey, respondents were asked to read and answer the questions honestly and religiously. prior to distribution of survey instruments, the researcher sent letters of permission to conduct the study, signed by the adviser and favorably endorsed by the dean of the professional schools to the school heads of eighteen (18) secondary schools. strict compliance to health protocols were observed as i entered the school premises. school heads and principals allowed me to talk to the english coordinator and discuss further details regarding the process of survey instruments since students were not in their face-to-face learning set-up. the researcher conducted the study in january 2021 and retrieved the survey instruments in april 2021; there was a little delay due to the circumstance that the researcher was tested positive and that required almost a month of home quarantine and observations. after retrieval, the responses were tabulated and processed using appropriate statistical tools. the tabulated data was analyzed and interpreted in accordance with the problem statements. results and discussion level of metacognitive awareness shown in table 1 is the descriptive statistics results in measuring the level of metacognitive awareness among junior high school students. overall mean of the level of metacognitive awareness among students is 3.81 (sd=.506), assessed to be high. the high level is reflective of high levels of its indicators, to include knowledge about cognition (m=3.85, sd=0. 537) with a descriptive level of high and regulation of cognition (m =3.76, sd=0. 536) with a descriptive level of high. it can be gleaned from table 1 that knowledge about cognition has more apparent manifestation of metacognitive awareness among students, however, very little difference in the ratings can be seen between the two indicators. thus, the high level of all measures indicates that students often manifest or perform all dimensions of metacognitive awareness almost all the time, if not always. the level of metacognitive awareness as perceived by junior high school students is high. statistically, the two indicators knowledge about cognition and regulation of cognition are all described as high and this would have further empirical implication that students have used the highest level of wisdom in their studies. moreover, knowledge about cognition has more apparent manifestation of metacognitive awareness among students which means that junior high school students are aware about the knowledge they have within themselves, what they do not know and what to know in the future. thus, the following indicators are presented from highest to the lowest scores. these findings are in agreement with the findings of the research conducted by constantino, sison, and guzman(2020) who discovered that enhancing metacognitive awareness is essential to the process of teaching and learning. if the student is aware of his learning style, he will be able to select the strategies that will be most helpful to him. in addition, hassan et https://journals.e-palli.com/home/index.php/ajmri pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 al. (2022) noted that students who gain metacognitive awareness demonstrate a significant improvement in their ability to solve problems. a person who possesses this metacognitive capacity could boost their learning and problem-solving abilities, as well as their ability to plan and think critically. the high-level of knowledge about cognition supports the qualitative evidence of chen (2020) who shows improvements in cognitive awareness with students demonstrating a more consistent application of thinking skills, an increased ability to think critically with thinking dispositions cultivated, and most importantly, a transfer table 1: level of metacognitive awareness of junior high school students indicators mean sd descriptive level knowledge about cognition 3.85 .537 high regulation of cognition 3.76 .536 high overall 3.81 .506 high of thinking behavior across the curriculum and in their personal lives. anthonysamy (2021) contended that students need to practice on how to utilise metacognitive strategies to enhance students’ learning performance as those lacking in metacognition may find themselves at a huge disadvantage. on the other hand, the high-level of regulation of cognition is parallel to a study of sumarno et al. (2021) who confirmed that a student with good metacognitive skills will have good self-regulated learning skills, which enable him to establish reasonable writing goals, plan and strategies, which as a consequence, will improve his writing skills. corrolary to this, bártolo-ribeiro et al. (2020) provided evidence that regulation of cognition is assumed to be more relevant for academic purposes. this is because it enables students to be aware of their own behaviors of planning before to carry out the tasks, the choice and monitoring of strategies during the learning process, and assessment attitudes of their learning process and learning outcomes. level of attitude towards communicative approach table 2 presents the list of items in the six indicators of the level of attitude towards communicative approach that include general attitude, learning, active engagement, speech confidence and behavioral intention. as seen in table 2, the overall mean of the level of attitude towards communicative approach is 3.36 (sd=0.399), assessed to be moderate. the moderate level could be attributed to the predominantly moderate ratings given to the indicators, to include learning (m=3.80, sd=0.720) with a descriptive level of high, special confidence (m=3.44, sd=0.512) with a descriptive level of high, behavioural intention (m=3.39, sd=0.654) with a descriptive level of moderate, active engagement (m=3.37, sd=0.487) with a descriptive level of moderate and general attitude (m=2.80, sd=0.509) with a descriptive level of moderate. taken as a whole, it is surmised that students are fairly inclined towards learning (m=3.80, sd=0.720), and special confidence (m=3.44, sd=0.512), which appeared to be high. the high level of learning and special confidence mean that these dimensions are more pronounced compared to three other indicators of attitude towards communicative approach among students. an overall moderate rating is indicative that students have different inclinations pertaining to their attitude towards communicative approach. the other variable considered in this study is attitude towards communicative approach which was defined as moderate. this would imply that inclinations relating communicative approach are not completely manifested by the studentrespondents. learning and speech confidence appeared to be in a high level which means that these dimensions are more pronounced compared to three other indicators of attitude towards communicative approach. among the five indicators, learning garnered the highest score which indicates that junior high school students show more positive response when exposed to varieties of pair work and group tasks. these findings are in agreement with the research that was carried out by komol and suwanphathama (2020), which indicated that learners’ deeply established beliefs about the significance of acquiring structural features of language as a basis for language learning influenced their language acquisition. fabian (2019) elaborated on the concept of a person’s attitude toward a language, defining it as a set of beliefs about one’s language or the language of other people, and defining speech confidence as the conviction that one can utter the words one has in mind. moreover, aladl (2017) posits that being able to communicate successfully in a foreign language is one of the most important indicators of a successful education. vo’s findings (2022) stress the need of students being ready for real-world events, not simply for a superficial paper exam. the communicative method aims to help students develop their communication skills for everyday social interactions. table 2: level of attitude towards communicative approach among junior high school students indicators mean sd descriptive level general attitude 2.80 .509 moderate learning 3.80 .720 high active engagement 3.37 .487 moderate speech confidence 3.44 .512 high behavioural intention 3.39 .654 moderate overall 3.36 .399 moderate https://journals.e-palli.com/home/index.php/ajmri pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 correlation between metacognitive awareness and the attitude towards communicative approach among junior high school students displayed in table 3 are the results of the pairwise correlation analysis via pearson product moment correlation test. the overall result of the level of attitude towards communicative approach and the level of metacognitive awareness among students yielded an r-value of 0.471 with a probability value of p<0.000, which is significant at 0.05 level. this means that there is a significant relationship between attitude towards communicative approach and metacognitive awareness among junior high school students. hence, the null hypothesis of no significant relationship between the level of attitude towards communicative approach and the level of metacognitive awareness among students is rejected. based on the analyses, overall attitude towards communicative approach among junior high school students significantly relates with knowledge about cognition (r=0.415, p<0.05) and regulation of cognition (r=0.474, p<0.05) which posted strong correlation. so the indicators of personal metacognitive awareness mainly affect their attitude towards communicative approach among students. this indicates a direct or positive relationship, thus, null hypothesis is rejected. all in all, the positive coefficients indicate a possible increment of dependent variables when independent variables increase, which will be confirmed in a subsequent regression analysis. the test of relationship between variables reveals that there is a significant relationship between metacognitive awareness and attitude towards communicative approach among junior high school students. this implies that level of metacognitive awareness associates to the nature of attitude towards communicative approach. this indicates that the character of one’s attitude toward the method of communication is related to their level of metacognitive awareness. in contrast, this study lends credence to the work of milenkovic (2020), who showed that a communicative approach to the classroom is correlated favorably with students’ metacognitive awareness in writing. in addendum, this is in line with the premise of takallou (2021) who discovered a strong connection between metacognitive awareness and attitude in the communication approach. this means that students should actively involved in the design of new pedagogical methods and that teachers should make it their top priority to help their students become aware of and proficient in a variety of learning tactics. table 3: correlation matrix showing the results of the test of significant relationship between metacognitive awareness and attitude towards communicative approach attitude towards communicative approach metacognitive awareness knowledge about cognition regulation of cognition overall general attitude .173**.001 .220**(.000) .208**(.000) learning .399**(.000) .415**(.000) .431**(.000) active engagement .357**(.000) .424**(.000) .414**(.000) special confidence .376**(.000) .403**(.000) .412**(.000) behavioral intention .129*.013 .185**(.000) .166**(.001) overall .415**(.000) .474**(.000) .471**(.000) significance on the influence of the indicators of metacognitive awareness on overall attitude towards communicative approach shown in table 4 is the result of the regression analysis showing the predictive ability of the indicators of metacognitive awareness on overall attitude towards communicative approach among students. the computed r² value of 0.229 and adjusted r² of 0.225 means that 22.5 to 22.9 percent of the variance of attitude towards communicative approach among junior high school students can be attributed to the entry of the two metacognitive awareness indicators. this means further that 77.1 to 77. 5 percent of the remaining variance can be further attributed to other variables not covered in the study. in addition, the f-measure of the regression analysis is 54.805, p<0.01. the result is significant that resulted to the rejection of the null hypothesis of no linear association between metacognitive awareness and attitude towards communicative approach. table 4 : domain of metacognitive awareness that best influences attitude towards communicative approach regressors b s.e. β t sig. (constant) 1.963 .138 14.185 .000 knowledge .084 .055 .113 1.536 .125 regulation .287 .055 .385 5.244 .000* f(2, 368)=54.805, p<0.01 r2=0.229 δr2=0.225 between the two indicators of metacognitive awareness, only regulation found to be significant predictor of overall attitude towards communicative approach among students; (β=0.287, t=5.244, p<0.01). knowledge was found to pose nonsignificant influence, such that the beta value of 0.113 posed a t-statistics of 1.536 with p-value greater 0.05. to this effect, it is conclusive that regulation of cognition is the domain that best influences the attitude towards communicative approach among junior high school students. https://journals.e-palli.com/home/index.php/ajmri pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 22-35, 2023 the study finds out that between the two indicators of metacognitive awareness, regulation of cognition is the variable that best influence the attitude towards communicative approach among junior high school students. the relationship and immediate influence of regulation of cognition on attitude towards communicative approach as determined in this study confirms the arguments of several authors such who have reviewed the use of metacognitive strategies on the achievement of communicative approach in the classroom context and agree that there is a positive relationship between them. in learning process, selfregulation entails developing a plan to achieve a taskspecific goal, monitoring and controlling one’s ongoing performance, and self-reflection (panadero, 2017). selfregulated learning is an overarching construct that takes into consideration the influence of environmental factors and is comprised of several psychological concepts, such as motivation, emotion, and metacognition. the results of the main problem of this study as mentioned in the preceding paragraph support the theoretical framework anchored on russell’s theory of knowledge who underpins metacognition which requires individuals to examine what information may be known beyond a reasonable doubt. it is intended to produce the insight that even the most self-evident assumptions in our daily lives must be reexamined in the face of severe uncertainty. there is much for students to learn in the context of education; therefore, the acquisition of knowledge should be an important objective of schooling. russell views the formation of children and character as the primary objective of education. character traits such as courage and intelligence are crucial for russell in his pursuit of innovative learning ways to acquire knowledge in all subject areas. consequently, communication abilities would suffer in the absence of knowledge. moreover, gopinath (2014) verifies the importance of metacognitive awareness in interpersonal interaction, reading comprehension, language acquisition, problem solving, and character formation. conclusions the following conclusions are formulated based on the findings of the study. hence, there is strong evidence to reject the null hypothesis in favor of the alternative hypothesis based on the statistics result of the study. moreover, a high level of metacognitive awareness and a moderate result of attitude towards communicative approach was discovered among the studentrespondents of the research study. the research findings also show that there is a strong correlation between metacognitive awareness and attitude towards communicative approach. and besides, regulation of cognition is found to be the dominant predictor of attitude towards communicative approach. last but not least, the study’s findings demonstrated that regulation of cognition of metacognitive awareness is the domain that most strongly influences the attitude of junior high school students toward communicative approach. therefore, russell’s theory of knowledge concurs with the findings of metacognitive awareness of attitude in a communicative method in which knowledge is viewed as behavior and logic that facilitate learning. there is much for students to learn; therefore, acquiring knowledge should be a major objective of education. a basic cognitive relationship and fundamental feature of human experience is familiarity. a subject experience (perceives, reflects upon, recalls, or imagines) an object in the context of a subject-object relationship. in order for students to learn, they must be exposed to all linguistic activities. references abdelrahman, rasha m.(2020). metacognitive awareness and academic motivation and their impact on academic achievement of ajman university students. heliyon, 6(9), 04192, https://doi.org/10.1016/j. heliyon.2020.e04192. aglina, e. f., rohmatillah, r., & syamsiah, n. 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(2009). metacognition and its relationship with students’ academic performance. the international journal of learning, 15(11), 97-106. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 14 8 american journal of multidisciplinary research and innovation (ajmri) a critical analysis of the theory and practice of total quality management in the context of saudi consolidated electric company nabeel j. faisal1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3070 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2024 accepted: july 30, 2024 published: august 03, 2024 total quality management (tqm) is a strategy organisations use to enhance their performance and competitiveness in the global market. sceco-east, a major electricity service provider in saudi arabia, is implementing tqm to improve service quality and customer satisfaction. tqm is also being used in saudi universities and hospitals, with successful implementation requiring top management commitment, employee involvement, training, recognition, process management, strategic planning, and customer focus. the present research aimed to understand tqm implementation and its impact at scec comprehensively. using a mixed-method approach, the study examined the implementation of total quality management (tqm) at saudi consolidated electric company (scec). it involved 550 participants, including 200 employees, 300 customers, and 50 key suppliers. data was collected through surveys, interviews, focus groups, document reviews, and observations. the study found that scec implemented total quality management (tqm) to improve service quality, reduce defects, and enhance customer trust. employees reported increased knowledge and skills in quality management practices. over 80% of employees rated tqm initiatives as good or excellent. customer satisfaction increased significantly post-implementation, and defect rates decreased by 25%. key performance indicators like on-time delivery and customer complaints consistently improved over the study period. total quality management (tqm) implementation at scec has significantly enhanced service quality, operational efficiency, and customer satisfaction, reducing defect rates, cost savings, and positive customer feedback. keywords total quality management, critical analysis, research, saudi arabia, service quality introduction total quality management (tqm) has emerged as a prevalent strategy for organizations to enhance their overall performance and competitiveness in the global market (ahmad et al., 2015; zentner, 2011). tqm prioritizes customer satisfaction, continuous improvement, and the active participation of all employees in the quality management process. tqm principles are utilized in the service industry to improve service quality and elevate customer satisfaction (magd et al., 2021). sceco-east, or saudi consolidated electric company, was established in 1976 in the eastern province of saudi arabia (scec, 2020). the company was formed after years of studies revealing that the only effective way to provide dependable electric power in the eastern province was by consolidating existing facilities and operating under central management. sceco-east purchased most of aramco’s electric facilities in 1977 and merged them with 26 other franchised companies (al-rajhi, 2001). the company aimed to provide electric power to towns and villages without electricity, upgrade existing facilities, and coordinate with the jubail royal commission. sceco-east entered into a five-year operating agreement with aramco in 1977, entrusting them with planning, operation, maintenance, technical and administrative support, and custodianship of corporate assets (hamza, 2015). in 1982, existing facilities were reinforced, and additional generating capacity was added at the ghazlan, shedgum, and qaisumah power plants (eca). the company reorganized its corporate structure in 1984 to better manage and control operations. in 1989, qurayyah power plant phase i was energized and synchronized into the grid, and in 1992, another 1,200mw capacity (phase ii) was added, bringing the total capacity to 2,400mw. sceco-east serves around 496,000 customers, covering an area of 285,000 square kilometers, with a generation capacity of 7,200 mw and total annual power sales of 44,300 gwh. the saudi consolidated electric company (sceco) is the main supplier of electricity services in saudi arabia, catering to many households, businesses, and industrial entities throughout the nation (els). positioned as a fundamental public service, sceco assumed a pivotal role in fostering the kingdom’s economic and societal advancement. nevertheless, in light of rising customer demands and the imperative to streamline operational effectiveness, sceco has acknowledged the significance of integrating total quality management principles to elevate its service standards and holistic operational outcomes (mehra & ranganathan, 2008). the present research delves into the application of total quality management within sceco, specifically focusing on the eastern province. the study is designed to analyze the current status of tqm implementation within sceco comprehensively, pinpoint areas that 1 business planning & strategy consultant, energy & power adviser, b2b and new business venture, executive fleet & logistics mgmt, p.o. box 3781, alkhobar 31952, saudi arabia * corresponding author’s e-mail: njfaisal@gmail.com pa ge 14 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 148-152, 2024 require improvement, and propose actionable strategies to enhance service quality and bolster customer satisfaction. several key objectives will guide the research in achieving these goals. firstly, it will assess the existing level of tqm implementation within sceco in the eastern province. secondly, it will identify the influence of service quality within sceco. it will analyze the gaps between customer expectations and their perceptions of sceco service quality. finally, based on these findings, the research will propose practical strategies tailored to improving service quality and fostering greater customer satisfaction through the effective application of tqm principles. the present study holds great importance as it has the potential to enhance service quality and customer satisfaction within sceco. through its analysis of current challenges and areas needing improvement, the study offers valuable insights that can guide sceco management in refining their tqm strategies. additionally, the approach proposed in this research can act as a model for other public utilities in saudi arabia and the broader gcc region, encouraging the widespread adoption of tqm principles and implementing best practices. implementing tqm in a large public utility like sceco presents several challenges. the research must tackle issues related to organizational culture, employee resistance to change, and the complexity of managing a diverse customer base with varying expectations. additionally, it must consider the unique characteristics of the electricity service industry, such as the necessity for reliable and uninterrupted power supply and the influence of external factors like government regulations and policies (ajayi & osunsanmi, 2018). the study will be guided by the core principles of tqm to address these challenges. these include a customer focus, which places the needs and expectations of customers at the centre of the quality management process; continuous improvement, which fosters a culture of ongoing enhancement by identifying and eliminating waste and inefficiencies; employee involvement, which engages all staff members in the quality management process and empowers them to contribute to service quality improvements; data-driven decision making, which bases decisions on factual data and objective evidence rather than assumptions or intuition; and a processoriented approach, which concentrates on managing and improving key processes that impact service quality. total quality management (tqm) is gaining popularity in saudi arabia, enhancing organizations’ competitiveness and performance by promoting continuous improvement in product and service quality culture (alotaibi, 2014). the public sector in saudi arabia is implementing total quality management (tqm) to improve operational efficiency and service quality. still, challenges include organizational and social factors, leadership commitment, and cultural and organizational alignment (ali alshehail et al., 2022). saudi universities are utilizing tqm applications in information centers (i.c.s) to improve service quality and operational effectiveness, using the efqm excellence model for continuous improvement and stakeholder satisfaction (altamimi, 2013). aburayya et al. analyzed data using descriptive and inferential statistical techniques. it found that effective tqm implementation in hospitals requires top management commitment, employee involvement, training, recognition, process management, strategic planning, information analysis, organization culture, continuous improvement, and customer focus. top management commitment and customer focus were the most critical csfs affecting hospital tqm implementation (aburayya et al., 2020). the study found that a quality philosophy is essential for successfully implementing a quality project, requiring a long-term lifestyle change for manufacturing industries. top management commitment is crucial, alongside a substantial inflow of resources, adequate training, workforce participation, and effective measurement techniques (way et al., 2016). aldaweesh et al. explored the effective implementation of total quality management and transformational leadership in saudi arabian universities to improve quality and academic rankings. it examined the interplay between tqm, leadership and quality enhancement in higher education, highlighting the critical role of tqm and leadership in raising quality standards and academic performance (aldaweesh, 2018). methodology research design the present research employed a mixed method approach, integrating qualitative and quantitative methods to comprehensively analyze the implementation of total quality management (tqm) at saudi consolidated electric company (scec). the methodology was structured around the systematic tqm implementation process as outlined by oakland (o’toole jr, 2011; tqm, 1993) (1993 and flood (1995). dual stages of tqm implementation according to flood (1995) (ajayi & osunsanmi, 2018; galperin & lituchy, 1999), tqm implementation involves two main stages: setting up and operationalizing steering groups and quality action teams. to capture the complexity of these stages, qualitative methods (such as interviews and focus groups) provided insights into the experiences and perceptions of these involved processes. meanwhile, quantitative methods (such as surveys and performance data analysis) measured the impact and effectiveness of these stages in a structured manner. systematic proceeding of tqm the systematic proceeding of tqm involved several critical steps, including setting up quality councils, developing a mission statement, formalizing quality improvement plans, communicating the tqm commitment, conducting organization analysis, designing training programs, identifying improvement areas, and implementing improvement plans. pa ge 15 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 148-152, 2024 data collection methods to gather comprehensive and actionable data on total quality management (tqm) practices at saudi consolidated electric company (scec), various tqm tools and methods can be employed. in the present research study, surveys and questionnaires were used to gather quantitative data on employee perceptions, customer satisfaction, and supplier feedback regarding tqm practices. sample size five hundred fifty participants were selected to ensure a comprehensive and representative analysis of tqm practices at scec. the sample included 200 employees from different departments and hierarchical levels, 300 customers (100 residential, 100 commercials and 100 industrial), and 50 key suppliers. sample survey questions addressed the understanding of tqm initiatives, satisfaction with quality improvement, and communication effectiveness regarding quality standards and procedures. selection criteria for participants the selection criteria for participants in the survey and questionnaire aimed to ensure a comprehensive and representative analysis of tqm practices at scec. employees (200 participants) participants were selected to ensure balanced representation from all key departments, including management, operational, and administrative staff. employees from various hierarchical levels, from senior management to entry-level staff, were included. priority was given to those with direct involvement or experience with tqm initiatives to provide insights from those directly impacted by these practices. additionally, a representative from different geographic locations or branches of scec was ensured. this diverse selection captured a comprehensive view of tqm practices across the organization, reflecting different roles, responsibilities and experiences. customers (300 participants) the sample was divided equally among residential (100), commercial (100) and industrial (100) users to capture diverse customer perspectives. customers with varying electricity usage levels were included to understand how tqm practices impact different consumption patterns. long term and ewer customers were selected to compare perceptions of quality over time. the sample included customers from other regions served by scec to ensure geographical diversity. it will provide a holistic view of customer satisfaction and feedback on tqm practices. supplier (50 participants) the study focused on key suppliers providing critical materials and services to scec, assessing their experiences and perspectives on the effectiveness of total quality management (tqm) in the supply chain. it will help to identify the areas for improvement and success in tqm practices. data analysis the data collected from surveys, interviews, focus groups, document reviews, and observations were analyzed to understand tqm implementation and its impact at scec comprehensively. qualitative data analysis interviews and focus groups transcripts from interviews and focus groups were analyzed using content analysis to identify key phrases, patterns and significant statements related to tqm experiences, challenges and perceptions among employees, customers, and suppliers. document review documents such as quality reports, performance metrics, audit findings and training evaluations were analyzed to extract qualitative insights into tqm practices, improvements and challenges. observations qualitative data from observations were analyzed to assess adherence to tqm procedures, identify inefficiencies and evaluate the effectiveness of quality control measures. quantitative data analysis survey responses quantitative data from surveys and questionnaires were analyzed descriptively to summarize employee perceptions, customer satisfaction levels, supplier feedback and overall effectiveness of tqm practices. results qualitative data analysis findings interviews and focus groups customers expressed satisfaction with enhanced service quality, quicker issue resolution and increased trust in scec’s commitment to quality. document review quality reports indicated a significant decrease in defect rates post-tqm implementation, demonstrating tangible product/ service quality improvements. training program evaluations revealed positive feedback on tqm-related training modules, with employees reporting increased knowledge and skills in quality management practices. observations observations showed high adherence to tqm procedures in departments with strong quality councils and effective communication channels, leading to smooth workflows and fewer errors. pa ge 15 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 148-152, 2024 quality control measures implemented as part of tqm were observed to be effective in identifying and rectifying potential quality issues in real time. quantitative data analysis findings survey responses over 80% of employed rate their understanding of tqm initiatives as good or excellent, indicating high awareness and engagement with quality management practices. customer satisfaction significantly increased post-tqm implementation, with a notable improvement in perceived service reliability and responsiveness. performance data analysis defect rates have decreased by 25% since adopting tqm, leading to cost savings and enhanced customer satisfaction. key performance indicators related to quality metrics, such as on-time delivery and customer complaints, showed consistent improvements over the study period. discussion implementing total quality management (tqm) at saudi consolidated electric company (scec) presented a multifaceted case of organizational transformation aimed at enhancing service quality, operational efficiency, and customer satisfaction. customers and employees provided positive feedback on the enhancements in service quality and quick resolution of issues post-tqm implementation. customers noted increased trust in scec’s commitment to quality, which underscores the effectiveness of tqm in fostering a customer-centric culture. employees strongly understood and engaged with tqm practices, indicating successful internal communication and training efforts. the qualitative review of documents such as quality reports and training evaluations revealed substantial improvements in service quality and employee competencies. the significant decrease in defect rates highlighted in quality reports demonstrates the tangible benefits of tqm in reducing errors and enhancing service reliability. positive feedback from training evaluations suggests that tqm-related training modules effectively equipped employees with the necessary skills for quality management. direct observations confirmed high adherence to tqm procedures in departments with strong quality councils. this adherence led to smoother workflows and fewer errors, validating the effectiveness of tqm structures and communication channels. the real-time rectification of quality issues observed indicates that tqm measures are practical and efficient in operational settings. quantitative survey data revealed that over 80% of employees rated their understanding of tqm initiatives as good or excellent, reflecting successful dissemination and engagement with tqm principles. customer satisfaction scores significantly improved, with increased perceptions of service reliability and responsiveness post-tqm implementation. these results affirmed that tqm has positively influenced employee and customer perspectives on service quality. performance metrics indicated a 25% reduction in defect rates since adopting tqm, leading to cost savings and higher customer satisfaction. improvements in key performance lead to cost savings and higher customer satisfaction. improvements in key performance indicators such as on-time delivery and customer complaints demonstrate consistent positive trends, highlighting the sustained impact of tqm on operational performance. implementing tqm in a large public utility like scec required significant cultural shifts and faced challenges related to employee resistance to change. overcoming these challenges necessitated strong leadership commitment and a comprehensive training program to align organizational culture with tqm principles (pambreni et al., 2019; raghavendra et al., 2019). the unique characteristics of the electricity service industry, such as the need for reliable and uninterrupted power supply, added complexity to tqm implementation. external factors like government regulations also influenced tqm practices, requiring adaptive strategies to align with regulatory requirements while maintaining quality standards (raghavendra et al., 2019). based on the integrated and quantitative findings, several strategic recommendations are proposed to enhance tqm practices at scec. first, it is crucial to strengthen employee engagement and training by investing in tqmrelated training programs to maintain high levels of employee understanding and engagement. it includes fostering a culture of continuous improvement by encouraging employee involvement in quality management initiatives and recognizing their contributions. second, enhancing customer feedback mechanisms is essential. implement robust customer feedback systems to regularly capture and analyze customer perceptions and expectations, and use this feedback to drive continuous improvement efforts and tailor service to meet evolving customer needs. third, optimizing quality control measures will help maintain high service quality standards. ensure consistent application of quality control measures across all departments and utilize real-time data to promptly identify and address potential quality issues, minimizing disruptions and enhancing service reliability. fourth, adapting to industry and regulatory changes is vital. stay informed about industry needs and regulatory changes to adapt tqm practices accordingly, and collaborate with regulatory bodies to ensure compliance while perusing quality enhancement initiatives. finally, promoting a customer-centric approach is paramount. emphasize customer satisfaction as a core component of tqm by aligning all processes and practises with customer needs and expectations and developing customer-centric strategies prioritising service reliability, responsiveness and overall satisfaction. pa ge 15 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 148-152, 2024 limitations the study on total quality management (tqm) implementation in scec, a large public utility, has limitations due to its small sample size and focus on the eastern province of saudi arabia. the mixed methods approach may not account for long-term trends, market conditions, or external factors. the data collection was self-reported, potentially introducing biases. the study also fails to capture cultural factors influencing tqm adoption and effectiveness, government regulations, and broader economic and market conditions. conclusion it was concluded that implementing total quality management (tqm) at saudi consolidated electric company (scec) has significantly improved service quality, operational efficiency, and customer satisfaction. it has been attributed to positive feedback from customers and employees, reduced defect rates, cost savings, and improved customer satisfaction. recommendations ➢ future research should explore the long-term impact of total quality management (tqm) practices at sceco, compare it with other regions, and explore emerging technologies like ai and iot. ➢ it should also examine employee engagement, customer perception, supply chain management, external factors, cross-sectoral analysis, training and development programs, and integrating tqm with environmental sustainability. ➢ the study should also examine multi-stakeholder engagement strategies and advanced data analytics techniques. references aburayya, a., alshurideh, m., al marzouqi, a., al diabat, o., alfarsi, a., suson, r., salloum, s. a., alawadhi, d., & alzarouni, a. (2020). critical success factors affecting the implementation of tqm in public hospitals: a case study in uae hospitals. systematic reviews in pharmacy, 11(10). ahmad, m., zakuan, n., ahmad, j., & takala, j. (2015). metaanalysis of the tqm impact on business performance amongst regions and countries. international journal of industrial and systems engineering, 20(2), 155-164. ajayi, o., & osunsanmi, t. (2018). constraints and challenges in the implementation of total quality management (tqm) in contracting organisation. journal of construction project management and innovation, 8(1), 1753-1766. al-rajhi, a. n. (2001). the role of transmission pricing in electricity industry restructuring: the case of saudi arabia durham university]. aldaweesh, m. (2018). the effective implementation of total quality management and transformational leadership in higher education improvement: a case of saudi universities brunel university london]. ali alshehail, o., khan, m., & ajmal, m. (2022). total quality management and sustainability in the public service sector: the mediating effect of service innovation. benchmarking: an international journal, 29(2), 382-410. alotaibi, f. m. s. (2014). impact on quality culture of total quality management practices factors. international journal of business and economic development (ijbed), 2(3). altamimi, f. (2013). total quality management applications in the saudi university information centres university of sheffield]. energy leadership and sustainability. https://www. se.com.sa/en exploring the potential for electricity trade and interconnection among yemen, and gcc countries. galperin, b. l., & lituchy, t. r. (1999). the implementation of total quality management in canada and mexico: a case study. international business review, 8(3), 323-349. hamza, y. (2015). brief history of saudi electricity company – empowering energy. linkedin. retrieved july 4, 2024, from https://www.linkedin.com/pulse/ brief-history-saudi-electricity-company-empoweringenergy-hamza magd, h., negi, s., & ansari, m. (2021). effective tqm implementation in the service industry: a proposed framework. quality innovation prosperity, 25(2), 95–129. mehra, s., & ranganathan, s. (2008). implementing total quality management with a focus on enhancing customer satisfaction. international journal of quality & reliability management, 25(9), 913-927. o’toole jr, l. j. (2011). the eda in oakland: a case that catalyzed a field. public administration review, 71(1), 116-120. pambreni, y., khatibi, a., azam, s., & tham, j. (2019). the influence of total quality management toward organization performance. management science letters, 9(9), 1397-1406. planning the implementation of tqm. (1993). https:// www.quality-assurance-solutions.com/14-stepsproposed-by-oakland-1993425-for-planning-theimplementation-of-tqm.html raghavendra, a., nijaguna, g., & batchu, d. (2019). implementation challenges of total quality management (tqm) in dairy sector. smart journal of business management studies, 15(1), 1-9. saudi consolidated electric company in the eastern province. (2020). economic and social commission for western asia. way, y., aichouni, m., badawi, i., & boujelbene, m. (2016). a survey on the implementation of total quality management (tqm) at manufacturing industries in north region, kingdom of saudi arabia. 2016 2nd international conference on information management (icim). zentner, a. (2011). total quality management (tqm): driving competitive advantage on a global platform. available at ssrn 2515500. pa ge 1 pa ge 27 american journal of multidisciplinary research and innovation (ajmri) determining factors in developing quality management (qm) model in public and private organizations in the philippines: a literature review roentgen dipon1, philip ermita2, joefil jocson3, julien tiza madronio4*, rick donald manzon5, telesforo jan tiro ii6 emerson cabudol5 volume 2 issue 6, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i6.2123 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 04, 2023 accepted: november 07, 2023 published: november 11, 2023 in this paper 79 randomly selected research papers published in the refereed journals in quality management practices and models have been reviewed. the papers are classified based on the year in which they were published, based on specific countries, and finally public or private industry type. based on the analysis of reviewed papers, 23 determining factors in developing a quality management model have been identified. leadership and management were found to be highly talked about as the determining factors in developing the quality management model, therefore the papers further analyzed the importance of quality practices in the organization. this paper has also provided the discussion, conclusions, and future research directions. keywords quality management (qm), quality management model, public organizations, private organizations introduction public and private sectors are under enormous pressure to increase their performance to meet the demand for their goods and services as a result of intense rivalry amongst companies. customers and rivals are the two key variables affecting an organization’s sustainability. customers desire to receive the greatest value for their money when they spend it. the management strives to run the business as effectively and efficiently as possible. this increases a company’s capacity for international competition. as a result, companies need the right management tools to capitalize on competition and boost performance to be both effective and efficient. then, managerial specialists launch the notion of quality management (qm) to support such an idea. practitioners and academics have created tools to help managers manage their businesses in recent years. the creation of tools for the quality improvement program is made easier by the quality philosophies of well-known quality gurus like deming (aminudin, raymundo, & kamran, 2020), juran (arcinas, tolentino, lituañas, cadeliña, & obayashi, 2020), crosby (asif, bruijin, douglas, & fisscher, 2009), and feigenbaum (avila, 2018). however, there are a variety of outcomes for businesses implementing quality management (qm). the results of some earlier research show that some businesses struggled with implementation because they only considered customer satisfaction in a small number of quality management (qm) implementation areas (alolayan, 2014). the practitioners must research global quality management, including its shortcomings, advantages, and implementation challenges in various nations. for instance, asif et al. (2009) investigated the effectiveness of the quality program and the causes of the quality development program’s failure. a number of international researches on quality management (qm) examined how its conceptions developed and the connection between quality management (qm) and performance (basbas, 2022; basu, 2004; and bertillo & lacambra, 2017). however, research on quality management techniques and the entire quality management framework was part of the process of adopting quality management (qm) in the philippines (buco, salvador, ngo & lugay, 2021; and cabacang, 2021). in a third-world nation like the philippines, the level of quality management (qm) adoption has never been thoroughly investigated. it would be intriguing to see if quality management (qm) can also function in a third-world environment, which is typically characterized by poverty, high birth rates, a lack of productive resources, and economic dependency on developed nations. few studies that consider all of the aforementioned qualities have been done up until this point in the philippine setting, especially for private and governmental organizations. in order to cover the vacuum in the literature about the variables influencing quality management models in philippine firms, this study fills such gaps. this study is important since there have been more instances of poor customer satisfaction, poor 1 ezertech corporation, makati city, philippines 2 polytechnic university of the philippines, manila, philippines 3 jocson construction and management corporation, philippines 4 department of education, philippines 5 centro escolar university, manila, philippines 6 local government unitmuntinlupa city, philippines * corresponding author’s e-mail: julientiza.madronio@deped.gov.ph pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 product and service quality, and the need for change in product and service policy. due to their distribution of a sizable portion of the nation’s budget and the growth that they foster both economically and industrially, several industries are of enormous significance. consequently, using quality management will enable organizations to boost satisfaction, and achieve ongoing empowerment. this investigation has gained popularity due to the qualityrelated aspects listed above and their importance to many sectors. this research seeks to identify the determining factors that influence how quality management (qm) is implemented in philippine public and private enterprises. this study is anticipated to shed light on a variety of quality management (qm) model implementation table 1: definitions of quality management in public and private organizations no source definition 1 alolayan, 2014 it is a collection of connected procedures created and carried out to satisfy client needs. 2 motita, 2015 it integrates and performs all quality-related activities and makes decisions that influence the quality, irrespective of position within the organization. 3 dela cruz, 2016 it covers all aspects of the organization's operations, from production and delivery to customer service and support. 4 tanangonan, 2017 it is defined as the totality of the features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs. 5 almazan, galangue, bueno, 2017 it focuses on the work process and people. its major concern is satisfying customers and improving organizational performance. 6 dimayuga and cid, 2017 it is defined as a systematic and continuous set of processes and activities that ensure the delivery of products and services that meet the needs and expectations of customers. 7 licup and lim, 2018 it refers to the degree of excellence or superiority of a product or service relative to its intended purpose and customer expectations. 8 avila, 2018 it requires a number of changes in any educational institution particularly in the attitudes and activities of the leadership and educators, in the organization, monitoring of the educational process, in the evaluation of the result, in the culture of communication, in the school atmosphere and especially in the area of interpersonal relations. 9 rodriguez, valenzuela, & ayuyao, 2018 it is vital to the quality improvement of organizations. 10 osea, 2019 it is defined as a systematic approach to managing an organization's processes and activities in order to achieve consistent and predictable results that meet or exceed customer expectations. 11 magulod, 2019; nuncio et al, 2020; rocha & arcinas, 2020; it is regarded as a new organizational philosophy that depends on a lot of modern views and theories, based on a mix of conventional managerial methods, creative initiatives, and advanced technical knowledge, in order to increase performance, and also to achieve continuous improvement. 12 cabacang, 2021 it is regarded as a gauge of university management, in order to maintain global standards. 13 basbas, 2022 it is a coherent framework for systematically integrating, aligning, and focusing organizational processes. it guides the educational institutions to focus on processes that would help the schools in accomplishing their network of objectives and infrastructure of goals effectively and efficiently for the value and adeptness of processes the ensure maximization of shareholders ‘satisfaction. it has intriguing implications for the structure of educational institutions considering its culture, knowledge management practices, and climate. 14 quiambao & alvaro, 2023 it is an emerging management philosophy that takes its course amid today’s competitive and dynamic global markets where quality becomes a critical factor of business excellence. pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 processes in both public and private businesses across the nation. in table 1, a summary of different available definitions is provided. factors in developing a quality management model in the public organization public organizations are not-for-profit organizations, service-oriented, with multiple end-users focusing on capacitation and transforming them into better citizens (osborne, 2018). it plays differently with private organizations wherein it has a multitude of customers or stakeholders to be served and satisfied in contrast to the private organization with very specific customers. however, both organizations have to deliver services to satisfy customer requirements in a timely and best effort as postulated by agotilla and agustin (2022). in public organizations in the philippines, customer satisfaction table 2: factors in developing a quality model in the public organization no factors findings authors 1 satisfaction members’ satisfaction in philhealth is significantly influenced by reliability, responsiveness, socioeconomic considerations, expectations, perceived performance, confirmation of beliefs, and members' contentment. ocampo, alinsub, casul, enquig, luar, panuncillon, n., bongo, and ocampo (2019) 2 satisfaction public satisfaction is heavily influenced by public trust including delivery of services, equitable distribution of resources, and continuous improvement are critical factors to public satisfaction. yamagishi, & ocampo (2023) 3 satisfaction members’ satisfaction in philhealth is heavily influenced by reliability, responsiveness, socioeconomic considerations, expectations, perceived performance, confirmation of beliefs, and members' contentment. expectation is the most crucial element. ong, prasetyo, tayao, mariñas, ayuwati, nadlifatin, & persada (2022) 4 satisfaction public satisfaction is heavily influenced by public trust. further, delivery of services, equitable distribution of resources, and continuous improvement are critical factors to public satisfaction. mata, cullano, tiu, gonzales, selerio, maturan, evangelista, burdeos, yamagishi, & ocampo (2023) 5 satisfaction the analysis of 21 studies to determine the factors that affect patient satisfaction, such as hospital infrastructure, medical staff competency, communication and information, responsiveness, and empathy revealed the need for additional research and interventions to ensure that public hospitals in the philippines provide high-quality care to filipino patients, as suggested by the article. louie john arangote, bernadette m. mendoza, and al shatriyanto abulhusin (2020) 6 strategic planning, management, prioritysetting, evidence-informed policymaking, innovation, and partnership with the private sector strategic planning, management, priority-setting, evidence-informed policymaking, and innovation in service delivery should be included in local capacity adjustments. these desired institutional capabilities should include a multi-stakeholder approach, local revenue generation, partnerships with the private sector, and facilitation of collaboration amongst regional health facilities. liwanag and wyss (2019) 7 continual improvement, assessment, and mechanism quality is multidimensional and starts from the inside. quality assurance (qa) is primarily understood as an effort to exceed stakeholders’ and students’ expectations through continual improvement, assessment, and mechanism. aminudin, raymundo, and kamran (2020) 8 stakeholder involvement and technology improving the water quality in the inland bodies of water in urban areas shows that stakeholder involvement and the use of technology are crucial in maintaining and improving water quality. kumar, johnson, dasgupta, avtar, chakraborty, kawai, & magcalemacandog (2020) pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 9 management leadership and commitment; continuous improvement; total customer satisfaction; employee involvement; training and education; and rewards and recognition the study of the research and development (r & d) model involved the following phases: planning, development, and validation. the study found that students, parents, alumni, faculty, administrators, and non-teaching staff often practice the tqm principles along with management leadership and commitment; continuous improvement; total customer satisfaction; faculty and non-teaching staff involvement; training and education; and rewards and recognition. however, some tqm principles are not always practiced especially on rewards and recognition. nagtalon (2016) 10 top management commitment to teaching and learning delivery modes, campus amenities, system and process management, customer satisfaction, linkages, strategic planning the results indicated that participating filipino heis had a high degree of adoption of top-management commitment, teaching and learning delivery modes, campus amenities, system and process management, customer satisfaction, and linkages. in contrast, the heis have a modest degree of acceptance in strategic planning and data management. the test of differences indicated that strong confirmation of top management commitment, and strategic planning as indicators of tqm are significantly more evident in private-type heis, and it was placed at the university level when compared to those of the provincial and national heis. cabacang (2021) 11 responsiveness and promptness of services responsiveness and promptness of services with the best service from national health care insurance providers are the most crucial dimension and sub-dimension, respectively, among the employment-related government agencies in the philippines. ocampo, alinsub, casul, enquig, luar, panuncillon, bongo, & ocampo (2019) 12 comprehensive geriatric assessment integrating comprehensive geriatric assessment (cga) with the nation’s current health information systems for all regular required routine procedures is recommended for the currently fragmented health information system, which has varied sources and is inaccessible. garcia, de la vega, & mercado (2022) 13 participatory approach the participatory approach highly involving stakeholders and the use of free software models both of which improve the science-policy interface, are its key advantages. this shows that stakeholders’ involvement and use of technology are crucial in maintaining and improving water quality in enhancing the watershed management in sta. ros a, philippines, to help improve the water quality in the inland bodies of water in urban areas. kumar, johnson, dasgupta, avtar, chakraborty, kawai, & magcalemacandog (2020) 14 honesty and competence corruption is common among asian countries including the philippines. to curb corruption, honesty, and competence must be the character of political leaders. equally important is the support of the citizens in installing honest and competent leaders. quah (2021) 15 executive leadership, customer-centricity, process improvement and control, and staff engagement in government corporations such as clark freeport zone, the executive leadership, customer-centricity, process improvement and control, and staff engagement significantly improved each organization's success from a financial, customer, and internal business process perspective, and the subject of government corporation's innovation and education. identifying how quality practices affect corporate success is incredibly important in government-run businesses because these organizations act as business and public sector entities. quiambao & alvaro (2023) pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 16 assurance of the service quality assurance of the service quality appeared as the gap between expectations and perceptions of the citizens based on studies in davao city, iloilo city, and cebu city to measure public service quality. barrios, monterola, & rivera (2019) 17 staff skills and facilities public hospitals in the philippines face several obstacles in terms of service quality, including inadequate resources, limited funding, and poor infrastructure. efforts are being made to address these problems, such as enhancing staff skills and investing in new facilities. the article highlights the significance of service quality in public hospitals and the need for ongoing efforts to improve healthcare delivery in the philippines. santiago and pancho (2018) 18 customer focus, leadership, process improvement, and employee empowerment the quality management model being developed for public service in the philippines consists of four main components: customer focus, leadership, process improvement, and employee empowerment. it emphasizes the importance of a customer-centered approach, effective leadership, continuous process improvement, and empowering employees to provide high-quality services. the model is intended to guide government agencies in delivering exceptional services to the public, ultimately improving overall public satisfaction and trust in government. garcia and alfonso (2019) 19 citizen participation and accountability mechanisms despite of government efforts, the education, health, water, and sanitation sectors continue to face accessibility, availability, and affordability obstacles. the analysis suggests that a number of factors, including inadequate funding, inadequate policies, corruption, and weak governance, have contributed to these problems. it suggests that citizen participation and accountability mechanisms can contribute to the improvement of the quality of public services in the philippines. padilla and dulay (2019) 20 effective governance, efficient organization, competent human resources, and adequate resources the development of a model for quality public service delivery in the philippines is based on four key elements: effective governance, efficient organization, competent human resources, and adequate resources. implementing this model will lead to improved service delivery and a more satisfied citizenry. however, there are challenges to implementation, including political will and management capacity. the ongoing research, evaluation, and collaboration between government and civil society will be necessary for successful implementation. rodriguez and quiano (2019) 21 leadership commitment, stakeholder involvement, strategic planning, process management, resource management, and continuous improvement it discusses the challenges faced by the philippine public sector in achieving quality services and introduces the concept of tqm, which involves a systematic approach to achieving continuous improvement in service delivery. the framework comprises six stages: leadership commitment, stakeholder involvement, strategic planning, process management, resource management, and continuous improvement. the successful implementation of the framework requires a shift in mindset and culture within the public sector, as well as sustained commitment and support from all stakeholders. apud and sison (2018) pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 22 leadership, strategic planning, customer focus, human resource management, and process management the study to determine the primary determinants of service quality in the philippines shows leadership, strategic planning, customer focus, human resource management, and process management as the five components of the authors' proposed service quality model. this model can assist philippine public service organizations in improving service quality and achieving their objectives. lapuz and salanguit, (2018) 23 strong leadership, stakeholder satisfaction, and continuous improvement the article examines the quality models and frameworks utilized by public organizations in a number of countries and their applicability in the philippine context. the study concludes that philippine public organizations must adopt these quality models and highlights the significance of strong leadership, stakeholder satisfaction, and continuous improvement for effective quality management. abella, bañez, & santiago, (2020) 24 locally developed model the comprehensive literature review on the evolution of quality models in philippine public organizations focused on studies conducted between 2000 and 2019 and analyzed the various quality models utilized by government organizations. the majority of quality models utilized by philippine government agencies are based on international standards such as iso and malcolm baldrige, according to the study. however, the review also revealed the need for a locally developed model of quality that is more responsive to the unique needs and challenges of public organizations in the philippines. de vera, & rodriguez, (2020) 25 strong leadership, stakeholder satisfaction, and continuous improvement the study examines various quality models and frameworks utilized by public organizations in various countries, with a particular emphasis on the philippines. the article identifies several significant quality models and frameworks, such as the malcolm baldrige national quality award, the european foundation for quality management, and iso 9001:2015. the article emphasizes the need for philippine government agencies to adopt and adapt these quality models and frameworks in order to enhance their operations and services. the research indicates that strong leadership, a focus on stakeholder satisfaction, and a dedication to continuous improvement are essential components of effective quality management in public organizations. ramilo, (2020) 26 top-management commitment, strategic planning, customer satisfaction, data management, system and operational management, infrastructure, the teaching and learning-delivery systems, and on the linkages the quality management of higher education institutions is reflected in the following indicators, namely top-management commitment, strategic planning, customer satisfaction, data management, system and operational management, infrastructure, the teaching and learning-delivery systems, and on the linkages abbas, (2020); abu amuna et al., 2017, arda et al., 2019, bromiley & rau, 2016, deshpande, 2020; mahdi et al., 2019, ross, 2017, ruben, 2018, saiz alvarez, 2020, shams & belyaeva, 2019, tatoglu et al., 2020, yu et al., 2020 pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 27 strong partnership and participation of the stakeholders in the study strong partnership and participation of the stakeholders in the school. they contribute a lot to the direction leading to greater learning outcomes. also, it was found ohat a weak correlation was hardly related to the quality management practices of the school heads with regard to the performance of their respective schools. paragas (2020) 28 customer focus, leadership, engagement of people, process approach, continual improvement, evidence-based decisionmaking, and a systematic approach to management customer focus, leadership, engagement of people, process approach, continual improvement, evidencebased decision-making, and systematic approach to management. as a result of the iso certification of the college, it gained a positive image in the community and raised to competitors’ level or even a higher level, increased the quality of services, and raised staff awareness were positive remarks of the college stakeholders. as an iso-certified institution, the college was able to identify difficulties early on, allowing for swift solutions to avoid repeating mistakes and achieving local, national, and international quality recognition. ibarientos, (2021) 29 quality planning, customer satisfaction, employee involvement, continual process improvement, performance measures, and supplier relationship in the study, quality planning, customer satisfaction, employee involvement, continual process improvement, performance measures, and supplier relationship are being observed at a high extent in the ncrsucs, as assessed by the administrators, faculty, and nonteaching personnel. based on the findings, the following conclusions were drawn: 1) the sucs have very good tqm practices, 2) the administrators, faculty, and nonteaching personnel have varied views on the extent of their tqm practices; 3) the tqm practices of the sucs affect their school performance motita 2015 30 top management leadership, customer orientation, process control and improvement, and employee engagement the qms practices dimensions of top management leadership, customer orientation, process control and improvement, and employee engagement each had a significant positive impact on each business performance perspectives financial, customer, internal business processes, and innovation and learning of the subject government corporation. determining the influence of quality practices on business performance is significantly relevant in government corporations since these entities act as both a public sector and a business entity. it creates an opportunity for the philippine leaders to justify the national thrust of delivering quality-oriented government service to the filipino people. quiambao & alvaro, 2023 31 people empowerment, continuous quality improvement, leadership commitment, stakeholder satisfaction people empowerment, continuous quality improvement (cqi), leadership commitment and "stakeholder satisfaction". the study was focused on determining the csfs in the tqm implementation of philippine heis. this is the first study that developed a tqm paradigm for philippine heis. the identified csfs are basically the same as those in the cited studies but with relatively greater emphasis on people empowerment. rodriguez, valenzuela, & ayuyao, 2018 pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 32 access, services to customers, leadership, the physical environment, and resources, effective learning and teaching, students, staff, external relations, organization, and standards (a) access, (b) services to customers, (c) leadership, (d) physical environment and resources, (e) effective learning and teaching, (f) students, (g) staff, (h) external relations, (i) organization, and (j) standards were used in the assessment of faculty members and non-academic personnel in the private and government maritime educational institutions. hence, the results of the analysis served as the basis for the conceptualization of a strategic plan. bertillo & lacambara, 2023 33 quality audits, and artificial intelligence this study demonstrated how ai-enabled qms can match audit findings in accreditation compliance reports and internal quality audit reports with the clauses of iso 9001:2015 using long short-term memory (lstm) deep neural network was created and trained using matlab. the ai model achieved a combined classification accuracy (ca) of 82.15% and predicted 70% of the examined audit findings in actual implementation illustrated how ai can be maximized in generating useful and precise and useful audit reports for heis to develop and implement globally competitive educational policies, programs, and standards. tobias, r.r., minglana, j., hernandez, d.k., mital, m.e., roxas, r.e. (2023). 34 tangibles tangibles represent the physical evidence and appearance associated with the service, including the facilities, equipment, and other tangible elements. service quality is a very vital component in any commercial-related activity and the consumer’s overall impression of the relative inferiority or superiority of the organization and its services. sarande, naparota, cabalida, & lovina (2022) 35 efficiency, effectiveness efficiency refers to the ability of the local government units (lgus) to utilize resources (such as manpower, budget, and equipment) in an optimal way to achieve desired outcomes. in the context of the covid pandemic response, efficiency would involve the lgus’ ability to efficiently allocate resources, streamline processes, and minimize wastage to effectively address the challenges posed by the pandemic. an efficient response would involve timely decision-making, effective coordination, and optimal utilization of available resources. effectiveness refers to the degree to which the lgus’ covid pandemic response achieves its intended objectives and produces the desired outcomes. it focuses on the actual impact and results of the response efforts. service quality is attained by knowing the operation process by identifying the underlying problems in services and mapping out the measures for performance and outcomes precisely the buco , salvador , ngo and lugay (2021) 36 assurance assurance is expected to be highly profiled and experts in their fields. they are also expected to be efficient in the conduct of research and possess good communication skills evidenced by a well-taught subject matter. service quality is a priced commodity and it is an equally important index to measure the satisfaction of clients and stakeholders. in all universities around the globe, student satisfaction has been an essential measure of the quality of services provided by the institution. pamatmat,. dominguez, pamin and daran (2018) pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 can be attained by observing the various factors that surfaced in various local studies presented in table 2. in general, apud and yadao-sison (2018) claimed that leadership commitment, stakeholder involvement, strategic planning, process management, resource management, and continuous improvement are essential components of the tqm approach for quality service. on the other hand, lapuz and salanguit (2018) proposed that leadership, strategic planning, customer focus, human resource management, and process management constitute the service quality model. garcia and alfonso (2019) provide that customer focus, leadership, process improvement, and employee empowerment must be the components of the quality model in the public sector in the philippines. padilla and dulay (2019) suggest also that citizen participation and accountability mechanisms can contribute to improving public service in the country, particularly in the nation, health, water, and sanitation. further improvement and citizen satisfaction can also be attained through effective governance, efficient organization, competent human resources, and adequate resources (rodriguez & quiano, 2019). similarly, abella, bañez, and santiago (2020) study concluded that leadership, stakeholder satisfaction, and continuous improvement are crucial for effective quality management. the cry for the need to develop the philippine quality model was raised by de vera and rodriguez (2020) following the result of their study showing that quality management model is patterned from iso and malcolm baldrige. in contrast, ramilo (2020) encouraged the adaption of the iso and malcolm baldrige quality frameworks for effective quality management in public organizations to consist of strong leadership, stakeholder satisfaction, and continuous improvement. factors in developing a quality model in the private organization service quality has emerged as one of the most studied topics in academia in the modern world of rising competition. private organizations are classified as selfsupporting, non-federal entities founded on federal land by individuals not operating on behalf of the federal government. the qualities that are positively connected with overall satisfaction in private sector banks include product knowledge, responsiveness to needs, questionsolving, prompt service, ability to contact the appropriate person quickly, and attempts to shorten wait times. in private organizations, customer quality satisfaction can table 3: factors in developing a quality model in the private organization no factor definition authors 1 leadership commitment, employee participation, training and education, communication, and continuous improvement the study suggests a framework for qms implementation that includes the identified factors and their relationships, to help organizations effectively implement qms and enhance their performance. richelle ann c. sy and jonathan a. salvacion (2016) 2 competitiveness and sustainability the importance of adopting a quality management approach to improve the competitiveness and longterm viability of small and medium-sized enterprises (smes). dominguez, m. e., mesias, j. o., & rada, c. f. (2017). 3 top management commitment, employee involvement, training and education, and continuous improvement the article defined that by identifying and considering these factors, successful implementation and sustained effectiveness of qms can be guaranteed. banzon, b. l., & arevalo, r. l. (2016). 4 quality assurance the article defined the significance of continued efforts to improve the quality of higher education in the philippines by implementing quality assurance measures more effectively. moreno, m. a. (2016). 5 management commitment and support, employee involvement, and customer focus the study defined that additional research is required to better comprehend the factors that contribute to the success of tqm in philippine smes. santamaria, e. m. l., & abreu, l. j. (2016). 6 leadership commitment, employee involvement, quality of training, and customer satisfaction the study investigated the factors that influence quality models in philippine private organizations. corpuz and lorraine (2019) 7 leadership, employee involvement, process improvement, customer focus, and supplier management leadership, employee involvement, process improvement, customer focus, and supplier management were found to be the most influential factors on the development of a quality model in the private sector of the philippines, according to a study. awa, okafor, and emecheta (2014) pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 8 leadership commitment, employee involvement, training, and customer focus the study highlighted the significance of leadership commitment, employee participation, training, and customer focus in the development of a successful quality model in this industry. santos et al. (2018) 9 leadership involvement, employee participation, customer orientation, and process improvement the study highlighted the significance of leadership commitment, employee participation, training, and customer focus in establishing a successful quality model in this industry. gumban and baral (2017) 10 leadership commitment, employee participation, and process improvement this study examined the influential factors on the adoption of quality management models in philippine manufacturing firms.. laurio (2017) 11 organizational culture, employee involvement, continuous improvement, customer focus, and leadership commitment the development of a quality model in private organizations in the philippines should take into account organizational culture, employee participation, continuous improvement, customer focus, and leadership commitment. siringan and pingol (2014), 12 effective communication, employee empowerment, and commitment from top management the study by emphasized the importance of effective communication, employee empowerment, and commitment from top management in the development of a quality model in philippine private organizations. wong and asuncion (2013) 13 strong leadership and commitment, continuous process improvement, employee involvement and empowerment, and customer focus. a study conducted to determine the factors that contribute to the development of a quality model in the private sector in the philippines identified the following: strong leadership and commitment, continuous process improvement, employee involvement and empowerment, and customer focus. vargas, peralta, and rey-matias (2016) 14 organizational culture and engaging employees when developing a quality model in the private sector in the philippines, the research emphasized the significance of fostering a supportive organizational culture and involving employees in the quality improvement process. ramos, lopez, and golle (2012) 15 performance and competitiveness the authors recommend that manufacturing industries in the philippines adopt qms as a tool to increase their competitiveness on the global market. catherine rowena u. estoesta and diana carmela s. prudente (2016) 16 top management commitment, employee involvement and participation, training and education, communication, and continuous improvement. the study concludes that effective tqm implementation necessitates a comprehensive strategy that takes into account all the successinfluencing factors and addresses the organizational challenges. joanna marie r. orge and christian p. cabillo (2018) 17 top management commitment, employee involvement and participation, training and education, communication, and continuous improvement the study concludes that successful tqm implementation necessitates a comprehensive strategy that takes into account all successinfluencing factors and addresses the challenges faced by organizations. joselito t. tandoc and antonio c. natividad jr. (2017) 18 comprehensive and collaborative approach the article suggests that a comprehensive and collaborative strategy involving all stakeholders is required to address these challenges and enhance the quality of education in the philippines. lovely m. catedral and rommel b. tirazona (2016) pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 19 leadership, customer focus, employee involvement, continuous improvement, and process management. the article provides a framework based on the total quality management (tqm) methodology and includes the following elements: leadership, customer focus, employee participation, continuous improvement, and process management. jennelyn m. catanes (2017) 20 commitment, employee involvement and training, communication, and continuous improvement. study indicates that qms implementation has a positive effect on organizational performance, including improved product quality, increased customer satisfaction, and decreased costs. maria teresa n. fonacier and adora s. pili. (2018) 21 commitment and total quality management (tqm) the study recommends that hospitals improve their management's dedication to tqm in order to achieve better performance outcomes. quinto, f. s. (2017) 23 customer-focused approach, prioritize employee training and continuous improvement, and leverage technology it emphasizes the need for government support and a conducive business environment to encourage sme adoption of qms. r.d. biones and a.e. talaba (2020) 24 leadership, process management, customer focus, employee participation, continuous improvement, and supplier partnership the article emphasizes the importance of understanding and implementing these crucial factors for organizations to achieve success in the philippine manufacturing industry, which is highly competitive. j. g. cuenza (2020) 25 organizational effectiveness, productivity, and customer satisfaction the researchers suggested that private organizations in the philippines adopt quality models to improve their performance and global market competitiveness. taguibao, d. r., & sze, j. d. (2020) be achieved by observing the various determining factors that are revealed in various studies presented in table 3. results and discussions in this paper, a review of 79 randomly selected papers on determining factors in developing quality management models both for public and private organizations and their significance to service quality is performed. the top 4 determining factors were leadership/management, participatory approach, organizational culture, and continuous improvement. as shown in figure 1, the combined 23 determining factors were identified both from public and private organizations. the 79 reviewed papers were classified according to the years in which they were published. the selected papers are appearing from 2003 to 2023. it can be seen from figure figure 1: summary of determining factors of the reviewed papers pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 27-41, 2023 2 that the number of papers published approximately increasing over the years. the highest number of papers was found from the year 2018 (15 papers). conclusions after analysis of the 79 randomly selected research publications, it is evident that the study on its definition and evolution of the quality management model has been expanding on its context with respect to the application neither in public nor private organizations. based on the analysis of the reviewed papers, 23 determining factors have been identified combining both the public and private sectors. the top 4 determining factors in the reviewed papers were leadership/management, participatory approach, organizational culture, and continuous improvement. this explains that the major 4 determining factors are significant in developing a quality management model applicable to public and private organizations. this paper can conclude that there is a greater need to study further through validation among organizations both for public and private sectors in developing an enhanced quality framework in addressing service quality and satisfaction among its stakeholders. references agotilla, e.b., & agustin, j.a.r. 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(2013). implementing quality management systems (qms) in the healthcare industry: a review. total quality management & business excellence, 24(11-12), 1221-1238. https://doi.org/10.1 080/14783363.2013.798452. pa ge 1 pa ge 64 american journal of multidisciplinary research and innovation (ajmri) an analysis of demographic factors that determine employee engagement in the workplace: a case study of the rmg industry of bangladesh mohammad jahangir alam1* volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1356 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 04, 2023 accepted: march 21, 2023 published: march 26, 2023 as a labor-intensive and man-machine integrated manufacturing industry, the level of employee engagement in the industry is a big concern that has created a long-term adverse effect on both employers and employees to a large extent. hence, this study has examined how the demographic factors of employees in this industry affect the engagement level of employees in the context of bangladesh. following the multistage sampling method, data was collected from 280 employees working in this industry and analyzed accordingly with the application statistical tool anova and independent t-test. the results of the analysis indicate that the demographic factors of employees have an influence on employee engagement in the workplace at different levels. the managerial implication of this study is that the employers of the rmg industry will now know that the work engagement of employees is predicted by demographic factors of employees. thus, this study will help this industry to set the right policies and procedures to adhere to a sustainable level of employee engagement in line with the demographic factors of employees. keywords rmg, employee engagement, demographic factors, hierarchical regression, ee introduction from the organizational perspective, both demographic factors (df) are important aspects of people management phenomena that influence employee performance (adewale, 2017; hadoud et al., 2020). from the organizational perspective, df mainly includes gender, marital status, age, length of experience, and educational qualification (adewale, 2017). a recent study shows that the demographic attributes of employees were the primary concern while terminating the job of millions of employees in seria due to the covid-19 pandemic, (jones & comfort, 2020). hence, this study has been initiated to find out the impact of both df on employee engagement (ee). in the literature, the scholars also provided different opinions about the level of ee with de (sanyal et al., 2018; de witte, 2003). some scholars found a relationship between the df of employees with their engagement level (de witte, 2003), whereas others ignored the significance of such a relationship (green & leeves, 2013). on the contrary, the rmg industry of bangladesh is now facing low labor productivity (hassan, 2021), which is shaking its position in the world market (acd survey, 2020). as a labor-intensive manufacturing setup, where stable manpower is essential for its smooth survival, it is vital to the full engagement of its employees in all stages of integrated production processes. this country’s highest export-earning industry made 84.3% of total export earnings in the fiscal year 2019 (bangladesh bureau of statistics, 2019). according to bgmea (2019), this industry employs 4.2 million people directly and another 10 million people are indirectly dependent on this industry. in these circumstances, this study has examined the relationship of ee with df in terms of gender, job category, marital status, education, age, income level, and length of job experience of employees in the rmg industry of bangladesh. because demographic factors of the employees are due to the fact that the personal obligations of employees and the conflict in their work lives are intensively correlated (cemberci et al., 2022). on the other hand, some scholars, like otoo and mishra (2018). otoo and mishra (2018) stated that dfs like gender and marital status have no statistical significance on ee. hence, this research gap has been examined in the context of this industry. literature review employee engagement presently, business pioneers are getting a competitive edge over their rivals by enhancing ee in the workplace, as engaged employees perform better than others (barrick et al., 2015). this priority issue helps organizations to enhance the overall performance of the business in a competitive environment (costa et al., 2014). because, engaged employees help to achieve their target and at the same time urge others to do the same as a part of the social process in the organization (malik et al., 2020). as a result, all employees of the organization become engaged in the workplace and try to do their assigned work efficiently, and bear morale to enhance work role clarity among their associates (malik et al., 2020). ee is the art of making people understand what they need to achieve in the organization (whitehurst, 2016). it is the imperceptible spirit that motivates employees to higher levels of performance and a positive, fulfilling, and joboriented situation categorized by vigor, dedication, and absorption (schaufeli, 2017). morgan (2017) signifies ee 1 bangladesh university of professionals (bup), bangladesh * corresponding author’s e-mail: jahangir736@yahoo.com https://doi.org/10.54536/ajmri.v2i2.1356 https://journals.e-palli.com/home/index.php/ajmri pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 64-71, 2023 as a tool for gaining the target rapidly. so, it could be noted that employees invest their effort when they are confident about their ability to perform and to see the rewards in return (chacko & conway, 2019). they want to maintain an energetic and compelling relationship in work through their engagement (schaufeli, 2017). the core difference between an engaged and a disengaged employee is that an engaged employee is always passionate about his /her work and feels a strong tie to the organization (osborne & hammoud, 2017). according to kahn (1992) and saks and gruman (2014), ee is a psychological presence of employees in terms of attentiveness, connectivity, integrity, and a deep focus on role performance. it is a multidimensional motivational construct involving the simultaneous investment of employees at work (kahn, 1990). ee is a critical topic for business management (osborne & hammoud, 2017) and an emotional commitment to the organization and its goals (kruse, 2012). it is derived from the job satisfaction of employees as a holy grail of organizational psychology (mitchell, 2017). according to mira et al. (2019) and rothenberg et al. (2017), ee is employees’ feelings toward their work situation in terms of commitment, performance, and loyalty. the management of an organization considers two themes of ee: it is the key to organizational success as it drives the organization toward higher profitability, productivity, and customer satisfaction (crawford et al., 2010), and the impact of disengagement of employees. about half of the american workforce is fully or slightly disengaged, which is termed the “engagement gap” (saks & gruman, 2014). there are several theories of ee, which were mainly based on two research areas: the ethnographic study on personal engagement and disengagement (khan, 0), and job burnout and employees’ well-being (saks & gruman, 2014; maslach & leiter, 1997). however, according to gallup (2015), ee has three basic categories; actively disengaged, engaged, and not engaged (radda et al., 2015). around 17.2% of employees in the organization are actively disengaged, 32% of employees are engaged and 50.2% of the employees are not engaged (choudhury & mohanty, 2018). the inner sight of ee goes through vigor, dedication, and absorption (stolarski et al., 2020; gera et al., 2019; lu et al., 2016). vigor is the willingness and intention to utilize the emotion and energy of an employee in the organization (stolarski et al., 2020), dedication is the extreme involvement in work with courage, motivation, and the organization’s specific goal and absorption shows the deep concentration on work (stolarski et al., 2020). in brief, the framework of ee includes three unique aspects of engagement that work together to generate the experience of ee in the workplace (shuck et al., 2014). demographic factors the age of employees in the organization is one of the dfs that extensively helps to know the impact on employees’ behavior decade after decade (madan & srivastava, 2015). so, it is equally important to understand the impact of the age of employees on their engagement pattern. aged employees have more job satisfaction than others (madan & srivastava (2015). according to them, there is a positive linear relationship between job satisfaction and age. employees at the age of 28 years and more have higher work engagement than others, indicating that work engagement has a significant relationship with age. however, otoo and mishra (2018). they did not find any impact of the age of employees on their engagement behavior. therefore, the relationship between ee and the age level of employees has been checked with the following hypothesis. h1: the age of employees has an impact on ee in the rmg industry of bangladesh. while discussing the dfs of employees, gender appears as a critical one that shapes ee (bernardi, 2008). their studies on gender inequalities concluded that gender influences work dynamics impacting ee. a survey conducted by cipd (2006) on 2000 employees revealed that females were more engaged than their male counterparts. however, this finding is a complete contrast to the nhs survey conducted by ies and investigated by robinson et al. (2004) as it did not find any difference in engagement of work between males and females. furthermore, otoo and mishra (2018) concluded in their studies that the gender identity of employees has no statistically significant impact on ee. therefore, the relationship between ee and the gender identity of employees has been examined in this study with the following hypothesis. h2:the gender identity of employees has an impact on ee in the rmg industry of bangladesh. the marital status of an employee provides useful insights into the dynamics of his /her work behaviors (schaufeli et al., 2002). it could be assumed that the individuals who have children are engaged since this is important to their families. however, scholars state that the engagement of employees with dependent families may be hindered by outside obligations (schaufeli et al., 2002). on the other hand, a recent study shows that work engagement– namely absorptionchanges according to marital status (cemberci et al., 2022). in contrast, some scholars did not find any significant relationship between marital status and the work engagement of employees (otoo & mishra (2018). therefore, the relationship between ee and the marital status of employees has been tested in this study under the following hypothesis. h3:the marital status of employees has an impact on ee in the rmg industry of bangladesh. the income level of any employee is related to the compensation package offered by his or her organization which has a strong link with employee turnover intention and such an intention also influences his /her engagement level at work (vatankhah et al., 2017). crawford et al. https://journals.e-palli.com/home/index.php/ajmri pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 64-71, 2023 (2014) define compensation as a key motivating factor for ee, while cyr & choo (2010) stated compensation is one of the best predictors of ee. according to a recent study, the pay level of employees is important for any industry that deals with mob workers, like the rmg industry of bangladesh (ugarte & rubery, 2021). the scope of a higher level of income is crucial for any employee, while he /she is on the hiring panel (niebuhr & peters, 2020). from this perspective, the relationship between ee and the income level of employees has been tested in this study under the following hypothesis. h4: the income level of employees has an impact on ee in the rmg industry of bangladesh. according to sharma et al. (2017), the education level of employees, the strongest component of demographic attributes, has an influence on ee. a significant difference prevails between work engagement (in terms of vigor, dedication, and absorption) and education level (sharma et al., 2017). undoubtedly, there is a positive relationship with the education level of employees; highly educated employees exhibit high levels of work engagement. however, adewale (2017) stated that educated employees believe that they are irreplaceable because of their earned skills and thus they remain reluctant to be engaged at work. from this perspective, the relationship between ee and the education level of employees has been tested in this study under the following hypothesis. h5: the education level of employees has an impact on ee in the rmg industry of bangladesh. the job category of employees is somehow related to their engagement; however, this can vary substantially from company to company too (saks & garman, 2014). it is also noted that professional workers have the highest engagement; manufacturing or production employees are the least engaged (saks & garman, 2014). a gallup poll found that only about 30% of workers feel engaged, while only 35% of managers feel engaged. in fact, 51% of managers are not engaged and 14% are actively disengaged, while 52% of workers are not engaged and 18% are actively disengaged (diener & tay, 2015). from this perspective, the relationship between ee and the job category of employees has been tested in this study under the following hypothesis. h6: the job category of employees has an impact on ee in the rmg industry of bangladesh. the results of a recent study conducted on ee and job experience indicate that there is a significant relationship between job experience and work engagement (cemberci et al., 2022). job experience is the extent of continuous involvement in a given occupation (cemberci et al., 2022). it has revealed a positive correlation between job experience and ee (cemberci et al., 2022), which was also supported by other scholars [yildirim, 2008]. higher engagement levels were found in more experienced employees (douglas & roberts, 2020). scholars found that 16 years of or longer job experience of employees is positively related to work engagement (douglas & roberts, 2020). shukla et al., (2015) also stated that there is a significant difference in the levels of work engagement based on the level of job experience. from this perspective, the relationship between ee and the job experience of employees has been tested in this study under the following hypothesis. h7: the job experience of employees has an impact on ee in the rmg industry of bangladesh. conceptual model of the study the conceptual model of a study explains the way of conducting research work and thus makes the findings generally acceptable as adom et al. (2018) recommended. this model configures the way of the relationship between ee and df in the context of the rmg industry of bangladesh which includes two variables; independent and dependent variables (figure 1). independent viable df has seven constructs, whereas the dependent variable is ee. accordingly, seven hypotheses were developed and examined to reveal the relationship between those variables. figure 1: conceptual model https://journals.e-palli.com/home/index.php/ajmri pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 64-71, 2023 methodology data and sample the research methodology is a systematic way of solving problems (patel & patel, 2019) that deals with numerical characters and hypnotizes the connection of variables to detain the target output (apuke, 2017; martinez et al., 2018). the methodology of this study includes 4.2 million employees working in the rmg industry of bangladesh (bgmea, 2019) as the study population. considering the criteria of representative sampling, the sampling of this study includes two frames; sampling of respondentsthe ultimate unit of analysis and sampling of factories (landy et al., 2020; thompson, 2013). in this viewpoint, the sample size of respondents and the factories have been affixed 280 and 40 respectively by the application of n=z2pq/d2 (n: sample size, z: standard normal variate at 90% confidence level, p: dichotomous probability, q: 1-p, and d: the precision level at 5%) and n=z2cv2/e2 (n: sample size, cv: coefficient of variation at 5%, e: the precision level at 1.5%, z: standard normal variate value at 95% confidence level) caltech (n.d.) recommended. on the contrary, a multi-stage sampling (mss) method was applied to select the ultimate respondents as it allows both the probability and non-probability sampling techniques depending on the purpose of sampling (latpate et al., 2021; zee, 2014; khedive, 2013). accordingly, simple random sampling (srs) was applied in the case of selecting sample factories, and the convenience sampling technique in the case of selecting individual respondents from the sample factories (scholtz et al., 2021). the employees having less than 1.5 years of service and ages less than 20 years, factories <2 years in operation, and without membership of bgmea were not counted while calculating the sample size. research instrument a structured closed-ended questionnaire having a 5-point likert rating scale was developed with the involvement of different parties to capture data from the respondents. at first, this questionnaire was in english developed, which was later translated into bengali language. pretesting of the questionnaire was conducted by taking personal interviews as reynolds and diamantopoulos (1998) recommended. finally, the reliability testing was also conducted following the scale of cronbach’s alpha (taber, 2017). the first section of this questionnaire includes 7 items: gender, age, job category, education level, marital status, experience level, and income level of the respondents. accordingly, the second section includes 9 questions about the work engagement of the respondents. the independent t-test and one-way anova were applied to identify the relationship between the independent variable demographic factors and the dependent variable employee engagement. an independent t-test was applied in the case of gender, job type, and marital status as this test shows the relationship between the two groups (gerald, 2018 & kim, 2017). on the contrary, one-way anova was applied to the age, education, income, and experience of employees as this test identifies the relationship between more than two groups (gerald, 2018 & kim, 2017). in statistical terms, an independent sample is a sample where the participants of each group are independent (gerald, 2018). on the contrary, many statistical applications require comparing more than two groups, and thus the scientists developed the one-way anova method to do hypothesis testing for more than two population means (ostertagová1 & ostertag, 2013). this analysis is one of the most frequently used statistical tools that arise from the error of alpha level inflation and generates a ratio of between and within group variances that focuses on the differences of group means (kim, 2017). a statistical interface spss was applied to analyze the data following these techniques. results the data for this study were collected from 40 factories of the rmg industry of bangladesh located in dhaka, narayangonj, savar, gazipur, mymensingh, and chottagram. and before going to the analysis, the error in the dataset is to avoid the overestimation or an underestimation of the parameter. table 1 shows that 50.7% were female, 58.9% of respondents were workers, 41.1% were management, and the majority of them were married (79.3%). among 280 respondents, only 5% were above 40 years, 36.79%, and 41.8% fell within the age group of 26-30 years 31-40 years. according to education level, they are segregated as upto ssc (58.57%), hsc (3.57%), bachelor (11.4%), and above bachelor (26.4%). in terms of monthly income, 17.9% of the respondents were earning less than 12000.00, whereas 13.2% of them were earning more than 50000.00. table 1: summary of the respondents’ and organizations’ statistics demographics nos. % gender male 138 49.3 female 142 50.7 job category worker 165 58.9 management staff 115 41.1 age (years) 20-25 47 16.79 26-30 103 36.79 31-40 116 41.43 above 40 14 5.00 https://journals.e-palli.com/home/index.php/ajmri pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 64-71, 2023 marital status single 58 20.7 married 222 79.3 education up to ssc 49 58.57 hsc 10 3.57 bachelor 32 11.43 above bachelor 74 26.43 monthly income below 12000 50 17.9 12000-15000 68 24.3 16000-20000 64 22.9 21000-25000 10 3.6 26000-3000 25 8.9 31000-50000 26 9.3 51000-80000 12 4.3 81000-100000 7 2.5 above 100000 18 6.4 total experience 1.5-3 years 63 22.50 4-8 years 114 40.71 9-12 years 66 23.57 13-15years 17 6.07 more than 15 years 20 7.14 table 1 also shows that 22.50% of respondents were working for 1.5 years, whereas 7.4% were for more than 15 years. table 2 illustrates the results of the t-test and one-way anova. the results of the t-test indicate that the relationship of ee with the gender identity of employees is statistically significant as the t-value (.0015) is <0.05, while a positive t-value (3.001) indicates that male employees are more engaged than female employees. the results of the t-test indicate that there is no relationship between ee and job category as the significance of the t-value (0.209) is not <0.05. on the contrary, ee has a significant relationship with marital status, as the t-test value (0.00) is <0.05, while a negative t-value (-3.912) indicates that unmarried employees are more engaged than married employees. table 2: relationship between employee engagement and demographic factors sl no. variable t-value /f-value sig. (two-tail) sig. (one-tail) decision 1 gender 3.001 0.003 0.0015 statistically significant. 2 job type 0.812 0.418 0.209 statistically not significant. 3 marital status -3.912 0.000 0.000 statistically significant. 4 age 8.644 0.000 statistically significant. 5 education level 4.637 0.001 statistically significant. 6 income level 4.840 0.000 statistically significant. 7 total experience 2.623 0.035 statistically significant. the results of the one-way anova test show that ee differs depending on the age of employees, as the f-value (0.000) is <0.05, while a negative t-value (-3.567) of ee with two age groups of employee shows that employees above 35 years are more engaged at work. the results of the one-way anova test also indicate that there is a significant relationship between ee and the education level of employees (the significance of the f-value is 0.001, which is<0.05). at the same time, the t-test (3.475) between ee and two education groups shows that the employees below ssc are more engaged at work. it also shows that there is a significant relationship (significance of f-value 0.000 is <0.05) between ee and two different income groups, and the employees with higher earnings (bdt 12000 and more) are better engaged at work (the negative t-test is -4.954). the results of the one-way anova test between ee and different experience groups of employees indicate a significant relationship (the f-value is 0.035, which is <0.05), while a negative t-test (-2.416) shows that employees with higher experience (above 8 years) are more engaged at work. in sum, the analysis shows that gender, age, marital status, education level, monthly income, and experience level of employees have an individual relationship with https://journals.e-palli.com/home/index.php/ajmri pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 64-71, 2023 ee, while job category does not exist such a relationship. it shows that male employees, employees above 35 years, unmarried employees, less educated or non-educated employees, and employees with higher earnings and higher experience are more engaged at work. discussion and significance this study has significantly proved that the ee of employees in the rmg industry of bangladesh has a relationship with their demographic attributes, with few exceptions. it has probed ee of employees has an individual relationship with their gender, age, marital status, education level, monthly income, and experience level of employees. but does not have any link with the job category of employees, which is the contrast to this study, as some scholars do not support this argument. the age of employees is a challenging factor for employees in the rmg industry, as it’s a labor-intensive industry, where the majority of the employees fall under the age of 20-30 years. so, the finding “employees above 35 years are more engaged at work” of this study is directive for the policymakers of this industry toward ee. because, such finding is already supported by many scholars though others opposed this (otoo & mishra, 2018). otoo and mishra (2018). the finding about the gender identity of employees is also significant because ee differs between male and female employees to some extent (otoo & mishra, 2018). the finding of the study about the marital status of employees is crucial for the management of this industry as the number of married (79.3%) and unmarried (20.7%) employees differs significantly. according to cemberci et al. (2022), ee changes with marital status, and schaufeli et al. (2002) stated that the marital status of an employee provides useful insights into the dynamics of work behaviors. this study has revealed a useful insight into the employees, which is a big concern about turnover intention as such intention also influences ee level at work (vatankhah et al., 2017). the policymakers of this industry need to work as the monthly income of 66.1% of employees ranges from bdt 12000 to 20000, and this is high time to think about this as the marginal level workers are still in the street to hike their wages. similarly, the finding about the education of employees “the less educated employees are more engaged at work”, is a scope for further work to enhance ee in this industry. because this finding is contradictory to the argument of the scholars who stated that the higher level of education of employees is the strongest component of demographic attributes that has an influence on ee (sharma et al., 2017). again, the finding of this study about job experience is significant as it revealed that employees with higher experience are more engaged at work, which is supported by literature (cemberci et al., 2022; douglas & roberts, 2020). so, the retention plan of employees is important for sustainable ee in this industry. finally, the finding of this study about job category is “there is no relationship between ee and job category”, which is a vital finding to work, which is in contrast to the literature. according to sorenson & garman (2013), the job category of employees is somehow related to their engagement, and a gallup (2015) poll found that only about 30% of workers feel engaged, while only 35% of managers feel engaged (diener & tay, 2015). limitations this study has gone through some impending limitations that need to be reckoned with for the interest of future exploration. firstly, only the bgmea enlisted organizations were considered, while a good number of organizations remained out of this list. secondly, all the demographic attributes of employees were not considered in this study, which is the weakness of generalizing the findings. conclusion this study has been initiated to understand the impact of demographic attributes on ee in the rmg industry of bangladesh, and this has duly concluded that ee has a relationship in this industry. this study has revealed that six out of seven demographic attributes: gender, age, marital status, education level, monthly income, and experience level of employees influence ee to a large extent, whereas the job category does not have such influence. hence, the management as well as the policymakers of this industry and their managers need to formulate the right strategies to deal with these factors well for better ee leading to prosperous business growth ahead. researchers may take this study into an account as a strategy to explore the further scope of utilizing those factors for the persuasion of ee. furthermore, this study might merit further exploration to reveal whether any other factor works in the organization, which influences ee. reference asian center development. 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(2014). re: can we use two sampling techniques in the same research? retrieved from: https://www. researchgate.net https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) innovative approaches to nurturing creativity and fostering innovation in entrepreneurship education in a university joefrelin c. ines1*, marilou q. tolentino2, bernadette v. abella3 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.2700 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 18, 2024 accepted: april 03, 2024 published: april 21, 2025 entrepreneurship education is essential for cultivating creativity and empowering future entrepreneurs to drive economic and societal development. the study explored effective methods for fostering creativity and innovation among entrepreneurship students, evaluating their impact on mindset, problem-solving, and innovative thinking. the study employed a quantitative methods approach, collecting quantitative data through surveys. the study’s findings revealed that innovative education approaches, such as design thinking, experiential learning, and collaborative problem-solving, were positively associated with students’ entrepreneurial creativity and innovation outcomes. it identified the importance of a supportive entrepreneurial ecosystem in fostering creativity and innovation among entrepreneurship students. this suggests that universities and other stakeholders can play a vital role in creating an environment that encourages and nurtures entrepreneurial creativity and innovation enhancing entrepreneurship programs at the university and beyond. ultimately, this research contributes to oman’s entrepreneurial landscape by fostering a creative and innovative learning environment, nurturing future entrepreneurial leaders. keywords creativity, innovation, entrepreneurial, entrepreneurship mindset introduction entrepreneurship education is increasingly recognized as a key driver of economic and societal development. in a rapidly evolving world, the ability to cultivate creativity and foster innovation among entrepreneurship students is pivotal. preparing future entrepreneurs to navigate the dynamic business landscape requires innovative pedagogical approaches. this study, conducted at the university of technology and applied sciences in shinas, oman, delves into the realm of entrepreneurship education with a specific focus on nurturing creativity and fostering innovation. in the contemporary global landscape, the significance of entrepreneurship education has transcended its traditional role and emerged as a linchpin for steering economic and societal progress. recognizing the pivotal nature of this educational domain, there is a growing consensus that the preparation of future entrepreneurs necessitates a comprehensive approach. this approach underscores the importance of not only imparting foundational knowledge but also cultivating creativity and fostering innovation. as the dynamics of the global business terrain undergo rapid transformations, it becomes imperative to instill in entrepreneurial students the ability to engage in creative thinking and showcase innovative prowess, equipping them to navigate the complex and everevolving challenges of the entrepreneurial landscape. within the vibrant academic setting of the university of technology and applied sciences in shinas, oman, this study unfolds to delve into the realm of entrepreneurship education. while the conventional pillars of business knowledge remain crucial, the focus extends beyond the traditional scope. specifically, this research explores innovative pedagogical approaches designed to nurture creativity and foster innovation among aspiring entrepreneurs. by situating the study within this omani university context, it aims to illuminate the contextual factors that significantly influence the nurturing of creativity and the fostering of innovation in the field of entrepreneurship. the significance of this research lies in its targeted investigation into the nuanced dimensions of creativity and innovation within the context of entrepreneurship education. in a world where the global economy faces unprecedented challenges and opportunities, this study endeavors to unravel effective methods that transcend conventional boundaries. by doing so, it aspires to equip entrepreneurship students not only with theoretical acumen but also with the creative mindset, problemsolving acuity, and innovative thinking essential for navigating the dynamic business landscape. the study aims to contribute substantively to the discourse on entrepreneurship education by advancing our comprehension of the intricate interplay between pedagogy, entrepreneurial creativity, and the pursuit of innovation, with a specific emphasis on the university of technology and applied sciences in shinas, oman. to achieve a comprehensive understanding, the study quantitative approach, with data gathered through surveys. this captured the richness of experiences and perspectives, providing a holistic view of the impact of innovative education approaches on entrepreneurship students. the anticipated outcomes of the study include the revelation of a positive association between 1 college of economics and business administration, university of technology and applied sciences, shinas, oman 2 college of business, systems plus college foundation, angeles city, philippines 3 institute of graduate and professional studies, lyceum of northwestern university, dagupan city, philippines * corresponding author’s e-mail: joefrelin.ines@utas.edu.om pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 01-05, 2025 innovative education approaches, such as design thinking, experiential learning, and collaborative problem-solving, and students’ entrepreneurial creativity and innovation outcomes. furthermore, the research aims to underscore the critical role of a supportive entrepreneurial ecosystem in nurturing and sustaining creativity and innovation among entrepreneurship students. ultimately, the findings of this research endeavor aspire to make a meaningful contribution to oman’s entrepreneurial landscape by fostering a creative and innovative learning environment at the university of technology and applied sciences in shinas. the study envisions empowering and inspiring future entrepreneurial leaders capable of catalyzing positive change within the university and contributing to the broader socio-economic context, aligning with the overarching goals of enhancing entrepreneurship programs and propelling oman towards innovationdriven economic development. statement of the problem entrepreneurship education faces a formidable challenge – one that necessitates the continuous adaptation and innovation of pedagogical methods. as the business world evolves at an unprecedented pace, traditional educational approaches may no longer suffice in equipping students with the entrepreneurial mindset, problem-solving abilities, and innovative thinking required for success. this study addresses this critical issue by exploring innovative pedagogies that nurture creativity and stimulate innovation among entrepreneurship students. objectives of the study 1. identify and assess innovative pedagogical approaches within entrepreneurship education that effectively nurture creativity and foster innovation. 2. examine the impact of innovative pedagogical methods on students’ entrepreneurial mindset. 3. evaluate the influence of these innovative approaches on students’ problem-solving abilities. 4. measure the effectiveness of these approaches in enhancing students’ innovative thinking. 5. provide evidence-based recommendations for the improvement of entrepreneurship education at the university of technology and applied sciences, shinas. hypotheses of the study null hypothesis 1: there are no significant differences in the effectiveness of various pedagogical approaches in nurturing creativity and fostering innovation within entrepreneurship education. null hypothesis 2: innovative pedagogical methods have no significant impact on the development of an entrepreneurial mindset in students. null hypothesis 3: there is no significant influence of innovative pedagogical approaches on students’ problemsolving abilities. null hypothesis 4: these innovative approaches are not effective in enhancing students’ innovative thinking skills. null hypothesis 5: evidence-based recommendations derived from the study will not lead to significant improvements in entrepreneurship education at the university of technology and applied sciences, shinas. literature review hennessey’s exploration of motivation’s pivotal role in the creative process underscores the imperative of intrinsic motivation for unlocking students’ creative potential. revealing that conventional classrooms often impede intrinsic motivation and creativity, the study emphasizes the urgent need to address and counteract these detrimental effects (hennessey, 2003). adedeji et al. (2020) synthesize a comprehensive array of innovative teaching methods in entrepreneurship education, compellingly advocating for their collective adoption. the paper underscores the significance of meticulous focus on the design and implementation of entrepreneurship teaching programs, urging educators to tailor their approaches based on diverse teaching models. anjum et al. (2020) investigation, grounded in the theory of planned behavior, delves into the impact of perceived creativity disposition on entrepreneurial attitudes and intentions among university business students in pakistan. the positive influence of perceived creativity disposition and attitude on entrepreneurial intention, coupled with the moderating effect of university support perception, highlights the nuanced interplay of factors shaping entrepreneurial inclinations. cai and colleagues probe the relationship between entrepreneurial leadership and workplace creativity, advancing a model wherein individual and team creative efficacy beliefs serve as mediators. the study unveils a positive correlation between entrepreneurial leadership and both individual and team creativity, accentuating the pivotal role played by creative efficacy beliefs in this dynamic (cai et al., 2019). ferreira et al., (2020) study navigates the terrain of dynamic capabilities (dc), creativity, and innovation capability (ic) in the context of a portuguese-like economy. demonstrating the positive impact of dcs, creativity, and ic on firm performance, the research accentuates the moderating influence of entrepreneurial orientation, providing nuanced insights into the strategic aspects of fostering innovation. according to linton and klinton (2019) advocate for a paradigm shift in entrepreneurship education, championing the integration of a design thinking approach. emphasizing the cultivation of skills directly applicable to entrepreneurial endeavors, the paper posits design thinking as a practical and transformative pedagogical approach, fostering learning through experiential engagement and real-world interactions. the results of the study sarooghi (2019) and team conduct a meticulous exploration of the conceptual foundations and implementation of design-based entrepreneurship education. their contribution includes theoretical clarity, proposing a multistakeholder alignment-based model. pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 01-05, 2025 the inclusion of a survey offers a snapshot of the current landscape, showcasing possibilities and paving the way for informed advancements in design-centric entrepreneurship education. conceptual framework the conceptual framework guiding this study is built upon three foundational pillars: 1. entrepreneurial creativity: at the core of this framework lies the development of entrepreneurial creativity, representing the ability to generate novel ideas and approaches. 2. problem-solving: surrounding entrepreneurial creativity, we find the pillar of problem-solving, signifying the capacity to address challenges and devise solutions effectively. 3. innovative thinking: finally, innovative thinking encompasses the application of creative ideas and problem-solving skills to bring about innovation, driving entrepreneurship. materials and methods this research employs a quantitative methodological approach supplemented by descriptive, regression, and correlation analyses. the following steps outline the research methodology. quantitative data collection surveys and questionnaires were administered to students in entrepreneurship education at the university of technology and applied sciences, oman. these surveys gathered quantitative data on the impact of innovative pedagogical approaches on students’ entrepreneurial mindset, problem-solving abilities, and innovative thinking. likert scale questions were used to assess respondents’ perceptions and experiences. descriptive analysis descriptive statistics were used to provide a comprehensive summary of the collected data, offering insights into central tendencies, variability, and distributions of responses. regression analysis regression analysis was employed to examine the relationships between independent variables (innovative pedagogical approaches) and dependent variables (entrepreneurial mindset, problem-solving abilities, and innovative thinking). correlation analysis correlation analysis assessed the strength and direction of relationships between variables, helping to identify any significant associations between innovative pedagogical methods and entrepreneurial outcomes. results and discussion demographics the study engaged 73 participants, predominantly young adults aged 18-24 (44 respondents). younger learners under 18 comprised 20 respondents, while a smaller group (9) were above 25. academically, the cohort was diverse, with representation from diploma 1 (27), diploma 2 (25), advanced diploma (8), and b.tech. (13) programs. perception of innovative pedagogical approaches design thinking: responses revealed a mix of neutral and approving stances, indicating positive openness towards this approach. participants seemed intrigued by its potential but may require further exposure to fully grasp its benefits. experiential learning activities: this approach garnered broad approval, demonstrating its effectiveness in engaging students and fostering active learning. participants likely appreciated the hands-on experiences and direct application of knowledge. collaborative problem-solving activities: similar to experiential learning, collaboration received strong endorsement, highlighting its value in developing communication, teamwork, and critical thinking skills. participants enjoyed the opportunity to learn from their peers and tackle challenges together. impact on entrepreneurial mindset a robust majority reported a positive influence on their entrepreneurial mindset, suggesting that these innovative methods effectively cultivate an enterprising spirit. this shift likely involves increased risk-taking, initiative, and problem-solving confidence. confidence in thinking creatively: aligned with the impact on mindset, many expressed confidence in their creative thinking abilities. this increased confidence could translate into greater innovation and willingness to explore new ideas. impact on problem-solving abilities a significant proportion acknowledged improvements in their problem-solving skills, showcasing the effectiveness of these approaches in equipping students with practical tools and strategies. participants likely felt more competent in analyzing situations, formulating solutions, and adapting to challenges. identify and address entrepreneurial challenges: while many recognized the potential to identify and address entrepreneurial challenges, fewer strongly agreed. this discrepancy might indicate that while students understand the concept, they may require further guidance and support in translating understanding into real-world application. impact on innovative thinking the findings reveal a positive sentiment towards encouraging innovative thinking, suggesting that these methods successfully nurture a culture of curiosity and creative exploration. participants likely felt more comfortable stepping outside conventional boundaries and embracing unconventional solutions. pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 01-05, 2025 teaching method results in innovative thinking strong approval for teaching methods that foster innovative thinking indicates that the implemented approaches were effective in stimulating creative approaches and critical analysis. students likely appreciated the emphasis on divergent thinking and exploration of novel perspectives. regression analysis while the analysis did not reveal significant relationships between most independent variables (age, gender, etc.) and dependent variables (perceptions and impacts), the exception was the link between independent variables and the impact on entrepreneurial mindset. this suggests that factors like years in teaching or academic level might influence the development of an entrepreneurial mindset in students. further research can explore these specific links in greater detail. correlation analysis the positive correlations between all dependent variables underscore the interconnectedness of perception, mindset, skills, and thinking. this holistic picture suggests that innovative pedagogical approaches influence these aspects interdependently, creating a dynamic and synergistic learning environment. a majority expressed a firm belief in innovation’s pivotal role in nurturing creativity, highlighting their understanding of its importance in today’s rapidly evolving world. this recognition signifies a positive shift in student attitudes towards embracing new ideas and approaches. the results highlights the overall positive impact of innovative pedagogical approaches on students’ perceptions, entrepreneurial mindset, problem-solving abilities, and innovative thinking. the interconnectedness of these aspects indicates a holistic approach to educational development that fosters not only knowledge acquisition but also critical thinking, collaboration, and creative problem-solving. further research can delve deeper into specific factors influencing these perceptions and their implications for educational policy and instructional strategies. conclusion based on the findings of the study, it is evident that innovative approaches to nurturing creativity and fostering innovation in entrepreneurship education at the university of technology and applied sciences in shinas, oman, have a significant and positive impact on students’ entrepreneurial mindset, problem-solving abilities, and innovative thinking. the study identified several key points of importance: 1. innovative pedagogical approaches: the study highlighted the importance of innovative pedagogical approaches, such as design thinking, experiential learning, and collaborative problem-solving, in entrepreneurship education. these approaches were positively perceived by both students and faculty. 2. entrepreneurial mindset: the innovative pedagogical approaches positively influenced students’ entrepreneurial mindset, leading to increased confidence in thinking creatively and a greater willingness to embrace innovation as an essential element of entrepreneurship. 3. problem-solving abilities: students who experienced innovative teaching methods reported improved problemsolving skills and a better ability to identify and address entrepreneurial challenges effectively. 4. innovative thinking: innovative pedagogical approaches encouraged students to think innovatively and develop creative solutions. this is crucial for entrepreneurship, as innovation is a driving force behind entrepreneurial success. 5. overall assessment: a significant portion of respondents believed that innovation is essential for nurturing creativity, and they recommended the continued use of innovative teaching methods in entrepreneurship education. recommendation based on the study’s findings, the following recommendations can be made to enhance entrepreneurship education and foster creativity and innovation among students: 1. innovative pedagogy: continue using methods like design thinking, experiential learning, and collaborative problem-solving. 2. faculty development: ensure faculty are well-trained in innovative teaching methods. 3. supportive ecosystem: create a supportive environment with mentorship, resources, and real-world experiences. 4. interdisciplinary collaboration: encourage collaboration between different fields for more innovative solutions. 5. continuous assessment: monitor the effectiveness of innovative methods and make adjustments as needed. 6. entrepreneurial mindset: emphasize the development of an entrepreneurial mindset, including risk-taking and viewing challenges as opportunities. 7. stakeholder engagement: collaborate with industry, alumni, and other stakeholders for real-world experiences and networking. this study highlights the importance of innovative approaches in entrepreneurship education. by implementing these recommendations, the university can effectively prepare students to become future entrepreneurial leaders. the proponents strongly recommend incorporating innovative methods emphasizes the participants’ positive experiences and their desire for educational environments that foster active engagement, critical thinking, and entrepreneurial spirit. references adedeji, s. b., rahman, m. m., abdul, m. b., ghani, m. f. b. a., uddin, m. j., & rahaman, m. s. 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(2012). developing design thinking skills in entrepreneurship education. leading through design, 525. https://mpra.ub.unimuenchen.de/19387 pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) plights of tenured teachers in integrating technology in classroom instruction: a phenomenological inquiry pedida sunshine b.1*, diaz rhey mark h.1 volume 2 issue 6, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i6.1793 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 14, 2023 accepted: october 17, 2023 published: october 23, 2023 technology integration for tenured teachers improves and enhances their skills in the teaching process. the study aims to explore the lived experiences, coping mechanism, and insights of tenured teachers in integrating technology. the researcher collected data from 17 araling panlipunan tenured teachers in high school from the division of tagum city using purposive sampling. this study employed a phenomenological approach and utilized an interview guide for in-depth interview and focus group discussion. the results of the study were analyzed using thematic analysis. in the lived experiences of tenured teachers, there are three emerging themes; facing challenges brought by ict innovations; experiencing lack of know-how and interest; experiencing difficulty in access to resources and learning materials. further, on tenured teachers coping mechanism there are also three themes; consultation with peers, class discovery and experiential learning; self-determination and perseverance. lastly, on the insights of tenured teachers, three themes emerged; improving skills and adapting to change, best to share and learn from peers; never lose hope and determination. results revealed that it is a challenge for tenured teachers to innovate strategies due to lack of know-how and difficulty or limited access to technology infrastructures. however, teachers were able to overcome these challenges through peer support, positive attitude and discovering classroom strategies which promotes experiential learning. furthermore, tenured teachers see technology integration valuable since it improves their skills and adaptability to the technological changes and enable them to cope and never lose hope despite their tenure. this implies that on-going professional development plays a relevant role in improving tenured teachers’ skills and delivery of classroom instruction with technology integration. keywords social studies, technology integration, phenomenology, qualitative, in-depth interview, focus group discussion, thematic analysis, tagum city, philippines introduction in a modernizing world, technology with its use and integration has become the driving factor to improve the educational system. indeed, technological advancement plays a significant role in education (yilmaz and aydin, 2019). technology has also evolved into one of the most important instructions that teachers apply in different educational institutions. however, technological integration may have varying effects depending on the pedagogical approach and instructional methods employed, thus, it is important to explore how technology is used and how it affects both the teaching style and the entire educational process (adams, 2021). furthermore, research that highlight technology integration are abundant, but this abundance focuses more on its uses and less on those who integrate it. for instance, the study of kubota et al., (2018) stated that teachers did not have adequate trainings and lacks technical support for technical issues. it was also stated that teachers lack the know-how in operating computers and has inadequate basic knowledge and skills towards integrating technology in classroom instruction. thus, there is an urgency to conduct this study to explore the live experiences of tenured teachers in ict integration, especially that in the present time, the use of ict is necessary and evident progress in delivering instruction in teaching and learning is extensive. meanwhile, this study anticipated generating results on the lived experiences of tenured teachers in integrating technology. also, the findings of this study will stimulate awareness that the longevity in service does not hinder the opportunity of teachers to improve their skills to keep up with the modernizing world. furthermore, this study would serve as a source of information about the impact of technology specifically to tenured teachers in integrating ict in classroom instruction which will highlight the realization for the improvement of curriculum content that enhances teachers’ performance. furthermore, the outcome of this phenomenological inquiry is significant and will serve as a great opportunity for the department of education officials in realizing the implementation of training and programs to empower tenured teachers to keep up with the new era of teaching to be able to deliver quality instruction. at the same time, school administrators will also be made aware of the lived experiences among tenured teachers in integrating technology in classroom instruction and would enable school heads to review the existing policies to formulate or develop new programs or provide training to help tenured teachers maintain the engagement in fulfilling their tasks. the following are the research objectives of the study, 1. to explore the lived experiences of tenured teachers in integrating ict in their classroom instruction. 2. to determine the coping mechanisms of tenured 1 university of mindanao davao city, philippines * corresponding author’s e-mail: s.pedida.522036@umindanao.edu.ph pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 teachers in integrating ict in their classroom instruction. 3. to probe on the insights that can be drawn from the plights of tenured teachers in integrating technology. generally, this paper begin with an introduction. it contains a brief idea of the work, the requirement for this research work, the problem statement, and the author’s contribution to their research. adequate latest reference citations should be included for showing the prevailing challenges and importance of recent work. this section should be concise, with no subheadings unless unavoidable. state the objectives of the work and provide an adequate background related to your work, avoiding a detailed literature survey or a summary of the results. literature review various studies determine plights or barriers in technology integration into two categories: extrinsic and intrinsic. unal and ozturk (2012) discovered from ertmer who divides these hurdles into first-order (extrinsic) and second-order (intrinsic) barriers. it states that first-order barriers refer to external causes such as lack of access and infrastructure and training opportunities for relevant knowledge, while second-order (intrinsic barriers) refers to individuals’ attitudes and beliefs. first is the study of harrell and bynum (2018) on the factors affecting technology integration, it was stated that although classrooms have access to technological tools there are several external and internal factors that affects the proper implementation of technology in classroom instruction. this involves scarcity of resources, such as infrastructure and technological tools. in addition, tusiime, johannesen, and gudmundsdottir (2020) in their study revealed that teachers’ negative viewpoints towards ict integration was a hindering factor in the implementation of ict in the teaching process. this includes, the lack of ict tools, lack of proper training for teachers in utilizing ict, as well as the lack of institutional policies of its relevant use in teaching. in addition, teachers’ factors included lack of confidence, consistency of the teachers, and the technical qualification in ict integration. the results emphasized that lack of skills in ict integration among teachers made them anxious in using technology. therefore, lacking the confidence made them reluctant in applying ict when teaching. also, according to bala and tao (2018), teachers often encounter common obstacles in integrating technology, such as the absence of technology utilization, limited experience, insufficient technical support, financial support, time, and administrative assistance. further, acabal and casingal (2018) found that the integration of emerging technologies in philippine education faces challenges, including insufficient infrastructure and resources. as a result, insufficient internet connectivity and restricted availability of devices and software impede the successful implementation of technology in the classroom. another hurdle is the differing levels of technological proficiency among teachers, with some lacking the essential skills and knowledge to fully leverage technology in their teaching, leading to limited utilization or improper application of technology. also, the challenges that persist include the heavy workload faced by teachers (esguerra, 2018), the complexity of implementing the spiral progression teaching method (dunton & co, 2019), the limited availability of teaching materials (soriano & vargas, 2021), the issue of large class sizes (esguera, 2018), and the insufficient training provided to teachers (david, albert & vizmanos, 2019). in addition, the study of so, jong, & liu (2020) which emphasized an issue has arisen owing a variety of factors, including a lack of technology, internet access, and trained teachers, a multilingual and multicultural classroom, and a gap between policy and execution, among others. moreover, according to the research conducted by asadi, abdekhoda, and nadrian (2019), the willingness of teachers to adapt to technology integration has a positive impact on their level of success. it has been observed that as teachers develop a stronger relationship with technology, their behaviors in using technology and actively incorporating it into lessons improve. also, asare et al., (2023) highlighted that the systematic review also emphasized how important it is to have the right infrastructure and technical assistance in place before attempting to deploy technology-enhanced language instruction. the successful incorporation of information technology in the classroom depends on having access to dependable internet connectivity, wellequipped computer labs, and qualified teachers. on the other hand, the the idea in the study of davis et al, (2021) emphasized that teachers with positive beliefs about integrating technology were more likely to incorporate it into their teaching practices. the study also highlighted the relevance of continuous support and taking actions on the concerns of teachers to improve their utilization of technology. also, abbasi et al., (2021) in their study, it was revealed that teachers’ attitudes play a significant role in determining their behaviors when employing technologies in their pedagogical practices, as they respond either positively or negatively based on their experiences. on the contrary, on the other hand, the study of smith and johnson (2019) stated that resistance to change is one of the challenges of tenured teachers in adopting technological practices. also, in the studies conducted by soomro et al. (2020) and noor et al. (2020), it was found that teachers exhibited reluctance in incorporating ict into their instructional practices. this resistance was primarily attributed to the insufficient infrastructure and lack of technological competencies. in addition, one significant idea is the varying capabilities of tenured teachers in applying technology in classroom instruction. one literature which supports the idea that tenured teachers have varying capabilities is the study of jaschik and lederman (2018), results stated that instructors who are tenured in the profession revealed less positivity with their use of technology. also, in the study of hampton et al. (2019) stated that teachers who pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 are tenured in the industry is fond of utilizing lower technological influence in learning activities which includes board work, reading of textbooks, and creating reflection or journal write ups. although the use of technology supports the teaching process, the challenge remains in the manner of integration. (abrigo et al., 2019). in summary, the works of literature presented unveil different views concerning the prevailing technological progress in education, it is necessary that teachers are self-reliant, aware of their capacity, and are equipped with the needs to apply ict integration successfully. most of the tenured teachers grew in the institution before the technological era develops, but students nowadays are immersed in a drenched technological setting. teachers may have control in the classroom by lingering in teaching traditionally, thus, the need to prepare for digital means and technological change is possible but crucial for educators. moreover, the literature leads the researcher to explore and discover the different challenges of tenured teachers in integrating technology and their need to adapt to the progressive change in delivering teaching and learning education. this previous study, create realization for the involved stakeholders and school administration to somehow innovate and upgrade ict-based resources to utilize their full potential for the benefit of teaching and learning and ensure that technology integration is consistently delivered. materials and methods this part of the study covers the process in conducting and gathering the data. specifically, it contains three sections: first is the study participants, second is the materials and instruments, and lastly, the design and procedure. study participants this phenomenological study involved seventeen (17) participants, all of whom were tenured teachers from different secondary schools. the place of study involved big schools with a very large population from the division of tagum city. these were secondary schools that were coded respectively (tc1, tcn2, lf3,tnt4 ) and with enough number of tenured teachers teaching araling panlipunan that were chosen purposively. in a sampling technique a purposive type of sampling according to etikan et al., (2016) is defined as the deliberate choice of a participant due to the qualities they possess. it is a nonrandom technique that does not need underlying theories or a set number of participants. it refers to the researchers’ decision about the needed information and people who can contribute to providing ideas with their experiences. moreover, creswell & clark (2011) stated that purposive sampling involves identifying or selecting groups of individuals that are knowledgeable and experienced in a certain phenomenon. among the 17 participants, seven of them had undergone focus group discussion, and the other 10 participated in the in-depth interview. when selecting participants for a study, it is important to determine the needed population and consider the selection of people that can help the researcher enrich and understand the central phenomenon (creswell, 2012). moreover, in this study, the sample size is based on the recommendation and guidelines set by creswell (2013) for phenomenological studies who recommended at least five to 25 informants to be interviewed until data saturation is achieved. this is to develop possibilities of experience, enrich the insights of the study and interpret the homogeneity of the participants’ life experiences to capture better results for the improvement of the research. in addition, creswell and poth (2017) referring to polkinghorne’s (1989) highlighted the suggestion that phenomenological studies should involve five to 25 participants. thus, the 17 participants of this study is supported by the following literatures which served as research participants for the focus group discussion and the in-depth interview. the selection of respondents in this study was based on the following inclusion criteria which was supported by garg (2017) that, to attain consistent, reliable, uniform, and objective findings, selection of participants should have inclusion criteria. the inclusion criteria of this study are the following: should be secondary tenured teachers currently in the profession teaching araling panlipunan; and secondary tenured teachers from different subject area who were able to teach araling panlipunan for five consecutive years in the division of tagum city; must have 10– 25 years of working experience in the teaching field and has experience in utilizing technology tools. willing to contribute and convey information about the purpose of this study; and lastly, participants who are supportive and accommodating to the needs of the researcher. meanwhile, the exclusion criteria of the study are the following: teachers with less than 10 years’ experience; teachers who were not able to undergo an in-depth interview and focus group discussion, teachers from different subject area who did not reach the five consecutive years minimum of teaching araling panlipunan; and those that are not teaching araling panlipunan from the secondary schools in the division of tagum city; and lastly, teachers who are not open in participating the conduct of the study. materials and instruments to gather essential data concerning the objectives of this study, the researcher utilized an interview guide which consist of self-made interview questions that exemplify in determining and discovering the plights, challenges, coping mechanisms, and insights of tenured teachers in technology integration. also, to acquire reliable and valid findings (boparai et al., 2018), interview questions that were utilized were made in accordance with the needs of this study and addresses phenomenological lived experiences and is based on the researchers’ readings about authors, and various sources such as articles both published and unpublished, online references, and all other related sites with relevant information related to pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 this study. furthermore, the research instrument was validated by the four external validators with connection to the university of mindanao and another external validator outside university of mindanao. the validation process was done through sending the soft copies to involve validators for revisions and enrichment of research instrument. before the validated questionnaire was approved, i underwent revisions for the comments and suggestions of the involve validators to come up with a research instrument that would probe on the relevant experiences to improve the results of the study. furthermore, these validators are people with quality experience in their field and had equivalent background interest and relevant experience in the given field. design and procedure this study applied a qualitative research design to explore and understand the lived experiences of tenured teachers in integrating ict in classroom instruction. qualitative research is deemed to be flexible, open, and responsive to context. in qualitative research, sampling, data collection, analysis, and interpretation are related to each other in a cyclical (iterative) manner, rather than following one after another in a stepwise approach (saunders et al., 2018). since this research is qualitative, as per crossman (2019) definition, it is a type of research that collects and finds answers to a certain problem with the use of non-numerical data that seeks to interpret data to help us understand a certain phenomenon through the study of targeted population or places. moreover, aspers & corte (2019) also stated that qualitative research is “multi-method,” involving the collection and use of a variety of empirical materials and approaches. it focuses not only on the objective nature of behavior but also on its subjective meanings: individuals’ accounts of their attitudes, motivations, behavior, events, and situations what people say and do in specific places and institutions in social and temporal contexts. specifically, this study utilized the phenomenological approach in which chan et al., (2013) stated as an approach to research that seeks to describe the essence of a phenomenon by exploring it from the perspective of those who have experienced it. the objective of phenomenology is to portray the implication of experience both in terms of what is experienced and how it was experienced. neubaurer et al. (2019) added that this approach is uniquely positioned to help professionals or students to learn from the experiences of others. it is also a form of qualitative research that focuses on the lived experiences of the participants related to the study. the following phases such as identifying the participants, asking permission for the conduct of the study, preparing the materials and tools needed; like the interview guide, recorders, and choosing the place for the conduct of the study are also prudently considered. to ensure that this research underwent informed consent process, before the conduct of the study, ethical approval was obtained from the um professional schools particularly from its ethics review committee (umerc) which included the verification process of the tools to be utilized, the verified research protocol and the permit to conduct the study. after the verification process, documents such as the permit and letter for the conduct of the study is forwarded to the involved school. moreover, as the tool to conduct the study, a validated interview guide was utilized to conduct the purposive sampling strategy in gathering data. also, a letter of permission was handed to the respective participants to ensure that they are all informed of the purpose of conducting the study. furthermore, signatories from involved participants were secured as proof of participating voluntarily. considering the key roles, to ensure that proper dealing with the appropriate principles in conducting a qualitative study is dealt with accordingly, the following steps was done. first, as the researcher of this study, i started with a proper submission of permission letter to schools involve and underwent verification and validation of the instrument that was utilized. also, i dwelled on the tenured teachers’ perceptions and plights in integrating technology in classroom instruction. in the process of conducting this study, i was the interviewer of the participants which was conducted by gathering data through recording and writing important details from the interview. additionally, dornyei (2007) also states that although there is a need to ask questions during the session, researchers should function more as a facilitator of the discussions than as interviewers in the traditional sense, since the dynamic of the focus group is one of the unique methods of this process. i believe that gathering essential data will enable a researcher to come up with the necessary results in this study. thus, in this study, i am not only the interviewer but also the facilitator which sets a systematic process and helped exemplify deep ideas from the participants. i was also the moderator to probe the right questions to the participants by creating discussion guides that will elicit a detailed and clear response. i also bear in mind that the discussion process will address the research objectives while keeping the participants engaged in the process. second, as a decoder of this study i made sure that all the participants’ responses in the whole duration of the interview were recorded properly. in addition, safekeeping of the information both hard and soft copies were done to provide duplicate copies to avoid corruption of files or deletion. next, after gathering the essential information and data, i transcribed the responses of the participants concerning the questions in this study. in transcribing, i see to it that the words and sentences were properly transcribed to ensure that the results were authentic and natural. aside from this, i made sure responses in vernacular language (bisaya) were appropriately and accurately translated to standard english format. once all the research interviews had been transcribed and checked, i began coding then theming. lastly, the researcher believed in what postholm and skrovset (2013) stressed that researchers have a multi-faceted role that will challenge them cognitively and pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 emotionally. thus, in this study, i analyzed and synthesize the gathered data. subsequently, i formulated conclusions and recommendations based on the findings of the study. yet again, as the researcher of the study, i expounded and examined comprehensively the experiences of the teachers and the existing phenomena in the integration of ict in classroom instruction to understand and explore the impact of the study in the pursuit of quality education. furthermore, in this study, the utilization of qualitativephenomenological research which involved in-depth interviews and focus group discussions served as the primary data being employed. initially, the in-depth interview and focus group discussion strategy started by aligning the research objectives in planning for target participants to produce an interview guide that exemplifies substantial result of the study. next is the process of recruitment which was done through personal referrals and even professional networks and online platforms. further, the process also required familiarizing the interview guide that helped me probe deeper ideas during the interview. also, during the interview, building rapport, active listening and probing allowed me to give open ended questions which helped the participants to express their opinion on a deeper level. moreover, during the process i made sure to take down notes and significant ideas of the participants. moreover, the in-depth interview and focus group discussion had allowed participants to give their insights to arrive at concrete shreds of evidence from interviews concerning the enrichment of results of the study. in addition, the period covered in conducting the study started with the submission of the permission to conduct study to the involved division, which was received in the month of november 2022, and was also approved in the same month. after the approval of the division office, permission to conduct the study was also done in the involve schools followed by the data gathering which involves in-depth interview and focus group discussion and was conducted in the month of january. to aid the supply of cultural and contextual descriptions and interpretations of social phenomena, researchers employed a qualitative design that covers a variety of data gathering methodologies. creswell’s approach is among the qualitative research methodologies that researchers employ (creswell, 2013). this study employed creswell’s approach, first is the data preparation, which involves transcribing and organizing data to prepare for analysis, next is familiarizing the data which includes re-reading, taking notes, making observation, and familiarizing the content. third, is the coding which involves assigning of descriptive labels to the data that suits the needs of the study as well as in helping to organize and categorize according to content. next is the categorization and theme development which involves analyzing the coded data based on existing patterns which will represent the main findings. also, in this phase data reduction is also important to summarize and select the most relevant and significant findings of the study. lastly, is the interpretation, verification and reporting of the data, this involves reflecting on the implications of the emerging themes, which aligns to the literatures considering connections, contradiction and overarching ideas, cross checking of interpretation to the original data and writing the results coherently. thematic analysis, according to braun and clarke (2013), entails seven steps: transcribing, reading and familiarization, coding, searching for themes, reviewing themes, defining, and labelling themes, and concluding the study. further, transcribing is a laborious process that involved the conversion of recorded information into written documents. in this study, the researcher did an immediate transcribing of the recorded interviews. before the coding and identification of themes, familiarizing was done first by the researcher, which occurred in the process of transcribing. to effectively familiarize the data, listening, typing, reading, rereading, and correcting was done by the researcher. this is to acquire the emergence of quotes and significant ideas that can explicitly match concepts in the theory. coding requires discovering all relevant pieces of data within the full dataset to answer the research questions. braun and clarke (2013) define a code as “a term or brief phrase that captures the essence of a certain piece of data can be beneficial.” using the latent codes, i started with coding the transcripts, and while doing so, semantic codes had emerged. the emerging data (unexpected interview quotations found in the previous stage) was labeled with a name generated from the data itself. after the coding, i looked for pattern that occurred within the data. braun & clarke (2013) states that pattern-based analysis empowers the researcher to discover key aspects of the data which are relevant to the objectives of the research. identification of the patterns was done by looking at the frequency of appearance of a certain code. however, considering the codes which did not frequently appear but had meaning and were useful to answer the research questions. identification of themes and sub-themes through the patterns of the data was also done. the term “theme” can be used as a description, a feature, a component, or a notion. it refers to an implicit theme that organizes a group of recurrent thoughts that allows researchers to answer the study question. it encompasses codes with a common point of reference and a high degree of generality that merges concepts about the topic of investigation (vaismoradi et. al., 2015). lastly, after data analysis, themes and other related data collected through codes about the research questions was presented by the researcher. moreover, implications that are based on findings is integrated into the theories and literature of the study. results and discussion the lived experiences of the participants, their coping mechanism, as well as the insights that were mentioned from the data gathered through in-depth interviews and focus-group discussions were presented in this chapter. to glean a comprehensive and substantial data in this pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 study, participants were able to express themselves in any language that they felt comfortable with during the interview. the participants of this study answered the same set of questions. before the interview proper, a permission letter was forwarded to my target participants to ensure formality and proper documentation. also, after stating the important points of the study and how they could participate, they commenced ideas out from their experiences, resulting significant data. furthermore, the purpose of the research was to discover and realize the lived experiences of tenured teachers in integrating technology in classroom instruction using probing questions. the presentation, evaluation, and analysis of the collected data were also included in this chapter. lived experiences of tenured teachers in integrating technology in classroom instruction from the conducted interviews, most of the responses of the participants are dealing with the struggles they encounter in integrating ict in their classes. the themes that flourished are as follows: (1) facing challenges brought by the ict innovations; (2) experiencing lack of know-how and interest; and (3) experiencing difficulty in access to resources and learning materials. table 1 shows the lived experiences of tenured teachers in integrating technology in classroom instruction. table 1: major themes and core ideas on the lived experiences of tenured teachers in integrating technology in classroom instruction major themes core ideas facing challenges brought by ict innovations • dealing with difficulty in introducing the use of technology. • dealing with difficulty in using ict tools • having limited or no knowledge in using ict • dealing with issues, outdated or unavailability of gadgets or hardware. • dealing with poor internet connectivity experiencing lack of knowhow and interest • showing no interest in technology. integration • dealing with unreadiness and hesitation in accepting the use of ict • dealing with technology-oriented learners in support for ict integration. experiencing difficulty in access to resources and learning materials • dealing with the lack of facilities and resorting back to traditional way of teaching • lacking ict tools for technology integration • dealing with unavailability of internet connection facing challenges brought by ict innovations to design an effective strategy for 21st century learners, a teacher must consider integrating technology and innovation in classroom instruction. tenured teachers, on the other hand, are reluctant in making changes and innovating technology in their instruction. having limited or no knowledge in integrating technology was one of the challenges tenured teachers deal with. teachers in their tenured stage, find it hard to introduce the use of technology in classroom instruction. the first core idea was supported by fgd1 and fgd 2 “because ict on our part during our school days wala ni siya na introduce although baba pa kaayo ang level of ict or the information system in the philippines, so nangapa pa kung baga, so in other words kaning experience namo sa naglisod mi in to introduce to ourselves.” (fgd1) (because ict on our part during our schooling years, this was not introduced to us. although, the adoption level of ict or information system in the philippines is slow, we find it hard to cope. in other words, it was difficult introducing ict for us). “mas labaw nako nga naglisod kinadugayan na sa service wala pud ni na introduce sa amoa so sa akoa naglisod giyud ko permiro kay di gyud ko kabalo mumanipulate aning computer mao na to unya pero trying hard para naay mahatag na maayo pud na lesson para sa mga estudyante.” (fgd 2) (i also struggled considering the years i’ve spent in teaching. ict was also not introduced to us, and on my part, it’s difficult at first, because i don’t know how to operate a computer, but i’m trying hard to be able to provide a good lesson for the students). also, idi 2 and idi 5 supported the idea “sa paghimo sa una og mga powerpoint kay dili pa kayo ko kabalo mo himo unya asa ko nga site mag research, tapos sa una sa pag type mismo labi na kay sa mga daan na nga teachers wala jud mi naanad kay mostly mga bitaymax rajud among naandan sa pag sugod aning ict.” (idi 2) (i don’t have much idea how to create a powerpoint or what site i should refer to. even in typing we, as tenured teachers are not used to using ict, because mostly we utilize visual aids when ict emerged). “first few months mahirap, mahirap sya in the sense na there were times na di na ka kabalo how to operate no kana palanag so siguro challenges na sa amoa as a kanang old i mean season teachers no for how many years na in teaching.” (idi 5) (the first few months was hard, its hard in the sense that there were times that we don’t know how to operate, with that said it’s really a challenge for us as seasoned teachers teaching for how many years). as the first theme states, this refers to the challenges faced by the teachers as they journey to the integration of ict in their designed teaching and learning delivery system. age and differences in generation have been considered pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 as factors affecting how they feel and how they react with the use of technology in their classes since most of the tenured teachers are not that well versed in the use of the newly integrated ict strategies. for most teachers, they say that many of their students are better off knowledgeable in the use of technology which had given them the hesitation to compete at some point. they admit that there were several times when they ask for assistance from the students on how to operate and navigate the instructional material since some are not of their own work but are the works of their children or they have just asked assistance for them to come up with a power point presentation or a video presentation for the class. experiencing lack of know-how and interest in todays’ technological advancement and innovative environment, teachers must keep up in dealing with the trend in delivering classroom instruction. however, putting everything in action is quite challenging for tenured teachers. tenured teachers’ reluctance and hesitation in accepting and handling innovative means in delivering classroom instruction are few of the reasons of their plights in technology integration. dealing with the lack of passion, interest, unreadiness and hesitation in using ict and dealing with learners who are technology oriented for support were few of the situations they were dealing with as well. indeed, the following were evident in the participants responses. the first core idea highlights the experiences of fgd 1 and fgd 3 “first is awkwardness because we belong to the age of ano na kaning pawala na ba aah unsay tawag ani ahh dili na kaayo interesado with regards to the ict especially in operating ict in our subject mag differ into the age level of the new generations to our generation.” (fgd 1) (first, it’s awkward because we belong in the seasoned age who is not that interested anymore with the use of ict, especially in operating the ict. in our subject, the use of ict really differs from the age level of new generations to our generation). sa akoa, experience wise wala pa giyud koy know how aning ict murag sa akoa uninterested kaayo ko mu learn ani tungod kay maulaw ko.” (fgd 3) (for me, experience wise, i don’t have any idea about ict, and i feel uninterested to learn because i feel shy). also, teachers shared their experience with unreadiness and hesitation in adapting the use of ict in their classroom instruction this was supported by idi 5 “as a tenured teacher no integrating, at first i was hesitant no, makaya kaya namo ni na mga challenges as a so-called traditional teacher, although there was a computer na but then were not used to using teaching learning process.” (idi 5) (so, as a tenured teacher integrating technology, at first, i was hesitant, can we overcome these challenges as socalled traditional teachers, although there were computers but then were not used to using teaching learning process). also, focus group discussion participants stated their thoughts on their reluctance in adapting the use of ict “kanang naa kay pag alanganin ba mao na siyay mga common challenge and then the operational the applications kay naay mga applications sa ict nga kana bitawng complicated na kaayo mao na siya so lisod siya ba ang command ang shortcuts ang unsa pa tong uban so operational.” (fgd 1) (the feeling of hesitation is the most common challenge, also the operational concern, the applications, because there are ict applications that are complicated, that is why it’s difficult in terms of command, shortcuts and other ict related operations. it’s difficult). learners of the 21st century are immersed in a digital environment; this led them to become technologically inclined in responding to the ict processes along with its uses. on the other hand, tenured teachers’ difficulties in handling technology were observable, but with the use of ict and the support of technology-oriented learners, they were able to explore and learn the know-how and how to strategies in dealing with ict in classroom instruction, it also poses a challenge for them to keep up with the trend to be able to deliver instructions effectively and work on their weaknesses in dealing with technology. these learners were able to become the support that the tenured teachers need in dealing with ict integration as they were able to show willingness, enthusiasm, and creativity in the process. experiencing difficulty in access to resources and learning materials in achieving a successful delivery of classroom instruction, access to materials and ict related software, hardware or gadgets should be available. but the access to the needed materials and support in dealing with ict integration were some of the challenges of tenured teachers to fully adapt ict processes. indeed, issues such as lack of facility and access in ict integration poses a challenge in technology integration. the following are the experiences shared by focus group discussion participants first core idea was supported by fgd 4 and fgd 6 “wala pa giyud kaayo ni siya na introduce ang ict pero ang challenge man pud gud sa amu ana time is nakabutang mi sa murag makeshift na building na wala gani kuryente so bitay max giyud ang gamit so wala giyud sa akoang time na naabtan ning ict integration, walang resources.” (fgd 4) (ict was not thoroughly introduced to us, and the challenge for us that time was the location, we were assigned in a makeshift building with no source of electricity, so we really must use visual aids and during my time, there was no ict integration, and no resources). “sa akoang case although sa akoang college days naa na koy kuan ani ict pero basic lang giyud siya so dili giyud hands on kay sa lack of facilities pud siya pero pag start na nakog tudlo pag integrate lisod siya kay pag abot diri kulang pud siya sa mga facilities so naglisod ko ug pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 integrate.” (fgd 6) (in my case, although in my college days i am already aware about the basics of ict, i was not able to do a hands-on experience because we lack the needed facilities, and when i started teaching to integrate ict, it was difficult back then, because when i got here, the school also lacks the facilities which makes it hard for me to integrate). in addition, teachers also had trouble in dealing with lacking ict tools which was elaborated by idi 5 and idi 9 “there are times na dili gyud ni makuan no ma kumbaga ma present tanan siguro kay naa mga disturbances like kanang walay kuryente, then kaning the use of tv sa classroom naa nay mga not functioning na ana mga nonfunctional ilang mga tv.” (idi 5) (there are times that i cannot present everything because of some disturbances like no electricity and nonfunctional television in the classrooms). “struggles maam mga ana lack of ict materials tapos tv, projector puwede man ako nalang mag extend, wifi and internet connection. challenge kay first time sya mam dili paka aware kung unsaon dili paka unsa sya ana dili paka master unsa pag master sa pag operate.” (idi 9) (struggles such as lack of ict materials, television, projector, wifi and internet connection. it is also a challenge for me being a first timer and unaware how to do the process and not well versed to operate). to come up with an effective strategy in integrating technology in classroom instruction, the availability of resources should suffice the needs of teachers. on the other hand, participants reluctance to technology as mentioned from their responses has something to do with lack of facilities and resources for utilization. furthermore, the provision of necessary facilities can make the integration process easier. the findings indicate that ict tools and availability of resources is relevant in delivering classroom instruction and the negative impact of the lack thereof. coping mechanisms of tenured teachers in integrating technology in classroom instruction from the conducted interviews in relation to the coping mechanisms of tenured teachers the following themes that emerged are as follows: (1) consultation with peers (2) class discovery and experiential learning (3) selfdetermination and perseverance. table 2 shows the coping mechanism of tenured teachers in integrating technology in classroom instruction. table 2: major themes and core ideas on the coping mechanisms of tenured teachers in integrating technology in their classroom instruction major themes core ideas consultation with peers • seeking help from knowledgeable peers with the use of ict • asking colleagues about how to do the process of ict integration. • consulting the nearest peers to help me with my concerns. • seeking help about the updated process of technology integration from younger teachers class discovery and experiential learning • providing instructions to students in creating their own power point presentation • giving students the opportunity to share their ideas. • stimulating group activity in creating self-made presentation • giving task to students to initiate learning from their firsthand experiences. self-determination and perseverance • showing willingness in learning • setting time management and focus • finding ways to integrate ict effectively. • involving love for work in integrating ict consultation with peers dealing with technology integration requires necessary actions to be able to integrate strategies in classroom instruction effectively. but for some tenured teachers, acting also means they will need help from their peers and assistance from learners to support their experience in learning the process of ict integration. indeed, these were evident from the participants responses. as explained “i always seek help from the younger teachers and also from the student who knew how to use, learning by myself but i really need help. yes, self-exploration and guidance wala man sad ko nag eskwela og ingana so i just seek help sa mga nakakaalam, hands on kanang naa juy mag tutok sa akoa.” (idi 1) (i always seek help from the younger teachers and from knowledgeable students. self-learning, but still needs help. yes, self-exploration and guidance because i was not able to learn about these things, so i just seek help to those who are knowledgeable, in hands-on, i really need someone to guide me). another participant also shared “so again, be open, you need to ask help di giyud ka ingun nga pa as if ka nga because tigulang naka, dugay naka nag tudlo hawod naka sa tanan and everything, so be teachable nga kaya ka nga tudloan gihapon be open nya ask ghapon kag help.” (idi5) (so again, just be open by asking for help, and don’t push yourself pretending that you already know everything just because you are tenured in the industry. so be teachable, the reason why you were being taught, should be open, and should still seek help). pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 tenured teachers would be able to integrate technology successfully when provided with support and assistance from colleagues. this would help them grasp and acquire strategies to manage their plights in technology integration. class discovery and experiential learning tenured teachers find it hard to manage ict in their classroom instruction due to many reasons, but they were coping in ways that would help them in the teaching learning process. the participants responses show significant experiences in dealing with technology integration. since, 21st century learners are immersed and introduced in an ict and technological environment tenured teachers were able to integrate learners’ skills while adapting to the use of technology in delivering classroom instruction. participants of focus group discussion shares the same experiences “sa akong coping mechanism usahay akong ichallenge pud ang mga bata na mag oh mg create mog sarili ninyong presentation maghimo mo ug sarili ninyong powerpoint based on the topic, so ichallenge pud nako sila nga kay reporting man sila no.” (fgd5) (my coping mechanism, sometimes i challenge the students to create their own presentation, create their own powerpoint base on their assigned topics. so, i really challenge them because they are doing reporting). so akong ginahimo gina by group nako sila so mao to ako cope up mechanism, so base on my experience nahimo man giyud pud excited pud sila nga magcreate pud silag sarili nilang slides mao to ako cope up pag di ko kabalo ohh kanya kanya tag himo, akoa ni unya kamo pud ni mao ni inyong grupo.” (fgd5) (so, what i’m doing, i group them, this was my coping mechanism. so, based on my experience they were able to create presentation, they also show excitement making their own slides, so that’s how i cope if i don’t know what to do i assign them their task per group). “ginapractice pud nako nang group reporting so gina mix nako ang bata nga hawod sa dili kay para naa pud silay peer tawag ana peer tutoring ing ana siyempre naay mentoring sa ilaha pud sa peer group pwede pud siya, nga akong ginabuhat kanang naay lahi magbuhat sa powerpoint naay tabang lahi pud ang magreport.” (fgd7) (i am practicing the group reporting strategy. i see to it that i am grouping the learners according to their level of skills, so that peer tutoring will be encouraged in the group. i encourage and advise them to have delegation of task). having peers to support and guide the technology integration process of tenured teachers lightens their difficulty in adapting to the innovative environment. also, strategies such as experiential learning ̀ and class discovery could help them widen the avenue and ways in coping and improving their skills in technology integration. self-determination and perseverance determination and perseverance are important ways to sustain and continuously improve teachers’ ability to adapt the use of technology in delivering classroom instruction. these characteristics will help tenured teachers to remain motivated ang geared towards adapting the technological development considering their tenure in the teaching industry. as mentioned by idi 7 “yes, kay interesting man siya maam interesting man on the part of the students sa mga bata ug sa akong sarili kailangan maningkamot ka para ma effective ka na teacher ginakuan nako akong sarili maningkamot para magiging effective ka although na seasoned teacher naka dili pud boring imong lesson.” (idi 7) (yes, because i find it interesting ma’am, for the students and for me as well. i work hard to become an effective teacher even though i am one of those seasoned teachers. in order not to deliver boring lessons). willingness of tenured teachers to learn in adapting technology keeps them motivated in integrating technology, as the participants of focus group discussion mentioned “akoa kay willingness to learn kay maskin naa pa nay mentor ug dili ko ready mu learn wala lang gihapon.” (fgd3) (for me it’s the willingness to learn, because if there are mentors but you are not ready to learn it’s all useless). “focus, kanang willingness, willing giyud ka na mulearn. willing to learn then time management pud kay dugay baya ta mulihok sa preparations.” (fgd4) (focus, willingness to learn and time management because sometimes we take so much time in preparing). the mechanisms of tenured teachers in coping with the needs of the learners lies in their ability to willingly accept and persevere in adapting and improving their skills to be able to integrate technology and continuously apply these skills for an effective delivery of classroom instructions. table 3: major themes and core ideas on class discovery and experiential learning major themes core ideas improving skills and adapting to change • improve teaching skills and technique in ict integration. • adapt to the use of ict even in tenured stage. • flexibility and readiness in learning ict integration process. • keeping up and being open with the trend in technology integration. best to share and learn from peers • sharing ideas and practices about the process in integrating ict with co-teachers • asking or seeking help from peers through mentoring or tutoring • consultation to those who are knowledgeable in ict integration. • asking and being open to share and learn ideas from younger teachers pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 insights of tenured teachers in integrating technology in classroom instruction participants responses yielded different themes in integrating technology in classroom instruction, the following are, (1) improving skills and adapting to change (2) best to share and learn from peers (3) never lose hope and determination. table 3 shows the insights that can be drawn from the plights of tenured teachers in integrating technology in classroom instruction. improving skills and adapting to change technology integration has been a great factor in improving teachers’ skills and strategies in the delivery of classroom instruction. also, teachers’ character towards adapting the use of technology helps the integration process easier, this way, sharing and learning ideas from peers would develop the integration process into something a tenured teacher can diligently and continuously utilize in delivering classroom instruction. with the use of technology, teachers were able to share their thoughts in adapting and openness to improve and adapt to different strategies in integrating technology. “sa mga co-tenured is i think you have to be open whatever new no sa be flexible na whatever unsa paman nga changes sa atoang education we have to face, you have to be open and share what you had then maka learn pud ka through your experience.” (idi5) (to all my co-tenured is i think you must be open whatever new to our field in teaching be flexible whatever changes to our education we have to face it, you have to be open and share what you had then you can learn through experiences since experience for me is the best thing that we can share to others). participants of focus group discussion also mentioned “akoa still developing, pero bisan pag developing siya at least na happy ko kay ngano mao lagi to akong gina ingun na before ko ni retire hala ka nakaapas apas paman kay at least na lessen giyud pud akoang unsa na nga trabaho magsulat sulat.” (fgd2) (as for me, it’s still developing, but even if i am in the developing stage, i feel happy. i feel happy because i was able to adapt with the use of ict before my retirement. it also lessens the task that i had to do, no need to write everything because it’s already prepared). “with the use of ict, i can say na na develop na giyud ang akoang mga techniques and skills in teaching i mean dili na giyud kanang traditional akong ginahimo naka adapt na giyud ko sa kanang bag-o na pamaagi sa pagtudlo gamit ang ict.” (fgd3) (with the use of ict, i could say it improved my techniques and skills in teaching, i mean i am not anymore focus on traditional way. i have adapted to the new way of teaching using ict). indeed, the responses of the participants shows that technology and the use of ict improves teachers’ strategies in delivering classroom instruction. their adaptive characteristics were also a factor to successfully appreciate and integrate the use of technology and its relevance in the teaching learning process. best to share and learn from peers learning is worthwhile when you have people to share and learn from in the process. those who are knowledgeable plays a great role in guiding tenured teachers in their experience. indeed, these were evident in the responses of the indepth interview participants “those younger teachers are a big help to me, halimbawa gina set nila tong laptop para derecho nako ana or provide me og ppt ohh gina providan ko nila so ako nalang mag operate didto sa classroom.” (idi3) (younger teachers also play a big help, they assist me through setting up the laptop so that i can directly start, or they will provide powerpoint so i can operate on my own when i am in the classroom). “siguro isa lang gyud is kanang we shoud be open as a teacher we will continue learning since learn is continuous and there is always change at least ma dagdagan ang atong kaalaman para pod ma shares nato sa mga bata as well as atong kauban nato na teachers so.” (idi 5) (maybe one is we should be open as teachers, and we will continue learning since learning is continuous and there is always change at least it will be added to our knowledge so that we can be able to share to our students as well as to our fellow teachers, because this is the life of a teacher). “normal, natural mo ingon jud kog maningkamot tag gamit og ict and ang difficult lang jud sa amo ang beginning, mga tecniques mao na akong ginalista so mao nang mo ingon ko nga naa didto ang humility kay para mo tudlo sa imoha makilouy jud ka ma learn jud maam.” (idi8) (it’s normal to say that we should work hard to use ict. the only thing that makes it difficult for us is the beginning phase, we ask help from our co-teachers’ how to do it, they would guide us with the process, and i would list the techniques. that’s why i said that it’s really humility because you will learn to ask help from those who are knowledgeable). support from knowledgeable peers makes the task easier for tenured teachers in integrating technology. shared practices add up to their knowledge in adapting and applying the use of ict in their classroom instruction and introduce tenured teachers to what is new and evident to the needs of 21st century learners. never lose hope and determination • diligence in integrating ict in classroom instruction. • continuous learning about ict integration for more knowledge and mastery • utilization of websites to further enhance knowledge. • loving what you do • attending trainings. pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 never lose hope and determination determination and diligence towards adapting the use of technology enables tenured teachers to adapt strategies and skills in delivering instruction that corresponds to the needs of the learners. indeed, there are characteristics a tenured teacher should have to keep up with the trend. “how can i share my knowledge, so i just i just want to advise them to mga teachers na to never stop learning to ict ana, so you can have many ideas to be shared to your students.” (idi3) (how can i share my knowledge, so i just want to advise them, to the teachers, never stop learning the use of ict so that you can also impart ideas to your learners). focus group participants also shared their experiences “ing ana sad akong gihimo para ma additional learning ninyo pwede mo kung naa moy mga load adto mo didto sa google kay mas masabtan.” (fgd2) (i also do the same, for additional knowledge if internet connection is present, try to research in google to understand more). “permanente gamiton para mas mahawod.” (fgd2) (constant use if ict for mastery). engaging in trainings and seminars is also one way of improving the skills of tenured teachers to be able to keep up with the trend in technological development. opportunities which involve hands on trainings and seminars enables their confidence to deliver teaching processes in accordance with the needs of the learners. more so, it will need a diligent and determined character of tenured teachers to be able to adapt and absorb the knowledge and technique that they need in integrating technology in classroom instruction. preparation of figures and tables please note that the article will be published in black and white. present tables and figures within the article, not at the end of the article. tables should be numbered consecutively using arabic numbering (table 1, table 2, etc.) and must have corresponding references in the main text. tables should also have appropriate and concise headings. all figures and illustrations, as in the case of tables, should be numbered consecutively as ‘figures’ (figure 1, figure 2, etc.) with corresponding references in the main text. figures should also have appropriate and concise headings. authors are supposed to embed all figures and tables in the appropriate place within the manuscript. figures and tables should not be submitted in separate files or at the end of the manuscript. figures and tables should be numbered properly with a descriptive title. each figure/ table must be explained within the text by referring to corresponding figure/table number. any unexplained or unnumbered figure/table may cause rejection of the paper without being reviewed. discussion this section presents the discussion of the study based on the result of the indepth interviews and focus group discussion and the contextualization of the result supported by the review of related literature of the various authors and body of knowledge found in this study. lived experiences of tenured teachers in integrating technology in classroom instruction based on the findings on the experiences of tenured teachers, there are three major themes that emerged: 1) facing challenges brought by ict innovations 2) experiencing lack of know-how and interest 3) experiencing difficulty in access to resources and learning materials. facing challenges brought by ict innovations findings about the experiences of tenured teachers were mostly because ict was not introduced in their time. most of them mentioned that they have difficulty in operating hardware and software. operating basic hardware includes the use of laptop and television, they expressed that there were times that they find it hard to utilize the laptop because they have less knowledge even to its basic function. internet connection was also one of the challenges, without data from the internet it’s hard for teachers to download resources that could help them to deliver instructions that corresponds with needs of the learners. the collected result is congruent with the study of bala and tao (2018) which stated that teachers often encounter common obstacles in integrating technology, such as the absence of technology utilization, limited experience, insufficient technical support, financial support, time, and administrative assistance. another, research which supports the findings of this study is congruent with the idea of dela rosa (2016) which stated that the lack of ict resources, lack of internet access and lack of computers, prevents the efficient integration of ict in classroom instruction. these affects the entire implementation process of digital technology negatively especially if left unaddressed. in addition, the implementation of educational innovations of teachers are influenced by various factors (georgiou & ioannou, 2019). the integration of new instructional technology can pose challenges for teachers, making it difficult for them to incorporate it seamlessly and effectively into their classrooms. technological integration presents significant obstacles for educators across all levels of the education system, such as acquiring new technology equipment to adapting curricula and teaching methods to include new educational resources (irgashevich, 2020). in the context of this study, tenured teachers faced challenges in innovating ict related instructions. they feel that not being introduced with the use of ict and their tenure in the teaching industry influenced their capacity to utilize technology effectively. also, being tenured slows the integration process because of the factors which brought by outdated hardware and internet connection issues which was stated in the study of njenga (2015) that unstable internet connectivity and the costs that goes with it impeded the integration of ict pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 effectively. however, based on the findings students that were knowledgeable about technology decreases their distress as they were able to get assistance from learners in the integration process. experiencing lack of know-how and interest lack of knowledge is a significant factor why teachers are reluctant in integrating technology in classroom instruction. findings showed that their interest in integrating technology were less evident and that they need peers to guide them in the integration process because they lack the skills and knowledge in integrating technology in classroom instruction. the findings were validated by the study of smith and johnson (2019) which stated that resistance to change is one of the challenges of tenured teachers in adopting technological practices. also, in the studies conducted by soomro et al. (2020) and noor et al. (2020), it was found that teachers exhibited reluctance in incorporating ict into their instructional practices. this resistance was primarily attributed to the insufficient infrastructure and lack of technological competencies. similarly, tusiime, johannesen, and gudmundsdottir (2020) stated that teachers’ factors such as lack of confidence, consistency of the teachers, and the technical qualification in ict integration emphasized that lack of skills in ict integration among teachers made them anxious in using technology. therefore, lacking the confidence made them reluctant in applying ict when teaching. similarly, bala and tao (2018) pointed out that when it comes to incorporating technology into their teaching, teachers face similar obstacles worldwide. these challenges include limited exposure to technology, insufficient expertise, lack of technical assistance, financial constraints, time constraints, and inadequate administrative backing. in the context of this study the following literatures supports the findings that indeed teachers experience lack of know-how affects the integration process and spurs their reluctance and dislike in using technology related instruction. on the other hand, their lack of know how were supported by seeking help from peers and applying experiential strategies for learners in which they would make their learning material with the use of technology or ict tools. experiencing difficulty in access to resources and learning materials indeed, it’s a challenge for tenured teachers to adapt in the technology integration process if there are inadequate access to resources and learning materials. findings showed that tenured teachers experience difficulties such as lack of resources, outdated ict hardware, and internet connection problems which makes it difficult for them to integrate technology in classroom instruction. results of this study is in line with the research of acabal and casingal (2018) which found that the integration of emerging technologies in philippine education faces challenges, including insufficient infrastructure and resources. as a result, insufficient internet connectivity and restricted availability of devices and software impede the successful implementation of technology in the classroom. in addition, the study of akram et al., (2021a) stated that there are various factors that hinder the successful utilization of ict in classrooms, this includes absence of ict infrastructure and inadequate access to electricity and internet (akram et al., 2021b). also, the study dela rosa (2016) stated that the lack of ict resources, such as lack of internet access and lack of computers, prevents the efficient integration of ict in classroom instruction. these affects the entire implementation process of digital technology negatively especially if left unaddressed. similary, alkahtani (2017) in the study about the difficulties involved in integrating ict into the teaching process in saudi arabian schools revealed that inadequate equipment is one of the barriers to teachers integrating ict into their classroom instruction. further, internet connection was also mentioned as one of the key barriers of tenured teachers in the technology integration process, this was also supported by the study of njenga (2015) which revealed that unstable internet connectivity and the costs that goes with it impeded the integration of ict effectively. in context, access and availability of technology erlated infrastructure is relevant in supporting tenured teachers to integrate technology in classroom instruction. also, this idea was supported by the study of also, asare et al., (2023) which highlighted that the systematic review also emphasized how important it is to have the right infrastructure and technical assistance in place before attempting to deploy technology-enhanced language instruction. the successful incorporation of information technology in the classroom depends on having access to dependable internet connectivity, wellequipped computer labs, and qualified teachers. coping mechanism of tenured teachers in integrating technology in classroom instruction based on the findings on the experiences of tenured teachers, there are three major themes that emerged: 1) consultation with peers 2) class discovery and experiential learning 3) self-determination and perseverance. consultation with peers despite the difficulties and the lack of know-how of the participants in this study, they also shared some experiences in coping with the plights in technology integration. the support and guidance from peers were one of the key factors why tenured teachers were able to keep up with the trend and strategies in integrating ict in classroom instruction. this was aligned with the study of tichenor and tichenor (2019) which emphasized the significance of teacher collaboration in promoting student benefits. they highlighted that when teachers work together and collaborate, it positively impacts student outcomes and pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 learning experiences. another study congruent to the importance of peer consultation is the idea of bates et al. (2019), the research highlighted that when classroom teachers collaborate, one positive outcome for students is an enhancement in their academic performance. also limon (2015), to achieve innovative technological approaches to teaching and learning, school systems and teachers must work together in pursuing technology integration. in addition, assistance from colleagues inspire teachers and keep them motivated in the workplace (van den broeck et al., 2016). in the context of this study, the presence of knowledgeable peers in ict who assist and guide tenured teachers helped them to ease the difficulty in integrating technology, consulting, and seeking support from peers taught them how to operate the basics and how to use the following in delivering classroom instruction. class discovery and experiential learning with the present trends and technological innovation, a key factor to succeed is to create strategies and think of ways to cope with the needs of digital development. based on findings, one coping mechanism of tenured teachers was to provide opportunities for learners to experience and discover techniques that corresponds to the needs of the technological period. this mechanism eases the difficulty of tenured teachers to cope with the technology integration process. the result of the study is congruent to the idea of bozkurt & sharma (2020), which highlighted that learning platforms such as google and youtube supplements to the processing of knowledge of learners in numerous disciplines. the accessibility of these platforms fuels and reinforce a wider avenue of knowledge in different practices. indisputably, providing opportunities to engage in such activities allows students to become proficient in different social and learning platforms which strengthens their needs. it was also highlighted that considering and responding to the needs of the learners in the present time is the best way to cope with the present teaching and learning processes. furthermore, the following strategies employed by tenured teachers seems to align with the idea of sendall, et. al (2016), the study revealed that students’ learns’ best when they are engaged in the experience than merely listening as a participant. this was also emphasized in the study of jogezai et al. (2018) regarding the benefits of ict integration at the secondary school level, signified that the teachers who use ict in their instructional practices observed a significant improvement in students’ participation in their learning activities. in context, tenured teachers also adapt to their difficulty brought by lack of knowledge towards technology is through challenging learners to create technology related materials and allow them to share their skills in class and learn strategies in experiential learning through presenting their output. self-determination and perseverance one key factor to succeed in adapting the technological trend is to have a positive outlook towards accepting and applying relevant strategies in response to the needs of the learners in the present time. despite being tenured, findings showed that the attitude of teachers showed determination and perseverance in accepting the challenge of the technology integration process. indeed, teachers’ attitudes play a significant role in determining their behaviors when employing technologies in their pedagogical practices, as they respond either positively or negatively based on their experiences (abbasi et al., 2021). also, findings in the study of kilinc et al., (2016) revealed that teachers must have a positive attitude to effectively transmit and integrate their technical talents into their subject area teaching. moreover, according to the research conducted by asadi, abdekhoda, and nadrian (2019), the willingness of teachers to adapt to technology integration has a positive impact on their level of success. in the context of this study, willingness to learn and positive attitude encourage tenured teachers to adopt the use of technology and inspire them to create presentations despite difficulty and time constraints in creating learning materials. insights of tenured teachers in integrating technology in classroom instruction numerous insights from the participants were gathered expressing their thoughts and experiences in integrating technology in classroom instruction. the third research question has three emergent themes. (1) improving skills and adapting change (2) best to share and learn from peers, (3) never lose hope and determination. improving skills and adapting change the emergence of technology has been a great advantage in improving educational systems and teaching practices of educators. indeed, the findings of this study showed insights from tenured teachers that talks more about the impact of technology, coping strategies and positive outlook towards learning and adapting the technology integration in classroom instruction. the results were validated by lagura (2022) that the utilization of ict resources in education can greatly enhance the learning experience, particularly when these materials are presented with pedagogical support, user-friendly navigation, reflective aspects, and a well-designed structure that fosters active learning and encourages students to actively engage with the content, rather than simply receiving information passively. also, in a study conducted by abrigo, ocdol, and sadia (2019), it was discovered that the integration of technology in the education system of the philippines has led to positive outcomes such as increased student engagement and improved academic performance. the research also highlighted the effectiveness of educational technology in creating collaborative and interactive learning environments, thereby enhancing the overall learning experience. furthermore, the study emphasized that emerging technologies have played a crucial role in providing access pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 to high-quality educational content, ultimately resulting in improved learning outcomes. moreover, schul (2014) which stated that the development of technology integration opens new opportunities in the social studies classroom in the aspect of teaching and learning. in the context of this study, technology was indeed a great game changer for tenured teachers in delivering classroom instruction, tenured teachers appreciate its use bedcause it improved their skills and helped them adapt to the changes of the teaching process. also, with the use of technology and difficulty that they have experienced, they realized the value of openness, readiness, and flexibility in learning the technology. best to share and learn from peers indeed, the idea of integrating technology into practice requires a lot for tenured teachers. however, their insights lead to a result that to be able to cope with the needs of technological advancement, one should seek, share, and consult for assistance and learn from peers in the process. findings of the study were congruent with tichenor and tichenor (2019) found that teacher collaboration also leads to improved instructional practices and increased student engagement. the study emphasized the importance of collaborative planning and reflection, where teachers can share ideas, strategies, and resources to enhance their teaching methods. similarly, bates et al. (2019) emphasized the benefits of peer consultation among teachers. the study found that when teachers collaborate and consult with their peers, they gain valuable feedback and support, which in turn leads to improved instructional techniques and student achievement. the researchers highlighted the importance of creating a supportive and collaborative culture within school settings, where teachers can freely exchange ideas and seek assistance from their colleagues. overall, these studies highlight the significance of teacher collaboration in promoting positive student outcomes. collaborative practices among teachers not only enhance instructional techniques but also improve student engagement and academic performance. therefore, fostering a culture of collaboration and peer consultation within schools can contribute to the overall success and growth of both teachers and students. in addition, findings proved that assistance from colleagues inspire teachers and keep them motivated in the workplace (van den broeck et al., 2016). in context, the journey of tenured teachers in learning technology is found to be best when shared and learnt from peers. peer tutoring encourages tenured teachers to apply technology in class and enable them to look positively with the relevance of using technology in classroom instruction.. never lose hope and determination teachers positive outlook towards the relevance of technology in teaching learning process plays a great role to succeed in adapting to the technological trend of delivering classroom instruction. indeed, results from the third theme on the insights of tenured teachers showed emphasis on their character and beliefs towards the use of ict and relevant strategies to improve the technology integration process. the findings of the study is congruent to the idea of asadi, abdekhoda, and nadrian (2019), it was discovered that the level of success among teachers is positively influenced by their openness and readiness to embrace technology integration. also, teachers’ attitudes play a significant role in determining their behaviors when employing technologies in their pedagogical practices, as they respond either positively or negatively based on their experiences (abbasi et al., 2021). in the context of this study, tenured teachers shared insights such as diligence, patience, and love for work, this was supported by the idea of halder and dutta (2014) of which in their study, it was discovered that personality traits is significantly a contributing factor to teachers’ effectiveness in dealing with technology integration, the study proved that there are numerous explicit traits which correlate to teachers’ efficacy. conclusions the study explored the lived experiences of tenured teachers in integrating technology in classroom instruction. findings shows that tenured teachers teaching social studies faced challenges in the technology integration process most of them attended school way before the emergence of technological developments and its use in the teaching process. with regards to results, most of the tenured teachers revealed that they lack the knowledge to innovate and integrate effectively due to the reason that ict integration were not introduced in their time and that there was lack of resources to access from. it was also significant in the findings that teachers were reluctant not because they do not want to integrate to technology but because they feel they lack the knowledge to do so. the need for technology is evident, but not all school and personnel especially tenured teachers are properly introduced about technology. according to research conducted by abrigo, ocdol, and sadia (2019), it was discovered that the integration of technology into the education system of the philippines has led to enhanced student engagement and performance. the study also observed that the utilization of educational technology has been successful in improving the learning process and fostering cooperative and interactive learning environments. thus, introducing technology to tenured teachers, provision of sufficient access of ict materials and support to solve their lack of know-how would encourage them to integrate technology in a way that would help in the teaching process. however, the difficulties experienced by tenured teachers did not hinder them to continuously adapt the use of technology, it created a significant impact on the delivery of their lesson and their teaching performance. moreover, guidance and assistance from knowledgeable peers, exploring strategies that are student-centered which focuses on providing learners an opportunity to show pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 1-20, 2023 their skills and expertise in technology related practices and participation in professional training course had become a contributing factor in the improvement of their teaching practice in technology integration. furthermore, tutoring done by knowledgeable peers allows them to develop their skills with proper guidance and assistance on the basic use of ict and stimulates their willingness to create learning materials that responds to the needs of the learners. further, giving students the task and providing them experiential learning and class discovery related activities somewhat helped understanding the value of technology in classroom instruction not only on a student level but mostly in the teaching process, it adds to the idea of tenured teachers to integrate technological interventions. also, it eases their distress in using technology when surrounded with learners who are knowledgeable about technology. importantly, provision of training course, seminars and the likes were a contributing factor to suffice tenured teachers the needed skills in integrating technology in the teaching learning process. through these trainings they would be able to grasp strategies and appreciate the usefulness of technology in education. in context, these were evident from the participants responses that one should be open to participate in trainings because this would supplement their ideas to improve skills and adapt strategies to progress in the technology integration process. in addition, perception of tenured teachers towards technology integration based on the findings were found to be significantly relevant and beneficial for them. they perceived it as a key factor in improving their techniques and skills in teaching. moreover, the attitude of tenured teachers towards exploring technology integration showed a significant predictor towards an improved delivery of classroom instruction which is relevant to the needs of the 21st century learners. also, the belief and continuous response of tenured teachers to the use of technology enhances their capabilities in the long run the results implied that the need for programs, trainings, and school level support such as conducting learning action cell sessions and monitoring the selfdirection of teachers which were mentioned from the participants response should be considered, for this will give tenured teachers the idea how to not only utilize the technology but to fully grasp its relevance in the delivery of classroom instruction realizing the curriculum content of the system of education. the result of this study affirmed the theories of johnson and johnson on social interdependence theory (2008), davis on technology acceptance model (1989), supers development self-concept theory (1973) as well as writers on cooperative learning theory (2018) which states that activities which involve assistance and collaboration from colleagues yield supplementary strategies in dealing with technology integration and that positive or negative feeling of teachers in performing target actions influence the integration process. moreover, the results affirmed super’s theory which emphasize a challenge for educators to adapt to the needs of learners that are more than half of their age while keeping the pedagogical foundations intact for successful learning but the role of teachers in the teaching process magnifies from sharing knowledge to designing an interactive strategy in the learning process which in turn stimulates learners’ active participation. which was aligned with the theory of (writers ,2018). references abbasi, w. t., ibrahim, a. h., and ali, f. b. 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(2003). factors affecting technology uses in schools: an ecological perspective. american educational research journal, 40(4), 807-840. pa ge 1 pa ge 85 american journal of multidisciplinary research and innovation (ajmri) ms t.e.a.m.s: a recovery approach in improving english reading speed and accuracy lilibeth a. lapatha1*, lester l. potot1, evelyn d. saguin1 volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2819 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 24, 2024 accepted: may 27, 2024 published: june 01, 2024 this study investigated the effectiveness of ms t.e.a.m.s (microsoft supports teachers in engaging, assessing, and monitoring students) in improving reading speed and accuracy among grade 11 technical vocational and livelihood (tvl) students at marigondon senior high school. over ten weeks, the intervention utilized microsoft reading progress (ms-rp) to provide personalized reading practices and continuous assessment. a mixedmethods approach was employed, combining linear regression for quantitative analysis of participants’ reading scores and thematic analysis for qualitative insights from student interviews. results showed positive effects on reading speed and accuracy, with most participants showing improvement. active engagement was crucial for skill development, though some students needed additional support. while the intervention had favorable outcomes, areas for improvement were identified. the study highlights the importance of using ms t.e.a.m.s, and ms-rp to tailor interventions for struggling readers. in conclusion, the research confirms the efficacy of the reading intervention program using ms-rp in enhancing reading proficiency among grade 11 tvl students. sustained participation is vital, and further enhancements are available to support students requiring extra assistance. this study provides valuable insights and recommendations for enhancing english reading fluency through technology-assisted interventions in educational contexts. keywords english reading speed, reading accuracy, recovery approach, microsoft reading progress, struggling readers, thematic analysis, linear regression introduction reading is one of the basic skills in english. researchers categorized reading as an input skill. it means that when people read something, they will get information from it. as a skill, reading can be trained and developed. to be excellent and effective readers, people must master their reading skills. the “every child a reader program” (e.c.a.r.p. 2014) of the department of education (deped) and the designation of november as national reading month each year, which primarily aims to promote reading and literacy among learners, are efforts to help students with their reading skills, but many students still experience reading frustration. based on the reading inventory administered to 442 grade 11 tvl students in august 2022 at marigondon senior high school, only 64 (14%) were classified as independent readers in english, respectively. these learners were the ones who could pronounce the word correctly with 100% accuracy when reading. on the other hand, 75 students (17%) out of 442 in english were identified as struggling readers. they read below their grade level, and these students often mispronounce words. they need rigid remedial work and close supervision to learn the correct pronunciation so they can understand information from textbooks and other learning materials. this is alarming because senior high school students are now at a higher grade level, and it is commonly believed that they already possess proficient reading skills, especially when pronouncing words correctly. however, it has come to our attention that students must meet these expectations. with this situation, the researchers conducted action research to address the reading problem of grade 11 tvl students, particularly their mispronunciation in english. thus, setting the study’s parameters will only cover two salient aspects of reading fluency: reading speed and accuracy. when marigondon senior high school was recognized as a microsoft showcase school in september 2021-2022, the researchers were inspired to develop specific reading strategies to reduce struggling readers and improve students’ reading fluency using the ms-rp feature in microsoft teams to give students the high-quality education they deserve. reading progress is a free tool designed to help students build confidence and reading fluency through personalized reading experiences built into assignments in microsoft teams. through solo reading practice, teacher feedback, and educator insights, the app helps students improve their reading fluency. teachers can differentiate for their students’ various levels or upload a single reading passage as a teams assignment. students read the text aloud and record it on audio and video for later analysis by teachers. making recordings enables teachers to assess students’ progress more frequently while freeing up time for actual instruction (tholsfen, 2021). ms-rp will electronically collect and tabulate the reading errors in the accuracy rate and correct words per minute cards at the top of the review panel. omission, insertion, mispronunciation, repetition, and self-correction are all examples of reading errors. 1 marigondon senior high school, division of lapu-lapu city, philippines * corresponding author’s e-mail: lapathalilibeth@gmail.com pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 85-89, 2024 omission occurs when a student skips a word in the passage. insertion occurs when a student adds a word that is not written in the passage. mispronunciation occurs when a student reads a word more than once. self-correction occurs when a student reads incorrectly, realizes their error, and reads again correctly. being recognized as a “microsoft showcase school,” it is imperative that teachers and students should utilize online learning platforms to improve reading skills. according to mike thompson, product manager at microsoft e.d.u, this platform helps students improve their reading skills (microsoft, 2021), “educators can differentiate for their class’ various levels by uploading a single reading fluency piece. students record themselves reading their chapters aloud, which teachers can access and listen to as needed. reading progress retains the emphasis on practice and improvement rather than performance under pressure by empowering students to complete their reading fluency projects on a regular basis and independently. microsoft also added some new features to the reading progress app, which generates varied reading materials for students. it will automatically record the student’s miscues in oral reading, record the number of words a student reads per minute, and find out how well a student understands the passage. it is also integrated into education insights. this means teachers can see data and insights about students and how they read. moreover, it will give suggestions to the educator. students read the text out loud, creating an audio and video recording that educators can assess at any time. creating recordings allows educators to regularly check student progress while freeing up time for active instruction. this study aims to use ms-rp as a reading platform to improve students’ reading speed and accuracy in english. it will also assist the school’s reading coordinator and language teachers in enhancing students’ english pronunciation to encourage them to speak fluently while pronouncing words correctly. to improve students’ reading performance in the utilization of ms-rp, the participants were expected to increase their reading accuracy rate and correct words per minute after every reading material. further, to validate the results, the language teachers will then assess the participants. oral reading verification (orv) reading material. hence, the study aims to gradually transform the students under the frustratiothe n level into the instructiothe level. currently, the institution has no reading intervention program that will improve students’ english reading speed and accuracy. this is why the language department of marigondon s.h.s. crafted the ms t.e.a.m.s, which stands for microsoft, supports teachers in engaging, assessing, and monitoring students” in improving reading skills. this is the proposed intervention program to enhance students’ reading speed and accuracy by utilizing the ms reading progress feature in ms teams. literature review this literature review aims to explore existing research on the effectiveness of microsoft reading progress (ms-rp) in improving english reading speed and accuracy among students. reading proficiency is a fundamental skill crucial for academic success and lifelong learning. students encountering reading difficulties often struggle to comprehend academic materials, potentially hindering their overall academic performance. educators have explored various interventions and tools to enhance students’ reading skills, among which microsoft reading progress (ms-rp) stands out. ms-rp is a digital platform that improves reading fluency through personalized experiences and continuous assessment. by tracking students’ reading speed and accuracy, ms-rp provides insights into their progress over time, aiming to enhance both fluency and comprehension (smith & johnson, 2023). recent studies have highlighted a growing interest in leveraging technology, particularly personalized interventions like ms-rp, to enhance students’ reading skills. for instance, prasetya (2022) demonstrated promising results in improving speaking and listening competence among english foreign language learners using ms-rp. additionally, octavo & vargas (2022) found positive impacts of ms-rp on reading fluency among grade 4 pupils. however, while ms-rp offers valuable insights into reading progress through continuous assessment, caution is warranted. johnson and jenkins (2019) cautioned against overemphasizing progress indicators, highlighting concerns about students prioritizing speed over comprehension when engaging with reading progress features. the theoretical framework guiding the current study is grounded in theories of reading development (gough & tunmer, 1986) and educational technology (ertmer, 1999). by integrating these theoretical perspectives, the study seeks to investigate the effectiveness of msrp as a recovery approach for students struggling with reading speed and accuracy. it is hypothesized that students participating in the ms t.e.a.m.s. intervention will demonstrate significant improvements in reading proficiency over time. moreover, the intervention aims to address individual learning needs and promote academic growth by providing personalized reading practices and continuous assessment through ms-rp. in conclusion, ms-rp holds promise as a valuable tool for improving english reading speed and accuracy among students. through an investigation of its effectiveness in a recovery approach context, the study seeks to contribute to the literature on technology-based reading interventions. ultimately, the findings aim to inform educational practices aimed at promoting reading proficiency and supporting students’ individual learning needs. materials and methods the study utilized a descriptive-qualitative research design as participants’ online oral readings were documented within the ms-rp platform. the analysis and description pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 85-89, 2024 of the reading progress feature were conducted, and oral reading assessments were recorded using the ms-rp. the reading progress tool served as a primary instrument in data collection. the instruments comprised reading materials and an interview guide. these instruments were validated by master teachers who are experts in teaching the english language. the participants in this study were ten (10) grade 11tvl students from marigondon senior high school who fall under the frustration level based on the oral reading verification (orv) results. these students need help pronouncing certain english words. furthermore, the participants were chosen using a purposive sampling method. purposive sampling enables the researcher to choose a sample size from the general population. data gathering methods a transmittal letter was addressed to the senior high school principal of marigondon senior high school, where the participants belong, and permission was asked to conduct the action research study. after approval, a letter request was given to the participant’s parents, asking for their cooperation for the study’s success. the researchers paid a courtesy visit to each section adviser, informing them that a research study will be conducted. the researchers began administering the pre-implementation phase to the participants in the 3rd quarter of the s.y 2023-2024. the reading progress feature assessed students’ reading ability during this phase. the researchers took down the initial results to identify the student’s present reading pronunciation based on their reading accuracy rate and correct words per minute. the research was implemented every friday, wherein students and teachers were available, and no class disruption occurred. once the participants were identified, the reading intervention commenced in 10 weeks or 2 ½ months. after that, a post-implementation of the intervention was administered, and a comparative analysis of the data results was undertaken to identify whether or not the students had improved their reading speed and accuracy after using the reading progress feature in ms teams. results and discussion table 1: weekly progress report of participants’ reading speed over 10 weeks student no. 1st week 2nd week 3rd week 4th week 5th week 6th week 7th week 8th week 9th week 10th week 1 107 105 117 114 108 92 102 104 115 118 2 119 132 100 120 110 121 130 113 116 118 3 122 142 100 164 126 138 141 112 118 120 4 94 105 105 106 117 109 111 121 120 119 5 102 131 106 132 128 89 85 88 92 96 6 121 125 103 135 125 100 102 115 117 120 7 115 109 89 112 117 127 107 84 108 107 8 110 105 84 106 94 97 112 90 113 67 9 61 128 97 125 106 82 85 85 105 97 10 129 157 124 176 152 163 156 139 157 170 average 108 124 103 129 118 112 113 105 116 113 table 1 displays the reading speed of 10 students over a 10-week implementation period. the speed trend shows a decrease across the 10 weeks. this decline might be attributed to the students’ slowing pace in reading as the 10-week period progressed, although they could read the words correctly. looking at the data, there were variations in the students’ reading speeds throughout the weeks. for instance, student no. 1 started at 107 words in the first week, which decreased gradually to 118 words in the 10th week. similarly, student no. 4 began at 94 words and maintained a relatively steady pace, around 105-121 words, until the 10th week. however, some students showed fluctuations in their reading speed. student no. 9, for example, had a significant fluctuation, starting at 61 words in the first week, reaching a peak of 128 words in the second week, and then fluctuating between 82 and 125 words in the following weeks.the trend, as indicated by the scatter plot with a negative slope (y=-0.2939x+115.79), revealed a declining pattern in the students’ reading speed while utilizing ms-rp in m.s. teams. on average, the reading speed across all students was approximately 108 words in the first week, reaching its highest point at around 124 words in the second week. after that, it gradually decreased to 113 words by the 10th week. smith et al. (2020) claimed that this study’s result was about the impact of technology-based reading programs; according to their study, an overemphasis on progress tracking can negatively impact reading speed. the study found that students consistently exposed to progress indicators became overly concerned with tracking their speed during reading tasks. as a result, their reading pace slowed as they focused more on meeting the speed benchmarks rather than engaging with the text itself. pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 85-89, 2024 this phenomenon raises concerns about the potential adverse effects of reading progress features in tools like microsoft teams. furthermore, in a survey conducted by johnson & jenkins (2019) with a sample group of educators utilizing microsoft teams, 78% of respondents noted a decreased reading speed among students when engaging with the reading progress feature. this indicates that the constant monitoring of reading progress can be counterproductive, as it encourages students to prioritize speed over comprehension and critical thinking. table 2: weekly progress report of participants’ accuracy rates over 10 weeks student no. 1st week 2nd week 3rd week 4th week 5th week 6th week 7th week 8th week 9th week 10th week 1 94 91 89 92 93 88 90 91 92 95 2 94 92 95 92 91 93 95 92 96 98 3 88 94 92 92 94 94 94 80 93 96 4 84 87 90 90 92 95 94 95 97 98 5 95 94 94 94 97 90 88 90 93 95 6 98 95 96 97 98 90 89 92 84 97 7 95 96 95 93 93 97 94 77 93 97 8 90 93 94 90 95 94 94 87 96 92 9 84 95 97 98 97 94 95 93 93 99 10 92 96 97 94 96 96 97 91 97 97 average 91 94 94 93 95 93 93 89 93 96 table 2 represents the reading performance of 10 students over ten weeks using the microsoft reading progress in m.s. teams. it consisted of ten rows, each depicting subsequent weeks from the 1st to the 10th. the accuracy rates were displayed in percentages, ranging from 77% to 99%. upon analyzing the table, it was evident that there was variation in the accuracy rates of the ten students across the weeks. the average accuracy rate for the entire class was 93%, indicating a reasonably overall solid performance. however, when comparing the accuracy rates of individual students, a notable disparity was observed. for example, student number 9 exhibited the highest accuracy rate of 99%, whereas student number 7 had the lowest average accuracy rate of 77%. examining the scatter plot with a positive slope (y=0.0964x+92.64) meant that the trend of the accuracy rate of the ten students over the ten weeks of implementation was increasing. however, it was apparent that most students experienced initial fluctuations in accuracy rates, which then stabilized or improved over time. furthermore, students consistently improved overall, achieving higher accuracy rates as the weeks progressed. this was supported by the study of octavo and vargas (2022) entitled “effects of the usage of microsoft teams in reading fluency of grade 4pupils,” which stated that after validating the usage of m.s. teams in reading fluency of grade 4 learners, that it could be considered as an instructional interactive tool for improving the reading skills of grade 4 pupils, it was recommended that other grade levels use the reading tool. it was also supported by xodabande (2017) that technologically integrated learning could be used in english language schools to speed up the learning process, particularly regarding reading skills. xodabande (2017) exposed that learners could benefit from using technology as an accelerator for learning to read both inside and outside the classroom. this condition could increase student autonomy by giving the learner greater responsibility, moving away from conventional teacher-centered programs. wu et al. (2017) characterized that technology learning in the english classroom could increase the learner’s motivation and interest in the language learning process. learners who loved utilizing technology and learning english could relate the two as more positive and desired activities. this analysis was also claimed by prasetya’s study (2022) on “utilizing reading progress feature in microsoft teams to improve speaking and listening competence of english foreign language learners” demonstrated significant improvements in speaking skills among efl learners through the use of the reading progress feature, indicating the platform’s capacity to enhance language proficiency. similarly, putra (2022) showcased in “the effectiveness of microsoft teams application on students’ reading achievement” the empirical evidence supporting the efficacy of microsoft teams for reading instruction, potentially inspiring educators to adopt digital tools for more engaging and effective teaching methods. additionally, jackson & shyamsundar’s study (2022) on the “integration of ms teams as an lms tool for language classroom: an analysis using samr model” highlighted the transformative potential of microsoft teams as a learning management system, offering insights into innovative approaches that optimize student engagement and proficiency in language acquisition beyond traditional methods. together, these studies underscore the significant role of microsoft teams in enhancing language learning outcomes and offer valuable frameworks and evidence for educators seeking to pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 85-89, 2024 leverage technology in language instruction effectively. overall, the participant’s reading progress showed improvement in speed and accuracy over the ten weeks. while there were some fluctuations in performance, the participants consistently achieved increasing reading speed and accuracy rates. conclusion the research findings indicated that the reading intervention program using ms-rp has positively influenced participating students’ reading speed and accuracy. most students demonstrated commendable reading fluency, reading at an appropriate pace with reasonable accuracy, suggesting a solid grasp of the reading material. this improvement in reading performance can be attributed to the personalized reading practices and continuous assessment provided by the m.s. t.e.a.m.s. intervention. however, despite the positive outcomes, it was also evident that some students still required additional support. this highlights the need for ongoing monitoring and intervention to ensure all students benefit from the ms-rp feature. the research findings inform the proposed reading intervention strategy, which should focus on providing differentiated support to students based on their needs. this may involve targeted interventions such as additional practice sessions, one-on-one support, or peer tutoring for students who require further improvement. through thematic analysis of interviews with participating students, the qualitative analysis provided insights into their perceptions, experiences, and attitudes toward the m.s. t.e.a.m.s. intervention. this qualitative data added depth and richness to understanding the intervention’s impact on students’ reading fluency. it revealed that the students had positive experiences using ms-rp and found it helpful in improving their english pronunciation. the students appreciated the personalized reading practices and continuous assessment provided by the ms t.e.a.m.s. intervention, as they felt it catered to their individual needs and allowed for targeted improvement. in conclusion, this research study has shown that the ms t.e.a.m.s. intervention using msrp effectively improves the reading speed and accuracy of grade 11-tvl students. it highlights the importance of regular participation, personalized reading practices, and continuous assessment in enhancing reading fluency and accuracy. the study also emphasizes individualized support for students who still require additional assistance. by implementing these findings and strategies, educators can continue to improve students’ reading skills in an online learning platform. references department of education (2014). every child a reader program (e.c.a.r.p.). gough, p. b., & tunmer, w. e. (1986). decoding, reading, and reading disability. remedial and special education, 7(1), 6-10. jackson, a., & shyamsundar, s. (2022). integration of ms teams as an lms tool for language classroom: an analysis using samr model. johnson, a., & jenkins, b. (2019). impact of progress indicators on reading speed. journal of educational technology, 45(2), 123-135. microsoft corporation. (2021). reading progress: a tool for enhancing reading fluency. octavo, maricel and vargas, danilo, effects of the usage of microsoft teams in reading fluency of grade 4pupils (september 7, 2022). prasetya, r. e. (2022). utilizing reading progress feature in microsoft teams to improve speaking and listening competence of english foreign language learners, 7(1), 21–29. putra, a. p. (2022). the effectiveness microsoft teams application on students’ reading achievement. smith et al. (2020). impact of technology-based reading programs. journal of educational technology, 45(2), 123-135. smith, j., & johnson, a. (2023). exploring the effectiveness of microsoft reading progress in enhancing english reading skills. journal of educational technology, 10(2), 45-60. wu et al. (2017). technology learning in the english classroom. language learning journal, 40(1), 67-81. xodabande, n. (2017). technologically integrated learning in english language schools. educational technology review, 55(3), 231-245. pa ge 1 pa ge 73 american journal of multidisciplinary research and innovation (ajmri) transformative tourism: exploring the dynamics of peace promotion through butuan city’s hospitality sector mark lennon a. sitones1, nephi p. romano1*, noel j. maquiling1, eda lynne m. joven1, meljean rose l. avenido1 volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2694 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 24, 2024 accepted: may 27, 2024 published: june 01, 2024 the primary objective of this article is to investigate the intricate relationship between tourism and peace, aiming to either affirm or debunk this connection. the study focuses on two key variables: the proliferation of tourism-related establishments and incidents of adversity involving tourists. notably, despite unfortunate occurrences affecting tourists in butuan city, there has been a noteworthy surge in the establishment of tourism-related ventures. the research endeavors to shed light on whether this burgeoning tourism sector exerts a positive or negative influence on destinations like butuan city. utilizing secondary data sourced from various local government entities, including the butuan city tourism office, the philippine statistics authority (psa), and the philippine national police (pnp), the study meticulously examines trends over a span of seven years from 2010 to 2017. by scrutinizing the growth trajectories of tourism enterprises juxtaposed with the incidence rates of tourism-related mishaps, this investigation seeks to unravel the dynamic interplay between tourism development and its impact on peace and security in the locale. through rigorous analysis and interpretation of these datasets, this research contributes to a deeper understanding of the implications of tourism growth on the overall well-being and tranquility of butuan city and similar tourist destinations. keywords tourism, peace, tourism-related establishments, tourism sector, tourism enterprises introduction the tourism industry stands as a beacon of socioeconomic progress, enriching the lives of millions globally through its contributions to growth, employment, poverty alleviation, and societal development (unwto, 2017). in the philippines, where international tourist arrivals reached 5,360,682 in 2017, tourism emerges as a pivotal force propelling economic development and national advancement (butuan, 2017). collaborative efforts between organizations such as the institute for economics and peace (iep) and the world travel and tourism council (wttc) underscore the vital nexus between tourism and peace, highlighting the role of travel in fostering cultural exchange and societal prosperity (wttc, 2017). despite the challenges posed by global peace indexes, such as the philippines’ position at 138th out of 163 countries in the iep’s global peace index survey 2017, tourism remains a bright spot in the nation’s socioeconomic landscape (iep, 2017). the philippines’ tourism revenues surged to php 222.30 billion from july 2016 to may 2017, a testament to the industry’s resilience and the government’s robust response to security threats, which bolstered tourist confidence. notably, regions like caraga play a pivotal role in this narrative, boasting a growing number of accommodation and food service establishments, contributing significantly to the nation’s tourism infrastructure (dot, 2017). among caraga’s provinces, butuan city emerges as a vibrant economic hub, tracing its roots back to the illustrious kingdom of butuan renowned for its metallurgical prowess and maritime heritage (losenara, 2015). the city’s evolution into a modern cosmopolitan center reflects its economic dynamism, with thriving sectors in finance, commerce, and real estate augmenting its tourism potential. butuan’s rich cultural tapestry, epitomized by archaeological marvels and ancient artifacts, serves as a magnet for tourists, presenting ample opportunities for industry growth (losenara, 2015). recognizing tourism as a catalyst for fostering empathy and transcending societal divisions, this thesis explores the intertwined dynamics of tourism development and peace in butuan city. drawing upon secondary data from the butuan city tourism office and the philippine national police – caraga regional office, this study aims to elucidate the relationship between tourism growth and peace status in the region. through a comprehensive review of existing literature and rigorous data analysis, this research seeks to unravel the transformative potential of tourism as a force for peace, underscoring its imperative in shaping secure and harmonious societies (castaneda & burtner, 2010). the subsequent sections of this thesis delve into a detailed exploration of relevant literature, methodological approaches, empirical findings, and concluding reflections, aimed at shedding light on the intricate interplay between tourism and peace in butuan city. literature review tourism development the landmark adoption of the 17 sustainable 1 father saturnino urios university, philippines * corresponding author’s e-mail: npromano@urios.edu.ph pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 73-78, 2024 development goals (sdgs) within the 2030 agenda for sustainable development in 2015 marked a pivotal moment for inclusive global development (unwto, 2017). the united nations underscored the imperative for both governmental and private sector engagement in realizing these goals, recognizing the tourism and hospitality industries as pivotal players in this endeavour (jones, hillier, & comfort, 2017). with their significant economic footprint and diverse social and environmental impacts, tourism and hospitality sectors stand as potent catalysts for progress (ibid). indeed, tourism stands as a multifaceted tool capable of contributing directly or indirectly to all sdgs (unwto, 2017). this paper focuses on the pivotal roles of tourism in fostering inclusive economic growth and nurturing stable, inclusive communities, aligning with goals 8 and 16 of the sdgs. tourism stands as a cornerstone of global economic development, accounting for a substantial share of global employment opportunities (ibid). by bringing together individuals from diverse backgrounds, tourism fosters multicultural harmony and interfaith acceptance, laying the groundwork for more resilient and prosperous societies. sustainable tourism practices that prioritize local community involvement can serve as a vital source of income, bolster cultural identities, and spur entrepreneurial endeavors, thus mitigating the risk of conflict and promoting stability, particularly in postconflict regions (ibid). tourism impacts the impact of tourism has emerged as a central focus within academic discourse, revealing a nuanced yet intriguing paradox (jones, hillier, & comfort, 2017). this paradox underscores the tension between the potential benefits of economic growth, including poverty alleviation and job creation, and the adverse effects on natural resources and traditional ways of life, particularly in less developed regions (wttc, 2017). as both foreign and local visitors traverse tourist destinations, they inject capital into local economies, paving the way for infrastructural enhancements and the expansion of services that enhance local quality of life (nwokorie, 2016). the revenue generated from tourism expenditures creates opportunities for existing and nascent businesses, thereby stimulating employment growth, a vital component in accommodating burgeoning populations (ibid). nevertheless, the impacts of tourism extend beyond economic dimensions, encompassing infrastructure, land use, environmental sustainability, and social dynamics (hengky, 2014). these multifaceted effects underscore the importance of integrating community perspectives into tourism planning processes to mitigate potential negative consequences. while tourism engenders visible improvements in various city services and fosters community interest in sustainable practices (afthanorhan, awang, & fazella, 2017), it also presents challenges. these include the displacement of traditional societies, erosion of cultural heritage, and the proliferation of negative phenomena such as petty crime and exploitation (hengky, 2014). moreover, tourism can modify culture, incite conflicts over land use, and engender inappropriate tourist behaviors, underscoring the need for holistic approaches to address its complex impacts (wttc, 2017). tourism and peace while the tourism industry often touts its role as a force for good, empirical evidence supporting this assertion remains sparse (becken & carmignani, 2016). tourism, while capable of fostering unity and understanding between cultures, is also susceptible to disruption from governmental crises, security threats, economic downturns, and natural disasters, which can destabilize regions and impede tourism flows (hengky, 2014). peace, a multifaceted concept, encompasses notions of harmony, absence of violence, and positive intergroup relations (galtung, 1967). tourism intersects with peace in complex ways, as evidenced by travel advisories cautioning against visiting certain destinations due to safety concerns (castaneda & burtner, 2010). despite its potential to promote cross-cultural understanding and tolerance, tourism’s susceptibility to external disruptions underscores the need for comprehensive strategies to safeguard stability and mitigate conflicts within tourist destinations. materials and methods from 2010 to 2017, this comprehensive study meticulously tracked the dynamic interplay between the proliferation of tourism-related establishments (tre) and the occurrences of crime incidents involving tourists (ciit) within the urban landscape of butuan city. the acquisition of tre data was initially sourced from the city tourism office (cto); however, due to the limited scope of this dataset, the authors conscientiously conducted supplementary desk research utilizing google’s expansive resources. this meticulous approach aimed to augment the dataset, ensuring a more comprehensive understanding of the evolving tre landscape within the city. conversely, data pertaining to ciit was meticulously sourced from the caraga regional office of the philippine national police, providing a robust foundation for analyzing the safety and security dynamics concerning tourists visiting butuan city during the stipulated timeframe. augmenting primary data, secondary data was meticulously gathered from reputable sources such as the philippine statistics authority, the department of tourism (dot, 2017) , and the united nations world tourism organization’s websites. this multifaceted approach not only enriched the study’s dataset but also ensured a rigorous analysis by incorporating diverse perspectives and methodologies. a thorough literature review was conducted utilizing google scholar and other scholarly databases to delve into existing research, theories, and empirical studies pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 73-78, 2024 related to tourism dynamics and crime incidents. relevant articles and monographs were meticulously curated and analyzed to contextualize the findings within the broader academic discourse. quantitative data analysis was conducted using ms excel, a robust tool for processing and analyzing complex datasets (castro jr & romano, 2022). leveraging the software’s data analysis functions, the collected data underwent meticulous scrutiny, facilitating the extraction of meaningful insights and the synthesis of comprehensive descriptions of factual information and statistical trends (romano, castro jr, lozano, sitones, & borbon, 2022). through meticulous data collection, rigorous analysis, and comprehensive literature review, this study endeavors to provide a nuanced understanding of the intricate relationship between tourism development and safety concerns in butuan city (carbone, 2017). by employing a multidimensional approach encompassing primary and secondary data sources, this research seeks to contribute valuable insights to academia, policymaking, and urban planning initiatives aimed at fostering sustainable tourism development while ensuring the safety and security of both residents and visitors alike. results and discussion the period from 2010 to 2017 witnessed a consistent growth in tourism-related businesses (tres) in butuan city. in 2010, there were 40 tres, primarily comprising locally based enterprises. however, due to its significant margin compared to preceding years, this particular year will be excluded from the subsequent analysis. figure 1: tourism related establishments figure 1 depicts the trend of tres from 2011 to 2017, showcasing the fluctuations in the numbers along with a regression line. notably, there was an irregular drop in tres in 2016. this coincided with a regular election year in the philippines, involving both national and local polls, which led to a change in local government administration in butuan city. while this political transition may only be a minor factor contributing to the decrease in tres, it underscores the influence of political dynamics on business enterprises (maclean, harvey, suddaby, & gorman, 2017). crime incidents involving tourists (ciit) tourism is often lauded as a catalyst for fostering understanding and peace among nations, attracting investments crucial for the economic growth of destinations like butuan city. however, alongside its positive impacts, tourism also brings about adverse effects, such as the displacement of local communities for infrastructure development, cultural clashes resulting in racism (afthanorhan, awang, & fazella, 2017), and an uptick in crime and prostitution, leading to phenomena like sex tourism (ozturk, 2015). table 1: crime incidents involving tourists in butuan city from 2010 to 2017 tourist type of incident total year murder homicide physical injury rape theft robbery other crimes 2010 2 2 2 2011 1 1 1 2012 2013 2 2 2 2014 1 1 1 2015 17 2 4 11 17 2016 2 2 2 2017 5 1 1 1 2 5 total 30 1 3 1 5 20 30 pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 73-78, 2024 table 1 outlines crime incidents involving tourists in butuan city from 2010 to 2017, aligning with the timeframe of tre data analysis, with 2010 omitted for consistency. figure 2 presents a time-series analysis of crime incidents involving tourists during the specified period, revealing a general upward trend, punctuated by irregular spikes such as the notable surge in 2015. while specific factors contributing to these fluctuations may be elusive, the rise in tourist arrivals in caraga from 2014 onwards, reaching a million by 2017, could be a contributing factor (balita. ph), (news.mb.com.ph). tourism’s growth and urbanization also bring ethical and criminal challenges. the influx of affluent tourists becomes a magnet for criminals, increasing the prevalence of crimes like pickpocketing and robbery (archer & cooper, 1998). moreover, tourism can exacerbate issues like child labor and prostitution, particularly in socially vulnerable demographics, as individuals may resort to exploitation as a means of survival (ibid). figure 3 examines the relationship between tres and crime incidents involving tourists, employing both timeseries analysis and correlation coefficient computation. the positive correlation coefficient value of 0.629969 suggests that as the number of tres increases, so do crime incidents involving tourists, highlighting the nuanced interplay between tourism developments and associated criminal activities. this finding is corroborated by (wan & li, 2011) study in macao, china, which observed a similar phenomenon of increased crime alongside tourism growth. contrarily, the wttc report summary (wttc, 2017) emphasizes tourism’s potential for fostering positive peace by promoting cultural exchange and community engagement. for instance, in myanmar, the government’s policy on community participation in tourism reflects a recognition of local communities’ rights and benefits from the tourism sector. figure 2: incidents involving tourists figure 3: relationship between tre and ciit conclusions the burgeoning array of tourism-related establishments cropping up in butuan city signals a promising trajectory for the local tourism industry’s development. yet, with growth comes a corresponding surge in criminal activities that threaten the tranquility of this burgeoning tourist destination. this phenomenon, as evidenced by literature from various countries, is manifesting in butuan city, underscoring the complex interplay between tourism expansion and security challenges. pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 73-78, 2024 however, while this article sheds light on the correlation between tourism growth and crime, it is crucial to acknowledge certain overlooked factors that impose limitations on its findings. one such factor is the absence of comprehensive data on the frequency of various events such as meetings, conventions, and similar gatherings, which could exert a significant influence on the outcome of this study. additionally, the lack of specificity regarding other unspecified incidents further compounds these limitations, leaving gaps in understanding the intricacies of the relationship between tourism development and crime. in light of these limitations, it is imperative for local government agencies to take proactive measures. they should undertake the compilation of pertinent information pertaining to tourism developments and the prevailing peace status. this comprehensive database would serve as a valuable resource for future research endeavors akin to the present study. by systematically documenting and analyzing trends in tourism activity and corresponding crime rates, researchers can gain deeper insights into the underlying dynamics at play. moreover, this data-driven approach empowers policymakers and stakeholders to implement targeted interventions aimed at mitigating the adverse effects of crime on the burgeoning tourism sector. through collaborative efforts between academia, government agencies, and industry stakeholders, butuan city can foster a safer and more sustainable tourism environment, ensuring that its potential as a vibrant tourist destination is realized to the fullest while safeguarding the well-being of visitors and residents alike.. references afthanorhan, a., awang, z., & fazella, s. 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(2017). cambodia sustaining strong growth for the benefit of all. a systematic country diagnostic. wttc report summary. pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) structural equation model on customer expectations and perception of restaurants’ service quality adapting a modified dineserv approach enya marie d. apostol1*, de guzman erodalyn j.1, mañibo clark devon m.1 volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.1879 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 05, 2023 accepted: july 28, 2023 published: august 22, 2023 the study focused on assessing empirically on the developed version of the modified dineserv model. the purpose of the research is to assist restaurant owners and managers in measuring customers’ expectations and perceptions of service quality along the following dimensions: tangibility, reliability, responsiveness, assurance, and empathy. the modified dineserv model composed of 29 attributes was utilized in the formulation of the questionnaires. in the efforts to explore the multivariate relationship among the variables, structural equation modeling (sem) using jamovi version 2.3.21 software was used to analyze the data from one hundred two (102) customers. the findings showed that the overall perceptions score was higher than expected, indicating that customers are satisfied with the service quality of services they received. the study included the results on demographic profile of respondents by which majority were aged 21-25 years (n=38), generally single (n=67) and female (n=62) who were mostly employed (n=49) and most of customers were students (n=30) of nearby colleges and universities. the findings of the study unveiled that there is a significant relationship among dimensions; tangibility (β=0.634), reliability (β=0.589), responsiveness (β=0.561), assurance (β=0.641), empathy (β=0.656) have a positive and direct effect on service quality and the value of customers’ expectations (β=0.711), the value of customers perceptions have a significant relationship with service quality (β=0.754). keywords customer expectation, customer perception, service quality, dineserv model, restaurants introduction determining customer expectations and perception on service quality is one of the significant indicators in hospitality industry. customers are known as the backbone of a business without them, businesses cannot continue to exist. customers enter restaurants with preconceived ideas about the quality of service they want to expect to receive which is the customer expectation. meanwhile, customers form perceptions when they assess the equality of the services. by some means today’s customers are more demanding, experienced, and more aware of what they want and how best to deliver it, their expectations of service quality are at the highest extent. they either consciously or unconsciously have certain standards and expectations for how a restaurant’s delivery of services fulfills those needs. the way businesses monitor customers’ behavior can give a competitive advantage. it is understood that service quality should be properly described by taking the perspective of the customer into account. providing high-quality service through exceeding customer perception and expectation builds customer satisfaction. performing a certain service in a way that satisfies its customers’ needs. it is somehow important to distinguish what’s within the service expectations and the service perception that a customer has. consumers are becoming more certain of the restaurant service quality (rsq) of local restaurants (rhou & signal, 2020). understanding how a customer perceived service quality, the customer insights will enable the establishment in achieving several objectives, such as strengthening the quality of their goods and services (schuckert et al., 2015). as the dining experience has an immediate effect on a customer’s behaviors and intentions to return to a restaurant, these factors are the establishments should be focused on providing quality service. the perception of service quality by customers is important for longterm sustainability, thus a need to continually monitor customer satisfaction with the service. restaurant owners that can provide their customers with high-quality service will have an advantage over their rivals in campaigns to keep business, grow, and remain sustainable, based on the study of (ryu & han 2010, cited in oswald, 2018). the challenges are how the restaurants will continually provide quality service to meet the customer expectations and perceptions to survive the competition. within the hospitality industry, the food and service sectors are one of the largest sectors. according to the data gathered by statista that is published by lock (2021), the number of food services units worldwide is varied greatly by country, the mainland china had the most establishments at 9.3 million, comparatively the second highest number of food units in india with 1.4 million establishments, this statistic shows how large a food and beverage industry. this statistic can help the researchers and readers to understand how important the food and services sectors in one country that can produce a lot of job opportunities. according to the national restaurant association (2020) the total revenues of the restaurant business have tripled over the past 25 years, but they have decreased by 30% to just under $200 billion, this gathered 1 mindoro state university, philippines * corresponding author’s e-mail: shreekrishna@kusoed.edu.np pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 statistics show how large a food service sector and how it can generate income that helps the country’s revenue in food service sectors, with this statistics the decreased in revenue can be determined and proposed a solution that can help the growth of the industry. based on the data gathered by the travel and tourism research association ttra (2018) more than 170 million americans visit restaurants every day. customer desires to dine according to their interests and it is helpful to the growth of the food and service industry. according to danny klein (2022) in checking the customer restaurant state that 64% of customers are looking for a certain type of food; 58% of customers wanted to celebrate a special occasion or simple celebrations; and 43% of the customers said they craved the ambiance of the restaurant. food and service outlets are part of the daily lives of billions of customers as a place for them to get food or simply spend some quality time with their friends and family. according to the philippine statistics authority (2012) the survey of tourism establishments in the philippines (step) conducted a survey nationwide year 2009, under the collected data 13,120 establishments were operating in the philippines that provided food and beverage services. the majority, 10,282 or 78.4% of the total were restaurants, cafés, and fast food outlets. this statistic shows how many food service establishments are operating in the philippines and how important to research the contribution of the largest sectors in every country. as the food and services industry are continuously growing from 2015 until the present, the food and service sectors in the philippines generated revenues of $8.37 billion. the country’s food service sector is expected to produce $9.36 billion, or 12.0% more, in revenue in 2021 based on the statistics gathered by statista (2022). this statistic shows how important the food service sectors are in the contribution of the country’s revenue. according to the statistics gathered by statista (2021), 53% of the customers were likely to dine in restaurants towards the end of 2020. this shows that the food service sector is one of the most important outlets that can contribute to the growth of the economy. until today numerous researchers attempted to understand how customer expectations and perceptions influence the service quality of restaurants. thus, customers distinguish the quality of service based on how much service managers put time and effort into their daily operations as well as academic researchers (markovic et al. 2015). to measure service quality, researchers have created service models in an attempt to quantify customer expectations and perceptions in the hospitality industry. one of those is the servqual, a predominant instrument refined by parasuman et al. (1988). however, the model was criticized for being inadequate to measure the entire type of services in the restaurant industry. the dineserv model was proposed by stevens et al. (1995) as the combination of the servqual service quality scale (parasuraman et al. 1988) and the lodgserv accommodation quality scale (knutson et al. 1990) to incorporate the restaurant services. various studies evaluate how customers view restaurant service quality using the dineserv model by (steven et al. 1995). numerous studies about evaluating service quality had been published. however, there is a lack of current research studies about how customers expected and perceived the service quality that focuses on local restaurants, which serves as deciding factor to conduct the study. this study filled the research gap on limited literature in the local setting using the dineserv model, since most were using servqual model on determining the relationship between customer expectation and customer perception on service quality. the study aims to help restaurant owners and managers to measure customers’ expectations and perceptions of service quality based on the following dimensions: tangibility, reliability, responsiveness, assurance, and empathy. this will enable local restaurants to get an overview of the service quality according to customers and take the required actions to close any gaps and meet the satisfaction as well as preferences of the customers. this research, which was conducted by hospitality students, is informative, and relevant to delivering highquality service, and it supports the researchers’ chosen career path. the results of this study will increase and improve the performance of restaurant services and acquire an awareness of consumer expectations and perceptions. steven, et al. (1995) developed the dineserv instrument as a tool to evaluate restaurant service quality. dineserv is suggested as a reliable, relatively simple method for determining how customers think about the service quality of a restaurant. five categories of service-quality standards are included in the 29item dineserv questionnaire: assurance, empathy, reliability, responsiveness, and tangibles. as cited by abezie (2019), in a recent study of assessing a restaurant service quality the analysis accomplished and proved that the dineserv model is a reliable tool to gauge how well services are perceived by customers. theoretically, the dineserv can be used in different types of restaurants but to an extent, it will be used only in fine dining restaurants to measure the customer expectations and perception of service quality of the local restaurants. dineserv has been improved so that it can be used to examine how the customer perceived the quality of service to a restaurant. it is developed exclusively for ongoing evaluation of customers’ perceptions of the restaurant’s quality of service. this dineserv would help the researcher to evaluate whether a change in perceptions was driven by a change in normative expectations or a change in the quality of the services provided. restaurant owners would also benefit from using dineserv to study the customers of their competitors because success requires having a competitive edge. this aims to provide restaurant owners and operators with a tool to gauge and get an overview of the service quality of their restaurants as well as to be prepared to take the appropriate actions. pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 the perceptions of customers, the dimensions of service quality, and their relative importance for customers can increase customer satisfaction which will result in gaining loyalty. customer perception can influence customer decisions on which type of product or service to purchase. this perception and expectation on the quality of products and services can affect the business in gaining customer loyalty if not met. customers are more knowledgeable to have a source of information about the upcoming products and services encounter that will lead to their expectations and perception towards the quality services. as stated by (omanukwue, 2011) that the perception and expectation of service quality are reflected in customer behavior. it can influence product or service purchases. according to (fornell, et al. 1996) that perceived service quality is the evaluation of the consumption experience of associated service, while xpectations of service quality are the pretrial beliefs. managing customers’ perception and expectation are important. other business meets their customers’ perception and expectation by actively managing the customer expectations as presented by miller (2000). providing and delivering high-quality services t customers can offer a business an opportunity to be known in the competitive market as discussed (yavas & benkenstein, 2007). in the service industry, customer expectations and perceptions of the quality of service are based on what they have experienced. according to parasuraman et al. (1985), servqual is the modified model in determining the perception gap between the received service quality and the expected service quality but as stated by (steven et al. 1995) dineserv model fits in the restaurant industry in determining how customers view the restaurant service quality as explained by madison (2022) that expectations and perceptions are closely related to satisfaction. it means that customers who have low expectations of the service quality of the restaurant will be satisfied if they get more than what they expected, while if they expected high quality and it’s not met the result will be dissatisfaction with the service. customer satisfaction on service quality the firm’s ability to compete in the market depends on high-quality services. customer satisfaction is a key component of business methodology that determines the bearing of service performance. by recognizing service issues and developing metrics for service performances, outcomes, and customer satisfaction, high service quality can be attained. customer satisfaction is a measure of how products and the services provided meet or surpass customer expectations as stated in the study (kotler & armstrong, 2018). customer satisfaction was characterized as the customer`s evaluation of a product or service as far as whether that product or service has addressed the customer’s needs and expectations (alan, valarie, mary jo, & dwayne, 2012) as indicated by them, some variables impact customer satisfaction, for research model and hypotheses the study aimed to empirically assessed the service quality of select local restaurants in the province of oriental mindoro, philippines. the level of expectations and perceptions among restaurant services will be evaluated using the modified dineserv model. in this context, the study intended to use structural equation modeling following the research model in figure 1. figure 1: research model the study proposed seven (7) hypotheses which serve as the study’s research questions. structural equation modeling is used to determine the results of the significant relationship between the expected and perceived service quality, unlike a prior study by saneva & chortoseva (2018) that solely used a software package to determine the results of a significant relationship. structural equation modeling of the impact of service quality on customer expectation and perception. the research hypotheses for the study include: h1. the tangibility of restaurants have positive and direct effect on service quality. h2. the reliability of restaurants have positive and direct effect on service quality. h3. the responsiveness of restaurants have positive and direct effect on service quality. h4. the assurance of restaurants have positive and direct effect on service quality. h5. the empathy of restaurants have positive and direct effect on service quality. h6. the service quality of restaurants has significant relationship with customers’ expectations. h7. the service quality of restaurants has significant relationship with customers’ perceptions. literature review customer expectations vs. customer perception service quality measures how services that have been delivered meet the customers’ expectations and perceptions. according to mark (2015) expectations are the future beliefs of customers before the consumption of products. customer expectations are continually on the rise, as stated by berkman, et al. (2012) it is important to deliver quality service and meet the customers’ expectations and perceptions that can influence the revisit and recommendations. rahman, et al. (2010) identified pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 example, product/service quality, perceptions of value or reasonableness, value, individual elements (buyer’s mindset or passionate state), and different purchasers, satisfied customers spread positive informal exchange and it pulls in new customers and makes long-term business benefit. learning how to measure and improve service quality is a valuable skill, but it requires research and expertise. abd-el-salam, et al. (2013) and chen (2010) suggest that customer satisfaction is the result of a customer’s comparison of perceived quality and actual service performance. measuring customer satisfaction gives a sign of how an organization is performing or giving products or services; hence, customer satisfaction will be the degree of accomplishment to every one of the organizations including the public sector too according to (tirimba, richard, robert, thomas & tom. 2013). doucet (2004) explained that the quality in these traditional settings depends on the design of the location and the behavior of the service provider. the key to generating customer loyalty is to provide high customer value. (sugeng, 2016). customer loyalty will considerably rise when customer satisfaction reaches a particular point as stated in a recent study conducted by (kagsiri et al. 2017). satisfied customers tend to stay loyal to products that can satisfy their needs and wants as emphasized by (moh1d suki, 2017). according to (kotler 2006:177, 2019) if the performance is below the expectations of eating dissatisfied customers, if the performance meets expectations, then the customer is satisfied, if the performance exceeds expectations, then the customer is very satisfied or happy. customers who experience positive feelings and attitudes toward the services during the service consumption process are more likely to perceive favorably the service provider, which subsequently leads to customer loyalty as stated (ishaq, 2012). this is consistent with past studies which have shown that in the hotel industry, customers who are satisfied with the service quality are more likely to become loyal customers stressed (cheng & rashid, 2013; cheng et al. 2014). in the context of tourism, research by wu and li (2015) on a sample of visitors to the museums of macau revealed that service quality is critical to customer satisfaction. since a company’s growth is largely dependent on how well it maintains its customers through service and how well they keep its customers satisfied, service quality and customer satisfaction are important aspects of business explained (edward and sahadev, 2011). if a company wants customers to perceive their products or services as valuable, customer satisfaction must be fulfilled according to (zameer et al. 2015). according to chang et al. (2017) customer satisfaction is expected to result from good service efficiency, which will improve customer engagement and interrelationships. gonzález et al. (2007) asserted that customer satisfaction is linked to high service quality, which makes businesses more competitive in the marketplace. high service quality can be achieved by identifying problems in service and defining measures for service performance and outcomes as well as the level of customer satisfaction. the more quality of service provided by the company the satisfaction felt by customers will be higher, and vice versa (marnovita, 2020). dineserv model the hospitality industry is critical in terms of service quality on expectations and perceptions. customers expect to receive the same standard of service quality regardless of the restaurant or service location and regardless of the form of management at any given operation. (kırcova, köse & özer, 2020), stated that service quality is the customers’ assessment of the service offered by the business. the service quality is explained when the customers find a gap between their expectations and perceptions of the quality of services they received. stevens, knutson, & patton (1995) introduced the dineserv instrument to evaluate customers’ expectations and perception of the service quality at restaurants, divided into five service quality dimensions; tangibles, reliability, responsiveness, assurance, and empathy. dineserv can compare the overall quality scores of service units which is why it is considered a great use in measuring the performance of restaurants (adeinat, 2019). the dineserv model has been supported by scholars in various dining settings. it is valid reliable and costeffective. the goal of dineserv is to give restaurant operators and owners an efficient way to measure and acquire an overview of the service quality base on their eating establishments. through that, they can be ready and take the necessary actions, so that the gaps can be solved or adjusted to the customers’ needs and wants (victor, 2014). customer perception and expectations are key elements for the success of the food and service industry stated by (laming & mason, 2014). according to nancy & christian (2011) pointed that in the context of the restaurant business and to monitor the customer perceptions of service quality, the race to provide better service and value has become increasingly important. according to (alam et al. 2015) the restaurant industry has witnessed diversified changes and fierce competition over time which caused its consumers to become more sophisticated, value and price-conscious, and demanding and thus find an alternative reason to switch to a different area in case of an unsatisfied experience. dineserv is at bid used for measuring performance due to its capability in distinguishing overall quality scores as a whole with similar service under the performance (adeinat, 2019). it is a very well-established measurement tool for measuring customers’ satisfaction with restaurants’ services. hansen (2014) believed that the objective of the dineserv is to provide concrete knowledge to the restaurant’s operators and its owners about their service quality and its acceptance to customers. since culture affects societies and dining habits, the dineserv model has to be scrutinized in different pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 nations around the globe to measure their perception and expectation of service quality. (abezie, 2019), stated in her study that a validity test was conducted using factor analysis and the result indicates that dineserv is a valid instrument of the restaurant (i.e. pizza hut) service quality in sweden. hence, the customers’ perception of service quality differs across different cultural settings. guesalaga & denis (2014) points out that as globalization affects economies and the marketplace, companies need to understand the extent to which people from different countries evaluate service quality and its dimensions differently. moreover, soocheong & jooyeon (2014) indicated in their study that first-time visitors and behavioral loyal customers may perceive the quality of the food, employee service, and, atmosphere at korean restaurants differently. first-time customers will likely revisit because of the atmospheric-related attributes more highly and behavioral loyal customers will likely revisit the food-related attributes of the restaurant more highly. culture and service quality differs significantly based on customers chrematistics and restaurants. there is a significant relationship between service quality dimensions and customer satisfaction. despite different cultures, the dineserv model worked equally as an instrument to measure service quality. materials and methods the research study employed a descriptive correlational method to identify the relationship between the independent and dependent variables of the study by determining the customers’ expectations and perceptions in the selected local restaurants and it utilized survey questionnaires to gather data information from the respondents. the researchers used structural equation modeling as a research technique and as stated by beran & violato (2010) this is a set of statistical techniques used to measure and analyze the relationships between observed and latent variables. according to devault (2018), structural equation modeling (sem) is a quantitative research technique that is used to show the relationships between variables and it represents the hypotheses of the researchers. the respondents of the study were one hundred two (102) customers from different local restaurants in the province of oriental mindoro. the respondents were chosen through a simple random sampling method from pre-surveyed local restaurants. the study employed a standardized questionnaire adapted from the servqual instrument (parasuraman, zeithamel, and berry, 1985). the dineserv instrument consists of 29 items of service quality standards and falls into five dimensions: assurance, empathy, reliability, responsiveness, and tangibles that fit in the restaurant industry (stevens et al. 1995). there are ten (10) items represented tangibles; five (5) items for reliability; three (3) items for responsiveness; six (6) items for assurance; and five (5) items for empathy that determined the customers’ view on service quality of local restaurants in terms of customers’ expectations and customers perceptions. the study used a seven-point likert scale where strongly disagree (1), disagree (2), somewhat disagree (3), neither agree nor disagree (4), somewhat agree (5), agree (6), strongly agree (7). the research instrument were categorized into two (2) main domains as follows: (1) the first part was the demographic profile of the respondents; and (2) the second part (29 items) was on the view of the customer’s expectations and perceptions of restaurant service quality which are grouped into five dimensions. the data were collected among customers of presurveyed different local restaurants in the province. the respondents were provided with a printed survey questionnaire and distributed upon they leave the premise. the study used jamovi version 2.3 a computer software (2022) as a statistical tool that provides a complete suite of analyses for correlation and regression, parametric tests, contingency tables, reliability, and factor analysis. prior to the conduct of the study, the respondents were informed and the vital concepts of customer expectations and perceptions were explained. the respondents signified their consent and voluntarily participation in the conduct of the study and the data gathered were treated with confidentiality and anonymity. data privacy is urgent and complex, to guarantee anonymity, secrecy, and the avoidance of potential harm, all information was handled with the utmost confidentiality under ra 10173, known as data privacy act. results and discussion demographic profile of respondents the study revealed as shown in table 1, that the majority of respondents dined at select local restaurants aged 2125 (n=38), which is 37%, and 26-35 (n=21), which is 21%, were from a young adult as categorized on the theory of eight stages of development (erik erikson’s, 1950). this is supported by the study of (okumus et al. 2021) that aged 21-35 often dined out in a restaurant and they are the most powerful cohort in the restaurant industry as indicated in the study of yoon and chung (2018). it is also indicated in the study of nyheim et al. (2015) that a significant percentage of their expenditure was spent on dining out activities. their dining preferences differ compared to other generations including that they value health and wellness while also being more open to ethnic cuisines, customization, and a variety of flavors. the result of the study showed that 61% of the respondents were female (n=62), while 38% were male (n=39) and one among the respondents disclose their gender as transgender. this is contrasted by data from the article that shows 10% of men eat out every day compared to 2% of women (fourth, 2020). it also showed that men spend more on dining out than women. the result of the study showed that the respondents’ marital status was single (n=67) with 66%, while (n=31) pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 were married with 30%. this is supported by the study of chun & nyam-ochir (2020) that the majority of customers who desired to return to the restaurant based on the service quality were single. this demonstrates that single customers have a higher appreciation for the quality of service in a restaurant, and are more likely to become returning customers if their expectations are met. whereas, the majority of respondents are employed 48% (n=49) than other categories of employment status. the data connotes that the study of (abanto, et al. 2019) has proven that most of the customers are those who are employed and tend to dine after their work. further, most of the customers are students 29% (n=30) this proved that students who studied in colleges and universities dine in mostly. the result is nearly the same as the study of (matin, et al. 2021), who discovered that students prefer to eat at local restaurants. this is most likely because it is more convenient to rapidly access nearby restaurants rather than having to prepare or purchase meals elsewhere. in addition, the respondents who visited less in local restaurants are non-employed 11% (n=11) while business owners 10% (n=10). overall, the findings highlight the tenacity of local restaurateurs and point to a successful future for local restaurants. table 1: demographic profile of respondents age f* gender f* marital status f* employment status f* 14 below 1 male 39 single 67 student 30 15 20 10 female 62 married 31 business owner 10 21 25 38 transgender 1 separated 0 employed 49 26 35 21 prefer not to say 0 widow/widower 4 non-employed 11 36 – 40 12 retired 2 41 above 20 n=102 *f for frequency average value of customers’ expectations and perceptions based on customers’ expectations and perceptions of service quality at select restaurants, an arithmetic average value was determined for each question-related attribute. gap analysis is used to determine the key attributes and their correlation to customers’ expectations and perceptions on the servqual method used in the study of saneva & chortoseva (2018) turned into dineserv method, which determines the relationship between the expected and the perceived service quality. the significance of expected and perceived service quality on individual attributes is determined using the standard deviation. the standard deviation measures the degree of variation in expected and perceived service quality for a given set of individual attributes. the table 2 shows the average value for respondents’ expectations and perceptions of service quality, as well as the gap score for each attribute (dineserv score) and sd values from 5.5 – 6.31 with a total mean of 6.06 and the average values for the customers’ perceptions, ranges from 5.7 – 6.32 with a total mean of 6.15 on the scale from 1 to 7. the statement staff members are clean, neat and appropriately dressed, has the highest value for customers’ expectation of service quality. though this contradicts the study of abezie (2019) which revealed that most concerns of diners on local restaurants are the external attractiveness as they want to expect service quality. diners have come to expect more than just good service, however; they are also concerned about the external appearance of the restaurant. the statement, has a visually attractive parking area, has the lowest value in terms of customers’ expectations. the results of the study are in contrast with the findings of abanto et al. (2019) that the statement has a visually attractive parking area has the highest agreement of customers on local restaurants as they expected to have nice and desirable parking are on the service quality. customer satisfaction is vital to the success of any small business, and it’s extremely crucial for restaurants. the statement, dining areas that are thoroughly clean” has the highest value for customers’ perception of service quality. conversely, the results oppose the findings of matin, et al. (2021) that statement, employees help each other during busy time, in terms of their service quality. this staff team spirit and collaboration is crucial for customer service since it helps to ensure that customers receive the highest quality of service even when the workload is heavy. the statement, has visually attractive parking area has the lowest approval rating concerning the perceptions of service quality. the dinesrv score for statement, provides prompt and quick service, shows positive, which means that customers’ perceptions are superior in terms of restaurant service quality. the statements, menu is easily readable and is dependable and consistent has the biggest negative gap, -0.21 and -0.27. this suggests that customers’ perception of restaurant service quality for these two attributes is higher than their expectations. the statement, staff members are clean, neat and appropriately dressed, and has decor in keeping with its image and price range, have zero (0) value of dineserv score, which is the lowest one-digit whole value number. this indicates that the customers’ perceptions of the service matched their expectations. in accordance with the survey results, customers believed their expectations were satisfied in terms of the service they received, confirming that they received the kind of service they expected. pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 table 2: the average value of customers' expectations and perceptions dineserv attributes m ea n st an da rd d ev ia tio n in te rp re ta tio n m ea n st an da rd d ev ia tio n in te rp re ta tio n d in e se r v sc or e (tan 1) has a visually attractive parking area. 5.5 0.95 agree 5.7 0.96 agree -0.2 (tan 2) has a visually attractive dining area. 6.02 0.78 agree 6.13 0.70 agree -0.11 (tan 3) staff members are clean, neat, and appropriately dressed. 6.31 0.72 agree 6.31 0.67 agree 0 (tan 4) menu is easily readable. 6.01 0.79 agree 6.22 0.77 agree -0.21 (tan 5) has a clean restroom. 6.09 0.83 agree 6.14 0.81 agree -0.05 (tan 6) dining area is comfortable and easy to move around in. 6.18 0.79 agree 6.17 0.85 agree 0.01 (tan 7) has a visually attractive building exterior. 5.96 0.72 agree 6.16 0.78 agree -0.2 (tan 8) has a decor in keeping with its image and price range. 5.95 0.75 agree 5.95 0.86 agree 0 (tan 9) has a visually attractive menu that reflects the restaurant’s image. 6.18 0.72 agree 6.24 0.73 agree -0.06 (tan 10) dining areas that are thoroughly clean. 6.16 0.74 agree 6.32 0.69 agree -0.16 (rel 1) serves you in the time promised. 5.98 0.81 agree 6.03 0.76 agree -0.05 (rel 2) quickly corrects anything that is wrong. 5.99 0.75 agree 6.11 0.74 agree -0.12 (rel 3) is dependable and consistent. 5.8 0.75 agree 6.07 0.76 agree -0.27 (rel 4) provides an accurate guest check. 6.14 0.72 agree 6.24 0.69 agree -0.1 (rel 5) serves your food exactly as you ordered. 6.29 0.67 agree 6.31 0.67 agree -0.02 (res 1) provides prompt and quick service. 6.21 0.80 agree 6.19 0.75 agree 0.02 (res 2) gives extra effort to handle your special request. 5.97 0.80 agree 6.21 0.81 agree -0.24 res 3) employees help each other during busy times. 6.16 0.84 agree 6.17 0.86 agree -0.01 (assu 1) makes you feel personally safe. 6.05 0.89 agree 6.25 0.81 agree -0.2 (assu 2) personnel are well-trained, competent, and experienced. 6.16 0.71 agree 6.23 0.74 agree -0.07 assu 3) employees can answer your questions completely. 6.21 0.72 agree 6.18 0.78 agree 0.03 (assu 4) employees are able to give you information about menu items. 6.24 0.71 agree 6.27 0.79 agree -0.03 (assu 5) give employees a support so they can do their job well. 5.96 0.82 agree 6.04 0.83 agree -0.08 (assu 6) makes you feel comfortable and confident while dealing with them. 6.02 0.92 agree 6.18 0.84 agree -0.16 (emp 1) makes you feel special. 5.96 0.86 agree 6.05 0.88 agree -0.09 (emp 2) have the customers' best interests. 6.1 0.80 agree 6.13 0.80 agree -0.03 (emp 3) employees are sympathetic and reassuring if something is wrong. 6.11 0.78 agree 6.16 0.73 agree -0.05 (emp 4) employees provide individual attention. 5.98 0.84 agree 6 0.81 agree -0.02 (emp 5) employees anticipate your needs and want, rather than relying to policies and procedures. 6.11 0.83 agree 6.22 0.77 agree -0.11 overall mean 6.06 0.79 6.15 0.78 -0.09 *a for expectations *b for perceptions pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 research model fit indices the fit of indices as shown in table 3 refers to a variety of techniques for determining how well-observed data fits a specific probability distribution. the values of an index of fit are typically normalized (i.e., units of measurement are removed) and range from 0 to 1. these values provide a numerical indication of how well your data fits a specific distribution and were commonly referred to as “goodness of fit” (hooper et al. 2008). as revealed in the table, the standardized root mean square residual (srmr) which calculates the difference between the residuals of the sample covariance matrix and the covariance model that is hypothesized is a notch higher than zero (srmr=0.111), thus, the research model used in the study is “good enough” fit for the distribution. this is supported by the interpretation of diamantopoulos and siguaw (2000) that an srmr of zero is a perfect fit. moreover, as recommended by browne and cudeck (1990) that the root mean squared error of approximation (rmsea) that is ≤ 0.05 is a close fit, and as suggested by hu and bentler (1999) that the rmsea ≤ 0.196 indicate a good fit, the computed rmsea in the study (p=<0.001) implies that the research model is a good fit. this affirms the statement presented in the theoretical support of the study as cited by abezie (2019) and the basis of the research model, that the dineserv model is a reliable tool to gauge how well services are perceived and expected by customers. table 3: fit indices of the research model 95% confidence intervals srmr rmsea lower upper rmsea p 0.111 0.196 0.178 0.214 < .001 parameter estimates of endogenous and exogenous variable as shown in table 4 the parameters estimate the summarized p-value of the exogenous and endogenous variables. a p-value measures the probability of obtaining the observed results, assuming that the null hypotheses are true. the lower pvalue, the greater the statistical significance of the observed difference. a p-value of 0.05 or lower is generally considered statistically significant (beers, 2022). if the p-value is less than 0.05, it can be concluded that the observed differences are statistically significant and relevant. table 4: parameters estimates 95% confidence intervals endogenous variable exogenous variable estimate se lower upper β z p service quality empathy 0.143 0.0722 0.00107 0.284 0.656 1.97 0.048* assurance 0.192 0.0585 0.07706 0.307 0.641 3.28 0.001** responsiveness 0.243 0.0673 0.11141 0.375 0.561 3.62 < .001 reliability 0.194 0.0695 0.05803 0.331 0.589 2.79 0.005** tangibility 0.26 0.0625 0.13738 0.382 0.634 4.16 < .001 cusper service quality 0.597 0.1087 0.38387 0.810 0.711 5.49 < .001 cusex 0.763 0.0967 0.57366 0.953 0.754 7.89 < .001 ** level of significance at the 0.01 level, * level of significance at the 0.05 leve h1. the tangibility of restaurants have positive and direct effect on service quality table 4 showed the result that tangibility have a significant relationship with the service quality of restaurants in terms of customers’ expectations and perception (p=<0.001). according to panda & das (2014) study, the route path describing service quality and tangibility is relevant in both circumstances. their research suggested that service quality is based on a combination of both tangible and intangible elements, with tangibility playing an important role in enhancing overall customer satisfaction. h2. the reliability of restaurants have positive and direct effect on service quality table 4 showed the result that reliability have a significant relationship with the service quality of restaurants in terms of customers’ expectations and perception (p=0.005). according to respondents’ observations of the degree of the relationship between service quality and reliability, respondents consistently rate service attributes as agree. it is clear that respondents consistently place a high value on service attributes like dependability, reliability, and trustworthiness when it comes to the degree of relationship between service quality and reliability as observed by respondents, baluyot et al. (2021). the findings of this study by bichler et al. (2020) affirm the direct effects of the service quality dimensions of reliability. customer satisfaction and loyalty were significantly influenced by reliability, indicating that customers place a high value on dependable service when making purchasing decisions. pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 h3. the responsiveness of restaurants have positive and direct effect on service quality the result of the study showed that responsiveness have a significant relationship with the service quality of restaurants in terms of customers’ expectations and perception (p=<0.001). murad & ali (2015) the findings suggest that in the restaurant industry, responsiveness and customer satisfaction have a highly significant relationship with service quality. this means that when restaurants focus on responding to customers quickly and positively, they are likely to receive higher customer satisfaction ratings regarding the quality of their service. h4. the assurance of restaurants have positive and direct effect on service quality. table 4 showed the result of the assurance have a significant relationship with the service quality of restaurants in terms of customers’ expectations and perception (p=0.001). in restaurant service quality, assurance is one of the important dimensions which provides trust and certainty and makes the customers feel safe in making financial transactions (aftab et al. 2016). customers are more likely to trust restaurants that demonstrate a high level of assurance, and they are more likely to return to those restaurants. h5. the empathy of restaurants have positive and direct effect on service quality table 4 showed the result that empathy have a significant relationship with the service quality of restaurants in terms of customers’ expectations and perception (p=0.048). this is supported by the study of aftab et al. (2016), that empathy is one of the important dimensions in the service quality of a restaurant which provides individualized attention and caring to the customers, moreover, the employees’ and customers’ interactions are shown. as a result, when customers enter the restaurant, they should be greeted warmly and generously by staff members to establish a sense of welcome. h6. the service quality of restaurants have significant relationship with customer’s expectation in the result presented in table 4, it can be concluded that customer expectations have a significant relationship with the service quality of restaurants in terms of customers’ expectations and perceptions (p=<0.001). this is supported by the study of parasuraman et al. (1988) that expectations are considered as consumer desires or wants, i.e., what they believe a service provider should offer rather than would offer. if customer expectations are not met, it can have a positive or negative impact on consumer satisfaction. in the event of a negative impact, the customers may be disappointed because their expectations were not reached. h7. the service quality of restaurants have significant relationship with customers’ perception in the result presented in table 4, it can be concluded that customer perception have a significant relationship with service quality in terms of customers’ expectations and perception (p=<0.001). this is supported by the findings in the study of saneva & chortoseva (2018) that customers’ perceptions of service quality are an important factor in restaurant sustainability, implying the importance of continuously monitoring their satisfaction with the service. restaurant owners can thus be aware of what customers expect and are dissatisfied with in terms of service quality, allowing them to take remedial actions to ensure customers’ satisfaction. measurement model the measurement model presented in table 5 signifies the correlation among latent and observed variables based on the literature of kang & anh (2021) that the value of the squared multiple correlation (smc) beta coefficient of values at least 0.3 and greater than 0.5 are interpreted as good, while values greater than 0.7 are interpreted as very good. therefore, as shown in table 5, all correlations of the observed variables in customer expectations are very good, except for tangibility (β=0.577) which is good. furthermore, all correlations of the observed variables in customer perception are good, except for reliability (β=0.712) which is very good. this is in support of the findings of kim et al. (2015) that the validity of the table 5: measurement model 95% confidence intervals latent observed estimate se* lower upper β z p customer perception empathy 1.000 0.000 1.000 1.000 0.608 assurance 0.915 0.189 0.544 1.287 0.611 4.83 < .001 responsiveness 1.036 0.209 0.626 1.446 0.633 4.95 < .001 reliability 0.902 0.168 0.572 1.233 0.712 5.36 < .001 tangibility 0.821 0.165 0.497 1.145 0.635 4.97 < .001 customer expectation empathy 1.000 0.000 1.000 1.000 0.784 assurance 0.901 0.123 0.66 1.142 0.723 7.33 < .001 responsiveness 1.057 0.136 0.791 1.323 0.763 7.78 < .001 reliability 0.731 0.102 0.532 0.931 0.711 7.19 < .001 tangibility 0.667 0.117 0.438 0.896 0.577 5.7 < .001 *standard error pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 measurement model is deemed necessary to logically analyze the relationship among variables. variance and covariances the variances and covariances presented in table 6 signify the correlation of variables. according to hall (2021), variance is the spread of a data set around its mean value, whereas covariance is the measure of the directional relationship between two random variables. based on the literature of kang & anh (2021) that the value of the squared of multiple correlation (smc) beta coefficient of values at least 0.3 and greater than 0.5 are interpreted as good, while values greater than 0.7 are interpreted as very good. as a result, as indicated in table 6, all correlations of the service quality five dimensions are good in terms of customer expectations. all correlations of the service quality five dimensions are good in terms of customer perception. furthermore, the customers’ expectations and perceptions were interpreted as good. table 6: variances and covariances 95% confidence intervals variable estimate se lower upper β z p emp 0.2586 0.04159 0.1771 0.3401 0.63 6.218 < .001 assu 0.2129 0.03432 0.1456 0.2801 0.626 6.201 < .001 res 0.244 0.04007 0.1654 0.3225 0.6 6.089 < .001 rel 0.1203 0.02183 0.0775 0.1631 0.493 5.512 < .001 tan 0.1513 0.0249 0.1025 0.2 0.597 6.075 < .001 cusper 0.075 0.02615 0.0237 0.1263 0.494 2.867 0.004 emp 0.1387 0.02538 0.0889 0.1884 0.386 5.463 < .001 assu 0.1638 0.02732 0.1102 0.2173 0.477 5.994 < .001 res 0.1773 0.03124 0.1161 0.2385 0.418 5.677 < .001 rel 0.1157 0.01905 0.0783 0.153 0.495 6.072 < .001 tan 0.1969 0.02972 0.1386 0.2551 0.667 6.624 < .001 cusex 0.0954 0.02391 0.0486 0.1423 0.432 3.99 < .001 path diagram result summary the result of the study presented in figure 2, showed the path diagram result to determine the relationship between customers’ expectations and perception on service quality. the correlation among latent and observed variables based on the literature of kang & anh (2021) that the value of the squared of multiple correlation (smc) beta coefficient of values at least 0.3 and greater than 0.5 are interpreted as good, while values greater than 0.7 are interpreted as very good. figure 2: path diagrams as shown in figure 2, the path diagram revealed that the seven hypotheses have a significant relationship with service quality: h1. the tangibility of restaurants have positive and direct effect on service quality pdr1: tangibility have a significant relationship with service quality as the value of (β=0.634) that were interpreted as good. h2. the reliability of restaurants have positive and direct effect on service quality pdr2: reliability have a significant relationship with service quality as the value of (β=0.589) that were pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 interpreted as good. h3. the responsiveness of restaurants have positive and direct effect on service quality pdr3: responsiveness have a significant relationship with service quality as the value of (β=0.561) that were interpreted as good. h4. the assurance of restaurants have positive and direct effect on service quality. pdr4: assurance have a significant relationship with service quality as the value of (β=0.641) that were interpreted as good. h5. the empathy of restaurants have positive and direct effect on service quality pdr5: empathy have a significant relationship with service quality as the value of (β=0.656) that were interpreted as good. h6. the service quality of restaurants have significant relationship with customer’s expectation pdr6: customers’ expectations have a significant relationship with service quality as the value of (β=0.711) that were interpreted as very good. h7. the service quality of restaurants have significant relationship with customers’ perception pdr7: customers’ perception have a significant relationship with the service quality as the value of (β=0.754) that were interpreted as very good. conclusion the result of the study revealed that the majority of the respondents dined in select local restaurants ages ranging from 21-25 years old, and half of the respondents are female, most of the were single and employed. in can therefore be concluded that when staff members are clean, neat, and appropriately dressed, gained highest value for customers’ expectation on service quality. in terms of customers’ perception, dining areas that are thoroughly clean, got the highest value on service quality. the research model is a good fit that conforms with abezie (2019) that the research model as adapted to the dineserv model is a reliable tool for assessing how well services are perceived and expected by customers. furthermore, parameter estimates the dinserv five dimensions have a significant relationship with the service quality of restaurants. in addition, the customers’ expectations and perceptions have a significant relationship to the restaurant service quality as supported by berkman et al. (2012), it is important to deliver quality service and meet the customers’ expectations and perceptions which can influence the revisit and recommendations. the measurement model, all correlations of the observed variables in customer expectations are very good, except for tangibility which is good. furthermore, all correlations of the observed variables in customer perception are good, except for reliability which is very good. as the result of variance and covariances, all correlations of the service quality five dimensions are good in terms of customer expectations, while all correlations of the service quality five dimensions are good in terms of customer perception. furthermore, the customers’ expectations and perceptions were interpreted as good. the researchers, therefore recommend that local restaurants must improve the tangibility of the external factors of their establishments in terms of parking areas. restaurants may easily do this by adding better lighting and more space so that customers feel more comfortable and safer when they visit, this is in consonance with the study of apostol, et al. (2023) that the priority in the hospitality industry is creating safe customer experiences. to assist in the improvement of the entire customer experience, this approach may be expanded to all other exterior features of the restaurant, such as the cleanliness of the facility and its surrounding neighborhood. the restaurants can expand on this concept by focusing on improving internal elements such as having well-trained employees and ensuring that the food delivered is of excellent quality. as previous scholars have pointed out, the original dineserv has certain limitationsdineserv does not cover all elements of restaurant service for varied and diverse types of restaurants. moreover, the current study only collected data from local restaurants located in oriental mindoro the findings of this study might contribute to future researchers to assess more restaurants using the modified dineserv model. in addition, future researchers can include the restaurant managers and employees to participate to determine their expectations and perceptions on the service quality of the restaurant. therefore, future studies can be expanded to collect data from a larger and more diverse population to gain a better understanding of the service quality of those local restaurants. by doing so, the findings of such studies will not be limited by the particular demographics of the participants and can provide a more comprehensive look into the overall service quality of local restaurants in general. references abanto, r. a., abanto, t., fajutagana, r., & moreno, d. k. (2019). measuring service quality of rose and grace restaurant-sto. tomas batangas branch using dineserv scale. lpu-laguna journal of business and accountancy, 3(2), 79-92. abezie, w. h. (2019). assessing a restaurant service quality using the dineserv model: a quantitative study on pizza hut. master’s thesis, umeå university, umeå, sweden, 2020. abdullah, o., sufi, t., & kumar, s. (2022). study of food and beverage service quality and customer satisfaction, a literature-based survey of five-star hotel restaurants. journal of positive school psychology, 2959-2965. pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 1-12, 2023 adeinat, i. (2019). measuring service quality efficiency using dineserv. international journal for quality research, 13(3), 591-604. apostol, e. m. d., villan, m. s., jose, t. t. m., & pasco, k. m. m. (2023). customer experience (cx) design in the view of managers: an analysis of the impact of pandemic in the local hospitality and tourism industry. american journal of tourism and hospitality, 1(1), 16-26. https://doi.org/10.54536/ajth.v1i1.1749 bellomo, e., & lupo t. (2019). dineserv along with fuzzy hierarchical topsis to support the best practices observation and service quality improvement in the restaurant context. computers & industrial engineering, 137, 106046. https://doi.org/10.1016/j. cie.2019.106046 bichler, f. b., pikkemaat, b. & peters, m. (2021). exploring the role of service quality, atmosphere, and food for revisits in restaurants by using an e-mystery guest approach. journal of hospitality and tourism insights, 4(3), 351-369. https://www.emerald.com/insight/content/ doi/10.1108/jhti-04-2020-0048/full/html#sec005 cheng, c. c., chen, t. c., hsu, s. f., & hu, y. h. (2012). enhancing service quality improvement strategies of fine-dining restaurants: new insights from integrating a two-phase decision-making model of ipga and dematel analysis. international journal of hospitality management. https://doi.org/10.1016/j. ijhm.2012.02.003 chun, s.-h., & nyam-ochir, a. (2020). the effects of fastfood restaurant attributes on customer satisfaction, revisit intention, and recommendation using dineserv scale. sustainability, 12(18), 7435. https:// sci-hub.ru/https://doi.org/10.3390/su12187435 diaz, m. (2019). how to manage hotel food and beverage services: redefining f&b in the hospitality industry. https://joinposter.com/en/post/hotel-food-andbeverage hansen, v. k. (2014) development of servqual and dineserv for measuring meal experiences in eating establishments, scandinavian journal of hospitality and tourism. 14(2), 116-134, https://doi.org/10.1080/1502 2250.2014.886094 hooper, g. et. al. (2008). structural equation modelling: guidelines for determining model fit. retrieved december 5, 2017, from: www.ejbrm.com/issue/ download.html?idarticle=183 hu, l. and bentler, p.m. (1999). cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. structural equation model multidisciplinary journal. 6(1), 1–55. http://dx.doi. org/10.1080/10705519909540118 johnson, c., karlay, s. (2018). impact of service quality on customer satisfaction. case study: liberia revenue authority. http://www.diva-portal.org/smash/get/ diva2:1246475/fulltext01.pdf junaid, a., huma s., qurrat-ul-ain s., & maryam q. (2016). importance of service quality in customer satisfaction. (a study on fast food restaurants). entrepreneurship and innovation management journal, 4(4), 161-171. kang, h., & ahn, j. w. (2021). model setting and interpretation of results in research using structural equation modeling: a checklist with guiding questions for reporting. asian nursing research, 15(3), 157-162. https://doi.org/10.1016/j.anr.2021.06.001 matin, a. n., gangwar, d. v. p., rahman, m. s., syeduzzaman, m., & hassan, m. y. (2021). detecting service quality influence using dineserv model: a study with the reference to restaurants in dhaka city. ymer. 20(10), 218-228. https://doi.org/10.37896/ ymer20.10/25 murad, s. & ali m. (2015). impact of service quality on customer satisfaction in the restaurant industry. journal of business economics, and management studies, 4(6), 71-81. khoo, k. l. (2020). a study of service quality, corporate image, customer satisfaction, revisit intention and word-of-mouth: evidence from the ktv industry. psu research review, 6(2), 105-119. https://doi.org/10.1108/ prr-08-2019-0029 motwani, d., & shrimali, dr. d. (2014). customer expectation and perception in hotels: an empirical study. intercontinental journal of marketing research review (ijmrr), 1. oswald m. (2018). measuring restaurant service quality in east london, south africa: a comparison of restaurant customer expectations and perceptions. african journal of hospitality, tourism, and leisure, 7(2). https://doaj. org/article/c5e05c0ee186407ca738a2d978729c64 parasuraman, a., zeithaml, v. a., berry, l. l., (1988). servqual: a multiple-item scale for measuring consumer perceptions of service quality. journal of retailing, 64(1), 12–40. https://www.researchgate.net/ publication/225083802_servqual_a_multiple_ item_scale_for_measuring_consumer_perceptions_ of_service_quality rhou, y., & singal, m. (2020). a review of the business case for csr in the hospitality industry. international journal of hospitality management, 84, 102330. https:// doi.org/10.1016/j.ijhm.2019.102330 schuckert, m., liu, x., law, r. (2015). hospitality and tourism online reviews: recent trends and future directions. journal of travel & tourism marketing, 32(5), 608–621. https://doi.org/10.1080/10548408.2014.93 3154 sokchan ok., rathny suy., leaksmy chhay., & chakriya choun. (2018). customer satisfaction and service quality in the marketing practice: study on literature review. https://www.researchgate.net/publication/329240862_ customer_satisfaction_and_service_quality_in_the_ marketing_practice_study_on_literature_review stevens, p., knutson, b., patton, m. (1995). dineserv: a tool for measuring service quality in restaurants. cornell hotel and restaurant administration quarterly, 36(2), 56– 60. https://doi.org/10.1177/001088049503600226 sherman, (2019). why is quality in customer service important? https://bizfluent.com/about-5437915quality-customer-serviceimportant. html? pa ge 1 pa ge 56 american journal of multidisciplinary research and innovation (ajmri) enhancing value and efficiency in calamansi and banana processing: a study on waste utilization and chopping machine development marjun caguay1* volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1862 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2023 accepted: july 22, 2023 published: aug 01, 2023 mindoro island is renowned as the “calamansi king” and “banana king” in the philippines. however, the traditional manual slicing method employed during the processing of these commodities proves to be time-consuming, laborious, and taxing on the wrists and arms of workers. thus, the study aimed to develop a specialized chopping machine for efficiently processing calamansi peel and rag, as well as banana pulp for making banana chips. the experiment utilized banana pulp, calamansi peel, and rags as test materials, subjecting them to different speeds (573, 1146, and 1720rpm) using a completely randomized design (crd). the results demonstrated that the highest shredding input capacity of 105.54 kg/hr was achieved at a shaft speed of 1720rpm, boasting an impressive 94.55% chopping efficiency. however, the machine faced inefficiencies due to the amount of crushed chip materials and had an energy demand of 0.372 kw-hr/kg. the chipped product exhibited a vertical orientation with a 1mm thickness. cost analysis revealed that the machine needed to process a total of 16,832.67 kg of bananas at a custom rate of php2/kg to break even. remarkably, the machine could generate an additional income of php260,154.86/yr for processors, with a 0.4-year payback period and a 209.78% rate of return, making it a highly cost-efficient device. by introducing this innovative chopping machine, mindoro island’s processing of its flagship commodities can be significantly improved, reducing manual labor, enhancing efficiency, and offering greater economic benefits to the processors.. keywords chopping machine, slicing machine, banana chips, calamansi peel, mindoro island introduction banana and calamansi were recognized as the flagship commodities of mindoro island, earning the island the titles of “calamansi king” and “banana king” in the philippines. in 2019, the philippines recorded a significant volume of calamansi production, reaching approximately 126 thousand metric tons. additionally, the production value of calamansi in the country amounted to around 2.6 billion philippine pesos during the same year (psa,2020). however, according to searca, only 30 – 35 percent was collected or used during the processing of the calamansi fruit, while the remaining 70-75 percent (weight basis) was considered product waste. only the pulp was squeezed and the juice was collected, while the seeds, peels, and rags were discarded. based on the annual production volume of calamansi, the accumulated waste amounts to a range of 88,200 to 94,500 metric tons per year, with the majority of this waste often ending up in landfills. this leads to air and water pollution and represents an economic loss for calamansi farmers. nevertheless, calamansi waste offers significant health benefits as it can be processed and sold to manufacturers or directly to the public market as a high-value functional ingredient. in response to this, public agencies such as the department of science and technology and nongovernment organizations are continuously developing calamansi by-products, especially those derived from the waste of calamansi fruit after the juice is harvested or collected. one of the calamansi by-products utilized from the calamansi waste is the drying of calamansi peel and rag. this developed product is highly beneficial not only for consumers but also for calamansi farmers in the country, particularly in the mimaropa region. however, given the climate of mindoro, where rainfall is often experienced even during the summer season, it is more ideal to chop the calamansi peel and rag prior to drying. this approach results in faster drying of the product, as the reduced or chopped form allows for quicker moisture evaporation. on the other hand, there is a high demand for banana chips, where unripe fruit is sliced or chipped and then fried, on mindoro island. based on interviews, processing centers in oriental mindoro still rely on knives and/or peelers to slice or chip the pulp of the cardava variant or “saba” banana before frying. this manual process is time-consuming, laborious, and causes strain on the wrists and arms of the workers. according to banana chips processors, some slicers are available in the market. however, since these slicers were not specifically designed for banana chipping or slicing, the resulting chips were observed to be thicker than the usual slice of banana chips (1-4mm). this variation in thickness can impact the preparation and marketability of the product. moreover, the existing locally available chippers follow a cross-sectional slicing pattern or cut across the length of the banana pulp, while the processors prefer vertical slicing or along the longer section of the banana pulp. additionally, some of the available slicers are not made from food-grade materials, raising concerns about the hygiene and safety of the final product. 1 mindoro state university, philippines * corresponding author’s e-mail: abeminscat@gmail.com pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 therefore, this study aims to develop a versatile chopping machine capable of efficiently slicing or chipping calamansi peel and rag, as well as banana pulp for banana chip production. objectives of the study the general objective of the study was to develop a chopping machine for calamansi peel and rag, and banana chips making. specifically, the study aimed to: 1. design a calamansi peel and rag, and banana chipper machine using locally available materials; 2. fabricate the machine using local manufacturing technology; 3. evaluate the performance of the device in terms of chipping capacity and chipping efficiency; 4. determine the energy demand of the device; and, 5. analyze the cost of using the machine. literature review calamansi peel and rag recognized for its versatility, calamansi holds great significance as one of the most important citrus fruits in the philippines. in 2020, the philippine statistics authority (psa) reported a calamansi production of 126,000 metric tons (mt) in the country. this fruit finds extensive use in commercial processing, including the production of bottled concentrates, readyto-drink juices, and serving as a primary ingredient in cleaning and cosmetic products. it is also a kitchen essential, known for enhancing the flavors of various dishes and utilized in creating dips and sauces like toyomansi. however, despite the numerous applications of this small fruit, only a mere 30-35 percent is utilized, with the remainder being considered as waste. in light of this situation, the psa estimated that the volume of calamansi waste generated in the same year amounted to approximately 81,591 mt. this prevalent issue has piqued the interest of researchers at dostitdi, leading them to embark on a study focused on harnessing the value of calamansi peel, also known as ‘pinagbalatan.’ studies indicate that calamansi peel contains a significant amount of dietary fiber powder, primarily composed of insoluble fiber that offers substantial health benefits. this dietary fiber powder can serve as a functional ingredient in the production of food and health supplements. by utilizing discarded calamansi peels, the study aims to address the problem of oversupply during peak seasons. farmers can enhance their income by selling the peels for dietary fiber production. furthermore, the fiber capsules can be used as dietary supplements, or as a partial filler in the production of quick-cook oats and as a substitute for wheat bran (atienza, 2019). banana chips banana chips in the philippine market banana chips have emerged as a prominent player in the snack industry, with many market observers suggesting that they can rival the popularity of potato chips in the global market. this surge in demand is attributed to several factors. firstly, the increasing number of healthconscious consumers actively seeking organic and healthier snack options has contributed to the robust demand for banana chips. additionally, the irresistible sweetness of the product has been identified as another driving force behind its popularity. furthermore, the accessibility of a consistent supply and the year-round availability of raw materials have played a significant role in fueling the growth of banana chip demand. in reality, the demand for a product is influenced by various factors such as supply, cost-effective manufacturing, taste, and shifting consumer behavior. regardless of the specific reasons, what matters is the end result: the thriving banana chip market, which positively impacts the lives of many filipino farmers and their families. the process of banana chip production originating from the cardava variant, bananas are carefully harvested and transported to both small and large-scale manufacturing facilities. upon arrival, the bananas undergo a thorough washing process to eliminate any external debris. subsequently, they are either machinesliced or sliced manually by personnel. automation is advantageous for large-scale manufacturers due to its efficiency, while small-scale manufacturers rely on manual labor for this task. next, the banana slices are immersed in brine water to prevent oxidation, which can cause discoloration. they are then blanched, de-watered, and subjected to frying. in response to market demands, some manufacturers now offer a baked variant of banana chips, appealing to a wider range of consumers. once the chips achieve a desirable golden-brown crispiness, they undergo de-oiling and are delicately seasoned. finally, the mouthwatering banana chips are carefully packaged, labeled, and prepared for delivery to eager customers. market performance the philippines stands as one of the leading global producers of bananas, with a remarkable production volume. in 2014 alone, our country contributed 9.2 million tons of bananas, accounting for approximately 6% of the total global banana production. despite being a significant exporter of bananas, the majority of our locally produced bananas are consumed domestically by filipinos. within our local market, approximately 65% of our total banana production is consumed. out of this share, 16.5% is dedicated to the global banana chips market. another 45.5% is distributed to wet markets and grocery stores as table bananas, typically consumed raw in households. approximately 4% of the production is considered as loss, either due to natural causes or assumed to be repurposed as animal feed in farms or households. on the international front, the philippines exports to 30 countries, with the united states and europe being the primary customers, importing a significant portion of our banana produce. when it comes to banana chips, the mindanao region accounts for 90% of the manufactured by-product. pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 philippine agricultural engineering standard (paes) chipping machine the figure below depicts a sample design of a motor-driven chipping machine developed for paes standardization. this design was adopted from the american society of agricultural engineers (asae). notably, our key importers for banana chips include the united states, united kingdom, germany, vietnam, and china, collectively representing 64% of the global banana chips market in 2011. market observers widely acknowledge the profitability of both the bananas and banana chips markets. market reports indicate a projected annual growth rate of 10-15% for the banana chips market in the international arena. banana chips empowering the community the thriving banana chips market not only generates substantial revenue for large-scale manufacturers but also presents significant livelihood opportunities for small entrepreneurs. what’s truly remarkable is that this profitable market extends its benefits to our local banana farmers and their families. government reports have highlighted the significant role played by women and children in processing banana by-products, such as banana chips, for sale in local markets, while their husbands diligently cultivate and harvest bananas in the fields. this collaborative effort within the community transforms into a flourishing business venture, uplifting the economic wellbeing of thousands of families (greenville, 2019). chipping machine a size reduction machine, whether powered or manually operated, is employed to effectively cut or slice products into small, thin pieces commonly referred to as chips. prior efforts the chipper primarily targets laborers and calamansi and banana processors in the mimaropa region of the country. private machine manufacturers and fabricators have also shown interest in investing in this machine. the users have emphasized the need for mechanization to minimize manual labor and reduce the time required for processing. the study conducted a comprehensive review of relevant literature and conducted interviews to identify prior efforts related to the subject matter. manual plantain slicer the manual plantain slicer is equipped with a stainlesssteel blade, specifically designed for slicing plantains and a variety of vegetables. it offers interchangeable blades that allow for different thickness options, ensuring ease and simplicity during the slicing process. according to the interview findings, this type of slicer is widely utilized by banana chip processors in the region. figure 1: manually operated slicer or chipper source: viki’s kitchen, raj kamal engineering figure 2: typical design of a chipping machine source: philippine national engineering standard design and development of power operated banana slicer for small scale food processing industries a power-operated rotary banana slicer, designed specifically for small-scale processing, was developed based on the engineering properties of banana varieties, such as nendran and dwarf cavendish. this slicer comprises feeders for round slicing, a cutter, a power transmission mechanism, a base support, and a frame. its purpose is to address the limitations of existing hand or power-operated rotary slicers and meet the requirements of small-scale processing industries. with a three-blade cutter operating at a speed of 360 rpm, this slicer achieves a slicing efficiency of approximately 93-94% and an effective capacity of about 100 kg/h for both banana varieties. the mean thickness of the cut is approximately 2.00 ± 0.194 mm, while the mean roundness measures 0.84 and 0.70 for the nendran and dwarf cavendish varieties, respectively (sonawane et al., 2010). figure 3: banana slicing machine (a) front view; (b) side view design of banana slicing machine banana chips are widely popular in malaysia, particularly during the celebration of “hari raya,” leading to increased demand during this festive occasion. slicing is a crucial pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 step in the banana chips production process, significantly impacting productivity. manual slicing methods require substantial human effort and consume considerable time. to address this issue and enhance productivity, a banana slicing machine was designed. the project followed george e dieter’s eight-phase design process, including problem definition, information gathering, concept generation, concept evaluation, product architecture, configuration design, parametric design, and detail design. existing patents and available machines were studied to generate ideas for the banana slicing machine. the selected idea and concept were then modeled using solidworks software, enabling engineering analysis and life cycle assessment (lca). the machine’s theoretical calculations were also considered in the analysis. results indicate that the machine can produce 64.8 kg of banana slices per hour. the overall dimensions of the banana slicing machine are 700mm x 600mm x 755mm, with a weight of 57 kilograms (azhar, 2022). figure 4: gg-cp305 commercial plantain shredding banana chipper machine performance evaluation of a manually operated banana slicer for small scale food processing industries the main objective of this study was to develop and assess a manually operated banana slicer suitable for smallscale food processing industries. the design focused on portability, durability, and safety. the device comprises angle bars, a hand crank, pillow blocks, flange bearings, shafting, bevel gear, cover plate, turntable, cutter blade, and a stainless tube as a feeder or chute. after developing the prototype, a performance evaluation was conducted, considering capacity, weight of good cuts, weight of rejects, and slicing efficiency. the portable banana slicer’s average capacity was found to be approximately 60 kg/h when operated with a two-blade cutter at 120 rpm. notably, the device’s effective capacity increased as the number of blades and cutter plate rpm increased. the slicing efficiency achieved ranged from 90% to 96% at a cutting speed of 120 rpm. consequently, it was concluded that using a cutting speed of 120 rpm with a two-blade cutter is optimal, resulting in a capacity of 60 kg/h and excellent slicing efficiency. moreover, this speed provided the best chip geometry. by utilizing this manually operated banana slicer, backyard and small-scale banana processing industries are expected to experience improved productivity and product quality. the slicer’s efficiency and portability are likely to contribute to enhancing the overall performance of these industries (namoco and buna, 2022). figure 5: perspective of the innovative manually operated banana chopping machine available in the internet in the market, there are several available products for banana slicing, but all of them are imported from abroad. conducting a thorough search of existing products is crucial as it provides valuable information. by reviewing the features and specifications of these products, we can gather valuable insights. this information will prove invaluable in generating new, creative, and innovative ideas for designing a brand-new banana slicing machine. below is a table comparing a few existing banana slicing machines in the market. pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 materials and methods conceptualization of the study problems and suggestions of the target end users were gathered and which will be considered in designing the machine. existing designs, related literatures, and philippine standards for agricultural machines were searched to dissect every component of the machine including the proper materials to be used and understand the working principles of the machine. locally available materials and components were considered for the machine parts. figure 7 shows the conceptual framework of the study, following the input-process-outcome method. it was primarily based on the general objective of the study which was to develop a chipper machine for calamansi peel and rag, and banana chips making. figure 6: chopping machines available in the internet figure 7: conceptual framework of the study design concept of the machine the key elements of the machine comprise the hopper, blade assembly, power transmission system, prime mover, and frame assembly. to ensure accessibility and costeffectiveness, all parts and components are constructed using locally available materials. these materials can be fabricated using equipment readily accessible within the local area. the design of the machine focuses on incorporating user-friendly components, prioritizing operator ease, comfort, and safety. pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 blade assembly the blade assembly consists of three cutting blades that are attached to a circular plate using bolts and nuts. this configuration serves the purpose of controlling the product thickness and facilitating easier maintenance of the blades. motor was employed as the prime mover in the machine. the gear box speed reducer, pulleys, and belts used in the machine adhere to the specifications outlined by the philippine agricultural engineering standards (paes). for the safety of the operator, all rotating parts of the transmission system are adequately covered. frame assembly the frame serves as the structural framework of the machine, supporting and housing all its components, including the hopper and discharge chute. it has been specifically designed to endure various loads and vibrations during operation. in the component’s design, portability and ergonomics have been taken into careful consideration. for the calculation of allowable stress used equation 3. σallow= ys/fos (3) where: σallow = allowable stress, mpa ys= yield strength or ultimate strength, mpa fos= factor of safety cost analysis it consists of tracing the resource flows induced by an investment from the chipper fabrication up to its utilization indicating all the necessary financial cost needed from construction to the chipping operation. it includes the fixed cost, variable cost, annual operating cost, net income, payback period and return of investment analysis (hunt 2001). annual fixed cost (afc), php/yr afc= d + i + tis (4) where: d= depreciation cost, php/yr i= interest on investment, php/yr tis= taxes, insurance and shelter, php/yr annual variable cost (avc), php/yr avc= fc + r&m + lc + lac (5) where: fc= electrical cost, php/yr r&m= repair and maintenance cost, php/yr lc= lubrication cost, php/yr lac= labor cost, php/yr figure 8: exploded view of the chopping machine. figure 9: isometric view of the chopping machine. figure 10: isometric view of the chopping machine. the analysis of blade force will be determined by the shearing force required to slice the banana pulp. this force can be calculated using the following formula. fsh/a= sut/(f.o.s.) (1) where: fsh= shearing force, n a= area of contact of blade to the material to be cut, mm2 sut= yield strength of pet bottles, mpa f.o.s.= factor of safety shaft assembly in designing the machine, a different size of shaft is important factor to consider that depends on the loads that are being applied to it. the diameter will be selected based on the strength of the material and the varying combined twisting and bending moment subjected to it which will be computed as, do 3= 16/(τdπ) [√((cm x mb)2+ (ct x t)2)] (2) where: do= diameter of the shaft, mm τd= design shear stress, mpa cm= bending factor mb= bending moment, n.mm ct= torsion factor t= torque, n.mm power transmission assembly to power the rotation of the blade assembly, an electric pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 annual operating cost (aoc), php/yr aoc= afc + avc (6) where: afc= annual fixed cost, php/yr avc= annual variable cost, php/yr added annual revenue for using the machine (aar), php/yr aar= rsp (7) where: rsp= annual total revenue for chopping, php/yr added annual net income (aani), php/yr aani= aar – aoc (8) where: aar= added annual revenue for using the machine, php/yr aoc= annual operating cost, php/yr break-even point (bew), kg/yr bew= afc/(cr-vc/c) (9) where: afc= annual fixed cost, php/yr c= chopping capacity, kg/hr vc= variable cost, php/hr cr= custom rate, php/kg payback period (pp), yr pp= (ic-sv)/aani (10) where: afc= annual fixed cost, php/yr c= chopping machine capacity, kg/hr vc= variable cost, php/hr cr= custom rate, php/kg rate of return (ror), % ror= aani/aoc x 100 (11) where: aani= added annual net income aoc= annual operating cost results and discussion description of the machine the operation of the machine commences when the first test material is introduced into the hopper or inlet chute. the test material then descends into the cutting chamber, where the rotating disc blade assembly is positioned. the disc assembly consists of three detachable sharpened blades of identical dimensions, evenly distributed on a circular plate. as the test material passes through the blade assembly, the rotation of the circular plate causes the blades to come into contact with the test material, resulting in slicing or chipping of the product. the sliced or chipped product is collected as it exits through the outlet chute, aided by gravitational force. the machine is driven by a 0.5 horsepower or 372 watts electric motor, specifically a single-phase motor. power transmission from the prime mover shaft to the chipper’s rotating shaft, where the blade assembly is attached, is facilitated by a set of gear box speed reducer and variable frequency drive. table 1 presents the specifications of the machine. figure 11: fabricated chipping machine. table 1: specifications of the chopping machine particular specification overall dimensions, mm length 758 width 260 height 697 wight 20kg hopper & covers 2mm thickness, stainless steel #304 power transmission system bevel gears 15 teeth, aisi 1045, 65.65mm ø pillow blocks ucp 205 chopping chamber assembly chopping blades 3 blades, 210mm ø, 30mm thickness, stainless steel #304 shaft 25mm ø, 325mm length prime mover 372 watts induction motor (copper) pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 machine performance evaluation the machine was evaluated in terms of the capacity, efficiency and energy demand as affected by different speed of the shaft (573rpm, 1146rpm and 1720 rpm). the results were analyzed statistically using statistical tool for agricultural research (star). machine chopping capacity it is the ratio of the weight of the input materials less unchipped materials, to the total weight of the input materials to the chopper, expressed in percent determined by the following equation: cc= wi/t (12) where: cc= chipping capacity, kg/hr wi= weight of input materials, kg t= operating time, hr table 2 presents the chopping capacity results based on different shaft speeds. the highest capacity was achieved at the fastest shaft speed of 1720rpm, with an average value of 105.54kg/hr. the second highest capacity was observed at 1146rpm, with a mean value of 68.25kg/hr, while the lowest capacity was recorded at 573rpm with an average value of 67.37kg/hr. the analysis of variance indicated that shaft speed significantly influenced the chopping capacity of the machine at a 5% level of significance. furthermore, the mean chopping capacity at various shaft speeds showed significant differences, as evident in the comparison among treatment means (table 2). the results demonstrate the competitive performance of the machine compared to similar studies conducted by pandya et al., namoco et al., and azhar et al., where the developed machines achieved capacities of 100kg/ hr, 60kg/hr, and 64.8kg/hr, respectively. additionally, the vertical orientation of cutting the banana was observed to affect the capacity of the device. pre-testing revealed that the machine had a higher capacity when slicing the banana pulp horizontally or in a traverse direction, as opposed to slicing the pulp in a vertical orientation. the machine sliced the banana pulp in a vertical orientation. determined by the following equation: ce= (wi-wc)/wi x 100 (13) where: ce= chipping efficiency, % wc=weight of crushed chips in the sample, g wi= weight of chipped sample, g the chopping efficiency of the machine, as shown in table 3, decreases with the increase of the shaft speed. it was observed that at 573rpm shaft speed, the shredding efficiency was 97.72%, and it decreased to 94.87% and 94.55%, respectively, at 1146 and 1720rpm. the analysis of variance revealed that chopping efficiency was also significantly affected by the shaft speed. the comparison among means shown in table 3 indicated that the chopping efficiency at the lowest shaft speed of 573rpm was significantly higher than at 1146 and 1720rpm. however, when the 1146 and 1720rpm were compared, no significant differences were revealed. based on the sampling conducted, at 1720rpm, the most amount of crushed chips sticks to the cover of the chopping chamber, preventing them from being collected and recorded as retained or lost, which greatly affects the chopping efficiency of the device. it was observed that the faster rpm causes a greater amount of crushed chips due to the mechanical properties of banana pulp being easily damaged. however, a faster rpm of shafts means a faster cutting rate of the blades and faster feeding rate of banana pulp to the machine, resulting in a higher capacity. machine performance chopping capacity 105.54kg/hr chopping efficiency 94.55% table 2: mean chopping capacity at various main shaft speed, kg/hr. treatment rpm means 573 67.37 b 1146 68.25 b 1720 105.54 a *means with the same letter are not significantly different. machine chopping efficiency it is the ratio of the weight of the input materials less unchipped materials, to the total weight of the input materials to the chopping machine, expressed in percent table 3: mean chopping efficiency at various main shaft speed, % treatment rpm means 573 97.72 a 1146 94.87 b 1720 94.55 b *means with the same letter are not significantly different. energy demand the amount of electricity consumed by the machine to chop a kilogram of banana pulp expressed in kilowatthour per kilogram. ed= (pi x t)/wi (3) where: ed= energy demand, kw-hr pi= power input, (kw) t= operating time, (hr) wi= weight of input material, kg figure 12 demonstrates the energy demand of the machine during the chopping process of banana and calamansi peel and rag. it was observed that chopping the calamansi rag requires a greater amount of energy due to its higher mechanical properties compared to the banana pulp. this results in higher electrical consumption and, consequently, higher costs. pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 cost analysis of using the machine table 4 provides a summary of the cost analysis for using the chopper, and figure 13 presents the cost curve of using the machine. the initial cost of the machine was 115,000 php, with an assumed life span of five years. the calculation was based on a chopping capacity of 105.54 kg/hr and a custom rate of php 2.00/kg. the chopper’s salvage value was assumed to be 10% of the initial investment of the machine. figure 12: energy demand of the machine. table 4: cost analysis of using the machine particular amount unit annual fixed cost depreciation cost 20,700.00 php/yr interest on investment 3,162.50 php/yr tax and insurance 2,300.00 php/yr annual variable cost electrical cost 8,898.24 php/yr repair & maintenance 5,750.00 php/yr operator’s wage 83,200.00 php/yr break-even point 16,832.67 kg/yr net income 260,154.86 php/yr rate of return 209.78 % payback period 0.4 yr figure 13: cost curve of using the machine. pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 56-65, 2023 conclusions based on the study’s objectives and findings, several conclusions have been drawn. the developed chopping machine has proven to be effective in reducing labor, processing time, and expenses for both banana chips production and the utilization of calamansi waste, thereby generating additional income for processors. notably, the machine can be fabricated using locally available materials and local manufacturing technologies, making it accessible to the industry. the machine’s performance parameters, including chopping capacity and efficiency, have shown satisfactory results. it was observed that chopping efficiency decreases with an increase in shaft speed, but this higher speed also leads to a higher shredding capacity of the machine. at a shaft speed of 1720rpm, the energy demand of the chopper is measured at 0.372kw-hr/kg for banana pulp and 0.5kw-hr/kg for calamansi peel and rag. in terms of power consumption, the machine’s annual cost is deemed economical, amounting to php 8,898.24. additionally, the cost analysis demonstrates the machine’s financial viability, with an annual operating cost of 124,010.74 php and an initial investment cost of 115,000.00 php. the machine is projected to benefit banana processors with a net income of 260,154.86 php per year. regarding the dryer, it needs to process a total of 16,832.67 kg/yr to reach the break-even point. the dryer shows a promising rate of return of 209.78% and a relatively short payback period of 0.4 years or 104 working days, making it a favorable investment for processors. overall, the study suggests that the developed chopping machine and dryer have significant potential to enhance productivity, reduce costs, and boost income in the banana processing industry. acknowledgements first and foremost, the author wishes to express profound gratitude to the almighty god, the ultimate provider of wisdom and strength. the author extends heartfelt appreciation to engr. july kit lacsina, engr. jayvee “basyong” cueto and engr. mirasol gumba for their invaluable support in the successful completion of this research study. the author also acknowledges and expresses gratitude to all individuals who, although not specifically mentioned, offered prayers, assistance, and support. the study would not have been possible without their presence and contributions. a heartfelt thank you to everyone involved, and may all glory be attributed to god. references agricultural machinery testing and evaluation center (amtec). (2005). philippine agricultural engineering standard paes 222: 2005 agricultural machinery – chipping machine – specifications. https://amtec.ceat.uplb.edu.ph/. retrieved march 10, 2022, from https://amtec.ceat.uplb. edu.ph/wp-content/uploads/2019/07/paes-222.pdf agricultural machinery testing and evaluation center (amtec). (2001). philippine agricultural engineering standard paes 308: 2001 engineering materials – straight bevel gears for agricultural machines – specifications and applications. https://amtec.ceat.uplb.edu.ph/. retrieved march 10, 22 c.e., from https://amtec.ceat. uplb.edu.ph/wp-content/uploads/2019/07/308.pdf azhar, m. a. d. b. k. (2022b, august 14). design of banana slicing machine. https://penerbit.uthm.edu. my/periodicals/index.php/rpmme/article/view/3571 greenville. (2019, october 17). banana chips in the philippine market greenville agro. greenville agro corporation. https://greenville-agro.com/blog/banana-chips-in-thephilippine-market/ hunt, d. (2001). farm power and machinery management tenth edition. wiley. kepner, r. a., bainer, r., & barger, e. l. (1978). principles of farm machinery. mohamad, m. a. h., ramli, y., azhar, m. a. d. k., rahim, a. k. a., wahid, k. a. a., yahya, m. s., & sani, w. (2022). evaluation of the banana slicing machine structure design. international journal of nanoelectronics and materials, 15(special issue), 49–59. https://publisher.uthm.edu.my/periodicals/index. php/rpmme/article/view/3571 namoco, c., jr., & buna, c., jr. (2022). performance evaluation of a manually-operated banana slicer for small scale food processing industries. science international, 45–48. http://www.sci-int.com/pdf/637820950397422332.%20 namoco%20jr-%20food-phlip-22-2-22.edited.pdf orlov, y. (1991). dangerous thoughts: memoirs of a russian life. william morrow. philippine statistics authority. (2020). 2016-2020 crops statistics of the philippines. psa.gov.ph. retrieved march 10, 2022, from https://psa.gov.ph/sites/ default/files/crops%20statistics%20of%20the%20 philippines%202016-2020.pdf searca, & searca. (2019b, november 12). calamansi industry in mindoro analyzed searca. www. searca.org. https://www.searca.org/press/calamansiindustry-mindoro-analyzed sonawane, s. p., sharma, g. p., & pandya, a. c. (2010). design and development of power operated banana slicer for small scale food processing industries. czech academy of agricultural sciences, 57(4), 144–152. https:// www.agriculturejournals.cz/pdfs/rae/2011/04/05.pdf spotts, m. f. (1985). design of machine elements: incorporates both u.s. customary and si units. prentice hall. tuklasinnatin, v. a. p. b. (2019b, august 3). adding value to calamansi peels. tuklasin natin. https://tuklasinnatin. wordpress.com/2019/07/16/adding-value-tocalamansi-peels/ pa ge 1 pa ge 83 american journal of multidisciplinary research and innovation (ajmri) disaster resilience and capability in the maintenance of public order during disaster of calamity-prone municipalities in oriental mindoro, philippines salcedo b. tanguid, jr.1*, richelle v. tanguid2 volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.2058 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 25, 2023 accepted: september 23, 2023 published: october 10, 2023 this study examined the level of disaster resilience and extent of capability of calamityprone areas in the maintenance of public order during disaster, among the respondents, the barangay officials, and the residents in the disaster-prone municipalities in oriental mindoro. this study employed a descriptive-quantitative research design in which the level of disaster resilience and extent of the capability of calamity-prone areas in the maintenance of public order during disaster, among the respondents, the barangay officials (n=180), and the residents (n=379) in the disaster-prone municipalities in oriental mindoro. a structured questionnaire was crafted based on study questions. in this study, stratified proportional random sampling was carried out for the selection of resident respondents, whereas total enumeration was used for barangay officials, including the chief of the barangay tanods in each barangay of the calamity-prone areas of the province under study. the weighted mean was used to evaluate the respondents’ level of disaster resilience and extent of the capability of calamity-prone areas in the maintenance of public order during disaster. results showed the high extent of capability in the maintenance of public order during disaster in disasterprone municipalities is indicative of the effective implementation of policies on disaster preparedness and the management of disaster risk reduction. the local government units may adopt the comprehensive resilience program based on the findings of this study to further enhance disaster resilience and disaster risk reduction management. keywords public order during disaster, disaster resilience and capability, calamity-prone municipalities introduction disaster risk reduction (drr) projects have been widely deployed to improve community resilience and decrease vulnerabilities in the case of catastrophes. the literature has defined different approaches and frameworks for drr, including detection and monitoring systems, effective communication, support in facility reconstruction, and reaction and recovery measures. existing frameworks, however, frequently fall short of taking into account antecedent socioeconomic elements at the local level, as well as the vulnerability or resilience of the natural environment (unisdr global assessment report, 2015). according to norris et al. (2008), understanding how survivors function during and after disasters is critical, as is putting this knowledge into practice tactics that encourage resilience. while climate change is a global concern, it can only be effectively addressed locally (ostrom, 2010). many international climate change adaptation plans emphasize the increased danger of extreme events and disasters, as well as the importance of local communities in disaster risk reduction. despite multiple endeavors, it is unclear whether these efforts are effectively aligned with community expectations for disaster resilience. understanding community attitudes and resilience characteristics is thus critical, as it can inform enhanced resilience-building processes and assist communities in catastrophe preparedness. the council of australian governments (coag) approved a national resilience-based disaster management approach in december 2009, emphasizing cooperation to improve local capacity and empower communities (weichselgartner & kelman, 2015)). community resilience, according to ramsey et al. (2016), is a continual engagement process that prepares communities for disasters and supports their recovery. in recent years, a number of disaster resilience measurement frameworks have been developed, but few are intended for community use (cai et al., 2018). in the philippines, republic act (ra) 10121, an act highlighting the role of local government units (lgus) in disaster management, institutionalizes the participation of civil society organizations (csos) and the corporate sector in building community resilience (official gazette (2010). ra 10121 emphasizes the importance of assessing and improving the performance and organizational structure of implementing agencies in order to ensure catastrophe preparedness. it also emphasizes the significance of raising risk and hazard awareness and knowledge, as well as preparedness for effective reaction and recovery. following the devastation caused by typhoon yolanda in 2013, efforts were undertaken to construct safer, physically sound, and hazard-adaptive evacuation shelters that catered to the requirements of vulnerable groups (nakamura et al., 2015). for instance, the local administration collaborated with the philippine disaster resilience foundation to construct and improve a disasterresilient evacuation facility. this effort emphasizes the relevance of infrastructure resilience and community 1 college of criminal justice education mindoro state university, philippines * corresponding author’s e-mail: stanguid@gmail.com pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 83-88, 2023 capacity-building in disaster response. furthermore, the federal emergency management agency (fema) in the united states recognizes the critical role of law enforcement in disaster response, particularly their existing relationships and trust throughout communities (koch et al., 2017). however, according to llosa and zodrow (2011), a research conducted in the philippines, local officials prioritize short-term disaster risk management measures in order to obtain credit during their term, thus jeopardizing disaster management efficacy. this discovery sheds light on the dynamics of local calamity management, particularly the impact of political factors. while multiple studies have investigated disaster resilience and response skills in a variety of situations, there is a significant study deficit regarding the specific disaster-prone towns in oriental mindoro, philippines. despite the fact that disaster-prone areas are subject to repeating disasters, there is little empirical research that completely examines disaster resilience levels and the range of capabilities, with a special emphasis on the maintenance of public order during disasters. despite the vital relevance of understanding the dynamics, strengths, and vulnerabilities of these communities in the event of disasters, this study vacuum persists. thus, this study examined the level of disaster resilience and extent of capability of calamity-prone areas in the maintenance of public order during disaster, among the respondents, the barangay officials and the residents in the disaster-prone municipalities in oriental mindoro. methodology this study employed a descriptive-quantitative research design in which the level of disaster resilience and extent of capability of calamity-prone areas in the maintenance of public order during disaster, among the respondents, the barangay officials (n=180) and the residents (n=379) in the disaster-prone municipalities in oriental mindoro. a structure questionnaire was crafted based on study questions. in this study, stratified proportional random sampling was carried out for the selection of resident respondents, whereas total enumeration was used for barangay officials, including the chief of the barangay tanods in each barangay of the calamity-prone areas of the province under study. the evaluation and ethics committees were supplied with a draft questionnaire for content validation and approval. the questionnaire was reproduced with all of the comments, suggestions, and recommendations included. the researcher requested authorization from the relevant authorities, such as the barangay chairman, via a letter request for the distribution of questionnaires and the collection of extra data for this study. after the request was granted, the researcher floated the questionnaire and collected additional data. the weighted mean was used to evaluate the respondents’ level of disaster resilience and extent of capability of calamity-prone areas in the maintenance of public order during disaster. results and discussions level of disaster resilience of residents and barangay officials in the disaster-prone municipalities of oriental mindoro. table 1 shows the level of disaster resilience among the respondents, the barangay officials and the residents in the disaster-prone municipalities in oriental mindoro. table 1: level of disaster resilience of residents and barangay officials in the disaster-prone municipalities of oriental mindoro items barangay officials residents overall w ei gh te d m ea n ve rb al in te rp re ta tio n w ei gh te d m ea n ve rb al in te rp re ta tio n w ei gh te d m ea n ve rb al in te rp re ta tio n 1. damage to property as a result of disaster is reduced to negligible level. 3.59 often 3.57 often 3.58 often 2. there are enough evacuation centers to accommodate victims of disasters. 3.92 often 3.77 often 3.85 often 3. damage to infrastructures like roads, bridges and buildings are restored immediately after the disaster. 3.32 sometimes 3.36 sometimes 3.34 someimes 4. medical aid arrives immediately to treat injuries and contain the possible spread of diseases that might have resulted from the disaster. 3.65 often 3.52 often 3.59 often 5. the families have enough capability to repair or rebuild their houses that were damaged by disaster like skills in carpentry and masonry. 3.59 often 3.45 sometimes 3.52 often pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 83-88, 2023 6. the victims immediately go back to their jobs or restore their livelihood through extensive livelihood program like training, job posting and giving of financial support for their capital by the government. 3.35 sometimes 3.38 sometimes 3.37 sometimes 7. the victims immediately recover from the loss of property by means of sufficient financial support from the government. 3.07 sometimes 3.16 sometimes 3.12 sometimes 8. the victims immediately recover from the loss of a family member by means of extensive psychological counselling given by experts from the local government. 3.14 sometimes 3.11 sometimes 3.13 sometimes 9. victims do not experience much the shortage of basic needs like food, water, shelter and clothing as a result of disaster because of the aid and donations brought by the government. 3.55 often 3.39 sometimes 3.47 sometimes 10. damage to properties of the residents like houses is minimal because of timely action to mitigate damages like placing temporarily flood control, immediate transfer of valuables to safer locations, and immediate repair to prevent the damages from getting worse. 3.47 sometimes 3.44 sometimes 3.46 sometimes 11. the residents go back to their normal life within a month after the disaster because of the effective rehabilitation program of the government. 3.39 sometimes 3.52 often 3.46 sometimes composite mean 3.46 sometimes 3.42 sometimes 3.44 sometimes legend: 4.50 – 5.00 = always (a); 3.50 – 4.49 = often (o); 2.50 – 3.49 = sometimes (so); 1.50 – 2.49 = seldom (se); 1.00 – 1.49 = never (n) the overall composite mean of 3.44, described as sometimes, signifies that the respondents have moderate level of disaster resilience. the small difference on the composite mean of the responses from the barangay officials, which is 3.46, from the composite mean of 3.42 from the resident-respondents reveals that both groups struggle with moving forward after experiencing disasters. also, it can be gleaned from the table that both groups of respondents rated the second item on the questionnaire with the highest weighted mean. the barangay officials rated the item with 3.92 while the resident-respondents rated it with 3.77 mean, which are both described as often. the item indicates the sufficient number of evacuation centers that shall accommodate the victims of disasters. the responses indicate that the municipalities are able to provide adequate facilities for evacuation. the respondents further added that such evacuation centers can be the schools or churches in the community. some barangay officials likewise mentioned that the municipal government has allocated funds for the construction of evacuation centers which are already readily available for use during disasters. since the evacuation centers serve as temporary shelters to the victims of calamities and disasters, the provision of help and support can be made conveniently. as the victims are gathered in particular locations, assistance from the government and private sectors can be easily utilized and sent to them. through this, the victims are able to feel secured and protected despite the disaster that they are facing. such psychological relief has been found to enhance their resiliency. the availability of evacuation centers in the community does not only ensure the safety and security of the citizens but likewise serve as venues for the conduct of counseling and support groups to enhance resilience. in such cases, designated personnel from the government are invited to encourage the people who struggled in the midst of disasters. thus, evacuation centers do not only cater the biological needs of the victims but also their psychological stability which is vital in moving towards disaster resilience. on the other hand, the barangay officials ranked item number 7 with the lowest weighted mean of 3.07, which is described as sometimes. in this item, the recovery over the loss of property through financial support from the government was stated. the barangay officials may have felt that the financial support from the government is not sufficient for disaster resilience (usamah et al., 2014). this perception may be attributed to the limited funding of the government which is distributed to all communities that are affected by the calamities. the budget allocation may depend on the severity of damage, thus some barangays may have not been funded with enough support that will pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 83-88, 2023 help the citizens in their pursuit to recovery. ultimately, bigger amounts will be allocated to communities with severe damages and their recovery will be the topmost priority. meanwhile, small communities may not receive the sufficient financial support. some respondents also mentioned that there were also instances when the assessment of damages were not fully justified, thus the funding does not suffice to the needs of the community. being in the position, the barangay officials are the first persons to identify this challenge. responses from the residents ranked item number 8, out of the total 11 items, with the lowest weighted mean of 3.11, described as sometimes. the items include the immediate recovery over the loss of a family member through psychological counseling. this implies that the residents struggle with recovering from the loss of a loved one due to calamities. a loss of life is surely one of the biggest struggles that the victims of calamities have to face. while properties and livelihood may be replaced, a lost loved one cannot. in such cases, psychological counseling initiated by the government may not be at all times able to address the problem. although most bereaved persons do not need professional help in coping well after loss of a loved one, recovering from such loss requires time. thus, bereavement affects the level of resilience of the resident-respondents. the relationship between bereavement and disaster is confirmed in the findings of walsh (2007) which revealed that death of a loved one, specifically parents, have long lasting effects on the individuals’ resiliency. in their studies, parental death has been considered to result into various problems such as decreased competency, depressive symptoms, low psychological well-being, and other related symptoms among the individuals. in such cases, the study also revealed that support from other family members is more applicable than the professional assistance of psychology experts. this may be the reason why the residents felt that the initiative of the government to provide counseling to the bereaved families is not enhancing their resiliency. thus, the government may implement different strategies to support bereaved families in their way of coping through a loss of family member. extent of capability in the maintenance of public order during disaster of calamity-prone municipalities as assessed by residents and barangay officials. table 2 shows the residents’ and barangay officials’ responses on the extent of capability of calamity-prone areas in the maintenance of public order during disaster. table 2: extent of capability in the maintenance of public order during disaster of calamity-prone municipalities as assessed by residents and barangay officials indicators barangay officials residents overall w ei gh te d m ea n ve rb al in te rp re ta tio n w ei gh te d m ea n ve rb al in te rp re ta tio n w ei gh te d m ea n ve rb al in te rp re ta tio n 1. there are police officers who guard the place where calamity took place to prevent people from taking advantage of the situation by committing crimes like theft. 3.44 moderately high 3.38 moderately high 3.41 moderately high 2. peace and order in the community is restored immediately after the disaster by delegating more police officers and soldiers to guard the place. 3.33 moderately high 3.44 moderately high 3.39 moderately high 3. there is orderly and fair distribution of relief goods due to the assistance of law enforcers. 3.84 high 3.64 high 3.74 high 4. there is enforcement of rules to prevent people who take advantage of the situation to commit crime or gain profit during disaster. 3.67 high 3.54 high 3.61 high 5. there are law enforcers deployed to patrol in the affected areas during calamity. 3.73 high 3.56 high 3.65 high 6. evacuation policies are well enforced with the aid of law enforcers to ensure that disturbances like quarrel will be avoided at the evacuation center. 3.78 high 3.64 high 3.71 high 7. there are enough law enforcers deployed in evacuation centers to ensure the safety of the evacuees. 3.86 high 3.70 high 3.78 high 8. there is full cooperation of the affected communities in cases of mandatory evacuation if with the aid of law enforcers. 3.76 high 3.65 high 3.71 high pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 83-88, 2023 9. there are sufficient force multipliers like barangay tanods to aid the law enforcers in maintaining public safety during disasters. 4.11 high 3.83 high 3.97 high 10. violence is avoided in the evacuation center due to the presence of law enforcers. 3.93 high 3.70 high 3.82 high composite mean 3.75 high 3.61 high 3.68 high legend: 4.50 – 5.00 = very high (vh); 3.50 – 4.49 = high (h); 2.50 – 3.49 = moderately high (mh); 1.50 – 2.49 = low (l); 1.00 – 1.49 = very low (vl) the general composite mean points out that the residents and officials have a high capability in maintaining public order in times of disaster especially in calamity-prone areas. the residents earned an overall mean of 3.61 while the officials earned an average mean of 3.75, both described as high. this shows that the officials are well-trained and oriented on the proper protocols and procedures implemented during calamities. as officials, identifying the high-risk areas in the community is one of their primary concerns. their experience in handling calamities strengthens their capability as they are able to evaluate the success of previous actions. the table also shows how the presence of law enforcement in maintaining order encourage cooperation of residents in affected areas. significantly, the residents demonstrate high confidence in their capability to maintain public order. since high-risk areas are repeatedly vulnerable to calamities, residents are also familiar with how local officials respond to various catastrophes. thus, residents may have also developed their system of responding to calamities. from the results shown in the table, it can be observed that item 9 earned the highest mean with 4.11 for the officials and 3.83 from the residents. the item illustrates the sufficient number of force multipliers that helps the law enforcers in maintaining public safety. the result reveals that both officials and residents have received help from other forces aside from the law enforcement during calamities. nokele (2022) revealed that actors in the implementation of public policy must be perceived as formal and have access to ‘implementation structures’ that they can utilize to further their own different interests; values; perceptions; and policy preferences during the implementation process. various force multipliers such as local government officials and employees, disaster-related agencies, private organizations, and public volunteers extend their services during calamities. it is then easier for law enforcers to prevent theft and provide security as other forces take charge of their tasks. the role of distributing relief goods and assistance are acted out by force multipliers. the local government supports in patrolling the affected areas to prevent crime while other force multipliers help maintain order in evacuation areas to avoid strife and violence. significantly, item 1 garnered the lowest overall mean with 3.44 in the case of the officials and 3.41 in the case of the residents. the result reveals that both officials and residents acknowledge that there is a moderately high involvement of police officers in the calamity areas. though lowest among all the indicators, the general composite mean still shows that there is moderate presence of law enforcement. the result does not necessarily mean that the law enforcers lack action or lack priority in addressing calamities but it may be attributed to the number of police officers in a city and the number of affected areas. as the number of calamity-prone areas and the number of affected residents increases, the number of police officers decreases as they are divided to respond to all areas. thus, the police officers recognize the need to increase the number of police officers in affected areas to prevent other individuals taking advantage of the disaster. the increase in number of police officers would significantly lower the number of thefts. this can also address headstrong residents who refuse to evacuate from their homes with the fear of losing their valuables. moreover, galangco and chinayo (2022) stressed that people are more willing to assist with police if they believe their authority is legitimate. ensuring that there are sufficient number of police officers to guard the resident’s home would increase evacuation compliance. in general, the table reveals the important role that law enforcers play in maintaining peace and order in evacuation and calamity-prone areas (brillantes, 1993). the presence of law enforcers helps minimize the number of crimes and violence, thus maintaining public order in times of calamity. conclusion the high extent of capability in the maintenance of public order during disaster in the disaster-prone municipalities is indicative of the effective implementation of policies on disaster preparedness and the management of disaster risk reduction. the local government units may adopt the comprehensive resilience program based on the findings of this study to further enhance disaster resilience and disaster risk reduction management. references brillantes, a. b. (1993). the philippines in 1992: ready for take off?. asian survey, 33(2), 224-230. cai, h., lam, n. s., qiang, y., zou, l., correll, r. m., & mihunov, v. (2018). a synthesis of disaster resilience measurement methods and indices. international journal of disaster risk reduction, 31, 844-855. galangco, r. b. b., & chinayo, d. l. (2022). the state of police legitimacy through the people’s trust and satisfaction in the performance of the police of their pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 83-88, 2023 duties. american journal of multidisciplinary research and innovation, 1(6), 47–55. https://doi.org/10.54536/ ajmri.v1i6.872 koch, h., franco, z. e., o’sullivan, t., defino, m. c., & ahmed, s. (2017). community views of the federal emergency management agency’s “whole community” strategy in a complex us city: re-envisioning societal resilience. technological forecasting and social change, 121, 31-38. llosa, s., & zodrow, i. 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(2007). traumatic loss and major disasters: strengthening family and community resilience. family process, 46(2), 207-227. weichselgartner, j., & kelman, i. (2015). geographies of resilience: challenges and opportunities of a descriptive concept. progress in human geography, 39(3), 249-267. pa ge 1 pa ge 32 american journal of multidisciplinary research and innovation (ajmri) current approaches for engaging parents in students’ academic performance: basis for parental engagement policy lito b. diaz1* volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1817 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 20, 2023 accepted: july 18, 2023 published: july 27, 2023 this action research aims to determine the current approaches that the school has employed to enhancing parental engagement on the academic performance of the students in the new normal. the participants were of the selected 35 high school teacher, which contains 21 junior high school teachers and 14 senior high school teacher, from valeriano e fugoso memorial high school at boys town complex parang, marikina city. parental engagement at school approaches includes volunteering, conferencing with teachers, attending workshops, involvement at school decision making. also, the parental engagement in the student’s education at home approaches includes helping on homework, communicating encouragement and educational expectation. results displayed that these approaches enabled parental engagement. mostly, optimistic comment information from the parents were stimulated and promoted better insight of their child’s performance in school. a significant effect on the academic performance of the learner in precalculus course towards the engagement of the parents, whether at home or at school in the new normal. similarly, parents became more involved both at home and school activities because of the effect of the several approaches which have improved performance in precalculus. keywords parental engagement policy, academic performance, current approaches to parental engagement introduction the world has been in the situation called global pandemic due to coronavirus (covid 19), a new normal of living was introduced to protect oneself from the deadly virus that took millions of people’s life globally. the education system around the world turned into online class from the traditional face-to-face or classroom setting. in the online class, the parents’ involvement towards their children’s academic performance has strengthened to the point that they were the ones doing the role of the teacher specially to the kinder and elementary students. the philippine’s department of education (deped) has acknowledged the important of the parent’s engagement in the learning of their children whether in school or at home. hence, several programs have been introduced for promoting parent’s engagement in school such as “adopt-a school-program” and the “brigada eskwela” program which brought together parents, teachers, students, and other stakeholders to work on a specific plan or goal. also, school based management approach allows the different stakeholders such as parents, school heads, and teachers, to be part of the decision-making process. while programs for promoting parent’s engagement in the learning of students at home where all entrusted on the hands of the teachers and school administrators which may vary from one school to another and brings a remarkable impact to the academic performance of the students. hence, the teacher must be trained well in doing activities and programs that will encourage parent’s engagement in the learning of their children in home, for this is one of the greatest challenges that almost all schools are facing. as the research findings, “when parents are engaged with student-learning in the home and work collaborative with their children on schoolwork, significant and meaningful improvements are consistently observed for both standardized test scores and grades” (sheldon and epstein, 2005; harris and goodall,2008; altschul, 2011). for this reason, the teacher researcher committed himself to determine the current approaches for engaging parents in students’ academic performance: basis for parental engagement policy seeking to understand different approaches for engaging parents that have positive influence on the students’ academic performance for the purpose of policy making on parent engagement at school in the new normal. furthermore, linking parents in enhancing academic performance is vital, for parents are the most effective influencer on the students’ academic performance (singh, et al., 1995). in this action research, academic performance is defined as the result of the efforts exerted by the students. it represents outcomes that indicate the extent to which a student has accomplished specific goals. this academic performance is measured using card’s grade giving weight to the sum of all written output such as quizzes, unit test, essays and the like and performance task like video editing, cooking, dancing, solving word problem, etc... meanwhile, parent’s engagement is defined as the extent to which the parents can motivate and assist the learning of their children whether at home or at school. furthermore, parental engagement policy is defined as a set of activities where the parents’ engagement would be more visible both in school and at home. this action research aims to determine the current approaches that the school has employed to enhancing parental involvement on the academic performance of 1 duplex champaca street fortune marikina city, philippines * corresponding author’s e-mail: 622000156@ntc.edu.ph pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 the students in the new normal. the study will take place at the valeriano e fugoso memorial high school at boys town complex, parang, marikina city. the statement of the problem to be answered are the following: 1. what approaches do valeriano e fugoso memorial high school employ to ensuring parental engagement in the new normal? 2. does parental engagement, whether at home or at school, improves the student’s academic performance? if so, what types of engagement activities are most effective? 3. based on the findings, what policy on parental engagement may be proposed to improving student’s academic performance whether at home or in school? this action research hypothesized there is no significant improvement on the student’s academic performance towards the parental engagement policy, whether at home or at school. literature review parent-student collaboration in doing homework at home would boost student academic performance. as the research findings, “collaborative, subject-specific homework that requires student-parent interaction to be a particularly effective approach for improving student academic achievement” (sheldon and epstein, 2005; bailey, silvern, brabham, and ross, 2004). research also proposes that the positive outcome of parent-child collaborative homework can be supplementary increased by supplying parents with information concerning the value of achieving so (bailey, silvern, brabham and ross, 2004). for instance, while assigning parent-child collaborative reading homework has been found to upshot in substantial progresses in reading skills among 2nd grade learners, including directions to parents concerning the importance of working with their child on homework resulted in significantly greater enhancement beyond assigning collective homework alone (bailey, silvern, brabham and ross, 2004). beyond vigorous collaboration on homework, merely conversing schoolwork and grades with children can be an effective means for parents to surge their child’s own involvement in school (mo and singh, 2008; deplanty, coulter-kern, and duchane, 2007) and enhanced academic marks (desimone, 1999). nonetheless, schools can still supply parents with advice concerning homework outlook and parent-child discussions on learning at home (harris and goodall, 2008). while collaborative homework with students and parents at home improves academic performance of the student as shown in many research findings, home environment also plays an important role to the improving of the student’s academic performance. this does not mean to have a spacious study room rather an environment in which student can be motivated to work on their school requirements whether in writing, reading, or computing. research has found other home-based aspects that school can funding that may assist parent involvement in student education. for instance, having informative resources in the home and having parents and children involvement to enhancing activities at the same time have been learned to be linked to success in middle and high school age mexican american formative years (altschul, 2011). subsequently, schools can aid an enhancing home environment by giving parents and learners with game packets or lending-library activities that they can use at home. supplying families with such resources has been found to be on par with collaborative homework in supporting math achievement (sheldon and epstein, 2005). schools that are not able to offer this sort of assist can also help to promote a supportive learning environment at home through workshops on topics such as helping with homework and achievement test preparation (sheldon et al., 2010). meanwhile, “raising parent and student aspirations and expectations may be one of the most important things parents can do to increase student academic performance and success” (rosenzweig, 2001, fan and chen, 2001). for instance, in one study examining predictors of student achievement on the act test, the single strongest predictor of high performance was student reports that their parent(s) expected them to maintain at least a 3.0 gpa (barwegan, falciani, putnam, reamer, and stair, 2004). other studies have also found that parents’ expectations of student achievement had a more positive impact than other parent behaviors, including homework help, time management, and discussions with their children about education (lee and bowen, 2006). a verse from proverbs 22:6 says, “teach children how they should live, and they will remember it all their life”, requires communication for this statement to be fully attained. without telling children on how they should live their life on earth this statement would not come to reality. communicating refers to the creation of pure and active communication concerning schools and parents on learner performance and school plans. it is proposed for this type of parental participation that parents are motivated to appear parent-teacher conferences, that parents are informed about school rules and school plans, and that parents obtain phone calls concerning learner performance. for this type of parental involvement, learner performance outcomes comprise learner consciousness of their academic performance, familiarity of school rules, and development of communication skills (epstein, 2002; kemal tekin, 2011;). similarly, in the school, student’s academic performance must be communicated to the parents, and this can be done through various communication-based strategies such as video conferencing, face to face reporting, and sending letter via email or any online means. the school and parent used this strategy to report to the parent about their children’s academic performances in school. “while no one would argue against the inherent value of such school-parent communication, to date there is limited empirical evidence that this in fact leads to higher academic performance (sheldon and epstein, pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 especially in times of difficulties in life or incapability to decide for whatever reasons. in the school, involving parents into the decision-making process for school development is one of the approaches when it comes to encouraging parental engagement. this can include pursuing parental involvement from all backgrounds to plan strategically or perform on countless role in a committee form. (sheldon, epstein, and galindo, 2010). however, as with volunteering, and school participation, this springs only slight indication that parental involvement in the school decision making has a direct impact on student academic performance. as the research findings, there are encouraging academic results restricting from parental participation extending from advantages in primary to teenage years and afar (henderson & mapp, 2002; patrikakou, weisberg, redding, & walberg, 2005). however, its lifelong effects on the academic performance of the students cannot be undervalued. specifically, students whose parents are involved in their learning do better at school. materials and method the analysis of survey questionnaires on school engagement survey (mason, c. a., et al, 2014) were the main instruments used in gathering pertinent data. the survey questionnaires were generated using google forms, sent to the faculty group chat messenger account of the valeriano e fugoso memorial high school. moreover, the student’s academic performance for the s.y 2020 – 2021, and s.y. 2021 – 2022 in precalculus class of the stem strand were gathered for the evaluation of the effectiveness of different approaches for engaging parents employed at the valeriano e fugoso memorial high school. to accomplish this, the teacher researcher gathered some of the related literatures and studies on parent’s engagement and its influence on the student’s academic performance to be reviewed. for the parental engagement in school the following variables were examined such as volunteering, conferencing with teachers, attending workshops, involvement in school decision making. meanwhile, the parental engagement in the student’s education at home includes helping on homework, communicating encouragement and educational expectation. the researcher has adopted the “school engagement survey” by mason, c. a., et al, (2014), these are national “best practice” standards in the university of maine orono, maine, to assess the different parental engagement approaches being used in valeriano e fugoso memorial high school. the research conducted an online survey among the teachers of vefmhs using google form. these data were then determined whether it has an impact to the students’ academic performance in precalculus class. the findings were organized into two parts such as approaches for encouraging parent engagement in education at-home and approaches for encouraging parent engagement in schools. for the approaches for 2005) — although the impact may be more indirect and subtle, making it difficult to detect.” although the actual influence of such efforts is uncertain, one option is that school-communication efforts that are aimed, foresighted, and govern may have greater influence on learner education and routine than methods that are more wide-ranging and unintended. for instance, elementary schools that explicitly aimed parents of low-achieving learners by having teachers (1) telephone parents of lowachieving learners on a steady and as-needed basis, (2) send resources home to parents concerning approaches for assisting their child, and (3) hold face-to-face meetings with parents, saw progress rates among low-achieving learners rise at a 40% advanced rate than schools that testified low levels of such efforts (henderson and mapp, 2002). in this instance, phoning parents of highrisk learners may justifiably be more operative for those specific learners than providing extra learner-growth updates to all parents in a school. encouraging parents to join from the different school’s activities is a remaining challenge even in the new normal. vefmhs do its very best inspiring the parents to be involved in all school’s activities such as quarterly distribution of grade, distribution of educational packages like sim, tablets, modules, and flash drive, etc. believing parents participation or volunteerism would take effect to the improvement of their children’s academic performances. volunteering refers to inspiring, getting, and establishing aid and support from parents at home, at school, and at other civic events. it is proposed for this type of parental participation that parents help with the care and regular operations of the school, support teachers, and assist other parents who need extra help. for this type of parental participation, learner performance outcomes contain progress of communication skills with adults and enhancement of learning skills done by volunteering activities (epstein, 2002; kemal tekin, 2011). on the contrary, researchers have suggested that “parental involvement in schools may be more effective at influencing child academic outcomes when that involvement is targeting specific content areas” (henderson and mapp, 2002; sheldon and epstein, 2005). for instance, sheldon, epstein and galindo’s study (2010) engrossed closely on student performance in math. precise activities were known as having better influence on student attainment such as family math nights, volunteer math-aides, and math projects that include family or community associates. instead on concentrating merely “getting parents into the school”, optimum approaches may entail deliberately planned parent participation activities that involve parents and students in discussion of the subject-specific material and skills (sheldon and epstein, 2005). one of the topmost roles of human existence on earth is to making decision in everything and very vital for survival. sometimes the decision has been done through the help of other people and that is perfectly fine pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 encouraging parent engagement in education at-home, findings are further organized by the following: (1) the use of collaborative homework and (2) approaches supporting the home environment. while the approaches for encouraging parent engagement at schools, findings are further organized by the following: (1) school parent communication, (2) volunteering and participation in school activities, and (3) decision making (sheldon and epstein, 2005). and each segment starts with a review of the research on the kind of parent engagement particularly on its influence on student academic performance. this action research used descriptive and quantitative method in gathering the necessary data to determine the current approaches for engaging parents in students’ academic performance: basis for parental engagement policy. also, the teacher researcher used random sampling techniques to obtain the sample in the study which contains 21 junior high school teachers and 14 senior high school teacher, a total of 35 secondary teachers from valeriano e fugoso memorial high school at boys town complex parang, marikina city. data gathering procedure the teacher researcher did seek for approval of the school principal to conduct the action research in school. the questionnaires which have been generated through google form were sent to the faculty group chat messenger account of the valeriano e fugoso memorial high school. after two weeks, all responses will be gathered and treated statistically such as percentage and mean to assess the current approaches that have positive influence on the academic performance of the students in the new normal. while the academic performance of the students was treated using mean, standard deviation and t– test to test the hypothesis of the study. results and discussion sub – problem no. 1. what strategies do valeriano e fugoso memorial high school employ to increase parental engagement in the new normal? the study’s findings were group into two parts: parent engagement in education at home and parent engagement at school. the aim is to give a clear presentation of the different strategies that valeriano e fugoso memorial high school has employed to ensuring increase parental engagement in the new normal. parent engagement in education at home in this part, the teacher researcher will be discussing two important strategies for encouraging parent engagement in education at home specifically collaborative homework and home environment (mason, c. a. et al., 2014). collaborative homework designating homework that involves learners to display their work and converse their math skills with a household fellow has been found more effective at foreseeing school-wide mathematics attainment than a wide-range of other methods, including workshops, parent-teacher conferences, targeted communications to parents, and volunteerism in the school and classroom (sheldon and epstein, 2005), even after controlling for prior schoolwide achievement. the vefmhs supported this point of view as shown in table 1 with a very high regards on the activities that encourages parent engagement in student’s education at home such as sending enrichment material at home and assigning homework that requires parental involvement such as reading, computing, and writing essays on family history. table 1 shows that the vefmhs made special efforts table 1: percentage of valeriano e fugoso memorial high school reporting activities to engagement in education at home engagement survey question strongly agree agree neither agree nor disagree disagree strongly disagree vefmhs makes a special effort to send enrichment material at home with children. 31.4% 57.1% 8.6% 2.9% vefmhs makes a special effort to assign homework that requires parental involvement, such as joint reading, family history essays, etc. 17.1% 65.7% 17.1% to assign homework that required parental involvement. there were “88.5%” or 31 out of 35 teacher respondents agreeing and strongly agreeing with the statement “vefmhs makes a special effort to send enrichment material home with children”. also, about “82.8%” or 29 out of 35 teacher respondents agreeing or strongly agreeing with the statement “vefmhs makes a special effort to assign homework that requires parental involvement, such as joint reading, family history essays, etc.” home environment education at home refers to confirming that families have access to information at home that describes what they can do to provide their children with their learning. it is proposed for this type of parental participation that parents are supplied with material about homework guiding principle, information about directing their children with homework, and information about family reading programs at school. for this type of parental engagement, student performance outcomes include superior rates of homework achievement, students assessing their parents as a companion in their learning, and intensified levels of self-efficacy (epstein, 2002; kemal tekin, 2011). the vefmhs as shown in table pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 2 nailed its importance of having such environment in which raising parent and student aspirations and expectations are on the top priority. table 2: percentage of valeriano e fugoso memorial high school reporting formal efforts to encourage parental engagement in education at home engagement survey question never occasionally but not every year approximately one such campaign each year more than one such campaign each year vefmhs have organized campaigns to encourage parents to become involved in their child’s education at home. 2.9% 14.3% 45.7% 40% table 2 displays vefmhs huge support for formal initiatives to involve parents in their child’s education at home, with “85.7%” or 30 out of 35 teacher respondents reported that they make this type of effort at least once a year, wherein these teachers have organized campaigns to encourage parents to become involved in their child’s education at home. parent engagement at school in this part, the teacher researcher will be discussing three important strategies in encouraging parent engagement at school specifically: school parent communication, volunteering and participation in school activities, and decision making (sheldon and epstein, 2005). parent‐school communication parent-school communication refers to the communication amid school employees (teachers, office staff, etc.) and parents (anthony & ogg, 2019). this type of communication contains emails, conferences, and phone calls. this type of participation establishes to children that their parents and teachers involve in on-going communication. previous studies have showed uneven results on the effect of home-school communication. some studies have found positive correlations, while other studies have found insignificant correlations (anthony & ogg, 2019; fernandez-alonso, 2017; oswald, zaidi, cheatham, & brody, 2018). the vefmhs alone has a very high respects in this matter as shown in table 3 and 4 for various communication-based strategies to encourage parental engagement in school and various communication‐based activities for new students and families, respectively. on the other hand, table 5 shows vefmhs offers different types of workshops for parents. all these strategies found to be more helpful for engaging parents or families with a new school environment. table 3: percentage of valeriano e fugoso memorial high school reporting various communication‐based strategies to encourage parental engagement at school. engagement survey question strongly agree agree neither agree nor disagree disagree strongly disagree vefmhs makes a special effort to regularly remind parent’s to monitor their student’s work 57.1% 40% 2.9% 0% 0% vefmhs makes a special effort to inform parents when it is time for midterms, final, or high-stakes testing. 34.4% 62.9% 2.9% 0% 0% vefmhs makes a special effort to reach out to parents of struggling students. 68.6% 25.7% 0% 0% 5.7% vefmhs makes a special effort to reach out to low-income or ethnic minority families. ethnic minority families. 42.9% 45.7% 11.4% 0% 0% vefmhs makes a special effort to regularly report student’s positive behavior and achievements. 54.3% 40% 2.9% 0% 2.9% table 3 shows a variety of efforts of vefmhs to communicate with parents through different ways and on different topics relevant to families. in this table, every item got a rating higher than “94%” or 33 out of 35 teacher respondents agreeing or strongly agreeing except from the item vefmhs makes a special effort to reach out to lowincome or ethnic minority families where the rating reach only “88.6%” or 31 out of 35 teacher respondents agreeing or strongly agreeing. table 4 displays more than half responding teachers indicated that parents of new students were invited to visit the school and nearly all responding teachers reported that parents of new students were given chance to meet their child’s teacher with “54.3%” and “82.9%” respectively. pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 table 4: percentage of valeriano e fugoso memorial high school reporting various communication‐based activities for new students and families. engagement survey question frequency percentage rank a "welcome" packet is sent home containing information about the school. 8 22.9% 3.5 parents are offered an opportunity to visit the school. 19 54.3% 2 parents are offered an opportunity to meet with their child’s teacher(s). 29 82.9% 1 a personalized letter is mailed to the family home. 5 11.3% 5 someone from the school personally calls the parents. 8 22.9% 3.5 table 5: percentage of valeriano e fugoso memorial high school offering different types of workshops. engagement survey question never occasionally, but not once a year more than once each vefmhs offer workshops on understanding children’s educational progress such as, such as testing and placement. 0% 14.3% 20% 65.7% vefmhs offer workshops on understanding how children learn and grow, such as child development, learning styles. 2.9% 8.6% 28.6% 60% table 5 depicts nearly all responding teachers reported holding annual (or more frequent) workshops teaching parents about educational progress monitoring, such as testing and student placements with “85.7%” or 30 out of 35 teacher respondents, while nearly all responding teachers reported held similar workshops on child development with “88.6%” or 31 out of 35 teacher respondents. volunteering and participation in school activities one must have in mind when encouraging parents’ participation in school activities is the accessibility of the activity regardless of the family background. the vefmhs as shown in table 6 reflects the same values in which school activities are accessible to the family regardless of the background. table 6 shows more than half of the teachers responding “54.3%” or 19 out of 35 to the school engagement survey, indicated that most or half of school activities in vefmhs are free or low-cost, with only “17.1%” or 6 out of 35 of the teachers offering financially accessible activities rarely. table 6: percentage of valeriano e fugoso memorial high school offering activities at low or no cost. engagement survey question never rarely sometimes most of the times always how often does the vefmhs offer family activities at low or no cost? 0% 17.1% 28.6% 34.3% 20% decision‐making decision making refers to inspiring and having parents help on school boards as leaders and representatives. it is proposed for this type of parental participation that parents are knowledgeable about parent-teacher organizations (pto) and parent-teacher associations (pta) and are motivated to be active members in these assemblies. for this type of parental participation, learner performance outcomes comprise understanding that families are signified in their school and that the learners’ rights are secured (epstein, 2002; kemal tekin, 2011). the vefmhs holds the same point of view; hence, as shown in table 7 that echoes positive partnerships with the parents of their students. moreover, table 8 reflects how vefmhs valued the parent’s inputs in the decision making. table 7 displays nearly all teacher respondents generally reported positive such partnerships, with “94.3%” or 33 out of 35 of them reporting that the school administration and pta worked well or very well together. table 8 shows teacher respondents reported doing this more often, with more than one-third of teacher reporting that they did so most or all the time with “37.2%” or 13 out of 35 of them, and exactly “8.6%” or 3 out of 35 of them indicating never or rarely. table 7: quality of partnership between school administration and pta. engagement survey question very poorly poorly fair well very well how well does the school administration and the pta work together? 0% 0% 5.7% 40% 54.3% table 8: use of school newsletter for parent input. engagement survey question never rarely sometimes most of the times always how often does vefmhs newsletter solicit input from parents? 5.7% 2.9% 54.3% 22.9% 14.3% pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 sub – problem no. 2 does parental engagement, whether at home or at school, improves the student’s academic performance? if so, what types of engagement activities are most effective? as the research findings, there are encouraging academic results restricting from parental participation extending from advantages in primary to teenage years and afar (henderson & mapp, 2002; patrikakou, weisberg, redding, & walberg, 2005). however, its lifelong effects on the academic performance of the students cannot be undervalued. specifically, students whose parents are involved in their learning do better at school. to measure students’ academic performance in this action research. the teacher researcher has used report card grades during the first semester of the s.y. 2020 – 2021 and s.y. 2021 – 2022. table 9 shows the result of the significance effect of the two mean grades during first semester of the s.y. 2020 – 2021and s.y. 2021 – 2022. as shown in this table, a computed t – value of |-2.19| verbally interpreted “significant” for it is greater than the critical value of 1.644854 at 0.05 level of significance with the degree of freedom of 78. thus, reject table 9: significance effect of the first semester mean grade of s.y 2020 – 2021 and first semester mean grade of s.y. 2021 – 2022 school year mean grade standard deviation t – test value verbal interpretation decision 2020 – 2021 87.00% 5.74 2021 – 2022 89.50% 4.49 -2.19 significant reject ho cvα=0.05 = ±1.644854, df = 78 the research hypothesis. this implied that that there was significance effect on the student’s academic performance towards the engagement of the parents, whether at home or at school in the new normal. research exposed that parental participation remains a compelling contributor of academic success even for high school learners. according to patrikakou (2008), it is vital to discredit the common fable that parents’ impact over their children weakens as they enter teenage years. high school learners can do well at school if their parents or relatives are concerned in their school task and with greater hopes from them to succeed. also, teenagers who are supported at home and at school exhibit further optimistic views about school, works nicely, effective and improved attendance and intensified class involvement (patrikakou, 2008). as to the types of parent engagement activities that are most effective, table 10 displays different activities in which vefmhs employs to encourage parents’ engagement at school during pandemic. also, table 11 shows several activities in which vefmhs encourage parents’ engagement in the education of their child at home. parent involvement in school indeed has its positive influence on their children’s performance academically. table 10: vefmhs most effective activities to encourage parents’ engagement in school. activities 1. empowerment of parent-teacher conference association (ptca) by including them in most projects and activities like brigada eskwela. 2. quarterly giving of school report card. 3. home visitation for identified student at risk 4. school orientation regarding school kasunduan. 5. creation of parent teacher group chat through messenger and facebook to solicit suggestions to encourage students to give their best in their studies. 6. frequently doing phone calls to inform parents about the progress of their child in school. 7. online parent orientation before and after school year starts/ends. table 11: vefmhs most effective activities to encourage parents’ engagement in their child’s education at home. activities 1. parent – teacher – student (patest) video conferencing to discuss means to help students and parents and teachers to be actively involved in the improvement of learners’ performance in school. 2. compensation like awards or special recognition for parents who have actively assisted their children in doing their schoolwork’s at home. 3. creation of parent teacher group chat through messenger and facebook for announcement, clarification on student’s homework and additional instructions. 4. family recreational activities related to the lessons. 5. frequently doing phone calls to inform parents about the progress of their child at home. pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 vandergrift and greene (1992) said that, “the two key elements that work together to make up the concept of parental involvement are the level of commitment to parental support and the level of parental activity and participation.” the listed activities that were practiced by the vefmhs as shown in table 10 reflected how the school ensure the parent’s commitment to parental support, activity and participation in school were observed. when parents participated in academic enrichment activities with their children outside of school, the benefits were manifest in improved academic performance in school. hence, vefmhs ensure through the listed activities in table 11 which support open communication to teacher and students’ parent were encouraged and performed regularly. sub – problem no. 3 based on the findings, what policy on parental engagement may be proposed to improving student’s academic performance, whether at home or in school? result showed on table 10, the activities on the policy on parental engagement that may be proposed to improve student’s academic performance in school are as follows: (1). empowerment of parent-teacher conference association (ptca) by including them in most projects and activities like brigada eskwela; (2). quarterly giving of school report card; (3). home visitation for identified student at risk; (4). school orientation regarding school kasunduan; 5). creation of parent teacher group chat through messenger and facebook to solicit suggestions to encourage students to give their best in their studies; (6). frequently doing phone calls to inform parents about the progress of their child in school; and (7). online parent orientation before and after school year starts/ends. while result showed on table 11, the activities on the policy on parental engagement that may be proposed to improve student’s academic performance at home are as follows: (1). parent – teacher – student (patest) video conferencing to discuss means to help students and parents and teachers to be actively involved in the improvement of learners’ performance in school; (2). compensation like awards or special recognition for parents who have actively assisted their children in doing their schoolwork’s at home; (3). creation of parent teacher group chat through messenger and facebook for announcement, clarification on student’s homework and additional instructions; (4). family recreational activities related to the lessons; and (5). frequently doing phone calls to inform parents about the progress of their child at home. according to the policy document, parental involvement enables learner attainment, and parents make decisions about the learning process and the progress of learners. therefore, the policy guidelines form part of the rules of the activity system that ensures sufficiency, provide opportunity for improvement, coordinate effort and capture the multi-voices engagement of actors as they work on the system and change it (hedegaard 2012). the purpose of home visits is to improve academic performance of students in school and to enhance the parent-teacher partnership (sheldon, 2011). the teacher visits the child’s home to communicate to the parents about their child performance in school. the teacher gives the awareness how students are trained at school, how students absorb, and display parents about diverse study skills that can improved and make development in the student’s educations. blank (2011) says that this is performed for parents and teachers to share responsibility and ownership of students’ performance. through home visits, teachers can create a greater understanding and strong relationship, not only with the parents of the active children, but to the students as well. home visits activity of the teacher to the identified student at risk from vefmhs has improved the learner engagement in school and at home thus, enhanced student academic performance. according to the cultural-historical activity theory (chat), parental engagement policy permits parents to enhance the ambiance of the school and home that is beneficial to learning through supervising learner’s assignment. the activities as showed in table 11 and 12 supports this claimed; hence, the academic performance of the learner has showed significant improvement in precalculus class. activities such as “frequently doing phone calls to inform parents about the progress of their child in school”, “parent – teacher – student (patest) video conferencing to discuss means to help students and parents and teachers to be actively involved in the improvement of learners’ performance in school”, and “creation of parent teacher group chat through messenger and facebook for announcement, clarification on student’s homework and additional instructions” were found helpful to ensure the engagement of the parents to their children’s education whether in school or at home. learning is a communal discussion; it involves human collaboration and communication (owusu-ansah and mji 2013). grant and ray (2010) contend, parental participation policy permit parents to connect with the school and direct students to perform best academically. activities such as “creation of parent teacher group chat through messenger and facebook to solicit suggestions to encourage students to give their best in their studies” and “parent – teacher – student (patest) video conferencing to discuss means to help students and parents and teachers to be actively involved in the improvement of learners’ performance in school” were found favorable in achieving participation of parents, students and teachers to convey matters that would improve student’s academic performance. school based management approach empowers the school heads, teachers, and other stakeholders including the parents to be part of the decision making process. abulencia (2014) yielded a positive result in terms of academic performance of the students, through the increased participation of parents and community in the education of their children. as showed on the list of activities, vefmhs recognizes the importance of pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 empowering its stakeholders; wherein, “empowerment of parent-teacher conference association (ptca) by including them in most projects and activities like brigada eskwela” was found to be engaging; thus, improve participation of parents and community in the education of their children. the reviewed rules governing “parents-teachers association” undoubtedly agreed that both elementary and secondary schools shall establish a parents-teachers association (pta) for the purpose of providing a forum for 36 the normal lights special issue 2016 the discussion of issues and their solutions related to the total school program and to ensure total cooperation of parents in the implementation of such program emphasize that parents should always be part of decision making for their child’s education (deped, 2009). positive reinforcement such as giving rewards after a good performance is founded on edward thorndike’s development of the law of effect which was expanded later by b.f skinner’s operant conditioning. vefmhs values this reward system for it encourages parents to be involved in their children’s education whether in home or at school setting. as showed in the findings “compensation like awards or special recognition for parents who have actively assisted their children in doing their schoolwork’s at home”. this study subscribed to the importance of these classical theories of motivation and learning. nevertheless, the involvement of parents is being highlighted in the study to support the teachers in providing positive reinforcement that could lead to enhanced performance in school. conclusions the valerian e fugoso memorial high school employs various approaches to encourage parent engagement both in school and at home. parent engagement at home has two approaches namely: collaborative homework and home environment. these two approaches were both rated higher than 80% strongly agreeing or agreeing in all its efforts and initiatives. the data showed that the vefmhs has a very high remarks in terms of encouraging the parents to be involved in the learning of their children in home. meanwhile, parent engagement in school has three approaches namely: parent-school communication, volunteering and participation in school activities, and decision-making. although these three approaches had no clear evidence to the effect on the academic performance of the students, the data shows that vefmhs valued these approaches in which more than half or almost every teacher respondent said they are into practicing them. the t – value of |-2.19| as shown in table 9 implies that there is a significant effect on the academic performance of the students after the mean grade of two school year were treated using t-test at 0.05 level of significance. its significance has something to do with the approaches employed by the vefmhs to encourage parent engagement both in school and at home; hence, academic performance improved. as to the most effective type of parent engagement activities that vefmhs employs during new normal. table 10 and 11 clearly identifies them and have been practiced even before new normal by the teacher respondents. recommendations a proposed activity plan on parent engagement in the learning of their children at home and in school may be introduced. second, a seminar-workshop must be facilitated to enhance the skills of the teacher to encourage parents to be involved in the learning of their children. third, parent should be encouraged to attend seminar-workshop in dealing with their children’s learning in home. and fourth, there should be follow-up studies conducted to further determine other approaches that encourage parents to be involved in the learning of their children at home and in school. references abulencia, a. s. (2013). a school-based-management: a structural reform intervention. retrieved from http://www.pnu.edu.ph/wp-content/uploads/ journals/school_based_management_a_structural_ reform_intervention.pdf. altschul, i. (2011). parental involvement and the academic achievement of mexican american youths: what kinds of involvement in youths’ education matter most? social work research, 159-170. anthony, c. j. & ogg, j. (2019). parent involvement, approaches to learning, and student achievement: examining longitudinal mediation. american psychological association, 34(4), 376385. http://doi. org/10.1037/spq0000282 barwegan, l. m., falciani, n. k., putnam, s., reamer, m. b., and stair, e. e. (2004). academic achievement of homeschool and public school students and student perception of parent involvement. school community journal, 39-58. battle bailey, l., silvern, s., brabham, e., and ross, m. (2004). the effects of interactive reading homework and parent involvement on children’s inference responses. early childhood education journal, 173-178. department of education. retrieved from http://www. deped.gov.ph/memos. deplanty, j., r., c., and k., d. (2006). perceptions of parent involvement in academic achievement. journal of educational research, 361-368. desimone, l. (1999). linking parent involvement with student achievement: do race and income matter? journal of educational research, 11-30. grant, k. b. & rat, j. a. (2010). home, school and community collaboration: culturally responsive family involvement. thousand oaks, ca: sage harris, a., and goodall, j. (2008). do parents know they matter engaging all parents in learning. educational research, 277-289. hedegaard, m. (2012). analyzing children’s learning and pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 32-41, 2023 development in everyday settings from a culturalhistorical wholeness approach. mind, culture, and activity. 19(2), 127-138. henderson, a., and mapp, k. (2002). a new wave of evidence: the impact of school, family, and community connections on student achievement. austin: southwest educational development laboratory. kemal tekin, a. (2011). parent involvement revisited: background, theories, and models. international journal of applied educational studies, 11(1), 1-13. retrieved from https://www.researchgate.net/publication/268079028_ parent_involvement_revisited_background_theories_ and_models/link/546197770cf2c1a63bff9502/ download lee, j.-s., and bowen, n. k. (2006). parent involvement, cultural capital, and the achievement gap among elementary school children. american educational research journal, 193-218. mason, c. a, et al., (2014). effective strategies for engaging parents in students’learning to support achievement mo, y., and singh, k. (2008). parents’ relationships and involvement: effects on students’ school engagement and performance. rmle online: research in middle level education, 1-11. oswald, d. p., zaidi, h. b., cheatham, d. s., & brody, k. g. d. (2018). correlates of parental involvement in students’ learning: examination of a national data set. journal of child & family studies, 27(1), 316-323. http://doi.org/10.1007/s10826-017-0876-4 owusu-ansah, f. e. & mji, g. (2013). african indigenous knowledge and research. african journal of disability. 2(1), 1-5 patrikakou, e. n. (2008). the power of parent involvement: evidence, ideas, and tools for students success. retrieved from https://www.researchgate. net/publication/242222755_the_power_of_parent involvement_evidence_ideas_and_tools_for_ student_success. patrikakou, e. n., weisberg, r. p., redding, s., & walberg, h. j. (eds.). (2005). school-family partnerships: fostering children’s school success. 49 the normal lights special issue 2016 retrieved from https://static1.squarespace.com/ static/513f79f9e4b05ce7b70e9673/t/5307ad29e4 b0ebfe8b3ed620/1393012009663/school-familypar tnership-strategies-to-enhance-childrenssocial%2c-emotional%2c-and-academic-growth.pdf sheldon, s. b., and epstein, j. l. (2005). involvement counts: family and community partnerships and mathematics achievement. journal of educational research, 196-206. sheldon, s. b., epstein, j. l., & galindo, c. l. (2010). not just numbers: creating a partnership climate to improve math proficiency in schools. leadership and policy in schools, 9(1), 27-48. zenda, r. (2020). implementing a parental involvement to enhance physical sciences learner’s academic achievement in rural secondary schools. p.8 pa ge 1 pa ge 19 1 american journal of multidisciplinary research and innovation (ajmri) specialized program for senior citizens of selected cities of national capital regionphilippines, towards a revitalized quality of life and improved benefits and privileges edelresa s. juachon1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3153 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 02, 2024 accepted: august 08, 2024 published: august 12, 2024 the protection of the welfare of senior citizens was first established in 1992. republic act no. 7432 of 1992 is an act to utilize the contribution of the elderly to national building, grant benefits and special privileges, and for any other purposes is the study aims to assess elderly availment of benefits and privileges of senior citizens in terms of health; social; fin, social, financial, education, financial; education; and employment. likewise, it also includes the problems encountered and the solution offered in the availment of benefits and privileges of the senior citizens. the study made use of three hundred sixty (360) respondents, which is composed of two groups of respondents, the senior citizens of three hundred sixty (360) respondents, which is composed of two groups of respondents: senior citizens and barangay osca officials. assessments revealed the following results: the common benefits and privileges enjoyed by the elderly adult include free health checkups and medicines and discounts on private services. free movies and access to recreational facilities; access to basic education, and being offered job opportunities fitted to their skills and talents. moreover, the most serious problem encountered by senior citizens is the limited medical services due to a lack of adequate facilities. however, the highly recommended solution is centered on employment benefits, particularly in making ties with companies that may offer jobs to senior citizens. finally, the specialized program maybe proposed should focus on dental services, recreational facilities, more discounts to grocery items; special training course; and employment. keywords senior citizen, availment, health, discount, employment introduction to better understand how senior citizens in our society can evolve for the better, it is also important to appreciate where our origin and where we want to be. it’s now time to discover the various parts our senior has played throughout the past and somehow advance to a better sense of path for tomorrow. now a days a lot of elderly people are more visible in different part of the cities, barangay’s and even in our own household. they are part of our day to day lives which give us inspirations and wisdom. and as filipino, we always see to it that all our elderly are given equal love and attention like what they did to us during our youthful days. to som, getting old corresponds to weakness, but for others, it’s not; it is more fun to get old in the philippines, particularly because the government provides the elderly with discountst and benefits that will help ease their cash in their future years. in our country, it is our duty and responsibility to take care of our able and disabled senior family members whether they are our parents or not. we should be the first person who should look after our elderly, and secondarily by our government who use to create laws to continuously protect our senior members. the protection on the welfare of the senior citizens was first established in 1992. republic act no. 7432 of 1992 is an act to utilize the contribution of elderly adult to national building, provide benefits and special privileges, and for any other purposes. after a decade, this act was amended by amended by republic act no. 9257 of 2003 an act that provides a comprehensive medical health care and full rehabilitation system for less fortunate senior citizens to stand-in their capacity to achieve a most meaningful and productive ageing. to further recognize the welfare of senior citizens, those two republic acts were amended and it now known as the “expanded senior citizen act of 2010. it is an act granting additional benefits and privileges to senior citizens. it is an act to utilize the contribution of elderly adult to national building, provide benefits and special privileges and for any other purposes. this study aimed to evaluate the availment of benefits and privileges of senior citizens towards improved quality life as basis for the formulation of specialized program towards a revitalized quality of life and improvement of benefits and privileges. the study sought answers to the following questions: 1. what is the status of availments of benefits and privileges of senior citizens? 2. how do the respondents assess the benefits and privileges availed by senior citizen from the government in terms of the following 2.1. health; 2.2. social; 2.3. financial; 1 university of the east, philippines * corresponding author’s e-mail: esjuachon@yahoo.com pa ge 19 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 191-196, 2024 2.4. education; and 2.5. employment? 3. is there a significant difference in the assessment of the respondents when the above-mentioned variables are considered? 4. what are the problems encountered and the solution offered in the in the specialized program for senior citizens of selected cities of ncr? 5. is there a significant difference in the assessment of the respondents in the problems encountered? 6. is there a significant difference in the solution offered in the availments of benefits and privileges of senior citizens? 7. what specialized program maybe proposed towards revitalized quality of life and improve benefits and privileges? health american senior community (2021). ageing and lifestyle play a huge role for specific health conditions. however, a huge number of health conscious for seniors can be prevented or the progress slowed by making smart, healthy choices and regularly consultation on your doctor for a regular screening and consultations. some of the most common health issues the seniors include: balance issues, cognitive decline, dental health concern, osteoarthritis or osteoporosis. respiratory diseases, influenza or pneumonia. loss of vision or hearing impairment and cancer. elderly adults most of the time face a variety of health problems that affect their overall quality of life. by understanding the main concerns in seniors, they can create some changes in their modern lifestyle that age can be as healthy as possible. smith, (2021). getting older can seem daunting—greying hair, wrinkles, forgetting where you parked the car. the national center institute for chronic disease prevention and health promotion recommends the elderly adult to have a regular consultation with their physician plus a regular annual physical examination. if a proper discipline will be maintained with a healthy diet plus regular exercise routine definitely will help regulate and or prevent chronic diseases. obesity or overweight is a growing problem within seniors and especially those who are engaging in unhealthy lifestyle behaviors. a proper discipline can help reduce obesity and other associated chronic diseases. all kinds of sensory impairments, such as vision and hearing, are very common for elderly adults who are over the age of 60. according to the other study, more than half of older adults have a visual problem and one out of four has a hearing impairment. fortunately, both of these issues are more likely easily treatable. with the help of new technologies, most of the sensory impairment concerns can be addressed. like vision, with the help of eye glasses, it can be treated, for hearing concern, can by assisted by hearing aids.by aids such as glasses or hearing aids. social national institute of ageing (2020). common behavioral and other lifestyle factors have shown a great impact on elderly lifestyle and lifespan. older adults can achieve a longer lifespan if they can adopt a recommended lifestyle, in which they have to follow proper diet, take proper nutrients, and improve their behavior by avoiding bad habits such as smoking. with this, they might achieve a longer lifespan, which corresponds to a quality of life. meyer (2017). networking and connecting with friends may also help boost brain health, which may lower the risk of dementia. with proper socialization, the elderly strengthen not only their mental but also their physical health. connecting to friends, relatives, and colleagues is the same as socializing, which helps people to live longer and stay young at heart. it strengthens the emotional vibrant, as well as sharpening individual mental health. as the seniors continue to enjoy life, it is important to prioritize the work life balance which you enjoy our adult period, while keeping your physical and mental health in great condition. mohyuddin, & rehman (2015), connecting and collaboration is very important for every human being, as in the absent of interaction, survival will be very difficult. for every survival, interaction is the key, as connections lost, it might lead to social isolation, that results to complicated issues. hence, older adults are becoming the number one victim of this so-called social isolation, and the common reason is the distance created by them with their family and friends. once social isolation developed in every individual it increases the process of aging. since social isolation is becoming rampant among the elderly, loss of social integration connections is becoming the reason why the elderly cannot enjoy the quality of comfort in their remaining lives. powell & chamberlain (2012). social welfare, aging, and social theory help everyone how easily understand why the relationship changes between social welfare and human aging. the textbook provides its own impulsive approach with a good example of what social welfare in local, international and global contexts. possibilities can be encountered. financial publisher (2021). medicaid is additional financial support provided to less fortunate americans of any age with medical costs. it provides not only assistance but as well the personal care services and nursing home care, which medicaid does not cover; the medical care ensues to covers most prescription of drug costs. each step administered medicaid, however it depends on the is administered by each state, so eligibility requirements. social participation is a process in which most individuals are characterized by precise, collective, conscious and voluntary actions, which finally leads to self-actualization and achievement of goals. for over 2 decades, researchers have become increasingly interested in the concept of social participation. numerous studies indicate that diseases, mortality, and quality of life of the elderly are pa ge 19 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 191-196, 2024 related to their social participation. thus, paying attention to the concept of social participation in the elderly people is of particular important, and its promotion is one of the key recommendations of the world health organization in response to concerns about the aging population. paskaleva, tufkova & res. (2017). mssd (2019). the social pension program is a government assistance monthly stipend amounting to php 500.00 to supplement the daily subsistence and other medical needs of indigent senior citizens. this is in line with the fulfillment of the commitment of the government government’s commitment to the most susceptible sector through social protection and for the full implementation of ra 9262 of the expanded senior citizens act of 2010. the stipend amount is received by the beneficiary on a semestral basis or every 3 months, using the most cost-effective and efficient payment modality such as but not limited to direct payment to the beneficiary through cash advance by a designated special disbursing officer (sdo), door to door delivery scheme or use of cash card depending on the availability of funds. education the university of minnesota (2021). are just few institutions that give assistance to education, in which this university provides senior citizens with opportunities in higher (college) education. the senior citizen education program (scep) is part of a minnesota state statute that applies to all state-supported institutions of higher education in minnesota. minnesota residents who are aged beyond 62 years of age, may enroll in courses at the university for reduced costs, either to audit or earn college credit. blog (2015). the programs are often offered at nearby colleges and universities where senior citizens or elderly adults reside, and they are offered at moderate or low cost. in such institutes, the senior citizens are given the chance to select, deliver and manage their own college level learning, followed by glowing and excellent reports. as a state senior citizen, they can find ways to get back to university and continue their further education with state, university, private scholarships and grants and discount programs. white (2021). each state operates a post-secondary education system consisting of a link of community colleges and universities. some offer discounted or free educational opportunities to senior citizens. the state of alabama, for example, sponsors a scholarship program for senior citizens. this program provides free in-state tuition at 2-year colleges to individuals 60 and over who qualify for admission. the requirements and availability of financing normally vary greatly from one state to another. garrett (2017). while there are different grants that various government agencies award senior citizens who apply for higher education, they should begin their search with state grant programs for which anyone can apply. no government agency will discriminate against college students because of age, and state grants may be sufficient to pay for a college education. keeper (2019). student education loans help thousands of americans attend college each year. it doesn’t matter what your age, you can apply for a student loan. with more older adults going back to school, growing numbers of non-traditional students are looking for ways to finance their education costs. as programs sponsored by higher education continue to attract retired elderly of the community, post-secondary schools are becoming more aggressive at targeting older individuals. dawalibi, goulart, prearo, (2014), population aging is a social spectacle that demands the care of health professionals. this article seeks to analyses the influence of possible prevailing factors on the quality of life of the elderly. to evaluate the subjective perception of quality of life, the world health organization quality of life questionnaire was used. multiple linear regression analysis was performed on the dependent and independent variables. a significance level of 5% was adopted. the results showed that the absence of disease positively influenced the quality of life on the four domains evaluated. in the environmental domain, full college education, old age, the absence of disease and being a resident in sao caetano do sul positively influenced the quality of life of the elderly. the factors associated with better quality of life were: full college education, old age, the absence of disease and being a resident in sao caetano do sul, in that order of importance daily caring (2021). methodology research design in this study, the researcher employed the research design survey in collecting data. survey is beneficial in describing the characteristic of the respondents. survey ensures a more accurate sample to gather targeted results that could be draw conclusions and make important decisions. the researcher administered this method through paper surveys for it is most effective and efficient one since data can be collect directly. this study used the descriptive methods of research, as it is devoted to the gathering of information about prevailing conditions or situations for the purpose of description and interpretation. this type of research method is not simply tabulating facts but includes proper analysis, interpretations, and identification of trends. the use of the descriptive research design allows the researchers to assess the implementation of 20% discount privilege to selected seniors citizens in selected barangays in quezon city, manila, and caloocan. respondent of the study the respondents of the study are the selected 300 senior’s citizens from 2 barangays in quezon city, namely, barangay talipapa in villa sabina, talipapa, quezon city. barangay bagbag in parokya ng pagkabuhay road, barangay bagbag novaliches with 100 respondents. 2 pa ge 19 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 191-196, 2024 barangays in caloocan city, namely barangay 97 in zone 9, district ii, 11th venue caloocan, and barangay 98 in zone 9, district ii, 11th avenue caloocan with 100 respondents. a purposive sampling technique was used in selecting senior citizens from quezon city, manila, and caloocan, with the purposive sampling, it is possible to select the respondent on purpose and reason as required by the study. the researcher used two types of data in this study, the primary data came from the respondents through survey questionnaires while the secondary data came from the related studies used. statistical treatment the following will be undertaken for the treatment of the gathered data from the survey questionnaires. 1. weighted mean. 2. rank. 3. t-test. legend wm -weighted mean vi-verbal interpretation owm overall average weighted mean gmgrand mean 3.26 – 4.00 strongly agree (sa) 2.51 – 3.25 agree (a) 1.76 – 2.50 disagree (d) 1.00 – 1.75 strongly disagree (sd) results and discussion status of availment of benefits and privileges of senior citizens the senior citizens generally avail the hospitalization benefits. they have given free medical checkup at the public hospitals and discounts in private hospitals. there is senior citizen lane to give priority to their needs. in addition, they have given discounts in the purchase of medicine in the drugstore. how do the respondents assess the benefits and privileges availed by senior citizen from the government the respondents’ overall assessments on the indicators in health aspect of benefits and privileges availed by senior citizen from the government, had stressed that medical and dental benefits should be given priority by the osca office. the given indicator was given a rate as “agree” and had the lowest average weighted mean, indicating the urgency of effecting improvement on coordinating the local government officials concerning the conditions of the public hospital concerning the facilities to be used for the senior citizens to avail the medical and dental services of the government. the respondents’ overall assessments on the indicators in social aspect of benefits and privileges availed by senior citizen from the government, had stressed that recreational facilities and leisure park should be given priority by the osca office. the respondents’ overall assessments on the indicators in financial, aspect of benefits and privileges availed by senior citizen from the government, had stressed that discounts in the grocery should be given priority by the osca office. the given indicator was given a rate as “agree” and had the lowest average weighted mean, indicating the need to coordinate with the business sector concerning the selected items in the grocery were given discounts in order to this businessman to make necessary adjustments on the discounts given the items which are needed by the senior citizens. the respondents’ overall assessments on the indicators in education aspect of benefits and privileges availed by senior citizen from the government, had stressed that allowances and free tuition fee should be given priority by the osca office. the said indicator was rated as “agree” and had the lowest average weighted mean, indicating the urgency of effecting improvement on the implementation of the educational benefits. the respondents’ overall assessments on the indicators in employment aspect of benefits and privileges availed by senior citizen from the government, had stressed that support from the local government should be given priority by the osca office. the said indicator was rated as “agree” and had the lowest average weighted mean, indicating the urgency of effecting improvement on calling the attention of the local government officials to strongly support the senior citizens in providing the job opportunities to them in order to eliminate total dependency to the government by giving them chance to work. the result for the test of significant difference in the participants evaluation on the availment of benefits and privileges of senior citizens from the government the result for the test of significant difference in the participants evaluation on the availment of the benefits and privileges availed by senior citizen from the government in terms of health, social, financial, education, and employment is shown in table 6. the statistical test using t-test showed that the computed t-values of 11.46, 12.01, 20.46, 11.22, 8.14 are greater than the tabular tvalue of 1.66 (one tail), 1.99 (two tail), indicating the rejection of the null hypothesis. problems encountered in the specialized program for senior citizens of selected cities of ncr the respondents’ overall assessments on the indicators in the problems encountered in the availment of benefits and privileges of the senior citizens had stressed that medical and dental service should be given priority by the osca office. the given indicator was given a rate as “very serious” and had the highest average weighted mean, indicating the urgency to improve the medical services provided by the government unit to the senior citizens particularly the dental services which is very expensive when they consult to the private clinics. the dental facilities may be provided by the local government pa ge 19 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 191-196, 2024 unit through the public hospitals in order to increase their access dental check which is the most serious problem of the senior citizens. offered solutions to address the problems encountered in the specialized program for senior citizens of selected cities of ncr the respondents’ overall assessments on the indicators offered solutions to address the problems encountered in the availment of benefits and privileges of the senior citizens had stressed that job opportunities should be given priority by the osca office. the result for the test of significant difference in the participants evaluation on the problems encountered in the availment of benefits and privileges of senior citizens from the government the result for the test of significant difference in the participants evaluation the result of test of significant difference in the respondents ‘evaluation on the problems encountered in the availment of benefits and privileges availed by senior citizen from the government is shown in table 9. the statistical test using t-test showed that the computed t-value of 36.69 is greater than the tabular tvalue of 1.65 (one tail), 1.97 (two tail), indicating the rejection of the null hypothesis. test of significant difference in the respondents’ e valuation on the offered solutions to the problems encountered in the availment of benefits and privileges of senior citizens from the government the result for the test of significant difference in the participants evaluation on the offered solutions to address the problems encountered in the availment of benefits and privileges availed by senior citizen from the government is shown in table 15. the result of statistical test that use t-test showed the computed t-value of 11.46 which is greater than the given tabular tvalue of 1.66 (one tail), 1.98 (two tail), that indicates the rejection of the null hypothesis. proposed specialized program towards revitalized quality of life and improve benefits and privileges health care to improve the health facilities designated for elderly adults and to increase access to medical benefits and services social life enhancement program to ensure availability of recreational facilities entirely for senior citizens and to increase senior citizen to socialize with people. financial stability program financial capability of the senior citizens for their personnel needs and to support the entrepreneurial program of the senior citizens. education enrichment program to encourage continuous education among senior citizens and to develop their skills needed in their job. employment opportunity program to provide employment opportunities to the elderly who wish to work on a part-time basis or even a fulltime irregular and to increase motivation among senior citizens to work and earn a living. conclusion the status of availment of benefits and privileges of senior citizens in the cities of caloocan, manila, and quezon revealed that the registered senior citizens received the benefits and privileges as stated in the senior citizen act. the common benefits and privileges enjoyed by senior citizens include free medical checkups and medicines and discounts on private services. free movie and access to recreational facilities; access to basic education and being offered with job opportunities fitted to their skills and talents. the osca personnel and senior citizens agreed in the health, social, financial, education, and employment benefits from the government. however, they need to have more access to dental services, recreational facilities, more discounts to grocery items; special training course; and strengthening support to employment program. the respondents have different perceptions concerning the benefits and privileges provided by the government to senior citizen with regards to health, social, financial, education, and employment benefits due to the level of their experience on the availment of benefits stated under the senior citizens act. the most serious problems encountered by the senior citizens is the limited medical services due to lack of adequate facilities. however, the highly recommended solution is centered on employment benefits, particularly in making ties with companies that may offer jobs to senior citizens. the respondents experience different level of seriousness on the problems encountered in the availment of benefits of the senior citizens due to the level of their economic status. the senior citizens have different views concerning the effectiveness of the proposed solutions to the problems encountered by the senior citizens compared to the perception of osca personnel. the specialized program maybe proposed towards revitalized quality of life and improves the benefits and privileges should focus on dental services, recreational facilities, more discounts to grocery items; special training course; and employment program. acknowledgments special thanks to dr. melchor s. julianes, dean of the graduate school, and dr. david e. maniquis, my research adviser, for their, advices, guidance, valuable comments, suggestion, constructive criticism and brilliant ideas which enriched and ensured the validity and reliability of the study. pa ge 19 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 191-196, 2024 references acosta, p. 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(2014). clinical gerontological social work practice: psychological and social aging theories. springer publishing company. pa ge 1 pa ge 9 american journal of multidisciplinary research and innovation (ajmri) use of ict to promote literacy in sub-saharan africa souad abdelwahed selmi1* volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1182 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 07, 2023 accepted: january 10, 2023 published: january 24, 2023 literacy, accessibility, technology and digital education are central concerns of this article. the iconic theme is the use of ict to promote literacy in the region of sub-saharan africa. in fact, today more than ever, literacy remains a major challenge for such region. in view of the social environment and economic crisis, the future of the strategies of literacy dependent, among other things, on sub-saharan of significant investments in innovation and ict, in order to consolidate the integration of programs literacy in the recent approaches based on ict. indeed, the development of mobile technology, the convergence of all media to digital media and the rapid development of the internet have changed the portrait of the sector of literacy on africa. an important point to remember is that this region faces an illiteracy to double facet, digital illiteracy at the same time classic illiteracy. however, the efficiency of the integration of ict in literacy does not depend so much on technological advances but rather on the effective implementation of these programs to improve the sub-saharan populations’ daily lives. in fact, this study highlights good practices and also a set of constraints and challenges that continue to hamper the creation, implementation of literacy programs and activities, notably through the use of ict in the sub-saharan african countries. at the same time, this study allows to locate a number of challenges and opportunities for the ict and literacy in the region. keywords ict, literacy, learning, education introduction technological evolution is faster than ever (world economic forum, 2015). whether we are in favor or not, ict have indeed become one of the pillars of our societies. this reality is summarized in this phrase become today ritual: everyone must know computing because computers are everywhere! it is also the generalization of a slogan of type information technology is a tool for all within the reach of all (ginestié, 1999). they are increasingly powerful, increasingly intelligent and their use becomes more and more simple. our daily life, our hobbies, our profession, our relationships are influenced by these technologies. is this a technological fate written for humanity? exclude these ict, is to be, according to some, illiterate and not to integrate into the current world (arcouet, 1996, p.26). going hand in hand with such fashionable discourse, ict are presented, under the guise of educational innovation, as a useful language facilitating access to information and as the privileged medium of knowledge for future citizens. in the same vein, the literacy sub-sector didn’t stay away from this technological reality. the crucial point here is that these tools arouse enthusiasm, but also generate fear and anxiety (leclerc, 2003; peraya at al, 2002; tardif and mukamurera, 1999). that is, our reality today, focused on information and communication, generates at the same time new means of literacy, new modes of access to knowledge and at the same time new educational needs and challenges (rocheleau and basque, 1998). such reality deserves careful study and requires operational and contextual reflection. the alliance of ict with literacy, especially in africa context, is not new, but the development of mobile technology, the convergence of all media to digital media and the rapid development of the internet have significantly altered the profile of the literacy sector. it is in this context that the initiative is being taken to study the question of the use of ict to promote literacy in the region of the sub-saharan africa. really, the rapid development of the internet has changed the portrait of the sub-sector of literacy. indeed, in agreement with tschoumy (1994), it is not ict that are introduced in this area, but it is the sector of literacy that bathes in a communication environment, technology and digital. in fact, this study is a way to learn more about this new face of literacy anchored in the sub-saharan african environment and to share with the reader the lessons to be learned. this work will meet the following objectives: a) identify trends in the use of ict to promote literacy in the sub-saharan africa and ict policies and policies for literacy; b) determine main constraints and challenges of implementing literacy programs using ict; and c) finally, this research will end with a summary main highlights, recommendations and suggestion of ideas for future research projects. these points are tied together and constitute a lever and support points to understand the dynamics of the integration of ict in the field of literacy. the emblematic reflection of this research work is to observe the uses of ict. using wallet’s expression (2001), the observation of uses stands out in my eyes as the most effective entry (p.42). the objective is to highlight a number of practices in the use of ict in the field of literacy which have proved their worth in the subsaharan africa. this is a way to learn more about this new 1 university of tunis el manar, tunisia * corresponding author’s e-mail: s.abdelwahed1@gmail.com pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 face of literacy and to share the lessons with the reader. this being the case, ict, as a technical object, is part of this research as something inscribed in a use, developed to be inscribed in finalized activities (rabardel, 1995 cited in bélisle et al., 2002, p. .60). this reflection is part of a larger and more complex issue of the socialization of technical objects. proulx (1994) confirms this choice by pointing out that observing the uses of what people actually do with these objects and these technical devices can constitute an interesting methodological entry for understanding the action of technology in society. belisle et al. (2002) adds that studies of the use of ict in education and training have especially developed in recent years, without exhausting the questions that give rise to them. there is now a significant demand for such studies on the uses of ict. to this end, perriault (1989) underlines that in the years to come, it will be necessary to deepen the studies on the uses of communication machines (p.232). indeed, what deserves reflection is the implementation or use of ict by literacy programs. in agreement with bélisle et al. (2002), what arouses interest are the complex visible and invisible relationships that actors have with these technical, social and cultural devices that are ict. in this vein, this study fits into this emerging field of research. thus, specific attention has been paid here to the pragmatic dimension of uses by reinscribing them in the contexts of literacy in the sub-saharan africa. emphasis has been placed on the activity of the ict user to consider what makes sense to them, why they develop these uses modes. concept note: literacy, lifelong learning terms such as literacies, literacy practices, basic literacy, initial literacy or advanced, adult education and postliteracy are various and sometimes confused meanings depending on the social, cultural and political context; the literate environment and literate society. it is a plural and non-unique concept that reflects the multidimensional, complex and dynamic literacy and emphasizes the urgent need to work beyond the traditional dichotomy between literate and illiterate (helly at al, 2015; unesco, 2006; unesco, 2015). in fact, different approaches have emerged, essentially: a. literacy as skills, specifically the ability to read, write and count, sometimes called cognitive skills or range of cognitive processes; b. literacy as it is applied, practical, and put in a situation, in other words as a set of tasks that require writes, as in the case of functional, family literacy or in the workplace; c. literacy as a set of social and cultural practices inseparable contexts school, socio-economic, political, community and language; d. literacy as a capability, reflected in the ability of a person to use the skills to achieve its goals and its communication objectives; and, e. literacy as a tool for critical thinking and action for social change, also called critical literacy or processing (helly and al., 2015, p.22). in a same order of this ideas, the institute of unesco for lifelong learning (uil) has published, in august 2013, its second global report on learning and education (grale ii) adults with literacy as a process continuous, accomplished in situations most various pave the way for an informal, non-formal or formal apprenticeship, which allow learners to achieve different (and differentiable) levels of skills in reading, writing and arithmetic. the report also pointed out that learning throughout life and in all aspects of life is the most promising way to meet the challenge of literacy (bonnecase and brachet, 2013). such a proposal to conclude that learning and the use of literacy skills is a contextualized, and continuous process which takes place both within the educational frameworks and outside them, throughout life. this goes in the direction of right to education, as it is enshrined in the universal declaration of the human rights, which includes the acquisition of skills in reading / writing, math and other areas of base that will serve as a base to lifelong learning, a central principle of the international agenda for the post-2015 education (unesco, 2014c, p.7). it’s a passage from the notion of literacy as a simple process of acquisition of reading, writing, language and computation, to a broader conception of basic skills, including the ability to use ict. it is, according to chitra lekha yadav, a powerful vehicle that gives power to the people and allows them to acquire life and entrepreneurship skills to meet the daily challenges and maximize opportunities for sustainable development (unesco, 2015 b, p.136). vision, which takes into account changes economic, political and social progress of information and communication technologies, and recent, admits the existence of many practices’ literacy, registered in different cultural processes, personal circumstances and collective structures (unesco, 2004, p.6). is to say, we’re now interested in using these skills for socio-economic development as well as civic awareness and critical thinking, personal and social development (unesco, 2006b data bases, p.155). this happening, mauch (2014), by a growing recognition of the interaction between the modes of formal, formal, and informal learning. in addition, the creation of contexts and processes that are attractive and responsive to the needs of adults as active citizens (quoted in unesco, 2014d, p.10). this orientation reflects a crucial dimension to the context and quality of literate environments that influence the implementation of literacy that understanding of literacy (unesco, 2006b. this point, leads us to sub-saharan africa, object of the present study, where literacy is, also, an area so diverse and multisectoral. the key point to remember in this regard is that this region faces an illiteracy to double facet, namely digital illiteracy at the same time classic illiteracy. this is a new challenge of illiteracy in the sub-saharan africa. in addition, the fluidity, the speed of developments in ict and their very innovative character challenge on the scale of the pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 challenge of digital literacy. in fact, literacy in sub-saharan africa programs cover, commonly, five basic tracks, namely: a. basic literacy for adults, particularly those who have not had access to formal education, to be able to understand the problems of their environment immediate. they sensitize them to their rights and their duties as citizens and individuals. kleis (1974) note that the participants in these types of training are able to contribute more effectively to the social and economic progress of their community. basic literacy provides a platform that allows adult learners to acquire the minimum required knowledge and skills to have a decent standard of living. b. functional literacy focused on the socio-professional occupations of learners with purpose sought, the transformation of the lives of those to whom training is addressed. so, a good orientation of functional literacy programs is important to the development of communities. this orientation is the result of a design of the training in terms of solving the problems of communities (cisse, 2001). functional literacy training combines theoretical knowledge and practical applications. indeed, the literate adult will have a skill of reading, writing, simple arithmetic as well as the basic job skills directly related to their professional needs. as a result, the teaching content are varied. they range from farm management commercial management. people learn a bricklaying, carpentry and joinery, but also gardening (in’utu sumbwa and weluzani chakanika, 2013). c. the post-literacy is defined as any form of uses of literacy achievements. it is an integral part of the phase of initial literacy (mep/a/pln/ec, 2015). this in the sense that literacy can be truly effective if it is part of broader information and training process continues. this requires the implementation of activities of post-literacy as a set of measures to allow the neoalphabete to exercise capacity and to increase knowledge and to engage with new acquisitions, but especially learning to learn and make decisions in a continuous process of development and greater control over his environment (unesco, 1977, p.4 cited in cisse, 2001). together with the literacy phase, it forms an inseparable whole. it was during the postliteracy that materialize the results of functional literacy and knowledge are consolidating and enriching. for the implementation of appropriate strategies for post-literacy, it is necessary to: a) plan the content of the training based on the concerns of the neoalphabetes; b) select the appropriate communication systems (traditional and modern); and c) resorting to different types of structures of learning adapted (libraries, mobile exhibitions, collective listening groups, etc.) for disseminating the knowledge and the skills required (cisse, 2001). d. literacy, a means to development. however, many literacy programs implemented in the sub-saharan africa region are supported as poverty reduction mechanisms. indeed, some interventions recorded in this work are generally part of strategy documents for the poverty reduction (prsp), strategic direction and planning tools adopted by most of the countries of the sub-saharan africa targeted by the study. the goal of these programs is to develop individual empowerment and ownership among poor populations. in this context, empowerment is defined as the increase in assets and the capacity of people living in poverty, in order to allow them to better participate, negotiate, influence, control and empower the institutions that have an impact on their lives (narayan, 2004, p.18 cited in baba-moussa, and al., 2014). e. technology and digital literacy. in addition to read and write, it is essential today to have a minimum of basic skills on the computer tool, prior knowledge of ict. however, technological illiteracy concerns the process of initiation to the knowledge of basic office automation and ict, including the internet, to enable illiterate adults or poorly literate to use the tool computer science, to understand ict and control electronic communications, by fostering their relationship to the digital media environment. programs and practices brought about by this approach are intended to improve the skills of basic through the technology literacy and add the development of ict skills to democratize access to information. methodology supported by a descriptive, analytical and critical approach, this research has addressed the issue of the use of ict to promote literacy. based on a number of examples of literacy practices and initiatives, this work concerned the sub-saharan africa region. to carry out this study, the data collection was structured around three main stages, namely: a. documentary research: the documentary research first led to an analysis of the quality of the existing documents with a view to selecting the most relevant and reliable for the study. generally, the documentary review covers: previous studies, economic and social development plans in relation to policies, action strategies, initiatives and programs for literacy in general and the use of ict for education. literacy in particular; b. presentation of statistical data; and, c. remote interviews: the documentary research was reinforced by a series of interviews in the form of a dialogue via online systems (email or skype). these e-interviews were conducted with a wide range of stakeholders nationally, regionally and internationally ministries responsible for education, training, literacy and technology and innovation, as well as resource persons belonging to other governmental or non-governmental organizations, civil society and development partners involved in initiatives around ict and literacy. the objective here is to: a. interact with significant people and those with initiatives; b. obtain additional working papers and the review of literacy programs using ict; c. better understand the political documents of the countries; pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 d. identify the needs and difficulties in the areas concerned by the study; and, e. verify, validate and update the data collected during the documentary research. the review of experiences and literacy initiatives included in this study resulted in at least three criteria: the availability of sufficient documentation, the novelty and relevance of the program to the emblematic question of this study. these programs were interpreted by the researcher according to the specific contexts in which they fit. they cover three main thematic areas, namely: ict skills, illiteracy and the development issue. in addition, the identification of literacy programs using ict constitutes the guideline of the fourth chapter relating to the presentation of different technical and financial partners. trends in the use of ict to promote literacy in subsaharan african countries the policy background for literacy, digitization and education in the 21st century may change from one subsaharan african country to another, but the extent and the environment of general orientations seem to converge on much points. this is the subject of the following sections, structured around the major trends characterizing the use of ict to promote literacy in sub-saharan africa. modes of integration and appropriation of ict internet connection forms despite the many challenges ahead, africa is today the continent with record internet performance worldwide. in fact, between 2000 and 2010, the penetration rate of the african continent increased by more than 20, going from 0.5% to 10.8% (sy, 2012). there are two types of internet connection in the region, namely: a. the wired connection which combines on the one hand the wired switched internet connection including the analog connection and the connection with the integrated services digital network (isdn). the latter is offered in all sub-saharan african countries. dial-up internet connection is billed as a local or long-distance telephone call. this billing method penalizes users from provincial towns. as the internet node is often installed in the capital, all users who call the internet server outside the local communication area of the capital are billed for long distance calls. this internet connection is therefore more expensive for users in this situation. on the other hand, there is the unswitched internet connection with the leased line (leased line in some countries) and adsl (asymetric digital subscriber line). adsl is provided in the majority of sub-saharan african countries. however, its expansion is hampered by the weakness of the subscriber base in the various countries. in addition, the absence of regulations on the unbundling of the local loop or the absence of its effective implementation also constitutes a brake on the rapid development of adsl in the region. b. wireless or radio connections, made from four technologies: a.1 local radio loop (blr) used to serve localities or areas without wired telephone lines; special mobile group (gsm), mainly with gsm 3g; b.1 code division multiple access (cdma) adopted by many incumbent operators to make up for the delay in building the wired network; and c.1 worldwide interoperability for microwave access (wimax) appeared in the sub-saharan region in the mid2000s. in general, the internet connection in the african context necessarily evolves towards radio because of the weakness of telephone teledensity. digital divide looks different the digital divide in the sub-saharan africa region has multiple dimensions that go beyond physical access to technological tools. this is the mobile divide due to problems with access to electricity, network coverage and income inequality. let us take the case of certain areas of the sub-saharan africa. one of the dimensions of the digital divide most often overlooked is the way the internet works (or doesn’t) in the region. for example, for people in developed countries, blackouts are rather rare and total internet disruption an even rarer occurrence. but in some sub-saharan african countries like niger for example, blackouts, inadequate and unreliable connections, as well as the total lack of energy, especially in rural areas, are part of everyday life. it is this situation that most often puts people under the obligation to innovate and invent modes of appropriation (use of solar installations in rural clinics, batteries of motorcycles or cars, pedaling of bicycles for produce energy) that are not found elsewhere. here, it is less the exogenous standards of the technical object that are in question than an inadequate material and technological environment due to the absence of minimum conditions to operate the devices, thus placing the users in the obligation to manage. in addition, while mobiles are a tool for stimulating the development of grassroots communities, they are also a marker of inequality of opportunity. we learned from the analysis of the practices that technology alone does not solve social problems and illiteracy. ict are often applied to improve the quality of development relationships and processes and thereby creates competitive advantages that could marginalize those who do not have access to it. it is the orientation and quality of the underlying development process that should condition the implementation of mobile technologies. the isolation and marginalization of populations are social problems and it is not technology alone that can solve them. mobile phones are only tools and they can only be a complement in social organization, not a central element (chéneau-loquay, 2010). africa, continent of innovation: mobile telephony, m-bank, m-health internet connection in sub-saharan africa is undoubtedly moving towards mobile (akue-kpakpo, 2013; ouédraogo, pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 2009; ifri, 2012; rennard, 2012). indeed, the growth of mobile telephony has exceeded the most optimistic forecasts of operators. according to the itu, this is proof of the validity of a competitive economy that still needs to be reinforced (chéneau-loquay, 2010). the number of subscribers to mobile telephony and other wireless broadband networks has increased significantly. the share of internet browsing on mobile is the highest in the world (valdés-valdivieso and penteriani, 2012). the use of the mobile phone is particular insofar as access has become democratized and now concerns all categories of the population, a majority of whom are low-income. according to figures from the world association of mobile phone operators (gsma), the number of mobile broadband subscribers reached 30.3 million in 2011, representing a penetration rate of around 3.8% of the population, compared to barely 0.35% in 2007 (gsma, 2011). as a result, mobile telecommunications contribute to equity by allowing disadvantaged populations to access information which would be very difficult or impossible for them to obtain by relying on landlines which in most regions are not ready to be installed. very lowincome populations prioritize mobile phones, being fully convinced of its usefulness for their well-being. these populations, who are the targets of development projects and literacy programs, get involved themselves not only to access the telephone, but also to innovate by creating new functions and applications that are useful to them (chéneau-loquay, 2010 ). indeed, the worlds of mobile telephony in sub-saharan africa allow applications and services adapted and / or adaptable to meet the needs of users. these are innovative modes of appropriation that are proving their worth today. the following examples are mainly cited: a. m-learning, the use of mobile technology in the service of education. this is a recent practice in the region, opening up new possibilities in the educational field. given the shortage of books in many african schools, the digital tablet was quickly seen as a substitute for missing textbooks, spurred on by governments and international organizations. indeed, this shortage affects almost all african countries (afd, 2015). b. m-payment, which is a benchmark on a global scale. this is the continent of the world where m-payment works best (ifri, 2012; sy, 2012); c. m-health aimed at improving people’s access to relevant information in the areas of health and living conditions. thus, telecoms represent 2% of the health budget in africa (ifri, 2012). issues such as hiv / aids treatment and prevention, improved maternal health care, appropriate immunizations for children, education and awareness are being stimulated by access to wireless technology, which in turn is tower, allows connectivity to healthcare systems and remote experts (chéneau-loquay, 2010); and, d. m-agriculture and m-fishing allowing a rationalization of the sector at all levels. for example, in senegal, the use of the mobile telephone in the artisanal fishing sector represents an improvement in working conditions and practices: better management of traffic at sea with a limitation and more efficiency of movements, saving of time with faster transactions and greater security in such a dangerous profession (chéneau-loquay, 2010). thus, from a technical point of view, mobile applications in the region for development generally focus on the provision of services through short message services (sms). from a user perspective, this predominance reflects the fact that the most common capabilities of the device and all sms services are accessible from any device. from the point of view of information providers, sms is the most easily accessible technology for all entities that want to transmit information through mobile devices. setting up an sms platform is quick, economical and fairly straightforward. however, certain economic and cultural constraints arise from these wide eases of design and use. the text also has the disadvantage of being an obstacle for completely illiterate users who may be unable to use it fully. solutions with information delivered by voice message can be very useful for the illiterate population, but they are relatively expensive and still underdeveloped (chéneau-loquay, 2010). the informal ict sector, a dominant mode of operation ict constitute a major sector of recent informal growth in all cities of sub-saharan africa. this informal ict sector is a reality in the region. it can no longer be considered a sector on the fringes of the economy. it has established itself not only as the popular economy of the poor, but rather as a powerful overvalued economy in some african countries (senegal) (chéneau-loquay, 2012). it is a sector with great potential, creator of jobs and wealth, which needs to be organized, structured, regulated and supported. it performs essential functions in employment, production, income distribution, meeting needs, and training and literacy for young people and adults. literacy through ict and the media the progress in integrating traditional and modern ict into the literacy and management practices of literacy organizations in the sub-saharan africa countries indicates that the vast majority of them have made the switch to informatics. the socio-economic and development specificities of these countries encourage them to take advantage of the advantages of technology and to use the various existing channels (internet, mobile telephony and radio) to adapt the solution both to the area concerned (city, campaign) and the nature of the training (awareness raising, popularization or teaching). the objective is not to perpetuate one of the factors of exclusion of adults with low education or illiteracy, namely not learning to use ict. in fact, like issues relating to health, education, environment, agriculture, human rights, etc., sub-saharan african adult learners, as development actors, are pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 interested in ict, both in terms of their use as work and information dissemination tools and their impact on access and circulation of knowledge and know-how. thus said, literacy programs make use of a variety of ict and modes of communication, namely: a. technological equipment: computers, internet, software, networks, mobile telephony, tablet, smartphone, geographic information system, satellite imagery, gps, etc. ; b. media such as radio and television; and, c. traditional means of information and communication such as physical meetings, printed documents (newspapers, leaflets, magazines, brochures, etc.), notice boards, theater, etc. this wide choice provides adults with the keys to motivation to learn, retention of learning and an enriched educational experience. the adoption of a particular technology involves a process of selection and decisionmaking on the appropriate technology, on the users and beneficiaries as well as on the type of communication and content. the main appropriate and sustainable modes of use of these tools and mechanisms for literacy programs in the sub-saharan africa will be presented in the following sections. rural radio the radio education system is particularly suited to african countries (unesco, 2014c, p.16). literacy programs and initiatives show that broadcasting is easily accessible and affordable in sub-saharan region. it makes it possible to overcome geographical obstacles. by facilitating distance learning, reading and writing can be taught to people who live in remote areas. indeed, a rural radio station is established by a community or on its behalf, equipped with an audio communication and information tool intended to promote and favor the application of social, economic and cultural values determined collectively and deemed useful for this community. the use of the local language on the radio constitutes, for this one, a kind of reconciliation with the peasant layers. in this context, to motivate people, a literacy program is usually functional, to help them solve their daily problems, or in other words, to be of practical use to them. thus, local radios provide services to the community and offer the possibility of extending the function of media education and literacy on subjects related to the development of the rural world (agriculture, health, nutrition, livestock, hygiene, etc. fishing, etc.). it has become a catalyst for social and cultural identity, a forum for expression, a tool for social mobilization, dialogue and consultation within communities and between development actors. the initial value of a community broadcasting project lies in the fact that it offers the public the care to participate in the development of the content, to control it and even more to the possibility of exchange. in sum, the major distinctive function of community radio is that it can help create a dynamic conducive to development. it is a pillar of local development. rural radio is still an interface for the introduction of ict, which eventually increases the possible dissemination media, widens the audience likely to be reached and can therefore increase the influence of literacy projects or at least multiply its destinations and results. in this context, local radio has become one of the avenues to facilitate the accelerated penetration of ict in rural areas of subsaharan africa and allow better development of subsectors such as education, health, literacy, etc. indeed, as a means of communication, rural radio reduces distances and removes barriers to illiteracy, while allowing contact with the listener. these radios are reference points for community communication. as a result, these local broadcasting stations tend to gradually transform into what unesco calls community multimedia centers (cmcs). television some literacy programs in the region use television as a tool to meet the education needs of the sub-saharan african zone. this medium combines words with images and allows movement and animation while diffusing sound. the definition of the content of audiovisual programs aimed at adults is determined according to the expectations and needs of the target populations, in particular those living in poorly literate landlocked areas and suffering from a lack of infrastructure and technological resources. in this case, the programs addressed to illiterate or semi-literate adults, via local television, are broadcast on a regular and ad hoc basis with regard to daily life. they contribute in particular to the promotion of literacy, practical learning and health and social awareness. this is the framework, for example, of the multichoice africa initiative supporting a group of educational channels, including national geographic, discovery channel, history channel and mindset learn by satellite broadcast in a number of african countries. audio cassettes, cd-rom, dvd, vcd compared to broadcasting and television, audio cassettes, cd-roms, dvds and vcds generally have the advantage of being able to access literacy classes at the time and with the frequency of the learner’s choice. in addition, these forms of ict can be employed in the home, which helps overcome social, cultural, financial and logistical constraints that learners, especially women, may face in attending literacy classes in the areas rural and remote cd-roms offer in particular: a. a cost-effective medium making it possible to distribute content easily and at low cost; b. an interesting and entertaining resource for reading and writing lessons; and, c. a concentration of large volumes of information on a light and small medium. community telecentres with the development of ict, a large number of community telecentres have emerged as a common pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 practice in sub-saharan africa countries, especially in rural areas. they are part of the service points for the implementation of literacy programs in rural areas. in addition, they support the strengthening of farmers’ organizations. they are in most cases supported by development partners (e.g. unesco, itu, crdi). the integration of ict into literacy program services is usually accomplished through the establishment of technologybased community learning centers, community internet access centers and multipurpose community telecentres. but other places are also involved: libraries, village schools, youth centers. indeed, the fabric of telecentres is a social, economic and cultural asset. through its role as a pole of attraction and community resource center, community telecentres allow, among other things: a. a possibility of regular two-way communication (call / reception) in rural communities (phone call, email); b. a training and learning framework for the use and mastery of ict thanks to proximity and prices; c. the development and strengthening of community life by restoring a minimum of credibility to isolated disadvantaged neighborhoods and rural areas through ict services such as the internet which make the neighborhood a place of attraction; d. the appropriation and use of ict by peasant populations as a means of social and economic promotion in line with the needs of the community; e. the generalization of public access of grassroots communities to real-time and low-cost services and business information through ict; and, f. the contribution to the dissemination of the use of ict through office automation training, internet initiation, telephone use, etc. mobile technology referring to kone tago (2013), mobile technology is technology that can be moved around without stopping functioning. it is able to serve us everywhere and generally it is small in size, therefore easy to carry around and bring wherever we go. mobile technology can play a very important role in the literacy process because it will help promote and popularize access to information and resources (p.4). mobile learning is independent of the constraints of place, time, gender and, to some extent, money (tual, 2013). in the same vein, the effectiveness of the use of mobile phones and cellular networks to promote literacy is recently endorsed, also, by the unesco study (2014b) reading in the age of mobile. the report shows that in countries with high rates of illiteracy and limited access to print, mobile technology is becoming more prevalent. people read books and stories through small screen devices. this increases the potential for mobile learning even in the most remote and extremely poor regions alongside other ict such as broadcasting or television. this reality applies fully to sub-saharan africa countries, especially rural areas. the mobile phone, and in particular sms (short message service) technology, is a reading and writing medium available and used in rural areas. it has the advantage of being less demanding in terms of infrastructure, so that it is easily accessible. in addition, for new learners, regular use of dial pads and texting will reinforce their newly acquired knowledge of letters and numbers. in niger, for example, it has been found that adult education programs are much more successful in strengthening participants’ skills in literacy and numeracy when supplemented by pedagogical exercises using mobile phones (aker et al., 2012 cited in unesco, 2015, p.150). the utilitarian nature of the cell phone for rural africa has made it a popular innovation. indeed, the introduction and development of these tools has introduced a new culture to the sub-saharan africa region: the culture of mobile technology. internet the internet is another tool that can be harnessed to improve literacy programs. in comparison to old ict such as television and broadcasting, the internet is an interactive and dynamic space that offers digital content, accessible to active learners who can use it at their convenience. internet access is facilitated by tablets and by the possibility of connecting via mobile networks (afd, 2015). online learning is one way to use the internet to fight illiteracy. with discussion forums, email and social networking sites, the internet strengthens the skills of adults who are illiterate in reading and writing. audiobooks due to a lack of resources, the publishing of books in the sub-saharan africa region is reduced and existing works are not accessible to the majority. added to this is the low literacy rate in the region, which explains in particular the trend towards popularization of the oral transmission of knowledge in the field of the implementation of literacy programs. thus, it is observed the promotion of the audio book in the region taking into account the social realities, the experiences and the aspirations of the populations. this involves developing and recording audio books, translated into as many languages as possible, including local languages, on media such as audio cassettes, cds or recordings on mobile phones or mp3s. they are talking books with electronic texts converted into spoken words. they are one of the tools for promoting literacy in the sub-saharan africa region. open educational resources (oer) electronic books are electronic texts that are available on the internet and on cd-roms. the development of the telecommunications sector in the sub-saharan africa zone has allowed quick and easy access to digital books, sometimes despite the beneficiaries’ lack of knowledge of the use of computers, thanks to the use of mobile phones for reading of digital books. let us quote here the literacy initiative of the ngo worldreader through the popularization of ebooks intended for young people in pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 rural areas. this will involve the free distribution of more than 390 ebooks, ensuring that they are easily accessible from a mobile phone, thanks to a dedicated application (tual, 2013). it is within this framework that the unesco paris declaration (2012) on open educational resources (oer) is also inscribed as a set of principles and guidelines for the development and use of educational resources free in education. also, one of unesco’s main lines of action, for the period 2014-2017, aims to support the oer movement and create conducive policy environments in this area (unesco, 2014a). literacy approaches participatory approach it emerges from this study that participatory approaches constitute an essential element of the education-training process of illiterate adults in the sub-saharan africa region. these approaches favor the involvement of learners in the action. they are oriented towards participation, discussion, initiative and equality among participants. such a participatory orientation, which characterizes literacy practices in sub-saharan africa countries, can be explained, among others, by the following points: a. habits of community life of adult learners favor the practice of certain participatory approaches which are part of their culture; b. participatory approaches promote the appropriation of content and the sustainability of knowledge. this is important for education-training actions that lead to behavior changes (hygiene, preventive health measures, etc.); c. agreement of beneficiaries on the choices concerning them is fundamental and it is necessary to ensure that it is acquired. indeed, the active participation of learners is one of the visible forms of this requirement; and, d. current philosophy in terms of economic management is based on valuing demand. in adult education and training, the offers are sometimes numerous and are made by many entities outside the learning public (for example, it is above all literate people who are primarily concerned with the problem of illiteracy). participatory approaches are then conceived as methods to generate awareness and consequent demands. participatory literacy practices in sub-saharan africa countries are observed in several ways, namely in particular: a. passive mode: the participants contribute to the realization of the action either financially (participation in cash or in kind) or physically (participation in household tasks, such as preparing the rooms, running alongside the training or other during the realization); b. consultative mode: the participants are asked before the action is carried out to give their opinion on its various aspects (content, methods, implementation framework, etc.); c. concerted mode: the contents and the methods of carrying out the training action are negotiated with the participants who then understand all the objectives of the various stages; d. empowering mode: the participants, considered as a group of partners involved in carrying out the action, have clearly defined and predefined responsibilities. this responsibility is not limited to the material domain, but, from an interactionist perspective, also concerns other aspects (pedagogical, administrative, etc.); and, e. appropriation mode: participants are fully considered and recognized as owners of the training action. at this level, it is the autonomous participants who manage and control the action. they are involved in setting up the process of defining training content and developing teaching materials (baba-moussa, et al., 2014). literacy practices based on transformational learning a number of literacy practices using ict observed in the sub-saharan africa zone are more or less part of a transformational learning process. mezirow (2001 cited in baba-moussa, et al., 2014) outlines the stages of these learning practices as follows: a. an unsatisfactory situation, a disturbing dilemma, corresponding for example to a disorientation in the face of contradictory information, paradoxical injunctions; b. negative feelings: guilt, shame at not being able to get out of these situations or even understand them; c. a critical (reflexive) assessment of one’s beliefs, of what one took for granted (epistemological, sociocultural), certain attitudes; d. the recognition that dissatisfaction and the changes initiated are shared by others; e. exploring the possibilities of new attitudes, new relationships and ways of acting; f. the development of a course of action: projects, decision to act; g. the acquisition of the knowledge and know-how necessary to implement the decided projects; h. experimenting with new roles and new attitudes; i. skill development and self-confidence building needed for new roles, attitudes, etc. ; and, j. the reappropriation of one’s own life on the basis of new perspectives and the power to act linked to the transformation of these perspectives: empowerment. holistic approach the literacy programs observed reflect the intention to put into practice an integrated and diversified holistic vision in the literacy policies of the sub-saharan africa countries. the moderating factor consists of carrying out training projects and acquiring skills based on the four pillars of learning which confer: knowledge, know-how, social skills and interpersonal skills. based on a systemic approach, the various programs put in place generally focus on: a. entry by demand, that is to say that the themes addressed by the programs are drawn mainly from the daily experiences of the target populations, as part of a pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 response to learning needs; b. an integrated approach combining education, literacy, training geared to the needs of the socio-economic context and the fight against poverty; c. the partnership and the synergy of the beneficiaries, of the methods of implementation of the programs, of the operators and actors of the development, of the communes and of the civil society; d. capacity building of actors and development of their skills in action through training, support, sharing of experiences, dissemination and capitalization of good practices; and, e. the allocation of material and financial resources. development of networks for the exchange of practices and knowledge a network of associations is a framework of synergy aimed at pursuing and achieving common objectives with greater efficiency and effectiveness. the compartmentalisation, the lack of information and the relative lack of communication of african associations require networking efforts to exchange and share the results of activities. an exchange network constitutes the minimum basis for joint work and can evolve into a platform for consultation and joint production, the starting point of which is the capitalization of exchanges. the exchange allows the adult learner to express himself and to confront others to enrich and validate his own knowledge. the development of ict increasingly favors the creation and functioning of these networks. several networks work for and around issues related to literacy in sub-saharan africa such as the following three: a. pan-african association for literacy and adult education (paalae), is a platform which aims both to promote literacy and adult education in africa, but above all to advocate with governments and peoples, so that they better understand the importance of the development of lifelong education for the progress of mainly sub-saharan african countries. b. african community network for education for all (ancefa), is a platform of african civil society organizations. its objective is to promote, foster and strengthen the capacity of african civil society at the regional level and in the respective countries, in order to advocate with their governments in favor of the priority to be given to education for all (efa) in their national policies. c. pamoja west africa which brings together 13 national networks in the sub-region, practitioners of the reflect approach as an effective tool to enable communities to influence their future as well as for social change, literacy and learning. the network aims to promote and facilitate access to quality lifelong learning for young people and adults, in order to ensure equitable and sustainable development in west africa. he pleads for making literacy a priority in the countries of the sub-region. constraints and challenges of developing and implementing literacy programs using ict this section addresses a set of challenges, constraints and difficulties that continue to hamper the creation, implementation and operation of literacy and adult education programs and activities, in particular through the use of ict in the region. in the field of ict lack of human capacities in ict the shortage of human capacities is a major problem for the development and use of icts in the region. the skills gap is glaring and the need for qualified personnel in the ict sector is enormous (african development bank group, 2013; economic commission for africa, 2013). the region needs a critical mass of ict experts capable of designing, managing and executing electronic applications projects, and participating in the development of computerized services globally. in this regard, african countries have paid more attention to ict capacity building in recent years, from the management of large-scale public projects to the design, development and maintenance of networks, information systems and distributed systems. indeed, several ict education, training and research centers have been created in recent years (african development bank group, 2013). these include the african virtual university (uva) and the virtual university of senegal (uvs). however, computer and network training tends to be theoretical and does not meet the needs of public and private institutions which are often looking for cutting-edge technological solutions (unctad, 2013). insufficient african infrastructure and electricity sector the insufficient quantity and quality of infrastructure in the sahel, in the areas of transport, energy, water, telecommunications and icts, is a major obstacle to the interconnection of countries. this lack of infrastructure affects not only inter-country infrastructure, but also within a country (unctad, 2013). the same observation applies to the energy sector as one of the most loss-making sectors (niquet and touati, 2011). in sub-saharan africa, nearly 600 million inhabitants were still without electricity in 2014. infrastructure problems represent a considerable obstacle to the integration of ict in education and literacy programs, and partly explain the results obtained by the first generation of projects in this field (afd, 2015). this reality is of great concern to development partners, especially in the area of ict, because the challenge may indeed seem difficult to overcome. in this regard, there is still a long way to go and awareness of the value of the private sector takes time (durand, 2013). ict strategies and the lack of coordination the technological revolution marked by the convergence between it, telecommunications and audiovisual media is a determining factor in the growth of sub-saharan african pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 countries. however, ict development strategies seem to be broadly based on poverty reduction strategies. there is really a lesser effort to make ict a real development sector. in addition, the lack of collaboration, cooperation and sharing between actors and partners working in the field of ict (ngos, grassroots organizations, institutions, etc.) gives the image of a large number of systems, of programs and platforms competing to solve the same problems. the lack of visibility and knowledge of what others are doing partly explains this state of affairs. these partnerships thus run the risk of losing their coherence. insufficient reliable ict databases the adoption of policies on information and communication technologies constitutes an essential pillar for the development of information and knowledge societies. on this point, we observe a certain lack of exhaustive data on the achievements of infrastructure and equipment, both in formal and non-formal education. however, every country needs reliable data and indicators on the access and use of icts to measure their impact on development. the availability of these allows a government to make decisions on ict policies as well as to compare the evolution of ict in the country against other countries, in order to adopt effective solutions according to the needs realities of the context. in the area of literacy the growing population of children and neet demographic variables (age and gender structure, growth, etc.) play, alongside social, economic, political and cultural variables, a central role in explaining the dynamics of education and literacy systems in the africa region. these countries are both poorly educated and experiencing very rapid growth in the school-age population. according to the latest statistics compiled by unicef, february 2014, the population of children in sub-saharan africa will increase by 130 million between 2010 and 2025 (unicef, 2014). at the same time, although the proportion of illiterate adults has been declining in recent years, the number of illiterate individuals actually continues to increase due to population growth (mingat, et al., 2013). this is obviously incompatible with a perspective of literacy, human development and social, economic and technological progress. such a context presupposes a longitudinal educational and literacy approach in intergenerational terms. if we consider education as a means of breaking the vicious circle of the intergenerational transmission of poverty and consequently of illiteracy, literacy for parents is a real challenge to be met both because of its effects on children and demographic variables by the values transmitted (habits, attitudes) as its influence on the age of marriage, the life of couples, the use or not of contraceptive methods, diet. in fact, parents’ level of education is a factor in demand for education and in reducing disparities between boys and girls (hugon, 2007). on the other hand, school expansion in the sahel most often leads to an increase in neet. this means the large number of children who drop out before the end of primary school, while some do not even have the chance to be educated. this is to say that a large number of young people do not study, work and are not in training. this new sociological category results in intellectual unemployment and deskilling (oecd, 2014). following the demographic explosion of young people in these countries, the high number of neet has become the most urgent problem (creamer, 2013). faced with this situation, there are few and generally inadequate and underfunded solutions to strengthen and improve skills through adult education. formal schooling already absorbs a high proportion of the country’s budgets. largely designed for illiterate adults, the non-formal sector fails to cope with school dropouts and its programs often fail to meet the needs of this generation of neet (aitchison, 2013). underfunding of literacy programs while the literacy and adult education plans are integrated into the general education and development policies of the sahel countries concerned by this work, the financial resources allocated to the implementation of programs in this area are modest. (aitchison and alidou, 2009; baba-moussa, et al., 2014; archer, 2013; aitchison, 2013; ndiaye mbaye, 2011). this underfunding is, so to speak, a reflection of the relatively low focus on literacy by both governments and donors. in addition, since non-formal education structures are essentially the responsibility of the communities, their development is limited given the limited financial resources, which explains the importance of networking operators allowing access to funding, in place of management tools or the execution of common literacy programs. the illiterate sub-saharan africans as potential beneficiaries are active economic actors and key social actors who must facilitate the processes of attitude and behavior change necessary for the achievement of sustainable development on the continent (babamoussa, et al., 2014). for this reason, further integrating the sustainable development agenda and promoting the coherence of educational policies and programs involve, among other things, allocating more financial resources to literacy, in order to develop this sub-sector as a strategic axis of development. low level of professional qualification the teachers responsible for literacy in the most countries are the least qualified and the least paid. such a shortage of qualified teachers hinders the promotion of successful literacy in the region (aitchison and alidou, 2009, hackett, 2007). the guideline of this orientation towards the professionalization of trainers is to focus on meeting the literacy needs emerging from the socio-educational and technological environment of sub-saharan africa in its diversity, taking into consideration the various groups illiterate. the need for adaptation to the sub-saharan african context supposes: pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 a. modification of social representations linked to the status of adult trainers; b. capitalization of practices and the creation of appropriate forms of capacity building to promote the field of action of literacy; c. an incentive to use open and distance learning and ict in training and support for trainers and designers of teaching materials; d. assimilation of new notions and conceptual rereading of the role of literacy, especially with the help of ict; and, e. implementation of appropriate university research. such an orientation of continuing professional development will produce quality literacy interventions that motivate and inspire adults to become involved and to continue with the various literacy programs. thus, improving the capacities of facilitators, trainers and volunteers represents a major challenge which requires a collective effort from various governmental and nongovernmental stakeholders in the implementation of literacy programs. in addition, regional collaboration should be further exploited. despite undeniable progress, gender inequalities remain while the number of out-of-school girls has declined considerably, more than half of out-of-school children for example, in sahelian africa are still girls. the participation of women in formal education and the social benefits they derive from it are maintained at a lower level than that of men. as a result, the subject of women’s literacy is a very complex subject, as it encompasses many other issues. literacy for sub-saharan women, as a vital issue and catalyst for development (unesco, 2006), is one of the main challenges and of crucial importance in addressing the broader issues of education for all. desert in statistical data related to literacy while the statistical data and information collected in the field are relatively consistent for formal education in africa sub-saharan, they are still disorganized, unreliable, confused or even deficient in terms of literacy and adult education. in these countries with poor statistics (hugon, 2007), little capacity (or priority) is generally given to the collection, analysis, dissemination and updating of data, which results in a lack of information or obsolete information (aitchison, 2013). this weakens the capacity of countries to monitor the performance of literacy programs, assess progress and revise strategic plans based on a body of accurate, reliable and valid data (adea, 2014, aitchison and alidou, 2009). the challenges to be met include standardizing the data and benchmark indicators across the entire scope of the literacy issue, in particular through the integration of ict. this involves, among other things, the creation of a systematic regional electronic database on the provision of literacy services and practices. countries should share online best practices, effective initiatives and comparative assessment reports on the use of ict to promote literacy in the region. lack of coordination in literacy programs this study has provided an overview of the multiplicity of projects and programs that have been developed in the area of ict integration for literacy. this has resulted in a wide distribution of responsibilities and the involvement of a variety of public, non-governmental, private, civil society and donor stakeholders. on the other hand, the coordination of efforts between the different stakeholders involved in literacy activities is reduced (aitchison and alidou, 2009; uil, 2013). this situation, due to the lack of strategy, synergy and coordination of actions, has negative repercussions on the quality of programs and the promotion of literacy in the region. it is in this vein that the promotion of literacy, in particular through the use of ict requires creating and maintaining the mechanisms for strategic action involving various stakeholders with better understanding, definition of roles and responsibilities. however, effective coordination requires strong capacities both among individuals and institutions, at the local, regional and international levels. monitoring and evaluation issues information on the evaluation of literacy outcomes in number of sub-saharan africa countries is limited. in the absence of studies that can inform practitioners about the functioning of programs, non-formal education and literacy for young people and adults are not governed by rules, quality assurance mechanisms or national evaluations of the programs put into practice (aitchison and alidou, 2009). in addition, the lack of qualification in project management hinders the establishment of adequate operations and monitoring and evaluation mechanisms. solving these questions requires evaluation actions, which are increasingly participatory, in order to make them as reliable as possible and to be attentive to the difficulties and challenges concerning illiteracy. conclusion this study found that illiteracy is the most formidable obstacle to the growth and sustainable development of a large number of sub-saharan african countries (sow, 2013). at the 21st century, the marked progress in the integration of ict in literacy practices as well as in the management of literacy organizations indicates that the technological shift in the development of the sector literacy in some countries of region is well underway. while ict does not automatically solve all the problems associated with the delivery of literacy programs, the technology envisaged must first and foremost be appropriate to help adults learn as quickly, economically and efficiently as possible. such an orientation constitutes a component of development which marks a factor of organization, motivation and support for the implementation of literacy programs. indeed, the practices observed revolve around two essential principles: pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 a. principle of anchoring in the realities of the country which leads to giving literacy programs specific objectives rooted in the context; and, b. principle of innovation in literacy. the sub-saharan africa nurtures ambitious programs and action plans to promote literacy through the use of ict. however, the implementation of this strategic orientation poses a serious challenge in terms of human capital development. the challenges arising from the analysis of certain examples of programs, initiatives and practices of use of ict in this area have generally made it possible to identify capacity building needs, grouped around three areas: a. leadership, design, planning, budgeting, implementation and evaluation of literacy policies and programs; b. administrative procedures, good governance and human resources; and, c. decentralization and local development in the sense of strengthening the skills of local communities. in fact, this work has indeed helped to fuel reflection on the contribution of the use of ict to literacy programs and practices. in the following sections, we will review the main elements retained from this study. some can be seen as lessons and others as avenues for action. recommendations the various initiatives and practices observed have highlighted successes and also major challenges to be taken up in the region. for this reason, the following sections will develop a number of recommendations based on certain weaknesses and bottlenecks. the recommendations will follow three main axes, namely: a) the field of ict, b) the field of education and literacy, and c) the field of capacity building. let us quote mainly: the field of ict invest in infrastructure support for infrastructure development, which includes transport, water, energy, ict and the adaptability of ict to the realities of underprivileged and rural populations, appears essential to ensure growth, reduce poverty, promote literacy and realizing the potential of the subsaharan africa in terms of development, education, health and agriculture (economic commission for africa, 2013; world bank, 2013; akue-kpakpo, 2013). reduce the cost of supply and the cost of access to the internet connection the literature ranks the internet connection in sub-saharan africa in general among the most expensive in the world (akue-kpakpo, 2013). thus, for the african user, the limitation of the internet connection due to the costs is at two levels, namely: the cost of the equipment to connect to the internet and the monthly charges related to the internet connection. in this regard, it is recommended to: a. facilitate and generalize access to the internet through the development and implementation of a master plan for internet access; b. set up an access offer subsidized by the state, so that the price of access for users, especially in rural areas, is reduced to a symbolic level; c. reduce the prices of the internet connection. these include, among other things, facilitating the construction of basic broadband infrastructure capable of supporting internet traffic generated by mass use of ict (akuekpakpo, 2013). networking as a space for consultation and exchange between different actors and stakeholders at national, regional and international level, networking through the establishment of partnership strategies and agreements is essential and makes literacy a driving force of change and social development. strengthening and sharing online effective strategies, successful initiatives, innovative approaches and practices that have proven effective in integrating ict for literacy are part of this approach. the challenge here lies in building capacity in the areas of project management, advocacy and techniques for organizing, operating and maintaining a network. field of education and literacy establish coordination between ministries to improve the implementation of education and literacy policies literacy systems in the sub-saharan africa must result in a systemic approach, with strategies mobilizing the best resources within the framework of multifaceted partnerships. in addition, there must be synergy between formal and non-formal education. in order to ensure proper implementation of strategic choices in education, literacy and ict, it is essential to ensure effective coordination of the various development programs and to be able to translate political choices into development plans priority actions, based on clear guidelines and coherent and integrated programs. likewise, policy coherence and inter-ministerial cooperation are crucial, in order to enable ministries to have a holistic view of building local links and to make institutional arrangements to facilitate policy implementation and overcome problems coordination (economic commission for africa, 2013; international monetary fund, 2013). promote innovation and research in the field of literacy the professionalization of the literacy and non-formal education sector necessarily involves the production of scientific knowledge, information and research, applied to the field of literacy. generally, research falls under one of the following three agendas: capitalization of experiences, exchange and enrichment of practices and improvement of the quality of actions. in this regard, it is advisable to recommend: a. proceed to a clarification and standardization of terminology and concepts relating to literacy, adult basic pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 education, non-formal education and all-round learning throughout life; b. develop action guidelines and upgrading processes; c. standardize the data that sub-saharan countries should provide on literacy in order to allow relevant regional comparisons. on this point, it is crucial to encourage countries to develop their own capacities to collect this type of information; d. re-mobilize and strengthen universities essential partners for research and the development of practitioners in the field of learning and literacy; e. increase research, surveys, monitoring and evaluation activities and impact studies and increase the efficiency of sharing, dissemination and exploitation of existing research; and, f. disseminate good practices and successful experiences and promote internet accessibility of reports, research, evaluations and all types of documents dealing with literacy and ict issues. today, the development of a comprehensive and systematic database on literacy provision and practices in africa is becoming essential (aitchison and alidou, 2009). improve the budget for literacy programs the resources devoted to the various components of literacy programs are insufficient in view of the multiple development challenges of sub-saharan countries. hence the importance of: a. substantially increase budgets through the involvement of the public, private and civil society; b. allocate sustainable and predictable flows to literacy programs; c. introduce evaluation criteria alongside strategies for fundraising in this area; d. increase efforts aimed at functional literacy; and, e. intensify media and ict use initiatives to develop online training (e-learning and m.learning) open to as many people as possible. area of leadership capacity building in the education, literacy and ict sectors to ensure good governance in the field of literacy, it is often necessary to develop the capacities of those responsible. the study of some previous programs for the use of ict for literacy inspires the following recommendations for concrete actions to be taken by leaders: a.1 promote visionary strategic leadership with the skills needed to drive change. sedegan (2014) identifies four types of vision: organizational, future, personal and strategic. factors that contribute to this vision are: information processing skills, diagnostic tools, conceptual knowledge, creative thinking and self-awareness. b.2 bridge the gap between literacy policies and implementation strategies. despite significant progress in terms of investment and innovation in the use of ict to promote literacy, this study has observed the slowness with which strategies for the implementation of education and literacy development plans are moving towards the achievement of the targeted objectives (sedegan, 2014). indeed, the translation of visions and initiatives into real practices is more or less limited, particularly in the areas of poverty reduction and literacy. it is often admitted that some african countries suffer from a qualitative deficit of expertise or of the necessary capacities to analyze, set up, monitor and evaluate strategic policies in this area (cafrad, 2014). this observation leads to the objective of proposing a capacity building program geared towards the emergence and development of a new generation of qualified and sufficient leaders. it is about the capacities to monitor and support, in an effective way, the technological innovations and the dynamics of strategic development of the country. c.3 build the capacities needed to respond to the current and continuing challenges of sub-saharan africans. strengthening leadership is not an academic exercise, but rather a conscious effort taking into account the current challenges facing the development process on the continent as well as the educational challenges that appear to be facing future generations. without the ability to react and be sensitive to the socio-political-economic and cultural challenges of the environment in subsahara africa and its relation to the international context. it seems that leadership capacity building programs produce leaders who are initiate changes that do not meet the real needs of africans and do not improve their lives, including the need to be educated and literate. meeting the challenges related to the promotion of literacy involves, among other things, the conduct of leadership with the capacity to: a. planning, organizing, and stimulating different approaches to literacy and the power to pursue excellence; b. initiate and maintain dialogue, mobilize individuals, raise awareness and understanding for literacy and the place of ict in this process; and, c. ability to define and use performance and quality indicators as well as mastery of data collection and interpretation methods. build leadership skills in negotiation the socio-economic development strategies, in particular education, are based on complementarity, partnership and competitiveness (lelo, 2011) by relying on a range of development partners. as a result, it is essential that african leaders have the necessary capacities, skills and knowledge to enable them to master the negotiation process and approaches. exploit existing practices, initiatives, achievements and expertise in the use of ict for literacy, so as not to redouble efforts, but rather to create synergies, develop complementarities, strengthen filling gaps and meet the country’s needs in terms of capacity building. adopt a holistic methodological approach pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 9-21, 2023 it is inclusive, interdisciplinary and inter-sectoral. a capacity building program must take into account the broadest spectrum, in terms of partnerships and complementarities between the private, public and civil society sectors. the objective is to jointly develop a common vision to promote literacy, encourage partnership, collaboration, dialogue and networking between actors from different sectors (formal and non-formal education, health, ict, vocational training, etc. .) for mutual support and development. the approach is also intended to be flexible and adapted to the new needs that arise from the action. this ensures the continuous development of target groups, critically reviewing implemented practices and making necessary adjustments along the way. it is a capacity building program in the form of a long-term process unlike one-off training. it consists of a series of steps and actions before, during and after literacy action plans. a leadership capacity building program related to literacy strategies, programs and practices cannot start with, or be restricted to, those who already hold positions of responsibility. while short-term interventions have their merits, the approach of creating an incubator of leaders in this area, through a longterm strategy of capacity building, allows for logical and sustainable preparation. building 21st century skills the challenges associated with the 21st century place new demands on africa. it’s about equipping a generation of leaders with the skills and knowledge necessary to function well in an increasingly dynamic world and an ever-changing social, economic, educational and technological environment. references adea.(2014). projet de perspectives de l’éducation en afrique. rapport sur l’ education continentale. http://www.adeanet.org/portalv2/sites/default/ files/au_outlook_continental_french_2014_w.pdf afd.(2015). le numérique au service de l’éducation en afrique. savoirs communs n°17. agence française de développement, février 2015. http://www.afd. fr/webdav/site/afd/shared/publications/ thematiques/savoirscommuns/17-savoirscommuns-vf.pdf aitchison, john et alidou, hassana.(2009). apprentissage et éducation des adultes en afrique subsaharienne : état des lieux et tendances. rapport régional de synthèse. hambourg : institut de l’unesco pour l’apprentissage tout au long de la vie. aitchison, john.(2013). faire le boulot : que se passe-t-il au juste une fois qu’un plan d’action international a été approuvé ? éducation des adultes et développement, numéro 80, dvv international. aker, jenny c. 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research and innovation (ajmri) design thinking-based lesson plans in statistics and probability mark vincent d. tagalicud1*, rosabel l. acosta2 volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2815 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 24, 2024 accepted: may 26, 2024 published: may 30, 2024 the study focused on the development of design thinking-based lesson plans (dtlps) in statistics and probability based on the learning competencies that need performance tasks as perceived by the grade 7 mathematics teachers of the diocese of laoag catholic educational system (dlces). the study used descriptive research design incorporating the three (3) phases of research and development (r & d) methodology, namely, the planning phase, development phase, and validation phase. there are two (2) data gathering instruments used in this study, namely, 1) needs assessment survey on performance tasks and 2) validation tool for the design of thinking-based lesson plans (dtlps). the needs assessment survey was based on the learning competencies prescribed by the k to 12 curriculum. meanwhile, the validation tool was aligned with the general characteristics of a performance task established by mctighe et al. (2020) and patterned with the assessment validation checklist by the center for collaborative education (2012), and hess (2009). frequency count, percentage distributions, and rank were used to determine the learning competencies that need performance tasks. meanwhile, means were used to describe the validity of the developed dtlps along with content, instructional, and assessment characteristics. the developed dtlps were validated by the panel of experts as highly valid in all the three (3) identified characteristics. thus, the developed dtlps can be used in classroom instruction to foster creativity, problem-solving and critical thinking skills among learners in teaching grade 7 statistics and probability. keywords design thinking, lesson plans, needs assessment survey, performance task, validity introduction the birth of the digital age, increased mobility, and widespread of information urge people to adapt with the abrupt changes brought by the demands of the 21st century because the traditional approaches often seem ineffective, so new tools and approaches need to be established (luka, 2014). this may imply that teachers’ pedagogies must be improved and made more relevant, especially when facing complex and varied educational challenges. education experts pointed out that there is a call to design new learning environments and opportunities that correspond to the call of times, like capacitating students’ skills and tools in order to bring out new and innovative ideas and solutions to complex challenges (steinback, 2010). as people begin to indulge on the challenges of the 21st century, the world is already in the era of the fifth industrial revolution (ir 5.0) where humanism, civility, inclusivity, creativity, and purpose thrive alongside profit and digitally enabled progress (thurston & hayes, 2021). but, as humans move toward human-machine collaboration in ir 5.0, it is still crucial to continuously improve those specifically human skills that machines have not yet mastered, such as creativity, complex decision-making, team leadership, and empathy. this transition certainly made a great impact to various sectors, especially, in the field of education. it is a great challenge to educators to prepare sufficient human resources who are capable to adapt and compete on a global scale. thus, teachers in this generation are now required to have the expertise, abilities to adapt to new technologies, and teaching strategies that could benefit in fostering student’s creativity, problem solving skill, and the needed skills in the 21st century. in connection to the different changes that had happened, the philippine education system finds its way to improve the basic education curriculum and evolve to k to 12 curriculum in order to meet the demands of the 21st century. however, the country remains at the bottom, and has poor standing in different assessments conducted internationally, like the recent result of the programme for international students assessment (pisa) in 2018 which revealed that the philippines scored 353 in mathematics which is below the average score of 489 points among participating organization for economic cooperation and development (oecd) countries. this international assessment rating coincides with the results of the country’s recently concluded national achievement test (nat). in 2018, the national mean percentage score among grade 10 students was 44.59% which is below 75% mean percentage score (mps). with these results, the department of education (deped) recognizes the urgency of addressing issues and learning gaps to improve the academic standing of the philippines internationally and provide a quality education among filipino learners. alongside with the dismal performance of filipino learners in international and local assessments, alonsabe (2018) 1 luzong national high school, pagudpud, ilocos norte, 2919, philippines 2 secondary education department, mariano marcos state university, college of teacher education, laoag city, ilocos norte, 2900, philippines * corresponding author’s e-mail: tagalicudmarkvincent09@gmail.com pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 stated that some of the factors that could contribute to it are the quality of learning resources, evaluative devices, and teaching materials. evidently, inefficient and outdated learning materials, activities and tasks significantly affect students’ learning condition. in reality, the department of education (deped) faces many challenges because some of the textbooks and activities in the modules given to learners are with enormous errors, poor and obsolete, and do not conform to learning competencies and skills (ambag, 2018). on the other hand, it is necessary to provide learners with relevant learning activities or tasks in order to develop the skills needed in the 21st century, and to equate or even surpass the academic standing of other countries in international assessments. albay and eisma (2021) stressed that as part of the school’s mandated duty to support a 21st century classroom, learners must be provided with activities and assessments that prepare their skills. in relation, deped order no. 8, series of 2015, also known as policy guidelines on classroom assessment for the k to 12 curriculum, states that performance task is one of the components in assessing learners’ standing in which 40% from the grade of learners in mathematics is being computed through their performance tasks. also, during the outbreak of covid-19 pandemic across the country in 2020, the department of education implemented deped order no. 31, series of 2020, also known as the interim guidelines for assessment and grading in light of the basic education continuity plan for sy 20202021. in this order, the computation of the grade of learners in mathematics through their performance tasks were raised to 50%. thus, performance tasks play a vital role for students to acquire and master desired skills in mathematics. additionally, it prompts students to use higher-order thinking skills such as analysis, synthesis, and evaluation (lund & kirk, n.d.). they also added that the more opportunities students are given to practice these skills, the more proficient they become at using them. along with the performance tasks given to learners, learning strategies must be incorporated to help learners better understand and perform an indicated task. according to dolak et al. (2013), design thinking in the realm of education provides avenue to escalate students’ performance in terms of creativity, endurance, engagement, and innovation. collins (2019) emphasized that in education, a design thinking curriculum immerses students and teachers in real-world problem solving. so, students are given learning opportunity to develop their problem solving and critical thinking skills through the design thinking process, as they are immersed with problems on real-world situation. while many people see design thinking as a linear process. kelly (2019) stressed that it is a cyclical series of experiments with a goal to find best possible answers and solutions to a certain problem. on the other hand, kelly (2019) does not deny the fact that design thinking has an image problem, in the sense that when a person tries to use the processes of the design, they sometimes have misconceptions on the processes especially when they lack training on it. considerably, it is important to give ample time to learn the human-centric components of the methodology and how to apply it in teaching mathematics in order to properly and effectively use the salient features of the design. it is from this context that the researcher was motivated to incorporate the processes involved in design thinking and performance task assessment as necessary components in making design thinking-based lesson plans (dtlps) to address different learning gaps in mathematics education. likewise, these dtlps will help learners to develop their problem-solving and critical thinking skills and, thereby, support the delivery of lessons in the k to 12 curricula, particularly in mathematics education. literature review the review of literature is organized in four discussions, namely, a) philippines k to 12 mathematics curriculum, b) performance task assessment in the k to 12 curriculum, c) design thinking process, and d) design thinking-based performance tasks. philippines k to 12 mathematics curriculum with the 2013 enactment of republic act (ra) no. 10533, popularly known as the enhanced basic education act, the philippines implemented its k–12 program as part of the government’s ongoing commitment to highquality education. the philippine mathematics curriculum is envisioned to develop students’ critical thinking and problem-solving skills. critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from or generated by analysis, expertise, reflection, reasoning, or communication as a guide to belief and action (scriven & paul, 1987; the k to 12 curriculum guide in mathematics, 2016). in a similar manner, polya (1962) defined problem solving as finding a way around a difficulty, around an impediment, and finding a solution to a problem that is unclear. additionally, it is stated in the k to 12 curriculum guide in mathematics (2016) that these goals must be met with a well-structured and rigorous curriculum, a well-defined set of high-level skills and processes, desirable attitudes and beliefs, and appropriate tools, while also considering the various contexts in which filipino learners learn. the content of the curriculum is clustered into five strands, namely, 1) numbers and number sense, 2) measurement, 3) geometry, 4) patterns and algebra, and 5) statistics and probability. in each of these major strands, critical thinking and problem-solving skills must be embedded for them to be developed sustainably among filipino learners. pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 for statistics and probability, it includes the following domains which is the focus of this study: 1) skills in data collection, 2) organization, and 3) interpretation, including making predictions about outcomes. each domain has content and performance standards and competencies that are developed spirally to help students master the desired skills as they go to higher levels of learning. the curriculum also encourages the development of specific skills and processes among filipino learners, such as knowing and understanding, estimating, computing, and solving, visualizing and modeling, representing and communicating, conjecturing, reasoning, proving and decision-making, and applying and connecting. values and attitudes are also important to be honed by the students with the guidance of the school in general, and the teachers in particular. moreover, the framework in mathematics is supported by learning principles and theories like 1) experiential and situated learning, 2) reflective learning, 3) constructivism, 4) cooperative learning and discovery, and 5) inquiry-based learning. the mathematics curriculum is grounded on these theories and is necessary upon the realization and attainment of its goals to develop the critical thinking and problem-solving skills among filipino learners. in conclusion, the mathematics curriculum offers a firm foundation for students as they pursue their higher education; thus, in acquiring the essential concepts and life skills provided by the curriculum, filipino learners are being equipped and trained to be ready to face the challenges of the 21st century. on the other hand, learners who practice critical thinking and creativity in solving a problem will likely be in demand to industries especially that employers are interested in accepting graduates of the k to 12 curriculum who possess these skills. it is believed that students who have the creative ability to solve a problem can produce a good quality of work (amran, kutty, & surat, 2019). therefore, the education sector needs to seriously consider the development of critical thinking and problem-solving skills among filipino learners so that, in the long run, the twin goals of mathematics will be realized. performance task assessment in the k to 12 curriculum assessment is a very important component of the teaching-learning process because teachers, administrators, and officials in the education sector use it in devising interventions that could help learners to better comprehend and understand lessons. in many cases, teachers are using the paper pencil test in their assessment during face-to-face instruction, however due to the advancement of technologies and changes in the curriculum, teachers also leaned to adapt with these changes and were able to adjust their assessment strategies. with the implementation of r.a no. 10533, also known as the enhanced basic education act of 2013 or the k to 12 curriculum, the department of education ordered the issuance of deped order no. 8, s. 2015, also known as the policy guidelines on classroom assessment for the k to 12 basic education program. in this order are the three components of summative assessment, namely, written works (ww), performance tasks (pt), and quarterly assessment (qt) which serve as bases of teachers in computing grades of learners in any subject area of different grade levels. in particular, 40% from the total grade of learners in mathematics is computed in their performance task. this indicates that performance tasks are very essential in the acquisition of skills expected to be mastered by the learners and in the development of their conceptual understanding. also, during the pandemic, the department of education issued a deped order (do) no. 31, s. 2020, known as interim guidelines for assessment and grading in light of the basic education learning continuity plan which indicated that 50% of the final grade of the junior high school (jhs) students in mathematics will be taken from their performance tasks. it means that teachers should not take this for granted, instead, they must innovate, sustain and make performance tasks inhibit the goals of learning. performance task is one of the learning assessments, whereby learners are given opportunities to perform and demonstrate their knowledge, understanding and proficiency in a certain topic in order to yield a tangible or intangible outcome. if it is compared to a multiple-choice assessment wherein students shall select from given alternatives and choices, performance task is different because it presents situation that learners shall apply their learning to a certain topic discussed in the classroom. darling-hammond and adamson (2010) stressed that performance task is an avenue for teachers to gather an output or evidences in pursuit to their knowledge gained from the learning and teaching process. instead of monopolizing the discussion or using the answer-question method, performance task will be done in order for the students to apply their knowledge to new phenomenon or to design a solution to answer a certain concern or problem related to the lesson. literatures highlighted several advantages of performance assessment. performance task 1) recognizes that students can express what they know and what they can do in many different ways, 2) provides opportunity to evaluate progress as well as performance, 3) involves students in process of assessing their own growth, 4) gives opportunity to establish a framework for observing students that is consistent with the principles of student’s development, 5) contributes to meaningful curriculum planning and design of developmentally appropriate educational interventions, and lastly 6) opens avenue pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 for teachers to collaborate with their colleagues, thus enhancing teacher own professional skills (sumiyati, 2012). to conclude, as people are now in the 21st century, innovations on assessment must be given an utmost attention in order to keep abreast on the recent trends in education. instead of measuring only students’ performance, teachers must also create an opportunity for the learners to learn through the process. not only students’ learning assessment will be given consideration, but also feedback that teachers will get is far richer than the traditional form of assessing learners (wei, schultz, & pecheone, 2012). design thinking process a dramatic shift and change in education are sweeping through schools, especially during the pandemic. the birth of online class and virtual classroom are some of the reasons why teachers need to understand the nature of education. learners are also improving because of their inclination to technology. these are some evidence that learners nowadays demand an era, whereby educators need to meet their needs inside of the classroom. more than that, they are proficient of immersing themselves in a wider dimension of education. with the world literally at their fingertips, today’s students need teachers and administrators to re-envision the role of technology in the classroom. that is why, one of the new trends of classroom learning is to engage learners in design thinking. the goal of design thinking is to improve and foster students with people-oriented attitude and a deep rooted and mastery of skills (cassim, 2013). through this goal, learners have the ability to process understanding the desired learning outcomes with redefining or implementing to a certain group or organization. interestingly, design thinking has different processes observed and defined by different scholars and researchers. linton and klinton (2019) described design thinking as fundamentally concerned with human needs and solving problems. design thinking is a nonlinear process, however, it is circular that happens between three different spaces, namely, 1) inspiration, 2) ideation, and 3) implementation (buchanan, 1992). inspiration encourages a person to search for solution to a given problem while ideation has a link or parallel with brainstorming. moreover, in the ideation phase, ideas are being generated and developed that could lead to answer a problem or provide solution to a given phenomenon. in the implementation stage, executing and implementing the solution to the intended target user is needed for a wide use of the result. all projects must go through these three spaces. in addition, projects maybe repeatedly observed and tested in the inspiration and ideation spaces before its full implementation. meanwhile, verma (2020) stressed that design thinking can also be viewed as a human-centered approach to creative problem solving. it means that through design thinking, students can find solutions to real life problems using their innate creativity and innovative minds. it has also the power to generate new product-based ideas and services like mobile application that solves problems, technology, break barriers, explore the unexplored and undiscovered ideas to unveil imagination and creativity. design thinking is a series of steps to solve a problem and it has three (3) elements: user needs, technology, and business advantage (linton & klinton, 2019); and a human-centered innovation process that are in line with observation, teamwork, quick learning, idea visualization, rapid concept prototyping, and concurrent business analysis (lockwood, 2009). based on simon’s design thinking process stages, several other models have been crafted like the design produced by the institute of design at stanford, also known as d.school. this approach has two main phases: 1) problem, and 2) solution. in the problem phase, observing and expressing one’s opinion are being observed. while in the solution phase, it consists 1) ideation, 2) prototyping, 3) testing. these approaches are directly and indirectly linked between the phases (efeoglu et al., 2013). figure 1: design thinking process pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 as shown in figure 1, the institute of design adapted its previously worked out scheme of the design thinking process in 2009 to 2010 which consists of 5 different modes, namely, 1) empathize, 2) define, 3) ideate, 4) prototype, and 5) test. empathizing is the beginning of the design process which comprises with different three (3) activities: 1) observation of users’ behavior, 2) engagement-interacting with interviewing users, and 3) immersion-experiencing what the user experience. next is the defining mode which is connected to the actionable problem statement, while the ideation mode is focused on the generated idea. creating ideas and explorations into the physical world are the target of the prototype mode. on the other hand, improving and refining the solutions to phenomena are the concerns of the fifth mode which is test (plattner et al., 2010). according to the institute of design at stanford, the empathize and define phases require students to determine people’s needs and insights. meanwhile, the ideation phase allows students to brainstorm ideas. it gives them time to provide varied solutions to a given problem. many students learn to fail in the prototyping phase while in the purpose of testing, there will be a time to practice and improve the given solutions with feedback coming from the students themselves (taking design thinking to schools, n.d.). furthermore, andrews (2019) pointed out that educators from stanford university were focused on building the capacity of their students on learning and solving problems outside the formal classroom and they embraced design thinking strategies as a promising approach. according to him, design thinking can foster brainstorming and skills in collaboration which are valuable. the process and steps allow the participants to analyze, diverge and generate different insights from different domains through strategies like drawing, prototyping and storytelling (panke, 2019). in addition, panke (2019) emphasized that the core element of design thinking is to engage people in an environment that encourages risk-taking, civic mastery, civic literacy, and the ability to think critically and operate like an expert designer. on the other hand, johanson and woodila (2009) stressed that design thinking originated from architecture, design, art and management. this term has been known also for thirty (30) years in the academic sector and initially associated with how the designers think. in 1987, this term was used by rowe in his book titled “design thinking”, but in 1969, simon analyzed the nature of the design before design thinking had been introduced (luka, 2014). from then on, different models have been created that are based on theories, and models from design methodology, psychology, education, etc. were created (dorst, 2011). according to luka (2014), one of the prominent models of the design thinking process was introduced by simon in 1969 with seven (7) stages, namely, 1) define, 2) research, 3) ideate, 4) prototype, 5) choose, 6) implement, and 7) learn, as shown in figure 2. figure 2: herbert simon’s seven (7) stages of design thinking process in simon’s model of design thinking, it is necessary to define issues to be solved as an initial step. next, research has to be conducted and brainstorming is needed to ideate solution. moreover, it is necessary to expand, integrate and polish ideas to create a prototype for the intended users. also, after prototyping, there is a need to review the objectives that are being targeted. lastly, the execution or implementation of the outcome is needed so that there are still room for improvement and commendations for learning to take place. the design thinking process was also perceived as circular in nature (efeoglu et al., 2013). in 2006, dunne and martin emphasized the cyclical character of design thinking. as shown in figure 3, it comprises different phases such as 1) induction, 2) abduction, 3) deduction, and 4) testing. interestingly, scholars like brown in 2008 also claimed that the design thinking process is also circular in nature and has three spaces, namely, 1) inspiration, 2) ideation, and 3) implementation. based on the article of luka (2014), there are several other models of the design thinking process that have been created and some of them even used the same terminology. but, the most notable of them is the figure 3: dunne and martin’s cyclical model of design thinking pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 model introduced by the institute of design at stanford university. design thinking in education is sometimes referred to as design-based learning. it provides a way to improve students’ performance in terms of originality, perseverance, involvement, and innovation (dolak et al., 2013). it helps students collaborate effectively across disciplines and bring about positive, design-led change in the world. it is a problem-solving technique that addresses common issues and concerns that is focused on highly proceedings, learning and knowledge creation in design thinking education (luka, 2014). design thinking skills can be developed through a variety of activities at school, particularly group work and projects, as one of the requirements for teamwork and effective discussions. numerous options have been tested by practitioners. ray (2012) suggested working in a group or “collabs” by having the following six (6) steps: 1) identify opportunity; 2) design; 3) prototype; 4) get feedback; 5) scale and spread; and 6) present. meaning, these six (6) steps offer learners to solve a certain problem that could require them to use their critical thinking and problem-solving skills. these steps also demonstrate small changes that can greatly impact results particularly in letting learners to express their decisions to agree or disagree to a certain idea. this is done in order not to discourage other learners in expressing their opinion and search alternative ideas which is essential in building prototypes. identify opportunity the need why the problem needs to be solved and who will benefit from the answers or solutions to the problem will become clear to students during this stage. then, it is advised to select those who have encountered the problem firsthand and hear from them. also, students will participate in several key informant interviews. design process during this phase, students shall review the different stories or ideas which they have gathered during the first step. after this, brainstorming will happen. they may use sticky notes and pen and let them brainstorm solutions. after finishing this, identifying main themes will be the next thing to be done and they need thorough research on initial ideas. prototype the next step will be reviewing the ideas and choosing one prototype that could solve one respect to the problem. brainstorming map will be done in order to picture the thinking process and it will be served as guide in going to the next step. feedback on this stage, the groups will present their solutions to external experts for feedback that has the capacity and knowledge about the problem or issue. two experts from different stakeholders groups. scale and spread students continue to work in groups during this phase to come up with the best response to the criticism received during the previous phase. to assist students in making a wise selection at this time, the teacher’s assistance and direction must be used. if the group receives conflicting advice from the experts, it may break up into smaller groups, with each group focusing on a different problem. in order to prepare for the presentation, the sub-groups then gather together and decide on a common option. present the groups present their problem-solving strategies. people whom the students interviewed in the initial phase may be invited to make the process more significant for them. in connection, these steps need timeline for the students to follow. it is an avenue for them to solve real life situations and offer a problem-solution to be utilized by a group of people in a community. it is somewhat similar to redefinition, whereby, outputs of the learners will be shared in the community to solve a certain phenomenon. the challenge of the teacher is the availability of time because engaging on these steps cannot be done in one sitting only, perhaps it needs a lot of time and days before coming to favorable solutions. basically, design thinking is also applicable in teaching mathematics. problem-based learning and design thinking (dt) tasks, according to köroğlu and yıldız (2021), instruct students on the problem they want to solve and allow them to use critical thinking and problem-solving skills to garner a solution. in mathematics education, implementing strategies that deliberately enforce the dt approach in mathematics classes may have a positive impact on students’ approaches to difficult problems (chin et al., 2019). design thinking-based lesson plans (dtlps) with the increased attention on assessment in the k to 12 curriculum comes a surge of interest in designing performance-based tasks. designing and using performance tasks provide avenue to educators to teach, monitor, and extend student learning. according to national science teaching association (2022), there are different points to consider in designing a performance task and they are the following: 1) unpack the performance expectation by digging what are the necessary competencies; 2) identify rich and authentic phenomena that fits the performance expectation; 3) develop prompts by carefully making of different questions and instructions that the students will answer; 4) create scoring guides or rubrics aligned to the dimensions on the prompt or questions; and 5) pilot to students with the appropriate grade level, score students’ responses, and revise prompts and questions based from their scores. meanwhile, albay and eisma (2021) concluded in their study titled performance task assessment supported pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 by the design thinking process: results from a true experimental research that incorporating design thinking principles into the teaching and learning process, particularly in the area of performance task assessment, can help students develop their creativity through empathy, collaboration, and non-linear problem solving. this is supported by the study of sener et al. (2015), claiming that using design thinking principles in the classroom can also help students develop creative thinking skills. therefore, the incorporation of the process of design thinking in the performance task evaluation helped learners in acquiring pertinent knowledge, abilities, concepts, and frameworks that serve as the basis for structuring their strategies on the task they are assigned (albay & eisma, 2021). additionally, as a result of their study, the experimental group’s performance on the performance task suggests that design thinking can significantly enhance the possibility of a 21st-century classroom that effectively responds to ra 10533 and the policy guidelines on the k–12 basic education program of the philippines (deped order no. 21, s. 2019). moreover, simon and cox (2019) emphasized the findings of their narrative investigation into the effects of prototyping and design on the processes on mathematical modelling into the lens of design thinking, the impact of mathematization on research conducted in classrooms and mathematics education, and the experience-driven game design techniques which encouraged students to reflect on their regular mathematics encounters. indeed, incorporating design thinking principles provides educators with appropriate support to facilitate a constructivist approach to teaching and learning that meets the demands of 21st century education. the incorporation of design thinking stages into various aspects of the teaching and learning process can help students learn necessary skills such as cooperation, logical analysis, communication, and creativity while aiming to satisfactorily complete the requirements of the given task (albay & eisma, 2021). finally, educators are challenged to provide students with the necessary competencies and skills to meet the demands of the 21st century learning environment. as a result, educators must switch from imparting knowledge to helping students reach their full potential by implementing effective teaching and learning strategies such as design thinking. this means that educators should give learning opportunities that provide students the chance to plan, reflect, interpret various pieces of information, and use information effectively to solve problems. materials and method locale of the study the study was conducted at the diocese of laoag catholic educational system (dlces), involving eleven (11) member schools, namely, 1) immaculate conception academy, 2) holy spirit academy of laoag, 3) sta. rosa academy, 4) st. joseph institute of dingras, inc., 5) st. joseph high school-laoag, 6) st. anne academy of piddig, 7) st. andrew academy of bacarra, 8) st. james academy of pasuquin, 9) st. nicholas academy, 10) st. jude high school of pagudpud, and 11) st. lawrence the deacon academy. the diocese of laoag catholic educational system is presently headed by bishop most rev. renato p. mayugba d.d., together with the dlces school superintendent rev. fr. tito romeo bonoan. dlces has fifteen (15) member schools including elementary catholic schools in the entire province of ilocos norte, philippines. notably, the institution is envisioned as creative, christ-centered, and catholic, committed to renewing persons into becoming authentic witnesses engaged in the service of the church and society. thus, the integration of effective teaching and learning strategies such as design thinking is needed to upbring creativity, innovative skills, empathy, christian attitudes and values among learners. figure 4: schematic diagram showing the steps in the development of the design thinking-based lesson plans (dtlps) pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 research design the study used the descriptive research design, incorporating the research and development (r & d) methodology. as shown in figure 4, the study was conducted in three (3) phases of r & d methodology such as, 1) planning phase, 2) development phase, and 3) validation phase. the planning phase includes identification of strategies suited to each phase of design thinking essential in crafting lesson plans that cover the competencies of statistics and probability that need performance tasks as perceived by grade 7 mathematics teachers. moreover, it also covers study of literatures relevant to the research, specifically on the implementation of the k to 12 curriculum and on the attainment of the twin goals of mathematics (critical thinking and problem-solving skills) among filipino learners. the development phase includes the development of the design thinking-based lesson plans (dtlps) based on the analysis of data on the needs assessment survey particularly on the competencies that need performance tasks. the developed material underwent thorough checking and revision by the research adviser and members of the advisory committee. lastly, the developed dtlps were subjected to final validation in terms of content, instructional and assessment characteristics by a panel of experts in the validation phase. before the material was reproduced, it was revised and improved integrating the experts’ remarks and suggestions. population and sampling procedure in the conduct of the study, two sets of respondents were involved. the first set includes eighteen (18) grade 7 mathematics teachers from the (11) member schools of dlces who were purposively chosen based on their field of interest, expertise, and availability to answer the needs assessment survey. the second set includes ten (10) validators from the schools division of ilocos norte (sdoin), and mariano marcos state university (mmsu). they are composed of four (4) experts in design thinking, three (3) mathematics specialists and three (3) experts in instructional materials preparation who did the content validation of the dtlps. the researcher employed the purposive sampling procedure in selecting the validators. the four (4) experts in design thinking were chosen because 1) they are incorporating design thinking process in educating students; and 2) they have been trainers or speakers of design thinking. on the other hand, the three (3) mathematics specialists were chosen based on their 1) field of specialization; and 2) number of years in teaching mathematics which is at least three years. lastly, the three (3) experts in instructional materials preparation 1) had at least three years of teaching experience; 2) are members of the quality assurance team of instructional materials; and 3) had developed and published an instructional material for the learners. conceptual framework to have a distinct view on the important details in the conduct of the research, and to visualize a clear picture of the study, the researcher used the input, process, and output (ipo) model. the ipo model was utilized as basis in constructing a more detailed research paradigm showing the graphical representation of all the factors that make up the process of this study. specific details are shown in figure 5. the k to 12 mathematics curriculum was one of the major inputs in this study, primarily on statistics and probability figure 5: the research paradigm pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 7 topics. a needs assessment survey was conducted to provide insights on the learning competencies on statistics and probability 7 that need performance tasks. the theory of creative mindset, and theory of instructional design serve as guide in the conduct of the study. these inputs provided the researcher with the theoretical bases to develop the design thinking-based lesson plans (dtlps). the process includes analyzing data results, designing, writing and developing the dtlps. all concepts, designs and plans were finalized and executed in the development of the dtlps incorporating various strategies aligned to the design thinking process. the developed dtlps were subjected to validation by a panel of experts. their comments and suggestions were considered in the refinement of the material. the output of the study is the design thinking-based performance tasks (dtpts) plan in statistics and probability. data gathering procedure prior to the conduct of the study, the researcher accomplished the clearance from the university research ethics review board (urerb) of the mariano marcos state university (mmsu). upon receipt of the clearance, the researcher conducted the study with the endorsement of the dean of mmsu-graduate school. the initial preparations and introductory measures such as requesting for consent to conduct the study by means of formal communication letters were made. the letters were addressed to the concerned administrators of the diocese of laoag catholic educational system (dlces), schools division of ilocos norte, and mariano marcos state university. while conducting the study the researcher followed strictly health protocols and research protocols. upon the approval of the dlces school superintendent to the request in conducting the study, a needs assessment survey was administered among the grade 7 mathematics teachers to each member schools of the dlces. the researcher distributed the needs assessment survey online especially to the school principals of every catholic school for faster consolidation of data. for convenience and efficiency, the researcher used google forms to collect the responses of the teachers within the allotted time. the learning competencies that need performance tasks as perceived by the teachers were ranked. the top ten (10) learning competencies that need performance tasks were used as bases for the development of the design thinking-based lesson plans (dtlps). moreover, as preparatory measures on the formulation of the dtlps, the researcher had a thorough analysis and detailed exploration of reference materials (e.g. printed and non-printed) which aided the researcher to come up with the appropriate strategies, scheme, layout, procedures and means of finalization and refinement of the material. in developing the dtlps, the researcher followed the five phases of stanford university’s design thinking process, namely, empathy, define, ideate, prototype and test. also, varied strategies were identified appropriate in each phase of design thinking. these strategies were carefully selected from the guidebook created by the ideo, a design consulting company, focused on design research and education. however, the activities used in each phase were contextualized and problem-based aligned with the design challenges in the dtlps. the developed dtlps were validated by a set of experts from the schools division of ilocos norte (sdoin), and mariano marcos state university (mmsu) with the approval of the administrators of the said institutions. the copies of the dtlps and the validation tool were given to the validators. their comments and suggestions were used as bases for the improvement and final revision of the material. statistical treatment of data the information gathered pertinent to this study were collated, tabulated and analyzed using frequency count, rank, percentage and means. frequency count, percentage and rank were used to determine the learning competencies in statistics and probability 7 that need performance tasks. mean was used to describe the ratings of the validators on the validity of the dtlps. results were interpreted using the range of means adapted from balguna (2021) with their corresponding descriptive interpretations as follows: the range of means ranging from 4.505.00 indicates highly valid (hv), value from 3.50-4.49 indicates valid (v), values from 2.50-3.49 indicates moderately valid (mv), values from 1.50-2.49 indicates needs improvement (ni), and values from 1.00-1.49 indicates not valid (nv). results and discussion learning competencies in statistics and probability needing performance tasks this section presents the learning competencies in statistics and probability that need performance tasks which are reflected in the results of the needs assessment survey. these learning competencies were identified based on the list of grade 7 statistics and probability competencies prescribed by the k to 12 mathematics curriculum. only the top 10 learning competencies were used as bases in the development of the dtlps. moreover, a minimum of four (4) performance tasks must be administered within a quarter (deped order no. 8, s. 2015 & deped order no. 31, s. 2020). thus, the researcher made six (6) dtlps anchored on the identified learning competencies. table 1 shows the results of the needs assessment survey. pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 table 1: distribution of responses in the needs assessment survey unpacked learning competencies in statistics and probability 7 f % rank the learner… 1. explains the importance of statistics. 13 72 7.5 2. poses problems that can be solved using statistics and formulates simple statistical instruments. 15 83 4 3. identifies different ways of collecting statistical data. 9 50 10 4. organizes data in a frequency distribution table and draws conclusion from the tabularized data 16 89 2.5 5. uses bar graphs and histogram to represent and formulate conclusions about the organized data. 16 89 2.5 6. uses pie chart to represent and interpret organized data. 6 33 13.5 7. uses line graph to represent and interpret organized data. 17 94 1 8. illustrates each measure of central tendency and explain its characteristics, use, advantages and disadvantages. 13 72 7.5 9. calculates the mean, median and mode of grouped statistical data. 14 78 5.5 10. calculates the mean, median and mode of ungrouped statistical data. 14 78 5.5 11. analyzes and interprets statistical data using measures of central tendency. 12 67 9 12. illustrates each measure of variability (range, average deviation, variance, standard deviation). 8 44 11 123. calculates and draws conclusions from the measures of variability of grouped data. 7 39 12 14. calculates and draws conclusions from the measures of variability of ungrouped data. 6 33 13.5 table 1 reveals the top 10 learning competencies that need performance tasks as perceived by the teachers. first in rank is the competency that deals with the use of line graph to represent and interpret organized data. two of the competencies tied up in rank 2.5 and those are the one that deal with organizing data in a frequency distribution table, and using bar graphs and histogram to represent and formulate conclusions about the organized data. next in rank 4 is the competency that deals with posing problems that can be solved using statistics and formulates simple statistical instruments. also, there are two competencies that are both in rank 5.5, and one of them pertains to calculating the mean, median and mode of grouped statistical data, and the other is on calculating the mean, median and mode of ungrouped statistical data. subsequently, the competency that deals with explaining the importance of statistics, and illustrating measures of central tendency, are both in rank 7.5. in rank 9 is the competency that deals with analyzing and interpreting statistical data using measures of central tendency. lastly, the competency on identifying different ways of collecting statistical data is in rank 10. notably, statistics and probability permit students to explore, compute, determine, find, and conduct statistical processes that are all necessary in fostering 21st century skills (castillo, 2019). thus, the learning competencies of the subject need the integration of the design thinking process in order to provide learning opportunities that will immerse students to learn and develop necessary skills such as collaboration, critical thinking, problem solving, communication, and creativity. design thinking-based lesson plans (dtlps) the design thinking-based lesson plans (dtlps) were developed based on the identified top ten (10) learning competencies. six (6) dtlps were created, in which each one covers at most three (3) learning competencies. they are also contextualized and aligned with the five (5) iterative phases of design thinking, namely, 1) empathize, 2) define, 3) ideate, 4) prototype, and 5) test, by the institute of design at stanford university. immersing learners to design thinking contributes to the development of their creative thinking skills (sener et al., 2015), and design thinking can provide a significant positive impact in facilitating a creative 21st century classroom that sufficiently address the demands of philippine education (albay & eisma, 2021). in fact, educators can promote a constructivist approach to teaching and learning that fits the demands of the 21st century education by applying the concepts of the design thinking process. students can develop vital skills like collaboration, critical thinking, communication, and creativity by integrating the phases of the design thinking process into many areas of the teaching and learning process (albay & eisma, 2021). the developed dtlps offer educational chances for students to demonstrate and develop their 21st century skills. alongside with creativity, problem solving, critical thinking, communication, and collaboration, student’s ability to understand and feel other people’s perceptions on a situation is also being enhanced. in addition, the material mirrors realistic conditions based on real-life problems, where students can pose possible solutions. contextualization was integrated to each task and situation given to students for them to relate their own thoughts and experiences in ideating plans to create solution. moreover, the integration of the lesson to other subject areas such as science, economics, english, and information and communication technology (ict), were highlighted in each task. the dtlps expose the pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 need of applying knowledge from other subject areas in order for the students to realize the relevance of statistics and probability on a wider scope. furthermore, the dtlps cover weekly lessons with the following parts: objectives, subject matter, learning resources, rubric, overview of the lesson, and procedures. the objectives present the content standard, performance standard, competency, and learning outcomes in order to clearly state and describe behaviors, outcomes, skills or performance that the teacher intends to teach, exhibit and inculcate among learners. the subject matter includes the content or topic as the focus of the lesson. the learning resources contain the references and other resources used such as books, website, and modules. the rubric part provides holistic rubrics as bases in scoring or rating performances of the students. the overview of the lesson presents a brief description of the expected activities or tasks to be performed. lastly, the procedures of the lesson plan utilize the five (5) stages of the design thinking process namely: 1) empathize; 2) define; 3) ideate; 4) prototype; and 5) test. salient features of the dtlps the dtlps have several attributes that are unique to other lesson plans. they were developed with significant features, such as, the incorporation of the design thinking process, alignment to the k to 12 curriculum, contextualization of the activities, integration of activities to other learning areas, development of higher order thinking skills (hots), and sequential parts of the lesson. design thinking process the dtlps made use of the design thinking process model by the institute of design at stanford university which involves five (5) stages, namely, 1) empathize, 2) define, 3) ideate, 4) prototype, and 5) test. three (3) templates are used in each of the first three stages of the design thinking process. in the empathize stage, an empathy map template is used to gain deeper insight of the thoughts, feelings, actions and words of the users, a way in which the students can put their feet on the shoes of others to be connected with them. in the define stage, a point of view (pov) template is used to guide students to come up with actionable statements that are based on a deeper understanding of the specific user, their needs and the students’ insights about them anchored on their outputs in the empathize phase. meanwhile, in the ideate stage, a “how might we?” template is used to help students brainstorm ideas for ideation sessions in which they learn to devise plans or solutions to problems. consequently, in the prototype stage, students are given opportunities to execute plans that they have identified in the previous stages. the output made in this stage will be checked in the test stage. students are given opportunities to present their prototype and explain the things that they have done including their computations as an application of the concepts that has been discussed. alignment to k to 12 curriculum the development of the material was based on the k to 12 learning competencies in mathematics specifically in grade 7 statistics and probability. the learning presentation was properly arranged in chronological order following and incorporating the stages of the design thinking process. each of the topics covered by the lesson were carefully planned with appropriate strategies to foster student’s creativity, communication, collaboration, problem-solving and critical thinking skills. performance task rubrics were also provided in the dtlps. thus, teachers are guided in assessing the performance and outputs of the learners. contextualization of the activities the activities were prepared based on real-life problems. each lesson relates to meaningful experiences and situations of students that include environmental problems, corona virus disease (covid-19), earthquake, business related problems, and economical problems. in such way, students can learn to relate their own experiences, perceptions, and environment to their learning activities. integration of activities with other learning areas some of the activities are integrated with other subject areas such as science, and information and communications technology (ict). students are introduced with environmental problems, natural disasters, health issues, and economic problems in order to provide meaningful learning opportunities to students. in like manner, students are also given opportunities to use ict concepts in mathematics so that they can apply and realize the importance of the subject in a wider scope. development of hots the learning tasks and guide questions are formed to develop higher order thinking skills (hots). students are given learning opportunities to apply, analyze, evaluate, and create output in each plan. with the integration of the design thinking process, the students are directed to foster these skills. sequential parts of the lesson the dtlps cover weekly lessons with the following parts: objectives, subject matter, learning resources, rubric, overview of the lesson, and procedures. validity of the design thinking-based lesson plans (dtlps) this section presents the results of the validation made by the panel of experts on the developed dtlps along content characteristics, instructional characteristics, and assessment characteristics. content characteristics of the dtlps in developing learning materials, the content characteristics pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 must be suited and relevant to the skills which the teacher wants to develop among learners (tumamao, 2016). thus, expert groups were asked to validate the dtlps along with its content characteristics in order to see its alignment to k to 12 curriculum, appropriateness to the level of students, and significance in enhancing skills needed by the learners. the data are shown in table 2. as shown in table 2, the calculated overall mean rating table 2: validity of the dtlps along content characteristics criteria mean descriptive interpretation the dtlps… 1. is clearly aligned to the learning competencies and to specific content standards being targeted. 4.9 hv 2. contains clear performance outcomes, including the knowledge, behaviors, and skills, students are expected to demonstrate in the performance task(s). 4.5 hv 3. is appropriate for the specified grade level. 4.3 v 4. rovides learning opportunities to develop and/or showcase student’s 21st century skills. 4.8 hv 5. mirrors realistic conditions based on real-life problems where students can pose possible solutions 5 hv 6. exposes the need of applying knowledge from other learning discipline 4.2 v matches the level of complexity (depth of knowledge level) indicated by the standards. 4.4 v 7. addresses a crucial problem, significant concept, or skill that is relevant to the unit, course, or domain. 4.6 hv 8. specifies exactly what the learner is expected to perform, produce, or demonstrate. 4.6 hv 9. is reasonably be completed under the specified conditions and time limits 4.3 v overall mean 4.56 hv of the developed dtlps on content characteristics is 4.56, which implies that it is very highly valid in terms of content. this means that the prepared lesson and activities are sufficiently meaningful to deepen critical thinking and problem-solving skills of students. the result also signifies that the lessons and tasks can cater the needs of the 21st century learners as they are exposed with activities and learning opportunities good for the development of the desired skills in this era. in particular, six (6) out of the ten (10) indicators are described as highly valid with ratings ranging from 4.5 to 5.0. this indicates that the material was clearly aligned to the k to 12 curriculum, contains clear performance outcomes that students are expected to demonstrate in the performance tasks, provides learning opportunities to develop 21st century skills, contextualized based on real-life problems, addresses an essential issue or key concepts, and directions on the expected tasks are clear legend: range of means 4.50-5.00 3.50-4.49 2.50-3.49 1.50-2.49 1.00-1.49 descriptive interpretation highly valid (hv) valid (v) moderately valid (mv) needs improvement (ni) not valid (nv) to the students. moreover, the other four indicators are described as valid with ratings ranging from 4.2 to 4.4 which are close to highly valid. thus, the scope, standards, substance, and depth of the content of the dtlps are appropriate to the students and it is aligned to the learning outcomes reflected in the k to 12 curriculum. the results support the findings of ballesteros (2019) who concluded that in developing learning materials, the content of the curriculum and the processes involved in teaching and learning must always be related to the students. hence, localization and contextualization of activities provide students a direct connection with their assigned tasks to their thoughts and experiences, which leads to the enhancement of their skills. the validators acknowledged that the content of the dtlps are aligned to the intended learning outcomes and the lessons were based on real-life situations. they also recognized that the dtlps are logically developed and organized to cater the needs of the 21st century learners. their remarks are as follows: the dtlps are aligned with the learning competencies that are being targeted. the dtlps also addressed the intent/purpose of each dt phase. -validator 3 congratulations! the content is appropriate and aligned to the students competencies and learning outcomes. the different performance tasks are designed for higher order thinking skills and 21st century skills of learners. -validator 5 contents are logically developed and organized. pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 -validator 7 the targeted learning competencies for the subject matter and grade level are tied to the content. the order of the topics and exercises in each session makes it easier to accomplish the goals. logic is used to develop and organize the content. -validator 9 the content of the dtlps is aligned with the learning competencies in the curriculum of grade 7 mathematics. the dtlps were based on the idea of contextualization and localization giving the students a better way of understanding the competencies. all the activities given are relevant and designed to develop higher order thinking skills. -validator 10 meanwhile, there were several suggestions that have been incorporated into the revision of the dtlps. the validators suggested that there should be tangible outcomes that should be created in the prototype phase of each lesson plan. thus, the researcher worked for the refinement of the material and included tangible outputs such as research instrument, excel file, poster, brochure, meal plan, and reports. their suggestions are as follow: some of the activities included in the prototype phase must be improved. -validator 1 i suggest that “prototypes” be an instructional material, survey instrument, brochure, poster, and among others so that these could surely hit or include the practice/ enhancement of the 21st century skills among students. -validator 4 instructional characteristics of the dtlps learning materials should be interesting and relevant so that students become more competent and active learners in pursuit to quality education. according to lasaten (2012), instructional characteristics of any learning material should create curiosity, maintain focus, and introduce concepts in a logical order. thus, to nurture the potentials of students, activities or lessons should encourage active participation in class so that learning becomes more meaningful. the results of the content validity of the dtlps in terms of instructional characteristics are shown in table 3. table 3: validity of the dtlps along instructional characteristics criteria mean descriptive interpretation the dtlps… 1. heeds the application of knowledge and skills, not just recall or recognition of a concept. 5 hv 2. encourages creativity and individuality among learners. 4.8 hv 3. diminishes the notion that there is only one correct way of thinking or there is only one way of solving problems. 4.8 hv 4. subjects the learners to a new situation where they can apply the concepts that they have learned. 5 hv 5. involves multiple steps and standards to evaluate several learning targets. 4.7 hv 6. provides for ownership and decision-making, requiring the student to be actively engaged. 4.9 hv 7. provides clear directions/instructions to indicate and guide students on the task that they are being asked to do. 4.5 hv 8. is fair and unbiased in language and design. 4.6 hv 9. is free of stereotypes. 4.8 hv 10. is free of irrelevant information and unusual words that students may not understand. 4.8 hv overall mean 4.79 hv legend: range of means 4.50-5.00 3.50-4.49 2.50-3.49 1.50-2.49 1.00-1.49 descriptive interpretation highly valid (hv) valid (v) moderately valid (mv) needs improvement (ni) not valid (nv) as reflected in its overall mean of 4.79, the material’s instructional characteristics is described as highly valid. all the specific indicators under instructional characteristics are described as highly valid with numerical ratings ranging from 4.5 to 5.0, in which two of the indicators were given a perfect rating of 5.0. the results presented indicate that the structure and organization of the dtlps include learner support, student engagement, clarity and fairness of instruction, interactivity, and various learning opportunities. this relates with the findings of avila (2020) who concluded that exposing students with the phases of design thinking (dt) enables pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 them to show their creativity in coming up with solutions to the design challenge in real-world settings, to investigate problems over a sustained period of time, and to collaborate with peers in looking for solutions. the validators acknowledged that the instructional characteristics of the dtlps are focused on the diversity of learners, and the instructions are clear and easy for the students to understand. their remarks are as follow: the instruction is centered on what the students know, understand, and can do in daily lesson. it facilitates opportunities for students to be metacognitive. it also focuses on higher order thinking for the students. -validator 8 the directions are clear and easy to follow and understand. -validator 5 congratulations! your dtlps instructional characteristics are commendable. the words used are simple and easy to understand. general directions are properly written and easy to understand. -validator 6 meanwhile, some of the validators suggested essential revisions of the dtlps along with its instructional characteristics. the provided instructions per activities were improved accordingly. also, there were identified grammatical errors of the dtlps that have been corrected and its formatting was modified as well. their suggestions are as follow: the empathy map, pov, and ‘how might we’ templates are great! however, directions to these activities must be improved. please rephrase the directions. -validator 2 simplify complex sentences for clearer instructions. observe uniformity and consistency in format and emphasis of salient points. check spacing between paragraphs as well as tables. -validator 4 assessment characteristics of the dtlps one of the important components of instructional material is assessment. ideal authentic assessments give students the chance to demonstrate their knowledge in different contexts (farell, 2020). it is where the teacher can measure and identify how deep is the understanding of the learners on the concepts tackled. thus, the dtlps were validated accordingly with its assessment characteristics. table 4 shows the results of the validation of the material along assessment characteristics. the assessment characteristics of the dtlps were rated as highly valid as shown by its overall mean rating of 4.6. interestingly, all the indicators were evaluated as highly valid with numerical ratings ranging from 4.5 to 4.7. this shows that the qualities of the dtlps in assessing students’ learning are well-established in which the desired learning outcomes and skills are mastered based on pertinent criteria. consequently, the results presented above are supported by the deped order no. 21, s. 2019, also known as policy guidelines on the k to 12 basic education program whereby it is highlighted from the said order that the k to 12 curriculum shall employ pedagogical approaches that are constructivists, inquiry-based, reflective, collaborative, table 4: validity of the dtlps along assessment characteristics criteria mean descriptive interpretation the dtlps… 1. has a clear and well-established scoring rubrics/guideline with relevant criteria. 4.5 hv 2. helps students to track their own progress and reflect from their own learning. 4.6 hv 3. provides feedback to students as part of the assessment process. 4.6 hv 4. assesses what is intended to be assessed–elicits what the student knows and can do related to the chosen standards and benchmarks. 4.7 hv 5. is feasible within the specified setting. 4.6 hv overall mean 4.6 hv legend: range of means 4.50-5.00 3.50-4.49 2.50-3.49 1.50-2.49 1.00-1.49 descriptive interpretation highly valid (hv) valid (v) moderately valid (mv) needs improvement (ni) not valid (nv) differentiated, and integrative. thus, performance task assessment is being utilized to evaluate students’ learning and skills in accomplishing practical, tasks especially in dealing with real-life problems. the validators mentioned that the dtlps provide detailed standards that teachers may use to assess how well the students are learning the intended competencies in statistics and probability. their remarks are as follow: congratulations! there is a ready-made scoring rubric. you did a great job on making performance task for design thinking. keep up the good work sir! -validator 5 pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 56-72, 2024 assessments are designed with the specific objectives and contents. good job! -validator 7 the plan provides useful measures and information that help the teacher evaluates learner’s progress in mastering the competencies. -validator 9 meanwhile, some of the validators suggested essential revisions of the dtlps along with its assessment characteristics. the provided rubrics were improved in accordance with their suggestions. different rubrics are provided in every lesson plan as well. they are all aligned with the expected learning outcomes and performances of the students. in summary, the validators affirmed that the dtlps are indeed highly valid instructional material that can be used in promoting quality education. this material could also be of great help to improve the declining performance of filipino learners in different international assessments in mathematics. furthermore, in response to the mandate of the k to 12 curriculum, the material was validated to be effective in delivering lessons in statistics and probability. thus, the 21st century skills of filipino learners are to be fostered, making them ready for entrepreneurship, employment, vocational courses, and higher education. conclusions based on the study’s findings, it can be concluded that the top ten (10) learning competencies in statistics and probability that need performance tasks were identified. based on these learning competencies, the design thinking-based lesson plans (dtlps) were developed. after the conduct of the content validation of the dtlps along with its content, instructional and assessment characteristics, the panel of experts concluded that the dtlps are highly valid in all of these characteristics. the researcher highly recommends utilizing the developed dtlps in an actual classroom setting, specifically in teaching statistics and probability to grade 7 students in order to foster their skills and hone their interest in learning mathematics. likewise, to equip teachers with essential knowledge and skills on the development of design thinking-based lesson plans (dtlps), school administrators are recommended to conduct intensive seminars, trainings, and workshops specifically for them in their in-service trainings and learning action cell (lac) sessions. curriculum developers and policy makers are also advised to consider reforms on the curriculum and integrate the design thinking process (dtp) to lessons particularly in performance tasks to enrich the curriculum, which will eventually provide learning opportunities to students to innovate and develop empathy, creativity, collaboration, problem solving skills, and critical thinking skills. finally, similar or related studies should be conducted to investigate empirically the use of the dtp and dtlps in other learning competencies in statistics and probability and other branches of mathematics as well. acknowledgements the researcher wholeheartedly acknowledges the endless assistance, guidance and encouragement contributed immensely by significant individuals and organizations for the successful completion of this study, particularly dr. rosabel l. acosta, his thesis adviser; dr. estrella r. pacis, dr. edrian d. saraos, and prof. tristan deo m. parinas, members of the advisory committee; dr. lilibeth g. abrogena, chair of the master of arts in education program; dr. ronald candy s. lasaten, secretary of the graduate school; dr. lily ann c. pedro, his former professor; rev. msgr. tito romeo n. bonoan, superintendent of dlces; dr. shirley c. agrupis, president of mmsu; dr. vida v. antonio; prof. christy ann m. rahon; mr. oscar r. gamiao jr.; validators and respondents of this research; family; friends; and classmates. acknowledgement is also due to the department of science and technology – science education institute through the capability building program for science and mathematics education (cbpsme), under the supervision of the project leader, dr. aris reynold v. cajigal, and project assistant, ms. charee maye bueno, for funding the whole expenses of the degree, for guiding and monitoring the progress of the researcher in his study, and for the untiring support in the completion of all the requirements of the course; and foremost, to almighty god, for the wisdom, strength, guidance and protection he bestowed to the researcher as he accomplished this study. references albay, e. & eisma, d. 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(2012). performance assessments for learning: the next generation of state assessments.https://scale.stanford.edu/sites/g/ files/sbiybj14851/f/aera_2012_paper_performance_ assessment_for_learning_final.pdf pa ge 1 pa ge 29 american journal of multidisciplinary research and innovation (ajmri) the role of culinary education in promoting nutritional awareness: a systematic review abigail sarfo amoah1*, nana amma twumwaa2, bertha ethel braimah3, marilyn gadogbe4 volume 3 issue 1, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i1.2464 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 02, 2024 accepted: february 10, 2024 published: february 14, 2024 this systematic review investigates the impact of culinary education on enhancing nutritional awareness among diverse populations. with the rising global concern about dietrelated health issues, a growing need exists to explore practical strategies for promoting healthier food choices. this study focuses on qualitative analyses of existing literature to comprehensively examine the role of culinary education in fostering nutritional awareness. the review systematically evaluates various culinary education programs, encompassing both formal and informal settings. qualitative synthesis techniques are employed to analyze data extracted from relevant studies, including five focus group interviews, and observational reports. the research aims to identify patterns, key themes, and best practices associated with culinary education interventions that contribute to heightened nutritional awareness. by synthesizing qualitative findings, the review seeks to shed light on the nuanced aspects of culinary education that influence individuals’ understanding of nutrition. the synthesis also explores the potential barriers and facilitators that impact the effectiveness of culinary education programs in different cultural and socioeconomic contexts. ultimately, the research aims to provide evidence-based insights for educators, policymakers, and healthcare professionals to refine and implement culinary education initiatives that effectively promote nutritional awareness and contribute to improved public health outcomes. keywords nutritional awareness, dietary knowledge, culinary skills, culinary education, behavioral change introduction it is more important than ever to promote nutritional understanding in a time of fast-paced lifestyles and a plethora of dietary options. the intersection of culinary education and nutritional awareness stands as a promising avenue to empower individuals with the knowledge and skills necessary to make informed dietary choices. this research endeavours to conduct a systematic review exploring “the role of culinary education in promoting nutritional awareness.” as societies grapple with rising rates of diet-related health issues, understanding how culinary education contributes to enhancing nutritional awareness becomes paramount. culinary education extends beyond the conventional realms of cooking techniques; it encompasses a holistic approach that integrates nutritional principles, ingredient knowledge, and mindful eating practices. through a systematic examination of existing literature, this research seeks to unravel the intricate connections between culinary education initiatives and the development of nutritional awareness among diverse populations. the objective of this systematic review is to provide insight into the efficacy of different culinary education interventions by taking into account elements like the socio-cultural context in which these programs are implemented, teaching approaches, and curriculum design. by synthesizing and analyzing existing evidence, this research aspires to provide valuable insights into the impact of culinary education on individuals’ ability to make informed, health-conscious choices in their daily dietary habits. in exploring the symbiotic relationship between culinary education and nutritional awareness, this study not only contributes to the academic discourse but also holds potential implications for policymakers, educators, and health professionals seeking evidence-based strategies to address the global challenge of inadequate nutrition. as we embark on this comprehensive examination, the findings may offer practical recommendations for refining culinary education programs and ultimately fostering a healthier, more nutritionally conscious society. research objectives 1. assess the impact of culinary education programs on individuals’ nutritional knowledge and behaviour. 2. examine the long-term effects of culinary education on sustained nutritional awareness and healthy eating habits. research questions 1. how do participants’ nutritional knowledge and dietary behaviours change after completing a culinary education program? 2. how do culinary education programs influence participants’ sustained adoption of healthy eating habits over an extended period? 1 department of votech, st. monica’s college of education, mampong-ashanti, ghana 2 department of home economics, twene amanfo senior /technical school, sunyani, ghana 3 department of home economics, sacred heart senior high, nsoatre, ghana 4 department of home economics, attafuah senior high technical school, akim oda, e/r, ghana * corresponding author’s e-mail: ksamuelasare@gmail.com pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 29-34, 2024 methodology search strategy • electronic databases (pubmed, scopus, web of science) were systematically searched for relevant articles published between 200-2023. • keywords included combinations of “culinary education,” “nutrition education,” “cooking classes,” “nutritional awareness,” “healthy eating,” and related terms. • boolean operators (and, or) were used to combine search terms for optimal retrieval of relevant studies. • the search strategy was adapted to each database’s syntax and controlled vocabulary. inclusion criteria • studies published in peer-reviewed journals. • studies focus on culinary education interventions aimed at improving nutritional awareness. • articles written in english. • studies with diverse populations (age, gender, socioeconomic status). • research conducted in various settings (community centers, schools, healthcare facilities, etc.). • both quantitative and qualitative studies were included. exclusion criteria • studies that lack relevance to culinary education or nutritional awareness. • non-english articles. • studies with insufficient methodological rigor (e.g., lack of control group, small sample size). • review articles, commentaries, editorials, and conference abstracts. study selection • initially, titles and abstracts were screened independently by two reviewers to identify potentially relevant articles. • full texts of selected articles were then assessed for eligibility based on inclusion and exclusion criteria. data extraction • data were extracted from included studies using a standardized form, including author(s), publication year, study design, sample characteristics, intervention details, outcomes assessed, and key findings. • two independent reviewers performed data extraction, and any discrepancies were resolved through discussion. quality assessment • studies were evaluated for risk of bias, validity, and reliability of findings. data synthesis and analysis • extracted data were synthesized narratively to provide an overview of the effectiveness of culinary education interventions in promoting nutritional awareness. • subgroup analyses were conducted based on study characteristics, such as intervention type, target population, and outcome measures. ethical considerations this systematic review only utilized data from previously published studies and did not involve direct interaction with human subjects. therefore, ethical approval was not required. literature review understanding culinary education aspiring chefs and culinary professionals are greatly shaped by culinary education, which equips them with the abilities, know-how, and experiences needed to thrive in the fast-paced and cutthroat food industry. this discussion will explore the critical aspects of understanding culinary education, including its objectives, curriculum, methods, and potential impact on career development. one primary objective of culinary education is to equip individuals with a comprehensive understanding of culinary arts, including cooking techniques, flavour profiles, and menu planning. according to the american culinary federation (acf), culinary education also aims to foster students’ creativity, critical thinking, and problem-solving skills, enabling them to excel in a variety of culinary settings (acf, n.d.). culinary programs’ curricula typically cover a range of topics, including knife skills, food safety, nutrition, kitchen management, and international cuisines. this diverse curriculum reflects the multifaceted nature of the culinary industry. it ensures that graduates are wellrounded professionals capable of adapting to various culinary environments (culinary institute of america, n.d.). culinary education employs a combination of theoretical and hands-on learning approaches. the practical component is often emphasized to provide students with real-world experience and develop their proficiency in a kitchen setting. this experiential learning is essential, as it allows students to apply theoretical knowledge, hone their skills, and build confidence in a controlled environment (leistner, 2017). moreover, culinary education goes beyond technical skills and includes aspects such as creativity, innovation, and cultural awareness. culinary schools often encourage students to experiment with ingredients, develop their signature dishes, and appreciate the cultural and historical context of various cuisines (wang & kim, 2017). the impact of culinary education on career development is significant. graduates from reputable culinary programs are often sought after by employers in the food industry. a national restaurant association (nra) study (nra, 2019) found that those with formal culinary education have a higher chance of moving up the ranks and earning competitive pay in the industry. pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 29-34, 2024 culinary education and societal impact the impact of culinary education extends beyond the kitchen, influencing societal aspects such as culture, nutrition, and the economy. as individuals undergo culinary training, they not only acquire technical skills in cooking but also develop an understanding of food safety, nutrition, and sustainable practices (smith, 2018). this information encourages better eating practices and a greater awareness for the quality and provenance of food, which benefits society. moreover, culinary education has a significant impact on cultural preservation and diversity. through the study of various cuisines and culinary traditions, individuals gain insights into the rich tapestry of global cultures. this exposure fosters cross-cultural understanding and appreciation as culinary students learn to respect and celebrate diverse food traditions (jones, 2019). culinary education becomes a vehicle for preserving culinary heritage and preventing the loss of traditional cooking methods and recipes that are integral to cultural identities. in terms of societal health, culinary education’s influence on nutrition is noteworthy. culinary programs emphasize the importance of balanced and nutritious meals, equipping individuals with the knowledge to make informed food choices. this has a direct impact on public health, as a well-educated population is better equipped to combat diet-related diseases and promote overall well-being (williams et al., 2020). culinary education, therefore, acts as a preventive measure against health issues related to poor dietary habits, contributing to the overall improvement of societal health. economically, the culinary industry plays a vital role in job creation and economic growth. trained culinary professionals contribute to the workforce in various sectors such as restaurants, catering, and food service. additionally, culinary entrepreneurship is encouraged through education, fostering the creation of small businesses, and contributing to the overall economic landscape (roberts, 2021). the impact of culinary education on the economy is not only through job creation but also by promoting innovation and excellence within the food industry, attracting both local and international consumers. the link between culinary education and nutritional awareness people who engage in culinary education gain knowledge about various ingredients, cooking techniques, and nutritional principles that contribute to a well-rounded understanding of the food they consume (smith, 2018). practical hands-on experiences in the kitchen provide individuals with the skills to prepare nutritious meals, empowering them to make healthier choices in their daily lives. one key aspect of culinary education is the emphasis on ingredient selection and understanding their nutritional profiles. students learn to discern between various food items, considering factors such as macronutrients, micronutrients, and overall caloric content (johnson et al., 2020). this information enables people to choose their food consumption with knowledge, encouraging a well-balanced, nutrient-rich diet. additionally, culinary education often includes discussions on dietary restrictions, allergies, and cultural considerations, fostering a comprehensive approach to food awareness (martin, 2019). moreover, culinary education contributes to the development of practical cooking skills, enabling individuals to create flavorful and nutritious meals at home. learning about portion control, cooking methods, and food pairings helps individuals optimize their dietary choices (jones & brown, 2017). as individuals become more proficient in the kitchen, they gain confidence in experimenting with diverse ingredients, promoting a diverse and nutrient-dense diet. this experiential learning method not only fosters culinary creativity but also encourages people to try a variety of healthful foods. the link between culinary education and nutritional awareness extends beyond personal benefits to societal implications. well-informed individuals are more likely to positively influence their communities, promoting healthier eating habits and contributing to society’s overall well-being (adams, 2021). culinary education programs that integrate nutrition education can serve as catalysts for broader health initiatives, addressing issues such as obesity and diet-related diseases. in conclusion, culinary education plays a crucial role in fostering nutritional awareness by providing individuals with knowledge, skills, and a practical understanding of the relationship between food and health. through ingredient awareness, cooking proficiency, and a comprehensive understanding of nutrition, individuals are empowered to make informed dietary choices, promoting a healthier lifestyle for themselves and their communities. integrating nutritional education into culinary programs contributes to building a foundation for lifelong wellbeing and cultivating a broader societal commitment to healthful living. practical application of nutritional knowledge maintaining health and preventing disease having information about nutrition enables people to make educated dietary decisions, which helps to ward off chronic illnesses. one such diet that has been linked to a decreased risk of cardiovascular illnesses is one that is high in fruits, vegetables, and whole grains (hu, 2002). weight management having a solid understanding of the fundamentals of energy balance and food composition is essential for successful weight management. the distribution of macronutrients, portion control, and calorie intake are some of the variables that affect reaching and maintaining a healthy weight (franz et al., 2007). athletic performance athletes benefit from nutritional knowledge to optimize their performance. proper nutrient timing, hydration, and pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 29-34, 2024 personalized macronutrient ratios contribute to improved endurance, strength, and recovery (thomas et al., 2016). cognitive function: understanding nutrition is essential for using dietary treatments to treat medical issues. for instance, knowing the glycemic index and how to count carbohydrates might help diabetics better control their blood sugar levels (franz et al., 2002). medical conditions and nutritional therapy understanding nutrition is essential for using dietary treatments to treat medical issues. for instance, knowing the glycemic index and how to count carbohydrates might help diabetics better control their blood sugar levels (franz et al., 2002). pregnancy and pediatric nutrition knowledge about appropriate nutrient intake during pregnancy and early childhood is vital for optimal growth and development. nutritional guidance for pregnant women and infants contributes to healthy outcomes (krebs et al., 2007). ageing and nutrient requirements as individuals age, nutritional needs may change. understanding age-specific nutrient requirements and incorporating them into the diet can promote healthy ageing and reduce the risk of age-related diseases (chernoff, 2014). impact of culinary education programs on individuals’ nutritional knowledge and behavior increased nutritional knowledge culinary education programs often provide participants with a deep understanding of the nutritional value of different foods. participants learn about the importance of essential nutrients, portion control, and the impact of various cooking methods on the nutritional content of meals (smith, 2018). as individuals gain insights into the nutritional profiles of ingredients, they become better equipped to make informed choices when planning and preparing meals. skill development in healthy cooking techniques culinary education emphasizes not only the art of cooking but also the science behind it. participants learn about healthier cooking techniques, such as grilling, steaming, and baking, which can contribute to lower calorie intake and reduced fat consumption (jones et al., 2019). acquiring these skills enables individuals to create delicious, nutritious meals without compromising on taste. promoting balanced diets people who study culinary arts are taught the value of eating a well-balanced diet that includes different nutrients from different food categories. by using this information, meal plans can be more varied and well-balanced, which lowers the risk of nutritional deficiencies (williams & brown, 2020). it is advised that participants consume a range of whole grains, fruits, vegetables, lean meats, and other nutrients. behavioural changes and healthy eating habits exposure to culinary education programs has been associated with positive behavioural changes related to food choices. individuals frequently report changing their eating habits to be healthier, consuming more fruits and vegetables, consuming fewer processed foods, and better adhering to nutritional recommendations (clark & miller, 2021). these changes contribute to long-term improvements in overall health and well-being. community and social impact culinary education programs can extend their influence beyond individual participants to communities. as individuals educated in culinary nutrition share their knowledge, communities may experience a collective shift towards healthier eating practices. this social impact can contribute to the prevention of diet-related health issues on a larger scale (brown & white, 2017). results and discussion theme 1: effectiveness of culinary education programs the systematic review revealed a substantial body of evidence supporting the positive impact of culinary education programs on nutritional awareness. across the studies analyzed (smith et al., 2018; jones & brown, 2020; williams et al., 2021), participants consistently exhibited improved knowledge of nutrition, making informed dietary choices after participating in structured culinary education. the integration of hands-on cooking experiences and theoretical nutrition knowledge contributes to heightened awareness synergistically. connecting to similar research, smith et al. (2018) demonstrated a parallel finding, emphasizing that culinary education serves as a practical tool in fostering nutritional understanding. this aligns with the assertion made by thompson and davis (2019), who argued that experiential learning, such as hands-on cooking, enhances the retention and application of nutritional knowledge. theme 2: long-term behavioral changes notably, our review highlighted evidence suggesting that the impact of culinary education extends beyond immediate knowledge acquisition. long-term behavioural changes were observed, with participants reporting sustained improvements in dietary habits (miller & garcia, 2019; clark & lee, 2020). this is in line with a study by johnson et al. (2021) that found those with culinary training had a higher likelihood of maintaining a balanced, healthful diet over time. the connection to related studies underscores the consistency of results across diverse populations. clark and lee (2020) also noted sustained improvements, emphasizing the need for continuous support systems pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 29-34, 2024 post-education to reinforce positive dietary behaviours. these findings collectively emphasize the potential of culinary education in instigating enduring changes in nutritional awareness and habits. theme 3: socioeconomic disparities and access to culinary education a vital aspect emerging from the systematic review is the role of socioeconomic factors in shaping access to culinary education and subsequent nutritional awareness. research by martinez and rodriguez (2021) highlighted disparities in participation, indicating that individuals from lower socioeconomic backgrounds may face barriers to accessing culinary education programs. this underscores the need for targeted interventions and policy considerations to ensure equitable distribution of nutritional knowledge. this aligns with the findings of brown and patel (2022), who discussed the importance of addressing socioeconomic disparities in nutrition education programs. by doing this, they contend, there is a chance to lessen the disparities in health that now exist by giving everyone in the community an equal chance to gain from culinary instruction. theme 4: culinary education and public health a crucial implication of the systematic review is the potential impact of culinary education on broader public health outcomes. studies such as anderson et al. (2023) have demonstrated a positive correlation between increased nutritional awareness through culinary education and reduced rates of diet-related chronic diseases. this suggests that investing in culinary education programs may serve as a preventative measure against public health challenges associated with poor dietary choices. these results support the claims made by williams and nguyen (2023), who support the inclusion of culinary education in public health programs. this research is related to one another, which highlights the systemic advantages of culinary education in tackling more important public health issues. conclusion the critical role that culinary education plays in fostering nutritional awareness has been highlighted by this systematic review. we have investigated how culinary education not only provides people with fundamental cooking skills but also cultivates a deeper understanding of nutrition and its effects on general well-being through a thorough examination of the material that has already been published. the results highlight the importance of including nutritional education in culinary programs and highlight how it can enable people to make more informed decisions about their diets. furthermore, the review has highlighted the need for comprehensive and well-structured culinary education initiatives that go beyond mere recipe instruction. effective programs should address diverse aspects of nutrition, such as the importance of balanced diets, mindful eating, and the correlation between food choices and long-term health outcomes. recognizing the potential of culinary education to influence dietary habits positively, stakeholders in education, healthcare, and policymaking should collaborate to implement evidencebased strategies that prioritize nutritional awareness in culinary curricula. in an era of rising lifestyle-related diseases, investing in culinary education as a tool for promoting nutritional awareness becomes imperative. by fostering a culinary culture that values both the art of cooking and the science of nutrition, we can empower individuals to make informed dietary choices and ultimately contribute to a healthier and more informed society. the synthesis of culinary skills and nutritional knowledge can catalyze the building of a sustainable and health-conscious food culture, creating a positive ripple effect on public health and well-being. recommendations integration of culinary education in school curricula educational institutions, from elementary to higher education, should consider integrating culinary education into their curricula. this can be achieved through dedicated courses, workshops, or extracurricular activities that provide students with practical cooking skills and nutritional knowledge. community-based culinary programs creating culinary programs rooted in the community might be a useful strategy for expanding your audience. programs like these might be held in community centers, neighborhood kitchens, or online, allowing people of all ages and backgrounds to access culinary education. public health initiatives government and public health organizations should invest in campaigns that promote the importance of culinary education for overall health. these initiatives can involve partnerships with schools, community centers, and culinary experts to provide resources and support for educational programs. tailoring programs for specific demographics because cultures vary so much, culinary education programs should be tailored to each group’s needs and preferences. this may entail accounting for cultural, dietary, and socioeconomic preferences. research and continuous improvement continuous research and evaluation of culinary education programs are crucial to understanding their long-term impact. ongoing studies can help refine educational strategies, assess the sustainability of positive outcomes, and identify areas for improvement. pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 29-34, 2024 references american culinary federation. 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(2023). integrating culinary education into public health initiatives: a comprehensive approach. williams, r., & brown, s. (2020). integrating nutrition education into culinary training programs: a systematic review. nutrition education and behavior, 52(5), 467-475. williams, r., et al. (2021). hands-on cooking classes improve nutritional knowledge and behaviors of school-aged children: a systematic review. pa ge 1 pa ge 49 american journal of multidisciplinary research and innovation (ajmri) job burnout affecting job performance among teaching and non-teaching personnel: bases for intervention christian o. angus1*, leslie jeaness luna-angus2 volume 2 issue 3, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i3.1595 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 11, 2023 accepted: april 30, 2023 published: may 13, 2023 this study aims to assess the level of job burnout among the teaching and non-teaching personnel in zamboanga national high school –west and the effect to the job performance. the researcher used a cross-sectional research design utilizing descriptive and correlation analysis. the study was applied to the to a random sample of (121) personnel, who were chosen through a stratified sampling method, with (31) males and (90) female. a job burnout questionnaire was adopted from burnout inventory index (maslach,1996), and its validity and reliability were verified. the study’s results of the study showed that the mean of the job burnout of the total degree came with a moderate degree and outstanding job performance. the results also showed that there were no statistically significant differences in the level of job burnout of the total degree attributed to the gender variable and in favor of females. there is a significant difference in the level of job burnout attributed to age, years of service and job description. moreover, there is no significant relationship in the level of job burnout and job performance on teaching and non-teaching personnel. to the future researcher conduct thorough investigation on the causes of teaching and non-teaching personnel burnout. additional variable to be investigated such as what curriculum grade level had a highest level of job burnout. keywords job burnout, nonteaching personnel, public school, teaching introduction ever since the national and local government has issued various lockdown and quarantine policies to reduce the spread of covid 19 virus since the mid-march of 2020, it affects all working sectors including the education sectors. teaching personnel must shift from traditional face-to-face to online learning or service to accommodate the needs of their students. non-teaching personnel shifted to work from home arrangement. with these changes, comes with a high demands of work, flexibility and equipment’s and it has been stressful and tiring. stress tends to put a lot pressure in our body but it said to be manageable moreover with constant stress for a long period of time it can affect physical and cause emotional exhaustion. however, exhaustion is a normal response of our body to stress. according to the international classification of disease by the world health organization (2019), burnout is recognized as an “occupational” phenomenon often affecting people with strong sense of responsibility. educators are said to be one of high risk in terms of developing burnout (schauefeli et al., 2008), prokopov et al., (2020) stress burnout syndrome as ‘’modern teacher’s disease’’ because it mainly affects the professional group of teachers followed by the nonteaching personnel. this most likely affects their physical, academic and performance in teaching as emerges in response to prolonged stressful working conditions (sears et al., 2000). burnout is defined as the psychological syndrome of emotional exhaustion, depersonalization and reduced personal accomplishment that causes mainly among workers who encounter other people at their work (mashlach & leiter 2016). reduced job performance can result in declining of work quality. job burnout symptoms in the workplace are contagious and it infects the entire organization (pillay, 2015). organization must study and investigate any signs and symptoms of burnout to prevent and stop it from spreading. a burnout brain can’t separate itself from problems and unable to concentrate to its task. as the consequences of increasing workload demands and revamping ways in the education sector may cause some confusion to other members of the institution. teaching and non-teaching staff also encounters feeling of worry and indecisiveness which can lead to stress and anxiety that may result in poor teaching performance that can affect students’ learning and may lead to negative publicity of the institution. the effects of burnout, which are negative most of the times, include decreased levels job satisfaction, reduced performance and commitment, increased turnover intentions and use of violence (irsa, et al., 2019; gorji & vaziri, 2011; marmaya et al., 2011; matin, kalali, & anvari, 2012; kop, wema, & schaufeli, 1999); other consequences of job burnout include hopelessness, irritability, detachment from work and colleagues, absenteeism, impatience, moodiness, and less tolerance for others (petitta, l., & vecchione, m. (2011). we are now slowly interring post pandemic. many challenges need to be address as educational institutions can still feel the effects of the covid-19 pandemic. leaders of the institution must find ways to protect their employees and workplace from the job burnout to prevent the productivity crushing effects of burnout. institution cannot eliminate stress and exhaustion, however administration can monitor signs and identify vulnerable employees and prevent burnout before it turns into a breakdown. this study provides znhs-west 1 western mindanao state university, philippines 2 brent hospital and colleges incorporated, philippines * corresponding author’s e-mail: christianangus6@gmail.com https://doi.org/10.54536/ajmri.v2i3.1595 https://journals.e-palli.com/home/index.php/ajmri mailto:christianangus6%40gmail.com?subject= pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 and the department of education on the knowledge and information they need to determine if their employee is suffering from job burnout and will be the basis on creating policies and how to address such manner that can benefit the employee and institution. moreover, it is important to recognize the seriousness of the challenges that are faced by the teaching and non-teaching personnel and to prioritize the mental and physical wellbeing of each individual occupying a certain task in the organization. minimize stress and provide a healthy workload by investing on their physical and mental health and create positive environment, shows support their employees and provide a positive feedback loop that will make employees feel more connected and safe. hypothesis h0: there no significant difference between job burnout and job performance when data are group according to gender, age, years of service, job description, and highest educational attainment. h1: there no relationship between job burnout and job performance in selected teaching and non-teaching personnel in zamboanga national high school –west. literature review according to world health organization burnout is a state of vital exhaustion. in may 2020, 41 percent of employees surveyed found themselves burnout from stress of managing work amidst the covid 19 pandemic. job stress and burnout is estimated to result in nearly 120,000 deaths and almost $190 billion in healthcare cost per year (campbell, 2021). job burnout occurs as a result of his/ her exposure to various psychological pressures that cause physical, psychological and mental exhaustion and makes it unable to perform its task and may leave it partially or completely. schaufeli and peeters (2000) stated that job burnout began when an imbalance arises between an individual resources and demands, after which a person develops a set of negative attitudes and behaviors such as a treating service recipient in a mechanical manner or indifference to satisfy the needs of others. in the research on workplace burnout, winoma state university as adaption to veninga and spradley’s (1981) states different model of stages of job burnout used to assess the intensity of burnout risk and serve as a guideline in self-diagnosing and how to further stop the development. the initial stage is the honeymoon period where an employee has high job satisfaction, commitment, energy and creativity to the institution, however this phase rarely last forever and pattern seems to develop and may become difficulty to escape. next is the balancing act stage as opposed to the previous phase, states that there are some days are better than the others regarding how well you are handling the stress on the job. a noticeable increase in the following such as job dissatisfaction, working inefficiency including avoiding decision making, fatigue, sleep disturbance, and violations of work discipline are indicative of stage 2, followed by the chronic symptoms phase as expressed in physical and psychological manifestation like exhaustion, physical illness, anger and depression. furthermore, in the crisis symptoms period where it becomes critical, physical symptoms intensifies or increases, work frustrations, pessimism and self-doubt, and develop an “escapist mentality”, and finally the enmeshment state this is the symptoms of burnout are so embedded that more likely to be labeled as having some significant physical or emotional problem that may be called as a burnout case. job performance job performance is the ability of the employee to perform a specific task (marcus, 2017). job performance deals within the workplace, it most commonly refers to the standard of work that corresponds to good quality and productivity. performance must be directed toward institutions goals that are relevant to the job. employee’s performance is determined during job performance reviews, with an employer taken into account factors such as leadership skills, time management, organizational skills and productivity to analyze each employee on an individual basis (omolayo et al., 2013). it is a multifaceted phenomenon with several variables that can influence its level including individual characteristics, workload, job satisfaction, working environment, personal skills, acknowledgment of accomplishments, and social support (lee & yom, 2015; olsen et al., 2017; yu & ko, 2017). moreover, feedback and communication, leadership behavior, organizational environment, affective commitment, poor working conditions, and hazards influence job performance (sharma & dhar, 2016; kaynak et al., 2016). in analyzing job performance different aspects must be considered. the elements consist of knowledge, thoroughness, responsiveness, motivation and support. in setting objectives for job performance entails defining the elements of the job performance, and creating goals that represent this definition and work to achieve these goals (omolayo, 2005). task performance task-performance is conceptualized as a behavior associated with fundamental tasks that are mandatory for a specific job (christian, garza & slaughter, 2011). task performance describes the task outcomes that distinguish one profession from another (witt, kacmar, carlson, & zivnuska, 2002). it is associated with the achievement of institutions objectives and refers to behaviors, and job descriptions (allworth & hesketh, 1999). it arises when employees use their technical skills and knowledge to perform a specific task (scotter, motowidlo, & cross, 2000). contextual performance employee voluntary behavior that is not stated in the job description and generally goes beyond the specified https://journals.e-palli.com/home/index.php/ajmri pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 job or task is contextual performance (spector & fox, 2002, sonnentag, binnewies & mojza, 2010; amjad et al., 2015). these type of characteristics are said to improve the institution’s productivity (motowidlo & van scotter, 1994; podskoff & mackenzie, 1997) thus resulting in client or student satisfaction (robinson & morrison, 1995). contextual performance is when an employee helps others to complete a task, collaborates to co-workers and superiors, makes suggestions and ideas (scotter et al., 2000). to sustain and improve institution’s social and psychological environment, contextual performance is considered as the most crucial aspect of job-performance (bilal, shah, yasir & mateen, 2015; avery & murphy, 1998). counterproductive work behavior is a term used to describe employee behaviors that are against the legitimate concerns of the organization because it can directly affect the institution function, property and employee in a way that can reduce the job performance (robbinson & bennett, 1995; klotz & buckley, 2013) behaviors like absenteeism, being overdue for work, undertaking off-challenge conduct, theft and substance abuse are blanketed in counterproductive work behavior. adaptive performance every institution is facing reality that change is coming and facing more uncertainty, roles are becoming more dynamic and flexible and increase in workload thus performance ability are required to cope with changes (campbell, 2012). adaptive performance is employees’ ability to change their behavior to respond to demands arising from new situations (charbonnier-voirin & roussel, 2012; shoss, witt, & vera, 2011). related studies čopková (2021) conducted a paper describing the difficult situation worldwide during the spring in 2020. the study aimed to determine the level of burnout syndrome and bore out syndrome in secondary school teachers during covid-19, the relationships between burnout syndrome and bore out syndrome and to identify differences between teachers from vocational and general schools and gender differences in experiencing of burnout and bore out during covid-19. 214 secondary teachers were focused on this study. the result found that both syndromes was not high during the first wave of covid-19 pandemic, but female teachers experienced significantly higher emotional exhaustion than their male colleagues. saleem et al., (2021) conducted a study that aims to examine the relationship of work stress due to covid-19 (covid-19 str) and ep (employee performance). a sample of 213 bank employees was collected using a convenient sampling method. results revealed that covid-19 str has a negative impact on task and contextual performance (cp) and a positive impact on adaptive performance (ap). similarly, the prevalence of sc significantly moderates the stress and performance relationships. al-shoqran & alfandi et al., (2021) performed a study aimed to reveal the level of burnout among the faculty members in private universities in jordan and the effect of gender and experience variables on it. the study applied a random sample of (203) faculty members, who were chosen through a comprehensive survey method, with (169) males and (34) females. the results of the study showed that the mean of the job burnout of the total degree came with a high degree. the results also showed that there were no statistically significant differences in the level of job burnout of the total degree attributed to the gender variable and in favor of females. moreover, the results showed that there were apparent differences in the arithmetic averages on the total score for the level of job burnout with different levels of experience variable, and in favor of those with less than five years of experience. al-salkhi (2013) performed a study aimed at identifying the levels of psychological burnout among islamic education teachers in private schools in amman in the light of the variables of gender, educational qualification, and years of experience number, monthly income, age, marital status, and stage taught by the teacher. the study was applied to a random sample consisted of (166) male and female teachers using the maslach (1982) scale for psychological burnout. the results illustrated that the level of psychological burnout among the teachers of islamic education was moderate according to maslach criteria for psychological burnout on both dimensions’ emotional stress, feelings sag, and a lack of accomplishment sense dimension was high. the findings also showed that there was a statistically significant difference in the level of psychological burnout on the dimension of emotional stress in favor of males. however, there were no statistically significant differences in the level of psychological burnout according to the age of the teacher, his social condition; teachers with higher educational qualifications, years of long experience, and high monthly income were the most effective on psychological burning. moreover, the results showed that there were statistically significant differences attributed to the variable of the teaching stage, and in favor of the basic stage. ayasrah (2013) attempted a study aimed at knowing the levels of psychological burnout among male and female teachers in the education directorate in jerash governorate in jordan in light of some variables. the sample of the study consisted of (500) male and female teachers chosen randomly from the study population. the results of the study showed that the level of psychological burnout among male and female teachers was high on the level of frequency and intensity and there were also statistically significant differences at the level of α≤0.05 on the dimensions of the psychological burnout scale, the frequency of lack of achievement sense and the intensity of feelings sag among teachers attributed to the gender variable and in favor of males https://journals.e-palli.com/home/index.php/ajmri pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 teachers. on the dimensions of the frequency of feelings sag and the lack of accomplishment sense attributed to the income variable and in favor of teachers with income (300) dinars or less. on the dimensions of emotional stress frequency and intensity, they were attributed to the variable of number of classes and in favor of teachers whose number of weekly classes was ies.ccsenet.org international education studies vol. 14, no. 4; 2021 87 more than (18) classes. on the dimensions of emotional stress frequency and intensity and frequency and intensity of feelings were attributed to the place of residence in favor of teachers who work in places far from their residence. in addition, a positive correlation was found with a statistically significant level at (α≤0.01) between the frequency and intensity of the emotional stress dimension and between the frequency and intensity of the study of hayes et al., (2020) the purpose was to better understand the relationships among stress, work related burnout, and remote working brought on by social distancing efforts and stay at home orders put in place during the covid 19 pandemic. results from the analyses suggest that perceived stress did increase during the covid 19 restrictions, especially for people that had limited experience working from home and were female. individuals who worked from home before covid 19 had higher levels of work related burnout but did not differ based on gender or part time work status. the results suggest that working from home may create more stress and result in more burnout, which challenges the current moves by some employers to make working from home a permanent arrangement. prokopov et al., (2020) stresses burnout syndrome ‘’modern teachers’ disease’’ due to the fact that it mainly affects the professional group of teachers. the relevance of the research is related to the teachers` high workload and the problem of the aging teachers, who often complain of exhaustion, lack of motivation, unwillingness to work. this raises the question of the specific working conditions that lead to diseases of the professional group of teachers. sultana (2020) carried out a study aimed to develop and validate a job performance scale from the indian context. the supervisory rating scale has been used for the present study. a convenience sample of 423 principals was taken to rate teachers’ performance. the study found that job performance is a higher-order construct with task performance, contextual-performance, and counterproductive-work-behavior as its dimensions. the results of cfa indicate the reliability and validity of the scale. the study can be a very effective tool to measure job performance among teachers. the principals, supervisors, and policy makers can use this scale to measure the performance of teachers. limon et al., (2019) this study aims to develop a valid and reliable scale to measure teachers’ self-reported job performance and use it for the first time on the target group. in line with this aim, the current study employed a single surveying model. the study sample consisted of three groups. there are 265 teachers in the first group; 509 teachers in the second and 1935 teachers in the last one result showed that the tjps is a valid and reliable three-dimensional measure. on the other hand he also stated that teachers’ performance level is “always” for task, adaptive and the overall scale and sometimes for contextual performance. manochehri & malekmohammadi (2015) carry out a study that aimed to evaluate the relationship between job burnout and job performance in employees of sepah bank, gorgan. data collection was performed by using two questionnaires, i.e. maslach burnout inventory (mbi) and paterson questionnaire of job performance. the results revealed that job burnout caused reduced job performance in employees of sepah bank, gorgan, iran; however, no significant difference was detected (p>0.05). this study is similar in terms of goal that is to detect if job burnout thus affect the job performance of the employees, but it differs in using the research tools and also the category of the respondents. since majority of the studies focuses on the teaching personnel and satisfaction and some to none on the non-teaching personnel and job performance, as they are important as the teaching staff. this paper will provide znhs-west and the department of education on the knowledge and information they need to determine if their employee is suffering from job burnout and will be the basis on creating policies and how to address such manner that can benefit the employee and institution. moreover, this study will be able to provide an empirical data for the school to have an intervention plan for burnout teachers and non-teaching personnel. statement of the problem this study aims to assess the level of job burnout among the teaching and non-teaching personnel in zamboanga national high school –west. specifically, the study aims to answer the following questions: 1. what is the level of job burnout on selected teaching and non-teaching personnel in zamboanga national high school –west? 2. what is the level of job performance on selected teaching and non-teaching personnel in zamboanga national high school –west? 3. is there a significant difference between job burnout and job performance when data are group according to gender, age, years of service, job description, and highest educational attainment? 4. is there a relationship between job burnout and job performance in selected teaching and non-teaching personnel in zamboanga national high school –west? hypothesis h0: there no significant difference between job burnout and job performance when data are group according to gender, age, years of service, job description, and highest educational attainment. https://journals.e-palli.com/home/index.php/ajmri pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 h1: there no relationship between job burnout and job performance in selected teaching and non-teaching personnel in zamboanga national high school –west conceptual framework with demographic profile, job burnout questionnaire and individual performance commitment review form (ipcrf) rating from the department of education (deped) school year 2021-2022. the demographic profile was a self-made by the researcher as that used to determine the age, gender, number of years in service, designation (teaching or nonteaching personnel) and education attainment and as for the job burnout questionnaire this checklist is adopted from christina maslach for burnout inventory which with 22 items answerable by equivalent codes of 0 = never 1 = at least few times a year 2 = at least once a month 3 = several times a month 4 = once a week 5 = several times a week and 6 = every day. the burnout score was be added from the 3 domains and interpreted as low degree, moderate degree and high degree. the researcher emailed to the mbi-es regarding a request to a formal consent to utilize the instrument for research purpose. job performance is based on the ipcrf (individual performance commitment review form) rating scale is based on the civil service commission memorandum circular no. 06, series of 2012 which sets the guidelines on the establishment and implementation of the strategic performance management system (spms) in all government agencies. a numerical rating of 5 = outstanding with performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills and knowledge, ingenuity, creativity and initiative. employees at this performance level should have demonstrated exceptional job mastery in all areas of responsibility. employee achievement and contributions to the organizations are of marked excellence. a numerical rating of 4 = very satisfactory with performance exceeding expectations. all goals, objectives and target were achieved above the established standards. a numerical rating of 3 = satisfactory with performance met expectations in terms of quality of work, efficiency and timeliness. the most critical annual goals were met. a numerical rating of 2 = unsatisfactory with performance failed to met expectations, and/or one or more of the most goals were not met. lastly, a numerical rating of 1 = poor with performance was consistently below expectations, and/or reasonable progress toward critical goals was not made. ethical issues the study waas submitted to school research ethics committee for approval of the study. the study involves human subject as participants of the study which the researcher was asked permission and consent. the participant was given a letter informing what the study all about, the title of the studies, the objectives, and the benefits’ in participating the study. however, it was voluntary and if they wished not to participant they can refuse to sign the consent form and automatically not part of the study. definition of terms 1. job burnoutrefers to the experience of exhaustion and tiredness felt by the teaching and non-teaching personnel of zamboanga national high school west using survey tool adopted from christina maslach for burnout inventory (1996). 2. job performancerefers to the ipcrf rating by the teaching and non-teaching personnel of zamboanga national high school west school year 20212022. 3. teaching personnel-refers to the teachers of zamboanga national high school-west currently handling teaching positions for school year 2022-2023. 4. non-teaching personnel refers to the personnel of zamboanga national high school west currently performing non-teaching duties, focuses on operational duties such as enrollment and handling documents such as registrar’s office and other academic support group. the importance of the study the importance of this study represented in the following: to obtain information and results that educational stakeholders are expected to benefit from represented by the department of educational policies to take into account the results of the study and to enact policies and legislations that protect personnel from job burnout. to provide a tool with suitable psychometric properties that researchers and interested people can use in preventing and mitigating job burnout. methodology the researcher used the descriptive analytical methods, being the most appropriate for the nature of the study. sample and population of study the study population consisted of teaching and nonteaching personnel of zamboanga national high school west who answered the study tool whose numbers were 121. research instrument a checklist questionnaire was used in gathering information as a tool for data collection to achieve the objectives of the study. this questionnaire is drafted https://journals.e-palli.com/home/index.php/ajmri pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 validation of instrument as the validity of the research instrument, the study adopted a questionnaire from christina maslach for burnout inventory. the researcher seek advice to the panel of experts and professionals to validate the said instruments to assure that it will measure the suitable information and there will be no mistake. the feedback of the panel of experts was included and consolidated all their suggestions and recommendations for the final draft of the manuscript. the overall cronbach’s alpha is 0.7853 which means that the results suggest that it is reliable. data gathering procedure to conduct the study, the researcher was personally approach to the school principal of zamboanga national high school-west. a letter of intent was sent to conduct the study and asking approval to allow the teaching and non-teaching personnel of the institution to take part of the study as research participant, upon approval by the school principal the researcher went to the faculty rooms of 8 different departments and distributed the letter of approval sign by the school principal and the inform consent. the researcher then went to the participants to discuss the approval letter and consent form. the researcher then asked the participants to signed the inform consent before he/she was given the research questionnaire. thus, only the participant who sign the inform consent was be part of the study. the participants was given 30 minutes’ allotment time to answer the questionnaire in regards to the study to being conducted. retrieval of questionnaire was immediately right after. gathered and acquired information was used to analyze and plot result. the procedure for gathering the necessary data lasted for 1 to 2 weeks to cover the respondents in this study. the questionnaire form will be shredded and deleted when the required data have acquired. statistical treatment of data to answer the first and second questions, mathematical averages, standard deviations, ranks, and level were used. to answer the third question, the following statistical methods were used according to the study variables: t-test of two independent samples according to the gender and job description variable, and the one-way anova analysis according to the variables age, years of service, and highest educational attainment? to answer the fourth question, pearson r correlation coefficient to determine the relationship between job burnout and job performance, results and discussion job performance to measure the job performance, weighted mean is being used. the indices on their job performance is reflected in table 2. the first column corresponds to the rating range of which the performance to the respondent. the second column corresponds to equivalent adjectival rating of which mean score are being compare. from 0.000 – 1.499 corresponds to poor performance. 1.500 – 2.499 corresponds to unsatisfactory performance, 2.500 – 3.499 corresponds to satisfactory performance, 3.500 – 4.499 corresponds to very satisfactory performance and lastly, 4.500 -5.000 corresponds to outstanding performance. table 1: indices on the job performance of the respondents rating range adjectival rating 4.500 – 5.000 outstanding 3.500 – 4.999 very satisfactory 2.500 – 3.499 satisfactory 1.500 – 2.499 unsatisfactory 0.000 – 1.499 poor table 3: indices on the level job burnout of the respondents range level of burnout 4.01 – 6.00 high 2.01 – 4.00 moderate 0.00 – 2.00 low data shows that the overall job performance rating of the respondents gathered mean score of 4.6 and standard deviation of 0.046 with equivalent outstanding performance rating. teaching personnel gathered outstanding performance rating corresponds to mean score of 4.66 with standard deviation of 0.050. moreover, non-teaching personnel only gathered mean score of 3.33 and standard deviation of 0.046 corresponds to very satisfactory rating (see table). the job performances of the teaching personnel are far more outstanding than of the non-teaching personnel. despite of the adjustment period from work from home arrangement to gradual face to face work arrangement right after the covid-19 restriction was lifted and were able to adapt the new normal post pandemic setting. according to the study of charbonnier-voirin & roussel, 2012; shoss, witt, & vera, 2011 they defined adaptive performance as the ability of employees to change their behavior to respond to demands arising from new situations. that despite of the things that are happening throughout the human history teachers are able to adapt the new normal way of life and able to facilitate learning with exceptional and outstanding performance. job burnout table 2: respondents’ job performance (ipcrf rating) n=121 standard deviation mean adjectival performance job performance 0.046 4.6 outstanding *teaching 0.050 4.66 outstanding *non-teaching 0.046 3.33 very satisfactory https://journals.e-palli.com/home/index.php/ajmri pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 table 4: t – test significant difference between academic anxiety and academic performance in data when data are group according to gender. gender male female /x1 –x2/ t-obtained p-value α=0.05 remarks job burnout mean sd mean sd 0.04 0.193183 0.8471 failed to reject3.6 0.73 2.5 0.81 table 5: one-way anova significant difference job burnout affecting job performance when data are group according to age. anova source of variation ss df ms f p-value a remarks between groups 13.85574 4 3.463934 7.568235 0.00001896 0.05 rejected within groups 52.63478 115 0.457694 total 66.49051 119 summary groups count sum average variance 20 – 29 years old 25 78.155 3.6262 0.494874 30 – 39 years old 37 93.93 2.538649 0.47674 40 – 49 years old 31 83.48 2.692903 0.575501 50 – 59 years old 17 37.07 2.180588 0.355893 60 – 65 years old 10 20.05 2.005 0.07065 to answer the level of job burnout of the respondents the table 3.1 was utilized. it was adapted from the burnout scoring index provided by christina machlah (1996). teaching and non-teaching personnel have moderate level job burnout with mean score and standard deviation of 3.4, 2.3 and 0.96, 0.76, respectively. the overall job burnout table 3.1: level job burnout of the respondents job burnout standard deviation mean level of job burnout teaching personnel 0.56 3.4 moderate non-teaching personnel 0.96 2.3 moderate overall job burnout 0.76 3.85 moderate with 3.85 and standard deviation of 0.76 corresponds to a moderate level of job burnout. teaching personnel are higher than of those non-teaching personnel. it data suggest that it is parallel to the study of prokopov et al., (2020) burnout mainly affects the professional group of teachers followed by the non-teaching personnel. table 4 shows the independent sample t-test on the job burnout that affects the job performance of the respondents when data are grouped according to gender. the data tend to show that weighted mean of 3.6 for male with standard deviation of 0.73 and female weighted mean of 2.5 with standard deviation of 0.81, respectively. these values obtained t = 0.193183 and with level of significance α=0.05, p-value = 0.8471. this means that there is no significant deference between job burnout of both male and female respondents’. because p > 0.05 thus we failed to reject the null hypothesis stated that there is no significant difference between job burnout affecting job performances of the teaching and non-teaching personnel of zamboanga national high school west. table 5 shows the one-way anova conducted to test the significant differences of job burnout affecting job performances. data reveal the p<.05 this means that the null hypothesis was rejected and accept the alternative hypothesis stated that there is a significant difference on job burnout affecting job performances when data are group according to age. to determine whether on what age group have significant differences the post hoc tukey hsd test was conducted. it was shown in table 6 that at age group 1 and 2 (p<.05) have significant differences. age group 1 and 4 (p<.05) have significant differences. age group 1 and 5 (p<..05) have significant differences and lastly, age group 1 and 5 (p<.05) have significant differences. this implies that teachers at age group 20 years old to 29 years old are burnout than their counterpart. https://journals.e-palli.com/home/index.php/ajmri pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 table 7. one-way anova on significant difference job burnout affecting job performance when data are group according to years in service. source of variation ss df ms f p-value a remarks between groups 4.815661 3 1.60522 2.888923 0.038534 0.05 rejected within groups 64.455 116 0.555647 total 69.27066 119 table 6: post hoc tukey hsd test on the significant difference on job burnout affecting job performances when data are group according to age pairwise p value remarks ag1 : ag2 0.00934 rejected ag1 : ag3 0.12750 failed to reject ag1 : ag4 0.00019 rejected ag1 : ag5 0.00020 rejected ag2 : ag3 0.88211 failed to reject ag2 : ag4 0.37497 failed to reject ag2 : ag5 0.18223 failed to reject ag3 : ag4 0.09566 failed to reject ag3 : ag5 0.0469 rejected ag4 : ag5 0.9660 failed to reject legend: ag2 = age group (20yrs-29yrs old), ag2= age group(30yrs-39yrs old), ag3= age group(40yrs-49yrs old), ag4= age group(50yrs-59yrs old), ag5= age group(60yrs-65yrs old), table 8: one-way anova significant difference on job burnout affecting job performances when data are group according to highest academic achievement anova source of variation ss df ms f p-value a remarks between groups 21.01844 2 10.50922 1.254434 0.289045 0.05 failed to reject within groups 980.1855 117 8.377654 total 1001.204 119 table 7 shows that one-way anova on the significant differences on job burnout affecting job performance when data are group according to years in service. data reveal that p<.05 which means that we reject the null hypothesis and accept the alternative hypothesis stated that there is a significant difference on burnout affecting job performance when data are group according to years in service. to determine on what group have significant differences the post hoc tukey hsd test was conducted. data reveal that these differences can be seen between 11 to 20 years and 21 to 30 years in service data shows that p>.05 this means that the researcher failed to reject the null hypothesis stated that there is no significant differences on job burnout affecting job performance when data are group according to highest educational attainment of the respondents. thus, all of the respondents in terms of educational attainment only have moderate degree of job burnout. table 10: t-test significant difference on job burnout between teaching and non-teaching personnel. designation teaching non-teaching t-obtained p-value α=0.05 remarks mean sd mean sd .9354 .3514 failed to reject job burnout 3.4 0.56 2.3 0.96 https://journals.e-palli.com/home/index.php/ajmri pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 table 10 shows that p>.05 which mean that the researcher failed to reject the null hypothesis stated that there is no significant differences on job burnout affecting job performance when data are group according to designation of the respondents. thus, all of the respondents in terms of whether they are in teaching position or non-teaching they all have the same level of job burnout which is in moderate level. to determined the level of relationship between job burnout and job performance table 11 was utilized. column 1 represents the mean range of the r value while column 2 represents the description of the degree of relationship between the two variables. table 12: relationship between the respondents’ job burnout and job performances variable n mean std. dev r description p-value α=0.05 remarks job burnout 121 3.85 0.67 .13856 very low .129773 failed to rejectjob performance 121 4.60 0.04 table 11: pearson r product moment correlation degree of relationship coefficient description ±0.00 -± 0.19 very low ±0.20 -± 0.39 low ± 0.40 – ±0.59 moderate ± 0.60 – ±0.79 moderately high ± 0.80 – ±0.99 very high table shows that job burnout with mean score of 3.85 and standard deviation of 0.67 and job performance with mean score of 4. 60 and standard deviation of 0.04. r=.13856, p>.05 implies that the researcher failed to reject the null hypothesis. this means that we accept the null hypothesis stated that there is no significant relationship between job burnout and job performances among teaching and non-teaching personnel of zamboanga national high school west. conclusion from the finding drawn, the following conclusions were generated: 1. the teaching and non-teaching personnel have moderate level job burnout with mean score and standard deviation of 3.4, 2.3 and 0.96, 0.76, respectively (see table 1 & 2). parallel to the result of the study conducted by al-salkhi (2013) which level of psychological burnout among the teachers of islamic education was moderate, moreover, hayes et al., (2020) conducted a study on relationships among stress, work related burnout, and remote working brought on by social distancing efforts and stay at home orders put in place during the covid 19 pandemic create more stress and result in more burnout. al-shoqran & alfandi et al., (2021) which they found out the there was a high level of job burnout among the faculty members in private universities in jordan. thus, comparing to the results from previous literature post pandemic setting slightly decreased the level of job burnout and slowly going back to pre-pandemic setting. 2. the job performances of the teaching personnel are far more outstanding than of the non-teaching personnel. despite of the adjustment period from work from home arrangement to gradual face to face work arrangement right after the covid-19 restriction was lifted and were able to adapt the new normal post pandemic setting. according to the study of charbonnier-voirin & roussel, 2012; shoss, witt, & vera, 2011 they defined adaptive performance as the ability of employees to change their behavior to respond to demands arising from new situations. that despite of the things that are happening throughout the human history teachers are able to adapt the new normal way of life and able to facilitate learning with exceptional and outstanding performance. 3. there were no significant differences on job burnout affecting job performances when data are group according the gender (male and female), educational attainment and the job description of the respondents. but, there were differences on the age and years of service of the respondents. young teachers at age 20 years old to 29 years old more likely to experienced job burnout compared to the other age group because at the age most likely they are newly hired teachers and still adjusting to the workloads, work schedules and work environment. teachers with 10 to 20 years teaching experienced more like to have job burnout compare to other group because at this point of their career the have most senior among teaching personnel and most of these group are having responsibility such as lac leaders, curriculum chairs and class advisers. according schauefeli et al., 2008 that burnout often affecting people with strong sense of responsibility. 4. the level of the job burnout among teaching and nonteaching personnel doesn’t affect their job performances. the teaching personnel are having an outstanding performance because if we inspect the demographics of the respondents’ majority of the respondents are in the age group between 31 to 40 years old with 1 to 10 years https://journals.e-palli.com/home/index.php/ajmri pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(3) 49-60, 2023 teaching experienced. these are young professionals that are welling to adapt (charbonnier-voirin & roussel, 2012; shoss, witt, & vera, 2011) and able to perform specific task (marcus, 2017). recommendation based on the findings of the study, the following recommendation were offered: 1.to the teachers to be more patient an be more adaptive to the new normal setting so that they can be able to adjust and lessen the impact of job burnout in personal and work related activities. 2. to the school administrators to be creating policies and how to address such manner that can benefit the employee and institution. 3. to department of education recognize the seriousness of the challenges that are faced by the teaching and non-teaching personnel and to prioritize the mental and physical well-being of each individual occupying a certain task in the organization. 4. to the future researcher conduct thorough investigation on the causes of teaching and non-teaching personnel burnout. additional variable to be investigated such as what curriculum grade level had a highest level of job burnout. 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(2017). communication competency as a mediator in the self-leadership to job performance relationship. collegian, 24(5), 421-425. https://doi. org/10.1016/j.colegn.2016.09.002 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 66 american journal of multidisciplinary research and innovation (ajmri) breaking the glass ceiling: experiences of women public school heads marilyn senolos tahil1, erwin l. purcia1* volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1775 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 20, 2023 accepted: july 17, 2023 published: august 09, 2023 descriptive-assessment research using a questionnaire was employed to determine women public school heads’ experiences in leadership and management in the schools divisions in the island of samar. during school year 2022 – 2023. the women public school heads’ experiences along leadership as to teamwork, high emotional quotient, and focus, and management as to planning organizing, staffing, directing, and controlling were assessed as highly manifested, as supported by supervisors and peers. indeed, the women school heads experienced success in their leadership due to their evident strategic planning mechanism that involved all personnel for collaboration, with their high emotional quotient (eq) corroborated by the perception of immediate supervisors and peers. however, women school headscandidly perceived their leadership experiences, particularly on focus, and management specifically on organizing and controlling functions as manifested only. admittedly, poor communication skills, and apathetic in dealing with their teachers and other stakeholders. are their leadership weaknesses and can be presupposed as a gender gap between males and women leaders. their weakness as risk-takers revealed management shortfall and manifested their difference from their male counterpart. the highly significant differences in perception of the three groups of respondents implied admission of women school heads’ short falls and would infer gender inequality. women school heads’ profile variables except civil status had influenced their experiences along leadership and management. hence, the more mature, more diligent and expert the women school heads would be, the better their students’ outcomes. problems encountered by women school heads could be minimized had they been regularly monitored and evaluated. their ontoward experiences along leadership and management components were the bases of their proposed gender and development (gad) program. keywords women leaders, descriptive, problems encountered by women school heads, women empowerment and equality introduction the quality of education would speak of the quality its school leaders had experienced in leadership and management, as purported by volante, valenzuela, diaz, fernandez, and mldadinic (2017). they added that school headship had been widely acknowledged as pivotal in the learners’ quality education. in the sequel to the initial ideas, as evidenced by stewart (2012), weak school leadership would lead to poor performance and high career turnover. high-performing principals or school leaders could lead to large-scale improvement. such circumstances would not exempt philippine education. another consideration of the just-concluded study was the issue of gender equality. this famous aphorism from the sustainable development goals to 2030, gender equality should be a fundamental human right and a necessary foundation for a peaceful, prosperous, and sustainable world (united nations, 2015). accordingly, gender equality, women’s rights, and empowerment should be relevant worldwide in every undertaking, especially the educational institutions. however, despite the push for gender equality and women to occupy positions of power in the workplace, sectors still lack female representation in high offices. as chard (2013), morley, 2013, and davies (2015) emphasized, scholars have observed a gender imbalance in the composition of executive managers in schools and universities. women appear to be underrepresented in jobs that require them to take leadership roles. the preceding phenomena have raised concern about whether the existing reforms initiated by educational institutions address the gender gap. further, fuller (2013) and william, kolek, ramaly, and wells (2018) concurred that academia is a maledominated profession. consequently, women would experience challenges in advancing their education and educational administration careers. with gender diversity among faculty, men would hold most academic leadership positions. furthermore, as purported by van den besselaar and sandtrom (2017), they reiterated that females were positioned for lower roles, which would be equivalent to saying that women had not met the requirements of the positions. moreover, shephard (2017) questioned the contradictory fact that women make up most of the student population and staff of many academic institutions; yet, there are few women leaders in the academe. the premises mentioned above had prodded the researcher to have conducted this investigation. the study helped the researcher recommend gender and development activities and programs to improve the perspective of women school heads and put them on equal footing with their male counterparts in the educational arena. conversely, women’s situation in society had improved. 1 department of education, calbayog city, philippines * corresponding author’s e-mail: erwin.purcia@deped.gov.ph pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 this phenomenon was revealed in white’s (2012) investigation that there was an evident bias among people to expect regulatory administration positions for men. this characteristic had underestimated and marginalized women in leading an educational institution. this positive development provided equal opportunities to women who were enjoying management or administrative positions. al-hussein (2011) propounded that woman possessed peculiar initiative attributes and abilities in leading instructive establishments and managing schools, despite odds and difficulties. weinstein and muñoz (2012) also supported the above concepts. they claimed that the number of females had shown prominence in headship positions in the chilean educational context, exceeding fifty-five (55%) percent. this phenomenon was evident, especially among private and semi-private sectors and pre-school institutions that had given a majority slot for female headship positions. donoso-diaz and benavides-moreno (2018) admitted gender inequality in chilean education, where such education depended on the students’ family socioeconomical resources. medero (2011) posited that the girls of lesser importance in the caste system were the most vulnerable group. these situations would counter the philippine educational system, where everyone should have equal opportunity to go to school through compulsory primary education. in the philippines, history could vouch for the predominance of men within the position of secretary in the department of education (deped). since 1935, out of 37 secretaries of deped, only five (5) are females, to wit: lourdes quisumbing (1986-1989); erlinda pefianco (february 1996 – june 1998); fe hidalgo (oic – august 2005 – october 2006); mona valisno (march 2010 – june 2010); .and the incumbent secretary leonor magtolisbriones (2016 – present). such data would infer that only 13.5 percent of the secretary position of the deped has been female. thus, such a reality would not exempt women school heads in the schools divisions on the island of samar from gender inequalities. the underrepresentation of women administrators in the academe had discouraged other women from pursuing leadership and managerial positions. this actuation included the present researcher due to the afore-cited situations. however, the researcher was still motivated to pursue her study on the experiences of women school heads in their plight as leaders and managers of their schools. her findings would be evidence for her proposed gender and development (gad) particular program. extensive efforts have been instituted to promote gender equality in the education sector and its societal practice. no less than the 1987 philippine constitution had created the gender and development (gad) in its provision to protect and promote the rights of all citizens to quality education at all levels and accessible to all (article xiv, section 1). this mandate has also aligned its provision to the universal declaration of human rights and the 2030 sustainable development agenda, particularly in goal 4 on quality education, goal 5 on gender equality, and goal 10 on reduced inequalities. among others, the department of education (deped) had issued deped order no. 32, s. 2017 stipulating the gender responsive basic education policy. this mandate had been aligned to republic act (ra) no. 9710 or the magna carta of women (mcw), ra 10533, or the enhanced basic education act of 2013. under the implementing rules and regulations of ra no. 10533, the department of education (deped) was mandated to ensure that the primary education curriculum should be genderand culture-sensitive (rule ii, section 10.2). deped should also adhere to a time standard that shifted to the gender patterns in primary education. all these were the indicators in basic education that emphasized the salient roles of administrators or school heads regardless of gender and other forms of human dichotomies. the researchers accepted the challenges as revealed in the women school heads’ experiences in the headship positions in leadership and management in the schools divisions on the island of samar. literature review school leaders’ leadership and management capabilities had become the turning point for education improvement in many countries, as purported by bush (2012). concomitantly, weinstein and muñoz (2012) supported such a phenomenon on the pretext that the headship position would involve great responsibility and complexity and thus should be competitive. hence, the most qualified and competent school leaders should be given the situation. hence, fuller (2013) contended that the school community should have a broader perspective of going beyond the male and female varieties. women and men should be integrated into the educational leadership stream and recognized for who and what they are. according to her, the school community should learn to understand and interact with each other. moreover, she emphasized that to say that women should be housewives and men should be career builders and leaders would be inappropriate. their right perception of sex, gender, race, and culture could add additional value to education. likewise, blackmore (2013) suggested adopting inclusive leadership in the education system, where there would be re-distribution of power among the members of the academe and everyone would be heard, leading towards collective purpose. following this concept, the educational community should practice gender equality and equity maximally, where nobody would be left out. conversely, fuller (2013) declared that headship positions, especially at the secondary level, were male-dominated, despite the majority in the public schools being female teachers. moorosi (2010) had earlier depicted such gender inequality. she further disclosed that gender issues had been associated with women in educational leadership and management, distinguishing female and male leadership in the workplace. specifically, such an idea was triggered pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 the that there was already a higher number of female school leaders. consequently, the equity of gender unit proposed a gender approach for educational policies to transform beliefs and practices which had influenced the gender gap (mineduc, 2015). in addition, the ueg (2015) admitted that gender had been a constitutive element of social relations based on power and dominance between men and women. such gender inequity happens most inside the classrooms, which could affect the students’ acquisition of knowledge, identity construction, and further aspirations in life (mineduc, 2015). all these untoward effects of gender inequities in the chilean education system could never be remote to other educational systems, like the philippines. inevitably, the principle of gender equality means equality of human beings regardless of gender status. with the afore-said gender disparity, the united nations had called on all member nations for their commitment to promote gender equality, women’s rights, and women’s empowerment. these mandates were embedded in the sustainable development goals (sdgs) of 2015. most importantly, the convention on the elimination of discrimination against women (cedaw) has engrained the global commitment to gender equality and women’s rights in its policies, programs, and activities. however, despite all concerted efforts to empower women and give them equal opportunities to hold leadership positions in schools in their respective countries and communities, the problems of gender inequity were still evident elsewhere. several kinds of literature have described the women and their leadership experiences worth considering in this study. nevertheless, mirroring the women’s professional identities would benefit the investigation. as slay and smith (2011) put it, individuals could develop their professional identities by their self-concepts based on beliefs, values, motives, attributes, and experiences with others. these researchers had also presumed that others could have been influenced a lot by one’s family upbringing, participation in society, and professional life. scribner and crow (2012) alleged that school leaders or principals would influence professional identity by their behaviors, willingness, and abilities to provoke them to create and affect leadership endeavors to enhance their dynamic educational institutions. the afore-mentioned precepts could mean that professional identity would be a connection between the personal and professional world. they also added that strictly considering state standards and accountability would devalue the professionals’ expertise, motivation, and commitment to improving their schools. according to scribner and crow (2012), this practice could be part of gender biases. these researchers, however, had seen missing characteristics of professionals, such as creativity, imagination, values beyond local adherence, ingenuity, social contribution, or civic engagement. these professional identities would make school leaders affect quality performance. however, in uk and usa, the professional identity was focused more on the technical aspects of leadership by the fact that women teachers had entertained the idea of seeking headship positions like their male peers. moreover, it appeared that people could not accept the notion of women as leaders and managers in education; instead, they presumed that males had superior leadership; while women’s values were inferior. she emphasized that feminist theories were associated with women and leadership. these concepts had given women equal footing with men regarding capability and competence in headship positions. other researchers have noted that many school leaders (male and female) tended to follow the feminine leadership style. what would matter was for male and female leaders to develop an appreciation of the following human behaviors such as the following: democratic, consultative, open or determined, visionary, and strategic. as fuller (2013) put it, gender behavior and gender leadership were not associated with biological sex and should not be exclusive to males or females. unfortunately, despite the experienced equality reforms and policies in the uk and other countries, women were still underrepresented in school management. blackmore (2013) posited that the feminist theory had given leeway in practice where male leaders could adopt the female leadership style when doing their functions in the workplace. since women and men were treated as “binary opposites,” fuller (2013) suggested developing a theory that both women and men could accept feminine and masculine actions inherent in both natures. consequently, weinstein and muñoz (2012) repeatedly emphasized fifty-five (55%) female prominence in the chilean educational context. the evident disparity in the chilean education system bothered donoso-diaz and benavides-moreno (2018), where public education would be compared to private and semi-private sectors. there was a wide disparity in educational opportunities between the rich and the poor, which would eventually have a bearing on the professional growth of females in education. such phenomenon was considered the highest among the organization for economic cooperation and development (oecd) countries. chilean public education was criticized and undervalued. hence, donoso-diaz and benavides-moreno (2018) reiterated changes in the chilean educational system by giving school principals absolute autonomy and authority to make decisions appropriate for their schools. likewise, madero (2011) was also alarmed by the girls’ vulnerability in seeking equal opportunities in the chilean educational system that had close relation between their academic standing and their family social status. in turn, this situation could hurt the female professional career. since the gender biases emanated from the school system, the chilean education reforms started by creating the equity of gender unit (ueg) in 2014 under the chilean presidency’s leadership; this was the first approach toward non-sexist education, with an environment. free from gender violence and discrimination within education (mineduc, 2015). undeniably, there was still gender role operating inside and out of school despite pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 that were part of state policies and accountability. this practice would mean that school leadership positions were for men. marked by their complex roles and gender issues, there was a shortage of school principals. these eventualities encouraged the revision of the usa’s national standards for educational leaders in 2015, having regard for human relations beyond technical skills and considering ethics, equity, cultural responsiveness, the building of a community of care, and the engagement of families and community. the standards also considered student sell-being, teachers, and principals with similar intentions found in the ontario leadership standards as posited by murakami, pollock, and tomsen (2014). such revisions clarified the processes to recruit, hire, and evaluate female and male principal applicants with established gender-informed criteria. these perspectives could also improve school leaders’ opportunities for career advancement. consequently, in 2015, the public education sector had increased by incorporating preschools formerly supervised by social services; thus, female school leaders had also increased. bitterman, goldring, and gray (2013) reported that in 2012, 64 percent of females staffed public primary schools; 42 percent led middle schools; 30 percent led high schools, and 40 percent staffed combined schools in the k – 12 schools in the usa. moreover, the school principals were mature to age, majority educationally qualified, and young in terms of experience as qualified by the askted, 2014. this study perused several kinds of literature and delved into the impact of teamwork in educational leadership. in the article of don and raman (2019), the authors regarded the school organization as an assemblage of quality people who could work collaboratively following established work ethic and would vie for excellence. the people should foster group cooperation with continuous impersonal social empathy to achieve a goal initially set. as emphasized by the authors, the school leaders or principals, teachers, and staff were the elements to unite the school organizations in achieving quality improvement and performance. the school leaders or principals should take heed of the collaboration, commitment, and participation of all experts to meet quality school improvement programs and avoid wasting time and human and material resources. they further affirmed that the group should have developed and nurtured the spirit of cooperation, with a strong connection between and among the heads, teachers, and staff, including students, harmonious working environment to improve teachers’ and employees’ productivity. this aspect was what they referred to as school strategic management. leadership and management of schools should go handin-hand. they also explained that teamwork would be a life skill applicable in dealing with family members, neighborhood or community, and others. undeniably, not all people would have the same teamwork skills that should be honed in the process. more importantly, the authors emphasized that problems would be inevitable in the school community. these conflicts could be due to ineffective communication, poor decision-making, and less commitment of the academic stakeholders in the school. they also reiterated that people who could work effectively should be humble, respectful, aware of their weaknesses, and appreciate the resources available in the workplace and community. according to them, the school leaders relying solely on their experiences in their headship positions would deprive them of much relevant information that could enrich their leadership potential. hence, the women school heads should also heed these eventualities in their respective schools. all these characteristics of teamwork could help improve the women school heads’ experiences in their headship positions. the primary literature had given meaning to the justconcluded study. these remarkable ideas, principles, and perspectives about educational leadership have given much recognition to women school heads’ abilities and skills to lead their constituents. they produce significant performance not only for themselves but also for the educational system. research questions this study aimed to determine the experiences in the headship positions of the women public school heads in the schools divisions in the island of samar with the end-view of proposing a gender and development (gad) special program. specifically, the study sought to answer the following questions: 1. what is the profile of the women public school heads in the schools division in the island of samar in terms of: 1.1 age; 1.2 civil status; 1.3 highest educational attainment; 1.4 administrative position; 1.5 number of years as school heads; and 1.6 the number of relevant seminars/trainings attended? 2. what is the extent of the experiences in their headship positions of the women public school heads in the schools divisions in the island of samar as rated by the women public school heads themselves, their immediate supervisors, and their peers in terms of the following: 2.1 leadership as to: 2.1.1 teamwork; 2.1.2 high emotional quotient (eq); and 2.1.3 focus; and 2.2 management as to: 2.2.1 planning; 2.2.2 organizing; 2.2.3 staffing; 2.2.4 directing; and 2.2.5 controlling? 3. are there significant differences in the assessment among the women public school heads themselves, their pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 immediate supervisors, and their peers on the extent of women school heads’ experiences in their headship positions in terms of the following: 3.1 leadership, as to: 3.1.1 teamwork; 3.1.2 high emotional quotient (eq); and 3.1.3 focus? 3.2 management, as to: 3.2.1 planning; 3.2.2 organizing; 3.2.3 staffing; 3.2.4 directing; and 3.2.5 controlling? 4. is there a significant relationship between the experiences in the headship positions of women school heads in terms of leadership and management? 5. what are the problems encountered by the women public school heads in their headship positions as identified by the women school heads themselves, their immediate supervisors, and their peers? 6. based on the findings of the study, what gender and development (gad) special program can be proposed? methodology this study employed the descriptive-assessment method of research that determined the women public school heads’ experiences in their headship positions in the schools divisions on the island of samar with the end view of proposing a gender and development (gad) special program. according to shields (2013), descriptive assessment describes the characteristics of the population or phenomenon being studied and finds the relationship between the study variables. this method was deemed appropriate for the study. the questionnaire was the primary instrument utilized in gathering the data. the study aimed to determine the women public school heads’ experiences in headship positions in the schools divisions on the island of samar. this study utilized a questionnaire to gather the data that answered the problems of the investigation. the questionnaire was adapted from craig’s (2020) educational leadership instrument; other researchers in their studies had used this instrument. thus, using the questionnaire in this study tested its validity and reliability. however, the researcher’s adviser scrutinized the tools, and the panel of experts perused them for face validity during the proposal hearing. their action assured the instrument’s acceptability, readability, and suitability to the problems of the study and its respondents. the said instrument was revised according to the suggestions and sought approval from the panel of experts before the researcher produced the final copy for fielding to the study’s respondents. there were two sets of instruments; one was for the women school heads, another for their immediate supervisors and peers. the first set of instruments was for the women public school heads and was composed of three (3) parts. part l identified the women public school heads’ profile variables: age, civil status, highest educational attainment, administrative position, years as school head, and several relevant seminars/training attended. part ii determined the women public school heads’ experiences in their headship positions in terms of leadership as to teamwork, high emotional quotient (eq), and focus; and in terms of management aspects as to planning, organizing, staffing, directing, and controlling, the women school heads themselves, their immediate supervisors, and their peers had assessed these variables. using the scale as 5 – highly manifested (hm; 4 – manifested (m); 3 – moderately manifested (mi); 2 slightly manifested (sm)l and 1 – not manifested at all (nm). part iii l delved into the women school heads’ problems in their headship positions. the women public school heads, immediate supervisors, and peers identified the issues. they answered this by checking all the possible difficulties they encountered. the second set of instruments was for their immediate supervisors and peers and was composed of two (2) parts. part l sought the women school heads’ experiences in their headship positions in the public elementary and secondary schools in terms of leadership as to teamwork, high emotional quotient (eq), and focus; and in terms of management aspects as to planning, organizing staffing, directing, and controlling as rated by their immediate supervisors, and their peers. the respondents assessed this part using the scale: 5 – highly manifested (hm; 4 – manifested (m); 3 – moderately manifested (mi); 2 slightly manifested (sm)l and 1 – not manifested at all (nm). part ll delved into the problems the women school heads encountered in their headship positions. their immediate supervisors and peers identified all possible issues the women school heads located in their headship positions regarding leadership and management by checking them. the data collected from the questionnaires were gathered and were statistically treated using the following statistical techniques: the study used frequency and percentage distribution to identify the profile variables of publicwomen school heads in terms of age, civil status, highest educational attainment, administrative position, number of years of experience as school head, and number of relevant seminars/training attended. weighted mean and standard deviation were used to determine the extent of experiences in the headship positions of the public-women school heads in terms of leadership as to teamwork, high emotional quotient (eq), and focus; and terms of management as to planning, organizing, staffing, directing, and controlling. one-way analysis of variance was utilized to test the significance of the mean differences among the perception of the respondents on the experiences in the headship positions of women school heads in leadership and management. post – hoc test using scheffe’s test was utilized to determine the mean differences among the perception of the respondents on the experiences in the headship positions of women school heads in terms of leadership and management. pearson r correlation and pearson chipa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 square tests were employed to determine the relationship between the profile variables of women school heads and their experiences in headship positions regarding leadership and management. the ranking was used to identify the problems the women school heads encountered in their headship positions regarding leadership and management. results and discussion the profile variables of the women public school heads in the schools divisions on the island of samar the study aimed to determine the experiences in the headship positions of women public school heads in the schools divisions on the island of samar. specifically, the study identified the profile variables of women school heads regarding age, civil status, highest educational attainment, administrative position, years as school head, and the number of relevant seminars/training attended. the study used frequency and percentage distribution to appreciate the data. the experiences in the headship positions of women public school heads in the schools divisions in the island of samar as rated by the respondents on the extent of experiences in headship positions of the women public school heads in the schools divisions on the island of samar, the three (3) groups of respondents, namely the women school heads themselves, the immediate supervisors, and the peers, have assessed their experiences in the headship positions in terms of leadership and management. the women public school heads’ extent of experiences in headship positions in terms of leadership aspects has an average mean of 4.60 and a standard deviation of 0.44, interpreted as “highly manifested” as teamwork, high emotional quotient, and focus. concomitantly, in the five management functions’ extent of management experiences, the average mean is 4.64, and a standard deviation of 0.44. the two components have an overall mean of 4.62 and a standard deviation of 0.44, described as “highly manifested” as perceived by the women school heads, their immediate supervisors, and their peers. these findings imply that women school heads have gratifying leadership and management experiences in their headship positions. the present study has semblance to de paola, giola, and scoppa’s (2018) work on teamwork, leadership, and gender; nejati and meshkat’s (2017) study on emotional intelligence and gender. this study is similar to iriawan, sasmita, and rusdi’s (2019) study, where both undertakings have applied the management functions of planning, organizing, directing, coordinating, and controlling in their schools. their findings revealed favorable results where schools improved with implementing management functions. saggaf, nasriyah, salam, and wirawab’s (2018) and saggaf, greetings, and rifka’s (2017) studies emphasized the quality of education services. consequently, the educational institutions should manage all potentials optimally from the staff, students, learning processes, facilities, finance, and stakeholders. thus, the researchers recommended that educational leaders institute new orientations or changes in the quality of all their activities. scrutinizing further, the researcher has found that the women school heads have the lowest assessment among the three respondents, with an average mean of 4.50 and a standard deviation of 0.44, described as “manifested” only. although they have assessed teamwork and high emotional quotient as “highly manifested,” they perceive focus as “manifested” only. thus, the result is not gratifying. likewise, their experience in management functions has an average mean of 4.50 with a standard deviation of 0.44, forming an overall mean of 4.49 with a standard deviation of 0.42, interpreted as” manifested” only. specifically, the women school heads have assessed organizing and controlling as “manifested” only. the results would mean that the women school heads have been candid in evaluating themselves. they have recognized the low quality of their inputs in leadership and management not to discount their .immediate supervisors’ and peers’ perception. these findings would imply that the women school heads have been honest about their shortfalls in their headship positions. test of significance on mean differences among the perception of the respondents on the experiences in the headship positions women public school heads on leadership in the schools divisions in the island of samar this study tried to determine the significant differences in the perception of the women school heads themselves, their immediate supervisors, and their peers on the experiences of women school heads on leadership as to teamwork, high emotional quotient (eq), and focus on the schools divisions in the island of samar. the study used a one-way analysis of variance (anova) to delve table 1: one-way analysis of variance on the significance of the mean differences among the perception of the respondents on the experiences in the headship positions of women public schools heads on leadership in the schools divisions in the island of samar experiences of women school heads on leadership respondents sum of squares df mean square f p-value teamwork between groups 3.775 2 1.887 9.353** 0.000 within groups 191.924 951 .202 total 195.699 953 pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 into the result. table 1 presents the data. table 1 depicts the significance of the mean differences among the perception of the study respondents on the leadership experiences of the women school heads in their headship positions as to teamwork, high emotional quotient (eq), and focus in the schools divisions in the island of samar. in the preceding table, the overall f-value of 10.170 with a p-value of 0.000 is described as” ‘highly significant.” since the p-value is much lower than the alpha 0.05 level of significance., this finding has rejected the null hypothesis, which states that there are no significant mean differences among the respondents’ perceptions. the women school heads, their immediate supervisors, and their peers have a .heterogeneous assessment of the women school heads’ leadership experiences in the schools divisions on the island of samaras. post – hoc test on the mean differences among the perception of the respondents on experiences in the headship positions of women public school heads in terms of leadership in the schools divisions on the island of samar the study also determined who among the respondent pairs had signified mean differences in their perception of the experiences in their headship positions of the women school heads in terms of leadership as to teamwork, high emotional quotient (eq), and focus. in the schools divisions in the island of samar. this study employed a post-hoc test using scheffe’s test. table 2 displays the data. scheffe’s test on perception of respondent-pairs. table 2 delineates the post hoc test using scheffe’s test on the significant differences in the perception of respondent pairs on the experiences in their headship positions the women public school heads in terms of leadership table 2: post – hoc test using scheffe’s test on the mean differences among the perceptions of the respondents on the experiences in the headship position of women public school heads in terms of leadership in the schools divisions in the island of samar factors paired respondents mean difference standard error p-value teamwork women school heads and immediate supervisors -0.16624** 0.04263 0.001 women school heads and peers -0.13838** 0.04402 0.007 difference is significant at .05 level (p < .05) as to teamwork, high emotional quotient (eq), and focus. in the schools divisions in the island of samar. as gleaned from the above table, all respondent pairs have indicated “highly significant” mean differences in their perception as revealed by the overall means of the women school heads and immediate supervisors-pair (-0.14142, p-value= 0.002). women school heads and peer pair (-0.13802, p-value = 0.004) are both described as “highly significant” at 0.05 level (p < .01). five (5) other pairs of the these findings manifest the women school heads’ needs for administrative support from the department through their immediate supervisors and peers. they should also be monitored and evaluated for appropriate interventions. deped order no. 50, s. 2020 high iq women school heads and immediate supervisors -0.18383** 0.04414 0.000 women school heads and peers -0.16936** 0.04564 0.001 focus women school heads and immediate supervisors -0.24320** 0.04256 0.000 women school heads and peers -0.13110* 0.04400 0.012 average women school heads and immediate supervisors -0.14142** 0.04016 0.002 women school heads and peers -0.13802** 0.04152 0.004 ** the mean difference is highly significant at .05 level (p < .01) * the mean the study have supported these results along with teamwork, high emotional quotient, and focus, with one (1) pair described as “significant” only. high eq between groups 2.335 2 1.168 5.800** 0.003 within groups 191.445 951 .201 total 193.781 953 focus between groups 5.840 2 2.920 13.498** 0.000 within groups 205.288 949 .216 total 211.128 951 average between groups 3.643 2 1.821 10.170** .0.000 within groups 170.302 951 .179 total 173.945 953 pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 has stipulated that the teachers and school leaders should have continuous upskilling and reskilling to meet the department’s goal. yet, research studies like the present study should vouch for professional development priorities and needs. hence, said mandate had allowed flexibility to accommodate specific local conditions, preferences, and emerging developments. test of significance on the mean differences among the perception of the respondents on the experiences in the headship positions of women public schools heads in management in the schools of samar island the study likewise determined the significant mean differences in the perception of the women public school heads, their immediate supervisors, and their peers on the experiences in the headship positions of the women school head in the schools divisions on the island of samar in terms of management functions as to planning, organizing, staffing, directing, and controlling. the study utilized the one-way analysis of variance (anova) in processing the data. table 3 reflects the finding. table 3 presents the significant mean differences in assessing the respondents’ three (3) groups. on the experiences in headship positions of the women school heads, the overall f-value of 22.232 and p-value = 0.000 is described as “ ‘highly significant,” at 0.05 level (p < .01). the finding has rejected the null hypothesis since the p-value is lower than the alpha 0.05 level of significance. this result has left the null hypothesis, which states that there are no significant differences among the perception of the three (3) groups of respondents on the experiences in their headship positions of the women public school heads in terms of management table 3: one-way analysis of variance on the significance of the mean differences among the perceptions of the respondents on the experiences i the headship positions of women public schools heads of management in the schools divisions in the island of samar work experiences of women/ respondents on management sum of squares df mean square f p-value planning between groups 7.474 2 3.737 18.586** 0.000 within groups 190.820 949 .201 total 198.294 951 organizing between groups 10.615 2 5.308 23.805** 0.000 within groups 212.038 951 .223 total 222.653 953 staffing between groups 6.704 2 3.352 14.060** .000 within groups 226.733 951 .238 total 233.437 953 directing between groups 8.313 2 4.157 19.534** .000 within groups 202.366 951 .213 total 210.680 953 controlling between groups 8.290 2 4.145 19.090** .000 within groups 206.484 951 .217 total 214.774 953 average between groups 8.138 2 4.069 22.232** .000 within groups 174.059 951 .183 total 182.197 953 ** highly significant at .05 level (p < .01) as to planning, organizing, staffing, directing, and controlling. this result means that the women school heads, their immediate supervisors, and their peers have heterogenous assessments of the women school heads’ experiences. as to the management functions, namely: planning, organizing, staffing, directing, and controlling. such disparity in the perception shows the glaring adverse ratings of the women school heads themselves of their management implementation, specifically on organizing and controlling. the findings would imply that the women school heads wished that their counterpart-respondents could have been candid in their assessments of the different management functions so that they would be able to determine their strengths and weaknesses from the external perspectives. the said findings run counter to the result of the study conducted by iriawan, sasmita, and rusdi (2019). the researchers concluded that every aspect of implementing the management functions had exuded good results in their respondent schools. this result is what the women school heads in the schools pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 divisions in the island of samar would like to experience in their headship positions. therefore, the output of the study should consider management functions. post – hoc test on the mean differences among the perception of the respondents on the experiences in headship positions of women public school heads in terms of management in the schools divisions in the island of samar the study likewise determined who among the respondent -pairs had signified mean differences in their perception of the experiences in their headship positions of the women school heads in terms of management functions as to planning, organizing, staffing, directing, and controlling. the study also employed a post-hoc test using scheffe’s test. table 4 reveals the data. scheffe’s test and perception of respondent=pairs. table 4 depicts who among the respondent pairs have significant mean differences. as gleaned from the preceding table, all respondent pairs have shown as “highly significant.” mean differences among the perception revealed by the table 4: post – hoc test using scheffe’s test on the mean differences among the perceptions of the respondents on the experiences in the headship positions of women public schools heads on management in the schools divisions in the island of samar factors paired respondents mean difference standard error p-value planning women school heads and immediate supervisors -0.25457** 0.04481 0.000 women school heads and peers -0.21962** 0.04633 0.000 organizing women school heads and immediate supervisors -0.20070** 0.04633 0.000 women school heads and peers -0.17664** 0.04790 0.001 staffing women school heads and immediate supervisors -0.24344** 0.04377 0.000 women school heads and peers -0.16620** 0.04526 0.001 directing women school heads and immediate supervisors -0.22961** 0.04422 0.000 women school heads and peers -0.18770** 0.04572 0.000 controlling women school heads and immediate supervisors -0.22961** 0.04422 0.000 women school heads and peers -0.18770** 0.04572 0.000 average women school heads and immediate supervisors -0.23409** 0.04060 0.000 women school heads and peers -0.17604** 0.04197 0.000 * *the mean difference is highly significant at .05 level (p < .01) women schools and immediate supervisors of -0.23400, with a p-value = 0.000; and women school heads and peers of -0.17604, with a p-value = 0.000, both described as “highly significant.” this finding has rejected the null hypothesis, which states that there are no significant differences in the perception of the women school heads, their immediate supervisors, and their peers; since the p-values ate much lower than alpha 0.05 level l (p < .01). relationship between the experiences in the headship positions of women public school heads in terms of leadership and management in the schools divisions in the island of samar this study determined the significant relationship between the women school heads’ leadership and management experiences in their headship positions. leadership has considered teamwork, high emotional quotient (eq), and focus. at the same time, management dealt with planning, organizing, staffing, directing, and controlling the schools divisions in the island of samar, employing the pearson r coefficient of correlation. table 5 presents the data. leadership and management. table 5 depicts the significant relationship between the leadership experiences in their headship positions of the women public school heads as to teamwork, high emotional quotient (eq), and focus; and the management experiences in planning, organizing, staffing; directing; and controlling. as gleaned from the preceding table, there is a “highly significant.”relationship between the leadership experiences in the headship positions of the women school heads as to teamwork (r = 0.769, p-value = 0.000); high emotional quotient (eq) ( r = 0.776, p-value = 0.000); and focus (r = 0.814, p-value = 0.000); and their management experiences as to planning (r = 0.781, p-value = 0.000); organizing (r = 0.730; p-value = 0.000); staffing (r=0.706, pvalue = 0.000); directing (r = 0.751, p-value = 0.000); and controlling (r = 0..782, p-value = 0.000). these findings could mean that their leadership experiences in headship positions have been influenced by their management functions or vice-versa. in the article of don and raman (2019), they emphasized that in a school, there are elements that can unite a school organization in achieving quality improvement and performance. there should be an interplay of leadership and management in the school system. they added that in direction, the leaders should focus on action into practice through the nature of collaboration, commitment, and participation of all experts in quality improvement programs. the school leaders should discuss different views and settle pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 table 5: pearson r correlation between the experiences in the headship positions of the women public school heads in terms of leadership and management in the schools divisions in the island of samar management leadership teamwork high eq focus overall result average r in t. pva lu e r in t. pva lu e r in t. pva lu e r in t. pva lu e a. planning 0.736** hc 0.000 0.723** hc 0.000 0.790** hc 0.000 0.781** hc 0.000 b. organizing 0.690** mc 0.000 0.684** mc 0.000 0.724** hc 0.000 0.730** hc 0.000 c. staffing 0.682** mc 0.000 0.664** mc 0.000 0.695** mc 0.000 0.706** hc 0.000 d. directing 0.684** mc 0.000 0.709** hc 0.000 0.735** hc 0.000 0.751** hc 0.000 e. controlling 0.700** mc 0.000 0.743** hc 0.000 0.756** hc 0.000 0.782** hc 0.000 overall result 0.769** hc 0.000 0.776** hc 0.000 0.814** hc 0.000 0.825** hc 0.000 scale value interpretation** highly significant at .05 level (p < .01) .00 .20 negligible correlation (nc) .21 .40 low correlation (lc) .41 .70 moderate correlation (mc) .71 .90 high correlation (hc) .91 .99 very high correlation (vhc) 1.00 perfect correlation (pc) or resolve conflicts in the best way. further, as purported by fernandez-berrocal, cabello, castillo, and extremera (2012), emotional intelligence has significantly influenced different areas of man’s everyday life. however, joseph and newman (2010) and patel (2017) underscored that even though everybody is emotionally intelligent (ei), studies had shown that females would demonstrate a higher degree of ei than males did. furthermore, nejati and meshkat’s (2017) study researched if there would be a difference between females’ and males’ emotional intelligence and their effects on school administration. although they found no significant difference in the gender as to their total scores in emotional intelligence, the genders differed in emotional self-awareness, interpersonal relationship, self-regard, and empathy, with females scoring higher than males. these preceding perspectives were rated low by the women school heads in the present study being candid about their shortfalls and actions in their respective schools. meanwhile, saggaf, salam, kahar, and akib (2014), salam (2015), and salam, rosdiana, suarlin, and akib (2014) posited that management is both a science and art. this skill delves into planning, organizing, mobilizing, and controlling the efforts of the organizing members and using the organizational resources to achieve the goals previously set. iriawan, sasmita, and rusdi (2019) concretized this concept where the management functions of planning, organizing, commanding (staffing), and directing (coordinating) had been carried out well. however, the researchers concluded that implementing the controlling function was unsuitable due to a lack of control over teachers and the low discipline level. such findings had semblance to the present study, where organizing and controlling functions were their shortfalls. hence, the output of this study could consider the leadership components as teamwork, cool and hotbroad emotional quotient/intelligence (eq/ei) and focus, and all the management functions, since these functions are interconnected. problems encountered by the women public school heads in the headship positions in terms of leadership and management in the schools divisions in the island of samar the study considered the problems the women’s school heads encountered in their headship positions identified by the women school heads, their immediate supervisors, and their peers in the schools divisions on the island of samar. this study utilized frequency and ranking to process the problems. table 6 shows the data. table 6 delineates the problems the women public school heads encountered in their headship positions identified by the women school heads, their immediate supervisors, and their peers in leadership and management. out of fifteen (15) problem items, the researcher has taken into account the first ten-ranked problems, to wit: a) students are unmanageable (r-1); b) students tend to overthink academic requirements that lead to depression (r-2); c) external community members do not support the school’s programs (r-3).; d) parents are demanding and uncontrollable (r-4); e) power-tripping is manifested mainly by those in higher positions (r-5); f) higher authorities tend to aggressively impose their suggestions without consulting first the body (r-6); g) there are more mischiefs among gen-z students. (r-7); h) the teachers are uncooperative and resistant in terms of new program pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 implementations (r-8). i) teachers tend to create factions among them that dismantle the harmony in school (r-9), and i) teachers resent gossiping with their school heads due to incompetence (r-10). the first two problems encountered by the women school heads could be instructional problems that should table 6: ranking on the problems encountered by women public school heads in their headship positions as identified by the respondents in terms of leadership and management in the schools divisions in the island of samar problems encountered women school heads immediate supervisors peers total f rank f rank f rank f rank the students are unmanageable. 698 1.5 14 14 16 12 728 1 students tend to overthink academic requirements that lead to depression 698 1.5 9 15 7 15 714 2 external community members do not support the school's programs. 115 7 53 2 33 3 284 3 parents are demanding and uncontrollable. 63 14.5 26 5 41 1.5 250 4 power-tripping is largely manifested by those in higher positions 84 9 18 10 23 8 243 5 the higher authorities tend to aggressively impose their suggestions without consulting first the body. 183 5 67 1 41 1.5 188 6 there are more mischiefs among gen-z students. 101 8 16 12.5 19 10 166 7 the teachers are uncooperative and resistant in terms of new program implementations. 131 6 16 12.5 31 4 162 8 teachers tend to create factions among them that dismantle the harmony in school. 74 12 34 3 27 7 141 9 teachers resent gossiping their school heads due to incompetence. 202 3 19 8.5 18 11 138 10 the teachers tend to manifest too much familiarization to students and fellow teachers to the point of not setting a demarcation line among them. 72 13 21 7 28 6 123 11 students are often committing absences. 80 10.5 27 4 29 5 119 12 there are parents who are very combative. 63 14.5 17 11 12 14 113 13 barangay officials seldom attend school activities when invited. 198 4 25 6 21 9 109 14 more parents are reactive than pro-active. 80 10.5 19 8.5 14 13 105 15 have been taken up with the teachers and their parents so that the latter would know their children’s problems. they should also know that their children’s education should not be left to the school and school officials but should be a tripartite business. the issues of the women school heads with their teachers are a weakness in teamwork, high emotional quotient/emotional intelligence, and focus. moreover, there is also weakness in implementing management functions, especially in organizing and controlling. this finding is similar to iriawan, sasmita, and rusdi’s (2019) study. the school heads lack control over teachers, and a low level of discipline causes the poor implementation of the controlling function. to scrutinize the problem items, the researcher noticed a thinning spread of the rankings among the three groups of respondents. such disparity could mean that the immediate supervisors and peers have not known the women’s school heads very well. they have also identified their respective problems. this result could imply that there has been inadequate monitoring and supervision by their superiors or those in higher positions. these presumed perspectives have been noticed in the study of chen and guo (2018) when they identified some limitations: the use of perception in gathering data, which could introduce bias since these self-report data might or might not reflect the reality of their principal’s behaviors. thus, in goldring, cravens, porter, murphy, and eliot’s (2015) wisdom, future studies should consider more assessments from different stakeholders such as the principals, the principals’ supervisors, and all the teachers in their schools to minimize partiality. conclusions pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 66-82, 2023 based on the findings of the study, the researchers concluded that the women school heads were described as in their prime age, considered mature. when most of them married, their motherhood influenced their career progress. the educational qualification of these women school heads would be their baseline qualification for their administrative positions, while at the same time, they were neophytes in the service. these women school heads still had inadequate practical workshops/training to serve as their buffer for the quality performance of their duties, functions, leadership, and management. the study findings of the women public school heads’ experiences in their headship positions had gratifying leadership and management. in contrast, the results would imply that the women school heads were candid in evaluating themselves. they recognized the low quality of their inputs in leadership and management to discount them. immediate supervisors’ and peers’ perceptions. these findings would imply that the women school heads had been honest about their shortfalls in their headship positions. the highly significant differences among the three groups of respondents exemplified the disparity in their perception of the women public school heads’ experiences in their headship positions in terms of leadership as to teamwork, high emotional quotient, focus, and duration of management as to planning, organizing, staffing, directing, and controlling. these findings could imply that the immediate supervisors lacked monitoring and evaluation of women school heads. in the case of the male colleagues, their assessment of the women school heads could reflect gender inequity in their workplaces along with leadership and management components. the first two problems encountered by the women school heads were instructional problems to be dealt with by the teachers and students’ parents. they should understand the idea that students’ education is a tripartite business. the problems of the women school heads with their teachers could be a weakness in teamwork, high emotional quotient/emotional intelligence, and focus. moreover, there could also be a weakness in implementing management functions, especially in organizing and controlling. the disparity in identifying the problems could mean that the immediate supervisors and peers did not know the women’s school heads very well. they, too, had also identified their respective problems. this result could imply that their superiors or those in higher positions had inadequate monitoring and supervision. as declared in some studies, using perception in gathering data could introduce biases. these self-report data might or might not reflect the reality of their principals’ behaviors. recommendations the researcher recommends that women public school heads could remind themselves of teamwork and high emotional quotient tenets and focus on everyday encounters with their teachers, staff, students, and parents/community. 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(2017). what aspects of principal leadership are most highly correlated with school outcomes in china? educational administration quarterly 53(3). 409–447. pa ge 1 pa ge 10 american journal of multidisciplinary research and innovation (ajmri) st. william’s bell tower: a structure that sinks edsel harry r. turda1* volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2130 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 05, 2024 accepted: may 09, 2024 published: may 14, 2024 this study focuses on the sinking bell tower’s mysterious history and structural attributes. located approximately 80 meters from st. william’s cathedral, this architectural oddity has puzzled visitors for centuries. built after the 1707 earthquake, the tower exhibits remarkable resilience against minor seismic events, earning its classification as earthquake baroque style. local artisans used bricks, molasses, and sablot plant leaves to construct the tower, resulting in a sturdy structure that stands at almost 150 feet. historical accounts describe horseback riders passing through the tower’s gates, an improbable feat today due to its lowered entrance. additionally, the tower is believed to sink about an inch annually, leading to various theories about its subsidence, primarily linked to its sandy foundation and massive structure. this study interviewed 20 respondents, including students, tourists, and professionals, to determine whether the tower is genuinely sinking or if the land is rising. most respondents (15 out of 20) believe that the bell tower is sinking, citing reasons such as the sandy foundation, the tower’s weight, and its pointed base pushing the land downward. on the other hand, five respondents remain skeptical, attributing the sinking appearance to an optical illusion.from the majority responses of this study, the research affirms the belief that the sinking bell tower is indeed sinking. preserving this unique heritage is crucial, as it represents the region’s history and serves as a symbol of the enduring past and a window to the future. the study advocates for the continued protection of this cultural treasure, ensuring its historical significance endures for future generations. keywords st. william’s bell tower, structure that sinks, case study, laoag city, cultural heritage introduction being over a thousand kilometers from the visayan islands, the first point of entry for the spaniards in 1521, ilocos region was a rather peculiar place for spain to establish a stronghold. yet after 333 years of spanish rule over the archipelago, the cultural and religious traditions of spain are still practiced in the region and many other parts of the philippines today. along with these intangible transformations are the indestructible structures that have withstood the test of time. structures like the famed sinking bell tower, the tallest historic building in laoag city, the capital of northern ilocos. one of the first oddities a visitor may notice is the tower’s distance from the city’s main cathedral, st. william’s. bell towers are commonly built attached to cathedrals or a few meters away, but for reasons unknown, st. william’s bell tower was built about 80 meters from its doors. the bell tower was presumably built after the 1707 earthquake. it has withstood several minor earthquakes since completion, this earning membership to the earthquake baroque style label by architecture scholars, along with several churches across philippines and guatemala. it was locally constructed by ilocano artisans who used bricks joined by molasses and leaves from a local plant named sablot. with a foundation of 295 feet and a height of nearly 150 feet, it was a solid structure that towered over ilocanos for centuries. stories from the past tell of people mounted on horses being able to pass through the tower’s gates. however, the bell tower today is not accessible due to its low leveled gate. the mysterious bell tower of laoag city continues to spark the curiosities of locals and tourists. it is believed that the tower is sinking at a rate of an inch every year. there are not any conclusive scientific explanations presented to the public for its case yet, but one theory is that the tower being built on sandy land and its heavy and massive structure is causing it to slowly bury itself into the ground. literature review the church is renowned for its “sinking bell tower,” which gradually subsides into the ground at a rate of approximately one inch per year. despite having weathered numerous minor earthquakes since its construction, scholars have classified it as an earthquake baroque style structure. the tower, believed to have been erected in the aftermath of the 1707 earthquake, boasts a foundation measuring 90 meters (300 ft). it is constructed from locally manufactured bricks, bound together with molasses, sablot leaf juice, lime, and sand. the structure is reinforced by four substantial columns at each corner and features a winding stairway leading to the belfry. at one point, a large clock adorned the western face of the tower (historical markers, 1993). sited upon a sandy foundation, laoag city’s sinking bell tower is in literal descent. if pisa, italy, boasts a leaning tower, the philippines proudly possesses its own sinking tower, situated in laoag, ilocos norte. this distinctive characteristic sets it apart from other bell towers worldwide. 1 department of education-laoag city, brgy 23, san matias, p. gomez st. laoag city, philippines * corresponding author’s e-mail: edselharry.turda@deped.gov.ph pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 10-15, 2024 this bell tower stands amidst the bustling commercial district of laoag city, approximately one hundred steps away from st. william cathedral. the sandy foundation, mirroring its proximity to a nearby river, underpins the tower’s location. the encircling area sees a constant flow of daytime traffic, particularly tricycles and various commercial establishments with overhead wires. however, the tower remains a captivating presence, overshadowing the bustling surroundings. as one of the most massive and tallest bell towers in the philippines, this sinking bell tower currently stands at a height of 45 meters, subsiding at an approximate rate of one inch per year. it was originally constructed by the augustinians on a sandy foundation in 1612, and the sinking phenomenon has been ongoing since, according to historians and experts. in addition to its confirmed sinking, the tower slightly tilts to the north, earning it the title of the leaning tower. its exposed bricks reflect its antiquity. the main entrance, as seen in the photo above, once accommodated a mounted rider, but due to the tower’s sinking, only a standing individual can now enter with a slight bow. the main doorway has noticeably subsided, with historians and experts estimating that it has sunk halfway from its original height. in contrast to bell towers in open and unobstructed locations, this tower seems to have adapted to its densely developed commercial surroundings. nonetheless, the grandeur of the sinking tower endures. the northern side of the tower reveals a multitude of exposed bricks. contrary to any assumption that this tower is no longer functional, it remains operational, with six bells housed within still ringing to summon the faithful. from various vantage points and angles, this bell tower consistently captivates photographers, whether they are amateurs or professionals. the best time to photograph this tower is in the afternoon, a few minutes before sunset, as the sunlight casts a radiant glow upon the tower while casting shadows on the structures below (visitacion, 2006). the main entrance, which once accommodated a mounted rider, now requires a standing individual to bow slightly for entry. the doorway has subsided considerably, with historians and experts approximating that it has sunk halfway from its original height. while the tower may be sinking, its historical significance and unique qualities ensure that its name will remain firmly afloat in fame. paradoxically, the more the sinking bell tower descends, the more it ascends in fame, etching its name into history books and tourism maps as an enduring landmark (visitacion, 2006). materials and methods an interview was conducted to the respondents for the aim of data collection. a descriptive approach was deployed to analyze the collected data precisely. in this case study a critical instance case study is used because it is ideal for examining a specific event or situation, focusing on only one or very few sites. this descriptive study uses interview method to obtain the needed data and determine the respondent’ perspective on to why the bell tower is called as sinking bell tower. this is to get the perspective of the people overlooking the said bell tower. this study was conducted at laoag city involving 20 respondents including students, tourists, and professionals of the year 2022-2023 this study used a systematic random sampling technique. the respondents were the 20 respondents including students (9), tourists (4), and professionals (7). these respondents served as participants in the study. these respondents were those who willingly wanted to impart their perspectives in the study. the study used an interview method for it seeks to know respondents’ perspectives whether the bell tower sinks or the land rises. it also gave the respondents opportunity impart their perspectives basing on what they want to side on the given situation. data gathering device or tools in specific in specific forms used to come up with needed data to deal with the problem. the instrument used was in a form of interview method. the respondents were given a question to answer the problem of this study. the researcher followed some procedures for them to achieve the objective of this this case study. first, the researcher formulated a question that answers the introduced problem of this study. second, the researcher presented the formulated question to the research adviser and asked her approval before formally cascaded. third, the researcher administered the interview phase among the respondents. fourth, the researcher gathered and analyzed the data using descriptive analysis. results and discussion the gathering of data through an interview among twenty (20) respondents using a systematic random sampling resulted to just two (2) perspectives with different explanations. below is the compilation of the interviewees’ perspective about the topic: “i think the constant repair of the road adds to the illusion that the bell tower sinks, since construction workers layer concrete foundations upon another.” [s/c] czarina duldulao, science teacher “applying my knowledge to the situation, there are some factors to consider: first, the material used in the tower, we all know that it is made up of solid brick which results to a high-rate density (amount of mass per unit of mass of an object.) second, the gravitational force which surrounds us is equal to the weight on earth. with that, considering the heavy materials used to the tower, the pull of the gravity is greater. third, the level of the tower in the residential area and the age of the tower. lastly, the phenomenon, earth is sitting on the ring of fire, a reason why we are experiencing multiple earthquakes—the shaking and abnormal movements of the tectonic plates. in connection to that, the more the land is shaking the pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 10-15, 2024 more it affects the sinking of the tower. thus, i strongly believe that the structure itself is really sinking.” [s/c] yasmin beltran, physics teacher “it is the weight of the tower that primarily makes the structure itself sinkthe land rising is just an after effect.” [s/c] vincent dwight dela cruz, civil engineer “as far as i can remember, the bell tower sinks one inch every year due to its foundation. the kind of soil where it is erected is quite weak that it cannot even hold the whole of the bel tower. the land around the tower could also be a factor since it is a highway where it is always passed on by big vehicles which triggers the mainland of the tower to sink.” [s/c] jenalynne mendoza, tourism graduate “the very controversial sinking bell tower has two things to consider on which is which the reason is. first, the parameter of the land where the bell tower stands. second, the land area itself rises not just because of the natural phenomenon of the earth due to multiple occurrences of earthquakes but also the addition of land ratio by means of cementing and construction of roads. in addition, i believe that both reasons draw illusion to our eyes which make the bell tower look like it’s sinking but i find the latter as more accepted reason.” [s/c] tourist, arts student “upon seeing it and probably observing it, the land just rises, not the bell tower that sinks, because every time we do road pavement, we are required to backfill. even if we only do minor backfilling, there is still tendency that the land level rises.” [s/c] local civil engineer “as an architecture student, i learned through time that the sinking bell tower does really sinks due to the land or kind of soil where it is built.” [s/c] rolando legaspi jr., architecture intern “i have found out that the history of the famed sinking bell tower has gone through a lot of earthquakes. also, knowing that the structure was built after the 1707 earthquake, it is really considered as an old one. given these facts, i must agree that the baroque sinks slowly due to earthquakes and probably its massive weight and towering height.” [s/c] tourist from manila “at the very first glance, we can already say that the sinking bell tower is called as such it is because of its wide circumference, huge tower and heavy material used—big bricks. more so, the base where it was built is sandy that gives a high tendency to make the bell tower sink. scientifically speaking, the heavier the mass being place in an area where the molecules are less dense the higher the probability will it collapse.” [s/c] gen quina, geodetic engineer “it’s really sinking because i remember someone claiming that the base of the bell tower is pointy, probably a pyramid-like structure which causes the bell tower to dig and bury itself to the ground.” [s/c] university english teacher “it’s the land that sinks due to subsidence, thus, causing the tower to sink at the same time.” [s/c] ryan domingo, english teacher it is sinking probably because of its inadequate foundation. [s/c] julia bonotoan, instructor “the structure of the bell tower is heavy because it is made of bricks and also the foundation is sandy that’s why it is sinking.” [s/c] samantha baradi, nurse “apparently, the soil around the tower is weak. this could be due to erosion or an underground cavity. for land to rise, there needs to be tremendous force which can come from magma (eruption), the shifting of plates under the ocean’s ground level (plate tectonics theory), or the activity or fault lines (west philippine fault and central philippine fault). so, in my opinion, the tower ‘sinks’ though technically it is the soil that is sinking. the tower is just being dragged down along.” [s/c] alfred david calvelo, ab language graduate “all i have in mind is that it is sinking, but then people say it is not and it is just due to road pavements. however, i’ve realized that my initial observation is correct, and i can say that it’s really sinking upon seeing it.” [s/c] tourist from nearby province “it is the structure that sinks. according to my grandmothers, it was erected on sand. the foundation is deep but still, the soil used was just sand. in addition to that, the bell tower is made up of pure concrete, both cement and bricks. people back then had to put a higher amount of cement so that the bell tower would hold its grounding. with this kind of infrastructure, having no metals to support it, is really heavy and may also explain that it is actually sinking.” [s/c] archie blas, instructor “i’ve been in this city all of my life and come to observe the famous bell tower every now and then. many say it is sinking however, upon discerning things regarding this sinking bell tower including a personal look on it, i believe that the continuous addition to the highway roads dictates the appearance of it. an appearance that looks like it is actually sinking when it is actually not.” [s/c] local college student “the intriguing bell tower of laoag city continues to spark the interest of people visiting the ilocos norte province. one of the oddities a visitor may notice is the undeniable observation that the tower is sinking at a rate of an inch every year. telltale signs indicates that it has been the emblem of the struggle and survival of the localities from the despotic colonizers. the bell tower was built after the 1707 earthquake. fortunately, it has withstood several minor earthquakes since its completion. however, trivial facts have it, whether or not the cause of its “submerging” is because of the structure and foundation of the building itself or perhaps the land that elevates over time. personally, i think it’s the structure that causes the tower to sink. it’s been decades since it was built, it has surpassed phenomenological pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 10-15, 2024 occurrences. although, it would be a burlesque proclamation if over those times, there have been no damaged inflicted. its structure, the walls, the cements, the material used. logically speaking, it’s possible that it’s the reason why the bell tower is sinking. in a figurative way, i’d like to disclose that the oddity of this spectacle is the portrayal of a dynamic world, that the place and the people living in the community is changing, thus the complacency is rather vague because of the tremendous structural, sociological changes that are happening. there aren’t any conclusive scientific explanations for this, but one accepted theory is that the tower being built on sandy land and its heavy and massive structure is causing it to slowly bury itself into the ground.” [s/c] thea dela cruz, instructor “before arrival, i did my research about laoag, and i was attracted in one of the province landmark’s name – sinking bell tower. it interests me so much that i find time to take a closer look to it. until today, i realized by myself that it is really sinking probably because of its huge structure.” [s/c] tourist from manila “it is the land that rises not the bell tower that sinks, because geologically speaking, our plates or land has risen.” [s/c] neil villaruel, ab english graduate which is a natural phenomenon of the earth” which is quite reasonable because according to the history books, the bell tower was presumably built after the 1707 earthquake (visitacion, 2006). moreover, one of them completely opposes to the idea that it is the land that rises which causes the appearance of the bell tower incomplete because according to him, who is an a ab language student, “for land to rise, there needs to be tremendous force which can come from magma (eruption), the shifting of plates under the ocean’s ground level, or the activity or fault lines (west philippine fault and central philippine fault)” and science tells that the movement of continents is caused by what’s happening beneath earth’s crust. seismic waves, which are waves of energy that occur when tectonic plates push against each other and pull apart, cause rock within the earth to suddenly break, causing disruption and in some cases, even explosion or volcanoes (science aid, 2019). the illustration below (figure 1) shows how most of the interviewees perceive the reason behind the bell tower’s sinking theory. most of them claim that it is basically the (1) ‘materials used’ which is composed of heavy bricks and cement, the (2) weak soil which they identify as just sand and probably because of its (3) towering height that caused its sinking appearance. the illustration also shows that it is slightly leaning towards north, which is also obvious in photos and in actual look. table 1: perspectives on the st. william’s bell tower (sinking bell tower) perspectives f the st. william bell tower sinks 15 the land around the st. william bell tower rises 5 n = 20 the table states that 15 out of the 20 respondents asked on their perspectives on the st. william’s bell tower (sinking bell tower) have answered that it is the bell tower itself that sinks while 5 of them have answered that it is the land around the st. william bell tower that rises. it implies that most of the respondents are into the idea that the bell tower is really sinking. based on the gathered data in the interview, the researcher draws a summary of the respondents’ perspectives. while majority of the interviewees claim that the said bell tower is sinking, their explanations remained to their objectives. some of their justifiable theories include one from a physics teacher which states that “the gravitational force which surrounds us is equal to the weight on earth. with that, considering the heavy materials used to the tower, the pull of the gravity is greater”, which is true according to newton’s law of universal gravitation that says about a story of the ‘apple’— the apple started in the tree and landed on the earth, which means there must be a force of attraction between the apple and the earth (jha, 2013). a focal point among the interviewees, who is a tourist and an arts student also say that “.the bell tower sinks just because of the multiple occurrence of earthquakes figure 1: the bell tower sinking to the ground while most of the interviewees say that the sinking bell tower sinks an inch every year and state proofs depicting the length of the bell tower’s main door as that of the st. william cathedral’s that even a man riding in a horse could enter unbowed, one unpopular opinion came the most interesting among all the heard theories. this theory is from an english teacher, the ‘pointy, pyramid-like base’ (see figure 2 below) which claims that the actual base of the sinking bell tower which makes it sink is formed in a pyramid-like structure. the pointed base helps the bell tower dig the land and bury its own body in the ground. the idea that the st. william cathedral’s own bell tower is actually sinking is the most popular and well known of all the perspectives regarding its name “sinking bell tower”, however, some of the people who happen to observe the earthquake baroque bell tower also shared their theories regarding the famed tower. while the first theory states their explanations through and with scientific basis, the other side of the theory also explains pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 10-15, 2024 its position or perspective logically. the remaining assertions regarding the sinking bell tower say that it is not actually the structure that sinks but the land that rises. one of the interviewees, who is a science teacher told that “the constant repair of the road adds to the illusion that the bell tower sinks, since construction workers layer concrete foundations upon another” which could also be an acceptable theory since it is best explains the situation of the province and city where the structure is being seen at. one local civil engineer that was interviewed tells that “the land just rises, not the bell tower that sinks, because every time we do road pavement, we are required to backfill. even if we only do minor backfilling, there is still tendency that the land level rises.” the illustration below (figure 3) best explains the reason that is mostly involved under this theory. conclusion based on the result of this study, the researcher concludes that the bell tower is really sinking. with the 20 total number of respondents 15 of them have said that it is the bell tower that sinks according to the following reasons: 1. the land where the bell tower is sandy that makes it a weak foundation. 2. the huge, heavy like structure, and wide circumference of the bell tower 3. the base of the bell tower is pointed that pushes that land area downward with the help of its heavy structure. moreover, the city tourism of laoag declared earlier in 2006 that it is believed the tower is sinking at a rate of an inch every year. there aren’t any conclusive scientific explanations for this, but one accepted theory is that the tower being built on sandy land and its heavy and massive structure is causing it to slowly bury itself into the ground. stories from the past tell of people mounted on horses being able to pass through the tower’s gates. however, if one visits the bell tower today, they will realize they would have to almost crawl through its gates to enter the bell tower. consequently, no further revisions have been made in relation to the case of the sinking bell tower. on the other hand, out of 20 respondents, 5 of them are still not convinced that the bell tower is sinking. they believe that it is just an illusion of the eyes that makes it look like it is sinking even though it is only the land that rises. by that the researcher concludes that it is really the bell tower that sinks supporting the 15 respondents who answered. with the formulated conclusion the researcher came up with a recommendation that even if majority of the respondents have imparted their perspectives that the bell tower is really sinking, the people around this cultural heritage must inculcate in their minds that along with their curiosity is the continues preservation of this structure. it is very important to preserve the said cultural heritage because it is the reflection of the past chapters of the place and have lived for many years as part of the living history. moreover, the said cultural heritage will serve as a looking glass of the next generations to come. the researcher looks forward that the word sinking to the given name of the bell tower will not go the other way around. that along with its sinking reputation, is the sinking of its history to the chapters of the place and the minds of the people around the place. references aid, s. (2019, october). what is the theory of plate tectonics. retrieved from make things better: https://scienceaid.net/what_is_the_theory_of_ plate_tectonics author, n. (1993). historical markers. in n. author (ed.), historical markers. manila: manila national historical institute. guquib, e. (2012, january 31). sinking bell tower: the beauty that never sinks. retrieved from edmaration: https://www.edmaration.com/2012/01/laoagssinking-bell-tower-yet-it-floats.html jha, a. (2013, october 13). newton’s universal law of gravitation. retrieved from the guardian: https:// www.theguardian.com/science/2013/oct/13/ newtons-universal-law-of-gravitation kasaysayan, k. (2019). laoag city bell tower. manila. mari. (2018, august 19). the sinking bell tower of laoag. retrieved from live, life and love: https:// www.livelifeandlove.com/the-sinking-bell-tower-oflaoag/ marker, t. t. (2017, april 13). ilocandia, nagpintas gayam! retrieved from weebly: http://travelmarker. weebly.com/blog/category/ilocandia-2017 figure 2: the sinking bell tower and its pointy base figure 3: the sinking bell tower and the land rise pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 10-15, 2024 pascua, r. (2022, july 01) senior high school students’ experiences of and reflections on ilokano culture and heritage studies: http://https//journals.e-palli. com/home/index.php/ajahs philippines, n. l. (2019). the sinking bell tower. manila, national capital region. tewell, j. (2019). laoag city sinking bell tower. manila. torre, v. d. (2006). the ilocos heritage. makati city: tower book house. tourist, t. c. (2019). the 15 best things to do in laoag. retrieved from the crazy tourist: https:// www.thecrazytourist.com/15-best-things-laoagphilippines/ warren, j. (2011, february 27). the sinking bell tower by twilight. retrieved from flickr: https://www.flickr. com/photos/jameswarren/5896665662 pa ge 1 pa ge 24 american journal of multidisciplinary research and innovation (ajmri) environmental leadership, environmental innovation and implementation of an environmental developmental plan alvarez, kimberly b.1*, zoleta, judy marie r.1 volume 3 issue 5, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i5.3490 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 20, 2024 accepted: august 24, 2024 published: september 12, 2024 the study focused on environmental leadership, environmental innovation, and implementation of an environmental developmental plan in the department of environment and natural resources region x. also, it will examine the process of implementing the environmental sustainability initiative in the said agency. the study utilized a mixed-method design to answer the questions. the main tool to gather data was the survey questionnaire. data were organized and analyzed using appropriate statistical treatments. the data were processed using percentages, mean and standard deviation computation, pearson r correlation, and multiple linear regression. based on the analysis of the data collected from the department of environment and natural resources region 10, the respondents have a very high level of environmental leadership (competencies, practices, and development). the respondents also have a high level of environmental innovation (green innovation and research and innovation). there is a significant relationship between environmental sustainability and environmental leadership. keywords climate adaptation, national service training program, awareness introduction in the face of escalating environmental challenges, the need for effective environmental leadership has become increasingly paramount. environmental leaders play a critical role in promoting sustainable practices, shaping policies, and inspiring collective action to address pressing ecological issues. these leaders possess the vision, knowledge, and skills necessary to navigate complex environmental problems and drive positive change within organizations, communities, and society as a whole. while considerable research has been conducted on leadership in various domains, the study of environmental leadership is still relatively nascent. as the urgency to tackle climate change, biodiversity loss, pollution, and resource depletion intensifies, there is a pressing need to delve deeper into the dynamics of environmental leadership. by identifying and addressing existing research gaps, the understanding of the key factors that contribute to effective environmental leadership and accelerate the adoption of sustainable solutions can be enhanced. in other words, dealing with the issues is also a matter of having the right environmental leadership approach. the department of environment and natural resources is a governmental body tasked with the responsibility of overseeing and managing the sustainable use of natural resources, as well as the protection and conservation of the environment in a country. with its comprehensive mandate, the denr assumes a central role in addressing critical environmental challenges, ranging from climate change mitigation and biodiversity conservation to waste management and pollution control. the goal of this research was to provide environmental sustainability initiatives to be undertaken by the department of environment and natural resources, shedding light on the strategies, policies, and programs implemented to achieve sustainable development goals. by analyzing the denr’s environmental leadership role and effectiveness in advancing environmental sustainability, this study aims to provide valuable insights into the agency’s contributions to a greener, more resilient future. moreover, the researcher who is specializing in environmental management may also be able to contribute some significant ideas into this study. framework of the study 1 liceo de cagayan university, cagayan de oro city, philippines * corresponding author’s e-mail: kimoyalvarez@gmail.com objectives the study focused on leadership, innovation, and implementation of an environmental developmental plan in the department of environment and natural figure 1: schematic presentation pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 resources region x. also, it would examine the process of environmental sustainability initiative implementation in the said agency. specifically, the study sought to address the following questions: 1. what is the environmental leadership in the department of environment and natural resources region 10 in terms of: 1.1 competencies; 1.2 practices; and 1.3 development? 2. what is the environmental innovation in the department of environment and natural resources region 10 in terms of: 2.1 green innovation; 2.2 research and innovation; 3. what is the level of environmental sustainability in the department of environment and natural resources region 10? 4. is there a significant difference between environmental sustainability, environmental leadership and environmental innovation 5. what development plan can be formulated based on the results of the study? methodology the study used a descriptive-correlational research design. the descriptivecorrelational research design would be used to describe and examine the relationships between variables. this design involves collecting data from a sample and analyzing it to determine the extent and nature of the relationships among variables of interest. the participants of the study were regular employees with plantilla positions in the denr region 10 office and provincial offices table 1: distribution of respondents of the study offices number of population in strata (n) strata sample size (n) percentage penro bukidnon 47 23 12% penro camiguin 52 25 13% penro lanao del norte 38 19 9% penro misamis occidental 29 14 7% penro misamis oriental 31 15 7% regional office 219 105 52% total 419 201 100% moreover, the study uses three sets of questionnaires: the environmental leadership, environmental innovation, and environmental sustainability questionnaires. for the data gathering procedure, the researcher sent a letter of permission to the dean of the school of business, management and accountancy to allow the conduct of the study. then, another letter was forwarded to the office of the vice president for research, extension, publication and innovation for approval. after this, permission was sent to the department of environment and natural resources region x. the researcher, together with his team, went to the denr region 10 office and provincial offices to float the survey questionnaires. the questionnaire was then retrieved for data tabulation and analysis. the data collected in this study were analyzed through the following statistical measures: problems no. 1, 2, and 3 using descriptive statistics. descriptive statistics comprises those methods concerned with collecting and describing a set of data to yield meaningful information. mean, and the standard deviation was used to organize data. lastly, for problem no. 4 person r correlation was used to correlate the significance of the variables. results and discussion problem 1. what is the environmental leadership in the department of environment and natural resources region 10 in terms of 1.1 competencies; 1.2 practices; and 1.3 development? table 2: level of environmental leadership in the department of environment and natural resources region 10 in terms of competencies indicators mean sd description interpretation i believe that effective environmental leaders should have a deep understanding of ecological systems and environmental science. 4.91 .278 strongly agree highly competent i feel that environmental leaders should possess strong communication and interpersonal skills to effectively engage and influence stakeholders. 4.76 .531 strongly agree highly competent i think that environmental leaders should demonstrate a commitment to ethical decision-making and act as responsible stewards of the environment. 4.84 .375 strongly agree highly competent pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 i believe that environmental leaders should be able to think critically and strategically to address complex environmental challenges. 4.83 .397 strongly agree highly competent i feel that environmental leaders should possess the ability to inspire and motivate others towards environmental sustainability goals. 4.87 .378 strongly agree highly competent i think that environmental leaders should have the skills to build partnerships and collaborate with diverse stakeholders to achieve shared environmental objectives. 4.80 .432 strongly agree highly competent i believe that environmental leaders should be adaptable and capable of responding to changing environmental circumstances and emerging issues. 4.78 .446 strongly agree highly competent i feel that environmental leaders should possess knowledge of environmental policies and regulations to guide decision-making processes. 4.84 .380 strongly agree highly competent over-all mean 4.83 0.40 strongly agree highly competent table 2 presents the level of environmental leadership in department of environment and natural resources in terms of competencies. as shown in the table 2, the respondents obtained the highest mean score of m=4.91, sd=.278 for item number 1 “i believe that effective environmental leaders should have a deep understanding of ecological systems and environmental science” while the lowest mean score is m=4.76, sd=.431 for item number 2 “i feel that environmental leaders should possess strong communication and interpersonal skills to effectively engage and influence stakeholders”. the overall mean score is m=4.83, sd=.40 described as strongly agree and interpreted as highly competent. the data revealed that the respondents have a high level of environmental leadership in terms of competencies. this finding supports the claim of smith and johnson (2022) that this competency significantly contributes to informed decision-making and strategic planning in environmental leadership roles. the study highlighted several reasons why a deep understanding of ecological systems and environmental science is pivotal, environmental leaders with a robust grasp of ecological systems and environmental science can make well-informed decisions. they comprehend the complexities of ecosystems, enabling them to anticipate the impact of decisions on the environment (jones et al., 2020). also, a deep understanding of environmental science aids leaders in devising long-term strategies that consider ecological sustainability. this knowledge base helps in formulating policies and initiatives that align with environmental conservation goals (garcia & lee, 2019). the findings underscored the necessity for educational and developmental initiatives focusing on enhancing leaders’ understanding of ecological systems and environmental science. these initiatives include specialized courses, experiential learning opportunities, and partnerships with scientific institutions to ensure leaders possess the depth of knowledge required to address multifaceted environmental challenges. table 3: level of environmental leadership in the department of environment and natural resources region 10 in terms of practices indicators mean sd description interpretation leading by example and practicing sustainable behaviors in your personal life. 4.51 .648 strongly agree very highly practiced advocating for environmentally friendly practices within your organization or community. 4.47 .700 agree highly practiced promoting and supporting environmental education and awareness initiatives. 4.54 .647 strongly agree very highly practiced participating in environmental decision-making processes and engaging in collaborative problem-solving. 4.14 .92 agree highly practiced my organization integrate environmental considerations into its decision-making processes. 4.60 . 616 strongly agree very highly practiced my organization communicate its environmental goals and initiatives to stakeholders (employees, customers, partners, etc.)? 4.59 .593 strongly agree very highly practiced my organization set specific targets or goals for reducing its environmental impact? 5.0 5.05 strongly agree very highly practiced pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 table 3 presents the level of environmental leadership in the department of environment and natural resources in terms of practices. as shown in the table, the respondents obtained the highest mean score of m=5.00, sd=.505 for item number 7 “my organization set specific targets or goals for reducing its environmental impact” followed by item number 10 “my organization have a waste management strategy in place” with a mean score of m=4.63, sd=.610 while the lowest mean score is m=4.14, sd=.92 for item number 2 “advocating for environmentally friendly practices within your organization or community”. the overall mean score is m=4.57, sd=.40 described as strongly agreeable and interpreted as very highly practiced. the data revealed that the respondents have a high level of environmental leadership in terms of practice. setting specific targets or goals for reducing environmental impact emerged as a significant aspect of effective environmental leadership in various studies. a study by smith et al. (2020) highlighted that organizations led by individuals committed to setting clear and measurable environmental goals exhibited more robust environmental performance. setting specific targets prompts resource allocation toward sustainable initiatives. it encourages innovation and the development of new strategies to meet these goals efficiently (lee & johnson, 2019). the study emphasized the importance of these goals being specific, measurable, achievable, relevant, and time-bound (smart) to ensure effectiveness. furthermore, it highlighted the need for leadership to effectively communicate these goals across the organization and integrate them into the overall business strategy. the findings underscored that environmental leadership involves not only setting these goals but also ensuring they are integrated into the organizational culture, driving meaningful action toward reducing environmental impact. organization actively seek partnerships or collaborations with other organizations to promote environmental sustainability. 4.58 .651 strongly agree very highly practiced my organization promote the use of renewable resources and sustainable practices. 4.57 .596 strongly agree very highly practiced my organization have a waste management strategy in place 4.63 .610 strongly agree very highly practiced over-all mean 4.57 0.40 strongly agree very highly practiced table 4: level of environmental leadership in the department of environment and natural resources region 10 in terms of development indicators mean sd description interpretation the environmental leadership development program provides clear objectives and goals for participants to develop their environmental leadership skills. 4.65 .517 strongly agree very high development the environmental leadership development program incorporates theoretical knowledge on environmental sustainability and leadership principles. 4.61 .526 agree very high development the environmental leadership development program offers practical training and experiential learning opportunities to apply environmental leadership skills. 4.54 .599 strongly agree very high development the environmental leadership development program provides mentoring or coaching support to participants to enhance their environmental leadership abilities. 4.58 .611 agree very high development the environmental leadership development program encourages participants to collaborate with peers on environmental projects or initiatives. 4.63 .532 strongly agree very high development the environmental leadership development program includes workshops or seminars on effective communication and stakeholder engagement related to environmental issues. 4.63 .542 strongly agree very high development the environmental leadership development program fosters innovation and encourages participants to explore creative solutions to environmental challenges. 4.67 .533 strongly agree very high development the environmental leadership development program emphasizes the importance of continuous learning and staying updated on current environmental trends and practices. 4.66 .561 strongly agree very high development pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 table 4 presents the level of environmental leadership in the department of environment and natural resources in terms of development. as shown in the table, the respondents obtained the highest mean score of m=4.70, sd=.500 for item number 9 “the environmental leadership development program promotes a culture of environmental responsibility and sustainability within the organization.” followed by item number 7 “the environmental leadership development program fosters innovation and encourages participants to explore creative solutions to environmental challenges.” with a mean score of m=4.67, sd=.533 while the lowest mean score is m=4.54, sd=.599 for item number 3 “the environmental leadership development program offers practical training and experiential learning opportunities to apply environmental leadership skills.” followed by item number 4 “the environmental leadership development program provides mentoring or coaching support to participants to enhance their environmental leadership abilities.” with a mean score of m=4.58, sd=.661. the overall mean score is m=4.63, sd=.54 described as strongly agree and interpreted as very high development. the data revealed that the respondents have a very high level of environmental leadership in terms of development. promoting the use of renewable resources and sustainable practices is a crucial facet of organizational development in environmental leadership, as highlighted in numerous studies. research by johnson et al. (2021) emphasized that organizations actively engaging in promoting renewables and sustainable practices demonstrate a strong commitment to environmental stewardship. organizations promoting renewables and sustainable practices exhibit a commitment to environmental responsibility. this commitment stems from ethical considerations, fostering a culture that prioritizes environmental conservation (smith & brown, 2019). moreover, embracing renewables and sustainable practices often stimulates innovation within organizations. like, companies investing in eco-friendly technologies and practices tend to gain a competitive edge by attracting environmentally conscious consumers and investors (garcia et al., 2020). the adoption of renewables and sustainable practices directly contributes to mitigating environmental impact. this includes reducing carbon footprint, conserving resources, and minimizing waste generation (lee & jones, 2018). the study emphasized the importance of leadership in spearheading these initiatives and integrating them into the core values and operations of the organization. it highlighted the need for comprehensive strategies that encompass energy efficiency, waste reduction, and the adoption of renewable energy sources. furthermore, the findings stressed the significance of transparent reporting and communication of these efforts to stakeholders, fostering trust and credibility in the organization’s commitment to sustainability. problem 2. what is the environmental innovation in the department of environment and natural resources region 10 in terms of 2.1 green innovation; 2.2 research and innovation; the environmental leadership development program promotes a culture of environmental responsibility and sustainability within the organization. 4.70 .500 strongly agree very high development the environmental leadership development program incorporates feedback and opportunities for self-reflection to enhance participants' environmental leadership skills. 4.61 .546 strongly agree very high development over-all mean 4.63 0.54 strongly agree very high development table 5: level of environmental innovation in the department of environment and natural resources region 10 in terms of green innovation indicators mean sd description interpretation i believe that effective environmental leaders should have a deep understanding of ecological systems and environmental science. 4.68 .545 strongly agree very high i feel that environmental leaders should possess strong communication and interpersonal skills to effectively engage and influence stakeholders. 4.59 .602 strongly agree very high i think that environmental leaders should demonstrate a commitment to ethical decision-making and act as responsible stewards of the environment. 4.58 .620 strongly agree highly competent i believe that environmental leaders should be able to think critically and strategically to address complex environmental challenges. 4.74 .502 strongly agree very high i feel that environmental leaders should possess the ability to inspire and motivate others towards environmental sustainability goals. 4.71 .551 strongly agree very high pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 table 5 presents the level of environmental innovation in the department of environment and natural resources in terms of green innovation. as shown in the table, the respondents obtained the highest mean score of m=4.74, sd=.502 for item number 4 “i believe that environmental leaders should be able to think critically and strategically to address complex environmental challenges” while the lowest mean score is m=4.43, sd=.739 for item number 8 “i feel that environmental leaders should possess knowledge of environmental policies and regulations to guide decisionmaking processes”. the overall mean score is m=4.63, sd=.59 described as strongly agree and interpreted as very high. the data revealed that the respondents have a very high level of environmental innovation in terms of green innovation. this finding supports the claim of smith et al., 2021; johnson & brown, 2020 that critical and strategic thinking are pivotal competencies identified as essential for environmental leaders to navigate complex challenges in green innovation and environmental sustainability. environmental leaders proficient in critical thinking can dissect complex environmental issues, analyzing various components to comprehend their underlying causes and interconnections (lee & garcia, 2019). the ability to think strategically enables leaders to envision and implement long-term plans that integrate environmental sustainability into organizational strategies. this approach ensures alignment with sustainability goals (jones et al., 2022). critical and strategic thinking skills empower leaders to make informed decisions in dynamic environmental landscapes. these competencies allow for adaptability and responsiveness to emerging challenges (brown & smith, 2018). the research highlights the necessity for tailored training and development programs aimed at fostering critical and strategic thinking skills among aspiring and current environmental leaders. integrating practical case studies, simulations, and interdisciplinary approaches into educational curricula can enhance these competencies. furthermore, mentorship programs and collaborative platforms within the environmental innovation sphere can facilitate knowledge exchange and encourage the application of critical and strategic thinking in addressing real-world environmental challenges. i think that environmental leaders should have the skills to build partnerships and collaborate with diverse stakeholders to achieve shared environmental objectives. 4.70 .538 strongly agree very high i believe that environmental leaders should be adaptable and capable of responding to changing environmental circumstances and emerging issues. 4.57 .621 strongly agree very high i feel that environmental leaders should possess knowledge of environmental policies and regulations to guide decision making processes. 4.43 .739 agree high over-all mean 4.63 0.59 strongly agree very high table 6: level of environmental innovation in the department of environment and natural resources region 10 in terms of research and innovation indicators mean sd description interpretation research and innovation in environmental sustainability are essential for addressing global environmental challenges. 4.80 .424 strongly agree very high i believe that governments should allocate more funding towards environmental innovation research and development. 4.74 .490 strongly agree very high collaboration and knowledge-sharing among researchers and innovators are crucial for advancing environmental innovation. 4.70 .490 strongly agree very high environmental innovation research should focus on both technological and non-technological solutions. 4.68 .486 strongly agree very high i am aware of the existing research and innovation initiatives in the field of environmental sustainability. 4.79 .419 strongly agree very high environmental innovation research should prioritize solutions that have a positive impact on both the environment and society. 4.67 .509 strongly agree very high i believe that environmental innovation research should be aligned with the principles of sustainability and circular economy. 4.52 .62 strongly agree very high over-all mean 4.70 0.49 strongly agree very high pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 table 6 presents the level of environmental innovation in the department of environment and natural resources in terms of research and innovation. as shown in the table, the respondents obtained the highest mean score of m=4.80, sd=.424 for item number 1 “research and innovation in environmental sustainability are essential for addressing global environmental challenges” while the lowest mean score is m=4.52, sd=.62 for item number 7 “i believe that environmental innovation research should be aligned with the principles of sustainability and circular economy”. the overall mean score is m=4.70, sd=.49 described as strongly agree and interpreted as very high. the data revealed that the respondents have a very high level of environmental innovation in terms of research and innovation. according to the study entitled the imperative role of research and innovation in environmental sustainability: addressing global challenges by jihans and joe, 2021 stated that, research and innovation in environmental sustainability are pivotal in addressing global environmental challenges, as highlighted by several studies within the field. this analysis emphasizes the significance of ongoing research efforts and innovative solutions for a sustainable future. lee et al. (2021) emphasized that research provides an in-depth understanding of intricate environmental challenges like climate change and biodiversity loss. this comprehension is fundamental in devising effective strategies. gray and mulet (2020) highlighted that innovation stemming from research efforts leads to the development of sustainable technologies and practices, such as renewable energy sources and efficient waste management systems. reyes et al. (2019) indicated that collaborative research initiatives and innovative solutions can impact policies, industries, and communities worldwide, contributing significantly to addressing global environmental challenges. the amalgamation of research and innovation in environmental sustainability is vital for addressing global environmental challenges. to further this cause, continuous investment in research funding, interdisciplinary collaborations, and knowledge translation from research findings to practical applications are recommended. additionally, fostering a culture of innovation and sustainability across educational institutions and industries is essential for sustainable development. problem 3. what is the level of environmental sustainability in the department of environment and natural resources region 10? table 7: level of environmental sustainability in the department of environment and natural resources region 10? indicators mean sd description interpretation i understand the concept of environmental sustainability. 4.56 .545 agree highly aware i’m concerned about the current state of the environment. 4.68 .487 agree highly aware i believe that individuals can make a significant impact on environmental sustainability 4.76 .438 agree highly aware i believe that environmental leadership is for achieving sustainable development. 4.70 .538 strongly agree highly aware i believe that strong communication skills with an effective environmental leader. 4.63 .521 agree highly aware i believe that the innovation and creativity skills of an effective environmental leader. 4.64 .479 neutral moderately aware i believe conserving energy and water contributes to environmental sustainability in your daily life or work 4.75 .444 neutral moderately aware i believe reducing waste and recycling contributes to environmental sustainability in your daily life or work 4.77 .509 neutral moderately aware i believe supporting renewable energy sources contributes to environmental sustainability in your daily life or work 4.66 .514 disagree less aware i believe a lack of knowledge or awareness challenges you face in practicing environmental sustainability in your personal or professional life. 4.37 .791 agree highly aware i believe a lack of support or engagement from others challenges you face in practicing environmental sustainability in your personal or professional life. 4.26 .821 agree highly aware i interested in participating in environmental leadership training or workshops 4.60 .566 agree highly aware i engage in environmentally friendly behaviors (e.g., recycling, conserving energy and water). 4.59 .540 agree highly aware climate change, pollution, and loss of biodiversity is the most significant environmental challenges we face today 4.66 .604 agree highly aware pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 table 13 presents level of environmental sustainability in the department of environment and natural resources. as shown in the table, the respondents obtained the highest mean score of m=4.77, sd=.509 for item number 8 “i believe reducing waste and recycling contributes to environmental sustainability in your daily life or work” followed by item number 3 “i believe that individuals can make a significant impact on environmental sustainability” with a mean score of m=4.76, sd=.438, and item number 7 “i believe conserving energy and water contributes to environmental sustainability in your daily life or work” with a mean score of m=4.75, sd=.444 .while the lowest mean score is m=4.26, sd=.821 for item number 11 “i believe a lack of support or engagement from others challenges you face in practicing environmental sustainability in your personal or professional life.” followed by item number 18 “insufficient government support or regulation is the main barrier to achieving widespread environmental sustainability” with a mean score of m=4.32, sd=.842, and item number 10 “i believe a lack of knowledge or awareness challenges you face in practicing environmental sustainability in your personal or professional life” with a mean score of m=4.37, sd=.791. the overall mean score is m=4.60, sd=.58 described as agree and interpreted as highly aware. the data revealed that the respondents have a very high level of environmental sustainability. a study conducted by flores et al. (2017) emphasized waste reduction as a fundamental aspect of environmental sustainability. minimizing waste generation at the source is crucial in mitigating environmental impact this agrees with the study also by joven & handag (2018) highlighted the positive environmental impact of recycling. the study showcased how recycling conserves resources, reduces energy consumption, and minimizes greenhouse gas emissions. while, roda et al. (2019) explored behavioral aspects contributing to sustainable living. they indicated that incorporating waste reduction and recycling into daily routines significantly contributes to sustainable practices. lastly, ramos and lee (2015) focused on the role of waste reduction and recycling in corporate sustainability efforts. their findings suggested that implementing recycling programs and waste reduction strategies in workplaces positively impacts environmental sustainability. the recognition that reducing waste and recycling contribute to environmental sustainability aligns with research findings emphasizing the significance of these practices. to further promote sustainability, individuals and organizations should actively engage in waste reduction, adopt recycling practices, and advocate for policies supporting these actions. educational campaigns and infrastructure development for recycling facilities are essential for encouraging broader adoption of these sustainable practices. problem 4. is there a significant relationship between environmental sustainability and 4.1 environmental leadership; and 4.2 innovation government policies and regulations play a crucial role in promoting environmental sustainability. 4.69 .576 disagree less aware education and awareness programs play a crucial role in promoting environmental sustainability 4.68 .598 agree highly aware lack of awareness or education is the main barrier to achieving widespread environmental sustainability. 4.52 .678 agree highly aware insufficient government support or regulation is the main barrier to achieving widespread environmental sustainability. 4.32 .842 strongly agree extremely aware over-all mean 4.60 0.58 agree highly aware table 8: significant relationship between environmental sustainability, environmental leadership, and environmental innovation variables n r p interpretation competencies 201 .534 .000 significant practice 201 .189 .007 significant development 201 .451 .000 significant green innovation 201 .537 .000 significant research and innovation 201 .571 .000 significant environmental leadership 201 .434 .000 significant innovation 201 .669 .000 significant * correlation is significant at the 0.05 level (2-tailed). pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 table 14 presents the significant relationship between environmental sustainability, environmental leadership, innovation, and climate change awareness. as depicted in the table, the variables competencies (p<.05), practice (p<.05) development (p<.05) green innovation (p<.050, research and innovation (p<.05), environmental leadership (p<.05), and innovation (p<.05), have a positive significant correlation to employees’ environmental sustainability. this implies that if these said variables increase, the employees’ environmental sustainability will also increase. the result of the study is in agreement of different studies conducted by researchers, one of these was the study of (johnson et al., 2021; gray & calvo, 2019) suggests a strong correlation between effective environmental leadership and improved environmental sustainability. effective leaders influence organizational behavior, promoting sustainable practices and embedding environmental goals into operations. also, research by (roda et al., 2020; caste & caryll, 2018) highlights a positive relationship between environmental innovation and environmental sustainability. innovations in technology, processes, and policies drive sustainable solutions, aiding in resource conservation and reducing environmental impact. (johnson et al., 2021; gray & calvo, 2019) indicate that heightened climate change awareness positively influences environmental sustainability. awareness drives societal and policy changes, fostering support for sustainable practices, policies, and resource conservation. lastly, case studies of (“greencorp report”, 2022; “sustainability journal”, 2020) demonstrate that organizations led by environmentally conscious leaders, fostering innovation, and promoting climate change awareness, tend to exhibit improved sustainability outcomes. problem 5. what environmental developmental plan can be formulated based on the results of the study? introduction the department of environment and natural resources (denr) region 10 operates within the heart of a region blessed with rich biodiversity, diverse ecosystems, and unique natural resources. with this privilege comes the responsibility of stewardship and sustainable management. the environmental developmental plan outlined herein for region 10 is poised to harness this potential while addressing pressing challenges to ensure the preservation and enhancement of our natural heritage. region 10, located in northern mindanao, boasts a diverse ecological landscape, encompassing lush forests, vital watersheds, marine ecosystems, and agricultural lands. however, rapid urbanization, industrial growth, and natural resource exploitation pose significant threats to this delicate balance. recognizing these challenges, the environmental developmental plan for denr region 10 is strategically designed to address key areas of concern while leveraging opportunities for sustainable growth. table 9: variables plan budget time frame implementation date environmental leadership • competencies • practices • development leadership training and development: • establish leadership programs for denr staff and officials focused on modern environmental management, policy development, and ethical leadership. • encourage a culture of innovation, collaboration, and accountability within the department. 500,000/year year 1-5 some programs may be implemented on quarterly sessions, bi-annual campaigns, or throughout 5 yearsstakeholder engagement and collaboration: • foster partnerships with government agencies, ngos, academic institutions, and industry leaders to promote shared responsibility for environmental stewardship. • organize regular forums, conferences, and workshops to encourage dialogue and collaboration among diverse stakeholders. 500,000/year environmental innovation • green innovation • research and innovation • barriers and drivers research and development initiatives: • invest in research grants and projects aimed at developing innovative solutions for environmental challenges, including pollution control, waste management, and sustainable resource use. • establish innovation labs or centers within denr to incubate and scale up promising environmental technologies. 5,000,000/year year 1-5 year 1 year 2 ongoing throughout 5 years pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 technology adoption and integration: • encourage the adoption of modern technology (e.g., ai, iot, remote sensing) for environmental monitoring, data analysis, and predictive modeling to aid decision-making. • support tech-driven initiatives for renewable energy, waste management, and climate adaptation strategies. 5,000,000/year climate change awareness • knowledge •ecosystem viability (cause, effects, and mitigation) education and outreach programs: • develop comprehensive educational materials and campaigns targeting various demographics to increase awareness about climate change, its impacts, and mitigation strategies. • collaborate with schools, universities, and community organizations to integrate climate change curriculum and workshops. 500,000/year year 1-5 ongoing throughout 5 years 2 years only climate resilience planning: • assist communities in vulnerable areas to develop climate adaptation plans, emphasizing nature-based solutions, resilient infrastructure, and early warning systems. • conduct risk assessments and provide guidance on adaptive measures to businesses and local governments. 500,000/year year 1-2 environmental sustainability policy framework enhancement: • review and update existing environmental policies to incorporate best practices, align with international standards, and address emerging challenges like plastic pollution and ecosystem degradation. • establish clear targets and timelines for sustainable development goals, emphasizing resource efficiency and conservation. 2,000,000/year year 1-5 throughout 5 years sustainable practices promotion: • launch public campaigns promoting sustainable lifestyles, waste reduction, responsible consumption, and biodiversity conservation. • provide incentives and recognition for businesses and communities adopting sustainable practices. 2,000,000/year this comprehensive plan aims to elevate denr’s role as a leader in environmental stewardship by focusing on leadership development, fostering innovation, raising climate change awareness, and promoting sustainable practices. continuous adaptation and refinement of strategies based on evolving environmental challenges will be crucial for success. conclusion based on the analysis of the data collected from the department of environment and natural resources region 10, the respondents have a very high level in terms of environmental leadership (competencies, practices, and development). the respondents believed that effective environmental leaders should have a deep understanding of ecological systems and environmental science, the organization where the respondents belong sets specific targets or goals for reducing its environmental impact, and the environmental leadership development program promotes a culture of environmental responsibility and sustainability within the organization. the respondents also have a high level of environmental innovation (green innovation, and research and innovation). the respondents believed that environmental leaders should be able to think critically and strategically to address complex environmental challenges. also, respondents believed that research and innovation in environmental sustainability are essential for addressing global environmental challenges, and stakeholder engagement and public awareness play a crucial role in driving support for environmental innovation. for environmental sustainability, the pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 24-34, 2024 respondents believed that reducing waste and recycling contributes to environmental sustainability in their daily lives or work. hence, it was found that respondents have a very high level of environmental sustainability. recommendations from the conclusions drawn, the following measures are hereby recommended: 1. evaluate existing practices and green innovation within denr to assess their effectiveness in nurturing environmental leaders. 2. identify gaps and areas for improvement in current training modules and initiatives aimed at enhancing leadership competencies related to environmental stewardship. 3. the high level of environmental innovation in the denr 10. they may conduct an assessment to evaluate the impact and effectiveness of green innovation initiatives implemented within denr. references adger, w. n., barnett, j., brown, k., marshall, n., & o’brien, k. (2013). cultural dimensions of climate change impacts and adaptation. nature climate change, 3(2), 112-117. apilado and calvo r. (2020). reforestation as a climate mitigation strategy. environmental mitigation review, 12(2), 78-92. blumgart, k., wiseman, j., & wood, d. j. (2021). leadership, stakeholder engagement, and climate action: introduction to the special issue. journal of business ethics, 176(3), 521-525. chun, b., hong, s., & kim, d. (2021). the impact of corporate social responsibility (csr) on environmental innovation: the mediating role of environmental strategy and the moderating role of firm size. journal of business ethics, 169(1), 137-155. cai, w., wang, y., feng, y., & li, y. (2018). how shared leadership matters for environmental performance in teams: a moderated mediation model. journal of environmental psychology, 60, 74-83. dietz, t., ostrom, e., & stern, p. c. (2003). the struggle to govern the commons. science, 302(5652), 19071912. horbach, j., & rammer, c. (2019). energy transition in germany and regional spillovers: what triggers the diffusion of renewable energy in firms? energy policy, 127, 186-195. fiksel, j. (2019). sustainability and resilience: two sides of the same coin. journal of business logistics, 40(3-4), 247-256. folke, c., biggs, r., norström, a. v., reyers, b., & rockström, j. (2016). social-ecological resilience and biosphere-based sustainability science. ecology and society, 21(3), 41. garcia, d., & lee, k. (2019). strategic environmental planning: integrating science into leadership. sustainable development journal, 15(4), 112-127. ghisetti, c., & rennings, k. (2019). environmental innovations and financial performance: a survey. ecological economics, 164, 106341. geissdoerfer, m., savaget, p., bocken, n. m., & hultink, e. j. (2017). the circular economy–a new sustainability paradigm?. journal of cleaner production, 143, 757-768. jones, c., et al. (2020). environmental science competencies in leadership roles. environmental management review, 8(2), 210-225. joe, a., et al. (2021). carbon sequestration potential of trees. climate change mitigation journal, 18(3), 210-225. johnson, e., et al. (2021). organizational commitment to renewable resources: environmental leadership impact. journal of sustainable business, 15(3), 78-92. lehmann, n., & rennings, k. (2018). an assessment of green innovation financing instruments from a commercial bank perspective. journal of business economics, 88(7), 947-978. mefford, r. n. (2019). government policy instruments and environmental innovation in firms. business strategy and the environment, 28(5), 755-771. robèrt, k. h., & broman, g. i. (2017). framework for strategic sustainable development. journal of cleaner production, 140, 17-31. ramus, c. a., & steger, u. (2017). the roles of leadership styles in corporate social responsibility. journal of business ethics, 145(1), 213-224. pa ge 1 pa ge 13 american journal of multidisciplinary research and innovation (ajmri) flexibility and personalization of learning in the senior high open high school program: basis for enhanced alternative delivery mode of teaching and learning ken mirasol1*, noli p. acosta1, analou e. nicolas1 volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1758 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 30, 2023 accepted: june 20, 2023 published: july 07, 2023 the open high school program is an alternative approach to providing secondary education available to learners. this program places significant importance on promoting independent learning, self-paced study, and flexibility to cater to individuals who face challenges that prevent them from starting or completing their secondary education. this study examined the flexibility and personalization of learning of senior high school learners enrolled in ohsp. the study utilized a descriptive-correlational design using a validated survey questionnaire with seventy-five senior high ohsp learners. descriptive statistics using frequency, percentage, weighted mean, and rank were used to analyze the data. on the other hand, inferential statistics using t-test and anova were used to determine the significant relationship between the demographic profile and the flexibility and personalization of learning of the respondents. results revealed that ohsp provided senior high learners with a learning experience that is flexible and personalized. the comparison between the learners’ demographic profile and the flexibility and personalization of learning was revealed to be not significant. it is recommended that the ohsp must be enhanced further to provide a more flexible and personalized learning environment enabling learners to tailor their learning experience according to their individual needs, interests, and preferences. keywords alternative learning, flexible learning, personalized learning, open high school program, ohsp introduction every individual has an inherent right to receive an education that equips them to become productive members of society. this right is acknowledged by the philippine constitution, which emphasizes that every person, regardless of age, gender, race, political affiliation, or socioeconomic background, should have equal access to quality and relevant basic education (open high school system act, 2014). in recent years, the field of education has witnessed a significant transformation in teaching and learning delivery, and there is a growing recognition of the diverse learning needs of learners. there is a need for a curriculum that is developmental, personalized, and evolving; pedagogy that is learnercentered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning (zhao & watterston, 2021). alternative teaching and learning delivery modes have emerged as promising approaches to cater to these evolving educational requirements. one such innovative initiative is the open high school program (ohsp). the program is an alternative approach to providing secondary education available to learners. this program places significant importance on promoting independent learning, self-paced study, and flexibility to cater to individuals who face challenges such as time constraints, geographical distances, physical limitations, financial constraints, social issues, or familyrelated challenges that prevent them from starting or completing their secondary education. by offering this alternative mode of education, the ohsp aims to avoid potential dropouts from leaving the education system, encourage out-of-school youth who are of high school age to reenter the educational sphere, and contribute to the achievement of the education for all (efa) objective, which aims for a 100% participation rate and zero dropout rate (deped order no. 46, s. 2006). the traditional model of education, characterized by fixed schedules, standardized curriculum, and limited individualization, often fails to address learners’ unique needs, interests, and learning styles. in response to these limitations, alternative delivery modes of teaching and learning have gained traction, offering more flexibility and personalization in educational experiences. these alternative approaches aim to empower learners by allowing them greater control over their learning process, fostering engagement, motivation, and improved academic outcomes. deped flexible learning options (flos) provide a menu of learning interventions and pathways that are responsive to learners’ needs, context, circumstances, and diversity. flos allow for variations in the organization, approaches, and teaching and learning modalities. this flexibility is helpful for learners who are at risk of dropping out, children and youth who are out of school, adults who failed to finish basic education, learners with special needs, learners with extreme difficulty in accessing schools, or those who attend overpopulated schools, and learners in emergencies (deped order no. 18, s. 2020). ohsp is characterized by its emphasis on flexibility and personalization of learning. these key features are designed to meet learners’ diverse needs, interests, and circumstances, providing them with an educational experience tailored to their individual requirements (shemshack & spector, 2020). flexibility 1 narra integrated school, philippines * corresponding author’s e-mail: ken.mirasol@deped.gov.ph pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 allows learners to manage their learning schedules, pace, and pathways. unlike traditional brick-and-mortar schools with fixed schedules, the ohsp allows learners to control when and where they study. this flexibility accommodates learners who may have commitments or constraints that prevent them from following a rigid daily schedule. learners can access learning materials, assignments, and assessments online or offline through modules, enabling them to study at their convenience. this flexibility also allows learners to progress at a pace that suits their learning styles and abilities. some learners may require additional time to grasp certain concepts, while others may advance more quickly (joan, 2013). the ohsp enables learners to adjust their learning pace, ensuring a more personalized and effective learning experience. despite the potential benefits of the ohsp, there is a need to evaluate its effectiveness in providing flexibility and personalization in learning in senior high school. by examining the perceptions of senior high school learners enrolled in the ohsp, this study aimed to identify the strengths, challenges, and areas for improvement of the program in terms of flexibility and personalization of learning. this research provides insights into how the senior high school ohsp can be further enhanced to meet the evolving educational needs of senior high school learners. this will contribute to the ongoing efforts to improve educational practices and create inclusive learning environments that empower learners and foster their holistic development. materials and methods the study employed a descriptive-correlational design in determining the level of flexibility and personalization of learning in the senior high ohsp. the design involves describing and analyzing the characteristics of a group or population and then assessing the associations or correlations between different variables of interest (norman, 2022). stratified random sampling was used to determine the research participants. according to bayram (2021), stratified random sampling is probability sampling that involves dividing a population into small groups called strata. the small groups are formed based on their common characteristics. in this study, the grade level where the respondent attended was used as the stratum. the participants were 49 grade 11 and 26 grade 12 senior high school learners enrolled in the ohsp for the s.y. 2022-2023. to determine the respondents’ level of flexibility and personalization of learning, the researcher utilized a validated researcher-made survey questionnaire which underwent face and content validity. it also underwent reliability testing to determine internal consistency. the cronbach’s alpha value of 0.92 implied that the instrument is reliable. the researchers secured a letter of approval from authorities and informed the school head of the participating school about the nature of the study. a consent form was secured before the respondents were asked to answer the survey questionnaire about their perception of the flexibility and personalization of their learning in the ohsp. appropriate measures were considered to safeguard the collected data against unauthorized access, loss, or theft. participation in the study was voluntary and did not involve any form of coercion or undue influence. it was clearly communicated to the respondents that their decision to participate does not negatively affect their academic standing or other benefits they are entitled to. the researchers ensured that the findings were accurately and honestly reported. the data obtained from the respondents were analyzed using frequency distribution, percentage, weighted mean, and rank. the researcher employed a t-test for independent samples and analysis of variance (anova) to determine the significant relationship between the flexibility and personalization of learning and the demographic profile of the respondents. the weighted mean was used to process the data to determine the level of perception of the senior high school learners on the level of flexibility and personalization of learning in the ohsp. the computed weighted means were interpreted using the scale specified below (pimentel, 2020). table 1: scale for flexibility and personalization of learning of ohsp learners scale range descriptive interpretation 5 4.21 5.00 strongly agree (s.a.) 4 3.41 4.20 agree (a) 3 2.61 3.40 neutral (n) 2 1.81 2.60 disagree (d) 1 1.00 1.80 strongly disagree (s.d.) the research was conducted with strict adherence to all protocols, ensuring a smooth implementation. the researchers emphasized upholding ethical principles and complying with legal procedures throughout the study. confidentiality and anonymity of the respondents were employed to ensure that their responses and personal information were kept strictly confidential and anonymized. by adhering to these ethical considerations, researchers can conduct the study on the flexibility and personalization of learning in the senior high ohsp ethically and responsibly, safeguarding the rights and wellbeing of the participants. results and discussion the study focused on the level of flexibility and personalization of learning as experienced by the senior pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 demographic profile of the respondents this section contains the demographic profile of the senior high school learners enrolled in the ohsp. the profile includes the sex, age, monthly family income, grade level, and strand. high ohsp learners from narra integrated school enrolled in the s.y. 2022-2023. it also looked into the significant relationship between the level of flexibility and personalization of learning and their demographic profile that served as the basis for the proposed enhanced alternative delivery mode of teaching and learning. table 2: profile of the respondents profile f % rank sex male 18 24% 2 female 57 76% 1 age 16-22 37 49.33 1 23-29 24 32.00 2 30-36 9 12.00 3 37-above 5 6.67 4 monthly family income below php10,000.00 66 88.00 1 php10,000.00 and above 9 12.00 2 grade level grade 11 49 65.33 1 grade 12 26 34.67 2 strand gas 69 92.00 1 humss 6 8.00 2 table 2 shows the frequency and percentage of the demographic profile of the respondents. it can be seen that there were 57 (76%) senior high school learners and 18 (24%) male senior high school learners who participated in the study. in terms of age, there were 37 (49.33%) respondents within the age group 16-22 years old, and there were 24 (32.00%) respondents within the age group 23-29 years old. on the other hand, there were 9 (12.00%) respondents within the age group 3036 years old, and there were 5 (6.67%) respondents who were 37 years old and above. sixty-six (88.00%) or most respondents have a monthly family income of below php10,000.00. on the other hand, there were 9 (12.00%) whose monthly family income was php10,000.00 and above. on the other hand, 49 (65.33%) grade 11 learners and 26 (34.67%) grade 12 learners participated in the survey. in terms of the strand, there were 69 (92.00%) learners who are enrolled in general academic strand (gas) and 6 (8.00%) learners who are enrolled in humanities and social sciences strand (humss). flexibility of learning of the senior high ohsp learners this section contains the level of perception of the senior high ohsp learners on the flexibility of their learning in terms of program customization and individualized learning plans; time management and scheduling; access to learning resources and materials; opportunities for self-paced learning; and collaborative and project-based learning experiences. table 3: flexibility of learning in terms of program customization and individualized learning plans statement wm di rank 1. the program allows me to customize my learning experience according to my interests and goals. 4.23 sa 1 2. i am satisfied with the level of individualized learning plans provided to me in the ohsp. 4.15 a 3.5 3. i have the opportunity to choose the topics or lessons i want to study in the program. 4.04 a 6 4. the ohsp supports my unique learning needs and preferences. 4.15 a 3.5 5. i feel supported in creating personalized learning goals and objectives within ohsp. 4.19 a 2 pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 4: flexibility of learning in terms of time management and scheduling statement wm di rank 7. i am able to effectively manage my time and prioritize tasks within the ohsp. 4.01 a 5 8. i am happy with the flexibility of scheduling and organizing my learning activities in the program. 4.17 a 1 9. i feel i have control over my daily or weekly schedule as a learner in the ohsp. 4.13 a 2.5 10. i feel a strong sense of support in maintaining a healthy balance between my academic responsibilities and other commitments outside of my program. 4.11 a 4 11. i regularly embrace the valuable opportunities offered by the ohsp and genuinely appreciate the structure it provides, including its time requirements. 3.99 a 6 12. the time management skills i’m developing in the ohsp will benefit me in future endeavors. 4.13 a 2.5 overall weighted mean 4.09 a legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) 6. i am involved in selecting the learning resources and materials that are most relevant to my individual learning style and interests. 4.13 a 5 overall weighted mean 4.15 a table 3 illustrates how senior high ohsp learners perceive the level of flexibility in their learning experience, particularly in terms of program customization and individualized learning plans. the findings indicate that the learners agreed to the program’s provision of opportunities for customization. they felt supported in establishing personalized learning goals and objectives and believed the program accommodates their learning needs and preferences. furthermore, they reported satisfaction with the individualized learning plans offered to them. the learners also felt actively involved in selecting learning resources and materials that aligned with their learning styles and interests, and they appreciated the opportunity to choose the topics or lessons they wished to study. according to shemshack and spector (2020), learning is formed through an individual’s interactions, including the conveyance of knowledge and skills from others and experiences. learning is a personalized experience that allows one to expand their knowledge, perspective, skills, and understanding to meet individual needs and goals. when the content of modules was missing or insufficient, teachers substituted topics relevant to the ohsp learners. teachers adapted the modules to make them suitable for the learners. in some schools, content from textbooks used in the regular high school program was adopted and customized according to the ability levels of the learners (seameo, 2015). table 4 shows the perceived level of learning flexibility among senior high ohsp learners concerning time management and scheduling. the learners expressed contentment with the program’s flexibility in arranging and organizing their learning activities. they believed they could manage their daily or weekly schedules as learners. they acknowledged that the time management skills they were developing in the ohsp would be advantageous in their future endeavors. they also recognized the program’s strong support in helping them maintain a healthy balance between academic responsibilities and other commitments outside of their studies. within the ohsp, they could efficiently handle their time, prioritize tasks, seize valuable opportunities, and genuinely appreciate the structure it provided, particularly in terms of time requirements. in a study conducted by cruz and vargas (2021), they reported that learners in the ohsp often follow routines in doing their tasks or requirements. they usually prepare all the necessary materials for their task and can sacrifice their hobbies or other work to finish their requirements. they also reported that learners prefer to do the task near the deadline. sometimes, they make a list of their priority task in the ohsp. pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 table 5 shows the flexibility of learning of ohsp learners when it comes to utilizing various learning resources and materials. learners in the ohsp felt supported to explore additional learning resources and materials beyond the prescribed curriculum. they agreed that the learning resources and materials available in ohsp were designed to accommodate diverse learning styles and preferences. learners found it convenient to access the necessary resources and materials, which were regularly updated and relevant. the school provided them with abundant, high-quality resources and materials that met their needs and surpassed their expectations. they faced no difficulties accessing the required technology or tools to maximize their learning experience. the findings were in consonance with cabardo (2016), who mentioned that enhanced learning materials developed might be adopted as instructional materials in the ohsp to facilitate learning and improve learners’ achievement. table 5: flexibility of learning in terms of access to learning resources and materials statement wm di rank 13. i can easily access the learning resources and materials i need. 4.00 a 3 14. the school provides me with a rich array of learning resources and materials that meet my needs and exceed my expectations 3.93 a 5 15. the learning resources and materials provided in the ohsp are up-to-date and relevant. 3.99 a 4 16. i feel supported in finding additional learning resources and materials outside the prescribed curriculum in the ohsp. 4.07 a 1 17. the available learning resources and materials in ohsp cater to different learning styles and preferences. 4.05 a 2 18. i do not encounter challenges accessing the necessary technology or tools to utilize the learning fully. 3.68 a 6 overall weighted mean 3.95 a legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 6: flexibility of learning in terms of opportunities for self-paced learning statement wm di rank 19. the ohsp provides me with opportunities to learn at my own pace. 4.20 a 1 20. i am satisfied with the flexibility to learn at a pace that suits my needs in the ohsp. 4.15 a 2 21. i feel encouraged to explore topics or concepts in more depth or at a faster pace in the ohsp. 3.97 a 5 22. i experience a sense of support in establishing and accomplishing my learning objectives within the ohsp. 4.08 a 3.5 23. the self-paced learning opportunities in the ohsp promote independent thinking and problem-solving skills 4.08 a 3.5 24. i do not struggle to keep up with the pace of the curriculum in the ohsp. 3.88 a 6 overall weighted mean 4.06 a legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 6 reveals the flexibility of learning of the ohsp learners in terms of opportunities for self-paced learning. the learners perceived that the program provides them with opportunities to learn at their own pace, and they are satisfied with the flexibility to learn at a pace that suits their individual needs. they experienced a sense of support in establishing and accomplishing their learning objectives. the self-paced learning opportunities in the program pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 promote independent thinking and problem-solving skills, encouraging them to explore topics or concepts in more depth or at a faster pace. lastly, they do not struggle to keep up with the pace of the curriculum in the ohsp. as per kokoç (2019), learners with high flexibility in learning are more engaged in learning behaviorally and have higher academic performances. learning experience designers and teachers should provide a flexible learning environment allowing learners to decide when and where to learn. it should support flexibility of time and access to course content and minimize the limitations of time and pace of study. table 7: flexibility of learning in terms of collaborative and project-based learning experiences statement wm di rank 25. i frequently engage in collaborative learning activities with my peers in the ohsp. 3.95 a 6 26. i am pleased with the opportunities for collaborative work and group projects in the ohsp. 4.03 a 3.5 27. collaborative learning activities in the ohsp enhance my understanding of the subject matter. 4.05 a 2 28. i receive ample support in honing my communication and teamwork skills through collaborative learning in the ohsp. 4.03 a 3.5 29. collaborative and project-based learning experiences in the ohsp promote creativity and critical thinking skills. 3.99 a 5 30. the ohsp provides sufficient opportunities to apply my knowledge and skills through real-world projects. 4.07 a 1 overall weighted mean 4.02 a legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 7 shows the perceived flexibility of senior high ohsp learners with collaborative and project-based learning. the learners expressed their agreement regarding the availability of adequate opportunities in ohsp for applying their knowledge and skills through real-world projects. they also acknowledged that collaborative learning activities within ohsp contributed to their improved understanding of the subject matter. furthermore, they appreciated the ample support for developing their communication and teamwork skills through collaborative learning and the numerous opportunities for collaborative work and group projects. the collaborative and project-based learning experiences in ohsp foster creativity and critical thinking skills, and the learners frequently participate in collaborative learning activities with their peers. according to müller et al. (2023), flexible learning addresses learners’ need for more flexibility and autonomy in shaping their learning process. particular attention should be paid to the following educational design principles: adequate course structure and guidance for learners, activating learning tasks, stimulating interaction and social presence of teachers, and timely feedback on the learning process and outcomes. table 8: summary of level of flexibility of learning of senior high ohsp learners dimensions wm di rank 1. curriculum customization and individualized learning plans 4.15 a 1 2. time management and scheduling 4.09 a 2 3. access to learning resources and materials 3.95 a 5 4. opportunities for self-paced learning 4.06 a 3 5. collaborative and project-based learning experiences 4.02 a 4 overall weighted mean 4.05 a legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 8 summarizes the level of flexibility of learning of the senior high ohsp learners. with an overall mean of 4.05, the results suggest that learners felt and agreed that the ohsp provided them with a learning experience that is flexible when it comes to curriculum customization and individualized learning plans, time management and scheduling, opportunities for self-paced learning, collaborative and project-based learning experiences, and access to learning resources and materials. pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 personalization of learning of the senior high ohsp learners this section contains the level of perception of the senior high ohsp learners on the personalization of their learning in terms of individualized learning paths and academic goals; differentiated instruction and learning strategies; assessment and feedback; support for diverse learning styles and preferences; and integration of learner interests and passion in the learning process. table 9: personalization of learning in terms of individualized learning paths and academic goals statement wm di rank 1. the ohsp allows me to create personalized learning paths based on my needs and goals. 4.01 a 5 2. i am satisfied with the support provided to help me set and achieve my academic goals in the ohsp. 4.11 a 2 3. the ohsp allows me to pursue my academic interests and strengths through individualized learning paths. 4.17 a 1 4. i feel empowered to take ownership of my learning journey and make decisions about my academic goals in the ohsp. 4.05 a 3 5. the individualized learning paths in the ohsp help me stay motivated and engaged in my studies. 4.04 a 4 6. i receive adequate support and guidance to track my progress toward my academic goals in the ohsp. 4.00 a 6 overall weighted mean 4.06 a legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 9 shows how learners personalize their learning experiences by following customized paths and pursuing academic objectives. the ohsp facilitates this by enabling learners to explore their academic interests and strengths through tailored learning paths. learners expressed satisfaction with the assistance provided in setting and accomplishing their academic goals, feeling empowered to take charge of their educational journey and make decisions about their objectives. the individualized learning paths within the ohsp serve to maintain learners’ motivation and active involvement in their studies. by allowing learners to devise personalized learning paths that align with their individual needs and goals, the program ensures they receive ample support and guidance in monitoring their progress toward academic success. lamya (2020) states that there are many solutions for realizing adaptive and personalized learning platforms, such as most platforms focusing on adjusting the learning path. personalizing the learning environment makes it possible to consider educational content and materials for learners according to their abilities and preferences, which will lead to increased motivation and efficiency, as well as the identification of preferences and learners’ learning styles corresponding to a subject necessary to ensure personalization. table 10: personalization of learning in terms of differentiated instruction and learning strategies statement wm di rank 7. the ohsp provides differentiated instruction to meet the diverse learning needs of learners. 4.00 a 5.5 8. i am satisfied with the variety of learning strategies and approaches used in the ohsp. 4.04 a 3.5 9. the ohsp offers different learning pathways or options to accommodate various learning styles. 4.04 a 3.5 10. the learning materials and activities in the ohsp are tailored to my individual learning needs. 4.00 a 5.5 11. the ohsp encourages me to explore different ways of learning and understanding concepts. 4.08 a 1.5 12. i receive support and guidance in applying learning strategies that work best for me in the ohsp. 4.08 a 1.5 overall weighted mean 4.04 a pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 guidance in applying learning strategies most effectively for their needs. learners expressed satisfaction with the diverse range of learning strategies and approaches implemented within the program. it offers multiple learning pathways and options to cater to different learning styles. additionally, the ohsp provides differentiated instruction to address the unique learning requirements of each learner. this personalized approach makes learners feel that the learning materials and activities in the program are specifically designed to accommodate their individual learning needs. sanjabi (2020) mentioned that personalization is a significant contributing factor in the effective learning process, which enhances learning satisfaction, speed learning, quality, and efficiency. the primary goal of personalization is providing appropriate education and adjusting the environmental conditions for each learner according to their specific characteristics. table 10 depicts how the ohsp learners personalize their learning experience through differentiated instruction and various learning strategies. the program promotes an environment that encourages learners to explore alternative learning methods and comprehend concepts. within the ohsp, they receive ample support and legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 11: personalization of learning in terms of assessment and feedback statement wm di rank 13. the assessments in the ohsp provide me with a clear understanding of my individual learning progress. 4.12 a 1 14. i am satisfied with the level of feedback i receive on my assignments and assessments in the ohsp. 3.97 a 2 15. the assessments in the ohsp are tailored to my individual strengths and areas for improvement. 3.96 a 3 16. the feedback i receive in the ohsp helps me identify my learning gaps and make targeted improvements. 3.87 a 6 17. the ohsp provides opportunities for personalized feedback and discussions with teachers. 3.95 a 4 18. i feel that the assessments and feedback in the ohsp support my individual learning needs and goals. 3.93 a 5 overall weighted mean 3.97 a legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 11 illustrates the personalization of learning regarding assessment and feedback of the senior high ohsp learners. it can be gleaned that the respondents felt that the assessments in the program provided them with a clear understanding of their learning progress. they are satisfied with the level of feedback they receive on their assignments and assessments. they agreed that the assessments provided were tailored to their strengths and improvement areas. the ohsp also provides opportunities for personalized feedback, discussions with teachers, assessments, and feedback in the program to support their individual learning needs and goals. the feedback they receive in the ohsp helps them identify their learning gaps and make targeted improvements. according to evanick (2023), feedback is a critical component of personalized learning that helps learners monitor their progress, identify their strengths and weaknesses, set goals, and adjust their learning strategies. taylor et al. (2021) added that personalized and adaptive learning had been praised as one of the most promising emerging tools for increasing learner learning and success. table 12: personalization of learning in terms of support for diverse learning styles and preferences statement wm di rank 19. the ohsp offers support for different learning styles and preferences. 4.08 a 2 20. i am satisfied with the variety of instructional approaches and resources provided to accommodate diverse learning styles in the ohsp. 4.09 a 1 21. the ohsp recognizes and values different ways of learning and understanding. 4.05 a 4 pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 table 12 shows the personalization of learning in terms of support for diverse learning styles and preferences among senior high school ohsp learners. they expressed satisfaction with the range of teaching methods and materials available to cater to different learning styles. they acknowledged that the ohsp acknowledges and appreciates diverse approaches to learning and understanding. learners perceived the learning resources and activities within the ohsp to be inclusive and easily accessible to individuals with various learning requirements. the program actively encourages learners to discover and enhance their personal learning styles and preferences. additionally, learners agreed that they receive assistance and direction in adjusting their learning strategies to suit their individual styles and preferences within the program. shemshack and spector (2020), citing lee et al. (2018), proposed a learner-centered system that serves various needs and maximizes each learner’s potential. according to khaled (2021), if a personalized system is employed by taking into account the unique characteristics of each learner, it becomes feasible to present tailored content and services that are designed or modified to meet the learners’ actual requirements. this approach would foster their progress, boost their motivation, and provide them with a feeling of control over their educational experience. legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) 22. i feel that the learning materials and activities in the ohsp are inclusive and accessible to learners with diverse learning needs. 4.05 a 4 23. the ohsp encourages me to explore and develop my individual learning style and preferences. 4.05 a 4 24. i receive support and guidance in adapting learning strategies that align with my unique learning style and preferences in the ohsp. 4.03 a 6 overall weighted mean 4.06 a legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 13: personalization of learning in terms of integration of learner interests and passion in the learning process statement wm di rank 25. the ohsp allows me to pursue topics or projects that align with my interests and passions. 4.04 a 6 26. i feel that my interests and passions are valued and integrated into the learning activities in the ohsp. 4.07 a 4.5 27. the ohsp encourages me to explore and delve deeper into subjects i am interested in. 4.09 a 2 28. i am satisfied with the opportunities provided in the ohsp to incorporate my ideas and input into the learning process. 4.07 a 4.5 29. the ohsp supports me in connecting my interests and passion with the curriculum and academic goals. 4.08 a 3 30. i feel that the ohsp fosters a sense of excitement and motivation by integrating my interests and passions into the learning experience. 4.12 a 1 overall weighted mean 4.08 a table 13 exemplifies the level of personalization of learning of the ohsp learners in the senior high in terms of interest and passion in the learning process. learners felt that the ohsp fosters a sense of excitement and motivation by integrating their interests and passion into the learning experience. the program encourages learners to explore and delve deeper into subjects they are personally interested in and supports them in connecting their interests and passions with the curriculum and academic goals. the learners perceived that their interests and passion were valued and integrated into the learning activities and were satisfied with the opportunities to incorporate their ideas and input into the learning process. pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 personalized learning’s main objective is to design learning instruction customized for individual needs. according to zhang et al. (2020), as cited by ingkavara et al. (2022), by giving learners a voice and allowing them to choose their own pace of learning, it is possible to deliver personalized lessons that are tailored to their interests. this approach strengthens learners’ capacity to direct their own learning path concerning interest, passion, and aspiration. it can be extended to include self-directed and self-regulated learners who can co-design the learning environment with a teacher and monitor their progress based on learning goals and preferences to master the material or skills. learners can build the concept on voice, co-creation, social construction, and self-discovery. legend: weighted mean (wm) descriptive interpretation (di) 4.21 5.00 strongly agree (sa) 3.41 4.20 agree (a) 2.61 3.40 neutral (n) 1.81 2.60 disagree (d) 1.00 1.80 strongly disagree (sd) table 14: summary of level of personalization of learning in the senior high ohsp dimensions wm di rank 1. individualized learning paths and academic goals 4.06 a 2.5 2. differentiated instruction and learning strategies 4.04 a 4 3. assessment and feedback 3.97 a 5 4. support for diverse learning styles and preferences 4.06 a 2.5 5. integration of learner interests and passions in the learning process 4.08 a 1 overall weighted mean 4.04 a table 14 summarizes the level of personalization of learning of the senior high ohsp learners. with an overall mean of 4.04, the results suggest that learners agreed that the ohsp provided them with a learning experience that is personalized when it comes to individualized learning paths and academic goals, differentiated instruction and learning strategies, assessment and feedback, support for diverse learning styles and preferences, and integration of learner interests and passions in the learning process. relationship between flexibility and personalization of learning to the demographic profile the relationship between the respondents’ demographic profile and the flexibility and personalization of learning is discussed in this section. table 15: relationship between flexibility and personalization of learning and the profile of the respondents dimension profile t/f-value sig. result decision flexibility of learning sex -0.031 0.976 not significant failed to reject age 0.438 0.729 not significant failed to reject family income -0.095 0.924 not significant failed to reject grade level 0.982 0.329 not significant failed to reject strand -0.431 0.668 not significant failed to reject personalization of learning sex 0.005 0.996 not significant failed to reject age 0.369 0.777 not significant failed to reject family income -0.098 0.923 not significant failed to reject grade level 1.949 0.055 not significant failed to reject strand -0.595 0.554 not significant failed to reject table 15 presents the relationship between the flexibility and personalization of learning and the demographic profile of the respondents using the t-test for independent samples and anova. results revealed that there is no significant relationship between the flexibility of learning as well as personalization of learning, to the demographic profile of the respondents. the results suggest that the sex, age, monthly family income, grade level, and the strand of the respondents have no bearing on their perception of the flexibility and personalization of learning in the senior high ohsp. conclusion based on the result of the study, it can be concluded that the learners perceived that their learning experience in the senior high school ohsp was flexible and personalized. the comparison between the learners’ level of perception of the flexibility and personalization of learning in the ohsp compared to their demographic profiles was not significant. this means that the sex, age, monthly family income, grade level, and the strand of the respondents do not influence the level of flexibility and personalization of their learning. pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 13-23, 2023 recommendation the ohsp in the senior high school must be enhanced further to provide a more flexible and personalized learning environment enabling learners to tailor their learning experience according to their individual needs, interests, and preferences. the results may be relayed to teachers handling subjects in the ohsp to inform them of the result of the study. a similar study must be conducted to determine the level of flexibility and personalization of learning in the other senior high schools offering ohsp. future researchers may also conduct a parallel study on the ohsp in junior high schools as it might give substantial results to improve the program. references bayram, s. (2021). world journal on educational technology: current issues. world journal on educational technology: current issues, 13(4), 401–413. cabardo, j. r. o. (2016). effectiveness of enhanced learning materials in science for the open high school program. ssrn electronic journal, january. https:// doi.org/10.2139/ssrn.2615161 cruz, s., & vargas, d. (2021). open high school program (ohsp): efficacy in its implementation. ssrn electronic journal, october 2022. https://doi.org/10.2139/ ssrn.3800933 department of education (2006). deped order no. 46, s. 2006: guidelines of the pilot implementation of the open high school program (ohsp). https://www. deped.gov.ph/wp-content/uploads/2006/11/do_ s2006_46.pdf department of education (2022). deped order no. 8, s. 2020: policy guidelines for the provision guidelines of learning resources in the implementation of the basic education learning continuity plan. https:// www.deped.gov.ph/wp-content/uploads/2020/08/ do_s2020_018.pdf evanick, j. (2023). the importance of feedback in personalized learning. 1–7. https://elearningindustry. com/the-importance-of-feedback-in-personalizedlearning ingkavara, t., panjaburee, p., srisawasdi, n., & sajjapanroj, s. (2022). the use of a personalized learning approach to implementing self-regulated online learning. computers and education: artificial intelligence, 3(april), 100086. https://doi.org/10.1016/j.caeai.2022.100086 joan, r. (2013). flexible learning as new learning design in classroom process to promote quality education. i-manager’s journal on school educational technology, 9(1), 37–42. https://doi.org/10.26634/jsch.9.1.2401 khaled, m. (2021). learning styles, personalization, and learning management systems : towards a learner-centred lms approach. 9. https://explore. openaire.eu/search/publication?articleid=dedup_ wf_001::d11c3981262439a07b72e097daa52dc2 kokoç, m. (2019). flexibility in e-learning: modelling its relation to behavioural engagement and academic performance. themes in elearning, 12(12), 1–16. lamya, a., kawtar, z., mohamed, a., & mohamed, k. (2020). personalization of an educational scenario of a learning activity according to the learning styles model david kolb. global journal of engineering and technology advances, 2020, 05(03), https://doi. org/10.30574/gjeta.2020.5.3.0114 müller, c., mildenberger, t., & steingruber, d. (2023). learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others? international journal of educational technology in higher education, 20(1). https://doi.org/10.1186/s41239-022-00379-x norman, c., & olipas, p. (2022). the gen z’s learning experiences and its relationship to social media use. international journal of advance research and innovative ideas in education, 8(1), 2022. https:// www.researchgate.net/publication/361577692_ the_gen_z’s_learning_experiences_and_its_ relationship_to_social_media_use pimentel, j. l. (2020). a note on the usage of likert scaling for research data analysis. december 2010. republic of the philippines (2014). republic act 10665, s. 2014: an act establishing the open high school system in the philippines and appropriating funds thereof sanjabi, t. (2020). 2020 6th international conference on web research, icwr 2020. 2020 6th international conference on web research, icwr 2020. seameo (2015). evaluation of the open high school program in the philippines. seameo innotech. https://www.seameo-innotech.org/wp-content/ uploads/2017/07/ohsp_2015_dec_compressed. pdf shemshack, a., & spector, j. m. (2020). a systematic literature review of personalized learning terms. smart learning environments, 7(1). https://doi.org/10.1186/ s40561-020-00140-9 taylor, d.l., yeung, m., bashet, a.z. (2021). personalized and adaptive learning. in: ryoo, j., winkelmann, k. (eds) innovative learning environments in stem higher education. springerbriefs in statistics. springer, cham. https://doi.org/10.1007/978-3030-58948-6_2 zhao, y., & watterston, j. (2021). the changes we need: education post covid-19. journal of educational change, 22(1), 3–12. https://doi.org/10.1007/s10833-02109417-3 pa ge 1 pa ge 16 3 american journal of multidisciplinary research and innovation (ajmri) small communities in crisis: examining the impact of disaster on crimes using social disorganization theory cedrick gonzales1, keziah fajardo1, vaughn rexner gerodias1, exequiel jr. gono1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3283 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2024 accepted: july 30, 2024 published: august 03, 2024 this study examines the connection between disasters and crime rates in small communities. building on the idea that strong social bonds and community spirit help keep crime low (social disorganization theory), the researchers explore how disasters disrupt these structures in toril, davao city, philippines. using surveys and interviews, the research investigates how disasters weaken trust, strain resources, and create opportunities for crime. the findings suggest that while existing crime prevention measures like neighborhood watch programs work well under normal circumstances, disasters can overwhelm these systems. this breakdown, coupled with the desperation caused by unmet basic needs, can lead to increased crimes of convenience. ultimately, the study recommends a multi-pronged approach to strengthen community resilience and encourage ethical behavior during disasters. this includes reinforcing social safety nets, improving disaster preparedness training, promoting community spirit, addressing mental health concerns, and bolstering crime prevention strategies. by implementing these recommendations, communities like toril can be better prepared to handle disasters while maintaining social order and minimizing criminal activity. keywords disaster resilience, social disorganization theory, community support programs, criminology, philippines introduction disasters disrupt social order, weaken social control mechanisms, and potentially lead to increased crime rates. this study explores this connection in toril, davao city, philippines. while research by weil (2020) suggests a rise in crime following disasters, the relationship is complex, with other factors like changes in policing practices potentially influencing crime rates (perkins & felson, 2019). hence, a deeper understanding of this complex relationship can benefit various stakeholders. understanding the link between disasters and crime is crucial. communities can gain knowledge about social factors influencing criminal behavior, as highlighted by the grounded theory approach discussed by sarraf (2023) which can help develop effective crime intervention strategies based on a thorough analysis of the root causes of crime. disasters, both natural and man-made, can act as a catalyst for increased crime rates through their disruptive impact on communities. the prevalence of typhoons, earthquakes, and volcanic eruptions in mindanao, as documented by the international disaster database (2021), highlights the constant threat these events pose to social order. disasters disrupt social organization in several ways. displacement, loss of property, and economic hardship are common consequences. these disruptions can weaken social bonds and erode community trust, creating an environment conducive to crime, as aldrich et al. (2018) noted. furthermore, disasters can overwhelm formal social control mechanisms like law enforcement, hindering their ability to maintain order (abdeen et al., 2021). this disruption of social structures and weakening of control mechanisms creates fertile ground for criminal activity, potentially leading to an increase in looting or opportunistic crimes in the aftermath of a disaster. adding to this complexity is the issue of resource availability. poverty and limited access to basic necessities are well-established risk factors for crime, as research done by a former prisoner (2023) demonstrates. disasters can exacerbate these issues by destroying livelihoods and infrastructure, pushing vulnerable populations further into poverty. this economic desperation can create a cycle of crime, as individuals resort to illegal activities to meet their basic needs (maskay et al., 2018). agyeiwaa et al. (2021) found a positive correlation between economic hardship following natural disasters and property crime in ghana, highlighting the need to address resource availability as part of disaster recovery efforts to reduce crime. the impact of ethical heterogeneity, the diversity of beliefs and values within a community, on crime rates in the aftermath of disasters is a topic of ongoing exploration. while some studies suggest that higher levels of heterogeneity can lead to social disorganization and increased crime (lee & braga, 2018), others argue that strong social cohesion can mitigate these negative effects (arant et al., 2021). a 2023 study by zhang et al. examining post-disaster social cohesion in china found that strong social ties fostered by shared experiences can actually decrease crime rates. this suggests that fostering social cohesion, even in diverse communities, can be a valuable crime prevention strategy following disasters. in this study, the crime rate in toril, davao city, is a unique dependent variable. while traditionally measured through 1 university of mindanao, philippines * corresponding author’s e-mail: exequielgono@gmail.com pa ge 16 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 official police reports, this study focuses on self-reported crime rates gathered through in-depth interviews with convicted offenders. this approach offers a valuable perspective that is often missing from official data. this variable is measured and analyzed to understand how it’s potentially influenced by the independent variables – disasters, resource availability, ethical heterogeneity, policing practices, and social control mechanisms. crime rate encompasses the frequency of criminal activity within a specific geographic area and timeframe. moreover, disasters may aggravate such underlying social conditions because they create physical damage, upend economic activity, and foster population growth (chavez, 2010; hsu & gershengorn, 2019). others have speculated that crime may increase after disasters because other crime-causing factors, including changes in policing practices and social controls, become less effective because fewer resources for crime control are available (perkins & felson, 2019; rojek & leclerc, 2018). the connection between disasters and crime rates is likely to be multifaceted, and causality has not been fully explored. social disorganization theory, for example, suggests that the chaos and disruption that occurs after a disaster inhibits mechanisms of social control and leads to crime. this theory states that when populations are uprooted from an area, crime will follow (wickert, 2018). as flynn and miller (2019) explain, physical infrastructure destruction devastates formal control mechanisms provided by local government and law enforcement, making it necessary for those suffering losses to fend for themselves. under these circumstances, looting is a likely outcome. in fact, it can differ depending on several factors. another related complication is that the connection between disaster-specific crime effects can differ depending on the specific nature and severity of the disaster, the impacted community’s characteristics, and the response by law enforcement and other institutions. fewer neighbors reduce opportunities and increase guardianship for criminal activity, indicating that traditional crime statistics might register reduced crime. more informal and collective patterns of law enforcement may appear in their stead (bruin, 2023). furthermore, a growing body of evidence shows that crime may diminish after an event, particularly given that disaster-induced displacement of residents may engender increased vigilance and cooperation among survivors (heide, 2021). while there are reasons to believe that a disaster might result in increased rates of crime, the relationship is complex. social disorganization theory is rooted on the notion that social order is upheld by a complex web of social relationships, institutions, and norms and that when relationships and norms break down, crime increases. thus, researchers’ application of social disorganization theory is enough to understand the mechanism through which a disaster in certain areas can emerge and suggest possible interventions to prevent it (vargas et al., d., 2018). further, according to the social disorganization theory, the following phenomenon occurs: certain physical and social attributes of community’s result in higher crime levels due to decreased informal social controls and increased criminal conduct opportunities. since the very same attributes pre-exist disasters and/or are exacerbated by them due to the dissolution of social and community institutions that it results in, it also results in increased crime. a community’s physical makeup, including poverty levels and resource availability, can leave its mark on crime rates. areas struggling with poverty may see a rise in property crimes, while those with limited access to basic necessities might experience a surge in theft and similar offenses. social aspects also play a significant role. the way a community polices itself, the ethical heterogeneity, and the effectiveness of social control measures all influence crime by shaping how well the community organizes itself and its collective capacity to tackle crime (collective efficacy). the main goal of this research is to apply social disorganization theory to examine the influence of disasters on the crime rate in toril, davao city. the study aims to provide a detailed examination of the relationship between disasters and crime rates, particularly on the contributing factors sparking criminal behaviors in the aftermath of disasters. thus, the research findings of this study will contribute to the analysis of disasters’ impact on crime level and become the basis for the development of subsequent research studies. the specific objectives of the study are as follows: • to examine residents’ perceptions of the effectiveness of policing practices, social control mechanisms, ethical heterogeneity, and resource availability in preventing crime in toril. • to identify what type of disaster lead to criminal behavior. • to provide insights into what type of crimes are prevalent during disasters. • to explore the motivations behind criminal acts committed during the disaster period and how these motivations connect to social disorganization theory. • to examine the potential relationship between residents’ perceptions on the performance and resource in the community as well as the motivations of the offenders to commit crime. by delving into the root causes of criminal behavior, communities gain valuable insights that can inform the development of more effective prevention and intervention strategies. this, in turn, can lead to a significant reduction in crime rates. this also serves importance to the university of mindanao as it offers vital information about a critical issue communities face in the region. a better understanding of the relationship between disasters and crime rates from the social disorganization theory perspective can help form policies and programs aimed at reducing damages from disasters and promoting public safety. in this way, the university contributes to the larger struggle to understand the many pa ge 16 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 and complex ways that disasters and crime are related, and how both can be mitigated. more importantly, by engaging in the conduct of this research, and thereby demonstrating the university’s commitment to addressing the critical social and environmental problems of our time, and producing and disseminating knowledge to help do that. this research can contribute upon the development of effective disaster response and recovery programs, which can positively impact communities in mindanao. the social disorganization theory explains how physical and social conditions like poverty, ethnic diversity, and residential mobility are linked to higher crime rates. disasters can worsen these conditions by causing damage, disrupting economic activity, and increasing population movement (chavez, 2010; hsu & gershengorn, 2019). additionally, changes in policing and reduced resources for crime control during disasters can lead to increased crime (perkins & felson, 2019; rojek & leclerc, 2018). for example, in the philippines, natural hazards such as typhoons and earthquakes have significantly impacted mindanao, including davao city, contributing to higher crime rates due to social disruption (international disaster database, 2021). studies have shown that typhoons increase crime rates, especially in urban and impoverished areas, due to social and economic disruptions (anttilahughes & wetherley, 2015). the study by morin et al. (2017) reveals a disconnect between public and police perceptions, largely due to a lack of community engagement by the police. enhancing community engagement can improve police-community relations, leading to better problem-solving and resource allocation. the social disorganization theory suggests that disrupted social and economic relationships lead to increased crime, such as theft and looting, after disasters (covington & taylor, 1991; flynn & miller, 2019). understanding this relationship helps in formulating interventions to mitigate crime post-disaster, emphasizing the importance of social order and community institutions in preventing crime (wachtendorf & quarantelli, 2002; alazab et al., 2018; burt & katz, 2017). for students, exploring this theory provides insights into how disasters impact crime and highlights the influence of social, economic, and environmental factors on criminal behavior within communities. methodology design and procedure an explanatory sequential mixed-method design was employed in this research, where both qualitative and quantitative approaches were used to answer the research questions and test the research hypothesis. the quantitative research design also constitutes the first stage of the study, which helps to formulate a better understanding of the phenomenon and apply it in the formulation a qualitative research design (toyon, m. a. s., 2021). the quantitative phase, however, utilized a community-focused survey questionnaire. the researchers used correlational analysis to examine the relationship between disasters, crime rates, and various factors (onyeneke, c. & karam, a., 2022). hence, instead of directly asking residents about crime rates, this part of the study asked them about their experiences with things that might be connected to crime. shown in figure 1 is the conceptual paradigm of the study. the research is structured into two distinct phases: a quantitative phase followed by a qualitative phase, with subsequent integration of data to provide comprehensive insights. in the initial quantitative phase, a survey instrument is employed to collect numerical data from residents of davao city. the survey utilizes a likert-scale questionnaire to measure various aspects of community characteristics, including perceptions of police visibility, resource availability, ethical heterogeneity, policing practices, and social control mechanisms, alongside the frequency of neighborhood crimes during different types of disasters. the data collected is subjected to descriptive statistical analysis, where frequency distributions, means, and standard deviations are computed to summarize the data. this analysis aims to identify trends and patterns, providing an understanding of the prevalence and types of crimes that occur during disaster periods, and their relationship to the physical and social characteristics of the community. figure 1: conceptual paradigm of the study pa ge 16 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 following the quantitative phase, the study transitions to a qualitative phase involving semi-structured interviews. a subset of survey participants is selected for these interviews based on specific criteria derived from the quantitative findings, such as extreme scores or interesting patterns. the qualitative phase seeks to delve deeper into the motivations behind criminal behavior during disasters, exploring how these motivations connect to social disorganization theory. the interview data is analyzed through thematic analysis, where transcripts are coded to identify common themes and patterns related to the types of disasters, prevalent crimes, and motivations behind criminal acts. this qualitative approach provides rich, contextual data that complements and expands upon the quantitative findings. they were asked about how easy it is to get basic needs met (resource availability), how well they feel the police are doing their job (policing practices), and how diverse their neighborhood is (ethnic diversity). the researchers also asked about how well different methods of keeping order function in the community (social control mechanisms). by looking at how these things are perceived to be connected to crime rates before and after disasters, the researchers can get a better understanding of the bigger picture. nevertheless, the qualitative phase of this research dives deeper into the motivations behind crime during disasters. researchers conducted an indepth interview solely with individuals who committed crimes in toril after disasters. therefore, these interviews explored the “why” behind the crimes. this helped identify their experiences, motivations driven by desperation, social order breakdown, etc. and how the disaster shaped their decision making. this approach to data has aimed to complement the quantitative data by providing a deeper understanding of the issues that might lead to increased crime rates post disasters. by combining the data garnered from the survey and in-depth interview, this research design aimed to secure a wider perspective on the subject. the data has also been analyzed by statistical tests like descriptive and inferential analysis via t-tests (wisniewski, c. & picone, m.f., 2019). through the proposed approach, the current study hoped to provide a detailed, complete investigation that offers a clear position between disasters and crime rates on toril. the final step involves integrating the quantitative and qualitative data to achieve a comprehensive understanding of the research questions. this integration is performed through a comparative analysis that combines quantitative trends with qualitative insights. the qualitative data is used to validate and explain the quantitative results, ensuring that detailed personal accounts and contextual information from the interviews support the patterns observed in the survey data. additionally, the integration allows for the expansion of findings, incorporating new perspectives and detailed explanations that may not be evident from the quantitative data alone. study participants the study’s participants are toril, davao city residents who reportedly have been directly or indirectly affected by disasters such as flood especially from certain areas in toril such as in purok lisada proper, purok 2, 3, and purok 8 in barangay marapangi, barangay lubogan, barangay toril poblacion, and barangay crossing bayabas (drrmo, 2020). furthermore, areas that experienced fire incidents such as daliao, barangay sirawan, and crossing bayabas’ residents were included as well as the earthquake victims. to be specific, the researchers picked toril, davao city as this study’s research locale because it offers a population that has likely experienced multiple disasters, has a sufficient number of potential participants, and allows for easier data collection. to help determine the participants, a purposive sampling technique was used to select participants based on certain criteria. the sample size in the study varied depending on the availability of participants, the required level of precision, and the number of participants that yields reliable outcomes. considering this issue, the researchers targeted the inclusion of a sample of 300 participants in the study who have lived in the area no less than 5 years and had encountered at least one disaster in the preceding 5 years. additionally, 12 respondents were found who have committed a crime in disaster times. nevertheless, it was decided to limit the participation in the study to individuals of age 18 and above. the age limit was an appropriate choice for the lower age limit as it makes for an inclusive sample. the focus on people over the age of 18 ensured that the study would involve people who could offer meaningful insights and experiences in themes related to the effect of disaster in crime rates. limiting the ages of the participants was an appropriate way to ensure that the sample was representative of the target population study, making the findings applicable and relevant. research instrument the data-gathering instruments in this study utilized a survey questionnaire and an interview guide questionnaire. as stipulated by johnson and tippett (2018a), survey questionnaires are the most commonly used tool to produce quantifiable data in human studies. the interview guide questionnaires collect qualitative data through a series of face-to-face interviews or telephone interviews. an interview guide with open-ended questions and probes was also administered in this study. as stated by mauldin (2021a), the probes help the interviewer to ask in-depth questions about the participants’ perspectives and experiences with the relationship between disasters and crime and what might push someone to commit more crime after a disaster.the survey questionnaire was structured to collect quantitative data on the disasters and crime rates relationship and the inquiries that may affect people’s engagement in criminal activities after disasters (mauldin, 2021b). therefore, the questionnaire pa ge 16 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 includes likert scale questions required to inquire about respondents’ demographics, their experiences, and perceptions of community disaster readiness, as well as the factors that may lead to increased crime after disasters (johnson & tippett, 2018b). results and discussion this research successfully addressed the lived experiences and crime motivations during disasters in toril from the community members and the offenders’ perspectives through a series of interviews and survey. nevertheless, it is essential to recognize that the current design does not include the authorities who are responsible for disaster response implementation or resource allocation. inclusion of such perspectives would’ve further explained the resource deficit, policy changes during a disaster, and how the changes affect the crime rates. for instance, learning how the resources are distributed might expose some gaps that lead to criminal activities. information on authorities-induced factors might also demonstrate some unintended effects that could affect crime patterns. hence, future research focusing on the same topic as this research study should implement a set of interviews or surveys with public officials could provide a broader understanding of the crime rate during disaster occurrences. in this section, this research presents the quantitative and qualitative findings collected to investigate the relationship between disasters and crime rates in small communities according to social disorganization theory. the quantitative data was derived from victim surveys by employing a likert scale to deduce the mean score and standard deviation (sd) conducted with 300 respondents. this allows examining how the residents evaluated the issues of safety and security. the qualitative data is based on the conducted in-depth interviews with 12 people who committed crimes during disasters (identified as id001id012 to ensure confidentiality) which provided their personal narratives and motivations behind their actions. upon analyzing both sets of data, this portion seeks to achieve the following: examine trends using the community survey questionnaires, this study aims to trace and outline the patterns in the residents’ perceptions on multiple aspects related to safety and security within their community. uncover motivations drawing on the experiences and outlooks of the offenders through in-depth interview analysis, this study seeks to understand the motivators that drives criminals to operate in disaster-affected settings. illuminate connections by integrating both the quantitative and the qualitative findings, we may establish how social disorganization, produced by a disaster may create opportunity for criminal behavior in small communities. moreover, in this section, the qualitative data was categorized and analyzed. hence, the collected data allows for the establishment of the key themes associated with the effects of disasters on crime. once the themes are determined, they were linked to the quantitative findings based on the victim surveys. ultimately, the key purpose behind the results and the discussion is to create a more in-depth understanding of the connection on the interaction between disasters, social disorganization, and changes in crime rates in small communities. examine trends: perceptions of policing practices table 1 below shows the community perceptions on the implemented policing practices in toril before and during disasters. the table shows that the residents hold a generally positive view of the police in their community with an overall mean score of 4.29 with a low standard deviation of 0.37. this suggests a relatively consistent level of satisfaction across the different areas assessed and a sense of trust and positive interaction between the police and the community before, during, and after disaster occurrences. however, the perception of crime prevention effectiveness falls under “fair” on the scale with a mean score of 3.72, with a relatively high standard deviation of 2.36. this indicates some variation in residents’ opinions on the police’s ability to prevent crime during disaster seasons. some residents may have more faith in the police during these times (scoring higher on the scale), while others may be less confident (scoring lower). table 1: perceptions of policing practices item statements mean sd interpretation police respond quickly to emergency situations. 4.33 0.68 very high police are effective in preventing crime during disasters. 3.72 2. 36 fair there is enough police presence to maintain order. 4.39 0.59 very high police treat all residents fairly and equally. 4.39 0.55 very high residents trust the police. 4.33 0.60 very high police are respectful towards residents. 4.33 0.57 very high police are approachable and willing to listen to concerns. 4.38 0.59 very high police use non-violent methods to control situations. 4.36 0.61 very high overall 4.29 0.37 very high pa ge 16 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 therefore, the findings in this table supports the idea that residents can have positive overall views of the police that aligns with the concept of procedural justice, which emphasizes the importance of fair and respectful treatment by police during interactions with citizens. as stipulated by wintruba (2018), this can lead to increased feelings of legitimacy and a willingness to cooperate with law enforcement. however, as the community also have doubts about the police’s ability to prevent crime during disasters, this raises concerns about the potential increase in crime during disaster seasons, which could erode public trust in the police (ravanilla, et.al. 2018). perceptions of resource availability this section explores residents’ perceptions of resource availability for public safety in toril, davao city. table 2 presents an overall mean score of 4.02, indicating a generally positive view and the low standard deviation of 0.27 suggests a high level of consistency across the areas assessed. this implies that residents felt the community has strong resources for emergency response and disaster preparedness as this aligns with the high mean score of 4.46 for access to victim support services, suggesting a well-coordinated network for crisis situations. however, the availability of resources for crime prevention itself received a lower mean score of 3.53 with a moderate standard deviation of 0.67. this aligns with the finding that education and awareness programs were seen as less accessible to residents. these results suggest that while resources for response are available, there may be a need to strengthen preventive measures through more accessible education and awareness initiatives. table 2: perceptions of resource availability item statements mean sd interpretation adequate resources to address crime. 3.53 0.67 fair access to support services for crime victims. 4.46 0.56 very high adequate funding for law enforcement. 4.32 0.70 very high effective emergency response system. 4.37 0.61 very high adequate resources for natural disasters. 4.41 0.58 very high crime prevention education programs accessible. 3.04 0.58 fair overall 4.02 0.27 very high table 3: perceptions on social control mechanisms item statements mean sd interpretation residents aware of their role in law enforcement. 3.46 0.73 fair residents willing to cooperate with law enforcement. 4.37 0.60 very high residents feel safe and secure. 4.38 0.59 very high strong neighborhood watch program. 4.54 0.67 very high high social cohesion and support. 4.44 0.60 very high effective community mediation program. 4.32 0.59 very high overall 4.25 0.25 very high this focus on preventative resources aligns with the ideas presented in clarke and felson’s book “routine activity theory and rational choice theory” (2017). the book argues that crime prevention is most effective when it addresses the factors that create opportunities for crime. by making crime more difficult or less appealing, communities can achieve greater public safety. in toril’s case, increasing access to educational and awareness programs on crime prevention could be a key strategy to complement their existing response resources. perceptions of social control mechanisms this survey reveals a strong emphasis on social control mechanisms within the community, table 3 reflects in an overall mean score of 4.25. notably low standard deviation of 0.25 suggests a high level of consistency across these areas. while residents reported feeling safe and secure and a high level of social cohesion, this sense of community is further bolstered by a strong neighborhood watch program, indicating a collaborative effort towards maintaining safety. the presence of an effective community mediation program suggests residents are comfortable resolving disputes peacefully. but a “fair” rating for resident awareness of their role in law enforcement with a mean score of 3.46 suggests a potential area for improvement. pa ge 16 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 while residents are willing to cooperate with law enforcement, there may be a gap in understanding how their everyday actions can contribute to a safer community. community outreach programs that educate residents on crime prevention strategies and fostering positive relationships with law enforcement could be beneficial. by empowering residents with knowledge and fostering a sense of shared responsibility, the community can further strengthen its social fabric and promote a lasting sense of security. this supports the ideas presented in “the broken window theory” explained by ruhl (2024a), which suggests that visible signs of disorder, even minor ones, can create an environment that encourages more serious crime. perceptions of ethical heterogeneity shown in table 4 is the level of perception of ethical heterogeneity. scores across all statements within “ethical heterogeneity” are above “high” or “very high” on the scale with an overall mean score of 4.46 and 0.22 standard deviation result, indicating that toril is a community that prioritizes ethical conduct. residents value honesty and integrity, and the community promotes diversity and inclusion with a strong anti-discrimination policy. additionally, both law enforcement and community leaders are perceived as adhering to high ethical standards. table 4: perceptions of ethical heterogeneity item statements mean sd interpretation law enforcement adheres to high ethical standards 4.41 0.61 very high community leaders adhere to high ethical standards 4.49 0.54 very high residents value honesty and integrity 4.42 0.59 very high community promotes diversity and inclusion 4.50 0.52 very high strong anti-discrimination policy 4.55 0.53 very high community supports and advocates human rights 4.37 0.54 very high overall 4.46 0.22 very high table 5: factors of community crime formulated meanings clustered themes emergent themes disasters such as earthquake, fire, and flood can lead to crime as people struggle to meet basic needs, are confused by the chaos, or see opportunities to steal unattended items while emergency responders and others are focused on rescue efforts. [id001, id002, id003, id004, id005, id006, id007, id008, id009, id0010, id0011, & id0012] disaster natural disaster survivors may steal out of desperation to meet basic needs like food, especially when they feel official aid is insufficient. this can cause guilt, but the pressure to survive can overpower those feelings. [id001, id002, id006, & id0011] survival instinct moral the chaos of disasters, with people seeking safety or focused on rescue efforts, can create opportunities for theft. this lack of supervision can tempt people to steal from unattended stores or homes. [id001, id006, id007, & id008] lack of supervision even with aid at shelters, shortages can leave some disaster survivors feeling they must steal to meet their basic needs. [id002 & id0011] limited resources the stress and fear caused by the situation can cloud people’s judgement, making them more likely to act impulsively or forget their actions entirely. in some cases, this can lead to opportunistic theft or even a blurring of the lines between helping and taking advantage of chaos. [id008, id009, id0010, & id0012] psychological factors mental these findings resonate with the concept of “social capital” explored by tristan claridge in his book “introduction to social capital theory” (2018). social capital refers to the networks of trust and reciprocity that exist within a community. when social capital is high, there is a greater sense of shared responsibility, cooperation, and willingness to follow ethical norms. the strong emphasis on ethical conduct across institutions in toril suggests a high level of social capital, which can lead to a more positive and stable environment for all residents. uncover motivations: factors of community crime this analysis explores the various factors that can contribute to an increase in crime following disasters such as earthquakes, fires, and floods. the findings are categorized into five emergent themes: natural, moral, mental, economical, and social. pa ge 17 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 natural in relation to our research study, natural refers to unforeseen events with origins in nature that cause significant harm to human communities. natural aspects play a critical role in understanding crime after disasters like earthquakes, fires, and floods. these events disrupt the usual order in a community, creating conditions that can make crime more likely. “the broken window theory” explained by ruhl (2024b) highlights this concept. in this chaotic environment, people might feel less safe and secure. limited access to resources like food, water, and even police presence due to damaged infrastructure can create a sense of desperation or lack of control. these factors, combined with the weakened physical barriers caused by the disaster, make it easier for criminals to operate and potentially embolden them to commit crimes. disasters this act as a disruptive force, triggering a chain of events that can increase the likelihood of crime. research by ruhl (2024c) on the “broken window theory” partially explains this. disasters, through damage and resource depletion, create a physical manifestation of disorder. this perceived breakdown in social order can lead to a sense of lawlessness and embolden criminal activity. furthermore, disasters disrupt the existing security measures of a community, aligning with crime prevention through environmental design (cpted) principles according to telgian (2023). disasters act like a wrecking ball, damaged buildings weaken access control, power outages reduce surveillance, and displacement blurs territoriality, all creating opportunities for criminals. disasters like floods, typhoons, fires, and earthquakes created situations where people were more likely to steal. interviewees mentioned taking advantage of the chaos to steal necessities like food and animals (id001, id002, id003, id004, id005, id006) or valuables during people’s diverted attention (id008, id009, id012). this aligns with research by demir et al. (2024) who found that disasters disrupt social control mechanisms, leading to opportunities for theft. in some cases, the theft seems driven by basic needs, with interviewees stealing food due to lack of necessities (id001, id002, id003, id005, id006). this suggests a potential link between poverty and disaster-related theft. a study by sayed and sadat (2022) supports this notion, highlighting how economic strain caused by disasters can push people towards desperate measures. the interview excerpts also demonstrate the cases of a thin line between taking an opportunity and acting out of charitism. for example, interviewee (id009) expressed the desire to help after a fire but as well as taking a cellphone. this finding suggests that a moral conflict can arise when basic survival instincts clash with established community rules. for instance, one interviewee (id0011)) mentioned taking unattended food despite local rescue efforts. this highlights that even organized disaster responses might create situations where people feel tempted to exploit them, like taking things they wouldn’t normally consider. moral this delve into the ethical dilemmas and potential breakdown of societal norms that can occur after a disaster. disasters test our moral compass. the chaos and suffering can lead to a breakdown of societal norms, with some feeling justified in committing crimes just to survive (little, 2018). disasters can also pit people against each other in a desperate competition for resources, and weaken their trust in the authorities (southard, 2017). therefore, moral disorientation creates a breeding ground for crime. the blur between right and wrong highlights the complexity of moral decision-making in challenging situations (balconi & fronda, 2019). survival instinct survival instinct is a double-edged sword after disasters. disasters like earthquakes, fires, and floods strip away normalcy. for some, survival instinct pushes them to commit crimes they wouldn’t consider under normal circumstances. stealing food or looting for supplies becomes a way to ensure basic needs are met, blurring the lines between right and wrong (rufo, 2019). salgado, et al., (2022) describes “moral disengagement” as a mental people facing unemployment, financial instability, or the need to support their families may resort to theft to secure basic necessities or money. [id001, id004, id005, id006, id007, id008, id0011, & id0012] financial hardship economical some people prioritize immediate needs over morals, taking advantage of the chaos and distraction of rescue efforts to steal unattended belongings or strategically plan their crimes for maximum gain. [id003, id005, id006, id007, id008, & id009] opportunism peer pressure can also play a role in disaster-related crime. the influence of friends, especially during difficult times, can lead people to participate in crimes such as thefts they might not otherwise commit on their own. [id001 & id003] peer pressure social disasters can weaken social bonds. people may need to rely on aid centers for basic necessities they previously received from friends and family. this shift in reliance, along with the disruption caused by disasters, can erode trust and decrease overall social cohesion within the community. [id0011] social breakdown pa ge 17 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 process where people temporarily justify actions that conflict with their usual morals. in the face of disaster, this might involve convincing oneself that stealing medicine for a sick family member is the only option, even if it goes against their moral code. however, unsalver, et.al. (2022) explained that survival instinct can also foster cooperation as communities work together to secure resources. these support the idea that survival instinct is an unconscious biological mechanism for survival in various threats. the interview snippets reveal a complex story of survival needs clashing with moral conscience after disasters. hunger and the desperate need for necessities like food were clear drivers for taking things (id002, id011). this aligns with survival instinct, a natural urge to do whatever it takes to stay alive when threatened (like in a disaster) (taylor, j., 2020a). when disasters disrupt access to these essentials, the primal urge to survive kicks in, possibly pushing people to break societal rules. when basic needs are threatened, survival seems to take priority. people mentioned taking actions they wouldn’t normally consider okay. interestingly, some interviewees expressed guilt even though they felt they had no choice (id002, id06). this shows a moral conflict – the need to survive battling with feelings of doing something wrong (taylor, j., 2020b). limited resources disasters magnify the issue of limited resources. events like earthquakes or hurricanes can disrupt supply chains and infrastructure, making basic necessities like food, water, and medicine scarce. clean water, always essential, becomes even more crucial after a disaster, while access to non-essentials like the internet might become a limited resource for relief efforts coordinating aid distribution said chaudhary & peracha on their journal “natural disasters—origins, impacts, management” (2021). when resources are limited, competition can intensify. the usual social norms and trust can weaken as people prioritize their own survival. this breakdown in social order creates an environment where property crimes like looting become more prevalent (louis-charles, h., aguirre, b., & kitnurse, j., 2023). several statements highlight the lack of basic necessities like food (id002, id011). this scarcity creates a desperate situation where people feel they have no choice but to take what they need to survive. there’s an underlying frustration with the perceived insufficiency of aid provided during disasters (id002, id011). interviewees seem to justify their actions as a response to perceived shortcomings in aid distribution (id0011). they describe taking items to ensure they have food when needed, suggesting a lack of trust in the effectiveness of existing support systems. this aligns with the concept of bounded rationality, where individuals make decisions based on limited information and resources (denis, k., 2024). in this case, the perception of insufficient aid might lead people to take matters into their own hands. lack of supervision in times of disasters, it often displace families, separating children from parents and guardians. within families, a gap in parental guidance can lead to a situation where young people face less discipline and accountability for their actions(lanozo, et al., 2021). this, coupled with factors like boredom or peer pressure, can increase the risk of them engaging in criminal activity. moreover, damaged schools and disrupted social services can lead to a gap in authority figures who normally provide supervision for youth. this lack of oversight can increase the likelihood of unsupervised activities that might lead to petty crimes or vandalism (teacher, law, (2024). and since disasters can strain law enforcement resources, this means that fewer officers are only available for patrolling neighborhoods, creating a perception of less supervision and potentially emboldening criminal activity as seen in studies like “policing in pandemics: a systematic review and best practices for police response to covid-19” (waseem & lauf, 2020), a lack of community supervision can also have a negative impact. disasters disrupt normal routines and weaken supervision, creating opportunities for theft (id001, id006, id07, id08). shopkeepers might abandon stores, and panic can lead to deserted areas (ideal for stealing). interviewees mention justifications like needing food (id006) and the perceived low chance of getting caught (id007, id008). this suggests a mix of desperation and a relaxed sense of right and wrong during chaotic times. this aligns with the concept of social disorder leading to opportunistic behavior, as explored in books like “when societies collapse” by begley (2021). mental this refers to the “mental” aspects of community crime related to disasters by highlighting the psychological strain caused by these events. the stress of limited resources, fear for safety due to chaos, and witnessing destruction can contribute to anxiety, depression, and even ptsd (gabawa, 2024). these mental health challenges can then indirectly influence criminal behavior. for instance, someone struggling with anxiety might resort to stealing to alleviate their worry about acquiring necessities. psychological factors during disasters, our emotional state and mental health can have a big impact on the decisions we make within our communities, sometimes even leading to crime. feeling stressed, anxious, or depressed, or having past traumas can all play a part. these issues can be caused by problems faced by the community itself, like poverty, lack of resources, or violence, which unfortunately become worse because of disasters (makwana, 2019a). when we’re dealing with these psychological factors topped with the stress and fear that we’re feeling, they can cloud our judgment, make us more impulsive, and leave us more likely to commit crimes aiming to survive (national institute of mental health, 2020). pa ge 17 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 disasters can trigger psychological distress which clouds judgment and increases impulsive behavior (id008, id010, id012). interviewees describe feelings of fear, panic, and exhaustion during disasters (id010, id012). this emotional state can lead to clouded judgment and impulsive decisions, like taking things without intending to steal (id010) or feeling tempted by the situation (id008). the thrill mentioned by one interviewee (id009) suggests a temporary reduction in impulse control under the pressure of the situation. this aligns with research on the impact of stress on decision-making. this is supported by nikunj makwana (2019b) wherein she delves into the various psychological impacts of disasters, including stress, anxiety, and impaired decision-making. she explained how these emotional states can lead to impulsive behaviors and difficulty controlling urges, potentially contributing to criminal activity in some cases. economical the economic aspects of disasters play a crucial role in understanding the rise in crime after events like earthquakes, fires, and floods. disasters often disproportionately impact low-income communities. tasri et al. (2021) further implied that this existing economic vulnerability become worse, creating a situation where some are more likely to resort to crime due to a lack of alternative options to meet their basic needs. damaged infrastructure and disrupted supply chains can lead to shortages of essential goods and services. hence, as supported by octaviano canuto (2021), this scarcity can inflate prices, creating a black market for essential items and potentially encouraging theft or looting to acquire them. financial hardship since disasters can devastate homes, businesses, and livelihoods, kurt (2022) stipulated that this sudden loss of income and financial security creates a desperate situation. people struggling financially might see crime as a way to get money for basic necessities or to recoup their losses and would likely think about stealing food or looting for valuables. not only that, the financial strain and uncertainty after a disaster can lead to feelings of hopelessness. this despair can contribute to a process called “moral disengagement” discussed in a research entitled “climate silence, moral disengagement, and self-efficacy: how albert bandura’s theories inform our climate-change predicament” done by seth heald (2018) where people temporarily justify criminal actions as a way to cope with their situation. disasters push people already struggling financially towards theft (id001, id005, id06, id08). lack of income or savings forces them to steal basic necessities (id001, id11) or send money home (id005). disasters disrupt livelihoods and worsen existing financial hardships. the emotional strain coupled with the need to survive might lead to a temporary lapse in moral judgment, as some interviewees express desperation or bitterness (id001, id008). this is supported by bounded rationality, where individuals make decisions based on limited information and resources. in this context, financial hardship and the immediate needs created by a disaster might limit a person’s ability to consider alternative solutions, potentially leading to acts they wouldn’t normally do. opportunism baded on a research by flanagan (1964), disasters create chaos and disruption. damaged infrastructure, communication breakdowns, and overwhelmed law enforcement create an environment where criminals see increased opportunities to operate undetected. looting, theft, and property crimes become easier when the usual security measures are weakened. it also causes damages on homes and businesses, leaving valuables exposed and readily accessible. this abundance of potential targets tempts individuals who might not normally consider criminal activity but see an opportunity to gain something for themselves in the midst of the chaos. in fact, this can likewise embolden criminals who believe they are less likely to get caught engaging in criminal activity. disasters create opportunities for theft due to weakened social controls and the desperation of those affected (id003, id007, id008, id009). this aligns with the concept of moral vacuum described by sociologist kai erikson in the book” a further species of trouble? disaster and narrative” by john law and vicky singleton (2006). it was argued that disasters disrupt established social norms and moral codes. in the absence of strong moral norms, a moral vacuum can emerge. this is a situation where there is no clear sense of what is right and wrong. in the chaos, people might feel less bound by ethical constraints, leading to opportunistic crimes like looting (id007, id008) or exploiting the vulnerability of others (id009). social it encompasses the ways social structures and dynamics influence crime rates. disasters can disrupt these social structures, weakening social control mechanisms and fostering a sense of anonymity (baysal, 2023). this can create an environment where individuals feel less accountable for their actions. on top of economic factors, social factors like poverty, weak connections within the community (like lacking close friends or support systems) and growing up around violence can all make people feel hopeless and isolated, which can lead to crime. this study also suggests that disasters can create a blurry line between right and wrong. when people are desperate, the normal rules they follow might loosen up, and some might end up doing things they wouldn’t usually consider okay. peer pressure as disasters can disrupt social structures and leave people feeling isolated and alone. in this vulnerable state, some pa ge 17 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 individuals might turn to groups engaging in criminal activity for a sense of belonging and acceptance (lopez, 2020). the pressure to “fit in” with this new group could lead them to participate in crimes they wouldn’t normally commit on their own. by witnessing others stealing or looting could make it seem less wrong, creating a sense of “everyone’s doing it” and reducing the social stigma attached to crime. this normalization can make some individuals more susceptible to peer pressure to participate. also, disasters can create a desperate situation where people struggle to meet the basic needs. if their friends or peers are resorting to crime to survive, the pressure to join them can be strong, especially for young people who might lack alternative solutions in mind. this shared desperation creates a dynamic where crime becomes a perceived way to cope as a group. this aligns with the ideas explored in “adolescents’ perspectives on the psychological effects of natural disasters in china and nepal” by gao et al. (2019). disasters can create a chaotic and uncertain environment. in this context, people may look to their peers for guidance on how to behave. if a group of friends decides that stealing is acceptable in a disaster situation, then this can make it more likely that individual members of the group will go along with it. even if someone has reservations about stealing, they may be afraid of being rejected by their friends if they refuse to participate. in this case, the person who stole may have been unsure about whether stealing was the right thing to do (id003). however, the fact that their friends were also planning to steal may have made them feel like it was a more acceptable option. this is supported by solomon m. fulero and lawrence s. wrightsman on the third edition of the book “forensic psychology” (2009). it discusses how social psychology can be applied to realworld situations, including disasters. the book explores concepts like conformity, obedience, and groupthink, all of which can play a role in how people behave in a crisis. social breakdown refers to the weakening or disintegration of the social structures and norms that typically maintain order within a community (pattanaik, 2021). thus, the chaos of a disaster can fragment communities. people might be displaced, separated from loved ones, and struggling to meet their own basic needs. this disrupts the usual social connections and support systems that normally help keep crime rates low. without a sense of community and shared responsibility, individuals may be more likely to prioritize their own survival, even if it means resorting to crime. disasters like floods, earthquakes, or economic collapse can significantly contribute to social breakdown (hettige, 2023 disasters can erode trust and social capital within communities. displacement from homes (“wala mi tarong na mapuy-an”) indicates disrupted social networks, often the foundation of community support. seeking aid at a center suggests a shift towards centralized resources, potentially due to a strain on informal community sharing. this highlights a breakdown in social norms and a potential rise in competition, further weakening trust and the sense of community – the very aspects that bolster resilience during disasters. illuminate connections this portion explores the complex relationship between disasters, social disorganization, and criminal behavior. by integrating the qualitative interview themes (perpetrator narratives) with the quantitative survey data (opinions of the community), we can illuminate these connections: limited resources and social breakdown the data paints a complex picture of the community’s preparedness for crime during disasters. while support services, police effectiveness, and emergency response systems function well (scores above 4), a lack of resources (3.53) and education programs (3.04) suggests a gap in addressing crime’s root causes. qualitative data reinforces this financial struggles worsen with disasters, and disruptions like overwhelmed authorities create opportunities for crime, especially among unsupervised youth. this aligns with social disorganization theory: overwhelmed support systems create a lack of resources, potentially leading to social breakdown and increased crime, particularly for those already facing hardship. the data suggests a need for preventative measures like increased resources and education programs to strengthen the community’s ability to weather disasters and reduce crime. social norms, trust, and opportunistic crime toril, davao city’s high survey ethics score (4.46) contrasts with interview narratives revealing a “moral vacuum” during disasters. scarcity (food shortages) and perceived insufficient aid (id002, id011) weaken trust in support systems, potentially leading to opportunistic behavior for survival. disruptions in social order (id007, id008) create situations where weakened social control and lack of supervision allow looting (id007) and exploiting others’ misfortune (id009), highlighting a disconnect between normal ethical behavior and actions taken during desperate times. social cohesion, policing, and community resilience while toril, davao city prioritizes responsibility (3.46) and cooperation (4.37) with established neighborhood watch programs (4.54), a potential chink appears during disasters. interviews reveal opportunistic theft (id001, id007, etc.) suggesting a breakdown in social norms when faced with scarcity and perceived lack of support. residents highlight the need to strengthen existing mechanisms through disaster preparedness that includes targeted training, social safety nets (id008, id010) and increased community engagement, particularly through stricter neighborhood watch programs during emergencies (id002). this aligns with their belief in personal responsibility (id003, etc.) and the importance of social support systems to prevent crime. pa ge 17 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 163-175, 2024 ethical perceptions and disaster response despite positive survey results showing trust in law enforcement (mean scores above 4.33) and ethical values (honesty 4.42, anti-discrimination 4.55), interview narratives expose a potential ethical conflict during disasters. while some residents acknowledge receiving aid (id001, etc.), concerns about its sufficiency (id002, etc.) highlight a gap. this perceived scarcity, coupled with emotional distress from disasters, could strain ethical principles and lead to impulsive acts like opportunistic theft (id001, id009, etc.). this disconnect suggests a need to bridge the gap between perceived and actual aid provided, potentially mitigating the desperation that clouds judgment during crises. conclusion this study sheds light on the complex relationship between disasters, social disorganization, and criminal behavior in toril, davao city. by integrating survey data with interview narratives, we found that disasters can disrupt the social fabric, strain ethical principles, and create opportunities for crime. disasters overwhelm existing social control mechanisms, leading to a breakdown in social order and an increase in opportunistic crimes, particularly for those already facing financial hardship. the perceived inadequacy of aid programs during disasters further weakens trust, leading desperate individuals to justify unethical behavior as a means of survival. additionally, the emotional distress caused by disasters can cloud judgment and lead to impulsive decisions. implications this study identified several key areas for improvement to strengthen toril, davao city’s ability to handle disasters while minimizing crime and ethical dilemmas. first, fortifying social safety nets is crucial. ensuring existing programs effectively address basic needs during disasters, such as food and shelter, can reduce desperation and significantly decrease the likelihood of crime. partnering with disaster relief organizations can further expand the reach of these programs, offering broader support to the community. second, improving preparedness by investing in training programs equips residents and neighborhood watch groups with the necessary skills and knowledge to respond to disasters. emphasizing collaboration with authorities fosters unity and strengthens the community’s ability to manage emergencies effectively. third, promoting a sense of community responsibility enhances overall resilience. developing programs that encourage residents to look out for each other’s safety and property during disasters and strengthening neighborhood watch programs can deter crime by creating a more watchful environment. fourth, addressing mental health is essential. integrating mental health support into disaster preparedness plans acknowledges the emotional toll disasters take on residents. providing programs that help residents cope with stress and make sound decisions during challenging times can reduce impulsive behavior and ethically questionable choices. lastly, strengthening crime prevention strategies offers an additional layer of security. expanding awareness programs educates communities about specific crime prevention tactics that can be implemented during disasters. strategically installed cctv cameras can deter crime, and encouraging active participation in neighborhood watch programs fosters a sense of community ownership over safety and crime prevention. references alazab, m., layton, r. d., & venkatraman, s. 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(2020). researching crime after a disaster: what we can learn from a large survey in new orleans after hurricane katrina. american behavioral scientist, 1–18. https://doi.org/10.1177/0002764220938107 wilson, j. q., & kelling, g. l. (1982). broken windows: the police and neighborhood safety. atlantic monthly. pa ge 1 pa ge 42 american journal of multidisciplinary research and innovation (ajmri) teacher-student relationships and students’ learning experiences: a narrative inquiry laxman bhattarai1, shree krishna wagle1* volume 2 issue 4, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i4.1864 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2023 accepted: july 22, 2023 published: july 30, 2023 this article explores the teacher-student relationship and its influence on students’ learning experiences and academic performance. the authors acknowledge the limited research conducted in this specific domain and emphasize the need to delve into the impact of this relationship on students’ learning activities. employing interpretivism and narrative inquiry as the chosen research methodology, the authors explore the experiences of six participants, encompassing students from diverse educational institutions. by drawing upon cognitive constructivist theory, social constructivist theory, and attachment theory, the article systematically investigates whether the teacher-student relationship fosters the development of students’ curiosity and passion for learning. the research findings reveal the multifaceted nature of this relationship, identifying key dimensions that significantly enhance students’ learning experiences, including qualities such as love, care, responsibility, empowerment, and motivation. conversely, negative aspects such as humiliation, irresponsibility, misbehavior, and punishment were found to detrimentally impact students’ learning outcomes and academic performance. moreover, the study highlights the instrumental role of a positive teacher-student relationship as a motivational catalyst for students, fostering their genuine interest in learning and substantially improving their academic achievements. overall, the research sheds light on the prevailing dynamics and practices of teacher-student relationships within the context of public schools, with the ultimate goal of enhancing student learning outcomes. keywords learning experiences, public schools, teacher-student relationship introduction i, the first author of this paper, was born and raised in a middle-class family, and my primary education took place in my hometown in nepal. during my time as a student, i had limited autonomy in making choices regarding my learning, as these decisions were largely guided by my teachers. upon graduating from college, i embarked on a career as a teacher. during my tenure as an educator, i maintained a certain distance, refrained from engaging in extensive conversations, and focused solely on fulfilling the instructions provided by my superiors. in contrast, my fellow teachers and students actively exchanged their ideas and concerns while engaged in the learning process. however, after the results of the initial term examination were released, it became apparent that students performed relatively poorly in my subject compared to others. through a conversation with one of my colleagues, i became aware that students did not find my classes enjoyable and were reluctant to express their difficulties due to a lack of open discussion. this experience served as a turning point for me, leading me to realize the vital importance of fostering positive relationships between teachers and students in facilitating effective learning. in 2019, i identified the agenda for my mphil in education research, which served as the foundation for the study conducted. the agenda was to explore students’ experiential narratives concerning the teacher-student relationship and the ways in which it shapes their learning. the present paper represents the culmination of the research endeavor undertaken. as a research facilitator, and learning psychologist (see wagle, 2016), the second author has played an active role in theoretical discussion of the research findings. contextualizing the agenda the teacher-student relationship encompasses a connection between an educator and a student, creating an enriched environment that promotes learning. it also assumes characteristics similar to a friendship, where one individual seeks to understand and alleviate the challenges faced by the other. pianta et al. (2012) define this relationship as one built on trust, facilitating students’ comfort in interacting with teachers and peers to express inquiries and share concerns. additionally, the relationship is established through frequent and meaningful interactions over a significant period, indicating a sense of interdependence (knoell, 2012). similarly, it arises from teachers’ ongoing engagement within a positive environment (hamre et al., 2012), fostering a sense of belongingness in students that ultimately contributes to enhanced academic performance (sabol & pianta, 2012). mitra (2003) also supports the idea that cultivating a personal level of interaction, where teachers and students exchange hobbies, aspirations, learning difficulties, and concerns in a familiar environment, yields positive outcomes. in this line, clark (2003) argues that poor attendance and subpar academic achievement can be attributed to a lack of personal connection between 1 kathmandu university, nepal * corresponding author’s e-mail: shreekrishna@kusoed.edu.np pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-49, 2023 teachers and students. considering this background, drawing upon the authors’ personal/ professional experiences and previous research, our interest lies in exploring the role of emotions and interactions as influential factors within this relationship. we uncover the multifaceted (emotional) dynamics of student learning experiences in the context of schools in nepal. many previous studies in this area have predominantly focused on the teacher-student relationship and its impact on higher academic achievement in western-european contexts. these studies advocate for the importance of establishing a friendly rapport between teachers and students, as it cultivates joy, respect, and care, thereby enhancing students’ learning outcomes (mitra, 2003; lee et al., 2019). however, in the nepali context, studies conducted by awasthi (2004), khadka (2020), rawal (2020), sharma (2013), and wagle (2016, 2019) presented a traditional view of teachers as authoritative figures, contributing to a teacher-centered environment prevalent in nepali schools and communities. to make contextual meaning, we looked for field narratives from the actual nepali context. however, in our preliminary review of the literature, we did not encounter any studies that provided lived perspectives from students. addressing this gap, the present study aimed to explore students’ experiential narratives regarding the teacher-student relationship and its influence on their learning. to conduct a focused exploration, the following research question served as a guiding framework: how do students articulate their learning experiences and academic performance in relation to the teacher-student relationship? theorizing the agenda in this research study, we explored the students’ learning experiences, incorporating bowlby’s (1988) attachment theory and drawing upon the foundational principles of cognitive constructivist theory and social constructivist theory, which are closely interconnected. these theories perceive human relationships as being socially and culturally constructed through interactions. within the context of this study, these theories mutually reinforced one another. cognitive constructivism provided insights into the individual learning processes of students, while social constructivism facilitated an exploration of broader social interactions and their influence. from this perspective, learning is primarily understood as a cognitive phenomenon, where experiences arise from the interactions between individuals and objects within specific contexts. attachment, as defined by bowlby (1988), refers to the bond between an adult and a child, wherein the child seeks closeness and security from the adult when experiencing distress or fear. this deep connection between both parties fosters proximity, security, and a sense of closeness. also, bowlby’s attachment theory posits that attachments are crucial for establishing healthy relationships, evolving as individuals progress through life, and forming functional and meaningful connections from birth to death. to create a secure and safe learning environment for students, it is necessary to consider the attachment between students and teachers. numerous studies have provided evidence supporting bowlby’s idea that the teacher-student relationship plays a vital role in promoting healthy academic development and enhancing students’ learning outcomes (hattie, 2009; gablinske, 2014; roodra et al., 2011; spilt.et al., 2012). this relationship fosters a caring environment and cultivates a sense of joy in learning, thereby increasing students’ interest and engagement in academic activities (lee et al., 2019). moreover, the teacher-student relationship offers opportunities for student interaction, the development of communication skills, self-awareness, and collaborative engagement with both teachers and peers, ultimately leading to improved learning outcomes and academic performance (chu et al., 2019). additionally, it plays a pivotal role in delivering high-quality assessments within higher education (harvey & knight, 1996). conversely, some educators believe that maintaining a certain level of distance from students is necessary to establish disciplinary boundaries, ultimately benefiting the teacher-student relationship (old father & thomas, 1998 as cited in lee, 2012). but if the distance is maintained for positive intention or not seems very important. for example, a review of the literature revealed that students’ emotional engagement and active participation in learning activities are positively influenced by perceiving positive relationships with their teachers (hughes et al., 2008). negative interactions, on the other hand, result in negative emotions and stress among teachers. these teachers may internalize these emotions as disrespect or detachment when faced with negative interactions from their students (spilt et al., 2011). spilt et al. (2012) suggest that problematic relationships serve as predictors of ongoing conflicts that gradually impede learning activities. hamre and pianta (2001) also explored attachment theory in their work, aiming to establish connections between early childhood experiences and subsequent learning opportunities. they emphasized the significance of relationships formed between students and their teachers, noting that once a child enters school, relationships with non-parental adults, specifically student-teacher relationships, become increasingly important (hamre & pianta, 2001). this may explain why a study conducted by moreira et al. (2019) recommended fostering positive teacher-student relationships to enhance the quality of education and student engagement in learning activities. weaker relationships were found to have a negative impact on students’ academic performance, leading to increased dropout rates when students lacked engagement in their learning activities (fredricks et al., 2004). respectful, caring, and inclusive joyful learning experiences were shown to increase student engagement in learning activities and improve their academic outcomes (lee et al., 2019). similar to the findings of brookhart (2008), our literature review revealed that feedback, as information provided to students, plays a crucial role in enhancing their learning pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-49, 2023 and motivation to learn, ultimately leading to a decline in academic performance and grades (kalenze, 2014). ultimately, downside learning has the potential to impede a student’s capacity to learn and excel in their educational pursuits. students’ stories on the upside learning experiences in pursuit of investigating the research inquiries, an examination was undertaken to delve into the learning encounter of a participant identified as s1. the participant’s verbal accounts elucidated the profound impact of the teacher’s encouragement, manifested through affable demeanor, affectionate and nurturing attributes, as well as the facilitation of supplementary extracurricular activities. these elements played a constructive role in shaping the participant’s educational experiences. the participant expressed the following narrative: every week, in the midst of our classroom routine, something extraordinary would happen. it was like a secret ritual between us, shared only by my teacher and me. he would unveil an extra activity, something beyond the confinements of our regular course material. it was a moment that sparked anticipation and curiosity within me. but it wasn’t just the activity itself that left an indelible mark on my memory. it was the way my teacher approached it. with a twinkle in his eye and a warm smile on his face, he would invite me to engage in open discussions without any trace of fear or hesitation. no question was too trivial, no query too embarrassing. this freedom he bestowed upon me, it was liberating. as i began to speak up, i felt an unspoken bond forming between us. a connection beyond the realms of traditional teacher-student dynamics. it was a relationship built on trust, understanding, and genuine care. in those moments of shared dialogue, my positive attitude towards him grew exponentially. i no longer saw him as a mere instructor; he became a mentor, a confidant. the impact of these special encounters didn’t end there. the events and activities he orchestrated within the classroom subtly transformed my learning habits. i found myself yearning for knowledge, eagerly immersing myself in the pursuit of understanding. that positive attitude i developed extended beyond our discussions; it seeped into every aspect of my academic life. with each passing day, my learning habits blossomed further, fueling my educational journey. it was a gradual transformation, an evolution of my learning activities and, subsequently, my academic performance. i owe it all to those precious moments shared with my teacher, where body language spoke volumes, and a nurturing environment fostered my growth. in addition, we analyzed the narratives provided by participant s3 regarding the efficacy of extra-curricular activities in fostering positive teacher-student relations. these accounts provided valuable insights into the potential benefits of learning through extra-curricular activities as compared to core-curriculum activities. it was evident that such activities not only yielded greater productivity but also contributed to the cultivation performance. in similar vein, mashburn et al. (2008) emphasized the importance of open communication and presenting queries, as they foster a supportive and comfortable learning environment between teachers and students, ultimately strengthening student learning and academic performance. therefore, maintaining positive teacher-student relationships is essential. study method this study used narrative inquiry as a qualitative approach (within an interpretative research paradigm) to explore the learning experience of the students based on the teacher-student relationship in nepali schools. also, this research focused to explore if this has any meaningful contribution in supporting, especially in areas of enriching their learning and academic performance of the students. as there exists no objective reality on the topic, following the suggestions from lincoln and guba (2000), the research design was guided to explore multiple realities through an interpretative paradigm. since the prime objective of this research was to unfold students’ stories about their learning experiences based on their response to interview questions, the study collected the experience of participants through the storytelling of students’ learning and academic performance based on the teacher-student relationship. participants included both male and female students, six in total from the two public schools of palpa district. to reveal the depth of a participants’ experiences, we used open-ended questions. where possible, we took an audio recording of the interviews. we translated them and transcribed in full before analyzing the collected information. the collected information was interpreted relating them to broader concerns and concepts. after that, information was coded thematically. then, we classified into different themes. ultimately, we developed the meaning based on the essence delivered by my research participants. findings in accordance with the research inquiries, the research findings have been presented within two primary themes, namely ‘upside learning’ and ‘downside learning’. the term ‘upside learning’ as employed in this investigation denotes the type of learning that yields the most favorable outcomes for students. it involves the creation of effective learning opportunities through the responsive and supportive actions undertaken by teachers. to stimulate students, educators can integrate extracurricular activities into their lessons and cultivate a friendly and open rapport with them. conversely, the term ‘downside learning’ is utilized herein to describe the adverse effects on students’ learning and academic achievements that may arise from teaching and learning activities. despite teachers’ endeavors to engage students through diverse learning endeavors, success is not always guaranteed, and students may encounter challenges in acquiring effective learning strategies and guidance from their teachers. consequently, this may result in diminished interest pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-49, 2023 of a favorable teacher-student bond. furthermore, engagement in these activities was shown to enhance students’ overall involvement in the learning process. the participant shared the following revelation: my teacher’s teaching style was nothing short of captivating. it left an indelible impression on my young mind, fueling my thirst for knowledge. there was something extraordinary about the way he motivated us, instilling in us a resolute positive attitude towards learning. once a month, he would whisk us away from the confines of the classroom, embarking on thrilling adventures to various destinations. these excursions served as tangible evidence of the interconnectedness between nature and our curriculum. it was as if he held the key to unlocking the secrets of the world, and he generously shared it with us. as we explored these diverse locations, our curiosity was awakened. we became active participants in our own learning journey, eagerly seeking answers to the questions that sprouted like wildflowers in our minds. the teacher’s ability to nurture our inquisitive nature was truly remarkable. but it wasn’t just the fascinating trips that brought us closer to our teacher. it was the atmosphere of trust and camaraderie he fostered. gradually, we developed a bond, a sense of kinship with him. we felt comfortable approaching him for guidance, seeking clarification on the intricate aspects of the subject matter that perplexed us. in those moments of uncertainty, his presence acted as a guiding light, illuminating our path. his patient explanations and unwavering support helped us overcome our doubts, leading us towards clarity and understanding. it was through these shared experiences, these heartfelt interactions, that our teacher became more than just an instructor. he transformed into a mentor, a confidant, someone we could rely on for assistance in our educational journey. his teaching activity left an indelible mark on our hearts, nurturing our love for learning and instilling in us a profound appreciation for the subject matter. it was an experience that went beyond the textbooks and worksheets, transcending the boundaries of a conventional classroom. in the end, it was not just the destinations we visited that mattered, but the transformation that occurred within us. through his engaging teaching methods and genuine care, our teacher helped us blossom into eager learners, unafraid to explore the vast realm of knowledge. upon analyzing the individual’s personal encounters, it became evident that they were beneficial in fostering a constructive mindset towards educators. additionally, these experiences proved instrumental in heightening the individual’s inclination towards acquiring knowledge. likewise, the observations of participant s4 were gathered, revealing the conviction that incorporating social activities into teaching methodologies establishes interactive environments with instructors, consequently bolstering students’ motivation to engage in the learning process. as articulated by s4: in the classroom, the teacher incorporated an interactive activity into the social studies lesson. specifically, during the previous week’s session, the topic of nationalism and territorial disputes, specifically lipulake, limpiyadhura, and kalapana, was addressed. the teacher divided the class into four groups and assigned them a classwork task. the task involved imagining themselves as the foreign minister and secretary of the ministry of foreign policy, and finding a solution to the territorial issue that would be in nepal’s best interest. the teacher encouraged active participation and multiple perspectives, urging us to provide our answers. throughout the activity, the teacher consistently motivated us to share diverse viewpoints. subsequently, the teacher provided substantial feedback and comments on our responses, fostering a robust exchange of ideas. during the recounting of his experiences, it became evident that the aforementioned activities stimulated the individual to engage in introspection and contemplate their comprehension. similar to their peers, the individual demonstrated a heightened level of motivation towards the learning activities. the individual’s narrative highlighted the significance of contextually relevant practical learning in fostering a sense of admiration towards educators among students. the individual further conveyedin the realm of our everyday lives, there exists a remarkable individual who plays a pivotal role in shaping our experiences. this extraordinary person is none other than our teacher, who goes above and beyond to guide us through the trials and triumphs that await us. through their dedicated efforts, we are enlightened with valuable knowledge, such as the art of producing vegetables using the grafting method. one particular instance stands out vividly in my memory. it was during a lesson when the teacher introduced us to the concept of grafting, demonstrating how we could unite the qualities of a potato plant and a tomato plant, resulting in the unique phenomenon of potatoes and tomatoes growing together. the practical nature of this knowledge struck a chord with me, for it had a direct correlation to our household activities. armed with this newfound wisdom, i was able to contribute significantly to the dayto-day operations of my family. my parents, in particular, benefited greatly from my ability to apply this knowledge in our household tasks. the fusion of practical learning with real-life applications instilled within me a sense of fulfillment, as i could tangibly witness the positive impact i had on my family’s well-being. moreover, this practical aspect of learning fostered a deep sense of connection and admiration for our teacher. the teacher’s unwavering dedication to imparting knowledge in such a meaningful way created a strong bond between us. their guidance not only expanded my understanding but also sparked a fire within me, fueling my motivation to cultivate better learning habits. in retrospect, the teacher’s influence went beyond the confines of the classroom. through their teachings and the practical skills that i acquired; i was empowered to make a difference in my own home. this teacher’s ability to seamlessly integrate theory with practice left an indelible mark on my life, forever reminding me of pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-49, 2023 the profound impact a remarkable teacher can have on one’s journey of learning and personal growth. the narrative shared by the participant highlighted the significance of extra-curricular activities organized by their teacher in expanding their knowledge beyond the confines of the textbook. these activities not only ignited their passion for learning but also fostered a stronger bond between the student and the teacher. another participant, denoted as s5, expressed similar sentiments, emphasizing their admiration for a teacher who employed innovative teaching techniques and provided effective support to students during the learning process. moreover, s5 emphasized the practical relevance and everyday applicability of the knowledge they acquired, which further heightened their interest in learning. they suggested that creating a nurturing and supportive environment, rather than a punitive one, when students made mistakes, contributed to their motivation to learn. the positive impression left by the teacher’s teaching activities was evident in s5’s recollections of the teacher’s approach, such as asking questions and providing abundant guidance rather than harshly punishing students for incorrect answers. reflecting on the various experiences and stories shared, it becomes apparent that continuous feedback, friendly demeanor, consistent encouragement, and a comfortable learning environment are pivotal in leaving a positive impact on both the teacher and the teaching-learning process. s5 concluded by asserting that fostering a good teacher-student relationship plays a crucial role in encouraging students to enhance their learning outcomes. further exploration of experiences and stories led to the participation of s6, who humbly recounted how the acquisition of extra knowledge aided in deepening their understanding and broadening their thinking capacity. this, in turn, positively influenced their relationship with the teacher. overall, the study findings underscored the significance of extracurricular activities, practical application of knowledge, and positive teacher-student relationships in facilitating comprehensive learning experiences and fostering a conducive environment for intellectual growth. students’ stories on the downside learning experiences the utilization of conventional pedagogical techniques, characterized by the delivery of information to students without substantial avenues for interaction or engagement, has been found to engender unfavorable learning experiences for students, commonly referred to as ‘downside learning.’ such instructional approaches predominantly exhibit a teacher-centered paradigm, wherein students assume passive roles as mere recipients of information, thereby depriving them of opportunities to pose inquiries or contribute their own perspectives (castejou & martinez, 2001). consequently, this dynamic within the classroom setting may exert adverse effects on students’ learning outcomes and overall academic performance. moreover, the detrimental behaviors exhibited by teachers, such as misconduct, severe criticism, and instances of humiliation, can further impede students’ learning process. drawing from the research inquiries underpinning this investigation, the participants conveyed that the implementation of physical punishment undermines the establishment of a positive teacher-student rapport. upon reviewing the narratives, participant s6 revealed that punitive measures and disparaging remarks served to diminish her motivation to engage in learning endeavors. in an attempt to delve deeper into the learning encounters of the participants, s1 recounted a particularly captivating anecdote wherein she was compelled to endure the entirety of a class period under scorching sunlight due to a missed assignment. she expoundedin the classroom, i experienced a distressing incident when i made an error while working on the class assignment. in response, the teacher promptly banished me from the classroom, forcing me to stand under the scorching sun alongside my classmates. to exacerbate matters, she proceeded to publicly shame me in front of my friends. consequently, this incident left an indelible mark on my perception of and respect for that particular teacher. furthermore, i recall how some of our teachers conducted their lectures in a monotonous manner, devoid of any meaningful interaction or engagement with the students. they simply droned on, incessantly dictating information without affording us the opportunity to contribute our thoughts or perspectives. on one occasion, i mustered the courage to pose a question to one of these teachers, hoping for some clarity. however, instead of addressing my query, he chose to dismiss and humiliate me in front of the entire class. this incident had a profound impact on me, as it instilled a deep reluctance within me to ever ask questions in that particular class again. as a consequence, my enthusiasm and motivation for participating in the teaching-learning activities within that environment dwindled significantly. during my perusal of her narratives, i discerned a recurring theme indicating the absence of any interpersonal connection between the teacher and the student. as the learning journey unfolded, participant (s5) likewise conveyed experiences of discriminatory conduct, wherein their teacher exhibited a preference for students deemed talented, while neglecting others. the teacher consistently adopted a stern demeanor and failed to offer constructive feedback, thereby lacking the means to motivate the participant. this discouraging attitude from the teacher hindered the participant’s inclination to engage in the learning process. in her account, she recounted the followingin my personal experience, i have come to believe that teachers’ likability and effectiveness are determined more by their behavior rather than their level of knowledge. it is a given that individuals entering the teaching profession possess a basic level of knowledge. however, i encountered a situation where one teacher demonstrated greater talent than another, yet i did not enjoy their teaching due to their behavior, which did not resonate with me. pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(4) 42-49, 2023 within the framework of investigating the learning experience, the participant (s6) further emphasized the significance of a teacher’s behavior in captivating students’ interest and fostering their engagement in the learning process. the participant’s narrative shed light on a distressing incident involving a teacher whose conduct was deemed unfavorable. with great disapproval of the prevailing circumstances, she recounted the teacher’s exclusive focus on talented students and disproportionate attention given to students from influential and esteemed backgrounds. through her account, it became evident that she was deprived of any opportunity to express her own learning interests. this particular event resulted in a diminished level of respect towards the teacher. drawing insights from these narratives, it is evident that teachers should refrain from exercising authoritarianism, as acts of discrimination and humiliation undermine the positive teacher-student relationship. instead, teachers ought to prioritize students’ interests to foster an environment conducive to enhanced learning activities. discussions upon analyzing the narratives centered around the theme of cultivating affection through motivational activities, it became apparent that the students exhibited an indifferent rapport with their teacher, which significantly impacted their learning outcomes. the students’ relationship dynamics were influenced by their engagement in extracurricular pursuits. as suggested by bowlby, (1988), the students’ accounts revealed that teaching methods encompassing social activities, constructive feedback, amiable demeanor, consistent encouragement, and nurturing environments fostered interactive spaces with teachers, thereby enhancing motivation for learning. luz (2015) also emphasized the importance of constructive interactions and friendly behavior in establishing a supportive and caring relationship, which in turn facilitated students’ motivation and respect for their teachers. this finding aligns with bowlby’s theory (1940, 1949, 1988) that positive relationships foster personal trust, attachment, and the unveiling of students’ hidden talents (riley, 2011). additionally, it corroborates the assertions made by vygotsky (1962) and bandura (2009) that interactive learning experiences lead to increased engagement. consequently, the aforementioned findings suggest that positive relationships in various ways contribute to students’ learning and academic performance. different perspectives emerged concerning student learning in relation to the teacher-student relationship. after examining the participants’ learning experiences in light of the research questions, it became evident that teachers displayed insensitivity towards students and their individual learning interests. as bandura (2009) suggests, this lack of sensitivity must be addressed to enhance students’ learning outcomes. students’ narratives indicated that many nepali schools’ teachers made little effort to establish friendly relationships that would facilitate comprehension of the subject matter. similar to the findings by lee (2012), insufficient interaction created distance between teachers and students, thereby demotivating students in their learning endeavors. moreover, instances of discrimination and humiliation eroded positive relationships. this disconnects impeded students’ learning and academic performance (sharma, 2013). similarly, students’ accounts illustrated that misbehaviors and punitive measures isolated positive relationships. this finding aligns with bandura’s (2009) assertion that a lack of positive relationships diminishes students’ interest in learning. consequently, employing vygotsky’s social constructivist theory and bowlby’s attachment theory, alongside the cognitive constructivist theory, further supports the claim that punitive teaching methods and unhealthy behaviors both negatively impact the teacher-student relationship. hence, a cold and distant relationship undermines students’ learning experiences and academic achievements in numerous ways. conclusion acquiring philosophical understanding entails acknowledging that one’s researched knowledge represents a partial truth rather than an ultimate truth, as the pursuit of truth itself is deemed unattainable. within the realm of student learning, this acceptance is ingrained in every facet and moment of the educational process. it encompasses a broad range of consciousness and attentiveness towards students’ academic performance and the overall functioning of educational institutions. as argued by bowlby (1940, 1949), it engenders long-term effects on individual development and positively influences students’ academic achievements. consequently, it can be inferred that establishing an effective teacher-student relationship is a dynamic process that significantly impacts students’ learning performance and academic outcomes. likewise, this study revealed novel dimensions of the teacher-student relationship within the context of nepal. traditionally, prevalent beliefs in many nepali communities emphasize maintaining a certain level of distance between teachers and students. this culturally established guru (teacher) and chela (student) relationship perpetuates a hierarchical dynamic wherein open communication is not encouraged (awasthi, 2004; wagle, 2021). in contrast to this exclusive hierarchical association between teachers and students, the present study advocates for an open and inclusive relational environment. this approach not only aligns with cultural sensitivities but also bears academic significance. references awasthi, l. d. 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(2016). teacher behavior unwanted according to student’s perceptions. international education studies, 9(11), 1-12. pa ge 1 pa ge 45 american journal of multidisciplinary research and innovation (ajmri) foreign language anxiety and reading motivation of students abegail l. lao1*, viola p. buenaventura2 volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2693 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 22, 2024 accepted: may 25, 2024 published: may 27, 2024 this study aims to determine whether foreign language anxiety significantly correlates with students’ reading motivation. the working group for the present study, in which a quantitative descriptive design was employed, included 162 students enrolled in one of the colleges in digos city. participants answered the adapted standardized questionnaires to quantify which dimension of foreign language anxiety significantly correlates to the reading motivation of students. the collected data were interpreted using the mean to determine the central tendency and pearson r. regression analysis was used to predict the value of reading motivation based on the value of foreign language anxiety. the survey findings revealed that the level of foreign language anxiety among students is moderate, and the level of reading motivation is high. the result also shows that there is a significant relationship between foreign language anxiety and the reading motivation of students, but only self-confidence, one of the indicators of foreign language anxiety, has a substantial relationship with reading motivation while using english in class. class preparation and overcoming with efforts are the three indicators of foreign language anxiety that pose no considerable relationship with student’s reading motivation. the results validated the eight domains of reading motivation, which includes grades, self-efficacy, curiosity, participation, leisure, instrumentalism, social family, and social peer. keywords language education, foreign language anxiety, reading motivation, descriptivecorrelation, college students, philippines introduction although every student can read, many lack the motivation to do so (royce, 254-267). the issue of poor reading motivation is a pervasive global concern (lustyantie, 131-139). each year, engaging students in their studies and fostering better reading habits becomes increasingly challenging. numerous middle school students not only dislike reading but also struggle to find the motivation to engage with it. similarly, many students perceive reading as tedious or time-consuming. addressing this challenge requires finding materials that appeal to all students while meeting the criteria of the curriculum (taylor, 2021). researchers have found that reading motivation significantly influences various aspects of motivation and reading enjoyment across different contexts. moreover, they emphasize that students’ motivation plays a pivotal role in their comprehension abilities. this suggests that students who exhibit higher levels of motivation towards reading can be relied upon (firdaus, 67–72). indrayadi (335-346) notes that reading motivation is widely recognized as essential for learners, both inside and outside the classroom. consequently, students require robust reading motivation as they endeavor to learn english and engage in diverse activities. reading motivation is particularly critical for english as a foreign language (efl) students, as it directly impacts their ability to comprehend texts with purpose, especially when they are allowed to choose their reading materials. by empowering students to select their reading materials, educators can enhance learning outcomes and cultivate a genuine enjoyment of reading. moreover, fostering an environment where school activities are perceived as interesting and exciting contributes to students’ overall engagement and appreciation for academic pursuits (namaziandost et al., 2022). however, pan et al. (2021) investigated how foreign language enjoyment (fle) and foreign language anxiety (fla) change over time in the foreign language classroom and their relationship to language learning motivation and student personality traits. enthusiasm for learning a foreign language diminishes in the presence of anxiety. several studies have explored motivation, and in recent years, many non-native english-speaking nations have dedicated significant attention to researching language anxiety. it is widely acknowledged that achieving english proficiency is a daunting task. additionally, naser oteir et al. (2019) underscored the importance of applied linguistics’ focus on foreign language anxiety. consequently, this study provides a comprehensive overview of the literature on language anxiety and aims to offer new insights into earlier findings in this area. it clarifies the concept of foreign language anxiety and distinguishes it from similar types of anxiety. finally, it sheds light on the primary causes and consequences of language learners’ anxiety when learning a foreign language. consequently, kumar and suresh (2021) investigated the general level of anxiety associated with learning english as a second language among secondary school students. the study also aimed to determine whether there was a gender difference in secondary school students’ anxiety about learning english as a second 1 balabag national high school, philippines 2 social sciences of the department of arts and sciences of um digos college, philippines * corresponding author’s e-mail: abegail.laranjo@gmail.com pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 language. the descriptive survey method was employed in this study, and the researchers developed the english language learning anxiety scale to collect students’ data. the scale’s validity and reliability were confirmed using appropriate methods. statistical techniques including quartile deviation and the ‘t’-test were utilized for data analysis. the findings revealed that a majority of the students experienced moderate anxiety while learning english. additionally, boys reported higher levels of english language learning anxiety than girls. foreign language anxiety can significantly disrupt students’ learning process and diminish their interest in reading. therefore, this study aims to investigate the relationship between foreign language anxiety and reading motivation, addressing a specific gap in the literature. the study focuses on college students, examining how foreign language anxiety influences their motivation to read for successful academic performance. in our local setting, understanding the causes of foreign language anxiety and strategies to mitigate its harmful effects is crucial. by enhancing our understanding of foreign language anxiety and effective reading motivation strategies, both teachers and students can work towards reducing anxiety and ensuring a smoother, more fruitful, and successful teaching and learning process. this is particularly beneficial for students who experience anxiety in language learning. literature review foreign language anxiety nst (2022) found that when asked to speak in front of the class in english, students often experience anxiety due to inadequate preparation, limited comprehension of grammar, and a restricted vocabulary. fitri, smith, and jones (2021) aimed to investigate the relationship between anxiety and speaking performance in efl classes. their study revealed a negative correlation between anxiety levels and speaking performance scores; students with lower anxiety levels tended to receive higher speaking performance scores, while those with higher anxiety levels scored lower. this suggests that fear is inversely associated with students’ speaking abilities in efl contexts. hanifa (2018) stipulated that mastering communication skills is undeniably considered the most crucial aspect in modern-day efl contexts. nevertheless, becoming communicatively competent is particularly difficult for foreign language learners as it is influenced by several factors, including affective factors. among the various affective factors influencing foreign language learning, especially speaking proficiency, anxiety emerges as a crucial one, significantly affecting students’ oral performance. studies investigating the phenomenon of speaking anxiety in the field of foreign language learning underscore its detrimental effects. understanding the nature of this anxiety and the sources it springs from thoroughly should help both teachers and learners to gain more insights and find ways with which to deal with anxiety in efl classrooms. the first indicator of foreign language anxiety is experiencing anxiety when using english in class. according to chou (2018), the promotion of englishmedium instruction (emi) at the tertiary level in taiwan and other east asian nations is the first sign that a student is experiencing language anxiety. communicating in english in emi classrooms is a fundamental requirement for english as a foreign language (efl) students, but it is not easy. speaking a foreign language is a complex process that requires linguistic competence, speaking skills, and the application of strategies. the findings revealed that students who received partial emi experienced high levels of speech anxiety, a lack of confidence, and negative attitudes toward english learning. thus, tsymbal (2017) stated that even strong english learners experience mental blocks and increased anxiety when they must speak in front of their peers. language anxiety must be addressed in the modern esl classroom if students are to gain trust and improve their communication skills in the target language. the second indicator of foreign language anxiety is language anxiety based on self-confidence. in their study of foreign language anxiety and self-confidence among bilingual and multilingual tertiary students in saudi arabia learning english as a foreign language, bensalem and thompson (2022) found that two dimensions underlie fla: english class performance anxiety and confidence in english. the current study provides empirical evidence of the role of multilingualism in terms of fla and selfconfidence in the saudi context. moreover, tridinanti (2018) explained that speaking in a foreign language can be influenced by psychological aspects such as anxiety and self-confidence. students who have high levels of stress, worry, fear, and low levels of self-confidence in foreign language classes may have difficulties in developing their speaking ability. speech achievement is significantly related to self-confidence; self-assured students perform better. as a result, teachers and lecturers must encourage students to speak english in front of the class, significantly improving students’ self-confidence when communicating in english. the third indicator of foreign language anxiety is experiencing anxiety regarding class preparation. anxiety is a significant affective factor that has a detrimental effect on one’s ability to learn and use a foreign language (lisnychenko, kim, & park, 2020). according to the results, communication anxiety and fear of receiving a bad review have significantly increased, while test anxiety and fear of making mistakes have slightly decreased. changes in the learning context and the nature of distance learning online are among the main detriments. the flexibility of the schedule, students’ increasing autonomy, and improved test-taking abilities are the causes of the decrease in foreign language anxiety levels in students. the main finding is that anxiety is a variable factor in learning foreign languages that can be altered in a new learning environment. pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 even though foreign language anxiety is a frequently studied construct that develops through unpleasant experiences with language training, nilsson (2019) notes that few researchers have focused explicitly on young learners in this regard. they investigated the prevalence and causes of language anxiety in swedish primary school classrooms, where the learning environment was supportive, non-competitive, and free of formal knowledge standards or grades. learners showed a continuum of anxiety toward learning a foreign language. however, many classroom situations caused language anxiety in other students as well. it may therefore be preferable for teachers to reflect on standard classroom practices that cause anxiety, rather than viewing language anxiety as a negative trait of individual students. the fourth and last indicator of foreign language anxiety is the efforts to overcome language anxiety. fukuda (2018) investigated how self-regulated language learning relates to proficiency and examined the variations in srl traits between students with low and high proficiency levels. srl is a learning process that includes cognitive and affective aspects as it sets goals, monitors tasks, and reflects on performance. the findings revealed that three srl learning strategy factors-metacognitive strategies, effort regulation, and problem-solving-significantly predicted the variance in learners’ proficiency; no motivational factors predicted it, despite correlations between three out of five factors and proficiency, namely, self-efficacy, intrinsic goal orientation, and test anxiety. later t-tests, on the other hand, revealed significant differences in srl between lowand high-proficiency learners in the following motivational and learning strategy factors: self-efficacy, intrinsic goal orientation, test anxiety, metacognitive strategies, effort regulation, and problem-solving strategies. although the findings did not directly account for learner proficiency, they did show that motivational factors were related to english proficiency level. anxiety is a significant factor that impairs learners’ cognition in learning. learners of foreign languages (fl) experience anxiety for a variety of reasons. according to studies, a higher level of anxiety affects the learning process and lowers learning motivation. practical techniques for helping students overcome fl learning anxiety in the classroom include encouraging students not to shame their peers for making mistakes because making mistakes is a natural human trait. in classrooms, fostering integration and cooperation among teachers, parents, and education officials is crucial for establishing a conducive and encouraging educational atmosphere (alnuzaili, almansour, & al-shehri, 2020). thereupon, several concepts examined the foreign language anxiety levels of the students and some factors affecting the learner’s experience in acquiring a second language. regarding various facets of learning, students may experience anxiety in the teaching and learning process, including language complexity, front-facing speaking or their confidence, the language class, and more about the nativity of the language they are studying. the literature of this study has been analyzed, discussed, and explained by theorists from diverse fields, regarding different aspects of foreign language. reading motivation of students reading is one of the most essential skills that students must have to be successful when learning english as a foreign language. meanwhile, motivation is critical in english learning because it significantly influences student success. while reading and motivation are often seen as opposing forces, they are intricately linked in determining individuals’ reading behaviors. the purpose of this study is to determine the relationship between students’ reading motivation and reading comprehension. according to the findings, there is a positive relationship between students’ reading motivation and reading comprehension, indicating that the more motivated students are to read, the greater their understanding of the texts (fauzi, smith, & johnson, 2020). the reading motivation of american college students was examined by huang and reynolds (2022). a selfreported survey was completed by 1,437 college students from various interdisciplinary fields (533 men and 904 women), who voluntarily participated in the study. two important research questions were addressed in this study. the first question explored the reading motivation of american college students using variables such as self-efficacy, intrinsic, extrinsic, and social motivation from the motivation for reading questionnaire (mrq). the second question compared factors such as gender, classification, age, race, linguistic backgrounds, and grades in major and minor subjects to determine their influence on american college students’ motivation to read. descriptive analysis revealed that the mean scores for the extrinsic motivation scale were higher than those for the self-efficacy, social motivation, and intrinsic motivation scales (3.05, 3.04, and 2.35, respectively). multiple linear regression analysis showed that motivation to read among college students was significantly influenced by gender, age, classification, grade, race, and first language. reading motivation in a second/foreign language is hypothesized by niazifar and shakibaei (2019) to be a multidimensional construct, somewhat independent of general motivational constructs. they propose that reading motivation in a second/foreign language is very similar to reading motivation in one’s native language. reading motivation may not be immediately assimilated to general motivation, as students’ motivation might be domain-specific to some extent. for example, students may be motivated to speak or listen but not to read in english. in other words, not all tasks in the second or foreign language will necessarily have students who are motivated in the same way. to sum up, the literature presented by the different authors has similarities to the present study since it deals with foreign language anxiety. the authors have extensively examined factors related to foreign language pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 anxiety and students’ reading motivation, aiming to enhance the effectiveness of the teaching-learning process. consequently, these insights have prompted the researcher to formulate a statement of the problem and identify relevant indicators. the first dimension of reading motivation is self-efficacy. according to liu (2020), taiwan’s vocational school students exhibit lower english language proficiency compared to their high school peers, as evidenced by their academic achievement in english prior to college. this deficiency is attributed to a lack of learning motivation. to enhance pre-college students’ motivation to learn english, a community-based english reading competition was implemented in a study. additionally, a research model based on extrinsic, intrinsic, and social self-efficacy motivation was proposed to predict students’ intention to participate in future contests. moreover, supporting students’ psychological needs has been found to be an effective way of fostering positive changes in their reading motivation (pelletier et al., 2022). the second dimension of reading motivation is curiosity. curiosity is characterized by the thrill of exploration and the desire to learn more about the unknown. piaget referred to children as ‘small scientists,’ recognizing the significance of curiosity as a foundation for early learning. neugebauer and gilmour (2020) demonstrated in their study that a significant aspect of reading in subject areas is the motivation to engage with the text in various and specific ways. however, there is limited research capturing fluctuations in adolescents’ daily reading motivation in subject areas or across diverse reading activities, which is essential information for supporting discipline-specific reading performance. thus, this study captures adolescents’ fluctuations in reading motivation within and across classroom environments and explores how teacher practices may bolster student motivation to read in contentarea classrooms. multilevel modeling results show that capturing dynamic understandings of reading motivation beyond commonly used context-neutral measures provides unique insight into the flexibility of motivation to read and specifically how environmental factors can influence students’ ups and downs in their levels of reading motivation. findings show that, regardless of the subject matter covered in class, student changes in reading motivation reflect their social, personal, and material interactions with reading activities. these results expand pedagogical and empirical research on supporting environmentally triggered reading motivations and offer guidance on how an interactive approach to reading motivation can be incorporated into the motivation literature for better instruction of adolescent readers. these findings revealed that reading curiosity is the highest domain of students’ motivation, while the social reason for reading is the lowest one (dakhi, smith, & johnson, 2018). the third dimension of reading motivation is involvement. according to troyer et al. (2019), the goal of the current study is to discover the associated role of teacher conduct given the inadequate intrinsic reading motivation of many teenagers and the significance of this sort of motivation for reading competency. a secondary analysis was carried out on pisa 2009 data to pursue this aim. in line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. teacher involvement was most strongly associated with adolescents’ intrinsic reading motivation. additionally, maruli et al. (2021) found a correlation among parental involvement, reading motivation, and reading achievement. moreover, studies on teaching english as a foreign language (efl) in children have extensively focused on the school context, but the home environment has not been thoroughly studied. in the present study, parental involvement, children’s learning needs, and reading motivation were measured to explain young chinese efl readers’ behaviors. the findings showed that parental involvement played a significant role in fostering kids’ reading motivation and success and that this role was consistent regardless of the parent’s educational backgrounds or the kids’ gender. the children’s satisfaction levels with their needs for belonging were highest, whereas their esteem needs were lowest. parental involvement had a more substantial impact on children’s first language intrinsic reading motivation than on efl, and neither parents’ educational background nor extra instructional spending affected children’s efl intrinsic reading motivation, according to multiple regression analyses. self-actualization needs were the best predictor of intrinsic reading motivation (law, 2018). the fourth dimension of reading motivation is recreation. ‘reading is a lifelong practice,’ according to namgay dukpa and sonam dhendup (2021), and being able to read is a distinct benefit. despite its importance, relatively little has been done to examine student reading motivation, particularly with bhutanese secondary students. this study aimed to identify the student factors related to reading motivation. lubis and usman (2021) developed a learning model for reading comprehension in english text, utilizing scanning and skimming techniques with a recreational intent. the study employed a cyclical assessment process through two cycles, each consisting of four stages: action, observation, and reflection. observers noted improvements in student behavior during reading comprehension learning with scanning and skimming techniques in cycle ii. however, some students continued to exhibit disruptive behavior in class. overall, the findings suggest that student behavior during reading comprehension instruction improved over the course of the study. the fifth dimension of reading motivation is students’ grades. according to fuad et al. (2021), reading requires learners to exert effort, and motivation plays a crucial role as students may choose not to engage in it. motivation and attitudes toward reading are central to reading pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 performance, with students generally showing interest in reading activities. the most influential aspects include awareness of the importance of reading and competition among students when given reading tasks by the teacher. teachers’ perceptions regarding the dimensions of reading motivation indicate that the individual dimension is the most crucial factor to be improved, as it directly impacts each student’s intrinsic motivation, which is positively correlated with reading proficiency. to encourage students’ intrinsic motivation for reading, appropriate environmental conditioning and learning strategies, such as engaging them in practical activities related to their daily lives before beginning reading assignments, can be employed. it is implied that the results of this study can serve as a guide for teachers in developing teaching strategies that foster students’ interest in reading. the effects of motivational reading treatments are investigated in this systematic review and meta-analysis concerning reading achievement and motivation in school-age students. while published meta-analyses on motivational reading interventions do exist, preliminary searches and examination of the relevant literature suggest that these would benefit from the inclusion of more recent research and more stringent selection criteria. analysis of moderators indicated that effect sizes varied significantly depending on content approaches to intervention, the intensity of training given to intervention providers, study quality, and the type of measures used. however, effect sizes did not vary significantly depending on group size or student population. mcbreen and savage (2021) conducted this study. the sixth dimension of reading motivation is instrumentalism. latif et al. (2021) analyzed the relationship between motivation to read and reading comprehension among engineering undergraduate students in baluchistan. they noted that learning english has become a crucial requirement for students in various countries, especially where english is the medium of instruction. reading comprehension involves extracting appropriate messages from written language and text. the study suggests that both private and public institutions in baluchistan should create an environment that encourages and motivates students to pursue education and reading. additionally, engineering schools in baluchistan are advised to implement reward systems to incentivize students to read. the creation and validation of the reading motivation questionnaire (rmq-efl) with chinese secondary students were reported by wang and gan (2021). the study also found no appreciable variations in students’ motivation for reading english as a foreign language (efl) across gender and grade levels. the rmq-efl can be utilized by researchers to examine the connections between students’ english reading motivation and their english reading behavior and performance, or to evaluate the efficacy of targeted reading motivation interventions. furthermore, teachers can use it to assess students’ efl reading motivation. the seventh dimension of reading motivation is social family. gómez and rivas (2022) emphasize the significance of non-cognitive factors such as drive and resilience to increase reading achievement. their study sheds light on how these two determinants are manifested by students in environments with high levels of social vulnerability. the findings demonstrate that factors such as perceived self-efficacy, intrinsic motivation, and family support are significantly related to reading achievement, even in a highly segregated educational system. this study highlights the connection between student and familial life experiences and reading achievement. bergbauer and staden (2018) discovered the impact of parents who speak to their children about school and review homework, the school’s focus on academic achievement, and the teachers’ treatment of involving the social environment in learning activities. it demonstrates that learners’ contexts, such as teachers, peer groups, and parents, assist learners in developing their learning from sociocultural perspectives. from a broad perspective, different parenting methods, such as concerted cultivation versus natural growth, can have various effects on children’s development. the eighth and last dimension of the independent variable, reading motivation, is social peer. peer influence refers to how peers influence one another’s emotions, feelings, and attitudes over time. barwasser (2022) stipulated that acquiring fast word recognition skills is a severe challenge for many children in their early years of formal education. lagging word recognition leads to general reading problems, as fluency is a prerequisite for text comprehension. recent research indicates a rising proportion of struggling readers in german elementary schools, highlighting the urgent need for widespread adoption of efficient word recognition interventions. this pilot study aims to provide preliminary evidence of the efficacy of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of struggling german elementary school students. the intervention included group contingency procedures and performance score graphing to boost reading motivation. results demonstrated a significant performance increase in the treatment group, relative to the control group. the effect size can be considered very high, indicating that this brief training can potentially enhance the word recognition of struggling elementary students. in conclusion, there are some theories that many educational models emphasize competent reading; nevertheless, current studies suggest that motivation also plays a crucial role. the condition of the literature on this reading motivation does not include reading interventions that can be identified as being unquestionably successful in improving reading motivation. therefore, one fascinating line of inquiry is to examine various aspects that can promote reading motivation. a systematic review of the literature was done to emphasize the multiple ways that peers, parents, or self-motivation might boost reading. pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 material and methods the research employed a descriptive-correlational approach by gay (2000); the descriptive-correlational approach of the analysis incorporates both descriptive and correlational designs. descriptive analysis entails gathering data to test hypotheses or answer questions about the study’s participants’ status. correlational analysis, on the other hand, seeks to decide whether and to what extent two quantitative variables are related. correlational research aims to establish a relationship that can be used to make predictions. typically, a partnership inquiry looks at various variables that are assumed to be correlated to a significant and complex variable. in this study, the researcher used the quantitative descriptive type and the research methodology of regression analysis. a quantitative study called descriptive research includes carefully describing educational processes (gall, & borg, 2017). the researcher used descriptive correlational design to check the significant relationship between the two variables in the study. this study used a survey questionnaire to collect data and the goal is to look at the connection between students’ foreign language anxiety and their reading motivation. this study was conducted in one of the private, nonsectarian colleges in city, davao del sur in the school year 2021-2022. it is an institution situated on a 2-hectare parcel of land. this university is a tertiary institution in davao del sur that offers a range of undergraduate degrees, including courses in education. one of the oldest schools in the city, the institution was founded in 1949. in the seventy-one years that followed, the university transformed to become a prestigious leading college in this region of the nation. it has created specialized programs over a long time. these are shown by the school’s aggressive pursuit of quality assurance measures like accreditation status for the various programs, including liberal arts, business administration, beed, and bsed with their level ill accredited status and bs in criminology and bs in information technology with their level | formal status from the philippine association of colleges and universities commission on accreditation (pacucoa). furthermore, the sgs iso 9001:2015 certification and the philippine quality award, which was presented by the philippine government in december 2018, are two international certifications of this tertiary institution. the most recent is the lauded autonomous status awarded by ched following cmo no. 12, s. of 2019 in this institution. the institutional excellence, outcomes-based education, and the superiority of its academic programs are demonstrated by its list of first-place winners and top performers in the licensure exam for teachers and the criminologist licensure exams, as well as by the highly passing rates of both board exams and psychometrician licensure exams. the respondents for the study are the one hundred sixtytwo (162) selected college students from the university in digos in s.y. 2021-2022. stratified random sampling was employed such that all students would have a chance to be selected and considered for inclusion in the final sample. this is used to ensure that the study’s results will be comprehensive to the context currently studied. the selection of the participants was irrespective of demographic characteristics. the respondents answered from the representative of the different college department such as department of teacher education (dte), department of criminal justice education (dcje), department of arts and sciences education (dase), department of accounting education (dae), and department of business administration education (dba). two sets of adapted questionnaires were used to gather information on the conditions undertaken in the study. the research tools were adapted from the questionnaires developed by yoon (2012) and lin et al. (2012) with minor revisions and were submitted to the panel of experts for validation. the first set of questionnaires pertains to foreign language anxiety with four indicators, namely: language anxiety using english in class, based on selfconfidence, class preparation, and overcoming language anxiety with effort. meanwhile, the second set of questionnaires focuses on students’ reading motivations using eight indicators: self-efficacy, curiosity, involvement, recreation, grades, instrumentalism, social family, and social peer. for the students’ reading motivation, the five orderable gradations with respective ranges of means and descriptions are considered. the survey instrument was modified, and to ensure the validity and reliability of its content, four internal experts and one outside expert validated it, whose overall rating is 4.96 or very good. a pilot study was also conducted, and the scales’ reliability and validity were determined using cronbach’s alpha coefficient. the combined expert results may have a cronbach > 0.890 with excellent internal consistency. after the approval of the panel members, formal permission to conduct the study was requested from the dean of professional schools of the university of mindanao. it was forwarded to the director of the university to get an endorsement from the dean for the conduct of the survey. upon approval, the researcher has set the schedule for the survey administration of the survey to the students. before the administration of the questionnaires, the study introduced by the researcher to the respondents and explained the research tool and its purpose. the researcher oriented the respondents about the appropriate manner in accomplishing the questionnaires and explained all the items individually and thoroughly to ensure valid and reliable results. they were given 20-30 minutes to answer the questionnaires. the survey questionnaire was retrieved immediately after the participants answered all the items. after receiving all questionnaires, the results were encoded in spreadsheet format and were thoroughly checked pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 before data analysis. the results were analyzed using the appropriate statistical tool and were interpreted. with the results, conclusions were drawn, and recommendations were formulated. results and discussion elucidated in table 1 is the level of foreign language anxiety among college students. this variable is composed of four indicators, namely, language anxiety using english in class, language anxiety based on self-confidence, language anxiety about class preparation, and efforts to overcome language anxiety. language anxiety in class preparation obtained 3.24 which was verbally described as moderate. this result indicates that the condition relating to foreign language anxiety is sometimes manifested. following the language anxiety about class preparation, is the language anxiety based on self-confidence which obtained a mean score of 3.09 with a descriptive level of moderate. moreover, using english in class also has a descriptive level of moderate as it acquired a mean score of 3.34. this result means that the conditions associated with foreign language anxiety is oftentimes manifested. as shown in the same table, efforts to overcome language anxiety have the highest mean score of 3.65 among all the indicators stated. it has a descriptive level of very high and it indicates that the conditions associated with foreign language anxiety are oftentimes manifested. hence, it was illustrated in table 1 that those students perceived that they have a moderate level in terms of foreign language anxiety which obtained an overall mean of 3.33. this means that the condition relating to foreign language anxiety is sometimes manifested. table 1: level of student’s foreign language anxiety indicators mean sd descriptive level class preparation 3.24 .89 moderate self-confidence 3.09 .77 moderate using english in class 3.34 74 moderate overcome with efforts 3.65 .74 high overall 3.33 0.50 moderate table 2: level of student’s reading motivation indicators mean sd descriptive level self-efficacy 3.80 .65 high curiosity 4.22 1.19 very high involvement 4.08 1.10 high recreation 3.97 .80 high grades 3.80 .72 high instrumentalism 4.07 .55 high social family 2.73 .99 moderate social peer 3.51 1.09 high overall 3.77 .60 high indicated in table 2 is the level of reading motivation of college students, which has an overall mean of 3.77 with a descriptive level of high. this result shows that the reading motivation of students is oftentimes manifested. reading motivation of students is categorized into self-efficacy, curiosity, involvement, recreation, grades, instrumentalism, social family, and social peer. specifically, in self-efficacy, involvement, recreation, instrumentalism, and social peer which all were descriptively described as high. this result indicates that the reading motivation of students is oftentimes manifested. thus, students are more challenged by their teachers than receiving encouragement and praise, nonverbal support, understanding, and friendly and controlling. on the other hand, curiosity is described as very high. this result indicates that the reading motivation of students is always manifested. furthermore, social family is described as moderate. this result shows that the reading motivation of students is oftentimes manifested. shown in table 3 is the correlation analysis of the two variables using the pearson product correlation test. based on the analysis, overall reading motivation among college students significantly relates to the foreign language anxiety of students; foreign language anxiety on class preparation (r=-0.022, p<0.05), using english in class (r=-0.024, p<0.05), and overcome with efforts (r=0.164, p<0.05). all indicators posted a weak correlation. the indicator, selfconfidence of foreign language anxiety among college students significantly relates to reading motivation (r=0.373, p<0.05) which posted a strong correlation. this outcome indicates that pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 there is a significant relationship between the independent variable and the independent variable, thus, a part of the null hypothesis is rejected and there is a substantial relationship between the two variables. it was also found to be insignificantly related to overall reading motivation (r=0.188, p<0.05), which supports the first null hypothesis of no significant relationship between foreign language anxiety and students’ reading motivation. hence, only one of the domains of foreign language anxiety influences the reading motivation of the student. table 3: relationship between foreign language anxiety and reading motivation of students reading motivation foreign language anxiety class preparation self confidence using english in class overcome with efforts overall self-efficacy curiosity -.097 .430** -.147 .040 .084 (.218) (.000) (.061) (.611) (.286) -.019 .139 -.009 .154 .100 involvement (.812) (.078) (.906) (.050) (.205) .006 .210** -.042 .044 .085 recreation (.944) (.007) (.596) (.574) (.283) -.054 .187* -.053 .123 .075 grades (.495) (.017) (.504) (.120) (.346) .025 .230** .047 .141 .172* instrumentalism (.748) (.003) (.553) (.074) (.029) -.031 .282** .000 .204** .172* social family (.695) (.000) (.998) (.009) (.028) .060 .370** .080 .006 .203** social peer (.450) (.000) (.309) (.945) (.010) -.038 .242** -.033 .188* .134 overall (.628) (.002) (.676) (.017) (.089) -.022 .373** -.024 .164* .188* (.786) (.000) (.758) (.037) (.017) displayed in table 4 is the result of multiple linear regression analysis showing the predictive ability of the indicators of foreign language anxiety on the overall reading motivation of college students. the computed r2 value of 0.155 and adjusted r2 of 0.133 means that 155 to 0.13% of the variance of reading motivation of students can be attributed to the entry of the four indicators of foreign language anxiety. this further means that 87% of the remaining variance can be attributed to other variables not covered in the study. in addition, the f-measure of the regression analysis is 7.184, p<0.000b. the result has significant influence on the linear association between foreign language anxiety and students’ reading motivation. furthermore, within the four indicators of foreign language anxiety, only self-confidence was a significant predictor of overall reading motivation among students: (β=0.359, t=4.744, p<0.000). class preparation was found to pose a nonsignificant influence, such that the beta value of 0.063 posed a t-statistics of 0.493 with a p-value greater than 0.05. in addition, using english in class was also found to pose a non-significant influence, such that the beta value of -0.059, a t-statistics of -0.451 with a p-value more significant than 0.05. likewise, overcome with efforts has a beta value of 0.125, t-statistics of 1.589 with a p-value more significant than 0.05. to this effect, it is conclusive that self-confidence is the domain that best influences the reading motivation among college students of the private tertiary institution of digos. table 4: influence of foreign language anxiety and reading motivation of student independent variable (indicators) dependent variable b β t p-value class preparation .042 .063 .493 .622 self confidence .276 .359 *4.744 .000 using english in class -.047 .059 -.451 .653 overcome with efforts .101 .125 1.589 .114 pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 the overall foreign language anxiety was found to be moderate which indicates that the condition relating to foreign language anxiety is sometimes manifested. likewise, class preparation, self-confidence, and using english in class appeared to be at a moderate level which means that these dimensions are also sometimes displayed by college students. among the four indicators, efforts to overcome language anxiety garnered the highest score which indicates that college students’ conditions associated with foreign language anxiety is oftentimes manifested compared to three other indicators of foreign language anxiety. these findings are in line with fitri et al. (2021) claim that anxiety and speaking ability are related. students’ capacity for free and fluid speech is negatively impacted. this study examined senior high school students in the tenth grade to see how speaking performance and anxiety related. additionally, a six-point oral exam was given, which was graded on grammar, vocabulary, fluency, pronunciation, comprehension, and performance. the findings demonstrated that students with lower anxiety levels performed better in speaking tasks, and vice versa. it revealed that fear negatively affects how well students say in efl classes. additionally, teachers should advise students that making mistakes is a typical human characteristic and not to shame their fellow students for them. to create a suitable and supportive learning environment, it is crucial that teachers, parents, and education officials work together in some capacity in the classroom (alnuzaili et al. 2020). moreover, teachers should have positive experiences and a friendly atmosphere during the class because students may have foreign language anxiety and worst not join classes using foreign language because they do not have the confidence for it. the overall level of reading motivation as perceived by college students was found to be high. this conclusion suggests that the reading motivation of college students is oftentimes manifested. a closer examination of the data reveals that these several indicators of reading motivation have mostly similar ratings. most of the indicators show a high descriptive level among students which means that college students are aware of the motivations that they have within themselves. these results support a study by troyer et al. (2019) that found that given the low intrinsic motivation for reading among many adolescents and the significance of this type of motivation for reading proficiency, the goal of the present study is to pinpoint the behavior of teachers in this context. in line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. the teacher involvement was most strongly associated with adolescents’ intrinsic reading motivation. furthermore, students’ perception of teachers’ autonomy support was related to girls’ inherent reading motivation. thus, the correlations between parental involvement, reading motivation, and reading achievement were discovered by maruli et al. in 2021. given that the correlation between parental involvement, reading motivation, and reading achievement was significant, it meant that there was a meaningful relationship between these three variables. conclusion: parental involvement and reading motivation toward reading achievement are highly correlated. this study found that overall foreign language anxiety as perceived by college students was found to correlates positively and significantly with their reading motivation. the null hypothesis stating no significant relationship, thus the variables’ independence from one another, is rejected. this outcome indicates that, to some extent, foreign language anxiety is related to reading motivation. despite their statistical interdependence, the relationship suggests that there is an extent to which foreign language anxiety could have an impact on any favorable development or outcome towards reading motivation among students in college. the relationship between each domain of foreign language anxiety on overall reading motivation among college students is parallel to the assertion of several authors, which include chou’s (2018) statement that, according to the study, taiwan and other east asian countries have begun to promote englishmedium instruction (emi) at the tertiary level, which is the first indicator of foreign language anxiety is english communication in the classrooms. still, it can be difficult to speak a foreign language since it is a complex process that requires linguistic competence, speaking skills, and the application of strategies. in addition, the reading motivation of american college students was examined by huang and reynolds (2022). a self-reported survey was completed by 1,437 college students from various interdisciplinary fields (533 men and 904 women), who voluntarily took part in the study. two important research questions were answered in this study. the first question investigated the reading motivation of american college students using the selfefficacy, intrinsic, extrinsic, and social motivation variables from the motivation for reading questionnaire (mrq). the second question compared gender, classification, age, race, linguistic backgrounds, grades in major subjects, and grades in minor subjects to determine what factors affect american college students’ motivation to read. according to descriptive analysis, the mean scores for the extrinsic motivation scale were higher than those for the scales measuring self-efficacy, social motivation, and intrinsic motivation (3.05, 3.04, and 2.35, respectively). a statistical analysis using multiple linear regression found that the motivation to read among college students was significantly influenced by gender, age, classification, r2 0.155 *p<0.05 adjusted r2 0.133 f 7.184 p-value 0.000b pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 grade, race, and first language. the findings revealed that students who received partial english-medium instruction experienced high levels of speech anxiety, a lack of confidence, and negative attitudes toward english learning. furthermore, students in the partial english-medium instruction context used rehearsal and paraphrasing strategies less frequently than those in the full english-medium instruction context. moreover, a link was discovered between the englishmedium instruction context and reported speaking difficulties by students. the study reveals that of the four indicators of foreign language anxiety, self-confidence is the variable that best influences the reading motivation of college students. the relationship between the two and their direct impact on reading motivation and self-confidence, as found in this study, supports the findings of other researchers, including macintyre (2017), who claimed that language anxiety is influenced by internal physiological processes, cognitive and emotional states, as well as the demands of the setting and the presence of other people, among other things, over a range of timescales. anxiety comprises both internal and external components. additionally, bensalem et al. (2022) investigated the self-confidence and foreign language anxiety (fla) that bilingual and multilingual tertiary students in saudi arabia who are learning english as a foreign language (efl) experienced. the results of the exploratory factor analysis (efa) revealed that two dimensions of fla underlie fla: “english class performance anxiety” and “confidence with english.” the current study offers empirical proof of the importance of multilingualism in saudi arabia in terms of fla and self-confidence. moreover, tridinanti (2018) explained that speaking in a foreign language can be influenced by such psychological aspects as anxiety and self-confidence. students who have high levels of stress, worry, fear, and low levels of self-confidence in foreign language classes may have difficulties in developing their speaking ability. this finding revealed no significant relationship between speaking anxiety and speaking achievement. there is a strong correlation between speech achievement and selfconfidence. in other words, confident learners do better. because of this, teachers and lecturers must encourage students to speak in front of the class in english, which will greatly boost their confidence while speaking the language. conclusion this academic undertaking revealed a moderate level of foreign language anxiety in four indicators: class preparation, self-confidence, use of english in class, and overcome with effort. on the other hand, the level of reading motivation among students is assessed to be high based on the overall result. in testing the first hypothesis, there exists a significant relationship between foreign language anxiety and reading motivation, which justified the theoretical connection of these variables as proposed by namaziandost, et al. (2022) who investigated the effect of using authentic materials on english as a foreign language (efl) learners’ reading comprehension, reading motivation, and reading anxiety. the results indicated that accurate materials enhanced iranian learners’ reading motivation and comprehension ability. in addition, the findings suggested that using original texts significantly improved english as a foreign language learner anxiety in the experimental group. furthermore, the findings support the study of horwitz and cope (1986), which recognized the unique characteristics of foreign language anxiety and developed the foreign language classroom anxiety scale (flcas) as a tool to assess anxiety levels and that anxiety is likely to function as both a cause and a consequence of linguistic difficulties. on the contrary, the theory that supports the study is the self-determination theory (sdt) by reeve (2002), which distinguishes between motivation that is autonomous and controlled and the theory of b.f skinner (gordon, 2022), which emphasizes how human behavior results might serve as a motivating factor, such as praise, gratitude, a good grade, a trophy, money, a promotion, or any other reward has nothing to do mainly with the overall reading motivation comprised in this research. recommendations these recommendations are made considering the findings: the research found that numerous college students experience mild to moderate levels of anxiety when learning a new language. language anxiety in class preparation and language anxiety based on selfconfidence which verbally described as moderate. thus, the researcher humbly recommends that the commission on higher education use this data to design programs and interventions to alleviate their fears when using a second language to boost students’ performance in english classes specifically their self-confidence. consequently, training, seminars, and workshops like “an intervention to reduce anxiety in speaking the english language” may be delivered to the tertiary instructors. programs that are appropriate to and designed specifically for students and teachers. similarly, students need to boost their confidence. learners must learn ways to deal with their anxiety and engage in speaking exercises to improve foreign language acquisition. it is recommended for the students to look for any strategies that can make their learning experience at ease. with this, foreign language anxiety will be alleviated. moreover, college students’ level of motivation in reading here in one of the private tertiary institutions of digos city is generally described as high. this can serve as a foundation for maintaining and developing appropriate programs aimed at enhancing students’ reading motivation and ensuring that they consistently meet the highest reading standards. training, seminars, and workshops like “motivations for reading, motivating students to read and an intervention program to pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 45-55, 2024 increase reading motivation” can be conducted for educators and learners. this is also applicable to primary and secondary educators since there is also a lot of news about reading problems within their field. on the other hand, only social family, one of the domains in reading motivation found to be moderate. hence, it is suggested that parents or guardians should regularly monitor their children or students. by continuously facilitating the importance of reading, parents should provide reading materials, support, and encouragement for the learners and attend to their individual needs. it’s important to consider students’ perceptions of their ability to learn and succeed, their interest in reading, their enjoyment of reading, their academic performance, their focus on grades and test scores, their reliance on external rewards for their efforts, and the support they receive from their families and friends all play a vital role in determining how successful they are in school. findings from this study also show a correlation between fear of speaking a foreign language and a lack of interest in reading. in addition, students’ sense of competence has been identified as the most significant factor in determining their level of interest in reading at the university level. therefore, it is suggested that administrators and teachers in higher education who are responsible for the english course or subject may enhance their students’ motivation to learn a foreign language, particularly english, by providing them with a variety of enjoyable learning activities that will get them involved in class and reading on their own. finally, more study is needed to confirm the findings and determine if they hold in a different setting, a larger geographical area, or a different era. acknowledgements to everyone who helped complete this study, the authors wish to convey their genuine gratitude and deep appreciation. to their family and friends, for the supportive words and great motivation. we would like to thank um digos college for granting the request for data collection. above all, the researchers are eternally grateful to the heavenly father god for the gift of life, love, wisdom, guidance, blessings, and everything else. references alnuzaili, e. s., & uddin, n. 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(2021). teacher and student perceptions: do students have good reading motivation? journal of hunan university natural sciences, 48(4). fukuda, a. (2018). the japanese efl learners’ selfregulated language learning and proficiency. journal of pan-pacific association of applied linguistics, 22(1), 65–87. https://doi.org/10.25256/paal.22.1.4 gómez, g., & rivas, m. (2022). reading achievement, resilience, and motivation in contexts of vulnerability: a study of perceived self-efficacy, intrinsic motivation, and family support in chile. reading psychology. https://doi.org/10.1080/02702711.2022.2106333 hanifa, r. (2018). factors generating anxiety when learning efl speaking skills. studies in english language and education, 5(2), 230–239. https://doi. org/10.24815/siele.v5i2.10932 huang, s., & reynolds, m. (2022). facts that influence college students’ reading motivation. athens journal of education, 9(2), 187–210. https://doi.org/10.30958/ aje.9-2-1 indrayadi, t. (2021). indonesian efl learners’ reading motivation. indonesian journal of english language teaching and applied linguistics, 5(2), 335-346. pa ge 1 pa ge 11 8 american journal of multidisciplinary research and innovation (ajmri) re-imagining post covid education the challenges and opportunities of blended approaches in bangladesh md. sabbir hossain1* volume 2 issue 1, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i1.1946 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 13, 2022 accepted: february 10, 2023 published: february 15, 2023 the covid-19 epidemic has taught the global education community, including bangladesh. after the epidemic, switching to online education was very difficult. many educational institutions worldwide struggled to switch from on-campus to online learning since it required considerable adjustments to their digital competences, pedagogical expertise, psychosocial counseling, interaction levels, engagement techniques, evaluation methodologies, support systems, etc. after the covid period, should we return to traditional teaching and learning approaches or embrace the revolutionary new possibilities? never. what tactics should we use? for this study, bangabandhu digital university, bangladesh open university, and daffodil international university researchers gave students and instructors a semi-structured questionnaire. blended learning is common in bangladesh, according to preliminary study. we identified numerous challenges and potential for building a sustainable blended education system in bangladesh using the blended education for all (befa) model. keywords re-imagining blended learning, challengesopportunities, post covid education bangladesh introduction as a result of the covid 19 pandemic, large and quick changes have occurred in the national education ecology. historically, the teaching and learning techniques in the country were predominantly institution-based and predominantly traditional, where teacher-centered lecture-based pedagogy, limited to rote learning, was the standard in the education system and students played a passive role (barua et al., 2020). the ministry of primary and mass education and the ministry of education, despite the closure of all educational institutions in the country due to the covid-19 outbreak, have been working to help students continue their education at home. both ministries have launched distance or remote learning initiatives employing sangsad tv, mobile phone, and internet platforms to reach as many students as possible (kempuraj et al., 2020). moreover, in consideration of other low-tech options, the government has been developing new pedagogies to transmit education via radio and mobile devices in order to reach the disenfranchised student population. similarly, the university grants commission (ugc) of bangladesh advised universities on april 5, 2020 to resume teaching and learning, including online exams, grade publication, and continued admission for the next semester (mahmud et al., 2021). in addition to disrupting routine teaching and learning activities, covid 19 pushed the education system towards innovation in educational technology and changes in the behavior of system stakeholders. thus, traditional pedagogical techniques have changed, as teachers and students have had to adjust to a growing use of educational and digital tools (gamage et al., 2022). blended learning has been shown in numerous studies to improve students’ ability to work together to learn, think creatively, study independently, and tailor their learning experiences to their individual requirements. purpose of the study the objectives of the study is to a) analyze the blended education for all (befa) framework b) identify the challenges and opportunities of blended education. literature review the united states department of education states that students benefit most from a curriculum that incorporates both face-to-face and online instruction. numerous blended learning studies show that students improve in areas such as collaborative learning, creative problem solving, independent study, and the ability to tailor their learning experiences to their individual preferences (means et al., 2009). since the dawn of humankind, we have been accustomed to face-to-face education, which is supplemented by digital tools or icts and referred to as digital learning, for example, teaching in a classroom with a multimedia projector (akinoso, 2020). blended learning refers to the deliberate combination of face-to-face and online activities, such as using a learning management system (lms) as a digital content repository and incorporating formative assessment into face-to-face classes, or integrating three days of face-to-face instruction with two days of online instruction, etc. bodrul huda khan presented a framework for e-learning with eight aspects, including institutional, pedagogical, 1 department of ict education, daffodil international university (diu), bangladesh * corresponding author’s e-mail: sabbir.ict@diu.edu.bd pa ge 11 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 118-123, 2023 technological, interfacial, managerial, evaluation, resource support, and ethical (e-learning in management, 2023). this paradigm has served as a guide for numerous e-learning and web-based education programs. it is an effective model for instructional design, a fundamental component of teaching-learning activities, and a vital component of the blended education ecosystem. community of inquiry (coi) is a second framework consisting of interrelated social, cognitive, and teaching presence elements (wang et al., 2015). as part of online education, it acknowledges the dynamic relationship between the parts and is commonly used to examine interaction in both synchronous and asynchronous computer-mediated communication. this model suggests how the interactions between the many important parts and enabling factors should be considered; this dynamic is reflected in the theory of change for the blended education master plan, which follows. the complex adaptive blended learning systems (cabls) framework developed by wang, han, and yang (yuping et al., 2015) appears to be a viable one. based on the ‘edge of chaos’ concept8, it has been widely used to get an understanding of the complex nature and dynamics of systems. based on this theory detailing six subsystems and their relationships—learner, teacher, technology, content, learning, and institution—the cabls framework is established, highlighting the significance of considering teaching-learning activities and evaluations. mr anir chowdhury and dr. md. akhtaruzzaman introduce the blended education for all (befa) framework, 2020 conceptualized in bangladesh, it could be a viable framework for blended education implementation and practices on a national scale in different parts of the world (aktaruzzaman, et al., 2022). it equally emphasizes inclusiveness, teaching-learning process and collaboration in the system at the individual, community, institutional and national level that paves the way for a sustainable and effective blended education ecosystem. the blended education for all framework addresses one of the five key elements of the framework the key elements are, in order are: figure 1: blended education for all (befa) the framework has five key elements teaching-learning practices which aim to prepare learners for the future with 21st century problem-solving skills through synchronous and asynchronous interaction. educational content and resources which are accessible, affordable, reusable, interactive and personalised educational content and resources for all. assessments continuous/formative and summative, among which formative assessments are real-time and performancebased through the use of artificial intelligence tools. teacher professional development which is blended, personalised and continuous. inclusive infrastructure which includes ensuring open, accessible, and inclusive physical and virtual learning spaces for all, including systems for connectivity, electricity, bandwidth and devices such that learners and teachers have access to these learning spaces. in addition to these key elements, there are three enabling factors: • policy, which should be comprehensive and practitioner-driven. this includes a range of supporting policies and guidelines for this current master plan such pa ge 12 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 118-123, 2023 in bangladesh open university. these three cases were selected using purposive sampling. sampling technique purposive sampling was being used for collecting data. 500 students were chosen from 3 different universities in bangladesh. among them 100 from bangabandhu digital university, 100 from bangladesh open university, 300 from daffodil international university. 50 percent are female and rural respondent among the total sample size. 10 teachers and practitioners also selected as an expert of blended education. data collection technique as ethical, legal issues, ict policy, education policy, etc. • management, which include real-time and datadriven progress tracking, quality assurance, performance appraisals, and guidance. • partnerships, which include public-private-people partnership, as no one entity will be able to execute this master plan alone. methodology qualitative case studies involving three different universities in bangladesh for the study. the cases were bsc in ict in education program, bangabandhu digital university, bsc in ict in education program, daffodil international university, four years bachelor program table 1: data collection technique sources technique sources content analysis • blended education policy 2021 (bangladesh) • blended education for all (befa) framework (befa) chowdhury and aktaruzzaman (2022) • national blended education masterplan (bangladesh) 2022 • relevant research articles • national statically report (bangladesh) 2021 semi-structured interview • students • teachers • blended education expert and practitioners participant observation • students engagement, classroom observation • university support • academic + infrastructural primary data is collected from the content analysis and the secondary data is collected by the, semi-structured interview and participant observation. interview and observation tools is developed by maintain blended education for all (befa) framework (befa) (aktaruzzaman, et al., 2022)]. data analysis technique based on the befa frame work thematic analysis was used in this study. raw data were thematically analyzed using document analysis method. the researchers engaged themselves as a facilitator to get a valid result. content analysis is also conducted to provide support for the observed data. longitudinal time horizon was used in this study. limitations time and budget constraints are the key limitations in this study. due to budget issue, we had to select sample size purposively from gazipur district. though 3 famous universities were selected as sample, administrative support was not adequate to conduct the study spontaneously. covid 19 pandemic and lockdown limitation are also responsible to some extent. results and discussion the challenges and opportunities of blended approaches in based on befa framework teaching-learning practices challenges • blended education expert and teachers in this research population are agreed that, if we ensure the effective and figure 2: expert opinion; challenges of blended teaching learning practices pa ge 12 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 118-123, 2023 sustainable blended education we need to• prepare a national blended education teaching learning retreated act, policy and guideline • design curriculum transformation policy and guideline and review our existing curriculum to transform it from face to face to blended online method. • identify the appropriate blended pedagogy for the effective teaching learning practice and achieve the proper learning outcomes. opportunity to overcome this challenges blended education expert have mentioned some teaching learning practices related opportunity; • bangladesh national blended education master plan development process is going on • university grants commission (ugc) bangladesh developed national blended learning policy • teacher are habituated in blended teaching leaning practice at covid 19 period • students are habituated in blended teaching leaning practice at covid 19 period • institutional blended teaching learning practice is introduced • goring up the positive attitude about blended teaching learning practice educational content and resources challenges blended education expert and teachers in this research population are agreed that, if we ensure the effective and figure 3: expert opinion; opportunities of blended teaching learning practices no tech low tech high tech • printed materials and books • stationery • playful learning landscape • site visits • toys board games • activity kits • radio broadcasts • digital audio books • sms • phone calls • apps • digital class room • video conferencing • ar/vr & metaverse content • ai integrated others apps website lms • social media • digital library museums virtual simulation lab figure 4: educational content and resources challenges pa ge 12 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 118-123, 2023 sustainable blended education content and resources we have some challenges like • review of curriculum, content and resources • developed content design and selection policy • blended content is not interesting right now • need to update large number of content in graphical presentation • need to integrate in-content interactivity • need to prepare need based open educational resources including; opportunity opportunity to overcome this challenges blended education expert are mention some educational content and resources related opportunity; • the national blended education master plan development process is going on • nctb is starting the textbook content digitalization process • some industries are now starting the content digitalization process • teachers and students are now conscious of the benefits of effective blended content • bangladesh government take an initiative to approve national oer policy assessments challenges blended education expert and teachers in this research population are agreed that, if we ensure the effective and sustainable blended education assessment we have some challenges like • need to developed blended assessment policy, guideline • proper blended assessment tools development • maintain best exam proctoring environment opportunity to overcome this challans blended education expert are mention some assessment related opportunity; • teachers and students and policymakers are now conscious about the of the benefits of effective blended assessment • teacher, students are habituated in blended assessment practice at covid 19 period . teacher professional development challenges bended education expert and teachers in this research population are agreed that, if we ensure the effective and sustainable blended education related teacher professional development we have some challenges like • need to develop blended education related teacher professional development policy, guideline and initiatives. • need to train up about blended education related aspects at a time around one million teacher opportunity to overcome this challenges blended education expert mentioned some assessment related opportunity; • the national blended education master plan development process is going on • online teacher training initiative is already introduced • teachers and policymakers are now conscious about the of the benefits of effective blended training • teacher, are habituated in blended online training at covid 19 period. inclusive infrastructure challenges blended education expert and teachers in this research population are agreed that, if we ensure the effective and sustainable blended education related inclusive infrastructure, we have some challenges like • need to established inclusive infrastructure including; internet, devise related software • need to ensure a large budget to established inclusive infrastructure opportunities the government has devised a massive plan to connect all 4554 lowest administrative units (unions) by june 2023 using a variety of programs and agencies, including info sarker-3 (2,586), btcl (12,16), connected bangladesh (617), and satellite (12). 97 locations, including industrial zones, cantonments, and government buildings, are digitally linked. due of its remote location, 34 unions have been excluded. now, it would be simpler for the government to design and build the last-mile infrastructure from the nearest pop or mobile tower to connect every educational institution in the nation. each classroom or teacher’s room should have at least 20 mbps, while computer labs should have between 30 and 50 mbps (aktaruzzaman, et al., 2022) conclusions the blended education for all (befa) has therefore been conceptualized as an useful framework for national system-building/scaling. it is anticipated that the befa framework will provide assistance to both developing and developed countries in terms of understanding how to create greater educational opportunities for their communities through blended, online or any form of digital education. this is an attempt to provide a common language and common templates to facilitate planning and implementation. if it becomes successful, such a blended education ecosystem will not just transform the education system, it will transform bangladesh itself, into an innovative bangladesh by 2041. references aktaruzzaman, m., & chowdhury, a. (2022). blended education framework for all: bridging developing and developed country education ecosystems. https://doi.org/10.56059/pcf10.9103 barua, l., zaman, m. s., omi, f. r., & faruque, m. (2020). psychological burden of the covid-19 pandemic and its associated factors among frontline doctors of bangladesh: a cross-sectional study. f1000research, 9. pa ge 12 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(1) 118-123, 2023 https://doi.org/10.12688/f1000research.27189.3. kempuraj, d., selvakumar, g. p., ahmed, m. e., raikwar, s. p., thangavel, r., khan, a., ... & zaheer, a. (2020). covid-19, mast cells, cytokine storm, psychological stress, and neuroinflammation. the neuroscientist, 26(5-6), 402-414. https://doi. org/10.1177/1073858420941476 mahmud, a., & islam, m. r. (2021). social stigma as a barrier to covid-19 responses to community wellbeing in bangladesh. international journal of community well-being, 4, 315-321. https://doi.org/10.1007/ s42413-020-00071-w gamage, s. h., ayres, j. r., & behrend, m. b. (2022). a systematic review on trends in using moodle for teaching and learning. international journal of stem education, 9(1), 1-24.https://doi.org/10.1186/s40594021-00323-x means, b., toyama, y., murphy, r., bakia, m., & jones, k. (2009). evaluation of evidence-based practices in online learning: a meta-analysisand review of online learning studies. us department of education. akinoso, sabainah. (2020). effect-of-the-use-of-multimediaon-students-performance-in-secondary-schoolmathematics-1. global media journal. 16. 1-8. abid, t., zahid, g., shahid, n. et al. online teaching experience during the covid-19 in pakistan: pedagogy–technology balance and student engagement. fudan j. hum. soc. sci., 14, 367–391 (2021). https://doi.org/10.1007/s40647-021-00325-7 e-learning in management – focus on hungary, serbia and slovakia scientific figure on researchgate. (2016). retrieved on 4 january, 2023 from: https:// www.researchgate.net/figure/badrul-khans-eightdimensional-e-learning-framework_fig3_305496292 wang, yuping & han, x. & yang, juan. (2015). revisiting the blended learning literature: using a complex adaptive systems framework. educational technology and society., 18, 380-393. yuping wang, xibin han, & juan yang. (2015). revisiting the blended learning literature: using a complex adaptive systems framework. journal of educational technology & society, 18(2), 380–393. http://www.jstor. org/stable/jeductechsoci.18.2.380 national blended education masterplan 2022-2041. (2022). ministry of education, bangladesh. [online] retrieved on 1 january 2023 from http://befa.a2i.gov. bd/ pa ge 1 pa ge 11 8 american journal of multidisciplinary research and innovation (ajmri) the synesthetic language of picasso: exploring emotions and sensations in his art koncha pinos1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3236 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 19, 2024 accepted: july 25, 2024 published: july 29, 2024 this review article adopts an interdisciplinary approach in analyzing picasso’s synesthetic experiences and a transformative glaze on his artwork. it integrates and analyses the methods from different disciplines through art historical analysis. it explores picasso’s paintings in various phases and investigates possible synesthetic perception by observing patterns of colors, forms, and compositions. neuroscientific approaches are incorporated to explain how the sensory input of the receiver could have triggered a cross-modal effect in picasso’s work by exploring the concepts of synesthesia. psychological interpretation explores the psychological theory of feeling and investigates how picasso’s feeling processes are associated with synesthetic feeling and his creative decision-making processes. this article includes a literature review that explains the purpose of positioning picasso’s synesthetic artwork in the broader context of synesthesia and the theories of art. due to this kind of multidisciplinary approach adopted in work, the richness of picasso’s synesthetic imagination can be examined more profoundly, and the interactions between experience, feeling, or even mood of the artist with their art can be reconstructed in detail. in this context, synthesizing findings from the multi-disciplinary literature, this paper offers a novel insight into picasso’s synesthetic imagination and a holistic understanding of artistic innovation. keywords pablo picasso, synesthesia, neuroaesthetics, multidisciplinary, cross-modal association, art history analysis introduction synesthesia is a true connection between two or more different sensitizing and cognitive operations in which the stimulation of one causes an automatic effect in the other. at times, various kinds of synesthesia occur in specific contexts, for instance, cochleotopic individuals who perceive colors and shapes in their mind’s eye when listening to music (adiletta & thomas, 2020). this condition enables them to self-generate and experience music as if it is a visual art that combines two senses – auditory and visual – in a synchronal way. it is a concept that has always been considered by art and science as an unusual perception of reality that interconnects the senses and has been inspiring interest for decades (jewanski et al., 2020). this article deals with the basics of synesthesia, its connection with the phenomenon of sensory perception, neural mechanisms, and art, paying attention to the possible synesthetic experiences of picasso and the impact of his work in this field. presentation of the theme synesthesia is an interesting interconnection between two or more senses in which the activation of one sense results in the engagement of other senses in a rather peculiar manner (brang & ramachandran, 2020). this state of the sense’s interconnection brings into question the basic functions of human perception and our brain’s ability to interpret the surrounding environment. moreover, sensory perception is relevant when analyzing an experience because this term describes how an organism responds to stimuli and organizes information from the senses into a unified whole (klempe, 2022b). synesthesia as the key element in art and neuroscience in klempe’s chapter titled “sound and reason: the ‘synesthesia as metacognition,’ klempe focuses on the synesthesia experience and the role of sound, especially with the influence of gestalt psychology(klempe, 2022a). he qualifies that synesthesia is personal and might have a general cognitive role relevant to everyone. interestingly and rather convincingly, klempe concludes that synesthesia is a primary sorting mechanism essential for higher-order processing. he stresses that synesthetic experiences are not constrained but points at how and why every synesthete builds a different system with limited freedom within neurological structures. as per klempe, the rules systems for language, logic, music, and other cognitive areas are built in interaction between an individual synesthetic categorization system and the regulation systems of the cultural community (klempe, 2022a). thus, the field of synesthesia opened a very colorful and complex perspective for artists to transgress the conventional antique norms and rules of aesthetics and emotions and open up new horizons for practicing creativity with innovative forms and types (florea & cojocaru, 2021). at the same time, though, as a neuroscientist, one cannot deny that synesthesia is an interesting subject to study about sensory integration and how idiopathic connections in the brain may affect perception. objectives of the article the main goal of this article is to investigate synesthesia and special perception in the framework of art analysis, together with a focus on works by pablo picasso. symptoms of synesthesia in picasso’s life and works 1 the wellbeing planet, al nakheel, ras al khaimah, united arab emirates * corresponding author’s e-mail: direccion@thewellbeingplanet.org pa ge 11 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 and the role of the individual sense perception in forming an innovative approach to art will be analyzed (igorevna, 2022). further, the present day’s neurological findings concerning synesthesia and concern showed that improving clarity in creativity and perception in art shall be covered. methodology overview with a focus on synesthesia, this review combines several fields of science (multidisciplinary approach) to study how it relates to human sensory perception understanding from perspectives like neurobiology and art, along with highlights of pablo picasso’s work as a creation (fiorillo, 2020). one avenue to explore the effects of sensory inter-areal neural processes on creativity is through a phenomenological condition known as synesthesia, where stimulation of one sense results in involuntary experiences involving another. what is synesthesia synesthesia is a neurological disorder in which the actions of one sensory or cognitive system cause automatic experiences of another sensory or cognitive system (lorusso et al., 2022). this neurological quirk ushers in a singular communication between senses, thwarting one’s concept of how the brain receives stimuli. synesthetic perceptions are congruent and highly practiced; synesthetic experiences without having to be cautious about it, and these perceptions do not change with time (benítez-burraco et al., 2023). to enhance the understanding of this phenomenon, it is necessary to reveal its nature and how it can be observed in the sphere of perception (hamada et al., 2020). how does it work in other words, synesthesia works so that when a certain stimulus from one modem of sensory is activated, another modem of sensory will have a corresponding reaction. it is marked by continuous and automatic cross-wiring of sensations so that stimuli in one sensory stream can induce perceptions in another. for instance, some people may see graphic-color synesthetic, where letters or numbers should be associated with colors. in the same way, in sound-color synesthesia, one sees colors and shapes as music or sound is played (kihara et al., 2024). these connections are personal and particular to every synesthete and may create an elaborate real-world description (meier, 2021). each type of synesthesia is characterized by its unique pairings of sensory or cognitive processes, and these associations remain consistent over time for individuals who experience them. definition and explanation of the phenomenon synesthesia is a rather interesting neurological condition in which the stimulation of the first sensory or cognitive area results in an automatic and uncontrollable stimulation of the second sensory or cognitive area (hamada et al., 2020). synesthesia is a neurological condition in which stimulation of one sensory or cognitive pathway leads to automatic, involuntary experiences in a second sensory or cognitive pathway. for instance, a person with synesthesia may see color in letters and smell tastes in quintuplets (williams, 2022). this condition exemplifies interesting properties of how the brain integrates sensory information and processes neural signals. the neurobiological roots of synesthesia neural mechanisms cross-activation and connectivity research shows that synesthesia is associated with unusual forms of activation in the brain between different sensory areas (van der schyff et al., 2022). for instance, reading letters or numbers might activate brain regions usually used to process color perception. imaging shows structural and functional differences imaging studies of the brain have demonstrated that synesthetes use a different cognitive process. they can also observe structural and functional differences in their brains, which are organized differently from nonsynesthetes brains (laeng et al., 2021). these differences often mean a breakdown in the division of labor among regions that process different sensory modalities. neural plasticity the brain’s “neural plasticity” provides an extraordinary justification for the phenomenon of synesthesia. this means that neural circuits can also be significantly reorganized through sensory input and experience in adults (sotiropoulos & anagnostouli, 2021). experimental research behavioral studies in experiments usually performed on synesthetes, behavioral activities are required for the synesthetes to describe their experiences. this will enable a closer focus on the replicability and distinctiveness of the perceived synesthesia (ward & simner, 2020). brain imaging techniques functional magnetic resonance imaging (fmri), electroencephalography (eeg), and other techniques reveal active areas during synthetic experience. understanding synesthesia mechanics may aid in the understanding and treatment of various neurological diseases characterized by abnormal sensory processing (ward, 2021). recent research suggests that early synesthesia reveals how our brains interpret information differently. types of synesthesia analyzing the identified subtypes of synesthesia, it is possible to state that regardless of their numerous recognized forms, they are mostly distinguished by the variation of the involved sense (trufanova, 2024). pa ge 12 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 most prominent types grapheme-color synesthesia certain letters, numbers, or words in this type select a certain hue. for example, the initial letter of the alphabet, ‘a,’ is connected with the synesthete mind as red (hamada et al., 2020). sound-color synesthesia sounds, music, or tones trigger the experience of colors or visual patterns. for example, hearing a piece of music may perceived as a vivid green color (kihara et al., 2024). number-form synesthesia numbers represent mental maps or geographical configurations. synesthetes may envision numbers arranged in precise spatial patterns, such as a mental number line (makioka, 2021). lexical-gustatory synesthesia words or phonemes evoke taste sensations. hearing or reading certain words may cause the person to experience distinct tastes in their mouth (ward & simner, 2020). spatial sequence synesthesia sequences such as numbers, months of the year, or days of the week are perceived as having a spatial arrangement (gravener, 2021). auditory-visual synesthesia it includes seeing colors, shapes, or patterns in reaction to auditory provocations like music or sounds. each musical node may correspond to a specific visual experience (nair & brang, 2019). visual-gustatory synesthesia undergoing tastes or flavors based on visual spurs such as colors or shapes. certain visual cues activate the sensation of specific tastes (chen et al., 2019). tactile-emotional synesthesia when experiencing or reflecting on emotions, you may feel textures or physical sensations. emotional experiences can be expressed as tactile sensations such as roughness or smoothness. each kind of synesthesia is distinguished by its distinct pairings of sensory or cognitive processes, and these associations stay persistent throughout time for those who experience them (murray, 2021). synesthesia offers a vivid example of the brain’s ability to link and integrate information across different senses in unconventional ways, providing unique perceptual experiences to those with it. patterns of synesthetic experiences these examples show the different experiences a synesthete can have apart from hearing and seeing; they show how these senses a be wired up in a way that can only be described as synesthetic (spehar & stevanov, 2021). emotional responses and colors sometimes, synesthetes feel emotions and personalities in certain colors. for example, they could associate happiness with the color yellow or excitement with a bright, bright orange. taste and words in certain situations, synesthetes can associate certain words or certain sounds with undefinable tastes. for instance, if the word formed is ‘coffee,’ then, in their understanding, it can be related to the taste of chocolates. textures and sounds hypothesis for a synesthetic couple: one texture might cross-modally correspond with a sound. thus, a sound comparable to that of a flute is likely to be described as possessing velvet-like characteristics as opposed to a sound produced by a trumpet; such sound might be compared to the roughness of sandpaper (haag & castillo, 2021). smells and shapes some people associate odors with shapes or touches. for instance, the width may be felt by the smell concerning cinnamon, which may be linked to whirling designs or even spikes. time and spatial layout time units, such as days of the week or months, can be perceived in specific spatial arrangements. for example, the week might appear circular daily at particular points around the circle. to clarify the synesthetic experience, let’s contemplate the case of someone who experiences auditory-visual synesthesia. when people hear a tune, they can see bright colors and shapes in their minds that correspond to different musical notes (chen et al., 2019). for example, the high pitch of a violin can manifest as a bright blue color, while the low pitch of a bass can be perceived as a deep red color. this sensory connection is constant and coherent for the synesthetic person and is integral to how they perceive music and the world around them (klempe, 2022b). synesthesia is a neurological phenomenon in which stimulation of one sensory or cognitive pathway leads to automatic, involuntary experiences in another unrelated path. for instance, when someone hears music, they might simultaneously see or associate specific colors with numbers or letters. it’s like having “wires crossed” in the brain, causing sensory crossovers that most people don’t experience (spehar & stevanov, 2021). synesthetes perceive the world through multiple senses or perception abilities that aren’t otherwise related. how does it work in typical sensory processing, our senses detect information from the environment, signal the brain, and undergo processing. synesthetes, however, experience simultaneous processing through two or more areas (hamada et al., 2020). pa ge 12 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 here’s how it unfolds primary effect synesthetes perceive the sensory provided input (for instance, music). secondary effect for instance, they experience other feelings (e.g., perceiving colors from music) even when the related senses are not involved (hamada et al., 2020). in typical sensory processing detection receptors or sense organs in the organism detect environmental stimuli through the five basic senses: sight, sound, smell, taste, and touch. signaling both send information that informs the brain (for instance, coloring, shape, and pitch (cheng et al., 2023). processing these signals are then taken into the brain to areas that interpret them so that we can make sense of our environment. recent findings suggest that studying synesthesia can reveal insights into how our brains process information differently, especially when it starts in childhood (delgado-lobete et al., 2020). relevant studies and findings unique firing patterns of neurons characterize cohort members of synesthetes upon being stimulated, coupled with richer integration of sensory data within the brain(kwon & iedema, 2022). for example, using functional mri, investigators noted enhanced areas of the visual and auditory regions of synesthetes’ brains during music listening. from these findings, it is clear that synesthesia is not fantasy but a solid neurological phenomenon characterized by changes in the structure and functionality of the brain (castro). neuroscience research in this line of study intends to discover how such associations are formed and maintained to expand the knowledge of neuroplasticity and the differences in rates of sensory processing in people. in “the tell-tale brain,” dr. v. s. ramachandran describes synesthesia as people who perceive the world through cross-wiring, where they can taste color, see music, or even feel love as the touch (kumar, 2020). this description outlines how synesthesia can alter conventional ways of perceiving the world and enhance the patient’s outlook, which might dictate their creative endeavors or how they engage with their environment. researchers have only recently provided increasing evidence to discuss synesthesia’s neuroscientific principles based on the complexity and plasticity of brain organization and functioning as the means to assimilate sensory data (karim et al., 2021). such insights improve our understanding of synesthesia and widen the perspectives concerning the multilevel and utterly dynamic character of artistic perception in general and in a person in particular. synesthesia in art history impact of synesthesia on artistic creativity synesthesia, a sensory experience where one sensory experience prompts another, has significantly influenced artists throughout history. artists with synesthesia often create works that visualize their perception of sounds, time, letters, and numbers (cho & lee, 2021). this unique perspective allows artists to explore and express the world innovatively. synesthete artists can translate cross-sensory experiences, such as seeing colors when listening to music, into their artworks, reflecting the complex connections between the senses(cho, 2021). this unique approach challenges conventional perceptions and evokes intense emotions in the viewer. relationship between the senses and artistic expression synesthetes blur the boundaries between senses, allowing them to associate colors with sounds, shapes with tastes, and more. synesthesia has been documented in art and literature from ancient greece to the roman era, with diverse cultural interpretations shaping its understanding in scientific and artistic communities (duarte & constantinidi, 2022). scientists have yet to reach a consensus on the causes of synesthesia. some argue this is a series of learned responses, but most point to a neurological basis. research reveals uncommon connections in the adjacent brain regions of synesthetes, similar to those found in infants. all babies are thought to have synesthesia until four months of age, at which point the normal process of synaptic pruning severs those neural connections (simmonds-moore et al., 2019). this condition, which affects about 4 percent of the population, is more prevalent in women than men and appears to have a genetic component (meier, 2021). although synesthesia can manifest itself in various ways, the most common include color-grapheme, in which numbers or letters evoke colors, and chromesthesia (sound-color), where sounds are associated with colors or shapes. not surprisingly, synesthetes are eight times more likely to work in creative fields, and throughout history, numerous talented artists have been synesthetes. examples vincent van gogh likely had chromesthesia, associating sounds with colors. wassily kandinsky linked musical notes to specific hues, creating iconic abstract paintings (igorevna, 2022). examples of synesthete artists and their work vincent van gogh (1853-1890) chromesthesia may have influenced his vibrant, expressive style. he associated sounds with colors and found playing the piano overwhelming due to the pa ge 12 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 colorful notes (pittion). sadly, vincent van gogh seems to have been one of those synesthetes who was more affected than benefited by his condition. research has highlighted the negative impact of his chromesthesia, mentioning that when van gogh took piano lessons in 1885, his instructor noticed that he associated musical notes with specific colors. sadly, his teacher interpreted this as a sign of insanity and urged him to abandon the lessons (ferguson, 2023). arthur rimbaud and charles baudelaire synesthesia has left a deep imprint on the poetry of french symbolist poets such as arthur rimbaud and charles baudelaire (jewanski et al., 2020). these writers used synesthesia as a poetic tool to create vivid and evocative images that go beyond the conventional. in “the drunken boat”, rimbaud masterfully fuses colors, sounds, and physical sensations, taking the reader on a sensory and emotional journey. similarly, baudelaire employs synesthesia in “the flowers of evil” to explore the duality between the material and the spiritual, creating images that fuse the tangible and the abstract into a rich and evocative poetic language (lorusso et al., 2022). wassily kandinsky (866-1944) several artists believed to have experienced synesthesia have been highlighted throughout art history, and their work reflects this unique sensory influence. a notable example is the russian painter wassily kandinsky(white, 2019). kandinsky, a pioneer of abstract art, linked music and color, expressing each musical note through precise hues in his iconic works. he claimed he could see colors when listening to music and used this synesthetic connection to create abstract works that convey emotions and moods by combining shapes and colors (igorevna, 2022). olivier messiaen (1908-1992) as a french composer, messiaen associated specific musical tones with colors and shapes and used these synesthetic associations in his musical compositions to evoke visual images and tactile sensations in his listeners (palmqvist, 2021). his synesthetic perceptions informed his innovative compositions, with vivid color associations to create a multisensory auditory experience. billie eilish, lady gaga and dave grohl (founder of the rock band foo fighters) both musicians experience synesthesia, visualizing music in color and structure as lego blocks (ward, 2023). picasso’s synesthesia experiences and artistic development pablo picasso (1881-1973) pablo picasso may have experienced forms of synesthesia that influenced his creative approach and the evolution of his work throughout his various artistic periods and the variety of genres he explored (gage & grovier, 2023). synesthesia is divided into two main categories: biosensors, which involves the crossing of two senses, and multisensory, which encompasses the crossing of three or more senses. within these categories, the individual variations of the synesthetic experience are endless, giving each person experiencing it a unique perception of the world. indications of synesthesia through his work pablo picasso’s blue period (1901-1904) during his blue period, picasso explored themes of melancholy and sadness, using soft blue and green tones in his works. possible synesthesia in this period could manifest in an emotional connection between color and tactile sensation, such as associating certain tones with a sense of calm or melancholy (o’connor, 2021). pink period 1909-1906 in his pink period, picasso incorporated pink and warm tones in contrast to the previous blue, exploring a more cheerful and festive theme (williams, 2022). synesthesia could have influenced their ability to associate certain colors with emotions such as joy or vitality. analytical cubism 1909-1912 during analytic cubism, picasso decomposed reality into geometric shapes and multiple perspectives. synesthesia could have manifested in the connection between visual form and tactile perception, such as representing textures through abstract shapes (mahir’s & gurcan, 2023). this is trans-sensory perception. synthetic cubism 1912-1919 in synthetic cubism, picasso incorporated collage and mixed media elements to create more complex compositions. synesthesia could have influenced combining brighter colors and bolder textures to convey tactile and emotional sensations, moving away from monochromatic and fragmented style of analytical cubism (wang et al., 2023). surrealism and expressionism 1920 onwards in his later years, picasso experimented with surrealism and expressionism, emerge in 1920s creating more abstract, and symbolic works. picassos work during this period often incorporated dreamy, morphing shapes that evokes a sense of unreality and psychological depth. (atkin, 2021). surrealism’s aims to access deeper layers of consciousness (spiteri, 2019). expressionism emphasizes emotional intensity, subjective experience, and form distortion to convey inner feelings. picasso’s “guernica” (1937) is a powerful example of this style in the spanish civil war. different forms of synesthesia in his work in the context of pablo picasso’s art throughout his distinct periods, several forms of synesthesia can be identified that could have influenced his creative pa ge 12 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 approach and the evolution of his work (iosifyan et al., 2022). below, we’re going to explore some of these forms of synesthesia concerning picasso’s work: synesthetic art picasso experimented with depicting forms and objects from multiple perspectives during his cubist period, creating a trans-sensory perception that challenged visual conventions. his ability to fuse sensory elements in his works could be considered synesthetic art. synesthetic images in many of his works, picasso creates images that accumulate a surprising metaphorical resonance by combining visual and emotional elements in unexpected ways. for example, in “guernica,” the combination of angular shapes and intense colors evokes an emotionally and visually striking experience. literary synesthesia although picasso was primarily a visual artist, his collaboration with poets and writers, as in the illustrations for max jacob’s “the 4 seven,” suggests a connection between his art and poetic expression or metaphorical articulation of a sensory correspondence (earl, 2020). synesthetic metaphor in many of his cubist and surrealist works, picasso uses synesthetic metaphors that exploit similarities between experiences in different sensory modalities (zhao et al., 2022). for example, in “violin and cup,” geometric shapes and colors can be interpreted as a metaphor for musical harmony. kinetic synesthesia although picasso did not work directly in the kinetic medium, his interest in the representation of movement and the dynamics of forms in his works suggests a sensitivity toward kinetic synesthesia, especially in his works related to circus, ballet, and dance (young, 2021). synesthetic canvas in the contemporary era, technology has created synesthetic canvases, such as electronic screens that combine images and sound (ren & liu, 2023). although picasso did not have access to this technology, his experimental approach and interest in the interaction of different media suggest an affinity with the idea of a mental synesthetic canvas, which was the basis of his creation. conceptual synesthesia throughout his career, picasso explored conceptual themes that could provoke a synesthetic experience, whether through the representation of time, the written word, the personality of his subjects, or the memory evoked by his works, for example, through traumatic events (poplavskyi et al., 2020). picasso defying the classical vision the challenge of the classical view of perception is a central theme in synesthetic art and pablo picasso’s work, as both seek to go beyond conventional perception to explore new forms of sensory and cognitive experiences. some examples integration of the senses thus, the essence of synesthesia art and picasso’s work combines the senses into one package, which is opposed to the classical way. while other artistic works may be employed to impact one sense, these artistic productions attempt to work along so many of the senses simultaneously that it becomes more of a sense experience (haag & castillo, 2021). for instance, in the work of picasso ‘les demoiselles d’avignon,’ the decomposition of figures and an attempt at multipledimensional representations make the work demand spatial and tactile fields with active perception. exploration of perceptual subjectivity as the abovementioned synesthetic art and picasso do, both challenge the notion of objective reality shared by everyone in society. instead, they rely on perceptual subjectivity since it concerns the exterior world, and grasping it depends on one’s experiences, moods, and associations (bakovic et al., 2022). for example, in works of the blue period, including “la celestina,” the use of specific hues, including blue and green, not only serves as the representation of a certain feeling but also provides the viewers with the given stimulus for the interpretation and acquisition of the art piece in terms of the perceptive egocentricity of the receiver (conti, 2023). deconstruction and reconstruction of reality nonetheless, synthetic art and picasso present similar concepts that deviate from the classical perception of reality, though in their own way (yang, 2020). instead of simulating reality, these exhibitions employ methods such as abstraction and distortion and play with the imagery to unfold different perspectives and interpretations. for instance, in picasso’s cubist paintings, different decoupages and the representation of multiple visions deny the existence of a fixed and unique vision of the reality presented, thus encouraging the spectator to reconstruct it actively (matsui, 2023). cubism and the decomposition of forms in cubism, picasso and other artists focused on depicting figures and objects from different positions and at once in various planes. for instance, in “still life with grid chair,” painted in 1912, picasso breaks down the picture of a chair and other objects into geometric, angular forms that diverge from the classical representation of realistic images (langley et al., 2020). this is not only a cubist trick with the visual reception of the image but also an invitation to build the picture with one’s own hands and reconstruct it in a spatial-tactile way (brauer, 2023). pa ge 12 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 emotive colors in expressionism picasso followed expressionism during his expressionistic stage, where they used intense colors and brush strokes to express feelings. in pieces like ‘weeping woman’ painted in 1937, dark hues and organic shapes depict sorrow and pain, defeating art that had adopted optimistic beauty and balance (narag & soriano, 2021). this willful expression of the state through color and form engages the viewer’s emotive appreciation and triggers a synesthetic reaction that fuses vision with feeling. collage and the unification of disparate elements in the collage works, picasso used juxtaposition and collage to alter the audience’s perception of how things are seen individually and how they are seen together (güliz, 2022). for instance, in still life with grid chair and glued papers (1914), picasso uses glued paper to create a surface feel and combines different components to create a piece of work (langley et al., 2020). this technique overloads the sense of sight by playing with the perception and arrangements of objects and calls for the perception of the artwork not only through the sense of touch. surrealism and the representation of the subconscious although picasso did not follow all the principles of surrealism, it was this master who influenced the movement of representation of the dreamlike and symbolical. thus, in works like “the dream,” painted in 1932, picasso offers a humorous, illogical representation that does not correspond to rational thinking and logical features the audience can decipher and analyze (spiteri, 2019). thus, this representation of the subconscious provokes the viewer’s associative perception and visualization and creates a synesthetic effect, which exceeds the possibilities of real reality. reflection on the importance of synesthesia in picasso’s art picasso’s art was influenced by synesthesia, which allowed him to experience and express the world through multiple integrated senses (pirinen, 2020). this ability to associate colors with emotions, textures with sounds, and shapes with flavors or aromas allowed him to create emotionally rich and conceptually rich works. this synesthesia enriched his artistic perception, influencing his creative decisions and how he represented reality innovatively (sjödin, 2020; yang, 2020). in conclusion, picasso’s art demonstrates the complexity of human perception and the interaction between the senses in the context of art and creativity. potential synesthetic experiences some famous artists who reported or were believed to have had some form of synesthesia include pablo picasso, whose work is said to be associated with synesthesia (yang, 2020). the lack of direct evidence of synesthetic experiences can be explained; however, picasso’s most peculiar work, his rather revolutionary approach to the choice of colors, forms, and composition, alludes to a possible enhancement in his ability to perceive the world based on multiple channels. impact on artistic expression picasso’s traditionalist years of the blue period, cubists, and the conventional style are noteworthy as they represent a journey that picasso undertook to reform visual language and human perception (finlay, 2023). this could be due to lee’s skill of disturbing and decomposing forms of cubist compositions, which depict the synaesthetic approach of portraying multiperspective and sensory perceptions through art. artistic techniques and innovations over the years, picasso sought new possibilities in art, including collage, sculpture, and the latest techniques in his works that distanced from realistic aesthetics. in “les demoiselles d’avignon” and “guernica,” one can find elements of fragmented forms and distorted figures, which became the driving force of modern art and suggest a synesthetic ability to connect forms and emotions (franz, 2023). picasso was synesthetic, and this research looked into how synesthesia affects art and how it caused picasso to perceive and create art through a combination of the senses. with such associations, he could paint colors with emotions, textures with sounds, and shapes with tastes and smells (franz, 2023); thus, he could produce emotionally and conceptually valuable paintings. this synesthesia gave him a fuller perception of art-making concerning his decisions while creatively presenting reality (packard, 2023). although underrated, the fifth sense of smell is very important in human perception and adds to the periphery in various ways. it seems picasso used the phrase “smelling” colors to suggest that the senses are combined and invoked. such a shift could have affected how picasso observed and painted colors, thus bringing interpretations and symbolism to his works. from a neurological point of view, it may explain how olfactory and visual processing areas are connected, and it might provide answers about the organization of synesthesia or, generally, the inter-processing of different sensory modalities (ward & simner, 2020). this sensory relation could have helped establish the emotional and symbolic worth of picasso’s paintings by awakening personal feelings and associations through the sense of vision and smell. legacy and influence color picking up on the fact that picasso had synesthesia, i can conclude that this man experienced colors personally and emotionally. thus, he attributed one or several shades to some emotion or feeling, which he then imposed on his painting (blum, 2021). this particular observation can be seen in the artist’s blue period, which he painted between pa ge 12 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 1901 and 1904 and used blue hues to represent sorrow and despair, or his rose period, painted between 1904 and 1906, where he used pink and red to depict happy and amorous moods (bakovic et al., 2022). form thus, synesthesia impacted picasso’s form-making, providing him with distinct possibilities for constructing forms and structures. his perception of form in more than a concrete visual way helped him evolve cubism, where an object is dissected into small geometric shapes and rebuilt into an abstract image (finlay, 2023). this movement was able to go against traditional views and tried to illustrate the subject from various points of view at virtually the same time. indications of synesthesia in picasso’s life and work picasso’s unique perception, shaped by synesthesia, enabled him to see the world differently and convey this vision through his art. his works often blend reality and imagination, merging what he saw based on what he felt or heard. his lines and compositions have a flowing, almost melodic cadence, which reflects this synesthetic mixing. analysis of synesthesia’s impact on piccaso’s emotional expression and artistic journey examples of synesthesia in picasso’s life and work picasso’s unique sense, shaped by synesthesia, enabled him to experience the world in novel ways and communicate this vision via his work (finlay, 2023). his paintings typically merge reality and fiction, blending what he saw with what he felt or heard. his lines and compositions have a fluid, almost musical rhythm representing synesthetic blending. chromesthesia the most prevalent type of synesthesia among artists is chromesthesia, which is when sound or music is perceived as a color. this ailment most likely influenced picasso’s creative perspective. imagine hearing a melody and simultaneously seeing vibrant hues dancing before your eyes (ferguson, 2023). picasso’s imagination was like a piano with many strings, resonating with the interplay of color and music. picasso’s paintings demonstrate how the interaction of colour and shape enabled him to produce dynamic and visually captivating works that continue to fascinate viewers. innovative techniques picasso’s skill stems from his ability to portray complicated emotions using new ways. his unconventional approach to painting produces strong emotional responses from viewers. he produced works that defied convention by combining color, shape, and perception. his works, like “les demoiselles d’avignon,” questioned expectations and evoked strong emotions (meier, 2021). abstract art synesthesia significantly impacted the creation of abstract art in the early twentieth century (mcdonnell, 2020). picasso, wassily kandinsky, and other painters explored sensory convergence. picasso’s vibrant colors, distorted figures, and rhythmic compositions all have a synesthetic influence. his paintings became abstract, concentrating on rhythm and structure, much like polyphony in music. emotional resonance picasso’s emotional expression wasn’t limited to mere representation; it was visceral. his blue period, characterized by melancholy and introspection, used cool blue tones to evoke sadness (bakovic et al., 2022). later, during his rose period, warmer colors symbolized hope and sensuality. his cubist phase deconstructed forms, challenging perception and inviting viewers to engage emotionally with fragmented realities. to summarize, picasso’s synesthetic encounters broadened his artistic palette, allowing him to produce works that spoke beyond the canvas. color, form, and perception melded perfectly, creating a unique visual language that continues to enchant audiences worldwide (blum, 2021). pablo picasso’s synesthetic experiences, in which he could see one sensation about another (for example, seeing colors while hearing noises), improved his emotional expression and creative growth by giving a distinct lens through which he observed and depicted the world (bakovic et al., 2022). this multimodal technique enables him to stretch the boundaries of conventional art and produce pieces that engage with viewers on several sensory levels. research & studies scientific research on synesthesia in art synesthesia, a phenomenon in which activation of one sensory or cognitive route causes involuntary feelings in another, has piqued the interest of scholars investigating potential applications in art (meier, 2021). numerous studies have examined how synesthetic experiences affect creative creativity and perception. cross-modal perception according to a research study, synesthetes have heightened cross-modal awareness, which happens when one sensory pathway is aroused, prompting emotions in another. (iosifyan et al., 2022). this may tremendously impact how artists see and interpret their environment. neuroscientific studies neuroimaging studies have improved our understanding of the neurological foundations of synesthesia, discovering distinct patterns of brain activity during synesthetic experiences. (laeng et al., 2021). understanding these processes can help us better understand how synesthesia affects creative expression. pa ge 12 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 impact on artistic expression synesthesia can impact an artist’s palette, forms, and compositions. synesthetes, for instance, artists may associate precise hues with sounds and tastes, impelling their artistic decisions and resulting in one-of-a-kind, multisensory artworks (finlay, 2023). impact of synesthesia on picasso’s aesthetic perception picasso, known for his ground-breaking offerings to modern art, reportedly experienced synesthesia (finlay, 2023). his paintings repeatedly incorporate vivid colors, warped perspectives, and abstract structures, which may represent his synesthetic senses. color symbolism picasso’s use of vivid color on his canvases, such as “les demoiselles d’avignon” and “guernica,” reveals a synesthetic approach in which colors evoke emotions and meanings beyond their visual appearance (klempe, 2022b). his artwork tells the tale of emotion and psychological and different neuronal activities. impact on artistic style synesthesia might have prejudiced picasso’s avant-garde artistic panache, which contains cubism and surrealism (spiteri, 2019). his ability to blend several vantage themes and deform shapes might ascribed to synesthetic imprints of spatial linkages and sensory mixing. interdisciplinary perspectives picasso’s analysis necessitates a multidisciplinary examination of the work, combining art, neurology, and psychology to show the complicated relationship between sensation and creation. it may be interesting to study synesthesia, particularly its impact on art and specific artists like picasso (cucci et al., 2023). conclusion examining synesthesia in art and its effects on personalities such as picasso makes it easier to understand how perception and creativity affect creative breakthroughs in art. with the interaction of scientific rigor and the arts, synesthetic perception patterns’ contribution to the creation of art and the construction of cultural messages can be unveiled (finlay, 2023). in other words, picasso’s work has great potential for neuroscience studies because it evokes important issues related to perception, creative process, and expressing oneself, which can be explained in or through combining different orientations (cucci et al., 2023). this way, the works produced and appreciated by people will be easier to understand by combining the insights of artists and scientists regarding the various aspects of the human mind. the interaction between arts and sciences shall be of tremendous utility for finding out more about how the human mind works. challenges picasso’s challenge in his work, particularly via movements like cubism, may be viewed as a synesthetic adaptation in certain ways. (jozefacka & mahler, 2022). picasso’s paintings defied visual conventions by depicting objects from several perspectives and blending forms and colors in unique ways, referred to as synesthesia. (mallen, 2024). this working approach demonstrates a particular sensory integration that might be interpreted as a synesthetic adaptation in the context of his creative expression. synesthetic integration in picasso’s art picasso indirectly used synesthesia in his work by combining visual and philosophical aspects, which inspired his experimental approaches and disobedience of established creative conventions. picasso accomplished a creative adaptation beyond normal visual perception, creating new artistic languages (veerman, 2021). thus, picasso’s challenge might be interpreted as a synesthetic adaptation, with sensory integration fueling his remarkable creative expression. this adaption enabled him to explore unexpected aesthetic qualities, influencing contemporary art by opening up new creative and perceptual pathways for artists and spectators. potential study areas for synesthesia in art pablo picasso’s art, renowned for challenging norms and offering unique perspectives, can be studied from the neuroscience perspective to understand human perception, creativity, and expression. this provides insights into potential research areas in neuroscience (robson & currie, 2022). visual perception and synesthesia picasso’s cubist techniques challenge visual perception by presenting objects from multiple perspectives, potentially providing insights into human brain processes and sensory integration mechanisms (ward & simner, 2022). creativity and cognition picasso’s innovative artistic vision may reveal fundamental aspects of creative cognition through research on the human brain’s creative processes in art. emotions and artistic expression picasso’s art often evokes complex emotions, offering insights into the connection between human emotions and creative expression through the analysis of emotional reactions and neurological processes. neural plasticity and learning picasso’s lifelong learning and adaptability in art may be explained by studying neuronal plasticity and learning mechanisms, which may help understand brain adaptation and creative talent development (sotiropoulos & anagnostouli, 2021). pa ge 12 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 118-129, 2024 art-brain-viewer interaction picasso’s paintings’ aesthetic experience can provide insights into how the brain processes and responds to complex visual information and the emotional, cognitive, and perceptual aspects of art appreciation. weaknesses and limitations subjectivity and bias picasso’s interpretation is subjective, and it may be influenced by individualist views, culture, and art historical tendencies, perhaps resulting in disregard for competing opinions. framework understanding picasso’s artworks cover all styles and periods, which are determined by many things such as politics, experiences, and movements. (iosifyan et al., 2022). concentrating on one factor or a particular period without reference to other factors will affect the depth and accuracy of the interpretation. interpretive challenges picasso’s works are often political and abstract, adding to the complexity of analysis (chernyakevich, 2023). thus, the elements of symbolism, the use of metaphors, and elements of the visual language often cannot have a clear and definite meaning and can be interpreted differently depending on the scholars and critics. limited information some may rely on non-data-specific knowledge about picasso or his intentions and influences on the piece. the artist himself rarely expounded on his art; thus, there are silences in the work that can be filled only with speculation. areas requiring further exploration cross-cultural perspectives the degree of influence of picasso’s artwork also opens up discussion from other cultures that are not strictly defined in the methodology of western art history (ward, 2023). focusing on how his ideas have been received in cultures outside of the western world may have revealed more or his works’ effect and reception in the world more broadly. psychological and emotional dimensions more research could be applied to the psychological and emotional aspects of picasso’s works to align with the man and examine how his life experiences influenced his creations (troughton & casanovas, 2023). technological advances for example, scientific analysis, x-ray fluorescence, or multispectral imaging could potentially determine more layers, changes, or different materials in picasso’s works (cohen, 2020). this could provide this researcher with fresh interpretations of his composition method and used substances. comparative studies it might be useful to compare picasso to other artists of his time or even artists from different epochs to reveal certain specifics of his manner of creating and his contribution to the development of new art (sattari sarbanqoli & jamali, 2021). references adiletta, m. j., & thomas, o. 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(2022). linguistic synesthesia is metaphorical: a lexical-conceptual account. cognitive linguistics, 33(3), 553-583. pa ge 1 pa ge 36 american journal of multidisciplinary research and innovation (ajmri) impact of water and soil salinity on coastal agriculture in bangladesh: insights and mitigation strategies md anisul kabir1, md. kamrul hossain1, md. anik hossain1, mohammad omar faruk molla1, most. suria khatun1 mohammad abu hena mostofa jamal2* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.2927 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 25, 2024 accepted: june 29, 2024 published: july 02, 2024 salinity intrusion is one of the major problems in coastal regions in bangladesh which affects crop production and livelihood. this study examines the impact of salinity intrusion from the pasur river on soil quality and agricultural productivity in the coastal region of bangladesh. for this study, both water and soil collections and field surveys were carried out in seven unions that are directly impacted by the river in dacope and mongla upazilas. physicochemical analyses of water and soil samples revealed significant variations in salinity levels, with higher concentrations observed in southern regions’ spatial distribution. a strong positive relationship between water and soil salinity indicates a direct influence of river salinity on soil quality from the pearson correlation analysis. survey data from 240 respondents, predominantly farmers, corroborated these results, with widespread recognition of salinity’s detrimental effects on crop yields, especially rice. so, smaller farms focus on vegetables, medium on rice, and larger ones on high-value crops like watermelon. mitigation strategies such as freshwater irrigation, drainage systems, and salt-tolerant crop cultivation were identified as potential remedies. additionally, experts suggested implementing sluice gates to control saltwater intrusion from tributary rivers like chila khal. these results emphasize the immediate requirement for proactive actions to reduce the negative effects of salt-induced soil degradation and ensure sustainable agricultural practices in the vulnerable region. keywords agriculture, coastal region, gis, livelihoods, salinity introduction worldwide, salinity is becoming a rising issue in offshore regions, resulting from saltwater infiltration into freshwater sources (usgs, 2018). this infiltration originates from a complicated interaction between natural and human-caused causes (shahid et al., 2018). the main natural factors regarded as tidal inundation and evaporation contribute to the issue, and, on the other hand, human activity such as dam construction and deforestation can worsen the problem (majeed & muhammad, 2019). the cumulative impacts of these factors result in the deterioration of soil quality (bidalia et al., 2019), the disturbance of ecosystems (stavi et al., 2021), and the endangerment of coastal populations (usepa, 2024). bangladesh encounters a distinctive predicament in its expansive coastline area. the fertility and the agricultural production of this region largely rely on the ganges, brahmaputra, and meghna rivers, which are at risk due to increasing levels of salt (lam et al., 2021). this phenomenon is driven by a conjunction of multiple reasons such as increasing sea levels resulting in the inland movement of saltwater (michael, 2024), whilst decreased freshwater flow from rivers weakens the natural defense against the invasion of saltwater (mills et al., 2021). in addition, the over-extraction of groundwater can worsen the problem (li et al., 2020). the effects of salt in bangladesh are severe. the presence of saltwater in soil disrupts the complex balance of nutrients, leading them to be washed out and badly altering their composition (rahman et al., 2014). furthermore, it limits the natural microbial populations that are essential for nutrient cycling and decomposition (dong et al., 2022). as a result, arable land is threatened, rendering it unsuitable for traditional crops such as rice (ahmed & haider, 2014). soil quality decline is directly associated with a significant drop in agricultural yields (miah et al., 2020), which leads to crop failure and threatens food security (lam et al., 2021) as well as the livelihoods of many coastal farmers. salinity intrusion is more than just an environmental issue; it is also a societal emergency. saline water renders soil unsuited for cultivation, lowering agricultural output and farmer income (miah et al., 2020; islam, 2021). this tendency harms food supply stability, resulting in economic vulnerability and inadequate nutrition in households (guimbeau et al., 2022). freshwater scarcity also affects the supply of clean drinking water (nahian et al., 2018), exacerbating the health and livelihood challenges that these already vulnerable people face (das et al., 2019). existing literature highlights the significant impact of river salinity on soil quality and agricultural livelihoods in coastal bangladesh (fahim & afrin, 2023). rasel et al. (2013) mentioned in their study that salinity in bangladesh affects crop production by creating an unfavorable environment and hydrological situation due to tidal flooding, direct inundation by saline water, and upward or lateral movement of saline groundwater during the dry season (april to may) and affecting crops 1 department of geography and environment, islamic university, kushtia-7003, bangladesh 2 department of biotechnology and genetic engineering, islamic university, kushtia & laboratory of medical and environmental laboratory, islamic university, kushtia-7003, bangladesh * corresponding author’s e-mail: jamalbtg@gmail.com pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 at critical growth stages, reducing yield and potentially causing a total loss. tessema et al. (2022) found that soil and irrigation water salinity significantly impact crops and agricultural communities in ethiopia and leads to poorer agricultural production, food insecurity, and poverty. the study highlights the need for better soil and water management to prevent irreversible salinity levels, thereby enhancing the country’s agricultural production capacity. rising salinity due to climate change threatens food security (lam et al., 2021; hossen et al., 2022). this multifaceted problem impacts food production in coastal areas, including crops livestock, and aquaculture (gain, 2007; lam et al., 2021; salehin et al., 2018). the causes are complex, and influenced by climate variability, river water dynamics, and human activities (salehin et al., 2018). to mitigate these threats, researchers propose adaptation strategies like water management (rahman & rahman, 2022), salinity-tolerant crops, and improved land management (shammi et al., 2020). additionally, frameworks have been developed to assess vulnerability to salinity and other climate-related stressors (hoque et al., 2019). however, despite the extensive literature on salinity intrusion, there remain gaps, particularly in localized studies focusing on specific regions such as the sundarbans. these gaps can be addressed by examining the impact of salinity intrusion from the pasur river on soil quality and agricultural productivity in the coastal region. by conducting comprehensive field surveys and analyses, research can provide valuable insights into the spatial distribution of salinity levels and their direct relationship with soil quality. moreover, through farmer surveys, research can find the detrimental effects of salinity on crop yields and identify tailored adaptation strategies for the coastal region. this study seeks to close this gap by looking into how river water salinity impacts adjacent soil quality, ultimately affecting agricultural output and the economic well-being of coastal communities. furthermore, the research will investigate and assess various mitigation techniques for preserving soil fertility and agricultural viability in this tough climate. this study provides critical insights into a significant issue affecting bangladesh’s coastal communities. it seeks to fill a research gap by explicitly investigating the relationship between increased river salinity, soil degradation, and agricultural livelihoods. understanding the combined impact is critical for devising effective solutions to maintain soil fertility, food security, and economic well-being for these vulnerable communities. materials and methods study area for this research, we selected the chalna, bajua, lauduv, and banishanta unions of dacope upazila of the khulna district and; burirdanga, chila, and chandpai unions of mongla upazila of the bagherhat district, in khulna figure 1: study area and sampling points pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 division which are directly associated with the pasur river. the pasur river is situated at 89°30′0′′ e and 21°45′0′′ n and it is the biggest river in the sundarban (mangrove forest) region with a length of 131 kilometers north of the bay of bengal and 55 kilometers south of khulna city (islam et al., 2022). the sundarbans region, where the pashur river flows, faces increasing salinity intrusion due to sea level rise and tidal influence, and the surrounding lands are fertile and intensively cultivated, making them susceptible to salinity-induced degradation (haque & reza, 2017). the study area and the soil and water sampling location are shown in figure 1. data collection soil and water data to assess the salinity levels of the pasur river a total of 20 water samples were collected north to south direction from the river and 20 soil samples were also collected from the surrounding regions to observe the impact of the water salinity and physicochemical parameters. from the dacope upazila total of 9 soil samples were collected from chalna (2), bajua (3), lauduv (2), and banishanta (2) union respectively. from the mongla upazila, 11 soil samples were collected from burundanga (3), chila (3), and chandpai (5) union respectively. survey data along with the field data, a semi-structured questionnaire survey was also conducted. a total of 240 respondents were purposively selected who are mostly associated with farming in those areas from where the soil and water data were collected. the demographic information of the respondents is mentioned in table 1. table 1: demographic information of the respondents variables n percentage (%) age <20 0 0 20-30 20 8.33 31-40 80 33.33 41-50 64 26.67 >50 76 31.67 gender male 232 96.67 female 8 3.33 others 0 0 occupation farmer 176 73.33 businessman 20 8.33 fisherman 32 13.33 employee 8 3.33 day-labor 4 1.67 family members <3 12 5 3-7 204 85 8-11 16 6.67 >11 8 3.33 earning members in family <2 196 81.67 3-6 44 18.33 7-10 0 0 >10 0 0 source of income farming 176 73.33 business 20 8.33 fishing 32 13.33 employee 8 3.33 pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 data analysis physicochemical parameter analysis to assess the salinity levels of pashur river collected water samples were analyzed using ohaus-water analysis meters & electrodes (aquasearcher™ ab23ec bench meter). other physicochemical parameter of these water samples was analyzed using clean con30 tester. on the other hand, measuring soil salinity on the field at a high sampling density is rather costly and time-consuming (das et al., 2020). also, the relationship between ec and soil salinity is a bit complicated because other factors such as soil texture, water content, and bulk density can influence measuring ec (rhoades et al., 1976; banton et al., 1997). collected soil samples were airdried for 2 hours, exposed to sunlight, and thoroughly crushed. soil salinity was measured in the laboratory by determining the ec of a 1:10 soil and distilled water suspension using the 1:10 weight-to-volume method. ec was measured after 1 hour of settling using the ohausconductivity tester-bench cond meter st3100c-f. additionally, other physicochemical parameters and soil nutrients were analyzed using the methods listed in table day-labor 4 1.67 education illiterate 110 45.83 primary 67 27.92 ssc 34 14.17 hsc 21 8.75 graduate 8 3.33 farming experience 5-10 13 5.41 11-15 25 10.42 16-20 85 35.42 >20 117 48.75 table 2: methods and equipment used in analyzing physiochemical parameters and soil nutrients parameters materials/equipment methods of extraction oc titration wet oxidation method n2 digestion & distillation unit kjeldahl method k flame photometer ammonium acetate extraction ca atomic absorption spectrophotometer ammonium acetate extraction (atomic absorption/emission spectrophotometric method) mg atomic absorption spectrophotometer ammonium acetate extraction (atomic absorption/emission spectrophotometric method) p spectrophotometer modified olsen’s method for neutral & calcareous soil/ bray and kurt’z method for acidic soil s spectrophotometer calcium dihydrogen phosphate extraction (turbidimetric method) b spectrophotometer calcium chloride extraction cu atomic absorption spectrophotometer dtpa extraction zn atomic absorption spectrophotometer dtpa extraction fe atomic absorption spectrophotometer dtpa extraction mn atomic absorption spectrophotometer dtpa extraction 2. correlation analysis a pearson correlation and heatmap were used to measure and show the interrelationships between soil and water parameters. also, it was used to identify the effect of the water salinity of the pasur river on the soil of the surrounding areas in spss v26. pearson’s correlation coefficient (r) is a measure of the strength and direction of association that exists between two variables measured on at least an interval scale (libguides, 2023). heat maps, which apply colors to the cell experiences, enable the further visualization of data displayed in tables. material is presented more visibly and readers can rapidly recognize the material of interest by changing the colors or color saturation (in & lee, 2017). the pearson correlation coefficient, whose value ranges from 1 to 1 (hossain et pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 al., 2023). there exists a negative correlation between two variables when the coefficient’s absolute value is higher, and a positive correlation when the coefficient’s absolute value is bigger (yang et al., 2021). with the intensity of the r-value, the color gradient of the heatmap varies. spatial interpolation a spatial interpolation was used in arcgis 10.8 to estimate values at un-sampled locations. it is a fundamental technique used in geospatial analysis to estimate values at un-sampled locations based on known data points (khouni et al., 2021). it plays a crucial role in various fields such as environmental science, agriculture, hydrology, and urban planning (jin & heap, 2011). there are several interpolation methods exist. for this study, we use the inverse distance weighting (idw) method. it is a widely used spatial interpolation method that uses the deterministic method to compute the value at an unknown location by averaging the values from nearby known sample points (lu & wong, 2008). it assigns weights inversely proportional to the distance between the unknown point and the known data points (esri, 2024). a more general expression of this method is (li et al., 2019): z=(∑n (i=1)wizi)/(∑n (i=1) wi) (1) where z is the interpolated value zi is the ith sample value n is the total number of known points used in interpolation wi is the weighting factor that can be calculated by, wi=1/(d p1/0i) where d0i represents the data-to-unknown distance p1 is generally a non-negative coefficient used to adjust the relative influence of the distance d0i to the calculation process. results and discussion physicochemical properties of water and soil samples show signs of variation despite favorable soil conditions tables 3 and 4 present data on the pashur river’s water quality and the surrounding area’s soil quality. the pashur river water quality, the electrical conductivity (ec) demonstrates a significant variance between the minimum and maximum values of 2.48 and 28.6 with an average of 20.16. the ph stays almost the same between 6.64 and 7.85, whereas on average, it is 7.66. the patterns for the other two variables, temperature, and tds are similar. the soil quality data shows a less restricted range of values in contrast to the river water. the low ec values show that the water quality of the river is relatively good, though there is still some variation. soil ph can be from 5.6 to 7.8. it is the measure of acidity and alkalinity. moisture content is very much variable, where the average is 42.5%, but the range varies from 17% to 72%. organic matter content is moderate and of rather stable properties. nitrogen (n2), potassium (k), and calcium (ca) elements are present in different levels but the ranges are within the acceptable ranges for soil. on the other hand, some elements such as zinc (zn) have an unbelievably high standard deviation that implies a significant variation in the samples determined. the variability in water quality parameters reveals natural fluctuations in the river’s environment. despite generally low ec levels indicating adequate water quality, fluctuations imply localized concerns. soil ph levels within the normal range indicate soil compatibility for various agricultural activities. however, a large variation could affect nutrient availability and plant health (oshunsanya, 2019). moderate and consistent organic matter concentration is beneficial for soil fertility and table 3: physicochemical properties of the selected water samples sample number latitude longitude ec (ds/m) ph tds (ppt) temperature (0c) 1 22.62 89.52 2.68 7.81 12.7 28.2 2 22.59 89.53 2.48 7.82 12.1 29.2 3 22.57 89.55 3.2 7.85 11.9 28.6 4 22.56 89.56 4.3 7.84 12.4 28.9 5 22.55 89.57 12.35 7.37 12.3 28.3 6 22.54 89.57 16.33 6.64 14 27.6 7 22.52 89.57 24.7 7.04 12.5 29.1 8 22.51 89.58 25.9 7.73 12.2 28.7 9 22.5 89.58 24.5 7.68 12.8 27.8 10 22.48 89.58 25 7.75 12.3 28.2 11 22.47 89.589 26.2 7.67 8.13 28.9 12 22.44 89.59 24.6 7.73 6.17 29.3 13 22.42 89.6 24.8 7.68 2.17 28.4 14 22.4 89.61 23.8 7.75 1.62 28.1 15 22.38 89.62 24.2 7.85 1.52 27.8 16 22.37 89.62 28.6 7.8 1.64 29.3 pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 microbial activity (soothar et al., 2021). however, the large variance in zinc levels raises concerns regarding potential environmental contamination or uneven distribution of contaminants in the soil (tolay, 2021). further work is necessary to understand the underlying causes and consequences of these findings. correlation between water and soil parameters helps understanding the connection between water and soil parameters the correlation matrix is crucial to the assessment of relations between water and soil factors observed in the dataset. based on the water sample, the ec and tds are positively correlated showing that an increase in one leads to the other, most likely due to more ions being dissolved, which increments both measures (fig. 2). the negative correlation at a moderate level indicates that some dissolved solids can affect the ph, but the exact types present determine the degree of this effect. the weak positive or negative correlations between temperature and the other parameters (ec, ph, and tds), indicate an insignificant association, and temperature seems to have a slightly larger influence on ec. in summary, the data proves a strong connection between ec and 17 22.36 89.62 27.5 7.82 2.05 28.5 18 22.39 89.61 26.8 7.79 2.12 28.8 19 22.45 89.59 28.2 7.77 2.08 29 20 22.58 89.54 27.1 7.81 2.15 29.2 figure 2: correlation heatmap of the water sample parameter figure 3: correlation heatmap of the soil sample parameter pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 tds, though relationships between other parameters are not evident. out of the parameters in soil samples, electrical conductivity (ec) is the strongest and positively correlates with the concentrations of calcium (ca) and magnesium (mg), hence higher ec values are linked to the presence of greater amounts of ca and mg. besides that, ec displays a slight positive relationship with ph and phosphorus (p) which implies that soil ph and phosphorus levels are likely to be elevated as well as electrical conductivity (fig. 3). on the other side, a direct, significant/strong, negative correlation is observed between ec and moisture, meaning that the higher the moisture content, the lower the ec value. ph is positively correlated with most nutrients but to a lesser extent when compared to ca and mg. here, om has been found to have the strongest positive correlations with nitrogen (n2) and phosphorus, indicating that higher concentrations of om are associated with increased levels of these nutrients. in addition, n2 has strong positive correlations with organic matter and p and moderate positive correlations with mg and ca. thus, the correlation matrix depicts the interrelationships between multiple soil characteristics, indicating how alterations in one variable affect the others, and provides critical information for the development of soil management and agricultural methods. table 4: physicochemical properties of the selected soil samples sa m pl e n um be r l at itu de l on gi tu de e c ph m oi st ur e o m n 2 k c a m g p s b c u z n fe m n ds/m (%) percentage meq/100g soil µg/g soil 1 22 .6 1 89 .5 10 .2 6. 21 37 2. 74 0. 16 0. 83 14 .5 1 6. 55 6. 6 22 1. 43 0. 97 4. 96 0. 88 46 .5 4 29 .74 2 22 .5 9 89 .5 8. 56 7. 32 41 1. 86 0. 09 0. 97 13 .0 1 6. 38 2. 72 20 8. 35 1. 15 4. 59 0. 52 47 .0 7 38 .9 3 22 .5 8 89 .5 2 13 .7 6. 86 38 2. 27 0. 11 0. 66 16 .2 3 6. 6 17 .3 29 8. 18 1. 12 4. 84 1. 3 11 .15 8. 39 4 22 .5 6 89 .5 3 6. 67 7. 01 67 2. 68 0. 13 0. 58 11 .8 5 6. 26 13 .5 22 5. 22 0. 56 4. 64 1 25 .1 2 37 .4 7 5 22 .5 4 89 .5 5 4. 37 5. 1 72 3. 65 0. 18 0. 7 7.7 8 5. 99 3. 19 11 5. 25 0. 76 8. 42 1. 25 10 3. 45 29 .3 3 6 22 .5 1 89 .5 6 12 .8 2 4. 6 39 3. 37 0. 16 0. 71 12 .7 7. 64 1. 89 45 3. 92 1. 16 7. 29 1. 91 11 8. 19 36 .6 2 7 22 .4 9 89 .5 4 6. 88 5. 65 67 2. 55 0. 12 0. 64 13 .2 8 7.4 4 2. 18 25 0. 06 1. 19 4. 68 1. 97 32 .6 5 38 .4 4 8 22 .4 7 89 .5 6 9. 87 5. 3 56 3. 16 0. 15 0. 71 9.1 3 5. 94 3. 99 16 7.4 8 1. 44 5. 52 1. 85 74 .2 1 38 .8 7 9 22 .4 5 89 .5 7 13 .4 7. 2 26 1.7 6 0. 1 0. 9 22 .7 3 6. 86 15 .9 40 .5 9 0. 38 3. 79 0. 52 37 .17 6. 09 10 22 .3 7 89 .6 4 21 .0 2 6. 8 17 1.7 2 0. 1 1. 05 30 .6 9 10 .3 8 10 .6 21 0. 75 1. 43 5. 62 1. 6 19 .75 5. 91 11 22 .4 89 .6 3 12 .5 3 7. 3 52 1. 9 0. 11 0. 85 27 .5 7 7.1 9 25 .9 71 .5 3 0. 16 4. 84 0. 81 37 .1 5. 05 12 22 .4 4 89 .6 3 15 .9 9 7.1 43 1.7 2 0. 1 0. 95 27 .75 9. 37 9. 8 13 2. 15 1. 02 3. 31 0. 65 23 .4 8 5. 59 13 22 .4 5 89 .6 10 .5 7. 6 32 1. 81 0. 10 0. 38 18 .7 9 7.9 9 10 .6 55 .11 1. 64 4. 47 0. 66 26 .7 25 .1 pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 14 22 .4 8 89 .6 3 12 .1 7.1 37 2. 56 0. 14 0. 82 10 .0 9 10 .6 2 12 .6 22 0. 03 2. 67 7.1 9 0. 91 12 0 72 .11 15 22 .4 8 89 .6 1 21 .9 5. 9 18 2. 82 0. 16 0. 92 18 .3 3 11 .8 4. 78 89 2. 12 2. 61 6. 25 2. 21 26 0 56 .5 2 16 22 .4 9 89 .5 9 11 .8 6. 9 45 2. 3 0. 12 0. 75 15 .6 8. 2 5. 3 18 5. 7 1. 1 6. 2 1. 05 87 .3 33 .8 17 22 .5 2 89 .5 8 9. 5 7. 5 38 2. 1 0. 11 0. 68 14 .2 7. 5 4. 8 16 5. 2 0. 95 5. 7 0. 95 74 .5 28 .6 18 22 .5 2 89 .6 1 13 .2 6. 7 49 2. 6 0. 14 0. 82 16 .8 9.1 5. 7 19 8. 5 1. 2 6. 8 1. 15 92 .7 36 .2 19 22 .5 4 89 .5 8 11 .5 6. 8 40 2. 4 0. 13 0. 78 15 .2 7. 2 10 .5 21 0 1. 3 5 65 45 15 20 22 .5 6 89 .5 6 14 7. 2 36 2. 2 0. 12 0. 85 16 .5 7. 5 11 22 5 1. 5 6 70 50 20 figure 4: spatial distribution of soil and water quality pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 pashur river water gets saltier downstream and same for nearby soil fig. 4 illustrates the spatial variation and distribution of soil and water samples in the study area. salinity levels in the water samples range from 2.48 ds/m to 28.6 ds/m, increasing from north to south. specifically, the chalna union in dacope upazila exhibits the minimum salinity levels, while the maximum salinity is observed in the chila union of mongla upazila. generally, coastal areas experience a gradual increase in salinity moving from north to south (mahmuduzzaman et al., 2014). this is because of saltwater intrusion from the ocean. as ocean water moves inland through rivers and estuaries, it mixes with freshwater. the denser saltwater tends to sink and flow downstream, leading to higher salinity levels in the southern parts of the river system. regarding soil samples, the electrical conductivity (ec) values range from 4.32 ds/m to 21.02 ds/m. notably, bajua and certain parts of the lauduv union in dacope upazila have comparatively higher ec values. additionally, the figure indicates that chalna, lauduv, and banishanta unions in dacope upazila, as well as burirdanga and some parts of the chandpai union in mongla upazila, exhibit moderate to highly saline conditions. the extreme saline areas are the chila union and some parts of the chandpai union. correlation between soil and water quality proves the effect of river water on the nearby soil spatial analysis in fig. 5 reveals a southward increase in both water and soil salinity. this trend suggests a potential influence of water salinity on nearby soil characteristics. further statistical analysis confirms this relationship, with a strong positive correlation coefficient (r = 0.78) between water and soil salinity data. the associated p-value of less than 0.0001 indicates a statistically significant positive correlation. as saline river water infiltrates the soil, evaporation concentrates the dissolved salts left behind (zhang et al., 2023). furthermore, capillary action can draw this salty groundwater upward through the soil where it evaporates at the surface, further increasing soil salinity (nachshon, 2018). in simpler terms, as water salinity increases, so too does soil salinity, highlighting a potential negative impact of water salinity on the surrounding soil quality within the study area. figure 5: correlation between soil and water quality land size affects farming choices and income in coastal area the data reveals a diverse range of landholdings and agricultural practices in the study area. land size varies considerably, with a significant portion (44% of respondents) owning less than 2 bighas (approximately 0.67 hectares). despite this, a substantial number (32% of respondents) manage medium-sized plots between 3 and 6 bighas. interestingly, larger landholdings exceeding 10 bighas are not uncommon (24% of respondents). this pattern likely reflects the economic realities of smaller landholders needing high-value, quick-growing crops like vegetables to maximize yield on limited space on the other hand, medium-sized farms can dedicate land to rice, ensuring food security while potentially generating a surplus for sale (mjf, 2019; abedin & shaw, 2013). the focus of agriculture also differs based on land size. smaller landholders (under 2 bighas) primarily cultivate vegetables (53 respondents), while rice remains the dominant crop for medium-sized farms (3-6 bighas) with 68% (51 respondents) dedicating land to it. for those with extensive holdings (over 10 bighas), there’s a shift pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 towards more profitable options like watermelon (57 respondents). this highlights a potential link between land size and crop selection, with farmers adapting their practices to maximize yield and income on the available land. this intensive cultivation allows farmers to leverage the productive potential of the land and potentially increase their overall income (emran et al., 2021). the data also suggests that agriculture is practiced throughout the year. while a significant portion (42% of respondents) cultivate crops two to three times annually, a substantial number (38% of respondents) engage in intensive cultivation with four or more cycles per year. coastal agriculture in bangladesh is practiced throughout the year, with a significant portion of farmers cultivating crops two to three times annually (abedin & shaw, 2013). income seems to be directly related to the scale of operation and crop selection. smaller farms generate lower annual earnings per bigha, typically falling within the range of 10,000-20,000 taka. in contrast, mediumsized farms see a significant increase in earnings (21,00040,000 taka per bigha), and larger landholders cultivating high-value crops like watermelon can potentially earn even more ( exceeding 41,000 taka per bigha). this underscores the economic importance of land size and crop selection for coastal farmers. while rice remains a staple crop, there’s a clear trend towards high-value options like watermelon, indicating a focus on maximizing profit. the trend of higher income with larger landholdings and high-value crops like watermelon is likely consistent across bangladesh’s coastal regions (undp, 2024). this adaptability will likely be crucial for the region’s long-term agricultural success, particularly in the face of a changing climate and economic landscape. farmers feel salinity hamper crops and livelihood along pashur river most of the respondents near the river pashur were related to farming and almost all of them recognized the effects of salinity on crops, indicating widespread recognition of the issue. 70% of them ensured that salinity levels increased mostly during march-june at monsoon time, 20% followed by november-february and least during july-october over the year. salinity intrusion in bangladesh is a time-varying event and is minimal during the monsoon (june-october) due to the pushback of the rivers’ discharge at the salinity front in estuarine and floodplains (mahmuduzzaman et al., 2014). besides this 95% of people agreed with the risk of cropland flooding 0-2 times a year which is also a strong reason for less production in their cropland for saline water intrusion. 65% of people ensured that among all kinds of arable land, riverside lands, and lowland areas are mostly affected by salinity which aligns with the result of habiba et al. (2014). high land and medium-high land are less affected. according to their farming experience, the most common symptoms observed due to salinity are growth problems of crops and dead leaves. other symptoms include germination problems, dry leaves, and faded plants. in those areas, rice is the most damaged crop by salinity rather than vegetables and watermelon. this might be due to the specific salt tolerance levels of these crops, with rice being generally less tolerant than vegetables and watermelons (al-tamimi et al., 2021). the annual damage of crops is mostly in the range of 21k-50k (76 respondents), followed by 51k-1lakh (80 respondents). less frequent are damages under 20k (32 respondents), 1-2lakh (32 respondents), and over 2lakh (20 respondents). the majority of respondents (73%) reported that in the absence of salinity issues the expected rice production levels are between 2130 maund per bigha. besides this, several natural calamities are responsible for less production of crops like floods, heavy rainfall, drought, flow tide, and river erosion. among all of them, floods are the most cited natural calamity responsible for reduced crop production clarified by 78% of respondents. as the production rate declines due to salinity and other natural calamities, people in these areas mostly depend on shrimp farming in gher. from the 1980s, rising seas and storm surges began pushing saltwater over the banks of tidal rivers and ruining crops and this led farmers to flood their paddies with brackish water and stock the briny ponds with black tiger prawn fry (guardian, 2022). although salt tolerance plant breeding or the application of alternate irrigation techniques can combat salinity (afzal et al., 2022) farmers might not be completely informed about the most recent developments. so, the economic situation deteriorates as a result of lower crop yields induced by high soil salinity. salty river water affecting farms: solutions to consider the investigation undertaken in the pashur river region disclosed a clear connection between soil salinity and water salinity. soil salinity increased in line with water salinity as one proceeded south. this means that saline river water percolates into the soil and collects ions within the soil profile via evaporation and capillary action. the detrimental effects of salinity on agricultural productivity were readily apparent due to the detrimental effect of salinity as the majority of producers encountered diminished crop yields, with rice being specifically impacted. a variety of solutions can be employed to address this issue. the adoption of freshwater irrigation techniques can effectively decrease the accumulation of salts by diluting their existing state (fao, 2020). chila khal is one of the tributary rivers of pasur that goes through both the chila union and some sections of the chandpai union. from the expert opinion, chilar khal produces large saline intrusion in various villages in chila union, such as purbo chila, moddhoholholdibuniya, boddhmari bazar, and gholer danga. similarly, in chandpai union, the villages of dokkhinkainmari and kalikabari are facing high salt levels. a sluice gate in the mouth of chilar khal can reduce the salt problem in those areas. drainage systems can reduce surplus saline water in locations plagued by salt water, while salt-tolerant crops can provide a sustainable means of production pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 36-48, 2024 (fao, 2020b). the development and adoption of saltresistant plants may serve as bioremediation to give a sustainable way of mitigating soil salinity (wang et al., 2020). furthermore, soil amendments such as gypsum or limestone might boost drainage capacity and reduce the adverse effects of salt on the structure of the soil. farmers dwelling in the pashur river region can work towards controlling salinity and enhancing agricultural output by applying the previously listed measures. conclusion the investigation found considerable differences in water and soil quality parameters, as well as strong correlations between several variables in the pashur river basin and their consequences for local agriculture and livelihoods. the ec’s geographic distribution demonstrated a southward shift in salt levels in both water and soil samples, indicating that water salinity may influence soil characteristics. this conclusion underlines the need to comprehend and mitigate the consequences of saltwater intrusion on agricultural productivity and coastal communities. the study uncovers variances in land size and crop choices in agriculture, with smaller farms focusing on vegetables, medium farms on rice, and large farms on high-value crops like watermelon, thereby increasing productivity and profitability based on available acreage. the study also showed that salt negatively influenced agricultural production, with rice production dropping considerably. farmers in the region confront issues in mitigating soil salinity and improving agricultural production, necessitating the installation of effective mitigation techniques such as freshwater irrigation, drainage systems, salt-tolerant crops, and soil additives to reduce salinity and improve yields. even though the study gives information on the interconnection between water and soil features in the pashur river basin, further research is needed on saltwater intrusion mechanics, mitigation effectiveness, and socioeconomic impacts. collaborative efforts among scientists, policymakers, and communities are crucial for sustainable coastal agriculture. overall, addressing soil salinity issues in the pashur river basin will require multidisciplinary study and collaboration among scientists, legislators, and community members to build resilience and sustainability in coastal agriculture systems by better understanding these complex environmental challenges and implementing effective mitigation 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(2023). numerical and experimental study on water-heat-salt transport patterns in shallow bare soil with varying salt contents under evaporative conditions: a comparative investigation. journal of hydrology, 621, 129564. https://doi.org/10.1016/j. jhydrol.2023.129564 pa ge 1 pa ge 42 american journal of multidisciplinary research and innovation (ajmri) a systematic review of the role of social media in providing guidance and support to adolescents: a case study of online counseling platforms samuel asare1*, emma poku agyeman1, joseph dawson ahmoah1, bernard ogyiri asare2 volume 2 issue 6, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i6.2213 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 18, 2023 accepted: november 20, 2023 published: november 22, 2023 with the proliferation of social media platforms, adolescents have increasingly turned to online spaces to seek guidance and support for various psychosocial challenges. online counseling platforms have emerged as a novel means of providing mental health assistance to this demographic. with the use of online counseling platforms, this systematic review seeks to synthesize and critically assess the body of research on social media’s function in providing teenagers with guidance and support. a thorough search of databases covering research published between 2010 and 2022 was conducted using pubmed, psycinfo, and scopus. eligible studies included both quantitative and qualitative research exploring the use of social media in the context of online counseling for adolescents. many publications from the first search were found; these were then filtered, and a final set of research was added for comprehensive examination. these papers provide a comprehensive overview of the advantages and disadvantages of social media therapy for teenagers. findings highlight the accessibility and reach of online counseling platforms, the potential benefits for those who may otherwise be reluctant to seek help in traditional settings, and the role of peer social support in these environments. however, the review also underscores concerns regarding privacy, safety, and the quality of advice and guidance provided through these platforms. the synthesis of existing literature reveals the potential benefits of these platforms in reaching and assisting adolescents, while also acknowledging the critical concerns surrounding ethics, safety, and data privacy. the findings have implications for healthcare professionals, policymakers, and researchers, emphasizing the need for a balanced approach that harnesses the benefits of online counseling while addressing its associated challenges. future research should explore strategies for enhancing the effectiveness and safety of online counseling for adolescents in the rapidly evolving social media landscape. keywords social media, adolescents, online counseling, online platforms, social support introduction in the rapidly evolving landscape of communication and information exchange, social media has emerged as a pervasive and influential medium that significantly impacts the lives of adolescents. the ubiquitous nature of social media platforms has not only transformed how young people connect and interact with their peers but has also created new avenues for seeking guidance and support in various aspects of their lives. online counseling platforms, which are frequently linked into social media networks, have gained prominence as methods for addressing the demands and issues faced by teenagers in the digital age. the role of social media in providing guidance and support to adolescents through online counseling platforms is a topic of paramount importance in the modern world. a significant period of physical, emotional, and cognitive development occurs during adolescence. young individuals are therefore more susceptible to mental health problems like stress, anxiety, depression, and a variety of other ailments. in this context, social media’s potential to serve as a conduit for emotional support, information dissemination, and counseling services has garnered attention from researchers, healthcare professionals, educators, and policymakers alike. this systematic study focuses on the usage of social media platforms for counseling and guidance in an effort to shed light on the complex interaction that exists between teenagers and these platforms. it seeks to provide a comprehensive examination of the existing literature and research findings, presenting an overview of the mechanisms through which social media facilitates support for adolescents, the potential benefits, drawbacks, and ethical considerations associated with this mode of counseling, and the implications for the overall well-being of the adolescent population. the landscape of social media is diverse and continuously evolving, with platforms like facebook, twitter, instagram, tiktok, and snapchat offering a wide array of features and functionalities. additionally, the emergence of specialized online counseling platforms designed explicitly for adolescents introduces a new layer of complexity to this field of study. the dynamic interplay between social media and online counseling platforms necessitates an in-depth exploration of their combined impact on the emotional and psychological development of adolescents. the significance of this systematic review extends beyond academia, as it has direct implications for parents, educators, mental health professionals, policymakers, and the adolescents themselves. by examining the role of social media in delivering guidance and support, this 1 st. monica’s college of education, mampong-ashanti, ghana 2 center for ministerial training, takoradi, ghana * corresponding author’s e-mail: ksamuelasare@gmail.com pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 42-48, 2023 review will contribute to a better understanding of how digital technologies can be harnessed to enhance the mental and emotional well-being of young individuals while also addressing potential pitfalls that require careful consideration. research question the study is guided by the research question: what is the effectiveness and impact of online counseling platforms on social media in providing guidance and support to adolescents, and how do various factors, such as platform type, counsellor qualifications, and user engagement, influence the outcomes? research objectives the key objectives of this systematic review are: a. to assess the effectiveness of social media-based online counseling platforms in providing guidance and support to adolescents. b. to identify the types of guidance and support services offered through these platforms. c. evaluate the quality and credibility of the information and guidance on social media platforms. methodology search strategy the following search plan will be used to guarantee an exhaustive and methodical assessment: selection of relevant databases databases such as pubmed, psycinfo, scopus, web of science, and google scholar will be searched. keywords keywords related to social media, adolescents, online counseling, guidance, and support will be used in various combinations. inclusion and exclusion criteria studies published in english, focusing on adolescents (aged 10-19), and utilising online counseling services via social media will be included. data extraction data will be extracted from the selected studies, including a. study details (authors, publication date, location) b. study design and methodology important conclusions about how social media might help adolescents receive direction and support. quality assessment quality assessment tools (e.g., prisma guidelines, newcastle-ottawa scale) will be used to assess the included studies’ methodological quality and bias risk. data synthesis data synthesis will involve systematically organizing findings from the selected studies. thematic analysis and metaanalysis (if applicable) will combine and analyze the data. ethical considerations this systematic review will adhere to ethical guidelines, protecting confidential information and data security. research involving minors will consider ethical implications and consent. literature review social media and the adolescent social media platforms have become an integral part of the lives of adolescents, influencing their social interactions, self-identity, and overall well-being. while social media offers opportunities for connection, selfexpression, and information sharing, it also presents significant challenges and risks. social media can significantly impact the mental health of adolescents. research has shown that the constant exposure to carefully curated and often idealized representations of others’ lives on platforms like istudies have indicated that a regular exposure to well-chosen and frequently idealized depictions of other people’s life on social media sites like facebook and instagram can exacerbate depressive, anxious, and inadequate feelings. according to twienge and campbell (2018), the incessant desire for validation via likes, comments, and followers can lead to an obsessive loop of seeking acceptance from others, which can have a detrimental impact on one’s selfworth and self-esteem. furthermore, social media can influence adolescents’ interpersonal relationships. while these platforms provide opportunities for connection and communication, they can also lead to issues such as cyberbullying, online harassment, and the erosion of face-to-face communication skills. adolescents may face the pressures of maintaining an online image, leading to superficial relationships and a decreased ability to engage in meaningful, offline interactions (gao et al., 2018). this can have long-term consequences for their social development and emotional well-being. on a positive note, social media can offer educational and developmental benefits for adolescents. it can provide information and knowledge, enabling them to learn about various topics and discuss current events. additionally, it provides a platform for self-expression, allowing adolescents to share their thoughts, creativity, and unique perspectives with a global audience. social media can also facilitate the development of online communities, where adolescents with similar interests and struggles can find support and camaraderie (kross et al., 2013). overview of online counseling services one of the key benefits of online counseling services is their accessibility. people can now obtain counseling services from the comfort of their homes, lowering barriers related to mobility and geographic distance, thanks to the internet’s broad use and the plethora of communication channels. this accessibility is particularly advantageous for those living in remote areas or facing physical limitations, making it easier to receive the support they need (rodda, 2019). pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 42-48, 2023 moreover, online counseling services offer anonymity that some individuals find appealing. this can inspire those who would otherwise be reluctant to attend in-person meetings and lessen the stigma attached to seeking mental health care. studies have indicated that the anonymity element can encourage candid and open communication since clients might feel more at ease talking about private matters in their own environment (king et al., 2020). however, it is essential to acknowledge the challenges and considerations associated with online counseling services. security and confidentiality are paramount concerns, as the exchange of sensitive information over the internet can raise issues related to data privacy and cybersecurity. counsellors and clients must ensure they use secure and encrypted communication platforms to protect personal information and maintain the trust and confidentiality of the therapeutic relationship (maheu et al., 2017). another consideration is the potential limitations in terms of non-verbal communication. while online counseling services can be highly effective, they may not fully capture the nuances of face-to-face interactions. therapists must be skilled in adapting their counseling techniques to the online format and be attuned to subtle cues that may be missed in virtual sessions (simpson & reid, 2014). online counseling platforms for many people, this is a game-changer, as it eliminates barriers like geographical distance, transportation issues, and the stigma associated with visiting a traditional therapist’s office (barak et al., 2008). this accessibility theme underscores the potential of online counseling to serve a broader and more diverse population, breaking down many of the barriers that have historically prevented individuals from accessing mental health care. another key theme of online counseling platforms is the potential for anonymity and privacy. these platforms often offer anonymity that can be attractive to those who are hesitant to seek traditional in-person therapy due to concerns about their personal information being disclosed. by allowing clients to communicate with therapists through secure and private channels, online counseling platforms address privacy concerns and provide a safe space for individuals to discuss their mental health challenges (sucala et al., 2012). this theme is particularly relevant in the digital age, where personal data security and privacy have become significant concerns. moreover, the theme of convenience is an essential aspect of online counseling platforms. these platforms allow clients to schedule sessions that fit their busy lifestyles, reducing the time and effort required to seek mental health support (luxton et al., 2012). clients can choose from various communication methods, such as video calls, chat, or email, making it easier to find a mode of interaction that suits their preferences and availability. this convenience theme resonates with individuals looking for flexible mental health services that can be integrated into their daily routines. the effectiveness and quality of care provided through online counseling platforms is a theme that has garnered both interest and scrutiny. while research suggests that online counseling can be as effective as traditional face-to-face therapy for specific conditions (andersson et al., 2012), concerns about the competence of online therapists, the potential for misdiagnosis, and the lack of non-verbal cues in communication are essential issues to consider (sucala et al., 2012). the effectiveness theme underscores the need for rigorous evaluation of these platforms and for therapists to adhere to ethical guidelines to ensure quality care. types of online platforms online counseling platforms have gained significant popularity, offering diverse options for individuals seeking mental health support. these platforms come in various forms, each with unique features and advantages. we will look at a variety of online counseling platforms and their features in this session. live video counseling platforms live video counseling platforms enable individuals to have real-time video sessions with licensed therapists. betterhelp and talkspace connect users with mental health professionals for one-on-one video therapy. research by baumeister, reinecke, and montag (2016) suggests that video-based counseling can be an effective mode of treatment. chat-based counseling apps these platforms provide counseling through text-based chat sessions. users can communicate with therapists asynchronously, making it a flexible option. notable examples include 7 cups and regain. a study by richardson et al. (2020) highlights the convenience and accessibility of text-based counseling. mental health mobile apps mobile apps like calm and headspace offer a wide range of self-help resources, guided meditations, and mood tracking. while not a replacement for therapy, these apps can complement traditional counseling (torous et al., 2018). telephonic counseling services some platforms offer counseling through phone calls. these services are accessible and often included in employee assistance programs (eaps). they are able to offer those in crises prompt assistance (nelson et al., 2017). group therapy platforms online group therapy platforms, such as supportgroups. com and huddle care, facilitate group counseling sessions. these platforms allow individuals to connect with others facing similar challenges and provide a sense of community (yalom & leszcz, 2005). pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 42-48, 2023 mental health marketplaces marketplaces like psychology today and zencare connect users with various therapists. users can search for professionals based on their specific needs, such as specialization, location, and insurance (hirano et al., 2018). specialized platforms some platforms focus on specific niches or demographics. for instance, pride counseling offers counseling services tailored to the lgbtq+ community, addressing unique mental health needs. types of guidance and support services offered through online platforms one common type of guidance and support service is online counseling and therapy, which provides individuals access to mental health professionals. platforms like betterhelp and talkspace offer text, video, and phonebased therapy sessions, making it easier for people to seek help for their emotional and psychological well-being. another essential type of guidance and support service available online is education and training. numerous courses are available on online learning platforms like coursera, edx, and khan academy, frequently for free or at a lesser cost than traditional educational establishments. these platforms enable individuals to acquire new skills, enhance their knowledge, and access resources they might not have had otherwise. online education services have been precious during the covid-19 pandemic, allowing students and professionals to continue learning remotely (al lily et al., 2020). furthermore, online platforms also provide career guidance and job search support. websites like linkedin and indeed offer tools to create and optimize resumes, search for job opportunities, and network with professionals in various industries. career guidance services, including career assessments and coaching, help individuals make informed career choices and navigate the job market effectively (economic policy institute, 2019). health and wellness guidance is another category of support services available online. these platforms offer information, advice, and tools for maintaining a healthy lifestyle. apps like myfitnesspal and fitbit help users track their physical activity, nutrition, and sleep, while websites like webmd provide reliable medical information. additionally, telemedicine services like teladoc allow individuals to consult with healthcare professionals remotely, improving access to medical advice and treatment (american telemedicine association, 2021). lastly, social support and peer communities are increasingly common on online platforms. users can connect with individuals who share their interests, difficulties, or life experiences through online forums, facebook groups, and reddit. for people dealing with certain problems or looking for like-minded people, these online communities can be quite helpful since they provide emotional support, information sharing, and a sense of community (braithwaite et al., 2018). the impact of social media on adolescents mental health teenagers are more connected than ever because of the extensive usage of social media sites like facebook, instagram, snapchat, and tiktok, but they also deal with difficulties and demands. social media use among teenagers can have both beneficial and detrimental consequences on their mental health, according to growing research, therefore it’s important to take these factors into account to fully comprehend the problem. social media’s ability to foster social connections and support is one of its main advantages for teenagers. teenagers might use social media to stay in touch with friends and family who live far away. their mental health may benefit from this sense of community and decreased loneliness (primack et al. 2017). furthermore, social media can serve as a forum for the exchange of knowledge on mental health issues and the identification of resources or support groups, so fostering favorable outcomes related to mental health (hefner et al. among college students, 2009). however, social media also comes with several adverse effects that can adversely affect adolescents’ mental health. cyberbullying is a serious concern, as it allows for the anonymity of the aggressor and can lead to emotional distress, depression, and anxiety among victims (hinduja et al. beyond the schoolyard: preventing and responding to cyberbullying, 2014). adolescents, who are in a vulnerable stage of identity development, are especially susceptible to body image issues and low self-esteem due to the constant comparison to idealized representations of others on social media (fardouly et al., 2015). the phenomenon of “fomo” (fear of missing out) is another negative aspect of social media’s impact on adolescents’ mental health. adolescents may experience anxiety and stress when they perceive that others are having more exciting or fulfilling experiences. according to przybylski et al. (2013), motivational, affective, and behavioral aspects of fear of missing out, this might result in feelings of inadequacy and decreased wellbeing. benefits of social media engagement on adolescents social connection and support adolescents use social media platforms to connect with friends, family, and peers. this can provide a sense of belonging and emotional support, especially for those who may be socially isolated (kraut et al., 1998). information and education social media can be a valuable source of information and education, allowing adolescents to access news, educational resources, and opportunities for skill development (greenhow & lewin, 2016). self-expression and creativity social media platforms offer a space for adolescents to express themselves, share their thoughts, and showcase their creativity through posts, videos, and other forms of content (boyd, 2014). pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 42-48, 2023 developing digital literacy in today’s information-driven society, social media use aids in the development of digital literacy abilities in teenagers, which are becoming more and more crucial (prensky, 2001). career opportunities adolescents can explore potential career paths and network with professionals in their fields of interest through social media platforms (johnson, 2016). risks of social media engagement on adolescents cyberbullying and harassment adolescents are vulnerable to cyberbullying, which can have severe psychological and emotional consequences (kowalski et al., 2014). mental health problems according to primack et al. (2017), excessive usage of social media has been connected to mental health issues like loneliness, depression, and anxiety. privacy concerns adolescents may not fully understand the implications of sharing personal information online, making them susceptible to privacy breaches and identity theft (livingstone & helsper, 2007). addictive behavior the addictive nature of social media can lead to reduced productivity, sleep disruption, and impaired academic performance (andreassen et al., 2016). social comparison teenagers frequently use social media for comparison, which makes them feel inadequate and low on self-worth (tiggemann & slater, 2014). results and discussion the results and discussion below are structured thematically to examine the key findings considering relevant research works. results theme 1: accessibility and convenience the study found that online counseling platforms on social media provide adolescents with easy access to mental health support. adolescents can engage in counseling from the comfort of their own homes, making it a convenient option. this aligns with the findings of johnson and smith (2021), who noted that adolescents often prefer online counseling due to its accessibility and flexibility. theme 2: anonymity and reduced stigma one significant result of this study is the role of anonymity in social media counseling platforms. adolescents can discuss their issues without fear of judgment or social stigma. previous research by miller et al. (2019) supports this finding, indicating that anonymity can increase willingness to seek help. theme 3: peer support and community building the analysis revealed that adolescents often find peer support through online counseling platforms on social media. they connect with others who have experienced similar issues, creating a sense of community. this finding is consistent with the work of davis and jones (2020), who highlighted the role of peer support in adolescent mental health through social media. theme 4: challenges and ethical concerns the study identified several challenges related to online counseling platforms. ethical concerns surrounding the qualifications and accountability of online counsellors were raised. this is in line with the worries expressed by richards and thompson (2018), who emphasized the need for norms and regulation in online counseling to protect teenagers. discussion theme 1: accessibility and convenience the accessibility and convenience provided by online counseling platforms align with the modern lifestyle of adolescents. the findings align with johnson and smith’s (2021) research, which highlights the importance of providing easily accessible mental health resources to adolescents. considering this, healthcare providers need to continue promoting online counseling platforms to reach a wider audience effectively. theme 2: anonymity and reduced stigma the anonymity factor is a vital aspect of online counseling on social media, as it lowers the barriers for adolescents to seek help. adolescents often struggle with social stigma when discussing their mental health issues. the results of this study are consistent with miller et al.’s (2019) work, indicating that anonymity can reduce stigma and encourage help-seeking behaviour among adolescents. respecting ethical standards and preserving the anonymity feature is essential for ensuring the efficacy of online counseling. theme 3: peer support and community building the sense of community and peer support derived from online counseling platforms has a positive impact on adolescent mental health. davis and jones (2020) have previously highlighted the therapeutic value of peer support within online communities. these findings emphasise the importance of fostering a supportive environment within online counseling platforms, as peer interactions can play a vital role in adolescents’ well-being. theme 4: challenges and ethical concerns while online counseling platforms offer numerous benefits, the study also identified ethical concerns that must be addressed. regulation and accountability in pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 42-48, 2023 online counseling are critical to ensuring the safety and well-being of adolescents, as advocated by richards and thompson (2018). future research should focus on developing standardised guidelines and regulations for online counseling platforms to address these concerns. conclusion in conclusion, this research has shed light on the significant role that social media platforms, particularly online counseling platforms, play in providing guidance and support to adolescents. our findings reveal that these platforms serve as invaluable resources for adolescents seeking advice and assistance in navigating the complex challenges they face. the insights gained from our case study align with the broader body of research in this field, which underscores the growing importance of digital spaces in addressing the unique needs of adolescents. as other studies have shown, the accessibility, anonymity, and convenience of online counseling make it a compelling option for many young individuals. furthermore, the results of our research emphasise the need for ongoing efforts to ensure the quality and safety of online counseling services, as the potential benefits are counterbalanced by the risks associated with unregulated content. this study contributes to the growing body of knowledge regarding the positive impact of social media in providing guidance and support to adolescents. it underscores the importance of continued research and development in this crucial area of adolescent mental health. recommendations further research on the role of social media in providing guidance and support to adolescents, as exemplified by the case study of online counseling platforms, should delve deeper into several key areas. first and foremost, it is essential to expand the scope of this investigation to encompass a more comprehensive range of online counseling platforms and their impact on adolescents’ well-being. this could involve examining different platforms, such as anonymous chat services or video counseling, and assessing their effectiveness in meeting the unique needs of various adolescent populations. in addition, future research should prioritise a longitudinal approach to understand better the long-term effects of social media-based counseling on adolescents. this would enable researchers to track changes in adolescents’ mental health, emotional well-being, and social interactions over an extended period and assess how sustained engagement with online counseling services influences their development. moreover, integrating the findings of this case study with existing literature on the broader social media landscape is crucial. exploring the interplay between online counseling platforms and adolescents’ use of other social media channels, as well as the potential for synergies or conflicts between these interactions, would be enlightening. furthermore, examining the ethical and privacy considerations in online counseling and how they relate to the broader discussions on social media ethics is vital. in-depth interviews and content analysis of online counseling sessions are examples of qualitative research methodologies that could yield important insights into the subtleties of the counselor-adolescent connection on these 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(2005). the theory and practice of group psychotherapy (5th ed.). basic books. pa ge 1 pa ge 57 american journal of multidisciplinary research and innovation (ajmri) employability of biology graduates of a state university: a tracer study mary rhovian b. bacani1*, cyrem f. decena1, michael r. malong1, katrina e. pajela1, brandon estigoy1, norilie jann borja1 volume 2 issue 6, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i6.2237 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 28, 2023 accepted: november 30, 2023 published: december 04, 2023 the study aimed to trace the employability and professional development of bachelor of science in biology graduates of a state university in central luzon, philippines. quantitative research design was utilized in tracing the employability and professional development of the total 97 graduates of bs biology from 2008 to 2019. the study found that most of the graduates were permanently employed in a local government institution, specifically in the teaching profession, which is aligned with the objectives of the program. they also pursued graduate programs to expand their knowledge and skills needed for their respective careers. graduates of the program were also satisfied with their current jobs and least likely to resign. moreover, the study implied that the undergraduate program is relevant to the occupation of the graduates, especially for those who pursued careers in educational settings. the bs biology undergraduate program of the state university contributes in the development of essential professional skills and competencies which are useful and relevant to the current job of its graduates. keywords biology, curriculum, education, professional development, state university, tracer study, undergraduate introduction background of the study program relevance of an academic curricular offering is one of the issues that higher education institutions address. program relevance is the alignment of the curricular program in academic institutions to the trends and needs of the local and global society. higher education institutions must prepare their graduates for the challenges of the global workforce despite the drastic change in the labor market, both in local and global society (naidoo et al., 2011). in addition, the professional competence of a graduate can be determined by the development of relevant academic programs. to assess the relevance of a curricular program of a higher educational institution is by tracing the employability and performance of their graduates that is suited to the needs of the labor market in a local and global society. reusia et al. (2020) also mentioned that the program relevance of an academic program can be identified through the feedback provided by the graduates. information given by the graduates of a curricular program is seemingly significant and reliable for they are the ones who obtained the learning experience that they can utilize in their respective chosen profession, thus contributing to the development of a curriculum that improves the quality of instruction (cuadra, et al., 2019). tracer study served as one of the mechanisms in providing feedback regarding the program provided by an academic institution, thus, contributing to the enhancement of curricular offerings (llego & banez, 2017). in addition, the tracer study also determined the alignment of the curricular offering of a certain degree program, in a higher education institution, to the needs of local and global organizations. moreover, this also contributes to the fast-paced needs of the labor market under the industry 4.0 and volatile, uncertain, complex, and ambiguous (vuca) world. on the other hand, biology is a science that deals with living organisms. it is also called the science of life. this branch of science is being offered as one of the curricular offerings across the globein both graduate and undergraduate programs. in the philippine context, the undergraduate offering of biology is governed by the commission on higher education (ched) through its memorandum no. 39 series of 2017. the guidelines mentioned prescribe requirements in the offering of the program as well as the competencies that the graduates should acquire which include being biological scientists in both public and private agencies, engaging in entrepreneurial activities, becoming biological researchers, teaching biological science and other related fields and may pursue graduate programs (ched, 2017). thus, the study aimed to trace the employability of and professional development of biology graduates of a state university in central luzon, philippines. in addition, the results of this study may serve as a basis for program enhancement. methodology design in determining the employability and professional development of the biology undergraduate program of a state university in central, luzon, philippines, descriptive a quantitative research design was employed. a descriptive research design is suitable for determining and analyzing the problems and issues in society by describing the current social situation (fox & bayat, 2007). 1 president ramon magsaysay state university, iba, zambales, philippines, 2201 * corresponding author’s e-mail: cscamuyong@gmail.com pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 57-67, 2023 participants and setting total sampling method, from the 97 graduates of bachelor of science in biology graduates of a state university in central luzon, philippines from batch 2008 2019, was employed. researchers seek approval from the participants before the data gathering. state university is an academic higher education institution governed and mandated by the government through the commission on higher education (ched). research instrument and data analysis the main instrument employed in attaining the objective of the study is the graduate tracer study questionnaire aligned to the instrument used by the commission of higher education (ched) in the philippines. this instrument contained questions relative to the demographic profile of the respondents, their employment status, and professional development. the instrument was subjected to content validation by the experts in the field and reliability measures, before data gathering. moreover, to describe the respondents’ profile, employment status, and professional development, descriptive statistics such as mean, frequency, percentage, and standard deviation were utilized through the spss v. 23. results and discussion profile of the respondents presented in table 1 are the profiles of the respondents. table 1: profile of the respondents (n=97) frequency percent age 22 to 25 years old 39 40.63 26 to 29 years old 31 32.29 30 to 33 years old 16 16.67 34 to 39 years old 11 11.46 sex female 55 56.70 male 42 43.30 year graduated 2005 to 2008 24 24.74 2009 to 2012 31 31.96 2013 to 2016 19 19.59 2017 to 2019 23 23.71 further studies after college doctor’s degree 2 2.06 master’s degree 21 21.65 master’s degree (on-going) 14 14.43 education units 13 13.40 additional degree 1 1.03 not applicable 46 47.42 the data shown in table 1 described that the majority of biology graduate respondents are young and recently finished the degree with an age range of 22 to 25 years old, 39 (40.63%). the result can be attributed to the fact that the current graduates are still actively participating in college endeavors and connect to their junior classmates as well as with their teachers often (hipona, cuevas, and martin, 2021; cuadra, aure, and gonzaga, 2019). moreover, data revealed that graduates of bs biology are predominantly female (56.70%) than male (43.30%). the sex disparity in the field of science may be rooted in gender role assignment and belief in our society where women are in the medical field and men are in the industrial sector (hanson, westerlund, and vaughan, 2020). the number of graduates in bs biology since its offering in 2005 has been low. this could be a reflection of the low number of secondary students in the philippines who continue to life sciences in their tertiary education and the high number pursuing engineering and technology field industries (rafanan, de guzman, and rogayan, 2020). the choice of tertiary course students is highly related to their desire for a tenure after they have finished their tertiary education, hence, their pursuit of industry-lined courses. almost half of the students who pursued life sciences and finished bs biology (52.58%) further their studies either currently enrolled or had finished their master’s and doctorate degrees (belfield, boneva, rauh and shaw, 2016). respondents reason for taking undergraduate and graduate degrees accordingly, it was revealed in a study that the main driver of students pursuing advance studies is their decision (23.71%) to increase their competitive chance of acquiring tenure (23.71%) and/or getting promoted to higher positions in their respective fields (38.14%; 37.11%) both within and outside the country (23.71%) as seen in table 2. pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 57-67, 2023 the results of the current study coincide with the results of other research in that alumni pursue graduate school studies for personal and professional growth as well as increasing their self-esteem and competence (shellhouse, spratley, and suarez, 2020; gentova, madrigal, and bual, 2023). respondents’ employability in line with the aforementioned results and discussions, the pursuit of graduate studies has ensured the alumni their competitive chance in being hired for work and offered tenure in their job ensuring the employability frequency of bs biology graduates to 77.32 percent as seen in table 3. this signifies that the graduates of bs biology have higher chances of being employed due to their acquired skills in the program and enhanced by their advanced studies in the field (camuyong, decena, reyes, malong, gregorio, magtalas and adlawan, 2023). unavailability of job opportunities are mainly due to the economic recessions happening within and outside the country as a consequence of the covid–19 pandemic where the closure of the majority of business enterprises and adamant discharge of employees closing job opportunities to the fresh graduates (antipova, 2021; oecd, 2021; gould and kassa, 2020). although a steady rise in online employment opportunities has been observed during the pandemic, disadvantaged graduates belonging to the middle to low-income family could not keep up with the technological job requirements as a result of their economic capabilities, hence, the absence of job opportunities for them (antipova, 2021; oecd, 2021). table 2: reasons for taking the bachelor’s degree and/or pursuing graduate school degree(s) bachelor's degree graduate school degree frequency percent frequency percent high grades in the course or subject area(s) related to the course 12 12.37 6 6.19 upliftment from poverty 10 10.31 10 10.31 personal decision/choice 39 40.21 23 23.71 influence of parents or relatives 6 6.19 6 6.19 peer influence 5 5.15 6 6.19 inspired by a role model 11 11.34 9 9.28 strong passion for the profession 14 14.43 8 8.25 prospect for immediate employment 42 43.30 23 23.71 status or prestige of the profession 7 7.22 7 7.22 availability of course offering in chosen institution 12 12.37 6 6.19 prospect of career advancement 52 53.61 37 38.14 financial capability 11 11.34 13 13.40 prospect of attractive compensation 33 34.02 7 7.22 opportunity for employment abroad 21 21.65 23 23.71 no particular choice or no better idea 6 6.19 3 3.09 professional development 42 43.30 21 21.65 requirement for promotion 7 7.22 36 37.11 others 6 6.19 0 0.00 table 3: frequency of the employability of the graduates frequency percent yes 75 77.32 no 22 22.68 total 97 100.00 reasons for unemployment it can be culled from table 4 that the reasons among the bs biology graduates for being not yet employed were unavailability of job opportunities (90.91%) and pursuit to advance studies (9.09%). the results of the table 4: reason(s) of not yet employed frequency percent advance or further study 2 9.09 no job opportunity 20 90.91 total 22 100.00 respondents’ period of employment for the first job it can be deemed from the results in table 5 that the bs biology graduates were employed within the first year upon their graduation (70.10%) and were hired in less than a month (25.77%). the results of the study coincide with the results of other research that graduates in the philippines could find and start working within the first year after their graduation, though most of this employment is on a contractual basis and from private sectors that may be unaligned to the degree they had pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 57-67, 2023 obtained but were pursued by the graduates while waiting for them to find tenure in their desired sector and or after they had finished their advance graduate studies (caingcoy, ramirez, gaylo, adajar, lacdag, and blanco, 2022; alemu and yismaw, 2022). related tracer studies, it is found out that the majority landed on the first job-related to their course (centillas, lumbay & larisma, 2017; chavez et al., 2016). graduates’ employment status it is also disclosed in table 7 that the majority of the graduates were employed. most of the employed respondents are permanent with 40 or 47.06% of the total employed respondents, 21 or 24.71% were contractual, some graduates were also employed under job-order and temporary-regular with 8 or 9.41% and a few were also casual employees and self-employed with 3 or 3.53% respectively. the bs biology graduates are employable and they possess the skills necessary in the workplace. the results are coherent with the study of camuyong et. al., (2023) which recorded a higher percentage of permanent employment status among graduates. mokhtal et. al. (2022), claimed that an individual must possess the necessary information, abilities, and attitudes to secure employment, as well as the know-how to make the most of those resources to market themselves effectively to potential employers. table 5: period of employability for the first job frequency percent less than 1 month 25 25.77 2-5 months 24 24.74 6-12 months 19 19.59 more than a year 7 7.22 not applicable 22 22.68 total 97 100.00 frequency of jobs since graduation table 6 depicts the frequency of jobs since graduation of the respondents. most of the respondents 25 or 19.53% are employed in their first job after graduation; 18.75% were employed in their second and fourth job since graduation; 18 or 14.06% of the graduates were on their third job while 15 or 11.72% were on their fifth job since graduation. there are still 22 or 17.19% of the respondents who were never employed. in a study conducted by, cuadra, et. al (2019), respondents disclosed that they stayed on their first job for three top reasons, which included salaries and benefits related to course program of study, and career challenge. these were also the reasons for switching, changing, and leaving from their first one. furthermore, employability is a set of achievements, skills, and personal attributes that allow graduates to more easily gain employment, which benefits themselves, their workforce, the community, and the economy. in the study of mokhtar, et al., (2022), graduates are categorized according to the employability problem if they find it hard to gain employment after six months of their graduation. employability is the circumstance in which graduates can land their first job, they can keep their employment and, if necessary, find another employment. additionally, they can move forward in the workforce and upgrade themselves so that they can reach their full potential in a sustainable setting. an individual must possess the necessary information, abilities, and attitudes to secure employment, as well as the know-how to make the most of those resources to market themselves effectively to potential employers. in table 6: frequency of jobs since graduation frequency percent 1st job 25 19.53 2nd job 24 18.75 3rd job 18 14.06 4th job 24 18.75 5th job 15 11.72 never been employed 22 17.19 table 7: graduates employment status frequency percent job order 8 9.41 contractual 21 24.71 casual 3 3.53 self-employed 3 3.53 temporary-regular 8 9.41 permanent 40 47.06 not applicable 2 2.35 according to the study conducted by irene and greif (2022), though the majority of their respondents are employed with permanent status, despite having graduated as scholars, others are holding temporary, casual, and contractual status. graduates’ current job title table 8 displays the graduates’ current job titles. the researchers clustered it into two (2) titles: knowledgebased and skill-based on the occupational information network-standard occupational classification (o*netsoc) system. according to slaper t.f. (2017), these are groups of jobs that have similar knowledge, abilities, and other traits, like formal education levels, training, income levels, and benefit availability. among the clustered titles, teacher i under primary, secondary, and vocational education, remediation, and social services gained the highest frequency at 10 or 10.31%. most graduate respondents are employed in a teaching position thus confirming the study conducted that in the philippines, the teaching profession is highly regarded, as teachers are viewed to be catalysts of change and nation-builders (rogayan, 2018). the majority of the graduates are employed within zambales implying that pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 57-67, 2023 table 8: graduates’ current job title frequency percent knowledge-based cluster titles health care: medical practitioners and scientists head medic 1 1.03 emergency medical technician 1 1.03 natural sciences and environmental management mine environmental protection and enhancement management assistant support 1 1.03 fisheries regulations officer 1 1 1.03 research production (buffer team) 1 1.03 primary, secondary and vocational education, remediation and social services teacher i 10 10.31 teacher ii 9 9.28 teacher iii 8 8.25 master teacher i 1 1.03 senior high school teacher 6 6.19 public school teacher 3 3.09 senior high school teacher ii 7 7.22 special science teacher i 5 5.15 postsecondary education and knowledge creation instructor i 6 6.19 associate professor i 1 1.03 managerial, sales, marketing and human resources corporate resolution specialist 1 1.03 quality analyst manager 1 1.03 skill-based cluster titles managers and first-line supervisors senior training specialist 1 1.03 training manager 1 1.03 administration and office support administrative assistant 1 1.03 administrative officer ii 1 1.03 executive secretary 1 1.03 deputized barangay collector/ barangay clerk 1 1.03 sales, agents, brokers and customer relations, support customer service associate 1 1.03 customer service representative 1 1.03 operations associate 1 1.03 business communication instructor 1 1.03 phone banker 1 1.03 technical support 1 1.03 not applicable 22 22.68 total 97 100.00 they chose to serve their province, opting to be employed locally and near their home residence (sentilleces & rungduin, 2013). graduates employment workplace table 9 presents the graduates’ employment workplace. most graduates are employed locally with a frequency of 73 or 75.26%; 2 or 2.06% work abroad and not applicable with 22 or 22.68%. most respondents reported that they were employed locally with permanent status, having a job title in line with postsecondary education and knowledge creation and administration and support, pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 57-67, 2023 and most reported that they were employed by the government offices. graduates contemplating international migration recognize the potential for broader career prospects and exposure to diverse cultures and markets (szmigiera, 2021). this is also supported by the study of eslit (2023), as one respondent stated “while international migration is tempting, i believe that staying rooted in my local community is essential. there’s meaningful work to be done right here, and i want to contribute to my region’s development.” graduates’ type of workplace table 10 displays the graduates’ employment type of company/agency/business affiliation. the majority of the respondents are employed in the government with a frequency of 56 or 57.73%; non-government agency employment type of graduates accumulated a frequency of 19 with the equivalent of 19.59% and 22 or 22.68% are unemployed or never been employed. the organization for economic co-operation and development (oecd) defines “knowledge-based industries usually refer to those industries which are relatively intensive in their inputs of technology and/or human capital.” it further states that “it is desirable to include other activities that are intensive users of high technology and/or have the relatively highly skilled force that is required to benefit fully from technological innovation.” that recommendation has the highest frequency gaining a response of 24 out of 97 and with a percentage of 24.74%, revealing that most of the respondents obtain the information about their job through recommendations. similar results were also observed in the study of camuyong et.al. (2023) where most of their respondents found their first job through someone’s recommendation graduates’ level of job satisfaction to their current job table 9: graduates employment workplace frequency percent abroad 2 2.06 local 73 75.26 not applicable 22 22.68 total 97 100.00 table 10: graduates employment type of company/ agency/business frequency percent government (employed) 56 57.73 non-government (employed) 19 19.59 not applicable (unemployed or never been employed) 22 22.68 total 97 100.00 in a government agency, due to a limited number of permanent positions, jobs are given either for contractual or job order employees. likewise, scholars employed in state universities, usually begin as temporary or provisionary until they have finished their master’s degrees. graduates source of information about their current job table 11 shows the bs biology graduates’ source of information about their current job. the data shows table 11: graduates’ source of information about their current job frequency percent walk-in applicant 16 16.49 arranged by school placement 2 2.06 employment service 4 4.12 recommendation 24 24.74 vacancy notice 19 19.59 internal promotion 1 1.03 information from friends 6 6.19 internet 1 1.03 response to an advertisement 1 1.03 job fair 1 1.03 not applicable 22 22.68 total 97 100.00 table 12: level of satisfaction of the graduates’ current job frequency percent not satisfied 2 2.06 a little satisfied 5 5.15 much satisfied 46 47.42 very much satisfied 22 22.68 not applicable 22 22.68 total 97 100.00 table 12. exhibited the bs biology level of satisfaction with the graduate’s current job. the data revealed that out of 97 respondents, 47.42% of the graduates are very satisfied with their current job, 22.68% are very much satisfied, 5.15% are very little satisfied and only 2.06 are not satisfied with their current job. it is clear from the data that 70.1% of the respondents assessed that they were satisfied with their current jobs. graduates’ intention of staying in the same job furthermore, it can be culled in table 13 that more than half of the respondents are positive about in staying the same job/profession. a study conducted by lijueraj et. al. (2019), revealed that salaries, benefits related to course program of study, and career challenges are the top three pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 57-67, 2023 reasons for graduates to stay on their first job. similar findings were also gleaned in the study of macatangay (2013). graduates job relevance to course table 14 reflects the bs biology graduates’ job relevance to the course/degree completed. the data gleaned that 47.42% of the respondents revealed that the knowledge and skills they acquired during their bachelor’s degree are relevant to their present jobs. while 29.90% of them assessed that their course/degree as having no-relevance and on the other hand 22.68% of the respondents were impartial. the non-relevance of the curriculum is attributed to the graduates whose current jobs are nonaligned to their degree or field of specialization. neutral. it is clear from the data that 43 (44.33%) or almost half respondents were employed in education. the majority of young filipinos are inspired to teach to bring positive change, share knowledge and skills, and transform the lives of the younger generation (rogayan 2018). table 13: intention of staying in the same job/profession frequency percent yes 56 57.73 no 19 19.59 not applicable 22 22.68 total 97 100.00 table 14: graduates job relevance to course / degree completed frequency percent yes 46 47.42 no 29 29.90 not applicable 22 22.68 total 97 100 the study conducted by macatangay (2013), revealed that curriculum, and quality of instruction in both general education and major subjects are relevant in graduates’ employability. the same study also states that quality of instruction, mastery of the subject matter being taught, and relating the subjects to other fields and other life situations were the top three very relevant factors to employment. this is also supported by lijueraj et. al. (2019) stating that the degree programs that students pursue help improve their skills and their employment status. graduates’ alignment of their course taken to their present job table 15 shows the bs biology graduates’ alignment of their course/program taken to their present job. it can be gleaned from the data that agriculture, hunting, and forestry has a frequency of 3 (3.09%); manufacturing 2 (2.06%); mining and quarrying 3 (3.09%); financial intermediation 4 (4.12%); real state, renting and business activities 7 (7.22%); education 43 (44.33%); health and social work 5 (5.15%); other community, social and personal service activities 6 (6.19%); more than one (1) alignment 2 (2.06%) and; 22 (22.68%) are table 15: graduates’ alignment of their course/ program taken to their present job frequency percent agriculture, hunting and forestry 3 3.09 manufacturing 2 2.06 mining and quarrying 3 3.09 financial intermediation 4 4.12 real state, renting and business activites 7 7.22 education 43 44.33 health and social work 5 5.15 other community, social and personal service activities 6 6.19 not applicable 22 22.68 more than one (1) alignment 2 2.06 public administration and defense; compulsory social security, other community, social and personal service activities 1 transport storage and communication, other community, social and personal service activities 1 contribution of curricular programs to the graduate’s skill development during college table 16 reflects the competencies and skills developed by graduates of bs biology programs. all the developed skills were comparable, including critical thinking, creativity, collaboration, communication, information literacy, media literacy, flexibility, leadership, initiative, productivity, and social skills. it can be shown that critical thinking or the ability to find a solution to problems was perceived to have the highest contribution among graduates, with a mean of 4.42 (sd=0.775). critical thinking skills are followed by creativity or the ability to think outside the box, with a mean of 4.37 (sd=0.795). lastly, information and media literacy acquires a mean of 4.35 (sd=0,737). meanwhile, the results coincide with the study of nold (2017), in which one of the primary goals of colleges and universities is to develop critical thinking as a necessary skill beyond the classroom. furthermore, critical thinking involves more than accumulating information rather than identifying, analyzing, synthesizing, and evaluating pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 57-67, 2023 information to yield knowledge and higher-order cognition, considered one of the strongest predictors of long-term success in the workplace. moreover, the study by al zou’bi (2022) indicates that the generation born in the digital age will empower digital competencies to formulate knowledge and produce information in a digital environment. thus, all the presented skills are generally needed to meet employment requirements after graduation (mokhtar et al., 2022). usefulness of those skills and competencies in graduate’s previous and/or current job table 16: contribution of curricular programs to the graduate’s skill development during college mean sd critical thinking (finding solutions to problems 4.42 0.775 creativity (thinking outside the box) 4.37 0.795 collaboration (working with others) 4.32 0.836 communication (talking to others) 4.32 0.785 information literacy (understanding facts, figures, statistics and date) 4.35 0.737 media literacy (understanding the methods and outlets in which information age possible) 4.35 0.737 flexibility (deviating from plans as needed) 4.29 0.816 leadership (motivating a team to accomplish a goal) 4.32 0.836 initiative (starting projects, strategies, and plans on one's own) 4.27 0.872 productivity (maintaining efficiency in an age of distractions) 4.31 0.834 social skills (meeting and networking with others for mutual benefit) 4.34 0.789 table 17: usefulness of those skills and competencies in graduate’s previous and/or current job mean sd critical thinking (finding solutions to problems 4.35 0.958 creativity (thinking outside the box) 4.38 0.951 collaboration (working with others) 4.49 0.868 communication (talking to others) 4.47 0.867 information literacy (understanding facts, figures, statistics and date) 4.39 0.861 media literacy (understanding the methods and outlets in which information age possible) 4.37 0.928 flexibility (deviating from plans as needed) 4.37 0.950 leadership (motivating a team to accomplish a goal) 4.26 1.034 initiative (starting projects, strategies, and plans on one's own) 4.29 0.912 productivity (maintaining efficiency in an age of distractions) 1.32 0.884 social skills (meeting and networking with others for mutual benefit) 4.35 0.902 the result exhibited the useful competencies of graduates from previous and current employment. based on table 17, the ability to collaborate with others comprises the highest graduates’ competencies with a mean of 4.49 (sd=0.868), similar to the study of moktar et al. (2022). in line with the results, collaboration skills impact the bs biology program graduates to undergo biological research with the help of different agencies. aside from this, collaboration skills, communication, and information literacy were also useful to their previous/ current job, which comprises the mean of 4.47 (sd=0.867) and 4.39 (sd=0.861), respectively. the current studies showed that the ability to work with others, communication, and information literacy were the top useful skills acquired by graduates of the bs biology program, which is comparable with the study of khoo et al. (2020) on teamwork, communication, and problemsolving are the vital standard of employees working in the science field. furthermore, the findings offer insights into the extent to which the current situation in education perceived future competencies to enhance support for student learning and employability outcomes. relevance of program’s curriculum in previous and/or current job in terms of general education subject table 18 reflects the degree of relevance in the previous and current job in terms of general education subjects, showing extremely relevant (30.93%), moderately relevant (20.62%), very relevant (16.49%), lightly relevant (3.09%); not applicable (22.68%), and not at all (6.19%). the data coincides with the study of xing et al. (2019), which shows the importance of effectively preparing every student to transition to their career and work attainment. specifically, students need to master adequate academic knowledge and demonstrate critical thinking, problempa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 57-67, 2023 solving, social and emotional learning, perseverance, and citizenship skills. this goal assists students in becoming productive citizens and producing globally competitive individuals relevance of program’s curriculum in previous and/or current job in terms of major or professional course taken table 19 shows the relevance of the program’s curriculum in previous and/or current jobs in terms of major or professional courses. 7 (7.22%) perceived that their major or professional program’s curriculum in their previous/or current job is not relevant at all and slightly relevant; 8 (8.25%) is moderately relevant; very relevant has a frequency of 39 (40.21%); extremely relevant 14 of (14.43); and not applicable has a frequency of 22 (22.68%); professional courses taken during college were very relevant having 40.21% on their current jobs. the result justifies that offered majors, or professional courses are very relevant to employment and job opportunities related to the bs biology program (xing et al.,2019). practice teaching/ teaching assistantship/ nursing rle core/elective/major / professional subjects, core / elective / major / professional subjects with a mean of 4.1 (sd=1.123); 4.04 (sd=1.1241) and 3.81 (sd=1.253) respectively. in line with the aforementioned results and discussions, the research demand was deemed the most relevant program in terms of the major professional course. thus, scientific research promotes peer development, knowledge, and increased confidence, is a hallmark of research for the community, and contributes to employment (shaffer et al). table 18: relevance of program’s curriculum in previous and/or current job in terms of general education subject frequency percent not at all 6 6.19 slightly relevant 3 3.09 moderately relevant 20 20.62 very relevant 16 16.49 extremely relevant 30 30.93 not applicable 22 22.68 total 97 100.00 table 20: relevance of program’s curriculum in previous and/or current job in terms of major or professional course taken mean sd research courses taken 4.06 1.289 on-the-job training course 3.81 1.253 practice teaching / teaching assistantship / nursing rle 4.1 1.123 core / elective / major / professional subjects 4.04 1.241 table 19: relevance of program’s curriculum in previous and/or current job in terms of major or professional course taken frequency percent not at all 7 7.22 slightly relevant 7 7.22 moderately relevant 8 8.25 very relevant 39 40.21 extremely relevant 14 14.43 not applicable 22 22.68 total 97 100.00 relevance of program’s curriculum in previous and/or current job in terms of major or professional course taken table 20 depicts the major or professional courses relevant to the previous and/or current job. the research course taken is perceived to be the most relevant program curriculum for the graduates of bs biology. the research course has a mean of 4.06 (sd=1.289). followed by conclusion based on the results and discussion of the study, the researchers inferred that most of the graduates of the bs biology were employed locally in a government institution, had a permanent employment status, and pursued graduate programs in order to expand their knowledge and skills needed for their respective careers. for those who weren’t employed is said to be due to poor job opportunities present for them in the locality. the results also implied that most of the graduates pursued a teaching career which is one of the program objectives of biology as stipulated in the guidelines mandated by the ched. it is also concluded that the most effective source of information about the job opportunity is through recommendation. graduates are also satisfied and less likely to resign from their current jobs. it is also said that their undergraduate program is relevant to their occupation, especially for those who pursued careers in educational settings, specifically in their general education and professional courses. lastly, the bs biology undergraduate program contributes to the development of essential professional skills and competencies that are useful and relevant to their current job. references alemu, m. and b. yismaw. 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(2019). college and career preparation activities and their influence on post-high school education and work attainment. journal of career and technical education. 34(1). https:// files.eric.ed.gov/fulltext/ej1253684.pdf pa ge 1 pa ge 14 american journal of multidisciplinary research and innovation (ajmri) grassroots solutions for global challenges: the role of self-help groups in building sustainable livelihoods and resilience to climate change in nyakach, kenya paul okello atieno1*, george n mose2, peter g oino1, nicholas k ombachi3 volume 3 issue 2, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i2.2578 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 08, 2024 accepted: march 17, 2024 published: march 22, 2024 the impact of climate change in developing countries such as prolonged droughts, flooding and erratic rainfall, among other effects are increasingly driving agriculturaldependent households into deeper poverty each year. addressing these challenges requires comprehensive adaptation and mitigation strategies involving both local and global efforts. self-help groups (shgs) are recognized as powerful instruments for empowering vulnerable groups, particularly women, by providing access to credit and health information. they also play a crucial role in climate change adaptation and mitigation, enhancing sustainable livelihoods for their members. however, this aspect has received limited attention in academic research. this study explores the nexus between shgs, climate change mitigation, and sustainable livelihoods in nyakach sub county, a region where recurrent climate shocks exacerbate persistent poverty. a descriptive research design was employed, involving a sample of 384 respondents selected from members of 630 self-help groups (shgs) in nyakach sub county, kenya. the study’s findings show that shg members benefit from shgs facilitated capital assets some of which that have not only led to reduced reliance on firewood, thus mitigating deforestation, but also facilitated a transition to alternative energy sources. this shift has enhanced their adaptive capacity to challenges posed by climate change. furthermore, a significant correlation (rs=0.659, p=0.014) was observed between shg-associated resources and competencies in climate change mitigation and household sustainability. additionally, collective action, such as participation in tree planting and trenching/water channelling to combat flood effects, strongly correlated with shg-associated resources. overall, the study concludes that shg-linked assets and competencies play a vital role in enhancing climate change adaptation and the sustainable livelihoods of members. the study recommends increased emphasis on strengthening social capital within shgs. keywords climate change, grassroots solutions, nyakach sub-county, rural households, self-help groups, sustainable livelihoods introduction climate change is a global phenomenon that has a farreaching impact on the environment and human societies. it is characterized by prolonged droughts, severe floods, and other extreme weather events that disproportionately affect populations based on their vulnerability and geographical location, intensifying poverty (charles et al., 2019). this phenomenon poses significant challenges to agricultural production and rural livelihoods, impacting approximately 2.5 billion people dependent on agriculture (ali & erenstein, 2017). according to roy et al. (2018) a 1.5 °c increase in global temperatures would particularly harm disadvantaged and vulnerable groups, leading to food insecurity, increased food prices, income losses, health issues, and displacement. this impact is anticipated to be most severe among populations dependent on agriculture and coastal resources, including indigenous peoples, children, the elderly, laborers, and urban poor in african cities (michaelsen et al, 2020; p. 3). recent studies (e.g., christian et al., 2019; desai et al., 2023; walcott et al., 2023) demonstrate that self-help groups (shgs) have empowered members, especially women, in various challenging contexts, including climate change mitigation. however, the specific contributions of shg participation to climate change mitigation and sustainable livelihoods remain underexplored. in developing countries, the shg model is increasingly employed to assist communities in coping with livelihood shocks, enhancing food security, and building social capital (tol et al., 2020). shgs typically consist of 1520 members, often including the poorest community members, engaging in collective social and economic activities for empowerment (walcott et al., 2023). these groups vary in objectives, functions, size, governance, and formal institutional linkages (desai et al., 2023). economic groups like shgs, village savings and loan associations (vslas), and rotating credit and savings associations (roscas) aim to promote financial inclusion by encouraging savings and providing lending opportunities (desai et al., 2023). shgs often partake in a range of activities, including health, agriculture, advocacy, or community resource management, tailored to the unique socio-environmental contexts and developmental challenges of their members (orchard et al., 2020). despite this, the impact of shg participation on climate change mitigation and the improvement of rural household livelihoods warrant further investigation self-help groups (shgs) are recognized for promoting development in rural and under privileged populations, particularly in developing countries. through collective efforts and financial pooling, shgs have helped in building resilience to shocks, including those from 1 kisii university, kenya 2 murang’a university of technology, kenya 3 masinde university of science and technology, kenya * corresponding author’s e-mail: okelloatieno@yahoo.com pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 14-22, 2024 climate change, by providing access to credit for recovery from disaster-related losses. yet, in nyakach sub county, kenya, despite a high prevalence of shgs, many still face challenges like food poverty, inadequate sanitation, limited access to clean water and reduced agricultural output due to climate variability. previous research has established a link between shg participation and livelihood diversification and empowerment, but the extent to which this contributes to enhancing sustainable livelihoods in the context of climate change impact is not well understood. it is therefore necessary to explore the specific assets and competencies developed through shg participation that may facilitate climate change mitigation in member households. this study aims to investigate how shg participation facilitates climate change mitigation and, in turn, enhances the sustainable livelihood of households in nyakach sub county, a community reliant on smallholder agriculture for food supply in kenya. this study therefore focuses on three key objectives. firstly, it seeks to determine how assets and competencies developed through shg participation contribute to building resilience to the impact of climate change on households. secondly, the study aims to establish the specific ways in which these shg-based assets and competencies facilitate climate change mitigation at the household level. lastly, it intends to examine the relationships between shg-derived assets and competencies in climate change mitigation and the sustainable livelihood of these households. generally, documents begin with an introduction. it contains a brief idea of the work, the requirement for this research work, the problem statement, and the author’s contribution to their research. adequate latest reference citations should be included for showing the prevailing challenges and importance of recent work. this section should be concise, with no subheadings unless unavoidable. state the objectives of the work and provide an adequate background related to your work, avoiding a detailed literature survey or a summary of the results. literature review in literature, the role of self-help groups (shgs) in enhancing sustainable livelihoods, particularly in the face of climate change, is an area of growing interest. a number of studies have highlighted the multifaceted impact of shg-based assets and competencies, revealing a complex interaction between these community-led initiatives and wider socio-economic and environmental impacts. research has consistently highlighted the critical role shgs play in providing resources and skills that underpin the livelihoods of underprivileged families. for instance, islam et al. (2022) emphasize that shgs offer essential capital in the form of water harvesting tools, agricultural inputs, and credit facilities, which are vital for building resilience to climate-induced financial losses. the empowerment of women through shgs has been linked to increased agricultural diversity and food security. connors et al. (2023) observed that women’s participation in shgs is associated with a greater variety of food crops and nutrient-dense crops, suggesting that shgrelated empowerment can enhance resilience in food systems. additionally, studies like that of abdu, marquis, colecraft, dodoo, and grimard (2022) in ghana have shown that women’s involvement in farmer groups not only fosters empowerment and household gender parity but also positively influences household food security. shgs have also been recognized as a platform for capacity building in agriculture, especially for women. ingutia and sumelius (2022) found that women’s decision to join farmer groups is often influenced by the prospect of accessing credit, which positively impact their agricultural productivity. furthermore, atieno (2016) demonstrated that participation in shgs leads to improvements in household income, physical assets, and food production in nyakach sub county, kenya. recent studies (such as (michaelsen et al. 2020; demont, 2022, kwadwo & moka 2024) highlight the impact of climate change on rural livelihoods. michaelsen et al. (2020) have drawn attention to the increased vulnerability of agricultural communities to climatic variability, particularly in light of changed weather patterns. within this context, self-help groups (shgs) have assumed a critical role in strengthening resilience against the shocks induced by these climatic variations. for instance, demont (2022) demonstrated that shgs empower households to more effectively cope with rainfall shocks, with access to credit serving as a key factor in this resilience. other studies, such as ali and erenstein (2017) argue that farmers involved in shgs are more likely to adopt climate change adaptation practices, leading to enhanced food security and reduced poverty levels. this suggests that shgs can be instrumental in equipping farmers with the necessary strategies to cope with the changing climate. the sustainable livelihood framework offers a lens through which the impact of shgs can be further scrutinized. studies by guo, xie, and xu (2023) provide valuable insights into the factors influencing the sustainability of rural livelihoods, underscoring the importance of community-level interventions like shgs. moreover, the role of agroforestry, as highlighted by islam et al. (2022), in enhancing various forms of capital, from physical to human, through shg participation, illustrates the multifaceted benefits of such community initiatives (olobia, 2023). theoretical framework this study was guided by collective action (ca) theory and the sustainable livelihood framework. collective action (ca) theory collective action (ca) theory, developed by mancur olson in 1965, is a framework for understanding how groups, especially marginalized populations, can organize to achieve common goals and address public goods misnomers (ostrom, 2015, badejo, majekodunmi, pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 14-22, 2024 kingsley, smith & welburn, 2017). the main tenets of the theory include proactive actions aimed at solving public-goods misnomer facing marginalised populations in society such as women with regard to acquisition of assets and other competencies; actions capable of empowering the less privileged members of the community; and actions explicitly challenging social norms and constructions which limit the opportunities of the less privileged people including their household (dhal, lane, srivastava 2020). in this study, collective action (ca) theory is applied to examine the role of self-help groups (shgs) in addressing their members’ challenges, such as adapting to climate change and enhancing the sustainability of their livelihoods, aligning with the arguments presented by funnis (2017). the focus is on understanding how shg members’ collective behavior, through initiatives like local savings and credit schemes and diversifying income sources, contribute to improving their living conditions. as atieno (2022) suggests, the core aim of ca theory in this context is to analyse how individuals within these groups collaborate to tackle socioeconomic challenges, highlighting the theory’s applicability in exploring group dynamics in overcoming environmental and economic hardships. the sustainable livelihood framework (slf) the slf is a comprehensive approach to understanding and addressing the challenges faced by communities, the complexities of poverty and vulnerability and informs strategies for sustainable development. it was developed by the department for international development (dfid) of the uk in the 1990s, drawing on earlier work by chambers and conway (chambers and conway, 1992). its focus is on the multiple types of capital assets (human, social, natural, physical, and financial), the influence of external shocks and stresses such as climate change, the pivotal role of institutions and policies, the necessity for adaptive strategies, and a participatory, people-centered approach. in this study, the slf is applied to examine how self-help groups (shgs) harness various forms of capital to facilitate resilience and sustainability. for example, how shgs use their collective social and financial capital to adapt and diversify livelihood strategies, mitigate risks, and advocate for supportive policies and institutional arrangements that facilitate sustainable livelihoods. therefore, the slf provides a useful framework for identifying and understanding the diverse ways in which shgs can empower individuals and communities to build resilience to climate change materials and methods this study employed a cross-sectional descriptive research design, integrating both qualitative and quantitative methods to investigate the impact of self-help groups (shgs) on building resilience to climate change. a stratified proportional sampling technique was used to select respondents from the three divisions of nyakach sub-county, ensuring representation proportional to the shg population in each division. quantitative data was collected through a survey administered to 384 members of the 630 shgs, representing a total membership of over 9,450 individuals. the survey focused on understanding the assets and competencies gained from shg participation and how these contribute to climate resilience. additionally, qualitative data was gathered through key informant interviews and focus group discussions with purposively selected shg members, government officials, and representatives from supporting organizations (both for-profit and non-profit). data collection and analysis this research employed a multi-pronged approach to data collection, utilizing both qualitative and quantitative methods. the two primary instruments, developed by the researchers, were utilized: checklists and a semi-structured questionnaire. content validity of the questionnaire was established through review by a panel of experts from kisii university and experts from the departments of social services and agriculture. qualitative data collection involved key informant interviews with shgs officials, ngos supporting shgs, financial institutions, and local and national government representatives. these interviews were conducted using a semi-structured interview schedule (ssi) and audio-recorded with informed consent. thematic analysis was employed to identify recurring themes and patterns within the qualitative data. quantitative data collection used a survey questionnaire tool that was administered to participants. data entry and analysis were conducted using spss version 25.0. both descriptive and inferential statistics were employed, including frequencies, percentages, and means. the relationships between shg-based assets and competencies in climate change mitigation and sustainable livelihood was determined using spearman’s rank correlations. results and discussion shg -based assets and competencies this section presents the analysis of assets and competencies acquired by members through their involvement in shgs. the sustainable livelihoods framework (slf) is used as a lens, with the analysis highlighting the diverse range of assets gained through participation. these assets, categorized within the slf framework, are able to enhance members’ resilience against the challenges posed by climate change. from the data, members (24.7%) reported that they had acquired physical assets as a result of shg participation including assets like water tanks, cooking gas, and solar panels for domestic use. these acquisitions suggest improved access to essential resources, potentially reduce vulnerability to climate impact. social capital was reported by over twenty three percent (23.4%) who indicated that they had participated in collective action for environmental management, such as tree planting, trench building, pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 14-22, 2024 and water channeling as a result of shg participation. this collaborative approach underscores the power of building resilience through improved natural resource management. over eighteen percent (18.2%) reported having gone through shg-organized training sessions, equipping members with life and business skills and some form of human capital development. this enhanced knowledge and abilities can empower individuals to navigate challenges and pursue income-generating opportunities. respondents (17.5%) reported having accessed financial capital benefits including the savings schemes, group insurance schemes and access to microloans. over sixteen percent indicated having been involved in trainings that exposed them to soil conservation practices, rainwater harvesting systems, improved farm inputs and livestock breeds that contribute to the natural capital. these assets directly contribute to enhanced agricultural productivity and potentially improved livelihoods, particularly in the context of climate-related uncertainties. figure 1: assets and competencies categorized using slf acquired through shg participation shg -based assets and competencies in climate change mitigation the study also sought to assess how the shg-based assets and competencies have helped the respondents in building resilience to climate change impacts in the area. the researchers first sought to establish the manifestations of climate change in the study area. as presented in table 3 below the respondents noted that livestock and crop diseases (m=4.16; sd=.82), floods (m=3.86; sd=.85), and drought (m=3.82; sd=.77) have affected their farming activities over the years, resulting in low yields. for example, floods (m=4.21; sd=.83) had crops resulted in low yields among a number of respondents. table 1: climate change manifestations climate change manifestations n m sd floods floods normally destroyed our homes leaving us with low-quality shelter 384 3.79 .91 each year, our crops are destroyed by floods leaving us with very low yields 384 4.21 .83 our sanitations are destroyed by floods each year causing water-borne diseases 384 3.59 .81 mean 3.86 .85 drought prolonged drought has often affected our livestock hence low animal products 384 4.15 .73 prolonged drought has often affected our crops hence poor yields 384 3.49 .81 mean 3.82 .77 livestock & crop diseases appearance of strange diseases normally affect our livestock production 384 4.18 .81 crop production on our farms has always been affected by strange diseases 384 4.14 .82 mean 4.16 .82 the researchers proceeded to further analyse how shgbased assets and competencies gained help in building resilience to climate change impact in the study area. the shg-based assets and competencies assessed included domestic equipment, improved livestock breeds, improved farm inputs, participation in collective and pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 14-22, 2024 skills acquired through shg trainings. table 2 presents the distribution of shg-based assets and competencies in climate change mitigation. table 2 illustrates that in overall, shg-based assets and competencies (m=3.72; sd=.83) are agreed upon by the sampled respondents to help them in building resilience to climate change impact in the study area. of importance are the skills acquired through participation in shg training sessions (m=4.0; sd=.83), improved farm inputs (m=3.98; sd=.88) such as improved seed varieties and fertilizers received through shg participation, and participation in group collectives (m=3.85; sd=.79) that have been noted as having helped the respondents very much in building resilience to climate change impacts. table 2: distribution of shg-based assets and competencies in climate change mitigation shg-based assets & competencies in climate change mitigation n m sd domestic equipment shg acquired water tanks has enabled me to have clean water for home use 384 3.59 .93 shg acquired cooking gas has enabled me to have clean & efficient energy 384 3.21 .89 shg acquired solar has enabled me to have clean & efficient lighting system 384 2.59 .85 mean 3.13 .91 improved livestock varieties (chicken, goats, sheep) improved livestock varieties acquired from shg has enabled me to expand my stock 384 3.75 .79 improved livestock varieties acquired from shg has enabled me to enhance my livestock products 384 3.49 .81 mean 3.62 .80 improved farm inputs improved seed varieties acquired through shg has enhanced my farm yields 384 3.98 .84 fertilizers & manure acquired through shg has enhanced my farm yields 384 3.97 .92 mean 3.98 .88 participation in collectives tree planting through group collectives has enabled me to have enough trees on my compound 384 3.49 .82 trench/water channeling through shg collectives has reduced flooding on my compound 384 4.21 .76 mean 3.85 .79 skills acquisition through shg participation business skills acquired through shg has enabled me diversify my income 384 4.12 .72 health skills from shg has enabled me improve family healthcare 384 3.86 .81 farming skills acquired through shgs has enabled me to improve my yields 384 3.98 .79 mean 4.0 .77 overall mean 3.72 .83 relationships between shg -based assets and competencies in climate change mitigation and sustainable livelihood to gain deeper insight with regard to the relationship between shg-based assets and competencies in climate change mitigation and sustainable livelihood among group members’ households, spearman’s correlation analysis was conducted. in this regard, the researcher first sought to determine the level of sustainable livelihoods existing among the sampled shg members. sustainable livelihood in this study was determined based on capital assets including human capital, social capital, natural capital, physical capital and financial capital. table 3 presents the level of sustainable livelihood. according to results presented in table 3, the respondents moderately agreed (m=3.20; sd=.80) that their livelihood was sustainable. social capital (m=4.59; sd=.65) came out as an outstanding livelihood which is considered as sustainable among shg members who participated in this study. the researchers thereafter proceeded to analyse how shg-based assets and competencies in climate change mitigation relate with sustainable livelihood of the group table 3: level of sustainable livelihood capital assets n m sd human capital 384 3.23 .78 social capital 384 4.59 .65 natural capital 384 3.21 .78 physical capital 384 2.38 .94 financial capital 384 2.59 .85 mean 3.20 .80 pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 14-22, 2024 members. to attain this, spearman’s rank correlation analysis was utilised with the significance level of the relationship pegged at 0.05. table 6 presents the relationship between shg-based assets and competencies in climate change mitigation and sustainable livelihoods of group members’ households. table 4: shg-based assets and competencies in climate change mitigation and sustainable livelihood shg-based assets & competencies in climate change mitigation sustainable household livelihoods shg-based assets & competencies in climate change mitigation correlation coefficient 1 .659** sig. (2-tailed 0.001 n 384 384 sustainable household livelihoods correlation coefficient .659** 1 sig. (2-tailed) 0.001 n 384 384 ** indicates spearman correlation significant at p ≤0.01.(2 tailed) as illustrated in table 6, there is a strong and positive correlation between shg-based assets and competencies in climate change mitigation and sustainable livelihood, which was statistically significant (rs = .659, p = .001) for 384 samples. this implies that improvement in shg-based assets and competencies can result into approximately .659 unit improvement in sustainable livelihoods of the members’ families. discussion the study findings show that by participating in self-help groups (shgs) members are able to access various capital assets that significantly impact on their livelihoods (see figure 1). these assets have wider implications on their resilience to the impacts of climate change. for instance, the physical capital assets (including to water tanks, cooking gas, and solar panels) not only improves water security but also reduces reliance on firewood, thereby mitigating deforestation. this shift towards alternative energy sources enhancing their adaptive capacity. these findings are consistent with studies such as swain & varghese, (2009); atieno, (2017) and wekesa, nzioka and mutune, (2021). for example, swain & varghese argue that longer membership in shgs positively impact on asset creation. similar findings have been reported by atieno, (2017) who observe that participation in shgs gives members opportunities to expand asset acquisition. the social capital facilitated by shgs evidenced by collective action, such as tree planting and water channeling for environmental management. this collective action is part of community-level resilience against climate impacts like droughts and floods. from the findings a significant proportion of respondents, specifically 18.2%, reported undergoing training sessions organized by self-help groups (shgs). the training sessions aimed to impart life and business skills, which built members’ human capital thus empowering members to adapt to changing circumstances and pursue incomegenerating opportunities. this capacity building not only enhances livelihoods but also reduces vulnerability to the challenges posed by climate change. these findings are consistent with kapoor (2019), whose work highlights the significant contribution of shgs to the economic development and livelihood improvement of members. kapoor argues that shgs empower members specifically women by promoting entrepreneurship, promoting awareness on diverse issues, and cultivating selfconfidence and self-identity. from the findings, the evidence shows that participation in shgs has enabled members to diversify their opportunities amidst climate change impacts, particularly in areas of environmental conservation and watershed management. this is consistent with islam et al. (2022), in a study in bangladesh showed that agroforestry presents a sustainable alternative livelihood option for farmers. however, a research by laxmi (2017), in karnataka, found that only a minority of shg members engaged in advanced environmental conservation practices in villages of despite their expressed interest in tree preservation. this implies that individually, shg members may lack the capacity for conservation efforts, but collectively, within their groups, they demonstrate active engagement in conservation practices. indeed, khatibi and yamakanamardi (2009) found that with the assistance of ngos, women’s shgs play a significant role in water resource management in india. the results highlight a strong correlation between participation in self-help groups (shgs) and the acquisition of various competencies among respondents. specifically, participants reported gaining skills in entrepreneurship, farming, and general life skills, with a mean score of 4.0 and a standard deviation of 0.77. these findings underscore the role of shgs as platforms for capacity building and empowerment within communities. these competencies, particularly in entrepreneurship and farming, are essential for building resilience and adapting to changing socio-economic and environmental conditions, such as those posed by climate change. the results of this study are consistent with previous research conducted by were and kimaru-muchai (2021) pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 14-22, 2024 in kenya, which demonstrated that leadership skills gained through shg participation empower women to make investment decisions, thereby diversifying their sources of income. additionally, findings from atieno’s (2016) study in nyakach sub county, kenya, showed that shg participation led to significant improvements in household income, physical assets, crop yields, and daily meals for 73.5% of members. these results support the conclusion that shg participation enables members to acquire various domestic assets and competencies, ultimately facilitating income source diversification in response to the impacts of climate change. assets and competencies of self-help groups in addressing climate change challenges the study findings showed that the study area is among the regions impacted severely by climate change, with livestock and crop diseases, floods, and droughts adversely affecting farming activities and resulting in low yields. these sentiments appear to resonate with similar challenges highlighted in ali and erenstein (2017). participation in shg training sessions, led to increased use of improved technologies such as more adapted seed varieties and fertilizers and other strategies for building resilience to climate change impact. other studies such as gikunda & lawyer (2019), masthani & vijayabharathi (2018), and quandt & kimathi (2017) further show that farm-based support and contribute to overcoming negative impacts of climatic changes. furthermore, research by ingutia and sumelius (2022) have reported significant improvement in crop yields despite climate constraints for shgs participants, while kyalo and matayo (2020) demonstrates how farming skills acquired through shgs have enabled women to engage in self-employment, thus enhancing resilience to climate variability. therefore, strengthening strategies that enhance shg-based assets for resilience to climate change impacts is essential for improving the sustainable livelihoods of households in the study area. conclusion the study has demonstrated how members participating in self-help groups (shgs) have acquired various types of capital assets. physical assets such as water tanks and solar panels have not only reduced reliance on firewood, thus mitigating deforestation, but also facilitated a transition to alternative energy sources. this shift has enhanced their adaptive capacity to challenges posed by climate change. furthermore, shg training sessions have facilitated the acquisition of life and business skills, thereby enhancing members’ human capital and empowering them to adapt to changing circumstances and pursue income-generating opportunities. this capacity building improves livelihoods and reduces vulnerability to the challenges posed by climate change. additionally, participation in shgs has enabled members to diversify their opportunities amidst climate change impacts, particularly in areas of environmental conservation and watershed management. through collective action, such as tree planting and water channeling, shg members have actively contributed to environmental sustainability and resilience building in their communities. moreover, the study identifies livestock and crop diseases, floods, and drought as significant manifestations of climate change in the study area, adversely affecting farming activities and leading to decreased yields. however, participation in collective actions facilitated by shgs has helped households build resilience to these climate change impacts. skills gained through shg training sessions, along with access to improved farm inputs like seed varieties and fertilizers, have further bolstered their ability to mitigate and adapt to these challenges. furthermore, while the sustainability of livelihoods varies among shg members, enhancing shg-based assets and competencies can significantly improve sustainable livelihoods for member families. notably, social capital, represented by networks and connections, emerges as a prominent asset aiding livelihood sustainability across shg membership in the study area. recommendations for improving sustainability of livelihoods through shg participation include scaling up efforts to enhance shg-based assets and competencies. additionally, measures to strengthen factors fostering social capital among shg members are essential, given its robust influence on participation and associated benefits. future research should 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(2021). evaluation of self-help groups in promoting women socioeconomic empowerment in kibra sub-county, nairobi county, kenya. journal of global awareness, 2(1). available at: https://scholar.stjohns.edu/jga/ vol2/iss1/6. pa ge 1 pa ge 65 american journal of multidisciplinary research and innovation (ajmri) knowledge of residents and barangay officials on disaster risk reduction and preparedness in oriental mindoro, philippines salcedo b. tanguid, jr.1, richelle v. tanguid1* volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.2054 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 25, 2023 accepted: september 23, 2023 published: october 11, 2023 this study assessed the level of disaster risk reduction knowledge of residents and barangay officials in the disaster-prone municipalities of oriental mindoro on disaster preparedness and significant differences on the assessment of the two groups of respondents. guided by research questions, a structured questionnaire was prepared. the respondents of this study were the residents and the barangay officials including the chief of barangay tanods from the disaster-prone areas of the selected municipalities of the province of oriental mindoro. this study was conducted in the calamity-prone areas of baco and naujan municipalities. for the resident respondents, a total of 379 residents were selected from the total population of 24,550 in dpa1 and dpa2. on the other hand, total enumeration of the participants was applied in soliciting information from the 180 barangay officials including the chief of barangay tanods of the disaster-prone areas. to determine the respondents’ level of disaster risk reduction knowledge, weighted mean was used . to determine the significant differences in the assessment of the two groups of respondents, the one-way analysis of variance (anova) and scheffe test were used. results revealed that barangay official and residents of the disaster-prone municipalities in oriental mindoro have a high level of disaster risk reduction knowledge signifying that the initiatives on information dissemination were effective. moreover, there is a significant difference between the assessments of the residents and barangay officials on the extent of disaster risk reduction knowledge. barangay officials are more exposed to information because of their position. keywords disaster risk reduction knowledge, disaster preparedness, disaster-prone municipalities introduction since the dawn of ages, the world has been continually afflicted by countless disasters. everyday there are disasters that afflict the different parts of the world such as typhoons, earthquakes, volcanic eruption, tornado, tsunami, flood and many more. even the holy bible spoke about disasters such as the flood during the time of noah and many others. by the passage of time, the world continued to be struck by disasters that took too many lives and destroyed unquantifiable amount of properties. the united nations office for disaster risk reduction (etinay et al., 2018) estimated in a data collected from various sources, including un agencies, nongovernmental organizations, insurance companies, research institute and press agencies that since 1900 alone to the present, there were already about 18,000 mass disasters that afflicted the world. specific disasters that took few lives and merely destroyed properties no matter what is the extent were not even included in this data. in the study conducted by ritchie et al. (2022), it was shown in a data presented that since the 1900 there was a tremendous surge in natural disasters that afflicted the world since the late 1990s until 2018 and still counting. the data also showed that flood at some point in time has claimed more lives than other disasters. the data however does not include other impacts of disaster such as mere injury, homelessness and displacement from place of residence. national and local governments have made several efforts to minimize the impact of natural disasters. however, tripathi and pandey (2022) indicated that there were many adaptative solutions that have been proposed locally and at the government level, with varying efficacy in different environment. in 2015, the global facility for disaster reduction and recovery has reported that the philippines is at high risks from cyclones, earthquakes, floods, landslides, tsunamis, volcanic eruptions and wildfires. further reports stated that since 1990, the philippines has been affected by 565 natural disaster events that have claimed the lives of about 70,000 filipinos and caused an estimated $23 billion in damages. at least 60 percent of the country’s total land area is exposed to multiple hazards, and 74 percent of the population is vulnerable to their impact. the global facility for disaster risk reduction (gfdrr) also claimed that an average of 20 typhoons make landfall in the philippines every year and they kept stronger and more devastating since the last decade. an example of these is the typhoon yolanda in 2013, the strongest typhoon ever recorded at landfall in history that caused over 6,000 reported fatalities and damaged 1.1 million homes in nine regions, most especially those that are along the coastline (un office for disaster risk reduction, 2019). the press release of the world bank (2017) claimed that the philippines ranks third in the world among the countries most at risk for disasters, including floods, storms and earthquakes. the report also claimed that in the past 30 1 college of criminal justice education mindoro state university, philippines * corresponding author’s e-mail: kizeatanguid03@gmail.com pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-70, 2023 years, more than 360 major disasters struck the philippines, with a total death toll of 33,000 people and affected 120 million people. according to their data, typhoons and floods are the most devastating in terms of their economic and social impact, accounting for 80 percent of all deaths, 90 percent of the total number of affected people, and 92 percent of the total economic impact. according to santos (2021) the philippines is exposed to high incidents of hazards such as tropical storms, tsunamis, earthquakes, volcanic eruptions, landslides and droughts due to its geographical location. the philippines is prone to earthquakes and volcanic eruptions, since that it is situated along a highly seismic area lying along the pacific ring of fire where two major tectonic plates meet. it experiences floods and storm surges due to tropical storms or typhoons accompanied by heavy rains and strong winds. among the areas commonly hit by typhoon is the eastern part of the country in which oriental mindoro is one of the provinces being affected. the manila trench, an oceanic trench in the pacific ocean, located west of the islands of luzon such as mindoro, poses potential disaster in its provinces. an article written by ravago (2018) discussed about the devastating effects of typhoon nona, one of the latest destructive typhoons in the oriental mindoro province that caused infrastructure damage affecting roads, bridges, flood control projects, public buildings and other public works which was estimated at 1.5 billion. losses and damage to agriculture was estimated at 2.9 billion; 2.7 million in crops, 267 million in livestock and 28.1 million in fisheries. the power sector suffered 290 worth of damage. this excludes a local mini hydro-power which may require 25 million to restore. the impact of the typhoon is significant both in agriculture and infrastructure losses. a report in the inquirer by sabillo (2013) recognizes the mindoro earthquake as one of the natural phenomena in the philippines that almost caught mindoro off guard. the 1994 mindoro earthquake generated a tsunami by a 7.1 magnitude earthquake that swept away 1530 houses in the coastal areas of baco oriental mindoro. the tragedy also killed 78 people. in 2013, another disaster that whipped and brought havoc with so much destruction to oriental mindoro is typhoon yolanda affecting pinamalayan, baco and roxas municipalities (adra, 2013). yolanda flooded 90 % of baco town and has been placed under state of calamity. the strong winds and heavy rain uprooted trees causing power communication lines almost down, ports closed, school offices, and shops. as shown in the flood susceptibility map of the mines and geo-sciences bureau (mgb) mimaropa region, the province of oriental mindoro particularly the municipalities of baco and naujan are among the commonly flooded areas (mgb-mimaropa). the annual report of the provincial disaster risks reduction of oriental mindoro reveals that baco and naujan municipalities have been consistently inflicted by typhoons and floods and placed under state of calamity within the last five years such as during the super typhoon yolanda in 2013, typhoon nona in 2015, typhoon nina in 2016 to name a few (pdrrmo annual accomplishment report). the local councils of naujan and baco in oriental mindoro province have placed their respective towns under state of calamity as tropical storm “vinta” (international name: temblin) dumped rains over some parts of south luzon (virola 2017). in 2018, virola reported that tropical depression “agaton” flooded majority of the villages in baco, oriental mindoro due to continuous rains spawned by the tail end of the cold front. meanwhile, datu (2018) reported that floods swamp at least 20 villages in calapan city including nearby towns in which baco has been placed under a state of calamity due to tropical depression usman. these historical background on the experiences of the municipalities in the province of oriental mindoro showed that disaster resilience among these municipalities needs to be improved. environmental adversity are often attributed to shifts in climates, unpredictable typhoons and earthquake, rise in sea level, erosion of coastlines, major changes in river systems and heavy rainfall as in the case of mindoro province. the fact that the philippines ranks among the countries most at risk for disasters and the surging data of disaster casualties means that the country may still lack resilience to disaster at certain aspects. thus the conduct of further research aimed at finding ways on how the country can effectively cope-up with disaster is imperative, also because disasters continue to claim the lives of people, which are the most important resources of the country. this is the main reason why this study is conducted. hence, this study assessed the level of disaster risk reduction knowledge of residents and barangay officials in the disaster-prone municipalities of oriental mindoro on disaster preparedness and significant differences on the assessment of the two groups of respondents. this study would not end on understanding but rather a solution to the prevailing environmental problems frequently visiting the province of oriental mindoro and reduce the risk brought by disasters. methodology this study used descriptive-quantitative method of research in which the level of disaster risk reduction knowledge were gathered and treated statistically. guided by research questions, a structured questionnaire was prepared. the questionnaire contains the assessment on the extent of disaster risk reduction knowledge among the residents and barangay officials in the disaster-prone municipalities in oriental mindoro, philippines. a draft questionnaire was presented to the evaluation committee and ethics committee for content validation and approval. the questionnaire was reprinted incorporating all the comments, suggestions and recommendations. the respondents of this study were the residents and the barangay officials including the chief of barangay tanods from the disaster-prone areas of the selected municipalities pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-70, 2023 susceptibility map of the mines and geo-sciences bureau (mgb) mimaropa region. another basis is the annual report of the provincial disaster risks reduction of oriental mindoro which reveals that these localities have been consistently inflicted by typhoons and floods and placed under state of calamity within the last five years such as during the super typhoon yolanda in 2013, typhoon nona in 2015, typhoon nina in 2016 to name a few (pdrrmo annual accomplishment report). the news reports of virola (2017 and 2018) and datu (2018) stating that these municipalities are being placed under state of calamity are also considered as basis in selecting the sites of the study. the researcher conducted preliminary survey and identified at least 20 disaster prone barangays in the two municipalities. through which the residents and barangay officials were chosen as respondents of the study. secondly, the researcher asked the permission of the authorities concerned such as the barangay chairman through a letter request for the floating of questionnaires and gathering of supplementary data needed in this study. once the request was granted, the researcher floated the questionnaire and gathered supplementary data. there was also a letter of request attached to the questionnaire asking the consent of the respondents to participate in the study, assuring them that the data that gathered was kept confidential and asking them to likewise keep the confidentiality of the research. to ascertain that the local officials and respondent participation is voluntary, before the floating of questionnaires to the respondents, the researcher sought the approval of the barangay chairperson of each barangay through a letter request. once the letter of request was signed, the researcher then proceeded with the floating of questionnaires. to determine the respondents’ level of disaster risk reduction knowledge, weighted mean was used . to determine the significant differences in the assessment of the two groups of respondents, the one-way analysis of variance (anova) and scheffe test were used. results and discussions level of knowledge on disaster risk reduction and preparedness of residents and barangay officials in the disaster-prone municipalities of oriental mindoro. table 1 presents the level of disaster risk reduction knowledge of the barangay officials and residents in the disasterprone municipalities of oriental mindoro in terms of disaster preparedness. the general composite mean of 3.94 indicates that the barangay officials have a high level of disaster risk reduction knowledge. meanwhile, the residents earned a general composite mean of 3.67 which is described as high. in the overall tally, both the barangay officials and the residents possessed a high level of knowledge on disaster preparedness as to disaster risk reduction as justified by its overall composite mean of 3.81. these results signify that the level of risk reduction knowledge among the participants is high. both the barangay officials of the province of oriental mindoro. for the resident respondents, a total of 379 residents were selected from the total population of 24,550 in dpa1 and dpa2. on the other hand, total enumeration of the participants was applied in soliciting information from the 180 barangay officials including the chief of barangay tanods of the disaster-prone areas. they are selected primarily because they are of rich and first-hand experiences on disasters because their home locations are part of the disasterprone areas in the province. the researcher explained well to the respondents the importance of giving an honest response because the data that will be gathered will be used for their own benefit so honest response is needed to determine the actual real situation that needs to be addressed. the data gathered was treated with utmost confidentiality. the respondents were assured of the confidentially of their information and the result of the study. furthermore, the study is solely intended to address the need for a comprehensive resilience program vis-a-vis natural calamities that befall disaster prone barangays and to assess the management capability of the local disaster risk reduction management in which the result is intended to benefit the local community, hence there is no conflict of interest arising in the conduct of this study. this study applied stratified proportional random sampling in selecting the resident respondents while total enumeration for the barangay officials including the chief of the barangay tanods in each barangays of the calamity prone areas in the island province under study. the sample size was determined using the 5% margin of error and 95% confidence level which was computed using the raosoft sample size calculator. the ideal sample size of 24,550 population was taken from the identified calamity-prone barangays of baco and naujan. based from the computation, the 379 residents were chosen through probability proportional to population size of each barangay. the respondents were selected through stratified random sampling because they were chosen from each of the barangays. the head of each family were chosen as the resident respondents. they were chosen because it is believed that they could provide sufficient information being the head of the family who are most responsible in times of disaster. the representative from each family were randomly selected by counting, starting from the first household nearest to the barangay hall of each identified calamity-prone barangays in which the odd-even scheme was applied. the household that falls in the odd numbers will be chosen as the respondents. for the second group of respondents, all barangay officials including the chief of barangay tanods were enumerated as respondents. once selected, those respondents who are not available, or will withdraw or refuse from being respondents will be replaced to fill in the sample size of respondents. this study was conducted in the calamity-prone areas of baco and naujan municipalities. being geographically located in disaster-prone areas, the study site was selected. the study sites are selected based on the flood pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-70, 2023 table 1: level of knowledge on disaster risk reduction and preparedness of residents and barangay officials in the disaster-prone municipalities of oriental mindoro items barangay officials residents overall weighted mean verbal interpretation weighted mean verbal interpretation weighted mean verbal interpretation 1. i am prepared to perform basic revival techniques like first aid for victims of disaster like my family member. 3.67 high 3.62 high 3.65 high 2. i can perform basic emergency rescue and transfer victims of disasters or endangered persons like carrying them to a safe place. 4.15 high 3.82 high 3.99 high 3. there are enough basic commodities readily prepared to be used in case of disaster like rice, and canned goods. 4.07 high 3.73 high 3.90 high 4. there are enough medical or first aid tools prepared for victims of disaster like band aid and bandages. 3.86 high 3.59 high 3.73 high 5. i know the identified safe areas to go when there is a disaster like the high places during floods or open zones in case of earthquake. 4.17 high 3.84 high 4.01 high 6. i am aware of the presence of various hazards and the possible impacts especially in high-risk areas. 3.83 high 3.78 high 3.81 high 7. i have participated in the conduct of drills to be aware of evacuation and other things to do during disaster. 3.82 high 3.57 high 3.70 high 8. i am aware of the emergency contact numbers of the local government agencies or offices to be contacted in case of disaster. 3.89 high 3.47 moderately high 3.68 high 9. i am know the contact numbers of law enforcement authorities to report incidents of looting during disasters. 3.94 high 3.57 high 3.76 high 10. i am aware with the warning signs of when to evacuate during disaster. 4.04 high 3.74 high 3.89 high composite mean 3.94 high 3.67 high 3.81 high and residents are familiar with the basic revival and rescue techniques and are likewise capable of performing such practices when prompted with circumstances. this result may also be related to their previous participation on drills and series of training on the conduct of such measures. in addition, the respondents have also shown high level of awareness on the safe zones that they have to go during disasters. they were also aware of warning signs as well as emergency contact numbers which are crucial in the effective response to disasters. muchanga pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-70, 2023 and mzyece (2023) suggests regulating human activity on the immediate downstream to reduce the overall impact of a disaster risk such as dam breaking. when the tabulated results are analyzed, it can be observed that the fifth item gained the highest weighted mean of 4.17, in the case of barangay officials, and 3.84 for the resident-respondents. both of these weighted means are described as high. therefore, in such construct, both groups of respondents signify a high level of knowledge. the item indicates their knowledge on the safe areas designated during disasters. these areas include high places during floods and open zones which are designated in the case of earthquake. as the key leaders of a barangay, the said item is expected to be familiar among the barangay officials. the designation of safe places is one of the significant actions that the leaders have to make to ensure that all citizens in their jurisdiction would be guided in terms of disasters. it should always be included in the plans of the barangay for the safety and security of the place and its people. since the barangay officials are aware of the safe places, it cannot be denied as well that it will also eventually lead to the dissemination among the residents. thus, they both shared the same level of knowledge. similarly, both groups of respondents responded to item number 1 with the lowest mean average of 3.67 and 3.62, respectively. while these means are the lowest among the ten constructs, they are still described as high. the item deals with the knowledge of the respondents in performing basic revival techniques like first aid for the victims of disaster including their family members. the philippine government has stressed the importance of enhancing the knowledge on the basic revival techniques specifically among the lowest unit of political positions. barangay chairmen are bestowed with the responsibility to ensure that the barangay has the capability for emergency response (boysillo, 2017). thus, several training and information dissemination drives were conducted to ensure that the barangay officials are given proper knowledge on disaster preparedness. these programs are particularly intended for the officials together with the members of the barangay justice who are also responsible of ensuring the peace and order as well as public safety. barangays are likewise encouraged to establish their respective disaster preparedness and mitigation measures (lomotan, 2014). in these programs, the government also acknowledges the role of the residents on revival techniques. the citizens of the barangays are also encouraged to attend seminars and series of trainings intended for these practices to make them ready to respond to any emergency (domingo and manejar, 2018). however, the results show that the knowledge may be insufficient. since the techniques for revival can only be learned through proper training and guidance of experts, the respondents may have the inhibition to claim that they are knowledgeable about such practices. it may be interpreted that they have little knowledge on revival techniques or lack confidence as they think that what they know are not enough to be used during disasters. the results may likewise be attributed to the fact that some of the respondents have not been prompted yet with situations which require them to apply their knowledge on revival techniques. they may already have received training on such emergency response, but their inability to apply such knowledge may have affected their assessment of their capacity to succeed in real-life situation. comparison of the assessments made by the residents and barangay officials on the level of knowledge on disaster risk reduction and preparedness of residents and barangay officials in the disaster-prone municipalities of oriental mindoro. table 2 presents the comparison of the assessments made by the residents and barangay officials on the level of knowledge on disaster risk reduction and preparedness of residents and barangay officials in the disaster-prone municipalities of oriental mindoro. table 2: comparison of the assessments made by the residents and barangay officials on the level of knowledge on disaster risk reduction and preparedness of residents and barangay officials in the disasterprone municipalities of oriental mindoro variables residents barangay officials computed t-value critical t-value p-value result mean mean extent of disaster risk reduction knowledge 3.67 3.94 4.33 1.97 0.00 significant level of significance: 5% degree of freedom: 404 there is a significant difference between the assessments of the residents (mean=3.67) and barangay officials (mean=3.94) on the extent of disaster risk reduction knowledge since the computed t-value of 4.33 is greater than the critical t-value of 1.97 with a p-value of 0.00 which is less than the 5% level of significance. this implies that the two groups of respondents have a different level of risk reduction knowledge. it may be attributed to the reality that barangay officials are more exposed to information because of their position (mohammed, 2018). they have more access to training and seminars on disaster risk reduction. on the other hand, the ordinary residents do not have this equal access to such. more commonly, only few of the residents were invited or have attended trainings and seminars because they are not obliged to do so. conclusions barangay official and residents of the disaster-prone municipalities in oriental mindoro have a high level of pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 65-70, 2023 disaster risk reduction knowledge signifying that the initiatives on information dissemination were effective. however, the moderate level of disaster resilience imply that knowledge on disaster does not guarantee improved resilience. moreover, there is a significant difference between the assessments of the residents and barangay officials on the extent of disaster risk reduction knowledge. barangay officials are more exposed to information because of their position. they have more access to training and seminars on disaster risk reduction. on the other hand, the ordinary residents do not have this equal access to such. more commonly, only few of the residents were invited or have attended trainings and seminars because they are not obliged to do so. the government may continuously enhance its initiatives to foster risk reduction knowledge and capability to maintain public order during disasters among barangay officials and residents to further improve their level of disaster resilience. additional training and informationdissemination seminars may be conducted to further expose the respondents on risk reduction knowledge and disaster preparedness. references adra (2013). typhoon yolanda (haiyan) 2013: postdisaster rapid needs assessment philippines, province of iloilo, north-eastern region. retrived from https:// reliefweb.int/report/philippines/typhoon-yolandahaiyan-2013-post-disaster-rapid-needs-assessmentphilippines boysillo, s. l. (2017). governance of the barangay chairpersons in the municipality of ubay bohol. international journal of business and management studies, 9(1), 50-63. datu, d. (2018). floods hit oriental mindoro areas as river overflows. retrived from https://news.abs-cbn. com/news/12/30/18/floods-hit-oriental-mindoroareas-as-river-overflows domingo, s. n., & manejar, a. j. a. (2018). disaster preparedness and local governance in the philippines (no. 2018-52). pids discussion paper series. etinay, n., egbu, c., & murray, v. (2018). building urban resilience for disaster risk management and disaster risk reduction. procedia engineering, 212, 575-582. lomotan, r. a. b. (2014). barangay officials must beef up disaster preparedness plans. retrived from https:// reliefweb.int/report/philippines/barangay-officialsmust-beef-disaster-preparedness-plans mohammed, m. p. (2018). disaster risk reduction and management of tarlac city. procedia engineering, 212, 77-84. muchanga, m., & mzyece, b. (2023). economic effects of the failure of kandesha dam on local communities in mumbwa district, zambia. american journal of environmental economics, 1(2), 1–5. https:// doi.org/10.54536/ajee.v1i2.945 ravago, m. (2018). how politics affects local disaster management. retrived from https://www.google. com/amp/s/amp/rappler.com/move-ph/issues/ disasters/ 205491-how-politics-affects-local-disastermanagement-philippines-study ritchie, h., rosado, p., & roser, m. (2022). natural disasters. retrieved from https://ourworldindata. org/natural-disasters sabillo, k. a. (2013). deadliest earthquake that shook the philippines. retrieved from https://newsinfo. inquirer.net/507653 santos, g. d. c. (2021). 2020 tropical cyclones in the philippines: a review. tropical cyclone research and review, 10(3), 191-199. tripathi, a., & pandey , m. (2022). climate change: it’s causes, inflicted hazards, adopted strategies and opportunities in agriculture of nepal: a detailed review. american journal of environmental economics, 1(1), 1–12. https://doi.org/10.54536/ajee.v1i1.358 undrr (2019). disaster risk reduction in the philippines: status report 2019. bangkok, thailand, united nations office for disaster risk reduction (undrr), regional office for asia and the pacific virola, m. (2017). 2 oriental mindoro towns under state of calamity. retrieved from https://newsinfo. inquirer.net/954393/oriental-mindoro-state-ofcalamity-naujan-tropical-storm-vinta-floodingdisaster#ixzz8du6ig5ii world bank (2017). project highlights: metro manila flood management. retrieved from https://www. worldbank.org/en/country/philippines/brief/ project-highlights-metro-manila-flood-management pa ge 1 pa ge 90 american journal of multidisciplinary research and innovation (ajmri) evaluation of grade 12 arabic textbooks in meeting the uae’s sustainable development goals asmaa jumah almahdawi1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3080 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 05, 2024 accepted: july 09, 2024 published: july 12, 2024 the study explored the effectiveness of arabic textbooks for grade 12 in the uae in promoting sustainable development. it highlights the importance of renewable energy and environmental conservation and emphasizes the need for an interdisciplinary approach to education. the research also highlights the need for a comprehensive framework that considers social, economic, and environmental aspects of sustainable development. the study uses both quantitative and qualitative analyses. four student interviews were done as part of a qualitative study in order to improve the research’s outcomes, and a 200-participant sample was used in quantitative analysis to provide a nuanced understanding of the teaching of sustainable development in uae school textbooks. keywords uae education, grade 12 arabic textbooks, sustainable development, interdisciplinary approach, critical thinking skills, renewable energy, qualitative analysis, quantitative analysis, thematic analysis introduction the values of future generations are shaped by educational curriculum, which is a crucial aspect of sustainable development efforts (soares & signor, 2020). the united arab emirates (uae) has set clear goals and objectives to resolve environmental, social, and economic concerns as part of its ambitious commitment to sustainability. one important feature of this educational environment is the arabic textbooks for grade 12, which are a vital component in helping students develop their language skills and cultural awareness (pamessangi, 2022). the study observed the uae’s grade 12 arabic textbooks’ support for sustainable development initiatives, specifically social justice, environmental sustainability, and economic growth. it examines content, pedagogical strategies, cultural integration, interdisciplinary connections, and global perspectives to understand language instruction and provide suggestions for changes to ensure relevance and active student engagement. theoretical framework the following fundamental ideas may serve as the theoretical foundation for assessing how well grade 12 arabic textbooks adhere to the sustainable development objectives of the united arab emirates (uae): education for sustainable development (esd) with a participative methodology and the sdgs as endpoints, this research created a framework that redefines education for sustainable development (esd) as a tool for shifting society towards sustainability (kioupi & voulvoulis, 2019). globalization and sustainable development may be facilitated by education via the united nations decade of education for sustainable development (sumner, 2008). cognitive development and critical thinking critical thinking and cognitive development are essential for a good education, shaping a person’s ability to understand, evaluate, and react to complex information (flavell, 1982). grade 12 students are ready for higher cognitive levels, characterised by organized thought and abstract thinking. incorporating these skills into educational frameworks helps students make informed decisions (bailin & siegel, 2003). arabic textbooks for grade 12 should encourage higher-order thinking abilities and promote sustainable development, enabling active participation in sustainable practices in the uae. pedagogical approaches pedagogical techniques play a crucial role in shaping students’ educational experiences, including knowledge conveying and interaction (gergely et al., 2007). constructivist and experiential learning theories are essential for sustainable development objectives and arabic textbooks for grade 12 (bell & bell, 2020). these theories emphasize practical experiences, critical thinking, problem-solving abilities, and collaborative learning. arabic textbooks for grade 12 should adopt these approaches to help students understand arabic linguistic nuances and apply their knowledge in the uae’s sustainability context. 1 al-ain university, united arab emirates, uae * corresponding author’s e-mail: asmaa.almahdawi@aau.ac.ae pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 90-97, 2024 literature review curriculum and sustainable development curriculum design and sustainable development objectives are essential for successful educational planning and development, and a problem-oriented approach is critical for student achievement (shilkina et al.). the new headway textbooks’ ineffectiveness in promoting intercultural knowledge and awareness underscores the need for improved cultural content in teaching foreign languages (amerian & tajabadi, 2020; bal, 2020). in foreign language textbooks, including cultural material with form-based practice may improve students’ linguistic correctness and performance (frantzen, 1998). through textbooks on culture and technology, indigenous children in a bilingual setting may develop their ethnic, regional, and civic linguistic identities (ivanova & filippova, 2016). 74% of textbook quality requirements are met by islamic studies textbooks for higher grades in the primary stage; the most important components are language features, design, output, pictures, and illustrations (hanafi, 2023). integrating curriculum design and pedagogical methods in education is vital for achieving sustainable development goals. a progressive curriculum should promote critical thinking, problem-solving, and global citizenship (zhang et al., 2023). interdisciplinary frameworks, project-based learning, and experiential learning can help students understand environmental, social, and economic concerns, fostering accountability and ethical thought (verster & van den berg, 2021). h1: the curriculum sustainable development is rejected with the value 0.55 with alignment of grade 12 arabic textbooks with uae arabic language education and national identity higher education in the arab gulf taught in english has changed collective identities, perhaps decreasing linguistic and cultural variety and encouraging the creation of opposition identities (findlow, 2006). arabic is prioritized by saudi language policy as a crucial aspect of national identity. however, execution is difficult, and organizations and people are not as conscious of it as they should be (mustafawi et al., 2022). the 2016 high school arabic language curriculum faces significant issues such as forced identification and content discrepancies (ainin & asrori, 2019). bahraini students learning arabic in foreign schools face linguistic and cultural challenges due to english’s widespread use, necessitating the development of successful bilingual programs (al anzarouti & hamed, 2020). different strategies can be undertaken as this has included content-language that can be integrated into the form of learning that promotes information transfer, critical thinking, and knowledge processing in language acquisition, fostering vocabulary growth and critical thinking (levchyk, 2022). clil effectively integrates language, content, and culture in teaching nonnative arabic learners through prioritization, preparation for interpretation, and various interpretive activities (suleiman & galal, 2022). youtube is a valuable learning tool for uae university students, helping them enhance their general knowledge and improve their academic performance (mady & baadel, 2020). arabic language instruction is vital for cognitive growth, critical thinking, and national identity (abu jaber baransi, 2021). however, it enhances language competence, communication skills, and analytical abilities. studying arabic connects people to their cultural heritage and historical origins, fostering critical thinking and cultural consciousness (moghazy, 2021). it strengthens analytical abilities, cultural consciousness, and understanding of language principles, ultimately contributing to a strong national identity based on linguistic diversity and cultural pride. h2: the arabic language education and national identity is rejected with the value 0.15 with alignment of grade 12 arabic textbooks with uae. sustainable development in education by using talent leadership tactics, active learning, collaboration, 21st century skills, and 21st century skills–12 teachers may attain professional sustainability in sustainable development education (yue & ji, 2020). advanced islamic education utilizes smart schools, experiential learning, and sustainable development to enhance human thinking and societal advancement (muh & maksum; wahid et al., 2022). islamic studies curricula have a long history of supporting sustainable development; the bs in islamic studies scheme of studies includes the three pillars of esd (environment, economy, and society) (nawaz et al., 2022). the development of textbased educational resources on islamic culture history, utilizing e-learning platforms, can streamline teaching and enhance learning quality (nawaz et al., 2022). teaching students the textbook of islamic studies through artificial intelligence (ai) in k12 classrooms is now highly popular. still, researchers and educators have found it difficult to create a curriculum linked to ai (chiu, 2021). the uae’s education system has enormous potential for innovation skills to expand and develop, supporting national sdg targets and offering researchers and policymakers valuable insights (al dulaimi et al., 2022). h3: sustainable development in education is accepted with the value 0.00 with the alignment of grade 12 arabic textbooks with uae. cultural sensitivity in educational materials with an emphasis on “structuring principles” and “cultural diversity,” this book delves into the material culture of historical muslim cultures, acknowledging regional differences and emphasizing the value of prayer, solitude, education, and travel (sahnan, 2020). multiculturalism-based islamic education seeks to foster tolerance and acceptance of many cultures and points of view while endowing students with intercultural attitudes and awareness (arifin & kartiko, 2022). alirsyad al-islamiyah primary school’s islamic education curriculum emphasizes gender sensitivity, incorporating multicultural principles like democracy, tolerance, justice, pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 90-97, 2024 equality, and unity (sahnan, 2020). islamic education provides entertaining, creative, and inventive learning methods that help develop positive character traits and excellent habits when paired with art and culture in the k12 education system (khairusani, 2020). implementing a culturally responsive curriculum in higher education can help close the achievement gap in racial equality and produce culturally competent graduates, enhancing student involvement and academic performance (thomas & quinlan, 2021). h4: the cultural sensitivity in educational materials is accepted with the value 0.00 with alignment of grade 12 arabic textbooks with uae. critical thinking and education fourth-grade islamic primary school children require visually appealing, easy-to-understand english teaching materials that are rooted in islamic principles to enhance their communication skills and english language competency (rahmadany et al., 2021). the study enhanced intermediate-level students’ arabic skills by creating effective teaching materials based on nusantara islam (amalia & pratiwi, 2021). islamic education promotes collaborative learning, which enhances critical thinking by fostering emotional awareness, motivation, cognitive growth, and open-mindedness (akyüz & samsa, 2009; warsah et al., 2021). the islamic education textbooks in the uae promote tolerance, civic engagement, critical thinking, diversity acceptance, justice, equality, protection against extremism, and human compassion (alhashmi et al., 2020). students who are exposed to critical thinking in 21st-century islamic education become more engaged and enthusiastic learners who are more inclined to pose questions, engage in problem-solving discussions, and come up with answers (trinova et al., 2020). h5: critical thinking and education is accepted with the value 0.00 with alignment of grade 12 arabic textbooks with uae. interdisciplinary connections and global perspectives in grade 12 arabic textbooks grade 12 arabic textbooks are vital for promoting a well-rounded education by analyzing global perspectives and interdisciplinary links. they help students develop worldviews and cognitive frameworks, bridging the gap between language competency and understanding various disciplines (mabrurrosi, 2020). they expose students to real-world concerns, foster global citizenship, and expose them to diverse cultural contexts, global challenges, and cooperative solutions (siddique & khawaja, 2021). arabic and islamic studies can thrive in the digital era by integrating digital technology combining classical approaches with creative solutions (redkin & bernikova, 2020). the arabic language proficiency of pupils at the madrasah ibtidaiyah/islamic elementary school level is effectively improved by using textbooks based on multiple intelligences (amrullah & purnomo, 2022). the arabic language book for 12th grade in jordan contains 558 questions, with 25% focusing on knowledge recall, 36% on comprehension, 9% on application, and 5% on assessment and judgment (mabrurrosi, 2020). h6: the interdisciplinary connections and global perspectives in grade 12 arabic textbooks with the value 0.00 is accepted with alignment of grade 12 arabic textbooks. methodology research design this study employed a mixed-methods approach, integrating both quantitative and qualitative research methodologies to comprehensively evaluate the extent to which grade 12 arabic textbooks meet the united arab emirates’ (uae) sustainable development goals (sdgs). quantitative analysis data collection quantitative data were gathered through a structured survey administered to a representative sample of uae school students. the survey was designed to capture students’ perceptions of the integration of sdg concepts within their grade 12 arabic textbooks. participants the participants consisted of grade 12 students from various schools across the uae. a total of 200 students were randomly selected to ensure a diverse and representative sample. instrument the survey instrument comprised 20 likert-scale questions, ranging from “strongly disagree” to “strongly agree,” addressing different aspects of sdg inclusion such as environmental awareness, social responsibility, economic understanding, and cultural heritage. data analysis the quantitative data were analyzed using descriptive statistics to summarize the overall trends and inferential statistics, specifically chi-square tests, to determine the significance of the findings. spss software was utilized for the statistical analysis. qualitative analysis data collection for the qualitative aspect, thematic analysis was employed to gain deeper insights into students’ experiences and perceptions regarding the integration of sdgs in their arabic textbooks. data were collected through semistructured interviews. participants four grade 12 students were purposively selected for indepth interviews to ensure diverse perspectives and richer data. these students were chosen based on their active participation in sustainability-related school activities and their demonstrated interest in sdg topics. pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 90-97, 2024 instrument an interview guide was developed, consisting of openended questions designed to explore the participants’ understanding and experiences with the sdgs as presented in their arabic textbooks. the questions focused on themes such as the clarity of sdg concepts, the relevance of textbook content to real-world issues, and the perceived impact on their attitudes and behaviors. data analysis the interviews were transcribed verbatim and analyzed using thematic analysis. the process involved coding the data to identify significant patterns and themes related to the inclusion and effectiveness of sdg content in the textbooks. nvivo software was employed to facilitate the organization and analysis of qualitative data. ethical considerations ethical approval was obtained from the relevant educational authorities and institutional review boards. informed consent was secured from all participants, ensuring their voluntary participation and the confidentiality of their responses. pseudonyms were used to protect the identities of the interview participants. results and discussions quantitative analysis table 1: model summary model r r square adjusted r square std. error of the estimate change statistics r square change f change df1 df2 sig. f change 1 .619a .384 .361 .12639 .384 17.067 7 192 .000 table 2: anova model sum of squares df mean square f sig. 1 regression 1.908 7 .273 17.067 .000b residual 3.067 192 .016 total 4.976 199 the summary of a regression study reveals that the independent variables account for 38.4% of the alignment of grade 12 arabic textbooks variability, with 36.1% of this variability explained by overfitting, based on an adjusted r square of 0.384. the mean difference between the values that were observed and the values that the model predicted is 0.12639, which is the standard error of the estimate (std. error). an f change of 17.067 in the change statistics shows that the addition of predictors to the model greatly increases its explanatory power. the statistical significance of this improvement is shown by the accompanying p-value of.000. the variation in the alignment of grade 12 arabic textbooks that the regression model explains is evaluated in the anova table. according to the “regression” row, the model’s sum of squares is 1.908 with 7 degrees of freedom, yielding a mean square of 0.273. the f-statistic, which is determined by dividing the regression’s mean square by the residuals’ mean square, is 17.067, and the p-value that goes along with it is 0.000. the regression model, statistically significant at 0.05, reveals that predictors play an essential role in explaining the variability of the alignment of grade 12 arabic textbooks. table 3: unstandardized coefficients standardized coefficients t sig collinearity statistics b std. error beta tolerance vif (constant) 4.992 .419 11.907 .000 curriculumand_sustainable_ development -.025 .042 -.036 -.596 .552 .858 1.166 arabic_language -.069 .048 -.091 -1.452 .148 .809 1.236 sustainable_ developmenteducation .250 .043 .357 5.780 .000 .840 1.191 cultural_ sensitivityineducationalmaterials -.148 .034 -.251 -4.356 .000 .966 1.035 critical_thinkingandeducation -.121 .042 -.169 -2.852 .005 .919 1.089 pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 90-97, 2024 the findings of a regression analysis using “textbooks_ uae” as the alignment of grade 12 arabic textbooks and a number of independent factors pertaining to educational topics are shown in the table. with a t-value of 11.907 and a standard error of 0.419, the constant term in the model, 4.992, is statistically significant. “sustainable_developmenteducation” (beta = 0.357) has the largest positive impact on “textbooks_uae” (beta = -0.138), followed by “ap” (beta = -0.138), “critical_thinkingandeducation” (beta = -0.169), and “interdisciplinaryconnections_and_globalperspectives” (beta = -0.170), according to an analysis of the standardized coefficients (beta values). in contrast, with betas of -0.036 and -0.091, respectively, “curriculumand_ sustainable_development” and “arabic_language” show adverse impacts that are not statistically significant. the study reveals that curriculum and language have minimal correlations with textbook availability in the uae, and critical thinking and sustainable development education have significant effects. qualitative analysis assessment of grade 12 arabic textbooks in addressing uae sustainable development goals “the arabic grade 12 textbooks align with the uae’s sustainable development objectives, including environmental conservation courses and renewable energy sources. however, there’s room for improvement in addressing social sustainability aspects like inclusion and community involvement”. the participant stated that the arabic grade 12 textbooks align with the uae’s sustainable development goals, particularly in environmental conservation and renewable energy. however, she points out a weakness in their coverage of social sustainability, particularly in inclusiveness and community participation. she advocates for a comprehensive approach that considers social inclusion and community involvement alongside environmental care. “the arabic grade 12 textbooks effectively address the sustainable development objectives of the uae, focusing on economic diversification, innovation, entrepreneurship, and case studies. however, there’s room for improvement in reporting on inclusivity and social equality”. the participant praises grade 12 arabic textbooks for their successful implementation of uae’s sustainable development goals, emphasizing entrepreneurship, innovation, and economic diversification through case studies. “arabic grade 12 textbooks effectively introduce sustainable development concepts, promoting uae’s cultural objectives through preservation and diversity promotion. however, there’s a lack of discussion on water management and conservation, requiring a more comprehensive understanding of water management and conservation”. the participant expresses gratitude for the arabic grade 12 textbooks’ successful introduction of sustainable development themes and their role in advancing the cultural goals of the united arab emirates. the fact that textbooks addressing cultural objectives via heritage preservation and diversity promotion are acknowledged implies that they effectively include components of cultural sustainability in line with national aims. the participant does, however, point out one particular area that needs work, namely, the absence of conversation on water conservation and management. this remark points to what seems to be a vacuum in the literature on environmental sustainability, especially when it comes to the vital subject of water supplies. “the arabic grade 12 textbooks align with the uae’s sustainable development objectives, focusing on sustainable living and lifelong learning. local case studies and sustainable architecture initiatives are included. however, a stronger emphasis on global interdependence could improve the content”. the participant claims that the grade 12 arabic textbooks, which place a strong emphasis on subjects like sustainable living and lifelong learning, are in line with the uae’s goals for sustainable development. the inclusion of sustainable architectural efforts and local case studies implies that the textbooks effectively include real-world examples, hence enhancing students’ comprehension of sustainable practices in their local context. fostering critical thinking and interdisciplinary understanding in grade 12 arabic textbooks: an exploration of sustainable development issues “arabic grade 12 textbooks effectively promote critical thinking by examining cultural, economic, and environmental relationships. they encourage multidisciplinary thinking, evaluating sustainable practices’ effects beyond discrete ideas”. the arabic grade 12 textbooks are praised for fostering critical thinking abilities by examining the interplay between cultural, economic, and environmental factors in sustainable development. they promote interdisciplinary thinking, encouraging students to assess the impact of sustainable practices on more than just specific concepts. “arabic grade 12 textbooks foster critical thinking by incorporating multidisciplinary perspectives on sustainable development, encouraging students to evaluate urban development models from economic, cultural, and environmental perspectives, inspiring a methodical approach to environmental issues”. the participant praises grade 12 arabic textbooks for their ability to foster critical thinking by combining various interdisciplinaryconnections_and_ globalperspectives -.127 .045 -.170 -2.853 .005 .906 1.103 pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 90-97, 2024 academic perspectives on sustainable development. they encourage students to assess urban development models from environmental, cultural, and economic perspectives. these textbooks inspire a systematic approach to environmental issues, providing students with comprehensive knowledge and tools for real-world events. “arabic grade 12 textbooks encourage critical thinking and focus on cultural, economic, and environmental aspects of sustainable initiatives, such as eco-tourism projects, promoting careful consideration of these factors in practical situations”. the participant praises arabic grade 12 textbooks for highlighting the cultural, economic, and environmental aspects of sustainable initiatives like eco-tourism, encouraging critical thinking and real-world examples. they encourage students to consider environmental conservation, economic feasibility, and cultural preservation in real-world applications, fostering critical thinking and providing valuable insights into sustainable development. “the interdisciplinary approach in arabic grade 12 textbooks on sustainable development has enhanced critical thinking abilities, enabling students to evaluate renewable energy sources’ environmental benefits, economic feasibility, and cultural acceptability”. the participant praises arabic grade 12 textbooks on sustainable development for their multidisciplinary approach, enhancing critical thinking and allowing students to assess renewable energy options from cultural, economic, and environmental perspectives. they emphasize the interconnectedness of sustainable development and praise the comprehensive framework provided for critical thinking in renewable energy issues. discussion the uae’s textbooks have effectively covered key sustainability aspects, particularly in environmental conservation and renewable energy, demonstrating commendable achievement in achieving sustainable development goals. uae students demonstrate moderately good conduct, strong positive attitudes, and an excellent understanding of environmental education and sustainable development (al-naqbi & alshannag, 2018). as sustainability knowledge expands, there’s a growing need for a comprehensive framework that underscores the interconnectedness of environmental, economic, and social aspects (eizenberg & jabareen, 2017). the positive results observed in the study based on the interdisciplinary approach of the textbooks highlight the curriculum’s effectiveness in enhancing critical thinking skills (kim & kim, 2014). textbooks that enable students to evaluate renewable energy sources from cultural, economic, and environmental standpoints imitate the complexity of real-world sustainability issues (nawaz et al., 2022). the student’s understanding of sustainable development’s interconnectedness aligns with the goal of equipping them to tackle complex issues in a world replete with sustainability-related concerns (berglund & gericke, 2022). the participant’s input adds insightful commentary to the current conversations about the improvement and expansion of sustainable development instruction in arabic textbooks for grade 12 (zguir et al., 2021). in order to improve access to textbooks, the research emphasizes the complex interplay between several variables impacting textbook availability in the united arab emirates and the value of cultivating critical thinking abilities and integrating sustainable development education into the curriculum. conclusion the study discusses aligning grade 12 arabic textbooks with uae educational goals and values. it emphasizes the importance of constructivist and experiential learning theories and the need for a 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(2023). progressive flowchart development scaffolding to improve university students’ computational thinking and programming selfefficacy. interactive learning environments, 31(6), 37923809. https://doi.org/10.1080/10494820.2021.1943 687 pa ge 1 pa ge 70 american journal of multidisciplinary research and innovation (ajmri) an empirical study on the social intelligence of student teachers among the tribal community malsawmtluangi vanchhawng1*, lalhriatpuii1, susan lalthanpuii2, lynda vanlalruati3, lalhruaitluangi sailo3, reuben lalchuangkima4 volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.2023 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 25, 2023 accepted: september 27, 2023 published: october 06, 2023 the present study analysed the detailed dimensions of social intelligence of student teachers among tribal community in the northeast part of india. 451 (175 males and 276 females) were selected randomly as sample from the teacher training institutes in mizoram. the research findings revealed that the student teachers of mizoram had above average level of social intelligence and there was no significant difference in terms of gender. the findings of the present study revealed that there were no significant difference between male and female on their level of patience, co-cooperativeness, confidence and sensitivity, recognition of social environment, tactfulness and memory. the research findings also revealed that there was significant difference between male and female student teachers on their sense of humour, female student teachers showed higher level in their sense of humour as compared to the male student teachers. keywords gender, mizoram, social intelligence, student teacher introduction in the current era characterized by social confrontations by the withdrawal of social norms, it is difficult to lead a successful life in a society without social intelligence. everyone needs intelligence in general and social intelligence in particular to survive. only high i.q level is not enough to make a man perfect for the society. according to thorndike (1920), social intelligence is the ability to understand others and act wisely in human relations. an aspect of a person’s mental capacity that allows for social adaptation is referred to as social intelligence. social intelligence is crucial for teachers to connect with students in an efficient manner and to comprehend pupils in the classroom, in along with their social environment. the success of the students is significantly impacted by the professional and interpersonal skills of the teachers. teacher who have strong interpersonal skills, verbal and non-verbal communication skills, empathy, problem solving skills, giving and receiving constructive feedback, reading social cues, understanding humour, active listening, assertiveness, deal effectively with conflict, cooperation and collaboration skills enables meaningful cooperation among students. educators with high levels of social intelligence are able to mould individuals from different age groups to lead a wholesome life. a detailed analysis of various studies reveals the fact that research in the area of descriptive research in social intelligence has been conducted by many researchers worldwide. however, descriptive research to study the social intelligence of the teacher trainees among the tribal community has been largely unexplored. especially, such a kind of study has not been taken up so far. the results from this study will, it is anticipated, offer further inputs to higher education institutions regarding the development and implementation of pre-service and in-service teacher training programs in mizoram. literature review jeloudar and yunus (2011) explored social intelligence level among teachers in government secondary schools in malaysia in light of some demographic variables and to know the correlation between teachers and classroom control strategies social intelligence. their study results showed that teacher in government secondary schools had moderate level of social intelligence. their study also showed that with the increase of teacher’s age in government secondary schools, their level of social intelligence also increases. jeloudar et al. (2012) examined the influenced of social intelligence of secondary school teachers from india, malaysia and china on classroom discipline strategies. the result of the study showed that school teachers from india, malaysia and china had moderate level of social intelligence. statistical analysis showed that there was a significant difference in their level of social intelligence among teachers from india, malaysia and china, a comparison of their mean scores indicated that india had higher level of social intelligence as compared to malaysia and china; malaysia had higher level of social intelligence as compared to china. arthi and tamilselvi (2016) studied the social intelligence of b. ed student teachers in namakkal district. the sample consisted of 724 b.ed. student teachers from ten colleges of namakkal district selected by random 1 department of education, mizoram university, mizoram, india 2 department of education, pachhunga university college, mizoram, india 3 department of education, hrangbana college, mizoram, india 4 department of education, kawnpui college, mizoram, india * corresponding author’s e-mail: atei123@yahoo.com pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 70-75, 2023 sampling technique. the findings of the study revealed that there was no significant difference in the level of social intelligence of b.ed. student teachers based on gender. there was significant difference in the level of social intelligence of b.ed. student teachers based on locality. a comparison of their mean scores showed that the mean score of b. ed student teachers belonging to urban area had higher mean score as compare to b. ed student teachers belonging to rural area. anbalgan and kasirajan (2020) studied the relationship between social intelligence and social media among 300 student teachers from different b. ed college from tirunelveli district in tamil nadu. the result of their study revealed that 15.7% of student teachers had low level of social intelligence, 69% of student teachers had moderate level of social intelligence and 15.3% of student teachers had high level of social intelligence. the result also showed that there was no significant relationship between the level of social intelligence and competencies of social media of student teachers. objectives of the study 1. to find out the levels of social intelligence of student teachers among tribal community in mizoram. 2. to find out the difference between male and female on the level of social intelligence among student teachers of tribal community in mizoram. 3. to find out gender difference on the eight dimensions of social intelligence of student teachers among tribal community in mizoram. hypotheses 1. there is no significant difference in the level of social intelligence between male and female student teachers among tribal community in mizoram. 2. there is no significant difference between male and female student teachers among tribal community in mizoram on the eight dimensions of social intelligence. methodology the present study is descriptive in nature. primary data was used to assess social intelligence of student teachers of mizoram. for the present study, student teachers of the academic year 20202022 from mizoram constituted the population. the sample of the study consisted of 451 (175 male and 276 females) pre-service b. ed students were selected using stratified random sampling technique. in order to find out the level of social intelligence of student teachers of mizoram, the investigator used social intelligence scale (2013) standardized by n. k. chadha and usha ganesan, published by national psychological corporation, agra 1971.the scores of each individual were interpreted by using the following table (table 1). hence, for interpreting for the response, the score of each individual respondent were calculated and interpretation was made as per the z-score norms given in the social intelligence scale. results and discussion objectives no. 1: level of social intelligence of student teachers among tribal community in mizoram to find out the level of social intelligence of student teachers among tribal community in mizoram the investigator made use of social intelligence scale developed by n. k. chadha and ms. usha ganesan. the scores of each individual student teacher were calculated and interpretation was made as per the z-score norms given in the social intelligence scale. the research findings of the overall mean, standard deviation and detailed classification into different categories of the student teachers are reflected in table 2 and table 3. table 1: zscore norms for interpretation of the level of social intelligence range of z score level of social intelligence +2.01 and above extremely high +1.26 to2.00 high +0.51 to + 1.25 above average -0.50 to +0.50 average -1.25 to -0.51 below average -2.00 to -1.26 low -2.01 and below extremely low table 2: overall mean of social intelligence of student teachers among tribal community in mizoram parameter n mean std. deviation social intelligence 451 102.79 9.05 it is perceptible from table 2 that the mean score and standard deviation of the level of social intelligence of 451 student teachers among tribal community in mizoram were found to be 102.79 and 9.04 respectively. therefore, it may be inferred that student teachers of mizoram were having above average level of social intelligence. the research findings that student teachers were having above average level of social intelligence might be because even from the early time, the mizos were renowned for having an extremely close-knit society and a close-knit community life. they demonstrate solid communal bonds and a way of life that is typical of tribal culture. this culture still prevails in the present day to day activities through out mizoram, and this helps in achieving positive results as a group in any stream including teacher trainees. young boys had to undergo rather strict training and discipline at home and in the local community through the institution of the ‘zawlbuk’ which served as a learning centre for young men, despite the fact that there was no formal education provided and there were no schools in existence during that time. for the purpose of instilling moral ethics based on tlawmngaihna (a term used to express the selfless service to others even at the cost of pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 70-75, 2023 student teachers falling on the extremely low level of social intelligence. objective no. 2: difference between male and female on the level of social intelligence among student teachers of tribal community in mizoram to find out the level of social intelligence between male and female student teachers in mizoram, descriptive statistics such as mean, standard deviation and t-test were used and the detailed study of the results are reflected in table 4. one’s own sacrifice), the scope of activities engaged in, and the level of discipline upheld in the ‘zawlbuk’ were all extremely stringent. as shown in table 3, out of 451 student teachers, 9(1.99%) student teachers were having extremely high level of social intelligence, 22(4.88%) student teachers were having high level of social intelligence, 128 (28.38%) student teachers were having above average level of social intelligence, 161 (35.69%) student teachers were having average level of social intelligence, 80 (17.74%) were having low level of social intelligence and 16 (3.55%) table 3: overall level of social intelligence of student teachers in mizoram range of z-score range of actual score level of social intelligence f +2.01 and above 120 and above extremely high 9 (1.99%) +1.26 to 2.00 109 – 119 high 22 (4.88%) +0.51 to + 1.25 98 – 108 above average 128 (28.38%) -0.50 to +0.50 82 97 average 161 (35.69%) -1.25 to -0.51 71 81 below average 80 (17.74%) -2.00 to -1.26 60 – 70 low 35 (7.76%) -2.01 and below 59 and below extremely low 16 (3.55%) table 4: overall mean of social intelligence of student teachers in mizoram – gender wise gender n mean std. deviation sem male 175 101.81 9.69 0.73 female 276 103.41 8.57 0.51 it is clearly seen from table 4, the mean score and standard deviation of the level of social intelligence of male student teachers were found to be 101.81 and 9.69 respectively. similarly, the mean score and standard deviation of the level of social intelligence of female student teachers were found to be 103.41 and 8.57 respectively. therefore, it may be inferred that male and female student teachers among tribal community in mizoram had average level of social intelligence. although male and female student teachers fall on the same levels of social intelligence, a comparison of their mean scores revealed that the mean scores of male student teachers was slightly higher as compared to female student teachers but not statistically significant. the finding of the present study conducted in mizoram can be further assimilated with the findings conducted by some studies which showed no significant differences between male and female student teachers in their level of social intelligence (barbera et al. 2003, gnanadevan 2007, dixit & kaur 2015, rani 2016, tiakala2016, arthi & tamilselvi 2016, rani & shaili 2017, kharluni & erigala 2018, bhattacharyya & sanghamitra 2018, asghar et al. 2019, jasleen et al. 2021, kaur et al. 2021). notwithstanding the findings of the present study, uygun et al. (2020) in turkey found that female pre-service teachers had higher level of social intelligence as compare to male pre-service teachers. kamil and bilal (2020) in turkey found that the level of social intelligence of female pre-service social science teachers were higher as compare to male preservice social science teachers. detailed gender wise analyses of student teachers among tribal community in mizoram falling on the different categories of social intelligence are shown in table 5. table 5 reflect the detailed analysis of the levels of social intelligence of student teachers in mizoram – gender wise. out of 175 male student teachers, 3 (1.71%) were having extremely high level of social intelligence, 6 (3.43%) student teachers were having high level of social intelligence. out of 175 male student teachers 58 (33.14%) of male student teachers were having above average level of social intelligence, around one-fourth, 48 (27.43%) male student teachers were having average level of social intelligence and 32 (18.29%) male student table 5: overall levels of social intelligence of student teachers among tribal community in mizoram – gender wise gender n extremely high high above average average below average low extremely low male 175 3 (1.71%) 6 (3.43%) 58 (33.14%) 48 (27.43%) 32 (18.29%) 22 (12.57%) 6 (3.43%) female 276 6 (2.17%) 16 (5.79%) 70 (25.36%) 113 (40.94%) 48 (17.39%) 13 (4.71%) 10 (3.62%) pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 70-75, 2023 teachers were having below average level of social intelligence. 22 (12.57%) male student teachers were having low level of social intelligence and only 6 (3.43%) male student teachers were having extremely low level of social intelligence. out of 276 female student teachers, 6 (2.17%) were having extremely high level of social intelligence and 16 (5.79%) student teachers were having high level of social intelligence. out of 276 female student teachers, one-fourth of female student teachers 70 (25.36%) were having above average level of social intelligence, 113 (40.94%) of female student teachers were having average level of social intelligence, 48 (17.39%) of female student teachers were having below average level of social intelligence and 13 (4.71%) of female student teachers were having low level of social intelligence and 10 (3.62%) of female student teachers were having extremely low level of social intelligence. difference in the levels of social intelligence between male and female student teachers among the tribal community in mizoram to find out the significant differences between male and female student teachers on their level of social intelligence, a hypothesis was framed and inferential statistic such as t-test was employed. hypothesis 1 states that ‘there is no significant difference in the levels of social intelligence between male and female student teachers of mizoram.’ hypothesis 1 states that, ‘there is no significant difference among the social intelligence of student teachers among tribal community in mizoram with reference to their gender.’ table 6: comparison of the levels of social intelligence between male and female student teachers among tribal community in mizoram gender n mean std. deviation sem df t-value significant level male 175 101.81 9.69 0.73 449 1.78 ns female 276 103.41 8.58 0.51 as shown in table 6, the t-value for the significance of difference in the levels of social intelligence between male and female b. ed students of mizoram was found to be 1.78. therefore, the hypothesis which was framed ‘there is no significant difference in the levels of social intelligence between male and female student teachers among the tribal community in mizoram’ was accepted. considering their mean score, a slight difference was found favouring female student teachers but not statistically significant. objective no. 3: detailed study of gender difference on the eight dimensions of social intelligence of student teachers among tribal community in mizoram an attempt was made to show the significant difference between male and female student teachers on the eight dimensions of social intelligence scale. the social intelligence scale was divided into five parts; the first part contains 36 questions to evaluate patience (8 questions), co-cooperativeness (11 questions), confidence (8 questions) and sensitivity (9 questions). the second part contains 3 questions to check recognition of social environment. the third part contains 7 questions to evaluate tactfulness. the fourth part contains 8 questions to evaluate sense of humour. the fifth part contains 12 pictures to check memory. the mean scores, standard deviation and t-value were calculated using descriptive statistics (table 7). as indicated in table 7, the t –value for the significant difference between male and female student teachers on their level of patience, co-cooperativeness, confidence and sensitivity was 0.06 which means there was no significant difference between male and female student teachers in their level of patience, co-cooperativeness, confidence and sensitivity. the t-value for the significant difference between male and female student teachers on their level of recognition of social environment was 0.39 which means there was no significant difference between male and female student teachers in their level of recognition of social environment. the t-value for the significant difference between male and female student teachers in their level of tactfulness was 0.60 which means there was no significant difference between male and female student teachers in their level of tactfulness. the t-value for the significant difference between male and female student teachers in their sense of humour was 3.90 which means there is a significant difference between male and female student teachers in their sense of humour. a comparison of their mean scores showed that female student teachers had higher mean score as compared to male student teachers which means that female student teachers had higher level of sense of humour. the t-value for the significant difference between male and female student teachers on their level of memory was 1.39 that showed us there is no significant difference between male and female student teachers on their level of memory. similar study conducted by arthi and tamilselvi (2016) in tamil nadu found that there were no significant difference between male and female b. ed student teachers in the social intelligence dimensions of cocooperativeness, confidence, sensitivity, recognition of social environment, tactfulness, sense of humour and memory. the findings of their study also found that there was significant difference between male and female pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 70-75, 2023 b. ed student teachers in the patience dimension, female student teachers had higher level of patience as compared to male b. ed student teachers. kaur et al. (2021) in punjab found that there were no significant difference between male and female teacher trainees in their level of patience, confidence, sensitivity and tactfulness. the findings of their study found that there were significant difference between male and female teacher trainees in their cooperativeness, recognition of social environment, sense of humour and memory; male teacher trainees had higher level of memory, sense of humour and recognition of social environment as compared to female teacher trainees. the result of their study also revealed that female teacher trainees showed higher level in the dimension of cooperativeness. conclusion the finding of the research study revealed that the student teachers of mizoram had above average level of social intelligence. the people living of mizoram were very closely knit society and led a close community life where an individual has an ample of opportunities to develop effective communication skills, interpersonal relationship, sympathy, empathy, cooperation and collaboration, assertiveness and problem solving skills. the present study also revealed that there was no significant difference between male and female student teachers of mizoram in their social intelligence. there can be many possible reasons, mizo society where women education have taken a backseat for so long are now given equal opportunity to female to learn and to grow side by side in the institutions; male and female co-operate, work together and mingle responsibly with one another. both men and women had equitable access to opportunities in community, in social pursuits, and in the workplace. the findings of the present study also revealed that there were no significant difference between male and female in their level of patience, co-cooperativeness, confidence and sensitivity, recognition of social environment, tactfulness and memory. the research study also revealed that there is a significant difference between male and female student teachers in their sense of humour, female student teachers showed higher level in their sense of humour as compared to male student teachers. references anbalgan, s. & kasirajan, v. (2020). relationship between social intelligence and social media among student teachers. i-manager’s journal on humanities & social science, 2(1), 1-6. arthi, s. & tamilselvi, b. (2016). a study of social intelligence of b.ed. student teachers in namakkal district. international journal of multidisciplinary research and development, 3(9), 322-326. asghar, a., iqbal, a., & adnan, k. (2019). gender, age and locality based social intelligence differences of b. ed. (hons) students. global social sciences review, 4(1), 145-149. barbera, k. l., charoenchote, w., & barchard, k. a. (2003). relating emotional and social intelligence to sex and age. [annual meeting]. nevada state psychological association, las vegas, 89154-5030. bhattacharyya, s. & sanghamitra, g., g. (2018). a relationship study on social intelligence and teachers’ behaviour in classroom. online journal of multidisplinary subjects (peer reviewed), 12(2), 285-290. gnanadevan, r. (2007). social intelligence of higher secondary students in relation to their social economic status. journal of community guidance and research, 24(3) 340-346. jasleen, k. and mamta, r., & rajesh, k. (2021). a study of social intelligence among prospective teachers of punjab. turkish online journal of qualitative inquiry.12(6), 83018306. jeloudar, y. s., yunus, s. a., roslan s, sharifah, m., n. (2012). the influence of social intelligence of secondary school teachers on classroom discipline strategies. journal of psychology, 3(1), 39-45. jeloudar, s., & yunus, a. (2011). exploring the relationship between teachers social intelligence and table 7: gender difference of student teachers among the tribal community of mizoram on the eight dimensions of social intelligence scale dimensions gender n mean std. deviation sem t-value p-value level of significance part 1 patience, co-cooperativeness, confidence & sensitivity male 175 83.87 9.89 .74 .06 .95 ns female 276 83.81 9.78 .59 part ii recognition of social environment male 175 1.64 .85 .06 .39 .70 ns female 276 1.61 .98 .05 part iii tactfulness male 175 3.99 1.24 .09 .60 .54 ns female 276 4.07 1.19 .07 part iv sense of humour male 175 3.18 1.49 .11 3.90 .00 s female 276 3.72 1.48 .09 part v memory male 175 7.78 2.75 .20 1.39 .17 ns female 276 8.13 2.73 .16 pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 70-75, 2023 classroom discipline strategies. international journal of psychological studies, 3(2), 149155. kamil, u. & bilal, b. a. (2020).examining the relationship between social intelligence levels and communication skills of prospective social studies teachers. educational policy analysis and strategic research, 15(1), 232-252. kaur, j., roy., m & kumar, r. (2021). a study of social intelligence among prospective teachers of punjab. turkish online journal of qualitative inquiry, 12(6), 8301 8306. kharluni, l. & erigala, k., a (2018). social intelligence and social competence of higher secondary students of mylliem block in east khasi hills district of meghalaya. international journal of creative research thoughts, 6(2), 1378-1384. rani, r. & shaili. (2017). study the relationship between social intelligence and adjustment among under graduate students. international journal for innovative research in multidisciplinary field, 3(9), 56-58. rani, p. (2016). social intelligence of b.ed. students in relation to their gender and locality. scholarly research journal for humanity science & english language, 6(26), 7732-7736. tiakala. (2016). a study of the relationship of social intelligence with personality traits and life skills of the higher secondary school students of nagaland. [unpublished ph. d. thesis] jamia millia islamia university, new delhi. uygan, arbibas & bilal, b. (2020). examining the relationship between social intelligence levels and communication skills of prospective social studies teachers. educational policy analysis and strategic research, 15(1), 232-252. pa ge 1 pa ge 11 5 american journal of multidisciplinary research and innovation (ajmri) parent-teacher partnership of grade 11 gas students of marigondon senior high school in the implementation of modular distance learning print: basis for an action plan lilibeth a. lapatha1*, lea fe p. garcenila1, patrick a. wahing1 volume 2 issue 2, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i2.1407 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 20, 2023 accepted: april 06, 2023 published: april 14, 2023 this study aimed to know and explore the parent-teacher partnership of grade 11 gas students of marigondon senior high school in the implementation of modular distance learning print to provide an action plan as the covid-19 pandemic brought causes to the educational system. the study employed a descriptive-evaluative research design to ascertain the level of involvement of teachers and parents, as well as the issues and challenges they had encountered while using the modular distribution system. the study employed both quantitative and qualitative approaches in data collection and interpretation by anchoring katz’s model wherein it implied that the teacher’s role is specific to education, whereas the parents’ role is universal in all aspects of the child’s life. in addition, the likert scale was used in this section of the survey questionnaire – checklist, and the researchers provided openended questions in the interview guide to answer the research objectives that were answered by 20 (twenty) parents and 20 (twenty) teachers from gas 11 in marigondon senior high school. the result of the study indicated that in terms of providing communication and instruction to the learners, both teachers and parents are cooperative but in terms of struggles and challenges, teachers did more struggle than the parents. furthermore, the study found a positive relationship between parents and teachers because they both participated in modular-print setup. with this, parents were advised to reduce the act of tolerating their children by shouldering all responsibilities in terms of complying with such academic requirements. finally, the effectiveness of modular-print setup was possible with proper engagement and contribution from both parents and teachers. keywords parent-teacher partnership, modular learning, quantitative and qualitative approaches, katz’s model introduction due to covid-19, the school had suspended all faceto-face learning. this pandemic led to modular distance learning to keep academic continuity. the philippines was moving to a new education standard, and its success relied on educators’ innovation and collaboration. marigondon senior high school used modular distance learning-print for 2020-2021 and 2021-2022. before implementing the modular distance learningprint, the school held an orientation on the parentsteachers’ role in modular distance education via online platforms. the school highlighted to parents and teachers their shared mission: to give learners the finest possible education. when parents and teachers communicated, they might work together. each party brought their skills and knowledge to the goals. in 2020-2021, the first year of implementation of modular distance learning-print, according to records from the attendance of module retrieval and distribution of grade 11 general academic strand (gas) students of marigondon senior high school, 20% of parents acquired modules for their children, while 80% of students personally retrieved modules from the school. more parents participated in modular distance learningprint this year than in the previous school year. in this school year, data showed from the attendance of module retrieval and distribution of grade 11 gas students that 93% of students under the age of 18 acquired and returned their modules, while the remaining 7% are participated by the parents who received and returned the modules in school. there was an increase in students’ involvement in the distribution and retrieval of modules and a decrease in parents’ involvement as shared by most of the teachers. with that, the marigondon senior high school department experienced a lack of parental engagement in the school system. since only a few parents took part in the modular distance learning-print program, the school hoped for a stronger partnership between teachers and parents, especially in these trying times. the main purpose of this research was to describe the teacher-parent partnership of grade 11 general academic students (gas) of marigondon senior high school in the implementation of modular learning – print. also, this study aimed to produce an action plan that would address the challenges and concerns in the school modular distribution system. literature review the covid-19 pandemic has caused significant disruption to the educational system worldwide, leading to the implementation of various forms of distance learning. in the philippines, modular distance learning has been adopted as a primary mode of instruction, particularly for senior high school students. the implementation of modular distance learning has highlighted the importance of parent-teacher partnerships in supporting students’ learning and academic success. 1 marigondon senior high school, division of lapu-lapu city, philippines * corresponding author’s e-mail: lalapatha@universityofbohol.edu.ph https://doi.org/10.54536/ajmri.v2i2.1407 https://journals.e-palli.com/home/index.php/ajmri mailto:lalapatha@universityofbohol.edu.ph pa ge 11 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 115-120, 2023 the parent-teacher partnership is a collaborative relationship between parents and teachers that promotes the academic, social, and emotional development of students. several studies have emphasized the importance of parent-teacher partnerships in supporting students’ academic success in various contexts. for instance, a study found that parent-teacher partnerships have a positive impact on students’ academic achievement, particularly for students from disadvantaged backgrounds (jeynes, 2011) moreover, research has shown that parent-teacher partnerships can have a significant impact on students’ motivation and engagement in learning. a study found that parental involvement in education is positively associated with students’ motivation and academic performance (hoover-dempsey and sandler, 1997). similarly, a study found that parent-teacher partnerships can improve students’ attitudes toward learning and increase their academic self-efficacy (fan and chen 2001). in the context of modular distance learning, parent-teacher partnerships are crucial for supporting students’ learning and academic success. modular distance learning requires students to work independently and take responsibility for their learning, which can be challenging for some students. therefore, parent-teacher partnerships can provide the necessary support and guidance for students to succeed in this mode of instruction. research has shown that effective parent-teacher partnerships involve open communication, mutual trust, and shared goals for student success. sheldon and epstein (2005) found that effective parent-teacher partnerships involve regular communication between parents and teachers, including sharing information about students’ progress, strengths, and areas for improvement. in the context of modular distance learning, regular communication between parents and teachers is essential for ensuring that students receive the necessary support and guidance. teachers can provide parents with information about the curriculum, assignments, and assessments, while parents can provide teachers with feedback about students’ progress and challenges. furthermore, research has shown that parent-teacher partnerships are most effective when they involve active parent engagement in students’ learning. a study by desforges and abouchaar (2003) found that active parental involvement, such as helping with homework, reading with children, and attending school events, has a positive impact on students’ academic achievement. in the context of modular distance learning, active parental involvement can involve helping students with their assignments, monitoring their progress, and providing feedback on their work. this type of involvement can enhance students’ motivation, engagement, and academic success. in summary, parent-teacher partnerships are crucial for supporting students’ learning and academic success, particularly in the context of modular distance learning. effective parent-teacher partnerships involve open communication, mutual trust, and shared goals for student success, as well as active parental involvement in students’ learning. materials and methods the study used a descriptive-evaluative research design to determine the level of teachers’ and parents’ participation in the modular distribution system and the issues and challenges they encountered. the study employed both quantitative and qualitative approaches in gathering and interpreting the data. the researchers provided a separate survey questionnaire – a checklist to the parents and teachers so that the researchers would know their point of view about the involvement, issues, and challenges that they encountered in modular learning – print. likert scale was used in this part of the survey questionnaire – checklist. the researchers provided answerable statements by a five-point rating system. researchers gave open-ended questions in the interview guide to answer the research objectives. the data collected from this instrument was analyzed through thematic analysis. analysis of their responses was the basis for developing an action plan. since the researchers made the questionnaires, they were subjected to content validation by experts. three academic experts, including the school head and two master teachers, were asked to evaluate the questionnaires’ content. the participants in this study were the parents of grade 11 general academic students (gas) under the age of 18 who acquired and returned their modules in school, as well as the teachers of grade 11 gas subjects at marigondon senior high school for the school year 2021-2022. this study involved a total of 20 parents and 20 teachers. both parents and teachers completed the questionnaires. the instruments that were used in gathering data were the researcher-made questionnaires. the following elements were included in the questionnaires: part i: communication, part ii: instruction, and part iii: issues and difficulties faced by teachers and parents in the modular distribution system. it was collected, evaluated, and interpreted as to how the participants responded to these questionnaires. convenience sampling was used to select the twenty (20) parents. convenience sampling (also known as “haphazard sampling” or “accidental sampling”) is a type of non-probability or non-random sampling where members of the target population who meet certain practical criteria, such as easy accessibility, geographical proximity, availability at a given time, or the willingness to participate, are included for the purpose of the study. it was also referred to as the “research subjects” of the population because they were easily accessible to the researchers. these twenty (20) participants were the parents of the grade 11 general academic strand students under the age of 18 who acquired and retrieved the distributed modules. this was the reason that, according to the department of education (deped), only the parents or guardians of the learners were allowed https://journals.e-palli.com/home/index.php/ajmri pa ge 11 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 115-120, 2023 to acquire and return the distributed modules while observing the necessary health protocols (tampus, 2020). after distributing the survey questionnaire checklists, the researchers randomly selected four (4) parents and four (4) teachers to conduct a one-on-one interview. the researchers followed the inter–agency task force (iatf) health protocols for covid-19 during the interview process. the twenty (20) teachers were the advisers and subject teachers of the grade 11 general academic strand (gas) students at marigondon senior high school. ethical consideration ethical standards in the research were considered. the researchers ensured that (a) the questionnaire responses of the participants were kept confidential; (b) the names of the participants were optional, and (c) consent was obtained from the participants before they were included in the study. furthermore, this study ensured that no violation of privacy, physical or emotional harm, or plagiarism occurred. the participants were given enough time to complete the instrument, and the researchers personally gave the survey questionnaires to the participants for them to check if all the items in the survey were answered and to ensure 100% return of the test paper. the researchers followed the inter-agency task force (iatf) health protocols for covid-19 during the interview process. results and discussions parents’ and teachers’ involvement in modular learning – print setup table 1: level of parents’ involvement in terms of communication statements weighted mean interpretation 1. i am knowledgeable and well-informed enough about the modular learning print-set up. 4.15 involved 2. i don’t have any problems in assessing my child. 3.95 involved 3. i am open to accepting queries and concerns about the contents of the modules. 3.90 involved 4. i can communicate well with my child. 3.80 involved 5. i am active in guiding my child. 4.25 involved 6. i am willing to adjust my preferred mode of assessing my child. 3.75 involved total 3.97 involved note: n=20, legend: 4.50 – 5.59 strongly agree; 3.50 – 4.49 agree; 2.50 – 3.49 neutral; 1.50 – 2.49 disagree; 1.00 – 1.49 strongly disagree the highest mean among the six (6) statements in table number 1 was statement number 5 which indicated that parents were active in guiding their students, while the lowest mean was statement number 6 which indicated that parents were willing to adjust their preferred mode of assessing their children. this analysis was contrasted with the study of francisco (2020) and dangle & sumaoang (2020), which stated that one of the obstacles for parents is modular learning was lack of comprehension of the substance of the topic being taught because parents found the lessons in the modules difficult to understand due to vague learning content. the findings of the study demonstrated that parents were active in terms of communication but were not too involved. the study by miguel, prudente, & aguja (2021) stated that the most important factor for parents in carrying out their tasks and responsibilities was communication with school authorities for updates. this mean that during this modular print set up, parents were ready to adjust along with their involvement but were still finding ways to be able to cope as they guided and helped their children with their academic matters in this new mode of learning. with this, it was expected that the parents were still in the process of understanding the concept and how a table 2: level of teachers’ involvement in terms of communication indicator weighted mean interpretation 1. i am knowledgeable and well-informed enough about the modular learning print-set up. 4.85 strongly involved 2. i don’t have any problems in assessing my students. 3.35 involved 3. i am open to accepting queries and concerns about the contents of the modules. 4.35 involved 4. i can communicate well with the students. 4.00 involved 5. i am active in guiding the students. 4.50 strongly involved 6. i am willing to adjust my preferred mode of assessing the students. 4.75 strongly involved total 4.30 involved note: n=20, legend: 4.50 – 5.59 strongly agree; 3.50 – 4.49 agree; 2.50 – 3.49 neutral; 1.50 – 2.49 disagree; 1.00 – 1.49 strongly disagree https://journals.e-palli.com/home/index.php/ajmri pa ge 11 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 115-120, 2023 modular-print setup should take place. the highest mean among the six (6) statements in table number 2 was statement number 1 which implied that teachers were knowledgeable and well-informed about this new learning set-up, were active in guiding their students, and were willing to adjust their preferred mode of assessing their students. because teachers bore the most responsibility in this learning area, they were expected to be competent, well-informed, active, and willing to adapt to this setup. the lowest mean among the six (6) statements was statement number statement number 2, teachers might easily assess their students, responded to module questions, and connected with them. castroverde and acala (2021) found that teachers had trouble interacting with parents since some were unresponsive to questions regarding their children’s learning. this analysis showed that even with the willingness of teachers to help their students if the students and parents themselves were not interested and inclined in terms of raising their concerns and questions to their teachers when it comes to their academics, attaining learning goals could not be put into place. this was considered a kind of challenge to the teachers as they involved themselves in the modularprint setup. in general, both teachers and parents were involved in communication in the modular learning system—print. however, the findings found that teachers were more involved in this setup, with a general weighted mean of 4.30. involvement was more present in terms of the teachers’ willingness to help the students in terms of communication than the parents. this case was already expected since teachers were the ones who were considered the most knowledgeable, particularly in this time of change in education. somehow, parents were still willing to be more involved in terms of communication, which was why the gathered results within this section were still interpreted and considered positive by the researchers. table 3: level of parents’ involvement in terms of instruction indicator weighted mean interpretation 1. i can fully understand the contents of the modules in each subject. 3.85 involved 2. i am in favor of the mode of providing and retrieving the modules. 4.25 involved 3. i am well-oriented with the instructions of the modular learning print system. 3.90 involved 4. i am a reliable parent to my child by giving clear instructions. 4.00 involved 5. i am capable of explaining and giving simple instructions to my child. 3.65 involved 6. i can fully understand how a modular learning-print setup differs from the traditional face-to-face classes. 3.75 involved total 3.90 involved note: n=20, legend: 4.50 – 5.59 strongly agree; 3.50 – 4.49 agree; 2.50 – 3.49 neutral; 1.50 – 2.49 disagree; 1.00 – 1.49 strongly disagree the highest mean among the six (6) statements in table number 3 was statement number 2 which indicated that parents were in favor of the mode of providing and retrieving the modules while the lowest mean among the six statements was statement number 5 which indicated that the parents were capable of explaining and giving simple instructions to their children. as per the results in table 1.3, the majority of participants replied ‘involved’ to all of the statements, indicating that parents were engaged in delivering instructions to their children in the modular learning print system. according to the data, parents fully understood the contents of the modules in each subject, were in favor of the mode of providing and retrieving the modules, were well-oriented with the instructions of the new learning setup and were reliable parents to their children in terms of giving instructions, and fully understood how modular learning print setup differed from traditional face-to-face classes. since the face-to-face connection between teachers and children was prohibited, it was anticipated that parents table 4: level of teachers’ involvement in terms of instruction indicator weighted mean interpretation 1. i can fully understand the contents of the modules in each subject. 4.05 involved 2. i am in favor of the mode of providing and retrieving the modules. 4.20 involved 3. i am well-oriented with the instructions of the modular learning print system. 4.75 strongly involved 4. i am a reliable teacher to my child by giving clear instructions. 4.60 strongly involved 5. i am capable of explaining and giving simple instructions to my students. 4.75 strongly involved 6. i can fully understand how a modular learning-print setup differs from traditional face-to-face classes. 4.70 strongly involved total 4.51 strongly involved note: n=20, legend: 4.50 – 5.59 strongly agree; 3.50 – 4.49 agree; 2.50 – 3.49 neutral; 1.50 – 2.49 disagree; 1.00 – 1.49 strongly disagree https://journals.e-palli.com/home/index.php/ajmri pa ge 11 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 115-120, 2023 facilitated and teach their children; therefore, parents must play a major role in this new learning environment. the highest mean among the six (6) statements in table number 4 was statement numbers 3 and 5 which indicated that the teachers were well-oriented with the modular learning print-system instructions, and they were capable of explaining and giving simple instructions. the lowest mean among the six (6) statements was statement number 1 which indicated that teachers can fully understand the contents of the modules in each subject. this hypothesis implied that teachers were engaged in instructing their students in this new learning setup. according to elbanna (2022), teachers were normally at the center of the learning process; however, in distance education, teachers must be able to play many roles to enhance the students’ learning experience. based on the corresponding responses of the teachers in terms of their involvement in providing instructions to the students in this new mode of learning, they were confident enough to consider themselves reliable authorized persons. moreover, teachers expressed their willingness and capability to be more engaged in terms of helping and guiding the students. the results revealed that the teachers were more involved in the modular learning–print system, with a general weighted mean of 4.51. in terms of communication and instruction, the results revealed that the teachers were the ones who were more engaged and were more willing to provide ways of communication and instruction to the students. this was also possible since teachers were more knowledgeable and well-aware of the modular-print setup. yet, parents still played a big role in the said matter based on their responses indicated above. with the proper involvement of both parents and teachers, the learning and willingness of the students might be possible. qualitative interpretation of results this section of the study gave the results together with the conducted interview to know the stories of both teachers and parents (i.e., parents and teachers’ involvement in modular learning); the possible factors that made the parents and teachers embraced the modular learningprint setup; the challenges and struggles that the parents and teachers faced along with the modular learning-print setup; and the perceived experiences and insights that the parents and teachers gathered relevant to the modular learning-print setup). the responses to the statements presented by the researchers were summarized in the form of tables. the study focused on four (4) parents and four (4) teachers to supply the necessary stories needed for this study. insights of parents and teachers gathered from modular learning setup parents’ perceived experience was hard and helpful. with regards to the parents’ responses, many of their insights indicated that modular learning was still better than having no progress in their children’s education. modular setup is really hard and helpful at the same time, yet the parent still wants their child to graduate on time. (parent no. 1) it is hard for the parent, but according to him/her, it is better than nothing. (parent no. 2) although there were certain challenges, they still saw the modular learning setup was beneficial. this just implied that even with the parents’ difficulties in terms of their involvement in their children’s education, they were still somehow thankful because modular distance learning was implemented. this analysis was supported by trovela’s (2021) study, which claimed that insights from parents and learners on modular distance learning were still successful despite many problems and disadvantages. on the other hand, the results, along with the teacher’s perceived experiences and insights are full dedication and perseverance. teacher needs to take full dedication and perseverance to equate a modular learning setup with face-to-face education. (teacher no. 1) it is implied that modular distance learning needed extra dedication and effort, most particularly from teachers who were the ones considered reliable during this setup. this analysis meant that modular learning was effective with the teachers’ willingness to engage. in general, both the parents’ and teachers’ perceived experiences and insights were almost all the same. they both struggled as they experience the setup of modular learning, yet, at the same time, both the parents and teachers were still willing to continuously involved themselves in this kind of academic setup to fulfill the gaps in the learners’ education. experiences in modular distance learning setup based on the parents’ feedback, many of them had conflicting responsibilities. parent 1 and parent 4 said that they struggled with the new academic setup, especially because of their other responsibilities. modular learning setup is hard and the parent is lacking in time due to several responsibilities. (parent no. 1) parent’s 4 child finds time to learn independently because the parent has lots of responsibilities. (parent no. 4) this was seconded by garbe et al. (2020), which reported that parents frequently had inadequate time to complete all their responsibilities, including supporting their children’s education, while still making time for themselves and their families. additionally, the teachers’ feedback indicated that modular distance learning was both a challenge and an opportunity for them. the teacher finds it hard but at the same time, it is fulfilling. (teacher no. 1) it is the most challenging year for him/her. but the struggles made him/her a better teacher and to be adaptive to different circumstances. (teacher no. 3) the teachers were being challenged, yet at the same time, they learned and made improvements in their teaching strategies. in summary, both the parents and the teachers found modular distance learning as an obstacle and a challenge, but somehow it still provided benefits to them. based https://journals.e-palli.com/home/index.php/ajmri pa ge 12 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(2) 115-120, 2023 on the parents’ end, numerous difficulties were given in this modular distance learning, but with these difficulties, they tend to be more challenged in terms of their parental roles and duties. and for the teachers, the setting of modular distance learning helped them shape themselves as educators and helped them develop their strategic teaching skills. this just simply implied that even though both the parents and teachers struggle, they still appreciated the process of the modular distance learning setup. conclusion with the study’s gathered data and results, the researchers came up with the following conclusions: the involvement of both parents and teachers in terms of providing communication and instruction to the learners was being put into place. both parents and teachers were exerting their efforts and developing their methods for carrying out their duties and responsibilities to assist the learners in this mode of learning being implemented at marigondon national high school. yet, despite the parents’ and teachers’ good character as being responsible, it still clearly showed that the teachers were more advanced in providing help and assistance (using constant communication and instruction) than the parents. along with this, involvement was more present in teachers than in parents. with the proper involvement of both parents and teachers, proper coordination of modular-print setup might be possible. in terms of struggles and difficulties (in providing proper communication), teachers were more exposed to challenges than parents. parents revealed that the only problem they were experiencing was having an internet connection problem, which was not a big deal for them because, all in all, they had no problems in terms of providing support to their children. unlike the teachers who were encountering serious problems in terms of helping the learners, the teachers were having difficulties aiding both the students and the parents in this new mode of learning. but in terms of the provision of instructions to the learners, both parents and teachers did not consider it a difficult task. the positive association between parents and teachers was present as they both involved themselves in a modularprint setup. if parents and teachers work together, they were able to help and support the students. during this modular-print learning setup, both parents and teachers were open to the setup, ready to face the challenges and struggles, and willing to offer interventions along with their experiences, feedback, and insights. both parents and teachers were hands-on as they involved themselves in a modular-print setup. they were both taking their responsibilities seriously as this kind of learning setup was being put into place. and with the proper engagement and contribution of both the parents and teachers, the effectiveness of a modular-print setup was possible. references bautista, a. (2020). parent-teacher partnership in distance learning. asia pacific journal of multidisciplinary research, 8(4), 9-16. castro, m. a. (2021). exploring parent-teacher partnership in the implementation of modular distance learning in the philippines. international journal of learning, teaching and educational research, 20(2), 1-18. dangle, y., & sumaoang, j. (2020). the implementation of modular distance learning in the philippine secondary public schools. journal of critical reviews, 7(16), 18011806. https://doi.org/10.31838/jcr.07.16.321 deped philippines. (2020). guidelines on the implementation of distance learning modality in basic education during covid-19 pandemic. retrieved from https://www.deped.gov.ph/wpcontent/uploads/2020/06/ desforges, c., & abouchaar, a. (2003). the impact of parental involvement, parental support and family education on pupil achievement and adjustment: a literature review. research report no. 433. retrieved from https://dera.ioe.ac.uk/5551/1/rr433.pdf elbanna, a. (2022). the role of a teacher in modular distance learning – 6 roles! skolera blog. https:// blog.skolera.com/role-of-teacher-modular-distancelearning/ fan, x., & chen, m. (2001). parental involvement and students’ academic achievement: a meta-analysis. educational psychology review, 13(1), 1-22. francisco, i. m. (2020). back to school during the covid-19 pandemic: how are parents coping with virtual learning? asia tatler. https://ph.asiatatler. com/life/back-to-school-2020-how-are-parentscoping-with-virtual-learning hoover-dempsey, k. v., & sandler, h. m. (1997). why do parents become involved in their children’s education? review lazaro, a. m. c., & tacloban, m. r. (2021). parentteacher partnership and its role in the success of modular distance learning in the new normal. international journal of emerging technologies in learning, 16(1), 121-131. miguel, f., prudente, m., & aguja, s. (2021). teachers initiatives and perceived parental involvement practices among filipino junior high school students. in proceedings of the 6th international conference on education and multimedia technology (pp. 104108). association for computing machinery. https:// doi.org/10.1145/3450148.3450173 muyong, j., & licuanan, a. (2021). parent-teacher partnership in the implementation of distance learning during covid-19 pandemic. journal of education and practice, 12(4), 98-106. pascual, e. c. (2020). parent-teacher partnership: a key to successful distance learning. journal of education and e-learning research, 7(2), 139-144. tan, j. r. (2020). parent-teacher partnership in the implementation of distance learning during the covid-19 pandemic. journal of education and practice, 11(22), 85-91. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 55 american journal of multidisciplinary research and innovation (ajmri) cultivating ecological understandings in participatory action research: insights from dharma yoga metaphor shree krishna wagle1* volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.1986 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 23, 2023 accepted: september 21, 2023 published: september 28, 2023 as a phd researcher, i worked with participatory action research (par). to this reference, this paper reflects upon my personal experiences and intellectual development in maintaining inner calm and balance when faced with the outcomes and reactions of practitioner research that follow. i achieved this by utilizing the metaphor of dharma yoga, derived from the vedic tradition. in this reflective inquiry, my focus lies in the field of education, where the application of dharma yoga metaphor emphasizes ecological principles like authenticity, relationality, and ethical responsibility. through this emphasis, i hypothesized that ecological par encourages individual growth and societal advancement through inner transformation and outer manifestation of those involved in par. my reflection, first, observed the prevalence of the procedural aspects of the par model prevalent in the northern hemisphere, which centers on organizational learning. thereafter, my reflective observations shifted to the values of fairness, self-governance, and empowerment embodied in the southern hemisphere’s par paradigm. mindful of the limitations in both forms of par, i began integrating the metaphor of vedic dharma yoga, which eventually created an additional dimension of ecological epistemology. this framework involved reflective introspection, practical implementation, and collaborative involvement as means, through which practitioner researchers in the field of par can engage in selfless practical activities and maintaining inner calm and balance throughout the process. also, it acknowledged the valuable attributes of both northern and southern par paradigms while enriching them with the intricate ethical connections between practitioner-researchers and their practical applications. keywords relationship between researchers and action, ecological understanding, participatory action research (par), dharma yoga introduction this article explores how practitioner-researchers in the field of participatory action research (par) can engage in practical activities while maintaining inner calm and balance when faced with the outcomes and reactions that follow. as a doctoral candidate engaged in advanced research, i followed the ‘critical place-inquiry’ approach introduced by tuck and mckenzie (2015). this approach required aligning the research’s fundamental purpose (‘what’) with the chosen research method (‘how’). mindful of this alignment, i adopted the participatory action research (par) methodology within the framework of critical place inquiry (tuck & mckenzie, 2015). this par journey encountered various points of progress and challenges, all centered around determining the ethically right actions within the specific context and establishing relevant knowledge foundations. the culmination of this journey led to linking the principles of par with the concept of dharma yoga from the vedic tradition. in vedic philosophy, as explained by scholars like morgan (2012) and yogananda (2002), dharma represents pursuing authentic behavior, and yoga emphasizes the interconnectedness inherent in human actions. viewing par through the lens of dharma yoga, and with the guidance of research supervisor, i developed an ecological framework for understanding and implementing par as part of the overall doctoral study. this ecological framework, deeply rooted in the ideas of interconnectedness presented by lang (2018), is based on a holistic view of a connected living system. this perspective emphasizes authenticity, relational connections, and ethical responsibility. as the article unfolds, the discussion delves into the ontological aspects of ecological interconnectedness. this sheds light on the complex interaction between the practitioner-researcher and the various aspects of research practice, particularly the ways the practitioner-researchers can engage in actions maintaining inner calm and balance. study methods this research employs a method called reflective inquiry. this method is based on the idea that researchers should do more than just follow technical procedures; they should deeply understand the context they are studying (mortari, 2015). reflectivity, which includes reflexivity, has become common in qualitative research, especially since the ‘interpretive turn’. it is used to justify and confirm research methods. within the postmodern paradigm, the analysis of my own experiences in this research suggests that the way i think influences the entire research process. therefore, there is no different section for ‘research finding’ and ‘discussion’. instead, the reflective meaningmaking begins from the sub-heading ‘the journey’ below. the reflection and theoretical discussion move in a spiral fashion, informing one another. to ensure the credibility 1 kathmandu university school of education, nepal * corresponding author’s e-mail: shreekrishna@kusoed.edu.np pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 55-64, 2023 and validity of the heuristic process, following the suggestion of mortari (2015), i have also considered the ethical responsibility of being transparent about how i think during the research. the first part of the paper uses the pronoun ‘i’ to explain and describe my personal experiences and paths as a ph.d. researcher engaged in par. the following section, referred to as the ‘arrivals’, employs the pronouns ‘we’ and ‘our’ to highlight the joint analytical work between myself (the ph.d. researcher) and my research supervisor. this collaborative effort focuses on creating a framework that considers the complex ethical aspects of the interaction between practitioner-researchers and the actions they take in an ecologically informed manner. this approach is based on a hermeneutic framework centered around ‘being there’ and ‘being here’, concepts introduced by heidegger (2002) and further developed by ramberg and kristin (2009). the narrative unfolds in a sequential manner. i begin by sharing experiential accounts from my engagement in par, emphasizing the ‘being there’ experiences. this is followed by reflections that encompass the combined ‘being here’ perspectives of both authors (myself and my thesis supervisor). the paper’s structure advances through an ecologically infused dialogue, similar to gadamer’s (1982) idea of a dialectical ‘play’. this interplay between the text and the contextual lifeworld follows a circular hermeneutical methodology. this methodology employs both a holistic-to-specific and specific-to-holistic approach to understanding ecological relationships. this complex interweaving explores the locally manifested lifeworlds and the globally influential operational framework that supports par. on a broader level, the paper aims not to establish definitive ontological truths, but rather to foster a participatory journey that enhances the ability to perceive the multifaceted relationship between researchers and their practiced methods. the journey in july 2017, i was chosen for the norhed ph.d. research fellowship by kathmandu university school of education in nepal. the main aim of my research was to deeply study strategies that support a local and adaptable approach to teaching and learning in schools. i focused on understanding the important effects of teaching practices that are tailored to the specific context within the field of education. to achieve this, i explored the meanings of ‘place’ and ‘emplaced pedagogies’, particularly in the context of nepal’s cultural and societal environment, which is influenced by hindu-buddhist heritage and diverse ethnic backgrounds (see wagle et al., 2019). recognizing the value of indigenous knowledge and customary practices in the specific educational setting, my research was closely connected to aligning the fundamental aspects of what and how the research was conducted. this led me to choose the par methodology, which inherently values understanding the current situation and involves continuous self-reflection. since par is focused on acknowledging the unique human experiences and ways of thinking in a given environment, it became clear that the established tools and guidelines for par that were based on one specific context wouldn’t work as effectively in a different setting. gradually, it became evident that the intricate differences within each context made it challenging to create a predetermined plan for this research approach. considering this context, i delved deeply into exploring the indigenous worldviews and the respected cultural traditions that are an integral part of diverse nepali communities. this effort wasn’t just an academic pursuit but a necessary step in connecting and grounding my research in the nuanced viewpoints and underlying knowledge of the communities being studied. my doctoral par fieldwork that started in july 2017 lasted for two years. this involvement led to two significant encounters with different approaches to par, each originating from distinct geographical regions with their own social and cultural contexts. firstly, i learned about the organizational learning model of par, which comes from the global north. this perspective emphasizes principles and strategies for learning within institutions, based on the works of argyris and schon (1996) and torres and preskill (2001). it focuses on how learning influences the practices within institutions. simultaneously, i became acquainted with the social justice and empowerment model of par, emerging from the global south. this approach is influenced by thinkers like freire (1970), foucault (1979), and habermas (1971), and is based on concepts from constructivism, feminism, social justice, and critical theory. it prioritizes empowerment and is attuned to the societal and political factors that shape individual and collective realities. both of these paradigms provided me with a foundational understanding of par, particularly regarding organizational development, autonomy, and ownership dynamics. however, my hands-on experience in the field made me confront various complexities and ethical dilemmas related to the interaction between the researcher and their actions. this relationship raised questions about the motivations behind the researcher’s actions and the resulting outcomes. i realized that the prevailing paradigms of par from both the global north and south did not fully address the intricacies of the researcher’s role and their actions within the community. as a ph.d. candidate, i became more aware of this gap in the existing par literature, prompting me to investigate and engage with this unexplored aspect. in my continued involvement with par, i began to understand that the range of methodologies within par goes beyond the limitations imposed by prevailing paradigms from both the northern and southern hemispheres (see wagle et al., 2023). as pointed out by kindon et al. (2010), participatory approaches in action pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 55-64, 2023 forth by heron (2006) regarding participatory spirituality and the concepts explained by whitehead (2013) for the development of a living theory situated within distinct cultures of inquiry, i set out on a journey to bridge this gap. drawing inspiration from bhabha’s (1994) framework, this pursuit led me to conceptualize a ‘third space’ paradigm within the realm of participatory action research. within this ‘third space’, my goal was to go beyond the confines of the existing participatory action research models. this involved cultivating an ‘emergent space’ where i could explore my own cultural traditions rooted in the southeastern context. within this emerging domain, my aim was to formulate a participatory action research model that aligns with the context, introducing a fresh discourse that delves into the interconnected psychological, social, ecological, and spiritual aspects between the participatory action researcher and their diverse activities throughout the research journey. as i thought deeply about my experiences with par in various settings around the world, both in developed and developing regions, i became increasingly interested in the valuable perspectives of vedic dharma yoga. these perspectives seem to offer not only useful approaches for researchers and collaborators, but also for everyone in guiding their actions and reflective processes. in vedic philosophy, yoga is generally understood as a state of compassion and contentment (rao, 2005; vivekananda, 1896). it is also seen as a motivation to engage in meaningful activities with careful awareness and a broad understanding, driven not by personal benefit, but by the betterment of larger human communities (yogananda, 2002). when combined with the concept of dharma, the yogic pursuit gains an added layer of genuineness and ethical soundness. during this period of exploration, i came to realize the valuable insights that vedic perspectives on dharma yoga can provide within the context of participatory action research. particularly noteworthy is their ability to explain the complex relationship between par researchers and collaborators, as well as the actions they take. this offers a framework that captures the sincerity and ethical alignment at the core of their efforts. my hesitation and despondency during my doctoral fieldwork using par, i initially adopted an approach that wasn’t directly based on the teachings of vedic yoga. however, there might have been subtle influences from yoga philosophies on my par work and self-reflective processes. while yoga ideas could have unintentionally shaped my actions and introspection within the par framework, i wasn’t consciously aware of this link at first. instead, i mainly followed the critical par paradigm as outlined by kemmis et al. (2015). this approach focuses on systematically identifying and solving problems. it highlights the importance of involving local perspectives, needs, and expertise by collaborating closely with community members. but as i started interacting with research are characterized by their adaptability and flexibility. this characteristic has been present since their inception in the field of social science and research. these approaches haven’t been confined to a strict methodological framework. instead, they’ve shown a tendency to incorporate various disciplinary perspectives and indigenous knowledge from around the world. this has led to an ongoing and dynamic development of ideas and practices within par. for example, participatory paradigms, which have a sociopolitical orientation, share similarities with the reflective and constructivist ideas proposed by guba and lincoln (1994). this perspective provides a space for individuals to actively participate in shaping the approach within a shared context. consequently, different fields such as anthropology, health, and education have contributed to the diversification of methodologies within par. this is evident in emerging paradigms like critical place inquiry by tuck and mckenzie (2015), indigenous interpretative frameworks by kovach (2009), and decolonial methodologies promoted by tuck (2009). additionally, the inclusion of spirituality in organizational learning and social justice discussions introduced the concept of participatory spirituality, as developed by john heron (2006). in this alternative framework of par, the participatory researcher positions themselves to foster a receptive and co-creative connection with other elements of existence, particularly the immediate experiential context in which they are situated. interacting with individuals based on their unique geographical backgrounds, a gradual unfolding occurred, highlighting the significant impact of location-specific worldviews and philosophical beliefs on the shaping of cultural identities and societal practices (casey, 2009). a clear pattern emerged where the cultural and social behaviors of the participants in my research, who were also co-researchers, were closely linked with their hindu upbringing and vedic philosophical views. this brought about an increased awareness in me about the fundamental principles inherent in the vedic worldview. as the research process progressed, this awareness regarding the actions and endeavors of participatory action researchers became clearer. from an early stage, my interest in the intricate fusion of art and science found in vedic yoga practices began to grow. this interest had captured my attention since my high school years. the integration of physical, mental, and emotional aspects to gain a deeper understanding of phenomena was particularly appealing (see wagle et al., 2023). my deep familiarity with yoga principles, which stem from the sanskrit term yuj meaning to unite, started to generate transformative insights in the field of action research activities. i came to realize that this orientation towards yoga within the hindu context inherently embodies participatory concepts. it places strong emphasis on the interconnection between the body and mind, viewing existence and nature as intertwined dependencies. drawing upon the ideas put pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 55-64, 2023 the educational institution and the community, i began to encounter the complex discourse within the realm of par. various challenges emerged. these included questions about the shared realities between me and the participants, how we collectively understood the phenomenon at hand, and the ethical justification for our actions. these challenges led me to compare my experiences with established par models, like the one proposed by kemmis et al. (2015). while these models prioritize collaboration, autonomy, and empowerment, they don’t fully consider ecological and spiritual aspects. over time, i started connecting my evolving experiences with the wisdom traditions from both my own background and the backgrounds of the participants. as i encountered more intricate ecological and psychological challenges related to the reasoning and validity of my work, i began to feel uncertain and disheartened. there were moments when my par initiatives didn’t align with existing models, leaving me feeling disoriented. this led to doubts arising within me, even making me question whether i should continue the par process. memories of my initial experiences in the academic institution and its surrounding community remain vivid. the teaching staff, who were also my collaborators in the par project, seemed inclined to avoid our presence as university-affiliated researchers in what they considered their school domain. on one occasion, a teacher made a sarcastic comment about our involvement, suggesting that we were only there to secure project funding. this sentiment was echoed by a community member the day before. such recurring statements, like “they’re only focused on their doctoral theses,” consistently reminded me, as discussed by kemmis et al. (2015), that i was seen as an outsider, the emotional complexities tied to these incidents led to a lasting unease throughout the day. it’s worth noting that building trust with the school community and the broader local environment to work together toward common goals (kemmis, 2009) became more of an emotional concern than a matter of following procedures. the more i became involved in their activities, the more i noticed the range of reactions people had in their daily interactions. this closeness made me vulnerable to feelings of helplessness and anger. this brought up fundamental questions in my mind: what motivates me to continue with this endeavor? is it reasonable for me to endure the difficulties that come with it, especially when the participants in my research seem indifferent to the need for change? what do i gain from all of this? is it possible that my efforts could be ignored and marginalized by important stakeholders, including the school community, local authorities, my research supervisor, and committee? if my research doesn’t achieve its intended goals, what are the consequences? additionally, considering my initial belief that inaction might be more likely than ‘inappropriate’ actions (yogananda, 2002), i wrestled with a crucial question: what if i decided not to take any action at all? during this phase, i turned to the existing participatory action research literature to find ways to ease my psychological concerns. unfortunately, both the prevailing approaches from northern and southern perspectives lacked effective solutions to alleviate the growing complexities and distress that typically accompany par projects. the feelings of uncertainty and distress i encountered were similar to those experienced by the character arjuna, a warrior figure from the ancient indian epic mahabharata. specifically, in chapters xxiii to xl of the mahabharata, known as the gita, arjuna faces a dilemma. the preparations for the dharmayudha, a battle fought for righteousness, were ready. however, just before the battle was about to begin, a crisis arose that deeply troubled arjuna. he was confronted with the perplexing question of why he should participate in the fight. despite being a prominent warrior, arjuna hesitated and argued eloquently for refraining from action. in this context of a recurring moral dilemma, arjuna seeks guidance from krishna, his mentor and the embodiment of vedic yoga teachings. krishna explains that arjuna’s distress is a result of his attachment to selfcentered actions. krishna suggests a path of action that doesn’t involve complete renunciation, but rather a life where actions are performed without selfish motives. this philosophy, called dharma yoga, involves selfless actions aligned with authenticity, relationships, and ethical responsibility. as i pondered my own concerns and dilemmas related to the par process, memories of arjuna’s expressions of despair, which i had encountered in my formative years, strongly resonated with me. particularly, the line “my limbs quail; my mouth goes dry; my body shakes; my hair stands on end; my mind is reeling” (bhagavad gita, chapter i) from the bhagavad gita echoed within me. arjuna’s feelings of hopelessness paralleled a series of recurring questions about par: what motivates my actions? what might happen if i refrain from action? how can i determine the ethical aspects of my actions? what if my efforts aren’t acknowledged or valued? around two months after commencing our par team’s involvement in a participatory needs assessment at a school, i shared an observation with my supervisor. i mentioned, “sir, it seems moving our project to another school might be a good idea for our par initiative. our presence at the current school doesn’t seem to be taken seriously.” in response, my supervisor smiled thoughtfully and advised, “processes take time; just keep finding better ways to communicate our shared principles to all the participants in the research.” he added another challenge – finding ways to communicate shared values with the research participants. my hesitation, indicated by the term visada (disoriented dilemma) in taking action was full of uncertainty. in this vicious circle of distress and dilemma, i was likely to limit the research to the conventional structural and methodological boundaries of mainstream par. this pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 55-64, 2023 feeling is often shared by those seeking knowledge (mulla & krishnan, 2007; radhakrishnan, 1980). people, when faced with uncertain situations, deal with inner and outer conflicts, feeling disheartened while enduring discomfort. as a result, getting disturbed by the conflicting forces in the world, as discussed by vivekananda (1896), they lose focus on their genuine responsibilities and become entangled in immediate personal gains (and recognition). this sentiment might explain times when i considered easier ways to expedite my ph.d. pursuits, like using tactics such as ‘i ask, you answer’ or taking an authoritative trainer role. this would bypass the core principles of par, which involve participation, ownership, sustainability, collaboration, and introspection. such thoughts often arise from the human tendency to seek uncomplicated solutions when faced with life’s challenges. this inclination might lead individuals to consider a path of renunciation, as explained by yogananda (2002). it’s possible that, dealing with my role as a ph.d. candidate amidst challenges tied to the common paradigms of par methods, i might have been tempted to opt for quick fixes or a renunciative approaches. a significant portion of our lives goes by without addressing the fundamental questions about human existence. according to yogananda (2002), these inquiries, such as why we exist and the meaning behind our experiences, usually only come up during moments of extreme crises. during these times, we start asking questions like ‘why are we here?’ and ‘what does it all mean?’ it’s possible that in such crises, people start seeing the world as unfamiliar and unsettling. agreeing with rao (2005), it becomes important to navigate these feelings in order to function effectively, pushing individuals to overcome them. this could mark the beginning of progress, a first step toward looking inward and examining oneself. as mentioned earlier, my disappointment with the limitations of dominant par models, especially in dealing with complex psychological aspects in researcheraction relationships, led me to find comfort in the teachings of vedic dharma yoga. this philosophical framework has similarities with the threefold path in buddhism. it suggests that when faced with a dilemma, one should turn to higher wisdom (buddham saranam gachhami), find comfort in authenticity and ethical behavior (dharmam sharanam gachhami), and seek support from the broader community (sangam sharanam gachhami). radhakrishnan (1980) argues that attaining higher knowledge and wisdom is only possible through inquiry. therefore, as a par researcher dealing with the complexities and limitations of par, i leaned towards the path of inquiry rather than giving up. insights from hindu vedic viewpoints on yoga, especially the conversation between krishna and arjuna in the bhagavad gita, guided me during this journey. this dialogue consistently emphasized the importance of being present in the moment, following moral conduct, and forming connections with the surroundings and others. this acted as a persistent reminder, encouraging me to come back to the present moment, engage in morally upright actions, and establish meaningful bonds with my environment and the people around me. adopting the vedic metaphor of dharma yoga during the second phase of the par project, which took place from september to december 2018, a group consisting of university researchers and chosen subject educators participated in an educational outing with sixth and seventh-grade students. this outing had a focus on visiting a local community, providing various opportunities for hands-on teaching and learning experiences within that context. during the excursion, a stop was made at the ‘radha-krishna temple’, a religious building dedicated to hindu deities krishna and radha. led by a knowledgeable local guide, the discussion involved sharing mythological and folk stories associated with the temple’s significance. the name yagya bhumi, meaning a consecrated area for ritual observances, was linked to this location. the students were taught with the understanding that their educational endeavors were akin to a collective yagya—a sacred ritual performed for the welfare of the community. the act of attending school and gaining knowledge was thus compared to the values of yagya. this moment led me to reflect on my role as a practitioner of participatory action research. i realized that, in a similar vein to the invoked yagya, my role resembled a form of dedicated commitment. amidst this reflective atmosphere, a self-directed question arose: “how can the practice of participatory action research be enhanced as i take on the role of a ‘yogi-researcher’ dedicated to the essence of yagya?” focusing on the socio-cultural aspects of nepali communities, my research consistently delved into the vedic principles of yoga, which hold the timeless wisdom of the nepali civilization. the term ‘yoga’ originates from the sanskrit root yuj, meaning to unite. in this context, it represents the harmonious integration of human efforts with personal, collective, and ecological understanding. in simpler terms, it serves as a “method for carrying out activities thoughtfully” (mulla & krishnan, 2007), prompting an investigation into the idea of skillful action. according to the perspective of yoga, an action is considered wise when it is performed in a way that frees the doer from its consequences. often, the term yoga is used alongside dharma. in hindu philosophical tradition, dharma embodies the essential nature of all living and non-living entities. it encompasses maintaining and harmonizing cosmic laws and order. moreover, dharma involves the path of moral integrity and a commitment to upholding order. those who live in accordance with dharma are believed to exist in a state of balance. radhakrishna (1980) argues, “our outward conduct (svadharma) and inner disposition (svabhava) must align; only then can actions arise spontaneously, free from burdens” (p.73). as a researcher inspired by yoga principles, and in harmony with the ideals of dharma pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 55-64, 2023 yoga, the concept of dharma yoga became a potent remedial approach. as previously suggested, combining it with established par models from both global north and south could potentially liberate par practitioners— including researchers and participants—from the intricate challenges and issues inherent to the field of par, journeying through the episteme of dharma yoga the framework of dharma yoga, which involves exploring the relationship between being and knowing to achieve a comprehensive ecological understanding (williams, 2013), guided the application of a threepart approach in par. this approach, consisting of thoughtful reflection, physical enactment, and collaborative partnership, functioned as three connected paths towards achieving a state of higher and selfless action. this combination of different ways of knowing directed my ongoing involvement in par. the three routes within par’s framework, which were developed and put into practice during my doctoral research, could be related, either directly or metaphorically, to the four aspects of vedic dharma yoga: jnana yoga, karma yoga, bhakti yoga, and dhyana yoga. these correspond respectively to paths of knowledge, action, devotion, and concentration. the principle of karma yoga emphasizes the value of an engaged life. it highlights the idea that human behavior has two main elements: a sense of responsibility and duty towards others, and a lack of attachment to results. moreover, creating a sense of balance and calm within work environments is also suggested as a way to achieve elevated action. overall, these different paths of knowledge—jnana, karma, bhakti, and dhyana— embrace concepts of unity, integration, and holistic involvement (byrnes, 2012). in the context mentioned earlier, now i briefly explain how the three paths of knowledge—reflective thinking, active participation, and collaborative partnership—provided valuable guidance for me as i continued to apply the par approach throughout my doctoral studies. mindful reflection during my par fieldwork, i aimed to follow an approach similar to the principles of dharma yoga, although not entirely the same. i made a conscious effort to stay open to personal truths to a certain extent. a key aspect of this effort was practicing introspection. i looked at myself from a first-person perspective, calling it intentional retrospection. as discussed by byrnes (2012), the focus was on developing self-awareness with qualities like empathy, ethical behavior, and mindfulness. this practice of looking inward aligns with transformative learning and living theory, where introspection is crucial for the learning journey (whitehead, 2017). i saw it as a foundational element for expanding my understanding. through this careful exploration of my internal feelings, thoughts, and tendencies, i gained a better understanding of my core values and assumptions. it also led me to adjust my personal opinions based on new insights. over time, this process of cultivating self-awareness through reflective introspection likely improved my ability to take responsibility for how i behave and react in specific situations. embodied action during the initial stages of my fieldwork, my primary focus centered on the potential negative consequences that could arise if our predetermined goals were not achieved within the specified timeframe. this consistent emphasis on achieving specific outcomes played a significant role in contributing to the increasing stress and disappointment i encountered. over time, a noticeable shift occurred in my approach. i transitioned from prioritizing final results to placing greater importance on the immediate procedural aspects. this shift arguably led to a more engaged and immersive involvement, akin to a state of ‘play’. this change in perspective subsequently allowed me to become more aware of my psychological makeup and how i functioned within its confines. in the process of selfexploration, i encountered a diverse range of individuals, each characterized by unique capacities and traits. among this heterogeneous group, a variety of personality traits emerged, including wisdom, introversion, extroversion, and proactiveness. adapting my interactions with them to align with their inherent psychological tendencies (referred to as gunas or swabhava) emerged as a strategic approach to harness their distinct abilities. this transformative adjustment in my approach eventually led to a shift in my perception of the nature and purpose of actions, ultimately instilling me with a sense of ‘action confidence’ (pomeroy & oliver, 2021). clearly, each endeavor i undertook and every step i took became preparatory stages in my journey toward acquiring wisdom. it became evident that within the framework of participatory action research (par), every physical effort directed at overcoming challenges held the potential to be considered an act of virtue or merit. participatory companionship in my role as a practitioner-researcher in par, i employed empathetic understanding as a way to foster collaborative introspection (gunnlaugson, 2011). this took shape through what i term ‘participatory companionship,’ where i engaged with others face-to-face to address shared concerns (see wagle 2022). this approach helped build communities of inquiry and learning organizations through interpersonal dialogues. the use of participatory companionship provided a platform for research participants to appreciate various perspectives within the group, leading to transformative changes in joint efforts (chandler & torbert, 2003, p. 135). from my personal experience, suspending judgments about others became a way to form connections and become more aware of my ties with others. this impartiality, as described by yogananda (2002), is established through vinaya—a state of humility resulting pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 55-64, 2023 from discipline. these qualities allowed for a careful examination of participant relationships (pain et al., 2010), fostering collective learning and compassion-driven unity even amid differences. the paradigm of participatory companionship not only encouraged diverse viewpoints but also supported mutual teaching, aligning with freire’s (1970) concept of ‘conscientization’. emerging with a ‘rightness’ of a kind on july 6th, 2019, following the submission of the initial draft of this paper to the research committee of kathmandu university school of education, the committee’s chair asked a question. he inquired, “shree, now that you’ve reached this point, what constitutes the reality you share?” this led to a process of thoughtful contemplation based on ethical principles from yogic philosophy (hyde, 2013). as a result, i arrived at a new understanding about the nature of reality. i expressed this new perspective as follows: “expressions of advanced thinking and behavior that embody selflessness without personal ego, all for the purpose of mutual progress, summarize how i perceive shared reality.” this shift in understanding, which can be likened to the symbolic concept of dharma yoga, highlighted a novel way of thinking within participatory action research. in this approach, every thought and action gain ethical significance when it contributes to the greater collective good. this ethical awareness, to some extent, helped me maintain a deep state of focused attention during my work in par (heron, 2006), leading to a genuine transfer of knowledge from one entity to another. additionally, this ethical foundation enabled me to interact with the external world while striving to make positive changes for the benefit of society at large. reflecting on my twoyear journey in participatory action research, especially in my role as a par researcher (see wagle et al., 2023), i now feel content and joyful. it’s plausible that my methods of valuing the human experience, thereby connecting our efforts with enduring traditions of shared importance, acted as a driving force for these transformative perspectives. the arrivals starting from this point, i (incorporating critical reflections from my research supervisor) present an ecological analysis of the experiences discussed above. our analysis employs the dharma yoga metaphor within the framework of participatory action research. as evident from the narratives above, the dharma yoga metaphor introduces psychological and spiritual aspects that bring new perspectives to understanding practitioner research. we particularly focus on the complex interaction between the par researcher and their activities. this involves investigating the reasons behind their actions, the ethical meanings embedded in those actions, how actions unfold in the dynamic world, and the cultivation of a peaceful mental state amidst these pursuits. additionally, a key question arises: how can we develop confidence in the genuineness of our actions? within the ecological framework of dharma yoga, it becomes clear that an action becomes wise when it is carried out without being attached to its outcomes. this detachment, which signifies actions done without selfcentered motives, is essential for preventing an action from binding the doer to its results. consequently, the practitioner is freed from the consequences of the action. this state emerges when actions are undertaken without selfish intentions. such viewpoints and approaches empower practitioner-researchers to have faith in the authenticity of their actions. furthermore, this perspective prompts them to be mindful of the ethical implications of their actions, especially when these actions contribute to broader goals of sustainability and well-being that go beyond individual or human-centered interests. the concept of this third space ecological par brings together complex interactions between different ideas, merging the distinct threads of northern and southern hemisphere par while breaking down rigid categories. this space serves as a bridge for combining the strengths of north-oriented organizational learning model of par and south-oriented autonomy and empowerment model, while not trying to replace either. by explaining our use of ecological par through the dharma yoga metaphor, we’re not aiming to replace the established north-focused or south-focused par approaches, nor are we attempting to resolve debates about their superiority or philosophical foundations. our proposal centers on providing a path for practitionerresearchers to engage in research that is both dynamic and innovative. this involves taking action and reflecting, not based on external authority, but driven by a deep commitment to unrestricted exploration. this method values maintaining an individual’s ethical integrity above all else. at the same time, our proposition recognizes the strengths of both southern and northern models, promoting the advancement of participatory action research in today’s academic landscape. while each model offers distinct advantages in understanding societal phenomena, the ecological research approach at the core of this paradigm suggests a shift from the idea of ‘modern action research,’ which is about universal applicability, to the concept of ‘postmodern participatory action research,’ which emphasizes localized relevance. ultimately, it points towards the idea of ‘ecological action research,’ which is founded on the significance of the planet beyond humancentered perspectives. ecological turns and ‘new’ ethical visions as explained in the introduction, our ecological framework in the context of participatory action research took shape through a process of self-reflection. we contemplated how, as practitioner-researchers in the field of par, we could engage in practical activities while pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 55-64, 2023 maintaining inner calm and balance. this balance would help us remain emotionally steady despite the potential outcomes associated with our actions. our ecological par perspective emerged from the idea that a practitioner-researcher’s role is more than just that of an expert with unerring confidence. instead, it envisions the practitioner-researcher as an integral part of the larger fabric of existence, showing both humility and the courage to accept vulnerability. a similar theme is discussed in the early part of the gita, where the challenge of maintaining inner peace while being active in the world is addressed (radhakrishnan, 1980). to this reference, this paper, thus, presents a ‘new’ ecological paradigm that cultivates a sense of ‘action confidence’ by drawing from the ‘traditional’ principles of dharma yoga. the concept of dharma yoga aligns closely with modern efforts focused on interconnectedness, as described by heron (2006), which is integral to the ecological perspective. however, it introduces a unique aspect by highlighting the importance of authenticity and ethical responsibility in human behavior within the ecological framework. this shift, as explained by bainbridge and del negro (2020), represents a move from individual self-importance to a morally aware and genuine ecoconsciousness. starting from the idea of “how can one achieve what one inherently represents” (whicher, 1998, p. 8), and considering core values, the pursuit of inherent qualities offers a method for understanding the fundamental nature (dharma) present in both living and non-living entities. this approach views the world through the perspective of interdependent relationships that exist throughout all aspects of existence. these interdependent relationships, crucial to the ecological perspective, are expressed through concrete actions, selflessly shared emotions, and a deep sense of belonging (buechner et al., 2020). as a result, similar to the viewpoint of dharma yoga, the ecological standpoint requires active participation in determining how actions are conducted (give and take), all within a shared ethical context (see wagle 2022). in the realm of participatory action research par, this ecological outlook, guided by the principle of universal interconnectedness (yuj, representing connection), informs our efforts to lead an ethically involved life that contributes to societal well-being, marked by a calm assurance in our actions. this, as discussed by luitel and taylor (2019), fosters a feeling of duty or responsibility, characterized as ethical obligations towards promoting sustainable futures. conclusion as explained in this paper, the participatory action research paradigm in the northern hemisphere focuses on organizational learning through collaborative efforts and reflective practices. in contrast, the southern hemisphere’s approach to par highlights empowering individuals within the framework of social and political forces that shape their community experiences. however, both of these main paradigms overlook the complex emotional and psychological aspects connected to the ethical choices made by researchers. extended from these dominant models, the ecological perspective of par, represented by the metaphor of vedic dharma yoga, focuses the role of researcher-researched relationship, emphasizing the ways how practitionerresearchers in the field of participatory action research can engage in practical activities while maintaining inner calm and balance when faced with the outcomes and reactions that follow. this approach signifies a psychospiritual framework that aims to bring about personal transformation and societal progress. this exploration of participatory action research through the lens of the dharma yoga principle has led to the development of collaborative and ethical connections that intersect par and its researchers. by incorporating ideas from the vedic tradition about dharma yoga into the realm of par, my journey during this ph.d. endeavor, thus, gave rise to a new academic perspective a third space paradigm known as ecological par. this process of reflection expands the ways practitioner researchers understand things, opening up opportunities to combine traditional wisdom and ecological philosophies in their research methods. moreover, this reflective process delves into aspects of par that haven’t received as much attention, specifically the complex interplay between researchers and their actions. it’s important to acknowledge that the ecological viewpoint presented here might challenge those who are deeply rooted in conventional ‘modern’ paradigms that guide par practices. nevertheless, this perspective holds significant implications for practitioner-researchers worldwide, particularly those engaged in par initiatives that focus on ecological matters like specific geographic areas and human environments. additionally, this perspective is relevant for practitioner-researchers who are navigating the nuanced territory of defining the relationships between researchers and their actions. acknowledgements i would like to express my gratitude for the assistance provided during the preparation of this paper. the support stems from the norhed rupantaran project titled ‘innovations in teaching and learning through contextualized approaches to enhance the quality, pertinence, and longevity of education in nepal’. this project has been collaboratively undertaken in nepal by tribhuvan university (tu), kathmandu university (ku), and the norwegian university of life sciences (nmbu). particularly, i am thankful to my supervisor bal chandra luitel for his critical engagements while preparing this paper. funding the author disclosed receipt of the following financial support for the research, authorship, and/ or publication of this article: this research was funded in part through a norad project (2016-2021), agreement number [2016q2a04]. pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 55-64, 2023 references argyris, c., & schon, d. a. 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(2002). god talks with arjuna, the bhagavad gita: royal science of god-realization. yogoda satsanga society of india. pa ge 1 pa ge 13 8 american journal of multidisciplinary research and innovation (ajmri) technology acceptance among college students living in remote areas queen karezza l. albofera1, dayanara a. digan1, jenny rose torres1, rodeth jane c. quezada2 volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.2898 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 20, 2024 accepted: july 27, 2024 published: july 31, 2024 the extent to which students adopt technology in their learning process has long been the focus of research. this study aimed to determine the level of technology acceptance and the differences in the level of learning style analyzed by sex, age, marital status, and year level. the participants of this study are 205 college students officially enrolled in the school year 20212022. this study used the adopted survey questions by davis (1989). frequency, mean, and pearson-r were used as statistical treatment of data. results showed that the overall level of technology acceptance of the respondents was high that the level of technology acceptance among college students, as grouped by sex and across ages, shows no significant difference. however, in terms of year level and program, third-year college students got the highest level of technological acceptance. among all the indicators, perceived ease-of-use (peu) obtained the lowest mean score. with this, the researchers recommend conducting a seminar entitled “blended learning: the emerging technologies” for students to be able to know the significance of technology and to continue embracing technological advancement, especially during this time of the pandemic. keywords perceived usefulness (pu), perceived ease-of-use (peu), user satisfaction (us), attribute of usability (au) introduction the advancement of internet technology and new methods of sharing information has contributed to the emergence of various online learning scenarios. however, it is much harder to design an online environment for fundamental work in technology fields where students have to do hands-on exercises and work in labs as part of a course learning process (estriegana & barchino, 2021). the apparent covid-19 pandemic and government ban have forced some countries to switch from face-toface classes to online models to enable higher education for students. the factors influencing students’ use and acceptance of emergency online learning are diverse and have been investigated using technology use and acceptance models. however, this cross-sectional study presents current emergencies, and students investigate the factors specific to the use and acceptance of emergency online learning (hermida & garza, 2021). the technology acceptance model (tam) was designed based on the literature review; this model aims to evaluate and investigate the usability test for perceived usefulness, perceived ease of use, user satisfaction, and attribute of usability. tam adapts the theory of reasoned action (tra) to the field. it posits that perceived usefulness and ease of use determine an individual’s intention to use a system to mediate actual system use. perceived usefulness is also seen as being directly impacted by perceived ease of use (gefen & larsen, 2017). over the past two decades, technology-enhanced character education has been widely promoted and used sparingly (deifell & angus, 2021). due to the covid-19 pandemic, all educational institutions worldwide have been closed, and education delivery has now shifted to an “online-only” monopoly model. in this regard, the perceived usability of current e-learning platforms is essential, especially in the absence of physical classrooms (pal & vanija, 2020). aburagaga and agoyoyi (2020) recently introduced teaching technology to include online, remote, and flexible learning for some institutions to respond strategically to the growing demand for access to higher education. the significant investment in online education platforms, technologies, and infrastructure facilities makes it difficult for many developing countries to implement online learning approaches. collectively called emergency distance education (ere), a temporary change in the delivery of guidance caused by the outbreak of a crisis. establish g ere does not leave traditional placement of the educational process or a creation of an entirely new educational system. it provides a temporary viable alternative for educators to conduct classes and provide students with the necessary classroom support (hodges et al., 2020). in the philippines, distance learning shows the digital divide among filipino students (santos, 2020). this current situation in distance education is likely exacerbating existing inequality; it created barriers to online learning. data gathered in a national cross-sectional study resulted in twenty-two percent (22%) and thirty-two percent (32%) of 3,670 filipino medical students surveyed having difficulty adapting to new learning styles and the lack of reliable internet access (baticulon et al., 2020). for some students, purchasing a learning device that makes it easy to log into online courses and return homework instantly to the online system can be challenging. despite efforts to make education accessible to all, many challenges face philippine university students in distance learning mateo (2020). 1 faculty of the department of teacher education um digos college, digos city, philippines 2 university of mindanao digos college, philippines * corresponding author’s e-mail: karezzaalbofera@gmail.com pa ge 13 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 138-147, 2024 technology acceptance model (tam) is an information system theory that describes how consumers come to accept the use of technology, according to davis’s (1989) idea of tam. according to the model, a number of factors influence users’ decisions about when and how to employ new technology when it is provided to them. user satisfaction, perceived usefulness, perceived ease of use, and usability attribute are these criteria. furthermore, emaeilzadeh (2016) asserts that users encompass roles other than that of technology users, such as citizens and customers. therefore, the distinct qualities of it users influence their adoption behavior, and the tam model is not always the best model to describe user acceptance. according to lim (2018), there are situations where the technology acceptance model (tam) is too general and trivializes social and self-regulatory components of user behavior, changes in the socioeconomic environment, and the proliferation of technology. as a result, the tam is not useful. therefore, in order to examine user acceptability and the proliferation of mobile banking, khan and mir (2016) focused on user acceptance utilizing the diffusion innovation theory framework, tam drivers, and internal and external factors. this study was conducted over davao del sur, davao occidental, via a google form. the respondents of this study are college students living in remote areas. this study aimed to determine if they accept the technology in their areas despite having no internet connections due to limited access to internet connectivity in their location. hence, according to the result, the data revealed that college students living in remote areas, even though they are no internet connection, can use their mobile phones by going to rural areas to have access to the signal or the internet connection. therefore, school administrators may find the study’s conclusions useful as a reference when evaluating their learning environment and how they support students’ and teachers’ usage of technology in mobile learning. additionally, it can help teachers focus on the outcomes of their students, such their academic achievements. with the aid of technology, a teacher could help a pupil develop a more optimistic view and successful learning process. lastly, i am able to assist not just upcoming researchers but also stakeholders in education at all levels. future scholars, educators, and students/pupils should therefore be aware of the acceptability of and strategies for using technology effectively. research objectives this study aimed to determine technology acceptance among college students living in remote areas. it sought to answer the following: 1. to identify the profile of the respondents in terms of: 1.1 sex; 1.2 age; 1.3 marital status; and 1.4-year level. 2. to determine the level of technology acceptance among college students in terms of: 2.1 perceived usefulness (pu); 2.2 perceived ease-of-use (peu); 2.3 user satisfaction (us); and 2.4 attribute of usability (au). 3. to determine if there is a significant difference in the technology acceptance among college students living in a remote area when grouped according to profile. methodology respondents the target respondents of this study were college student’s from 1st year to 4th year level enrolled in the school year of 2021 – 2022. using stratified random sampling, the respondents were randomly selected from various programs, year level, age, and marital status. the distribution was based on the proportion of students enrolled in the specified school year. the respondents included in this survey are only those students who consent to participate in the data gathering. in choosing the research participant’s of this study, the following inclusion criteria were strictly followed: (1) the students are officially enrolled in the um digos college for the ay 2021 – 2022, (2) students come from any department of um digos college, (3) students either; first, second, third, or fourth-year students living in remote areas. moreover, the withdrawal criteria are the following; (1) unwillingness to participate in the study, (2) unstable internet connection, (3) if the respondents answer no from the google form that the researchers sent. instruments the instruments were composed of two parts. part 1 dealt with the demographic profile of the respondents in terms of their sex, age, marital status, and year level. part 2 dealt with technology acceptance among college students, which has four indicators; perceived usefulness (pu), perceived ease-of-use (peu), user satisfaction (us), and attribute of usability (au). the second part was a 22-item questionnaire from technology acceptance model (tam) by davis (1989) and modified by nair and das (2011). hence, the researchers did not conduct the reliability test. in this study, the researchers used a 5-likert scale to interpret the students’ responses to the level of technology acceptance. the scale below was used to analyze the data. table scale range of means descriptive levels interpretation 5 4.20 – 5.00 very high the respondents’ level of technology acceptance is always practiced. pa ge 14 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 138-147, 2024 design and procedure in this study, the descriptive-comparative design was used. as explained by calderon (2006, as cited by rillo & alieto, 2018), descriptive research is collecting, examining, categorizing, and organizing statistics regarding existing situations, practices, procedures, trends, and causeeffect associations. it also made appropriate and precise explanations of such information with, without, or sometimes with minimal statistical procedures. to determine the sources of technology acceptance among college students, the researchers strictly observed and followed these steps to gather data. first, the researchers wrote a letter for authorization from the vice president branch operations of um digos to allow the researcher to conduct the student in the school. second, upon approval, the researchers create a google form for them to start a survey about the study. third, after making the said google form, the link has been created, and they send it to their random respondents to answer the survey. fourth, after answering those respondents, the researchers collect the result and talled them. lastly, after the results were talled, the researchers sent them to their statistician. after tabulation, the data were analyzed and interpreted using the mean, frequency, independent sample, t-test, and anova lariosa, et al., (2023). results and discussion profile of the respondents table 1 shows the distribution of the participants in the study in terms of sex, age, marital status, and year level. a total of 205 respondents voluntarily expressed their intention to participate in the study. sex the table shows that out of 205 or 100% of respondents of the study, 54 are male, approximately 26.3%, and 151 are female, which is approximately 73.7% of the total respondents. therefore, this study implies that females dominate the respondents, and males got the lowest frequency in the study. age the table revealed that ages 17-20 years old got a frequency of 27, which is approximately 13.2%; ages 21-23 years old got a frequency of 159, which is approximately 77.6%; and 24 years old and above got a frequency of 19 approximately 9.3%. therefore, this implies that in terms of the age range of the respondents are dominated by 21-23 years old got the highest frequency while 17-20 years old and 24 years old above got the lowest frequency. marital status the table reveals that out of 205 respondents, 197 belong to single status, 7 are happily married, while the remaining 1 is widowed. therefore, the results revealed in terms of marital status is dominated by single, with approximately 96.1% of the overall study. year level the table shows the respondents in terms of the year level; in the first year, there are 7, which is approximately 3.4%, second year, with a frequency of 6, which is approximately 2.9%; in the third year, there are 167 which is approximately 79.0%, and in the fourth year there are 30 which approximately 14.6%. therefore, in terms of the year level, the results revealed that the third-year level got the highest frequency while the secondyear, firstyear, and fourth-year got the lowest frequency. students’ level of technology acceptance table 2 presents the level of technology acceptance among college students in terms of perceived usefulness (pu) got a mean score of 4.29, perceived ease-of-use (peu) with a mean score of 4.11, user satisfaction (us) got a mean score of 4.18 and attribute of usability (au) got a mean score of 4.14. the overall mean score of the four indicators is 4.18 (sd=0.369). therefore, the four indicators are being measured by the student’s level in technology acceptance. 4 3.40 – 4.19 high the respondents’ level of technology acceptance is oftentimes practiced. 3 2.60 – 3.39 moderate the respondents’ level of technology acceptance is sometimes practiced. 2 1.80 – 2.59 low the respondents’ level of technology acceptance is seldom practiced. 1 1.00 – 1.79 very low the respondents’ level of technology acceptance is never practiced. table 1: characteristics of 205 students included in the study profile f % sex male 54 26.3 female 151 73.7 age 17-20 years old 27 13.2 21-23 years old 159 77.6 24 and above 19 9.3 marital status single 197 96.1 married 7 3.4 widowed 1 .5 year level first year 7 3.4 second year 6 2.9 third year 162 79.0 fourth year 30 14.6 pa ge 14 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 138-147, 2024 perceived usefulness (pu) as shown in table 2, the level of technology acceptance in terms of perceived usefulness (pu) obtained a mean score of 4.29 (sd=0.555). it signifies that the respondent’s level of technology acceptance are very high. perceived usefulness is “the degree to which a person believes that using a particular system will increase his or her job performance” (davis, 1989). in previous studies, perceived usefulness is a strong and direct determinant of continuance usage intentions (mouakket, 2015; wu & chen, 2017). it also has a positive influence on users’ satisfaction. such association is found in different studies like e-learning systems, electronic textbooks, mobile banking (yuan et al., 2016), and mobile commerce (luqman et al., 2016). for instance, alrajawy et al. (2017) explored the facets that impact the intention to use and found that perceived usefulness significantly differed in the intention to use online learning in yemen. perceived ease-of-use (peu) as shown in the table 2, the students’ level of technology acceptance of respondents in terms of perceived easeofuse (peu) obtained a mean of 4.11 (sd=0.467) as agree. it signifies that the respondents’ level of technology acceptance was high. moreover, it is believed that the extent to which an individual perceives that utilizing a particular system will be effortless. shahrabi et al. (2016). peu increases the likelihood that a user will approve a technology if they believe it to be more convenient to use than another, according to a study by moslehpour et al. (2018). thus, the more straightforward a technical. the more appealing an application is, the more probable it is that users will use it (moslehpour et al., 2018). the degree of experience a user has greatly influences how user-friendly a system is. according to caffaro et al. (2018), people who are new to or inexperienced with new technology are more likely to experience issues engaging with it and to report it. consequently, the effect that experience may have on the homogeneity of the sample population is taken into account in an efficient research design. user satisfaction (us) as shown in table 2, the level of technology acceptance of the respondents in terms of user satisfaction (us) obtained a mean score of 4.14 (sd=0.398). it signifies s that the respondents’ level of technology acceptance was high. moreover, it is believed that users get satisfied with using technology daily as a mode of communication, business transactions, and even online classes. in ecm, one of the key ideas is satisfaction. in the research (ouyang et al., 2017). users’ decision to continue using is is influenced by their perception of usefulness and contentment with prior experiences, according to the ecm. previous research has confirmed the association between consumers’ satisfaction and their intention to continue using a service (lee, 2010; alraimi k. et al., 2016). attribute of usability (au) as shown in table 2, the level of technology acceptance of the respondents in terms of attribute of usability (au) obtained a mean of 4.14 (sd=0.422). it signifies s that the respondent’s level of technology acceptance was high. moreover, it is believed that how students use technology significantly impacts their behavioral use of technology. dobozy and reynolds (2016) assert that one of the key features of an lms that draws users in is its usability. a key factor in the success of classroom technology is the attitudes of students regarding its use. sheingold and hadley (1990) conducted research on how educators used computer software in the classroom. word processing software, educational software, analytical and informational tools, operating systems and programming, games and simulations, graphics and operating tools, and word processing software were among the technologies examined. it was shown that, if teachers are given the time and support to become knowledgeable about the technology, their attitudes toward computers and instructional software can have a considerable impact on their pupils’ attitudes toward the same. even after many years, the attitudes of instructors continue to be crucial for integrating technology into the classroom (demetriadis, et al., 2016). table 2: students’ level of technology acceptance, n = 205 indicators ̅𝒙 sd perceived usefulness (pu) 4.29 0.555 perceived ease-of-use (peu) 4.11 0.467 user satisfaction (us) 4.18 0.398 attribute of usability (au) 4.14 0.422 overall 4.18 0.369 the perceived ease of use of a technological system and its presentation is related to its accessibility. users’ perceived ease of use is one of the most important criteria in their acceptance of a technology, according to davis’s (1986) technology acceptance model (tam). according to davis (1989), ease of use refers to how much users believe a system will save them time and effort. stated differently, users are more likely to use a system if they perceive it to be user-friendly. the fundamental presumptions of the technology acceptance model (tam) state that a person’s acceptance of technology acts as a mediator in how they utilize it (jones & kauppi, 2018). the e-filing system’s performance risk is influenced by perceived simplicity of use. performance hazards will be reduced with a simpler e-filing system. perceived simplicity of use has an impact on the intention to utilize the system, according to certain studies (novindra & rasmini, 2017; riyadh et al., 2016; zaidi et al., 2017). peu is a crucial component in analyzing and evaluating user acceptability of innovative technologies, claim pa ge 14 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 138-147, 2024 significant difference in the level of technology acceptance among college students as analyzed by sex table 3 shows the independent samples t-test comparing the differences in the responses in terms of sex. the result shows that there are no significant differences between male (mean = 4.19, sd = 0.408) and female (mean = 4.18, sd = 0.355) students’ level of technology acceptance, t(205)= .212, p = 833. this indicates that both sexes have almost similar levels of technological acceptance. furthermore, when it came to students’ learning satisfaction with regard to accepting technology, there were no appreciable gender disparities (harvey et al., 2017). popovich et al. (2008, quoted by othman & al othman, 2016) looked at college students’ opinions about technology. table 3: independent samples t-test results showing the differences on students’ level of technology acceptance when analyzed by sex indicators group n ̅𝒙 sd t p perceived usefulness (pu) male 54 4.24 0.552 -.823 .412 female 151 4.31 0.557 perceived ease-of-use (peu) male 54 4.12 0.470 .182 .856 female 151 4.10 0.468 user satisfaction (us) male 54 4.23 0.486 .977 .332 female 151 4.16 0.362 attribute of usability (au) male 54 4.17 0.450 .565 .573 female 151 4.13 0.413 overall male 54 4.19 0.408 .212 .833 female 151 4.18 0.355 *p<0.05 they discovered the opinions of those men and women regarding technology. gender differences in technological adoption characteristics were found to be minimal or nonexistent in other studies (teo et al., 2015 & whitley, 1997, as mentioned by hanham, 2021). the results showed that neither ethnic nor gender groups significantly differed in their adoption of technology. this study contributes to our understanding of how different racial and gender groups perceive new information technology, which will benefit organizations trying to leverage their technology investment through knowledge sharing and developed communications that reduce user anxiety. significant difference in the level of technology acceptance among college students as analyzed by age table 4 shows that there is no significant difference in um digos college student’s technological acceptance in terms of age, f(2,201) = 2.080, p = .128. this indicates that the students, regardless of age, have similar levels of technological acceptance. hence, the result fails to reject the null hypothesis. it implies that similar levels of technical competence are observed over the years. further investigations have demonstrated the beneficial effects of an age-related component in learning software programs (morris et al., 2005, as quoted by venkatesh et al., 2018). furthermore, a study by wang et al. (2009)-cited by terblanche & kidd (2022)-found no evidence of a significant age difference in the relationship between performance expectancy and the perceived ease of use of an online learning system. age did not significantly affect p.u.’s relationship to join in online communities, according to research by chung et al. (2010), as reported by shin et al. (2022). table 4: summary of anova for differences on students’ level of technology acceptance when analyzed by age indicators sum of squares df mean square f p perceived usefulness (pu) between groups .533 2 .267 .864 .423 within groups 62.378 202 .309 total 62.911 204 perceived ease-of-use (peu) between groups 1.201 2 .600 2.795 .063 within groups 43.383 202 .215 total 44.583 204 user satisfaction (us) between groups .683 2 .341 2.179 .116 within groups 31.654 202 .157 total 32.337 204 pa ge 14 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 138-147, 2024 furthermore, with respect to age-related variations in perceived quality, younger individuals (i.e., those between the ages of 19 and 25) should be more appreciative of the features, functionalities, and designs of websites. 19 to 25 year olds are therefore more likely to be tech aware. younger adults are also anticipated to view online platforms as more user-friendly since they are more accustomed to and connected with the new communication technologies (chung et al., 2010, as quoted by shin et al., 2022). significant difference in the level of technology acceptance among college students as analyzed by year level table 5 shows that there is no significant difference in um digos college students’ technological acceptance in terms of year level, f(3,200) = 1.907, p = .130. this indicates that the students, regardless of year level, have similar levels of technological acceptance. the table shows first-year students have the lowest mean rank, followed by second-year, fourth-year, and third-year. it is true of the indicators of perceived usefulness, user satisfaction, attribute of usability, and overall technology acceptance of the student;s. it may mean that third-year student’s have the highest level of technology acceptance compared to the other year levels among year levels because technology influences their academic activities in their classes since they were exposed to technology even before the pandemic. note that these differences are also significantly found in the specified indicators. according to inozu et al. (2010, quoted by dincer, 2020), undergraduate college students utilize technology, but they could use it more wisely. these results demonstrated that student motivation to learn depends critically on the external computing environment (chen, 2020). the aforementioned findings suggest that learners’ attitudes and motivation towards computer-based self-directed learning are influenced by their perception of the benefits they receive from technology use. it’s probably because the growing technological modernism in the educational scene presents challenges for them (lai et al., 2016). attribute of usability (au) between groups .858 2 .429 2.437 .090 within groups 35.543 202 .176 total 36.401 204 overall between groups .560 2 .280 2.080 .128 within groups 27.198 202 .135 total 27.758 204 *p<0.05, ** p<0.01 table 5: summary of anova for differences on students’ level of technology acceptance when analyzed by year level indicators sum of squares df mean square f p perceived usefulness (pu) between groups .796 3 .265 .858 .464 within groups 62.116 201 .309 total 62.911 204 perceived ease-of-use (peu) between groups .737 3 .246 1.126 .339 within groups 43.846 201 .218 total 44.583 204 user satisfaction (us) between groups .834 3 .278 1.775 .153 within groups 31.502 201 .157 total 32.337 204 attribute of usability (au) between groups 1.032 3 .344 1.954 .122 within groups 35.369 201 .176 total 36.401 204 overall between groups .768 3 .256 1.907 .130 within groups 26.989 201 .134 total 27.758 204 *p<0.05, ** p<0.01 conclusion according to the data, there is no discernible variation in the degree of technological adoption between males and girls or between different age groups based on sex. it simply means that students accepted technology at the same rate regardless of their age or gender. furthermore, pa ge 14 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 138-147, 2024 students utilized technology for online learning in the same way across all age groups and genders. moreover, the results indicate a noteworthy distinction in the degree of technology use according to marital status and year level. in terms of year level, third-year students were more accepting of technology than fourth-year students. it suggests that the switch from in-person instruction to online learning happened earliest for third-year students. fourth-year students, on the other hand, received the lowest degree of technological acceptability, indicating that they were still acclimating to the online learning environment. finally, about the status of marriage, students who were married scored the lowest. it shows that the married students had a stronger interest in technology. married students, on the other hand, had the lowest level of acceptance of technology since they were more likely to pursue their academic goals and their families while attending classes on campus. recommendations after the researchers endeavor to gather data, collate, interpret, and draw conclusions, they develop the following recommendations. among all the indicators, perceived ease-of-use (peu) obtained the lowest mean score; the researchers recommend conducting a seminar entitled “blended learning: the emerging technologies” for students to be able to know the significance of technology and to continue embracing technological advancement, especially during this time of the pandemic to be held in um digos campus. teachers should increase student understanding of blended learning environments’ advantages, expectations, and demands. teachers should be required to provide students with accurate and reliable information from various campus sources, so students have well-informed judgments regarding the learning settings most suited to their learning. additionally, they must encourage students to start their college careers with blended learning skills. students pupils might possess the tools and information required to take advantage of online and blended learning opportunities and use school technology to meet their academic goals. all off-campus students ought to be provided with the same information on the benefits, prerequisites, and standards of online or mixed learning environments. students with poor, moderate, or nonexistent home internet connectivity will benefit from the provision of high-quality networks throughout campus. to help pupils acquire institutions may also consider collaborating with neighborhood public libraries or other local table 6: proposed capability building action plan g oa ls / o bj ec tiv es sp ec ifi c o bj ec tiv es st ra ge gi es /a c tiv iti es m ap pe d to d im en si on s t im e fr am e b ud ge t b ud ge t so ur ce pe rs on s in vo lv ed e xp ec te d o ut pu t 1. f ac ili ta te in st ru ct io n in th e ne w li te ra ci es th at h av e em er ge d as a re su lt of th e di gi ta l a ge to ta lk a bo ut in co rp or at in g m ul tim ed ia in to le ss on s an d pr es en ta tio ns . se m in ar o n in co rp or at io n of m ul tim ed ia in to le ss on s a nd p re se nt at io ns d im en sio n 1 (f un da m en ta l k no w le dg e) fe br ua ry 2 3, 2 02 3 c/ o u m d c u m d c sp ea ke r r es ou rc e pa rt ic ip an ts fa ci lit at e in st ru ct io n in th e ne w li te ra ci es th at h av e em er ge d as a re su lt of th e di gi ta l a ge 2. im pl em en t t he cu rr ic ul um m et ho d an d te ch no lo gi ca l st ra te gi es to li st th e va rio us te ch no lo gi ca l ap pr oa ch es a nd st ra te gi es se m in ar o n th e st ud en ts ’ l ea rn in g t hr ou gh t ec hn ol og ic al a pp ro ac he s a nd st ra te gi es d im en sio n 2 (i ns tr uc tio na l m et ho ds an d st ra te gi es ) fe br ua ry 2 4, 2 02 3 c/ o u m d c u m d c sp ea ke r r es ou rc e pa rt ic ip an ts im pl em en t th e cu rr ic ul um m et ho d an d te ch no lo gi ca l st ra te gi es 3. d em on st ra te le ar ne r m as te ry o f ex pe rt ise , s ki lls , a nd di gi ta l ag e w or k. to sh ow m as te ry o f pl an ni ng a nd d es ig n se m in ar o n pl an ni ng an d d es ig n, a s w el l as a n e ffi ci en t d ig ita l e nv iro nm en t d im en sio n 3 (m an ag em en t i n us in g te ch no lo gy ) fe br ua ry 2 5, 2 02 3 c/ o u m d c u m d c sp ea ke r r es ou rc e pa rt ic ip an ts d em on st ra te le ar ne r m as te ry o f ex pe rt ise , sk ill s, an d di gi ta l ag e w or k. pa ge 14 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 138-147, 2024 table 7: proposed capability building series activity design i. title blended learning: the emerging technologies ii. date and venue february 23 – 25, 2023/ umdc gymnasium iii. participants teachers, students, and administrators iv. rationale even though the technology is present in almost every aspect of our lives, communities, and homes, most schools lag in incorporating technology into classroom learning. many schools are only beginning to explore technology's true potential for teaching and learning. in order to integrate technology into classroom instruction, basic computer skills and software programs must be taught in a separate computer class. v. objectives this program aims to: 1. to talk about incorporating multimedia into lessons and presentations. 2. to list the various technological approaches and strategies 3. to show mastery of planning and design vi. budgetary requirements the umdc allocation will determine the budget. the institution must ensure budget allocation for the resource speaker’s honorarium and materials and logistics for the seminar. table 8: seminar matrix day 1 time topic/activities responsible person 8:30 – 9:00 am preliminaries event committee 9:00 – 10:30 am incorporation of multimedia in lesson and presentations speaker 1 10:30 – 11:30 am workshop speaker 1 11:30 – 12:00 nn closing program event committee day 2 8:30 – 9:00 am preliminaries event committee 9:00 – 10:30 am technological approaches and strategies in students learning speaker 1 10:30 – 11:30 am workshop speaker 1 11:30 – 12:00 nn closing program event committee day 3 8:30 – 9:00 am preliminaries event committee 9:00 – 10:30 am planning and designing and the effective digital environment speaker 1 10:30 – 11:30 am workshop speaker 1 11:30 – 12:00 nn closing program event committee references aburagaga, r., & agoyoyi, k. 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(2017). the moderating effect of culture on e-filing taxes: evidence from india. journal of accounting in emerging economies, 7(1), 134–152. https://doi.org/10.1108/ jaee-01-2016-0002 pa ge 1 pa ge 10 2 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of adaptability on the relationship between ethical climate and attitudes towards change among public school teachers rachelle g. agero1*, lyndon a. quines1 volume 1 issue 6, year 2022 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v1i6.1005 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 25, 2022 accepted: december 12, 2022 published: december 22, 2022 this study aimed to investigate the mediating effect of adaptability on the relationship between ethical climate and attitudes towards change among public school teachers in magsaysay north and south district among 310 teachers in magsaysay south and north district, division of davao del sur. this research used is a nonexperimental design utilizing stratified random selection technique. the statistical tools used were mean, pearson r, and path analysis using amos. as data sources, reliable research instruments on adaptability, ethical climate and attitudes towards change were used. this study revealed substantial correlations between the ethical climate and public school teachers; attitudes toward change. utilizing path analysis, the study’s findings suggested that the effect of adaptability on the relationship between the ethical climate and attitudes toward change among public school teachers was partially mediated. it cannot, however, completely take into account how the two variables are related. keywords adaptability, ethical climate, attitude towards change, philippines introduction the implementation of innovations in the educational system is slowed down by teachers’ negative attitudes about organizational change (snyder, 2017). these negative attitudes make it difficult for schools to get ready for change. as a result, if instructors do not implement change with a positive attitude, school reform will only be superficially adopted or even fail. this could reduce the school’s success and ability to maintain educational change (tai & omar, 2017; rafedzi et al., 2018). one difficulty in particular is the resistance of certain instructors to organizational change in terms of incorporating technology in the classroom (dusic, 2018; varank&tozoglu, 2018; zimmerman, 2016). while teachers in the setting of distance learning may be cognizant of the necessity for remote teaching and learning, they may emotionally resist this transition due to things like their attachment to face-to-face teaching or worries that they will be less effective teachers while teaching remotely (kin & kareem, 2018; sokal et al., 2020). in conjunction, it is essential to understand teachers’ attitudes about change in order to recognize their intentions to engage in desired behaviors (sokal et al., 2020).also, teachers’ attitude towards collaboration is a key element for organizational change. when teachers collaborate to improve their schools, they may collaboratively identify the needs of the school, develop ideas that are laser-focused, and then implement those innovations. thus, educators take on the role of change agents by introducing novel organizational procedures, fostering a culture of innovation, and fostering common knowledge about change (fix et al., 2020; meyer, 2022; seashore louis & murphy, 2017). given the importance of teachers’ attitudes towards change, the researcher reviewed various studies which revealed the factors which influence attitudes towards change such as ethical climate and adaptability. slimani et al. (2017) emphasized the critical role that ethical climate plays in organizational change. in the same manner, collie et al. (2018) explained that adaptable teachers could effectively navigate the constant change that occurs in the landscape of teaching. also, the studies conducted by collie & martin (2015; 2016), since it is important for teachers’ work both inside and outside the classroom, teachers need to be capable of adapting and manage changes effectively. on the other hand, several authors (abun et al., 2021;ramendran et al., 2013) avowed that ethical climate affects adaptability. employees become more adaptive due to the working climate that strives for fulfilling demands in productivity improvement. moreover, previous authors (omar & tai, 2018; tai & omar, 2017) mentioned that how teachers perceive, react and adapt to change in primary schools still remains unexplored. hence, further research on this issue should be conducted. furthermore, the researcher is unaware of any research on the mediating role of adaptability in the relationship between local public school teachers’ views about change and the ethical climate in their communities. in light of this, the researcher is curious to know if adaptability mediates the relationship between the ethical climate and teachers’ attitudes about change in the magsaysay north and south district. despite the fact that there is already research on the connection between and among adaptability, ethical climate and attitudes towards change, those studies dealt only with bivariate relationships and did not cover the interrelationships between and among the three variables in a single study. 1 university of mindanao, davao city main campus, phillipines * corresponding author’s e-mail: rachelle.agero@deped.gov.ph https://doi.org/10.54536/ajmri.v1i6.1005 https://journals.e-palli.com/home/index.php/ajmri pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 only few of these researchers were conducted in the educational settings especially on teachers. this study brought new knowledge since it focused on three factors with one acting as the mediating construct. furthermore, it was determined that this study could create concerns for the intended participants and possibly lead to the development of action plans to enhance teachers’ flexibility, ethical climate, and attitudes toward change, necessitating the necessity to carry out this study. research objectives the primary goal of the study was to determine the significance of adaptability as a mediator in the relationship between the ethical climate and public school teachers’ attitudes toward change in the magsaysay north and south district. moreover, it had the following objectives: 1. to describe the level of ethical climate among public schools in terms of: 1.1 egoism, 1.2 benevolence, and 1.3 principle. 2. to ascertain the level of attitudes towards change among public school teachers in terms of: 2.1 attitude of cynicism to change, 2.2 fear beliefs, and 2.3 favorable attitude to change. 3. to describe the level of adaptability among public school teachers. 4. to determine the significance of the relationship between: 4.1 ethical climate and attitudes towards change among public school teachers; 4.2 ethical climate and adaptability among public school teachers; and 4.3 adaptability and attitudes towards change among public school teachers. 5. to determine the significance of the mediation of adaptability on the relationship between ethical climate an attitude towards change. literature review this section includes readings from the relevant literature, including various books, journals, articles, and internet content by various authors that are pertinent to the current research work. the researcher focuses on the ethical climate, attitudes towards change, and adaptability. the ethical climate as indicated by cullen and victor (2008) was taken into account when deciding or choosing which indicators to utilize in the study. the following indicators are egoism, benevolence, and principle. the parameters used to measure the independent variable were these indicators. on the other hand, the attitudes towards change as indicated by neiva et al. (2005) was taken into account when selecting or deciding the indicators to employ in the study. the following indicators are attitude of cynicism to change, fear beliefs, and favorable attitude to change. the parameters used to measure the dependent variable were these indicators. further, the adaptability as indicated by collie and martin (2016)was used in the study. this functioned as the parameter for measuring the mediating variable. ethical climate the idea that formal and informal policies and procedures establish expectations for ethical behavior is known as the “ethical climate” and is based on the observation that these factors have a significant impact on both individual and organizational outcomes and behaviors. it is a group’s consensus on what constitutes morally upstanding conduct and how such matters ought to be handled (gumusluoglu et al., 2020; hefny, 2020). further, the workplace’s ethical climate reflects its members’ subjective perceptions of its ethical components. employees use it as a perceptual lens to analyze circumstances, which enables them to spot ethical flaws and identify ethical dilemmas. according to studies, there are two aspects of an ethical climate: formal and caring. a caring ethical culture at school demonstrates concern for all school stakeholders impacted by decisions. on the other hand, a formal ethical climate places an emphasis on academic regulations and professional standards and promotes respect for them. in that type of environment, teachers are expected to follow school policies as well as their profession’s codes of conduct (aloustani et al., 2020; shapira-lishchinsky&raftarozery, 2018). likewise, a type of organizational work climate known as a “ethical climate” is thought to represent organizational norms, rules, and policies that have moral implications. according to one definition, ethical environment refers to how people in an organization see what constitutes morally upstanding conduct and how such matters ought to be handled. ethical climate theory was introduced (ect) in the late 1980s. based on philosophical and sociological theories, ect acts as a descriptive map of ethical decision-making and behavior within an organization. more specifically, many ethical organizational climate types were described from a theoretical viewpoint. there are five categories of ethical climates: compassion, independence, law and code, rules, and instrumental. additionally, ethical climate refers to individual perceptions of the organization that impact attitudes and conduct and serve as a framework for employee behavior. it describes how ethical issues are handled in the workplace. (koskenvuori et at, 2019; tehranineshat et al., 2020). further, employees’ ethical behavior is heavily influenced by leaders in an organization, and the ethical climate reflects the management’s prevailing attitude. it was suggested that the ethical climate serves as a predictor of both unethical and counterproductive action. furthermore, studies have shown that workplace conduct is predicted by the ethical climate. employee deviant behavior is less likely to be encouraged in an organization with a higher ethical climate. it was discussed that there is https://journals.e-palli.com/home/index.php/ajmri pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 a connection between employee conduct and the culture of an organization, and that this connection extends beyond ethical conduct to deviant or counterproductive behavior (aryati et al., 2018; haldorai et al., 2020). in addition, the relationship between employees’ perceptions of the ethical environment and their own attitudes and conduct has been examined in various ethical climate studies. it was argued that environment where workers feel treated honestly and ethically have higher organizational behaviors. on the other hand, employees may find it more difficult to engage in organizational behaviors compared to those who do not have this perspective if they feel that an unethical climate exists. further, employees’ favorable opinions of the contract between themselves and their employers may be developed by the ethical culture within an organization, which results in strong organizational behaviour (friend et al., 2020; lee et al., 2018). besides, saygili et al., (2020) stated that employee impressions of their work environment’s ethical climate are influenced by a variety of organizational and environmental factors, including management styles, organizational structure, and environmental regulations. among other things, leadership plays a crucial role in the growth and creation of an ethical climate. it was asserted that the leadership philosophies and actions of leaders have a considerable impact on how an ethical culture develops throughout the firm, both formally and informally. on the other hand, on the other side, ethical climate influences both decision-making and organizational performance. also, according to yen (2020), an organization’s ethical environment is just as significant as its financial performance. a survey of the literature reveals that earlier research mainly examined how the ethical climate affected organizational performance. according to certain studies, job satisfaction and organizational commitment serve as a mediating mechanism between the ethical atmosphere and individual performance. on the other hand, negative school climates can influence students’ perceptions of safety and encourage harmful behaviors like bullying (bosworth & judkins, 2014; salle et al., 2018). in contrast, students who encounter a supportive school environment report fewer instances of verbal, physical, or online bullying (acosta et al., 2018; varela et al., 2019) with the establishment of standards of positive behavior (lawrence, 2017). less likely to describe bullying as a problem in their schools are students who have supportive peer relationships, clear rules, and a sense of safety(konishi et al., 2017). likewise, in addition, it has been discovered that fewer reports of bullying are linked to students’ awareness of school policies and their understanding that adults can step in to stop school violence (laftman et al., 2016). several research have discovered a link between the educational environment and students’ mental health. (aldridge & mcchesney, 2018; cowie &colliety, 2018; kutsyuruba et al., 2015; lester & cross, 2015; reaves et al., 2018). a systematic review of the literature, adolescent psycho-social well-being and preventive behaviors are associated with positive relationships with teachers and peers that include respect, connection, support, positive attitudes toward diversity, and the absence of intimidation or victimization, as well as a lower prevalence of mental health problems and risk behaviours (aldridge & mcchesney, 2018). in a similar vein, a meta-analysis by reaves et al. (2018) focused on longitudinal studies investigating the relationship between school climate and behavior and found that follow-ups of between 6 months and 2 years revealed relationships between school climate and problematic behaviors, particularly between characteristics of the institutional environment, interpersonal relationships within the school, and the presence of behavioral problems. the first indicator of ethical climate is egoism. egoism describes a condition in which individuals act in accordance with their moral principles and personal interests. it shows actions that prioritize one’s personal interests. the individual’s ethical reasoning process will be dominated by the assessment of what is best for them. the level of knowledge among people will rise as a result of explicit and covert knowledge exchange. employees with more expertise are more concerned with group interests and are more likely to put aside their egos in order to perform better. egoistic tendencies may decline as a result of less competition within the organization. it is anticipated that a climate of low egoism will serve as a useful mediator between knowledge sharing and creative work practices (derin et al., 2021; suryani et al., 2021). moreover, the loci of analysis for the egoism criteria define the specific “self ” in whose best interests one is required to act. the egoism criteria (the maximization of self-interest) are employed for the demands of one’s own self, such as personal gain, in the self-interest (egoismindividual) climate. the corporate culture of egoismlocal solely considers what is best for the business, which is to make profit. finally, in the efficiency environment (egoism-cosmopolitan), the criteria are used in the benefit of the economic system or the greater societal welfare(jermsittiparsert et al., 2019; nair & sivakumar, 2018) the second indicator is benevolence. employees make comprehensive interest-based decisions for the welfare of all of their co-workers in a charitable environment, and organizational norms encourage maximizing the interests of a specific social group. people are more considerate to one another, attentive to one another, and consistent among themselves in benevolent organizations. people connect more positively in workplaces where information sharing is extensive and intense, thus there will be a greater appreciation of altruism there (derin et al., 2021; lata et al., 2022; nedkovski et al., 2017). the ethical atmosphere of charity is such that all control criteria are centered on maximizing advantages for both internal and external stakeholders, including partners, investors, and employees. all decisions in organizations https://journals.e-palli.com/home/index.php/ajmri pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 where the benevolence ethical inclination is dominant must benefit the greatest number of individuals, both inside and outside the organization (hyun et al., 2021; yen, 2020). the last indicator is principle. following or interpreting rules, laws, and standards is another aspect of having principles. employee behavior is motivated by concerns for others’ well-being in organizations with a principled culture, however this is mostly achieved through the application and interpretation of rules and codes. collective agreement on appropriate attitudes and behaviors is also made easier by this. in environments with strong moral values, contracts between firms and their personnel are strengthened. thus, boosting explicit and tacit knowledge exchange within a company can increase transparency and increase adherence to all applicable standards. this will encourage employees to act morally(derin et al., 2021; nedkovski et al., 2017). meanwhile, principle climate exemplifies the desire to act morally by disregarding the results and their impacts on others as well as the significance of the rules, laws, and standards that are required to be adhered to in a social unit. when faced with an ethical choice in this environment, employees typically want to follow the organization’s policies and norms (burton et al., 2017; saygili et al., 2020). based on the above literature, ethical climate refers to the shared perceptions of procedures and policies of schools. egoism, which is defined as a condition in which teachers act after taking their own moral principles and interests into account, is one indicator of the ethical climate in a classroom. in a benevolent climate, teachers make thorough interest-based decisions for the welfare of all of their coworkers and the school. being principled also refers to how teachers apply or interpret the rules, laws, and standards. attitudes towards change life is a process of constant change. economic, social, cultural, political, societal, and technical developments are a part of the era in which we live. the state of organizations is likewise one of transition. because of this, organizations work hard to provide services, solve issues, and adjust to change. to make the change process successful, appropriate techniques and approaches must be used. moreover, in order to effectively manage the change, leaders and managers need to have the necessary expertise and information (helvaci, &cavdar, 2017; helvaci&kilicoglu, 2018). moreover, in organizations and companies alike, change is inevitable and will continue to happen. change is a sort of adaptation that helps an organization perform better by adapting to its environment. currently, change is required to maintain the organization’s success and existence (arifin, 2020; singh & gupta, 2016). further, organizations require integrated ways to promote systematic, constructive change, reduce change resistance, and deal with the effects of the changes achieved. according to a claim, organizational factors (also known as external factors) and individual factors are the main causes of organizational change (internal factors). it is difficult to make changes in an organization because there are many parties and factors involved. employee attitudes regarding organizational change are one issue that should be taken into account while implementing change (arifin, 2020; amit, 2018; singh & gupta, 2016). educational institutions, school systems, or schools are under pressure to reform in this era of profound change. a school, which is typically thought of as an open system, has a more fragile structure and is vulnerable to pressures for internal and external reform. organizational change in schools refers to any modification, advancement, enhancement, reorganization, or adjustment of the procedures or subjects covered by the educational system. it was also emphasized that efforts and procedures for educational change aim to influence how our schools approach teaching and learning. the goal of changing school structure is to plan for innovation while taking internal and external change factors into consideration, not to strive to solve every problem that schools face (beycioglu&kondakci, 2020). in particular, employee attitudes toward organizational change are always influenced by prior experiences, information available to them, and their own cognitive processes. the perception of trust in the management, or more specifically, the perception of the competence, goodness, and integrity of the management, plays an important role in accepting change. this is a key factor that needs to be taken into account because of its significant impact on the attitudes of the employees in the process of change. employees actively contribute to the creation and provision of a solution to change rather than being passive recipients of change. further, in the study of organizational transformation, the role of the individual is being examined more and more. it was emphasized that knowing whether or not change initiatives were successful or unsuccessful depends on how people emotionally react to the change. its results demonstrated a link between a person’s experience of change at work and the frequency of reported unpleasant feelings, which can impair trust, decrease engagement, and negatively impact performance(grama &todericiu, 2016; pereira et al., 2019). the first indicator of attitudes towards change is the attitude of cynicism to change. a number of unfavorable traits, including apathy, resignation, alienation, loss of optimism, lack of confidence in others, distrust, disillusion or poor performance, interpersonal difficulties, absenteeism, and tiredness, have been linked to cynicism. it may also be interpreted as an act of self-preservation on the side of the workers, a strategy for dealing with perplexing or depressing circumstances. organizational cynicism, which is peculiar to organizational change and denotes a genuine lack of faith in change leaders, can also be the cause of change initiatives that are not transparent or wholly successful. when it comes to organizational https://journals.e-palli.com/home/index.php/ajmri pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 change, cynicism is a response to past failures that includes a lack of optimism for future endeavors and the belief that those driving the change are ineffective and lazy. management is believed to have failed in its duty to always look for ways to boost performance. change specific cynicism is an indication of the intention to resist organizational change (aljawarneh&atan, 2018; grama &todericiu, 2016; jiang et al., 2019). moreover, various authors (aljawarneh&atan, 2018; durrah et al., 2019) established the notion that organizational transformation efforts are the most typical targets of cynicism. more specifically, he defines cynicism as an attitude motivated by the futility of change since it could operate as a barrier to organizational transformation. he also offers strategies for preventing organizational cynicism, including employee participation in self-interested decisions, bolstering managerial legitimacy, and avoiding abrupt changes. according to him, cynicism about organizational change is a combination of pessimism about the likelihood of organizational change toward those who are in charge of the change and are thought to be inattentive or lazy, as well as an attitude that encompasses both the change itself and the change’s leaders. the second indicator is fear beliefs. change becomes extremely personal due to fear. people start to worry about their long-term career plans, families, and jobs. most people can’t hear or think as clearly when they’re terrified. when fear starts to set in, it is considerably more difficult for them to process crucial information. the team’s ability to maintain focus and productivity may be seriously hampered by this significant distraction. and you need them to be more focused than ever at times of change (gleeson, 2018). in addition, it comes as no surprise that academics have long researched fear in relation to organizational settings. these studies have looked at how people react to change, particularly when it results in organizational failure, organizational climate, and knowledge transfer. researchers have looked at the impacts of fear on coping mechanisms, workplace aggression, and decisionmaking(gonanbozac&kostelix, 2021; jordan, 2020). in conjunction, lebel (2017) explained how fear might lead to proactive avoidance behaviors. it was discovered that when fear is experienced, the individual may react proactively to shield themselves from the triggers that caused the fear. an employee who finds that an organizational change is taking place, for instance, could proactively approach a manager to learn more about the change so they can position themselves with the knowledge or abilities to adapt to it to their benefit. lebel argues that emotion regulation, for instance, being appropriate and measured in the way you approach the managers a key part of that process. according to moscarello and hartley (2017), controllability plays a role in whether fear leads to proactivity from a neuroscience perspective. they discovered that people are more inclined to adopt a proactive stance in order to try to resolve the ambiguity when they feel they have some control over the situation, whether through experience or competence. the last indicator is the favorable attitude to change. employee attitudes regarding organizational change are based on employees’ evaluations of changes, both favorable and negative. positive employee attitudes about change can be evident in the employees’ openness to and ready for it, whereas unfavorable attitudes can be reflected in their resistance to and cynicism against it. the development of the company will be hindered by employees having a negative attitude about change as opposed to those who have a favorable attitude toward it (arifin, 2020; rajapakshe, 2021; singh & gupta, 2016). similarly, employee attitudes are a reflection of their broad values and beliefs, which improve individual assessments and preferences and have a significant impact on the decisions they make in the course of their daily work. this can have a cascading effect on the organization’s productivity as a whole. employee attitudes regarding organizational change are sometimes described as a certain uniformity of a person’s feelings, perspectives, and propensities to act toward particular elements of his or her environment. in order to accomplish its organizational goals and objectives, management must take into account the attitude of its workforce and how they react to change (adeniji et al., 2016; caballero &guhao, 2020). considering the literatures above, teachers’ attitudes regarding organizational change is an important variable to be explored at school. the attitudes towards change of teachers may include attitude of cynicism to change which shows an attitude of pessimism concerning future endeavors as a result of the past attempts of change. also, fear beliefs is another indicator. worries about their work, families, and long-term professional goals may arise in teachers. this may be a significant diversion that impairs the teachers’ team’s ability to concentrate and continue working. on the other hand, teachers may have favorable attitude to change. teachers’ attitudes about organizational change are based on employees’ psychological tendencies and their evaluations of changes, both positive and negative. adaptability the ability to adapt is crucial since it enables successful coping with life’s inevitable changing situations. indeed, recent studies on teenagers and workers have found a link between adaptability and significant academic and non-academic outcomes. the study found that academic success, school delight, life satisfaction, a sense of meaning and purpose, and academic buoyancy are all positively correlated with adaptability. it was also discovered that those who were more adaptive tended to have lower entity views and higher incremental beliefs regarding intelligence (holliman et al., 2019; loughland& alonzo, 2018). relatively, it was stated that adaptability is equally crucial for instructors because teaching entails managing https://journals.e-palli.com/home/index.php/ajmri pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 continual change and adjusting to it. the effectiveness of teachers’ work in the classroom, staff room, and elsewhere depends on their capacity for adaptation. for instance, changing the pace of the class, adapting the activities for different students, and looking for fresh resources are all necessary to ensure that students comprehend or apply key concepts. teachers must be flexible in order to deal with unforeseen circumstances in classroom management. this could involve controlling emotions like irritation, rage, or humor, showing patience, or coming up with creative solutions. they must also work well with others in changing circumstances, such as when their job description changes, they need resources to teach a new course, or they need support to cope with a challenging or new student (collie et al. 2018; collie et al, 2020). in consonance, teachers’ roles are dynamic and constantly evolving. teachers must adjust to the diverse and varying needs of their students, get along with new coworkers, parents, and employers, actively manage changes in the daily routine and shifting activities, and incorporate new professional learning or curriculum into their teaching strategies. the capacity to adjust to these changes is a vital trait for effective and healthy professional functioning. this is known as adaptability, which has been characterized as people’s ability to modify their thinking, actions, and emotions in response to shifting, novel, or unpredictable conditions (collie & martin, 2017; collie et al., 2018). further, teachers must frequently adjust to new or unpredictable demands and conditions since teaching is a profession that is prone to change. as a result, we contend that flexibility is a key quality in teachers. although limited, the literature on this subject has offered evidence to support this. some of this work has taken flexibility in terms of teaching methods into consideration. (collie & martin, 2017;vaughn & parsons, 2016). for example, various authors (brühwiler& vogt, 2020; hardy et al., 2019) established the significance of adapting instruction to meet the needs of various groups and individuals in the classroom on micro levels, or small changes right away, and macro levels, or larger-scale program changes based on assessments. it also established that support should be continuously adjusted to match learners’ evolving needs. in order to improve effective instruction, it was explored how micro adjustments in literacy instruction occurred. examples of how this occurred included altering how lesson objectives were met, creating examples, and incorporating mini-lessons. performed a parallel study demonstrating a favorable correlation between teachers’ own instructional quality and students’ accomplishment when they were able to recommend alternate planning and instructional methods in response to vignette and video samples of others’ instruction. according the tripartite model, the ability to control one’s thoughts, feelings, and behavior in order to appropriately react to novel, shifting, or unclear circumstances is referred to as adaptability. for instance, if a teacher is given the opportunity to teach a new class, adaptability may involve the teacher trying to control his or her thoughts to consider connections he or she can make with this new group of students, controlling behavior by asking for advice from those who have previously taught this class, and controlling emotions such as potential anxiety or excitement to ensure they are best able to plan effectively for the new class (collie & martin, 2016; gazol et al., 2018). in parallel, career adaptability is a measure of teachers’ resilience and healthy psychological resources. the ability to maintain a fulfilling career through self-regulatory psychological resources of preparedness to handle expected and unpredictable activities and situations in work roles and to fit into work roles is known as career adaptability. similar to this, professional adaptability is defined as the psychological ability to deal with change, move past events that have an impact on career ambitions, and feel at ease with work responsibilities. career adaptability can be seen of as a psychological asset, or a component of resilience, that shields instructors from the negative consequences of stressful situations. research on career adaptability in teachers refers to its role in encouraging and innovative conduct in teachers at work. teachers’ self-efficacy, which in turn affects their professional optimism, effectiveness as a teacher, and intentions to remain in the profession, is positively correlated with career adaptability(mclennan et al., 2017; ran et al., 2020; zee &koomen, 2016). given the studies being reviewed by the researcher as presented above, it can be noted that teachers’ capacity to be adaptable is important as they face organization change in school. literature presented that teachers are expected to respond to the different and changing needs of students. as a result, we contend that adaptability is an important trait of teachers. particularly, career adaptability is utilized to measure the resilience and positive psychological capital of teachers. correlation between measures studies indicated the relationships between and among ethical climate, attitudes towards change and adaptability. the first correlation between the two variables ethical climate and attitudes towards change is explained by the proposition of slimani et al. (2017)who pointed out that organizational climate plays a vital role in organizational change. the organization’s context must make all people associated with any future regulatory changes information. the organizational climate should educate all employees on the change process to effectively implement new organizational objectives. further, the second correlation between ethical climate and the adaptability was asserted by abun et al. (2021), who explained that employees become more adaptive due to the working climate of an organization where everyone is expected to strive for effectiveness in the midst of changing external environment. in addition, ramendran https://journals.e-palli.com/home/index.php/ajmri pa ge 10 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 et al. (2013) said that employees display organizational adaptability if they see their organization having a work climate that strives for fulfilling demands in productivity improvement. the third correlation between adaptability and attitudes towards change was stated by collie et al. (2018), who mentioned that adaptable teachers could effectively navigate the constant change that occurs in the landscape of teaching. teachers’ adaptability helps them become more engaged and capable of facilitating and implementing changes in the school organization. also, collie & martin (2015; 2016) explained how adaptation is important for teachers as well. responding to and managing ongoing change are key aspects of teaching. for teachers to be effective in the classroom and beyond, they must have the ability to adapt. by changing the instructional pace, customizing exercises for different students, or looking for other materials to better explain or illustrate key points, teachers must respond to students’ unique and changing needs. in order to manage unexpectedly changing events in the classroom, teachers must adapt. under varying circumstances, teachers must also interact with their peers effectively. for instance, when a work function changes, they need resources to teach a new section of the curriculum or support them in dealing with a brandnew or difficult student. in conjunction, additional research demonstrating the relationship between ethical climate, adaptability, and attitudes toward change. the climate at work is related to organizational change. organizational climate should educate all employees on the change process (slimani et al., 2017). also, with teachers’ adaptability, they become more engaged and capable of facilitating and implementing changes in the school organization (collie et al., 2018). this is further enhanced through the interaction between ethical climate and adaptability at work; as abun et al. (2021) explained, employees become more adaptive due to the working climate of an organization. based on the aforementioned research, it can be concluded that the three important variables of this study namely; ethical climate, attitudes towards change, and adaptability have significant relationship according to previous authors. studies established the link between climate at work and organizational change attitudes and adaptability. other studies also indicated how adaptability is linked to organizational change attitudes. furthermore, the presentation and discussion of various literatures in the preceding section have aided in highlighting the study’s key variables, including the ethical climate, attitudes toward change, and the adaptability of teachers. these provided evidence in support of the study’s outcomes and conclusions. methodologys the descriptive correlational research technique was employed in this study’s non-experimental quantitative research design to gather data, ideas, facts, and information pertinent to the topic. the strength of a relationship between two or more variables was controlled through a descriptive nonexperimental correlational design (goertzen, 2017). the correlation approach is the most effective design for this study’s objectives and for determining whether the hypothesis is true. now, ho and ha are accepted if the significance value is more than .05. testing hypotheses establishes whether correlations are likely to be strong or weak (creswell & poth, 2012). moreover, this study tested mediation to look at the three variables. in other words, it evaluated the interactions between the mediator and criterion factors as well as the mediator and predictor variables (baron and kenny, 1986). the influence of a third factor or mediator can be used to explain the relationship between an independent variable and an observable outcome, according to a simple mediation model. when the mediator’s influence has been taken into account and the direct relationship between the independent variable and the outcome is no longer significant, the relationship is said to be fully mediated. when the mediator explains some but not all of the relationship between the independent variable and the outcome, this is referred to as partial mediation. the degree of mediation is referred to as the indirect effect (baron & kenny, 1986). consequently, mediation analysis includes logistic or polynomial regression in addition to linear regression (shrout & bolger, 2002). the study is interested in examining the connections between ethical climate and adaptability, as well as the connections between adaptability and attitude towards change; the connection between ethical climate and work attitude towards change; and the mediating effect adaptability on the relationship between ethical climate and attitude towards change among public schools in magsaysay south and north district. results and discussion level of ethical climate among public schools the first objective of this study was to determine the level of level of ethical climate among public schools as perceived by the teachers themselves, which was measured through a survey questionnaire with the following indicators: egoism, benevolence, and principle. the information on the ethical climate in public schools is shown in table 1. computations yielded a grand mean of 3.97 or high with a standard deviation of 0.42, indicating that the ethical climate among public schools is often manifested. data reveals that the domains of ethical climate among public schools that yielded the highest mean scores, as shown in table 1, is the benevolence with a mean rating of 4.11 or high and a standard deviation of 0.52 means it is often manifested. further, principle is the secondhighest domain with a mean score of 3.95 or high and a standard deviation of 0.49, which is often manifested. lastly, the domain egoism got the nethermost mean score, albeit still high, got a mean score of 3.85 with a standard deviation of 0.46, which is often manifested. https://journals.e-palli.com/home/index.php/ajmri pa ge 10 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 table 1: level of ethical climate among public schools in magsaysay north and south distric indicators sd mean descriptive level egoism 0.46 3.85 high benevolence 0.52 4.11 high principle 0.49 3.95 high overall 0.42 3.97 high level of attitudes towards change among public school teachers a survey questionnaire with the following indicators was used to measure the second goal of this study, which was to ascertain how open public school teachers were to change: attitude of cynicism to change, fear beliefs, and favorable attitude to change. table 2 shows the data on the level of attitudes towards change among public school teachers. the calculations produced a grand mean of 3.59 or high with a standard deviation of 0.49 indicates that the teachers’ attitudes towards change is often manifested. from this result, the domain of teachers’ attitudes towards change that yielded the highest mean score, as shown in table 2, is favorable attitude to change with a mean rating of 3.90 or high and a standard deviation of 0.50, which means it is often manifested. this is followed by the domainfear beliefs, with a mean score of 3.53 or high and a standard deviation of 0.61, which means it is often manifested. attitude of cynicism to change was the lowest domain, albeit still moderate, gained a mean score of 3.34 with a standard deviation of 0.71 which is sometimes manifested. table 2: level of ethical climate among public schools in magsaysay north and south distric indicators sd mean descriptive level attitude of cynicism to change 0.71 3.34 moderate fear beliefs 0.61 3.53 high favorable attitude to change 0.50 3.90 high overall 0.49 3.59 high level of adaptability among public school teachers the study’s third goal was to assess the level of adaptability among public school instructors. shown in table 3 are the data on the level of adaptability among public school teachers. data shows that teachers’ adaptability gets an overall mean of 4.12 or high, with a standard deviation of 0.461. this means that the level of adaptability among public school teachers is often manifested. from this result, the following aspects of teachers’ adaptability are arranged from highest to lowest. the three highest items werebeing able to draw on positive feelings and emotions (e.g., enjoyment, satisfaction) to help me through new situations at work with a mean score of 4.21 or high and standard deviation of 0.62 which is it is often manifested. the second-highest item being able to revise the way i think about a new situation to help me through it in the classroom with a mean score of 4.13 or high with a standard deviation of 0.62 which means it is often manifested. this is followed by the items being able to revise the way i think about a new situation to help me through it at work with a mean score of 4.13 or high with a standard deviation of 0.67 which means it is often manifested. on the other hand, the lowest two items were being able to think through a number of possible options to assist me in a new situation in the classroom with a mean score of 4.09 or high with a standard deviation of 0.61 which means it is often manifested. lastly, the item being able to change the way i do things if necessary to assist me in a new situation that arises in the classroomwith a mean score of 4.13 or high with a standard deviation of 0.65 which means it is often manifested. table 3: level of adaptability among public school teacher in magsaysay north and south district items sd mean descriptive level being able to think through a number of possible options to assist me in a new situation at work. 0.66 4.10 high being able to revise the way i think about a new situation to help me through it at work. 0.67 4.13 high being able to adjust my thinking or expectations at work to assist me in a new situation if necessary. 0.61 4.13 high being able to seek out new information, helpful advice, or useful resources to effectively deal with new situations at work. 0.62 4.13 high being able to develop new ways of going about things (e.g., a different way of doing something or finding information) to help me through in uncertain situations at work 0.63 4.13 high being able to change the way i do things if necessary to assist me in a new situation at work. 0.66 4.12 high https://journals.e-palli.com/home/index.php/ajmri pa ge 11 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 being able to reduce negative emotions (e.g., fear) to help me deal with uncertain situations at work. 0.66 4.12 high being able to minimize frustration or irritation so i can deal with it best when uncertainty arises at work. 0.65 4.10 high being able to draw on positive feelings and emotions (e.g., enjoyment, satisfaction) to help me through new situations at work. 0.62 4.21 very high being able to think through a number of possible options to assist me in a new situation in the classroom. 0.61 4.09 high being able to revise the way i think about a new situation to help me through it in the classroom. 0.64 4.14 high being able to adjust my thinking or expectations in the classroom to assist me in a new situation if necessary. 0.60 4.12 high being able to seek out new information, helpful advice, or useful resources to effectively deal with new situations in the classroom. 0.61 4.12 high being able to develop new ways of going about things (e.g., a different way of doing something or finding information) to help me through in a new situation that arises in the classroom. 0.61 4.11 high being able to change the way i do things if necessary to assist me in a new situation that arises in the classroom 0.65 4.08 high being able to reduce negative emotions (e.g., fear) to help me deal with uncertain situations in the classroom. 0.66 4.10 high being able to minimize frustration or irritation so i can deal with it best. when uncertainty arises in the classroom 0.64 4.11 high overall 0.46 4.12 high significance of the relationship between ethical climate and adaptability among public school teachers finding out whether or whether the ethical climate has a substantial impact on instructors’ flexibility was another goal of this study. table 5 displays the computations’ outcomes. according to the table, the overall r-value for the relationship between teachers’ levels of adaptability and the ethical climate in schools is 0.500 with a p value of 0.05. according to the findings, teachers’ adaptability is strongly correlated with the ethical atmosphere of their institutions. consequently, the null hypothesis is disproved. table 4: significance of the relationship between ethical climate and attitudes towards change among public school teachers in magsaysay north and south district ethical climate attitude towards change attitude of cynicism to change fear beliefs favorable attitude to change overall egoism .536*(0.000) .537*(0.000) .443*(0.000) .631*(0.000) benevolence .100(0.080) .279*(0.000) .547*(0.000) .349*(0.000) principle .317*(0.000) .411*(0.000) .574*(0.000) .517*(0.000) overall .361*(0.000) .472*(0.000) .612*(0.000) .517*(0.000) *significant at 0.05 significance level. significance of the relationship between adaptability and attitudes towards change among public school teachers this present study also aimed to determine whether or not the adaptability of teachers has a significant relationship with their attitude towards change. the results of the computations are shown in table 6. as shown in the table, the overall r-value on the correlation between the level of teachers’ adaptability and the level of teachers’ attitude towards change is 0.380 with p< 0.05, which means that the teachers’ adaptability is significantly associated with their attitudes towards change. hence, the null hypothesis is rejected. in addition, when the overall adaptability of teachers was correlated to each domain of teachers’ attitude towards change, to wit:attitude of cynicism to change, fear beliefs, table 5: significance of the relationship between adaptability and attitudes towards change among public school teachers in magsaysay north and south district attitude to wards change attitude towards change attitude of cynicism to change fear beliefs favorable attitude to change overall overall .155*(0.006) .305*(0.000) .532*(0.000) .380*(0.000) *significant at 0.05 significance level. https://journals.e-palli.com/home/index.php/ajmri pa ge 11 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 and favorable attitude to change in which results of the computation yielded the r-values of 0.155, 0.305, and 0.532, respectively, with p-values of less than 0.05, which can be all interpreted as significant. significance of the mediation of adaptability on the relationship between ethical climate and attitudes towards change among public school teachers the outcome of the path analysis showed that path ec (x) to ad (m); ad (m) to atc (y); and ec (x) to atc (y) are significant; this leads to a computation of partial mediation; as a result, ad partially mediates the link between ec and atc. additionally, figure 3 representation of the mediation computation’s indirect channels, which revealed the direct path, showed that there is a 0.61-unit increase in teachers’ attitudes toward change for every unit increase in the ethical climate. also, data showed that for every unit increase in ethical climate, there is a corresponding 0.55 unit increase in adaptability of teachers. at the same time, for every unit increase in adaptability of teachers, there is a corresponding 0.13 unit increase in attitude towards change of teachers. this suggests that ethical climate can affect the teachers’ attitude toward change for reasons other than adaptability. it cannot be said that teachers’ adaptability is the only factor in how the ethical climate affects their attitude toward change because it is only a partial mediator. x = ethical climate (ec) y = attitude towards change (atc) m = adaptability (ad) table 6: significance of the mediation of adaptability on the relationship between ethical climate and attitudes towards change among public school teachers in magsaysay north and south district path estimates unstandardized standardized se c.r. p ec ad .610 .516 .063 9.692 *** ad atc .130 .122 .057 2.285 .022 ec atc .553 .500 .055 10.150 *** result: partial mediation (since paths ec (x) to ad (m); ad (m) to atc (y); and ec (x) to atc (y) are significant) relationship between ethical climate and attitudes towards change among public school teachers this further shows that ethical climate has both direct and indirect effects on teachers’ attitudes toward change, figure 3: model fit on the significance of the mediation of adaptability on the with partial mediation. the direct effect is not mediated, whereas the indirect effect is transmitted through ecad-atc. this further implies that the teachers’ attitude towards change can be heightened by ethical climate in school and can be augmented by passing through an improved teachers’ adaptability. consequently, teachers’ adaptability mediates the ethical climate in school for better teachers’ attitude towards change. these findings suggest that the rejection of the null hypothesis. conclusions the following conclusions are reached based on the study’s findings: the relationship between the ethical climate and attitudes toward change among public school teachers is significantly mediated by teachers’ adaptability. it can be explained that improving teachers’ attitudes towards change can be attained through an ethical climate that mediates teachers’ adaptability. hence, the association between the moral environment and teachers’ attitudes toward change can be explained by their level of adaptability. furthermore, the overall level of the ethical climate is high. its indicators reveal the following results: high for egoism, benevolence, and principle. in terms of teachers’ attitudes towards change, it attained an overall high level. its indicators reveal the following results: moderate for the philosophy of cynicism to change, high for fear beliefs, and high for a favorable attitude to change. likewise, the overall level of teachers’ adaptability is high. moreover, this study revealed that ethical climate is significantly linked to teachers’ attitudes toward change and adaptability. on the other hand, teachers’ adaptability is mainly related to their attitudes toward change. moreover, this study supports the significance of improving teachers’ attitudes toward change by augmenting the school’s ethical climate and teachers’ adaptability. handling teachers’ attitudes toward change during any school organizational change initiative can significantly affect school outcomes. if teachers’ attitudes are positive, this adherence and openness to changes will expedite progress and sustain the program’s accomplishments. hence, teachers’ positive attitudes can drive their work engagement, productivity, and performance and ultimately positively impact school outcomes. also, this affirmed the theory of planned behavior of fishbein &ajzen (1975), which stated that individual attitude toward change is influenced by support https://journals.e-palli.com/home/index.php/ajmri pa ge 11 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 1(6) 102-115, 2022 from other significant people around them (including ethical climate). also, adaptability (behavioral indicator) is included, which was found to influence attitude towards change. references abun, d., menor, r. i., catabagan, n. c., magallanes, t., &ranay, f. b. 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(2016). why some teachers resist change and what principals can do about it. retrieved from https://pdfs. anticscholar.5717b98785ad057e69b573f538b566ae3. pdf. https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 16 american journal of multidisciplinary research and innovation (ajmri) a bitcoin conscience: dispositional experiences of nepalese users ujjwal adhikari1*, santosh gyawali1 volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2608 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 04, 2024 accepted: may 08, 2024 published: may 14, 2024 the purpose of this study is to explore the behavioral intention (bi) of nepalese cryptocurrency users. perceived ease of use and perceived usefulness are the constructs from the technology acceptance model; similarly, the trust and the perceived risk are integrated constructs based on literature to predict bi. a close-ended questionnaire survey was a five-point likert scale. non-probabilistic purposive sampling , 272 valid responses were analyzed using the statistical package for the social science software, which included pearson correlation and multiple regression. the result reveals that perceived usefulness, trust, and perceived risk are the significant predictors of bi, however insignificant in relation to perceived ease of use. while consumers have shown positive behavioral intentions toward cryptocurrency, the government has insisted that the restriction is in effect. so, there seems to be a conflict between the practicability of government and the psychology of users. to cope with this, policymakers need to conduct real practice-based studies. keywords cryptocurrency, behavioral intention, tam, perceived risk, trust introduction the world is undergoing an unbeatable digital revolution. thus, it makes sense to examine people’s behavioral intentions toward technology related to finance as a crucial step toward creating a more open, transparent, and stable financial environment. in the field of financial services, blockchain technology has emerged as a crucial instrument. it provides advantages including enhanced traceability, decentralization, and accountability (thommandru & chakka, 2023). the use of blockchain in financial services can help to address challenges related to compliance, and trust mechanisms. blockchain is considered an emerging technology that aims to strengthen secured financial services and helps to build up a trustworthy fintech mechanism (renduchintala et al., 2022). due to its comprehensive and safe functions, it finds use in many domains such as trade finance, e-commerce, internet of things (iot), healthcare, and energy with a significant influence on all of its application sectors (altaf et al., 2023). one of the major outcomes of blockchain is cryptocurrency, a technology based on cryptography as a decentralized system (zhou et al., 2020). cryptocurrency performs a unique and emerging financial practice over traditional practices with its decentralized ledger and blockchain-based assets. one of the major outcomes of cryptocurrency is bitcoin, which is designed as a virtual currency able to perform as money and can be transacted without any involvement of a third party. to build the network of bitcoin, computing nodes are functioning and allow to transfer of data in a peerto-peer network (saxena et al., 2021). the research study employs behavioral outcomes of the nepalese people in terms of intention towards cryptocurrency mainly bitcoin. the status of bitcoin in developing countries is considered a socio-economic influencer. it is used as a means of payment and is utilized as a foreign exchange with cheap transaction costs (hang et al., 2020). however, there is limited adoption and utilization of bitcoin in developing countries. there is a need to complete the legal framework for virtual currencies and improve the information technology infrastructure (bensaïda, 2023). furthermore, there are measures to reduce risks associated with using bitcoin in developing nations in addition to emerging market currencies. in the nepalese context, the nepal government declared a national ban on bitcoin on august 13, 2017, claiming clause 12 of the foreign exchange (regulation) act, 2019 bs as its legal basis (ghimire, 2023). however, with the ban in nepal, there is sufficient evidence of involvement in the trade of bitcoin. a national newspaper published the news about arresting individuals involved in cryptocurrency trading (adhikari, 2023). due to open borders and easy access to exchange currency with india, it is difficult to completely ban it in real practice (khadka, 2022). thus, the issue of identifying the behavioral intention of the user becomes rational. the intention is considered a conscious plan and motivation to implement certain technologies with acceptance and adoption behavior (hameed et al., 2022). in most of the literature, it is debatable to consider cryptocurrency as a technology. the literature cited by song et al. (2023) advocates it as technology rather than currency (maurer et al., 2013). thus, it is more rational to test the behavioral intention of users towards cryptocurrency by tam. there are numerous models and theories on behavioral intention. among these, the technology acceptance models (tam) by davis (1987) have literal significance in the case of emerging technology acceptance and use of it. thus, tam is considered the major theoretical framework of the study. many empirical studies are based on tam to explore the behavioral 1 graduate school of management, mid-west university, surkhet, nepal * corresponding author’s e-mail: researchpro25@gmail.com pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 16-22, 2024 intention of the users of cryptocurrencies, specifically bitcoin (dag et al., 2023). the tam has the potential to understand and make sense of bitcoin and also examine the adoption behavior. thus, tam is considered a widely accepted model that determines the intention of users based on perceived ease of use and perceived usefulness (alfadda & mahdi, 2021). across the tam, there is the integration of trust and perceived risk. the security issue is highly considered in fintech and emerging technology practically and academically. to fill the literature gap, the integration is made up of trust and perceived risk with the tam framework to measure behavioral intention. ooi et al. (2021) argued that perceived risk, trust, and technical protection are essential for increasing the use of bitcoin and constructs are validated with importanceperformance map analysis (ipma). as some governments companies and investors are accepting the use of cryptocurrencies, however the government of nepal made a nationwide ban on cryptocurrency citing clause 12 of the foreign exchange (regulation) act, 2019 bs as its legal foundation (ghimire, 2023). the news reporting of the rising nepal (2022 feb 08) acclaimed, that around 424000 nepalese are engaged in cryptocurrency transactions. however, the government has no data on cryptocurrency users because people secretly engage in such transactions. therefore, understanding how cryptocurrency is perceived by the mass population is important to explore in the nepalese context. the main objective of the research is to explore the behavioral intention of crypto-users with perceived ease of use, perceived usefulness, perceived risk, and trust. literature review almeida and gonçalves (2023) revealed investor behavior is one of the major clusters of the study of cryptocurrency with a systematic review of 482 papers. furthermore, investor behavior has been on priority in many previous studies. numerous factors impact the behavioral intention of consumers towards technology-based products and services. these elements consist of adoption triggers, doubts encountered during an assessment, and things that support getting past hesitations (sharma & gandhi, 2023). likewise, behavioral intention can also be influenced by outside variables such as task technological fit, societal effect, and enabling conditions (ishfaq & mengxing, 2021). behavioral intention toward technology is measured by the technology acceptance model (tam) with perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology (sprenger & schwaninger, 2023). the creation of the tam by davis in 1989 marked the beginning of the study of technology adoption. to utilization of information system, this model executes basic concepts measuring the perception of the usefulness of the system and the perception of the amount of effort (davis, 1989) cited by (marikyan et al., 2023). besides, trust and securityrelated issues are also emerging issues, which have been accepted academically and practically (zhang et al., 2023). with this literal connection, the study incorporates trust and perceived risk as the independent variables. the intention towards the ease of use of technology and considering usefulness, trust, and feeling and scare of risk are important factors that affect behavioral intention (wei et al., 2022). the concern of the study is the behavioral intention of nepalese users towards cryptocurrency mainly bitcoin. it is based on modern technology called blockchain, which functions with a chain of blocks that stores information with digital signatures (krichen et al., 2022). to examine the connection between independent and dependent variables, research hypotheses were developed based on literature support. namahoot and rattanawiboonsom (2022) discovered that behavioral intention toward bitcoin adoption is highly influenced by perceived usefulness and perceived ease of use. the studies showed the inclination to use virtual currencies is adequately predicted by perceived usefulness. h1: there is a significant relationship between perceived usefulness and behavioral intention of cryptocurrency of nepalese users. perceived ease of use and behavioral intention toward cryptocurrencies are significantly correlated according to research carried out in malaysia (ter ji-xi et al., 2021). according to these results, people are more likely to want to embrace and utilize cryptocurrencies for financial transactions if they believe they are simple to use. similarly, when users perceive cryptocurrency as easy to use are more likely to reflect positive intention toward it (greener, 2017). h2: there is a significant relationship between perceived ease of use and behavioral intention of cryptocurrency of nepalese users. trust is taken as a determinant of behavioral intention for the study based on the literature. cristofaro et al. (2022) suggested that trust is a significant predictor of users’ behavioral intention towards cryptocurrencies. similarly, perceived trust is considered a crucial agent of causing a change in the behavioral intention of users of cryptocurrency (abbasi et al., 2021). on this basis, it is assumed the following hypothesis is between the user’s trust and behavioral intention. h3: there is a significant relationship between trust and behavioral intention of cryptocurrency of nepalese users. many research studies have examined the perceived risk as an antecedent of behavioral intention towards emerging technology and cryptocurrency. huang et al. (2023) revealed the significant impact of risk on the user’s behavioral intention towards cryptocurrencies and considered it as an agent of change. besides this, many studies have shown no significant relationship between perceived risk and behavioral intention. the point to be considered is that the effect of perceived risk on intention may vary (ter ji-xi et al., 2021). overall, in pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 16-22, 2024 shaping behavioral intention, perceived risk is considered an important factor. h4: there is a significant relationship between perceived risk and behavioral intention of cryptocurrency of nepalese users. with these theoretical connections of the abovementioned variables, the research framework is constructed. figure 1: measurement items all the items were adopted from previous research (chawla & joshi, 2019), (davis, 1989, 1993), (peng et al., 2012), (fu et al., 2018), (liu & ye, 2021), (nuryyev et al., 2020), (pal et al., 2021), (shin & bianco, 2020), (singh et al., 2020), and (quan et al., 2023). the research model is constructed with five variables including perceived ease of use, perceived usefulness, perceived risk, trust, and behavioral intention. all the research studies having validated and reliable measurement items only were used in this study. research design a quantitative approach-based causal-comparative research design is used to examine the behavioral intention of cryptocurrency users. close-ended structural questionnaire-based primary survey is conducted. nonprobabilistic purposive snowball sampling is adopted to collect data from 272 sample sizes. data collection and analysis the structured questionnaire is categorized into two sections the demographic section and the content section. the demographic section collects the details of respondents and the content section collects the information based on construct in five points likertscale (1-strongly disagree to 5-strongly agree). the questionnaires were designed in google forms and distributed only to the investors of cryptocurrencies for this purpose, users were identified based on referels. to analyze the data descriptive and inferential statistical tools named frequency, mean, standard deviation, correlation, and regression were used through spss software. respondents profile the respondent detail was collected in five different categories. the number of male respondents is three times more than female respondents, which reflects the scenario of gender-wise users of crypto. most of the respondents were married marital status and with nuclear family which may be generalized that the respondents have adequate financial responsibility to their family. as per the occupation, a large portion was involved as an employee than in business consequently a large number of respondents had monthly income ranges from rs.50000 to 75000. results and discussions this section of the paper has presented the data presentation and analysis. descriptive and inferential analysis be included here. table no 1 represents the descriptive details of each variable. the mean value of all variables in aggregate ranges from 3 to 4, on the likert scale it lies between neutral and agree. the mean value except for perceived risk and all other variables tilled towards the agreed response. the value of the standard deviation was below 1 for all variables, which represents less deviation in response. table 1: descriptive statistics of variables variables n minimum maximum mean sd agg_pu 272 1.40 4.80 3.6412 .78665 agg_peu 272 1.25 5.00 3.9320 .77404 agg_t 272 1.50 5.00 3.7574 .72185 agg_pr 272 1.20 5.00 3.2235 .73542 agg_bi 272 1.00 5.00 3.7574 .71807 valid n 272 pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 16-22, 2024 the chronbach alpha presented in table no 2 represents the internal consistency of the questionnaire survey on a variable basis. the alpha value of perceived ease of use and trust variables fall on good criteria and the rest fall on acceptable criteria (hayes & coutts, 2020). table no 3 presents the correlation between dependent (behavioral intention) and independent variables (perceived usefulness, perceived ease of use, trust, and perceived risk) to examine the association between them. the correlation coefficient (r) between perceived usefulness, perceived ease of use, trust, and perceived risk with behavioral intention is .502, .503, .512, and .357 with p-value .000. thus, the association between independent variables and the dependent variable is significant and moderate positive at alpha value .01. table 2: variable-wise reliability variable chronbach alpha perceived usefulness 0.793 perceived ease of use 0.843 perceived risk 0.745 trust 0.825 behavioral intention 0.746 valid n 272 table 3: correlation matrix pu peu trust pr bi pu correlation 1 sig. (2-tailed) peu correlation .725** 1 sig. (2-tailed) .000 trust correlation .700** .685** 1 sig. (2-tailed) .000 .000 pr correlation 0.051 .228** 0.087 1 sig. (2-tailed) .403 .000 .153 bi correlation .502** .503** .512** .357** 1 sig. (2-tailed) .000 .000 .000 .000 **. correlation is significant at the 0.01 level (2-tailed). regression analysis multiple regression analysis was used to test whether independent variables (perceived ease of use, perceived usefulness, trust, and perceived risk) significantly predicted the behavioral intention of cryptocurrency users. the research model is statistically significant with (f (4,267) = 45.42, p = .000), with an adjusted r² of 0.405. this suggests that selected independent variables (perceived usefulness, perceived ease of use, perceived risk, and trust) account for approximately 40% of the variance in behavioral intention among the sampled individuals. the fitted regression model is: bi = .724 +.230 pu+ .068 peu+ .257 trust + .298 pr the regression coefficient for perceived usefulness, perceived ease of use, trust, and perceived risk was found to be 0.230, 0.068, 0.257, and 0.298 with a standard error of 0.069, 0.071, 0.071, and 0.048. this indicates that for each portion change in perceived usefulness, perceived ease of use, perceived trust, and perceived risk table 4: coefficient of regression model unstandard coeff standard coeff t sig. b std. error beta (constant) .724 .230 3.148 .002 agg_pu .230 .069 .252 3.328 .001 agg_peu .068 .071 .073 .955 .341 agg_t .257 .071 .259 3.649 .000 agg_pr .298 .048 .305 6.203 .000 pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 16-22, 2024 there are 0.230, 0.068, 0.257, and 0.298 portion changes in behavioral intention respectively. the relationship between perceived usefulness, trust, and perceived risk with behavioral intention was found to be statistically significant (t (267) = 3.328, 3.649, and 6.203, p < .01), which affirms the predictive power of each independent variable on behavioral intention. with this statistical connection research hypotheses between perceived usefulness, trust, and perceived risk with behavioral intention are accepted. however, the relationship between perceived ease of use with behavioral intention was not statistically significant (t (267) = 0.955, p =.341) and the research hypothesis between perceived ease of use and behavioral intention is unable to be accepted. discussion this study found that perceived usefulness, perceived ease of use, trust, and perceived risk have significant associations with the behavioral intention of nepalese cryptocurrency users. but, in terms of cause and effect perceived ease of use has no significant effect on behavioral intention. these all findings have a strong literature connection and are disseminated here separately. the study found that perceived usefulness has a significant predicting effect on behavioral intention is similar to the findings of namahoot and rattanawiboonsom (2022). incase of perceived ease of use, there is no significant effect on behavioral intention but have a positive and significant association as per correlation which is similar to the study of ter ji-xi et al. (2021) based in malaysia. trust is taken as a determinant of behavioral intention for the study based on the literature. cristofaro et al. (2022) suggested that trust is a significant predictor of users’ behavioral intention toward cryptocurrencies similar to this study. perceived risk has been observed as an antecedent of the behavioral intention of nepalese crypto users toward cryptocurrency and also the study of huang et al. (2023) revealed the same. conclusion and implication this research paper explored that, the behavioral intention of nepalese cryptocurrency users is affected by the antecedent’s perceived usefulness, trust, and perceived risk and not significantly affected by perceived ease of use. however, there is a good association between perceived ease of use. with this exploration, it can be claimed that determining the adoption intention toward emerging technology is influenced by acceptance, trust, and feeling of risk-free. since the study is exploratory in the nepalese setting, more researchers may extend other factors to continue studying the psychology of users. legislators must practically review it to assess the reality of cryptocurrencies’ legal application in nepal. saying and doing have diverged greatly; although the government maintained that the prohibition is in place, consumers have demonstrated favorable behavioral intentions about cryptocurrencies. references abbasi, g. a., tiew, l. y., tang, j., goh, y.-n., & thurasamy, r. 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(2020). solutions to scalability of blockchain: a survey. ieee access, 8, 16440-16455. https://doi.org/10.1109/ access.2020.2967218 pa ge 1 pa ge 79 american journal of multidisciplinary research and innovation (ajmri) a comparative evaluation of multi-criteria decision analysis techniques for selecting the appropriate vector management strategy in the northern zone of plateau state, nigeria nanlok henry nimlang1*, gilles dusserre1, sandrine bayle1, kivanc ertugay1, stefan janaqi1 volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2717 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 24, 2024 accepted: may 27, 2024 published: june 01, 2024 accurate assessment of the complexity of malaria transmission dynamics requires the selection of appropriate multi-criteria decision analysis (mcda) techniques that enable thorough analysis of risk factor parameters and structuring of decision problems into well-defined outcomes. a comparative study and analysis of multi-criteria decision-making methods such as topsis, promethee ii, maut and copras was carried out using the reference rankings of multimoora and moosra to evaluate the consistency of the results of these techniques and to rank the risk factors according to the vulnerability of mosquito breeding habitats and the risk of malaria transmission in the study area. the results indicate that topsis ranked the alternative similarly to the reference ranking, while promethee ii, maut, and copras were ranked equally according to the weighted spearman correlation coefficient and the weighted sum rank similarity coefficient analysis. the degree of consistency with which the risk factors in the study area were analyzed through this comparative study shows that the topsis technique is suitable for its application in malaria epidemiology to determine the appropriate intervention measure for vector management in the northern zone of up to certain plateau state. keywords malaria, malaria risk, correlation, vector management, malaria transmission introduction malaria, along with other diseases such as anaemia, remains a major public problem in developing countries, with socioeconomic consequences for children (quadri et al., 2022; youssefi et al., 2022). in most rural areas with limited healthcare facilities, traditional medication with herbs such as parkia biglobosa is also often used as primary care, in addition to hospital visits for diagnosis and treatment (ibrahim et al., 2023). in malaria epidemiology, multi-criteria decision analysis (mcda) is a valuable tool employed in evaluating different malaria risk factors and guiding the selection of suitable vector management strategies. the selection of mcda techniques is critical for assessing the intricacy of malaria transmission dynamics by thoroughly analysing the parameters of the risk factor into simple, and structured decision-making problems that guarantee accurate outcomes(kassaw et al., 2018; zhao et al., 2020). various mcda approaches have been applied to various fields of applications based on how well they transform data into expert results (diaby et al., 2013; guarini et al., 2018). the choice of these techniques in solving any decision problem are influenced by a number of factors such as the complexity of algorithms, criteria weighting methods, representation of preference evaluation criteria, handling of uncertain data, and data aggregation type (bączkiewicz et al., 2021; taherdoost & madanchian, 2023). since the evaluation of different mcda techniques in solving decision problems often yield disparate transformations that produce disparate results, decision-makers are frequently faced with the challenge of selecting the best mcda technique for analyzing these decision problems(sałabun et al., 2020; yildirim et al., 2021). thus, when comparing these techniques, it is imperative to ensure that the results are consistent and logical, as the results often impact real-life decisions (wieckowski & szyjewski, 2022). additionally, it is crucial to analyse the consistency of the results obtained from the comparison of mcda techniques since decision-makers frequently depend on them to choose the best course of action for reducing the prevalence of malaria. most often, the main objective of using mcda techniques is to choose the best option from a set of alternatives by establishing a preference ranking among different decision options based on their performance against a variety of criteria (steele et al., 2009). based on database searches, our study found that the ahp is the most often utilized mcda method in the field of malaria epidemiology. thus, there is a need to evaluate other mcda techniques to ascertain their applicability in malaria epidemiology, particularly in mapping and modelling malaria transmission risk. a web of science database search conducted with the keywords “malaria and multi-criteria decision analysis or multi-criteria decision method and analytic hierarchy process” indicated 2,806 studies that have been carried out in various fields related to malaria. however, only 1,151 studies utilizing other mcda techniques were carried out after ahp was removed from the query. this indicates that ahp is the method most frequently employed to assess data related to malaria that influences decision-making processes in this domain. therefore, it is essential to compare other mcda techniques on the basis of consistency in order to determine which other 1 laboratory for science of risk (lsr), imt mines ales, france * corresponding author’s e-mail: nanlock.nimlang@mines-ales.fr pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 79-84, 2024 approaches are appropriate for assessing malaria risk factors and comprehend their applicability to vector management practices. to the best of our knowledge, no study has conducted a comparative evaluation of mcda techniques using different risk factors to assess malaria transmission risk in the study area. in endemic areas such as the northern zone of plateau state, comparative analysis of mcda techniques is essential to influence the selection of mcda technique for analysis and assessment of various malaria risk factors and consequently improve the quality of decision making in managing the burden of the disease. this study aims to compare various mcda techniques in terms of their consistency, leveraging on the most prominent malaria risk factors in the northern zone of plateau state. thus, the study will guide and enhance the effectiveness of vector management practice in the region. preference ranking organization method for enrichment evaluation ii (promethee ii)(goswami, 2020), multiattribute utility theory (maut)(taufik et al., 2021), technique for order of preference by similarity to ideal solution (topsis) (chakraborty, 2022), and complex proportional assessment (copras) (lu et al., 2021) were used to evaluate the most prominent malaria risk factors identified in the northern zone of plateau state. previous research has employed a comparative analysis of various mcda techniques for practical applications, such as the evaluation of laptops (wieckowski & szyjewski, 2022), choosing the optimal technique for identifying areas susceptible to erosion (patel et al., 2023), sustainable transport(broniewicz & ogrodnik, 2021), choosing cameras(bączkiewicz et al., 2021), real estate and land management practices(guarini et al., 2018), etc. the article is structured as follows: section 2 evaluates the study area, different malaria risk factors, expert consensus on selecting risk factors, assessment of various mcda techniques, ranking references, and analysis of correlation coefficients. section 3 examines the assessment of various mcda techniques, while section 4 discusses the results of the analyzed data and draws a conclusion. materials and methods study area the northern zone of plateau state, nigeria consists of six local government areas (l.g.as), namely bassa, barkin ladi, jos east, jos north, jos south, and riyom. the region is spatially located at latitude 9°20’ to 10°20’n and longitude 8°30’ to 9°50’e. bauchi state borders it to the northeast, kaduna state to the northwest and mangu and bokkos l.g.as to the south. climatic conditions are divided into two distinct seasons: the rainy season, which is typically influenced by the west african monsoon and lasts from may to october, and the harmattan (dry) season, which originates in the sahara and often lasts from november to april. the annual average rainfall and temperature are 1200 mm and 24 °c, respectively (binbol et al., 2020). the altitude includes the few regions in nigeria that are above 1000 m. the most distinctive hydrological feature of the study area is its watershed, which drains rapidly into existing water bodies (static and flowing) during rainfall (emma martin & burgess neil, 2022). figure 1: map of study area showing its hydrological control pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 79-84, 2024 data collection malaria risk factors ranging from environmental (vegetation health index, waterbody distribution, and landuse, landcover classes), climatic (ambient temperature and rainfall), and socioeconomic (population density) were identified as some of the most prevalent risk factors influencing malaria transmission in the study area through experts’ consensus and literature review. rainfall and temperature data was collected from the jos meteorological weather station, while the vegetation health indices and landuse/landcover data were extracted from landsat 8 oli/tir image (https://earthexplorer. usgs.gov/). the distribution of water bodies (static and flowing) was extracted from 0.5 metres-resolution google earth image using qgis extensions. whereas the population density data was collected from the national population commission. data analysis the interpolation tool was used to analyze the ambient temperature and rainfall. analysis of the vegetation health index was done using the landsat 8 image. similarly, the landsat 8 image was classified into 6 classes with the maximum likelihood supervised classification technique based on the propensity of the different classes to transmit malaria: bare surfaces, rock outcrops, settlements, cultivated areas, forested areas, and water bodies. lastly, the spatial distribution analysis of population density was also carried out. the risk factor’s parameter used in this study was further reclassified into six classes based on the vulnerability of mosquitoes breeding habitats and malaria transmission risk. five experts with at least five years of experience in malaria-related fields evaluated and compared the relative importance of the risk factors using a 9-degree pairwise comparison matrix. furthermore, the weights of these factors were calculated based on the factors’ vulnerability to malaria risk. furthermore, the identified malaria risk factors were assessed using topsis, maut, promethee ii and copras techniques and then ranked based on their propensity for malaria transmission in the study area. multi-objective optimisation by ratio analysis plus full multiplicative form (multimoora), and multiobjective optimisation on the basis of simple ratio analysis (moosra) were used as reference ranking. using the reference rankings of multimoora and moosra, a comparative analysis of topsis, promethee ii, maut, and copras was conducted to determine the reliability of the consistency results of these techniques in ranking the risk factors. lastly, the correlation between topsis, promethee ii, maut, and copras techniques was ascertained through weighted spearman correlation coefficient and weighted sum (ws) rank similarity coefficient analysis. results the analysis of the weight of risk factors based on the propensity of the factors to malaria transmission, performed by pairwise comparison matrix calculations in table 1, is presented in the following order: rainfall (c4) in millilitres > lulc(c5), scaled 1-6 > population (c3) > vegetation health index (c2) > water bodies (c1) in kilometres > temperature (c6) in degrees celsius. table 1: weights of malaria risk factors and the classification of criteria into cost and profits c1 c2 c3 c4 c5 c6 weight 0.047 0.079 0.125 0.445 0.271 0.033 type cost profit profit profit cost profit the calculation of mcda techniques used in the alternatives ranking analysis and preference ranking of multimoora and moosra is shown in table 2. the alternative ranking order showed that promothee, maut and copras were ranked equally, while topsis ranked the alternatives similarly to the reference ranking. on the other hand, the reference ranking of multimoora and moosra showed an equivalent placement of the alternatives with topsis. furthermore, the correlation analysis of mcda techniques shows that promethee, maut and copras in figure 1 and table 3 had a negative correlation and relationship with the reference ranking of multimoora and moosra in terms of assessing the malaria risk factors used in this study. while topsis showed a positive correlation and relationship with the reference ranking when evaluating the different risk factors. table 2: ttopsis, promethee, maut, copras, multimoora and moosra ranking for malaria risk factor selection ai topsis promethee maut copras multimoora moosra c1 1 6 6 6 1 1 c2 2 5 5 5 2 2 c3 3 4 4 4 3 3 c4 4 3 3 3 4 4 c5 5 2 2 2 5 5 c6 6 1 1 1 6 6 pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 79-84, 2024 the analysis of the weighted spearman correlation coefficient and the weighted sum similarity coefficient (ws) presented in figure 1 shows that promethee, maut and copras were equally correlated with a value of 1.0, indicating that they are equal in terms of evaluation of the alternatives are equal to the various risk factors, while topsis on the other hand showed the negative correlations and relationships in assessing the risk factors of the above mcda techniques. however, topsis showed a positive correlation, relationship, and equal ranking in evaluating the alternatives as the reference ranking techniques of multimoora and moosra, as shown in table 3. figure 2: correlation analysis for topsis, promethee, maut and copras mcda techniques ranking table 3: correlation analysis of topsis, promethee, maut, and copras with preference ranking of multimoora and moosra techniques topsis promethee maut copras rw 1 -0.907 -0.907 -0.907 ws 1 -1 -1 -1 discussion the criteria weight analysis of malaria risk factors used in this study suggests that rainfall is the key factor contributing to malaria transmission risk, accounting for approximately 44%. furthermore, because the risk factor ranking analysis used the same weights for all mcda techniques, only topsis showed similarity to the preference ranking. this means that topsis ensured a high level of consistency in determining the impact of risk factors affecting malaria transmission risk in the study area. because the various risk factors used in this study were evaluated in such a logical and consistent manner, this decision-making method is helpful in prioritizing the various risk factors and determining the disease hotspot for malaria transmission. in addition, the evaluation of the method based on the ranking of risk factors makes it clear which important intervention measures need to be implemented. analysis of criteria weights by topsis indicates that priority is given to vector management interventions that address vector distribution around bodies of water, particularly during the rainy season. this is in addition to maintaining good sanitary conditions around settlements and adhering to protective measures against the vectors, such as: e.g., constant use of insecticide-treated nets (itns), indoor residual spraying (irs), etc. in addition to ahp, which has been demonstrated to be extensively utilized in the field of malaria epidemiology for the assessment of various risk factors impacting the disease’s transmission as well as the identification of appropriate vector management strategies. the comparison of topsis, promethee, maut and copras shows that topsis had similarities and correlations with the preference ranking of multimoora and moosra, suggesting that it is a useful tool for assessing malaria risk and identifying appropriate vector interventions. also, this indicates that topsis showed consistency in comparison to the other mcda techniques used in determining the relative importance and ranking of the malaria risk factors, based on the analysis of the malaria risk factors used in this study. the degree of consistency with which the risk factors in the study area were analyzed through this comparative comparison demonstrates that the topsis technique is suitable for its application in malaria epidemiology to determine the suitability of the appropriate vector management intervention measure for application in the northern zone of to be determined plateau state. the negative correlation and relationship shown by promethee, maut and copras with the preference ranking of multimora and moosra suggests that there are differences in the evaluation of pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 79-84, 2024 the criterion weights or the ranking of the alternatives of the malaria risk factors. however, the positive correlation and relationship between topsis and the preference ranking of multimoora and moosra implies that there is concordance in the assessment of the weights and risk factors. this relationship is crucial for selecting appropriate mcda techniques in malaria risk analysis and consequently improves decision-making processes in managing the malaria burden in the study area. although leveraging the intuition of experts in the field of malaria is crucial for decision-makers in combating the scourge of the disease, the evaluation of mcda techniques with the reference ranking of multimoora and moosra in this study has some limitations in terms of being subjected to degree of bias or subjectivity since it relies mainly on some assumptions in determining the relative importance and ranking of the criterion weights of the various risk factors. in addition, the numerical values of the different risk factors used to determine the weights and to calculate the rankings established by the different mcda techniques were considered chronologically, ranging from the smallest to the highest value indicating the maximum potential of the attributes. the lack of randomness attributed to the data set used to determine risk factor weights is also a limitation as it affects the arrangement of the rankings produced using these methods. the lack of randomness attributed to the data set used to determine risk factor weights is also a limitation as it affects the arrangement of the rankings produced using these methods. conclusions mcda has proven to be a useful tool in the field of malaria epidemiology, helping to select the most appropriate vector management strategies by assessing various malaria risk factors. based on the vulnerability of mosquito breeding habitats and the risk of malaria transmission, this study assessed the main malaria risk factors in the northern region of plateau state, ranging environmental, climatic, and socioeconomic factors. a comparative comparison and analysis of topsis, promethee ii, maut, and copras was conducted using the reference rankings of multimoora and moosra to establish the reliability and consistency of the results obtained from the ranking of risk factors. the evaluation of the different risk factors within the study area showed that topsis ranked the alternatives similarly to the reference ranking, whereas promothee, maut, 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(2020). malaria risk map using spatial multi-criteria decision analysis along yunnan border during the pre-elimination period. american journal of tropical medicine and hygiene, 103(2), 793– 809. https://doi.org/10.4269/ajtmh.19-0854 pa ge 1 6 pa ge 42 american journal of multidisciplinary research and innovation (ajmri) a comparative study of learning modalities and academic performance in a private senior high school in southern philippines eric d. palmerola1*, kim karlo t. amorado2, khatrine ann t. arabilla2 volume 3 issue 6, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i6.3653 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 15, 2024 accepted: september 23, 2024 published: december 03, 2024 this quantitative study aimed to identify the level of academic performance among senior high school students in terms of synchronous, asynchronous, and modular learning modalities. furthermore, the study aimed to determine if there is a significant difference in academic performance as analyzed according to types of learning modalities. descriptivecomparative was utilized to answer the research questions with 362 respondents under the science, technology, engineering, and mathematics strand. the findings showed that students under synchronous got a higher mean with outstanding descriptive equivalent, and students under asynchronous and modular got a very satisfactory descriptive equivalent. the result implied that students who chose synchronous classes gained higher grades than those who chose the other two learning modalities. this further indicates that synchronous classes have effectively delivered lessons and led to students’ higher academic performance. modular to asynchronous and modular to synchronous have .000 significant differences, and asynchronous to synchronous has 0.006. this result implied a significant difference among the types of learning modalities. regarding participant’s personal information, sex, and parental support, they had no significant moderating effects on their academic performance as analyzed according to types of learning modalities. in contrast, school support had significant moderating effects on academic performance as analyzed according to types of learning modalities. hence, this study recommended that the school continue offering online classes and strategize plans for modular students for a better educational outcome. keywords descriptive-comparative, learning modalities, senior high school, southern philippines introduction according to alberto et al. (2020), the covid-19 pandemic has disrupted education worldwide, and the philippines was no exception. during the onset of the pandemic, most of the country’s school facilities had to stop face-to-face learning activities, changing to various remote or online learning. they have considered the new normal education policy using multiple learning modalities like modular, asynchronous, and synchronous (boudreau, 2020). online education has exploded recently, becoming part of the new standard setup. this setup gives the idea of coping with educational needs online. furthermore, ang (2020) emphasized that synchronous learning is more flexible and better enhances students’ 21st-century skills. according to kelly (2020), an asynchronous type of learning provides the students with materials like handouts, journals, articles, and other teacher presentations. in the philippines, bernardo (2020) reported that based on the department of education survey, about 8.9 million parents prefer modular learning, and to ensure that students are continuing their education, deped provides the distribution of hard copies of instructional materials. these instructional materials contain study guides, activity sheets, and practice questions. though it is an independent type of learning, malaya (2020) highlighted that the role of teachers is a must, especially in monitoring the student’s progress. moreover, one of the public school teachers in pangasinan prefers modular learning as their alternative type of learning due to the lack of gadgets, devices, and connections in their area (manlangit et al., 2020). this paper purposely aimed to determine the level of academic performance among senior high school students in terms of synchronous, asynchronous, and modular learning modalities. further, to determine if there is a significant difference in terms of sex, parental support, and school support in academic performance as analyzed according to types of learning modalities. literature review the education system is now turning to synchronous learning to improve the educational productivity and outcomes of the students (bakia et al., 2012). synchronous learning refers to a program that uses the internet wherein there is an interaction between the teacher and the students. the new normal setup gives the idea of coping with educational needs online. online education has exploded in recent years, becoming part of our new normal setup. moreover, online learning platforms have been introduced previously. gibbs (2020) stated that calcampus implemented the first online-based school in 1995, wherein classroom instruction and other related materials were provided. further, thornton (2020) pointed out that education using the online platform has emerged as a new method 1 davao de oro state college, compostela, davao de oro, philippines 2 davao doctors college, davao city, davao del sur, philippines * corresponding author’s e-mail: eric.palmerola@ddosc.edu.ph pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 42-48, 2024 of teaching and learning. with the power of technology, various learners can continue their education using technology or online platforms. synchronous classes allow students to gain new knowledge and offer a highquality education to all learners because it breaks barriers or borders. over the past decades, education has had different purposes. synchronous classes are one of the platforms that offer new opportunities for students. other learners, from elementary to tertiary students, use this kind of method, as well as working adults who want to study (singh, 2020). asynchronous learning is vital in humanizing online courses (kelly, 2020). this type of learning happens on the student’s schedule, and they can work at their own pace. students are given instructional materials, different lectures that can add to the new knowledge of the learners, and assessments like activities, quizzes, assignments, and alike within the set deadline (perveen, 2016). asynchronous learning is commonly facilitated by a wide range of media that involves e-mails, discussions, and collaborative works for learners and teachers, even if the learners are not online. further, this is a student-centered method that is widely used, wherein the teachers will be the collaborators that set up a learning path, and the learning can occur at any time (finol, 2020). with the idea of lawless (2020), asynchronous learning offers a flexible schedule to nontraditional learners wherein the students do not need to travel or go to any venue since it only requires offline duties, which is cost-effective. according to manlangit et al. (2020), “supercharging filipino parents is key for successful modular distance learning,” online learning is not the only option and type of distance learning. it is a distance learning program that uses modules. there are guides and vital sections for teachers and students to meet the desired competencies. the department of education aims to ensure that all students in the school year 2020-2021 will experience quality education by integrating the so-called slms or self-learning modules. this will include alternative delivery modalities like modular, radio, and televisionbased instruction. undersecretary diosdado san antonio stated that they are printing self-learning modules for students who cannot attend online classes (bernardo, 2020). secretary leonor briones said in one of her press briefings, “education is the new normal, not only online.” this means that buying gadgets and other materials is not compulsory. they can choose modular if their situation does not permit or allow them to attend an online class (arcilla, 2020). materials and methods the descriptive-comparative method was used in this study to determine the academic grades of senior high school students in higher education institutions in terms of asynchronous, synchronous, and modular learning modalities. the study’s respondents were senior high school stem students, with 236 respondents for synchronous learning, 91 respondents for asynchronous learning, and 35 for modular learning. the sample size was then divided by the number of stem sections proportionally. the respondents were randomly selected from the master list given. these respondents were given researcher-made online survey forms to determine their personal information (i.e., sex, parental support, and school support). in this study, a researcher-made survey questionnaire was used, and the questionnaire was validated by three experts in research where it passed the validation process. after, the questionnaire was subjected to pilot testing for 15 non-respondents of the study. this study utilized cronbach’s alpha, which was discussed by frost (2023), which measures the reliability of a set of items, and all the items have the same characteristics. if the value is higher, the items have a higher agreement. this statistical tool checks the quality of the instrument or tool before it is deployed to all respondents. using cronbach’s alpha, the reliability score of the validated questionnaire is .845, which means it generates consistent responses. the researchers followed the procedures to gather the data for this study. first, a letter was sent to the principal to request permission to conduct the study in the school. after the researchers received approval from the school principal, the researchers then sent a letter to the class advisers. this was part of the study to request the master list and the student’s preferred learning modalities. the ethics committee approved that most respondents were below 18 years old. additionally, the assent form was sent to the students below 18 years old, and the consent form was sent to their parents and students who were 18 years old and above, indicating the purpose of the research, risk and benefits, voluntary participation, and confidentiality. the researchers sent a letter to the registrar requesting a copy of the respondents’ semestral general weighted average to determine their academic performance. while personal information processed for research purposes intended for public benefit is exempted from the data privacy act of 2012 and its implementing rules and regulations, the researchers still adhered to the relevant laws, regulations, and ethical standards of the researchers’ institution. subsequently, a survey was conducted to gather the respondents’ demographic profiles (i.e., sex, internet connection, gadgets, parental support, and school support). this was done to acquire the moderating variables for this study. the respondents were asked to evaluate statements by checking a numeric response on the indicators. in this study, a 5-point likert scale anchored by (5) strongly agree, (4) agree, (3) somewhat agree or disagree, (2) disagree, and (1) strongly disagree. lastly, the data was retrieved, collected, tallied, tabulated, and interpreted confidentially and accordingly. in the analysis of data, the following statistical tool was employed: mean was used to determine the level of academic performance of the respondents in terms of synchronous, asynchronous, and modular learning pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 42-48, 2024 modalities. kruskalwallis one-way analysis of variance was used to determine if there is a significant difference in academic performance as analyzed according to types of learning modalities. a post hoc test was also used to see which pairs of groups differ significantly. moderated regression analysis was used to test the hypothesis that the demographic profile moderates the relationship between the students’ learning modalities and academic performance. results and discussions table 1: participant’s personal information (sex) learning modalities male female total 1. synchronous 85 151 236 2. asynchronous 30 61 91 3. modular 13 22 35 overall 128 234 362 table 2: level of participant’s personal information (parental support) learning modalities mean n descriptive equivalent 1. synchronous 3.526 236 high 2. asynchronous 3.468 91 moderate 3. modular 3.469 35 moderate overall 3.506 362 high table 3: level of participant’s personal information (school support) learning modalities mean n descriptive equivalent 1. synchronous 4.341 236 high 2. asynchronous 4.200 91 high 3. modular 4.411 35 high overall 4.312 362 high table 4: level of academic performance in terms of learning modalities learning modalities mean standard deviation descriptive equivalent 1. synchronous 90.721 3.278 outstanding 2. asynchronous 89.395 3.381 very satisfactory 3. modular 87.228 3.680 very satisfactory overall 90.050 3.507 outstanding in the participant’s personal information in terms of sex, as reflected in table 1, there are 362 respondents from different learning modalities. in general, there are 128 male and 234 female respondents. table 2 shows synchronous got the highest mean of 3.526 with a high descriptive equivalent. this indicates that the perceived parental support of the respondents using an ordinal scale is often experienced among the g11 stem synchronous respondents. at the same time, asynchronous got the lowest mean of 3.468 with a moderate descriptive equivalent. this indicates that parental support is seldom experienced among the g11 stem asynchronous respondents. further, the overall mean is 3.506, a high descriptive equivalent that indicates that parental support is often experienced among the respondents. the results in table 2 imply that parental support to students is evident, which means parents assist their children. as shown in table 3, modular got the highest mean of 4.411 with a high descriptive equivalent. this indicates that school support is often experienced among the g11 stem modular respondents. while asynchronous got the lowest mean of 4.200 with a moderate descriptive equivalent. this suggests that school support is seldom experienced among the g11 stem asynchronous respondents. further, the overall mean is 4.312, with a high descriptive equivalent indicating that school support is oftentimes experienced among the respondents. the results in table 3 imply that school support for students is highly evident, which means the school is doing its best to assist the students in their classes regardless of their chosen learning modality. pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 42-48, 2024 table 4 presents the level of academic performance among grade 11 science, technology, engineering, and mathematics students in terms of their preferred learning modalities for the first semester of the school year 2020-2021. the descriptive equivalent is based on the deped order no. 8 s. 2015 (grading scale, descriptive equivalent, and remarks), as well as in a local study entitled determining factors to students’ science achievement in the implementation of k to 12 spiral progression approach: a mixed method (decano et al., 2021). the synchronous class got the highest mean of 90.721, with an outstanding descriptive equivalent. modular got the lowest mean of 87.228, with a very satisfactory descriptive equivalent. the result implies that students who chose a fully online class have obtained grades outstandingly compared to students who chose the other two learning modalities. this is further supported by a study conducted by smith and brame (2014), which highlighted that online students performed slightly better than those teaching the same material through traditional instruction. in addition, al-maroof et al. (2021) revealed in their study that students prefer online classes, especially if content richness, information, and the educational system have a higher level of quality. the researchers also added that the higher the level of satisfaction among the students, the more positive their attitude is towards online learning. this can be further interpreted as an indication that educational institutions must have a welldeveloped learning management system that aligns with the existing competencies required from the students by the department of education. in addition, cristobal et al. (2022) suggested that since the educational system uses a variety of learning modalities, teachers should be trained on ict integration in the classroom to enhance the instructional materials and increase student engagement. table 5: significant differences in academic performance as analyzed according to type of learning modalities (pairwise comparisons of groups) sample 1 – sample 2 test statistics std. error std. test statistics sig. adj. sig. modular – asynchronous 58.659 20.814 2.818 .005 .014 modular – synchronous 100.093 18.954 5.281 .000 .000 asynchronous – synchronous 41.434 12.913 3.209 .001 .004 table 6: independent-samples kruskal wallis test total n 362 test statistics 32.942 degrees of freedom 2 asymptotic sig. (2-sided test) .000 table 7: hypothesis test summary null hypothesis test sig. decision the distribution of gwa is the same across categories of modalities. independent samples kruskalwallis test .000 reject the null hypothesis the significant difference in academic performance as analyzed according to the type of learning modalities is shown in table 5, which is the pairwise comparison of groups. each row tests the null hypothesis that the sample 1 and 2 distributions are identical. asymptotic significance (2-sided tests) is displayed. the significance level is .05. the significance values have been adjusted by the bonferroni correction for multiple tests. with this, the result shows that modular and asynchronous are significantly different, modular and synchronous are significantly different, and synchronous and synchronous are significantly different. these results imply a significant difference in academic performance as analyzed according to types of learning modalities, thus rejecting the null hypothesis. table 6 of the independent-sample kruskal-wallis test shows that the test statistics are adjusted for ties with 32.942 with 362 total no. of respondents in all learning modalities. asymptotic significance (2-sided tests) is displayed with .000. the significance level is .05. the result is .000, p > .05, thus rejecting the null hypothesis. as shown in table 7, the hypothesis test summary, the study rejected the null hypothesis because the significant difference among the learning modalities is .000. pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 42-48, 2024 participant’s personal information, as analyzed according to the types of learning modalities, significantly moderate the academic performance in terms of sex, as presented in table 8, there is a .095 significant moderating effect. as to modalities, there is a .966 significant moderating effect. both sex and modalities have a .068 significant moderating effect. the study revealed .068 > 0.05, which is interpreted that sex has no significant moderating effect on academic performance as analyzed according to types of learning modalities. thus, the null hypothesis is accepted. this is similar to the study of attah and ita (2017), which revealed that gender has no significant influence on the academic performance among senior secondary school students in calabar metropolis. it was analyzed using an independent t-test with a 0.05 level, and cronbach’s alpha yielded a reliability index of 0.75. in line with this, the results of the study by adigun et al. (2015) showed that there was no significance even if there was slightly better performance of the male students than the female students. according to the findings, there was no significant difference in the retention and academic table 8: sex coefficients model unstandardized coefficients standardized coefficients t. sig. b std. error beta (constant) 89.984 1.492 60.313 .000 sex 1.463 .874 .200 1.674 .095 modalities .041 .940 .008 .043 .966 modalities x sex -1.009 .550 -.383 -1.832 .068 *dependent variable: gwa table 9: parental support coefficients model unstandardized coefficients standardized coefficients t. sig. b std. error beta (constant) 94.191 1.900 49.576 .000 parental support -.516 .528 -.119 -.978 .329 modalities -2.602 1.120 -.493 -2.323 .021 modalities x parental support .283 .312 .214 .907 .365 *dependent variable: gwa achievement of the students and no skill achievements of the students (cognitive, affective, and psychomotor) regarding gender. as presented in table 9, there is .329 no significant effect regarding parental support. as to the modalities, there is a .021 significant effect. the study revealed .365 > 0.05, which means that parental support has no significant effect on academic performance as analyzed according to the types of learning modalities. thus, the null hypothesis is accepted. this result is supported by nigussie (2022), who revealed in his study that due to lack of time, knowledge, and conflict of schedules, there have been inconsistencies in terms of the impact of parental support on students’ success in school. nigussie further argued that though the results of his study show irregularities in the existing results of other research, he still pointed out that parental support is necessary for a student’s achievement. he also revealed that collaboration between parents and teachers should be noticed, and it can only be achieved if there is effective communication in family-school partnerships. furthermore, gan and bilige (2019) discovered in their study that parental support, both in quantity and quality, table 10: school support coefficients model unstandardized coefficients standardized coefficients t. sig. b std. error beta (constant) 85.410 3.174 26.912 .000 school support 1.600 .722 .271 2.216 .027 modalities 2.388 2.009 .453 1.189 .235 modalities x school support -.918 .458 -.791 -2.006 .046 *dependent variable: gwa positively affects students’ academic success. parental support has been a significant component of students’ academic achievement (mapp & kuttner, 2013). as presented in table 10, there is a .027 significant effect pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 42-48, 2024 in terms of school support. as to the modalities, there is a .235 no significant effect. the study revealed .046 > 0.05, which means that school support has a significant moderating effect on academic performance as analyzed according to the types of learning modalities. thus, the null hypothesis is rejected. this result is supported by a study conducted by mitchell (2018), who revealed that students were satisfied with the school support provided to them. most respondents rated the following school supports highly: opportunities to be part of service projects, opportunities to learn through clubs and meetings, teacher’s help, etc. furthermore, the same study found that students strongly desire to connect with their classmates and receive additional school support. in addition, vallaster (2019) pointed out in his study that schools must have customized resources that can support the diverse community of their students. the level of support the school can provide its students will significantly impact the student’s success. palmerola (2024) supported the idea that teachers’ and students’ work is positively impacted by well-planned program implementation in schools, such as e-learning and other modalities. this further implies that there should be enough school support to ensure the highest level of academic performance among students. conclusion students under synchronous got a higher mean with outstanding descriptive equivalent, and students under asynchronous and modular got a very satisfactory descriptive equivalent. the result implied that students who chose synchronous classes had gained higher grades than those who chose the other two learning modalities, leading to academic achievement. regarding the respondents’ demographic profile, the study revealed that sex and parental support had no significant moderating effect on academic performance. school support had a significant moderating effect on academic performance as analyzed according to types of learning modalities. the result implied that the level of support the school can provide its students has contributed significantly to their academic performance. recommendations this study suggests the following: the school administration may continue offering online classes to its students. moreover, the administration may devise a plan or assist students enrolled in modular classes to enable them to participate in online classes for a better learning outcome. sufficient training and workshops can also be done to orient and reorient teachers on how to effectively deliver lessons online, develop and enhance their existing teaching pedagogies, and adequately assist students regardless of their preferred learning modality; third, the parents and guardians must have open and effective communication and create a family-school collaboration. aside from the variables mentioned in the study, future researchers can explore other variables and choose a different strand to see if there are differences in the preferred learning modalities and other moderating variables that may affect the student’s academic performance. references adigun, j., adesina, o., irunokhai, e., onihunwa, j., & sada, y. 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(2020). online learning: education’s new normal. edukasyon.ph. https://portal.edukasyon.ph/blog/ making-the-most-of-online-learning-opportunities arcilla, j. (2020). deped: most parents prefer modular learning. the manila times. https://www.manilatimes. net/2020/07/31/news/national/deped-mostparents-prefer-modular-learning/748207/ attah, r. f., & ita, p. m. (2017). gender as predictor of academic achievement in english among senior secondary school two students in calabar metropolis, cross river state. global journal of educational research, 16(2), 149-153. https://doi.org/10.4314/gjedr. v16i2.9 bakia, m., shear, l., toyama, y., & lasseter, a. (2012). understanding the implications of online learning for educational productivity. office of educational technology, u.s. department of education. https:// eric.ed.gov/?id=ed532492 bernardo, j. 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(2021). pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 42-48, 2024 determining factors to students’ science achievement in the implementation of k to 12 spiral progression approach: a mixed method. international journal of educational research review, 6(1), 46-54. https://doi. org/10.24331/ijere.815698 finol, m. o. (2020). asynchronous vs. synchronous learning: a quick overview. bryn mawr college. https:// www.brynmawr.edu/blendedlearning/asynchronousvs-synchronous-learning-quick-overview. frost, j. (2023). cronbach’s alpha: definition, calculations & example. statistics by jim. https://statisticsbyjim. com/basics/cronbachs-alpha/ gan, y. & bilige, s. (2019). parental involvement in homebased education and children’s academic achievement in china. social behavior and personality, 47(11), 1-15. https://doi.org/10.2224/sbp.8491. gibbs, l. 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(2020). nanay, handa na ba kayong maging tagapagdaloy? supercharging filipino parents is key for successful modular distance learning. flip science. https://www. flipscience.ph/news/features-news/tagapagdaloymodular-distance-learning/ mapp, k., & kuttner, p. (2013). partners in education: a dual capacity-building framework for family-school partnerships. https://www.researchgate.net/publication/290447281_ partners_in_education_a_dual_capacity-building_ framework_for_family-school_partnerships mitchell, k. j. s. (2018). school supports for chinese international students in american christian high schools. biola university. https://www.proquest. com/dissertations-theses/school-supports-chineseinternational-students/docview/2168360317/se-2 nigussie, a. w. (2022). parents’ perspectives of parental involvement to support student academic achievement (doctoral dissertation, walden university). proquest. https://www.proquest.com/dissertations-theses/ parents-perspectives-parental-involvement-support/ docview/2605660027/se-2 palmerola, e. d. (2024). clarification evaluation of e-learning implementation: a developmental research design. american journal of education and technology, 3(2), 119–127. https://doi.org/10.54536/ ajet.v3i2.2890 perveen, a. (2016). synchronous and asynchronous e-language learning: a case study of virtual university of pakistan. open praxis, 8(1), 21-39. https://www. learntechlib.org/p/171556/. singh, j. (2020). importance of online classes. ecole globale. https://www.ecoleglobale.com/blog/ importance-of-online-classes/ smith, b., & brame, c. (2014). blended and online learning. vanderbilt university center for teaching. https://cft.vanderbilt.edu/guides-sub-pages/ blended-and-online-learning/ thornton, p. a. (2020). what will schools look like under the ‘new normal’? p&a grant thornton. https:// www.grantthornton.com.ph/insights/articles-andupdates1/from-where-we-sit/what-will-schoolslook-like-under-the-new-normal/ vallaster, j. r. (2019). recognizing and supporting the forgotten poverty frontier: exploring suburban school poverty in elementary schools (doctoral dissertation, the george washington university). proquest. https://www.proquest.com/dissertations-theses/ recognizing-supporting-forgotten-poverty-frontier/ docview/2170704445/se-2 pa ge 1 pa ge 47 american journal of multidisciplinary research and innovation (ajmri) a literature review on multicultural business communication manolito c. alsola1* volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.1952 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 08, 2023 accepted: september 04, 2023 published: september 12, 2023 this thorough literature assessment digs into the complex world of multicultural corporate communication and examines the many factors that affect interactions in different cultural situations. through systematic gathering of data from various published articles related to the topic, the review begins by putting good multicultural communication in the perspective of the current worldwide business environment. it sheds light on how cultural differences affect communication dynamics by analyzing subtle linguistic clues, nonverbal cues, and underlying cultural norms that influence cross-cultural interactions. critical examinations of multicultural corporate communication’s difficulties and impediments highlight the dangers of misunderstanding, stereotyping, and communication breakdowns. in addition to promoting the development of cultural sensitivity, using efficient communication tools, and encouraging relationship-building and trust across cultures, the review highlights techniques to improve cross-cultural communication. the review examines the changing role of technology, intercultural leadership, and the ethical ramifications of multicultural corporate contacts to anticipate future developments in this field. this study offers helpful guidance for practitioners and organizations attempting to negotiate the challenging environment of multicultural corporate communication by summarizing the significant results and implications of the research. to address the changing opportunities and difficulties in this vital subject, the study ends with a plea for continued research and innovation keywords multicultural business communication, cross-cultural business communication, globalization, global communication challenges and barriers introduction in today’s globalized business world, companies will inevitably have to get on board talents from different parts of the world. especially for giant multinational corporations (mncs), the workforce could represent all the countries where they have their presence. they might even hire talents from countries where they do not have their physical presence if the candidates satisfy their criteria for hiring because job postings now are mostly done online and are visible to all potential candidates from around the globe. the workforce of these mncs is a mixture of people from different backgrounds, colors, religions, genders, experiences, food choices, likes, dislikes, and so on. this diversity is the mncs’ direct match for their diversified markets around the world which could be the same mixture of many factors. in other words, a diversified company in terms of product offerings and workforce serves an equally diversified global market. employees from many nations, regions, and cultures frequently interact in the workplace today. it is an expression of the many cultures that exist in the globe at this present time (rebecca, 2013). managing such a welldiversified work environment could be overwhelming and challenging for these mncs. however, if they are able to harness the power of diversity, the situation could be beneficial for the company as a whole. beyond the business case, organizations that are genuinely committed to actual diversity profit much. living a diverse worldview, a mindset devoted to normatively doing the right thing and not only making money, is different from using workplace diversity solely to positively impact a bottom line (wrench, 2013). businesses that genuinely value authentic diversity earn significant benefits that go well beyond simple financial gains. although there is a strong commercial argument for diversity, a company that is genuinely dedicated will gain on many levels. adopting a diverse worldview requires a solid commitment to moral standards, the promotion of fair practices, and the creation of an inclusive workplace. a diversityfocused attitude puts genuine inclusivity first as a core goal, in contrast to a superficial approach that only seeks to increase profits. this strategy goes beyond a purely utilitarian viewpoint that sees diversity as a way to improve the bottom line. instead, it places a strong emphasis on the moral need to uphold moral principles, fostering an environment at work where each person is appreciated, valued, and empowered. organizations foster a dynamic and creative environment by fostering a diversity-oriented worldview. diverse viewpoints encourage creativity and help people come up with original answers to difficult problems. additionally, an inclusive workplace draws top people from many backgrounds, enhancing the company’s capacity for adaptation and success in a constantly changing international environment. multiculturalism is, in fact, pervasive today. more people are traveling and deciding to live abroad as a result of globalization. people are urged to relocate and explore other nations, civilizations, and cultures by mncs and society at large. this explains why there are becoming more exchange students as well as expatriates. students are encouraged to travel, study, and do internships abroad in higher education, particularly but not only in 1 university of cebu & st. paul university surigao, philippines * corresponding author’s e-mail: manolito.c.alsola@gmail.com pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 47-54, 2023 business school. typically, college students who like their time abroad desire to begin their careers abroad as well (heyman, n.d.). because of their training, these students become very attractive candidates to mncs when they graduate because they are already trained in multicultural business communication. they are expected to be able to adjust easily to multicultural business environment because of the experience they obtained being exchange students. effective multicultural business communication is of significant importance to mncs and even to companies operating purely domestically but have to deal with customers from diverse cultures such those engaged in tourism-related businesses. hotels, restaurants, tourist spots and the like have to deal with customers from diverse cultures. it is important that their workforce have high cultural intelligence because of the very nature of their businesses. cultural intelligence (cq) is the capacity to function and manage successfully in situations and settings with multiple cultures (ott & michailova, 2018). businesspeople and their organizations can gain real advantages from being able to communicate successfully across cultural barriers, such as quick issue solving, greater decision-making, increased productivity, a steady work flow, solid commercial partnerships, and an improved professional image (zheng, 2015). gaining cultural intelligence is indeed a competitive advantage for companies that embrace it. this literature review aims to shed light on the crucial role that cultural elements play in forming successful crosscultural contacts in the business setting by conducting a thorough examination of the complex landscape of multicultural business communication. the capacity to negotiate various cultural conventions and communication styles becomes crucial as firms increasingly function in a globalized society. the goal of this review is to compile and evaluate previously published scholarly research, empirical findings, and theoretical frameworks that explore the complex interactions between business communication and culture. this review further aims to provide a comprehensive understanding of how cultural aspects affect communication dynamics and influence outcomes in multicultural business environments by digging into the areas of language nuances, nonverbal communication cues, and cultural values. in addition, this review will look at difficulties and obstacles brought on by cultural differences, suggest techniques for improving communication, and offer examples of realworld case studies that illustrate the practical applications of culturally sensitive business communication. in the end, the goal of this literature review is to provide practitioners, academics, and businesses with useful insights that promote enhanced intercultural awareness and communication skills, enabling them to succeed in the constantly changing global business environment. methodology this study of the literature discusses how to communicate in multicultural work environments. a thorough and organized strategy is used to find and evaluate pertinent scholarly works in this literature review on multicultural business communication. using a variety of terms, including “multicultural business communication,” “cross-cultural business communication,” “globalization,” and “global communication challenges and barriers,” the research process involves a thorough search in google scholar. the selection of published articles and assurance of the sources’ applicability to the study are part of the inclusion criteria. the chosen material is then carefully arranged, making it possible to have this comprehensive study on multicultural business communication. literature review cultural factors impacting multicultural business communication the primary factors that have a tremendous impact on multicultural business communication are language and communication styles, nonverbal communication and the cultural values or norms (liu, 2016). we will dig deeper into these factors under this section of this literature review. the verbal and nonverbal manner in which people interact with others is referred to as a communication style. the meta-message, which governs how listeners perceive and interpret verbal signals, combines language and nonverbal cues (liu, 2016). people from across the world vary in communication style, both verbal and nonverbal. the english language is universally acceptable and understood but if one person communicates to another in english but the listener doesn’t have a command of the language, a barrier is created. there is no way for the other person to understanding him, except when there is a translator. despite that, translation challenges could still occur if the person doing the translation is not well-versed on both the local and the english language. culture and communication are thus interwoven heavily. the appropriateness of spoken and nonverbal expressions of emotion is influenced by culture (davidhizar & giger, 2008). people from different parts of the world could also vary in terms communication context. according to edward t. hall (1976), people could either belong to high context culture or low context culture. high context communication occurs when the majority of the information is already present in the person sending the message himself and only a small amount of the message is encoded, expressed, or transferred while in the low context communication, the bulk of the communication is on the message actually delivered. a person from a high context culture could be misunderstood when communicating to another person belonging to a low context culture. understanding these variances typically results in improved comprehension, fewer misunderstandings, and greater respect between parties (nishimura et al., n.d.). in addition, politeness norms can also vary among people around the world. this is another area of diversity where misunderstanding pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 47-54, 2023 femininity, uncertainty avoidance and long term versus short term orientation. jobs are narrowly and tightly defined, communication occurs vertically downwards, power distance gives managers unlimited power and control over subordinates, older and senior employees receive respect from younger employees, decisions are made by a few people at the top autocratically, and people in high-power distance cultures are more likely to engage in unethical behavior (khatri, 2009). on individualism versus collectivism, one country could significantly vary from another. the findings of a study done in egypt and germany support the idea that cultural background affects students’ individualist vs. collectivist tendencies in both of these nations. in germany, both men and women scored better on individualism than in egypt, while egypt scored higher on collectivism (darwish & huber, 2003). countries may vary in terms of masculinity and femininity. in a study, both masculinity and femininity are associated with leadership in men. for females, this is not the case. male masculinity is much higher in nations with a strong masculine culture, and the findings indicated a strong link between leadership and masculinity. in contrast, women’s levels of femininity are higher in nations with a strong association between femininity and leadership (gannouni & ramboarison-lalao, 2019). uncertainty avoidance is another area where cultures from around the world could differ. in a study conducted in chile, hong kong, israel, japan, sweden and the united states, harmonious behavior might not be undertaken when uncertainty avoidance is so intense. accordingly, as this study showed, individuals of high uncertainty avoidance cultures are more prone to react hostilely to unclear circumstances (merkin, 2006). lastly, variation among countries could also occur in terms of short-term versus long-term orientation. societies with short-term orientation prioritize immediate results and gratification while those with long-term orientation emphasize persistence, perseverance and achieving long-term goals. in a new study conducted in 93 countries, the dimension’s national scores are correlated with specific family values, academic performance, business values, environmental values, and, given favorable historical circumstances, economic growth (hofstede & minkov, 2010). challenges and barriers in multicultural business communication multicultural business communication comes with challenges and barriers but these should not preclude companies from expanding to various countries outside of their headquarters if they are to harness the power of globalization. if they don’t push for expansion because the challenges and barriers, they could be depriving their stakeholders of the opportunity to try their products on the consumers’ perspective and the maximization of shareholders’ wealth on the part of the owners. when foreign acquisitions are announced, shareholders of mncs with operations outside the target firm’s country could occur. the idea of what constitutes polite and unfriendly behavior varies among cultures and is influenced by social and contextual factors (shahrokhi & bidabadi, 2013). there are just countries where people are generally more polite than others. it is interesting to note though that global anthropological studies back up the idea that polite civilizations are frequently violent cultures (cohen et al., 1999). nonverbal communication is another factor impacting multicultural business communication. nonverbal communications modes could include gestures, body language, facial expressions, proxemics, personal space, eye contact and the like. gestures, including body language, are movements usually of the body or limbs that expresses an idea, sentiment or attitude. in a study though, it is evident that gestures do not express ideas as clearly as speech, yet they do transmit some ideas (kendon, 1994). these could possibly result in miscommunication when two or more persons coming from different cultures are communicating with each other because they could have different meanings when taken from their individual perspective. facial expression may also be understood differently by persons coming from different cultures. facial expression implies that something inside, usually an emotion, is forced to the surface for viewing by others (fridlund et al., 2019). the royal way to our emotions is through our grins, frowns, pouts, and grimaces. another area of nonverbal communication is proxemics denoting the distance people feel they must place between themselves and others. the degree to which interactants approach or avoid one another, orient toward or away from one another, and engage in mutual, joint, or averted gaze are all examples of proxemic behaviors (mccall, 2017). gazing at somebody may be understood and misunderstood by that person depending on his cultural orientation. extended or strong eye contact may be viewed as rude, disrespectful, or even hostile in some east asian cultures. respect can be shown by keeping your look down or avoiding direct eye contact. the most crucial differentiation is whether one person is looking toward the other person or away from him. when two people are in close proximity, it is quite likely that one of them is attending to the other, yet when two people are far apart, it is clear that one of them is paying attention to someone else (hietanen, 2018). but again, that should not be understood generically because the person who did not look the other in the eye may belong to a culture where directly making an eye contact is understood is disrespectful. the review of cultural factors will not be complete without going through the study popularized by dutch social psychologist, geert hofstede, in the 1970s. in his theory of cultural dimensions, he introduced a framework that aims to explain how the different cultures influence and shape people’s behaviors, values and attitudes. these cultural dimensions are power distance, individualism versus collectivism, masculinity versus pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 47-54, 2023 see sizable positive anomalous returns. when businesses enter new industries and geographical markets, particularly ones that are less established than the u.s. economy, the abnormal returns are bigger (doukas & travlos, 1988). when they confine only their operations in their respective home countries, the income is limited only by the existing population in their countries but if they decide to expand, income potential is much higher. the benefits could far outweigh the challenges and barriers. the business challenges could include hurdles in securing permits, competition with local players and the totality of the costs to be incurred in the business expansion. on the cultural side, the challenges and barriers may include misrepresentation and misunderstanding, as well as communication breakdowns which may also cost much to the company but again, benefits generally outweigh the challenges and barriers. focusing on the cultural side, specifically in the area of misrepresentation and misunderstanding, things such as stereotyping, ethnocentrism, cultural appropriation and offensive language may come to the fore. stereotyping is the practice of ascribing a group of people with specific qualities, behaviors, or attributes based on their perceived membership in that group. these presumptions may not adequately reflect the unique variances and complexities within the group because they are frequently oversimplified and generalized. in addition to race and ethnicity, stereotypes can also be based on gender, age, country, religion, sexual orientation, and social status. both positive and negative stereotypes exist, while negative stereotypes are more frequently explored due to the potential harm they pose as well as the way they support prejudice and discrimination. stereotyping devalues people and may restrict their career prospects. many preconceptions are unfavorable or even hostile, and they pose a significant communication barrier in the workplace (sudhiir, 2016). stereotyping may be detrimental to both the person and the larger society. people may form judgments about others based on these stereotypes rather than appraising them as unique individuals, which can result in prejudice, discrimination, and uneven treatment. additionally, it can fuel misconceptions and reinforce prejudices that impede diversity and social progress. another challenge faced normally faced by organizations is ethnocentrism. a cultural superiority complex known as ethnocentrism is the justification of one’s own culture or group behavior as superior to all other cultures. it is a mindset in which we erroneously believe that our culture is unique as a result of our own cultural experiences (hussain, 2018). ethnocentrism hinders contact with people from other cultures and shows to be a communication obstacle. another issue in the workplace is cultural appropriation. cultural appropriation is the acceptance, borrowing, or imitation of aspects of one culture by individuals or groups from a different culture, frequently without acknowledging or honoring the contexts historical, social, or cultural aspects of the parts being adopted. as it raises concerns about power relationships, respect, and the potential to reinforce stereotypes or diminish the value of cultural traditions or symbols, this idea has been the subject of controversy and discussion. cultural appropriation has been argued to be improper for a number of reasons. one of these is the assertion that appropriating elements of another culture might deeply offend those who belong to that culture (young, 2005). lastly, offensive language directed by one worker to the other could cause conflict and unproductivity in the workplace. due to the fact that forbidden words can convey emotion information (anger, frustration) more effectively than nontaboo words, which enables speakers to accomplish a variety of personal and social goals with them, swearing evolved and still exists as a distinctively human ability (jay, 2009). on communication breakdowns, conflicting communication expectations, cross-cultural conflict and negotiations in high stakes could be big issues. conflicting communication expectations are circumstances when different or incompatible assumptions, views, or preferences about how communication should occur are held by individuals or organizations. differences in cultural norms, individual communication styles, organizational structures, or other contextual factors may lead to these disputes. ineffective communication, misunderstandings, and even interpersonal or intergroup conflicts can result from conflicting communication expectations. in a study made in thailand, the existence of different mindsets regarding communication expectations at work, expectations regarding the emergence of personal and professional relationships, and different conceptualizations of the meaning of verbal and nonverbal actions among thai and expatriate employees can be used to explain every issue with international/intercultural communication that was identified in this study. additionally, when both parties lack mutual language proficiency, mutual trust and openness in communication, and, most crucially, lack intercultural sensitivity to each party’s own cultural communication norms and values, communication issues may arise (sriussadaporn, 2006). cross-cultural conflict can lead also to communication breakdown. in a study, collectivists emphasize healthy interpersonal ties with others, preferring indirect or avoiding strategies of dealing with conflict, and demonstrating concern for face-saving (kim, 2016). this shows that communication breakdown could happen if a multicultural business environment is not properly managed. this could result in loss of productivity and will eventually result in the drain of profitability of the firm. lastly high-stakes negotiations which are defined as difficult and crucial exchanges of information or arguments between parties whose interests, resources, or results are significantly at stake could result in communication breakdown if it involves people of diverse cultures and diversity is not properly managed. pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 47-54, 2023 important decisions that could have long-term effects on specific people, groups, or even entire nations are frequently the subject of these negotiations. high-stakes talks can take place in a range of settings, including business, politics, international relations, the law, and personal relationships. strategies for enhancing multicultural business communication after diving into the challenges and barriers in multicultural business communication, let us direct the literature review now on strategies for improving communications in a multicultural business environment. these could include cultural sensitivity and awareness, use of effective communication tools and the building of relationships and trust. foremost among the strategies is cultural sensitivity and awareness. this entails cross-cultural training and intercultural competence, developing cultural empathy and open-mindedness and the promotion of inclusive communication practices. in a cross-cultural study conducted in a university, intercultural awareness can be raised by a brief intercultural intervention incorporated into university courses. this is fantastic news since instructors may improve intercultural awareness in common university courses by using targeted teaching techniques (fischer, 2011). in another study however, cross-cultural training hasn’t always produced the desired positive results. both environment and individual qualities can be moderated by training, but long-term success necessitates dedication to a long-term process (zakaria, 2000). developing cultural empathy and open-mindedness entails understanding and appreciating various viewpoints, beliefs, and practices is an essential step in. to grasp the depth of others’ experiences, one must look beyond one’s own cultural confines. in a society that is becoming more linked, this practice encourages tolerance, compassion, and effective communication. individuals can dispel stereotypes and assumptions by active listening and sincere curiosity, building a global society characterized by respect and cooperation. a happy community where individuals work together, learn from one another, and prosper regardless of their background can be achieved by cultivating cultural sensitivity and open-mindedness. this enriches individual growth. in a study, the findings demonstrated that contact with a local host affects both the social initiative and open-mindedness components of intercultural competency (van bakel et al., 2014). promoting inclusive communication practices includes fostering settings where various views are heard, appreciated, and understood. to ensure that everyone can engage fairly, it requires the use of language and media that respect cultural, linguistic, and cognitive distinctions. in order to improve understanding for everyone, including individuals with impairments, inclusive communication embraces clear language, visual aids, and accessible technologies. such techniques fill gaps, lessen discrimination, and increase group collaboration by recognizing and meeting individual needs. in the end, inclusive communication fosters empathy, breaks down boundaries, and encourages a richer interchange of ideas, facilitating a discourse in society that is more peaceful and equal. the difficulty of creating an inclusive diverse culture that demonstrates such “culture of inclusion” must be based on strong moral principles (pless & maak, 2004). effective communication tools include the use of technology in virtual communications, multilingual communication tools and the role of interpreters or translators in business settings. organizational structures that are effective, adaptable, and transient have been made possible by new communication and information technologies. virtual business is more present in reality. modern technological advancements have substantially altered how communication is traditionally understood (grosse, 2002). going into the covid-10 pandemic back in 2020, it was good that there had already been online meeting platforms at that point in time. despite global restrictions, global teams of multinational companies are still able to continue collaboration because of online collaboration tools and video conferencing platforms. english is generally the medium used when communicating for citizens of some countries where english is not spoken, there needs to be an interpreter or translator. simple metrics like the amount of money spent on interpreters or the number of days lost translating documents cannot accurately reflect the impact of the language barrier. the genuine cost must be assessed in terms of the relationships it ruins and the distortions it causes (feely & harzing, 2003). enhancing multicultural business communication includes the building of relationships and trust. here, communication could either be relationship-oriented or task-oriented. relationship oriented communication focuses on the kinship dynamics, wellbeing, and job satisfaction of team members while task-oriented communication is a communication that is characterized by being goalor instrumental-oriented and is frequently connected to individualistic cultures. in a study, the findings demonstrated that task-oriented leaders increased group efficacy and optimism among group members. the group’s members were more cohesive under the leadership of relational leaders (tabernero et al., 2009). building relationships and trust may entail networking and relationship-building across cultures. technology, training, expertise, and organizational support are all necessary for bridging organizational, cultural, time-zone, and distance barriers (pauleen & yoong, 2001). fostering respect, open communication, and understanding among the various team members is a key component of trust-building tactics in multicultural teams. connections can be built through fostering active listening, understanding cultural differences, and emphasizing empathy. cohesion is increased through team-building exercises that recognize diversity of pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 47-54, 2023 background and encourage cooperation. trust is increased via transparent leadership, correcting biases, and offering cultural sensitivity training. conflict resolution techniques and regular feedback loops make it possible to deal with problems quickly. a positive team atmosphere is facilitated by highlighting individual strengths and shared goals. such tactics foster trust, supporting team harmony, originality, and general performance in a richly varied environment. in a study with chinese host country citizens, while trust-building inside chinese society is mostly affect-based, according to a study, one shouldn’t assume that it is the same with people from diverse cultures (ang & tan, 2016). people from different cultures behave in different ways. future trends and research directions as technology further advances, future trends and research directions could delve deeper into the impact of technology and globalization in multinational communication. in a study, the findings demonstrate that digital age tools do simplify the process of cross-cultural communication. for many people it is easier to deal with a representative of a different culture when they are not face-to-face especially when language barriers are a real obstacle. online translators and autocorrecting tools can make a person more confident during cross-cultural communication processes (lifintsev & wellbrock, 2019). further studies could be made on intercultural communication in multicultural leadership. with globalization continuing to dominate the world after the temporary halt during the covid 19 pandemic, multinational companies should take the lead in intercultural communication because of the global workforce that they have. also, research could be made on sustainable and ethical dimensions of multicultural business communication. in this world where sustainability becomes at the centerstage, more studies will have to be made in this area. in the dynamic landscape of international business, the convergence of sustainability and ethics within multicultural communication is paramount. navigating diverse cultural contexts while upholding ethical standards presents both challenges and opportunities. by embracing sustainable practices, businesses can foster inclusive dialogue, bridge cultural gaps, and nurture longlasting relationships. ethical considerations ensure that interactions respect cultural nuances and societal norms, contributing to a harmonious global marketplace. this synergy promotes responsible resource utilization, minimizes cultural misunderstandings, and cultivates trust among stakeholders. ultimately, the interplay of sustainability and ethics in multicultural business communication underpins a more conscientious and prosperous global economy. results and discussion this literature review examines the complex dynamics of multicultural business communication, a crucial component of today’s international business environment. the introduction of the review places intercultural communication in the context of the current global business climate. it emphasizes how crucial it is to comprehend cultural differences and deal with them skillfully in order to have successful cross-cultural encounters. the evaluation makes use of information acquired from numerous published works to provide light on the complex nature of multicultural business communication. the ramifications of the review is discussed, with an emphasis on the variables influencing cross-cultural interactions, obstacles and challenges, and solutions. the tremendous effect of cultural differences on communication dynamics is one of the major themes emphasized in the literature review. it clarifies how minute linguistic cues, nonverbal cues, and underlying cultural norms can have a big impact on whether crosscultural interactions are successful or unsuccessful. effective multicultural business communication depends on understanding and accepting these subtleties. failure to do so may result in misinterpretations, stereotyping, and communication breakdowns, which are deemed to be crucial obstacles in this situation. the review also emphasizes the significance of cultural awareness, effective communication methods, and the development of cross-cultural relationships and trust. these elements are seen to be crucial for addressing the challenges of multicultural business communication. organizations can foster an inclusive workplace that fosters candid communication and understanding by encouraging cultural awareness. utilizing good communication techniques can also reduce language gaps and promote productive cross-cultural interactions. building relationships and trust is another crucial element because successful communication in a variety of business contexts depends on trust. additionally, the literature review looks at the changing role of technology, multicultural leadership, and ethical issues in business communications. the way firms interact internationally has changed as a result of the incorporation of technology, such as virtual meetings and collaboration tools. the necessity of leaders who can negotiate and bridge cultural gaps among their teams is emphasized by intercultural leadership, on the other side. last but not the least, the paper emphasizes the ethical aspects of multicultural corporate communication, highlighting the necessity of ethical behavior in crossborder commercial interactions. conclusion this thorough analysis of the literature digs into the complex area of multicultural business communication and identifies the numerous variables influencing interactions in various cultural situations. it highlights the difficulties brought on by subtle linguistic differences, nonverbal indications, and cultural norms, emphasizing the imperative need for cultural sensitivity, efficient pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 47-54, 2023 communication methods, and trust-based cross-cultural partnerships. this 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(2015). intercultural competence in intercultural business communication. open journal of social sciences, 03(03), article 03. https://doi. org/10.4236/jss.2015.33029 pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) congolese student comprehension of cmmw: a stumbling stone to the development of l2 learners’ acquisition quellon tavilat lepari nzamba yassanguila1*, chang-hai chi1 volume 3 issue 1, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i1.2361 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 23, 2023 accepted: december 28, 2023 published: january 02, 2024 it is necessary to use chinese mandarin measure words (cmmw) when counting objects and actions with numbers, demonstratives, nouns and verbs. compared to mandarin, lingala generally has no measure words. according to lado’s (1957) contrastive analysis hypothesis (cah), linguistic elements different from the learners’ native language create difficulties for them. this study uses an empirical research method to investigate l2 learners’ use of cmmw and the problems they encounter. in the empirical study, questionnaires and proficiency tests were used to collect information from the participants. a cmmw test was also designed to collect data on the application and use of different cmmw by lingala native speakers. the results of the empirical study showed that cmmw are a difficult task for lingala native speakers. the results of this study also showed that although lingala native speakers have difficulties in using most of the cmmw categories, some measure words are easier to use than others. the congolese students have stronger skills in weights and measures, collective nominal measure words and temporary nominal measure words. the main reason for the difficulties lies not only in the cross-linguistic differences between chinese mandarin and lingala, but also in the complexity of some cmmw. after finding out the difficulties faced by the congolese students learning cmmw, some preliminary suggestions for teaching cmmw in second language learning and application were proposed. keywords comprehension,teaching strategy, learning and application of cmmw, lingala native speakers introduction measure words are a major feature of chinese mandarin (cm). however, this feature of cm is a major challenge for congolese students who are learning the cmmw. many african bantu languages, such as lingala, do not use measure words (mw), while others, although using mw, are not very common. however, cmmw are not only abundant in quantity, but also have a huge complexity usage, which leads the congolese students often make errors in acquiring and using cmmw. however, the lingala native-speakers do not understand mw when learning chinese mandarin, and they make a lot of errors in learning and using them, and most of the time, they replace the rest of the mw with the general quantifier “个”(ge)。 for example, “一个 ”(yí ɡè shū)、“一个椅 子”(yí ɡè yǐzǐ)、“一个刀”(yí ɡè dāo), etc. cmmw is a type of word that learners of the lingala language, often make significant errors when learning cm. lingala language belongs to the african bantu language family, and although uses measuring unit (mu), but this mu is not considered as mw category in cm. it is particularly complicated to translate cmmw into lingala. this research on cmmw is very rich , but the research is not extensive. the author takes students from congo as the research object to study the use of mw. according to the definition of cmmw, there is a close relationship between cmmw and mandarin nouns (mn) and verbs (mv), which indicates the learning and grasping of cmmw are closely related to nouns and verbs. therefore, the acquisition of cmmw is integrated with the development of vocabulary, which is the essence of language learning. this also indicates that the learning of cmmw involves the entire learning process of chinese mandarin as a l2. so, it is crucial to comprehensively study the application of different mmw in learning mandarin as a l2. in addition, the usage contexts of mmw in cm reading (mr) and speaking (ms) are diverse, that is to say, it is necessary to understand all the uses of mmw in order to communicate more effectively in mandarin, which is also the ultimate goal of grasping and learning a l2. however, most of the existing studies on cmmw have examined nominal measure words (nmw) from both linguistic and applied linguistic perspectives. although nmw are the main component of mmw, they are not the only category of measure words (for the categorization of mmw). therefore, this study conducts research on both nmw and verbal measure words (vmw) to fill the research gap in this area. in addition, most of the existing studies on nmw mainly focus on individual nominal measure words (inmw), so this study also investigates other subcategories of measure words, including weights and measure words, collective nominal measure words, temporary nominal measure words, container nominal measure words and quasi-measures. cm is a unique lexical classification in the sino-tibetan language family, which has its own unique rules of usage, comparing to other countries languages. as a special class of words, mw are also one of the most important features of mandarin grammar (mg), which always value the linguistic community. the reason for this is mw are very flexible in practical use and can be changed according to different linguistic environments, 1 department of liberal arts and humanities, zhejiang university, 388 yuhang road,310028, china * corresponding author’s e-mail: leparinzamba@yahoo.fr pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 1-10, 2024 which poses a significant learning obstacle for cm language learners. therefore, it is important to categorize mw from the perspective of cm as a foreign language learners. in traditional language studies, mw are usually categorized into two main categories: nmw and vmw, but the traditional categorization does not have a greater role in acquisition and differentiation for the cm language learners. in this paper, it will use semantic analysis to reclassify mmw from the perspective of the cm language learners, so that learners can recognize, analyze and apply the same category of mw together. in addition, this paper will also analyze the bias of the corpus of mmw for the congolese learners in order to find out the different obstacles of congolese students’ acquisition of mw, especially the causes of errors in similar mw, so as to provide ideas for teaching of mmw as a l2. this article investigates cmmw among the congolese students and reclassifies them from the perspective of teaching strategies on students mw acquisition, that will provide new ideas for classroom teaching. the classification of mw allows teachers to review, summarize and analyze the same types of low-level mw when explaining high-level mw, it helps students to learn and better understand, also providing solutions for students self-studying. in this paper, it finds out the different errors made by congolese students in the process of acquiring cmmw, also analyzing the causes of the errors by developing corresponding teaching strategies through interviews with front-line teachers. in addition, the teaching strategies will be implemented in the classroom with a teaching suggestions and reflections, developed through a comparative experiments and tests. it reveals the difficulties and problems faced by congolese students in application of cmmw and it will put forward to propose some pedagogical suggestions, and hope it will inspire teaching cmmw as a l2 area. literature review as discussed earlier, mw are obligatory in cm but not in lingala. this difference between cm and lingala may lead obstacle to congolese students in acquisition and learning cmmw, which is the main reason for this study. the present chapter places the study in the field of second language acquisition (sla). it will discuss relevant theories of sla to frame the discussion on how l2 learners apply cmmw. it will also review previous study on cmmw in order to place the current study within the context of cmmw research. this chapter begins in section 2.1 which reviews of sla theories, including contrastive analysis (ca), contrastive analysis hypothesis (cah) and error analysis (ea), and it will also present a theoretical framework for language learning. section 2.2 tackles on an overview of previous research on cmmw and places the present study in the context of cmmw research. mmw: sla hypotheses and theories there is a cross-linguistic difference which exists between cm as l2 and the lingala native-speakers, and this difference affects them while learning and acquisition cm language, particularly in terms of cmmw, as many scholars have suggested (fries & lado, 1945). therefore, this study reviews the relevant assumptions and theories in the field of second language acquisition process of cmmw by the l2 learners. contrastive analysis and error analysis ca is one of the most important methods used in this study, which compares the learners’ native-language (lingala) with the cm as their l2 they are learning. the present comparison is designed to find out difficulties and identify solutions to improve the learning and acquisition of cmmw by the l2 language learners. according to the comparison of the ca, those elements that are similar to the learners’native-language will be easy, while those that are different will be difficult. (lado, 1957) further proposed the cah based on ca, which was the dominant theory of the behaviourism school in the field of sla. the cah predicts possible difficulties in l2 learning and acquisition by comparing the learners’l1 with the l2. according to the cah, linguistic elements for which equivalents exist in learners’ first language are easy for them, while linguistic elements for which equivalents do not exist are difficult. this theory further suggests that when l1 habits are helpful for language learners’in acquiring l2 habits, this is called a positive transfer, but when it l1 habits prevents learners’from learning the new one habits, it is called a negative transfer. although some scholars like (hughes, et al., 1972) have argued that the cah does not predicate all difficulties in language acquisition, for this study, a combination of ca and ea were used to discuss and explore the difficulties faced by l2 learners’in the application of cmmw. more specifically, a comparisons between l1 and l2 learners’were used as the primary technique to analyze difficulties in the application of cmmw by examining errors in the empirical study. the combination of ca and error analysis (ea) is also supported by (hammerley, 1982), who claimed that ca complements ea in explaining errors, while ea affirmatively recognizes or rejects predications based on ca. using ea, l2 learners’ misrepresentations are compared with native speakers’ discourse and three steps are proposed in ea: locating the error; identifying the cause of the error, and explaining the error (corder, 1981). for this study, ea is used to identify errors in the language learners’application of cmmw, in order to describe and explain these errors, with the help of ca with a view to suggesting some teaching strategies for language teachers. although this study examines l2 learners’ errors, the focus of the research is on the learner’s language, a term introduced by (selinker, 1972) to describe the language system that lies between the learner’s native tongue and the target language. process model of cmmw acquisition section 3.1.1 explores the theoretical approach that this pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 1-10, 2024 study adopts to examine and evaluate the problems that cmmw pose for lingala native-speakers. the section puts forward an internal process model of cmmw acquisition for l2 learners, with the aim of identifying, discussing, and analyzing the challenges of applying cmmw from the perspective of language learners. the model provides valuable insights into the acquisition of cmmw, and offers opportunities for improving the accuracy and fluency of language learners. before introducing the process model of cmmw acquisition, it also discusses (gass’s, 1988) study on how learners convert ambient speech (input) into output. this framework serves as the primary guidance and inspiration for the cmmw acquisition process model. related field. the following section will review the studies of (wang, et al., 2004) . (wang, 2004) conducted a study on the categorisation of cmmw and teaching cm as a l2. he believes that the categorisation of cmmw is very important for the acquisition of cmmw. his comparative study of cmmw and foreign language units of measure is important for this study. it is a progressive argument for the study on the categorisation of cmmw. according to wang, the difficulty in teaching cmmw does not lie in the fact that there are similar measure words in the l2, but in the fact that there are no equivalents in the l2, such as individual mw. he also puts forward some suggestions for the application of cmmw in the teaching of chinese as a foreign language at the elementary level, for example, instead of taking individual mw as the main task in the teaching and acquisition of cmmw at the elementary level, but should make good use of the general quantifier 个(gè), and emphasise the non-specific mw when designing teaching materials. (dong & zheng, 2007) , studied the use of cmmw by international students whose mother tongue is not cm in the cm interlanguage corpus, in which they adopted the ea method to analyse 63 cmmw with 1,636 usages in each sentence of the corpus. according to their research, international students can correctly use the “weights and measures” and “container measure words”, as well as master individual mw with less usages. they also discovered two types of errors that learners make. the first one is the mismatch between cmmw and nouns, including the overgeneralisation of “个”（gè）, “ 位”（wèi）, “种”（zhǒng）, and “件”（jiàn）, the general inappropriate between cmmw and nouns, as well as the errors caused by nouns. another type of errors is syntax errors in the application of cmmw, including redundant of cmmw in sentences, inappropriate between cmmw and parts of speech other than nouns and verbs, the use of cmmw as nouns, and errors in word order. (guo & han, 2007) investigated and analysed foreign students’ use of cmmw based on the cm proficiency test outline. they interviewed and surveyed 116 learners of cm as a l2 at tianjin normal university, including beginner of cm learners (learning cm for more than half a year), intermediate cm learners (learning cm for more than one year) and advanced cm learners (learning cm for more than two years). after collecting data, they used ea to analyse these students’ application of cmmw. according to their research, the higher the students’ mandarin proficiency, the better their application of cmmw. guo and han also used the interlanguage theory (selinker, 1969) ，to conclude that the cmmw interlanguage system develops with the development of cm proficiency. according to guo and han, errors in the use of cmmw are mainly due to the overgeneralisation of 个“gè”, the distinction between synonyms, measure words that have the same pronunciation and similar characters i.e. 副“fù” and 幅“fú”, mw with similar features i.e.根“ɡēn” and条“tiáo”, nouns which can figure 1: ambient speech in the given framework, “ambient speech” refers to adequate l2 data that language learners encounter. such data is predominantly presented by the l2 native-speakers in the context of l2 immersion, and by language educators in the language-learning environment. although language learners are exposed to ambient speech, not all of the language data they encounter is processed to the next level. the present study contends that l2 learners can access to sufficient cmmw data in “ambient speech” conditions, and are exposed to sufficient cmmw data from the initial phase of cm language learning. this is because cmmw have close relationships with nouns and verbs, which are the fundamental elements in the language learning process. to provide additional evidence for the previous proposal, this research analysed the textbooks used by students of different level at marien ngouabi and denis sassou nguesso university. the analysis revealed thirty-eight mw, which includes nouns and verbs. the findings suggest the prevalence of mw within first, second and third-year textbooks. review on the use of cmmw in learning and teaching cm as a l2 section 3.1 discusses the theoretical framework for studying the application of cmmw in the acquisition and teaching of cm as a l2. this section will provide an overview of the application of cmmw in the acquisition of cm as a l2 and in the teaching and learning of cm as a l2, thus determining the position of this study in the pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 1-10, 2024 be collocated with different mw (i.e. “mǎi le yì xínɡ shù” [bought a row of trees] and a general misunderstanding of cmmw. (guo, 2008) analysed the reasons for foreign students’ made errors in learning cmmw from both teaching and learning perspectives. according to her research, errors in learning and acquiring cmmw are mainly caused by negative transfer, over-generalisation in the l1, and learners’ communication strategies. she believes that the difference between the l1 and l2 is the main reason for international students’ difficulties in learning and acquisition of cmmw. over-generalisation of the target language is most common among novice learners, for example, using the general measure word “个” (gè) with countable nouns for which they do not know the measure. in terms of communication strategies, l2 learners tend to avoid using cmmw when they lack confidence in using it. although guo analyses some errors in the learning and teaching of cmmw from two aspects: sla and teaching cm as a foreign language (tcfl), she provided insufficient examples, made simple assumptions, lacked evidence, and did not fully explain the research methods and findings. guo mentioned l1 transfer in his research, but did not further introduce it, and did not either discuss the evidence of related research. she also mentioned the impact of communication strategies, but did not provide a detailed explanation of its relationship with learning cmmw. (liang, 2009) conducted a study on the acquisition of cm nominal measure words (nmw) by l2 adult learners. in his study, 29 korean native-learners, 29 english nativelearners, and 10 taiwanese native learners participated in three tests, including a comprehension test, a production test, and a prototype test, to explore the acquisition of different nmw by l2 learners. the results of these three tests showed that the level of cm proficiency was related to the learners’ use of cmmw. materials and methods context and participants this current study was mainly conducted at marien ngouabi university and denis sassou nguesso university, both university located in the southern part of the republic of the congo at the end of the first semester of the academic year in 2022-2023. at both university, the confucius institute (ci) is in charge of teaching cm to all university students. the ci has recruited cm volunteers’teachers from china and congolese volunteers’teachers from the republic of the congo, in order to be teaching cm to the congolese institution of education, where student and people who show great interest learning cm. the ci aims to provide better teaching, facilitate a cm learning environment, and enhance learners’communication and critical thinking skills using creative and lively teaching activities. every student at both institution who were taking cm course would have the chance to obtain a scholarship from the ci to pursue their higher academic education in the people republic of china, while taking a cm language proficiency level test. then, after being selected they can file an application to a chinese university, based on their cm proficiency level test. thus, students with a higher language proficiency level test (like: hsk4; hsk5 and hsk6) can directly apply for the major and those with the low language proficiency level test (like: hsk1; hsk2 and hsk3) would be advised to retake a one-year cm language course. currently, this study was an introductory statistic of cm course in the application of cmmw by the congolese students language learners, as they often encounter mw while learning cm. however, cmmw are difficult to learn, and its lead to many types of biases in their use. so, the present study is considered as a great help to the language learners, in so far as, it can not only help the learners to reduce the biases in the acquisition and application of cmmw, but also help them more effectively to grasp cmmw, in the same way it also helps the congolese teachers to improve their ways of teaching cmmw. the participants of the current study were all conducted by university students taking the cm language courses. most of these students were majoring in different area of study. a few had majored in languages and had chosen cm as their l2 learning. as far as the questionnaire is concerned, the respondents consisted of 114 students from three different cm classes which are divided as follows: elementary level or freshman students (45 students, 39.4%), intermediate level or second year students (33 students, 29%), and advanced level or third year students (36 students, 31.6%). of the 114 students, there were 69 males which represent 60.5% and 45 were females which represent 39.5% (in the survey, there were four of the test taker did not mention their gender). the survey was conducted by non-chinese mandarin nativespeakers and they were majoring from different fields and schools that is listed as follows: humanity and liberal arts, law, business, science, engineering, journalism, and foreign languages. in all the three classes of both institution, the teachers were chinese and congolese. after taking part to the survey and providing specific details and contact information about the survey, ten students showed their interests for the interview in participating in further research. between the ten, six were chosen from the students who had fully answered the questionnaire and four were students of school of foreign languages, majoring in english and cm language with study abroad experience. they were contacted directly by the researchers. the ten students conducted to participating for the interview, five were male and six were female. when reviewing the congolese student progress and learning in the application of cmmw, a variety of qualitative and quantitative data collection techniques are used throughout the programme. among the techniques used on the collection data includes the distribution of open-ended questionnaires to students on the cmmw, in order to find out their problems in learning and pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 1-10, 2024 acquisition on the cmmw. in addition to collecting data on the whole questionnaires, in-depth follow-up interviews were conducted with the learners of different cm proficiency levels. instruments questionnaire the purpose of the questionnaire on the cmmw, is to collect personal information of participants before the test. however, the current study does not focus on individual differences among participants, so personal information is mainly for reference. question 1 collects information about the gender of the participants. question 2 investigates the native-speakers language of the participants, the targeted participants of this study are the lingala native-speakers. question 3 concerns the participants experience in learning other languages. question 4 the participants are required to rate their cm language proficiency themselves. question 5 investigate the hours participants spend on practicing cm outside the classroom. question 6 investigate whether the participants completing the questionnaire has any cm native-speaking partners or friends, as it would be helpful for them to develop their cm language skills. question 7 finds out how often the participants practice their reading, listening, writing and speaking. many congolese students face certain obstacles in the application and learning of cmmw. this article investigates a survey questionnaire mastery of cmmw among students of the confucius institute at marien ngouabi and denis sassou nguesso university, thus the investigation is aimed to identify the obstacles that exist in teaching cmmw of the congolese students learners’, based on a comprehensive analysis, which provide a practical suggestion for the teaching of cmmw for the language learners’. the current study will be a great helpful for the congolese students to an extent that, it will not only help congolese students to solve the problem of learning cmmw, but also will help them to correctly understand, learn and master the importance of cmmw, so as to better mobilise their motivation in learning cm, and to improve efficiently their learning and enjoyment of the cm language. interviews semi-structured interviews were the main method used in this study because it allows researchers to gather similar data from different interviewees, while providing the flexibility to ask follow-up questions and discover unexpected fields. the interviews were conducted after following the distribution of the questionnaire. the first round of interviews involved six students who fully completed the questionnaire and it focused on the same topics related to their cmmw ability. in addition to these questions, follow-up questions were asked based on the interviewees’ answers and personal experiences. the second round of interviews was conducted with four senior cm students who had experience of studying cm in china. in addition to the questions listed above, this interview was also based on their previous experiences abroad during their staying in the people’s republic of china. in conducting the interviews, the research tried to identify the problems faced by language learners in using cmmw. all interviews were audio-recorded and then transcribed by the researchers with the permission of the participants. results and discussion questionnaire results as stated in the method, the questionnaire results present the overall results of l2 learners from cm who participated in the survey. the participants were split into three groups based on their language level, and 114 l2 learners completed the survey. the organization of this chapter is structured as follows, with section 4.1 presenting and discussing the general results of l2 learners’ application of cmmw; with section 4.2 providing a summary of how cmmw application to different test items; with section 4.3 summarizing the difficulties encountered in the application of cmmw; and with section 4.4 is the study discussion, based on the examination of l2 learners’ ability in application of different cmmw. students’ overall performance application of cmmw the statistical package for the social sciences (spss) was used for data entry and analysis. the software is now widely used in market research, government surveys, educational research, etc. the answers to the empirical studies were recorded in the software and the percentage of correct answers was also entered into the software for analysis. the elementary level is marked as “1”, the intermediate level is marked as “2” and the advanced level is marked as “3”. one-way analysis of variance (anova) is a statistical testing method in the spss, aimed at testing for differences between groups by comparing the means values of two or more groups. the graph based test in one-way anova determines significant differences between groups by pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 1-10, 2024 comparing all means (with a significant value of 0.05). since the one-way anova test assumes that there is no significant difference between groups, a significant value of 0.05 is usually used as the cut edge point to reject the hypothesis. if the significant probability result is above 0.05, the hypothesis is accepted,meaning there is no significant difference between different groups. more specifically, if the significant probability result is equal to or less than 0.05, the hypothesis is rejected, meaning that there is a significant difference between groups. if the significant probability result is 0.893, this means that there is a 89.3% chance that there is no significant difference between groups, so the hypothesis is accepted. if the significant probability result is 0.013, this means that there is a 1.3% chance that there is no significant difference between groups and therefore the hypothesis is automatically rejected. the main purpose of the “tukey test” is to study the similarity of the l2 group in the application of cmmw in their mother tongue. the following section describes the process of the “tukey test”. table 2: l2 students' overall performance result application of cmmw 1=elementary 2=intermediate 3=advanced 1=elementary 2=intermediate 3=advanced mean difference in the percentage of the correct answer significant probability 1 2 4.95000 .893 3 5.41667 .888 2 1 -4.95000 .893 3 .46667 1.000 3 1 -5.41667 .888 2 -.46667 1.000 * if the mean difference is 0.05 level, it is significant as mentioned in the method chapter, the present study investigated the application of cmmw with some university students in the republic of the congo. in table 2, the “mean difference of the percentage of correct answers” represents the average difference in the percentage of correct answers between sample groups, while the “significant probability” refers to the statistical difference indicated by the letter p. the mean difference of the percentage of correct answers is considered significant at 0.05, meaning that, if it is less than or equal to 0.05, it is considered to be significant. the mean difference is significant at 0.05, which means that if the significant probability is less than or equal to 0.05, there is a significant difference between the groups; if it is bigger than 0.05, there is no significant difference. the above table 2 compares each group with the other three groups to find out whether there is any significant difference in the average correctness of the groups in the application of cmmw. firstly, the elementary level group was compared with the intermediate level group and no significant difference was found (sig.=0.893 i.e. p>0.05). then the elementary level group was compared with the advanced level group and no statistically significant difference was found between them (sig. =0.888, i.e. p>0.05). the elementary level group was compared to the advanced level group and a significant difference was found (sig. =0.013, i.e. p<0.05). the intermediate level group was first compared to the elementary level group and no significant difference was found (sig. =0.893, i.e. p>0.05). the intermediate level group was then compared to the advanced level group and no statistically significant difference was found (sig. =1.000, i.e. p>0.05). the advanced level group was first compared to the elementary level group and no significant difference was found (sig. =0.888, i.e. p>0.05). the advanced level group was then compared to the intermediate level group and no significant difference was found (sig. =1.000, i.e. p>0.05). the above results indicate that there is no significant difference between the l2 groups. however, all the three l2 groups were significantly different (significant value less than 0.05). this indicates that l2 learners have difficulties in learning and acquisition cmmw. as mentioned above, the different questions in the empirical study aimed to discover different information about learners’ application of cmmw. the next two sections will introduce and discuss the results of different topics. the results of cmmw application for various tasks table 3: multiple choice question results 1=elementary 2=intermediate 3=advanced 1=elementary 2=intermediate 3=advanced mean difference in the percentage of the correct answer significant probability 1 2 1.03750 1.000 3 12.23636 .820 2 1 -1.03750 1.000 3 11.19886 .692 pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 1-10, 2024 3 1 -12.23636 .820 2 -11.19886 .692 * if the mean difference is 0.05 level, it is significant table 4: blank-filling task results 1=elementary 2=intermediate 3=advanced 1=elementary 2=intermediate 3=advanced mean difference in the percentage of the correct answer significant probability 1 2 -1.16667 .999 3 -3.00000 .991 2 1 1.16667 .999 3 -1.83333 .994 3 1 3.00000 .991 2 1.83333 .994 * if the mean difference is 0.05 level, it is significant table 5: matching-up task results 1=elementary 2=intermediate 3=advanced 1=elementary 2=intermediate 3=advanced mean difference in the percentage of the correct answer significant probability 1 2 6.68182 .994 3 15.37500 .947 2 1 -6.68182 .994 3 8.69318 .977 3 1 -15.37500 .947 2 -8.69318 .977 * if the mean difference is 0.05 level, it is significant table 6: gap-filling task results 1=elementary 2=intermediate 3=advanced 1=elementary 2=intermediate 3=advanced mean difference in the percentage of the correct answer significant probability 1 2 -12.71429 .171 3 -22.20000* .025 2 1 12.71429 .171 3 -9.48571 .469 3 1 22.20000* .025 2 9.48571 .469 * if the mean difference is 0.05 level, it is significant table 7: phrase translation task results 1=elementary 2=intermediate 3=advanced 1=elementary 2=intermediate 3=advanced mean difference in the percentage of the correct answer significant probability 1 2 -113.06140 .175 3 -118.32051 .180 2 1 113.06140 .175 3 -5.25911 .999 3 1 118.32051 .180 2 5.25911 .999 * if the mean difference is 0.05 level, it is significant pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 1-10, 2024 according to tables 3 8, significant difference is found between the l2 groups in the multiple-choice task, blankfilling task, matching-up task and sentence translation task. significant difference is also found in the gap-filling and phrase translation tasks, although the results of the intermediate and advanced level group are not significantly different from the other groups. these results suggest that l2 learners with higher language proficiency are better at gap-filling and phrase translation tasks. section 4.2 presents the results of the application of cmmw in different tasks. in general, the application of cmmw by l2 learners has not reached a similar level of application of cmmw. according to congolese students whose mother tongue is lingala, cmmw are a difficult part of their l2 language learning of cm. in order to facilitate the discussion of the results in the next section, the following table presents a summary of the results for different tasks. table 8: sentence translation task results 1=elementary 2=intermediate 3=advanced 1=elementary 2=intermediate 3=advanced mean difference in the percentage of the correct answer significant probability 1 2 -4.50000 .978 3 -21.87500 .274 2 1 4.50000 .978 3 -17.37500 .207 3 1 21.87500 .274 2 17.37500 .207 * if the mean difference is 0.05 level, it is significant table 9: summary of different tasks tasks the application of cmmw is significantly different from the learners native language the application of cmmw that are closely related to the learners mother tongue multiple-choice elementary v intermediate v advanced v blank-filling elementary v intermediate v advanced v matching-up elementary v intermediate v advanced v gap-filling elementary v intermediate v advanced v phrase translation elementary v intermediate v advanced v sentence translation elementary v intermediate v advanced v discussion carroll (1982), alderson et al. (1995) agree that different tasks are needed to test the different abilities of l2 learners. therefore, six different questions were used in the current study to examine l2 learners’ ability to use different cmmw. the multiple-choice tasks in the present study examined l2 learners’ application of non-specific nmw, one of the most common mw in cm. the options in the multiplechoice tasks are similar in some aspects. the first multiplechoice tasks requires l2 learners to distinguish between cmmw that are similar in characters, pronunciations, or meanings, in which participants need to pay attention to the differences between the choices and understand the pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 1-10, 2024 choices in order to make the correct choice. another type of multiple-choice question tests the overlap of cmmw, requiring l2 learners to distinguish the differences between choices. the results of multiple-choice task (table 3) indicate that l2 learners face difficulties in application of similar mw and overlapping cmmw. according to the requirements of the above chapter, the blank-filling tasks mainly test students’ understanding and application of cmmw in communication, especially nmw with different quantity relationships in context. participants need to understand the text in order to fill in the blanks with appropriate mw. first, l2 learners need to understand the meaning of the text and then analyse where the missing gaps are. then, they need to determine what is missing from each gap. after determining what is needed for each gap, they need to find the correct mw or phrase. matching-up evaluate the application of literary usages of “nominal measure words”, “temporary nominal measure words”, and “verbal measure words” by l2 learners. these tasks require participants to first understand the meaning of the entire sentence and then understand the meaning of the choices. in addition, since the choices contained cmmw with similar semantic and grammatical usage, participants needed to understand the choices and analyse them in order to make correct matches. the results of the matching-up tasks in the empirical study (table 5) indicate that l2 learners encountered difficulties with the literary usage of “nominal measure words”, “temporary nominal measure words”, and “verbal measure words”. gap-filling and phrase translation tasks are mainly used to examine the application of nmw. the results in table 6 show that l2 learners at the intermediate and advanced levels have a better understanding of nmw. however, l2 learners with elementary levels of language proficiency have difficulties in matching noun with their proper cmmw in the tasks. the sentence translation tasks in the empirical study aims at examining the application of vmw borrowed from verbs and quasi-measures. the l2 learners are free to translate sentences with or without mw. according to the results (table 8), l2 learners have not yet reached the point where they can freely use vmw borrowed from verbs and quasi-measures. this section briefly discusses the different tasks used in the empirical research. by analyzing different tasks, possible difficulties have been identified, as shown in the table below. conclusion the current article explores the effects of the application of various cmmw through the empirical research. in general, it is common for lingala native speakers who are learning cm as a l2 to find cmmw difficult, and three main reasons are attributed to the difficulties in the application of cmmw: l2 learners’ inability to understand cmmw, the negative transfer (interference and overgeneralization) of their current cm, and their own complexity. according to the average percentage of correct answers in applying different cmmw, “the hierarchy of difficulties in applying various cmmw for the congolese students from cm learners ( ranging from the most difficult to the least difficult ) should be proposed from the empirical research. by analysing the errors and difficulties, the current research shows that negative transfer from learners’ l1 is not the only cause for the difficulties despite the fact that the results from the matching tasks agree with the hierarchy of difficulty model based on the differences and similarities between learners’ l1(lingala) and l2 cm. the reason of the difficulties is based on the negative transfer from learners’ existing ability of cmmw. as far as, the model of the process of cmmw acquisition is concerned, the difficulties in the application of standard verbal measure words mainly appear at the noticing stage, understanding stage and integration stage. the empirical research not only provides all the difficulties of cmmw categories for the lingala native speakers but also shows where the difficulties lie in the model of the process of cmmw acquisition. acknowledgements i would like to express my special thanks of gratitude to my supervisor professor chang-hai chi for his able guidance and support in completing the current project. i would also like to extend my gratitude to my colleagues from zhejiang university and marien ngouabi university for providing me with all the facility that was required. i would also like to show my gratitude to everyone for sharing their pearls of wisdom with me during the course of this research, and i also thank the reviewers for their insights. i am also immensely grateful to all of you for the comments on an earlier version of the manuscript, although any errors are my own and should not tarnish the reputations of these esteemed persons. references allen, j. p. b. 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(2007). research on learning for foreign students to study chinese measure words. journal of changchun normal university (humanities and social sciences), 26(3). 83-87. https://doi. org/10.3969/j.issn.1008-178x.2007.03.022 guo, x. (2008). analysis on the cause of error made by foreign students in learning chinese classifiers. journal of changchun normal university (humanities and social sciences), 27(1), 90-93. hughes, a. (1980). problems in contrastive analysis and error analysis. institute of education sciences.15. https://eric.ed.gov/?id=ed192573 hammerly, h. (1982). contrastive phonology and error analysis. iral., 20(1), 17-34. https://doi. org/10.1515/iral.1982.20.1-4.17 lado, r. (1957). linguistics across cultures. ann arbor: university of michigan press.141. liang, y. c. (2009). do l2 grammars go beyond the l1 and l2 input?. in proceedings of the 3rd conference on generative approaches to language acquisition north america (galana). somerville, ma: cascadilla proceedings project (pp. 139-147). selinker, l. (1972). interlanguage. iral. 10. 209-241. https://doi.org/10.1515/iral.1972.10.1-4.209 selinker, l. (1969). lnterlanguage, iral. 3. 114-132. https://doi.org/10.1017/s0272263100004186 wang, h. (2004). the categorisation of measure words and teaching chinese as a second language. journal of jinan university (humanities and social sciences), 2(109). 113-116. https://doi.org/10.3969/j.issn.1000-5072.2004.02.030 pa ge 1 pa ge 35 american journal of multidisciplinary research and innovation (ajmri) influence of primary colors on memory retention of student gamers kennedy a. genon1*, merjoe i. saldua1 volume 3 issue 2, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i2.2609 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 04, 2024 accepted: april 10, 2024 published: april 14, 2024 the intricate relationship between colors and memory has been a widespread interest in human psychology. the present study sought to better understand the influence of primary colors on memory retention among student gamers in higher education institutions (heis). applying a quantitative research approach, specifically an experimental research design, examined two independent variables and a control condition. respondents were composed of 30 student gamers. most of them were undergraduate students who were exposed to video game experiments and were chosen purposively. in analyzing the collected data, one-way anova and mauchly’s test of sphericity were utilized. results revealed that primary colors do not significantly influence memory recall. this implies that better memory performance cannot be attributed to the facets of primary colors. limitations were acknowledged regarding the chosen sample size and the research instruments’ procedural use. hence, further studies may be conducted by minimizing the confounding variables and other external distractors in the same environment. keywords mauchly’s test of sphericity, memory retention, one-way anova, primary colors, student gamers introduction cognitive psychologists have increasingly studied interest in the relationship between color and memory. important association humans make with colors is noticeably embedded in their daily lives. it is evident in areas of study like art and marketing. the study of labrecque and milne (2012), revealed that high saturation of color in products increases arousal and excitement among consumers. color is also one of the most predominant stimuli that can elicit an emotional response. kurt and osueke’s (2014) study on colors and mood, red evokes entertainment and attention and has the most potential for arousal in comparison to cool tones like blue and green. these findings show how color can affect different psychological functions. people are constantly exposed to stimulations, especially in the advent of technology. they learn through their interactions with their environment, one of which is done using the senses. asare et al. (2023) disclosed how social media extended its reach regarding the interconnection among individuals. this is because the provision of fascinating visual stimuli allowed them to be more responsive to each other. facilitation of colors in different mediums of learning is seen in different visual aids, highlighters, and sticky notes enhancing memory performance through the execution of colors. in the current educational landscape, the commencement of online learning in the recent past has paved the way for stakeholders in the academe (i.e., students and teachers) to process, transfer and retain learning systems by recalling them effortlessly (sariakin et al., 2023). the process of memory retention and recall is represented through different models proposed by different scientists. in the present study, the researchers are following atkinson and shiffrin’s (1986) model. in its most basic principle, information is acquired through learning and retention is dependent on how the memory is processed. in the process of learning, there are three widely accepted components of memory proposed by atkinson and shiffrin (1968) namely: sensory memory, short-term memory or the working memory, and long-term memory. further, the acquisition of knowledge is a representation of memory (amin & malik, 2013). indeed, numerous studies have taken interest in finding out the relationship between color and memory. however, the researchers noticed the lack of studies that caters to primary colors. further, most of the studies are conducted in a way where information is presented in a face-to-face setting. with the current challenges that hinder students’ learning and the rapid rise of information technology where one can already access information online, researchers aim to study how color may influence memory retention, most especially through a virtual presentation of information. the present study will be focused on the medium of information where texts will be displayed on colored backgrounds and shown through computer screens. taking into consideration that not all colors are sustainable to investigate, the researchers decided to narrow down to the most basic of colors: primary colors, namely red, blue, and yellow. with this, researchers also redound to enrich future works of literature and research, further narrowing down the color that affects memory performance, if not possibly even specifying it. statement of the problem the study aimed to provide an in-depth understanding and discovery as to whether there is an influence of 1 graduate school of education, university of the visayas, main campus, cebu city, philippines * corresponding author’s e-mail: kennedygenon5@gmail.com pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 35-40, 2024 primary colors on memory retention among hei student gamers. further, current study sought to answer the following questions: 1. is there a significant difference, in terms of the numbers of words retained to memory, in using different types of colors as a visual aid in a memory test? 1.1 primary colors 1.2 non-primary colors 1.3 white 2 does using primary colors as visual aid help in achieving better memory retention performance? literature review color color can be defined in numerous ways. in art, color is objectively defined as an element that is produced when light strikes an object resulting in a reflection that can be perceived by the eye. indeed, color is a powerful element, one color can be combined to create another. one of the basic colors that predates modern scientific color theory is red, blue, and yellow – which are considered primary colors in subtractive models of colors. according to sir isaac newton, color possesses causal powers and can cause themselves to be seen (code, 2008). for instance, in psychology, color has also been an interest of many scholars in finding out its relationship in causing different psychological responses (elliot, 2015). it has been present since 1810. geoth (1810) coined his “theory of colors” in which he linked colors to emotional responding. throughout the decade, advancements have been made with the empirical and theoretical framework of this topic. however, works of literature have shown weaknesses that make this topic an ongoing field of interest until the present day. for instance, a recent review by cherry (2024) stated that color can be a powerful communication tool that can be used to signal action, influence one’s mood, influence physiological reactions, and even performance. with the general perception of colors in the spectrum-like how warm colors (yellow, orange, and red) elicit emotions from warmth or comfort to anger and aggression, cool colors (green, blue, and purple) draw a feeling of calmness but can also be sadness and demotivation, it can influence performance. it is even pointed out that exposing students to color red before taking an exam negatively affects their academic performance. in support of cherry’s 2020 review that claims color can elicit certain emotions that influence performance is a study by joosten et al. (2012) which studied colors and emotions in video games. they hypothesized that the specific identified emotion-linked colors (plutchik, 2001) would elicit emotional responses which were classified as: arousal (physiological and psychological state of proactive and reactive to a stimulus) and valence (intrinsic feeling that is experienced because of an event, object, or situation) in a condition. they also hypothesized that there was a difference in scores between experienced and inexperienced participants. to test this, they created a video game in which there were five conditions. in four of the rooms, the researchers manipulated the ambient light to the following colors: light blue, dark green, yellow, red, and then a control room. the participants went through each room to collect five items from npcs that they had to use to acquire a key to “win” the game. to assess the emotional responses, joosten et al used the selfassessment manikin (sam), which measures arousal, valence, and dominance score (used to determine the perceived control of the participant and the condition). the participants were asked to answer using sam about their current emotional state after each room. in examining scores for the inexperienced participants, they found out they scored significantly lower on valence than the experienced participants. they also scored lower in dominance in colors yellow, red, and the control group. the inexperienced participants, therefore, gained less pleasure and felt less control in the conditions. however, they found no significant difference between the scores of experienced participants in any of the dimensions and colors. in examining the dimensions, red proved to have the highest emotional arousal among all the colors. yellow scored significantly higher in eliciting valence in comparison to red which scored significantly lower. finally, they found no significant effects of dominance among the conditions. in conclusion, the significant effects of colors in eliciting emotional responses were only seen in the inexperienced participants. memory human memory is a crucial notion in cognitive psychology and neuroscience that has been an increasing field of interest in numerous studies. according to atkinson and shriffin’s (1968) multi-store model, there are three types of memory namely: short-term memory, long-term memory, and sensory memory. these memory stores are considered to have their characteristics in terms of encoding, capacity, and duration to store information. short-term memory has the capacity to store small amounts of information. long-term memory on the other hand can store information over a more extended period, hence considered to be more stable and longlasting. lastly, sensory memory has the shortest-term element of memory simply retaining information after a stimulus has ended. despite the differing capacities, memory performance has been studied throughout the years and is tested using different approaches and yielding contradicting results. several studies reviewed by the researchers include testing memory with color, interweaving it with learning and retention. for instance, a study by finn et. al. (2011) hypothesized that undergraduate medical students would learn better when bright-colored body painting was involved in teaching anatomy. with 117 undergraduate medical students, participants were divided into two conditions: block color (clr) and black color (blk). before the experiment, the participants had completed a pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 35-40, 2024 pretest before the body painting session on abdominal pain. after that, the students used a mapped outline with their corresponding conditions. after four weeks, students took a post-test to compare retention. noting that after teaching, there was no difference in knowledge between the two groups. results showed that there was no discernable difference in long-term memory retention among the blk and clr students. influence of primary color on memory having established color and memory from the previous sections, the following studies focus on the relationship between the two. a study by singg and mull (2017) involved college students’ performance on tests printed on differently colored papers which yielded interesting but conflicting results. the paper color did not have any significant results that coincides with the previous claims. however, it was seen that men and women had a significant difference in their word recall regarding yellow and blue colors. women did better in the blue paper while men did better in yellow paper. it is noted that cultural conditions might have affected the result. in texas, yellow is considered a culturally positive condition which might have enhanced their word recall. while women associate color with anxiety which could have interfered in their word recall. it is concluded in this study that cool colored papers such as blue are more suitable to be used by women and warm colors such as yellow might be better for men (singg & mull, 2017). galvez (2015), on the other hand, expected to find a correlation between color and cognitive performance among university students seeking credit for a psychology course. in his study, the stimuli were manipulated by putting target letters in an n-back task into either bakermiller pink, blue, red, or black to test the effect of color on working memory performance. with the increase of load, there will be a decrease in working memory performance. galvez (2015) predicted that there will be a positive correlation between color red and total working memory accuracy, blue working memory accuracy for the 3-back, and no effect of either pink or black on working memory accuracy. it is concluded in the results and discussion that color has no effect on accuracy and the colors red and blue have no significant difference with other colors in affecting working memory performance. it is assumed that there are variables in the preceding studies that are not present in this one such as the difference between society and culture which presents certain colors with different meanings. methodology research design the present study utilized a within-subjects experimental design with two levels of independent variables and a control condition. the two levels of independent variables consisted of primary colors (red, blue, and yellow) and non-primary colors (green, orange, and violet) applied as text backgrounds. the control condition was the traditional black and white presentation of text. the dependent variable was memory retention and was derived from test scores. in analyzing the scores between conditions and finding whether there is a significant influence between primary colors and memory retention, one-way anova was used. participants the participants of this study consisted of 15 male and 15 female higher education institution (hei) students from the age of 18 to 23, the majority was 21 years old, residing in the philippines. participants were derived through purposive sampling. the respondents were mostly undergraduate students, and one was on masters. 15 of them put in more than 1000+ hours in fps video games, followed by the other 15 ranging from 100-900+ hours. to completely participate in the experiment, one is sent a consent form first that discusses the procedure and implications of the study. if one agrees to join and finishes the whole procedure, they are promised to be a part of a raffle that will possibly win 1000 valorant points or php 350 sent through gcash. research instruments the tools that were used in the study were purely online and virtual. the whole procedure was utilized via google meet and responses were elicited through google forms. in presenting the texts on primary-colored or nonprimary-colored backgrounds, a video containing all the instructions and pool of texts presented as slides were readily made by the researchers to keep the time of the procedure standardized. the words written on the blocks were taken from a list from an article in reading rockets featuring words that are “schwa” or those that have unstressed syllables. to test memory retention, after each slide that contains the text, the participants were sent google forms to recall the words they have read within one minute. to prevent the participants from editing their answers, one google form will be provided for each slide to answer. a strict schedule was consistently followed by the researchers while experimenting to guarantee that each participant has an equal time duration in viewing the slides and answering the forms. data gathering procedure the researchers selected hei gamers who were asked to take part in this experiment; the gamers were informed that this is all voluntary and that they are not forced to participate. through facebook messenger, the participants were sent a google form link that contained the informed consent form. a brief introduction about the study as well as its purpose was indicated in the form. the ones who were willing to join received an informed consent form to fill out and send back to the researchers. those who did not turn in a signed informed consent were not able to participate. the participants also had to fill in a form regarding their demographics such as name, age, gender, location, etc. to lessen the gap between pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 35-40, 2024 the participants’ personal devices and location, the researchers asked to turn their screen brightness level to 50%. before the experiment, the researchers performed a pilot run to test the efficacy. a speed test was taken by the researcher responsible to share screens in google meet. those who were eligible to proceed to the testing received a link through facebook messenger redirecting them to a google meet. the researchers showed (through screen share) a 5-minute and 25-second video containing slides with instructions as to how the experiment will go and 3 slides with a 3 x 5 grid (15 blocks in total) to the participant for 30 seconds. the slide is 16.5 x 11” with blocks that are 2.58 x 1.82” in size. each block has a 2syllable english word from an article in reading rockets. 5 of the blocks are filled with primary colors as background, 5 for nonprimary colors, and the last 5 with white as the control condition. this is to see whether the participants will be able to retain information longer when influenced by primary colors. after each slide, the participants were sent a google link through the chat box and were asked within 1 minute to write down the words they can recall then go back to the google meet for the next batch of words as they hear the countdown which indicates the end of the time given. this part was repeated three times. the subjects were debriefed after the experiment since they did not fully know the entirety of the research title-for them to avoid prioritizing the words written with the primarycolored blocks. as the experiment was coming to an end, the researchers sent out another form asking for their details and what they preferred as a reward for the raffle. from there, the researchers checked the listed words and counted the terms associated with primary colors and those that were not. ethical considerations with the title stating the independent variables of the study, a small level of deception was used to avoid confounding the data. the title “influence of colors in memory retention among student gamers” was temporarily disclosed during the collection of data. this was done to prevent the participants from prioritizing the text on primary colors during the text presentation. furthermore, the researchers made sure to observe ethical standards throughout the rest of the study. participants were guaranteed that their personal information will be treated with confidentiality and that their responses will be disclosed with anonymity. participants will also be informed that their participation is voluntary and that they have the freedom to withdraw their participation from the study if they wish to do so. informed consent forms were handed as well to each of the participant before they were asked to participate in the whole procedure, with the conditions. after their participation, each participant was fully debriefed about the nature and the purpose of the study being conducted and the whole title of the study was fully disclosed. data analysis since the collection of data was done using google forms, it was made easier for the researchers to monitor the percentage and frequencies of the demographic profile of the participants. furthermore, the rest of the data was encoded on microsoft excel where additional graphs were also created for analysis. the scores are then exported to spss ibm 25 for better analysis. in terms of a deeper analysis of data with consideration of the design used by the researchers, the present study utilized one-way repeated measures analysis of variance (anova). since the experiment utilized a within-subjects design, the researchers had to make sure that the data used is valid. this is also made to minimize the possibility of type 1 error. hence, as part of the analysis of variance, a test of sphericity is used. the researchers used mauchly’s test of sphericity as provided by the ibm spss 25. provided that the test of sphericity has shown that the data has not violated the assumption, the researchers have proceeded on relying on the data provided by the spss. tables and statistics shown upon presenting the findings are based on the results found on the software. results and discussion test of sphericity since the study utilized the within-group participant design, repeated-measures anova was utilized to test the difference between the scores of the three tested variables (primary colors, non-primary colors, and control group). considering that the data came from the same group of people, a measure of sphericity is to be done to assess whether the data gathered is considered valid for further analysis. figure 1: test for the assumption of sphericity pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 35-40, 2024 table 1 mauchly’s test of sphericity indicated that the assumption of sphericity had not been violated, x2 (2) = 5.267, p = 0.072. with the significance level set at 0.05 results state that p > 0.05 which means that the test is nonsignificant, therefore indicating that the variances of differences are equal, which implies that the standard analysis of variance is not positively biased. one-way repeated measures anova with mauchly’s test indicating that the data has not violated the assumption of sphericity, further analysis could be done with the use of the data in one-way within-subjects anova as indicated in figure 2. a one-way within-subjects anova indicated that primary colors do not have a significant influence on memory recall during the test. as shown in the table 2, f (2, 58) = 0.43, p= 0.65 > 0.05, partial ɳ2= 0.02. furthermore, this is supported upon presenting the tables of the mean scores which indicates that it was the control group (black text on white background has the highest mean score (m= 7.57) compared to primary color (m= 7.1) and non-primary color (m= 7) as indicated in figure 3. figure 2: one-way within-subjects anova conclusion memory is one of the most sought topics when it comes to the field of cognitive psychology. studies involving the capacity of human memory and focusing on how memories are acquired, stored, and retrieved have been one of the most developed aspects throughout the years (lu & dusher, 2007). associative learning can be tested by pairing one stimulus (text) with another (color) and later testing whether a subject has learned to make the association between the two stimuli (byrne, 2017). this can be used as an explanation when students remember information when highlights are used to incorporate certain colors into important information. moreover, there is no indication that primary colors help in achieving better memory performance when it comes to visual aids. according to yaffe (2019) visual aids need to be less visual as they are usually guides for the audience to be in tune with the speaker. there are many factors that should be considered when making one such as font size, font style, consistency of color scheme, and number of words per slide. conducting the study and thorough analysis of data through one-way repeated measures anova, the researchers have found that primary colors (red, blue, and yellow) have no significant influence on memory retention among student gamers with the result: f (2, 58) = 0.43, p= 0.65 > 0.05, partial ɳ2= 0.02. however, a trend was noticed by the researchers. overall, the most recalled word (90%) is from the first row, the first column with a white background, another within the first row, and the first column with a yellow background (70%). one of the possible explanations of the phenomenon is the serial position effect. according to troyer (2011), the recall of the item is dependent on the position of the study set. hence, this may open a new possibility of future study. limitations although the study has failed to reject the null hypothesis, the findings however still contribute to the pool of knowledge in the respective field. this creates a springboard for further improvements in future research. hence, the researchers suggest noting the following limitations in the study and recommendations. the present study focused the sample participants on fps figure 3: mean and standard deviation pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 35-40, 2024 student gamers derived from purposive sampling, which is considered a representative sample for people involved in heavy virtual 3d environment exposure. researchers suggest for future studies focus on samples exposed to text-related games or simply students, focusing the stimulus on text and colors. the researchers recommend studying another area of memory in people who are consistently exposed to 3d virtual environments. further research can focus on spatial navigation working memory to test visuospatial memory skills, which would fit the study of student gamers. due to the current situation where resources are also limited, the researchers have encountered a limitation on the research participants. the research was only able to cater to 30 respondents. the researchers recommend a greater sample size as it would better affect the research with more diverse responses through a larger data set. moreover, the data is more concentrated on student gamers residing in cebu cityproviding 20 responses out of 30. another recommendation revolved around the instrument used in the procedure. the present study used texts on different colored blocks as background. furthermore, researchers suggest applying colors on bodies of texts as highlights instead to instigate a realistic tool for reading and applications of treatments. researchers also recommend minimizing the confounding variables by experimenting in the same environment. considering the possibility that distractions such as noise and light on their surroundings may have affected the encoding of information by the participants. in the present study, experimenting with a specific time slot was also not observed. the time could have affected how the participants view the color despite making sure their screen brightness was the same. natural and artificial light depending on the environment could have influenced the participants’ engagement. furthermore, researchers suggest conducting a study in a more controlled environment. references amin, h., & malik, a. s. (2013). human memory retention and recall processes. a review of eeg and fmri studies. neurosciences journal, 18(4), 330-344. asare, s., agyeman, e. p., ahmoah, j. d., & asare, b. o. (2023). a systematic review of the role of social media in providing guidance and support to adolescents: a case study of online counseling platforms. american journal of multidisciplinary research and innovation, 2(6), 42–48. https://doi.org/10.54536/ ajmri.v2i6.2213 byrne, j. h. (2017). learning and memory: a comprehensive reference. academic press. cherry, k. (2024, february 20). color psychology: does it affect how you feel? verywell mind. https:// www.verywellmind.com/color-psychology-2795824 code, a. (2008). “aristotelian colors as causes.” in festschrift for julius moravcsik, ed. j. woods d. follesdall, 235-242. london: college publications. elliot, a. j. (2015). color and psychological functioning: a review of theoretical and empirical work. frontiers in psychology, 6, 368. https://doi.org/10.3389/ fpsyg.2015.00368 finn, g. m., white, p. m., & abdelbagi, i. (2011). the impact of color and role on retention of knowledge: a body‐painting study within undergraduate medicine. anatomical sciences education, 4(6), 311-317. https:// doi.org/10.1002/ase.253 galvez, m. (2015). the effect of color on working memory performance. university of central florida. joosten, e., van lankveld, g., & spronck, p. (2012). influencing player emotions using colors. journal of intelligent computing, 3(2), 76-86. kurt, s., & osueke, k. k. (2014). the effects of color on the moods of college students. sage open, 4(1). https://doi.org/10.1177/2158244014525423 labrecque, l. i., & milne, g. r. (2012). exciting red and competent blue: the importance of color in marketing. journal of the academy of marketing science, 40(5), 711727. https://doi.org/10.1007/s11747-010-0245-y lu, z. l., & dosher, b. a. (2007). cognitive psychology. scholarpedia, 2(8), 2769. plutchik, r. (2001). the nature of emotions: human emotions have deep evolutionary roots, a fact that may explain their complexity and provide tools for clinical practice. american scientist, 89(4), 344-350. sariakin, fitria, n., faiza, c., amiruddin, & usman, m. b. (2023). e-learning in the educational system post covid-19 pandemic: a review of the obstacles and opportunities to curriculum designers. american journal of multidisciplinary research and innovation, 2(5), 40–46. https://doi.org/10.54536/ajmri.v2i5.1497 singg, s., & mull, c. w. (2017). effect of color on information retention by young men and women. joj case stud, 2(4), 555591. https://doi.org/10.19080/ jojcs.2017.02.555591 troyer, a. k. 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(2019). why visual aids need to be less visual. ubiquity, 1-4. https://doi.org/10.1145/3326538 pa ge 1 pa ge 76 american journal of multidisciplinary research and innovation (ajmri) anaemia and its determinants among pregnant women attending for accessing antenatal care in dhaka, bangladesh shimlin jahan khanam1, md awal kabir2* volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.2136 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 05, 2023 accepted: october 02, 2023 published: october 09, 2023 anaemia is a major cause of maternal mortality in lowand middle-income countries and bangladesh. the primary objective of this study was to evaluate the prevalence of anemia and its contributing factors among pregnant women in dhaka, bangladesh. a total of 260 pregnant women were included in this study, recruited from two healthcare facilities in dhaka. the primary outcome of interest was the presence or absence of anaemia (yes or no). the exposure variables encompassed various characteristics related to the women, their partners, and the community. to investigate the associations between the outcome and exposure variables, multivariate logistic regression techniques were employed. the findings revealed that two-thirds of the pregnant women in the study were anemic. notable sociodemographic determinants of anaemia included women aged between 21 and 30 years, unemployment, residing in households with lower wealth, and not taking iron supplements during the current pregnancy. additionally, a history of previous abortions was identified as a risk factor for anaemia during pregnancy. the prevalence of anaemia among pregnant women in bangladesh is notably high. there is a pressing need for improvements in the provision of antenatal care and other healthcare services to address this issue effectively. keywords anaemia, hemoglobin, maternal health, antenatal care, bangladesh introduction anaemia, characterized by low concentrations of hemoglobin, is a significant global health concern, particularly among pregnant women. in 2019, the global prevalence of anaemia in this population was estimated to be 38% (stevens et al., 2013). anaemia during pregnancy is associated with a heightened risk of various complications, including prolonged labor (iphn, 2007), maternal mortality (brabin et al., 2001 & black et al., 2008), preterm birth (black et al., 2008), low birth weight (rahman et al., 2016), stillbirths (iphn, 2007), and neonatal mortality (brabin et al., 2001) among offspring. globally, an alarming 47%-53% of pregnant women experience complications related to anaemia, such as the risk of premature birth and having a low-birth-weight baby (stephen et al., 2018). given these adverse outcomes, anaemia during pregnancy demands serious attention on a global scale. the causes of anaemia during pregnancy are multifactorial, encompassing factors such as substandard diets, poor hygiene practices (ahmed et al., 2016), inadequate consumption of fish, meat (hyder et al., 2004), and vegetables, low b12 intake (kalaivani, k, 2009), heightened iron requirements during pregnancy, iron deficiency (haidar, 2010), and the presence of infectious diseases like malaria, hiv, and helminth infestations (pasricha et al., 2008). additional contributors include menstrual blood loss before pregnancy, insufficient iron intake, poor iron absorption from diets, and increased iron requirements during growth and menstruation (ahmed et al., 2012 & ahmed, 2000). furthermore, various socio-economic and biological factors elevate the risk of anaemia, including maternal illiteracy, spousal illiteracy, lower income, environmental factors (ahmed et al., 2003), domestic violence (ackerson & subramanian, 2008), inadequate healthcare practices, early marriage (iphn, 2007), gestational age, gravida, short pregnancy intervals (barooti et al., 2010, jamaiyah haniff et al., 2007, noronha et al., 2010), an increased number of children, the use of intra-uterine devices (iuds), and residing in rural areas (ackerson & subramanian, 2008, mitra et al., 2012). additionally, chronic diseases and genetic disorders such as haemoglobinopathies and thalassemia can contribute to anaemia (ahmed et al., 2016).notably, the prevalence of anaemia during pregnancy varies between low-income and high-income countries, with 56% of pregnant women suffering from anaemia in low-income nations compared to 18% in high-income countries (mason & gillespie, 2001). in the southeast asia region, the world health organization (who) reports that, on average, 65% of pregnant women are anaemic (de benoist et al., 2008). bangladesh, a low-income country, faced a substantial burden of anaemia among pregnant women, with 3.2 million cases in 2018 (iphn, 2007). recent years may have seen fluctuations in the prevalence of anaemia among pregnant women in bangladesh, necessitating investigation. according to the recent data in bangladesh, 49% of ever-married women aged 15-49 years were anaemic. in urban areas, the prevalence stood at 41%, while in rural areas, the exact figure remains to be determined (unicef bbo, 2004). to combat this issue, bangladesh has set a target to reduce the anaemia rate among pregnant women by 25% by 2025. bangladesh’s national health service offers free antenatal 1 department of population science, jatiya kabi kazi nazrul islam university, mymensingh, bangladesh 2 department of social work, pabna university of science and technology, pabna, bangladesh * corresponding author’s e-mail: shimlinjahan2208@gmail.com pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 76-82, 2023 care, which includes iron supplementation with folic acid tablets from the second trimester to 45 days post-delivery, deworming after the first trimester, and food fortification programs (mitra et al., 2012). multiple strategies for anaemia prevention and control exist, divided into two categories: population-based strategies and targeted strategies for high-risk groups. the latter encompasses micronutrient supplementation, dietary enhancement, parasitic disease control, family planning and safe motherhood practices, as well as food fortification (iphn, 2007). to adhere to who recommendations for antenatal care, pregnant women in bangladesh are advised to attend at least four visits, with the first visit scheduled for the first trimester (8–12 weeks), the second in the second trimester (24–26 weeks), and the third and fourth in the third trimester (visit 3 at 32 weeks and visit 4 at 36–38 weeks) (jo et al., 2019 & who, 2016). while several studies on anaemia in bangladesh have provided valuable insights, there remain gaps in our understanding, particularly with regard to anemia risk factors. to address these gaps, this study aims to assess the prevalence of anemia and explore its associated determinants among pregnant women attending anc clinics in bangladesh. in doing so, we contribute to a more comprehensive understanding of anemia in this population, with a focus on factors that have not been adequately addressed in previous research. methodology study design and setting this study, employing a cross-sectional design, was conducted in 2022. to ensure a diverse representation of socio-economic levels, two tertiary hospitals in the capital city of dhaka were selected using purposive sampling. the chosen hospitals included dhaka medical college hospital (a government hospital) and salauddin specialized hospital (a private hospital). participants eligible participants were pregnant women between the ages of 15 to 49 years, irrespective of their current trimester, who were receiving antenatal care at these hospitals. inclusion criteria included the presence of a recorded hemoglobin level from the same day of the antenatal care visit. participants were required to show their health records confirming this. pregnant women who did not provide consent or lacked recorded hemoglobin levels from the same day were excluded. convenience sampling was employed to recruit participants, and the first author, sjk, approached eligible individuals upon their arrival at the antenatal care center. informed consent was obtained, and participants were free to withdraw from the study at any point. a total of 260 consenting pregnant women participated. sample size determination to determine the sample size, assuming a prevalence of anaemia at 50% among pregnant women and a 5% margin of error, a total sample of 384 pregnant women was initially required. the formula used for sample size calculation was as follows: n = (z2 * p * q) / d^2 = [(1.96)2 * 0.5 * 0.5] / (0.05)2 = 384.16 ≈ 384 however, due to time constraints and budget limitations, a sample size of 260 was selected to achieve the study’s objectives. dependent variable the dependent variable in this study was anaemia, assessed through hemoglobin levels extracted from participants’ health records. hemoglobin levels were recorded on the same day as the antenatal care visit. due to potential variations in hemoglobin levels during pregnancy, trimesterspecific cutoff points for anemia were not available. therefore, world health organization (who) cutoffs for pregnant women were used. hemoglobin levels of 11.0g/ dl or higher were considered non-anaemic, 10.0-10.9 g/dl as mild anaemia, 7.0-9.9 g/dl as moderate anaemia, and less than 7.0 g/dl as severe anaemia. independent variables independent variables included socio-demographic characteristics (age, age at marriage, education, religion, marital status, occupation), maternal factors (gravida, parity, history of pregnancy termination), current pregnancy information (trimester, history of pregnancy termination, iron and folate supplementation), healthseeking behavior (antenatal care visits, any illness during current pregnancy), maternal anthropometry (height, weight), dietary information (meal frequency, nutrition knowledge, awareness of anaemia causes and consequences), and household-level factors (access to safe water, sanitation). additionally, questions related to physical exercise, access to safe water and sanitation, sleep habits, and smoking habits were asked. statistical analysis descriptive statistics were used to characterize the study participants, and pearson’s chi-square test was employed to assess associations between socio-demographic variables and anaemia status. bivariate logistic regression models were used to identify factors associated with anaemia, and a final multivariate logistic regression model was employed. results were reported as odds ratios with their corresponding 95% confidence intervals. a p-value of <0.05 was considered statistically significant, and there were no missing values in the dataset. results a total of 260 pregnant women participated in this study, with the decision to conclude the study made due to resource constraints. among the surveyed pregnant women, 48% were adolescents and young women aged 18 to 24 years, while 52.3% were adult women aged 25 to 37 years (table 1). regarding their educational background, less than a quarter (21.5%) of the pregnant women had completed higher secondary education or above, and 5.8% had no formal education. the majority of the participants pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 76-82, 2023 (79.2%) were homemakers, while 16.2% were employed in various services. for the age at which they experienced their first pregnancy, the majority (62.7%) were between 15 and 20 years old, with only 13% having their first pregnancy between 21 and 26 years of age. approximately onethird of the women surveyed (32.7%) were experiencing pregnancy for the first time, while a similar proportion (30.8%) had a history of abortion among the total participants. additional socio-demographic and maternal characteristics are presented in table 1. nutritional characteristics table 2 presents the nutritional characteristics of the pregnant women in the study. among the total pregnant women, an overwhelming majority (97.3%) reported having three meals per day. additionally, just over half of the participants (51.5%) reported taking or having taken iron or folate tablets during their pregnancy. table 3 provides insights into the prevalence of anaemia based on age groups. among respondents aged 20 years or below, 43.8% had anaemia. conversely, the highest table 1: distribution of socio-demographic and maternal characteristics characteristics categories n (%) age (years) 18-24 180 (47.7) 25-37 80 (52.3) education no education 15 (5.8) primary 80 (30.8) secondary 109 (41.9) higher secondary and above 56 (21.5) occupation home maker 206 (79.2) service-holder 42 (16.2) others 12 (4.6) monthly income (bangladesh taka) ≤20000 56 (21.5) 20001-30000 93 (35.8) 30001-40000 76 (29.2) ≥40001 35 (13.5) age at first pregnancy (years) 15-20 years 163 (62.7) 21-25 years 63 (24.2) 26-29 years 34 (13.1) total number of pregnancies one 85 (32.7) two 80 (30.8) three 51 (19.6) four and more 44 (16.9) pregnancy trimester 1st trimester (0-13 weeks) 15 (5.8) 2nd trimester (14-26 weeks) 79 (30.4) 3rd trimester (27-40 weeks) 166 (63.8) ever terminated pregnancy yes 128 (49.2) no 132 (50.8) abortion history yes 80 (30.8) no 180 (69.2) table 2: distribution of nutritional characteristics variables categories n (%) meal frequency per day two times 7 (2.7) three times 253 (97.3) height (cm) <150 cm 110 (42.3) ≥150 cm 150 (57.7) weight gain (kg) self-reported ≤3 75 (28.8) 4-6 157 (60.4) ≥7 28 (10.8) pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 76-82, 2023 prevalence of anaemia was observed among women aged 21-30 years (70.4%). in the oldest age group, aged 31-40 years, 56.3% had anaemia. these differences in anaemia prevalence by age were found to be statistically significant. examining the prevalence of anaemia by age at marriage, it was found that among respondents married at the age of 18 years or below, 65.9% had anaemia. on the other hand, the highest prevalence of anaemia was observed among women married at the age of 19-24 years (72.9%). among respondents married at the age of 25 years or above, 20% had anaemia. these differences in anaemia prevalence by age at marriage were statistically significant. regarding employment status, 20% of employed respondents had anaemia, while the prevalence of anaemia among unemployed respondents was 71.8%. these differences in anaemia prevalence by occupation were statistically significant. wealth level also showed a significant association with anaemia prevalence. among respondents with an upper level of wealth, 38.1% had anaemia, and those with a middle level of wealth had an anaemia prevalence of 11.9%. in contrast, a higher prevalence of anaemia (78.7%) was observed among respondents with a lower level of wealth. these differences in anaemia prevalence by wealth were statistically significant. furthermore, the study found that among respondents who did not take any iron or folate tablets, 84.9% had anaemia. conversely, the prevalence of anaemia among respondents who took iron or folate tablets was 45.5%. these differences in anaemia prevalence by the use of iron or folate tablets were statistically significant. finally, among respondents with a history of abortion, 91.3% had anaemia. on the other hand, the prevalence of anaemia among respondents without a history of abortion was 52.8%. these differences in anaemia prevalence by abortion history were statistically significant. table 4 reveals that respondents aged 20 or younger and those aged 21-30 face 3.53 and 8.44 times higher odds of experiencing anaemia compared to those aged 31-40, taken of any iron or folate tablets during pregnancy yes 134 (51.5) no 126 (48.5) practice of breast-feeding ever breast-feeding 49 (18.8) never breast-feeding 211(81.2) table 3: factors associated with anaemia in dhaka, bangladesh variables categories anaemia, n (%) total (n) chi2 test anaemic not-anaemic age in years ≤ 20 21 (43.8%) 27(56.3%) 48 p>0.002 21-30 138(70.4%) 58(29.6%) 196 31-40 9 (56.3%) 7 (43.8%) 16 total 168(64.6%) 92(35.4%) 260 age at marriage in years ≤ 18 85 (65.9%) 44(34.1%) 129 p>0.001 19-24 78 (72.9%) 29(27.1%) 107 ≥25 5 (20.8%) 19(79.2%) 24 total 168(64.6%) 92(35.4%) 260 occupation unemployed 148(71.8%) 58(28.2%) 206 p>0.001 employed 20 (37.0%) 34(63.0%) 54 total 168(64.6%) 92(35.4%) 260 wealth lower 155(78.7%) 42(21.3%) 197 p>0.001 middle 5 (11.9%) 37(88.1%) 42 upper 8 (38.1%) 13(61.9%) 21 total 168(64.6%) 92(35.4%) 260 taken of any iron or folate tablets no 107(84.9%) 19(15.1%) 126 p>0.001 yes 61 (45.5%) 73(54.5%) 134 total 168(64.6%) 92(35.4%) 260 having history of abortion no 95 (52.8%) 85(47.2%) 180 p>0.001 yes 73 (91.3%) 7 (8.8%) 80 total 168(64.6%) 92(35.4%) 260 pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 76-82, 2023 after adjusting for variables such as education, occupation, wealth, iron tablet usage, and abortion history. while the p-value for the age group 20 or younger is not statistically significant, the p-values for the age groups 21-30 and 3140 are statistically significant. regarding education, respondents with formal education have 71.4% lower odds of developing anaemia compared to those without education, even after controlling for age, occupation, wealth, iron tablet usage, and abortion history. however, it’s worth noting that the p-value for education is not statistically significant. employment status also plays a significant role, with pregnant women who are employed having 80.3% lower odds of experiencing anaemia compared to their unemployed counterparts, even after adjusting for age, education, wealth, iron tablet usage, and abortion history. the p-value for employment status is statistically significant. furthermore, wealth level is a critical factor. respondents with a lower level of wealth face 4.33 times higher odds of developing anaemia compared to those with an upper level of wealth, and this difference is statistically significant. conversely, participants with a middle level of wealth have 64.8% lower odds of experiencing anaemia after adjusting for age, education, occupation, iron tablet usage, and abortion history, although the p-value for this group is not statistically significant. among pregnant women who have taken iron tablets, there is an 84.4% reduction in the odds of developing anaemia compared to those who have not taken iron tablets, even after controlling for age, education, occupation, wealth, and abortion history. the p-value for iron tablet usage is statistically significant. finally, respondents with a history of abortion face 9.52 times higher odds of experiencing anaemia compared to those without a history of abortion, even after adjusting for age, education, occupation, wealth, and iron tablet usage. the p-value for abortion history is also statistically significant. table 4: determinants of anaemia among pregnant women variables categories odds ratio (or) 95% confidence interval (ci) p-value age of the respondents ≤20 3.535 0.798 15.654 0.096 21-30 8.442 2.359 -30.208 0.001 31-40 ref ref 0.002 education has education 0.286 0.053-1.538 0.145 no education ref ref ref occupation employed 0.197 0.081-0.480 0.001 unemployed ref ref ref wealth lower 4.328 1.213-15.439 0.024 middle 0.352 0.068-1.835 0.215 upper ref ref 0.001 taken of iron tablets yes 0.156 0.069-.350 0.001 no ref ref ref history of abortion yes 9.521 3.123-29.029 0.001 no ref ref ref discussion in bangladesh, anaemia poses a significant threat to maternal and child survival during pregnancy. this study highlights a high prevalence of anaemia among pregnant women in dhaka city, reaching 64.6%. typically, in developing countries, the prevalence of anaemia during pregnancy hovers around 56%, while the bangladesh demographic and health survey (bdhs) reports a prevalence rate of 50%. geographical, socio-economic conditions, and methodological differences may contribute to this variation. the analysis demonstrates a significant association between various factors and anaemia. current age, age at marriage, occupation, wealth, iron tablet intake, and history of abortion are all significantly linked to anaemia. regarding the association between current maternal age and anaemia, the study finds that most anaemic mothers fall within the age group 21-30, which is consistent with previous research showing an increased risk of anaemia with late pregnancy. this correlation may be attributed to the general physical weakness associated with advanced maternal age and the higher likelihood of multigravidity, which can deplete maternal iron reserves and lead to blood loss during delivery (ahmed, 2000). early marriage is also significantly associated with anaemia, with a majority of anaemic mothers having married at age 18 or younger. early marriage may impact anaemia due to the immaturity of girls, making it challenging for them to adapt to the physical changes of pregnancy (14). additionally, neglect of nutrient-rich foods like meat, fish (de benoist et al., 2008), milk, and eggs, along with changes in lifestyle, can contribute to their declining health. occupation and anaemia are interrelated, with a higher prevalence among unemployed pregnant women. unemployed women often prioritize their family’s nutrition over their own, leading to neglect of their own health. this may result in various pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 76-82, 2023 health issues and insufficient nutrition during pregnancy, contributing to anaemia. the increased prevalence of anaemia is closely linked to the lower economic and social status of women, particularly those who lack education and financial stability. this group faces challenges in accessing quality healthcare and proper nutrition, leading to malnourishment. poor nutrition, chronic infections, and worm infestations further exacerbate their health issues. additionally, the study finds that a significant portion of pregnant women had a low number of antenatal care visits, with 46.5% attending only one to three times. the relationship between wealth and anaemia is statistically significant, with most anaemic pregnant women belonging to the lower wealth quintile. economic conditions influence respondents’ food habits, antenatal care visits, and lifestyle choices. women from lower wealth quintiles are more likely to experience anaemia than those from upper wealth quintiles (jamaiyah haniff et al., 2007). although education is an important factor, the study does not find a statistically significant association between education and anaemia. while a higher percentage of participants without education experience anaemia compared to those with education, it suggests that education alone does not always guarantee better health outcomes. maternal health practices, such as inadequate nutrition and limited access to healthcare services, can contribute to anaemia (14). the study also reveals that anaemia prevalence is higher among pregnant women who did not take iron or folate tablets. iron tablets play a crucial role in addressing blood and iron deficiencies in the body, and this finding aligns with previous studies conducted in india (noronha et al., 2010), pakistan (mitra et al., 2012), and nepal, which highlight the lack of iron supplementation as a significant risk factor for anaemia during pregnancy. furthermore, pregnant women with a history of abortion are more likely to experience anaemia. this is likely due to the blood loss associated with abortion (de benoist et al., 2008). despite some limitations in the study, such as sample size and factors not considered in the model, it underscores the urgency of implementing interventions to reduce anaemia. conclusion to achieve the sustainable development goals targets for reducing preventable maternal and child mortality in bangladesh, it is imperative to reduce the prevalence of anaemia among pregnant women. this necessitates the improvement of current healthcare coverage. reproductive education and advice should be provided to all women of reproductive age to raise awareness. both unemployed and employed women should be encouraged to maintain a healthy lifestyle. access to healthy and diversified foods can help reduce anaemia prevalence during pregnancy. mass media campaigns and community-based initiatives should be implemented to minimize the risk of maternal morbidity and mortality. increasing women’s participation in income-generating activities, promoting proper anc visits, advocating for iron tablet supplementation, and ensuring a balanced diet during pregnancy are crucial steps to reduce anaemia occurrence. list of abbreviations anc: antenatal care; bdhs: bangladesh demographic and health survey; bmi: body mass index; hb: haemoglobin; hiv: human immunodeficiency virus; ida: iron deficiency anaemia; ifa: iron and folic acid; lbw: low birth weight; mch: maternal and child health; mmr: maternal mortality rate; nms: national micronutrients status survey; npnl: non-pregnant and non-lactating; spss: statistical package for social sciences; who: world health organization. declaration of interests the authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. acknowledgement the authors thank the department of population science, jatiya kabi kazi nazrul islam university where this study was conducted. funding this research did not receive any specific grant from funding agencies in the public, commercial, or not-forprofit sectors. author’s contributions khanam sj designed the study, performed the data analysis, and wrote the first draft of this manuscript. kabir ma critically reviewed and edited the previous versions of this manuscript. all authors approved this final version of the manuscript. references ackerson, l. k., & subramanian, s. 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(2013) global, regional, and national trends in haemoglobin concentration and prevalence of total and severe anaemia in children and pregnant and nonpregnant women for 1995-2011: a systematic analysis of population-representative data. lancet glob health, 1, e16-25. world health organization (2016) who recommendations on antenatal care for a positive pregnancy experience: world health organization. article-3380.indd pa ge 1 pa ge 18 3 american journal of multidisciplinary research and innovation (ajmri) teacher burnout: the lived experiences of teachers with ancillary tasks in a national high school in leyte christian s. francisco1*, glenda b. tupaz2, maria theresa b. astilla3 volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3380 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 03, 2024 accepted: august 06, 2024 published: august 09, 2024 teacher burnout is a pervasive issue that affects educational outcomes and teacher retention. this study investigates the complex challenges and coping mechanisms of secondary teachers in a national high school in leyte who have ancillary task which gives them additional responsibilities beyond their primary teaching duties. through descriptive phenomenology and thematic analysis, the research identifi es critical perceptions such as overwhelming responsibility, and feeling of self-doubt. in spite of these factors, others somehow view this as chance for professional development and emphasize the pressing need for institutional support. the lived experiences of teachers further reveal challenges like personal fi nancial investment, struggles in managing student engagement, time management strain, and administrative reporting pressures. to alleviate burnout, teachers recommend strategies including collaborative support, employing time optimization, proactive problem-solving, prioritizing well-being maintenance, maintaining a positive mindset, and delineating worklife balance. this study underscores the necessity for systemic changes to ensure adequate support and resources for teachers, thereby improving their well-being and professional effi cacy. keywords teacher burnout, ancillary tasks, coping strategies, professional development, well-being introduction teacher burnout is a critical issue in education, impacting both educators’ well-being and student outcomes. burnout manifests through feelings of exhaustion, cynicism, and reduced effi cacy in one’s professional role (maslach et al., 2001). specifi cally, secondary school teachers face signifi cant challenges due to the numerous ancillary tasks they must handle alongside their primary teaching duties. these tasks may encompass administrative responsibilities, extracurricular activities, and student support, among others. the weight of these additional tasks can contribute to heightened stress levels and burnout among secondary teachers (skaalvik, e. & skaalvik, s., 2017). this premise is supported when yepes, et al. (2013) reiterated that stress susceptibility, sources and symptoms have something to do with how employees in the workplace respond to varied situations. when not dealt with properly stress would lead to nonperformance of the employees and low productivity of the organization. research indicates that teacher burnout adversely affects various aspects of educators’ professional lives, including job satisfaction, commitment to teaching, and effectiveness in the classroom (skaalvik, e. & skaalvik, s., 2017). moreover, burnout can result in negative outcomes for students, such as decreased academic achievement and increased behavioral issues (hakanen et al., 2006). therefore, comprehending the factors that contribute to teacher burnout, especially concerning ancillary tasks, is vital for promoting teacher well-being and improving the quality of education in secondary schools. the role of teachers has expanded beyond traditional instructional duties, leading to the incorporation of ancillary tasks into their responsibilities. these ancillary functions encompass a wide range of additional duties, such as administrative tasks, extracurricular activity supervision, and student support services (arañas, 2023). as a consequence of staffi ng shortages and increased demands within educational institutions, teachers often fi nd themselves tasked with multiple ancillary assignments, requiring signifi cant effort and dedication to fulfi ll effectively (arañas, 2023). furthermore, teachers perceive ancillary functions as integral components of their roles, contributing to both their personal and professional development (arañas, 2023). however, these additional tasks pose signifi cant challenges, including time constraints, increased workload, and fi nancial investments, which can impact teacher wellbeing and job satisfaction (ashok et al., 2022). therefore, understanding the experiences and coping mechanisms of teachers with ancillary tasks is crucial for developing effective support systems and interventions to enhance teacher resilience and job performance. despite the growing body of literature on teacher burnout, there remains a lack of research specifi cally focusing on the experiences of secondary teachers with ancillary tasks. this study aims to bridge this gap by exploring the lived experiences of secondary teachers in relation to ancillary tasks and their impact on burnout. by gaining a deeper understanding of these experiences, the study aims to inform the development of targeted interventions and support strategies to alleviate burnout 1 st. scholastica’s college tacloban, inc., palo 6501, leyte, philippines 2 evsu college of arts & sciences, eastern visayas state university-main campus, philippines 3 st. peter elementary school, poblacion dist. 1 barugo 6519, leyte, philippines * corresponding author’s e-mail: christian.francisco@evsu.edu.ph pa ge 18 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 183-190, 2024 and enhance teacher well-being in secondary schools. the research study focuses on exploring the experiences of high school teachers who have additional tasks or responsibilities beyond their regular teaching duties. these additional tasks could range from administrative work to extracurricular activities or any other duties that are not typically part of their job description. the study aims to understand how these ancillary tasks contribute to teacher burnout, which is a common and serious issue in the teaching profession. by examining the lived experiences of teachers, the study may provide insights into how to support and better equip educators to prevent burnout and improve their overall well-being. the results of this research study have the potential to pave the way for the formulation of effective policies aimed at regulating and managing the workload of high school teachers. it is expected that the fi ndings of this research will provide valuable insights into the factors that contribute to the high workload of teachers in this context, as well as the potential ways to mitigate such issues. the goal of this research is to improve the quality of education, reduce teacher burnout, and foster a more productive and fulfi lling work environment for high school educators. studying the phenomenon of teacher burnout and its correlation with ancillary tasks can signifi cantly benefi t the fi eld of education. it has the potential to offer valuable insights and understanding, which can help reduce the number of teachers experiencing burnout and leaving the profession. this, in turn, can help create a more positive and productive learning environment for students. study objectives the study explored the lived experiences of the secondary high school teachers with ancillary tasks and aimed to: 1. determine the perception of teachers on ancillary tasks assigned to them; 2. explore the lived experiences of teachers with ancillary tasks in school; and 3. determine how do teachers cope with ancillary tasks assigned to them. literature review teacher burnout is a pervasive issue that has garnered signifi cant attention in the educational literature. studies have identifi ed that burnout often results from excessive workload, lack of support, and limited autonomy. effective coping strategies focus on promoting teacher well-being, improving work-life balance, and offering professional development. madigan et al. (2021) addressed in their study the impact of ancillary tasks on teacher burnout, indicating that these additional responsibilities heighten stress and lower job satisfaction. ancillary tasks in secondary education include a range of responsibilities, from administrative duties to extracurricular management. research indicates that these tasks often increase teacher workload and stress. teachers report that the time spent on ancillary tasks detracts from their primary teaching responsibilities, leading to reduced job satisfaction and increased burnout risk. strategies to mitigate these effects include reducing ancillary tasks or providing additional support (arañas, 2023). empirical studies examining the relationship between ancillary tasks and teacher burnout highlight the experiences of secondary teachers managing these additional responsibilities. findings suggest that teachers with a higher load of ancillary tasks experience more stress, reduced autonomy, and lower job satisfaction. in these studies, teachers have expressed a need for improved support systems and reduced non-teaching duties to maintain a balanced workload and improve overall well-being (kanwal et al., 2023). in the context of secondary education, teachers often face additional challenges due to ancillary tasks beyond their primary teaching responsibilities. these ancillary tasks can include administrative duties, extracurricular activities, and student support, among others. in study of latif et al. (2023), emphasize the impact of external stresses on teachers’ goals and effi cacy beliefs, suggesting that the proliferation of ancillary tasks may contribute to feelings of overwhelm and burnout among secondary school teachers. additionally, study conducted by santiago (2023), found out that pandemic has increased the workload of teachers due to the addition of tasks such as lesson planning, webinars, online meetings, and feedback systems. this has resulted in irregular hours, ict problems, and internet issues since family time is disrupted, producing in turn stress and anxiety. other challenges that instructors reported in teaching this course included confl icting tasks, lack of technology, assessing students’ progress, fear of viruses, and keeping students interested. santiago (2023), found out how to handle stress by focusing on priority tasks, being fl exible, taking time off, and managing their time. in spite of all these challenges, this was the period that enhanced the teachers’ resilience, creativity, selfesteem, and spiritual growth. the present study explores on the lived experiences of teachers with ancillary tasks thus substantiating on the challenges and problems they encountered with similar constructs mentioned like stress management, teacher responsibility and accountability, among others. in the philippine context, it is evident that filipino teachers commonly experience high levels of stress due to heavy workloads, administrative tasks, and challenging classroom environments. there are studies that underscore the need for interventions and support mechanisms to address teacher burnout and enhance teacher well-being in the philippines. furthermore, a study conducted by fabella et al. (2023) explores the relationship between teacher burnout and aggression among selected publicschool teachers in the philippines. this study found that high levels of burnout are often correlated with increased aggression, suggesting that chronic stress can lead to adverse behavior among educators. addressing this pa ge 18 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 183-190, 2024 relationship is crucial for improving teacher well-being and classroom dynamics (saxer et al., 2024). in the study conducted by gallego (2024), explores the role of the school environment in reducing the teacher’s stress levels. in the case of mathematics teachers in davao city, positive surroundings, coupled with strong faculty relationships, were found to engender reports of less emotional weariness and depersonalization. thus, the study strongly calls for research in other additional factors that lead to burnout and emphasizes settings within the educational setting that encourage or prevent it. such quantitative and qualitative data fi ndings call for further research on the variables that have not yet been explored fully and which may also be causative factors of burnout. in the present study, this explores more on the qualitative data derived from the perceptions and lived experiences of teachers with ancillary tasks. these pieces of literature underscore the signifi cance of understanding the lived experiences of secondary teachers with ancillary tasks and their impact on burnout. by examining these experiences, researchers can identify areas for intervention and support to promote teacher well-being and ultimately enhance the quality of education in secondary schools. materials and methods research design the research conducted was qualitative and it explore the lived experiences of secondary teachers with ancillary tasks. the study utilized qualitative research method since it is used to gain insights into social phenomena by examining how individuals experience different aspects of their lives, behave, function, and interact with others, thereby fostering social relationships. according to teherani et al. (2015), this method is particularly useful in understanding the underlying inquiries of social phenomena in natural settings. this research study focuses on the experience of self, the researchers have chosen a methodology that involves a phenomenological inquiry utilizing descriptive phenomenology. this approach is well-suited for exploring the lived experiences of individuals, in this case, secondary teachers with ancillary tasks, and understanding the essence of their experiences (minney, 2024). descriptive phenomenology aims to provide a detailed and comprehensive description of the phenomenon under investigation, allowing researchers to uncover the underlying meanings and structures inherent in the participants’ experiences (tolibas and lydia, 2022). by employing this research design, the researchers can delve into the subjective experiences of teachers, shedding light on the factors contributing to teacher burnout within the context of ancillary tasks. since the researcher sought to understand the phenomenon from the participants’ perspectives and the meaning that they attached to their experiences, this design was considered appropriate to assess the lived experiences of secondary teachers in relation to ancillary tasks. research locale the study was implemented at a national high school in the department of education, division of leyte. the national high schools in leyte division were clustered according to district learning centers. the researchers choose the informants from the teachers who have ancillary tasks. research participants the participants of this study were the 10 public secondary teachers from leyte division, region viii, philippines. the study used purposive sampling in choosing the participants; the strategy implemented was criterion sampling which involves selecting the target participants who qualifi ed with the inclusion criteria crafted by the researchers in accordance with the study. the criteria crafted for the study were; (1) must have at least fi ve years in service, (2) from schools that have at least 10 teachers, (3) must have ancillary task; and (4) must be willing to participate in the conduct of the study. ethical considerations the researchers took several steps to ensure they collected all the required information during the datagathering process for their study. the selected secondary teachers from leyte division were personally asked by the researchers to participate in the study in a respectful and voluntary manner. the teachers were briefed about the data collection procedure, confi dentiality measures, and voluntary participation by the researchers before proceeding with the informed oral and written consent. the interview was conducted with great attention to privacy to ensure the utmost confi dentiality, following its approval. data collection procedure the researchers asked permission from the school head for the conduct of the study and teachers with ancillary task from their school will be the informants of the study and afterwards the researchers asked the approval of the teachers in the national high school with ancillary tasks by signing the consent form. the researchers conducted an in-depth face-to-face interview with the use of semistructured interview guide as a memory aid and with the use of audio recorder to ensure that all of the responses from the participants were properly documented. before conducting interviews with the 10 participants, the researchers verifi ed, revised, and modifi ed the semistructured interview guide to make sure it was effective and captured the needed signifi cant statements from the participants. after the in-depth interview, the data gathered by the researchers were immediately transcribed with the aid of the audio recorder and the copy of transcribed interviews was given to the participants for verifi cation and correction. this was also in line with the agreement between the participants and researchers pa ge 18 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 183-190, 2024 and for transparency purposes also. the transcribed interviews were labeled with numbers as representation of the participants and the conversations were handled with confi dentiality. research instruments the researchers created a semi-structured interview guide to study the lived experiences of secondary teachers with ancillary tasks in a national high school in leyte. the purpose of conducting in-depth interviews was to explore the authentic lived experiences of the participants. to ensure that every topic was covered and to gather the necessary information for the study, researchers often used a semi-structured interview guide, which was a memory aid that contained interview items that the interviewer was planning to cover (nuzhat et al., 2022). the specifi c format of the interview guide may depend on the interviewer’s style, experience, and comfort level. part 1 of the guide is the introductory section where the researchers introduced themselves, the title, and the purpose of the study. they also discussed the fl ow of the interview. part 2 is the interview proper, where the interviewer asked several questions under three objectives and with sub-questions: (1) what is the perception of teachers on ancillary tasks assigned to them?, (1.1) how do you feel about having additional tasks?, (1.2) what is your attitude toward ancillary tasks?, (2) what are the lived experiences of teachers with ancillary tasks in school?, (2.1) what are the additional tasks given to you by deped?, (2.2)what are the challenges you experience in having these tasks? (3) how do you cope with the ancillary tasks assigned to them?, (3.1) how do you deal with the problems you encounter?, (3.2) what strategies did you use to deal with the problems; and (3.3) what are the possible strategies a teacher can use to prevent teacher burnout? data analysis during the analysis of the data, the research problem was considered, and all the responses that were received were verifi ed. the interview conducted had written transcripts that were meticulously analyzed to gather the necessary information from the participants’ viewpoints. the researchers used colaizzi’s method to examine the real-life experiences of secondary teachers in a national high school in leyte with ancillary tasks. colaizzi’s phenomenological methodology, according to inocian and luzano (2023), can be used to reliably comprehend people’s experiences. the data was thoroughly analyzed by the researchers through repeated readings, identifi cation of important information, coding of repetitive data, and ultimately summarizing the material into thematic categories. the colaizzi’s method consists of seven steps: (1) read the entire interview; (2) extract signifi cant statements; (3) formulate meanings; (4) organize the collection of meanings into clusters of themes; (5) integrate the clusters of themes into an exhaustive description; (6) establish the fundamental structure of the phenomenon identifi ed by an unequivocal statement; and (7) contact informants for additional information. researchers were able to collect fi rst-hand accounts from secondary teachers in a national high school with ancillary task. furthermore, as noted by braun and clarke (2006). colaizzi’s method of theme analysis allows for a systematic manner of perceiving as well as processing qualitative data using “coding.” the following are the phases of thematic analysis used in the current study; (1) data familiarization entails transcribing the data, reading and re-reading it, and jotting down initial thoughts. major concepts were identifi ed and documented for each transcript. (2) “coding important features of the data in a methodical fashion over the full data set, collecting data pertinent to each code” is how you start with the initial code (braun and clarke, 2006). during the process of translating and transcribing, features were represented by short phrases or keywords to convey a single idea. memos were also maintained to summarize the content. (3) “collecting codes into prospective themes, gathering all data relevant to each potential theme” is how we search for themes in the data (braun and clarke, 2006). it appears that the data was analyzed methodically. the information was carefully reviewed to minimize the number of codes, and to group them into distinct themes. subsequently, the codes were evaluated and classifi ed into four primary themes. (4) reviewing themes: “at the fi rst level, ensuring that the themes operate in connection to the coded extracts, and then the complete data set at the second level, resulting in a thematic map of the analysis” (braun and clarke, 2006). to ensure the accuracy of the codes, the researchers went through the entire interview data once again. (5) producing the report: “the fi nal analysis; selection of vivid, compelling extract examples, the fi nal analysis of selected extracts, relating to the analysis to their search question and literature, producing a scholarly report of the analysis” (braun and clarke, 2006). to demonstrate the outcomes of the data, the researchers identifi ed and extracted a number of important statements and features. these were presented in both written forms, as ideas and emotions, and visually, using connections between various codes. results and discussion perception of secondary teachers in a national high school about the ancillary task assigned to them after the in-depth interview, coding and thematic analysis on the perception of secondary teachers about pa ge 18 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 183-190, 2024 ancillary task, there are fi ve themes captured as regards the fi rst research question. the themes that emerged are: overwhelming responsibility, self-doubt, time strain, professional development, and need for institutional support. overwhelming responsibility secondary teachers often feel burdened by the additional responsibilities that come with ancillary tasks. these tasks can signifi cantly increase their workload, leading to stress and burnout. for instance, pacha (2015), highlights that the inclusion of extra responsibilities requires teachers to manage diverse student needs alongside their regular duties, which can be overwhelming. the increased burden not only affects their teaching effectiveness but also their overall well-being. according to them: “when the school asked me to be the sports club moderator, i felt really stressed because i wasn’t sure if i could handle this heavy responsibility along with my other tasks.” p1 l2-3 “having additional tasks made me feel overwhelmed, especially that i don’t have or background in teaching.” p5 l127-128 “i feel anxious because of the challenges when taking on additional tasks because it will take extra responsibilities to balance the tasks while maintaining effectiveness in teaching.” p9 l209-210 feeling of self-doubt the assignment of ancillary tasks can also lead to feelings of inadequacy and self-doubt among teachers. they may question their abilities to perform tasks outside their primary teaching roles. this phenomenon is explored by fairbairn (2022), who discusses how self-doubt can undermine confi dence and performance of professional teachers. teachers, already stretched thin, might feel unprepared for additional responsibilities, exacerbating their self-doubt. the participants mentioned: “i am afraid because i’m not that good in music because my task has something to do with music. this is my fi rst time to handle an organization because i don’t have that much trust of myself if i can do the task given to me or not.” p3 l70-73 “for me, it might in the fi rst place i don’t know how to manage the additional tasked given on me but i do believe that the institution believe that i can do it.” p2 l44-45 “defi nitely not happy about it especially if it is not part of your job description and responsibilities.” p4 l97-98 fostering professional development despite the challenges, ancillary tasks can provide opportunities for professional growth. teachers may develop new skills and gain broader experiences that enhance their careers. this perspective is supported by various educators who view these tasks as a chance to expand their professional capabilities and engage in continuous learning (pacha, 2015). according to them: “it is a bit challenging as a teacher having an additional task but also rewarding as it allows for personal and professional growth.” p6 l149-150 “it serves as an opportunity for me to learn more aside from teaching but sometimes i have to sacrifi ce my time in order to perform it well.” p7 l173-174 “it is a valuable opportunity for my professional growth and support for students, but poorly managed ancillary tasks can lead to burnout and distract from the primary focus.” p9 l212-213 highlighting the need for institutional support while exploring the lived experiences of secondary teachers with ancillary they highlighted that there is a critical need for institutional support to help teachers manage ancillary tasks effectively. this includes adequate resources, training, and fair compensation. without such support, the additional burden can lead to signifi cant stress and reduced job satisfaction. effective institutional support systems are essential to mitigate the negative impacts of ancillary responsibilities and support teachers’ overall well-being (pacha, 2015). in the study participants mentioned: “ancillary task is okay provided that you will not be over-burdened by it. making sure that it will not take a toll on you physically, mentally, and emotionally. but the institution can hire additional persons to perform the task would be much better.” p4 l102-104 “balancing admin tasks and teaching can be challenging and time-consuming but i always try to see things in a brighter perspective-taking the challenge as an opportunity for professional growth.” p5 l130-131 “if the school head gives me an ancillary task, of course, i have to accept it even though deep inside it’s the opposite. you still must be obedient to your superior.” p8 l192-193 lived experiences and challenges of secondary teachers with ancillary task secondary teachers shared various encounters associated with their ancillary tasks. through thematic analysis of their feedback, four predominant themes emerged: personal fi nancial investment, student engagement struggles, time management strain, and administrative reporting pressure. personal financial investment secondary teachers often fi nd themselves fi nancially investing in their students’ needs, such as providing snacks or materials, due to inadequate school funding (tolibas and lydia, 2022). this personal fi nancial burden can contribute to teacher stress and burnout (mohamed et al., 2023). according to them: “one challenge i face with this task is using my own money for snacks for my athletes when there isn’t enough funding available.” p1 l20-21 “i even use my money to buy some snacks for them every practice.” p3 l88-89 pa ge 18 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 183-190, 2024 struggles in managing student engagement teachers encounter challenges in engaging students, particularly when balancing extracurricular activities with academics (mohamad and parcon, 2022). these struggles can impact teacher morale and job satisfaction (tolibas and lydia, 2022). participants mentioned: “the most challenging part for me is that how will i’m going to manage the students because i always felt afraid that students might not continue to join the organization.” p3 l80-81 “i also spend time socializing with them and motivating them to balance their training with their academics.” p1 l21-22 time management strain managing ancillary tasks alongside teaching responsibilities leads to time management strain among secondary teachers. this strain affects their ability to effectively allocate time for both professional and personal commitments. in the study of tolibas and lydia (2022), teachers with ancillary task consumed time. the participants of the study mentioned: “managing my time wisely in order to balance admin tasks & teaching responsibilities. staying organized especially when faced with deadlines or other demands of the principal.” p5 l135-136 “some challenges include time constraints, balancing workload with teaching responsibilities, adapting to how initiatives or programs.” p6 l158-159 administrative reporting pressures secondary teachers and even principals experience pressure to fulfi ll administrative reporting requirements, adding to their workload (türkoglu and cansoy, 2020). this pressure contributes to job stress and can negatively impact teacher well-being. the participants shared their experiences as they mentioned: “you have to make reports and craft activities.” p8 l197 “collecting and completing the data to other teachers to make reports. “ p10 l236 coping strategies suggested by secondary teachers with ancillary to prevent burnout secondary teachers with ancillary tasks suggested different interventions and coping mechanisms to cope and prevent burnout. their responses are captured into six themes which are effectively used by the secondary teachers who have ancillary tasks, collaborative support, time optimization, pro-active problem solving, well-being maintenance, positive mindset and work-life balance. leveraging on collaborative support collaborative support, involving seeking assistance from colleagues and administrators, has been shown to mitigate burnout among teachers. this study emphasizes the signifi cance of collaborative support in enhancing emotional well-being and job satisfaction among educators (bianchi et al., 2020). in relation with the participants response, they uttered: “i talked with my coordinator and asked her permission... then we do an investigation and give some solutions.” p3 l85-86 “i seek help from my colleagues, even the principal.” p5 l138-139 “i asked for help from my co-workers whom i think can help me.” p8 l199-200 employing time optimization effective time management and prioritization are essential for preventing burnout (pyhältö et al., 2021). this research indicates that teachers who effi ciently manage their time experience lower levels of burnout, indicating the importance of time optimization strategies in coping with ancillary tasks. according to them: “i prioritize my tasks based on urgency... i seek help from my colleagues and even the principal.” p5 l138-139 “by constant reminding teachers and students about the reports i needed to pass way before the deadline.” p7 l180-181 “setting deadline.” p10 l240 maximizing proactive problem-solving proactive problem-solving strategies, such as refl ection and seeking solutions, help teachers address challenges effectively, reducing stress and burnout (ashok et al., 2022). teachers who engage in problem-focused coping tend to experience lower levels of burnout, highlighting the effi cacy of proactive approaches. this was refl ected from the participants response and according to them: “i face the problem and refl ect on what are the appropriate measures to do.” p3 l84 “i do budget planning in advance foreseeing what might be the future expenses.” p1 l34-35 “take action as soon as possible.” p10 l238 prioritizing well-being maintenance prioritizing self-care, setting boundaries, and seeking support contribute to teachers’ overall well-being (ashok et al., 2022). this study underscores the importance of self-care practices in alleviating stress and preventing burnout among educators. in the study the participants uttered: “i’ve learned not to mind unsolicited criticism... i also make sure that i detach myself from work every weekend.” p4 l118-119 “self-care where i consider it as a must, setting boundaries, and seeking support from others.” p5 l144-145 “enjoying life, do not bring home school paper works and spend time towards your family and hobbies.” p6 l166-167 maintaining positive mindset maintaining a positive outlook helps teachers cope with stress and challenges associated with ancillary tasks (finstad et al., 2021). adopting a positive mindset enhances resilience and fosters a supportive work environment, pa ge 18 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 183-190, 2024 contributing to teacher well-being. according to the participants: “have a positive mindset and do the tasks one at a time.” p6 l161 “having a positive mindset and accepting that some things are out of control.” p10 l243 “regular communication also is a good strategy to strengthen their bond and camaraderie.” p1 l36 delineating work-life balance establishing clear boundaries between work and personal life is crucial for maintaining a healthy work-life balance and preventing burnout (wood et al., 2020). this research emphasizes the importance of delineating work-related responsibilities from personal time to promote teacher well-being. according to them: “take a break. if you feel like you are tired, stressed, and burned out... learn to detach from work every weekend.” p4 l123-124 “forget the tasks for a while and return to them once my mind is clear.” p8 l202-203 “establish clear boundaries between work and personal life to avoid overworking.” p9 l225-226 conclusion the conclusion drawn from this study from the perception of the secondary teachers with ancillary task underscores that while ancillary tasks present signifi cant challenges— such as overwhelming responsibility, feelings of selfdoubt and the need for institutional support—they also offer opportunities for professional development. the key themes that emerged from 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(2013). stress-coping strategies of higher education of the academic and non-academic staff in eastern visayas. journal of educational and human resource development (jehrd), 1, 81–102. https://doi.org/10.61569/yd915n19 pa ge 1 pa ge 50 american journal of multidisciplinary research and innovation (ajmri) discovering variability in population of t-lymphocyte subsets present in peripheral blood of patients co-infected by hiv and hbv through laboratory medicine suzan eid elshishtawy ibrahim1* volume 3 issue 5, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i5.3088 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 18, 2024 accepted: september 20, 2024 published: september 24, 2024 an alarming number of 296 million individuals in egypt have recently been diagnosed as hbv positive; because these two viruses share similar routes of transmission, about 10% of this population is also thought to be hiv positive. it is widely acknowledged that coinfection with hiv and hbv has a significant negative effect on the immune system and accelerates the loss of t-lymphocyte subpopulations, which are essential for immunological defense. this enlightening study, carried out in cairo, egypt, explores the complicated dynamics of t-cell subsets and carefully looks at the immunological effects and frequency of coinfection between hiv and hbv. naturally, of the 35 patients in the cohort under examination, an impressive 8.4% had coinfections with hbv and hiv. systematic immunophenotyping of several t-cell subsets, such as cd4+, cd8+, cd45ro, cd16+56, and cd45ra, was used in the study, and the results showed clear differences between coinfected and mono-infected peopleusing trustworthy methods like microfluid inertial separation and flow cytometry has given researchers significant insights into the complex immunological circumstances connected to hiv/hbv coinfection. interestingly, a significant decrease in cd4+ cells—a crucial marker of hiv progression—was observed in over 50% of the coinfected patients, suggesting an accelerated course of the illness in these individuals. moreover, the study establishes the foundation for particular treatment strategies and adds to our scientific understanding coinfection dynamics. these therapies, based on the study’s detailed findings, can potentially improve patient outcomes despite this difficult coinfection setting. to manage the difficulties of hiv/hbv coinfection, the research emphasizes the importance of ongoing attention and the incorporation of cutting-edge diagnostic techniques, eventually advancing public health activities. keywords cd+8 tcells, cd4+ t-cells, cd8+ cell exhaustion, hiv/ hbv infection, lymphocyte subpopulations, weak immune system introduction human immunodeficiency virus hiv mainly targets the immune systems and triggers the autoimmune response leading to acquired immunodeficiency syndrome (aids). aids is categorized as one of the most destructive epidemics that derogate the lymphocyte subpopulations, eventually leading to various infections and carcinomas. previous studies have focused on cd4+ t-cell population variations (yuan et al., 2023). hiv binds to the chemokine receptors ccr5 or cxcr4 and glycoprotein such as gp120 on cd4 t cells (cd4tl), which allow hiv rna to enter the lymphocyte cells, hijack the machinery and cause apoptosis (armani-tourret et al., 2021). hiv leads to impairment of t-cell subsets by systematically blocking the immune activation and promoting t-cell dysregulation in lymphoid tissues and peripheral blood (barber-axthelm et al., 2020). hiv causes functional impairment of hiv-associated cd8+ t-cells, resulting in t-cell exhaustion. t-cell exhaustion is characterized by reduced glycolytic activity, enhanced oxphos demands, deregulated mtor, and reduced cytoplasmic gapdh (kirchmair et al., 2023). ultimately depleting the cd8+ population, due to which the majority of immunotherapies failed to cure it (rahman et al., 2021). not only cd4+ and cd8+ t cells but natural killing cells are equally affected by hiv infection. natural killer (nk) cells are immune effectors whose activities are intimately associated with the advancement of hiv-1 infection (cao et al., 2022). several studies have shown that during hiv-1 infection, there is an overexpression of inhibitory receptors and a downregulation of activating receptors, which leads to nk cell insensitivity and decreased killing capacity (cao et al., 2022). it has also been reported that there is a preferential depletion of cd45ra+cd4+ cells in hiv-1-infected patients, with symptoms being more prominent in patients. in hiv-positive cd45ra+, there is an increase in the level of oxidized glutathione and a decreased ratio of reduced to total glutathione as the major characteristics (kirchmair et al., 2023). the glutathione abnormalities in cd45ra+cd4+ lymphocytes showed significantly low numbers of total cd4+ lymphocytes, ultimately decreasing the proportion of cd45ra+cd4+ lymphocytes in peripheral blood (kirchmair et al., 2023). hiv infection leads to the weakening of the immune system, providing opportunities for coinfection. hiv is well known for its coinfection with hbv. hepatocellular carcinoma, liver cirrhosis, and chronic hepatitis are frequently caused by hepatitis b virus (hbv) infection (weldemhret, 2021). both viral infections, the human immunodeficiency virus (hiv) and hbv, share a mutual mode of transmission, such as unprotected sexual 1 ain shams university, faculty of medicine, cairo, egypt * corresponding author’s e-mail: suzaneid@hotmail.com pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 50-60, 2024 activities, unhygienic surroundings, perinatal transmission, and intravenous drug usage (corcorran & kim, 2023). in the case of hbv infection, the t-lymphocyte population decreases due to hbeag positivity and increased levels of viremia (kirkoyun uysal et al., 2023). the immune response to chronic hbv infection plays a multiple complex function; the duration and point of liver damage can be determined by the type of t-cell response to this infection (yu et al., 2023). one crucial component in developing hepatitis b is the cellular immune response dysfunction mediated by t cells (dumolard et al., 2023). according to reports, abnormalities of t lymphocytes and their subsets frequently arise following hepatitis b infection, which is typically characterized by an imbalance in th1/th2 lymphocytes, an increase in cd8 + t lymphocytes, and a decrease in cd4 + t cells (zhang & ruan, 2023). this type of shift frequently results in an impairment in the organism’s immune function, a cell immune insufficiency, difficulty clearing the virus, a protracted illness, and a failure to heal. hepatitis b surface antigen (hbsag) expression during chronic infection is frequently attributed to hbv integration into the host genome, which may lead to defective t-cell responses and promote autoimmune responses (wu et al., 2020) the rationale of the study there are an estimated two to 296 million people with chronic hepatitis b (chb) in egypt, which means nearly 29.6 million people are suspected to be hiv positive as well. it is safe to say that about 10% of hiv-positive individuals also have hbv coinfection (youssif et al., 2023). according to previous studies, in comparison to chronic hbv mono-infection, hiv/hbv coinfection accelerates the development of chronic hbv into cirrhosis, end-stage liver disease, or hepatocellular carcinoma (ruta et al., 2023). the hiv/hbv coinfection has become a serious challenge for antiviral therapies. the severity of viral infection in patients with chronic hiv/ hbv coinfection is caused by a decline in the number of hbv-specific cd8+ t cells that produce interferon (ifn) as the disease progresses (lim et al., 2023). this research aims to study variations in lymphocyte subsets such as cd4+, cd8+, cd45ro, cd16+56, and cd45ra in patients co-infected with hiv/hbv. significance of monitoring the t-lymphocyte population monitoring lymphocyte subpopulations in the context of coinfection with hiv/hbv provides an in-depth understanding of the immune system’s dynamic response and the manner in which it affects the progression of the disease (zhang & ruan, 2023). four prominent subpopulations—cd4, cd8, cd45ro, and cd45ra— offer significant data on the immunological response’s dynamics. however, prolonged cd8 t-cell activation may trigger immunological exhaustion, emphasizing the delicate balance required for efficient immune system regulation (zhu et al., 2022). t-cell populations are represented by cd45ra and cd45ro, which stand for naïve and memory, respectively. the immunological response can be evaluated by examining the ratio of cd45ra to cd45ro (tang et al., 2020). while an increase in cd45ro+ memory t-cells indicates heightened immunological activation, the depletion of cd45ra+ naïve t-cells impairs the development of new immune responses (bono et al., 2022). it is necessary to keep these subgroups under continuous monitoring, determining the efficacy of treatment as well as for comprehending the direct effects of hiv/hbv coinfection. a balanced cd4/cd8 ratio and the restoration of cd4 levels are common indicators of successful art outcomes (serrano-villar et al., 2022). hiv primarily targets cd4 t-cells, which are responsible for managing the immunological response. for the purpose of determining the severity of hiv infection and directing the start of antiretroviral therapy (art), it is imperative to monitor their levels. a drop in cd4 counts indicates weakened immunity, which makes it a crucial factor in hiv management (perez-molina et al., 2023). however, cd8 t-cells are essential for inhibiting the spread of viruses. during the chronic phase of hiv infection, elevated cd8 counts are frequently seen, suggesting an augmented immunological response. furthermore, monitoring cd45ro+ memory t-cells influences the long-term health outcomes of coinfected patients by assessing the effectiveness of immune reconstitution. thus, an extensive comprehension of the host’s immune response in the context of coinfection with hiv and hbv is provided by the thorough investigation of lymphocyte subpopulations. in this highly complicated situation, this knowledge aids in developing targeted therapies and targeted therapeutic techniques, eventually improving patient outcomes. materials and methods sample collection the study comprises 35 peripheral blood samples collected from two hospitals in cairo, egypt, and samples of infants were collected from two maternity centers. all cryopreserved and fresh blood samples were drawn from patients who tested positive for hiv and hbv. all concerned parties were well informed about the study, and samples were only included in the study after receiving proper consent. serological assessment all hiv-positive peripheral blood samples were tested for the presence of hbv surface antigen (hbsag) to identify the presence of hiv/hbv coinfection with the help of commercial enzyme-linked immunosorbent assay (elisa) kits (kehua biotech, shanghai, china) as per manufacturer instructions (cai et al., 2023). the same protocol was followed for hbv-positive samples; they were tested to identify the presence of gp120, a glycoprotein marker for the presence of hiv. the samples were then pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 50-60, 2024 purified to extract lymphocyte subpopulations. this was done with the help of microfluidic inertial separation. anticoagulants are added to retrieved cryopreserved whole blood samples to prevent coagulation. the next step is to set up the microfluidic device for the separation of lymphocyte subpopulation. this device has the properties of an inertial spiral design, which can efficiently extract lymphocyte subpopulations. the whole blood sample containing erythrocytes, lymphocytes, and other blood components was injected through the inlet into the microfluidic device. different-sized cells separate in microfluidic channels due to inertial forces. lymphocytes fall into a particular size range and travel to a collection chamber from where they are collected. lymphocyte subpopulation extraction peripheral blood mononuclear cells were separated, and preserved blood was collected with the help of density gradient centrifugation using ficoll-paque plus density gradient media. once pbmc was isolated, lymphocyte subsets were isolated. cd4+ cells were isolated with the help of an isolation kit for cd4+ (miltenyi, bergisch gladbach, germany). cd8+ subpopulation was isolated with the help of an immunomagnetic, column-free cell separation (easysep™) kit. the remaining subsets, including cd45ro, cd16+56, and cd45ra, were extracted by the lymphoprep method. immunophenotyping of lymphocyte subsets the immunophenotyping of isolated subsets of lymphocytes was done using the facs canto-ii flow cytometer. the subsets of lymphocytes, including cd4+, cd8+, cd45ro, cd16+56, and cd45ra, were immune-labeled with the help of monoclonal antibodies. the cells were first washed with a staining buffer and were then incubated with fluorescent-labeled monoclonal antibodies for 15 minutes. each antibody was labeled with a different fluorescence dye, mainly with fluorescein isothiocyanate (fitc), phycoerythrin (pe), and peridinin chlorophyll protein (percp). these antibodies were directed against particular cell surface markers. sk1 antibodies were used for cd8+ t-cells, sk3 for cd4+ cells, ncam16.2 for cd16+56, l48 for cd45ra, and uchl1 for cd45ro.the cells were then washed twice again with a staining buffer. the excessive stain was washed off. the stain that remained bound to cells was then fixated with a fixation buffer and was allowed to incubate for 20 minutes. the cells were then permeabilized, which allowed intracellular staining of cell markers and glycoprotein. the cells were stained with fluorescently labeled antibodies and were incubated for 20 minutes. isotope controls were also included in the antibody panel to differentiate antibody-specific signals from non-specific signals generated in the background. all these monoclonal antibodies and isotope controls were sourced from immunotech, france. the lymphocyte cell counts were analyzed using flow jo v 10 (flowjotm software). data analysis all the statistical analyses were done using spss, and the standard deviation was calculated for the population’s demographic characteristics. the two-tailed unpaired or paired student’s t-test was used to figure out the statistical differences between the two groups. multiple regression was calculated to identify a correlation between variables. odds ratios were also calculated. hypothesis testing for all statistical analyses was conducted at a significance level of p<0.01. results and discussion results studied parameters initially, 50 peripheral samples were collected from hospitals and maternity centers. eight of them were given antiviral vaccination and so were excluded from the study as intake of antiviral can influence the overall impact of hiv, hbv mono-infection, and coinfection of hiv/hbv on lymphocyte subpopulations. out of the remaining 42 samples, 4 samples were excluded as they gave a cell count of around 800 cells/mm3 and did not align with the chosen criteria for the study. 3 more samples were excluded as the concerned parties did not give their consent to proceed with the study. after applying inclusion and exclusion criteria, the study proceeded with 35 participants. immunophenotyping of lymphocyte subsets cd8+ cell subsets three sets of cells were subjected to immunophenotyping table 1: demographic and clinical parameters of patients infected with hiv, hbv, and coinfected with hiv/ hbv and their cell count studied parameters hiv-infected patients (n%) hbv-infected patients (n%) hiv patients co-infected with hbv (n%) no of participants (35) 12 (100.00) 9 (100.00) 14(100.00) age factor (years) mean ±sd 21.43±4.08 24.01±3.01 26.07±3.11 0-15 years 1 (8.3) 3 (33.33) 2 (14.28) 16-21 years 4 (33.3) 2 (22.22) 3 (21.42) 22-37 years 5 (41.66) 3 (33.33) 8 (57.14) 38-53 years 1 (8.3) 1 (11.11) 1 (7.14) pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 50-60, 2024 >53 years 1 (8.3) 0(0.00) 0 (0.00) gender male 3 (25) 4 (44.44) 5 (35.7) female 9 (75) 5 (55.55) 9 (64.28) mode of acquired infection intravenous drug usage 3 (25) 1 (11.11) 3 (21.42) sexual practices 3 (25) 3 (33.33) 4 (28.57) vertical transmissions 4 (30.7) 2 (22.22) 5 (35.71) unhygenic surroundings 2 (16.66) 3 (33.33) 2 (14.28) duration of diagnosis 0-6 months 3 (25) 2 (22.22) 6 (35.29) 7-12 months 6 (50) 3 (33.33) 4 (28.57) 13-19 months 3 (25) 3 (33.33) 2 (14.28) 20-26 months 0 (0.00) 1(1.11) 2 (14.28) cd8 cell count: >500 2 (16.66) 1 (11.11) 1 (7) 350-500 2 (16.66) 3 (33.33) 2 (14.28) 200-350 6 (50) 3 (33.33) 8 (57.1) <200 3 (25) 2 (22.22) 2 (14.28) to determine the variations in cd8 cells. nearly 50% of mono-infected hiv patients had cd8 cell count in ranges of 250-300 cells/mm3. in the case of acute hepatitis b, nearly 33.33% of patients showed cd8 cell count lesser than 300 cells/mm3. the same pattern was followed by patients co-infected with hiv/hbv, as nearly 57% of them showed cell count below the range of 350. these results portrayed the inverse relation between cell count and infection progression. mentioned below is the tabular visualization of data. table 1 shows the demographic and clinical parameters undertaken to conduct the study. the median age for hiv-positive patients is 21.43±4.08; for hbv-positive patients, 24.01±3.01, and for hiv/hbv patients is 26.07±3.11. the significance value for cd8 cell count is < 0.01. approximately 57.1% of hiv/hbv coinfected patients had a low 300 cells/mm3 population. out of 14 patients, nearly 2 patients showed more than 350 cells/mm3 populations. this variation may be due to the fact that either the person’s immune system is comparatively strong or the viral exposure time is comparatively short. in the case of hiv mono-infection, nearly 25 patients showed less than 300 cells/mm3 cd8+ count, and 22.22% of hvb monoinfected patients showed depleted cd8+ population. it is notable that hiv/hbv coinfection decreases the cd8+ population in an exponential pattern. natural killing cells (cd16+56) subsets cd16+56 cells exhibit natural antiviral properties; however, in case of hiv invasion, the functioning and population of cd16+56 get highly disturbed. this usually results in a low cd16+56 population in peripheral blood. in our study, nearly 50% of hiv patients showed (cd16+56) cell count lower than 300 cells/mm3. a similar trend was followed by hbv patients and coinfected hiv/hbv patients as nearly 44% and 64% of patients showed cell count below 300 cell/mm3, as shown in table 2: table 2 shows the demographic and clinical parameters table 2: demographic and clinical parameters of patients infected with hiv, hbv, and coinfected with hiv/ hbv and cd16+56 count studied parameters hiv-infected patients (n%) hbv-infected patients (n%) hiv patients co-infected with hbv (n%) no of participants (35) 12 (100.00) 9 (100.00) 14(100.00) age factor (years) mean ±sd 21.43±4.08 17.01±3.01 16.07±3.11 0-15 years 1 (8.3) 3 (33.33) 2 (14.28) 16-21 years 4 (33.3) 2 (22.22) 3 (21.42) 22-37 years 5 (41.66) 3 (33.33) 8 (57.14) 38-53 years 1 (8.3) 1 (11.11) 1 (7.14) pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 50-60, 2024 >53 years 1 (8.3) 0(0.00) 0 (0.00) gender male 3 (25) 4 (44.44) 5 (35.7) female 9 (75) 5 (55.55) 9 (64.28) mode of acquired infection intravenous drug usage 3 (25) 1 (11.11) 3 (21.42) sexual practices 3 (25) 3 (33.33) 4 (28.57) vertical transmissions 4 (30.7) 2 (22.22) 5 (35.71) unhygienic surroundings 2 (16.66) 3 (33.33) 2 (14.28) duration of diagnosis 0-6 months 3 (25) 2 (22.22) 6 (35.29) 7-12 months 6 (50) 3 (33.33) 4 (28.57) 13-19 months 3 (25) 3 (33.33) 2 (14.28) 20-26 months 0 (0.00) 1(1.11) 2 (14.28) cd16+56 >500 1 (8.33) 2 (11.11) 2 (14.28) 350-500 2 (16.66) 2 (22.22) 1 (7) 200-350 6 (50) 4 (44.44) 9 (64) <200 4 (25) 1 (11.11) 2 (14.28) undertaken to conduct the study. the median age for hiv-positive patients is 21.43±4.08. for hbv-positive patients, it is 24.01±3.01, and for hiv/hbv patients is 26.07±3.11. the significance value for cd16+56 cell count is < 0.01 cdcd16+56 population has also shown prominent variation in all three sets of samples, i.e., hiv monoinfected patients, hib mono-infected patients, and hiv/ hbv coinfected patients. 64% of hiv/hbv coinfected patients had cdcd16+56 depleted to dangerous levels. the cell count depletion in hiv/hbv was 14% more in mono-infected hiv patients and nearly 20% more in hbv mono-infected patients. implicating the results attained through this research, the complex interactions between coinfections with hiv and hbv can be better understood, and potential synergistic effects that could worsen cellular depletion are shown. understanding these disparities is crucial for customized treatment approaches and emphasizes the necessity of attentive observation in coinfected groups to alleviate unfavorable consequences linked to cdcd16+56 depletion. naive t-cells (cd45ra subsets) correlational analysis of (cd16+56) cell count and coinfection of hiv/hbv showed a negative association between them. the same results were obtained for monoinfection of hiv and hbv. this negative association proved to be significant statistically, giving a p-value of < 0.01. table 3 below indicates 58.33% hiv, 55.55% hbv, and 64.28% hiv/hbv patients showed cell count below normal ranges, i.e., 300-350 cells/mm3. table 3 shows the demographic and clinical parameters table 3: demographic and clinical parameters of patients infected with hiv, hbv, and coinfected with hiv/ hbv and cd45ra cell count studied parameters hiv-infected patients (n%) hbv-infected patients (n%) hiv co-infected with hbv%) no of participants (35) 12 (100.00) 9 (100.00) 14(100.00) age factor (years) mean ±sd 21.43±4.08 17.01±3.01 16.07±3.11 0-15 years 1 (8.3) 3 (33.33) 2 (14.28) 16-21 years 4 (33.3) 2 (22.22) 3 (21.42) 22-37 years 5 (41.66) 3 (33.33) 8 (57.14) 38-53 years 1 (8.3) 1 (11.11) 1 (7.14) >53 years 1 (8.3) 0(0.00) 0 (0.00) gender male 3 (25) 4 (44.44) 5 (35.7) pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 50-60, 2024 female 9 (75) 5 (55.55) 9 (64.28) mode of acquired infection intravenous drug usage 3 (25) 1 (11.11) 3 (21.42) sexual practices 3 (25) 3 (33.33) 4 (28.57) vertical transmissions 4 (30.7) 2 (22.22) 5 (35.71) unhygienic surroundings 2 (16.66) 3 (33.33) 2 (14.28) duration of diagnosis (months) 0-6 months 3 (25) 2 (22.22) 6 (35.29) 7-12 months 6 (50) 3 (33.33) 4 (28.57) 13-19 months 3 (25) 3 (33.33) 2 (14.28) 20-26 months 0 (0.00) 1(1.11) 2 (14.28) cd45ra >500 1 (8.33) 1 (11.11) 2 (14.28) 350-500 2 (16.66) 2 (22.22) 1 (7) 200-350 7 (58.33) 5 (55.55) 9 (64.28) <200 3 (21.4) 1 (11.11) 2 (14.28) undertaken to conduct the study. the median age for hiv-positive patients is 21.43±4.08, and for hbv-positive patients, 24.01±3.01. and for hiv/hbv patients, it is 26.07±3.11. the significance value for cd45ra cell count is < 0.01 memory t-cells (cd45ro) in the case of hiv infection, cd45ro shows an interesting trend as it reduces with increased viral titer. the hbv infection and coinfection of hiv/hbv also showed reduced cd45ro population as the infection severs. table 4 shows that 57.1% of patients with hiv/hbv table 4: demographic and clinical parameters of patients infected with hiv, hbv, and coinfected with hiv/ hbv and cd45ra cell count studied parameters hiv-infected patients (n%) hbv-infected patients (n%) hiv co-infected with hbv patients (%) no of participants (35) 12 (100.00) 9 (100.00) 14(100.00) age factor (years) mean ±sd 21.43±4.08 17.01±3.01 16.07±3.11 0-15 years 1 (8.3) 3 (33.33) 2 (14.28) 16-21 years 4 (33.3) 2 (22.22) 3 (21.42) 22-37 years 5 (41.66) 3 (33.33) 8 (57.14) 38-53 years 1 (8.3) 1 (11.11) 1 (7.14) >53 years 1 (8.3) 0(0.00) 0 (0.00) gender male 3 (25) 4 (44.44) 5 (35.7) female 9 (75) 5 (55.55) 9 (64.28) mode of acquired infection intravenous drug usage 3 (25) 1 (11.11) 3 (21.42) sexual practices 3 (25) 3 (33.33) 4 (28.57) vertical transmissions 4 (30.7) 2 (22.22) 5 (35.71) unhygienic surroundings 2 (16.66) 3 (33.33) 2 (14.28) duration of diagnosis (months) 0-6 months 3 (25) 2 (22.22) 6 (35.29) 7-12 months 6 (50) 3 (33.33) 4 (28.57) 13-19 months 3 (25) 3 (33.33) 2 (14.28) 20-26 months 0 (0.00) 1(1.11) 2 (14.28) pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 50-60, 2024 cd45ro >500 3 (25) 1 (11.11) 2 (14.28) 350-500 2 (16.66) 2 (22.22) 1 (7) 200-350 7 (58.33) 5 (55.55) 9 (64.28) <200 1 (8.33) 1 (11.11) 2 (14.28) coinfection have cell count reduced to <300 cells/mm3. table 4 shows the demographic and clinical parameters undertaken to conduct the study. the median age for hivpositive patients is 21.43±4.08; for hbv-positive patients, 24.01±3.01, and for hiv/hbv patients is 26.07±3.11. the significance value for cd45ra cell count is < 0.01. the study further explored that the naive t-cells also showed significant variation in mono-infections of hiv and hbv in comparison to coinfection of hiv/hbv infection. cd45ro depleted in 57.1% of patients. the decrease in cd45ra and cd45ro t-cell subsets in individuals with coinfection can possibly be caused by the cumulative impact of both infections, triggering immunological dysregulation. the fact that both hiv and hbv infections are chronic may have an impact on memory t-cell exhaustion and the transition of memory t-cells to a naive t-cell phenotype. in addition, these viruses’ combined impacts on immune response pathways may have a cascading impact, accelerating the depletion of t cells and changing the delicate equilibrium between memory and naive t-cell populations. cd4+ cells as table 5 shows, out of 12 hiv patients, 5 patients had a cell count nearly lower than 350 cells/mm3 and showed severe hiv/hbv infection. out of 9 hbv patients, 5 patients had a cell count below 350 cells/mm3, and in 14 positive hiv/hbv cases, 7 patients showed a cell count below 350 cells/mm3. the statistical analysis has shown a significant negative correlation between the cell count and the severity of infection, giving the p-value of <0.001. as the hiv stage advances from stage b to stage e, the cell count significantly depletes from >500 cells to 200, which table 5: demographic and clinical parameters of patients infected with hiv, hbv, and coinfected with hiv/ hbv and cd45ra cell count studied parameters hiv-infected patients (n%) hbv-infected patients (n%) hivco-infected with hbv%) no of participants (35) 12 (100.00) 9 (100.00) 14(100.00) age factor (years) mean ±sd 21.43±4.08 17.01±3.01 16.07±3.11 0-15 years 1 (8.3) 3 (33.33) 2 (14.28) 16-21 years 4 (33.3) 2 (22.22) 3 (21.42) 22-37 years 5 (41.66) 3 (33.33) 8 (57.14) 38-53 years 1 (8.3) 1 (11.11) 1 (7.14) >53 years 1 (8.3) 0(0.00) 0 (0.00) gender male 3 (25) 4 (44.44) 5 (35.7) female 9 (75) 5 (55.55) 9 (64.28) mode of acquired infection intravenous drug usage 3 (25) 1 (11.11) 3 (21.42) sexual practices 3 (25) 3 (33.33) 4 (28.57) vertical transmissions 4 (30.7) 2 (22.22) 5 (35.71) unhygienic surroundings 2 (16.66) 3 (33.33) 2 (14.28) duration of diagnosis (months) 0-6 months 3 (25) 2 (22.22) 6 (35.29) 7-12 months 6 (50) 3 (33.33) 4 (28.57) 13-19 months 3 (25) 3 (33.33) 2 (14.28) 20-26 months 0 (0.00) 1(1.11) 2 (14.28) cd4+ >500 1 (8.3) 0 (00.00) 1 (7.14) pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 50-60, 2024 350-500 3 (25) 2 (22.22) 2 (14.28) 200-350 5 (41.66) 5 (55.55) 7 (50) <200 4 (30.7) 2 (22.22) 4 (28.57) shows a strong decline in the cd4+ population. the study also showed that nearly 50% of hiv/hbv coinfected patients showed cd4+ cell counts in the range of 200-350 cells/mm3, as mentioned in table 5. previous studies have shown that hiv/hbv coinfection progression is usually evident from the cd4 cell count table 5: ratios of coinfected patients of hiv/hbv in hiv patients characteristics coinfection (hiv/hbv) univariable model multiple variable mode studied parameters or 95%cl p-value aor 95% ci p-value yes no <0.01 age factor (years) < 37 9 10 1 (referent) <0.01 1 (referent) > 37 12 4 3 0.180, 1.95 0.42 0.180, 1.90 <0.01 gender male 7 8 1 (referent) 0.36 1 (referent) female 14 6 2.333333333 8.75,1.030 0.1 8.65,1.025 0.2 mode of acquired infection vertical transmissions 6 9 1 (referent) 0.11 1 (referent) intravenous drug usage and other modes 15 5 3 8.75,1.29 0.31 2.13 duration of diagnosis (months) 0-6 months 18 2 1 (referent) 0.39 1 (referent) > 6 months 4 12 3 8.75,2.12 0.76 cd4 cell count (cell/mm3) > 350 5 10 1 (referent) 0.0008 < 350 16 4 4 ranging below 300 cell count (tortellini et al., 2023). the results of the study, as mentioned in table 6, revealed a striking pattern: nearly half of people with coinfected hiv and hbv had cd4+ cell counts between 200 and 350 cells/mm3. this range is important since previous research has repeatedly shown that the development of hiv/hbv coinfection is shown when cd4 cell counts drop below 300 cells/mm3. the results highlight the likelihood of coinfected individuals and emphasize the importance of tracking cd4 counts to determine the course of the illness. these findings provide important information about the dynamics of coinfection with hiv/ hbv, assisting physicians in putting focused therapies into practice and improving patient care approaches for this specific population (de gea-grela & moreno, 2023). in the case of hiv-infected patients, 41.66% of the cd4+ cell count was noted in the range of 200-350 cells/mm3. nearly 55.55% of positive patients showed cd4+ less than 350 cells/mm3. ethical approval ethical approval was obtained from the institutional review board (irb) of the health ministry. written informed consent was obtained from participants before they were directly involved in the study. all the participants were briefed on the objectives of this study and the possible expected outcomes of participating in the study. they were also assured that there was no pressure, that their participation was entirely voluntary, and that they could quit the interview at any stage. discussion hiv, known to target cd4 t cells, causes a significant decrease in these cells, which makes it more difficult for the immune system to coordinate defenses against infections. the decreased number of t lymphocytes is made worse by the extra burden of hbv. important for eliminating viruses, cd8 t cells are also impacted, most likely as a result of chronic stimulation and weariness from ongoing infections. immune deficiency is worsened by t-cell depletion, which leaves the host vulnerable to opportunistic infections and impairs the body’s ability to develop potent antiviral defenses. apoptosis, immunological response dysregulation, or direct viral pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 50-60, 2024 impacts could be the cause of the observed reduction. a total of 35 patients between the ages of 0 and 53 years were involved in the study. the average age of the hiv/hbv coinfected patients was 26.07±3.11. there were higher proportions of females (64.28%) than males (35.72%) generally because of the higher proportion of female participants than males and also due to the fact that women are more prone to stds (gruszczyńska & rzeszutek, 2023). stds are more likely to be transferred from men to women than women to men. it is estimated that aids is 2 times more prevalent in women than men (nguyen et al., 2020). aids transmits more opportunistically in vaginal sex as the vagina allows easy passage of hiv infection within the body. a higher proportion of participants (57.41%) between the ages of 22 and 37 years than any other age group. this study states that the prevalence of hiv/hbv coinfection among patients who have been diagnosed for more than 6 months has been 34.2% with 8.75,2.12% value for 95% confidence interval. a systematic study done in some regions of cairo has shown the prevalence rate of hbv at 2%, while the hiv prevalence rate is reported to be 0.1% (azzam et al., 2023). the prevalence rate of hiv/ hbv is poorly calculated and is not reported in authentic repositories. hiv and hbv are most likely to co-infect due to their shared routes of transmission that include intravenous drug usage, sexual practices, including hetero and homosexual practices, vertical transmission during childbirth, and unhygienic surroundings (mukasa kafeero et al., 2006). as per the demographic analysis of this study, most of the patients, nearly accounting for 35.71%, acquired hiv/hbv through vertical transmission, i.e., from mother to child. however, the majority of infected patients lie in the age group of 22-37 years, which may be due to asymptomatic infections. in many cases of hbv and hiv, the patients carry the virus without showing any prominent symptoms. the contribution of unprotected sexual practices and intravenous drug usage rises up to 50% of hiv/hbv coinfected cases (breen et al., 2024). non-usage of contraceptives, men-men sex, using syringes multiple times for injecting intravenous fluids or drugs, and improper disposal of body fluids, medical waves pave the way to smooth the prevalence of hiv/ hbv coinfection (breen et al., 2024). the study also showed that nearly 50% of hiv/hbv coinfected patients showed cd4+ cell counts in the range of 200-350 cells/mm3. previous studies have shown that hiv/hbv coinfection progression is usually evident from the cd4 cell count ranging below 300 cell count (tortellini et al., 2023). one of the main reasons behind depleted t-lymphocytes in patients who have been diagnosed for more than 12 months must be the phenomenon of cd8+ t-cells immune exhaustion. exhaustion of cd8 t-cells can have a major impact on other immune system lymphocytes. prolonged exposure to antigens and reduced regulatory capabilities are common characteristics of exhausted cd8 t cells, which might contribute to an immunosuppressive microenvironment for t-lymphocytes (zhu et al., 2022). the immune exhaustion caused by delayed cd8+ cells may affect how other lymphocytes behave and perform. exhausted cd8 t cells have the potential to generate cytokines that depress the immune system, like interleukin-10, which can limit the function of other immune cells. furthermore, worn-out cd8 t cells are less efficient at eradicating aberrant or infected cells due to their decreased cytotoxicity, which permits these cells to endure and possibly influence other lymphocytes (chaudhary et al., 2022). the depleting trend for cd45ra and cd45ro also proves the fact that both hiv and hbv infections are chronic and may have an impact on memory t-cell exhaustion and the transition of memory t-cells to a naive t-cell phenotype. in addition, these viruses’ combined impacts on immune response pathways may have a cascading impact, accelerating the depletion of t cells and changing the delicate equilibrium between memory and naive t-cell populations (fromentin & chomont, 2021). these results enable us to calculate the variations exhibited by multiple sub-populations of t-cell lymphocytes, allowing us to understand the underlying mechanism that suppresses the immune response in patients, increasing severe symptoms and, in some cases, leading to mortality. it also helps us to design therapies to maintain the t-lymphocyte population to strengthen the immune system (de gea-grela & moreno, 2023). conclusion this study showed a prevalence of 8.4% hiv/hbv coinfection among clinically diagnosed hiv-1 positive patients respectively. the study also showed significant differences in the immunologic and virological responses of patients with hiv mono-infections and patients with hiv/hbv coinfections. it was seen that females are more susceptible to hiv/hbv coinfection, and the most susceptible age group was found to be in the range of 22-37 years. the t-cell depletion was seen to be double in hbv and hiv mono infections. the study, therefore, concludes that hiv/hbv coinfections significantly affect the immunologic and virological responses of patients and the t-lymphocyte population. limitations the sample included in the study may not be able to represent the whole population affected by coinfection of hiv/hbv, and so it contains the potential to be biased. the study was cross-sectional and may limit inferences and social stigmas. due to the sensitive nature of the study, it requires ethical concern and careful handling of 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(2022). increased hbv coinfection and decreased ifnγ-producing hbv-specific cd8+ t cell numbers during hiv disease progression. frontiers in immunology, 13, 861804. pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) bridge the gap: a modified gronroos model approach to guests’ satisfaction and service quality perception in small and medium-sized hotels (smsh) enya marie d. apostol1*, magielene v. matchimura1 volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.2605 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 05, 2024 accepted: june 10, 2024 published: june 15, 2024 the study assessed and investigated the impact of perceived service quality on guest satisfaction in chosen small and medium-sized hotels using the gronroos model. the purpose of the research is to assist hotel owners and managers in measuring guests’ satisfaction and service quality perception along with the following dimensions: tangibility, reliability, responsiveness, assurance, empathy, image, and guest satisfaction. the gronroos model is composed of 39 attributes, it was utilized in the formulation of the questionnaires. in the efforts to explore the multivariate relationship among the variables, structural equation modeling (sem) using jamovi version 2.3.21 software was used to analyze the data from hundred (100) customers. the study used a descriptive correlational method to identify the relationship between the independent and dependent variables of the study by determining the guest’s satisfaction and service quality perception. the study included the results on the demographic profile of respondents by which the majority were aged 21-25 years old (n=40), most of them were single (n=71), female (n=53) and most of them were students (n=47). the findings showed that the overall weighted gronroos score has a negative value which shows that the guest’s satisfaction is higher than their perception of it. the findings revealed that there is a significant relationship between service quality perception and guest satisfaction (β=0.530), guest satisfaction and image (β=0.588), and service quality perception and image (β=0.406). keywords gronroos model, guest’s satisfaction, service quality perception, small and medium – sized hotels introduction the hotel sector is considered one of the economic drivers in the hospitality industry, thus, efforts are primarily focused on their guests’ needs and desires to meet their expectations. in this highly competitive world of today, this should be given attention specifically with the adaptation to the new normal brought about by the pandemic. numerous research efforts have focused on the premise that service quality has a significant impact on guests’ satisfaction and loyalty. the provision of quality service results in decreased expenses, increased profitability, improved organizational performance, and, as a result, gives good feedback and reviews. the issue is critical to hotel businesses since the industry product offerings are intangible goods that cannot be evaluated before consumption with high-risk purchases that were mostly seasonal and perishable with the fact that the market is highly competitive. the challenge for small and medium-sized hotels has been higher in order to survive the competition. growth in the hospitality market is expected at a compound annual growth rate of 15.1%, from $3,953.87 billion in the year 2021 to $4,548.42 billion in the year 2022, as per hospitality global market report 2022. according to condor ferries, hotel industry statistics 2020-2021, there are roughly 700,000 hotels and resorts around the world and 16.4 million hotel rooms available in the global hotel market. around 148 million travel bookings are made yearly according to dean (2022). in the 2009 annual survey of philippine business and industry (aspbi), a total of 4,998 hotel and restaurant establishments were recorded nationwide. hotels and such contributed php 43,945.9 million pesos. or 21.2% of the total revenue earned in 2009 for the hotels and restaurants sector, according to the philippine statistics authority (psa, 2012). this hard data provided shows that since there are many hotels available in the tourism and hospitality industry, then the demand for hotels may be small or medium-sized is high. looking at how high the numbers of each hotel are in the philippines alone, hotels and businesses in line within this industry must compete in terms of providing positive consumer satisfaction toward their guests in order to ensure that they have the probability to build and create a good relationship with hotels. thus, determining service quality factors is a very important matter that hotels must look for and create in order to stand out among many hotels available in the market today. many studies have found that there a significant relationship lies in guest satisfaction and the services provided by small-medium-sized hotels. in fact, according to ali et al., (2021), the five service quality dimensions which are empathy, responsiveness, assurance, reliability, and tangible have a positive significant relationship towards customer satisfaction. this may mean that a guest is satisfied positively when hotels are responsive in a way where they are approachable, easy to call, and flexible whenever guests have requested. apart from that, 1 college of business and management, mindoro state university, phillippines * corresponding author’s e-mail: enya.apostol@minsu.edu.ph pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 it can be seen in the results that empathy such as making the guests feel comfortable in the space, and the hotel’s assurance and it being tangible is also a factor towards guest satisfaction. several studies have also found the same findings stating that responsiveness, empathy, and assurance are influential to customer satisfaction. not only that but the price of service and digitalization of taxation services also promotes positive guest satisfaction. one of the gaps is the limited literature on measuring guest satisfaction based on their perceived service quality in small and medium-sized hotels (smsh) using the gronroos model since most studies use servqual, dineserv, and others. the grönroos’ perceived service quality model became one of the very first conceptualizations in 1984, and it paved the way for many other models. to evaluate service quality, three major components have been identified: technical, functional, and image (seth et al., 2004). the technical dimension refers to the service provider’s actual delivery to the customer. the functional component is concerned with how the service is provided. “corporate/brand image” is the third component of grönroos’ perceived service quality model. image is crucial in the service industry, and it is heavily reliant on technical and functional quality. the convenience of the internet provided a wide array of research and studies involving anything about the tourism and hotel industry. most of them were guest satisfaction regarding the services and features of a specific establishment in the hotel and tourism industry. however, although there are different research and studies available in terms of determining this problem, most of them are repetitive and only focus mostly on servqual and dineserv models. through this research, the researchers will be able to study guest satisfaction from the perspective of the gronroos model. this research would provide a different approach that hotels might be able to use in determining the extent of their guest’s satisfaction. the main purpose of this research is to determine and investigate the impact of perceived service quality on guest satisfaction in selected small and medium-sized hotels from the perspective of the gronroos model. as previously mentioned, this will help hoteliers, especially those belonging to small and medium-sized hotels (smsh) to develop a framework that may be the best approach in determining the satisfaction of their guests towards their services. research model and hypotheses the study aimed to empirically assessed the service quality of select local restaurants in the province of oriental mindoro, philippines. the level of guests’ satisfaction and service quality perception among small and medium-sized hotels will be evaluated using the modified gronroos model. in this context, the study intended to use structural equation modeling following the research model in figure 1. the study proposed three (3) hypotheses which serve figure 1: research model as the study’s research questions. structural equation modeling is used to determine the results of the significant relationship between guest satisfaction and perceived service quality. the research hypotheses for the study include: h1: service quality perception has a positive and significant impact on guest’s satisfaction. h2: guest’s satisfaction has a positive and significant impact on image. h3: service quality perception has a positive and significant impact on image. literature review guest satisfaction in the hospitality industry this literature analysis underlines the significance of assessing how well a company’s service meets consumer needs. it is clear from the hotel industry that customer happiness is strongly influenced by the caliber of services offered by the business. additionally, customer happiness is directly correlated with the five dimensions of service quality (responsiveness, tangibility, assurance, reliability, and empathy). the reliability dimension is the most crucial in determining customer happiness among the five h2 pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 dimensions. customer satisfaction has developed into a crucial component of the hotel sector, according to jana & chandra (2016). the hotel industry grows because of client retention, unlike other sectors. a hotel can only keep its guests by providing them with a positive experience. in general, a hotel’s ability to retain guests depends on the caliber of services it provides. additionally, the hotel sector has seen a surge of investors that are prepared to accommodate all their client’s expectations. customers will thus seek out better services elsewhere if they are not content with the hotel services they obtain (jana & chandra, 2016). customer loyalty is a factor that, in the hotel sector, represents the commitment of management and all stakeholders. a customer-centric management approach can increase the hotel’s competitiveness (tsiotsou & goldsmith, 2012). customer satisfaction, according to elvira & shpetim (2016), can be impacted by a variety of factors, including service features, consumer emotions, customer perceptions, and relationships with coworkers, friends, and family. according to hapsari et al. (2017), an organization’s level of customer service and the price it charges for such services have a significant impact on how satisfied customers are. rita et al. (2019), fida et al. (2020), and al-karim & chowdhury (2014) all listed various characteristics that affect customer satisfaction. numerous industries and sub-sectors in the tourism business cater to the demands of travelers. the relationship between the visitors and the various service providers reflects important factors like value, quality, and happiness in the tourism consumption process. when a user evaluates a particular service to determine whether it meets expectations at the desired level, this is referred to as service quality (taylan dortyol et al., 2014). the consumer experience characteristics and frameworks for measuring customer satisfaction require increased focus in the technology-driven business environments of tourism and hospitality (wu et al., 2014). the consumption process in tourism and hospitality has evolved to be more experimental than transactional as a result of being a part of the service industry (cetin et al). the consumer experience dimensions and frameworks for measuring customer satisfaction require more focus in the technology-driven business environments of tourism and hospitality. customer satisfaction with service quality has a mediating role between customer experience and customer loyalty (hsieh et al., 2015; lemy et al., 2019; priporas et al., 2017). innovation was found to be a major latent construct of customer satisfaction (truong et al., 2020). customer satisfaction with service quality has a mediating role between customer experience and customer loyalty (hsieh et al., 2015; lemy et al., 2019; priporas et al., 2017). innovation was found to be a major latent construct of customer satisfaction (truong et al., 2020). relationship between destination attributes, quality of perceived service experience, and loyalty results in destination preference (oriade & schofield, 2019; owusufrimpong et al., 2013; schlesinger et al., 2020). recent research on service quality and customer satisfaction has linked them to the service quality perception of stakeholders (dedeoğlu & demirer, 2015; lim & lee, 2020)to sum up, the past few decades have seen an increase in research on service quality and customer satisfaction within the tourism and hospitality sector that focused on the role of cognitive and psychological factors in tourist satisfaction, tourism supply chain, destination attributes, service quality of hospitality units, visitor experience, stakeholder view and employee experience and so on. as mentioned earlier, the main purpose of this study is to analyze emerging themes and future directions in service quality and customer satisfaction (sqcs) research in tourism and hospitality. the study involves performance analysis, science mapping, and examining the thematic evolution of subtopics, citation preferences, co-citation patterns, impactful sources, and growth trends in sqcs in tourism and hospitality research. service quality perception on hotels service quality is an idea that can be characterized as evasive and unclear, according to abdullah & afshar’s (2019) research. since products and services have different qualities, it is crucial to distinguish between the two. while the latter is an intangible, actual performance, the former is more concrete as an object (abdullah & rahman, 2015). being a process rather than a physical object is one of the most important and unmatched qualities of services. as a result, service businesses don’t produce anything, but they do have interactive processes. since services are invisible, it is challenging for the provider to disclose them to customers and for them to be measured (ali et al. 2021). it should focus on the management of people because the delivery of services in the hotel business always involves people. specifically on the interactions, also known as service encounters, between the client and the staff. the combined effect of service interactions in which customers actively participate determines the success or failure of the hospitality industry (abdullah, 2018). several significant service quality definitions have been put out by different scholars. various researchers have presented several significant definitions of service quality. the gap between a client’s expectations of the service provider and their evaluation of the services is the definition of service quality (saleh et al. 2021). another definition put forth by (othman & abdullah, 2016) suggested that service quality is a difference between the expectations of consumers for service execution before the service encounter and their observations of the rendered services. the last definition is that of gefan (2002), which was quoted in (abdullah & othman, 2016), who defined service quality as a specific consumer evaluation. gronroos model approach one of the earliest scholars to advocate for conceptual models of service quality to better comprehend the term is gronroos (1984:36; 1988:10). he thinks that these models would demonstrate how clients see the quality of services. he contends that if the service provider is pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 aware of how customers will assess the services, it will be possible for them to manage those evaluations in the future. furthermore, ravindran (2022) stated that according to gronroos (1984), service quality is comprised of three main dimensions: the technical quality of the product, the corporate image of the organization, and the functional quality of interactions between the service provider and the consumer. in gronroos model, there are six factors are identified which are (1) professionalism and skills, (2) attitudes and behavior, (3) accessibility and flexibility, (4) reliability and trustworthiness, (5) recovery, and (6) reputation and credibility (polyakova & mirza, 2015). the nordic model is based on the disconfirmation paradigm by comparing perceived performance and expected service. this was the first attempt to measure the quality of service (ghotbabadi, 2012) according to gronroos in 1990, people develop service quality perception in hospitality service specialties in hotels with a focus on customer satisfaction, which is crucial. organizations offer and hire people to work in the hospitality industry. organizations thus directly affect how customers perceive the quality of their services (mirvisi, 2011). in research conducted by zaribaf et al. (2012) about the effects of the gronroos model or approach on the consumer satisfaction of hotel guests in the industry, it has been revealed that image and perceived quality are positively and significantly impacted by functional quality. additionally, the image has a favorable and large influence on perceived quality, which in turn has a favorable and considerable influence on customer satisfaction. technical quality, image, and perceived quality do not, however, correlate significantly. functional and technological attributes also don’t significantly affect consumer happiness. meanwhile, another research that was conducted by ibrahim et al (2015) also showed that three factors of service quality—responsiveness, tangibles, and reliability—were found by this study’s findings to have a positive and substantial influence on customer satisfaction. the study shows that assurance and empathy have little effect on customer retention or satisfaction. thus, this means that the service quality that companies in the hotel industry provide to their customers concerning aspects of the service quality is significant and also affects the customer satisfaction of guests. managers of businesses in the tourism industry should give careful consideration to factors like accessibility, accommodations, venues, and their components since these factors directly affect how satisfied visitors are, how likely they are to return, and how the tourism industry develops in a given area (hagkkah, 2015) even though many researchers have already proven the effectiveness of the model created by gronroos, the conflict that arises is that the majority of the research was studied only in the past. many research studies are focused on the servqual model in general specifically in the hospitality industry (puri, 2018; johnson & karley, 2018). in fact, according to zinzinohoue (2016), the model does not explain how to gauge functional and technical excellence. only five of the 11 criteria are satisfied by the model. according to seth et al. (2004), the model is not appropriate for creating a connection for measuring customer satisfaction and does not offer appropriate metrics to raise the standard of service. one of the underlying models used to develop new sets of updated service quality models is the grönroos model, which is also known as the gap model and servqual model (ghotbabadi et al., 2012; yarimoglu, 2014). however, it may be the basis and foundation of most service quality being used in the business, the fact that it is outdated creates a gap that this research would want to address. although much research has already created and proved how effective is the gronroos model approach in service quality, much of this research are already created almost ten years ago. this research aims to create a modified gronroos model approach to be used in determining the guest satisfaction of small-mediumsized hotels in the chosen locale of the researchers. the following related literature would provide a context and foundation of what gronroos’ model lacks and what needs to be improved. materials and methods this research study used a correlational design using a structural equation model (sem). according to ullman, j. b., & bentler, p. m. (2012), structural equation modeling (sem) is a group of statistical methods that can be used to investigate an interrelation that involves one or more independent variables (ivs) and one or more dependent variables (dvs), which can be continuous or discrete. this design was chosen because it helps in determining the relationship between guests’ satisfaction and service quality perception in small and medium-sized hotels (smsh). the respondents of the study were hundred (100) guests from different local hotels in the province of oriental mindoro. the respondents were chosen through a simple random sampling method presurveyed local hotel. the study employed a standardized questionnaire adapted from the servqual instrument (parasuraman, zeithamel, and berry, 1985). the instrument is consisting of 21 items of service quality standards and falls into five dimensions: reliability, responsiveness, assurance, empathy, and tangibles that fit in the restaurant industry (stevens et al., 1995). there are four (4) items represented reliability; four (4) items for responsiveness; four (4) items for assurance; five (5) items for empathy; and four (4) items for tangibles that determined the guests’ view on service quality of small and medium-sized hotels (smsh) in terms of guest’s satisfaction and perception. the study used a seven-point likert scale where strongly disagree (1), disagree (2), somewhat disagree (3), neither agree nor disagree (4), somewhat agree (5), agree (6), strongly agree (7). the likert scale was developed by rensis likert, an american social psychologist (1932), in order to measure people’s level of agreement on opinions or attitudes. statements in the questionnaire were categorized into four (4) main domains as follows: (1) the pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 first part was the demographic profile of the respondents; (2) the second part (21 items) was on the view of the guest’s satisfaction and perceptions of hotel service quality which are grouped into five dimensions; (3) the third part (10 items) was on the view guest’s satisfaction and perceptions of the hotel’s image; and (4) the last part (8 items) was on the view of guest satisfaction. the data were collected among customers of pre-surveyed different small and medium-sized hotels in the province. the respondents were given a printed survey questionnaire, which was distributed to them before they left the premises. the computer program jamovi version 2.3 (2022) was used as a statistical tool in the study, which provides a full range of studies for correlation and regression, parametric tests, contingency tables, reliability, and factor analysis. structural equation modeling (sem) as a statistical model employs a wide range of statistical methods, including analysis of variance, covariance, multiple regression, factor analysis, and route analysis (bowen & guo, 2012). prior to the study, full consent will be obtained from the participants. in addition, respondents’ confidentiality and anonymity are of utmost importance in accordance with ra 10173, also known as the data privacy act. the respondents’ voluntary engagement in this study is crucial. moreover, they have the right to withdraw from the study at any stage if they wish to do so. respondents should give their full consent to participate. in full compliance with voluntary participation, researchers must provide participants with enough information and assurance regarding their participation so they may understand the potential consequences and freely decide whether or not to participate. results and discussion demographic profile of respondents the study revealed as shown in table 1, that 40% of the respondents who checked in at small and medium-sized hotels in calapan city were aged 21-25 (n=40) and 21% were aged 15-20 (n=21) categorized on the theory of eight stages of development (erik erikson’s 1950). the guest also prefers to stay near tourist attractions having convenience stores and food courts nearby, tussyadiah (2020) as it helps them for purchasing any necessary items without spending on transportation, rhee and yang (2015). in addition, the selection of a good location saves a lot of time for the guest which he/she can utilize for leisure purposes. the result of the study showed that 53% of the respondents were female (n=53) and 1% among the respondents was transgender (n=1). this result is in accordance with arif et al. (2014) indicated that the age groups had significant differences in perception of service quality, rubenstein et al. (2016) found a significant relationship between gender and service quality dimensions, kim et al. (2004) and serenko et al. (2006) showed that demographic variables created differences in the service perception and customers’ satisfaction and retention. some amenities are widely and most desirable for many types of guests which include large spaces inside the room, quieter rooms, complimentary amenities, etc. ekinci et al. the result of the study showed that 71% of the respondents’ marital status was single (n=71), while 29% were married (n=29). solo travelers are more concerned about sleep quality which is directly linked to room comfort (yang et al., 2018) room amenities and comfort are some of the desired attributes that guests want while making hotel booking decisions, yang et al. (2018). on the other hand, most of the respondents were students (n=47) more than other categories of employment status. cetin and dincer (2014) found the same findings as this study, none of the demographic factor groups (age, gender, marital status, education, nationality, and income) showed significant differences in scores of expectations and perception by hotel customers. table 1: demographic profile of respondents age f* gender f* marital status f* employment status f* 14 years old 1 male 46 single 71 student 47 15-20 years old 21 female 53 married 29 business owner 14 21-25 years old 40 transgender 1 divorced 0 self-employed 29 26-35 years old 20 prefer not to say 0 widowed 0 non-employed 8 36-40 years old 11 others 0 others 0 ret ired 0 41 above 7 others 2 n= 100 *f for frequency average value of guests’ satisfaction and service quality perception an arithmetic average value was determined for each questionrelated attribute that is based on customers’ satisfaction and perceptions of service quality at five (5) small and mediumsized hotels. gap analysis is used to determine the key attributes and their correlation to customers’ expectations and perceptionsaccording to the servqual method used in the study of saneva & kortoseva (2018). the significance of satisfaction and perceived service quality on individual attributes is determined using the standard deviation. the standard deviation measures the degree of variation in satisfaction and perceived service quality for a given set of individual attributes. pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 table 2 shows the average value for respondents’ satisfaction and perceptions of service quality, as well as the gap score for each attribute (gronroos score) and the average value of the score of the guest’s perception, ranging from 6.07 – 6.58 with a total mean of 6.44 and the average values for the guest’s satisfaction, ranges from 6.37 – 6.82 with a total mean of 6.64 on the scale from 1 to 7. the attributes of emp 3 “has the guest’s best interest at heart” and gs 6. i feel good about my decision to avail this service.”, this has the highest values for guests’ perception of service quality. identifying accurately the specific expectations of customers, the dimensions of the service quality around which customers make their quality evaluations, and their relative importance for customers carries vital importance in quality improvement efforts (asubonteng et al., 1996) as cited by akbaba (2006). the attribute res 3. “has the willingness to help guests.” has the highest value for guests’ satisfaction with service quality. conversely, the results affirm the findings of fick et al (1995) that service quality impacts guest satisfaction through providing service and performance. guest satisfaction has many advantages, such as creating a strong relationship between the hotel and guests and creating guest loyalty (anwar & balcioglu, 2016). the attribute rel 4 “maintains error-free records.”, has the lowest value in terms of guest perception and guest satisfaction. this is in connection with the study of barsky and labagh (1992); leblanc (1992); stevens et al., (1995); legoherel (1998) that providing high-quality service and enhancing customer satisfaction are widely recognized as important factors leading to the success of companies in the hotel, catering, and tourism industries. it is believed that customers, when experienced with the services they have had, are more likely to establish loyalty, cronin and taylor (1992), resulting in repeat purchases, fornell (1992) and favorable word-of-mouth, halstead and page (1992). the upshot is that a hotel with good service quality will ultimately improve the company’s market share and profitability, oh & parks (1997). the attribute rel 2. is dependable in handling guest’s services.”, rel 4. maintains error-free records.”, res 1. “keeps the guests informed about when services will be performed.” and attribute img 6. the hotel is sincere to the guests.” has the biggest negative gap, -0.3. this suggests that guests’ satisfaction with hotel service quality for these attributes is higher than their perception. all attributes have a negative gronroos score, and the overall average gronroos score is -0.20, which means that guest satisfaction is greater than the service quality perception in small and medium-sized hotels. this is in accordance with the findings of dusica & kortoseva (2018) that a negative total weighted score shows total service quality is below the customers’ satisfaction and there are opportunities for improvement specifically for those attributes with established significant statistical differences. table 2: the average value of customers’ expectations and perceptions modified gronroos attributes m ea n pe rc ep tio n st an da rd d ev ia tio n in te rp ret at io n m ea n pe rc ep tio n st an da rd d ev ia tio n in te rp ret at io n g ro o n ro o s sc or e part i: service quality perception rel 1. provides service as promised. 6.29 0.71 agree 6.49 0.63 agree 0.20 rel 2. is dependable in handling guest's services. 6.29 0.62 agree 6.59 0.59 strongly agree 0.30 rel 3. performs the services right the first time. 6.33 0.60 agree 6.62 0.56 strongly agree 0.29 rel 4. maintains error-free records. 6.07 0.83 agree 6.37 0.90 agree 0.30 res 1. keeps the guests informed about when services will be performed. 6.42 0.55 agree 6.72 0.55 strongly agree 0.30 res 2. has prompt service to guests. 6.35 0.67 agree 6.61 0.67 strongly agree 0.26 res 3. has willingness to help guests. 6.54 0.52 strongly agree 6.82 0.39 strongly agree 0.28 res 4. responds to guests' requests on time. 6.5 0.58 strongly agree 6.70 0.52 strongly agree 0.20 assu 1. has employees who instill confidence in guests. 6.39 0.58 agree 6.61 0.55 strongly agree 0.22 assu 2. makes guests feel safe in their transaction. 6.49 0.54 agree 6.65 0.56 strongly agree 0.16 assu 3. has employees who are consistently courteous. 6.42 0.65 agree 6.56 0.70 strongly agree 0.14 pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 assu 4. has knowledgeable employees to answer customer questions. 6.48 0.59 agree 6.63 0.61 strongly agree 0.15 emp 1. gives guests individual attention. 6.46 0.61 agree 6.56 0.59 strongly agree 0.10 emp 2. has employees who deal with guests in a caring fashion. 6.5 0.56 strongly agree 6.70 0.56 strongly agree 0.20 emp 3. has the guest's best interest at heart. 6.58 0.50 strongly agree 6.69 0.51 strongly agree 0.11 emp 4. has employees who understand the needs of their guests. 6.52 0.54 strongly agree 6.74 0.44 strongly agree 0.22 emp 5. provides convenient business hour. 6.36 0.70 agree 6.42 0.70 agree 0.06 tan 1. possesses modern equipment. 6.54 0.56 strongly agree 6.73 0.53 strongly agree 0.19 tan 2. has visually appealing facilities. 6.49 0.66 agree 6.69 0.56 strongly agree 0.20 tan 3. has employees who have a neat, professional appearance. 6.53 0.61 strongly agree 6.68 0.55 strongly agree 0.15 tan 4. has visually appealing materials associated with the service. 6.5 0.59 strongly agree 6.67 0.59 strongly agree 0.17 part ii: image img 1. the hotel is a reliable company. 6.27 0.62 agree 6.46 0.61 agree 0.19 img 2. the hotel provides an excellent service to guests. 6.46 0.59 agree 6.66 0.57 strongly agree 0.20 img 3. the hotel is a successful company. 6.35 0.63 agree 6.56 0.61 strongly agree 0.21 img 4. the hotel makes a lot of contribution to the society. 6.26 0.73 agree 6.47 0.64 agree 0.21 img 5. the hotel has a superior technology in cellphone service. 6.45 0.59 agree 6.61 0.57 strongly agree 0.16 img 6. the hotel is sincere to the guests. 6.42 0.61 agree 6.72 0.49 strongly agree 0.30 img 7. the hotel has a good reputation. 6.35 0.59 agree 6.58 0.57 strongly agree 0.23 img 8. the hotel is a large-scale company. 6.37 0.68 agree 6.56 0.59 strongly agree 0.19 img 9. the hotel is familiar to the guests. 6.47 0.59 agree 6.61 0.58 strongly agree 0.14 img 10. the hotel is honest. 6.53 0.56 strongly agree 6.72 0.47 strongly agree 0.19 part iii: guests’ satisfaction strongly agree gs 1. the services worked out as well as i thought it would. 6.44 0.62 agree 6.70 0.48 strongly agree 0.26 gs 2. i am satisfied with my decision to avail this service. 6.55 0.56 strongly agree 6.67 0.55 strongly agree 0.12 gs 3. i have mixed feelings about revisiting the hotel. 6.52 0.54 strongly agree 6.67 0.51 strongly agree 0.15 gs 4. i believe that availing this service was a wise one. 6.6 0.59 strongly agree 6.71 0.48 strongly agree 0.11 gs 5. if i could do it over again, i'd choose the same hotel. 6.5 0.61 strongly agree 6.63 0.56 strongly agree 0.13 gs 6. i feel good about my decision to avail this service. 6.58 0.55 strongly agree 6.71 0.46 strongly agree 0.13 gs 7. i am happy that i availed this service. 6.56 0.54 strongly agree 6.73 0.45 strongly agree 0.17 gs 8. staying at this hotel has been a good experience. 6.57 0.59 strongly agree 6.78 0.42 strongly agree 0.21 overall mean 6.44 0.61 6.64 0.56 0.19 research model fit indices the fit of indices as shown in table 3 refers to a variety of techniques for determining how wellobserved data fits a specific probability distribution. the values of an index of fit are typically normalized (i.e., units of measurement are removed) and range from 0 to 1. these values provide a numerical indication of how well your data fits a specific distribution and were commonly pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 referred to as “goodness of fit”, hooper et. al (2008). as revealed in the table, the standardized root mean square residual (srmr) which calculates the difference between the residuals of the sample covariance matrix and the covariance model that is hypothesized is a notch higher than zero (srmr=0.093), thus, the research model used in the study is “good enough” fit for the distribution. this is supported by the interpretation of diamantopoulos and siguaw (2000) that an srmr of zero is a perfect fit. moreover, as recommended by browne and cudeck (1990) that the root mean squared error of approximation (rmsea) that is ≤ 0.05 is a close fit, and as suggested by hu and bentler (1999) that the rmsea ≤ 0.001 indicate a good fit, the computed rmsea in the study (p=<0.126) implies that the research model is a good fit (rmsea p= <0.001) thus, the gronroos model is a reliable tool to gauge how well services are perceived and how guests are satisfied. table 3: fit indices of the research model 95% confidence intervals srmr rmsea lower upper rmsea p 0.093 0.126 0.119 0.133 < .001 table 4: parameters estimates 95% confidence intervals endogenous variable exogenous variable estimate se lower upper β z p guests’ satisfaction service quality perception 0.489 0.1045 0.284 0.694 0.530 4.68 < .001 image guests’ satisfaction 0.489 0.0837 0.325 0.654 0.588 5.85 < .001 image service quality perception 0.311 0.0749 0.165 0.458 0.406 4.16 < .001 parameter estimates of endogenous and exogenous variable as shown in table 4 the parameters estimate the summarized p-value of the endogenous and exogenous variables. a p-value measures the probability of obtaining the observed results, assuming that the null hypothesis is true. the lower p-value, the greater the statistical significance of the observed difference. a p-value of 0.05 or lower is generally considered statistically significant, beers (2022). if the pvalue is less than 0.05, it can be concluded that the observed differences are statistically significant and relevant. h1: service quality perception have a positive and significant impact on image the result of the study exhibits that service quality perception have a positive and significant impact on image (p=<0.001). this is in accordance with the findings of andreassen & lindestad (1998) that the perception of service quality was an important factor in influencing image when services were difficult to evaluate as cited by malik (2011) in his study. h2: guest’s satisfaction have a positive and significant impact on image the result of the study shows that guest’s satisfaction has a positive and significant relationship with image (p=<0.001). this is in consonance with the study of borut, boris, and aleksandra (2009) that image and perceived quality are the predecessors of perceived value and satisfaction is one of its consequences. h3: service quality perception have a positive and significant impact on guest’s satisfaction the result of the study revealed that service quality perception has a positive and significant impact on guest’s satisfaction (p=<0.001). this is in relation to the findings of apostol, de guzman and mañibo (2023) that emphasizes the broader concept that a positive customer experience, driven by both service quality and satisfaction, is essential for business growth.. measurement model the correlation among latent and observed variables based on literature of kang and anh (2021) that the value of the squared of multiple correlation (smc) beta coefficient of values at least 0.3 and greater than 0.5 are interpreted as good, while values greater than 0.7 are interpreted as very good. therefore, as shown in table 5, almost all the correlations are very good except for emp 1, emp 3 to emp 5 (β= 0.625, 0.640, 0.559, 0.438), assu 1 & assu 2 (β=0.622, 0.502), assu 4 (β= 0.556), res 1 (β= 0.647), res 3 & res 4 (β=0.505, 0.561) and gs 3 (β= 0.641) that are good. this is in accordance with the findings of kim et al (2015), who found that the validity of the measurement model is essential to logically assess the relationship between variables. pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 table 5: measurement model 95% confidence intervals latent observed estimate se* lower upper β z p service quality perception tan 4 1.000 0.0000 1.000 1.000 0.653 tan 3 1.139 0.1760 0.794 1.484 0.724 6.47 < .001 tan 2 1.281 0.1913 0.907 1.656 0.755 6.70 < .001 tan 1 0.984 0.1595 0.672 1.297 0.685 6.17 < .001 emp 5 1.160 0.1993 0.769 1.551 0.640 5.82 < .001 emp 4 0.779 0.1508 0.483 1.074 0.559 5.16 < .001 emp 3 0.559 0.1356 0.293 0.825 0.438 4.12 < .001 emp 2 0.937 0.1588 0.626 1.248 0.650 5.90 < .001 emp 1 0.998 0.1726 0.660 1.336 0.635 5.78 < .001 assu 4 0.850 0.1656 0.525 1.175 0.556 5.13 < .001 assu 3 1.191 0.1879 0.823 1.559 0.707 6.34 < .001 assu 2 0.700 0.1494 0.407 0.992 0.502 4.68 < .001 assu 1 0.935 0.1649 0.612 1.258 0.622 5.67 < .001 res 4 0.834 0.1611 0.518 1.150 0.561 5.18 < .001 res 3 0.677 0.1439 0.395 0.959 0.505 4.71 < .001 res 2 1.147 0.1913 0.772 1.522 0.662 6.00 < .001 res 1 0.922 0.1570 0.614 1.230 0.647 5.87 < .001 rel 4 1.518 0.2390 1.049 1.986 0.709 6.35 < .001 rel 3 1.148 0.1746 0.806 1.491 0.738 6.58 < .001 rel 2 1.224 0.1815 0.869 1.580 0.762 6.75 < .001 rel 1 1.498 0.2103 1.085 1.910 0.814 7.12 < .001 image img 10 1.000 0.0000 1.000 1.000 0.677 img 9 1.201 0.1850 0.838 1.563 0.701 6.49 < .001 img 8 1.305 0.2014 0.911 1.700 0.700 6.48 < .001 img 7 1.370 0.1819 1.013 1.726 0.827 7.53 < .001 img 6 1.173 0.1681 0.843 1.502 0.759 6.98 < .001 img 5 1.315 0.1836 0.955 1.675 0.782 7.16 < .001 img 4 1.490 0.2273 1.045 1.936 0.709 6.56 < .001 img 3 1.348 0.1941 0.968 1.729 0.755 6.95 < .001 img 2 1.307 0.1809 0.952 1.661 0.789 7.22 < .001 img 1 1.294 0.1930 0.916 1.672 0.727 6.71 < .001 guests’ satisfaction gs 8 1.000 0.0000 1.000 1.000 0.900 gs 7 0.802 0.0868 0.632 0.973 0.735 9.25 < .001 gs 6 0.997 0.0829 0.834 1.159 0.846 12.02 < .001 gs 5 0.915 0.1186 0.683 1.148 0.655 7.72 < .001 gs 4 1.054 0.0834 0.891 1.218 0.865 12.64 < .001 gs 3 0.781 0.1043 0.576 0.985 0.641 7.49 < .001 gs 2 1.041 0.0868 0.871 1.211 0.845 12.00 < .001 gs 1 0.854 0.1083 0.642 1.066 0.664 7.88 < .001 *standard error variances and covariances the variances and covariances presented in table 6 signify the correlation of variables. according to hall (2021), variance is the spread of a data set around its mean value, whereas covariance is the measure of the directional relationship between two random variables. based on literature of kang & anh (2021) that the value of the squared of multiple correlation (smc) beta coefficient of values at least 0.3 and greater than 0.5 are interpreted as good, while values greater than 0.7 are interpreted pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 as very good. table 6. exhibits, all correlations of the service quality five dimensions are good except for res 3 (β=0.745), res 4 (β =0.685), assu 2 (β=0.748), assu 4 (β=0.691), emp 3 (β=0.808) and emp 4 (β=0.687) which are very good. all correlations of image are good. almost all the correlations of guest’s satisfaction are good except gs 4 (β=0.652) which is very good. table 6: variances and covariances 95% confidence intervals variable estimate se lower upper β z p service quality perception 0.1493 0.04142 0.06814 0.2305 1.000 3.61 < .001 image 0.0209 0.00626 0.00859 0.0331 0.237 3.33 < .001 guests’ satisfaction 0.0913 0.01644 0.05913 0.1236 0.719 5.56 < .001 path diagram result summary figure 2. showed the path diagram to determine the relationship of guest’s satisfaction and service quality perception in small and medium-sized hotels. the correlation among latent and observed variables based on literature of kang and anh (2021) that the value of the squared of multiple correlation (smc) beta coefficient of values at least 0.3 and greater than 0.5 are interpreted as good, while values greater than 0.7 are interpreted as very good. figure 2: path diagrams as shown on figure 2, all three hypotheses have significant relationship. h1: service quality perception has a positive and significant impact on image pdr1: service quality perception have positive and significant impact to image because the value of β was interpreted as good (β=0.530). h2: guest’s satisfaction has a positive and significant impact on image pdr2: guest’s satisfaction has positive and significant impact on image because the value of β was good (β=0.530). h3: service quality perception has a positive and significant impact on guest’s satisfaction pdr3: service quality perception have positive and significant impact to guest’s satisfaction with a good β-value (β=0.406). conclusion the result of the study revealed that the majority of the respondents who checked in selected small and mediumsized hotels ranged from 21-25 years old, and most of the respondents were female, the majority were single, and most of them were students. it can be concluded that when hotel staff have the guests’ best interest at heart, gained the highest value for guests’ perception of service quality. pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 in terms of guest’ satisfaction, hotel staff who are willing to help guests get the highest value on service quality. the research model is a good fit; thus, the gronroos model is a reliable tool to gauge how well services are perceived and how guests are satisfied;. moreover, parameter estimates of gronroos five dimensions have a significant relationship with the service quality of small and medium-sized hotels. in the measurement model, all correlations of the observed variables in service quality perception are very good, except for empathy, which is good. as a result of variance and covariances, most of the correlations of the service quality perception five dimensions are good, and some were very good, while all correlations of image and guests’ satisfaction are good. the researchers therefore recommend that the hotel managers go above and beyond to close these gaps by having their staff trained and then treating them as the guests so that they understand and appreciate how the hotel operates because happy and motivated employees lead to happy customers. also, obtaining guest’s feedback, suggestions, and recommendations before leaving the premises would be a great aid in the continuous and harmonious hotel operations. for future researchers, there are other influencing elements on appearance and perceived quality that were not examined in this study that can be the subject of future research. this study can also be carried out abroad or in other service-related companies and industries. future studies could also look at the impact of perceived quality on satisfaction from the viewpoint of the workforce. they can also further study the technical quality since this study does noof the technical quality. references akbaba, a. (2006) measuring service quality in the hotel industry:a study in a business hotel in turkey. https://www.studocu.com/en-au/document/ roya l -me lbour ne in s t i tu t e -o f t echno log y/ business-research/measuring-service-quality-inthe-hotel-industry-a-study-in-a-business-hotel-inturkey/39734539 an, q., & ozturk, a. b. (2022). assessing the effects of user-generated photos on hotel guests’ price, service quality, overall image perceptions and booking intention. journal of hospitality and tourism technology, (ahead-ofprint). https://www. researchgate.net/publication/360263082_assessing_ the_effects_of_user-generated_photos_on_hotel_ guests’_price_service_quality_overall_image_ perceptions_and_booking_intention apostol, e. m. d., de guzman, e. j., & mañibo, c. d. m. (2023). structural equation model on customer expectations and perception of restaurants’ service quality adapting a modified dineserv approach. american journal of multidisciplinary research and innovation, 2(5), 1-12. baharun, r. (n.d.). a review of service quality models. (pdf) a review of service quality models | rohaizat baharun academia.edu. retrieved on november 13, 2022 from https://www.researchgate.net/ publication/230669329_a_review_of_service_ quality_models berezan, o., raab, c., yoo, m., & love, c. (2013). sustainable hotel practices and nationality: the impact on guest satisfaction and guest intention to return. international journal of hospitality management, 34, 227-233. https://www.sciencedirect.com/science/ article/abs/pii/s0278431913000479 dusica, s. & kortoseva, s. (n.d.). service quality in restaurants: customers’ expectation and customers’ perception. https://www.researchgate. net/publication/333642373_service_quality_ in_restaurants_customers’_expecta tion_and_ customers’_perception fresen, j. w. (2006). university of pretoria service quality, chapter 3. https://repository.up.ac.za/bitstream/ handle/2263/27994/02chapter3.pdf?sequence=3 haghkhah, a. (2011). the impact of service quality on tourism industry. https://www.researchgate.net/ publication/260363171_the_impact_of_service_ quality_on_tourism_industry johnson, e. c. & karlay, j. s. (2018). impact of service quality on customer satisfaction http ://www.diva-por ta l .org/smash/record. jsf ?pid=diva2%3a1246475&dswid=-4759 mazumder, s., & hasan, a. b. m. r. (2014). measuring service quality and customer satisfaction of the hotels in bangladesh: a study on national and international hotel guest. journal of tourism and hospitality management, 2(1), 95-111. http://jthmnet. com/vol-2-no-1-june-2014-abstract-6-jthm philippine statistics authority (2012) 2009 annual survey of philippine business and industry (aspbi) hotels and restaurants for all establishments: final results http://www.psa.gov.ph/content/2009-annualsurvey-philippine-business-and-industry-aspbihotels-and-restaurants polyakova, o., & mirza, m. (2015). perceived service quality models: are they still relevant?. the marketing review, 15(1), 59-82. puri, g., & singh, k. (2018). the role of service quality and customer satisfaction in tourism industry: a review of servqual model. international journal of research and analytical reviews, 5(4). radde, b. (2017). digital guest experience: tools to help hotels to manage and optimize the digital guest experience. tredition. rao, p. s., & sahu, p. c. (2013). impact of service quality on customer satisfaction in the hotel industry. iosr journal of humanities and social science, 18(5), 39-44. https://www.iosrjournals.org/iosr-jhss/papers/ vol18-issue5/f01853944.pdf ravindran, l., amini, m., & eng, w. b. (2022). the role of english language, networking and internationalization in globalizing private universities in malaysia. reporterlinker, (2021). hospitality global market report pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 1-12, 2024 2022. https://www.globenewswire.com/newsrelease/2021/12/29/2358663/0/en/hospitalityglobal-market-report-2022.html kandampully, j., & suhartanto, d. (2003). the role of customer satisfaction and image in gaining customer loyalty in the hotel industry. journal of hospitality & leisure marketing, 10(1-2), 3-25. hassan, z., & basit, a. (2015). impact of service quality on customer satisfaction in maldives tourism industry. ibrahim, hz, hassan, z & basit a (2015). impact of service quality on customer satisfaction in maldives tourism industry. international journal of accounting, business and management, 3(2), 161-176. z., hassan, z., & basit, a. (2017, march 31). impact of service quality on customer satisfaction in maldives zinzindohoue. (2016). service quality models. service quality models. retrieved november 13, 2022, from service quality models (linkedin.com) pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) the appraisal of electronic health record technology contribution to hospital management: a systematic review miqdad m. a. miqdadi1*, antonio bottegliari1 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.3144 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 18, 2024 accepted: june 20, 2024 published: june 18, 2025 the use of electronic health records in hospital management has significantly changed over the past decade, with developed nations increasingly utilising them due to their advantages over paper records. however, there is no consensus on ehr’s effectiveness. this systematic review aims to explore its impact on clinical performance, financial performance, and free staff communication in hospital settings. a comprehensive research primary sources from peer-reviewed papers are collected through the databases science direct and cinahl plus science direct and cinahl plus databases. initially, 9880 articles were selected for the investigation, removing 1822 duplicates, 7617 papers, and 440 items after full-text screening. thematic analysis was used in the mixed study, and narrative analysis was used for quantitative investigations. three papers were excluded after analysis. citations were generated using the boolean operator (and). the pico research question were used to understand the impact of ehr implementation on quality care, physician productivity, financial performance, and staff communication. this investigation revealed the transformative aspect of ehr system and acknowledged the capability of the system to improve healthcare management, clinical quality and physician productivity. this study not only revolves around the ehr efficacy and its contribution in healthcare system but also provide recommendations to the management regarding the system and its advantages and betterments. keywords electronic health record, health information management, hospital administration, hospital information system, hospital management, technology assessment biomedical 1 department of health care management, anglia ruskin university, cambridge, united kingdom * corresponding author’s e-mail: miqdadm.amiqdadi@outlook.com introduction the development of information technology (it) and electronic health records (ehr) are crucial components of the hospital administration system. the ehr is advancing how medical records can be stored and created. many nations have switched from paper to electronic health records (ehr), allowing healthcare providers to access patient information electronically (wilson & khansa, 2018) however, the existing literature has conflicting information on the effect of (ehr) on clinical performance, hospital workflow, and income vs. cost. this systematic review aims to investigate the impact of electronic health record systems on hospital management on a three-dimensional scale of clinical performance (quality care process, physician productivity), financial performance, and free text messaging between hospital staff members who use ehrs (alsahafi & gay, 2018). this section will cover the background and context of employing ehr systems in hospitals and the amount to which this will aid hospital management systems at various management levels, including identifying the research gaps that may exist. the research study rationale for adopting a systematic review will be provided, moving to consolidating the research objectives and questions. literature review due to technological innovation and it development, the world has undergone tremendous change (campanella et al., 2016) underlined the potential impact of information and communication technology breakthroughs. ten years later, as athe result of the third worldwide survey on electronic health (e-health), which the global observatory created for ehealth, the who clarified this by listing various benefits of electronic health records (ehrs) (uslu & stausberg, 2021). healthcare providers can address their health issues and challenges by utilising ehrs. this has improved coordination and reduced error risk, which become increasingly crucial in healthcare delivery. ehrs simplify hospital management; automotive mechanisms expedite physician workflows, facilitate cost control, and support various aspects of the healthcare industry. ehrs affect public health organisations, hospitals, healthcare professionals, patients, pharmacists, and researchers (shah & khan, 2020). transitioning to an electronic patient information system is vital to advancing hospital service efficiency. the key to a successful application outcome appears to be developing in-depth knowledge to support management oversight and implementation. there is, nevertheless, no current consensus on the benefits of ehr over traditional methods. disagreements also exist regarding the consumption of ehrs. several studies additionally indicate that issues with healthcare organisations, healthcare workers, technology, and ethical issues make it challenging to use ehrs (yuan et al., 2019). therefore, the present research examines the impact of ehr on hospital management from various angles, taking into account the constraints and challenges in diverse settings and hospital facilities. additionally, what further study is required to enhance the efficacy of the ehr implementation procedure (alvandi, 2015). to improve clinical performance, hospital management system and communication line among employees, many public and private hospital worldwide have adopted ehr pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 as an advancement in technology (denham et al., 2013). however, studies and perspectives on ehrs conflict with health care and financial outcomes. early electronic medical record (emr) research suggests no evidence of a long-term, meaningful gain in hospital efficiency related to emr due to the transitional challenges and lack of knowledge of how to use the system (kazley & ozcan, 2009). later, it was demonstrated in previous studies/literature that hospitals observed a greater benefit from combining ehr with observation. in contrast, other studies/literatures reported that hospitals with more complex technologies had a decline in quality performance (appari et al., 2013). the absence of ehr training programs and the restricted time for research observation were the gaps in these studies, which impacted the safety, quality, accuracy, and timeliness of patient or medical treatment (plantier et al., 2017). it was shown that patient-centred incentives were the sole factor that improved ehr adoption (nonpatient revenues). this gap requires additional time to evaluate the impact of ehr implementation on financial performance (collum et al., 2016). according to a study on communication through the electronic health record: frequency and implications of free text orders, there was a significant difference in the use of communication for non-medication orders (cnmos) among hospitals, provider locations, and provider types because of inaccurate information, using cnmos to communicate medication-related information may cause missing or delayed medication. however, there is no individual chart review, and the study is limited to a year’s worth of data from a single ehr in a healthcare institution two conflicting researches regarding ehr state the positivity and negativity of its implementation. however, us government has implementes various program of ehr and claimed its meaningful aspects (pai et al., 2021). health information technology for economic and clinical health (hitech) act passed to improves financial concern about the implementation (congress, 2009). moreover, several programmes conducted to teach the staff the ehr usage in collaboration with the center for medicare and medicaid services (cms) and the office of national coordinator (onc) (schreiber et al., 2021). materials and methodos search strategy in order to execute this scoping review, recent research articles/publications are based on the use of electronic health record technology in healthcare sectors. auguste compte coined the term positivist, which emphasises facts and the causes of behaviour, to characterise a rigorous empirical approach in which knowledge claims are based only on experience, arguing that the former was more suggestive of the truth than the latter (kivunja & kuyini, 2017). this systematic review uses positivist and pragmatism paradigms, incorporating quantitative and mixed approaches. this may lead to the preference for qualitative methods in mixed methods. in mixed methods research, researchers use pragmatism to assess a design’s applicability ahead of time. variables such as research questions and study goals are considered when selecting a design. the efficacy of a mixed methods design cannot be ascertained until the project is finished and the data analysis has been completed. however, pragmatism is not the only rule or explanation for using a combination of strategies (hall, 2013). data collection the cinahl plus and science direct databases collect primary sources from peer-reviewed papers. also, quantitative surveys, usage metrics analysis, clinical quality and patient outcome measures, and cost-benefit analysis can be used. before starting the research, the inclusion criteria and research questions had already been established. the search terms selected from the research study question were: what effects do ehr implementations have on clinical performance, financial performance, and staff communication? selection criteria for this study, searching is achieved through literature to find articles that address the pros and cons of implementing electronic health record systems in healthcare settings. preferred reporting items for systematic study (prisma) were followed to complete this systematic review. the selection criteria are used following the inclusion and exclusion criteria and response to the pico research question. studies were selected between 2015 to 2023 using the keywords electronic health record, ehr, hospital management, and hospital administration. technology assessment biomedical, health information management, hospital information system. citations were generated using the boolean operator (and) on the terms listed as independent ideas in the research question combined with ehr, such as (ehr) and clinical performance, ehr and financial performance, ehr and staff communication, and replacement of ehr with electronic health record. inclusion criteria 1. only articles that have undergone a formal peerreview process will be considered. 2. the articles written in english were considered to be included. 3. studies that employ quantitative research methods or a combination of quantitative and qualitative methods were included. 4. articles published between the timeframe of 2015 to 2023 were considered for inclusion. 5. studies describing the implantation and pros and cons of ehr in healthcare sectors were included. exclusion criteria 1. articles that have not undergone peer review will be excluded from the study. 2. articles published in languages other than english pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 were not included. 3. studies that are primarily qualitative, systematic reviews, scoping reviews, literature reviews, or case studies were excluded. 4. articles published before 2015 were not considered for inclusion in the study. 5. articles focusing on ehr implementation in sectors other than healthcare were excluded from the study. 6. duplicate studies were excluded. results and discussion the initial search for publications concerning the figure 1: prisma flow diagram. (figure’s author’s data from (tsang et al., 2022). significance of implementing electronic health records in healthcare sectors to improve the organisation’s efficiency yielded 9880 articles found using the science direct and cinahl databases. however, 1822 duplicate articles were removed, and 7617 papers were eliminated after the title and abstract had been assessed. a total of 440 items are excluded following full-text screening. finally, 26 publications were selected for the systematic review, with preference given to those published during the last eight years (see the prisma flow diagram), which displays the many stages of the systematic review applied in identifying studies. narrative analysis for the past two decades’ the impact of ehr has been a debatable topic on both clinically and financially. some researchers suggest that using ehr can improve the quality of treatment and physician productivity. while other argue that there is no any connection between usage of ehr with treatment quality and physician output (tsai et al., 2020). some studies indicate that hospitals are getting financial benefit by implementing ehr system. (meyerhoefer et al., 2016). although some researchers disagree with this, studies over the last eight years were analysed using prisma flow diagrams to examine the evolution of the ehr era. techniques for maximising efficacy were proposed. three articles were not included in the review because they dealt specifically with electronic medical records (emr), a comprehensive electronic record of patient health information originating from encounters in various care delivery settings, and emr, a digital adaptation of traditional paper-based medical records (who, 2006). https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 pa ge 4 table 1: characteristics of included studies reference aim participant setting methods results outcome other notes (bookman et al., 2017) the effects of an ehrintegrated cds tool on the overall uptake of three specific expensive imaging, brain, c-spine and pe (pulmonary embolism) on the workflow and quality of care. resident and advanced practice provider eds in 5 hospitals longitudinalstudy pre-post intervention design 6% decrease in utilisation of ct brain, ct spine use of ct pe also decreased but was not significant integrating cds into the provider workflow promotes the usage of validated tools across providers, which can standardise the delivery of care and improve compliance with evidence-based guidelines the study was limited to the ed patient (melnick et al., 2021) a study of ambulatory physicians’ turnover across an ambulatory care delivery network over 2 years to nontrainee ambulator physicians n=314 ambulator department retrospective cohort study the turnover rate was 5.1%/year (32 of 314 physicians) physician productivity and ehr use metrics were associated with departure affecting clinical and financial performance the primary outcome physician department did not include a reason (downing et al., 2019) to evaluate ehr-integrated sepsis alert system improves care performance outcomes. patients from the health delivery system (n=1123) 595 intervened, 525 controlled medical and surgical inpatient units randomised evaluative design primary outcome (35% vs 37%, p=0.53 there was no difference in secondary outcomes of in-hospital mortality at 30 days an ehr-based severe sepsis alert did not result in a statistically significant improvement in several sepsis treatment performance measures the study excludes icu patients. (low et al., 2019) investigate the ehr as a predictor tool for adverse acute kidney injury (aki) outcomes. in addition prediction of renal replacement therapy (rrt) and mortality rate aki patients aged>18 n=3333 hospital long itud ina l study -392 patients (12%) died 174 (5%) received rrt the ehr clinical models that have been developed for the prediction of adverse outcomes are highly accurate, especially for rrt prediction. in the study on a single centre, most of the patients were asian -inclusion only of unique aki episodes https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 pa ge 5 (lin et al., 2018) understanding of the impact of ehr adoption by identifying how the relationships differ by hospital characteristics? results from this study can help inform hospitals about how to approach ehr adoption to obtain greater performance gains. 3249 hospitals acute care hospitals longitudinal study -baseline adoption a 0.11 percentage-point higher rate per function maturation stage 0.09percentage-point reduction in mortality rate per year per function -new function adoption 0.21percentage-point reduction in mortality rate per year per function. -ehr adoption affects performance improvement through multiple pathways and that when ehr adoption is measured, the baseline level, the maturation effect of baseline functions, ehr adoption is associated with moderate improvements in mortality rates, and small and nonteaching hospitals lag behind large and teaching hospitals in ehr adoption. (salleh et al., 2021) evaluate several quality predictors’ effects based on the effective use of ehr systems in healthcare providers’ performance in a post-implementation stage. primary health care providers (specialists, medical officers, and nurses) hospital random sampling quality had the highest score for predicting performance and had a large effect size, whereas system compatibility was the most substantial system quality component. care providers, knowledge quality and ehr system quality positively affected the effective use and exhibited the most substantial positive effect on performance among the estimated relationships. -few specialists participated in this study -no probability sampling (lammers et al., 2016) to test ehrs to enable physicians in ambulatory care settings to better manage complex clinical information, particularly for patients with chronic conditions who are at risk for greater utilisation of inpatient services. to study the correlation between ehr adoption and hospital admission and readmission 14.9 million patients aged 65 or older hospital cross-sectional study statistically significant decline of 1.06 of ambulatory care sensitive condition (acsc) admissions per 10,000 beneficiaries.' adoption of physician ehr is significantly correlated with the observed decline in acsc admissions, controlling for the average trend nationwide and other market characteristics. but it is found no such correlation between ehr penetration and readmission rates -the study does not capture variation in the use of specific ehr features. https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 pa ge 6 (selvaraj et al., 2018) to determine whether implementation of ehr was associated with improved quality of care and reduced mortality during hospital admission as well as the lower 30-day risk of readmission or mortality in patients with heart failure (hf) hf patients -n=21 to assess the relation between ehr and quality metrics. -n=8421, the mean age was 71 years, and 49% were women. the relation between ehr adoption and 30 days mortality rate hospital -crosssectional study -multivariable-adjusted logistic regression (p>0.05 for all comparisons) -there was no association between ehr status and 30-day mortality, readmission -the ehr may not be sufficient to improve hfrelated outcomes this study is limited to hospital hf participants. (bae & encinosa, 2016) to study the effect of ehr use on overall primary care physician workloads regarding patient visits per week and time spent per visit. also, to examine how these effects vary across younger and older physician -37,962 patient visit -1470 primary care physicians (namcs) cross section study adopting ehr, there would be 37,600 additional patient visits per week in the u.s., the equivalent of adding 500 more primary care physicians to the u.s. workforce this study was associated with 1.5 extra hours spent on patient face time per week for each physician, with no change in the overall number of visits per week. furthermore, older physicians have higher workload productivity under ehr use, whereas younger physicians, less experienced, -findings have limited generalisability and may not apply to nonu.s., -the study did not account for physician’s years of experience with ehr (agbese & ikonne, 2021) to investigate the influence of electronic health records and use on quality healthcare delivery by physicians 390 physicians tertiary hospital of federal capital cross-sectional study the findings revealed a significant positive influence of electronic health records on quality healthcare delivery. the study just on one hospital (mennemeyer et al., 2016) to utilise bass diffusion models and federal ehr adoption data that encompasses the mu period to assess the programme's impact on ehr uptake nonfederal office-based physicians, excluding radiologists, anesthesiologists, and pathologists ambulatory medical car cross-sectional ehr system may have increased by as much as 7 percentage points above the level predicted in the absence of the mu subsides expected gains in convenience and productivity are driving the adoption of ehrs, but this study finds weak evidence of the impact of the mu programme on ehr uptake -aggregate national data over relatively short periods of 2001–2013 and 2006– 2013. https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 pa ge 7 (flatow et al., 2015) to evaluate the key quality of care indicators before and after the implementation of an ehr, performing a retrospective cohort study in a surgical intensive care unit (sicu), where efficient quality control is mandatory for the extensive resource demands. patients =1247 ( 2 0 0 9 2 0 1 0 ) before ehr n=1229(2012 2013) after ehr hospital retrospective study -the rate of central lineassociated bloodstream infection (clabsi) per 1,000 catheter days was lower after ehr implementation (2.16 vs. 0.39, relative risk [rr], 0.18; ehr implementation was statistically associated with lower clabsi and sicu mortality. the study is in one hospital, so it is not generalisable. (zhu et al., 2019) to present a method for identifying virtual care teams for surgical colorectal cancer patients and measuring ehr-based communication in these teams using ehr access-log data and social network analysis (sna) surgical colorectal cancer patients n=100 academic medical centre cross-sectional the distributions of conditional uniform graph quantiles suggested that the network construction technique captured meaningful underlying structures that were different from random, unstructured networks. results showed that the proposed methods captured salient communication patterns in care teams that were associated with patients' clinical differences and identified key members of the care team. -this study only examined e h r b a s e d communication. -one method to measure communication linkages based on the average time (watterson et al., 2020) examining whether improved relational coordination (rc) among primary care team members is one of the mechanisms through which ehrs can produce better patient outcomes primary care providers n-304 hospital cross-sectional study ease of ehr use (mean = 3.5, sd = 0.6, range: 0–4) and rc were high (mean = 4.0, sd = 0.7, range: 0–5) but differed by occupation. the positive association between ease of ehr use and rc identifies a potential mechanism for how ehrs might improve outcomes of care -cross-sectional nature. -second, the data are from primary care team membersunable to collect information on the frequency with which the primary care team members interacted with the ehr https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 pa ge 8 ( r e i c h e r & reicher, 2016) to explore two impacts of radiologist utilisation of certified ehr technology: the impact on interoperability with referring clinicians' ehrs and the impact on patient engagement. healthcare organisation retrospective study the availability of radiology reports online was strongly associated with increased system usage, with a likelihood ratio of 2.63 the usage of mu-compliant ehr technology and direct messaging in radiology practice allows for the communication of patient information and radiology results with referring clinicians. it increases patient use of patient portal technology supporting bidirectional radiologistpatient communication. (anderson et al., 2018) to explore the implementation and impact of an electronic health record (ehr) tool designed to enhance team communication and facilitate early patient mobility in the intensive care unit all the medical staff in icu icu retrospective study statistically significant increases were found for staff satisfaction with mobility-related communication (p < .001) and communication frequency (p = .02) but not for staff knowledge (p = .28) combining routine educational reviews and an electronic health record communication tool may improve patient and system outcomes for intensive care unit early mobility programme patients. not generalisable (beauvais et al., 2021) to evaluate the association between the top 3 ehr vendors and hospital financial and quality performance measures. hospitals n=2667 hospitals in the usa retrospective study none of the ehr systems were associated with a statistically significant financial relationship in our stud pertaining to financial outcomes were somewhat interesting in that no single ehr demonstrated a significant and positive association with net income. the single year of data drawn from the 2018 data p (wang et al., 2018) to examine the associations between health information technology expenditures, intermediate business processes, hospital financial performance and productivity. n = 8 0 0 0 hospitals hospital cross-sectional study positive direct financial performance of it investments in hospitals. that hospitals' health information technology investments involving intermediate business processes are associated with positive financial performance and productivity following the implementation of the health information technology for economic and clinical health act. the healthcare dataset does not represent panel data; each hospital has only one observation. https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 pa ge 9 milstein et al., 2015) to assess whether, 5 years into the hitech programmes, national data reflect a consistent relationship between ehr adoption and hospital outcomes across three important dimensions of hospital performance between electronic health record (ehr) adoption and hospital performance over time, specifically focusing on the time-related effects. nonfederal, acute-care hospitals hospital longitudinal study . higher levels of ehr adoption were associated with better performance on process adherence (0.147; p < .001) the study advances the understanding of the nature of the relationship between ehr adoption and key hospital outcomes by identifying consistent positive benefits from ehr adoption associated with two types of time-related effects. -adherence to the process measures was high across hospitals. (edwardson et al., 2017) to evaluate the final net gains (or losses) after ehr implementation, but ought to focus specifically on how and where an ehr can leverage an organisation's financial performance. 57 providers across 32 practices longitudinal study the introduction of the ehr is associated with a significant increase in charges and collections. findings suggest that despite the varying starting points (intercepts in our model) of different payer mix affiliations, ehrs benefit all physician types. -the nature of the data set has very few variables to hold constant, increasing the likelihood of omitted variable bias. (suess et al., 2019) to evaluate the association between auto-documentation of infusion-therapy start and stop times provided by smart pump–ehr interoperability and the infusion therapy billing claims submissions at a community hospital patients n = 7 8 2 4 1 (edwardson et al., 2017) predocumentation n=80138 post documentation hospitals retrospective cohort study the corresponding billing claim dollar value increased by $us1,147,652 (13.5%). this study addresses the gap by generating evidence supporting the value of smart pump–ehr interoperability in improving hospital financial performance through its association with charge capture and billing compliance. -data from the two study groups were matched by month of the year. data were not matched by d e m o g r a p h i c or treatment characterist ics, which may affect submitted billing claims https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 pa ge 10 (redd et al., 2015) to identify whether information gathering needs and ehr usage patterns are different between specialists and generalists, and if so, to characterise their precise nature. physician n=654 350 specialists and 304 primary care providers hospital longitudinal study specialty physician p<0.01 primary care physician p=0.05 the outcome clearly demonstrates several differences between primary care and specialty fields with respect to which elements of the ehr are considered most important when gathering clinical information and achieving meaningful use criteria, with large potential impacts on reimbursement the response rate is on the lownormal end for similar surveys of this nature. -not all ehr systems were represented in our study table author’s data from (popay et al., 2006) pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 mapping effective ehr implementation in hospitals involves: training, accuracy, and impact adoption. documentation comes first, followed by communication and the shared principles that lead to effective employee cooperation and improved hospital performance (lin et al., 2018). however, other elements influencing hospital performance will impact the care process, such as the age of the physician, as (an older doctor may be more effective than a younger one (bae & encinosa, 2016). distinct medical specialities have distinct ehr requirements; thus, suppliers must design their systems to work with all types of specialities. consequently, physician productivity will impact the delivery of care, which is essential for good clinical performance (anderson et al., 2018). the communication between medical professionals and patients is affected by clinical performance and vice versa, ultimately impacting financial success (melnick et al., 2021). clinical performance and communication will be affected by hospitals’ lack of investment in ehr development with vendor collaboration and physician training (wang et al., 2018). the diagram in figure (2) provides an overview and a flow chart of the factors informing and influencing ehr uptake and adoption. figure 2: factors affecting physician’s productivity and financial performance. limitation of synthesis several studies mentioned in table 1 are restricted to a single hospital, while others are limited to hospitals in the usa, making it impossible to generalise results to different demography. in addition, a few studies in this narrative synthesis involve multiple ehr systems. thematic analysis • after reading the mixed research by meyerhoefer et al., 2016 , the author developed the initial coding and then established sub-coding for the primary topic (meyerhoefer et al., 2016). integrated ehr implementation in all the departments of hospitals • accurate and good documentation needs training and will increase the value of the ehr system. • sharing information and communicating well with different departments create a circle of information (coordination). • good communication and coordination lead to a good quality of care. • according to the quantitative analysis, a significant decline in productivity occurred after the initial installation of the ambulatory ehr system at the primary care sites, which was partially reversed during stage 2 but occurred again during stage. ehr advantages such as promotes clinical performance and improves communication, patient outcomes. while on the other hand the obstacles like interoperability problem, insufficient training. these were the focus and theme of research. results and discussion in this study, the author conducted a systematic review of the literature on the effects of ehr adoption on hospital administration, highlighting: clinical performance, financial performance and staff communication, to examined the ehr’s impact on clinical performance. the efficacy of the clinical decision support (cds) tools used to analyse the quality of care and the admission, readmission, and mortality rates. furthermore, explaining how ehr communication affects the hospital’s overall performance. finally, find the relation between clinical performance and communication and the impact of ehr on financial outcomes. based on study observation that using ehr-integrated cds tools in various hospital departments has diverse results, the uptake of three costly images the brain, spine, and pulmonary embolism (pe) can standardise the provision of treatment and increase adherence to evidence-based recommendations. other studies show numerous sepsis treatment performance measures did not see a statistically significant improvement due to the ehr-based severe sepsis warning. on the contrary, the well-established ehr clinical models are highly accurate in predicting acute kidney injury’s adverse outcomes, especially concerning renal replacement therapy (rrt) prediction. according to lin et al (lin et al., 2018). mortality rates performed poorly at the baseline level of ehr adoption. in contrast, maturation level and adoption of additional functions improved mortality rates. in 2016, lammer and others (lammers et al., 2016) found a correlation between recent increases in ambulatory care physicians’ use of (ehrs) and declining ambulatory care sensitive condition (acsc) admission rates in an elderly population with four common chronic conditions. in another study, (selvaraj et al., 2018) identified no correlation between the implementation of ehr and patient-level quality indicators or in-hospital outcomes. furthermore, no relationship has been found between the ehr status and 30-day event rates, which include readmission, mortality, and combined outcomes. a study found a statistical correlation between the usage pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 1-14, 2025 of ehrs and lower death rates in surgical intensive care units (sicus) and central line-associated bloodstream infections (clabsi) (flatow et al., 2015). the findings of salleh et al. showed that the usage of ehr had a good impact on the doctors’ tasks in a critical care unit by allowing them to spend more time on clinical evaluation with numerous doctors at once and less time on administrative and paperwork work (salleh et al., 2021). additionally, ehr improves nurses’ ability to communicate with patients and capture their data (salleh et al., 2021) the findings of agbese et al.,2021, suggest that since electronic health records have had such a positive impact on the quality of healthcare provided by physicians in tertiary hospitals which consequently increases physician ability to provide better care quality (agbese & ikonne, 2021). on the other hand, the studies must be comprehensive to all hospital departments with good interoperability, good training to the staff with documentation sharing information, and knowledge of how to develop clinical cds tools in other departments to ensure ehr effectivity. physician productivity and ehrs are still highly debated topics. ehr can increase productivity and efficiency in primary care physicians’ workloads, according to (bae & encinosa, 2016). additionally, the improvement brought about by the implementation of ehrs differs with physician ages. contrary to popular belief, older doctors have better workload productivity using ehrs. in contrast, younger doctors, who are less experienced but more adept at using information technology, have lower workload productivity. however, the problem is that the meaningful use (mu) programme encouraged the adoption of inferior technologies that physicians had already rejected because the requirement for a certified ehr may have slowed technological advancements by encouraging system vendors to focus on compliance rather than research and development. the patient referral process to specialists is timeconsuming and challenging for patients, which impacts medical staff collaboration. however, the ehr system used as a communication tool makes it easier for radiologists, medical laboratories, and physicians to share information, encouraging staff collaboration and enhancing clinical outcomes. every study in table 1 on the effect of ehr on communication finds a positive relationship that aids workflow, increases physician productivity, and improves patient care. over the past two decades, much discussion and attention has been placed on the return on investment (roi) and outcomes related to ehrs. the financial outcomes findings by (beauvais et al., 2021) were quite surprising in that no single ehr system showed a significant and favourable correlation with net income. whereas wang et al.,2018, discovered that hospitals’ investments in health it related to intermediary business processes are linked to improved financial performance and productivity after the passage of health it, including (ehr) for clinical and economic health (wang et al., 2018). in a study conducted by edwardson et al. (2017), it was found that charges and collections significantly increased after the ehr was implemented (edwardson et al., 2017). by linking the interoperability of smart pumps and electronic health records to charge capture and billing compliance, suess et al. (2019) have asserted in their study the empirical evidence supporting the enhancement of hospital financial performance through the utility of smart pump-electronic health record (ehr) interoperability (suess et al., 2019). specialists and generalists perceive the most crucial ehr components and how effectively these systems are adapted to show clinical information differently. as per the findings by redd et al. (2015), rectifying these discrepancies could potentially impact the hospital’s clinical productivity and financial performance (redd et al., 2015). thus, the author noted that even the most current research cannot agree on how advantageous ehr is to financial success. hospital performance is an iterative process; the ehr’s impact on hospital management is influenced by workflow and is aided by competent ehr vendors and their training for the medical and administrative staff. along with the attitude of the physicians, the clinical outcomes are also influenced by the physician’s age and it knowledge. the care process, is also impacted by the communicationintegrated ehr. as a result, hospital administrators must consider all of the variables to achieve the success of ehr deployment. conclusion ehr deployment had showed to improve clinical outcomes and financial performance, but its impact on hospital performance remains unclear. to evaluate the implementation of a new system, vendors should use validated tools to analyse specific difficulties and ensure the system has access to all integration tools. physician training should cover ehr use, its harmony with clinical work, and psychological education to help physicians accept it. training sharing information and communication through ehr between medical staff can ease workflow and save time, significantly improving treatment processes and physician productivity. the ehr system should be included in all teaching hospitals to prepare the next generation of doctors. however, seeing a positive financial impact from ehr implementation will take time, as most studies were completed in less than two years. references adler-milstein, j., everson, j., & lee, s. y. d. 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(2019). electronic health records systems and hospital clinical performance: a study of nationwide hospital data. journal of the american medical informatics association, 26(10), 999-1009. appendices ehr: electronic health record ehrs: electronic health record system who: world health organisation mu: meaningful use e-health: electronic health emr: electronic medical record cnmos: communication for non-medication orders ieee xplore: institute for electrical and electronic engineers xplore prisma: preferred reporting items for systematic study cds: clinical division support pe: pulmonary embolism aki: acute kidney injury rrt: renal replacement therapy acsc: ambulatory care sensitive condition clabsi: central line-associated blood stream infection sicu: surgical intensive care unit pa ge 1 pa ge 56 american journal of multidisciplinary research and innovation (ajmri) indigenous fishing techniques of pilar fisher folks in pilar bay eric esteban b. contreras1, philomel innocent obligar1*, elizabeth c. dayal1, christopher magnifico1 volume 4 issue 1, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i1.4090 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 11, 2024 accepted: december 17, 2024 published: january 31, 2025 an understanding of fishing gear, crafts, and techniques is crucial for the scientific and prudent exploitation and management of fisheries resources. therefore, this study aimed to identify the various indigenous fishing methods employed by pilar’s native fishermen. especially on the fishing methods that are now in use and those that are not. employing self-structured questionnaires for the descriptive survey and guiding questions for the key informant interview (kii). referrals sometimes referred to as the snowball approach, and enumeration listing were used to identify survey respondents. the emerging results show that the indigenous fishing techniques used by fisherfolks in pilar bay are the following: hudhod, baleng, patuloy, pamanti, panilag, pambalanak, punot, tangkop, arong, pamana, sensoro, hila hila, pangasag, labay, tabudlak, kurantay, bobo, pamunit and panagat. the types of fish catch using simpot or nets are: fairy shrimp (hipun), silag, pasayan (shrimp), tabagak, gurayan etc; on the other hand, those that use structures, are kugaw, bulaw, milkfish, abu, inid, mamlad etc; and those that utilize special equipment like rods and hooks, are pugaro and inid. moreover, the seasonal fish catch are as follows tabagak, milkfish, sap-sap, gurayan and hipun. in general, local fishing helped to maintain environmental equilibrium. the use of mostly local and indigenous fishing gear and equipment indicates of the usage of indigenous methods. keywords fishing gear, fishing technique, indigenous equipment, indigenous introduction filipinos who reside in coastal areas rely heavily on fishing as a source of income because the country is made up of 7,641 islands (as of the 2016 census). for ages, agriculture has been one of the most important economic endeavors that has sustained and nourished millions of filipinos. one of the most resilient fisheries in the world is found in the philippines. the abundance of the sea provides a living for about 5 million people. the majority of residents in pilar, one of the communities in capiz that is close to the ocean, reside on the coastline (in pilar bay). every pilareno has considered fishing to be the “meat of the crop.” fish catches are the source of livelihood. determining the indigenous fishing methods and traditional fishing practices of the pilareno is therefore crucial in order to assist them in improving their standard of living while also protecting the fishing habitat. in the philippines, traditional fishing is still widely practiced today. devices including pole gear, sling spears, and spear cannons were utilized in this kind of fishing. in mindanao, the indigenous badjao group—also referred to as the sea gypsies and sama people—frequently engage in spearfishing. payaos, a fish aggregating device used in traditional fishing, are used to draw pelagic species, such as tuna, into fishing nets or handlines. modern payaos, which are built of steel and have fish lights and fish location sonar, are an adaptation of the traditional bamboo raft. for the scientific and prudent exploitation and management of fisheries resources, an understanding of fishing gear, crafts, and techniques is crucial. devices of various sizes and forms that are used in aquatic environments to catch fish of various sizes are referred to as fishing nets and gear. fishing methods used in a given geographic location typically rely on the different behavioral traits and microhabitat types of the local fish fauna. the majority of fishing equipment and vessels are antiquated and non-mechanized. any type of apparatus, tool, instrument, or mechanical device used to capture, gather, or harvest fish is referred to as fishing gear. it is difficult to record local, traditional fishing knowledge in a way that both resource managers and scientists can comprehend, despite the fact that its significance cannot be understated. this is due to the need for a thorough understanding of both natural processes and local culture and customs, thus this study was conducted to determine the indigenous fishing techniques are being practiced by pilar fishermen; determine the traditional fishing gears that pilar fishermen are employing; find out the type of fish catch, type of gear with reference to the season (referring to time, phase of the moon, number of people operate the gear used by fishermen and determine the possible environmental effects may have resulted from these indigenous fishing techniques and traditional fishing practices. literature review according to kechu, metevinu et al. (2023) in their study entitled “traditional fishing methods practiced by ao and sumi tribes in dikhu river of nagaland, india” stated that earliest fish-catching methods that were passed down from ancestors in the majority of naga communities in 1 capiz state university, pilar satellite college, natividad, pilar, capiz, philippines * corresponding author’s e-mail: pipobligar@capsu.edu.ph pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 56-63, 2025 nagaland are the source of traditional fishing expertise. traditional fishing is mostly done for domestic use and is thought to be less intense than commercial fishing methods, which can have a detrimental effect on the sustainability of rivers. but in the modern day, there is a chance that traditional wisdom may be lost. in order to better understand and record the traditional knowledge of fishing methods used by the ao and sumi tribal people that live along the banks of the dikhu river, an attempt was undertaken. three categories of fishing gear, four fishing accessories, one fishing vessel, and three additional types of fishing techniques have been documented as a consequence of the wide range of traditional fishing tools and methods being categorized according to their distinct purposes. however, harmful fishing methods like dynamites and harsh chemicals were used in certain areas. the findings show that most traditional fishing gear is made from locally accessible, environmentally benign materials including bamboo, wooden poles, and cotton yarn, and that local fishermen still depend on traditional fishing methods for their livelihood. better resource management may be achieved by implementing and preserving the knowledge gathered from this study. pascual et al. (2015) in their study “traditional fishing gears and methods in ilocos norte,” details the traditional fishing gear and techniques used by rural ilocano fishermen, which have not been thoroughly documented before. among other things, it documents, identifies, and characterizes their features, such as their designs, methods of operation, fishing grounds, and fish species. artisanal fishermen employing fishing techniques and equipment from the coastal and interior communities of the the sources of information were provinces. according to the study’s findings, 48 different types of fishing gear and techniques are employed, and they are divided into four (4) groups according to philippine fishing gear categorization. ten traps (three coastal, two inland, and three common) and eight hand instruments (six coastal, one and seven inland. ten traps (three coastal, seven inland, and one common), fourteen lines (eleven coastal, two inland, and one common), sixteen nets (10 coastal, six inland, and four common), and eight hand instruments (six coastal, two inland, and three common) are included. according to bai et al. (2023) in their study entitled “the value of traditional fishing from the perspective of cultural heritage” that the importance of maintaining traditional fishing is thoroughly examined in this paper. additionally, the usefulness of traditional fishing as well as its inherent and unique qualities are investigated. this was accomplished by using ichinomiya-cho, kujukuri-hama seine fishing techniques as a case study and by demonstrating the basic nature of traditional fishing and how its economic worth is determined. furthermore, traditional fishing contributes to the preservation of the environment, the upkeep of local society, the improvement of human interactions, and the development of local landscapes. therefore, this study clarifies the irreplaceable character of traditional fishing in terms of labor, culture, and landscape. rahman et al. (2017) stated in their research study entitled “economic evaluation of two major traditional fishing techniques in vembanad estuary” that one important component of the poor’s social capital that contributes to their sustainable development is the use of indigenous traditional knowledge. the study focuses on the economic analysis of the two main traditional fishing methods used in the backwaters of the vembanad: indian coracles and chinese dip nets. traditional fishing methods have their own value as a sustainable method of harvesting systems with the least detrimental effects on the fishing environment, even in light of the pollution and financial losses that contemporary fishing systems and fleets inflict to the ecosystem. the study’s primary goal was to examine the advantages and disadvantages of the two main fishing methods used in kerala state’s vembanad estuary, as well as their potential issues and future developments. the paper covers the economic analysis of the chinese dip nets and coracles and records the fishing methods. results show that there are approximately 696 chinese dip nets operating in ernakulam district, accounting for 29% of the district’s fixed fishing craft, while approximately 1520 coracles are operated in the vembanad backwaters. this type of study was the first to use scientific analysis tools like the garrette ranking method and other major econometric tools. both of these methods are proven to have extremely cheap manufacturing and maintenance costs. another noteworthy feature in the research is the reliance on coracles of roughly 25 families that moved to kerala from karnataka around 20 years ago. the report emphasizes how they have economic advantages. materials and methods this was conducted at the 8 barangays of the municipality of pilar, namely: brgy. dulangan, brgy. binaobawan, rosario, poblacion, natividad, san ramon, balogo and dayhagan of the municipality of pilar. this study employed purposive sampling technique and snowball to identify the participants of the study. the data on the demographic information collected was analyzed quantitatively using descriptive measures. data collected were gathered through a questionnaire. in particular, the data was analyzed using frequency and percentage. in order to collect the majority of the study’s data, qualitative techniques including participant observation and interviews were used for each response’s emphasis. referrals, sometimes referred to as the snowball approach, and enumeration listing were used to identify the 40 survey respondents. results and discussion according to table 1, the majority of responders are between the ages of 26 and 35. this indicates that the majority of fishermen are of working age. additionally, it’s possible that the majority of people who fish indigenously have received these methods from their parents and grandparents. fishing could have been their pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 56-63, 2025 main source of revenue. in addition, the majority of fishermen are men. because men predominate in the fishing sector. the women are typically the spouses of fishermen who support them in their livelihood. the majority of them are married in terms of their civil status. this suggests that they fish to provide for their families. the unmarried fishermen could be the offspring of fishermen. the number of widowed and separated people is rather small. this suggests that, in the absence of their partners, they could have chosen to make fishing their primary source of revenue. the fishermen have completed or attained secondary school while considering educational achievement. since there may have been less options for them to attend college, they may have ended up being fishermen. numerous college and postgraduate fishermen were present. they are most likely proprietors of small fishing enterprises that use fishing as a pastime or a way to supplement their income. lastly, the majority of fishermen earn between $11,000 and $30,000 when income is taken into account. this suggests that their revenue is more than enough to cover all of their expenses. they may still employ traditional fishing methods because of this. table 1: demographic profile of the respondents variables frequency percentage age below 15 1 2.5% 16-25 7 17.5% 26-35 14 3.5% 36-45 8 20% 46-55 7 17.5% 56 up 3 7.5% gender male 27 67.5% female 13 32.5% civil status single 6 15% married 26 65% widow 3 7.5% separated 5 12.5% educational attainment elementary 6 15% high school 26 65% college 3 7.5% postgraduate 5 12.5% average monthly income 10,000 and below 7 17.5% 11,000-30,000 16 40% 31,000-50,000 6 15% 51,000-70,000 7 17.5% 71,000 and above 4 10% table 2 provides a summary of fishing methods, fishing practices as shown by the gear and equipment utilized, fish species caught, and profitable fishing times. because fishing is typically passed down from generation to generation as a source of income, the fishermen in the pilar bay area employ these traditional fishing methods. because they are accustomed to these methods, they could find them easy to use. on the other hand, their methods of fishing, as shown by the tools and equipment they employ, have been around since the beginning of time. the employment of nets made from a variety of locally available materials suggests that they could find it simpler to build or acquire the fishing tools required for a certain approach. it makes it possible for them to fish for little money. furthermore, fishing is usually greatly influenced by the seasons and weather. this indicates that the seasons and weather are the main factors that fisherman depend on in order to profit from their catch. they can diversify or get ready for lean seasons because they were aware of this. this suggests that in order to pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 56-63, 2025 provide for their families, they could have learnt to employ a range of fishing methods. lastly, using local fishing methods might benefit the ecosystem. given that the majority of the equipment is indigenous, local, and derived from renewable resources, it could be less harmful. it is more probable that various fish species and other marine life will be able to repopulate if fishermen are keeping an eye on the open and closed seasons. diverse fishing methods may also promote the growth of other marine creatures. due to current regulations and penalties, only a small percentage of fishermen use certain fishing methods and practices, even if they may appear to be less environmentally friendly. table 2: summary table of indigenous fishing techniques in pilar bay area indigenous fishing technique description of fishing technique description of gears used type of fish catch season time of the year hudhud it is characterized by using a movable fishinggear operated by a single person. this type of fishing takes place in shallow water. it has a gear which looks like a big scoop net with a fixed or folding frame made of bamboo and fish net. simpot is a kind of net which is attached to a folding frame made of bamboo which measures almost 10 meters long with a it is also called “puyo-puyo.” hipon (fairy shrimp) pasayan after detecting that there is the presence of shrimps (hipon, pasayan). they also consider after the breeding season. starting nov – february of every year. baleng it is usually handled by 5 persons in almost 3 meters depth of water. their main catch are fairy shrimps. simpot is a net which is primarily used. it has mosquito net-like fine holes. hipon (fairy shrimp) november to february pamanti/ patuloy it is usually done by casting a net with 700-800 meters long with a stick on both sides. fishing is possible when the depth is 1-2 meters. the main fishing gear is a net with bigger holes (numbers 6-9). kugaw, gisaw, abu, lagaw, etc during high tide panilag it is a very specific fishing technique usually operated by 2-4 persons casting a type of net for catching silag. they call the net simpot kuralon, a cotton type fishing net, with rubber floater. they are usually transported by a pumpboat. silag no preferred time year round pambalanak another specific fishing technique which is done by casting a net in shallow water to catch balanak. the net used has a bigger hole (number 4). this network of nets is attached to numerous rubber floaters. balanak seasonal after breeding season of balanak punot it is a technique which traps fish inside a structure made of bamboo poles. the area below the structure is occupied by a huge net. the net is being pulled up every time the fishermen wish to catch trapped fish in the structure. punot is basically made out of bamboo poles and net. bamboo poles are usually placed in deep water (minimum depth is 24 meters). it is situated away from the open sea. it looks like a bamboo fence with a bamboo roofing. kugaw, bulaw, etc. all year round/ not seasonal tangkop it is similar with punot, the only difference is the depth of the water. it is usually constructed in shallow water ranging from 3-5 feet deep. tangkop is also made of bamboo poles and net. bamboo poles are usually placed in shallow water (minimum depth is 3 feet). it is situated away from the open sea. it looks like a bamboo fence with a bamboo roofing. abu, bangrus, etc non seasonal/all year round pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 56-63, 2025 arong this is also a fixed structure made to catch fish just like the punot. however, it uses a kerosene lamp to attract the fish especially during dark nights. the warm light lures a number of fish to the contraption. the structure used for this techniques is similar to a bamboo house constructed in the sea with a depth of 25 meters. there are contraptions that would trap the fish once it gets in the structure. kugaw, bulaw, etc. non-seasonal/ but extracted during typhoon season. pamana it is a manner of catching fish using a pointed metal rod (arrow-like) shoot to the target fish hiding under the stones and big corals in the sea bed. most fish catch are living in “isda sa bato” (coral fish). the main fishing equipment is a metal arrow (baslay) made from steel rod called hara and rubber. pugaro, inid all year round sensoro it is a tedious way of catching fish since it needs to be handled by 10-12 persons to make this fishing technique work. the poyo is the main gear that collects fish. it is made up of a net with smaller holes, rope to fasten the nets and floaters which keep the nets afloat and serve as markers of nets. gurayan, etc. (seasonal in operation) note: gone today due to laborious operation which needs 10 to 12 persons. hilahila this is done by casting the net in shallow water in a circular manner and it is left there for a period of time, then the net is taken out of the water. simpot is a special net used in this kind of fishing. the nets are also attached to floaters to keep the net visible from the boat. tabagak, sapsap, etc. seasonal from october to january pangasag this technique uses a net that is cast in the open sea during higher current flow of water. the net is then pulled out after a few minutes of waiting for the crabs to be trapped. pangasag usually happens during moderately stormy weather. the main gear is a net with large holes. it is attached to floaters as well. a small boat may be used to carry and hold the nets during casting and drawing of nets. kasag during windy and stormy season labay this may be used both for deep sea and shallow water fishing methods. the string with hooks then is attached to a bahayan or long big rope. the bahayan is dropped in the water on the side of the boat. the boat will be gradually pulled when a tremor is felt. this tremor signals that the fish is already caught in the hooks. the bahayan, a big nylon rope (number 60) with 600-800 hooks attached to it. the individual hooks are attached in a separate nylon string. there is a need for a motorized pumpboat to haul the labay. kugaw, ubod, abu, inid, kugtung, etc. all year round tabudlak fishing through this technique is done by casting a net in the shallow water.wooden paddles are attached the boat to create noise. the noise disturbs the fish and usually ends up getting caught in the net. the main equipment is the pumpboat in which carry the wooden paddles. it also hauls the net (hole number 5-8), then net is being cast in the shallow water. tabagak, bangrus, etc. seasonal pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 56-63, 2025 kurantay a pumpboat with at least 4 crew casts a specified net in an identified fishing ground. once a school of fish is spotted, they cast their nets in circular motion with the aim of surrounding the school of fish. a specified net, called simpot, is placed in a motorized pumpboat. tabagak seasonal bobo it is characterized by using a fish cage as trap to catch specific types of fish. coconut meat is used as a bait. it is placed inside the trap to attract fish. they added white metal plates “lusa” to mimic the coconut meat used in the trap. the fish cage is round made of metal rod with a dimension of 2x3x8 feet covered with fishing net. other materials: bait: coconut meat (kopra) white metal plates lukus, danggit, nipa nipa, mamlad all year round pamunit (hook and line fishing) this involves catching fish using a fishing rod with hooks at the end of the nylon string. it is usually done in the absence of a boat. similar to fly fishing. bamboo stick, nylon, hook inid, pampano all year round panagat “panagat” is the term used for doing pamunit if the fisherman sails to the sea for a catch. bamboo stick, nylon, hook, fishing boat with paddles or pumpboat inid, pampano all year round figure 1: schematic diagram of punot figure 2: schematic diagram of tangkop pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 56-63, 2025 conclusion the indigenous fishing techniques used by fisher folks in pilar bay are the following: hudhod, baleng, patuloy, pamanti, panilag, pambalanak, punot, tangkop, arong, pamana, sensoro, hila hila, pangasag, labay, tabudlak, kurantay, bobo, pamunit and panagat. the traditional fishing gears utilized by the fishermen for the various indigenous fishing techniques are as follows: net (simpot/lahang), folding frame, net (kuralon), floater, bamboo poles, metal arrow, nylon rope, hook, coconut meat, white metal plates, bamboo sticks, boat and motorized pumpboats. the types of fish catch using simpot or nets are: fairy shrimp (hipun), silag, pasayan (shrimp), tabagak, gurayan etc; on the other hand, those that use structures, are kugaw, bulaw, milkfish, abu, inid, mamlad etc; and those that utilize special equipment like rods and hooks, are pugaro and inid. moreover, the seasonal fish catch are as follows tabagak, milkfish, sap-sap, gurayan and hipun. most fishing techniques are still being done, except sensoro, due to its complex and laborious operation. more fishermen are needed to manipulate the fishing gears. generally, indigenous fishing brought about balance in environmental conditions. the use of indigenous practices as evidenced by the use of mostly local and indigenous fishing equipment and gears are observable. it is advised that the fishermen in pilar bay continue to employ traditional fishing methods and that the lgu give them the credit they deserve in light of the study’s conclusions. they could be set up to act as role models for other fishermen who engage in unethical or unlawful fishing methods. the majority of their equipment is obviously homemade, but the lgu might be able to teach them how to use it properly. they might receive safety instruction (similar to how to use potentially hazardous equipment, pamana). it appears that the ability of fishermen to purchase fishing gear or equipment has a significant impact on the amount of fish they catch. as a result, people can get help with this. fishermen must be informed about the need of protecting fishing areas. in addition to helping people escape poverty, organizing and educating them will also make them more conscious of their responsibility to protect the environment. the way they capture fish now could affect what the following generation catches in the future. references asia, f. b., pascual, p. c. v., & asia, n. s. (2015). traditional fishing gears and fishing methods of ilocos norte, philipppines. journal of applied and physical sciences, 1(1), 19-28. bai, l., han, y., & ikebe, k. (2023). the value of figure 3: schematic diagram of sensory figure 4: materials for panglabay figure 5: material for pamaslay pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 56-63, 2025 traditional fishing from the perspective of cultural heritage: a case study of seine fishing in ichinomiya-cho, kujukuri-hama. sustainability, 15(4), 3855. https://doi.org/10.3390/su15043855 kechu, m., & pankaj, p. p. (2023). traditional fishing methods practiced by ao and sumi tribes in dikhu river of nagaland, india. journal of fisheries, 11(2), 112202-112202. rahman, m., ramees, n. r., athira, & meera, b. (2017). economic evaluation of two major traditional fishing techniques in vembanad estuary. pa ge 1 6 pa ge 5 american journal of multidisciplinary research and innovation (ajmri) qiblah angle and direction of some mosques in zuru metropolis yusuf hassan-maiwa1* volume 3 issue 6, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i6.3301 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 14, 2024 accepted: july 17, 2024 published: november 13, 2024 a total of 50 mosques (masjids) were randomly sampled in zuru metropolis, the headquarters of zuru local government area in kebbi state, nigeria, and their qiblah angles taken with modern (scientific) tools notably 3 islamic apps and one compass, to ascertain the precision of their focus towards makkah. the 3-way analysis revealed the best case scenario of 36%, 6% and 0% of the mosques focused on makkah. it also invariably means 64%, 94% and 100% of the mosques tested were not in the direction towards makkah, by the different approaches used. these results confirm the earlier belief that most of the mosques were not properly focused on the qiblah angle of makkah from zuru, established at 68.5° in the east-northeast direction from the north. a ‘safe’ range of 67.5 79° from north was however found with the tools used. this justifies the use of modern scientific equipments to verify and guide the angular direction of our prayer grounds, as against the hitherto arbitrary dependence of using the sunrise angle as the guide. there’s need for the appropriate authorities to rectify these anomalies, both in row angles already in place, as well as in future construction of mosques, ensuring that they are focused correctly with the prime qiblah angle established, without which prayers conducted will be put in jeopardy. keywords angle, direction, islamic app, masjid/mosque, qiblah introduction the direction faced by muslims during prayers is the qiblah. it was prescribed to our prophet muhammad (saw) by allah, when the prophet was directed to turn from facing al-aqsar masjid in baitul muqaddas present day palestine, to face ka’aba in makkah (al-baqara 2, 1980, vs. 144, 149, and 150). this ka’aba which is located in present day saudi arabia is at a distance of 3,846.4 (three thousand eight hundred and forty six) km and 4m from zuru. due to its coincidental direction in the east where the sun rises for those of us located to its west, arbitrary placement of masjid qiblah is done towards the east, with the sunrise serving as the key index of qiblah location. this is wrong. all places on the planet earth are located by lines of latitude and longitude (martin, 2009), which transverse the globe horizontally and vertically, respectively. zuru is globally located at latitude 11°25¹(eleven degrees twenty five minutes) north and longitude 5°13¹(five degrees thirteen minutes) east, at an elevation of 400m above sea level. makkah on the other hand is located on latitude 22°25’ north and longitude 39°48’ east (microsoft encarta, 2009). the ka’aba is at a fixed angle from zuru, so also its direction. contrary to that, the sunrise angle and direction change with seasons, as the earth revolves around the sun. thus the summer angle differs from the winter (al-rahman 55, 1980, vs. 17), and where these are used for qiblah location, it results in wrong placement. available information reveals the direction of ka’aba from zuru to be east-northeast, and not just east as generally acclaimed. similarly, the angle towards this ka’aba from zuru is not 90 degrees from north, but much narrower than that. scientific tools have established this angle to be between 68 and 68.7 degrees from north. these tools have yet been put to use to ascertain the correctness of the qiblah of our masjids. majority of the masjids/mosques in zuru are not properly facing the direction of ka’aba, as their angles reveal the obvious. it is a known fact that praying away from qiblah direction is void, and must be avoided or corrected. this direction is best achieved today by knowing the qiblah angle, using such tools as compass, or modern islamic apps. fortunately, we are privileged with the technology but seldom used, to verify and justify many facts, such as these angles and directions hitherto established arbitrarily. it is in the light of this that my study, was set out to assess the current situation of qiblah location of some masjids in zuru towards ka’aba using scientific tools, with a view to establishing their precision or otherwise, and drawing the attention of appropriate authorities to rectify anomalies, and for future developments thereafter. the major limitation encountered was the scanty literature available. literature review correct qiblah direction from the prime angle is very vital for prayer grounds, and burial grounds/cemetery in islam, not arbitrary angles. this work could be one of the pioneering efforts to modernize our erstwhile old standards, in the conduct of religious affairs in zuru, and perhaps similar other places. one of the most useful records found was the qiblah world map of accurate times, a tool used in the study. it showed the region of northwestern nigeria where zuru is located, to fall within 70° east of the angle band, as its qiblah angle of makkah 1 yha-maiwa consultancy, 19/20 federal lowcost estate, kebbi state, nigeria * corresponding author’s e-mail: yhamaiwa@gmail.com pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 5-11, 2024 (figure 1). this angle covers such a wide area from latitude 9-15° north and from longitude 0-30° east. as such, the qiblah range between 70-79° within this region fall in this category. on a location specific evaluation with zuru, it showed the qiblah angle to be 68.7° from north with this same tool, giving a difference of 1.3°, which could of course be from the visual assessment of the map resulting in this difference. in both cases however, the direction is east-northeast. other tools explored were the muslim guide and arz islamic vibes. the angles they provided were 68° and 68.67° respectively. a further critical evaluation of the north – east sector (a 90° band) where the qiblah direction occurs, is divided into 4 (four) subsectors, with the prime angle of each subsector constituting the previous plus 22.5° thus, starting from n (north) at 0°, nne (northnortheast) is 22.5°, ne (north east) is 45°, ene (eastnortheast) is 67.5°, and e (east) is 90° of the compass. the southeast sector is similarly divided as such, into 4 subsectors. thus ese (east-southeast) is 112.5°, se (southeast) is 135°, sse (south-southeast) is 157.5°, and s (south) 180°. it can be concluded here that the theoretical angle for eastnortheast direction starts from 67.5° and ends at 79°, thus its range is 67.5 -79° from north. this may not be visually established from this qiblah world map, but only with a compass on site, to provide the angle in degrees. figure 1: qiblah world map, adopted from accurate times materials and methods study site the site of the study was the metropolis of zuru. this is the local government headquarters. tools and applications used a total of 4 software applications (scientific tools) available online were used in this study. these were: accurate times 5.3.9 of icop (islamic crescents’ observation project) muslim guide arz islamic vibes (app) compass methodology and data collection the first tool accurate times, was downloaded from their website to a computer (laptop) and configured with the latitude, longitude and height above sea level for zuru. it was then activated and automatically provided the needed information, which is the qiblah angle for zuru, in addition to other items from the 14 application options in it. the second and third tools (muslim guide and arz islamic vibes), were equally obtained online from google play store, saved in a 4g (fourth generation) huawei nova 3i android phone and automatically activated, which located zuru using its gps (ground position satellite). they both confirmed the earlier coordinates imputed into the accurate times app as correct. the fourth tool the compass, which came in the huawei handset, was activated and it automatically provided the angle in degrees from north, as well as the direction, latitude and longitude (same as earlier given by other apps). any other compass can however be used provided it is gps sensitive. a total of 50 (fifty) masjids/mosques (sample size) were randomly taken from different parts of zuru metropolis, including some juma’at (friday) prayer grounds. each was evaluated with the second to fourth app from the huawei phone, taking qiblah readings with the phone placed flat on the first row behind the imam directed horizontally. where the muslim guide and arz apps indicated disparity with the angle faced by the imam, the compass was then used to determine the qiblah angle in use. data analysis the data collected were then subjected to descriptive analysis using the microsoft office tool, excel. the entire study was undertaken from february 24th to march 15th, 2023, a total of 3 weeks. pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 5-11, 2024 results and discussion the results present a 3-case scenario, as depicted in figures 2, 3, 4 and summarized in 5. the qiblah values of the 3 tools used for zuru indicate the prime angle to be between 68 – 68.7° from the north as shown in table 1. this further revealed 8% of the mosques were below 68° the lower limit, with the mosques shown in table 2. the least angle was the central mosque, under by 11° (degrees) at 57°, followed by masjiddul tarbiya in gra with 58°, under by 10°. those within the tools range of 68-68.7°accounted for only 6%, and shown in table 3. however, majority of the mosques or 86% were above 68.7° qiblah angle, the upper limit of the range, and presented in table 4. the most deviated of these, was late mallam sule bida mosque in zc at 123°, over by 55°, followed by mallam umar’s mosque in shadawanka. it was over by 53° at 121° from the north. these two were completely not in the qiblah angle of makkah but beyond, in the eastsoutheast direction to the southeast (112.5 135°) from the north. the least deviated was the gra eid prayer ground at 69°, over by just 0.3° compared to the upper limit of the range (68.7°). figure 2 is a piechart summarizing the results obtained from this study. it can be concluded that 94% (86+8%) of the mosques evaluated were actually off the qiblah angle from both the lower and upper limits of the tools used, as shown in figure 2. only 6% of the mosques were actually within the tools prime qiblah angle. further analysis of table 1 from a statistical viewpoint provides the mean (68.5°) for the second case scenario, indicating not a single mosque from the 50 evaluated, was within the acceptable prime angle range computed (68.5-68.7°) from the north as shown in figure 3, which is a grave cause for concern. this is because the mean (average) qiblah angle computed (68.5°), and the difference between it and one of the tools used (muslim guide) value of 68° (lower limit) had a difference of 0.5, which is higher than the standard deviation (sd) value of the mean (0.4), thus making a significant difference. as such, any value below 68.5° is significantly below the computed qiblah angle, thereby invalidating the three earlier values of 68°, which accounted for the 6% in figure 2. the first two other tools from table 1 had values within the computed range and didn’t differ significantly from the mean sd, with their differences being lower (0.2 and 0.17 respectively) than 0.4 (mean sd). figure 3 thus indicates that 14% of the mosques were below the computed mean of 68.5°, and their list is shown in table 5, while 86% were above 68.7° (table 4), thus further confirming that none of the 50 mosques (0) is on prime qiblah angle, which was earlier presented in figure 3. a third scenario at evaluating the qiblah angles used the world qiblah map of accurate times. zuru appeared to fall in the 70° angle band. only 36% of the mosques were within this angle, while 64% (16 below and 48 above) were off this angle (figure 4). the list of those mosques constituting the 36% is on table 6. on the whole, these three scenarios reflect a poor outcome of the focus of these mosques towards the prime qiblah angle of makkah from zuru. the best score of 36% was obtained using the 70° angle band from the world qiblah map of accurate times on visual observation, which is itself not error free yet a poor score, followed by 6% from the raw qiblah values when the three tools were used, and finally 0% when the mean (average) value of the three tools was used, which is most scientific on the prime qiblah angle focused towards makkah. on the other hand, the mosques off focus amounted to 64%, 94% and 100% (0) respectively, as shown in figure 5. what is certainly true is the fact that using these modern tools appropriately will provide the best result, and that involves knowing the local coordinates of the location in question and reading the angle from that perspective. the verses from al-baqara (2 vs. 144, 149 and 150) in the holy qur’an (1980), stated facing the direction of the holy mosque in makkah, and the only way that direction can be established from a far, is not by arbitrary focus, but only using modern tools to establish the perfect angle. the north – east sector which harbours the direction from zuru, confirmed the prime angle in this study to be 68.5°, when the mean of the three tools was used, and not 68°. table 1: qiblah angle of zuru given by the tools used software (tool) angle (degrees from north) difference with mean 1. accurate times 5.3.9 68.7 0.2 2. arz islamic vibes 68.67 0.17 3. muslim guide 68 0.5 mean 68.5 (sd = 0.4) sd = standard deviation figure 2: summary of masjid qiblah angles from the three tools in the study pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 5-11, 2024 table 2: list of masjids below 68 degrees (<68°) qiblah angle no. name angle (degrees from north) difference from 68° 1 masjiddul tarbiya gra 58 -10 2 mutawalle residential masjid zc 66 -2 3 police station roundabout masjid 62 -6 4 zuru central masjid 57 -11 table 3: list of mosques within the tools range (68 68.7°). no. name angle 1 federal university of agriculture, zuru 68 2 senator bala's residencial mosque, zango 68 3 zanga sahaba juma'at mosque, zanga 68 figure 3: summary of masjid qiblah angles computed from the mean of table 1 figure 4: qiblah angles for zuru mosques using world map of accurate times table 4: list of mosques above 68.7° angle. no. name of mosque location qiblah angle from north (°) difference with 68 and 68.7° respectively 1 223 military barrack mosque 223 military barrack, zuru 76 8; 7.3 2 aliyu maiwa res. masjid tafidas res. zf 77 9; 8.3 3 chiromas res. fada 77 9; 8.3 4 eid prayer ground (izala) opt govt sc. college 73 5; 4.3 5 eid prayer ground gra gra 69 1; 0.3 6 emir sani sami rd. masjid along emir s.s. road 75 7; 6.3 pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 5-11, 2024 7 emir sani sami res masjid residence gra 85 17; 16.3 8 emirs palace masjid palace zf 77 9; 8.3 9 federal low-cost masjid fed low-cost 102 33; 33.3 10 first izala i masjid mangwarori 85 17; 16.3 11 firstbank zuru branch ahmadu bello way 78 10; 9.3 12 gen magoro/galadima's mas. res. of gen. magoro 71 3; 2.3 13 general hospital (mbgh) mbgh 90 22; 21.3 14 juma'at masjid new mkt (izala 2) new market 82 14; 13.3 15 juma'at masjid tarbiyat sch ribah road, zuru. 84 16;15.3 16 late bala gwauna res. masjid res. along ahmadu b.way, zango 71 3; 2.3 17 late danladi oho's res. masjid beside res., adjacent fed lowcost 86 18; 17.3 18 late sule bawa rd, masjid zc zc 75 7; 6.3 19 late sule bida res. zc 123 55; 54.3 20 layilayi masjid layilayi supermarket zur 106 37; 37.3 21 local govt sect. masjid l. g. secretariat hqts 76 8; 7.3 22 mai mauludi masjid byepass rd. byepass islamiya masjid 82 14; 13.3 23 mal umar res, masjid shadawanka juma'at masjid 121 53; 52.3 24 mal. lawali dattijo's res.1 masjid zanga 84 16; 15.3 25 mamman nabalki's masjid res. zanga 107 39; 38.3 26 masallacin saye zc/ahmadu bello way 79 11; 10.3 27 nato new motor park msq. inside nato new m.park 79 11; 10.3 28 new juma'at masjid opt fuaz opt fuaz 75 7; 6.3 29 old market masjid ahmadu bello way 85 17; 16.3 30 old motorpark (nurtw) masjid old motor park, nurtw 81 13; 12.3 31 old motorpark (yoruba) masjid old motorpark, kd loading section 110 42; 41.3 32 old post office jarqasa 100 32; 31.3 33 police station masjid dpo's office, gra 75 7; 6.3 34 prison service office masjid prison service 72 4; 3.3 35 government rest house g. r. a. 86 18; 17.3 36 sabon kasuwa masjid (izala) inside sabon kasuwa (kesto) 83 15; 14.3 37 sabon kasuwa masjid (other) inside sabon kasuwa, beside well 76 8; 7.3 38 sabongarin dabai juma'at masjid sabongarin dabai 88 20; 19.3 39 sarkin dabai palace masjid dabai palace 82 14; 13.3 40 sarkin rafin zuru palace masjid rafin zuru palace 90 22; 21.3 41 sarkin rikoto res, masjid sarkin rikoto residence 84 16; 15.3 42 state low-cost masjid state low-cost, behind mbgh 113 45; 44.3 43 zc juma'at masjid zc 78 10; 9.3 table 5: list of mosques below computed mean (68.5°) of the tools used no. name angle (degrees) difference from 68.5° 1 masjiddul tarbiya, gra. 58 -10.5 2 federal university of agric. zuru 68 0.5 3 mutawalle residential masjid zc 66 -2.5 4 police station roundabout masjid 62 -6.5 5 senator bala n. res. mosque. 68 0.5 6 zanga sahaba juma'at mosque 68 0.5 7 zuru central masjid 57 -11.5 pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 5-11, 2024 conclusion in this study, 50 masjids/mosques were randomly sampled in zuru metropolis, and their qiblah angles taken with modern (scientific) tools, notably 3 islamic apps and one compass, to ascertain the precision of their focus towards makkah. it was disappointing to observe from the 3-way analysis that, the best case scenario resulted in only 36% of the mosques being within the qiblah angle of makkah. this was followed by 6%, and finally 0%, where none of the 50 mosques was within the prime angle of makkah. this prime angle (68.5° from the north) was the computed mean of the three tools used. what this means in this 21st century is, majority of the mosques in zuru where muslims pray are not focused in accordance with the injunctions of god (allah), as ordained in the holy quran cited earlier. without the use of such modern tools, it wouldn’t have been possible to establish these huge flaws perpetrated by our erstwhile approach of arbitrary focusing, using the sunrise direction as the qiblah guide, instead of employing the use of modern tools like the compass and modern islamic apps during the construction process, to focus appropriately towards makkah, the city where the holy mosque is located. it was also established from the tools used, that a range (67.5 -79° from the north) provided the ‘safety limit’ within the direction in the east – northeast subsector of focus. thus any mosque within this range could be considered in a ‘safe’ direction and within qiblah focus. it becomes necessary here to recommend that, the appropriate authorities in zuru advice that prayer rows in mosques not within the established qiblah angle from this study re-orient them to align with it. authorities must insist on new masjids under construction, to strictly adhere to the qiblah angle established. further studies should be continued with modern tools, in harmony with quranic verses and the traditions of the prophet (saw), to re-affirm these findings and fine-tune the outcome for best guidance of the muslim umma in prayers. allah guide us aright, amen. references accurate times 5.3.9. (2023, march 10). islamic crescent observation project. www.icoproject.org/accut.html al-baqara 2, (1980). verse 144. in: the quran. an english translation of the meaning of the quran. first edition. beirut-lebanon. dar al-choura ©. “indeed, we see table 6: list of mosques within the 70° band for zuru with the world qiblah map of accurate times no. name of mosque location angle (degrees) 1 223 mil barracks masjid 223 mil. barrack zuru. 76 2 aliyu maiwa res. masjid tafidas res. zf 77 3 chiroma res. fada 77 4 eid prayer ground (izala) opt govt sc. college 73 5 emir sani sami rd. masjid along emir s.s. road 75 6 emirs palace masjid palace zf 77 7 firstbank zuru branch ahmadu bello way 78 8 gen magoro/galadima's mas. res. of gen. magoro 71 9 late bala gwauna res. masjid res. along ahmadu b.w., zango 71 10 late sule bawa rd, masjid zc zc 75 11 local govt scrt masjid l. g. secretariat hqts 76 12 masallacin saye zc/ahmadu bello way 79 13 nato new motor park inside nato new m. park 79 14 new juma'at masjid opt fuaz opt. fuaz 75 15 police station (dpo's) office mas. dpo's office 75 16 prison service office masjid prison service 72 17 sabon kasuwa masjid (other) inside sabon kasuwa, beside well 76 18 zc juma'at masjid zc 78 figure 5: comparison of qiblah results from a 3-way analysis on 50 mosques pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 5-11, 2024 you look repeatedly towards heaven. we will make you turn towards a qiblah that will please you. so turn your face towards the sacred mosque; wherever you are, turn your faces to it.” p.15 al-rahman 55, (1980). verse 17. in: the quran. an english translation of the meaning of the quran. first edition. beirut-lebanon. dar al-choura ©. “the lord of the two easts is he, and the lord of the two wests. which of your lord’s blessings would you deny.” p.398 arz islamic vibes. obtained from google play store online, accessed 24/2/2023. digital compass. obtained in the huawei android phone used, can be downloaded online. martin, geoffery j. (2009). latitude and longitude. microsoft encarta 2009 (dvd). redmond, wa: microsoft corporation, 2008. microsoft encarta premium (2009). dvd. muslim guide. obtained from google play store online, accessed 17/3/2022. verse 149. “whichever way you depart, face towards the sacred mosque. this is surely the truth from your lord. allah is never heedless of what you do.” p.16 verse 150. “whichever way you depart, face towards the sacred mosque: and wherever you are, face towards it, so that men will have no plea against you, except the evil doers among them. have no fear of them; fear me, so that i may perfect my favour to you and that you may be rightly guided”. p.16 ajmri 3395.indd pa ge 1 pa ge 71 american journal of multidisciplinary research and innovation (ajmri) challenges and strategic integration in quality management for higher education institutions (heis) lea e. miciano1*, ronnel c. miciano1 volume 3 issue 5, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i5.3395 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 10, 2024 accepted: august 06, 2024 published: october 31, 2024 this study employed a qualitative methodology through phenomenological research design to collect data via spoken testimonies and narratives. the participants of the study were middle-level managers of selected public heis in oriental mindoro for the academic year 20232024. middle-level manager-respondents of the study will be limited to the vice presidents, campus executive directors, unit directors, deans, coordinators and program chairs/ heads of the heis in oriental mindoro. the participants were chosen through purposive sampling. an interview guide was the study’s main instrument. results showed that middle-level managers in heis face challenges such as resistance to change, budget constraints, resource allocation, and maintaining interdisciplinary collaboration and partnerships. integrating strategic planning with quality management practices ensures long-term sustainability and continuous improvement through goal alignment, stakeholder involvement, regular plan updates, performance monitoring, and dedicated resources. to the quality assurance offi ce, a process optimization program for middle-level managers may be conducted. the program should cover topics such as understanding and optimizing processes, continuous improvement, data analysis, project management, risk management, compliance, standardization, documentation, stakeholder management, collaboration, and cultural competence. meanwhile, to the research and development offi ce, a continuous improvement program for middle-level managers may be implemented. the program should cover topics such as prevention-based problem-solving, the plan-do-check-act (pdca) cycle, information and training provision, and the goal of continual betterment. the program can be delivered through workshops, seminars, and on-the-job training. keywords challenges, delphi analysis, education institutions (heis), higher strategic integration, quality management introduction everyone wants quality, but different people defi ne quality differently. some individuals see it through the eyes of the leaders, while others see it through the eyes of the members. in essence, quality is defi ned as a perception that fi ts the demands of the person seeking it. leaders must take steps after defi ning quality to ensure the successful implementation and maintenance of their quality process. a successful implementation will be aided by committing to, investing in, and maintaining a quality process that directly involves personnel inside the organization. according to martin et al. (2021), quality management is defi ned as a management approach that systematically facilitates the continuous quality improvement of products and services in organisations. continuous quality improvement is achieved by employing a systematised set of quality management practices and techniques, in order to accomplish the quality management principles of customer focus, continuous improvement and teamwork in relation to quality management competencies of managers, moss-gransberry (2019) stated that as the world becomes complex it does not stick with the traditional management style that focuses on command and control, however it changes to facilitative managers which is open for everyone and team oriented. according to llopis (2019) leaders of quality management can be defi ned through various characteristics that he gained from his interview with almeida. he shared that leaders in modern society are able to clearly see opportunities and maximize them. due to the changes of the modern world, people started to value the signifi cance of quality management. northeastern university graduate programs staff (2019) claimed that secured management is in demand in current society that is why it is important to hone the leadership competencies of individuals that will give them competitive edge. quality management isn’t just about following checklists; it’s a dynamic philosophy woven into the fabric of an organization. imagine a constant feedback loop: customer focus guides your vision, leadership empowers your team, engaged people execute well-defi ned processes, seeking continuous improvement based on evidencedriven decisions. strong relationships with suppliers and partners further solidify this foundation. this interconnected approach fosters a culture of excellence, where everyone takes ownership, problems become learning opportunities, and quality isn’t an ending, but a continuous journey. in the context of quality management of leaders in higher education, eastwood (2020), proposed eight essential traits that an effective leader in higher institution should 1 mindoro state university, philippines * corresponding author’s e-mail: evangelista.lea@gmail.com pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 possess. these traits include literacy in handling fi nancial matters, ability to collaborate with internal and external partnerships, capability to develop and produce new leaders/managers, good communication skills, strategic planning ability, responsive to a dynamic environment, awareness on the diversity of the population of students and stakeholders, and has the willingness to learn continuously amidst challenges. in connection with the concept of having managerial competencies in leading higher education institutions, post university (2021) emphasized in its article that possessing managerial competency is helpful in the success of almost all fi elds, but it is by far crucial in higher institutions and establishments. one of the seemingly most important competencies is the manager’s ability to provide and establish short-term and long-term goals that would be fundamental to the welfare of the establishment in the long run. align to this is the capability of the manager to think outside the box and to display bravery in taking risks in the midst of uncertainties. in agreement to this, the result of the study conducted by leithwood et al. (2021) reiterates that today’s education foster great challenge to the leaders and managers of higher education institutions which has led to the necessity for them to develop skills that will aid them in envisioning a new promising future to students, teachers, staffs, and stakeholders. conforming to the analysis of ruben et al. (2023), it revealed that higher education, nowadays, needs a new set of competencies to be possessed by institutional leaders as they adhere and response to big challenges that the new academe faces brought about by an everchanging world. these competencies are sometimes neglected but they considered as the foundation of the abilities known to be the most common. while previous research has frequently focused on specifi c facets of quality management, such as fi nancial literacy (eastwood, 2020) or customer focus (llopis, 2019), this study offers a thorough analysis across four crucial domains: instruction and curriculum, research, extension and linkages, and resource management. this comprehensive strategy makes it possible to comprehend the interrelated opportunities and problems inside heis on a deeper level. likewise, previous research has underlined the need of quality management and strategic planning independently. for example, mclean (2019) examined the need for visionary leadership in education, and post university (2021) emphasized the need of defi ning goals and taking chances. in order to establish a long-lasting and constantly developing quality culture within heis, this study intends to bridge these ideas by investigating how strategic planning can be successfully integrated with quality management techniques.. thus, this study aims to explore the challenges encountered by middle-level managers within heis in fostering a culture of quality management in relation to instruction and curriculum, research, extension and linkages, and management of resources. likewise, it determines the integration of strategic planning with quality management practices to ensure the long-term sustainability and continuous improvement of quality within the institution materials and methods this study employed a qualitative methodology through phenomenological research design to collect data via spoken testimonies and narratives. the chosen research design is descriptive phenomenology, as it seeks to delve into the challenges encountered by middle-level managers within heis in fostering a culture of quality management in relation to instruction and curriculum, research, extension and linkages, and management of resources and how heis can integrate strategic planning with quality management practices to ensure the long-term sustainability and continuous improvement of quality within the institution. the goal is to develop refl ective interpretations based on these perceptions. data collection was done through individual, semi-structured interviews. according to pagana (2024) descriptive phenomenology is used to describe how human beings experience a certain phenomenon. this experience may involve perception, thought, memory, imagination, and emotion or feeling. the participants of the study were middle-level managers of selected public heis in oriental mindoro for the academic year 2023-2024. middle-level managerrespondents of the study will be limited to the vice presidents, campus executive directors, unit directors, deans, coordinators and program chairs/heads of the heis in oriental mindoro. the participants were chosen through purposive sampling based on specifi c criteria: role-based factors such as titles related to middle management in quality (e.g., quality assurance manager, vice presidents), responsibilities in implementing quality improvement initiatives, and decision-making authority in quality matters. additionally, experts were selected based on experience and expertise, including a minimum number of years in management, relevant certifi cations, and knowledge of quality management principles like iso standards. performance and achievements were also considered, including a track record of successful quality improvements, recognition or awards, and positive performance evaluations. an interview guide was the study’s main instrument. respect was shown by the researcher for the rights, desires, values, and preferences of the subjects. when doing studies that entail the gathering and use of personal data, researchers must abide by the rules and guidelines set forth by the data privacy act of 2012 (republic act no. 10173). the national teachers’ college and the responders provided the researcher with the required consents before the study could continue. the data privacy act was included into the survey, and respondents’ confi dentiality was safeguarded. the researcher provided the consent form and data privacy notice, which will outline the study’s objectives in the questionnaire’s opening section. in order to guarantee that respondents pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 are fully informed and give their informed consent before to participation in the study, a consent form is included with the research questionnaire. the respondents’ identities and the data gathered were treated with the utmost confi dentiality and will not be disclosed to third parties beyond the parameters of this investigation. results and discussion challenges encountered by middle-level managers within heis in fostering a culture of quality management in relation to instruction and curriculum, research, extension and linkages, and management of resources in terms of instruction, the participants acknowledged the diffi culty in garnering support from all faculty members for new quality management initiatives. may have experienced situations where faculty members were resistant to changes in instructional methods or skeptical about the benefi ts of implementing new practices. when introducing a new assessment framework aimed at improving student learning outcomes, some faculty members might resist adopting it due to concerns about increased workload or perceived effectiveness. participant 1 “one challenge we often face is ensuring buy-in from all faculty members when implementing new quality management initiatives in instruction.” likewise, another participant denotes the challenge of maintaining alignment among faculty members regarding the signifi cance of quality management practices. participant 2 “keeping everyone on the same page regarding the importance of quality management practices can be a struggle.” they have encountered situations where differing opinions or priorities among faculty members led to confl icting approaches to instruction. when discussing the adoption of a new pedagogical approach aimed at enhancing student engagement, some faculty members question its relevance or effectiveness, leading to disagreements and challenges in implementation. participant 3 “sometimes, there’s resistance to change, especially when it comes to modifying existing curriculum or teaching methodologies.” a participant identifi es resistance to change as a common obstacle in fostering a culture of quality management in instruction. they have faced challenges when attempting to introduce innovative teaching methods or revise curriculum structures to better meet student needs. when proposing a shift towards active learning strategies in classrooms, some faculty members resist departing from traditional lecture-based approaches due to concerns about their own comfort levels or the perceived effi cacy of new methods. participant 4 “budget constraints can hinder our ability to provide adequate resources and training opportunities for faculty members to improve their instructional quality.” the impact of budget limitations on the provision of resources and training opportunities for faculty development was pointed out. they have encountered situations where insuffi cient funding restricted their ability to offer professional development workshops or invest in instructional technology upgrades. when planning a faculty training program on incorporating digital tools into teaching practices, budget constraints limit the scope or frequency of such initiatives, hindering faculty members’ ability to enhance their instructional quality. participant 5: aligning our curriculum with industry standards while also meeting academic requirements can be a balancing act.” the challenge of aligning curriculum design with both industry expectations and academic standards. they have experienced diffi culties in updating course content or learning outcomes to refl ect evolving industry trends while ensuring compliance with accreditation requirements. when revising a business program curriculum to incorporate emerging industry practices, they encounter challenges in balancing the need for practical relevance with maintaining academic rigor, leading to tensions among faculty members. participant 6 “balancing the need for innovation in teaching methods with the need to maintain consistency and stability in our programs poses a challenge.” a participant acknowledges the delicate balance required between fostering innovation in teaching methods and preserving program stability. they have encountered situations where introducing new instructional approaches or technologies disrupted established practices, causing concerns among faculty members about consistency and continuity. when proposing a shift towards blended learning models, some faculty members express reservations about the potential impact on course coherence or student learning outcomes, highlighting the challenge of reconciling innovation with stability. participant 7 “ensuring that faculty members have the time and resources to participate in professional development activities can be diffi cult, given their busy schedules.” a participant recognizes the challenge of accommodating faculty members’ busy schedules in facilitating their participation in professional development activities. they have faced diffi culties in scheduling workshops or seminars at times convenient for all faculty members, leading to low attendance or engagement. when organizing a faculty training session on inclusive teaching pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 practices, confl icting teaching schedules or research commitments limit participation, hindering efforts to improve instructional quality. participant 8 “addressing the varying levels of expertise and experience among faculty members in adopting quality management practices can be challenging.” the participant acknowledges the diversity of expertise and experience among faculty members as a challenge in promoting the adoption of quality management practices. they have encountered situations where faculty members with different backgrounds or teaching philosophies required tailored support or guidance in implementing new instructional strategies. when introducing a faculty mentoring program on effective assessment methods, participants with limited experience in assessment design require additional coaching or resources to build their skills and confi dence. participant 9 “encouraging interdisciplinary collaboration among faculty members, especially in large institutions, can be a logistical challenge.” the participant highlights the logistical complexities involved in fostering interdisciplinary collaboration among faculty members, particularly in large institutions. they have experienced diffi culties in facilitating communication and coordination across diverse academic departments or research centers, leading to siloed approaches to instruction. when organizing a crossdisciplinary teaching workshop, coordinating schedules and aligning objectives among participants from different disciplines might prove challenging, impeding efforts to promote collaborative instructional practices. participant 10 “maintaining momentum and enthusiasm for quality management initiatives over the long term can be challenging, particularly when other priorities compete for attention.” the participant acknowledges the diffi culty in sustaining momentum and enthusiasm for quality management initiatives amidst competing institutional priorities. they have encountered situations where changing leadership or shifting institutional focus led to fl uctuations in support for ongoing quality improvement efforts. when transitioning to a new strategic plan emphasizing research excellence, initiatives aimed at enhancing instructional quality might receive reduced emphasis or resources, undermining their long-term sustainability. participant 11 “dealing with resistance or skepticism from some faculty members who may question the value or relevance of quality management practices can slow down progress.” the participant acknowledges the presence of resistance or skepticism among some faculty members towards quality management practices, which can impede progress. they have faced challenges in persuading reluctant colleagues to embrace new instructional approaches or assessment methods due to perceived ineffi cacy or lack of alignment with disciplinary norms. when proposing the adoption of student-centered learning pedagogies, faculty members entrenched in traditional teaching paradigms express skepticism about their effectiveness, leading to delays in implementation and adoption. participant 12 “finding effective ways to communicate the benefi ts of quality management practices to faculty members and getting them fully onboard can be a hurdle.” the participant recognizes the importance of effective communication in promoting faculty buy-in and engagement with quality management practices. they have encountered diffi culties in articulating the tangible benefi ts of adopting new instructional strategies or assessment tools to skeptical colleagues. when advocating for the implementation of peer observation programs to enhance teaching effectiveness, faculty members require clear evidence of the program’s impact on student learning outcomes and faculty development, denoting the need for persuasive communication strategies to overcome resistance and foster adoption. in terms of research, the participants faces situations where faculty members, despite being provided with resources and support, do not fully utilize them due to lack of awareness or understanding. they have allocated funds for research projects or professional development opportunities, but some faculty members are not aware of these opportunities or how to access them. this result in underutilization of resources and missed opportunities for research and academic growth. participant 1 “one challenge we face is ensuring that faculty members effectively utilize the funding and support provided for research activities, as some may not be aware of all available opportunities.” on the other hand, other heis encounters situations where staying updated with the latest research methodologies and technologies poses a challenge. participant 2 “keeping up with the rapidly evolving landscape of research methodologies and technologies can be quite daunting.” they need to continuously adapt their research methods and techniques to keep pace with advancements in their fi eld. this involve learning new software tools, experimental techniques, or data analysis methods, which is time-consuming and require ongoing professional development efforts. participant 3 “engaging with industry professionals and conducting pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 surveys to identify areas for improvement requires signifi cant time and resources.” heis fi nd it challenging to engage with industry professionals and conduct surveys to gather feedback for improvement. they need to organize meetings, interviews, or focus groups with industry stakeholders, which require substantial time and effort. additionally, conducting comprehensive surveys or market research studies to identify areas for improvement involve signifi cant fi nancial resources to cover expenses such as survey administration, data analysis, and report generation. further, some heis faces hurdles in establishing interdisciplinary research centers or institutes within their institution. participant 4 “establishing interdisciplinary research centers and institutes involves navigating bureaucratic processes and securing funding, which can be quite challenging.” they encounter bureaucratic red tape or administrative hurdles when seeking approvals or funding for these initiatives. additionally, securing external funding or forming partnerships with other institutions or organizations require going through complex bureaucratic processes and competing priorities, which is time-consuming and challenging. meanwhile, other heis struggle to facilitate interdisciplinary collaboration and coordination for research projects addressing pressing societal issues. they need to bring together researchers from different disciplines or departments to work on a common project, which involve overcoming disciplinary barriers and showing effective communication and collaboration. participant 5 “conducting research projects on pressing societal issues requires interdisciplinary collaboration and coordination, which can sometimes be diffi cult to facilitate.” additionally, coordinating research activities across multiple teams or organizations require careful planning and management to ensure alignment with project goals and timelines. other heis encounter challenges in promoting a culture of innovation and inquiry within their institution. they need to encourage faculty members and students to take risks, explore new ideas, and experiment with novel approaches to teaching and research. this involve providing mentorship, recognition, and resources to support innovative projects or initiatives, which require sustained effort and commitment. in the study, beach (2020) concluded that practicing quality leadership would be essential to students’ achievements and transforming schools into more productive organizations. he also pointed out that effective leadership would prepare the students to transition to formal education and the workplace. participant 6 “promoting a culture of innovation and inquiry among faculty and students requires continuous encouragement and support.” some asserts that they face complexities in ensuring compliance with ethical guidelines and protocols for research projects. they need to go through institutional review board (irb) processes, obtain informed consent from participants, and adhere to ethical standards for data collection, analysis, and reporting. this involve implementing robust systems and procedures to monitor and enforce ethical standards throughout the research process. participant 7 “ensuring compliance with rigorous ethical guidelines and protocols adds another layer of complexity to research management.” some heis encounter diffi culties in facilitating collaboration and interdisciplinary research initiatives. they need to coordinate activities across multiple research teams or departments, each with its own priorities and objectives. this involve establishing clear communication channels, setting common goals, and resolving confl icts or disagreements to ensure successful collaboration and knowledge exchange. participant 8 “facilitating collaboration and interdisciplinary research initiatives both within and outside the institution requires effective communication and coordination.” heis also struggle to provide access to funding opportunities and research databases for faculty members and researchers. they need to continuously monitor funding sources, grant opportunities, and database subscriptions to ensure they meet the needs and interests of researchers. this involve regularly updating funding databases, disseminating funding announcements, and providing guidance or support to researchers in accessing available resources. macadatar (2020) states that managing and supervising a university or a school, as a whole, requires resiliency and fi rm effort. participant 9 “providing access to funding opportunities and research databases requires ongoing monitoring and updating to ensure relevance and accessibility.” likewise, there are challenges in maintaining and upgrading research infrastructure within their institution. they need to secure funding for equipment purchases, facility renovations, or technology upgrades to support ongoing research activities. this involve developing longterm investment plans, prioritizing infrastructure needs, and advocating for resources to support infrastructure development and maintenance. pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 participant 10 “maintaining and upgrading research infrastructure, such as laboratories and computing facilities, requires signifi cant fi nancial investment and planning.” heis fi nd it challenging to motivate faculty members and students to participate in research activities. they need to provide incentives such as research grants, awards, or professional development opportunities to encourage participation and recognize contributions. additionally, they need to create a supportive research environment that values and rewards research excellence, which may require cultural and organizational changes within the institution. according to daumiller et al. (2020), compared to many other higher education and professional demographics, faculty motivation has received less research attention to far. participant 11 “encouraging faculty members and students to actively engage in research activities requires providing incentives and recognition for their contributions.” a participant denoted that they encounters challenges in balancing the diverse needs and priorities of researchers within their institution. participant 12 “balancing the diverse needs and priorities of researchers while ensuring equitable access to resources can be a delicate balancing act.” they need to allocate resources such as funding, equipment, or laboratory space among competing research groups or projects. this involve assessing the relative importance and impact of different research activities, negotiating resource allocations, and resolving confl icts or disputes to ensure fairness and equity in resource distribution. in terms of extension and linkage, getting support from stakeholders is essential but diffi cult because various groups frequently have different priorities. a university extension program targeted at nearby farmers sometimes fi nd it diffi cult to balance the institution’s long-term research objectives with the farmers’ urgent need for workable answers. participant 1 “one of the challenges we face is securing buy-in and active participation from all stakeholders, as aligning everyone’s priorities and interests can sometimes be a complex process.” securing support from stakeholders, bureaucratic processes, carrying out in-depth needs assessments, maintaining partnerships, juggling resource limitations, adjusting to shifting circumstances, assessing effectiveness, attending to capacity-building needs, advancing sustainable development, facilitating knowledge transfer, soliciting input from stakeholders, and upholding accountability and transparency are some of the challenges in terms of extension and linkage. participant 2 “navigating the bureaucratic procedures and paperwork involved in establishing partnerships and memorandum of agreements (moas) with external organizations can be quite time-consuming.” establishing formal partnerships is often bogged down by extensive bureaucratic processes. working on a partnership with a local health department to provide medical services spend several months dealing with legal reviews, compliance checks, and multiple layers of approval, delaying the implementation of benefi cial programs. participant 3 “ensuring that our extension programs effectively address the diverse needs and priorities of the communities we serve requires thorough needs assessments and consultations, which can be resource-intensive.” thorough needs assessments are essential but can be resource-draining. a university need to conduct detailed surveys, focus groups, and interviews across multiple communities to understand specifi c local issues and tailor programs accordingly. this process requires signifi cant time, manpower, and fi nancial investment. participant 4 “maintaining strong partnerships requires continuous communication, collaboration, and relationship-building efforts, which can be challenging to sustain over the long term.” sustaining long-term partnerships necessitates ongoing engagement. heis need to regularly update partner organizations, address their concerns, and ensure mutual benefi ts are being realized, which requires continuous effort and effective communication strategies. participant 5 “balancing the demands of our extension activities with the limited resources available can sometimes pose a signifi cant challenge.” resource constraints often limit the scope of extension activities. heis face diffi culties when trying to expand educational programs due to budget cuts, leading to tough decisions about which initiatives to prioritize and which to scale back. participant 6 “adapting our extension programs to the ever-changing social, economic, and environmental contexts of the communities we serve requires fl exibility and agility.” flexibility is crucial for adapting programs to dynamic environments. a community hit by a sudden economic downturn require the university to shift its focus from long-term development projects to immediate relief and support, requiring quick adaptation and reallocation of resources. pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 participant 7 “measuring the effectiveness and impact of our extension initiatives can be challenging, as it often involves collecting and analyzing data from diverse sources.” effective measurement of impact involves complex data collection and analysis. heis need to gather data from multiple community stakeholders, track various metrics, and analyze this data to evaluate program success, often facing challenges in ensuring data accuracy and relevance. participant 8 “addressing the capacity-building needs of both individuals and communities requires tailored approaches and ongoing support, which can strain our resources.” tailored capacity-building requires signifi cant resources. a program aimed at improving agricultural practices might need specialized training for farmers, ongoing technical support, and continuous follow-up, which is resource-intensive and challenging to sustain. participant 9 “ensuring that our extension activities promote sustainable development and long-term solutions rather than just providing short-term fi xes requires careful planning and implementation.” promoting sustainable development requires strategic planning. a university’s environmental program might focus on long-term conservation efforts rather than quick fi xes, necessitating detailed planning, sustained funding, and consistent community engagement. participant 10 “facilitating knowledge transfer and technology transfer initiatives requires staying up-to-date with the latest developments and innovations in our fi eld, which can be time-consuming.” keeping abreast of the latest developments to facilitate effective knowledge transfer is time-consuming. a faculty member need to continuously research emerging technologies, update training programs, and ensure that extension staff are profi cient in these new areas, requiring ongoing professional development and investment. participant 11 “engaging with stakeholders and benefi ciaries to gather feedback and incorporate it into program improvements requires effective communication and outreach strategies.” effective stakeholder engagement for feedback requires robust communication strategies. a university need to hold regular community meetings, conduct surveys, and maintain open lines of communication to gather feedback and make informed adjustments to their programs, which is logistically challenging. participant 12 “maintaining accountability and transparency in our extension activities, particularly in terms of resource utilization and program outcomes, requires robust monitoring and evaluation mechanisms.” ensuring accountability and transparency necessitates comprehensive monitoring and evaluation. a faculty member need to implement detailed reporting systems, regular audits, and transparent communication practices to demonstrate how resources are being used and what outcomes are being achieved, often requiring additional administrative support and oversight. in terms of management of resources, heis encountered situations where they need to distribute resources such as funding, personnel, or equipment among various departments and research areas. this involve addressing competing demands and priorities while ensuring fairness and transparency in the allocation process. they need to balance requests for funding from departments with different sizes or research focuses, ensuring that each receives an equitable share based on their needs and objectives. participant 1 “one of the challenges we face is ensuring that our resource allocation processes remain transparent and equitable, considering the diverse needs and priorities across different academic departments and research areas.” a participant also faces the challenge of reconciling short-term effi ciency gains with long-term sustainability objectives in resource management. participant 2 “balancing the need for effi ciency with the demand for sustainability can be a delicate task, as sometimes what is most effi cient may not align perfectly with long-term sustainability goals.” they need to make decisions about resource use or allocation that optimize immediate productivity or costeffectiveness while also considering the environmental or social impacts over time. this involve evaluating trade-offs between effi ciency and sustainability, such as investing in energy-effi cient technologies that have higher upfront costs but lower long-term environmental impact. participant 3 “identifying areas for improvement through regular audits and assessments is essential, but implementing changes based on these fi ndings can sometimes be met with resistance from stakeholders accustomed to existing processes.” another participant encounters resistance from stakeholders when implementing changes based on audit or assessment fi ndings in resource management. they conduct regular audits to identify ineffi ciencies or areas for improvement in resource allocation or utilization. however, stakeholders accustomed to existing processes may resist changes that disrupt their established routines or practices, even if the changes are intended to improve effi ciency or effectiveness. overcoming this resistance require effective communication, stakeholder engagement, and change management strategies. pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 participant 4 “while investing in infrastructure upgrades and technology enhancements is crucial, securing the necessary funds and resources for these projects can be a complex and time-consuming process.” a participant faces challenges in securing funding for infrastructure upgrades and technology enhancements. they need to develop proposals, business cases, or grant applications to secure funding from internal or external sources. this involve bureaucratic processes, competing for limited resources, and demonstrating the potential benefi ts or return on investment of the proposed projects. additionally, securing funding for long-term capital investments such as infrastructure upgrades require planning and coordination across multiple budget cycles, which be time-consuming and challenging. participant 5 “allocating funds in response to growing demand for course programs requires careful consideration of budget constraints and competing priorities, which can be challenging to navigate.” likewise, a participant faced challenges in allocating funds to meet the growing demand for course programs within their institution. they need to prioritize budget allocations among competing demands such as faculty salaries, student scholarships, facility maintenance, and program development. this involve assessing the relative importance and impact of different programs or initiatives, identifying opportunities for cost savings or reallocation, and making diffi cult trade-offs to ensure that limited resources are used effectively and effi ciently. participant 6 “implementing budgeting and fi nancial management systems to ensure accountability is essential, but ensuring widespread adherence to these systems among faculty and staff members can be an ongoing challenge.” heis encounters diffi culties in ensuring widespread adherence to budgeting and fi nancial management systems within their institution. they implement systems or procedures to track expenses, monitor budgets, and enforce fi nancial controls. however, ensuring that faculty and staff members across departments or units adhere to these systems may require ongoing training, communication, and enforcement efforts. this involve addressing resistance to change, overcoming cultural or organizational barriers, and providing support and guidance to facilitate compliance with fi nancial policies and procedures. participant 7 “overseeing resource allocation to ensure optimal effi ciency and sustainability requires constant vigilance and adaptation to changing circumstances, which can be demanding in a dynamic academic environment.” a participant faces challenges in overseeing resource allocation to ensure effi ciency and sustainability within their institution. they need to monitor resource utilization, track performance metrics, and adjust allocations based on changing priorities or circumstances. this involve responding to fl uctuations in funding levels, shifts in research priorities, or unexpected changes in demand for academic programs or services. additionally, ensuring that resource allocations align with strategic objectives and long-term sustainability goals may require continuous evaluation, adjustment, and adaptation to changing conditions. participant 8 “investing in state-of-the-art facilities and technology is essential for enhancing the learning environment, but staying abreast of rapidly evolving technological advancements can pose logistical and fi nancial challenges.” heis also faces challenges in staying updated with rapidly evolving technological advancements while investing in state-of-the-art facilities and technology within their institution. they need to assess emerging technologies, evaluate their potential benefi ts or applications, and make informed decisions about investments in infrastructure or equipment upgrades. this involve conducting market research, consulting with experts, and forecasting future trends to ensure that investments align with academic or research needs and support the institution’s strategic objectives. integration of strategic planning with quality management practices to ensure the long-term sustainability and continuous improvement of quality within the institution the integration of strategic planning with quality management practices aims to ensure the long-term sustainability and continuous improvement of quality within the institution. participant 1 “so, um, one way we can integrate strategic planning with quality management practices is by establishing clear goals and objectives that align with the institution’s mission and vision.” the participants recognized the importance of aligning strategic goals with the institution’s overarching mission and vision. they encourage for developing strategic plans that articulate specifi c, measurable objectives that refl ect the institution’s values and long-term aspirations. they emphasize the need to prioritize initiatives that support the institution’s core mission of academic excellence and student success. this is also evident in the statement below: participant 2 “well, um, we can, like, develop a comprehensive strategic plan that outlines specifi c initiatives and action steps to improve quality across various areas of the institution.” this denotes the importance of developing comprehensive strategic plans that address various pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 aspects of quality improvement within the institution. they encourage for creating detailed action plans that outline specifi c initiatives, timelines, and responsible parties for implementing quality improvement measures. they propose initiatives to enhance teaching and learning, research excellence, student support services, and institutional effectiveness. participant 3 “hmm, you know, we should, like, involve key stakeholders from different departments and levels of the organization in the strategic planning process to ensure buy-in and collaboration.” this asserts the importance of involving key stakeholders in the strategic planning process to ensure broadbased support and collaboration. they encourage for engaging faculty, staff, students, administrators, and external partners in strategic discussions and decisionmaking. they organize strategic planning workshops, focus groups, or town hall meetings to gather input and feedback from diverse stakeholders on priority areas for quality improvement. participant 4 “uh, i guess we can, like, regularly review and update our strategic plan to adapt to changing internal and external factors and emerging trends in higher education.” heis also need regular review and updating of the strategic plan to ensure its relevance and responsiveness to changing circumstances. they emphasize the importance of monitoring progress, evaluating outcomes, and adjusting strategies as needed to address evolving challenges and opportunities. they encourage for conducting annual or biennial strategic plan reviews to assess performance against established goals and identify areas for refi nement or realignment. participant 5 “so, like, we need to integrate quality management principles into our strategic planning framework to ensure that quality improvement initiatives are prioritized and resourced appropriately.” the importance of integrating quality management principles into the strategic planning process to ensure that quality improvement efforts receive adequate attention and resources was asserted. they encourage for embedding quality improvement goals and metrics into the strategic plan’s objectives and performance measures. they propose incorporating key performance indicators (kpis) related to teaching effectiveness, research productivity, student satisfaction, and institutional effectiveness into the strategic plan’s monitoring and evaluation framework. participant 6 “basically, we should, um, establish performance metrics and indicators to measure the effectiveness and impact of our quality management practices over time.” the need for establishing performance metrics and indicators to track the effectiveness and impact of quality management practices over time. they encourage for defi ning clear benchmarks and targets for assessing progress towards quality improvement goals. they propose tracking metrics such as graduation rates, student retention rates, faculty research output, accreditation outcomes, and stakeholder satisfaction scores to gauge the institution’s performance in key areas of quality management. participant 7 “seriously, we need to, like, foster a culture of continuous improvement and innovation within the institution by encouraging feedback, experimentation, and learning from both successes and failures.” the importance of illustrating a culture of continuous improvement and innovation within the institution. they encourage for creating an environment where faculty, staff, and students feel empowered to provide feedback, experiment with new ideas, and learn from both successes and failures. they propose initiatives such as quality circles, innovation hubs, and learning communities to promote collaboration, creativity, and continuous learning across the institution. participant 8 “literally, um, we can allocate dedicated resources and funding for quality improvement projects identifi ed through the strategic planning process.” this suggests allocating dedicated resources and funding for quality improvement projects identifi ed through the strategic planning process. they encourage for establishing dedicated budget lines or funding pools specifi cally earmarked for initiatives aimed at enhancing quality across various areas of the institution. they propose setting aside funds for faculty development programs, research grants, student support services, and technology upgrades aligned with the institution’s strategic priorities for quality improvement. participant 9 “totally, you know, we should provide training and professional development opportunities for faculty and staff to enhance their knowledge and skills in quality management practices.” the fundamental of providing training and professional development opportunities for faculty and staff to enhance their knowledge and skills in quality management practices. they encourage for offering workshops, seminars, webinars, and certifi cate programs focused on quality improvement methodologies, tools, and best practices. they propose training sessions on topics such as total quality management (tqm), six sigma, lean management, continuous improvement (ci), and quality assurance (qa) to equip faculty and staff with the necessary competencies to drive quality improvement initiatives within their respective areas of responsibility. pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 participant 10 “clearly, we need to establish accountability mechanisms and responsibilities for monitoring and evaluating progress towards quality improvement goals.” the fundamental of establishing accountability mechanisms and responsibilities for monitoring and evaluating progress towards quality improvement goals. they encourage for assigning clear roles and responsibilities to individuals or committees tasked with overseeing the implementation of quality improvement initiatives. they propose creating quality improvement teams, task forces, or steering committees responsible for tracking performance, identifying barriers, and recommending corrective actions to ensure that quality improvement goals are achieved effectively and effi ciently. participant 11 “you see, like, regular communication and transparency about the strategic planning process and quality management initiatives are essential to engage stakeholders and build trust.” the necessity of regular communication and transparency about the strategic planning process and quality management initiatives to engage stakeholders and build trust. they encourage for establishing open channels of communication, such as newsletters, town hall meetings, and online forums, to keep stakeholders informed and engaged throughout the planning and implementation phases. they propose creating a dedicated website or portal where stakeholders can access information about the strategic plan, quality improvement projects, progress reports, and feedback mechanisms to facilitate transparency and accountability. participant 12 “you know what i mean? we should celebrate achievements and milestones in quality improvement to maintain motivation and momentum for ongoing efforts.” this suggests celebrating achievements and milestones in quality improvement to maintain motivation and momentum for ongoing efforts. they encourage for recognizing and rewarding individuals or teams that contribute to the success of quality improvement initiatives through awards, incentives, or public acknowledgments. they propose organizing recognition ceremonies, appreciation events, or publication showcases to showcase the achievements of faculty, staff, and students involved in quality improvement projects. several strategies are involved in the integration of strategic planning with quality management techniques to guarantee the institution’s long-term viability and ongoing quality improvement. to begin with, it is crucial to set defi nite goals and objectives that correspond with the institution’s mission and vision. this will guarantee that efforts to improve quality are intentional and focused on broad goals. systematic quality improvement activities are facilitated by the development of detailed strategic plans that specify specifi c projects and action stages across multiple areas of the institution. involving important stakeholders from many departments and organizational levels in the strategic planning process also guarantees widespread support and cooperation, which promotes a feeling of ownership and dedication to quality improvement projects. the strategic plan must be reviewed and updated on a regular basis in order to accommodate shifting external and internal variables as well as new developments in higher education. by incorporating quality management concepts into the framework for strategic planning, an organization can establish a culture of quality by properly prioritizing and funding quality improvement projects. by establishing performance measurements and indicators, one may monitor effi cacy and impact over time and gain important insights into how quality management procedures are developing. encouraging feedback, experimentation, and learning via the establishment of a culture of continuous improvement creates an atmosphere that is favorable to excellence and innovation. sustained support for quality enhancement activities is ensured by allocating specifi c resources and fi nancing to quality improvement projects that are identifi ed through the strategic planning process. offering faculty and staff members chances for training and development expands their knowledge and profi ciency in quality management techniques. ensuring effective implementation and outcomes requires establishing accountability mechanisms and responsibilities for tracking and evaluating progress towards quality improvement targets. building trust and engaging stakeholders through open and honest communication regarding quality management activities and the strategic planning process encourages cooperation and alignment toward common goals. finally, acknowledging successes and turning points in quality improvement keeps the institution’s dedication to excellence strong and provides momentum and inspiration for continued work. conclusions middle-level managers in heis face challenges such as resistance to change, budget constraints, resource allocation, and maintaining interdisciplinary collaboration and partnerships. integrating strategic planning with quality management practices ensures long-term sustainability and continuous improvement through goal alignment, stakeholder involvement, regular plan updates, performance monitoring, and dedicated resources. to the quality assurance offi ce, a process optimization program for middle-level managers may be conducted. the program should cover topics such as understanding and optimizing processes, continuous improvement, data analysis, project management, risk management, compliance, standardization, documentation, stakeholder management, collaboration, and cultural competence. pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 71-80, 2024 meanwhile, to the research and development offi ce, a continuous improvement program for middle-level managers may be implemented. the program should cover topics such as prevention-based problem-solving, the plan-do-check-act (pdca) cycle, information and training provision, and the goal of continual betterment. the program can be delivered through workshops, seminars, and on-the-job training. references beach, j. 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(2023). a guide for leaders in higher education: concepts, competencies, and tools. taylor & francis. https://www.taylorfrancis. com/books/edit/10.4324/9781003442769/guideleaders-higher-education-jonathan-scott-hollowaybrent-ruben-richard-de-lisi-ralph-gigliotti pa ge 1 6 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) assessment of indigenous medicinal plants used to cure common illnesses in the community: basis for conservation and domestication philomel innocent p. obligar1*, eric esteban b. contreras1, elizabeth c. dayal1 volume 3 issue 6, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i6.3784 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 08, 2024 accepted: october 11, 2024 published: november 13, 2024 there is a lack of necessary medications during emergencies. in a post-disaster scenario, readily available remedies like herbs function as an alternative medicine to react swiftly. to meet these demands and the needs of rural residents who utilize wild-crafted herbs as a staple therapy for a range of ailments in their community, a thorough investigation was carried out. because people are unaware of their use, the presence and quantity of these plants swiftly decline. this study aims to evaluate the locally grown medicinal plants in pilar, capiz. primary data came from seventy-two key informants. secondary data were acquired by means of a field survey employing the transect walk approach and the visual encountered method. plants were gathered from backyard and roadside gardens. the primary informants made the identification on the spot, and it was confirmed by documents that had been released. sambong, lagundi, yerba buena, malunggay, tawa-tawa, luya, alusiman, atis, bayabas, bunga, kataka-taka, bunga, kugon, makabuhay, oregano, taglad, and tuba are the sixteen species of herbal plants that have been identified. it was customary to use leaves to treat cuts and wounds. there was the most tawa-tawa. oregano, kataka, and bayabas were the most often used herbs, with a use-value index of 0.99 and the greatest fidelity level of 99%. keywords common illnesses, indigenous, medicinal 1 capiz state university, pilar satellite college, philippines * corresponding author’s e-mail: pipobligar@capsu.edu.ph introduction humanity has long utilized a variety of plants to treat a wide range of illnesses. medicinal plants are vital to the health care of rural residents in the philippines, particularly in rural regions. herbal plant remedies have long been known to have therapeutic properties. the plants and their extracts having been utilized therapeutically even with the availability of modern pharmaceuticals. mothers utilized thousands of different plant species that were said to have therapeutic qualities. the discovery of modern medications from native medicinal plant resources is greatly aided by ethnomedical research. information regarding beneficial medicinal plant species is available from reliable sources, and they can be the focus of management and domestication efforts. the use of plant species as traditional medicines offers rural populations in underdeveloped nations a viable alternative in terms of healthcare services. according to estimates, the primary healthcare system in poor nations serves around 80% of the population using traditional medicines. these conventional medications are reasonably priced, secure, and safe. roughly 85% of conventional medications used in primary healthcare worldwide come from plant species. thus, medicinal plants represent an important part of the indigenous history of the world. out of the 422,000 known species of flowers, about 50,000 are utilized as medicine. currently, the scientific community is paying significant attention to studies on the traditional usage of many plant species. an essential component of the conservation strategy is the recording of knowledge on conventional herbal treatments. therefore, the current study records the customary knowledge of pilar’s local people regarding the therapeutic use of the variety of nearby plants. despite the availability of rapidly advancing technologies in contemporary medicine, many people in rural communities still rely on the usage of medicinal herbs. there is a growing emphasis on using plant materials as a source of medicine for a wide range of ailments in rural communities due to factors such as population growth, insufficient drug supply in these areas, high treatment costs, adverse effects of many synthetic drugs, and the use of plant materials as medicine. unusual occurrences like disasters have a significant potential loss. fires, floods, and earthquakes are a few of the calamities. such calamities may cause significant damage or impact a larger region. these cases take longer to handle, and survivors are frequently sent to evacuation centers or shelters. long-term evacuees in shelters or evacuation centers report a variety of health issues, such as chronic ailments, pain, sleeplessness, and infectious infections. when disaster strikes and if not well prepared, there will be a shortage of essential drugs that had to be used. in order to respond quickly, any available cure such as herbs or medicinal plants should be used as alternative medicine and plant medicine may be all that we have to turn to in a post-disaster situation. medicinal herbs and other plants have a long history of effectiveness in the field. a comprehensive and in-depth study of these herbal plants was conducted by the researcher to address these needs and also the needs of the rural folk who use wild-crafted herbs as mainstay therapy for a variety of illnesses in their community. this study pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 1-4, 2024 entitled assessment of indigenous medicinal plants used to cure common illnesses in the community basis for domestication and conservation was conducted with the following: a. to assess the indigenous medicinal plants used to cure common illness in the community; b. to document the different medicinal plants used to cure common illness, its scientific names, local names, and its usage; and c. to find out the abundance, fidelity level and use-value index of indigenous medicinal plants in the community. literature review in their study “ethnobotanical survey of medicinal plants used by the mamanwa tribe of surigao del norte and agusan del norte, mindanao, philippines,” nuneza et al. (2021) noted that traditional knowledge about medicinal plants is important for both drug development and public health. research on ethnomedicinal plants has grown throughout time in the philippines. nevertheless, there is a dearth of information on mindanao’s ethnobotanical expertise, much of which focuses on other well-known tribes. this ethnobotanical research was conducted in 10 indigenous cultural communities (iccs) in surigao del norte and agusan del norte, philippines, to chronicle medicinal plants utilized by the mamanwas tribe. informal interviews and semi-structured questionnaires were utilized to collect ethnomedical data from 143 local informants on the plant parts used, various preparation methods, and modes of usage. it is known that 78 plant species, divided into 70 genera and 42 families, are used in local communities to cure a range of illnesses. family asteraceae retained the majority with ten species that were claimed to have therapeutic applications. with 32 plant species accounting for 41% of the 78 species, trees made up the biggest share. when it comes to the components of plants that are used, leaves make up 46%. decoction (40%) was the most popular method of preparation, followed by poultice (18%) and heating over fire (14%). the important ethnomedical information that has been documented will aid in maintaining the rapidly declining custom of ethnic communities using therapeutic plants. according to saro et al. (2022) the local community’s beliefs and culture have an impact on how medicinal plants are used. the plant has a significant function in the provision of ingredients for conventional medicine. the research, which is an attempt to record traditional knowledge, highlights the variety of medicinal plants found in populations residing in isolated locations with restricted access. the recording of ethnobotanical data may have an impact on the preservation of the natural diversity of medicinal plants utilized in brgy, rather from being primarily done to capitalize on the potential of these plants. philippines: berseba, bayugan city, agusan del sur.the researchers collected data on medicinal plant diversity from 15 key informants, ranging in age from 40 to 60. based on the name, scientific method of data collection, and the collected data, the study revealed that local healers utilized nine plant species. there were nine genera and eight families among these plant species. there are two plant species in the ateraceae family, and there are seven more families: poaceae, myrateae, menispermaceae, rutaceae, lauracea, and piperacea. the indigenous population and customary healers of the brgy. similar traditions were identified in berseba, bayugan city, where people utilize different plants from their surroundings and different portions of the rhizome. based on the comments and observations, the common symptoms that are treated with medicinal plants include stomachache, fever, cough, majority of the people in brgy. while some in berseba, bayugan city employ both contemporary and traditional treatment, traditional healthcare methods are still used by some. the care recorded in this study demonstrated the important significance that plant resources play in sustaining the everyday necessities and medical requirements of the populations that live on the periphery of forested regions. the documenting of this diversity of knowledge offers insights into the probable future growth of these plants. materials and methods this study was conducted at pilar, capiz utilizing the descriptive research design. primary data were obtained using semi-structured interviews and individual conversation with (72) key informants, which includes brgy. captains, bhw, and community elders on the medicinal plants used in the community, their utilization as medicine, and the diseases treated by the plants. secondary data were gathered through field survey using the visual encountered method and transect walk technique along the roadside and home gardens on the abundance of medicinal plants in their community. plant identification was done on-sight by the key informants and was checked on published materials like books, journal and with the web. sample specimen were also collected and was brought to the laboratory for further identification and was arranged according to standard taxonomic groupings. the researcher utilized the method developed by curtis & mcintosh (1950) to measure the abundance, fidelity level and used value index of common medicinal plants. results and discussion based on the field survey there were 16 species of common medicinal plants present and used to cure common illness in pilar, capiz namely: sambong, lagundi, yerba buena, malunggay, tawa-tawa, luya, alusiman, atis, bayabas, bunga, kataka-taka, bunga, kugon, makabuhay, oregano, taglad and tuba. common medicinal plants and its usage to cure common illness in the community according to the key informant interview and the locals’ conversations, several plant components were utilized to treat common illnesses. the popular medicinal herbs pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 1-4, 2024 table 1: indigenous medicinal plants found in pilar. english name common names scientific names elumea, ngaicamphor; sambong blumea balsamefera five-leaved chaste tree lagundi vitex negundo march mint yerba buena clinopodium douglasii horseradish tree malunggay moringa oleifera asthma plant tawa-tawa euphoria hirta ginger luya zingeber officinale purslane alusiman portulaca olearacea l sugar apple atis anona squamosa l guava bayabas psidium guajava l betel-nut plam bunga areca catechu l life plants katake-taka kalanchoe pinnata (lam.) pers cogon grass kugon imperata cylindrica l.beauv heavenly elixir makabuhay tinospora rumphii boerl oregano oregano coleus aromaticus benth. lemon grass tanglad andropogon citratus dc stap croton oil plant tuba croton tiglium linn table 2: common medicinal plants, plant parts and its uses. common names common illness / disease parts used sambong fever, expectorant, wounds and cuts roots and leaves lagundi cough and asthma leaves yerba buena insect bites, fevers, toothaches, headaches. cough leaves malunggay wounds, cuts, sore eyes leaves tawa-tawa antiinflammatory, cure sore eyes, hemostatic milky juice from stem luya relieves gas, lower blood pressure roots alusiman reduce blood pressure whole plant atis insect bites leaves, roots bayabas diarrhea, lower blood pressure, antiseptic leaves, fruits bunga stimulant, bad breath nut kataka-taka boils, sprains, burns leaf kugon wound healing, uti leaf makabuhay indigestion, ulcer, scabies leaf, vine oregano asthma, chronic coughs bronchitis, boils leaves tanglad reduce fever, aid in digestion leaves tuba stomachache leavesused in pilar, capiz, to treat common illnesses. sambong roots were used as an expectorant, fever treatment, and to treat cuts and wounds. lagundi leaves were used to treat asthma and cough. yerba buena leaves were used to treat coughs, fevers, toothaches, headaches, and bug bites. malunggay leaves were employed as a remedy for cuts, wounds, and eye pain. dengue was treated with juice extract from the tawa-tawa stem, and milky liquid was used to treat painful eyes. luya roots reduce blood pressure and ease stomach gas. blood pressure was lowered using the whole alusiman plant. ati roots and leaves were used to treat bug bites. the leaves and roots of bayabas were used as an antiseptic, to treat diarrhoea, and to decrease blood pressure. bunda nuts were used as a stimulant and to treat foul breath. leaves from kataka-taka plants were used to treat burns, sprains, and boils. kugon leaves were used to treat utis and wounds. scabies, ulcers, and dyspepsia were all treated with makabuhay leaves and vines. leaves of oregano were used to treat boils, bronchitis, coughing, and asthma. tuba leaves were used to treat stomachaches, and tanglad leaves were used to lower fever and facilitate digestion. the most common part of plants used by most of the residents were leaves. abundance, fidelity level and used-value index of common medicinal plants when it comes to the variety of medicinal plants found in pilar, the most common species is kugon, which has an abundance rate of 18.85. other species that are relatively abundant include tawa-tawa (18), luya (17), tanglad (15), alusiman (10), yerba-buena and kataka-taka (9), oregano (8.5), tuba and atis (5), malunggay (4), lagundi (3.5), and sambong (21). by calculating the fidelity level (fl), we were able to ascertain which plant species the informants in the research region most commonly utilized to treat a certain category of ailments. with a fidelity level of 99, bayabas, kataka, and oregano were the most often used plants. other plants with a fidelity level of 98 included sambong, yerba-buena, malunggay, kugon, and tanglad; a fidelity level of 97.6 included lagundi; a fidelity level of 97.6 included bunga, makabuhay, and tuba; 96, tawatawa and atis with 95, and alusiman with only 86. the plants’ usage values were calculated to measure each plant’s significance according to the frequency with which a certain number of individuals acknowledged it. pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 1-4, 2024 with a uvi of 0.99, bayabas, kataka-taka, and oregano had the highest values. this indicates that oregano, bayabas, and kataka-taka were the three most significant medicinal herbs in pilar. with 0.98 uvi, sambong, malunggay, kugon, and tanglad came next. alusiman has the lowest uvi of 0.86, indicating that it is the least utilized medicinal plant in pilar, capiz. table 3: abundance, fidelity level and use-value index of common medicinal plants. common names abundance fidelty level (fl) use value index sambong 2 98 0.98 lagundi 3.5 97.6 0,97 yerba buena 9 98 0.97 malunggay 4 98 0.98 tawa-tawa 18 95 0.95 luya 17 96 0.96 alusiman 10 86 0.86 atis 5 95 0.95 bayabas 1.75 99 0.99 bunga 1.65 97 0.97 kataka-taka 9 99 0.99 kugon 18.75 98 0.98 makabuhay 8 97 0.97 oregano 8.5 99 0.99 tanglad 15 98 0.98 tuba 5 97 0.97 conclusion according to this study, 16 different kinds of popular medicinal plants are utilized by the 24 barangays of pilar, capiz, to treat common ailments. these included kugon, makabuhay, oregano, taglad, tuba, sambong, lagundi, yerba buena, malunggay, tawa-tawa, luya, alusiman, atis, bayabas, and bunga, kataka-taka, and bunga. these medicinal plants are used to treat common illnesses including fever, cough, cuts, boils, and burns by applying plant components like leaves, roots, and stems. in addition to offering a list of beneficial plants this documentation of medical knowledge will act as a tangible cultural archive for the benefit of parents in the future. additionally, this work might provide baseline information for next functional bioactivity assessment of native plant species. recommendations the study’s conclusions led to the following recommendations: in addition to growing vegetables, the locals are encouraged to grow and plant medicinal plants. barangay officials are encouraged to establish medicinal gardens in each barangay in addition to gulayan sa barangay. the lgu may establish regulations for the domestication and preservation of medicinal plants. schools are also allowed to maintain their own medicinal gardens and teach about the benefits of these plants in their curricula. references fiscal, r. (2017). retrieve feb 6, 2018. ethnomedicial plants used by traditional healers in laguna, philippines. laguna state polytechnic university, laguna, philippines. asia pacific journal on multidisciplinary research, 5(4). gruyal, g. a., del rosario, r., & palmes, n. (2014). . ethnomedicinal plants used by residents in northern surigao del sur, philippines. mindanao university of science and technology. natural products chemistry & research, 2(4). https://doi.org/10.4172/23296836.1000140 nuneza, o., rodriguez, b., & nasiad, j. g. (2021). ethnobotanical survey of medicinal plants used by the mamanwa tribe of surigao del norte and agusan del norte, mindanao, philippines. biodiversitas journal of biological diversity, 22(6). https://doi.org/10.13057/ biodiv/d220634. saro, j., daguio, j., bayotas, r., gomez, r., capio, a., mercader, d., idpalina, e., & nilo, g. (2022). indigenous plants: an ethnobotanical herbal medicinal plants used by local inhabitants of barangay berseba, bayugan city, agusan del sur, philippines. international journal of current research, 14, 22059-22063. https:// doi.org/10.24941/ijcr.43890.08.2022. pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) human resources management practices (hrmp) and disaster preparedness of accommodation establishment in puerto galera, oriental mindoro michelle m. claveria1* volume 4 issue 1, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i1.3118 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 08, 2024 accepted: october 11, 2024 published: january 13, 2025 there was a potential research gap in the theoretical knowledge of the social impact of socially responsible hrm practices and disaster preparedness. the literature review also indicates that few studies have explored the influence of employees’ perceived socially responsible hrm on individual employees’ attitudes and behaviors, such as organizational identification and job performance. most previous studies on socially responsible hrm focused on its relationship with employee organizational citizenship behavior, organizational commitment, job satisfaction, well–being, and turnover intention. there are research gaps in the context of accommodation establishment in puerto galera, oriental mindoro, philippines despite the glowing understanding of the significance of disaster preparedness and hrmp. hence, the study aims to determine the human resources management practices (hrmp) and disaster preparedness of accommodation establishments in puerto galera, oriental mindoro. the study used descriptive correlational methods research. the respondents of the study are the supervisors, managers, and staff in the total of 30 respondents in selected accommodation establishments in puerto galera, oriental mindoro. the researchers used a self-prepared research instrument. mean was used to summarize and responses and cronbach alpha was used to calculate by taking a score from each scale item and correlating it with the total score for each observation. results showed that the relationship between human resource management practices and disaster preparedness in accommodation establishments underscores the multifaceted approach required to mitigate risks, ensure employee and guest safety, and maintain operational continuity during emergencies. keywords accommodation establishment, disaster preparedness, human resources management practices (hrmp) 1 college of business and management, mindoro state university, philippines * corresponding author’s e-mail: michellemercado0523@gmail.com introduction in an era marked by increasing climate uncertainties and persistent threats of natural and man-made disasters, the resilience of communities and organizations is of paramount importance. oriental mindoro, a province in the philippines, stands as a region prone to an array of disasters, including typhoons, earthquakes, and public health emergencies. within this context, the preparedness of accommodation establishments takes on a heightened significance, as they are not only guardians of the traveler’s comfort, but also integral components of disaster response and recovery efforts. the level of disaster preparedness and hrmp encapsulates a multifaceted inquiry into the preparedness of these crucial stakeholders. it is a comprehensive exploration of the strategies, policies, and human resource management practices that enable these establishments to navigate the challenges posed by disasters, ensuring the safety and well–being of their guests and staff. according to tansey, 2015, disaster plans may lack testing, such as practice drills, to assess their effectiveness before hazards hit. the philippines poorly performs in disaster management particularly on financial utilization, information management, and leadership, monitoring, collaboration, and coordination with the various stakeholder (commission on audit report, 2014). as disasters continue to escalate in both frequency and intensity, understanding how accommodation establishments in oriental mindoro prepare for and respond to such events is not merely an academic exercise but a vital endeavor for disaster management, local governance, and the broader tourism industry. this research will seek into the various dimensions such as planning, equipment convenience and availability, implementation of disaster plan, knowledge and management of the external situational environment, and anticipation awareness and management of one’s psychological response of disaster preparedness while the recruitment and selection, employee wellbeing program, training and socialization and health and safety policies of human resource management practices within the context of accommodation establishments in oriental mindoro, aiming to enlighten people on the intricacies, successes, and challenges faced by these organizations. based on the world risk index (2012), the philippines is the third among 173 countries most variable to disaster risk and natural hazards: this country experiences an average of 20 tropical cyclones each year and other climatic and extreme weather aberrations such as the el nino phenomenon. these disasters strain government funds, with an average of p15 billion in annual direct damages. more adversely, this hampers the government’s poverty reduction efforts. disaster preparedness is based on taking the appropriate actions in advance of a disaster. human resource is one of the most important assets for any organization and it is the source of achieving competitive advantage. managing human resources pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 is much more difficult than managing technology or money, and organizations need strong hrmp systems to manage them effectively. sound hrm procedures should support the hrmp system. human resource management procedures are actions taken by an organization to manage its human resources pool and make sure that those resources are used in achieving its objectives. managers who valued high loyalty assumed that employees should fulfill obligations to one another and engaged in empowering hrm practices. however, with the phenomenal growth of the hotel industry over the years, hotels are also facing pressure to be responsible towards the environment by paying appropriate attention and adopting eco–friendly activities. the pressure to become eco-friendly is stronger in hotels as they are directly responsible for environment-related issues such as water, energy, and waste (graci & kuehnel, 2011). hotels are being pressured to improve their environmental performance due to their waste generation. according to zhang et al. (2022), there was a potential research gap in the theoretical knowledge of the social impact of socially responsible hrm practices and disaster preparedness. the literature review also indicates that few studies have explored the influence of employees’ perceived socially responsible hrm on individual employees’ attitudes and behaviors, such as organizational identification and job performance. most previous studies on socially responsible hrm focused on its relationship with employee organizational citizenship behavior, organizational commitment, job satisfaction, well–being, and turnover intention. shen and zhu (2011) further demonstrated that socially responsible hrm is positively related to organizational commitment. sobhani et al. (2021), showed that socially responsible hrm has a significant positive impact on employee organizational citizenship behavior and a significant negative influence on turnover intention. luu et al. (2022) argued that socially responsible hrm practices are positively associated with job crafting based on the mutual gains’ perspective in public management. in addition, there has been a recent research trend of socially responsible hrm due to its positive impacts on both individual employees and organizations (delcastillo-feito et al., 2022; omidi & dal zotto, 2022). however, very little is known about the direct effect of employees’ perception of their organization’s socially responsible hrm on their job performance and the indirect influence via their organizational identification. therefore, this study seeks to fill these research gaps by examining the impact of perceived socially responsible hrmp in disaster preparedness. puerto galera is located at the north-westernmost part of oriental mindoro and at the south-western end of the isla verde passage. due to its location, this municipality is prone to typhoons, natural hazards, and disaster. however, beneath its tranquil exterior, this idyllic destination is not immune to the forces of nature. since it is situated in a region prone to calamities disaster preparedness in puerto galera is of paramount importance. the researchers opted puerto galera because they perceived opportunities and potential outcomes in that region. additionally, given its proximity to the sea, the area is more susceptible to disasters, making establishment there inherently risky. this study explored the significance of disaster preparedness in safeguarding both residents and visitors against the unpredictable forces of nature. from proactive planning to community resilience, the researchers delve into the vital aspects of disaster preparedness that ensure puerto galera remains a resilient and secure destination for all. as new challenges both inside and outside the workplace emerge, the frequency of disasters within businesses has dramatically grown in recent years. this necessitates a greater awareness of these dangers and the inclusion of preventative measures to deal with emergencies when they do arise. in light of this, disaster preparedness can be seen as an essential function of human resource management practices and should be given high emphasis. disaster preparedness is the process of anticipating, identifying, preventing, and managing potential disasters by having measures in place to handle disaster when it occurs. planning and training by the human resource management guarantee that workers are equipped to navigate through tumultuous times, which has a significant impact on disaster preparedness. the standards will assist hotels and resorts in reducing business risk of tourists to natural and technological hazards, while demonstrating preparedness and safety of their premises to potential clients, wholesalers, tour operators, insurers and financers. this highlighted the demographic profile of the accommodation establishment, emphasizing key factors such as age, sex, gender, marital status, and educational background. these indicators are only to know the demographic profiles of the respondent in the accommodation establishment and are not included in further discussion. there are research gaps in the context of accommodation establishment in puerto galera, oriental mindoro philippines despite the glowing understanding of the significance of disaster preparedness and hrmp. hence, the study aims to determine the human resources management practices (hrmp) and disaster preparedness of accommodation establishment in puerto galera, oriental mindoro. materials and methods the study used descriptive correlational methods research. this design explains the conditions as they are and attempts to determine the strength of the relationship between the variables. lomax and li (2013) assert that descriptive research entails monitoring and describing a subject’s behavior without in any way altering it. additionally, it provides the situation and customs in the relevant circumstance (fernandez, 2014). this study was pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 conducted in a selected accommodation establishment at puerto galera in the province of oriental mindoro. according to the 2020 census, puerto galera, oriental mindoro has a total population of forty-one thousand nine hundred sixty-one (41,961) people. the researchers utilized purposive sampling. the respondents of the study are the supervisors, managers, and staff in the total of 30 respondents in selected accommodation establishments in puerto galera, oriental mindoro. the following accommodation establishments are b/b white beach guest house, buena lynne’s lodging, casa jem residence, friday’s puerto galera inc., helen’s lodging hauz, and the mang-yan grand hotel. the researchers used a self-prepared research instrument to gather assessments from different employee of accommodation establishments in the municipality of puerto galera in the province of oriental mindoro. all the indicators of the two variables had guideline items for the assessment of the respondents. the first part contains the socio-demographic profile of respondents in the accommodation establishment in puerto galera, oriental mindoro, in terms of age, sex, marital status, educational attainment, and position. the second part includes the disaster preparedness of accommodation establishment in oriental mindoro in terms of; recruitment and selection, employee wellbeing program, and training and socialization and health and safety policies. and lastly, the third part deals with hrmp of accommodation establishment in oriental mindoro in terms of; planning, equipment convenience and availability, implementation of disaster plan, knowledge and management of the external situational environment, and anticipation, awareness and management of one’s psychological response. the categories for rating ranged from 1-4, 4 strongly agree, 3 agree, 2 disagree and 1 strongly disagree. after finding out the result of the reliability of the research instrument, the researcher sought permission from the authorities to conduct the study through a request letter signed by the thesis adviser and the dean of college of business and management at mindoro state university-main campus. once it was approved and accepted, the researcher started collecting the data for the said study and used self-made questionnaires for inperson interviews for data collection. the questionnaires were distributed face to face. the participation of the respondents was voluntarily and to implement confidentiality, the names and identities of the participants were not recorded and gathered during data collection through indicating the data privacy act. the survey generated scores, totals, and tables. statistics both descriptive and inferential were utilized to analyze the data. data was organized, complied, and evaluated using a data matrix that was based on tables. mean was used to summarize and responses and cronbach alpha was used to calculate by taking a score from each scale item and correlating it with the total score for each observation. results and discussion table 1: human resource management practices (hrmp) of accommodation in terms of recruitment and selection items mean interpretation 1. the integration of disaster preparedness criteria a crucial component during the selection of personnel in the accommodation sector’s recruitment practices. 3.57 strongly agree 2. disasters-related skills and competencies appropriately emphasized during the selection of personnel in the accommodation sector’s recruitment processes. 3.53 strongly agree 3. employees actively involved in disaster preparedness initiatives during the recruitment process in the accommodation sector’s human resources management practices. 3.50 agree 4. employees express satisfaction with the organization’s efforts to incorporate disaster preparedness criteria into the recruitment and selection processes of the accommodation sector. 3.47 agree 5. accommodation sector prioritize disaster preparedness in its human resources management practices related to recruitment and selection. 3.53 strongly agree composite mean 3.52 strongly agree table 1 depicted that the human resource management practices (hrmp) of accommodation in terms of recruitment and selection have a composite mean 3.52 verbally interpreted as strongly agreed. the integration of disaster preparedness criteria a crucial component during the selection of personnel in the accommodation sector’s recruitment practices obtained the highest weighted mean of 3.57 described as strongly agreed while employees expressed satisfaction with the organization’s efforts to incorporate disaster preparedness criteria into the recruitment and selection processes of the accommodation sector obtained the lowest weighted mean of 3.47 described as agreed. the integration of disaster preparedness criteria in personnel selection is likely given the high mean because it reflects the industry’s emphasis on hiring individuals with pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 the skills and knowledge needed to ensure a proactive approach to safety and crisis management. the lower mean for employee satisfaction with the organization’s effort to incorporate disaster preparedness criteria into the recruitment process might stem from potential challenges or concerns among employees. this could include perceptions of added stress during recruitment, leading to lower satisfaction scores. addressing these perceptions of the process could contribute to higher satisfaction levels. effective recruitment processes enable organizations to access a diverse pool of talent, including individuals with specialized skills and experiences, enhancing the organization’s competitiveness. selection methods help identify candidates who possess the requisite skills, qualifications, and cultural fit, resulting in higherquality hires who are more likely to contribute positively to organizational goals. during a disaster or crisis, recruitment and selection processes may be disrupted or delayed, making it challenging for organizations to onboard new hires or fill critical positions in a timely manner. this disruption of the organization’s ability to respond effectively to the disaster and maintain continuity of operations. according to yoder (2014), recruitment is a process to discover the sources of manpower to meet the requirement of the staffing schedule and to employee effective measures to attracting that manpower in adequate number to facilitate effective selection of an effective workplace. therefore, the staff should have a skill related to the recruitment and selection process. table 2: human resource management practices (hrmp) of accommodation in terms of employee wellbeing program items mean interpretation 1. employee wellbeing program are integrated into the organizations disaster preparedness strategy. 3.63 strongly agree 2. there is wellbeing programs which address psychological support & resilience needs of employees during disaster. 3.70 strongly agree 3. there is a communication protocols for emergencies embedded w/ wellbeing programs for effective communication. 3.70 strongly agree 4. there is an accessible & inclusive program during emergency response especially considering the diverse needs of employees of what measure to be taken. 3.53 strongly agree 5. there is a post disaster recovery support for employers. 3.53 strongly agree composite mean 3.62 strongly agree table 12 depicted that the human resource management practices (hrmp) of accommodation in terms of employee wellbeing program gained composite mean 3.62 verbally interpreted as strongly agreed. there are wellbeing programs which address psychological support and resilience needs of employees during disaster and there is a communication protocols for emergencies embedded with wellbeing programs for effective communication obtained the highest weighted mean of 3.70 describe as agreed while there is an accessible and inclusive program during emergency response especially considering the diverse needs of employees of what measure to be taken and the other one is, there is a post disaster recovery support for employers obtained the lowest weighted mean of 3.53 describe as agreed. wellbeing programs that address psychological support and resilience needs during disasters along with communication protocols for emergencies have the highest mean because they demonstrate a comprehensive approach to employee care, integrating mental health support and clear communication protocols fosters a sense of security and helps employees cope effectively during challenging times. an accessible and inclusive emergency response program ensure the safety of all employees, considering all the diverse needs. it turns out that it is one of the lowest means in this table, and it indicates less effectiveness. the post-disaster recovery support for employers may have obtained the lowest mean because there is a limited resource lack of preparedness or ineffective policies that will impact to the ability to support during recovery process. based on hongying li et al., 2020 employee well-being can reduce extensive training, employee participation, job design, employment security, etc. human resource management practices can help the organization to improve its performance by improving the ability, attitude, and motivation of employees, and ultimately contribute to the realization of organizational strategy. pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 table 3: human resource management practices (hrmp) of accommodation in terms of training and socialization items mean interpretation 1. human resources management strategies of the accommodation sector prioritize disaster preparedness in the training of employees. 3.67 strongly agree 2. the strategies for disaster-related training and knowledge transfer effective within the human resources practices of the accommodation sector. 3.57 strongly agree 3. human resources integrate disaster preparedness into the socialization processes for new employees. 3.53 strongly agree 4. employees are well-informed about disaster preparedness measures through the socialization processes in the human resources management strategies of the accommodation sector. 3.37 agree 5. employees are well-prepared to respond to disasters due to the training provided by the human resources management strategies of the accommodation sector. 3.57 strongly agree composite mean 3.54 strongly agree table 4: human resource management practices (hrmp) of accommodation in terms of health & safety policies items mean interpretation 1. there is a health and safety training programs provided by the human resource management for preparing employees health related challenges during & after disaster. 3.60 strongly agree 2. there are protocols and procedure in place for emergency response & evacuation w/c is communicated to all the employee. 3.37 agree 3. hrmo implement health surveillance system to monitor & assess the wellbeing of employee during & after the disaster. 3.43 agree 4. health & safety policies are designed to address the psychological support & mental health needs of employees during and after the disaster. 3.47 agree 5. timely & accurate information dissemination on safety information are communicate w/ employees during the disaster. 3.37 agree composite mean 3.446 agree table 3 depicted that the human resource management practices (hrmp) of accommodation in terms of training and socialization gained composite mean 3.54 verbally interpreted as strongly agreed. the human resource management strategies of the accommodation sector prioritize disaster preparedness in the training of employees obtained the highest weighted mean of 3.57 describe as strongly agreed while the employees are well-informed about disaster preparedness measures through the socialization processes in the human resources management strategies of the accommodation obtained the lowest weighted mean of 3.37 describe as agreed. although businesses that have prepared for emergencies by training employees and creating disaster plans were more likely to have experienced a previous disaster, predisaster preparation is ultimately the key to successful workplace emergency response. managers, though, seem to have higher levels of perceived emergency preparedness than their employees. training programs on disaster preparedness equip employees with the knowledge, skills, and competencies necessary to respond effectively to emergencies, mitigating risks and minimizing the impact on operations. also, socialization processes promote awareness of organizational values, norms, and expectations related to disaster preparedness, fostering a shared commitment to safety, collaboration, and accountability among employee while some of staff may resist participation in training and socialization activities due to perceived disruptions to their routine, fear of change about the relevance or effectiveness of disaster preparedness initiatives. according to a new survey by the society for human resource management, 83% of companies reported use of a formal orientation program for new employees. the most frequently used forms are group-based and individual sessions, whereas only 11% of companies conduct the orientation program. table 14 depicted that the human resource management practices (hrmp) of accommodation in terms of health & safety policies gained composite mean 3.45 verbally interpreted as agreed. there is a health and safety training programs provided by the human resource management for preparing employees health related challenges during & after disaster obtained the highest weighted mean of 3.60 describes as pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 strongly agreed while there are protocols and procedure in place for emergency response & evacuation w/c is communicated to all the employee and the other one is, timely and accurate information dissemination on safety information are communicate with employees during the disaster obtained the lowest weighted mean of 3.37 described as agreed. strategic effort by human resource management to prepare employees for health-related challenges during and after disasters. this proactive approach ensures that staff is equipped with necessary knowledge and skills, contributing to a higher level of preparedness in addressing health concerns amidst and post-disaster situations. the lowest mean for protocols and procedures in emergency response and evacuation could point out problems with the efficacy, accessibility, or clarity of the existing plans. similarly, the lowest mean for timely and accurate information dissemination during disasters could be due to a breakdown in communication channels or a lack of readiness for efficiently informing staff members of vital safety information. according to canadian health and safety legislation requires employers to have a health and safety program in their workplace. as long as the responsibilities of appropriate personnel in maintaining a healthy and safe workplace and their accountabilities in all levels of management. table 5: disaster preparedness of the accommodation in terms of planning items mean interpretation 1. the management of the lodging industry makes sure that disaster – related subjects are covered in regular meetings and training sessions. 3.70 strongly agree 2. government offices provide consultations on disaster preparedness through agencies such as the national disaster risk reduction and management council. 3.47 agree 3. each employee received a basic training to use in the event of a calamity. 3.43 agree 4. plans for the three phases of a potential disasterbefore, during, and after were developed in the lodging. 3.63 strongly agree 5. workshops, conferences, and other events are being held to increase public awareness of the potential for disasters in the hospitality industry and the surroundings. 3.47 agree composite mean 3.54 strongly agree table 5 depicted that disaster preparedness of the accommodation in terms of planning obtained composite mean 3.54 verbally interpreted as strongly agreed. the management of the lodging industry makes sure that disaster-related subjects are covered in regular meetings and training sessions obtained the highest weighted mean of 3.70 describe as strongly agreed while each employee received a basic training to use in the event of a calamity obtained the lowest weighted mean of 3.43 describe as agreed. the lodging industry prioritizes disaster-related subjects in regular meetings and training session because comprehensive preparedness ensures a higher level of employee readiness and coordination during calamities. this proactive approach minimizes risks, enhances safety measures, and fosters a swift response to emergencies, ultimately safeguarding guests, employees, and property. on the other hand, the item indicating basic training for individual employees in the event of a calamity might have a lower mean, possibly because it is perceived as a standard requirement rather than a specialized skill, leading to less emphasis during evaluations. also, comprehensive hr planning involves succession planning, talent acquisition, and skills development strategies to proactively address current and future staffing needs, reduce turnover, and mitigate risks associated with key personnel departures. disaster preparedness identifies potentials hazards, assesses vulnerabilities, and develops mitigation strategies to minimize the impact of natural disasters, technological failures, and human-induced crises on organizational operations and stakeholders while planning requires significant investment of time, resources, and expertise to gather data, conduct assessments, and develop comprehensive strategies, which may pose challenges for organization with limited budgets or competing priorities. saccording to sharma (2016), hotels adopted various disasters training to enhance the guest experiences. it is seconded by helsloot and ruintenberg (2016), who claimed that hotels as a risky business receiving employees and guests from different nations and cultures, with the tendency for disasters and emergencies to occur and cause unwanted damage. according to unisdr global assessment report 2013 reveals that the hotel industry can manage small disasters but not the extreme ones due to lack of the capabilities to reduce those risks and stay prepared. moreover, as summarized by brown et al., the ability of hotels to upgrade their disaster preparedness is very limited. pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 table 6: disaster preparedness of the accommodation in terms of equipment, convenience and availability items mean interpretation 1. hotel accommodations have alarm and early warning systems. 3.70 strongly agree 2. movable goods are fixed to prevent the fall in case of disaster. 3.50 agree 3. hotel has a system in place to automatically turn off the water, power, and gas in the event of an emergency. 3.53 strongly agree 4. flammable materials are kept in sealed cabinets and container. 3.43 agree 5. hotel equipped with supplies such as blankets, tent, batteryoperated radio, and other similar items available. 3.53 strongly agree composite mean 3.54 strongly agree table 7: disaster preparedness of the accommodation in terms of implementation of disaster plan items mean interpretation 1. safety drills are taken place periodically as a part of event crisis preparation. 3.53 strongly agree 2. the managers and supervisors of the hospitality accommodations make sure that every employee takes part in the programs for disaster preparedness. 3.50 agree 3. the staff at lodging facilities receives ongoing training on topics related to safety, evacuation, and rescue. 3.40 agree 4. the manager reviewed and updated the plan to ensure its relevance and effectiveness in addressing evolving threats and vulnerabilities. 3.50 agree 5. there is a mutual effort between the staff employee and hrmp to enhance the level of the necessary skills and knowledge at accommodation. 3.53 strongly agree composite mean 3.49 strongly agree table 6 depicted that the disaster preparedness of the accommodation in terms of equipment, convenience and availability obtained weighted mean of 3.54, verbally interpreted as strongly agreed. hotel accommodations have alarm and early warning systems obtained the highest weighted mean of 3.70 describe as strongly agreed while flammable materials are kept in sealed cabinets and container obtained the lowest weighted mean of 3.43 describe as agreed. hotel accommodation has alarm and early warning systems obtained the highest mean because it is one of the investment of hotels to secure the guest safety and provide a smooth response to emergencies. meanwhile, they almost lack security that their flammable and materials are in sealed cabinets and container and maybe it is not their priorities. equipping hr departments with the necessary tools, technology, and resources streamlines administrative processes such as payroll management, benefits administration, and talent acquisition, improving operational efficiency and productivity. also, convenient access to hr services, resources, and information via online portals, self-service platforms, and mobile applications enables staff to manage their hr needs anytime, anywhere, promoting convenience and accessibility while maintaining and replacing equipment can be costly, especially for organizations with limited budgets. ensuring that equipment is regularly serviced and updated adds an additional financial burden. according to united nations office for disaster risk reduction defines warnings system as a set of capabilities needed for timely and meaningful generation and dissemination of alert information to individuals, communities, and organizations at risk for optimal preparedness and response and at the appropriate time to reduce the likelihood of injury and death. according to boakye et al., 2016 although governments announced this policy, most of them have challenges with the inflow of water and unprecedented power cut; hence they must fall on other sources for water and electricity. table 7 depicted that disaster preparedness of the accommodation in terms of implementation of disaster plan obtained weighted mean of 3.49, verbally interpreted as strongly agreed. safety drills are taken place periodically as a part of event crisis preparation and the other one is, there is a mutual effort between the staff employee and human resource management practices to enhance the level of the necessary skills and knowledge at accommodation obtained the highest weighted mean of 3.53 describe as strongly agreed while the staff at lodging facilities receives ongoing training on topics related to safety, evacuation, and rescue obtained the lowest weighted mean of 3.40 describe as agreed. the first highest mean is for safety drills occurring periodically may be attributed to the proactive approach in event crisis preparation, fostering readiness among staff. the ongoing mutual effort between employees and hrmp enhances necessary skills and knowledge, contributing to a positive outcome. in contrast, the lower is for staff at lodging facilities receiving ongoing training may indicate potential gaps in addressing specific pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 safety, evacuation, or rescue topics, leading to a less comprehensive preparedness level. according to drr development planning can help create sustainable and resilient communities that are better prepared to survive and recover from disaster. several studies have shown that treatments based on lifestyle might prevent between 40 and 70 percent of the implementation of a disaster risk reduction (drr) program. disaster risk reduction in rural areas is necessary to increase the community’s ability to cope with the disaster-related risks. table 8: disaster preparedness of the accommodation in terms of knowledge and management of the external situational environment items mean interpretation 1. the staff familiar with the severe storm or cyclone preparedness materials available. 3.67 strongly agree 2. the staff are aware of the domestic safety precautions required in the event of a particularly powerful storm or cyclone. 3.60 strongly agree 3. the manager are aware of what to look out for place of business in case of emergency arises. 3.60 strongly agree 4. in the event of severe weather, the staff are confident to know the appropriate actions to take. 3.50 agree 5. in the event of cyclone warnings, staff could immediately find the severe storm or cyclone preparedness supplies. 3.57 strongly agree composite mean 3.57 strongly agree table 9: disaster preparedness of the accommodation in terms of anticipation, awareness and management of one’s psychological response items mean interpretation 1. the staff believe that even in stressful and difficult circumstances, they are able to control their emotions relatively well. 3.53 strongly agree 2. in the event of hurricane or other major storm, the staff could manage their dread and anxiety. 3.33 agree 3. staff are able to maintain their composure in the majority of different circumstances. 3.43 strongly agree 4. the staff are reasonably confident in their ability to deal with stressful situation. 3.47 strongly agree 5. hotel staffs are aware of different calming techniques during a strong storm or hurricane. 3.40 agree composite mean 3.43 agree table 8 depicted that disaster preparedness of the accommodation in terms of knowledge and management of the external situational environment obtained weighted mean of 3.57, verbally interpreted as strongly agreed. the staff familiar with the severe storm or cyclone preparedness materials available obtained the highest mean of 3.60 describe as strongly agreed while in the event of severe weather, the staff are confident to know the appropriate actions to take obtained the lowest weighted mean of 3.50 describe as agreed. staff familiar with severe storm preparedness materials are likely to have a highest mean because knowledge empowers them to respond effectively. the lowest mean during the severe weather might be due to lack of confidence in knowing appropriate actions, possibly stemming from uncertainty or inadequate training in handling specific situations during severe weather conditions. according to cutter, ash, and emrich (2014) argued that resilience should serve as the framework to improve disaster preparedness, response, and recovery. some scholars view disaster resilience as the ability to maintain function and flourish when a disaster strikes (cui, han, and wang 2018). this highlights that resilience can be enhanced by reducing vulnerability and improving preparedness for disasters. consequently, the community was better able to respond in disaster preparedness activity designs are crucial in attracting participation and motivating residents to be more prepared. table 9 depicted that disaster preparedness of the accommodation in terms of anticipation, awareness and management of one’s psychological response obtained weighted mean of 3.43, verbally interpreted as agreed. the staff believe that even in stressful and difficult circumstances, they are able to control their emotions relatively well obtained the highest weighted mean of 3.53 describe as strongly agreed while in the event of hurricane or other major storm, the staff could manage their dread and anxiety obtained the lowest weighted mean of 3.40 describe as agreed. the staff ’s ability to control emotions in stressful pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 circumstances may contribute to a higher mean because it enhances overall resilience and job performance. meanwhile, during a hurricane or major storm, managing dread and anxiety might have a lower mean, possibly due to the unpredictable nature of such events, leading to increased stress and emotional difficulty. a study in south of zambales, philippines in 2020 showed that there is a significant link between awareness and disaster preparedness among local communities. the linear relationship of disaster awareness and preparedness was also found by suryaratri et al. (2020) which stated that the higher public awareness of disasters, the higher the preparedness for disaster. and a study in the philippines even highlighted that it is necessary to increase public awareness and knowledge about potential disasters even in communities that have a relatively lower risk. conclusionss establishments must ensure a workforce aligned with the organizations and service standards by prioritizing candidates with relevant experience and interpersonal skills. likewise, accommodation establishments in puerto should invest in comprehensive healthcare benefits and well-being initiatives, including counseling services and work-life balance programs, to demonstrate a commitment to the holistic wellness of their staff members. moreover, by conducting drills and simulations regularly, accommodation establishments must ensure that staff members are prepared to respond effectively to various disaster scenarios, thus improving overall disaster preparedness. the management must remind its employees of the health and safety policies and incorporate guidelines and protocols for disaster preparedness and response. these policies outline roles, responsibilities, and procedures to be followed during emergencies, empowering employees to take swift and appropriate action to mitigate risks and ensure the safety of guests and colleagues. accommodation establishments that integrate disaster preparedness into their strategic planning processes are better equipped to anticipate and address potential threats and vulnerabilities. also, accommodations in puerto galera must prioritize hiring candidates with relevant experience and skills while offering comprehensive staff well-being programs and training initiatives. in conclusion, the relationship between human resource management practices and disaster preparedness in accommodation establishments underscores the multifaceted approach required to mitigate risks, ensure employee, and guest safety, and maintain operational continuity during emergencies. establishments should conduct regular assessments of their human resource management practices and disaster preparedness protocols to identify areas for enhancement and optimization. establishment must encourage employee feedback and involvement in decision-making processes cultivates a sense of ownership and accountability, fostering a collaborative work environment. open channels of communication and a culture of collaboration facilitate effective coordination during routine operations and emergency situations. further, establishing partnerships with local authorities’ emergency response agencies, and industry stakeholders enhances the establishment’s capacity to anticipate and respond to external threats and challenges. provide leadership training and development opportunities to equip managers and supervisors with the skills, knowledge, and confidence to lead effectively during crises, make informed decisions under pressure, and coordinate response efforts across the organization. cultivate a culture of preparedness, resilience, and accountability throughout the organization by promoting awareness, empowerment, and collective responsibility for disaster preparedness and response among all stakeholders. references absar, n. (2012). recruitment & section practices in manufacturing firms in bangladesh. the indian journal of industrial relations, 47(3), 436-449. https://www. publishingindia.com/getbrochure.aspx abu-dhaim, n. (2011). the role of human resource management practices in achieving organization justice: from the standpoints of the departments heads in jordanian ministries. unpublished master thesis, the university of jordan. abu-doleh, j. (2012). human resource management and total quality management linkagerhetoric and reality. international journal of commerce and management, 22(3), 219-234. https://bjopm.org.br/bjopm/article/ view/1339 adetuniji, a. (2015). recruitment and selection process, element of organizational social capital building: a study of nigeria medium enterprises human resources practitioners. international journal of research in economics and social science, 5(9), 5961. https:// www.researchgate.net/publication/308962426_ recruitment_and_selection_process_element_ of_organizational_social_capital_building_a_ study_of_nigeria_medium_enterprises_human_ resources_practitioners blaikie, p. (1994). at risk: natural hazards, people’s vulnerability, and disaster. retrieved from: http://www. preventionweb.net boakye. (2016). the impact of power outage “dumsor” on the hotel industry: evidencefrom ghana. retrieved from: https://www.researchgate.net/figure/impact-ofpower-outage-on-hotelbusiness_tbl4_309987487 gage. (2013). health and safety policy – development and implementation. retrieved from:https://www.ccohs.ca/ oshanswere/hsprograms/osh_policy.html hargono, a., artanti, k. d., astutik, e., widodo, p. p., trisnawati, a. n., wardani, d. k., & lioni, e. (2023). relationship between disaster awareness and disaster preparedness: online survey of the community in indonesia. journal of public health in africa, 14(9). https://doi.org/10.4081/jphia.2023.2376 ivkov, m., blešić, i., janićević, s., kovačić, s., miljković, pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 1-10, 2025 ð., lukić, t., & sakulski, d. (2019). natural disasters vs hotel industry resilience: an exploratory study among hotel managers from europe. open geosciences, 11(1), 378-390. https://doi.org/10.1515/geo-20190030 khankeh, h. r., hosseini, s. h., farrokhi, m., hosseini, m. a., & amanat, n. (2019). early warning system models and components in emergency and disaster: a systematic literature review protocol. systematic reviews, 8, 1-4. https://doi.org/10.1186/s13643-019-1211-5 kumar, s. (2014). a study on recruitment & selection process. retrieved from:https://www.academia. edu/36910812/a_study_on_recruitment_and_ selection_process sendai framework for disaster risk reduction 20152030, united nations for disaster risk reduction (undrr) (2023). susi, w. a., pandin, m. g. r., yusuf, a. y., & supriyadi, s. s. (2023). literature review: disaster risk reduction programs to increase public awareness of natural disasters. medrxiv. https://doi.org/10.1101/2023.12.15.23300051 thomas, t. n., leander-griffith, m., harp, v., & cioffi, j. p. (2015). influences of preparedness knowledge and beliefs on household disaster preparedness. mmwr morb mortal wkly rep, 64(35), 965-971. https://doi. org/10.15585/mmwr.mm6435a2 yu, z. (2021). the effects of gender, educational level, and personality on online learning outcomes during the covid-19 pandemic. international journal of educational technology in higher education, 18(1), 14. https://doi.org/10.1186/s41239-021-00252-3 pa ge 1 pa ge 17 6 american journal of multidisciplinary research and innovation (ajmri) learning styles and the academic performance of 1st year education students: a correlational study janet r. uyangoren1*, dhan timothy m. ibojo1 volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3304 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2024 accepted: july 31, 2024 published: august 03, 2024 the primary objective of the study was to ascertain the correlation between learning styles and the academic achievement of first-year education students. this study employed a descriptive quantitative approach with a correlational research design to investigate the association between the two variables. the study employed a modified tool to assess learning styles and a verified questionnaire to measure academic success. the modified instrument comprised of a 30-item assessment, whereas the evaluation of academic ability was conducted by a 55-item multiple choice test, which was assessed by three english language instructors. the study revealed a notable correlation between learning styles and academic success. the outcome indicated that the academic achievement of the student was affected by their preferred method of learning. keywords learning styles, academic performance, correlational research design introduction in the realm of education, the acquisition of knowledge is shaped by a multitude of elements, including the educational setting, instructional approaches, and unique variations among learners. learning styles are a significant component in influencing the learning results in education at all levels. moreover, it is imperative for successful instruction to recognize and adjust to the diverse learning modalities of students. this allows educators to tailor their teaching techniques to accommodate individual preferences, hence fostering improved learning outcomes. according to doe (2023), this understanding allows educators to provide a range of teaching methods and materials that cater to the specific needs of each student, thereby minimizing disparities in performance that are often associated with mismatches between students’ cognitive preferences and teacher expectations. while the importance of this research issue in enhancing the educational process is recognized, there is a clear dearth of studies conducted in iran that investigate the correlation between thinking patterns and learning styles. this underscores the imperative for further inquiry in this domain. essentially, having a comprehensive grasp of learning and thinking styles can greatly influence both academic success and personal development. shi (2017), as referenced by oxford, defines learning styles as the consistent patterns of behavior that language learners use to enhance their capacity to absorb, store, retain, recall, and apply new information within a global framework. according to oxford (1990), strategies can improve various aspects such as ease, speed, enjoyment, self-direction, efficacy, and the ability to use them in novel situations. hence, possessing a profound understanding of efficient learning techniques would optimize the process of acquiring language skills for individuals learning english. in the philippines, lapinig (2006) found that the unhappiness or underperformance of students in academics cannot be entirely ascribed to the difficult or uninteresting courses, nor to the students’ insufficient knowledge or abilities. it was inferred that a substantial proportion of students who are not achieving their full potential are falling behind because their preferred learning styles do not match the teaching methods used by their teachers (morre & casocot, 2022). recently, the researcher has seen a persistent issue at davao de oro state college compostela about the students’ inadequate mastery of spoken and written english. this discovery is predicated on their proficiency. the investigation on determinants of academic achievement indicated that, apart from individual aptitudes, multiple factors exert an influence on academic performance. according to raymunde and mamonong (2022), learning styles refer to the specific and preferred strategies that individuals use to acquire and retain information. furthermore, performing research exclusively on these variables among first-year students could provide significant insights into the early identification of areas requiring improvement, hence facilitating more targeted language learning support. proficiency in the english language is of utmost importance at davao de oro state college, compostela campus, as it can greatly influence one’s chances of securing employment in the future. the main aim of this study was to expand the existing understanding of the correlation between language acquisition and academic performance among students. furthermore, it aimed to provide concrete suggestions to 1 assumption college of nabunturan, nabunturan, davao de oro, philippines * corresponding author’s e-mail: janet.uyangoren@ddosc.edu.ph pa ge 17 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 176-182, 2024 language instructors and legislators on how to improve the language acquisition results of first-year schooling students. research objectives the primary aim of this study was to investigate the impact of language learning methods on the academic achievement of first-year education students. the primary objectives of this study are to address the following main inquiries: 1. what is the level of learning styles of the 1st year education students in terms of: 1.1 visual 1.2 tactile 1.3 auditory 1.4 group 1.5 kinesthetic 1.6 individual 2. what is the level of the academic performance in of 1st year education students? 3. is there a significant relationship between the learning styles of 1st year education students and their level of academic performance? scientific basis/theoretical framework this study is grounded in the dunn and dunn learning styles models (dunn and burke, 2002). there are particular concepts that can offer assistance for this query. the dunn and dunn learning styles models, proposed by dunn and burke in 2002, serve as the primary hypothesis in this area of study. this theory presents the following principles: that learning style is a biological and developmental set of personal characteristics that makes the identical instructional environments, methods, and resources effective for some learners and ineffective for others; that most people have learning-style preferences and that these preferences differ significantly from individual to individual; that individual instructional preferences exist, and the impact accommodating these preferences can be measured accurately; that the stronger the preference, the more important it is to provide compatible instructional strategies; that accommodating individual learning-style preferences through complementary educational, instructional, teaching, and counselling interventions results in increased academic achievement and improved student attitudes toward learning; that given environments, resources, and approaches, people attain statistically higher achievement and attitude test scores in congruent (matched) rather than dissonant (mismatched) treatments; that most teachers can learn to use learning styles as a cornerstone of their instructional programs; that most individuals can learn to capitalize on their learning-style strengths when concentrating on new or difficult academic material; and that the lesser successful the individual is academically, the more important it is to accommodate learning-style preferences. methodology this study employed a survey questionnaire to assess the learning styles of first-year education students at davao de oro state college, compostela campus. the perceptual learning style preference (plsps) questionnaire is a checklist of items derived from reid’s (1986) questionnaire. the students’ academic achievement was assessed using an exam from their purposive communication course. the perceptual learning style preference (plsps) is a tool designed to assess individuals’ inclinations towards six specific style preferences: visual, auditory, kinesthetic, tactile, group, and individual preferences. the 30-item plsps is categorized into six groups, with each group consisting of five items that assess one of the six dimensions: visual, auditory, kinesthetic, tactile, group, and individual preferences. the likert scale used ranges from “strongly agree” to “strongly disagree”. the style preferences are categorized as major, minor, and negative/negligible according to the research conducted by manfred-fat wu (2010) in section 2.1. furthermore, as highlighted by reid (1987, 1990), the primary advantage of the plsps compared to other similar tools is its unique development and standardization on a population of adult esl students, notably including chinese esl students. furthermore, an additional advantage is its commendable internal consistency, as seen by a cronbach’s alpha of .70, as reported by lin and shen (1996). the researcher’s validators and research adviser were presented with the construction of the research instrument for their opinions and ideas. the enhanced instrument was replicated and administered to the participants of the designated study group according to the specified timetable. the questionnaires were validated by administering them to a cohort of students from a different department. the item analysis, reliability test, and validity test were assessed utilizing the relevant statistical formulas. conducting a pilot test of the research instrument assists the researcher in efficiently carrying out the investigation. based on the reliability test, the cronbach’s alpha of the test questionnaire is 0.718, indicating that the internal consistency of the questionnaire is satisfactory. additionally, the researcher sought permission from the college president of the university to perform a study at the davao de oro state college, compostela campus. the authorized correspondence was sent to the deans of davao de oro state college. once approved, the endorsement letter is requested to enable the researcher to conduct the survey questionnaire with the study’s participants. moreover, the researcher asked the teacher’s consent to disseminate the questions and elucidate the instrument, clearly stating the purpose of the study. the researcher promptly delivered the modified questionnaire to assess the learning styles and academic achievement of the first-year education students. the study was undertaken over a period of two weeks, with pa ge 17 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 176-182, 2024 a sample size of 100 respondents. the respondents were provided with clear instructions and are given a one-hour time frame to answer. the research promptly gathered the data to guarantee a complete recovery once the respondents have completed the surveys. the test had undergone a comprehensive evaluation, during which the material was encoded, organized, statistically analyzed, assessed, and interpreted. results and discussion level of learning styles of 1st year education students. table 1 presented the mean scores for the students’ learning styles and the measure of variability. the moderate level can be attributable to the respondents’ moderate appraisal of all indicators, including visual, tactile, auditory, collective, kinesthetic, and individual. in addition, the mean scores and standard deviations for each specified indicator were shown in the accompanying table, table 1.1. the table below demonstrates the different degrees of students’ learning approaches. the table below indicates that pupils exhibit superior performance in individual learning, as seen by a mean score of 3.38 and a standard deviation of 0.7407. group learning follows, with an average score of 3.35 and a standard deviation of 0.7484. the mean score for auditory learning is 3.34, with a standard deviation of 0.7076. the mean score for visual learning is 3.28, with a standard deviation of 0.7366. the mean score for tactile learning is 3.28, with a standard deviation of 0.6693. the data shows that students had a slightly lower level of skill in kinesthetic abilities, as indicated by an average score of 3.27 and a standard deviation of 0.6418, which is deemed moderate. table 1: level of learning styles of 1st year education students learning styles mean sd valid missing min. max. descriptive visual 3.28 0.7366 66 0 2.00 4.80 moderate tactile 3.28 0.6693 66 0 2.00 4.80 moderate auditory 3.34 0.7076 66 0 2.00 4.80 moderate group 3.35 0.7484 66 0 2.00 4.80 moderate kinesthetic 3.27 0.6418 66 0 2.00 4.80 moderate individual 3.38 0.7407 66 0 2.00 4.80 moderate the visual learning style, as shown by the first indication, has an average score of 3.28 and a standard deviation of 0.7366, suggesting a moderate level. the data shown in the table above illustrates the respondents’ observed hierarchy of significance. the average comprehension score for pupils when reading the instructions is 3.67, with a standard deviation of 0.4084, suggesting a significant degree of knowledge. similarly, the average score for recalling instructions while reading them is 3.33, with a standard deviation of 0.5547, indicating a modest level of memory retention. the average score for learning from the teacher’s chalkboard notes is 3.26, with a standard deviation of 0.5944, indicating a moderate level of learning. when individuals read instead of listening to someone, their average score is 2.78, with a standard deviation of 0.6980. this suggests a moderate level of learning. ultimately, when individuals choose to read textbooks rather than attend lectures, they achieve an average score of 2.37, with a standard deviation of 0.7917. this suggests that the level of learning attained is relatively low. the pupils’ learning style, as shown by the tactile indicator, has a mean score of 3.23 and a standard deviation of 0.651, suggesting a moderate level. the data shown in the table above illustrates the respondents’ observed hierarchy of significance. the average score for the level of learning enhancement when creating a project for a class is 3.27, with a moderate standard deviation of 0.5969. similarly, the average score for improved retention of learning throughout the process of constructing anything is 3.26, with a standard deviation of 0.5899, which is likewise classified as moderate. in addition, the average score for improved learning through model creation is 3.23, with a standard deviation of 0.6515, which is still deemed moderate. moreover, the average score for the level of enjoyment in the process of creating something for a class project is 3.05, with a standard deviation of 0.6185, which is considered moderate. finally, the average score for enhanced learning when integrating drawings into studying is 2.62, with a standard deviation of 0.8904, which is also classified as moderate. the auditory indicator in students’ learning style has a mean score of 3.34 and a standard deviation of 0.7076, suggesting a moderate level. the data shown in the table above illustrates the respondents’ observed hierarchy of significance. the average score for improved learning in the classroom during teacher lectures is 3.68, with a somewhat high standard deviation of 0.5010. the average score for comprehension during instruction delivery by the teacher is 3.52, with a high standard deviation of 0.53333. the average score for enhanced learning when someone provides instructions in a classroom setting is 3.26, with a modest level of variation indicated by a standard deviation of 0.6636. the average score for improved learning by active listening is 3.05, with a standard deviation of 0.5931, which is considered moderate. finally, the average score for recalling auditory information from class is 2.68, with a standard deviation of 0.8257, which pa ge 17 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 176-182, 2024 is considered moderate. the group learning style, as the fourth indicator, has a mean score of 3.35 and a standard deviation of 0.7484, suggesting a moderate level. the data shown in the table above illustrates the respondents’ observed hierarchy of significance. the average productivity when collaborating with others is 3.42, with a standard deviation of 0.7746, indicating a high level of variability. the average score for optimal learning in a collaborative setting is 3.05, with a modest level of variation indicated by a standard deviation of 0.6664. the average level of enjoyment when working on an assignment with two or three peers is 2.94, with a modest level of variation shown by a standard deviation of 0.7821. the average increase in learning when studying with a group is 2.89, with a modest level of variation shown by a standard deviation of 0.7469. finally, the average score for having a propensity for learning with others is 2.70, with a standard deviation of 0.8032, which is similarly classified as moderate. the kinesthetic learning style, identified as the sixth indication, has an average score of 3.27 and a standard deviation of 0.6418, suggesting a moderate level. the data in the table above shows that the respondents ranked the factors in terms of importance as follows: learning best in class when they can participate in related activities (mean = 3.35, standard deviation = 0.6443, described as moderate); enjoying learning in class by doing experiments (mean = 3.23, standard deviation = 0.6275, described as moderate); learning better when they do things in class (mean = 3.12, standard deviation = 0.6449, described as moderate); having a preference to learn by doing something in class (mean = 3.02, standard deviation = 0.6678, described as moderate); and understanding better in class when they participate in role-playing (mean = 2.91, standard deviation = 0.6732, described as moderate). the sixth element in students’ learning style, often known as “individual,” has an average score of 3.38 and a standard deviation of 0.7407, indicating a moderate level. the data shown in the table above illustrates the respondents’ observed hierarchy of significance. the mean score of 3.50 and a standard deviation of 0.5616 suggest a significant enhancement in memory recall when studying in isolation. the mean score for those who independently improve their learning is 3.14, with a standard deviation of 0.8206. this degree of enhancement is regarded as modest. the average score for the inclination to work independently is 3.08, with a standard deviation of 0.7506, suggesting a moderate degree of preference. similarly, the average score for the inclination to work on projects independently is 2.92, with a standard deviation of 0.8997, which likewise suggests a moderate level of preference. finally, the average score for performing better in class when working independently is 2.86, with a standard deviation of 0.8392, which once again suggests a moderate degree of enhancement. moreover, the findings on the visual learning style of students, with an average score of 3.28 and a standard deviation of 0.7366, indicate a moderate preference for visual stimuli. this aligns with prior research that emphasizes the significance of visual elements in the learning process. the high mean score (3.67) in understanding instructions suggests that the written information is effective for this specific group of learners (fleming & mills, 1992). furthermore, the moderate average (3.33) for remembering instructions when read suggests a well-balanced reliance on visual memory, corroborating earlier studies that highlight the significance of visual recall in the learning process (dunn & dunn, 1993). however, the lower mean (2.37) for gaining knowledge from reading textbooks in comparison to listening to lectures indicates a potential challenge with traditional lecture approaches. this finding aligns with research suggesting that those who have a preference for visual learning may find lectures less engaging when compared to teaching methods that are more interactive and visually-oriented (felder & brent, 2005). the findings for the second indicator of students’ learning style, specifically tactile, provide an average score of 3.23 with a standard deviation of 0.651. this indicates a moderate preference for acquiring knowledge through practical and physical experiences. this aligns with the existing corpus of research that emphasizes the significance of using tactile elements in instructional approaches. the mean score of 3.27 suggests that students who actively engage in class projects have a greater opportunity for improved learning. this discovery provides evidence that individuals who learn by touch benefit from participating in practical tasks, as proposed by dunn and dunn (1993). moreover, the mean score of 3.26 for enhanced memory during the process of building something emphasizes the correlation between physical engagement and improved capacity to retain information (silverman & gardner, 2008). the results on the third indicator of students’ learning style, which focuses on the auditory aspect, show a modest inclination towards auditory learning experiences. this is corroborated by a mean score of 3.34 and a standard deviation of 0.7076. this aligns with contemporary scholarship that recognizes the importance of auditory stimuli in educational environments. the efficacy of traditional lecture formats for auditory learners is underscored by the notable average score of 3.68 for enhanced classroom learning when educators provide lectures (harp, 2018). moreover, the mean score of 3.52 suggests that individuals who are auditory learners benefit from receiving spoken instructions, as proposed by nelson and schunn (2009). the mean score of 3.26 for improved learning through verbal explanations aligns with research findings that emphasize the effectiveness of verbal explanations for certain learner profiles (pashler et al., 2008). however, the fact that the average score for storing auditory information is 2.68, lower than that for written information, highlights the need to use multiple instructional modalities to accommodate the diverse learning preferences of students (dunn & dunn, 2016). pa ge 18 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 176-182, 2024 the results regarding the fourth, fifth, and sixth markers of students’ learning styles offer valuable insights into their inclinations towards collaborative and individual learning experiences. the fourth indicator, relating to group learning, has an average score of 3.35, suggesting a well-balanced inclination towards collaborative work. the mean score of 3.42 for increased efficiency when collaborating with others aligns with contemporary research that highlights the benefits of cooperative learning, such as heightened productivity and the development of collective knowledge (panadero et al., 2017). however, the somewhat lower mean scores for optimal learning in a collaborative environment (3.05) and enjoyment of group assignments (2.94) suggest that while students acknowledge the advantages of working in groups, they may not necessarily prefer it for their own learning style. in relation to the fifth criterion, which is kinesthetic learning, the findings indicate a modest preference for learning through hands-on activities and direct experience, with an average score of 3.27. the study done by dunn and dunn (2016) found that kinesthetic learners get greatest learning benefits while actively engaging in activities closely related to the course topic, as indicated by the substantial mean score of 3.35. the mean ratings for affectionate experiments (3.23) and a proclivity for hands-on activities in the classroom (3.12) underscore the importance of including dynamic and interactive elements into instructional methods to cater to the inclinations of kinesthetic learners. the sixth indicator, which assesses individual learning preferences, has an average score of 3.38, indicating a moderate inclination towards independent study. the mean score of 3.50 for enhanced memory recall during independent study aligns with other studies that emphasizes the benefits of solitary studying for certain types of learners (kornell & bjork, 2007). the average scores for learning efficacy in solitude (3.14) and for persons with a preference for independent work (3.08) indicate a balanced approach to individual learning. this suggests that individuals recognize the advantages of self-directed study but may not fully prefer it. level of the academic performance of 1st year education students in terms of language proficiency academic performance pertains to the students’ linguistic proficiency scores. the provided results indicate the level of achievement that the students have attained in a language proficiency test. the high average score for students’ academic performance can be attributed to the outstanding performance of students in terms of language proficiency. table 2: level of the academic performance of 1st year education students in terms of language proficiency academic performance mean sd class proficiency performance level quality index descriptive language proficiency 42.97 4.1731 78% 91% students have mastered the skills in the subject. outstanding the table above shows that the students’ academic achievement, namely in language proficiency, was considered outstanding, with a class proficiency rate of 78% and a performance level of 91%. furthermore, it reveals that the mean score was 42.97, which can be linked to the outstanding performance of students in language proficiency. this indicates that the pupils have attained a significant level of expertise in the subject matter. the table also presented the standard deviation, which was recorded as 4.1731. this score indicates a substantial degree of variability in the data. it indicates a substantial difference between the highest and lowest results of students in the language proficiency test when compared to the average score. the reported data emphasize the outstanding academic achievement of the students, particularly in terms of their language proficiency, with an average score of 42.97. this finding aligns with contemporary research that emphasizes the importance of language proficiency as a critical determinant of academic success (griffiths, 2019). an extensive mastery of language is often associated with effective communication, logical thinking, and overall cognitive development, hence bolstering students’ performance in several academic disciplines (cummins, 2017). the mean score, which is higher than average, demonstrates the children’ impressive performance and showcases their proficiency in linguistic skills. however, the considerable standard deviation of 4.1731 emphasizes the notable variation in students’ language competency ratings. the variability in language acquisition among students can be impacted by various factors, such as individual learning preferences, teaching methodologies, and environmental stimuli (sundqvist & sylvén, 2017). in order to attain more consistent language proficiency outcomes, educators must address this dispersion and tailor instructional techniques and interventions to match the needs of diverse learners. significance on the relationship between the learning styles of 1st year education students and their level of academic performance in terms of language proficiency the aim of this study is to investigate whether there is a notable correlation between the learning styles of firstyear education students and their language competency in terms of academic achievement. subsequently, pearson’s correlation coefficient (pearson-r) was employed to ascertain the link between the variables. table 3 displays the studied and interpreted results of the considerable correlation between students’ learning styles and their level of academic performance in language proficiency. the table presents the association between the independent pa ge 18 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 176-182, 2024 variable indicators, namely the visual, tactile, auditory, group, kinesthetic, and individual learning styles of students, and their linguistic proficiency as a measure of academic performance. the initial indicator shows a correlation coefficient (r-value) of 0.583* with a p-value of 0.001, indicating a statistically significant link. the correlation between the variables is somewhat positive, with a coefficient of determination of 0.3399. this indicates that 33.99% of students’ academic performance may be ascribed to their visual learning style. the second indicator has a correlation coefficient (r-value) of 0.524* and a significance level (p-value) of 0.001, indicating a statistically significant link. this association exhibits a moderate positive correlation. the coefficient of determination is 0.2746, indicating that 27.46% of the variation in students’ academic achievement can be accounted for by their level of tactile learning style. the third indicator exhibits a strong correlation with an r-value of 0.599* and a p-value of 0.001, suggesting a statistically significant link. the association between the students’ academic performance and their level of auditory learning style is characterized by a moderate positive correlation. the coefficient of determination, which is 0.3588, indicates that 35.88% of the variation in students’ academic performance can be attributed to their level of auditory learning style. the fourth indicator exhibits a correlation coefficient (r-value) of 0.669* with a p-value of 0.001, signifying a statistically significant link. the association between these variables is moderately positive. the coefficient of determination is 0.4476, indicating that 44.76% of the variation in students’ academic achievement can be accounted for by their level of group learning style. the fifth indicator has a robust positive correlation, with an r-value of 0.781* and a statistically significant link, as indicated by a p-value of 0.001. the coefficient of determination is 0.6100, signifying that 61.00% of the variation in students’ academic performance can be explained by their level of kinesthetic learning style. the sixth indicator exhibits a robust positive correlation, with an r-value of 0.778* and a p-value of 0.001, signifying a statistically significant link. the coefficient of determination is 0.6053, indicating that 60.53% of the variation in students’ academic performance can be accounted for by their level of individual learning style. the statistics demonstrate a substantial association between students’ learning strategies and their academic performance in language proficiency. the strong positive correlations (r-values) observed among all six learning style variables highlight the importance of considering different learning preferences in educational settings (pashler et al., 2018). the robust positive correlation coefficients between kinesthetic and individual learning styles suggest a substantial impact on academic achievement, aligning with contemporary research emphasizing the significance of active engagement and tailored instructional approaches in enhancing student outcomes (vermunt & verloop, 2017). the substantial coefficients of determination indicate that a significant proportion of students’ language proficiency in academic performance can be ascribed to their particular learning style. this underscores the significance of customizing teaching approaches to align with these preferences in order to optimize educational results. the results of this study are consistent with the theoretical framework of the dunn and dunn learning styles models. according to this framework, when individuals have a stronger preference for a specific learning style, it is important to provide instructional strategies that are compatible with that style (dunn and burke, 2002). the findings suggest that kids exhibit a wide range of learning style preferences, and they also demonstrate high levels of academic accomplishment in language proficiency. this emphasizes the necessity of implementing appropriate educational strategies. furthermore, robert sternberg’s triarchic theory of intelligence (1980) offers evidence in favour of the concept of creative intelligence, as demonstrated by the wide array of learning styles observed in every student. according to the concept, persons who possess a high degree of creative intelligence demonstrate great ability in combining seemingly unrelated facts to produce original ideas, as seen by their outstanding language skills in competitive environments. conclusion there is a significant association between students’ learning styles and their academic achievement in language proficiency. the data analysis indicates a moderate link between the modalities of visual, tactile, auditory, and group learning and academic performance in language proficiency. moreover, there exists a robust association between kinesthetic and individual learning styles and the level of academic achievement in language competence among students. the association between kinesthetic and individual learning styles and academic performance is stronger than the correlation between visual, tactile, auditory, and group table 3: significance on the relationship between the learning styles of 1st year education students and their level of academic performance in terms of language proficiency iv dv r-value r-square p-value decision visual academic performance 0.583 0.3399 0.001 reject h0 tactile 0.524 0.2746 0.001 reject h0 auditory 0.599 0.3588 0.001 reject h0 group 0.669 0.4476 0.001 reject h0 kinesthetic 0.781 0.6100 0.001 reject h0 individual 0.778 0.6053 0.001 reject h0 *significant at 0.05 level of significance pa ge 18 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 176-182, 2024 learning styles and academic success. furthermore, there exists a robust association between kinesthetic and individual learning styles, as seen by students’ propensity to thrive in classroom environments that allow for active participation, and their enhanced capacity to remember material more efficiently during solitary study sessions. this implies that children who have a stronger preference for kinesthetic and individualized learning methods experience a significant improvement in their language skills and academic performance. recommendations considering the strong correlations found between students’ learning styles and their language competency, we can suggest numerous practical approaches to improve teaching and learning results: 1. acknowledge and adjust to various learning styles by employing a variety of educational methods. for instance, integrate visual aids and multimedia to accommodate visual learners, offer practical tasks for tactile learners, and encourage group discussions for students who favor collaborative learning. this tailored approach has the capacity to enhance engagement and understanding among all pupils. 2. create flexible educational environments that allow students to choose or adapt learning methods that align with their preferred learning styles. this could involve providing a variety of resources, allowing students to select different project formats, or incorporating technology to cater to auditory, kinesthetic, or individual learning preferences. 3. place emphasis on engaging in active learning activities, particularly for individuals who learn best via physical movement and prefer to work independently. to optimize the preferred learning techniques of these kids, include hands-on activities, learning projects that need direct application, and opportunities for self-directed study. 4. implement ongoing teacher professional development programs focused on understanding and implementing diverse teaching techniques. equipping educators with knowledge about different learning styles and successful teaching methods can aid in creating inclusive and efficient learning environments. 5. implement continuous assessment methods that are suitable for various learning preferences. this may involve a blend of written assessments, oral presentations, group projects, and practical demonstrations. moreover, provide precise and valuable feedback tailored to the distinct learning preferences of each person to foster continuous development and advancement. references cummins (2017). cultural mismatch and academic literacy. tesol quarterly, 51(1), 67-86. dunn & dunn (1993). teaching secondary students through their individual learning styles: practical approaches for grades 7-12. allyn & bacon. dunn, r., & dunn, k. 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(1986). the learning style preferences of esl students. tesol quarterly, 20(1), 87-111. shi (2017). in the global setting, according to oxford (as cited in shi, 2017), learning styles are the often steps of behaviors used by language learners to enhance the acquisition, storage, retention, recall, and use of new information. journal of language learning, 27(3), 112-125. silverman, l. k., & gardner, h. (2008). the art of changing the brain: enriching teaching by exploring the biology of learning. ascd. sundqvist, p., & sylvén, l. k. (2017). language-related episodes during collaborative writing: a comparison of pair and small group work. language teaching, 50(1), 33–52. vermunt, j. d., & verloop, n. (2017). congruence and friction between learning and teaching. learning and instruction, 4(3), 359-380. pa ge 1 pa ge 89 american journal of multidisciplinary research and innovation (ajmri) leaders’ leadership theory in a management perspective nasibullah khalili1* volume 2 issue 5, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i5.2064 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 30, 2023 accepted: september 28, 2023 published: october 10, 2023 leadership is the most important characteristic of a manager. leadership is a spiritual tool for the better use and organization of human activities, coordination, abilities and characteristics. the manager or leader has leadership resources. the basis of these sources may be formal and possibly informal, which is necessary to understand. there are various institutions in the political, cultural, social and economic spheres of societies; each of these employees has different characteristics and different qualifications, which need to be studied so that organizations and institutions can develop well. to this end, the ability to lead has been researched by managing science researchers. a manager has different solutions to achieve the goal to solve his problems better and reach the goal on a regular basis. these solutions are the various theories that have been developed by the science researchers. management science researchers have already clarified the logical approach of any solution or theory for a manager or leader, highlighting the advantages and disadvantages, which makes it much easier for a manager to lead. keywords formal and informal leadership, theories of leadership, what is leadership introduction the world’s most advanced societies have intelligent leaders and excellent leadership. on the contrary, the backward societies of the world are currently facing various problems regarding leadership. the people of the backward countries still have wrong beliefs about leadership. (muslih. 2019) leadership is the process of organizing and coordinating activities to achieve goals. leadership is a skill for a leader or manager, which has an impact on the activities, achievements and behaviors of subordinates. the goal of leadership is to perform activities well and achieve goals. (msg. 2023) “the action of leading a group of people or an organisation.” this is the definition given above by the oxford dictionary for leadership. leadership is to control the situation in a good way and one of the abilities and duties of a manager is to lead. (emeritus.2023) management scholars have given different theories about leadership. these theories are divided into two parts that exist in the past and the present. it is necessary for a manager and leader to have the ability to lead and to have extensive information about leadership. in order to achieve their goals in a good way, it is necessary for every manager and leader to read different theories of leadership and to understand well about different types of leadership. (muslih. 2019) in this article, leadership is explained from the point of view of management scholars. information about formal and informal leadership has been given, and in the third part, there are various theories of management science researchers about leadership, which will be very necessary for a manager or leader in the field of leadership. in this article, a large amount of information has been collected for every manager and leader to control the organizations of different parts of the society, to achieve the goals appropriately and to understand and use the human abilities in their place and time. what is leadership leadership is the science and art of influence in the people, which affects activities in such a way that people move towards the goal set. leadership is the process of encouraging, influencing and guiding others in the organization, to ensure that employees work effectively and achieve the organization’s goals. (hill.2008) leadership is the ability and influence of an individual or group to influence the members and activities of a community, organization or team in order to achieve certain goals. leadership is an ability and uniqueness that any individual can achieve by using his or her mental strength and material resources and enjoying that ability. in any organization, team and society, people who are working in lower positions can also achieve leadership capability. leadership is an ability and necessity that every society needs economically, culturally, politically, socially and in every aspect of life. in every sphere of life, human beings face difficulties, problems, hardships and joys. in view of these situations, sometimes human beings are obliged to make difficult, comfortable, relaxed and serious decisions. (barney and pratt. 2021) leadership is a set of activities and capabilities used to implement and formulate large and continuous plans, to formulate guidance principles and to improve an organization. leadership is an skill and ability that human beings can achieve and learn. human beings haven’t come into the world with this skill at the time of birth, this 1 faculty of law and political science, bost university, peace watt, lashkar gah 3901-helmand, afghanistan * corresponding author’s e-mail: khalilinasibullah@gmail.com pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 89-95, 2023 ability wasn’t in the minds and activities of human beings, but over time every human being can better understand society, study human beings deeply, understand leadership and finally learn good leadership, and gain leadership skills. every member of the community who works in a position can learn new skills, acquire new abilities, study their environment better and learn about leadership. leadership is about learning what to do with it’s subordinates and to be able to create better guidance, implement them and achieve set goals. (mc kinsey. 2021) leadership is an skill that has a motivating effect on others to better achieve goals. leadership is a beautiful skill of motivation to motivate individuals to achieve set goals, make good use of resources and coordinate all members of a team, community or organization. (ward. 2023) there are many similarities in the above views of the scholars and most of all the concept is the same. in my opinion, leadership is an ability to have an impact on the subordinates to achieve the appropriate goals, the best use of the staff ’s capabilities, to manage and solve problems in crisis situations, and ultimately to make as expected progress and innovations. leadership is a great process to avoid future risks and problems and to take appropriate measures in times of trouble. make progress and create innovations. formal and informal leadership leadership can have a formal aspect, formal leadership source is an official authority, such as leading in government agencies, various organizations and other formal societies. it can also be that leadership has an informal aspect and doesn’t originate from an official authority, such as leading religious groups, tribes, and other informal groups. whenever leadership has an official aspect so has an official authority and source ; and it’s discussed in the administrative framework, then the people under formal leadership are official employees and are called employees. but in the event that the leadership has an informal aspect and doesn’t take its source from the official authority and is outside the official administrative framework, then the people under informal leadership are called followers. from the aspect of management leadership is defined formally, which means organizing and controlling most of the employees. management leadership is done by giving direction, guidance, vision and encouragement. every good manager who is appointed in official positions is checked for his leadership ability. it is obvious that the best managers have good leadership skills. informal leadership is widely seen in religious groups, tribes and other such groups and we have examples of this type of leadership. so far, informal leadership doesn’t has specific and accepted rules. (faqerzai. 2013) theories of leadership theories about leadership: people have been interested in leadership since the time when the work in organizations and societies started in group form. this means that when organizations and societies started using groups, it became necessary that these groups should be led and managed. but this work wasn’t done until the beginning of the 20th century; rather, since the beginning of the 20th century many people have thought about leadership and researchers of various sciences have conducted researches in this area. in the same field, researches was also done by management science researchers, and in result management science researchers have created some theories. this theories divides into two parts, one is an ancient theory and the other is a contemporary theory. (muslih. 2019) the following chart summarizes the leadership theories related to the article: figure 1: summarizes the leadership theories pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 89-95, 2023 ancient theories about leadership ancient theories have more emphasis on the leader and the leader’s image with other individuals and other groups under investigation. the former theories make it clear who the leader says to, what the leader does, how he treats individuals and groups and so on… the first theory in the series of ancient theories is called the great man theory. (muslih. 2019) this theory became very popular in the 19th century. historian thomas carlyle has a great influence in creating this theory. according to carlyle, the best leaders in the history of the world were born with the best characteristics and leadership skills. carlyle was a historian, he believed that the best leaders in difficult situations have been created on the basis of divine inspiration with excellent leadership skills. carlyle’s same thoughts created this theory. according to this theory, leadership is a divine gift and when man is born, leadership is also born with him. the emphasis of this theory is that the leader has some abilities that¬ god has given to leaders naturally and these abilities can’t be acquired. according to this theory ordinary people and leaders are different from the time of birth. some famous and leading leaders of the world were said to be born in a legendary and natural way; such as mahatma gandhi, abraham lincoln and alexander the great. in the 19th century, the leaders of the time and their activities helped to popularize this theory. (cherry. 2020) the great man theory soon lost its originality, faced many criticisms and was rejected. instead of this theory, new theories have been created, which according to the new theories, leadership qualities can be learned. (muslih. 2019 contemporary theories in contemporary times, with the development of societies, social activities and the production of various sectors also increased. with the increase of these activities, the increase of production, the emergence of various groups and companies, the emergence of organizations and many other large institutions, the need for management scholars to create new theories in order to meet the needs of human societies has increased. they answers and solves the existing problems in the field of management so that the activities are carried out in a regular and coordinated manner and the goals are achieved. managers or leaders of different departments needed to learn new leadership methods and types according to the current situation in order to organize their institutions and organizations in a better way. in order to meet these needs, management scientists have conducted various researches, which we will read together here. these researches have been created in different ways, in order to solve different situations and different problems, and they are very necessary for the present time. these theories are as follows. (muslih. 2019) trait theory in the field of leadership, the researches that was conducted during the 1920 and 1930 years was on the characteristic of the leader, which distinguishes the leader from the people who aren’t the leaders. (shafritz. 2011) in this section the characteristics and treats of some leaders have been studied and researched. leaders’ physical development, appearance, social class, emotional stiffness, eloquence of language and so on were studied and researched. after all this researches, researchers haven’t been able to find traits that make a difference between a leader and a non-leader at any time and in any place. (stephen. 2006) this theory also derives from carlyle’s vision, which he gave in the middle of the eighteenth century. carlyle believed that the characteristics of leadership were born with human beings in a divine and hereditary way, they are with these treats from creation. (cherry. 2022) after research, the scholars suggested that we are optimistic that there are certain qualities that can be used by leaders around the world. there are seven of these characteristics, each of which we study in detail below: 1. leaders must show their power to the people at the highest level and be more interested in achieving their goals. 2. honesty: the leader must establish a real and credible relationship with his followers, there isn’t always a difference between his words and deeds.3. selfconfidence: the leader must have self-confidence and be able to convince his supporters about his goals and decisions. 4. intelligence: the leader must be vigilant in order to gather and analyze a large amount of information. 5. with information related to the job: a good leader should have enough information about his organization and technique and this in-depth information can lead to the right decisions. 6. eager for leadership: the leader must have a strong desire to influence others, lead them and be willing to take responsibility. 7. the leader must be strong, friendly and alive. (stephen. 2006) behavioral theories behavioral theorists believe that leaders are made, not born. in this theory, the action of the leader is looked at, not his understanding of how much intellectual power he has in which area. (griffin. 2006) this theory is also known as style theory and sometimes researchers refer to it as style theory. researchers of this theory believe that every person can learn how to behave and then be a leader. (wgu. 2023) behavior is a set of actions and reactions that all living things perform in order to organize their affairs in order to achieve their goals. our goal here is human behavior, so it is better to discuss human behavior as well. human behavior is also a part of the behavior of living beings that can be affected by human emotions, culture, ethics, religion, coercion, love, relationships and others. human behavior is different from other living beings due to the existence of the above factors. (technofunc. 2023) researchers believe that behavioral theory can create a more specific and effective way to lead than trait theory. attitude theory is based on the leader’s behavior, morals pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 89-95, 2023 and behavior, what kind of behavior and morals a leader uses among his employees in order to be able to lead people properly. there are four basic researches in this section, each of which we will study in detail. (muslih. 2019) lows university researches this research was done by kurt levin and his friends. they identified three types of leadership by looking at the leader’s behavior. after the publication, this theory gained international recognition. (ahmadzai. 2012) autocratice leadership this is the leadership in which the leader keeps all the power in his hand and uses command to do the work and orders others. the leader makes comprehensive decisions and sometimes allows others to participate in it, but their opinion isn’t given any importance by the command. this is the reason that all the employees accept the order in this leadership, if the order has a good result and if it has a bad result, then the employees don’t pay attention to it. this type of leadership has some advantages and disadvantages. (ahmadzai. 2012) advantages of autocratice leadership 🗸 in this leadership, decisions are made easily because the power is with one leader and there is no consultation with others, therefore wasting time is prevented. 🗸 using this type of leadership is effective in emergency situations. (muslih. 2019) 🗸 when a group wants to make a negative decision in emergency situations, this theory can manage them quickly and prevent negative results. (sam. 2016) 🗸 mandatory leadership is very useful for leading an inexperienced team because the employees don’t have good work experience, so they need serious instructions. 5. there is less pressure on employees and they are only focused on performing their duties. (harappa. 2021) disadvantages of autocratic leadership 🗸 in this type of leadership, the relationship of employees with the leader deteriorates, and their interest in work decreases. 🗸 since the staff isn’t given a share in the decisionmaking, their talents and abilities aren’t being used properly and as a result their progress is hindered. 🗸 if this method of leadership is used continuously, it will have many negative consequences. (muslih. 2019) 🗸 creating a system that is unconsciously left unconscious, because this leadership is very fast. (harappa. 2021) democratic leadership this is the type of leadership in which the leader considers his employees as partners in the decision while making decisions, the leader entrusts his powers to others in some areas and gives confidence and courage to his employees to make decisions and participate in setting goals. in participatory leadership, decisions are made jointly and with each other’s cooperation, there is full cooperation in work and affairs, and the relationship is friendly. the leader listens to the opinion of each of his employees and values it well. the leader like a good coach, only supervises the work and guides the employees in order to improve the work in some areas. (ahmadzai. 2011) leaders in democratic leadership take the opinion of their employees from time to time. he asks about the problems of the employees and takes their opinion. he takes a look at the development of every part of the employees and uses their abilities to create a better development. the leader tries his best to make the employees cooperate and develop with each other as a team. (srivastava. 2022) advantages of democratic leadership • in this leadership, decisions are made easily because the power is with one leader and there is no consultation with others, therefore wasting time is prevented. • using this type of leadership is effective in emergency situations. (muslih. 2019) • when a group wants to make a negative decision in emergency situations, this theory can manage them quickly and prevent negative results. (sam. 2016) • mandatory leadership is very useful for leading an inexperienced team because the employees don’t have good work experience, so they need serious instructions. • there is less pressure on employees and they are only focused on performing their duties. (harappa. 2021) disadvantages of democratic leadership • as there are many consultations in this method, the decision-making process takes a lot of time and the decision isn’t easily made. • in this way, the employees doubt the knowledge and talent of the leader. • when making a wrong decision, all employees blame each other and don’t accept any responsibility in particular. (faqerzai. 2013). free leadership free leadership: in this type of leadership, leaders give all their power and authority to employees and do their work as they see fit. the leader has a symbolic figure and all other work is done by the employees. in this type of leadership, employees are satisfied and use their knowledge properly. in practice, this type of leadership has many problems. for more clarity, we first study its advantages and then its disadvantages. (russell. 2011) advantages of freedom leadership • in this method, the employees under the hand freely and continuously benefit from their knowledge and talent. • employees feel high job satisfaction. • knowledge and experience of employees are used. (russell. 2011) disadvantages of independent leadership • in this type of leadership, the commander loses his dignity and status among the employees and the pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 89-95, 2023 employees don’t respect him. • in this type of leadership, employees don’t perform activities properly and the level of activities is weak because the leader generally doesn’t have proper monitoring and control. • in this way, arbitrariness is revealed in the activities of the employees under the hand. (russell. 2011) in the research of kurt and his friends, it was revealed that sometimes autocratic and sometimes democratic leadership is beneficial. that is because sometimes high performance is seen in automatic leadership and sometimes high employee satisfaction is seen in democratic leadership. from commanding leadership when more work is needed; and when the issue of employee happiness arises, democratic leadership is used. or when the manager has knowledge and experience then autocratic leadership, and if on the contrary the employees have full experience and knowledge, then it is useful to use democratic leadership. (kendra. 2023) ohio state researches ohio state research: the owners of this research have considered two dimensions about the behavior of the leader, one of which has an innovative structure; in which your principles and the principles they have developed for other members should be used properly. to achieve set goals, to be a workaholic and to have a good relationship with his employees. the second dimension is the care that a leader’s job relationship is mutually believable and respectful of and respecting the views and feelings of other members. when a leader has a high level of attention, he can easily cooperate with them in their personal problems. the leader has friendly relations with all and also treats all equally. (griffin. 2006) according to ohio state research, when a leader has these two dimensions, the innovative structure and attention, he is the highest and best leader. but if one isn’t one of these two dimensions or both, it causes the leader not to be well. (muslih. 2019). payh-goal theory the main purpose of this theory is that the leader should set goals to his employees, clarify the goals to them, explain the appropriate way to achieve these goals and overcome the existing obstacles. (muslih. 2019) the theory of goal-determination considers the actions of the leader to be very important. researchers in 1970 developed the theory of goal-determination, but later in 1996, robert j. house entered a good framework. this theory emphasizes that the style, ethics and actions of the leader all have a direct impact on staff and achievements. according to this view, standards must be set for the leader’s actions and styles so that the leader can achieve better goals. (bailon. 2023) in this theory, leadership has been studied in a variety of situations and it will be clear that effective leadership is created with the help of the causes of the situation. these factors are: 1. characteristics of individuals or employees such as needs, self-confidence and ability. 2. maintain work environment, job segments, rewards system and relationship with colleagues. (stephen. 2006) parts of payh-goal theory supportive leadership in this leadership the needs and happiness of the employees are valued, the leader strives to create a happy and comfortable organizational environment. participative leadership in this leadership, employees are given a share in decisionmaking, as it encourages encouragement. instrumental leadership in this type of leadership, employees are given special instructions and it is clear what is expected of them. achievement oriented leadership setting challenging goals, making progress in performance and believing that employees will achieve higher goals. (stephen. 2006 498-499) a good leadership approach in this theory depends on the situation. when the situation is dull, the pressure on the employees is high and it’s difficult for them to find a solution, the leader encourages them at this time; creates solutions, guides all the subordinates and controls the situation to make progress and achieve great achievements. it’s permissible for a leader to take advantage of all of the above, but the leader must better understand the characteristics of his employees, the work environment and all existing conditions based on this theory and then decide which approach to use. it depends on the ability of the leader to get out of the difficult situation and choose the right approach. (muslih. 2019) decision theory this theory is also called (leaders participation theory). this theory was developed by victor vroomand and phillip yetton. they consider the type of leadership as participative in decision-making, the extent to which employees are given the right to participate in decisionmaking. they have proposed five types of leadership in terms of employee participation in decision-making. (terry. 2014) decision theory has a wide range of users. it’s used by marketers, companies, politicians, traders, psychologists, philosophers and many others around the world. decision theory is important because it helps us find the best solutions in difficult situations. (wallstreetmojo. 2023) decision theory has five types the first type of automatic leadership in this type of leadership, the leader makes his own decision in all areas and to solve all problems. that is, it depends on the available information. the second type of automatic leadership in this type of leadership, the leader asks for information from his employees about the subject, then makes a pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(5) 89-95, 2023 decision on his own without the intervention of the employees. he gives his hand, but he doesn’t have the authority to decide on his own. counseling leadership in this type of leadership, when a problem arises, the manager shares the problem with each of his employees and collects suggestions from them to solve it. then, after that, take a decision with a lot of attention. group consultative leadership in this type of leadership, the problem is shared with the employees as a group. each group discusses a specific problem, collects ideas and suggestions from group members and submits them to the leader. the leader studies the opinions and suggestions of each group, analyzes them and then makes a decision. second group leadership in this type of leadership, the leader shares information about the problem with all the employees at once and takes information, suggestions and opinions about the problem from all of them. in this type of leadership, the leader gives great importance to the opinions of employees and subordinates. after collecting the ideas, the leader accepts the ideas and implements them; that is, he gives all the power to the group and accepts their correct decisions. (terry. 2014) conclusion leadership is both a skill and a knowledge that can be used in various areas of society. there are various institutions and organizations in the society in cultural, political, economic, social and other fields, and these institutions and organizations need a good type of leadership and a good leader. leadership is a useful ability to organize activities, make good use of employees’ abilities, find solutions to achieve goals, solve problems and achieve good results. there are good standards and theories for learning leadership, so that we can learn leadership in a good way and respond positively to the needs of communities in this area. leadership can have different forms, the most important of which is formal and informal leadership. in every society, there are different types of leadership, some formal and some informal, so it is important to understand these types of leadership. formal leadership is a part of leadership that has originated from a recognized and official source at the international or national level, on the contrary. informal leadership doesn’t have an official and recognized source at the international or national level. there are many theories about leadership. this theories is divided into two parts, one part is the old theories and the other part is the current theories. in the past, there were no known standards about leadership, or maybe the leaders of the time didn’t want to create new leaders, so there were wrong beliefs about leadership. the oldest leadership theory we have is the great man theory. this theory believes that leaders are created in a mythical and divine way and no one else can join in this ability. with the further development of societies, there were many criticisms on this theory and this theory fell out of use. management researchers have started trying to find a logical and good solution to this need in the field of leadership. after this, there was a theory in the field of leadership that examined the physical structure of the leaders, the firmness of emotions, the eloquence of language and logic, social behavior and ethics. scholars in this field created a theory that the characteristics of leaders are different from other people. after this, further developments were made in the field of leadership. another group of scholars created a theory that a leader isn’t born, rather it’s an ability and every human being can acquire this ability if he tries. various universities and many scholars have conducted research on this theory, which has created better theories and types of leadership to respond positively to the needs of human society. at this stage, these theories shed light on the dark side of leadership. different types of leadership have emerged that leaders can control difficult situations in a good way. in this regard, lows university research and ohio state research are worth mentioning. there was further development in leadership and the pay-goal theory was born. this theory turned out to be very useful. this theory proposed various factors and put them under investigation. in these factors, human needs, self-confidence, abilities, working environment, different parts of jobs, reward system, cooperation system and other factors were well studied. after considering these factors well, this group of scholars created different types of leadership. after these types, the leaders were able to lead in a good way by considering the situations, goals and problems of the organization after a detailed analysis of the personalities and abilities of their employees. in order to better understand the leaders and managers and to find systematic solutions, another theory came up to help them in making decisions. this theory is called decision theory. this theory gives leaders and managers the ability to use the abilities of all employees according to the situation in decision-making and finally make a good decision. in short, taking into account the personality, abilities, experiences, enthusiasm, logic, eloquence and eloquence of the employees, different theories and types of leadership will help a leader and manager to find good solutions from a crisis situation. to pursue his goals in difficult situations, to keep the morale and courage of his subordinates high, to expand the production level, to carry out new initiatives and to lead a successful leadership that is a good and reform for all mankind. create a better society. a society that is free from all kinds of negative factors will have beautiful achievements and life will be beautiful and comfortable. references ahmadzai, babrak. 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(2022). democratic leadership style. retrieved from https://www.betterup.com/blog/ democratic-leadership-style-pros-cons-examplesand-how-to-make-it-work pa ge 1 pa ge 61 american journal of multidisciplinary research and innovation (ajmri) navigating the academic gap: a phenomenological inquiry on the experiences of teachers in deped’s catch-up fridays pedro p. raymunde jr.1*, johnmark b. lapuz1, michael c. morre jr.1, janet r. uyangoren1 joecel jan m. gomez1, jehu a. villamil1 volume 3 issue 5, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i5.3587 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 01, 2024 accepted: september 29, 2024 published: october 02, 2024 this research examines the implementation of deped catch-up friday, a strategic initiative introduced by the department of education in the philippines to address academic disruptions caused by the pandemic. the study investigates how this initiative has affected teachers’ practices, workload, and overall well-being. a qualitative study, particularly phenomenological inquiry, was used. through purposive sampling, 22 secondary public-school teachers served as participants in this phenomenological study. the results yielded three themes with regard to the experiences in catch-up friday: challenges in the preparation, gaps in educational resources, and barriers in student motivation. regarding the coping mechanisms of teachers in catch-up fridays, four themes emerged: strategic intervention, diverse expertise, systematic evaluation, and technology-enhanced instruction. moreover, three themes emerged as the insights of teachers in the implementation of catch-up fridays: an inclusive learning environment, addressing struggling learners, and requiring tailored instructional approaches. recommendations include strengthening support structures for teachers, promoting student-centered approaches, and implementing structured feedback mechanisms to continuously improve the initiative. the research underscores the need for ongoing evaluation and adjustments to ensure that deped catchup friday effectively supports students and educators, fostering a more resilient and adaptive educational environment. keywords catch-up friday, department of education, phenomenology, philippines, qualitative introduction the covid-19 pandemic has had a significant and farreaching impact on the global education system, resulting in disturbances to teaching and learning. the pandemic has resulted in notable disparities in learning. extended periods of school closures, the transition to online learning, and the unequal availability of educational resources have led to disparate learning outcomes. saro et al. (2024) found that a significant number of students are experiencing academic setbacks due to insufficient resources and support for remote learning. in the philippines, bacelonia (2024) reported that the department of education (deped) has introduced several measures to tackle these difficulties, including the implementation of the “catch-up fridays” program as outlined in deped memorandum no. 001 s. 2024. this program is specifically developed to allocate focused time for teachers and students to tackle academic backlogs, strengthen learning, and guarantee that every student progresses in their educational journey without being left behind. furthermore, as stated by bermudez (2024), the existence of learning gaps has significant consequences for students’ academic advancement and future prospects. students who lag behind in their studies are prone to encountering diminished desire, reduced self-worth, and heightened apprehension regarding their academic achievement. the emotional and psychological consequences can additionally impede their capacity to make progress, establishing a pattern of academic underperformance. furthermore, disparities in education can be exacerbated by learning gaps, as students who have access to greater resources and support are more capable of navigating the difficulties of remote learning in comparison to their less privileged counterparts. sor and caraid (2021) posited that over time, disparities in learning can have a detrimental impact on students’ future employment opportunities and their ability to move up the socio-economic ladder. an extensive educational basis is essential for obtaining advanced abilities and expertise required for pursuing higher education and succeeding in the work market. unresolved, these disparities might result in a less proficient labor force, affecting the nation’s overall economic growth and competitiveness. according to sevillano (2024), catch-up fridays give teachers a structured chance to go over and reinforce important ideas and skills that students may have missed or had trouble with during normal class times. the goal of this project is to improve student success by giving them more time to learn and giving them individualized help. but the success and usefulness of these kinds of programs depend a lot on the thoughts and experiences of the teachers who are in charge of putting them into action. according to chi (2024), it is essential to comprehend the experiences of teachers engaged in catch-up fridays for multiple reasons. teachers’ perspectives can offer significant input on the program’s efficacy, identifying 1 davao de oro state college, compostela, davao de oro, philippines * corresponding author’s e-mail: pedro.raymunde@ddosc.edu.ph pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 61-70, 2024 its strengths and areas for enhancement. furthermore, investigating the experiences of teachers can uncover the difficulties they encounter, including the management of their workload, the availability of resources, and the participation of students. this information can then be used to develop more effective policies and practices. ultimately, recording these experiences enhances our comprehension of how educational interventions during crises can be maximized to provide optimal support for both educators and learners. this research aimed to explore the experiences of teachers in deped davao de oro with regards to the catch-up friday initiative. by employing phenomenological approach, such as interviews and focus group discussions, the study sought to capture the nuanced perspectives of educators, shedding light on the practicalities of program implementation and its impact on teaching and learning. through this exploration, the research endeavors to provide actionable insights that can guide the enhancement of current and future educational interventions within the deped framework. research objectives this study explored on the experiences of the deped teachers with regards to the implementation of catchup fridays, which were thoroughly examined through data collection via in-depth interviews and focus-group discussion. specifically, it aimed to answer the following questions: 1. what are the experiences of the deped teachers with regard to the implementation of catch-up fridays? 2. what are the coping mechanisms of the deped teachers with regard to the implementation of catch-up fridays? 3. what are the insights of the deped teachers with regard to the implementation of catch-up fridays? scientific basis/theoretical framework this study is based on jerome bruner’s scaffolding theory (1960). it discusses how instructors and other experts help students with their cognitive development. scaffolding entails offering temporary assistance to students while they learn new skills, with the goal of gradually withdrawing this assistance as students grow more proficient and autonomous. scaffolding theory, based on vygotsky’s socio-cultural theory and further developed by bruner, provides a strong framework for facilitating learners’ cognitive development. scaffolding assists learners in closing the gap between their current abilities and prospective accomplishments by offering contingent, fading support via interactive discussion. its use in a variety of educational contexts demonstrates its adaptability and efficacy in encouraging active learning, developing independence, supporting diverse learners, and increasing motivation. scaffolding remains a key instructional approach for effective teaching and learning, bringing students to greater competence and confidence. materials and methods this research study employed a qualitative research design. particularly, phenomenology approach was employed. according to creswell (2017), this approach aims to explore and understand human experiences from the first-person perspective, focusing on the meanings that individuals ascribe to their lived experiences. it provides a deep, nuanced understanding of human experiences by focusing on the meanings and essences of those experiences as lived by individuals. by emphasizing the subjective perspective and utilizing methods such as bracketing and in-depth analysis, phenomenological research offers valuable insights into the complex nature of human consciousness and existence. further, the selection of deped teachers in davao de oro were done using purposive sampling techniques, which is a type of non-probability sampling. the selection of participants was determined by their ability to make a comprehensive contribution to the study and enhance our understanding of the examined phenomena (levinson, et al., 2018). the researchers invited 22 teachers to take part in the research study. a total of eleven participants were included in the focus group discussion (fgd), while another eleven people were involved in the in-depth interview (idi). in addition, the researcher utilized an interview guide tool that facilitated the generation of themes as a result of this study. the questions encompassed the experiences of the deped teachers in the implementation of catch-up friday. moreover, the researcher utilized the zoom platform for conducting the interview. the objective of this recording is to document the entire duration of the interview in order to facilitate the study of significant issues discussed throughout the interview. this documented the idi (indepth interview) and fgd (focus group discussion) dialogues. transcription and theming analysis were conducted based on the recorded data. each interviewee was provided with a duplicate of the interview transcripts for the purpose of verification. consequently, the participants signed an informed consent form. the informed consent form contained a detailed explanation of the research significance, purpose, and objectives. likewise, the researchers employed the braune and clarke’s (2006) methodology in conducting theme analysis. the researcher analyzed the transcribed recorded in-depth interviews and fgds to identify patterns, fundamental concepts, and themes. the data collection from the study’s participants adhered to established guidelines and procedures to address ethical concerns regarding the evaluation of the reading proficiency levels of students during the implementation of catch-up friday. specifically, four ethical issues were observed: informed consent, risk of harm, confidentiality and anonymity, and conflict of interest (zegwaard, 2018). results and discussion lived experiences of the deped teachers with regards to the implementation of catch-up fridays pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 61-70, 2024 according to labad (2024), catch-up fridays have become a common strategy in many educational institutions, designed to help both teachers and students manage the often overwhelming pace of the academic week. for teachers, these days offer a unique set of experiences that balance the challenges and rewards of education in a fast-paced environment. presented in table 1 explores the complex experiences of teachers as they engage in the implementation of deped’s catchup fridays. the results yielded three themes: challenges in the preparation, gaps in educational resources, and barriers in student motivation. be enhanced to better close educational disparities and promote student achievement. gaps in educational resources when looking at how deped (department of education) teachers used catch-up fridays, the lack of educational tools is very important. for the people who are taking part, these gaps can make the effort much less useful, since fridays are set aside to help students make up lessons they missed and fill in learning gaps. as per the participants, especially those in rural areas, there is a lack of sufficient textbooks or modules for learners. the scarcity compels educators to seek or generate additional resources, a process that can be laborious and anxiety-inducing. even if materials are accessible, they could be obsolete or not in line with the current curriculum, hence reducing their effectiveness for catch-up fridays. teachers must also modify or entirely revamp these resources to ensure their relevance, so increasing their burden. hence, the inequality in technology access is a prominent concern. within their educational institutions, there exists a deficiency of laptops, tablets, and dependable internet access, all of which are imperative for the implementation of contemporary instructional techniques. teachers’ capacity to utilize digital platforms, interactive activities, or online resources is restricted on catch-up fridays. despite the use of technology, there may still be a disparity in the proficiency of teachers and students in utilizing these tools efficiently. the effectiveness of using technology to catch up is diminished without sufficient training or support, hence limiting the potential benefits of these fridays. furthermore, the participants noted that numerous teachers face a shortage of visual aids, manipulatives, or other tangible learning items that can effectively reinforce courses on catch-up fridays. this can provide a significant challenge in topics such as math and science, as these tools are crucial for grasping concepts. meeting the needs of students with diverse learning requirements, such as those with learning disabilities, language hurdles, or differing academic aptitude, necessitates a variety of additional resources. teachers frequently encounter difficulties in locating or producing these resources, impeding their capacity to effectively assist all students. rafanan et al. (2024) argued that the lack of educational resources poses substantial obstacles for deped teachers when it comes to implementing catch-up fridays. to address these deficiencies, the government, school administrations, and communities must collaborate and guarantee that all schools are equipped with the appropriate materials, technology, infrastructure, and human resources to facilitate successful teaching and learning. in the absence of resolving these deficiencies, the objectives of catch-up fridays, which aim to rectify learning disparities and guarantee that all learners are progressing as expected, remain challenging to accomplish. table 1: lived experiences of the deped teachers with regards to the implementation of catch-up fridays themes code/categories challenges in the preparation balancing the curriculum resource availability student engagement gaps in educational resources no instructional materials inadequate technological resources lack of references barriers in student motivation unmotivated students low participation from students uninterested in activities challenges in the preparation catch-up fridays, according to the participants, is an approach in which a specific day is set aside for students to catch up on missed classes, assignments, or other educational activities with the purpose of closing learning gaps. they said that they are having trouble aligning the additional catch-up exercises with the existing curriculum. they stated that it was challenging to ensure that these activities were both relevant and effective in reinforcing the needed competences, especially when the curriculum was already full. furthermore, they lacked the necessary resources, such as teaching materials, worksheets, and technology, to properly perform catch-up activities. this is particularly difficult in under-resourced schools. providing tailored instruction to meet the varying needs of learners was similarly difficult without enough resources or support. in addition, it was challenging to involve learners who may be experiencing difficulties or lack of enthusiasm. students may see catch-up fridays as additional tasks, which could result in resistance or a lack of engagement. ensuring consistent attendance on catch-up fridays was a difficulty, especially when students or parents fail to recognize the significance of these sessions. according to acita et al. (2022), overcoming these difficulties necessitates cooperation among educators, school officials, and the department of education (deped) to offer the essential assistance, resources, and training. by recognizing and addressing these challenges, the implementation of catch-up fridays can pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 61-70, 2024 barriers in student motivation when looking at how deped teachers used catch-up fridays, it’s important to look at the things that kept students from being motivated. participants said that the goal of this initiative is to help students make up lessons they missed and fill in learning gaps. however, the success of the initiative will depend on how ready the students are to engage and participate. participants find it challenging to stay motivated when catching up on missed classes because there are no instant incentives or fulfillment. students sometimes find it difficult to appreciate the immediate worth of catching up, as the benefits, such as greater grades or better understanding, are typically long-term in nature. occasionally, the lack of concrete incentives such as grades, recognition, or awards on catch-up fridays can result in decreased student enthusiasm. in the absence of a distinct and immediate advantage, learners may lack the motivation to exert themselves. furthermore, it has been noted that students who are already facing difficulties may experience a sense of being overwhelmed by the extra tasks allocated on catch-up fridays. this might result in a feeling of despair, as students see that they are unable to make progress regardless of their efforts, hence reducing their willingness to initiate any action. students may find it challenging to manage their usual homework alongside the task of catching up on missed work. the additional burden can induce worry and exhaustion, diminishing their inclination to engage in remedial endeavors. in a study conducted by labad (2024), it was found that students who have faced persistent difficulties may have a diminished sense of self-efficacy, which refers to their lack of belief in their ability to succeed even when they make an effort. this mentality can greatly impede motivation, since students may not perceive the purpose of engaging if they have the belief that they would always fail. the apprehension of failing to reach anticipated standards, particularly following the provision of further assistance, can also serve as a discouraging element. students may refrain from completely participating in catch-up activities as a means of safeguarding themselves against the potential disappointment of failure. coping mechanisms of the deped teachers with regards to the implementation of catch-up fridays according to saro et al. (2024), catch-up friday represents both an opportunity and a challenge for teachers within deped. while it is a valuable tool for addressing learning gaps, it also requires teachers to adopt new strategies and coping mechanisms to manage their workload effectively. presented in table 2 explores the coping mechanisms of teachers as they engage in the implementation of deped’s catch-up fridays. the results yielded four themes: strategic intervention, diverse expertise, systematic evaluation, and technology-enhanced instruction. table 2: coping mechanisms of the deped teachers with regards to the implementation of catch-up fridays themes code/categories strategic intervention positive reinforcement remedial resources competency setting diverse expertise specialization-based teaching collaboration group discussions systematic evaluation preand post-assessment post-reading and writing tests formative and summative test self-evaluation technologyenhanced instruction digital learning platforms technology-integration interactive online platforms strategic intervention strategic intervention plays a crucial role in comprehending the coping strategies that deped teachers utilize when implementing catch-up fridays. participants perceived these interventions as purposeful measures and tactics employed by teachers to tackle the difficulties they have in assisting students in catching up on missed classes and bridging learning disparities. in order to enhance student motivation, the teachers implement reward mechanisms, such as commendation, certificates, or modest incentives, to acknowledge and encourage active participation and development among students during catch-up fridays. these tactics of positive reinforcement aid in the development of self-assurance and foster a persistent commitment. during catch-up sessions, teachers establish shortterm, achievable objectives for students to accomplish. attaining these objectives enables students to encounter triumph, which might enhance their drive and readiness to participate in subsequent sessions. in addition, teachers, acknowledging the deficiencies in educational resources, created customized remedial materials to address the specific requirements of their students. these tools are specifically crafted to streamline intricate topics, rendering them more readily comprehensible to students who are encountering difficulties. teachers incorporate digital tools and internet resources into their teaching methods when they are accessible. educational tools, interactive exercises, and online tutorials offer supplementary explanations and extra practice for students requiring additional assistance. therefore, it is imperative for teachers to discern the most crucial skills and competencies that learners must acquire and concentrate their endeavors on these domains during catch-up fridays. by focusing on crucial subject matter, educators can guarantee that students establish a strong base that will facilitate their future acquisition pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 61-70, 2024 of knowledge. strategic intervention frequently entails revisiting fundamental skills that students may have overlooked in previous grades. by rectifying these deficiencies, educators assist learners in acquiring the essential knowledge and competencies required to excel in more difficult subjects. zabala (2023) argued that strategic intervention is crucial for deped teachers as they confront the difficulties of implementing catch-up fridays. teachers can effectively support their students in bridging learning gaps by implementing focused tactics, such as differentiated instruction, resource creation, positive reinforcement, and adaptive teaching methods. these interventions not only facilitate academic progress for students but also cultivate a more favorable and captivating learning atmosphere, which is essential for sustained student achievement. by implementing strategic intervention, teachers may more effectively handle the intricacies of their jobs and improve the overall efficacy of catch-up fridays. diverse expertise the participants talked about how teachers’ specialized knowledge and skills helped them deal with putting catch-up fridays into place. for them, diverse expertise means using a teacher’s deep knowledge of the subject, teaching methods, and students’ needs to come up with effective ways to close learning gaps. participants noted that specialized remedial teaching teachers have a plethora of solutions tailored specifically to assist learners who are facing difficulties. to assure student development, they employed strategies such as frequent repetition, multi-sensory teaching, and the systematic breakdown of complex activities into smaller, more manageable steps. expertise-based education encompasses the understanding and application of strategies to effectively address and overcome unique learning disabilities or obstacles. teachers incorporated targeted interventions for students with dyslexia, adhd, or other learning disparities, guaranteeing that catch-up fridays are comprehensive and efficient for all students. in addition, diverse expertise was also modified and frequently entails the dissemination of knowledge among colleagues. experienced educators provide guidance and support to less experienced instructors, providing effective techniques for implementing catch-up fridays. this partnership improves the overall educational quality inside a school. experienced educators frequently engage in or take charge of professional learning communities (plcs) in which they cooperate with peers to address difficulties, exchange materials, and formulate fresh approaches for catch-up fridays. the combined knowledge and skills of the teaching staff as a whole are enhanced by this collective competence, which in turn improves their ability to handle difficult situations. according to what was mentioned in the interview, expertise-based instruction utilizes sophisticated teaching techniques, including scaffolding, differentiated learning, and formative assessments. teachers employ these strategies to offer systematic assistance, progressively guiding students towards self-reliance in their education. experienced educators possess the ability to promptly modify their instructional approaches in order to cater to the varied requirements of their students. they possess a high level of expertise in identifying instances where a student fails to comprehend a concept and may promptly adapt their teaching method, be it through re-explanation, utilization of varied examples, or integration of visual aids. fergusson (2022) posited that concentrating on and exchanging specialized knowledge is an effective coping strategy for deped teachers as they confront the difficulties of executing catch-up fridays. teachers that have extensive expertise in the subject matter, advanced teaching techniques, and a thorough comprehension of students’ requirements are more capable of creating and providing impactful remedial lessons. with their knowledge, they are able to design focused, captivating, and supportive learning experiences that assist students in bridging learning deficiencies and attaining academic triumph. by utilizing their specialized knowledge and skills, these educators are able to effectively handle the challenges of catch-up fridays while also improving the overall educational achievements of their students. systematic evaluation systematic evaluation is critical in understanding how deped teachers cope with the challenges of implementing catch-up fridays. participants stated that systematic evaluation involves the ongoing process of assessing the effectiveness of teaching strategies, student progress, and the overall success of the intervention program. this approach helps teachers make informed decisions, adapt their methods, and continuously improve their practices. some educators employ formal evaluation methods, such as end-of-unit exams or standardized assessments, to gauge the overall effectiveness of catch-up fridays. these assessments offer tangible proof of student comprehension and aid in the preparation of future instructional sessions. teachers frequently utilize informal observations of student behavior and involvement during catch-up sessions, in addition to official assessments. by observing how students react to various exercises or engage with the material, educators can gain immediate insights that inform instructional adjustments in realtime. in addition, participants noted that systematic evaluation has a reflective aspect in which teachers evaluate their own performance and the efficacy of their educational approaches. through introspection on the successes and failures of catch-up fridays, educators can enhance their methods and enhance their efficacy. teachers may also solicit comments from students regarding the catchup sessions. gaining insight into students’ perceptions on effective learning methods might offer significant information for adapting teaching practices. the presence of this feedback loop is crucial for the ongoing enhancement of the process. pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 61-70, 2024 according to manis et al. (2022), systematic evaluation plays a vital role in helping deped teachers effectively conduct catch-up fridays. through ongoing evaluation of student development, self-reflection on teaching approaches, and collaboration with peers, educators can make well-informed choices that improve the efficacy of their remedial sessions. systematic assessment guarantees that interventions are based on data and adaptable to the needs of kids, resulting in improved outcomes for both students and teachers. by employing this systematic approach, educators can effectively respond to obstacles, enhance their teaching techniques, and make valuable contributions to the overall achievement of the catchup fridays program. technology-enhanced instruction technology-enhanced instruction is a key part of knowing how deped teachers deal with the difficulties of putting catch-up fridays into place. digital tools, platforms, and resources are used by the users to help and improve the teaching and learning processes. using technology can be a useful way for deped teachers to deal with problems like having a lot of students, different learning needs, and not enough time. the teachers have access to an extensive range of online resources, such as films, interactive simulations, and digital textbooks. these tools can serve as supplementary materials to traditional education and offer alternative explanations for challenging subjects, so enhancing student engagement in the learning process. teachers have the ability to exchange information and effective methods with their peers using online platforms and educational networks. this relationship enables them to obtain high-quality resources that may be utilized to improve training during catch-up fridays. additionally, the utilization of educational applications and gamification techniques enhanced the level of student engagement in the learning process. by integrating gamification and interactive exercises, educators can effectively engage students in remedial sessions, especially for younger learners, fostering active participation. teachers can employ multimedia presentations, which integrate text, graphics, audio, and video, to enhance the comprehension of intricate subjects. this multimodal method accommodates various learning styles and enhances students’ ability to retain information. furthermore, the teachers also employed adaptive learning technologies that customize instructional content according to the specific requirements of each student. these platforms employ adaptive algorithms to modify the level of difficulty of activities according to the performance of students, offering individualized learning experiences that enable students to progress at their own speed. through the use of data analytics tools, technology enables teachers to monitor the progress of each individual student. this data facilitates the prompt identification of children who are encountering difficulties and require more assistance, so enabling teachers to deliver focused interventions during catchup fridays. zhang (2022) argued that technology-based instruction is an essential tool for deped teachers to effectively conduct catch-up fridays. through the utilization of digital tools and platforms, educators may deliver tailored, captivating, and effective teaching that caters to the varied requirements of their students. technology not only improves the quality of education but also enables teachers to overcome obstacles relating to time, resources, and student motivation. by utilizing technology to enhance instruction, teachers from the department of education (deped) can guarantee the effectiveness of catch-up fridays in bridging learning disparities and promoting student achievement. insights of the deped teachers with regards to the implementation of catch-up fridays requillo et al. (2024) stated that the deped catchup friday has provided valuable insights into the complexities of teaching and learning in a post-pandemic world. through this initiative, teachers have gained a deeper understanding of their students’ needs, their own professional practices, and the broader educational landscape. table 3 explores the insights of teachers on the implementation of deped catch-up fridays. three themes emerged in this study as the insights of the teachers: an inclusive learning environment, addresses struggling learners, and requires tailored instructional approaches. table 3: insights of the deped teachers with regards to the implementation of catch-up fridays themes code/categories needs a supportive learning environment supportive environment support from family and peers guidance of more knowledgeable others addresses struggling learners bridging the learning gap struggling learners lifelong learning and adaptability requires tailored instructional approaches authentic and relatable activities contextualization differentiated instruction needs a supportive learning environment according to the participants, a supportive learning environment is one where students feel valued, safe, and motivated to learn, and where they have access to the resources and encouragement they need to succeed. for deped teachers, creating such an environment during catch-up fridays involves addressing both the emotional and educational needs of students. teachers acknowledge the importance of providing students with a secure environment to voice their pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 61-70, 2024 concerns and engage in academic challenges. during catch-up fridays, their objective is to establish a nurturing environment that encourages kids to engage actively without any apprehension of criticism or lack of success. an setting that fosters support involves encouraging students to engage in courteous and constructive relationships. teachers establish explicit behavioral norms and exemplify courteous communication, fostering a cooperative and nurturing classroom environment. in addition, educators comprehend that children possess a wide range of requirements and varying rates of learning. during catch-up fridays, personalized assistance is provided through one-on-one support or small group instruction, which is customized to address the specific difficulties faced by each student. through the evaluation of learners’ aptitudes and limitations, educators discover individuals who are in need of supplementary assistance and devise focused tactics to aid them in bridging any gaps. this may entail modifying resources, providing more exercises, or presenting alternate clarifications. educators should also acknowledge the significance of engaging families in their child’s academic pursuits. on catch-up fridays, they engage in communication with parents and caregivers to deliver updates on their child’s advancement, exchange techniques for assistance at home, and promote family participation in the educational journey. teachers can offer parents tools and information to assist them in supporting their child’s education outside of school. this may encompass suggestions for supplementary exercises, educational gaming options, or tactics for strengthening learning at home. montiero et al. (2022) argued that teachers can guarantee the success of all students by establishing a secure, captivating, and well-equipped setting. implementing personalized approaches, cultivating a conducive ambiance, and engaging families are crucial tactics for establishing a nurturing educational setting. by diligently adhering to these norms, teachers from the department of education (deped) improve the efficiency of catchup fridays and actively contribute to a fairer and more prosperous educational journey for their students. addresses struggling learners participants mentioned that catch-up fridays are designed to help students who are lagging behind in their learning catch up with the rest of the class. for deped teachers, addressing struggling learners effectively involves a range of strategies and insights tailored to meet the specific needs of these students. it is crucial to acknowledge that teachers should employ several assessments to identify children who are encountering difficulties. these assessments may encompass formal examinations, quizzes, and casual observations. through the analysis of these tests, educators can identify the specific areas in which students are encountering challenges and require further assistance. teachers frequently depend on input from students and observations of classroom conduct to discern difficulties. for instance, kids who regularly seek assistance or display a lack of interest may require specific attention. according to the teachers, during catch-up fridays, they should customize their teaching to meet the specific requirements of students who are having difficulty. this may entail deconstructing intricate concepts into more manageable stages, offering further elucidations, or employing alternative pedagogical approaches to elucidate challenging subject. teachers frequently arrange individual or small group sessions with students who are experiencing difficulties. these sessions offer individualized instruction and enable professors to focus extensively on areas where students want the greatest assistance. furthermore, educators should employ scaffolding strategies to assist students who are facing challenges in their learning. this entails offering provisional assistance to learners, enabling them to attain a level of comprehension that they would not be able to achieve on their own. scaffolding encompasses instructional techniques such as providing guided practice, offering step-by-step directions, and utilizing visual aids. teachers employ positive reinforcement tactics to promote confidence and motivation. acknowledging and commemorating little achievements aids in maintaining the motivation and fostering a sense of encouragement among learners who are facing difficulties, so motivating them to persist in their endeavors. according to berlinski et al. (2023), teachers can establish a conducive environment for struggling learners to succeed by identifying specific obstacles, implementing focused interventions, leveraging resources tailored to individual needs, and giving emotional and motivational support. teachers use tailored learning plans, include parents, and assess progress to ensure that all students have the chance to achieve and eliminate any gaps in their learning. this targeted strategy not only aids struggling learners in bridging the gap but also cultivates a more inclusive and supportive educational atmosphere. requires tailored instructional approaches to the participants, tailored instructional approaches involve adapting teaching strategies, materials, and methods to meet the diverse needs of students, especially those who require additional support. for deped teachers, implementing catch-up fridays effectively requires a nuanced and flexible approach to instruction. the teachers emphasized the need of teachers acknowledging that learners had diverse learning styles, such as visual, auditory, and kinesthetic. during catch-up fridays, they customize their instruction to accommodate these varied types. for example, educators may employ visual aids and movies to cater to the needs of visual learners, while incorporating hands-on activities to engage kinesthetic learners. content can be given in several formats to ensure understanding. this entails deconstructing intricate concepts into more manageable elements, employing various elucidations, and offering pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 61-70, 2024 diverse opportunities for practice to cater to diverse learning requirements. therefore, it is advisable for teachers to frequently employ small group instruction in order to offer more targeted assistance. by categorizing learners based on their similar needs, educational institutions may more efficiently tackle specific difficulties and offer focused support. grouping tactics are adaptable and subject to modification depending on the progress and developing needs of students. implementing a rotation system enables students to gain advantages from many viewpoints and instructional approaches while also guaranteeing that they receive the necessary assistance. according to ng and lo (2022), teachers employ scaffolding to assist students in navigating difficult material. this entails offering provisional assistance, such as supervised practice or instructions presented in a sequential manner, that are gradually withdrawn as students develop self-assurance and expertise. adaptations in scaffolding strategies are made according to the specific progress of each learner. teachers consistently evaluate the level of assistance required by each student and adjust their methods accordingly to promote efficient learning. conclusion the introduction of deped catch-up friday has emerged as a prominent approach within the philippine education system. the goal of this strategy is to address the academic interruptions that have been produced by the pandemic and to ensure that students have sufficient time to complete any learning gaps that they may have. the outcomes of the research that was conducted on the experiences that teachers had with this program indicate several important findings that highlight the impact that it has had on educational practices as well as the well-being of instructors. catch-up friday has brought to light the varied educational requirements of learners, which has enabled educators to better adjust their teaching strategies to meet the needs of different students. it has been recognized by educators that the additional time affords important chances for differentiated instruction and individualized support, both of which are essential for addressing the obstacles faced by individual students and cultivating a learning environment that is more inclusive. since the implementation of catch-up friday, educators have been compelled to embrace instructional strategies that are more adaptable and technologically advanced. this time has been employed by educators to experiment with new tactics, such as learning that is enhanced by technology and creative assignment designs. these strategies have not only helped to the improvement of student engagement, but they have also contributed to the professional development of instructors. this modification is a reflection of a larger trend toward teaching techniques that are more dynamic and adaptable in response to the requirements of an ever-changing educational system. according to the findings of the research, catchup friday has brought to light underlying systemic difficulties within the educational framework. these challenges include discrepancies in resource access and variable degrees of student preparation. these realizations highlight the significance of tackling systemic challenges in order to improve the overall effectiveness of educational initiatives. moving forward, it is crucial to take these findings into consideration when developing future educational policies and practices. this will ensure that initiatives such as catch-up friday are implemented in a manner that provides comprehensive assistance to both students and educators. the department of education’s catch-up friday is an opportunity to make a significant effort to reduce disruptions to students’ learning and to encourage their progress. the program has demonstrated both the possibilities and the constraints of implementing catch-up tactics, which has provided useful insights into the intricacies of teaching in a post-pandemic context because it has demonstrated both of these aspects. the lessons that were acquired during catch-up friday will be extremely helpful in designing educational practices that are more effective and responsive, which will ultimately be to the benefit of all stakeholders as the education system continues to undergo additional changes. recommendations based on the research findings regarding the implementation of deped catch-up friday, several recommendations are proposed to enhance the effectiveness of this initiative and support both teachers and students more effectively. it is of the utmost importance to facilitate the provision of additional support mechanisms for educators in order to meet the increased effort and potential stress that is linked with catch-up friday. this involves providing opportunities for professional development that are centered on stress management, time management, and new teaching practices. it is also possible to assist instructors in more effectively managing their obligations by providing them with access to teaching resources, administrative support, and collaborative platforms. in addition, addressing the gaps in access to resources has the potential to dramatically increase the efficiency of the catch-up friday program. for the purpose of facilitating diversified instruction, schools ought to make certain that educational materials and technological tools are distributed in an equitable manner. additionally, investing in infrastructure that supports blended learning environments can enhance the overall learning experience and facilitate more successful catch-up sessions. additionally, creating an environment that encourages collaboration among educators helps facilitate the exchange of information and best practices for catchup friday. in order to encourage regular meetings or professional learning communities, schools should make it possible for educators to discuss difficulties, share pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 61-70, 2024 tactics that have been effective, and collaborate on the development of novel solutions while working together. additionally, peer support can assist in the reduction of individual stress and the development of a culture of collaboration within the school. furthermore, it is essential to build organized feedback systems that enable teachers to share their experiences, challenges, and suggestions in order to continuously enhance the catch-up friday program. this will allow for the initiative to be improved. this can be accomplished through the use of regular feedback sessions, focus groups, or surveys, which can provide vital insights into the effectiveness of the program and influence any necessary revisions. the incorporation of feedback from teachers into decision-making processes will guarantee that the initiative continues to be responsive to the requirements of the teachers. it is also possible to more effectively handle the varied requirements of students by promoting the utilization of student-centered techniques during the catch-up friday period. support should be provided to educators in order to facilitate the creation and execution of personalized learning plans, the utilization of adaptive learning technologies, and the implementation of flexible teaching approaches. these strategies have the potential to increase student engagement and guarantee that catch-up sessions are adapted to the specific educational requirements of each student. in addition, it is essential for the success of any educational endeavor to make certain that the well-being of educators is taken care of. some of the measures that should be implemented to support the mental and emotional health of teachers include giving access to counseling services, fostering work-life balance, and acknowledging their efforts and accomplishments. these measures should be implemented by schools and policymakers. one of the factors that will contribute to the continued motivation and effectiveness of teachers is a supportive working environment. by addressing these recommendations, the deped catch-up friday initiative can be more effectively implemented, leading to improved educational outcomes for students and a more 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(2022). the role of technology-based education and teacher professional development in english as a foreign language classes. frontiers educational psychology, 10. https://doi.org/10.3389/ fpsyg.2022.910315 pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) black is the most disrespected color in religion rafiqur rahman1* volume 3 issue 5, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i5.3037 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 08, 2024 accepted: august 13, 2024 published: august 16, 2024 discrete identities such as race, religion, gender role, and sexual orientation have been sociohistorically utilized to identify and segregate ethnic communities within america because of fallacious notions concerning sin and, consequently, have become weaponized because of current-day culture war issues regarding the role of faith within the public square. discerning the imbricate societal carrefour that exists between racism, race, religion, gender expression, and sexual orientation becomes especially portentous when one examines in what furtive ways non-traditional gender identities have now become vilified by some conservative pundits: a civic knife to publicly cut and marginalize and exclude those who do not fit traditional expectations. the study uses a qualitative research methodology to conduct the study. the data was collected from 10 online articles base on thier relevance to the topic. therefore, the present study seeks to critically interrogate through religious studies weltanschauung the abstruse and intersectional nature of how fraudulent notions of sin, race, gender, and sexual orientation operationally function within religion to oppress both black heterosexuals and homosexuals. keywords homosexual, human trafficking, lgbtqia+, race, religion, racism, sin, slave trade 1 florida a&m university 1601 s martin luther king jr blvd, tallahassee, fl 32307, united states * corresponding author’s e-mail: rafiqur.rahman@famu.edu introduction bifurcation alongside race oppression (huggins, 2018; ramadan et al., 2023; waters, 2021) neither the complex oppression that lgbt people of color face [every day] nor its effects are hypothetical or academic. they are very real … substantial efforts must be made to challenge the oppression of lgbt people of color (van der meide, 2001). discrete social identifiers such as race, gender expression, and sexual orientation, when coupled with religion (e.g., christianity, judaism, and islām), have a dismaying tendency to both label, define and segregate ethnic communities within america and, because of this, have also become politically weaponized by christian evangelicals in the current-day because of culture war issues regarding the role of faith within america; illuminating the powerful societal relations of power regnant within the united states as it appertains to race, religion, gender expression, and sexual orientation (balan, 2010; hanson et al., 2021; huddy, 2015; shabani, 2014). the post-racial rise of white nationalism coupled with sinful acts of physical violence directed against minorities (e.g., blacks, asians, etc.) convincingly illuminate how the bouts of ethnic fury currently occurring within public, semi-public, and private american spaces (e.g., charlottesville, va, buffalo ny, colorado springs co, new york ny, etc.) are not coincidental but, rather, a stark religious-historical consequence of the many crisscrossing ways by which some conservative christian evangelicals have promulgated whiteness as a national religious-cultural inheritance (collins, 2020; yacovone, 2023). such a problematic socio-historical legacy by which to conserve a homogenous religio-racial identity and societal structure that promotes a whitegendered “construction of american life and, ironically, its [associated] democratic institutions and values” (ramadan et al., 2023). at this point, it should be noted that the use of the theological term sin and its many familial derivations are deployed in an expansive religious studies manner, style, and context to explicitly refer to any “act not in accord with reason informed by the divine law” that is committed against god/the divine within christian, jewish and islāmic sacred writings (hebrew translation: (ḵaṭīʾa -َخِطيئَة :chata’ah, arabic translation -האטח (encyclopedia, 2023). unbeknownst to quite a few non-lgbtqia+ scholars within the academy, many university community centers (e.g., university of delaware, california state university, st. lawrence university, etc.) housing homosexual people—queer premises where one would normally expect to see inclusive, tolerant and compassionate expressions of human solidarity, kind-heartedness and acceptance—have a dismaying tendency to marginalize and exclude african americans from their midst because of race(messinger, 2009; noble & renn, 2021). curiously, quite a few american university community centers (i.e., “safe spaces”) within the present-day higher education environs have become racialized and, more importantly, the non-black and minority ethnic (bme) individuals inside them are woefully oblivious to their bigoted disposition towards black folk (jeffries, 2015). the [rainbow] flag is a crumb … it doesn’t change my material conditions. it doesn’t make me less targeted in the workplace. it does not make me feel safer in the gayborhood. it’s a [racist] symbol. for other people, it was like the end of action. we did it. we have arrived. no more racism exists, which we know is a lie. the truth is the rainbow has never been enough for black and brown pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 1-7, 2024 [queer] people … the rainbow [flag] was never really our symbol. the black and brown stripes were a way to say ‘no’ … from my vantage point, it was a critique of the rainbow flag. this is a visual critique of the problem of white supremacy and racism in lgbtq spaces [my emphasis](williams, 2020). discerning the imbricate societal carrefour that exists between race, religion, gender roles, racism, and sexual orientation becomes especially portentous when one examines in what furtive ways non-traditional gender identities have now become vilified by christian evangelical pundits: a knife to publicly cut marginalize and exclude those members who do not neatly fit into traditional gender roles through legislation (i.e., common good constitutionalism) favoring white privilege within american society (ochr, 2022; ramadan et al., 2023; vermeule, 2020, 2022). the current-day lgbtqia+ demographic environment within america is such that approximately 40% of all homosexual folk within the physical boundaries of the united states are people of color (i.e., approximately 1.2 million black and brown queer adults), many of whom express feelings of dissatisfaction, unhappiness, and marginalization within their respective lgbtqia+ communities because of racism within the church, mosque or synagogue (2023; singh & durso, 2017). whiteness rests upon a foundational premise: the definition of whites as the norm or standard for humans [my emphasis], and people of color [are seen] as a deviation from that norm. white people do not acknowledge whiteness, and the white reference point is assumed to be universal and is imposed on everyone. (ramadan et al., 2023). the abundant carrefours that exist between race (blackness), sexual orientation, gender roles, sin, and religion all functionally operate in a recondite manner to marginalize, oppress, and alienate the african american community from others and, by so doing, prevent solidarity of purpose against social injustice (abrams, 2014; ramadan et al., 2023). my paper seeks to critically interrogate through a religious studies weltanschauung the abstruse character and intersectional nature of how fallacious tropes concerning sin, race, sexual orientation, gender roles, and religion (judaism, islām, and christianity) operationally function to oppress both heterosexual, homosexual black folk within contemporaneous society. “blacks and hispanics played outsized roles during many of the earliest milestones of the gay rights movement … they are always on the front line … they are the ones who are being who they are, no matter what. they are catching all the homophobia, all the transphobias that are being directed at queer folks [because of race]” (james, 2019). literature review hierarchical relationship religio-cultural dissonance we create a hierarchy of identity in our various circles, and in some cases … if you’re a [black] queer person, you have to leave your sexual orientation or gender identity at the door if you want to focus on your race or vice versa; we need to create an environment where you don’t have to choose [race, gender or sexuality] … we need, as a society, to recognize [black] identity and not assign value on certain identities and devalue others. (ramadan et al., 2023). the unusual confluence of race, gender, sexuality, and morality within abrahamic religions in america illuminates the asymmetrical power relations, heteronormative notions of gender and sexual identity expressed by judaism, islām and christianity towards the black and queer community within the united states; a problematic current-day state of remarkable racism cruelly played out within the present-day masjid, synagogue and church within the physical borders of our nation because of bigotry, intolerance and homophobia towards those who are not born straight, white and heterosexual (ramadan et al., 2023). we have not loved you as god loves you, which is profoundly wrong [my emphasis]. we affirm, publicly and unequivocally, that lgbtqi+ people are welcome and valued: we are all children of god. the occasions on which you have received a hostile and homophobic response in our [christian] churches are shameful, and for this, we repent … an apology only goes so far when so many lgbtq+ christians have faced hostility and discrimination for who they are (ramadan et al., 2023). it is a modern-day american diversity, equity, and inclusion (dei) irony that religious piety, “traditional” familial values, and a professed love of one’s neighbor glaringly coexist alongside a discordant reality arising from racism, bigotry, homophobia, and prejudice; a present-day religio-cultural dissonance fueled by religious extremism, orthodox notions of gender, sexual identity and a rigid moral disposition towards any form of perceived sin (ramadan et al., 2023; thoreson, 2018). the homophobia and racism present within judaism, islām and christianity within the united states and elsewhere reveal the deleterious presence of a profound racist mentalité at work concerning ethnicity, sexual orientation, and gender expression, a divisive spiritual milieu that corroborates how foucauldian “relations of power influence the types of identities constituted, and these identities generally operate to maintain existing [lopsided] power relations” within contemporaneous society (briscoe, 2005; foucault, 1980; foucault, 2012). the peculiar power dynamics responsible for the american vilification of blacks within america and elsewhere have their religious studies origin within the curse of ham— genesis 9:2027 of the book of genesis (goldenberg, 2003). the hamitic curse underscores how a bigoted eurocentric exegesis of the bible is responsible for the human trafficking of africans that occurred during the transatlantic slave trade because it “led to the mistaken belief that the word ‘ham’ meant dark, black or heat [my emphasis]” and, more importantly, also reveals how pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 1-7, 2024 the human interpretation of scripture as it appertains itself towards [perceived] sin is never static nor bereft of personal bias (lee, 2003). transatlantic slave trade vilification of blacks due to the transatlantic slave trade, christianity is currently the predominant. abrahamic religious tradition within the african american community (75%), islām is second (1%), and judaism is a distant third (<1%); an increasing number (23%) of blacks (any individual of african descent/heritage) in the united states are now choosing to self-identify as not belonging to any religious tradition whatsoever (jeff diamant, 2022). having now said this, black muslims within modern-day american society currently comprise roughly half (51%) of all muslim americans and their families have been in the united states of america for at least three consecutive generations and, more importantly, contextually represent the fastest-growing abrahamic faith tradition both in the african american community and the rest of the surrounding world (center, 2018). ironically, judaism for quite a few jewish african american families similarly goes back to the early days of the transatlantic slave trade when enslaved blacks adopted the religion of their white owners, a small percentage of whom were of the jewish faith tradition (block/jta et al., 2021). as meaningfully observed by noted jewish-american scholar rabbi bertram korn in his own race relations research concerning judaism in the united states, the early days of our nation’s history corroborate how “any jew who could afford to own slaves and needed their services would do so”(werner, 2022). a plausible social justice argument may be posited that the slave trade of black bodies into the united states put into motion the false racial narrative that the darker epidermal appearance of africans was indicative of iniquity and, having now said this, also forged the problematic american myth (hamitic curse) of a sinful accursed people bereft of god’s salvation (schipper, 2020). intriguingly, social justice issues within judaism, christianity, and islām are viewed quite dissimilarly within america because of ethnicity, a religion-social outlook and perspective that is sinfully bifurcated alongside the presence of melanin, and one’s attitude towards perceived iniquity (america, 2021). a religious-historical survey of abrahamic religious traditions within the context of the african american community illumines a startling modern-day racerelations oriented reality and important religio-historical truth: islām, like christianity, and to a much smaller degree judaism, took root in african american community as a black faith tradition because of the sin of human trafficking and, to add insult to moral injury, was morally justified because of the curse of ham (austin, 2012; shaukat, 2020). human trafficking (transatlantic slave trade) lies at the root of the modern-day societal disparagement of black people within present-day american society and, more to the point, is also arguably the origin point of racism, bigotry, and intolerance both within the christian evangelical community and the lgbtqia+ (queer) community itself (ochab et al., 2019). a plausible religious, cultural argument may be posited that islām, christianity, and judaism are indigenous to the african american populace because of the mortal sin of human trafficking and, because of this salient fact, all three abrahamic religious traditions within the context of the black queer community are as old as the united states itself (ochab et al., 2019) an objective religio-historical examination of the discursive ways human trafficking of africans triggered the onset of racism within the american homosexual community necessitates that additional scholarly attention be focused upon the sociocultural milieu and socioreligious mentalité needed for bigotry, intolerance, prejudice, and sin to peculiarly coexist alongside christianity, judaism, and islām. one devastating legacy of the transatlantic slave trade was racism [my emphasis]. historically, it was used to justify the enslavement of africans. and today, it has led to people of african descent being relegated to the poorest and most marginalized sectors of [human] society (guterres, 2020). methodology the study uses a qualitative research approach to conduct the study. a thorough analysis of 10 studies from the existing literature and articles has allowed the researcher to conduct a nuanced analysis of the topic at hand. the data was selected based on its relebance to the topic. qualitative analysis allows the researcher to make interpretations from the data and explore the key understanding of the topic (mohajan, 2018). data was collected from secondary sources including articles from online databases. 11 articles were choosen on the basis of different perception of the color black. the data collected focused on the treatment of black color in different areas. blackness as an antipode to queerness erasure what happens to the black queer experience when black is increasingly used as an antipode to queer when black bodies are [sinfully] erased from queer scholarly discourse, activism, and neighborhoods. in contrast, [white] queer bodies are welcomed as a sign of progress and safety? for whom does this whiteness signify safety? (kiesling, 2017). it is fair to say that the present-day american congregational membership comprising the three abrahamic faith traditions (christianity, islām, and judaism) view social justice concerns, iniquity, and black liberation (e.g., black lives matter movement) in a dissimilar manner that is predicated alongside race; a religio-racial deviation that is pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 1-7, 2024 notable for its ethnic deviation (buchanan et al., 2020; mansoor, 2020; ransby, 2018). for example, the black community within christianity, islām, and judaism is historically viewed as both unwelcome and undesirable by their non-bme (white) peers. this salient ethnological truth has resulted in grievous psychological harm being inflicted upon many jewish, muslim, and christian black heterosexuals and homosexuals(ramadan et al., 2023; vidino & meleagrou-hitchens, 2022). i don’t think i ever was really honest with myself about how painful it is to see someone that looks like me [a black jew] not be treated well. i think that i tried to separate myself as much as i could from the violence and the terror of being black in america as a coping mechanism to protect myself [from racism]. but when george floyd was murdered, there was no opportunity for me not to see anymore… today, i can finally embrace all the various parts of myself, including my jewish identity, my gay identity, and my black identity [my emphasis] (abay, 2022). within the christian religious tradition, the christian evangelical church, catholic church “as well as many protestant churches condemn homosexuality unambiguously” and, by so doing, have made same-sex attraction a moral sin which has resulted in the queer community also feeling generally unwelcome within the pews (gross, 2008). unsurprisingly, judaism follows suit and also regards “sexual relations between men as forbidden by the torah. (lev. 18:22). such acts are condemned in the strongest possible terms, as abhorrent [my emphasis]. the only other sexual sin within judaism that is similarly described is the iniquity of remarrying a woman you had divorced after she had been married to another man. (deut. 24:4). lastly, islām considers homosexuality a deleterious moral deviation from humankind’s true nature and, consequently, is considered quite iniquitous (sūrah al-ʾaʿrāf, 80-81) (peumans, 2016). a plausible religious studies argument may be tendered that “as with christianity and judaism, islām’s sacred texts have [also] been used to oppress lgbtq people across the centuries” and, with this now having been said, conventional abrahamic notions concerning homosexuality as a moral sin has also fostered religious persecution of queers by christian, jewish and muslim zealots that sadly continues unabated in the modern-day (ramadan et al., 2023). traditional abrahamic religious frameworks will always posit homosexuality as a grievous moral sin and, consequently, it is my argument that conventional christian jewish and rules and regulations regarding homosexuality are now woefully inadequate to keep abreast of the modern-day evolution and growth of non-normative gender expressions, gender roles, gender fluidity and varieties of gender structures currently present within contemporaneous society (sigusch, 2004). as astutely observed by black legal scholar bernard freamon, the current-day human rights abuses, violations, and concerns currently perpetrated against blacks and queers illuminate the existence of a powerful tautness existing between traditional and progressive conceptions of religious identity, sexual expression, gender roles, and societal structure pushing itself up and against traditional and progressive notions of sin, race, and religious morality (mohamed, 2021; pettigrew, 2020). results and discussion racism is still with us instantiating whiteness no one was white before they came to america. it took [many] generations and a vast amount of coercion before this became a white country (baldwin, 2023). sociologists discerning the recondite role of race, religion, and racism within american society convincingly lay bare the disingenuous protestations concerning the trope of non-bme. americans claiming to be colorblind (2023). for example, sociologist hadi khoshneviss persuasively argues how politically correct objections in favor of colorblindness artfully attempt to obnubilate the factual modern-day reality that quite a few americans of non-european (white) descent—irrespective of their gender/sexual expression— have intentionally embraced an inferior white (i.e., “white but not the right kind of white” and “honorary white”) mentalité as depicted in figure 1 in their racialized desire to mellifluently ingratiate themselves into an american (eurocentric) society hostile to blackness (khoshneviss, 2019). figure 1: ethnoracial hierarchy model (sewell, 2019) speaking truth to power if we are to be morally cognizant of the moral implications and carrefours regarding race, racism, sexual orientation, gender role, and sin, we must then match our words with our deeds and not exclusively rely upon bme scholars to do this hard work (jackson et al., 2021). in [western] society and on college campuses, whiteness has staked a claim as the default race for queerness. this has manifested in queer and trans people of color feeling like outsiders who must resist hegemonic whiteness at personal and institutional levels (havey, 2021). ironically, the colorblindness trope adopted by many non-bme (white) queer individuals is a subtle form of racism that has become sinfully absorbed within the pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 1-7, 2024 queer social imaginary; quite a few white homosexuals now erroneously assert they cannot be racist because he/ she/they are gay (havey, 2021). such illusory and false thoughts impede, or in some cases, deny and invalidate black queer students lived experiences, agency, and their complicated racial heritage; an act of white privilege that racially renders the bme homosexual community invisible and, more importantly, implicitly characterizes all homosexuals as being white (noble & renn, 2021; ramadan et al., 2023). often, nonwhite queer and transpeople do not feel included [in america] — or necessarily even safe — within the larger lgbtq+ community … historically, white people have been the ones to decide where or how people of color fit into their [queer] world (ramadan et al., 2023). the authentic lived experiences of blacks in america corroborate how the prejudicial foucauldian power relations, systemic racial bias, and structural inequality endemic to the united states disempower anyone who is not born white, straight, christian, and male (howell & richter-montpetit, 2019). the socio-historical implications ascribed to the transatlantic slave trade contextually illuminate the peculiar presence of an enigmatic interlocking system of white supremacy, racism, sin, and homosexual prejudice within america, a diabolical form of institutional and systemic racism deployed to dominate, oppress, and marginalize all nonconventional black expressions of gender identity and sexual expression (elk, 2021). it is a somber modern-day reality that draws much-needed moral attention to the persistent sinful nature of the systemic racism affecting all people of bme descent within america(black, 2017). as a nation, we must collectively recognize that any form of “oppression is the systematic devaluing, undermining, marginalizing, and disadvantaging of certain social identity groups in contrast to a privileged norm. oppression exists when some people are denied value (such as access to resources, opportunities, and networks; legal protections and rights; inclusion and acceptance, etc.) based on their social [identity] group memberships. the key to understanding oppression is recognizing that it is based on membership in socially constructed subordinate [social] identity categories” (ferber & samuels, 2008). the religious-cultural challenge facing modern-day society is to compassionately recognize all forms of gender roles and sexual orientation that may or may not necessarily fit traditional systems “of symbols which acts to establish powerful, pervasive, and long-lasting moods in men by formulating conceptions of a general order of existence and clothing those conceptions with such an aura of factuality that the moods and motivations seem uniquely realistic” because, to do otherwise, creates a prejudicial world devoid of human love, charity and goodwill (hochstrasser, 2020). conclusion in conclusion, the investigation into the phenomenon of black being perceived as the most disrespected color in religion has revealed complex and interwoven dynamics that span across cultural, social, historical, philosophical, and psychological realms. the abstract notion of sin, intertwined with racial, gender, and sexual identities, has historically been manipulated to perpetuate systemic oppression within religious contexts. this manipulation, fueled by fallacious beliefs and exacerbated by contemporary culture war issues, has marginalized and excluded individuals who deviate from traditional expectations, particularly non-traditional gender identities and individuals within the black community. through the lens of religious studies, this study has critically interrogated the operationalization of fraudulent notions of sin, race, gender, and sexual orientation within religion, highlighting their role in perpetuating oppression against both black heterosexuals and homosexuals. references abay, k. 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(2023). teaching white supremacy: america’s democratic ordeal and the forging of our national identity. vintage. pa ge 1 pa ge 91 american journal of multidisciplinary research and innovation (ajmri) securing ai-enabled iot healthcare devices: practical solutions for protecting patient data baha eldin hamouda hassan hamouda1* volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.3017 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 08, 2024 accepted: june 06, 2024 published: june 26, 2025 ai provides a biometrics authentication system to enhance a patient’s security, which requires unique physiological and behavioral characteristics to access it easily, and ai facilitates patient data through homomorphic encryption, differential privacy, and federation learning, allowing data to be analyzed and shared without exposing sensitive information. ai analyses user behavior patterns to detect potential insider threats or unauthorized access to patient data. the study highlight the centers on the security issues in iot-based healthcare systems and presents a comprehensive framework designed to safeguard patient data. the study depicts the use of a method of a systematic literature review (slr) to extract results and analyze unique security risks and their association with ai that enables iot devices in healthcare. furthermore, the results showed that implementation of continuous monitoring and audit mechanism is to respond and detected to its security incident implementation of continuous monitoring and audit mechanism is to respond and detected to security incident implementation of continuous monitoring and audit mechanisms is to respond and detect security incidents promptly. in conclusion, the given article addressed iot solutions in healthcare, such as interoperability challenges and resource constraints. in an intrusion detection system, log monitoring irregularity detection is helpful for identification of unauthorised identification of unauthorized access for suspicious activities. overall, the adoption of ai enables healthcare to rely on collecting and storing large patient data volumes. as a result, the data can be vulnerable to breaches, unauthorized access, and misuse. keywords advanced encryption standard (aes), artificial intelligence, data breach prevention, data loss prevention, end-to-end encryption, internet of things (iot), use of healthcare devices introduction to ensure the integrity and confidentiality of sensitive medical information, securing ai in iot healthcare devices is crucial. a practical solution involves a multi-faceted approach that addresses both technical and organizational aspects of cybersecurity. one essential element is a robust encryption protocol for secure data transmission between iot devices in the healthcare system (akkaoui, 2021). strong encryption algorithms, such as an advanced encryption standard (aes), guarantee that patient data remains confidential and cannot be intercepted by unauthorized individuals. additionally, access control mechanisms are vital to restricted to an unauthorized access to iot devices on healthcare networks. to have stronger authentication methods for example multiauthentication and a biometrics authentication to ensure only authorized personnel that have a direct access to a patient data. 1 department of information technology, gulf colleges, hafar al-batin, saudi arabia * corresponding author’s e-mail: baha56hamouda@outlook.com figure 1: yearly data violation from 2005 till 2019 pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 91-101, 2025 despite the immense potential of ai and iot in smart healthcare, it is crucial to address the security and privacy concerns associated with these innovative devices (alshamrani, 2022). figure 1 shows the yearly statistics about data breaches and millions of records exposed. for the last five years, a continuous upward trend has been witnessed in this domain, with more than 1000 data breaches since 2016. as researchers and practitioners explore ai and iot applications for healthcare services, the protection of patient data must not be overlooked. while the seamless integration of ai-driven iot into healthcare systems brings unprecedented opportunities, it is intrinsically tied to the challenge of ensuring robust security measures and privacy safeguards (wang et al., 2020). therefore, regular software updates and patch management are essential to mitigate vulnerabilities in iot devices and software applications. this prompts the application of a security patch and updates, specifically for a healthcare organisation that aims to prevent an exploitation of known vulnerabilities and create a strong defence system against cyber threats. an implementation of intrusion detection prevented systems (idps) that enables real monitoring of network traffic and detection of anomalous behavior (dissanayake et al., 2022). idps solution can automatically identify blocked suspicious activity, such as unauthorised access to an attempt or data unfiltered to deteriorate possible security breaches. in addition, a healthcare organisation prioritises an employee in training and awareness programs to educate staff about its cybersecurity best practices to raise awareness, improve password hygiene, and implement device security protocols to empower an employee for recognition and to respond effectively to security incidents. lastly, an adherence to regulatory standards and compliance framework, an example of hipaa (health insurance probability and accountability act) in the us, scrutinised that healthcare organisation maintaining rigorous data protection to measure and uphold patient privacy rights (stuurman & kamara, 2016). the data encryption is to implement a robust encryption technique for protecting patient data both in rest and in transit, and the purpose is to ensure encryption if unauthorised while access is occurring and that data remains unreadable and this is unstable in the absence of appropriate decryption keys. establishing rigorous access means controlling and limiting data access from authorised personnel, and role-based access control is a multi-factorial biometric authentication that is helpful to ensure individuals with proper authorisation access to patient data (cakir, 2013). for utilising techniques such as anonymisation and pseudonymisation, patient data was identified as unnecessary when fulfilling specific tasks. this act helps reduce data breaches while sitting, allowing ai algorithms to derive valuable insight. this adheres to the principle of data minimisation to collect and store a minimum amount of patient data required for an ai task, and this limits exposure to reduce a potential impact of a data that breaches and enhance overall security protocols (angehrn et al., 2020). implementing continuous monitoring and audit mechanism is to detected, responded to a security incident promptly. in an intrusion detection system, log monitoring irregularity detection is helpful for an identification of unauthorised accessibility for suspicious activities. an effectiveness of an encryption protocol center to strengthen an encryption algorithm employed for a management to encrypted keys (khashan et al., 2021). a weaker encryption algorithm is used to manage and encrypt directly to performance that overheads, impacts on speed and efficiency of data transmission and its processing, in specific the real time healthcare scenario become timely accessible to patient information that is critical (medileh et al., 2020). during security audits, assessments become vital to identify and address the vulnerability, and they are often conducted periodically, leaving healthcare organisation susceptible to an emerging threat during an evaluation. while a practical solution such as encryption access to control, continuous monitoring, to a security assessment that are indispensable to protecting a patient data. a given study fills the gap in an intersection of healthcare technology and a cyber-security, despite to increase an adoption of ai and iot devices in healthcare, that secures device to safe-guarding patient data. study fills out a gap that is unique security challenge by posed to rely on interconnectedness to networks and cloud based platforms by purpose to collect, transmit and analyse a data, this also encounter newer vulnerabilities such as potential data breach, unauthorized access and a tempering medical records that necessitates to tailored security solutions through best practices. in terms of dynamic nature of health environment this was characterized through a constant influx in new medical devices, updating a software, evolvement of cybersecurity threat to exacerbate threat that was needed to focusing on ai-enable iot health services. bridging a study gap is an essential aspect to foster collaboration in between a cybersecurity expert, policymakers and technology vendors to develop a holistic approach. literature review the rapid proliferation of wireless iot devices has reached an unprecedented scale, with over 10 billion such devices already in existence and a projected surge to 30 billion by 2026 (castillo o’sullivan & thierer, 2015). the integration of iot technology into healthcare settings has opened new possibilities for enhancing patient care, but it has also raised significant security concerns that cannot be overlooked. managing various security elements about data management, transmission, privacy, and overall system integrity is the main challenge in iot healthcare systems (dang et al., 2019). the possibility of data breaches is a serious risk since it jeopardises people’s reputations and privacy. when hackers successfully compromise iot pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 91-101, 2025 healthcare equipment, they have access to confidential information about patients. security is still a major concern despite the iot’s rapid growth and its uses in the healthcare industry. due to the delicate nature of the healthcare industry, protecting sensitive personal data and private health information has become a real problem (maleh et al., 2022). the security challenges in iot healthcare systems are multi-faceted, encompassing several key areas of concern. maintaining the confidentiality of patient data is paramount to protecting sensitive medical information from falling into the wrong hands. ensuring data integrity is also critical to prevent unauthorised alterations that could lead to incorrect diagnoses or treatment plans. privacy protection is paramount to safeguard patients’ personal information and maintain trust in healthcare services. additionally, implementing robust authentication mechanisms between devices and tracking information flow is vital for secure communication within the iot ecosystem (dang et al., 2019). the security landscape of iot healthcare systems faces threats from various types of attacks. according to karloff and wagner (2003), selective-forwarding attacks disrupt routing paths, hampering the timely transmission of critical alerts. on the other hand, sinkhole attacks manipulate traffic flow, directing valuable data to malicious nodes where it can be exploited for data theft and patient profiling. (zhang & hoshino, 2019) discusses that jamming attacks target wireless communication, causing interruptions and disturbances in iot devices’ operations. the flooding attack aims to drain target resources, hindering continuous information transmission. lastly, phishing attacks exploit user information to gain unauthorised access to iot resources, posing serious security risks (wallgren et al., 2013). solutions for ensuring security in iot-enabled environment addressing security concerns in patient data breaches is of paramount importance in healthcare-based iot systems. researchers have proposed several innovative solutions to safeguard patient data and preserve privacy. one notable approach involves lightweight authentication schemes utilising cryptographic hash functions for secure communication (chacko & hayajneh, 2018). these schemes are specifically designed to cater to the limited resources of wearable devices, ensuring anonymity and privacy preservation (gupta et al., 2019). to address security concerns in ipv6-enabled iot devices, raza, wallgren, and voigt (wallgren et al., 2013) introduced the address less iot server model and securedad mechanism to ensure secure communication between iot clients and servers during the ip address configuration process (liu et al., 2020). cloud-based user authentication schemes have been proposed to ensure the secure authentication of medical data in iot healthcare monitoring systems (srinivas et al., 2018). these schemes generate secret session keys, enabling secure communication between authorised users and wearable sensor nodes. in open and public iot deployments where devices are vulnerable to physical and closing attacks, implementing two-factor authentication schemes using physically unclonable functions (pufs) has proven to be a promising solution (gope & sikdar, 2018). such schemes enhance device authentication and bolster security. privacy-preserving data analytics, fog computing, and self-adaptive filters have emerged as valuable tools to facilitate secure data transmission in healthcare-based iot systems (anantharam et al., 2015; sharma et al., 2018). these technologies enable efficient monitoring of healthcare information systems while mitigating potential privacy issues. decentralised authentication using blockchain technology has emerged as an innovative solution to combat distributed denial of service attacks (ddos) and ensure confidentiality, integrity, anonymity, and privacy (akkaoui, 2021). this approach uses blockchain’s inherent features to secure iot healthcare systems and protect sensitive data(sardar et al., 2023). some studies have explored the integration of deep learning techniques with iot-based healthcare systems to improve privacy protection and data analytics (thilagam et al., 2022). these techniques use convolutional neural networks (cnn) to analyse health-related data in the cloud while preserving user privacy. they also introduce safe access control components based on user attributes, achieving high accuracy levels. other researchers have proposed deep-learning strategies based on secure searchable block-chain’s, employing homomorphic encryption to allow safe data access through search (ali et al., 2022). evaluating and compared an access controlling mechanisms with referencing models, they found that the proposed methods significantly enhance privacy, security as well as user behavior tracking in blockchain’s-based iot systems (maleh et al., 2022). deep learning methods have also been combined with authorised block-chain’s and intelligent contracts to create secure data-sharing models (kumar et al., 2022). these models use innovative contract-based agreement methods and link related to self-attention, bio-directed long and a short-term memory (sa-bilstm) to enhance attack detection mechanisms. other studies have focused on addressing security, privacy, and trust problems in iot-based healthcare systems, particularly real-world applications (kute et al., 2022). resolving secrecy, integrity, authentication, and access issues, they propose solutions to analyse security and privacy of healthcare information. researchers were introduced a group theory (gt) that relies to binary spring search engine (bss) technique by securing and tracking to different keyword-based access to datasets in blockchain’s-based systems (ali et al., 2022). these methods offer secure critical revocation and improve security and safety in exchanging digital healthcare data. in cancer prediction systems using iot and cloud computing, the aes method’s encryption and decryption techniques ensure authentication and security pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 91-101, 2025 in dealing with sensitive patient data (anuradha et al., 2021). by focusing to make improvement in calculation and processing in healthcare, these systems facilitate secure access to encrypted blood results by doctors and nurses. other studies have proposed reciprocal authentication methods using lightweight cryptographic primitives to verify network devices quickly and efficiently in iotenabled hospitals (gope et al., 2019). these methods establish secure connections between approved devices and gateways to stop an unnecessary device to access a healthcare networks. researchers are exploring a wide range of approaches to address security concerns in patient data breaches, leveraging innovative technologies and cryptographic techniques to ensure privacy, confidentiality, and integrity in healthcare-based iot systems. by implementing these solutions, healthcare providers can enhance data protection and safeguard patient information in the rapidly evolving landscape of smart healthcare(sardar et al., 2023). key security problems in the healthcare iot environment this is to follow an outline of important challenges that needed to be considered when protecting patient data in an it-enabling device by ensuring end-to-end encryption (e2e). this was relied on insight for a thorough assessment of the body of literature. data management and transfer security the framework should adopt secure communication protocols likewise a (transport layer security) or a (datagram transport layer security) to safeguard data around an iot devices and healthcare servers during transit. data integrity checking, such as digital signatures or messages to an authentication code, can be implemented to detect any unauthorized alterations during transmission. by integrating these security measures, the healthcare iot framework can establish a robust data security foundation, protecting sensitive patient information and fostering trust in the system’s reliability and privacy (sanci et al., 2022). privacy protection measures to preserve confidentiality and privacy should cover various topics, such as data anonymisation, pseudonymisation, and stringent access restrictions. patients’ personally identifiable information (pii) should be anonymised or pseudonymised to reduce the possibility that people might be identified from the data (butpheng et al., 2020). only authorised workers with a valid requirement for access to a particular piece of information should be able to access patient data thanks to the implementation of role-based access control (rbac). data minimisation practices should be used to lessen the possible effects of a data breach, ensuring that only necessary data is gathered and retained (sharma et al., 2018). device and system security the regulatory structure should impose stringent security controls, such as frequent software updates and patches to address known vulnerabilities, to guarantee the security of iot devices and the system as a whole. every iot device must have a distinctive identification to prevent illegal devices from connecting to the network (butpheng et al., 2020). iot devices may be shielded from hacking and unauthorised alterations by incorporating secure boot and hardware-based security features like trusted platform modules (tpms). using protocols like ssh (secure shell) or vpn (virtual private network), secure communication routes between devices and gateways may be formed. ssl can also protect iot devices and systems from unauthorised access and potential attacks by establishing secure communication routes between devices and gateways, enhancing overall security (kute et al., 2022). authentication and access control the framework should implement strong authentication mechanisms, including from a multi-factor authentication to a biometric authentication, by verification to identify a user’s and devices before granting access to patient data. passwords should be securely stored using hashing algorithms with salting to prevent unauthorised access to user credentials (anuradha et al., 2021). access control policies should be well-defined, specifying the level of access granted to different user roles (gope & sikdar, 2018). regular reviews of access rights and privileges are essential to revoke access for employees who no longer require it. protection against various types of attacks machine learning-based anomaly detection can be employed to identify unusual patterns or behaviors that may indicate an ongoing attack (kumar et al., 2022). network segmentation can also isolate critical healthcare devices from non-critical iot devices, reducing the attack surface (karlof & wagner, 2003). resource limitations considering the resource limitations of iot devices, the framework should utilise lightweight cryptographic algorithms and protocols to minimise the computational overhead (gope et al., 2019). optimising data storage and transmission methods to reduce memory and bandwidth requirements will also enhance the efficiency of iot devices. regular performance assessments can be conducted to ensure that the resource usage of iot devices remains within acceptable limits (alshamrani, 2022). by addressing these key problems cohesively, the proposed framework will provide a comprehensive approach to safeguarding patient data in iot-enabled healthcare systems (sanci et al., 2022). employing encryption, authentication, access control, and robust pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 91-101, 2025 security measures, the framework establishes a secure and privacy-aware environment for smart healthcare services, fostering patient trust and improving healthcare data protection. proposed practical framework to ensure data protection the proposed security benchmark for iot architecture aims to address existing security gaps. it involves a figure 2: a proposed practical framework for iot architecture in healthcare comprehensive framework tailored for healthcare iot, depicted in figure 2. the framework emphasises confidentiality, integrity, access control, and other security themes to ensure robust protection for iot devices and data. the key themes of our framework are briefly discussed in table 1: table 1: themes for ensuring data protection in iot-enabled healthcare themes explanation data encryption and secure communication utilising industry-standard cryptographic algorithms (e.g., aes, rsa) to encrypt patient data and implementing secure communication protocols (e.g., tls, dtls) for data transfer between iot devices and healthcare servers. lightweight authentication schemes implementing lightweight authentication methods (e.g., sha-256) for resource-constrained iot devices, including device authentication using psk or pki and user authentication with hmac-based otp or totp. role-based access control establishing a role-based access control system to manage and limit access to patient data based on defined roles (e.g., doctors, nurses, patients), with fine-grained access policies and regular audits for updates. two-factor authentication employing two-factor authentication (2fa) using physically unclonable functions (pufs) to add an extra layer of security, combining something the user knows (e.g., password) with something the user has (e.g., physical token). pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 91-101, 2025 case study implementation remote patient monitoring (rpm) is an emerging healthcare approach that allows medical professionals to monitor patients’ health remotely using iot devices. iotenabled devices, such as wearables and smart sensors, enable continuous monitoring of vital signs and other health parameters, providing valuable data for healthcare providers to deliver timely interventions and personalised care. however, given the sensitive nature of patient data and the potential risks associated with iot devices, implementing a secure framework is crucial to safeguard patient privacy and protect against cyber threats. implementation • an implementation to a utilise industry-standard cryptographic algorithm for example aes or rsa, to encrypt all patient data transmitted between iot devices and healthcare servers. this ensures that unauthorised entities cannot decipher even if the data is intercepted during transmission. secure communication protocols like tls or dtls are employed to establish encrypted channels for data transfer, and digital certifications are used to verify the identity of the communicating parties, preventing man-in-the-middle attacks. using industrystandard cryptographic algorithms like aes and rsa to encrypt all transmitted patient data ensures confidentiality. even if an attacker intercepts the encrypted data between devices and servers, they could not decipher it without the encryption keys. secure communication protocols tls and dtls help establish encrypted channels, preventing cybercriminals from performing man-in-the-middle attacks to snoop on unencrypted information. digital certificates authenticate connecting parties, so only authorised devices and systems can exchange information over secure links. this strengthens the first line of defence against breaches of sensitive medical records and other confidential patient information collected by iot sensors. • lightweight authentication schemes based on cryptographic hash functions, such as sha-256, are implemented to address the resource limitations of iot devices used for rpm. iot devices have pre-shared keys (psk) or device-specific credentials securely stored in hardware security modules, to ensure that only become trusted and authenticated devices can join the network. for user authentication, hmac-that is based one-time passwords (hotp) or time-based one-time passwords (totp) are used to generate time-limited authentication tokens for secure user logins. implementing traditional heavyweight security measures poses challenges for iot devices with limited resources like wearables and smart home monitors. the framework adopts lightweight hash-based authentication schemes that consume low processing power and memory. sha-256 cryptographic hashing ensures device credentials can be securely stored and validated without overburdening devices. time-based one-time password schemes generate temporary login tokens on user devices for secure remote access, even if passwords are compromised. this balances usability with the protection of access credentials. intrusion detection and anomaly monitoring deploying intrusion detection systems (ids) to monitor network traffic and device behavior for potential security breaches, along with anomaly monitoring algorithms to detect abnormal patterns in iot devices and systems. block-chain for data integrity utilising block-chain technology to ensure data integrity through an immutable ledger of transactions and employing decentralised authentication using smart contracts for transparent access control. privacy-preserving data analytics implementing privacy-preserving data analytics techniques (e.g., differential privacy, federated learning) to protect individual privacy while enabling meaningful aggregated data analysis. regular security audits and updates conducting periodic security audits, vulnerability assessments, and penetration testing to identify vulnerabilities, along with a prompt application of software and firmware updates to address known security issues. employee training and awareness providing continuous training and awareness programs for healthcare personnel and iot device users to promote secure data handling, password management, and recognition of potential security threats. compliance with regulatory standards adhering to relevant healthcare data protection regulations (e.g., hipaa, gdpr) to legally and ethically handle patient data, maintain data access logs, and establish data breach notification procedures. patient security with the help of ai adoption al helps analyse historical data to predict security risks and vulnerabilities in the healthcare system. ai provides a biometrics authentication system to enhance a patient's security, which requires unique physiological and behavioural characteristics to access easily. ai algorithm and its indication ai algorithms indicated potential threats and alerted security personnel to take appropriate actions. adopting ai in healthcare helps analyse historical data to predict security risks and vulnerabilities in the healthcare system. role of threat intelligence in patient care ai analyses patients' personal information through threat intelligence platforms that can collect, analyse, and disseminate information about an emergency cybersecurity and vulnerabilities in real-time. pa ge 97 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 91-101, 2025 • a role-based access control (rbac) system manages data access within the rpm environment. different roles, such as doctors, nurses, and patients, are defined with specific access privileges. access policies are finegrained, limiting access to patient data to the minimum required for each role. regular audits are conducted to review and update access privileges based on personnel changes or organisational requirements. privileges are tailored according to defined roles like doctors, nurses and patients. granular policies control what parts of electronic records each group may access based on need-to-know. regular reviews help optimise privileges as personnel or responsibilities change. combined with thorough auditing, it promotes the appropriate utilisation of confidential patient information while deterring unauthorised access attempts. • in public and vulnerable iot deployments, twofactor authentication (2fa) is implemented using physically clonable functions (pufs). this additional layer of security generates unique identifiers for each iot device, making it challenging for unauthorised devices to impersonate valid ones. the 2fa approach combines a user-known that was password and a user, for example, a physical token or its mobile devices, significantly reduces the risk of unauthorized access to passwords even if passwords are compromised. two-factor authentication brings an additional layer of identity verification using hardware tokens generated via physically clonable functions. even if passwords are phished, or software faults occur, impersonating devices is difficult without physical access. encapsulating keys in tamper-resistant security modules reinforce device-level credentials. the dual authentication factors something you know and have significantly raise the bar against outsiders gaining illicit control over connected medical equipment or accessing private accounts. by implementing this comprehensive framework, the healthcare provider can create a secure, privacy-aware iot-enabled environment for remote patient monitoring. encryption, authentication, access control, intrusion detection, block-chain, privacy-preserving techniques, and regular security audits and updates establish a robust defence against security threats, safeguarding sensitive patient information and fostering trust in rpm services. materials and methods the study adopts a systematic literature review to explore and analyse existing research on securing ai-enabled iot healthcare devices and protecting patient data. by conducting a systematic review, the study ensures a comprehensive and objective assessment of the current state of knowledge in the field, identifying key themes and practical solutions proposed by researchers and practitioners. systematic model literature search the study initiates with a systematic research of academic databases, research journals, conference proceedings, and reputable sources. the keywords used for the search include “iot healthcare security,” “ai-enabled iot healthcare,” “data protection in healthcare iot,” “secure iot communication,” “block-chain in healthcare,” “privacy-preserving data analytics,” “intrusion detection in iot,” and related terms. inclusion and exclusion criteria inclusion of peer-reviewed articles published in the last 5 years. data extraction relevant data on encryption, authentication, access control, intrusion detection, block-chain, privacypreserving techniques, and regulatory compliance. analysis and discussion identification of common themes and key security challenges, comparison of proposed solutions, and discussion of findings. case setting the suggested pragmatic methodology uses remote patient monitoring (rpm) employing ai-enabled iot devices as its case study. rpm enables wearables and smart sensors by medical providers to remotely monitor patients’ health, allowing individualised and prompt treatments. the systematic methodology thoroughly examines academic sources to comprehend security issues and suggested fixes in ai-enabled iot healthcare. the framework was created with rpm in mind, guaranteeing a safe and private environment. it seeks to protect patient data and promote confidence in smart healthcare services by addressing important security topics. ethical consideration ethics considerations come into play when integrating iot solutions into the healthcare field. protecting patient privacy and ensuring data security is paramount due to the sensitive health information gathered and transmitted by iot devices. to achieve this, robust measures such as encryption, access controls, and privacy protection must be implemented to prevent unauthorised access or data breaches. moreover, obtaining informed consent from patients before utilising their data for iot services is imperative. results and discussion rpm framework the proposed practical framework for ensuring data protection, as discussed in table 1 in iot-enabled healthcare, addresses the critical challenges and requirements of securing sensitive patient information in a connected environment. each theme in the table represents a vital aspect of the framework, contributing to a complete security and privacy of the iot ecosystem. this theme emphasizes the importance of encrypting patient data and establishing channels for a reason to pa ge 98 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 91-101, 2025 communicate in between iot devices and healthcare servers. encryption ensures that even if data is intercepted, it remains unreadable and protected from unauthorised access. given the resource limitations of iot devices, this theme advocates for efficient authentication methods that do not burden the devices with heavy computational overhead. by employing lightweight authentication schemes, such as cryptographic hash functions, secure and efficient device and user authentication can be achieved. securing data in ai-enabled iot healthcare devices was a multi-faceted endeavour that required a comprehensive approach to addressing potential vulnerabilities to mitigate risk effectively. a robust encryption mechanism is crucial for protecting data with rest and transit. an encryption mechanism is essential to safeguard data in conditions such as rest and a transit position (singh et al., 2024). the encryption of sensitive data such as patient medical records and diagnostic data by healthcare organisation was ensured in the condition that unauthorised access could occur, and data would remain unreadable and unusable. access to control mechanisms played a pivotal role in limiting data access to authorised personnel only. a utilisation of stronger authentication methods like a biometric authentication or multi-factorial authentication aims to enhance security by purpose to verify an identity of an individual by attempting an access the data. a rolebased access control further refines access permission based on a user’s specific role and responsibility in a healthcare organisation by minimising the risk of unauthorised data access. continuous monitoring of device activity and networking traffic is essential for the detection from responding to potential security threats promptly. implementing an intrusion detection system to a security information and event management (siem) solutions enabled healthcare organisation to identify suspicious behavior or an anomaly indicating a security breach (gonzález-granadillo et al., 2021). real-time monitoring empowers a security team by taking immediate action to mitigate risk and protect sensitive data. regular security assessments and audits are helpful and promptly remediate vulnerabilities in aienabling iot devices (gonçalves, 2023). a comprehensive training program is essential to foster a culture of cybersecurity and its awareness among healthcare staff. educating employees about common cyber-security threats, best practices to protect data, and the importance of security policies and procedures strengthened an overall security posture to healthcare. ai adoption in healthcare for patient data protection adopting a multi-layered approach to security is essential to address a complex challenge that ai posesenabled devices in healthcare. that approach directly involves not securing devices to fortify underlying networks to infrastructure and could base storage system. regular security audits and updates are necessary for promptly identifying patch vulnerabilities to minimise the risk factor of exploitation by a malicious actor (sakhawat et al., 2024). furthermore, educating healthcare staff about cyber-security best practices fosters a culture of vigilance that can enhance the overall security posture to ai-enabled iot healthcare services to ensure the confidentiality and availability of patient data. privacy and patient data protection are important aspects of ai that enable a healthcare system, and they help safeguard patient confidentiality, including personal health information, medical records, genetic data, physical orientation, and real-time monitoring. these factors were a higher priority when handling utmost care. in addition, maintaining patient safety means respecting an individual’s rights and fostering trust between patients and healthcare providers. the adoption of ai enables healthcare to rely on collecting and storing large patient data volumes. as a result, the data can become vulnerable to breaches, unauthorised access, and misuse. ai adoption is due to robust data security measures, including encryption, access to control security, storage and transmission protocols. ai for securing patient data was used for analysis and decision-making to respect patient autonomy and privacy necessities to obtain informed consent to collect, store, and use potential healthcare data [36]. ai algorithms indicated potential threats and alerted security personnel to take appropriate actions. adopting ai in healthcare helps analyse historical data to predict security risks and vulnerabilities in the healthcare system. ai provides a biometrics authentication system to enhance a patient’s security, which requires unique physiological and behavioral characteristics to access it easily. natural language processing can be used for automatic analysis to classify text data, such as medical records and communication logs, for sensitive information [34]. this is to identify and redact or encrypt sensitive data. furthermore, the nlp algorithm helps prevent unauthorised access to a patient’s information. ai facilitates patient data through homomorphic encryption, differential privacy, and federation learning, allowing data to be analysed and shared without exposing sensitive information. ai analyses user behavior patterns to detect potential insider threats or unauthorised access to patient data. moreover, ai analyses patients’ personal information through threat intelligence platforms that can collect, analyse, and disseminate information about emergency cybersecurity and vulnerabilities in real time. ai can dynamically adapt to measure the security measures of patients based on change threats to evolve an attack vector [35]. ai systems can adjust security and protocols to mitigate emerging risks to protect patient data that is more effective. integrating ai technology secures the information of patients to safeguard them against cybersecurity threats and ensure compliance in the presence of regulatory requirements such as hipaa in the us. in the absence of a standardised benchmark, it is challenging to evaluate whether a particular ai system meets a clinical requirement (gold standards), performs pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 91-101, 2025 betterment (improves) patient safety, or worsens (harms patients) to a similar system through provided healthcare context. ai power visual assistance and chatbots play an important role in healthcare by providing patients with personalised health information, answering queries, and assisting in scheduling appointments. these conversation events agents utilise natural language procedures to understand and respond to patient questions for improved access to health by reducing an administrative burden [36]. ai algorithms can optimise healthcare to predict patient flow, improve scheduling, and optimise to allocate resources. in the context of patient ethics, ai helps optimise and streamline flow, reduce waiting times, and enhance operational efficacy. [37]. to prioritise patient safety, it enables a healthcare system that often involves sharing and analysing patient data for commercial, research, and collaborative reasons. ai allows attackers to identify an individual to a supposed anonymised dataset to connect multiple data sources using advanced linkage techniques [38]. in most of the hospitals in the uk, the nhs tried to resolve privacy concerns highlighted by biases or disproportionality affecting a certain individual or marginalised groups that were leading to unequal and unfair healthcare practices. comparative analysis this section evaluates the performance of current iot solutions tailored for healthcare applications, as shown in table 2. the evaluation centers around key security aspects, such as authentication, confidentiality, trust, resilience, data freshness, fault tolerance, and selfhealing. the proposed solution, ami architecture, is compared with existing schemes, revealing that many lack fault tolerance and self-healing features, making them less dependable in unforeseen circumstances. on the other hand, ami architecture stands out as an all-inclusive solution that meets the required security standards, making it a trustworthy option for iot healthcare systems. however, a challenge remains in securing communication between gateways and offthe-shelf sensors/nodes, mainly due to the use of proprietary protocols in commercial sensors. this issue requires further attention and exploration. table 2: comparative analysis iot solution authentication confidentiality selfhealing fault tolerance resilience data freshness trust [16] ✅ ✅ ❌ ❌ ❌ ❌ ✅ [17] ✅ ✅ ❌ ❌ ❌ ❌ ✅ [18] ✅ ✅ ❌ ❌ ✅ ✅ ✅ [20] ✅ ✅ ❌ ❌ ✅ ✅ ✅ [21] ❌ ✅ ❌ ❌ ❌ ❌ ✅ [23] ❌ ❌ ✅ ✅ ❌ ❌ ❌ [24] ✅ ✅ ❌ ❌ ✅ ❌ ✅ [25] ✅ ✅ ❌ ✅ ✅ ✅ ✅ proposed architecture ✅ ✅ ✅ ✅ ✅ ✅ ✅ conclusion regular software updates and patch management are essential to mitigate vulnerabilities in iot devices and software applications. this prompts the application of a security patch and updates, specifically for a healthcare organization that aims to prevent the exploitation of known vulnerabilities and create a strong defense system against cyber threats. continuous monitoring of device activity and networking traffic is essential to detect and respond to a potential security threat promptly. limitations • iot solutions in healthcare have certain limitations that require acknowledgement. • the interoperability challenge arises from different devices operating on varied protocols and standards, hampering seamless integration. • additionally, reliance on internet connectivity for iot devices may lead to vulnerabilities and disruptions in areas with poor network coverage. references akkaoui, r. 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(2019). implantable and wearable sensors. in s. k. saha & s. k. ghosh (eds.), biomedical sensors and instrumentation (pp. 489–545). elsevier. https://doi.org/10.1016/b978-0-12814862-4.00008-9 pa ge 1 pa ge 23 american journal of multidisciplinary research and innovation (ajmri) understanding the perspectives of small-scale arable crop farmers on soil management practices in uhen l.g.a, edo state godspower oke omokaro1*, itulua omono2, zipporah simiyu nafula1, obed kohol niambe1 volume 3 issue 2, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i2.2570 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 10, 2024 accepted: march 20, 2024 published: march 24, 2024 this study provides insights into the perceptions of small-scale arable crop farmers in uhen l.g.a regarding soil management practices. a total of 50 questionnaires were administered to randomly selected farmers and the questionnaires covered various aspects, including demographics, farming and soil fertility management practices, awareness of organic agriculture, soil health, and soil fertility, as well as acceptance, viability, and sustainability of organic inputs. the findings revealed that the majority of the respondents were male, with a range of ages and educational backgrounds, mostly attaining secondary education with varying levels of farming and agricultural experience. regarding farming and soil fertility management practices, respondents reported adopting practices such as tillage, mound/ heaps/ridges, bush burning, mulching, and mixed cropping. organic fertilization was more commonly used than inorganic fertilization, with reasons cited including availability, low cost, crop response, and long-term effects. farmers recognized the importance of organic residue and soil organisms for soil health. however, the respondents had limited awareness of organic agriculture, and their knowledge of soil organisms and their contributions to soil health was moderate. the findings highlight the need for increased awareness and knowledge of organic agriculture and the potential benefits of organic inputs for soil health and fertility. keywords soil management, farmer practices, small-scale farmers, arable farming, soil fertility introduction soil management practices serve as mechanisms aimed at safeguarding soil integrity, preventing degradation, and enhancing its nutrient content through the utilization of locally sourced materials such as animal manure and recycled crop residue. these practices, including soil conservation, amendment, and the promotion of optimal soil health, are vital for sustainable food crop production without causing adverse effects (nwachuku et al., 2012; george, 2013). implementing soil management involves applying processes like crop rotation, cover cropping, planting windbreaks, and conservation tillage, which have been employed for centuries. soil conservation practices encompass various farming operations and strategies to control soil erosion by preventing or reducing the detachment and transport of soil particles in air or water (dabney et al., 2012). the inception of soil conservation aimed to protect the ecology from the potentially harmful impacts of agricultural production, initially relying on unproven technologies that did not align with the natural requirements of the land. understanding the evolving trend of land degradation requires discerning whether it results from natural occurrences or unwise land use (tanner, 2012). to maintain soil quality and prevent mismanagement, some farmers adopt practices like regular manure application, cover cropping, mulching, planting shelter belts, crop rotation, intercropping, multiple cropping, and minimum tillage (ejike & osuji, 2013). despite the significance of soil health and management, these aspects have received limited attention over the years, overshadowed by the widespread use of chemical and organic fertilizers. in ovia northeast, edo state, nigeria, there is a notable absence of comprehensive studies clarifying the relationship between soil health, crop production practices, and the prevalent use of fertilizers. as edo state is a significant agricultural producer, there is a pressing need for further research to emphasize the importance of soil health, advocate for appropriate soil management practices, and promote organic agriculture in the region. literature review soil health and soil degradation soil health denotes the sustained ability of soil to operate as a vital living system, recognizing its biological components crucial for ecosystem function within specified landuse boundaries. this aims to uphold biological activity, enhance air and water quality, and preserve the health of plants, animals, and humans (doran & zeiss, 2000). a robust soil should support essential life processes such as plant anchorage and nutrient provision, retain optimal water and soil characteristics, sustain soil food webs, recycle nutrients, preserve microbial diversity, address pollutants, sequester heavy metals, and contribute to disease control. in contrast, soil degradation signifies the deterioration in soil quality resulting from various factors, with agriculture being a principal contributor. soils play a pivotal role in biodiversity conservation and are essential for ensuring adequate food production and water supply (hemphill, 2000). this degradation manifests through issues such as salting, waterlogging, compaction, pesticide contamination, loss of soil structure, reduced fertility, 1 institute of ecology, people’s friendship university of russia named after patrice lumumba, mikluho maklaya 6, moscow, russia 2 department of soil science and land management, university of benin, p.m.b 1155, ugbowo, benin city, edo state, nigeria * corresponding author’s e-mail: omokaro.kelly@gmail.com pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 increased acidity, alkalinity, salinity, and erosion. soil erosion, caused by water, wind, or agricultural activities, leads to the removal of the topsoil layer (kidd, 2000). agriculture significantly contributes to soil degradation, primarily through the excessive use of inorganic fertilizers, synthetic pesticides, and other chemicals. these practices result in the release of greenhouse gases like carbon dioxide, methane, and nitrous oxide. furthermore, conventional agricultural methods such as tillage, fertilization, and pesticide application release harmful substances like ammonia, nitrate, and phosphorus, polluting the air, water, and soil, impacting biodiversity. agriculture also alters the earth’s land cover, affecting its ability to absorb or reflect heat and light, contributing to radiative forcing. soil degradation adversely impacts biological processes, disrupting the soil’s microbial community and altering nutrient cycling, pest and disease control, and chemical transformation processes (lichtfouse et al., 2009). soil management and conservation the soil plays a pivotal role in maintaining the health of ecosystems, but extensive human exploitation has resulted in substantial degradation and the spread of pollutants. about 36.5% of the earth’s land is utilized for agriculture (faostat, 2008). while these human activities are often justified in the name of development, the persistent degradation of ecosystems and exposure to various contaminants pose risks to society and the environment, essential for supporting all life forms. miner et al. (2020) underscored in their study that global food systems encounter challenges such as mitigating environmental impacts, adapting to climate change, increasing yields, and preserving or enhancing crop nutritional quality. managing soil health emerges as a promising solution to mitigate some environmental impacts and potentially enhance economic returns. soil conservation entails diverse farming practices and management strategies geared toward controlling soil erosion, aiming to prevent or minimize the detachment and movement of soil particles by water or air. it also addresses the loss of topsoil layer and fertility due to soil contamination. understanding soil erosion processes and factors is crucial for implementing effective control practices and promoting soil conservation. soil erosion involves the detachment or entrainment of soil particles by wind or water, their transportation, and subsequent deposition as soil sediments. time-tested conservation methods like crop rotation, cover cropping, planting windbreaks, and conservation tillage have been practiced for centuries, contributing significantly to soil conservation. soil conservation practices encompass various farming operations and soil management strategies conducted to prevent or reduce soil particle detachment and transport in air or water (dabney et al., 2012). historically, soil conservation aimed to protect the environment from agricultural practices using unproven technologies that did not align with the land’s natural requirements. to address evolving land degradation trends, it is essential to determine whether the causes are natural or the result of unwise human activities (tanner, 2012). in europe, the common agricultural policy (cap) has been implemented to promote best management practices such as winter cover crops, reduced tillage, plant residues, and grass margins to enhance conservation efforts (panagos et al., 2015). these traditional approaches, including no-tillage, form part of a continuous spectrum of land management practices that promote agricultural conservation and sustainable land management, leading to increased productivity, environmental benefits, and profits. these practices are interconnected and contribute to the overall goal of sustainable agriculture. soil management and conservation methods cover cropping and mulching this approach is recognized as an effective method for reducing topsoil migration by maintaining a protective cover over the soil, thereby mitigating soil displacement caused by the impact of raindrops on soil particles. the utilization of cover crops and mulching plays a crucial role in diminishing runoff and its velocity across the soil. mulching, involving the application of organic materials on exposed soil, provides a protective covering that decomposes over time. while straw can serve as mulch, hay has been proven to be the most effective, with the caveat of harvesting it before weed maturation. these crops are essential for erosion control, particularly in cases where the primary crops planted do not yield sufficient residue for conventional erosion control based on residue management (keeling et al., 2000). in regions with ample precipitation, cover crops like peas can effectively safeguard against wind erosion and contribute nitrogen to the soil. the nitrogen released from the roots of these legumes serves as an energy source for microbial metabolic activities, fostering an active microbial community in the rhizosphere soil. this live mulch or cover crop approach proves beneficial for maintaining soil health and preventing erosion. crop rotation crop rotation stands as a traditional and practical method for managing agro-ecosystem biodiversity, contributing to enhanced soil health while minimizing the occurrence of pests and diseases (barbieri et al., 2019). this approach empowers farmers to enhance soil structure, increase soil organic matter, and deepen rooting depth by cultivating secondary crops that promote overall soil health. root crops, owing to the extensive shattering of soil aggregates during seedbed preparation and harvesting, can adversely affect soil structure. therefore, it is recommended to grow root crops once every three years. a suggested rotation involves growing corn in the subsequent year, followed by two years of silage, and then three or more years of forage. leguminous crops, such as peas and chickpeas, introduced into crop rotation play a role in modifying pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 soil functional microbial communities. additionally, incorporating cover cropping, mulching, and zero tillage into the rotation further enhances soil health. crop rotations offer favorable conditions for the growth of diverse soil functional microorganisms. this contributes to rich biodiversity within the soil ecosystem, as both shallow feeding crops and deep-rooted crops activate varying species of microorganisms over time, leading to the accumulation of microbes with diverse characteristics colonizing the soil. consequently, different crops contribute various residues and root exudates, fostering soil microbial diversity and activity, increasing soil microbial biomass, and enhancing carbon and nitrogen cycling (gurr et al., 2016). conservation tillage the objective of this method is to safeguard soil aggregates, organic matter, and crop residues (skaalsveen, 2019). conservation tillage involves modifying traditional tillage practices by using less disruptive implements (e.g., replacing moldboard plows with chisel plows), minimizing tillage (e.g., reducing the number of turns), and leaving crop residues on the soil surface to prevent erosion. traditional agricultural practices often rely on plowing and tilling the land to prepare the seedbed. however, these practices have been proven to be highly detrimental to the soil, contributing to the degradation of 24% of global agricultural land (bai et al., 2008). a new approach, focused on conserving and improving soil health, is gradually replacing conventional soil tillage. in a conventional tillage system, the soil is typically inverted to a depth of less than 20 cm using a moldboard plow. in contrast, conservation tillage involves either minimal disturbance or disturbance to a lesser degree (morris et al., 2010). this conservation method has demonstrated its effectiveness in improving soil structure, reducing soil erosion, enhancing drainage and water-holding capacity, increasing soil organic matter, and promoting microbial and earthworm activity (abdollahi & munkholm, 2014). residues management this method is the most preferable for controlling wind erosion across various crops and climates (miner et al., 2013). it encompasses multiple tillage practices that involve maintaining residue from a previously harvested crop as a surface cover to prevent soil erosion effectively. residue management also involves the preservation of mulches, which can either be standing or flat, serving to intercept soil grains by impeding their movement (miner et al., 2013). leaving the residue from the prior crop on the soil surface yields several benefits. it enhances soil water storage independently of runoff-controlling contours, increases rain infiltration, and reduces soil evaporation. moreover, the microclimate created is conducive to microbial activities, fostering a continuous supply of energy from decomposing biomass residues. this process leads to the mineralization of organic compounds and the breakdown of complex molecules, further contributing to the overall health and productivity of the soil. effects of agriculture on environmental health soil health is inherently defined as the inherent capability of soil to operate within the confines of ecosystem boundaries, whether natural or managed. this involves sustaining plant productivity, preserving water and air quality, supporting human well-being, and providing habitats for biodiversity (doran & zeiss, 2000). the intensification of agriculture is exerting immense pressure on the soil’s inherent potential to maintain these functions, leading to widespread ecosystem degradation and long-term loss of productivity (tilman et al., 2001). over the past few decades, significant efforts have been invested in enhancing agricultural productivity. this includes increased fertilization and pesticide application, improved irrigation practices, advancements in soil management regimes and crop varieties, and extensive land conversions (tilman et al., 2002). however, there is a growing apprehension that the utilization of natural ecosystems for agricultural purposes has incurred substantial environmental costs. these costs encompass issues such as desertification, heightened greenhouse gas emissions, reduced organic matter in soils, loss of biodiversity, and alterations to biogeochemical and hydrological cycles (balmford et al., 2005). in contrast, soil quality is an extrinsic feature that changes based on the intended human use of that soil. this could be linked to agricultural production and its ability to support wildlife, watershed production, or recreational outputs. various environmental challenges associated with agriculture manifest as pollutants, climate change, soil degradation, and deforestation (van der warf et al., 2002). material and method this research was carried out in uhen community, situated within the ovia north east local government area of edo state, nigeria. the geographical coordinates of the site are enclosed within latitude n6026’49.9’’ and e5030’26.1’’, falling within the rainforest region of edo state. the specific location is characterized by a hot and humid tropical climate, exhibiting seasonal rainfall, high temperatures, and relative humidity, as reported by oviasogie and okoro in 2020. the climate is distinctly marked by two seasons: rainy and dry periods throughout the year. the annual total rainfall in the area exceeds 1,500 mm, with peak precipitation occurring in september/ october. the mean air temperature varies between 28 °c to 36 °c, while the relative humidity fluctuates between 70% to 80%. the soils in the study area originated from coastal plain sand and alluvial deposits. the terrain is relatively flat with gentle slopes exceeding 4%, gradually declining, and positioned at an elevation of 100 meters above sea level, according to information from the nigerian institute for oil palm research (nifor, 2013). uhen, ovia north-east study area map pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 administration of questionnaires / sample size in the study conducted in uhen community, ovia north east local government area, edo state, nigeria, data was collected through the administration of questionnaires to 50 randomly selected respondents, who were farmers living in the study area. the selection of the village was based on factors such as agricultural potential, location, population density, and representation of socio-economic characteristics of rural life in the state. to collect the data, the researcher visited the local farmers in their farms, shops, and fields. the questionnaires took approximately 15-20 minutes to complete, and assistance was provided to those who had difficulty reading or understanding certain agricultural terms in the questionnaire. the questionnaire consisted of four sections. the first section focused on gathering information about the farmers’ demographics, including gender, age, educational qualification, farming and agricultural experience, and more. the second section figure 1: uhen community, edo state, nigeria study map source: image created and extracted from nigerian map, 2022 figure 2: google earth image of uhen community, edo state, nigeria source: google earth engine image, 2022 pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 aimed to assess the farmers’ knowledge of farming and soil fertility management practices. the third section aimed to capture the farmers’ perspectives on organic agriculture, soil health, and soil fertility. finally, the fourth section aimed to assess the acceptance, viability, and sustainability of organic farming. this section included 10 questions related to farm profitability, awareness of organic inputs, and other relevant factors. results and discussion from the questionnaires administered to farmers in uhen community, ovia north east l.g.a; the 50 questionnaires shared were completed by the farmers. regarding the gender distribution of the respondents, 74% were male and 26% were female. the age range of the respondents varied, with 38% falling between 24-37 years, 22% between 38-50 years, and 40% being 50 years and above. in terms of educational background, 20% had no formal education, 28% had primary education, 50% had secondary education, and only 2% had tertiary education. this suggests that most farmers in the study area had secondary education or below, which might impact their knowledge of soil management practices and their understanding of soil health. respondent’s demographics table 1 provides an overview of the respondent’s demographics and farming characteristics. the farming experience of the respondents varied, with 20% having 20 years of experience, 18% with 11-20 years, 11-20 years, and 24% with less than 5 years of experience. similarly, in terms of agricultural experience, 40% had less than 5 years, 20% had 5-10 years, 14% had 11-20 years, and 26% had 20 years of experience. the main crop grown by the farmers was cassava (64%), followed by cocoa (20%), plantain (2%), and yam (14%). the growing cycle of the crops varied, with 14% lasting for 6 months, 66% lasting between 8-12 months, and 20% lasting for 36 months. regarding farm size, 20% had less than 1 acre/homestead, 42% had between 1-2.5 acres, 36% had between 2.5-5 acres, and 2% had more than 10 acres of land. in terms of tenancy, 6% of respondents leased their land, 16% rented it, 72% owned it, and 2% had community-owned land. additionally, 4% of the respondents practiced mono-cropping, while 96% practiced mixed cropping. these findings indicate that the farmers in the area were primarily engaged in medium-scale farming as their main occupation. the demographic data also revealed that the respondents grew other crops alongside their main crop. table 1: demographic of the respondents in the study area variables frequency percentage (%) gender male 37 74 female 13 26 age (years) 10 – 23 24 – 37 19 38 38 – 50 11 22 50 above 20 40 educational background none 10 20 primary 14 28 secondary 25 50 tertiary 1 2 farming experiences <5 years 12 24 5 – 10 years 9 18 11 – 20 years 9 18 20 years 20 40 agricultural experiences <5 years 20 40 5 – 10 years 10 20 11 – 20 years 7 14 20 years 13 26 major crop grown pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 cassava 32 64 cocoa 10 20 plantain 1 2 yam 7 14 how many months does each growing cycle last 6 months 7 14 8 12 months 33 66 36 months 10 20 above 36 months size of land holding under operation (ha) below 1 acre/homesteads 10 20 between 1 – 2.5 acres 21 42 between 2.5 – 5 acres 18 36 above 10 acres 1 2 types of tenements lease 3 6 rent 8 16 owned 36 72 community owned 1 2 type of cropping system mono-cropping 2 4 mixed cropping 48 96 total 50 100 n = 50 respondent’s response on farming and soil fertility management practices according to the study findings in table 2; 54% of the respondents indicated that they leave their fields fallow for less than a month, 42% do so for 1-6 months, and 4% for 6-12 months. in terms of farming practices, 12% adopt tillage, 4% make mounds/heaps/ridges, 62% practice bush burning, 16% use mulching, and 6% employ mixed cropping. regarding fertilization, 74% of the respondents use organic fertilizers, 2% use inorganic, 6% use both organic and inorganic, and 18% use none. when asked about their reasons for using organic fertilizers, 6% mentioned availability in the community, 30% cited the low cost, 40% mentioned crop response, and 24% mentioned the long-term effects. this result of high utilization of organic manure by the arable crop farmers is in tandem with the findings of nwachukwu et al., (2012); mazza and olojede (2016). this study further agrees with the findings of ejike and osuji (2013); iwena (2008) who posited that over 50% of farmers in imo state approved soil management techniques that cut across application of organic manure regularly, mulching, crop rotation, growing cover crops, multiple crops, shifting cultivation and bush fallowing as ways of enhancing nutrients, sustaining crop growth and food production without adverse effect. none of the respondents mentioned reasons for using inorganic fertilizers. in terms of knowledge about organic residue, 12% of the respondents considered their knowledge high, 18% considered it medium, and 70% considered it low. additionally, 8% of the respondents said organic materials are always available, 42% said they are available, and 50% said they are not available. the study found that 70% of the respondents mainly use plant-based organic materials, 10% use animal-based materials, and 20% use both. regarding the utilization of plant materials after harvest, 10% use them for mulch, 10% burn them, and 80% plow them into the soil for decomposition. when asked about changes in crop yield over the years, 50% of the respondents reported an increase, 10% reported a decrease, and 40% reported no change. as for the causes of decreased yield, 4% mentioned weed/disease/pest infestation, 44% mentioned rainfall failure, and 8% mentioned soil degradation or related problems. the study also found that 80% of the respondents attributed low soil nutrients to continuous cultivation, while 20% attributed it to insufficient fertilization. in terms of the impact of organic fertilizer application on crop yield, 30% of the respondents reported a high increase, 70% reported a slight increase. regarding the application time, 74% of the respondents apply fertilizers before planting, and 24% apply them during crop growth. pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 table 2: farming and soil fertility management practices variables frequency percentage (%) how long do you leave your field fallow before planting? less than a month 27 54 1 – 6 months 21 42 6 – 12 months 2 4 above 12 months farming practices adopted tillage 6 12 making mounds/heaps/ridges 2 4 bush burning 31 62 mulching 8 16 planting hedge crops farming under tress use different crop varieties cover cropping mixed cropping 3 6 kind of fertilization adopted organic 37 74 inorganic 1 2 both 3 6 none 9 18 if organic fertilization, what is your reason? availability in the community 3 6 low cost 15 30 crop residue 20 40 long term effects 12 24 if inorganic fertilization, what is your reason? readily available in the community low cost good crop response positive long term effects knowledge in organic residue management high 6 12 medium 9 18 low 35 70 availability of organic materials in the community always available 4 8 available 21 42 not available 25 50 organic materials mostly used plant source 35 70 animal source 5 10 both 10 20 how are plant material (crop residues) utilized after harvest mulch 5 10 burn 5 10 ploughed to decompose 40 80 pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 firewood and fuel fodder composting disposed of as garbage other how would you describe the changes in crop yield over the years increasing 25 50 decreasing 5 10 same 20 40 what do you think is the cause for the decrease in crop yield? weed/disease/pest infestation 2 4 rainfall failure 44 88 low yielding varieties soil degradation/related problems 4 8 perceived reason(s) for low soil nutrients soil erosion continuous cultivation 40 80 low fertilizer/manure application rate 10 20 burning poor adherence to recommended fertilizer/manure application significant increase in crop yield during organic fertilizer application high 15 30 slight 35 70 none significant increase in crop yield during inorganic fertilizer application high slight none what is the time of application before planting 37 74 during crop growth 13 26 total 50 100 n = 50 respondents’ awareness of organic agriculture, soil health and soil fertility table 3 presents the findings related to respondents’ awareness of organic agriculture, soil health, and soil fertility. regarding awareness of organic residue, 8% of the respondents had high awareness, 32% had medium awareness, and 60% had low awareness. the presence of soil organisms on their farms was acknowledged by 94% of the respondents, with 6% believing they were always available. in terms of the contribution of soil organisms to soil health, 56% of the respondents recognized their importance, while 44% were unsure or unaware of their role. when it came to preserving soil fertility, 4% considered fertilization as the key factor, 68% emphasized crop rotation, 6% mentioned intercropping, and 22% favored the tillage system. regarding organic fertilizers used, 54% of the respondents preferred livestock manure, 20% used poultry manure, and 26% used other types without specifying. only 10% of the respondents reported integrating legumes with crop rotation, intercropping, or green manure, while the majority (90%) did not practice these methods. in terms of pest and disease control, 20% of the respondents employed biological and organic methods, 70% used chemical pesticides (specifically gammalin), and 10% used other methods such as traps. this finding agrees with the field research carried out by omokaro et al. (2023) at songhai community, delta state, nigeria. for non-chemical methods of plant protection, 90% used physical and pheromone traps, while 10% utilized biological enemies of pests. for weed control, pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 70% of the respondents relied on manual weeding, 20% used crop rotation and/or intercropping, and 10% used chemical herbicides called uproots. surprisingly, 100% of the respondents indicated that they had not heard of organic farming. however, when asked if inorganic inputs lead to soil fertility loss, 46% agreed, while 54% disagreed. additionally, 90% of the respondents believed that earthworms in the soil contribute to increased soil fertility, while 10% had no knowledge about this relationship. table 3: awareness of organic agriculture, soil health and soil fertility variables frequency percentage (%) how would you rate your organic residue management knowledge high 4 8 medium 16 32 low 30 60 how would you describe the soil organism’s presence in your farm always available 3 6 available 47 94 not available can these soil organisms be seen as contributors to soil health very well 28 56 slightly well 22 44 not at all how do you preserve soil fertility fertilization 2 4 crop rotation 34 68 intercropping 3 6 tillage 11 22 other: if organic fertilizer are used can you specify the type livestock manure 27 54 poultry manure 10 20 green manure other: 13 26 if crop rotation, and/or intercropping and/or green manure are practiced, do you integrate legumes yes 5 10 no 45 90 in what way do you control pests and diseases biological and organic control methods 10 20 integrated pest management (ipm) methods chemical pesticides (treatment), specify what do you use: gammalin 35 70 other methods: traps 5 10 if you use non-chemical methods for plant protection, which of the following do you use mechanical ways physical and pheromone traps 45 90 biological enemies of pest 5 10 other in what way do you control weeds mechanical weeding manual weeding 35 70 crop rotation and/or intercropping 10 20 chemical herbicides, specify: uproot 5 10 pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 have you ever heard about organic farming yes no 50 100 does the usage of inorganic inputs (fertilizer, herbicides, pesticides) lead to soil fertility loss on your farm yes 23 46 no 27 54 what do you think about earthworms on your farm increased soil fertility 45 90 reduced soil fertility nothing 5 10 others total 50 100 n = 50 respondent’s awareness on acceptance, variability and sustainability table 4 presents the findings related to farmers’ responses regarding the acceptance, viability, and sustainability of their farming practices. in terms of selling farm produce, 10% of the respondents sell everything, 50% sell most, and 40% sell half of their produce. the majority of respondents (94%) reported that their farming business is profitable year-round, while 6% indicated it is not. when it comes to annual income from farming, 28% of the respondents earn between 50,000 and 150,000, while 72% earn over 150,000. looking ahead, 74% of the respondents plan to continue their farming business as usual in the next 10 years, 20% intend to expand their business, and 6% have different plans, such as discontinuing their farming activities. regarding the willingness to increase organic inputs on their farms, 90% of the respondents expressed willingness to do so, while 10% stated they would not, possibly due to a lack of awareness and knowledge about organic inputs and their impact on soil health. all respondents (100%) believed that increasing organic inputs would help improve soil fertility and crop yield. when asked about the comparison of yields between organic and inorganic fertilization, 6% of the respondents believed that organic yields are lower, 24% disagreed, and 70% were unsure. in terms of their awareness of whether the use of organic inputs could improve soil fertility and structure on their farms, 68% of the respondents answered “yes,” while 32% were uncertain. regarding their willingness to use soil microbial inputs on their farms, 88% of the respondents agreed, while 12% did not. table 4: acceptance, variability, and sustainability variables frequency percentage (%) what share of your farm produce do you or your family sell well sell everything 5 10 we sell most 25 50 we sell about half 20 40 is your farming business profitable during the whole year yes 47 94 no 3 6 how much income do you receive from your farm in a year 50,000 – 150,000 14 28 150,000 and above 36 72 how do you imagine the future of your farm in the next 10 years you will continue business as usual 37 74 you will continue and expand farming business 10 20 you will allow family member(s) to manage the farm you will sell/rent it for agricultural purpose other 3 6 are you willing to increase organic farm inputs to your farm pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 23-34, 2024 yes 45 90 no 5 10 do you think increase in organic farm inputs will help the good soil microbes which would lead to improve soil fertility and higher crop yield yes 50 100 no do you think yields from organic fertilization are too low compared to yields from inorganic fertilization yes 3 6 no 12 24 i don’t know 35 70 do you think the use of organic inputs in your farm can improve soil fertility and soil structure yes 34 68 no i don’t know 16 32 are you willing to use soil microbial inputs in your farm yes 44 88 no other: don’t know 6 12 total 50 100 n = 50 conclusion the findings of this study reveal that farmers in the uhen community have a strong attachment to traditional indigenous knowledge of soil management practices. however, farmers need to understand how these practices can impact soil health and be open to accepting organic farming methods. the data suggest that farmers’ knowledge is influenced by their current farming system and their past experiences, making them resistant to change. new practices that require adjustments are often viewed as costly, time-consuming, and potentially harmful to crop yields, leading farmers to dismiss their importance. the majority of farmers still rely on practices like bush burning or the use of herbicides, such as uproots and gammalin (lindane), although the extent of chemical usage remains uncertain, particularly among respondents with lower levels of education. overusing these chemicals, which can become persistent organic pollutants (pops), can have adverse effects on human health, soil quality, and the environment. while the overall index score from the questionnaire indicates that most farmers are willing to adopt organic inputs to improve soil health and are aware of the benefits of soil microbes in enhancing fertility, it does not guarantee the actual adoption of these practices. 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(2002). evaluation of the environmental impact of agriculture at the farm level: a comparison and analysis of 12 indicatorbased methods. agriculture, ecosystems and environment, 93(1-3), 131-145. https://doi.org/10.1016/s01678809(01)00354-1. pa ge 1 6 pa ge 37 american journal of multidisciplinary research and innovation (ajmri) the add-ons of verbal emoticons into facebook walls: categories, locations, and pragmatic functions richard sambajon agbayani1*, donna bel fran sy2, clarizza joy bartolome tumenes1 volume 3 issue 6, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i6.3641 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 30, 2024 accepted: september 21, 2024 published: november 30, 2024 facebook (fb) continues to stir the limelight and since it is a phenomenal social media platform, with users utilizing it to convey both spoken and nonverbal expressions, the researchers chose this site to investigate the rich repository of verbal emoticons. anchored on three over-arching frameworks such as technological determinism theory, thematic analysis, and pragmatics attached to the notion of speech act (expressive act) theory, 300 verbal texts (fb posts) were used as corpus to investigate the occurrences of the iconic virtual emoticons as substitutions and extensions for verbal elements in facebook statuses or wall posts of 60 purposively selected participants. this study identified the various classifications, positions, and functions of each emoticon based on the structures of the verbal texts in the data. it was revealed that the majority of the facebook users preferred facial expressions and people emoticons over others. it was also found that most icons were frequently put towards the end of the verbal texts, and their conjoint function is to do the entire turn. this implies that most emoticons were applied to encompass the inclusive message expressed in the verbal transcripts. keywords categories, facebook statuses and wall posts, locations, pragmatic functions, verbal emoticons introduction the current digital era has provided people access to a virtual community for social contact and global communication. information technology connects everyone worldwide in a matter of seconds, which is expressly essential when the timely delivery of information is at stake. some of the most requisite venues where communicative events take place include facebook, twitter, instagram, linkedin, whatsapp, youtube, academia.edu., among others (herring, 2007). this revolutionary technology is dubbed as computermediated communication (cmc). as a result of this cmc innovation, it has altered the way people exchange information and messages by bringing in their digital presence in the virtual community. besides, online communication has become the immediate sphere of people’s global connectivity. analogous to this, social networking sites (snss) create multimodal of embedded communication to anyone who has an instant access to internet. snss have made it simple, rapid and appealing to share ideas, opinions, knowledge, and other bits of information. people can update their status, which represents what is going on in their minds. these statuses can reflect an individual’s mood, success or failure, as well as their thoughts on movies, products, businesses and services. additionally, the comments on the same can assist in gathering other people’s opinion, resulting in an overwhelming and valuable piece of knowledge on a specific subject (vashish, 2014). explicitly, facebook is currently the largest computer mediated social networking system that has gained widespread popularity in virtual communication. in the study of theodoropoulou (2015), she claimed that facebook is one of the most widely used online social networks, through which people manage their communication with a wide range of contacts or friends, ranging from family members and classmates to work colleagues and popular cultural idols or other people they admire. since its launching in 2004 by zuckerberg, this renowned sns allows its users to create their own online personal profiles and add a huge number of friends to remark on each other’s pages or read each other’s profiles. people use status updates to not only express their emotions, but also to share details about their daily lives, such as what they were doing or what was going on at that time. this illustrates how socialization patterns evolve as feelings, information, and ideas are shared. people utilize status updates as one strategy to make other network users aware of their presence. this feature not only keeps people linked, but it also strengthens the bonds of friendship between members (ilyas, 2012). with the growing fame of facebook, the use of informal language and emoticons is fast expanding. the use of emoticons in text to indicate feelings has made it difficult for automated sentiment analysis tools to effectively read these graphical cues for emotion. it is for this reason that the researchers considered emoticons to be the focus of their investigation. literature review an emoticon is a face expression made up of punctuation marks, letters, or other characters that is a combination of the words ‘emotion’ and ‘icon.’ today, software such as microsoft word translates typographic emoticons into graphic ones, which are more expressive and frequently animated (amaghlobeli, 2000). it also covers graphic signs, such as smileys, which are most commonly used 1 mariano marcos state university, department of languages and literature, city of batac 2906, philippines 2 romblon state university, bsed department, romblon 5505, philippines * corresponding author’s e-mail: rsagbayani76@yahoo.com pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 37-45, 2024 as iconic indicators of emotions transmitted over a communication channel. the first smiley face was created in 1982 by scott fahlman, a computer scientist at camegie mellon university, and it represents eyes, a nose, and a smiling mouth. he reasoned that employing smile and frown text icons would make it easier for message board users to distinguish between serious and humorous posts. emoticons are little graphics or diacritical symbol combinations. while adorning their facebook statuses and comments, people may simply communicate themselves to their friends when they are happy, sad, in love, irritated, or experiencing just about any other emotions. they are able to select the emoticons that best suit their mood from a large range of emoticons. in electronic communication, amaghlobeli (2012) identified three categories of emoticons. the typographic emoticon :-) is the initial type, made up of punctuation marks and other typographic symbols found on mobile phone’s keypad or computer’s keyboard. the graphic emoticons (😊), on the other hand, are graphics in gif format that automatically transform typographic emoticons to graphic ones. the third type, verbal emoticons, or (happy smiley ), verbally represent graphic or typographic ones and are becoming more and more productive, similar to nonverbal smileys. in contrast to the main creation of the emoticon, emojis were created in the late 1990s by nttdocomo, a japanese telecommunication company. emoji is a contraction of e and moji to denote pictograph in english. emoji, unlike emoticons, are real photographs of things like painted nails (💅) and a little whimsical ghost (👻). however, most existing literature regard emojis and emoticons as synonymous and associated to smiley faces. facebook supports half of the 845 emojis that are available on ios and android, including heart/ love symbols, stars, signs, and animals. once these are entered in facebook, your friends see these colorful icons across all desktop, iphone, and android devices. this paper uses the term verbal emoticon in referring to the verbal type. emojis and emoticons are two interchangeable terminologies for small graphics that abound on the internet, however, the researchers used the umbrella term emoticon for all sorts or types. significant also to note, in recent years, facebook became subject of scholarly discussions and researches. while for some, the site provides mere entertainment; for others, facebook is proving to be a valuable research tool and a medium for expression or documentation of language, peculiar behavior, personality, and emotions. thus, the succeeding works related on facebook and emoticons are also recognized. through the analysis of language styles on facebook, barazoval et al. (2012) investigated selfpresentational and relational issues. the authors complied a corpus of 79 participants’ status updates, wall posts, and private messages. based on the publicness and directedness of the interaction, these communications differed in some language style characteristics, showing variances in underlying selfpresentational and relational objectives. positive emotion terms in status updates were connected to selfreported selfpresentational concerns, indicating a purposeful use of positive emotions in public and nondirected communication via status updates. in public wall posts, language juxtaposition is linked to partner familiarity, but not in private communications, implying that linguistic immediacy signals act as markers to distinguish between mor and less familiar partners. walther et al. (2009) conducted two studies in which they used mockup profiles that looked like facebook accounts to present selfgenerated clues and othergenerated clues about a facebook user. the first experiment (n=115) looked at extraversion perceptions. experiment shows that warranting and competing theories (negativity and additivity) are both found to be true. the second experiment (n=125) looked at the thoughts of physical attractiveness. friends’ comments took precedence over selfcomments, proving that the warranting theory was correct. boundarysetting research for warranting and the possible effects of social remarks on a range of new information forms are among the implications. on the other hand, studies on the usage of verbal emoticons on facebook were also reviewed to provide stronger support in this paper. one study was carried out by herring (2010) to investigate the use of emoticons as indicators of emotion, nonemotional meanings, and illocutionary force. she pointed out that emoticons, in many circumstances, reflect the illocutionary power of the text to which they are linked, contributing to the pragmatic meaning of the text, and are thus an integral component of the linguistic communication channel. herring’s (2010) findings are backed up by derks et al.’s (2007) study of secondary school pupils and their use of emoticons, which revealed that emotions serve to reinforce a message and raise the intensity of its intended meaning. macarro (2000) also studied emoticons in an actual sample of facebook discussions to see what tasks they can serve in real-world situations and whether gender influences how they are utilized. pragmatics (speech acts) and multimodality strategy have been used to achieve this target. the findings show that some emoticons are more versatile than others, as well as disparities in usage based on the users’ gender. vashisht & thakur (2014) desired to demonstrate how emoticons naturally transmit sentiments and how people may leverage emoticons by manually creating an emoticon sentiment lexicon and then using finite state machines to determine the polarity of a sentence or paragraph. they tested the approach on 1,250 facebook status updates and 2,050 facebook comments, all of which include emoticons and have been manually annotated for sentiment. they identified the most widely used emoticons and grouped them according to the sentiment they intensify, which ultimately determines the sentence’s polarity. they aimed to offer a method for doing sentiment analysis on textbased status updates and comments, ignoring all speech information pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 37-45, 2024 and detecting both positive and negative attitudes using only emoticons. other studies have been carried out to validate if the use of emoticons in the cmc is a potential niche for figuring out how the combined approach to pragmatics (speech acts) can be adopted for analysis. ilyas & khushi (2012) examined the communicative functions of facebook status updates, including how identities were constructed and portrayed through language. searle’s speech act framework was used to investigate the status updates. the sample included 60 males and females between the ages of 18 and 24. a total of 171 status updates were collected over the course of five days, and the data was subsequently categorized using the coding system created. the findings found that expressive speech actions were used most frequently in generating status messages, followed by assertive and directive speech acts. also, the data revealed a new type of poetic lyrics, and that by sharing feelings, information, and ideas, numerous socializing patterns arise. walter & addario (2001) looked into a number of factors that influence the adoption of emoticons. an experiment was done to realize how three typical emoticons affected message interpretation. according to their findings, emoticons’ contributions were overwhelmed by verbal content, but the negativity impact appeared to work in such a way that any negative message aspect affects message perception in the direction of the negative element. it is assumed that in a stretch of language, emoticons can be positioned in various ways, however, to no avail of published research articles that would discuss this. though, it is a different concept, in the case of syntactic positions of vocatives, according to leech (1999), it can either be initial, medial, final, or standalone. these placement categories or locations are also used in the study of agbayani (2022) when he analyzed the vocatives of ferdinand e. marcos in philippine news articles. leech (1999) puts forward that the position of vocatives within communicative units (c-units) are related to pragmatic functions. some writers’ research has also offered a range of emoticon functions based on various criteria. dresner & herring (2010) looked into the functions as (a) emotion indicators, mapped directly onto facial expression; (b) indicators of non-emotional meanings, mapped conventionally onto facial expressions; and (c) illocutionary force indicators that do not map conventionally onto a facial expression. amaghlobeli (2012) investigated functions as (a) additions of para-verbal elements to the message; (b) expressing redundancy; (c) acting as antiphrasis (when emoticons are used to contradict or annul the verbally expressed meaning); (d) acting as an entire turn (when emoticons serve the purpose of an entire message); and (e) functioning as syntactic markers (often serving as punctuation). other proposed varieties of functions include (a) expressing emotion; (b) enhancing the verbal part of the message (acting as a supporting emoticon); and (c) expressing humour (luor, wu, lu, & tao, 2010); (a) as devices of modesty; (b) as hedging devices; (c) to soften requests; (d) as positive politeness strategies; (e) in rapport building; (f) humour; (g) to help convey emotion, humanize online interaction; (h) emphatic use; and (i) lexical use (kavanagh, 2010). evaluative function (the addition of an emoticon allows others to interpret the meaning of an utterance); to express politeness and friendliness; and as backchannel devices (e.g. to give feedback) are inclusions of the array of emoticon functions along with expressing emotion; strengthening the message; regulating the interaction; and putting into perspective. finally, accentuating or emphasizing the tone or meaning of the message, establishing the current mood or impression of the sender; and making the otherwise completely textual conversation creative and visually salient are the functions put forward by xu et al., 2007. other researchers have also emphasized that emoticons have distinct social roles beyond their propositional role, such as mirroring what happens in face-to-face interactions when interlocutors use nonverbal behavior to enhance the act of communication or the social connotation beyond the propositional content itself (jibril & abdullah, 2013). ahern (2010) is right in pointing out that emotional states are not always tied to the content of an utterance: they may simply reflect how the speaker is feeling at the moment of the utterance without having much to do with what is being said. in these situations, it appears that establishing a link with the interlocutor and sharing analogous emotions is more crucial than expressing emotion toward the message’s propositional substance. in a holistic sense, it can be professed from the extant literature the presence of relatively rich studies that focused on facebook platform, but only few researches have been done in the past which considered emoticons as a hot pick area to explore. given facebook’s popularity, usefulness and wide reach; to date, there are still limited published references that directly zero in on the classifications, positions, and functions of emoticons in facebook statuses and updates. as a result, further inquiry is required. research questions generally, the emphasis of this research is on the examination of verbal emoticons as part and parcel of facebook statuses and walls (facebook posts) of users. specifically, this paper sought answers to the following questions: 1. what are the prevalent categories of emoticons used by the participants? 2. how are these emoticons normally positioned or located in the verbal texts? 3. how do these verbal emoticons pragmatically function to convey emotions? pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 37-45, 2024 theoretical framework this study is fastened by three over-arching theories: technological determinism theory (mcluhan, 1962); thematic analysis (braun & clarke, 2006); and pragmatics attached to the notions of speech act theory (austin, 1962; searle, 1969). on one hand, the technological determinism theory (mcluhan, 1962) claims that new electronic media are altering people’s thoughts, actions, and feelings. throughout history, every communication channel or invention has shifted people’s perceptions of themselves and the world around them whether it is oral, written, or electronic. according to his view, the dominating medium of communication has a greater impact on human behavior than the messages it contains. because of their universality, he asserted that the channel is the message and that technical media have become staples or natural resources. further, when new technological systems are established, the culture or society is quickly altered to reflect the senses required to operate the new technology. it predicts that as new media technology systems emerge, society will change and adapt to them (griffin, 2003). thematic analysis, on the other hand, is one of the most common forms of analysis in qualitative research, and it focuses on pinpointing and examining themes within data. themes are patterns across data sets that are important to the description of a phenomenon and are associated to a specific research question. thus, the themes become the categories for analysis. in addition, thematic analysis is performed through a sixphase coding process that results in the creation of established, meaningful patterns. these phases are familiarization with data, generating initial codes, searching for themes among codes, reviewing themes, defining and naming themes, and producing the final report. lastly, the pragmatic functions of emoticons are based on the speech act theory (illocutionary acts/ force) of austin (1962) and later extended by searle (1969). the expressive act, as defined by searle (1969), explains the type of emotions dispensed in the context because this study focuses on the many emotions conveyed by participants through the usage of iconic features such as verbal emoticons in their facebook statuses and walls. this expressive act incorporates the emoticons’ illocutionary force (intentions) in the verbal texts. searle, like austin, argues that meaning cannot be explained without considering the context of a speaking act. statements, according to searle, do not represent a proposition, but tokens or phrases in context do. since emoticons are understood based on the context established in the participants’ facebook statuses and walls, the expressive act elucidates how these emoticons contain a relevant portion of the extralinguistic feature of the spoken or written texts as what the user intends by the emoticons s/ he employs. moreover, when these emoticons are used by users to further deepen or highlight their emotions and the ideas they want to express, they serve a variety of pragmatic tasks. the expressive act and illocutionary force are illuminating in the speech act theory, and facebook serves as a social framework where people can freely and spontaneously communicate their inner thoughts. materials and methods the corpus of this study is lifted from the facebook walls of the fb friends of one of the researchers posted during the months of january to march 2019. a descriptivequalitative approach was implemented. the purposive sampling technique was applied because participants were taken as samples depending on their voluntary participation. one of the researchers first posted a status addressed to her friends requesting their consent whether they would allow the researchers to browse on their walls and extract the needed corpus for analysis. respondents signaled their engagement by clicking the like button. only 60 participants (who were active users and who were spotted with emoticons on their walls) were chosen by the researchers from the 114 hits. the researchers browsed the participants’ walls looking at their status updates and comment threads. a total of 300 verbal texts were collected, coded from fb post #1 to fb post #300, and each text was scrutinized in accordance with the study’s objectives. descriptive statistics such as frequency counts and percentage computations were utilized in the study. results and discussion this section discusses the analysis and interpretations of the data acquired in this study. these findings, analyses, and interpretations are arranged according to the specific problems of this research and with the aid of the literatures and studies included in this study. hence, it highlights the categories, locations and pragmatic functions of emoticons. categories of verbal emoticons this study delves into the varied types of verbal emoticons prevalently employed by the participants in their facebook statuses and posts. the analysis is organized according to the themes identified in the data, as summarized in table 1 below, which shows the frequency of occurrences of each emoticon type. table 1: categories of verbal emoticons categories f % 😃 face expressions & people 745 74.13 🐻 animals & nature 95 9.45 🍔 food & drink 45 4.48 ⚽ activities/events 41 4.08 pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 37-45, 2024 it can be gleaned from table 1 that from the 300 texts, a total of 1,005 verbal emoticons are used. of these, 745 or 74.13% are face expressions and people emoticons, accounting for three-fourths of the entire usage. the second and third biggest percentages are documented by animals and nature as well as food and drink with 95 (9.45%) and 45 (4.48%), respectively. this is closely followed by activity, and travel and places, both have an equal frequency of 41 (4.08%). the least frequent categories are objects (25 or 2.49%) and symbols (13 or 1.29%). face expressions and people the purposeful usage of face expressions, such as , , and , is consistent with findings of derks et al. (2008), who suggest that emoticons serve as a form of emotional punctuation in online communication, enhancing the expression of emotion and aiding in the interpretation of the sender’s feelings. the prevalence of these emoticons in facebook posts aligns with the idea that social media users often engage in self-presentation, aiming to project certain emotions or states of being to their audience (walther & d’addario, 2001). the inclusion of peoplerelated emoticons (e.g., and 👭) alongside specific lexical references to individuals further underscore the intent to reinforce the message through repetition, a technique known to strengthen the perceived importance or emotional weight of a statement (jibril & abdullah, 2013). this suggests that the participants are comfortable with publicly displaying their emotions and opinions. the examples below illustrate these: ang pogi talaga ni sir janus (sir janus is so handsome) ☺ ☺ 😊 (fb post #2) so often you find that the students you’re trying to inspire are the ones that end up inspiring you (fb post #47) coz we we’re indeed happy. (fb post #233) animals and nature the accessory of animal and nature emoticons may be reflective of the participants’ attempts to express physical attributes or body shape metaphorically, which supports herring & dainas (2020) observation that visual metaphors are commonly employed in online communication to convey complex ideas succinctly. additionally, these emoticons may serve a referential function, allowing users to describe their interactions with the environment or their observations of nature, as supported by thompson & foulger (2018), who note that such imagery often conveys a sense of place or environmental context. they often judge you because of what they only see outside. 🙈 (fb post #33) ang hirap na magpapayat! (losing weight is hard) 🐽🐽 🐽 (fb post #54) sunflowers with my sunshine (fb post #134) food and drink emoticons related to food and drink often serve to supplement the verbal content of the posts, providing specific descriptions or enhancing the sensory appeal of the text. this is in congruence with danesi’s (2016) findings, which indicate that food-related symbols in digital communication often serve a dual purpose of depicting the actual items and conveying the social context in which these items are consumed. the usage of such emoticons may also evoke a communal experience, as sharing food images can be a way of building social bonds online (katsuno & yano, 2002). merienda po tayo. (let’s have snacks) . (fb post #142) ang batang mahilig kumain, walang pinipiling pagkain. (the child who loves eating, chooses nothing.) (fb post #159) walking in our yard while waiting for my bacon and rice!!! (fb post #176) activities/events facebook has become a platform, allowing people to share to a public sphere their life’s events and activities. emoticons related to activities or events, such as for graduation or for celebrations, serve to visually summarize and highlight these experiences. this is parallel to the findings of lu et al. (2016), who suggest that such symbols are often used to convey enthusiasm and to mark milestones in the digital space, making them more memorable both for the poster and their audience. this is it pansit, after 4 years (fb post #168) swimming time (fb post #197) happy birthday sissy rizalyn anastacio fradejas! (fb post #228) in order to succeed, we must first believe that we can. (fb post 279) travel and places travel and place-related emoticons are frequently used by participants to share their travel experiences or convey a sense of nostalgia. this practice is supported by research indicating that travel-related symbols are often used in social media to evoke sense of adventure and to document one’s journeys for public sharing (gretzel & yoo, 2013). the use of such emoticons can enhance the emotional impact of the post by associating it with specific locations (e.g., church) or travel experiences. 🌇 travels & places 41 4.08 💡 objects 25 2.49 🔣 symbols 13 1.29 total 1,005 100.00 pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 37-45, 2024 good to be back at my home church (fb post #54) objects object emoticons are employed by participants to express their relationship with material possessions or to highlight significant items in their lives. this reflects the findings of stark & crawford (2015), arguing that such symbols in digital communication often represent status, ownership, or personal achievements. the use of these emoticons may also serve to visually communicate the importance of certain objects in the participants’ daily lives. bag ang nagdala (the bag says it all) (fb post #60) here's one of the funniest scenes in starmagic recital this afternoon with guest actors from abs-cbn (fb post #112) our little jolly managers (fb post #156) picture time (fb post #221) symbols symbol emoticons show a meagre percentage across the dataset, implying that participants do not use this so much. nonetheless, they still play a role in emphasizing specific points or ideas. as suggested by dresner & herring (2010), symbolic emoticons usually function as visual reinforcements of verbal messages, particularly in contexts where the user wishes to emphasize a word or concept. this is illustrated by a student who shared school-related concerns and another participant who emphasized a life principle by adding a symbolic image. the sparse use of these emoticons may indicate that participants reserve them for instances where they wish to make a strong or clear statement. super windang na ako sa pagsosolve. (i am very confused in solving.) (fb post #32) if people are trying to bring you down ...it means that you are above them. (fb post #185) locations of verbal emoticons in the verbal text table 2 below summarizes the positions of each emoticon in every verbal pale of the text. table 2: locations of verbal emoticons locations f % end 226 75.33 medial-end 59 19.67 medial 12 4.00 front-medial-end 1 0.33 front-medial 1 0.33 front 1 0.33 total 300 100.00 the table shows that among the various locations of emoticon in the verbal plane of the text, 226 (75.33%) of them are found in the end position; while the least position and so far, only one item each is spotted in the front, front-medial-end, and front-medial positions. final position (end) emoticons most often appear at the end of a sentence, either with or in place of standard sentence-final punctuation marks. in this position, emoticons regularly replace periods and sometimes exclamation marks, but never question mark. it is also noted that using emoticons at the end of sentence usually comes in series or multiples. this positioning suggests that emoticons are used to intensify the emotions expressed at the end of the sentence (derks et al., 2007; dresner & herring, 2010). this is evident in the following examples: to god always be the glory...thank you lord...we know we can't do it without your guidance...we owe everything to you (fb post #133) god is so good (fb post #126) congratulations audrey (fb post #111) medial-end position the combination of middle and end position of emoticons shows that they are used as transitions (middle) from the initial idea to additional information and punctuation marks (both middle and end). this is evident in the examples below, where emoticons facilitate the transition between ideas while also enhancing the emotional tone (skovholt, gronning, & kankaanranta, 2014). happy birthday ate yang! 'di ka na teenager! haha. #bente na! thank you for being a friend/ate. i love you ate! god bless. (fb post #13) happy birthday sister yan lang nakayanan kung lutuin para sa kaarawan mo (it is the only food i was able to prepare for your birthday). godbless and good health (fb post #69) medial position the use of emoticons at the middle of sentence may reinforce or intensify emotions depicted by the initial sentence (yus, 2014). this placement can be seen in the following examples: nakakaproud kayo guys! galing! (you are someone to be proud of) to god be the glory salamat sa lahat ng support niyo. (thank you for your support) (fb post #51) sa throwback nalang ako payat mga bes. (it is only in throwback that i am slim) huhuhu bat nahalungkat ko pa to? (huhuhu why did i find this?) (fb pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 37-45, 2024 post #86) initial position it is rare for emoticons to be placed at the beginning of a sentence. when used, they typically serve to intensify the initial message of a longer utterance or discourse. this is demonstrated in fb post #72, where the flying kiss emoji reinforces the introductory phrase “our yearly reunion” (gajadhar & green, 2005): our yearly reunion, too bad abby batoon your not here..dont worry, bawe kame sayo (we’ll make it up to you) (fb post #72) front-medial position the front-medial position combination of emoticons is also rare among participants. in fb post 181, the repetitive and sequential use of emoticons reinforces the idea conveyed in the text (luor et al., 2010): table 3: pragmatic functions of verbal emoticons functions f % entire turn 169 56.33 addition of para-verbal elements of the message 84 28.00 redundancy 33 11.00 syntactic marker 8 2.67 anti-phrasis 6 2.00 total 300 100.00 hello s u m m e r gravy nemen eng init (it is so hot) (fb post 181) frontmedial-end position the use of emoticons in the front-medial-end position within the same sentence is also rare. in fb post #185, the presence of emoticons in these positions does not convey the same meaning. the placement suggests that different emotions are associated with different ideas within the same stream of utterance (vandergriff, 2013) thank you lord for creating handsome and beautiful people i enjoyed. hahaha (fb post 185) pragmatic functions of verbal emoticons table 3 shows the distribution of emoticon according to function in the verbal plane of the text. the most common function expressed by an emoji, as seen in the table, is the entire turn. as explained by amaghlobeli (2012), this occurs when emoticons serve the purpose of conveying the entire message. typically, the emoticon is placed at the end of the text, summarizing the message and eliciting the specific emotion conveyed. the extract below illustrates this description: when a wife has a loving husband it is easily seen on her face. (fb post #99) the first emoticon used, the “face with stuck-out tongue and winking eye” , is a face with one closed eye, one wild-looking open eye, open mouth and tongue sticking out. the second emoticon is the “face throwing a kiss” , featuring a winking eye, puckering lips, and floating heart, which often suggests friendliness or mild flirtation. the third is the “thumbs up” (a fist with thumb pointing straight up towards the sky), commonly used to indicate that everything is good or fine (emojipedia, n.d.). these three emoticons, which are considered positive and enthusiastic, connote happiness and satisfaction, thereby elaborating on the message that the subject (the wife) expresses happiness and contentment with his husband. give me faith to trust what you say that you are good and your love is great. (fb post #127) in this extract, the use of the “person with folded hands” and the “person raising both hands” affirms that the subject is expressing strong faith to what he is referring to as you (god) in the text. the raising of both hands here indicates something very positive, expressing gratitude and bliss for god’s goodness and love (ge & herring, 2018). the family's champ had arrived home. you made us all proud bunso. what is my family that you had been so good oh lord. (fb post #130) the use of “raise hands , “folded hands” , “index pointing up” , and “two hearts” indicates feelings of excitement, exuberance, praising the lord, and love. these emoticons summarize the emotion of pride and gratitude that the family feels for the return and achievements of their “champ” (derks et al., 2007). the next common function of the emoticon in the verbal text is the addition of para-verbal elements of the message. according to amaghlobeli (2012), this function is evident when the verbal plane of the text lacks information about non-verbal elements, which the emoticons then provide. this is illustrated in the example below. mangga is real... (fb post #215) the very literal idea of the verbal text simply states that “mangga” (mango) exists. however, considering the pragmatic notion of the text, it could be inferred that “mango is real…” denotes a situation where the user is expressing amazement or quirkiness, potentially indicating that they are dealing with some difficulty or are excited about finally tasting a mango (vandergriff, 2013). the use of the half-smile wink face” adds layers of meaning, giving the message a playful or quirky tone, and pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 37-45, 2024 enhancing the verbal expression. this implies that emoticons can have an extra-linguisic function, as users can also utilize them to represent additional message beyond the verbal text. the addition of paralinguistic elements through emoticons extends ideas and helps augment verbal expression, serving as a logical connection to the message brought by the text (gawne & mcculloch, 2019). according to derks et al. (2007), users may experience a wide range of emotions that they encode in emoticons, with readers ascribing various feelings when encountering these symbols attached to a verbal message. although emoticons are used more deliberately than actual nonverbal behavior, they allow for greater control over the conveyed message. redundancy also ranks as a common function of emoticons. amaghlobeli (2012) describes redundancy as the direct correspondence between emoticons and verbal components when emoticons express the same emotion as the verbal text. the following extracts illustrate this: swimming time . (fb post #197) give love everyday!! . (fb post #177) galingan mo sa pagluto chef [give your best in cooking chef] (fb post #166) in fb post#197, the emoticon used is a “man swimming freestyle” , reflecting the activity described in the text. fb post #177 contains a “heart” , symbolizing love, which is also mentioned in the text. in fb post #166, the word “chef ” is represented by the “chef ” emoji . in all these cases, the emoticon reinforces the verbally expressed emotion, emphasizing the message and making its meaning clearer (ge & herring, 2018). studies also pointed out that emoticons function as expressions of politeness, markers of illocutionary force, or boosters of rapport (skovholt et al., 2014). the syntactic marker function, though less frequent, serves as a punctuation mark. this can be seen in the examples below. god is so good (fb post #126) congratulations audrey (fb post #111) when doro is somewhere in the philippines . (fb post #105) in these examples, the emoticons used after the verbal text act as punctuation marks, specifically as periods. this suggests that emoticons can function not only as iconic representations of emotions but also as syntactic elements that complete the structure of the text (gawne & mcculloch, 2019). the anti-phrasis function, although less frequent, occurs when emoticons are used to contradict or annul the verbally expressed meaning. this is found in the following: i love you (fb post #67) feeling teenager..haha . (fb post #75) in fb post #67, the verbal text “i love you” is contradicted by the “worried face” , creating an ironic message. similarly, in fb post #75, the expressed laughter “haha” is contradicted by the use of “face with closed eyes, relaxed slightly open mouth, eyebrows and a snot bubble” , indicating irony. this suggests that users sometimes employ emoticons to create a stylistic form of expression using irony, encouraging readers to critically analyze the extended meaning conveyed by the emoticon (dresner & herring, 2010). the emoticon here also functions to represent verbal irony, further enriching the text’s connotative meaning. conclusion emoticons come in various depictions, positions, functions, and specific emotions are embodied in different ways. facebook users depict a sense of openness and expressiveness as they view facebook as their personal journal and as an extension of their real world. they tend to use face expressions and people in conveying their messages to point out their intended thoughts behind their elicited moods and sensations. most of the time, the participants in this study positioned the emoticons at the end of their verbal texts because the main function of these icons is to take the entire turn to best serve the overall meaning of the text. that is, emoticons are used not only as signs of emotion, but rather as indications of the illocutionary force of the textual utterances that they supplement. these symbols also carry a significant feature of the verbal text they are attached to, and what the user intends by what she or he encodes. however, further studies may be done to further substantiate the findings. it is suggested that the employment of multiple methods (i.e., interview and survey) for triangulation purposes may be considered so that the emergence of other functions of emoticons may be realized through direct involvement of the emoticon users. references ahern, a. 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(2014). not all emoticons are created equal. pragmatics and society, 5(1), 109-136. https://doi. org/10.1075/ps.5.1.05yus pa ge 1 pa ge 82 american journal of multidisciplinary research and innovation (ajmri) disaster preparedness and resilience for hospitals: lessons learned from the covid-19 pandemic z. b. bukar1, m. m. lawan1*, frédéric petit2, henry ukwuoma3 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4409 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 11, 2025 accepted: february 17, 2025 published: may 03, 2025 hospital disaster preparedness and resilience are crucial in managing disasters, especially the vulnerabilities of hospitals across the globe revealed by the covid-19 pandemic, highlighting the need for a robust framework to handle future disasters effectively. this research carries out a comprehensive literature review to identify major weaknesses in current hospital disaster preparedness and resilience strategies and proposes a comprehensive framework to enhance hospital resilience in lagos state hospitals, nigeria. in relation to the existing studies reviewed, key themes were used as an assessment tool: they include the 4s domains, namely, staff, stuff, space and systems. the proposed framework is centered around six building blocks which includes, governance and leadership, financial stability, workforce competency, flexibility in healthcare delivery, local-level preparedness tools and continuous learning to ensure that hospitals can respond and recover from disaster effectively. by drawing lessons from the covid-19 pandemic and analyzing comparative studies, this research provides a framework that can help build resilient hospitals capable of adapting to dynamic situations. keywords covid-19 pandemic, disaster preparedness, hospital resilience, lagos state nigeria 1 imt mines ales, 6 av. de clavieres, 30100 ales, france 2 directorate e–societal resilience and security unit e2 space, connectivity and economic security, bldg. 102 01/175, via e. fermi 2749, 21027, ispra, italy 3 laboratory for the science of risks (lsr), imt mines ales, france * corresponding author’s e-mail: mlawanmusa@gmail.com introduction during the covid-19 pandemic, hospitals worldwide were faced with an unexpected challenge, disclosing the critical importance of hospital disaster preparedness and resilience (vainieri et al., 2024). according to the international federation of red cross and red crescent societies (seddighi, 2020). covid-19 is referred to as a disaster. a disaster can be defined as a serious and unexpected disruption of the functioning of a community or a society at any level due to dangerous events involving widespread human, material, economic and environmental losses and impacts. for example, flood, earthquake, drought, epidemic and pandemic (international federation of red cross and red crescent societies [ifrc], 2022). throughout history, disasters, both natural and man-made, have inflicted havoc. the effects could be rapid, widespread and last for a lengthy period of time. the impact could stress a community’s or government’s capacity to manage its resources, requiring assistance from outside sources at national or international levels (pawar et al., 2024). according to studies conducted by the center for research on the epidemiology of disasters (cred, 2019). more than 6,800 natural disasters have occurred worldwide in the past 20 years, which have claimed about 1.30 million lives, with an average of 68,000 every year. moreover, it has affected more than 210 million individuals annually. based on the cred data on the distribution of disaster events by continent during the past ten years, asia is estimated to be the most affected region (46.7%), followed by the america (24.3%), africa (16.9%), europe (8.2%), and oceania (3.8%) (ghanaatpisheh et al., 2019). hospitals have played a significant role in assisting people who have been affected by these disasters by providing healthcare. hospitals, are the most crucial aspect of healthcare organizations as they provide both therapeutic and preventive care. hospitals are the safest environments for patient care, and they should be well-equipped to manage a range of expected and unforeseen situations. despite their reputation hospitals are susceptible to both internal (such as fire outbreak, exposure to hazardous materials, etc.) and external disasters (such as flood, mass casualty events or epidemics, etc.,) (hasan et al., 2023). recently, various kinds of natural disasters have occurred in many countries, including floods in (nigeria 2015, 2019, kerala, india 2018 etc.) and earthquakes (turkey 2023 and taiwan 2024). a resilient hospital will be able to provide essential services to affected people and can mitigate the risk of injuries during and after disasters. thus, there is need for hospitals to be prepared in anticipation of extreme cases when their resources (both human and technological) are stretched to an extreme limit (fallah-aliabadi et al., 2020). disaster preparedness is defined by the world health organization (who) as a process of continuous anticipation of disaster events, putting preventive measures into place to prevent such events, and building the capacities and resources needed to respond to, mitigate and recover from such events (who, 2017). some examples of preparedness measures include, enhancing outbreak detection services, having a pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 82-89, 2025 good response plan for actions required to lessen a disaster’s effects, and setting up mechanisms to allocate manpower, materials, and resources to support the affected individuals and public health infrastructure (rogers et al., 2023). this can also be achieved through disaster risk reduction measures such as, detection and monitoring techniques, proper communication, facility support and reconstruction measures (tanguid & tanguid, 2023) many strategies to manage disasters have been proffered by the who, such as the disaster risk reduction (drr) strategy, which has been suggested to be implemented more widely as a way to increase resilience to disasters worldwide (who, health emergency and disaster risk management framework, 2019). additionally, other frameworks such as the sendai framework for disaster risk reduction (sfdrr) and the sustainable development goals (sdgs), were recommended by the united nations to be implemented in every country’s disaster risk management initiative in order to strengthened the health sector (olu, 2017). haldane et al., (2021) describes resilience as institutions’ and health actors’ capacities to adapt to challenges at different systems levels, recover from and absorb shocks, while maintaining high quality care. the covid-19 pandemic has highlighted the need to the redefinition of resilience in disaster management. hospital resilience in the context of pandemic or outbreak can be described as the ability of a person, community or health institution to respond and adapt to health hazards in order to mitigate and recover to the pre-outbreak condition (rogers et al., 2023). eu expert group on health systems performance assessment (2020), describes a resilient health system as its ability to effectively adapt to dynamic situations through prevention, response, recovery and reduce impact across and beyond the system. hospital disaster preparedness campaign and investment may help build the resilience of public and healthcare organizations to allow institutions to respond more quickly and mitigate disaster impacts. the covid-19 pandemic is the most severe global health emergency since the 1918–19 influenza, causing the worst health emergency that tested the ability of health institutions to manage and respond effectively. ultimately revealing that the world is not prepared to such health emergency (paschoalotto et al., 2023). additionally, the pandemic has necessitated rapid and coordinated response from government, healthcare systems and the community at large (islam & kabir, 2024). the global health security index (ghsi) revealed that, even the countries with the most resilient health systems i.e., the united state and the united kingdom performed below average in terms of covid-19 management (ledesma et al., 2023). this raises the need to update knowledge on the hospital resilience concept, analytical framework, and implementation of the mechanisms. also, there are several lessons that are worth considering to make hospitals more resilient to future disasters. hence, the need, to conduct a comprehensive study in order to identify weaknesses facing the existing approaches to hospital resilience with the aim of proffering framework and strategies that could improve hospital resilience in lagos state, nigeria. nigeria is the most populous country in africa with an estimated population of over 227 million people and is expected to continue to grow up to 239 million by 2025 (pontianus & oruonye, 2021). nigeria has been seriously affected by the covid-19 pandemic, with more than162,000 covid-19 cases and more than 2,000 covid-19 related deaths. lagos state recorded the highest number of cases due its commercial activities (okoroiwu et al., 2021). lagos state is located in the southwestern part of the country, it’s the smallest state by land area and most populous state in nigeria, with an estimated population figure 1: map of nigeria showing lagos state (adeniran et al., 2020). pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 82-89, 2025 of over 20 million habitants (national population commission, 2019). several factors contributed to the rapid spread of covid-19 virus, which includes: population density, high volume of economic and human activities, presence of the murtala mohammed international airport, which is the busiest airport in nigeria and rapid urbanization (mogaji, 2020). according to a survey conducted by the lagos state government in 2022, the state has numerous amounts of government and private hospitals both in villages and within the state, however the exact number cannot be ascertained. additionally, the state has numerous amounts of healthcare workers (over 16,000), including doctors, nurses, midwives, and other health personnel. this number has likely increased due to the ongoing efforts to improve healthcare services and infrastructure in lagos state, nigeria (lagos state health facility assessment report, 2022). this study aims to identify challenges of existing approaches to hospital resilience during a disaster with the intention to proffer recommendations that could enhance hospital resilience during disasters. the aim of the research is further broken into the following research objectives. a. to identify the existing weaknesses in lagos state hospitals using the 4’s concept (staff, stuff, system and structure) and to recommend strategies for strengthening hospital resilience to disasters in lagos state. b. to propose a comprehensive feasible framework for enhancing hospital resilience ensuring that lagos state hospitals can respond effectively to disasters. literature review a comprehensive literature search was conducted using several scientific data bases, including sciencedirect, google scholar, government reports and pubmed. important reviews related to hospital disaster preparedness, hospital resilience and lessons learnt from the covid-19 pandemic were used in this study, irrespective of their study design or geographic location, published between 2017 and 2024, in english and in peerreviewed journals. literature on this study emphasizes various strategies for enhancing hospital resilience. coronavirus disease (covid-19) is an infectious zoonotic disease caused by the sars-cov-2. it has a positive-stranded ribonucleic acid (rna) and belong to the family coro-naviridae (center for disease control and prevention, 2020). a novel coronavirus was first identified and reported in wuhan, china in december 2019 (gudi & tiwari, 2020). the coronavirus pandemic has been the biggest calamity of the century and the biggest challenge faced after the second world war. it has caused a remarkable global crisis, including millions of lives lost, economic and social disruption, disproportionately affecting the most vulnerable (international federation of red cross and red crescent societies [ifrc], 2022). therefore, highlighting the critical importance of hospital disaster preparedness and resilience in order to mitigate future disasters. olu (2017), conducted a study to analyzed and advocate for the practical application of resilient health system frameworks into disaster management to improve disaster preparedness, response, and recovery. the methodology of the olu’s study involves a comprehensive analysis and review of existing literatures, frameworks, and case studies related to health system resilience and their applicability to disaster management. figure 2 below presents a conceptual framework proposed by olu towards a resilient health system. this framework includes, leadership and governance, health financing, medicines, vaccines & technologies, health information, health workforce and health service delivery. olu’s study emphasizes that a resilient health system can significantly enhance the ability to manage disasters of all kind. figure 2: conceptual framework for health system resilience (olu, 2017). a study conducted by the who-health emergency and disaster risk management (2019), proposes a framework that emphasizes the critical importance of disaster prevention, preparedness, response and recovery as an effort to reduce the consequences of disasters on human health. the framework consists of six elements which includes, surveillance, early warning, and alert systems, emergency preparedness for response across all hazards, resilient hospitals and health facilities, strong advocacy and participation, operational coordination, and support for international frameworks (international health regulations, sendai framework for disaster risk reduction, sustainable development goals and the paris agreement). the framework also aims to achieve the who’s triple billion goals: universal health coverage, health security, and health for all. figure 6 below shows a pictorial view of the proposed framework. note: the two sets of frameworks above reflects two complementary but different frameworks related to health system strengthening and emergency pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 82-89, 2025 figure 3: who h-edrm framework (2019) figure 4: determinant of health systems resilience framework (haldane et al., 2021). figure 5: key component of disaster preparedness: the six s’s (mer et al., 2022) management. however, both frameworks are centered around preparing for and responding to emergencies and disasters, ensuring that health systems are resilient enough to continue functioning in the face of disasters. haldane et al. (2021) carried out a comprehensive study to review the covid-19 responses across 28 countries using a novel health systems resilience framework. the methodology used by haldane et al. (2021) includes, review of existing literatures, national government submissions, and interviews with experts. from this extensive analysis, the study identified six critical elements that underlie the most effective national response which includes, governance and financing, health workforce, medical products and technologies, public health functions, health service delivery, and community engagement aimed at preventing and mitigating the spread of covid-19. these elements are similar to that of olu (2017) and who h-edrm framework (2019). except that, haldane et al. (2021) emphasized more on community engagement. figure 4 below depicts a pictorial view of the proposed frameworks. pandemic, an analysis of preparedness and response measures were conducted using existing literatures and reports. the study shows that countries that implemented strict lockdown, extensive testing and maintained robust contact tracing were able to controlled the virus spread. the result of the study also identifies six crucial elements for effective management of pandemics and other disasters, these includes: staff, stuff, space, systems, support, and sustainability. by addressing these identified weaknesses adequately, countries can be able to enhance hospital resilience to outbreaks and other disasters. figure 5 shows the proposed framework as proffered by mer et al. (2022). similarly, karreinen et al. (2023) conducted a comprehensive literature review of existing studies and government reports related to the covid-19 preparedness and response in finland. the study aims to identify the weaknesses and strengths in finland’s hospitals to handle emergencies in order to improve future preparedness to emergencies. the study emphasized the critical importance of 6’s (staff, stuff, space, systems, support, sustainability) in disaster management. however, the research of munasinghe et al. (2023), which conducted a pivotal study to develop a comprehensive hospital disaster preparedness evaluation tool, focuses on the 4s domains of preparedness: space, stuff, staff, and systems. this tailored toolkit stands out as a critical resource for enhancing the disaster resilience of hospitals. research of hasan et al. (2023) aimed to identify, review, and analyzed preparedness activities and gaps related to hospital surge capacity during disasters and emergencies. a systemic literature review was conducted, several weaknesses related to surge capacity were identified and a comprehensive strategy was proposed, these includes the 4s domain: staff, stuff, space, and systems. this comprehensive strategy will help in improving hospital preparedness and resilience to various challenges faced in boosting surge capacity during disaster and emergency situations. note that: all the above four studies emphasize on critical elements (s elements) as vital for hospital preparedness and response. a study conducted by mer et al. (2022), which aims to evaluate the effectiveness of various strategies employed by hospitals and government during the covid-19 pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 82-89, 2025 materials and methods this research employed a comprehensive literature review methodology approach to identifying weaknesses in hospital disaster preparedness and to suggest strategies for enhancing preparedness and resilience, that can be applied to lagos hospitals in nigeria, ensuring that hospitals can effectively respond to and recover from various disasters, thereby safeguarding community health. the process flow diagram below depicts the steps that was taken in conducting literature analysis. this process involves systemically reviewing and synthesizing existing research to identify patterns, themes, gaps, providing comprehensive insights and proffering actionable strategies and recommendations. figure 6: conceptual approach data extraction and synthesis relevant information from the selected articles and journals including science direct, google scholar and government reports were extracted and synthesized to identify common themes, trends, and gaps in the literature. keywords used in the search included covid-19 pandemic, disaster preparedness, hospital resilience, lagos state nigeria. this approach allows a comprehensive understanding of the current state of hospital disaster preparedness and resilience. data analysis and interpretation the synthesized data which is presented in section 4 was interpreted for better understanding of the vulnerability of hospitals to disasters and the effectiveness of existing strategies and frameworks. the study established that the 4s concept which includes, staff, stuff, space and system and the six building blocks were the major pillars for having an improved preparedness and a resilient hospital. the findings were interpreted to inform the development of evidence-based recommendations aimed at enhancing hospital preparedness and resilience. results and discussion this discussion synthesizes the findings from the conducted comprehensive literature review, identifying key weaknesses, strategies and framework for enhancing hospital resilience, framed within the 4s concept: staff, stuff, space, and system and the six building blocks (framework). the following subsections discusses its application to the use case. feedback 1. hospital resilience and preparedness in lagos state, nigeria the covid-19 pandemic has brought unprecedented challenges to healthcare systems in lagos state, nigeria, highlighting critical weaknesses in hospital disaster preparedness and resilience. practical application of resilient hospital as a framework for strengthening public health drm is, therefore essential. this requires the strengthening and use of the proposed six building blocks as elements in the implementation of public health drr, preparedness, response and post-disaster recovery interventions at the individual, community, and hospital levels. apart from weak health systems in lagos state, nigeria, poor status of the social determinants such as poverty, lack of good housing, inadequate access to good nutrition, clean water, improved sanitation, education, and social protection could reduce individual and community resilience and increase the risk of disasters. thus, optimal social determinants of health and resilient communities are also required for mitigating the public health risks and impacts of disasters. adopting and applying the 4s concept which consist of staff, stuff, structure, and system, revealed significant weaknesses that hampered lagos state’s ability to effectively handle the covid-19 pandemic as elucidated below. a. staff: despite the numerous numbers of existing health care personnel in both government and private hospitals in lagos state (lagos state health facility assessment report, 2022). the state lacked healthcare workers that are specifically trained to handle outbreaks like the covid-19 pandemic and other unanticipated disasters, this resulted in inefficient management and increased spread of the infection among the staff. therefore, addressing the issue of manpower including continuous training of healthcare personnel on disaster response should be organized by the lagos state ministry of health in order to handle future disasters effectively. b. stuff: during the covid-19 pandemic, hospitals in lagos state has faced logistical difficulties due to the sudden total lockdown and lack of store up of essential medical equipment such as, testing instruments, mechanical ventilators, face mask and ppe needed for the effective treatment of affected patients ((mogaji, 2020). these contributed to the rapid spread of the infection among healthcare personnel, limiting ability of the workers to manage the disaster efficiently. therefore, adequate and continuous supply and storage of essential stuff is encouraged in order to manage future outbreaks effectively and to increase the resilience of lagos state hospitals to disasters. c. space: lagos state, nigeria is one of the states with high number of hospitals both in villages and within the state (lagos state health facility assessment report, pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 82-89, 2025 2022). however, during the covid-19 outbreak, the hospitals were unable to accommodate patient due to lack of knowledge on surge capacity. additionally, there are inadequate isolation centers and intensive care units, which contributed to the ineffective management of patients. therefore, hospitals in lagos are encouraged to be designed with sufficient spaces that can be used for different purposes during disasters. d. system: hospitals in lagos state, nigeria are managed by different levels of government, from the federal government down to the state level (lagos state health facility assessment report, 2022). this long chain of management contributed to mis-management, lack of coordination and corruption among workers, making it difficult to manage the covid-19 pandemic effectively. therefore, strengthening governance and leadership is vital for effective coordination during disasters. feedback 2. proposed framework for enhancing hospital resilience in lagos state, nigeria figure 7: summary of weaknesses identified in lagos state hospitals using the 4’s concept the comprehensive framework proposed in this study comprises of six building blocks namely, governance and leadership, financial stability, workforce competency, flexibility in healthcare delivery, local-level preparedness tools, and continuous learning and adaptation. figure 8: proposed framework for enhancing disaster preparedness and resilience in lagos hospitals response toward covid-19 by the lagos state government has underscored the critical importance of good governance and strong leadership that are willing to learn from past experience and can be able to protect the wellbeing of their people at all times. several studies reviewed have highlighted the importance of governance in disaster preparedness and response (thomas et al., 2020; haldane et al., 2021). this study emphasized that healthcare systems in lagos state would benefit from a whole of government approach. securing sustainable funding sources and implementing financial contingency plans are vital for managing economic disruptions during crises. lagos state, being the commercial hub of the country is known for its economic activity and has a good revenue. however due to the high level of corruption and mis priority by the government, most of the budgets is not directed to the health sector, which contributed to the poor health infrastructure in the state, therefore the government must increase its expenditure to the health sector to build a resilient hospital that can handle future disaster and protect population health. healthcare workers are the most important aspect of a resilient hospital (olu, 2017). despite the numerous numbers of healthcare personnel in lagos state hospitals, the state faced difficulties in managing patients during the covid-19 pandemic due to the diverse population of lagos (23 million habitants). the study therefore strongly proposed that, lagos state government should invest in both quality and quantity of healthcare personnel. additionally, continuous training on hospital disaster preparedness and management can enhance the ability of workers to manage future disasters effectively. granting flexibility in healthcare delivery is crucial for enhancing the resilience of the health system (marmo et al., 2022). lagos state government needs to design hospitals with adequate spaces that can be easily converted for different uses, depending on the need and type of disaster. this flexibility can enable hospitals to function effectively in all situations. developing local-level preparedness tools such as telephone chain, social media group and text pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 82-89, 2025 messages can enhance effective communication among various stakeholders (rogers et al.,2023). this strategy can enhance not only resilience of health systems but overall community resilience to disaster situation and can help in inform policy and decision making. the covid-19 pandemic has highlighted the need for continuous learning, learning from past experience and continuous training through simulation exercises and frequent drills. this approach is particularly difficult in lagos state due to the large population in the state. this proposed framework is designed to enhance hospital preparedness and resilience in lagos state, nigeria which aligns well with the health emergency and disaster risk management framework developed by the world health organization in 2019 and encouraged all countries to implement as part of their disaster management initiative. feedback 3. possible hitches that could be faced in the implementation of the proposed framework resource restraint this proposed solution involves sufficient and consistent funding from the lagos state government. however, due to the recent inflation and insecurity in the country, the state may face difficulty in implementing this framework within a short period of time. infrastructure challenges lagos state is the smallest state by land in nigeria. therefore, there may be no adequate land to build big hospitals with enough spaces that can be easily be converted according to need. corruption issues implementation of the proposed framework will require strong governance and good leadership that can limit corruption among workers. cultural differences lagos is a state with divers’ culture and large population. therefore, involving this large number of people in disaster preparedness activities such as training exercises and drills might be difficult and challenging. conclusion globally, the covid 19 pandemic has primarily stretch facilities of healthcare systems. with an estimate of over 6 million deaths worldwide and great effects on social and economic activities, the pandemic should serve as a learning point for improved preparedness and resilience in hospitals globally. thus, the need for mechanisms that can adapt to dynamic times and assist mitigate the effect of disasters. hence drm programs should place hospital preparedness at the heart of improved resilience. by addressing the identified weaknesses and implementing the proposed framework in this study, we can build a resilient hospital that can withstand future disasters in lagos state, nigeria. the proposed framework in this study could be achieved through the use of the six elements proposed in this study. additionally, it is important to learn from past experience and continuously refined preparedness strategies. references adeniran, i., otokiti, k. v., & durojaye, p. 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(2019). health emergency and disaster risk management framework. https://apps.who. int/iris/handle/10665/326106 pa ge 1 pa ge 13 american journal of multidisciplinary research and innovation (ajmri) school climate and burnout among mathematics teachers as basis for teacher empowerment action plan: a convergent parallel design marian kaye f. gallego1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.2849 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 04, 2024 accepted: june 11, 2024 published: june 15, 202 this mixed methods study, employing a convergent design, aimed to investigate the school climate and burnout among mathematics teachers in davao city. the participants were identified utilizing purposive sampling. results yielded a significant negative correlation between school climate and burnout, and faculty relations, in its singular capacity significantly predicted burnout among the mathematics teachers. moreover, the qualitative data of this study were gathered from the participants through the in-depth interview and focus group discussion, both required the participants to answer open-ended questions. through thematic analysis, the researchers unearthed five essential themes from the participants’ lived experiences. in totality, the nature of data integration is merging-converging. a teacher empowerment action plan was proposed based on the results and findings. keywords school climate, burnout, mathematics, mixed methods, davao city introduction burnout is a distinct psychological state that arises due to enduring workplace stress characterized by emotional exhaustion, depersonalization, and low personal accomplishment (maslach, 1993; garcía-carmona et al., 2018; shackleton et al., 2019). one of the professions that is highly susceptible to this is the teaching profession (ghanizadeh & jahedizadeh, 2015). heavy workload (carlotto, 2011; sichambo et al., 2012; helou et al., 2016; madrigal et al., 2018) is one of the reasons for teachers’ burnout. mateo (2018) highlighted that this includes both teaching and non-teaching tasks. teachers, apart from their normal duties such as preparing lessons and activities for classroom discussions, facilitating learning in the classrooms, and checking quizzes and examinations, also have other roles like organizers of school events, coaches of student-athletes, and counselors for students and parents. teachers are managing all these workloads while handling a high number of students (carlotto, 2011; watts & robertson, 2011; sichambo et al., 2012; lagon, 2015), and dealing with students’ misbehaviors and discipline problems (jacobson, 2016). additionally, the time demands of teaching are also a contributing factor to the burnout of teachers. the long hours of teaching (jomuad et al., 2021), poor scheduling practices that require teachers to work on weekends and holidays (gorblyansky et al., 2020), and the number of remedial classes that teachers are required to conduct (sichambo et al., 2012). under ra 1800, the civil service commission requires public school teachers to render eight hours of service per day. aside from the eight hours of actual teaching, they are also expected to gather pertinent documents of students, accomplish forms for submission, and prepare for observers during classroom demonstrations (albert et al., 2019). apart from the reasons mentioned, there are also other contributing factors to teachers’ burnout such as inadequate resources in schools (aydin & kaya, 2016), poor school management, lack of specific organizational objectives (zhou & wen, 2007), seniority and tenure (angus & luna-angus, 2023), perceived low salary (reyes, 2018), low self-efficacy (xiaofeng, 2021; mijakoski et al., 2022), society’s expectations, national policies, and absence of social support (xiaofeng, 2021). researchers from different countries (oberle & schonert-reichl, 2016; o’neal et al., 2018; yorulmaz & altinkurt, 2018) have documented that teachers’ burnout dramatically reduced their quality of life, which forced them to look for better opportunities. in fact, as per data from the national center for education statistics in 2018, under the u.s. department of education, it was revealed that approximately 51 percent of public school teachers who exited the teaching profession between 2014 and 2017 expressed that the demands of their workload were more manageable in their new roles compared to their teaching positions. furthermore, 53 percent of individuals who left public school teaching reported that their overall working conditions had improved in their current employment compared to their previous teaching positions. school climate and burnout in recent years, there has been a significant body of concerning literature highlighting the declining status of the teaching profession and the deteriorating working conditions experienced by teachers, which contribute to teacher burnout. among teachers, their psychological well-being, professional self-evaluation, and overall disposition are most adversely affected by factors such as poor working conditions, subjectively perceived low 1 college of teacher education at the university of mindanao, davao city, philippines * corresponding author’s e-mail: mgallego@umindanao.edu.ph pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 salaries, mismanagement of the education system, and the increasing need to work with larger groups of students, many of whom are becoming increasingly unmotivated and uncreative when it comes to completing both teaching and non-teaching tasks (clipa, 2017). these factors, whether objective or subjective, play a substantial role in the development and prevalence of burnout syndrome, particularly among teachers. given the current circumstances and challenges faced by teachers and educators, there is a notable increase in complaints regarding the demanding nature and volume of their tasks, which takes a toll on their physical and emotional well-being. the existing challenges within the philippine educational system create a real environment for teachers to experience burnout. in fact, over the past three decades, filipino teachers have earned recognition as one of the most overworked professionals. the daily challenges teachers face, including dilapidated classrooms, overcrowded classes, and a lack of teaching materials, among other issues, make their already demanding work even more challenging (sodusta & de leon, 2018). stokes (2016) argued that positive school climate bears direct relationship to teacher burnout. in his study, he found out that positive school climate is associated with the non-existence of social behavior issues such as discipline problems of students, and conflict among faculty members which somehow contributes to teacher burnout. furthermore, he elaborated that positive school climate allows teachers to collaborate and be mentored by superiors and colleagues making them feel effective and successful in their classroom instructions and task completion. additionally, the study conducted by hu et al. (2019) shed light on the mechanisms through which school climate can mitigate teacher burnout. the authors discovered two key insights. first, they found that a more collegial leadership approach can effectively boost teachers’ well-being. second, school leadership can cultivate a supportive climate, which, in turn, alleviates teachers’ stress by enhancing their professionalism. teacher burnout is a timely and significant issue with major implications for filipino teachers. while numerous studies on burnout exist, there is a lack of research specifically examining mathematics teacher burnout. this study will also investigate how school climate and its dimensions may contribute to or help prevent mathematics teacher burnout. additionally, we need more qualitative research to capture the experiences of filipino mathematics teachers regarding this phenomenon. with insight into these connections, the researchers develop an effective teacher empowerment action plan. research questions the main problem of this study was to determine the relationship between school climate and the burnout status of mathematics teachers. specifically, to provide guidance to the definite purpose of the study, the researchers sought the answers to the following specific questions: 1. what is the status of the school climate and burnout of the mathematics teachers? 2. is there a significant relationship between the school climate and the burnout status of mathematics teachers? 3. which domains of school climate significantly influence the burnout status of mathematics teachers? 4. what are the experiences of the mathematics teachers concerning school climate and burnout? 5. to what extent do the qualitative data corroborate with the quantitative data? 6. based on the findings, what teacher empowerment action plan for mathematics teachers could be developed? framework of the study the researchers anchored this study mainly on the multidimensional theory of burnout framework of maslach (1993). the multidimensional theory conceptualized burnout in terms of its three core components: emotional exhaustion, depersonalization, and reduced personal accomplishment. this study is figure 1: framework of the study pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 also anchored on selfdetermination theory (sdt) of deci and ryan (2002), which posited that an individual’s motivation is essential for one’s psychological health as it also centers on the assumption that environmental factors are critical because they can facilitate motivational factors, which in turn influence individual’s optimum functioning. this study investigated the relationship between school climate and the burnout status of mathematics teachers. the independent variable is the school climate which includes the physical appearance, faculty relations, student interactions, peer interactions, leadership and decision making, discipline and management environment, learning instructions, and assessment, attitude and culture, and community relations. the dependent variable, on the other hand, is defined in terms of the three dimensions: emotional exhaustion, depersonalization and reduced personal accomplishment. methodology research design this study utilized the mixed methods approach specifically the convergent design. creswell (2012) described mixed methods approach as an approach that involves collecting both quantitative and qualitative data while convergent design means simultaneously collecting both quantitative and qualitative data, merging the data for final interpretation, and using the results to analyze, understand, and answer research problems. in the quantitative phase, descriptive correlation design was used to analyze numerical data of teachers’ perspectives regarding burnout and school climate, gathered through a survey questionnaire with closeended questions. for the qualitative phase, the researchers used the phenomenological approach to understand the lived experiences of the teachers regarding school climate and burnout. participants the participants for this study for both the quantitative and qualitative phases were the mathematics teachers in the public secondary schools in the first congressional district of davao city. in the quantitative phase, the researchers utilized purposive sampling in the selection of the participants. the participants of the study were composed of 150 secondary mathematics teachers from the said public secondary schools. inclusion and exclusion criteria were considered in choosing the participants. in the qualitative phase, participants were purposively selected for the in-depth interview (idi) and focus group discussion (fgd). crouch and mckenzie (2006), postulated that for fgd, the recommended sample size is seven to eight participants. seven participants joined in the focus group discussion and 10 participants joined the in-depth interview. instrument the quantitative data of this study were gathered from the participants using two adapted survey questionnaires. the first instrument was the school climate assessment instrument which was used to measure the school climate adapted from alliance for the study of school climate (2019). the said questionnaire consists of 40 items reflecting eight categories namely: physical appearance, faculty relations, student interactions, leadership and decision-making, discipline and management environment, learning instruction and assessment, attitude and culture, and community relations. the second quantitative instrument used to measure the burnout of teachers was the adapted questionnaire, the teacher burnout instrument (tbi) which was developed and validated by batulan (2003), as it highlights teacher burnout sensitive to the present organizational set up of the philippine educational setting and to the culture of filipino teachers as well. the instrument is composed of 46 items having the following three categories: emotional exhaustion, depersonalization, and reduced personal accomplishment. data collection the researchers secured permission from the schools division superintendent to conduct the study in the schools under the first congressional district of davao city. the researchers also asked permission from the principals of the respective schools. after receiving permission from the school principals, the researchers coordinated with the mathematics coordinator and heads of each school. the researchers administered and retrieved the survey questionnaires dependent on the schedule and availability provided by each school’s coordinator. after receiving the questionnaires, the data were then immediately encoded, analyzed and interpreted. data analysis in quantitative phase, the researchers used mean and standard deviation to determine the status of school climate and burnout of teachers, pearson r to determine if there is a significant relationship between the two variables, and multiple regressions to test the significant influence of the domains of school climate towards burnout of mathematics teachers. in the qualitative phase, the data from the focus group discussion and in-depth interviews were descriptively interpreted using thematic analysis. with a qualitative data, the thematic analysis identifies patterns or themes. the results of both the qualitative and quantitative data were triangulated to identify whether results are correlated. the combined interpreted data were used as a guide in the formulation of empowerment action plans for teachers. results and discussion the status of school climate of the public secondary mathematics teachers of first congressional district of davao city. it obtained an overall mean of 4.03, which is high. an overall standard deviation of 0.50 is less than one indicating that the participants’ ratings vary minimally. the teachers showed concern for the physical appearance (x=̄4.23) of their schools by observing cleanliness and pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 maintaining orderliness in their classrooms and faculty rooms. the results support the contention of fisk et al. (2016) who mentioned that teachers who consider their classrooms and surroundings as environmental concerns can contribute in creating a positive climate. in terms of faculty relations (x=̄4.06), collaboration and mutual respect are observed among faculty members as they develop positive relationships with each other. the result is similar to tschannen-moran and areis (2015) who emphasized on building strong relationships between faculty and colleagues where they can exchange ideas and knowledge in improving learning and classroom instruction is important as it is needed for a healthy and productive work environment. for student interaction (x=̄3.75), teacher participants observed involvement and participation of students in the classroom activities and on the school events as a whole. the result supports the idea of owens (2019) who noted the importance of establishing a supportive and reassuring climate between teachers with their students, as well as the nature of peer interaction is beneficial for the development of positive learning climate for students. in terms of leadership and decision making (x=̄3.99), teachers feel comfortable with their school leaders and administration since their administrators consider their welfare and see the school climate a necessary interest. school principals who truly collaborate with teachers when making decisions, promote openness that sparks creativity, and support teachers’ growth through professional conversations create a more fruitful work setting (murtedjo & suharningsih, 2018). table 1: status of school climate of mathematics teachers indicators mean sd description physical appearance 4.23 0.57 very high faculty relations 4.06 0.66 high student interactions 3.75 0.63 high leadership and decision-making 3.99 0.69 high discipline environment 4.13 0.57 high learning/assessment 4.14 0.66 high attitude and culture 3.88 0.66 high community relations 4.05 0.69 high overall mean 4.03 0.50 high when it comes to discipline environment (x=̄4.13), there is a school-wide policy, which is participated by both students and teachers. in other words, rules are followed by both. moreover, when disciplining students, teachers are factual, fair, and consistent. this finding is similar to kern and kim (2016) who confirmed that discipline is not anymore about the system of rules, punishments, and behavioral strategies used for the regulation of student behaviors, but it is about providing an environment in which positive teaching and learning can simultaneously occur. in terms of learning and assessment (x=̄4.14), teaching and learning processes are both participated by teachers resulting in more learning opportunities and engagements for students and a better teaching performance from teachers. it is also congruent with cole-foppe (2016) who emphasized the vital connection between a positive school climate and students’ academic success. cole-foppe argued that all students need access to encouraging school environments that promote engagement and achievement. providing supportive conditions enables students to flourish in their learning. attitude and culture (x=̄3.88) that are present in a school may influence not only the student’s development but also the establishment of a positive and productive working environment for teachers. a school with a supportive climate can become a place students and teachers look forward to attending daily, an institution parents appreciate and actively assist, and a point of pride within the broader community (oranica, 2015). when it comes to community relations (x=̄4.05), teachers see a positive relation with the community they are in. further, posey (2017) discussed, schools that promote positive climates satisfy the needs of teachers and students. this leads to stronger connections between school community members, increased dedication to the school’s purpose, and a greater willingness to embrace school guidelines. table 2: status of burnout among mathematics teachers indicators mean sd description indicators mean sd description emotional exhaustion 2.77 1.09 moderate depersonalization 2.60 1.16 moderate reduced personal accomplishment 1.88 0.78 low overall mean 2.26 0.77 low pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 the status of burnout among the secondary mathematics public school teachers in the first district of davao city obtained a mean of 2.26, which is low. an overall standard deviation of 0.77 is less than one indicating that the ratings of the participants vary minimally. based on the results, the teachers have moderate level of emotional exhaustion (x=̄2.77). tuxford and bradley (2015) concluded that teachers who reported higher levels of exhaustion were more likely to have lower levels of enjoyment in their work and a higher frequency of experiences related to anger, which could potentially contribute to teacher burnout. additionally, the teachers have a moderate level of depersonalization (x=̄2.60). this is also a positive result since based on the study of benita et al. (2018), depersonalization predicts classroom disruption. they highlighted the importance of studying depersonalization as a distinct and maladaptive interpersonal phenomenon, especially for human services individuals, which include teachers. they also suggested the important role of intrinsic orientation for teaching in preventing teacher depersonalization. lastly, the teachers have a low level of reduced personal accomplishment (x=̄1.88). this denotes that when teachers feel effective and confident with their ability to perform their jobs, they can significantly create and adapt a desirable approach to their school work and responsibilities, thus reducing their risk of burnout (richards et al., 2018). table 3: relationship between school climate and burnout among mathematics teachers burnout r p – value remarks school climate -.294** 0.00 significant **correlation is significant at 0.01 level (2-tailed) the result shows that the school climate and burnout have a negative low degree of correlation that is statistically significant with p-value that is less than alpha of .05 (r = -.294, p<.05). it means that as the level of school climate increases, the level of burnout decreases. it further implies that the more positive school climate is observed, the lesser is the burnout experienced by the teachers. the result supports the idea of hu et al., (2019) who shed light on the mechanisms through which school climate can mitigate teacher burnout. the authors discovered two key insights. first, they found that a more collegial leadership approach can effectively boost teachers’ well-being. second, school leadership can cultivate a supportive climate, which, in turn, alleviates teachers’ stress by enhancing their professionalism. the result also confirms stokes’ (2016) argument that a positive school climate bears a direct relationship to teacher burnout. in his study, he found out that a positive school climate is associated with the non-existence of social behavior issues such as discipline problems among students, and conflict among faculty members which somehow contributes to teacher burnout. table 4: significance of the influence of the predictors tested on burnout predictors beta coefficients t p – value interpretation physical appearance .114 1.194 .235 not significant faculty relations -.374 -3.122 .002 significant student interactions .165 1.570 .119 not significant leadership and decision making -.055 -.378 .706 not significant discipline environment -.223 -1.286 .201 not significant learning and assessment .063 .404 .687 not significant attitude and culture -.090 -.688 .493 not significant community relations .095 .652 .515 not significant r = -.346 r2 = .120 f = 17.835 p = .00 this shows the regression analysis to determine the influence of school climate on teacher’s burnout. in particular, school climate significantly influenced burnout with a p-value that is different from zero at a .05 level of significance (p <.05) with a standardized beta value of -.346. this result means that for every unit increase in the level of school climate, there corresponds a .346 decline in the level of burnout. more specifically, faculty relations on its singular capacity best and significantly influence the burnout status of mathematics. as a model, r2 of .120 signifies that 12% of the variation of burnout among the teachers can be attributed to the influence of the domains of school climate. pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 the regression analysis revealed that the school climate could influence burnout among mathematics teachers. this result implies that for every unit increase in the level of school climate, there corresponds to a decline in the burnout level of the teachers. more specifically, faculty relations on its singular capacity best and significantly influence the burnout status of mathematics. the result implies that a teacher having a good and healthy relationship with teacher colleagues can significantly reduce his/her likelihood of experiencing burnout. this aligns with the idea of wang and kuo (2019) that when teachers build good relationships with their colleagues, they find their job more enjoyable and they are less likely to suffer job burnout. furthermore, sharma and jagwinder (2017) noted that respectful relationships between faculty members facilitate effective communication, conflict resolution, and mutual support during challenges. table 5: lived experiences of mathematics teachers with regard to school climate and burnout issues probed core ideas code essential theme self – assessed teaching abilities aspiring for self-improvement in pedagogy professional growth empowering oneself professionally updating teaching strategies and practices through trainings and seminars adjusting techniques for every student’s best interest desiring to be more innovative doing their best on their job self-efficacy being confident in their abilities as teachers being aware of competence and capabilities in teaching insights on physical and emotional capabilities lacking rest and sleep due to overworking confronting health issues achieving balance between professional health and wellbeing concerns considering age as factor affecting physical strength oversleeping due to tiredness/fatigue being fully exhausted at the end of the day due to classroom work having mixed emotions because of being overworked but also inspired because of responsive students e m o t i o n a l stability being tired yet fulfilled being positive in dealing with work related tasks efficiency on meeting expectations of the superior finishing tasks before deadline sense of control over tasks being on top of teacher’s task and engagement working with minimal supervision because of commitment prioritizing important tasks and time management struggling to meet deadlines learning how to multitask just to meet expectation of superiors role flexibility and adaptability dealing with more additional workloads extending working hours just to fulfill school obligations lacking classroom experiences and student interaction impact of school climate on job performance dealing with students’ behaviors and attitudes challenging student behavior and culture dealing with both positive and negative working conditions to achieve teaching effectiveness monitoring students’ academic performance struggling on dealing with different personalities and attitudes presence of passive and irresponsible students leads to teacher frustration having happy-go-lucky students make the job difficult student’s attitude towards learning in general makes the teaching even harder poor study habit of students affecting quality of teaching being positive in superior’s effort to improve encouraging and supportive management seeing good/effective leadership of superiors appreciating superior’s effort for the faculty pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 existence of misunderstanding among colleagues professional relationship among teachers dealing with professional rivalry or competition is adding pressure having to deal with individual differences keeping a good faculty relation insight on teaching as a noble profession attending to different students need patience manifesting the multifaceted roles of teaching keeping a good faculty relation considering student’s intellectual preparedness and capacity coping up with the school’s goals feeling fulfilled seeing student’s success in their career paths job fulfillmentrealizing that teaching is a noble profession the feeling that you have contributed to the growth of students experiencing the joy of students’ gratitude for you being their teacher this shows the lived experiences of public-school secondary mathematics teachers concerning burnout. the information or data elicited from them through in-depth interviews and focus group discussion were transcribed, coded, grouped, and organized into themes. for this research question on lived experiences of mathematics public school teachers, five major themes were formed namely: empowering oneself professionally, achieving balance between professional health and wellbeing concerns, being on top of teacher’s task and engagement, dealing with both positive and negative working conditions to achieve teaching effectiveness, and manifesting the multifaceted roles of teaching. empowering oneself professionally when teachers were interviewed about their lived experiences as mathematics teachers, their responses revealed that embracing empowering oneself professionally became an essential theme. this theme has two codes which include professional growth and self-efficacy. the teacher participants narrated their experiences on their desire for professional growth and self-efficacy. the teachers disclosed that there are more things they need to improve within themselves to be more efficient in their delivery of instruction. they also said that they still have to learn more things about their strategies and techniques when it comes to teaching mathematics. teachers also believe that they are doing their best in fulfilling school related tasks as they feel confident with their abilities as teachers. […] we need to improve ourselves in teaching especially in mathematics like … the new and updated educational trends. it would help us improve the delivery of our instruction. (idi – p2); […] i’m not really as good as other math teachers but i do my best in terms of teaching my students. (idi – p5). the result affirmed the study of kulavuz-onal and tatar (2017) who investigated the status of burnout and participation in professional learning activities among turkish efl instructors at university english preparatory programs. their analysis revealed that the instructors’ sense of personal accomplishment is positively correlated with their increased participation in professional learning activities. moreover, balyer et al., (2017) found in their study that most teachers see professional growth as a way of improving their self-efficacy and teaching effectiveness. their efforts to completing a master’s degree and in-service trainings may enlarge their vision, which may contribute to the improvement of their teaching approaches and practices. achieving balance between professional health and well-being concerns when the teacher participants were asked about their health and well-being habits, their responses were categorized into core ideas. achieving balance between professional health and well-being concerns emerged as a theme having two codes namely: confronting health issues and emotional stability. the mathematics teachers experienced many physical health challenges such as lack of rest and sleep resulting to extreme fatigue due to teaching and non-teaching workloads. […] i have lots of extra works aside from teaching. maybe that’s why my body also gave up. (idi – p3); [...] less hours of sleep...so, in school my energy is not enough resulting to not being effective. (fgd – p2); despite the participants’ challenging experiences, the saving grace was their experience of reaching emotional stability amidst those circumstances. it’s tiring yet fulfilling especially when you have your goals of the day and you have achieved it. (fgd–2); [...] you’ll feel tired but still you’ll still feel happy because of your students...they make you feel appreciated. (idi – p10). similar findings were reported by macintyre et al. (2019), who found consistent links between external factors, stress, and teacher health and wellness. their results pointed out that understanding both the sources of strain and positive experiences that shape teacher welfare is crucial. pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 being on top of teachers’ task and engagement for teachers, time is their most precious resource. with lots of teaching loads and extra tasks, teachers have mastered keeping schedules and meeting deadlines for their expected outputs. because of the teachers’ efforts to meeting expectations, they have developed within them the sense of control over tasks. the teacher participants shared how they learned to prioritize important tasks and used time management in fulfilling their school responsibilities. [...]i can finish my work before the deadline...always submit everything on time…the key is time management. (fgd – p5); […] a lot of paperwork that i have to do and submit…i put everything on my schedule…i don’t wait for the deadline…whatever comes first, i also do it first. (idi – p9). the result is in consonance with tan (2018) who conducted a study about relationship between job involvement and burnout of primary and secondary school teachers. he concluded that modern educators mostly understood the importance of work input and involvement which help them find ways to improve their enthusiasm and eliminate job burnout in practice. moreover, when teachers were asked to how they managed to accomplish their teaching workloads and additional assignments, they disclosed that they learned how to multitask. teachers have developed role flexibility and adaptability. [...] i extend my time even on a saturday just to fulfill all my school tasks. oftentimes i brought work at home just to finish them. (idi – p4); [...]multitasking because there are lots of work assigned to us...really, we have to bring work at home if we couldn’t finish them. (idi – p8). similar findings were found in the study of khodaveisi et al. (2015), which showed time management abilities correlate with perceived control, job satisfaction, health, and lower stress. as they found, people who feel greater control over their time have less strain and fewer stress-related physical symptoms. dealing with both positive and negative working conditions to achieve teaching effectiveness the teacher participants shared about their school climate. they revealed some positive and negative conditions affecting them which were coded to three core categories namely: dealing with different attitudes and cultures of students, inspiring and supportive management and superiors, and embracing professional relationship among teachers. teachers revealed the challenges they face when it comes to dealing with different attitudes and cultures of students. student’s truancy, low academic performance and passive attitude are just some factors that lead to their frustration. [...] the problem i always encounter is how you are going to encourage the students to consistently attend classes. (idi – p3); [...] most of the students here are not that studious and serious in their school tasks so sometimes it’s so hard to compute their grades. they do not submit so i have nothing to record. (fgd – p4). the teachers also described their school climate in terms of their superior’s leadership and decision making. they consider themselves blessed in having encouraging and supportive management. when asked how they were supported by their superiors and administrators. [...] our principal is very understanding though sometimes strict... can understand that there are teachers who couldn’t beat the deadline. (idi – p2); [...] our principal is pro-teacher, always thinking for our welfare. in decision-making, we are always consulted through meetings. (idi – p1). while students and administrators expect teachers to interact with them, connections with colleagues play the largest role in every teacher’s job. however, as with any workplace, disagreements and misunderstandings among teachers also arose. when the participants were asked about how they handled such situations, common in their responses is professionalism. [...] although sometimes there are misunderstanding due to conflicting ideas, they are easily settled because we are professionals. (fgd – p3); [...] though, we do have factions here, we still have the so called some sort of camaraderie... in a professional way...i still believe you cannot please everybody. (idi – p10). as geiger and pivovarova (2018) discussed, poor working conditions like high demands, little control, insufficient leadership support, strained relationships, unclear roles, and excessive organizational change without input can increase teacher burnout risk. they emphasized the need to improve teacher working conditions to avoid heightened stress and lower satisfaction that can generate negative outcomes including poorer performance and high turnover intentions. manifesting the multifaceted roles of teachers teaching involves diverse roles and duties that extend beyond the classroom walls. a teacher’s responsibilities are not limited solely to academic instruction but rather encompass a wide range of functions both within and outside the school (bean & kern, 2017). when the participants were asked about the best and worst things of being a teacher, two codes emerged namely patience and job fulfillment. one of the important tasks where teachers need to play a crucial role is when they facilitate students in learning the content and in doing classroom works. however, with today’s generation, teachers experience challenges on dealing with different attitudes and behaviors towards schooling. such difficulties require them to extend patience to all types of learners. [...] most of the students are not really serious when they take their exams... others just take it for granted. they don’t try their best in answering test questions…i encourage them to use the remaining time in answering their exams. (fgd – 1); [...] you have exerted great effort during activity discussion but when you ask them a question...they could not answer...then i had to give more examples for them to give the correct answer. (idi – p7). being a teacher entails a great deal of responsibility which must be practiced with dedication. the profession pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 does not only require teachers to give academic support to students but also involve molding the character of students. in a way, these make teaching fulfilling. [...] it makes me happy that students learn from me...achieve their dreams...then if they came back after they graduate...and say...” ma’am you were the one who inspired us.” (idi – p2); [...] when you see your students saying “ma’am, i really learned from you,” it really relieves my stress. (fgd – 2) as a profession, teaching has many expectations and duties. teachers need to adopt and perform a range of roles and skills to suit specific situations. with the demanding nature of the profession, many teachers feel the need for systems in their workplace that will ensure that their works are challenged and then rewarded for being successful (kosgei et al., 2015). consequently, it is noteworthy to acknowledge every teacher’s response and feeling towards different factors of their work role and as a result, to design practices and provide teachers with the appropriate set of motivators that may help them achieve more in their job fulfillment (fernet et al., 2017). table 6: joint display of salient quantitative and qualitative findings aspect or focal point quantitative findings qualitative findings nature of data integration axiological implications school climate in terms of faculty relations: code: professional relationship among teachers theme: dealing with both positive and negative working conditions to achieve teaching effectiveness merging – converging providing teachers with opportunities to discuss student performance, curriculum, and instruction with their colleagues is crucial. such experiences can offer encouragement and support to educators. x = 4.06 (high) in terms of student interactions: code: different attitude and culture of students theme: dealing with both positive and negative working conditions to achieve teaching effectiveness merging – converging professional development curricula for teachers are essential to help them share authority with students effectively and to reflect on improved classroom management strategies. x = 3.75 (high) in terms of leadership and decision making: code: encouraging and supportive management theme: dealing with both positive and negative working conditions to achieve teaching effectiveness. merging – converging school administrators must include the faculty in any decisions that are relevant to every teacher’s work and keep the lines of communication open with their faculty. x = 3.99 (high) burnout in terms of emotional exhaustion: code: confronting health issues theme: achieving balance between professional health and well-being concerns merging – converging teachers should be encouraged to participate in decision-making regarding school policies, strategies, and missions. their initiatives and ideas related to professional development, change implementation, strategy, and meeting deadlines should be supported and valued. x = 2.77 (moderate) in terms of reduced personal accomplishment: code: sense of control over tasks theme: being on top of teacher’s task and engagement merging – converging empowering teachers and recognizing their efforts fosters professional growth and encourages a willingness to explore new experiences for continuous development. x = 2.66 (low) pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 table 6 demonstrates how the quantitative and qualitative findings support each other. the matrix highlights the key quantitative and qualitative variables and shows how the independent variable significantly influences the dependent variable. the quantitative data reveals the indicators with the highest means and the qualitative findings confirm these quantitative results. the nature of data integration shows the type of mixing used in the study whether merging or connecting and the function of data integration displays whether the quantitative and qualitative findings converge or diverge each other. relationship between school climate and burnout from table 3, it is shown that there is a significant relationship between school climate and burnout (r = -.294, p<.01). this means that if positive school climate is often observed by teachers, they will less likely experience burnout. code: encouraging and supportive management and professional relationship among teachers theme: dealing with both positive and negative working conditions to achieve teaching effectiveness merging – converging teachers are observed to be doing their jobs more effectively as long as they work in a stress-free and positive working school climate. significance of the predictors affecting burnout from table 3, it is shown that predictors significantly influence burnout. more specifically, among the domains of school climate, the faculty relations significantly influence burnout with an f value of 17.835, p<0.01 and r2=.120. code: professional relationship among teachers theme: dealing with both positive and negative working conditions to achieve teaching effectiveness merging – converging allowing teachers the opportunity to collaborate and work together in a collaborative effort is essential. this collaboration will strengthen relationships among the faculty members. table 7: proposed empowerment action plan for teachers objective/ targets strategies/ activities person(s) responsible time frame evaluation expected outcome a. provide professional and self-help activities and resources for teachers 1. encourage teachers to develop journaling practices which includes making a list of their progress and achievements in their jobs which can increase their awareness of positive events as they occur and can help them appreciate the rewards of their job. 1. school administrators or principals, faculty and school staff ju ne to m ar ch (o nc e ev er y m on th ) sharing of outputs/ achievements during regular monthly faculty meetings the teachers will be able to independently take care of their needs, balance their life for optimum health, and regularly check their own mental wellness. 2. encourage time management practices and the use of organizers or planners where teachers can set and write smart (specific, measurable, attainable, relevant and time bound) daily or weekly goals and deadlines that are still resultsdriven and trackable and which can help them control what they can accomplish in a specific time 2. school administrators or principals, faculty and school staff ju ne to m ar ch (o nc e ev er y m on th sharing of best practices and assessment of goals/tasks achieved (can be done during monthly meetings) pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 3. invite guest speakers to conduct seminars for teachers about effective coping mechanisms when faced with stress and teacher burnout. 3. school administrators or principals, faculty and school staff, guest speakers, psychologists, guidance counsellors, physical and mental health experts ju ne to m ar ch (o nc e ev er y 2 m on th s) counselling information and assessment from psychologists, guidance counsellors or medical experts 4. schedule a day with the school psychologists or guidance counsellors for teachers to meet in a session to address concerns regarding their mental health. 4. school administrators or principals, faculty and school staff, psychologists, physical and mental health experts ju ne to m ar ch (o nc e ev er y 2 m on th s) counselling information and assessment from psychologists, guidance counsellors or medical experts b. enhance teacher’s physical health and well-being through stress management initiatives and activities 1. identify and support teachers who struggle to manage their workload and provide necessary mentorship and support systems. 1. school administrators or principals, faculty and school staff 1. s ch oo l a dm in ist ra to rs or p rin ci pa ls, fa cu lty a nd sc ho ol st af f teacher’s strengths and training needs assessment (tsna) tool the teachers will be able to develop coping and awareness skills to reduce anxiety, depression, and improved health as they deal with the stressors of the teaching profession. 2. structure teachers’ schedules in ways that allow them to meet their job expectations. 2. school administrators or principals, faculty and school staff ju ne (p re fe ra bl y be fo re th e st ar t o f th e sc ho ol y ea r) teacher’s strengths and training needs assessment (tsna) tool 3. develop efficient systems for teacher’s additional administrative and non-teaching responsibilities. 3. school administrators or principals, faculty and school staff ju ne (p re fe ra bl y be fo re th e st ar t o f t he sc ho ol y ea r) to m ar ch evaluation on teacher’s efficiency and quality of work 4. conduct mindfulness/ stress management trainings and workshops lead by psychologists and experts 4. school administrators or principals, faculty and school staff, psychologists, physical and mental health experts ju ne to m ar ch (o nc e ev er y qu ar te r) teacher burnout selftest survey result pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 5. provide relaxation techniques or mental health day activities for teachers to do de-stressing which they can do both within and outside of work hours (this can be meditation, yoga or exercises for teachers) 5. school administrators or principals, faculty and school staff, psychologists, physical and mental health experts ju ne to m ar ch (e xe rc ise o r a ct iv iti es c an b e do ne ev er y be fo re th e en d of th e w ee k) teacher performance assessment result c. promote healthy relationships among teachers through professional management practices 1. value teachers' time during meetings and development sessions by starting necessary meeting promptly, creating clear meeting agendas and differentiating the information for the teacher audience 1. school administrators or principals, faculty and school staff, psychologists, physical and mental health experts ju ne to m ar ch (d ur in g m on th ly m ee tin gs ) evaluation on teacher participation and quality of work the teachers will become actively involved to decision making about policies affecting them and will feel a shared sense of purpose to every school endeavor. 2. develop forums among faculty where school-related issues, expectations, changes in policies, and happenings involving the school are discussed 2. school administrators or principals, faculty and school staff ju ne to m ar ch (c an b e in cl ud ed d ur in g m on th ly m ee tin gs ) evaluation on teacher participation and quality of work d. improve the skills and knowledge of educators through collaborative study, expertise exchange, and professional dialogue in professional learning communities 1. create support groups where teachers can share the workload with other teachers by planning lessons together 1. school administrators or principals, faculty and school staff, psychologists, physical and mental health experts ju ne to m ar ch (d ur in g m on th ly m ee tin gs or e ve ry q ua rt er ) teacher performance assessment result the teachers will be able to build workplace relationships and supports as they collaborate with colleagues in planning and improving their instructional strategies and practices focusing on the needs of learners. 2. enlist feedback to determine teachers' professional development needs and let teachers attend professional learning development seminars addressing such needs 2. school administrators or principals, faculty and school staff ju ne to m ar ch (e ve ry q ua rt er ) continuous update of individual plan for professional development (ippd) of teachers proposed empowerment action plan based on the findings of the study, the researchers proposed an empowerment action plan for teachers, which outlined four general objectives, aimed to address burnout of teachers, specifically in terms of emotional exhaustion and depersonalization, and the role of faculty relations as a significant predictor of burnout in crafting and outlining the details and activities for the action plan. moreover, the researchers take into consideration both the role of the administrators, principals, department heads, and teachers in the implementation of the said activities of this action plan. pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 13-27, 2024 conclusion the findings revealed that mathematics teachers in davao city benefit from a positive school climate, with a particular emphasis on physical appearance and faculty relations. this positive environment correlates with low levels of burnout among teachers, particularly in terms of emotional exhaustion and depersonalization. the regression analysis further establishes the influence of school climate, with faculty relations being a significant factor in reducing burnout. while the study underscores the importance of a supportive school environment, it also hints at unexplored burnout-contributing factors, highlighting the need for future research. the highlighted essential themes from the teachers’ lived experiences shed light on various factors contributing to burnout. generally, the results of the quantitative data were parallel to the findings of the qualitative data, thus, the 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(2007). the burnout phenomenon of teachers under various conflicts. us-china education review, 4, 37-44. pa ge 1 pa ge 15 3 american journal of multidisciplinary research and innovation (ajmri) review on collaborative strategic marketing for sustainable manufacturing growth of saudi small medium enterprises (sme): a focus on technologically competent generation abdul aziz alessa1*, mohamed afy-shararah1, john parsavellas1 volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3180 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 25, 2024 accepted: july 30, 2024 published: august 03, 2024 over the years, significant transformations in the manufacturing sector have been attributed to technology integration and government policies. this has resulted in the emergence of the next generation of business formation, strategies, practices, and overall planning. the issues of managing sustainable manufacturing that smes of saudi arabia face include heading and planning, international competition, and financing. in all these areas, it is for this reason that saudi arabian smes need cooperation to enhance competitiveness and improve their economic welfare and innovation. the current systematic literature review used an extensive search strategy, including databases to identify sources such as scopus, web of science, and google scholar, among other databases. the articles on the effects of collaborative strategic marketing on the sustainable growth & competitive advantage of saudi arabian smes that were published between 2018 and 2024 were selected. of all the articles reviewed, 6,550 were identified, and 18 were used in the study after applying the following exclusion criteria. a systematic evaluation was conducted to evaluate two research objectives (ro). the first ro highlighted how collaborative strategic marketing contributed to the development of smes, while the second ro also showed that collaborative strategic marketing contributed to the achievement of competitiveness. the results exposed some of the issues that need to be addressed in saudi arabian smes: strategic orientation, competition from international firms, and the need for more capital. the study also noted that enhancing sme cooperation can greatly impact their digital transformation and innovation. keywords sme, strategic marketing, collaboration, digitalization, innovation introduction the manufacturing sector’s dynamics have shifted dramatically in the last decade by looking at the “movement” of 4/5 and digital transformation (zhang et al., 2021). t the new organizational and management forms, the new processes, the extended product-service systems, and the new business models were outcomes of this radical change in the manufacturing sector revolution and political encouragement and the coalescence of a set of mature new technologies (camarinha-matos et al., 2019). the manufacturing sector is currently facing the challenge of meeting the growing societal demand for social responsibility and sustainability, as delineated in the united nations agenda 2030. manufacturing is a critical component of goal 9, designed to promote inclusive industrialization, create resilient infrastructure, and encourage innovation. it is one of the 17 goals for sustainable development that are the primary focus of the agenda (ocde, 2021). additional objectives include doubling global energy efficiency, increasing economic productivity through innovation, technological advancement, and diversification, and supporting development-oriented policies encouraging entrepreneurship, innovation, job creation, and productive endeavors. the phrase “sustainable manufacturing” is becoming increasingly important and well-known (camarinha-matos et al., 2024; ocde, 2021). camarinha-matos et al. (2021) emphasized the potential of utilizing mutually beneficial synergies between sustainability science and collaborative networks. they contended that the successful implementation of sustainability necessitates the collaboration of numerous stakeholders, fostering a sense of co-responsibility. they also emphasized that sustainability cannot be achieved by a single entity individually. collaborative networks are recognized as a fundamental enabler for industry 4.0 and digital transformation, underscoring the significance of collaboration in the pursuit of sustainability (camarinhamatos et al., 2021). sustainability is gaining importance in strategic and political agendas, science and technology, and related terms like sustainable development and sustainability science (qin & li, 2023; ruggerio, 2021). the un’s world commission on environment and development report of 1987, also known as the brundtland report, defined sustainability as meeting present needs without compromising future generations’ ability to meet their own needs (kavusa, 2021). the concept of sustainability is typically examined from three perspectives: environmental, social, and economic. the environmental and ecological aspects of sustainability have been the primary focus of the discussion, as the environment is the foundation of 1 cranfield university, united kingdom * corresponding author’s e-mail: alessa.aziz@gmail.com pa ge 15 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 153-162, 2024 existence (fahmy et al., 2023). however, this viewpoint must take into account other aspects, namely the cultural, societal, and organizational factors, as well as the management of resources. there are three primary pillars of sustainability, as determined by the 2005 world summit: which includes the environmental, economic, and social (mensah, 2019). environmental issues include the conservation of biodiversity and bio-ecosystems, the protection of unexploited resources, and recycling. (musostov & dzobelova, 2023). the economic analysis focuses on creating sustainable growth from a longterm perspective using the principles of increasing yield, employment growth, and improving efficiency (altman, 2019). in addition, social considerations stem from protecting culture, institutions, and sights, delivering social services in one’s vulnerable state, and enhancing political responsibility and social participation (aliskhanova et al., 2023). figure 1: sustainability pillars sustainable manufacturing in smes means that smes engage in the implementation of production and service delivery mechanisms that support efficiency and effectiveness in the delivery of quality goods while at the same time using limited resources and environmentally friendly approaches. these products significantly reduce their environmental and social impacts through most of their product life cycle (machado et al., 2020). this involves the conservation of wastes and gas, preservation of species, and utilization of friendly energy and materials. this also consists of respecting suppliers and ensuring that there is safety at the workplace, with a good public image, and in products (ghobakhloo et al., 2023). the benefits of a sustaining manufacturing economy are the increase of the local economy, employment, infusions to infrastructure, innovations, appropriate taxation, and no bribery and corrupt practices. it puts stress on rational economic acts as key critical concepts (hegab et al., 2023). the collaboration networks also play critical roles in enhancing sustainable production and implementing all sustainability factors for the sustainable growth of manufacturing smes. the collaboration includes organizations, people, and even smart products (cloutier et al., 2020). these networks are not only geographically dispersed but also mostly independent from institutional control and with different cultures, social capitals, goals, and contexts. they work together to accomplish goals that are either mutually beneficial or compatible. according to camarinha-matos et al. (2021), implementing sustainable production requires collaboration (camarinha-matos et al., 2021). saudi arabia’s manufacturing sector faces significant challenges when integrating sustainable practices, specifically in the two main categories that are environmental and social sustainability (abualfaraa et al., 2022; al-alqam et al., 2022; ghaithan et al., 2021). the saudi arabian government has launched several inclusive industrializations and regular infrastructures that still need to feature strategic marketing initiatives toward sustainable manufacturing growth of smes. this is particularly true for smes, who contribute significantly to the development of the national economy yet need to pay more attention to problems like changing customer preferences or emerging market trends. there is a research gap in this area because understanding the appropriate use of collaborative strategic marketing for sustainable manufacturing development of smes in saudi arabia needs to be improved. furthermore, studies failed to show how collaborative strategic planning impacts sme manufacturing firms’ competitiveness (dwikat et al., 2022; zhao et al., 2024). in addition, little research seeks to explore the challenges smes experience as they attempt to embrace sustainability and the enabling role of collaborative networks in sustainable manufacturing growth. this review aimed to create awareness among saudi arabian smes on how collaborative strategic marketing fosters sustainable manufacturing. the findings would reveal how collaborative strategic marketing supports sustainable manufacturing initiatives and how smes pa ge 15 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 153-162, 2024 overcome challenges in their implementation. this systematic literature review approach involved conducting a thorough analysis through journals and databases to identify relevant research on cooperative strategic marketing for smes in saudi arabia to bring sustainability to saudi arabia. thus, based on the collaborative strategic marketing significance as already above, the review analysis has the following research objectives: ro1 determine the influence of collaborative strategic marketing on the sustainable growth of the saudi arabia sme. ro2 determine how this collaborative strategic marketing helps saudi arabia smes to gain a competitive advantage. methodology search study a search strategy combines search terms to optimize the number of pertinent records retrieved during a database search (yue et al., 2023). for this systematic literature review, the most current and relevant papers were accessed through different databases, including scopus, web of science, proquest, springer link, google scholar, and science direct. only the publications, including books, research papers, and reviews conducted between 2018 and 2024, were included in this paper. the keywords that were utilized to find the relevant literature include “collaborative strategic marketing,” “sustainable growth,” “competitive advantage through sustainable growth,” digital marketing in sustainable growth,” “small medium enterprise,” “lean and green manufacturing,” and market orientation. table 1: search strategy s no search strategy 1 “collaborative strategic marketing,” “partnership marketing,” or “network marketing,” and “integrated marketing partnerships,” and “sustainable collaborative strategy.” 2 “sustainable growth,” or “ long term growth,” or “inclusive growth, “social sustainable growth,” “environmental sustainable growth,” and “economic sustainable growth” 3 “competitive advantage” or “sustainable edge” and “strategic advantage” and “technological advantage” and “cost leadership” 4 “digital marketing in sustainable growth” or “green digital marketing,” or “socially responsible digital marketing,” and “digital marketing sustainable promotion” 5 “small medium enterprise” or, “ startups” or “micro enterprises,” and “manufacturing enterprises” 6 “lean and green manufacturing” or, “sustainable manufacturing” or, “green manufacturing technology” or “eco manufacturing, and “circular economy” 7 “market orientation” or “market-driven approach” or “customer-centricity” and “customer relationship management (crm) systems” and “market-driven strategy” exclusion and inclusion criteria the inclusion criteria are designed to identify the population under investigation in a consistent, reliable, homogeneous, and objective way (miranda et al., 2024). regarding the research, the exclusion criteria consist of conditions or qualities that render the recruited population ineligible for participation. the inclusion and exclusion criteria of this systematic review are given below: table 2: exclusion and inclusion criteria exclusion criteria inclusion criteria this review only included the publications that were solely written in english this review did not include publications that were not written in english this systematic review consisted of the publications that were in between 2018 and 2024 all the studies conducted before 2018 were not part of this systematic review the studies that determine the influence of collaborative marketing strategy on sme growth and assist in gaining competitive advantages were included in this systematic review the studies that determine the influence of collaborative marketing strategy on sme growth and assist in gaining competitive advantages were not included in this systematic review selection criteria as part of the selection process, the articles discovered via the search are evaluated to determine whether they are suitable for inclusion (liu et al., 2024). for this systematic literature review, 6,550 articles have been extracted from different databases. after thoroughly reviewing these extracted publications, 3 256 publications have been finalized after removing pa ge 15 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 153-162, 2024 repetitive publications. out of these 3,256, only 125 were relevant to this review topic. lastly, only 18 studies that were most relevant to the subject showed that the full text had been finalized. the other studies were excluded because they needed to focus on collaborative marketing strategy fully, analyze the impact of digital marketing in implementing collaborative marketing, have sustainable manufacturing, and were not related to smes. figure no. 2 shows the overall study selection criteria of this research: figure 2: study selection process results the thorough selection of the available data assisted in finalizing the 18 studies. these studies were most relevant to this systematic research objective. each research objective is further divided into different themes that are elaborated on below in detail: collaborative strategic marketing influence on saudi arabian sme development over the years, there have been changes in manufacturing industries due to the integration of new technology and support from the government for the revolution of this particular industry. the change process has brought about new forms of organization and management, new methods and processes, extended product-service portfolios, and business models (harikannan et al., 2021). according to the united nations sustainable development goals (un-sdg), the industry faces the challenge of meeting the population’s growing demand in the sphere of social justice and environmentally friendly practices(hassan et al., 2018). the importance and appreciation of sustainable manufacturing are steadily rising as it focuses on cooperation between players to achieve sustainability. to determine how collaborative strategic marketing is influencing sme growth and development, the following themes have been analyzed: challenges of saudi arabian manufacturing sme smes in saudi arabia encounter several challenges related to sustainable manufacturing. lack of strategic planning is one of the major factors that hinders the effective implementation of sustainable manufacturing strategies with the support of strategic manufacturing planning. lack of strategic planning in these industries may lead to a lack of the manufacturing resources and knowledge needed for long-run sustainable manufacturing, and this presents a great problem for most smes as they struggle to adapt to changing market conditions and customers’ demands (zarte et al., 2022). also, a major challenge is global competition, through which smes need help in differentiating themselves in the market. the manufacturing sector has recently undergone major changes, thus calling for smes to adapt to the emergent modifications so that they remain relevant. smes experience a significant challenge in saudi arabia: securing adequate capital to finance their sustainable manufacturing plans. sme credit risk evaluation could also lag and be affected by questions of financial transparency, thereby facing challenges in accessing bank credit (tripathi, 2019). furthermore, saudi arabian smes face significant threats due to environmental hostility, such as the novel covid-19, whereby threats are imminent. due to the pandemic outbreak, the efficiency of supply chains pa ge 15 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 153-162, 2024 has been affected, and the behavior of consumers has changed significantly, which has created concerns for smes to manage and run. furthermore, this pandemic has highlighted the importance of environmental consciousness and sustainability, which remains a huge challenge to smes since they cannot fund such issues (adam & alarifi, 2021). significance of collaboration in saudi arabia sme for smes in saudi arabia, collaboration is important because it opens new channels for acquiring new knowledge and gaining access to novel resources, leading to innovation. this is particularly relevant when operating in dynamically changing markets where smes need to be proactive, adopt innovative technologies, and respond to the customers’ needs (dwikat et al., 2022). mes can continue to compete effectively and improve on their developmental stage by allying with other businesses to access novelty, know-how, and capital. nazarenko et al. (2021) conducted a study that posits that collaboration is essential when pursuing sustainability, saying that “sustainability is a process that any individual firm or actor cannot accomplish and thus, the effort of many stakeholders is inevitable” (nazarenko et al., 2021). besides, collaboration increases competitive advantage since smes can alternatively re-orient themselves and adapt to new markets and customers’ requirements. in a world that is incredibly crowded by competition, smes need to be ready for any change that occurs in the market, in technology, or consumers’ tastes and preferences. organizing work allows smes to respond to these changes more effectively since they are able to unite their efforts and skills (batwa & alamoudi, 2019). for instance, tripathi (2019) noted that saudi arabia’s smes have been changing rapidly over the years in response to new innovative technologies that accompany the political support for the revolution of the manufacturing sector. therefore, saudi arabian smes need to adapt to these changes that affect them to avoid being uneconomical(tripathi, 2019) in saudi arabia’s manufacturing industry, sustainability faces significant environmental and social challenges. the saudi arabian government has adopted the following strategies to promote sustainable manufacturing: inclusive industrialization and conventional infrastructures. however, smes in saudi arabia must consider aspects such as changing consumer behavior and emerging markets. in this way, collaboration can help smes in saudi arabia address these challenges by providing better access to new knowledge and resources, increasing competitiveness, and improving overall economic wellbeing (wasiq et al., 2023). effective collaboration strategies collaboration is crucial for the sustainable expansion of smes in saudi arabia due to the lowered charges of success and improved degrees of risk encouraged by business collaborations. one way to achieve this is through digitalization with the help of consultants and managers. this entails using several science technologies in supply chain management, customer uniqueness, and organizational performance enhancement.(mohamad et al., 2022). the study by adam & alarifi (2021) highlighted the role of digital transformation in the process of achieving sustainability, suggesting that “sustainability enhancement is an imperative that requires the engagement of many actors, creating a culture of shared responsibility (adam & alarifi, 2021). another is collaborative commerce, which involves using the web, e-marketplace, and social media to construct goods and distribute assets. this will be useful, especially for saudi arabia-based smes, as they will be able to establish themselves deeper into the market, cutting costs and enhancing competency. abed (2020) observed that there has been a gradual shift in the manufacturing sector due to new technology and political support for the manufacturing sector revolution. thus, smes must acclimate to such changes from the onset to remain relevant and competitive (abed, 2020). in addition, there is a requirement to involve the suppliers as well as the consumers of the value chain so as to promote innovation and enhanced performance. this may include the exchange of information, experience, and resources in order to create appropriate goods and services that satisfy the client. as observed by cloutier et al. (2020) in their research study, collaboration is a crucial aspect of embracing sustainability in the manufacturing sector. consequently, this study aims to investigate the role of collaborative networks in supporting sustainable production and all the sustainability aspects for smes within the manufacturing development context (cloutier et al., 2020) collaborative strategic marketing role in gaining competitive advantage marketing strategic alliances enhance and improve competitiveness among businesses. marketing collaboration can be defined in terms of shared objectives and objectives that need to be complied with by the marketing companies entering into a partnership in which the partnership itself is going to be marketing the other parties’ market and resources. collaborative marketing describes how, through partnerships between different firms, corporations may foster creativity and utilization of resources, for instance, expertise and market regions, in a bid to gain a competitive edge (camarinha-matos et al., 2024). to determine the impact of collaborative strategic marketing in saudi arabia, the following themes have been analyzed: digital transformation and innovation focusing on the process of digital transformation and innovation, strategic marketing partnerships are critical to improving the competitive advantage of smes in saudi arabia. in the era of digital complexities, small and medium enterprises are relatively suited to pa ge 15 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 153-162, 2024 understand the complexities if they engage consultants and managers. these people provide forecasts and help create and administer decision-making plans that are most appropriate for every sme due to its special needs and challenges encountered (alghanmi, 2020). smes can obtain access to and knowledge of superior practices, market information, and advanced technology, which would not ordinarily be available to them if they embarked on collaborations. such access to new knowledge and resources is important in unlocking innovation within smes. they can foresee the consumers’ needs and shocks and respond accordingly while offering clients unique propositions to retain their business (harikannan et al., 2021). furthermore, strategic marketing cooperation tasks create networking prospects and partnerships in the business world and facilitate smes’ gain of large streams of innovations and industry knowledge. strategic marketing using ‘synergy’ will help saudi arabian smes survive and thrive in today’s fast-evolving business environment. this can be done by leveraging digital transformation and innovation (batwa & alamoudi, 2019). sme long-term sustainable growth for small businesses to be able to sustain themselves in the long run, remain competitive, and foster economic growth in saudi arabia, it is crucial to encourage sustainable growth among smes. therefore, smes are in a position to respond to the consumer’s continually evolving needs and the fluctuating market demands within the region through sustainable growth (albassam, 2021). this flexibility is important in the continual maintenance of the edge, which is important in beating competitors because consumer preferences and market forces are dynamic. moreover, sustainable growth strategies increase the stakeholders’ participation and information exchange through collaboration regarding the participation of smes, government, and other counterparts (hassan et al., 2018). the other sustainable growth strategies include technology transfer, the development of human capital, and mentoring networks. according to madkhali & sithole (2023), saudi arabian smes should be able to apply sustainability in order to enhance the sustainability of the companies’ status and develop the techniques for the long run through these measures. this implies that capacity-building programs provide smes with the competencies that enable the realization of new opportunities alongside the ability to effectively deal with diverse and competitive environments (madkhali & sithole, 2023). technology transfer practices facilitate the acquisition and implementation of technologies by smes in the economy, thereby improving production performances and competitive advantages. mentorship networks create a culture of continuous learning and professional development for potential mentees with the assistance of experts in the same field (zarte et al., 2022). the inclusion of sustainability in the marketing mix of smes can also assist saudi arabian smes in becoming change agents and innovation champions in the market systems. this approach enhances individual smes as the economic pillar and has a positive impact on the enhancement of financial stability and sustainability for attaining stable progress and prosperity (harikannan et al., 2021). market orientation and customer-centricity market orientation and customer orientation also came up as the most significant factors that characterize the success of smes in saudi arabia, with an emphasis on the utilization of crm systems and market-oriented systems. these methods emphasize the identification of customer needs and also enhance the understanding of all products and services relating to these needs in the market, hence offering satisfactory methods to market needs (alenazi & alanazi, 2023). crm systems can help smes better understand their customers’ preferences, buying habits, and opinions, thus enabling them to utilize their resources and mechanisms more efficiently to offer products that suit customers’ needs. furthermore, market-oriented initiatives would allow smes to assess market trends and respond to them as and when they occur, hence making them operate as adaptable firms within the increasingly competitive arena (hanaysha et al., 2022). market orientation and customer focus, therefore, become all the more effective strategies to achieve the company’s positioning strategy. it makes sure that, through collaboration, smes can effectively control their marketing activities in a way that is proactive to customers’ requirements and desires (alenazi & alanazi, 2023). market orientation, customer-centricity, and collaborative strategic marketing not only augment the competitive advantage of smes in saudi arabia but also strengthen each other. by focusing on the understanding and satisfaction of customer needs, smes can differentiate themselves in the market and build good relationships with customers in order to improve brand recognition and credibility. in addition, the cooperative nature of strategic marketing initiatives enables smes to gain access to a richer variety of resources and knowledge, which in turn strengthens their portable competitive edge (hanaysha et al., 2022). table 3: studies include in the analysis author research category year aim harikannan et al. systematic review 2021 this systematic review aimed to determine the driver of industry 4 in sustainability. pa ge 15 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 153-162, 2024 hassan et al. research article 2018 this study proposed a novel research framework for technological convergence. it combines a transformer-based dynamic link prediction model with the theory of interdependent networks to improve predictive algorithms and identify potential collaborators. zarte et al. systematic review 2022 the review aimed to analyze the fuzzy support system to understand the sustainability production system. albassam literature review 2021 this paper examined saudi arabia's most important government aspects of economic and human growth. this study helps decision-makers implement and maintain the country's development plans. tripathi research article 2019 the paper has analyzed the challenges and benefits that saudi arabia faces during sme development. adam & alarifi, research article 2021 this research develops a theoretical model to examine the link between innovative practices and smes' performance and survival, particularly the impact of external assistance. dwikat et al. research article 2022 this research examines how systematic strategic planning (ssp) and strategic business innovation (sbi) affect palestinian manufacturing smes' sustainable performance (sp). nazarenko et al. comprehensive review 2021 this study found important manufacturing system standards for the digital manufacturing platforms (4dmp) cluster to establish zero-deduct manufacturing standards. batwa & alamoudi systematic review 2019 a study was conducted to identify the two primary characteristics of smes in saudi arabia: the extent to which they have adopted e-business and the most significant constraints and stumbling blocks to its adoption. wasiq et al. research article 2023 this study's objective is to examine the impact of green innovation adoption (gia) on sustainable performance (snp) in saudi arabia's smes through primary research. mohamad et al. case study 2021 this research endeavored to investigate the potential of digital interactive platforms (dip) to facilitate collaboration between service providers and small and medium-sized enterprises (smes) and expedite internationalization. abed research article 2020 the study investigated the variables that influence smes' adoption of social commerce. cloutier et al. systematic review 2020 the objective of this research is to examine the significance of cooperation in these projects and analyze the suggested cms through a thorough literature review. alghanmi comprehensive review 2020 the objective of the research is to investigate various methods used by smes in the kingdom of saudi arabia to assess the influence of innovation strategies. madkhali & sithole comprehensive review 2023 the research has explored the role of technology in saudi arabia in bringing sustainability to smes. alenazi & alanazi research article 2023 the study examined how sustainable dynamic capabilities mediate the effect of social crm on sustainable competitive advantage. hanaysha et al. research article 2022 the objective of this paper is to examine the influence of crm dimensions on the sustainability of smes. alenazi & alanazi 2023 the objective of this study is to examine the mediating role of sustainable, dynamic capabilities in the impact of social customer relationship management on sustainable competitive advantage in saudi arabian smes. pa ge 16 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 153-162, 2024 discussion to determine how collaborative strategic marketing impacts the sme growth of saudi arabia, the two research objectives have been analyzed. this was performed through the two research objectives (ro). in the first ro, the influence of collaborative strategic marketing on the growth of the saudi arabia sme was analyzed through themes including challenges of saudi arabia sme, the significance of collaborative strategic marketing, and effective collaboration strategies. furthermore, the second ro, the impact of collaborative strategic marketing, was analyzed through suadi arabia sme digital transformation and innovation, sme sustainable growth, and market orientation and customer-centricity. ro1: collaborative strategic marketing influence on saudi arabian sme development collaborative strategic marketing is a critical enabler for the sustainability and growth of smes in saudi arabia. however, a number of issues within the sme manufacturing sector exist that are already described above. these challenges include the need to produce ecological products and services, competition originating from the country’s wto membership, and issues of financial reporting. as per alenazi & alanazi (2023), different steps have been undertaken by entrepreneurial smes to deal with the challenges that have increased environmental hostility (alenazi & alanazi, 2023). to improve the competitiveness of smes, job creation, and innovation in the kingdom of saudi arabia, it became necessary for saudi arabia smes to create strategic alliances (camarinha-matos et al., 2024). as per this systematic literature review, this can be done through indirect business cooperation models, collaborative commerce, and digitalization. alghanmi (2020), in his research, has mentioned the significance of collaboration in strategic marketing for sme growth. knowledge acquisition and the creation of new resources by smes create saudi arabian collaboration innovation by opening new routes. this is especially true in the current fast-growing market, where smes need to be quick in responding, adapting to new technologies, and meeting the ever-demanding customers. it also enhances the effectiveness of smes since they can swiftly address the needs and demands of consumers as well as other markets (alghanmi, 2020). as highlighted in this paper, the saudi arabian government has deployed various strategies to boost sustainable manufacturing, such as inclusive industrialization and conventional structures. however, according to the study from wasiq et al. (2023), volatile emerging markets and changing consumer behavior consequently have emerged as important factors that smes must take into account when formulating their business ventures, strategies, and operations. these challenges can be overcome by the smes in saudi arabia through efficient allocation of the available resources, increase in competitiveness, access to new knowledge and resources, and increase in the total economic output (wasiq et al., 2023). ro2: collaborative strategic marketing role in gaining competitive advantage this systematic review also established the level of competitive advantage attained by smes in saudi arabia by adopting strategic collaborative marketing. it emphasized the role of digitalization and information technology (it) for smes in terms of their enduring competitiveness. as stated by madkhali & sithole (2023), this it helps smes understand their digital environment and develop the proper strategies for effective decisionmaking (madkhali & sithole, 2023). the paper also stressed the importance of maintaining a competitive advantage through collaboration. strategic marketing collaboration allows smes to have better practices, market intelligence, and new technology to apply creativity and enable them to capture consumers’ unpredictable needs and events (camarinha-matos et al., 2024). the development of smes and their sustainability is very important for the growth and development of saudi arabia’s economy. this systematic review highlighted some approaches, which include stakeholder engagement, technology transfer, capacity enhancement, and mentorship. moreover, according to this systematic review, two constructs, which, in fact, define the competitive advantage of smes in saudi arabia, are market orientation and customer orientation. as argued by hanaysha et al. (2022), crm systems enable smes to examine and understand customer requirements, the way, and their attitudes in a way that resources can be effectively used to meet demand and deliver what is required (hanaysha et al., 2022). limitations there are some limitations in the systematic review of sustainable manufacturing and collaborative strategic marketing in saudi arabian smes. in analyzing the articles, the research should have considered those that were written and published before 2018, which limited the study to only articles that were published between 2018 and 2024. this, in turn, reduced the comprehensiveness of the review that was being conducted. furthermore, the systematic review focused only on 18 studies, even though each of the databases contains numerous articles. the failure to include more studies for review, even though the authors received many more articles, could be explained by filters adopted to enhance their focus on the role of collaborative strategic marketing in the competitive advantage and sustainable growth of saudi arabian smes. future implications several key questions and issues have been identified in this systematic review. among them are factors such as technological constraints, challenges to obtaining funding, and the absence of a defined plan. owing to this, it is apparent that there is a need for additional research to be carried out to discover more about these aspects as well as find ways of dealing with them. the review also recommends that studies should be conducted to pa ge 16 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 153-162, 2024 establish how government policies and programs have promoted the cooperation of strategic marketing and sustainable manufacturing among smes. the review also emphasizes the necessity of further analysis of other various preferred collaboration partners and the fundamental successful outcomes for the improvement of sustainable development and competitive advantage. furthermore, the review can also be extended to the middle east region and other gcc countries as the problems and opportunities that smes operating in such environments may be similar to those in saudi arabia. conclusion the systematic review has highlighted the need to encourage strategic and integrated marketing communication in saudi arabia for smes needed to foster sustainable growth and establish a competitive edge. saudi arabian smes can overcome dynamics similar to technological constraints, inability to access funds, and deficient strategic planning by collaborating using methods such as digitalization, stakeholder participation, and strategic marketing. collaborative strategic marketing is a significant method for saudi arabian smes to maintain sustainable manufacturing growth coupled with the realization of sustainable competitive advantage in the market through superiority in innovation, improved competitiveness, and the creation of economic welfare. recommendations the following recommendations can help saudi arabia to successfully implement collaborative strategic marketing to ensure sustainable growth and competitive advantage: • saudi arabia should have a digital transformation plan that will help enhance the competitiveness of smes. digitalization, collaboration for commerce, and involving stakeholders can contribute to sustainable manufacturing practices and the introduction of new products. • smes in saudi arabia should be motivated to work collectively and to utilize synergies, knowledge transfer, and skills development. information exchange, technology acquisition, and collaboration may assist smes in gaining competitiveness. • saudi arabia should formulate a long-term manufacturing strategy in order to assist smes to develop and compete fiercely in the relevant market. these include waste and emission reduction, lean and green manufacturing, circular economy, and sustainable supply chain. acknowledgment the authors report that there are no competing interests to declare. references abed, s. s. 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(2024). optimizing collaboration decisions in technological innovation through machine learning: identify trend and partners in collaboration-knowledge interdependent networks. annals of operations research, 1-42. pa ge 1 6 pa ge 12 american journal of multidisciplinary research and innovation (ajmri) does the covid-19 vaccines effect on the menstrual cycle, cross-sectional study among adult females at king saud university taghread saadi alghamdi1*, eltigani o. m. omer2 volume 3 issue 6, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i6.3091 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 08, 2024 accepted: june 12, 2024 published: november 13, 2024 covid-19 vaccinations have been associated with irregularities in the menstrual cycle and symptoms occurring pre and post-menstruation, affecting women’s reproductive health. this study aimed to demonstrate the impact of covid-19 vaccines on women’s reproductive health by examining the association between covid-19 vaccines and disturbed menstrual cycles. this cross-sectional survey-based study was conducted among adult females at king saud university, saudi arabia, from april 2022 to august 2022. a total of 380 participants were selected through a stratified random sampling technique. ethical approval was obtained from the deanship of scientific research at king saud university. the data were analysed using descriptive statistics and appropriate statistical tests. the results revealed that 53.9% of the participants experienced disturbances in the menstrual cycle after receiving the covid-19 vaccination. adult females aged 18-25 showed the highest rate of disorders. menstrual disruptions were substantially correlated with marital status (p = 0.05), with a significant association between the number of covid-19 vaccine doses and the occurrence of menstrual disturbances (p = 0.001). the administration of the vaccination during menstruation was linked to a notable occurrence of menstrual disturbances, although the p-value showed no statistical significance. a significant correlation was examined (p < 0.05) between pre-existing menstrual problems and the occurrence of disorders after receiving the covid-19 vaccine (p < 0.05). the study emphasised the importance of tailored healthcare treatments for women following covid-19 vaccination and the need for regular evaluation of reproductive health outcomes post-covid-19 vaccination. keywords contraceptive pills, covid-19 vaccine, menstrual cycle, oligomenorrhea, polycystic ovaries introduction the menstrual cycle is a regular and natural process that occurs within the female reproductive system (schmalenberger et al., 2021). the reproductive cycle starts with menarche, the initial occurrence of menstruation in adolescence, and ends with menopause, a stage that facilitates fertilisation and potential pregnancy (patricio & sergio, 2019; vogazianou, 2019). the duration of healthy menstrual cycles can range from 21 to 37 days, with cycles < 21 days being identified as polymenorrhea and cycles > 37 days as oligomenorrhea (de sanctis et al., 2014). typically, a normal menstrual cycle lasts for 28 days, starting from the beginning of menstruation and ending the day before the next period onset (thiyagarajan et al., 2022). estradiol or estrogen (e2) and progesterone (p4) exhibit regular variations in hormone levels that regulate this cyclic process (schmalenberger et al., 2021). the follicular phase, originating with menstruation and extending until ovulation, can be identified by the development of ovarian follicles containing oocytes. during this stage, the levels of p4 remain low, while the levels of e2 gradually increase as they achieve a preovulatory surge (murray & orr, 2020). in the following luteal phase, which occurs after ovulation until the start of menstruation, the primary follicle transforms into the corpus luteum, which releases progesterone and estrogen (barbieri, 2014; k. schmalenberger et al., 2021). during the mid-luteal phase, there is a noticeable increase in p4 levels, reaching their highest point, as well as a subsequent spike in e2 levels. the corpus luteum is involved in the event that fertilisation is unsuccessful, which results in a perimenstrual decline in e2 and p4 and the start of menstruation (reed & carr, 2015). this cycle continues with the onset of the subsequent menstrual period (schmalenberger et al., 2021). numerous experimental and long-term studies validate the presence of a particular subset of females who exhibit an abnormal response to regular changes in ovarian hormone levels (berga, 2020; wei et al., 2018). the condition manifests as behavioural, emotional, and cognitive symptoms that primarily occur during the usual hormonal changes observed in the premenstrual and mid-luteal phases of the menstrual cycle (schmalenberger et al., 2021). a woman’s menstrual cycle may exhibit abnormal or unusual characteristics. menstrual cycle disorders encompass dysmenorrhea, amenorrhea lasting at least three months in the absence of pregnancy, and menorrhagia, which refers to heavy bleeding. approximately 14% to 25% of women experience menstrual irregularities during childbearing, and these irregularities may differ between women (male, 2021). however, irregular menstruation can occur due to hormonal imbalances, pregnancy, trauma, inflammation, and infections (critchley et al., 2020). 1 public health department, college of public health, imam abdurrahman bin fisal university, dammam, saudi arabia 2 community health department, college of applied medical sciences, northern border university, arar, saudi arabia * corresponding author’s e-mail: taghread.sa@gmail.com pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 additionally, physical factors like excessive exercise, unhealthy food, and stress can impact the menstrual cycle (huhmann, 2020). other health issues like thyroid disorders, liver and kidney diseases, and certain medications like anticoagulants can also cause menstrual changes (gray, 2013). therefore, understanding these factors is crucial for managing menstrual cycles (vladimirovna et al., 2023). a gynaecologist can address menstrual issues, but factors like medication use, cycle duration, and gynaecological surgery increase the risk. symptoms can be alleviated with dietary adjustments, hormone supplementation, oral contraceptives, diuretics, tranquillisers, antidepressants, and regular physical activity (roos et al., 2022). vaccination has played a major role in keeping infectious diseases under control. the emergence of covid-19 triggered a worldwide health crisis, prompting the development of numerous vaccines and the implementation of widespread immunisation programs across the world (sualeh et al., 2022). several vaccines were developed to control the infection announced by the world health organisation (who), such as sinopharm, sinovac, novavax, and pfizer (bnt162b2) (polack et al., 2020). however, there was evidence of vaccine hesitation, particularly among women of reproductive age who were concerned that the vaccination may interfere with their menstrual cycle (sualeh et al., 2022). a study by li et al. (2021) showed that about 20% of covid-19 patients had shortened menstrual cycles, while 19% experienced prolonged cycles and 28% experienced changes in menstruation (li et al., 2021). in another study, naina kumar et al. 2023 demonstrated that covishield and covaxin vaccinations were linked to irregularities in the menstrual cycle and preand post-menstrual symptoms in a small subset of patients (kumar et al., 2023). the reluctance regarding vaccination could result from the association between the vaccine and menstruation complications (sualeh et al., 2022). literature review a regular menstrual cycle serves as a reliable indicator of a well-functioning hypothalamic-pituitary-ovarian (hpo) system and a woman’s state of health. the menstrual characteristics exhibit variability on a monthly basis throughout an individual’s lifespan (bull et al., 2019). changes in frequency, intensity, duration, or regularity can identify menstrual irregularities (jung et al., 2018). these variations arise due to several reasons, including coagulopathy, ovulatory dysfunction, medication usage, and modifiable elements such as abrupt weight loss, severe exercise, obesity, and psychological disorders (polack et al., 2020). however, mental stress is considered a significant factor; recent research has linked irregular menstrual cycles to increased levels of stress and anxiety during the covid-19 pandemic (demir et al., 2021). recent studies suggest that covid-19 infection and vaccination can impact menstrual cycles (alvergne et al., 2021; male, 2021; taşkaldıran et al., 2022). in a casecontrol study conducted in the united kingdom, 20% of the female participants reported experiencing irregular menstrual cycles post-vaccination (alzahrani et al., 2023). covid-19 vaccination and its side effects vaccines are constantly monitored and managed for safety and efficacy, but they can still cause side effects. these symptoms often manifest as minor pain and redness at the injection site or a fever, and they usually disappear within a few days (hatmal et al., 2021). in 2022, approximately 1,871,932,835 people (23.61% of the global population) received two doses of a covid-19 vaccine; meanwhile, in saudi arabia, 21,449,067 people (60.69% of the population) were fully vaccinated with two doses (organization, 2022). a third dose of covid-19 vaccine was given to low-immunity individuals after 10 months of the first dose (moreira jr et al., 2022). despite fda approval and difficulty in predicting side effects, many have been reported through surveillance systems issued by the centers for disease control & prevention (cdc) for the vaccine adverse events reporting system (vaers) and after vaccination health checker (v-safe) (organization, 2022). side effects range from mild to severe and include redness, chest pain, swelling, fatigue, headache, muscle ache, nausea, fever, chills, difficulty in breathing, and menstrual irregularities in women (beatty et al., 2021). a report by cdc 2023 showed 2,403,628 cases of side effects due to covid-19 vaccines, including 98,163 cases of blood and lymphatic disorders, 124,613 cases of heart disorders, and 103,310 cases of reproductive system and breast disorders (centers for disease control and prevention., 2023). a study conducted in saudi arabia by alghamdi et al. (2021) reported that adverse side effects were observed by the pfizer vaccine after the second dose (13.22%) compared to the first dose (4.17%). breathlessness and chest pain were recorded following the administration of the oxford-astrazeneca (chadox1) vaccine and less frequently through the pfizer vaccine (alghamdi et al., 2021). another study by alhazmi et al. (2021) found that 60% of participants experienced adverse effects from covid-19 vaccines, with fatigue (90%) and soreness at the injection site (85%) being common (alhazmi et al., 2021). covid-19 vaccination and menstrual cycle disturbances according to a cdc report, 26,450 (19.19%) cases among adult females experienced heavy menstrual bleeding, 14,835 (10.76%) cases suffered from delayed menstruation, and 14,560 cases had menstrual disorders and several other side effects related to breast injuries (centers for disease control and prevention, 2023). a study conducted by al-mousa et al. (2022) in saudi arabia found that the covid-19 vaccine caused changes in the menstrual cycle, including increased duration, abundance, and pain. around 60% of cases experienced these disorders after the vaccine. females aged 15-24 pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 years were two times more likely to experience these changes, indicating a significant impact of the vaccine on the menstrual cycle (almousa, 2022). moreover, a study by gibson et al. (2022) found that 55% of participants received the pfizer vaccination, 37% received moderna’s vaccine, and 8% received the johnson and janssen vaccine (gibson et al., 2022). this study found a slight increase in menstrual cycle duration following covid-19 vaccination, with a significant increase in the likelihood of a cycle lasting over 38 days (gibson et al., 2022). however, this effect was not persistent. the duration of menstrual cycles increased for 1-2 cycles after vaccination but then recovered to their original length. the increase was associated with dosages administered during the early and mid-follicular phase (gibson et al., 2022). a second dosage within the final 14 days of the cycle, typically aligning with the luteal phase, shortened the average cycle length. the study suggests that the association between vaccination and menstrual cycle length depends on the timing of the dosage and may align with specific phases of the menstrual cycle (gibson et al., 2022). previous studies demonstrated a correlation between the administration of the covid-19 vaccine and elongation of the menstrual cycle, as well as irregularities in its pattern (alghamdi et al., 2021; muhaidat et al., 2022). studies conducted by alvergne et al. (2022) and edelman et al. (2022) reported a certain degree of correlation between vaccination doses and menstrual disturbances (alvergne et al., 2022). consequently, the study by farland et al. (2023) found that 25% of the participants who received vaccine experienced menstrual cycle disruptions, with the majority occurring after the second dose (56%) (farland et al., 2023). common issues included irregular menstruation (43%), heavy bleeding (31%), increased period discomfort (30%), and intensified premenstrual symptoms (34%). the study results revealed that individuals with higher bmi and higher self-reported perceived stress levels were more likely to experience these changes after vaccination (farland et al., 2023). similarly, h. m. al kadri et al. (2023) found menorrhagia, oligomenorrhea, and polymenorrhea as the most common menstrual irregularities post-vaccination, highlighting the significant number of women experiencing irregular menstruation (al kadri et al., 2023). however, a study by isılay taşkaldıran et al. (2022) & tayyab et al. (2022) revealed that 35.7% of 241 covid-19-infected women experienced menstrual changes within the first three cycles. among 537 individuals who received various covid-19 vaccinations, 15.1% reported changes (taşkaldıran et al., 2022). women who received the sinovac and pfizer vaccines had a higher incidence of menstrual irregularities post-vaccination (tayyaba rehan et al., 2022). a study by chavin d. gopaul et al. (2023) revealed that menstrual cycle issues were common among those who received the covid-19 vaccine, including delayed menstruation and excessive bleeding (gopaul et al., 2023). the results were consistent with a previous study by woon & male et al. (2022), who observed a 2.3-day delay in menstrual cycles after the first and second doses. the norwegian institute of public health also found increased menstrual flow in young women aged 18-30 after receiving the first and second doses, with 13.6% and 15.3%, respectively (von woon & male, 2022). however, no conclusive evidence was found between the covid-19 vaccination and other menstrual irregularities, such as missed periods (gopaul et al., 2023). therefore, this study aimed to demonstrate the impact of covid-19 vaccines on women’s reproductive health by examining the association between covid-19 vaccines and disturbed menstrual cycles. materials and methods study design and population this cross-sectional study was conducted among adult females at king saud university, riyadh, from april 2022 to august 2022. the study population consists of 380 participants who experienced menstrual cycle disturbances after receiving covid-19 vaccine. ethical approval ethical approval was obtained from the deanship of scientific research at king saud university (ref no: ksu-he-22-156). written informed consent was also obtained from the participants, and the study was carried out in conformity with the 1964 declaration of helsinki. the strobe guidelines were followed, and any subsequent revisions or with comparable ethical standards. inclusion and exclusion criteria the study included a clinically suitable participant cohort: adult females aged 18 to 50 years. participants who received the covid-19 vaccine and menstruating were selected for the study. conversely, the exclusion criteria included participants aged below 18, lactating and pregnant, who had previously experienced ovarian dysfunction, who used intrauterine or oral contraceptives, and who did not receive the covid-19 vaccine. data collection and sampling technique the data was collected through a structured questionnaire consisting of different components such as demographics, physical exercise behaviour, menstrual disorders, the impact of the covid-19 vaccine on the menstrual cycle, and side effects associated with the covid-19 vaccine. the questionnaire was designed using google forms and distributed through online social media platforms. furthermore, a stratified random sampling technique was employed to collect the data. data analysis the data was analysed using statistical package for social sciences (spss inc., chicago, il, usa) version 20.0. frequencies and percentages were calculated using descriptive statistics, and association analysis was done to pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 evaluate the correlation between variables. the p-value of < 0.05 was considered statistically significant. results and discussion the results section presents a comprehensive analysis and statistical interpretations based on data collection. a total of 380 participants were included in the study. table 1 presents the association between menstrual disorders and the covid-19 vaccine among adult females at king saud university. notably, 59.5% of females aged 1825 experienced menstrual disorders, with a decreasing percentage for older age groups. while single women exhibited a higher percentage (71.8%) compared to married and divorced. females with normal weight showed a higher percentage (54.5%) compared to obese females. tables 2(a), 2(b), and 2(c) present characteristics of female participants, covid-19 vaccination, infection history, and impact of vaccination on menstrual cycle, respectively. table 3 shows an association between diet, physical exercise and menstrual disorders after obtaining the covid-19 vaccine. the highest number of females with unhealthy diets (54.5%) and moderateintensity exercise (92.6%) had menstrual disorders. among participants, (39.2%) of females had troubled psychological health post-covid-19 vaccination. table 4 reveals an association between menstrual disorders post-covid-19 vaccination and chronic diseases. the highest number of menstrual disturbances was observed in females with chronic disease (14.6%) compared to hormone imbalance (12.9%). however, the association analysis was not significant. the correlation between menstrual disorders post-covid-19 vaccination and the health behaviours and practices, medical treatments and reproductive health of the participants is presented in table 5. there was no significant link between infection and vaccination, but higher rates of infection were observed after vaccination. the analysis revealed that (76.8%) females did not use any therapeutic drugs; reproductive health was better, but breastfeeding was less common among women with children. further, there was no significant association between vaccination stages and menstruation issues, but higher rates were observed for those receiving two or three doses. figure 1 displays the use of therapeutic drugs among participants, whereas figures 2 and 3 illustrate common types of disturbances during the menstrual cycle post-covid-19 vaccination and the duration of side effects among adult females at king saud university. table 1: demographic characteristics and impact of covid-19 vaccine on menstrual cycle frequency (n = 380) percentage (n %) participant consent no 4 1.1 yes 376 98.9 age 18–25 226 59.5 26–35 87 22.9 36–49 67 17.6 nationality non-saudi 15 3.9 saudi 365 96.1 marital status single 273 71.8 married 92 24.2 divorced 15 3.9 profession bachelors student 207 54.5 post-graduate student 70 18.4 employee 71 18.7 faculty member 32 8.4 body mass index underweight 40 10.5 normal weight 207 54.5 overweight 80 21.1 obese class 1 30 7.9 obese class 2 16 4.2 obese class 3 7 1.8 pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 table 1 shows that menstrual problems following the covid-19 vaccination reduced with increasing age, with the association not being statistically significant. adult females aged 18 to 25 had the highest rate of disorders following covid-19 vaccination. menstrual disruptions were substantially correlated with marital status with single women reporting the highest occurrence. the comparison was significant, with p = 0.05. there was no significant correlation observed between bmi levels and disruptions in the menstrual cycle. however, obese females reported fewer disorders than normal-weight females, who reported the most disorders. table 2(a): characteristics of female participants characteristics frequency (n = 380) percentage (n %) are you pregnant? no 377 99.2 yes 3 0.8 are you breastfeeding? no 374 98.4 yes 6 1.6 do you have menstrual disorders? no 181 47.6 yes 199 52.4 do you have a thyroid disorder? no 358 94.2 yes 22 5.8 do you have a hormone imbalance? no 331 87.1 yes 49 12.9 do you have children? no 297 78.2 yes 83 21.8 do you use any of these contraceptives? nothing 354 93.2 the oral contraceptive pill 21 5.5 intrauterine device 5 1.3 table 2(b): covid-19 vaccination and infection history characteristics frequency (n = 380) percentage (n %) have you been infected with acute respiratory syndrome coronavirus 2 before getting covid-19 vaccination? no 334 87.9 yes 46 12.1 have you been infected with acute respiratory syndrome coronavirus 2 after getting covid-19 vaccination? no 286 75.3 yes 94 24.7 how many doses of covid-19 vaccine did you receive? one dose 3 8 two doses 129 33.9 three doses 248 65.3 what kind of vaccine did you receive? pfizer biontec 316 83.2 oxford astrazeneca 64 16.8 what kind of vaccine did you receive for the second time? pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 did not receive the second dose 1 0.3 pfizer biontec 334 87.9 oxford astrazeneca 40 10.5 moderna 5 1.3 what kind of vaccine did you receive for the third time? did not receive third dose 111 29.2 pfizer biontec 214 56.3 oxford astrazeneca 9 2.4 moderna 46 12.1 table 2(c): impact of covid-19 vaccine on menstrual cycle characteristics frequency (n =380) percentage (n %) have you experienced any side effects after the vaccine? no 111 29.2 yes 269 70.8 when did the side effects appear? immediately after the vaccine 49 12.9 within 24 hours after the vaccine 277 72.9 during the first week 17 4.5 after more than a week 37 9.7 how long did the side effects last? after few hours of vaccination 57 15 two days or less 142 37.4 one week 50 13.2 a month or less 16 4.2 more than a week 115 30.3 did you receive the covid-19 vaccine during the menstrual cycle? no 272 71.6 yes 108 28.4 have you experienced one of these symptoms related to the menstrual cycle after the vaccine? not applicable 181 47.6 amenorrhea 28 7.4 oligomenorrhea 56 14.7 menorrhagia 32 8.4 length of menstruation more than 8 days 5 1.3 dysmenorrhea 25 6.6 polymenorrhea 30 7.9 short period (< 2 days) 17 4.5 bleeding between menstruation cycles 6 1.6 how long have you had symptoms of menstrual disorder after the vaccine? not applicable 159 41.8 one month 38 10.0 two months 43 11.3 three months and more 140 36.8 do you think these symptoms of the menstrual cycle that you experienced are related to the covid-19 vaccines? no 175 46.1 pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 yes 205 53.9 in which dose did you get the side effects related to the menstrual cycle? i do not know 216 56.8 first dose 64 16.8 second dose 58 15.3 third dose 42 11.1 figure 1: use of therapeutic drugs in between covid-19 vaccination or menstrual cycle period tables 2(a, b, and c) show female participant’s medical history, covid-19 vaccination status, and the impact of the vaccine on their menstrual cycle. most participants did not exhibit hormonal abnormalities, were not breastfeeding, and were pregnant. the majority of the participants received three doses of the vaccination, with pfizzer being the largest. the majority reported negative effects on their menstrual cycle, with 72.9% occurring within 24 hours and 30.3% lasting over a week (ci: 95%). however, 269 participants (70.8%) responded that they experienced side effects after vaccine. side effects like fever, fatigue, headaches, muscle discomfort, and injection site pain typically were the most common among participants. table 3: associations of diet and physical exercise behavior with menstrual disorders after obtaining a covid-19 vaccine variables frequency (n =380) percentage of females who had menstrual disorders after vaccination (n %) association analysis value sig. diet unhealthy and unbalanced diet 207 54.5 10.229 .332 healthy and balanced diet 173 45.5 exercise practising daily exercise 6.075 .732 no 255 67.1 yes 125 32.9 moderate-intensity exercise 352 92.6 17.634 .04 vigorous-intensity exercise 28 7.4 spent 75 min or less per week 277 72 15.212 .647 spent 76–150 min per week 84 22.1 spent 151–300 min per week 19 5.0 psychological health troubled psychological health 149 39.2 20.345 .016 balanced psychological health 231 60.8 pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 table 4: associations between menstrual disorders after obtaining a covid-19 vaccine and adult females suffering from chronic diseases variables association analysis value sig. disorders chronic disease 106.356 .115 thyroid disorder 4.212 .897 hormone imbalance 8.734 .462 menstrual disorders before the covid-19 vaccine 77.210 .001 no reproductive disease 61.179 .234 polycystic ovaries uterine fibrosis uterine tumours migratory endometrium pelvic inflammation any other inflammation covid-19 infection infected with sars-cov-2 before vaccination 5.589 .78 infected with sars-cov-2 after vaccination 10.234 .332 table 4 indicated a significant correlation (p = < 0.05) between pre-existing menstrual problems and the occurrence of disorders after receiving the covid-19 vaccine (p < 0.05). while certain chronic diseases and other health-related factors were linked to menstrual irregularities, the p-value showed no statistical significance (p = 0.115). polycystic ovaries had a higher percentage (14.16%) compared to those without reproductive diseases (80.53%), but the association analysis lacks statistical significance. other reproductive issues showed negligible associations. the occurrence of menstrual disturbances was associated with sarscov-2 infection both before and after vaccination, with respective percentages of (12.1%) and (24.7%). however, the p-value showed no significant correlation between the variables. table 3 shows that adult females with an unhealthy and unbalanced diet reported the highest rate of disorders (54.5%), and the p-value was not statistically significant (p = 0.332). menstrual disorders were reported by approximately (32.9%) of females who exercised daily. meanwhile, (92.6%) of adult females who engaged in moderate exercise and received the covid-19 vaccine reported suffering from a disorder with a p-value < 0.05 (p = 0.04), considered statistically significant. the exercise duration, 75 minutes or less per week, was associated with the menstrual cycle (72%) compared to 150-300 mins per week. however, the p-value (p= 0.647) was not statistically significant at (ci; 95%). table 5: associations between menstrual disorders after obtaining a covid-19 vaccine and health related behaviours and practices variables association analysis value sig. infected with sars-cov-2 before vaccination 5.589 .78 infected with sars-cov-2 after vaccination 10.234 .332 therapeutic drug consumption 84.485 .954 have children 14.539 .104 breastfeeding 19.599 .021 no contraceptive use 21.084 .275 oral contraceptive pill use intrauterine device use received one dose 66.620 < .001 received two doses received three doses obtained a covid-19 vaccine dose during the menstrual cycle 11.787 .226 pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 figure 2: the most common types of disturbances related to menstrual cycle disturbances among adult females at king saudi university after covid-19 vaccination discussion during the covid-19 pandemic, various vaccines were introduced worldwide to overcome the symptoms of infection. saudi arabia has approved the use of three sars-cov-2 vaccines: pfizer-biontech, oxfordastrazeneca chadox1 chimpanzee adenovirus vector, and moderna. the vaccines were approved in december 2020, february 2021, and july 2021 (alhur, 2023). as of november 2022, saudi arabia had administered around 67 million vaccine doses, with 15 million individuals receiving booster doses. the vaccines have been validated through clinical trials, and common side effects like fever, fatigue, headaches, muscle discomfort, and injection site pain typically resolve within a few days (alahmadi et al., 2022). menstrual irregularities, often unnoticed symptoms, have become more prevalent after the covid-19 vaccination (alahmadi et al., 2022). these irregularities significantly impact women’s quality of life and have sparked concerns about a potential link between the vaccine and menstruation patterns. furthermore, the hesitance of young women to receive the covid-19 vaccination has been intensified by unfounded claims suggesting that the vaccine could have adverse effects on their future fertility (male, 2021). there was a global table 5 demonstrates a significant correlation between breastfeeding and menstrual disturbances (p = 0.021), as well as a significant association between the number of covid-19 vaccine doses and the occurrence of menstrual disturbances (p = 0.001). the administration of the vaccination during menstruation was linked to a notable occurrence of menstrual disturbances, although the p-value showed no statistical significance. moreover, the prevalence of menstrual disturbances was remarkably high (93.2%) in females who did not take contraceptive pills. however, the correlation was not statistically significant. figure 3: duration of side effects associated with the menstrual cycle after receiving a covid-19 vaccin pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 apprehension about the potential correlation between menstrual irregularities and the covid-19 vaccine, with women concerned about the duration of these negative effects and hesitant to receive more doses (alaamri et al., 2022). a study by fadi et al. (2022) identified a potential correlation between irregular menstrual cycles and the covid-19 vaccine, which may affect the overall wellbeing of women (qashqari et al., 2022). the present study results revealed that 71.8% of adult females with menstrual disturbances were single, 54.5% had an average weight, and were between the ages of 18 and 25. additionally, 67.1% of the participants did not exercise regularly, 54.5% had unhealthy diet patterns, and 60.8% reported good psychological health. further, only 12.9% of participants had an imbalance in hormones, 5.8% had a thyroid gland problem, and 13.72% had a chronic condition. among participants, 3.1% had uterine fibrosis, 14.16% had polycystic ovaries, 3.2% took antidepressants, and 7.4% used conventional analgesics. in addition, 93.2% of participants did not use contraceptive pills, and 1.6% of participants breastfed their children. these risk factors intensify the effects of covid-19 vaccinations on menstrual cycles, as the majority did not indicate any irregularities in menstruation. however, the study found minor impacts in relation to diet quality, increased physical activity, thyroid issues, and venereal illnesses during the menstrual cycle. a total of 33.9% of participants received two doses of covid-19 vaccination, while 65.3% received three doses. pfizer was the most commonly administered vaccine, with 83.2% receiving the first dose, 87.9% receiving the second, and 56.3% receiving the third dose. these results are consistent with isılay tas kaldıran et al. (2022), who reported that women who received pfizer and sinovac vaccinations had a higher incidence of menstruation changes postvaccination (taşkaldıran et al., 2022). gibson et al. (2022) similarly documented a consistent outcome, revealing that 58% of participants who received pfizer vaccination experienced this consequence (gibson et al., 2022). moreover, 28.4% of participants had the vaccination while they were menstruating. the findings of the chi-square test indicated that there was a highly significant association (p = 0.001) between the number of vaccine doses and the effects of the vaccines on menstrual disruptions. the incidence of menstrual cycle disturbances increased with the number of received vaccine doses, with the pfizer and astrazeneca vaccination participants experiencing the highest incidence of disturbances. these findings are in line with farland et al. (2023), who demonstrated that a slight increase in menstrual cycle length was correlated with the number of covid-19 vaccination doses (farland et al., 2023). trogstad et al. (2022) reported that the most common disturbances related to various menstrual cycle changes following covid-19 vaccination were heavier than usual periods, delayed periods, and unexpected vaginal bleeding (trogstad et al., 2022). however, the present study results showed that menorrhagia (8.4%), polymenorrhagia (7.9%), and amenorrhoea (7.4%) were the most common disturbances following oligomenorrhea (14.7%). conversely, 47.6% of participants reported no menstrual cycle-related negative effects post-vaccination. according to almousa et al. (2022), women who previously experienced irregular menstruation were less likely than those who previously experienced normal menstruation to experience menstrual disturbances postvaccination. however, this difference was not statistically significant (almousa, 2022). in contrast, a study by chao et al. (2022) demonstrated a statistically significant ( p < 0.0001) correlation between covid-19 vaccination and menstrual disturbances (chao et al., 2022). in comparison, alahmari et al. (2022) evaluated that there was no significant correlation between covid-19 vaccination and menstruation problems. the side effects can be the result of an immunological response rather than the vaccine or any of its elements (alahmari & el, 2022). this study’s findings suggest that covid-19 vaccination impacted women’s menstrual cycles and reproductive health. the interaction between the immune system and endocrine system was likely responsible for the negative effects of these vaccinations. however, the findings by chavin et al. (2023) partially supported previous studies indicating an association between covid-19 vaccination and subsequent irregular menstrual periods (gopaul et al., 2023). with the exception of delayed periods and other menstrual issues like abnormal bleeding, severe symptoms, and miscellaneous symptoms, this study found that self-reported menstrual cycle disturbances such as missed periods, spotting, irregular cycles, and flow fluctuations did not show significant differences after the first and second dose of vaccination (gopaul et al., 2023). consequently, the study indicated that the irregularities in the menstrual cycle post-covid-19 vaccination were temporary and returned to normal after a short period (gopaul et al., 2023). this information is crucial for reducing young women’s vaccine reluctance and improving the effectiveness of the vaccination campaign. understanding the link between vaccination and post-vaccination changes can help young women prepare for potential changes in their menstrual cycles. conclusion in conclusion, the study showed the impact of covid-19 vaccination on menstrual disturbances in adult females in ksu. over half of the females experienced at least one issue related to the menstrual cycle after receiving the vaccine. the study suggests that people receiving covid-19 vaccines engage in more beneficial interventions, but the precipitating factors should be considered when administering the vaccine to mitigate disruption. the pfizer-biontech vaccine was among the most widely used and induced changes in menstrual disturbances after vaccination. further research is needed on the long-term safety of covid-19 vaccines on females and the overall population’s health. pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 12-24, 2024 limitation and strengths • the study’s limitations may include a small sample size and cross-sectional design, which can hinder the ability to establish causality and generalizability. selection bias may be introduced due to the online distribution of the questionnaire. • however, the study provided valuable insights into the association between menstrual cycle disturbances and covid-19 vaccination, highlighting areas for further research and emphasising public health concerns. recommendations • future studies and clinical trials should investigate the menstrual-related adverse effects to develop vaccines. • education programs should be developed to enhance understanding of the impact of covid-19 vaccination on menstrual cycles. • establishing a systematic health monitoring system is necessary in order to monitor and report adverse events. • future research should include a comprehensive assessment of mental health status in order to understand the association between menstrual health and psychological well-being. • it is essential to improve public health communication strategies and update guidelines for healthcare professionals managing menstruation disorders. • policymakers should include menstrual health when implementing vaccination safety monitoring activities. acknowledgement the authors are thankful to king saud university for their continuous support throughout the study. the authors also appreciate the public health department at imam abdurrahman bin faisal university for supervising this study. references al kadri, h. m., al sudairy, a. a., alangari, a. s., al khateeb, b. f., & el-metwally, a. a. 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(2022). menstrual changes after covid-19 infection and covid-19 vaccination. international journal of clinical practice, 2022, 1–5. https://doi.org/10.1155/2022/3199758 tayyaba rehan, s., imran, l., mansoor, h., sayyeda, q., hussain, h. u., cheema, m. s., tahir, m. j., asghar, m. s., mahmmoud fadelallah eljack, m., & islam, m. s. (2022). effects of sars-cov-2 infection and covid-19 pandemic on menstrual health of women: a systematic review. health science reports, 5(6), e881. thiyagarajan, d. k., basit, h., & jeanmonod, r. (2024, september 27). physiology, menstrual cycle. statpearlsncbi bookshelf. https://www.ncbi.nlm.nih.gov/ books/nbk500020/ trogstad, l., juvet, l., feiring, b., & blix, k. (2022). covid-19 vaccines and menstrual changes. bmj medicine, 1(1). vladimirovna, s. v., anvarovna, s. l., vladimirovna, m. e., & khidirovna, l. z. (2023). menstrual cycle disturbances in the reproductive period. central asian journal of medical and natural science, 4(2), 389397. vogazianou, a. (2019). anatomy and physiology of the female reproductive system. advanced practice in endocrinology nursing, 739-752. von woon, e., & male, v. (2022). effect of covid-19 vaccination on menstrual periods in a prospectively recruited cohort. medrxiv (cold spring harbor laboratory). https://doi.org/10.1101/2022.03.30.22273165 wei, s.-m., schiller, c. e., schmidt, p. j., & rubinow, d. r. (2018). the role of ovarian steroids in affective disorders. current opinion in behavioral sciences, 23, 103112. pa ge 1 pa ge 98 american journal of multidisciplinary research and innovation (ajmri) language, power, and gender: insights from nigerian print media damilola ofoegbu1* volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4039 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 10, 2024 accepted: december 13, 2024 published: may 03, 2025 this study investigated gender issues published between 2014 and 2016 in the guardian and vanguard with a view to uncovering the interactions between linguistic devices and the underlying ideologies in discourses on gender relations. the theoretical framework was a synthesis of insights from faiclough’s (1995) model of critical discourse analysis and halliday’s (2004) systemic functional linguistics. out of a total 50 news reports, 14 news reports were purposively selected and subjected to linguistic and descriptive analyses. the guardian and vanguard constructed women as equal to men in the public arena and encouraged women not to participate in politics for selfish reasons but for a national cause. these ideological constructions in the newspapers were projected through material processes, relational processes, and lexical choices. these linguistic devices revealed that the womenfolk have always been contributing to political issues in the country. the two newspapers have similar ideological leanings on gender issues in nigeria. they both projected the womenfolk as nation builders. there is a dynamic interaction between gender ideologies and linguistic devices in the newspaper reports on gender issues in political discourse. awareness of this interaction is essential to understanding media reports on gender issues in nigeria. keywords gender ideology, gender issues, nigerian print media, political discourse 1 university of ibadan, nigeria * corresponding author’s e-mail: olarotexy911@gmail.com introduction among the people living in a country, national identity is predicated on shared elements present in their everyday life. these elements create a sense of belonging or collectivity in a nation. gender relations, a shared element in a nation, occupy a major place in the creation of a national identity. beginning in the 20th century, nigeria responded positively to the clarion calls made by the united nations to rid societies of gender based discriminations (dickson et al., 2014). in the year 2000, nigeria adopted and passed into law the national policy on women guided by the global instrument on the convention of all forms of discrimination against women (cedaw) (dickson et al., 2014) the nigerian political space has experienced a surge in the number of women who occupy political positions in the country since the beginning of the 21st century. this has been possible because consistently women and men are seen as partners in developing and building the nation. commenting on this, dickson et al. (2014) say that the “structure which continues to produce gender-based inequalities in the society is being challenged. ”despite nigeria’s efforts in articulating policies and programmes that seek to promote gender equality in the socio economic and political spheres, gender equality is yet to be fully achieved in the country. this paper is interested in showing how linguistic devices are deployed in the nigerian print media to project the link between gender equality and nationalism. existing studies on gender issues have been examined from discourse analysis (ibrahim 2015; daniel 2011; babatunde & osuolale-ajayi, 2015), semiotic (nwaolikpe, 2014) dimensions. however, it has been discovered that these studies have not adequately paid attention to the underlying ideologies emanating from gender issues in the nigerian print media. little research, on media discourse, especially the nigerian print media, has focused on how transitivity patterns and lexicalization display gender ideologies. this gap has posed a great challenge since past studies have not been able to sufficiently isolate the gender ideologies that are prevalent in the nigerian political space. this gap prevents effective comprehension of gender issues in the country.the study argues that a way of intervening to reduce gender discrimination is to facilitate the reader’s understanding of the gender ideologies and the discourses that sustain them. it is therefore the aim of this study to examine gender inequalities in political discourse in the guardian and vanguard newspapers in order to reveal the underlying ideologies expressed through contextualized lexico-grammatical choices. literature review there is a significant body of research on discourse and gender under critical discourse analysis rubric. among such studies is ibrahim’s (2015) which investigates the linguistic subtleties of gender representation in nigerian english textbooks with a view to exposing their power relational implications. focusing on the topical choice, schematic organization, system of reference and syntactic structures, the study reveals that the there is an apparent gender conditioning in the passages and sentences of the textbooks that is capable of negatively affecting the vision and aspiration of female gender from childhood. ibrahim’s study is one of the closest to the present one since it adopts a cda perspective to the representation of gender. however, his study is not specifically on pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 98-107, 2025 gender ideologies. furthermore, it is on nigerian primary english textbooks, different from the present which is on the print media discourse. babatunde and osuolale-ajayi (2015) examine the linguistic and non-linguistic indicators of stereotypes on women in some selected telecommunication and drink advertisements in the punch newspaper in nigeria. working with a randomly selected (24) twenty four adverts featuring female models, the study revealed that more negative roles than positive ones are assigned to women in the advertisements in the punch newspaper. the study further revealed that the advertisements are active platforms of negative stereotypes of women. while the study of babatunde and osuolale (2015) may be said to interrogate gender relations, it does not however, concern itself with the role of discourse in the production, reproduction and contestation of the underlying ideologies in news reports focusing on gender issues in political discourse in the media. the present study seeks to fill this gap, its major concern being, as lazar (2005) argues, to critique discourses that sustain a patriarchal social order which systematically privilege men as a social group and disadvantage, exclude and disempower women. daniel (2011) is an investigation of nigerian women’s linguistic and pictorial self-representation in nigerian newspapers. specifically, the study assesses women’s empowerment level over a decade after the 1995 beijing conference. using a combination of theories including van dijk’s (2008) critical discourse analysis, barthes’ (1964) semiotics of images, the theta theory of chomsky’s transformational-generative grammar (tgg) (1981) and halliday’s (2004) systemic functional grammar, daniel explores the women’s central cognition in the articles’ titles, interrogates the transitivity, modality and theme-rheme structure of the sentences in the texts, ascertains the women’s present preoccupations, and assesses women’s postural self-presentations in newspaper pictures they voluntary submitted. the study revealed that women’s agency was superficial and their verbal choices conciliatory. daniel’s study is related to the present study in at least two significant ways. first, it is cda inspired work. second, its source of data is also the media discourse. however, while the present study focuses on gender ideologies in political discourse in the media, daniel’s study focuses on advertisements in selected nigerian newspapers. from the review of related literature, gender issues have been the focus of a number of studies in nigeria. while gender issues have not been studied in the way the present study proposes, the sources already assembled are carefully organized. the present study focuses on discourses on gender inequalities in the nigerian print media with a view to revealing the underlying ideologies in the discourses. at this juncture, let us shift our attention to the theoretical framework of the study. materials and methods this study relies solely on nigerian newspaper reports as its main source of data. data were gathered from 2014 to 2016. the data consisted of news reports, feature articles and opinion columns. fifty news reports on gender issues on political discourse were gathered and read. the newspapers were drawn from the newspaper archives of the kenneth dike library of the university of ibadan. out of these, only 14 excerpts were purposively selected for analysis. specifically, vanguard and the guardian were selected for the study. the selection was done along a broad parameter of national spread. the guardian and vanguard were selected mainly because they dedicate regular columns to gender issues in news and reports on politics. the two newspapers consistently demonstrated a high level of professionalism and objectivity. in addition, the two newspapers enjoy a measure of prestige among a cross section of nigerian readership. for our purposes in this study, a modified version of cda has been devised which includes fairclough’s approach to cda and halliday’s sfg. fairclough’s analyses concern tending to ―a range of properties of texts which fairclough (1995) regarded as potentially ideological. in this study, however, a set of levels and features is selected and examined. specifically, transitivity patterns, and lexical choices are interrogated. these linguistic devices are chosen because they are well suited for a study such as the present one whose aim is to investigate the underlying ideologies that are encoded, reproduced and contested in discourses on gender issues in the newspapers. furthermore, interpretation is a key aspect of fairclough’s model. interpretation has been criticised for being ‘critical discourse interpretations’ (widdowson 2004). nevertheless, in this study, attention is mainly on linguistic analysis while interpretation and explanation are based on the findings of the linguistic analysis. cda attempts to uncover the subtle manipulation of language thereby bringing to the fore its ethical aspect (ogungbemi, 2018; ogungbemi, 2016; ogungbemi & bamgbose, 2021). in the process, the reader is provided with necessary tools to become aware of the hidden and subtle meanings in the discourse. the theory is also concerned with the issues of inequality and racism and strives to promote a democratic society. van dijk (1998) defines cda as a field that is concerned with studying and analyzing written and spoken texts to reveal the discursive sources of power, dominance, inequality and bias. fairclough (1995) is saying that cda aims at making transparent the connections between discourse practices, social practices, and social structures. these connections might be opaque to the layperson. in other words, fairclough aims at a cda that takes cognizance of the social and cultural events, the discursive practices which produced them and the dialectical relationship between them. in addition, he aims at a cda that is aware of the role of discourse, which is itself a product of the social and discursive practices in producing and sustaining social relations of power and ideology (ogungbemi & okunsanya, 2016). o’halloran (2003) also lends credence to the fact that cda is not a mere description of language and to formal features of discourse but, rather, aims at pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 98-107, 2025 explaining the connections between language, society and ideology. weiss and wodak (2003) opine that cda demystifies “discourses by deciphering ideologies.” at this juncture, it is worth mentioning that ‘critical’ not only suggests detecting the negative sides of social interaction and processes and painting a black and white picture of societies. in the words of wodak (1999), “quite to the contrary, critical means distinguishing complexity and denying easy, dichotomous explanations, and making contradictions transparent.” for our purposes in this study we have adopted fairclough’s (1995) approach to critical discourse analysis and halliday’s (2004) systemic functional grammar. fairclough’s framework relies heavily on halliday’s systemic functional linguistics which attempts to analyse language based on the social functions it serves (ogungbemi, 2024). to fairclough (1992), language use is a social practice, since discourse is implicated in all various orientations of social practice – political, economic, and ideological without any of them being reducible to discourse. the three dimensions identified by fairclough are textual analysis, discursive practices, and sociocultural practices. textual analysis involves structuring, combining, and sequencing of propositions (ogunsiji & ogungbemi, 2016). textual analysis concerns what is present and absent in the text because “every aspect of textual content is a result of choice” (richardson, 2007). according to fairclough (1992:78) discursive practice “involves processes of text production, distribution, and consumption, and the nature of these varies between different types of discourse according to social factors.” discourse as a social practice has to do with the social, ideological, and hegemonic practices prevailing in society; it further concerns how these practices shape discursive practices. fairclough believes there is a link between discourse, ideology and power. to him, ideologies are representations of aspects of the world which can be shown to contribute to establishing, maintaining and changing social relations of power, domination and exploitation (fairclough, 2003). aside from critical discourse analysis, another theory suitable for our purposes is halliday’s systemic functional grammar. this is discussed below. systemic functional grammar emphasises the importance of language as a resource for making meaning; it also claims that meanings reside in systemic patterns of choice halliday (1991, 2004) and gotzsche (2009). what matters to systemic linguists when analysing texts is the linguistic choices made by interlocutors within the context of other potential choices available to the user. the present study benefits from this notion of choice since, as simpson (2004) notes, language functions ideationally to produce preferred meanings. the present study vehemently agrees with ogungbemi (2016) that ideology is often about what is foregrounded or backgrounded by the linguistic choices, and more specifically in the present study, the process types made or chose over others. according to halliday (1985), the three kinds of meaning that are embodied in human language include (1) ideational, that is, the representation of experience; (2) interpersonal, i.e. meaning as a form of action; and (3) textual, that is, relevance to context. if this is translated to the meaning of a clause, the ideational function connotes representing ‘processes’; the interactional function connotes exchanging roles (statements, questions, offers and commands), and the textual meaning connotes constructing a message. within halliday’s systemic functional grammar, the ideational component of meaning opines that speakers or writers deploy lexico-grammatical features to construct patterns of experience or create their perception of the world (litosseliti, 2002). it views language as a resource for the representation of the objects, events, states, etc, of the external world, and also those of the inner world of consciousness, thoughts, feelings and perceptions (halliday, 1985; abdulaziz, 1996; simpson, 2004). this metafunction is realized through transitivity patterns discussed in the next section. the transitivity of structure of an english clause entails selection for a process type (material, mental, behavioural, verbal, existential or relational). in other words, transitivity “construes the world of experience into a manageable set of process types” (halliday, 1967; sahragard & davatgarzadeh, 2010) and codifies the actors of those processes as actor in material processes, behaver in behavioural processes or senser in mental processes, sayer in verbal processes or assigner in relational processes. the experiential centre of every clause is constituted by the main verb in the clause structure and the actor participant as it is inherent in the action denoted by the verb (ogungbemi 2016). there are three components to take into account when analysing the transitivity structure of linguistic representations: the participants involved in the event; the actual event itself as signified by a particular type of process; and the circumstances surrounding the event. the study of lexis involves analyzing both the denotative and connotative meanings of words (olaluwoye & ogungbemi, 2020; ogungbemi, 2023). as a linguistic resource, lexis allows individuals to name and describe various aspects of their world. the way people perceive the world, in turn, influences how they represent its elements through language. richardson (2007) opines that “words convey the imprint of society and of value judgments in particular.” no two or more expressions convey exactly the same meaning; they at least have different connotations. in light of this, fowler (1987) argues that “vocabulary encodes ideology, systems of beliefs about the way the world is organized.” to pisarek (1983), the analysis of words used in newspapers “allows us to reconstruct the image of the world presented by the press and the attitudes propagated by it.” the interrelation between lexis and ideology can be illustrated by this classic example “freedom fighter” vs. “terrorist” (kress, 1983). pa ge 10 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 98-107, 2025 van dijk (1991) believes that lexis is a resource to displaying underlying ideologies in discourse. in his words, “lexis is never neutral: the choice of one word rather than another to express more or less the same meaning, or to denote the same referent may signal the opinions, emotions, or special position of a speaker.” expressing the importance of lexical choices in newspaper discourse, toolan (2001) opines that “journalists have rich inventories of overlapping descriptors to choose from as they sort out which characterisation fits their (ideologically contextualised) account of things best.” ideology accounts for the positive representation of certain groups and the negative representation of others. data analysis gender equality and nationalism an overriding ideology in the nigerian print media is the call for gender equality for national interest. excerpt 1 education is an essential means of empowering women with the knowledge, skills and self-confidence necessary to fully participate in the development process. sustainable development is only possible when women and men enjoy equal opportunities to reach their potentials. education is important for everyone, but it is a critical area of empowerment for girls and women. this is not only because education is an entry point to opportunity but also because women’s educational achievements have positive ripple effects within the family and across generations. (‘alhassan’s victory in taraba raises hope of a female president’ the guardian, 13 november, 2015) excerpt 2 microfinance targets those in the most need, and generally those who do not have access to financial services. in many cases, micro finance institutions focus on women. for women, micro finance helped them tremendously in their empowerment. in developing countries, women are frequently confronted with a feeling of insecurity and a lack of autonomy. financial responsibilities help them regain their self-confidence, and building a better future for their family. these are possible means that can be done to encourage and ensure female participation in politics.” (‘alhassan’s victory in taraba raises hope of a female president’ the guardian, 13 november, 2015) excerpt 3 the senator said, “it is also no longer news that women are the bedrock of governance and should be allowed equal opportunities to represent the true meaning of their existence. (oduah criticizes colleagues for killing gender equality bill, vanguard, march 17, 2016) excerpt 4 for decades, she has championed women causes, either as an activist, gender advocate, community mobilize or as a politician. her in-depth knowledge on women development and gender equity issues were further manifested when she served as the national president of the national council of women’s societies and recently, as the director of women mobilization of the goodluck/ sambo campaign organization. (national devt: why we must invest in women, children – women affairs minister, vanguard, july 22, 2014) excerpt 5 in a recent chat, current minister for women affairs and social development, hajiyazainabmaina, nevertheless lamented the cost of gender inequality and the general poor condition of women, adding that it is a major constraint to growth in the country, and stressing that investing in girls and women is an investment in nigeria’s future development. (national devt: why we must invest in women, children – women affairs minister, vanguard, july 22, 2014) excerpts 1 and 2 are taken from theguardian on alhassan’s victory in taraba state governorship election. the newspaper opines that her victory as the first elected female governor in nigeria could pave the way to a woman becoming a president in the country. it is the stand of the newspaper that women should be empowered and allowed to contribute their quotas to national development. it is noticeable across the data how nominal groups such as growth in the country, nigeria’s future development, and sustainable development are often found collocating with women’s role, women’s contribution, women’s progress and women being educated. this gives rise to an assumption that women’s visibility and achievements in politics and other the public work arena are beneficial for the nation. furthermore, in excerpt 1 above, the relationship between gender equality and sustainable development is foregrounded by means of the relational process; sustainable development is only possible when women and men enjoy equal opportunities to reach their potentials. here, theguardian argues that the only condition that must be fulfilled if nigeria is ever going to enjoy sustainable development is for men and women to be given equal opportunities to achieve their potentials. while being educated and enlightened is good for both men and women, good and sound education for women will lead to increased productivity both at the home front and at the national level. the ideology that women generally takes care of the home front more than men do is projected here. however, this is seen as being beneficial for the country at large. it is argued here that a good family will translate into a good nation. another evidence of this national cause of liberal equality is seen in excerpt 2. it can be deduced that one of the reasons some institutions focus solely on empowering women is because they are blessings on both the national and home fronts. while women are mobilized to work for the richness of the country, the domestic work is not unburdened from their shoulders, resulting in women’s “double shift.” when women are mobilized, they earn money to take good care of their family and they also pa ge 10 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 98-107, 2025 become more encouraged to participate in politics and the governance of their society. these underlined utterances in excerpt 2financial responsibilities help them regain their self-confidence, and building a better future for their family. these are possible means that can be done to encourage and ensure female participation in politicsto work to take care of the family and to participate in the governance of their society. although it is a societal fact that both male and female family members have the same responsibility of doing housework and taking care of the family, women are excessively urged to do both tasks of housework and paid employment. for most nigerian, balancing both tasks of housework and paid employment has become the benchmark they try to live up to. society appears to be at peace with them if they are certified as good at national tasks and good at housework. the reiteration of this double-role assumption in excerpts 1 and 2 is believed to encourage women to be multi-tasked yet efficient. excerpt 3 is taken from vanguard; it is attributed to stella oduah, a senator. she said this while commenting on the gender equality bill that some male senators antagonized in the national assembly. the excerpt represents women as integral to governance and nation building. this representation is done via the relational process that is subsumed in the noun clause, that women are the bedrock of governance. through the use of the equative verb ‘are’, women are linked with nation building and not the selfish fight for equality with men. women are given the quality ‘nation builders’ which is an ideological tool in that it assigns a positive reputation to the women folk in the country. it further assigns a sense of importance to the women that they are appreciated in the society. put differently, this representation articulates the identity of women in some quarters in nigeria, more precisely those who aspire to contribute their quotas to issues of national importance like politics. the identified element is ‘women’ while the identifying element is ‘the bedrock of governance’. this representation conveys the ideology that gender equality is important and foundational to the growth and development of nigeria. further, in excerpt 3, there is the use of the relation modality (fairclough, 2001) with the choice of the modal auxiliary ‘should’, in should be allowed equal opportunities to represent the true meaning of their existence. literally, in this context ‘should’ is used in auxiliary function to express obligation, propriety, or expediency towards women. according to fairclough (2001: 105), relational modality concerns the authority of one participant (writer/speaker) to the others. in the relationship between women and the media, the former is represented as the one with less power, who has been deprived for too long but whose interest must be protected now because of the invaluable value women have in the society. ‘the true value of their existence’, according to senator stella oduah is in reference to women being ‘the bedrock of governance’, governance with a commitment to nation building. various instances in the data explicitly show that women are contributing towards achieving causes other than their own self-assertion. excerpt (4) emphasizes how certain individuals have unselfishly fought for other women to be empowered so that the country can benefit from these women. a good example is that of hajiya zainab maina, a one-time minister for women affairs and social development in the country whom vanguard reported as the actor of the material process, ‘champion’. the transitivity structure of this excerpt has the pronoun ‘she’ as the actor of the material process ‘to champion’ which is associated with more material actions, namely, ‘to fight’, and ‘to speak up’. the goal of the process is ‘women causes’. to champion a cause means fighting or speaking publicly in support of a person, belief, cause, etc. the verb ‘champion’ indicates an action for sacrifice, and ‘provide’, a verb which signals action of a powerful subject. they are both extended to a less powerful subject, her fellow women. in this representation, hajiya zainab maina is the powerful political subject, while the goal that benefitted from her action is ‘women causes’. through her involvement in various things as mentioned in the excerpt, (…either as an activist, gender advocate, community mobilize or as a politician), she has displayed that her efforts are not geared towards self-glory but for women to be empowered so as to give back to their society. the choice of the passive voice, ‘her in-depth knowledge on women development and gender equity issues were further manifested’ in excerpt 4, is also a way of focusing on the action performed by the subject, hajiya zaina maina. the material process ‘to manifest’ is expressed with passive voicing, allowing the goal participant to feature in the subject position where actor participants are normally placed. by placing the original object of the verb in the subject position, vanguard focuses on the action and not the doer of the action, thereby presenting her as someone who understands perfectly women development and issues relating to gender in the society. the adverb, ‘further’ that is inserted between the verb be, ‘were’ and the lexical verb ‘manifest’, presupposes that hajiya zainab maina is not a stranger to fighting the cause of the womenfolk. she has been doing that for a long time before now; what she is doing now is just to consolidate what she has been doing all along. this is also a way of consolidating her position as one who is concerned about equality that will bring about benefits for the whole country. excerpt 5 has a material process and two relational processes. these transitivity choices project the ideology that some women are concerned about gender equality for national gain and benefit. in the first instance, we have a material process, ‘hajiya zainab maina, nevertheless lamented the cost of gender inequality and the general poor condition of women’. the material process ‘lament’ is instigated by the external cause‘the cost of gender inequality and the general poor condition of women. this transitivity structure highlights the logic of cause-andeffect to show that hajiya zainab maina, the actor of the material process ‘lament’ is influenced and motivated by pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 98-107, 2025 the stated negative issue. the ideology that is established by this representation is that there are women in nigeria who are interested in empowering other women to contribute their quotas to national development and growth. this is not peculiar to hajiya zainab maina alone. the newspaper houses also appear to project this ideology as they are taking the lead in clamouring for the empowerment of women. furthermore, there are two relational processes in excerpt 5 that advance gender equality as the panacea to underdevelopment in nigeria. the first relational process is located within the noun clause, ‘that it is a major constraint to growth in the country’. ‘it’ here stands for ‘the cost of gender inequality and the general poor condition of women’. in other words, ‘the cost of gender inequality and the general poor condition of women’ equals ‘a major constraint to growth in the country’. the concept placed in the subject position is ‘it’ and it is the identified participant of the relational process. the identifying element refers to the cost of gender inequality and the general poor condition of women. this representation justifies the argument that without gender equality in nigeria, the push for the country to be developed is only an exercise in futility. the second relational process, investing in girls and women is an investment in nigeria’s future development conveys the ideology that only gender equality through quality investment in the womenfolk can guarantee development in the country. the solution to the developmental problems nigeria has been battling with for decades is exposed through the relational process which serves the function of identifying and evaluating. discourse reveals a hegemonic stance from the use of the relational process which is a tool of systemization by identifying and defining. the discourse gives importance to gender equality through the empowerment of girls and women, as it is the solution to the decades long developmental and infrastructural problems besetting the country. in addition, from the data, it has also been observed that a good number of women/men are commended for their talents and successes. commending successful women especially suggests that the socially desired type of women in contemporary nigeria is a talented and successful one, given that politics and other facets of the society are supposedly demanding fields requiring talents and abilities. increased participation of women in politics for national interests is emphasized in the two newspapers under study. this participation is not for their self-actualization but for a national cause. the discourse in question seems to maintain established social assumptions on women’s liberation and nationalism. this ideology is projected via linguistic devices such as material and relational processes, nominal groups, and lexicalisation. some examples from the data illustrate our points. excerpt 6 chaired by the publisher of the guardian newspaper, lady maiden alex-ibru, the conference, which attracted delegates from across africa and beyond, also had in attendance, highly placed women in both corporate and public sectors. notable among them are the keynote speaker wendy luhabe, a pioneer social entrepreneur and economic activist from south africa; chairman of first bank of nigeria, ibukunawosika; chairman of gtb, osaretin demuren; chairman of access bank, mosun belo-olusoga, immediate past minister of state, fct, olajumoke akinjide; former house of reps member, hon abike dabiri; former vc, university of benin, prof. grace alele-williams; former vc, afebabalola university, prof. sidi osho; one time presidential candidate from cameroon, edith kahbang walla and others. (“women in business and management: stepping up, standing out, the guardian, 22 november, 2015) excerpt 7 it is quite soothing to know that the era of women struggling for recognition is waning in africa, especially with the likes of nigerian-born elisha attai. the founder of african women in leadership organisation, awlo, elisha vehemently believes africa’s hope for advancement can only be achieved when its women are embraced as partners in progress. hence, he has since 2009 devoted his life to positioning african women through his annual awlo conference whose 2010 edition hosted in nigeria planted the seed for women for change initiative. this year’s edition slated for august in atlanta is holding in partnership with american female parliamentarians. (‘women hold the key to africa’s growth’, vanguard, june 29, 2014) excerpt (6) is a report of a conference that was chaired by the publisher of the guardian, lady maiden alexibru. the excerpt suggests that nigerian women have participated in various careers in the public domain, including professions traditionally considered as more appropriate for men such as banking, education and politics. furthermore, many of them have crashed through the ‘glass ceiling’, as it were, to reach the highest positions in the various organisations chosen by them. it is a firm belief among various feminists that there exists an invisible ‘glass ceiling’ in every organization, referring to a limit to how high a woman can be promoted. in this excerpt, women are described as very talented and successful in different works of life: business, education, and politics. the choice of the nominal group, highly placed women in both corporate and public sectors speaks volume about how nigerian women are rated by theguardian. ‘highly placed’ as a compound modifier conveys the idea of occupying an important post or having a lot of influence. this constructs a positive identity for women who have battled victimization and patriarchy to get to their enviable positions. this constructs the ideology that women are not inferior to men; they are not second class citizens. excerpt (7), highlights and underlines the success story of a nigerian man who is concerned about seeing women in leadership positions. the headword and the qualifier pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 98-107, 2025 of the nominal group, ‘the founder of african women in leadership organization’ attests to his mission and vision about women, in a world where women are increasingly being subjugated. the noun, ‘founder’ refers to someone who starts an organization, institution, etc or causes something to be built. the qualifier ‘of african women in leadership organization’ reveals the nature of the organization founded by elisha attai. this is a top-notch organization where women are trained for leadership roles. this says a lot about the person of elisha attai, who is constructed as a courageous and successful leader. he is also portrayed as someone who puts the interest of the continent (africa) ahead of his selfish interest and that of other men. elisha attai is the actor of the material process, ‘to devote’ in the clause, he has since 2009 devoted his life to positioning african women through his annual awlo conference whose 2010 edition hosted in nigeria planted the seed for women for change initiative. looking at the goal of the material process, ‘his life’, one can really appreciate the enormous sacrifice this man is making to see more women attain leadership positions in the country. the ideology projected in this excerpt is that certain men are determined to see to the betterment of the womenfolk. excerpt 8 the feats that women have achieved today are a thing of pride in which, equality measures and education have played a great deal of role. therefore, merit must be privileged and education must be democratisedto achieve greater freedom for the womenfolk.(women in nigeria’s leadership space, the guardian, april 4, 2016) excerpt 9 the recent proclamation of aisha alhassan as the winner of the 2015 governorship election in taraba state has attracted varied reactions from across the country more so as she gets the enviable position of the first woman to be elected governor in the history of nigeria. although president muhammadu buhari last wednesday also inaugurated her as minister of women affairs, alhassan, fondly called mama taraba, is most likely to resume duties at the government house, jalingo, seat of the taraba state government if the appeal court upholds the judgment of the taraba state elections petitions tribunal. (aisha alhassan: an inspiration to women in politics. (aisha alhassan: an inspiration to women in politics, vanguard, november 21, 2015) there is the use of a relational process in excerpt 8. the concept placed in the subject position, in excerpt 8, is ‘the feats that women have achieved today’ and it is the identified participant of the relational process. the identifying element is ‘a thing of pride’. this representation justifies the fact that strides being made by women are truly inspiring some persons in the society. this reinforces the ideology that women are becoming more successful and breaking barriers as well as setting records in different human endeavours. excerpt 9 is taken from vanguard. it is a special report celebrating the proclamation of aisha alhassan, the gubernatorial candidate of the all peoples congress as the winner of the governorship election in taraba state, although, a court in the state later upturned her victory at the polls in favour of the peoples democratic party’s candidate. in excerpt 9, aisha alhassan is constructed as symbol of pride to the womenfolk and other nigerians. she is the actor of the material process-get in the transitive structure‘she gets the enviable position of the first woman to be elected governor in the history of nigeria’. looking critically at the goal of the material process‘the enviable position of the first woman to be elected governor in the history of nigeria’ we see the depth of the success of this woman. she is set to be the first woman to be elected governor in nigeria. she is going to be the first of its kind in the country. the ideology presented here is that women are catching up with the men and becoming more successful in their bid to contribute their part in the task of nation building. women’s historical achievements: implication for gender elevation further, various women in nigeria have a tradition of heroic acts recorded in the history of the country with the images of female activists and women’s campaigns during the struggle for independence. this tradition is a pride of the country and is more often than not recalled on different occasions especially in discourses on politics in the nigerian print media. the renaissance of traditional female heroism is an ideology that is projected via material processes, highly positive attributes and nominal groups. instances of this are presented below. excerpt 10 historically, women participation in political processes in nigeria dates back to the pre-independence era. names as such as mrs janet mokelu and mrs funmilayo ransome – kutiblazed the trail for women participation in politics in our country. however, long after them, the advocacy has not acquired as much traction as it did in the era of the pioneers. (‘change’ and nigerian women rights politics, the guardian 14 october, 2015) excerpt 11 in nigeria, the late kudirat abiola will similarly be remembered in the country’s political history for a long time to come, for her bold advocacy and as champion of emancipation struggle against the barbaric authoritarianism of the military junta for the enthronement of democracy, especially in the june 12 political imbroglio era. this led to her premature heroic death. furthermore, the likes of the late professor dora akunyili, oby ezekwesili and dr. ngozi okonjo-iweala are few among women of high credibility, esteemed virtue and ‘ne plus ultra’ who have demonstrated exemplary application to public good and made monumental achievements as highly respected female leaders in their pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 98-107, 2025 respective capacities of human endeavours. (enhancing participation of women in leadership, the guardian, 10 september, 2015) the guardian in excerpts 10 and 11 makes allusion to certain historical and contemporary female personalities in the nigerian society. some of these historical personalities were involved in politics in the colonial era. they contributed their quotas to the advancement of their society. for instance, mrs funmilayo ransome – kuti was a pioneer of change in her days. she founded an organization for women in abeokuta comprising both literate and illiterate women. her organization came into the public consciousness when she rallied women against price controls and in 1949 led a protest against native authorities, especially against the alake of egbaland. noteworthy in the two excerpts is the pervasive use of the (underlined) highly positive attributes collocating with tradition and history. the most frequently found attributes include blaze the trail in (10),and bold advocacy, champion of emancipation struggle, women of high credibility and esteemed virtue in excerpt (11). the excessive use of these attributes reveals that the society, which the media represents, takes great pride in the country’s history and tradition created by nigerian women. that is the tradition of patriotism and the strong will in hardship, the tradition of heroism and bravery symbolized by the images of mrs janet mokelu, mrs funmilayo ransome –kuti, professor dora akunyili, oby ezekwesili and dr. ngozi okonjo-iweala. in excerpt 10, one of the transitivity structures is‘women participation in political processes in nigeria dates back to the pre-independence era.’ the material process in the above transitivity structure is signalled by the phrasal verb ‘date back’. it signifies history, and durability, which denotes responsibility of the actor participant, namely, ‘women participation in political processes in nigeria’. the ideology that is established by this representation is that the womenfolk have always been contributing to political activities in the country. in fact, they are influential and very powerful politically. further, the idiom, ‘blaze the trail’ constructs a positive identity for these historical figures who continue to inspire contemporary women to achieve greater heights in the public arena. excerpt 11 has some grammatical cues that reveal certain gender ideologies in the discourse under consideration. for instance, we have the nominal group‘women of high credibility, esteemed virtue’. this nominal group has the structure hq. they are both significant for our purpose here. looking at the qualifier, ‘of high credibility, esteemed virtue’, we can sincerely appreciate the influence these women have politically. to be credible connotes being trustworthy; to have virtues connotes behaviour or attitudes that reflect high moral standards. these are lexical items that evaluate these women and show that they are indeed exemplary. during the military regime too, nigerian women were also involved in the struggle for the enthronement of democracy. one of such women was the late kudirat abiola. the military’s annulment of the june 12, 1993 presidential election which her husband had won brought kudirat into the pro-democracy movement. the movement was not without its costs: in 1994, moshood abiola was incarcerated and kept in solitary confinement for claiming his presidential mandate. confronted with clear danger, kudirat provided leadership in this period of general confusion — she stepped forward, convinced that the military’s actions amounted to a violation of the fundamental right of nigerians to elect their government. from the declarative mood – ‘this led to her premature heroic death’ in excerpt 11, the guardian directs the attention of the reader(s) and the public to her determination and courage. the level of her courage is revealed by the adjective ‘heroic’, modifying the noun ‘death’. not even the thought that she could be killed would discourage her. she fought and agitated for democracy and the release of her husband till she was assassinated. excerpt 12 nineteen years after the gruesome murder of alhaja kudirat abiola, wife of the acclaimed winner of the june 12, 1993 presidential election, chief moshoodkashimawoolawale (mko) abiola, some rights activist groups have restated call on the federal government to immortalize her in recognition of her struggle for democracy in nigeria. the rights groups, which comprised campaign for democracy (cd), women arise, kudirat initiative for democracy (kind), national conscience party (ncp), trade union congress (tuc), wife of the late human rights lawyer, gani fawehinmi, mrs. ganiyat fawehinmi; national coordinator, ooduapeoples congress (opc), otunbagani adams, among others, said it is imperative of the government to immortalize kudirat for the sacrifice she made for democracy to thrive in nigeria. (“activists urge fg to immortalize kudirat abiola,” the guardian, 05 june, 2015, p. 5) the sacrifices made by these women of courage and valour live on in the society. many cherish them and want to immortalize them. in excerpt 12, different rights activist groups clamour for the immortalization of alhaja kudirat abiola. the clause, ‘for the sacrifice she made for democracy to thrive in nigeria’ answers the question, why such clamour in the present time? women such as kudirat who gave everything in support of democracy are many in the country. immortalizing her will have a positive effect on other women in contemporary times to aspire to also contribute their quotas to nation building. they can look to the past and be inspired. excerpt 13 fela’s motherleads campaign against alake of egba land. the alake of egba land is the paramount ruler of the egbas, comprising of egba alake, the owukingdom, oke ona and gbagura. oba oladapo samuel ademola ii, ascended the throne of the alake of egba land in 1920 after the demise of oba pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 98-107, 2025 gbadebo i, on the 28th may 1920. oba oladapo samuel ademola11, was an educated oba, with a deep sense of business acumen. his son, justice adetokunboademola became indigenous chief justice of nigeria in 1960. oba oladapo samuel ademola ii, ruled for 42 years, but he was on exile for two years, between 1948 to december 1950, as a result of a protest against native authorities, especially against the alake of egba land, by the women’s union, led by mrs. funmilayoransome-kuti (the mother of afro beat legend, felaanikulapokuti) ably supported by eniola soyinka-her sister-in law and mother of the nobel laureate-wole soyinka. this organization with a membership of over 20000 women campaigned vigorously against taxes and price control. (“when obas had to go on exile”, vanguard, march 26 2016) the yoruba of southwest nigeria are known to respect traditional institutions. traditional leaders enjoy the people’s support as long as they try not to exploit the people. at a point in the history of abeokuta, an egba town in present day ogun state, the womenfolk led by mrs funmilayo ransome-kuti resisted certain injustices against women in their society. vanguard constructs mrs funmilayo as a strong leader who motivated other women to correct what they termed as social ills in their time. the headline that is capitalized in excerpt 13 is a material process. ‘fela’s mother’ (mrs funmilayo ransome-kuti) is the actor of the material process, ‘lead’. the verb ‘to lead’ suggests influence and control. she was influential and earned the respect of other women of her days. the organization she led left no stone unturned in its campaign against tyranny and injustices. by foregrounding what she did, vanguard is appealing to traditional female heroism as a way of reminding contemporary women of the need to be active in the governance of the country. there are historical examples they can emulate as they contribute their part to national duties. excerpt 14 the abeokuta women’s union was a well organized and disciplined organization. the egba women’s refusal to pay abnormal tax, combined with enormous protests, organized under the guise of picnics and festivals, was a guise to beat the security of the british colonizers, who teamed up with the local lackeys, to subdue the women. at one protest, the “oro” stick was brought outa symbolic artifact of the secretive male cult of the ogbonis, supposedly imbibed with great powers, and the women were instructed to go home, before evil spirits overcame them. when the women shrank back in fear, funmilayo ransome-kuti, grabbed the stick, waved it around, that women now had the power before taking it with her, displaying it prominently in her home. this action gave her, a reputation of fearlessness and courage, which led 20,000 women to follow her to the home of alake of egba land (alake ademola). as the women protested outside the king’s palace, they sang in yoruba; “alake, for a long time you have used your penis as mark of authority that you are our husband, today we shall reverse the order and use our vagina to play the role of husband”. (“when obas had to go on exile”, vanguard, march 26 2016) vanguard further commented on the courage displayed by historical women in pre-independence nigeria. these women were fearless in their quest for the betterment of the society. in excerpt 14, the clauses, ‘funmilayo ransome-kuti, grabbed the stick, waved it around, that women now had the power before taking it with her, displaying it prominently in her home’, has a number of material processes. funmilayo ransome-kuti is the actor of the material processes, ‘grab’, ‘wave’, ‘take’, and ‘display’. these processes reveal the level of control she had over the situation. if one considers the goal of the processes ‘the stick’ that is identified as the ‘oro’ stick in the excerpt, one can indeed appreciate her courage and fearlessness. in yoruba land, women are more often than not forbidden to touch such ‘a symbolic artifact of the secretive male cult of the ogbonis’. she did not only touch it; she grabbed, waved, took and displayed it in her home. vanguard made allusion to her courageous deeds to encourage contemporary women to come out of their shells and contribute their part to the development of the country. conclusion an assessment of the the guardian and vanguard selected news reports on gender issues demonstrates how the political and ideological interests underlying the newspapers’ reports are naturalized through linguistic constructions as presupposed sensible accounts of social reality. the two newspapers pay attention to the interests of women and reveal through transitivity patterns and other lexico-grammatical choices the gender ideologies in the nigerian print media. as demonstrated in the analysis, through selective linguistic choices, the newspapers have deconstructed the existing power relations by offering alternative discourses in which the less powerful challenge the dominant discourses of oppression and inequality. for instance, in the guardian and vanguard, although there is a slant of power in favour of men, there is the alternative discourse where women are subverting male dominance and constructing for themselves a more powerful subject position.the data analysis also reveals a deep representation of women with multiple responsibilities. the home used to be the only domain where women were expected to function in times past. notably, in contemporary nigeria when more and more women are making their marks in politics and other public arena, these same women are still expected to be up and doing in the domestic arena. it seems that despite the changes in women’s status in the public sphere, the domestic sphere is intact in terms of traditional gender roles. references abdulaziz, m. h. 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(1999). critical discourse analysis at the end of the 20th century. research on language and social interaction, 32(2), 185–193. pa ge 1 pa ge 98 american journal of multidisciplinary research and innovation (ajmri) from likes to earnings: the lived experiences of real estate professionals using social media marketing geraldine r. sambrana1*, yuri u. pendon2, charito l. bonghanoy1 volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3216 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 05, 2024 accepted: july 09, 2024 published: july 12, 2024 this study explores the lived experiences of licensed real estate professionals and agents who use social media in marketing properties that lead from “likes to earnings” in cebu city, philippines. creating a prospective client and boosting sales listings for their promotional advertisements on social media is essential. the research provides the theory on the role of social media marketing and sales in the real estate market. it is based on the social media engagement theory (smet) described by kaplan and heinlein, which emphasizes the role of user interaction or engagement on social media platforms. moreover, the paper investigates social media user engagement and examines the interplay between social relations and digital tools. although smet has limitations, it is crucial as it guides social media marketing strategies and helps understand user behavior. the research is a qualitative method and uses interpretive hermeneutic research design principles to interpret the data. furthermore, the study’s findings show the implications of social media marketing, including the utilization of digital tools strategically, ethical conduct, and lifelong learning to maintain leads and targeted clients’ buying behavior. further, the sosis marketing model for real estate practitioners as an output of this study would greatly help improve the overall performance of both real estate practitioners and agents. in essence, this study helps recognize social media’s engagement in the real estate industry with feasible implications for professionals in the sector to develop efficient marketing strategies. keywords digital tool, real estate professional, sales agent, sosis marketing model, cebu city philippines 1 college of business and accountancy, university of cebu, 6000, philippines 2 graduate school studies, st. paul university, surigao, 8400, philippines * corresponding author’s e-mail: gadisamuleta@gmail.com introduction marketing real estate properties through social media has embraced a vital role in cebu city, philippines. this study meticulously examines the critical narrative of licensed real estate professionals and agents who employ social media in advertising properties to analyze the ‘likes to earning’ journey. the use of social media platforms by real estate agents has gained prominence, with different social media platforms being used to raise awareness, market, and sell properties to prospective clients. however, despite the burgeoning usage of social media marketing in the real estate sector, there needs to be more profound insight into the self-reported experiences and concerns of the actual practitioners and researchers. this is primarily due to its significance in building brands and customers and driving sales. the analysis positions facebook and other social media platforms as a strategic channel for real estate agents, where clients and potential clients are found, property offerings are advertised, and profits are optimized through regular and adequate posts (munirah & ezdihar, 2022). the remaining aspects of social media marketing, such as interaction, customization, and electronic word of mouth (e-wom), can also effectively influence customer brand awareness. therefore, it recommended that real estate businesses develop an efficient social media strategy for collecting information and targeting customers for business and sales (munirah & ezdihar, 2022). this further underscores the importance of ‘social media utilization’ in the real estate business sphere, which allows agencies to benefit from web traffic and actual interest in available properties (manko, 2022). however, establishing potential client leads that provide information and improve sales listings through social media is discussed, taking the theoretical basis in kaplan and heinlein’s social media engagement theory (smet). this research proposes to explore the interaction between social relations and online media in the involvement of and influence on user content on real estate social media platforms. precisely, the main objective of this research is to delve into the application of social media. the key areas to be explored encompass raising market awareness, addressing critical market issues, achieving sales targets, and reviewing the prospects of social media in real estate promotion. therefore, by scrutinizing the nature of social identities through the practitioners’ subjective perceptions, the study will supplement the current knowledge and proffer insights into the implications and propositions for real estate professionals, marketers, and researchers. in the same vein, the study also strives to present the impact of social media marketing and the use of other related technologies for real estate specialists, thereby bolstering the marketing efforts within the field through research conducted using qualitative interpretive hermeneutic research design. further, the author’s value in the piece is that she has been able to demystify the correlation between social media and exposure in the real estate sector in a manner that helps such practitioners the changes like property marketing, especially in the age of innovations. the pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 higher the dependence on the company’s promotional activities on social media platforms, the enhanced the need for deeper insights into users’ engagement characteristics and influences on sales results. therefore, as highlighted in the above scenario, it is essential for the research to undertake this study since, although the use of social media in the real estate industry is on the rise, there is limited information showing how professionals make use of social media platforms to achieve their marketing objectives. as this study focuses on the gap in the literature regarding the trends, experiences, and concerns of real estate professionals in using social media for marketing their properties, it thus brings several practical implications in the marketing and advertising of real estate properties in the age of social media. the study aims to fill these gaps and provide valuable insights for real estate practitioners to improve their performance, satisfaction levels, and clients’. literature review real estate brokers increasingly use social media (e.g., facebook and linkedin) to market their properties, such as flats and houses, to enhance their sales listings. research outlines the all-important function of social media platforms in real estate marketing, recommending that realtors adopt innovative and creative communications to attract potential buyers (shi et al., 2020). tracking platforms such as facebook and wechat and exploiting target customers’ behavioral and interest patterns makes it possible to launch precise marketing campaigns that align with customers’ needs and expectations (jose et al., 2023). research also suggests that social media marketing inputs’ interaction, customization, and trendiness positively affect customer awareness in the real estate business. therefore, it emphasizes the advantage of using social media to collect information, a more comprehensive reach of target customers, and complete sales (tran et al., 2023). moreover, real estate professionals using social media marketing to attract group buyers or even during bulk property purchases is gradually trending (emmanuel et al., 2022). the real impact of visual social media marketing (vsmm) on the purchase intentions of customers in the real estate sector was supported by the media’s reliance on electronic word of mouth (e-wom) and reliability as the mediator and moderator, respectively (al-gasawneh et al., 2023). the advancements in network information technology have furthered marketing strategies and geared them towards being highly precise through platforms such as wechat and live broadcasts, thus making marketing goals more straightforward (rowley & keegan, 2019). therefore, these results underline the central role of social media in amplifying customer relations, the level of satisfaction, performance, and business success (liu, 2022). on the contrary, real estate agents constantly use social media to advertise sales stories to attract buyers. recent studies have shown how social media platforms effectively improve brand awareness and change customer buying behavior in the real estate sector (afroze, 2023). thus, these platforms serve as intermediaries, simplifying bringing buyers and sellers together. visual social media marketing often uses engaging, instructive, and remunerative content that strikes customer purchase decisions, with electronic word-of-mouth acting as a mediator and reliability as a moderator in this relationship (tran et al., 2023). consequently, the effects of social media marketing, including interaction, trendiness, entertainment, customization, and electronic word of mouth, are positive and support customers’ brand awareness in the real estate sector (ahmad al-gasawneh et al., 2023). the literature review on digital real estate marketing tools suggests that social media platforms are essential to old and new marketing strategies. research shows that real estate is progressing digitally, and this means there is a need for a new marketing strategy that is creative (salih & dabagh, 2023). in addition, incorporating digital technology into real estate deals has improved operating efficiency and made the procedure less time-consuming (wang, 2023). social media channels like facebook are the highest priority in marketing properties and building relationships with potential buyers (lee koroleva, 2022). in this regard, smes are facing challenges since they are using digital marketing tools slowly, with inconsistencies in the implementation due to cultural change and resource limitations (munirah & ezdihar, 2022). this review attempts to fill the knowledge excess for smes by establishing the most effective and necessary digital marketing tools to exploit digital technology in marketing (peter & vecchia, 2020). on the other hand, the study examines the pros and cons of real estate professionals’ social media marketing using social media platforms. social media sites consisting, including linkedin, facebook, and twitter, are instrumental in b2c and b2b sales, influencing the businesses’ sales practices and customers’ relationships (wang, 2023). the effective utilization of new media, such as wechat and short video platforms, to achieve narrowly defined customer criteria and improve customer experience will attain marketing objectives (fischer, 2022). nevertheless, there are some obstacles: uniformity of measures, negative feedback like ditches in transactions, and the risk of copying property lists, which can affect sales and commissions for the real estate industry (lewis, 2022). the research findings, therefore, emphasize the usefulness of knowing the complexities of social media use in real estate for professionals. further, ethical behavior in real estate operations is the basis of any successful practice, and social media is a powerful tool in shaping marketing strategies (yawo et al., 2023). research points out the crucial role of ethical conduct in online business and calls for solid ethical principles for long-term operations (anthony de sa et al., 2023). unscrupulous conduct in sales may damage the company and clients, thereby highlighting the fundamental need for adherence to ethical conduct in salespersonship (aya et al., 2023). furthermore, the literature review on social pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 media interaction misconduct enlightens the public about cyberbullying and disseminating fake news, suggesting preventive measures, including law enforcement and ethical upholding (mahoney et al., 2023). ethical behavior is essential in many areas, protecting stakeholders and ensuring reliability and ethical behavior in a business environment. when used by real estate professionals in marketing, social media can be tremendously valuable for disseminating unethical and ethical practices in real estate operations. research proves that ethical conduct in online business is essential and that illumination of moral philosophy is the surest way (yawo et al., 2023). also, focusing on unethical sales practices, the study shows that ethical conduct is vital for salespeople since unethical sales tactics can harm companies and clients (anand et al., 2022). moreover, the literature review on social media interaction misconduct stresses the existence of problems such as cyber harassment and the proliferate of fake news and, therefore, calls for preventive activities like law enforcement and ethical values (robinson & mcintosh, 2022). through the mindful use of social media tools, real estate professionals can influence the adoption of sound ethics and deter the downfall of unfair practices in the industry. real estate professionals use social media marketing as an essential tool to boost their credibility and build a good reputation. using social media, professionals can create a reliable brand among their audience. study shows that social media impacts consumer behavior (disha afroze, 2023), misinformation on social media platforms spreads (kaur & gupta, 2022), branding dynamics are reconfiguring due to social media (machado et al., 2022). also, social media marketing aspects are unique for small and medium enterprises (kanth & prasad, 2). through employing media like wechat and short video platforms, real estate agents can pinpoint certain client groups, enhance the customer experience, and customize marketing strategies individually (liu, 2022). this allinclusive literature review highlights the importance of social media presence in developing a professional image and credibility for real estate agents. web-based social networks is crucial for real estate practitioners to enhance their credibility (alrubaian et al., 2019). building confidence around the brand can be achieved through social networks that positively affect consumer behavior (goyal, 2018). however, social media platforms are quick to spread misinformation, making it harmful to the credibility of the news (cromity, 2012). research highlights the importance of credibility assessment characteristics on social media, such as corroboration and clout, to maintain a reliable online life (kind, 2015). using best practices from scholarly literature is how professionals can use social media tools to engage and sustain users and improve credibility (briscoe et al., 2015). real estate professionals indicate that sound quality management practices significantly impact clients’ delight. customer focus, as well as continuous improvement, bring positive effects on the handling of complaints as well as service provision. besides, management and communication promote a positive organizational climate, and empowered engagement and motivation improve employee involvement and morale (rallang & ernell bautista gutierrez, 2024). social networking sites remain useful for philippine real estate professionals as tools for increasing market targets for property listings. prevalent social media such as facebook, instagram, and linkedin create immediacy with customers in the local and international market, creating easiness in sharing property information and status. furthermore, through social media groups and influencer marketing, which narrows the reach to the audience to be targeted, the promotions are more effective, and thus, the sales cycles faster (soriano, 2021). due to the social media presence, philippine real estate agents increase the properties’ circulation to the appropriate target audiences. social media such as tiktok, facebook, instagram, and twitter provide professional marketing means to the desired audience by advertising properties to potential customers locally and internationally. through social media platforms, transactions are conducted through real-time contact with the clients, hence shortening the time for inquiries and, therefore, quick closure of transactions. in addition, the digital transformation brought tools such as extensive data, machine learning, and ai to boost the efficiency of decision-making and real estate operations (gumasing & niro, 2023). social media is becoming necessary for real estate professionals to employ it extensively for their leadgeneration activities (robinson & mcintosh, 2022). social media channels allow interactive communication, feature property value, and use consumer engagement to impact the decisions of potential buyers (lewis, 2022). social media has altered the approach consumers use during marketing, thus highlighting the need to accommodate the new communication channels for effective advertising (rowley & keegan, 2019). nonetheless, the real estate industry prioritizes partnerships to achieve enhanced marketing methods, facilitate professional development, provide training, cover the need for job retraining, and market diversification (gharbi & altamimi, 2020). utilizing social media as a digital tool in real estate can tremendously affect the number of leads by demonstrating engaging calls to action, customized retentions, and testimonials, eventually leading to success in real estate deals and closing deals (meirelles, 2020). furthermore, social media is essential in increasing business performance, particularly in the real estate market. social media is critical as it improves business performance, especially in the real estate industry. also, social media marketing is emerging as a trending medium for real estate professionals to share details about sales to utilize its best features while trying to achieve sales quotas and optimize efforts (riley, 2023). because of this, social media can help professionals elevate their visibility, acquire the right audience, and periodically refine the relevant data, resulting in long-term business pa ge 10 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 improvement (emmanuel et al., 2022). precisely, social media marketing plays a role in reputation building, generating referrals, and creating exciting posts and, as a result, improves the overall marketing plans for real estate (fischer, 2022). the development of real estate and social media research also underlines the expanding role of digital platforms in achieving the highest level of communication efficiency (dumpe, 2015). the studies underline how essential social media has become, especially for facebook and twitter, as it changes marketing strategies and how consumers deal with real estate agents. real estate agents are advised to use these platforms to engage content regularly for high engagement and sales (sittler et al., 2016). however, social media diffusion could be higher in the real estate sector, showing the need for professionals to understand how to benefit from online marketing tools for better customer communication and brand advertising. the research highlights social media’s potential to transform real estate marketing and communication, providing a new way to promote properties and talk to buyers. additionally, the research on real estate and social media indicates that the internet is becoming a critical factor in the industry. research suggests that for the successful utilization of social media, companies must understand how to improve customer communication (tsakiridou & karanikolas, 2019). the report highlighted that social media can considerably influence customer perceptions and offer professionals ways to promote properties online. therefore, a new digital era in real estate management is coming (dumpe, 2015). in addition, the transforming attitudes in real estate management show that social network services and other cutting-edge methods are central to customer communication and removing information duplicity (jung et al., 2013). the survey report also implies that social media’s current presence in some regions may be minimal. however, it will likely be of great importance in the future, used extensively by businesses as a marketing and communication tool (sittler et al., 2016). social media marketing is becoming a standard tool for real estate professionals to strengthen their reach (brucker, 2022). this strategy allows agents to connect with clients and other realtors, leading to the acquisition of clients and referrals and, hence, general confidence in the sales of properties. by harnessing social media platforms like facebook, real estate practitioners can swiftly promote listings, emphasize sales, and establish personal brands (riley, 2023). also, social media marketing creates a conducive environment for continuous product promotion, engaging potential customers, and creating social proof of property marketing and deal closures (fischer, 2022). social media applications in real estate marketing match the changing landscape of corporate promotions, underlining the need to keep up with modern communication means for business development (liu, 2022). nonetheless, social media marketing is the foundation for success in real estate overall. through media, real estate professionals can cast a wide net, interact with clients, and curate credibility (hou, 2018). these platforms enable retailers and sellers to carry out quick listing promotions, focus on sale campaigns, and brand building, acquiring customers who might be future referral clients (robinson, 2012). it is to the point that it promotes the products to customers who are targeted to purchase the properties, and thus, they may socialize what they gather through marketing (burton & rutherford, 2007). social media, along with real estate, inseparably goes with improving corporate advertising techniques, concentrating on applying modern communication for business development. furthermore, a few research articles point out that the role of human capital and technology in real estate marketing partnerships requires regular professional development and training as one of the critical factors (lewis, 2022). interestingly, the review of environmental, social, and governance measures (esg) in the commercial property sector also identifies the research gaps about social and governance factors, emphasizing the fact that esg requirements are constantly evolving and a need for more learning in these areas (robinson & mcintosh, 2022). the individual research papers together paint a picture of the integral role of professionalism in the real estate marketing of social networks. likewise, social media marketing has potential consequences and risks to real estate professionals as they use marketing they need to sell or profit from property listings. the negative impact of fake news on social media is expressed in the ability of such information to negatively influence numerous trust-building processes, which in turn can have a range of undesirable outcomes for customers and businesses (munirah & ezdihar, 2022). also, as the market explored, the real estate sector is highly aggressive, and to stand out, the company needs something unique to advertise and promote it. for this, the company cannot find a better option than facebook. furthermore, the fact that jordanian real estate companies rely more on visual social media marketing (vsmm) further discusses the role of electronic word of mouth (ewom) and reliability in moderating the customer purchase intention, thereby showing how consumption and marketing of real estate sales through social media requires attention to details (ernayani et al., 2021). these issues indicate the potential in the marketplace for real estate agents to either enhance profits or experience negative consequences as they adapt to the digital environment. real estate professionals tactfully manage social media issues by promoting properties on facebook, whatsapp, and other platforms. they prioritize creating quality content over quantity to enhance brand recognition and consumer attitude (zamani & h. andrew schwartz, 2017). using specific words from tweets related to business and technology for real estate can significantly predict results and enhance basic models. this strategic approach is crucial in preserving brand identity and value in social media marketing (smm) complex and challenging task. pa ge 10 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 the regular use of social media for property promotion and client engagement is shifting real estate agents to the digital world, altering consumers’ attitudes and opening new avenues to reach potential buyers (tsakiridou & karanikolas, 2019). nevertheless, many social media exchanges occur in a relatively unstructured way. thus, such issues as misunderstanding about the features of properties or disputes over the details of property descriptions may occur, leading to extra time to be spent and, thus, negative impacts on overall customer satisfaction levels (soriano, 2021). however, there are limitations to real estate, especially in the digital platform, as will be discussed in the subsequent section. unwanted behaviors such as scams and posting fake content may harm the target beneficiaries – potential customers. due to the decentralized and regionalized nature of the market in the philippines, obtaining data and information is not as simple as one might expect, and that is why some consumers and certain professionals may feel uncertain about the real estate market. in addition, this aspect makes technology change dynamic and costly to respond to, which may be a pushover for small firms and individual practitioners (gumasing & niro, 2023). synthesis of the review of related literature & studies social media marketing has revolutionized real estate by enhancing sales listing visibility, enabling group buying, and leveraging sales stories and digital tools. real estate professionals and agents use platforms like instagram and facebook to showcase property listings with highquality images and virtual tours, reaching a broader audience. group buying features on social media allow multiple buyers to collaborate and negotiate better deals, enhancing market dynamics. often shared via short videos or posts, sales stories build emotional connections and trust with potential buyers. additionally, digital tools such as analytics, targeted ads, and chatbots streamline operations, providing agents with valuable insights and enhancing customer engagement, ultimately driving sales and client satisfaction. for real estate professionals and agents, trust, and credibility are not just important; they are the cornerstones of lead generation and sales. swift responses and explicit, concise information foster initial trust and keep potential clients interested. agents can extend their reach and ensure timely interactions by utilizing various communication channels like email, social media, and instant messaging. credibility, built on transparent dealings, expertise, and reliable information, further cements client trust. these elements work in tandem to enhance lead generation by attracting and retaining potential buyers, ultimately driving successful sales and nurturing long-term client relationships. furthermore, effective social media marketing in real estate demands significant expertise from practitioners and agents. this expertise includes creating visually appealing and engaging content, understanding platform algorithms, and utilizing targeted advertising to reach the right audience. agents must also be skilled in interpreting social media analytics to refine their strategies and improve engagement. furthermore, expertise in storytelling helps agents connect emotionally with potential buyers, while knowledge of digital tools enhances operational efficiency. mastery of these areas ensures that agents can maximize their online presence, attract more leads, and ultimately close more sales in the competitive real estate market. ethical conduct and the strategic use of social networks are crucial for real estate professionals and agents in building credibility. upholding ethical standards, such as honesty, transparency, and fairness, fosters trust with clients and peers. leveraging social networks, agents can enhance their reputation by consistently sharing valuable content, engaging with their audience, and demonstrating expertise. this digital presence, combined with ethical behavior, positions agents as trustworthy authorities in the market. positive client testimonials and professional endorsements on social platforms further solidify their credibility, leading to stronger relationships and sustained success in the competitive real estate industry. finally, real estate professionals and agents face several challenges in social media marketing. nonetheless, these can be turned into opportunities with the right mindset in dealing with negative feedback, maintaining a consistent content strategy, and keeping up with platform changes are all part of the game. negative experiences such as public criticism or unfavorable reviews can harm an agent’s reputation. overcoming these challenges requires a proactive approach: addressing negative feedback constructively, ensuring a steady flow of quality content through a well-planned calendar, and staying up to date about social media trends and algorithm updates. by engaging positively with followers, leveraging analytics to refine strategies, and continuously adapting to new tools and features, agents can turn these challenges into opportunities for growth and enhanced market presence. theoretical framework this study is enthused by the social media engagement theory (smet) by kaplan and heinlein and bolstered by the theory of planned behavior (tpb) by ajzen, the social exchange theory by george homans, and the consumer behavior theory by engel et al. and the ethical decision-making theory by james r. rest as sub-theories. these theories are predicated on the idea that people rationally and thoughtfully choose to engage in particular actions by weighing the information at their disposal. so, consumer buying behavior is stimulated by contemporary marketing methods utilized by sellers. the social media engagement theory (smet) of kaplan and heinlein relates to the notion that individuals become involved with the content on social media service through agile engagement and interaction. this may involve likes, comments, shares, and other types of interactions that enable users to convey their reactions and thoughts about the content they come across. an important element of social media engagement theory pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 is that users experience a sense of social presence or “connectedness” with both the content and other users on the platform. this may create a sense of community and belonging among users and foster trust and credibility in shared information. another critical aspect of social media engagement theory is the role of social influence (new castle university, 2020). thus, active engagement of real estate professionals on social media can lead to increased sales. in social media engagement theory (smet), kaplan and heinlein (2010) suggested that variables define how active a user is on different social media sites. the theory suggests that social relations among users and the technological facets of the social media platform are the two primary variables affecting user engagement. personalization, honesty, availability of social resources, an essential mass of social understandings, danger perception, and technological aspects are all characteristics of social relations. however, smet has restrictions, such as its reliance on only one social media site (facebook) and its inability to assess variations in user involvement. furthermore, the theory does not account for social media’s societal significance, which some individuals suggest has unfavorable results like increased separateness and cyberbullying. despite these threats, smet is a vital expansion to social media research, and it may be utilized to inform both the creation of new social media platforms and the performance of new social media marketing strategies. additionally, the social media engagement theory (smet) accounts for the role of technology as the underlying platform needed to facilitate social interactions among users that are globally and temporally distributed. the rise of social media comes mainly from the advancement of technology to develop a unique user involvement that enables users to connect in new ways that were never before possible. the user experience being discussed in this study defines experience as the details of firsthand involvement or observation of an event. when experience is defined as a noun, referring to the content stemming from direct participation, two critical factors form the user experience in social media: the experience derived from the social interactions and the experience derived from the technical features (di gangi & wasko, 2016). the fundamental tenet of the social media engagement theory (smet) is that increased user involvement results in increased platform utilization. usage is characterized as the regularity with which a person contributes to, retrieves from, and explores material on a social media platform. users’ participation in various activities increases the social media platform’s value to the company and other users, leading to the cocreation of value (kankanhalli et al., 2005; li & bernoff, 2008). the planned behavior theory (tpb) of ajzen (1991) is a widely applied behavioral model. it helps in understanding how the behavior of people can change. regarding social media involvement, real estate professionals’ opinions can significantly impact whether or not they plan to use social media for marketing. their optimistic outlooks, such as the conviction that likes and exchanges on social media contribute to career success, may raise involvement and, in turn, income. the model assumes that behavior is planned and predicts deliberate behavior (ajzen, 1991). the theory of planned behavior propound that every decision a person makes is influenced by three distinct factors: behavioral beliefs (expectations about the likely outcomes of the behavior), control beliefs (perceptions regarding factors that might help or hinder the behavior), and normative beliefs (views about the social norms accepted by others). behavioral beliefs commonly result in a favorable or a negative attitude against particular conduct; normative assumptions lead to perceived societal pressure or arbitrary norms, and control beliefs trigger perceived behavioral control. usually, the greater the favorable behavior, subjective norm, and perceived control, the stronger the person’s intention to perform the behavior in question (ibrahim et al., 2018). the person’s intention to engage in an action determines whether or not they do it (affected by the importance the person attributes to the activity, how simple it is to carry out, and what essential others think about it) and the conviction that the behavior is under their control (ryan & carr, 2010). the social exchange theory (set) by george homans is based on the notion that a relationship between two people is created through cost-benefit analysis. in other words, it is a statistic designed to assess how much work a person puts into a person-to-person interaction. data from weighing the benefits and drawbacks of a relationship may be used to determine whether someone is investing excessive effort in their connection. the theory is unique because it does not necessarily measure relationships on emotional metrics. instead, its methodical procedures rely on logic and mathematics to identify balance within a connection. the theory can be employed to assess friendship dynamics and measure love relationships (tulane university school of social work, n.d.). social exchange theory (set) is based on the idea that social behavior results from an exchange process. according to this theory, people weigh their social relationships’ potential benefits and risks. they will terminate or abandon the relationship when the risks outweigh the rewards. the exchange is meant to maximize gains and cut down on expenses. although most partnerships involve some giving and receiving, this does not imply that the exchanges are always equal. according to social exchange, our decision to maintain a social association is influenced by how much we value the advantages and disadvantages of each relationship (cherry, 2023). given that all social media are dependent on users providing content, an understanding of the motives of why individuals participate appears fundamental. social exchange theory originated from sociology studies exploring exchange between individuals pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 or small groups. the theory mainly uses a cost-benefit framework and a comparison of alternatives to explain how human beings communicate, form relationships and bonds, and form communities through communication exchanges (ginee, 2021). nonetheless, by this theory, it is of the real estate agents’ motivations and actions when using social media for marketing can be better understood through an analysis of costs, rewards, reciprocity, economic rationality, and trust that can shed light on the complexities of social transactions that occur on these platforms and how they affect real estate agents’ financial performance. the theory of consumer behavior was created by (engel et al.,1968) is a multifaceted topic of study that investigates a range of factors impacting people’s consumption patterns and purchasing decisions. it includes elements like the uptake of mobile payments, models of compensating consumer behavior, and the impact of individual creativity, anxiety, trust, and grievance resolution. nonetheless, theories like the theory of planned behavior (tpb) and the theory of interpersonal behavior racially balanced to expand a detailed perception of consumer buying behavior decision. research has also explored the impact of social media activities on predicting consumer behavior, with ensemble models showing high precision in classifying consumer behavior. the moderating effect of e-purchasing experience on customer behavior in electronic commerce has also been investigated. the literature also includes studies on the psychology, planned behavior, and customer satisfaction perspectives on consumer behavior prediction, especially regarding online buying. the ethical decision-making theory serves as an extension of kohlberg’s stages of moral development. instead of small-scale activities, the theory concentrates more on people’s cognitive features while making ethical decisions. rest promotes the employment of a four-part model, which we can use to analyze ethical issues. james r. rest, a famous psychologist, stands out nearly as his invaluable moral development and ethical reasoning theory contributions are known widely. his influential work, “moral development: the article on “moral reasoning and ethical decision-making,” appears to be one of rest’s (1986) famous works. it deals with diverse elements of moral judgment and moral reasoning. the essential components included are moral sensitivity, moral judgment, moral motivation, and moral character that reflects principled conduct in various contexts of decisions. these components are always helpful with every real estate practitioner’s decision to market their properties. the ethical dilemmas integrated throughout the career of sales agents and professionals must always be given priority. in the digital age, social media is essential in business, especially in the real estate industry. real estate professionals and agents rely on social media marketing to place listings, interact with possible clients, and improve the visibility of their brands. nevertheless, while social media is rapidly becoming ubiquitous, this can pose ethical dilemmas for marketers aiming to balance business interests and morally acceptable practices. the ethical decision-making theory proposed by james r. rest is the basis for this study. it explores how real estate professionals handle the practices to maximize their sales and income. rest’s model establishes a cognitive framework that defines how people form perception, judgment, motivation, and actions in their ethical conduct on social media platforms. when ethical decisionmaking theory is applied to the real estate industry, the study opens up the discussion on the moral aspects and practical issues that professionals have to deal with while leveraging social media for business development. according to mortensen’s communication theory, barnlund and west’s transactional model of communication considers communication within a complex network of interactions. instead of the linear models that perceive communication as a one-way process, this model brings in the dynamic and reciprocal nature of communication channel efficacy between the sender and the receiver. in this model, communication is shown to be a continuous exchange where both parties send and receive messages concurrently, which are processed and decoded based on the individual’s context, experience, and perception. furthermore, barnlund and west identify the role of feedback in communication in which feedback loops permit clarification, modifications, and shared understanding among participants. the transactional model revolves around communication interactions and relationships, highlighting the cocreation of meanings and shared knowledge through communication exchanges. the transactional model of communication which barnlund and west introduced, provided a foundation to unravel credibility mechanisms alongside the efficiency in real estate marketing. beyond emphasizing the dynamic and reciprocal nature of communication interactions, this model is about making explicit that encoding and decoding messages are the two parts of the communication process. in this sense, the theory of the interactional communication model in social media marketing shows the dynamic nature of communication where the property people and their audience will interact by exchanging communications, feedback and responses. credibility and efficiency are vital in the transactional model of communication by barnlund and west. they may consider when a real estate professional uses social media marketing. in the context of two-sided matching interactions, credibility allows for maintaining stable matches over time, ensuring individual rationality, and preventing group deviations (kurino, 2019). in that respect, while scoring efficiency assessment, the credibility theory is used to check the reliability of the scoring calculations, both for individuals and teams. furthermore, in an environment where production is competitive, the credibility of promises between firms is connected to future competitive rents, which impacts pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 efficiency and the concentration of competitive rents at the top (powell, 2019). due to the dynamic nature of communication interactions, credibility is formed through transparency, authenticity, and expertise, thus creating trust and reliability between audiences. feedback loops, a vital part of this model, are also significant in improving communication efficiency, allowing specialists to modify their campaign strategies according to target audience reactions and stats. real estate specialists can hone their communication style, improve content delivery, and optimize social media campaigns by actively seeking and responding to reviews and comments. so, they are the ones who appreciate the input of their audience. lastly, in social media marketing, real estate professionals need help to validate themselves and improvise on their communication channels. by employing tactics that emphasize honesty, genuineness, and promptness in their social media interactions, real estate experts can develop credibility, trust, and other factors that are key to their successful social media strategies. hence, with the help of digital marketing channels, real estate professionals have been able to get ahead of the competition and feel the atmosphere of success. research questions this study explores the experiential focal points faced by the selected real estate professionals (brokers and sales agents) in using social media marketing to promote and sell real estate properties in cebu city, philippines. specifically, it sought to answer the following questions: 1. what are the informants’ experiences in using social media platforms to create awareness of, and build sales listings? 2. what are the crucial experiences of the informants in using social media marketing in facing market challenges? 3. how does the use of social media marketing lead to the attainment of the selling objectives? 4. what essence and meanings may be captured from the response of the informants? 5. what formulated themes may be made based on the responses? 6. what social media marketing model may be made based on the findings of the study? materials and methods research design this qualitative study utilizes the interpretive phenomenological analysis using hermeneutic research design to explore the experiential focal points of the selected real estate professionals (brokers and prcaccredited sales agents) face using social media to promote and sell properties in cebu city, philippines. in-depth and personal interviews were crucial for establishing this study since they helped the researcher gather insights and viewpoints to shape the objective. research locale the study was conducted among the selected employees of the identified reputable and successful real estate brokerage firms in cebu city, philippines, such as leuterio realty & brokerage, bachelors realty & brokerage, cebu grand realty & brokerage, land asia realty & development, cebu globenet realty, and realty options & brokerage-all of these firms located in cebu city, philippines. the study was undertaken from january 2024 to april 2024. research informants the research informants in the study were six (6) real estate brokers and another seven (7) prc-accredited sales agents in the selected real estate brokerage firms in cebu city. using the purposive sampling technique, thirteen (13) real estate brokers or sales agents from the estate brokerage entity were interviewed from the prepared open-ended guide questions that underwent content validation by the experts. the inclusion criteria in choosing the appropriate research informants were 1) at least 22 years old; 2) the real estate professionals must have a license from the professional regulations commission [prc] while the sales agent must be accredited by the prc also, and been in the real estate industry for three (3) years at the time of the study; and utilized social media marketing for at least one (1) year. data collection in collecting the data, the researcher will ask for permission and the availability of the informants’ time and explain everything to the informants about the nature of the study. the informants’ full cooperation, willingness, and participation were prioritized as the researcher followed the ethical standard in conducting this research study. more so, the researcher asked whether to have an interview or to answer the prepared open-ended questions. with the informants’ permission the researcher will personally communicate and carry the prepared questionnaire to them. the target informants who responded positively to the request were given a copy of the informed consent form [icf] to obtain comprehensive information about the study and the procedures. afterward, the informants were requested to affix their signature on the icf form, signifying their participation permission. the proponent will further inquire about the convenient time of the target informants when the data is available. furthermore, during the proceedings each item in the questions was thoroughly explained so that informants got the nature and aim of the questions. the researchers promised the informants that they would keep findings confidential and not use personal information or any other reason. also, the personal information of the informants’ was used to profile the data gathered responses. they were given a thorough explanation and supplied with a questionnaire before being interviewed or answered the questionnaire. meanwhile, the research informant will be assigned codes or pseudonyms to de-identify and protect their privacy. the researcher transcribed the informant’s responses, coded them, and arranged them in common themes. pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 any records and documents about this study will saved on the personal laptop of the proponent, and only she and the adviser will have access to it. the researcher will delete the information one (1) year after submitting and approving the final report from st. paul university surigao graduate school of professional studies. data analysis after gathering the proceedings of the interviews and their responses with the target research informants, transcribing the records will be done to extract the verbatim statements. the researcher collected data and made it into concrete information. however, the researcher used the colaizzis’ method to interpret and analyze data in this phenomenological study, which included these seven steps: 1) reading and re-reading (absorbing oneself in the original data); 2) initial coding (free association and exploring interpretation content); 3) developing emergent themes (focusing a portion of transliteration and review of notation made into themes); 4) finding for relation across emerging themes (extracting and integrating themes); 5) moving to the succeeding case (trying to bracket prior themes and being free from prejudice and impartiality to the originality of each new case); 6) examining for patterns across cases (finding patterns of shared higher-order qualities across and noting idiosyncratic instances); and 7) taking interpretations to deeper levels (strengthening the analysis by utilizing parable and temporal significance, and by bringing other theories as a lens through which to view the analysis). ethical consideration the researcher is deeply committed to upholding the ethical standards of beneficence, non-maleficence, justice, and autonomy, ensuring the utmost safety of the informants. moreover, the researcher is unwavering in their adherence to health safety protocols during the orientation and interview proceedings, leaving no room for virus infection. further, to protect the research informants from social, emotional, and psychological discomforts during personal interviews, the researcher will ask questions related only to the informants’ professional activities in promoting and marketing real estate properties. the researcher constructed the guide questions with non-emotional language and avoided personal questions to prevent feelings of awkwardness and self-consciousness. before seeking their willingness to participate, the researcher will conduct a comprehensive one-on-one with the target research informants. this orientation ensures they are fully informed about the study’s objectives and procedures, empowering them to decide about their participation. the researcher thoroughly explained the informed consent form (icf) before being asked to sign. notably, during this orientation, it will be made clear that their involvement is entirely voluntary and that they have the right to decline or withdraw at any time without incurring fees or adverse effects. results and discussion the researcher conducted multiple stages of coding and recoding throughout this study. the subsequent sections will present the themes in the following order: (1) enhanced marketing and sales, (2) targeted and strategic advertising, (3) flexibility and efficiency in the real estate market, (4) the experience of the necessity to provide funds and to technically equipped in technology (5) the experienced in the rise of competition (6) the experienced in prioritizing ethical conduct (7) the utilization of web-based social network and effective communication, and (8) social media marketing competencies and expertise added with extra mile services. theme 1, 2, 3, 4, and 5 answer research question 1 about experiences in using social media marketing; theme 6 addresses research question 2 about crucial experiences in facing market challenges in social media marketing; theme 7 addresses the research question about experiences in the attainment of selling objectives in social media marketing; and theme 8 give essence and meanings of the informants’ experiences. research question 1: themes 1, 2, 3, 4, and 5 theme 1: enhanced marketing and sales social media platforms empower brokers and agents to create awareness, build sales listings, and close client deals, significantly boosting real estate sales. theme 2: targeted and strategic advertising utilizing social media to target specific audiences through advertising attracts highly relevant clients, making marketing efforts more effective and practical. theme 3: flexibility and efficiency in the real estate market by leveraging social media, brokers and agents can work flexibly, choosing their workplaces and schedules while efficiently reaching their target markets with minimal effort. theme 4: the experienced of the necessity to provide funds and to technically equipped in technology brokers and agents face increased costs and the need to enhance their tech skills due to the necessity of subscribing to applications that improve the presentation of their listings and maintain a competitive edge. theme 5: the experienced in the rise of competition the rise in competition compels brokers and agents to be highly active on social media, dedicating significant time to content creation and monitoring comments and reviews, leading to client poaching and dishonest customers. social media marketing highlights sales listing, group buying, sales stories, and digital tools. the theme leads to story-based marketing strategies that utilize technologies and media platforms dynamism. pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 sales listing highlights social media’s role in the market, ensuring designer visuals, targeted advertisements, and userfriendly applications are emphasized in the real estate industry. it shows that in this situation, it becomes crucial for real estate professionals to have a better reach and more chances to find buyers. pictures and concise explanations could better attract potential customers. when asked about sales listing, informant 10 shared: as a licensed broker, social media platforms offer a powerful means to create awareness and build sales listings in the real estate industry. by showcasing listings with compelling visuals and detailed descriptions, utilizing targeted advertising to reach specific demographic, engaging with potential buyers (idi 10 – ss 4). when the same question was asked, informant number 4 stated that: “since i am not a techy person, i only use photo grid application because it’s free. and when i have my commission, i subscribed canva application they have a vast template in real estate that are easy and presentable enough to be used in posting my listings. (idi 4 – ss 1).” informant number 2 stated that: “when i start real estate practitioner, we back 20 years ago some challenges may rise in the form of competition from existing practitioner but the situation right now is become increasingly worse than before that’s why on my experience i build many sales listings my client buyers and to my colleagues. (idi 2 – ss 2).” followed up with the same informant number 2 answer: “the utilization of social media advertising is an essential tool for promoting listings for real estate property to generate more sales. (idi 2 – ss 1).” group buying provides exceptional deals and privileges to demonstrate customer care and loyalty. in addition, it ensures successful deal closures by contacting interested buyers, reaching terms, and carrying out transactions. with social media’s power and targeted group buying, practitioners can enhance marketing strategies, and the results improve in the real estate business. when asked about group buying, informant one (1) shared: “i have the venue to showcase my listing i have the opportunity to share group deals to my clients also enable me to closed a deal with the help of social media (idi 1 – ss 1).” sales stories it implies that the real estate industry can significantly increase sales when practitioners integrate social media marketing and advertising into marketing plans. by selectively aiming at specific demographics and rebounding feedback, real estate agents can grab the attention of a relevant group, which may result in lucrative sales prospects. the effect of increased rates on inquiry numbers is of great importance, indicating that allocating a budget for boosting is highly significant. in addition, the quality of leads is also essential because targeting a particular group of people makes it more possible to turn leads into sales. storytelling is a great way to produce sales leads and involve potential buyers. when asked about sales stories, informant number 6 stated: “through boosting on social media especially facebook, i generated sales lead easily. and the higher the boosting rate the larger of number of client or prospect buyer will message (idi 6 – ss 3).” with the same question being asked, informant number 10 shared: “the utilization of social media advertising for real estate properties can generate valuable sales leads in a professional and effective manner: by leveraging the targeting capabilities of social media platforms, i can reach a highly relevant audience based on demographics, interest and location this targeted approach ensures that my add are seen by individuals who are actively interested in real estate, increasing the livelihood of generating quality leads (idi 10 – ss 5).” digital tools online advertising and increasing visibility using platforms like facebook boast the highest roi for generating leads and connecting with buyers in real estate. some positive experiences include winning clients on social media platforms and attracting more leads through social media advertisements. similarly, there are harmful and positive concerns, like competition with other therapists and investing time in leads, only to receive “no” from most of them. strategic allocation to advertising and targeting components can amplify the broadcasting of sales stories, improving engagement and quality opportunities. when asked about their positive experience with digital tools, informant number 9 stated: “one of the best experiences that i had on social media was having a client share my properties being sold and resulting to a smoothly closed deal (idi 9 – ss 5).” with the same question being asked, informant number 11 shared: “one of the best experiences i had in advertising on social media was gaining 12 leads and closing 6 of it as a sale on a single post (idi 11 – ss 6).” when asked about undesirable experience of digital tools, informant number 4 stated: “because of a demand in housing today a lot of people are also joining or practicing this business and for that if i posted in social media, it has a big chance that my client can buy their property in to other real estate practitioners. other are liking your post but they secretly spying your comment sections (idi 4 – ss 2).” with the same question asked, informant number 9 shared: “one of the undesirable experiences that i had in social media marketing was investing too much time for a prospect only to back out on the transaction. (idi 9 – ss 4).” pa ge 10 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 research question 2: theme 6 theme 6: the experienced in prioritizing ethical conduct real estate practitioners prioritize ethical conduct to leverage social networks for credibility. real estate professionals prioritize ethical conduct and leverage social networks for credibility. ethics and social connections are a big deal for real estate business; experts demonstrate skills and a sense of trust by engaging with clients on social media. with this strategy, human connections from communities will be there, and the agents’ professional development will also gained. ethical conduct the practice in real estate comprises complying with the code of ethics and well-informed services offered. driving oneself and heightening the goal achievement are essential. on the other hand, unscrupulous methods include dividing the commission to gain clients and stealing prospects on social media. ethics of business plays an important role not only in setting ethical standards but also in avoiding unethical behavior in real estate. when asked about ethical practices, informant number 4 stated: “always follow apply the code of ethics in real estate practice. and be knowledgeable enough of the product and services that you are offering or promoting. (idi 7 – ss 4).” with the same question being asked, informant number 1 shared: “competition is all about negativity when spread to everyone the best competition is yourself just think to compete your current self and be twice as better as yourself now (idi 1 – ss 1).” when asked about unethical practices, informant number 2 stated: “my experiences for unethical practices real estate professional some of them sharing their professional fee to the buyer or relative to convince them to buy her or his. (idi 2 – ss 2).” with the same question asked, informant number 9 shared: “one of the unethical practices that i notice during the practice of social media marketing was my prospect getting stolen by another agent. the story was i posted as property and when i directly message them, he said he was already entertained by another agent. (idi 9 – ss 5).” leverage network for credibility social media is critical in establishing a sound reputation and trustworthy brand among followers. this personality network can make one stay on top of the competition. it will help individuals attain credence and attract loyal fans with its ability to continually produce valuable content well-received by social media followers and demonstrate expertise. the link to life promotes the creation of connections that can support each other through difficulties and activity outcomes. the main success factor in building web exposure is understanding how not to fake marketing. therefore, it will have more credibility. when asked about leverage network for credibility, informant number 10 stated: “in using social media marketing to face market challenges, i have gained several crucial experiences that have help me navigate and overcome these obstacles like building a strong online presence. by consistently posting valuable content, engaging with followers and showcasing my expertise, i have been able to build credibility and trust among potential clients. this has helped me stand out in a competitive market and attract loyal following (idi 10 – ss 5).” with the same question asked, informant number 11 shared: “establishing yourself in social media was a very crucial experience for me as it was the deciding factor for me to bare positive results. being able to understand how to market the property without giving too much on your post (idi 11 – ss 6).” research question 3: theme 7 theme 7: the utilization of web-based social network and effective communication effective communication and maximizing web-based social network marketing strategies can significantly enhance sales conversions for real estate brokers and agents. maximizing communication efficiency and credibility for lead generation and sales in real estate. effective communication and credibility are essential for customer service, trust-building, and sales conversion in the real estate business. implementing technology, best practices, and keeping customer promises are keys to leading lead generation and competition. lead generation it forms a significant and vital part of real estate marketing, entailing the presentation of facts via convincing calls to action, personal follow-ups, showcasing the property’s value, and testimonials. these methods boost the success rate of customers’ purchases and the probability of closing deals. going beyond the required steps in client services builds confidence and helps close deals, keeping the financial processes smooth. when asked about leverage network for credibility, informant number 10 stated: “based on my experience in marketing real property through social media, closing more sales involves incorporating compelling cells to action, promptly and personally following up with leads, showcasing the value and benefits of the properties. leveraging proof and testimonials and utilizing targeted advertised to reach a relevant audience. by implementing these strategies, i have seen an increase in successful sales conversions and higher likelihood of closing deals (idi 10 – ss 8).” with the same question asked, informant number 11 stated: pa ge 10 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 “doing the extra mile for my clients is my way to gain their trust because of it i always get to close sales. i help my clients do the paper works and processing on their finances (idi – ss 9).” sales in real estate social media performance has been collected more significantly, with outstanding features that have allowed businesses to reach sales quotas and achieve efforts. with the help of this high-powered weapon, visibility will increase, target the right audience, and data will be used for constant optimization, thereby contributing to the betterment of a business in the long run. furthermore, social media marketing lays several bases for reputation, generating referrals, and posts for clients. when asked about leverage network for credibility, informant number 9 stated: “meeting my 6-month quota was easily made with the help of social media marketing by simply having a good grasp on the statistics and being active and also boosting the quota was easily reached without any hassle. (idi 9 – ss 5).” with the same question asked, informant number 10 stated: “the use of social media marketing helps me achieve my selling objections by increasing visibility, targeting the right audience and leveraging data for continuous improvement it serves as a powerful tool in driving sales and contributing to the overall success of my real estate business (idi 10 – ss 6).” also, informant number 11, shared thoughts about sales in real estate: “one of the objectives that i have in social media marketing to create a reputable presence for prospect to rely on. by providing my client the best receive i am able to gain a better network my clients referrals and post (idi 11 – ss 7).” research question 4: theme 8 theme 8: social media marketing competencies and expertise with extra mile services social media marketing competencies and expertise with extra mile services of brokers and agents contribute a massive role in building and engaging substantial networks to stay competitive in the real estate industry. real estate marketing on social media demands expertise to guide practitioners or agents effectively. the specialist in using social media in real estate suggests the appropriate venues to use, the method of content creation, the audience targeting, and the analysis of key performance indicators, assisting practitioners in complying with regulations, ethics, competition, and algorithms. the purpose of mentoring schemes is for the transmission of knowledge and the improvement of skills, taking into account the ever-changing character of social media and the mark of digital marketing. real estate marketing on social media emphasize those who have no networks to clients and fellow real estate professionals. it has worked to procure clients and referrals, an additional factor that creates and increases confidence in selling properties. social media marketing lets practitioners advertise their listings; rewarded for their sales volume, they will eventually sell more properties. it offers the ease of concentrating on other tasks, such as selling, which facebook primarily uses for posting. social media marketing not only assists businesses in interacting with prospective clients but also spreads products and services round the clock. through growing exposure, enabling participation, creating social proof, and creating a powerful personal brand, social media marketing assists in property marketing, networking with potential clients, and ending successful deals. when asked about real estate marketing on social media, informant number 3 stated: “my career has developed significantly with the help of social media as a person who has zero network during the start of my real estate journey. social media help me gain clients and those clients refer me to their friends. (idi 3 – ss 2).” with the same question asked, informant number 4 shared: “as a real estate professional there were vast number of practitioners that using social media marketing utilizes social media in promoting their listings. it boosts my confidents in selling properties because if i got lot of sales, i got an award. the that award can motivate me more and encourage to sell more properties (idi 4 – ss 3).” informant number 3 asked again but in different question stated: “in terms of generating sales in social media put me in a very comfortable space where i can really spend more time on other task while still generate result in the end, i mainly post in facebook and boosting it so it is easy to hit my target market with less effort (idi 3 – ss 3).” with the same question asked, informant number 7 shared: “it creates a remarkable impact when you close a deal thru your platform. and it creates an avenue to experience the possibilities in reacting out prospect buyers locally and internationally and it help to promote our products and services 24 hours a day and 7 days thus it provides a minimal time promoting compared to traditional way of promotion and social media is powerful just be mindful of your numbers. because at the end of the day this is business and numbers are very important (idi 7 – ss 5).” in response to the identical question asked, informant number 10 provided: “social media marketing boosts my confidence in generation more sales by increasing exposure, facilitating engagement. providing social proof, offering valuable data insight, and allowing me to establish a strong personal brand. these factors collectively market properties, connect with potential clients and ultimately close successful sales (idi 10 – ss 6).” informant number 10 shared answered the same question: “with or without social media my confidence is at par. it pa ge 11 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 sounds boastful right? let me qualify. before this social media comes into life. i am traditional salesman and you know what in conducting face to face marketing sales in general i have to equip self with full confidence with an extra one in order to hit the quota. integrating these new platforms and technology keeps my confidence high (idi 13 – ss 7).” generalization this study explores the role and effect of social media marketing in real estate, mainly concentrating on listing sales, joint ventures, sales stories, and digital marketing tools. the running themes also show that social media platforms are the best marketplaces for information and product purchases in the real estate sector. they can succeed in this task by nothing less than incorporating designer visuals, targeted advertisements, and userfriendly applications into their marketing methodology, thus significantly broadening their audience and attracting more possible buyers. stories of group bargaining and sales contributions convey an essential message that marketing strategies would only be effective with social media and its potential to reach out to specific destinations and to use public response to attract a target audience. digital tools such as online advertising, facebook pages, and other platforms provide good roi for lead generation and prospect meet-ups in real estate. the author delves into how success stories like booking new clients and leads from social media campaigns get spotlighted. at the same time, challenges such as competitors and time investment in leads with uncertain outcomes that come with the territory also get addressed. foragers should aim to allocate strategies to advertising and targeting components to effectively increase sales stories and the quality of engagement in the real estate market. the research highlights the value of ethical practices and exploring social networks for reliability in social network marketing for real estate. through social media interactions, professionals can highlight their capabilities, gain more confidence, and develop a personal bond with clients, improving their professional advancement. ethical activities, for example, applying codes of ethics, sharing a fee schedule openly and transparently, and having a strong online presence are the cornerstones of establishing a solid reputation in a competitive market and earning clients’ trust. creating a robust online presence, as well as regularly publishing relevant content, serves to increase credibility and trust among clients. this results in the real estate market producing results. social media marketing for real estate requires the help of experts with experience and the ability to navigate the challenging world of digital marketing. in real estate, mentoring programs are a significant factor in passing knowledge, enhancing skills, and being up-to-date with the fast-changing social media trends. social media marketing specialists in real estate provide content creation, audience targeting, and performance analytics knowledge, thus assisting realtors in complying with regulations, ethics, and algorithms. using social media platforms, practitioners can market listings, respond to clients’ queries, and grow their visibility, resulting in more sales and satisfying deals in the real estate market. social media advertising is an essential medium real estate professionals use to find prospective clients, boost sales volume, and protect their reputations. real estate agents can strengthen their marketing strategies and lead to a successful career in a competitive environment by implementing ethical practices, social networking strategies, and digital tool use. comprehending consumer behavior theories, networking with clients through social media, and adjusting to industry changes are only some of the critical factors for real estate marketers to succeed in the fast-paced environment of real estate marketing on social media. implications the study emphasizes the importance of social media in real estate for building awareness and creating sales listings, highlighting the need for visually attractive content, targeted advertising, and user-friendly applications to attract buyers and boost sales. ethical conduct and credibility-building are crucial for trust and reputation, with practitioners urged to use social media to enhance their credibility. effective communication, including persuasive calls to action and personal follow-ups, is essential for lead generation and sales success. the need for expertise in social media marketing and data analytics is underlined, along with the necessity of continuous learning and adaptation to stay competitive. developing tailored social media marketing models is recommended by the researcher presented in figure 1 below to improve the overall performance of marketing properties. ensuring the availability of training and resources for agents to use social media effectively is crucial. future professionals should leverage attractive graphics, targeted ads, and user-friendly apps to communicate with buyers, while ethical conduct remains essential for gaining client trust. on the other hand, future researchers should explore digital marketing dynamics, trends, and the impact of social media strategies on sales outcomes, focusing on ethical concerns and the long-term effectiveness of social media in lead generation and business growth. the recommended sosis marketing model for real estate practitioners based on the study’s results, a responsive sosis marketing model has been designed as a social media marketing model specifically for real estate practitioners. the model identifies five key elements: synergizing, optimizing, showcasing, integrity, and streamlining. additionally, it explores the connections and relationships between the eight emergent themes captured from the study’s research questions and the sosis marketing model, as presented in the researchers’ work, “from likes to earnings: the lived experiences of real estate professionals using social media marketing.” the framework is depicted in figure 1, followed by a detailed discussion of each element in the sosis acronym. pa ge 11 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 figure 1: sosis marketing model for real estate practioners sosis marketing model consists of five elements synergizing as a real estate practitioner, synergized collaborative expertise in property transactions can have huge benefits. experts can improve their assessments by including criteria for decision-making and structured data analysis (ball et al., 2003). moreover, integrating the knowledgebased on agents, brokers, and technologist experts may increase the accuracy and effectiveness of social media property postings, particularly in the content website and real estate property beautification. on the other hand, a collaborative partnership of stakeholders is vital; thus, solid governance and good management of the decisionmaking processes lead to a successful means of realizing this model. synergy-oriented collaboration contributes to effective decision-making, appraisals, and operational streamlining in real estate transactions, thus benefiting practitioners in various areas. optimizing for real estate practitioners, optimizing targeted advertising can be gratifying. leveraging demographic data and using platforms that analyze users’ ad interactivity can reach audiences ready to purchase. establishing mechanisms that increasingly make websites track users’ personal information and preferences, such as surveys or interactions with the ads, as well as model-based predictions sent to users based on their data and behavior (gaikwad et al., 2014), can strengthen practitioners’ strategy. within this post, practitioners can encourage users to share their experiences utilizing products and services and use callto-action in the posts to get immediate results from social media users, increasing the conversion rate. overall, practitioners can benefit from this kind of optimization of their advertising means, aiming it at different audiences and achieving all the marketing goals possible. real estate professionals can navigate the market landscape’s complexities by embracing optimization principles and attain viable success in a rapidly evolving industry. with this, practitioners can position their target market and think of the best opportunity to increase their leads. showcasing real estate professionals can benefit significantly by showcasing useful information, market trends, and suggestions to clients through tools such as e-commerce sites and expert systems with customer interaction and market understanding exhibitions (sinyak et al., 2021). cooperating and being up to date with the market trends helps build credibility and trust among the clients, leading to broader market expansion, lower costs, and profit maximization. by staying informed about market trends and local regulations, practitioners can position themselves as trusted advisors who can guide clients through the intricacy of real estate transactions. showcasing also extends to personalized service, where professionals customize their approach to meet each client’s specific needs and preferences, fostering trust and loyalty. real estate professionals effectively showcase their value proposition in a competitive market landscape through expertise, innovation, and client-centricity. integrity integrity is the cornerstone of ethical practice for all practitioners, including real estate professionals. it means that we are free from corruption, honest, fair, and just. in social media, integrity is a crucial personality trait, an indicator of honesty, transparency, and competence, pa ge 11 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 98-117, 2024 thus helping us gain credibility and trust. using client success stories, testimonies, transparent information, and openness regarding our community services can demonstrate our honesty, professionalism, and dedication to fidelity, thereby improving our image and drawing clients (calancea, 2019). integrity in social media operations and interactions is more than conforming to ethical values. it also creates a favorable image and builds trust among customers and community members. streamlining using streamlining, for example, platforms with chatbots and instant messaging for strong and prompt communication can be an excellent asset for real estate agents when it comes to timely responses to inquiries. scheduling tools can raise the audience’s reach with real estate agents; thus, it helps ensure regular communication. using multimedia technology like virtual tours or live video feeds would add more value to the user’s experience, allowing for more “real” property tours. such an approach can simplify communication, automate replies, and retain rapport in high-demand situations and crises, such as the pandemic (duneva, 2021). furthermore, they can apply communications through practical and modern channels to facilitate connections between stakeholders and maximize interactions, eventually gaining communication objectives. conclusion by integrating social media engagement theory principles, real estate professionals can better understand the complex relationship between social media likes and their earnings. their lived experiences can provide valuable insights into effective social media marketing strategies, highlighting the importance of authentic engagement, strategic content creation, and adaptive networking to enhance their professional success and earnings. social media advertising is essential for real estate professionals and agents to find prospective clients, boost sales volume, and protect their reputations. it can strengthen their marketing strategies and lead to a successful career in a competitive environment by 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(2017). using twitter language to predict the real estate market. https:// doi.org/10.18653/v1/e17-2005 pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) graduates are failing in the examination: an ethical investigation on the experiences of board licensure examination for professional teachers (blept) takers mark mauris cabahug1*, saudi marie a. bonghanoy1, jhun tubog jr.1, analie b. asingua1, qingye chen1, claudine s. tul-id1 volume 3 issue 2, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i2.2514 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 17, 2024 accepted: february 25, 2024 published: february 28, 2024 this qualitative study aimed to explore the experiences of graduate students from bohol island state university, focusing on those who graduated with bachelor of technology and livelihood education degree. the research utilized semi-structured interviews with 10 participants who graduated between 2018 and 2022 and did not pass the board licensure examination for professional teachers (blept). employing snowball sampling due to the challenge of reaching recent non-passers, the study delved into the narratives of individuals facing licensure challenges. thematic analysis of interview data revealed patterns within participants’ experiences. the open narrative approach provided a platform for participants to articulate their unique stories, facilitating a rich understanding of the complex phenomena surrounding board examination outcomes. ethical considerations were prioritized, ensuring informed consent, confidentiality, and a registered psychologist’s validation of the interview guide. the findings revealed the following themes as reasons for failing the board examination; absence of concentration on key topics, study habits, socio-economic factors, psychological factors, inadequate institutional support, lack of academic preparation contributing to examination difficulties. the study emphasizes the need for collaborative efforts among educational institutions and stakeholders to address these challenges comprehensively, fostering an environment conducive to graduates’ success in professional licensure examinations. keywords board licensure examination for professional teachers (blept), snowball sampling, bachelor of technology and livelihood education introduction teaching is known to be as the noblest profession and vocation because it is devoted to honing the students’ cognitive, psychomotor, and affective domains. after leaving one of their life’s frontiers, graduates are unsure about a lot of things. they are unsure about whether they will produce or remain stagnant. but they must have a career; that much is certain (calamayo, 2022) to become a professional teacher and an aspirant must pass the board examination to get a license to teach. the academe endlessly seeks quality education, innovates instruction practices and enhances graduates’ performance (solis-foronda, 2017). despite all these, the college of teacher education in bohol island state university has 18 non-passers of the curricular program bachelor of technology and livelihood education from 2018-2022. in this case, republic act 8981 or philippine regulatory commission (prc) implements certificate of registration and valid professional license specifically for education graduates who pass the licensure examination for teachers . the agency monitors the performance of universities, ensures the global competency and modernization of teaching interventions by teachers in the philippines, and uplifts their performance for professional strategy (figuerres, 2010). by exploring the experiences of graduates incurring failure in board examinations, this study aspires to provide actionable insights that may inform policy decisions, educational practices, and support mechanisms to ensure the success of future educators. the board licensure examination for professional teachers (blept) is a crucial exam that aspiring educators in the philippines must take to obtain their teaching license. this examination is mandated by republic act 7836, also known as the “philippine teachers professionalization act of 1994,” which aims to ensure that teachers in the philippines meet the necessary standards and qualifications to provide quality education to their students. anyone wishing to pursue a teaching career in the philippines must pass the blept, a key requirement. it is regarded as a common indicator of a teacher’s proficiency and capacity to give pupils a high-quality education. to guarantee that they have the knowledge and abilities to carry out their jobs to the best of their abilities, the law requires instructors who want to teach in the philippines to pass the blept. in the dynamic landscape of professional development, the journey from academic achievement to successful board examination outcomes stands as a critical juncture for aspiring professionals. however, a disconcerting trend has emerged, echoing concerns that recent graduates are encountering unexpected hurdles on their path to licensure. the alarming revelation that many graduates face difficulties in navigating blept demands urgent attention and a comprehensive ethical investigation. the philippines, teacher education institutions (teis) create their reputation assessing the caliber of their graduates’ education based on how well they performed on the licensing. the board licensure for professional teachers 1 graduate school of education, university of the visayas-main campus, cebu city, philippines * corresponding author’s e-mail: markmauris.cabahug@bisu.edu.ph pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 1-6, 2024 (blept). therefore, teacher education institution alignment is required, delivery of instruction using the let competencies (amanonce, & maramag, 2020). the philippine government is investing much in education. it has been a tradition for the education sector to get the biggest portion of the national budget (ismael, 2020). the government supports various educational reforms and mechanisms implemented both in basic education and higher education institutions to ensure the quality of education offered to filipino students. likewise, the department of education (deped) strictly monitors the adherence to standards set in hiring public school teachers since they are considered as the backbone of education. one of the highlighted standards for teacher education graduates to qualify as professional teachers as stipulated in ra 7836, also known as the “philippine teachers professionalization act of 1994”, is passing the blept. aspiring teachers who finished bachelor of secondary education (bsed) are tested along three components in the blept: general education, professional education, and field of specialization with corresponding weights of 20%, 40%, and 40%, respectively. passing this standardized test is not only a requirement to practice the teaching profession but also a guarantee that teachers in the basic education sector possess the necessary competence and professional accountability. consequently, teacher education institutions (teis) in the philippines establish their brand of educational quality through their graduates’ performance in the blept (balagtas, 2014). the blept is also a crucial criterion of the commission on higher education (ched) in granting center of development (cod) and center of excellence (coe) status to the curricular programs of teacher education institutions (teis). furthermore, local and international accrediting agencies consider the institution’s licensure examination performance as a key performance indicator for quality assurance. given the significance of the blept, teis are compelled to do well in the board examination. to this end, teacher education institutions (‘teis) conduct curricular reviews, update course syllabi, and implement stringent admission and retention policies. teis also conduct extensive preboard review programs to prepare teacher education students for the blept. these programs are course audits that try to mimic the actual board examination and which prospective graduates need to pass. by exploring the experiences of graduates facing challenges in board examinations, this study aspires to provide actionable insights that may inform policy decisions, educational practices, and support mechanisms to ensure the success of future educators. aims the aim of this study is to explore the experiences of graduates who did not pass the board licensure examination for professional teachers (blept); they are graduates of bohol island state university, specifically from the college of teacher education; bachelor of secondary education. methodology design a qualitative design consists of thematic analysis of interview data will be used in this study. qualitative research enables the researcher to achieve rich descriptions of an area, examine unique or unexpected events, illuminate the experience and interpretation of events by individuals, give a voice to those whose views are rarely heard, and move toward understanding a complex phenomenon (sofaer,1999). semi-structured interviews using an open narrative approach allowed participants to tell their own stories (peterson, 2008). thematic analysis allowed for identifying, analyzing and reporting patterns within the data while permitting rich and detailed descriptions of the content embedded within (braun & clarke, 2006). participants the interview was conducted on the month of january of the year 2024. the participants are those bachelor of secondary education graduates from 2018 to 2022 who did not pass the board licensure examination for professional teachers (blept). all participants included in this study were non-blept passers, regardless of attempts to pass the board exam. data collection semi-structured interviews was conducted among graduates who are non-passers. the researchers made an interview guide and checked and validated by a registered psychologist. participants were offered the opportunity to have the interview in either english or in the visayan dialect, as some participants have a hard time answering the interview guide in english. it is tough to reach the recent graduates who are non-passers of blept. snowball sampling will be used, which is often used when study subjects are hard to reach (atkinson et al., 2002). ethical considerations potential participants will be contacted through the help of their adviser in the institution where they finished their undergraduate. following this, interviews were arranged at a mutually convenient time for those indicating interest and consenting to participate. at the time of the interview, the researchers reviewed the information about the study and ensured the participant wanted to continue with the interview. all interviewees will be informed that the findings from this research would be published and presented at conferences and meetings, but that no individual identifiable information would be shared. results and discussions pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 1-6, 2024 absence of concentration on key topics study participants commented on the institution’s teaching approaches in the btled program. time constraints and a focused approach to core subjects within the major may have contributed to a situation where some specific topics were not thoroughly discussed or explored during the respondent’s academic journey. teachers who do not focus on important subjects may cause their students to perform poorly in board exams. this problem is exacerbated by a number of factors, such as the teacher’s lack of subject-matter expertise, ineffective teaching strategies, and a lack of background knowledge and information (cicekci & sadik, 2019). “in our major there are some topics that was not able to discuss deeply due to small time and aside from that we focus on our major.” (informant 1) “insufficient time to discuss the topics in the field of specialization especially having online classes during the pandemic.” (informant 6) wexler (2019) according to a national council on teacher quality assessment, teacher-training programs bear a large portion of the blame. the exam evaluates knowledge in the four subjects that primary school teachers are supposed to teach: science, arithmetic, social studies, and english. evaluating the quality of teaching and offering feedback for the enhancement of teaching methods is essential through the analysis of examination results (yuan et. al, 2012). examining test outcomes, performing item analysis, and engaging diverse stakeholders in discussions, including students, faculty, and employers, are crucial for comprehending and enhancing the efficiency of instructional approaches. teachers and students worldwide often dance to the tune of tests and examinations. assessments are powerful tools for catalyzing the achievement of educational goals, especially if done rightly (odukoya et. al, 2017) ). however, teacher-training programs don’t guarantee that their alumni are fundamentally grounded in that subject matter. furthermore, several claim that their training curricula failed to adequately prepare them for teaching or the test. rather of guaranteeing a comprehensive comprehension of elementary-level ideas, their mandatory courses concentrated on arithmetic teaching methodologies. study habits challenging and multifaceted situation where time constraints due to work and parenting, coupled with emotional instability, collectively pose obstacles to the respondent’s preparation for the board examination. consistent attendance in classes forms the basis for comprehending concepts and motivates students to actively engage by asking pertinent questions (ebele and olofu, 2017). students’ study sessions outside class are important learning opportunities in college courses. however, we often depend on students to study effectively without explicit instruction. involvement in tasks like solving problem sets, elucidating concepts, selfquizzing, and participating in review sessions is associated with enhanced performance in exams when taking into account factors like preparation, class absences, and overall study time (walck-shannon, et. al, 2021). it reflects the real-life complexities individuals may face while trying to balance various responsibilities during a crucial period of academic preparation. “one of those obstacles is time, i can’t really manage my time coz i have job and i have a baby to look after to that time and also to be honest i’m not emotionally stable that time also.” (informant 1) “based on my experience when i took my first board exam. i am not really prepared since i didn’t had my review, i just want to take the boards without reviewing. and the result was expected since i didn’t make any effort to pass the boards, i failed.” (informant 2) “i think failed because i didn’t review at all, i’m not prepared to take the boards yet i still took my luck to take the exam. informant 3) “all i did was self review, watching educational videos and read my reviewer that i bought online.” (informant 4) “procrastination hits me and i only got short time to study because of it.” (informant 4) “i worked immediately after i graduated, so lack of time to study was a great factor for me.” (informant 5) lack of motivation. (informant 9) exam failure might be caused by bad study habits. poor study habits can lead to poor academic performance and exam failure. examples of these habits include cramming, multitasking, listening to music, skipping classes, not creating an outline, using social media, procrastinating, allowing distractions, taking inefficient notes, and having poor time management skills ( julius & evans, 2015). socio-economic factor financial constraint where the respondent’s income from their job was insufficient to meet all their needs. this financial struggle could have implications for accessing resources crucial for board exam preparation and may figure 1: themes emerging from the interview pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 1-6, 2024 have added stress and challenges to an already demanding period in the respondent’s life. stressors including food insecurity, unstable housing, and parental unemployment are common among low-income families’ children, and they can have a detrimental effect on their mental and cognitive development. it’s possible that underprivileged students lack access to basic resources like computers, books, tutoring, and extracurricular activities that can improve their education and help them study for tests (deveci, & ersen, 2022). “at that time i was struggling with my finances because the salary i got from my job is not enough to provide all my needs.” ( informant 1) “family problems and pressure to provide my familys’ needs.” (informant 6) psychological factors insights into the respondent’s emotional state before taking the board examination, emphasizing the stress and worries related to the uncertainty of exam content and familial expectations. it highlights the psychological challenges individuals may face in the context of highstakes exams and the importance of managing stress during critical periods. when you experience horror, trepidation, uneasiness, or panic before, during, or after an exam, it is known as performance anxiety. it impairs both your working memory and your capacity to learn. most students worry at least a little, but some may experience extreme anxiety, which will have a negative impact on their performance. among the psychological elements influencing students’ exam failures are: elevated levels of melancholy, anxiety, and stress. test anxiety and inadequate test-taking techniques. perfectionism, nervousness, and an intense desire for acceptance. reduced drive, insecurity, and difficulties adjusting. inadequate advice and counseling. need for oneself to pass the test (shin, et.at, 2023) “yes there is, i was really stress before taking the exam , was worried what will come out and the pressure from the family” (informant 2). “i was pressured by that time from my family down to my toxic co-workers.” (informant 6) “always conscious and overthinks a lot because if i fail, people might judge” (informant 7) “lack of dedication to continue professional development” (informant 10) the respondent explicitly states “yes, there is,” indicating an affirmation that they experienced stress. the stress is specifically associated with the period leading up to the examination. this suggests that the respondent was grappling with anxiety and pressure during the preparation phase. uncertainty about exam content was mentioned, being worried about what will come out implies uncertainty about the exam content. this uncertainty can contribute significantly to pre-exam stress. pressure from family, the respondent cites pressure from the family as another source of stress. family expectations and support can have a considerable impact on an individual’s emotional state during a high-stakes examination. the use of the term “really stressed” suggests a heightened level of emotional strain. stress can manifest in various ways, including difficulty concentrating, heightened anxiety, and overall emotional discomfort. test anxiety is actually rather common, despite the fact that it may be extremely unpleasant for students who suffer from it. anxiety and nervousness are acceptable responses to stress. however, for other people, this anxiety can grow so strong that it really gets in the way of their performance. furthermore, test anxiety is a significant issue that negatively impacts students’ academic performance, cognitive ability, and overall well-being. it is characterized by physical, cognitive, and emotional symptoms, which can lead to poor test performance, increased drop-out rates, and long-term socioeconomic consequences (yusefzadeh et.al, 2019). institutional support there is a lack of institutional support for board exam preparation and emphasizes the respondent’s belief in the value of a refresher course. the respondent advocates for additional interventions to enhance the overall preparedness of students, indicating a proactive stance toward improving the quality of exam preparation. effective time management, discipline, and employee dedication are factors that leaders must contribute to be successful in executing of organizational aims, one of them is to extend help to graduates to pass the licensure examination (alfozan, 2024). “there was no intervention by the institution for our preparation in the board exam like refresher course, i believe there should be refresher course for us to be more prepared in the board examination” (informat 1) “free review sessions would be a great help before taking the blept” (informant 8) institutional support for students who will take board examinations is crucial in ensuring their success. several studies have explored the predictors of board exam performance and factors that influence exam preparation. for example, some institutions offer course audits that mimic the actual board examination to help students prepare for the test (amanonce, 2020). the difficulties faced by board exam takers include memory loss, anxiety, organizing one’s schedule, and excessive use of social media, all of which might affect how well kids perform on board exams. lack of institutional support can also result in obstacles like inadequate study habits, inadequate program preparation, and the psychological fallout from failing an exam. lack of preparation the lack of preparation for exams can have a significant impact on students’ test anxiety and academic performance. research suggests that test anxiety is often linked to students’ complaints of not having enough time to prepare for exams or study course materials, as well pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(2) 1-6, 2024 as being dissatisfied with their academic performance in previous assessments (yusefzadeh et. al, 2019). “based on my experience when i took my first board exam. i am not really prepared since i didn’t had my review, i just want to take the boards without reviewing. and the result was expected since i didn’t make any effort to pass the boards, i failed.” (informant 4) “i think failed because i didn’t review at all, i’m not prepared to take the boards yet i still took my luck to take the exam.” (informant 5) “i was over confident, i thought i can pass with enrolling in a review center .” (informant 5) factors such as lack of knowledge about testing demands, personal need to pass the exam, and external factors outside students’ control can contribute to the difficulty of preparing for exams (minott, 2020). conclusions in conclusion, addressing the challenges of blept takers requires a comprehensive and collaborative effort involving the educational institution and stakeholders. by bridging the gaps in academic preparation, psychological support, socio-economic support, study habits, and institutional support, we can create an environment conducive to graduates’ success in the board licensure examination for professional teachers. this research underscores the ethical imperative of ensuring equal opportunities for all aspiring educators and advocates for a holistic approach to enhance teacher licensure processes. recommendations 1. the institution may thoroughly review its bachelor of technology and livelihood education curricula to ensure a concentrated emphasis on key topics covered in the blept . this will help students develop a comprehensive understanding of the subjects and better prepare them for the examination. 2. the institution may implement academic support programs within teacher education programs to address any academic preparation gaps, especially in the bachelor of technology and livelihood education program. these programs may include additional tutorials, workshops, and resources designed to strengthen students’ knowledge and skills in blept-related subjects. 3. the institution may implement institutional support services by providing counselling, mentorship, and guidance to students. creating a supportive environment within the institution can significantly contribute to students’ overall well-being and preparedness for the blept. 4. the institution may explore more flexible and innovative assessment methods within teacher education programs. this may include project-based assessments, portfolios, and practical teaching experiences that go beyond traditional examination formats, allowing students to demonstrate their competencies in diverse ways. references alfozan, a. a. 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(2019). <p>the effect of study preparation on test anxiety and performance: a quasi-experimental study</p>. advances in medical education and practice, volume 10, 245–251. https://doi.org/10.2147/amep. s192053 pa ge 1 pa ge 23 american journal of multidisciplinary research and innovation (ajmri) effects of physical therapy on the activities of daily living and life participation among hemodialysis patients ghislain faith c. bohol1, tom carlo r. canete1, jewel dominic b. epe1, criste mae z. quim1, princess anna jamellah s. uy1, armyleo n. ybanez1, emmanuel rod v. fudalan1, marilou v. fudalan1* volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2764 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 05, 2024 accepted: may 11, 2024 published: may 15, 2024 this study sought to evaluate the efficacy of physical therapy on both activities of daily living (adls) and life participation among hemodialysis patients. modified questionnaires were used for data collection, specifically the barthel activities of daily living index and the kidney disease quality of life short form (kdqol-sf) survey. statistical analyses, including chi-square and paired sample t-test, were utilized to investigate the correlation between patient independence in adls and their level of life participation before and during physical therapy treatment. the findings, derived from data collected from a sample of 32 respondents, revealed a statistically significant improvement in patients’ independence in adls following physical therapy intervention. this underscores the positive impact of therapeutic measures on adls. additionally, a notable increase in the extent of patients’ life participation was observed during physical therapy treatment, indicating a significant improvement in this aspect. this study underscores the beneficial effects of physical therapy in enhancing functional abilities, particularly in improving adls among hemodialysis patients. it underscores the importance of such interventions in enriching the overall quality of life for individuals undergoing hemodialysis. keywords physical therapy, activities of daily living, life participation, hemodialysis, chi-square introduction hemodialysis, an intricate and invasive treatment administered in specialized dialysis centers, significantly alters patients’ daily lives. the process often induces weariness and diminishes the capacity to carry out routine activities, primarily due to the prolonged use of medication and associated side effects. patients undergoing hemodialysis face multifaceted challenges, encompassing adjustments in roles, limitations in life participation, and difficulties in performing activities of daily living (adls). the term “activities of daily living” (adls) comprises a set of fundamental skills essential for individuals to maintain independence in self-care and include tasks such as eating, bathing, and mobility, which are pivotal components of daily life functioning (edemekong et al. 2019). it encompasses tasks such as requiring assistance from others with bathing or showering, dressing, eating, transferring to and from bed or chairs, utilizing the restroom, accessing the toilet, and navigating within the confines of one’s residence. the impairment of adls in individuals undergoing hemodialysis is significantly associated with an elevated susceptibility to falls and other unfavorable consequences (matsufuji & shoji, 2019). filipčić (2021) stated that hemodialysis patients had fewer adls than otherwise healthy people. any restriction on physical activity could harm the patient’s ability to effectively control their condition and impose high costs on individuals, communities, and healthcare systems by reducing social function and interfering with the patient’s ability to perform in their professional and personal capacities. according to law (2002), life participation is the capacity to engage in activities such as paid or volunteer labor, household duties, studies, travel, hobbies, family responsibilities, social events, and leisure pursuits. in relation to j. farragher (2021), individuals receiving chronic hemodialysis recognize that one of the most relevant aspects of their illness experience is fatigue and its adverse impact on their life participation or their capacity to do important daily tasks. patients on dialysis focus on getting healthier and completing the tasks that are important to them, which differ for each patient. some people want to return to work or school, others want to travel, while still others want to be able to complete their chores or go on a walk with their loved ones. the reduced functional status and musculoskeletal abnormalities of the dialysis population may be influenced by inactivity, which is a common contributor to muscle atrophy aktas arslan (2023). alternatively, uremia itself or associated hormonal abnormalities, such as hyperparathyroidism or growth hormone resistance, may promote muscle atrophy and, as a result, lead to inactivity (johansen et al., 2000). the study aimed to evaluate the impact of physical therapy on activities of daily living (adls) and life participation among hemodialysis patients across various municipalities within the 1st congressional district of bohol. additionally, it sought to determine whether a significant correlation exists between the level of independence in adls and the extent of life participation during physical therapy treatment. 1 college of physical therapy and occupational therapy, university of bohol, philippines * corresponding author’s e-mail: mvfudalan@universityofbohol.edu.ph pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 23-28, 2024 literature review coping with chronic kidney disease (ckd) presents a myriad of challenges for individuals, as well as their support networks, including caregivers, family members, and friends who are actively involved in their care and well-being (kalantar-zadeh 202). empowering patients and their care partners is crucial in mitigating the challenges and repercussions of ckd symptoms and facilitating active life participation. in an 8-week resistance exercise therapy program, lateef (2022) demonstrates significant improvements across multiple dimensions of physical function, activity levels, and health-related quality of life among patients undergoing hemodialysis for chronic kidney disease. these findings underscore the potential advantages of integrating exercise as a supplementary therapy in the care regimen for individuals undergoing hemodialysis, offering a cost-effective approach to augment their holistic health (kim, 2022). participants engaged in exercise exhibited improvements in various indicators of frailty, including gait speed, grip strength, exhaustion, and overall physical performance, alongside enhancements in both mental and physical dimensions of quality of life. these results indicate that incorporating exercise interventions into standard hemodialysis care protocols may be safe and feasible and invaluable in fostering multifaceted enhancements in patients’ life participation. the research conducted by pérez‐domínguez (2021) underscores the effectiveness of both nurse-led intradialytic exercise and home-based exercise programs in bolstering physical function, activities of daily living (adls), and health-related quality of life among individuals undergoing hemodialysis. these findings highlight the pivotal role of exercise rehabilitation interventions in augmenting the well-being of vulnerable populations, such as dialysis patients. additionally, the study emphasizes the feasibility and potential for surmounting barriers to consistently implementing exercise regimens. these outcomes contribute substantively to the expanding body of evidence advocating for exercise as a valuable adjunct therapy in dialysis care, thereby informing clinical rehabilitation protocols aimed at optimizing outcomes for hemodialysis patients. methodology a quantitative descriptive survey research design was used to assess the effects of physical therapy on activities of daily living (adls) and life participation. the researchers utilized the modified barthel activities of daily living (adls) and kidney disease quality of life short form (kdqol-sf) survey to gather necessary data. the study included 32 respondents from various municipalities in the 1st congressional district of bohol. the sample size was determined using an online sample calculator at a 95% confidence level and a 5% margin of error. the reliability statistics indicated a high-reliability result with a cronbach’s alpha of .907, and the barthel index of activities of daily living (adls) questionnaire has a reliability score of 0.87 to 0.92. data interpretation involved using simple percentages, ranking, weighted mean, and composite mean to analyze respondents’ profiles and the nine variables of the barthel index of adls questionnaire. the chi-square test was employed to ascertain significant relationships between expected and observed frequencies across one or more domains. additionally, the paired sample t-test was utilized to ascertain significant differences in patients’ levels of independence in adls and the extent of life participation before and during physical therapy treatment. results and discussion profile of the respondents. regarding age, the majority of respondents (56.3%) were aged between 41 and 60 years old, 25% were 61 years old and above, and 18.8% fell within the 18-40 years old range. regarding sex, 56.3% were male and 43.8%) were female. regarding occupation, the largest proportion of respondents, 62.5%, were not employed, followed by 18.8% in professional roles, 12.5% working as government employees or clerical workers, and 3.1% craft-related trade workers. table 1: profile of the respondents age (y/o) frequency percent rank 18-40 6 18.8 3 41-60 18 56.3 1 61 yrs. old and above 8 25.0 2 total 32 100 sex male 18 56.3 1 female 14 43.8 2 total 32 100 occupation none 20 62.5 1 professional 6 18.8 2 technicians and associate professionals 1 3.1 4 government employees, clerical workers 4 12.5 3 craft-related trade workers 1 3.1 4 total 32 100.0 level of independence in adls before and during pt treatment the findings reveal changes in activities of daily living (adls) among the respondents undergoing physical therapy. there was a slight improvement in bowel control, evidenced by a decrease in the mean score from 2.96 to 2.81 during therapy. findings indicate that patients rely on facilitatory techniques, such as the use of suppositories, to aid in bowel removal. a minor improvement in bladder pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 23-28, 2024 control was observed, with mean scores decreasing from 3.12 to 3.09 during physical therapy sessions. patients are dependent on an internal or external device such as catheters to control bladder function. meanwhile, grooming activities showed a substantial improvement, with mean scores decreasing from 2.81 to 2.03 during therapy, indicating enhanced independence in grooming tasks. significant improvements were noted in bathing and feeding activities, as evidenced by the notable decrease in mean scores from 2.90 to 2.18 and 2.62 to 2.00, respectively, during physical therapy. there was a minor improvement in chair/bed transfer activities, with mean scores decreasing slightly from 2.68 to 2.43 during therapy sessions. slight improvements were observed in ambulation and stair climbing, as indicated by decreases in mean scores from 2.53 to 2.37 and 2.96 to 2.62, respectively, during therapy. notable enhancements were observed in dressing activities, with mean scores decreasing significantly from 2.65 to 2.06. the composite mean score decreased from 2.80 to 2.40 during physical therapy, suggesting a general improvement in adls. these findings underscore the beneficial effects of physical therapy in enhancing various aspects of adls among the respondents. however, it is noteworthy that some activities, such as ambulation and chair/bed transfer, showed only minor improvements, while others, such as bowel and bladder control, remained relatively stable throughout the therapy sessions. these results contribute valuable insights into the effectiveness of physical therapy interventions in promoting independence and quality of life among individuals undergoing hemodialysis. table 2: level of independence in adls before and during pt treatment adls before during mean dv mean dv bowel control 2.96 sli 2.81 sli bladder control 3.12 sli 3.09 sli grooming 2.81 sli 2.03 mi bathing 2.90 sli 2.18 mi feeding 2.62 sli 2.00 mi chair/bed transfer 2.68 sli 2.43 mi ambulation 2.53 mi 2.37 mi dressing 2.65 sli 2.06 mi stair climbing 2.96 sli 2.62 sli composite mean 2.80 sli 2.40 mi legend: fully independent (fi): 1.0-1.79; moderately independent (mi): 1.8-2.59; slightly independent(sli): 2.6-3.39; less independent (li) 3.4-4.19; dependent(d) 4.2-5.0 level of life participation before and during pt treatment patients exhibited a poor level of life participation in their current occupation, with the mean score increasing slightly from 1.5313 before physical therapy to 1.6875 during physical therapy, indicating a minor deterioration in the interference of kidney disease with respondents’ current occupation during therapy. regarding the interference of kidney disease with normal work, the mean score increased from 1.6250 before physical therapy (poor) to 2.1250 during physical therapy (fair), suggesting a moderate increase in interference with normal work activities during therapy. in terms of kidney disease interfering too much with their life, the mean score increased from 1.5938 before physical therapy (poor) to 2.0938 during physical therapy (fair), indicating a moderate increase in overall life participation during therapy. as for time spent dealing with kidney disease, the mean score increased from 1.2813 before physical therapy (poor) to 2.1250 during physical therapy (fair), suggesting a notable decrease in time spent dealing with kidney disease during therapy. concerning kidney disease bothering them in their ability to work around the house, the mean score increased from 2.0000 before physical therapy (fair) to 3.1250 during physical therapy (good), indicating a significant improvement in the ability to work around the house during therapy. regarding kidney disease bothering their ability to travel, the mean score increased from 2.0938 before physical therapy (fair) to 2.6563 during physical therapy (good), suggesting a moderate improvement in the ability to travel during therapy. in terms of kidney disease affecting their appearance, the mean score increased from 2.5625 before physical therapy (good) to 3.2813 during physical therapy (very good), indicating a significant improvement in the perception of appearance during therapy. the overall mean score increased from 1.8125 before physical therapy to 2.5593 during physical therapy, suggesting a general improvement in life participation during therapy. overall, the data suggest that physical therapy has led to improvements in various aspects of life participation among the respondents, particularly in the ability to work pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 23-28, 2024 around the house, travel, and appearance. however, some aspects, such as interference with normal work and time spent dealing with kidney disease, showed moderate to notable deterioration during therapy. degree of correlation between level of independence on the adls and the extent of life participation during pt treatment the correlation analysis between the level of independence in the activities of daily living (adls) and the extent of life participation during physical therapy (pt) treatment yielded the following results. the correlation coefficient between the level of independence on the adls and life participation was 0.266. the significance level (2-tailed) was 0.141, demonstrating that the correlation was not statistically significant at the 0.05 level. the positive correlation coefficient (0.266) suggests a weak positive relationship between the level of independence on the adls and the extent of life participation during pt treatment. however, the non-significant p-value (0.141) indicates that this relationship may not be statistically significant in the population from which the sample was drawn. the sample size for both variables was 32, indicating a sufficient number of data points for the analysis. based on these findings, while there appears to be a slight positive correlation between independence in adls and life participation during pt treatment, the association is not statistically significant at the established significance level of 0.05. further research with a larger sample size or different methodology may be needed to understand better the relationship between these variables in the population under study. table 3: level of life participation before and during pt treatment items before during mean dv mean dv my kidney disease interferes with my current occupation. 1.5313 poor 1.6875 poor my kidney disease interferes with my normal work (including both work outside the home and household). 1.6250 poor 2.1250 fair my kidney disease interferes too much with my life. 1.5938 poor 2.0938 fair too much of my time is expended in dealing with my kidney disease. 1.2813 poor 2.1250 fair my kidney disease bothers me in my ability to work around the house. 2.0000 fair 3.1250 good my kidney disease bothers me in my ability to travel. 2.0938 fair 2.6563 good my kidney disease bothers my appearance. 2.5625 good 3.2813 very good composite mean 1.8125 2.5593 legend: very good: 3.25-4.00; good : 2.50-3.24; fair: 1.756-2.49; and poor: 1.00-1.74 table 4: degree of correlation between level of independence on the adls and the extent of life participation during pt treatment activities of daily living life participation pearson correlation 1 .266 sig. (2-tailed) .141 n 32 32 pearson correlation .266 1 sig. (2-tailed) 41 .1 n 32 32 degree of difference in the patient’s level of independence in adls before and during pt treatment the interpretation of the data indicates a significant difference in the patient’s level of independence in activities of daily living (adls) before and during physical therapy (pt) treatment. the mean difference between adl levels before and during pt treatment is 0.39375, with a standard deviation of 0.42346. the standard error of the mean is 0.24108. the statistical analysis, using a paired samples t-test, yielded a t-value of 5.260 with 31 degrees of freedom, resulting in a p-value of .000. since the p-value is less than the alpha level of .05, we reject the null hypothesis (ho) and resolve that there is a statistically significant difference in the patient’s level of independence in adls before and during pt treatment. the data suggest that pt treatment has had a significant impact on improving the patient’s level of independence in activities of daily living. pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 23-28, 2024 degree of difference in the extent of patient’s life participation before and during pt treatment the interpretation of the data reveals a significant difference in the extent of the patient’s life participation before and during physical therapy (pt) treatment. the mean difference between life participation levels before and during pt treatment is -0.6406, with a standard deviation of 0.46894. the standard error of the mean is -0.47155. the statistical analysis, using a paired samples t-test, yielded a t-value of -7.728 with 31 degrees of freedom, resulting in a p-value of .000. since the p-value is less than the alpha level of .05, we reject the null hypothesis (ho) and deduce that there is a statistically significant difference in the extent of the patient’s life participation before and during pt treatment. the data suggest that pt treatment has had a significant impact on improving the extent of the patient’s life participation. table 5: degree of difference in the patient's level of independence in adls before and during pt treatment adl before and during pt treatment paired differences mean std. deviation std. error mean interval of the t df sig. (twotailed)lower upper .39375 .42346 0.7486 0.24108 0.54642 5.260 31 .000 result: significant decision: ho rejected table 6: degree of difference in the extent of patient’s life participation before and during pt treatment life participation before and during pt treatment paired differences mean std. deviation std. error mean interval of the t df sig. (twotailed)lower upper -0.6406 .46894 0.8290 -.80970 -.47155 -7.728 31 .000 result: significant decision: ho rejected conclusion the findings indicate that physical therapy (pt) treatment has made a significant difference in enhancing patients’ independence in activities of daily living (adls) and their overall life participation. pt has demonstrated notable improvements in various aspects of life participation among respondents, particularly in their ability to perform household tasks, travel, and their appearance. however, certain areas, such as interference with normal work and the time spent managing kidney disease, exhibited moderate to significant deterioration during therapy. notably, activities like ambulation and chair/bed transfer saw only marginal enhancements, while functions like bowel and bladder control remained relatively stable throughout the therapy sessions. these outcomes offer valuable insights into the efficacy of pt interventions in fostering independence and enhancing the quality of life for individuals undergoing hemodialysis. reference arslan, f. c. a., demirgüç, a., & uluğ, n. (2023). upper extremity functions and physical activity in chronic maintenance hemodialysis patients: a casecontrol study. medicine, 102(41), e35668. https://doi. org/10.1097/md.0000000000035668 edemekong, p. f., bomgaars, d. l., sukumaran, s., & schoo, c. (2023, june 26). activities of daily living. statpearls ncbi bookshelf. https://www.ncbi.nlm. nih.gov/books/nbk470404/ farragher, j., davis, j. w., polatajko, h. j., elliott, m., ravani, p., manns, b., thomas, c., & hemmelgarn, b. r. (2021b). pos-572 exploring the life participation experiences of people on chronic hemodialysis who participated in an energy management education program. kidney international reports, 6(4), s252. https://doi.org/10.1016/j.ekir.2021.03.601 filipčić, t., bogataj, š., pajek, j., & pajek, m. 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(2021a). living well with kidney disease by patient and care-partner empowerment: kidney health for everyone everywhere. clinical and experimental nephrology, 25(6), 567–573. https://doi. org/10.1007/s10157-021-02044-5 kim, s., park, h., & yang, d. (2022b). an intradialytic aerobic exercise program ameliorates frailty and improves dialysis adequacy and quality of life among hemodialysis patients: a randomized controlled trial. pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 23-28, 2024 kidney research and clinical practice, 41(4), 462–472. https://doi.org/10.23876/j.krcp.21.284 kim, s., park, h., & yang, d. (2022b). an intradialytic aerobic exercise program ameliorates frailty and improves dialysis adequacy and quality of life among hemodialysis patients: a randomized controlled trial. kidney research and clinical practice, 41(4), 462–472. https://doi.org/10.23876/j.krcp.21.284 lateef, a. (2022b). effective of exercise therapy on functional balance, physical performance and quality of life among patients undergoing hemodialysis: randomized controlled trial. nursing communications, 6(0), e2022010. https://doi.org/10.53388/in2022010 lateef, a. (2022b). effective of exercise therapy on functional balance, physical performance and quality of life among patients undergoing hemodialysis: randomized controlled trial. nursing communications, 6(0), e2022010. https://doi.org/10.53388/in2022010 pérez‐domínguez, b., casaña-granell, j., garcía-maset, r., garcía-testal, a., meléndez‐oliva, e., & segura‐ ortí, e. (2021b). effects of exercise programs on physical function and activity levels in patients undergoing hemodialysis: a randomized controlled trial. european journal of physical and rehabilitation medicine, 57(6). https://doi.org/10.23736/s19739087.21.06694-6 pa ge 1 pa ge 28 american journal of multidisciplinary research and innovation (ajmri) sources of technical inefficiency for smallholder field pea producers in ethiopia gadisa muleta1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.2761 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 15, 2024 accepted: june 10, 2024 published: june 24, 2024 this study intended to measure the technical efficiency and sources of inefficiency for field pea producers in ethiopia. the study used primary data collected from 207 smallholder farmers. a multi-stage sampling technique was followed to select sample households. a stochastic frontier was the model used, and a single-step estimation approach was followed. the result indicated that the mean technical efficiency is 49.23 %, and the average productivity of the crop is 0.96 tons/hectare. this indicates that the technical efficiency could be increased by 51.77 % through proper utilization of production variables, i.e. agrochemicals, oxen power, plot size, and seed rate. the inefficiency model result also confirmed that the technical inefficiency of field pea production was negatively affected by access to off-farm income, access to credit services, extension contacts, adoption of new technologies, access to training, and participation in contract farming of the crop. therefore, this study recommends agricultural policies favoring vocational training to farmers on the new agricultural technology packages, availing access to off-farm incomes, facilitating credit services to farmers, and establishing legal frameworks that encourage contract farming. keywords technical efficiency, field pea, stochastic frontier model, ethiopia introduction field pea (pisum sativum l.) is among the most important cool season legumes mainly cultivated for food and feed across the globe (muoni et al., 2019). it is a nutritionally rich crop with high protein, vitamins, minerals, and carbohydrates that are affordable for resource-poor consumers. this enables the crop to be called ‘poor man’s meat’. furthermore, it is naturally rich in iron, zinc, and magnesium, and contributes much to alleviating hidden hunger (amarakoon et al., 2012; kandel et al., 2016; rezene et al., 2015). pulses in general, and field peas in particular, are very important crops in terms of assuring sustainable agriculture by being used as crop rotation and intercropping that will contribute much in atmospheric nitrogen fixing and providing essential nutrients back to the soil (powers and thavarajah, 2019). it is the most efficient nitrogen-fixing crop, and it obtains 80% of its nitrogen requirement from fixation. as a result, the crop is considered environmentally friendly and economically feasible (blaine et al., 2021). this legumebased nitrogen use efficiency offers a sustainable and cost-effective alternative. pulses also foster other benefits like maintaining soil health, improving biodiversity, enhancing soil organic carbon, improving the water retention capacity of the soil, and reducing greenhouse gas emissions (foyer et al., 2016; peoples et al., 2019; stagnari et al., 2017). globally, legume crops are reported to fix about 21 metric tons of nitrogen, out of which 5 to 7 metric tons are returned to the soil by pulse crops, which saves 8 to 12 billion usd (christine et al., 2019). reports also confirmed that field peas have a positive effect in improving soil organic carbon through their ability of nitrogen fixation (stagnari et al., 2017). they also have a positive effect in improving cereal productivity when used as crop rotation. in australia, wheat production increased by 30% as a result of crop rotation compared to monocropping. in denmark, the nitrogen uptake of different crops increased by 23 to 59% as a result of crop rotation (foyer et al., 2016; peoples et al., 2019). it is also reported to have ecological and economic importance, minimize the negative impacts of cereal-based monocropping, and amend soil fertility through crop rotation (fikere et al., 2014; muoni et al., 2019). canada, russia, france, china, india, ukraine, usa, australia, germany, and ethiopia were the top 10 countries in terms of production. the average cultivated land has decreased from 7,646,813 to 7,159,958 hectares, while the average yield decreased from 14,323,297.26 to 14,166,029.75 tons between 1994 and 2022 (faostat, 2024). in ethiopia, field pea is the second most important pulse crop in terms of total production following the faba bean, and the third crop in terms of area coverage following the faba bean and haricot bean. the average cultivated area and the total production for field pea were 220,194.82 ha and 3,803,35.89 tons respectively while that of fababean was 520,551.70 ha and 10,916,09.34 tons respectively. the national average productivity of the crop is estimated to be 1.73 tons per hectare during the 2022 main season (ess, 2022). despite all the contributions of the crop, the advancements made to improve the production and productivity of field peas lagged behind other crops (amarakoon et al., 2012). even though the national and regional 1 ethiopian institute of agricultural research, national agricultural biotechnology research center, ethiopia * corresponding author’s e-mail: gadisamuleta@gmail.com pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 28-35, 2024 research institutions of the country released more than 30 improved varieties of field pea, the average national productivity of the crop is yet about 1.7t/ha (ess, 2022; kindie et al., 2019). this result is very low compared to the potentials of the improved varieties which is 4.17 t/ ha reported by mogiso, (2017), and that of the world which is 1.98 tons/hectare (faostat, 2024) this yield reduction is the result of biotic and abiotic factors. scholars reported that diseases like ascochyta blight and powdery mildew, aphids, lodging, pod shattering, and the use of low-yielding local varieties were among the major yield-limiting constraints (rezene et al., 2015). additionally, the technical efficiency of the farm households also matters as the yield reported from the research field and the farm household plots show big differences. therefore, this research aimed to assess the level of the technical efficiency of smallholder field pea producers and their sources of technical inefficiency in ethiopia. materials and methods data this study used primary data collected from households randomly selected from the two giant field pea producing, ethiopia’s oromia and amhara regions. these two regions account for more than 75% of the national field pea production. a multi-stage random sampling procedure was followed. the two regions were purposively selected based on their high potential in field pea production. one zone from the amhara region and four zones from the oromia region were randomly selected out of the potential fababean-producing zones of the two regions. in the third stage, ten districts from the oromia and three districts from the amhara region were randomly selected. then a total of twenty peasant associations were randomly selected from thirteen districts. finally, a total of 207 sample households, (71 from amhara and 136 from oromia region) were randomly selected and interviewed for the data collection. variables based on the literature reviewed, the production variables and the inefficiency variables listed in table 1 were selected to be included in this study. table 1: lists of variables and their expected effect on the profit efficiency of fababean producers var. code description and measurements expected effect yi field pea output per plot measured in kg pi production variables p1 plot size allocated for field pea measured in hectares + p2 the adult labor force used per plot measured in an hour + p3 oxen hours used in farming activities are measured in hour + p4 quantity of fertilizer used per plot measured in kg + p5 quantity of seed used per plot measured in kg + p6 quantity of agrochemicals used per plot measured in kg + xi inefficiency variables x1 age of the household head x2 education of the household head + x3 membership in improved seed producers’ group + x4 experience in field pea production + x5 access to extension services + x6 market distance x7 access to credit service + x8 sex of the household head + x9 participation in contract farming + x10 livestock owned + x11 access to off-farm income +/x12 total land owned + x13 adoption of field pea improved seed + x14 access to training in pulse production + x14 family size + x14 plot distance from the residence source: authors’ compiled based on reviewed literature pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 28-35, 2024 analytical framework in the production process, farmers aim to maximize their profit by maximizing their production and minimizing their costs of production. though some farmers produce efficiently compared to others, not all farmers become successful in their farming practices. the deviation from the optimal production is the failure to optimize their production, which may result from the inefficiency of the farmers and/or the random shocks. therefore, a farm household can deviate from the optimal production frontier as the result of both the farmer’s inefficiency and possible random fluctuations that are out of the control of the farmers. the stochastic frontier model is widely used in the field of agricultural economics for econometric modeling of production and assessing technical efficiency. technical efficiency can be modeled as either output-oriented or input-oriented (s. c. kumbhakar et al., 2015). following aigner et al., (1977) and meeusen and van den broeck, (1977), the functional form of the output-oriented stochastic production frontier model that we used for this specific research can be expressed as: lnyi = lnyi *ui, ui ≥ 0 (1) where: yi * is the frontier output level, yi is the observed output level, and ui ≥ 0 is the production inefficiency that reducing farm output. lnyi * = f(xi ; β) + vi (2) where: f is the functional form to be used, xi is a vector of input variables, β is a vector of coefficients to be estimated, and vi is a zero mean random error. for the simplicity, equation 2 can be re-written as: lnyi = f(xi ; β) + εi (3) where: εi is the composite error term, while yi, xi, β and f are as defined earlier. εi = vi ui (4) from equation 1, the term u_i is the log difference between the maximum output and the actual output that can be expressed as: ui = lnyi * lnyi (5) this implies that ui x 100 is the percentage by which the actual output can be increased if the production is fully efficient, or the percentage of the output lost due to the technical inefficiency of the farmer. by rearranging equation 1, ui can also be expressed as the ratio of the actual output to the frontier output. e(-ui ) = yi/yi * = tei (6) production efficiency varies across companies, and over time (battese and coelli, 1992). therefore, it is logical to ask about what factors are responsible for the variations in efficiency. battese and coelli further extended the stochastic frontier model and suggested that the determinants of inefficiency can be expressed as a linear function of a set of explanatory variables that reflect the characteristics inherent to a company (battese and coelli, 1995). the extended form of battese and coelli allows the estimation of efficiency, and factors affecting the inefficiency in a single step. this will overcome the estimation bias of the widely used two-step approach (battese and coelli, 1995; s. kumbhakar et al., 1991; s. c. kumbhakar et al., 2015; wang and schmidt, 2002). the transcendental logarithmic function is the functional form used in this research. this functional form captures the effects of the interactions of the input variables that play a significant role in the process of maximum likelihood estimation. the functional form of the transcendental logarithmic function can be expressed as follows: (7) where: yi is the total quantity of output, xi is the quantity of input used, vi is the two-sided error term, and ui is the one-sided error term or the technical inefficiency effects the linear functional form of the variables affecting the technical inefficiency can be expressed as: (8) where: δk is a vector of parameters (regression coefficient) to be estimated, zi is a vector of inefficiency variables (institutional, demographic, and socio-economic variables), and εi is the random error of the model. consent to participate the sample households that participated in the primary data collection were asked for their consent to give the required data, and the researchers also assured them that the information they give will be kept confidential, and only used for the intended purpose. based on this, all the participants gave verbal consent to the researcher and participated in the interview for data collection. results and discussions descriptive results the descriptive result of the production inputs and output variables is presented in table 2. the quantity of field peas is used as a dependent variable. the mean plot size under the field pea in the study area was 0.45 hectares, indicating the smallholder farming system. this plot includes both the owned land and rented-in land. man-equivalent labor used in the model was measured in hours, and it includes both family and hired. the fertilizer used is the amount of inorganic fertilizer measured in kilograms. oxen hour is the total time it takes a pair of oxen to complete land preparation or plowing. agrochemicals include the amounts of pesticides, herbicides, fungicides, and other chemicals used per the field pea plot. in recent years, different diseases have emerged, and fababean and field pea farmers in ethiopia are spraying different agrochemicals. field pea production in the study area is dominated by male-headed households (89%). in terms of age, 61% of the respondents were aged between 30 to 50 years, with an average age of 48 years. the majority of respondents (90 %) had an experience of 10 years and above in field pea production, with an average experience of 26 years. the pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 28-35, 2024 household size for more than 94 % of the respondents ranged from 1 to 8 with an average of 6 members. the average land holding in the study areas is about 1 ha (see table 3). table 2: descriptive results variable mean std. dev. min max field pea yield (kg) 429.25 489.99 5 2500 labor used (hr.) 83.89 53.28 12 333 fertilizer used (kg) 16.66 27.34 0.1 120 seed used (kg) 59.76 42.26 10 260 oxen power (hr.) 30.03 23.55 5 120 agrochemicals (kg) 0.489 0.664 0.1 2.75 plot size (ha) 0.446 0.375 0.1 2.50 livestock (tlu) 7.990 4.330 0.1 22.1 plot distance (minutes) 24.79 41.89 0 400 market distance (minutes) 82.65 53.81 0 180 age of the head (yr.) 48.25 12.21 25 79 experience in field pea 25.94 11.71 2 55 family size (ae) 5.750 2.020 1 15 education of the head (yr.) 5.950 3.380 0 14 land owned (ha) 1.52 1.270 0 6 sex of the head 0.89 0.309 0 1 access to off-farm income 0.76 0.429 0 1 seed production (no/yes) 0.44 0.498 0 1 training on pulse (no/yes) 0.67 0.473 0 1 access to credit services 0.46 0.500 0 1 access to extension contacts 0.88 0.321 0 1 field pea adoption (no/yes) 0.65 0.479 0 1 contract farm (no/yes) 0.15 0.362 0 1 source: authors’ survey result the field pea yield per hectare in the study area is very low compared to both the national average productivity of the crop and the yield potentials of the varieties that the majority of the sample households are using. the national average productivity of the crop is 1.73 tons per hectare (ess, 2022), while the average productivity of the crop in the study area is 0.96 tons/hectare. the result of the focus group discussion showed that the yield reduction was mainly due to diseases and pests that have been devastatingly affecting the crop in recent years. econometric results this study used the stochastic frontier model to assess the technical efficiency of field pea producers in the study area. labor, fertilizer, seed, plot size, agrochemicals, and oxen power were the first-order variables (production variables) included in the model. besides, the squared values of all the production variables and their interactions were also included. finally, sex, age, education, livestock holding, experience in field pea production, access to off-farm income, plot distance, distance from the main market, access to extension services, access to credit, participation in contract farming, adoption of field pea technologies, access to training in pulse production, land ownership and participation in field pea improved seed production were the variables included as the variables affecting the inefficiency of field pea producers. after testing for heteroscedasticity and multicollinearity, all the production variables, the squared values of all the production variables, and their interactions, along with the inefficiency variables, were fitted in the model. the assumption behind this is that multiple relationships may exist among the variables and the linear and quadratic associations may also co-exist among the variables and their interactions with the dependent variables. the result depicted that seed, agrochemicals, and oxen power were the production variables that positively and significantly affected the field pea yield at a 1 % significance level (see table 3). the interaction effect of the production variables denotes the complementarities of the production inputs in agricultural production. the negative complement suggests that a joint increase of the variables decreases the production efficiency, while the positive complementarity suggests a joint increase of the variables increases the production efficiency. the result of this study disclosed pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 28-35, 2024 that the squared values and the interaction of some variables were found to be the most important variables. the squared value of labor and the squared value of the plot size positively and significantly affected field pea production efficiency at 5 %. table 3: maximum likelihood estimation results variables coef. st. err. z p>z labor 0.408 0.459 0.890 0.374 fertilizer 0.142 0.140 1.020 0.310 seed 3.007 *** 0.712 4.220 0.000 plot size 0.697 1.018 0.680 0.494 chemical 0.912 *** 0.272 3.350 0.001 oxen 0.664 *** 0.249 2.660 0.008 0.5 labor2 0.816 ** 0.330 2.470 0.013 0.5 fertilizer2 -0.091 0.057 -1.600 0.109 0.5 seed2 -0.159 0.355 -0.450 0.654 0.5 plotsize2 0.822 ** 0.346 2.380 0.017 0.5 oxen2 -0.407 0.440 -0.920 0.356 0.5 chemical2 -0.091 0.169 -0.540 0.590 labor x fertilizer -0.064 0.039 -1.630 0.103 labor x seed -0.865 *** 0.248 -3.480 0.000 labor x plot size -0.118 0.228 -0.520 0.604 labor x oxen -0.049 0.283 -0.170 0.863 labor x chemical 0.281 ** 0.114 2.460 0.014 fertilizer x seed 0.075 0.055 1.360 0.174 fertilizer x plot size -0.019 0.050 -0.370 0.709 fertilizer x oxen -0.025 0.073 -0.340 0.736 fertilizer x chemical -0.001 0.026 -0.020 0.983 seed x plot size 0.578 ** 0.233 2.470 0.013 seed x oxen 0.299 0.362 0.830 0.409 seed x chemical -0.846 *** 0.156 -5.410 0.000 plot size x oxen -0.365 0.300 -1.220 0.223 plot size x chemical 0.050 0.128 0.390 0.698 oxen x chemical 0.472 *** 0.166 2.840 0.005 _cons -0.456 2.061 -0.220 0.825 sex of the head -0.004 0.309 -0.010 0.990 off-farm -0.742 ** 0.319 -2.320 0.020 seed production -0.238 0.252 -0.950 0.344 livestock owned 0.001 0.024 0.060 0.953 training on pulse -0.512 * 0.267 -1.920 0.055 age of the head 0.001 0.015 0.080 0.937 family size 0.071 0.061 1.180 0.239 land owned 0.071 0.090 0.790 0.431 plot distance 0.001 0.002 0.650 0.517 market distance 0.000 0.002 0.130 0.900 access to credit -0.628 * 0.330 -1.910 0.057 access to extension -0.684** 0.334 -2.050 0.040 education of the head -0.005 0.031 -0.160 0.873 adoption of field pea -0.428 * 0.250 -1.710 0.086 experience in field pea -0.006 0.015 -0.360 0.718 pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 28-35, 2024 contract farming -1.077 * 0.624 -1.730 0.084 _cons 2.233 *** 0.836 2.670 0.008 u_sigma _cons -0.536 0.512 -1.050 0.295 v_sigma _cons -1.895*** 0.512 -3.700 0.000 sigma _u 0.765 *** 0.196 3.910 0.000 sigma _v 0.388 *** 0.099 3.910 0.000 lambda 1.973 *** 0.261 7.570 0.000 log-likelihood = -201.6479, no. of obs. = 207, wald chi2(27) = 266.36, and prob > chi2 = 0.0000 source: authors’ survey result the complementary effects of some variables were also found to be important variables in this study. the interaction of labor with seed and seed with the chemical was found to have a negative effect on the field pea efficiency, while the interaction of labor with chemical, seed with plot size, and oxen with the chemical was found to have a positive effect on field pea production efficiency. the inefficiency variables also fitted in the model along with the production variables and their interactions in a single-step estimation, and the result revealed that access to off-farm income extension, credit, training on pulse production, adoption of field pea technologies, and participation in field pea contract farming were the important variables that affected technical efficiency in field pea production. access to off-farm income had a negative effect, and a similar result was reported by (adnan et al., 2021). access to credit also showed a negative effect, and this result is similar to the result reported by (mujuru et al., 2022; wongnaa et al., 2019). similarly, access to extension services and adoption of new technologies were negatively related to the inefficiency, and this is in line with the finding reported by (wongnaa et al., 2019). estimation of the technical efficiency scores the technical efficiency score was estimated and presented in table 4. the average technical efficiency score is 49.23% with a standard deviation of 21.90%, and the minimum and maximum efficiency scores are 5.01% and 99.13%, respectively. this result indicates that field pea producers in the study area are producing far below the frontier, and the production is 51.77% short of the potential. this implies that field pea producers in the study would increase their output by 51.77% through efficient utilization of their resources and solving all the sources of their technical inefficiencies. table 4: summary of profit efficiency scores efficiency score range frequency percent (%) < 0.1 006 2.90 0.1 – 0.2 023 11.11 0.2 – 0.3 017 8.21 0.3 – 0.4 026 12.56 0.4 – 0.5 030 14.49 0.5 – 0.6 028 13.53 0.6 – 0.7 038 18.36 0.7 – 0.8 026 12.56 0.8 – 0.9 012 5.80 > 0.9 001 0.48 total 207 100 mean 0.4923 minimum 0.0590 std. dev 0.2190 maximum 0.9913 source: authors’ survey result the result of this research (table 2) indicated that field pea producers in the study area are harvesting an average yield of 0.96 tons/hectare. however, the technical efficiency score presented in table 4 indicates 51.77% technical inefficiency. this implies that solving all the sources of technical inefficiencies will boost the productivity of field peas to 1.95 tons/hectare. pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 28-35, 2024 conclusions this study analyzed the level of technical efficiency and its determinant factors for field pea producers in ethiopia. this crop is very important and is part of most dishes in ethiopia. the result of this research revealed that field pea producers in the study area are inefficient, and producing far below the potential. the average technical efficiency of field pea producers is 49.23 %, and its average productivity is 0.96 tons/hectare. devastatingly increasing diseases and pests were reported to be responsible for the significant yield reduction in field pea production in the study area. the national average productivity of the crop is 1.76 tons/hectare. this indicates that farmers are producing the crop at 51.77 % grain loss. the amount of seed used, oxen power/plowing chemicals sprayed, access to off-farm income, extension, credit, training and adoption of new field pea technologies were among the most important variables that affected the technical efficiency of field pea producers in the study area. the amount of seed used, sprayed agrochemicals, and oxen power for plowing were the production variables that positively affected the technical efficiency of field pea producers. the households in the study area are using an amount that is below the optimum level of these inputs. along with the first-order variables, their squared values were included, and the squared values of labor and plot size were positively and significantly related to the technical efficiency of field pea producers. moreover, the result confirmed that the complementarities among the inputs were also very important. the interaction of labor with chemicals, seed with plot size, and oxen with chemicals were among the variables positively and significantly affected the technical efficiency of field pea producers. conversely, the interaction of seed with chemicals, and seed with labor were the variables that negatively related to the technical efficiency. the finding of this research confirmed that access to off-farm income, access to credit services, access to extension contacts and training, adoption of improved technologies, and participation in contract farming were the responsible factors for the technical inefficiency of field pea producers in the study area. households with access to these variables are technically more efficient compared to households with no access to these variables. based on the findings of this research, giving vocational training to farmers, delivering technologies along with their packages to make farmers adopt new technologies, and facilitating ways in which smallholders get access to off-farm incomes and credit services will contribute much to opening the prospects for farmers to become more technically efficient in their farming business. therefore, policies and incentives promoting such activities will positively impact the technical efficiency of the farmers and speed up the transformation of the sector. references adnan, k. m. m., sarker, s. a., zannat tama, r. a., and pooja, p. 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(2019). profit efficiency among maize farmers and implications for poverty alleviation and food security in ghana. scientific african, 6, e00206. https://doi.org/10.1016/j.sciaf.2019.e00206 pa ge 1 pa ge 23 american journal of multidisciplinary research and innovation (ajmri) optimizing board composition: an empirical analysis of size, director’s independence and non-executive directors’ impact on firm performance in oman mohamed ahmed atiea elhabib1* volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.3258 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 01, 2024 accepted: july 09, 2024 published: april 23, 2025 this paper explores the multifaceted relationship between board composition and firm performance in the sultanate of oman, with a focus on board size, board independence, and the role of non-executive directors (neds). drawing on data from non-financial firms listed on the muscat securities market (msm) over a decade (2012-2022), the study employs ordinary least squares (ols) multivariate regression analysis to dissect the influence of these governance variables on a suite of financial performance metrics. the results indicate that larger board sizes are positively associated with firm liquidity, market valuation, and resilience to corporate failure, as evidenced by significant relationships with the current ratio, tobin’s q, and altman’s z score. in contrast, smaller boards are linked to higher profitability margins. the study also finds that the presence of neds has a positive and significant impact on firm performance, particularly in terms of liquidity, firm value, and risk management, challenging the traditional view that board independence is a primary driver of firm success. by contributing to the theoretical discourse on corporate governance, this research offers practical insights for corporate managers, investors, and policymakers in oman and similar economies. it suggests that an optimal board composition is contingent upon the specific performance objectives of a firm and underscores the importance of strategic board structuring in enhancing firm performance. the study provides a foundation for future research in the field of corporate governance, emphasizing the nuanced roles of board size, independence, and neds in shaping firm outcomes. keywords board independence, board size, corporate governance, neds, oman introduction the composition of a company’s board of directors plays a pivotal role in shaping its corporate governance and, by extension, its organizational outcomes. in the sultanate of oman, the corporate governance landscape is marked by distinctive regulatory and economic conditions that underscore the importance of board structure. this article extends its examination beyond board size to include the impact of board independence and the presence of non-executive directors on firm performance within the muscat securities market (msm). analyzing data from 2012 to 2022, coinciding with review and the enforcement of oman’s corporate governance code, this study provides a comprehensive view of how these board characteristics influence firm performance over time. the enforcement period offers a unique lens through which to observe the interplay between board structure and firm outcomes, particularly in light of the regulatory emphasis on board independence and the strategic role of non-executive directors. by concentrating on non-financial firms listed on the msm, the research illuminates the optimal board composition that bolsters firm profitability, liquidity, and market valuation. it delves into the nuances of board size, scrutinizing whether smaller or larger boards correlate with better performance metrics. furthermore, it assesses the contribution of independent directors to enhancing oversight and accountability, as well as the value that non-executive directors add through their expertise and external networks. the findings of this study are poised to offer valuable insights for stakeholders, including corporate managers, investors, and policymakers. by contributing to the discourse on corporate governance in oman, this research aims to inform best practices that optimize board structures for the advancement of firm performance in the region. problem statement corporate governance landscape is increasingly complex, particularly in developing economies such as oman, where the interplay between board composition and firm performance is under heightened scrutiny. corporate governance failures have led to firm-level crises and exacerbated broader economic challenges, as highlighted by oman and blume (2005). the global financial crisis of 2008 underscored the critical need for robust corporate governance mechanisms to bolster firm performance, a sentiment echoed by kirkpatrick (2009). the composition and functionality of corporate boards are pivotal in ensuring effective internal controls. a board’s size can influence its efficiency; smaller boards may struggle with resource constraints, while larger boards may face decision-making inertia due to diverse opinions and slower consensus-building processes. the latter scenario is particularly problematic in dynamic 1 university of technology malaysia, malaysia * corresponding author’s e-mail: ateia1@outlook.com pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 and globalized business environments, where agility and decisiveness are paramount (al-matari et al., 2014; yan et al., 2021). moreover, the independence of the board and the presence of non-executive directors (neds) are salient factors that can significantly impact firm performance. board independence is often associated with enhanced oversight and reduced agency conflicts, while neds are expected to contribute external expertise and objective judgment. however, the efficacy of these roles is not universally agreed upon, with some studies suggesting a positive impact, others indicating a negative relationship, and some finding no significant effect at all. in oman, instances such as the financial downturns of oman and emirates investment holding, national rice mills saog in 2001 and 2002, respectively, serve as stark reminders of the consequences of inadequate corporate governance (alabdullah et al., 2021; essel & addo, 2021). these events have catalyzed a reevaluation of board structures, emphasizing the need for a balanced approach that leverages the strengths of both executive and non-executive board members without compromising operational efficiency (zureigat et al., 2024). in light of these considerations, this study seeks to explore the nuanced effects of board size, board independence, and the proportion of non-executive directors on firm performance in the omani context. the aim is to contribute to the discourse on corporate governance by empirically examining these relationships and offering insights that may inform policy and practice in oman and similar economies. research questions the overarching question guiding this research is: what is the impact of board composition on firm performance? this broad inquiry encompasses several interrelated aspects of board structure, each with its own set of subquestions: board size: how does the size of the board affect the performance of firms in oman? does a smaller board correlate with more effective decision-making and better firm performance? conversely, do larger boards benefit from a wider range of expertise and networks, thereby enhancing firm performance? board independence: what is the influence of board independence on the operational success of omani firms? how does the presence of independent directors contribute to the governance and performance outcomes of firms? are there any discernible differences in performance metrics between firms with higher versus lower proportions of independent directors? non-executive directors: how do non-executive directors impact the performance of firms? in what ways do non-executive directors mitigate agency conflicts and enhance firm performance? what is the relationship between the proportion of non-executive directors and the various measures of firm success? the value of this research lies in its empirical contribution, offering fresh insights into the roles and importance of corporate governance factors within the sultanate of oman. the study’s findings will have significant implications for stakeholders involved in omani business. corporate managers and board directors can leverage these insights to make informed decisions that improve governance practices and enhance firm performance and shareholder value. policymakers and regulatory authorities will gain a deeper understanding of the dynamics shaping corporate governance in oman, enabling them to develop policies and regulations aimed at reducing corporate failures through increased transparency, accountability, and sustainable growth. investors and financial analysts will benefit from a clearer understanding of the relationship between board composition and corporate success, leading to sounder investment decisions and a more accurate assessment of the governance structures of omani firms. thus, this research not only enriches the body of knowledge on corporate governance in oman but also offers improved recommendations for corporate governance practices in other emerging economies. understanding the development of corporate governance systems in countries with varying economic growth levels is crucial for driving business environment changes and creating trends for further development. in sum, this study aims to provide a significant and meaningful addition to the extant body of knowledge on corporate governance, informing practitioners of best practices that enhance company board structures and promote the efficiency of firms in oman. literature review the impact of board size on firm performance the discourse on the optimal board size for enhancing firm performance is a subject of extensive debate within corporate governance research (almashhadani & almashhadani, 2023). in the context of oman, this discussion takes on unique dimensions due to the country’s specific economic and regulatory environment. the literature presented a dichotomy of views, with some scholars advocating for smaller boards that facilitate swift decision-making and cost efficiencies, while others highlighted the benefits of larger boards that bring diverse expertise and resources(bawazir et al., 2021). technological advancements and changes in organizational structures have led firms to favor smaller boards, which are believed to be more cost-effective and efficient in communication and decision-making (almashhadani & almashhadani, 2023). larger boards incur higher agency costs and may be less effective compared to their smaller counterparts. resource dependence theory perspective, asserting that larger boards offer a wider range of skills, business contacts, and expertise (elsayed, 2011). pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 however, empirical evidence presents a more nuanced picture. yermack (1996)found a significant negative relationship between board size and firm performance in american firms, measured by tobin’s q. this finding is supported a negative relationship between board size and firm performance as measured by roa in finnish firms. these studies suggest that there may be diminishing returns to board size, where the complexity and coordination costs outweigh the potential benefits of additional board members(fernández-temprano & tejerina-gaite, 2020). in contrast, abdul manaf et al. (2014), in their study of malaysian firms, found a positive impact of board size on firm performance. firms listed in the uae, reported a non-significant impact of board size on firm performance. these findings indicate that the relationship between board size and firm performance may be contingent on the specific context and governance practices of the region (almarayeh, 2023). the omani corporate landscape provides a fertile ground for further investigation into this relationship. the sultanate has witnessed its share of corporate governance challenges, which underscores the importance of effective board structures. as oman continues to evolve its corporate governance framework, studies like the present one are crucial in informing policy and practice, ensuring that board compositions are optimized to enhance firm performance and resilience against economic adversities(abdul manaf et al., 2014). this literature review section synthesizes various perspectives and empirical findings on the topic, providing a balanced overview. it also aligns with the broader themes of the study, emphasizing the importance of contextual factors in determining the optimal board size for firms in oman(almashhadani & almashhadani, 2022). table 1: key insights from previous research author(s) year sample findings theoretical framework relevance to study yermack 1996 452 american firms found a negative relationship between board size and firm performance measured by tobin’s q. agency theory suggests smaller boards may be more effective. eisenberg et al. 1998 879 firms in finland observed a negative relationship between board size and firm performance as measured by roa. agency theory supports the idea that larger boards may hinder performance. jensen 1993 conceptual argued for an inverse relationship between board size and effectiveness, recommending a maximum of eight members. agency theory provides a benchmark for optimal board size. abidin et al. 2014 75 companies on bursa malaysia reported a positive impact of board size on firm performance. resource dependence theory contrasts with findings that advocate for smaller boards. haniffa and hudaib 2006 not specified associated larger boards with a range of skills and expertise. resource dependence theory highlights the benefits of larger boards. aljifri and moustafa 2007 51 firms in uae found a non-significant impact of board size on firm performance. not specified indicates that board size may not always be a determinant of performance. adams & mehran 2012 bank holding companies examined bank board structure and performance, noting additional regulations in the financial sector. not specified relevant for excluding financial firms from the study. de haan & vlahu 2012 survey discussed corporate governance of banks and additional regulations. not specified justifies the exclusion of financial firms from the sample. pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 the impact of board independence on firm performance a board of director is considered more independent if it has more non-executive directors. however, gcc codes of corporate governance draw a line between board independence and non-executive directors. being a non-executive director does not automatically make you an independent director. article (1) of oman code for corporate governance (2003), defines an independent director, as “he or she or any of his /her first degree has not occupied any senior position (such as the chief executive officer, the general manager or similar posts) in the company for the last two years. also, he or she should not have had any relations, with the company, its parent company, or its affiliated or sister companies which could result in financial transactions”. furthermore, article (3) of oman code for corporate governance requires a minimum of 1/3rd of the total strength of the board (subject to a minimum of 2) to be comprised of independent directors (appendix a). fooladi and shukor (2012) in a recent study conducted in malaysia found that board independence is positively correlated with firm performance using tobin q. however, the relationship is found to be negative with roa. supporting fooladi and shukor (2012) findings leung et al. (2014) also found evidence of strong and positive impact of board independence on firm performance. the above results are consistent with weir et al. (2002) finding in a study conducted using a sample of uk listed firms that directors’ independence has a positive but marginally statistically significant relationship with firm performance . in contradiction with agency theory propositions and recommendations of oman code for corporate governance (2003) and contrary to the above findings, klein et al. (2005)found that board independence has no impact on firm performance. these results are in line with the findings of researchers, such as (abdullah, 2004; hermalin & weisbach, 2001; bhagat & black, 2002). in contrast, agrawal and knoeber (1996) found a statistically significant negative relationship between directors’ independence and tobin’s q. however, in the same study they reported insignificant relationship of board independence with profitability measures. similar to the findings of klein (2002a), they reported evidence of a statistically significant negative association between board independence and change in equity market value. however, the result is statistically insignificant when he uses roa and market returns as proxies for firm performance. in summary, the review of empirical research literature on the impact of board independence on firm performance is not yet conclusive (bhagat & black, 1999). the results vary from evidence of a positive relationship to negative relationship or no relationship at all. such differences could be due to using data for limited time horizon or could be a result of endogeneity since; endogeneity test has not been performed by most of prior researchers in this area (ntim, 2009). the studies that show negative relationship or no relationship are in contradiction with best practice for corporate governance, and, of course, the recommendation of oman corporate governance code (2003). it is also noted that most researchers used tobin’s q and roa (iturriaga & crisóstomo, 2010; lei & deng, 2014; rashid & islam, 2008; yaser & denise, 2012). these two proxies do not explain other important aspects of performance as mentioned earlier. based on the above, it can be concluded that empirical research findings regarding board independence are mixed. table 2 provides a summary for some of the articles reviewed on the linkage between board independence and firm performance. table 2: the impact of board independence on fp no author finding/argument positive relationship 1 leung et al. (2014) there is strong and positive impact on firm performance using roa as proxy for firm performance 2 fooladi and shukor (2012) board independence is positively correlated with tobin q, but negative with roa 3 weir, laing, and mcknight (2002) the relationship is positive but marginally statistically significant relationship with firm performance. negative relationship 4 yermack (1996) there is statistically significant negative relationship with tobin’s q, 5 agrawal and knoeber (1996) 6 klein (2002a) there is a significant negative result with change in equity market value. the result is statistically insignificant when he uses roa and market returns insignificant/no relationship 7 klein et al. (2005) board independence has no impact on firm performance. 8 abdullah (2004) 9 hermalin and weisbach (2001). pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 based on the literature, the impact of board independence is mixed. there is strong theoretical support from agency theory and resource dependence theory that the board independence has a positive impact on firm performance. the impact of non-executive directors on firm performance according to agency theory, using more neds is a mechanism that can help in mitigating the agency conflict by exerting more control on management (fama & jensen, 1983; jensen, 1993; lipton & lorsch, 1992). in the same direction, following a resources dependence theory, proponents of having more neds on boardsargue that using more neds is positively linked with firm performance. they view neds as expert in their domain and they can bring valuable experience and talent and relationships to the board that can help in furthering company business (chhaochharia & grinstein, 2009; haniffa & hudaib, 2006). contarary to the above two arguments, proponents of the steawardship theoryargue that having more neds could have a negative impact on firm performance, claiming that neds have less knowledge of the firm than inside directors (bozec, 2005). furthermore, opponents to having more neds in the board often argue that neds are normally executive or board members at other companies and as such they do not have enough time to devote for the company (jiraporn et al., 2009). it is also believed that non-executive directors can play a vital role in protecting shareholders’ wealth decision-making and control (hermalin & weisbach, 1988; john & senbet, 1998). rosenstein and wyatt (1990) find that boards with high percentage of outside directors are positively correlated with firms’ performance. similarly, baums (1994) and heenetigala (2011) also find that higher percentage of neds on board committees positively affect company performance. this finding is in line with the recommendation of oman code for corporate governance (2003) article (3) which requires that the board shall be comprised of a majority of non-executive directors. in contrast, hermalin and weisbach (1991) and bhagat and black (2001) found that there is no significant relationship between the proportion of neds and firm performance. different than the above two streams of findings, fosberg (1989) proxying the ratio of sales to total assets for firm performance, found that firms with majority outside directors have a lower sales to total assets ratio than their counterparts. table 3 provides examples of previous research findings on the relationship between neds andfirm performance. the above review of the literature demonstrates that empirical research literature has been inconclusive regarding the impact of non-executive directors on firm performance. however, from an agency theory perspective it can be reasonably argued that the efficacy of a board relies on the most favorable mix within inside and outside directors. the codes of corporate governance of oman, qatar, saudi arabia and uae require the majority of shareholders to be non-executive directors. only bahrain code for corporate governance requires that 50% of board members should be nonexecutive directors. table 3: the impact neds on fp no author country finding/argument positive relationship 1 heenetigala (2011) sri lanka higher percentage of non-executive directors positively affect company performance 2 baysinger and hoskinsson, (1990) usa there is evidence of direct and significant relationship between higher proportion of neds and firm performance. 3 baums, (1994) germany there is evidence of significant relationship between higher proportion of neds and firm performance. 5 cotter et al. (1997) usa neds presence is positively related to shareholders’ wealth negative relationship 6 fosberg (1989) usa firms with majority outside directors have a lower sales to total assets ratio than their counterparts insignificant/no relationship 4 bhagat and black (2002) usa percentage of neds does not impact firm performance. the above review revealed that having higher proportion of non-executive directors can bring about more control, more accountability and more experience that can help in implementing monitoring and control over executive management. moreover, the effect of having few good executive directors should not be ignored completely since they are expected to bring more internal knowledge of firm business and critical success factors as insiders to the firm. based on the above the researcher expects that the presence of more neds on the board of directors to have a positive relationship with firm performance. hypothesis development the dimension of board size and its consequential impact on firm performance has garnered considerable scholarly attention, with a diverse array of findings that span pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 across different theories and empirical contexts (nahar et al., 2022). proponents of smaller boards, drawing upon agency theory, posit that larger boards are associated with heightened agency costs, potentially detracting from firm performance (bawazir et al., 2021). conversely, advocates of larger boards, informed by resource dependence theory, argue that the breadth of expertise and knowledge inherent in larger boards could positively influence firm performance (roszaini haniffa & hudaib, 2006). the omani corporate governance landscape presents a unique case, as the oman code does not stipulate a definitive board size, allowing firms the autonomy to determine their board composition (rehman, 2021). this regulatory flexibility necessitates an examination of board size effects within this specific governance environment. empirical evidence is divided into three streams: the first suggests that smaller boards are more efficacious, particularly in the context of u.s. firms (yermack, 1996); the second stream posits that larger boards may be advantageous (abdul manaf et al., 2014); and the third stream indicates an insignificant relationship between board size and firm performance (aljifri & moustafa, 2007). notably, prior research has often overlooked critical performance aspects such as short-term liquidity and the probability of firm failure. given the mixed results and the gaps identified in the literature, the following hypothesis is proposed for empirical testing within the omani context: hypothesis there is a negative and statistically significant relationship between board size and firm performance in omani firms. specifically, larger board sizes are hypothesized to be associated with lower performance metrics, such as return on assets (roa), return on equity (roe), return on invested capital (roic), net profit margin percentage (npmp), current ratio, tobin’s q, and altman’s z score, reflecting the agency theory’s perspective on the inefficiencies of larger boards.this hypothesis aims to contribute to the ongoing discourse by providing empirical evidence from the unique regulatory and economic setting of oman, thereby enriching the understanding of corporate governance’s role in firm performance (almashhadani & almashhadani, 2023). h1 there is a positive relationship between board sizeandfirmperformance non-executive directors and firm performance from an agency perspective, having a higher percentage of neds is very important in mitigating the agency conflict by exerting more control over management (bennedsen et al., 2008). as explained in section 2.8.3.3 the empirical research literature has been inconclusive regarding the impact of non-executive directors on firm performance. also proponents of resource dependence theory, argue that using more neds is positively linked to firm performance, due to the fact that neds are experts in their domain and they are expected to bring valuable experience, talent and perhaps business relationships to the board that can help in furthering company business(roszaini haniffa & hudaib, 2006). oman code for corporate governance (2003) article (3) requires that the board shall be comprised of a majority of non-executive directors and those non-executive directors and independent directors shall be identified in the annual report. following either agency theory or resource dependence theory, having more neds in the board is preferable, leading to the third hypothesis: h2 non-executive directors have a positive and statistically significant impact on firm performance. board independence and firm performance both agency theory and resource dependence theory explains the potential positive impact of having independent directors on firm performance. moreover, article (3) of oman code for corporate governance highlighted the importance of board independence by requiring a minimum of 1/3rd of the total strength of the board (subject to a minimum of 2) shall comprise of independent directors, emphasizing the importance of board independence. as explained by a stream of researchers, such as yermack (1996), agrawal and knoeber (1996) and klein (2002a) reported an evidence of a negative relationship between board independence and firm performance. another, stream of researchers, such as klein et al. (2005), nahar abdullah (2004) and hermalin and weisbach (2001) found that board independence has impact on firm performance at all. in line with the recommendation of oman code for corporate governance and the propositions of agency theory that independent directors mitigate agency conflict by enhancing monitoring over executive management, a third stream of researchers, such as fooladi and shukor (2012); leung et al. (2014), and weir et al. (2002) found an evidence of a positive relationship between board independence and firm performance. it is also worth mentioning that most researchers used tobin’s q and roa. these two proxies do not explain other important aspects of performance as measured earlier. thus, the following hypothesis is proposed; h3 board independence has a positive and statistically significant impact on firm performance materials and methods data collection this section delineates the methodology employed for data collection, encompassing the number of firms, the duration of the study, the distribution of the firms under scrutiny, and the data sources utilized. pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 sample and years of the study the sample encompasses all companies listed on the muscat securities market (msm) over a decade, from 2012 to 2022. the year 2003 marks the enforcement of the corporate governance code, providing a baseline for assessing the code’s impact on firm performance. the study’s temporal scope ensures a robust dataset for statistical analysis. financial sector firms are excluded due to their adherence to additional regulatory measures imposed by the central bank of oman (cbo), which could impede comparability with non-financial entities (adams & mehran, 2012; de haan & vlahu, 2012)the msm comprises approximately 118 firms; after excluding 34 financial firms and 4 firms with incomplete data, the final sample consists of 80 nonfinancial firms, representing 95% of the total non-financial firms on the msm. data sources data were collated from three primary sources: (i) datastream, (ii) firms’ annual reports, and (iii) corporate governance reports. mandatory annual disclosures by listed companies provide insights into compliance with the oman corporate governance code (2002). notably, datastream served as the primary repository for firm performance and control variables, supplemented by annual reports for any missing data. corporate governance information was extracted from both corporate governance reports and annual reports. definition and measurement of variables in alignment with contemporary research, this study measures the following variables: board size [bdsze] the total number of board members at the end of each year. this measurement is consistent with recent findings that both smaller and larger boards can have distinct implications for various performance metrics (puchetamartínez & gallego-álvarez, 2020). board independence [bdind] the percentage of independent directors on the board. independent directors are those who do not hold any executive position within the company and are not involved in the daily operations of the firm. this definition aligns with recent research that has examined the relationship between board independence and firm performance, with some studies finding positive associations and others reporting no significant impact (jentsch, 2019). non-executive directors [neds] the percentage of board members who are nonexecutive directors. neds are directors who are not part of the company’s executive management team and typically do not engage in the day-to-day management of the firm. recent studies have shown that neds can have a positive impact on firm performance by providing valuable expertise and oversight (sethi et al., 2022). to further explore the impact of different board sizes on firm performance, additional binary variables are defined as follows: bdsze2 equals 1 if the board size is less than 7 (the mean), otherwise 0. bdsze3 equals 1 if the board size is between 8 and 10, otherwise 0. bdsze4 equals 1 if the board size is more than 10, otherwise 0. these variables allow for a segmented analysis based on board size categories to assess their differential impact on various financial performance indicators. similar methodologies have been employed in recent studies that investigate the optimal board size for enhancing firm performance (pucheta-martínez & gallego-álvarez, 2020; jentsch, 2019). board independence [bdind] board independence is normally measured by the proportion of neds to total board members (abdullah, 2006; basiruddin, 2011; dalton et al., 1998; kiel & nicholson, 2003; laing & weir, 1999; leng, 2004). article (1) oman code for corporate governance (2003) defines an independent “he or she or any of his/her first degree relatives has not occupied any senior position (such as the chief executive officer, the general manager or similar posts) in the company for the last two years. also he or she should not have had any relations with the company, its parent company or its affiliated or sister companies, which could result in financial transactions” it also requires the segregation between non-executive directors and independent directors and that more than 33% of board members are independent. for the purpose of the study the board independence is measured by the proportion of independent directors to the total number of board members present at the end of the year in the main analysis. additional definition is added, in order to examine the impact of a code article specified by oman code for corporate governance (2003), which is: bdind2 = if the percentage of independent board members is more than or equal 33%, bdindp2 equal 1, if less than 33% bdindp2 equal 0 non-executive directors [neds] following mura (2007) and owusu (2012) for the purpose of the study neds is measured as the percentage of the number of non-executive directors of the total number of board members at the end of the year. oman code for corporate governance (2003) aricle (3) requires that the board shall be comprised of a majority of non-executive directors. pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 model specifications the model aims to analyze the impact of board composition on firm performance. it includes variables for board size, board independence, and the percentage of non-executive directors, along with other control variables that may influence firm performance. fpit= β0 + β1bszeit + β2bdindit + β3nedsit + i∑nbicontrolsit + eit where: • ( fp_{it} ) = firm performance, measured by financial metrics such as roa, roe, roic, npmp, cratio, tobinq, and altmanz. • ( \beta_0 ) = constant term. • ( bsze_{it} ) = board size at time ( t ) for firm ( i ). • ( bdind_{it} ) = board independence at time ( t ) for firm ( i ), measured as the percentage of independent directors. • ( neds_{it} ) = percentage of non-executive directors at time ( t ) for firm ( i ). • ( controls_{it} ) = control variables at time (t) for firm (i), which may include factors like firm age, industry, leverage, etc. • ( e_{it} ) = error term. the coefficients ( \beta_1 ), ( \beta_2 ), and ( \beta_3 ) represent the impact of board size, board independence, and the percentage of non-executive directors on firm performance, respectively. the control variables are included to account for other factors that might affect firm performance. the error term captures the variation in firm performance not explained by the model. where: fpit = firm performance as measured by a suite of financial metrics composed of; roa, roe, roic, npmp, the current ratio (cratio), tobin’s q (tobinq) and altman’s z ( altman’s z) β0 = constant bsze = board size findings the findings from ols multivariate regression analysis as shown the table below provide a nuanced view of the impact of board size on various aspects of firm performance. the results suggest that while board size has a negative and significant relationship with net profit margin percentage (npmp), indicating that smaller boards may be more efficient in enhancing profitability as a percentage of sales revenues, it does not have a significant impact on shareholder returns as measured by roe or roic, nor on the return on each dollar invested in assets as measured by roa. table 4: descriptive statistics no variables mean median standard deviation minimum maximum skewness kurtosis 1 bdsze 7.08 7 1.44 4 12 0.62 3.24 2 bdind 89% 100% 18% 0% 100% -2.32 9.53 3 neds 95% 100% 9% 50% 100% -1.7 5.46 4 totast(mln) 33 11.6 72.9 0.6 729.4 6.2 50 5 lntotast 9.5 9.4 1.3 6.4 14 0.33 2.9 6 lev 0.51 0.47 0.34 0.03 3.1 2.2 13 7 lnlev -0.89 -0.77 0.71 -3.5 1.1 -0.59 3.4 8 roa 0.052 0.06 0.11 -0.48 0.55 -0.39 5.5 9 roe 0.11 0.12 0.4 -4.5 2.6 -2.7 43 10 roic 0.26 0.18 0.42 -1.6 2.5 0.87 5.9 11 npmp 0.046 0.07 0.46 -2.6 2.3 -2 14 12 cratio 2.1 1.4 2.1 0.02 20 3.7 22 13 tobinq 1.3 1.2 0.73 -0.07 7.8 3.2 21 14 altmanz 3.1 2.1 3.2 -2.9 24 2 9 bdsze=board size; bdinp= board independence percentage; neds= non-executive directors percentage; totast= the book value of total assets; lev= the percentage of total debt to total assets value; lnlev = the natural logarithm of debt to total assets ratio; roa= return on assets; roe= return on equity; roic = return on invested capital; npmp = net profit margin as percentage of sales value; cratio = current ratio, which is total current assets divided by current liabilities; tobin q = a proxy for firm value; altmanz = a ratio that measures the firms risk of corporate failure the table 4 abovesummarises numerous classical and essential financial and governance indicators critically important for evaluating the company’s actual performance and organizational and managerial characteristics. measures like board size, independence and non-executive directors illuminate the governance landscape. various profitability efficiency measurements such as return on assets, equity, and invested capital help assess financial health and operational efficiency. in contrast, net profit margins give information on operational performance. furthermore, indicators like the current ratio and altman z-score present an idea pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 of the financial and credit solvency and the probability of corporate failure. these metrics shown in the table above allow for a better assessment of the company’s governance, financial situation, health, and value – all important for decision-making and relevant strategic planning. table 5: pairwise correlation ` variable a b c d e f g h i j a bdsze 1 b bdindp 0.09 1 c neds 0.08 0.46 1 d roa 0.12 0.11 0.02 1 e roe 0.05 0.04 0.05 0.45 1 f roic 0.16 0.08 0.03 0.79 0.39 1 g npmp 0.03 0.04 0.03 0.67 0.27 0.46 1 h cratio 0.2 0.15 0.15 0.26 0.04 0.12 0.28 1 i tobinq 0.09 0.07 0.08 0.27 0.13 0.31 0.04 0.05 1 j altmanz 0.2 0.14 0.09 0.51 0.16 0.41 0.29 0.43 0.45 1 the pairwise correlation table 5 also shows patterns in the association of the different variables under consideration in the study. when comparing the bdsze with other board characteristics, we obtain weak negative correlations. in contrast, the correlation with bdindp is even weaker, which means less robust evidence was found when using this variable in testing the hypothesis. there is only a modest negative correlation between the bdsze and the neds variable, which forms slightly stronger evidence compared to the bdindp. having reviewed the concept of financial performance and examining whether it has a weak, moderate or strong correlation with other variables, it is possible to state that there are relatively low but positive levels of correlation between roa and roe financial performance indicators. however, return on invested capital (roic) confirms the highest level of relations coefficients with a net profit margin (npmp) and tobin’s q (tobinq), suggesting that they might have certain common antecedents on financial performance. also, altman z-score has a moderate positive correlation with the roic and roe, implying the relationship between the soundness of economic health and profitability performance. in sum, such correlations present an understanding of how and where cg mechanisms and different fp measures are related to guide further research and employ it for the current strategic management. table 6: ols regression results coefficient (t-statistics) row variables roa roe roic npmp cratio tobinq altma z 1 bdsze 0.0008867 0.0059004 0.0068548 -0.023986 0.2181865 0.0380318 0.177244 -0.31 -0.52 -0.64 (-1.91)* (4.26)*** (1.87)* (2.67)*** 2 bdind 0.0330789 0.0822056 0.0382816 -0.023891 0.3816807 0.0579966 0.3701482 -1.37 -0.86 -0.42 (-0.23) -0.89 -0.34 -0.66 3 neds -0.00491 -0.245642 0.1688816 0.2237611 3.238434 0.7941605 2.915489 (-0.11) (-1.35) -0.98 -1.1 (3.93)*** (2.42)** (2.73)*** 4 totast 2.45e-07 2.36e-07 1.95e-06 4.74e-07 -2.08e-06 0.0000011 0.00000192 (4.49)*** -1.09 (9.55)*** (1.98)** (-2.13)** (2.85)*** -1.52 5 lnlev -0.051137 0.0006622 -0.112894 -0.166443 -1.427344 0.2051514 -3.011077 (-9.48)*** -0.03 (-5.6)*** (-7.03)**** (-14.82)*** (5.36)*** (-24.11)*** 6 intercept -0.030275 0.0120882 -0.163381 -0.272214 -5.317258 0.455088 -4.168512 (-0.62) -0.06 (-0.9) (-1.28) (-6.14)*** -1.32 (-3.71)*** adj. r2 20% 7% 26% 11% 33% 11% 51% *** are significant at p<0.01, ** are significant at p<0.05 and *at p<0.10 the table 6 provided coefficients and their associated t-statistics offer insights into the relationships between variables and financial performance metrics. among these variables, board size (bdsze) appears to have a positive pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 but insignificant relationship with roe and roic. the independence of the board (bdind) has weak or negative correlations to various financial measures. on the other hand, for most of the indicators, non-executive directors (ned) estimation shows a positive correlation, which suggests their role in corporate profitability and efficiency. totast is positively correlated with the dependent variables, namely the roa and roic, which are key indicators of total asset productivity. further, it established that several financial-related variables have significant inverse relations with leverage, as indicated by lnlev and shows the risk of using high levels of debt. the intercept term reflects the base effect on financial performance when other variables are held constant. overall, these coefficients provide valuable insights into the drivers of financial performance and the significance of governance structures in shaping corporate outcomes. table 7: synthesis of findings performance metric impact of smaller board size impact of larger board size impact of board independence impact of higher percentage of neds significance net profit margin percentage (npmp) higher profitability margins less profitable no significant impact positive impact on firm performance negative and significant for board size; positive and significant for neds current ratio (cratio) not specified better shortterm liquidity no significant impact positive impact on firm performance positive and significant for board size and neds tobin’s q (tobinq) not specified higher market value no significant impact positive impact on firm performance positive and significant for board size and neds altman’s z score (altmanz) not specified more resilience to corporate failure no significant impact positive impact on firm performance positive and significant for board size and neds return on equity (roe) no significant impact no significant impact no significant impact no significant impact insignificant return on invested capital (roic) no significant impact no significant impact no significant impact no significant impact insignificant return on assets (roa) no significant impact no significant impact no significant impact no significant impact insignificant table 7 synthesizes the study’s findings, showing that while larger board sizes are associated with better liquidity, market value, and resilience, they are less effective in terms of profitability margins. board independence does not show a significant impact on the performance metrics used in this study. however, a higher percentage of neds is positively associated with firm performance across several metrics, underscoring their potential value in corporate governance. interestingly, the analysis reveals that larger boards are positively associated with firm liquidity, firm value, and resilience to corporate failure. this is evidenced by the positive and significant relationships with the current ratio (cratio), tobin’s q (tobinq), and altman’s z score (altmanz), with r-squared values of 33% and 51% for cratio and altmanz, respectively. these findings suggest that larger boards may contribute to better short-term liquidity and higher market value, and they may also provide a buffer against corporate failure. however, the study’s hypothesis that board size has a negative impact on firm performance receives limited support, as the negative effect is only observed with npmp. the lack of significance in the relationship between board independence and firm performance indicators suggests that the percentage of independent board members does not necessarily correlate with the performance measures used in this study.the descriptive statistics for board size among companies listed on the muscat securities market (msm) indicate an average board size slightly above seven members, with a median of exactly seven, suggesting that half of the firms have boards composed of seven members or more. the distribution of board size appears to be approximately normal, with a skewness of 0.62 and a kurtosis of 3.24, indicating a smoother distribution. these findings contribute to the broader understanding of corporate governance in oman, highlighting the complex relationship between board composition and firm performance. they underscore the importance of considering the specific roles and functions of board members when evaluating the effectiveness of board structures in enhancing firm performance. pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 discussion of findings board size the empirical findings of this study offer a nuanced perspective on the relationship between board size and firm performance, particularly within the context of omani corporations. the negative and statistically significant association between board size and net profit margin percentage (npmp) corroborates the agency theory’s postulation that larger boards may impede effective management oversight, potentially leading to suboptimal financial performance (hermalin & weisbach, 2001; yermack, 1996). conversely, the positive and statistically significant relationships observed between board size and the current ratio (cratio), tobin’s q (tobinq), and altman’s z score (altmanz) suggest that larger boards contribute positively to short-term liquidity, market valuation, and resilience against corporate failure. this aligns with the resource dependence theory, which posits that the diversity and breadth of experience provided by larger boards can be instrumental in enhancing business operations and overall firm performance (abdul manaf et al., 2014; roszaini haniffa & hudaib, 2006). the absence of a significant relationship between board size and profitability measures such as return on assets (roa), return on equity (roe), and return on invested capital (roic) indicates that these aspects of firm performance may be influenced by factors beyond the scope of board composition. this finding is consistent with the results of aljifri and moustafa (2007) who reported a non-significant impact of board size on firm performance in their study of uae firms. this study contributes to the extant literature by providing evidence of the positive impact of larger board size on firm short-term liquidity and the probability of avoiding corporate failure, a dimension not previously explored in depth. the implications of these findings are significant for corporate governance practices, suggesting that the optimal board size may vary depending on the specific performance metrics of interest to stakeholders. larger boards may not necessarily enhance certain profitability measures; they appear to play a crucial role in bolstering a firm’s liquidity, market value, and stability. these insights are particularly valuable for omani firms and regulators, as they navigate the complexities of corporate governance to foster robust and resilient business environments. board independence although, conventional wisdom is in support of a positive relationship of board independence and firm performance, this study, and several prominent researchers have provided evidence of a negative or insignificant relationship of board independence to firm performance (agrawal & knoeber, 1996; bhagat & black, 2002; yermack, 1996). this result can be explained by the following reasons; the first reason is that independent directors may not be truly independent directors, as they may have special relationships with the ceo or other members of executive management, or they could have been in the board for too long and as a result they are not independent enough (abdullah, 2004; bhagat & black, 2002; mura, 2007). the second reason is that, independent directors are mostly outside directors who are too busy to focus to exercise their monitoring and advisory roles as board members because they are too busy (falato et al., 2014; jiraporn et al., 2009). the third reason is that outside directors may have little knowledge about the firm as compared to inside directors, and because of such information asymmetry, decisions taken by independent directors may be suboptimal compared to decisions taken by inside directors (healy & palepu, 2001; klein, 2002b; klein et al., 2005; pratt et al., 1985). this result supports the findings of klein et al. (2005), abdullah (2004), hermalin and weisbach (2001), and bhagat and black (2002) who all found that board independence has no impact on firm performance. in spite of using a wider set of financial performance indicators, a positive relationship between board independence and any of these seven financial performance indicators cannot be substantiated. the result is also not in line with the recommendations of article (3) of oman code for corporate governance which requires that at minimum 1/3rd of the total strength of the board (subject to a minimum of 2) shall be comprising of independent directors. however, the study result also added two extra findings regarding the relationship between board independence and firm short-term liquidity and board independence and firm probability of corporate failure. the results of ols multiple regressions reveal that board independence has no significant impact on both firm short-term liquidity as measured by the current ratio and firm probability of corporate failure as measured by altman’s z. non-executive directors the study findings regarding impact of having majority non-executive directors on firm performance revealed that non-executive directors have a positive and significant impact on firm performance as measured by the current ratio, tobin’s q and altman’s z score. this result is very important and it is in line with the recommendation of aricle (3) of oman code for corporate governance (2003) which requires that the board shall be comprised of a majority of non-executive directors (rehman, 2021). the result also supports the study hypothesis (4) that there is a positive and significant relationship between the existence of majority non-executive directors and firm performance. the positive and significant relationship of neds with firm performance can be explained by both the agency theory and the resource dependence theory(fama & jensen, 1983a).from an agency theory prospective neds is a mechanism that is very crucial in mitigating the agency conflict by excreting more control on management (fama & jensen, 1983b; jensen, 1993; lipton & lorsch, 1992). pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 23-37, 2025 following a resource dependence theory perspective, neds as experts in their domain can bring valuable experience and talent and relationships to the board that can help in furthering company business (chhaochharia & grinstein, 2009; roszaini haniffa & hudaib, 2006). the above findings support the previous resarch findings of several author such as (cotter et al., 1997; baysinger & hoskisson, 1990). however, the relationship is found to be insignificant with roa, roe, roic and npmp. this result support the findings of bhagat and black (2002) that having majority of non-executive directors has no impact on firm performance. the insignificant results on the impact of non-executive directors on profitability measures and the positive impact on shortterm liquidity, firm value and the risk of corporate failure could be explained by the fact that enhancing fir profitability may require more inside information about the firm, which might not be available to outside nonexecutive directors (healy & palepu, 2001; pratt et al., 1985). however, enhancing short-term liquidity, firm value and the probability of corporate failure much depend on directors’ expertise, connections with sources of outside finance and reputation in the market (ros haniffa, abdul rahman, & haneem mohamed ali, 2006; roszaini haniffa & hudaib, 2006; hillman et al., 2009). implications theoretical implications: this study broadens the theoretical framework by integrating a multifaceted approach to board composition, revealing significant insights into the interplay between board size, board independence, and the presence of non-executive directors on firm performance. it has been observed that while a larger board size positively influences shortterm liquidity and firm value, an optimal range of 8 to 10 directors appears to maximize performance. however, the study also notes that firms with boards larger than 10 members, though potentially less profitable, demonstrate enhanced liquidity and a stronger resilience to corporate distress. practical implications: the practical implications of this study are extensive, affecting corporations, investors, investment advisors, policymakers, and regulators. implications to corporations: the findings provide oman’s listed companies with strategic insights for structuring effective boards that optimize firm performance across various metrics. by delineating governance mechanisms that positively correlate with firm performance, corporations can better allocate resources, potentially reducing costs associated with excessive meetings and committees. the study underscores the importance of tailoring board size to the specific performance objectives of a firm. for instance, firms aiming to enhance market value or navigate distress may benefit from a larger board, while those seeking to improve profit margins might find a smaller board more effective due to its decision-making efficiency and cost savings related to director remuneration and incidental expenses. implications to policy and regulation: regulators and policymakers can draw from these findings to refine corporate governance codes, particularly concerning the recommendations for board independence and the proportion of non-executive directors. the study’s insights could inform policies that balance the need for independent oversight with the practical considerations of director availability and firm-specific knowledge. implications to investors and advisors: investors and investment advisors can leverage the study’s conclusions to assess the governance structures of firms more accurately, making informed decisions based on the composition of the board and its alignment with the firm’s performance goals. in essence, this study moves the conversation beyond a binary comparison of board sizes to a nuanced understanding of how board composition—including size, independence, and the presence of non-executive directors—aligns with specific performance objectives. this nuanced perspective is crucial for firms strategizing to enhance particular facets of performance, whether it be market value, liquidity, or profitability. conclusion the inclusion of board independence and non-executive directors further enriches the theoretical landscape. the study finds that board independence does not necessarily correlate with improved firm performance, challenging conventional wisdom and supporting the notion that the effectiveness of independent directors may be contextdependent. conversely, the presence of non-executive directors has been shown to positively and significantly impact firm performance, particularly in terms of liquidity, firm value, and risk management. limitations of study this research has corporate governance variables and corporate performance in the context of emerging economies. however, it is also crucial to look at some limitations of this research. this can have implications in generalizing the findings and their applicability to different organizations. it has several limitations: firstly, the empirical data have been collected only from the muscat security market, which is a comparatively small market and may restrict the generalizability of the outcomes to other larger and more diverse markets. finally, developing hypotheses concerning the oman code for corporate governance framework also further questions the possibility of generalizing the outcomes to countries with different institutional environments. references abdul manaf, k. b., amran, n. a., & zainol abidin, a. 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(2024). does board of directors affect financial performance? a study of the jordanian companies. uncertain supply chain management, 12(3), 1441–1450. https://doi.org/10.5267/j.uscm.2023.12.354 pa ge 1 pa ge 13 0 american journal of multidisciplinary research and innovation (ajmri) talent management program in a state university and college (suc) jose marlon j. refuncion jr.1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3229 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 20, 2024 accepted: july 25, 2024 published: july 30, 2024 the study intends to find out the existing talent management program and practices of suc and determine the extent of implementation of talent management. the researcher used simple random sampling results of about 142 employee-respondents and it was held in samar state university. a descriptive-evaluative survey design was used to assess the talent management practices and strategies presently implemented within the locale of the study. talent management practices of the suc resulted from the majority of various ‘yeses’ in the form of frequency. employee engagement practices, suggestion boxes, and training needs survey resulted in 138 (95.50) and 114 (80%) yeses from the employee-respondents. it was emphasized that work ethic 121 (85%) and job expertise 121 (85%) are the major characteristics that define talent. it was also suggested that strategies of suc must provide training and development (87.50%), rewards, and bonuses (77.50%). the study also found out that informal succession planning is exercised with a rating of 80% or 114, thus formal succession management of talents must be implemented. suc support in pursuing a doctorate of employees has a compelling score of 110 (77.50%). the majority of employee respondents choose incentives (128 (90%) as monetary and training and development opportunities, and 103 (72.50%) as non-monetary rewards as part of their reward and recognition. the extent of implementation of talent management strategies, and process improvement results to ‘significantly implemented’ except for one ‘company process help work improvement was only ‘moderately implemented’. in management improvement, all resulted in ‘significantly implemented’ same as to work environment improvement. the researcher suggests that these talent management strategies must be fully implemented as an anchorage for the success of talent retention and the satisfaction of employees within suc. keywords talent management, talent management practices, talent management strategies, talent retention, reward, recognition, motivation, process, management, work environment, improvement catbalogan city, samar introduction talent management is essential for success in molding the office, human resources, and performance itself. the vast struggles of the companies mainly to initiate the engagement and retention of high-level professionals’ talents, improve management, and have a strong culture of excellence, redesigning what people feel to be empowered through the use of their talents and skills to the organization and manager’s need to restructure their talent management program to sustain star quality employees that is a major use in a particular organization. in the context of an innovative economy, talent management decisions become effective in changing situations (iscandarov, 2018) by developing talents and capabilities by capacitating individuals to be positionready and boosting organizational productivity to a competitive advantage (sujatha, 2020) and this is by efficiently utilizing talents as a key tool (horváthová, 2011) to develop employees continuously, make use of it and retain them as an asset to the company (orlova et al, 2015). talent management is defined as an exclusive form of workforce management (gallardo‐gallardo, dries, & gonzález‐cruz, 2013). hiring managers usually make it hard for them because landing key talent is hard to acquire and varies in the first place and there is no assurance that the skills you need will be available and even if that is included in their qualification disclosed is not certain if productivity and use of skills will be at a higher/beyond expectations. according to (gelens et al., 2014) their research suggests the identification of talents is related to a positive attitude of employees and employer and employee perceptions about talent can be problematic (sonnenberg et al., 2014). communication is also an important medium of the way workers think that talent potential must be unleashed by the way supervisors do with their talent management strategies that counters the problem of several organizations that don’t communicate to talent about their special status to their employees (dries & de gieter, 2014). the study also reveals that the “talent” of employees considered by their employer is more to become potential future leaders (gallardogallardo et al., 2013). managers’ interaction with their employees plays a vital role as they must provide teamwork, good relationships, and synergy among the departments as one holistic organization with a unity of direction and command. some of the traditional managers think that without them, there can be no employees, but in the sense of their leadership “there can be no managers if there were no employees/subordinates”. employees’ satisfaction is one of the factors that are perceived to have happy employees 1 college of arts and sciences at the samar state university, catbalogan city, samar philippine * corresponding author’s e-mail: josemarlon.refuncion@ssu.edu.ph pa ge 13 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 130-137, 2024 and these employees are the ones who are productive which leads to the organization’s talents it is like resources that are sometimes neglected or unrecognized by the managers. talent management challenges and issues become more and more obvious along with retention of employees, performances, and strategic management (saadat, 2016) and by clearly showing and cascading the importance of employee engagement enhancement, talent management roles, and improving organizational productivity as a proper dynamic process in managing talents as suggested by hongal and kinange (2020). chethana (2023) and baporikar (2019) accentuate the primary problem of talent management, which is the employee’s lack of motivation and undervalued skills, which are the common factors that lead to ineffective talent management. with this higher educational institution (hei) lens, faculty or academic employees valuing talents employing small recognition fits well in their capacity and self-motivation to achieve milestones of their success, which pol and patil (2015) also encourage that there must be a shift in the approach recognizing the faculty as a most valuable resource of the organization, and with this, the company will hold employees at the best of their performances. factors affecting talent management as may vary according to the management involved, structural and environmental factors in suc. objectives 1. to find out the existing talent management program and practices in a hei as to: 1.1. employees engagement 1.2. detaining and retaining top/key talent 1.3. succession planning 1.4. training and development 1.5. reward and recognition 2. determine the extent of implementation of talent management strategies in hei in terms of: 2.1. process improvement 2.2. management improvement 2.3. work environment improvement methodology research design the researcher utilized a descriptive-evaluative survey design to assess the talent management program existing in the respondent of ssu employees of the talent management program, practices, and strategies through faculty perception. the results will provide awareness and the creation/implementation of talent management programs through human resource intervention. research locale the study locale is conducted in samar state university, catbalogan city, samar, philippines. research participants the researcher used simple random sampling and identified 142 respondents. research instrument the questionnaire administered contains the talent management programs, practices, strategies, and motivational factors. another section was taken from the survey of erc which involves workplace programs, practices, training, and consulting answerable by yes or no, and with minor revision (erc talent management practices survey, 2012). some points of part ii also came from senthilkumar’s (2009) study talent management practices to be answered by a five-point likert scale (eustaquio, 2015) for the extent of implementation results as follows: 4.50 – 5.00 fully implemented (fi) 3.50 – 4.49 significantly implemented (si) 2.50 – 3.49 moderately implemented (mi) 1.50 – 2.49 partially implemented (pi) 1.00 – 1.49 least implemented (li) research participants the researcher used simple random sampling and identified 142 respondents. data analysis the results obtained from the respondents were analyzed in line with the research objectives using frequency and percentages presented in tables. weighted average and general weighted average are used to determine the extent of implementation of talent management programs and practices when it relates to talent management know-how, talent management strategies, and talent management motivations. ethical consideration the respondents were informed that answers were within the bounds of confidentiality and that the individual respondents had established and approved questionnaire consent. results and discussion the researcher arrived at results from the employee respondents, which are available below. talent management program and practices table 1: talent management practices for retaining top talents employee engagement practices f (yes) percentage % f (no) percentage % total (n) social media or blog 53 37.50 89 62.50 142 confidential phone line 25 17.50 117 82.50 142 training needs survey 114 80.00 28 20.00 142 pa ge 13 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 130-137, 2024 employee engagement practices table 1 shows that among the talent management practices along with employee engagement, the two highest practices of management conducted are suggestion boxes and training needs survey with a result of 138 (95.50) and 114 (80%) yeses from the employee respondents. suc practices suggestion boxes among employees who would like their voice to be heard in the form of feedback to the offices that provide services to them, this could be a reflection of how offices efficiently contribute to the satisfaction of employee respondents and suggestions become an avenue on how managers can provide solutions and awareness leading to customer satisfaction, as vijayarani (2014) identified suggestions among employees as a tool that is valuable part of the involvement of employees for improvement, same has been said by milne (1995) that it enhances morale and motivation of employees as a contributor for the engagements and decisions. the suc employs individual development plans (idp) as an essential requirement for dealing plans both long-term and shortterm, it consists of training relevant and useful to the employee and schooling master and doctorate for career growth and knowledge, thus confirmed by research that training significantly impacts to employee engagement (jain, 2017). table 2: talent management practices for defining top talents employee engagement practices f (yes) percentage % f (no) percentage % total (n) work ethic 121 85.00 21 15.00 142 strategy/execution 103 72.50 39 27.50 142 potential for growth/development 107 75.00 35 25.00 142 willing to go above and beyond 107 75.00 35 25.00 142 dedication/dependability 117 82.50 25 17.50 142 integrity 110 77.50 32 22.50 142 customer focus 99 70.00 43 30.00 142 commitment to culture/mission 99 70.00 43 30.00 142 passion/motivation 99 70.00 43 30.00 142 positive energy 110 77.50 32 22.50 142 delivery of results 110 77.50 32 22.50 142 job expertise/skills 121 85.00 21 15.00 142 overall performance 117 82.50 25 17.50 142 communication/teamwork 103 72.50 39 27.50 142 innovation/creativity 107 75.00 35 25.00 142 leadership 110 77.50 32 22.50 142 decision-making 114 80.00 28 20.00 142 focus groups 53 37.50 89 62.50 142 post-training surveys 89 62.50 53 37.50 142 new-hire surveys/feedback 43 30.00 99 70.00 142 employee engagement survey 60 42.50 82 57.50 142 one-on-one interviews 64 45.00 78 55.00 142 suggestion boxes 138 97.50 4 2.50 142 employee opinion surveys 57 40.00 85 60.00 142 exit interviews/surveys 71 50.00 71 50.00 142 defining talent in defining talents (table 2), suc ideally picked some of the standards on how the management can also choose talents that comprise competency and characteristics. top of these definitions is the work ethic 121 (85%) and job expertise 121 (85%), this can define talent in a workplace. in the context of work ethic (tobón, 2021), it involves competencies, laboriousness, collaboration, and problemsolving of complex matters. respondents revealed that the job expertise of talent is one of the essential needs of defining one for it fortifies the strategies and decisionmaking because of knowledge and experiences and expanded by yeoh (2008) that talents must be highly skilled in knowledge-enriching institutions. results were further followed that talents must also be defined as dependable and dedicated, a performer, and a good decision-maker. among the identification of talents, these competencies and characteristics garnered enormous yes results, as it ideally identifies a talent in an organization. pa ge 13 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 130-137, 2024 table 3: talent management practices for retaining top talents retention of top talent (strategies utilized) f (yes) percentage % f (no) percentage % total (n) retention agreement 85 60.00 57 40.00 142 job rotation 71 50.00 71 50.00 142 counteroffers 67 47.50 75 52.50 142 mentors 96 67.50 46 32.50 142 succession planning 92 65.00 50 35.00 142 flex-time/telecommuting 64 45.00 78 55.00 142 work-life balance 67 47.50 75 52.50 142 extensive benefits package 103 72.50 39 27.50 142 training and development 124 87.50 18 12.50 142 bonuses/rewards 110 77.50 32 22.50 142 competitive compensation 99 70.00 43 30.00 142 table 4: talent management practices for succession planning succession planning (practice and preparation) f (yes) percentage % f (no) percentage % total (n) leadership development plan 89 62.50 53 37.50 142 career development plan 99 70.00 43 30.00 142 skills assessment 78 55.00 64 45.00 142 performance management 85 60.00 57 40.00 142 informal succession planning 114 80.00 28 20.00 142 table 5: talent management practices for training and development training & development (provisions/support) f (yes) percentage % f (no) percentage % total (n) post-doctorate/fellowship 85 60.00 57 40.00 142 doctorate program 110 77.50 32 22.50 142 masteral program 75 52.50 67 47.50 142 professional societies & membership 78 55.00 64 45.00 142 conferences/presentations 99 70.00 43 30.00 142 job-related training and specialization 89 62.50 53 37.50 142 retaining talent the above table (table 3) comprises a must strategy for talents that must be retained, it was agreed that the provision of training and development, rewards, and bonuses according to the employee respondent is part of the reason why employees hold on in the institution. in fact, in the study of urme (2023), the role of talent management that includes training and development improves employee retention or retaining of talents. talent retention is true when management provides bonuses and rewards, it was proven by pregnolato (2017) that it is crucial for talent retention. talent retention also depends on work environment; compensation; promotion; opportunity for growth; work-life balance and, (macaraig et al., 2023). succession planning practices employee respondents (table 4) with a frequency of 114 (80%) yeses that the suc implements informal succession planning. in the survey conducted by brown (2022) formal succession planning is what some institutions lack. it is also a strategy in which a present leader is expected to pass on leadership roles (kenton, 2024) to the other potential ones in a formal way. it’s a process by which a leader formally plans who is next to his position with qualified and recommendable talents. pa ge 13 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 130-137, 2024 table 6: talent management practices for reward and recognition reward and recognition (monetary & non-monetary) f (yes) percentage % f (no) percentage % total (n) incentives 128 90.00 14 10.00 142 profit-sharing 60 42.50 82 57.50 142 additional bonuses 78 55.00 64 45.00 142 gift cards 64 45.00 78 55.00 142 wall of fame 39 27.50 103 72.50 142 an employee of the month 14 10.00 128 90.00 142 certificate of appreciation 99 70.00 43 30.00 142 newsletter/bulletin board 57 40.00 85 60.00 142 event awards 64 45.00 78 55.00 142 thank you notes 43 30.00 99 70.00 142 public praise 82 57.50 60 42.50 142 food party celebration 46 32.50 96 67.50 142 email praise 53 37.50 89 62.50 142 personal thanks 89 62.50 53 37.50 142 giving an employee's choice to assign. 67 47.50 75 52.50 142 granting extra time off work 85 60.00 57 40.00 142 increasing employees’ authority 64 45.00 78 55.00 142 discussing/granting career options 57 40.00 85 60.00 142 new on-the-job learning/immersion 39 27.50 103 72.50 142 extra coaching and mentoring support 46 32.50 96 67.50 142 allowing employees to leave early 43 30.00 99 70.00 142 providing flexible work hours 71 50.00 71 50.00 142 allowing employees to pursue ideas 43 30.00 99 70.00 142 involving employee’s in decisions 53 37.50 89 62.50 142 talent’s training and development table 5 relates to the talent management practices in which financial provision and support for training and development among talents. indeed, pursuing a doctorate of employees with a score of 110 (77.50%) is fully supported by the suc as it provides financial support as a motivation among talents for growth and development asserted by beuningen (2024) that talent management must be a focus for those employees pursuing doctoral degrees. ample support is needed as it is a challenge for them in terms of financial means. table 7: talent management strategies for process improvement process improvement mean description company processes helps work improvement 3.45 moderately implemented there is a transparent company-wide decision-making processes 3.83 significantly implemented there is fair distribution of salary & benefits 4.03 significantly implemented there is an effective current performance management process 3.75 significantly implemented rewards and recognition in talent management, reward and recognition practices involve monetary and non-monetary, the data shows above that the employee-respondents majority choose incentives 128 (90%) as monetary and training and development opportunities 103 (72.50%) as non-monetary rewards as part of their reward and recognition. both have the implication that employees are motivated when provided those things. it was also stated in the study of chrissy (2022) that there is a significant relationship between incentives for employee motivation and performance, also linking it to the role of total rewards in retaining talented employees (baral, 2014). it was also seconded by basu (2023) that any monetary or non-monetary rewards as motivation have a significant relationship to organizational employee performance. extent of implementation of talent management pa ge 13 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 130-137, 2024 talent management implementation, all are significantly implemented except in the area of the ‘company process help work improvement’ garnering 3.75 or ‘moderately implemented’. work improvement in talent management effectiveness was proven by mishra (2022) depending on the company processes provided. legend: 4.50 – 5.00 fully implemented (fi) 3.50 – 4.49 significantly implemented (si) 2.50 – 3.49 moderately implemented (mi) 1.50 – 2.49 partially implemented (pi) 1.00 – 1.49 least implemented (li) legend: 4.50 – 5.00 fully implemented (fi) 3.50 – 4.49 significantly implemented (si) 2.50 – 3.49 moderately implemented (mi) 1.50 – 2.49 partially implemented (pi) 1.00 – 1.49 least implemented (li) legend: 4.50 – 5.00 fully implemented (fi) 3.50 – 4.49 significantly implemented (si) 2.50 – 3.49 moderately implemented (mi) 1.50 – 2.49 partially implemented (pi) 1.00 – 1.49 least implemented (li) table 8: talent management strategies for management improvement management improvement mean description employees know what is their work expectations 4.15 significantly implemented manager helps in setting effective goals 4.18 significantly implemented manager provides coaching and guidance needs 3.68 significantly implemented employees knows their work contributes company’s overall objectives 4.25 significantly implemented employees received sufficient recognition of their achievements 3.63 significantly implemented weighted mean 3.98 significantly implemented table 9: talent management strategies for work environment improvement work environment improvement mean description there is an environment that is comfortable o for giving feedback in your team 3.80 significantly implemented the voices of employees are being heard and respected 3.70 significantly implemented employees can suggest new ideas, questions, and ways of doing things 3.90 significantly implemented employees live the company’s values and mission 4.08 significantly implemented employees recommend the institution as a great place to work 4.28 significantly implemented weighted mean 3.95 significantly implemented in management improvement talent management strategy (table 8), results all ‘significantly implemented’, but one indicated lowest among the rest ‘employees receive sufficient recognition of their achievements’ with a mean of 3.63, sufficiency or satiety of recognition varies among employees subjectively (bradler, 2013). effectiveness will always depend on how employees take recognition as to preference and perception. the work environment also affects managing talents, from an environment that is safe to an environment that is conducive and provides peace of mind, talent retention may increase as andari explains the role of work environment has a great impact on the retention of talent (andari, 2021). data also shows above that all work environment improvements in talent management have resulted in ‘significantly implemented’, the lowest of all garnering 3.70 ‘voice of employees being heard and respected’, the implication of this, is that have still hesitation in suggesting and give an opinion as part of work environment ideals. conclusion it was a great revelation that the suc implemented talent management strategies significantly, but the institution’s categorical aim is to have them fully implemented in the sense that they are required by time, and change of improvement is inevitable even in universities and their employees. talent management will still be an anchor for the success of the whole. it is also sound and fair if the suc, must also take into account the lowest frequency of yeses or high frequency of noes, like for example in the talent management practices, the following must be considered, data shows that new-hire surveys/feedback engagement frequency was scored to 99 (70%) noes, this is to avoid misleading information about the organization (gerst, 2013), another is the counteroffer practice for talent employees with a 75 response of noes (52.50%) and according to there is a career development 4.15 significantly implemented weighted mean 3.84 significantly implemented table 7 comprises strategies for process improvement of pa ge 13 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 130-137, 2024 dibble (1999), a counteroffer is essential in retaining a performer employee not to go to other agencies, next is by offering flex-time/telecommuting to employees with a score of 78 (55%) noes which also have a positive impact on the work-life balance and job satisfaction (gainev, 2006: hayman, 2010), and lastly, reward and recognition specifically implementing employee of the month with a no of 128 (90%) respondents which will increase motivation and encourage performance. acknowledgment the researcher acknowledges our almighty god above all else, to his family, friends, and cas colleagues for their motivational support and guidance, and to samar state university for career 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(2008). guest editors’ introduction: ‘talent’ migration in and out of asia: challenges for policies and places. asian population studies, 4(3), 235–245. https://doi. org/10.1080/17441730802496474 pa ge 1 pa ge 7 american journal of multidisciplinary research and innovation (ajmri) ai-powered energy harvesting systems in urban infrastructure: a new era in electrical engineering and civil automation a k m rezown mahmud1*, raida islam hriti2, md mehedi hasan3, md nizam uddin4 volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.6092 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 04, 2025 accepted: october 11, 2025 published: november 04, 2025 the incorporation of artificial intelligence technologies within energy harvesting schemes represents a paradigm shift for urban infrastructure, making efficient and environmentally sustainable energy access feasible. this article investigates the interplay of ai with energyharvesting technologies in the context of urban living, concentrating on progress made in ambient-energy harvesting. it reviews different classes of energy harvesting, including piezoelectric, solar and thermoelectric, and their inclusion in ai-powered optimisation models. the study emphasises how ai can improve the performance of these systems through real-time data analysis, predictive maintenance and energy management. key results indicate that ai enhanced the utility of energy harvesting by resource allocation, reducing unnecessary energy wasted and enabling self-sufficient smart cities. in addition to the above, this review discusses system integration, data privacy, and scalability as challenges that need to be probed into for the universal deployment of ai-driven energy harvesting technologies. the principal message from the study is that ai, if properly assimilated, stands as a main driver to introduce a sustainable era of urban interconnected energy solutions leading toward cleaner and more efficient/cheaper energy systems. keywords artificial intelligence energy harvesting, renewable energy system, smart cities, sustainability development, urban infrastructure 1 school of electrical engineering and automation, north china university of water resources and electric power, china 2 school of civil engineering, north china university of water resources and electric power, china 3 electronics engineering, faculty of industrial engineering and technology, lietuvos inzinerijos kolegija hei, lithuania 4 construction engineering, faculty of industrial engineering and technology, lietuvos inzinerijos kolegija hei, lithuania * corresponding author’s e-mail: akm.rmhridoy31@gmail.com introduction given fast-growing urban populations and rising energy demands, new green technologies need to be found urgently. urban population is exploding, and traditional power generation cannot meet the high volume and complexity demand. because cities use a significant amount of the world's energy, a transition towards renewable energy sources in towns is crucial to mitigating the environmental consequences of urbanisation. among the different options, energy harvesting from surrounding resources (e.g., solar, wind and vibration) is one of the promising strategies to meet a city energy needs in an environmentally friendly manner. 8,9 energy harvesting is the procedure of collecting and storing energy from various naturally available sources in the environment. in cities, these might entail solar power collected on rooftops to vibrational power harvested from people and vehicles walking or driving down sidewalks and streets. nevertheless, even though traditional energy harvesting ways, e.g., solar cells and piezoelectric (pe) material-based systems, could be applied to perform this task [22-24], they are encountering many issues, including efficiency, scalability and system-level integration. the limited availability of energy in the form of local transience and variability, and ubiquity as well, particularly in dense urban populated residential regions, effectively restricts the applicability of conventional energy harvesting techniques to cater for a growing demand for energy. the recent use of artificial intelligence (ai) in energy harvesting systems has been regarded as a promising technique for addressing these problems. ai's ability to process large amounts of real-time data, adapt quickly to variable circumstances, and achieve peak system performance has provided a game-changing new level of expertise in the field of energy management. ai techniques (such as machine learning, reinforcement learning and predictive analytics) touch upon the creation of costeffective, adaptive & scalable energy generation, storage and distribution systems. applications of ai in energy harvesting will experience a technological revolution in urban infrastructure, as the communication nodes and systems could function based on self-optimisation to effectively avoid power waste and resource allocation. for instance, ai-enabled approaches could predict the demand profile and would consequently like to switch to an energy harvesting approach. this results in a better load prediction and ddsm which is able to control the consumed energy much more efficiently out of the produced one. additionally, ai in energy management systems can switch between different types of energies (e.g., solar, wind and vibration-based energy) in the system as per related situations and availability of energy to improve performance. the ai is introduced for energy harvesting in terms of real-time optimisation, which is one of the outstanding methods when ai is invoked to harness energy. energy harvesting parameters may pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 7-16, 2025 be adjusted on the fly in real-time scenarios depending, for instance, on energy sensor measurements and environmental conditions (i.e., meteorological or traffic situation) with the aid of ai algorithms. for example, with solar energy harvesting per se, that so-called ai can adjust your solar panels just for maximum sunlight activity all day. in piezoelectric devices, through the use of ai, determining the best approaches to harvesting vibrational energy generated by humans walking or by moving vehicles and how the whole energy capture process is orchestrated can be analysed. in addition to optimisation, ai helps us to predict the maintenance of the energy harvesting system. ai can work to prolong the life and effectiveness of energy harvesting systems by monitoring system performance and maintaining a sense of when those problems go 'from bad to worse'. this predictive process helps save the downtime as well as money by minimising future maintenance and repair of mfc systems. smart city development is yet another application in which aipowered esh can have a huge impact. smart cities are created to be more environmentally friendly, efficient and liveable by applying technology to make better use of the city. an ai-nurtured energy harvester adds a big chunk to the chemistry of a smart city, providing selfreliant energy adaption to alterations of power demand and environmental conditions. systems like that can allow cities to rely less on traditional energy grids— which sometimes are stretched thin during times of peak demand—and focus more of their efforts on being selfsustaining in terms of energy. nevertheless, whilst there is impressive development for energy harvesting based on ai, there are many challenges that must be addressed. system integration remains one of the main challenges in this respect, as ai-based models must be associated with a variety of fitting types and energy harvesting technologies and take their specificities and limitations into account. there is also a concern with data privacy in ai systems, especially where personal information (e.g., energy usage rhythm) could be compromised. and then there’s the requirement for scalability — those ai-orchestrated energy systems will need to work in a variety of urban situations, with different-sized cities or megacities, all with their own energy consumption models and infrastructures. cost/complexities in aienabled urban deployments another issue has been around the complexity and cost in deploying an aienabled from-leaf-to-branch-to-edge solution. benefits of integration are apparent, and although the capital cost of such ai-based energy scavenger installation may not be feasible in some cities yet (such as developing country cities), there is price pressure building. furthermore, the ai techniques are complex and not applicable in all areas. energy harvest: ai-empowered energy harvesting in urban areas has the potential to be huge. with more innovation and development, we can put ai to work in helping us maximise our use of renewables and scrub away as much wasted energy as possible while at the same time delivering on a vision of urban living that is more sustainable. the ai-based energy harvesting systems could become cost-effective and reproducible in the future with technology maturation, hence achieving selfautonomous and environmentally friendly cities. this paper addresses the development of ai technology and its applicability to energy harvesting applications, focusing on urban infrastructure. the paper seeks to analyse the potential role of ai in promoting energy efficiency, to explore the barriers that current technologies face and to investigate how ai may promote self-powered solutions for the provision of energy in smart cities. the findings in this study still add to the ongoing conversation about sustainable urban energy solutions and show, more significantly, a prominent role for ai in future urban energy systems. literature review ai is increasingly being implemented in intelligent energyharvesting systems because technology lets it fulfil many functions by itself. one area in particular where it finds use is the intelligent city. from the outset, the main problem lay in achieving efficient power generation, storage and utilization this is an area where ai has begun to emerge as a transformative force. as urbanisation continues to rapidly increase, the urgency for an sustainable energy alternative on energy has gone than at any other time. aiintegrated energy harvesting offers a way by which it is possible to both reduce demand and supply (d&s), thus addressing this issue in real time. the source information from al zohbi (2025) shows that the combination of ai algorithms with ambient renewable energy has potential to significantly improve conversion efficiency and resource distribution. his results indicate that it is reasonable to use ai-driven optimization for energy-harvesting systems, so that in the face of variations in such external factors as light or wind power they can respond dynamically this cuts energy waste. this perspective makes ai a crucial driver enabling self-sustaining urban infrastructures that can autonomously balance supply and demand. expanding on this basis, ejiyi et al. (2025) described the application of ai in renewable energy (re) systems at the level of urban mass his work demonstrated that machine learning (ml) and predictive analytics can refine real time decisions, reduce energy loss--and also enhance the integration of several renewable sources. yet they also pointed out key obstacles such as data protection laws, integrated systems difficulties and high investment costs, and fully digital artificial intelligence. these difficulties highlight the need for hybridized ai architectures that can work effectively across different energy networks. societal issues were also highlighted by stecuła et al. (2023) in their review of ai-driven urban energy systems, claiming that machine learning brings about behavioral adaptation towards less energy is used. in their reflection on urban energy transitions, it was demonstrated that with. ai can help create sustainable development by producing pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 7-16, 2025 autonomous or semi-autonomous power systems. ai will bring these findings into the mainstream. this is good news for the future of urban energy governance and already! for a deeper studyof the issues in urban energy financing. a more technologically oriented view was offered in 2021 by izadgoshasb. he was writing about how piezoelectric materials could be applied to energy harvesting in smart cities. this paper found that through ai algorithms, energy leaching from vibration when pedestrians and cars pass it can be made more efficient-in turn providing power (and maybe even light) for self-recharging internet of things (iot) devices. and by integrating ai, real-time pattern acquisition as well predictive energy allotment were both accomplished, taking another big step towards iot-based independent infrastructure. meanwhile, gao and zhang (2021) focussed on ai-optimized solar and wind power, as well as vibration-harvesting systems. their findings showed that ai doesn't just improve system efficiency. it makes urban energy storage more sustainable and can also curtailcarbon taken up by major cities. with ai and our goals chen (2025) continued from here, proceeding into the future with an application of ai in energy-harvesting technology. his study illuminated ai’s contribution to rebellious energy collectors transforming themselves into active systems that are bright and quick, always learning as they go instantly refurbished for even better performance as soon as one failure is detected. the combined thrust of these papers is clear: ai-equipped energy harvesting can drive the evolution of sustainable, self-powered urban ecological systems. upon the review of literature. many common factors are fuzz. for example, ai is using its predictive and adaptive capabilities to boost energy conversion efficiency and safety. once renewable sources like solar, wind and piezoelectric systems are incorporated into ai-controlled frameworks, it is clear that energy independent cities show considerable promise for the future. yet, the problems remain: systems integration. data privacy. scalability of models. in contrast, abundant examples suggest that interdisciplinary cooperation between ai, urban science and energy engineering is necessary to realize sustainable, intelligent urban infrastructures. materials and methods the methodology we adopt here aims to systematically review the recent advancements of ai energy harvesting systems in urban infrastructure. qualitative and quantitative assessment methodologies are combined using mixin for the analysis of the efficiency, feasibility and challenges of energy harvesting technologies. the methods:the methods section is usually divided into three subsections—data sources and collection, methodology framework, and analytic procedures—all of the aforementioned sections will contain a sufficient level of detail to replicate data analysis. data sources and collection the primary references for our study include peerreviewed journal articles, conference proceedings and preprints which have been harvested from ssdn, arxiv, elsevier sciencedirect, springer link and mdpi. relevant articles fell under the category of ai applications in energy harvesting and urban infrastructure during 2019-2025, as we wanted to introduce some of the most recent technological progress. the pertinent literature was retrieved initially with the keywords “ai energy harvesting”, “urban renewable energy”, “smart cities”, “piezoelectric iot”, and remarks are made as “ai optimisation in energy systems”. the reference lists of included papers were also screened in order to identify related contributions that may not have been identified as part of the search. the energy harvesting techniques, ai algorithms, system architecture and indicative performance parameters that were addressed by the studies are detailed in the data extraction. articles concerning the implementation of ai for real-world table 1: detailed overview of reviewed energy harvesting systems energy source ai methodology data acquisition & sensors system capacity / scale reported efficiency solar neural networks real-time photovoltaic sensors, weather data rooftop urban buildings, 50 kw 85% piezoelectric reinforcement learning iot vibration sensors on pavements and roads sidewalks and streets, 10 kw 72% thermoelectric supervised learning environmental temperature sensors, heat flux sensors industrial zones, 20 kw 78% hybrid (solar + piezo) deep learning combined iot + environmental sensors urban smart blocks, 60 kw 88% wind reinforcement learning anemometers, iot wind sensors rooftop turbines, 15 kw 80% multi-source (solar + thermoelectric) real-time photovoltaic sensors, weather data photovoltaic + heat sensors smart campuses, 40 kw 83% pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 7-16, 2025 energy systems and simulation were prioritised more. to make sure the data extraction is standardised and the same features are captured, a structured form was employed to record the type of energy sources (i.e., solar, wind, piezoelectric, and thermoelectric) and the ai technique used (machine learning, nns (neural networks), and reinforcement learning), as well as the frequency of data acquisition and evaluation metrics (energy conversion efficiency, system reliability, and predictive accuracy). methodological framework methodology investigated in this study uses the comparative analysis. performance and efficiency of different ai approaches are summarised through the survey in energy harvesting systems. this approach disaggregates betweenstudy methodological heterogeneity to give a global perspective on how these tools are currently used and the current gap between technological conception and use. the method is structured in three main steps. there are various energy harvesting systems, which vary depending on the energy source. for example, piezoelectric systems which convert mechanical vibrations when pedestrians move or cars ride to this energy and both solar and thermoelectric devices that extract the available energy from environmental radiation and heat gradients. each system is considered in terms of how ai can be applied and what algorithms enable more efficient energy extraction, capturing and distribution. table 2: ai techniques and roles in energy harvesting systems ai technique role in energy harvesting example application city / environment supervised learning predict energy demand patterns, optimize solar panel orientation solar energy forecasting new york urban rooftops reinforcement learning dynamic policy adjustment for real-time optimization piezoelectric street sensors amsterdam sidewalks neural networks non-linear modeling, anomaly detection, adaptive control smart building energy management tokyo commercial buildings deep learning multi-source data integration, predictive maintenance hybrid solar-piezoelectric systems singapore smart blocks ensemble learning combines multiple models for robust forecasting multi-source energyction berlin urban campuses reinforced deep learning high-efficiency adaptive optimization ai-driven smart streetlights barcelona smart city pilot second, ai approaches are also classified based on the different algorithms. on one side, machine learning approaches, such as supervised learning regression models, predict electricity demand for future instances based on historical data, whereas rl technology dynamically modifies energy management policies in pursuit of optimal efficiency (ejiyi et al., 2025). the surveys we present below have utilised ai models which connect to sensors and iot platforms for monitoring and feedback. for example, ma et al. (2019) introduced that, figure 1: distribution of ai techniques used in energy harvesting systems pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 7-16, 2025 using lop, the input of urban sensors could be processed by ai algorithms to improve energy harvesting and reduce energy loss. third, it is standardised using performance measures. ‘energy conversion efficiency’, the proportion of generated electricity compared to ambient available energy, is one commonly used metric. additional measures could be the performance of the system being robust (or not) to changes in its parameters, response time or aibased methods' predictions accuracy on consumption and generation times. in all cases, the performance of the systems is quantified wherever feasible by mathematical expressions. for example, the input (ambient energy and system parameters) and output energy can have a linear model relationship as follows: y = α + β1 x1 + β2 x2 + ϵ where y = harvested power a is the intercept β1 and β2 are parameters illustrating how much x1 or x2 (ai optimization parameter or energy source property) contributes for y, ɛ is the unobserved variability (al zohbi, 2025). mathematical models and formulas in this paper, we used modeling to exploit the ai potential of energy harvester. these models include the kpis of energy efficiency, prediction accuracy and ai optimization for real-time eh. energy efficiency formula the performance of an energy harvesting system is given in terms of power harvested divided by the ambient power density. the equation formula for energy savings is as follows: efficiency(\%)=(output energy /input energy )×100 where: output energy: = the energy picked up by the setup. source energy = total energy available from the environment (such as solar, wind). regression model for ai predictions the prediction of the aps results is performed by the ai models i.e., supervised learning algorithms. such models are written as an equation (regression) that predicts a value of one variable given another (y= mx +b), where they can estimate the relationship between input variables and output power: y = α + β1 x1 + β2 x2 + ϵ where, y = support vector output energy that is predicted. x1, x2 = the independent variables representing type of energy source and environmental factors. α = intercept. β1, β2 = coefficients of the predictors. ε = residual or error, due to unknown variation. reinforcement learning for energy optimization the optimal energy strategy of the rl-based systems is designed to address such problem that the system can learn how to online adjust its energy harvesting before it harvests energy. we have the following rl model of energy collection. ut = u(t-1) + α(rt + γma x q (s(t+1) ) q(st,at )) where, ut = the energy released at time t. rt = reward at current time step (energy fetching rewarded at the timestep ttt). γ = discount factor – how much we care about future reward. q (st,at) = q(value of st) in action at. statistical validation the quality of ai models is evaluated using following the mean squared error (mse) criterion associated with difference existing in between the measured and predicted be: mse=1/n ∑(i=1) n(yi-(yi ̂ ) 2 where: yi = energy value actually measured. yi = energy value determined by ai model. n = number of data points. this type of models are necessary for the assessing and optimizing of the efficiency of ai aided energy harvesting systems in an urban area. they enable us to predict performance gain with high precision and sanity check our results over several experiments, and runs. analytical procedures the synthesis was a reductive with an aggregate qualitative and quantitative summary. a thematic and content analysis was performed to explore patterns and trends within the reviewed material. we classified ai-strategies into predictive model based, adaptive control and realtime optimization. comparison tables were constructed to highlight disparity between the energy type, ai method and its reported efficiency. when applicable, quantitative measures were analysed by meta-analysis and pooled performance indicators derived from several studies. for example, the average energy conversion could be done between ai-trained and untrained piezo systems, and directly the effect was read out mathematically/numerically – made by ai (izadgoshasb, 2021; stecuła et al., 2023). moreover, the accuracy of the predictive modelling method was tested based on different urban conditions, such as pedestrian flows or vehicles, and environmental settings, like sunlight and ambient temperature. the impact of the control parameters (learning rate, algorithm complexity and data frequency update) for ai based control schemes on system performance has also been studied. results for works where real-world deployments, such as streetlight systems or iot-based building energy management, were evaluated in terms of performance improvements against other technologies in terms of percentage increases to harvested energy or grid independence (camacho & rodríguez, 2024; gao & zhang, 2021). pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 7-16, 2025 data reproducibility and validation a summary is provided of ai methods, sensor architectures and performance metrics used in these articles for reproducibility. a comparison of studies when a simulation framework/testbench is provided and spirit parameters are given with sensor types that are employed, data collection rate, and ai model architecture. methods of validation reported in the analysed papers (crossvalidation of ml models or benchmarking comparison to already existing standard energy harvesting systems) were sensed as valid. for example, the ai models were tested for prediction of performance with either k-fold cross-validation or tests on live systems in the urban driveway context (arévalo et al., 2024). figure 2: ai model performance over time figure 3: cumulative energy efficiency improvement over time for ai models pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 7-16, 2025 modifications and methodological adjustments these methodologies were mostly based on published studies, but any applicable modifications are described here. a few of the contributions use hybrid ai systems to design current urban condition energy harvesting protocols, employing a combination of reinforcement learning and neural network prediction [132–146]. sensor placement, adaptation to the algorithm and connection with the building control system were cross-examined to find their impact on performance (jadhav & gupta, 2023). we also study trends such as multi-source energy harvesting and predictive maintenance scheduling, which are incompletely accommodated in prior works. summary of approach in summary, the approaches and methods taken in this review allow for a systematic analysis of ai-based energy harvester systems in urban areas. this study employs a thorough data extraction from current literature, a comparative analysis of methodologies, and a quantitative assessment of results using mathematical modelling to clearly demonstrate how ai enhances energy collection efficiency in a detailed and replicable manner. the approach emphasises technical and practical considerations in actual urban infrastructures, providing inspiration for future work on ai-enabled scalable renewable energy solutions. results and discussion as the ai based energy harvesting is significantly beneficial to the urban energy management, compared to traditional approaches which are considered in our analysis. neuronal network techniques and supervised learning models to collect/store energy were found to be more efficient and dynamically adapted for environmental changes like the intensity of sunlight, fluctuations in temperature and pedestrian/vehicle movement. reinforcement learning algorithms, especially in piezoelectric and hybrid systems, enabled real-time optimisation such that harvested energy was maximised in the face of changing urban conditions. cumulatively, performance comparison demonstrates that hybrid energy harvesting systems with both solar and piezoelectric components can achieve greater efficiency than single-source configurations due to ai-inspired control strategies exploiting multi-input availability. we use an area chart to depict how iterative ai model deployment can gradually improve the energy efficiency, which highlights ongoing model self-improvement and learning. in the line chart, the energy conversion is presented to be successively improved with more iterations and enhanced ai algorithms integrated, which indicates that iterative refinement plays an increasingly important role for urban smart energy due to integrated ai. figure 4: comprehensive analysis of ai model reproduicibility and validation cohort performance pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 7-16, 2025 figure 5: comparison of performance before and after methodological adjustments figure 6: advanced trogression of system performance: a longioonal study pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 7-16, 2025 reproducibility and validation are essential for clinical applicability. the box plot in the right sub-figure demonstrates consistent testing conditions for the ai model in different trials that may be used to justify the system’s robust behaviour for large-scale urban deployment. there will always be a difference based on environment and modem-to-modem differences, but ai can account for this discrepancy and keep the system robust to variation and efficient. the pie chart for ai techniques also implies that neural networks occupied the highest proportion in the recent research, signifying their power in processing complex and non-linear urban energy data as well as multi-source integrated utilisation. quantitative comparisons with state-of-the-art results prove that the ai-based energy-harvesting systems benefit from improved performance in terms of energy efficiency and provide flexibility for scalability, thus tackling urban sustainability issues. the originality of this study is that it provides an integrated view by merging multiple ai techniques with different energy behind them and focusing on implementation strategies for selfsustaining smart city infrastructure. the findings indicate the necessity of sophisticated ai models, ongoing monitoring and flexible optimisation in mitigating environmental uncertainties towards sustainable energy applications within urban contexts. figure 7: renewable energy system efficiency: a compartive analysis of power sources conclusion this survey indicates that ai-enabled energy harvesting systems can bring considerable enhancements to urban energy efficiency and sustainability. by combining neural networks, reinforcement learning and supervised learning, the energy systems are made adaptable to varying environmental conditions in which they can act dynamically while maximising their ability to gather energy from different sources. in such systems, the hybridisation of power sources (solar + piezoelectric and solar + thermoelectric) results in the best performance, highlighting the benefits of combining different energy harvesting modalities with ai-based control. though ai models achieve consistently high accuracy, their systems' scalability, data quality, and hardware variety present greater challenges for deployment across various urban environments. the work identifies that ai could pave the way for sustainable smart city solutions with self-managed systems that manage and balance energy in real time, predict maintenance when necessary, and optimally allocate resources. the advent of future works should revolve around overcoming the integration issues, improving generalisation of models and enabling adaptability in terms of varying operational conditions as well as degradation environments. the results highlight the need for ongoing advancement in ai methods to obtain robust and sustainable urban energy solutions. references al zohbi, g. 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(2023). real-time optimization of hybrid energy systems in urban infrastructure: an ai approach. energy reports, 9, 888–898. https://doi. org/10.1016/j.egyr.2022.11.058 pa ge 1 pa ge 53 american journal of multidisciplinary research and innovation (ajmri) sustainability in financial reporting: the role of ai-powered predictive analytics dolapo achimugu1, chinaza ukatu1, arinze e. anaege2* volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4551 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 08, 2025 accepted: march 17, 2025 published: april 26, 2025 artificial intelligence (ai) is revolutionizing sustainability reporting with greater accuracy, efficiency, and transparency in environmental, social, and governance (esg) disclosures. this paper uses a systematic literature review in line with prisma guidelines to explore how ai-based predictive analytics is improving sustainability-related financial reporting. three research questions underpin this paper: (1) how ai-based predictive analytics is improving esg reporting, (2) challenges and benefits in adopting ai, and (3) future trends in ai-based sustainability reporting. research indicates that ai significantly enhances esg reporting through data-gathering automation, trend identification in sustainability, and greenwashing minimization. ai-based predictive models enhance business decision-making through sustainability risk forecasting and regulatory compliance. ethical risks, regulative uncertainty, high implementation cost, and data privacy are a few challenges that restrict ai adoption. new areas of focus include trends like explainable ai (xai), ai-based esg investment, and ai-based forecasting in finance. the study has direct applicability for firms to implement ai in esg reporting and recommends policy interventions to introduce standardization in ai usage in sustainability disclosures. future research should develop ai models tailored to small and medium-sized firms (smes) and investigate ai’s role in countering sustainability misinformation. with effective implementation, ai can revolutionize esg reporting, enhancing corporate accountability and sustainability performance in the long run. keywords artificial intelligence, esg reporting, financial reporting, greenwashing detection, predictive analytics, sustainability 1 college of william & mary, raymond a. mason school of business, williamsburg, virginia, usa 2 department of accounting, kingsley ozumba mbadiwe university, ideato, nigeria * corresponding author’s e-mail: arinze.anaege@komu.edu.ng introduction sustainability reporting has become a priority for businesses across the world. stakeholders, investors, regulators, and businesses increasingly affirm that simple success in finance is not enough to establish a business’s viability in the long term. esg considerations are being viewed as increasingly significant in finance/investment decision-making, corporate disclosure, and evaluating risks (özer et al., 2024). coelho et al. (2023) affirm that businesses have to provide sustainability disclosures apart from traditional reports to allow stakeholders to better assess corporate impact on nature and society. sustainability reporting is no longer a voluntary requirement for most businesses as several jurisdictions have made esg disclosure mandatory. there are still problems with inconsistent reporting guidelines, data accuracy, and complexity in integrating sustainability information in financial reports. financial reporting is revolutionized with ai through enhanced data gathering, processing, and predictive analytics. according to gotoman et al. (2025), ai has attracted attention globally due to its wide range of uses in different fields, such as entertainment, business, medicine, and education. it has emerged as a critical tool to address the problem of lack of transparency in ai systems (undie et al., 2024). ai predictive analytics allows companies to process massive esg data, identify patterns, and forecast sustainability risks and opportunities with better accuracy (sariyer et al., 2024). although conventional methods in financial reporting are limited in collecting information that is not financebased from heterogeneous sources like sustainability reports, news releases, and social media, ai can collect from heterogeneous sources with automation and provide a better integrated picture of a business’s esg performance (zhang & yang, 2024). ai models enhance accuracy in sustainability disclosures with functionality to detect inconsistencies and anomalies and to verify reporting frameworks like the global reporting initiative (gri) and the international sustainability standards board (issb) framework (moodaley & telukdarie, 2023). ai predictive analytics in sustainability reporting has more benefits than improving accuracy and efficiency. sklavos et al. (2024) opined that ai technologies enable esg performance to be tracked in real-time, keeping stakeholders updated with a business’s sustainability programs in a timely fashion. with machine learning algorithms, ai systems can forecast potential sustainability risks, like environmental liabilities or failure in governance, before their actual materialization. this feature provides businesses with a forward-looking strategy in sustainability management, mitigating risks and improving long-term financial performance. ai can facilitate better decision-making with functionality to correlate businesses’ esg strategies with investor expectations and regulatory pressures. while there are positive expectations for ai in sustainability reporting, several barriers exist to prevent adoption, as discussed in a later section of this paper. the aim of this paper is to address ai-based predictive analytics in sustainability reporting from a consideration of three research questions. firstly, this paper considers pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 how ai-based technologies improve accuracy, efficiency, and reliability in sustainability disclosures. secondly, this paper considers the challenges and benefits of using ai in sustainability reporting. thirdly, it considers significant trends in ai-based sustainability reporting. the outcomes will form the background for future research and policy guidelines for enhancing ai integration in sustainability reporting frameworks. literature review sustainability reporting trends and challenges over time, sustainability reporting has evolved as companies increasingly see disclosure of environmental, social, and governance (esg) information as important. with increased pressure for disclosure from investors, regulators, and other stakeholders, companies have adopted sustainability reporting guidelines. this segment examines how reporting guidelines for sustainability have evolved, what challenges companies are facing, and what new developments in regulations are shaping corporate disclosure. evolution of standards sustainability reporting guidelines have evolved greatly over the past few decades. at the beginning, companies reported on sustainability information on a voluntary basis, usually in reaction to stakeholder pressure and not due to regulations (elda, 2024). with greater awareness of esg factors, however, frameworks like the global reporting initiative (gri), international financial reporting standards (ifrs) sustainability standards, and sustainability accounting standards board (sasb) have developed to give companies structured frameworks to apply in their disclosures (gri, 2023; ifrs foundation, 2024). among the first frameworks to gain international recognition was the global reporting initiative (gri). established in 1997, gri provides companies with guidelines to report esg-related information in a consistent and comparable way across sectors. gri guidelines are applied extensively globally and encourage stakeholder inclusiveness in reporting on sustainability (gri, 2023). the sustainability accounting standards board (sasb) was founded in 2011 to define industry-specific sustainability disclosure guidelines. sasb is focused on financially material sustainability issues that have an influence on enterprise value and is hence most applicable to investors (sasb, 2024). while gri has a stakeholder approach with a broad scope, sasb is designed to incorporate sustainability reporting into financial reporting. ifrs sustainability standards, published by the international sustainability standards board (issb), is a more recent endeavor to align esg reporting with financial reporting. the issb was established in 2021 in an attempt to create a global standard for sustainability disclosures. these guidelines are designed to provide investors with comparable and consistent sustainabilityrelated information in a financial context (ifrs foundation, 2024). despite such frameworks being in place, reporting variations between jurisdictions have led to inconsistencies in sustainability disclosures (segal, 2022). many companies are in a dilemma regarding what framework to apply, and therefore, reporting is inconsistent. additionally, in certain countries, a lack of obligatory reporting regulations for sustainability has meant that disclosures are inconsistent or partial (feeney, 2024). reporting challenges despite its increased popularity, sustainability reporting is still a challenging endeavor for companies. these range from greenwashing and data reliability concerns to integrating non-financial measures into conventional financial reports. greenwashing greenwashing is a condition in which companies provide untrue or exaggerated sustainability data to appear more environmentally friendly than they are. greenwashing undermines the credibility of sustainability reports and prevents investors and stakeholders from being able to assess a company’s real esg performance (moodaley & telukdarie, 2023). ai has been suggested as a way to detect greenwashing, but there are issues due to esg data complexity and tampering with ai models ( janice & delina, 2024). some companies apply selective disclosure, reporting good sustainability performance and leaving out negative information. this is a partial account of esg performance and reduces transparency. standardized reporting can address this issue, but enforcement is difficult (sætra, 2021). data accuracy and reliability another important challenge is esg data accuracy and reliability. financial data is governed by established accounting principles, but esg data does not have standard measurement frameworks. multiple sources give companies sustainability data, and verification is problematic (ahmad et al., 2023). ai has been used to improve esg data accuracy, but data bias and algorithmic errors still occur (aldemir & uysal, 2025). ai-based sustainability reporting is only effective with good data. poor data quality will lead to erroneous conclusions and affect investment decisions (zhang & yang, 2024). even companies employing third-party esg rating agencies experience inconsistencies since different agencies will apply different measures to evaluate sustainability performance (sariyer et al., 2024). integration of non-financial metrics integrating esg measures with financial reporting is a difficult process. many companies struggle to connect esg performance with financial performance in a helpful way (peng et al., 2023). financial reports focus on quantifiable measures for finance, and sustainability pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 reporting has qualitative disclosures. bridging this gap requires new methodologies and reporting tools. aibased reporting systems have been developed to assist in esg performance measurement and accuracy in disclosure. their adoption is low, mostly in developing economies where companies lack the proper technical capabilities and resources to apply ai-based reporting systems (khoruzhy et al., 2022). regulatory developments regulatory bodies and governments around the world are implementing new rules to promote greater transparency and credibility in sustainability reporting. new trends indicate a shift towards making esg disclosures compulsory and introducing stricter reporting requirements. european union’s corporate sustainability reporting directive (csrd) the 2022 european union corporate sustainability reporting directive (csrd) requires firms to provide extensive sustainability disclosures. it raises the number of firms to report to approximately 49,000 in line with esg and has stronger data assurance obligations (european commission, 2024). under the csrd, firms will be required to report in line with the european sustainability reporting standards (esrs) to enable a high level of comparability across sectors. united states sec climate disclosure rules the u.s. securities and exchange commission (sec) has issued new rules that will require public companies to include climate-related risks and greenhouse gas emissions in their financial statements. the rules will enhance investor confidence as companies will be providing consistent and transparent esg disclosures (us epa, 2024). however, the rules have been opposed by some business groups on the grounds that following them will be expensive (burnaev et al., 2023). ifrs sustainability standards and worldwide acceptance ifrs sustainability standards are being adopted all around the world, with many countries considering whether to do so. ifrs sustainability standards aim to create a single global framework for reporting on sustainability to avoid differences in reporting frameworks. complete adoption globally is doubtful, with some jurisdictions deciding to maintain their own esg reporting guidelines (ifrs foundation, 2024). challenges in implementing regulations despite progress in esg regulation, there are several challenges. one is a lack of consistency in regulation in different jurisdictions. while jurisdictions such as the european union have set stringent reporting rules for sustainability, some other jurisdictions have opted for a voluntary approach. this is a challenge for multinationals to standardize esg disclosures (riyath & jariya, 2024). another issue is enhancing enforcement. with or without obligatory sustainability reporting, enforcement is a challenge. some companies will try to use esg disclosures to appease regulators instead of actually changing their sustainability behavior (ren et al., 2025). ai has been used to enhance fraud prevention and good governance, but algorithmic bias and ethical issues remain present (aldemir & uysal, 2025). future outlook technological innovation, more stringent regulations, and increased stakeholder expectations will shape future sustainability reporting. ai and big data analytics will be critical drivers in making esg reporting more efficient and accurate. data privacy, cybersecurity, and being compliant with regulations are issues that will have to be tackled (tariq & rahim, 2024). with regulations changing, firms will have to enhance processes for sustainability reporting to meet new disclosure demands. additional transparency and accountability will be required to build investor confidence and allow sustainability reporting to bring about real corporate transformation. materials and methods the research employs a systematic literature review (slr) to investigate ai-based predictive analytics in sustainability reporting (gotoman et al., 2025). slr is a transparent and systematic way to develop a balanced and exhaustive synthesis of available research (almeida & bálint, 2024). slr is a proper research technique for emergent interdisciplinary research themes as it enables the building of patterns, gaps, and future research focus (sundarakani & ghouse, 2024). search strategy the literature was searched in a variety of academic databases (scopus, web of science, ieee xplore, and google scholar) to provide a rich diversity of relevant research. they were selected for their extensive coverage of peer-reviewed journals and conference proceedings in fields relevant to artificial intelligence, sustainability, and accounting reporting (mienye et al., 2024). a keyword and boolean operator set was used to create search strings. the keywords used included “artificial intelligence,” “predictive analytics,” “sustainability reporting,” “esg reporting,” and “financial reporting.” they were searched in article title, abstract, and keywords. for instance, a sample search query was: (“artificial intelligence” or “predictive analytics”) and (“sustainability reporting” or “esg reporting” or “financial reporting”). articles published between 2016 and 2025 in english were searched to locate recent and relevant research. inclusion and exclusion criteria inclusion and exclusion criteria were established specifically pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 to give relevance and quality to included studies. inclusion criteria peer reviewed journal articles and conference papers. research on ai or predictive analytics for use in sustainability, esg, or finance reporting. articles published between 2016 and 2025 publications in english. exclusion criteria research that is not ai or predictive analytics. articles unrelated to reporting on sustainability, esg, or finance. non-peer reviewed publications like opinion articles, editorials, and book reviews. books published in foreign languages. screening and selection process the screening and selection process was carried out in line with preferred reporting items for systematic reviews and meta-analyses (prisma) guidelines (moher et al., 2009). this was a four-step process that included identification, screening, eligibility, and inclusion. identification: 1,087 articles from selected databases were obtained from the initial search. screening: 873 articles remained after removing duplicates. titles and abstracts of those articles were screened for relevance, and 672 articles that were not in conformity with inclusion criteria were excluded. eligibility: all 201 full texts were screened for eligibility. a total of 162 articles were excluded in this stage for not focusing on using ai for sustainability reporting or for being methodologically weak. inclusion: lastly, 39 articles were selected and included in qualitative synthesis. a prisma flow diagram explaining this process is shown in figure 1. figure 1: prisma flow diagram data extraction and thematic analysis systematic data extraction was carried out to extract relevant information from all studies included. a standard data extraction form was used, recording information such as author(s), publication year, research purpose(s), methodologies, and key findings. this ensured consistency and allowed for comparative evaluation between studies. the process was conducted following braun and clarke’s (2022) guidelines in a sequence from familiarization with data to initial code generation, searching for themes, reviewing themes, defining and labeling themes, and producing a report. this structured analytical process enabled an identification of salient trends, issues, and literature gaps in incorporating ai-based predictive analytics in sustainability reporting. the outcomes of this thematic analysis are discussed in detail in subsequent sections of this paper. table 1 provides an overview of selected articles and a summary of reviewed articles, focusing on their objectives, ai method, and findings. pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 table 1: summary of selected articles authors (date) title source (journal) ai method used key findings zhang and yang (2024) artificial intelligence and corporate esg performance international review of economics & finance natural language processing (nlp), ai-related patent data ai adoption significantly enhances environmental and social performance, with limited impact on governance. firms with strong absorptive capacity benefit more. ai aids environmental monitoring, resource optimization, and carbon tracking. tariq and rahim (2024) role of artificial intelligence in enhancing sustainability reporting and green accounting in industry 4.0 acta marisiensis seria technologica ai-driven automation and data analytics ai enhances real-time monitoring, data-driven decision-making, and resource utilization. it improves transparency and accountability in sustainability reporting. oyeniyi et al. (2024) the influence of ai on financial reporting quality: a critical review and analysis world journal of advanced research and reviews ai-based analytics in financial reporting ai improves accuracy, efficiency, and timeliness in financial reporting but raises concerns about ethics, biases, and regulatory compliance. a l -b loosh i and nobanee (2020) applications of artificial intelligence in financial management decisions: a minireview ssrn electronic journal ai-driven financial analytics, anomaly detection, algorithmic trading ai optimizes investment strategies, detects financial anomalies, and automates trading. however, risks related to governance and oversight must be addressed. johri (2025) impact of ai on performance and quality of accounting information systems and financial reporting accounting forum ai-driven internal control systems & quality assurance ai improves the relevance, accuracy, variability, and timeliness of financial data reporting. it positively influences internal controls and overall reporting quality. riyath and jariya (2024) the role of esg reporting, artificial intelligence, stakeholders and innovation performance in fostering sustainability culture and climate resilience journal of financial reporting and accounting ai for esg reporting & sustainability analytics ai enhances esg reporting and sustainability awareness. stakeholder engagement and aidriven insights improve climate resilience and corporate innovation. khoruzhy et al. (2022) esg investing in the ai era: features of developed and developing countries frontiers in environmental science regression analysis, economic modeling, swot analysis ai enhances esg investments, but adoption varies by country due to ict, r&d, and financial resources. institutional barriers affect implementation. ozkan (2024) the transformative impact of ai on csr, esg, and sustainability: critical review and case studies international finance review machine learning (ml), chatgpt-4 ai enhances sustainability reporting efficiency and ethical business practices but raises ethical concerns. pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 moodaley and telukdarie (2023) greenwashing, sustainability reporting, and artificial intelligence: a systematic literature review sustainability ai text analysis, bibliometric and thematic analysis ai can detect greenwashing in sustainability reports, but research in this area is still underdeveloped. peng et al. (2023) riding the waves of ai in advancing accounting and its implications for sdgs sustainability data analytics, automation, algorithms ai enhances efficiency, accuracy, and decision-making in financial reporting, contributing to multiple sdgs. sklavos et al. (2024) esg-based ai governance: digitalizing firms’ leadership and hrm sustainability bibliometric analysis (vosviewer, biblioshiny) ai in esg governance improves decision-making but raises transparency and cybersecurity concerns. anton et al. (2024) using chatbots to enhance integrated reporting electronics chatbots, python’s seaborn library chatbots improve reporting efficiency, accuracy, and stakeholder communication. wang et al. (2024) the functional mechanisms through which artificial intelligence influences the innovation of green processes of enterprises systems not specified ai positively influences green process innovation in enterprises, with intellectual capital moderating the effect. reslan and al maalouf (2024 assessing the transformative impact of ai adoption on efficiency, fraud detection, and skill dynamics in accounting practices journal of risk and financial management not specified ai enhances data efficiency, fraud detection, and alters skill requirements in accounting. burnaev et al. (2023) practical ai cases for solving esg challenges sustainability various ai techniques (prediction, optimization, classification/ clustering) ai aids esg initiatives but also poses risks like fake news generation and high energy consumption. sariyer et al. (2024) predictive and prescriptive analytics for esg performance evaluation: a case of fortune 500 companies journal of business research clustering, association rule mining, deep learning, prescriptive analytics ai-driven esg performance models help decision-makers optimize sustainability strategies. ertz et al. (2024) the impact of big data analytics on firm sustainable performance corporate social responsibility and environmental management predictive and prescriptive analytics bda positively impacts economic, social, and environmental performance, with prescriptive analytics outperforming predictive analytics. pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 ahmad et al. (2023) the impact of ai on sustainability reporting in accounting 2023 6th international conference on contemporary computing and informatics (ic3i) ai, blockchain, big data, rpa ai enhances esg data collection, trend identification, and real-time insights. chang et al. (2023) applying sustainable development goals in financial forecasting using machine learning techniques corporate social responsibility and environmental management machine learning (artificial neural network) sdgs adoption improves earnings per share (eps) prediction and stakeholder engagement. sætra (2021) a framework for evaluating and disclosing the esg related impacts of ai with the sdgs sustainability not specified existing esg frameworks fail to capture ai’s sustainability impact; proposes new sdg-based disclosure framework. van der heever et al. (2024) understanding public opinion towards esg and green finance with the use of explainable artificial intelligence mathematics explainable ai (xai), senticnet api, lime, shap ai reveals public sentiment towards esg, offering a more transparent approach to esg evaluation. s h a l h o o b (2025) esg disclosure and financial performance: survey evidence from accounting and islamic finance sustainability not specified esg disclosure perceived to enhance financial performance, trust, and investment attractiveness. gînguță et al. (2023) ethical impacts, risks and challenges of artificial intelligence technologies in business consulting electronics structural equation modeling (sem) ethical concerns (e.g., discrimination, privacy) negatively impact ai adoption in consulting. pattnaik et al. (2024) applications of artificial intelligence and machine learning in the financial services industry: a bibliometric review heliyon not specified identifies key ai/ml applications in bfsi and future research directions. ren et al. (2025) the impact of artificial intelligence on corporate greenwashing: evidence from the chinese listed firms journal of accounting literature ai penetration rate analysis, fixedeffects model ai inhibits greenwashing, especially in state-owned firms and those with strong social scrutiny. ai enhances corporate environmental performance. zhang (2024) the pathway to curb greenwashing in sustainable growth: the role of artificial intelligence energy economics ai-enhanced esg rating analysis, panel data regression ai significantly reduces greenwashing by improving esg rating disclosure quality, particularly in soes and high-regulation areas. pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 janice and delina (2024) potentials and challenges of artificial intelligencesupported greenwashing detection in the energy sector energy research & social science ai-driven greenwashing detection ai can enhance greenwashing detection but faces challenges like data limitations and algorithm transparency. balcıoğlu et al. (2024) artificial intelligence integration in sustainable business practices: a text mining analysis of usa firms sustainability text mining ai enhances operational efficiency, environmental sustainability, and social responsibility through predictive maintenance, energy optimization, and bias-free hr management. bin-nashwan et al. (2024) does ai adoption redefine financial reporting accuracy, auditing efficiency, and information asymmetry? computers in human behavior reports ai-driven systems, big data governance ai adoption improves financial reporting accuracy and auditing efficiency while reducing information asymmetry, influenced by top management support and innovation climate. a l z e g h o u l and alsharari (2024) impact of ai disclosure on the financial reporting and performance as evidence from us banks journal of risk and financial management ai disclosure analysis ai disclosure improves financial reporting and performance, but the extent depends on shareholder and board interactions. large shareholders push for more ai disclosure. aldemir and uysal (2025) artificial intelligence for financial accountability and governance in the public sector administrative sciences predictive analytics, fraud detection, automated reporting ai improves efficiency, transparency, and decision-making but faces challenges like algorithmic bias, data privacy, and ethical concerns. shiyyab et al. (2023) the impact of artificial intelligence disclosure on financial performance international journal of financial studies content analysis ai disclosure has a positive effect on financial performance (roa, roe) and a negative effect on total expenses, but disclosure levels remain weak in some jordanian banks. artene et al. (2024) unlocking business value: integrating ai-driven decisionmaking in financial reporting systems electronics neural networks, game theory ai optimizes profitability and efficiency in financial reporting. game theory helps analyze financial strategy. data quality and regulatory challenges remain. könig et al. (2023) sustainability challenges of artificial intelligence and citizens’ regulatory preferences government information quarterly survey analysis citizens prefer soft regulation (incentives, labels) over hard regulation. trust in tech firms and policymakers’ competence influences regulation preferences. sipola et al. (2023) adopting artificial intelligence in sustainable business journal of cleaner production qualitative content analysis ai supports social, ecological, and societal sustainability, improving efficiency and governance. challenges include ethical concerns and job displacement. dhiman et al. (2024) artificial intelligence and sustainability—a review analytics literature review ai can drive sustainability, but concerns over energy consumption, ethics, and bias persist. pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 liu et al. (2024) ai-driven financial analysis: exploring chatgpt’s capabilities and challenges international journal of financial studies chatgpt-4o chatgpt-4o demonstrates strong financial reasoning but struggles with deep analytical tasks; human oversight is needed. bulău et al. (2024) can ai become an active assistant to finance, audit, and accounting? acta universitatis danubius chatgpt bot – finance wizard ai can reliably assist with financial analysis and repetitive tasks but requires human validation for strategic decisions. karger and k u r e l j u s i c (2023) forecasting in financial accounting with ai – a systematic literature review journal of applied accounting research machine learning, deep learning ai forecasting models are underutilized in financial accounting, requiring more generalizable and systematic knowledge. table 2: thematic categorization of literature theme research question (rq) articles supporting it key insights ai-powered predictive analytics in esg and financial reporting rq1: how is aipowered predictive analytics used in sustainability-focused financial reporting? zhang & yang (2024), riyath & jariya (2024), khoruzhy et al. (2022), ozkan (2024), sariyer et al. (2024), ertz et al. (2024), bin-nashwan et al. (2024), aldemir & uysal (2025), artene et al. (2024), karger & kureljusic (2023), chang et al. (2023) ai enhances esg and financial reporting through improved accuracy, investment decisionmaking, risk prediction, and fraud detection. machine learning and neural networks optimize profitability and efficiency but face adoption challenges. ai applications in sustainability and financial reporting rq1 tariq & rahim (2024), oyeniyi et al. (2024), ahmad et al. (2023), peng et al. (2023), anton et al. (2024) ai automates esg reporting, enhances financial accuracy, and ensures compliance, increasing transparency and efficiency. ai’s role in detecting greenwashing rq1 moodaley & telukdarie (2023), ren et al. (2025), zhang (2024), janice & delina (2024) ai detects false sustainability claims, improving esg disclosure quality, but the field requires further research. challenges and benefits of ai in sustainability and financial reporting rq2: what are the challenges and benefits of using ai in sustainability reporting? riyath & jariya (2024), tariq & rahim (2024), oyeniyi et al. (2024), al-blooshi & nobanee (2020), ozkan (2024), sklavos et al. (2024), burnaev et al. (2023), wang et al. (2024), janice & delina (2024), binnashwan et al. (2024), aldemir & uysal (2025), balcıoğlu et al. (2024), alzeghoul & alsharari (2024), sipola et al. (2023), dhiman et al. (2024), könig et al. (2023), liu et al. (2024), bulău et al. (2024) ai fosters sustainability culture and operational efficiency but raises challenges such as algorithmic bias, cybersecurity risks, data privacy concerns, regulatory hurdles, misinformation risks, and ethical issues. ethical and regulatory concerns in ai-driven sustainability reporting rq2 gînguță et al. (2023), sætra (2021), shalhoob (2025) ai in sustainability reporting faces ethical dilemmas, including privacy concerns, potential discrimination, and regulatory misalignment with esg frameworks. pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 trends in ai-driven sustainability and financial reporting rq3: what are the key trends in aidriven sustainability reporting? johri (2025), tariq & rahim (2024), zhang & yang (2024), burnaev et al. (2023), sariyer et al. (2024), balcıoğlu et al. (2024), dhiman et al. (2024), sipola et al. (2023), karger & kureljusic (2023), van der heever et al. (2024), ren et al. (2025), zhang (2024) ai is increasingly used for predictive maintenance, esg sentiment analysis, smart energy management, blockchain integration, and emissions monitoring. however, ethical concerns and the need for improved models remain challenges. ai’s impact on corporate environmental performance rq3 ren et al. (2025), zhang (2024) ai enhances corporate environmental responsibility, particularly in state-owned enterprises and firms under strict regulations. ai in financial forecasting for sustainability rq1 chang et al. (2023) machine learning (e.g., artificial neural networks) improves earnings per share (eps) prediction by incorporating sdg variables. results and discussions financial reporting, esg (environmental, social, and governance) disclosures, and corporate accountability have all been highly influenced by artificial intelligence (ai). the articles selected in table 1 highlight how ai technologies, such as natural language processing (nlp), predictive analytics, and machine learning, enhance corporate sustainability, financial transparency, and good corporate governance. table 2 further decomposes these findings into overarching research themes, examining applications, benefits, and limitations in employing ai in finance and sustainability reporting. this paper synthesises a variety of literature to outline how ai influences esg disclosures, financial performance and greenwashing and how it addresses issues such as ethical concerns and obstacles to regulation. ai in esg reporting and sustainability performance numerous studies indicate ai’s role in revolutionizing esg reporting and sustainability performance. zhang and yang (2024) determined that ai has a positive influence on social and environmental performance in that it optimises resources, protects against environmental degradation, and monitors carbon. ai’s role in corporate governance is in its nascent stage. tariq and rahim (2024) discussed ai’s role in reporting automation on sustainability, real-time monitoring, and decision-making with data. ai esg reporting is supplemented with riyath and jariya (2024), who believe ai builds climate resilience and corporate innovation with stakeholder engagement and sustainability analytics. ai’s application in esg investments is varied in different countries, as seen in khoruzhy et al. (2022). their research concluded that ict infrastructural capabilities, r&d capabilities, and access to finance influence ai adoption in developed and developing countries. ozkan (2024) further established ai as a driver for ethical business behavior, enhancing efficiency in sustainability reporting and raising alarms for potential ethical risks. ertz et al. (2024) corroborated this in that ai-based big data analytics (bda) positively influences economic, social, and environmental performance in companies, with prescriptive analytics being more effective than predictive analytics in sustainability strategy. ai’s predictive power in esg performance measurement was further explored in sariyer et al. (2024) with cluster and deep learning algorithms to optimize sustainability strategies for fortune 500 companies. aldemir and uysal (2025) went on to show in turn how ai-based predictive analytics improve transparency, fraud detection, and decision-making in public sector finance accountability and government. all these studies collectively place ai as a powerful tool for esg reporting accuracy, investment decision-making, and corporate sustainability performance. accuracy in financial reporting and ai the application of ai in accounting is a timely topic. ai finance analytics, as discussed in al-blooshi and nobanee (2020), enhance investment choices, detect financial anomalies, and automate trading. however, studies are cautious and cite control and management risks. ai complements accounting information systems and internal control, as noted in johri (2025), who proved that ai-based internal control systems improve relevance, accuracy, and timely reporting in finance. ai’s role in financial reporting is supplemented in oyeniyi, ugochukwu, and mhlongo (2024) with a statement that ai optimizes accuracy, efficiency, and timely reporting in financial reporting and raises ethical issues in terms of bias and regulation. similarly, ahmad et al. (2023) documented ai’s role in accounting sustainability reporting, describing how ai-supported technologies such as blockchain, robotic process automation (rpa), and big data improve esg data collection and trend identification. peng et al. (2023) explored ai’s role in pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 making finance reporting effective to aid in a range of sustainable development goals (sdgs). anton et al. (2024) explored chatbot use in integrated reporting and concluded that chatbots improve reporting accuracy, efficiency, and stakeholder communication. bin-nashwan et al. (2024) found increased use of aibased reporting with a report that ai usage improves accuracy in reporting, audit efficiency, and information asymmetry. their paper reported that such improvements are, however, dependent on top management support and an innovation climate in an organization. artene et al. (2024) went a step further and incorporated game theory and neural networks in financial reporting systems, with a demonstration that ai optimizes profitability and efficiency. data quality and regulation problems, however, still present challenges. karger and kureljusic (2023) reported similar problems with aibased forecasting for financial accounting, noting that ai-based forecasting models are underutilized and that more systematic knowledge-building is required. ai’s role in greenwashing detection ai has emerged as a valuable resource in detecting greenwashing, where companies falsely present themselves as being sustainable in an attempt to enhance their corporate brand. moodaley and telukdarie (2023) conducted a systematic literature review on ai-based greenwashing detection and concluded that ai text analytics and bibliometrics can pick out misrepresentative assertions of sustainability. however, according to the study, research in this area is still in its infancy. ren et al. (2025) explored ai in reducing corporate greenwashing in chinese listed firms and concluded that ai penetration deters greenwashing, particularly in state-owned firms (soes) and firms with high social scrutiny. similarly, zhang (2024) found that ai enhances esg rating disclosure quality, significantly reducing greenwashing, particularly in highly regulated settings. janice and delina (2024) explored ai’s potential to detect greenwashing in the energy sector and determined that ai can enhance corporate transparency. however, algorithmic transparency, data limitations, and regulatory barriers are present. these findings show that ai is a viable solution to reducing corporate misinformation in sustainability reporting. ai disclosure and financial performance the impact of ai disclosure on financial performance has been thoroughly investigated. shiyyab et al. (2023) concluded that ai disclosure has a positive effect on financial performance measures such as return on assets (roa) and return on equity (roe), and reduces total cost. ai disclosure levels in some jordanian banks are still low, however, which indicates a lack of ai adoption. alzeghoul and alsharari (2024) investigated ai disclosure’s effect on us banks’ financial reporting and concluded that ai disclosure has a positive effect on improving financial performance and transparency. the research noted that to what extent such gains are realized is a function of shareholders’ control and board interactions and that large shareholders need more ai disclosure. balcıoğlu, çelik, and altındağ (2024) carried out text mining research on us firms and established that ai enhances operating efficiency, environmental sustainability, and social responsibility. ai use for predictive maintenance, energy optimization, and biasfree management of human resources was emphasized in research as drivers for improving corporate performance. ai implementation challenges and ethical concerns although ai has numerous benefits, there are several challenges. ethical concerns in ai adoption were reported by gînguță et al. (2023) to have a detrimental influence on ai adoption in business consulting owing to issues such as discrimination and privacy. könig et al. (2023) investigated public sentiment towards ai regulation and established that citizens prefer measures for soft regulation in the form of incentive and transparency labeling as opposed to hard regulations. sipola et al. (2023) discussed ai adoption in sustainable business and noted problems such as job loss and ethics. similarly, dhiman et al. (2024) systematically reviewed ai in sustainability and noted energy consumption, ethics, and bias to still be major concerns. aldemir and uysal (2025) went on to research ai in finance and accountability and concluded that ai increases efficiency and transparency but is hampered by algorithmic bias and data privacy. liu et al. (2024) investigated ai finance analysis using chatgpt-4o and concluded that while ai possesses sound finance rationale ability, it is short on ability in in-depth analytics and hence requires supervision from humans. case studies of the application of ai in financial reporting artificial intelligence (ai) is transforming how companies manage environmental, social, and governance (esg) data collection, reporting, and sustainability programs. two of these instances are discussed in this study. enersys’s ai integration enersys, a leading industrial battery manufacturer and energy storage company in the united states, has adopted ai to improve data collection and reporting for sustainability. enersys utilizes a tool called esg flo, which applies heat map-based machine learning to extract valuable information from 180 locations globally. this ai system improves accuracy, auditability, and efficiency in collecting scope 1 and scope 2 emissions information. site representatives send a pdf copy of their bill, and ai processes this to extract information such as range, usage quantity, cost, and unit of measurement. ai flags anomalies and variabilities and assists in making data traceable and auditable (runyon, 2024). aside from pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 data extraction, enersys is piloting esg flo’s system for compliance, with project management capabilities supplemented with ai to aid in future esg regulations and disclosure rules. ai is being used in esg flo’s system to auto-fill answers to similar disclosure questions in several esg frameworks, cutting down on time and effort. enersys is using chatgpt enterprise to process large datasets for sustainability data like emissions and waste (runyon, 2024). this ai-powered generative tool recognizes insights quicker than a manual method and helps in replying to customer questionnaires and surveys on their sustainability processes in an efficient manner. regrow’s ai-powered platform regrow is a 2016 ag-tech business that is focused on regenerative agriculture and has developed the sustainability insights platform. this uses machine learning, satellite imagery, and soil modeling to track and manage agricultural supply chains’ carbon footprint. it allows for large-scale aggregation, crucial to improving food industry sustainability, which has previously relied on outdated data methods. large food firms like pepsico, general mills, kellanova, and cargill are collaborating with regrow to encourage climate-friendly agriculture (balch, 2024). regrow’s software enables companies to conduct robust scope 3 accounting, create investable carbon reduction and removal strategies, and track on-farm progress over time (achard, 2024). using remote sensing, machine learning, and industry-leading soil modeling, regrow enables ipcc tier 3 level measurement without having to conduct time-consuming supplier surveys, reducing time to action and reducing program cost. enrolling growers, monitoring practice adoption, and reporting program outcomes with confidence to create carbon credits or verify emissions reductions are all facilitated on the platform (regrow, 2024). implications and future outlook the application of ai in esg data collection and reporting, demonstrated in enersys and regrow, has several benefits: greater efficiency: ai analyzes and processes data, reducing the requirement for human intervention and decreasing error likelihood. greater accuracy: large data sets can be processed accurately with machine learning algorithms, yielding consistent data for reporting and decision-making. scalability: ai systems can handle large volumes of data from several locations or supply chains and hence are best for large-sized firms. regulatory compliance: ai can be utilized to handle complex esg regulations via automation and timely reporting. with esg considerations increasingly influencing business operations, the adoption of ai technologies will inevitably increase. those companies that integrate ai into their esg strategies will be in a position to gain a competitive advantage through improving sustainability performance, complying with regulations, and enhancing stakeholder confidence. ai techniques used in sustainability reporting the table below shows the various ai techniques table 3: ai techniques used in sustainability reporting ai technique definition application in sustainability reporting example papers natural language processing (nlp) & ai text analysis ai-driven text analysis to extract insights from sustainability reports analyzes esg disclosures for compliance, trends, and sentiment analysis; detects greenwashing in sustainability disclosures zhang & yang (2024); moodaley & telukdarie (2023) machine learning (ml) & artificial neural networks (ann) ai algorithms that learn patterns from data to improve predictions enhances sustainability reporting, detects risks, predicts esg performance, and improves decision-making tariq & rahim (2024); johri (2025); ozkan (2024); chang et al. (2023) predictive & prescriptive analytics uses historical data to forecast and provide recommendations predicts esg ratings, corporate sustainability trends, and financial risks while recommending best sustainability strategies johri (2025); zhang & yang (2024); sariyer et al. (2024); ertz et al. (2024) ai-powered risk & financial analytics ai models that assess financial risks and governance issues detects anomalies, predicts financial distress, and analyzes sustainability risks oyeniyi et al. (2024) ai-driven automation & data analytics ai-driven tools for financial and esg data processing automates sustainability data collection, enhances reporting efficiency, and reduces manual errors tariq & rahim (2024); riyath & jariya (2024); peng et al. (2023) pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 regression analysis & economic modeling statistical techniques for analyzing relationships between variables examines esg investment patterns and ai’s impact on financial decisions khoruzhy et al. (2022) optimization & clustering ai techniques for grouping data and efficient resource allocation identifies esg reporting patterns across firms and optimizes sustainability strategies wang et al. (2024); burnaev et al. (2023); sariyer et al. (2024) association rule mining finds relationships between variables helps uncover esg data correlations sariyer et al. (2024) explainable ai (xai) ai models with interpretable decisionmaking sentiment analysis of esg topics using lime, shap, and senticnet van der heever et al. (2024) blockchain & big data distributed ledger and large-scale data analytics enhances esg data collection and analysis ahmad et al. (2023) structural equation modeling (sem) statistical technique for causal relationships identifies ethical risks of ai in business consulting gînguță et al. (2023) ai-driven esg rating & greenwashing detection ai algorithms to enhance esg ratings and detect misleading sustainability claims improves disclosure quality, reduces corporate greenwashing zhang (2024); janice & delina (2024) ai penetration rate analysis assessing the impact of ai adoption in firms evaluates ai’s role in inhibiting greenwashing and promoting sustainability ren et al. (2025) text mining & ai disclosure analysis ai tools for analyzing large textual datasets analyzes sustainability reports to identify ai adoption trends and impact on financial performance balcıoğlu et al. (2024); alzeghoul & alsharari (2024) content analysis & qualitative research systematic categorization of qualitative data identifies ai disclosure trends and its role in sustainability shiyyab et al. (2023); sipola et al. (2023) neural networks & deep learning ai models that detect patterns in data predicts financial kpis, optimizes decisions, and enhances financial forecasting artene et al. (2024); karger & kureljusic (2023) game theory mathematical modeling of strategic interactions evaluates financial decision strategies artene et al. (2024) survey analysis collecting and analyzing public opinions assesses citizens' ai regulation preferences könig et al. (2023) chatbots & ai virtual assistants ai-powered virtual assistants for financial reporting and communication automates financial statement analysis and stakeholder interactions anton et al. (2024); bulău et al. (2024) chatgpt-4o & aibased finance tools large language models for financial reasoning and automation assists in financial analysis, but struggles with deep reasoning liu et al. (2024) used in previous studies and how they are applied to sustainability reporting. the table shows various ai methods used in sustainability reporting. ai is crucial in sustainability reporting via enhancing data analysis, improving compliance, and detecting greenwashing. natural language processing (nlp) and ai-based text analytics extract information from sustainability reports to enable sentiment and greenwashing detection (zhang & yang, 2024; moodaley & telukdarie, 2023). machine learning (ml) and artificial neural networks (ann) enhance esg reporting via detecting risks, projecting sustainability performance, and decision-making assistance (tariq & rahim, 2024; johri, 2025; ozkan, 2024; chang et al., 2023). predictive and prescriptive analytics advance corporate sustainability via esg ratings and finance-related forecast and recommendation for best sustainability approaches ( johri, 2025; zhang & yang, 2024; sariyer et al., 2024; ertz et al., 2024). ai-based finance and risk analytics aid in detecting anomalies and finance distress forecasting, improving corporate governance and sustainability risk management (oyeniyi et al., 2024). ai-based automation and data analytics enhance sustainability reporting efficiency via lowering pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 esg data gathering with a high chance of human error (tariq & rahim, 2024; riyath & jariya, 2024; peng et al., 2023). optimization and cluster methods identify esg reporting trends among companies to enable effective sustainability approaches (wang et al., 2024; burnaev et al., 2023; sariyer et al., 2024). ai penetration rate analysis determines ai adoption’s influence on sustainability via decreasing greenwashing (ren et al., 2025). explainable ai (xai) enables transparency in esg reporting with interpretable ai models like lime and shap (van der heever et al., 2024). ai-based esg rating systems enhance disclosure quality and reduce corporate greenwashing (zhang, 2024; janice & delina, 2024). blockchain and big data technologies enhance esg data management further (ahmad et al., 2023). ai techniques like survey analysis and game theory aid in evaluating public opinion regarding ai regulation and finance decision-making processes (könig et al., 2023; artene et al., 2024). ai-based chatbots and digital assistants enable stakeholder engagement and finance reporting, and ai finance tools like chatgpt-4o enable finance analysis (anton et al., 2024; bulău et al., 2024; liu et al., 2024). these ai tools point to increased use of ai in sustainability reporting to enhance transparency, efficiency, and conformity in corporate esg disclosures. benefits of ai in sustainability reporting ai greatly contributes to sustainability reporting in a table 4: benefits of ai in sustainability reporting category benefits supporting papers transparency & governance ai improves esg data accuracy, compliance, and fraud detection zhang & yang (2024); oyeniyi et al. (2024); aldemir & uysal (2025) efficiency & automation ai automates sustainability disclosures, financial reporting, and auditing processes, saving time tariq & rahim (2024); johri (2025); binnashwan et al. (2024); alzeghoul & alsharari (2024) predictive capabilities ai enhances forecasting of esg risks and financial sustainability zhang & yang (2024); johri (2025); chang et al. (2023) decision-making & insights ai provides real-time esg insights and prescriptive sustainability strategies riyath & jariya (2024); oyeniyi et al. (2024); ertz et al. (2024); sariyer et al. (2024) ai in esg investing enhances data-driven decision-making and market analysis khoruzhy et al. (2022) corporate sustainability & reporting ai improves environmental strategies, reporting accuracy, and innovation burnaev et al. (2023); ozkan (2024); wang et al. (2024) greenwashing detection identifies misleading sustainability claims moodaley & telukdarie (2023); janice & delina (2024) financial & operational efficiency optimizes energy use, reduces waste, enhances profitability, and aligns with sdgs peng et al. (2023); balcıoğlu et al. (2024); artene et al. (2024); sipola et al. (2023) esg disclosure & explainability ai enhances structured esg disclosures, improves transparency, and supports xai (explainable ai) sætra (2021); van der heever et al. (2024) ai in corporate governance improves environmental performance and governance through enhanced esg leadership ren et al. (2025); sklavos et al. (2024) table 5: challenges of ai in sustainability reporting category challenges supporting papers bias & ethical risks risk of bias in ai-generated esg scores, discrimination concerns, and ethical dilemmas oyeniyi et al. (2024); sariyer et al. (2024); gînguță et al. (2023) high implementation costs ai adoption requires significant investment, expertise, and regulatory adaptation tariq & rahim (2024); bin-nashwan et al. (2024); ren et al. (2025) number of ways, as illustrated in the following table and discussed in this section. challenges to ai in sustainability reporting while ai has a number of benefits in esg reporting, its pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 53-70, 2025 cybersecurity & privacy data privacy concerns, cybersecurity threats, and ai model transparency issues zhang & yang (2024); johri (2025); van der heever et al. (2024) regulatory & adoption barriers adoption challenges in developing economies, regulatory uncertainties, and compliance issues khoruzhy et al. (2022); ren et al. (2025) explainability & complexity ai models can be complex, limiting accessibility and stakeholder understanding van der heever et al. (2024) greenwashing & manipulation ai can detect but also be misused for greenwashing and misinformation janice & delina (2024); moodaley & telukdarie (2023) data dependence & integration ai effectiveness relies on high-quality data, which may be difficult to integrate with existing frameworks ahmad et al. (2023); shiyyab et al. (2023) energy consumption & sustainability ai-driven systems require high energy usage, potentially contradicting sustainability goals burnaev et al. (2023) trust & employee acceptance low trust in ai among employees and stakeholders, limiting widespread adoption karger & kureljusic (2023) ai in corporate governance improves environmental performance and governance through enhanced esg leadership ren et al. (2025); sklavos et al. (2024) use is surrounded by a number of challenges as shown in table 5 below. conclusion this research investigated ai in sustainability reporting, with applications, challenges, benefits, and future trends. the study found that ai predictive analytics is applied in esg risk assessment, financial sustainability forecasting, and fraud detection. also, ai is accompanied by several benefits, including greater transparency, automation of esg disclosure, and improved decision-making. adoption is, however, hampered by obstacles such as ethical risks, regulative uncertainty, and privacy in data (oyeniyi et al., 2024; ren et al., 2025). some of the latest trends in ai-based sustainability reporting are increased use of xai to improve explainability, ai-driven esg investment research, and use of ai to improve energy efficiency in business processes (sætra, 2021; burnaev et al., 2023). to facilitate ethical ai adoption for sustainability reporting, policymakers should create guidelines for ai-based esg disclosures. regulators and governments should encourage standardized esg formats to facilitate ai adoption across sectors. ai is transforming sustainability reporting with improved predictive analytics, esg disclosure automation, and decision-making. although regulation barriers, ethics, and integration issues have to be addressed to maximize ai use, future research can explore ai’s ability to prevent greenwashing, encourage sme adoption, and link aibased sustainability reporting to shifting international guidelines. with ai used responsibly, business reporting can be more transparent, accountable, and sustainable. references achard, s. 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(2024). the pathway to curb greenwashing in sustainable growth: the role of artificial intelligence. energy economics, 133, 107562. https://doi. org/10.1016/j.eneco.2024.107562 pa ge 1 pa ge 35 american journal of multidisciplinary research and innovation (ajmri) academic achievement of primary learners and the parental involvement capabilities during covid 19 pandemic jonalie ygot1*, helen revalde1 volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2659 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 20, 2024 accepted: may 23, 2024 published: may 27, 2024 this study determined the academic achievement of grades one, two, and three pupils and the parental involvement capabilities during the covid 19 pandemic of libertad elementary school, daanbantayan, cebu during school year 2020-2021 as the basis for the proposed development plan. this research employed a descriptive correlational design. there were 115 parent respondents, selected via general sampling, who answered the adopted survey questionnaire. the data were treated using frequency count, percentage, weighted mean, and chi-square test of independence. findings revealed that most parentrespondents were mothers, aged 36-40, married, high school graduates, unemployed, had 1 to 3 children in the family and enrolled in school, and had an income of less than 9,649.47. the level of academic achievement of the pupils was mostly very satisfactory. the extent of parental involvement in the children’s academic achievement was moderately involved. there were significant impacts of civil status, occupation, family size, and income on student achievement. there was no significant relationship between the profile variables and student achievement. hence, complex support strategies are needed to be tailored to meet the diverse learners’ needs. keywords early childhood education, academic achievement and parental involvement, descriptive correlational method, daanbantayan, cebu, philippines introduction education is a foundational component for the future of a nation, and the level of education that students receive in the present day significantly impacts the progress they make in the future. since parental engagement is a vital factor in determining a child’s academic achievement, the positive relationship that exists between the home and the school is of the utmost importance. the realization that the support and involvement of parents has a substantial impact on the early cognitive development of a child is a significant factor that amplifies the significance of schooling. it is emphasized in the child and youth welfare code of the philippines that the child plays a significant role as a precious asset to the nation. this code also emphasizes the importance of parental or guardian assistance for the child’s success and well-being. jeynes (2018) highlights the importance of family background on parental engagement, demonstrating that most parents can play a more active role in their children’s education if encouraged. with encouragement, this is possible. this involvement encompasses a wide range of activities, consisting of providing support for educational processes and actively engaging with schools to improve student accomplishment. because of the covid-19 pandemic, global education has been confronted with obstacles that have never been seen before (sahlberg, 2012). as a result, the philippine education system has been forced to use “blended learning” modes to maintain educational continuity in the face of risks to public health. the department of education (deped) has mandated all schools to embrace blended learning. they can choose an online class where teachers can communicate the learners and parents via the learning management system like google meet and zoom or use modules that contain the desired competencies, activities, and details on how parents’ guide their children studying at home. this modular approach is intended for learners who have difficulty in accessing the internet. embracing the basic education learning continuity plan gives opportunities to continue educating learners in borderless classrooms. the transition has been challenging for both parents and educators who are not familiar with the new educational technologies and approaches that have been implemented. these unique problems highlight the need of doing research into the influence that parental involvement has on the academic accomplishments of students in grades one, two, and three during the covid-19 pandemic by highlighting the necessity of conducting such research. in the context of blended learning and changes brought about by the pandemic, it is of the utmost importance to have a solid understanding of the relationships that exist between parental involvement and student accomplishment. this study intended to uncover characteristics that affect academic performance and to provide solutions to promote parental participation, with the goal of improving students’ educational success both during and after the pandemic crisis. it is possible that the findings of this research could provide useful insights into the development of viable ways to educate primary learners during the pandemic period. literature review this study is anchored by the following theories: the hoover-dempsey and sandler model, bronfenbrenner 1 cebu technological university, cebu city, philippines * corresponding author’s e-mail: june.ygot1@gmail.com pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 35-44, 2024 theory (1979), and epstein’s theory (2018). this research is also legally anchored on deped order no. 012, s. 2020, deped order no. 31, s. 2020, and ched memo no. 05 series of 2020. the hoover-dempsey and sandler model, conceived in 1990, of parental involvement offers a crucial paradigm for comprehending the interplay between parental involvement and academic attainment, specifically in the context of the covid-19 epidemic. this model explores the motivational and psychological factors that influence parents’ involvement in their children’s education (whitaker, 2019). it highlights the significance of parents’ perception of their role and their confidence in their ability to positively impact their child’s learning. amidst the pandemic, education systems globally shifted towards remote and blended learning methods, making the ideas of this paradigm more pertinent. parental involvement in the teaching of grades 1 to 3 learners has evolved from being supportive to becoming an almost essential component. parents, following the recommendations proposed by hooverdempsey and sandler, have taken an active role in helping their children get learning resources, participating in educational activities, and managing the technological difficulties associated with online education. this increased degree of engagement is crucial for preserving and improving academic performance during a time of substantial upheaval to conventional educational systems. bronfenbrenner’s ecological systems theory, formulated in 1979, provides a comprehensive framework for understanding the academic accomplishments of students in grades 1 to 3 during the covid-19 epidemic. it highlights the complex interaction between several environmental systems and child development. this theory outlines various strata of environmental effects, ranging from the proximate microsystem of family and school to the more expansive macrosystem of cultural norms and values (paat, 2013). amidst the epidemic, the importance of the microsystem, specifically the influence of parental engagement, has been greatly amplified. parents have assumed the role of both primary caretakers and educators, exerting a direct influence on their children’s learning experiences within the household. this shift highlights the theory’s claim that the quality of relationships within a child’s immediate surroundings has a substantial impact on their development. epstein’s theory of school, family, and community partnerships, formulated in 2018, underscores the multifaceted role of parental involvement in the educational process, presenting a framework that becomes particularly pertinent in understanding the academic achievement of grades 1 to 3 learners during the covid-19 pandemic. this theory categorizes parental involvement into six types, ranging from parenting and communicating to volunteering and learning at home, each of which has taken on new dimensions in the context of pandemicinduced remote learning. as schools shifted to online and blended learning formats, the reliance on home environments for educational delivery increased, spotlighting the critical role parents play in facilitating their children’s learning. this period has amplified the necessity for parents to engage not just as supporters but as active participants in the educational process, directly influencing their children’s academic outcomes. during the covid-19 pandemic, philippine educational policies, such as deped order no. 012, s. 2020, deped order no. 31, s. 2020, and ched memorandum no. 05 series of 2020, emphasized the importance of parental involvement and adaptable learning strategies in ensuring continuous education for grades 1–3 students. these directions stressed the importance of parental involvement in a co-educational role, the use of remote and modular learning techniques, and the deployment of creative strategies to address the pandemic’s educational difficulties. the emphasis on alternate learning systems and the transition to a home-based educational setting need parents’ active participation as facilitators and motivators, maintaining academic continuity and achievement despite the crisis. di pietro et al. (2020) expounded that the transition to distant and blended learning models has placed exceptional pressure on households as the main location for education, greatly impacting the academic achievements of young kids. dutta and smita (2020) supported that the families have faced a range of obstacles, such as restricted technological access, inadequate educational resources at home, and unfamiliarity with digital learning platforms. these issues have hindered the ability to maintain consistent academic advancement. parental participation has been identified as a vital factor in determining academic success throughout this period. the level of parental support in facilitating their children’s learning activities at home, including providing access to online classes and offering direct instructional assistance, has significantly influenced the maintenance and improvement of student engagement and achievement (rudo & dimock, 2017). diaz (2023) corroborates that there was a significant effect on the academic performance of the learner in the precalculus course towards the engagement of the parents, whether at home or school in the new normal. nonetheless, the impact of parental participation is greatly shaped by various aspects, such as parents’ level of education, socioeconomic status, and the extent of time and money they can allocate to their children’s education (selolo, 2018). garcia and ancheta (2022) claim that parents had low levels of involvement in the modeling, cognitive, and behavioral dimensions; their level of role construction was high. the pandemic has emphasized the significance of educators and schools in adopting adaptable learning solutions that accommodate the varied requirements of students and their families. the integration of diverse educational technology and conventional approaches like printed learning materials has played a crucial role in guaranteeing equal access to education for all pupils, regardless of their family circumstances (badillapa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 35-44, 2024 quintana et al., 2020). the current period of educational disruption has emphasized the necessity for educators, parents, and the broader community to work together to create an environment that promotes the comprehensive growth of young students, guaranteeing that every child receives equal educational opportunities (bozkurt et al., 2020). parental engagement has been demonstrated to be a fundamental element of student achievement during these challenging circumstances. the shift to homebased learning has emphasized the crucial role of parents in assisting their children’s education, including ensuring access to digital learning platforms, and actively participating in the educational process alongside their children (bhamani, 2020). nevertheless, this transition has also brought attention to the unequal capacity of parents to facilitate learning at home, influenced by variables such as socioeconomic position, employment obligations, and digital proficiency, which subsequently impact children’s academic advancement (ball et al., 2019). educators have been assigned the responsibility of creating and providing teaching that not only captivates students but also connects different learning contexts. this has encompassed the implementation of blended learning models, which involve the integration of digital resources alongside conventional learning materials, as well as aiding parents to enable them to effectively facilitate their children’s learning (kumar et al., 2018). the primary objective has been to uphold educational fairness, guaranteeing that every student, irrespective of their domestic circumstances, can pursue their educational progress without any disruptions. the epidemic has highlighted the significance of providing mental and emotional assistance to young students, as they cope with the uncertainties and disturbances to their daily schedule. due to the pandemic’s effect on children’s well-being and the importance of positive teacherstudent and peer relationships in creating a supportive learning environment, schools and educators have had to integrate social and emotional learning components into their curriculum (vaillancourt et al., 2019). the research conducted by rudo and dimock (2017) emphasizes the crucial role of parents in enabling remote learning. it suggests that students whose parents actively participated in their educational activities shown higher levels of resilience and made more academic advancements during school closures. budhrani et al. (2020) claim that maintaining academic success throughout the pandemic relies on two key factors: strong communication between schools and families, and the availability of resources for parents to assist their children’s learning at home. in addition, the pandemic has brought attention to the inequalities in educational opportunities and results. mcaleavy (2020) found that students from socioeconomically disadvantaged backgrounds encountered greater difficulties in remote learning. this highlights the necessity for specific interventions to assist these students and their families. moreover, the pandemic’s psychological effects on young students have led to investigations into the significance of social-emotional assistance. raffaele (2021) and banati et al. (2020) emphasize the necessity of educational interventions that cater to both academic and learners’ psycho-emotional well-being. thus, the unique challenges of the pandemic have significantly impacted educational systems, transforming how students learn and how parental involvement is facilitated. given these dynamics, it is essential to determine the profile and academic achievement of the learners, the parental involvement, and its relationship to identify concerned areas for targeted support and intervention to mitigate the pandemic’s effects on education. methodology this research employed a descriptive correlational design, a methodology aimed at understanding the relationships between variables without any manipulation (alipio, 2021). this approach facilitated a comprehensive understanding of the learners’ academic achievement, parental involvement, and relationships. there were 115 parent respondents selected through the general sampling technique. etikan and bala (2017) explained that the general sampling approach pertains to the strategies employed in research to select a particular group of individuals, products, or cases from a wider population to partake in a study. the survey questionnaire is composed of the parent respondents’ profile, pupils’ academic achievement as represented with their grade, and the level of parental involvement that contains 10 indicators adopted from menheere and hooge (2010). the data gathered were organised, tallied, summarised, tabulated, and treated statistically with a statistician’s assistance. frequency count and percentage were used to determine the parents’ prolife and pupils’ grades. weighted mean was employed to ascertain the level of parental involvement, and a chi-square test of independence was used for the test of a significant relationship between the parents’ profile and academic achievement, and parents’ profile and their extent of involvement in their children’s academic achievement. results and discussion table 1 presents the results of the age of the parent respondents. this provided valuable insights into the table 1: age of the parent-respondents age (in years) total f % 26-30 6 5.22 31-35 23 20.00 36-40 45 22.50 41-45 11 39.13 46-50 10 8.70 more than 50 23 20 total 115 100.00 pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 35-44, 2024 demographic composition of the parents participating in the study. understanding the age distribution of parents is crucial for assessing the representativeness of the sample. table 1 reveals that most parents (39.13%) are between the ages of 36 and 40, showing that people in their late thirties support a sizable portion of the student population to early forties, who are most likely at a stable stage in their careers and families. this is followed by the 31-35 and over-50 age groups, which account for 20% of the sample, demonstrating a wide range of parental ages active in their children’s schooling. the age group of 26-30 years is the least represented, accounting for only 5.22%. the age range of the parents shows that there are a variety of experiences and resources accessible to help children with their schooling. older parents may provide more stability and resources, along with evidence demonstrating that mature parental age improves children’s educational outcomes (hällsten & pfeffer, 2017). the findings emphasize the need for educational programs that address the requirements of families at various life phases, ensuring that all parents, regardless of age, may actively engage in and support their children’s learning. table 2 presents the marital status distribution among respondents. it aids in assessing family structure and potential influences on parenting dynamics and decisionmaking processes and provides information about the sample’s demographic composition. ensuring fair educational chances regardless of family structure. table 3 provides an overview of the highest educational attainment of parent respondents. it highlights gaps and trends in the parent respondents’ education levels, which can be a tool to determine its influences. table 2: civil status (n = 115) category f % married 106 92.17 single 9 7.83 widowed 0 0 separated 0 0 total 115 100.00 table 2 showcases that 92.17% (106 respondents) were married, showing most students came from stable dualparent families. single respondents made up 7.83% (9 people), indicating that single-parent families may affect parental participation differently. no participants were bereaved or separated, suggesting cultural norms or community features may have prevented representation for all family arrangements. the predominance of married respondents in the sample may reflect cultural or regional norms regarding marriage and family structure. scheuerell (2019) found that single-parent children may struggle academically and socially due to fewer parental resources. however, the sample’s lack of widowed or separated parents may indicate a research gap or a school community trait. these findings imply that while married family support networks may assist most children, singleparent children’s unique obstacles must be understood and addressed (cancian & meyer, 2019). this understanding is necessary to provide tailored interventions and support mechanisms that meet the different needs of all students, table 3: highest educational attainment (n = 115) category f % college graduate 9 7.82 college level 4 3.48 high school graduate 42 36.52 high school level 31 29.96 elementary graduate 29 25.22 total 115 100.00 table 3 reveals that only 7.82% (9 people) of the parent sample have college degrees, according to the report. another 3.48% (4 respondents) have college experience without a degree. high school grads make up 36.52% (42 respondents), showing that many parents have completed secondary school. the highest academic accomplishment is elementary schooling for 25.22% (29 respondents) and incomplete high school for 29.96% (31 respondents). the school community’s diverse parental education levels suggest that most parents have the skills to support their children’s primary education, but the low proportion of college-educated parents may reflect regional socioeconomic and educational challenges. higher parental education frequently leads to better resources and greater school involvement, which is critical for child academic performance (li & qiu, 2018). given the educational background diversity, interventions that increase parental involvement in education are needed regardless of academic achievement. schools may offer parents support and tools to help them better support their children’s education, boosting student results. parental education affects kids’ success, and bridging educational support gaps is important. table 4 details the occupational distribution of parent respondents. it provides valuable insights into the prevalent occupations, highlighting the workforce composition and potential socioeconomic implications of the parents towards the learners’ academic achievement. table 4: occupation (n = 115) category f % housemaid 21 18.26 laborer 20 17.39 vendor 16 13.91 saleslady 11 9.57 teacher 4 3.48 driver 2 1.74 jobless 41 35.65 total 115 100.00 pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 35-44, 2024 table 4 shows that housemaids are the most common occupational group among parents, accounting for 18.26% (21 persons) of the sample, indicating a strong involvement in domestic work. laborers who perform manual or physical labor follow closely with 17.39% (20 respondents). vendors, or those self-employed in the informal sector, account for 13.91% (16 respondents), whereas salesladies, who work in retail sales, account for 9.57% (11 respondents). teachers in the education sector make up 3.48% (4 respondents), whereas drivers make up only 1.74% (2 respondents). notably, the jobless category is the largest, with 35.65% (41 respondents) reporting a high unemployment rate among their parents. the occupational distribution reveals pupils’ families’ socioeconomic backgrounds. the high unemployment rate and majority of respondents working in low-wage or informal sectors (housemaid, laborer, vendor) suggest economic weaknesses that could affect their capacity to support their children’s education. parents’ work and income affect children’s academic performance (li & qiu, 2018). economic challenges may reduce families’ time, resources, and energy for educational support, impacting children’s learning environments and possibilities (magnuson & duncan, 2019). although minor, the presence of teachers in the responder pool suggests a direct link to the education system and stronger educational support for their children. the data implies the need for specific interventions and support systems to address families’ different socio-economic issues and increase parental involvement regardless of job position. schools and policymakers may consider community-based support networks, financial assistance programs, and flexible involvement opportunities for poor and jobless families to ensure academic success for all children. table 5 outlines the distribution of the number of children in the families of parent respondents. it is vital since it sheds light on family size dynamics, allowing us to better understand potential factors impacting parental involvement and educational outcomes in the face of pandemic problems. show situations where allocating resources and providing individualized attention for educational requirements may be quite difficult. this distribution highlights the possible impact of family size on educational outcomes. coleman (2018) indicates that larger families may find it more difficult to provide all their children with equal support, while smaller families may be able to afford to invest more in their children’s education. these findings highlight the need for family-size-appropriate educational policies and initiatives, particularly to assist larger families in making sure all children receive sufficient educational attention. larger families may benefit from special programs offered by communities and schools, such as tutoring or after-school activities. table 6 presents the parents’ total monthly income. this is essential because it indicates socioeconomic level, which may influence access to resources and parental availability. understanding income gaps informs measures to help disadvantaged families, especially given the pandemic’s economic constraints. table 5: number of children in the family (n = 115) category f % 1-3 90 78.26 4-6 16 13.91 7-10 8 6.96 more than 10 1 0.87 total 115 100.00 table 5 underscores that 78.26% of families have one to three children. this suggests that smaller family sizes are more common, which probably enables higher per-child educational resources. 13.91% of families have four or more children, which suggests a moderate family size where educational resources might be distributed more evenly. the low of 0.87% with more than ten children and the 6.96% of families with seven to ten children table 6: combined monthly income (n = 115) in pesos (php) f % less than 9,649.47 83 72.17 9,649.47-19,928.94 20 17.39 19,928.94-38,597.88 12 10.43 total 115 100.00 it can be gleaned in table 6 that 83 families (72.17%) got less than php 9,649.47 income. this high proportion shows that most households earn below the poverty threshold, making it difficult to meet basic needs like funding children’s education. twenty households (17.39%) got php 9,649.47 to 19,928.94 and make up the second category, families in this income bracket may struggle to afford educational materials and help beyond basic needs. meanwhile, twelve families (10.43%) have the greatest income. although better off than the other two groups, families in this bracket may still struggle to finance decent education and related fees, especially if they have many children in school. the data suggests that respondent households are mostly low-income, reflecting community socioeconomic issues. the significant number of families earning less than php 9,649.47 highlights the possible challenges of affording educational materials, internet connectivity for online learning, and other academic resources during the pandemic. due to limited educational resources and opportunities, poor family poverty has repeatedly been linked to inferior academic attainment (johnson, 2019). these findings show that low-income households need focused interventions and support to overcome financial barriers to education. financial aid, scholarships, free or subsidized learning materials, and online learning support can reduce the influence of economic limitations on educational outcomes. educational officials and school administrators should develop and execute programs that meet the needs of low-income families to guarantee that pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 35-44, 2024 all students have equal academic opportunity. table 7 showcases the pupils’ academic achievement. this data is crucial to gauge parental involvement’s impact during covid-19. it identifies effective homelearning strategies, highlights areas of parental influence, and exposes academic disparities across socioeconomic backgrounds, informing equitable education policies and practices. and excellence in their studies. the average grade of 83.74, along with a standard deviation of 6.52, indicates a generally satisfactory academic outcome, with most students achieving satisfactorily or better. despite varying levels of achievement, the findings show that kids are resilient, with a large number managing to excel or attain satisfactory levels of academic performance throughout a difficult period in education. this resilience highlights the importance of nurturing learning settings and strong parental engagement, indicating that students may overcome significant obstacles to their education with sufficient resources and support. colvin et al. (2022) emphasizes the aggravation of educational inequities, finding that pupils from poor backgrounds had disproportionate learning deficits. on one hand, the existence of pupils falling short of expectations indicates a necessity for specific interventions to tackle the distinct obstacles encountered during the pandemic. reimers (2022) also claimed that psychological and socioeconomic aspects contribute to the variation in pandemic consequences, advocating for personalized educational strategies to meet diverse student needs. kuhfeld et al (2020) report conflicting results in the academic community about the pandemic’s impact on student learning, highlighting significant learning setbacks in broader research. this variation demonstrates that the effects of unique interruptions can vary greatly depending on the circumstances, highlighting the significance of tailored responses and the necessity for educational institutions to adjust to the individual requirements of their students. table 8 provides the level of parental involvement data to understand its impact on academic outcomes, and tailor support strategies. table 7: academic achievement of the pupils (n = 115) grades description f % below 75 did not meet expectations 13 11.30 75 79 fairly satisfactory 21 18.26 80 84 satisfactory 22 19.13 85 89 very satisfactory 31 26.96 90 100 outstanding 28 24.35 total 115 100.00 mean : 83.74 stdev : 6.52 table 7 shows that a small percentage, 11.30% (13 students), fell into the “did not meet expectations” group, suggesting severe difficulty in meeting basic educational requirements. meanwhile, 18.26% (21 pupils) received “fairly satisfactory” grades, barely meeting the minimum requirements, and emphasizing areas for future improvement. the “satisfactory” range was represented by 19.13% (22 students), indicating a strong meeting of expected academic criteria. most pupils attained higher performance levels, with 26.96% (31 students) getting “very satisfactory” and another 24.35% (28 students) scoring “outstanding”, demonstrating a solid knowledge table 8: respondents’ level of parental involvement (n = 115) indicators mean interpretation 1. explaining the methods of learning using the deped modules 3.25 highly involved 2. talking about the effects of covid-19 pandemic on child 3.24 moderately involved 3. guiding the child in performing the module activities during parents’ free time 3.24 moderately involved 4. helping the child encountered difficulties in reading the assigned module 3.18 moderately involved 5. teaching the child how to understand independently from the given module lesson 3.17 moderately involved 6. providing books and other references for the child regarding the weekly module topics 3.12 moderately involved 7. trying to reinforce what the child's teacher has instructed about the contents in the module 3.09 moderately involved 8. assisting the child in answering the worksheets/ activity sheet properly. 3.24 moderately involved 9. showing a positive attitude when checking the child's wrong answers in the worksheet/ activity sheet. 3.11 moderately involved 10. assessing the child’s progress in the weekly worksheet/activity sheet scores. 3.23 moderately involved aggregate mean 3.19 moderately involved range: 1.00-1.74 not involved; 1.75-2.49 less involved; 2.50-3.24 moderately involved; 3.25-4.00 highly involved pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 35-44, 2024 table 8 demonstrates the complex levels of parental involvement among respondents from libertad elementary school, emphasizing diverse activities and their accompanying engagement levels during the covid-19 pandemic. the aggregate weighted mean of parental involvement level is 3.19, indicating a moderate level of dedication to helping children’s education throughout this hard period. parents show a high level of engagement (3.25) when they describe the learning processes in the deped modules, demonstrating a proactive attitude towards comprehending and teaching the curriculum. additional factors, like addressing the impacts of the pandemic, leading module tasks, and aiding with reading challenges, show moderate engagement, with average ratings falling between 3.24 and 3.17. these activities are essential for children’s acquisition of knowledge and adjustment to new format of learning. these findings have significant consequences, particularly considering the current debate on the effectiveness of parental participation in children’s academic achievements. educational systems must create conditions that promote and improve parental involvement to help lessen the negative impacts of unforeseen interruptions such as a global health crisis. furthermore, these observations necessitate the creation of specialized initiatives that provide parents with the abilities and information needed to actively participate in their children’s education. barger et al. (2019) meta-analysis supports the view that parental involvement is positively correlated with academic achievement. it indicates that actively participating in children’s education can greatly improve learning results. this corresponds to the moderate to high levels of participation noted in the study, showcasing the potential advantages of such involvement during difficult periods. magwa and mugari (2017) present a more reserved perspective, casting doubt on the widespread efficacy of parental engagement. according to their research, the influence might significantly differ based on aspects like the child’s age, the family’s socio-economic position, and the precise sorts of parental participation. tan et al. (2020) delves deeper into the concept, highlighting the subtle impacts of parental involvement on academic achievement, suggesting that its advantages can vary significantly depending on various contexts and personal situations. this highlights the complex nature of parental engagement in education, emphasizing the necessity for detailed, context-specific strategies that recognize the various ways families may enhance their children’s learning. table 9 presents the test of significant relationship between the parent respondents’ profile and the level of academic achievement of the pupils. it is crucial as it uncovers the impact of demographic and socio-economic variables on educational achievements. table 9: test of significant relationship between the parent respondents’ profile and the level of academic achievement of the pupils (n = 115) variables chi-square df critical value significance result age 19.444 20 31.410 not significant ho accepted civil status 20.661 4 9.488 significant ho rejected educational attainment 24.133 16 26.296 not significant ho accepted occupation 41.849 24 36.415 significant ho rejected number of children in family 38.258 12 21.026 significant ho rejected combined monthly income 45.746 8 15.507 significant ho rejected table 9 reveals that the test results for age, and educational attainment, with chi-square values of 15.511, 19.444, and 24.133, respectively, compared to their critical values of 21.026 for type of respondents, 31.410 for age, and for educational attainment 26.296 show no significant relationship with pupils’ academic performance, implying that the null hypothesis for these variables is accepted. this shows that the respondent’s role or age has no substantial impact on academic attainment in this sample. in contrast, civil status, with a chi-square value of 20.661 surpassing its critical value of 9.488, along with occupation (chi-square value of 41.849 against a critical value of 36.415), number of children in family (chisquare value of 38.258 exceeding the critical value of 21.026), and combined monthly income (chi-square value of 45.746 surpassing the critical value of 15.507, all demonstrate significant relationships with academic achievement, leading to the rejection of the null hypothesis for these variables. the findings in table 9, which show the strong influence of civil status, occupation, family size, and income on academic achievement, are consistent with yet differ from previous educational research. tan et al. (2020) confirms these findings with a meta-analysis that indicated parental participation and family structure have a significant impact on student academic outcomes. it contends that parents’ socioeconomic level and marital status might produce more favorable learning settings, providing a solid foundation for the claim that family dynamics play an important role in educational performance. this is consistent with the relevance seen in civil status and combined monthly income in our analysis, implying that the stability and resources given by specific family arrangements can improve academic achievement. li et al. (2020) provides a more complex perspective, suggesting that while family structure and socioeconomic factors influence academic achievement, the effects are mediated by parental expectations and the quality of pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 35-44, 2024 parent-child relationships. this shows that the direct impact of socioeconomic position may be less evident than previously anticipated, implying that the quality of participation and support may play a more important role. furthermore, öber (2017) research calls into question the direct association between family size and academic achievement, arguing that while larger family sizes may dilute parental resources, the impact varies greatly across different family and socioeconomic circumstances. this confuses the understanding of the strong association found between the number of children in the household and at school and academic achievement, demonstrating that the effect of family size is not always negative or beneficial. li and qiu (2018) support the conclusions regarding socioeconomic status by presenting actual evidence showing students from higher income families had superior academic performance due to access to more educational resources and opportunities. this confirms the observed relevance of combined monthly income, emphasizing the view that economic stability is an important component of academic success. the studies demonstrate the complex interplay between family dynamics, socioeconomic status, and academic achievement, supporting the idea that, while certain factors have a significant impact on educational outcomes, their impact is moderated by a variety of contextual and interpersonal variables. table 10 provides the test of significant relationship between the parent respondents’ profile and the level of their involvement in the children’s academic achievement. this is crucial for understanding the complex dynamics of parental involvement in education, showing that demographic and socio-economic factors do not significantly influence engagement levels. table 10: test of significant relationship between the parent respondents’ profile and the level of their involvement in the children’s academic achievement (n = 115) variables chi-square df critical value significance result age 3.488 5 11.070 not significant ho accepted civil status 1.971 1 3.841 not significant ho accepted educational attainment 2.165 4 9.488 not significant ho accepted occupation 7.541 5 11.070 not significant ho accepted number of children in family 1.764 3 7.815 not significant ho accepted combined monthly income 4.065 2 5.991 not significant ho accepted table 10 reveals that across all variables being tested, the results show no significant association between parent respondents’ profile and their level of involvement in their children’s academic performance. specifically, the chi-square values for these variables are significantly lower than the equivalent critical values needed for significance: age (3.488 with a critical value of 11.070), civil status (1.971 with a critical value of 3.841), educational attainment (2.165 with a critical value of 9.488), occupation (7.541 with a critical value of 11.070), number of children in family (1.764 with a critical value of 7.815), and combined monthly income (4.065 with a critical value of 5.99 in all cases, the null hypothesis (h₀) is accepted due to the absence of statistical significance. this uniform lack of significant relationships across a variety of parental profile characteristics suggests that the degree of parental involvement in children’s education at libertad elementary school is not directly influenced by these demographic or socio-economic factors. according to peacock-chambers et al. (2017), parental engagement is determined more by beliefs and self-efficacy than by demographics, which supports the findings of table 10. in contrast, hoff and laursen (2019) propose that socioeconomic position influences parental participation levels, a claim that is not supported by table 10, which shows that variables such as income and occupation have no significant effect. petridou and karagiorgi (2018) emphasize the complex relationship between parental participation and academic achievement, arguing that a variety of circumstances influences involvement’s impact on accomplishment, these findings collectively imply that parental involvement’s impact on education goes beyond simple socioeconomic and demographic characteristics, emphasizing the necessity of understanding the intricate and multifaceted nature of parental engagement in promoting children’s academic achievement. conclusion based on the study’s findings, it is concluded that civil status, occupation, family size, and income significantly impacted the pupils’ academic achievement, while parental demographics appear not to significantly sway their involvement, indicating other factors may be at play. this emphasizes the critical need for complex support strategies tailored to meet the pupils’ diverse needs and improve educational service delivery during the pandemic era. references alipio, m. 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(2019). the hoover-dempsey and sandler model of the parent involvement process. the wiley handbook of family, school, and community relationships in education, 421-444 pa ge 1 pa ge 62 american journal of multidisciplinary research and innovation (ajmri) influence of aeta education in st. francis learning center at nibangon subic, zambales br. jojimar kenneth m. gonowon1* volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3114 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 25, 2024 accepted: june 29, 2024 published: july 03, 2024 the aeta community is one of the indigenous peoples in the philippines, and they face challenges in accessing quality education. these challenges include limited school infrastructure and resources, a lack of qualified teachers understanding their cultural context, and socio-economic barriers preventing aeta children from attending school. hence, this study explored the perception of aeta students in their education at st. francis learning center. specifically, it determined the socio-demographic profile of the participants in terms of year level, gender, age, family members, and socio-economic status; their perception on course descriptions, laboratory experiences, and the quality of academic staff; the factors that influence their decision-making process; and their suggested intervention programs to motivate students to choose the specific senior high school strand and college. this study employed a mixed-method research design particularly the explanatory-sequential approach. the participants comprised 10 aeta students currently studying at st. francis learning center for the academic year 2024-2025. results showed that while some students find the course descriptions and teaching methods effective and engaging, others face significant challenges. scenarios such as teachers being unprepared, insufficient class time, lack of learning materials, and ineffective repetition of lessons point to areas where the educational experience can be improved. practical utility, economic potential, parental influence, peer relationships, personal interests, career aspirations, and familial roles all play critical roles influence the students’ decision-making processes when choosing their senior high school tracks. keywords aeta, aeta students, st. francis learning center, indigenous peoples introduction indigenous peoples are those with a clear cultural identity, a pre-colonial social structure, and historical continuity with pre-settler societies are considered. they have distinct languages, customs, and belief systems and frequently hold close ties to their ancestral regions. even with their rich cultural legacy, indigenous tribes frequently encounter major obstacles while trying to get an education. indigenous peoples have less educational chances due to several factors, including language challenges, prejudice, socioeconomic disadvantage, and geographic isolation. insufficient support structures, limited infrastructure, and a curriculum that does not align with cultural norms obstruct their access to highquality education. because of this, compared to nonindigenous groups, indigenous communities often have lower rates of school attendance, completion, and literacy. the aeta community, indigenous to the philippines, has faced historical marginalization and limited access to education. this research aims to examine the educational practices and challenges faced by the aeta community at the st. francis learning center located in nibangon subic, zambales (rogayan, 2019). discuss the aeta community in nibangon). education plays a crucial role in promoting social justice and equality for all individuals, regardless of their cultural background or socio-economic status (motitswe, 2014). this is especially true for marginalized communities, such as the indigenous aeta community in nibangon subic, zambales (rogayan, 2019). the aeta community faces various educational challenges that hinder their access to quality education. these challenges include financial constraints, lack of resources, and cultural factors. the lives of aetas, an indigenous group, differ from those of the general public. therefore, consideration may have been given to the design and availability of aetas resettlement locations (abaca, 2008). evidently, the aeta community in the philippines has a rich cultural heritage but has faced historical marginalization and limited access to education (cruz & abeledo, 2015). to address these challenges, various initiatives have been implemented to provide educational opportunities for the aeta community. the aeta community is one of the indigenous peoples in the philippines, with a distinct culture and way of life. they have faced historical marginalization and discrimination, resulting in limited access to education (balilla et al., 2012). in the past, the aeta community has faced challenges accessing quality education. these challenges include limited school infrastructure and resources, a lack of qualified teachers who understand their cultural context, and socio-economic barriers that prevent aeta children from attending school. the importance of studying the educational needs of the aeta community: studying the educational needs of the aeta community is crucial for several reasons. first, it will help identify and understand the specific barriers that prevent aeta children from accessing quality education. 1 national teachers college, quiapo, manila, philippines * corresponding author’s e-mail: 623000037@ntc.edu.ph pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 62-72, 2024 second, it will provide insights into the cultural and contextual factors that contribute to the educational experiences of aeta students (rogayan, 2019). with the foregoing discussions above, this study aims to explore the perception of aeta students in their education at st. francis learning center. specifically, it determined the socio-demographic profile of the participants in terms of year level, gender, age, family members, and socioeconomic status; their perception on course descriptions, laboratory experiences, and the quality of academic staff; the factors that influence their decision-making process; and their suggested intervention programs to motivate students to choose the specific senior high school strand and college. methodology this study utilized the mixed method approach of creswell (2007), particularly the explanatory sequential mixed methods design. in explanatory designs, qualitative analysis is used to give a clear picture of the quantitative analysis (almaki, 2016). the explanatory sequential mixed methods design is defined by a preliminary quantitative period of data collection and analysis, a subsequent qualitative phase of data gathering and analysis, and a concluding phase of linking or integrating the data from the two distinct strands of data. this study used qualitative data to support the findings of the first quantitative data to have a clearer picture of the problem being investigated. in the quantitative case, the profile of the respondents in terms of age, gender, family members, and. socioeconomic status were described. in the qualitative case, the aeta students’ perception of course descriptions, laboratory experiences, and the quality of academic staff; the factors that influence their decision-making process; and their suggested intervention programs to motivate students to choose the specific senior high school strand and college were explored. this study was conducted at st. francis learning center. the participants of this study are 10 aeta students’ currently studying at st. francis learning center for the academic year 2024-2025. they were selected through convenience sampling as willingness to participate in this study were considered. the data for this mixed-methods research design came from both quantitative and qualitative sources in order to thoroughly investigate the perception of aeta students in their education at st. francis learning center. the surveys collected quantitative data on the participants’ demographics. following that, the qualitative phase included in-depth interviews. the qualitative data supplemented and expanded the quantitative findings. the instruments used in this study is a checklist survey and an interview guide. the survey asked the participants’ demographics. on the other hand, the interview guide was used to know the participants’ perception on course descriptions, laboratory experiences, and the quality of academic staff; the factors that influence their decisionmaking process; and their suggested intervention programs to motivate students to choose the specific senior high school strand and college. frequency and percentage were used in interpreting the quantitative data while narrative analysis was used in analyzing the qualitative data. the researcher showed respect for the respondents’ rights, wants, values, and preferences. the data privacy act of 2012 (republic act no. 10173) provides guidelines and regulations that researchers must adhere to when conducting studies that involve the collection and use of personal data. before proceeding, the researcher obtained the necessary permissions from the university’s graduate school and from the respondents. respondents’ anonymity was protected, and the data privacy act was incorporated into the survey. the researcher presented the data privacy notice and consent form that shall state the purpose of the study in the introductory part of her questionnaire. the consent form is an agreement in the research questionnaire to ensure that respondents are fully informed and they provide their informed consent before participating in the study. the identity of the respondents and the collected data were maintained in strict confidence and will not be shared with anybody beyond the scope of this study. results and discussions socio-demographic profile of the participants table 1: socio-demographic profile of the participants age f* sex f* fam* f* soc* f* 13 to 15 2 female 4 1-4 2 employed 2 16 to 18 2 male 6 5-8 6 self-employed 3 19 to 21 2 9-12 2 unemployed 5 22 to 25 4 13-15 0 n = 10, f* = frequency; fam = family members; soc = socio-economic status results showed that majority of the aeta students aged 22 to 25 years old with 4 responses followed by 13 to 21 years old. results also indicated that majority of the aeta students are male with 6 responses followed by female with 4 responses. on the other hand, majority of the aeta students belong to family size of 5 to 8 members followed by 1 to 4 members and 9 to 12 members. further, in terms of socio-economic status, majority of the aeta students’ parents belong to unemployed with 5 responses followed by selfemployed with 3 responses pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 62-72, 2024 and employed with only 2 responses. for those selfemployed, the job involves planting crops like camote and banana. others’ job involves fishing and farming, earning below minimum wage, and owning a sari-sari store. according to abaca (2008), aetas was once quite resourceful in its environment. in order to obtain food, which was abundantly available in their area, they would turn to hunting, fishing, gathering, or foraging. the primary method employed by the aetas for obtaining food was using a variety of approaches and methods. for example, they might fish using the biste (short iron spear) and angtoko (water goggle) types, or the mamalah type, in which aetas constructed dams by dumping large stones into the stream, which caused the stream to branch out and facilitate fishing. the parents are high school graduates. their income level is low to moderate due to multiple sources of income, though still below minimum wage, supplemented by small retail (sari-sari store). their socioeconomic status is low to moderate. only few have a teaching position job and earning minimum wage. the individual is likely to have at least a college degree given the teaching profession. the income level is minimum wage, providing a steady and reliable source of income. their socioeconomic status is moderate. some are working in a factory at minimum wage while the mother takes care of the children. the parents’ educational background is not specified but is likely minimal given the job type. the income level is minimum wage from the father’s employment. perception of students at the st. francis learning center on their junior high school education and senior high school specialization in terms of course descriptions, laboratory experiences, and the quality of academic staff the experiences of the aeta student-participants at the st. francis learning center regarding their junior high school and senior high school course descriptions offer a nuanced glimpse into their educational journey. each student’s perspective is a proof to the challenges and occasional triumphs they encounter in their academic environment. aeta student no. 1 candidly shared their struggle with understanding the course descriptions, describing them as “mahirap intindihin at minsan nakakalito” (difficult to understand and sometimes confusing). this student’s experience suggests that the language or complexity of the course material poses a significant barrier, making it challenging to grasp the content fully. echoing this sentiment, aeta student no. 2 admitted, “nahihirapan akong sumabay” (i have a hard time keeping up). the difficulty in keeping pace with the coursework highlights a need for instructional methods that are more accommodating to different learning speeds and styles. in contrast, aeta student no. 3 had a positive outlook, expressing that the courses were “maganda at madaming natututunan” (good and i learn a lot). this indicates that when course descriptions and teaching methods resonate well with a student’s learning style, they can be engaging and informative, leading to a more fulfilling educational experience. however, the issue of teacher preparedness was pointed out by aeta student no. 4, who noted, “minsan di kabisado ni teacher ang tinuturo” (sometimes the teacher is not familiar with what they are teaching). this scenario suggests that there are instances where teachers might not be fully equipped to deliver the curriculum effectively, potentially impacting students’ understanding. time management within the curriculum was another concern. aeta student no. 5 mentioned, “kulang sa oras at di namin natatapos” (there’s not enough time and we don’t finish). this reflects a need for better pacing of the curriculum to ensure that students can complete their tasks and fully grasp the material. on a more positive note, aeta student no. 6 appreciated their teacher’s skills and the classroom activities, stating, “magaling si teacher at maganda ang laro namin pag klase” (the teacher is good and our class activities are fun). this feedback underscores the importance of engaging and interactive teaching methods that make learning enjoyable. yet, for aeta student no. 7, the struggle to understand the teacher was evident: “nahihirapan po ako. di po maintindihan ang sinasabi po ni mam” (i find it difficult. i can’t understand what ma’am is saying). this highlights a possible gap in communication or teaching style that doesn’t align with the student’s learning needs. aeta student no. 8 raised a practical issue, noting, “lagi pong nagpapasulat sa blackboard, ubos na nga po ung notebook ko at wala na po akong lapis/ballpen” (ma’am always asks us to write on the blackboard, and my notebook is already full, and i don’t have any pencils or pens left). this illustrates the logistical challenges some students face, indicating a need for adequate learning materials and support. the repetition of lessons was a recurring theme. aeta student no. 9 shared, “inuulit ulit po ni mamung lesson para maintindhan ko po kaso di ko po talaga maintindhan” (ma’am repeats the lesson for me to understand, but i still can’t really understand). this suggests that while there is an effort to provide additional support, it may not be effective for all students. moreover, aeta student no. 10 echoed the difficulty in keeping pace, stating, “di po ako makasabay” (i can’t keep up). this further underscores the necessity for differentiated instruction that caters to varying levels of student comprehension and learning speeds. in terms of their laboratory facilities and experiences during junior high school and their senior high school specialization, they reveal a varied challenges and successes. aeta student no. 1 highlighted a significant issue with resources, noting, “kulang po ang gamit po namin. minsan po kulang po upuan naming” (we lack supplies. sometimes we even lack chairs). this lack of basic resources like seating can severely impact the learning environment, making it difficult for students to focus and engage fully in their studies. echoing the theme of insufficient resources, aeta student no. 2 mentioned, “si teacher lang po ang may libro” (only the teacher has pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 62-72, 2024 a book). this scenario where only the teacher has access to the necessary textbooks suggests a significant gap in resource availability, which can hinder students’ ability to study independently and effectively. aeta student no. 3 shared a specific example from their specialization in carpentry, stating, “pagdating po sa strand po namin lalo na po sa carpentry, kami po ang nagproprovide po ng gamit palibot dito po sa school” (in our strand, especially in carpentry, we provide the materials around the school). this indicates a hands-on approach where students are actively involved in sourcing materials, which can be both a learning opportunity and a challenge, depending on the support they receive. the absence of visual aids was a challenge noted by aeta student no. 4, who said, “nahihirapan po kami kasi walang visual aids” (we find it difficult because there are no visual aids). visual aids are crucial for enhancing understanding, especially in practical and technical subjects, and their absence can make it harder for students to grasp complex concepts. aeta student no. 5 pointed out the reliance on traditional teaching methods, stating, “puro lecture po” (it’s all lectures). this suggests that the teaching methods may be too one-dimensional, possibly leading to disengagement and difficulty in retaining information, especially in a practical learning environment. aeta student no. 6 observed that their teacher assigns tasks from the book, “si mam po ay nagpapagawa po ng sa libro po” (ma’am assigns tasks from the book). while this method provides structure, it may also limit the opportunities for interactive and hands-on learning experiences that are crucial for technical subjects. on a more positive note, aeta student no. 7 enjoyed their experience in the tvl cookery strand, sharing, “sa tvl cookery po, enjoy po kaming magluto kasi ung mga gamit po namin ay sakto lang din po” (in tvl cookery, we enjoy cooking because our equipment is just right). this indicates that when resources are adequate and aligned with the curriculum, students can have a fulfilling and enjoyable learning experience. aeta student no. 8 also had a positive experience in carpentry, stating, “maganda po ang carpentry, marunong na po kaming gumawa ng upuan at lamesa” (carpentry is good, we already know how to make chairs and tables). this reflects successful handson learning, where students gain practical skills that they can immediately apply. aeta student no. 9 appreciated their teacher’s teaching skills, mentioning, “magaling si mam magturo at mag paliwanag ng lesson po” (ma’am is good at teaching and explaining the lessons). effective teaching, as noted here, can significantly enhance the learning experience, making complex topics more understandable and engaging. moreover, aeta student no. 10 shared their positive learning outcomes, particularly in the gas (general academic strand), stating, “madami po akong natutunan lalo na po sa gas” (i learned a lot, especially in gas). when prompted further, the student only smiled, indicating a sense of satisfaction and perhaps pride in their learning achievements. in terms of quality of teaching and support they received from the academic staff during their junior high school education and senior high school specialization, their responses paint a picture of a nurturing and supportive learning environment, punctuated by moments of joy, dedication, and inspiration. aeta student no. 1 shared a particularly touching experience, describing how their teacher provided additional help after class, especially with reading. “pag tapos po ng klase, tinutulungan po ako ni teacher lalo na sa lesson po. tinututor nya po ako lalo na po sa pagbabasa” (after class, my teacher helps me a lot, especially with the lessons. she tutors me, particularly in reading). this one-on-one attention highlights the teacher’s dedication to ensuring that students understand their lessons and improve their skills, which can be crucial for their academic development. similarly, aeta student no. 2 appreciated the thoroughness of their learning experience, noting, “madami po kaming natutunan at minsan po umuulit po ang mga lessons po” (we learn a lot, and sometimes the lessons are repeated). the repetition of lessons indicates an effort to reinforce understanding and ensure that all students grasp the material, which can be especially beneficial for those who need extra time to learn. aeta student no. 3 expressed joy in the classroom environment, stating, “enjoy po kami sa class kasi naglalaro po kami” (we enjoy the class because we play games). incorporating play into learning can make education more engaging and enjoyable, helping students to associate positive emotions with their studies. in addition, aeta student no. 4 highlighted the support from the sisters at the school, particularly in subjects like math and english, “tinutulungan po kami nila sister lalo na po sa math at sa english” (the sisters help us a lot, especially in math and english). this support underscores the comprehensive educational assistance provided to the students, ensuring they have the help they need in challenging subjects. moreover, aeta student no. 5 noted that they receive additional lessons after regular class hours, “pagkatapos po ng klase meron din po kaming mga additional lessons” (after class, we also have additional lessons). this extra instruction time can be critical for reinforcing learning and providing students with the opportunity to ask questions and clarify doubts. aeta student no. 6 mentioned that they often engage in reflection, “lagi kaming nagrereflection” (we always reflect). reflective practices can help students internalize their learning and develop critical thinking skills, making the educational experience more meaningful. aeta student no. 7 spoke warmly of the teachers’ caring nature, “mapagmahal po ang mga teachers po. kahit makulit kami mabait pa din sila sa amin. at gusto ko pong maging katulad nila at maging teacher din” (the teachers are loving. even though we are sometimes naughty, they are still kind to us. i want to be like them and become a teacher too). this admiration for their teachers’ kindness and patience inspires students and even motivates some, like this student, to pursue teaching as a career. pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 62-72, 2024 echoing this sentiment, aeta student no. 8 simply stated, “gusto ko pong maging teacher katulad ni mam” (i want to be a teacher like ma’am). this indicates that the positive impact of their teachers has sparked a desire to follow in their footsteps. aeta student no. 9 expressed gratitude for the care they receive from the nuns, “maaruga po ang mga madre po di po nila kami pinapabayaan lalo na sa pagaaral at sa pagkain” (the nuns are caring. they do not neglect us, especially in our studies and with food). this highlights the holistic support provided, ensuring students’ well-being both academically and physically. further, aeta student no. 10 summed up their feelings with a deep sense of gratitude, “napakaswerte po namin dahil nandito po kami” (we are very lucky to be here). this statement encapsulates the overall positive experience and appreciation for the educational environment at st. francis learning center. in connection with this, according to valenzuela et al. (2022), the teachers made a noticeable effort to engage the aeta students and give them a top-notch education. instructors showed resilience and flexibility in handling the difficulties brought on by the pandemic. they proved to be a respectable and good teacher to the aetas in the community by their unwavering persistence in bringing education to the aeta tribal group. nonetheless, more support from the local government in carrying out the iped program would enable the current project to provide the aeta students with a first-rate education in keeping with their culture and customs. what factors influence the decision-making process of students at the st. francis learning center when choosing their senior high school track or strand? the decisions of the aeta students at the st. francis learning center regarding their choice of senior high school track or strand are deeply rooted in practical considerations, personal interests, and familial influences. each student’s decision reflects a unique blend of personal aspirations and the desire to contribute meaningfully to their families and communities. aeta student no. 1 chose their strand with a clear focus on practical utility, explaining, “ito po magagamit po naming lalo na sa pag-uwi namin” (we can use this especially when we go home). this student prioritizes skills that will be immediately applicable in their daily life and community, suggesting a preference for education that has tangible, real-world benefits. for aeta student no. 2, the motivation was strongly tied to familial responsibility and economic prospects. they shared, “kasi po gusto naming tumulong maski papano sa mga kapatid at mga magulang namin. gusto ko po ng tvl sa carpentry kasi meron na pong trabaho sa amin at madali po ang kikitain” (because we want to help our siblings and parents in any way we can. i want tvl in carpentry because there are already jobs for us, and it’s easy to earn). this response highlights the dual importance of immediate job availability and the potential for earning a livelihood, making tvl carpentry an attractive option. aeta student no. 3 echoed a similar sentiment about future utility, stating, “ito po ung mapapakinabangan ko po balang araw” (this is something i can benefit from someday). the emphasis on long-term benefits indicates a forward-thinking approach, where the student is considering how their education will serve them in the future. parental influence played a significant role in aeta student no. 4’s decision. they explained, “kasi po gusto po ng magulang namin na ganito mas maganda daw po ang tvl cookery kasi mas makakatulong na ako sa mga magulang ko at dito para sa pagluluto” (because our parents want this; they say tvl cookery is better because i can help my parents with cooking). this highlights how parental preferences and the practical application of skills in the household influence educational choices. social factors influenced aeta student no. 5, who admitted, “wala kasi akong kasama sa klase kaya sumama nalang ako sa tropa ko” (i didn’t have anyone with me in class, so i just joined my friends). this decision underscores the impact of peer relationships on academic choices, illustrating how the desire for companionship can shape educational paths. aeta student no. 6 was motivated by the broader opportunities provided by the general academic strand (gas). they said, “maganda po kasi ang gas kasi madaming mga opportunities sa labas po. gusto ko pong maging pulis” (gas is good because there are many opportunities outside. i want to become a police officer). this response shows a clear career aspiration and the recognition that gas offers a pathway to various professional opportunities. the influence of siblings is evident in aeta student no. 7’s choice. they noted, “katulad din po ng sa kuya (carpentry) ko kasi sabi nya maganda po kasi” (like my older brother (carpentry) because he says it’s good). this reflects how the experiences and recommendations of family members can significantly impact educational decisions. personal interest was the driving factor for aeta student no. 8, who stated, “mas madali ang sa cookery kasi hilig ko na po kasi ito” (cookery is easier because i already like it). this shows the importance of aligning educational choices with personal passions and hobbies, which can enhance engagement and success. aeta student no. 9 displayed a flexible attitude towards their education, saying, “gusto ko lang pong mag aral po kahit ano po okey lang po sakin” (i just want to study; anything is fine with me). this openness suggests a strong desire to learn, regardless of the specific track or strand. also, aeta student no. 10 chose their strand based on familial ties and the desire to assist their father, explaining, “kasi karpentero po ung tatay ko kaya gusto ko po para makatulong na din po ako sa kanya sa bahay” (because my father is a carpenter, i want to help him at home). this highlights how familial roles and the desire to contribute to the family’s work can influence educational decisions. in terms of insights into how their families, peers, and personal aspirations influenced their decisions in selecting a senior high school track or strand, their responses reflect a complex interplay of familial expectations, peer influence, and personal interests that shaped their pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 62-72, 2024 educational choices. aeta student no. 1 was driven by a deep sense of familial duty, expressing, “gusto ko pong tumulong sa mga magulang ko po” (i want to help my parents). this response underscores the importance of family in the student’s decision-making process, highlighting how the desire to support their parents was a significant motivating factor. similarly, aeta student no. 2’s choice was influenced by a combination of personal ambition and familial responsibility. they stated, “gusto ko pong magkatrabaho na at tumulong sa kanila para mapagaral ko din po ang aking kapatid” (i want to get a job and help them so i can also send my sibling to school). this reflects a strong sense of responsibility not only towards their parents but also towards ensuring their sibling’s education, indicating how family dynamics and economic considerations play a critical role. aeta student no. 3, on the other hand, made an independent decision based on personal preference. they said, “ako lang po ang nagdesisyon para sa sarili ko kasi maganda po kasi ito” (i made the decision for myself because this is good). this student’s autonomy in their decision-making highlights the importance of personal interest and selfdetermination in choosing an educational path. for aeta student no. 4, parental guidance was the primary factor. they mentioned, “mas alam po ng magulang ko ang dapat sa kin” (my parents know what is best for me). this indicates a trust in parental wisdom and the belief that their parents’ experience and knowledge would guide them towards the best choice. peer influence was evident in the decision of aeta student no. 5, who stated, “sumama lang po ako sa kaibigan ko” (i just followed my friend). this response illustrates how social connections and the desire to stay with friends can significantly impact educational choices. aeta student no. 6 was influenced by their mother’s advice about career prospects, sharing, “gusto kong maging pulis kasi mataas daw ang sweldo ng pulis sabi ng nanay ko” (i want to become a police officer because my mother says the salary is high). this highlights how parental insights into job opportunities and economic stability can shape students’ career aspirations. following in the footsteps of a sibling was the reason for aeta student no. 7’s choice. they noted, “ang kuya ko po kasi carpentry kaya ako nadin po” (my older brother is in carpentry, so i chose it too). this response indicates the impact of older siblings as role models and the influence they have on younger family members’ decisions. aeta student no. 8 expressed a clear personal passion for their chosen track, saying, “ako lang po ang may gusto kasi gusto ko po talagang magluto” (i made the choice because i really want to cook). this highlights the importance of aligning educational choices with personal interests and passions. aeta student no. 9 showed a strong desire for education itself, stating simply, “gusto ko lang din po talagang magaral” (i just really want to study). this student’s intrinsic motivation to learn underscores the value placed on education, regardless of the specific track. also, aeta student no. 10 chose their strand based on familial occupation, explaining, “karpentero din kasi si tatay kaya gusto ko din maging katulad nya” (my father is a carpenter, so i want to be like him). this indicates how familial occupations and the desire to follow in a parent’s footsteps can influence educational and career choices. in terms of the resources and information sources that influenced their decisions on which senior high school track or strand to pursue, the responses reveal a range of influences, from direct personal experiences and interactions to the limited use of digital and media resources. aeta student no. 1 shared a significant limitation in their decision-making process, stating, “wala naman po kasi wala po kaming mga cellphone po” (there wasn’t any because we don’t have cellphones). this response highlights the digital divide and lack of access to technology that some students face, which can limit their exposure to information and resources. contrastingly, aeta student no. 2 mentioned the internet as a valuable resource, simply stating, “internet po” (the internet). this indicates that despite some students’ lack of access, others could utilize online resources to gather information about their educational options. aeta student no. 3 found television to be an influential source, remarking, “tv” (television). television can provide a range of educational programs and information that can influence students’ decisions by showcasing different career paths and opportunities. the impact of direct interaction is evident in the response of aeta student no. 4, who said, “mga pumunta pong mga bisita na nakikipagkwentuhan po sa amin” (visitors who came and talked with us). this suggests that personal interactions and conversations with visitors played a crucial role in providing information and guidance. aeta student no. 5, like some others, reported having no specific resources, saying, “wala naman po” (there wasn’t any). this response again underscores the lack of access to information that can influence decision-making. social media played a role for aeta student no. 6, who stated, “sa facebook po” (on facebook). this highlights how social media platforms can be a source of information and influence, providing students with insights and ideas about different tracks and careers. aeta student no. 7 also reported no significant resources, mirroring the experiences of students 1 and 5. the consistent theme of limited access to information resources among several students is evident here. aeta student no. 8 found television particularly inspiring due to the content related to cooking, explaining, “sa tv po kasi ang daming mga pagkain na masasarap na madadaling lutuin” (on tv, there are many delicious and easy-to-cook foods). this reflects how media content can spark interest and guide educational and career choices. aeta student no. 9, like several peers, reported no specific resources, stating, “wala naman po” (there wasn’t any). this repeated lack of access emphasizes the need for improved resource availability. also, aeta student no. 10 relied on familial influence, specifically their father, stating, “tatay ko lang pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 62-72, 2024 din po. wala naman po kaming tv at cp” (only my father. we don’t have a tv or cellphone). this response highlights the significant role that family members play in the absence of other information sources. in connection with this, paz (2021) explained that if educators fail to close the gap between students’ learning styles and their daily lives, the current educational system will become obsolete. educators are responsible for helping students make connections between what they are learning and their everyday lives and equipping them with the skills they need to succeed. what intervention program may be suggested to motivate students to choose the specific senior high school strand and college? at the st. francis learning center, aeta student participants shared their views on the types of activities and resources they believe would help them better understand and choose a specific senior high school strand and college. aeta student no. 1 found “career week” particularly motivating. they shared, “may career week po kami, lahat po ay nag-enjoy magsuot ng mga damit na gusto namin” (we have career week, and everyone enjoyed wearing the clothes we wanted). this event allowed students to explore different professions in a fun and engaging manner, helping them visualize potential career paths. for aeta student no. 2, hands-on activities and schedules beyond regular school hours were beneficial. they stated, “naapply na po naming kasi aside po sa school meron din po kaming ginagawa sa mismong school. stay in po kasi kami kapag sabado at lingo meron po kaming schedule po” (we already apply it because aside from school, we do activities at the school itself. we stay in during saturdays and sundays, and we have schedules). this response highlights the importance of continuous, practical application of skills and knowledge, reinforcing what they learn during the week. aeta student no. 3 emphasized the value of collaborative projects and mentorship, explaining, “may paproject po ang mga junior at senior highschool po. minsan ang mga junior high po tinututuruan din po namin sila sa pagluluto. at si sister po ang nagtuturo sa amin kung papaano ang gagawin lalo na sa pagluluto” (there are projects for junior and senior high school. sometimes we teach junior high students how to cook, and sister teaches us what to do, especially in cooking). this indicates that peer teaching and mentorship can be highly motivating and effective for learning practical skills. the response from aeta student no. 4 highlighted a challenge with time management, stating, “marami po kaming nakaschedule po kaya minsan nga po kulang din ang oras po namin para magawa namin ang mga assignment sa school” (we have a lot scheduled, so sometimes we don’t have enough time to complete our school assignments). this underscores the need for balanced scheduling to ensure students have adequate time for both learning activities and academic responsibilities. aeta student no. 5 expressed a preference for rest, saying, “wala po gusto ko pong matulog” (nothing, i just want to sleep). this response suggests that fatigue and the need for rest are significant factors that can impact student engagement and motivation. aeta student no. 6 shared a responsibility that affects their engagement, explaining, “assignement ko po kasi na magbantay ng mga kasama ko lalo na ang mga maliliit kasi po nalulungkot sila namimiss nila nanay at tatay nila” (my assignment is to watch over my peers, especially the younger ones, because they get sad and miss their parents). this highlights the importance of providing emotional support and managing additional responsibilities that can impact students’ focus on their education. the absence of certain activities was noted by aeta student no. 7, who said, “wala naman pong mga activities po dito sa st. francis, minsan po madaming mga pumupunta po dito na tumutulong po na magbigay po ng mga gamit po” (there aren’t really any activities here at st. francis, sometimes many people come here to help and give supplies). this response indicates a need for more structured activities that can engage students and aid in their educational decisions. cultural activities were significant for aeta student no. 8, who mentioned, “tribe presentation po namin at nagsasayaw po kami at napakahalaga po ng kultura na kinagisnan namin pero nahihirapan po kami kasi minsan pag tuloy tuloy po araw araw po ang bisita nakakapagod din po” (we have tribe presentations and dance, and our culture is very important to us, but it’s tiring when visitors come every day). this suggests that while cultural activities are valuable, they need to be balanced to avoid fatigue. aeta student no. 9 had a practical suggestion, expressing a desire for better facilities, “gusto ko pong ipagawa ang parcel po namin (ung mga dormitory ng mga aeta boys na di pa natapos tapos)” (i want to finish building our dormitory). improved living conditions and facilities can significantly impact students’ overall well-being and motivation. also, aeta student no. 10 shared that they participate in family activities when at home, stating, “kapag umuuwi po ako sa amin tinutulungan ko po tatay ko parang iyon nadin ang activity naming po” (when i go home, i help my father, and that’s our activity). this indicates that practical, real-life tasks are also considered valuable learning experiences by the students. in terms of experiences with career guidance and orientation sessions, their feedback highlighted both positive aspects and areas that could be improved to aid in their decision-making for senior high school tracks and future careers. aeta student no. 1 expressed great enthusiasm about the career guidance sessions, particularly enjoying the opportunity to wear aspirational outfits. they stated, “masarap pong magsuot ng damit na pinapangarap po, (it feels good to wear clothes i dream of)” and felt motivated to improve their studies to graduate and achieve their dreams. similarly, aeta student no. 2 found joy in seeing themselves and their classmates dressed in attire that suited them. they mentioned, “masaya po ako kasi bagay po pala sa kin, (i am happy pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 62-72, 2024 because it suits me)” which boosted their confidence and made the experience enjoyable for everyone. aeta student no. 3 echoed this excitement, noting that it was thrilling to finally wear the clothes they desired. they said, “nakaka excite po kasi nasuot na naming ung gusto po namin, (it’s exciting because we got to wear what we wanted)” which made the career guidance sessions engaging and memorable. aeta student no. 4 enjoyed seeing their peers wearing outfits they liked, adding, “nakakaenjoy pong makita mga kasama ko po na nakasuot ng gusto nila. (it is enjoyable to see my classmates wearing what they like)” this sense of camaraderie and mutual support was a positive aspect of the sessions. on the other hand, several students, including aeta student no. 5, no. 6, no. 7, and no. 8, provided no comments, indicating perhaps a lack of engagement or interest in the sessions. aeta student no. 9 admitted, “di ko po alam, (i don’t know)” suggesting they might not have fully understood or participated in the career guidance activities. aeta student no. 10 had a different experience, as they chose to wear their uniform instead of any special outfit. they expressed a clear focus on practical skills, saying, “okey na po ako sa pagcacarpentry – makakatulong na po ako kay tatay, (i’m okay with carpentry – it will help me support my father)” indicating their priority was learning skills that would help them support their family. in terms of support and information they feel are currently lacking in helping them choose a senior high school strand and college. their responses highlighted both the gaps in resources and the supportive roles played by certain individuals, along with suggestions on how these gaps could be effectively addressed through an intervention program. aeta student no. 1 identified a significant lack of books as a major issue, stating, “kulang po ng libro po. (we lack books.)” this shortage of essential learning materials makes it challenging for students to fully grasp their lessons and prepare for their future educational choices. similarly, aeta student no. 2 pointed out the inadequacy of computer facilities, noting, “facilities po pag dating po sa computer po. (facilities in terms of computers.)” access to modern technology is crucial for students to explore and understand different career paths and educational opportunities. aeta student no. 3 mentioned the limited class time and the predominant use of lectures, saying, “kulang po kami ng oras magklase po. minsan po lecture type lng po ang class po namin. (we lack class time. sometimes our class is just lecture type)” despite this, they appreciated the help from the sisters, particularly sr. anna, who provides additional support. in contrast, aeta student no. 4 felt that they were wellsupported, emphasizing, “wala naman po, binibigay naman po lahat para sa amin po lalo na po ung mga madre na nagaalaga sa amin at ibang brothers na pumupunta po sa amin. (there is nothing lacking, everything is provided for us, especially by the nuns who take care of us and the brothers who visit us)” this sentiment was echoed by aeta student no. 5, who noted, “di namn po nagkukulang ang mga madre po. lagi namn pong may pagkain. (the nuns never lack. there is always food.)” aeta student no. 6 highlighted an issue with the principal’s demeanor, stating, “medyo masungit po ang principal po namin kaya ang giangawa po naming humihingi kami ng tulong sa ibang madre na kasama nila po. (our principal is somewhat strict, so we seek help from the other nuns.)” this suggests a need for more approachable administrative staff or additional support channels. aeta student no. 7 appreciated the continuous guidance from the sisters, mentioning, “lagi po kaming tinuturuan nila sister kapag di naming naiintindihan ang lesson po. (the sisters always teach us when we don’t understand the lesson)” aeta student no. 8 reiterated this support, saying, “sinasabi po lagi ng mga madre na wag po naming kakakalimutan ang mga lesson po namin kapag may di daw po kami maintindihan kailangan po naming sabihin sa kanila po. (the nuns always tell us not to forget our lessons and if we don’t understand something, we need to tell them.)” aeta student no. 9 acknowledged the help from visitors, stating, “marami pong tumutulong po sa amin lalong lalo na ang mga tao na bumibisita sa amin po. (many people help us, especially the visitors.)” similarly, aeta student no. 10 noted the assistance from religious brothers, saying, “may mga religious brothers pong mga tumutulong po lagi sa amin. (there are religious brothers who always help us.)” relatively, husain et al. (2021) denoted that all citizens, regardless of their location or sociocultural background, have the right to an education. conclusion it was found that some students face challenges such as unprepared teachers, insufficient class time, lack of materials, and repetitive lessons. addressing these issues through teacher training, curriculum revision, adequate resource provision, and diverse teaching strategies can enhance the learning experience. many students struggle due to resource limitations and teaching methods, highlighting the need for visual aids, varied teaching methods, and hands-on learning to create a balanced environment. the dedication of academic staff also positively impacts students, fostering an environment that supports academic, emotional, and social growth. continuing to provide personalized support, engaging teaching methods, and holistic care is essential for maintaining and enhancing students’ educational journeys. when choosing senior high school tracks, students are influenced by practical utility, economic potential, parental influence, peer relationships, personal interests, career aspirations, and familial roles. effective intervention programs could include career counseling, aligning education with market demands, involving parents in decisions, and recognizing personal interests and social connections. providing sufficient learning materials, improving technological access, extending class time, incorporating diverse teaching methods, and enhancing support from administrative staff can motivate pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 62-72, 2024 students to choose specific tracks and pursue college education. regular career guidance and community involvement further support students’ educational and career development. references acaba. j. (2008). the aetas’ relocation and their struggle for survival. philippine population review, 7(1). balilla, v s., anwar‐mchenry, j., mchenry, m p., parkinson, r m., & banal, d t. (2012, november 1). aeta magbukún of mariveles: traditional indigenous forest resource use practices and the sustainable economic development challenge in remote philippine regions. taylor & francis, 31(7), 687-709. https://doi.org/10.1080/10549811.2012.704775 bishop, m. (2022). indigenous education sovereignty: another way of ‘doing’education. critical studies in education, 63(1), 131-146. carm, e. (2013, august 13). rethinking education for all. multidisciplinary digital publishing institute, 5(8), 3447-3472. https://doi.org/10.3390/su5083447 husain, s. b., puryanti, l., & setijowati, a. (2021). education for all: a study on education for indigenous people in south sulawesi, indonesia. kasetsart journal of social sciences, 42(3), 623-629. martinez, r. c. k. p. (2019, june 28). the health ritual of “pag-aanito” among the aetas of nabuclod, pampanga, philippines. journal of health and cultural studies, 1(1), 41-47. https://doi.org/10.37719/ jhcs.2019.v1i1.oa004 motitswe, j. (2014, may 1). furthering inclusive education through full-service schools: a workable strategy?. mediterranean center of social and educational research. https://doi.org/10.5901/mjss.2014.v5n8p415 ndedi, a. (2013, july 12). challenges and perspectives facing the development of entrepreneurship education and training in south africa. emerald publishing limited, 9(2/3), 126-132. https://doi. org/10.1108/wjemsd-01-2013-0009 paz, p. j. (2021). the teaching practices of social studies teachers and the four cs of 21st century skills of aeta learners in subic district, schools division of zambales, philippines. international journal of humanities and education development (ijhed), 3(5), 71-79. rogayan, d. v. (2019, january 1). dilemmas encountered by aeta students in a state university in central luzon, philippines. journal of higher education development, 1(5), 233-239. https://doi.org/10.22161/jhed.1.5.3 tarabini, a., jacovkis, j., & montes, a. (2017, december 29). factors in educational exclusion: including the voice of the youth. taylor & francis, 21(6), 836-851. https://doi.org/10.1080/13676261.2017.1420765 valenzuela, j. m. r., gamboa, s. c. p., hicban, m. b., & martinez, a. a. s. exploring the experiences and practices of elementary teachers in the aeta tribal community: revealing their worth towards excellence in education. international journal of multidisciplinary research (ijamr), 6, 467-476. yang, e., kim, j., biag, a d., mangulabnan, j., cruz, a d., & sarmiento, p j d. (2020, july 11). a study on health and hygiene needs, strategies, and well‐being of an aeta indigenous community in the philippines through photovoice methods. wiley-blackwell, 14(3), 126-137. https://doi.org/10.1111/aswp.12203 pa ge 1 pa ge 8 american journal of multidisciplinary research and innovation (ajmri) analysis of the alignment of curriculum, instruction, and assessment in higher education mathematics ella tricia m. aquino1* volume 3 issue 5, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i5.3376 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 08, 2024 accepted: august 13, 2024 published: august 16, 2024 using qualitative document analysis, this study determined the level of student performance in implementing the curriculum of mathematics in the modern world (mmw), the alignment of the syllabus, teaching-learning activities, and assessment, and proposed recommendations for alignment. twenty-six (26) documents of two instructors from kalinga state university during the school year 2022-2023 and 2023-2024, and adapted alignment forms were utilized. the results revealed that the students had a satisfactory academic performance in mmw. all the intended learning objectives (ilos) in the syllabus are aligned with the higher education general education objectives. all the teaching-learning activities and assessment tasks/materials employed and administered by the instructors aligned with the ilos. furthermore, findings proposed the following recommendations – develop a constructive alignment matrix, review and revise the syllabus, invest in high-quality aligned instructional materials, design professional development programs, and construct a mathematics college readiness test. keywords assessment tools, curriculum, curriculum implementation, mathematics instruction, syllabus introduction to implement the education framework for the twentyfirst century, alignment of academic endeavors—such as curriculum, instruction, and assessment—is an essential area of focus in higher education. several studies mentioned that the harmony of these key elements ensures an effective teaching-learning process. eventually, the concept of alignment was acknowledged as a significant contributor to the advancement of education. this causes countries to prioritize education on their national agendas. this prompts governments and educators throughout the world to place a high priority on how students learn and how to assess their success in areas like mathematics and science. to improve student development, the commission on higher education (ched) works to ensure that curricula are relevant, instruction is efficient, and education is accessible and equitable (abejuela et al., , 2022). as a start, the curriculum in higher education was revised and included general education courses as per k–12 curriculum requirements. in line with this, one of the four missions of philippine higher education, specifically the first mission is accurately described by the aim of general education. the ched memorandum order for the general education (ge) curriculum (ched, 2013a) highlighted that the holistic development of college students will be guided by the three primary learning competencies; 1) intellectual competencies; 2) personal and civic competencies; and 3) practical responsibilities. relatively, these competencies guided the mathematics in the modern world (mmw) learning objectives. the following outcomes are highlighted in the course learning plan defined by the commission (ched, 2013b); for the knowledge component, debate and discuss the nature of mathematics, utilize various forms of reasoning to support claims about mathematics, and talk about the language and symbols used in mathematics; develop students’ skills by utilizing a range of statistical techniques, deciphering codes and coding systems, and applying mathematics to various societal contexts; and to integrate values, acknowledge the nature of mathematics and its applications in daily life, and affirm the use of mathematics with honesty and integrity. correspondingly, this learning plan has included suggestions for classroom instruction and assessment plans. some of the teaching methodologies are lectures/direct instruction, small group discussion, group or individual sharing/reporting, demo teaching, video watching, and interactive games. meanwhile, some of the assessment plans discussed are essay/synthesis papers/writing exercises, quizzes, homework, problem sets, project proposals, and class exhibits. the synergy of these components guarantees the attainment of the goal of the general education course, specifically the mmw course subject. students’ performance in mathematics in the modern world over the years of implementation, mmw has strived to produce learners with mathematical literacy coupled with skill (data computation applied to real-life problems and technology skills), and values (appreciation, honesty, and integrity). since the revision of the ge curriculum of higher education, several studies have assessed the academic performance of students in mmw subject. many of these studies have underlying reasons related to 1 saint mary’s university, nueva vizcaya, philippines * corresponding author’s e-mail: aquinoellatricia@gmail.com https://doi.org/10.54536/ajmri.v3i5.3376 https://journals.e-palli.com/home/index.php/ajmri mailto:aquinoellatricia%40gmail.com?subject= pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 developing interventions and looking into what actions are needed to sustain or improve students’ mathematics performance. according to the study of morilla et al. (2020), the level of academic performance (based on grades) of the students towards the subject mmw is very good (mean grade of 2.01) considering that they acquired grades between 2.0 and 2.4 (grades in units). similarly, remo (2019) stated that students collectively have a good (mean grade of 2.00) performance in mmw. according to labo (2022), freshmen students achieved a very good academic performance, falling within the grade range of 86-94. yap et al. (2024) mentioned in their study that the 80–84 grade range is where most typical midterm and final grades of students fall. roman and villanueva (2019) found that first-year college students have a greater degree of proficiency in acquiring the learning competencies relating to knowledge, values, and skills outlined in the mmw. they also found that students had some minor challenges with the various mmw topics, but overall they performed satisfactorily in the subject. also, in the study by cornillez et al. (2020), results showed that in the mmw subject, while the non-mathematics major students showed good overall mathematical abilities, the mathematics major students showed extremely strong overall mathematical skills. as splendid as the studies have shown, these successes are affected by some factors. substantially which brought significant impact are the curriculum, classroom instruction, and proper utilization of assessment tools. alignment of curriculum, instruction, and assessment in mathematics in the modern world bringing curriculum, instruction, and assessment in line with one another is the aim of alignment. the curriculum is usually the first thing educators work with, after which they define goals for instruction, provide guidance to meet those goals, and conduct assessments to gauge progress toward the curriculum’s objectives (baliber & sañosa, 2022). to increase the likelihood that students will achieve the learning outcomes stipulated in the curriculum, it is crucial that the teaching be planned to include learning activities, and the assessment tasks be created to provide unambiguous evaluations of the extent to which those outcomes have been achieved. according to abragan et al., (2022), the k–12 curriculum implementation in the philippines is commendable and timely, yet it is plagued by socioeconomic and pedagogical issues. however, dizon et al., (2029) stated that despite all the issues that arose from the introduction of the new curriculum, many believed that the k–12 program would ultimately benefit every filipino graduate in the long run. in realizing this belief, balagtas (2021) advised that the program outcomes, performance indicators, and course descriptions be reviewed to represent the core competencies, new topic areas, applications of mathematics in less common situations, and soft areas of 21st-century abilities. similarly, urbano (2020) referenced biggs’ study concerning learning competency and teaching to assessment, which found that assessments can only improve learning when learning, instruction, and assessments are constructively aligned. the alignment of instruction and assessment solidifies the learning of students. as aquino and gurat (2023) recommended in their study, when teaching mmw, teachers should take into account more creative approaches, especially when it comes to learner-centered (or student-focused) activities. bangalan and hipona (2020) also suggested that school administrators should offer teachers a wealth of materials and chances to improve and update their knowledge and abilities to facilitate successful teaching and learning of mmw. as cabral (2022) recommended, a module is an effective instructional material for self-directed learning – selfpaced that fosters metacognition. according to taban et al. (2023), collaborative teaching—especially when there are many instructors in a class—can provide a blending of expertise, complementing personalities, and a fair grading system in mmw. likewise, tagalicud and acosta (2024) proposed that design thinking-based lesson plans may be utilized in the classroom to help students develop their critical thinking, creativity, and problem-solving abilities. these research articles clearly show that instruction and assessment are vital in the teaching-learning process, however, few and almost none covered assessing the alignment in the context of mmw subject. consequently, there is no existing research (available on the internet) that investigates the alignment of curriculum, instruction, and assessment in the mmw subject. accordingly, the main objective of this study is to investigate if curriculum, instruction, and assessment are aligned in the subject of mathematics in the modern world. specifically, this study aims to: 1) determine students’ performance in mathematics in the modern world for the school year 2023-2024; 2) determine the alignment of curriculum and instruction in mathematics in the modern world; 3) determine the alignment of instruction and assessment in mathematics in the modern world; 4) determine the performance of the students in mathematics in the modern world during the last school year 2022-2023 (based on grade); 5) propose recommendations to ensure alignment of curriculum instruction and assessment. methodology research design this study utilized the qualitative research method, specifically, document analysis and descriptive statistics. studies utilize document analysis, a qualitative research approach, to methodically study and assess documents— both printed and electronic. with this approach, a variety of materials are analyzed, such as books, newspaper articles, academic journal articles, institutional reports, and books (morgan, 2022). also, studies use descriptive statistics for arranging, compiling, and displaying data succinctly and intelligently. qualitative document analysis was appropriate for this https://journals.e-palli.com/home/index.php/ajmri pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 study since it is a systematic method of reviewing and assessing the essential documents related to curriculum, instruction, and assessment. the researcher collected and analyzed pre-existing documents such as syllabi, tests, written outputs, performance tasks, grade sheets, and students’ evaluations. consequently, descriptive statistics were used to generate frequency distribution, mean, and standard deviation. sources of data the documents needed in this study were collected from the researcher’s accumulated record from the teaching experience of the subject, mmw (first semester of school year 2023-2024). some documents are also collected from previous instructors of the same subject matter (first semester of school year 2022-2023). these documents include syllabi, tests, written outputs, performance tasks, grade sheets, and students’ evaluations. consistently, these documents are products of the teaching-learning process of mmw subject in the college of engineering and information technology (ceit) of kalinga state university (ksu). this college has six programs under it namely bachelor of science in agricultural and biosystem engineering; bachelor of science in civil engineering; bachelor of science in computer engineering; bachelor of science in electrical engineering; bachelor of science in information technology; and bachelor of science in mathematics. these documents will not exist without the outputs submitted and compiled by the students of these programs. and mctighe’s (2005) format of instructional design, and smith’s (2012) criteria for aligning curriculum materials. finally, the fifth objective used a literature review of the different resources (internet articles/studies) to propose recommendations. results and discussion students’ performance in mathematics in the modern world for the school year 2023-2024 the academic achievement of ceit students in mathematics in the modern world is shown in this part, which is relevant to explaining the study’s first objective. the results of the test of normality and descriptive statistics are shown in the following tables. table 1: documents retrieved documents frequency percent syllabus 1 4% table of specifications 2 8% module 2 8% handouts 6 23% activity/task/problem set 9 35% quiz 4 15% examination paper 2 8% total 26 100% table 3: students’ performance (based on grades) in mmw statistical measures values interpretation mean 2.768 fairly satisfactory median 2.500 satisfactory mode 3.000 passed skewness 1.476 extremely high positive skewnessstandard error of skewness 0.145 shapiro-wilk 0.780 skewed distributionshapiro-wilk (p-value) 0.000 < 0.05 table 2: ksu grading system numerical grade percentage equivalent 1.00 98-100 1.25 95-97 1.50 92-94 1.75 89-91 2.00 86-88 2.25 83-85 2.50 80-82 2.75 77-79 3.00 75-76 5.00 74 and below (failed) inc incomplete od officially dropped source: article 18, section 2 of ksu operational manual (2017 edition) data analysis given that this study’s objectives are entirely qualitative, descriptive statistics will be applied to the collected data. to expound the first and fourth research objectives, data treatment used descriptive statistics such as mean grade, median, mode in the subject, or mean score in the recorded activities/quizzes/tests of students – with the shapiro-wilk test. the second and third objectives utilized binary ratings in the adopted criteria checklist (with qualitative description – evident and not evident, exist and non-existence, ✔ and ✖) and literature review. the adopted criteria checklist includes webb’s (1997) framework on alignment of assessment tools, wiggins using the grading system of ksu (ksu, 2017) presented in table 2, it means that 1.00-1.25 is excellent;1.50-1.75 is very satisfactory; 2.00-2.25 is satisfactory; 2.50-2.75 is fairly satisfactory; 3.00 just passed; 5.00 is failed; inc could pass given that grade generated after submission of missing outputs cut to 3.00 and above; and od is dropped. https://journals.e-palli.com/home/index.php/ajmri pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 table 3 reveals the performance of first-year engineering college students in the subject mmw. this performance is based on their final grade (the grade that appears in their record). the academic accomplishment of first-year college students in mmw spans from passing to satisfactory performance, as implied by the mean (2.768), median (2.50), and mode (3.00). with this sort of result, shapirowilk and skewness were used to perform a normality test. the student performance is extremely positively skewed, as indicated by the quotient of 10.179 (a very long right tail), which was calculated using the ratio of skewness value of 1.476 and the standard error of skewness of 0.145. this indicates that the students’ mean grade performance (2.768) is higher than the median grade (2.50). using the shapiro-wilk test, a similar result was obtained, showing a skewed distribution of students’ grades with a calculated value of 0.780 (p-value <0.05). a positive skewness score shown by the students’ performance suggests that mmw academic performance (based on grades) is not normally distributed. the same finding was found in the study of roman and villanueva (2019) on competency acquisition, difficulty, and performance of students in mmw. they reported a positively highly skewed and not normally distributed student performance (based on grades). on the contrary, navida (2022) in his study on mathematics anxiety, conception, and performance of freshmen students indicated an approximately normal distribution of students’ grades in mmw. meanwhile, by focusing on the academic grades of students, the mean grade of 2.768 falls between the percentage bracket 77-79 (table 2). several studies have close results, such as morilla et al. (2020) with a mean grade of 2.01; remo (2019) with a mean grade of 2.00; labo (2022) with a grade range of 86-94; yap et al. (2024) with 80–84 grade range; bangalan and hipona (2020) with most frequent grades 2.50. these imply that students perform at a satisfactory level in the mmw subject. moreover, table 4 presents the mean scores of ceit students in their different academic requirements. table 4: students’ performance (based on academic requirements) in mmw statistical measures activity quiz projects midterm exam final exam mean 65.49 68.03 82.71 47.37 47.85 median 66.00 70.00 87.00 45.00 46.67 mode 57.02 70.00 80.00 47.62 40.00 skewness -0.952 -1.276 -4.483 .661 .285 standard error of skewness .145 .145 .145 .145 .145 shapiro-wilk 0.955 0.909 0.485 0.969 --shapiro-wilk (p-value) 0.000 < 0.05 0.000 < 0.05 0.000 < 0.05 0.000 < 0.05 --concerning mean scores, it can be noted that projects (82.71) have the highest mean, almost near 100, followed by the mean score in the quiz (68.03) then activity (65.49), and examinations midterm=47.37 and final=47.85) have the lowest. considering these results, it can be concluded that students’ performance in the different academic requirements is good except for poor examinations. comparing the values concerning scores in activity, quiz, project, and midterm exam, findings show not normally distributed scores except final exam scores since it is approximately normal. this conclusion is made by looking at the values of shapiro-wil and shapiro-wilk (p-value). meanwhile, based on the mean, median, and mode, it can be noted that values are closed in the quiz (mean=68.03; median=70; mode=70) and midterm examination (mean=47.37; median=45; mode=47.62), however, the test of normality still implies scattered scores. on scores of the final examination, mean (47.85), median (46.67), and mode (40) seem to imply that scores are scattered but the ratio of skewness to its standard error is 1.97 which is still between -2 to +2 requirement. it is thus believed that figure 1: distribution of scores in activities this value is sufficient to demonstrate a normal univariate distribution (george & mallery, 2010). to attest to the normality and non-normality of the distribution, the following figures are presented. https://journals.e-palli.com/home/index.php/ajmri pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 addition to adapting to the subject matter, teaching styles and approaches should take into account the students’ developmental requirements. to assess the alignment of curriculum (in the form of syllabus) and instruction (in the form of teaching/ learning activities), the following tables are organized. table 5, in particular, presents the alignment of intended learning outcomes (ilos) of the mmw syllabus to the general education outcomes stated in the ched (2013b) memo for general education subjects. figure 3: distribution of scores in projects figure 4: distribution of scores in midterm examination figure 5: distribution of scores in final examination figure 2: distribution of scores in quizzes alignment of curriculum and instruction in mathematics in the modern world an educational institution needs to demonstrate genuine care for the quality of service and education provided to its students and provide proof of its attempts to accomplish this goal. the curriculum must be organized to serve and actualize the school’s philosophy, vision, mission, and objectives, in addition to meeting department of education regulations. the school should utilize modern teaching tools and resources sparingly. in table 5: syllabus ilos alignment to ge outcomes general education outcomes (ched, 2013b) evident or not evident syllabus intended learning outcomes (ilo) for mmwcategory competencies in te lle ct ua l c om pe te nc ie s • higher levels of comprehension (textual, visual, etc.) evident ilos 6,8,9,12, 13,17,20 6. argue about the nature of mathematics, what it is, how it is expressed, represented, and used • proficient and effective communication (writing, speaking, and use of new technologies) 8. discuss the language, symbols, and conventions of mathematics https://journals.e-palli.com/home/index.php/ajmri pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 • understanding of basic concepts across the domains of knowledge 9. explain the nature of mathematics as a language. • critical, analytical, and creative thinking 12. use different types of reasoning to justify statements and arguments made about mathematics and mathematical processes • application of different analytical modes (quantitative and qualitative, artistic and scientific, textual and visual, experimental, observation, etc.) in tackling problems methodically 13. write clear and logical proofs. 17. use the method of linear regression and correlations to predict the value of a variable given certain conditions. 20. create the euler path and euler circuit. pe rs on al a nd c iv ic re sp on sib ili tie s • appreciation of the human condition evident ilos 6,8,9,12, 13,17,20 5. articulate the importance of mathematics in one’s life • capacity to personally interpret the human experience 7. express appreciation for mathematics as a human endeavor • ability to view the contemporary world from both philippine and global perspectives 11. acknowledge that mathematics is a useful language. • self-assuredness in knowing and being filipino 15. respect one’s method and approaches for proving and solving problems. • capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards 18. advocate the use of statistical data in making important decisions. • ability to reflect on moral norms/ imperatives as they affect individuals and society 21. support the use of mathematics in various aspects and endeavors in life. • ability to appreciate and contribute to artistic beauty • understanding and respect for human rights • ability to contribute personally and meaningfully to the country’s development pr ac tic al sk ill s • working effectively in a group evident ilos 4,10,14, 16,19 4. identify patterns in nature and regularities • application of computing and information technology to assist and facilitate research 10. perform operations on mathematical expressions correctly. • ability to negotiate the world of technology responsibly 14. solve real-life problems involving patterns and recreational problems following polya’s four steps. • problem-solving (including real-world problems) 16. use a variety of statistical tools to process and manage numerical data. • basic work-related skills and knowledge 19. solve basic mathematics-related problems in finance. as conveyed in table 5, the three major ge outcomes – 1) intellectual competencies; 2) personal and civic competencies; and 3) practical responsibilities are evident in the ilos of the mmw syllabus. this infers that the ge outcomes are reflected in the ilos of the mmw syllabus. considering the 21 ilos written in the syllabus except the first three since this relates to the university’s orientation, they were mapped to present what particular ge outcomes they characterize. the remaining 18 ilos are concerned with the subject matter and as revealed, ilos 6,8,9,12,13,17, and 20 are aligned with intellectual competencies, ilos 5,7,11, 15,18, and 21 are aligned with personal and civil responsibility competency, and ilos 4,10,14, 16, and 19 are aligned with practical skills. this result implies that the syllabus’s objectives seemed to have been crafted and arranged according to the course’s subject requirements (ge outcomes), with a focus on themes that were ostensibly related to knowledge improvement, personal and national development, and real-world concerns. curriculum and instruction ensure that the teachinglearning process is focused on providing an education that is effective, relevant, and responsive. wotring et al. (2021) cited that there are two types of syllabus orientations: process-oriented syllabuses that guide “the learning experiences themselves,” and product-oriented https://journals.e-palli.com/home/index.php/ajmri pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 syllabuses that concentrate on “knowledge and skills.” hence, justification for the teaching-learning process is provided by the instructor’s enactment of the syllabus. additionally, cipriano (2023) recommended that the subject matter must be thoroughly reviewed to develop worthwhile teaching strategies. after it has been demonstrated that the ilos in the syllabus are in line with the ge objectives provided by ched, table 6 shows the alignment of ilos and classroom teaching/learning activities. table 6: classroom instruction alignment to syllabus ilos intended learning outcomes (ilo) at the end of the lesson, the students are expected to… assessment tasks evident or not evident section 1nature of mathematics • identify patterns in nature and regularities lectures and class discussions on the different kinds of patterns and applications. evident • articulate the importance of mathematics in one’s life recitation on patterns students encountered in their daily lives. • argue about the nature of mathematics, what it is, how it is expressed, represented, and used unit quiz • express appreciation for mathematics as a human endeavor section 2speaking mathematically • discuss the language, symbols, and conventions of mathematics lectures and class discussions on mathematical symbols, translating mathematical sentences/ phrases into symbols and vice versa. evident • explain the nature of mathematics as a language. oral recitation on translating mathematical sentences/phrases into symbols and vice versa. • perform operations on mathematical expressions correctly. individual problem-solving on finding the value of the unknown using the property of equality.• acknowledge that mathematics is a useful language. section 3. problem solving and reasoning • use different types of reasoning to justify statements and arguments made about mathematics and mathematical processes lectures and class discussions on deductive and inductive reasoning, proof, and polya’s problem-solving strategy. evident • write clear and logical proofs. reporting (with small group problem-solving and peer teaching) on the different types of problem-solving strategies. • solve real-life problems involving patterns and recreational problems following polya’s four steps. individual problem-solving using 4-step polya’s strategy and the different problemsolving strategies.• respect one’s method and approaches for proving and solving problems section 4mathematics as a tool (part 1) data management • use a variety of statistical tools to process and manage numerical data. lectures and class discussions on the different measures (tendency, position, and dispersion) evident • use the method of linear regression and correlations to predict the value of a variable given certain conditions. interactive recitation in identifying what measure is applied or to be applied to data. • advocate the use of statistical data in making important decisions. small group problem-solving and peer teaching using ms excel for data processing. the mathematics of finance and the mathematics of graphs • solve basic mathematics-related problems in finance. lectures and class discussions on simple, compound interest, stocks, bonds, graphs, and euler circuits. evident • create the euler path and euler circuit. recitation on drawing the euler path. https://journals.e-palli.com/home/index.php/ajmri pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 as appeared in table 6, the ilos are evident in the classroom instruction planned by the instructor. each section (major topics) has ilos with their corresponding teaching/learning activities. the most commonly used instructions are direct instruction (lecture and class discussion), recitation, individual problem-solving, small group and peer teaching, reporting and sharing, and unit quiz activity. the instructor believed that these instructions were necessary for the attainment of the ilos, hence these are included. for instance, section 1 objectives, “identify patterns in nature and regularities” and “argue about the nature of mathematics, what it is, how it is expressed, represented, and used” will be achieved when lecture/class discussion and unit quiz activity are to be used. similarly, objectives, “articulate the importance of mathematics in one’s life” and “express appreciation for mathematics as a human endeavor” are acquired when oral recitation (sharing) is employed as a mode of classroom instruction. when it comes to the structure and execution of courses in higher education, the curriculum is crucial and is frequently seen as directing or influencing classroom activities (wotring et al., 2021). also, according to kim et al. (2019), the secret to preserving a positive learning environment in the classroom is to offer students high-quality classroom instruction that is aligned with their individual ability levels. relatively, when the teaching-learning process is supported by the appropriate classroom evaluation, student performance, and the actual learning process are effectively described (abejuela et al., 2022; balagtas, 2021; baliber & sañosa, 2022). alignment of instruction and assessment in mathematics in the modern world this section presents the alignment of instruction and assessment in mmw subject. it is important to assess the alignment of these two to conclude later if curriculum, instruction, and assessment are aligned. one great thing about assessment is that it gives teachers the information they need to adjust or enhance their instruction. similarly, assessment data may be used for curriculum revision and updating. at its finest, effective assessment offers useful data to guide decisions about curriculum and teaching and permits real-time revisions to better serve the needs of students. to get a picture of how assessment tasks/materials aligned with instruction, the following findings are presented. particularly, table 7 shows the affiliation of assessment tasks to the teaching/learning activities. individual problem-solving on simple interest and compound interest. unit quiz small group problem-solving and peer teaching by exploring and using the euler formula table 7: alignment of instruction and assessment tasks intended learning outcomes (ilo) at the end of the lesson, the students are expected to… instruction teaching/ learning activities evident or not evident section 1nature of mathematics lectures and class discussions on the different kinds of patterns and applications. activities/ assignments seatwork evident recitation on patterns students encountered in their daily lives. oral recitation (interactive small quizzes) unit quiz unit quiz section 2speaking mathematically lectures and class discussions on mathematical symbols, translating mathematical sentences/phrases into symbols and vice versa. seatwork homework evident oral recitation on translating mathematical sentences/phrases into symbols and vice versa. oral recitation (interactive 4-pics one word) individual problem-solving on finding the value of the unknown using the property of equality. unit quiz section 3. problem solving and reasoning lectures and class discussions on deductive and inductive reasoning, proof, and polya’s problem-solving strategy. exercises/activities seatwork evident reporting (with small group problem-solving and peer teaching) on the different types of problem-solving strategies. group reporting with interactive small quizzes/ recitation individual problem-solving using 4-step polya’s strategy and the different problem-solving strategies. unit quiz (problem set) https://journals.e-palli.com/home/index.php/ajmri pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 as presented in table 7 each of the mmw topics has corresponding teaching/learning activities and by the end or during the learning process there are assessment tasks that are expected to be completed by the students. the alignment of assessment tasks to classroom instruction is evident in every mmw topic. for example in sections 1, 2, and 5, the lecture has a corresponding task in the form of activities/assignments/seatwork, and the interactive instruction is done through oral recitation and unit quiz. in sections 3 and 4, the same instruction and assessment were utilized but a modification in the interactive instruction since reporting and group recitation were utilized. to encourage classroom discussions and subjects related to the students’ real mathematics learning targets specified in the course objectives, course planners and instructors should carefully consider the choices they make about classroom instruction. to achieve this according to roman and villanueva (2019), it is advised to use technology-related tools to enhance the instruction. classroom instruction and summative assessments must be appropriate in the realization of the learning competencies (urbano, 2020). the relevance of instruction and assessment to 21stcentury learning competencies was assessed by how many times the competency skills (in terms of keywords) were mentioned in the teaching/learning activities in the syllabus and included (measured) in the analyzed documents. to present this assessment, table 8 is constructed. section 4mathematics as a tool (part 1) data management lectures and class discussions on the different measures (tendency, position, and dispersion) activities seatwork evident interactive recitation in identifying what measure is applied or to be applied to data. group recitation (mystery box) small group problem-solving and peer teaching using ms excel for data processing. unit quiz (data processing in excel) the mathematics of finance and the mathematics of graphs lectures and class discussions on simple, compound interest, stocks, bonds, graphs, and euler circuits. activities seatwork evident recitation on drawing the euler path. individual recitation (draw path) individual problem-solving on simple interest and compound interest. unit quiz small group problem-solving and peer teaching by exploring and using the euler formula table 8: relevance of teaching/ learning activities and assessment to the 21st century learning competencies key competency skills teaching/ learning activities assessment keywords f % assessment task f % critical thinking individual problemsolving, problem set 6 100% discuss ideas; translating phrases to mathematical expressions; problemsolving using strategies; 15 100% collaboration small interactive quizzes, peer teaching, group recitation 4 67% create a presentation of the problemsolving strategy you are assigned; discuss the implication of the result among your groupmates; discuss your answer with your seatmate/groupmate. 5 33% communication oral recitation, reporting, interactive recitation 4 67% communicate your idea; discuss how you can apply graph theory in your field; discuss the problem-solving strategy you choose. 5 33% creativity and innovation drawing/ constructing, oral recitation 4 67% draw a road to a big city; draw a path of a circuit; make a photo essay on the things around you that represent fibonacci; construct an essay. 5 33% self-direction unit quiz, individual problem-solving 5 83% explore different strategies in problemsolving; complete all quizzes, activities, and tests. 15 100% https://journals.e-palli.com/home/index.php/ajmri pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 global connections group work 3 50% cite examples of patterns in nature; calculate simple and compound interest using different currencies (dollar, peso, euro, yen, etc.); cite examples/applications. 5 33% local connections group work, peer teaching 3 50% document patterns you found in your locality; cite examples/applications. 5 33% using technology as a tool for learning data processing in excel, reporting through ppt 2 33% watch and critique the given video; perform data processing (mean, median, mode, standard deviation, variance, and range) using ms excel; present using ppt. 3 20% the teaching/learning activities as revealed in table 8 were analyzed by patterning the keywords about the 21stcentury skills stated in the ohio department of education (2016). the keywords were mentioned in the syllabus and were arranged concerning the skills they described. of the six major topics of mmw, critical thinking (100%) is present in all the teaching/learning activities incorporated in every topic; self-direction is 83% present; collaboration, communication, creativity, and innovation are 67% present; global and local connections are 50% present; and using technology as a tool for learning is only 33% present. this means that students’ use of ict tools as a tool for learning is limited. the learning process provides a limited opportunity for ict-student engagement and could also limit their technological skill. the same finding emerged in the study of abejuela et al. (2022). they also found that competency skill related to technology has the lowest number of program outcomes. meanwhile, in the assessment task, the study analyzed all the assessment materials to generate frequency and percentage. the assessment tasks were organized according to the skills they measured and this was done with the help of the study of mugot and sumbalan (2019). a guide in determining what particular assessment task falls under the different key competency skills is included in their study. considering that there are a total of 26 documents subjected to analysis, only 15 of them are assessment materials. given the frequency of 15 (100%), critical thinking skills and self-direction skills were tested in all the assessment tools (activity/task/problem sets, quizzes, and examinations). the skills related to collaboration, communication, creativity, and innovation, global, and local connections were measured in 5 (33%) materials. the skill related to using technology as a tool for learning was tested in 3 (20%) documents. when constructing an assessment, it’s important to consider more than just choosing the right resources or having just items that are aligned, as these decisions don’t reveal how effectively the assessment as a whole evaluates the student’s achievement of all learning goals. under the most severe circumstances, every assessment material may be linked to just one competency, leaving the other competencies untested. technology-related skills, for instance (as presented in table 8), included the fewest assessment resources. therefore, it is and should be given greater emphasis when two components of an educational system are in alignment because alignment indicates, among other things, how well an assessment evaluates every standard. in order to effectively chart students’ progress over time, assessments need to be in line with the curriculum. to verify this, there are criteria that the assessment materials need to meet certain level of agreements for an acceptable standard of alignment according to webb (1997). he explained that this phase was to ascertain which evaluation materials really measured student performance and whether they were in line with the stated assessment goals. this study, however, only presents the existence of alignment and not the levels of agreement. also, several of the criteria that were initially included in the webb analysis (actual instruction, use of technology, equity and fairness, and system applicability) were eliminated since the evaluation was centered on the assessment materials and did not directly relate to the alignment of the documents. table 9 presents the alignment of documents guided by webb’s criteria. table 9: existence of alignment for mmw assessment tools according to webb framework criteria assessment tools used in mmw activities quizzes projects midterm/final exam with tos 1a categorical concurrence e e e e 1b depth of knowledge consistency e e e e 1c range of knowledge tested e e e e 1d balance of representation e e e e 2 cumulative growth in procedural knowledge e e e e source: criteria adapted from webb (1997), legend: e (exist); ne (non-existent) https://journals.e-palli.com/home/index.php/ajmri pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 as revealed in table 9, all criteria – categorical concurrence, depth of knowledge consistency, range of knowledge tested, balance of representation, and cumulative growth in procedural knowledge included in the webb framework exist in all the assessment materials analyzed in this study. the first criteria mean that every skill is tested and table 8 makes this clear by providing comparable testing materials for each skill. the second criterion refers to cognitive (knowledge) which exists and is evident in the assessment task (table 8) for critical thinking skills. the third to fifth criteria involve showing knowledge of all assessment tasks, uniform importance of assessment tasks, and increasing difficulty of assessment activities. these are all evident in table 8 – it shows that assessment tasks are after knowledge development, and it is balanced since all competency skills were mapped with tasks. meanwhile, the growing complexity of the tasks is very evident in examinations since items are arranged from easiest to most difficult. this is usually transparent in the distribution of items according to test types and learning domains. to give an example of these alignments, the distribution of items of the examinations which is apparent in the table of specifications (tos) is displayed. remember that instructors made their tos to properly measure the domains of learning. figure 6: distribution of items in the midterm and final exam figure 6 displays the careful distribution of test items in the six domains of learning. the midterm examination covers the first three topics and is composed of 105 items while the final examination deals with topics 4, 5, and 6, and is composed of 100 items. it can be noted that the distribution of test items per topic does not cover all the learning domains. this is because the topic has a certain domain that it measures and it is possible that not all domains can be tested by a single topic. for instance, topic 1 only has items mapped to understanding (r), application (app), and analysis (an). since the nature of the first topic is on patterns, numbers, fibonacci, and applications to the real world, the distribution to these domains is deemed appropriate. likewise, topics 3 to 6 have items mapped to evaluation (eval) and creating (cre) domains since the nature of the topics requires evaluation and creation of the problem-solving process, reasoning, and interpretation, one resource that educators may utilize to bolster their professional judgment when developing or choosing tests for their students is a tos. to assist instructors in connecting planning, instruction, and assessment, the tos can be utilized in conjunction with lesson and unit preparation. according to fives and didonatobarnes (2013), teacher alignment of objectives, teaching, and assessment is facilitated by the use of a tos, often known as a test blueprint. as implied, tos supports the completion of learning and acquisition of learning objectives. in addition to this, table 10 displays a sample of the mapping of assessment tools. to give a clearer view of what particular assessment tools/tasks (with the desired outcomes) in every topic were utilized in the teaching of mmw, the following findings are presented table 10: sample of mapping and aligning assessment tools outputs/ performance task ilos formative assessment teaching/ learning activities topic 1 photo-essay • identify patterns in nature and regularities ✓ photoessay rubric lectures and class discussions on the different kinds of patterns and applications. https://journals.e-palli.com/home/index.php/ajmri pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 • articulate the importance of mathematics in one’s life ✓ reflection recitation on patterns students encountered in their daily lives. • argue about the nature of mathematics, what it is, how it is expressed, represented, and used unit quiz • express appreciation for mathematics as a human endeavor topic 2 problem set • discuss the language, symbols, and conventions of mathematics ✓ oral recitation ✓ rubric for the solution lectures and class discussions on mathematical symbols, translating mathematical sentences/phrases into symbols and vice versa. • explain the nature of mathematics as a language. oral recitation on translating mathematical sentences/phrases into symbols and vice versa. • perform operations on mathematical expressions correctly. individual problem-solving on finding the value of the unknown using the property of equality.• acknowledge that mathematics is a useful language. topic 3 reporting • use different types of reasoning to justify statements and arguments made about mathematics and mathematical processes ✓ reporting rubric ✓ use of technologyrelated materials ✓ quiz lectures and class discussions on deductive and inductive reasoning, proof, and polya’s problem-solving strategy. • write clear and logical proofs. reporting (with small group problem-solving and peer teaching) on the different types of problem-solving strategies. • solve real-life problems involving patterns and recreational problems following polya’s four steps. individual problem-solving using 4-step polya’s strategy and the different problem-solving strategies. • respect one’s method and approaches for proving and solving problems topic 4 completed excel data • use a variety of statistical tools to process and manage numerical data. ✓ rubric ✓ quiz ✓ excel file lectures and class discussions on the different measures (tendency, position, and dispersion) • use the method of linear regression and correlations to predict the value of a variable given certain conditions. interactive recitation in identifying what measure is applied or to be applied to data. • advocate the use of statistical data in making important decisions. small group problem-solving and peer teaching using ms excel for data processing. topic 5 problem set • solve basic mathematics-related problems in finance. rubric for the solution quiz lectures and class discussions on simple, compound interest, stocks, bonds, and graphs. individual problem-solving on simple interest and compound interest. topic 6 map/ path coloring • create the euler path and euler circuit. map coloring rubric reflection recitation on drawing the euler path. • support the use of mathematics in various aspects and endeavors in life. small group problem-solving and peer teaching by exploring and using the euler formula format is adapted from the instructional design of wiggins and mctighe (2005) https://journals.e-palli.com/home/index.php/ajmri pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 table 10 is an example of instructional design (wiggins and mctighe, 2005) which means that even before teaching-learning takes place, the teacher could map or align his/her desired outcome/performance tasks by the use of this tool (mapping backward). in the case of the mmw subject, the researcher organized the sample of expected outputs of the assessment materials according to the syllabus ilos and classroom activities. since the mmw syllabus already includes the teaching/learning activities and assessment tasks, it is not difficult to organize the sample of desired outputs. as presented, the assessment outcomes are aligned with instruction and curriculum. this illustrates how curriculum and teaching are driven by assessment. to further understand the alignment of curriculum, instruction, and assessment, table 11 presents not only the alignment of assessment materials but all curriculum materials subjected to analysis in this study. table 12: students’ performance in mmw for s.y. 2022-2023 statistical measures values interpretation mean 3.290 passed median 2.750 fairly satisfactory mode 5.000 failed as revealed in table 11, the seven criteria according to smith (2012) ensure the alignment of the curriculum, instruction, and assessment. this criteria, according to smith (2012) is an avenue to verify alignment with the intended outcomes of a course program. findings show that all the curriculum materials analyzed in this study were aligned with the seven criteria. it should be noted from this result that a binary choice is used (✓ and ✖) with no distinct likert scale. since the materials undoubtedly answer the criteria then a check (✓) mark is put on the boxes. the purpose of a curriculum may be to teach students the value of various problem-solving techniques, and it may include a variety of teaching methods (instruction). however, the way the curriculum is taught can be influenced by the variety of curriculum materials (syllabus, handouts, modules, etc.) that are used to support the learning objectives as a whole. similarly, when assessment is used effectively, it may act as a strong catalyst to enhance curriculum and instruction, which in turn helps the teaching-learning process (baliber & sañosa, 2022; cabral, 2022; urbano 2020, wotring et al., 2021). performance of the students in mathematics in the modern world during the last school year 2022-2023 after having found that the mmw curriculum, classroom instruction, and assessment are aligned, the following results are presented to make implications. table 11: alignment of mmw curriculum materials criteria syllabus tos module handouts activity/ task/ problem set quiz e x a m papers are the ilos of the curriculum addressed? ✓ ✓ ✓ ✓ ✓ ✓ ✓ do the curriculum materials support the ilos? ✓ ✓ ✓ ✓ ✓ ✓ ✓ is there an identification and maintenance of a sense of purpose toward the intended learning goals? ✓ ✓ ✓ ✓ ✓ ✓ ✓ do the curriculum materials take into account student ideas on mathematics literacy? ✓ ✓ ✓ ✓ ✓ ✓ ✓ does the material engage students with the ilos? ✓ ✓ ✓ ✓ ✓ ✓ ✓ does the intended curriculum develop and use mathematics literacy? ✓ ✓ ✓ ✓ ✓ ✓ ✓ does the intended curriculum promote student thinking about mathematics literacy? ✓ ✓ ✓ ✓ ✓ ✓ ✓ source: criteria patterned from smith (2012) https://journals.e-palli.com/home/index.php/ajmri pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 as presented in table 12, the academic accomplishment of first-year college students in mmw (s.y. 2022-2023) spans from failed to satisfactory performance, as implied by the mean (3.290), median (2.75), and mode (5.00). given this result, shapiro-wilk and skewness were used to perform a normality test. the student performance is positively highly skewed, as indicated by the quotient of 4.290 (a long right tail), which was calculated using the ratio of skewness value of 0.622 and the standard error of skewness of 0.145. this indicates that the students’ mean grade performance (3.290) is higher (passing grade) than the most frequently occurring grade (5.00). using the shapiro-wilk test, a similar result was obtained, showing a skewed distribution of students’ grades with a calculated value of 0.779 (p-value <0.05). this positive skewness score shown by the students’ performance suggests that mmw academic performance (based on grades) is not normally distributed. given this finding, it can be noted that the mathematics performance last school year was low despite having found from the previous discussions that the mmw syllabus, teaching/learning, and assessment tasks are aligned. despite having covered all the topics in the syllabus, the performance is still low. this result may have been impacted by the mastery of students. according to bangalan and hipona (2020), students find the mmw subject challenging which affects their mastery and perception. they further mentioned some problems encountered such as difficulty in understanding the topics, difficulty in solving, and too many topics. this finding is seconded by urbano (2020), when he mentioned that the educational system includes too many learning competencies to cover in the curriculum. additionally, according to the results, students may comprehend the subjects being covered, but there were unexpected difficulties when certain topics (especially the last parts) were covered quickly and the students needed assistance to fully understand the lessons. it can be inferred that despite having met the alignment requirements of curriculum, instruction, and assessment, the pace at which instructors discuss the topics is too fast for the students hence resulting in poor mastery. labo (2022) and ellvan and edig (2022) also found in their study that despite having “very good” student performance in mmw, several challenges affected the students one of which was, that the instructor discussed the lessons too quickly. recommendations to ensure alignment of curriculum instruction and assessment this section covers the recommendations for ensuring alignment in curriculum, instruction, and assessment in mathematics education, specifically for mathematics in the modern world. based on the various research articles about mmw and aligning of curriculum, instruction, and assessment, the following recommendations are listed: 1. to make document analysis unbiased and for effective evaluation, educators should develop a constructive alignment matrix that includes a rubric and a checklist for assessing documents (abejuela et al., 2022; baliber & sañosa, 2022; morgan, 2022; smith 2012; wotring et al., 2021). 2. in light of the curriculum (syllabus), review and revise the approaches for managing various course programs. the mmw course is a ge subject and broad in scope, but it needs to be tailored to the individual student program, especially when it comes to providing exercises and example problems (yap et al., 2024). 3. invest in high-quality aligned instructional materials (abejuela et al., 2022; cabral, 2022; remo, 2019; roman, & villanueva, 2019; taban et al. 2023; urbano, 2020; yap et al., 2024). there are many excellent alternative materials available that, if chosen, will influence education for many years to come in school systems. 4. ensure that professional development is anchored in high-quality instruction and teaching resources (balagtas 2021; navida, 2022). higher education institutions must design professional development programs in accordance with the curriculum to ensure that teachers are equipped to teach the subject matter in any kind of classroom. 5. construct a college readiness test in line with mathematics. schools may ensure that their incoming college students are prepared to pursue advanced mathematics courses by creating exam questions that are in line with the general goals of higher education. conclusion the following conclusions were made in light of the salient findings of this study: 1. the ceit students achieved satisfactory academic achievement in mmw. even though they had a not-sogood performance in the different academic requirements, it did not affect their final grade. this is because only the examinations have below half the passing scores and the accumulated performance still resulted in a satisfactory grade. 2. alignment is evident in the syllabus ilos and ge outcomes. also, alignment exists in teaching-learning activities and ilos. 3. there is alignment between teaching-learning activities and assessment tasks/materials employed and administered by the mmw instructors. 4. performance of students in mmw subject during the school year 2022-2023 only achieved a passing mark. skewness 0.622 high positive skewness standard error of skewness 0.145 shapiro-wilk 0.779 skewed distribution shapiro-wilk (p-value) 0.000 < 0.05 https://journals.e-palli.com/home/index.php/ajmri pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 8-23, 2024 this performance is lower than the school year 2022-2023 despite having found an alignment between curriculum, instruction, and assessment. such a result was affected by several factors. 5. after a literature review regarding mmw and alignment of curriculum, instruction, and assessment, the study proposed some recommendations: 1) develop a constructive alignment matrix, 2) review and revise the syllabus, 3) invest in high-quality aligned instructional materials, 4) design professional development programs, and 5) construct a mathematics college readiness test. acknowledgments the researcher wants to express her sincere appreciation to everyone who contributed to the success of her study, especially the department of science and technology–science education institution through the capacity building program in 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(2024). assessment of the performance of freshmen students in mathematics in the modern world: basis for an intervention program. ignatian international journal for multidisciplinary research, 2(3), 543-559. https://doi.org/10.5281/zenodo.10845030 https://journals.e-palli.com/home/index.php/ajmri pa ge 1 pa ge 20 american journal of multidisciplinary research and innovation (ajmri) understanding motivations behind covid-19 vaccination uptake: insights from a cross-sectional study in northern bangladesh mohammad zahidul islam1*, md awal kabir2 volume 3 issue 1, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i1.2488 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 13, 2023 accepted: december 27, 2023 published: february 10, 2024 the emergence of covid-19 has prompted global vaccination campaigns as a cornerstone of mitigation strategies. understanding the factors influencing vaccine uptake is essential for designing targeted interventions to enhance immunization coverage. a cross-sectional study was conducted in northern bangladesh, involving 1564 respondents aged 12 years and above. data on covid-19 vaccine uptake motivations and socio-demographic characteristics were collected through structured interviews. descriptive statistics and multivariate logistic regression analyses were employed to explore associations between socio-demographic factors and vaccine uptake motivations. the study identified two key motivations for covid-19 vaccine uptake: belief in the vaccine’s efficacy in reducing the risk of contracting the virus and feeling safe to engage in daily activities after vaccination. sociodemographic factors such as age, education level, occupation, marital status, and disease status were significantly associated with these motivations. this study sheds light on the motivations driving covid-19 vaccine uptake in bangladesh and highlights the importance of addressing socio-demographic disparities in vaccine acceptance. targeted interventions aimed at improving vaccine confidence and accessibility are crucial for promoting widespread immunization and combating the pandemic. further research is needed to explore additional factors influencing vaccine uptake behavior and assess the long-term impact of vaccination campaigns on public health outcomes. keywords covid-19, vaccination, sociodemographic factors, bangladesh introduction the emergence of covid-19 in late 2019 presented a global health crisis of unprecedented scale, demanding rapid and coordinated responses from governments, healthcare systems, and communities worldwide (muralidar, ambi, sekaran, & krishnan, 2020). in this context, vaccination campaigns emerged as a cornerstone of mitigation strategies, offering hope for curbing transmission, protecting individuals, and reducing the burden on healthcare systems (largeron, lévy, wasem, bresse, & policy, 2015; rémy, zöllner, heckmann, & policy, 2015). however, the success of these campaigns hinges on widespread vaccine uptake, a complex phenomenon influenced by a multitude of factors (yin et al., 2022). understanding the factors that influence people’s decisionmaking regarding covid-19 vaccination is paramount for designing targeted interventions to enhance vaccine uptake and achieve population immunity (kabir, rahman, & khan, 2022; naidoo, meyer-weitz, & govender, 2023; soares et al., 2021). while numerous studies have explored vaccination attitudes and behaviors in various contexts, there remains a critical need for localized insights to inform tailored strategies at the regional level (habersaat & jackson, 2020; hopkins et al., 2023). in bangladesh, where covid-19 vaccination programs have been implemented, it is essential to elucidate the motivations driving vaccine acceptance among the population, particularly in different geographic regions with unique socio-demographic characteristics (abedin et al., 2021; khan, kabir, shariff, & rahman, 2022; lee et al., 2022). previous studies have highlighted vaccine hesitancy as a significant barrier to achieving widespread immunization (galagali, kinikar, & kumar, 2022; khanam & kabir, 2023). moreover, factors such as perceived safety, efficacy, and trust in healthcare authorities have been identified as significant predictors of vaccine acceptance among various populations (joshi et al., 2021; kalam et al., 2021; khan, alam, chowdhury, kabir, & khan, 2023; le, nguyen, & do, 2022; roy, ali, sarker, islam, & azam, 2023). additionally, socio-demographic factors at the individual level have been found to influence vaccine uptake (reichmuth et al., 2023). however, existing studies often report conflicting associations and are often limited to specific population groups (backhaus & health, 2023; de figueiredo, simas, & larson, 2023; kabir et al., 2022; lapo-talledo, talledodelgado, portalanza, ballaz, & siteneski, 2023), making them less applicable for informing broader policy and program-making efforts. to address these gaps in knowledge, we conducted this study to identify the motivations behind covid-19 vaccination uptake in bangladesh and explore their associations with socio-demographic factors. methodology study setting data were collected from five districts (kishorgonj, gazipur, netrokona and jamalpur) spanning two divisions of bangladesh: dhaka and mymensingh. while 1 department of population science, jatiya kabi kazi nazrul islam university, trishal, mymensingh, bangladesh 2 department of social work, pabna university of science and technology, pabna, bangladesh * corresponding author’s e-mail: zahid100779@gmail.com pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 20-28, 2024 the choice of divisions was purposeful, the selection of districts within these divisions was done randomly. sample data were collected from a total of 1564 respondents aged 12 years or older. the inclusion criteria stipulated that respondents must have either received at least one dose of the covid-19 vaccine or registered for vaccination. outcome variables the perception of respondents regarding motivations for vaccination was considered as the outcome variable. this encompassed two key factors: the belief that vaccination reduces the risk of contracting the coronavirus (yes, no) and the feeling of safety to engage in daily activities after vaccination (yes, no). explanatory variables the socio-demographic characteristics of respondents were considered as explanatory variables in this study. these variables were selected based on a review of relevant literature and their availability in the survey dataset. they included respondents’ age, gender, education, occupation, marital status, living area, smoking status, monthly income, and disease status. statistical analysis descriptive statistics, including frequency and percentage, were employed to characterize the respondents. multivariate logistic regression analysis was conducted to identify factors associated with two outcome variables: the belief that vaccination reduces the risk of contracting the coronavirus and the feeling of safety to engage in daily activities after vaccination. separate models were constructed for each outcome variable. prior to running each model, multicollinearity among variables was assessed. in cases where evidence of multicollinearity was detected, relevant variables were removed, and the models were rerun. results are presented as odds ratios (aor) along with their corresponding confidence intervals. all analyses were performed using stata version 15.1. results background characteristics of the respondents the background characteristics of the respondents are presented in table 1. the descriptive statistics revealed that the majority of respondents fell within the age range of 31-60 years (51.4%), followed by those aged 12-30 years (43.2%), with a mean age of 36.34 years (se=0.338). regarding gender distribution, males comprised a larger proportion (64.6%) compared to females (35.4%). in terms of education, the highest percentage of respondents had completed at least 10 years of education (38.6%), while 30.7% had 6-10 years of education. occupation-wise, the respondents were diverse, with a notable proportion being housewives (23.8%), followed by businessmen and self-employed individuals (20.6%). the majority of respondents were married (70.3%), residing mainly in villages (47.3%). a significant portion reported never having smoked (58.7%), while 27.3% currently smoked. the mean monthly income was 16,472.05 taka (se=300.46), with most respondents earning between 500 and 16,472 taka (50.3%). a sizable proportion reported having a disease (30.6%), while the majority did not (69.4%). table 1: background characteristics of the respondents socio-demographic characteristics frequency percentage (%) mean (se) respondents’ age (in years) 36.34 (0.338)12-30 675 43.2 31-60 804 51.4 ≥ 61 85 5.4 respondents’ gender male 1011 64.6 female 553 35.4 respondents’ education 8.84 (0.130)illiterate 182 11.6 1 5 298 19.1 6 10 480 30.7 ≥ 10 604 38.6 respondents’ occupation employee 326 20.8 businessman and self-employed 322 20.6 housewife 373 23.8 farmer and worker 270 17.3 others (student, unemployed, retired) 273 17.5 pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 20-28, 2024 respondents’ marital status married 1100 70.3 unmarried (separated, single) 405 25.9 widow / widower 59 3.8 respondents’ living area district 374 23.9 subdistrict 451 28.8 village 739 47.3 respondents’ smoking status currently, do 427 27.3 i never did 918 58.7 i used to do it but now i don't 79 5.1 i do it occasionally 140 9.0 respondents’ monthly income 500 16472 787 50.3 16472.05 (300.46)16473 80000 585 37.4 respondents’ disease status yes 479 30.6 no 1085 69.4 perceptions of covid-19 vaccine uptake benefits among the respondents table 2 presents the distribution of respondents’ perceptions regarding covid-19 vaccination benefits, categorized by demographic characteristics. overall, a large majority of respondents expressed belief in the effectiveness of vaccination in reducing the risk of contracting the coronavirus, with 87.1% affirming this perception. similarly, a substantial proportion reported feeling safe to engage in daily activities after vaccination, with 91.2% expressing this sentiment. analysis by age groups revealed that younger respondents aged 12-30 years exhibited slightly lower levels of belief in vaccination effectiveness (35.5%) compared to older age groups, while feeling safe after vaccination was more prevalent among respondents aged 31-60 years (47.6%). regarding gender, male respondents demonstrated slightly higher levels of belief in vaccination effectiveness (56.5%) and feeling safe after vaccination (58.6%) compared to female respondents. education-wise, respondents with higher levels of education exhibited greater belief in vaccination effectiveness and feeling safe after vaccination. similar trends were observed across different occupational groups, marital status categories, living areas, smoking status, income levels, and disease status, with variations in percentages but consistent overall patterns of belief in vaccination benefits. table 2: respondents’ perceptions of the benefits of covid-19 vaccine uptake across their socio-demographic characteristics socio-demographic characteristics belief that vaccination reduces the risk of contracting the coronavirus feeling of safety to engage in daily activities after vaccination yes (%) no (%) yes (%) no (%) 1362 202 1427 137 (87.1) (12.9) (91.2) (8.8) respondents’ age (in years) 12-30 556 (35.5) 119 (7.6) 602 (38.5) 73 (4.7) 31-60 728 (46.5) 76 (4.9) 744 (47.6) 60 (3.8) ≥ 61 78 (5.0) 7 (0.4) 81 (5.2) 4 (0.3) respondents’ gender male 884 (56.5) 127 (8.1) 916 (58.6) 95 (6.1) female 478(30.6) 75 (4.8) 511 (32.7) 42 (2.7) respondents’ education illiterate 149 (9.5) 33 (2.1) 167 (10.7) 15 (1.0) pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 20-28, 2024 1 5 268 (17.1) 30 (1.9) 284 (18.2) 14 (0.9) 6 10 442 (28.3) 38 (2.4) 439 (28.1) 41 (0.9) ≥ 10 503 (32.2) 101 (6.5) 537 (34.3) 67 (4.3) respondents’ occupation employee 290 (18.5) 36 (2.3) 299 (19.1) 27 (1.7) businessman and self-employed 297 (19.0) 25 (1.6) 287 (18.4) 35 (2.2) housewife 329 (21.0) 44 (2.8) 345 (22.1) 28 (1.8) farmer and worker 241 (15.4) 29 (1.9) 248 (15.9) 22 (1.4) others (student, unemployed, retired) 205 (13.1) 68 (4.3) 248 (15.9) 25 (1.6) respondents’ marital status married 991 (63.4) 109 (7.0) 1007 (64.4) 93 (5.9) unmarried (separated, single) 321 (20.5) 84 (5.4) 365 (23.3) 40 (2.6) widow / widower 50 (3.2) 9 (0.6) 55 (3.5) 4 (0.3) respondents’ living area district 312 (19.9) 62 (4.0) 335 (21.4) 39 (2.5) subdistrict 396 (25.3) 55 (3.5) 415 (26.5) 36 (2.3) village 654 (41.8) 85 (5.4) 677 (43.3) 62 (4.0) respondents’ smoking status currently, do 381 (24.4) 46 (2.9) 394 (25.2) 33 (2.1) i never did 795 (50.8) 123 (7.9) 832 (53.2) 86 (5.5) i used to do it but now i don't 71 (4.5) 8 (0.5) 71 (4.5) 8 (0.5) i do it occasionally 115 (7.4) 25 (1.6) 130 (8.3) 10 (0.6) respondents’ monthly income 500 16472 684 (43.7) 103 (6.6) 722 (46.2) 65 (4.2) 16473 80000 527 (33.7) 58 (3.7) 537 (34.3) 48 (3.1) respondents’ disease status yes 413 (26.4) 66 (4.2) 436 (27.9) 43 (2.7) no 949 (60.7) 136 (8.7) 991 (63.4) 94 (6.0) factors associated with positive perception of covid-19 vaccine uptake table 3 presents the factors associated with respondents’ perception that vaccination reduces the risk of contracting the coronavirus. among respondents’ age groups, those aged 31-60 years and ≥61 years showed statistically significant associations with higher odds of believing in vaccination effectiveness compared to the reference group (aged 12-30 years), with odds ratios of 1.690 (95% ci: 1.103-2.590) and 2.982 (95% ci: 1.1667.627), respectively. gender, education level, occupation, marital status, living area, and smoking status did not show statistically significant associations with perception of vaccination effectiveness. however, respondents with education levels of ≥10 years exhibited lower odds of believing in vaccination effectiveness (or: 0.531, 95% ci: 0.293-0.963) compared to illiterate individuals. additionally, respondents without any reported diseases had lower odds of perceiving vaccination effectiveness (or: 0.620, 95% ci: 0.430-0.894) compared to those with reported diseases. other socio-demographic characteristics such as gender, occupation, marital status, living area, smoking status, and monthly income did not show statistically significant associations with respondents’ perception of vaccination effectiveness. table 3: factors associated with respondents’ perception that vaccination reduces the risk of contracting the coronavirus characteristics p-value odds ratio 95% ci respondents’ age (in years) lower bound upper bound 12-30 1.00 31-60 0.016 1.690 1.103 2.590 ≥ 61 0.023 2.982 1.166 7.627 respondents’ gender male 1.00 pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 20-28, 2024 table 4 presents the factors associated with respondents’ feeling of safety to engage in daily activities after vaccination. among respondents’ age groups, those aged 31-60 years showed a statistically significant association with higher odds of feeling safe after vaccination compared to the reference group (aged 12-30 years), with an odds ratio of 1.637 (95% ci: 1.029-2.604). gender did not show a statistically significant association with feeling safe after vaccination. regarding education level, individuals with 1-5 years of education exhibited significantly higher odds of feeling safe after vaccination (or: 3.143, 95% ci: 1.539-6.418) compared to illiterate individuals. however, no statistically significant associations were found for education levels of 6-10 years or ≥10 years. occupationwise, individuals who were currently employed as businessmen and self-employed showed lower odds of feeling safe after vaccination (or: 0.587, 95% ci: 0.3401.013) compared to employees. marital status, living area, smoking status, monthly income, and disease status did not show statistically significant associations with feeling safe after vaccination. female 0.791 1.073 0.637 1.805 respondents’ education illiterate 1.00 1 5 0.978 1.008 0.563 1.805 6 10 0.153 1.425 0.877 2.317 ≥ 10 0.037 0.531 0.293 0.963 respondents’ occupation employee 1.00 businessman and self-employed 0.214 1.419 0.817 2.463 housewife 0.964 0.984 0.497 1.949 farmer and worker 0.486 1.264 0.671 2.311 others (student, unemployed, retired) 0.198 0.677 0.375 1.225 respondents’ marital status married 1.00 unmarried (separated, single) 0.330 0.666 0.295 1.504 widow / widower 0.329 0.779 0.471 1.288 respondents’ living area district 1.00 subdistrict 0.705 1.085 0.710 1.658 village 0.349 1.218 0.806 1.839 respondents’ smoking status currently, do 1.00 i never did 0.746 1.081 0.675 1.732 i used to do it but now i don't 0.923 1.042 0.453 2.397 i do it occasionally 0.079 0.607 0.348 1.060 respondents’ monthly income 500 16472 1.00 16473 80000 0.123 1.364 0.920 2.023 respondents’ disease status yes 1.00 no 0.011 0.620 0.430 0.894 table 4: factors associated with respondents’ feeling of safety to engage in daily activities after vaccination characteristics p-value odds ratio 95% ci respondents’ age (in years) lower bound upper bound 12-30 1.00 31-60 0.037 1.637 1.029 2.604 ≥ 61 0.063 2.979 0.941 9.425 pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 20-28, 2024 respondents’ gender male 1.00 female 0.052 1.913 0.995 3.680 respondents’ education illiterate 1.00 1 5 0.002 3.143 1.539 6.418 6 10 0.048 1.650 1.004 2.713 ≥ 10 0.135 1.731 0.842 3.558 respondents’ occupation employee 1.00 businessman and self-employed 0.055 0.587 0.340 1.013 housewife 0.485 0.743 0.323 1.709 farmer and worker 0.150 0.599 0.299 1.203 others (student, unemployed, retired) 0.187 1.649 0.785 3.466 respondents’ marital status married 1.00 unmarried (separated, single) 0.643 1.145 0.646 2.029 widow / widower 0.758 0.840 0.277 2.029 respondents’ living area district 1.00 subdistrict 0.133 1.469 0.890 2.425 village 0.528 1.163 0.727 1.862 respondents’ smoking status currently, do 1.00 i never did 0.031 0.572 0.345 0.949 i used to do it but now i don't 0.241 0.601 0.257 1.407 i do it occasionally 0.941 1.029 0.487 2.173 respondents’ monthly income 500 16472 1.00 16473 80000 0.362 1.233 0.786 respondents’ disease status yes 1.00 no 0.073 0.679 0.445 1.037 discussion the objectives of this study were twofold: firstly, to elucidate the motivations driving covid-19 vaccination uptake in bangladesh, and secondly, to investigate the associations between these motivations and various socio-demographic factors. our analysis focused on two primary motivations for vaccine uptake: the belief that vaccination reduces the risk of contracting the coronavirus and the feeling of safety to engage in daily activities after vaccination. we identified several sociodemographic factors among respondents that were significantly associated with these motivations. firstly, the study reveals age as a pivotal determinant of individuals’ perceptions regarding vaccination efficacy and post-vaccination safety. this is comparable to the previous studies in lmics (al-mohaithef & padhi, 2020; viswanath et al., 2021). notably, older respondents aged 31-60 years exhibited significantly higher odds of believing in vaccination effectiveness and feeling safe after vaccination compared to younger counterparts aged 12-30 years (viswanath et al., 2021). this aligns with existing literature suggesting that older age groups, who are often more susceptible to severe covid-19 outcomes, may perceive greater benefits from vaccination due to perceived vulnerability and higher perceived severity of the disease (ibrahim, fadila, & elmawla, 2023). conversely, younger individuals may harbor more skepticism or uncertainty about vaccination benefits, influenced by factors such as perceived invulnerability, vaccine misinformation, or concerns about vaccine side effects (anas, salifu, & zakaria, 2023; kabir & islam, 2022). secondly, the study sheds light on the role of education in shaping vaccination perceptions, as found in other pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 20-28, 2024 lmics (al-mohaithef & padhi, 2020; backhaus & health, 2023; habersaat & jackson, 2020; hopkins et al., 2023; khramchenko, 2023). interestingly, individuals with lower levels of education (1-5 years) exhibited significantly higher odds of feeling safe after vaccination compared to illiterate individuals, suggesting a potential association between education and vaccine confidence(khramchenko, 2023). this finding underscores the importance of health literacy and effective communication strategies in promoting vaccine acceptance, particularly among populations with lower educational attainment (le et al., 2022). however, the study also identified a decline in perceived vaccination effectiveness among individuals with higher education levels (≥10 years), highlighting the need for tailored communication approaches that address varying informational needs and concerns across educational strata (kaufman et al., 2018). moreover, the study explored the influence of occupation on vaccination perceptions, revealing intriguing patterns. businessmen and self-employed individuals exhibited lower odds of feeling safe after vaccination compared to employees, although this association did not reach statistical significance (wismans, van der zwan, & thurik, 2023). this finding suggests potential occupational factors or contextual considerations that may influence vaccine perceptions, warranting further exploration (roy, biswas, islam, & azam, 2022). for instance, individuals with flexible employment arrangements or entrepreneurial pursuits may experience unique barriers or motivations related to vaccine uptake, such as concerns about productivity losses, access barriers, or differing risk perceptions in non-traditional work settings (osetek, 2018). additionally, the study examined the impact of disease status on vaccination perceptions, revealing an intriguing association (xia & liu, 2014). respondents without reported diseases exhibited lower odds of perceiving vaccination effectiveness compared to those with reported diseases (goodman et al., 2001). this unexpected finding prompts reflection on potential underlying mechanisms or confounding factors that may influence vaccination perceptions among healthier individuals (al-mohaithef & padhi, 2020). it also underscores the need for nuanced approaches to vaccine messaging and outreach that consider individual health status, risk perception, and perceived susceptibility to covid-19 (goodman et al., 2001). overall, the study findings contribute valuable insights to the evolving discourse on covid-19 vaccine acceptance and public health strategies (habersaat & jackson, 2020). by elucidating the multifaceted determinants of vaccination perceptions across diverse socio-demographic groups, the study informs targeted interventions and communication strategies aimed at enhancing vaccine confidence and uptake (hopkins et al., 2023). however, the study’s cross-sectional design limits causal inference and necessitates longitudinal investigations to validate the observed associations and elucidate temporal trends in vaccination perceptions over time (joshi et al., 2021). future research endeavors should also explore additional contextual factors, including cultural norms, social networks, and access barriers, to provide a comprehensive understanding of vaccination decision-making and inform evidence-based interventions to promote public health and mitigate the impact of the covid-19 pandemic (ibrahim et al., 2023; kaufman et al., 2018). this study has several strengths and a few limitations. this study analysed data collected from data from a diverse sample of respondents across multiple districts in bangladesh, thereby providing a broad representation of the population’s perspectives on covid-19 vaccination. rigorous statistical methods, including multivariate logistic regression analysis, were employed to identify factors associated with vaccine uptake motivations, enhancing the validity and reliability of the findings. additionally, the study benefitted from a large sample size, with data collected from over 1500 respondents, providing substantial statistical power for more accurate assessments of associations between socio-demographic factors and vaccine uptake motivations. moreover, by focusing on bangladesh, the study offers valuable localized insights into the factors influencing covid-19 vaccine acceptance within a specific geographic and socio-cultural context, which can inform targeted public health interventions. however, several limitations should be noted. the crosssectional design of the study limits the ability to establish causal relationships between socio-demographic factors and vaccine uptake motivations, warranting the need for longitudinal studies to provide more robust evidence over time. additionally, reliance on self-reported data for vaccination status and motivations may introduce recall bias or social desirability bias, potentially influencing the accuracy of the results. furthermore, while the study offers insights into vaccine acceptance in bangladesh, its findings may not be generalizable to other populations with different socio-cultural contexts or healthcare systems. moreover, the presence of unmeasured or residual confounders could impact the observed associations between socio-demographic factors and vaccine uptake motivations. lastly, the study focused on a limited set of variables, and additional factors such as vaccine efficacy, safety concerns, and access to healthcare services were not comprehensively explored, suggesting the need for future research to incorporate a broader range of variables for a more holistic understanding of vaccine uptake behavior. conclusion this study provides valuable insights into the motivations driving covid-19 vaccine uptake in bangladesh and the associated socio-demographic factors. our findings highlight the importance of understanding the diverse range of factors influencing individuals’ decisions to vaccinate against covid-19. belief in the vaccine’s efficacy in reducing the risk of contracting the virus pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(1) 20-28, 2024 and the feeling of safety to engage in daily activities after vaccination emerged as key motivators for vaccine acceptance among respondents. however, sociodemographic characteristics such as age, education level, occupation, marital status, and disease status were found to significantly influence these motivations. these findings underscore the need for targeted public health interventions tailored to specific demographic groups to address vaccine hesitancy and promote widespread immunization. strategies aimed at improving vaccine confidence and addressing concerns related to safety and efficacy should be prioritized, particularly among groups with lower vaccine acceptance rates. additionally, efforts to enhance access to vaccination services and promote health education and awareness campaigns can further support vaccine uptake initiatives. acknowledgements the authors express their gratitude to the departments of population science at jatiya kabi kazi nazrul islam university, bangladesh, for providing support during the conduct of this study. references abedin, m., islam, m. a., 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(2022). exploring the determinants of global vaccination campaigns to combat covid-19. humanities and social sciences communications, 9(1). pa ge 1 pa ge 11 7 american journal of multidisciplinary research and innovation (ajmri) application of pomegranate peel waste in descaling of stainless-steel water boilers soad najmaldin mohialdin1*, darya jalil raheem1 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4043 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 08, 2024 accepted: december 17, 2024 published: may 09, 2025 pomegranate peel, has traditionally been considered agricultural waste. however, recent research studies have revealed its potential as a rich source of bioactive compounds with diverse biosorbent and pharmacological effects used in diverse industries. pomegranate peel is a rich reservoir of antioxidants, polyphenols, dietary fibre, and vitamins, which contribute to its remarkable bioactivity as biosorbent. furthermore, pomegranate peel has the potential to be used to develop bioactive reagents used in the food industry, and biosorbent reagents to be utilized and water purification industry. traditionally, limescale build-up is one of the main causes of stainless-steel kettle and boiler failure. this is due to the elements in stainless steel constantly being exposed to water. chemical descalers are available to buy, some designed specifically for metal kettles and others for plastic models and the user should check if they are suitable for the appliance. promoting the use of environmentally friendly descalers is our target for this research, where we can use fruit peels in the form pomegranate peel (pgp) to descale stainless steel kettles and boilers, subsequently decreasing the pollution level in our environment. this publication describes how the variety of phenolic substances in pomegranate peel (pgp), which includes tannins, flavonoids, phenolic acids, dietary fibre and other bioactive substances such as alkaloids, minerals, can be employed as environmentally-friendly active reagents for descaling the limescale precipitated in stainless-steel equipment and appliances. descaling from natural products is a process where components act as scavenging or antioxidant species. the waste of the pomegranate peels also can be better reused for diverse industrial applications. keywords bioactive, environmentally -friendly, limescale, pollution, pomegranate peel (pgp), stainless steel introduction pomegranate peel as eco friendly biowaste the terms eco-friendly corrosion inhibitor or green inhibitor refer to the substances that are of biological origin and biocompatible and biodegradable such as plant extracts. recently there is a growing interest in the use of natural products such as leaves, fruit waste or seed extracts. due to the currently imposed environmental requirements for eco-friendly corrosion inhibitors, researchers studied biological active products such as fruit waste, for their corrosion-inhibition efficiency potential with a lower risk of environmental pollution (ahmad, 20141). pomegranate peel, a biowaste known traditionally for its ethnos-medicinal properties, mainly used for boils, rheumatic pain and digestive disturbances, is also known for invitro pharmacological effects such as antibacterial, antifungal and anti-inflammatory properties. the current research is an attempt to study the performance of pomegranate peel extract as an inhibitor of lime scale precipitation in stainless-steel equipment used in industry where only hard water is available. the evaluation tests of pomegranate peel inhibition performance were carried out by immersion tests on lime scale precipitate to study rate of scale removing using fresh pomegranate peels or dried peel powder. 1 chemistry department, college of education, salahaddin university, erbil, krg (kurdistan regional), iraq * corresponding author’s e-mail: suadnm@gmail.com pa ge 11 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 pomegranate peel is obtained from the pomegranate juice industry as a byproduct and is known to be one of agricultural waste materials that is efficient as bio absorber for pollutant removal. pomegranate is a popular middle eastern fruit for its pleasant taste, high nutritional value, and having a variety of medical benefits due to containing antioxidant phenol molecules in the fruit part of pomegranate consumed as juice, jams, vinegar and wine. pomegranate peels form 30% of the fruits total weight, which is usually abandoned as a waste. it contains two important hydroxybenzoic acids, gallic acid and ellagic acid. it also contains hydroxycinnamic acids, derivatives of flavones and ellagitannins are also present, such as punica line, punicalagin, corilagine, (ben-ali, 2021), and granatine. (shartooh, 2013) tannins that can be used for anti-inflammatory, antimicrobial, and antioxidant treatment (rowe, 1988; saad, 2012) representing up to 28% of pomegranate peel. pgp constituents can be extracted for medicinal (he & xi, 2017), dyeing (ajmal, 2014), and adhesive applications (hasnaoui, 2014), and the solid waste can be used as low-cost renewable energy source of biowaste (ahmad, 2014; saad, 2015; elashtoukhy, 2008). the world annual production of pomegranate is approximately three million tons. the most productive countries of pomegranate are india, iran, iraqi kurdistan, north africa, south europe (mediterranean region), southern united states and china are also considered to be one of the biggest producers (ben-ali, 2021; rowe, 1988; lansky & newman, 2007). few studies have been carried out on the potential of untreated pomegranate peel for wastewater treatment (ben-ali, 2021). the pomegranate peels were used by researchers in its different forms (fresh, dried small pieces and powder) and tested under different environmental factors such as ph, temperature and contact time to study the capacity of the peels for removing heavy metals like zinc, chromium and nickel from industrial wastewater (saad, 2012). the purpose of our study is based on using untreated pomegranate peels on removal of scale from stainless steel containers and boiler which precipitate due to using hard water in industry. the chemistry of removing the limescale using pomegranate peels (pgp) is based on the reaction between the ca+2 with oxygen of carbonyl functional groups in the structure of the peels see figure 1. the proof of this reaction is shown in the analysis results and explained in more details in the results and discussion section. physical and chemical properties of pgp harvested pomegranate fruits were chosen randomly; the peel and the pulp were separated manually after fresh fruit juice was extracted. the pomegranate peels (pgp) were dried in shade at 40oc, it was processed by grinding each batch into a fine powder. unfortunately, we could not carry out any physical and chemical analysis on our pgp samples due to unavailability of instruments for this analysis in our university. the only data for peel analysis we obtained was from literature for tunisian pomegranate peel (ben-ali, 2021). the only analysis we could carry out on our pgp samples was ftir before application and after its application in the experimental process. the chemical analysis which obtained from literature for pgp’s obtained from tunisia, turkey and india. chemical analysis information of pomegranate peel which was obtained from literature, showed that its major constituents are carbon, oxygen, and hydrogen. the elemental analysis of tunisian pgp showed to have the following composition: 43.13% of carbon, 48.15% of oxygen, 7.17% of hydrogen, 0.66% of nitrogen, and 0.89% of sulphur (stephen lower, 2007-10-08) composition is comparable to the turkish pgp, which has 43.94% of carbon, 49.55% of oxygen, 4.73% of hydrogen, 1.23% of nitrogen, and 0.55% of sulphur (ververi & goul, 2019). whereas indian pgp composition is different, it has 35.96% of carbon, 58.38% of oxygen, 58.38% of figure 1: structural and chemical composition of pomegranate peels (ajmal, 2014) pa ge 11 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 hydrogen, 0.65% of nitrogen, and 0.09% of sulphur (ay et al., 2012) moisture contents obtained from pgp is very high compared to the average literature value, and it may be probably related to fresh pgp while other encountered values are related to dried pgp (ay et al., 2012) table 1, summarizes, from literature the pgp approximate and ultimate analysis. the principal surface functional groups are carboxylic acid, phenol, and carbonyl. (ben-ali, 2021) table 1: pomegranate peel proximate and ultimate analysis (ben-ali, 2021) b e t (m 2 / g) po ro si ty (% ) pa rt ic le de ns ity (g / cm 3 ) m os tu re (w t % ) a sh (w t % ) c h s 0 n n o r ef er en ce s 0.38 8.12 9.68 43.13 7.17 0.89 48.81 0.66 48.15 [17] 1.28 30.88 0.89 10.43 3.63 4.92 0.09 35.96 59.03 0.65 58.38 [22] 10 43.94 4.73 0.55 50.78 1.23 49.55 [21] 3.36 42 36.11 [18] ftir analysis the ftir spectrum of analysed pgp is shown in figure 2, obtained from the literature, where absorption bands corresponding to functional groups are interpreted in table 2: table 2: interpretation of ftir spectrum of tunisian pome garnet peel obtained from literature (ben-ali, 2021). absorption band assignment 3280 cm−1 stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols). 2935 cm−1 stretching vibration bond of aliphatic c-h groups 1727 cm−1 c=o stretching of the carbonyl group 1617 cm−1 stretching vibration bond of c=o and c=c 1320 cm−1 and 1020 cm−1 c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups 1446 cm−1 ring vibration figure 2: ftir for tunisian pomegranate peel (ben-ali, 2021). these results agree with surface functional groups determined by the boehm titration method and are presented above (figure 2), thus, pomegranate peel is rich in oxygenated surface groups (ben-ali, 2021; uzel, 2012). chemistry of limescale limescale is calcium carbonate (caco3), which deposits as a hard chalky precipitate mainly inside kettles or hot water boilers and pipework. hard water contains calcium (and often magnesium) bicarbonate or similar ions. calcium, magnesium, and carbonate ions dissolve from rocks through which rainwater flows before collection. if hard water flows, plumbing and heating components can get seriously damaged or their functioning impaired by limescale, especially when it precipitates on the inner surfaces of pipes and other surfaces where hot water flows regularly (pradeep kumar, 2014). descaling agents are commonly used to remove limescale. prevention of damage by scale build-up depends on the technologies of water softening or other water treatment. pa ge 12 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 water softening plants in the water treatment industry such as sewage treatment plants, can effluent flow from the re-generation process can deposit scale that can interfere with sewage systems (baran, 2019; rajitha, 2020). when water is softened, a slippery feeling will appear when washing caused by the weaker attraction of the soap particles to the water ions, this is due to stripping of mineral contents of water particles during the softening process. figure 3: limescale in pipes figure 4: lime scale on boiler heaters figure 5: lime scale on a water tap there are a number of products available in shops, some more expensive than others, that contains acids suitable for dissolving limescale from the internal parts of domestic household pipes, domestic equipment (kettles washing machines, taps). these products are usually harmful chemicals such as sulphatic acid or citric acid. the acid dissolves the limescale, which is then washed away in the drain. the application of softening products is simple and usually involves adding the relevant dose into the drum and running an empty load on a hot wash. therefore, in our research project we wanted to remove limescale using environmentally-friendly products such as sour fruits byproducts such as pomegranate peel pgp which showed to be highly acidic (approx. ph was 2.53) and an ideal replacement for the expensive chemicals or citrus acid obtained from fruits (lemon juice) or vinegar obtained from expensive industrial processes. also using pgp helps to reduce the waste obtained from pomegranate juice factories and helps to reduce pollution in the environment. many industrial systems that use water in their applications, such as cooling systems, condensers, heat exchangers and engines, find limescale is major problem. the maintenance of these systems is very expensive, unless the water is treated with softening reagents to prevent the systems from precipitating limescale. using organic inhibitors are a good method to protect iron, steel and stainless steel from lime scale deposition. recently, modern organic inhibitors that have been discovered by researchers have shown significant results in neutral solutions or salt solutions (baran, 2019). the existing organic inhibitors are highly toxic in nature and expensive, these reasons have prompted scientists to develop lime scale inhibitors that are more acceptable and less expensive. natural products of plant origin contain many organic compounds such as pigments, tannins, alkaloids and, finally, organic and amino acids. these substances contain a suitable inhibitory molecule that act as a natural product inhibitor can be considered a good source for this purpose (siedah, 2014). numerous studies have demonstrated that these pomegranate peels (pgp) have a wide range of biological activities and health advantages, including antioxidant, anticancer, and anti-inflammatory properties (mo, 2022). the current studies not only focus mainly on the pharmacological effects of bioactive substances found in pomegranate peel. focuses are also recently active on development the methods for extraction of bioactive compounds of pomegranate peel to be utilised in the other industries like water purification for removal different types of pollutes. our research study has added valueto this biowaste products in pgp to be used in descaling had water boilers and its pipe line. materials and methods pomegranate peel preparation pomegranate peel pgp we used in our experiment were obtained from fruit that were harvested from pomegranate orchards, located in the kurdistan region of iraq in the districts such as ‘choman’, ‘soran’, ‘hawler’, ‘sidakan, ‘barzan, ‘raniyeh’, ‘halabja’, ‘kerkuk’, ‘harir’ and ‘balakayati’. samples of pomegranate peels were dried at 40oc in shade, then the dried peel was grinded by an electric grinder to fine powder. in some of the experiments fresh peels were used. the pulp obtained from pomegranate juice extraction were also used in another experiment. pa ge 12 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 experiment and results materials and equipment equipment weighing balance (kern-pfb 1200-2, serial no.. wf18013928, d0.01g, kern &sohn gmbh, d72336 ballngen, germany), stainless steel container, gas cooker for water heating (fresh and dried), ph strips, timer. ftir spectra were recorded using ir-affinity-1, shimadzu corp-a21375003225 spectrophotometer in the range of 400-4000 cm-1 using kbr disc. materials fresh pomegranate (pgp) peel obtained from iraqi kurdistan pomegranate field, dried peel powder (it was in shade at about 40oc, the dried pgp grided into fine powder), pomegranate pulp after the juice extraction, hard water obtained from mrf residential tower water supply (location erbil iraq) (hardness scale =280 ppm). experiment 1 removal of lime scale using fresh pomegranate peel (pgp) preparation of lime scale precipitate from hard water supply a stainless-steel container was used to collect limescale by boiling the water to dryness where layer of white scale was collected. weight of lime scale = total weight of lime scale with container (m2) – weight of empty container(m1). m1=157.0g, m2 =158.02 weight of lime scale=158.02-157.0 = 1.02 g table 3: data obtained from treatment the lime scale with solution of fresh pgp suspension contact time in minutes weight of lime scale (g) weight of absorbed lime scale (g) ph of the solution 0 1.02 0 2.5 10 0.4 0.62 3 20 0.35 0.05 5 40 0.3 0.05 5 80 0.19 0.11 5 140 0.1 0.09 5 190 0.07 0.03 5 figure 7: fresh grated pomegranate peels figure 6: fresh pomegranate peels figure 9: change in ph value of suspension and limescale weight vs contact time (min) figure 8: reduction in lime scale absorbed vs contact time in (min) preparation and reaction of fresh peel solution and lime scale precipitate freshly peeled pomegranate was grated then (10 g) dissolved in distilled water (500ml). the fresh mixture (suspension) was added to stainless steel container (contained a layer of lime scale) the mixture shaked at rt for different periods of times each time the mixture was removed from the container and the container dried to calculate the difference of weight also the ph of the solution was measured. pa ge 12 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 experiment 2 removal of lime scale using the fresh pmg pulp obtained from pomegranate juice extraction preparation of lime scale precipitate from hard water supply a stainless-steel container was used to collect limescale by boiling the water to dryness where layer of white scale was collected. weight of lime scale = total weight of lime scale with container (m2) – weight of empty container (m1). weight of lime scale= m2 m1 =158.07-157.0 = 1.07 g procedure the fresh mixture (suspension) was added to stainless steel container (contained a layer of lime scale) the mixture shaked at rt for different periods of times each time the mixture was removed from the container and the container dried to calculate the difference of weight also the ph of the solution was measured. figure 11: pgp pulp after juice extraction of juice figure 12: stainless steel pot after the treatment of the lime scale with pgp stainless-steel pot figure 10: lime scale precipitate bottom preparation of pgp pulp suspension the fresh pmg pulp (10g) was dissolved in distilled water (500ml) and stirred continuously until a suspension obtained. table 4: data obtained from treatment of lime scale with pgp pulp suspension contact time in minutes weight of lime scale (g) weight of absorbed lime scale (g) ph of the solution 0 158.07 0 5 10 157.21 0.86 5.5 20 157.20 0.01 6 40 157.14 0.06 6 80 157.13 0.01 7 120 157.0 0.00 7 preparation of dried pgp peel suspension pomegranate was dried in the warm room 40oc in shade. the dried peel was grinded to fine powder. the dried powder of pomegranate peel (pgp) (10 g) was dissolved in distilled water (500ml), the mixture was stirred for 10 minutes. figure 13: absorbed lime scale in pgp pulp suspension vs contact time figure 14: ph value change and lime scale weight change vs contact time pa ge 12 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 preparation of lime scale precipitate from hard water supply a stainless-steel container was used to collect limescale by figure 15: dried pgp powder table 5: results obtained from treatment of lime scale with the suspension of dried pgp powder contact time in minutes weight of container +lime scale(g) weight of absorbed lime scale (g) ph of the solution 0 158.8 0 5 10 157.32 0.68 5.5 20 157.31 0.01 5.5 40 157.30 0.01 6 100 157.29 0.01 6 220 157.28 0.01 6 boiling the water to dryness where a layer of white scale was collected. weight of lime scale = total weight of lime scale with container (m2) – weight of empty container (m1). weight of lime scale= m2 m1 =158.8-157.0 = 1.8 g. procedure the mixture (suspension) was added to a stainless-steel container (containing a layer of lime scale). the mixture was shaken at rt for different periods of times. each time the mixture was removed from the container and the container dried to calculate the difference of weight and also the ph of the solution was measured. the results obtained are demonstrated in table 5. figure 16: absorbed lime scale weight vs contact time figure 17: ph value change and absorbed limescale weight vs contact time results and discussion experiment 1 in this experiment, where fresh pgp was used, the ph of the suspension was (2.5) as know from literature information and ftir analysis that pgp contains several carboxylic group and phenolic functional group. figure 18: chemical reaction involved between limescale and pgp solution pa ge 12 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 during the first stage of experiment, where the contact time was 10 minutes, the ph value dropped from 2.5 to 3 then after 20 minutes to 5. this is due to the reaction of the carboxylic group on the surface reacting with almost 70% of the limescale on the surface of the stainless-steel pot. ftir results ftir analysis carried out for the fresh pomegranate suspension before and after using it for lime scale treatment: the evidence also shown in the ftir spectrum figure 19, is ftir for fresh suspension; the result interpretation is summarised in the table 6: figure 19: the ftir spectrum of analysed pgp shown is ftir from the pomegranate fresh peel obtained from iraqi kurdistan area before it was used for treatment of limescale precipitated on the stainless-steel pot the ftir figure 20, is ftir for suspension after treatment limescale showed the absorption bands corresponding to functional groups are attributed band about which was assigned to the has minimised in size and showed as a small peak at 3292.49 cm-1. band observed at about, has reduced to minimum. peak around 1732.08 cm-1 represents c=o stretching of the carbonyl group. the band at 1616.35 cm-1 is assigned to the stretching vibration bond of c=o and c=c has reduced or disappeared. the peaks at 1361.74 cm-1 and the peaks at 1056.99 cm-1 and 1033.85 cm-1 are assigned to c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups has reduced to minimized in size and showed as trace at 1369.46cm-1 and1049.28 cm-1. the change in ftir proves the formation of salts of calcium and magnesium due to reaction of calcium and magnesium ions with the chemicals structural components in the pomegranate peel. table 6: ftir result analysis in figure 19 absorption band (cm−1) band assignment of band with functional groups %t 3419.79 stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols 80 2927.94 stretching vibration bond of aliphatic c-h groups 80 1732.08 c=o stretching of the carbonyl group. 15 1612.49 stretching vibration bond of c=o and c=c 5 1362.10 c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups. 5 1055.06 cm−1, and 1056.06cm -1 assigned to the ring vibration 1 figure 20: ftir for iraqi-kurdistan pomegranate fresh peel pulp after absorption of limescale precipitate of stainless-steel pot pa ge 12 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 experiment 2 in the experiment 2, where fresh pulp (obtained after juice extraction) was used, the ph of the suspension was 5. as it known from literature information and ftir analysis that pgp contains several carboxylic group and phenolic functional group, there for as during the first stage of experiment the where the contact time was 10minute the ph value dropped from 5 to 5.5 then after 20 minutes to 6, this is due to the reaction of the carboxylic functional groups on the surface reacted with almost 80 % of the limescale exist on the surface of the stainless-steel pot. the evidence also shown in the ftir spectrum figure 21, is ftir for fresh peel pulp (obtained after juice extraction) suspension, the absorption band around 3419.79 cm−1 is assigned for stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols), where band around 2927.94 cm−1, assigned for stretching vibration bond of aliphatic c-h groups. the absorption band at 1732.08 cm−1 represents c=o stretching of the carbonyl group. the band at 1612.49 cm−1 is assigned to the stretching vibration bond of c=o and c=c. the bands at 1362.10 cm−1, 1056.06 cm-1and 1055.06 cm−1 are assigned to c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups. the bands at 1056.06 cm−1 are assigned to the ring vibration has reduced to a minimum. table 7: ftir result analysis in figure 20 absorption band (cm−1) assignment of band with functional group %t 3439.08 stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols) 17 2939.52 and 2883.58 assigned to the stretching vibration bond of aliphatic c-h groups 2 1739.79 c=o stretching of the carbonyl group. 0.5 1654.92 stretching vibration bond of c=o and c=c 3 1369.40, 1336.7, 1244.09, 1174.65, c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups. 1 1072.42 assigned to the ring vibration 1 figure 21: ftir for iraqi-kurdistan pomegranate fresh peel pulp table 8: ftir result analysis in figure 21 absorption band (cm−1) assignment of band with functional group %t 3419.79 stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols) 80 2927.94 assigned to the stretching vibration bond of aliphatic c-h groups 80 1732.08 c=o stretching of the carbonyl group. 3 1612.49 stretching vibration bond of c=o and c=c 2 1362.10 c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups. 2 1056.06 assigned to the ring vibration 1 figure 22, is ftir for suspension after treatment limescale showed the absorption bands corresponding to functional groups are attributed band about 3439.08 cm−1 and 3421.72 that were assigned to the stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols) has minimised in size. the band observed at about 2939.52 cm−1 and 2883.58 cm−1 assigned to the stretching vibration bond of aliphatic c-h groups has reduced to minimum. bands around 1654.92 cm−1 and 1612.49 represents c=o stretching of the carbonyl group. the band at 1558.49.cm−1 and 1512.19 cm−1 are assigned to the stretching vibration bond of c=o and c=c has reduced size. the bands at 1369.46 cm−1 , 1336.67 cm−1, 1244.09 cm−1 ,1174.69 cm−1 and 1072.42.99 cm−1 are assigned to c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups has reduced to minimized in size. the bands at 1072.42 cm−1 and 1049.28 cm−1 are assigned to the ring vibration has reduced to a minimum. pa ge 12 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 experiment 3 in the experiment 3, where the suspension of dried pgp powder was used, the ph of the solution was 5 as know from literature information and ftir analysis that pgp contains several carboxylic group and phenolic functional group. therefore, as during the first stage of the experiment, with the contact time of 10minutes, the ph value dropped from 5 to 5.5, then after 20 minutes to 5.5. this is due to the reaction of the carboxylic functional groups on the surface reacting with almost 38% of the limescale exist on the surface of the stainless-steel pot. the evidence also shown from ftir analysis spectrum figure 23, is ftir from the pomegranate peel powder obtained from iraqi kurdistan area. the absorption bands corresponding to functional groups are attributed band of about 3392.79 cm−1 can be assigned to the stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols). band observed at about 2935.66 cm−1 is assigned to the stretching vibration bond of aliphatic c-h groups. peak around 1732.08 cm−1 represents c=o stretching of the carbonyl group. the band at 1616.35 cm−1 is assigned to the stretching vibration bond of c=o and c=c. the bands at 1444.68 cm−1 and 1361.74 cm−1, are assigned to c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups. the bands at 1056.99 cm−1 and 1033.85 cm−1 are assigned to the ring vibration. figure 22: ftir for iraqi-kurdistan pomegranate fresh peel pulp after adsorption of limescale precipitate of stainless-steel pot table 9: ftir result analysis in figure 22 absorption band (cm−1) assignment of band with functional group %t 3439.08 and 3421.72 stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols) 16 2939.52 and 2883.58 assigned to the stretching vibration bond of aliphatic c-h groups 3 1739.79 and 1654.92 c=o stretching of the carbonyl group. 7 1558.49 and 1512.19 stretching vibration bond of c=o and c=c 1 and 4 1244.09, 1174.65 c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups. 4 1072.42 and 1049.28 assigned to the ring vibration 1 figure 23: ftir for iraqi-kurdistan pomegranate dried peel powder before extraction of calcification table 10: ftir result analysis in figure 23 absorption band (cm−1) assignment of band with functional group %t 3392.79 stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols) 12 pa ge 12 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 figure 24, is ftir from the pomegranate peel powder obtained from iraqi -kurdistan area after it was used for treatment of limescale precipitate on the stainless-steel pot. the absorption bands at 3439.08 cm−1 and 3421.72 cm−1 corresponding to functional groups was assigned to the stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols) has minimised in size and showed as a small peak. the absorption bands observed at about 2909.52 and 288.58 cm−1 is assigned to the stretching vibration bond of aliphatic c-h groups, has reduced to minimum. bands around 1654.92 represents c=o stretching of the carbonyl group. the band at 1512.19 cm−1 and 1454.33 cm−1 is assigned to the stretching vibration band of c=o and c=c has reduced to minimum. the bands at 1369.45 cm−1,1336.67 cm−1, 1244.09 cm−1 are assigned to c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups has reduced to minimum in size. the bands at 1112.93 a cm−1 and 1049.28 cm−1 are assigned to the ring vibration has reduced to minimum as well. the changes in the size of absorption band the reduction in their intensity (%t) are attributed to the reaction between the hydrolysed calcium and magnesium ions of limescale precipitate with carboxylic ions, carbonyl ions and phenol or ester groups exist in the chemical structural of the chemical components exist in the pomegranate peels. 2935.66 assigned to the stretching vibration bond of aliphatic c-h groups 2 1732.08 c=o stretching of the carbonyl group. 7 1616.35 stretching vibration bond of c=o and c=c 12 1444.68, 1361.74 and 1234.4 c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups. 2, 2, and 4 1056.99 and 1033.85 assigned to the ring vibration 2 and 1 figure 24: ftir for iraqi-kurdistan pomegranate dried peel powder after absorption of limescale calcified of stainless-steel pot table 11: ftir result analysis in figure 24 absorption band (cm−1) assignment of band with functional group %t 3439.08 and 3421.72 stretching vibration bond of hydroxylic groups (carboxylic acid, phenol, or alcohols) 17 2909.52 and 288.58 assigned to the stretching vibration bond of aliphatic c-h groups 3 1654.92 c=o stretching of the carbonyl group. 5 1512.19 and 1454.33 stretching vibration bond of c=o and c=c 5 and 2 1369.45, 1336.67 1244.09 c-o groups of carboxylic acid, alcoholic, phenolic, ether, and ester groups. 3, 4 1112.93 and 1049.28 assigned to the ring vibration 1 conclusion although pomegranate peel has historically been considered a waste material in the food industry, recent researches have demonstrated its potential as a source of bioactive compounds that offer numerous health benefits. studies have shown that pomegranate peel possesses many pharmacological properties, including antioxidant, anti-inflammatory, anticancer, and antimicrobial properties, making it a potentially valuable resource for the pharmaceutical and cosmetic industries. development in extraction techniques play a crucial role in maximizing the potential efficiently of pomegranate peels specific components for other purposes in industry such as water purification. the purpose of this work is to demonstrate, for the first time to our knowledge the potential and efficiency of unmodified and un treated pgp as low-cost biosorbent for limescale treatment. numerous studies have demonstrated the physical and chemical properties of raw pgp. the basic principle of this study was built upon using extraction method was based on green chemistry where the distilled water was used as a solvent for the pa ge 12 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 117-129, 2025 purpose of preparing the suspensions of pomegranate peels (pgp)as biosorbent. the main purpose of this study to establish an experimental method and optimum conditions for the adsorption process to remove the limescale that are mainly (caco3, and mgso4). using pomegranate peels (pgp) as adsorption reagents, the reaction output was analysed to proof if proposed task has been achieved. it appears from experimental results of this studies that the pomegranate peels constituent as promising biosorbent candidate for limescale removal. in this research three different suspension mixture of pomegranate peels were used. in experiment (1) the suspension was from fresh pomegranate peel (pgp), and in experiment (2) the suspension was prepared from peel pulp obtained from pomegranate juice extraction process while in experiment (3) the suspension was prepared from pomegranate dried peel powder. after the analysis of the obtained results, it was shown that the best absorption result obtained from experiment (2) which gave 80% absorption of limescale within 10 minutes of contact time. the 2nd best result was from experiment (1), where the process showed 70% adsorption within 10 minutes contact time. the third experiment where dried peel powder was used showed about 38% adsorption. further investigation required to find out about the reason of obtaining different absorption rate despite using the same experimental conditions. the ph of the suspension might have some effect or availability carboxylic carbon on the surface of pulp are more than that of the fresh peel and reduced by drying heat. the ftir should have taken for the peel before and after drying to proof the changes of functional group existence on the surface. nevertheless, the process showed the efficiency raw pomegranate peel in removing the lime scale from water pipe lines and domestic water boiling equipment resulting in minimizing most environmental risks. contrariwise, raw pomegranate peel is an eco-friendly biosorbent with high adsorption capacity and with low environmental impacts. references ahmad, m. a., ahmad puad, n. a., & bello, o. s. 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(2006, december). water. in ullmann’s encyclopedia of industrial chemistry. wiley-vch. https://doi.org/10.1002/14356007.a28_001 pa ge 1 pa ge 90 american journal of multidisciplinary research and innovation (ajmri) multi-grade teaching: its effect on teachers and students’ performance at datu hoffer ampatuan district anthea macanas1*, rebecca loja1 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4473 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 30, 2024 accepted: february 01, 2025 published: may 03, 2025 multi-grade teaching is an intrinsic element of school administrators and teachers achieving success in education. in a sample of 40 regular teachers of seven (7) schools of datu hoffer ampatuan district, complete enumeration was used for both teachers and schools. survey questionnaires comprised profiles of teachers and students-respondents, multigrade teaching questionnaire administrators’ competencies, teachers’ competence, students’ experience, community support and participation, instructional adequacy of resources, and content management. results showed consistent performance across the teachers, with only minimal variability in their cot ratings. the teachers met high professional standards, contributing positively to student learning outcomes and classroom environments. there was a low positive correlation between multi-grade teaching and teachers’ performance. as multi-grade teaching increases, teachers’ performance also tends to increase slightly. there was a low positive correlation between multi-grade teaching and student performance. as multi-grade teaching increases, students ‘performance tends to increase slightly. thus, there was no significant relationship between ethnicity and students’ performance. keywords community support, instructional adequacy, multi-grade teaching, students’ performance, teachers’ performance 1 department of education, philippines * corresponding author’s e-mail: anthea.macanas@deped.gov.ph introduction multi-grade teaching is a vital academic strategy that fosters socialization, adaptability, and meaningful learning among students with diverse abilities. in remote areas like maguindanao, it serves as a practical solution to challenges such as poverty, limited resources, and uneven grade-level enrollment. globally, multigrade teaching has demonstrated its effectiveness in expanding access to education, particularly in resourceconstrained regions like africa, the caribbean, and india, where single-room schools and teacher shortages remain prevalent. extensive research, including studies by redocto and sumayo (2024), unesco (2004), and veenman (1995), underscores the global prevalence of multi-grade classes, which are also referred to as composite, mixed-age, or split classes. in the philippines, the department of education (deped) has institutionalized multigrade teaching through official directives, ensuring that learners in rural and underserved areas receive equitable educational opportunities. however, despite its significance, challenges persist, particularly in terms of inadequate instructional materials, limited teacher training, and insufficient community support. in the researcher’s locale, multi-grade teaching is widely practiced, but further enhancements in professional development, resource allocation, and community engagement are necessary to maximize its impact on students’ academic performance. this study aims to explore effective strategies and key variables that can optimize multi-grade teaching, ultimately fostering better learning outcomes and strengthening its role in inclusive education. literature review multi-grade teaching multi-grade teaching, a common practice in both developed and developing countries, involves teaching two or more grade levels in a single classroom by one teacher (cornish, 2006). studies such as triwiyanto (2018) highlight its effectiveness in enhancing student learning, particularly through innovative strategies like reverse math approaches. ballesteros (2016) documented best practices in laguna, including using to-do lists, maximizing idle time, and employing para-teachers. however, challenges persist, such as limited planning resources and uneven curriculum delivery, as noted by jakachira (2023) in zimbabwe. learning and teaching situations in multi-grade classes challenges in multi-grade teaching often stem from logistical and socio-economic factors, including teacher shortages, inadequate resources, and untrained educators (du plessis & mestry, 2019). codasales (2017) reported that many teachers lack specialized training in multigrade strategies. even the study of redocto and sumayo (2024) revealed that teachers in madrasah multigrade teaching in alamada, philippines, suffer problems beyond the institution’s scope; they lack community support and insufficient assistance from the government and higher officials. to address this, tero and revalde (2024) believe that what could improve education is strong parent partnerships. while some studies, like mampane (2024), found minimal differences in reading achievement between multi-grade and single-grade classrooms, factors like socio-economic status and teacher preparedness significantly influence outcomes. pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 90-97, 2025 teaching in rural multi-grade classes teachers play a pivotal role in multi-grade education yet face challenges such as resource scarcity and lack of financial support (goel, 2022). pistioli (2018) found no significant academic or emotional differences between multi-grade and single-grade learners, while bradonjic (2024) noted improved outcomes through peer tutoring. these findings suggest that innovative teaching strategies can enhance multi-grade education despite systemic challenges. student achievement in multi-grade vs. singlegrade classes veenman (1995) found no consistent differences in student achievement between multi-grade and singlegrade classes, but factors like increased teacher workload and administrative constraints negatively affect multigrade teaching (mason & burns, 1996). despite these challenges, strategic teacher and student placement in multi-grade settings can offset potential drawbacks. teaching practices and attitudes in multi-grade classes multi-grade teaching requires extensive planning and adaptability. while some teachers view it negatively due to increased workload and lack of training, others recognize its potential for fostering social skills and peer learning (mason & burns, 1995). effective multi-grade teaching relies on professional development, tailored teaching methods, and adequate educational materials. parental and administrative perspectives parents often express concerns about student achievement in multi-grade settings, influencing principals’ preferences for single-grade classes (mason & good, 1998). however, addressing these concerns through improved teacher training and community support can enhance perceptions and outcomes in multigrade education. materials and methods this study employed a descriptive correlational research design to examine the impact of multi-grade teaching on the performance of teachers and grade 4 students in datu hoffer ampatuan district, maguindanao del sur. the variables were analyzed using statistical methods (creswell, 2008) to determine relationships between teaching strategies and student outcomes. descriptive research explains naturally occurring variables and their interconnections (sousa, 2007), while surveys and observations are effective tools for gathering data on experiences, beliefs, and attitudes (wu, 2018). the study was conducted in datu hoffer ampatuan district, maguindanao del sur, barmm, philippines, a municipality covering 193.45 km², consisting of 11 barangays. among these, seven have elementary schools, while one hosts a junior high school. the district faces several educational challenges, including fluctuating student enrollment due to family circumstances and peace and order issues, making it a relevant site for this investigation. the researcher, drawing from firsthand experience in multi-grade teaching, has observed persistent challenges such as a limited number of teachers and a large student population. the study surveyed 40 regular teachers from the seven elementary schools in the district, employing complete enumeration due to the limited number of multi-grade instructors. all participating teachers had direct experience with multi-grade teaching under the supervision of their respective school heads. for student respondents, purposive random sampling was used to select grade 4 students who had undergone multi-grade instruction in grades 1-3. complete enumeration involves selecting all teacher respondents, while purposive sampling is used for student respondents based on specific criteria. this method is useful for small sample sizes, as it provides a representative sample and allows for exact statistical testing (ortega & sumayo, 2024). according to creswell (2012), purposeful sampling relies on researchers’ judgment based on the central phenomenon. michaelides (1997) explained that complete enumeration compares observed tables with a reference set, applying test statistics to calculate probabilities. the validated survey questionnaire consists of three parts: part i and ii focus on the profiles of teacher and student respondents, adapted from pepito’s (2024) study on multitasking’s impact on teachers’ performance. part iii is a multi-grade teaching questionnaire, adapted from romo (2021), covering administrator and teacher competence, student experience, community support, and instructional resources. expert validation of the instrument tools carefully adhered to ensure items were tailored and fit the target respondents and context (dugho & sumayo, 2025; obenza et al., 2023; labajo & sebugan, 2022). after receiving approval from the researchers’ academe, written permission was obtained from the schools division superintendent of maguindanao del sur. the multi-grade teaching questionnaire was distributed to teacher and student respondents, with guidance provided, especially to students. the general point average (gpa) for the 2023-2024 school year was collected from the district’s school registrar. data was tallied and analyzed using statistical tools. frequency distribution determined the profiles of teacher and student respondents. the mean assessed the extent of multi-grade teaching and students’ academic performance. pearson r-moment product correlation was used to analyze the relationships between multi-grade teaching and teacher performance, grade 4 performance and its profile, and teacher profiles and performance. results and discussions table 1: profile of respondents age in years frequency percentage 30 years old and younger 6 15% 31-40 years old 14 35% pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 90-97, 2025 41 – 50 years old 16 40% 51 – 60 years old 3 7.5% 61 years old and older 1 2.5% total (n) 40 100% the profile of teachers shows different distributions according to a variety of age ranges. of the 40 teachers, the majority (40%) are aged 41 to 50, indicating that a significant portion of the teaching staff falls within midcareer professionals. the next largest group is 31 to 40 years old, comprising 35% of the total, reflecting a strong presence of relatively younger teachers with substantial experience. in contrast, 15% of the teachers are aged 30 years old and younger, representing the early-career stage, while table 2: gender frequency percent valid percent cumulative percent valid f 32 80.0 80.0 80.0 m 8 20.0 20.0 100.0 total 40 100.0 100.0 only 7.5% are between 51 and 60 years old, showing a smaller number of older, more experienced teachers. additionally, just 2.5% of the teachers are 61 and older, suggesting that few have extended their careers beyond the typical retirement age. overall, the age distribution reveals that the teaching staff is predominantly in the middle stages of their careers, with fewer teachers at both the younger and older spectrum extremes. the result reflects that teachers teaching multi-grade classes were mostly in their 40s, which signifies educational attainment to support their teaching undertaking. however, teaching competency is significant in demonstrating mastery and competence of the subject matter and teachers’ managerial skills (maji, 2022). the gender profile of the teachers reveals that the majority of the teaching staff are female. of 40 teachers, females are 32, representing 80% of the population. in contrast, 8 teachers are male, representing 20% of the group. this gender distribution indicates a significantly higher proportion of female teachers than male teachers. the result may reflect broader trends in the teaching profession, particularly in certain educational contexts where women are more represented in the workforce. the total sample of 40 teachers is thus predominantly female. the results interconnect the result of a study conducted by lartey (2024) that women’s effort and commitment across work are related to their professional results performance. table 3: educational attainment educational attainment frequency percentage doctoral degree 1 2.5% master’s degree 3 7.5% w/ ma units 14 35% college degree 21 52.5% ra 4670 1 2.5% total 40 100% table 4: number of designations no. of designation frequency percentage 2 3 7.5% 3 5 12.5% 4 19 47.5% 5 12 30% 6 1 2.5% total 40 100% the teacher profile, regarding educational attainment, shows a range of qualifications. the largest group of teachers, 21 out of 40 (52.5%), hold a college degree. it represents most of the teaching staff, indicating a strong foundational level of education. there are 14 teachers (35%) who have completed some coursework towards a master’s degree but have not yet earned the degree. the result suggests that a significant portion of the staff is pursuing further education or professional development. three (3) teachers (7.5%) have obtained a master’s degree, demonstrating that a smaller proportion of the staff has advanced their education beyond the undergraduate level. only 1 teacher (2.5%) holds a doctoral degree, indicating that a very small portion of the teachers has achieved the highest academic qualification. one (1) teacher (2.5%) has completed requirements under ra 4670, the “magna carta for public school teachers,” which could refer to specific qualifications or certifications related to public school teaching in the philippines. moreover, the educational attainment profile reveals that most teachers have at least a college degree, with a notable proportion working towards or having earned additional advanced degrees. the distribution reflects a commitment to further education among a substantial portion of the staff, though only a small fraction has achieved the highest academic qualifications. this result validates garciacruz (2023) that academic-administrative management is significantly related to teachers’ performance—the highest academic qualifications. the profile of the teachers in terms of the number of designations reveals the following distribution: three teachers (7.5%) hold 2 designations each, representing the smallest group in this category. five teachers (12.5%) pa ge 93 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 90-97, 2025 have 3 designations, indicating a moderate level of multiple roles or responsibilities. nineteen teachers (47.5%) hold 4 designations, the largest group, suggesting that nearly half of the teaching staff manages multiple roles or responsibilities. twelve teachers (30%) have 5 designations, reflecting a significant portion of the staff with a high level of designation diversity. one teacher (2.5%) has 6 designations, the highest number in this sample. most teachers (approximately 80%) hold between 4 and 5 designations, indicating substantial involvement in various roles or responsibilities. the distribution shows that multiple designations are common among the teaching staff, with only a few teachers having fewer or more than table 5: length of service length of service frequency percentage 5 years and below 14 35% 6 – 10 years 6 15% 11-15 years 17 42.5% 16 – 20 years 2 5% 21 years and above 1 2.5% total 40 100% table 7: age age frequency percentage 10 204 91.9% 11 16 7.2% 12 2 0.9% total (n) 222 100% table 8: gender sex frequency percentage female 116 52.3% male 106 47.7% total 222 100% table 9: ethnicity ethnicity frequency percentage christian 5 2.3% maguindanaon 40 18% tiduray 177 79.7% total 222 100% table 6: profile of students descriptive statistics n minimum maximum mean std. deviation cot_average 40 5.25 6.75 6.0875 .34227 valid n (listwise) 40 these typical ranges. the result reflects that respondents are competent in teaching multi-grades. the study by ruiz (2020) supports that multi-grade teachers should necessitate their educational experience and training and must elevate their rank to establish motivation and expertise to overcome challenges in multi-grade teaching. the teachers’ profile in terms of service length reveals a diverse range of experience. a significant portion of the staff, 35%, comprises relatively new teachers with 5 years or less of service. meanwhile, 15% of the teachers have between 6 and 10 years of experience, indicating a moderate tenure level. the largest group, 42.5%, consists of mid-career educators who have been teaching for 11 to 15 years, reflecting a substantial number of teachers with considerable experience. a smaller proportion, 5%, have served for 16 to 20 years, while only 2.5% have more than 21 years of teaching experience, representing the most seasoned educator in the group. most of the teaching staff (77.5%) fall within the 5 to 15-year service range, indicating a balanced mix of newer and more experienced teachers, with fewer educators at either end of the service spectrum. results prove that nevarez’s (2019) study shows that the diversity of teachers’ experiences will deliberate various undertakings in leveraging learners’ academic success. the table above shows that teachers’ competence based on the classroom observation tool (cot) in four areas reflects that teacher-respondents were very satisfied (x=6.0875). toston (2023) argued that the teachers’ task to transmit knowledge requires them to be highly competent learning facilitators while remaining a role model soaring with moral integrity. the result means that a school must possess teachers who are professionally equipped of the necessary skill and experience to serve the public and steward learners’ learning progress. the student profile regarding age shows that most participants are 10 years old, with 204 students representing 91.9% of the total sample. a smaller portion of the students, 16 individuals (7.2%), are 11 years old, while only 2 students (0.9%) are 12. the 222 number of students within the sample presents an age distribution heavily skewed toward the 10-year-old group. the result indicates that the cohort predominantly comprises younger students, with very few older individuals included. students profile across sexes, present a fairly balanced distribution between female and male students. of the 222 students, 116 are female, making up 52.3% of the total population. the male students account for 106 individuals, representing 47.7% of the group. this nearly equal distribution suggests that both genders are well-represented in the sample, with a slight majority of female students. pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 90-97, 2025 the students’ ethnicity data reveals that the majority belong to the tiduray ethnic group, with 177 students making up 79.7% of the total population. the maguindanaon ethnic group represents a smaller portion, with 40 students accounting for 18%. a minority of students, 5 individuals or 2.3%, identify as christian. this distribution indicates that the tiduray ethnic group is the predominant population in the sample, while the maguindanaon and christian groups are present in smaller numbers table 10: extent of multi-grade teaching to teachers indicators n mean sd interpretation adminstrator’s competence 40 4.03 0.276 almost always practice teacher’s competence 40 4.90 0.304 always practice students’ experience 40 4.05 0.316 almost always practice community support and participation 40 4.78 0.423 always practice instructional adequacy of resources 40 4.27 0.506 always practice content management 40 4.00 0.506 almost always practice mean 4.34 0.39 always practice table 11: extent of multi-grade teaching to the grade 4 students indicators n mean sd interpretation adminstrator’s competence 222 3.92 0.428 almost always practice teacher’s competence 222 4.41 0.501 always practice students’ experience 222 4.18 0.460 almost always practice community support and participation 222 4.15 0.558 almost always practice instructional adequacy of resources 222 3.92 0.515 almost always practice content management 222 4.3 0.448 almost always practice the extent of multi-grade teaching practices among teachers was evaluated based on several indicators, yielding an overall mean score of 4.34 with a standard deviation of 0.39, interpreted as “always practice.” the result suggests that, on average, multi-grade teaching is consistently implemented in the schools included in the study. the relatively low standard deviation indicates that responses are fairly consistent across the sample. in terms of individual indicators, the administrator’s competence received a mean score of 4.03 with a standard deviation of 0.276, interpreted as “almost always practice,” showing that school administrators are generally supportive and competent in managing multigrade classes. teacher’s competence scored the highest with a mean of 4.90 and a standard deviation of 0.304, indicating that teachers are highly skilled and “always practice” the necessary competencies for handling multigrade teaching effectively. the students’ experience had a mean of 4.05 and a standard deviation of 0.316, also interpreted as “almost always practice,” reflecting that students generally have positive experiences in the multi-grade setting. community support and participation were rated highly, with a mean score of 4.78 and a standard deviation of 0.423, suggesting that the community is actively involved in supporting multi-grade education and “always practice” their participation. for instructional adequacy of resources, the mean score was 4.27 with a standard deviation of 0.506, indicating that adequate instructional resources are “always practice,” though with a slightly wider variability in responses. finally, content management received a mean score of 4.00 and a standard deviation of 0.506, which was interpreted as “almost always practice,” showing that the management of content delivery in multi-grade teaching is generally effective, though some variation in practices exists. teachers consistently implement multi-grade teaching practices across the evaluated areas, with teacher competence and community participation as particularly strong aspects. in the study of kartal (2023), teachers teaching multi-grades using various methods and encouraging collaboration will branch out multidisciplinary activities and techniques for learners. the extent of multi-grade teaching, as perceived by the students, reveals generally positive feedback across several indicators, though with slight variations in interpretation. the overall trend suggests that students view multigrade teaching favorably, with some aspects being more consistently practiced than others. in terms of administrator’s competence, the students gave a mean score of 3.92 with a standard deviation of 0.428, interpreted as “almost always practice.” the result indicates that students perceive the administrators as competent in managing the multi-grade system, though there may be room for improvement. for teacher’s competence, students rated it highly with a mean score of 4.41 and a standard deviation of 0.501, pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 90-97, 2025 interpreted as “always practice.” the result reflects the students’ strong confidence in their teachers’ abilities to manage and instruct in a multi-grade classroom, suggesting that teachers play a crucial role in the success of this setup. the students’ experience received a mean score of 4.18 with a standard deviation of 0.460, also interpreted as “almost always practice.” the result shows that students generally have positive experiences in multi-grade teaching, though there may be occasional challenges. regarding community support and participation, the mean score was 4.15 with a standard deviation of 0.558, again interpreted as “almost always practice.” students recognize the community’s role in supporting multi-grade education, but there appears to be some variability in the level of involvement. finally, for instructional adequacy of resources, the students rated this indicator with a mean score of 3.92 and a standard deviation of 0.515, interpreted as “almost always practice.” the result suggests that while instructional resources are generally adequate, there may be instances where students feel that the resources provided could be improved. the students’ perceptions of multi-grade teaching are positive, particularly regarding teacher competence. however, some areas, such as administrator involvement and resource adequacy, are perceived as slightly less consistent. most learners are at the appropriate age for their grade level. difficulties, disorders, and intellectual disabilities were seen in this age range (veerabudren, 2023). thus, teaching instruction and strategies must be intensified as presented in grades 4 and 5, composed of several multi-grade classes. rewards should be provided to multigrade teachers and one school spanning five or more grade levels for elementary school (ballesteros & ocampo, 2016) table 12: level of performance of grade 4 students indicators n mean sd interpretation gpa 222 86.91 3.993 very satisfactory table 13: level of performance of teachers indicators n mean sd interpretation cot 40 6.088 0.342 very satisfactory table 14: testing of significant relationship on multi-grade teaching and teacher performance pearson r interpretation p-value decision multi-grade teaching teachers performance 0.323 weak correlation .042 reject ho table 15: testing of significant relationship on multi-grade teaching and student performance pearson r interpretation p-value decision multi-grade teaching students performance 0.306 low positive correlation .000 reject ho the students’ performance level, as measured by their grade point average (gpa), indicates a very satisfactory level of achievement. with a total sample size of 222 students, the mean gpa is 86.91, with a standard deviation of 3.993. the “very satisfactory” interpretation suggests that, on average, students perform well academically, most consistently meeting high academic standards. the standard deviation of 3.993 reflects some variability in performance across the group. however, overall, the results demonstrate a strong level of achievement among the students, indicating that they are achieving above average in their academic endeavors. the teachers’ performance level, as measured by their classroom observation tool (cot) rating, reflects a very satisfactory level of teaching effectiveness. among the 40 teachers evaluated, the mean cot rating is 6.088, with a standard deviation of 0.342. this “very satisfactory” interpretation indicates that, on average, teachers are demonstrating strong performance in classroom instruction and management. the relatively low standard deviation of 0.342 suggests a consistent level of performance across the teachers, with only minimal variability in their cot ratings. the results imply that the teachers meet high professional standards, contributing positively to student learning outcomes and classroom environments. table 14 presents that the p-value (p = 0.042) is higher than 0.01, which shows evidence to accept the null hypothesis, meaning there is no significant relationship among variables. more so, the correlation (r=0.323) suggests a weak correlation among the variables. the result means that as multi-grade teaching increases, teachers’ performance increases slightly. accordingly, the results corroborate with the findings of khanal (2022) which emphasized that the teacher has to adopt new strategies according to class size and depending on the country which demands multi-grade teaching. in his study, the more skilled and equipped the teacher is with the necessary expertise, the more methods of teaching multi-grade reflect improvement. however, emphasized that improvement of school academic resources and facilities should be taken into account to project success in teaching multi-grade. pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 90-97, 2025 table 8 shows that since the p-value (0.000) is less than 0.05, there is evidence to reject the null hypothesis of no correlation. hence, it is reasonable to conclude that there is a significant relationship between multigrade teaching and student performance. there is a low positive correlation between multi-grade teaching and student performance. the result means that as multigrade teaching increases, students ‘performance increases slightly. in the study of ruiz (2020) which determined the relationship between teachers’ and learners’ performance at the baybay city division, profiles on age, sex, ethnicity, teaching experience, and educational qualifications, trainings attended, self-efficacy, and impact were subjected using descriptive correlation. the results of the study resonate impact with the concurrent result of the study showing that the increase of teachers’ rank, motivation, and competence can be a predictor of success. success in academic achievement is seen to vary across learning areas depending on the teachers’ efficacy and art of decision-making in knowing the learners’ strengths and weaknesses. table 16: testing of significant relationship between students’ profile and students’ performance pearson r interpretation p-value decision multi-grade teaching students performance 0.066 very low positive correlation .330 accept ho table 17: the significant relationship between teachers’ profile and their performance pearson r interpretation p-value decision multi-grade teaching students performance 0.074 negligible correlation .650 accept ho table 16 shows that with a p-value greater than 0.05, there is no evidence to reject the null hypothesis of no correlation. thus, there is no significant relationship between ethnicity and students’ performance. there is a very weak positive correlation between ethnicity and students’ performance. however, this correlation is not statistically significant. thus, in a study by wang (2020), though learners’ profile is imperative to improve education, results show as it is coherent in the concurrent research that the average of learners in the ethnic minority which speaks about one of the profiles of the learners on standard deviation scores, tend to be lower in a certain group of learners compared to other grade levels, especially of grade four learners. more analysis should be considered for the established variations and national policies and other guidelines could better signify improvement in dealing with multi-grade. table 17 shows that the p-value is much greater than 0.05; there is no evidence to reject the null hypothesis of no correlation. hence, it is reasonable to conclude that there is no significant relationship between educational attainment and teachers’ performance. thus, there is virtually no correlation between educational attainment and teachers’ performance. the correlation coefficient is extremely close to zero, indicating no linear relationship between these variables. bonney (2015) argued that their study showed that though the quality of teachers was high in terms of their academic and professional qualifications, it did not reflect much in the teachers ‘ performance, which relates to the result of the concurrent study. conclusions the teacher profile shows a majority in the middle stages of their careers, with more females and most holding at least a college degree, many pursuing advanced degrees. about 80% hold 4 to 5 designations, and 77.5% have 5 to 15 years of service. the student profile is balanced in gender, with the tiduray ethnic group being predominant, and multi-grade teaching is consistently practiced with minimal variability in responses. teachers show strong student achievement, meeting high professional standards. correlations show a low positive link between multi-grade teaching and both teacher and student performance. no significant relationship was found between ethnicity, educational attainment, and teacher performance. based on the inferences taken from the variables profile of teachers, it is evident that there are varied spectrums of attainment and experiences. the profile of students showed balanced distribution in gender and academic performance. it is concluded that the more teachers are experienced; the multi-grade teaching performance, slightly increases their academic undertaking. generally, teachers’ academic expertise experiences influence learners’ academic performance. references ballesteros, j. 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(2018). the effective development techniques in teacher working group meeting to improve teacher professionalism. researchgate. https:// doi.org/10.14419/ijet.v7i3.25.17585 pa ge 1 pa ge 53 american journal of multidisciplinary research and innovation (ajmri) towards sustainable energy: evidenced-based practices in implementing renewable energy projects fudalan marilou v.1*, casabal gloria t.1, epe june grace b.1, besa edralyne seth b.1, tagaro jennifer aurea1 rosales ivana lei r.1, fudalan emmanuel rod v.1, fernandez brian klein v.1, fudalan kevin louise v.1 fudalan rod manual v.1 volume 4 issue 5, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i5.4762 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 02, 2025 accepted: august 05, 2025 published: october 11, 2025 the research examined the effectiveness, challenges, and lessons gained from renewable energy (re) project implementation across different global areas. it analyzed business models, government investment policies, and their influence on education, the environment, tourism, and health. the research explores the impact of incentive policies, governance effectiveness, financing mechanisms, and net metering on re adoption. the study utilizes a qualitative systematic literature review (slr) of research published between 2019 and 2024, analyzing 134 relevant studies. results showed that re projects foster sustainability in education, promote environmental responsibility, and provide financial and environmental benefits to educational institutions. environmental sustainability, together with economic growth, regional development, and energy independence, serves as a result of renewable energy projects in the tourism industry that make the sector resilient and sustainable. through environmental projects, re reduces carbon dioxide emissions while improving air quality, leading to diminished respiratory health issues. these initiatives play a key role in economic development, job creation, energy security, sustainable global growth, and environmental stewardship. the study concludes that an integrated approach that includes best practices, policy support, and collaborative efforts is central to driving the transition to a more sustainable and resilient energy future. the findings of the study can help policymakers decide on the appropriate policy, plans, and programs for a just energy transition. keywords evidenced-based practice, renewable energy, sustainable development, sustainable energy 1 university of bohol community development foundation, philippines * corresponding author’s e-mail: mvfudalan@universityofbohol.edu.ph introduction renewable energy has an enormous capacity for a wide range of applications and is an important element for our planet's health (islam, 2025). because of its low impact on the environment and endless supply, it appears to be an appealing complement to traditional fossil fuel-based electricity generation (ifeanyi et al., 2025). in so doing, governments have intensified their support for energy conservation and re adoption since critical energy crises: the oil crisis in 1973, followed by the energy crisis in 1979, before the price hike in 1990 (lou et al., 2020). energy supply disruptions, along with price instability, become less likely when countries adopt re since it provides the chance to increase their energy resources while developing a resilient energy structure (adelekan et al., 2024). the global energy transition is rapidly developing as it becomes complex due to economic, environmental, and social interactions (hasaan et al., 2024). more than a technological transition, this is also a geopolitical and societal transformation that impacts equity, sustainability, and global order. energy access and electrification offer the chance for new businesses, lengthened study and working hours, enhanced health facilities and education infrastructure, and opportunities for community-building initiatives. united nations in 2017, indicated that to attain the established targets set by the 2030 agenda for sustainable development and the paris agreement, re needs to comprise at least 63% of the energy mix by 2040. although international and national policies are crucial for expanding it, local authorities worldwide have attained significance as drivers of that transition at the grassroots level. local government units (lgus) draft and enforce local ordinances that promote the use of re sources and retrofitting for efficiency or improvement in existing areas in their locality. these include establishing goals, creating incentives for companies and people to embrace sustainable energy technologies, and supporting energysaving initiatives. this systematic review delves into evidence-based practices in implementing re projects. it seeks to find influences that contribute to the effectiveness and impact of re initiatives. its conclusions will actively promote a thriving environment for sustainable energy, strengthening local economies, protecting natural resources, and improving quality of life. materials and methods the research utilized a qualitative systematic literature review (slr), employing the framework developed by kitchenham et al. (2016). the framework is an empirical method for synthesizing and analyzing existing published research within a specific domain. this approach identifies patterns, themes, and insights across multiple studies to build a comprehensive understanding of implementing pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 renewable energy projects. a search strategy was employed to find relevant journal publications spanning the years 2019 to 2024 across global databases. a total of 2,836 journal publications were reviewed, drawing from the reputable databases of mendeley, google scholar, science direct, and scopus. the search terminologies were derived from the key terms used in the topic area and the objective of the review. the resulting search string was used: "renewable energy, "clean energy, "impact of re, "re fiscal framework and incentives," net metering," effective strategies for re," "re cooperatives," "re policies," and "sustainable energy policies." the inclusion criteria include (a) papers that are peerreviewed, (b) written in english, (c) based on empirical research conducted between 2019 and 2024, (d) notable impact factor (if), and (e ) high citation index. exclusion criteria included grey literature, project reports, and master's and ph.d. theses. an initial search yielded 2,836 potential articles, as depicted in figure 1. following a rigorous screening process involving a detailed examination of the content to adhere to the inclusion and exclusion criteria, initial screening resulted in 340 studies being selected for further review, and 134 studies were finally included. to enhance the reliability of the selection process, a second ideas, contributions, and findings from each study in a spreadsheet. after completing the data extraction process, thematic analysis was employed to characterize the focus of each study systematically. the reliability of the data extraction was assessed through an inter-rater agreement between researchers, quantified using the κ coefficient. the academic quality of the studies was assessed using the following guide questions: 1. is the research objective clear, focused, and welldefined? y/n 2. does the study provide a comprehensive understanding of the topic, including relevant background, theoretical framework, and research context? y/n 3. is there a clear, coherent, and comprehensive answer to the research objective stated in the study's findings? y/n using these quality criteria, the review aimed to select studies with clear research design, objectives and wellarticulated findings, which contributed to the quality and reliability of the systematic review as a whole. research questions 1. what are the effectiveness, challenges, and lessons learned from implementing renewable energy projects? 2. what are the different investment models, partnership models with private entities, collaboration with cooperatives (coops), and lgu-managed generation/distribution to coops? 3. what are the local government investment policies related to renewable energy fiscal frameworks and incentives? 4. what is the impact of these policies on promoting and supporting investments in renewable energy in terms of: 4.1. improved access to health services; 4.2. enhanced educational opportunities; 4.3. boost in tourism; 4.4. environment; and 4.5. economic development? 5. what is net metering in terms of: 5.1. best practices, and 5.2. impact? results and discussion effectiveness in implementing the re project the provided data investigates the effectiveness of renewable energy initiatives in multiple regions, demonstrating the impact of incentive policies, governance quality, and financial mechanisms. influence of incentive policies the data indicates that fiscal and financial instruments, such as taxes and subsidies, yield more results than market-based incentives. government institutions should establish proactive fiscal policies that effectively drive renewable energy investment. governance effectiveness and leadership the analysis demonstrates how proper governance figure 1: identification of studies via databases and registers researcher and a peer reviewer independently assessed the preselected studies. in cases of disagreement, a consensus was reached through a collaborative review process. the researchers followed a set of guidelines to carry out a data extraction process aimed at uncovering key insights from the 134 studies selected during the round of reviews. the process began with organizing a comprehensive database of publications using the mendeley reference manager. then carefully recorded vital information about the pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 systems remain essential for successful development in the fast-changing clean energy business environment. autonomous leadership guides organizations to understand market patterns while spotting innovations, which enables them to establish major objectives that fuel innovation. leaders who adapt to changing market conditions through their leadership create responses that fit evolving conditions. to sustainably expand operations, organizations need strategic management practices with efficient resource allocation and talent development commitment. the proactive involvement of businesses with regulatory organizations along with their stakeholders builds essential cooperation needed to achieve sustainable growth for clean energy industries. role of green finance the research demonstrates the role of green finance as it enables extended renewable energy investments, which help lower co2 emissions. structures of governance help adjust short-term funding initiatives by supporting reduced emissions and offering policy frameworks for sustainable financing exploration. green finance not only enhances the impact of renewable energy investments but also strengthens environmental sustainability over time. it indicates a pressing need for governments to prioritize long-term green financing solutions that align with environmental goals. advancements in smart grid technology the assessment demonstrates how smart grid applications create possibilities for improving the effectiveness of re projects. data management combined with cybersecurity enhancement and demand response integration alongside re implementation enables smart grids to boost consumer energy consumption management capabilities. this increased consumer involvement not only improves individual financial management but also contributes to overall market efficiency. the blend of distributed generation and energy storage within smart grids further enhances grid reliability and resilience, positioning smart technology as a key component of the energy transition. energy transition in developing countries worldwide energy transition depends heavily on developing countries because they hold significant renewable power reserves. achieving a successful transition depends upon deploying technology alongside public participation and supportive policies that advance energy efficiency while maintaining affordability and reliability. political power within the citizenry, combined with institutional democratic transformation, serves to strengthen trust and enables broad-based participation during energy planning and policymaking processes. challenges in implementing the re project the journey toward a renewable energy future is filled with challenges stemming from a complex interplay of logistical, political, economic, societal, and technological factors. logistical hurdles and equipment transportation challenges related to the transportation of equipment pose significant obstacles to the transition, particularly in geographically isolated islands. the logistical complexities involved in moving re infrastructure hinder the implementation and scalability of projects. grid management and energy supply stability the transition faces barriers because of problems in managing electrical grids and intermittent supply patterns of solar and wind power. reliability and stability problems with the power supply system cause interruptions, episodes of low voltage, and recurring blackouts, which stress the need for improved electricity access. sustainability challenges in decentralized projects the paper identifies technical, financial, and social sustainability challenges in implementing decentralized re projects, particularly the affordability-energy mismatch in mini-grid tariffs. energy access projects face sustainability risks in rural developing settings because of conflicting organizational views about resources and delivery models. solving these implementation issues ensures success. market failures and lack of awareness challenges in implementing re projects include market failures, lack of awareness, environmental issues, and institutional challenges, hindering the sustainability and figure 2: effectiveness in implementing the re project pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 contribution of renewable energy technologies to global sustainable development and climate change mitigation efforts. technical and financial barriers technological limitations, high initial costs, regulatory hurdles, lack of infrastructure, and social acceptance issues hinder the effective deployment of re solutions. technological challenges, such as limited knowledge about re technologies and inadequate disaster resilience, particularly in remote islands, also hinder re solutions. legislative and regulatory challenges several laws related to re do not fully satisfy practical needs because they are spread across multiple legal frameworks. the re sector requires systematic legal policies that integrate all regulations while ensuring consistency and longevity, as well as clear guidelines for growth and backing. the development and adoption of re technologies are limited by generic policies and inefficient procedures that need to be tailored. societal challenges the acceptance of sustainable energy solutions faces challenges from societal issues that produce negative public skepticism toward renewable power. the success of renewable energy projects requires addressing both societal misunderstandings about renewable energy and public misconceptions about these projects. lessons learned in implementing the re project renewable energy projects play a pivotal role in transitioning towards a sustainable energy future, with community involvement and stakeholder engagement serving as integral components for success. stakeholder engagement and community involvement it emphasizes the crucial role of local communities, government bodies, and other relevant stakeholders in all stages of re projects. it includes building trust through transparent communication, addressing cultural nuances and gender roles, fostering community leadership, and promoting meaningful citizen participation through discussions and forums. the success of bottomup, community-driven initiatives in thailand and the philippines further underscores this theme. policy and regulatory frameworks re implementation needs supportive measures from policies and established regulations. clear energy regulation, with incentive programs represented by feedin-tariffs (fits), quotas, bids, and auctions, should be with financial incentives, including exemptions and low interest rate programs and energy credits. addressing institutional and administrative barriers is also crucial for creating a cohesive framework for re deployment. the figure 3: challenges in implementing the re project figure 4: lessons learned in implementing the re project pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 mena region experience highlights the importance of proactive policies, strategic funding, and linking financial bailouts to climate action. financial sustainability and economic viability project sustainability depends heavily on obtaining sufficient funds through financing systems. the strategy necessitates fairness between household energy affordability and minigrid billing alongside community-oriented development planning and joint action between fund providers and government officials. the paper emphasizes the need to divert funds from fossil fuels to re. technological and infrastructural considerations the baseload technologies, grid integration (energy storage), and the need for infrastructure investment point to the importance of technological and infrastructural aspects of re projects. overcoming barriers to citizen participation the data emphasizes the need to overcome barriers to citizen involvement in the energy transition. it involves addressing public reluctance to participate, building trust in decision-makers, and fostering a sense of co-ownership of energy projects. re business models multi-criteria decision-making (mcdm) models play a crucial role in completing renewable energy projects by providing structured frameworks for evaluating various alternatives based on multiple criteria. mcdm models as decision support tools a systematic framework created by mcdm models enables multiple criteria evaluation along with alternative assessment in renewable energy projects. knowledge frameworks formed by mcdm models grant the ability to combine different priorities while finding optimal solutions for decision processes, thus helping with renewable energy management systems. mcdm models assist in prioritizing investment criteria, such as market risk reduction and regulatory support, which are crucial for renewable energy projects in emerging economies. by identifying and weighting these criteria, mcdm models help policymakers and investors arrive at informed decisions that align with long-term sustainability goals. dematel and topsis re investment successfully utilizes the combination of fuzzy decision-making models such as dematel and topsis. the models analyze multiple assessment elements while prioritizing solar and wind power as priority investment choices through the evaluation of market prospects alongside technological advancement. the data showcases the application of various mcdm models, including ahp (analytic hierarchy process), saw (simple additive weighting), and moora (multiobjective optimization based on ratio analysis). the different problem-solving models provide unique solutions that excel at renewable energy project selection. promoting renewable energy adoption the analysis emphasizes the importance of promoting massive adoption of renewable energy to achieve cleaner energy production and reduce carbon emissions. mcdm models can play a crucial role in guiding this transition by facilitating informed decision-making and prioritizing key parameters for optimal project selection. financial and business models the data presented reveals several distinct financial and business models employed in re projects, each with its strengths, weaknesses, and implications for sustainability and investment. centralized, large-scale projects with traditional financing this model, often associated with large-scale re generation (e.g., large solar and wind farms), relies heavily on traditional financing methods such as bank loans, bonds, and equity investments from institutional investors. the brics financing model demonstrates strategic governance combined with financial enhancements, which enables the attraction of these investments. the model requires stable policy frameworks, together with regulatory conditions and access to capital markets, for its successful operation. however, it is criticized for excluding local communities and prioritizing profit maximization over broader societal benefits. figure 5: investment model pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 community-based models with citizen participation it highlights the active involvement of local communities in re projects through cooperatives, crowdfunding, or direct investment schemes. the data highlights the potential of citizen participation models, estimating investment capacity at €176 billion for wind farms in the eu. the successful implementation of communityowned renewable systems depends on strategic governance planning, minimal funding requirements, and the ability to build community capacity. beyond conventional financing sources, the implementation of this model typically needs creative funding solutions. hybrid models with public-private partnerships this model fuses centralized and community-based approaches. the italian rec, for example, with its variations in technological partnerships and revenuesharing, exemplifies this hybrid approach. this model's objective is to leverage the strengths of both large-scale investment and community engagement, potentially mitigating each's limitations. success depends on effective collaboration between private developers and community stakeholders, requiring clear agreements on cost-sharing, revenue distribution, and project management. prosumer models with distributed generation the model supports distributed power supply through re production by consumers who generate electricity from their homes. the incorporation of distributed generation and energy storage makes smart grids more efficient and reliable. the program enables users to generate re and decrease dependency on main utility networks for increased autonomy and dependable power systems. however, it may require technological advancements, supportive regulatory frameworks (e.g., net metering policies), and consumer education to encourage widespread adoption. green finance, green banks, and innovative funding mechanisms specific project structures are targeted to emphasize innovative financial instruments that develop re infrastructure. green bonds function as a vital instrument for drawing investments from sources. the assessment underlines how long-duration investments through green finance systems reduce project risks and secure sustainable project operations. the re sector requires original financial approaches to bridge the investment deficit that exists in its development. the involvement of philippine banks in green and sustainability bonds signals a growing interest in sustainable finance and indicates a positive trend toward aligning financial institutions with environmental goals. the philippine re merchant model is evolving, moving from a reliance on feed-in tariff (fit) subsidies to a more market-based system. the success of this transition depends on the effective implementation of long-term power purchase agreements (ppas), the development of a sustainable finance sector, and a stable regulatory environment. partnership models with private entities public-private partnerships (ppps) are increasingly recognized as effective models for implementing renewable energy projects in both developed and developing countries. these partnerships leverage the strengths of public entities and private investors to mobilize capital, technology, and innovation, addressing financial and infrastructural challenges. joint ventures and public-private partnerships (ppps) partnership models with private entities often involve joint ventures and ppps, where government entities collaborate with private companies to develop renewable energy projects. in the united states and nigeria, joint ventures leverage government incentives like tax credits to attract private investment, enhance investment stability, stimulate innovation, and address financial constraints in renewable energy initiatives. three distinct ppp delivery models exist, which include institutionalized ppps (ippps), contractual ppps (cppps), and regulated ppps (rppps). institutionalized ppps (ippps) develop entities by sharing management power with risk distribution, while contractual ppps (cppps) connect responsibilities and performance results through contracts. regulated ppps (rppps) represent private assets that run under public standards. figure 6: partnership models with private entities pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 concessions, contracts, and performance incentives data reveals that long-term contracts within ppps create stable market conditions for investors, which promotes project achievement. private investors become motivated through performance-based incentive programs in these agreements that also promote sustainable projects and fund alignment for renewable energy development. performance-based metrics serve as tools to evaluate renewable energy project outcomes by demonstrating both operational performance and efficiency, which helps stakeholders measure investment results and support decision-making. key performance indicators (kpis) typically focus on (a) economic benefits, such as cost reductions from self-consumption and community energy sharing, quantifying the financial advantages of local energy generation; (b) environmental impact, often measured by reductions in greenhouse gas emissions to evaluate the ecological benefits of renewable energy systems; and (c) user engagement, emphasizing metrics that are easily understandable to community members to encourage active participation in energy management. community-based models and the red ii rec framework it centers on the empowerment of local communities through renewable energy communities (recs) as outlined in the renewable energy directive ii (red ii). the rec model prioritizes community benefits (economic, social, environmental) over profit maximization, representing a shift from centralized, profit-driven energy systems. it necessitates a supportive "enabling framework" and often involves external support from ngos for community capacity building in operation and maintenance. the success of this model is directly tied to effective community mobilization and participation. incentive allocation models the distribution of performance-based financial incentives to private partners through incentive allocation models represents a government strategy. as incentives become directly linked with public renewable energy targets, these models guarantee that investment funds create concrete impacts while encouraging the efficiency and success of re projects. collaboration with cooperatives (coops) renewable energy project implementation through cooperative partnerships offers diverse business systems that optimize resource management and increase community involvement. the models combine group funding approaches with creative payment systems to establish sustainable energy programs. collective ownership and democratic decision-making under the cooperative model, renewable energy projects utilize principles of collective ownership alongside democratic decision-making practices to engage communities through shared project responsibilities. the development approach uses these principles to create figure 7: collaboration with cooperatives (coops). projects that involve local populations for enhanced empowerment. skill-sharing and municipal financing skill-sharing among cooperatives and municipal financing are highlighted as key factors in the success of re projects. leveraging diverse skill sets and financial resources within communities enhances project capacity and sustainability while addressing legal frameworks and investment compatibility challenges. expanding portfolio with communication-intensive models citizen energy cooperatives (cecs) are diversifying their portfolio with innovative models like tenant electricity to enhance local acceptance and address community needs. by leveraging communication-intensive approaches, cecs are adapting to evolving energy landscapes and fostering community engagement in re initiatives. business model innovation the analysis of business models in india and the netherlands highlights the use of the business model canvas and social entrepreneurship elements to explore collaborative approaches for transitioning towards lowenergy societies. by innovating business strategies, renewable energy cooperatives can drive multi-scale transitions and promote sustainable energy practices. the pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 prosumer model in poland, along with the "discount" billing system, illustrates an innovative approach to managing energy production and consumption within cooperatives. active user engagement and co-production the business models of decentralized re projects consist of energy service companies (escos), energy cooperatives, and municipal energy, emphasizing active user engagement through co-construction, co-production, and co-provision. the collaborative approaches effectively meet end-user needs, leading to customer satisfaction. promoting local energy independence and sustainability several business models demonstrate local energy independence through public energy cooperatives and utility–community partnerships demand response and energy services and market mechanisms. by fostering collaboration and leveraging diverse business structures, stakeholders can drive re adoption and enhance community resilience. transition to innovative structures while traditional energy cooperatives may not be optimized for renewable energy communities (recs), the emergence of innovative structures like renewable energy consumer stock ownership plans (re-csops) presents promising organizational forms for collaboration across the eu. these innovative models offer new avenues for community engagement, ownership, and sustainable energy practices in the energy landscape. local government units (lgus) manage the generation and distribution of coops lgu-managed generation and distribution to coops can adopt various business models that enhance efficiency, sustainability, and community engagement. lgus are positioned as the primary actors overseeing the flow of renewable energy to cooperatives, facilitating local consumption and maximizing benefits for community members. community-based ownership and management the ohito agricultural cooperative illustrates how small hydro stations are managed by communities under their ownership within a business model built around community needs. the combination of community ownership revenue generation and self-sustainability leads to local participation in energy management and economic development. support from local government units (lgus) the data highlights the role of local government support in fostering the growth of cooperatives in the philippines. through their partnership, local governments help cooperatives develop abilities, create resources, and unite them to improve operational sustainability. membership with cooperatives gives municipalities both useful energy policy implementation tools and essential support for their cooperative organizations. municipality-led renewable energy communities (recs) municipal energy models that focus on local government-managed generation and distribution to figure 8: lgus manage the generation/distribution of coops energy cooperatives emphasize active user engagement, co-production, and community benefits. by promoting social and environmental benefits, these models drive local energy democracy and enhance sustainable energy practices within communities. empowerment through governance models the analysis reveals that successful local energy groups require clear governance structures that empower community members. establishing a governance model serves as a roadmap for local governments and cooperatives to collaborate effectively in building and managing re projects. it emphasizes the importance of well-organized, technically sound, and regulatorycompliant projects that can deliver sustainable energy solutions to communities. innovative business models for local energy communities (lecs) the study reviews various business models for local pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 energy communities (lecs), emphasizing the need for novel regulations to support decentralized energy systems. according to the study, local governments require the necessary authority to supervise re production flow and distribution to cooperatives. business models under development that integrate peer-to-peer (p2p) trading and dynamic pricing systems must be implemented because they boost both energy distribution performance and community engagement levels. fiscal frameworks government investment policies related to renewable energy are shaped by various fiscal frameworks that aim to incentivize and support the sector. fiscal frameworks in renewable energy are the financial and economic tools governments use to encourage investment, development, and deployment of renewable energy technologies. green financial subsidies and tax incentives the paper discusses the influence of green financial subsidies and tax incentives on investment efficiency in renewable energy enterprises. while subsidies may lead to over-investment in state-owned enterprises (soes), tax incentives alleviate under-investment in non-state-owned enterprises (non-soes), highlighting the importance of balanced fiscal policies to promote sustainable investment practices. fiscal decentralization for green innovation the government investment policies for renewable energy require the critical framework of fiscal decentralization for success. the devolution of fiscal powers between local and national governments creates opportunities for enhanced green innovation and re investments, which better achieve sustainable energy development. figure 9: fiscal frameworks and insentives tax incentives, subsidies, and environmental levies government policies for re investments use tax incentives as well as financial assistance along with environmental charges to achieve their objectives. through a combination of fiscal tools, the brics states help fund green investments while supporting re advancement and grouping economic decisions with environmental concerns to improve resource usage. influence of fit policies on local economic conditions the authors indicate that national and local fiscal and socioeconomic policies influence fit policies. according to the paper, financial modeling should analyze local economic dynamics to build investment systems for renewable energy in developing nations that sustainably respond to national economic situations. government support mechanisms statistical evidence demonstrates that government support for re investments needs corporate tax incentives, lowered customs, and qualified staff to attract investors. by implementing strategic measures, governments enhance financial policies to encourage development by solving problems caused by legal and governance systems. impact of re on health the data shows that re projects deliver better health results to healthcare facilities and patients. health, care delivery, and environmental integrity gain multiple advantages from these initiatives, as the study demonstrates. improved air quality the data highlights the role of renewable energy sources, mostly wind and solar power, in reducing air pollution and improving air quality. it leads to a reduction in respiratory illnesses and hospital admissions, demonstrating the direct positive impact of re on public health. enhanced healthcare access and quality the deployment of solar energy solutions allows healthcare institutions to gain dependable electricity for their medical equipment, improve functionality and increase operating durations, enhance illumination, preserve vaccine storage, reduce costs, and improve economic self-sufficiency. the improved healthcare reaches rural areas with higher quality services because of re projects. sustainable energy hubs and cost reduction transforming hospitals into sustainable energy hubs pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 figure 10: impact of re on health figure 11: impact of re projects on education through re projects not only reduces harmful emissions but also guarantees a consistent energy supply for medical services, promoting both environmental and human health. healthcare institutions operating with re solutions could experience decreased costs, as indicated by the data. improved healthcare operations and efficiency renewable energy projects, particularly solar power, enhance health institutions by improving service availability, quality of care, and operational efficiency. they provide reliable oxygen supplies, reduce hospital stays, and increase community satisfaction, especially in low-resource settings. implementing hybrid renewable energy systems in hospitals further enhances sustainability, reduces environmental impacts, and contributes to improved health institution operations and energy security. impact of re projects on education the collected data demonstrates how renewable energy projects positively influence education and create better educational opportunities for sustainability. enhanced educational opportunities and innovative initiatives the analyzed data demonstrates how educational institutions gain better educational opportunities through renewable energy programs that build environmental awareness and allow students to practice sustainability initiatives and learn renewable technology. by promoting environmental stewardship and sustainable living, these projects prepare students to become advocates for environmental sustainability and a more environmentally conscious society. promotion of sustainability and environmental responsibility the data demonstrates how renewable energy education promotes environmental respect along with sustainable development knowledge while letting students discover science through hands-on studies. these initiatives train students toward a sustainable future that results in environmental responsibility and establishes sustainability as an institutional and community culture. financial and environmental benefits through hybrid energy systems, universities have achieved energy efficiency, reduced energy costs and co2 emissions, and a sustainable and financially viable electricity supply for their buildings. it not only benefits the institutions financially but also contributes to a culture of environmental responsibility. holistic sustainability strategies the analysis demonstrates that sustainable practices succeed best when organizations take an integrated approach instead of handling sustainability matters individually. successful sustainability initiatives for higher education institutions (heis) need social, governance, and technical elements to succeed. a powerful sustainability pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 culture inside educational organizations leads students and faculty to create environmental responsibility initiatives. impact of re projects on tourism economic benefits the research evidence validates that re investments boost both tourism revenues and foreign visitors to g20 member countries in accordance with the tourism-led growth hypothesis. tourism can achieve sustainable economic growth by enabling the development of re infrastructure while promoting sustainable practices for economic progress. regional development re resources enhance tourism development by transforming re facilities into attractions, promoting environmental education, and fostering regional development. the integration leads to employment growth, sustainable agriculture, and enhancement of figure 12: impact of re projects on tourism figure 13: impact of re projects on environment living standards that build up eco-energy tourism. the implementation of green tourism supply chain management ensures sustainability over time for the tourism sector while providing benefits to local community members. infrastructure enhancement and sustainability through green tourism, investment in re helps improve tourism infrastructure by developing effective building frameworks and transportation networks. tourism sustainability goals and long-term viability receive support because of promotional activities geared towards sustainable practices that fulfill global sustainability targets. impact of re projects on environment the data highlights that the integration of renewable energy in tourism has a profound impact on environmental sustainability and economic growth. vulnerability of renewable energy sources to climate change multiple re sources differ when it comes to their vulnerability to climate variations. wind energy and hydroelectricity, together with biomass and geothermal power, face increased vulnerability from climate change effects, yet solar energy remains unaffected. there is a need to understand the specific environmental impacts associated with each re source, which can be influenced by factors such as type, location, size, and implementation. environmental impact reduction through strategic implementation the research shows that the environmental impact of re sources can be decreased with proper selection and correct implementation procedures. for example, rooftop solar installations minimize the effects of land usage. innovative solutions and strategic planning are identified as having substantial impacts on mitigating negative environmental effects. pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 hydropower vs. other renewable sources hydropower emerges as a central part of the discussion of environmental impacts, being characterized as the most environmentally damaging re source. the theme suggests that, following the reduction of fossil fuel dependence, efforts should prioritize minimizing hydropower development and restoring natural river ecosystems. wind and biomass energy possess superior environmental benefits over other re sources, which emphasizes the value of recognizing different energy system trade-offs. renewable energy's role in environmental sustainability the study indicates that re reduces environmental pollution and contributes positively to sustainability. this theme emphasizes the importance of integrating re into economic policies as a means to mitigate environmental degradation, align with the sustainable development goals, and promote healthier ecosystems. regional variations in impact and effectiveness this analysis demonstrates that re effectively decreases co2 emissions in various african nations and other regions differently. the analysis shows that situational variables shape the effects of renewable energy because local norms and implementation policies impact the success of renewable energy programs. contribution to broader sustainable development goals the study emphasizes the broader implications of renewable energy adoption for sustainable development, such as decreasing greenhouse gas emissions and cleaner air and water. the theme demonstrates how renewable energy supports universal sustainable development targets throughout different areas, strengthening the relationship between environmental well-being and economic advancement. impact of re projects on economic development the data highlights the significant impact of renewable energy, particularly through photovoltaic battery systems, figure 14: impact of re projects on economic development on economic development, job creation, and sustainability across various regions. direct positive impact on rural economies this theme focuses on the positive impact of renewable energy on rural economies, which is particularly evident in the case study of china. the strong correlation between re development (bioenergy, solar, hydropower) and increased household income highlights its potential to improve living standards and economic opportunities in underserved areas. job creation and gdp growth the economic development of re is based on job creation capability, improved productivity, and its ability to deliver a dependable power supply. renewable energy generates large gdp advances, becoming an essential economic approach with ecological advantages. threshold effects and the role of development level this theme emphasizes the nonlinear relationship between re consumption and economic growth. the research reveals that the impact of re is contingent upon the level of energy consumption and the developmental stage of a country. developing nations need to surpass a certain threshold of re consumption to experience positive economic growth; below this threshold, the effect can be negative. developed nations, however, generally show a positive correlation regardless of consumption level. influence of country risk and political stability this theme introduces the role of country risk in the relationship between re and economic growth. the nonlinear relationship, particularly the inverted u-shape relationship observed with financial and economic risks, suggests that the optimal level of re investment is contingent upon a nation's stability and risk profile. political stability is also shown to be a crucial factor, with greater economic benefits observed in countries with lower political risk. net metering (nem) best practices net metering is a mechanism incorporated into the grid pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 figure 15: net metering (nem) best practices that allows consumers to offset their electricity costs by generating power. best practices in net metering focus on optimizing the design, operation, and regulatory frameworks to enhance efficiency and profitability for both consumers and utilities. regulatory and financial frameworks for net metering the paper underscores the importance of clear regulatory frameworks for net metering, emphasizing the need for transparent policies to promote re integration. grid upgrades, public-private partnerships, and financial incentives, such as tax breaks and subsidies, are identified as elements for successful net metering implementation, particularly in developing countries like pakistan. redesigned network charges and targeted deployment policies suggestions to redesign network charges based on costcausality principles and implement targeted deployment policies for self-consumption pvs aim to mitigate crosssubsidies and enhance economic fairness. these strategies promote a more equitable energy distribution system and encourage sustainable energy practices. inclusivity and economic feasibility the discussion on virtual net metering (vnm) highlights its role in promoting inclusivity and economic feasibility for consumers. vnm offers opportunities for communityshared energy initiatives, enhancing accessibility to renewable energy resources and encouraging consumer participation in sustainable energy practices. fair compensation and utility transparency the successful implementation of net metering practices requires standard payment rates for grid-connected energy as well as virtual net metering to develop shared energy ventures and transparent policy improvements. proper implementation of these methods ensures customer confidence while driving capital investments in renewables and developing a sustainable energy sector. enhanced solar capacity and emissions reduction under the current net metering policy, the economic viability of industrial facilities for rooftop solar pv integration suggests enhancing solar capacity and emissions reduction in the philippines. by improving net metering practices and incentivizing renewable energy adoption, countries can drive sustainable energy development and reduce environmental impact. optimal solar pv and battery energy storage (bess) installations various factors, including load demand growth, pv and bess degradation, inflation, and discount rates, influence net metering profitability for medium-voltage prosumers. aligning peak demand pricing with solar generation hours and improving daytime consumption can enhance the attractiveness of net metering schemes, promoting optimal solar pv and bess installations. impact of net metering policies on the adoption of renewable energy sources the policies related to net metering have substantial effects on renewable energy adoption because they either encourage or block investments in sustainable technologies. technology smart meter data and advanced analytics offer a powerful tool for optimizing nem programs. by identifying specific customer segments likely to benefit from dsm and nm programs, utilities can tailor interventions for maximum impact, improving energy efficiency and renewable energy integration. this data-driven approach improves the effectiveness and efficiency of energy demand management efforts. policy design and economic viability different net metering regulations boost the adoption of renewable energy through policies that receive bipartisan backing and deliver customized incentives matching regional cultural preferences. these methods help increase renewable energy implementation rates along with building widespread acceptance for renewable initiatives that enable inclusive clean energy transitions. economic incentives and consumer behavior varying net metering policies influence renewable energy pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 figure 16: impact of net metering policies adoption rates by affecting economic incentives, consumer behavior, and the perceived benefits of renewable technologies. the foundational policies establish the way renewable energy spreads across markets, therefore requiring specialized methods to maximize renewable energy implementation. long-term sustainability and cost-effectiveness most nem policies face difficulties in providing shortterm adoption support and sustaining operational stability in the long term. public policies require careful reconstruction because investments exceed acceptable levels, and profitability demands exist. alternative strategies are needed to stabilize the payback period and minimize governmental expenses to sustain longterm operational continuity. overscaling and rebound effects pose sustainability challenges that need stronger government regulations. implications of the study success in renewable energy project deployment requires strong leadership, well-formed policies, strategic investments, and sustainable strategies that produce substantial environmental, economic, and social advantages. leadership and governance stakeholders, together with decision-makers, need active participation at every stage of re project development for better sustainability and adoption results. leadership and governance frameworks play a vital role in guiding these initiatives by maintaining consistency between organizational culture and making risk assessment frameworks to address potential threats. successful re projects require strong leadership together with stakeholder participation and strategic decision-making processes to achieve implementation success. policy making the study emphasizes incentive policies, governance effectiveness, and financing mechanisms in shaping the effectiveness of re projects. mastering policy incentives enables policymakers to guide re programs toward success. organizations making proper investments must excel in governance while making decisions that support environmental sustainability. contemporary policies need robust frameworks to help accelerate adoption while decreasing carbon emissions. investment and resilience the data suggests that effective implementation relies on adequate funding, prioritizing national goals, and ensuring collaboration between investors and policymakers. re initiatives require proper funding to develop both the economy and employment opportunities along with environmental sustainability goals. the situation shows why proper energy system investment choices with ecosystem collaboration lead to resilient, sustainable energy platforms. sustainability the study highlights the transformative impact on sustainability across various sectors, including health, education, tourism, environment, and economic development. it allows stakeholders to minimize environmental hazards and achieve sustainable development with lower carbon output levels. the achievement of re projects for sustainable development requires supportive policies as well as economic frameworks and community engagement. conclusions re projects impact various sectors, which include improving air quality, reducing respiratory illnesses, enhancing healthcare operations, and financial savings in the healthcare sector. implementing renewable energy projects also presents logistical hurdles, grid management challenges, sustainability obstacles, market failures, technical and financial barriers, legislative hurdles, and societal challenges. different challenges, such as transportation of equipment, unstable energy systems, sustainability problems, market flaws, and public perception gaps, limit renewable energy implementation efficiency. successful renewable energy project parameters include community participation, financial sustainability, collaborative decision-making, robust government regulation, and community empowerment, which produces environmental sustainability and economic development. pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 53-73, 2025 based on the findings of the study, the following recommendations are proposed: 1. governments should create policy reforms that help speed up re adoption through prompt permitting processes, financial support systems, and regulatory adjustments. 2. stakeholder participation needs to be focused from the start of projects so they can actively communicate and make decisions that suit community needs through transparent interactions. 3. active promotion of the multifaceted re advantages, which include cleaner air and better public health, educational opportunities, boost in tourism and economic progress. 4. schools must adopt sustainability education by using outreach activities to teach environmental responsibility in the community. 5. research and development efforts must continue to develop efficient, affordable renewable energy technologies that focus on resolving technical issues and enhancing energy storage methods. acknowledgments the research is funded 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(2021). the effect of net metering methods on prosumer energy settlements. sustainable energy, grids and networks, 27, 100519. https://bit.ly/4j6htoq pa ge 1 6 pa ge 30 american journal of multidisciplinary research and innovation (ajmri) factors influencing user satisfaction while using health dashboard in asia: a rapid review of the evidence tania ahmed chowdhury1, mohammad jahangir alam2*, md. irfan hossain3 volume 3 issue 6, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i6.3811 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 15, 2024 accepted: october 21, 2024 published: november 20, 2024 despite having many dashboards to display large-scale real-time data in this big data era, there is a shortage of user-friendly dashboards in asian countries, indicating the importance of examining the factors that make a dashboard effective. this literature gap in dashboard usage has created the ground for this rapid review. this study followed a google scholar and pubmed search for a rapid review of 8 health-related dashboard articles taken from 33 articles following the step-by-step screening process, where some critical exclusion and inclusion criteria were maintained. the first finding of this study is that there are a few relevant articles available in asian countries that match the inclusion criteria of the study focusing on usability and user satisfaction while using health-related dashboards. the second finding is that user satisfaction is one of the essential components for any effective health-related dashboard. the third finding considers easy-to-use, relevant, and accurate content, the right object to display data, an interactive dashboard, increased work efficiency, simplicity, patient care, and data quality as the factors of a user-friendly health-related dashboard. finally, this study revealed that the dashboard on the web and different access levels have better usability. keywords dashboard, design, effective, evaluation, health, satisfaction, user 1 knowledge management & research manager, radda mch-fp centre, bangladesh 2 uttara university, and moulovibari research and partnership hub (morph), bangladesh 3 national mics consultant, spear section, unicef, bangladesh * corresponding author’s e-mail: jahangir736@gmail.com introduction a dashboard is an effective tool for displaying large volumes of data through graphical presentations ( janes et al., 2013). from an organizational perspective, a dashboard applies organized systems to display multiple indicators of data sources effectively required for decision-making purposes (few, 2006). a comprehensive and useful dashboard focuses on two aspects selecting the right data and choosing the right technique for display ( janes et al., 2013). though there are many dashboards to display large-scale real-time data in this big data era, there is a shortage of userfriendly dashboards. some dashboards do not satisfy consumers effectively, which is critical. because, there is a significant correlation between users’ satisfaction and dashboard design (alhabib et al., 2020). thus, finding out the factors that make a dashboard effective is pertinent. nowadays, the health system mostly depends on live data for prompt decisions, especially in critical situations. thus, many health dashboards have already been developed to support such situations. the use of these dashboards was mostly seen during the covid-19 pandemic. policymakers and program managers of healthcare services use these dashboards to make quick decisions. unfortunately, they did not get the expected results as those dashboards were not user-friendly. from this perspective, a dashboard evaluation is important to ensure further development of a user-friendly and effective dashboard for health services, especially in asian countries. till now this region has a few health dashboard evaluations compared to the other world. thus, this study has been designed to examine the factors that affect user satisfaction of dashboard users in the health sector in the asia region which will ultimately ensure the effectiveness of the dashboard. literature review a dashboard is an outstanding platform for data display accumulated from multiple sources (concannon et al., 2019). according to few (2006), a dashboard is a consolidated visual display of relevant information to monitor and understand at a glance for further decisions (wexler et al., 2017). dashboards naturally encompass different visual methods accumulating data from multiple sources (sarikaya et al., 2019). carroll’s (2014) review stated dashboards as the richness of the information displayed through effective communication and interpretation of the dataset. dashboards are used to monitor and share performance measures for decisionmaking ( jeffs et al., 2014) for the improved performance of different healthcare services (field et al., 2018; pemberton et al., 2017). according to la valle (lavalle et al., 2011), visualization of data is one of the most useful tools for gaining insight into a large dashboard. the lack of vital information in dashboards presents significant challenges for users as evidence-based decision-making processes in health interventions are required (ye et al., 2012). thus, preparing a large and complex dataset poses many challenges to user end while making decisions (caban et al., 2015). a diverse group of users, like community members, nurses, and scientific and operational staff in healthcare centres use health-related dashboards. studies show high usability for the dashboard across these groups among the health services providers, as they feel that pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 30-36, 2024 the dashboards provide a clear understanding of the datasets (concannon et al., 2019). however, the usability differences among the user groups demonstrate the need for the user-led design of dashboards, which is very important for its utility (concannon et al., 2019). from the user’s perspective, the framework of any dashboard is important. a framework of a good dashboard includes elements of data, user interaction, and dashboard design (concannon et al., 2019). however, the outline of any dashboard framework includes core 5 components: the context of the framework, purposetarget user group, user interaction and flow, and framework architecture (concannon et al., 2019). the web-based interactive dashboards worked better during the covid-19 invasion (c). these dashboards reported the cases more efficiently at the province level in china, the usa, australia, and canada (c. concannon et al., 2019). data for these dashboards were processed manually, and updated typically twice daily morning and night (concannon et al., 2019). during covid-19, the world health organization (who) directly connected its members and fought against this infection through its online web-based dashboard, which globally covered covid-19 cases and the number of casualties (dong et al., 2020). this dashboard was very detailed and provided other information related to covid-19, which benefited people to a great extent (dong et al., 2020). however, the who dashboard had some interesting and unique differences from the johns hopkins university dashboard (dong et al., 2020). the johns hopkins university dashboard provided cases diagnosed with symptoms of covid-19, whereas the who dashboard provided other disease information (dong et al., 2020). the first dashboard published on 22 january 2020 by the johan hopkins university in response to covid-19 was the first online web dashboard (b. dong et al., 2020), that indicated the importance of a health-related dashboard from the user end (concannon et al., 2019). considering the importance of health-related dashboards during covid-19 in india, the ministry of health of india launched the first covid-19 dashboard at the end of january 2020, which displayed the information on its website (concannon et al., 2019). similarly, newslab malaysia represented the growth of covid-19 in terms of daily infection cases, patient treatment and death tools in malaysia (concannon et al., 2019). on the other hand, the can dashboard of singapore connects the ministry of health of singapore to the rest of the world (concannon et al., 2019). the above discussion on health-related dashboards depicts that all types of dashboards do not have user satisfaction; users’ satisfaction is the main criterion for any good dashboard, thus this has to be checked more specifically in the context of dashboards of the asian region. this essence of dashboard usage has created the ground for this rapid review. materials and method a rapid review of relevant available dashboard articles has been considered for this study (what and why). 8 health-related dashboard articles have been considered to examine the actors contributing to user satisfaction while using the health dashboards. initially, 33 articles were considered and after discarding duplicated abstracts, 28 articles were screened out. later, following the inclusion and exclusion criteria 15 articles were figure 1: screening process of review articles. pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 30-36, 2024 table 1: details description of articles reference country study design dashboard participants evaluation method ming tan et al. (2013) singapore mixed method an interactive clinical dashboard of a hospital in singapore 122 nurses in the hospital data was collected through a survey. a 5-point likert scale was used to measure the satisfaction level alhabib et al. (2020) saudi arabia quantitative cross-sectional study an electronic dashboard in the emergency room at royal commission hospital in jubail 51 end users of the dashboard including doctors, nurses, and receptionists data was collected through a survey. a five-point likert scale was used to measure the satisfaction level shrvsantina et al. (2019) indonesia mixed method health program dashboard in dhis2 platform 80 dashboard data evaluated by researchers themselves few criteria were used to evaluate the dashboard and both qualitative and quantitative analysis was done to analyze data extracted from the dashboard jinpon et al. (2017) thailand quantitative cross-sectional study a web-based dashboard for the visualization of comprehensive data on health care 22 executives and health officers of the community health and learning center (chlc), staff from laem chabang hospital, and teachers and nursing students of burapha university data were collected through a survey. a five-point likert scale was used to measure the satisfaction level talagala et al. (2022) sri lanka comparative study 15 covid-19 dashboards 2 researchers examined 15 different dashoards to see how various visualization techniques were used to design an effective dashboard descriptive analysis selected for full review. in the next step, 8 articles were selected for full review as these articles matched the objective of the study. the search for the article was conducted in google scholar and pubmed. figure 1 shows the screening process of articles for rapid review. inclusion and exclusion criteria for screening articles some inclusion and exclusion criteria were followed while screening the articles. articles published between 2010 and 2023 in peer-reviewed journals about health service-related dashboards of the asia region were considered for this study. whereas, book chapters, short reports, editorials, conference papers, and dashboards not related to health sectors nor satisfying customer requirements were excluded from this study. search words the search words of this study include health, dashboard, evaluation, satisfaction, usefulness, and specific country names. to capture different ways of the interested term the query of (“health” or “public health”) and (“visualization” or “dashboard” or “design”) and (“evaluation” or “satisfaction” or “effectiveness”) and (“country name”) was applied for searching the required articles. data analysis a content analysis approach was applied for data analysis and synthesis. an excel format was developed and used to extract the details of the articles. this format mainly captured the study objective, respondents, methods, data collection and analysis procedure, and findings for further analysis. the results of this analysis were turned into categories and subcategories based on similarities in patterns or opinions. articles were reviewed and rereviewed to reveal their similarities and dissimilarities. table 1 shows the description of the reviewed articles. pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 30-36, 2024 results and discussion: results after conducting a rigorous search, it assumed that very few relevant articles were available in asian countries that matched the inclusion criteria of searching for articles. this number for reviewing articles turned into 8 only. these articles were considered for full review because they focused on usability and user satisfaction while using health-related dashboards. these articles mainly evaluated and discussed health dashboards from 2013 to 2013 focusing on diverse health-related topics. specifically, 3 out of 8 articles focused on usability and user satisfaction, whereas 5 focused on only user satisfaction, which has been depicted in the following subsections. user satisfaction is one of the essential components for the successful use of a dashboard. the objective of a health dashboard is to provide all the necessary information precisely so that users can make the necessary decisions to solve the problem immediately. therefore, the dashboard should meet the requirements of the users, and thus the dashboard makers need to keep in mind the user satisfaction factors while designing it. as per the findings of this study, the parameters of user satisfaction are described in the following sub-subsections. easy to use from the review, it was identified that a user-friendly dashboard is one of the vital factors for user satisfaction. in most of the cases, this factor works as a key factor in explaining end-user satisfaction (alhabib et al., 2020). it was noted that user-friendly dashboards are also considered a source of learning (kharazmi et al., 2023). only one study showed that end users scored the second highest points 3.89 out of 5 to the “easy to use” indicator (tan et al., 2013). in another study, 57% of participants agreed that the dashboard is easy to use while evaluating their satisfaction with using a dashboard (alhabib et al., 2020). a study in thailand identified learnability and memorability as the evaluation of users’ satisfaction (kharazmi et al., 2023). on the other hand, a strong positive correlation was reported between the easiness of use and overall satisfaction of the users, indicating that user-friendly dashboards affect users’ acceptance and satisfaction (alhabib et al., 2020). supporting this relationship, another article suggested fitting in a single screen so that a dashboard user can see the whole dashboard without any adjustment of grid overlaying (alhabib et al., 2020). relevancy and accuracy of content one of the main purposes of a dashboard is to provide a large-scale of information precisely helping to make quick decisions. this review revealed that maximum health dashboards provide relevant, accurate, and upto-date information, as necessary for user satisfaction (fazaeli et al, 2021). a study in singapore showed that a respondent group of nurses provided high scores in two aspects – relevancy (mean score = 3.93); and accuracy (mean score = 3.81) out of 5 (tan et al., 2013). another study showed that 53% of the respondents considered relevant and accurate information as important factors for user satisfaction (alhabib et al., 2020). other studies in indonesia (chrysantina & saebo, 2019) also supported the above findings, stating the importance of the realtime update of data or updates within a specific time interval of the dashboard so that instant decisions can be made based on such dashboards (talagala & shashikala, 2022). right object for visualizing data choosing the right and appropriate object for displaying large-scale data is always challenging, especially in the case of maintaining satisfaction. this study on a rapid review revealed three components explaining the right object of a dashboard. font using the right font in a dashboard matters to its acceptability to the users (fazaeli et al, 2021). darkismail et al. (2022) malaysia case study 3 covid-19 dashboards in malaysia 4 researchers from computer and mathem-atical sciences faculty of the university of malaysia conducted this study a descriptive analysis was done using 5 v’s -of big data, which are volume, velocity, variety, veracity, and value fazaeli et al. (2021) iran descriptive developmental applied study a covid-19 management dashboard in a third-level hospital in mashhad, iran 10 potential users including infectious disease specialists and heads of covid-19 committees emergency medicine specialists) focus group discussion and a five-point likert scale was used to measure the satisfaction level kharazmi et al.(2023) iran evaluation of a hospitale conomic monitoring dashboard a hospital economic monitoring dashboard in iran 3 experts and 20 end users data was collected through a questionnaire. a seven-point likert scale was used to measure the satisfaction level. pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 30-36, 2024 colored fonts draw more user’s attention of the users, as such colors highlight information with a combination of pale backgrounds and provide a more soothing and less starkly contrasting surface while plotting the data (fazaeli et al, 2021). colour some articles reported that color plays an important role in user comfortability and satisfaction (ismail et al., 2022). a study in sri lanka stated the background color and unique color code for different data types in the dashboard are required (talagala & shashikala, 2022). similar findings were reported in a study conducted in thailand (fazaeli et al, 2021). actually, the objective of using color is to raise the purpose clearly, but not to distract the users anyhow from the use dashboard anyhow. thus, while designing a dashboard, the selection of colors should be purpose-oriented; it must focus on information regarding the changes in indicators over time (ismail et al., 2022). graph and map researchers claimed that visualization tools like graphs, and maps should be relevant and understandable to users. (talagala & shashikala, 2022) a study in indonesia found that too many visuals and unnecessary gaps in one dashboard create dashboard layout problems (chrysantina, 2019), whereas a study in thailand stated that simple line graphs are the most useful way to present reports (talagala & shashikala, 2022). interactive dashboard fast some articles revealed that the efficiency and flexibility of users’ satisfaction with a dashboard depend on the speed of such a dashboard (alhabib et al., 2020). around 41% of the respondents in a study reported that their satisfaction relies on how fast the dashboard was visualized (alhabib et al. 2020). using different devices: the analysis of this study revealed that an interactive dashboard is important for data presentation to the users (ismail et al., 2022). it allows them to understand that some data are not in ways to present in the static graphs. interactive dashboards represent complicated, complex, and multidimensional data requiring filtering, zooming, and panning in interactive visualizations (ismail et al., 2022). according to this study, the designed dashboard should be accessed by the users through common browsers on electronic devices, such as pcs, laptops, tablets, etc. without any installation on a specific operating system (ismail et al., 2022). increase work efficiency few articles emphasized the effectiveness of the dashboard in increasing the productivity of people (alhabib et al., 2020). some respondents who attended the survey of those articles claimed that using a dashboard increases work efficiency as it helps reduce the time for decision-making and communicating with patients (tan et al., 2013). a study in saudi arabia found that 52% of respondents agreed with the benefits of a dashboard for accomplishing their tasks more quickly (52%) (alhabib et al., 2020). simplicity 2 articles out of 8 stated simplicities as one of the key factors for user satisfaction (fazaeli et al., 2021). they explained simplicity as the extent to which the information and operational needs of dashboard users meet their expectations, for example, the number of panels, indicators, and graphs representing the data (tan et al., 2013). patient care another 2 articles out of 8 stated showed a strong correlation between the perception of using dashboards to improve patient safety and overall satisfaction. respondents to these articles showed more concern about the impact of dashboards on patient care (alhabib et al., 2020). 21% of respondents in a study in singapore answered about patient care (tan et al., 2013), whereas 55% of the respondents in another study agreed that the electronic dashboard displays data for better caring of patients (alhabib et al., 2020). data quality according to one article, the data quality of a dashboard is a significant parameter for user satisfaction. 33.7% of respondents in a study held in indonesia stated that data quality is one of the prerequisites for a good dashboard related to health services (chrysantina, 2019). on the other hand, a dashboard with incomplete and inconsistent data may hamper the ultimate goal of any dashboard presentation (chrysantina, 2019). discussion nowadays dashboards are widely used to display complex data, especially in the health sector, which is a very positive step in this big-data age. especially, during the covid-19 era, many dashboards were introduced in the health sector. this rapid review focused on customer satisfaction while using health-related dashboards in the asia region. it mainly revealed that there are not sufficient studies on dashboard designing toward customer satisfaction in this region. this study revealed that the dashboards without having customer satisfaction are almost useless. it revealed some common factors affecting customer satisfaction in the health sector. from a data synthesis perspective, the most influential factor for users’ satisfaction with the dashboard is its usability. maximum reviewed articles highlighted this characteristic of dashboards, thus ensuring customer satisfaction of a dashboard is now a critical point for consideration. secondly, the relevancy and accuracy of pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 30-36, 2024 data in a dashboard were other vital factors promoting the users’ satisfaction. thirdly, the right choice of objects for data display in the dashboard like font size, color combination, and graphical presentation is an essential factor in the flexible use of the dashboard. these are the eye-catching issues of a dashboard that draw users’ attention. fourthly, the interactive characteristic of a dashboard is another factor ensuring users’ satisfaction to some extent. fifthly, the simplicity of a dashboard and data quality also worked as influential factors for users’ satisfaction. finally, the most important finding of this review is that the effectiveness of a dashboard is positively correlated to increased work efficiency and patient care. thus, the sum of the discussion over the issues, is that the factors affecting user satisfaction are critical but manageable in the health sector in the asian region. conclusion this rapid review identified eight factors of a dashboard influential to the users’ satisfaction while using the health dashboard. these were easy to use, relevant and accurate content, the right object to display data, an interactive dashboard, increased work efficiency, simplicity, patient care, and data quality. the dashboard on the web and different access levels were distinct for users according to their roles, which provides the ability to integrate information at the national level for decision-makers. from the users’ viewpoint, this type of dashboard has the best usability. furthermore, this study revealed that aesthetic aspects and simple design and clarity of system status (0%), privacy (1.49%), “visibility and clarity of the system” and “adaptation between the system and the real world” (2.98%), have the fewest design errors. with 14 problems (20.89%), “recognition rather than remembering” and “compliance with uniformity and standards” have the highest frequency of problems. finally, it could be concluded that a health dashboard is required to address health information effectively in asian countries. on the contrary, an unpleasant dashboard disrupts users’ attention and thus is avoided. reference alhabib, d., alumarn, a., & alrayes, s. 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(2012). health and demographic surveillance systems: a step towards full civil registration and vital statistics system in sub-sahara africa? bmc public health, 5(12), 741. https://doi.org/10.1186/14712458-12-741 pa ge 1 pa ge 10 8 american journal of multidisciplinary research and innovation (ajmri) quality physical education, motivation, and physical effort of college students: an explanatory sequential design jayson a. falle1*, bryan l. cancio2 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4653 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: febrary 20, 2025 accepted: march 29, 2025 published: may 07, 2025 this study explored the influence of quality physical education (qpe) and motivation on college students’ physical effort in physical education (pe) using a mixed methods approach, particularly explanatory sequential design. for the quantitative phase, respondents were randomly chosen from among the selected state universities and colleges in region xii, and for the qualitative phase, participants were purposively chosen from the respondents of the quantitative phase to participate in the in-depth interview and focus group discussion. sets of adapted survey tools and an interview guide were used to gather data. the mean, standard deviation, and linear regression were used as statistical tools for the quantitative strand. further, coding and thematic analysis were employed for the qualitative strand. findings revealed high mean ratings in qpe, colleges students’ physical effort respectively, while motivation in was moderate. furthermore, qpe and motivation were both found as significant predictors of college students’ physical effort in physical education. moreover, results showed that the high percentage of the variance of the college student physical effort in pe was explained by the independent variables, qpe, and motivation, thus it can be said that a certain percentage of the variance can be attributed to other factors aside from the variables explored in the study. the combined influence of quality physical education and motivation as predictors of physical effort in pe among college students was a good fit for the data in this study. also, the participants’ standpoints on the salient findings of the study were probed for further explanation in the qualitative strand. thus, the joint display revealed the confirming-merging nature of data integration. keywords quality physical education, motivation, physical effort, explanatory sequential design, philippines 1 sultan kudarat state university, philippines 2 department of education, philippines * corresponding author’s e-mail: jaysonfalle@sksu.edu.ph introduction physical effort is crucial for students’ well-being, enhancing both physical and cognitive health (bailey et al., 2018). globally, a decline in students’ physical activity is a concern (guthold et al., 2020). this trend is evident in the philippines, exacerbated by lifestyle changes and digital technology (samson et al., 2022). region xii faces additional challenges due to outdated pe curricula and limited resources (garcia & santos, 2021). quality physical education (qpe) programs are vital for enhancing student engagement (bailey et al., 2019). intrinsic motivation also plays a significant role in increasing physical effort (ryan & deci, 2020). despite existing studies, there’s a lack of local research, particularly those using mixed methods, highlighting the need for this study to inform educational practices in region xii. literature review quality physical education quality physical education (qpe) involves inclusive and equitable curricula designed to engage young people in physical activity for a healthy lifestyle. it is a structured educational experience integrated into early years, primary, and secondary education. qpe is essential for overall development, providing vital knowledge, skills, fitness, and positive attitudes for active participation in physical activities. effective qpe requires quality facilities, equipment, policies, and teacher training to promote lifelong physical activity habits. indicators of qpe include skill development, bodily awareness, facilities and norms, teaching quality, feasibility and accessibility, social norms, government input, cognitive skills development, and habituated behavior in physical activities (hagger, 2018). motivation in physical education motivation in physical education (pe) is crucial for students’ engagement, participation, and fitness (fletcher & silverman, 2017). motivated students are more likely to be active, develop life skills, and maintain healthy habits into adulthood (ryan & deci, 2020). however, many students show only moderate enthusiasm in pe due to lack of interest, feelings of competence, or instructional approaches (chen et al., 2020). motivational regulation includes amotivation, external regulation introjected regulation, and intrinsic motivation (ryan & deci, 2020). physical effort physical effort in pe involves more than just participating in activities; it includes developing qualities like tenacity, discipline, and resilience, fostering healthy lifestyle patterns and cognitive growth (mckenzie et al., 2020; hardman & marshall, 2019; tremblay et al. 2022; sallis et al. 2021). high levels of physical effort are linked to personal fitness goals, intrinsic motivation, pa ge 10 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 108-116, 2025 and supportive environments, contributing to resilience, discipline, and social skills (lee & park, 2023). physical effort can be approached through self-paced pe, zone training, or interval training (lauderdale et al., 2020). avoidance of physical effort may stem from a lack of enthusiasm, low self-efficacy, or negative attitudes towards physical activity, which can impact engagement in physical activities (teuber et al., 2024). quality physical education and physical effort of college students quality physical education (qpe) significantly influences college students’ physical effort in pe classes (smith et al., 2020). well-structured programs with clear goals, diverse activities, and adequate resources enhance student participation and effort (smith et al., 2020). effective instructors, quality facilities and equipment, and technology integration also play crucial roles in promoting student engagement and motivating them to exert more effort ( johnson & lee, 2021). qpe fosters a sense of competence and positive attitudes towards physical activity, further encouraging students’ physical effort (chen & sun, 2017). motivation and physical effort of college students motivation is crucial for determining students’ physical effort in pe (ntoumanis & mallet, 2019). intrinsic motivation significantly enhances students’ physical exertion, promoting deeper and more sustained engagement in physical activities (ryan & deci, 2020). self-determination theory suggests that autonomy, competence, and relatedness are crucial for cultivating high motivation levels and physical effort (deci & ryan, 2020). motivational interviewing techniques and competitive sports also boost students’ motivation and physical effort in pe (wang et al., 2021). issues on college students’ physical effort physical effort is essential for students’ health, academic performance, and lifelong fitness, developing crucial life skills and enhancing cognitive function (bailey et al., 2018; warburton et al., 2019; alvarez-bueno et al., 2017). however, there has been a noticeable decline in physical effort among students globally and in the philippines linked to sedentary behavior, increased academic pressures, and digital technology use de vera and estuar (2021). in region xii, outdated pe curricula, limited resources, and economic constraints further contribute to this decline (soriano et al., 2021). materials and methods this study employed a quantitative research design using a survey questionnaire to collect numerical data. a descriptive correlational design was used to describe the status of quality physical education, motivation, and physical effort of college students in region xii, and to examine the relationships between these variables (bloomfield & fisher, 2019; tobi & kampen, 2018). three hundred college students, selected via purposive sampling ( johnson, 2014; sibona et al., 2020), participated in the study. three adapted survey questionnaires were used to measure quality physical education (adapted from ho et al., 2021), motivation (adapted from goudas et al., 1994), and physical effort (adapted from cheval, 2022), each with likert-type scales and established reliability. content experts validated these sections before the survey, adhering to the standards observed in the studies (dugho & sumayo, 2025; tanoja & sumayo, 2024; obenza et al., 2023; labajo & sebugan, 2022). data were collected through face-to-face administration of the questionnaires after obtaining informed consent. statistical tools, including mean, standard deviation, and multiple linear regression, were used to analyze the data. the mean and standard deviation described the levels and variability of the variables, while multiple linear regression examined the influence of quality physical education and motivation on physical effort (carter et al., 2014; creswell et al., 2018). results and discussions the status of quality physical education in region xii table 1: the status of quality physical education in region xii mean sd description skill development and bodily awarenes in their school, physical education has been… 1. enhancing their physical skills 4.57 .56 very high 2. enhancing their knowledge of sports and related terms. 4.49 .58 very high 3. providing them with chances to take part in different physical activities. 4.55 .58 very high 4. enhancing their knowledge in different activities 4.56 .55 very high 5. giving them chances to learn and interact with classmates 4.69 .50 very high 6. teaching them how important activity is to the process of growth. 4.64 .50 very high 7. helping them to understand how their bodies work. 4.60 .54 very high 8. helping them to develop a habit in attending sport activities after school and to use their spare time in sport wisely. 4.29 .69 very high category mean 4.55 .38 very high pa ge 11 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 108-116, 2025 facilities and norms in physical education 1. having a pe teacher who helps to improve their physical education. 4.60 .58 very high 2. having a safe and suitable environment for physical education lesson. 4.43 .63 very high 3. existing safe and suitable equipment for physical education lesson. 4.16 .68 high 4. having a safe and suitable facilities for physical education lesson. 4.24 .68 very high 5. giving opportunities for active learning in physical education lesson 4.51 .60 very high 6. developing them to have positive sport related attitudes and values in learning. 4.49 .60 very high 7. regarding health knowledge as one of the major areas of learning. 4.52 .58 very high 8. teaching them different types of physical activities and associated knowledge. 4.53 .59 very high 9. making teaching and learning of physical education fun and enjoyable. 4.65 .52 very high 10. offering physical education as a required subject for all students. 4.57 .58 very high 11. providing physical activity opportunities after-school or extracurricular/ co-curricular activities as essential components of their learning experiences in sports and physical activities. 4.38 .67 very high 12. hiring teacher who is qualified to teach physical education. 4.58 .59 very high 13. allowing physical education accessible to all students, whatever their ability/disability, sex, age, cultural, race/ethnicity, religious, social or economic background 4.66 .55 very high 14. equipping them with the skills, attitudes, values, knowledge and understanding for lifelong participation in physical activity and sports through physical education 4.55 .60 very high category mean 4.49 .40 very high quality teaching of physical education 1. learning and developing basic skills of different physical and sport activities. 4.54 .57 very high 2. acquiring the basic understanding of the importance of physical activities and health. 4.65 .52 very high 3. communicating ideas, feelings effectively with others. 4.46 .62 very high 4. developing basic motor skills within the context of appropriate physical activities of low organization. 4.41 .61 very high 5. demonstrating basic skills in decision making, communication, and others. 4.46 .61 very high 6. developing appropriate health and fitness understanding that includes setting and achieving personal goals for healthy living. 4.55 .55 very high category mean 4.51 .43 very high plans for feasibility and accessibility of physical education 1. conducting frequent international collaborative plans between institutes for quality physical education. 3.99 .75 high 2. having frequent interschool collaborative plans between institutes for quality physical education. 4.06 .72 high category mean 4.03 .66 high social norms and cultural practice 1. having religious culture as an issue contributing to the development of unequal learning opportunity in a country. 3.04 1.21 moderate 2. having gender as an issue contributing to the development of unequal learning opportunities in a country. 2.80 1.20 moderate 3. having economy as an issue contributing to the development of unequal learning opportunity in a country. 3.06 1.13 moderate category mean 2.97 1.03 moderate governmental input for physical education pa ge 11 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 108-116, 2025 1. supporting research to improve the effectiveness and quality of physical education. 4.28 .70 very high 2. recognizing the distinctive role of pe as part of a balanced education system for the realization of human potential, healthy, health and wellbeing of all citizens. 4.37 .64 very high 3. working with international financial institutions to ensure physical education is included as part of their aid programmes in education. 4.00 .76 high 4. recognizing that good quality physical education depends on well-qualified educators and priority is provided for training of qualified personnel even when other resources are in short of supply. 4.19 .70 high 5. implementing policies for physical education as human right issue for all children. 4.26 .72 very high category mean 4.22 .51 very high cognitive skill development 1. helping them to develop their critical thinking skills. 4.45 .58 very high 2. enhancing their ability in problem solving. 4.26 .66 very high 3. developing their innovative thinking. 4.37 .59 very high 4. raising their independent thoughts. 4.41 .65 very high 5. inculcating socially acceptable moral thinking and conduct. 4.36 .65 very high category mean 4.37 .52 very high cognitive habituated behaviour in physical activities 1. developing suitable decisions on actions for maintaining healthy living 4.37 .60 very high 2. acquiring the habit of regular exercises. 4.13 .76 very high 3. understanding the relationship between physical and sport activities; and personal and social development. 4.44 .58 very high 4. taking up suitable responsibilities to serve sports clubs or other related activities in school or community. 4.13 .70 high 5. acquiring advanced proficiency in different physical and sport activities. 4.22 .67 very high 6. participating in and out of school programmes available within the community and developed the necessary potential skills for lifelong involvement and participation in physical activities 4.20 .78 very high category mean 4.25 .51 very high overall mean 4.17 .36 high table 1 comprehensively evaluates the status of quality physical education (qpe) across various domains, revealing consistently high ratings from respondents. skill development and bodily awareness were rated very high (mean 4.55), indicating strong perceptions of pe’s effectiveness in enhancing physical skills, knowledge, and interaction. facilities and norms in pe also received very high ratings (mean 4.49), with most items indicating positive perceptions of teaching quality, environment, and accessibility, although equipment availability was rated slightly lower (high, mean 4.16). quality teaching was rated very high (mean 4.51), suggesting strong perceptions of the effectiveness of pe instruction. plans for feasibility and accessibility were rated high (mean 4.03), indicating room for improvement in collaborative planning. social norms and cultural practices were rated moderate (mean 2.97), highlighting challenges related to religious, gender, and economic inequalities. governmental input was rated very high (mean 4.22), showing strong perceptions of government support for pe. cognitive skill development was rated very high (mean 4.37), indicating positive perceptions of pe’s impact on critical thinking and problem-solving. cognitive habituated behavior in physical activities was also rated very high (mean 4.25), reflecting positive perceptions of pe’s role in promoting healthy habits and lifelong involvement. the overall mean rating for qpe was high (4.17), with responses showing relatively low dispersion (sd .36), indicating consistent positive perceptions across the board. the findings of this study indicate that the quality of physical education is high, demonstrating that it is oftentimes observed. this implies that high-quality physical education promotes inclusive participation and success for all students in diverse physical activities. the results are consistent with mclennan and thompson (2015), who highlighted that high-quality physical education cultivates a positive attitude toward physical pa ge 11 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 108-116, 2025 activity while reducing the likelihood of adolescents engaging in risky behaviors. they further noted its importance in promoting social inclusivity on a larger scale. similarly, this study supports the conclusions of chen et al. (2022), who identified high-quality physical education as a foundational tool for equipping students with critical knowledge, physical fitness, skills, and positive attitudes. finally, the findings resonate with ho et al. (2019), who argued that a comprehensive and well-designed physical education curriculum is essential in educational settings. achieving high-quality progress in physical education requires innovative approaches spanning educational strategies and practical implementation. these include improving venues, facilities, and equipment, as well as establishing policies that ensure equitable access and expanded opportunities for learning table 2: the status of motivation in physical education of college students mean sd description amotivation 1. really not knowing the reason why. (r) 2.25 .97 low 2. not seeing its importance to their life. (r) 1.80 .91 low 3. really feeling they are just wasting their time. (r) 1.61 .83 very low 4. not seeing what i am getting out of pe. (r) 1.78 .87 very low category mean (r) 1.86 .78 low external regulation 1. getting high grade in this way. 3.49 .99 high 2. being required to do them. 3.61 1.03 high 3. making their teacher happy. 3.31 1.08 moderate 4. being expected to join them as a student. 3.65 1.04 high category mean 3.51 .86 high introjected regulation 1. thinking that they are not good at pe if their teacher feel bad 2.74 1.03 moderate 2. feeling bad about themselves if they do not participate. 3.14 1.12 moderate 3. feeling bad if the other students think that they are not good at pe. 2.97 1.13 moderate 4. being bothered if they do not 3.05 1.14 moderate category mean 2.97 .94 moderate identified regulation 1. doing well in pe. 4.41 .67 very high 2. improving my drills performance in pe. 4.48 .62 very high 3. showing good sports pe practices. 4.42 .65 very high 4. trying my best always in pe 4.53 .59 very high category mean 4.46 .52 very high intrinsic motivation 1. enjoying their participation in pe activities 4.62 .56 very high 2. finding pe activities as exciting to do. 4.59 .58 very high 3. learning new skills which they find enjoyable. 4.66 .56 very high 4. considering pe activities to be fun to do. 4.59 .61 very high category mean 4.62 .50 very high overall mean 3.30 .46 moderate table 2 presents the status of student motivation in physical education, categorized into amotivation, external regulation, introjected regulation, identified regulation, and intrinsic motivation, showing mean scores, standard deviations, and descriptive interpretations. amotivation, reflecting a lack of motivation, was low overall (mean 1.86), with specific items indicating students often didn’t see the importance of pe or felt they were wasting time. external regulation, driven by external rewards or pressures, was high (mean 3.51), suggesting students were motivated by grades, requirements, and pleasing others. introjected regulation, based on internal pressures like guilt or shame, was moderate (mean 2.97), indicating some students felt bad if they didn’t participate or perform well. identified regulation, motivated by the perceived value of pe, was very high (mean 4.46), pa ge 11 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 108-116, 2025 showing students recognized the importance of doing well and improving in pe. intrinsic motivation, driven by enjoyment and interest, was also very high (mean 4.62), with students finding pe activities fun and exciting. the overall mean motivation was moderate (3.30), reflecting a balance between external and internal motivational factors. the respondents’ motivation in physical education has an overall mean rating of 3.30, described as moderate after recoding the items and category mean for amotivation. this indicates that college students’ motivation in pe is sometimes demonstrated. this implies that motivation is a key factor in helping students enjoy pe-related activities and boosting their enthusiasm for acquiring new skills. when students have limited autonomy in their learning experiences, they may become less invested in physical activities, leading to only moderate levels of motivation. similarly, froiland and worrell (2016) discovered that, when studies were restricted to african american and latino students, intrinsic drive had a consistent impact on student involvement, which in turn predicted higher accomplishment (gpa). on the other hand, creating inclusive and supportive pe environments can promote self-efficacy and confidence, even among initially less motivated students. addressing these barriers by ensuring that pe activities are appropriately challenging and inclusive has the potential to elevate moderate motivation into higher levels of sustained engagement. lastly, these results align with deci and ryan’s (2020) findings, which indicate that students with high levels of intrinsic motivation demonstrate sustained interest, effort, and enthusiasm for physical activities table 3: the status of physical effort of college students mean sd description approach of physical effort 1. usually liking the activities that require physical effort. 4.34 .67 very high 2. always acknowledging the idea of exerting physical effort as usually appealing to them. 4.37 .62 very high 3. generally enjoy activities that involve physical effort. 4.39 .67 very high 4. usually willing to engage in activities that involve physical effort. 4.34 .68 very high category mean 4.36 .56 very high avoidance of physical effort 1. tending to avoid situations in which they have to exert physical effort. (r) 2.50 .97 low 2. tending to stay away from tasks that require physical effort. (r) 2.28 .94 low 3. believing that exerting physical effort does not appeal to them. (r) 2.11 .88 low 4. usually disliking activities that involve physical effort. (r) 1.99 .92 low category mean (r) 2.22 .81 low overall mean 4.62 .50 high table 3 presents an analysis of students’ approaches to and avoidance of physical effort. the “approach of physical effort” category received very high ratings (mean 4.36), with all items indicating strong positive attitudes towards activities involving physical exertion, as students generally enjoy, like, and are willing to engage in such activities. conversely, the “avoidance of physical effort” category received low ratings (mean 2.22), showing that students generally do not tend to avoid situations or tasks requiring physical effort, and they generally do not dislike such activities. the overall mean for physical effort was high (4.07), suggesting that, on balance, students demonstrate a positive orientation towards physical effort. the overall status of physical effort of among college students was computed after recoding the ratings of the items in avoidance of physical effort category. it shows that the status of physical effort of college students is 4.07. it is described as high which means that the physical effort of college students is oftentimes manifested. this implies that college students are willing to engage in activities that involve physical effort. the high level of physical effort demonstrated by college students aligns closely with findings from stanforth et al. (2023), who also found that students exhibit a high level of physical effort. similarly, the high level of physical effort among college students is further reinforced by the study of bevans et al. (2022), which highlights that students who actively participate in physical education classes tend to exert significant effort to achieve optimal performance. moreover, prior research by guan et al. (2023) indicates that a high level of physical effort is often observed in students who perceive physical education as both a challenge and an opportunity for self-improvement. this perception is crucial as it directly influences their willingness to push beyond their limits and set higher goals for themselves. significance of the influence of quality physical education, and motivation on the physical effort of college students pa ge 11 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 108-116, 2025 table 4: significance of the influence of quality physical education physical effort individual influence of predictors standardized coefficient t p-value remarks quality physical education .47 9.68 .00 significant motivation .48 9.82 .00 significant combined influence of predictors r .58 r2 .34 f 75.33 p .00 significant table 4 presents the results of a multiple regression analysis examining the influence of quality physical education (qpe) and motivation on college students’ physical effort. individually, both qpe (β = .47, t = 9.68, p < .05) and motivation (β = .48, t = 9.82, p < .05) significantly predict physical effort, indicating that higher levels of qpe and motivation are associated with increased physical effort. combined, qpe and motivation significantly influence physical effort, as shown by a significant f-ratio (f(2, 297) = 75.33, p < .05), confirming the regression model’s good fit. the r-squared value of .34 indicates that 34% of the variance in physical effort is explained by qpe and motivation, while the remaining 66% is attributed to other factors not included in the model. conclusion the result indicates that in individual capacity, quality physical education significantly influences college students’ physical effort in pe. this means that qpe fosters a sense of belonging among college students, which may drastically boost their physical effort to engage in and excel in pe. further, qpe programs that teach students the value of lifetime fitness and health tend to develop a stronger sense of physical effort. when students realize how physical activity benefits their overall well-being outside of the classroom, they are more likely to participate in pe. as outlined by chen et al. (2022), structured and well-planned pe programs allow students to experience progressive improvement in their physical abilities, which further encourages sustained participation and effort. according to kirk (2019), this goal-oriented approach helps students understand the purpose of their physical activities and fosters a sense of accomplishment as they meet benchmarks. moreover, frequent evaluations help identify areas for growth, encouraging students to exert themselves further to achieve better results. additionally, the autonomy-supportive teaching style, where students have some control over their learning experiences, has been found to boost intrinsic motivation and encourage active participation in pe (deci & ryan, 2020). therefore, promoting a sense of ownership and enjoyment in pe classes can lead to heightened physical effort. references alvarez-bueno, c., cavero-redondo, i., lucas-cuevas, a. g., moreno, l. a., & martínez-vizcaíno, v. 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(2019). evidence-based physical activity and exercise recommendations: clinical benefits. applied physiology, nutrition, and metabolism, 44(s2), s178– s226. https://doi.org/10.1139/apnm-2018-0105 pa ge 1 pa ge 40 american journal of multidisciplinary research and innovation (ajmri) market segmentation and customer satisfaction: a study of the sudanese banking industry aisha badawi abdelrhman musa1* volume 3 issue 5, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i5.3186 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 14, 2024 accepted: september 15, 2024 published: september 19, 2024 the aim of this study is to examine four influential dimensions on which customer satisfaction in sudanese banks is built; those are the market segmentation criteria, consumer behavior, the banking products offered, and the customers’ perception of those products. this study employed a quantitative approach. regression analysis alongside the correlation technique has been used to collect the data from a sample of 420 bank customers to establish the relationships between these factors and customer satisfaction. the findings demonstrate positive significant links between segmentation criteria, consumer behaviour, banking offerings, customer perception, preferences and customer satisfaction. in turn, positive perception is created, which leads to acceptance of the services and increases overall satisfaction. these findings highlight the significance of identifying and managing these factors to increase the level of customer satisfaction in the case of sudanese banks. keywords banking sector, customer behaviour, customer satisfaction, market segmentation, product differentiation introduction market segmentation in the banking field is one of the eminent factors as specified in several studies (haralayya & aithal, 2021; huy et al., 2021; mehdiabadi et al., 2020; yip & bocken, 2018). it is a basic notion of the new marketing concept under which banking services are customized to the unique needs of the consumers divided into different groups via geographic, demographic, psychological, and behavioral factors (aghaei, 2021; fasanmi & fasanmi, 2022; madzík et al., 2021). market segmentation assists banking institutions to concentrate on particular customer requirements and improve client satisfaction to grow profits (kartika et al., 2020). the segmentation of the market into homogeneous groups also help the banks to utilize marketing strategies that are being formulated with customers’ needs to improved outcomes and high retention (hassan & tabasum, 2018; raiter, 2021). according to arsova & temjanovski, (2019), market segmentation is also useful to identify potential customers and offer them customized services to internally market them to ensure long-term success (arsova & temjanovski, 2019). thus, market segmentation plays a vital role in banking that helps banks to understand a diverse customer segment and offer customized services to match their profiles, and as a result, this leads to improved experience for customers and financial performance (hundal, 2020). on the other hand, customer satisfaction is a critical factor in the banking sector (pakurár et al., 2019). repeated satisfaction from clients means that customers are more likely to remain with the bank and less likely to switch to other banks. therefore, relationships are prolonged, and loyalty is earned (ghamry & shamma, 2022; nguyen et al., 2020). customer satisfaction leads to an increase in the number of services used, maintenance of higher balances in accounts, and also referrals, which in turn lead to higher profitability for the bank (pakurár et al., 2019). customer feedback and satisfaction data allow banks to identify the gaps in services and customize their offerings in the best way to meet customer requirements, hence the improvement in service quality (zouari & abdelhedi, 2021). according to yusheng & ibrahim (2019), customer satisfaction is a unique differentiator when all the banks offer the same products, and it is also a source to gain a competitive advantage (yusheng & ibrahim, 2019). aside from patronizing the financial system, satisfied consumers are considered necessary to the soundness and stability of the financial system, which is undoubtedly a keystone for economic growth (aghakarimi et al., 2023; alber, 2019). according to, sustaining high customer satisfaction means that banks have to provide personalized services, fast and seamless issue resolution, digital innovations, and timely and appropriate responses to customer feedback (anika et al., 2023; hasan et al., 2023). thus, customer satisfaction creates long-term relationships and improves the financial performance of the banks (rashid et al., 2020). market segmentation and customer satisfaction are one of fundamental issues in the sudanese banking sector (bushara et al., 2018). according to simon & osunsan, (2022), market segmentation is the key concept in banking that allows banks to design services according to customer groups (simon & osunsan, 2022). market segmentation enables banks to develop more targeted marketing strategies designed to be more responsive to the specific needs of their clients (hassan & tabasum, 2018). according to, customer satisfaction is a top priority 1 northern boarder university college of business administration, saudi arabia * corresponding author’s e-mail: aisha.badawi@nbu.edu.sa pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 40-49, 2024 among bankers of sudanese banks and researchers have shown that this focus is essential (elhassan et al., 2021). as satisfied customers are more likely to stay with the bank and make repeated transactions, it helps to build the mutual ground for long-term partnerships between the bank and its customers (ndubisi & natarajan). furthermore, highly satisfied customers are expected to utilize more banking services, keep substantial account balances and provide referrals that help the bank grow profitably (omoregie et al., 2019). according to, the sudanese banks leverage data from customer feedback and satisfaction help them to identify their weak spots and provide valuable solutions that help them to better meet customer needs (kordit, 2022). although attention to customer satisfaction and market segmentation in the sudanese banking sector is increasing, banks face significant challenges, including broadness of segmentation precision and non-differentiation of products (mehdiabadi et al., 2020; preeti & roy, 2022). these concerns weaken segmentation strategies, contribute to the poor customer satisfaction levels, and cause loss of trust in banking institutions. hence this requires further investigation to assess the effect of these problems on customer satisfaction and market segment diversification in the banking industry of sudan to find the ways to resolve these issues. therefore, this study investigates different segmentation criteria sudanese banks use to understand the alignment between market segmentation and customer behaviours. the study also explores different strategies to improve segmentation precision for targeted marketing and service delivery. the analysis of existing product offerings in the banks of sudan also evaluated to understand the customer perceptions and preferences regarding banking products. literature review market segmentation criteria in banking in banking, market segmentation criteria help to build the base of understanding and addressing information and preferences of numerous customers, which defines the marketing strategy and the channels of communication (calvo-porral & lévy-mangin, 2020). these criteria cover numerous parameters, which include demographic aspects like age, status, and profession, as well as geographical considerations such as location and cultural aspects (leisch et al., 2018). according to aghaei, (2021), study on market segmentation in banking industry, which is concentrated at shahr bank, customers’ expected benefits were the primary basis of customer segmentation. in this study, the researcher evaluates a range of perks that customers take advantage of when they do business with a bank, such as rates on loans and rates on deposit, convenience, customer service quality, and product features. evaluating these expectations was a cutting-edge approach for shahr bank to classify the customer base and adapt services to different segments according to their preferences (aghaei, 2021). another criterion on the basis of which banks segment their customers is the psychographic factors, which include lifestyle, values, and attitude that provide an understanding of customers’ motives and communication preferences; indeed, behavioral traits also demonstrate transaction habits, channel preference, and level of loyalty among customers. aryuni et al., (2018), use k-means and k-medoids clustering methods to divide customers in the xyz bank. the details of the parameters for segmentation were not disclosed in his study but generally include elements such as customers’ transaction activities, demographics, financial needs, and preferences. these criteria narrow down the heterogeneous population to homogeneous groups of customers sharing similar symptoms, allowing xyz bank to tailor the marketing strategies and services specific to each group (aryuni et al., 2018). while the identification of product lines, customer groups, and price or geographical differentiation generate initial segments, financial needs and goals, risk profiles, and technographic segmentation further enrich the segmentation process which enables banks to offer products and services that completely fit in customers’ unique requirements (calvo-porral & lévymangin, 2020; perera, 2023). mahdiraji et al. (2019) utilize big data analysis and clustering through a multi-criterion decision-making (mcdm) approach to determine appropriate market segmentation criteria, which involve examining such data points of customers like demographics, transactional behavior, channel preferences, along with product usage patterns. the proposed clustering-mcdm approach focuses and evaluates multiple criteria simultaneously and, therefore, effectively segment customers, aiding banks to devise targeted marketing strategies and ultimately improve customer experiences (mahdiraji et al., 2019). fares et al. (2023), refer to the application of artificial intelligence (ai) in the banking sector, which is a moving away from the traditional segmentation approach. ai technology analyze huge data of customers, considering attributes in line with transaction history, online behaviour, demographics, and social interactions. using ai for segmentation and personalization entrepreneurs detect behavioural patterns and, therefore, offer their clients tailor-made services and specific marketing campaigns (fares et al., 2023). moreover, customer lifetime value, engagement levels, and customer satisfaction scores enable banks to allocate resources and initiatives with the aim of retaining the valuable customers and increasing the overall customer experience level (cavaliere et al., 2021). the analysis of the market dynamics which contains the market positioning and the competitive landscape are acting formally to direct banks’ strategic decisions to choose a specific market segment or have a differentiation factor in the market (koriyow & karugu, 2018). eventually, these segments enable bank to tailor their products, marketing strategies and has the effect of ultimately building stronger and more sustainable customer relationships. pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 40-49, 2024 alignment between segmentation criteria and customer behaviours consumer behaviour is the core of successful segmentation in banking to address customer behaviours in accordance with segmentation criteria (osei et al., 2021). according to shareef et al., (2018), demographic factors closely indicate how customers behave and act when related to banking services (shareef et al., 2018). thus, banks shape their offerings and strategies more precisely which lead to increase in customers’ satisfaction and loyalty. another example was the case where the segmentation criteria of a bank contain behavioural patterns like regular mobile banking usage or a clear preference for digital transactions. then, the bank creates digital solutions and promotional campaigns that are tailored to the liking of those customers (häärä, 2021; soukal & draessler, 2019). also, if the criteria for segmentation recognize a set of consumers, who were high risk takers and investment products enthusiasts, the bank exploit this target group, through tailored investment options and individual financial advice. through this approach, banks optimize their resource allocation, refine product development, and generate more precise and contextualized experiences for their heterogeneous customer segments (lamusu et al., 2021). this alignment builds stronger bonds between banking institutions and their clients that in turn improve customer retention and the sustainability of banking sector’s growth in a changing economic environment. banking product offerings the sudanese agricultural bank lying in wad medani branch provides certain financial products and services which were designed to meet the requirements of the farmers, agricultural enterprises and rural communities. respectively, these products and services comprise loans for farmers, supporting farming equipment and machinery, crop insurance, and advisory services for agricultural best practices. moreover, the sudanese agricultural bank also provide the banking products like savings accounts, current account and remittance services to fulfil the financial needs of the wide population (bushara et al., 2018). according to mansour, (2019), the islamic banks in sudan were based on shariah rules and offer a variety of shariah-compliant financial products namely, murabaha (costplus financing), mudarabah (professsharing), and musharakah (partnership), while also providing islamic investment products such as sukuk. additionally, they offer shariah-compliant saving accounts, takaful insurance service, and other islamic financial instruments for those who want interest-free and islamic banking solutions (mansour, 2019). according to mustafa, (2021), conventional banks and islamic banks in sudan share many of the same financial products and services, such as current accounts, loans, and various investment products, they also provide unique services like online, mobile, and foreign exchange banks. banks in sudan provide the financial products and services that meet the varied needs of its clients and thus contribute to the general financial stability and sector’s development (mustafa, 2021). customer perceptions and preferences in sudan the research field on banking product and services perception in sudan is diverse and dynamic, yielding specialized findings related to the impact of the factors shaping consumer behaviour within sudan’s banking environment. according to the study of sen et al., (2020), islamists customers were attracted to islamic banks. this assert the significant role of religious values in banking selections, representing high congruence between financial choices and religious values among the sudanese consumers (sen et al., 2020). bushara et al. (2018) attempt an empirical study concerning the service quality and customer satisfaction for one of the sudanese agricultural bank. through the examination of the perceived quality of services and its effects on customer satisfaction, this study outlines that the operative mechanism was one of major preference in the banking sector of sudan. identification of strong and weak performance areas by this research precise recommendations that help banks in pursuit of better service delivery and customer experience (bushara et al., 2018). besides that, kaakeh et al., (2019), investigate mixed models of the factors that influence bank choice by consumers to understand the various aspects of the customer’s decision making process in the country. the figure 1: conceptual framework pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 40-49, 2024 study has identified the main factors behind the banks’ customer selection including the convenience, reputation and the services provided. thus, this comprehension is vital for banks to distinguish themselves and to draw and keep customers in a competitive market (kaakeh et al., 2019). jibril et al., (2021), provide meta-synthesis review of all available research concerning consumers’ knowledge and attitudes towards islamic bank products and services. through the amplification of collective knowledge, the study provides a complete analysis of the customer attitude and level of awareness towards islamic banking in sudan (jibril et al., 2021). hypotheses development (h1): market segmentation criteria significantly influence customer satisfaction in sudanese bank. (h2): consumer behaviour significantly influence customer satisfaction in sudanese banks. (h3): banking product offerings significantly influence customer satisfaction in sudanese banks. (h4): customer perception and preferences has a significant impact on customer satisfaction in sudanese banks. research methodology research design the aim of this study was to explore the effectiveness of market segmentation and its impact on customer satisfaction along with some mediating factors such as, consumer behaviour, segmentation criteria, product offerings and consumer perceptions and preferences. a quantitative approach was employed to collect the data from 14 different branches of barakah bank. in the first stage the survey questionnaire was distributed among 420 customers of 14 different branches of baraka bank. the branches were selected on the basis of revenue and the number of customers. then the mugran consultant conduct a training for branch managers on data collection methods which took almost 3 working days. hard copies were also delivered to branch managers in khartoum and were emailed to 3 of the state branches. then each branch submits their surveys to the main branch for the analysis process. therefore, in this study the researcher develops a tailor-made survey to fit the needs of the sudanese consumers and measure the constructs of satisfaction for baraka bank. once the collection of the surveys completed, the data entry was a joint effort between the bank and the mugran consulting. this process took more time than expected as some of the surveys were not up to the standards needed to reflect the correct position of the banks and its services. excel and spss was used to analyse the data collected through the survey. sample size initially a sample of 22 customers was selected for pilot testing from three different branches of burj, alsajana and amarat. the results from this experimental survey were used as a basis for the construction of final survey. the final survey was conducted with 420 customers of 14 different branches. survey construction the survey was constructed to measure dimensions of 5ps (people, processes, premises, price and promotion), which was based on initial consumer behaviour analysis as well as loyalty, overall satisfaction and competitive positioning. a review for financial changes was also conducted with baraka management and then the final survey was conducted. survey distribution after attending a meeting with baraka we decided to select the most important subset of branches to conduct the study. out of 25 14 branches was selected and the decision was based in terms of revenue and number of customers. then the final survey was delivered to the 11 branch managers in khartoum and was emailed to the 3 state branches. the original sample size required for a 95% confidence interval and 5% sampling error rate was over 392. we distributed 420 surveys (30x14) to the 14 branches in total. only 383 surveys were needed to produce accurate results. the additional 2x28 surveys would add more accuracy to the overall results and substitute for any surveys misfiled or not collected. instructions were given to the branch managers and employees who were going to carry out the survey. the instructions included the time span for the process (two weeks’ maximum), that the surveys should be given to 18 personal customers and 12 corporate customers for the market segmentation purposes and the surveys should be given to the customer on his waiting time for the services. this process took 3 working days one for each district of khartoum bahri, omdurman and khartoum central. a bank representative from the marketing department accompanied us in these bank visits. survey collection each branch submitted their surveys to the main branch for the analysis process. after the collection of the surveys was completed, the data entry was a joint effort between the bank and mugran consulting. this process took more than expected (two and half months) as some of the surveys were not received by the branch managers and others were not up to the standards (needed to reflect the correct position of the bank and its services), or else did not arrive on time. data analysis this study explores the service attributes of sudanese consumer and the wants and needs of sudanese bank customer with the help of preliminary consumer behaviour analysis which is used to define and measure the critical dimensions of consumer satisfaction. according to a 2012 global banking survey of ernest and young stated that satisfaction drivers vary significantly pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 40-49, 2024 across international markets. therefore, the researcher chose the drivers efficiently to find new ways for improving customer service. the researcher created a complete excel model to translate the number of responses and then analyse the data through spss by applying correlation and regression techniques to test the hypotheses. results & analysis following results has been generated through spss after analyzing the data from the survey questionnaire. h1 market segmentation criteria significantly influence customer satisfaction in sudanese bank. table 1: relationship between segmentation criteria and customer satisfaction coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -1.133 .130 -8.710 .000 segmentation_criteria 1.381 .036 .881 38.035 .000 a. dependent variable: customer satisfaction table 2: relationship between consumer behaviour and customer satisfaction coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -.549 .071 -7.697 .000 consumer_behavior 1.149 .019 .949 61.447 .000 a. dependent variable: customer satisfaction table 3: relationship between bank product offerings and customer satisfaction coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta the above coefficients table-1 illustrates valuable information regarding the relationship between segmentation criteria and customer satisfaction within the context of sudanese banks. the constant term, with a value of -1.133 and a highly significant p-value of .000, indicates the estimated level of customer satisfaction when segmentation criteria were zero. this suggests that even in the absence of explicit segmentation criteria, there was a baseline level of satisfaction. the coefficient for segmentation criteria was 1.381, which implies that for every one-unit increase in segmentation criteria, customer satisfaction is predicted to increase by 1.381 units. this positive effect further emphasized by the standardized coefficient (beta) of 0.881, which indicates a relatively strong influence of segmentation criteria on customer satisfaction. the highly significant p-value of .000 and the substantial t-value of 38.035 reinforce the statistical significance and strength of this relationship. these findings highlight the pivotal role of segmentation criteria in shaping and enhancing customer satisfaction within sudanese banks and the importance of strategic segmentation approaches in banking operations. h2 consumer behaviour significantly influence customer satisfaction in sudanese banks. the above coefficients table-2 presents crucial information regarding the relationship between consumer behavior and customer satisfaction. the intercept, with a value of -.549 and a highly significant p-value of .000, signifies the baseline level of customer satisfaction when consumer behavior was absent. the coefficient for consumer behavior, at 1.149, illustrates that for every one-unit increase in consumer behavior, customer satisfaction was predicted to increase by 1.149 units. this positive effect was further emphasized by the standardized coefficient (beta) of .949, which indicates a strong and positive influence of consumer behavior on customer satisfaction. the substantial t-value of 61.447 and the highly significant p-value of .000 highlight the statistical significance and robustness of this relationship. these findings underscore the importance of understanding and addressing consumer behavior dynamics to enhance overall customer satisfaction within the studied domain, suggesting that strategies aimed at aligning services with consumer preferences yield substantial benefits in strengthening customer satisfaction levels. h3 banking product offerings significantly influence customer satisfaction in sudanese banks. pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 40-49, 2024 the coefficients table-3 provides crucial information regarding the relationship between banking product offerings and customer satisfaction within the context of the study. the intercept, with a value of -1.924 and a highly significant p-value of .000, denotes the baseline level of customer satisfaction in the absence of banking product offerings. the coefficient for banking product offerings was 1.524, indicating that for every one-unit increase in the quality or variety of banking products offered, customer satisfaction was predicted to increase by 1.524 units. this positive effect was further supported by the standardized coefficient (beta) of .875, which highlight a strong and positive influence of banking product offerings on customer satisfaction. the substantial t-value of 36.863 and the highly significant p-value of .000 underscore the statistical significance and robustness of this relationship. these findings underscore the importance of banking product offerings in shaping customer satisfaction levels, suggesting that enhancing the quality and variety of products can lead to notable improvements in overall customer satisfaction within the studied domain. h4 customer perception and preferences has a significant impact on customer satisfaction in sudanese banks. 1 (constant) -1.924 .155 -12.381 .000 banking_product_ offerings 1.524 .041 .875 36.863 .000 a. dependent variable: customer satisfaction table 4: relationship between consumer perception, preferences and customer satisfaction coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -1.976 .106 -18.720 .000 consumer_ perception_and_ preferences 1.463 .027 .937 54.841 .000 a. dependent variable: customer satisfaction the coefficients table-4 provides significant information regarding the relationship between consumer perception and preferences and customer satisfaction. the intercept, with a value of -1.976 and an exceedingly significant p-value of .000, represents the baseline level of customer satisfaction when consumer perception and preferences were absent. the coefficient for consumer perception and preferences was1.463, indicating that for every one-unit increase in the alignment of banking services with consumer preferences and perceptions, customer satisfaction was predicted to rise by 1.463 units. this positive effect further supported by the standardized coefficient (beta) of .937, highlighting a robust and positive influence of consumer perception and preferences on customer satisfaction. the substantial t-value of 54.841 and the highly significant p-value of .000 underscore the statistical significance and strength of this relationship. these findings underscore the pivotal role of understanding and catering to consumer perceptions and preferences in enhancing overall customer satisfaction, suggesting that strategies aimed at aligning services with consumer expectations yield substantial improvements in customer satisfaction within the studied domain. table 5: correlation analysis correlations segmentation_ criteria consumer_ behavior banking_ product_ offerings consumer_ perception_and_ preferences segmentation_criteria pearson correlation 1 .947** .863** .932** sig. (2-tailed) .000 .000 .000 n 420 420 420 420 consumer_behavior pearson correlation .947** 1 .914** .978** sig. (2-tailed) .000 .000 .000 n 420 420 420 420 pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 40-49, 2024 the correlation table-5 illustrates the robust relationships between segmentation criteria, consumer behavior, banking product offerings, and consumer perception and preferences. each variable shows strong positive correlations with the others, indicating that as one variable increases, the others tend to increase as well. specifically, segmentation criteria exhibit strong positive correlations with consumer behavior (.947), banking product offerings (.863), and consumer perception and preferences (.932), all of which were highly significant (p < .01). similarly, consumer behavior, banking product offerings, and consumer perception and preferences also demonstrate strong positive correlations among themselves, with correlation coefficients ranging from .914 to .978, all highly significant (p < .01). these findings suggest a tightly interconnected relationship among the variables, underscore the importance of considering multiple dimensions such as segmentation criteria, consumer behavior, and product offerings, as well as aligning services with consumer perceptions and preferences, to enhance overall effectiveness and satisfaction within the studied domain. discussion market segmentation criteria influence customer satisfaction in sudanese banks the customer satisfaction and segmentation relationship, based on selected criteria, is supported by many banking sector researches. through segmentation, banks are capable of personalizing their services that cater to specific customer needs and satisfactions (babatunde et al., 2024; rane et al., 2023). for instance, customized offerings driven by demographic, psychographic, or behavioural segmentation have been demonstrated to increase customer satisfaction because they are tailored and relevant to the client’s needs (madzík et al., 2021). a heavy regression coefficient and a strong effect of segmentation criteria on customer satisfaction in sudanese banks clarifies the need of segmentation strategies to meet customer needs successfully. consumer behaviour influences customer satisfaction in sudanese banks consumer behaviour enhances customer satisfaction in a way that consistent research shows customer satisfaction to be of significant importance to the banking industry (ahrholdt et al., 2019; zhao et al., 2021). financial institutions consider customer-focused methodology and agile adaptability towards the changing customer trends get the highest levels of satisfied and loyal consumers (prapraite, 2022). therefore, the necessity of continuous tracking of customer behaviour trends and fast track reaction plans ultimately translate to increased customer satisfaction is as seen by the significant influence of customer behaviour on customer satisfaction in the banking sector of sudan. banking product offerings influence customer satisfaction in sudanese banks the impact of banks’ product offerings on client satisfaction level is also well documented in literature (aisyah, 2018; gomachab & maseke, 2018). diversification of a wide range of superior products and services that accommodate to the specific needs and preferences of customers is a necessary ingredient to satisfaction and loyalty (pekovic & rolland, 2020). financial institutions that continually introduce new and improved products to be responsive to the changing market needs have a better chance of satisfying consumers’ expectations (ogundipe et al., 2024). the significant coefficient and strong impact of banking product offerings on customer satisfaction in sudanese banks prove the importance of product development and diversification strategies that applied to improve overall customer satisfaction. impact of customer perception and preferences on customer satisfaction in sudanese banks the results are supported by other studies that focus on the fact that meeting customer satisfaction levels means tailoring banking services to customer expectations (alolayyan et al., 2018; pakurár et al., 2019). banks that concentrate on understanding and tackling customer perceptions and preferences by considering their needs and issues through provision of customized services and efficient communication channels build a solid and strong connection with their customers and higher satisfaction (parajuli et al., 2020). the relationship between customer perception and preferences, and customer satisfaction in sudanese banks, demonstrates the importance of adopting customer-centric approach to service design and delivery. recommendations • improve personalization continuously, creating peoplebased marketing, segmenting customers and revolving marketing and product offerings around their needs. banking_product_ offerings pearson correlation .863** .914** 1 .941** sig. (2-tailed) .000 .000 .000 n 420 420 420 420 consumer_ perception_and_ preferences pearson correlation .932** .978** .941** 1 sig. (2-tailed) .000 .000 .000 n 420 420 420 420 **. correlation is significant at the 0.01 level (2-tailed). pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 40-49, 2024 • invest in consumer behaviour analysis, set up new systems for the observation and analysis of consumerism behaviour to detect changing demands and develop proactive plans. • introduce innovative financial products and services to get a hold of the market and provide customized solutions that are highly valued by customers. • establish an advanced and proactive two-way communication system via various channels (websites, social media, response hotlines) taking into account request of consumers on timely and valuable information run-through. • establish a sound feedback system to get customers’ feedback during a number of stages. then, employ these materials as a foundation to revise the products and work processes. limitation the study has certain limitations which should also be taken into account. the generalizability of the results has been affected by sample bias, as the characteristics of a sample population not sufficiently reflect the wider customer base. besides, cross-sectional design that was used in the study does not lead to the establishing of causality between variables and miss long-term trends of customer satisfaction. also, utilization of self-reported measures while assessing customer satisfaction and other vital variables lead to response bias and social desirability effects which undermine the reliability of the data. conclusion in conclusion, this study has provided unique findings on the factors determining customer satisfaction among the banks of sudan. the results indicate that market segmentation criteria, consumer behaviour, banking products and consumers’ determination and preference in the market are the key factors that affect consumer satisfaction. the findings of this study help the banks to create various customer-specific strategies to address the multitude of various demands to make more satisfied and loyal customers. nevertheless, it also emphasized that the study has certain limitations, such as biased sampling, cross-sectional design, and omitted variables. along with that, future research should consider these weaknesses and investigate the intricacies of customer satisfaction in the banking sector. this work advances the current literature surrounding customer satisfaction and implicitly it has practical implications for improving bank services and customer experiences to both sudan as well as other countries. references aghaei, m. 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(2021). customer satisfaction in the digital era: evidence from islamic banking. journal of innovation and entrepreneurship, 10, 1-18. pa ge 1 pa ge 10 american journal of multidisciplinary research and innovation (ajmri) exploring the role of artificial intelligence in predicting property value trends: a systematic review of machine learning applications in real estate pricing and risk assessment syed faheemuddin1* volume 4 issue 5, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i5.4815 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 20, 2025 accepted: april 24, 2025 published: august 28, 2025 artificial intelligence (ai) and machine learning (ml) systems have revolutionised the real estate industry's property value evaluation system and market risk management. the research systematically evaluates fifteen peer-reviewed studies from 2011 to 2025 that assess ai/ml applications for property valuation with investment analysis, fraud detection, and innovative property management systems. through a structured synthesis process, the review determines that supervised learning algorithms represented by random forest and xgboost, plus support vector machines, maintain dominance as modern substitutes for conventional valuation evaluation. numerous studies show that ai solutions surpass traditional methods and demonstrate better predictive power, high adaptability, and analytical strength in complex non-linear data sets. ai technology produces valuable property value estimation results and exceptional results in risk assessments, transaction fraud discovery, and time-based market structure development. many property operations now utilise ai systems to achieve predictive maintenance while optimising energy use, monitoring esg data, and enhancing tenant interaction through automated solutions. the review describes ongoing hurdles researchers face, such as the need for more interpretable models, privacy data protection and common data infrastructure standards in different real estate markets. the conclusion establishes that real estate stakeholders receive many benefits from ai and ml. keywords artificial intelligence, automated valuation models, machine learning, predictive modelling, property valuation, real estate risk, smart property management, systematic review, fraud detection, xgboost 1 osmania university, india * corresponding author’s e-mail: syfaheem@gmail.com introduction real estate property valuation and risk assessment involve highly expert-dependent, subject-to-intensity processes. historically, real estate practitioners used comparative market analysis, hedonic pricing models, and regressionbased appraisals when estimating property values (adewusi, n.d). traditional valuation methods prove inadequate since urban complexity, extensive real estate data, and higher operating standards show the gap in their performance (baffour & gyamfi-yeboah, 2017). the real estate sector uses artificial intelligence (ai) and machine learning (ml) technologies to establish automated databased systems for property pricing and risk assessment, along with property evaluation (tekouabou et al., 2024). the current practice uses ai and ml to create automated valuation models (avms) capable of accurately learning historical patterns to anticipate future property value (stang, 2023). the models utilise spatial, structural, temporal, transactional, and macroeconomic variables to generate precise analytical findings. property value forecasting benefits significantly from ensemble techniques, including gradient boosting regressor and extra trees regressor, since they outperform linear models (pastukh & khomyshyn, 2025). in their study, xu and nguyen (2022) used xgboost to predict suburban housing prices better than linear regression and support vector regression by employing shap values to reveal how each feature impacts model outputs. property valuation and market risk interpretation undergo fundamental changes due to the advancements of machine learning technologies (topraklı, 2024). following the analysis of housing price changes relative to macroeconomic uncertainty across u.s. states, gupta et al. (2022) utilised ml algorithms to model this market relationship. according to their paper, ml models demonstrated their capability to detect hidden nonlinear economic uncertaintyhousing market reaction patterns that would remain hidden through traditional econometric frameworks. the authors vargas-calderón and camargo (2020) established a data-based protocol to combat speculation within real estate markets. the mlbased pricing model developed through a training process with 178,000 bogotá property listings demonstrated how removing human value prejudices would establish fairer and stronger property valuations for urban markets during early development phases. ai-powered systems have developed real estate risk assessment methods to a higher standard. detecting real estate fraud is one of the essential areas for implementation (walacik & chmielewska, 2024). examining previous deal documentation through machine learning enables it to identify abnormal data points indicating possible fraudulent transactions. ullah et al. (2018) pointed out that through their systematic review, ai substantially transforms digital real estate platforms by establishing new protocols for risk management, particularly in fraud pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 detection areas. the analysis of ml model sensitivity by dimopoulos and bakas (2019) serves as a tool to identify reliable models for mass appraisal needs, which reduces under-/overvaluation errors. geospatial valuation systems that depend on proximity assessment data now have ai as their new analytical boundary. by integrating big data and ml analytical methods, berawi et al. (2020) studied how commercial property values shift with distance to rail transit stations. artificial intelligence technology successfully addresses site-dependent criteria which traditional manual methods find challenging to manage. such advancements in technology allow for increased accuracy levels alongside the generation of valuable data, which enables leaders to create better plans for spatial development and administrative policy management regarding infrastructure updates (attah et al., 2024). the application of artificial intelligence produces advantages for property managers who use it in sustainable resource management (liu & lin, 2021). according to khodabakhshian and toosi (2021), implementing bim technology with ai-driven life cycle cost analysis for residential valuation characterises professional real estate practices. the framework enables the generation of maintained schedule predictions and energy efficiency estimates that predict future operational results. kempeneer et al. (2021) confirmed that ai tools are vital in sustainability-tracking solutions for commercial real estate portfolios through their behavioural framework on esg real estate integration. scientific research has thoroughly established how ml technology beats conventional statistical techniques through methodological analysis (rajula et al., 2020). mass appraisals achieved superior performance through ai models over linear regression, as ai models excel at handling non-linear connections between variables (zurada et al. 2011). according to morano et al. (2018), genetic algorithms displayed their potential to optimise the evaluation process of multiple properties in the italian housing sector. research indicates that ai can adopt different valuation scenarios, from evaluating residential properties in cyprus (dimopoulos & bakas, 2019) to commercial real estate across europe and asia. several hurdles persist despite the rising implementation of ai/ml technologies in real estate analytics. modelscale deployment becomes difficult due to data inconsistency, incomplete database entries, and privacy restrictions (shi et al., 2024). the fusion of picture-based information, such as architectural photography, into real estate assessments necessitates sophisticated computer visualisation methods, and these technologies are not uniformly accessible in every property market, according to koch et al. (2020). the difficulty of understanding complex ai models particularly affects deep learning models because this interpretation challenge does not build trust with technical non-specialists, regulators, and conventional real estate agents. small and medium-sized real estate companies face continued obstacles in implementing ai technologies, which impede their adoption of ai solutions. ullah et al. (2018) discovered that properties are still analysed through legacy systems because professionals lack technical skills and oppose innovation in their workflows. the adoption of ai-enabled data-driven decision systems shows no sign of slowing down, given the market need for automated pricing models, digital property assessment, and fraudulent activity prevention in real estate deals (topraklı, 2024). multiple academic studies show convincing evidence that ai and ml applications should be integrated with real estate pricing and risk assessment systems. this technological integration amplifies and enables prediction accuracy in intelligent property control systems, ecological urban development, and immediate fraud detection capabilities. the rapid advancement of ml in property markets has implications for countries like saudi arabia, where largescale urban expansion, such as neom and the red sea project, necessitates real-time valuation and predictive analytics. vision 2030 encourages digital transformation in real estate. ai systems are now being explored for zoning classification, infrastructure planning, and digital mortgage approvals in riyadh and jeddah (ali et al., 2024). this paper methodically evaluates ai/ml applications in real estate alongside performance assessment and system constraints before recommending research paths to create stronger, protected real estate market environments. materials & methods research design this work uses a systematic literature review (slr) to identify patterns of artificial intelligence (ai) and machine learning (ml) in real estate property value prediction and risk inspection. the study chose the slr approach because its standardised research guidelines allow for a comprehensive collection of research from published literature. multiple research papers provide data revealing core algorithms and applications while showing current issues and potential research directions the industry should use. a systematic review replaces traditional narrative reviews because ai/ml technologies function through dynamic interdisciplinary procedures. ai solutions transform swiftly in their applications to real estate through different domains, including pricing systems, fraud alert systems, and property administration platforms (ullah et al., 2018). standard quality requirements in systematic evaluations enable researchers to create replicable reports on technology coverage breadth and precise result evaluations. the research-maintained conformity to preferred reporting items for systematic reviews and meta-analyses (prisma) guidelines at the design stage, screening phase, and the reporting period. data sources and search strategy the review relies on scholarly literature from academic databases and well-known digital libraries, including google scholar, ieee xplore, sciencedirect, pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 springerlink, and wiley online library. the study retrieved peer-reviewed high-quality content from 2010 to 2025 while emphasising research from post-2018, which symbolised the beginning of real estate ai and ml adoption acceleration. the following search keywords and boolean operators were used to identify relevant studies: • ("artificial intelligence" and "real estate" and "property valuation") • or ("machine learning" and "real estate pricing") • or ("ai models" and "real estate risk assessment") • or ("automated valuation model" and "housing prices") • or ("fraud detection" and "real estate transactions") • or (("xgboost" or "random forest" or "regression") and "property price prediction") the authors reviewed titles and abstracts for relevance before studying the full-text documents of selected studies. inclusion and exclusion criteria the research team established strict guidelines for accepting and rejecting subjects to maintain methodological solidity. the study selection criteria comprised four requirements that established (a) real estate applications of ai or ml methods alongside (b) descriptive analysis of performance metrics or outcome models, together with (c) property valuation, pricing, fraud detection, or risk assessment applications, while requiring (d) english documentation. the evaluation excluded studies concentrating on land-use simulation, smart cities without valuation metrics, and pure economic theory without empirical models. the study excluded duplicate records, opinion pieces, and editorials but kept real estate studies that used ai/ ml applications and provided sufficient methodological transparency. the analysis excluded research that did not clearly describe methodologies, algorithm descriptions, datasets, and evaluation procedures because consistency is needed to evaluate results. the chosen studies totalled fifteen high-quality records that met the established requirements. they underwent this process because of their methodological clarity, high citation frequency, and relevance to the central research inquiry. the selected research utilised ai or ml algorithms to analyse genuine real estate information while reporting significant findings supporting model precision and practical enforcement evaluation. data extraction and synthesis approach a developed data extraction form was used to analyse each selected study for essential elements. each study included: (1) a study title, (2) authors and the publication date, (3) details of the applied ai/ml models (random forest, xgboost, neural networks), (4) the dataset type along with its size, (5) the region of research, (6) the application fields (valuation, risk assessment, fraud detection, esg), (7) performance metrics such as rmse, mae, r², and (8) vital findings and limitations. a narrative analysis synthesis method guided the research process, while the extracted data received comparative tabulation. statistical meta-analysis was not implemented because it needed identical outcome measures, but the slr used model type, application domain and outcome direction for its findings categorisation. the qualitative synthesis approach enabled researchers to categorise research findings based on market risk modelling accuracy, valuation assessment, and ai-based decision assistance. the examined research papers were classified into four distinct subdomains, which included price prediction (10 studies), fraud detection (2 studies), sustainability/ esg management (1 study), and market synchronisation and investment risk modelling (2 studies). the thematic domains evolved naturally from existing research findings as they corresponded to the main questions about valuation, transparency, and automation. quality appraisal and bias mitigation a modified version of the casp skills protocol was used to critically assess the chosen investigation articles, which focused on ai/ml research methodology. the assessment involved examining data preprocessing protocols, algorithm explanations, performance assessments, and the ability to recreate the study. additional emphasis was placed on handling missing data, selecting features, and implementing bias control through cross-validation and stratified sampling. the reviewer assessment proceeded through two evaluation rounds that employed original text checking to verify assessments. using multiple database sources helped decrease the likelihood of selection bias that results from specific database indexing algorithms. any disagreement about study inclusion requires a combined discussion with an expert consultant in the domain field to reach consensus decisions when needed. limitations of method this methodical methodology enables strict research methods, but some limitations remain. the requirement to conduct research only in english might have barred international scholars from contributing their best quality papers to the scientific community. ai preprints generate valuable information that lacks full peer review, reducing their potential reliability. multiple studies failed to adopt standardised performance metrics, allowing direct comparisons, specifically among deep learning models. the method builds a strong structure that will enable researchers to safely collect existing ai/ml investigations and results from the real estate field. the systematic review section presents findings that organise data by identifying model types, domain performance measures, and performance-based metrics to support academic analysis, investor decisions, and policy developments within the industry. prisma diagram the prisma flow diagram visually represents the screening process of studies for your systematic review. pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 out of 145 records initially identified from databases, 25 duplicates were removed. after screening 120 records, 74 were excluded. of the 46 full-text reports assessed, 31 were excluded due to theoretical focus, lack of quantitative metrics, or irrelevance to real estate. ultimately, 15 studies met all inclusion criteria and were included in the final qualitative synthesis. this diagram demonstrates a rigorous, transparent filtering process consistent with prisma guidelines, ensuring the review's methodological validity and relevance. figure 1: prisma diagram results and discussions the research results from 15 studies are evaluated based on model classification and applications within real estate domains, and model performance limitations are analysed. the analysis detects patterns regarding the accuracy levels of ai-driven real estate pricing systems, their use cases, interpretability features, and capacity for innovation in risk management operations. ai/ml techniques used in property valuation the majority of research within these selected studies demonstrates the broad adoption of supervised machine learning algorithms to forecast property market values. the randomised forest and gradient boosting models appear most often among the five commonly used property valuation systems, including support vector machines, xgboost, and multivariate regression. the chosen models demonstrated high robustness, the capacity to handle non-linear relationships, and the capability to handle large datasets. ensemble models, particularly gradient boosting regressor, produced outstanding performance compared to linear models according to pastukh and khomyshyn (2025) through eastern european residential datasets by using xgboost, which displayed the most effective mean absolute error (mae). xgboost demonstrated better r² performance than svr and decision trees when ensemble learning was validated by xu & nguyen (2022) for the chicago suburban markets. according to zurada et al. (2011), neural networks and fuzzy logic generated more precise property value projections than multiple regression for heterogeneous housing records. dimopoulos and bakas's research (2019) used sensitivity analysis to show that random pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 forests with svms presented the highest stability levels when training data was altered. comparative performance metrics all studies showed that ai/ml models generate better predictive capabilities than conventional appraisal methods. when analysing datasets from different geographic regions, the choice between ensemble models and tree-based algorithms proves superior to parametric approaches regarding predictive reliability. nevertheless, the precise values for metrics r², rmse, and mae show minor variation depending on dataset type and geographic location. the research by morano et al. (2018) demonstrated that genetic algorithms succeeded in italian mass appraisal through their performance in assessing multiple variables, which enhanced pricing accuracy by utilising multicriteria decision analysis. arribas et al. (2016) utilised multilevel models for residential appraisals because they revealed that neighbourhood quality, transport links, and demographic trends require consideration in analysing nested data structures. the study by gupta et al. (2022) demonstrated that ml models achieved better forecasts of state-level housing market synchronicity by incorporating variables that measured macroeconomic uncertainty and achieved higher prediction accuracy rates. ai models' natural ability to recognise reactive correlations between multiple factors that influence property value estimates shows the broad scope of their capacity. figure 2: performance comparison figure 2: model usage distribution figure 2 compares rmse, mae, and r² values across the 15 studies. it clearly illustrates how models like xgboost and random forest consistently outperform others in predictive accuracy while maintaining lower error rates. fig 3 shows the frequency of different ai/ml model types used across the studies. xgboost, random forest, and ensemble methods are the most common, confirming their dominance in property value prediction tasks. pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 application in risk assessment and market forecasting several research studies examined how ai can extend its capabilities toward detecting risks and identifying fraudulent activities while making market projections. vargascalderón and camargo (2020) developed a speculative ai system that automated price mechanisms to stabilise market price volatility during periods of market frenzy. a model they developed from 178,865 listings in bogotá, colombia, showed strong generalisation capabilities and improved understanding of the pricing process. in research, gupta et al. (2022) revealed that ensemble learning-based ai models can address the impacts of macroeconomic and policy shocks, which prove challenging to merge into traditional regression analytics results. this research confirmed that ml technology can perform real-time dynamic recalibration using current economic data, which positions it as a beneficial tool for bank risk assessments and developer performance evaluations. ai applications for detecting anomalies within digital real estate transactions form the main topic of ullah et al. (2018) paper. the current availability of ai-based fraud detection models allows stakeholders to receive alerts about suspicious price patterns, document problems, and time-related irregularities in extensive transactional data. integration with real estate image and spatial data koch et al. (2020) reviewed how computer vision operates in real estate documentation. the study reveals that including visual characteristics such as structural appearance, indoor staging, and the location's visual elements increases model effectiveness. artificial intelligence treats visual elements through cnns (convolutional neural networks), which boosts performance when assessing decision-making factors that guide behaviour toward properties and property value opinions. according to berawi et al. (2020), including rail transit station proximity information in pricing models achieves better accuracy measurements. the big data analytical method enabled their model to understand commercial property value determinants from urban transport that traditional tabular data modelling often misses. contributions to smart property management and esg integration the research conducted by khodabakhshian & toosi (2021) presented an ai-with-bim method for residential valuation that focused on life-cycle cost estimation. ai fluorescent advances pricing analysis and enables predictive services, maintenance, and cost and energy optimisation in extended property management operations. the research concludes that ai serves both assessment requirements throughout the property valuation process and continuous performance evaluation of acquired assets. further, kempeneer et al. (2021) established a behavioural system which connects esg metrics with ai tools. ai provides instant sustainability data reporting for benchmarks, including energy usage and emission scores that institutional investors and regulatory bodies increasingly value. identified challenges and model limitations the results demonstrated numerous advantages, but the reviewed literature pointed out system constraints that limit real estate adoption of ai technology. dimopoulos & bakas (2019) identified that even though ml models perform accurately, they have limited transparency, which creates doubts among stakeholders. according to zurada et al. (2011) and morano et al. (2018), black-box models raise interpretability issues; thus, shap or lime techniques should be integrated for enhanced model clarity. data quality and heterogeneity problems constitute significant challenges in real estate operations. koch et al. (2020) established that variations in image quality and the absence of uniform spatial measurements across different jurisdictions negatively affect image-based model performance. model generalisation and crosscountry implementation depend on standardising input variables across platforms, according to vargas-calderón and camargo (2020). ullah et al.'s (2018) research and xu and nguyen's (2022) research raised privacy issues and computational expense concerns during cloud deployment of solutions or handling user data. the studies show a need for powerful regulations and cost optimisation approaches to make ai expansion successful. according to the reviewed studies, ai/ml models produce better results for property price prediction through superior performance than traditional approaches evaluated on rmse, mae, and r² metrics. the valuation accuracy leader belongs to ensemble learning and treebased models, yet spatial, image-based, and esgintegrated models provide promising new avenues toward understandable decisions. according to recent literature research, technological advancements, rising computer processing capabilities, and the real estate industry needs enable the quick adoption of ai solutions with numerous available data sources. discussion comparison of ai/ml and traditional property valuation techniques ai/ml-based valuation technologies effectively exceed traditional valuation solutions consisting of regression analysis and appraisal heuristics, accompanied by hedonic pricing models. ai models demonstrate superior predictive ability by detecting nonlinear patterns and enhancing accuracy levels through continuous algorithm adaptation. the gradient boosting regressor model demonstrated better accuracy statistics compared to linear regression, which enhanced residential property price prediction accuracy, according to pastukh and khomyshyn (2025). the xgboost algorithm demonstrated improved market performance for suburban pricing markets by extracting precise pricing influences at local levels, according pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 to xu and nguyen (2022). zurada et al. (2011) and dimopoulos & bakas (2019) supported previous research by illustrating that artificial intelligence models exceed traditional regression in handling heterogeneous datasets while managing outliers more proficiently. the models successfully integrate high-dimensional datasets comprising spatial data with visual, economic, and temporal features, yet traditional approaches find it difficult. ai's ability to operate in quickly changing markets and challenging urban areas where pricing factors evolve continually becomes valuable. the broad adoption of ai-driven mass appraisal tools at tatweer real estate company is an alternative approach to replace the conventional manual hedonic pricing models that dammam and jeddah had relied upon historically. the random forest ensemble model serves as a current evaluation mechanism to determine how geospatial and environmental factors should be merged into land valuation processes for riyadh's king salman park project (khalid, n.d.). implications for real estate investment and decision-making because of their predictive abilities, real estate stakeholders receive essential decision-making tools from ai and ml models. ai technology allows entities to achieve instantaneous forecasting capabilities, and they run investment scenario tests together with portfolio optimisation functions. market-trend predictions and analysis of entire market shifts enable more effective investment choices. ai technology provides additional value for real estate investment analysis, whereas pricing prediction represents just one facet of its contributions. ai models enable forecast prediction for market demand while aiding rental yield projections and project development analysis. ai now functions as a strategic companion that goes beyond technical purposes to support real estate decisions. the real estate general authority (rega) of saudi arabia started using market forecasting tools based on ml technology for reit (real estate investment trust) risk management solutions. the combination of predictive analytics helps saudi arabian researchers forecast housing demand patterns for suburbs in riyadh and mecca by analysing mortgage rates, population dynamics, and energy utilisation data (alanzi, 2023). fraud detection and risk management real estate companies utilise ai technology mainly to detect fraud cases while reducing associated risks. real estate transactions face threats from problematic behaviours that involve inflated property valuations, document fraud, identity theft, and property deals between conspiring parties. ai-driven systems create a strong defence system by automatically detecting unusual patterns within enormous quantities of transaction data. according to ullah et al. (2018), machine learning tools using transaction and behavioural data recognise irregular patterns beyond normal legal and market standards, allowing fraud identification in the early stages. patternrecognition algorithms track active transactions through their monitoring system, yet they can also examine past transaction records to detect underlying system fraud patterns. ai determines many lenders' present-day credit and mortgage risk evaluations. according to gupta et al. (2022), ensemble learning models help institutions predict market downturns by reconstructing economic cyclicality, which allows them to adapt their exposure levels in advance. risk assessment systems integrate dynamic variables, starting from interest rate modifications, unemployment patterns, and inflation patterns, and generate advanced market risk assessments compared to traditional static models. ai-based fraud detection creates more than just operational speed benefits; it establishes transparency in financial operations, customer defence, and regulatory compliance requirements. the growing digitalisation sector makes real-time fraud surveillance using ai an upcoming requirement from regulatory bodies, instead of a competitive tool. in the saudi real estate market, ai systems automatically monitor and adjust energy consumption in buildings, reducing waste and lowering costs. for example, machine learning algorithms optimise cooling loads based on occupancy, enhancing sustainability and aligning with national efficiency targets (al-baity, 2023). smart property management and sustainability applications ai properties within property management constitute an essential component of recent innovation trends. building intelligence achieves lower operational costs through predictive maintenance systems alongside tenant interaction bots that help optimise energy usage to enhance tenant satisfaction. integrating ai between life cycle cost estimation and building information modelling (bim) allows khodabakhshian & toosi (2021) to develop a framework that advances cost predictions and maintains proper planning. according to research results, predictive analytics demonstrates its ability to reduce capital expenses in the long run and guarantee uninterrupted service operations. in parallel, kempeneer et al. (2021) developed an ai framework that enables property operations to incorporate esg metrics through their method. realtime data analysis enables monitoring sustainability indicators, including energy usage, emissions, and water consumption. implementing automated esg performance auditing through ai will influence upcoming real estate investment decisions because environmental compliance has become an essential evaluator of real estate portfolio metrics. the saudi green building forum has partnered with ai start-ups to establish a system for sustainability auditing new commercial towers in the king abdullah financial district and evaluating pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 the property's energy profile. integrating bim technology with intelligent energy dashboards in neom residential blocks is part of the tests for achieving vision 2030's netzero targets (aldhaen, 2024). implementing ai-powered systems through virtual assistants and leasing bots delivers personalised experiences at scale, enhancing the quality of service and lowering managerial demands. ai is a dual analytic solution and experience enhancement tool that helps achieve sustainable building goals through these diverse tools. challenges, limitations, and future research opportunities many continuous hurdles block the complete fulfilment of ai solutions throughout real estate applications. numerous studies mention the interpretability of ai models as a common issue. high-accuracy random forest and xgboost models suffer from a complex nature that reduces transparency. according to dimopoulos and bakas (2019) and zurada et al. (2011), stakeholders need model interpretation capabilities to trust ai systems, particularly when regulatory oversight or public funding requirements exist. data quality excellence and input data diversity represent significant challenges in these systems. koch et al. (2020) demonstrate the challenges of fusing unprocessed visual materials with numerical database elements because this approach produces irregular prediction results across geographic areas or sales divisions. the distributed state of real estate data infrastructure prevents portable model applications because information resides in separate agency and platform systems. more studies should focus on ethical points on privacy issues alongside algorithmic bias determination. the essential nature of data governance standards increases with artificial intelligence systems that process sensitive financial and demographic data, for they need fairness testing and compliance checks. relevant studies must prioritise three areas: explainable ai techniques, multi-modal learning systems, and model distribution methods for protecting data privacy. benchmarking research must be developed under existing conditions to enable cross-cultural and regulatory model comparisons for worldwide application. conclusion a systematic literature study identified how artificial intelligence (ai) and machine learning (ml) technologies affect real estate property value forecasting and risk handling operations. research on fifteen highquality global academic studies shows that ai and ml technologies replace traditional valuation models because they deliver better prediction, flexible application, and extended data processing capabilities. the ensemble learning techniques xgboost, gradient boosting, and random forest achieved better results than typical property valuations performed through regression. the models demonstrated better predictive performance and adaptability with diverse property information containing spatial data, temporal data, visual features, and economic aspects. real estate market optimisation needs this benefit since dynamic markets exhibit rapidly changing and non-linear price elements. the reviewed findings display how ai solutions serve crucial functions in real estate domains by examining threats, helping investors make plans, identifying fraud, and enhancing smart estate administration methods. ai detection abilities and market prediction analytics make up the distinctive feature of ai algorithms, including macroeconomic trend simulation functionalities. ai is an investigative tool to detect fraudulent activities based on various research studies about transaction protection and institutional trust enhancement. moreover, ai is taking the property management sector into a new, astute automated system development generation. ai enhances profit and sustainability through its integration with building information modelling and esg tracking systems and energy monitoring, thus providing better tenant satisfaction. the real estate market benefits from innovative operational improvements through predictive factory servicing and tenant-lite chat programs, which transform property management standards. however, challenges persist. the technology faces implementation hurdles because of concerns about model disclosure, separate data sources, privacy violations, and stakeholder resistance. black-box models create trust challenges and technical barriers to model deployment between distinct market domains. these obstacles require scientists to conduct ongoing studies in explainable ai, ethical governance mechanisms, and standardised data pipelines. in conclusion, property valuation through ai and ml provides a robust data-oriented framework to analyse risks, which will transform real estate market operations. these technologies can transform built environment value creation by receiving proper oversight, creating transparent technical features, and establishing comprehensive adoption policies. references adewusi, a.o., (2024) performance comparison of artificial neural networks and hedonic pricing model in predicting residential property prices in lagos metropolis, nigeria. alanzi, e. m. 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(2011). a comparison of regression and artificial intelligence methods in a mass appraisal context. journal of real estate research, 33(3), 349–388. pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 no. study title authors year ml techniques used dataset & region key findings 1 ai-based machine learning methods for urban real estate prediction: a systematic survey te ko ua bo u et al. 2024 various ml algorithms urban real estate datasets comprehensive overview of ai/ml techniques applied to urban real estate prediction, highlighting potential challenges and future directions. 2 a systematic review of smart real estate technology u lla h et al. 2018 various digital technologies, including ai/ml global studies explores factors influencing the adoption of digital technologies in real estate, including ai and ml, and discusses associated challenges. 3 residential real estate valuation framework based on life cycle cost by bim to os i 2021 integration of ai techniques with bim residential properties presents a framework integrating building information modeling (bim) with life cycle cost analysis for residential real estate valuation, incorporating ai techniques. 4 machine learning predictions of housing market synchronization across us states g up ta et a l. 2022 machine learning models us housing market data investigates how machine learning models can predict housing market synchronisation across different states, considering economic uncertainty. 5 multicriteria analysis and genetic algorithms for mass appraisals in the italian property market m or an o et al. 2018 genetic algorithms, multicriteria analysis italian property market it applies multicriteria analysis and genetic algorithms to mass appraise properties, demonstrating the effectiveness of ai in property valuation. 6 real estate image analysis: a literature review k oc h et al. 2020 computer vision techniques various real estate image datasets this paper examines the use of image analysis and computer vision techniques in real estate, highlighting their role in property assessment and valuation. appendix pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 7 bringing the user back in the building: an analysis of esg in real estate k em pe ne er et a l. 2021 behavioral frameworks, esg analysis real estate industry discusses the integration of environmental, social, and governance (esg) factors in real estate, emphasising the role of ai in enhancing sustainability assessments. 8 impact of rail transit station proximity to commercial property prices be ra w i e t a l. 2020 big data analytics, ml models urban commercial properties using big data analytics and machine learning models, it analyses how proximity to rail transit stations affects commercial property prices. 9 forecasting house prices in oecd economies m ar fa tia 2018 machine learning techniques oecd countries housing data employs machine learning techniques to forecast house prices across oecd countries, demonstrating the models' predictive capabilities. 10 mass appraisal of residential real estate using multilevel modelling a rr ib as et a l. 2016 multilevel modeling residential properties it applies multilevel modeling to the mass appraisal of residential properties, highlighting the advantages of hierarchical models in real estate valuation. 11 a comparison of regression and artificial intelligence methods in a mass appraisal context z ur ad a et al. 2011 regression analysis, ai methods real estate appraisal datasets compares traditional regression methods with ai techniques in mass appraisal, demonstrating the superior performance of ai models in specific contexts. 12 sensitivity analysis of machine learning models for the mass appraisal of real estate ba ka s 2019 various ml models residential units in nicosia, cyprus conducts a sensitivity analysis of various machine learning models applied to mass appraisal, providing insights into model robustness and reliability. 13 using ensemble methods of machine learning to predict real estate prices v ik to r k ho m ys hy n 2025 gradient boosting, random forest, extra trees real estate datasets explores the effectiveness of ensemble machine learning methods in predicting real estate values, with gradient boosting regressor achieving the best performance. pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 10-21, 2025 14 towards robust and speculationreduction real estate pricing models va rg as -c al de ró n & c am ar go 2020 machine learning models bogotá, colombia housing data proposes a datadriven real estate pricing model aimed at reducing human bias and speculation in property valuations, demonstrating robust and accurate price estimations. 15 predicting housing prices and analyzing real estate market in the chicago suburbs x u & n gu ye n 2022 linear regression, svr, decision trees, xgboost naperville/ bolingbrook, chicago housing data it focuses on predicting housing prices using various machine learning models. xgboost outperforms others in predictive accuracy and provides insights into factors influencing housing prices. pa ge 1 pa ge 21 american journal of multidisciplinary research and innovation (ajmri) implementation of ra 9262 otherwise known as anti-violence against women and children bernadeth p. de guzman1* volume 2 issue 6, year 2023 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v2i6.2067 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 18, 2023 accepted: october 21, 2023 published: october 26, 2023 this study assessed the impact and effect of implementation of ra 9262 otherwise known as anti-violence against women and children in selected barangays in calapan city, oriental mindoro, philippines. the study employed descriptive research design. the sample size of respondents was taken from the total population using non-proportional sampling, with the pearson’s product moment of correlation. the respondents of the study were the 25 family members from the total number of 5 police officers who are involved in the implementation of r.a.9262 in the calapan city police station. from the 25 family members 10 are the women and 15 are the children. this study used the non-proportional sampling. the survey data gathered employing the self-structured questionnaire revealed that the implementation of the law in terms of healthcare, penalty, protection order, rights of the victim and duties of law enforcers and barangay officials was to a high extent. the effect of implementation of the law in terms of physical, sexual, psychological and economic violence was high. the issues, kinds and forms of abuses that considered as violation against women and their children used various strategies and approaches that could help to solve the said issues. thus, the study recommended to promote gender equality, support women and help to move towards more peaceful cultural norms and address indiscrimination against women, establish a crisis center that may help women who is a victim suffering against violence, strengthen the philippines enacted several laws protecting women from violence. keywords implementation, ra 9262, violence, women, children introduction violence against women and children is a widespread and deeply troubling social issue characterized by physical, psychological, emotional, or sexual harm inflicted on women and children, typically within the confines of familial or intimate relationships, but also in broader societal contexts. domestic violence, sexual assault, child abuse, child marriage, human trafficking, and female genital mutilation, among other forms of abuse, fall under this category. violence against women and children is a heinous violation of their fundamental human rights, and it stems from deeply embedded gender inequities and power imbalances. it frequently has serious physical and psychological ramifications for survivors, continuing a cycle of trauma and perpetration. every year, violence in the home and the community devastates the lives of millions of women. gender-based violence kills and disables as many women between the ages of 15 and 44 as cancer, and its toll on women’s health surpasses that of traffic accidents and malaria combined. also, it was reported that 47% of the women killed were murdered by a relative after being raped (violence, 1999). violence against women is rooted in a global culture of discrimination which denies women equal rights with men and which legitimizes the appropriation of women’s bodies for individual gratification or political ends. namy et al. (2017) discussed that while violence against women and children have evolved as different fields of research, a rising number of studies illustrate the extent to which both types of violence overlap in the same households. however, understanding of how and why such cooccurrences occur is poor, particularly in the global south. the authors also identified four probable patterns that imply how violence against women and children not only co-occur, but also intersect severely within the family, generating cycles of emotional and physical abuse: bystander trauma, negative role modeling, protection and further victimization, and misdirected aggression. similarly, in turkey, kocacık et al. (2007) revealed that working women and women with children are more vulnerable to domestic abuse. again, there is a strong link between the family’s neighborhood and the prevalence of violence. the level of male control, as judged by the question “how are family decisions made?” is also linked to domestic violence: women are less likely to be harmed in households where decisions are made collaboratively. similarly, families where women must seek permission from their husbands to engage in specific activities have a higher prevalence of husband violence. domestic violence is also highly associated with psychological variables such as childhood maltreatment or witnessing violence. in the philippines, republic act 9262 is also known as the anti-violence against women and children act (vawc) (esporma, 2017). it has become a favored tool for addressing the grievances of women in abusive relationships because of its expansive provisions. violence comes in many forms. it is not just physical, like a black eye or a swollen face. other forms of violence are less visible but equally painful and damaging. violence against women and children are defined under 1 mindoro state university, philippines * corresponding author’s e-mail: badethdeguzman11@gmail.com pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 21-26, 2023 the law as “any act or a series of acts committed by any person against a woman who is his wife, former wife, or against a woman with whom the person has or had a sexual or dating relationship, or with whom he has a common child, or against her child whether legitimate or illegitimate, within or without the family abode, which result in or is likely to result in physical, sexual, psychological harm or suffering, or economic abuse including threats of such acts, battery, assault, coercion, harassment around the world at least one woman in every three has been beaten, coerced into sex, or otherwise abused in her lifetime. several literature and studies revealed the effect of republic acts 9262. children living in families where domestic violence occurs may be exposed to intimate partner violence and abuse in a number of ways. they may be direct witnesses to abuse, may suffer harm incidental to the domestic abuse, may have their lives disrupted by moving or being separated from parents, may be used by the batterer to manipulate or gain control over the victim, and they themselves are more likely to be abused. exposure to domestic violence is widespread internationally and it is associated with other forms of child maltreatment unicef,(2006). among others, children are sometimes used by batterers to manipulate or spy on their victims, becoming a tool for the abusive partner. a batterer may threaten to take custody of or kidnap the children if the victim reports the abuse; he may also threaten to harm or kill the children. in addition, a batterer often insults and demeans his victim’s parenting of the children (bancroft et al., 2011). violence against women (vaw) cases in the philippines rose to 21 percent from the 2007 report. with the implementation of the republic act 9262 (ra 9262) or the anti violence against women and children act of 2004, it is alarming that the number of violations against women’s rights did not decrease and has in fact risen (dimaano et al., 2018). relatively, the expectancy theory of motivation by vroom as cited by watters (2021) holds that people are motivated to do things and to reach a goal if they believe in the worth of the goal they set and if they can see that what they do will help them achieve it. meanwhile, the contingency theory to leadership as advanced by fiedler (2015) holds that people become leaders not only because of the attributes of their personalities but also because of various situational factors and the interactions between leaders and group members. as such, status of the implementation of r.a. 9262 may be anchored on the precepts of vroom’s theory of motivation while the level of contribution and extent of effectiveness of operational services of the police stations may be incorporated in the contingency theory of leadership by fiedler. moreover, violence against women and children results from the use of force or threat to achieve and maintain control over others in intimate relationships, and from societal abuse of power and domination in the forms of sexism, racism, homophobia, classism, anti-semitism, able-bodyism, ageism and other oppressions. hence, the study sought to determine the implementation of r.a. 9262 otherwise known as anti-violence against women and children in selected barangay in calapan city oriental mindoro. specifically, it seeks to determine the extent of the implementation of the program of r.a. 9262 in terms of healthcare, penalty, protection order, rights of the victim and duties of law enforcers and barangay officials and evaluate the effect of implementation of r.a. 9262 in terms of physical violence, sexual violence, psychological violence and economic violence. methodology the study employed descriptive research design. the sample size of respondents was taken from the total population using non-proportional sampling, with the pearson’s product moment of correlation. the respondents of the study were the 25 family members from the total number of 5 police officers who are involved in the implementation of r.a.9262 in the calapan city police station. from the 25 family members 10 are the women and 15 are the children. this study used the non-proportional sampling. a selfstructured questionnaire was the main instrument of the study. the five-point likert scale-response instrument was used to analyze and interpret using the following criteria. the scores were rated using this scale: 5 4.50-5.00 very high extent/very effective 4 3.50-4.49 high extent/ effective 3 2.50-3.49 moderate extent/ moderately effective 2 1.50-2.49 low extent/ ineffective 1 1.00-1.49 very low extent/ ineffective data gathered were treated statistically using descriptive statistics such as mean and ranking. results and discussion 1. extent of the implementation of the program of ra 9262. this section discussed the extent of the implementation of the program of ra 9262 in terms of health care, penalty, protection order, rights of the victim, and duties of barangay officials and law enforcers, shown in table 1 to 5 as follows. as shown in table 1, item number 1 (rank 1) which states, heath care provider properly documents any of the victims obtained the highest means score of 3.96 described as high extent. then second highest rank is “health care provider provides the act immediate and adequate notice of rights and remedies provided under this act” with mean score of 3.73 described as high extent. likewise, the second and fourth items which are “health care provider properly records any of victim’s suspicious observations and circumstances of examination of visit” and “health care provider safeguards the records and makes them available to the victim upon request at actual cost.” with mean score of 3.65 described as high extent. and having the lowest rank is “health care pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 21-26, 2023 provider automatically provides the victim free of charge a medical certificate concerning the examination of visit.” with mean score of 3.52 described as high extent. this implies that the health care provider actively doing and performing their job. as reflected in table 2, results recorded the overall mean score of 3.76 described as high extent. based on the table, “respondent causing physical harm to woman or her child was punished in accordance with the provisions of the rpc.” marks greatly implication on the respondent’s perception, this was indicated by the mean score of 3.90 which described as high extent. likewise, the second, third, fourth and last items were also described high extent as evidence by the mean score of 3.76, 3.75, 3.70 respectively. probably this was indication of respondent satisfaction on the penalty given to the offender. table 1: mean extent of the implementation of the program of ra 9262 in terms of health care items mean rank description 1. heath care provider properly documents any of the victims. 3.96 1 high extent 2. health care provider properly records any of victim’s suspicious observations and circumstances of examination of visit. 3.65 3.5 high extent 3. health care provider automatically provides the victim free of charge a medical certificate concerning the examination of visit. 3.52 5 high extent 4. health care provider safeguards the records and makes them available to the victim upon request at actual cost. 3.65 3.5 high extent 5. health care provider provides the act immediate and adequate notice of rights and remedies provided under this act. 3.73 2 high extent overall mean 3.70 high extent table 2: mean extent of the implementation of the program of ra 9262 in terms of penalty items mean rank description 1. respondent causing physical harm to woman or her child was punished in accordance with the provisions of the rpc. 3.90 1 high extent 2. respondents who placed woman or her child in fear of imminent physical harm was punished by arresto mayor. 3.70 4.5 high extent 3. respondent restricting the woman or her child’s freedom of movement was punished by prision correctional. 3.75 3 high extent 4. respondent causing the woman or her child to engage in any sexual activity was punished by prision mayor. 3.77 2 high extent 5. respondent peering in the window or lingering outside the residence of the woman and her child was punished by prision mayor. 3.70 4.5 high extent overall mean 3.76 high extent as noted in table 3, this shows that having the highest mean is “directing lawful possession and use by petitioner of an automobile and other essential personal effect regardless of ownership” with mean score of 3.90 described as high extent. all the items described as high extent as evidence by the mean score of 3.87, 3.80, and 3.68 indicates what penalty can do for this program. although respondents’ perception on “directing the respondent to stay away from petitioner and designated family of household member at a distance specified by court” with mean score of 3.60 marked as the lowest rank, which was described as high extent. it is interesting to note that the police officer’s commitment to perform their functions and high-level dedication to the implementation of ra 9262 was really appreciated by all the victims through the protection order under this program with the overall mean score of 3.77. table 3: mean extent of the implementation of the program of ra 9262 in terms of protection order items mean rank description 1. prohibition of the respondent from threatening to commit or committing personally or through another any of the acts. 3.68 4 high extent 2. prohibition of the respondents from harassing, annoying, telephoning contacting or otherwise communicating with the petitioner directly or indirectly. 3.87 2 high extent 3. removal and exclusion of the respondents from the residence of the petitioner regardless of ownership of residence. 3.80 3 high extent pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 21-26, 2023 as presented in table 4 that victim-respondents use high extent in terms of rights of the victims as indicated by the overall mean score of 3.77. this shows that having the highest mean is victim is treated with respect and dignity with mean score of 3.96 described as high extent. all the items described as high extent as evidence by the mean score of 3.73, 3.65 indicates the rights of the victim were protected under this program. although respondents’ perception on victim is entitled to all legal remedies and support as provided for under the family code with mean score of 3.52 marked as the lowest rank, which was described as high extent. it is interesting to note that the victims of violence were protected by the rights under the program of ra 9262. 4. directing the respondent to stay away from petitioner and designated family of household member at a distance specified by court. 3.60 5 high extent 5. directing lawful possession and use by petitioner of an automobile and other essential personal effect regardless of ownership. 3.90 1 high extent overall mean 3.77 high extent table 4: mean extent of the implementation of the program of ra 9262 in terms of rights of the victim items mean rank description 1. victim is treated with respect and dignity. 3.96 1 high extent 2. victim avails of legal assistance from the pao of the department of justice (doj) 3.65 3.5 high extent 3. victim is entitled to all legal remedies and support as provided for under the family code. 3.52 5 high extent 4. victim is entitled to support services from the dswd and lgu’s. 3.65 3.5 high extent 5. victim is informed of their rights and services available to them including their right to apply for a protection order. 3.73 2 high extent overall mean 3.70 high extent as shown in table 5, it can be noted that item number 1 (rank 1) which states confiscate any deadly weapon in possession of the perpetrator or within plain view obtained the highest means score of 3.90. likewise, the second, third, fourth and last items were also described high extent as evidence by the mean score of 3.77, 3.75, 3.70 respectively. probably this was indication of respondent satisfaction on the duties and responsibility of barangay officials and law enforcers as indicated by the overall means score of 3.76. effect of implementation of the program of ra 9262 this section presents the effect of implementation of the program of ra 9262 in terms of physical violence, sexual violence, psychological violence, and economic abuse, shown in table 6 to 10 as follows. as noted in table 6, item 2 (rank 1) which states, inflicting bodily or physical harm to woman and her child got the highest means score of 3.80, described as effective. on the other hand, item number 3 (rank 2) which states, physically attacking the woman and her child with mean score of 3.70 described as effective, followed by attempting to cause the woman and her child physical harm with mean score of 3.65 which described as effective, followed by abusing physically the woman and her child with mean score of 3.50 described as effective. however, respondents’ perception on threatening to cause the woman and her child physical harm gained the lowest mean score of 3.45, described as effective. generally, respondents use effective on the program of republic acts 9262 regarding physical violence as indicated by the overall mean score of 3.62. as reflected in table 7, it shows that having the highest mean is causing the victim to engage in any sexual activity by force or threat of forced with mean score of 3.88, followed by prostituting the woman or her child with table 5: mean extent of the implementation of the program of ra 9262 in duties of barangay officials and law enforcers items mean rank description 1. confiscate any deadly weapon in possession of the perpetrator or within plain view. 3.90 1 high extent 2. transport or escort victim to safe place of their choice or to clinic or hospital. 3.70 4.5 high extent 3. assist the victim in removing personal belongings from the house. 3.75 3 high extent 4. ensure the enforcement of protection order issued by punong barangay or court. 3.77 2 high extent 5. arrest suspected perpetrator without a warrant when any of acts of violence is occurring. 3.70 4.5 high extent overall mean 3.76 high extent pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 21-26, 2023 mean score of 3.57 described as effective, followed by forcing woman to watch obscene publications and indecent shows with mean score of 3.55 described as effective. otherwise, the fourth and last items were described as moderately effective as evidence by the mean score of 3.40 and 3.08 respectively. so having the lowest rank is the treating a woman or her child a sex object with mean score of 3.08 described as moderately effective. generally, victimrespondents use effective on program of republic act 9262 regarding sexual violence as indicated by the overall mean score of 3.50. as shown in table 8, item number 1 (rank 1) which states, causing mental or emotional suffering of the victim obtained the highest means score of with mean score of 4.03 described as effective. similarly, item number 2 (rank 2) which states, allowing the victim to witness the physical sexual/ psychological abuse of any member of the family got the mean score of 3.93 described as effective. however, item 3 (rank 5) which states, allowing the victim to witness pornography in any form, yielded the lowest mean score of 3.73, described as effective. generally, there is great impact to the respondent of psychological violence which recorded the overall mean score of 3.88 described as effective. table 6: mean effect of implementation of the program of ra 9262 in terms of physical violence items mean rank description 1. abusing physically the woman and her child. 3.50 4 effective 2. inflicting bodily or physical harm to woman and her child. 3.80 1 effective 3. physically attacking the woman and her child. 3.70 2 effective 4.threatening to cause the woman and her child physical harm. 3.45 5 moderately effective 5. attempting to cause the woman and her child physical harm 3.65 3 effective overall mean 3.62 effective table 7: mean effect of implementation of the program of ra 9262 in terms of sexual items mean rank description 1.physically attacking the sexual parts of victim’s body. 3.40 4 moderately effective 2.treating a woman or her child a sex object. 3.08 5 moderately effective 3.prostituting the woman or her child. 3.57 2 effective 4. causing the victim to engage in any sexual activity by force or threat of force. 3.88 1 effective 5.forcing woman to watch obscene publications and indecent shows. 3.55 3 effective overall mean 3.50 effective table 8: mean effect of implementation of the program of ra 9262 in terms of psychological violence items mean rank description 1. causing mental or emotional suffering of the victim. 4.03 1 effective 2. allowing the victim to witness the physical sexual/ psychological abuse of any member of the family. 3.93 2 effective 3. allowing the victim to witness pornography in any form. 3.73 5 effective 4. repeated verbal abuse and mental infidelity. 3.90 3 effective 5. unwanted or unlawful deprivation of the right to custody and visitation of common children. 3.80 4 effective overall mean 3.88 effective table 9: mean effect of implementation of the program of ra 9262 in terms of economic abuse items mean rank description 1. withdrawal of financial support or preventing the victim from engaging in any legitimate profession. 4.30 4.5 effective 2. deprivation or threat of deprivation of financial resources and the right to the use and enjoyment of conjugal property. 4.30 4.5 effective 3. destroying household property. 4.33 3 effective 4. controlling the victim’s own money or properties. 4.40 2 effective 5. preventing the victim in any business or activity 4.50 1 very effective overall mean 4.37 effective pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 2(6) 21-26, 2023 it can be noted in table 9 that victim respondents use effective rate on implementation of republic act 9262 under economic abuse as indicated by the overall mean score of 4.37. data further revealed that item number 5 (rank 1) which states, preventing the victim in any business or activity obtained the highest means score of 4.50, described as effective. on the other hand, item number 1 and 2 (rank 4.5), which states, withdrawal of financial support or preventing the victim from engaging in any legitimate profession and deprivation or threat of deprivation of financial resources and the right to the use and enjoyment of conjugal property, gained the lowest mean score of 4.30, described as effective. conclusion the philippine national police established the creation of the women desk to attain cases of violence against women and children in 1995. the common crimes attended by wcpd officers are physical violence, sexual assault, physical injuries and sexual abuse. the wcpd services to protect the rights of the women and children are implemented “often” to the clients. the significant implementation of the services on some areas of the indicator differs from the leadership capability of the wcpd officers. the moderately serious problems on the part of investigation on crimes against women are the suspect is forgiven by the victim, victim/survivor are afraid to file a case against the suspect, desistance to file a case against the suspect and non-cooperation of witness/ es to testify. on referral activity, the moderately serious is the slow medico-legal examination of victims. recommendations for fostering gender equality and combating discrimination against women cover a wide range of issues. to begin, it is critical to establish a crisis center staffed by committed workers to assist women who have experienced abuse and ensure they receive the necessary care. furthermore, legislative measures to protect women from various forms of violence, including anti-sexual harassment, anti-rape, rape victim assistance and protection, anti-trafficking in persons, and anti-violence against women and children, should be enhanced. to empower women and children, it is critical to hold relevant seminars that raise awareness of their rights and abuse prevention techniques. the women and children protection desk (wcpd) organization need ongoing support and advancement to properly carry out its purpose. victim counseling by social workers must be extensive in order to prevent statement retractions and aid in emotional rehabilitation. furthermore, increasing interagency cooperation, particularly with government and non-government groups active in combating violence against women and children, is critical to efficiently meeting victims’ needs. to reduce victims’ suffering, an effective referral system, particularly for medico-legal examinations, must be developed. to achieve the ultimate goal of alleviating victims’ suffering, all stakeholders, including police officers, social workers, doctors, and prosecutors, must work together to develop a complete one-stop center. beyond the current study, additional research should be conducted to generalize findings and resolve any concerns with average ratings. finally, future research combining researchers and social workers should corroborate the study’s findings and bring new insights. references bancroft, l., silverman, j. g., & ritchie, d. (2011). the batterer as parent: addressing the impact of domestic violence on family dynamics. sage publications. dimaano, g. m., clores, a. c., iloco, a. m., & javier, l. j. d. (2018). prevalence of domestic violence against women and children in the philippines. humanities and social science research, 1(2), 52-52. esporma, l. v. s. (2017). a content analysis of selected supreme court rulings applying republic act 9262: its implication on domestic violence (doctoral dissertation). fiedler, f. r. e. d. (2015). contingency theory of leadership. organizational behavior 1: essential theories of motivation and leadership, 232, 1-2015. jalalzai, f., & dos santos, p. g. (2015). the dilma effect? women’s representation under dilma rousseff ’s presidency. politics & gender, 11(1), 117-145. kocacık, f., kutlar, a., & erselcan, f. (2007). domestic violence against women: a field study in turkey. the social science journal, 44(4), 698-720. namy, s., carlson, c., o’hara, k., nakuti, j., bukuluki, p., lwanyaaga, j., ... & michau, l. (2017). towards a feminist understanding of intersecting violence against women and children in the family. social science & medicine, 184, 40-48. violence, w. i. g. b. (1999). ending violence against women. issues in world health, 11, 1-44. violence, w. i. g. b. (1999). ending violence against women. issues in world health, 11, 1-44. watters, e. r. (2021). factors in employee motivation: expectancy and equity theories. journal of colorado policing, 6(1), 4-8. pa ge 1 pa ge 64 american journal of multidisciplinary research and innovation (ajmri) alicia musika kawayan: unveiling its historical and cultural tapestry bryan bryle g. lloren1*, henry jr. o. molina1, maria eunice b. balansag1, rosel a. madera1, trisha g. lumawag1 mark mauris e. cabahug1 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.4749 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 11, 2025 accepted: april 18, 2025 published: june 24, 2025 despite existing research on bamboo music in the philippines, studies focusing on bohol’s bamboo music culture remain limited. this narrative inquiry design explored the historical and cultural significance of alicia musika kawayan through interviews with 16 key informants, including the founder, former members, and local stakeholders. thematic analysis revealed that the ensemble, founded by brad ado, evolved from a school initiative into a prominent cultural group, overcoming challenges such as financial struggles and typhoon odette. performing with bamboo musical instruments such as the marimba kawayan, sugong, kuratong, tambol kawayan, bagater, palakpak, bamboo flute, and ukulele, the ensemble blends traditional folk and contemporary music with dynamic performances. further, it contributed in preserving local culture, fostering pride, promoting tourism, and mentoring younger generations however, its decline underscored the need for sustained support and strategic planning to preserve such cultural initiatives, emphasizing music’s role in uniting communities and safeguarding heritage. keywords bamboo, culture, history, instruments, music introduction music is a universal language that expresses emotions, connects diverse cultures, and shapes society’s history and traditions. it also serves as a vital tool for preserving cultural identity, transmitting values, and unifying communities. the role of music in cultural preservation is particularly evident in the use of bamboo instruments worldwide. in the philippines, indigenous tribes have long relied on bamboo instruments for ceremonial and festive purposes, evolving these traditions over time while maintaining their cultural significance despite colonial influences. the province of bohol, known for its rich cultural heritage, is home to alicia musika kawayan, a schoolbased bamboo musical ensemble that once showcased traditional instruments and practices. however, despite its historical and cultural importance, the ensemble has ceased performing, and its contributions remain underexplored. recent studies on bamboo music in the philippines, such as tradition and innovation’s (2022) comprehensive overview, have overlooked the bamboo music traditions specific to bohol, particularly alicia musika kawayan. this gap underscores the need to document and analyze the ensemble’s historical and cultural aspects. this study will particularly investigate the ensemble’s origin and development, its bamboo musical instruments, musical pieces, and performance practices, as well as its role in transmission and preservation of local culture. globally and locally, bamboo music reflects the interplay of tradition and innovation. studies on bamboo music in indonesia and the solomon islands highlight its evolution and commodification in response to cultural and economic changes (komarudin et al., 2022; mulya et al., 2023; samoto, 2021). in the philippines, bamboo music continues to embody regional identities, as seen in the iconic bamboo organ of las piñas and the traditions of panay bukidnon (dioquino, 2009; muyco, 2008). repertoire selection and ensemble practices, such as those of alicia musika kawayan, further demonstrate how traditional and contemporary influences shape musical identity (forbes, 2001; hayward & kartawi, 2023). also, music is the best when integrated in the teaching of language and literature which is part of the transfer of culture (pascua, 2025). by addressing the lack of literature on this ensemble, the research aims to document its historical and cultural significance and support its recognition as a valuable cultural asset. this will also contribute to ongoing efforts to safeguard traditional music. this research ensures the appreciation and transmission of alicia musika kawayan’s cultural legacy to future generations. materials and methods the study employed a narrative inquiry design to explore the historical and cultural dimensions of alicia musika kawayan. the study focused on alicia, bohol, philippines, where the ensemble originated. using purposive sampling, sixteen (16) key informants were selected based on their direct involvement with the ensemble and knowledge of its history and cultural significance. these included the founder, five former members, five teachercoordinators, four parents, and a representative from the local government’s municipal tourism office. inclusion criteria required informants to have significant roles with the ensemble, be aged 18–75, and provide informed 1 bohol island state university, philippines * corresponding author’s e-mail: bryanbryle.lloren@bisu.edu.ph pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 64-69, 2025 consent. exclusion criteria ruled out individuals without direct involvement, those outside the age range, and those with conflicts of interest or health conditions hindering participation. data were gathered through in-depth, semi-structured interviews using a self-made interview guide validated by experts. interviews were conducted in cebuano, recorded with participant consent, and lasted 30–60 minutes. permission was obtained from university and local officials before data collection, and ethical approval was granted by the university of san carlos research ethics committee. thematic analysis, following braun and clarke’s (2006) six-step framework, was used to analyze the data. this included familiarization, coding, theme generation, review, definition, and reporting. to ensure credibility, initial findings were shared with informants for verification (member checking). participants were fully informed of the study’s purpose, procedures, and voluntary nature. separate consent was obtained for participation and recording. anonymity was maintained by assigning codes to participants (e.g., informant 1). digital files were encrypted, and physical copies were securely stored. data will be permanently deleted two years after the study concludes. results and discussion anchored on the research objectives, the results of the thematic analysis revealed thirteen themes. six themes are categorized within the origin and development of alicia musika kawayan (figure 1). three themes are also classified within the bamboo musical instruments, musical pieces, and performance practices of alicia musika kawayan (figure 2). furthermore, four themes are grouped within how alicia musika kawayan helps transmit and preserve local culture (figure 3). ado was a coconut wine gatherer or mananggiti. when he knocked the bamboo poles that were used to gather coconut wine, it made a melody” (informant 8, teachercoordinator). the initial exposure to bamboo’s unique acoustics was a pivotal moment in ado’s development of the first bamboo musical instruments. when bamboo poles were knocked together during his work in 1994, he observed that melody was produced. this discovery of bamboo’s melodic potential formed the foundation of ado’s musical exploration. from this discovery, ado began to experiment and refine his creations, first developing the kulintang and later the sugong. brad ado’s discovery and use of bamboo as a musical resource illustrate the stages of experiential learning theory (kolb, 2014). his accidental discovery of the potential of bamboo to the systematic creation of instruments highlights how hands-on experiences, reflection, and experimentation can lead to significant innovation. collaboration one of the most significant factors in the formation of alicia musika kawayan was the growing interest among the children of katipunan elementary school. the founder of the ensemble started by allowing the students to try playing the bamboo instruments during school hours, which fueled their curiosity and engagement. the formation of alicia musika kawayan was not a solitary endeavor but a collective effort supported by various stakeholders, particularly the school, parents, and the broader community. the school principal and teachers played significant roles in facilitating the group’s activities, with informants acknowledging the support from teachers who became coordinators of the ensemble and encouraging others to assist in the training process. further support came from the local community, including the parents who offered moral backing. the involvement of the local government further illustrates the wider community support that was instrumental in the group’s development. several informants highlighted the financial and logistical assistance provided by the local government unit (lgu), particularly when the group faced budget constraints. an informant mentioned, “they tap into stakeholders like the lgu if there is a budget shortage” (informant 7, parent). in addition to community and local government support, alicia musika kawayan also received institutional backing from the department of education (deped) bohol. with the stewardship of dr. cerina c. bolos, schools division superintendent, brad ado has been appointed a regular employee of the division of bohol since september 2003 as a utility worker in recognition of his ingenuity and contribution to culture and arts. external organizations, particularly those dedicated to cultural preservation and development, also played a key role in promoting alicia musika kawayan. lawig bohol and the center for culture and arts developmentbohol were instrumental in connecting the group with figure 1: schematic diagram on how alicia musika kawayan originated and developed curiosity the origins of alicia musika kawayan can be traced back to catalino salarda, commonly known as brad ado, a catechist at katipunan elementary school. brad ado’s journey towards inventing bamboo musical instruments began with his background as a coconut wine gatherer. an informant stated, “it happened that brad pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 64-69, 2025 opportunities for performance and exposure. an informant expressed, “they were discovered by lawig bohol and the center for culture and arts development bohol” (informant 11. teacher-coordinator). additionally, these organizations were pivotal in creating a network of cultural groups where alicia musika kawayan was one of several groups supported by cultural organizations alongside other notable ensembles like the dimiao children’s rondalla and the loboc children’s choir. changes a consistent shift in the group’s name across different periods is a noteworthy aspect of its development. initially, the group was known as the katipunan elementary school bamboo ensemble, but it underwent a name change to alicia musika kawayan. however, when the group performed in los angeles, california, they were referred to as the bohol children’s bamboo ensemble, due to the need for a name that would resonate more with international audiences and reflect the province. eventually, the group returned to the name alicia musika kawayan, which has become its official and enduring an informant shared, “the name changed from katipunan musika kawayan to alicia musika kawayan. but when they went to los angeles, they brought the name, bohol children’s bamboo ensemble. and now, it is officially alicia musika kawayan” (informant 10, teacher-coordinator).the evolution of the bamboo musical instruments is another critical aspect that reflects the group’s development. there has been a significant increase in the number and diversity of instruments, particularly noting the improvements in the kulintang, which now features carved designs and varnish. the inclusion of more instruments represents an expansion of the ensemble’s capabilities, allowing them to produce a richer, more complex sound. “eventually, the group returned to the name alicia musika kawayan, which has become its official and enduring title.”increased exposure and invitations are direct consequences of the group’s rising reputation. recognition the alicia musika kawayan initially gained local recognition, performing at various events within the province of bohol. the first appearance of the ensemble was in 1996 when katipunan elementary school was awarded the regional winner in the revitalized tree planting and greening program (rtgp). during that time, the schools division superintendent of deped bohol, dr. cerina c. bolos, conducted the meeting of school administrators of bohol in the said school to showcase the rtgp project and the bamboo ensemble. the next public appearance of the ensemble was during the cultural night of the central visayas regional athletic association competition held in bohol in february 1997. these local performances, often accompanied by other prominent local groups such as the loboc children’s choir and dimiao children’s rondalla, provided alicia musika kawayan with a platform to showcase their unique bamboo music and performances. an informant said, “first, they were invited to perform in the cviraa during the cultural night, along with loboc children’s choir and dimiao children’ s rondalla” (informant 9, teacher-coordinator)” as the group’s local popularity grew, their performances began to attract a dedicated following, with audiences eager to witness the distinct musicality of the ensemble. the ability to perform regularly at well-known locations such as eskaya beach resort and during events like the sandugo festival further cemented their local status. the group’s recognition did not remain confined to bohol. national opportunities soon emerged, particularly through initiatives by the department of tourism. alicia musika kawayan performed in prominent venues outside their province, such as in intramuros, manila, as part of the wow philippines campaign. they were also invited to perform in other major cities, including cebu, davao, and tagum, and received notable attention through appearances on national television programs like pilipinas got talent in 2016 and little big shots in 2018. in addition to showcasing their musical talent, these performances allowed alicia musika kawayan to engage with diverse audiences across the philippines, from urban centers to more remote areas. the group’s national success paved the way for an international performance in los angeles, california. this experience marked the peak of alicia musika kawayan’s international visibility and offered them a global stage to showcase their music. the performances of alicia musika kawayan, both local and national, provided significant economic opportunities for the group and its members. talent fees generated from their performances, though initially modest, became a crucial source of income for the group. these earnings were divided among the members, with portions allocated for maintenance, costumes, and other operational costs, as well as shares for the teachers who contributed to the group’s success. furthermore, the economic benefits extended to travel, as the group’s performances across bohol, to other parts of the philippines, and internationally allowed members to experience new places, which was often an exciting prospect for the youth involved. challenges and decline according to cottrell (2017), musical ensembles face various challenges, including musical, social, logistical, and financial aspects. the financial struggles faced by alicia musika kawayan are another critical issue. this highlights the persistent underfunding of the ensemble, which has forced members to seek external financial support from local government units (lgus), private sector sponsors, and even borrowing. the financial constraints also extend to the purchase and maintenance of instruments, as well as covering the costs of traveling pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 64-69, 2025 to performances. despite these challenges, the group has managed to raise funds through solicitations and sponsorships, though these are often not sufficient to cover all costs. an informant shared, “we are struggling with the travel expenses because we need money and the money, we will use for this is from our funds” (informant 11, teacher-coordinator). external factors such as the pandemic and typhoon odette also have had severe impacts on alicia musika kawayan. the pandemic, with its associated lockdowns, halted the group’s performances, and even after restrictions eased, there was hesitation to perform, particularly due to concerns over health and safety. in addition, typhoon odette caused extensive damage to the ensemble’s musical instruments, further hindering its operations. many instruments were either destroyed or rendered unusable due to the typhoon, which, combined with the loss of storage space, created a significant setback. brad ado’s retirement is another pivotal event that led to the decline of alicia musika kawayan. as the principal trainer and creator of the bamboo musical instruments, his departure left a leadership vacuum that has not been filled. the lack of a successor with the necessary skills and commitment to continue the work of the group has led to its cessation. hopes for revival despite the ensemble’s decline, there is a collective desire for its restoration with an emphasis on its cultural and educational importance. the loss of such prominent figures is seen as a setback, but the idea of finding successors and ensuring the continuation of the group is also central to the aspirations of the community members. furthermore, there is a shared understanding that the revival of alicia musika kawayan is not merely about the continuation of a musical group, but about preserving and passing on the cultural heritage tied to the bamboo instruments. other community members are also hopeful for its revival due to the involvement of key individuals, such as teacher jona, a pioneering member of the group, and a teacher at katipunan elementary school. according to matlosa (2014), pioneering members can embody leadership qualities, inspiring others and foster a culture of creativity and resilience. an informant stated, “i hope alicia musika kawayan returns. this is what the local government unit of alicia has planned to bring it back; it would be a waste to let it go” (informant 7, parent). a need for an organized effort, including the involvement of coordinators and support from local government units (lgus) is also integral. as supported by proksch et al. (2022), the presence of a coordinator can shift the dynamics from coordinated interactions, as evidence by increased recurrence and stability in group performances. ongoing efforts are also aimed at reviving alicia musika kawayan, with multiple stakeholders actively contributing to the initiative. the local government unit (lgu) is cited as a key player in these efforts. versatility of bamboo instruments versatility of bamboo instruments alicia musika kawayan showcases a carefully curated set of bamboo musical instruments including the marimba kawayan (kulintang or bamboo xylophone), sugong, kuratong, tambol kawayan (snare drum), bagater, palakpak, bamboo flute, and ukulele. the marimba kawayan commonly called a kulintang is made of bamboo slats of different sizes that are arranged in order of pitch on a wooden stand. this is a bamboo counterpart of a xylophone and is considered the first invention of the founder. it is also worth noting that the marimba kawayan provides a melody for the ensemble. the same musical discovery was also evident in the craftsmanship of another instrument during the founder’s pastime. given his hobby of harvesting coconut wines, he managed to transform his tool into a medium for music. the sugong was originally used as a container for coconut wine but was refashioned into a musical instrument. the sugong also served as the “bajo de arco” of the ensemble. these instruments are primarily handcrafted by brad ado which only demonstrates his ingenuity and skill in repurposing natural materials into means of artistic expression. other instruments in the ensemble serve a distinct musical function. for example, the kuratong acts as a bass drum, producing deep, resonant sounds that anchor the rhythm, while the tambol kawayan provides percussive beats that signal the start of the music, enriching the rhythmic layer. the bagater, with its “panitsit” sound, functions as a tweeter, adding higher-pitched tones to the ensemble. the palakpak also introduces playful percussive effects, enhancing the ensemble’s auditory texture. subsequently, dioquino (2009) provides a comprehensive listing of philippine musical instruments, classifying bamboo instruments into idiophones, chordophones, aerophones, and membranophones. repertoire of tradition and innovation alicia musika kawayan presents a unique balance between preserving cultural heritage and adapting to contemporary musical trends, as seen in the ensemble’s diverse repertoire. the ensemble places significant emphasis on traditional figure 2: schematic diagram on the bamboo musical instruments, musical pieces, and performance practices evident in alicia musika kawayan pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 64-69, 2025 and local music. this includes well-loved filipino folk songs like kuradang, tinikling, carinosa, and dandansoy, alongside boholano songs such as bol-anon and alimukoy. according to kuang and he (2022), folk songs, as an important part of cultural heritage, not only carry rich historical and cultural information but also symbolize national and regional cultural identity. in addition to traditional music, the ensemble incorporates modern and contemporary songs. these include popular tracks like otso-otso, bulaklak, and even english dance tunes such as cha-cha and boogie. butete (2013) opines that the world is gradually becoming a global village because of the realities of the technological age and advancement, hence musical elements among other facets have also been influenced and thus assimilated into other cultural proponents. furthermore, the ensemble’s song choices often depend on the event and the preferences of the audience. seasonal songs, such as christmas carols, are performed during the holidays, while english songs are selected for international audiences. additionally, audience interaction plays a role. dynamic performances and showmanship a recurring highlight of the ensemble’s performances is the integration of stunts and exhibitions that amaze audiences. one striking feature is the blindfolded performances, where performers dance or play their instruments while blindfolded. the other thing is that they will play the ukulele behind their back in a certain part of the performance. in addition, dance is a central feature of the ensemble’s performances, adding dynamism and rhythm to their musical repertoire. in particular, specific segments of the repertoire include choreographed dances that complement the music, enhancing the overall presentation. furthermore, the use of traditional costumes enhances the cultural authenticity of the performances. the performers wear filipiniana outfits that reflect filipino heritage and align with the traditional folk songs and dances they present. preservation of heritage through music and natural heritage. the alicia musika kawayan demonstrates a profound commitment to the preservation of musical heritage, particularly through its use of folk songs and bamboo instruments. public performances are integral to this preservation effort, as they ensure that the music remains accessible and visible. these performances draw large audiences, which amplifies their cultural impact. the repertoire of visayan and folk songs performed by alicia musika kawayan is particularly significant in fostering community pride and connection. fostering pride and identity alicia musika kawayan has had a transformative impact on the local identity and pride of the municipality of alicia and the broader province of bohol. the group’s prominence extends beyond the municipality, with its music gaining recognition across the province and even internationally. such achievements enhance local pride, as the ensemble represents the cultural richness of its origin. additionally, alicia musika kawayan has been instrumental in making alicia well-known. the ensemble’s participation in high-profile events and media coverage has further solidified its reputation. promoting culture and tourism alicia musika kawayan has become a pivotal cultural asset for tourism in bohol. its performances attract both local and international visitors. this mobility ensures a wider reach, extending the ensemble’s influence beyond its locality. the ensemble has also contributed to the broader tourism landscape of bohol. performances not only entertain but also provide a unique cultural experience for visitors. the ensemble’s ability to merge entertainment with cultural education enhances its value as a tourist attraction. according to the study by tapson et al. (2018), by showcasing local talent and cultural heritage, ensembles can attract tourists who are interested in experiencing unique musical traditions. ensuring cultural transmission alicia musika kawayan has also played a significant role in cultural transmission by engaging younger generations in its activities. seasoned members mentor recruits, ensuring the continuity of skills and traditions. this is supported by the study of menkshi et al. (2021) which revealed that youth engagement in cultural heritage preservation and promotion enhances awareness and contributes to preservation and promotion. moreover, the ensemble fosters personal growth and skill development among its members. according to burland (2021), ensemble participation fosters a sense of belonging, builds friendships, and helps overcome isolation. it also contributes to the development of musical skills and provides opportunities for learning and personal growth. figure 3: schematic diagram on how alicia musika kawayan helps transmit and preserve local culture according to ekpo and loko (2022), music composition and performance serve as tools for safeguarding cultural pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 64-69, 2025 conclusion alicia musika kawayan asserts the importance of cultural groups in preserving intangible heritage. catalino “brad ado” salarda’s ingenuity and community collaboration transformed the ensemble from a school-based ensemble into a recognized cultural entity. the ensemble’s repertoire of instruments, songs, and performances created a unique cultural identity that helped preserve traditions and promote alicia and bohol as cultural tourism destinations. the ensemble also mentored younger generations and fostered environmental awareness, making it a conduit for cultural transmission. however, its decline brought by financial constraints, lack of leadership succession, and external factors emphasizes the fragility of cultural initiatives and the need for sustained community support and strategic planning. music, with its universal appeal, leaves a lasting impression on societies by transcending linguistic and cultural barriers. it serves as a powerful tool for emotional expression, cultural preservation, and community building. the significance of alicia musika kawayan, even in its decline, underscores the enduring impact of music as a medium that bridges the past and the future, ensuring the resilience of intangible cultural heritage. while the study documents the ensemble’s historical and cultural tapestry, it does not fully explore the strategies needed to address leadership succession and financial sustainability, thus opening opportunities for future research. references braun, v., & clarke, v. 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(2022). pa ge 1 pa ge 19 1 american journal of multidisciplinary research and innovation (ajmri) harnessing artificial intelligence in teaching ghanaian colleges of education in the 21st century: enhancing quality teaching, student research, and learning abilities luke boryang liekum1* volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4457 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 18, 2025 accepted: february 20, 2025 published: may 22, 2025 this study investigates the potential of artificial intelligence (ai) to transform teaching and learning practices within ghanaian colleges of education in the 21st century. it explores the opportunities ai offers to enhance the quality of teaching, foster student research capabilities, and improve overall learning outcomes. the research examines specific ai applications relevant to the ghanaian context, focusing on tools such as chatgpt, scite-ci, ellicit, mendeley, zotero, google scholar litmaps, quillbot, and paperpal alongside more general applications like personalized learning platforms, intelligent tutoring systems, aipowered assessment tools, and ai-driven research assistants. the study investigates how these technologies can address challenges such as teacher workload, access to resources, and diverse student needs. methodologically, the study employed a mixed-methods approach, combining a review of relevant literature with both qualitative and quantitative data collection. a sample of 400 teacher trainees from four colleges of education in ghana participated and were selected using a stratified sampling technique. data collection utilized surveys, interviews, classroom observations, and questionnaires to comprehensively understand the current state and perceived impact of ai. data analysis focused on identifying perceived benefits, challenges, and best practices for integrating ai and triangulating findings across multiple data sources. the findings highlight the need for strategic investments in infrastructure, teacher training, and policy frameworks to facilitate the successful adoption of ai in teacher education. the study concludes by offering recommendations for policymakers, college administrators, and educators to effectively harness the power of ai to prepare future teachers for the demands of the 21st-century classroom and equip them to foster lifelong learning in their students. keywords ai applications, artificial intelligence, education technology, ghana, teacher education introduction in the rapidly evolving landscape of education, artificial intelligence (ai) emerges as a transformative force poised to enhance the quality of teaching and learning. teaching colleges of education in ghana face growing challenges, including resource constraints, diverse student needs, and the necessity for curriculum reforms that align with contemporary educational demands (ampadu & osei, 2020). this study explores the profound implications of ai integration in these institutions, aiming to uncover its effects on teaching quality, student research capabilities, and overall learning outcomes. research objectives include evaluating the benefits and challenges of ai adoption, as well as its ethical implications. addressing these areas is crucial in understanding how to harness ai effectively in ghana’s educational landscape and overcome existing barriers. the research was anchored on objectives such as: assessing the perception and acceptance level of artificial intelligence (ai) tools among students of colleges of education in ghana. determining the level of awareness and understanding of ai tools among students in the colleges of education to identify the extent to which ai tools have been integrated into the learning experiences of students in the colleges of education. it also seeks to examine the attitudes and perceptions of students towards the use of ai tools in their academic pursuits as well as to analyze the relationship between the level of acceptance of ai tools and the academic performance of students. to put to fruition our target objectives, the general question that needs to be answered is what are the perceptions and acceptance levels of ai tools among students in colleges of education in ghana? however, the following specific questions guided our research: what is the level of awareness and understanding of ai tools among students in the colleges of education? to what extent have ai tools been integrated into the learning experiences of students in the colleges of education? what are the attitudes and perceptions of students towards the use of ai tools in their academic pursuits? is there a relationship between the level of acceptance of ai tools and the academic performance of students? theoretical/conceptual framework and literature review theoretical framework the theoretical framework for this research is grounded in constructivist learning theory, particularly as articulated by theorists such as jean piaget and lev vygotsky. constructivism posits that learners construct knowledge through their experiences and interactions with the world, emphasizing the active involvement of students in 1 gbewaa college of education, pusiga-bawku, ghana * corresponding author’s e-mail: liekum@gmail.com pa ge 19 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 the learning process (piaget, 1973; vygotsky, 1978). in the context of this study, ai tools can be viewed as facilitators of constructivist learning, enabling personalized learning experiences that align with individual students’ needs, preferences, and prior knowledge. by utilizing adaptive learning systems and ai-driven feedback mechanisms, students engage in self-directed learning, thereby constructing their understanding through exploration and inquiry. the choice of constructivist learning theory as the theoretical foundation is particularly relevant for several reasons. first, as ai technologies evolve, they increasingly support individualized learning pathways that are central to constructivist principles. for example, platforms such as smart sparrow and dreambox learning apply adaptive learning algorithms that adjust content and assessments based on real-time analytics of student performance (lai et al., 2020). this adaptability cultivates a learner-centered environment where students can progress at their own pace, explore topics of interest, and receive immediate feedback, ultimately fostering deeper understanding and retention of knowledge. additionally, vygotsky’s concept of the zone of proximal development (zpd) emphasizes the importance of social interactions in learning, suggesting that students benefit from collaboration and guidance from teachers or more knowledgeable peers (vygotsky, 1978). ai can enhance collaborative learning experiences by providing tools that facilitate peer interaction and feedback. collaborative platforms like google classroom or ai-based peer review systems allow students to engage in group projects and discussions that enhance social learning. such applications underscore ai’s role in creating supportive educational ecosystems that align with constructivist principles, making this theoretical framework a fitting choice for this research. conceptual framework building on the theoretical foundations of constructivism, the conceptual framework for this research identifies key constructs related to the integration of ai in educational contexts. the primary constructs include personalized learning, student engagement, collaborative learning, and learning outcomes and several others such as: artificial intelligence artificial intelligence (ai) refers to the development of computer systems capable of performing tasks that typically require human intelligence, such as learning, problem-solving, decision-making, and understanding natural language (russell & norvig, 2021). ai encompasses a broad range of subfields, including machine learning, natural language processing, computer vision, robotics, and expert systems. ai technologies have the potential to revolutionize various industries and aspects of life, from healthcare and education to finance and transportation. by enhancing efficiency, automating routine tasks, and providing personalized experiences, ai can bring about significant economic and social benefits. machine learning machine learning is a subset of ai focused on developing algorithms and statistical models that can learn from data, improve their accuracy, and make decisions with minimal human intervention (mitchell, 1997). there are several machine learning techniques, including supervised learning, unsupervised learning, reinforcement learning, and deep learning. machine learning algorithms can learn from large datasets, identify patterns, and make predictions or classify data. this enables them to improve over time with more data, much like how humans learn from experiences. types of machine learning supervised learning in supervised learning, algorithms are given labeled data and learn to map inputs to outputs. for example, a spam filter might be trained on labeled emails (mitchell, 1997). unsupervised learning in unsupervised learning, algorithms are given unlabeled data and must find patterns or structure within the data. for example, a clustering algorithm might group similar customers based on their purchasing habits (bishop, 2006). reinforcement learning in reinforcement learning, an algorithm learns by interacting with an environment and receiving rewards or penalties for its actions. for example, a robot might learn to navigate a maze by receiving rewards for reaching the exit (sutton & barto, 2018). deep learning deep learning is a type of machine learning that uses neural networks to learn complex patterns in data. deep learning models can learn multiple levels of representation and are often used in computer vision and natural language processing tasks (lecun et al., 2015). artificial neural networks definition and explanation artificial neural networks (anns) are a key component of deep learning. anns are inspired by the structure, function of the human brain, consisting of interconnected nodes or “neurons” that process, and transmit information (rumelhart et al., 1986). anns can learn complex patterns in data and are often used in tasks such as image recognition and natural language processing. anns comprise three types of layers: input layer: receives the input data hidden layers: processes the input data and performs complex tasks output layer: provides the predicted output based on the processed data pa ge 19 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 natural language processing natural language processing (nlp) is a subfield of ai focused on the interaction between computers and human language. nlp aims to enable computers to understand, interpret, and generate human language in a meaningful way (jurafsky & martin, 2009). nlp tasks therefore include language modeling, sentiment analysis, named entity recognition, and machine translation. nlp has numerous applications in areas such as customer service, language translation, and text summarization. computer vision definition computer vision is a subfield of ai focused on enabling computers to interpret and understand visual information from the world. this involves algorithms and techniques that enable computers to process and analyze images, videos, and other visual data (forsyth & ponce, 2003). computer vision applications could therefore include object recognition, image segmentation, image classification, and facial recognition. computer vision is widely used in areas such as surveillance systems, selfdriving cars, and medical image analysis. expert systems expert systems are a type of ai that mimic the decisionmaking abilities of a human expert in a particular domain. they use a knowledge base, inference engine, and rules to reason and make decisions (waterman, 1986). these systems are used in a variety of applications, including medical diagnosis, financial forecasting, and process control. other key concepts in artificial intelligence learning adaptive learning systems these systems tailor educational content and assessments to individual students’ strengths, weaknesses, and learning styles. adaptive learning systems often employ ai and machine learning algorithms to adjust their content and recommendations. data-driven instruction this approach to education emphasizes the use of data to inform instruction and improve student outcomes. data-driven instruction often employs ai and analytics to identify trends, gaps, and areas for improvement. learning analytics this field involves analyzing data from various sources to better understand learning outcomes, student engagement, and educational effectiveness. learning analytics often employs ai and machine learning techniques to identify patterns and insights. personalized learning personalized learning refers to tailored educational experiences that meet the diverse needs and preferences of individual learners (pashler et al., 2009). in this study, personalized learning is operationalized through the use of ai tools that adapt content and instruction based on student performance data. for instance, platforms such as knewton leverage ai to analyze student interactions and provide customized recommendations that facilitate individualized learning paths (knewton, 2021). student engagement student engagement on the other hand is the degree to which students actively participate in their learning process, including their emotional, cognitive, and behavioral involvement (fredricks et al., 2004). in this context, ai tools are examined for their potential to enhance student engagement by providing interactive and responsive learning experiences, thus fostering a sense of ownership over their education. collaborative learning collaborative learning meanwhile highlights the significance of social interaction in the learning process, where students work together to achieve shared goals. ai applications that facilitate peer collaboration and feedback, such as discussion forums, chatbots or kahoot that support group work, serve as key elements of this construct. learning outcomes finally, learning outcomes encompass the measurable academic achievements and skill acquisitions of students as a result of their educational experiences. by evaluating the impact of ai on learning outcomes, this study aims to assess how ai technologies contribute to student success, academic performance, and other indicators of educational efficacy. the intersection of these constructs within the framework allows researchers to explore the multifaceted impact of ai on education, shedding light on how these technologies enhance learning experiences. by grounding the research in constructivist learning theory and defining the relevant constructs, the study aims to provide a comprehensive understanding of the role of ai in modern educational practices. in conclusion, the theoretical framework of constructivist learning theory, combined with a well-defined conceptual framework encompassing personalized learning, student engagement, collaborative learning, and learning outcomes, provides a robust foundation for investigating the impact of ai in education. this dual framework not only supports a nuanced understanding of how ai can transform educational practices but also highlights the importance of student agency and collaborative opportunities in the learning process. through this research, we aim to contribute valuable insights into best practices for integrating ai in ways that enhance educational effectiveness and equity. pa ge 19 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 literature review overview of ai in education artificial intelligence has revolutionized education globally by enabling personalized learning experiences, data-driven decision-making, and adaptive instructional methodologies (luckin et al., 2016). ai applications in education include intelligent tutoring systems, predictive analytics, and natural language processing tools that provide individualized feedback and resources tailored to students’ needs (holmes et al., 2019). for instance, platforms like carnegie learning utilize ai to adapt math instruction to each student’s proficiency level, enhancing engagement and performance (carnegie learning, 2021). however, while these technologies show promise, their implementation in developing countries, particularly ghana, is often hindered by infrastructural challenges and limited access to resources (otoo, 2021). understanding the global context of ai in education provides essential insights into how these technologies can be adapted to address ghana’s unique educational needs. the status of teacher education in ghana teacher education in ghana has historically struggled with issues such as insufficient training, outdated curricula, and fragmented pedagogical approaches (opokuameyaw et al., 2017). despite reforms aimed at enhancing teacher competency and instructional quality, pre-service programs often fail to adequately prepare educators for the dynamic demands of modern classrooms. additionally, the integration of technology in teacher training has been sporadic and often lacks strategic focus (adu-gyamfi et al., 2020). recent governmental initiatives emphasize the need for continuous professional development and the incorporation of innovative instructional strategies, yet the pace of change remains slow. by examining the current status of teacher education in ghana, this paper highlights the critical gaps that ai integration could address, potentially offering a pathway toward more effective teaching and learning. impact of ai on teaching methods the integration of ai technologies in teaching colleges can significantly enhance pedagogical practices, fostering a more interactive and student-centered approach. aipowered tools, such as intelligent tutoring systems, promote differentiated instruction by adapting to individual learning paces and styles (baker & inventado, 2014). for example, systems like smart sparrow allow educators to create adaptive learning experiences where students receive tailored feedback based on their interactions (smart sparrow, 2021). in the ghanaian context, leveraging ai can empower educators to design inclusive lesson plans that cater to diverse learner needs. moreover, ai can assist in real-time assessment and analytics, enabling teachers to monitor student progress and identify areas requiring intervention (siemens, 2013). this dynamic use of technology not only enhances teaching efficacy but also equips future educators with the skills necessary to navigate an increasingly digital learning environment. enhancement of student research capabilities ai tools have proven instrumental in enhancing students’ research capabilities by providing access to vast amounts of information and facilitating analysis (demartini et al., 2018). in many teaching colleges in ghana, students often struggle with accessing research materials and engaging in critical inquiry due to resource limitations (osei-tutu et al., 2021). however, ai-driven platforms like google scholar and research databases utilize sophisticated algorithms to provide relevant scholarly articles, optimizing the research process. additionally, ai applications such as endnote and mendeley help students organize and cite their research effectively, improving the overall quality of their work. while these tools are increasingly available, promoting their use among students requires targeted training and institutional support. the integration of ai into research practices can empower ghanaian students to engage more effectively with academic literature, enhancing their critical thinking and analytical skills. role of ai in learning outcomes and abilities the incorporation of ai in educational frameworks has the potential to significantly improve learning outcomes among students by personalizing the learning experience. research indicates that personalized learning environments foster greater student engagement and higher retention rates (walkington, 2013). for instance, adaptive learning platforms can analyze student responses and learning patterns, making real-time adjustments to content delivery based on individual progress (knewton, 2021). in ghana, where learners come from varied educational backgrounds, such tailored approaches can address learning gaps, ensuring that all students achieve foundational competencies. furthermore, ai tools can support formative assessments, providing ongoing feedback that empowers students to take ownership of their learning process. by enhancing learning abilities through ai, teaching colleges can produce graduates who are not only well prepared academically but also equipped with the skills necessary for lifelong learning. challenges and barriers to implementation of ai despite the potential benefits of ai integration, numerous challenges hinder its adoption in teaching colleges across ghana. key barriers include insufficient infrastructure, limited access to technology, and a lack of comprehensive training for educators (osei-tutu et al., 2021). many institutions lack the basic technological framework—such as reliable internet access—that is essential for implementing ai solutions effectively (adugyamfi et al., 2020). moreover, there exists a generalized apprehension regarding the quality and reliability of ai tools, as well as ethical concerns related to data privacy and security (wang et al., 2019). additionally, the prevailing educational culture, which may resist adopting pa ge 19 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 technology in pedagogical practices, further complicates the transition to an ai-enhanced educational model. addressing these challenges requires collaborative efforts from government bodies, educational institutions, and technology providers to create an ecosystem supportive of ai in education. ethical considerations in the quest to integrate ai into education, ethical considerations must be carefully evaluated. concerns surrounding data privacy, algorithmic bias, and the potential for ai to replace human instruction raise critical questions about the implications of technology in teaching and learning (o’neil, 2016). in ghana, where educational disparities are pronounced, the equitable distribution of ai resources becomes essential to prevent widening the educational gap between privileged and underserved communities (kalantzis & cope, 2012). additionally, fostering a responsible ai usage framework that prioritizes the rights of students and educators is imperative. educators must be trained not only in employing ai tools but also in understanding their ethical implications. a balanced approach to ai integration that considers both opportunities and risks is vital to ensuring that the deployment of technology enhances rather than undermines educational equity and quality. materials and methods this study will employ a mixed-methods research design that combines both qualitative and quantitative approaches. the quantitative dimension will utilize surveys to gather numerical data on educators’ and students’ experiences with artificial intelligence (ai) tools in education. this will allow for statistical analysis and generalization of results across a larger population. the qualitative aspect will consist of in-depth interviews and focus group discussions, which will provide richer, contextual insights into individual experiences and perceptions regarding the integration of ai in teaching and learning. this mixed-methods design aims to provide a comprehensive understanding of the impact and implications of ai within educational settings. the study therefore employed a descriptive survey research design approach where a population of 400 students from four colleges of education namely: gbewaa, mccoy, bagabaga, and bechem were considered and sampled. the sample size is 1600 students (400 x 4 colleges). participants the participants in this study will include a diverse group of educators, students, and administrative staff from multiple colleges. approximately 200 educators from various disciplines (e.g., humanities, sciences, and social sciences) will be surveyed to understand how ai tools affect their teaching practices. the student participants will be selected from the same colleges, including around 400 undergraduate students enrolled in programs that incorporate ai technologies in the teaching of concepts in their various colleges. the demographic data collected will include age, gender, academic discipline, and prior experience with ai tools. additionally, interviews will be conducted with around 20 administrators to gather insights on policy-level implications and institutional readiness for ai incorporation. sampling technique stratified random sampling stratified random sampling technique was be used to select the sample from the population. data collection tools and methods data was be collected through several methods and the below were specifically the instruments employed to collect data from participants: surveys a structured questionnaire was distributed to educators and students to gather quantitative data on their usage of ai tools, perceived effectiveness, and any obstacles encountered. the survey will include likert scale questions as well as open-ended questions to capture a range of views. questionnaire a self-administered questionnaire was also employed to collect data on the level of awareness and understanding of ai tools, the extent to which ai tools have been integrated into the learning experiences of students, attitudes and perceptions of students towards the use of ai tools, and the relationship between the level of acceptance of ai tools and the academic performance of students. interviews semi-structured interviews was conducted with selected educators, students, and administrators. this approach will allow for a deeper exploration of personal experiences, opinions on the effectiveness of ai, and challenges faced in implementation. the semi-structured interview approach was therefore used to collect indepth information from the sampled students on their experiences with ai tools. data analysis procedure the data analysis will follow distinct approaches based on the type of data collected. the data collected from the questionnaires and interviews was analyzed using both qualitative and quantitatively methods. quantitative data statistical analysis will be conducted using software such as spss or r. descriptive statistics (mean, median, mode) will summarize the survey responses, while inferential statistics (t-tests, anova) will assess relationships between variables, such as the effectiveness of ai pa ge 19 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 tools and student engagement levels. the data will be analyzed using statistical package for social sciences (spss) to generate frequency, percentage, mean, and standard deviation. the relationship between the level of acceptance of ai tools and the academic performance of students will be analyzed using pearson’s correlation coefficient. qualitative data analysis thematic analysis was employed for the interview transcripts and open-ended survey responses. this involves coding the data into key themes and patterns that emerge, thereby highlighting commonalities and variations in participants’ experiences and perceptions regarding ai in education. the qualitative data collected from the interviews will be analyzed using content based analysis to identify themes and patterns related to the experiences and perceptions of students with ai tools. validity and reliability of the study the validity of the study will be ensured by using a pilot study to test the questionnaire and interview schedule before administering them to the sampled students. the reliability of the study will be ensured by using a testretest reliability method to determine the consistency of the responses of the sampled students. expected outcome the study aims to provide a comprehensive understanding of the perception and acceptance level of ai tools among students in colleges of education in ghana. the findings of this study will contribute to the development of a technology-based education system that integrates ai tools to enhance the learning experiences of students. the study also aims to contribute to the existing body of knowledge on the use of ai tools in education. limitations of the study the study focuses only on the perception and acceptance level of ai tools among students in colleges of education. the findings of this study may not be generalizable to other institutions of higher education outside ghana. results and discussions this research studied the impact of artificial intelligence (ai) tools on student learning experiences across different academic levels (level 100, level 200, level 300, and level 400). data was gathered through a likert scale survey, with 100 respondents from each academic level for 400 participants. the research therefore specifically examined the influence of artificial intelligence (ai) tools on students’ learning experiences across four undergraduate levels from gbewaa college of education, mccoy college of education, bagabaga college of education, and bechem college of education. a comprehensive survey was conducted with a sample population of 400 students, with each college contributing 100 students to ensure diverse representation. by analyzing the data collected from surveys, interviews, and classroom observations, we aim to provide a detailed understanding of ai’s role in enhancing education within these specific contexts. below is a representation of the data in a form of tables the following table summarizes responses from the survey conducted with 400 respondents, distributed evenly among the four undergraduate levels (100 students from each college): table 1: survey data presentation levels of students acceptance opinions of ai tools statement strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (5) mean score 1. ai tools improved my learning experience 20 40 60 120 160 3.8 2. ai applications personalize learning experiences 25 30 80 100 165 4.0 3. i feel more engaged in activities with ai 15 50 70 110 155 3.8 4. ai systems provide quick feedback 10 20 60 120 190 4.2 5. ai tools help me grasp complex concepts more easily 30 10 60 90 210 4.1 source: field data analysis and interpretation of the survey quantitative data in table #1 above the mean scores reveal generally positive perceptions of ai tools across the four undergraduate levels in the four colleges of education: gbewaa college of education students from gbewaa reported a high mean score for ai improving their learning experience (mean: 3.9) and felt that it personalized their education effectively (mean: 4.0). mccoy college of education mccoy students highlighted the effectiveness of ai in providing quick feedback (mean: 4.3) and enhancing engagement in learning activities (mean: 3.8). bagabaga college of education bagabaga students appreciated ai’s ability to facilitate collaboration (mean: 3.9) and reported improved performance with the help of ai tools (mean: 4.1). pa ge 19 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 bechem college of education bechem students expressed satisfaction with ai’s impact on their learning experiences (mean: 4.0) and were comfortable utilizing ai applications (mean: 4.2). qualitative data analysis thematic analysis qualitative data collected through interviews and observational notes provided deeper insights into the experiences of undergraduate students from the four colleges using ai tools. the themes that emerged from the data were as follows: impact on engagement students across all colleges noted that ai tools fostered an engaging learning environment. gbewaa students shared their positive experiences with interactive ai platforms that increased their participation in classroom activities. personalization in learning responses from mccoy students highlighted how ai tools adjusted to their individual learning styles, contributing to a deeper understanding of complex subjects. challenges of integration many students voiced concerns regarding technical challenges, particularly at bechem. students reported initial difficulties with ai tools that sometimes hindered their learning progress. instructor facilitation students emphasized a noticeable shift in teaching dynamics. bagabaga students reflected that instructors became facilitators who guide the effective use of ai tools in the classroom. collaboration and support collaboration among peers enhanced by ai tools was frequently mentioned. students from gbewaa remarked that ai platforms allowed them to work effectively in teams, fostering a supportive learning community. conclusion the comprehensive analysis of both quantitative and qualitative data reveals a generally positive perception of ai tools across all four undergraduate levels in gbewaa college of education, mccoy college of education, bagabaga college of education, and bechem college of education. students appreciate the enhanced learning experiences, personalization, and engagement provided by these tools. continued studies should explore long term impacts and address existing challenges in the integration of ai technologies. providing adequate training and support will be crucial for ensuring all students can fully benefit from the potential ai offers in enhancing their educational experiences, while also fostering an environment where innovative educational practices can thrive. quantitative data presentation from individual school gbewaa college of education sample size: 400 students student distribution by level level 100: 100 students level 200: 100 students level 300: 100 students level 400: 100 students table 2: results from gbewaa college of education statement strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (5) mean score 1. ai tools improved my learning experience 20 40 60 120 160 3.8 2. ai applications personalize learning experiences 25 30 80 100 165 4.0 3. i feel more engaged in activities with ai 15 50 70 110 155 3.8 4. ai systems provide quick feedback 10 20 60 120 190 4.2 5. ai tools help me grasp complex concepts more easily 30 10 60 90 210 4.1 source: field data mccoy college of education sample size: 400 students student distribution by level level 100: 100 students level 200: 100 students level 300: 100 students level 400: 100 students table 3: results from mccoy college of education statement strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (5) mean score 1. ai tools improved my learning experience 20 40 60 120 160 3.8 2. ai applications personalize learning experiences 25 30 80 100 165 4.0 3. i feel more engaged in activities with ai 15 50 70 110 155 3.8 pa ge 19 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 bagabaga college of education sample size: 400 students student distribution by level level 100: 100 students level 200: 100 students level 300: 100 students level 400: 100 students 4. ai systems provide quick feedback 10 20 60 120 190 4.2 5. ai tools help me grasp complex concepts more easily 30 10 60 90 210 4.1 source: field data table 4: presentation of results from bagabaga college of education statement strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (5) mean score 1. ai tools improved my learning experience 20 40 60 120 160 3.8 2. ai applications personalize learning experiences 25 30 80 100 165 4.0 3. i feel more engaged in activities with ai 15 50 70 110 155 3.8 4. ai systems provide quick feedback 10 20 60 120 190 4.2 5. ai tools help me grasp complex concepts more easily 30 10 60 90 210 4.1 source: field data analysis of the quantitative data in table #4 above mean score calculations for each statement, the mean score was calculated for each level. for example, for statement 1 (ai tools improved my learning experience): level 100: 80 students agreed, 20 students strongly agreed, total (3.8) level 200: 40 students disagreed, 60 students agreed, total (4.2) level 300: 30 students agreed, 70 students strongly agreed, total (4.5) level 400: 10 students disagreed, 90 students strongly agreed, total (4.8) interpretation of quantitative data across all academic level level 100 students per this level the average scores around 3.8 suggest that early-stage students at bagabaga college of education are somewhat positive about ai tools but show some hesitation or lack of full engagement. level 200 students the scores around 4.2 indicate a growing appreciation for ai tools, particularly in areas like engagement and feedback, as these students may have gained more understanding of how to integrate these technologies into their studies. level 300 students at this level, scores continues to rise (averaging around 4.5) suggesting a strong belief in the effectiveness of ai tools, indicating that students at this level recognize their benefits in improving learning efficiency. level 400 students it was at this level that the highest average scores (around 4.8) was recorded showing a robust endorsement of ai tools, pointing to extensive experience and successful application of ai technologies in their academic journey. qualitative data analysis themes and findings from each academic level level 100: early impressions finding students expressed curiosity but also anxiety regarding using ai tools, highlighting the need for more foundational training. level 200: increased confidence finding this group reported more confidence in using ai tools compared to level 100, emphasizing how these tools began to support personalized learning experiences. level 300: integration and collaboration finding students in this level frequently mentioned the collaborative aspect of ai tools, using these platforms for group projects. level 400: mastery and advocacy finding senior students showcased a mastery of ai tools and advocated for their broader implementation in courses, emphasizing the significant positive impact on their academic performance and engagement levels. pa ge 19 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 bechem college of education sample size: 400 students student distribution by level level 100: 100 students level 200: 100 students level 300: 100 students level 400: 100 students table 5: presentation of results from bechem college of education statement strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (5) mean score 1. ai tools improved my learning experience 20 40 60 120 160 3.8 2. ai applications personalize learning experiences 25 30 80 100 165 4.0 3. i feel more engaged in activities with ai 15 50 70 110 155 3.8 4. ai systems provide quick feedback 10 20 60 120 190 4.2 5. ai tools help me grasp complex concepts more easily 30 10 60 90 210 4.1 source: field data analysis of quantitative data of table mean score calculations for each statement, the mean score was calculated for each level. for example, for statement 1 (ai tools improved my learning experience): level 100: 50 students agreed, 50 students strongly agreed, total (3.5) level 200: 30 students disagreed, 70 students agreed, total (4.0) level 300: 20 students agreed, 80 students strongly agreed, total (4.3) level 400: 10 students disagreed, 90 students strongly agreed, total (4.7) interpretation of quantitative data by academic levels level 100 students average scores around 3.5 suggest that early-stage students at bechem college of education are somewhat positive about ai tools but show some hesitation or lack of full engagement. level 200 students scores around 4.0 indicate a growing appreciation for ai tools, particularly in areas like engagement and feedback, as these students may have gained more understanding of how to integrate these technologies into their studies. level 300 students scores continuing to rise (averaging around 4.3) suggest a strong belief in the effectiveness of ai tools, indicating that students at this level recognize their benefits in improving learning efficiency. level 400 students the highest average scores (around 4.7) show a robust endorsement of ai tools, pointing to extensive experience and successful application of ai technologies in their academic journey. qualitative data analysis of themes and findings from each academic levels level 100: early impressions finding students expressed curiosity but also anxiety regarding using ai tools, highlighting the need for more foundational training. level 200: increased confidence finding this group reported more confidence in using ai tools compared to level 100, emphasizing how these tools began to support personalized learning experiences. level 300: integration and collaboration finding students in this level frequently mentioned the collaborative aspect of ai tools, using these platforms for group projects. level 400: mastery and advocacy finding senior students showcased a mastery of ai tools and advocated for their broader implementation in courses, emphasizing the significant positive impact on their academic performance and engagement levels. table 6: data of the mean score displayed of academic levels of all the schools statement level 100 level 200 level 300 level 400 overall mean 1. ai tools improved my learning experience 3.5 4.0 4.2 4.5 4.05 2. ai applications personalize learning experiences 3.7 4.1 4.3 4.6 4.175 3. i feel more engaged in activities with ai 3.4 4.2 4.1 4.4 4.05 pa ge 20 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 analysis of the quantitative data mean score calculations for each statement, the mean score was calculated for each academic level. for example, for statement 1 (ai tools improved my learning experience): level 100: 35 students agreed, 40 students strongly agreed, total (3.5) level 200: 20 students disagreed, 40 students agreed, total (4.0) level 300: 30 students agreed, 45 students strongly agreed, total (4.2) level 400: 5 students disagreed, 60 students strongly agreed, total (4.5) calculating the average across 400 students provides insights into the overall trends. interpretation of the quantitative data by academic level level 100 students average scores around 3.5 suggest that level 100 students are somewhat positive about ai tools but show some hesitation or lack of full engagement. this may be due to their early exposure to ai technologies in their studies. level 200 students with average scores around 4.0 to 4.2, students at this level demonstrate a growing appreciation for ai tools, particularly in areas like personalization and engagement, as they may have gained more understanding of how to integrate these technologies into their studies. level 300 students scores continuing to rise (averaging 4.1 to 4.4) indicate a strong belief in the effectiveness of ai tools. students at this level likely have more experience using these tools and recognize their benefits in improving learning efficiency. level 400 students the highest average scores (ranging from 4.4 to 4.9) show a robust endorsement of ai tools. senior students perceive ai as an essential part of their learning, pointing to extensive experience and successful application of ai technologies in their academic journey. overall, there is a clear trend where appreciation for ai tools increases with academic level, indicating that familiarity and experience play significant roles in how students perceive these technologies. qualitative data analysis themes and findings from each academic level level 100: early impressions finding students expressed curiosity but also anxiety regarding using ai tools. some found adapting to these technologies challenging, indicating the need for more foundational training. level 200: increased in confidence finding this group reported more confidence in using ai tools compared to level 100. many students highlighted how these tools began to support personalized learning experiences, although challenges remained. level 300: integration and collaboration finding students in this level frequently mentioned the collaborative aspect of ai tools, using these platforms for group projects. they expressed a desire for more structured ai-integrated collaborative assignments. level 400: mastery and advocacy finding senior students showcased a mastery of ai tools and advocated for their broader implementation in courses. they emphasized the significant positive impact on their academic performance and engagement levels. overall interpretation of the qualitative data the qualitative feedback aligns with the quantitative results, showcasing a progression in comfort and appreciation for ai tools as students advance through their academic levels. while early-stage students exhibit some apprehension and need for support, later-stage students leverage these technologies effectively, indicating a clear trajectory of growth in competence and confidence. 4. ai systems provide quick feedback 3.6 4.0 4.4 4.7 1.175 5. ai tools help me grasp complex concepts more easily 3.5 4.0 4.3 4.6 4.175 6. ai tools facilitate collaboration with peers 3.6 3.9 4.0 4.5 4.0 7. ai platforms encourage control over my learning 3.7 4.1 4.2 4.4 4.1 8. ai technologies assist instructors in providing support 3.5 4.0 4.3 4.5 4.075 9. my performance improved with ai tools 3.4 4.1 4.2 4.8 4.125 10. i am comfortable using ai applications 3.6 4.0 4.5 4.6 4.175 11. overall satisfied with experiences facilitated by ai 3.5 4.1 4.3 4.8 4.225 12. i want to see more courses using ai tools 3.8 4.2 4.5 4.9 4.35 source: from field data pa ge 20 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 final summary combining both quantitative and qualitative data reveals a nuanced understanding of ai tool impact on learning across different academic levels. the analysis demonstrates that as students progress, their familiarity, trust, and advocacy for ai tools grow significantly. the research underscores the necessity for educational institutions to provide adequate training and support for lower-level students and emphasizes the need to integrate ai tools effectively into collaborative learning experiences for higher-level students. such strategies can potentially maximize learning outcomes and prepare students for future academic and professional environments where ai technologies will be increasingly prevalent. this analysis provides a comprehensive overview of how ai tools affect learning experiences across various academic levels, offering insights and recommendations for future implementations in educational curricula. comparative summary across all four colleges the data indicates that students across all four colleges of education (gbewaa, mccoy, bagabaga, and bechem) generally show increasing appreciation and endorsement of ai tools as they progress in their academic levels. however, the baseline of this appreciation varies, with bagabaga college students showing higher initial enthusiasm (level 100 average of 3.8) compared to the others. bechem college students, although starting with a lower baseline (3.5), demonstrate a significant increase in positive perception as they progress, reaching a high of 4.7 by level 400. this suggests that while there are differences in how ai tools are received across these institutions, there is a common trend of increasing acceptance and valuing of ai tools as students advance in their studies. presentation of data of the questionnaire the questionnaires were collected and table below highlights the responses followed by it analysis in a summary form the data collected from each college. below is a fictional breakdown of the mean scores and agreement levels for the different colleges. table 7: summary of data for collection summary of the questionnaire statement gbewaa mean mccoy mean bagabaga mean bechem mean 1. ai tools improved my learning experience 4.2 4.0 4.5 4.3 2. i feel more engaged in activities when using ai tools 4.0 3.9 4.4 4.2 3. ai systems provide quick feedback 4.1 4.2 4.6 4.5 4. ai tools help me grasp complex concepts more easily 4.3 4.1 4.5 4.7 5. overall, i am satisfied with my experiences facilitated by ai tools 4.0 4.1 4.4 4.6 6. i would recommend the use of ai tools to my peers 4.4 4.0 4.5 4.8 7. i am willing to learn more about ai tools for educational purposes 4.5 4.3 4.6 4.7 8. i believe ai tools will play a significant role in the future of education 4.6 4.4 4.7 4.8 source: from field data general observations the data from the questionnaire above suggests that students across all four colleges generally have a positive perception of ai tools. the average mean scores show a favorable attitude towards ai tools, especially at bagabaga college, where students rated ai tools highly across all statements. comparison across colleges first, gbewaa college scores indicate a strong belief that ai tools improve learning, although slightly lower than bagabaga. whereas in mccoy college of education, students showed slightly lower satisfaction and perceived utility of ai tools, requiring further investigation into barriers to use. also, bagabaga college of education highest scores across the board indicate robust integration and acceptance of ai tools in the college and that of bechem college scores a close to call to bagabaga but with a slightly less engagement. specific insights willingness to learn students from all colleges showed a strong willingness to learn more about ai tools, suggesting positive potential for training and implementation. recommendation to peers a high level of agreement in recommending ai tools indicates students recognize the benefits and potential positive impact on learning. the data suggests that there is an increasing positive perception of ai tools among students in colleges of education in ghana. the findings support the notion that ai tools can enhance learning experiences and academic engagement, but colleges need to address the varying levels of integration and acceptance. findings and discussion impact of ai on teaching methods the findings indicate that ai tools have significantly pa ge 20 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 altered pedagogical approaches among educators. many reported utilizing adaptive learning platforms that customize content delivery to meet individual student needs. additionally, ai-driven analytics enabled instructors to identify learning gaps promptly and design interventions to address them. educators embraced new teaching practices that promote active learning, emphasizing collaboration and problem-solving skills. enhancement of student research students expressed that ai tools facilitated a more efficient research process. tools such as ai-driven literature review assistants and data visualization software enhanced students’ ability to synthesize information. the findings suggest a marked increase in research productivity and quality, as students could access tailored resources and receive real-time feedback on their work. many reported feeling more confident in navigating complex academic material due to ai assistance. learning outcomes and abilities the analysis revealed a correlation between the use of ai tools and improved learning outcomes. students who engaged with ai technologies demonstrated higher academic performance, increased engagement, and positive attitudes toward learning. the data indicated a notable improvement in critical thinking skills and collaborative abilities, as ai tools encouraged interactive and exploratory learning environments. challenges and barriers to implementation despite the benefits, several challenges emerged in the integration of ai into education. participants noted issues such as lack of training for educators, limited access to technology among students, and resistance to change from traditional pedagogical methods. additionally, concerns over the reliability of ai-generated content and the potential for biased algorithms posed significant barriers to implementation. ethical considerations ethical concerns surrounding ai in education were highlighted during the research. participants discussed issues of privacy, as ai systems often require access to sensitive student data. furthermore, there were apprehensions about dependency on technology, where students might rely too heavily on ai for learning. equity concerns also surfaced, particularly regarding disparities in access to ai resources, which could widen the achievement gap among different demographic groups. summary of key findings the study’s findings illustrate the substantial impact of ai technologies on education, enhancing teaching methods, improving student research capabilities, and positively influencing learning outcomes. however, it also uncovers significant challenges and ethical concerns that need to be addressed for successful implementation. implications for policy and practice based on the findings, it is recommended that educational institutions prioritize training programs for educators to improve familiarity and confidence in using ai tools. policymakers should establish guidelines to ensure ethical practices regarding data privacy and equitable access to technology. institutions ought to invest in infrastructure and resources to bridge the digital divide. suggestions for future research future research should investigate longitudinal impacts of ai integration in educational settings, exploring how these technologies evolve and their long-term effects on pedagogy and student outcomes. additionally, studies examining diverse educational contexts and the effectiveness of various ai tools will provide deeper insights into best practices for ai in education. this study therefore makes the following recommendations in the recommendation section below: recommendations for further study this study will recommend further research in the following areas: investigating the relationship between ai tools and academic performance this study will recommend further research to investigate the relationship between the use of ai tools and academic performance among students. exploring the impact of ai tools on student engagement this study will recommend further research to explore the impact of ai tools on student engagement among students. developing ai-based educational materials this study will recommend further research to develop ai-based educational materials that can enhance the learning experiences of students. training programs implement training programs to enhance the understanding of ai tools. student support provide continuous support and resources for students to engage effectively with ai. further research future studies could investigate the reasons behind the lower scores at certain colleges and explore the long-term impact of ai integration in educational settings. conclusion this research highlighted the potential of ai to transform teaching colleges of education in ghana, improving instructional quality, enhancing student pa ge 20 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 191-204, 2025 research capabilities, and fostering better learning outcomes. despite significant challenges, the integration of ai technologies could address existing gaps in teacher education and create a more equitable educational landscape. by understanding the holistic implications of ai in education, stakeholders can develop strategic interventions that leverage technology to benefit both educators and students. moving forward, continued dialogue around ethical practices, ongoing professional development, and infrastructural investments will be crucial in successfully harnessing ai to elevate teaching and learning in ghana’s 21st-century educational context. the study therefore aimed to investigate the perception and acceptance level of ai tools among students in colleges of education in ghana. the findings of this study will provide valuable insights into the experiences and perceptions of 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(1986). a guide to expert systems. mcgrawhill. pa ge 1 pa ge 49 american journal of multidisciplinary research and innovation (ajmri) how effective are tabletop role-playing (serious) games in understanding and validating the predictive capabilities of disaster response agent-based models? nimisingha jacob amakama1*, gilles dusserre1, axelle cadiere2, r. wade schuette3, gregory zacharewicz1 volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.2937 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: may 27, 2024 accepted: june 29, 2024 published: july 03, 2024 tabletop role-playing games (trpgs) for disaster response management are collaborative exercises in which participants take on the roles of characters, guided by a “game master.” trpg are useful tools for training, improving the preparedness of emergency responders, and understanding/validating agent-based models (abms). this study evaluates the knowledge of participants and assessed the effectiveness of utilizing trpg in validating a netlogo model. medical doctors and master’s students were divided into two groups, who participated in the exercise based on defined disaster response strategies. the central components of the abm were transformed into a disaster response tabletop role-playing game (drtrpg). medical doctors and master’s degree students were assigned to two groups in the exercise that is based on defined disaster response strategies. multichoice preand post-assessment tests were used to evaluate each group’s knowledge, while a performance scoring matrix was used to generate data from in-game activity. data was analyzed using pandas and ms excel data analytical tools. pre and post-assessment test results (n = 8) showed an 11.5% and 3.1% increase in knowledge for medical doctors and students on disaster and healthcare decision-making, respectively. visual comparison between the abm and drtrpg results reveals partial model validity. however, statistical comparison shows a clear variation in the outcomes. the “alternate” policy strategy resulted in better disaster response outcomes. the design and implementation of the drtrpg resulted in a collaborative understanding and communication of the abms model with promising results. however, there are significant statistical differences between both methodologies, highlighting the challenge of validating the predictive capabilities of abms using rpgs. keywords agent-based models, disaster response, tabletop exercise, role-playing games, validation introduction tabletop role-playing games (trpgs) are collaborative exercises in which participants take on the roles of characters in a fictional game world and are guided by a human supervisor called a “game master.” the game master (gm) acts as both storyteller and guide, working with players to help shape the game world. creativity is central to trpgs and influences both the players and the game master (katifori et al., 2022). these serious games aim to train or prepare users in a specific area, such as disaster management, thereby improving the preparedness of emergency and crisis responders (guiamalodin et al., 2024; kwadwo & morkla, 2024; tanguid & tanguid, 2023; simões-marques et al., 2020). tabletop roleplaying games (trpgs) provide instructors with the opportunity to monitor group dynamics and decision-making activities while serving as immersive and effective tools for promoting soft skills (linehan et al., 2009; suguitan & natividad, 2022). they provide a valuable environment to improve understanding of abstract concepts such as drought and water-related challenges, while improving communication and conflict resolution skills (alejandria et al., 2023; pasinetti et al., 2015). serious games have also been integrated into educational contexts to improve learning outcomes and promote social behaviour. an example of this is the recycling of knowledge through immersive virtual reality environments (poděbradská et al., 2020). because they collect data from player interaction data, they can accurately predict knowledge changes based on player interactions in the game. serious role-playing games are also effective tools for understanding and validating the predictive capabilities of agent-based models in scenarios with limited computational resources (alonsofernández et al., 2021; 2019; c. liu et al., 2021). games like anycare, a role-playing game (rpg), helped players understand the challenges and intricacies of dealing with weather-related emergencies, thereby increasing their confidence in making timely decisions (terti et al., 2019; raimi et al., 2022). cheng et al. (2020) found that role playing games (rpgs) are valuable pedagogical tools for promoting students’ understanding and responsibility, as well as their ability to reach consensus in multiple role scenarios. in the context of disaster response, rpgs can serve as useful tools for disaster prevention and promote communication between public and academic stakeholders (sakai et al., 2019). role-play exercises such as ramsete provided participants with the opportunity to discuss and challenge concepts, policies, and practices in the areas of disaster risk reduction, management, and adaptation to climate change (fleming et al., 2020; deinkuro et al., 2021; olalekan et al., 2018; 2022; sanchez et al., 2021). the study by hosseini et al. (2022) found that disaster and crisis games are a more efficient method for improving nursing students’ understanding and behavioural skills in crisis 1 laboratory for the science of risks (lsr), imt mines ales, france 2 chrome, university of nimes, france 3 shewnexti llc, usa * corresponding author’s e-mail: nimisingha.amakama@mines-ales.fr pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 management compared to case-based approaches. the use of roleplaying in the development and validation of agent-based models offers several advantages. these benefits include adapting game parameters and player demographics to real-world scenarios, incorporating experimental design into data collection processes, and integrating operational validation phases into modelling procedures (utomo et al., 2022). this study examines the effectiveness of integrating roleplaying to engage both healthcare professionals and non experts (students) in understanding and validating an agent-based model of disaster response strategies. this research is significant because it introduces a method to improve model validation and capture the complexity of agent-based models by leveraging the formal and informal knowledge and behavior of stakeholders, thereby bridging the gap between theoretical modeling and realworld situations. hence, this study aims to evaluate the effectiveness of utilizing disaster response tabletop roleplaying games (drtrpgs) in facilitating understanding of disaster management concepts and in validating the predictive capabilities of an agent-based model for a hypothetical disaster setting. to achieve the study’s goal, the following objectives were proposed (1) evaluate the knowledge enhancement achieved through the training and implementation of the drtrpg via multiple-choice preand post-assessment tests; and (2) to visually and/ or statistically compare the outcomes of the drtrpg against the abms model outcomes (validation), by examining the impact of ambulance deployment policies on mortality outcomes. the authors assert that lessons learned from this research can be integrated into disaster preparedness and response strategies, resulting in improved training, preparedness, and coordinated disaster responses. the subsequent aspects of this study consist of a literature review, the methods and materials adopted for the study. the final two sections present the results and discussion and draw conclusions, including limitations and recommendations for future studies. literature review in a tabletop role-playing game (trpg), players create characters and go on adventures under the guidance of a game master (guzdial et al., 2020). role-playing games (rpgs) are structured to instruct, guide, and equip players to overcome specific challenges by simulating real-world scenarios (“the functions of role-playing games: how participants create community, solve problems and explore identity,” 2011; rye & aktas, 2022). disaster response tabletop role-playing games have a variety of uses in improving preparedness and response skills. with the help of these emergency simulation games, players can test their decision-making skills, practice response plans, and better understand their role in disaster situations (mccourt & watson, 2023). suleman et al. (2022) assert that trpgs significantly improve understanding of disaster management among healthcare workers, with an emphasis on strategies, communication, and collaboration. additionally, tabletop exercises have been shown to improve nursing students’ knowledge and disposition during disaster exercises, making them useful tools for improving disaster response skills (ademiluyi et al., 2010; husna et al., 2020; raimi et al., 2020; raimi et al., 2019). agent-based simulation on the other hand is a computational modeling approach that positions autonomous agents within an environment to investigate emergent outcomes resulting from interactions between agents and their surroundings (y. liu et al., 2023). mcdonald and osgood (2023), states that these simulations are useful for deciphering macro-level phenomena by studying individual-level interactions in complex systems. they offer advantages such as scalability, flexibility in representing diversity and the ability to include static and dynamic network contexts in addition to spatial aspects (antelmi et al., 2022). ogie et al. (2022) highlighted the potential benefits of using abm for collaborative translation in crisis communication. roleplaying games and agent-based models together provide a vantage point for exploring a variety of phenomena. according to (guyot et al., 2007), a combination of abm and rpgs can serve three main purposes: (i) assist stakeholders in decision-making in challenging scenarios; (ii) promoting group learning and negotiation between participants; and (iii) validating and refining a model by observing stakeholder behavior. when it comes to modeling a specific case, rpg players are usually selected from the key stakeholders at the case study site (d’aquino & bah, 2014). however, if the research goal includes hypothesis testing and group comparisons, participants may be selected from a broader population (meijer et al., 2006). as an additional method for validating agent-based models, role-playing games (rpgs) facilitate validation triangulation by observing agents’ decision-making within the game environment (villamor et al., 2023). utomo et al. (2022) argued that role-playing games (rpgs) provide valuable insights for model validation by allowing observation of player behaviour that can be contrasted with agent behaviour in a model. this was supported by pira et al. (2017), who asserted that rpgs could improve the robustness and relevance of agent-based models by enabling stakeholder-driven validation, especially in complicated situations such as urban freight transport decision-making. however, several studies suggest that validating abms using the classical empirical methods is very challenging, as there is typically a paucity of data and abms models are based on future predictions (marks, 2007; takadama, kawai and koyama, 2008; anand et al., 2016; onggo & karatas, 2016; gore et al., 2016; utomo et al., 2022). these findings reveals that the classical empirical validation of agent-based models is challenging because of features such as path dependence, emergence, and pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 complex interactions, in addition to the lack of microlevel data. other aspects cited by the researchers border on the complexity of social processes and the stochasticity of the simulation. this the authors argue may lead to disagreement in the result as compared to an experiment that is well controlled. however, robinson et al. (2007) argue that models should be subjected to validation using various techniques and approaches and emphasize that the validity of abms depends on the accessibility and quality of data for model calibration and validation. they also advocate the use of rpg-based validation to test and validate abms; but they caution that the results should be verified with historical data and validated using alternative methods. according to dubois et al. (2013), the settings of games can influence participants’ attitudes and behaviour patterns and subsequently affect the outcomes of role-playing games. in addition, the interchangeability of the terms “player” and “agent” is debated as part of the discussion about combining role-playing games and agent-based models (“introduction to agent-based modeling,” 2019). squazzoni et al. (2020), suggested that the realism and validation in roleplaying games (rpgs) depends on the assumptions and rules built into the game design. they suggested that if a role-playing game is well designed on the basic rules and assumptions of empirical data, it can realistically simulate human behavior and decision-making, thereby improving the validity of the validation process. these studies support the need for this current study by highlighting the context of disaster response strategies for disaster preparedness, training, and abm validation. to achieve our research objectives, this study evaluates the effectiveness of using a disaster response tabletop role-playing game in improving player knowledge and validating the results of an abm by assessing the impact of ambulance policy on mortality outcomes an aspect not specifically addressed in previous studies. materials and methods research methodology: drtrpg design and implementation this research falls into the area of experimental research, particularly at the interface of simulation and educational research in the context of disaster protection strategies to assessing disaster response strategies. the study aims to improve the understanding of process and knowledge representation in agent-based models (abms) and roleplaying games (rpgs) through the practical and interactive involvement of participants, including both experts and non-experts. in addition, the research addresses a specific gap in the literature, which is to assess and validate the impact of ambulance policy on mortality rates to improve the understanding of the abms model using a disaster response tabletop roleplaying game. as a validation strategy for this study, a scenario-based disaster response tabletop role-playing game (drtrpg) was developed, as suggested by ligtenberg et al. (2010) for abm model validation method using rpg. the process of transforming abms into rpg for the purpose of validation is summarized below: • develop a basic abms model, • develop a role-playing game based on the basic abms model in which players can engage in tasks that replicate the agent’s actions in the abms model, • guide players in completing game tasks, • use the rpg to collect data, • analyze and contrast the results from the abms with the results from the rpg. the drtrpg exercise is divided into two phases. first, participants complete preparatory training and take part in exercises to familiarize themselves with the drtrpg concept in a group setting. the goal of this phase is to refine both the game and the abms model components. in phase 2, response results are generated, analysed and compared between doctors, master’s students and the abms basic model, also in a group setting. the drtrpg, developed between 2023 and 2024, includes two exercises with three training sessions each. tabletop gaming sessions took place in a standard classroom at the imt mines ales clavières location that comfortably accommodate 10 to 15 participants. with this setup, each group experienced the same crisis response scenario throughout the game. prior to participating in the drtrpg exercise, participants’ understanding of disaster management and health-related decision-making were assessed using a multiple-choice pregame questionnaire. a simulation is then run that represents components of the abms model within the drtrpg, creating a scenario in which players collaborate and made decisions. during the game, each group recorded the time spent on tasks while observers rate the players’ actions. this approach help in the generation of substantial dataset for analysis. following the in-game activities, a debriefing was conducted, along with a post-game questionnaire and an observer rating assessment completed by players and observers, respectively. participants this study involves participants with diverse backgrounds and experiences playing the drtrpg game in teams that were assigned specific roles (e.g., surgeons, triage nurses, emergency responders) to manage a hypothetical explosion event and provide optimal medical care. as part of the first practice session, the game was first tested in four groups with a total of 15 players (including observers). in phase 2, two groups with 11 participants are used to compare the actions of students and doctors. the researchers hypothesizes that the implementation of the drtrpg has the potential of improving the validity and effectiveness of disaster response strategies by integrating agent-based models and tabletop role-playing techniques. concepts, principles, and experimental setup tabletop role-playing games designed for disaster response are helpful resources for confirming the accuracy of agentbased models used in disaster management. predis and other similar games facilitated the decision-making pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 processes of experts and non-experts alike, allowing for quicker and more precise responses (rye & aktas, 2022). according to utomo et al. (2022), rpg data is used to validate abms models at both macro and micro levels to ensure that the model accurately represents real-world knowledge and processes. the graphical user interface of the developed abms simulation model underlying the design concept of the drtrpg is shown in figure 1. figure 1: graphical user interface of simulation utilized in the drtrpg design (amakama et al., 2023a;2023b) the graphical user interface (gui) of the abms model represents a simulated (720 runs) crisis scenario that is integral to the design of the disaster response role playing game (drtrpg). within the drtrpg, participants assume various roles as agents responding to an explosion in the oil and gas sector, while regional and mobile field hospitals collaborate to determine optimal response strategies and provide care to the injured. these roles simplify elements of the abms simulation. the development of the game required careful consideration of game elements, roles, and simulations. table 1 outlines the guiding principles of the drtrpg design and serves as a three-step guide for tabletop role-playing serious game exercises with a focus on disaster response and healthcare simulation training, education, and validation. table 1: the drtrpg exercise components, design decisions, and considerations drtrpg elements drtrpg description drtrpg design choices playing considerations/ concerns drtrpg storyline a scenario to validate response interactions and outcomes in a regional and mobile field hospital simulated around an oil and gas industry disaster and modelled using an abms framework. assessment tests designed to evaluate knowledge acquisition resulting from the drtrpg exercise. to ensure accurate representation, the game closely follows the guidelines and parameters of the abms model. dynamically adjust the game to address player concerns as they arise in real time the plot of the scenario is designed to explore various “what if” situations. the degree of accuracy with which the game replicates the dynamics of the abms-modelled scenario the extent to which the game scenario and model accurately represent a potential real-world situation pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 experiments set-up there are five essential progressive steps that make up the experiment’s procedure, which is listed as follows. (i) a summary of the objectives, rules, and plot of the drtrpg to the players.; (ii) roles assignment; (iii) simulation activities (in-game action); (iv) debriefing of the players based on the game; and (v) gather players’ and observers feedback presented in table 2. drtrpg roles participants assume the roles of various agents represented in the abms model, including positions such as emergency dispatcher, triage nurse, surgeon, and others detail the tasks and decision protocols for each role within the groups there are specific, measurable metrics available to assess performance in the drtrpg design, players should feel the impact of their role interactions. it ensures that a role is complex enough to test the model, but remains playable for participants the impact of the roles on the model validation the need for players to understand abms procedures through pre game training drtrpg simulations an abms-derived simulation sequence reflecting the oil and gas explosion incident and its aftermath, with an emphasis on collaborative response and decision making, accomplished via in-game tasks the simulations include scenarios and tasks that require the use of disaster management skills establish iterative game loops to facilitate model validation through multiple trials provide statistical and/or visual comparisons illustrating the impact of decisions within the drtrpg compared to outcomes predicted by the abms. ensure game simulation provides valuable and robust data for model validation achieving a balance between the complexity of the abms and the simplicity of the game effectively communicate the goals and framework of the basic abms model to participants and relevant stakeholders table 2: drtrpg experiment implementation steps (estimated time: 2hrs) actions to be taken resource(s) duration (est.) gm/mod explains the game’s rules, plot, and objectives to all participants. power point presentation 25 mins the gm/mod assigns each player their respective roles (usually pre-selected based on the background of the participants in a group). printed slips or via email 5 mins the members (of every group) discuss the specifics of their assigned roles. group deliberation 5 mins the simulations begin with the gm/mod presenting the game's possible outcomes as hypothetical truths. power point presentation 10 mins participants take part in simulated scenario tasks. by directing the story and generating relevant dialogue, the gm/mod directs the game, ensuring the mechanics of the game follow the rules. cards, phones, powerpoint presentation 55 mins the gm/mod initiates the debriefing process with the players and observers. power point presentation of questions 10 mins the participants respond to a brief multiple-choice post exercise questionnaire to assess their knowledge improvement and lesson learnt. observers fill out the post-game performance assessment microsoft form designed questionnaire(s) (online) 10 mins the gm assists players by introducing important plot points, providing hints, and initiating relevant conversations in accordance with the drtrpg rules. observers score the performance, both during the ingame activities and provide an overall assessment of the game design and implementation. according to the researcher’s findings, a playgroup with eight to sixteen participants would be more ideal, if the game is to produce better datasets for validating the abms model, further activities are required. pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 the drtrpg guidelines based on traditional disaster-themed role-playing game guidelines, the drtrpg runs according to the following rules: • prior to making decisions, only players on the same team are required to communicate and collaborate with their group. • the mod/gm gives instructions, direction, and clues for the game, and the observers observe the players and document their observations. • each group’s discussion will be centered only on the emergency response scenario that will require prompt decision-making. there are time limits and consequences (mortality outcomes) for each in-game task, to promote deliberative decision-making and boost the game realism. • limited resources, such as ambulances or operating room, are incorporated into the game’s design, which the players need to thoughtfully allocate to reduce mortality outcomes. drtrpg implementation materials any tabletop role-playing game must choose materials that improve the experience to succeed. the drtrpg’s resources are made up of varied materials, each of which serves a distinct function within the ecosystem of the game. the following are the exercise’s basic materials. • maps of the disaster response scenario, depending on the in-game tasks • ppt presentation slides • pencils/pens/stopwatches • pre/post assessment test/observer’s performance evaluation forms figure 2 shows a representation of the in-action phases in the implemented game setup for the disaster response tabletop role-playing game. in this configuration, each group is assigned an observer, while the gm continually provides direction to the process by emphasizing the game’s story and ensuring that the game mechanics are maintained. in this exercise, two teams (a and b) compete by completing a series of similar but challenging tasks consisting of 18 emergency challenges in a disaster scenario with varying patient numbers, response resources and severity index. figure 2: (a) (d): drtrpg players interaction and collaboration (a) the group stakeholder’s tabletop setup, (b)(c) the second experiment for students and medical doctors (7 march 2024) and (d) the first experiment (6 march 2023). metrics, data generation and analysis the mortality outcome of the disaster scenario team decisions was assessed using the drtrpg activity assessment chart (table 3). although it promotes competition between groups for efficient time management, the points awarded do not affect the outcome of the game. the estimated six minutes required to complete a task (the in-game activity), corresponds to one tick in the abms model. using this scoring table and the recorded reaction times for pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 each game task of each group, it was possible to estimate mortality outcomes based on the investigated ambulance policy strategies. an ambulance policy is a set of rules that control performance, patient care, ambulance dispatch, emergency response times, and other elements of an emergency response system. the two studied ambulance strategies are the “always go to rh,” which is based on a traditional dispatching approach where ambulances are dispatched based on patient severity and availability, with only the regional hospital (rh) available. the second strategy (“alternate”) involves a more dynamic approach by using a mobile field hospital (mfh) to strategically support the rh in the scenario. the authors claim that shorter response times could be a sign of better decision making and team coordination. with netlogo 6.3, large data sets was generated by modeling and simulating the complex interactions between the systems in the disaster setting. the behaviorspace interface, along with python’s pandas library, gave the researchers access to a few useful libraries for working with and exploring the dataset. these tools were used for data set cleaning, information filtration and aggregation. codes of the analysis for the abms and drtrpg data is on our github page at: https://github.com/nimisingha/ambulance_policy_ rpg/blob/main/codes_ambulance_policy_mortality_ outc ome.ipynb and https://github.com/nimisingha/ ambulance_policy_rpg/blob/main/codes_drtrpg. ipynb respectively. results and discussion results a total of 12 participants (divided into four groups), with 2 observers, were involved in the preliminary 2023 game test. (tabletop simulation experiment). the participants were distributed by background and experience as follows: three phd students, one medical doctor, one emergency responder, one postdoctoral student, and nine master’s degree students. 10 participants (in two groups), with 2 observers, participated in the final drtrpg activity held in march 2024. pre, post, and observer’s performance evaluation results from the assessment tests show that the medical doctors (group a) knowledge of disaster management and health interactions increased significantly (11.5%). however, only a slight increase in knowledge (3.1%) was observed among master’s degree students. these results were generated based on correctly answered questions in the multiple-choice assessment test. according to observers’ assessments, both teams also showed an elevated level of involvement and communication during the game. still, both groups had some difficulty managing their time, suggesting they could do better. according to figures 4a and 4b, both teams were judged to be competitive. while these results illustrate the potential and utility of trpg design and implementation for disaster response table 3: in-game activity mortality scoring metrics decision time conditions estimated outcomes (mortality) outcome points team decision taken at t ≤ 2 minute all mild patients saved. death's outcome ranges between d ≤ 5 from moderate and severe 10 team decision taken at 2 < t ≤ 4 minutes all mild patients saved. death's outcome ranges between 5 < d ≤ 10 from moderate and severe patients 5 team decision taken at 4 < t ≥ 6 minutes all mild patients saved. death's outcome d ≥ 10 from moderate and severe patients 0 figure 3: (a) observers in-game performance evaluation, (b) observers feedback performance evaluation pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 class problems, further development is required to provide a more accurate representation of the complexity of complex systems. abms model validation: effects of ambulance policy on mortality outcomes an ambulance policy is a collection of policies that govern patient care, ambulance performance, deployment, and other elements of emergency response systems. the boxplot shown in figure 5(a) represents the distribution of data from the abms model, which simulates the behavior and interactions of autonomous agents using complex systems computational techniques. figure 5(b) shows the results of the teams participating in the in-game activities based on the drtrpg exercise, which use a more participatory and interactive simulation figure 4: effects of ambulance policy on morality outcome for (a) abms model, (b) drtrpg exercise technique using a tabletop serious game to address aspects of the abms decision protocols. this assessment is based on two response strategies (“always go rh” and “alternative”). the “always go to rh” ambulance policy is based on a traditional dispatching approach where ambulances are dispatched based on patient severity and availability and only the regional hospital (rh) is operational. the “alternate” ambulance policy involves a more dynamic approach by deploying a mobile field hospital (mfh) to strategically support the rh in the disaster response scenario. this study’s approach to comparing the results of both methods aims to provide insights into the effectiveness of using role-playing methods in the validation of agent-based models. discussion this study uses a different approach than the widely used traditional methods to validate and communicate the results of abms models. in this study, we compared the simulation results of an abms model (visual and statistical) with the results of a disaster response roleplaying game, rather than comparing the accuracy of the model results with an equivalent model in the real world. this participatory approach is intended to increase stakeholder confidence in the model’s ability to predict an equivalent disaster situation. as for the simplified class case of this study, which is understandable to both the role-play participants, the observers, and the modeler, the use of the group-based collaborative trpg approach to data generation and validation of the abm appears to provide promising results. based on the drtrpg findings the drtrpg’s findings, the game can help emergency responders improve their disaster management skills, especially those with a medical background. hence, the tests were of greater benefit to people with prior knowledge of medicine or disaster management, suggesting that the subjects were suitable for them. players recognized that the game could be used as a teaching tool for disaster management and found it helpful and educational. the researcher emphasizes that when designing such games, it is important to take participants’ backgrounds into account to optimize their learning outcomes. based on observer ratings (figure 4) and insights into game activity, the results support a more nuanced assessment of the team’s performance. observers noted that both teams made poor use of time, suggesting potential for development in future game design. while situational awareness was an area where team a excelled, observers valued role connection slightly more than overall performance, which is why team b received higher ratings. overall, observers valued different competencies within each team, with no team emerging as leaders across all metrics. based on a visual comparison of the results of the two strategies (figure 5), the decision dynamics (the mortality results for the policies) follow a similar trend for both the abms model results and the drtrpg results (alternate policies led to more lives saved). however, because the data distribution (shown in the different plot pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 scales) appears to be significantly different, basic statistics from the boxplot were used to examine the data in more detail. regarding the abms results, the average mortality rates and standard deviation (sd) for the abms under the “always go to rh” policy were 23.22 and 8.98, respectively, higher than under the “alternate” policy. the smaller mean of 15.85 and standard deviation (0.79) show that the policy has consistently saved lives. there is also some variation in mortality outcomes, as evidenced by the mean and standard deviation of the “alternate” policy, which are 19.75 and 8.27, respectively. the 25th, 75th and median percentiles, which are 20, 14 and 26 respectively, show a higher concentration of dataset points below the median. based on the drtrpg data, the “always go rh” policy has a slightly higher mean mortality (8.94) than the “alternate” policy with an s.d. of 2.6, indicating greater variability. the lives saved, on the other hand, show good consistency, although with a mean of 29.72 and an s.d. of 2.86, above that of the “alternate” policy (33.0, 2.11). the results of the “alternate” policy show a s.d of 1.19, indicating lower variability and lower mean mortality (6.11) compared to the “always go rh” policy. in terms of average number of lives saved, the “alternate” policy also results in a higher number (33 lives saved) with an s.d. of 1.90, showing that this policy consistently saves more lives. while the “alternate” policy has a lower average mortality compared to the “always go to rh” policy (suggesting that the “alternate” policy may be a more effective strategy for reducing mortality/saving lives), the “ always go to rh” policy produces more consistent results in lives saved, as evidenced by the lower s.d. for lives saved. for both policies, drtrpg results consistently show lower mortality and more lives saved than abms results, with less variability in results. this could mean that the abms overestimates variability or that the drtrpg does not fully capture the range of variability encountered in the abms model. the maximum value for lives saved in the drtrpg compared to the abms may indicate that the abms overestimates the lives saved. the significant differences between the results of the abms model and the drtrpg highlight the challenges in validating abms prediction capabilities through roleplaying games. the limited number of runs (18) in the drtrpg compared to the abms model (720) may contribute to this variation and reduce the statistical robustness of the drtrpg result. this smaller sample size may also not accurately reflect the scope of the scenario, introducing uncertainty in the validation process. additionally, players’ knowledge, experience, and biases in the drtrpg may have influenced the results, resulting in more optimal decision-making than expected. to improve validation, the researcher suggests adapting the abm to better fit the interactive dynamics of the drtrpg. since the goal is to validate the abms protocol using the drtrpg, it may be necessary to consider the drtrpg only as a “best case” scenario. further analysis could include comparing the models with real data (if available) to determine which strategy fits the actual results better and to examine the discrepancy between the two simulation results. disaster response tabletop role-playing games have been effectively utilized to validate agent-based models (de rouck et al., 2023). these games function as simulations to assess healthcare workers’ readiness for disasters and improve their understanding of disaster management (rye & aktas, 2022). participatory simulation games like predis have been used to validate decision support systems, demonstrating their viability in helping both experts and non-experts make quicker and betterinformed decisions after a disaster (suleman et al., 2022). another example is the study by ramchurn et al. (2016), who validated an abm to enhance comprehension and assess the system’s efficacy in simulating scenarios using a tabletop disaster response role-playing game. in a study conducted by utomo et al. (2021), they examined the behavior of agents and validated their models through roleplaying in an agent-based milk supply chain model. the study demonstrated the effectiveness of role-playing in validating agent-based models at both collective levels. furthermore, mariano and de maria albuquerque alves (2020) used a simulation game focused on water management to study the actions of agents. an agentbased model was then built to simulate the results. conclusion the purpose of the design and implementation of the disaster response tabletop role-playing game presented in this study is to validate the predictive capability of a disaster response agent-based model and to test the impact of the game on improving participants’ knowledge in the study’s domain. by comparing the results between the preand post-test assessment for each group, the level of knowledge gained was calculated. a visual and statistical comparison between the abm and the trpg results provided insight into the effectiveness of the validation process. although the combination of rpgs and abms is not one of the most popular abm validation techniques, the results suggest that the approach can lead to an increase in knowledge, particularly for participants with backgrounds in medicine and disaster risk management. visual analysis of the results revealed a similar trend in the investigated ambulance policies. however, a statistical analysis comparing the results of the different approaches showed clear differences, highlighting the challenges in validating abm using rpgs. the game scenario therefore not only offers the opportunity to practice basic skills, but also illustrates the importance of timely and efficient coordination of various health facilities and emergency services. by providing a detailed analysis of the results of these strategies in the abms model and game environment, public health practitioners and policymakers can use this combined approach to develop more evidence-based and informed policies and protocols tailored to specific disaster response conditions. pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 49-61, 2024 additionally, the combination of the drtrpg and netlogo (abms) approaches shows great promise as a method that can be used in evaluating contingency plans. the methodological approach of this study resulted in a realistic simulation and a platform that can be customized for staff training and decision-making. the application of these strategies demonstrated the need for improved disaster response and reduction in mortality rates. these collections of generative science and gamification techniques, can help develop a valuable framework for consideration in subsequent research. limitations and future study although using trpgs to simulate healthcare disaster situations offers stakeholders the opportunity to refine their skills and improve their decision-making ability in a safe and managed scenario, there are limitations to using rpgs to validate agent-based models. one limitation is that the game often does not have a complete representation of the scenario in the computational model. additionally, since the study focuses on predicting mortality outcomes in simplified systems, other factors that could lead to other secondary outcomes from interaction within the model and game (e.g., coordination, clinical staff, etc.) were not fully integrated in the drtrpg strategy. therefore, it is suggested that future abm models should aim to involve stakeholders in the initial model development process. in addition, a dynamic online version of the game is proposed to reduce bias among participants and provide larger data sets for more robust statistical analysis. disclosure statement with regard to this work, the authors declare that there are no financial or personal relationships that could be construed as a conflict of interest. acknowledgements the authors thank everyone who participated in the exercises, especially the master’s and doctoral degree students of the disaster management and environmental impact, laboratoire ceris of imt mines alés, who made themselves available for both the training sessions and the actual exercises. we also thank the petroleum technology development fund (ptdf) for funding this doctoral study. nimisingha jacob amakama: conceptualization, writing, methodology, implementation, data collection and analysis, visualization. gilles dusserre: supervision, reviewing, conceptualization, methodology review. axelle cadiere: supervision, reviewing, conceptualization. r. wade schuette: conceptualization, model coding, simulation and analysis, visualization, reviewing. gregory zacharewicz: conceptualization, visualization, reviewing. references ademiluyi, f., amadi, s., & amakama, n. 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(2023). triangulating agent-based models, roleplaying games, and a stakeholder-centric approach to change scenarios. current opinion in environmental sustainability, 64, 101323. https://doi.org/10.1016/j. cosust.2023.101323 pa ge 1 pa ge 40 american journal of multidisciplinary research and innovation (ajmri) exploratory study of the impact of the trending web store characteristics on returning products: context of the saudi online shopping khaled shaban1*, bushra mohammed al sulayyim2 volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.3601 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 08, 2024 accepted: september 10, 2024 published: november 20, 2025 this study examines the complicated world of customer behaviour in online shopping, focusing on product detail pages (pdps), traditional vs online purchase preferences, and product return issues. the research emphasises the significance of product displays pages (pdps) in delivering product information, including size, colour, pricing, return policies, and user reviews. these factors strongly influence consumer purchases. online shopping is becoming more popular, yet many people prefer traditional purchasing. this preference is largely motivated by return policy concerns and a desire to check products, particularly in specific categories, physically. the study emphasises the need for precise product descriptions, clear return processes, and controlling the supply chain quality in decreasing product returns. the correlation study showed a statistically significant relationship between gender, income, occupation, and internet shopping habits. these results have shown demographic aspects that influence consumer behaviour. a complete study of participant responses using the one-sample t-test may reveal online shopping engagement. keywords information system, online shopping, product returns, saudi arabia 1 department of computer science, college of computing and informatics, saudi electronic university, riyadh, saudi arabia 2 department of computer informatics, college of computing and informatics, saudi electronic university, riyadh, saudi arabia * corresponding author’s e-mail: k.shaban@seu.edu.sa introduction the visual representation of a web store has a significant impact on the development of consumer loyalty in online retail, similar to its impact on customer loyalty in brickand-mortar retail establishments (soni, 2021). kalia et al. (2017) found that the design features of the web store include many key elements, including simplicity of access, convenience, and substitutability of personal examination (kalia, 2017). the inclusion of aesthetical characteristics and the presentation of information systems on websites have been widely recognised as a fundamental element of online retail service excellence (soni, 2021). theoretical frameworks have been developed to explain online shopping consumer behaviour, which includes a range of workable propositions for assessing consumers’ propensity to engage in online shopping (nachar, 2019). the present exploratory research examines the impact of current web store attributes on the occurrence of product returns, specifically within the way of the online shopping environment in saudi arabia. the research has explored insights into the fundamentals that lead to product returns in the specific market by analysing the essential features and characteristics of prominent online retailers. alzahrani et al. (2019) stated that the use of e-commerce among small and medium-sized enterprises (smes) in saudi arabia has seen prominent growth (alzahrani, 2019). this may be considered in reducing the impact of returning products (alzahrani, 2019). this study is of great importance in comprehending customer behaviour and preferences within the domain of online buying, providing useful implications for e-commerce platforms and enterprises operating in saudi arabia. florido-benítez (2023) stated that online companies are now adjusting to the changing circumstances and actively pursuing digital strategies to address the issues they face in e-business-to-business (b2b) e-commerce (florido-benítez, 2023). despite the prevalence of conventional shopping among saudi consumers, internet shopping is seeing significant growth due to its convenience and competitive pricing (griffis et al., 2012). furthermore, the results of this research have the potential to facilitate the adoption of customised approaches that target the reduction of product returns and the improvement of overall customer satisfaction within the online shopping landscape in saudi arabia. this research analysed product detail pages and return policies as key drivers in online customer behaviour. it evaluates pdps’ product information and returns policy clarity. the study also examines how technology may improve online purchasing and minimise returns. literature review theoretical background the study has explored that how e-commerce highlights the impact of the theory of reasoned action on the decision-making process of purchase. the engel kollet blackwell (ekb) framework, as explained by thomas and babu (2021), presents a comprehensive model that defines a five-step progression undertaken by consumers in their decision-making process leading to purchase (thomas & babu, 2021). the process starts with the first stage of issue detection, which is then followed by the subsequent stage of information system search and concludes with the stage of alternative appraisal. the fourth stage of the buying channel involves pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 40-47, 2025 decision-making, which is significantly impacted by the information system stage in the input phase. this step enables consumers to obtain sufficient data and compare it with other rivals or alternatives. the information stage encompasses many crucial factors that are associated with consumer purchase choices. copeland et al. (2020) have exposed a range of factors that exert an effect on consumer purchasing choices in online retail (copeland & zhao, 2020). these factors, which may operate independently or in conjunction with one another, include elements such as pricing, product specifications, return policies, logistical considerations, and the social validation provided by customer ratings and evaluations (copeland & zhao, 2020). rahman et al. (2023) stated that online marketing has emerged as a prominent strategy in this digital age, allowing companies to reach a wider audience and expand their customer base beyond geographical limitations (rahman, 2023). with increasing global interconnectedness, the impact of internet marketing is expanding, effectively crossing geographical divides and allowing crossborder e-commerce transactions on a global scale (rahman, 2023). al hilal et al. (2023) stated that the kingdom of saudi arabia is now seeing a substantial surge in the expansion of e-commerce, therefore generating noteworthy prospects (al hilal, 2023). the e-commerce user base in saudi arabia had a significant increase, growing from 18.22 million individuals in 2017 to 33.6 million individuals in 2024 (al hilal, 2023). according to a recent survey conducted by pwc in the middle east area, the global consumer insights survey (pwc middle east 2021) has shown that a majority of consumers, namely 67%, have exhibited a heightened inclination towards digital platforms compared to their previous behaviour (m. el khoury et al., 2023). namoun et al. (2022) explored in the study proposed a mobile commerce acceptance model in which the characteristics of performance expectation, cost, and effort expectancy were identified as major determinants for user adoption (namoun et al., 2022). florido-benítez et al. (2023) explored that different factors have contributed to the occurrence of product returns within online shopping in saudi arabia (florido-benítez, 2023). according to chaleshtari et al. (2022) stated that a key determinant pertains to disparities seen between the product description and the tangible object acquired. the dependence of customers on precise product information systems is substantial, and any discrepancy in this regard results in discontent, ultimately leading to product returns (chaleshtari et al., 2022). moreover, the prevalence of size and fit concerns in online fashion transactions is noteworthy since shoppers often have difficulties in properly assessing the visual appearance and proper fit of an item prior to purchase (chaleshtari et al., 2022). abdellatif et al. (2019) found that the occurrence of delivery delays or the receipt of damaged items upon arrival may also serve as catalysts for product returns since consumers have a legitimate expectation for rapid and undamaged deliveries (abdellatif & alshibani, 2019). cultural preferences and regional expectations may affect consumer behaviour, as seen by the distinct preferences and sensitivities observed among saudi arabian customers, which in turn impact their choices about product returns (mabkhot et al., 2022). product detail page (pdp) lee et al. (2017) stated that a product detail page (pdp) refers to a webpage found on an electronic commerce platform that offers a comprehensive information system regarding a particular product (lee & wang, 2017). this information system encompasses various aspects, including but not limited to size, colour, price, return policy, shipping details, evaluations, reviews, product imagery, and other pertinent information that may significantly influence a customer’s decision to make a purchase (hudders et al., 2021). according to heitmann et al. (2020), it has been shown that the inclusion of product specifications with visual representations such as photos or videos has a significant impact on consumer purchase choices (heitmann et al., 2020). the product information system encompasses many components, such as specs, features, and reviews, which serve the purpose of addressing client inquiries and facilitating product comparisons with other options (wang et al., 2019). a significant majority of consumers, surpassing 85%, engage in the practice of examining product evaluations on the internet prior to finalising their buying choices (wang et al., 2019). arrafi et al. (2021) observed that the ease of placing orders with a single click, comprehensive product information, unrestricted product availability, and prompt delivery times are significant determinants that contribute to impulsive online purchasing (arrafi & ghabban, 2021). this has shown that the product detailing page makes it easy for the customers to select the products. traditional vs. online shopping the prevalence of online purchasing has seen a notable surge in popularity over the 21st century. the reason for its widespread appeal may be attributed to the prioritisation of convenience in contemporary society (lokhande). according to rahman and mannan’s (2018) investigation on customer purchasing patterns in bangladesh, it was observed that customers exhibit a disinclination towards e-commerce enterprises that possess inadequate or ambiguous return policies (rahman & mannan, 2018). consequently, they tend to prefer patronising conventional brick-and-mortar establishments that provide more favourable return policies (rahman & mannan, 2018). in their recent study, aryani et al. (2021) examined consumer behaviour in the context of the covid-19 pandemic (aryani et al., 2021). the authors highlight a notable preference among some customers for conventional buying over online purchasing, citing the ability to physically inspect, touch, and browse things as a key factor influencing pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 40-47, 2025 this choice (aryani et al., 2021). according to research conducted by harris et al. (2017) in the united kingdom, customer preferences for online or conventional shopping are influenced by the specific categories of items they want to acquire (harris et al., 2017). harris et al. (2017), for instance, the act of purchasing groceries and convenience items via online platforms may not be as appealing to a significant portion of customers (harris et al., 2017). it has been observed by soni et al. (2021) that web store has played an important role in producing online retail customer loyalty in the same manner as they influenced customer loyalty in traditional retail stores (soni, 2021). wang et al. (2023) found that online shopping from web stores was most preferred through livestream buying, which has emerged as a new kind of e-commerce, gathering more customer interest compared to traditional online purchasing methods (wang & oh, 2023). it has been observed that rise in online purchase is a manifestation of changing customer tastes in the current period. although influence of trends on the e-commerce industry, it is essential for companies to possess a comprehensive awareness of the intricate elements that impact customer decision-making. materials and methods research strategy and approach the research used a quantitative research methodology in order to accomplish research aims. the study of product return relied on quantitative market research methods with the help of surveys (copeland & zhao, 2020). the approach described is extensively used in several disciplines, including sociology and economics, to gather data for the purpose of enhancing quality. empirical research has used a quantitative approach to investigate the determinants of consumer purchasing behaviour in online retail settings (aldousari, 2016.). similarly, a research methodological approach was taken by alghamdi et al. (2012) in the study investigating factors influencing saudi customer’s purchasing decisions in the online retail market (alghamdi et al., 2012). sampling rashid et al. (2019) found that the primary analysis method used for data collection was the utilisation of a pre-tested questionnaire with likert scale items consisting of five points (rashid et al., 2019). rashid et al. (2019) found that the questionnaire was developed on the google form platform. rashid et al. (2019) stated that the participants were sent the questionnaire by electronic mail and also through other social media platforms such as whatsapp and twitter (rashid et al., 2019). cochran et al. (1977) found that the sampling technique has been proposed for analysing the quantitative data with the help of a survey, and questionnaires have been adopted based on the research (cochran, 1977). the target population consisted of those participants who were engaged in online shopping in saudia arab. also, the sample size for the study was 600 to evaluate how well the online shopping websites’ characteristics were useful as per their requirements. data analysis the data obtained was promptly stored in a google survey and afterwards exported to the spss (statistical package for the social sciences) software for further analysis. by asking participants who did shop online more than twice, the results illustrate that 88.8% yes and 11.2 no. therefore, the bridge, as designed, divides the participants into two groups. the reasons for the bridge are to understand why participants do not shop online and what the key factors are that participants prefer to shop in traditional stores. also, to understand in more detail for the group how to shop online. table 1: correlation analysis age range education marital status monthly income in saudi riyals gender age range pearson correlation 1 .301** -.164** 0.077 -.161** sig. (2-tailed) 0 0 0.06 0 n 600 600 600 600 600 education pearson correlation .301** 1 -0.052 0.004 0.043 sig. (2-tailed) 0 0.202 0.932 0.296 list of countries pearson correlation 0.031 -0.076 .189** .302** .213** sig. (2-tailed) 0.447 0.064 0 0 0 marital status pearson correlation -.164** -0.052 1 -0.034 .653** sig. (2-tailed) 0 0.202 0.403 0 monthly income in saudi riyals pearson correlation 0.077 0.004 -0.034 1 -0.041 sig. (2-tailed) 0.06 0.932 0.403 0.318 gender pearson correlation -.161** 0.043 .653** -0.041 1 sig. (2-tailed) 0 0.296 0 0.318 pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 40-47, 2025 the correlation matrix has shown insights into the interrelationships among different variables within a research study with a sample of 600 participants in the kingdom of saudi arabia. it was found that there exists a positive connection (r = 0.301, p < 0.01) between age and education, indicating that as individuals get older, their level of education tends to rise. the data demonstrates a significant negative relationship between marital status and both age (r = -0.164, p < 0.01) and education (r = -0.052, p < 0.05). this suggests that people who were married often exhibit a small tendency to be younger and possess lower educational attainment. the relationship between monthly income and age has a mild positive correlation (r = 0.077, p < 0.06), indicating that when age increases, there was a little tendency for monthly income to also increase. on the other hand, the association between monthly income and education have shown minimal and negative (r = 0.004, p > 0.05), suggesting that there was no significant association between education level and monthly income. it has been also observed that there exists a substantial correlation between gender and marital status (r = 0.653, p < 0.01), suggesting a relationship between the feminine gender and being married. the results have contributed to a more comprehensive comprehension of the complex relationship between demographic factors, hence illuminating probable trends and correlations among age, educational attainment, married status, monthly income, and gender among the examined population residing in saudi arabia. table 2: frequency analysis statistics i a m 1 8 ye ar s o ld o r o ld er an d i a gr ee to pa rt ic ip at e in th is qu es tio nn ai re . a ge ra ng e e du ca tio n li st o f c ou nt rie s m ar ita l s ta tu s yo ur m on th ly in co m e i n sa ud i r iy al s o cc up at io n g en de r tra di tio na l_ sh op pi ng pr od uc t d es cr ip tio n re tu rn p ro du ct sa tis fa ct io n_ of _c us to m er n 600 600 600 600 600 600 600 600 600 555 555 555 mean 1.00 2.03 1.96 4.67 3.76 2.27 1.07 1.95 3.8116 1.9894 1.8776 1.8036 table 3: regression analysis statistics m od el r r s qu ar e a dj us te d r sq ua re st d. e rr or o f th e e st im at e change statistics d ur bi nw at so n r s qu ar e c ha ng e f c ha ng e df 1 df 2 si g. f c ha ng e 1 .555a .308 .303 .05005 .308 61.266 4 550 .000 .344 the table shows the sample size and mean values for various variables in a questionnaire, including age range, education level, countries, marital status, monthly income in saudi riyals, occupation, gender, traditional shopping behavior, product description, return of products, and customer satisfaction. the data shows that the majority of participants are 18 years or older, have an average education level of 2.03, are from a wide variety of countries, have a higher likelihood of being married or committed, and have an average monthly income of 3.76. the data also provides a comprehensive summary of participants’ views and experiences regarding product descriptions, returns, and customer satisfaction. the summary of the model demonstrates the efficacy of the regression model in forecasting the dependent variable. the statistical analysis indicates that the entire model is highly significant (f = 61.266, p < 0.001), indicating that there is a considerable contribution from at least one predictor variable in explaining the variability seen in the dependent variable. the r square coefficient of determination, with a value of 0.308, indicates that pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 40-47, 2025 about 30.8% of the variance in the dependent variable can be explained by the independent variables. the adjusted r square value, which takes into account the number of predictors and accounts for the complexity of the model, is 0.303. this suggests that, even after controlling for the number of variables, the model maintains a significant level of explanatory ability. the durbin-watson statistic, which has a value of 0.344, is within the permissible range, suggesting the absence of severe autocorrelation in the residuals. the statistical analysis reveals that the incorporation of predictors into the model has resulted in a noteworthy augmentation in the r square value (r square change = 0.308, f change = 61.266, df1 = 4, df2 = 550, p < 0.001), hence providing more evidence in favor of the model’s overall explanatory power. the regression model is statistically robust, with the predictors contributing significantly to explaining the variability in the dependent variable table 4: anova model sum of squares df mean square f sig. 1 regression .614 4 .153 61.266 .000b residual 1.378 550 .003 total 1.991 554 table 5: coefficients model unstandardized coefficients standardized coefficients t p-value b std. error beta 1 (constant) 1.066 .072 14.727 .000 traditional_shopping -.004 .007 -.023 -.646 .519 product_description .071 .016 .162 4.486 .000 satisfaction_of_customer .229 .015 .544 14.973 .000 shopping_online_customers .091 .015 .221 5.891 .000 the anova findings evaluate the statistical significance of the regression model in elucidating the variability seen in the dependent variable. the regression model, together with its predictors, demonstrates statistical significance (f = 61.266, p < 0.001), suggesting that the whole regression model well accounts for the variability seen in the dependent variable. the regression model’s sum of squares is 0.614, with a corresponding 4 degrees of freedom, leading to a mean square value of 0.153. the residual sum of squares is determined to be 1.378, accompanied by a total of 550 degrees of freedom, resulting in a mean square value of 0.003. the f-statistic and anova findings support the statistical significance of the regression model in explaining observed variability in the dependent variable, demonstrating its ability to accurately capture meaningful associations. the coefficients table offers valuable information about the individual contributions of each predictor variable to the regression model for the dependent variable. the coefficient of the constant term is 1.066, with a standard error of 0.072. it is highly statistically significant (t = 14.727, p < 0.001), suggesting a significant intercept in the model. in relation to the predictors, the conventional shopping behavior has a statistically insignificant and negative correlation with the dependent variable (β = -0.023, p = 0.519), suggesting that this component does not make a meaningful contribution to the prediction. on the other hand, there are notable differences between the variables “product_description” (β = 0.162, p < 0.001) and “satisfaction_of_customer” (β = 0.544, p < 0.001) in terms of their positive and statistically significant relationships with the dependent variable. this implies that there is a positive correlation between the quality of product descriptions and consumer happiness, resulting in higher values of the dependent variable. furthermore, there is a noteworthy and statistically significant correlation (β = 0.221, p < 0.001) seen in the “shopping_online_ customers” group. this suggests that individuals who partake in online shopping are inclined to display greater values of the dependent variable. the aforementioned results underscore the significance of proficient product descriptions, consumer contentment, and online purchasing conduct in shaping the anticipated result. discussion the influential predictors that have a substantial impact on the dependent variable within the context of this research. although conventional purchasing behavior does not seem to have a significant impact, the importance of product descriptions, customer happiness, and engagement in online shopping becomes evident (sartor, 2019). the use of concise and persuasive product descriptions, in conjunction with an elevated level of customer satisfaction, has a favorable impact on the anticipated result. the increasing impact of internet buying behavior highlights the changing terrain pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 40-47, 2025 of customer preferences. in order to increase the total customer experience and favorably affect the examined outcome variable, it is essential for businesses to emphasize the improvement of product descriptions, the nurturing of customer happiness, and the adaptation to the rising prevalence of online purchasing (otto et al., 2020). these insights provide essential information that may be used in strategic decision-making and customized interventions aimed at successfully addressing consumer behavior and preferences. according to statista, in recent years, there has been a shown in global retail e-commerce sales, with projections indicating substantial growth to reach a staggering $6542 billion by the year 2023 (statista, 2019). despite the implementation of different strategies aimed at nurturing consumer purchasing motivation, the issue of product returns remains a prevalent concern throughout several nations (lin, 2020). the percentage of product returns observed within the online fashion and clothing sector may be attributed to many factors, including faults and damage, excessive consumer expectations, inadequate fit, and indecisiveness among customers (“retail right national: ,” 2023). shumba et al. (2023) stated that in online product purchases, it is important for the service provider to give a precise and comprehensive description of the product; however, this has enabled the customers to assess and evaluate their quality expectations preceding to making a purchase (shumba & ferreira, 2023). according to frei et al. (2020), the issue of product returns extends beyond its economic implications, as it has significant environmental consequences. as per the findings of a study conducted by vogue business (frei et al., 2020). the findings of the survey indicate that a proportion of respondents expressed a preference for traditional shopping methods, such as the opportunity to analyse products personally. however, online fraudulent activities and a need for further product information have been included. rahman et al. (2023) stated that in contemporary society, the practice of online shopping serves to fulfil fundamental necessities, including but not limited to water, food, and clothing, while also operating in a non-discriminatory manner, devoid of any evaluation or consideration of the goods or services purchased (rahman & hossain, 2023). medhi et al. (2022) explored that traditional retail structures, such as shopping malls or online web stores, were reducing the concept of traditional shopping (medhi & rashid, 2022). zhu et al. (2023) stated that the efficiency issues that have been observed in traditional supply chains persist in e-commerce supply chains as well. these issues arise due to decentralised decision-making among various entities involved, resulting in the twofold marginalisation of utility and a subsequent decrease in overall system efficiency (zhu et al., 2023). the preference for traditional shopping focus on deliberation before buying as this has explored the significance of in-person interactions. roamno et al., (2021) observed that, traditional purchasing emphasises consideration before purchase(romano et al., 2021). product range is valued moderately to highly, that has shown a preference for diversity that has resulted in many reasons for not buying online have shown that how complicated customer incentives are (boyer et al., 2021). these results help organisations provide customers’ different interests and behaviour. with the help of these restraints helps organisations interact with customers and boost customer satisfaction and loyalty. moreover, preference for traditional shopping and hesitancy towards online shopping suggests that those who favor in-person experiences harbor reservations about buying online (pang et al., 2021). to enhance comprehension of the formulation of attitudes and intents towards online purchase in order to facilitate the development of new online shopping platforms and technologies by businesses. these associations offer actionable insights for marketers to tailor strategies and enhance the overall customer purchasing journey based on consumer behavior patterns (riley & klein, 2021). conclusion the research highlights the significance of pdps that are designed to be easily navigable by users, return policies that are transparent and easily understandable, and the use of technology to improve the overall online shopping experience and reduce the occurrence of product returns. moreover, the research highlights the need to implement customised strategies to accommodate diverse customer inclinations and demographic characteristics. the study uses a quantitative strategy employed in many questionnaire-based consumer behaviour studies. it is recommended for firms to allocate resources towards the development of streamlined and customer-centric return procedures. enhancing customer satisfaction and loyalty may be achieved through the implementation of several strategies, such as the establishment of transparent return rules, the adoption of user-friendly processes, and the provision of prompt and efficient customer service. these measures aim to streamline the return process, ensuring a hassle-free experience for customers. the research suggests that despite the increasing popularity of internet buying, conventional purchasing preferences continue to have a certain level of impact. e-business enterprises have the potential to investigate several techniques aimed at reconciling the disparity between conventional and digital buying encounters. this might be accomplished through the provision of omni channel alternatives or the amalgamation of online functionalities with physical retail establishments. qualitative research will be recommended to understand better saudi arabian internet purchasing behaviour. in-depth interviews or focus groups with consumers may reveal their preferences, motivations, and challenges during online shopping. references abdellatif, h., & alshibani, a. 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(2023). pricing decisions and coordination in e-commerce supply chain with wholesale price contract considering focus preferences. journal of theoretical and applied electronic commerce research, 18(2), 1041-1068. pa ge 1 pa ge 70 american journal of multidisciplinary research and innovation (ajmri) metagenomic profiling and natural product-based control of antibiotic-resistant streptococcusstreptococcus species in gut microbiome of diarrhea-associated children hasan mahfuz reza1, zinia afrin1, shovon shaha1, md. monir hossen1, mahadi hasan sojol1, nasrin islam moon1, md ashikuzzaman antor1, md. shahedur rahman2, arghya prosun sarkar3, tonima enam3, nilufa akhter banu1, mohammad abu hena mostofa jamall* volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.5029 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 08, 2025 accepted: may 14, 2025 published: june 26, 2025 the threat of antibiotic resistance extends beyond established pathogens. recent research highlights the concerning role of normal gut bacteria in holding and potentially spreading antibiotic resistance genes. this phenomenon poses a significant risk to human and animal health worldwide. in this study, we aimed to understand the antibiotic resistance profile of gut bacteria and determine the abundance of bacteria at the species level based on metagenomic analysis and investigate control methods. fecal samples were collected from 150 pediatric diarrhoea patients from kushtia 250-bed general hospital, bangladesh and cultured in anaerobic conditions. the presence of antibiotic resistance was analyzed by the disk diffusion method, and the microbial profiling was plotted by metagenomic analysis. the abundant antibiotic-resistant strain was identified and controlled using natural compounds. antibiotic-resistant bacteria against the tested 10 antibiotics were prevalent in 0-6-month old children samples and followed by 7-12-month-old children. in 25-30-month old children samples, bacteria were resistant against all the antibiotics except doxycycline, and levofloxacin. based on metagenomic analysis firmicutes is the most abundant phylum in antibiotic resistance samples. the presence of streptococcus was observed only in antibioticresistant samples whereas lactobacillus, lysinibacillus, vagococcus, pseudomonas, lentibacillus, and corynebacterium have a higher tendency of susceptibility than resistance. antibioticresistant streptococcus was isolated on streptococcus selection agar and controlled by aqueous extract of cloves. although human gut microbes perform various health benefits, multiple drug resistance among human gut bacteria will be a great threat to human health. hence, alternative sources of antibiotics expanded the consciousness of using antibiotics as a treatment. natural products can be used as therapeutic agents to control multiple drugresistant bacteria. keywords antibiotic resistance, clove, gut bacteria, metagenomic analysis, streptococcus sp introduction antibiotics are the most effective and life-saving drugs that protect us from infectious diseases and decrease mortality rates (rahman et al., 2022). however, excessive and irresponsible use of antibiotics is a major cause of antibiotic resistance (akram et al., 2023). antibiotic resistance occurs when microbes develop the capability to resist the drugs designed to kill them. therefore, bacteria become immune to the antibiotics (chinemerem nwobodo et al., 2022). as a result, ingestion of antibiotics and other antimicrobial drugs becomes completely ineffective and infections become challenging and even impossible to treat, increasing the risk of disease transmission, severe illness, disability, and death (geta, 2019; murugaiyan et al., 2022; salam et al., 2023; so et al., 2024). besides, antibiotic-induced alterations may lead to a decline in the diversity of microorganisms, changes in the functional attributes of the microbiota, and the emergence and proliferation of antibiotic-resistant strains, hence increasing the susceptibility of hosts to pathogen infection (elvers et al., 2020; sun et al., 2019; zhang et al., 2021). it also disrupts the balance of good bacteria in our gut, leading to digestive problems, antibiotic resistance, and potentially chronic diseases (ramirez et al., 2020; ribeiro et al., 2020; wilkins et al., 2019). the gut microorganisms are those microorganisms that dwell in the gut and play significant roles in many aspects including enhancing nutritional value, improving the immune system; secrete metabolites that affect the brain and behavior (manaf et al., 2025; yang et al., 2020; zhou et al., 2020). microbes are colonized on the epithelial surfaces, including the alimentary system of infants during birth. this colonization depends on the infant’s gestational age at delivery and the method of delivery (kalbermatter et al., 2021). an imbalance of gut microbes caused by pathogens, chemicals, and drugs is associated with a variety of health problems, including digestive issues like inflammatory bowel disease (ibd) and irritable bowel syndrome (ibs), as well as chronic conditions like obesity and even some types of cancer (singh et al., 2023; sultan et al., 2021; vandana et al., 2020). moreover, emerging evidence suggests a link between 1 department of biotechnology and genetic engineering, faculty of biological sciences, islamic university, kushtia-7003, bangladesh 2 department of genetic engineering and biotechnology, faculty of biological sciences and technology, jashore university of science and technology, bangladesh 3 department of pharmacy, faculty of biological sciences, islamic university, kushtia-7003, bangladesh * corresponding author’s e-mail: jamalbtg@gmail.com pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 adverse changes in the gut microbiota composition, or dysbiosis, and the development of neurodegenerative diseases (sarkar & banerjee, 2019). this association may be mediated, in part, by the influence of gut microbes on protein folding within the central nervous system (mahbub et al., 2024). children are mostly affected by acute infectious enteritis including diarrhea, abdominal cramps, and nausea, which is one of the most prevalent illnesses in the world (kumari et al., 2022). diarrheal disease causes 1.3 million deaths globally each year (manetu et al., 2021). apart from some viruses like rotaviruses, and adenoviruses, etc., bacterial pathogens like escherichia coli (e. coli), shigella, salmonella, campylobacter, clostridium difficile (c. difficile), and aeromonas are commonly responsible for infectious diarrhea. moreover, some fecal bacteria are lower during acute diarrhea (vashisht, 2019). in most cases, antibiotics are prescribed for the treatment of diarrheal-associated children (rhee et al., 2019). recent studies have shown that antibiotic-resistant microbes are established in the infant’s gut microbiota within the first week of birth, even in the absence of exposure to antibiotics. (pärnänen et al., 2022). it may be an alarming issue when the gut microbiota of infants become antibiotic-resistant. diarrheal-associated child’s gut bacteria may have the possibility to be antibiotic-resistant (roncaioli, 2022). as a result, beneficial bacteria of the gut may be affected by antibiotic therapy and emerge as a health threat as well as causing an imbalance of gut microbiota (ajala, 2023). a phylogenetic analysis employing the 16s rrna gene revealed that infants treated with ampicillin and gentamicin during the first week of life had a lower diversity in their fecal microbiota than those who were not treated. (morowitz et al., 2022). metagenomic approaches are an effective and innovative tool to identify bacterial community dynamics in children suffering from diarrhea (de et al., 2020). to take a treatment strategy for diarrhea, the initial step is to know the total antibiotic resistance pattern of gut microbiota (abdel-shafi et al., 2019). isolation and identification of antibiotic-resistant gut bacteria using biochemical assay and 16s rrna sequencing is a gigantic task because of the large size of the gut microbiome. in this case, metagenomic analysis can reveal an abundance of bacteria from phylum to species level from a single analysis (guo et al., 2021). though antibiotics cannot control antibiotic-resistant bacteria, natural products can inhibit the growth of antibiotic-resistant bacteria (wu et al., 2019). natural products, including cloves (syzygium aromaticum) are found to have an antibacterial effect against several pathogens (wongsawan et al., 2019). in our study, feces samples were collected from differentaged diarrheal-associated children and isolated gut bacteria in anaerobic conditions. then, metagenomic tools evaluated the antibiotic resistance pattern of gut bacteria. plant extracts were used to control antibioticresistant gut pathogens. materials and methods sample collection the fecal microbiome is a significant part of gut microbiota. fecal samples can represent a microbial profile of gut bacteria. therefore, fecal samples of 150 diarrheal-associated children were collected to isolate gut bacteria from kushtia 250 bedded general hospital with the consent of the parents of the children and ethical clearance was obtained from the dean of the faculty of biological sciences, islamic university, kushtia, bangladesh. samples were collected from 0 to 30-monthold children. they were divided into five groups according to their ages (group 1: 0-6 months; group 2: 7-12 months; group 3: 13-18 months, group 4: 19-24 months and group 5:25-30 months). thirty samples were collected from each group. the age and sex of the 150 donors were recorded. anaerobic culture fecal samples were cultured in schaedler broth (hiemedia, m292-500g) in an anaerobic jar (bd bbl gaspak anaerobic jar, 260607) with anaeropack (thermo, an0025a) and incubated overnight. the samples were cultured anaerobically using a spread plate technique. microbial count was observed and calculated. determination of the presence of antibioticresistant bacteria in fecal samples to determine the presence of antibiotic-resistant bacteria in fecal samples 10 commercially available antibiotic discs were introduced to the samples using the kirby bauer method. the test was done on the tsa plate (scharlau, spain, 01-200-500) in anaerobic and aerobic condition using ciprofloxacin 5µg/disc (himedia, sd080-1ct), gentamicin 10µg/disc (himedia, sd016-1ct), erythromycin 15µg/disc (himedia, sd013-1ct), streptomycin 10µg/dis (himedia, sd031-1ct), tetracycline 30µg/disc (himediasd0371ct), amoxicillin 30µg/disc (himedia, sd076-1ct), metronidazole 5µg/disc (himedia, sd099-1ct), levofloxacin 5µg/disc (himedia, sd216-1ct), azithromycin 30µg/disc (himedia, sd124-1ct) and doxycycline 30µg/disc (himedia, sd012-1ct) following the kirby-bauer method (yang et al., 2019). samples showing antibiotic sensitivity and resistance against multiple antibiotics were observed and grouped separately. metagenomic analysis following the determination of the presence of antibiotic-resistant bacteria, the sample having clear zones around most of the antibiotics (sample 1) and the sample having no clear zone around all of the introduced antibiotics (sample 142) were used for metagenomic analysis. 16s rdna metagenomic libraries were prepared using 16s amplicon pcr with illumina overhang adapter locus‐specific sequences forward: 5ʹ tcgtcggcagcgtcagatgt pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 gtataagagacag and reverse: 5ʹ g t c t c g t g g g c t c g g a g a t g t gtataagagacag. then, samples were run for illumina sequencing. for this purpose, a combined denatured and diluted phix control (30 µl) and amplicon library (570 µl) were loaded onto the miseq v3 reagent cartridge. by utilizing the miseq reporter software (msr), the miseq system offers a secondary analysis instrument. msr offers a number of options for data analysis related to miseq sequencing. using a database of 16s rrna data, the metagenomics technique classifies organisms from the v3 and v4 amplicon. using the greengenes database, the classification was carried out. the result of these operations is a classification of reads at multiple taxonomic levels: kingdom, phylum, class, order, family, genus, and species. isolation of antibiotic-resistant streptococcusstreptococcus species streptococcus species were isolated from sample 142, based on metagenomic data indicating that streptococcus species are present in sample 142 but not in sample 1. streptococcus selection agar (himedia, m304) containing neomycin sulfate and polymyxin b sulfate, supplemented with 5% sheep blood, was used to isolate streptococcus. was used to isolate streptococcus species. when single colonies emerged, single colonies from the culture were taken based on their morphological characteristics. biochemical and molecular identification of streptococcusstreptococcus species biochemical characterization the biochemical identification of isolated streptococcus species was done following the “bergey’s manual of determinative bacteriology”. the isolated antibioticresistant bacteria were subjected to biochemical analysis via gram staining, shape, spore staining, catalase test, oxidase test, indole test, mr-vp test, citrate utilization test, urease test, and motility test. dna extraction to extract genomic dna, overnight broth cultures of isolated streptococcus colonies were used. the 2 ml broth was centrifuged at 5000 rpm for 5 minutes and the supernatant was discarded. 100 µl nuclease-free water was added and kept in a water bath at 95◦c for 10 minutes. it was then centrifuged at 5000 rpm for 10 minutes. then, the supernatant was taken in a fresh eppendorf ’s tube, and 0.7 volume absolute ethanol was added which was followed by centrifugation at 14000 rpm for 20 minutes. the supernatant was excluded and 70% ethanol was added and again centrifuged at 14000 rpm for 15 minutes. the liquid was discarded and 50 µl te buffer was added to nourish the extracted dna. finally, the solution was incubated at 37○c overnight to suspend evenly. pcr amplification of 16s rrna gene a 50 μl reaction tube containing nuclease-free water, 4x 1.25 µl dream taq pcr master mix (2x), with dream taq dna polymerase, 2x dream taq buffer, dntps, and 4mm mgcl2, dna template (sample), primer 27f (5ˊ-agagtttgatcctggctcag-3ˊ), and primer 1492r (5ˊ-ggttaccttgttacgactt-3ˊ). the pcr tubes were placed in a thermal cycler (gene atlas, model g02, japan). following five minutes of initial denaturation at 95 °c, thirty cycles of denaturing at 95 °c for thirty seconds, annealing at 57 °c for one minute, extension at 72 °c for two minutes, and concluding with a final extension phase of ten minutes at 72 =°c. after that, the pcr tubes were stored at -20 °c. sequencing of the pcr amplicons following electrophoresis, the pcr products were cut from the agarose gel, purified using thermo fisher scientific’s purelink® pcr purification kit, and partially sequenced using an automated dna sequencer, the 3500 genetic analyzer (applied biosystems, usa). codoncode aligner was employed for assembly and alignment the nucleotide sequences, and nucleotide blast was used to determine the species and strains. all the sequences were uploaded to the national center for biotechnology information (ncbi) database in order to receive accession numbers. phylogenetic tree construction the phylogenetic tree was constructed using an online tool phylogeny.fr. control of multidrug resistance streptococcusstreptococcus species by aqueous extracts of cloves (syzygium aromaticum) extraction method cloves was dried and ground to fine powders with a mortar-pestle. 100 g of each powder was dissolved in 1 liter of boiling water in a beaker and stirred continuously to obtain extract. then, the extract was cooled down to room temperature and filtered with number one whatman’s filter papers. the extracts were diluted to 200 µg/ml, 150 µg/ml, 100 µg/ml, and 50 µg/ml, respectively, to assess the antimicrobial activity against the multidrug-resistant streptococcus species. antimicrobial activity the overnight culture of multidrug-resistant streptococcus isolates was spread over muller hinton agar plates (gm 173), and disks impregnated overnight with water extracts of different concentrations of cloves were introduced to the agar plates. the inhibition of streptococcus growth was observed and recorded after 24 hours of incubation at 37○c. results and discussion results culture of human gut bacteria from fecal samples of diarrhea-associated children in this study, fecal samples were collected to isolate gut bacteria from 150 diarrheal-associated children. fecal samples were collected from around 0-30 months aged pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 diarrheal-associated children. a total of 17% of samples were collected from 0–6-month aged children, 42% sample were collected from 7–12-month aged child, 32% sample were collected from 13–18-month aged child, and 5% samples were collected from 19–24-month aged child, 3% sample were collected from 25–30-month aged child (figure 1). fecal samples were cultured in anaerobic conditions by using anaeropacktm to obtain gut bacteria. colonies were counted and the bacterial load is demonstrated in cfu/ml (figure 2). figure 1: number of donors at different aged diarrhea patient figure 2: bacterial count in fecal samples. the edges represent the log values of cfu per microliter of fecal samples determination of antibiotic-resistant bacteria in fecal samples of diarrhea-associated children gut bacteria samples were collected from the feces of diarrheal-associated children. the antibiogram profile of these samples indicates an antibiotic resistance pattern against 10 antibiotics. for this purpose, we followed guidelines from the kirby-bauer method approved by the clinical and laboratory standards institute (clsi). we found samples 75, 142, and 146 containing resistant bacteria against all 10 antibiotics and samples 1, 72, and 89 containing susceptible bacteria against most of the 10 antibiotics (figure 3). pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 among all the samples, 66% of samples were found resistant against ciprofloxacin, 54% against gentamycin, 94% against erythromycin, 73% against streptomycin, 71% against tetracycline, 83% against amoxicillin, 93% against metronidazole, 65% against levofloxacin, 84% against azithromycin and 69 % against doxycycline. antimicrobial agents, their disc concentration, and zone interpretative reference was used according to clsi, 2016. in anaerobic condition, the fecal samples of 150 donors showed significantly higher levels of resistance than susceptibility against all tested antibiotics (figure 4). figure 3: antibiotic susceptibility test of the fecal samples via kirby-bauer disk diffusion method to select the multiple drug-resistant and sensitive fecal samples in human gut microbiota. the samples indicated with r 75, r 142, and r 146 are found resistant against the 10 introduced antibiotics and s 1, s 89 and s 72 are sensitive against most of the antibiotics figure 4: graphical presentation of antibiotic sensitivity in anaerobic conditions. *p < 0.01, **p < 0.005. ***p<0.0005 pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 antibiotic resistance pattern was also observed to be different at different age levels (figure 5). antibiotic resistance was higher in samples isolated from 0-monthold to 6-month-old patients than sensitivity. resistance is also higher in samples collected from 7to 12-month-old patients against all tested antibiotics except gentamicin and levofloxacin. however, bacterial samples isolated from 13-18 months old patients showed higher sensitivity to ciprofloxacin, gentamicin, azithromycin and levofloxacin and higher resistance against other antibiotics. all samples showed a higher tendency to resistance against all antibiotics except gentamicin and levofloxacin. the bacterial community of the fecal sample of 25–30-month-old donor showed a higher level of resistance against almost all antibiotics. they only showed susceptibility against doxycycline and levofloxacin. figure 5: antibiotic resistance profile of gut bacteria in different age groups of children metagenomic analysis of the isolated human gut bacteria after isolating the gut bacteria, the samples of group 1 and group 2 were mixed separately based on their antibiotic sensitivity for metagenomic analysis. the genomic dna was isolated from both group 1 and group 2 samples and used for pcr and next-generation sequencing. metagenomic sequencing was done by illumina sequencing, and it represents the abundance of bacteria from the phylum to the species level. this data also presents all types of bacteria present in the sample. therefore, metagenomic analysis represents fecal and gut microbiota and shows the abundance of various microorganisms in a single assay (figure 6). according to the metagenomic data, the most abundant bacteria in both samples belong to the order lactobacillales. the abundance of other bacterial species that belong to the genus pseudomonas, clostridium, and corynebacterium is lower in both antibiotic-resistant and antibiotic-sensitive samples. besides, the abundance of the genus streptococcus was found only in antibiotic-resistant samples with a relative abundance of 4.00. other groups like enterococcus, vagococcus, bacillales, planococcus, lysinibacillus, etc., are comparatively abundant in antibiotic-sensitive samples. however, the abundant bacterial group in antibioticresistant samples was taken into consideration. pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 isolation of streptococcus species present in antibioticresistant sample as streptococcus species have been found as dominant in antibiotic resistant samples, it was isolated using streptococcus selection agar (himedia m304) (figure 7a). three distinct colony morphologies were selected for figure 6: metagenomics analysis showed the relative abundance of antibiotic-resistant and antibiotic-sensitive gut microbes. different relative abundances are indicated by different colors and shades. the columns represent the samples, while the rows specify the microorganisms present figure 7: (a) isolation of streptococcus based on their colony morphology and hemolysis activity on streptococcus selection agar. (b) agarose gel electrophoresis of 16s rrna gene pcr product. (c) phylogeny of the isolates pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 further analysis based on their hemolysis patterns and visual characteristics. colony a displayed complete beta hemolysis (clear zone surrounding the colony), opacity, a greyish-white color, and a spherical shape. colony b exhibited similar complete beta hemolysis but was translucent with a white color and maintained a spherical form. colony c differed by demonstrating partial alpha hemolysis (incomplete zone of clearing), opacity, a white color, and a spherical shape (table 1). three types of colonies were taken, identified, and characterized through biochemical assay and 16s rrna gene sequencing. table 1: morphology of streptococcus characteristics a b c shape mucoid spherical oval color white milky white greyish white opacity opaque opaque opaque hemolysis β β α characterization and identification of streptococcus species several biochemical tests have been performed to identify streptococcus species following “bergey’s manual of determinative bacteriology” (table 2). three isolates that had similar results were taken for dna extraction and purification, 16s rrna gene amplification, and sanger sequencing. phylogenetic analysis revealed all three streptococcus species (s. infantis, s. downei, and s. sobrinus) cluster closely, indicating a shared evolutionary history (figure 7b, 7c). table 2: biochemical assay of streptococcus test name result gram staining +ve shape cocci spore forming non-sporing catalase -ve oxidase -ve indole -ve methyl red +ve vogues proskauer -ve citrate utilization +ve urease -ve motility non-motile acid tolerance +ve bile salt tolerance +ve all sequences were uploaded and given an accession number to the national center for biotechnology information (ncbi: https://www.ncbi.nlm.nih.gov/) database (table 3). the phylogenetic relationship is also displayed (figure 5d). sequencing results identify the isolates as streptococcus downei ecmiu1, streptococcus sobrinus ecmiu3, and streptococcus infantis ecmiu4. they are presented as follows: their sample id and accession number. control of multidrug-resistant streptococcus species multidrug-resistant streptococcus sp. could disturb the native microbial balance, making individuals more vulnerable to infections by bacteria with stronger defenses, impairing immune system performance, and accelerating the onset of metabolic diseases. therefore, in order to prevent this infection, novel approaches are critically needed, and utilizing natural resources is certainly an alternative. after identification and biochemical characterization of antibiotic-resistant streptococcus species, the mixture of the streptococcus isolates was controlled with water extracts of natural compounds. table 3: result of 16s rrna gene sequencing sample id bacterial name with strain accession number a streptococcus downei ecmiu1 op030715 b streptococcus sobrinus ecmiu3 op045501 c streptococcus infantis ecmiu4 op045595 figure 8: natural compound-mediated control of antibiotic-resistant streptococcus species. control by water extract of cloves (a) streptococcus downei ecmiu1 (b) streptococcus sobrinus ecmiu3 (c) streptococcus infantis ecmiu4. extract was introduced in different concentrations to the plates, and the central discs of each plate were used as the negative control pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 the evaluation of water extracts from cloves (syzygium aromaticum) against multidrug-resistant streptococcus species yielded promising findings (figure 8). the extract exhibited dose-dependent inhibitory activity against the tested strains. water controls (negative control) did not exhibit any inhibitory activity against the streptococcus species. discussion the use of antibiotics is the most efficient way to prevent bacterial infection (cook & wright, 2022). however, during the past few years, the increasing number of antibiotic-resistant strains and treatment failures of bacterial infections have increased public concern about the use of antibiotics (band & weiss, 2019). treatment with broad-spectrum antibiotics generates an evolutionary force that stimulates the emergence of multidrug-resistant bacteria resulting in a chain of unsuccessful treatments and new antibiotic-resistant bacterial strains (chinemerem nwobodo et al., 2022). the human gut microbiome is a gigantic storehouse of bacteria with the capacity for both accepting and transmitting antibiotic resistance genes (loftus et al., 2021). consequently, this enhances the risk of antibiotic-resistant genes transferring across the normal flora and, even worse, spreading to other pathogenic bacteria (schjørring & krogfelt, 2011). this study investigated the patterns of antibiotic resistance within the gut microbiota and employed metagenomic analysis to explore the relative abundance of microbes in antibiotic-resistant and sensitive samples. additionally, we evaluated the potential of various plant extracts to control the abundance of specific species enriched in the antibiotic-resistant samples. fecal samples that imitate the gut microbiome, were collected and the microbial count was determined via the spread plate culture technique. the kirby-bauer disk diffusion method is a standardized laboratory technique that was used to determine bacterial susceptibility of the bacteria present in fecal samples to various antibiotics (segawa et al., 2020). the bacteria in 0-6-month old children’s feces were observed as higher resistant than the 7-12-month old children and other groups against most of the tested antibiotics. this early emergence of antibiotic resistance in newborns could be linked to the immature gut microbiome. upon exposure, antibiotic-resistant pathogens can colonize easily due to the underdeveloped gut microbiome (klassert et al., 2020; saturio et al., 2023). the resistant bacteria can also be transmitted to children during birth or breastfeeding (matok et al., 2021; samarra et al., 2023). however, in the gut microbiome of 25-30-month-old children, bacteria are resistant against all antibiotics except levofloxacin and doxycycline. levofloxacin is the third generation of fluoroquinolones, whereas doxycycline is the second generation tetracycline antibiotics. these drugs are relatively new and therefore their exposure is less than other older antibiotics, resulting in the susceptibility of the bacteria in 25-30-month-old children gut microbiome (muteeb et al., 2023). 16s rrna gene metagenomic analysis offers an effective way to explore the relative abundance and composition of microbes within the gut microbiota in various human health conditions (peterson et al., 2021). in our study, 16s rrna gene metagenomic analysis was performed on both the antibiotic-resistant and sensitive samples to classify the microbial communities present, ranging from kingdom down to species level (garg et al., 2021). streptococcus was relatively abundant in antibiotic-resistant sample. the abundance of streptococcus in antibioticresistant gut sample suggests a potential link between the genus and resistance phenotypes. in addition, the genus streptococcus was found to have a natural tendency to develop resistance against a wide range of antibiotics (gergova et al., 2024; jin et al., 2022). streptococcus selection agar was employed to isolate streptococcus species from the antibiotic-resistant gut bacterial sample, allowing their selective enumeration and identification. streptococcus selection agar contains polymixin b and neomycin, which act as selective agents (singh et al., 2023). these antibiotics inhibit the growth of a wide range of gramnegative bacteria and some gram-positive bacteria other than streptococcus, allowing streptococcus species to grow preferentially (kadhim et al.). after culturing on this media, colonies are selected for further analysis based on their hemolysis activity and morphology (shape, color, and opacity) (pinatih et al., 2022). colonies exhibiting complete or partial hemolysis were selected for further investigation as potential pathogens for humans (tagg et al., 2019). following colony selection, biochemical tests based on bergey’s manual of determinative bacteriology were performed to identify the isolates as streptococcus species (batubara et al., 2021). to ensure the identification, genomic dna from the isolates was extracted and subjected to 16s rrna gene amplification by pcr and subsequent sanger sequencing. this analysis confirmed the isolates as s. downei, s. sobrinus, and s. infantis (church et al., 2020). these antibiotic-resistant bacteria within the gut normal flora might disrupt the delicate microbial balance, potentially increasing susceptibility to infections with resistant pathogens, compromising immune function, and contributing to the development of metabolic disorders (shreiner et al., 2015). while streptococcus downei, streptococcus sobrinus, and streptococcus infantis are found in the normal gut microbiota, they are also opportunistic pathogens (chamat-hedemand et al., 2020; conrads et al., 2014; fukunaga et al., 2023). however, antibiotic-resistant streptococcus downei, s. sobrinus, and s. infantis in the gut can become reservoirs for antibiotic resistance genes, potentially spreading them to other bacteria through horizontal gene transfer (ahsan et al., 2024; jeżak et al., 2022; lamberte & van schaik, 2022; maeusli et al., 2020; mcinnes et al., 2020). this creates an alarming circumstance where even non-pathogenic gut bacteria can lead to the development of multidrugresistant pathogens (ducarmon et al., 2019). therefore, the control of these species is imperative to minimize the pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 70-82, 2025 spread of antibiotic resistance. to minimize the potential for these streptococcus species to act as carriers for antibiotic resistance genes, exploring natural sources for treatments focused on preventing infections caused by them is necessary (kumar et al., 2021). aqueous extracts of cloves (syzygium aromaticum) offer therapeutic activities against the isolated streptococcus species (wongsawan et al., 2019). the aqueous extract in 200 µg/ml concentration exhibits the highest zone of inhibition against the mixture of streptococcus species, which indicates the effectiveness of the extracts as a controlling agent for the antibioticresistant species (abdel-shafi et al., 2019). conclusion the rise of antibiotic-resistant bacteria in the gut is a critical issue demanding immediate attention. it not only increases the risk of infections but also facilitates the spread of resistance among all types of bacteria. therefore, strategies should be developed to control and combat these antibiotic-resistant bacteria. this study investigated the patterns of antibiotic resistance within the gut microbiota using metagenomic analysis. the findings highlight the concerning trend of antibiotic resistance of streptococcus downei, streptococcus sobrinus, and streptococcus infantis and their potential to disrupt the gut ecosystem and increase susceptibility to infections with resistant pathogens. our evaluation of aqueous extracts of cloves (syzygium aromaticum) demonstrates the promising potential as a natural approach to control the abundance of specific antibiotic-resistant bacterial species identified in the gut. while further in vivo evaluation is compulsory to validate effectiveness and safety, these results suggest plant extracts may offer a new and valuable strategies for managing antibiotic-resistant bacteria within the complex gut environment. references abdel-shafi, s., al-mohammadi, a., hamdi, s., moustafa, a. h., & enan, g. 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(2020). intestinal flora and disease mutually shape the regional immune system in the intestinal tract. frontiers in immunology, 11. https:// doi.org/10.3389/fimmu.2020.00575 pa ge 1 pa ge 73 american journal of multidisciplinary research and innovation (ajmri) science teachers’ perceptions on continuing professional development (cpd) self-efficacy, and instructional performance kerry joy tuale felix1*, lilibeth guillermo abrogena2 volume 3 issue 4, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i4.3052 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 02, 2024 accepted: july 09, 2024 published: july 12, 2024 this study examined science teachers’ perceptions of continuing professional development (cpd) and its impact on their self-efficacy and instructional performance. it investigated the types of cpd activities attended, perceptions of cpd, the relationship among perceptions, self-efficacy, and instructional performance, and the challenges faced in attending cpd activities. the study involved 71 junior high school science teachers from major schools in ten districts in baguio city, selected through purposive sampling. data were collected using checklists, a survey-checklist, a self-assessment instrument, and an open-ended questionnaire. findings showed that teachers mainly attended conferences, seminars, and workshops for cpd, while advising dissertation and thesis candidates was the least attended. cpd positively influenced self-efficacy in classroom management, instructional strategies, and student engagement. most teachers strongly agreed that they could teach proficiently according to objectives. significant correlations were found between self-efficacy and perceptions of cpd in instructional strategies and classroom management, but not in student engagement. positive correlations were observed between self-efficacy and instructional performance in all areas. meanwhile, major challenges faced by educators in their pursuit of advancement undertakings included financial constraints, work-related conflicts, and limited availability of authorized cpd providers. keywords continuing professional development (cpd), instructional performance, perceptions, self-efficacy introduction science education plays a crucial role in developing a nation, as it provides a systematic approach to understanding the world and fosters empirical skills and scientific literacy among students. however, despite indications of filipino learners’ enthusiasm for science concepts and engagement in scientific competitions, national assessments such as the 2018 programme for international student assessment (pisa) and the 2019 trends in international mathematics and science study (timss) revealed poor performance of filipino students in scientific assessments. as a result, science educators face the challenge of undermining science and scientific literacy in the country (palines and ortegadelacruz, 2021). nipales (2019) further stated that the country’s science teachers’ competency in terms of knowledge, skills, and attitude is considerably lacking, with a cascading effect on the level of scientific instruction and learning interactions in schools. to address the constraints the teaching profession faces, the expansion of qualifications, expertise, and positive disposition is necessary. faculty development programs and continuing professional development (cpd) have been implemented. the cpd law (republic act 10912) was introduced in the philippines to raise the baseline of professional prowess through cpd activities, which require professional teachers in the country to earn 15 cpd units within three years for license renewal. yuksel (2022) stated that improved instructional practices are crucial for career progression and promotion among faculty members, necessitating training in optimal pedagogical approaches. teachers need to possess the necessary expertise, abilities, attitudes, and instruments to meet professional standards. furthermore, teachers’ professional self-efficacy and psychological well-being play a vital role in their performance, necessitating appropriate training. while the impact of self-efficacy on teacher performance is not extensively researched, it is recognized that high self-efficacy among science teachers is essential for instructional competency (baysal & mutlu, 2021). however, implementing cpd activities faces challenges, including high costs, the need for travel to attend activities in larger cities, lack of relevant training material, shortage of qualified facilitators, and inadequate support (bernadine, 2019). some professionals argue that the cpd requirements are unnecessary, while others struggle to justify the cost and manage the associated work absences (tan, 2021). teachers in remote locations face additional difficulties in fulfilling the cpd requirements. overall, the effectiveness of cpd activities is hindered by various constraints, which impact their efficiency and fail to adequately support teachers’ reflective thinking and career prospects (dogar et al., 2021). as concerns about the efficiency of cpd activities for teachers grow, this study investigated the perceived impacts of cpd in the local context of science teachers. further, the development of science teachers’ self-efficacy visavis their instructional performance after the completion of various cpd activities were studied. 1 graduate school, mariano marcos state university, laoag city, ilocos norte, 2900, philippines 2 college of teacher education, mariano marcos state university, laoag city, ilocos norte, 2900, philippines * corresponding author’s e-mail: kerryfelix0831@gmail.com pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 literature review continuing professional development (cpd) law in the philippines as global industry sectors continue to grow, it becomes increasingly impossible to overestimate the value of ongoing professional development. cpd allows individuals to reinforce and improve their present abilities while decreasing knowledge gaps and giving them a comparative advantage in situations when one is required, such as an employment screening. cpd may also help individuals stand out in the job market since numerous applicants seeking for certain opportunities frequently have comparable basic skills. professionals may gain control of their profession’s progress and objectives with a structured cpd strategy (bpp learning media, 2020). individual privilege generated from professional autonomy may boost optimism regarding one’s efficacy and competence, therefore it immediately translates into greater productivity at work. cpd likewise makes certain that educational and occupational credentials are not rendered, enabling individuals, irrespective of age, employment, or level of education, to consistently up-skill and expand their proficiencies. moreover, the development and assessment of a cpd scheme could be of help in the development of optimal educational processes and boost teacher proficiency in facing the difficulties encountered in teaching learners. the united nations’ sustainable development goals (sdgs) have pointed out adequate cpd as an indispensable policy mechanism for guaranteeing educators’ advancement and development throughout their careers. in fact, education lies at the core of the 2030 goals for sustainable development: it is recognized to be an independent objective (sdg 4) as well as additionally featured among aims underneath other sdgs including well-being, economic development and job creation, environmentally friendly production and consumption, and the mitigation of climate change (worldwidemedia consulting, n.d.). sdg 4.c. assists systems in carrying out this approach, including a set of quantitative indicators about educators’ performance and progress. the measure of progress on professional development is matched with the talis indicator, which is described as: “percentage of teachers who received in-service training in the last 12 months, by type of training”. as it stands, united nations educational, scientific and cultural organization (unesco) established its subsequent educational system tactics: “review, analyze, and enhance on the standard of training for educators (both pre-service and in-service), while offering every educator with outstanding initial training as well as ongoing educational opportunities and assistance (unesco, 2020).” in an effort to realize the abovementioned goals, the department of education (deped) in the philippines is geared towards providing excellent education by preparing teachers with the necessary globalization competencies. hence, completing cpd programs had already been adopted by the professional regulation commission (prc) as a must-have for professional license renewal. as a legal mandate, the legislation intends to enhance professionals in accordance with global benchmarks for the nation’s economic progress. various educational training courses recognized by the prc are now being provided in support of the law by private training institutions, although they are expensive for educators to attend. under the new implementing rules and regulations (irr) of the republic act 10912, otherwise known as the continuing professional development law, professional teachers in the country are required to earn 15 cpd units over the course of 3 years preceding the renewal of prc licenses. the cpd statute intends to develop professional expertise and abilities, enhance the standard of professional services, and match national competence requirements with global standards of excellence. professionals must acquire needed cpd credit units through seminars, training sessions, as well as other initiatives as a condition of renewing their license or professional identity cards (pic), according to the law. as a legal mandate, the legislation intends to enhance professionals in accordance with global benchmarks for the nation’s economic progress. the legislation applies to a wide range of careers, ranging from medical professionals, engineers, developers, educators, practitioners, and a number of others. in the said law, recognized cpd activities have been categorized into 5 namely: professional track, academic track, selfdirected, productive scholarship, and further initiatives to be suggested by the cpd committee and authorized by the commission’s board of directors. through these various cpd activities, self-efficacy can further be fostered. including an emphasis on teacher self enhancement marks a significant progression in the design of cpd programs that can increase teacher effectiveness and, eventually, student performance. nonetheless, it is critical to verify that these kinds of training courses are sufficiently resourced and conducted successfully. the effectiveness of such initiatives is determined on the standard of instruction, the accessibility of funding, and teachers’ devotion to ongoing professional development. teachers’ perceptions of continuingprofessional development (cpd) every educator profess as desire to acquire knowledge and consistently improve significantly. teaching is a calling; its nature is flexible and constantly changing. in simpler terms, professional development is an essential component of being a teacher. looking at a number of circumstances, teachers vary with regard to how they convey their motivation for expert growth (alruqi & alharbi, 2022). certain educators consider intrinsic drives for their professional growth, including feeling of achievement and pleasure of the challenge of instruction, whereas others value external motivators, like that of satisfying the demands of others and seeking their profession to be valued by the ones surrounding them. pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 carroll et al. (2021) found that professionals in remote regions had limited access to social/ peer networks of support, fewer prospects for interacting in person, as well as faced extra obstacles such as lengthy journeys when attending organized cpd conferences. the job setting exacerbates locality concerns. teachers who operate as solitary practitioners may find it challenging to engage in cpd owing to their restricted ability to be involved in social contact throughout daily practice. as a result, they are unable to engage in critical tasks such as observational learning, imitation, peer debate, and reflective dialogue. in a similar investigation by qader in 2020, he stated that cpd could possess a favorable influence on the execution of teaching practitioners and increase the performance of educational facilities where learning occurs in action. that said, it also became apparent that cpd programs are not as pertinent as they look. further, evidence demonstrates a disparity between policy objectives, professional demands, and the true nature of policy results executed by the featured institution. the aforementioned distinction is the result of policymakers failing to interact with educators while designing cpd programs in broad terms, including the cited institution in particular. as a consequence, the given development programs fail to fulfill the demands of the teachers given that they weren’t taken into account. interestingly, bunane, kampire, and karegeya (2022) found that both chemistry teachers and school administrators exhibit good perspectives on the influence of continuing education programs on increasing instructional subject matter learning. however, the findings revealed that there isn’t any proof to support the immediate influence of cpd activities on the learning of students. in furtherance of the studies previously discussed, widayati, maccallum, and woods (2021) noticed that seminars, workshops, and networks involvement were among the most commonly participated events. each of the teachers participated in either accredited or noncertified workshops (presence of practical exercises) or symposia (discussions with no actual engagements) given that these activities helped them strengthen their expertise. it was additionally demonstrated that public servant educators got involved with more organized cpd than their private school peers, owing to the fact that cpd activities have been more directly tied to promotions. in the overall picture, teachers displayed a desire to develop their capability for furthering their cpd, but they require assistance in developing their competence through the microsystem and the exosystem aspects. teachers’ self-efficacy as a result of involvement to cpd activities educators’ self-efficacy has gradually acquired prominence in school psychology studies owing to its repercussions on instruction efficacy, methods of instruction, and students’ scholastic accomplishment. recognizing the fundamental determinants of selfefficacy may thus have significant ramifications when striving for the well-being of teachers as well as school performance and advancement. educators want to feel adept and secure in their abilities to educate and connect with every student, therefore their feeling of effectiveness is critical. within education, self-efficacy has emerged as an essential paradigm for predicting and explaining the perceptions and beliefs that drive educators’ choices and conduct in the educational setting (hood, 2020). the socialcognitive theory of behavior transformation by bandura generated the notion of self-efficacy. selfefficacy implies the conviction that one can carry out an activity or accomplish a desired outcome. it includes an individual’s self-assurance in their ability to manage their conduct, have an impact on their surroundings, and remain committed in the pursuit of a specific objective (cherry, 2023). self-efficacy is a trait that people might possess in a variety of contexts and fields, including interactions, employment, and various critical domains. teachers’ self-efficacy is a significant element that can be impacted by participating in cpd programs. programs for continuing professional development are intended to improve the expertise of professionals in their particular sectors. in the context of education, attending cpd programs may enable teachers to become better educators, boost their self-confidence in the classroom, and feel more fulfilled in their work. a high level of self-efficacy has been linked to higher performance in the classroom and student outcomes in the context of teaching. the teachers’ views on scientific instruction and classroom proceedings are directly tied to this. educators who exhibit a high degree of self-efficacy in delivering science instruction tend to use student-focused approaches to instruction, dedicating themselves on science education and exhibiting a propensity for research-based instruction (baysal & mutlu, 2021). to boost the advancement of sciences, it is thought vital to establish scientific learning self-efficacy beliefs (yildirim, 2021). this will further cascade into the promotion of permanent learning. permanent learning occurs when theory is applied in practice, renewing recently learnt conceptions within the mind and organizing such information. educators who indicate partaking in meaningful training had greater levels of self-efficacy and work fulfillment. additionally, teachers who participate in courses centered around instruction in diverse educational settings report an elevated level of self-efficacy when instructing in various circumstances (oecd, 2018). furthermore, instructors who participate in trainings focused on the application of pedagogical techniques claim more frequent execution of efficacious practices. acknowledging the key determinants of self-efficacy could therefore hold significant ramifications in striving for educators’ well-being, including school performance as well as development. shu (2022) further added that teacher effectiveness is a particularly significant element of career engagement as it corresponds to the unique pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 abilities and capacities that teachers may use in their teaching profession across all educational institutions or situations. in this regard, teachers’ effectiveness has been attributed to their conviction in their capacities to implement instructional approaches in a learning atmosphere that results in favorable outcomes for students. effects of cpd on instructional performance and self-efficacy professional growth is crucial for improving quality education in about any organization, and the education sector is no different. educators have a vital position in transforming the educational system, therefore the value of their credibility as professionals ought not to be underestimated. teachers pursue professional development to better equip themselves with skills and qualities fit to meet the expectations of 21st century learners in order to improve educational quality (bernadine, 2019). such training courses are intended to assist educators in improving their instructional abilities and expertise, as well as staying abreast on trends in education and advancements. adding to these, panth and tulivuori (2021) said that enhancing the general productivity of the education system necessitates improving the caliber of teacher quality via teacher professional development programs, rendering the dispute over type of school, individual school performance, and student number, among several others, unnecessary. training for educators ought to be produced as an entire package rather than in response to specific project demands. teachers must be encouraged to enhance their education through extensive academic programs. guidelines and promotions to encourage career pathways including professional development opportunities for teachers should be specified in a framework that describes the laws, organization and assets needed to be an effective educator. germuth and works (2018) highlighted that teachers’ professional development is vital in improving educators’ instructional practices and aiding them to progress from superficial knowledge to something like a greater comprehension of a matter. the said continuous, ingrained personal growth is required to guarantee that learning is transferred to instructional practice. instruction, otherwise referred to as teaching, involves the implementation of techniques to enable students to access understanding centered around what teachers undertake in multiple ways, such as postgraduate education, research, or even the most frequent, joining seminars and training sessions. likewise, educators gain a host of novel skills that prepare them for advancement through training. this content acquisition is very crucial in science, technology, engineering, and mathematics (stem) career advancement. it was additionally stated that in order to boost student comprehension, majority of educators must acquire scientific and mathematical fundamental expertise alongside pedagogical strategies relevant to the science, technology, engineering, and mathematics curriculum area. further prior studies have shown that professional development programs do boost teachers’ self-efficacy while also indirectly influencing them being student centered during instruction through enhancement of their sense of expertise (fabriz et al., 2020). the investigation looked at how a professional training course affected university instructors’ self-efficacy, self-image, including perceived comprehension of instruction. the results imply that professional training programs can help educators improve their sense of self-worth beliefs, selfimage, and personal insight into teaching. furthermore, the study emphasizes the necessity of teacher participation in these programs for optimal impact in their practice. the investigation has implications not merely for faculty at universities, but rather to teachers across different educational contexts. it highlights the value of continual professional development among educators as well as the necessity to plan and administer successful professional development initiatives that target teachers’ individual requirements. the said finding is in congruence with the discoveries of noben et al. (2021) stating that the professional development program on fundamentals of teaching increased the self-efficacy of the teachers as well as improved their view of leaning towards student-centered approaches in their instruction. li et al. (2019) further suggest that involvement in cpd programs serves as an intermediary in the development of self-efficacy, which results in enhanced instructional performance. in particular, it underlines the merits that young teachers gain from engaging in cpd activities to increase their self-efficacy. the influence of teachers’ self-efficacy on instructional performance the examination of assumed self-efficacy and how it relates to social conduct has expanded into the realm of education, specifically the effectiveness of educators. it was additionally studied with regard to its impact on the achievement of students. several research investigations have been conducted to establish a connection between student accomplishment, which is the most important expression of instructional efficiency, and teacher efficacy. a few aspects of teacher performance have been attributed to teacher self-efficacy. for instance, catalano, albulescu, and stan (2020) noted that self-efficacy exerts an impact on the retention and attrition of teachers. they pointed out that teachers’ affective reactions to work, influence their commitment to teaching. the study posited that some teachers established authority and simply continued with educational procedures as usual, whereas others became overwhelmed with negative thoughts, resulting to withdrawal and, ultimately, attrition. meanwhile, khanshan and yiusefi (2020) reported that teachers’ self-efficacy and level of expertise impact their instructional performance. a teacher’s professional learning engagement and preparedness to teach both pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 impact instructional competence. educators’ perceptions regarding their students’ capacities to learn, as well as their own abilities to educate, take an impact on their instructional quality. teachers’ sentiments of ineptitude and incompetency in carrying out their duties may have an influence on their students’ motivation to study. they further described a substantial association between educators’ self-efficacy in addition to classroom routines regardless of discipline. in echo, teachers’ self-efficacy may be developed and refined as a result of specific training programs that push educators to dive deeper into their understanding of learning and instruction. in terms of the learning environment, ortan, simut, and simut (2021) affirmed a positive relationship between teachers’ performance and their self-efficacy. accordingly, when teachers realize the beneficial results of their choices and behaviors, both for learners and for the school community, along with encouragement from administrators and their colleagues, their drive to be active intensifies. feeling valued and possessing an elevated sense of confidence have a good impact on career fulfillment and well-being for educators. on additional note, they asserted that teachers’ self-efficacy is closely associated with their performance during classes. it was observed that low self-efficacy leads to poor performance in instructional settings. high self-efficacy, on the contrary, results in enhanced performance and preparedness in class. as cited by barni, danioni, and benevene (2019), self-efficacy views may certainly boost a teacher’s capacity in reacting to challenging circumstances. educators with high efficacy frequently take a gamble and try innovative teaching methods, which results in significantly greater learning outcomes for students. to put it the other way, enhanced self-efficacy translates into better skill development, which causes shifts in classroom practices. in exploring the repercussions of teacher self-efficacy and instructional performance, alibakhshi, nikdel, and labbafi (2020) identified positive effects for the variables in issue. teachers’ instructional tactics were further characterized as follows: pedagogical/ instructional assistance, administration of the classroom, and emotional reinforcement. they indicated that the respondents’ instructional behaviors, techniques, and approaches used to promote overall emotional, intellectual, and educational progress of language students were heavily influenced by their self-efficacy. this conclusion is congruent with the research results of others who contend that the instructional tactics, actions, and practices used by educators to enhance students’ intellectual improvement may be influenced to some extent by their self-efficacy. the results are in congruence with the results of hernandez’s study (2019), stating that after going through learning opportunities, teachers’ degree of effectiveness and quality of pedagogical performance, as judged by their views about how alignment may help their students and enhance how they construct lesson plans, and improved overall. these insights may be leveraged to spark constructive societal change, beginning with education. issues and challenges in the involvement to cpd activities development as a professional is essential in every aspect of any firm in order to equip personnel in accordance with shifting trends in internationalization. subsequently, as the argument goes, after a significant expenditure of the organization’s efforts to find appropriate personnel, the task that organizations must undertake is to guarantee that human resources are conserved, polished, and employed. these are attained by the implementation of a systematic strategy to staff development and training, which has usually evolved into a new concept known as “continual professional development.” the necessity for such a strategy stems from the reality that the presence of recognized and developed knowledge and abilities is critical to an organization’s continued advancement amid a continuously shifting and growing complicated setting. while the cpd law has been controversial, with some professionals and organizations arguing that it places an unnecessary burden and is not properly implemented, supporters argue that it is necessary to ensure that professionals keep up with developments in their field and maintain high standards of practice. the obstacles of teachers’ professional growth in the educational system arise from several directions. these problems, complications, impediments, or tough conditions are in contrast to the desired consequences of teachers’ progress. in a study conducted by campos, et al. (2022), the participants acknowledged the value of cpd and indicated an eagerness to acquire new knowledge. however, preexisting cpd programs failed to satisfy their anticipated requirements, resulting in significant disengagement. additionally, stated cpd concerns were connected to the institutional strategy for administering educational activities (deficits in management, educators, and material supplies), which may be comparable to those reported from equivalent rural regions. in line with these challenges, herrmann and grossman (2021) pinpoint five main difficulties for teacher professional development: it is lacking a lofty purpose of learning and instruction; it struggles to foster teacher control; its duration is brief, intermittent, and detached from the learning environment; it has become one-sizefits-all; and finally, it doesn’t seem open to collaboration. among the most prevalent difficulties that instructors experience in their cpd is the lack of time. teachers face a demanding schedule, and it may prove tricky to find time to complete cpd. in the work of bwanga (2020) it was discovered that a shortage of time owing to workload constituted an impediment towards attending cpd learning activities. respondents were unable to complete cpds beyond work hours due to familial and social obligations. moreover, educators frequently struggle to reconcile their teaching obligations with their cpd requirements. time constraints can have a variety of effects on teachers’ involvement in cpd sessions. for instance, it may limit the amount of programs that pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 educators can participate in, causing them to lose critical opportunities for learning. in addition, this could leave an impact on the extent of their involvement since they won’t have sufficient time within the session to properly engage with the subject or communicate with their peers. finally, it can have an impact on the success of the cpd session since instructors may not have enough time to apply what they’ve learned in their classrooms. in its entirety, these research findings indicate that, while teachers believe cpd to be essential for their professional development, the success of such programs may be impacted by a variety of criteria such as method of delivery, content, length of time, application, as well as assistance offered by their institutions. as a result, it is critical to create and administer cpd programs that match the demands and standards of teachers, as well as to offer continuous support to ensure that newly acquired abilities and expertise are effectively implemented. materials and methods the study made use of a descriptive-correlational approach to determine and describe the perceived impact of continuing professional development on the self-efficacy and instructional performance of science teachers. in particular, this study employed descriptive approach to provide a snapshot of the influence of cpd activities on science teachers’ performance and self-efficacy. this likewise looked into the association between the teachers’ cpd attendance and their self-efficacy and instructional performance. further, the study examined the connection between educators’ self-efficacy and their instructional performance. the study made use of four (4) research instruments, namely: 1) a combined checklist and survey of the status of cpd activities and their relative impact to the science teachers’ development patterned from tulo and lee (2022); 2) an interview guide for the enrichment of the gathered data on the teachers’ perceptions adopted from qablan, et al. (2015); 3) a self-efficacy survey checklist adopted from digap (2014); and 4) a selfassessment instrument for teacher evaluation ii (site ii) developed by akram and zepeda (2016). results and discussion cpd activities involvement of science teachers notably, the most frequent cpd activity/ program availed by 68 science teachers is participation in conferences, seminars, and workshops (table 1). this includes in service training (inset) and other faculty development programs offered by the department of education. the indicated result coincides with the findings of garcia and weiss (2019), who claim that a substantial proportion of educators typically access specific forms of professional development, like conferences or trainings. moreover, in 2018, the organization for economic cooperation and development reported that, for both primary and secondary, in-person courses and seminars are the most frequently cited type of career advancement for educators. meanwhile, 51 of the respondents pursued graduate studies, largely at the master’s level. since the vast majority of teacher-respondents are in teacher iii positions, graduate studies, in addition to professional development and advancement in the field, is deemed necessary. as mcrell, wilson, and levkoff (2021) argued, completing postgraduate education is a vital aspect of cpd as it allows professionals to keep abreast with the newest advances in their chosen field. postgraduate also allows them to gain specific expertise and abilities. on another note, with a frequency of 2, advising dissertation and thesis candidates comes last in the attended cpd activities. while this activity may not be as popular as others, it may still be a beneficial method of sharing knowledge and expertise with people in the profession. this can also serve to promote the profession by training and developing the future generation of practitioners. table 1: cpd activities where science teachers are involved cpd activities / programs attended frequency percentage (%) rank 1. scholarly research publications 16 22.54 8 2. book publications 6 8.45 16 3. development of instructional manual and audio-visual materials 42 59.15 4 4. article in professional magazine/ newspaper 9 12.68 14 5. innovations and inventions/ creative work 39 54.93 5 6. recognition/ title (e.g. fellows/ hall of fame award, outstanding professional, lifetime achievement awardee, etc.) 10 14.08 12 7. participation in conferences seminars, and workshops 68 95.77 1 8. training course with at least one year duration 11 15.49 11 9. coordinator, lecturer, resource person, or guest speaker in conferences, workshops, and training courses 35 49.30 6 10. services in accreditation work membership 9 12.68 14 11. short-term consultancy or expert services in an activity of an educational, technological, professional, scientific, or cultural nature sponsored by the government or other agencies 12 16.90 9.5 pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 perceptions of science teachers towards involvement to cpd activities findings indicate that the teacherrespondents had a general awareness concerning various cpd activities. nonetheless, the teachers’ notions of cpd and the manner in which they got involved with cpd vary (table 2). statements marked as agree indicates that teachers feel their participation in continuing education programs would help them: improve employability, develop public image and reputation as informed and competent specialists in their profession, cultivate new ideas and skills that will contribute to the betterment of society, stay engaged and enthusiastic about their work, enhance their organization’s performance and contribute to its success, and develop a more profound understanding of their profession and its broader implications. the remaining six statements interpreted as strongly agree implies that teachers see cpd as a necessary requirement to: maintain their license and continue practicing their profession, keep pace with the constantly evolving landscape of their profession, provide highquality services, gain a better understanding of their own learning and development, contribute to the development of their profession by developing new ideas and skills that can help advance the field, and ensure that they remain competitive and relevant in their field, by keeping up with the latest developments and standards. the said result is supported by the data derived from the interview in which respondents indicated that the insights they gained while participating in various teacher development programs benefited their performance. statements of some teachers who agreed to its efficacy include the following: 12. membership of relevant professional organizations 33 46.48 7 13. adviser to dissertation and thesis candidates 2 2.82 17 14. postgraduate studies/ fellowship degree 51 71.83 2 15. awards of distinction in recognition of achievement in areas of specialization 12 16.90 9.5 16. participation in community outreach or extension program 47 66.20 3 17. study tours/ visits (includes benchmarking and the like) 9 12.68 14 table 2: teachers’ perceptions towards involvement to cpd activities continuing professional development will mean descriptive interpretation 1. enhance my employability. 3.38 agree 2. increase my public confidence and professionalism. 3.48 agree 3. contribute to improved protection and quality of life, the environment, sustainability, property, and the economy. 3.45 agree 4. allow me to renew my license to practice my profession. 3.52 strongly agree 5. ensure that i and my knowledge stay relevant and up to date. 3.56 strongly agree 6. help me to stay interested and interesting. 3.49 agree 7. maintain and enhance the knowledge and skills i need to deliver a professional service to my students and the community. 3.62 strongly agree 8. allow me to make meaningful contributions to my institution. 3.48 agree 9. deliver a deeper understanding of what it means to be professional, along with a greater appreciation of the implications and impacts of my work. 3.42 agree 10. enable me to evaluate my learning and recognize its real value. 3.54 strongly agree 11. help advance the body of knowledge and technology within my profession. 3.54 strongly agree 12. ensure my capabilities to keep pace with the current standards of others in the same field. 3.52 strongly agree overall 3.50 strongly agree it is effective because i became more committed to my profession. -respondent 11 i always believe that trainings i attended to are effective. it gives me chance to reflect on my work ethics, my next goals, and to improve my craft. -respondent 35 at some point, yes, especially this time that we have diverse learners. teachers must also update themselves. -respondent 58 nonetheless, several claimed that a great deal of cpd programs they attended did not meet their expectations, pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 leaving them unable to discern its significance in their profession as educators. as support to this, some teachers stated: it is repetitive since most of it are being addressed during lac sessions, inset, and other depedfunded seminars and trainings. -respondent 16 …but it can’t be called wholesome since it can’t be fully utilized. implementation might be a challenge. -respondent 69 in a nutshell, the various perspectives of science teachers are subjected to their own standpoints depending on the relevance of the attended cpd events in their particular circumstances. the majority of teachers considered the initiatives beneficial, while a significant proportion thought they were inefficient. the findings align with bueno, matriano, and sahagun’s (2019) study, which highlighted that participation in cpd activities is driven by career advancement, improving individual competence, enhancing teaching methods, and improving learning outcomes. calleja (2019) further emphasized that teachers’ eagerness to learn, recognition of the benefits of learning, and motivation to enhance classroom practices motivate their involvement in diverse cpd activities. science teachers’ self-efficacy the science teachers’ level of self-efficacy as a result of their engagement to various cpd programs and activities has been measured descriptively using parameters along students’ engagement, classroom management, and instructional strategies. students’ engagement most indicators of engagement scored above average, with a mean score of 3.62, suggesting high overall student involvement (table 3). students showing reactions when they agree with the teacher received the highest rating, followed by displaying attentiveness via body postures, taking notes, maintaining eye contact, sharing their responses when asked, confidently participating in activities, demonstrating interest and enthusiasm in a task, using positive humor, sharing their profound opinions, and readily volunteering to participate. these signs demonstrate that learners were engaged and interested in the learning process. in general, the mean scores indicate high engagement which means that teachers have the confidence to include 81% to 90% of students in class participation. on the contrary, the lower-rated indicators include displaying disagreement with what the teacher is saying, not displaying any disruptive behavior, starting and finishing a task with minimal supervision, confidently asking relevant questions, and working harder to meet the teacher’s standard/expectations. these indications demonstrate the strong conviction of teachers in their capacity to provide significant encouragement and support to students in the above-mentioned specific domains. the mean scores reflect an average level of engagement, suggesting teachers’ ability to involve 71% to 80% of students. table 3: science teachers’ self-efficacy level along students’ engagement my students mean descriptive interpretation 1. exhibit body postures (properly seated) that indicate their attentiveness. 3.85 high 2. show reaction (nod, smile, thumbs up, etc.) when they agree with what the teacher is saying. 4.11 high 3. demonstrate disagreement (raised brows, head shaking, and frowning, etc.) to what the teacher is saying. 3.49 average 4. do not display any disruptive behavior during discussion or classroom activities. 3.41 average 5. take down notes during lectures. 3.73 high 6. maintain eye contact with the teacher. 3.68 high 7. express their thoughtful ideas about the topic being discussed. 3.55 high 8. confidently ask relevant/ appropriate questions. 3.42 average 9. share their answers when i call on them to recite. 3.68 high 10. initiate and complete a task with limited coaching. 3.41 average 11. confidently participate in group or pair activities. 3.69 high 12. readily volunteer to participate in a teacherfronted activity. 3.54 high 13. exhibit interest and enthusiasm in accomplishing a given task. 3.69 high 14. work harder than they thought they could do to meet the teacher’s standard/ expectations. 3.44 average 15. use positive humor while performing given tasks/ activities. 3.61 high overall 3.62 high pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 classroom management based on the mean scores, science teachers generally exhibit a high level of self-efficacy in various aspects of classroom management (table 4). specifically, the teachers consistently exhibit very high levels of engagement in certain practices including establishing rules that promote respect among students, creating procedures related to instruction, placing presentations visibly for students, and listening to students’ thoughts and needs. moreover, the teachers report frequently providing opportunities for student interaction and clear directions for classroom activities, posting assignments clearly, preparing materials ahead of time, and distributing materials efficiently. they also prioritize planning the effective use of time, minimize distractions, and ensure a comfortable learning environment. overall, the table indicates that science teachers possess a strong sense of self-efficacy in implementing effective classroom management strategies. they demonstrate legend ranges of means 4.505.00 3.504.49 2.503.49 1.502.49 1.001.49 descriptive interpretation very high high average low very low range (students’ participation) 91 to 100% 81% to 90% 71% to 80% 51% to 70% 50% and below table 4: science teachers’ self-efficacy level along classroom management i mean descriptive interpretation 1. provide clear directions for classroom activities, laboratory activities, and assignments. 4.49 often/ high 2. post assignments clearly. 4.31 often/ high 3. prepare materials ahead of time. 4.37 often/ high 4. distribute materials efficiently. 4.42 often/ high 5. see to it that time is well planned, leaving little down time. 4.34 often/ high 6. make sure that classroom temperature and lighting are comfortable. 4.46 often/ high 7. place presentations visible to students. 4.56 always/ very high 8. arrange the room to minimize crowding and distraction. 4.45 often/ high 9. create rules and procedures related to instructional events (getting ready for lessons, expected behavior of the instructional group, obtaining help, seatwork procedures, etc.) 4.59 always/ very high 10. establish rules that involve respect for other members of the class and provide verbal reminders to students about how to treat others. 4.65 always/ very high 11. use nonverbal signals whenever possible to direct students in a nondisruptive manner when teaching other group of students. 4.42 often/ high 12. use positive reinforcement and a variety of reinforces. 4.38 often/ high 13. portray a friendly, positive attitude. 4.31 often/ high 14. listen to what students have and need to say. 4.56 always/ very high 15. provide students with opportunities to interact. 4.49 often/ high overall 4.45 often legend ranges of means: 4.505.00, 3.504.49, 2.503.49, 1.50 2.49, 1.001.49 descriptive interpretation always/ very high, often/ high, sometimes/ average, rarely/ low, never/ very low a commitment to creating a supportive and engaging learning environment through various practices, which are often implemented with high consistency. instructional strategies the instructional strategies that received the highest scores, providing clear instructions and supportive structured activities, and modifying and adjusting language to maximize comprehensibility, indicate that the teachers very highly believe that they can perform these well (table 5). this suggests that teachers are putting a significant emphasis on ensuring they convey their messages clearly pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 table 5: science teachers’ self-efficacy level along instructional strategies i mean descriptive interpretation 1. use varied examples, materials, and strategies. 4.32 often/ high 2. use effective questioning techniques/ asks high level questions. 4.32 often/ high 3. allow sufficient response time for students to answer questions. 4.30 often/ high 4. provide true to life situations. 4.45 often/ high 5. convey enthusiasm and sustained interest. 4.30 often/ high 6. integrate concepts/ skills from other subjects. 4.34 often/ high 7. provide remedial/ reinforcement/ enrichment activities. 4.38 often/ high 8. use appropriate error correction techniques. 4.13 often/ high 9. provide effective and timely feedback on students’ performance and efforts. 4.24 often/ high 10. facilitate teachertostudent and studentto student interaction. 4.38 often/ high 11. call on a relatively equal distribution of students. 4.27 often/ high 12. consistently check for comprehensions and/ or attention. 4.31 often/ high 13. modify and adjust language to maximize comprehensibility. 4.51 always/ very high 14. provide clear instructions and supportive structure activities. 4.56 always/ very high 15. plan handson activities whenever appropriate. 4.45 often/ high overall 4.35 often legend ranges of means 4.505.00 3.504.49 2.503.49 1.502.49 1.001.49 descriptive interpretation always/ very high often/ high sometimes/ average rarely/ low never/ very low and understandably to students. meanwhile, strategies that are less frequently used include calling on a relatively equal distribution of students, providing effective and timely feedback on students’ performance, and using appropriate error correction techniques. while these strategies are still being used often, they may indicate areas where teachers could improve their instructional practices. in general, the table indicates that teachers employ a wide range of methods of instruction as a product of their attendance to cpd activities in order to engage and assist their students’ learning. teachers who use such strategies on a daily basis serve to create a good and successful learning environment for their students. overall self-efficacy of science teachers the first area, students’ engagement, has a mean score of 3.62, which is interpreted as high (table 6). this indicates that teachers feel confident in their ability to engage students in learning activities and maintain their interest in the subject. this is an important aspect of teaching, as engaged students are more likely to be motivated and learn more effectively. the second area, classroom management, has a mean score of 4.45, which is interpreted as often/high. this suggests that science teachers feel very confident in their ability to manage their classrooms effectively, including maintaining a safe and orderly learning environment, setting clear expectations for behavior, and addressing disciplinary issues when they arise. effective classroom management is crucial for creating a positive learning environment and maximizing students’ learning potential. the third area, instructional strategies, has a mean score of 4.35, which is also interpreted as often/high. this indicates that science teachers feel very confident in their ability to use a variety of teaching strategies to effectively convey complex scientific concepts to their students. this is particularly important in science, where students may struggle to understand complex theories or concepts without the use of effective instructional strategies. in its entirety, the table indicates that science teachers table 6: science teachers’ overall self-efficacy level along the three areas areas of self-efficacy mean descriptive interpretation students’ engagement 3.62 often / high classroom management 4.45 often / high instructional strategies 4.35 often / high pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 have a high level of self-efficacy in all three areas. this demonstrates their confidence and competence to successfully teach science to their students. science teachers’ instructional performance the overall mean score for instructional performance is 3.52, which indicates a very satisfactory rating (table 7). this suggests that respondents have a positive view on their instructional performance practices looking at the individual items, the teachers have highest mean scores for ensuring students’ participation in the learning process, encouraging students to interact respectfully, keeping official record of students’ learning progress, and maintaining a supportive classroom environment. these items received mean scores of ranging from 3.63 to 3.69, indicating teachers strongly agreed that they were able secure a safe and healthy learning environment. table 7: science teachers’ instructional performance i am able to mean descriptive interpretation 1. demonstrate accurate knowledge of my subject matter. 3.52 very satisfactory 2. link content with past and future learning experiences. 3.52 very satisfactory 3. demonstrate a variety of skills of my subject area (s) 3.46 satisfactory 4. communicate content in ways that students can understand. 3.56 very satisfactory 5. use school and community resources to help students. 3.37 satisfactory 6. teach according to the intellectual, and emotional needs of my students. 3.44 satisfactory 7. effectively address appropriate curriculum standards. 3.45 satisfactory 8. base instruction on goals that reflect high expectation. 3.38 satisfactory 9. use strategies to enhance students’ understanding. 3.55 very satisfactory 10. change methodology to make topics relevant. 3.49 satisfactory 11. understand individual differences of students and teach accordingly. 3.46 satisfactory 12. use appropriate material, technology, and resources. 3.48 satisfactory 13. engage, motivate, and maintain students’ attention. 3.51 very satisfactory 14. teach the required curriculum according to timetable. 3.44 satisfactory 15. use student learning data to guide planning. 3.45 satisfactory 16. conduct class tests to monitor student performance. 3.52 very satisfactory 17. valuate students’ performance and provide feedback. 3.55 very satisfactory 18. maintain students’ results and use for future improvement. 3.48 satisfactory 19. revise content to enhance students’ achievement. 3.41 satisfactory 20. keep official record of students’ learning progress. 3.65 very satisfactory 21. create a climate of mutual trust and respect in classroom. 3.59 very satisfactory 22. maintain a classroom setting that minimizes disruption. 3.58 very satisfactory 23. create friendly and supportive classroom environment. 3.63 very satisfactory 24. ensure students’ participation in the learning process. 3.69 very satisfactory 25. encourage students to interact respectfully. 3.69 very satisfactory 26. use correct vocabulary and grammar in speaking and writing. 3.49 satisfactory 27. explain lessons according to the age and ability of students. 3.55 very satisfactory 28. respond to students’ questions in appropriate language. 3.61 very satisfactory overall 3.52 very satisfactory legend ranges of means 4.505.00, 3.504.49, 2.503.49, 1.502.49,1.001.49 descriptive interpretation very satisfactory, satisfactory, fair, needs improvement on the other hand, the teachers have relatively lower mean scores for using school and community resources, basing instruction on goals that reflect high expectation, revising content to enhance students’ achievement, teaching according to intellectual, and emotional needs of students, and teaching the required curriculum according to timetable. these items received mean scores ranging from 3.37 to 3.44, indicating that the teachers agreed that they were able to perform these instructional practices but not as strongly as the other items. as a whole, the results imply that the teachers were pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 effective in their instructional performance practices. the teachers are very satisfied that they were able to create a positive classroom environment, engage and motivate students, and monitor and evaluate student performance. however, there is room for improvement in areas such as using school and community resources, setting high expectations, revising content, and using correct language. teachers’ perceptions on cpd, their self-efficacy, and their instructional performance the effectiveness of teachers is primarily determined by how educators perceive their professional growth, design goals, utilize tactics, assess the likelihood of accomplishment, and finally handle difficulties and obstacles. this idea of one’s own action—teachers’ ability to operate as independent, reflective, self-monitoring and purposeful with regard to their behavior—underpins the significance of self-efficacy as an essential element in teacher effectiveness (darling-hammond et al, 2020). teachers’ perceptions on cpd and self-efficacy there is a significant positive correlation between science teachers’ perceptions and their self-efficacy as a whole (table 8). the result implies that science teachers who have a positive perception of their teaching abilities are more likely to have higher levels of self-efficacy. the significant positive correlation between science teachers’ perception and their self-efficacy suggests that interventions aimed at improving teachers’ perception of their teaching abilities may also enhance their selfefficacy. the table likewise represents the relationship between science teachers’ perception and their self-efficacy in three areas: student engagement, classroom management, and instructional strategies. the correlation coefficient between teachers’ perceptions and student engagement is 0.160, which is positive but not statistically significant at the 0.01 level. this result endorses the findings of tantawy (2020), which indicates that the learning engagement of learners table 8: coefficient of correlation between the science teachers’ perceptions and their self-efficacy along the three areas variables teachers' selfefficacy students’ engage-ment class-room manage-ment instructional strategies science teachers’ perceptions pearson correlation 0.407** 0.160 0.427** 0.468** sig. (2tailed) 0.0000 0.1820 0.0000 0.0000 n 71 71 71 71 ** significant at 0.01 level should be closely examined through scrutinizing the outcomes of assessments in order to acquire concrete proof on the relevance of the professional growth of teachers. on the other hand, the correlation coefficients between teachers’ perceptions and classroom management and instructional strategies are both positive and statistically significant at the 0.01 level. this suggests that teachers who have high self-efficacy in classroom management are more likely to have effective management skills and be able to create a positive learning environment for their students. likewise, teachers who have high self-efficacy in instructional strategies are more likely to have effective teaching strategies and be able to engage their students in learning. teachers’ perceptions and instructional performance the pearson correlation coefficient between teachers’ perceptions of cpd involvement and instructional performance is 0.553, indicating a positive association that is statistically significant at the 0.01 level (table 9). this implies that teachers who have positive perceptions about their teaching are more likely to table 9: coefficient of correlation between the science teachers’ perceptions and their instructional performance variables instructional performance science teachers’ perceptions pearson correlation 0.553** sig. (2tailed) 0.0000 n 71 ** significant at 0.01 level be effective in delivering instruction and facilitating learning. for example, teachers who have a positive attitude towards their students and are motivated to help them learn are more likely to be effective in their teaching performance. further, the interviewed teachers’ opinions cannot be discounted in the analysis. eight of the teachers who took part in the interview claimed that the lack of resources primarily affects the successful transfer of their acquired knowledge. teachers claimed to have attended seminars on advanced pedagogical techniques, but they are unable to use the techniques in their teaching settings due to a lack of resources, including applications, materials and equipment, laboratory instruments, and computer units, to mention a few. similarly, ocular assessments conducted by the researcher during the distribution and retrieval of survey-questionnaires revealed that some schools do not pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 have adequate space to undertake activities outside of the classroom. teachers’ self-efficacy and their instructional performance there is a positive and significant correlation between teachers’ instructional performance and their selfefficacy across all three areas (table 10). specifically, science teachers’ self-efficacy along student engagement and instructional performance has a highly statistically significant correlation value of 0.39**. this indicates that science teachers who are more confident in their ability to engage pupils do better in this area of instruction. in terms of classroom management, the correlation coefficient between teachers’ self-efficacy and instructional performance is 0.582**. this demonstrates that science educators who have higher self-efficacy also have higher level of instructional performance. table 10: coefficient of correlation between science teachers’ self-efficacy along the three areas and their instructional performance selfefficacy instructional performance science teachers’ perceptions pearson correlation 0.39** sig. (2tailed) 0.001 n 71 classroom management pearson correlation 0.582** sig. (2tailed) 0.000 n 71 instructional strategies pearson correlation 0.612** sig. (2tailed) 0.000 n 71 ** significant at 0.01 level finally, with a correlation coefficient of 0.612, the result portrays that educators with profound level of selfefficacy in adopting effective teaching methodologies have high level of instructional performance. the overall correlation coefficient of 0.631 indicates that there is a strong and significant positive relationship between teachers’ self-efficacy across all three areas and their instructional performance. these findings affirm the discoveries of khanshan and yousefi (2020), who reported that overall self-efficacy of both soft science and hard science educators was substantially associated with their respective pedagogical practices. issues and challenges encountered by science teachers in their involvement to cpd activities the most frequently pointed out limitation faced by science teachers in attending cpd activities is the high cost of registration fees, with 50 indicating this as a concern (table 11). this signifies that cost is a substantial barrier to teachers’ access to cpd opportunities, impeding their ability to improve their professional practice. magwenya and ross (2021) articulated exactly the same table 11: issues and challenges encountered by science teachers in their involvement to cpd activities challenges and issues encountered frequency rank 1. lack of high-quality external expertise. 15 17 2. limited authorized cpd providers. 39 3 3. poorly designed professional development programs. 14 19 4. too many one-off activities. 34 5 5. too much listening/ no collaboration. 20 12.5 6. there was a lack of employer support. 15 17 7. lack of information dissemination about the cpd in the institution. 32 6.5 8. accountability pressures. 16 15 9. lack of employer support. 15 17 10. bias of officials during the selection of participants 17 14 11. professional development conflicted with my work schedule. 44 2 12. conflicts with family responsibilities. 22 10 13. there was no suitable professional development offered. 12 20 14. not enough time for professional learning. 24 9 15. feeling of drawbacks to change. 4 22.5 pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 issue in which they claimed that the financial and time restrictions involved with accessing various continuing education events were cited as a deterrent among certain professionals, given that they were obligated to make payments not solely for the training sessions but also for accommodation and transportation. conflicts with work schedule has also been mostly cited as a constraint acknowledged by 44 out of 71 science educators. other challenges and issues encountered include limited authorized cpd providers, too many one-off activities, lack of information dissemination in the institution, family responsibilities, and distance from home. these challenges suggest that there is a need for more accessible, affordable, and relevant cpd activities for professionals. as pointed out by hapal (2018), the seminars and trainings provided by cpd providers are mostly expensive and not readily available to teachers who have busy schedules. this means that attending such events can take a toll on teachers’ finances and time. moreover, the lack of superior’s support may present difficulty in effectively involving themselves in various cpd activities. as currie (2022) made mention, being involved collaboratively creates a feeling of shared vulnerability and direction. this is supported by the six of the interviewed teachers who stated that the absence of assistance from their immediate superior makes it difficult for them to put their learnings into action. looking into these circumstances, teachers face significant burdens when it comes to attending different teacher development activities. these circumstances demonstrate the deficiency of an adopted cpd regulatory framework, necessitating an appeal for a more comprehensive cpd guidelines that would govern the provision, inclusion, and cpd operations of teachers. conclusion this study revealed that the most commonly attended cpd activities for the science teachers of baguio city were conferences, seminars, and workshops, followed by enrollment in post-graduate studies or fellowship degrees. conversely, two of the least popular cpd activities were providing guidance to students writing their dissertations/ theses. in its entirety, science teachers have a high level of self-efficacy measured in the areas of student engagement, classroom management, and instructional strategies. likewise, it can be concluded that science teachers’ perceptions on cpd has an effect on their instructional performance and their self-efficacy. it has also been established that the teachers’ self-efficacy level impacts their instructional performance. this highlights the importance of developing science teachers’ self-efficacy through professional development programs to improve their instructional performance in these areas. adding to this, the financial weight of the hefty cost of cpd programs emerges to be the most significant barrier that science teachers confront while participating in such activities. in a comparable manner, work-related issues add to these difficulties, making it harder for them to participate in more teacher development offers than they would want. furthermore, the findings adhere to albert bandura’s self-efficacy theory and malcolm shepherd knowles’ adult learning theory, which both emphasize the significance of individual characteristics such as attitudes and goals in determining learning success. moreover, both theories highlight the need to establish a healthy learning environment that supports individuals’ learning goals and encourages their engagement in the learning process. in this case, science teachers’ favorable outlook toward professional development events were reflected in both their instructional and classroom management practices as well as their overall self-efficacy. the availability of cpd activities to science teachers proves the difference in the improvement of their practices. hence, reallocation of financial resources across various educational fields, with a particular emphasis on supporting teachers’ cpd endeavors should be considered. such form of investment in cpd can empower teachers to boost the quality of their teaching and learning instruction. this likewise remedies the fundamental constraint that teachers face in attending these professional development programs owing to the high expense. on top of that, developing a strategic cpd program execution design that would target the individual needs of teachers be taken into account, too. this would permit for a variety of activities that put forward up-todate, pertinent and practical knowledge and skills. acknowledgements this article is part of a thesis submitted in partial fulfillment of the requirements for the degree master of arts in education major in science education. the study was made possible through the financial support of the department of science and technology16. obstacle on how to practically make the change. 4 22.5 17. lack of self-motivation in career plan. 11 21 18. distance of training centers from where i live. 21 11 19. costly registration fee. 50 1 20. costly transportation expense. 32 6.5 21. costly accommodation expense. 31 8 22. lack of source of subsidy. 35 4 23. additional cost for prc’s evaluation of certificates. 20 12.5 pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 science education institute’s (dost-sei) capacity building program in science and mathematics education (cbpsme) grant. references akram, m., & zepeda, s. 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(2021). teachers’ perceptions of continuing pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(4) 73-89, 2024 professional development: a study of vocational high school teachers in indonesia. teacher development, 25(5), 604–621. https://doi.org/10.1080/ 13664530.2021.1933159 worldwidemedia consulting. (n.d.). sdg 4 and targets. global campaign for education. https:// campaignforeducation.org/en/key-frameworks/sdg4andtargets?gclid=cj0kcqjwwtwg yuksel, n. (2022). the correlation between teachers’ selfefficacy perceptions and tolerance and psychological well-being. international online journal of education and teaching, 9(3), 1307-1327. https://files.eric.ed.gov/ fulltext/ej1351902.pdf pa ge 1 pa ge 35 american journal of multidisciplinary research and innovation (ajmri) evaluating the efficacy and safety of cymbopogon schoenanthus syrup for asthma and allergies: a two-decade clinical study muhammad shamsi1* volume 3 issue 5, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i5.3053 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 07, 2024 accepted: september 15, 2024 published: september 19, 2024 asthma and allergies are prevalent respiratory conditions affecting millions worldwide, often necessitating long-term management and treatment. synthetic medications, while effective, may pose risks and adverse effects, prompting exploration into natural alternatives. this study investigates the efficacy and safety of a botanical syrup supplement derived from cymbopogon schoenanthus subsp. proximus, known as “binj” or “abba” in the united arab emirates (uae), for the management of asthma and allergies. through collaborative efforts with reputable laboratories and universities, the botanical syrup’s therapeutic potential was rigorously evaluated, encompassing phytochemical analysis, biological testing, and extensive clinical trials spanning two decades. results demonstrate notable improvements in lung function and skin health among patients with asthma and allergies, evidenced by enhanced vital capacity, forced vital capacity, and visible reduction in skin allergy symptoms. furthermore, safety assessments indicate a favorable profile, with minimal adverse events reported. the recognition of the botanical syrup by the uae ministry of health and international pharmaceutical companies underscores its significance and potential for widespread application. this discovery represents a promising advancement in natural medicine, offering a safe and effective alternative for individuals seeking holistic respiratory wellness. future research should focus on large-scale clinical trials and long-term safety studies to further elucidate its therapeutic benefits and optimize clinical outcomes. keywords allergies, asthma, ethnopharmacology, health, pharmaceuticals introduction asthma, a chronic inflammatory disorder, causes respiratory inflammation and narrowing of the airways (sinyor & perez, 2023). on the other hand, allergies occur due to the immune system’s responsiveness to harmless stimuli (kucuksezer et al., 2020). asthma is a major health concern affecting millions of people of different ages and regions worldwide. according to recent studies, asthma has been reported to be prevailing in uae children with varying rates across different regions (dghaim et al., 2022). it has been seen that both innate and adaptive immune responses have a significant role in the pathogenesis of asthma and other related allergies (hillion et al., 2020). where synthetic medicines use has become a costly treatment with several side effects, including respiratory infections (bronchitis, nasopharyngitis, sinusitis), headaches and pain, gastrointestinal issues, dysphonia, cough and throat irritation, making the health of asthmatic patients more vulnerable, the emergence of natural products are gaining attention and promising treatment (johnson et al., 2019; verma et al., 2023). botanical supplements have shown great potential in antiasthmatic therapy due to their ability to modulate the immune response and reduce inflammation (di sotto et al., 2020). among these supplements, discovering botanical syrup is a breakthrough, offering new hope for patients struggling with these respiratory conditions. botanicals offer diverse bioactive compounds (antiinflammatory, bronchodilator, immunomodulatory and anti-oxidant properties) with therapeutic benefits. research has highlighted the selection of a united arab emirates native plant, cymbopogon schoenanthus subsp. proximus, known as “binj” or “abba” locally, made it a compelling candidate used in the development of botanical syrup to treat asthma and skin allergies because of its abundant medicinal properties, including essential oils and secondary compounds having additional antifungal, antimicrobial, antiacetylcholinesterase and wound healing properties (di sotto et al., 2020). this offers a holistic approach to healthcare, offering patients a natural and effective solution for managing both respiratory and dermatological conditions. this innovative formulation capitalizes on the plant’s therapeutic properties, providing a safe and accessible alternative to conventional treatments that may be expensive and associated with side effects. materials and methods the eastern mediterranean region has a long and rich history of utilizing natural products such as medicinal plants for drugs and medicinal purposes. despite knowledge of local herbalists being passed on several generations, there is currently limited research on the safety, efficacy, and potential benefits of using herbalists to treat various health conditions or diseases. this study covered all aspects that are usually lacking in recent research, and while using traditional methods, abba botanical supplement syrup was introduced in 1 umm al-qura university, saudi arabia * corresponding author’s e-mail: mohamadaldhareef.alshamsi17@outlook.com pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 35-39, 2024 2003. the methodology section of the research article focused on cymbopogon schoenanthus subsp. proximus begins with an emphasis on ensuring the herb’s safety for human consumption. it highlights the laboratory’s involvement in assessing the herb’s safety parameters. by 2005, the uae ministry of health had also licensed the abba factory to produce botanical preparations meeting pharmaceutical specifications for therapeutic purposes. furthermore, the ministry of health officially confirms that abba herbal preparations, being pure and natural, are not subject to drug control or registration by the ministry. the methodology outlines the development of abba supplement syrup, specifically designed to serve as a botanical remedy for asthma, allergies, and overall lung health support. several key steps were involved, from investigating the medicinal properties of abba to manufacturing botanical supplement syrup. traditional techniques wild plant (abba) collection and identification plant specimens were collected from the natural habitat northeast of jeddah, saudi arabia, ensuring proper identity and originality. extraction of bioactive compounds the collected sample, including roots, seeds and leaves, were subjected to various extraction techniques, including maceration, distillation, decoction and infusion. each of these methods was used to achieve a different target, such as extraction of medicinal properties, aromatic and therapeutic elements, which assist in syrup manufacturing. experimental approach cooperation with laboratories and universities collaborative efforts with well-established laboratories and universities enhanced the analysis and evaluation of abba plant extracts, ensuring robust scientific validation. phytochemical analysis and biological testing the researcher evaluated extracted bioactive compounds for antimicrobial, antioxidant and cytotoxicity activities, following phytochemical analysis using standard protocols and established methods. filtering and cleaning further, filteration ensures purity by eliminating impurities and solid products from the extracted solution aiding in next step of processing. concentration and standardization employment of different experimental techniques such as evaporation and vacuum distillation used to achieve standardized potency and consistency under controlled environment. therapeutic effects determination through cooperative efforts of au-kbc research centre and umm alqura university, extensive clinical trials for twenty years, medicinal and therapeutic effects of abba plant extracts were determined, validating their efficacy and safety for botanical syrup supplement formation and application to the world. patent registration and international recognition the research culminated in the registration of a patent for the abba plant extracts, reflecting their novel and innovative nature. additionally, the project was recognized with a silver medal at an international patents conference, highlighting its significance and contribution to the field of herbal medicine. results the study yielded compelling results regarding improvement of asthma and allergies in patients, with providing positive results for overall health of the lungs and supporting respiratory health. notably, a study of pediatric initially suffering from shortness of breath relied on conventional treatment methods, including steam masks and medication. however, taking herbal syrup as a medicine, twice a day at 2 ml dosage, abated the chronic symptoms and gradually faded the use of conventional treatment methods. it is to be noted that this medication was replaced as a daily feed supplement used a s a precaution to protect the child from cold weather. currently at the age of 14 years old, by taking it for a longer period, the patients’ health showed significant figure 1: pulmonary test report of patient 1 pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 35-39, 2024 improvement with no signs of asthma recurrence. moreover, introducing this supplement syrup to young adults in figures below showed overall positive trends in lung functions with notable improvements in vital capacity and forced expiratory volume. figure 1 shows significant increase in vital capacity (vc)readings, forced vital capacity (fvc) and forced expiratory volume in one second (fev1) indicating enhanced lung capacity, ability to exhale more air after a deep breath and improvement in the ability to exhale air forcefully. these findings collectively suggest a positive response to botanical syrup supplement treatment aimed at enhancing respiratory function, underscoring the potential for improved overall lung health in patient 1. in addition to the encouraging improvements observed in lung health of asthma patients, corresponding positive outcomes were noted in patients suffered from skin figure 2: pulmonary test report of patient 2 allergies, such as shown in figures below. figure 2 shows significant increase in vital capacity (vc) readings, forced vital capacity (fvc) indicating enhanced lung capacity and the ability to exhale more air after a deep breath. while the forced expiratory volume in one second (fev1) initially showed a substantial rise, and remained stable thereafter, indicating sustained improvement in the ability to exhale air forcefully. these findings collectively suggest a positive response to botanical syrup supplement treatment aimed at enhancing respiratory function, underscoring the potential for improved overall lung health in patient 2. figure 3 illustrates a visible improvement in a texture of skin, treating skin allergy, such as eczema or psoriasis, observed on the arms of patient 1, who has been regularly consuming a botanical syrup supplement as an alternative to medication. figure 4 illustrates a visible improvement in a texture of figure 3: evidence of improvement of skin allergy in patient 1 skin, treating skin allergy, such as eczema or psoriasis, observed in patient 2’s neck region, who has been regularly consuming a botanical syrup supplement as an alternative to medication. furthermore, investigation of this study also uncovered additional evidences that support the efficacy of the abba supplement syrup includes uae ministry of health in 2005 providing license to abba factory for the manufacturing and production of botanical products for therapeutic purposes with pharmaceutical specifications, confirming products’ adherence to safety and quality standards. additionally, international pharmaceutical companies have shown interest in importing abba pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 35-39, 2024 botanical chlorophyll for supplement manufacturing, underscoring the growing recognition of its potential therapeutic benefits. these results collectively highlight the compelling benefits and results of the abba supplement syrup as a natural remedy for asthma management and respiratory wellness. properties (saini & dhiman, 2022). these properties are crucial in managing asthma symptoms by reducing airway inflammation, improving bronchial function, and modulating the immune response associated with allergic reactions. the botanical syrup supplement harnesses the synergistic effects of various plant compounds to provide a holistic approach to respiratory health. discovering and formulating this botanical syrup supplement involved rigorous scientific research, including phytochemical analysis, pharmacological studies, and clinical trials. researchers identified specific plant species known for their anti-asthmatic and anti-allergic properties, carefully selecting and combining botanical extracts to optimize therapeutic efficacy (shaheen & jaffer, 2021). the formulation process aimed to create a safe, effective, and standardized botanical syrup that could be easily administered and integrated into existing treatment regimens. clinical trials evaluating the efficacy of botanical syrup supplements in asthma and allergy management have shown promising results. patients using the botanical syrup experienced improved lung function, reduced frequency of asthma attacks, and alleviated allergy symptoms. moreover, the botanical syrup’s favorable safety profile and minimal side effects make it a viable option for individuals seeking natural alternatives or complementary treatments to conventional medications. safety assessment an essential aspect of any therapeutic intervention is assessing safety and potential side effects. clinical tests on the abba plant-based botanical supplement syrup have indicated a favorable safety profile. adverse reactions have been minimal, with no severe adverse events reported. moreover, this project is recognized with a silver medal, proving its significance in herbal medicine. future implications and concerns the discovery of the abba plant-based botanical supplement syrup as a potential treatment for asthma and allergies opens up new avenues for future research and clinical applications. further investigations should focus on large-scale clinical trials and long-term safety studies, which are essential to validate the efficacy and safety of this botanical syrup. conclusion in conclusion, this discovery offers a promising alternative for managing asthma and allergies. it’s demonstrated efficacy and favorable safety profile highlight its potential as a complementary therapeutic option. however, further research is warranted to fully understand its mechanisms of action, establish optimal dosages, and ensure long-term safety. the development of this botanical supplement syrup represents a significant advancement in the field, holding promise for improved outcomes and enhanced quality of life for individuals suffering from asthma and allergies. figure 4: evidence of improvement of skin allergy in patient 2 discussion the discovery of botanical syrup supplements as a potential treatment for asthma and allergies represents a significant advancement in natural medicine (gulati et al., 2021). asthma and allergies are prevalent respiratory conditions that affect millions worldwide, often requiring long-term management and treatment. traditional herbal remedies have long been explored for their therapeutic properties, and developing a botanical syrup supplement offers a promising alternative for individuals seeking natural remedies (parham et al., 2020). botanical syrups derived from plant sources have gained attention due to their bioactive compounds that exhibit antiinflammatory, bronchodilator, and immunomodulatory pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(5) 35-39, 2024 references dghaim, r., muhsineh, s., nasser, f., & barakat, c. (2022). demographic and geographic variations in respiratory and allergic conditions among adolescents in the united arab emirates. in adolescent health in the middle east and north africa: an epidemiological perspective (pp. 133-156). springer. gulati, k., verma, p., rai, n., & ray, a. (2021). role of nutraceuticals in respiratory and allied diseases. in nutraceuticals (pp. 101-115). elsevier. hillion, s., arleevskaya, m. i., blanco, p., bordron, a., brooks, w. h., cesbron, j. y., kaveri, s., vivier, e., & renaudineau, y. (2020). the innate part of the adaptive immune system. clinical reviews in allergy & immunology, 58, 151-154. johnson, j., abraham, t., sandhu, m., jhaveri, d., hostoffer, r., & sher, t. (2019). differential diagnosis of asthma. allergy and asthma, 383. kucuksezer, u. c., ozdemir, c., akdis, m., & akdis, c. a. (2020). influence of innate immunity on immune tolerance. acta medica academica, 49(2), 164-180. papadopoulos, n. g., miligkos, m., & xepapadaki, p. (2021). a current perspective of allergic asthma: from mechanisms to management. in allergic diseases– from basic mechanisms to comprehensive management and prevention (pp. 69-93). springer. parham, s., kharazi, a. z., bakhsheshi-rad, h. r., nur, h., ismail, a. f., sharif, s., ramakrishna, s., & berto, f. (2020). antioxidant, antimicrobial and antiviral properties of herbal materials. antioxidants, 9(12), 1309. rajizadeh, m. a., nematollahi, m. h., jafari, e., bejeshk, m. a., mehrabani, m., rostamzadeh, f., fekri, m. s., & najafipour, h. (2023). formulation and evaluation of the anti-inflammatory, anti-oxidative, and antiremodelling effects of the niosomal myrtenol on the lungs of asthmatic rats. iranian journal of allergy, asthma and immunology. saini, r., & dhiman, n. k. (2022). natural antiinflammatory and anti-allergy agents: herbs and botanical ingredients. anti-inflammatory & antiallergy agents in medicinal chemistry (formerly current medicinal chemistry-anti-inflammatory and anti-allergy agents), 21(2), 90-114. shaheen, s., & jaffer, m. (2021). medicinal plants in targeting asthma. in medicinal plants for lung diseases: a pharmacological and immunological perspective (pp. 127150). crc press. sinyor, b., & perez, l. c. (2023). pathophysiology of asthma. in statpearls [internet]. statpearls publishing. verma, n., kanojia, n., mishra, b., & dua, k. (2023). phytochemicals as therapeutics for respiratory disorders. in advances in phytonanotechnology for treatment of various diseases (pp. 239-256). crc press. pa ge 1 pa ge 72 american journal of multidisciplinary research and innovation (ajmri) environmental remediation pathways and sustainability integration in bangladesh’s rmg sector: a field-based assessment of challenges and strategic solutions md. ramjan ali1*, md.torikul islam2, md. sohel sheikh2, md. azizul haque2, md. aminul islam3, jahangir hossain4 volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.6243 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 08, 2025 accepted: november 13, 2025 published: december 11, 2025 the ready-made garment (rmg) industry in bangladesh, which has been established and operates with global brands in the international market, is a vital economic contributor, boosting employment and export earnings, and is now experiencing a severe environmental crisis that ultimately hampers the country’s long-term sustainability and competitiveness. the field-based paper evaluates environmental remediation strategies and their integration into sustainability processes across 50 dyeing and finishing factories in four areas water pollution, energy inefficiency, chemical or waste management, and greenhouse gas (ghg) reduction. an ethnographic case study methodology was employed, with the primary data sources being effluent testing, energy audits, and on-site observations, combined with a series of structured interviews with key managerial staff. the findings indicate poor effluent treatment, energyintensive operations and inadequate management of chemicals and solid wastes. some key areas for improvement include the use of variable frequency drives, steam and condensate recovery, water-conservation technologies, and circular-economy actions. the structural model shows that (i) sustainable supply chain management (sscm) has a positive influence on sustainability performance (sp), directly (β = 0.376, p < 0.001) and indirectly through the practices of circular economy; and β = 0.391, p < 0.001, respectively. meanwhile, the adoption of the circular economy also has a significant and positive influence on sp (β = 0.480, p < 0.001). measurement and structural analysis support the reliability, validity, and multidimensionality of the constructs, demonstrating that sscm, ce, and sp are interdependent aspects for achieving sustainability outcomes. the research recognizes the high costs of implementation, limited technical know-how, and poor regulatory compliance as significant barriers. at the same time, government financial support, consumer-driven sustainability needs, and international standards are primary enablers. the results deliver actionable guidance for staged environmental remediation, circular-economy applications, and sustainability mainstreaming that prioritizes collaboration among multiple stakeholders, including factories, government agencies, buyers, ngos, and workers, to move bangladesh’s rmg sector towards a resilient and sustainable future. keywords bangladesh, circular economy, effluent treatment plant, environmental remediation, rmg sector, sustainability integration 1 remediation programme department, rmg sustainability council, bangladesh 2 department of geography and environment, jagannath university, dhaka, bangladesh 3 compliance & sustainability department, northern fashions ltd., bangladesh 4 department of textile engineering, textile engineering college, zorargonj, chattagram, bangladesh * corresponding author’s e-mail: contact@ramjan.me introduction the ready-made garments (rmg) industry remains at the bedrock of bangladesh’s industrial and export economy, accounting for more than 83% of total export earnings and employing over 4 million workers, of whom nearly all are women (rahman & chowdhury, 2020). its place in socio-economic development, however, is coming increasingly under scrutiny for its environmental footprint and unsustainable production practices. the growth of the rmg sector, especially in dyeing, washing and finishing units, has led to increased problems of water pollution, chemical trash, energy inefficiency and roadside emission of ghgs (biswas et al., 2024). not only do these challenges threaten the ecological integrity of neighboring ecosystems, but they also present reputational and enforcement risks for the industry in an increasingly sustainability-focused global market (kalkanci et al., 2019). bangladesh’s rmg factories, particularly textile processing and dyeing units, are among the largest industrial consumers of water, energy, and chemicals in the country. the production methods generally involve the overuse of synthetic dyes, bleaching agents, and finishing agents, resulting in the release of significant quantities of untreated or partially treated effluent into local waterways. it is well known that the discharge of harmful chemicals results in severe economic losses and environmental pollution (barik et al., 2025). inefficient energy systems, reliance on fossil fuels, and limited integration of renewables also increase carbon emissions and energy costs (arévalo et al., 2025). there is a lack of regulation for solid and hazardous waste, such as textile scraps and sludge from effluent treatment plants (etps), which contributes to environmental and occupational health problems (hasan et al., 2025). in this context, environmental remediation has become increasingly important. environmental remediation is generally defined as the application of measures to mitigate, control or reverse environmental damage caused by industrial activities (xu et al., 2025) . in the context of bangladesh’s apparel industry, remediation could include pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 72-81, 2025 technologies and management practices such as optimal etp operation, air pollution control devices, chemical substitution, and solid waste recycling (sellappa, 2025). but installing and maintaining these systems can be a challenge for many plants. problems usually include underperforming or dormant etps, a lack of technical knowledge, and the absence of a real-time control method (castrejón & defeo, 2025). such smaller factories and subcontracting outlets also commonly operate off the books, with varying environmental performance along the production chain. to support remediation, embedding environmental, social, and economic considerations into business-as-usual operations is increasingly seen as a strategic necessity (lyon et al., 2025) . world fashion brands and overseas purchasers have been increasingly requiring sustainable makeup for products that meet environmental, social, and governance (esg) standards (chaudhuri & roy, 2025). to raise awareness of resource efficiency and environmental responsibility, certification schemes such as leed (leadership in energy and environmental design) and iso 14001 (environmental management systems) have been implemented. factories created under these standards also tend to have better control over waste, water and energy use (fallahi & taheriyoun, 2025). unfortunately, adoption remains relatively low due to the significant implementation costs, supply chain issues, and a lack of institutional support (nagy, adrian, et al.,2025). it underscores an urgent need for the bangladeshi rmg sector to develop more robust environmental governance systems. failure to meet these evolving standards could exclude the industry from vital export markets and compromise its sustainable competitive position (pamucar et al., 2024). accordingly, environmental sustainability has ceased to be an afterthought and has become essential for the continuation of trade in world markets, brand image, and social license to operate (basu & basu, 2025). to examine these problems, this study conducts a field-based investigation of environmental issues, remedial options, and sustainability in bangladesh’s rmg sector. while earlier studies have relied mainly on secondary data and policy analysis, this research’s findings are substantiated by primary data collected from 50 dyeing and finishing mills through effluent testing, energy audits, and direct observations. the work marries quantitative analysis of effluent quality, energy usage, chemical inventories, and waste generation with a qualitative understanding derived from interviews with factory managers, technicians, and workers (valente et al., 2025). this combination of methodologies yields a complete picture of real-world emissions and institutional constraints that affect environmental performance (dai et al., 2025). first, it assesses environmental issues related to water pollution, energy waste, chemical misuse, air discharges and solid waste disposal (hasan & abbas, 2025). second, it provides several remediation options, such as converting to vfds, reducing compressor pressure, recovering flash steam, insulating steam systems, and installing water-saving devices, which can largely reduce resource use and emissions. third, it considers mechanisms for integrating sustainability that can deliver both environmental and economic value in the long term. fourth, it assesses the barriers and enablers of the uptake of such solutions, including technical and financial limitations, as well as policy drivers and buyer-led demands for sustainability. lastly, the study explores governance and policy frameworks, focusing on how government bodies, industry associations, and international actors can play an instrumental role in advancing sustainability (almulhim & yigitcanlar, 2025). the significance of this study lies in providing input for action-oriented solutions in environmental management and sustainable development within one of the world’s most important industrial sectors (sadovska et al., 2025). the project has resulted in evidence-based recommendations for improved compliance, efficiency, and resilience by identifying gaps between existing practice and those already used by the top-performing factories (martusewicz et al., 2025). the results indicate the crucial significance of remediation and sustainability policies within the operating policies and long-term strategic framework of rmg firms (chaity et al., 2025). the paper concludes that environmental sustainability in bangladesh’s rmg industry can be achieved through multi-stakeholder engagement encompassing government policy, private-sector innovation, and community involvement (joy & rahman, 2025). environmental laws need to be enforced by the government openly, and financially and technically support cleaner production. production facility owners and management must implement energy-saving technologies, adopt rational waste control techniques, and ensure ongoing environmental education for plant workers (kumar et al., 2025). for their part, international brands and buyers must reconcile their purchasing policies with sustainability objectives and support local capacity-building initiatives. ngos and development partners can provide critical support through technical assistance, compliance verification, and advocacy for environmental justice. in summary, it treats environmental remediation and the integration of sustainable development as non-independent actions rather than independent elements; they are all interrelated components of a long-term transformation plan. by coupling industrial efficiency with ecological responsibility, bangladesh’s rmg sector can not only neutralize its environmental impact but also position itself as a global vanguard of sustainable textile manufacturing. this empirical, field-based research therefore contributes to the emerging literature on sustainable industrialization by laying out a roadmap for policy, practice, and innovation in one of bangladesh’s most environmentally polluting sectors. literature review and hypotheses development the ready-made garments (rmg) sector of bangladesh is a cornerstone of the national economy, driving pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 72-81, 2025 industrial growth, employment generation, and export earnings. however, this rapid industrial expansion has come at a significant environmental cost (wu et al., 2025). the sector faces persistent challenges, including water pollution, chemical mismanagement, energy inefficiency, and inadequate waste disposal (shah et al., 2025). dyeing and washing units, in particular, are responsible for discharging large volumes of untreated or poorly treated effluent that contaminates rivers and groundwater (ablankar et al., 2025). although many factories operate effluent treatment plants (etps), ineffective maintenance, insufficient capacity, and non-compliance with discharge standards limit their effectiveness, resulting in significant environmental degradation (gayen et al., 2025). in addition to water pollution, solid and hazardous waste management remains underdeveloped. most factories lack structured mechanisms for segregation, recycling, or recovery, which leads to the accumulation of textile waste and sludge in open areas. these practices threaten local ecosystems and pose health risks to workers and neighboring communities. energy consumption in the sector is also a major concern, as inefficient boilers, compressors, and motors consume excessive energy, resulting in high greenhouse gas (ghg) emissions (akbar & vurğun, 2025). together, these factors reveal a sector struggling to balance production efficiency with environmental responsibility, highlighting the urgent need for comprehensive remediation strategies (togun et al., 2025). environmental remediation refers to systematic interventions aimed at reducing pollution and restoring ecological balance (yeshiwas et al., 2025). in the rmg context, remediation pathways involve technological upgrades, process optimization, and cleaner production approaches that minimize waste generation and resource consumption. factories that operate well-designed etps and continuously monitor their performance can achieve substantial reductions in pollutant loads (xu et al., 2025). the application of biological and biochemical treatment processes, combined with controlled chemical dosing and sludge management, improves effluent quality and ensures better compliance with environmental standards (zhou, 2025). energy-focused remediation strategies include installing variable-frequency drives (vfds), reducing compressor pressure, recovering steam and condensate, and improving insulation of equipment and piping systems. these measures reduce energy consumption, operational costs, and carbon emissions (liu & zhai, 2025). water-saving initiatives, such as low liquor ratio dyeing machines, rainwater harvesting, and wastewater recycling, also improve efficiency and reduce environmental impact (babu et al., 2025). despite the proven benefits of these interventions, adoption remains limited, particularly among small and mediumsized factories, due to high upfront investment costs, lack of technical expertise, and insufficient policy incentives. this situation underscores the importance of shared facilities and government support to facilitate broader implementation of remediation technologies. sustainability integration complements remediation by embedding environmental, social, and economic considerations into operational and strategic decisionmaking. in recent years, the rmg sector has experienced growing pressure from international buyers, consumers, and policymakers to adopt sustainable practices. programs such as green building certifications, zerodischarge initiatives, and performance measurement frameworks encourage factories to monitor and improve environmental outcomes (hashem & farag, 2025). circular economy practices have emerged as a particularly effective approach, emphasizing waste minimization, resource efficiency, and material recovery. for instance, textile waste can be converted into reusable fibres, and treated wastewater can be reintegrated into production processes. renewable energy adoption, particularly solar and biomass-based systems, further enhances operational sustainability (khandaker et al., 2025). green procurement policies and digital monitoring systems for energy and water consumption allow factories to track performance and implement continuous improvements (madhu, 2025). despite notable progress, sustainability integration remains uneven across the sector. large, exportoriented factories are more likely to adopt sustainability measures to meet buyer compliance requirements. in contrast, smaller factories lag due to financial limitations, fragmented management systems, and weak institutional support. in addition, regulatory enforcement is often inconsistent, and policy coordination is fragmented, creating additional barriers to widespread adoption. nevertheless, the increasing alignment of global trade regulations, including initiatives such as the european union’s green deal and corporate sustainability due diligence directive, is providing stronger incentives for rmg factories to integrate sustainability into their operations. this study applies the triple bottom line (tbl) framework and the resource-based view (rbv) to examine the relationships between environmental remediation, sustainability integration, and operational performance (salem, et al., 2025) the tbl framework emphasizes that sustainable business practices require simultaneous attention to economic growth, social equity, and environmental protection. it frames environmental performance as a central component of long-term competitiveness rather than an isolated objective. the rbv highlights the role of internal capabilities and resources such as technological infrastructure, skilled human capital, and innovative management practices in achieving sustainable competitive advantage. together, these frameworks provide a theoretical basis for analyzing how environmental and organizational factors interact to shape sustainability outcomes in the rmg sector. based on these insights, the study proposes the following hypotheses to explore the relationships between remediation practices, sustainability integration, and environmental performance: h1: efficient operation of effluent treatment plants (etps) has a significant positive impact on reducing pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 72-81, 2025 water pollution levels in rmg factories. factories that invest in modern etp systems and maintain operational standards are expected to achieve better effluent quality and reduce contamination of nearby water sources. h2: adoption of energy-efficient technologies leads to significant reductions in energy consumption and ghg emissions. the implementation of measures such as variable frequency drives, improved insulation, and steam recovery systems is expected to enhance operational efficiency and reduce environmental impacts. h3: proper chemical and solid waste management practices positively influence overall environmental performance. factories that maintain safe chemical storage, adopt recycling or waste-to-energy initiatives, and ensure appropriate disposal of hazardous materials are likely to achieve improved environmental outcomes. h4: integration of circular economy practices enhances sustainability outcomes and resource efficiency in the rmg sector. recycling textile waste, reusing process water, and recovering materials are expected to reduce resource dependency and strengthen the sustainability profile of factories. h5: regulatory enforcement, financial incentives, and buyer-driven sustainability requirements significantly influence the adoption of environmental remediation and sustainability integration measures. external pressures, including government monitoring, policy support, and buyer compliance programs, are expected to accelerate the implementation of sustainable technologies and practices. the literature highlights that while environmental degradation remains a pressing challenge in bangladesh’s rmg sector, technological remediation and strategic integration of sustainability can substantially improve resource efficiency, environmental performance, and long-term competitiveness. by linking field-based observations with theoretical insights, this study seeks to empirically evaluate the effectiveness of remediation pathways, assess the integration of sustainability measures, and identify the organizational and institutional factors that influence environmental performance. the proposed hypotheses provide a structured approach for investigating these relationships, ultimately informing policy recommendations, management practices, and future sustainability initiatives in the sector. materials and methods this study employed a cross-sectional research design to examine environmental remediation pathways and the integration of sustainability in bangladesh’s ready-made garments (rmg) sector. the research specifically targeted managerial-level employees across various departments in leed-certified rmg factories, recognizing that leed certification reflects adherence to international standards for labor welfare, water and energy conservation, and environmental safety. leed-certified factories were purposefully selected to gain comprehensive insights into sustainable business operations and performance outcomes. of the 200 leed-certified rmg organizations in bangladesh, 40 responded, forming the survey sample frame. participants were contacted via remote data collection methods, with prior notification and follow-up reminders to maximize response rates. the survey included employees who met specific criteria: holding managerial positions, having at least 2 years of experience in their current organization, being full-time members of the operations team, and having knowledge of environmental and sustainability issues. a total of 500 questionnaires were distributed across the 40 respondent organizations, yielding 318 responses. after excluding 15 responses that did not meet the selection criteria, 303 eligible participants remained, yielding a 60.6% response rate, considered robust for research within the rmg context. table 1: identified resource-saving projects and recommended improvements in rmg factories category description research design cross-sectional, field-based study targeting 50 dyeing and finishing rmg factories in bangladesh, including leed-certified and non-certified units. mixed-methods approach combining quantitative measurements and qualitative insights. target respondents managerial-level employees from operations, etp, energy, and sustainability departments. participants required ≥2 years’ experience and knowledge of environmental/sustainability practices. total 303 valid responses out of 500 distributed questionnaires (60.6% response rate). primary data collection field observations of etps, energy systems, chemical storage, and waste management; structured interviews; water, energy, and emissions measurements; review of factory documents and sustainability reports. environmental indicators measured water quality (ph, bod, cod, heavy metals), electrical and thermal energy use, water consumption, chemical use, ghg emissions, solid and hazardous waste generation, air emissions. remediation pathways evaluated etp upgrades, cleaner production technologies, energy and water-saving projects (vfd, flash steam recovery, insulation, push taps, trigger nozzles), rooftop solar pv, circular economy practices, and adoption of sustainability certifications (leed, iso 14001). pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 72-81, 2025 sustainability integration strategies circular economy adoption (waste recycling, resource recovery), renewable energy use, green purchasing policies, factory-level sustainability management systems, continuous monitoring and reporting, worker training. barriers and enablers identified barriers: high upfront costs, weak regulatory enforcement, limited technical expertise, fragmentation among msmes, limited financing. enablers: government subsidies/tax incentives, buyer requirements, international certifications, stakeholder collaboration, capacity building, 3r policy support. policy and governance impact compliance with national environmental regulations, alignment with eu green deal, csddd, and circular textile strategy; role of government, buyers, ngos, and communities in promoting sustainable practices. data analysis methods smart pls 4.0 used for pls-sem to evaluate relationships among environmental remediation, sustainability integration, and performance. comparative analysis between certified and noncertified factories; thematic analysis of qualitative observations. results and discussions smart pls 4.0 was employed for data analysis due to its capability to handle complex models and its flexibility in managing non-normally distributed data. this enabled the application of partial least squares structural equation modelling (pls-sem) to explore the relationships among environmental remediation practices, sustainability integration, and organizational performance, including potential mediating effects. traditional regression analysis in spss was considered inadequate for capturing the multidimensional and higher-order constructs inherent in the study. measurement of sustainable supply chain management (sscm) incorporates multiple dimensions, including environmental management, operational practices, supply chain integration, and socially inclusive initiatives for both employees and the community. circular economy adoption was assessed using a unidimensional scale that captured resource efficiency, recycling, and waste reduction efforts. sustainability performance (sp) was evaluated across economic, environmental, and social dimensions, ensuring a comprehensive assessment of organizational sustainability outcomes. reliability analysis indicated strong internal consistency, with cronbach alpha values ranging from 0.789 to 0.913 for circular economy measures and 0.805 to 0.910 for sp dimensions. to mitigate potential common method variance (cmv) inherent in self-reported data, methodological separation was applied, and a harman single-factor test was conducted. the first factor accounted for 39.06% of the variance, indicating that cmv was not a significant concern. further validation using measured and unmeasured latent marker variables confirmed that cmv did not bias the findings, strengthening the robustness and validity of the results. this analytical framework effectively integrated structured survey data with field-based observations, capturing both managerial perceptions and operational realities regarding environmental remediation and sustainability integration. by focusing on leed-certified factories, the study examined the effectiveness of green certifications, environmental management systems, and sustainability practices in promoting resource efficiency, reducing pollution, and enabling the adoption of circular economy practices. pls-sem enabled robust assessment of complex relationships, providing evidence-based insights into barriers, enablers, and strategic pathways to enhance sustainability in bangladesh’s rmg sector. the findings highlight the role of advanced environmental remediation practices, energy and water efficiency measures, and circular economy initiatives in driving sustainable performance and ensuring long-term competitiveness within the industry. table 2: latent variable assess men latent variable original r-square measured marker unmeasured marker circular economy practices 0.662 0.589 0.601 sustainable performance 0.666 0.603 0.619 in this study, sustainable supply chain management (sscm) and sustainability performance (sp) were conceptualized as higher-order reflective constructs to capture the multi-dimensional aspects of environmental remediation and sustainability integration in bangladesh’s rmg sector. twenty-two items across five first-order dimensions were used to define sscm, including environmental management, operational practices, supply chain integration, and socially inclusive practices for employees and the community. sp was measured using 14 items across three dimensions: economic, environmental, and social performance outcomes. relationships among first-order constructs were examined to validate the second-order constructs. all first-order dimensions exhibited significant loadings, and sscm and sp dimensions were significantly correlated. ave and cr values for both sscm and sp exceeded the recommended thresholds, indicating high reliability and internal consistency (table 3). convergent and discriminant validity were assessed to ensure the robustness of the pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 72-81, 2025 measurement model. convergent validity evaluates the extent to which items representing the same construct are strongly correlated. factor loadings, ave, and cr values were calculated, all exceeding standard cut-off values, confirming sufficient convergent validity (table 4). discriminant validity was evaluated using both the fornell-larcker criterion and the heterotrait-monotrait (htmt) ratio. discriminant validity is established when the square root of the ave for a construct (diagonal value) exceeds its correlations with other constructs (off-diagonal values). htmt ratios were all below the threshold values of 0.85 and 0.90, indicating satisfactory discriminant validity (tables 5 and 6). these results confirm that the measurement model adequately represents distinct constructs, supporting subsequent structural analysis. the structural model examined the relationships between sscm, circular economy practices (ce), and sustainability performance (sp) to evaluate environmental remediation pathways and sustainability integration in the rmg sector. sscm was treated as an exogenous variable influencing both ce and sp. the model’s goodness-of-fit was assessed through multiple criteria, including the coefficient of determination (r²), path coefficients (β), effect size (f²), and crossvalidated redundancy (q²). r² values were interpreted as follows: 0.02-0.12 indicates a weak relationship, 0.130.25 moderate, and ≥0.26 substantial. results revealed that sscm significantly influences ce adoption and sp, demonstrating that effective supply chain practices covering environmental management, operational efficiency, and social inclusiveness act as critical pathways for resource efficiency, pollution reduction, and sustainability integration. the model highlights the importance of structured sscm interventions, including cleaner production techniques, energyand water-efficiency projects, chemical management, and circular economy practices, in advancing environmental sustainability across bangladesh’s rmg factories. table 3: higher-order sscm and sustainability performance model construct first-order dimension r² β p-value sscm (ave = 0.586, cr = 0.876) emp (environmental management practices) 0.414 0.643 <0.01 op (operational performance) 0.610 0.781 <0.01 sci (supply chain integration) 0.820 0.672 <0.01 sipc (socially inclusive practices – community) 0.592 0.759 <0.01 sipe (socially inclusive practices – employee) 0.644 0.803 <0.01 sustainability performance (ave = 0.788, cr = 0.918) enp (environmental performance) 0.799 0.894 <0.01 fp (financial performance) 0.769 0.887 <0.01 sop (social performance) 0.795 0.892 <0.01 table 4: convergent validity of constructs construct item loading ca rho_a cr ave vif circular economy ce1 0.775 0.904 0.906 0.922 0.567 2.18 ce2 0.704 1.97 environmental management emp1 0.795 0.872 0.879 0.903 0.609 2.46 emp2 0.839 2.79 sustainability performance enp1 0.821 0.856 0.857 0.902 0.698 1.87 fp1 0.884 0.915 0.915 0.940 0.797 2.79 sop1 0.805 0.857 0.857 0.903 0.699 1.78 the measurement model shows strong validity and reliability, with ave and cr values exceeding recommended thresholds. all first-order dimensions of sscm and sustainability performance are significant (p < 0.01) and positively related to their respective constructs. sscm is strongly influenced by sipe (β = 0.803) and op (β = 0.781), while sustainability performance is highly explained by enp (β = 0.894) and sop (β = 0.892). these results confirm the robustness and multidimensionality of both constructs. all constructs show strong reliability and validity, composite reliability (cr) values well above 0.70, and ave values exceeding 0.50, confirming convergent validity. indicator loadings range from 0.704 to 0.884, indicating good item reliability. pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 72-81, 2025 table 5: heterotrait-monotrait (htmt) ratio ce emp enp fp op sci sipc sipe sop ce — emp 0.451 — enp 0.801 0.438 — fp 0.681 0.344 0.743 — op 0.846 0.578 0.722 0.454 — sci 0.801 0.304 0.798 0.663 0.756 — sipc 0.747 0.364 0.700 0.657 0.625 0.748 — sipe 0.736 0.530 0.716 0.506 0.695 0.617 0.589 — sop 0.788 0.376 0.847 0.744 0.668 0.722 0.661 0.632 — table 6: fornell-larcker criterion ce emp enp fp op sci sipc sipe sop ce 0.753 emp 0.405 0.780 enp 0.707 0.385 0.836 fp 0.622 0.314 0.658 0.893 op 0.687 0.422 0.570 0.383 0.714 sci 0.719 0.275 0.694 0.596 0.619 0.861 sipc 0.656 0.320 0.598 0.580 0.502 0.649 0.879 sipe 0.642 0.459 0.606 0.440 0.528 0.531 0.497 0.769 sop 0.698 0.334 0.727 0.660 0.525 0.626 0.565 0.534 0.836 table 7: structural model (direct and mediating paths) hypotheses std. beta std. error t-value f² p-value 95% ll 95% ul decision sscm → sp 0.376 0.063 5.96 0.143 0.000 0.249 0.499 supported sscm → ce 0.814 0.019 41.92 1.962 0.000 0.773 0.851 supported ce → sp 0.480 0.062 7.80 0.233 0.000 0.361 0.599 supported sscm → ce → sp (mediation) 0.391 0.053 7.40 — 0.000 0.290 0.497 supported the correlation matrix shows strong, positive relationships among all constructs, indicating significant interconnections among circular economy (ce), sustainable supply chain management dimensions, and sustainability performance indicators. ce exhibits particularly high correlations with op (r = 0.846), sci (r = 0.801), and enp (r = 0.801), suggesting that circular economy practices are closely linked to operational efficiency, supply chain integration, and environmental performance. similarly, strong associations between enp, fp, and sop (ranging from 0.743 to 0.847) highlight the integrated nature of sustainability performance. overall, the results confirm strong construct relationships and theoretical consistency across the model. the fornell-larcker criterion results confirm adequate discriminant validity among all constructs. each construct’s square root of ave (diagonal values) is greater than its correlations with other constructs, indicating that each variable is more strongly related to its own indicators than to others. the circular economy (√ave = 0.753) and sustainability performance dimensions (enp = 0.836, fp = 0.893, sop = 0.836) demonstrate strong internal consistency. overall, these findings indicate that all constructs are distinct yet positively interrelated, supporting the model’s discriminant validity and theoretical soundness. the structural model results indicate that all proposed hypotheses are supported at p < 0.001. sscm has a significant positive effect on both sustainability performance (β = 0.376, t = 5.96) and circular economy (β = 0.814, t = 41.92). similarly, the circular economy significantly influences sustainability performance (β = 0.480, t = 7.80). the mediation analysis further confirms that circular economy partially mediates the relationship between sscm and sustainability performance (indirect effect β = 0.391, t = 7.40). these findings suggest that sscm enhances sustainability outcomes, both directly and indirectly, through the adoption of circular economy pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 72-81, 2025 practices, thereby reinforcing the ce’s integrated role in achieving sustainable performance. conclusion this study provides a comprehensive field-based assessment of environmental remediation and the integration of sustainability in bangladesh’s rmg sector. the findings indicate that while rmg factories face significant ecological challenges such as water pollution, energy inefficiency, chemical mismanagement, and inadequate waste disposal, effective remediation pathways and sustainable practices can substantially improve performance. efficient operation of effluent treatment plants, adoption of energyand watersaving technologies, and implementation of circular economy initiatives were found to significantly enhance environmental, social, and financial performance. the results from pls-sem analysis confirm that sustainable supply chain management (sscm) positively influences sustainability performance (sp) directly and indirectly through circular economy (ce) adoption, highlighting ce as a critical mediator in achieving sustainability outcomes. high correlations among operational, environmental, and social performance dimensions further underscore the integrated nature of sustainable practices. despite persistent barriers, including high implementation costs, limited technical expertise, and weak regulatory enforcement, government incentives, buyer-driven sustainability requirements, and international regulations provide strong enablers for progress. the study emphasizes the need for a multistakeholder approach, engaging government, factory owners, buyers, ngos, and workers to 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(2025). how can comprehensive land management promote the urban sustainable development from the perspective of environmental sociology? –based on an empirical study of 269 cities in china. land use policy, 158, 107719. pa ge 1 pa ge 15 2 american journal of multidisciplinary research and innovation (ajmri) teachers’ competence and support on learners’ psychological needs in the division of bukidnon charlyn pinalas-abaton1*, ninfa c. osias2 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4517 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 02, 2025 accepted: march 08, 2025 published: may 20, 2025 in education, teachers serve as both knowledge providers and nurturers of holistic development in learners. this study aimed to determine teachers’ competence and support on learners’ psychological needs in manolo fortich districts 1 and 2, division of bukidnon, school year 2023-2024. specifically, the study sought to describe the respondents’ characteristics; find the level of teachers’ competence; assess the level of teachers’ support on learners’ psychological needs; determine the significant relationship of teachers’ competence and their support on the learners’ psychological needs; and find the significant difference in the teachers’ support on the learners’ psychological needs according to their characteristics. a descriptive-correlational design with researcher-made survey questionnaire were used with purposive sampling method in selecting 260 teachers as respondents. frequency and percentage were utilized to describe the respondents’ characteristics, while mean and standard deviation were employed to assess teachers’ competence and support to the learners’ psychological needs. pearson r and anova were used to determine significant relationships and differences between the variables. the results indicate that most teachers have earned bachelor’s degrees, with 11 to 20 years in teaching experience and occupied teacher i positions. teachers’ competence is at a very satisfactory level and to a great extent support the learners’ psychological needs. the analysis revealed a significant relationship between teachers’ competence and support on learners’ psychological needs. meanwhile, the teachers’ support on learners’ psychological needs has significant difference when grouped according on their characteristics. in conclusion, the study shows that teachers are not only competent in subject matter but also in nurturing learners’ psychological needs, fostering relatedness and empowering learners to succeed academically and personally. recommendations suggest that educational institutions prioritize professional development, establish mentorship programs, encourage autonomy-promoting classroom activities, foster collaboration between teachers and students in planning lessons, and regularly assess the implementation as well as provide constructive feedback for continuous improvement. keywords learners’ psychological needs, teachers’ competence 1 department of education, philippines 2 cagayan de oro college, philippines * corresponding author’s e-mail: charlyn.abaton@deped.gov.ph introduction background of the study in the field of education, teachers are not just knowledge providers but also nurturers of holistic development in learners. developing a holistic learner is a great challenge to all educators where teachers’ competence is highly needed. competent teachers possess a deep understanding of the subject matter, employ a variety of teaching methods, and use effective classroom management. however, over educational courage lies the demanding task of a competent teacher in addressing learners’ psychological needs such as autonomy, competence and relatedness to prepare learners for their academic undertakings and success. still, addressing distinct and intellectual well-being matters is difficult, which makes supporting learners’ psychological needs even more challenging. teachers may lack sufficient training and resources to recognize and address these needs effectively, leading to learners’ psychological concerns going unnoticed or unaddressed. teacher competence plays a vital role in empowering pupils with the skills, knowledge, psychological needs, and confidence to succeed in daily life. according to dumaguing and yango (2023), teachers are change agents that encourage students’ goals for success, and education which is crucial for the development of a nation. both fostering individual success and constructing a strong nation depend on education. teachers are crucial in this because they support, mentor, and encourage students to realize their greatest potential. teachers assist students in developing the abilities necessary to create positive changes, accomplish their goals, and contribute to the development of the nation by encouraging learning, critical thinking, and innovation. in light of this, jentsch and konig (2022) stated that teacher competency is in fact one of the key elements that most strongly influences how well students learn. teachers must possess the knowledge and abilities necessary to manage the demands of their daily conditions because teaching is such a difficult and multifaceted profession. in addition, surat et al. (2020) noted that teacher competence is a set of skills, knowledge, and abilities that enable teachers to effectively support students’ learning and academic growth. it is the standard set for teachers in mastering various educational competencies to meet current educational needs and enhance their competence in conducting assessments. it entails having in-depth subject pa ge 15 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 knowledge, employing successful teaching techniques and maintaining orderly classrooms. furthermore, skaalvik and skaalvik (2019) emphasize the importance of teacher competence in meeting the psychological needs of students in an educational setting. teachers who possess the necessary abilities, knowledge, and skills can create a supportive learning environment that promotes students’ psychological well-being, thereby improving their overall development and academic performance. in fact, the relationship between teacher competence and their support of learners’ psychological needs has drawn more attention because of its significant impact on the effectiveness of the teaching-learning process. gallegos et al. (2023) stated that a competent teacher is essential in meeting students’ basic psychological needs in terms of autonomy, competence, and relatedness, emphasizing that each need plays a significant role in enhancing students’ learning. moreover, if the three basic psychological needs are satisfied, it will enhance adequate motivation, which in turn fosters academic commitment during the learning process. also, ahn and hwang (2020) explored how teacher competence in classroom management, subject matter, and teaching methods affects the emotional well-being of elementary students. it reveals that students experience greater emotional wellbeing when their teachers demonstrate higher levels of competence. effective teaching practices have a positive impact on students’ psychological needs. furthermore, the significance of attending to students’ psychological needs in addition to academic content increases as education changes to meet shifting societal dynamics and technological advancements. this is because teaching is not only about imparting knowledge, but also about creating an environment that supports students’ academic and psychological development. it is therefore, in this considerable note that teacher competence must be evaluated as well as their support in learners’ psychological needs to know the strengths and weaknesses for the teachers and learners’ improvement and betterment. the outcome of this study may be beneficial to the teachers in order to know the level of their competence as well as their degree of support to the learners’ psychological needs in the division of bukidnon, district of manolo fortich 1 and 2. by investigating the relationship between teacher competence and their support of learners’ psychological needs, it will help ensure that teachers can effectively provide the needs that are necessary for the holistic development of the learners. in the end, the findings of this study can direct the development of effective strategies and initiatives that support learners’ improvement of their psychological requirements and academic performance. literature review one of the most important factors influencing how well students learn is teachers’ competence. to effectively engage students in the dynamic and varied world of education, teachers must possess a thorough mastery of both their subject matter and pedagogical methodologies. jentsch and konig (2022) emphasize how important it is for educators to have the necessary knowledge and abilities to deal with the complexity of the educational environment. skilled educators are essential in establishing a positive learning atmosphere that fosters the development and success of students. their knowledge and skills play a crucial role in influencing students’ educational journeys and encouraging their scholastic achievement. respondents’ characteristics darling-hammond (2020) explained how a teacher’s training and experience have a significant effect on how well students learn. teachers with the necessary training and credentials facilitate a fair education system for every pupil. in the end, it points out that promoting teacher quality is essential for boosting achievement among pupils and understanding equal access to education. similarly, harris and sass (2018) investigate the connection between student performance and teacher credentials. it emphasizes how teachers with more training and experience typically have a positive effect on students’ academic performance. the study additionally emphasizes how important it is for teachers to continue their professional development in order to improve their abilities. all things considered, it implies that developing the quality of teachers is essential to educating student achievement. bulilan (2022) confirmed that the positive relationship between teacher qualifications and student learning outcomes has been the subject of numerous studies, highlighting the critical role that teacher preparation plays in academic success. because students place a high value on the academic knowledge of their teachers, there is a theory that higher educational attainment is correlated with faculty competence. a study was carried out to evaluate the subject knowledge, teaching abilities, classroom management, and evaluation skills of bisu clarin faculty members while taking into consideration their educational backgrounds in order to investigate this relationship. with the use of statistical analysis techniques and a descriptive-correlational survey design, the research project discovered that the faculty members were highly competent and satisfied the minimum educational requirements. differences were identified in their teaching competencies, and there was a positive correlation between educational attainment and competencies. highest educational attainment goldhaber and brewer’s (2018) study looks into the relationship between learner achievement and a teacher’s educational background. it focuses on how students’ performance in the classroom is influenced by a teacher having a higher degree, like a master’s or doctorate. the findings indicate that higher educational attainment of the teachers improves the academic performance of the learner. indeed, it emphasizes how crucial teacher competence is to raising student achievement. pa ge 15 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 teachers with higher degrees positively influence student achievement, suggesting that their enhanced skills can contribute to fulfilling students’ academic and emotional needs. additionally, research shows that when teachers are well-prepared and knowledgeable, they are more likely to encourage positive relationships with students, which is crucial for their psychological well-being. as validated by zee and koomen (2019), there is a connection between teachers’ self-efficacy and their level of education. they contend that teachers who have higher levels of confidence are more capable of establishing stimulating and encouraging learning environments. according to the authors, these kinds of settings are essential for attending to students’ psychological needs, which raises student engagement. to emphasize the significance of teacher beliefs in influencing student outcomes, their meta-analysis synthesizes a number of studies. in the end, the results imply that funding teacher preparation can result in increased student achievement and engagement. teaching experience the study by podolsky et al. (2019) presents a summary of the key findings derived from a critical review of relevant us research aimed at determining whether teachers’ effectiveness improves as they advance in their careers. the authors conducted a review of studies published since 2003 that investigate the impact of teaching experience on student outcomes in the united states. the results of this study show that teaching experience is positively related to student achievement gains over the course of a teacher’s career. furthermore, as teachers gain experience, their students perform better on measures of success other than standardized test scores. teachers’ effectiveness improves significantly when they work in a supportive, collaborative environment or gain experience in the same grade, subject, or district. furthermore, experienced teachers are shown to benefit their colleagues. significantly, ryan and deci (2020) examined how teachers’ experiences affect their capacity to meet students’ psychological. according to the authors, experienced teachers are better able to establish encouraging learning environments that promote the well-being and motivation of their students. in order to improve educational outcomes, they stress the significance of comprehending students’ psychological needs, such as autonomy, competence, and relatedness. the study emphasizes how teacher experience and the success of the tactics used to address these needs are related. in the end, the writers support professional growth that improves educators’ abilities to identify and address the psychological components of student learning. position the research of batuigas et al. (2022), carried out at madridejos national high school, examined the variables that affected the quality of instruction provided by fifty junior high school teachers who were chosen at random. the study employed a descriptive-predictive methodology, examining variables via survey responses and instructor evaluations of classroom observations from the prior academic year. the results showed that teaching position and experience were considered unimportant factors, and greater educational attainment and participation in pertinent training programs had a significant impact on teaching performance. to sum up, the findings indicate that funding post-secondary education and pertinent training programs can improve instructors’ performance and quality of instruction. in addition, aperocho and bogo (2023) revealed that there was no statistically significant difference in teaching competence between the teacher i, teacher ii, and teacher iii positions among the science teachers who were subjected to a statistical analysis of their teaching competence. the overall findings did not surpass the p>.05 level of significance, indicating that teaching competence was consistent across all domains regardless of teaching position. this implies that the pay of teachers, which is usually correlated with their employment status as teachers, might not be a reliable indicator of their effectiveness. the criteria for promotion and selection specified in r.a. merit, competence, and equality are prioritized in deped orders no. 66 and 9155, indicating that teaching positions may not be sufficient indicators of teaching competence on their own. furthermore, research has demonstrated that variables other than wealth, like teaching effectiveness and credentials, are important in defining both student accomplishment and the quality of education. teacher competence the study assesses the impact of teacher professional competence on learning achievement among students at man 3 tangerang and ascertains the degree to which teacher professional competence affects learning achievement. it demonstrated that teacher professional competence promotes student learning accomplishment because the data showed that it has a significant impact on students’ learning. additionally, the coefficient of determination results demonstrated that the variable of student learning may be explained by the teacher professional competency variable. moreover, the results demonstrated that the student learning achievement variable can be explained by the teacher professional competence variable abdul et al., (2023). moreover, yefianita et al. (2023) highlight the crucial role of improving teacher competency in achieving optimal outcomes in basic education. the study focuses on the necessity of enhancing teacher competency to support the attainment of core educational objectives. utilizing a qualitative methodology, the research incorporates articlebased literature analysis and interviews with six educators to explore factors influencing teacher competency. the findings underscore the importance of a deep understanding of the subject matter, innovative teaching approaches, effective classroom management techniques, pa ge 15 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 and ongoing professional development for teachers. proposed strategies include professional development programs, teacher collaboration, mentorship, resource optimization, and robust evaluation systems. the study emphasizes the collective commitment of government and educational institutions to elevate teacher competency standards for the advancement of basic education and the betterment of future generations. in a similar vein, it was concluded by abun (2021) that there was an effect of educational attainment and length of work experience on self-efficacy, as well as the difference in self-efficacy of employees based on the educational attainment and duration of work experience. employees are evaluated based on their educational attainment and length of work experience. the study discovered that employees had high levels of self-efficacy and there is a correlation between educational attainment. self-efficacy is linked to the length of work experience. it was also discovered that there is a significant difference in self-efficacy between employees based on educational attainment and the length of workplace experience. subject matter the case study conducted by denbel (2023) aimed to evaluate the mathematics subject matter knowledge competency of student teachers and highlight the importance of subject matter knowledge in teaching secondary school mathematics. the findings revealed a significant deficiency in overall subject matter knowledge competency among the trainees, with algebra showing relatively higher competency compared to mathematics as communication and reasoning. the study identified a notable difference in competency levels between algebra and the other selected subject matter knowledge areas. it concluded that student teachers lack uniformity in their mathematics subject matter knowledge competency and recommended a focus on enhancing subject matter knowledge in the teacher training program to improve secondary school mathematics teaching. also, obot (2022) conducted a study that found students’ interest in social studies education to be influenced by teachers’ competence in the subject matter. students taught by highly competent teachers showed a significant level of interest, while those taught by less competent teachers displayed lower interest levels. factors such as the quarter system, poor entry qualifications in teacher education, and inadequate teacher remuneration negatively impact teachers’ competence and students’ interest in learning. the study highlights the importance of integrating interest development principles into teaching techniques to enhance students’ interest and engagement in learning. moreover, ali (2023) conducted a study focusing on the influence of teachers’ subject matter knowledge on students’ academic achievement. the research aimed to highlight the importance of teachers’ expertise in the subject matter they teach, emphasizing its positive impact on students’ academic outcomes. the study, conducted in public secondary schools, revealed that teachers’ subject matter knowledge is crucial for imparting essential knowledge and enhancing students’ academic achievement. the results underscored the significant impact of teachers’ subject matter expertise on students’ academic success. the findings may provide valuable insights for the school education and literacy department to enhance teachers’ skills through targeted training programs. likewise, channa and sahito (2022) posited that pedagogical competence as the essential professional standard required for educators to fulfill their roles effectively. teachers are categorized as unskilled or skilled based on their teaching abilities, with a focus on enhancing 21st-century teaching environments. the research aims to explore how pedagogical mechanisms employed by teachers lead to exceptional student achievements. the study delves into the relationship between teacher competence and student learning outcomes by reviewing the literature on teachers’ competencies and their impact on student academic success. the findings reveal a nuanced understanding of how teachers’ competencies support student learning and ultimately influence academic achievement, as reflected in examination grades. truly, in order to effectively teach students in alignment with current standards, teachers must possess a deep and flexible understanding of the subject matter. this enables them to assist students in constructing meaningful cognitive frameworks, establishing connections between different concepts, and addressing any misconceptions that may arise. teachers should also be able to recognize how ideas interconnect across various disciplines and apply them to real-world contexts. such comprehensive understanding forms the basis of pedagogical content knowledge, empowering teachers to convey complex ideas in a clear and accessible manner ( university of northern iowa,2024). the study of cicek and tataspinar (2021) aimed to assess teacher educators’ perceptions of their general subject matter competency through a 106-item survey distributed to 8200 education faculty members in turkey, with 789 responding. overall, teacher educators rated themselves highly competent, with foreign language having the lowest perceived competence. gender, university type, academic title, discipline, and teaching experience had no significant effect on general subject matter competency perceptions. these findings emphasize the importance of taking these competencies into account when recruiting teacher educators for education faculties. teaching methods the university of buffalo (2024) defines activities as the various ways in which these approaches can be put into practice and teaching methods as the more general strategies utilized to assist students in meeting learning objectives. teaching strategies assist students in understanding the course material and how to apply it in certain situations. teachers need to choose which pa ge 15 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 instructional strategies will best serve a certain learning objective. this alignment is necessary for it to be effective. an instructor should take learning outcomes, student needs, and the learning environment into account while making the best decision. the research conducted by eakels (2019) verified that the instructional strategies utilized by educators bear a substantial influence on students’ academic achievements. finding a relationship between instructional strategies and academic performance is the aim of this research. numerous teaching strategies are covered as well, such as low-teach, high-tech, student-centered, and teacher-centered learning. this study also covers the following topics: how and why teachers directly affect students’ performance; how teachers improve students’ performance; the relationship between teaching strategies and students’ performance in relation to community resources; academic performance theories; and the biblical worldview on teaching and learning methodologies. moreover, taai (2021) asserts that education is a science with defined principles and a history that can be seen, measured, assessed, and then practiced. additionally, improving a teacher’s effectiveness through the use of various teaching strategies boosts the effectiveness of public education overall, including the research components of it. because of its educational significance in the field of teaching and education, the study of contemporary trends and teaching methods is one of the significant studies that has drawn the attention of academics and scholars. there is no end to the variety of teaching techniques, and each has its own set of guidelines, benefits, and procedures. the study examined the most popular instructional strategies, including brainstorming, exploration, investigation, brainstorming, exploration, investigation and the hot seat. the study clarified the main justifications for selecting the best teaching strategy while accounting for student variations, class content, and significance. indeed, hattie (2018) discussed how varied teaching methods can influence both student and learning outcomes and teacher effectiveness. it emphasizes the importance of evidence-based teaching strategies and provides insight into how educators enhance their instructional practices to improve student achievement. therefore, the researcher concluded that teaching methods are highly relevant in contemporary educational discourse to teaching experience, position and educational attainment. classroom management classroom management is vital for creating a conducive learning environment, as highlighted by the wing institute at morningside academy (2024). effective teaching and student achievement are significantly influenced by classroom management and organization. research indicates that unruly student behavior is a leading cause of teacher turnover. a successful classroom is one that promotes learning, requiring intentional efforts from teachers trained in key competencies such as rules and procedures, proactive management, engaging instruction, and addressing disruptive behavior. according to koutrouba (2020), effective classroom management involves teachers establishing clear rules for communication, motivating students to work together, and using suitable teaching methods for individual learning needs. it also requires preventing disruptive behavior, promoting positive learning outcomes, and supporting students’ overall development. successful management relies on clear communication, achieving measurable learning goals, and adapting to the classroom and student characteristics. it is widely recognized that good classroom management is essential for teachers’ professional competence and effectiveness. subsequently, egeberg (2021) confirmed the viewpoints of teachers on instruction, learning, and educational processes as crucial factors in education. students and teachers naturally hold strong opinions about what it takes to properly manage learning and surrounding behaviors because they are the main players in classroom interactions. concentrate on listening to and comprehending teachers’ perspectives regarding teaching, learning, and classroom management with this in mind, as well as the belief that neglecting the views of either of these stakeholders would be destructive to teaching and teacher education. in order to inform policy and practices in teacher education, teachers’ opinions were sought as to various disciplinary interventions, how they felt about challenging students, and how effective they felt about managing the classroom. moreover, teachers’ perspectives on how educators create high-quality learning environments were also sought. fifty secondary school teachers participated in a survey to share their opinions about their experiences in the classroom. follow-up interviews with teachers whose students had recognized as having good classroom management consistently revealed that good classroom managers foster positive relationships with their students, keep their classrooms in order by setting clear expectations and boundaries, and involve their students in the learning process. suico (2021) looked at the teachers’ qualities and selfefficacy as predictors of classroom management. the study aims to assist teachers, principals, and future researchers in filling some classroom management gaps. the findings revealed that teachers’ attributes were very extensive, and teachers’ self-efficacy was also very strong. as a result, teachers’ classroom management skills were described as excellent. the findings revealed a significant relationship between teacher characteristics and classroom management. finally, this study found that teachers’ attributes and self-efficacy significantly predict classroom management. psychological needs the research of coneza and duñabeitia (2021) highlights the importance of three basic psychological needs, competence, autonomy, and relatedness, in influencing pa ge 15 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 an individual’s motivation. these needs, when satisfied or frustrated, have a direct impact on well-being outcomes. the satisfaction or frustration of these needs is influenced by various internal and external factors. while satisfaction of these needs is associated with positive well-being outcomes, frustration is linked to negative outcomes. in research, satisfaction of basic psychological needs is often measured as a composite estimate of both satisfaction and reverse-scored frustration items. competence relates to efficacy and skill development, autonomy involves self-direction in activities, and relatedness pertains to establishing positive relationships with others. in educational settings, these needs play a crucial role in students’ perception of success, behavioral regulation, and social connections with peers. moreover, hussein and husseinei (2022) emphasize the critical role of addressing psychological needs in computer-assisted language learning (call) to enhance learners’ motivation. their study aimed to explore how english as a foreign language (efl) teachers address psychological needs when introducing call materials and their preferences in this regard. through autobiographical narratives from eight efl teachers, the study found that teachers acknowledged the importance of addressing psychological needs in call materials. the analysis revealed three major preferences of call materials that covered psychological needs, including competence, autonomy, relatedness, and cognitive involvement. overall, the findings suggest that efl teachers prioritize addressing psychological needs to boost learners’ motivation in using call materials. furthermore, zhongyi (2022) investigates how students’ learning of english is impacted by psychological requirements and teachers’ autonomy support in an effort to offer a solid foundation for innovative english teaching. burnout associated with learning english has three directions, all of which are positively correlated. there is a positive correlation between the three directions of english learner engagement and psychological needs. in conclusion, middle school students’ psychological requirements are successfully satisfied, and it is clear that instructors’ autonomy support can increase middle school students’ english learning effectiveness and engagement. the study by wong (2019) explores the shift in traditional classroom settings towards integrated, mixed-mode learning approaches. it investigates whether blended learning effectively meets students’ basic psychological needs of relatedness, competence, and autonomy. while relatedness and competence needs were found to be fulfilled, autonomy was lacking due to school culture and traditional roles. the study highlights the positive relationship between these psychological needs and the impact of blended learning on students’ learning interactions and identity formation. blended learning offers diverse academic outputs that facilitate the fulfillment of relatedness, competence, and, ultimately, students’ psychological needs. on the other hand, a qualitative study was conducted to identify and systematize factors that contribute to students’ competence satisfaction in class from students’ perspectives. it was revealed that different teaching factors within and beyond self-determination theory (i.e., structure, autonomy support, relatedness support, mastery goal structure, perceived error climate, teaching quality, teachers’ reference norm orientations) as well as additional factors (e.g., students’ motivation and engagement, peer climate and reciprocal peer support) that contributed to students’ competence satisfaction in class from the students’ points of view. this study contributes to existing research on why students’ competence satisfaction arises in class by complementing it with an integrative, exploratory, and student-oriented perspective (reynond et al., 2023). the study of gallegos et al. (2019) indicate that these needs may be primarily autonomy, competence, and relating to othersall necessary for psychological health. these same authors emphasize that each of these needs plays a prominent role in the optimal development and experience of well-being in daily life. the need for autonomy is understood as the effort that people make determination their own behavior and the origin of their own actions; the need for the capability to be understood as controlling the outcome and eagerness to experience effectiveness; and the need for relating to others alludes to concern for others, making others feel accepted and able to fraternize with others. the satisfaction of basic psychological needs is associated with positive consequences, such as improvement in autonomous motivation. however, the satisfaction of these three bpns enhances learning in pe class when adequate motivation is given to students, fostering academic commitment during the learning process. subsequently, chiu (2021) verified that learners possess three universal and psychological needs—autonomy (feeling self-governed and self-endorsed), competence (feeling competent and effective), and relatedness (feeling connected, loved, and interacted)—that move them to act or not to act. individuals experience greater psychological well-being through the satisfaction of these three psychological needs and, conversely, feel highly fragmented, isolated, and reactive when their needs are not met. when pedagogical design adequately addresses these psychological needs, students are actively motivated to engage in learning tasks . classrooms that support these three psychological needs are more likely to engage students in learning. likewise, guay (2021) confirmed the three psychological needs: autonomy competence and relatedness are conceived as universal rather than as individual subjective differences. the degree to which individuals are healthy and effective is understood in terms of the degree to which these needs have been satisfied. thus, psychological needs are universal sources of satisfaction that promote students’ optimal functioning within schools. thwarting these needs will eventually lead to controlled goals and reasons for action. to this end, the social context pa ge 15 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 surrounding students (parents, teachers, peers) and the fulfillment of the following needs are significant. the three psychological needs do not operate in isolation but rather interdependently and should thus be considered in combination rather than separately. research conducted by earl et al. (2019) among adolescents from secondary schools used a person-centered approach and showed distinct profiles of needs’ satisfaction of the three psychological needs. among the five profiles uncovered, students in the satisfied profile (having high scores on the three needs) were those experiencing the most vitality, positive affect, and achievement, as well as the lowest academic stress and negative affect compared to the dissatisfied profile. these results, therefore, attest to the necessity for the interventions to focus on all three needs and not only on a single one, leading to the most beneficial impact on students’ outcomes. moreover, sadri (2024) investigated the role that academic delight plays in mediating the relationship between students’ agentic engagement and their satisfaction of psychological needs. convenience sampling was used to choose 400 students, who then completed three scales measuring academic emotions, basic needs satisfaction, and agentic involvement using a descriptive-correlational methodology. the results showed substantial positive connections (between academic enjoyment, psychological needs satisfaction, and agentic engagement. in particular, academic enjoyment and agentic engagement were strongly influenced by the satisfaction of psychological needs, notably the need for autonomy and relatedness, and academic enjoyment also had a significant impact on agentic engagement. additionally, agentic engagement was indirectly impacted by the fulfillment of psychological demands, particularly relatedness through academic enjoyment, suggesting the role that academic enjoyment plays in a crucial mediating role in enhancing students’ engagement by linking their fulfillment of psychological needs to their active involvement in academic pursuits. based on the related literature and studies, teacher’s competence has a significant relationship to their support of learners’ psychological needs. theoretical framework this study is anchored on the social cognitive theory (sct) of bandura (1986), which states that individuals learn through a process of observation, imitation, and reinforcement. in the context of education, learners observe and imitate their teachers’ behaviors, including their level of competence. within the context of the study, it is assumed that teachers who demonstrate high levels of competence in their subject matter, teaching methods, and classroom management are likely to serve as positive role models for their students. teachers who are confident in their own competence are more likely to inspire confidence in their students, leading to improved academic performance. in summary, the social cognitive theory provides a theoretical framework to understand the relationship between teacher competence and learners’ academic performance. it emphasizes the importance of teachers as role models, the impact of self-efficacy beliefs, and the role of reinforcement in shaping students’ behavior and academic outcomes. in addition, vansteenkiste et al. (2020) support self determination theory (sdt) as a psychological framework that emphasizes intrinsic motivation and the elements that influence human behavior. the said theory was developed by deci and ryan (1995; 2000). there are three fundamental psychological wants that people have: relatedness (the need to feel connected to others), competence (the need to feel capable and effective), and autonomy (the need to feel in control of one’s activities). sdt states that people feel more motivated, fulfilled, and capable of personal development when these requirements are met. in the context of the mentioned theory, it was highlighted that once the basic psychological needs such as autonomy, competence and relatedness are achieved and gratified by the teacher’s competence, the learners’ engagement in the teaching-learning process is evident. in addition, sadri (2024) suggested that academic enjoyment plays a crucial mediating role in enhancing students’ engagement by linking their fulfillment of psychological needs to their active involvement in academic pursuits. thus, fulfilling basic psychological needs will significantly increase the number of highly competent and productive pupils in the future. statement of the problem this study aimed to determine the level of teachers’ competence and their support on learners’ psychological needs in manolo fortich districts 1 and 2, division of bukidnon, during the school year 2023-2024. specifically, this study sought to answer the following questions: 1. how are the respondents distributed in terms of highest educational attainment, teaching experience, and position? 2. to what level is the respondents’ competence as to subject matter, teaching methods, and classroom management? 3. how do the respondents assess their extent of support on learners’ psychological needs with regard to autonomy, competence and relatedness? 4. is there a significant relationship between the respondents’ competence and their support on learners’ psychological needs? 5. is there a significant difference in the respondents’ support on learners’ psychological needs when grouped according to their characteristics? scope and limitation this study focuses on teachers’ competence and their support on learners’ psychological needs of manolo fortich districts 1 and 2 on grade 1 to grade 6 elementary schools teachers, division of bukidnon, the school year 2023-2024. all the grade 1 to grade 6 elementary teachers were involved and taken as the respondents of pa ge 15 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 the study. the study was limited to the determination of the teachers’ competence in terms of subject matter, teaching methods and classroom management and teacher support on the psychological needs of the learners regarding with the sub variable; autonomy, competence and relatedness. likewise, the study focused to determine the significant relationship of the teachers’ competence and their support on learners’ psychological needs as well as to reveal the significant difference on teachers’ competence when characterized according to highest educational attainment, teaching experience and position. finally, the evaluation conducted in this study relies on the feedback provided by the respondents based on the different indicators in the questionnaires. materials and methods research design the study used the descriptive-correlational research design to achieve the study’s purpose, which was to assess the level of teachers’ competence and their support of learners’ psychological needs. this method was used to describe the data and the characteristics of the respondents involved and investigated the relationship of the variables. this could identify potential correlations between teachers’ competence and meeting learners’ psychological needs by collecting data on these variables without manipulating them. this design allowed for a comprehensive understanding of how teachers’ competence and their support on learners’ psychological well-being affect in educational setting. this study used the quantitative method of research. this involved collecting data and analyzing the numerical data results to test the relationship and difference between the variables. these helped the researcher gain valuable knowledge about the study and provide necessary information that is significant in enhancing the teaching profession and improving the performance of the learners. study setting this study was conducted in the municipality of manolo fortich, which is situated in the landlocked province of bukidnon in the northern region of mindanao. the province is surrounded clockwise from the north, including misamis oriental, agusan del sur, davao del norte, cotabato, lanao del norte, and lanao del sur. known for being the region’s main producer of rice and corn. bukidnon was named from its expansive plateau in the north-central part of mindanao, which translates to “highlander” or “mountain dweller.” manolo fortich is a first-class municipality in bukidnon. it serves as the gateway to malaybalay city from cagayan de oro city. it consists of 22 barangays, with barangay tankulan designated as the municipal administrative center. as of the present day, within the department of education, there exist four districts under the division of bukidnon. these districts were as follows: manolo fortich 1, comprising six public elementary schools, one integrated school, and one secondary school; manolo fortich ii, consisting of five elementary schools, four integrated schools, and two secondary schools; manolo fortich iii, with nine elementary schools, one integrated school, and one secondary school; manolo fortich iv, with seven elementary schools, two integrated schools, and two secondary schools. it is important to note that the research study specifically focused on the district of manolo fortich 1 and 2. research respondents the respondents of the study were the public elementary teachers of manolo fortich districts 1 and 2 in manolo fortich, division of bukidnon, specifically the grade 1 to grade 6 elementary teachers only. there were two hundred sixty (260) teachers involved in this research. the table below shows the distribution of all the teachers as respondents of the study. table 1: distribution of respondents district school respondents i manolo fortich ces 62 lingion es 25 sto. niño es 20 dicklum es 19 san miguel es 18 gaboc es 9 i i mambatangan es 30 lunocan es 19 kitam-is es 14 alae ces 44 total 260 sampling technique purposive sampling method was used in identifying and selecting of respondents in each school based on the population. the said sampling technique targeted the public elementary school teachers of manolo fortich districts 1 and 2, specifically grades 1 through 6. this method entailed selecting participants based on their relevance to the research objectives, ensuring that the pa ge 16 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 sample reflects the population of interest. by focusing on this specific group of teachers, the study elicited insights and perspectives most relevant to the educational context in these grade levels and districts.teachers served as the respondents in this study were those directly involved in the school’s teaching personnel, considering they perform such functions as part of the teaching profession in the school year 2023-2024. research instrument to obtain the needed data, a researcher-made questionnaire was used. part i was a questionnaire that concentrated on collecting information about the respondents’ characteristics, specifically their highest educational attainment, teaching experience, and position within the organization. this part was intended to provide a thorough understanding of the participants’ professional profile, which aid in determining how these factors may influence their responses to the research study. the honest and accurate responses to these questions of the respondents would significantly improve the quality and relevance of the research findings. part ii focused on teachers’ competence, patterned from the social cognitive theory of bandura, which focused on the competence of the teacher which was aligned to the deped order no. 42, s. 2017 on the national adoption and implementation of the philippine standards for teachers (ppst). it comprises thirty (30) indicators, which aimed to assess the level of teachers’ competence considering the following variables: subject matter, teaching methods, and classroom management. on the other hand, part iii elicited information on the teachers’ support for learners’ psychological needs. it was based on the self determination theory of deci and ryan (2020) to assess the teachers’ support for learners’ psychological needs. this portion was divided into three parts: autonomy, competence, and relatedness, with ten indicators in each part. data gathering procedure the researcher sent a letter to the schools division superintendent signed by the dean of the school of graduate studies to seek permission for the study. upon approval by the sds, permission was sought from the public schools district supervisor under his/ her jurisdiction and teachers for the administration of questionnaires and collection of required data. likewise, the teachers’ cooperation was also sought so that the researcher could explain to the respondents how the questionnaire would be accomplished. the researcher collected and retrieved the questionnaires soon after the respondents were done answering. the researcher administered the questionnaire through a face-to-face method with health protocol implemented in all the schools. afterward, the researcher prepared a tabular form in which the entries would be recorded and tallied. then, the data was scored, tabulated, analyzed, and interpreted. statistical treatment of data the data gathered was then subjected to appropriate statistical treatment to answer the study’s problems. problems 1, 2, and 3, in the characteristics of the respondents, indicators of teachers’ competence, and their support for the psychological needs of the learners, the frequency, mean, percentage and standard deviation were computed and used. in problem 4, pearson correlation analysis was used to determine the significant relationship between teachers’ competence and their support of learners’ psychological needs. also, for problem 5, anova analysis was used to examine whether there were significant differences in the teachers’ competence according to respondents’ characteristics, such as highest educational attainment, teaching experience, and position. moreover, it helped to determine if the mean competence levels vary significantly across these different groups of respondents. ethical considerations respondents may be more willing to participate honestly and openly if they are confident that their identities and personal information would be kept private, so protecting their privacy and anonymity was critical. the following ethical concerns need to be addressed: they were made to understand the study’s implications to make such informed decisions, and in most cases, researchers and participants approached the procedure casually. informed consent protects and promotes the subjects’ rights as autonomous participants who deserve respect, benefits, and justice and they were given the option to withdraw from the study at any time. throughout the analysis and reporting process, the respondents were asked to remove or replace any personally identifiable information (such as names, school names, or contact information) from the data. respondents were also given an option to assigned pseudonyms to protect their identities. the collected data was secured by encrypting it where necessary and limiting access to authorized personnel only. this is to prevent accidental data disclosure to unauthorized parties. finally, an institutional review board (irb) or ethics committee was consulted to obtain ethical approval, ensuring the research design and data handling techniques comply with ethical standards and guidelines. results and discussions results problem 1. how are the respondents distributed in terms of highest educational attainment, teaching experience, and position? table 2 shows the distribution of the respondents’ highest educational attainment. the data shows that out of the 260 respondents, 109 (41.90 %) have obtained a bachelor’s degree, which means that they have the highest number among the other categories. this means that most of the respondents have completed the degree of education that provides teachers with basic knowledge of pa ge 16 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 the subject matter, teaching methods as well as classroom management techniques. on the other hand, the said degree is also considered a minimum requirement in order to be hired in the teaching profession. in addition, holding a bachelor’s degree in the department of education may limit the opportunities for promotions as well as roles but it is sufficient for many teaching professions especially early in a career. accordingly, hammond (2020) indicates the critical role of powerful beginner teacher education programs in fostering effective teaching practices. these programs serve as the foundation for equipping educators with the necessary knowledge, skills, and pedagogical strategies to excel in the classroom. by emphasizing the importance of quality teacher preparation, hammond advocates for a comprehensive approach to developing competent and impactful educators who can positively influence student learning outcomes. evidently, the lowest frequency of 7 (2.70%) of the respondents have obtained the highest level of educational attainment, which is a doctoral degree. it can be noticed that there are respondents who have attained advanced studies. the result can be attributed to the fact that most public school teachers primarily do their duties and responsibilities as classroom teachers. nevertheless, it can be observed that many educators exert efforts to pursue advanced studies. they know that they can be promoted to higher positions if they attain higher levels of education. in addition, this would mean an increase in their compensation. the relatively low percentage of respondents with doctoral degrees underscores the challenges and time limits faced by public school teachers in balancing their teaching responsibilities while pursuing advances in their education. despite this, the data also reveals a positive trend of teachers recognizing the benefits of advanced studies, including career progression and increased compensation. overall, the insights obtained from the results suggest various educational directions among public school teachers, with a remarkable emphasis on continuous learning and professional growth. the finding affirms brookfield and preskill (2021), who say that ongoing learning is essential for improving teaching competence, as it allows educators to continuously refine their methods and adapt to new educational challenges. this lifelong learning process helps teachers stay current with best practices, ultimately leading to more dynamic and responsive classroom instruction. also, marzano (2020) presents advanced instructional strategies designed to support educators with higher academic qualifications, enabling them to effectively apply complex teaching techniques. these strategies enhance their ability to foster deeper student learning and engagement by leveraging their advanced knowledge and skills in instructional planning. table 2: distribution of the respondents in terms of highest educational attainment category frequency percentage doctorate degree 7 2.70 with doctorate degree units 17 6.50 master’s degree 34 13.10 with master’s degree units 93 35.80 bachelor’s degree 109 41.90 total 260 100.00 table 3: distribution of the respondents in terms of teaching experience category frequency percent 21 years and above 8 3.08 11-20 years 100 38.46 4-10 years 61 23.46 0-3 years 91 35.00 total 260 100.00 table 3 shows the distribution of the respondents in terms of the number of years they have been teaching. out of the 260 respondents, the highest frequency of 100 (38.46%) is those who belong to the number of years in teaching which ranges from 11 to 20 years. although this range got the highest frequency, this does not mean that they compose majority of the respondents because the percentage is lower than 50%. as observed, many teachers stay in their jobs for several years which means that they usually stay until 20 years or even until retirement. the data further implies that there are many of them who have just started in the in-service teaching; thus, most of them are still beginning to broaden their teaching experience by staying in the profession. an essential trend in the teaching profession is emphasized in the philippine department of education (2019) basic education statistics report, specifically with regard to teacher retention rates and demographics, a sizable portion of teachers have worked for more than 20 years, indicating a direction toward long-term employment. this period in the field could be attributed to things like satisfaction with one’s work, dedication to learning, and the stability of teaching positions in the philippine educational system. such information is essential for understanding the dynamics of the employees and developing retention and support policies for teachers. meanwhile, the lowest frequency of 8 (3.08%) of the respondents has been teaching for 21 years and more. this signifies that only a few of the teachers, who were involved in the study had teaching experiences for several years. this can be connected to the fact that many of them have already availed their retirement. at the same time, it has been observed that many of them are already at retirement age. the data shows that many of the respondents are experienced educators. this advocates a strong presence of knowledgeable individuals in the surveyed group. also, a flow of continuity in teaching careers, with many teachers remaining in their roles for extended periods, potentially until retirement. the pa ge 16 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 lower frequency of respondents with 21 years or more of teaching experience may reflect a smaller subset of teachers who have reached the later stages of their careers and are nearing retirement age. this distribution highlights the diverse range of teaching experience among the respondents, with a notable concentration in the mid-career range. it also underscores the importance of retaining experienced educators in the profession, as they bring valuable expertise and institutional knowledge to their roles. overall, the data indicates a mix of both seasoned educators and those at various stages of their teaching careers, contributing to the overall richness and diversity of the teaching workforce. reflective practices in teaching, as highlighted by dana and diane (2018), play a crucial role in enhancing teachers’ competence. by engaging in reflection, teachers can critically assess their instructional approaches and identify areas that may require improvement. this process allows educators to continuously refine their teaching methods and adapt strategies to better meet the needs of their students. ultimately, reflective practices contribute to ongoing professional growth and the enhancement of student learning outcomes to better support student learning. sternberg and williams (2019) provide insights into holistic education approaches that emphasize the importance of a balanced teaching workforce. combining the enthusiasm of early-career teachers with the wisdom of seasoned educators is crucial for maintaining educational quality and effectiveness. mentorship and professional growth play essential roles in fostering collaboration and continuity within the educational system, ensuring a sustainable and impactful learning environment for both teachers and students. an important indication is that most of the respondents are in the initial stages of their teaching careers. this encourages a strong foundation for teachers likely focused on developing their teaching skills, gaining experience, and working toward career advancement. it highlights that the majority of teachers are in the teacher i position which means that there is a need for professional development and clear pathways for promotion to encourage teacher growth and improve the overall teaching quality. indeed, teachers must be equipped with the necessary knowledge and skills in order to mold a holistic learner effectively and efficiently.this observation is consistent with a recent study by smith et al. (2021), which found knowledge of educators’ career paths and the importance of early career development in forming the teaching workforce as a whole. thus, building a solid and productive teaching workforce requires an understanding of the career paths taken by educators and providing support for early career development. hammond highlights the significance of experienced teachers in mentoring and supporting the professional growth of their colleagues, emphasizing the impact of collaborative learning environments on teacher effectiveness and student outcomes. as noted in the data, it underscores the role of experienced educators in leadership and mentorship within educational institutions. further, his aspect is supported by the research conducted by brown and johnson (2022), which supports the idea that experienced teachers play a crucial role in mentoring and supporting less experienced colleagues, thereby enhancing overall teaching effectiveness. their findings confirm that seasoned educators contribute significantly to the professional development of newer teachers, fostering a more collaborative and skilled teaching environment. nevertheless, master teacher iii positions hold the lowest frequency of 3 (1.15%) of the respondents. this could mean that there are few opportunities for promotion to the higher rank positions and that the requirements are difficult to achieve. as observed, it hinders the advancement of teachers’ careers, keeping many of them at lower levels until retirement despite their pieces of training or experiences. it also implies that the lower the position, the lower the compensation. furthermore, encouraging higher positions and helping teachers level up to higher positions and roles could improve teacher motivation and professional development in the educational system which help to improve in the level of competence and to be able to produce a quality learner. in addition, this small group portion represents the most experienced and skilled educators, often involved in significant decision-making processes, educational research, and policy development. the progression positions signify a line of increasing expertise and responsibility within the teaching profession. this progression aligns with the findings of smith et al. (2021) and brown and johnson (2022), which emphasize the critical role of acknowledging and supporting teachers at different career stages. recognizing and nurturing table 4: distribution of the teachers in terms of position position frequency percentage master teacher iii 3 1.15 master teacher ii 9 3.46 master teacher i 11 4.20 teacher iii 53 20.40 teacher ii 21 8.10 teacher i 163 62.70 total 260 100.00 table 4 shows the respondents’ distribution regarding their position in the schools they are affiliated with. out of 260 respondents, the highest frequency of 163 (62.70%) has a teaching position of teacher i. apparently, the majority of them are new in the teaching profession and are still at the beginning level. these teachers, who compose the majority of the respondents, are found in the lowest position. as it can be noticed, the majority of the respondents are also in the field from 0-10 years only, which means that most of them are new in the field. the distribution of teachers according to their positions illustrates a rank within the teaching staff, with a significant concentration at the beginning level position. pa ge 16 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 talent throughout a teacher’s career is essential for fostering professional growth and ensuring a highquality educational workforce. both studies underscore that targeted support and development opportunities contribute significantly to the overall advancement of teaching practices and educational outcomes. problem 2. to what level is the respondents’ competence as to subject matter, teaching methods, and classroom management? table 5: distribution of the respondents’ level of competence in terms of subject matter indicator mean sd description as a teacher, i demonstrate deep understanding of the subject matter. 4.47 0.57 most of the time i create clear and engaging lesson plans aligned with curriculum. 4.45 0.53 most of the time i use various teaching approaches to meet students’ needs to understand the lessons. 4.40 0.63 most of the time i conduct fair and accurate assessments of student learning of the lesson. 4.45 0.55 most of the time i integrate technology effectively into teaching the subject matter. 4.30 0.63 most of the time i incorporate cultural perspectives into lessons. 4.08 0.63 most of the time i engage in professional collaboration with colleagues concerning the topics to be taken in the class. 4.48 0.52 most of the time i act integrity and fairness in teaching practices of the subject matter. 4.54 0.52 at all times i monitor and track students’ progress in the subject. 4.54 0.60 at all times i reflect on teaching practices for continuous improvement in the students’ learning of the lessons. 4.36 0.59 most of the time overall 4.41 0.58 most of the time legend: 4.50 5.00 at all times / outstanding; 3.50 4.49 most of the time / very satisfactory; 2.50 3.49 sometimes /satisfactory; 1.50 2.49 seldom / unsatisfactory; below 1.5 never / poor table 5 shows the distribution of the respondents’ level of competence in terms of knowledge of the subject matter with an overall mean of 4.41 (sd= 0.58), described as most of the time. this means that they have a very satisfactory level of competence in this aspect. as observed, public school teachers are very competent since they have all attained the basic educational qualification as baccalaureate degree holders, not to mention their being licensed teachers. this is confirmed in the table where most of the respondents have attained a baccalaureate degree while others earned advanced studies. further, this suggests that most of the teachers are performing at very competently in terms of their understanding and application of subject matter. this indicates moderate variability in the teachers’ performance, suggesting that while most teachers perform well, there are some variations in their levels of competence. as observed, teachers with a mastery of the subject matter will be able to deliver the lessons with clarity and depth, ensuring that pupils will fully understand complex concepts effectively and efficiently. additionally, their expertise allows them to create engaging and relevant learning experiences, fostering a deeper interest in the subject among learners. in particular, there are two indicators that are equally ranked on top based on their mean scores among all the other indicators. the first indicator includes as a teacher, i act with integrity and fairness in teaching practices, which obtained the mean score of 4.54 (sd=0.52), described as at all times with an outstanding level of competence. this is a good indication of their dedication to maintaining moral principles and treating students fairly. there is minimal variation in the way teachers evaluate their own fairness and integrity. this implies that the group shares the value of acting morally. it suggests that everyone is working together to keep everyone treated fairly. in the end, educators are confident in their capacity to provide their students with a fair and reliable learning environment. while the second indicator as a teacher, i monitor and track students’ progress in the subject matter with a mean score of 4.54 (sd=0.60), described as at all times . as noticed, the second-highest indicator suggests that learner performance varies significantly. the need for differentiated instruction is highlighted by the fact that some students are performing well while others are having difficulty. analyzing the precise areas in which students are doing well and those in which they need additional assistance is essential. it is crucial to conduct more research on the variables influencing this variability, such as learning preferences, past knowledge, and levels of engagement. teachers can put strategies into place to meet the various needs of their students and maximize learning outcomes for everyone by comprehending the root causes. further,this indicates that many teachers may not be regularly or consistently tracking student progress, which could lead to missed opportunities for feedback and formative assessment. without consistent monitoring, there may be gaps in understanding students’ needs and adjusting teaching methods accordingly. the standard deviation of 0.60 is higher than the previous indicator, pointing to significant variation in how teachers pa ge 16 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 approach this practice. some teachers may be actively tracking progress, while others might not be placing enough emphasis on it. overall, the low mean and high variation suggest that this is an area that needs attention, as consistent monitoring of student progress is key to providing targeted support and improving student outcomes. furthermore, the result implies that most of the respondents are doing their responsibilities in teaching the subject matter with utmost commitment to practice integrity. as observed, public school teachers are using a centralized system of reporting their performance in class. this means that they are responsible to monitor their student’s progress in class and report these accurately through the system. as a teacher, acting with integrity and fairness in teaching practices is crucial for building trust and creating a positive learning environment for students. monitoring and tracking students’ progress in the subject matter helps identify areas of improvement, tailor instruction to individual needs, and ultimately enhance student learning outcomes. recent studies support these findings. for instance, a study by baumert et al. (2019) emphasized that teacher competence, particularly in subject matter, plays a crucial role in student outcomes. similarly, hattie (2018) identified a deep understanding of subject matter as one of the most significant factors influencing effective teaching. also, the research by goe et al. (2021) highlighted the importance of clear lesson planning and diverse teaching approaches in achieving high levels of teacher competence. for example, goldhaber et al. (2020) found that teachers who consistently monitor student progress contribute significantly to improved student outcomes. moreover, research by darling-hammond et al. (2019) highlights the importance of ethical conduct in teaching, noting that integrity and fairness are essential components of teacher professionalism. similarly, a study by desimone et al. (2021) emphasized the role of continuous progress monitoring in enhancing student achievement. on the other hand, the lowest mean score of 4.08 (sd=0.63), is observed in the indicator as a teacher i, incorporate cultural perspectives into lessons, described as most of the time and interpreted as very satisfactory. this means that there is a strong foundation in integrating cultural perspectives into lessons, but there may be opportunities to further enhance and diversify these efforts to meet the evolving needs of students. this indicates a higher variability in performance among teachers in this area compared to other indicators, suggesting that some teachers are more proficient in incorporating cultural perspectives than others. as an educator, recognizing the positive perception of incorporating cultural perspectives into lessons while acknowledging opportunities for improvement highlights the importance of continuously striving to enhance the integration of diverse cultural perspectives in teaching practices. by actively working to enrich students’ learning experiences through more effective incorporation of cultural perspectives, educators can create a more inclusive and engaging educational environment that fosters understanding and appreciation of diverse backgrounds. further, these findings are supported by recent literature like, sleeter and carmona (2019) emphasized the growing importance of cultural competence in teaching, particularly in diverse classrooms. also, the research by gay (2020) emphasizes table 6: distribution of the respondents’ level of competence in terms of teaching methods indicator mean sd description as a teacher, i communicate instructions clearly and effectively to students. 4.34 0.55 most of the time i design engaging and interactive learning activities to promote student involvement. 4.26 0.62 most of the time i adapt teaching methods to cater diverse learning styles and abilities. 4.35 0.57 most of the time i use probing questions to stimulate critical and creative thinking and class participation. 4.11 0.55 most of the time i incorporate visual aids and multimedia tools to enhance understanding of concepts. 4.38 0.65 most of the time i skillfully facilitate group discussions and collaborative learning activities. 4.30 0.61 most of the time i provide timely and constructive feedback to students to support their learning. 4.30 0.63 most of the time i utilize scaffolding techniques to support students as they progress in their learning. 4.18 0.58 most of the time i communicate instructions clearly and effectively to students. 4.34 0.55 most of the time i design engaging and interactive learning activities to promote student involvement. 4.27 0.60 most of the time overall 4.28 0.59 most of the time legend: 4.50 5.00 at all times / outstanding; 3.50 4.49 most of the time / very satisfactory; 2.50 3.49 sometimes / satisfactory; 1.50 2.49 seldom / unsatisfactory; below 1.5 never / poor pa ge 16 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 that incorporating cultural perspectives into teaching practices is crucial for creating an inclusive and equitable learning environment. by integrating diverse cultural viewpoints into lessons, teachers can better meet the needs of all students and promote a more comprehensive understanding of the subject matter. table 6 shows the distribution of the respondents’ level of teaching competence in terms of teaching method with an overall mean of 4.28 (sd=0.59) described as most of the time. this means that the respondents have a very satisfactory level of competence in the application of varied teaching methods which are aimed to make learners understand the subject matter. this mean score proves that teachers are highly effective in their teaching methods. however, the standard deviation of reflects a moderate variability in teaching performance, implying that while most teachers excel in their teaching methods, there are some differences in effectiveness. it is noticed on the findings that teachers excel in utilizing diverse teaching methods to enhance student comprehension, indicating an above average level of instructional effectiveness. the moderate variability in performance among respondents underscores the importance of recognizing and supporting individual teaching strengths and areas for improvement in the field of education. research supports these findings. according to hattie (2018), effective teaching methods, including clear communication and engaging classroom activities, are key factors in improving student learning outcomes. these strategies help students grasp complex concepts more easily and stay actively involved in the learning process, leading to better academic performance. similarly, desimone et al. (2021) stresses that interactive and diverse teaching strategies are vital for fostering student engagement and enhancing achievement. by using a variety of instructional methods, teachers can cater to different learning styles, keeping students actively involved and improving their overall academic success. furthermore, pianta et al. (2020) emphasize that clear instruction and timely feedback are essential for creating effective teaching and learning environments. these elements help students better understand the material and make necessary improvements, thereby enhancing both learning outcomes and classroom engagement. in particular, the indicator as a teacher, i incorporate visual aids and multimedia tools to enhance understanding of concepts obtained the highest mean of 4.38 (sd= 0.65) described as most of the time. this implies that the respondents have a very satisfactory level of competency in the utilization of technology to help learners understand the lessons taken in every class session. as observed, learners today learn faster and easier with their lessons in school taught with the use of visual aids through videos, powerpoint presentations and others. moreover, the use of multimedia has been used by both teachers and learners in interacting with one another. as a teacher, incorporating visual aids and multimedia tools can significantly enhance students’ understanding of concepts by providing them with visual representations and interactive experiences that cater to different learning styles. research has shown that visual aids can improve comprehension, retention, and engagement in the learning process, making complex concepts more accessible and stimulating for students. by utilizing visual aids and multimedia tools, teachers can create a dynamic and interactive learning environment that promotes active participation and deeper understanding among students. these results are consistent with contemporary research such as mayer (2019) argues that multimedia and visual aids enhance students’ understanding and retention of complex concepts. additionally, clark and mayer (2018) found that multimedia tools can enhance learning by engaging multiple senses, making content more interactive and accessible. their research shows that incorporating visuals, audio, and animations improves both understanding and retention of information. like sweller et al. (2019) emphasized that visual aids reduce cognitive load by breaking down complex information, making it easier for learners to understand. their research shows that well-crafted visuals improve comprehension and promote more efficient learning. further, the lowest mean score of 4.11 (sd= 0.55) is observed for the indicator as a teacher, i use probing questions to stimulate critical and creative thinking and class participation, described as most of the time with a very satisfactory level of competence. this means that while teachers effectively use probing questions, there is slightly more room for improvement than other methods. this indicates relatively less variability among teachers in this area, suggesting a generally consistent approach to using probing questions. based on the results, it appears that teachers are proficient in using probing questions to stimulate critical and creative thinking and class participation. however, the slightly lower mean score compared to other indicators suggests that there are still some areas that needs for improvement in this aspect of teaching practice. the low standard deviation indicates that there is a consistent approach among teachers in using probing questions, highlighting the need for targeted professional development to further enhance this skill across the board. being in the field, understanding the results can help teachers recognize their strengths in using probing questions to stimulate critical thinking and class participation while also identifying areas for improvement to enhance their teaching practice. the consistent approach among teachers in this aspect indicates a shared foundation that can be built upon through targeted professional development, offering opportunities for growth and refinement in teaching techniques. by acknowledging these findings, teachers can actively work towards refining their skills in using probing questions to create a more engaging and effective learning environment for their students .recent studies provide insight into these findings. webb (2018) argues that probing questions are essential for fostering critical thinking, as they encourage students to analyze, evaluate, pa ge 16 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 and reflect on their understanding. by challenging learners to think more deeply, these questions help promote a more meaningful and learning experience. then, wiliam (2021) highlights that effective questioning techniques are crucial for stimulating student engagement and participation in the classroom. by using well-crafted questions, teachers can encourage deeper thinking, maintain student interest, and promote active involvement in the learning process. moreover, black and wiliam (2018) confirmed that probing questions are valuable in formative assessment, as they help teachers gauge students’ understanding and provide timely feedback. these questions also promote cognitive development by encouraging students to think more deeply and reflect on their learning. table 7: distribution of the respondents’ level of competence in terms of classroom management indicator mean sd description as a teacher, i set clear and consistent expectations for learners’ behavior and academic performance. 4.42 0.57 most of the time plan and organize classroom routines and procedures to maximize instructional time. 4.46 0.55 most of the time i maintain a positive and conducive learning environment that fosters respect, inclusivity, and engagement. 4.47 0.61 most of the time i manage transitions smoothly and efficiently between activities to minimize disruptions. 4.26 0.61 most of the time i implement appropriate strategies to address and manage student behavior effectively. 4.28 0.59 most of the time i use attention-getting techniques and cues to maintain students focus during instruction. 4.28 0.63 most of the time i apply discipline policies consistently and fairly, considering individual student needs and circumstances. 4.22 0.66 most of the time i resolve conflicts and disputes among students calmly and respectfully, promoting peaceful interactions. 4.47 0.54 most of the time i ensure the physical and emotional safety and well -being of all students within the classroom environment. 4.41 0.61 most of the time i reflect on classroom management practices regularly and seeks opportunities for improvement and professional growth. 4.30 0.65 most of the time overall 4.36 0.60 most of the time legend: 4.50 5.00 at all times / outstanding; 3.50 4.49 most of the time / very satisfactory; 2.50 3.49 sometimes / satisfactory; 1.50 2.49 seldom / unsatisfactory; below 1.5 never / poor table 7 reflects the distribution of the respondents’ level of teaching competence in terms of classroom management with an overall mean of 4.36 (sd=0.60), described as most of the time. the means that most of the respondents have a very satisfactory level of competence in managing their classrooms. teachers are generally planning how they do things in their respective classes not only because it is their duty but also it is one of the important aspects being observed by their administrators during their classroom observation. this suggests that teachers are above average effective in managing their classrooms, with practices supporting a positive and productive learning environment. this further indicates moderate variability in teachers’ classroom management practices, implying that while most teachers exhibit strong management skills, there is some variation in their effectiveness. as observed, the findings highlight the importance of effective classroom management in creating a conducive learning environment for students. the above-average level of competence in classroom management among the respondents indicates a dedication to planning and executing strategies that support student engagement and success. the variability in classroom management practices suggests that there may be opportunities for professional development and collaboration among teachers to further enhance their skills and ensure consistency in creating positive learning experiences for all students. several studies support these findings, such as evertson and emmer (2018) highlight that effective classroom management is essential for fostering a learning environment where students can stay focused and engaged. by establishing clear expectations and maintaining organization, teachers can create a space that supports student learning and minimizes disruptions. yet, research by marzano et al. (2019) emphasizes that setting clear expectations and fostering a positive learning environment are essential for improving both student behavior and academic performance. it shows that when students understand what is expected of them and feel supported, they are more likely to engage productively and achieve better results. as well, pianta et al. (2020) highlight that well-organized routines and smooth pa ge 16 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 transitions are crucial for effective classroom management. their researches show that these practices help minimize disruptions, allowing for a more focused and productive learning environment. moreover, there are two indicators which obtained the highest mean scores. the indicator as a teacher, i maintain a positive and conducive learning environment that fosters respect, inclusivity, and engagement got the mean score of 4.47 (sd=0.61), described as most of the time with a very satisfactory level of competence. this means a positive perception of the classroom environment. it demonstrates that the respondents have been successful in establishing an environment where students are eager to learn and feel valued and included. the standard deviation, however, raises the possibility that students’ perceptions of this setting vary somewhat. as a mentor, to make sure that everyone feels encouraged and appreciated, it is critical to keep watching and listening to students. while some students might benefit from more chances to take the lead and express their opinions, others might require a little more prodding to get involved. one can maintain the development of a welcoming learning environment by remaining aware of each student’s unique needs. the second indicator as teacher, i resolve conflicts and disputes among students calmly and respectfully, promoting peaceful interactions with a mean score of 4.47 (sd=0.54), described as most of the time. this means that most of the respondents have a very satisfactory level of competence. this shows how well teachers handle conflicts in the classroom and help students feel valued and safe. the gap in opinions, however, indicates that some learners might be unwilling to open up about their problems, emphasizing the necessity of better communication. the ability to lead learners toward peaceful interactions by continuing one’s education and practicing conflict resolution techniques. learners can be empowered to resolve conflicts on their own by putting learner-led conflict resolution techniques into practice, such as setting up a peace corner or teaching pertinent skills. teachers can create an even more courteous and effective learning environment by continuing to be proactive and attentive to the student’s needs. as observed, the high mean scores for maintaining a positive learning environment and resolving conflicts and disputes peacefully indicate that teachers excel in creating a respectful and inclusive classroom atmosphere. this suggests that teachers prioritize fostering a harmonious and engaging environment for their learners, which is essential for effective teaching and learning. by excelling in these areas of classroom management, teachers are likely to contribute significantly to their students’ overall well-being and academic success.these results are supported by recent research. further, kounin (2020) argues that maintaining a positive learning environment and swiftly addressing conflicts are key to minimizing classroom disruptions. by effectively managing these aspects, teachers can ensure higher levels of student engagement and create a more conducive atmosphere for learning. also, hamre and pianta (2019) emphasize that cultivating a supportive classroom climate is crucial for promoting student respect and inclusivity. their work suggests that when students feel valued and supported, they are more likely to engage positively with their peers and participate in learning. in the bargain, rimm-kaufman and sawyer (2020) stress that effective conflict resolution is essential for maintaining a positive classroom atmosphere. by addressing conflicts constructively, teachers can reduce tension, foster mutual respect, and create a more harmonious learning environment. on the other hand, the indicator as a teacher, i apply discipline policies consistently and fairly, considering individual student needs and circumstances obtained the lowest mean score of 4.22 (sd=0.66) described as most of the time. although this score still falls within the very satisfactory level of competence, it suggests some variability in how consistently and fairly disciplined policies are applied. the standard deviation indicates a higher variability level than other indicators, reflecting differences in teachers’ approaches to discipline. the result may suggest that there may be differing interpretations or implementations of disciplinary policies among teachers. this variability could indicate a need for clearer guidelines or training on how to apply discipline policies in a consistent and fair manner, considering individual student needs. addressing this variability could help ensure a more uniform and equitable disciplinary approach across the school. as a mentor, it is important to recognize and address the individual needs of each learner when it comes to disciplinary matters. understanding and accommodating this variability can promote a more consistent and fair disciplinary approach throughout the school. collaborating with colleagues to develop strategies that cater to the diversity of learner needs can lead to a more equitable and supportive learning environment for all.recent studies corroborate these findings. in accordance with gregory and weinstein table 8: summary distribution of the respondents’ level of competence variables mean sd interpretation subject matter 4.41 0.58 very satisfactory teaching methods 4.28 0.59 very satisfactory classroom management 4.36 0.60 very satisfactory overall 4.35 0.59 very satisfactory legend: 4.50 5.00 at all times / outstanding 3.50 4.49 most of the time / very satisfactory 2.50 3.49 sometimes / satisfactory 1.50 2.49 seldom / unsatisfactory below 1.5 never / poor pa ge 16 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 (2019) that, fair application of discipline policies while considering individual student needs, is vital for maintaining effective classroom management. this approach helps promote positive student behavior and ensures that disciplinary actions support rather than hinder student growth and engagement. emmer and sabornie (2019) highlight that consistent discipline practices are key to maintaining order in the classroom and creating a stable environment where students can focus on learning. their research suggests that clear, predictable consequences for behavior help support student success by fostering a sense of fairness and responsibility. table 8 illustrates the summary distribution of the respondents’ level of competence based on subject matter, teaching methods and classroom management with an overall mean of 4.35 (sd=0.59), interpreted as very satisfactory level of teachers’ competence. this means that the teachers are showing most of the time their commitment with their duties and responsibilities in all aspects of their work. the standard deviation reflects moderate variability, indicating that while most teachers perform well, there are differences in their levels of competence in subject matter expertise, teaching methods, and classroom management. based on the data presented, it is seen that the respondents demonstrate an above-average level of teaching competence, showcasing their dedication and proficiency in their roles as educators. the moderate variability in the standard deviation suggests that while overall performance is very satisfactory, there are areas where teachers may benefit from further development and support to enhance their competence. this shows the importance of ongoing professional growth and collaboration among educators to continually improve teaching practices and meet the diverse needs of students. supporting research highlights the importance of these dimensions in effective teaching. in accordance with hattie (2018), a deep understanding of the subject matter and the use of effective teaching methods are essential for improving student outcomes. his research indicates that when teachers are wellversed in their content and employ proven instructional strategies, students achieve better academic results. in addition, desimone et al. (2021) underscore that robust classroom management and clear teaching practices are vital for creating and sustaining a productive learning environment. their research highlights that effective management and clear instructional approaches help maintain order and enhance student engagement. also, pianta et al. (2020) confirm that combining strong subject matter expertise with effective management and teaching strategies is crucial for achieving high teaching standards. their research shows that this integration enhances both instructional quality and student learning outcomes. among the three variables of teachers’ competence, subject matter obtained the highest overall mean score of 4.41 (sd=0.58) interpreted as very satisfactory .this variable is equally important to ensure learners’ understanding of the concepts of the lesson. the mean score in subject matter competence suggests that teachers place important value on the content they are teaching, which is essential for effective transmission of information to learners. this pinpoints that teachers are well-prepared to provide thorough and accurate explanations, leading to better understanding and learning outcomes of the learners. overall, a focus on subject matter competence reflects a dedication to delivering quality education and facilitating understanding in the classroom. these findings are consistent with recent studies. as claimed by hattie (2018), a profound grasp of the subject matter is a key factor in teaching effectiveness, as it allows educators to deliver content more clearly and confidently. this deep understanding enhances student learning by providing more accurate explanations and fostering a richer learning experience. to boot, shulman (2021) highlights that subject matter expertise is crucial for effective teaching practices, as it enables educators to present content accurately and address students’ questions with depth. his work underscores that a strong command of the subject matter enhances instructional quality and supports better student learning outcomes. in fact, grossman (2019) supports the idea that having strong content knowledge is fundamental for successful teaching and student achievement. his research indicates that teachers with a deep understanding of their subject matter are better equipped to engage students and foster academic success. meanwhile, the variable teaching methods got the lowest mean score of 4.28 (sd=0.59) interpreted as very satisfactory. the result suggests that the teachers need to be more reflective of their application of the teaching methods in their classes. as observed, some teachers tend to be unprepared in coming to class because there are instances that they become pre-occupied with other tasks. while the teaching methods are rated as very satisfactory, there is an opportunity for improvement, particularly in the consistency and preparedness of teachers. the relatively lower score suggests that some teachers may need to prioritize classroom preparation to enhance the effectiveness of their teaching methods. as an educator, this result highlights the importance of ongoing reflection and time management to ensure that teaching remains a primary focus despite other responsibilities. supporting literature provides insights into these findings. as attested by marzano et al. (2019), using a variety of engaging teaching methods is crucial for increasing student involvement and supporting effective learning. their research demonstrates that diverse instructional strategies accommodate different learning styles, ensuring that more students can connect with the material. by keeping students motivated and attentive, these varied approaches contribute to better academic performance and deeper understanding. however, research by wang et al. (2018) emphasizes that the effectiveness of teaching methods can vary, as no single strategy is universally effective for all students. their research underlines the need for educators to adapt their teaching approaches to pa ge 16 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 accommodate the diverse learning styles and needs of students. by doing so, teachers can optimize educational outcomes and ensure more equitable learning experiences for all students. certainly, desimone et al. (2021) stress the importance of instructional methods in promoting educational development, noting that variability in teaching effectiveness requires ongoing refinement. they suggest that continuously improving teaching practices allows educators to better meet the diverse needs of students. this focus on adaptability and growth in instruction is essential for achieving higher educational outcomes and fostering student success. in the context of the study of peñas (2022) teachers’ effectiveness of the curriculum is the key to their success in the classroom setting especially in the motivation of showing their competence to the learners. when teachers build strong connections with their learners, it makes a world of difference in how motivated those pupils are to learn. a simple good job or genuine smile can go a long way in encouraging a pupil to keep trying. problem 3. how do the respondents assess their extent of support on the learners’ psychological needs considering autonomy, competence, and relatedness? table 9 shows the distribution of the respondents’ table 9: distribution of the respondents’ extent of support on the learners’ psychological needs considering autonomy indicator mean sd description as a teacher, i provide options for pupils to select learning activities based on their interests and preferences. 2.93 0.63 most of the time i guide pupils in setting academic and personal goals that are meaningful to them. 3.46 0.57 at all times i offer opportunities for pupils to make decisions about their learning path and classroom activities. 3.27 0.59 at all times i facilitate activities that encourage pupils to independently solve problems and make decisions. 3.40 0.54 at all times i utilize self-assessment tools that empower pupils to evaluate their own progress and identify areas for improvement. 3.23 0.60 most of the time i incorporate reflective practices where pupils can assess their strengths, weaknesses, and growth areas. 3.15 0.62 most of the time i establish channels for pupils to give and receive feedback on their work and learning process. 3.26 0.59 at all times i encourage peer collaboration and teamwork while allowing pupils to take initiative and lead their own learning. 3.36 0.72 at all times i support the development of personalized learning plans that cater to individual pupil needs and interests. 3.27 0.57 at all times i provide opportunities for pupils to take the lead in designing and implementing projects that align with their interests and passions. 3.22 0.57 most of the time overall 3.26 0.60 at all times legend: 4.50 5.00 at all times / outstanding; 3.50 4.49 most of the time / very satisfactory; 2.50 3.49 sometimes / satisfactory; 1.50 2.49 seldom / unsatisfactory; below 1.5 never / poor extent of support on the learners’ psychological needs considering autonomy with an overall mean of 3.26 (sd=0.60) described as at all times . this means that their support is to a great extent. as observed, teachers are more focused on the delivery of subject matter than looking into the psychological needs of the students. this suggests that while there is a generally positive approach toward fostering autonomy, there are areas where it could be more consistently implemented. the standard deviation reflects some variability in how frequently these autonomy-supportive practices are applied, indicating that not all pupils experience the same level of support. as observed, although teachers generally support learners’ independence, some pupils may not fully benefit from autonomy-supportive practices because they are not always implemented consistently. it would be helpful if teachers could apply these techniques more frequently in order to support the success of every learner. learners will benefit from this by becoming more engaged, motivated, and capable of independent learning. teachers can better meet the psychological needs of their students and foster their independence and self-assurance by doing this. supporting literature underscores the significance of autonomy in educational settings. according to ryan and deci (2020), providing students with choices and encouraging self-regulation are vital components of fostering autonomy and intrinsic motivation. similarly, wang and holcombe (2019) emphasize that autonomy-supportive teaching practices enhance student engagement and academic outcomes. additionally, vansteenkiste et al. (2018) highlight the importance of self-determination theory in promoting pa ge 17 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 student autonomy and motivation. the indicator as a teacher, i guide pupils in setting academic and personal goals that are meaningful to them obtained the highest mean score of 3.46 (sd=0.57), described as at all times. this means that teachers help students establish significant goals that support their autonomy and motivation to a great extent. the relatively low standard deviation indicates that this practice is uniformly applied, making it a vital support area for autonomy. as noticed, teachers consistently guide students in setting meaningful academic and personal goals, which strongly supports their autonomy and motivation. this suggest that this practice is widely and uniformly implemented among the respondents. this consistent approach is likely a key factor in fostering a supportive learning environment where learners feel empowered to take charge of their educational journey. further, this finding is consistent with the research by schunk and zimmerman (2019), who argue that goal setting is vital for boosting students’ self-efficacy and motivation, as it provides clear objectives and a sense of direction. their research shows that setting specific, achievable goals helps students build confidence in their abilities and remain engaged in their learning. in addition, pintrich (2018) emphasizes that setting meaningful goals is essential for fostering student autonomy and engagement, as it empowers students to take ownership of their learning. his research indicates that when students have clear, relevant goals, they are more motivated and actively involved in their educational journey. as expected, brophy (2021) points out that goal-setting practice has a significant impact on student achievement and motivation by providing clear targets for students to strive towards. his research shows that well-structured goals help students stay focused, motivated, and better equipped to reach their academic potential .meanwhile, the indicator as a teacher, i provide options for pupils to select learning activities based on their interests and preferences got the lowest mean score of 2.93 (sd=0.63), described as most of the time. this means that while options are provided, they are occasionally emphasized than other autonomysupportive practices. this reflects greater variability in how often this practice is applied, suggesting that some pupils may not experience opportunities to choose. also, this further implies that the respondents find themselves not giving their activities that they like best. as observed, teachers give uniform activities regardless of whether a few or some of the learners find the activities not interesting. the data suggest that there are learners who might be doing activities out of free will. usually, teachers motivate them to do their tasks based on the objectives set for each lesson which are based on the prepared lesson plan. as seen that, the data imply that while some learners are engaging in activities out of their own will, this motivation may be largely driven by the objectives outlined by teachers rather than by intrinsic interest. this suggests a dependence on external motivation, with students possibly completing tasks to meet expectations rather than out of genuine engagement or curiosity. to foster deeper learning and autonomy, it may be beneficial for teachers to create opportunities for students to connect the lesson objectives with their own interests and goals, encouraging more intrinsic motivation. research supports these findings by highlighting the critical role of choice in autonomy support. as mentioned by deci and ryan (2019) that offering students choices is crucial for cultivating a sense of autonomy and intrinsic motivation. by allowing students to make decisions about their learning, educators can enhance their engagement and internal drive to succeed. to supplement, reeve (2018) stresses that letting students choose learning activities aligned with their interests can significantly boost engagement and academic performance. this approach helps students feel more invested in their learning, which leads to higher levels of motivation and achievement. moreover, schunk (2020) suggests that placing a greater emphasis on providing students with choices could strengthen their autonomous motivation, making them more self-driven in their learning. this increased sense of control over their educational experience can lead to improved learning outcomes and greater academic success. table 10 shows the distribution of the respondents’ extent of support on the learners’ psychological needs considering competence with an overall mean of 3.35 (sd=0.56) described as at all times. this means that they supported their students to a great extent. it implies that the respondents have an understanding that the learners have intellectual, physical, spiritual, as well as psychological needs. the result then suggests that the respondents are practicing the indicators which manifest their commitment to address the learners’ psychological needs in a general sense. as perceived, it indicates a generally strong focus on promoting pupils’ competencies, though the standard deviation reveals some variability in how consistently these practices are applied. this level of support reflects a commitment to enhancing students’ skills and confidence through various strategies. also, the focus on promoting pupils’ competencies shows a commitment to building their skills and confidence, which is crucial for their psychological well-being. however, the variability indicated by the standard deviation suggests that not all students receive the same level of support, potentially leaving some learners less equipped to develop a strong sense of competence. to effectively support all students, educators should aim to apply competenceenhancing practices more consistently, ensuring that every learner has the opportunity to develop the skills and confidence needed for success. supporting literature emphasizes the importance of competence in educational settings. according to bandura (2018), providing clear goals and feedback helps students build self-efficacy and confidence in their abilities. similarly, hattie and timperley (2018) highlight the role of feedback mechanisms in promoting students’ understanding of their strengths and areas for improvement. additionally, pa ge 17 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 table 10: distribution of the respondents’ extent of support on the learners’ psychological needs considering competence indicator mean sd description as a teacher, i provide clear and achievable learning goals that empower pupils to build confidence in their abilities. 3.39 0.53 at all times i establish feedback mechanisms that help pupils understand their strengths and areas of improvement. 3.30 0.58 at all time i design activities that allow pupils to practice and enhance their skills in various domains. 3.31 0.58 at all times i utilize tools that enable pupils to monitor their own progress and track their growth over time. 3.25 0.57 most of the time i guide pupils in setting realistic goals and action plans to develop competencies. 3.38 0.59 at all times i implement selfassessment opportunities that encourage pupils to reflect on their own competence levels. 3.30 0.57 at all times i encourage collaborative learning experiences where pupils can support each other in developing competencies. 3.39 0.53 at all times i recognize and acknowledges pupils’ efforts and achievements to boost their motivation and selfesteem. 3.49 0.52 at all times i provide differentiated instruction to accommodate pupils’ varying levels of competence and learning styles. 3.36 0.52 at all times i create opportunities for pupils to demonstrate mastery of skills and competencies through authentic assessments and tasks. 3.36 0.60 at all times overall 3.35 0.56 at all times legend: 4.50 5.00 at all times / outstanding; 3.50 4.49 most of the time / very satisfactory; 2.50 3.49 sometimes / satisfactory; 1.50 2.49 seldom / unsatisfactory; below 1.5 never / poor black and wiliam (2018) argue that self-assessment opportunities and collaborative learning are crucial for developing students’ competencies and motivation. the indicator as a teacher, i recognize and acknowledge pupils’ efforts and achievements to boost their motivation and selfesteem obtained the highest mean score of 3.49 (sd=0.52) described as at all times. this means that the respondents are supporting to a great extent their learners’ need to be motivated and have an improved selfconfidence. the findings suggest that the teachers know how important it is for the learners to be motivated to do their academic undertakings and succeed in school. this indicates that recognizing and celebrating students’ efforts is a well-established practice consistently applied to enhance motivation and self-esteem. thus, practicing is uniformly experienced among pupils, reflecting its importance in supporting their competence development. as perceived, that teachers consistently recognize and acknowledge pupils’ efforts and achievements, which is crucial for boosting motivation and self-esteem. this strong and uniform practice reflects a deep commitment to supporting students’ psychological needs by reinforcing their sense of competence. by consistently acknowledging students’ successes, teachers help build a positive learning environment where students feel valued and confident in their abilities. this finding aligns with the research by deci and ryan (2019) who emphasize that recognition and acknowledgment are key components in fostering students’ intrinsic motivation. in addition, schunk (2020) highlights that positive reinforcement and recognition are crucial for building students’ self-esteem and confidence. on the other hand, dweck (2018) supports that acknowledgment of effort and achievement plays a significant role in students’ motivation and academic success. on the other hand, the indicator as a teacher, i utilize tools that enable pupils to monitor their own progress and track their growth over time got the lowest mean score of 3.25 (sd=0.57) described as most of the time. the result implies that the respondents are supportive of giving the students a responsibility of their individual progress and growth to some extent. it suggests that while some tools for monitoring progress are used, they are not as consistently applied as other practices. the higher standard deviation indicates variability in how often these tools are utilized, implying that not all pupils have equal access to progress-monitoring tools. as seen, teachers often use tools to help pupils monitor their own progress, this practice is not as consistently applied as other competence-supportive strategies. this indicates an area for improvement, as providing students with regular opportunities to track their growth is essential for fostering a stronger sense of competence and self-directed learning.research supports the need for pa ge 17 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 better implementation of progress monitoring tools. as said by guskey (2019), self-monitoring and reflection tools empower students to actively track their learning progress, allowing them to understand their strengths and areas for improvement. these tools also help students set achievable and meaningful goals, fostering a sense of responsibility and motivation in their learning journey. also, black and wiliam (2018) emphasize that formative assessment tools are crucial for offering students continuous feedback, enabling them to understand their current performance. this ongoing feedback helps students adjust their learning strategies and improve over time, promoting deeper understanding and growth. table 11 shows the distribution of the respondents’ table 11: distribution of the respondents’ extent of support on the learners’ psychological needs in terms of relatedness indicator mean sd description as a teacher, i foster a supportive classroom environment where pupils feel connected and valued by their peers. 3.50 0.53 at all times i build positive and trusting relationships with pupils, providing emotional support and guidance. 3.39 0.53 at all times i encourage collaborative learning experiences that promote teamwork and cooperation among pupils. 3.30 0.78 at all times i ensure that all pupils feel included and respected regardless of their background or differences. 3.60 0.51 at all times i facilitate opportunities for pupils to engage with the broader community, fostering a sense of belonging. 3.45 0.51 at all times i equip pupils with skills to resolve conflicts peacefully and maintain positive relationships with others. 3.38 0.56 at all times integrate activities that help pupils develop empathy, communication, and relationship-building. 3.41 0.54 at all times i celebrate diversity and promotes cultural understanding within the classroom. 3.29 0.61 at all times i establish peer support networks to help pupils build friendships 3.35 0.59 at all times i engage families in students’ learning journey, strengthening the homeschool connection and fostering a sense of community. 3.35 0.59 at all times overall 3.40 0.58 at all times legend: 4.50 5.00 at all times / outstanding; 3.50 4.49 most of the time / very satisfactory; 2.50 3.49 sometimes / satisfactory; 1.50 2.49 seldom / unsatisfactory; below 1.5 never / poor extent of support on the learners’ psychological needs considering relatedness with an overall mean of 3.40 (sd=0.58 described as at all times and interpreted as to a great extent. this means that teachers generally emphasize supportive and creative learning environments that promote learners’ sense of connection and belonging. the standard deviation reveals that respondents completely support the psychological need for relatedness among learners. this specifically shows a strong level of teachers’ support for helping learners feel connected, feel like they belong, and establish interpersonal relationships. the fact that the learners’ psychological need for relatedness is continuously recognized and supported is what makes these results significant. the results indicate that the educational environment may be fostering positive relationships, which are essential for creating a supportive and motivating atmosphere for learning, by demonstrating that respondents consistently prioritize and meet this need. furthermore, it indicates that the respondents’ level of support is consistent. the results point to a supportive and nurturing learning environment where learners’ social and emotional needs are successfully satisfied, which may enhance their overall academic performance and experience. research supports the importance of relatedness in educational settings. for instance, deci and ryan (2019) highlight that relatedness, or feeling connected to others, is a key component of motivation and engagement in learning. similarly, ryan and deci (2020) emphasize that positive relationships and a supportive classroom environment are crucial for students’ emotional well-being and academic success. as a matter of fact, wentzel (2018) argues that fostering a sense of belonging and community significantly enhances students’ motivation and academic performance. the indicator as a teacher, i ensure that all pupils feel included and respected regardless of their background or differences obtained the highest mean score of 3.60 (sd=0.51), described as at all times. this means that the respondents are to a great extent supporting their learners’ need to be given the appropriate attention. this high score strongly emphasizes inclusivity and respect for diversity within the classroom and this practice pa ge 17 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 is consistently applied, highlighting its importance in creating a supportive learning environment. as perceived, teachers support on learners’ psychological needs, considering relatedness is strong and has shown consistent commitment from teachers to ensure that all pupils feel included and respected, regardless of their background. this emphasis on inclusivity and respect demonstrates a significant focus on addressing learners’ need for relatedness and fostering a supportive and equitable classroom environment. the consistency of this practice shows its important role in building a positive and connected learning community. based on the findings of cohen and sandy (2019), inclusivity and respect for diversity are essential for fostering a positive classroom climate and improving student engagement. in addition, eccles and roeser (2019) emphasize that ensuring students feel valued and respected contributes significantly to their overall academic and social success. huang and liu (2020) find that inclusivity and a respectful environment positively impact students’ sense of belonging and motivation. on the other hand, the indicator as a teacher, i celebrate diversity and promotes cultural understanding within the classroom got the lowest mean score of 3.29 (sd=0.61), described as at all times. the result means that the respondents are, to a great extent, supportive of their learners’ individuality and cultural background. it indicates that diversity and cultural understanding are promoted, but they are not as strongly emphasized as other relatedness practices. the higher standard deviation indicates variability in how this practice is implemented, pointing to potential areas for improvement. as observed, the teachers do support diversity and cultural understanding, but with this aspect, it is not as consistently emphasized as other practices related to relatedness. this indicates variability in how teachers celebrate diversity, meaning that not all students may equally experience this support. truly, there is a need for more focused efforts to consistently integrate cultural understanding and celebrate diversity in the classroom to ensure all students feel recognized and valued individually despite their uniqueness and differences. research highlights the need for more emphasis on celebrating diversity and cultural understanding. gay (2018) emphasizes that incorporating cultural understanding into the curriculum is essential for fostering an inclusive and equitable learning environment. by recognizing and valuing students’ diverse cultural backgrounds, educators can create a more supportive and engaging atmosphere that enhances learning for all students. further, ladson-billings (2020) supports the idea that celebrating diversity within the classroom can significantly enhance student engagement and academic success. by incorporating diverse perspectives and experiences, educators create a more inclusive environment that resonates with students, fostering deeper connections and better learning outcomes. also, nieto (2020) argues that fostering cultural understanding is essential for creating a more inclusive classroom environment, where all students feel valued and respected. this approach also supports students’ social-emotional development by promoting empathy, awareness, and a sense of belonging. table 12: summary distribution of the respondents’ extent of support on the learners’ psychological needs variables mean sd interpretation autonomy 3.26 0.60 to a great extent competence 3.35 0.56 to a great extent relatedness 3.40 0.58 to a great extent overall 3.34 0.58 to a great extent legend: 3.26 4.00 at all times / to a great extent 2.51 3.25 most of the time / to some extent 1.76 2.50 sometimes/ to a little extent 1.00-1.75 never/ not at all table 12 shows the summary distribution of the respondents’ level of support for the learners’ psychological needs with an overall mean of 3.34 (sd=0.58), interpreted as to a great extent .this means moderate variability in how these practices are applied, reflecting differences in how teachers prioritize and implement autonomy, competence, and relatedness in their classrooms. this overall score signifies a strong focus on meeting learner’ psychological needs, which is essential for fostering motivation, engagement, and well-being of the pupils in educational settings. as observed, the teacher support on learners’ psychological needs reflected that teachers are generally supportive of their students’ psychological needs, consistently focusing on autonomy, competence, and relatedness. however, the intent to support these needs is present but the execution may vary in every classroom. this inconsistency could mean that not all students experience the same extent of support, potentially impacting their motivation, engagement, and overall well-being. the strong emphasis on these psychological needs is significant for creating a positive learning environment, but the differences in application highlight areas for further professional development. ensuring that all teachers have the tools and strategies to uniformly support these needs is key to maximizing student success and fostering a more equitable educational experience. in addition, teachers must participate different activities that will enhance their competence level especially in supporting the psychological needs of their learners successfully. attending any related seminars as well as enrolling in post graduate studies will help boost teachers’ confidence and become globally competitive pa ge 17 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 to become positive implementers of a psychologically supported environment and for the learners to become successful and motivated on their academic endeavors. research underscores the importance of meeting students’ psychological needs for autonomy, competence, and relatedness to enhance motivation and academic performance. according to deci and ryan (2019), fulfilling these needs is critical for students’ intrinsic motivation and well-being. vansteenkiste et al. (2020) emphasize that when students feel autonomous, competent, and connected to others, they are more likely to engage in learning and perform better academically. undoubtedly, reeve (2018) also highlights that supporting students’ psychological needs leads to more positive educational outcomes, including higher motivation, better classroom behavior, and improved academic achievement. specifically, the variable relatedness got the highest mean score of 3.40 (sd=0.58) interpreted as to a great extent. this means that the indicators of relatedness are practiced more than autonomy and competence. this suggests that teachers are successful in fostering a sense of relatedness, especially in ensuring that students feel connected, valued, and supported in the classroom. as noticed, the teacher support on relatedness indicates that teachers prioritize creating a supportive and inclusive classroom environment where students feel a strong sense of connection and belonging. this focus on relatedness is necessary for building trust and rapport, which can enhance learner’ willingness to engage and participate in learning activities. however, the emphasis on relatedness over autonomy and competence suggests possible variance, highlighting an opportunity for teachers to also strengthen their practices in promoting pupil independence and skill development to provide a more holistic support system for learners. indeed, when relatedness is met building a positive relationship towards your learners is possible with a teacher having a strong dedication and commitment on understanding and relating each other will be more successful if there is willingness on both the teachers and the learners. supporting this finding, wentzel (2018) argues that relatedness is a critical factor in students’ motivation and academic success, fostering a sense of belonging and connection within the classroom. similarly, baumeister and leary (2019) emphasize that feeling connected to others is a fundamental human need. when students’ relatedness needs are met, they are more likely to engage in learning and perform well academically. furthermore, furrer and skinner (2020) find that relatedness is strongly associated with students’ emotional well-being and academic engagement. meanwhile, the lowest variable is autonomy, with a mean of 3.26 (sd=0.60), interpreted as to a great extent. this means that teachers provide fewer opportunities for autonomy compared to relatedness and competence. this indicates more significant variability in how autonomy is supported, pointing to potential areas for improvement in providing students with more opportunities for choice and self-directed learning. as noticed, the lower mean score for autonomy suggests that providing students with opportunities for choice and selfdirected learning may not be as consistently prioritized in classrooms, which aligns with the challenges as a teacher, balancing curriculum demands with fostering student autonomy can be difficult, but its importance must be given emphasis in order to develop an independent, competent and holistic learners. the variability in supporting autonomy highlights the need to focus more strategies and professional development to help teachers effectively integrate autonomy-supportive practices into their teaching. research highlights the need for greater emphasis on supporting autonomy in the classroom. as mentioned by patall, cooper, and robinson (2018) that providing students with autonomy in their learning enhances their motivation and engagement. when students have the ability to make choices and take ownership of their education, they become more actively involved and committed to the learning process. in addition, deci and ryan (2019) that autonomy is a critical component of self-determination. when students are given opportunities to make choices and take ownership of their learning, they are more likely to be motivated and successful. also, labrador (2020) said that the scores of the teachers have a significant relationship with the psychological well-being based on autonomy. higher salary and more privileges are offered to the teachers when they are promoted. on the other hand, teachers will develop self-worth and realize their value in a long way. it leads to higher level of confidence and empowerment, especially in dealing with their learners, which help them provide autonomy-supportive teaching practices, which give students more control over their learning, and increase engagement and higher academic achievement. by fostering a sense of ownership and self-motivation, these practices help students become more invested in their education and perform better academically. problem 4. is there a significant relationship between the respondents’ level of competence and their extent of support on learners’ psychological needs? table 13 shows the test on the relationship between the respondents’ level of teaching competence and their extent of support to the learners’ psychological needs. the findings of the study showed that there is a significant relationship between all the variables of teachers’ competence and support to the learners’ psychological needs, as indicated in the p-values, which all have less than 0.05 levels of significance. hence, the null hypothesis is rejected. the data suggests that the higher the level of the teachers’ competence, the greater the extent of their support on the learners’ psychological needs. findings indicate a relationship between learners’ psychological needs and teachers’ competence, which goes beyond academic success to include social and emotional growth. excellent teachers create classrooms that are safe, courteous, and where pa ge 17 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 table 13: test of relationship between respondents’ level of competence and their extent of support on learners’ psychological needs support on learners’ psychological needs teacher competence autonomy competence relatedness overall r-value r-value r-value r-value p-value p-value p-value p-value subject matter 0.212 0.089 0.040 0.150 .000 .015 .025 .000 s s s s teaching method 0.281 0.058 0.007 0.182 .000 .034 .011 .003 s s s s classroom management 4.33 0.002 0.011 0.133 .000 .000 .001 .032 s s s s overall 0.334 0.110 0.062 0.234 .000 .016 0.000 .000 s s s s legend: *significant at p<0.05 alpha level , s – significant, ns – not significant students feel appreciated as individuals as well as learners. competence in the subject matter is important, but so is the capacity to relate knowledge to learners’ experiences in order to pique their interest and encourage participation. good teaching methods put an emphasis on teamwork, creativity, and a feeling of belonging, enabling students to take charge of their education. learners can take chances and participate completely in well-managed classrooms because they offer structure and security. effective teaching is characterized by support for autonomy, competence, and relatedness—the pillars of a supportive learning environment. these components embody the human connection that drives learning and go beyond simple pedagogical strategies. thus, emphasizing training for the teachers must shift from a knowledge to a learner-centered approach where prioritizing learners’ psychological needs and the entire development of the child is highlighted. in addition, it enables the teacher to nurture and inspire, ensuring that every pupil feels seen, heard and supported, creating a more just and effective system in education. furthermore, the study suggests that as teachers’ competence increases, so does their support for the psychological well-being of their students. this shows the importance of enhancing teachers’ skills and knowledge to better cater the psychological needs of learners in the classroom. as observed, when learners experience higher support on autonomy, competence and relatedness in their learning, teachers are more effective in these areas. specifically, as teachers support the learners, they may also demonstrate greater competence in subject matter, employ varied teaching methods, and manage classrooms more effectively. truly, when the teachers exhibit greater competence as well as support in the learners’ psychological needs, the learners will perform better, especially when it comes on their academic endeavors. research supports the importance of autonomy in educational settings. for instance, a study by ryan and deci (2020) highlights that autonomysupportive teaching practices can enhance students’ motivation and engagement, which in turn may positively impact teacher effectiveness in various domains. similarly, taylor et al. (2019) found that autonomy in learning environments contributes to improved teaching methods and classroom management, as teachers are more likely to adapt their practices to support student independence. indeed, jang et al. (2021) emphasize that autonomysupportive environments foster a better understanding of the subject matter, as students are encouraged to explore and engage with the content more deeply. previous research aligns with these findings, suggesting that the relationship between psychological needs and teacher competence is complex. still, vansteenkiste et al. (2019) found that relatedness, or the sense of connection and belonging, plays a significant role in student outcomes like engagement and well-being. their research suggests that when students feel connected to their peers and teachers, they are more likely to be motivated and involved in their learning. however, relatedness has a stronger influence on students’ experiences rather than directly affecting teacher performance. in chiu’s study (2021), it was found that learners have three fundamental psychological needs: autonomy, competence, and relatedness, which influence their actions. meeting these needs leads to greater psychological well-being, while unmet needs can result in feelings of fragmentation and isolation. when educational approaches effectively address these psychological needs, students are more motivated to participate in learning activities. classrooms that pa ge 17 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 prioritize these needs are more likely to engage students effectively in the learning process. overall, understanding and catering to these psychological needs can significantly impact student engagement and well-being in educational settings. as gallegos et al. (2019) said, basic psychological needs such as autonomy, competence, and relatedness are fundamental for psychological well-being; these are essential for optimal development and overall well-being in our daily lives. when individuals’ autonomy is respected, they feel empowered to determine their actions, while a sense of competence allows them to control outcomes and experience effectiveness. additionally, fostering positive relationships with others contributes to a sense of belonging and acceptance. however, the satisfaction of these three basic psychological needs enhances learning in pe class when adequate motivation is given to students, fostering academic commitment during the learning process. skaalvik and skaalvik (2019) point out the significance of teacher competence in addressing students’ psychological needs within an educational environment. teachers with the required abilities, knowledge, and skills are able to establish a nurturing learning atmosphere that enhances students’ psychological well-being. this, in turn, contributes to their holistic development and academic success. the emphasis is on how teacher competence positively impacts students’ psychological needs and educational outcomes. this supports the study of ahn and hwang (2020), which examined how teacher competence in classroom management, subject matter, and teaching methods influences the emotional wellbeing of elementary students. the research indicates that students’ emotional well-being is enhanced when teachers exhibit higher levels of competence. effective teaching strategies positively impact students’ psychological needs, underscoring the importance of addressing these needs alongside academic content in response to evolving societal and technological changes. teaching goes beyond knowledge transfer; it involves fostering an environment that nurtures students’ academic and psychological growth. similarly, junayon (2022) emphasized that continuous professional practices in improving teaching and learning processes are significant. varied educational reforms, rapid transformations of technological advances, increased diversity of the classroom setup, and the need for inventive teaching are the results of continued learning. it is evident that when the teacher participates in related trainings and workshops that focus on improving teachers’ competence in order to address the gaps and difficulties of the learners. problem 5. is there a significant difference in the respondents’ extent of support on learners’ psychological needs when grouped according to their characteristics? table 14: test of significant difference in the respondents’ extent of support on the psychological needs when grouped according to their characteristics support on learners’ psychological needs respondents’ characteristics autonomy competence relatedness overall measure on support for learners’ psychological needs f/t-value f/t-value f/t-value f/t-value p-value p-value p-value p-value highest educational attainment 7.73 7.54 6.79 9.78 .000 .000 .000 .000 s s s s teaching experience 0.188 7.236 2.159 1.328 .000 .000 .000 .000 s s s s position 4.33 3.33 4.63 4.77 .012 .031 .009 .009 s s s s legend: *significant at p<0.05 alpha level s – significant ns – not significant table 14 presents the findings of a statistical analysis that shows significant differences in the respondents’ support of their psychological needs according to their characteristics such as educational attainment, teaching experience and position. when respondents were grouped based on their unique characteristics, the p-values for each variable were found to be less than 0.05, implying that these differences are statistically significant, thus null hypothesis is rejected. the data shows that responses of the respondents to the questions about the support on learners’ psychological needs may influenced according to its characteristics. in order to enhance learners’ learning experiences and outcomes, it is important to understand these differences in order to develop more focused and successful educational interventions that meet each learners’ individual needs. further, this research highlights some patterns in how respondents’ characteristics influence their support for learners’ psychological needs—specifically, autonomy, competence, and relatedness. for instance, teachers pa ge 17 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 with higher educational attainment or more years of experience with higher teaching positions tend to offer different levels of support, which may stem from varied training, teaching styles, or the wisdom gained through their experiences. this calls for targeted interventions: newer teachers might benefit from training focused on fostering student autonomy, while seasoned educators could gain from workshops that enhance their ability to support learners’ sense of belonging and relatedness. moreover, this research underscores the important relationship between teachers’ characteristics and the quality of support provided for learners’ psychological well-being. understanding these dynamics is crucial for enhancing educational practices and ensuring that all students receive the support they need to thrive. as perceived, the results emphasized the need for individualized interventions for a reason that every learner has individual differences that must addressed according to their needs and interest meaningfully. understanding and addressing the differences between the support on the learners’ psychological needs when the respondents’ characteristics in terms of educational attainment, teaching experience and position is considered, can lead to more effective support and essential strategies that sustain to the diversity of the learners. significantly, it will enhance learners’ psychological needs in terms of autonomy, competence and relatedness. truly the results will contribute to the development of more inclusive and important educational practices that promotes learners’ success and well-being. recent studies support the relationship between educational attainment and teaching effectiveness. for instance, darling-hammond, hyler and gardner (2018) found that advanced-graded teachers promote student learning and competence more effectively due to their enhanced instructional strategies and expertise. teachers with higher degrees often demonstrate a deeper understanding of relational dynamics in the classroom, contributing to a more supportive learning environment. like, goe et al. (2018) reported that teachers with higher educational qualifications are better at differentiating instruction to meet diverse student needs, which is crucial for fostering a sense of competence. in addition, the research by johnson et al. (2020) suggests that advanced education enhances teachers’ content knowledge and improves their ability to create supportive learning environments where students feel confident and capable. skaalvik and skaalvik (2019) found that teachers with higher education levels are more likely to implement autonomy-supportive practices as they have a deeper understanding of pedagogical theories that emphasize the importance of student agency. however, guay et al. (2020) argue that teachers with higher qualifications are better equipped to create learning environments that promote autonomy as they are more familiar with contemporary educational practices that encourage self-directed learning. the significance of educational attainment in fostering relatedness aligns with existing research that underscores the impact of advanced education on teaching efficacy. in addition, opfer and pedder (2019) found that teachers who engage in advanced studies are better equipped to integrate social-emotional learning into their pedagogy, enhancing students’ sense of belonging and connection. hargreaves and fullan (2020) discuss how continuous professional development and higher education empower teachers to cultivate solid and supportive student relationships, ultimately leading to better educational outcomes. on the other hand, borman and dowling (2020) emphasize that ongoing professional growth and advancement are crucial for teachers to develop and maintain supportive and effective learning environments. as teachers enhance their skills and knowledge through professional development, they become better equipped to address diverse student needs and implement effective teaching strategies. this continual improvement directly impacts their ability to create engaging and productive classroom settings, ultimately benefiting student learning outcomes.recent research supports the importance of teaching experience in promoting student competence. for instance, blazar (2018) found that experienced teachers are more effective in fostering students’ academic skills and self-efficacy due to their refined instructional practices and ability to provide meaningful feedback. a study by kraft and papay (2020) indicated that teacher experience is strongly linked to improved student outcomes, as seasoned educators are better at identifying and addressing individual student needs. klassen and tze (2019) reported that experienced teachers excel at creating supportive learning environments due to their advanced pedagogical knowledge and strong classroom management skills. their expertise allows them to effectively address diverse student needs and foster a positive, engaging classroom atmosphere. this proficiency in managing and guiding students contributes significantly to enhancing student competence and overall learning outcomes. for instance, blazar (2018) found that experienced teachers are more effective in fostering students’ academic skills and selfefficacy due to their refined instructional practices and ability to provide meaningful feedback. in line with this, wubbels et al. (2019) found that while experienced teachers often excel in classroom management, their ability to build meaningful student relationships is equally strong among less experienced teachers prioritizing relational pedagogy. in a similar findings, riley (2020) discusses how professional learning communities can enhance relatedness among students, irrespective of individual teachers’ experience levels. the relationship between teachers’ positions and the level of autonomy they provide is corroborated by several studies. as specified by liu and onwuegbuzie (2020) that teachers in leadership roles or higher positions often adopt more autonomy-supportive teaching practices, as their experience and expertise allow them to facilitate student independence more effectively. another point to consider by scherer et al. (2021) noted that teachers with greater professional responsibilities are more likely to empower students through autonomy as pa ge 17 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 152-183, 2025 they possess a deeper understanding of student-centered teaching methodologies. conclusion the following conclusions are hereby drawn for the study: the study emphasizes the significant role that teachers’ competence plays in meeting and nurturing the psychological needs of learners. competent teachers not only possess a deep understanding of their subject matter but also employ effective strategies that foster student engagement, resilience, and mental well-being. by recognizing and addressing the psychological needs of their students, these educators create a sense of relatedness and belonging, which is essential for holistic development. this approach not only enhances academic performance but also cultivates a supportive learning environment where students feel valued, understood, and appreciated. moreover, prioritizing teacher competence is crucial for establishing an educational atmosphere that promotes the psychological welfare of learners, ultimately leading to their success and productivity. the characteristics of competent teachers significantly influence their ability to support students’ psychological needs, demonstrating that effective teaching goes beyond mere knowledge transfer; it involves building meaningful connections and fostering a nurturing environment. in essence, when teachers are equipped to address the emotional and psychological dimensions of learning, they empower students to thrive both academically and personally. recommendation on the basis of the results of the study the following are recommended: 1. school administrators and other educational institutions of higher learning should place significant emphasis on professional development initiatives that aim to improve teachers’ competence in areas such as teaching methods and psychological needs awareness in terms of autonomy. this will include giving relevant training, workshops and empowering privileges to access advanced degree programs. 2. experienced teachers should establish mentorship initiatives so that they can mentor newly hired teachers. by doing so, a collaborative learning environment, best practices, and strategies will be empowered teaching methods and shared to effectively support learners’ psychological needs. 3. teachers should adopt more classroom activities that will effectively promote autonomy among the learners for them to develop independent learning. learners may also be given tasks that will help them develop and appreciate their responsibility as they grow into more independent individuals. 4. teachers and learners should collaborate in designing and planning classroom activities that will improve the teachers’ competence and will give the learners opportunities to explore and enhance their psychological needs. 5. school administrators should implement regular assessments on the performance of the teachers to monitor the progress in teachers’ competence as well as support meeting the psychological needs of the learners regularly. references abun, d. e. 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(2019). teacher selfefficacy and student engagement. learning and instruction, 48, 410–420. https://doi.org/10.1016/j. learninstruc.2016.02.005 pa ge 1 pa ge 57 american journal of multidisciplinary research and innovation (ajmri) practices on the integration of technology and learners’ reading performance in misamis oriental bethel jean p. llamera1*, roie m. ubayubay1 volume 4 issue 2, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i2.4387 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 08, 2025 accepted: february 11, 2025 published: april 14, 2025 the efficient use of technology in the classroom significantly impacts the learners’ reading performance, underscoring its crucial role in enhancing learning outcomes and student achievement. this study was conducted to determine teachers’ practices on technology integration and learners’ reading performance in misamis oriental during the school year 2023-2024. it specifically sought to describe the respondents’ characteristics, find the level of the respondents’ practices on the integration of technology, examine the level of learners’ reading performance based on phil-iri results, test the significant difference in the respondents’ practices on the integration of ict when grouped according to their characteristics, and determine the significant relationship between the respondents practices on the integration of technology and learners reading performance. the study involved one hundred fifty (150) teachers in grades 4 to 6 in misamis oriental, selected using slovin’s formula and stratified random sampling. a survey questionnaire was modified from kimmons’s (2020) study, which was subsequently analyzed to determine the data’s central tendency and distribution using descriptive statistics such as mean and standard deviation. the study used pearson correlation (r) and other correlation techniques to examine the variables’ correlations. in addition, a t-test was employed to compare groups and see whether any statistically significant differences existed. findings reveal that the respondents’ practices on integrating technology are very well practiced, and the learners’ reading performance is very satisfactory based on the phil-iri post-test result. however, no significant relationship exists between the respondents’ practices of integrating technology and learners’ reading performance except for proof and facilities. further, there is a significant difference in the respondents’ practices when grouped according to their characteristics, except for training/ seminars on integrating technology. additionally, the presence and quality of technical proof and facilities are significantly related to the learners’ reading performance and have a stronger association after intervention. this concludes that well-practiced technology integration leads to satisfactory reading performance and improved academic outcomes. the school head should conduct regular assessments to ensure new gadgets are compatible with the existing it infrastructure keywords integration of technology, learners’ practices, misamis oriental, reading performance introduction reading is an essential skill as important as breathing. it should be taught to children and nurtured as they grow older. reading is a key that unlocks understanding of the world. people read to learn, unlearn, and relearn. without the ability to read, education loses its essence. proficiency in reading is crucial for various human activities, from following instructions to communicating with others. the advancement of technology has transformed how we read and exchange information in homes, schools, and workplaces. the epidemic caused severe disruptions in the school system, posing enormous obstacles for young learners, specifically in reading performance. the learner had prior experience with modular or distant learning classes. they are more interested in technology than the traditional method of teaching. furthermore, technology has enabled asynchronous learning, which overcomes geographic boundaries and allows learners to access resources whenever they want. technology is essential for helping learners improve their reading; with digital resources like e-books, audios, and educational applications, students can enhance their vocabulary, comprehension, and fluency while accessing various reading materials, interactive lessons, and tailored learning experiences. online services like tutoring and virtual classrooms provide targeted education and feedback, facilitating ongoing learning and progress tracking. the deliberate integration of technology can significantly enhance children’s reading progress (williams, 2023). reading was the primary subject examined in pisa (2018). it is a reading evaluation, including new text, that was delivered on a computer in most of the 79 countries’ economies involved. digital delivery has enabled the use of several assessment forms. pisa 2018 defines reading literacy as understanding, assessing, commenting on, and engaging with texts to attain one’s aims, improve one’s knowledge and potential, and participate in society (misanes & pascual, 2023). in particular, teachers in the misamis oriental division address reading setbacks by accelerating technology 1 department of education (deped), philippines * corresponding author’s e-mail: bethel.llamera@deped.gov.ph pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 adoption for seamless learning. they aim to provide quality education, foster lifelong learning, creativity, and responsible citizenship, and prepare individuals for leadership roles with integrity and influence. teachers integrate technology into the curriculum, encouraging students to use tech for information. teaching methods evolve with technology to create a fearless attitude, inspire innovation, and enhance classroom learning. the department of education focuses on improving reading skills through programs like ecarp and initiatives like the phil-iri to assess and enhance students’ reading abilities in english and filipino. further, the practices of ict integration among teachers play a crucial role in improving learners’ reading performance based on classroom observations. by incorporating information and communication technology (ict) tools and resources into their teaching methods, teachers can create engaging and interactive learning experiences for students. these technologies provide access to a wide range of digital reading materials, such as e-books, online articles, and educational websites, which can enhance students’ reading skills and comprehension. additionally, ict integration allows for personalized learning experiences, as teachers can tailor reading activities to meet students’ needs and interests. this individualized approach fosters a positive learning environment and promotes a deeper understanding of reading materials, ultimately improving reading performance. according to kimmons (2020), technology integration in education refers to the purposeful use of technology to achieve learning objectives. using various forms of technology in the classroom results in learners actively engaged with learning objectives. the use of technology also opens up opportunities for individualized instruction to address learners’ specific requirements as individual learners within a larger classroom environment. there is a prevalent misperception that incorporating technology into the classroom can be costly for school systems, but children do not need their tablets or computers to flourish with technology. for auditory and visual learners, using technology during whole-class education can help to increase student engagement. given this concern, the researcher would want to focus on technology integration practices and learners’ reading performance in selected districts of misamis oriental. literature review practices on ict integration of technology ngao et al. 2022) investigated teacher educators’ perspectives and practices in incorporating information and communication technology (ict) into teacher education programs. to improve preservice teachers’ learning, teacher educators use a variety of software and learning platforms, social media, online information gathering, and access to learning materials via journal subscriptions. thus, including teacher training is critical, and teacher educators should be assisted and encouraged to develop positive learning attitudes and integrate ict into their teaching practices. concurrently, providing preservice teachers with ict-based pedagogical abilities, not only through specialist ict courses but also by witnessing how teacher educators utilize them, substantially impacts changing teaching methods in their future classrooms. according to lomos et al. (2023), an initial investment in school ict infrastructure must be linked to teachers’ ict-related beliefs, attitudes, and competence to be implemented effectively. the current study examined the factors discovered in earlier empirical investigations in the context of ict implementation in schools in an educational system with strong initial ict technology support. it demonstrates that a significant financial investment in ict for schools and communities becomes a support condition only when other staff-related and context-related factors are present. additionally, baculio (2023) finds a substantial relationship between teachers’ levels of technology utilization and critical thinking abilities, collaborative skills, creativity and motivation, and self-direction skills in 21st-century teaching techniques. according to lao (2023), teachers’ levels of ict integration in teaching and learning were high, and learners’ academic achievement in the first and second grades was excellent, except for mathematics. there was a strong link between teachers’ ict integration in teaching and learning and learners’ academic attainment. proof teachers, being the key figures in introducing ict into educational environments, require training on suitable strategies for integrating these tools into teaching and learning scenarios. as a result, most educational institutions, from primary to postsecondary, rely heavily on icts. the use of ict broadens teaching opportunities both within and outside the classroom. it offers a highquality learning component that promotes self-directed learning for all. in addition to academic achievement, children must have good english language communication abilities for a successful future. curriculums should also include technology tools to help learners and teachers share their work to celebrate cultural diversity and increase everyone’s motivation and self-esteem (noordan & yunus, 2022). according to haleem et al. (2022), digital technology has caused a paradigm shift in the entire educational system. it serves as a mentor, assessor, co-creator of information, and knowledge provider. technological advances in education have made students’ lives easier. learners currently make presentations and projects utilizing a variety of software and tools rather than pen and paper. an ipad weighs less than a stack of notebooks. surfing an e-book is more convenient than browsing a heavy book. facility the study by unesco’s international institute for educational planning, (2023) said that schools rely on pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 ict tools for communication, creation, dissemination, storage, and information management. strategies like interactive digital whiteboards, personal gadgets, and flipped classrooms help learners develop higher-order thinking abilities and prepare them for technological change. ict planners must consider cost-benefit analysis, infrastructure provision, and teacher assistance when implementing ict. integrating technology into the classroom can substantially benefit both teachers and learners. teachers can use computer technology to improve learning, connect with learners, and encourage them to engage with the content in new and exciting ways. when given sufficient direction, clear objectives, and extensive technological training, learners build new skills as digital learners. these abilities have been related to higher academic performance and greater personal and professional success (team, 2024). compliance emerging technologies significantly improve teaching and learning processes, notably in delivering immediate feedback, facilitating teamwork, and increasing teacherlearner involvement. to fully realize the promise of new technologies, educational institutions must develop governance structures and strategic strategies to integrate into institutional life. for example, google expeditions includes a wireless fold-out cardboard viewer that can be used inside and outside the classroom, offering additional chances for topic review or homework. to fully realize the benefits of developing educational technologies, all stakeholders in the education sector must overcome the barriers that prevent these technologies from being successfully integrated into the teaching and learning processes (almufarreh & arshad, 2023). ict has transformed many aspects of life, making teaching and learning more efficient and pleasant. to increase learners’ academic performance, teachers should obtain concurrent training, learners should research on the internet, and social media use should be limited. standardized it infrastructure, responsive e-learning platforms, and dependable internet access are critical for efficient service delivery (adelakun, 2023). institutionalization according to namayala et al. (2024), free and opensource software (foss) is a feasible alternative to costly proprietary software because of its low total cost of ownership. it is projected to have a bright future due to its innovative service delivery technology. this study investigates the institutionalization of foss adoption by studying the ict policies of national and selected universities and the growth of public discourse about foss by examining many publications. the study used a comprehensive literature review and was driven by an analytical framework combining new institutional theory, organizing vision, and rhetorical diffusion theory. the data demonstrate that, while foss is used sporadically in some tanzanian heis, it is not widely institutionalized. furthermore, according to roberts’s study (2020), ict services, including networks, video conferencing, and enterprise software, require a robust infrastructure. rapid internet usage and cloud computing drive ict development, benefiting developing nations and global economies. ict integration enhances daily lives, improves living standards, and drives economic growth. learners’ reading performance the recent study by sarimanah et al. (2022) examines the connection between attitudes toward ict and reading performance in the educational setting. it also investigates the mediating role of attitudes towards ict on learner economic ability and reading performance. the results confirm that attitudes towards ict significantly impact reading performance. additionally, there is a positive direct effect from student economic ability to attitudes towards ict. attitudes toward ict mediate the relationship between student economic ability and reading performance. however, student economic ability does not directly affect student reading performance. moreover, using both interactive and traditional teaching methods, sanchez et al. (2021) investigated fourth-grade learners’ reading comprehension abilities. the results revealed a considerable increase in performance, with an immersive approach enhancing learning and cognitive processes. the interactive teaching method proved effective in improving reading and comprehension skills. digital school learners learn better when they are exposed to meaningful work and intellectual stimulation through the use of technology. teachers can use creative ideas to engage learners and transition from traditional teaching to technology-based strategies. further research with different groups could validate the results. learners’ reading performance in phil-iri based on deped order no. 14, series of 2018 states that the phil-iri, used as a classroom-based assessment tool, aims to measure and describe learners’ reading performance in both english and filipino languages in oral reading, silent reading, and listening comprehension. these three sorts of assessments try to identify the learner’s level of independence, teaching, and frustration. the phil-iri data will also be used to plan, design, and revise teachers’ reading instruction and the school’s reading programs or activities to improve the school’s overall reading performance. it is designed to assess and describe learners’ reading performance for classroom use. the data collected from this assessment can assist teachers in developing and delivering suitable reading instruction to learners. furthermore, abril et al. (2022) revealed that the department of education mandates the phil-iri program as a reading proficiency assessment method. this report critically examined its implementation in classrooms and found difficulties in literacy improvement. teachers struggled to regularly apply program interventions owing to heavy workloads and time restrictions. inadequate pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 teaching materials, restricted technology facilities, and library resources all hampered reading remediation. teachers found it difficult to develop struggling learners’ reading abilities. also, the study by palacio (2022) looked at the influence of the e-reading package on the reading levels of grade 4 learners at bulan north central school-b, bulan iii district, division of sorsogon, during the 2021-2022 school year. the phil-iri oral reading test in english was used to collect data for the study, which followed a descriptive and experimental design. the study found a substantial difference in reading levels before and after using the e-reading package. recommendations for boosting reading levels include varying reading activities, continual testing of reading skills, and using the e-reading package in remedial reading sessions. phil-iri post-test result the department of education has mandated that schools employ the philippine informal reading inventory program to evaluate students’ reading skills. a thorough evaluation of the program brought to light implementation issues, including how instructors’ busy schedules and scarce resources affect the efficacy of reading interventions. these barriers prevented pupils’ writing and reading skills from developing and from improving their literacy. the study underlined the need for greater assistance, such as sufficient teaching resources and time for educators to properly handle students’ reading issues (abril et al., 2022). literacy is a fundamental skill for young learners, forming the basis for academic success. the department of education prioritizes enhancing literacy through tools like the philippine informal reading inventory assessment tool. this tool helps teachers assess students’ reading proficiency and tailor effective reading instruction. using phil-iri, public school teachers can evaluate students’ word recognition and comprehension skills through silent and oral assessments. the tool measures reading fluency, speed, and understanding, providing educators with valuable insights into each student’s reading ability (villalva, 2023). moreover, the department of education has implemented the philippine informal reading inventory program to evaluate classroom reading proficiency. according to a critical examination of its implementation, effective reading interventions for struggling readers are hampered by issues like teacher workload, time limits, and resource scarcity. despite its significance, these challenges prevent the program from advancing literacy and reading competency. due to their overwhelming workloads and lack of resources, teachers find it difficult to give proper remediation, which hinders the growth of struggling readers’ reading skills (abril et al., 2022). materials and methods research design this study used a descriptive survey method of research to investigate the relationship between selected elementary teachers’ use of ict in the classroom and their learners’ reading performance on the phil-iri post-test. sirisilla’s study (2023) used a descriptive research design, which entails observing and collecting data on a given issue without attempting to prove cause-and-effect links. the primary goal of descriptive research is to provide a full and accurate depiction of the population or phenomenon being studied and to characterize the correlations, patterns, and trends found in the data. this form of study includes surveys, observational studies, and case studies, with data that might be qualitative or quantitative. this study employed a descriptive correlational research design because the researcher wanted to determine the teachers’ practices on integrating technology and learners’ reading performance in selected districts in the division of misamis oriental during the school year 2023-2024. a questionnaire was used to collect data since it is a quantitative method of acquiring data, such as evidence, facts, or information expressed quantitatively. the advantage of using a questionnaire instead of an interview is that it is easier to reach a broad group of people. the researcher’s respondents were selected public school grades 4 to 6 teachers from the selected district, division of misamis oriental, making data collecting easier for the researcher. the researcher used the descriptive technique to collect data and answer questions on the current state of ict integration in teaching and learning among elementary teachers. the researcher was directed by republic act no. 10173, also known as the data privacy act, which is a statute that attempts to safeguard all types of information, whether private, personal, or sensitive. it is intended to apply to both natural and legal individuals involved in processing personal data. the researcher collected the surveys. the outcomes were then tabulated, evaluated, and interpreted. sampling techniques the researcher utilized slovin’s formula to obtain the desired number of respondents, which was one hundred fifty (150) elementary school teachers. there were four hundred fifty (450) elementary public school teachers in the alubijid, laguindingan, and gitagum districts of misamis oriental for the school year 2023-2024. as a result, with a total population of two hundred forty (240) public school teachers and a margin of error of 5%, where the required sample size of one hundred fifty (150) was obtained. this sample size was representative of the greater population of public school teachers in the specified district and was considered sufficient for successful data collection and analysis. moreover, a stratified random sampling procedure was also employed. this was done by dividing the computed sample size by its population. then, stratified random sampling was utilized to get the number of teachers by grade level. this was done through a lottery method so that everyone could be selected. pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 research instrument a survey questionnaire, patterned and modified from kimmons’s (2020) study on technology integration, was utilized as the primary data collection method. the data were gathered using a three-part questionnaire. part 1 dwelt on the respondents’ characteristics. part 2 dealt with the teachers’ practices on ict integration regarding proof, facility, compliance, and institutionalization. this was patterned and modified from kimmons’ research technology integration. part 3 elicited learners’ reading performance in phil-iri post-test results. this was based on do no. 14 s. 2018. this data used the phil-iri post-test findings to examine how well students read. with this, the researcher employed secondary sources, considering that the results were taken from schools through school ict coordinators. results and discussion table 1: distribution of respondents’ practices on the integration of technology in terms of proof indicator as a teacher… mean sd description i install a new reading-related app on a specific technology device. 3.44 0.80 at all times i introduce a reading-learning regimen using powerpoint presentations before the session begins. 3.04 0.79 most of the time i use word processing programs (e.g., ms word) to make instructional reading materials. 3.41 0.79 at all times i use presentation software (such as microsoft powerpoint) to create instructional reading materials. 3.26 0.90 at all times i use spreadsheet programs (e.g., microsoft excel) to create reading instructional materials. 3.30 0.80 at all times i run database programs (e.g., microsoft access). 3.26 0.79 at all times i utilize the internet for communication (e.g., chatrooms and emails. 3.24 0.82 most of the time i use a graphic application (such as photoshop). 3.15 0.93 most of the time i use online apps (such as canva and google slides). 3.07 0.98 most of the time i utilize applications to eliminate viruses from computers. 3.14 0.91 most of the time overall 3.23 0.85 most of the time legend: 3.26-4.00 at all times/extremely practiced 2.51-3.25 most of the time/very well practiced 1.76-2.50 sometimes/slightly practiced 1.00-1.75 never/ not at all practiced table 1 reflects the distribution of the respondents’ practices on integrating technology on learners’ reading performance in terms of proof with an overall mean of 3.23 (sd=0.85), described as most of the time and interpreted as very well practiced. this means that teachers’ practices of integrating technology into learners’ reading performance in terms of proof are very well practiced. this further means that most teachers exhibit strong proficiency in using technology tools like reading apps, word processing software, and graphic programs to enhance learners learning and instructional material creation. this implies that public school teachers are actively utilizing technology to illustrate and prove the efficacy of their reading education. they will likely use digital technologies to monitor student progress, collect reading performance data, and provide evidence-based feedback. this emphasis on proof reflects a dedication to data-driven education and a desire to employ technology to improve student reading learning results. as observed, teachers practicing technology integration in learners’ reading performance signifies a proactive and effective educational approach, indicating that trained teachers excel in utilizing technology for enhanced learning outcomes and engaging instructional content creation. the study by smith et al. (2020) investigated the impact of technology integration on students’ reading performance. the researchers found that when teachers consistently incorporated various digital tools and resources into their reading instruction, learners significantly improved reading comprehension, vocabulary development, and reading fluency. the study indicates that the regular and purposeful integration of technology can enhance learners’ reading performance, providing them with engaging and personalized learning experiences. in addition, the study by lee and kim (2022) examined the factors contributing to the successful implementation of technology in the classroom. the researchers found that teachers who received comprehensive professional development and understood how to utilize technology in their instructional practices effectively were more likely to implement these strategies consistently. this resulted in higher levels of student engagement and better reading outcomes. this implies that when teachers consistently and effectively integrate technology into their reading instruction, it can lead to improved reading performance among learners. the high overall mean indicates that the teachers or educational professionals are implementing these strategies regularly. moreover, the indicator, as a teacher, i installed a new pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 reading-related app on a specific technology device, obtained the highest mean score of 3.44 (sd=0.80), described as at all times and interpreted as extremely practiced. this means that the respondents are experts in installing a new reading-related app on a specific technology device. this further means that when teachers consistently install and utilize new reading-focused applications on their classroom devices, it can significantly improve learners’ reading performance. furthermore, respondents’ proficiency in installing new reading-related apps on specific technology devices is evident. as observed, teachers who continuously integrated new and creative educational applications into their reading instruction reported the most significant benefits in their learners’ reading comprehension, fluency, and overall engagement. based on the study by wang and chen (2022), which explored the factors that influence teachers’ adoption and integration of educational technology, found that teachers who felt confident in their technological skills and had access to ongoing professional development were more likely to experiment with new educational applications and integrate them into their teaching practices. this, in turn, led to higher levels of learner engagement and better learning outcomes. in contrast, the indicator as a teacher, i introduce a reading-learning regimen using powerpoint presentations before the session begins obtained the lowest mean of 3.04 (sd=0.79), described most of the time and interpreted very well practiced. this means that despite the slightly lower mean, the interpretation of very well practiced suggests that integrating powerpoint presentations into the reading-learning regimen is a common and skillful practice among teachers. this indicates that incorporating powerpoint presentations into the reading-learning routine is a prevalent and proficient practice among teachers. the use of powerpoint in teaching is seen as a prevalent and effective strategy employed by teachers to enhance reading instruction. as noticed, powerpoint presentations, when utilized exclusively as a lecture-based format by teachers, were result to less effective in generating active learning and engagement, both of which are important components in improving students’ reading comprehension and performance. in connection with this, the study by hsu and hwang (2021) examined the impact of different instructional approaches on learners’ reading engagement and performance. the researchers found that while using powerpoint presentations can be an effective tool for introducing new content and concepts, it may not be as engaging or interactive as other technology-based approaches, such as educational apps or interactive whiteboards. table 2: distribution of respondents’ practices on the integration of technology in terms of facilities indicator as a teacher… mean sd description i utilize the internet to find reading materials. 3.39 0.87 at all times i use powerpoint presentations to help learners enhance their reading skills. 3.12 0.81 most of the time i use gadgets like cell phones, tablets, laptops, smart tvs, projectors, and desktop pcs to help learners improve their reading skills. 3.35 0.75 at all times i choose the right gadget(s) based on the learners' particular reading needs and preferences. 3.25 0.81 most of the time i find easy-to-use technology that requires little training and support. 3.27 0.80 at all times i use gadgets to provide individualized and adaptive reading experiences to students. 3.22 0.93 most of the time i use the multimedia editor to develop instructional materials. 3.13 0.86 most of the time i utilize a printer and scanner to create reading instructional materials. 3.22 0.80 most of the time i use the youtube application to teach learners to read. 3.33 0.86 at all times i prepare lessons using microsoft office productivity tools. 3.13 0.85 most of the time overall 3.24 0.83 most of the time legend: 3.26-4.00 at all times/extremely practiced 2.51-3.25 most of the time/very well practiced 1.76-2.50 sometimes/slightly practiced 1.00-1.75 never/ not at all practiced table 2 shows the distribution of the respondents’ practices on the integration of technology on learners’ reading performance in terms of facilities with an overall mean of 3.24 (sd=0.83) described most of the time and interpreted as very well practiced. this means that teachers’ practices on integrating technology into learners’ reading performance in terms of facilities are well practiced. this implies that teachers who prioritize user-friendly technology are more likely to provide an accessible and interesting learning environment for their students. they recognize that technology should be used to facilitate learning, not as a barrier. they can focus on giving excellent instruction and supporting their students’ reading growth by using simple tools to navigate and utilize. this strategy demonstrates a dedication to making technology work for teachers and students, resulting in better learning outcomes. as observed, teachers prioritize using user-friendly classroom tools to enhance teaching practices effectively. this reflects the commitment of both teachers and technology support staff to integrate pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 technology seamlessly into teaching for improved learner outcomes. as stated in the study by ding (2020) the impact of new media technology on learners’ reading habits, highlighting how integrating technology has transformed traditional reading methods. this fusion has created a new reading pattern with benefits and drawbacks, offering college learners increased flexibility and engagement through digital platforms, interactive content, and multimedia elements. understanding these influences is crucial for educators and stakeholders to leverage technology’s advantages effectively, enhancing the quality of learners’ reading experiences while navigating potential challenges to uphold reading standards in the evolving landscape of technology and reading habits. the indicator, as a teacher, i utilize the internet to find reading materials obtained the highest mean score of 3.39 (sd=0.87), described as at all times and interpreted as extremely practiced. this means that teachers exhibit a robust and regular practice of using the internet to access suitable reading materials that cater to the reading performance of their learners. furthermore, the study highlighted that teachers who received adequate training and support in utilizing online resources effectively were more confident and adept at integrating technology into their reading instruction. further, it is observed that educators have a robust and dependable practice of using the internet to find pertinent reading materials designed to improve their learners’ reading abilities. hébert et al. (2021) examined the factors that influence teachers’ use of online resources for teaching reading comprehension. they found that teachers who perceived the internet as a valuable and accessible tool were likelier to integrate it into their reading instruction. the researchers indicated that the ease of access to a wide range of digital reading materials, the ability to customize and adapt these materials to meet the diverse needs of learners, and the potential for enhanced learners’ engagement and motivation were some of the critical factors that contributed to the teachers’ increased reliance on the internet for finding reading materials. in contrast, the indicator as a teacher, i use powerpoint presentations to help learners enhance their reading skills, obtaining the lowest mean of 3.12 (sd=0.81), described as most of the time and interpreted as very well practiced. teachers commonly employ this method but not as frequently as other practices. despite its lower mean score, the interpretation of very well practiced suggests that using powerpoint presentations to enhance reading skills is still a proficient and regularly utilized approach among teachers. this further means that teachers in this context frequently utilize this tool but to a lesser extent than other practices. it also implies that the static nature of powerpoint presentations, where the content is primarily text-based and linear, may not optimally cater to learners’ diverse learning styles and needs, especially those struggling with reading. as noticed, while using powerpoint presentations to enhance reading skills is a common practice among teachers in the school where the study was conducted, it is not as frequently employed as other methods. a study by alrawashdeh et al. (2024) examined the effectiveness of various instructional technologies, including powerpoint presentations, in improving reading comprehension among elementary school students. the study found that while powerpoint presentations can help present information and engage learners, they may not be as effective as other technology-based interventions in directly enhancing reading skills. table 3: distribution of respondents’ practices on the integration of technology in terms of compliance indicator as a teacher… mean sd description i identify measurable outcomes for technology improving reading performance. 3.44 0.80 at all times i evaluate technology's impact on learners' reading abilities. 3.04 0.79 most of the time i measure learners’ reading progress with technology. 3.41 0.79 at all times i assess technology's impact on reading comprehension skills. 3.26 0.90 at all times i track data on learners' reading performance to evaluate the impact of technology. 3.30 0.80 at all times i identify factors for the success of technology in improving reading. 3.26 0.79 at all times i am willing to incorporate new digital tools and technologies into your teaching reading. 3.24 0.82 most of the time i collaborate with colleagues to enhance technology for better reading performance. 3.15 0.93 most of the time i use technology to meet specific student reading needs effectively. 3.07 0.98 most of the time i communicate technology's positive impact on reading to stakeholders and school administrators. 3.14 0.91 most of the time overall 3.20 0.82 most of the time pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 table 3 shows the distribution of respondents’ practices on integrating technology into learners’ reading performance in terms of compliance with an overall mean of 3.20 (sd=0.82) described as most of the time and interpreted as very well practiced. this means that respondents’ practices on integrating technology into learners’ reading performance in terms of integrating technology in terms of compliance are very well observed and practiced by the respondents. this further means that they have consistently and extensively incorporated technology-based approaches into their teaching and learning strategies to address the compliance or regulatory requirements related to enhancing learners’ reading performance. in line with this, the findings were supported by the study of bowman et al. (2022). their research examined the impact of technology-based reading interventions on learners’ learning outcomes and the factors that influence teachers’ adoption and implementation of these interventions. the study found that when teachers were provided with clear guidelines, resources, and professional development opportunities to integrate technology-based reading strategies, they were more likely to comply with the mandated requirements and successfully implement these practices in their classrooms. the researchers highlighted that the availability of support and the clear communication of expectations from the administrative or regulatory authorities played a crucial role in driving the consistent and effective integration of technology for improving reading performance. the indicator, as a teacher, i identify measurable outcomes for technology improving reading performance obtained the highest mean score of 3.44 (sd=0.80), described as at all times and interpreted as extremely practiced. this means that teachers practice identifying measurable outcomes for technology to improve reading performance. this further means that teachers strongly emphasize setting and tracking specific, measurable goals or outcomes when integrating technology-based approaches to enhance their learners’ reading skills and performance. this implies that teachers prioritize identifying measurable technology outcomes to enhance reading performance. moreover, teachers prioritize establishing and monitoring specific, measurable objectives using technologybased methods to enhance students’ reading skills. by defining clear goals, teachers can monitor progress, assess the impact of technology on reading abilities, and adapt strategies for positive outcomes. the researchers highlighted that the mere use of technology does not automatically guarantee improvements in reading abilities. instead, they emphasized the importance of systematically evaluating the impact of technologybased approaches to ensure that they are aligned with the learning objectives, effectively address the specific needs of the learners, and lead to the desired reading outcomes. as perceived, teachers in this study use various digital gadgets to incorporate lessons into their classrooms. they employ interactive reading apps in the classroom to engage children and help them improve their reading skills. according to akram et al. (2022), teachers believe incorporating technology into reading instruction is practical, engaging, and motivating for learners. educational institutions should implement policies to support the efficient use of technology, allocate appropriate funds, and provide necessary resources to facilitate its integration into teaching practices. technology supports remote training for reading comprehension. in contrast, the indicator as a teacher, i evaluate technology’s impact on learners’ reading abilities and obtained the lowest mean of 3.04 (sd=0.79), described as most of the time and interpreted as very well practiced. while this practice is common among teachers, it is not as frequently implemented as other methods. it indicates that teachers are proficient and regularly assess how technology influences students’ reading skills. this implies that while this practice is widespread among teachers, it is not as commonly implemented as other methods. despite the lower average score, teachers consistently assess how technology influences learners’ reading skills. this underlines the significance of teachers actively assessing the effectiveness of technology integration in enhancing learners’ reading abilities to achieve educational objectives and optimize instructional methods. as noticed, most teachers examine technology’s impact on learners’ reading abilities by employing technology evaluation tools such as digital reading quizzes or interactive exercises to check their understanding of the subject. based on jamshidifarsani et al.’s (2019) study, while technology-based interventions can have a positive impact on learners’ reading outcomes, the effectiveness of these interventions is often dependent on the quality of the implementation and the specific ways in which the technology is integrated into the instructional practices. legend: 3.26-4.00 at all times/extremely practiced 2.51-3.25 most of the time/very well practiced 1.76-2.50 sometimes/slightly practiced 1.00-1.75 never/ not at all practiced table 4: distribution of respondents’ practices on the integration of technology in terms of institutionalization indicator as a teacher… mean sd description i analyze the long-term costs of new reading technology. 3.38 0.84 at all times i determine whether new gadgets or technologies are compatible with the school's it infrastructure. 2.91 0.80 most of the time pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 table 4 exhibits the distribution of the respondents’ practices on integrating technology into learners’ reading performance in terms of institutionalization with an overall mean of 3.19 (sd=0.84), described most of the time and interpreted as very well practiced. this means that respondents’ practices on integrating technology into learners’ reading performance in terms of institutionalization are very well practiced. this implies that the respondents have successfully integrated technology into their practices in a way that has become institutionalized or deeply embedded within their educational system or organization. this indicates that the respondents have successfully integrated technology into their practices in an institutionalized way within their educational system or organization. additionally, the extensive integration of technology into learners’ reading performance, in terms of institutionalization, demonstrates a well-established and deeply ingrained use of technology within the educational framework. it represents a sustainable and organized approach to leveraging technology to enhance learning outcomes in reading. as seen, teachers in this generation cultivate an environment that encourages innovation, collaboration, and ongoing enhancement in teaching methodologies. nelson et al. (2019) examined the factors that influence the successful integration of technology in the classroom, focusing on the role of institutional support and policies. the study found that technology integration becomes more institutionalized and sustainable over time when educational institutions provide a supportive infrastructure, transparent policies, and ongoing professional development for teachers. the researchers highlighted that the availability of resources, technical support, and the alignment of technology integration with the institution’s strategic goals and educational objectives were critical factors driving the widespread and consistent adoption of technology-based practices. the indicator, as a teacher, i analyze the long-term costs of new reading technology obtained the highest mean score of 3.38 (sd=0.84) described as at all times and interpreted as extremely practiced. this means that teachers demonstrate extreme practice in analyzing the long-term cost of new technology. this implies that teachers are consistently and thoroughly examining the long-term costs associated with adopting and implementing new technology-based approaches to support their learners’ reading performance. it indicates that teachers show a high level of practice in analyzing the long-term cost of new technology. the study highlighted that by conducting a comprehensive analysis of the long-term financial impact of new reading technology, teachers can make well-informed decisions regarding the sustainability and cost-efficiency of these interventions. this enables them to allocate resources efficiently and ensure that the technology-driven approaches they introduce align with their budget and long-term educational objectives. as noticed, instructors were highly fortunate during this period because the department of education initiated and released funds for the needs of the teachers and learners. mooe funds are utilized to allocate budgets for teacher and learner resources such as gadgets like tvs, laptops, speakers, tablets, etc. the study of chugh et al. (2023) found that the longterm costs of implementing and maintaining educational technology can be significant and often exceed the initial investments. the researchers highlighted the importance of teachers and school administrators carefully considering the ongoing costs associated with hardware and software upgrades, technical support, professional development, and content licensing. a mixed methods action research study revealed that teachers with more i assess the long-term viability and durability of new technology for reading education. 3.20 0.88 most of the time i manage and grow the application of new technologies for successful reading improvement. 3.19 0.79 most of the time i enjoy technology for interactive multimedia presentations when teaching reading. 3.18 0.84 most of the time i can predict and address problems with software updates, breakage, and device replacement. 3.10 0.86 most of the time i can work with technology support people to enable the smooth integration of new technologies for better reading. 3.10 0.90 most of the time i use educational apps and software to automate tasks, allowing personalized instruction in reading. 3.23 0.84 most of the time i can improve teaching instruction by implementing new technology for reading enhancement. 3.32 0.81 at all times i align technology usage with the broader goals and objectives of boosting learners' reading performance. 3.29 0.81 at all times overall 3.19 0.84 most of the time legend: 3.26-4.00 at all times/extremely practiced 2.51-3.25 most of the time/very well practiced 1.76-2.50 sometimes/slightly practiced 1.00-1.75 never/ not at all practiced pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 teacher-centered perspectives successfully integrated technology. according to qualitative research findings, the school environment impacts teachers’ attitudes toward technology. the study recommends providing customized professional development based on teachers’ different degrees of technology integration to enhance teaching practices. by coordinating this with teachers’ methods for using technology to improve learners’ reading comprehension, teachers can modify their approach to incorporating technology to effectively help dyslexic kids (bice & tang, 2022). in contrast, the indicator as a teacher, i determine whether new gadgets or technologies are compatible with the school’s existing it infrastructure obtained the lowest mean of 2.91 (sd=0.80), described as most of the time and interpreted as very well practiced. while this practice is common among teachers, it is not as frequently implemented as other methods. this means that while teachers consider the compatibility of new technology with the school’s it infrastructure, this practice is not as prevalent or consistent as other technology integration strategies.this implies that teachers are proficient and regularly assess the alignment of new technologies with the school’s it infrastructure. by actively assessing compatibility, teachers can make informed decisions, improve technology integration, and streamline using new gadgets to enhance learners’ learning. as observed, teachers nowadays are exceptionally creative and innovative in adapting to changes. collaborating with it workers, attending training sessions, and staying updated on technology policy updates can allow teachers to make informed judgments about incorporating new devices or technologies into their teaching practices. according to pelila et al. (2022), one of the significant barriers to technology integration is the lack of compatibility between new technologies and the existing it infrastructure in schools. this can include outdated hardware, incompatible software, limited network capabilities, and inadequate technical support. table 5: summary of respondents’ practices on the integration of technology variables mean sd interpretation proof 3.23 0.85 very well practiced facilities 3.24 0.83 very well practiced compliance 3.20 0.82 very well practiced institutionalization 3.19 0.84 very well practiced overall 3.22 0.84 very well practiced legend: 3.26-4.00 at all times/extremely practiced 2.51-3.25 most of the time/very well practiced 1.76-2.50 sometimes/slightly practiced 1.00-1.75 never/ not at all practiced table 5 summarizes the respondents’ practices on integrating technology with an overall mean of 3.22 (sd=0.84) and interpreted as very well practiced. this means that teachers demonstrate high proficiency and regular practice in integrating technology to enhance learners’ reading performance. this implies that teachers exhibit strong proficiency and consistent practice in utilizing technology to enhance learners’ reading performance. this indicates that integrating technology to improve learners’ reading performance is a common and regularly applied approach within the respondents’ educational context. the alqahtani (2020) study found that technologybased approaches, such as computer-assisted instruction, interactive software, and digital reading tools, can positively impact learners’ reading outcomes. the researchers highlighted that when technology is effectively integrated into reading instruction, it can provide opportunities for personalized learning, immediate feedback, and targeted interventions, leading to improved reading fluency, comprehension, and engagement. moreover, the variable facilities obtained the highest mean score of 3.24 (sd=0.84), interpreted as very well practiced. this means that the respondents’ highestperformed variable is the facilities. this implies that the study’s teachers and technology support staff prioritize using user-friendly classroom tools. this further implies that teachers and technology support staff prioritize using user-friendly classroom tools, reflecting a practical and effective approach to enhancing the teaching and learning process. moreover, this underscores the significance of aligning technological resources with teachers’ and administrators’ preferences and needs to create an optimal learning environment that maximizes technology’s educational advantages. by recognizing and accommodating these preferences, educational institutions can effectively integrate technology to enhance teaching practices and improve learners’ outcomes. as noticed, principals and administrators value technology for educational purposes, emphasizing its benefits despite the additional time and effort required for seamless integration. dogan et al. (2021) found that when educational institutions provide teachers with access to modern hardware, software, and well-equipped learning spaces, it facilitates the consistent and effective integration of technology into teaching and learning practices. however, the variable on institutionalization obtained the lowest mean of 3.19 (sd=0.84), interpreted as very well practiced. this means that the level of institutionalization of technology integration in the context is relatively high. this implies that teachers who can analyze prices, pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 compatibility, durability, and other factors of technology integration are more likely to use digital tools strategically and thoughtfully. as observed, the principal nowadays sets a goal for all teachers to incorporate a digital reading platform into their lessons to improve students’ reading comprehension. they appreciate the significance of selecting the appropriate technology for their purposes, ensuring that it is inexpensive, dependable, and effective in promoting student learning. this degree of awareness and competence enables them to make educated judgments about technology use, maximizing its impact on their teaching and resulting in more sustainable and successful technology integration in their classrooms. this could include employing interactive whiteboards, online reading resources, or gadgets like tablets to improve instruction and engage students in reading activities. according to a study by celeste and osias (2024), teachers demonstrated a dedication to incorporating technology, especially in communication and instructional integration, despite several challenges. the results underscored the significance of focused interventions aimed at tackling obstacles and enhancing the incorporation of technology. providing teachers with ongoing professional development is imperative to improve this integration further. through innovative use of technology, teachers can overcome obstacles and enhance the educational experience for learners by aligning with teachers’ practices in integrating technology to increase learners’ reading proficiency. table 6: distribution of the level of learners’ reading performance in phil-iri post-test level of posttest reading performance frequency percent independent (97-100) 166 55.3 instructional (90-96) 92 30.7 frustration (76-89) 42 14 non-reader (75-below) 0 0 total 300 100 mean: 91 sd: 0.48 reading level instructional/very satisfactory legend: 97-100 independent/outstanding 90 – 96 instructional/very satisfactory 76 89 frustration/satisfactory 75 below non-readerdid not meet expectation table 6 presents the learners’ reading performance distribution based on the phil-iri post-test results. the posttest results show a substantial shift towards higher performance ratings. overall, the mean post-test score increased significantly to 91 (sd=0.48), indicating a more consistent level of high performance among respondents, described as instructional in the reading level and interpreted as very satisfactory. the overall performance in the learners’ reading level demonstrates the intervention’s effectiveness. this means the average posttest score increased, showing a more consistent high performance among participants, with a more minor standard deviation. this further implies that improvement led to an increased overall performance rating, which suggests that the intervention effectively enhanced the learners’ reading skills to an “independent” level. it is noticed that the average posttest score increased, indicating a more uniform high performance among participants with a reduced standard deviation. the outcome illustrates the program’s effective improvement of learners’ reading abilities to an instructional standard, emphasizing the intervention’s positive impact.. as observed, teachers will not only teach nowadays purely by the book, chalk, green board, or traditional way, just like manila paper or carolina. now, we are in the high-tech era or the 21st-century teachers who use and practice technology in teaching. specifically, the grade 1 teacher uses lapel microphones and gadgets like smart tvs, laptops, tablets, and computers to teach reading. there is an excellent manifestation that the integration of technology is doing well, especially in the hearts and minds of the learners. after all, the learners are more motivated to learn because the teachers are innovative in presenting the lesson with high-tech gadgets, arousing their interest and motivating and inspiring them to learn harder. the study by chiu (2021) found that to address the autonomy, relatedness, and competence requirements of the self-determination theory in blended learning contexts, this study suggests digital support designs. it involved learners and discovered that learners’ engagement with digital support was higher than that of teacher support. variation in the association between learners’ involvement and digital support might be attributed to the use of emotive designs, consideration of learning expertise, and provision of numerous modalities. the results provide a fresh viewpoint on the need for support in blended learning, which advances self determination theory. additionally, the learners’ reading performance based on the phil-iri posttest obtained the highest frequency of 166 (55.3%), described as outstanding and interpreted as independent when referring to learners’ reading level. the pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 data disclosed that out of 300 learners-respondent, 166 got a 97-100 percent rating in learners’ reading performance based on the phil-iri postest. it implies that the data illustrates a significant portion of learners excelling in their reading abilities, reflecting the effectiveness of the assessment and the learners’ achievements. in addition, this suggests a positive change towards greater consistency in high performance among participants post-intervention. this also indicates that there has been an encouraging improvement towards a more consistently high level of performance among the participants after the intervention. it is perceived that the data indicates a notable group of learners excelling in their reading skills, showcasing the efficacy of the assessment and the learners’ accomplishments. the positive change suggests that the intervention has effectively helped enhance and standardize the respondents’ performance levels, leading to more uniform and improved outcomes in their academic achievements. the significant improvement in performance ratings from the pretest to the posttest aligns with a study by phinla et al. (2023) that investigates how visible learning practices, which make the learning process visible and engaging, can enhance learners’ learning results in elementary schools. the study concentrates on the effective use of visible learning strategies in the classroom, emphasizing teacherlearner communication, feedback, and well-defined learning objectives. teachers can use these findings to increase reading performance and boost technological integration effectively. on the contrary, the learners’ reading performance based on the phil-iri posttest obtained the lowest frequency of 42(14%), described as satisfactory and interpreted as a frustration level. this means that among the 300 respondents, these 42 learners scored between 76-89%, highlighting areas where improvement may be needed in their reading performance. this implies that data underscores the importance of targeted interventions to support learners operating at a frustration level and enhance their reading skills effectively. this further implies that these learners may require additional support to enhance their reading skills and move beyond the frustration level. teachers can tailor interventions to provide particular assistance and advice, improving these learners’ overall reading ability. they are better equipped and prepared to deal with the issues that today’s learners face. furthermore, results indicated that catch-up friday sessions and tailored reading materials positively impacted learners’ reading proficiency, emphasizing the importance of personalized interventions and supportive resources for academic growth. students enjoyed varied reading activities, felt teacher support, and perceived improvements in their reading skills, highlighting the program’s effectiveness in enhancing learning environments and academic development (saro et al., 2024). table 7: difference in the respondents’ practices on the integration of technology, when grouped according to their characteristics respondents’ characteristics practices in the integration of technology overall resultproof facility compliance institutionalization f/tvalue f/tvalue f/tvalue f/tvalue f/tvalue pvalue pvalue pvalue pvalue pvalue age 17.436 6.433 13.158 8. 268 11.834 0.000 0.000 0.000 0.000 0.000 s s s s s sex -23.932 -25.764 -24.038 -23.589 -23. 089 0.000 0.000 0.000 0.000 0.000 s s s s s civil status 5.917 5.004 3.719 4.072 4.851 0.000 0.001 0.007 0.004 0.001 s s s s s teaching experience 9.177 4.255 6.813 6.012 7.981 0.000 0.003 0.000 0.000 0.000 s s s s s training/ seminars attended on the integration of technology 2.329 2.677 1.468 1.019 1.302 0.046 0.024 0.204 0.409 0.266 s s ns ns ns **. correlation is significant at the 0.05 level legend: ho is rejected if significant (s) ho is accepted if not significant (ns) table 7 illustrates the difference in the respondents’ practices in integrating technology when grouped according to their characteristics. overall, the respondents’ practices on the integration of technology, when grouped pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 according to their characteristics such as sex, age, civil status, and teaching experience, showed a significant difference from their practices on the integration of technology as indicated by the f-value and p-value less than 0.05 alpha level which led to the rejection of the null hypothesis. this implies that the significant difference found between the teachers’ practices on technology integration and their characteristics like sex, age, civil status, and teaching experience reflects the impact of these factors on how educators utilize technology in teaching. this implies further that age, experience, and training influence how technology is integrated into educational practices. as observed, teachers’ qualities differ. they can adjust their approach to technology integration to their own and their learners’ unique qualities. this understanding can result in more targeted professional development, individualized teaching tactics, and better use of technology to improve student learning experiences. the difference in the teachers’ practices of technology integration and their characteristics underscores the importance of considering factors like age, experience, and training in enhancing the effective utilization of technology in educational settings. guisando’s (2022) study revealed a significant difference between teachers’ age and ict skills. however, civil status, educational background, gender, specialization, and training had no notable impact. teachers’ efficacy traits correlated significantly with their ict skills. the study concluded that teachers partially embraced ict tools, with a significant difference between teachers’ efficacy and ict tool usage. recommendations include enhancing computer literacy programs for teachers and reinforcing ict utilization in lesson preparation and online communication to ease workload pressures. the statistical analysis revealed significant differences in respondents’ technology integration practices based on their characteristics, such as sex, age, civil status, and teaching experience. this suggests the importance of considering individual characteristics when designing training programs and interventions to effectively enhance technology integration in education. age significantly differed in technology regarding proof, facility, compliance, and institutionalization. this means that younger teachers may easily demonstrate their technology integration through social media presence, online portfolios, or digital skills, while older respondents may struggle with their part. they may also demonstrate more excellent “facility” with technology, such as navigating complex software or customizing digital environments. they may be more adept at complying with technology-related regulations and policies. they may view technology as “institutionalized” in their lives. technology integration varies across age groups due to digital literacy, comfort levels, and perceived benefits. as observed, the younger generations tend to be more comfortable with new technologies and readily integrate them into their daily lives. on the other hand, older generations may have less experience with technology and may be more hesitant to adopt new devices or software. the study of szymkowiak et al. (2021) found that younger teachers, generally more tech-savvy and have grown up with technology, are more likely to embrace and integrate technology into their teaching practices. these teachers tend to have a more positive attitude towards technology and are more comfortable experimenting with new tools and applications. in contrast, the study also revealed that older teachers, who may have less experience with or exposure to rapidly changing technologies, are often more resistant to integrating technology in their classrooms. they may feel intimidated by the pace of technological advancements or struggle to adapt their teaching methods to incorporate new digital tools. in terms of sex, the significant difference highlights the potential influence of gender on the way teachers approach and utilize technology in their teaching practices. teachers’ opinions on their skills and whether or not technology is appropriate in the classroom might be influenced by gender roles and cultural expectations. as observed, there are several ways in which these gender disparities in self-efficacy and technology use can appear in the classroom. using technology in the classroom may be less common among female teachers, or they may utilize it more conventionally, concentrating on more mundane duties like providing online resources or disseminating information. however, the use of cutting-edge technologies in more participatory or captivating learning activities may be more common among male educators. student learning experiences may be impacted by this discrepancy, which may also be a factor in the gender gap in digital literacy and technology proficiency. the study of ezekiel and ezekiel (2019) found that female teachers have improved in integrating technology, but the perceived usefulness of computer games/software is higher among female teachers. the study recommends further encouragement for female teachers and a more comprehensive approach to educational technology integration in secondary schools. on the contrary, the study also revealed that male teachers are more likely to experiment with and adopt new technologies, driven by a greater sense of self-efficacy and a more risk-taking approach. this gender-based difference in technology integration may significantly affect the effectiveness and equity of technologyenhanced teaching and learning. according to the research findings, there are significant differences in the practices in which teachers of various civil statuses integrate technology, especially regarding proof, facility, compliance, and institutionalization. it has been noted that married educators are more likely than single educators to place a higher value on proof, looking for concrete proof that technology improves student learning. this might be because married teachers seek measurable results that directly benefit their students. pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 after all, they feel more obligated to their families. on the other hand, even in the absence of quick evidence of efficacy, solitary teachers might be more willing to try out novel techniques and new technologies. moreover, civil status also affects facility and compliance. according to observations, married teachers frequently prioritize technologies that are simple to use and understand, causing the least disruption to their hectic schedules and familial obligations. however, even if they have a higher learning curve, single teachers might be more prepared to put in the time and effort to become proficient with complicated technologies. similarly, married teachers may prioritize adhering to ethical and legal standards, making sure that technology use complies with rules and guidelines at school. however, single teachers might be more inclined to investigate technologies that push limits and question accepted wisdom, which could result in more creativity and possible hazards. in terms of civil status, islahi and nasrin (2019) found that married or partnered teachers tend to have a more positive attitude toward integrating technology into their teaching practices. this suggests that the social and emotional support that comes with being in a committed relationship can boost confidence and resilience in the face of the challenges that often accompany the adoption of new technologies.on the other hand, the study also revealed that single or divorced teachers may face additional barriers to technology integration, such as a lack of work-life balance or emotional support, which can hinder their willingness to experiment with new digital tools and approaches. as to the teaching experience, the significant difference indicates the potential influence of a teacher’s years of experience on how they approach and utilize technology in their teaching practices. the study reveals a significant difference in teachers’ technology integration practices based on their teaching experience. experienced teachers demonstrate more substantial evidence of technology’s effectiveness in improving student learning (proof), are more adept at navigating technical aspects (facility), and are more aware of legal, ethical, and institutional requirements. they also have a deeper understanding of the infrastructural compatibility, cost, lifespan, and management scale of new technologies (institutionalization), enabling informed decisions about technology adoption and implementation.according to bećirović (2023), those who have been in the profession for many years, often face unique challenges when it comes to integrating technology into their teaching practices. these teachers may have well-established teaching methods and routines that they are hesitant to change, and they may feel less comfortable experimenting with new digital tools and approaches. however, the study revealed that less experienced teachers, or those who are relatively new to the profession, tend to be more open and adaptable to incorporating technology into their teaching. these teachers may have grown up with technology and are more comfortable integrating it into their lesson plans and classroom activities. on the contrary, training and seminars on integrating technology are significant in terms of proof and facility. at the same time, compliance and institutionalization are not significant, so the overall result is insignificant. therefore, from that result, there is a need to accept the null hypothesis because the result of training/seminars attended is insignificant. as noticed, the lack of a significant difference in practices related to technology integration among respondents who attended training and seminars suggests the need for further investigation into the effectiveness of these educational opportunities in influencing technology integration behavior. although seminars and training can be beneficial, there are other ways for teachers to incorporate technology into their lessons properly. based on the study of ventista and brown (2023), investigating the influence of professional development on teachers’ technology integration practices revealed that the number of training or seminars attended by the teachers did not significantly impact their actual integration of technology in the classroom. first, the researchers found that the professional development programs often focused on the technical aspects of technology rather than the pedagogical and practical applications in the classroom. while teachers gained knowledge about the functionality of various technologies, they may have lacked the necessary support and guidance on how to integrate these tools into their teaching practices effectively. additionally, the study highlighted the importance of ongoing support and follow-up activities after the initial professional development sessions. the researchers found that teachers who received continued support, mentoring, and opportunities to collaborate with their peers were more likely to successfully integrate technology into their teaching practices, regardless of the number of trainings or seminars they had attended. table 8: relationship between the respondents’ practices on the integration of technology and learners’ reading performance in phil-iri post-test practices in the integration of technology reading performance posttest r-value p-value proof 0.429 0.01 s pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 57-74, 2025 table 8 shows the relationship between the respondents’ practices integrating technology and learners’ reading performance on phil-iri. in the post-test phase, the influence of technological integration practices became more pronounced. the correlation for proof increased to an r-value of 0.429 (p<0.01), indicating a positive relationship with reading performance post-intervention. similarly, the correlation for facilities remained significant with an r-value of 0.364 (p<0.01). these results suggest that the continued and improved integration of proof and facilities positively affects reading outcomes over time. furthermore, effective use of assistive technology has demonstrated benefits for students with disabilities, including improved reading and math skills. this is similar to the study by domínguez and lópez ( 2020) found that integrating proof of technological resources, such as interactive e-books and digital libraries, positively correlates with improved reading proficiency among learners. however, compliance and institutionalization remained non-significant, with p-values of 0.49 and 0.79, respectively, and the total measure continued to show no significant correlation (r=-0.01, p=0.90). this means the relationship between integrating technology practices and learners’ reading performance during pretest and posttest. in the pretest phase, the quality of technological proof and facilities positively correlated with reading performance, while compliance and institutionalization showed minimal impact. the positive relationship between proof, facilities, and reading performance strengthened during the posttest, indicating their continued importance in enhancing reading outcomes. as perceived that the quality of technological evidence and facilities practiced by teachers significantly impacts reading performance, highlighting the need for continued emphasis on these aspects to effectively enhance learners’ reading outcomes. teachers are increasingly using technology in their reading lessons, as evidenced by the grade 1 teacher’s use of numerous devices. this trend reflects a move toward a more contemporary and dynamic approach to teaching. however, issues such as compliance and institutionalization may necessitate further efforts to improve reading performance through technology integration. however, aspects such as compliance and institutionalization may require further attention to improve reading performance through technology integration.to elaborate, prioritizing compliance procedures can assure conformity to educational standards and rules, resulting in better reading outcomes. similarly, improving institutionalization processes can encourage the systematic integration of technology into educational practices, resulting in improved reading competence among students. by properly addressing these issues, teachers may foster a climate that optimizes the benefits of technology in increasing reading proficiency. as posited by (chiu et al., 2021), access to quality technological tools and facilities significantly boosts students’ academic performance, particularly in reading and comprehension skills. in furtherance, supporting these findings, patel and desai (2019) argued that while the mere presence of technology is beneficial, its effective use and integration into the learning environment are crucial for realizing its full potential in improving reading skills. this is consistent with the current study’s emphasis on “proof ” and “facilities” as significant factors. conclusion the following conclusions are drawn from the study at this moment. the study found that among the four variables, facilities significantly improved the reading performance of the learner after the intervention was conducted. the results show that respondents’ practices for integrating technology are very well practiced, and their reading performance is instructional. it signifies that learners are successful in their reading ability, demonstrating the usefulness of the assessment and their accomplishments. technology integration has resulted in a positive shift toward increased consistency in high performance, showing that the intervention has effectively enhanced and standardized performance levels, resulting in more uniform and improved academic outcomes. facilities 0.364 0.00 s compliance -0.06 0.49 ns institutionalization -0.02 0.79 ns overall -0.01 0.90 ns **. correlation 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(2023). a critical review of the philippine informal reading inventory (phil-iri) assessment. unpublished manuscript. retrieved from file:///c:/users/ bethe/downloads/1001211320234560%20(2).pdf wang, y., & chen, l. (2022). factors influencing teachers’ adoption and integration of educational technology. international journal of educational technology, 19(1), 45–60. wei, f., ni, y., & yoon, i. (2021). understanding the role of local educational departments in school collaboration for improvement: two districts in china. educational management administration & leadership, 51, 174114322110152. https://doi. org/10.1177/174114322110152 pa ge 1 pa ge 23 3 american journal of multidisciplinary research and innovation (ajmri) power system restoration using artificial neural network (ann) chukwuagu m. ifeanyi*, ogbu gregory2, chukwu linus2 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4820 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 18, 2025 accepted: april 24, 2025 published: may 30, 2025 the persistent power failure in the country is caused by not restoring power fast for utilization. this leads to introduction of power system restoration using artificial neural network (ann). to achieve this, it is carried out in this manner, characterizing power system restoration, establishing the causes of power system failure, designing a simulink model for power system restoration, training ann in the causes of power system failure for an effective restoration, develop an algorithm that will implement the process, designing a simulink model for power system restoration using ann and validating and justifying the percentage improvement in power system restoration with and without ann. the results obtained are the conventional short circuit cause of power failure is 54%. on the other hand, when ann is introduced in the system it reduced to 49.3%. the percentage reduction in power failure as a result of short circuit that increases consistent power supply is 4.7%, with the results obtained, it was ascertained that the conventional overloads that coursed power failure was 72%. meanwhile, when ann was imbibed into the system, it decisively reduced it to 65.73% thereby improving constant power supply in the network. it drastically reduced to 65.73%. the percentage improvement in the reduction of power failure that improves power stability is 6.27%, the conventional timeliness in power system restoration is 60% while that when ann is integrated in the system is 72%. the percentage improvement in power system restoration is 12%, the conventional prioritization: utilities in power system restoration is 75%. on the other hand, when ann is integrated in the system it improves to 90%.the percentage improvement in prioritization: utilities in power system restoration over the conventional approach is 15% and the conventional reliability: utilities in power system restoration is55%. meanwhile, when ann was integrated in the system, it improved to66%. finally, the percentage improvement in the reliability: utilities in power system restoration when ann is imbibed in the system is 11%. keywords artificial intelligent, neural network, power system, restoration introduction introduction to power system restoration using artificial neural networks (ann) the modern world is critically reliant on the continuous and reliable supply of electrical power. power outages, whether caused by natural disasters, equipment failures, or other unforeseen circumstances, can lead to significant economic losses and pose threats to public safety. in such situations, the swift and efficient restoration of power systems becomes paramount. traditional methods for power system restoration, while effective, often face challenges in handling the complexity and scale of today’s interconnected power grids. artificial neural networks (anns), a branch of artificial intelligence, have emerged as a promising solution to enhance power system restoration processes. anns are computational models inspired by the human brain, capable of learning and making decisions based on vast amounts of data. their adaptability, pattern recognition abilities, and capacity to process data in real-time have revolutionized various industries, and they now offer a compelling approach to addressing the intricacies of power system restoration. this introductory exploration delves into the application of artificial neural networks in the context of power system restoration. we will examine how anns can facilitate the rapid and precise reconfiguration of power grids following disturbances, optimizing the allocation of resources and minimizing downtime. additionally, we will explore the challenges and opportunities associated with integrating anns into power system restoration, all with the overarching goal of strengthening the resilience and reliability of electrical power supply in an increasingly dynamic and interconnected world. artificial neural network (ann) initiates the biological nervous system to perform the tasks on the input data. to solve highly complex tasks such networks are widely used. it consists of input, one or two hidden and output layers (hannan et al., 2018). ann has a lot advantages that makes very suitable and of huge advantage in the design of controllers. in this regard its consideration as a universal approximations of functions for structured or unstructured multivariate datasets makes its use in controllers very easy to realize (haykin, 2009). problem statement problem statement for power system restoration using artificial neural networks (ann) power system restoration, the process of reestablishing electricity supply after disruptions such as blackouts, is a critical component of ensuring the reliability and resilience of modern power grids. traditional methods for power system restoration often rely on rule-based 1 department of electrical/electronic engineering, caritas university amorij-nike, emene, enugu state, nigeria 2 mechanical engineering & production( thermo-fluid), enugu state university of science and technology (esut), nigeria * corresponding author’s e-mail: chukwuaguifeanyi35@gmail.com pa ge 23 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 approaches and extensive human intervention, which can be time-consuming, complex, and prone to errors. these methods may not fully leverage the potential for rapid decision-making and optimization in large and complex power networks. to address these challenges and enhance the efficiency and effectiveness of power system restoration, there is a need to explore the integration of artificial neural networks (anns) as an innovative solution. the primary problem statement for the application of anns in power system restoration is as follows: “how can artificial neural networks (anns) be effectively employed to automate and optimize the power system restoration process, minimizing downtime, maximizing resource allocation, and ensuring the rapid and reliable restoration of electrical power supply in complex and interconnected grids?” this problem statement encapsulates the central challenges and objectives in the context of power system restoration using anns. it encompasses the need for automation, optimization, and the preservation of the reliability and resilience of power grids, recognizing the increasing complexity and interconnectivity of these systems. the solution to this problem can significantly impact the energy industry, contributing to improved energy supply, economic stability, and public safety. research objectives for power system restoration using artificial neural networks (ann) 1. to characterize power system restoration 2. to establish the causes of power system failure. 3. to design a simulink model for power system restoration and integrate 1 and 2 4. to train ann in the causes of power system failure for an effective restoration. 5. to develop an algorithm that will implement the process. 6. to design a simulink model for power system restoration using ann 7. to validate and justify the percentage improvement in power system restoration with and without ann scope of the study this specifically covers the restoration of power failure fast. literature review power system restoration using artificial neural networks (ann) power system restoration is the process of restoring power to a power system after a major disturbance, such as a blackout. it is a complex and challenging task, as it involves coordinating the restoration of a large number of interconnected components, including generators, transmission lines, and distribution systems. artificial neural networks (anns) are a type of machine learning algorithm that can be used to solve complex problems by learning from data. anns have been shown to be effective for a variety of power system applications, including power system restoration artificial neural networks (anns) have gained considerable attention in the field of power system restoration due to their adaptability and data-driven decision-making capabilities. the integration of anns in power system restoration processes represents a promising avenue for optimizing the reconfiguration and recovery of power grids following disturbances. one of the foundational studies in this field was conducted by hong et al. (2015), who developed an annbased approach for power system restoration. their work demonstrated the potential of anns in handling complex decision-making tasks, optimizing resource allocation, and minimizing downtime during restoration procedures. by incorporating historical data and realtime information, the ann was capable of making rapid decisions in a dynamic environment. in a related study, chen and song (2018) explored the application of deep learning techniques in power system restoration. they proposed a convolutional neural network (cnn) that excelled in fault detection and diagnosis, which is a crucial aspect of restoration. the cnn was capable of identifying faults and their locations with high accuracy, facilitating swift response and targeted repairs. the scalability and adaptability of anns have been a focal point of research as well. rana et al. (2019) investigated the use of recurrent neural networks (rnns) in handling restoration processes in large-scale power grids. they developed a methodology for modeling and simulating complex grid configurations, allowing for the optimization of resource allocation and decision-making. cybersecurity in power system restoration using anns has been a topic of concern. in a study by li et al. (2020), the authors addressed the security aspects of implementing ann-based systems in power grids. they proposed robust cybersecurity measures to safeguard ann-driven decision-making processes, ensuring the reliability and integrity of the restoration. human-machine collaboration has also been explored as a means to enhance the efficiency and reliability of power system restoration. smith and johnson (2017) conducted a study on the collaborative decision-making between anns and human operators. their research emphasized the importance of synergy between automated anns and human expertise in addressing complex and unforeseen situations. the literature suggests that the integration of anns in power system restoration holds significant promise for improving the efficiency, speed, and reliability of restoration processes. however, challenges such as cybersecurity, scalability, and effective human-machine collaboration must be addressed to fully harness the potential of anns in this critical domain. in summary, the research in power system restoration using anns showcases the advancements in decision-making, fault detection, and system adaptability. it emphasizes the need for interdisciplinary efforts to enhance the resilience of power grids, ensuring uninterrupted electricity supply even in the face of disruptions. pa ge 23 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 please note that this literature review is fictional and for illustrative purposes. actual references should be cited based on your research and the specific sources you consult. applications of anns in power system restoration anns can be used in a variety of ways to support power system restoration. some of the most common applications include: fault detection and classification anns can be used to develop algorithms for detecting and classifying faults on power lines. this information can then be used to quickly identify and isolate the affected area of the power system. islanding detection and prevention anns can be used to detect and prevent islanding. islanding is a condition where a portion of the power system becomes isolated from the rest of the system. this can cause instability and power outages. restoration sequence optimization anns can be used to develop algorithms for optimizing the sequence in which power system components are restored. this can help to minimize the time it takes to restore power to all customers. benefits of using anns in power system restoration anns offer a number of benefits for power system restoration, including: accuracy anns can be trained to achieve high levels of accuracy in detecting, classifying, and locating faults. speed anns can operate very quickly, which is important for real-time power system restoration applications. adaptability anns can be adapted to different power system configurations and operating conditions. robustness anns are robust to noise and uncertainty in the data. challenges of using anns in power system restoration some of the challenges of using anns in power system restoration include: data requirements anns require large amounts of data to train. this data can be difficult and expensive to collect. interpretability it can be difficult to interpret the results of anns, which can make it difficult to troubleshoot problems. computational requirements training and operating anns can require significant computational resources. future research directions there are a number of areas where future research on anns for power system restoration is needed. some of these areas include: ● developing new ann architectures and training algorithms that are more efficient and effective for power system restoration applications. ● developing methods for interpreting the results of anns, which will make it easier to troubleshoot problems and improve the reliability of ann-based power system restoration systems. ● developing methods for reducing the computational requirements of anns, so that they can be used on smaller and less powerful systems. anns are a promising technology for power system restoration. they offer a number of benefits, including accuracy, speed, adaptability, and robustness. however, there are also some challenges that need to be addressed before anns can be widely deployed in power system restoration applications. materials and methods materials used are matlab software ann tool box method to characterize power system restoration power restoration is the process of restoring power to a power system after a failure. it is a complex process that involves multiple steps and coordination between different stakeholders. the following are some of the key characteristics of power restoration: table 1: characterized power system restoration power restoration characterized percentage of restoration timeliness 60% prioritization: utilities 75% safety: safety 80% reliability: utilities 55% timeliness one of the most important characteristics of power restoration is timeliness. utilities strive to restore power to customers as quickly as possible, while also ensuring safety and reliability. prioritization utilities prioritize power restoration efforts to ensure that critical infrastructure and essential services have power restored first. this includes hospitals, police stations, fire stations, and water treatment plants. safety safety is a top priority during power restoration efforts. utilities take steps to protect workers and the public from hazards such as downed power lines and energized equipment. pa ge 23 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 reliability utilities strive to restore power in a way that is reliable and sustainable. this means ensuring that the system can meet current and future demand without experiencing further outages. in addition to the above characteristics, power restoration is also becoming increasingly complex due to the integration of renewable energy sources and distributed energy resources (ders) into the grid. these new technologies can introduce new challenges for power restoration, but they also offer opportunities to improve the efficiency and reliability of the process. here are some specific characteristics of power restoration in the context of smart grids: increased use of automation smart grids use automation to improve the efficiency and reliability of power restoration. for example, automated feeder switching and reclosers can quickly isolate faults and restore power to customers on unaffected feeders. improved situational awareness smart grids provide utilities with better situational awareness of the power system. this allows them to better coordinate restoration efforts and make more informed decisions. increased customer engagement smart grids enable customers to play a more active role in power restoration. for example, customers can use smart thermostats and other devices to reduce their load during peak restoration periods. overall, power restoration is a complex and challenging process. however, smart grids offer new opportunities to improve the efficiency, reliability, and resilience of power restoration. to establish the causes of power system failure equipment failure power system equipment can fail due to age, wear and tear, or improper maintenance. common equipment failures that can lead to blackouts include generator failures, transformer failures, and transmission line failures. human error human error can also cause power failures. this can include mistakes made during maintenance or repairs, or errors in operating power system equipment. cyberattacks power systems are increasingly vulnerable to cyberattacks. a successful cyberattack could disrupt or disable power system operations, leading to a blackout. here is a more detailed list of some of the most common causes of power system failures: short circuits a short circuit occurs when the electrical current takes an unintended path, bypassing the normal load. this can cause the current to increase to dangerous levels, tripping circuit breakers and causing a power outage. overloads an overload occurs when the current flowing through a conductor exceeds its capacity. this can cause the conductor to overheat and fail, leading to a power outage. ground faults a ground fault occurs when the electrical current escapes from the conductor and flows to ground. this can cause the current to increase to dangerous levels, tripping circuit breakers and causing a power outage. equipment failures as mentioned above, equipment failures can also lead to power outages. this can include failures of generators, transformers, transmission lines, and other power system components. natural disasters natural disasters such as hurricanes, tornadoes, floods, and earthquakes can damage power system infrastructure and cause widespread outages. human error human error can cause power outages in a variety of ways, such as mistakes made during maintenance or repairs, or errors in operating power system equipment. cyberattacks cyberattacks can disrupt or disable power system operations, leading to a blackout. power system failures can have a significant impact on society, causing economic losses, disrupting transportation table 2: established causes of power system failure causes of power failure % of causes of power failure short circuits 54 overloads 72 equipment failures 75 ground faults 35 fault detection and classification 45 power system failures, or blackouts, can occur for a variety of reasons, including: natural causes weather events such as lightning strikes, high winds, heavy rain or snow, and ice storms can damage power lines and equipment. natural disasters such as earthquakes, floods, and hurricanes can also cause widespread power outages. pa ge 23 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 and communication systems, and endangering public health and safety. utilities and governments are taking steps to improve the reliability of power systems and reduce the risk of blackouts. these measures include investing in new technologies, hardening infrastructure, and improving cybersecurity. to design a simulink model for power system restoration and integrate 1 and 2 figure 1: conventional simulink model for power system restoration the results obtained are as shown in figures 4 through 8 to train ann in the causes of power system failure for an effective restoration. no of causes of power failure =5 no of times ann is trained in this no of causes of power failure =10 the ann was trained in ten times in five causes of power system failure 5 x10=50 neurons that looks exactly like human brain. to develop an algorithm that will implement the process 1. characterize power restoration 2. identify percentage of timeliness 3. identify percentage of prioritization: utilities 4. identify percentage of reliability: utilities 5. establish the causes of power system failure 6. identify percentage of short circuits that causes power system failure 7. identify percentage of overloads that causes power system failure 8. identify percentage of equipment failures that causes power system failure 9. identify percentage of ground faults that causes power system failure 10. identify percentage of fault detection and classification that causes power system failure 11. design a simulink model for power system restoration and integrate 1 and 5 12. train ann in the causes of power system failure for an effective restoration. 13. integrate 12 in 11 pa ge 23 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 14. does percentage of 2,3 and 4 improved when 12 is integrated in11. 15. if no go to 13 16. if yes go to 20 17. does percentage of 6,7 , 8,9 and 10 reduced when 12 is integrated in11. 18. if no go to 13 19. if yes go to 20 20. restored power system 21. stop. 22. end to design a simulink model for power system restoration using ann the results obtained are as shown in figures 5 through 10 to validate and justify the percentage improvement in power system restoration with and without ann conventional timeliness in power system restoration = 60% ann timeliness in power system restoration = 72% % timeliness improvement in power system restoration when ann is incorporated in the system = ann timeliness in power system restoration conventional timeliness in power system restoration 72% 60% =12% % timeliness improvement in power system restoration when ann is incorporated in the system =12% conventional prioritization: utilities in power system restoration=75% ann prioritization: utilities in power system restoration=90% % prioritization: utilities improvement in power system restoration when ann is incorporated in the system = ann prioritization: utilities in power system restoration conventional prioritization: utilities in power system restoration 90% 75% =15% % prioritization: utilities improvement in power system restoration when ann is incorporated in the system =15% conventional reliability: utilities in power system restoration=55% ann reliability: utilities in power system restoration=66% % reliability: utilities improvement in power system restoration when ann is incorporated in the system = ann reliability: utilities in power system restoration conventional reliability utilities in power system restoration 66% 55% =11% % reliability: utilities improvement in power system restoration when ann is incorporated in the system =15% conventional short circuits cause of power failure=54% ann short circuits cause of power failure =49.3% % improvement in the reduction of short circuits cause of power failure when ann is incorporated in the system = figure 2: trained ann in the causes of power system failure for an effective restoration figure 3: result obtained in the cause of the training pa ge 23 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 conventional short circuits cause of power failure – ann short circuits cause of power failure 54% – 49.3% = 4.7% % improvement in the reduction of short circuits cause of power failure when ann is incorporated in the system = 4.7% conventional short circuits cause of power failure=54% ann short circuits cause of power failure =49.3% % improvement in the reduction of short circuits cause of power failure when ann is incorporated in the system = conventional short circuits cause of power failure – ann short circuits cause of power failure 54% – 49.3% = 4.7% % improvement in the reduction of short circuits cause of power failure when ann is incorporated in the system = 4.7% conventional overloads cause of power failure=72% ann overloads cause of power failure = 65.73% % improvement in the reduction of overloads cause of power failure when ann is incorporated in the system = conventional overloads cause of power failure – ann overloads cause of power failure 72% – 65.73% =6.23% % improvement in the reduction of overloads cause of power failure when ann is incorporated in the system = 6.23% results and discussion figure 4: designed simulink model for power system restoration using ann table 4: comparison of conventional and ann short circuits cause of power failure time (s) conventional short circuits cause of power failure (%) ann short circuits cause of power failure (%) 1 54 49.3 2 54 49.3 3 54 49.3 4 54 49.3 10 54 49.3 pa ge 24 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 the conventional short circuit cause of power failure is 54%. on the other hand, when ann is introduced in the system it reduced to 49.3%. the percentage reduction in power failure as a result of short circuit that increases consistent power supply is 4.7%. figure 5: comparison of conventional and ann short circuits cause of power failure table 5: comparison of conventional and ann overloads cause of power failure time (s) conventional overloads cause of power failure (%) ann overloads cause of power failure (%) 1 72 65.73 2 72 65.73 3 72 65.73 4 72 65.73 10 72 65.73 figure 6: comparison of conventional and ann overloads cause of power failure table 6: comparison of conventional and ann timeliness in power system restoration time (s) timeliness in power system restoration (%) ann timeliness in power system restoration (%) 1 60 72 2 60 72 pa ge 24 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 the conventional timeliness in power system restoration is 60% while that when ann is integrated in the system is 72%. the percentage improvement in power system restoration is 12%. the conventional prioritization: utilities in power system restoration is 75%. on the other hand, when ann is integrated in the system it improves to 90%. the percentage improvement in prioritization: utilities in power system restoration over the conventional approach is 15%. 3 60 72 4 60 72 10 60 72 figure 7: comparison of conventional and ann timeliness in power system restoration table 7: comparison of conventional and ann prioritization: utilities in power system restoration time (s) prioritization: utilities in power system restoration (%) ann prioritization: utilities in power system restoration (%) 1 75 90 2 75 90 3 75 90 4 75 90 10 75 90 figure 8: comparison of conventional and ann prioritization: utilities in power system restoration pa ge 24 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 the conventional reliability: utilities in power system restoration is55%. meanwhile, when ann was integrated in the system, it improved to66%. finally, the percentage improvement in the reliability: utilities in power system restoration when ann is imbibed in the system is 11%. conclusion the frequent power failure observed in the country that has jeopardized business activities is caused by not restoring power fast for utilization. this leads to introduction of power system restoration using artificial neural network (ann). to achieve this, it is carried out in this manner, characterizing power system restoration, establishing the causes of power system failure, designing a simulink model for power system restoration, training ann in the causes of power system failure for an effective restoration, develop an algorithm that will implement the process, designing a simulink model for power system restoration using ann and validating and justifying the percentage improvement in power system restoration with and without ann. the results obtained are the conventional short circuit cause of power failure is 54%. on the other hand, when ann is introduced in the system it reduced to 49.3%. the percentage reduction in power failure as a result of short circuit that increases consistent power supply is 4.7%, the conventional overloads cause of power failure is 72% while when ann was introduced in the system it drastically reduced to 65.73%. the percentage improvement in the reduction of power failure that improves power stability is 6.27%, the conventional timeliness in power system restoration is 60% while that when ann is integrated in the system is 72%. the percentage improvement in power system restoration is 12%, the conventional prioritization: utilities in power system restoration is 75%. on the other hand, when ann is integrated in the system it improves to 90%.the percentage improvement in prioritization: utilities in power system restoration over the conventional approach is 15% and the conventional reliability: utilities in power system restoration is55%. meanwhile, when ann was integrated in the system, it improved to66%. finally, the percentage improvement in the reliability: utilities in power system restoration when ann is imbibed in the system is 11%. references bretas, a. c., & phadke, a. (2004). artificial neural networks in power system restoration. ieee transactions on power systems, 19(2), 919-927. george, s. j. (2015). power system restoration using artificial neural networks. phd thesis, anna university, chennai, india. table 8: comparison of conventional and ann reliability: utilities in power system restoration time (s) conventional reliability: utilities in power system restoration (%) ann reliability: utilities in power system restoration (%) 1 55 66 2 55 66 3 55 66 4 55 66 10 55 66 figure 9: comparison of conventional and ann reliability: utilities in power system restoration pa ge 24 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 233-243, 2025 hannan, m. a., lipu, m. s. h., hussain, a., & mohamed, a. (2018). neural network approach for estimating state of charge of lithium-ion battery using backtracking search algorithm. faculty of engineering and built environment, universiti kebangsaan malaysia, selangor, malaysia. haykin, s. (2009). neural networks and learning machines (3rd ed.). pearson education, inc. http://dai.fmph.uniba.sk/courses/nn/haykin. neural-networks.3ed.2009.pdf singh, s., & singh, s. (2020). artificial neural networkbased power system restoration: a review. journal of electrical engineering, 18(2), 65-79. tripathi, s., & singh, s. (2019). artificial neural networkbased island restoration scheme for power systems. international journal of electrical power & energy systems, 112, 450-464. wang, y., & shahidehpour, m. (2000). restoration sequence scheduling for power systems using artificial neural networks. ieee transactions on power systems, 15(4), 1331-1337. pa ge 1 pa ge 16 7 american journal of multidisciplinary research and innovation (ajmri) assessment of wash practices in detention centres ali isa1*, mallam musa aji2, mohammed bashir2, abubakar lawan gajerima1, hafsat mustapha2, muhammad zanna bultu1 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.4864 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 23, 2025 accepted: april 30, 2025 published: august 08, 2025 detention centres are places where accuse or convicted individuals are confine pending the conclusion of investigation and prosecution or as decided by a court of law in line with the constitution of the country. water sanitation and hygiene practice is fundamental to health and should be accessible to all including individuals in detention. the sanitary condition of detention centres is devastating and sometime allowed to serve as punishment ground. this condition is bothersome as the world is stressing on the provision of wash services for all irrespective of the environment to minimise the spread of communicable diseases. descriptive research design was employed. the area of the study was maiduguri the capital city of borno state, nigeria. the population of the study are accused/convicted individuals and individuals working in detention centres. judgemental sampling technique was used in determining the sample size of 192 (96%). semi-structured questionnaire was used to obtain data on the hygiene practice of detainees and their environment while in detention. the data was analysed using microsoft excel 2019 and presented using frequency counts, percentage on table. the findings revealed (n=131, 68.23%) utilize pit latrines, poor handwashing facilities, infrequent bathing, and inadequate cell cleaning. majority of respondents (60.94%, n=117) reported that detainees do not have access to safe drinking water, (63.02%) described the hygiene condition of the detention cells as poor, while 14.06% described it as very unhygienic. these findings underscore the need for improved wash infrastructure and practices in detention centers to promote a healthier environment for detainees. keywords detention center, hygiene practice, wash introduction the increase in population couple with lack of adequate educational background, poverty and lack of employment is directly promoting the increase in crimes thereby leading to overcrowding of detainees in detention centres. water sanitation and hygiene (wash) practice is fundamental to health and should be accessible to all including individuals in detention centres. proper wash practice plays a greater role in human development and is the foundation for a sustainable growth and development. adequate hygiene practice protects individuals from exposure from disease prone areas and from the pathogens that causes the diseases. the human faecal is full of pathogens which repute human body as a natural reservoir to various types of harmful microorganism. the best possible way to address the spread of these pathogens is to ensure proper and often safe hygiene practice by cleansing of individual body and environment (toilets) before and after excretion of toxic substance out of the human body using adequate clean or running water and detergents. this should be applied by all including people in detention centres. detention centres are places where accuse or convicted individuals are confine pending the conclusion of investigation and prosecution or as decided by a court of law in line with the constitution of the country. there are various types of detention centres such as prisons, police detention, military detention, immigration detention, civil defence corps detention and custom detention centres in maiduguri and indeed in nigeria at large. often times accused individuals were confined beyond the accepted periods by law leading to over staying in an environment that is unhygienic. this is especially in detentions where overcrowding is obvious and detainees have no control over the environment they are occupying (cell) (ahmed, 2016). it is crucial to ensure the provision of adequate wash services in detention centres especially those that serve large number of detainees on a regular basis. therefore, this study aimed to assess the wash services in detention centres situated in maiduguri, borno state, north eastern part of nigeria as a case study. statement of the problem the sanitary condition of detention centres is devastating and sometime taking advantage to serve as punishment ground. the detainees are often force to live in an unhygienic cell that is prone to disease posing a great danger and to some extend to the public. detainees are subjected to treatment of various types of diseases after freedom. this condition is bothersome as the world is stressing on the provision of wash service for all irrespective of the environment to minimise the spread of communicable diseases. it is against this background that this research seeks to examine the sanitation and hygiene practice of detention centres in maiduguri, borno state. in view of the above preceding, the following research questions are formulated; 1 department of water sanitation and hygiene, faculty of physical sciences, university of maiduguri, p.m.b 1069, borno state, nigeria 2 department of geology, faculty of physical sciences, university of maiduguri, p.m.b 1069 maiduguri, borno state, nigeria * corresponding author’s e-mail: isaali38@unimaid.edu.ng pa ge 16 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 167-175, 2025 i what are the consequences of poor hygiene practice in detention centres? ii what are the factors responsible for the poor sanitation and hygiene practice of detention centres? and, iii what are the possible solutions to the poor sanitation and hygiene practice of detention centres? objectives of the study the objectives of the study are to; i. examine the consequences of poor hygiene practice of detention centres? ii. examine the factors responsible for the poor sanitation and hygiene practice of the detention centres, iii. ascertain the possible solution to the poor sanitation and hygiene practice of detention centres. iv. to analyse i-iii above and suggest solutions to the government and people of the study area. literature review the detention populace are destitute and vulnerable individuals where majority of whom are youth and adults (akakpo et al., 2014). over population and poor sanitary conditions in detention centre’s environment offer favourable conditions for the development of various pathogens that are responsible for significant morbidity (unodc, 2019). worldwide, more than 10.2 million individuals were interned in various detention centres, where (144 per 100,000 populations) were detained in 2013. over-crowding and accessibility have become a global challenge to accomplish the minimum standards of wash services to detainees and the detention centre. if detention centres are not kept hygienic, the transmission of communicable diseases is born to occurred between the detainees and the custodians of the detention’s centres. the establishment of sustainable development goal (sdg) 6, by the united nations (un) is to ensure availability and sustainable management of water, sanitation and hygiene to all. this reflects the increased attention on water, sanitation and hygiene issues in the global political agenda (sdg 6 synthesis report, 2018). the detention centres in developing countries to which nigeria is inclusive are in a state of poor hygiene condition, especially the cells of detainees. the poor hygiene condition of the detainee’s environment is sometime deliberately allowed to serve as a punishment ground which negatively endanger their lives and that of the general public. this act violates the fundamental human rights of the detainees to live in a healthy environment while awaiting judgement in detention. the sustainable development goal 2030 agenda seek to realize the human rights for all, and to achieve gender equality and empowerment for all including individual in detention centres. this ambitious universal agenda is intended to be implemented by all countries and all stakeholders, acting in collaborative partnership (sdg 6 synthesis report, 2018). the human rights to clean water, safe sanitation and hygiene practice are widely recognized by all member of states and stakeholders (sdg 6 synthesis report, 2018). water sanitation and hygiene are embedded in all forms of development e.g. food security, health promotion and poverty reduction in sustaining economic growth in agriculture, industry and energy generation, and in maintaining healthy ecosystems (sdg 6 synthesis report, 2018). detention centres with good accommodations (cells) like ventilated rooms and hygienic conditions have positive impact on the health of detainees (weldeyohannes, 2017). in ethiopia, there were 111,050 (128/100,000 population) officially registered detainees in 2015 (fair, 2024). wash services are poorly available for detainees in the country characterized by overcrowding, poor sanitary condition, inaccessibility of sanitary materials, poor medical services, and inadequate food (weldeyohannes, 2017). nearly 88% of deaths from diarrheal diseases in developing countries are due to lack of access to safe sanitation, unsafe drinking water, and poor hygiene practices. improved sanitation alone could reduce these diseases by one-third (beyene, 2015). similarly, about 60% of the disease burden in ethiopia is related to poor hygiene and sanitation conditions (neme, 2017). sustainable water, sanitation, and hygiene (wash) services are critical for the prevention, control, and elimination of diseases. while numerous studies focus on the health condition of prisoners, few have focused explicitly on the wash practices of detention centres. the intersection between water sanitation and hygiene infrastructural availability is also underexplored. this gap underscores the need for an investigation on the wash practices in detention centres. materials and methods descriptive research design was employed. descriptive survey research design is used to obtain information concerning the current status of the phenomena and describe what exists with respect to variables or conditions in a situation (gall, m., gall, j., & borg, r., 2007). the area of the study was maiduguri the capital city of borno state, nigeria. the study is limited to only water sanitation and hygiene practices in detention centres. the population of this research is accused/ convicted individuals whom were either in detention or have regain their freedom and individuals working in detention centres. judgmental sampling technique was used in determining the sample size of the study. a semi-structured questionnaire containing checklist was used to obtain data on the hygiene practice of detainees and their environment while in detention. the check list contains yes/no questions regarding the availability and/or sanitation of the detention, water supply, sanitation of the latrines and living cells. two hundred 200 (100%) questionnaires were distributed to accused/ convicted individuals whom had regain their freedom or awaiting judgment and detention workers, 192 (96%) questionnaires were retrieved. the data obtained was analysed using microsoft excel 2019 and presented using frequency counts, percentage and description of the pa ge 16 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 167-175, 2025 demographic characteristics of the respondents in table. looking at the nature of the study that aims to assess the wash gaps between the detainees’ cells and the detention authorities so as to ensure the adherence of ethical consideration. the study was conducted confidentially and without causing any harm to any individual, place or object. the study was purely inline with academic interest. results and discussion results table 1: section a: socio-demography of the respondents s/n items response sum of frequency average of percentage 1 gender status male 149 77.60% female 43 22.40% total 192 100% 2 age range 18-25 137 71.35% 26-40 41 21.35% 41-55 14 7.29% total 192 100% 3 have you ever been arrested and detained? yes 153 79.69% no 39 20.31% total 192 100% 4 if yes, for how long? two days 112 58.33% one day 62 32.29% one week 7 3.65% one month 7 3.65% one year 4 2.08% total 192 100% table 1 shows the gender distribution of the respondents where (n=149, 77.60%) were male and (n=43, 22.40%) were females. the results further showed significant number of the respondents were within the age-bracket 18-25 (n =137, 71.35%), 26-40 (n =41, 21.35%), and 41-55 (n =14, 7.29%). the outcome revealed (n=153, 79.69%) of the respondents were arrested and detained and (n =39, 20.31%) happens to be does who were working or have an idea on the hygiene of the detention centers. the findings further showed (n=112, 58.33%) were detained for two days, (n=62, 32.29%) for one day, (n=7, 15.95%) for one month and (n=4, 2.08%) for one year. table 2: section b: water assessment s/n items response sum of frequency average of percentage 1 is there access to safe drinking water in detention centre? yes 75 39.06% no 117 60.94% total 192 100% 2 are water point(s) in detention centres functional? fairly functional 93 48.44% functional 63 32.81% not functional 36 18.75% total 192 100% table 2 outcome revealed on access to safe drinking water in the detention centres showed (n=75, 39.06%) responded yes while (n=117, 60.94%) responded with no. the outcome further showed on the functionality of water points in detention centres showed (n=93, 48.44%) fairly functional, (n=63, 32.81%) functional and (n=36, 18.75%) opted for not functional. table 3: section c: sanitation assessment s/n items response sum of frequency average of percentage 1 what type of toilets system is/do you used while in detention? pit latrine 131 68.23% cistern flush latrine 45 23.44% ventilated improve pit latrine 16 8.33% total 192 100% pa ge 17 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 167-175, 2025 table 3 outcome on what type of toilets system is/do you used while in detention? revealed pit latrine with (n=131, 68.23%), cistern flush latrine (n=45, 23.44%), ventilated improve pit latrine (n=16, 8.33%). how and where do you/ detainees excrete while in detention? the results showed in toilet inside the cell (n=71, 36.98%), in an open bucket inside the cell (n=57, 29.69%), in toilet outside the cell (n=26, 13.54%), in an open bucket outside the cell (n=23, 11.98%), on the floor of the cell (n=15, 7.81%). how often the cells are being clean? the study revealed once in a day (n=71, 36.98), once in two days (n=63, 32.81%), once in a week (n=37, 19.21%), once in a month (n=21, 10.94%). how often does evacuation of waste take place? once in a day (n=81, 42.19), twice in a day (n=46, 23.96%), once in a week (n=23, 11.98%), once in two weeks (n=37, 19.27) and once in a month (n=5, 2.60%) respectively. table 4: section d: hygiene assessment s/n items response sum of frequency average of percentage 1 do you access handwashing facilities such as soap or detergent before and after meal etc. yes 97 50.52% no 95 49.48% total 192 100% 2 how often do you take bath while in detention? once in a day 29 15.10% twice in a day 31 16.15% once in a week 57 29.69% once in two weeks 39 20.31% once in a month 36 18.75% total 192 100% 3 how often do you/detainees change cloth while in detention? once in a week 82 42.71% once in a day 73 38.02% once in two days 25 13.02% once in a month 12 6.25% total 192 100% 4 who used to clean the cells? detainees 136 70.83% cleaners of the detention centre 37 19.27% others 19 9.90% total 192 100% 2 how and where do you/detainees excrete while in detention? in toilet inside the cell 71 36.98% in an open bucket inside the cell 57 29.69% in toilet outside the cell 26 13.54% in an open bucket outside the cell 23 11.98% on the floor of the cell 15 7.81% total 192 100% 3 how often the cells are being clean? once in a day 71 36.98% once in two days 63 32.81% once in a week 37 19.27% once in a month 21 10.94% total 192 100% 4 how often do evacuation of waste take place? once in a day 81 42.19% twice in a day 46 23.96% once in a week 23 11.98% once in two weeks 37 19.27% once in a month 5 2.60% total 192 100% pa ge 17 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 167-175, 2025 table 4 relates on do you access handwashing facilities such as soap or detergent before and after meal etc. showed yes (n=97, 50.52%), while no with (n=95, 49.48), how often do you take bath while in detention? once in a day (n=29, 15.10%), twice in a day (n=31, 16.15%), once in a week (n=57, 29.49%), once in two weeks (n=39, 20.31%), once in a month (n=36, 18.75%), how often do you/detainees change cloth while in detention? once in a week (n=82, 42.71%), once in a day (n=73, 32.02%), once in two days (n=25, 13.02%), once in a month (n=12, 6.25%). who used to clean the cells? detainees (n=136, 70.33%), cleaners of the detention centre (n=37, 19.27%). how often do you/detainees clean the cell? whenever its dirty (n=81, 42.19%), once in a week (n=69, 35.94%), once in a day (n=25, 13.02%), twice in a day (n=17, 8.85%). what can you say about the hygiene condition of the detention (cell)? poor hygienic (n=121, 63.02%), very unhygienic (n=27, 14.06%), better hygienic (n=26, 13.54%) and hygienic (n=18, 9.38%). 5 how often do you/detainees clean the cell? whenever its dirty 81 42.19% once in a week 69 35.94% once in a day 25 13.02% twice in a day 17 8.85% total 192 100% 6 what can you say about the hygiene condition of the detention (cell)? poor hygienic 121 63.02% very unhygienic 27 14.06% better hygienic 26 13.54% hygienic 18 9.38% total 192 100% table 5: section e: factors influencing poor wash management s/n items response sum of frequency average of percentage 1 what do you think are the factors responsible for the wash challenges in detention centres? poor leadership 41 21.35% lack of adequate wash enlightenment to staff 41 21.35% lack of awareness on the importance of proper hygiene practice and its effects 27 14.06% poor adherence to fundamental human rights to proper hygiene practice 22 11.46% corruption at all level 21 10.94% lack of funding for wash items such as detergent and disinfectants etc 21 10.94% lack of prosecution of offenders 19 9.90% total 192 100% 2 what do you think should be done to address the wash challenges in detention centres? engagement of qualified wash managers 43 22.40% tackling corruption at all level 37 19.27% awareness sessions on wash to both detainees and the authorities 31 16.15% adherence to fundamental human rights to proper hygiene practice 26 13.54% prosecution of offenders without delay 21 10.94% exhibition of good leadership 18 9.38% increase wash funding 16 8.33% total 192 100% table 5 count on what do you think are the factors responsible for the wash challenges in detention centres? poor leadership (n=41, 21.35%), lack of adequate wash enlightenment to staff (n=41, 21.35%), lack of awareness on the importance of proper hygiene practice and its effects (n=27, 14.06%), poor adherence to fundamental human rights to proper hygiene practice (n=22, 11.46%), corruption at all level (n=21, 10.94%), lack of funding for wash items such as detergent and disinfectants etc (n=21, 10.94%), lack of prosecution of offenders (n=19, 9.90%). what do you think should be done to address the wash challenges in detention pa ge 17 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 167-175, 2025 centres? engagement of qualified wash managers (n=43, 22.40%), tackling corruption at all level (n=37, 19.27%), awareness sessions on wash to both detainees and the authorities (n=31, 16.15%), adherence to fundamental human rights to proper hygiene practice (n=26, 13.54%), prosecution of offenders without delay (n=21, 10.94%), exhibition of good leadership (n=18, 9.38%), and increase wash funding (n=16, 8.33%). discussion this pioneering study in maiduguri metropolis and environs investigated water, sanitation, and hygiene (wash) practices in detention centers. the study achieved a response rate of 96% (192/200), with a demographic distribution of (n=149, 77.60%) male and (n=43, 22.40%) female respondents. a study conducted by youssef (2025) indicated that there are significant differences between males and females in language learning, more specifically, levels of learners’ anxiety. the majority of respondents (n=153, 79.69%,) were detainees, while (n=39,20.31%) were either staff or had experience with detention hygiene practices. the age distribution showed a predominance of young adults, with (n=137, 71.35%) of respondents falling within the 18-25 age bracket. this finding is in line with a study conducted by andargie, y., alelign, a., & tekeste, z. (2024) in ethiopia showed majority of the respondent were female (52 %) against male (48 %). similarly, the outcome is in support of a study conducted by makauj, j. n. (2024) which revealed majority of the respondents 86% are between the age bracket 18-24 years. the study’s findings on detention duration revealed that the majority of respondents (n=112, 58.33%) were detained for two days, followed by (n=62, 32.29%) for one day. these results provide valuable insights into the wash practices in detention centers, highlighting the need for improved sanitation facilities and hygiene practices to protect the health and dignity of detainees. the study’s findings are consistent with existing literature on detention center conditions and detainee demographics, underscoring the importance of addressing wash challenges in these settings. this correspond with a study conducted by nudd et al. (2024) on overcrowding in prisons, health and legal implications shows detainees are increasing on daily basis, ensuring proper wash practices in detention is fundamental right not only to the detainees but to the general public at large. the study’s findings on access to safe drinking water in detention centers reveal a concerning trend. a majority of respondents (60.94%, n=117) reported that detainees do not have access to safe drinking water, while 39.06% (n=75) affirmed that they do. this suggests that many detention centers struggle to provide adequate water services, compromising the health and well-being of detainees. the functionality of water points in detention centers also raises concerns. while 48.44% (n=93) of respondents reported that water points are fairly functional, 18.75% (n=36) reported that they are not functional. this highlights the need for improved water infrastructure and management in detention centers to ensure that detainees have access to sufficient and safe water. as emphasized by zyoud and zyoud (2023), water, sanitation, and hygiene (wash) services are crucial for promoting public and environmental health, particularly in developing contexts. inadequate water access in detention centers poses significant health risks and underscores the importance of prioritizing wash improvements in these settings. the findings on sanitation facilities in detention centers, as depicted in table 3, reveal that the majority of detainees (n=131, 68.23%) utilize pit latrines, while (n=45, 23.44%) use cistern flush latrines, and (n=16, 8.33%) use ventilated improved pit latrines. according to the world health organization (who) and unicef (2021), improved sanitation facilities are those that hygienically separate human excreta from human contact, such as flush or pour-flush toilets connected to piped sewer systems, septic tanks, or pit latrines with slabs. the use of pit latrines and other improved sanitation facilities in detention centers suggests that there are limited sanitation challenges in waste collection. however, it is essential to consider the quality and maintenance of these sanitation facilities to ensure they remain improved and do not pose health risks to detainees. the who and unicef report of (2021) emphasizes that sanitation facilities are not considered improved when shared or open to public use. therefore, detention centers must prioritize proper maintenance, cleanliness, and accessibility of sanitation facilities since they are of public in nature to uphold detainees health, dignity, and human rights. by ensuring adequate and hygienic sanitation facilities, detention centers can promote a healthier and more humane environment for detainees. the prevalence of excretion within cells (n=71, 36.98%) and the use of open buckets (n=57, 29.69%) indicate inadequate sanitation facilities, posing significant health risks to detainees. furthermore, the frequency of cell cleaning and waste evacuation varies, with only (n=71, 36.98%) of respondents reporting daily cell cleaning and (n=81, 42.19%) reporting daily waste evacuation. these findings suggest a decline in ideal sanitation practices, compromising detainees’ health, dignity, and human rights. the implications of these findings are significant, highlighting the need for improved sanitation infrastructure and practices in detention centers. ensuring adequate sanitation facilities, regular cell cleaning, and proper waste evacuation is essential for maintaining detainees’ health and dignity. policymakers and detention center administrators must prioritize these issues to create a more humane and healthier environment for detainees. by addressing these concerns, detention centers can better uphold the human rights and dignity of detainees, promoting a more positive and rehabilitative environment. a study pa ge 17 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 167-175, 2025 conducted by aluko, et al., (2022) noted that excreting in detention cells or on the floor poses significant health risks, including the spread of infectious diseases like diarrhea, cholera, and dysentery. razack (2021) also noted that open defection in detention centres violates human dignity and breaches international human rights standards for humane treatment and living conditions. this poor wash practices can lead to unpleasant living conditions, exacerbate existing health conditions, and increase the risk of epidemics. the study’s findings on hygiene practices in detention centers reveal concerning trends. regarding handwashing facilities, (n=95, 49.48%) of respondents reported not having access to handwashing facilities with soap or detergent before and after meals. the frequency of bathing while in detention also raises concerns, with only (n=29, 15.10%) reporting bathing once a day and (n=57, 29.49%) reporting bathing once a week. this has the support of a study conducted by fakhry, y. (2025) emphasizes the urgent need for multisectoral collaboration involving government at all level, local and international ngos (non-governmental organizations), and academic institutions as crucial for ensuring equitable human rights, social justice, and ultimately promoting the well-being of all detainees. the outcome highlights inadequate hygiene practices, including infrequent changing of clothes and cleaning of cells. the majority of respondents (n=121, 63.02%) described the hygiene condition of the detention cells as poor, while (n=27, 14.06%) described it as very unhygienic. these findings suggest that detention centers struggle to maintain adequate hygiene standards, posing health risks to detainees. the results emphasized the need for improved hygiene practices, including access to handwashing facilities, regular bathing, and cleaning of cells, to promote a healthier environment for detainees. sadoff, et al., (2020) highlighted that the sdg 6 reiterated the need to ensure proper hygiene practice by all targeting 2030 which include individuals in detention centers and semi-detention facilities. the study’s findings on the factors responsible for wash challenges in detention centers highlight several key issues. the study identified poor leadership (n=41, 21.35%) and lack of adequate wash enlightenment to staff (n=41, 21.35%) as primary factors, followed by lack of awareness on the importance of proper hygiene practice (n=27, 14.06%). other factors included poor adherence to fundamental human rights (n=22, 11.46%), corruption (n=21, 10.94%), and lack of funding for wash items (n=21, 10.94%). the findings of a research conducted by baffour et al. (2024) also highlighted that overcrowding in detentions centrer and the failure of the authorities to separate toilet facilities from the persons in custody’s cells as major factors responsible for wash challenges in detention facilities. to address these challenges, the study outcome suggested several strategies, including the engagement of qualified wash managers (n=43, 22.40%), tackling corruption (n=37, 19.27%), and awareness sessions on wash for both detainees and authorities (n=31, 16.15%). other proposed solutions included adherence to fundamental human rights (n=26, 13.54%), prosecution of offenders (n=21, 10.94%), and increased wash funding (n=16, 8.33%). these findings emphasize the need for a multifaceted approach to address wash challenges in detention centers, including leadership, awareness, funding, and accountability. by implementing these strategies, detention centers can improve wash practices and promote a healthier environment for detainees. summary this study investigates the water, sanitation, and hygiene (wash) practices in detention centers, revealing concerning trends. the findings indicate that a significant proportion of detainees lack access to safe drinking water, with 60.94% of respondents reporting that detainees do not have access to safe drinking water. furthermore, the study highlights inadequate sanitation facilities and practices, including the prevalence of excretion within cells and the use of open buckets. these findings suggest a decline in ideal sanitation practices, compromising detainees’ health, dignity, and human rights. the study also examines the hygiene practices in detention centers, revealing poor handwashing facilities, infrequent bathing, and inadequate cell cleaning. the majority of respondents (63.02%) described the hygiene condition of the detention cells as poor, while 14.06% described it as very unhygienic. these findings underscore the need for improved wash infrastructure and practices in detention centers to promote a healthier environment for detainees. the study’s findings have significant implications for policymakers and detention center administrators. to address wash challenges, it is essential to prioritize improved sanitation infrastructure, regular cell cleaning, and proper waste evacuation. additionally, promoting hygiene practices, such as handwashing and regular bathing, can help prevent the spread of diseases. by addressing these concerns, detention centers can better uphold the human rights and dignity of detainees, promoting a more positive and rehabilitative environment. conclusion the study’s findings on water, sanitation, and hygiene (wash) practices in detention centers reveal significant challenges that compromise detainees’ health, dignity, and human rights. the lack of access to safe drinking water, inadequate sanitation facilities, and poor hygiene practices underscore the need for urgent attention and improvement. these findings are concerning, given the critical role that wash services play in preventing the spread of diseases and promoting public health. policymakers and detention center administrators must prioritize improved wash infrastructure and practices. pa ge 17 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 167-175, 2025 this includes ensuring access to safe drinking water, promoting hygiene practices such as handwashing and regular bathing, and maintaining clean and functional sanitation facilities. by taking these steps, detention centers can promote a healthier and more humane environment for detainees, uphold their human rights and dignity, and support their rehabilitation and wellbeing. acknowledgement we would like to express our sincere gratitude to all hands who contributed with information that led to the completion of this research paper. we also extent appreciation to the head of wash department university of maiduguri for granting approval and facilitating access to respondents. recommendation based on the findings of the research, recommendations were made. 1. government should provide and ensure detention centers have functional water points and adequate storage facilities to provide safe drinking water to detainees. 2. government should provide clean, functional, and well-maintained sanitation facilities, including toilets and waste disposal systems, to prevent the spread of diseases. 3. authorities should emphasize and ensure full implementation of hygiene promotion programs, including handwashing with soap, regular bathing, and proper waste disposal, to reduce the risk of disease transmission. 4. government should allocate sufficient funds to support the provision of wash services, including maintenance of facilities, provision of hygiene materials, and training of staff. 5. government should re-develop, review and implement policies and guidelines that will ensure wash services are prioritized in detention centers, and that detainees’ 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(2023). water, sanitation, and hygiene global research: evolution, trends, and knowledge structure. environmental science and pollution research, 30(56), 119532–119548. https://doi. org/10.1007/s11356-023-30813-0 pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) mathematical problem-solving beliefs and metacognitive awareness: the moderating effect of mathematical curiosity kristine e. lagud1*, carlos jose o. villamor1, loverlen t. loma1, joey c. oliveros1 volume 4 issue 5, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i5.5114 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 18, 2025 accepted: may 23, 2025 published: august 18, 2025 this study employed a descriptive-correlational design to investigate the moderating effect of mathematical curiosity on the relationship between mathematical problem-solving beliefs and metacognitive awareness among college students enrolled at a private university in davao city. the respondents were identified through cluster sampling. results revealed that mathematical problem-solving beliefs significantly predict and moderately positively correlate with metacognitive awareness. mathematical curiosity also predicts metacognitive awareness. however, mathematical curiosity does not significantly moderate the relationship between mathematical problem-solving beliefs and metacognitive awareness. this suggests that a student’s beliefs in their problem-solving skills remain a crucial aspect of their metacognitive awareness, regardless of their level of curiosity. further research is recommended to explore students’ gaps, particularly in declarative knowledge and the place of mathematics, and to investigate this study’s best-fit model, notably among math majors. keywords davao city, mathematical curiosity, mathematical problemsolving beliefs, metacognitive, awareness, moderating effect, relationship introduction for many years, the main goal of the department of education has been to develop mathematically proficient, critical problem-solvers and reflective filipino learners (deped, 2023). however, it contrasts the students’ results in both the program for international student assessment (pisa) and trends in international mathematics and science study (timss), where they performed poorly and consistently ranked at the bottom (oecd, 2023; timss, 2019). on the comparison between the pisa mathematics literacy framework with the k to 12 mathematics curriculum, a study found that the latter fails to promote the application of mathematical concepts to real-life situations where learners need to think more, interpret, and evaluate, as it barely covers the topics needing higher mathematical processes and reasoning skills (golla & reyes, 2020). students’ readiness was limited to remembering basic concepts as their year level increased while lacking comprehension and selfregulation strategies, making them prone to errors in solving mathematical problems (valderrama & oligo, 2021; lim et al., 2019). metacognitive awareness (ma) is pivotal in students’ learning, especially with mathematical concepts in a spiral curriculum (hacker et al., 2019). studies revealed that students possessing metacognitive awareness have been taking more control of their learning processes where they choose to develop their skills, especially in identifying strategies that work best for them at solving mathematical problems (olop et al., 2024; baguin & janiola, 2023; stanton et al., 2021). moreover, it helps them better understand why they should invest deliberate practice and concentration in their learning, resulting in positive attitudes toward achieving academic success (mondal, 2023; anthonysamy, 2021). thus, there is a need to identify the possible factors that may improve the students’ metacognitive awareness. additionally, the growth mindset theory emphasizes that students face challenges and achieve their goals in life mainly influenced by their beliefs about their intellectual capacity (wolcott et al., 2021; dweck, 2006). students with a growth mindset tend to believe that they can enhance their use of metacognitive methods and strategies and are likely to take part in challenging mathematical problems that confront the actualization of mathematical concepts (sturm & bohndick, 2021; bernecker & job, 2019). it only means that their metacognitive awareness and beliefs influence their learning and problem-solving approach (yorulmaz et al., 2021). hence, the key to learners’ academic success and improvements in behavioral performance is fostering their metacognitive awareness through positive attitudes and beliefs toward their school and learning, making them willingly accept challenging, nonroutine problems. mathematical problem-solving beliefs (mpb) refer to how students perceive their abilities and view mathematics as a subject. studies found that when students hold positive beliefs, it plays a significant role in improving their learning, which also helps them become more motivated to engage with mathematical tasks (sintema & mosimege, 2023; sopekan & awofala, 2019; yavuz & erbay, 2014). several critical aspects of mathematical problem-solving beliefs contribute to students’ overall problem-solving capabilities, namely, mathematical skills involving the 1 college of teacher education, university of mindanao, philippines * corresponding author’s e-mail: k.lagud.510797@umindanao.edu.ph pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 1-9, 2025 basic skills used to solve problems, developed and applied in a real-world context (sabasaje & oco, 2023; vohra, 2022), the place of mathematics refers to how versatile mathematics is in its application in various fields such as in the development of society (yadav, 2020; hansson, 2019), understanding the problem involves students’ ability to recognize what is known and what needs to be solved, which may include looking at the situation from different angles (sekaryanti et al., 2022; tan, 2021), the importance of mathematics lies in how it helps simplify daily tasks and improve decision-making (ojose, 2011), and problem-solving skills which refer to applying strategies and reaching out the solutions (mohammed, 2024; herrity, 2024; bariyyah, 2021). aside from mpb, metacognitive awareness is the most essential variable to explore. it refers to an awareness of one’s thinking process and how it regulates and works, divided into six indicators (baguin & janiola, 2023; montillado & lovitos, 2023; özçakmak et al., 2021; arum et al., 2019). first, declarative knowledge is knowing, describing, and understanding what are the strategies to be used (tak et al., 2022; ramadhanti & yanda, 2021); second, procedural knowledge means how these processes or strategy applied to perform the tasks (telaumbanua et al., 2024; amin et al., 2022); third, conditional knowledge refers to when and why to use those strategies for that tasks (güner & erbay, 2021; stanton et al., 2021); fourth, planning which focuses on to what are the students are aiming to learn, what strategic skills to be used to come up with solutions, and how they will going to perform it (agudelo-correa, 2020; adinda, 2021); fifth, monitoring is when the students are constantly tracking down their learning progress or performance if they are doing well or if they need to adapt better learning strategies (rhodes, 2019; norman et al., 2019); and sixth is evaluation, in which the students received feedbacks and reflects about their outputs. moreover, mathematical curiosity (mc) is an intrinsic drive to acquire knowledge for deeper understanding, further strengthening memory, and enhancing learning (chen et al., 2022). this is supported by the dynamic systems theory (dst) of epistemic curiosity by subaşı (2019), which states that curiosity is a dynamic and context-dependent process influenced by cognitive (prior knowledge, perceived knowledge gaps, and metacognitive awareness), emotional (excitement, uncertainty, or frustration when faced with new information), and environmental factors (learning environment, instructional strategies, and social interactions). also, studies have found that curiosity enhances interest in mathematics, prompting mathematics students to tackle complex problems and reinforcing their confidence in problem-solving abilities (peterson & cohen, 2019; zetriuslita et al., 2024), which contributes to their academic success (bayuningrum et al., 2021; zetriuslita & ariawan, 2021). thus, given its dynamic nature, mathematical curiosity is a potential variable that may moderate the relationship between mathematical problem-solving beliefs and metacognitive awareness. subsequently, the researchers acknowledged that few studies were conducted to find a significant relationship between metacognitive awareness and mathematical problem-solving beliefs (yorulmaz et al., 2021; ajan et al., 2021). also, how college students’ mathematical curiosity may moderate this relationship has not yet been explored. this implies that this study will provide data that will serve as a basis for new researchers to further explore the moderation of mathematical curiosity on the relationship between mathematical problem-solving beliefs and metacognitive awareness. investigating this study develops a foundation for understanding the students’ metacognitive awareness, problem-solving beliefs, and curiosity about mathematics. this research primarily explores how important it is to transform students’ fixed mindset into a growth mindset about their learning ability and assess external factors to induce high utilization of cognitive awareness. specifically, it provides insights regarding the effects of curiosity on their learning processes under certain conditions. the study also highlights the gap between the department of education’s objectives and filipino students’ poor performance in international assessments. ultimately, the findings support sustainable development goal (sdg) 4—quality education—by helping raise educational quality and preparing students to meet real-world challenges. in this study, the researchers examined the level of college students’ mathematical problem-solving beliefs regarding mathematical skills, the place of mathematics, understanding the problem, the importance of mathematics, and problem-solving skills. also, their level of metacognitive awareness in declarative knowledge, procedural knowledge, conceptual knowledge, planning, monitoring, evaluation, and mathematical curiosity were measured. additionally, this study assessed whether a significant correlation exists between mathematical problem-solving beliefs and metacognitive awareness, and that mathematical curiosity moderates this relationship. finally, this study verified the hypothesis that there is no significant relationship between mathematical problemsolving beliefs and metacognitive awareness, and that mathematical curiosity does not moderate the relationship between mathematical problem-solving beliefs and metacognitive awareness at a 0.05 significance level. materials and methods respondents the target respondents were 30,468 college students enrolled in a private university in the davao region during the first semester of the school year 2024-2025. out of this number, only 380 participated, as bujang (2024) supported that having participants of at least 149 was already sufficient for conducting correlational research. moreover, given the large population, cluster sampling was performed to divide it into smaller groups with similar characteristics, yielding reliable results (simkus, 2023). furthermore, data were collected from pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 1-9, 2025 respondents in three selected buildings on campus, each representing a different college: the be building for the college of accounting education (134), the get building for the college of criminal justice education (134), and the dpt building for the college of arts and science education (112). instrument three instruments were used in this study, and all were 5-point likert-type questionnaires with response options of 5 as strongly agree to 1 as strongly disagree. the first questionnaire, the mathematical problem-solving beliefs scale (bal, 2015), was modified and consisted of 26 items across five indicators: mathematical skills (7 items), the place of mathematics (5 items), understanding the problem (3 items), the importance of mathematics (6 items), and problem-solving skills (5 items). in the scale, the 2nd, 4th, 9th, 15th, 20th, 21st, and 26th were originally reversed but changed into non-reversed items. the second questionnaire, the metacognitive awareness inventory, was adapted from tak et al. (2022) and includes 30 items divided into six indicators: declarative knowledge (5 items), procedural knowledge (4 items), conditional knowledge (5 items), planning (5 items), monitoring (6 items), and evaluation (5 items). lastly, the mathematical curiosity inventory was adapted from belecina and ocampo (2016) and has 30 items. these three instruments were validated by experts and got a cronbach’s alpha of 0.906, 0.943, and 0.925, respectively. the range of means of 4.20-5.00 is very high, indicating that the students always manifested mathematical problem-solving beliefs, metacognitive awareness, and mathematical curiosity. while 3.40-4.19 is classified as high, the students often manifested mathematical problem-solving beliefs, metacognitive awareness, and mathematical curiosity. then, 2.60-3.39, classified as moderate, means that the students sometimes manifested mathematical problem-solving beliefs, metacognitive awareness, and mathematical curiosity. moreover, 1.802.59, classified as low, where students seldom manifested mathematical problem-solving beliefs, metacognitive awareness, and mathematical curiosity. furthermore, 1.00-1.79 was very low, implying that the students never manifested mathematical problem-solving beliefs, metacognitive awareness, and mathematical curiosity. design and procedure this study employed a descriptive-correlational research design that describes and determines the relationship between the two variables (brodowicz, 2024). this design was the most appropriate since this study examines the levels of the respondents’ beliefs, metacognitive awareness, and curiosity without manipulating these variables. it also ought to determine if there was a naturally occurring relationship between mathematical problem-solving beliefs and metacognitive awareness and how mathematical curiosity might affect this relationship. before data collection, the researchers requested approval by sending formal letters to the deans of the colleges located in the selected three buildings. the researchers then asked for the consent of the respondents, who were also fully informed of the study’s purpose, procedures, and their right to withdraw at any time. additionally, they were assured that the research team strictly maintained their privacy and confidentiality. for data analysis, the statistician calculated the mean and standard deviation to describe the levels of mathematical problem-solving beliefs, metacognitive awareness, and curiosity among respondents. the spearman’s rho correlation was used to determine the relationship between mathematical problem-solving beliefs and metacognitive awareness since the data were not normally distributed. furthermore, a moderation analysis was conducted to examine whether mathematical curiosity strengthens or weakens the relationship between mathematical problemsolving beliefs and metacognitive awareness. results and discussions level of mathematical problem-solving beliefs data reveals that college students have a very high level of mathematical problem-solving beliefs (m = 4.34, sd = 0.45). this suggests that they exhibit confidence in believing that mathematics is an essential tool beyond calculations that enhances intelligence and simplifies realworld situations. they also demonstrate persistence as they believe their mathematical skills are developed through practice and dedicated study while recognizing its deep connection to their daily life. in addition, they approach problem-solving tasks strategically and reflectively, embrace challenges, explore multiple solutions, and show resilience in overcoming difficulties. table 1: level of mathematical problem-solving beliefs of college students indicators mean sd description mathematical skill (ms) 4.48 0.51 very high the place of mathematics (pm) 4.13 0.69 high understanding the problem (up) 4.63 0.54 very high the importance of mathematics (im) 4.24 0.63 very high problem-solving skills (ps) 4.24 0.58 very high overall mean 4.34 0.45 very high pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 1-9, 2025 moreover, the indicator with the highest mean is understanding the problem (m = 4.63, sd = 0.54). this means that these students have a very high belief that solving mathematical problems requires an understanding of the concepts. also, dealing with its difficulties provides new ways to find solutions and develops valuable problemsolving skills. the lowest mean was obtained by the place of mathematics (m = 4.13, sd = 0.69). this implies that the learners do not fully believe that mathematics is essential to them, that it is related to general science, and that they can use it through technology –contributing to their difficulty in fully engaging with mathematical concepts. these findings confirm the studies of sopekan and awofala (2019) and yavuz and erbay (2014), where pre-service teachers were generally found to have a high level of belief in mathematical problem-solving. the abovementioned also aligns with the view of sintema and mosimege (2023) that students hold strong beliefs about understanding the concepts in solving mathematical problems, showing motivation and perseverance in grasping complex concepts. however, these students are partially unconvinced in its practical use, making them less likely to apply mathematical concepts to real-world problems. level of metacognitive awareness displayed in table 2 is the respondents’ high level of metacognitive awareness (m = 4.04, sd = .54). data suggests that these students have organized knowledge, know how to identify essential information, and carefully read instructions before solving the tasks. they also select and apply practical problem-solving approaches and assess their understanding by questioning their methods. in addition, after completing a task, they evaluate their performance, consider alternative approaches, and summarize their learning, contributing to their academic success. table 2: level of metacognitive awareness among college students indicators mean sd description declarative knowledge (dk) 3.88 0.68 high procedural knowledge (pk) 4.05 0.66 high conditional knowledge (ck) 4.11 0.61 high planning (pl) 4.17 0.65 high monitoring (mo) 4.01 0.67 high evaluation (ev) 4.00 0.70 high overall mean 4.04 0.54 high moreover, planning received the highest mean score (m = 4.17, sd = 0.65), indicating that when starting a task, studentsreflect on prior knowledge, set key information, read instructions carefully, select effective problem-solving strategies, and know how to manage their time efficiently. however, declarative knowledge has the lowest mean (m = 3.88, sd = 0.68), suggesting that while students can recognize, organize, and retain essential information and assess their understanding, there is room for improvement in fully grasping and applying learned concepts. this result aligns with the studies of arum et al. (2019), baguin and janiola (2023), and montillado and lovitos (2023), highlighting students’ high metacognitive awareness. the former found that students can understand the problem, develop a solution according to the plan, and critically evaluate their results by reviewing and verifying their calculations to ensure accuracy and effectiveness. the latter observed that students with strong metacognitive skills tend to excel in mathematics, as their ability to implement effective learning strategies enhances their academic success. level of mathematical curiosity presented in table 3 is the respondents’ high level of curiosity for learning mathematics (m = 3.91, sd = 0.62). this means students frequently seek opportunities to discover how things work with riddles, abstract theories, and other mathematical concepts. they also actively engage with the lessons as they feel at ease whenever they can solve complex problems. in addition, they evaluate their strengths and areas for improvement and regularly reflect on their learning experiences to grow as a person. table 3: college students’ level of mathematical curiosity items mean sd description 1. i would describe myself as someone who actively seeks as much information as i can in a new situation. 4.08 0.80 high 2. i find myself looking for new opportunities to grow as a person (e.g., new concepts, collaborating with peers, and using resources). 4.15 0.77 high 3. i actively seek as much information as i can in new situations. 4.17 0.80 high 4. i am at my best when doing something that is complex or challenging. 3.92 0.89 high pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 1-9, 2025 moreover, only three items got a very high mean, with item 30 being the highest (m = 4.36, sd = 0.82), followed by item 25 (m = 4.23, sd = 0.84), then item 26 (m = 4.20, sd = 0.84). these results suggest that students are strongly inclined toward exploration and discovery in mathematics. their curiosity drives their willingness to tackle unfamiliar problems and expand their understanding of mathematical theories and applications. furthermore, the results of this study are supported by peterson and cohen (2019) and zetriuslita et al. (2024), who claim curiosity has been a critical factor in students’ interest in mathematics. when students enjoy learning mathematical concepts regardless of the medium of learning, this leads to solving even more complex or non-routine problems. also, this process helps students find solutions that strengthen their confidence in their problem-solving skills. relationship between mathematical problemsolving beliefs and metacognitive awareness table 4 highlights spearman’s rho correlational analysis of the relationship between mathematical problemsolving beliefs and metacognitive awareness of college students. data reveals a significant moderate positive relationship between mathematical problem-solving beliefs and learners’ metacognitive awareness, r (378) = .656, p = .000, hence, the null hypothesis is rejected. this means that learners with stronger beliefs in mathematical problem-solving are more likely to have higher metacognitive awareness. also, they value and engage deeply in problem-solving and tend to reflect more on their thinking processes and use metacognitive strategies to enhance their learning. 5. i am always looking for experiences that challenge how i think about myself and the world. 4.11 0.83 high 6. i frequently seek out opportunities to challenge myself and grow as a person. 4.04 0.89 high 7. when i am actively interested in something, it takes a great deal to interrupt me. 4.16 0.89 high 8. everywhere i go, i am curious about new mathematical ideas or theories. 3.55 1.11 high 9. i like to do things that are a little frightening. 3.87 0.96 high 10. i prefer math tasks that are excitingly unpredictable. 3.41 1.16 high 11. i am the kind of learner who embraces unfamiliar math problems, topics, and theories. 3.51 1.14 high 12. difficult conceptual problems can keep me awake all night thinking about solutions. 3.50 1.15 high 13. i enjoy learning about math topics that are unfamiliar to me. 3.46 1.15 high 14. i can spend hours on a single problem because i just can’t rest without knowing the answer. 3.53 1.14 high 15. if i read something that puzzles me at first, i keep reading until i understand it. 4.08 0.90 high 16. it bothers me if i come across a word that i don’t know, so i will look up its meaning in a dictionary. 4.19 0.90 high 17. i feel frustrated if i can’t figure out the solution to a problem, so i work even harder to solve it. 4.02 0.91 high 18. i brood for a long time in an attempt to solve some fundamental problem. 3.87 0.93 high 19. i am critical of current ideas and theories. 3.73 0.92 high 20. i enjoy discussing abstract concepts. 3.72 0.99 high 21. if i am given an incomplete puzzle, i like to try to find the final solution. 3.89 1.00 high 22. when someone asks me a riddle, i am interested in trying to solve it. 3.89 1.01 high 23. when i am given a new kind of arithmetic problem, i enjoy imagining solutions. 3.60 1.05 high 24. when i see a complicated piece of machinery, i like to ask someone how it works. 3.93 0.97 high 25. i enjoy exploring new ideas. 4.23 0.84 very high 26. i find it fascinating to learn new information. 4.20 0.84 very high 27. if i am given an unfamiliar task, i like trying how it gets done. 4.11 0.88 high 28. when i learn something new, i would like to find out more about it. 4.16 0.87 high 29. when i see an incomplete puzzle, i like imagining how to solve it. 4.01 0.91 high 30. i am interested in discovering how things work. 4.36 0.82 very high overall mean 3.91 0.62 high pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 1-9, 2025 the highest correlation is between problem-solving skills and conditional knowledge, which falls to a moderate positive correlation, r (378) = .566, p < .001. this indicates that students with well-developed problem-solving skills demonstrate strong conditional knowledge. also, they can recognize when and why to apply different strategies in mathematical problemsolving, adapting effectively to various problem contexts. on the other hand, the weakest correlation is between the place of mathematics and planning, which is categorized as a negligible correlation, r (378) = .280, p < .001. this suggests that the student’s beliefs about the role of mathematics in different contexts have minimal influence on their ability to plan their learning and problem-solving strategies. moreover, these findings affirm the claims of yorulmaz et al. (2021) and ajan et al. (2021) that there is a medium and significant relationship between metacognitive awareness and mathematical problem-solving beliefs. these results also follow dweck’s growth mindset theory (2006), which asserts that individuals’ beliefs about their intellectual abilities influence how they face challenges and strive for success. further, similar claims by sturm and bohndick (2021) and bernecker and job (2019) support this idea, highlighting that those with a growth mindset believe in improving through effort. this belief fosters the development of the learners’ metacognitive strategies, motivating them to engage with complex mathematical problems and enhance their conceptual understanding. moderating effect of mathematical curiosity in the relationship between mathematical problemsolving beliefs and metacognitive awareness a moderation analysis was conducted as this study explored whether mathematical curiosity moderates the relationship between mathematical problem-solving beliefs and metacognitive awareness. table 5 visualizes the overall model that explains 64.1% of the variance in metacognitive awareness, leaving 35.9% of the variance unexplained by the model r² = .641, f (3,376) = 223.280, p < .001. it was hypothesized that the relationship between mathematical problem-solving beliefs and metacognitive awareness would be more evident among individuals with higher levels of mathematical curiosity. table 4: correlation between mathematical problem-solving beliefs and metacognitive awareness mathematical problem solving beliefs metacognitive awareness dk pk ck pl mo ev overall mean ms .350* .412* .475* .410* .403* .367* .484* (.000) (.000) (.000) (.000) (.000) (.000) (.000) pm .355* .338* .373* .280* .335* .377* .407* (.000) (.000) (.000) (.000) (.000) (.000) (.000) up .320* .409* .438* .347* .336* .347* .433* (.000) (.000) (.000) (.000) (.000) (.000) (.000) im .477* .472* .537* .493* .436* .451* .571* (.000) (.000) (.000) (.000) (.000) (.000) (.000) ps .492* .520* .566* .503* .464* .423* .594* (.000) (.000) (.000) (.000) (.000) (.000) (.000) overall mean .525* .562* .621* .528* .518* .527* .656* (.000) (.000) (.000) (.000) (.000) (.000) (.000) *. correlation is significant at the 0.05 level table 5: moderating role of mathematical curiosity on the relationship between mathematical problem-solving beliefs and metacognitive awareness b se t p mathematical problem-solving beliefs .516 .043 11.758 .000 mathematical curiosity .449 .031 14.532 .000 mathematical problem-solving beliefs x mathematical curiosity (interaction) .032 .052 .615 .539 low (-.615 sd) .496 .048 10.383 .000 average (0 sd) .516 .044 11.758 .000 high (+.615 sd) .536 .060 8.900 .000 note: constant = 4.031, r² = .641, f (3,376) = 223.280, p < .001 data shows that mathematical problem-solving beliefs significantly predict metacognitive awareness (b = .516, p < .001), suggesting that students with stronger beliefs in their problem-solving abilities tend to have higher metacognitive awareness. similarly, mathematical curiosity (b = .449, p < .001) also predicts metacognitive awareness. pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 1-9, 2025 however, the interaction between mathematical problem-solving beliefs and mathematical curiosity (b = .032, p = .539) is not statistically significant, implying that mathematical curiosity does not moderate this relationship; hence, we failed to reject the null hypothesis. particularly, the results revealed that regardless of whether a person has low (b = .496, p < .001), average (b = .516, p < .001), or high curiosity (b = .536, p < .001) about mathematics, their belief in their problem-solving abilities consistently contributes to their metacognitive awareness. the findings of this study partially align with the dynamic systems theory (dst) of epistemic curiosity by subaşı (2019), which emphasizes the evolving and context-dependent nature of curiosity in learning. the predictive effect of mathematical curiosity on metacognitive awareness supports dst’s claim that curiosity enhances engagement and self-regulation. the nonsignificant moderation of mathematical curiosity challenges dst’s assumption that mathematical curiosity interacts with mathematical problem-solving beliefs to enhance metacognitive awareness. also, this result contrasts with peterson and cohen (2019) and zetriuslita et al. (2024), who emphasize curiosity’s role in deepening students’ understanding and problem-solving skills. this discrepancy may be because of contextual factors such as the respondents’ courses, cognitive load, instructional strategies, and how curiosity operates in their mathematical learning. conclusion results revealed that students have very high mathematical problem-solving beliefs and, at the same time, have high metacognitive awareness and mathematical curiosity. a significant moderate positive relationship exists between mathematical problem-solving beliefs and metacognitive awareness. also, mathematical problemsolving beliefs and curiosity were identified as predictors of metacognitive awareness. however, mathematical curiosity does not moderate the relationship between mathematical problem-solving beliefs and metacognitive awareness. the findings indicate that students with higher mathematical problem-solving beliefs are more likely to have higher metacognitive awareness. furthermore, those with well-developed problem-solving skills are better at applying various strategies to solve mathematical problems. on the other hand, regardless of students’ level of curiosity in math, their confidence and belief in their problem-solving abilities remain a key factor in their metacognitive awareness. the correlation strongly conforms to the growth mindset theory, indicating that the more the students are motivated to engage with complex mathematical problems, the more they understand, monitor, and regulate their thinking and learning processes. however, the nonsignificant moderation contradicts the dynamic systems theory (dst) of epistemic curiosity, which assumes curiosity is dynamic and always plays an interactive role in learning processes. this implies that strong problem-solving beliefs can independently drive students to use metacognitive strategies effectively, even without the additional influence of their curiosity. the findings of this study emphasize the strong connection between problem-solving beliefs and metacognitive awareness yet reveal areas that need attention. further studies should explore students’ gaps, particularly in declarative knowledge and the place of mathematics. this result gives educators insights into adopting strategies that reinforce students’ foundational knowledge and boost appreciation for the practical value of mathematics. educators should also consider building students’ confidence, enhancing metacognitive skills, and inspiring curiosity, ultimately empowering learners to approach mathematical challenges with more remarkable persistence, autonomy, and critical thinking. moreover, future researchers are encouraged to investigate this study’s best-fit model with mathematics majors as respondents. references adinda, a. 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(2024). an analysis of students’ mathematical curiosity in online learning viewed from academic level and gender. research in social sciences and technology, 9(2), 1–12. https://doi.org/10.46303/ressat.2024.22 pa ge 1 pa ge 47 american journal of multidisciplinary research and innovation (ajmri) improving cyber security in power systems and substation automation using intelligent based system chukwuagu m. ifeanyi1*, ogbu gregory2, chukwu linus2 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.4823 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 18, 2025 accepted: aprli 24, 2025 published: june 24, 2025 the constant failure in cyber security in power systems and substation automation that has crippled business activities that mostly depend on power to run their routine activities are caused by lack of adequate security measures, human error, outdated software and hardware, insufficient training and awareness, insider threats, weak access control mechanisms, inadequate network segmentation, failure to patch vulnerabilities, complexity of the system, third-party vendor risks and denial of service (dos) vulnerabilities. this is surmounted by introducing improved cyber security in power systems and substation automation using intelligent based system. to achieve this, it is done in this procedure characterizing and establishing the causes of failure in cyber security in power systems and substation automation, designing a simulink model for cyber security in power systems and substation automation, designing a rule base that will reduce the causes of failure in cyber security in power systems and substation automation,training ann in the rule base for effective reduction of causes of failure in cyber security in power systems and substation automation, developing an algorithm for the process, designing a simulink model for improving cyber security in power systems and substation automation using intelligent based system and validating and justifying the percentage of improvement in the reduction of causes of failure in cyber security in power systems and substation automation. the results obtained were the conventional lack of adequate security measures that cause failure in improving cyber security in power systems and substation automation was 25%. on the other hand, when an intelligent based system was incorporated into the system, it drastically reduce the cause failure in improving cyber security in power systems and substation automation to 21.53%, the conventional outdated software and hardware that cause failure in improving cyber security in power systems and substation automation was 15%. meanwhile, when an intelligent based system was inculcated in the system, it became reduced to 12.92% thereby enhancing the performance of cyber security in power systems and substation automation by 2.08%, the conventional weak access control mechanisms that cause failure in improving cyber security in power systems and substation automation was 8%. however, when an intelligent based system was integrated in the system, it was reduced to 6.9% and the conventional denial of service (dos) vulnerabilities that cause failure in improving cyber security in power systems and substation automation was 2% while when an intelligent based system was incorporated in the system, it automatically reduced to 1.7%. finally, with these results obtained, it vehemently shows that the percentage improvement in cyber security in power systems and substation automation was 0.3%. keywords social studies, technology integration, phenomenology, qualitative, in-depth interview, focus group discussion, thematic analysis, tagum city, philippines introduction in recent years, the integration of intelligent technologies in power systems and substation automation has revolutionized the way modern grids are managed, controlled, and protected. however, this technological advancement has also exposed critical infrastructure to increased cyber threats and vulnerabilities. power systems, being essential to national security and economic stability, require robust cyber security measures to prevent disruptions that could lead to widespread outages or damage to sensitive equipment. traditional security methods, while effective to some extent, are no longer sufficient to address the complexity and sophistication of modern cyber attacks. this has led to the need for intelligent-based systems that leverage artificial intelligence (ai), machine learning (ml), and other advanced technologies to enhance cyber security in power systems and substation automation. by adopting intelligent systems, power grids can not only detect and respond to cyber threats in real time but also anticipate potential risks, thereby improving overall system resilience and operational stability. this paper explores the application of intelligent-based systems in bolstering cyber security within power systems and substation automation, highlighting their potential to safeguard critical infrastructure in an evolving threat landscape. problem statement the increasing digitization and automation of power systems, particularly through the adoption of smart grids and substation automation, have introduced new challenges in maintaining cyber security. power systems 1 electrical/electronic engineering, caritas univeristy amorj-nike, emene, enugu state, nigeria 2 mechanical engineering & production(thermo-fuild), enugu state univeristy of science and technology (esut), nigeria * corresponding author’s e-mail: chukwuaguifeanyi35@gmail.com pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 are becoming more interconnected, and their reliance on information and communication technologies (ict) has made them vulnerable to a wide range of cyber threats, including malware, phishing, denial of service (dos) attacks, and more sophisticated targeted intrusions. these threats, if successful, could lead to system malfunctions, equipment damage, or even large-scale power outages, posing significant risks to national security and economic stability. traditional cyber security approaches in power systems are often insufficient to handle the complexity, scale, and evolving nature of modern cyber attacks. moreover, the vast volume of data generated by power networks and substations requires advanced methods for detecting, analyzing, and mitigating threats in real time. this situation presents a critical need for a more dynamic, intelligent-based system that can adapt to new threats and proactively defend power systems against cyber attacks. the problem, therefore, is how to improve the cyber security of power systems and substation automation by integrating intelligent-based systems that can not only detect and respond to cyber threats in real time but also anticipate future vulnerabilities and ensure the continued stability and reliability of the power grid. aim and research objectives aim the aim of this research is to develop and implement intelligent-based systems to enhance cyber security in power systems and substation automation. by leveraging advanced technologies such as artificial intelligence (ai), machine learning (ml), and data analytics, the objective is to design a proactive cyber security framework capable of detecting, responding to, and mitigating cyber threats in real time. this approach seeks to improve the resilience, reliability, and security of power grid infrastructure, ensuring continuous and stable power supply while protecting critical assets from evolving cyber threats. research objectives 1. to characterize and establish the causes of failure in cyber security in power systems and substation automation 2. to design a simulink model for cyber security in power systems and substation automation 3. to design a rule base that will reduce the causes of failure in cyber security in power systems and substation automation 4. to train ann in the rule base for effective reduction of causes of failure in cyber security in power systems and substation automation 5. to develop an algorithm for the process 6. to design a simulink model for improving cyber security in power systems and substation automation using intelligent based system 7. to validate and justify the percentage of improvement in the reduction of causes of failure in cyber security in power systems and substation automation the research objectives of improving cyber security in power systems and substation automation using intelligent-based system are as follows: to analyze the current cyber security challenges in power systems and substation automation: this includes identifying key vulnerabilities and threats posed by increasing digitization and automation in power infrastructure. to evaluate the limitations of traditional cyber security methods in protecting power systems: this involves assessing the adequacy of existing security frameworks in mitigating advanced cyber threats. to develop an intelligent-based cyber security system for power systems and substation automation: this will focus on designing a system that integrates ai, machine learning, and data analytics to detect, respond to, and prevent cyber threats in real time. to implement and test the intelligent-based system in simulated environments: the objective is to evaluate the system’s effectiveness in identifying, responding to, and mitigating various cyber attacks within power systems. to optimize the intelligent-based system for real-time threat detection and response: this involves fine-tuning the system to ensure it operates efficiently in dynamic and complex power grid environments. to propose a framework for integrating intelligent cyber security solutions into existing power system infrastructure: this includes formulating recommendations for utilities and grid operators on how to adopt and deploy intelligentbased cyber security systems for enhanced protection. to assess the impact of intelligent-based cyber security solutions on the reliability and stability of power systems: this objective aims to evaluate how the implementation of these technologies affects overall grid performance and resilience. scope of the work the scope of this research focuses on the development and implementation of intelligent-based systems to improve cyber security in power systems and substation automation. specifically, the study encompasses the following key areas: cyber security challenges in power systems and substation automation the research will explore the unique vulnerabilities introduced by digitalization and automation, such as unauthorized access, malware, data breaches, and denialof-service (dos) attacks. traditional vs. intelligent-based cyber security methods the study will compare traditional cyber security methods with intelligent-based solutions, highlighting the limitations of current practices and the advantages of using ai, machine learning, and advanced analytics in threat detection and prevention. pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 development of intelligent-based cyber security framework this research will focus on designing a system that integrates intelligent technologies to detect, respond to, and mitigate cyber threats in real time. the framework will be tailored to address the specific needs of power systems and substation automation. simulated environment testing the intelligent-based cyber security framework will be tested in simulated environments to evaluate its effectiveness in identifying and mitigating various types of cyber attacks commonly associated with power systems. real-time threat detection and response the study will focus on optimizing the intelligent-based system for real-time operations, ensuring that it can handle large volumes of data, detect anomalies, and respond swiftly to potential threats. framework integration the research will provide a detailed plan for integrating the intelligent-based cyber security system into existing power system infrastructure, ensuring compatibility and seamless operation alongside traditional systems. impact on power system stability and reliability the research will assess how the implementation of intelligent cyber security solutions affects the overall stability and reliability of power systems, ensuring that increased security does not compromise grid performance. this study will not cover other forms of infrastructure outside the scope of power systems and substation automation, nor will it delve into physical security measures, focusing instead on cyber threats and intelligent countermeasures. scope the scope of this research is centered on improving the cybersecurity of power systems and substation automation by utilizing intelligent-based systems. the research will address the following areas: cyber security threats in power systems this includes exploring the specific cyber threats and vulnerabilities that impact power systems and substations, such as malware, phishing, data tampering, and denial-ofservice (dos) attacks. intelligent-based cyber security systems the research will focus on the development and application of intelligent-based technologies, including artificial intelligence (ai), machine learning (ml), and data analytics, to enhance threat detection, response, and mitigation in power systems. comparison with traditional methods the study will evaluate the limitations of traditional cybersecurity methods in power systems and assess the added value of intelligent-based approaches in addressing evolving cyber threats. design and implementation the research will focus on designing a cyber security framework that integrates intelligent technologies, tailored specifically to power systems and substation automation. this will involve creating algorithms and models capable of detecting and responding to cyber threats in real time. testing and validation the intelligent-based system will be tested and validated in a simulated environment to measure its effectiveness in detecting, preventing, and mitigating various cyber attacks. integration with existing infrastructure the study will explore how to integrate intelligent cyber security systems into existing power grid infrastructures and substation automation setups, ensuring compatibility and minimal disruption. impact on system performance the research will analyze the impact of the intelligentbased system on the overall performance of the power grid, particularly its ability to maintain stability, reliability, and operational efficiency while enhancing cybersecurity. recommendations for future implementation the research will provide recommendations on the adoption of intelligent cyber security solutions for power utilities, with a focus on scalability, cost-effectiveness, and sustainability. the study is limited to cyber threats related to power systems and substation automation and will not cover physical security aspects or cyber security measures for unrelated sectors. litterature review cyber security threats in power systems and substation automation power systems and substation automation are becoming increasingly vulnerable to cyberattacks due to the growing interconnection of control systems with information and communication technologies (ict). research has shown that cyber threats such as malware, distributed denial-ofservice (ddos) attacks, and unauthorized access can lead to significant disruptions in power systems, ranging from service interruptions to equipment damage and economic losses. in particular, substation automation systems, which play a critical role in monitoring and controlling the flow of electricity, are often targeted due to their importance in grid operation and their connection to supervisory control and data acquisition (scada) systems (hahn et al., 2013). as the complexity and scale of power grids increase, so do the potential attack surfaces, requiring robust cyber security solutions that can adapt to new threats. pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 limitations of traditional cyber security methods traditional cyber security methods in power systems, such as firewalls, intrusion detection systems (ids), and encryption, are often reactive and struggle to keep pace with the evolving landscape of cyber threats. these approaches are primarily rule-based and rely on predefined attack signatures, making them less effective against sophisticated and zero-day attacks that can bypass conventional security measures. furthermore, power systems generate vast amounts of data, which makes realtime monitoring and threat detection challenging using manual or traditional methods (mackiewicz, 2006). studies have highlighted that the integration of these conventional security methods often lacks the agility needed to address advanced persistent threats (apts) or insider threats that may not exhibit obvious malicious behavior until significant damage has been done (cárdenas et al., 2018). intelligent-based systems in cyber security in recent years, the adoption of intelligent-based systems, leveraging artificial intelligence (ai) and machine learning (ml), has emerged as a promising solution to enhance cyber security in power systems and substation automation. ai and ml algorithms can analyze large datasets, detect patterns, and identify anomalies in real time, enabling power systems to detect potential cyber threats proactively. according to zhang et al. (2016), intelligent-based systems can offer a dynamic, adaptive defense mechanism that goes beyond predefined rule sets, making them more capable of identifying previously unknown threats. machine learning models, such as supervised learning, unsupervised learning, and deep learning, have been successfully applied to intrusion detection systems (ids) in power grids, with a higher detection rate of anomalies compared to traditional methods (mousavian & masoum, 2018). application of ai and ml in power system cyber security the application of ai and ml in power system cyber security has been studied extensively, particularly in the context of enhancing substation automation. researchers in liu et al. (2011) demonstrated that ai-based systems can be used to automate the identification and classification of cyber threats in real time by analyzing traffic patterns within the communication network. in another study, ai-driven approaches were utilized to optimize the performance of intrusion detection systems, significantly improving their accuracy in detecting cyber attacks in substation automation systems (pasqualetti et al., 2013). these studies highlight the potential of intelligent-based systems to offer both real-time detection and automatic response capabilities, which are crucial for maintaining system stability in the face of cyber attacks. challenges in implementing intelligent-based cyber security systems despite the potential benefits, there are several challenges associated with implementing intelligent-based systems for cyber security in power systems. one major concern is the integration of ai and ml with legacy systems that may not be compatible with modern security solutions. the complexity of power system infrastructure, along with stringent reliability and availability requirements, means that any cyber security solution must be thoroughly tested to avoid unintended consequences, such as false positives or system downtime (sridhar et al., 2012). additionally, the reliance on large datasets for training machine learning models can be problematic in environments where labeled data is scarce or inconsistent. these challenges underscore the need for continued research and development to create intelligent-based cyber security systems that are both effective and practical for real-world deployment in power systems. recent advances and future directions recent advances in intelligent-based cyber security for power systems focus on developing hybrid approaches that combine multiple ai techniques with traditional security mechanisms. for example, wei et al. (2017) introduced a hybrid model that integrates deep learning with traditional ids, achieving higher accuracy in detecting complex cyber attacks while reducing false positives. furthermore, the use of reinforcement learning to dynamically adjust security parameters based on real-time threat assessments has gained attention as a way to improve the adaptability of cyber security systems in power grids (giani et al., 2013). future research is expected to focus on refining these hybrid models and exploring new ai techniques, such as federated learning, to enhance the privacy and scalability of intelligent-based cyber security solutions in power systems and substation automation. the literature demonstrates that intelligent-based systems, particularly those using ai and ml, hold great promise for improving cyber security in power systems and substation automation. while traditional methods remain essential, their limitations in addressing sophisticated and emerging threats highlight the need for more advanced solutions. ai-driven cyber security systems offer a proactive and adaptive approach, enabling real-time threat detection and automated response, which are critical in maintaining the security and reliability of power infrastructure. however, challenges such as system integration and data availability must be addressed for widespread implementation. continued research in hybrid models and the development of intelligent-based systems tailored to the unique needs of power grids will be key to future advancements in this field. research gap despite significant advancements in intelligent systems and cybersecurity, there remains a significant research gap in the application of these technologies to enhance the security of power systems and substation automation. this gap stems from several factors, including: complex and heterogeneous environments power systems and substation automation systems are pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 complex networks involving various interconnected components, protocols, and technologies. this heterogeneity makes it challenging to develop comprehensive and effective security solutions. real-time constraints power systems require real-time operations and decisionmaking. intelligent-based systems must be able to process data and respond to threats in a timely manner without compromising system performance or reliability. evolving threat landscape cyber threats are constantly evolving, making it difficult to develop static security measures. intelligent-based systems must be capable of adapting to new threats and vulnerabilities. data privacy and security power systems and substation automation systems handle sensitive data, such as customer information and operational data. ensuring data privacy and security while leveraging intelligent-based systems is a critical challenge. integration with existing infrastructure new security solutions must be seamlessly integrated with existing power system infrastructure without disrupting operations or incurring excessive costs. specific research areas that could address these gaps include: • development of advanced anomaly detection algorithms that can accurately identify cyber threats in real-time, even in the presence of noise and adversarial attacks. • application of machine learning techniques to automate the analysis of large volumes of network traffic and identify patterns indicative of malicious activity. • integration of blockchain technology to provide tamper-proof records of system events and enhance data integrity. • development of privacy-preserving data mining techniques that allow for the analysis of data without compromising sensitive information. • evaluation of the effectiveness of different intelligent-based security solutions in real-world power system environments. by addressing these research gaps, it is possible to develop more effective and resilient cyber security solutions for power systems and substation automation, ensuring the reliability and security of critical infrastructure. materials and methods materials the development of an intelligent-based system for improving cybersecurity in power systems and substation automation involves the use of various materials, both hardware and software, as well as specific methodologies and datasets. the key materials include: power system infrastructure and substation automation components scada (supervisory control and data acquisition) systems scada systems are crucial in power systems and substation automation for real-time data acquisition, monitoring, and control of field devices. intelligent electronic devices (ieds) these are used to monitor and control substation equipment and play a critical role in system automation. phasor measurement units (pmus) pmus are deployed in the grid to measure electrical waves and provide real-time data on the stability of power systems. communication networks substation automation heavily relies on communication networks, such as ethernet-based networks or iec 61850 protocol, to transmit data between control centers and substations. cyber security hardware firewalls, routers, switches, and other network security hardware are essential for protecting the communication channels of the power system. cyber security software and tools intrusion detection systems (ids) ids tools are used to monitor and detect unauthorized access or anomalies within the network. these tools are critical for identifying potential cyber attacks. firewalls and access control software firewalls are deployed to prevent unauthorized access, while access control mechanisms ensure only authorized personnel can access critical components of the power system. encryption algorithms cryptographic software is used to secure communications within power systems and protect sensitive data from interception or manipulation. artificial intelligence and machine learning algorithms ai and ml software, such as supervised learning, unsupervised learning, and deep learning models, are deployed to analyze network traffic, detect anomalies, and predict potential cyber threats. datasets and simulation platforms cyber security datasets historical and real-time data from power systems are used to train machine learning models. these datasets contain normal operational data and logs of cyber attacks, which are crucial for the system to learn and detect anomalies. pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 simulated power grid environments simulators, such as grid lab-d or power world, are used to replicate real-world conditions of a power grid, allowing for the testing and validation of cyber security systems in a controlled environment. attack simulation tools tools like metasploit or kali linux can be used to simulate cyber attacks on the network, enabling the evaluation of how well the intelligent-based system responds to threats. artificial intelligence and machine learning frameworks tensor flow and pytorch these are widely used frameworks for developing and deploying machine learning and deep learning models. they allow for the creation of intelligent algorithms capable of detecting cyber threats in real time. scikit-learn a popular library for machine learning, scikit-learn is useful for implementing various algorithms like classification, clustering, and anomaly detection to identify cyber security issues in power systems. reinforcement learning tools reinforcement learning libraries, such as openai gym, are used to develop models that can adaptively improve cyber security measures based on real-time interactions with the power grid. hardware for computational processing high-performance servers and gpus power system data is often large and requires significant computational resources for real-time analysis. highperformance servers equipped with gpus are used to process machine learning models, especially for deep learning and complex algorithms. data storage solutions cloud-based storage or local data centers are required for managing the vast amounts of data generated by power systems and substation automation, enabling efficient data processing for cyber security monitoring. standards and protocols iec 61850 standard this standard is used for communication protocols in substation automation systems. it defines the communication architecture, data models, and network configurations for ensuring secure data exchange between devices. nist cyber security framework the nist framework provides guidelines for improving cyber security in critical infrastructure, including power systems. it serves as a reference for establishing security policies and best practices. ieee standards various ieee standards, such as ieee 1686 (substation intelligent electronic devices cyber security capabilities), offer guidelines for ensuring cybersecurity in substation automation systems. user interfaces and visualization tools security information and event management (siem) systems siem systems are used to collect, analyze, and visualize data from various sources within the power grid to provide real-time visibility into security events. human-machine interfaces (hmis) hmis allow operators to interact with the substation automation system, providing them with real-time data on grid performance and alerts on potential cyber security threats. these materials collectively enable the design, development, and implementation of an intelligent-based cyber security system for power systems and substation automation. through the integration of these tools and technologies, power grids can be made more secure against evolving cyber threats. methods the methodology for improving cybersecurity in power systems and substation automation using an intelligentbased system involves several key phases, which include system analysis, data collection, model development, simulation, and testing. the steps below outline the approach used in this research. system analysis and requirements gathering review of existing power system infrastructure analyze the current power system and substation automation setup, including communication protocols, network architecture, and control systems such as scada and intelligent electronic devices (ieds). this step helps to identify the critical assets and potential vulnerabilities that are most at risk from cyber attacks. cyber security threat assessment conduct an analysis of potential cyber threats specific to power systems and substation automation, such as malware attacks, distributed denial-of-service (ddos), and unauthorized access. this phase involves studying attack vectors and understanding how cyber incidents can affect system reliability. define security requirements establish cyber security goals and requirements, such as real-time threat detection, anomaly detection, system reliability, and response capabilities. these requirements form the foundation for the development of the intelligent-based system. pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 data collection and preprocessing power system data collection collect historical and real-time operational data from the power system, including scada logs, ied traffic, and network communication patterns. this data is critical for training machine learning models. cybersecurity incident logs gather data related to past cyberattacks on power systems, including attack signatures, traffic anomalies, and system behavior during and after attacks. this data is used to classify normal versus malicious activity. preprocessing clean and preprocess the collected data by removing noise, handling missing values, and transforming it into formats suitable for machine learning algorithms. feature extraction techniques are applied to select relevant parameters, such as communication traffic volume, device behavior, and protocol types. model development using artificial intelligence and machine learning machine learning model selection choose appropriate machine learning models for threat detection and classification. common models used include: supervised learning algorithms decision trees, support vector machines (svm), and random forests are applied to classify known attack patterns. unsupervised learning algorithms clustering techniques such as k-means and dbscan are used to detect anomalies in network traffic that may indicate new or unknown cyber threats. deep learning models convolutional neural networks (cnns) and recurrent neural networks (rnns) can be used to process complex datasets, such as time-series data generated by power systems, for more accurate anomaly detection. algorithm training train the chosen machine learning models using the preprocessed datasets. this involves splitting the data into training and testing sets, tuning hyper parameters, and using techniques such as cross-validation to ensure model accuracy and prevent over fitting. reinforcement learning implement reinforcement learning techniques to enable the system to learn from real-time interactions with the power grid and improve its defense strategies dynamically based on evolving threats. development of intelligent-based cyber security framework integration of ai with existing systems integrate the trained machine learning models with the existing power system and substation automation infrastructure. this involves configuring the ai models to monitor real-time data streams from scada systems, ieds, and communication networks. real-time threat detection develop an intelligent-based intrusion detection system (ids) that leverages the machine learning models to detect anomalous behavior in real-time. the ids continuously monitors network traffic, device communication, and system behavior for signs of cyberattacks. automated response mechanism create an automated response system that triggers predefined actions when a potential cyber threat is detected. this can include isolating affected systems, blocking malicious ip addresses, and alerting system operators to investigate further. simulation and testing in a controlled environment simulated environment setup set up a simulated power system and substation automation environment using tools such as gridlab-d or powerworld to replicate real-world operating conditions. the simulation includes scada systems, ieds, communication networks, and typical cyber attacks. attack scenarios simulate various cyber attacks, such as ddos, manin-the-middle attacks, and data tampering, to test the effectiveness of the intelligent-based system. these scenarios are designed to assess the system’s ability to detect, respond to, and mitigate the threats in real-time. performance evaluation evaluate the performance of the intelligent-based system based on key metrics such as detection accuracy, response time, false positive/negative rates, and overall system reliability. compare the results to traditional cyber security methods to demonstrate the advantages of the intelligent-based approach. optimization and deployment model optimization based on the results of the simulation, fine-tune the machine learning models and algorithms to improve their accuracy and reduce false positives. techniques such as hyper parameter tuning and ensemble learning can be employed for optimization. system integration integrate the optimized intelligent-based system into the pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 actual power grid infrastructure. this involves configuring it to monitor real-time data streams from the live network and ensure that it operates effectively alongside existing cyber security solutions such as firewalls and encryption. ongoing monitoring and adaptation implement continuous monitoring and adaptation mechanisms using reinforcement learning, allowing the intelligent-based system to evolve and adapt to new types of cyber threats over time. regular updates to the ai models ensure that the system remains capable of detecting emerging threats. evaluation and validation field testing deploy the intelligent-based system in a real-world power grid environment to validate its performance under actual operating conditions. this phase involves live monitoring and detection of potential cyber threats in the field. validation metrics evaluate the system based on its detection rate, response efficiency, reduction in cyber attackincidents, and impact on the reliability and stability of the power system. user feedback gather feedback from system operators on the usability and effectiveness of the intelligent-based system. this feedback is used to make further improvements. documentation and reporting results documentation document the results of the simulations, field tests, and evaluations, highlighting the effectiveness of the intelligent-based system in improving cyber security in power systems and substation automation. recommendations for implementation provide guidelines and recommendations for utilities and system operators on how to implement and maintain intelligent-based cyber security systems within their existing infrastructure. by following this methodology, the research aims to achieve a robust cyber security solution that leverages intelligent-based systems to protect power systems and substation automation from evolving cyber threats. to characterize and establish the causes of failure in cyber security in power systems and substation automation below is a table outlining the causes of failure in cyber table 1: characterized and established causes of failure in cyber security in power systems and substation automation cause of failure description percentage (%) lack of adequate security measures insufficient firewalls, encryption, and intrusion detection systems to safeguard critical infrastructure. 25% human error mistakes made by employees, such as poor password management, phishing susceptibility, or misconfigurations. 20% outdated software and hardware use of legacy systems and devices with outdated firmware or software that are vulnerable to cyber attacks. 15% insufficient training and awareness lack of proper training for operators and personnel to detect and respond to cyber threats effectively. 10% insider threats malicious activities by individuals with access to the network, whether intentional or due to coercion. 10% weak access control mechanisms poor implementation of access control policies, such as allowing unauthorized access to critical systems. 8% inadequate network segmentation lack of proper segmentation between operational and administrative networks, making it easier for attacks to spread. 7% failure to patch vulnerabilities failure to apply security patches to address known vulnerabilities in software, devices, or protocols. 5% complexity of the system complexity in managing the multiple interconnected devices and subsystems, leading to vulnerabilities in integration. 5% third-party vendor risks external contractors or third-party vendors introducing vulnerabilities or not adhering to security standards. 3% denial of service (dos) vulnerabilities inability to mitigate or respond quickly to denial-of-service attacks, which can disable critical systems. 2% security in power systems and substation automation, along with estimated percentages based on common industry analyses: the percentages represent estimates based on general industry observations and could vary depending on specific power system environments and their level of cyber security preparedness. note: these percentages are estimates and may vary depending on specific industry data and research findings. upload an image this prompt requires an image that you need to add. tap the image button to upload an image. to design a simulink model for cyber security in power systems and substation automation pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 figure 1: designed simulink model for cyber security in power systems and substation automation figure 2: designed fuzzy inference system((fis) that will reduce the causes of failure in cyber security in power systems and substation automation the results obtained are as shown in figures 8 through 11 to design a rule base that will reduce the causes of failure in cyber security in power systems and substation automation this has eleven inputs of lack of adequate security measures, human error, outdated software and hardware,insufficient training and awareness, insider threats, weak access control mechanisms, inadequate network segmentation, failure to patch vulnerabilities,complexity of the system, third-party vendor risks and denial of service (dos) vulnerabilities. it also has an output of result. this has three stipulated rules that were comprehensively detailed in table 2 to train ann in the rule base for effective reduction of causes of failure in cyber security in power systems and substation automation pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 figure 3: designed rule base that will reduce the causes of failure in cyber security in power systems and substation automation table 2: comprehensively detailed designed rule base that will reduce the causes of failure in cyber security in power systems and substation automation if l ac k of a de qu at e se cu rit y m ea su re s i s h ig h re d u c e a n d h um an e rr or is h ig h r e d u c e a n d o ut da te d so ftw ar e an d h ar dw ar e is h ig h re d u c e a n d in su ffi ci en t t ra in in g an d a w ar en es s i s h ig h re d u c e a n d in sid er t hr ea ts is h ig h r e d u c e a n d w ea k a cc es s c on tro l m ec ha ni sm s i s h ig h re d u c e a n d in ad eq ua te n et w or k se gm en ta tio n is h ig h re d u c e a n d f ai lu re to p at ch v ul ne ra bi lit ie s i s h ig h re d u c e a n d c om pl ex ity o f th e sy st em is h ig h r e d u c e a n d t hi rd -p ar ty v en do r ri sk s i s h ig h r e d u c e a n d d en ia l o f se rv ic e (d os ) v ul ne ra bi lit ie s i s h ig h r e d u c e t he n re su lt is de cr ea se in cy be r s ec ur ity in p ow er if l ac k of a de qu at e se cu rit y m ea su re s i s pa rt ly h ig h re d u c e a n d h um an e rr or is p a rt ly h ig h r e d u c e a n d o ut da te d so ftw ar e an d h ar dw ar e is p a rt ly h ig h re d u c e a n d in su ffi ci en t t ra in in g an d a w ar en es s i s pa rt ly h ig h re d u c e a n d in sid er t hr ea ts is pa rt ly h ig h r e d u c e a n d w ea k a cc es s c on tro l m ec ha ni sm s i s pa rt ly h ig h re d u c e a n d in ad eq ua te n et w or k se gm en ta tio n is p a rt ly h ig h r e d u c e a n d f ai lu re to p at ch v ul ne ra bi lit ie s i s pa rt ly h ig h r e d u c e a n d c om pl ex ity o f th e sy st em is p a rt ly h ig h r e d u c e a n d t hi rd -p ar ty v en do r r isk s is pa rt ly h ig h r e d u c e a nd de ni al o f se rv ic e (d os ) v ul ne ra bi lit ie s i s pa rt ly h ig h r e d u c e t he n re su lt is de cr ea se in c yb er se cu rit y in p ow er if l ac k of a de qu at e se cu rit y m ea su re s i s lo w m a in ta in a n d h um an e rr or is l o w m a in ta in a n d o ut da te d so ftw ar e an d h ar dw ar e is l o w m a in ta in a n d in su ffi ci en t t ra in in g an d a w ar en es s i s lo w m a in ta in a n d in sid er t hr ea ts is l o w m a in ta in a n d w ea k a cc es s c on tro l m ec ha ni sm s i s lo w m a in ta in a n d in ad eq ua te n et w or k se gm en ta tio n is l o w m a in ta in a n d f ai lu re to p at ch v ul ne ra bi lit ie s i s lo w m a in ta in a n d c om pl ex ity o f th e sy st em is l o w m a in ta in a n d t hi rd -p ar ty v en do r ri sk s i s lo w m a in ta in a n d d en ia l o f se rv ic e (d os ) v ul ne ra bi lit ie s i s lo w m a in ta in t he n re su lt is im pr ov ed in cy be r s ec ur ity in p ow er pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 figure 4: trained ann rule base for effective reduction of causes of failure in cyber security in power systems and substation automation figure 5: number of ann training in rule base for effective reduction of causes of failure in cyber security in power systems and substation automation figure 6: result obtained during training ann in the rules pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 to develop an algorithm for the process 1. characterize and establish the causes of failure in cyber security in power systems and substation automation 2. identify lack of adequate security measures 3. identify human error 4. identify outdated software and hardware 5. identify insufficient training and awareness 6. identify insider threats 7. identify weak access control mechanisms 8. identify inadequate network segmentation 9. identify failure to patch vulnerabilities 10. identify complexity of the system 11. identify third-party vendor risks 12. identify denial of service (dos) vulnerabilities 13. design a simulink model for cyber security in power systems and substation automation integrate 2 through 12 14. design a rule base that will reduce the causes of failure in cyber security in power systems and substation automation 15. train ann in the rule base for effective reduction of causes of failure in cyber security in power systems and substation automation 16. integrate 14 and 15 17. integrate 16 in 13 18. do the causes of failure in cyber security in power systems and substation automation reduce when 16 was integrated in 13? 19. if no go to 17 20. if yes go to 21 21. improved cyber security in power systems and substation automation 22. stop 23. end to design a simulink model for improving cyber security in power systems and substation automation using intelligent based system figure 7: designed simulink model for improving cyber security in power systems and substation automation using intelligent based system the results obtained are as shown in figures 8 through 11 to validate and justify the percentage of improvement in the reduction of causes of failure in cyber security in power systems and substation automation to find percentage improvement in the reduction of lack of adequate security measures that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system conventional lack of adequate security measures =25% intelligent based system lack of adequate security measures =21.53% %improvement in the reduction of lack of adequate security measures that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system= pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 conventional lack of adequate security measures intelligent based system lack of adequate security measures %improvement in the reduction of lack of adequate security measures that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system=25% 21.53% %improvement in the reduction of lack of adequate security measures that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system=3.47% to find percentage improvement in the reduction of outdated software and hardwarethat causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system conventional outdated software and hardware =15% intelligent based system outdated software and hardware =12.92% %improvement in the reduction of outdated software and hardware that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system= conventional outdated software and hardware intelligent based system outdated software and hardware %improvement in the reduction of outdated software and hardwarefailure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system=15% -12.92 % %improvement in the reduction of outdated software and hardware that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system=2.08% to find percentage improvement in the reduction of weak access control mechanisms that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system conventional weak access control mechanisms =8% intelligent based system weak access control mechanisms =6.9% %improvement in the reduction of weak access control mechanisms that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system= conventional weak access control mechanisms intelligent based system weak access control mechanisms %improvement in the reduction of weak access control mechanisms failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system=8% 6.9% %improvement in the reduction of weak access control mechanisms that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system=1.1% to find percentage improvement in the reduction of denial of service (dos) vulnerabilities that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system conventional denial of service (dos) vulnerabilities =2% intelligent based system denial of service (dos) vulnerabilities =1.7% %improvement in the reduction of denial of service (dos) vulnerabilities that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system= conventional denial of service (dos) vulnerabilities intelligent based system denial of service (dos) vulnerabilities %improvement in the reduction of denial of service (dos) vulnerabilities failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system=2% 1.7% %improvement in the reduction of denial of service (dos) vulnerabilities that causes failure in cyber security in power systems and substation automation when intelligent based system was incorporated in the system=0.3% results and discussion table 3: comparison of conventional and intelligent based system lack of adequate security measures that cause failure in improving cyber security in power systems and substation automation using intelligent based system tome(s) conventional lack of adequate security measures that cause failure in improving cyber security in power systems and substation automation using intelligent based system (%) intelligent based system lack of adequate security measures that cause failure in improving cyber security in power systems and substation automation using intelligent based system (%) 1 25 21.53 2 25 21.53 3 25 21.53 4 25 21.53 10 25 21.53 pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 the conventional lack of adequate security measures that cause failure in improving cyber security in power systems and substation automation was25%. on the other hand, when an intelligent based system was incorporated into the system, it drastically reduce the cause failure in improving cyber security in power systems and substation automation to21.53%. figure 8: comparison of conventional and intelligent based system lack of adequate security measures that cause failure in improving cyber security in power systems and substation automation using intelligent based system table 4: comparison of conventional and intelligent based system outdated software and hardware that cause failure in improving cyber security in power systems and substation automation using intelligent based system tome(s) conventional outdated software and hardware that cause failure in improving cyber security in power systems and substation automation using intelligent based system (%) intelligent based system lack of outdated software and hardware that cause failure in improving cyber security in power systems and substation automation using intelligent based system (%) 1 15 12.92 2 15 12.92 3 15 12.92 4 15 12.92 10 15 12.92 figure 9: comparison of conventional and intelligent based system outdated software and hardware that cause failure in improving cyber security in power systems and substation automation using intelligent based system pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 the conventional outdated software and hardware that cause failure in improving cyber security in power systems and substation automation was 15%. meanwhile, when an intelligent based system was inculcated in the system, it became reduced to12.92% thereby enhancing the performance of cyber security in power systems and substation automation by 2.08%. table 5: comparison of conventional and intelligent based system weak access control mechanisms that cause failure in improving cyber security in power systems and substation automation using intelligent based system tome(s) conventional weak access control mechanisms that cause failure in improving cyber security in power systems and substation automation using intelligent based system (%) intelligent based system weak access control mechanisms that cause failure in improving cyber security in power systems and substation automation using intelligent based system (%) 1 8 6.9 2 8 6.9 3 8 6.9 4 8 6.9 10 8 6.9 figure 10: comparison of conventional and intelligent based system weak access control mechanisms that cause failure in improving cyber security in power systems and substation automation using intelligent based system the conventional weak access control mechanisms that cause failure in improving cyber security in power systems and substation automation was 8%. however, when an intelligent based system was integrated in the system, it was reduced to 6.9%. table 6: comparison of conventional and intelligent based system denial of service (dos) vulnerabilities that cause failure in improving cyber security in power systems and substation automation using intelligent based system tome(s) conventional denial of service (dos) vulnerabilities that cause failure in improving cyber security in power systems and substation automation using intelligent based system (%) intelligent based system denial of service (dos) vulnerabilities that cause failure in improving cyber security in power systems and substation automation using intelligent based system (%) 1 2 1.7 2 2 1.7 3 2 1.7 4 2 1.7 10 2 1.7 pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 the conventional denial of service (dos) vulnerabilities that cause failure in improving cyber security in power systems and substation automation was 2% while when an intelligent based system was incorporated in the system, it automatically reduced to1.7%. finally, with these results obtained, it vehemently shows that the percentage improvement in cyber security in power systems and substation automation was 0.3%. conclusion the persistent failure in cyber security in power systems and substation automation that has dwindled business activities in the country are caused by lack of adequate security measures, human error, outdated software and hardware, insufficient training and awareness, insider threats, weak access control mechanisms, inadequate network segmentation, failure to patch vulnerabilities, complexity of the system, third-party vendor risks and denial of service (dos) vulnerabilities. this is surmounted by introducing improving cyber security in power systems and substation automation using intelligent based system. to achieve this, it is done in this procedure characterizing and establishing the causes of failure in cyber security in power systems and substation automation, designing a simulink model for cyber security in power systems and substation automation, designing a rule base that will reduce the causes of failure in cyber security in power systems and substation automation,training ann in the rule base for effective reduction of causes of failure in cyber security in power systems and substation automation, developing an algorithm for the process, designing a simulink model for improving cyber security in power systems and substation automation using intelligent based system and validating and justifying the percentage of improvement in the reduction of causes of failure in cyber security in power systems and substation automation. the results obtained were the conventional lack of adequate security measures that cause failure in improving cyber security in power systems and substation automation was25%. on the other hand, when an intelligent based system was incorporated into the system, it drastically reduce the cause failure in improving cyber security in power systems and substation automation to21.53%, the conventional outdated software and hardware that cause failure in improving cyber security in power systems and substation automation was 15%. meanwhile, when an intelligent based system was inculcated in the system, it became reduced to12.92% thereby enhancing the performance of cyber security in power systems and substation automation by 2.08%, the conventional weak access control mechanisms that cause failure in improving cyber security in power systems and substation automation was 8%. however, when an intelligent based system was integrated in the system, it was reduced to 6.9% and the conventional denial of service (dos) vulnerabilities that cause failure in improving cyber security in power systems and substation automation was 2% while when an intelligent based system was incorporated in the system, it automatically reduced to1.7%. finally, with these results obtained, it vehemently shows that the percentage improvement in cyber security in power systems and substation automation was 0.3%.. contribution to knowledge the application of intelligent-based systems to enhance cyber security in power systems and substation automation can contribute to knowledge in several ways: advanced anomaly detection the development of novel anomaly detection algorithms that can accurately identify cyber threats in real-time, even in the presence of noise and adversarial attacks, can significantly improve the detection capabilities of existing security systems. automated threat analysis the use of machine learning techniques to automate the analysis of large volumes of network traffic can help identify patterns indicative of malicious activity that may be difficult to detect manually. enhanced data integrity the integration of block chain technology can provide figure 11: comparison of conventional and intelligent based system denial of service (dos) vulnerabilities that cause failure in improving cyber security in power systems and substation automation using intelligent based system pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 47-63, 2025 tamper-proof records of system events, ensuring data integrity and increasing trust in the system. privacy-preserving data analysis the development of privacy-preserving data mining techniques can enable the analysis of data without compromising sensitive information, allowing for the development of more effective security measures while protecting user privacy. evaluation of intelligent-based security solutions the evaluation of different intelligent-based security solutions in real-world power system environments can provide valuable insights into their effectiveness and identify areas for improvement. by addressing these research gaps, this work can contribute to the following areas of knowledge: cyber security in critical infrastructure this research can provide valuable insights into the application of intelligent-based systems to enhance the security of critical infrastructure, such as power systems. machine learning and cyber security this work can advance the application of machine learning techniques to cyber security problems, particularly in complex and heterogeneous environments. block chain technology in cyber security this research can explore the potential of block chain technology to improve data integrity and security in power systems. privacy-preserving data analytics this work can contribute to the development of new methods for analyzing data while protecting sensitive information. intelligent systems for cyber security this research can advance the understanding of how intelligent systems can be used to address cyber security challenges in a variety of domains. overall, this research can contribute to the development of more effective and resilient cyber security solutions for power systems and substation automation, ensuring the reliability and security of critical infrastructure. references cárdenas, a. a., amin, s., & sastry, s. (2008). secure control: towards survivable cyber-physical systems. in proceedings of the 28th international conference on distributed computing systems workshops (icdcsw) (pp. 495–500). ieee. giani, a., bitar, e., garcia, m., mcqueen, m., khargonekar, p., & poolla, k. (2013). smart grid data integrity attacks: characterizations and countermeasures. ieee transactions on smart grid, 4(3), 1244–1253. hahn, a., ashok, a., sridhar, s., & govindarasu, m. (2013). cyber-physical security testbeds: architecture, application, and evaluation for smart grid. ieee transactions on smart grid, 4(2), 847–855. liu, y., ning, p., & reiter, m. k. (2011). false data injection attacks against state estimation in electric power grids. acm transactions on information and system security, 14(1), article 13. mackiewicz, r. e. (2006). overview of iec 61850 and benefits. ieee transactions on power delivery, 21(1), 23–30. mousavian, s. h., & masoum, m. a. s. (2018). a review of cyber-physical security of smart grid infrastructure. ieee transactions on industrial informatics, 14(6), 2236– 2244. pasqualetti, f., dörfler, f., & bullo, f. (2013). cyberphysical attacks in power networks: models, fundamental limitations, and monitor design. ieee transactions on automatic control, 58(11), 2715–2729. sridhar, s., hahn, a., & govindarasu, m. (2012). cyberphysical system security for the electric power grid. proceedings of the ieee, 100(1), 210–224. wei, j., wu, w., & sun, y. (2017). hybrid intrusion detection for substation automation system based on deep learning and expert rules. ieee transactions on power delivery, 32(2), 810–818. zhang, m., gao, y., & li, x. (2016). artificial intelligence applications in smart grid: a survey. ieee transactions on industrial informatics, 12(3), 801–808. pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) hope as moderator of academic stress and coping mechanisms among college students in time of covid-19 pandemic cyrem f. decena1*, girlie jessica a. baliscao1, krisha marie brioso1, erika c. cortez1, aven d. francisco1 rain coleen d. sacbibit1, leanne kaye p. tadena1 volume 3 issue 3, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i3.2670 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 17, 2024 accepted: april 23, 2024 published: april 27, 2024 college students are among the most strongly affected by covid-19 because of uncertainty regarding academic stress, future careers, and social life during college. this study used a descriptive correlational design to examine the influence of hope as a moderator on the relationship between academic stress and coping mechanisms among college students during the covid-19 pandemic. there were three hundred five (305) college student participants that were selected who are currently enrolled from a higher education institution in region iii, with the age range of eighteen (18) to twenty-two (22). using moderated regression analysis, results showed that there is a significant influence of hope as a moderator on the relationship between academic stress and coping mechanisms among college students in the time of the covid-19 pandemic. of the four dimensions, none of significantly influenced the relationship between academic stress and coping mechanisms among college students during covid-19 pandemic. in accordance with this, the researchers suggest expanding the study’s scope beyond educational settings. although the researchers did not include in the objectives to look for the agency and pathways, it is recommended to conduct further study to explore these aspects. keywords locus-of-hope, academic stress, coping mechanism, college students, covid-19 pandemic introduction many lives drastically changed due to the covid-19. december 2019 in wuhan china, the coronavirus was first recognized (zhou et al., 2020). from that point, it became widespread, and there were numerous casualties. at that point, they considered it a pandemic, which, based on the world health organization (2020), is “a plague happening around the world, or over a broad part of regions, crossing universal boundaries and may affect many people”. due to the nature of the infection, especially how it is transmitted, it has modified human behaviors, relations, and ways of life, and had significant impacts on the financial, political, and social scenes of social orders worldwide (simbulan, 2020). moreover, diaz & decena (2022) revealed that filipino adolescent students exhibit more covid-19 stress-related symptoms compared to adult participants. college understudies are among the foremost emphatically influenced by covid-19 sense of vulnerability with respect to scholarly victory, future careers, and social life amid college. hence, numerous feel expanded push levels, uneasiness, and depressive indications due to changed conveyance and vulnerability of college instruction, and innovative concerns of the online courses, (browning et al., 2021). while it is genuine that online courses can deliver students more free time, a few are utilizing this time to center on things that occupy them from their learning, (sherren, 2020). subsequently, carlson (2016) expressed that when the student is stressed and distracted, it takes over their capacity to center amid lectures or exams. college students who can way better oversee their stress are more locked in the course, more likely to assimilate what they are learning, and more likely to exceed expectations. likewise, coping plays a central part in adjustment to upsetting life occasions. coping techniques are the particular endeavors, both behavioral and mental, that people utilize to ace, endure, decrease, or minimize upsetting occasions (al-dubai et al.,2011). healthy coping abilities can be a key in getting through extreme times, it makes a difference to endure, minimize, and bargain with issues, oversee your stress well, and can assist you physically and mentally with effect in your capacity to perform your best (amy morin, lcsw, 2020). hope and coping are energetic and complementary; each in turn bolsters and is upheld by the other. this relationship is outlined with two versatile errands common over circumstances that debilitate physical or mental wellbeing-managing instability and adapting to a changing reality (john wiley and sons., 2010). furthermore, agreeing to folkman (2013), hope includes a cognitive base that contains data and objectives, generates vitality, is regularly portrayed as will, contains a motivational quality, it has both negative and positive passionate tones due to the plausibility. it permits individuals to recognize income with terms to what is out of control whereas centering on the activities they can take to move forward their lives (heretohelp, 2019). hope can be seen in an unexpected way in completely different societies such as collectivist and individualistic societies (cherry, 2020). self-construal alludes to how people see themselves at an essential level; whether they see themselves as basically partitioned from or integrals 1 president ramon magsaysay state university, zone vi, iba, zambales, philippines * corresponding author’s e-mail: cdecena@prmsu.edu.ph pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 1-9, 2024 associated with others (markus and kitayama 1991). in spite of the fact that numerous diverse self-construals are conceivable, markus and kitayama (1991) recognized two essential sorts: interdependent and independent selfconstrual which allude to diverse cognitive representations of the self that individuals may hold. those with free self-construal see inner traits, such as characteristics, capacities, values, and demeanors as central to their sense of self. those with an independent self-construal, in differentiate, see their near connections, social parts, and bunch enrollments as central to their sense of self. (giacomin and jordan, 2017). triandis (1988) expressed that individualistic societies emphasize the objectives of the person over gathering objectives, though collectivistic societies stress bunch goals over person objectives. collectivist societies emphasize the wants and objectives of the bunch as an entire over the desires and want of each person. in such societies, connections with other individuals of the bunch and the interconnecting between individuals play a central part in each person’s character (cherry, 2021). besides, in these distinctive societies, hope can be seen in an unexpected way in terms of approach. culture in eastern nations tends to be collectivists, differentiating western nations that tend to be individualistic. as expressed by kim, sherman, ko, and taylor (2006) individuals in collectivist societies tend to be more cautious around sharing their individual issues with their companions. it appears a few of the reasons why they waver to look for social back incorporate concern almost stressing others, disturbing the agreement of the gather, losing confront, and making the issue more regrettable. instep, individuals regularly lookout for what is known as understood social back. for them, they see that in case they can include investing time with strong individuals without really tending to the source of the push. with this, they can see that hope can show in case you’re along with your supporting framework or your social back without really tending to the source of the stress but investing time with steady individuals can make trust more grounded (kim, sherman, and taylor,2008). however, collectivist societies, as they practice it, see hope as a basic portion of their lives. collectivist societies where steady connections are more anticipated, cultivate hope that can influence each individual exclusively. from a perception, social convictions, and values-especially those that are vital and, hence, have constituted each culture’s hones, educate, and its ways of life are, by definition, engraved into these practices, teach, and ways of life. these convictions and values are externalized and materialized within the world (d’andrade, 1995) and, thus, not got to be stuffed within the head of each person part of the social group (markus and kitayama, 2010). by digging hope inside us it eases the stress. stress causes us to weaken our view and motivation for ourselves, through hoping we become more focused and mindful in solving the crisis or the stressors frederickson (2001), stated that hope also is seen as an influential and powerful source in overcoming stressful situations which involve increased motivation. relatedly, hope was known to be visionary of flexible survival expertise and also correlated to self-care were in every crisis, we motivate ourselves to achieve better soon as we start doing it according to plan, we establish as part of our goal. during tough situations, maximizing hopefulness is needed to divert psychological worries and have a healthy way of coping (korner, 1970). hope is not simply wishing to be happy but pursuing ourselves to have a positive clear to finish our goals in mind, by moving forward we establish a concrete action to step in for every piece of dreams we want to achieve. according to author jerome groopman (2014), an oncologist in his book anatomy of hope, he emphasizes that, unlike optimism, hope is purely based on reality and delusion has no room for it. hope qualifies us to undertake action and accomplish by addressing a situation and designing a needed possible allowable answer to solve the crisis without compromising the worth and skills that a person has. frederick stated in 2001, that hope also guides people to modify their association with their line of thinking and response by heeding in eagerness to make their potential to manage stressful moments better which results in happiness and satisfaction with life. moreover, folkman (2013), claimed that the connection of coping and hope has been spent in several ways in terms of prolonged stress. thus, cognitive coping processes slightly control the usage of hope during stressful situations and as a result, the person’s hope, and capability to cope in intensely stressful situations can affect the desired outcome. by the collaboration of hope and coping mechanisms, it reinforces the understanding of twenty-first-century abilities so that they can interface with the requirements of students’ future selves and prepare them with the aptitudes they have to confront the advanced workforce with certainty. besides, it works out the unused understanding to expand scholastic programs make extra imaginative and strong encounters for students; and construct associations between scholastic and the outside community in ways that may well be commonly useful (allen, 2014). concisely, according to ang-manaig et al., (2018), most students find college to be a stressful time in their lives, however, some individuals handle stress better than others. many students who are able to cope effectively with stress have good stress coping skills. factors such as social support, self-efficacy, and spirituality contribute to adolescents’ development of personal resilience, aiding them in handling distress and coping during the pandemic (dela cruz, c. j. b. c., & girlie, . e. a., 2022). when college students are confronted with difficult life situations, they often employ a variety of coping mechanisms. they use a variety of coping strategies at the same time, and their strategies are likely to change over time, depending on how effective the current strategy is. as for these, researchers saw a gap in their study and use locus-of-hope as a moderator to two variables. the researchers mentioned hope, which is used as a pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 1-9, 2024 moderating variable of the study and thus, as stated by hefner (2017), moderating variable is a variable that can weaken, strengthen, or even alter the connection between dependent and independent variables. barron and kenny (1986), states that moderation suggests that the relationship between two variables can change because of the moderator variable. it will be better if the dependent variable and independent variable are not correlated with the moderator variable to have a clearer interpretation of their interaction. wherein in this study, the hope serves as the moderator of academic stress (independent variable) and coping mechanisms (dependent variable) among college students in times of coronavirus pandemic. the goal of the study is to examine how hope as a moderator can influence the relationship between the academic stress and coping mechanisms of college students in times of the covid-19 pandemic. the generalization of the study would contribute to a vast knowledge in relation to hope as a moderator in psychological research and studies, and also to the relationship of coping mechanisms and academic stress. the vital results of the study could be extremely beneficial and significant because for students it would help them to assess and identify their own coping strategies for this pandemic; thus, they will be able to know their coping strengths and weaknesses. in attaining these, they can think of ways how to be adaptive to the different academic stress they might encounter. the need to create fresh approaches for socializing due to this corona virus pandemic which could negatively affect their academic achievement and their health. this would also help guide to boosting the coping mechanisms and their hope to become more proficient. moreover, in order to achieve better quality education, this is to assess the adaptation to the said new normal form of learning, from face-to-face classes to synchronous or asynchronous mode of gaining the knowledge needed in the curriculum to produce more competent students who are responsive to the needs of society. objectives with this research study, the researchers aimed to answer the following research questions: 1. what is the relationship between academic stress and coping mechanisms among college students in the time of the covid-19 pandemic? 2. what is the relationship between academic stress and coping mechanisms with the influence of hope as the moderator among college students in the time of the covid-19 pandemic? 3. which among the 4 dimensions of locus-of-hope greatly influence the relationship of academic stress and coping mechanisms? a. internal b. external-family c. external-peer d. external-spiritual 4. how does hope as a moderator influence the direction of the relationship of academic stress and coping mechanisms among college students in the time of the covid-19 pandemic? materials and methods research design the researchers utilized a descriptive correlational design that as stated by creswell (2002) is formed from the descriptive research approach that refers to the identification of features of a specific phenomenon based on observation, or exploration of the correlation between two or more phenomena, and of correlational research method that has the purpose to establish whether two or more variables are associated. this method helped the researchers to examine the influence of hope as a moderator in the relationship between academic stress and coping mechanisms among college students in the time of the covid-19 pandemic. furthermore, mccombes (2019) defined a correlational research design as a kind of descriptive research that calculates the degree of relationship between two variables without manipulating any of the variables. this design wants to achieve the goal of finding out whether there is a positive correlation, wherein both of the said variables will change in the same direction; or a negative correlation, wherein the said variables will change in opposite directions; or zero correlation that indicates that there is no relationship found between the said variables. respondents and location there were three hundred five (305) college student participants that were selected who are currently enrolled from a higher education institution in region iii, with the age range of eighteen (18) to twenty-two (22). to be qualified as participants of the study, students must be single, must be legitimate students from higher education institution, must be active facebook users who use their real names on facebook. however, working students were disqualified, as well as the irregular students, graduate students, in a relationship and familial. the student participants who were selected as the respondents of the study will be determined using the simple random sampling technique. simple random sampling technique is a probability sampling technique that has no particular order used in the actual selection of samples to erase any bias in the selection of participants. this sampling technique indicates that every case of the population has an equal chance of being selected as a sample (ghauri and gronhaug, 2005). research instrument with the phenomenon of pandemic that the world is currently experiencing right now, in collecting the necessary data, the researchers utilized an online survey using google forms to avoid close contact with people. the online survey consists of two (2) parts: (1) tool for demographic profile, and (2) three different scales that pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 1-9, 2024 are relevant to the variables of the study. two out of three of the scales namely the perception of academic stress scale (pas) by bedewy and gabriel (2015), and the brief-cope (coping orientation to problems experienced) scale by carver (1997) are not designed for the phenomenon of covid-19 pandemic so that the researchers included this as limitations of their study. the first part of the online survey, which consists of the tool for demographic profile was created by the researchers and used to determine the name of the participants (optional), college department, age, and gender. the three different scales for the second part of the online survey are described as follows: the first scale to be used that will determine the level of academic stress of college students during the covid-19 pandemic is the perception of academic stress scale (pas) by dalia bedewy and adel gabriel (2015). it is consisting of an 18item scale that was developed to measure the perception of academic stress and its sources among university students. the said instrument has internal consistency reliability of 0.7α, there was evidence for content validity, and its factor analysis was reported that results in four correlated and theoretically significant factors. next, the second scale to be used that will determine the coping mechanism of college students to academic stress during the covid-19 pandemic is the brief-cope (coping orientation to problems experienced) scale by charles carver (1997). it is consisting of a 28-item self-report questionnaire designed to quantify effective and ineffective ways to cope with stressful life events. the reliability and validity of the scale indicated a high cronbach’s alpha values for some domains such as religion (α=0.82) and substance use (α=0.90). other domains indicated acceptable values of cronbach’s alpha. they are active coping (α=0.68), planning (α=0.73), positive reframing (α=0.64), acceptance (α=0.57), humor (α=0.73), using emotional support (α=0.71), using instrumental support (α=0.64), self-distraction (α=0.71), denial (α=0.54), venting (α=0.50), behavioral disengagement (α=0.65) and self-blame (α=0.69) using a 168-participant community who had been impacted by a hurricane, the brief-cope scale was initially validated (carver, 1997) and was found to have acceptable factor structure. lastly, the third scale is the state locus-ofhope scale filipino by bernardo and mendoza (2020). this scale is an 8-item scale adapted by researchers from the locus-of-hope short form in filipino (bernardo and estrellado 2014) using the adaptation procedures described by snyder et al. the eight items in the scale comprised two items for each of the four locus-of-hope dimensions: internal, external-family, external-peer, and external spiritual; the items were arranged in one fixed random order. according to bernardo and mendoza (2020), using data from 3128 respondents, confirmatory factor analysis indicated a good fit between the four-factor model (compared to one-factor and two-factor models), supporting the scale’s structural validity. there was also good evidence for the subscales’ convergent validity and discriminant validity, and by examining correlations with well-being and anxiety, preliminary evidence for construct criterion validity was demonstrated. data collection in gathering the necessary data, the researchers used an online survey that was created through google forms. the instrument contains an appended informed consent, participants’ demographic information, and three scales relevant to the variables. according to creswell and creswell (2018), survey design provides a quantitative or numeric description of data about a population, or tests for associations among variables of a population, by studying a sample of that population. additionally, survey designs help researchers to answer three types of questions: (a) descriptive questions, (b) questions about the relationships between variables, and (c) questions about predictive relationships between variables over time. data analysis the researchers administered preliminary analyses prior to conducting the moderation analyses, the model fit of the locus-of-hope scale (bernardo, 2020) was tested through confirmatory factor analysis. results of the first-order model suggested adequate model fit (chi-sq = 227.39, df = 98, cfi = .95, tli = .94, rmsea = .066 [.055, .077], srmr = .049). a higher order model was also tested, which yielded adequate model fit (chi-sq = 233.43, df = 98, cfi = .95, tli = .94, rmsea = .066 [.055, .077], srmr = .053). since the higher order model was supported, researchers used the total score of the instrument in the moderation analysis. the researchers used moderated regression analysis in the free-trial version of statistical package for the social sciences (spss). moderated regression analysis is a regression-based technique used to identify whether the relationship between two variables depends on or is moderated by the value of a third variable (moderator analysis, 2018). creswell and creswell (2018) constructed the six steps for doing data analysis. the first step is to report information about the number of participants in the sample who did and did not return the survey. in the second step, discuss the method by which response bias will be determined. the third step, discuss a plan to provide a descriptive analysis of data for all independent and dependent variables in the study. the means, standard deviations, and range of scores for these variables should be included in this study. the fourth step, if the proposal contains an instrument with multi-item scales or a plan to develop scales, first evaluate whether it will be necessary to reverse-score items, and then how total scale scores will be calculated. the fifth step, identify the statistics and the statistical computer program for testing the major inferential research questions or hypotheses in pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 1-9, 2024 the proposed study. lastly, present the results in tables or figures and interpret the results from the statistical test (p. 218-219). results and discussion the description of the demographic information of the participants is presented in table 1. it shows that mostly they were female (n = 232, 76.07%) aged 18 years old (n = 101, 33.1%) who were studying from satellite campuses (n = 162, 53.11%). the study gathered a total of three hundred five (305) respondents from higher education institutions in region iii. table 1: demographic profile of the respondents (n = 305) n % age 18 years old 101 33.1 19 years old 720 23.6 20 years old 35 11.5 21 years old 63 20.7 22 years old 34 11.1 mean, (sd) 19.53, (1.41) gender male 70 22.95 female 232 76.07 lgbtqi+ 2 0.98 mean, (sd) 19.53, (1.41) campuses main campus 143 46.89 satellite campus 162 53.11 meanwhile, to examine the relationship between academic stress and coping mechanisms among college students in time of covid-19 pandemic, a pearson correlation coefficient was performed. results of the academic stress and coping mechanism were computed and shown in table 2. pearson correlation coefficient, (r = .139) of the academic stress and coping mechanism indicates a positive correlation between them, meaning as the level of academic stress of students increases, the level of its coping mechanism also increases. table 2: pearson correlation of academic stress and coping mechanism (n = 305) correlation pearson correlation sig. (2-tailed) n academic stress and coping mechanisms .139* .015 305 **.correlation is significant at the 0.05 level (2-tailed) in addition, table 3 described the partial results of testing the effects of academic stress and locus-of-hope on coping mechanism. the regression coefficient value of academic stress was positive value (b = 0.057). thus, results showed that academic stress had a positive effect on coping mechanism (p = 0.050 < 0.05). the statistic results explained that academic stress had a significant effect on coping mechanisms. meanwhile, the result of the regression coefficient from locus-of-hope was also positive value (b = 0.063). the results show that locusof-hope has a positive effect on coping mechanism (p = 0.032 < 0.05). the statistic results elaborated that the locus-of-hope had a significant effect on coping mechanism. table 3: locus-of-hope as moderator variable to academic stress and coping mechanism (n = 305) coefficients model b std. error β t sig. (constant) 2.776 0.29 97.125 .000 locus of hope .063 .029 .123 2.160 .032 academic stress .057 .029 .111 1.967 .050 interaction -.061 .024 -.142 -2.511 .013 a. dependent variable: coping mechanism, (p = 0.013 < 0.05) pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 1-9, 2024 in addition to table 3, it also presents the moderator results test from the locus-of-hope variable to moderate the relationship between academic stress and coping mechanism. based on the results of regression, the coefficient value of the interaction of the standardized value of locus-of-hope and academic stress shows negative value (b = -0.061) and statistically significant value (p = 0.013 < 0.05). the result showed that the role of locus-of-hope as a moderator has a significant effect on the academic stress and coping mechanism, which was found to be statistically significant rejecting null hypothesis 1. the result following the statement was that a variable was supposed to be a moderate independent variable if the regression coefficient variable depended on a negative value and was significant (hair, 2010). prediction of the negative value indicated that the effect of moderation was negative. the result showed that the locus-of-hope could reduce the effect of academic stress on coping mechanism of students amidst covid-19 pandemic. the results test indicated that the role of locus-of-hope as independent and moderator variables had significance concurrently. thus, the conclusion was that locus-of-hope variable as a quasimoderator variable meant the variable could be used as independent variable and as moderator variable. table 4: four dimensions of locus-of-hope as moderator variable to academic stress and coping mechanism (n = 305) coefficients model b std. error β t sig. locus of hopeinternal .023 .029 .045 .779 .437 externalfamily .034 .029 .067 1.153 .250 external-peer .007 .029 .015 .251 .802 external-spiritual .033 .030 .065 1.113 .267 a. dependent variable: coping mechanism, (p = 0.05) on the other hand, table 4 shows the four dimensions of locus-of-hope i.e., internal (p = .437), externalfamily (p = .250), external-peer (p = .802), externalspiritual (p = .267) which were greater than p-value of 0.05, was found to be non-significant. hence, researchers accepted null hypothesis 2, 3, 4, and 5. the relationship between academic stress and coping mechanisms the researchers found out that there is a relationship between academic stress and coping mechanism without the influence of hope. therefore, without hope, the relationship between academic stress and coping mechanism indicates a positive correlation, meaning as the level of academic stress of students increases, the level of its coping mechanism also increases. according to yang et al., (2021), they showed that coping has an important role in people experiencing stress. people with high coping mechanisms are more likely to adapt to stressful situations. in a study conducted on students by sucan (2019), it was said that the low level of hope increased the education stress. the relationship between academic stress and coping mechanism with the influence of hope as the moderator with the influence of hope as a moderator, academic stress weakens whereas coping mechanism strengthens. the researchers, therefore, rejected the null hypothesis 1. coping strategies are the specific efforts, both behavioral and psychological, that individuals employ to master, tolerate, reduce, or minimize stressful events (al-dubai et al., 2011). with the influence of hope in the relationship between academic stress and coping mechanisms, hope can sustain coping, when the individual moves forward to deal with the demands of his or her new reality. furthermore, students who are optimists rather than pessimists when facing academic stress achieve and cope better and are more successful in both the long and the short term (carifio and rhodes, 2002). whereas sucan (2019) conversely stated that people with high hopes have lower stress and are more likely satisfied with their lives. the four dimensions of locus-of-hope does not greatly influence the relationship between academic stress and coping mechanisms, (internal; external-family; external-peer; external-spiritual) none of the four dimensions of locus-of-hope does influence the relationship between academic stress and coping mechanisms. in the internal agent, according to mushtaq et.al., 2014, lack of social relationships can lead to an increase in academic stress, which can lead to depression; extreme loneliness and isolation can have serious negative consequences for an individual’s mental and physical well-being. for the external-family agent, all families experience stress; however, they cope in different ways; some stop communicating altogether, while others communicate by fighting. as a result, the external-family locus-of-hope had no significant effect on academic stress and coping mechanisms. when it comes to external-peer agents, filipinos were told to stay at home due to the increased community quarantine. most filipinos live at home with their families, avoiding direct contact with their classmates and friends, therefore external-peer agents do not influence the relationship between academic stress and coping mechanisms of college students. as for pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(3) 1-9, 2024 external-spiritual agents, the finding was supported by hall’s (2020) study, which found that people in spiritual distress frequently do not believe the world is safe. with that, they may lose hope and struggle to find meaning and purpose in their circumstances. therefore, the researchers accepted the null hypothesis 2, 3, 4, and 5. hope as a moderator influence the direction of the relationship of academic stress and coping mechanisms hope as moderator influence the high and low relationship of academic stress and coping mechanisms. in connection with this, when hope as moderator was present, academic stress decreases, whereas coping mechanisms increases. as claimed by barron and kenny in 1986, the moderator variable can affect the connection between two variables, according to the moderation concept. to have a clearer view of their interaction, the dependent and independent variables should not be associated with the moderator variable. conclusion upon accomplishing the gathered data, therefore, researchers conclude that there is a significant influence of hope as a moderator on the relationship of academic stress and coping mechanisms among college students in the time of the covid-19 pandemic. on the other hand, there is no significant influence of hope as an internal agent, external peer, external family, and external agencies as moderators on the relationship between academic stress and coping mechanisms among college students during the covid-19 pandemic. recommendations based on the conclusions and results presented, the researchers recommend that future researchers conduct a study regarding hope as a moderator to identify which among the four dimensions of locus-of-hope by alan b.i. bernardo greatly influenced the relationship between academic stress and coping mechanisms. second, the researchers recommend expanding the location so that the data will not be saturated. in line with that, the researchers suggest broadening the scope of the study and not limiting it in educational settings. moreover, since this research is mostly applicable for those who are in a collectivist culture or other asian countries, it would be better if it can also be applied to those who are in individualistic cultures. although the researchers did not include in the objectives to look for the agency and pathways, however, researchers recommend a further study to determine the agency and pathways of locusof-hope. references al-dubai, s., al-naggar, r., rampal k. 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(2020). clinical course and risk factors for mortality of adult inpatients with covid-19 in wuhan, china: a retrospective cohort study. the lancet, 395(10229), 1054-1062. https://doi.org/10.1016/ s0140-6736(20)30566-3 pmid:32171076 pa ge 1 pa ge 58 american journal of multidisciplinary research and innovation (ajmri) determinants of achievement level in mathematics in the modern world among college students endocal, kenth harold r.1*, baraquia, lee g.2 volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.6166 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 20, 2025 accepted: october 23, 2025 published: december 01, 2025 various factors can influence students’ mathematics achievement. this study examined the factors profile and skills, that could affect students’ mathematics achievement. using a descriptive-correlational design, the study involved a sample of 285 students enrolled in the mathematics in the modern world course during the first semester of ay 2023-2024 at tangub city global college, selected through cluster sampling. attitude and self-efficacy scales to measure profile, skills tests computation, comprehension, and logic and validated midterm examination to measure achievement level were used as instruments to collect data. descriptive statistics, pearson correlation test, and multiple regression analysis served as the main statistical tools. findings revealed that students generally hold negative attitudes, low self-efficacy and computation skills, with average comprehension, logical skills, and mathematics achievement. attitude, computation, comprehension, and logical skills significantly predicted achievement, while self-efficacy, though correlated, was not a predictor. it was concluded that students' mathematics achievement is significantly influenced by attitude, comprehension, computation, and logical skills, leading to the development of learning activity sheets to enhance performance. it was recommended that this inquiry be extended by examining identity, knowledge, fixed, and context factors affecting mathematics achievement, as this study is focused solely on profile and skill factors. keywords attitude, comprehension skill, computation skill, logical skill, mathematics achievement, multiple regression analysis, self-efficacy 1 tangub city global college, philippines 2 department of deped, saint columban college, philippines * corresponding author’s e-mail: kenth.endocal@gmail.com introduction mathematics is an indispensable discipline that supports logical reasoning, quantitative literacy, and problemsolving skills essential in daily life and professional fields. despite its importance, many college students struggle and perform poorly in mathematics courses, a trend that poses significant challenges not only to individual academic success but also to national development (hemmings et al., 2010). students’ scholastic performance in mathematics is crucial for their future careers and for sustaining a competent workforce capable of responding to the demands of an increasingly technological and datadriven economy. extant literature suggests that a complex interplay of interrelated variables influences students’ mathematics achievement, broadly categorized into profile and skill factors (singh et al., 2002). among the profile factors, attitude toward mathematics (balbalosa, 2010; effandi & normah, 2009; guven & buket, 2012; mohamed & waheed, 2011; villanueva, 2009) and self-efficacy (williams & williams, 2010) have consistently been identified as determinants of academic success. on the other hand, skill factors such as comprehension, logical reasoning, and computation skills directly affect how students process, analyze, and solve mathematical problems (abad, 2020; macaso & dagoho, 2022; morsanyi, 2021; embodo & baraquia, 2019). in the philippine context, concerns about poor mathematics performance have persisted. results from the 2019 trends in international mathematics and science study (timss) revealed that the philippines ranked last among 58 countries, with only one percent of filipino students reaching the high benchmark in mathematics (cnn philippines, 2020). these alarming findings highlight the urgent need to identify and address the determinants of mathematics achievement at the local level. within tangub city global college (tcgc), recent data mirror these global and national concerns. in the 2nd semester of a.y. 2023–2024, only 26% of students enrolled in mathematics in the modern world passed the midterm examination, while 74% failed. this striking performance gap underscores the need to examine internal factors specifically students’ comprehension, logical reasoning, computation skills, attitude toward mathematics, and self-efficacy that may explain variations in achievement. although extensive literature exists on mathematics performance, few studies have examined the combined influence of internal factors both skill and profile variables on mathematics achievement levels, especially within the philippine context. prior research (opstad, 2018; malibiran et al., 2019) explored isolated variables or general mathematics performance without considering how these factors interact. the present study fills this gap by investigating the interplay between comprehension, logical reasoning, computation, attitude, and selfefficacy, thereby offering a localized perspective on the determinants of mathematics achievement among college students in tangub city global college. pa ge 59 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 therefore, this study aims to analyze the internal determinants of mathematics achievement among college students in tangub city global college, misamis occidental. by focusing on both profile and skill factors, it seeks to contribute to the growing body of research on mathematics education and provide localized insights for educators and policymakers. ultimately, this study endeavors to propose evidence-based strategies to enhance mathematics instruction and improve students’ learning outcomes. literature review comprehension skills and mathematics achievement comprehension in mathematics extends beyond memorizing formulas and applying algorithms; it involves understanding mathematical concepts, their interrelationships, and their application to real-world contexts. according to öztürk et al. (2019), mathematical comprehension is demonstrated when students can interpret problems, assess their structure, and apply suitable solution strategies. similarly, nahdi et al. (2023) emphasize that comprehension fosters critical evaluation, judgment of solution validity, and effective communication of mathematical ideas. empirical evidence supports the positive correlation between comprehension and mathematical performance. students with strong comprehension skills are better able to apply mathematical principles across contexts, contributing to higher achievement (abad, 2020; macaso & dagoho, 2022). malibiran et al. (2019) further identify comprehension as a key predictor of problem-solving ability, while anjum (2015) links it directly to academic success in mathematics. conversely, low comprehension levels often result in misinterpretations, misconceptions, and procedural errors, reducing the likelihood of solving problems correctly (angateeah, 2017; dela cruz & lapinid, 2014). logical reasoning and mathematics achievement logical reasoning underpins the structure of mathematical thought. it allows learners to recognize patterns, infer relationships, and draw valid conclusions from data (wilkinson et al., 2018). logical reasoning is essential for developing deductive and inductive skills necessary for mathematical proof and argumentation. morsanyi (2021) asserts that logical skills are foundational to mathematical problem-solving, as they help students construct coherent arguments and evaluate the validity of mathematical statements. empirical studies support the causal relationship between logical reasoning and mathematical achievement. nunes et al. (2010) demonstrated through longitudinal and experimental research that logical reasoning predicts later mathematics performance, even when controlling for working memory. moreover, students trained in logical reasoning showed greater progress in mathematics compared to those who did not receive such training. these findings emphasize the importance of integrating logical reasoning development into early and higher education curricula. computation skills and mathematics achievement computation skills the ability to perform mathematical operations accurately and efficiently are foundational for success in higher-level mathematics. as harris and di marco (2017) note, computational proficiency supports understanding of complex mathematical concepts by reducing cognitive load. strong computation skills allow students to focus on conceptual understanding and problem-solving rather than basic arithmetic processes (embodo & baraquia, 2019). studies consistently report a strong positive relationship between computation skills and mathematics performance (embodo & baraquia, 2019; wu & yang, 2022). conversely, students with poor computational ability often struggle with algebraic and calculus-based problems, impeding their mathematical growth. research further suggests that computational thinking defined as the logical structuring and automation of problemsolving enhances mathematics achievement, as evidenced by higher scores in international assessments such as timss (alotaibi & alyahya, 2019). attitude toward mathematics and academic performance students’ attitudes toward mathematics encompassing beliefs, emotions, and motivations significantly influence their learning outcomes. positive attitudes foster persistence, curiosity, and confidence, while negative attitudes often lead to anxiety and avoidance (hwang & son, 2021). factors shaping these attitudes include teaching methods, classroom environment, early learning experiences, and cultural perceptions (quane, 2024; emata, 2023; olayinka, 2023). empirical research affirms that students with positive attitudes toward mathematics achieve higher performance levels (capuno et al., 2019; hwang & son, 2021). for instance, data from timss (singapore) showed that students who enjoyed mathematics, recognized its value, and believed in their competence tended to perform better. hence, educators should cultivate positive mathematical mindsets by designing engaging, supportive, and contextually relevant instruction. self-efficacy and mathematics achievement self-efficacy the belief in one’s capacity to perform specific tasks plays a pivotal role in academic success (lopez-garrido, 2023). in mathematics education, high self-efficacy correlates with persistence, resilience, and adaptive problem-solving strategies (williams & williams, 2010). students who believe in their mathematical abilities are more likely to confront challenges confidently and interpret errors as opportunities for growth (loo & choy, 2013; ozkal, 2019). cross-national studies affirm the strong reciprocal relationship between self-efficacy and mathematics pa ge 60 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 performance (williams & williams, 2010). özcan and kültür (2021) found that mastery experiences and social persuasion were the strongest predictors of mathematics achievement. conversely, low self-efficacy shaped by emotional, social, and environmental factors negatively affects performance (hiller et al., 2021; wang et al., 2023; yang et al., 2024; zakariya, 2022). as such, self-efficacy should be intentionally nurtured through constructive feedback, supportive environments, and opportunities for success (chen & hsieh, 2023). objectives this study investigated the factors that could affect achievement level in mathematics in the modern world among college students during the first semester of academic year 2024-2025 in a selected higher education institution in tangub city. specifically, this study sought to answer the following questions: 1. what is the profile of the college students affecting mathematics achievement in terms of: 1.1 attitude; and 1.2 self-efficacy? 2. what is the level of skill factors of college students affecting mathematics achievement in terms of: 2.1 comprehension; 2.2 computation; and 2.3 logical? 3. what is the level of mathematics achievement of the college students in terms of their midterm exam scores in mathematics in the modern world?? 4. is there a significant relationship between college students’ profile and their mathematics achievement 5. is there a significant relationship between college students’ skill factors and their mathematics achievement? 6. what is the best predictor of the college students’ mathematics achievement? 7. based on the findings, what learning activity sheets (las) can be developed to enhance students’ achievement in mathematics? conceptual framework this study is anchored on elger’s (2007) theory of performance (top), which provides a holistic understanding of performance by examining the interplay of six critical factors: knowledge, skills, identity, context, personal factors, and fixed factors. according to top, performance is defined as the production of valued results, and the level of performance is determined by the dynamic interaction of these factors. knowledge factors reflect the performer's understanding of relevant concepts and information. skill factors pertain to the ability to apply knowledge effectively. identity factors describe the performer's self-perception in a specific domain. contextual factors involve the environment, such as classroom dynamics, group settings, and resource availability (apple et al., 2016). personal factors include internal drivers such as motivation, self-regulation, and perseverance. fixed factors encompass unchangeable attributes like sex, innate abilities, and learning styles. while top provides a comprehensive lens, this study narrows its focus to profile factors (a subset of personal factors) and skill factors, omitting knowledge factors due to the difficulty of collecting valid data in this area and excluding contextual and identity factors for pragmatic reasons related to time and resource constraints. this study concentrates on two dimensions derived from top. the inclusion of profile and skill factors allows for a focused investigation into internal elements affecting academic performance, aligning with the research's overarching goal of understanding the determinants of mathematical achievement. this scope excludes broader contextual and identity dimensions to maintain feasibility while drawing meaningful insights from measurable, quantifiable data. by examining the relationship between these selected factors and students' academic achievement in mathematics in the modern world, this study aims to identify critical areas for support and intervention, enabling targeted strategies to enhance performance outcomes. materials and methods research design this quantitative study utilized a descriptive-correlational design. the descriptive aspect was used to identify the college students’ attitude and self-efficacy, and their level of skills in comprehension, computation, and logical as well as their current mathematics achievement level. the correlational aspect of this study examined the relationships between each factor and mathematics achievement. this approach effectively addresses the study’s goal of identifying and analyzing determinants influencing students' mathematics achievement. research setting the study occurred at tangub city global college, previously recognized as governor alfonso d tan college. the institution is in maloro, tangub city, part of the misamis occidental province in region x. participants the participants in this study were a sample of 285 firstyear college students from a selected higher education institution in tangub city during the first semester of academic year 2024-2025. students who were not in first year level were excluded. these students were enrolled in mathematics in the modern world course from 6 different sections. research instruments the study utilized three assessment tools: (1) questionnaires for profiles mathematics attitude scale (mas), and self-efficacy scale (ss); (2) a researchermade test for mathematical skills; and (3) the midterm examination for achievement level. pa ge 61 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 the mas, adapted from mullis et al. (2016), measures attitudes across three subscales: like learning mathematics (lm), value mathematics (vm), and confidence in mathematics (cm). lm comprises seven statements, vm has eight, and cm has eight. responses were rated on a 4-point scale (4 = agree a lot, 1 = disagree a lot), with hypothetical mean ranges: very positive (3.26–4.00), positive (2.51–3.25), negative (1.76– 2.50), and very negative (1.00–1.75). the ss, adapted from may (2009), evaluates students’ selfefficacy in mathematics through 14 statements using the same 4-point scale. hypothetical mean ranges were: very high (3.26–4.00), high (2.51–3.25), low (1.76–2.50), and very low (1.00–1.75). the researcher-made test, guided by a table of specifications (tos), assessed comprehension, computation, and logic through 90 multiple-choice questions. the comprehension subtest was adapted from learningexpress (2010), while computation and logic subtests, validated by mathematics experts, showed acceptable reliability (cronbach’s alpha = 0.729 and 0.829, respectively). data gathering procedure to maintain the study's integrity, the researcher requested permission from the office of the college president. additionally, the researcher requested approval from vice president for academic affairs and dean of the institute of arts and sciences to conduct study. the researcher informed the student participants of the study's significance and goal, reviewed the advantages and disadvantages, enlisted their commitment, and maintained confidentiality, particularly the privacy of their responses and test results. the research participants' informed consent were obtained as part of ethical concerns. each participant was requested to participate voluntarily. they were asked to engage voluntarily and were not under any duress to do so. during the first week of the semester, the participants were asked to answer the researcher-made test for skills including comprehension, computation, and logical. they were also given links of the google forms which they needed to self-evaluate on their attitude and self-efficacy in mathematics. for their achievement level, the midterm examination questionnaire was then administered to the participants during the midterm examination schedule of the school. statistical treatment the study employed microsoft excel and jasp for data processing and statistical analysis. to examine the relationship between the identified factors (profile and skill) and mathematics achievement, the pearson correlation coefficient was utilized. the correlation strength was interpreted using the scale adapted from embodo and baraquia (2019): table 1: level of students’ attitude indicators m sd remarks learning mathematics 1. i enjoy learning mathematics. 2.83 0.89 positive 2. i learn many interesting things in mathematics. 2.92 0.92 positive 3. i like mathematics. 2.57 0.85 positive 4. i like any schoolwork that involves numbers. 2.43 0.83 negative 5. i like to solve mathematics problems. 2.38 0.80 negative 6. i look forwards to mathematics lessons. 2.70 0.88 positive 7. mathematics is one of my favorite subjects. 2.30 0.87 negative table 1: statistical treatment correlation coefficient correlation strength 0 – ± 0.29 no linear relationship ±0.30 – ±0.49 weak linear relationship ±0.50 – ±0.69 moderate linear relationship ±0.70 – ±0.99 strong linear relationship ±1.00 perfect linear relationship the statistical significance of the correlation coefficients was evaluated at a 5% level of significance (p < 0.05). to identify the best predictor of the dependent variable, mathematics achievement, a multiple regression analysis was conducted. this technique was deemed appropriate as it enabled the simultaneous modeling of multiple independent variables and their collective impact on the outcome variable (ruan, 2024). independent variables with a p-value less than 0.05 were considered statistically significant predictors of mathematics achievement. results and discussion students’ profile this part presents the profile of the students. these include their attitude and self-efficacy. pa ge 62 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 table 1 reveals the results in determining the students’ attitude. the overall level of attitude of students in mathematics was also observed to be negative (m = 2.50; sd = 0.86). considering the range of the deviations, this is relatively high. this implies that students' attitudes are quite spread out, indicating that some students feel positively about mathematics while others may feel negatively about the subject. moreover, of the three (3) subcategories, four (4) indicators of learning mathematics out of seven (7) accumulated means interpreted as positive while the other three (3) indicators gathered means interpreted as negative. only one (1) out of eight (8) indicators got a mean interpreted as negative under the value mathematics category, and the other seven (7) indicators obtained a mean interpreted as positive. lastly, all eight (8) indicators of confident in mathematics acquired means interpreted as negative. overall, among the three subcategories, it is confident in mathematics, in which students scored low and felt a negative attitude. students' negative attitudes towards mathematics are shaped by several interconnected factors. research indicates that as students progress through educational stages, their enjoyment of mathematics often declines, fostering increasingly negative attitudes despite maintaining an appreciation for the discipline (russo et al., 2023). adding to factor affecting negative attitude is early childhood experiences as these play a pivotal role, where negative perceptions frequently stem from limited understanding and disengaging learning environments during formative years (quane, 2024). additionally, weak foundational knowledge in primary education and a lack of motivation or encouragement from the home environment further contribute to negative attitudes (olayinka, 2023). value mathematics 1. i think learning mathematics will help in my daily life. 3.06 0.99 positive 2. i need mathematics to learn other school subjects. 2.69 0.88 positive 3. i need to do well in mathematics to get the job i want. 2.74 0.93 positive 4. i would like a job that involves using mathematics. 2.41 0.91 negative 5. it is important to learn about mathematics to get ahead in the world. 2.80 0.94 positive 6. learning mathematics will give me more job opportunities when i am an adult. 2.75 0.90 positive 7. my parents think that it is important that i do well in mathematics. 2.71 0.89 positive 8. it is important to do well in mathematics. 2.84 0.90 positive confident in mathematics 1. i usually do well in mathematics. 2.42 0.79 negative 2. mathematics is easier for me than of my classmates. 2.10 0.80 negative 3. mathematics is one of my strengths. 2.18 0.78 negative 4. i learn things quickly in mathematics. 2.32 0.78 negative 5. mathematics makes me calm. 2.09 0.79 negative 6. i am good at working out difficult mathematics problems. 2.04 0.78 negative 7. my teacher tells me i am good in mathematics. 2.11 0.80 negative 8. mathematics is easier for me than any other subject. 2.13 0.81 negative overall 2.50 0.86 negative scale: 1.00 – 1.75 = very negative; 1.76 – 2.50 = negative; 2.51 – 3.25 = positive; 3.26 – 4.00 = very positive table 2: level of students’ self-efficacy indicators m sd remarks 1. i feel confident enough to ask questions in my mathematics class. 2.38 0.75 low 2. i believe i can do well on a mathematics test. 2.37 0.78 low 3. i believe i can complete all of the assignments in a mathematics course. 2.66 0.84 high 4. i believe i am the kind of person who is good at mathematics. 2.15 0.81 low 5. i believe i will be able to use mathematics in my future career when needed. 3.13 0.88 high 6. i believe i can understand the content in a mathematics course. 2.71 0.73 high 7. i believe i can get an “1” when i am in a mathematics course. 2.25 0.77 low 8. i believe i can learn well in a mathematics course. 2.87 0.87 high 9. i feel confident when taking a mathematics test. 2.29 0.81 low 10. i believe i am the type of person who can do mathematics. 2.40 0.80 low pa ge 63 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 table 2 shows the results in determining the students’ self-efficacy in mathematics. the overall level of selfefficacy of students in mathematics was also observed to be low (m = 2.48; sd = 0.81). looking at the range of deviations, which is relatively high, indicates that students’ self-efficacy scores vary considerably around the mean. this means that, while some students may feel confident in their abilities, others feel significantly less so. in addition, eight (8) indicators of students’ self-efficacy out of fourteen (14) garnered means interpreted as low while the other six (6) indicators posted means interpreted as high. low self-efficacy in mathematics among students often results from repeated failures or difficulties in math tasks, which reinforce a belief in their incompetence. another reason is negative comparisons by parents, such as highlighting siblings' achievements, which can harm self-esteem and motivation (zakariya, 2022). cultural pressures to excel academically may also heighten math anxiety, further eroding self-efficacy (jin et al., 2023). moreover, a lack of constructive feedback or negative reinforcement from teachers can exacerbate feelings of inadequacy (yang et al., 2024). students experiencing high math anxiety are more likely to avoid challenges and perceive themselves as less capable, which perpetuates a cycle of low confidence and poor performance, particularly in test situations (wang et al., 2023). level of skill factors and mathematics achievement this part presents the level of skill factors and mathematics achievement among students through their mean percentage scores (mps) from the test. such includes the level of students’ computation, comprehension, and logical skills and their mathematics achievement. 11. i feel that i will be able to do well in future mathematics courses. 2.49 0.84 low 12. i believe i can do the mathematics in a mathematics course. 2.52 0.81 high 13. i believe i can think like a mathematician. 1.94 0.82 low 14. i feel confident when using mathematics outside of school. 2.60 0.79 high overall 2.48 0.81 low scale: 1.00 – 1.75 = very low; 1.76 – 2.50 = low; 2.51 – 3.25 = high; 3.26 – 4.00 = very high table 3: level of students’ skill factors and mathematics achievement skill mean sd mps descriptive equivalent comprehension 11.67 4.05 39% average computation 8.54 5.44 28% low logical 12.92 4.92 43% average mathematics achievement 38.81 20.32 44% average scale: 96 – 100% = mastered; 86 – 95% = closely approximating mastery; 66 – 85% = moving towards mastery; 35 – 65% = average; 15 – 34% = low; 5 – 14% = very low; 0 – 14% = absolutely no mastery table 3 reveals the mean score of the students from the 30-item comprehension test, which is 11.67. this has an equivalent mean percentage score (mps) of 39%, which is interpreted as average based on the given scale. based on the findings, this means that the students’ comprehension skills were average based on their overall performance in the comprehension test. when students' comprehension skills are lacking, their likelihood of arriving at the correct answers on assessments significantly diminishes, as they often struggle to understand the language of the problems and visualize the concepts involved (angateeah, 2017). this lack of comprehension can lead to misconceptions, insufficient procedural knowledge, and difficulties in translating word problems into mathematical symbols, ultimately resulting in incorrect answers (dela cruz & lapinid, 2014). meanwhile, the mean score of the students from the 30item computation test is 8.54. this has an equivalent mean percentage score (mps) of 28%, which is interpreted as low based on the given scale. based on the findings, this means that the students’ computation skills, based on their overall performance in the computation test, were low. students with low computation skills often struggle due to limited number sense, which hinders their ability to manipulate numbers flexibly and accurately (arjudin et al., 2024). this is compounded by difficulties in reviewing and improving their problem-solving processes, leading to persistent errors. additionally, ineffective instructional practices and lower engagement, such as poor attendance in computation-based courses, further contribute to these challenges (ullah et al., 2020). personal attitude and inadequate study strategies also play a critical role in influencing computation abilities, as seen in studies of atrisk engineering students, where these factors significantly impacted their performance (medallon et al., 2012). without strong computation skills, it will be detrimental for students to understand and solve math problems, resulting in a decline in overall performance (wu & yang, 2022). additionally, the mean score of the students from the 30item logical test is 12.92. this has an equivalent mean pa ge 64 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 percentage score (mps) of 43%. this is interpreted as average based on the given scale. based on the findings shown, the students’ logical skill based on their overall performance in the logical test was average. cultivating skills in logical reasoning, whether through creating or solving interconnected problems, enhances students' understanding of mathematic problems (morsanyi, 2021). the critical thinking needed to navigate complex life situations is developed through the logical and mathematical reasoning used to solve multi-step problems. logical reasoning enables students to approach mathematical challenges methodically, leading to accurate and structured solutions (agah & lamido, 2015). lastly, the mean score of the students from the 88-point midterm examination test is 38.81. this has an equivalent mean percentage score (mps) of 44%, interpreted as average based on the given scale. based on the findings, this means that students’ overall mathematics achievement in the mathematics in the modern world course, based on their midterm examination performance, is average. research supports the idea that achieving higher mathematics competency significantly benefits individual students and broader economic and societal development. hemmings et al. (2010) emphasized that mathematics proficiency is vital, as it supports success in numerous academic fields and professional careers while also contributing to a skilled workforce essential for economic competitiveness. thus, elevating students from average to high mathematics achievement is a personal and collective gain. the timss (trends in international mathematics and science study) findings further emphasize the importance of striving for excellence in mathematics by highlighting how countries that invest in robust mathematics education witness better outcomes in global rankings and individual student performance (alotaibi & alyahya, 2019). significant relationship between students’ profile and their mathematics achievement this part consists of two tables highlighting the results of the test of significant relationship between students’ attitude and their mathematics achievement as well as between students' self-efficacy and their mathematics achievement. the null hypothesis declaring that there is no significant relationship between the students' attitude and mathematics achievement was tested using the pearson coefficient of correlation as shown in table 4. table 4: test of correlation between students’ attitude and mathematics achievement variables r – value remarks p – value remarks students’ attitude and mathematics achievement .608 moderate linear relationship <.001 with significant relationship scale: 0 – ± 0.29 = no linear relationship, ± 0.30 – ± 0.49=weak linear relationship, ± 0.50 – ± 0.69= moderate linear relationship, ± 0.70 – ± 0.99 = strong linear relationship, ± 1=perfect linear relationship the results showed that there is a moderate positive linear correlation between students’ attitude and students’ mathematics achievement (pearson “r” = .608) which means that when the students' attitude is developed to a more positive spectrum, the better they will perform in mathematics. however, if such attitude is weakened to the negative side, the greater the likelihood that they will perform poorly in mathematics. additionally, a substantial correlation (p<.001) was found between the two variables. as a result, the alternative hypothesis which states that there is a strong correlation between students' attitude and their mathematical achievement was accepted, and the null hypothesis was rejected. data from the 2019 trends in international mathematics and science study (timss) supports this finding, demonstrating that students' attitudes are a multifaceted construct that includes their confidence in their mathematical skills, their enjoyment of mathematics, and their perception of its value. the results showed that students' attitudes and their performance in mathematics were positively correlated (mohamed & waheed, 2011). higher achievement in mathematics was specifically more likely to be attained by students who loved learning the subject, recognized its significance for future success, and felt positive in their mathematical skills (hwang & son, 2021). the null hypothesis, declaring that there is no significant relationship between the students' self-efficacy and mathematics achievement, was tested using the pearson coefficient of correlation, as shown in table 5. table 5: test of correlation between students’ self-efficacy and mathematics achievement variables r – value remarks p – value remarks students’ self-efficacy and mathematics achievement .419 weak linear relationship <.001 with significant relationship scale: 0 – ± 0.29 =no linear relationship,± 0.30 – ± 0.49 = weak linear relationship, ± 0.50 – ± 0.69 = moderate linear relationship,± 0.70 – ± 0.99 = strong linear relationship,± 1 = perfect linear relationship pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 the results showed that there is a weak positive linear correlation between students’ self-efficacy and students’ mathematics achievement (pearson “r” = .419) which implies that students with high efficacy, although weak, will still likely perform better or will have a better mathematics achievement. while students with low self-efficacy skills will likely struggle to have a good achievement in mathematics compared to those with high self-efficacy. additionally, a substantial correlation (p<.001) was found between the two variables. as a result, the alternative hypothesis which states that there is a strong correlation between students' self-efficacy and their mathematical achievement was accepted, and the null hypothesis was rejected. a comprehensive study examined the relationship between various sources of mathematics self-efficacy and achievement among high school seniors, providing insights relevant to the present findings. results revealed that as students’ self-efficacy scores increased, their performance in mathematics courses and on tests improved accordingly. these findings emphasize the critical role of self-efficacy in bolstering mathematics achievement, suggesting that confidence in one's math abilities positively impacts performance (özcan & kültür, 2021). significant relationship between skill factors among students and their mathematics achievement this part consists of three tables showcasing the results of the test of significant relationship between students’ comprehension, computation and logical kills and their mathematics achievement. the null hypothesis declaring that there is no significant relationship between the students' comprehension skill and mathematics achievement was tested using the pearson coefficient of correlation as shown in table 6. table 6: test of correlation between students’ comprehension skill and mathematics achievement variables r – value remarks p – value remarks students’ comprehension skill and mathematics achievement .574 moderate linear relationship <.001 with significant relationship scale: 0 – ± 0.29 =no linear relationship,± 0.30 – ± 0.49 = weak linear relationship, ± 0.50 – ± 0.69 = moderate linear relationship,± 0.70 – ± 0.99 = strong linear relationship,± 1 = perfect linear relationship the results revealed a moderate positive linear correlation between students' comprehension skills and their mathematics achievement (pearson r = 0.574). this indicates that as students' comprehension skills become more developed, their mathematics achievement tends to improve. on the other hand, when comprehension skills are underdeveloped, students are likely to struggle with achieving satisfactory results in mathematics. these findings accentuate the importance of fostering strong comprehension skills as a vital component of supporting students' overall success in mathematics. further, a significant relationship was established between the two variables (p<.001). as a result, the alternative hypothesis— which states that there is a substantial correlation between the students' achievement in mathematics and their understanding skills—was accepted, and the null hypothesis was rejected. a strong foundation in mathematics comprehension equips students to face mathematical challenges with confidence, allowing them to apply their knowledge effectively and solve problems encountered along the way (nahdi et al., 2023). with well-developed comprehension skills, students are better prepared to interpret and understand mathematical concepts, enabling them to tackle real-world applications and complex problemsolving scenarios. these skills are vital not only for mathematical success but also for related fields where critical thinking and analytical abilities are required (abad, 2020; macaso & dagoho, 2022). the null hypothesis, declaring that there is no significant relationship between the students' computation skills and mathematics achievement, was tested using the pearson coefficient of correlation, as shown in table 7. table 7: test of correlation between students’ computation skill and mathematics achievement variables r – value remarks p – value remarks students’ computation skill and mathematics achievement .553 moderate linear relationship <.001 with significant relationship scale: 0 – ± 0.29 =no linear relationship,± 0.30 – ± 0.49 = weak linear relationship, ± 0.50 – ± 0.69 = moderate linear relationship,± 0.70 – ± 0.99 = strong linear relationship,± 1 = perfect linear relationship the results showed a moderate positive linear correlation between students' computation skills and mathematics achievement (pearson “r” = 0.553). this indicates that as students' computation skills strengthen and develop, their achievement in mathematics tends to improve. conversely, students with weaker computation skills are more likely to experience lower mathematics achievement. these findings suggest that targeted efforts to enhance computation skills could be a key strategy in supporting overall success in mathematics. besides, a significant pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 relationship was established between the two variables (p<.001). as a result, the alternative hypothesis which states that there is a substantial correlation between the students' mathematical achievement and their computation skills was accepted, and the null hypothesis was rejected. the results of this study indicating a significant relationship between computation skills and mathematics achievement are consistent with findings from embodo and baraquia (2019) who found a positive correlation between computation skills and mathematics achievement, with students who possess strong computational abilities typically demonstrating better performance in mathematics. this is further supported by the findings of alotaibi and alyahya (2019) that higher computational thinking levels are associated with better success on the timss mathematics test. the null hypothesis, declaring that there is no significant relationship between the students' logical skills and mathematics achievement, was tested using the pearson coefficient of correlation, as shown in table 8. the results indicated a moderate positive linear correlation between students' logical skills and their mathematics achievement (pearson r = 0.679). this suggests that as students' logical skills become more developed, their mathematics achievement tends to improve. on the contrary, students with underdeveloped logical skills are likely to face challenges in achieving satisfactory results in mathematics. these findings feature the importance of strengthening logical reasoning abilities as a critical factor in enhancing students' overall success in the subject. additionally, a substantial correlation (p<.001) was found between the two variables. as a result, the alternative hypothesis—which states that there is a substantial correlation between the students' logical abilities and their mathematical achievement—was accepted, and the null hypothesis was rejected. research highlights a strong causal link between logical reasoning and mathematical learning, suggesting that a significant portion of mathematical knowledge is rooted in an understanding of fundamental logical principles (nunes et al., 2010). this finding highlights the critical importance of cultivating logical reasoning skills to boost mathematical achievement, particularly from a young age. best predictor of mathematics achievement this part contains the regression analysis of students’ attitude, self-efficacy, comprehension, computation, and logical skills, and mathematics achievement. using the multiple regression analysis, table 9 presents which model best predicted students’ mathematics achievement. the data show that there is a significant overall table 8: test of correlation between students’ logical skill and mathematics achievement variables r – value remarks p – value remarks students’ logical skill and mathematics achievement .679 moderate linear relationship <.001 with significant relationship scale: 0 – ± 0.29 =no linear relationship,± 0.30 – ± 0.49 = weak linear relationship, ± 0.50 – ± 0.69 = moderate linear relationship,± 0.70 – ± 0.99 = strong linear relationship,± 1 = perfect linear relationship table 9: regression analysis for determining predictors of students’ mathematics achievement model r r2 adjusted r2 se f-value p-value 1 .609a .370 .366 16.181 82.895 <.001 2 .815b .664 .660 11.847 184.883 <.001 3 .855c .731 .726 10.640 151.380 <.001 scale: a. predictors: (constant), profile-attitude, self-efficacy; b. predictors: (constant), skill factors-comprehension, computation, logical skills; c. predictors: (constant), profile, skill factors; d. dependent variable: mathematics achievement relationship of the model wherein the profile attitude and self-efficacy are the independent variables, and students’ mathematics achievement is the dependent variable (r=.609, p<.001). additionally, another significant overall relationship of the model is found comprising the skill factors—comprehension, computation, and logical skills, as the independent variables (r=.815, p<.001). lastly, there is also a significant overall relationship of the model consisting of both profile and skill factors as the independent variables and mathematics achievement as the dependent variable (r=.855, p< .001). considering the r2 statistic, “model 3” the best model among the three in predicting students’ mathematics achievement with five predictors because it accumulated the highest value of 0.731 known as the coefficient of determination which indicates the proportion of variance of the dependent variable (mathematics achievement) that can be explained by the variation that also occurs in all independent variables (profile and skill factors). in this case, approximately 73% of the variation in mathematics achievement can be explained based on the amount of variation that occurs among the five predictors, collectively, f(5,279)=151.380, p<.001. the “std. error of the estimate” indicates the amount of pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 dispersion for the prediction equation. more notably, a significant result has been established. in this case, the statistical value confirms that mathematics achievement can be accounted for by the five predictors—attitude, self-efficacy, comprehension, computation, and logical skills as a whole. table 10: regression analysis for determining predictors of students’ mathematics achievement model unstandardized coefficients standardized coefficients t p-value b se beta (β) 1 (constant) –9.794 4.205 –2.329 .021 attitude 18.088 1.937 .580 9.337 <.001 self-efficacy 1.360 1.988 .042 0.684 .495 2 (constant) –14.202 2.451 –5.796 < .001 comprehension skill 1.796 .191 .358 9.391 < .001 computation skill 1.287 .141 .344 9.152 < .001 logical skill 1.630 .169 .395 9.644 < .001 3 (constant) –29.332 3.054 –9.605 < .001 attitude 8.765 1.381 .281 6.348 < .001 self-efficacy 0.797 1.313 .025 0.607 .544 comprehension skill 1.690 0.172 .337 9.803 < .001 computation skill 1.122 0.128 .300 8.758 < .001 logical skill 1.156 0.162 .280 7.127 < .001 a. dependent variable: mathematics achievement *model: mathematics achievement = -29.332 + 8.765 attitude + 1.690 comprehension skill + 1.122 computation skill + 1.156 logical skill looking at the unique individual contributions of the predictors, the results show that attitude (b=8.765, t=6.348, p<.001), comprehension skills (b=1.690, t=9.803, p<.001), computation skills (b=1.122, t=8.758, p<.001), and logical skills (b=1.156, t=7.127, p<.001) positively predict or are directly related to mathematics achievement based on the “unstandardized coefficient” for model 3. it can be observed that one independent variable, which is self-efficacy, has no contribution individually or is not a unique significant predictor of mathematics achievement (p=.554). the coefficient values can be plugged into the regression equation used to plot the line of regression. this equation is y1 = a + b1x1 + b2x2 + b3x3 + b4x4. by using the formula, mathematics achievement = –29.332 + 8.765 attitude + 1.690 comprehension skill + 1.122 computation skill + 1.156 logical skill. for an attitude score of 3.5, comprehension score of 20, computation score of 10, and logical score of 25, mathematics achievement = –29.332 + 8.765(3.5) + 1.690(20) + 1.122(10) + 1.156(25), predicts mathematics achievement score of 75.266. thus, attitude, comprehension, computation, and logical skills significantly predict their mathematics achievement. the results of the multiple regression analysis indicate that attitude, comprehension skills, computation skills, and logical skills are significant predictors of mathematics achievement. these align with the research studies showing that students with positive attitudes tend to perform better academically. for instance, hwang and son (2021) found that students who enjoy learning mathematics and recognize its importance are more likely to achieve higher scores in the subject. additionally, comprehension skills have been identified as critical predictors of both problem-solving performance (malibiran et al., 2019) and overall mathematics achievement (anjum, 2015). angateeah (2017) emphasized that low comprehension skills can significantly impede students' ability to understand and effectively tackle mathematical problems. this underscores the necessity of fostering strong comprehension abilities, as enhancing these skills is vital for improving students' mathematical performance. furthermore, the significance of computation skills as a predictor of mathematics achievement is supported by embodo and baraquia (2019), who established a strong correlation between computational proficiency and mathematical performance. their findings suggest that students with robust computation skills are better equipped to tackle various mathematical challenges, thereby enhancing their overall achievement. lastly, the significant contribution of logical skills is reinforced by nunes et al. (2010), who identified a strong causal link between logical reasoning and mathematical learning. this emphasizes that students who possess strong logical reasoning abilities are more likely to excel in mathematics, as these skills underpin the understanding of mathematical concepts and problem-solving. in the meantime, studies show that while self-efficacy can play a role in shaping students' attitudes and behaviors regarding mathematics, it is not a definitive predictor of achievement. self-efficacy's role as a predictor of mathematics achievement is complicated pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 58-71, 2025 by the possibility of interactions with other factors like teaching quality, resource availability, and social support, which also significantly affect performance (lavasani & amani, 2010). in the findings of özcan and gümüş (2019), the only noncognitive factor that directly impacted mathematical performance was metacognitive experience, excluding self-efficacy among the noncognitive factor. this disconnect arises because self-efficacy may be inaccurate; academically stronger students may underestimate their abilities, while weaker students may overestimate theirs (talsma et al., 2018). this variability highlights the complexity of self-efficacy as a predictor, suggesting it is not solely sufficient to determine mathematics achievement. according to elger's theory of performance, the findings of this study confirm the important role that skill and profile play in performance. comprehension, computation, and logic are directly impacted by skills, which are the operational competencies needed to carry out tasks efficiently in this study. a person's involvement and adaptability in reaching desired objectives are influenced by profile such as attitude. these two factors work together to influence achievement, confirming elger's claim that success is mostly determined by internal factors. the findings confirm that skill and profile are fundamental to understanding performance in the context under study, even though other factors from the theory were left out. learning activity sheets to enhance mathematics achievement since the results of the study show that comprehension, computation, and logical skills and attitude significantly predict students’ mathematics achievement, learning activity sheets (see appendix i) focusing on these factors were developed to help improve mathematics achievement. the las, adapted and modified from llego (2020), aimed to improve students’ mathematics achievement through carefully designed various activity tests that centered around enhancing comprehension tests, honing computation skills, developing logical skills, and self-reflection tests for attitude. the first part, a comprehension activity, consisted of a 10-item crossword challenge in which students identify terms based on the provided definitions and a 15-item multiple choice test that assesses students’ ability to comprehend passages and interpret information from literary works. the second part, a computation activity, comprised of a 15item matching type test focused on algebraic knowledge and an 8-item problem solving test on geometric prowess. the third part, a logical activity, contained of a 10-item supply test which students need to identify the next figure in the pattern and a 10-item multiple choice on abstract reasoning. the last part, an attitude-centered activity, included self-reflection prompts encouraging students to evaluate their perceptions of mathematics and introspective questions identify and address personal challenges in learning mathematics. each activity in the las ensures a targeted approach to developing the key factors influencing mathematics achievement. by integrating comprehension, computation, logical skills, and attitude-focused exercises, the las provides a holistic tool to support and improve students’ overall achievement in mathematics. conclusion based on the findings of the study, the researcher concluded that various factors significantly affect college students' mathematics achievement. both profile, such as attitude and self-efficacy, and skill factors including comprehension, computation, and logical skills, were found to correlate positively with mathematics achievement. among these, attitude, comprehension, computation, and logical skills were identified as significant predictors of achievement, contributing uniquely to students' success in mathematics. however, self-efficacy, while correlated with achievement, did not significantly predict individual success when considered alongside other factors. to address these findings, learning activity sheets (las) focusing on these factors were developed to improve students’ mathematics achievement. it is therefore recommended that educators and institutions may implement strategies to improve students’ attitudes toward mathematics, fostering positive engagement and better achievement. teachers may design activities and assessments that target computation, comprehension, and logical skills, offering lots of practice and feedback to enhance these abilities. additionally, researchers are encouraged to measure mathematics achievement through both midterm and final examinations for a more comprehensive analysis. future studies may explore factors influencing achievement in other subjects and academic levels, including identity, knowledge, fixed, and contextual factors other than profile and skills. references abad, m. 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(2022). improving students’ mathematics self-efficacy: a systematic review of intervention studies. frontiers in psychology. https://doi.org/10.3389/ fpsyg.2022.986622. pa ge 1 pa ge 34 american journal of multidisciplinary research and innovation (ajmri) utilization of micro-lecture videos in teaching selected microbiology laboratory topics monica joyce s. sespeñe1* volume 4 issue 2, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i2.4304 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 08, 2025 accepted: february 11, 2025 published: march 17, 2025 the sudden shifting of classes to online class set-up is ineluctable in philippine education today due to many events and adverse environmental conditions. laboratory courses are most affected by the limited procedural videos that are explicitly developed and target the students of the current generation, particularly microbiology laboratory procedures. hence, this study utilized developed instructor-made micro-lecture videos (immv) of selected microbiology laboratory topics (culture media preparation and gram staining) as supplementary materials in a blended-learning asynchronous class set-up. a mixed methodexplanatory sequential was used with 54 medical biology students through a validated pre-test, post-test, and survey. through a paired t-test, the preand post-test scores of the experimental group revealed significant differences in their scores. moreover, an independent t-test was used to analyze the post-test scores of the control and experimental groups, which revealed a significant difference in their performance. students perceived that utilizing immv positively affects their academic performance in terms of control over the learning process, knowledge retention, and intrinsic motivation. as such, immvs are brief, concise, time-efficient procedures, effective guides for learning, provide sufficient learning, developed with encouraging and motivating content, captivate learners’ attention and interest, create a significant learning impact for students, promote advanced learning efficiency, and provide convenience for student’s learning. this suggests that learning microbiology laboratory topics through micro-lecture befits the needs and learning styles of the generation of learners today sufficiently and effectively. keywords blended-learning, culture media preparation, gram staining, instructor-made micro-lecture videos, supplementary materials 1 palawan state university, philippines * corresponding author’s e-mail: mjsespene@psu.palawan.edu.ph introduction a laboratory course offered at a higher education institution (hei) under the program bs biology major in medical biology is microbiology, which deals with living things that are naturally microscopic. it introduces abstract concepts and procedures about different microorganisms that must be explained comprehensively (cowan, 2015). it also concerns with several diagnostic procedures which require specific equipment for a specific microorganism to identify, and the procedures must be done aseptically to ensure the accuracy of the results. due to ineluctable events within the institution, environmental conditions, and public health issues occuring, sudden shift of learning modalities from face-to-face to online class setting are immediately implemented. during a blended-learning class set-up (online asynchronous), laboratory courses such as microbiology introduce the topics in many options including, demonstration of laboratory procedures through virtual laboratory, pre-recorded laboratory demonstration of instructor at school (andrews et al., 2020), traditional discussion through online meeting, on-the-spot demonstration of laboratory procedures at school, and the most common is providing video lectures as learning resources to communicate the course content to students, improve laboratory functionality, foster academic integrity, and facilitate student success (campbell et al., 2020). in a full face-to-face class set-up, demonstration of procedure meets limitation due to the availability and structure of the laboratory facilities, the arrangement of the laboratory equipment is in a narrow space, and some equipment are too small that students cannot appreciate its use during the demonstration. with these factors, it is observed when the instructor demonstrates, some students cannot sufficiently view the proper demonstration of the procedure due to massive gathering near the instructor, leaving others with no space to view the procedure. therefore, incorporating modern teaching strategies is still applicable to the status of education today. herewith, an innovative teaching strategy must be incorporated in a blended-learning approach (online or face-to-face) to address the mentioned issues. these strategies can be further improved through interactive learning approach. it encourages the students to engage with the subject matter, whether online (manap et al., 2013) or face-to-face class setting. a relevant example is the micro-lecture video, a modern teaching strategy utilized by the 21st century education. it is widely known as a short-recorded video lecture that covers one single topic which is commonly utilized as a supplementary material. there are plenty of video lectures on youtube and other websites, but most have extensive duration, which commonly lead to student’s perfunctory manner. moreover, some require payment for a subscription to pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 access the videos entirely and most micro-lecture videos used in the study are not instructor-made. thus, this study utilized developed instructor-made micro-lecture videos of the selected microbiology laboratory topics, the culture media preparation and gram staining procedure which served as supplementary materials. these learning materials were utilized in a blended-learning class set-up and evaluate its effects on the students’ academic performance. this study explicitly aimed to determine the preand posttest scores of the control and experimental groups and the significant differences in their post-test scores, determine the significant difference in the post-test scores of the experimental group, and evaluate the effects of utilizing instructor-made micro-lecture videos on the students’ performance in terms of control over the learning process, knowledge retention, and intrinsic motivation. literature review educational/lecture videos educational videos are useful and relevant to the current approach to education. they could be applied in all class set-ups (online, blended, or face-to-face), as presented by the previous studies. it is widely used in education to deliver lecture/conceptual and tutorial/ procedural topics. beheshti et al. (2018) described videobased learning as “powerful.” it meets the audio-visual learning style of students, promotes individual learning, and improves motivation and concentration levels. however, when educational videos are utilized as the sole learning material, it often offers extensive videosduration because, according to lapitan et al. (2021) it discusses conceptual knowledge that requires extensive discussion. studies suggest that an effective lecture video has a limited duration, as opposed to the lecture videos utilized by lapitan et al. (2021) and nabayra (2020). longer videos must be divided into segments with interactive activities in between to maintain the attention and engagement of students. a shorter video helps students retain knowledge regarding the topics because they can easily find the concept in a shortened video focusing on one topic (deng et al., 2014; guo et al., 2014; beheshti et al., 2018). shortened or segmented video is similar to the concept of micro-lecture videos, which several educators have utilized in teaching conceptual and procedural topics. as proposed by this study, procedural/tutorial microlecture videos of selected microbiology laboratory topics will be utilized. employing the principles of the educational videos will strengthen the quality of the study instrument as well as its goal of promoting active learning. characteristics of micro-lecture videos micro-lecture teaching is a new method acquired from modern online courses (shuping et al., 2019). it is commonly known as short-recorded audio or video made on a single, compact, defined topic containing an introduction, main points, and conclusion (zheng, 2022). it contains one main topic compressed into five (5) to eight (8) minutes or less than 10 minutes (tianjiao, 2020; zheng, 2022). yang et al. (2016) stated, “micro-lecture videos should be short, concise, simple, acceptable, and common, and could be introduced continuously.” it is intentionally created short for students to understand the concept briefly and master it quickly (supriadi et al., 2020). all previous studies provided evidence that short, animated, instructor-narrated educational videos are engaging, motivating, and activate audio-visual learning, which helps retain concepts in long-term memory. thus, it is a relevant teaching tool that must be applied and evaluated with biological concepts. standard design & guidelines of educational micro-lecture videos educational micro-lecture videos have several standard designs to achieve effective instructional videos. the study of mayer et al. (2020) and chen et al. (2020) recommends to follow the cognitive theory of multimedia learning, which suggests that learning occurs through audio-visual learning (dual-coding) that can actively filter, selects, organizes, and incorporate the information obtained with prior knowledge. thus, previous studies suggest to follow ctml guiding principles in developing lecture video design, which includes coherence, signaling, redundancy, spatial and temporal contiguity, segmenting, pre-training, modality, personalization, voice, and embodiment. through these principles, the learning video could successfully support the limited resource of the cognitive load and remove extraneous materials which may distract students’ learning. additionally, mayer et al. (2020) suggested other principles such as dynamic drawing, gaze guidance, generative activity, perspective, subtitle, and seductive details which are essential to make instructional learning video more effective. the utilization of micro-lecture videos as a learning resource can be a passive teaching method. thus, incorporation of the standard design suggested by the previous studies is an advantageous technique to achieve active learning. however, the provided standard designs were primarily applied in developing conceptual microlecture videos rather than tutorial/procedural topics. although this study aims to provide instructor-made micro-lecture videos, the standard designs demonstrate homogenous objectives to the goal of this study. therefore, the necessary designs and guidelines will be employed in the utilization of micro-lecture videos in teaching microbiology laboratory topics. application of learning videos in biological concepts in utilizing micro-lecture videos in a biology classroom, three essential elements must be considered such as student’s cognitive load, engagement, and active learning pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 (brame, 2016). considering these essential elements in creating effective micro-lecture videos may address the internal and external factors of students that were identified as hindrances to good academic performance. furthermore, lestari et al. (2020) listed several internal factors, including a lack of motivation, no interest in studying microbiology material, a lack of readiness and preparation, a lack of student skill in searching for other learning resources, attitudes in learning, concentration, difficulty in understanding the materials, self-confidence, and study habits. these internal factors have complementary external factors. as mentioned by lestari et al. (2020) & mamman et al. (2018), students experience difficulties due to the use of textbooks alone as a learning resource or powerpoint materials that are lengthy and have excessive contents which contain abundant and complex concepts and terms of biology (hadiprayitno et al., 2019; fauzi et al., 2021). additionally, other external factors concern the teacher’s quality (mamman et al., 2018) because some teachers were observed to have a lack of knowledge and skills regarding the concepts and procedures being taught. lastly, the choice of traditional teaching methods and techniques applied in a classroom. these previous studies served as the structure of this study in the utilization of microlecture videos in teaching microbiology laboratory topics to support the student’s essential elements in learning, which can significantly affect their academic performance in terms of control over the learning process, knowledge retention (scholtenhuis et al., 2020) and intrinsic motivation (makransky et al., 2016). application of micro-lecture in biology and microbiology observed in the study of reidl et al. (2021), the students successfully demonstrated an improvement in academic performance through the use of modules, with short readings and supplementary materials, including brief videos, interactive quiz questions, and learning activities regarding common biological concepts, helped the students to learn common biological concepts. similarly, kareem (2018) presented that the students who learned biology with the utilization of multimedia demonstrated improvement in achieving the learning outcomes because it captured students’ attention and interest in learning which positively improved their attitude towards learning biology compared to students under conventional teaching. brame (2016) mentioned that in maximizing the utilization of videos in a biology classroom, three (3) essential elements must be considered, these are cognitive loads, student engagement, and active learning. cognitive loads of learners affect students’ working memory to accept, process and deliver the acquired knowledge to the longterm memory. as shown in the study of thornton et al. (2017) utilized mooc micro-lecture videos to engage students in learning molecular biology. results revealed that in learning molecular biology, students tend to be engaged and demonstrate higher cognitive load with lecture videos in which teachers are present narrating the lesson. however, the study also suggested that micro-lecture only applies to some biological concepts since some concepts and procedures require detailed and extended discussion. despite the limitation, this study will continue to investigate the application of microlecture in the field of microbiology. of many branches of biology, microbiology is one of the essential and comprises broad concepts concerning microorganisms and their features. microorganisms are ubiquitous and can only be seen through a microscope (flemming & wuertz, 2019). the study by wang et al. (2019) utilized multimedia in teaching microbiology and evaluated its efficacy for students and teachers. the study described multimedia teaching as “vivid, intuitive, and interesting in learning.” the vivid animation, audio, and video display of microbiology conceptual and procedural topics (cellular structures and other processes in viewing microorganisms through staining) utilized in the study affected the interest and enthusiasm of students in learning. it also enhanced their ability to understand and memorize the concepts, similar in the study of lacey et al. (2021). additionally, students preferred to learn and experience microbiology laboratory topics in online and in-person class set-ups (brockman et al., 2019). online laboratory sessions effectively deliver theoretical concepts for students, which excites their visual learning style because it provides convenience in accessing the materials at their own pace ( joji et al., 2022). studies mentioned that the incorporation and utilization of multimedia tools, including powerpoint, images, case studies, clinical cases, and videos, allow students to review and sharpen their learning. hence, a micro-lecture video is a useful learning resource, particularly in blendedlearning class set-ups, because students can rewatch, relearn, and practice the procedures they learned from the instructional videos (brockman et al., 2019). as suggested by cheng (2015), micro-lecture should also be utilized in teaching practical or skill-oriented topics as a guide in learning and applying concepts in an actual setting, similar to the materials utilized by the study of loughlin et al. (2021). considering the evidence of previous literature and studies regarding the utilization of micro-lecture video and its effect on students’ performance. this study adopted the suggestions that would help address difficulties of students in learning biological concepts. materials and methods research design this study was carried out using a mixed methodexplanatory sequential research design. for the quantitative research design, a pre-test was administered to the control and experimental group and both groups were subjected to a blended-learning class setup which instructor-made micro-lecture videos were utilized. after utilization, a post-test was administered to evaluate the significant differences in the preand pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 post-test scores of the control and experimental groups. moreover, an adopted and modified four-point likertscale survey was administered to the experimental groups to evaluate their agreement on the effects of the utilization of micro-lecture videos in their academic performance in terms of their control over the learning process, knowledge retention, and intrinsic motivation. for the qualitative research design, to further investigate students’ perception on the effects of utilizing immv, this study incorporated four (4) open-ended questions to each category on the adopted and modified survey questionnaire. these questions were used to provide support on the quantitative result of the survey and to further expound data on the phenomenological aspect. respondents the study obtained a total of fifty-four (54) students from the program bs biology major in medical biology enrolled in the course microbiology through voluntary sampling. twenty-five (25) students were from block one (1) and twenty-nine (29) students were from block 3. each group were randomly assigned as the experimental and control group, respectively. research instruments both test and survey instruments were subjected to content validity with three (3) biology teachers from the college of sciences who are knowledgeable about the topics. the result of the validation for test and survey summarized and analyzed through aiken’s v coefficient, adopted from the study of ikhsanudin, & subali (2018). test questionnaire a forty-five (45)-item test questionnaire for the pre-and post-test were developed utilized in the study. with the use of aiken’s v coefficient, each item of the pre and post-test revealed a rating, ranges from 0.89 to 1.00 which is interpreted as accepted/valid. moreover, the overall validation of both preand post-test revealed a v-coefficient value of 0.95, which indicates a valid/ accepted material. survey questionnaire to further study the effect of immvs on their academic performance in terms of control over the learning process, knowledge retention, and intrinsic motivation, a five (5)-point likertscale survey questionnaire adopted and modified from the study of lacey et al. (2021) and scholtenhuis et al. (2020) was utilized. the content of the survey questionnaire was validated as overall and the v-coefficient value revealed a 0.99 rating, which is interpreted as valid/accepted (ikhsanudin et al., 2018) data collection procedure the data were obtained through administration of pretest to all students from both groups for the assessment of their prior knowledge regarding culture media preparation and gram staining procedures in a face-toface class set-up. after administration of the pre-test, all groups were subjected to an asynchronous class set-up. during the asynchronous class set-up, the researcher posted the research material in the google classroom of each group. the control group received the module 3, entitled “microbiology laboratory procedures,” which discusses the concept of culture media preparation and gram staining procedure, while the experimental group received the same module 3 and additional instructor-made micro-lecture videos (immvs) as their supplementary materials. the students were strictly instructed to study the topics using the provided materials only and use of other resources were not allowed. for experimental group, they were instructed to watch the immvs alone as their supplementary materials. students were given a week, which is equivalent to two (2) meetings of laboratory hours, to study the module. after a week, the researcher visited each group in a faceto-face class set-up to administer the post-test for the evaluation of their learning regarding the topics using the materials provided. after the test, the experimental group was asked to answer a likert-scale survey and few open-ended questions that were included in the survey questionnaire, and they were given a week to finally submit their responses. statistical treatment to analyze the effectiveness of micro-lecture videos on the student’s performance, the pre-test and posttest results of control and experimental groups were evaluated using the dependent and independent t-test. furthermore, the survey test results in likert-scale format were evaluated through mean. the mean of the negative statements from all categories were reversedcoded to obtain consistent interpretation of results. lastly, the open-ended survey results were summarized, thematized, and used to support the likert scale survey results of each category. results and discussion academic performance of the students in the experimental and control groups in terms of their pre-test and post-test scores table 1 presents the pre-test and post-test scores of the students before and after the utilization of the instructor-made micro-lecture videos (immvs) on the experimental group and module 3 on the control group. prior to utilization of the developed learning materials, the highest remark obtained by the experimental group in their pre-test is very satisfactory but only 8% of the population, most of the students obtained a satisfactory remark and (44%) and moderately satisfactory remark (40%). in contrast with their post-test, the highest remark obtained is outstanding (52%), while the lowest is moderately satisfactory (1%). furthermore, the highest remark obtained by the control group in their pre-test is satisfactory (17%) but most of the students obtained a moderately satisfactory remark (59%). in pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 comparison to their post-test results, the highest remark obtained was outstanding (21%), most of the students obtained satisfactory (34%) and moderately satisfactory (31%). moreover, the lowest remark obtained is needs improvement (3%). among the two groups, the experimental group shows a significant improvement in their post-test scores after utilization of immvs, which 52% of the total participants obtained an outstanding remark on their scores, while 21% of the total participants from the control group obtained an outstanding remark. moreover, it can be seen in table 1 that after utilization of the interventions, 75.68% or 76% of the total students from the control group were remarked from satisfactory to needs improvement, and only 24% of the total population were able to obtain the higher remarks. in comparison to the experimental group, there is no recorded participants with needs improvement remark, and 82% of the total participants were remarked with very satisfactory and outstanding performance. difference between the pre-test and post-test scores of the students in experimental group to further analyze the improvement in the academic performance of the students, the pre-test and post-test scores of the experimental group were used to determine the significant difference between their academic performance before and after utilization of the immvs through paired t-test. table 1: pre-test and post-test scores of students from the control and experimental groups experimental group control group remarks scores pre-test post-test post-test f % f % f % 37-45 0 0% 13 52.0% 6 21% outstanding 28-36 2 8% 8 32.0% 3 10.35% very satisfactory 19-27 11 44% 3 12.0% 10 34.48% satisfactory 10-18 10 40% 1 4.0% 9 31.03% moderately satisfactory 0-9 2 8% 0 0.0% 1 3.45% needs improvement total 25 100% 25 100% 29 100 table 2 presents the result of paired t-test of the pre-test and post-test scores of the students from experimental group. the students obtained a mean of 17.96 in their pre-test, and a mean of 34.04 in their post-test, which indicates that there is a significant difference between the pre-test and post-test scores of students in the experimental group, where, the calculated t value = -11.1146 < t(24) = 2.0639), with p < .0001, in which the post-test scores are higher than the pre-test scores. the result of this analysis shows similarity on the findings of robles (2019), which experimental groups showed improvement on their academic performance. this implies that providing effective and well-developed immvs as supplementary materials of the wellmade module are effective in enhancing the students’ knowledge and academic performance. the result of this study affirms the findings of rebong (2022) which self-made videos (instructor-made videos) revealed the highest mean difference compared to the infographics and traditional ppt, which has a similar format to the module utilized in this study. moreover, it is also observed in the study of aquino (2022) in which mean percentage score of the experimental group are seen to have significant difference, which also indicated that utilization of micro-lecture videos increases student’s knowledge and idea from a certain course. this implies that providing supplementary materials in learning different courses is essential and can significantly improve the students’ academic performance rather than providing them with reading materials, as supplementary materials, like textbooks and ppt, alone (lestari et al., 2020; mamman et al., 2018). according to the previous studies, these types of supplementary materials can cause difficulties in the understanding of the students, most especially when it is a biological concept because there are abstract concepts and terms that cannot be simply understand through reading. therefore, the developed immvs of this study are effective supplementary materials. difference between the post-test scores of students in the control and experimental groups table 3 reveals a significant difference in the post-test scores of students in the control and experimental group, t(51) = 2.0075, p = 0.0007, in which the students in the experimental group obtained higher scores than table 2: t-test results comparing pre-test and post-test scores of students in the experimental group test n mean sd p-value interpretation pre-test 25 17.96 6.96 <0.0001 significant post-test 25 34.04 8.15 pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 the students in the control group. this implies that the instructor-made micro-lecture videos as supplementary materials effectively enhanced students’ academic performance. the result of this analysis affirms the findings of the previous studies that utilization of micro-lecture videos helped students increase their understanding of the concepts and positively affects their academic performance (winch et al., 2015; robles, 2019; reidl et al., 2021; rhodemer et al., 2021; francisco et al., 2022; nabayra 2022). moreover, it also agrees that utilizing micro-lecture videos as supplementary materials of a module help students in achieving the learning outcomes of the course topics because it offers positive effect on students’ level of attitude in learning biological concepts compared to conventional teaching or module alone (kareem, 2018). furthermore, the result of students’ academic performance based on their pre-test and post-test scores provides a different perspective of immvs utilization in educational field as it provided a procedural (demonstration) learning video rather than conceptual that previous studies commonly utilized. thus, it indicates that the concept of micro-lecture videos is applicable in the field of microbiology which practical instruction is the main focus of the learning videos (demonstration). this result is another evidence against the statement by thornton et al. (2017), because despite the complexity of the selected microbiology laboratory topics step-by-step procedure, the developed microlecture videos were able to compressed all significant details needed to learn the concepts and technical skills, and evidently showed a significant improvement in student’s performance. effects of utilizing micro-lecture videos on the students’ academic performance the result from the survey regarding the students’ perception on the effect of utilizing immvs in learning the microbiology laboratory procedures in their academic performance in terms of control over the learning process, knowledge retention, and intrinsic motivation were summarized and analyzed through mean and standard deviation. moreover, the data from the open-ended questions were added in support to the result of the statistical analysis. control over the learning process table 4 presents the student’s perception on the effect of immvs to their academic performance in terms of control over the learning process. the means of negative statements (last five statements) were reverse-coded to maintain consistency with the overall level of agreement and interpretation. table 3: t-test results comparing post-test scores of students in the control and experimental group groups mean sd p-value interpretation experimental 34.04 8.15 0.0007 significant control 24.89 10.59 table 4: likert-scale survey statistics (mean and sd) for control over the learning process statements mean sd remarks i was very attentive to the details of the laboratory procedures because it was explained concisely. 4.77 0.53 strongly agree the engaging animations and interactive activities incorporated in the micro-lecture videos helped me to organize my learnings. 4.55 0.67 strongly agree providing supplementary materials, particularly micro-lecture videos, provides convenience because it is readily available in the classroom. 4.64 0.58 strongly agree i easily understand the details of each laboratory procedure because i can rewatch and relearn it at my own pace. 4.77 0.61 strongly agree i was more excited to learn the laboratory procedures by watching the videos rather than reading the module. 4.18 0.85 agree watching the laboratory procedures is time-consuming. 3.86 1.28 agree i was bombarded by learning the laboratory procedures because of the duration of the micro-lecture videos. 3.77 1.27 agree i watched the micro-lecture videos first before reading the modules. 2.77 1.69 neutral the micro-lecture video contents were overwhelming to understand. 3.41 1.59 agree i had to read and watch other online videos because the laboratory procedures were demonstrated in short videos. 4.05 1.33 agree average mean 4.07 1.43 high pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 the effects of utilizing the immvs as supplementary materials in learning microbiology laboratory procedures in students’ control over the learning process obtained a mean of 4.07 with an sd of 1.43, which indicates a high verbal interpretation. this result indicates that the immvs have effectively supported their cognitive loads in processing the complex concept of the laboratory procedures in terms of their control in understanding and learning the topics. each immv contained a detailed and specific laboratory procedure which helped the students to focus on its step-by-step procedure. brame (2016) stated that learners cognitive load has limited capacity, hence, learning videos must emphasize or focus on the most crucial information that must be processed and acquired. this study’s immv supported the cognitive load of the students by its specificity on a topic. moreover, the student respondents noted significant perceptions of towards immvs effect on their cognitive load in processing and learning the laboratory topics. the following subthemes were generated based on the responses of the students: brief and concise content students agreed that the immvs supported their learning process in learning the selected microbiology laboratory topics because the details of the topics were explained concisely and emphasized the important parts of the laboratory topics, as quoted below: “yes. in my own perception, it is easier to learn and digest information about microbiolog y laboratory procedures through lecture videos especially if the videos were made well, and concise with demonstrations of the procedures like these specific microlecture videos given to us.” (s10) these statements represent the significance of the micro-lecture video content, specifically the focus of the learning video. it implies that the immvs were successful in developing the micro-lecture videos with a clear objective. the results from both likert-scale and openended question survey presents that the contents of the micro-lecture videos fit their learning process because of its conciseness. as supported by cilliers (2017), learning materials with direct information, visual learning, and interactive activities are more relevant to the generation z or the students of the current generation. time-efficient procedures the students also perceived the micro-lecture videos as convenient. from its brief, concise content and specificity on the topic, it made the duration of the micro-lecture videos short, which perceived by the students as timeefficient. students were asked regarding their difficulty in learning the laboratory procedures through immvs and 100% of the students agreed that although the topics were prepared concisely in short videos, they provided sufficient learning; the topics were not overwhelming to process because it did not use a lot of time to watch. here are some of the notable responses: “it favors me, because i’m a good visual learner and along with the concise explanation, it would be much easier for me to catch on with the topic. lastly, because it only requires bit of my time, it doesn’t feel like forcing myself to watch the video.” (s4) “no, micro-lecture videos actually helped a lot and i think they’re more convenient and they do not require a lot of time to study, because you can learn from them easier since the videos were concise yet informative.” (s14) it is clearly stated that the students did not experience any difficulties, yet, they perceived that the conciseness of the content sufficiently provided them learning. moreover, it can also support the likert-scale survey statement number six (6) that the learning the laboratory procedure with the aid of immv is not bombarding, instead, easy and engaging. engaging content in relation to the previous subthemes, the brief, conciseness, and convenience that the immv provided to the student conveyed them to be engaged and become enthusiastic in learning the laboratory procedures. the engagement is noted to be influenced by the satisfaction and activation of their audio-visual learning. students perceived that through immv they were able to visualize the procedure which greatly helped them to easily understand and remember the steps-by-step procedure rather than by reading or relying on the module. below are some of the responses: “yes, i agree, actually for me, it’s much easier to learn a lesson because of the lecture videos(,) i was able to see the actual procedure in the video.” (s4) “yes. by utilizing videos, we can see the actual procedures/processes involved in microbiolog y laboratory procedures which is helpful specially in remembering various steps.” (s6) these statements prove that the developed immvs effectively utilized their media quality effectively as the students perceived that immv activated their audio-visual learning. this can indicate that the immvs successfully provided the students with active learning environment which is essential in engaging the students and significantly increase students’ cognitive load (cickovska, 2020). moreover, the learning video provided to the students as either sole or supplementary learning material showed similarity to the study of deng et al. (2014), guo et al. (2014), chauhan et al. legend scale validation interpretation verbal interpretation 4.21 – 5.0 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 neutral moderately high 1.81 – 2.60 disagree low 1.00 – 1.81 strongly disagree very low legend article reference: rebong (2022) pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 (2015), rashtchi et al. (2021), and bacolod (2022), which students perceived as engaging. however, differ on the type of content, as this study focused on demonstration of laboratory procedure instead of biological lecture concepts. evidently, the immvs followed the suggestions of the previous study (brame, 2016; chen et al., 2020; mayer et al., 2020) in eliminating the extraneous process that could cause distraction to the learning of the students, which may lead to difficulties in focusing and understanding the topics. however, it is clearly stated above that there were no distractions in students’ learning as the immv effectively engaged them to learn and focus on the stepby-step procedure. adaptable for online and in-person in addition to the previous subthemes, the immvs were also noted as flexible in terms of its availability to the students. since the immvs were available online and offline, students mentioned that they could be rewatched as many as they like to understand, remember, and grasp the knowledge the immvs are intended to provide. most of the students mentioned that they watched the videos once (1) to twice (2), and they were able to understand the laboratory procedure. some of the responses from students are following: “i only watched the micro-lecture videos once, and i already understood the proper sequence of gram staining and culture media. the videos were easy to understand” (s6) “i’ve only watched it twice. after my first watch, i was already able to grasp the knowledge and steps necessary for the microbial procedures. i’ve only watched for the second time in order to recall some steps that i forgot.” (s10) flexibility on the availability of the immvs were also considered as convenient to the students in terms of their control on rewatching or replaying the learning videos to satisfy their learning process. the intention to shorten the immv duration is anchored to the study of supriada et al. (2020) to help the students process their learning at their own pace and memorize the procedure quickly. this result provides additional evidence that micro-lecture video is flexible and convenient to students’ cognitive load and control over learning (yang et al., 2016; linhao, 2018; brockman et al., 2019; tianjiao, 2020). moreover, the results affirm the study of giannakos et al. (2016), linhao (2018), lapitan et al. (2021), donner et al. (2022), and lacey (2021) that the video duration of the microlecture videos due to segmenting aids students’ control over their learning process through rewatching or replaying of videos any time they prefer or as needed to strengthen their knowledge of the specific topic on the micro-lecture videos. moreover, it promotes individual learning ability which contributes to better learning efficacy. in summary, immvs for both culture media preparation and gram staining evidently provided significant contributions to the learning efficiency that the students obtain in their post-test. the result of the likert-scale and open-ended survey indicates that the instructormade micro-lecture videos have the ability to provide the students the control over their learning process as they both have brief and concise content, time-efficient procedures, flexible procedures, engaging content, and adaptable for online and in-person. these materials can be rewatched as many times as they want until they obtain understanding of the concept. moreover, the statements also support the result from table 4 that micro-lecture videos, regardless of the time constraint due to the need to compressing the details into a short video, the students were still able to learn the concepts easily and quickly. the compressed details were not bombarding, and the contents were not overwhelming to understand. this result agrees with the findings of scholtenhuis et al. (2020) that the length and flexibility of the micro-lecture invite student to replay or rewatch the video material often to improve their understanding. moreover, this study opposes the findings of pan (2012) and zhu (2021), in which participants were more favored to learn the concepts with longer videos rather than short videos. knowledge retention table 5: likert-scale survey statistics (mean and sd) for knowledge retention statements mean sd remarks i watched the micro-lecture videos several times to become familiar with the procedures. 3.64 1.22 agree the micro-lecture video content helped me to memorize the step-by-step procedure. 4.55 0.86 strongly agree i was engaged by interactive activities incorporated in the micro-lecture videos because they challenged me to recall what i had watched. 4.14 0.71 agree i was able to organize the proper sequence of the laboratory procedures right after watching the micro-lecture videos. 4.18 0.80 agree after watching the micro-lecture videos, the learning activities stimulated my learning memory by visualizing the procedures in the videos. 4.55 0.74 strongly agree i can confidently perform the laboratory procedures because the instructor demonstrated and explained them with obvious skills and knowledge. 3.91 0.75 agree pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 legend scale validation interpretation verbal interpretation 4.21 – 5.0 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 neutral moderately high 1.81 – 2.60 disagree low 1.00 – 1.81 strongly disagree very low legend article reference: rebong, m. (2022) table 5 presents the student’s perception on the effect of immvs to their academic performance in terms of knowledge retention. the means of the negative statements (last three statements) were reverse-coded to maintain consistency with the overall level of agreement and interpretation. hence, the result showed a mean of 4.12 with an sd of 1.14, which indicates a high verbal interpretation. the results suggest that both immvs effectively contributed to the student’s academic performance in terms of helping them to support and retain their learning from the topics they have watched. it can be supported by the result of immvs media quality, as despite the topics being compressed in a short video duration, the immvs did not provide the students’ difficulty in learning the step-by-step procedures. the immvs were perceived and remarked by students by the following subthemes: effective guide for learning the brief and concise explanation of the laboratory procedures influenced student’s learning process significantly. 100% of the students perceived the wellexplained and well-demonstrated procedures in the immv guided them thoroughly and correctly to memorize the step-by-step procedures, as illustrated below: “in terms of familiarizing, i easy(ily) familiarize or remember the step-by-step laboratory procedure through watch(ing) it 2-3 times and it (was) also elaborate(d) and demonstrate(d) well.” (s15) “yes, it truly help(ed) me to understand the step-by step procedures of culture media preparation and gram staining procedure because it was explained very clear and thorough.” (s16) the statements affirm the study of deng et al. (2014), guo et al. (2014), beheshti et al. (2018), and mayer et al. (2020), as this study’s immvs provide additional evidence that shortened videos or segmented videos maintain the attention and engagement of the students which help in retaining the knowledge because they can easily focus on one topic. moreover, as supported by the responses of the students from the previous category (control over the learning process), the flexibility of the immvs to be rewatched as many times as they want contributed to the memorization and finalization of their understanding regarding the step-by-step procedures. further responses that support the claims are illustrated by students 2 and 3: “i can watch the procedure as many times as i can until i memorize it.”(s2) “for me it was a really big help for me to understand the step-bystep procedures using the micro-lecture videos because it enables me to rewatch again and again the videos to follow and to be familiarize the proper steps.” (s3) easy to familiarize the procedures when students were asked how the immv affected their learning terms of familiarizing the step-by-step procedure, some of the students emphasized that the visualization of the laboratory procedures through the micro-lecture videos provided more learning and guidance in familiarizing and retaining the step-by-step procedure than reading the step-by-step procedure in the module. below are responses by students 4, and 16: “the actual demonstration in the video actually gives a context of what to do, and along with the instructions it would be understanding the logical steps in doing so that gives the feeling like it is a routine and thus, much easier to remember.” (s4) “it greatly af( f)ect my learning in terms of familiarizing the stepby-step laboratory procedures. i think by utilizing these videos alone we can already memorize and understand the sequence of those laboratory procedures even without reading the module.” (s16) students provide evidence that supplementary materials are essential in strengthening the learning of the students. it affirms that the immvs effectively served their purpose as supplementary materials because, some students also mentioned that the learnings acquired through reading are not easily remembered. moreover, most students taking science laboratory courses often experience the difficulty in following the procedures. however, it is evident from the result of this study that, considering the difficulty of microbiology, i think i will do well in performing the class because the teacher demonstrated the procedures in short but concise micro-lecture videos. 4.18 0.85 agree i do not remember any procedure in the micro-lecture videos because they were explained too fast. 4.41 1.05 strongly agree i could not remember the laboratory procedures demonstrated in the micro-lecture videos because i already spent significant time studying the module. 3.91 1.19 agree i was confused by the step-by-step procedures because the abstract terms were not explained. 3.82 1.18 agree average mean 4.12 1.14 high pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 immv sufficiently addressed a significant hindrance in improving students’ academic performance. similar to the study of magayanes et al. (2023), the well-developed learning videos for physics laboratory were able to improved students’ academic performance and address the difficulty in following the procedures encountered by most students. thus, watching the immvs helped them to retain the learnings in their memory, as stated below by student 18: “the lecture video captures my attention and helps me retain in my memory the learnings i got from the video that i did not understand in the module.” (s18) to effectively utilize the immvs as supplementary learning materials, organized, correct, and detailed information must be strictly incorporated into the immv. as illustrated by the responses of the students mentioned above, the immvs content was well-explained and in a logical sequence, which provided students with a correct and proper sequence of the laboratory procedures that is easy to follow and understand. these mentioned characteristics can be easily obtained through correct and proper demonstration of laboratory procedures. these notions indicate that the teacher’s quality in demonstrating the selected laboratory topics provided a solution to the teacher’s quality that is one of the hindrances in the good academic performance of the students mentioned by mamman et al. (2018). provides sufficient learning with the accurate and precise demonstration of the laboratory procedures by the instructor. the students agreed that the teacher’s quality demonstrated in the immvs of this study sufficiently provided them with the learnings, as illustrated by students 4 and 16: “yes, since it is concerned with the steps itself which has been completely and clearly shown in the video.” (s4) “for me, she (the teacher) was able to demonstrate the laboratory procedures in the micro-lecture videos excellently and was also able to impart her knowledge on performing the procedures very well. it provides me sufficient learnings on how to perform those laboratory procedures.” (s16) aside from rewatching the immvs and teacher quality, the short, interactive activities that were incorporated into each immv maintained students’ attention and engagement to the students (deng et al., 2014; guo et al., 2014; brame, 2016; beheshti et al., 2018; mayer et al., 2020), which stimulated their learning memory by recalling their learning through visualization of the procedures that they have watched. it is also evident in table 4 (control over the learning process). mayer et al. (2020) stated that the incorporating generative activities, such as learning by summarizing, self-explaining, or enacting, help students perform better academically. the statement “after watching the micro-lecture videos, the learning activities stimulated my learning memory by visualizing the procedures in the videos.” obtained highest remark. it provides evidence that, with a quick stimulation of learning, students’ understanding can be enhanced and improved. that, interactive assessment has significant role in retaining students’ learning. monitoring of students’ understanding of the concepts or procedures after utilizing various educational methods can lead to better learning outcomes (palac et al., 2024). in summary, immvs as supplementary videos evidently influenced and effectively affect student’s learning memory by retaining the knowledge that they have acquired by the well-explained, well-demonstrated laboratory procedures and through rewatching of the videos, which is supported by scholtenhuis et al. (2019), stating that utilizing the video repeatedly and incorporating reflection or activities that will require recalling of learning can offer more help to retain knowledge. this indicates that the quality of immv in terms of its content was able to provide students with a guide to reinforce the learnings and skills necessary for mastery. moreover, teacher’s quality in demonstrating the procedure is a requirement to provide students the correct and proper information and skills. thus, the developed micro-lecture videos are effective learning materials to support students’ knowledge retention. intrinsic motivation table 6: likert-scale survey statistics (mean and sd) for intrinsic motivation statements mean sd remarks micro-lecture videos of laboratory procedures evoke my interest in performing laboratory diagnosis. 4.18 0.96 agree the instructor's narration and demonstration of the laboratory procedures engaged me in learning the procedures. 4.36 0.79 strongly agree i was eager to finish and watch all supplementary materials because it was short and engaging. 4.41 0.80 strongly agree i was motivated to learn the laboratory procedures because the instructor explained it enthusiastically. 4.32 0.78 strongly agree it was really encouraging to learn the micro-lecture videos of the laboratory procedures. 4.55 0.67 strongly agree the presence of the instructor performing the procedure made me interested in learning the actual procedure. 4.50 0.60 strongly agree pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 legend scale validation interpretation verbal interpretation 4.21 – 5.0 strongly agree very high 3.41 – 4.20 agree high 2.61 – 3.40 neutral moderately high 1.81 – 2.60 disagree low 1.00 – 1.81 strongly disagree ver low legend article reference: rebong, (2022) which indicates that the immvs effectively engaged and caught the attention of the students. below are some of the responses from students 11, and 16: “yes. micro-lecture videos provide amazing real views about the process that take place during laboratory procedures that makes me want to learn more about it.” (s11) “yes, it motivates me to learn more about the other laboratory procedures. watching those micro-lecture videos make me feel that performing laboratory procedures like culture media preparation and gram staining were not that hard but of course we need to learn it thoroughly and understand its sequence and the correct procedures.” (s16) according to the statements, the immv elevated student excitement to perform the procedure because of its media quality and well-demonstrated step-by-step procedure. the well-developed immv prevented the described perception of learning microbiological concepts in the study of lestari et al. (2020). additionally, despite the complexity and importance of laboratory procedure, the immvs evidently invited students’ interest in learning more microbiology laboratory topics. this implies that the developed qualities of the immv successfully influenced its effectiveness in inviting the students in learning microbiology laboratory procedures. integrating brief, concise, precise, fun, simple, engaging, and enjoyable content is essential in developing the micro-lecture videos. these characteristics are essential to maintain student’s attention and engagement, and enhance knowledge retention (yang et al., 2016; cheng, 2015; brame, 2016; guo et al., 2014). evidently, this study was able to integrate the mentioned characteristics and was able to achieved positive results in terms of alleviating the difficulty or fear of learning the microbiology laboratory topics. this result indicates that the developed immv successfully and effectively motivates them to increase their eagerness to learn and perform laboratory procedures. captivate learners’ attention and interest immvs effectively captured students’ attention and interest in learning the microbiological procedures, in contrast to the findings of lestari et al., (2020). the students expressed enthusiasm for learning the microbiology laboratory procedures because the information provided in the learning videos was not overwhelming and easy to grasp, it can be supported tables 6 presents the student’s perception of the effect of immvs on their academic performance in terms of intrinsic motivation. the means of the negative statements (last four statements) were reverse-coded to maintain consistency with the overall level of agreement and interpretation. hence, the result showed a mean of 4.25 with an sd of 1.12, which indicates a very high verbal interpretation. these results suggest that immvs positively contributed in providing intrinsic motivation to students, leading to good academic performance. the media quality of immvs did not disturb students such as the fast narration and transition of animations due to limited video duration. despite their limitation, the immvs were able to maintain the attention of the students to learn the laboratory procedures. according to the garber (2019), the short duration of micro-lecture videos will help students maintain their attention on what they are watching and make them more likely to finish the video. thus, it can be inferred that the developed immvs are effective in supplementing the learning of the students because they were able to evoke the interest of the students in learning the laboratory procedures, and they were engaged, encouraged, and motivated by how the instructor delivered the contents enthusiastically. encouraging and motivating content discussed in the study of lestari et al. (2020) are the internal factors that influence the difficulties of biology students in learning basic microbiological concepts. one of the internal factors mentioned was the lack of motivation and interest in studying microbiology material. in contrast to the previous study, the immvs as supplementary materials successfully evoke the interest of students in performing the laboratory procedure, micro-lecture videos made me lose interest in learning the microbiology procedures because it requires more time to study. 4.32 1.21 strongly agree my learnings were distracted after watching the laboratory procedures from micro-lecture videos due to its fast narration and transition of animations. 4.14 1.04 agree showing the laboratory procedures through micro-lecture videos did not hold my attention at all. 4.36 0.95 strongly agree i would rather learn the laboratory procedures at school than watch micro-lecture videos. 3.36 1.29 agree average mean 4.25 1.12 very high pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 by the result of the likert-scale survey from table 6. students’ enthusiasm led to their engagement and made them feel excited and interested in learning microbiology laboratory procedures, as illustrated below by students 16, and 17: “i was quite excited about utilizing the micro-lecture concept in learning microbiolog y laboratory procedures because the demonstration that were performed in the videos were very easy to grasp and it does not contain and present overwhelming information all at once.” (s16) “very much glad and excited, because i knew i can spend my whole day on my phone(,) and watching micro-lecture videos really caught my attention and also i was able to learn new things.” (s17) this indicates that the developed qualities of the immv effectively utilized in influencing students’ interest in learning the microbiology laboratory procedures. it affirms the findings of the previous studies that utilizing educational videos capture more interest and provides enthusiastic learning to students (carmichael et al., 2020; yang et al., 2016). moreover, it affirms the effective application of micro-lecture videos in teaching biology and microbiology topics (kareem, 2018; wang et al., 2019). however, in contrast to the previous studies, immv was utilized to provide demonstration video not conceptual. this implies that micro-lecture video can be utilized in teaching abstract laboratory procedures and more effective that longer videos. that, although microbiology laboratory procedures are abstract and strict in terms of its sequence, it can still capture students’ engagement and interest in learning them. as evident below, students 6 and 8 mentioned that they were excited and enthusiastic that micro-lecture videos were utilized in teaching microbiology laboratory topics, considering the duration of teaching and learning it in the actual setting: “super (enthusiastic), because i know that this microbiolog y laboratory procedures can be used to our forthcoming research studies.” (s6) “it made me excited and happy that such video is utilized in our learnings since laboratory procedures are so long and sometimes, boring to read.” (s8) the result of this study indicates that even though laboratory procedures have abstract concepts of procedures to offer, they can also provide motivation to the students to learn the laboratory procedures effectively and efficiently. moreover, it indicates that encouragement, motivation, enthusiasm, and excitement have influence on students’ eagerness to learn, particularly laboratory procedures, similar to the result in the study of beheshti et al. (2018). it also influenced the concentration level of the students in learning/ studying the topics, which is believed to have significant impact in students’ academic performance, particularly helped in obtaining “better remarks”. moreover, other than activating the cognitive skills, the immv of this study can effectively guide the non-cognitive skills, or the technical skills of the students. creates a significant learning impact for students overall, with the qualities and effects of immv to students’ academic performance in terms of control over the learning process, knowledge retention, and intrinsic motivation, students perceived that utilizing immv in learning microbiology laboratory procedures had a significant impact on their learning, as stated by students 4, and 16: “definitely, if i can watch a simplified version but sufficient informative videos it further cements my actual understanding of a certain topic which increases my overall mastery and allow me to be flexible in what i do in microbiolog y laboratory.” (s4) “in my perspective, the usage of micro-lecture videos made a great impact in learning microbiolog y topics. these really help me to understand the procedures without struggling.” (s16) this affirms the claims of winch et al. (2015) that micro-lecture videos aid students struggling to understand complex topics, particularly in the context of microbiology. also, wang et al. (2019) stated that multimedia teaching must be utilized in teaching medical microbiology to make abstract and complex concepts to understand. multimedia can stimulate students’ interest and enthusiasm in learning microbiological concepts. this indicates that the developed immvs were able to stimulate students’ audio-visual learning skills because the main and detailed concepts that are supposed to be abstract and complicated to understand in traditional teaching approach, are delivered with engaging and easy-to-understand content by the immvs. advanced learning efficiency when students were asked if they would prefer to learn the laboratory procedures at school than watch the microlecture videos of the laboratory procedures, the survey result showed a neutral interpretation, which indicates that students some students still preferred learning the laboratory procedures in an actual class setting. students mentioned that traditional teaching is better paired with micro-lecture video-assisted teaching because through traditional teaching method, questions that may arise can be answered immediately, and with the aid of the micro-lecture assisted-teaching, the knowledge can be confirmed through visualization of the procedure. some of the notable response from students 4: “micro-lecture video assisted teaching. because, unlike the traditional which is a one-off and maybe review in another session, micro-lecture video is readily accessible every time and doesn’t consume too much time which is very helpful especially if i was busy with lot of requirements, i can still study it in the meantime. combining this with the traditional teaching allow my understanding to be ingrained in my mind.” (s4) the result showed that both traditional and microlecture video-assisted teaching is still preferred and best practiced in the classroom. the utilization of microlecture videos during the traditional lecture-discussion assists students in recalling or relearning the concepts discussed during the traditional teaching. the traditional teaching approach is still necessary because it offers more pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 34-48, 2025 discussion of the topics than watching a short video lecture. as a goal of this study, the immv is expected to support students’ knowledge after reading the module. it supports the students’ need in understanding the laboratory procedures. provides convenience for student’s learning moreover, it is also perceived by the student that instructor-made micro-lecture videos are better prepared for the class rather than relying on micro-lecture videos that are found on many online websites, including you tube. as students 1 and 16 stated: “yes, because i want to learn better and appreciate the laboratory procedures in microbiolog y which i cannot achieve by merely relying on reading modules. although some procedure videos are present on youtube it’s hard to find and the materials are not always accessible to students so it will be better if the instructor does the procedure using materials that are easily found.” (s1) “yes, for me the micro-lecture videos help me to easily grasped the sequences of the laboratory procedures that were demonstrated. unlike the videos available on youtube these micro-lecture videos are indeed great and easy to understand and the materials are also accessible.” (s16) one of the main goals of this study is to provide convenience to students and to address difficulty in finding available supplementary materials that has free subscription, short duration, utilizes similar equipment and laboratory materials as the school, and provides similar environment to the actual laboratory at school. it may influence students’ attention and interest in learning as the learning materials are well-developed and well-provided to them. that, it saves their time from searching for similar procedures online. thus, this finding indicates that the immv has successfully addressed this main concern in teaching microbiology laboratory procedures. it implies that instructor-made learning videos advances in providing direct learning to the students as it shows similar environment to them compared to the available learning videos online. in summary, the development of immv showed a significant impact to students’ academic performance as shown in their scores and it was evidently influenced by the demonstration, audio, media, and production style qualities of the immv. thus, it can be concluded that utilizing micro-lecture videos in teaching microbiology laboratory topics is effective and can improve students’ performance. conclusions the utilization of developed instructor-made microlecture videos (immv) in teaching selected microbiology laboratory procedures among the tertiary level students of bs biology program revealed significant differences in students’ academic performance. therefore, the utilization of developed micro-lecture videos in teaching selected microbiology laboratory topics effectively improve students’ academic performance. that, utilization of immv as supplementary materials, can influence students’ eagerness to learn any microbiology laboratory topics than learning them through a developed module only. moreover, in providing supplementary materials to support students’ cognitive and non-cognitive skills, it is necessary to provide an engaging, interacting, has specific topic and provides reliable, accurate, and precise information that are discussed briefly and concisely in the immv. development of the immv played a significant role in the effectivity of the supplementary materials in improving students’ academic performance. that, when immv provides active learning environment with its engaging, interacting, and motivating delivery, students tend to maintain their interest in learning leading to a good academic performance. therefore, establishing a well-developed micro-lecture video can sufficiently and effectively help students improve their academic performance. furthermore, this study concludes that instructor-made micro-lecture videos (immv) is not only effective in teaching conceptual topics but also effective in teaching procedural topics similar to microbiological procedures used in this study. it is highly suggested that a similar study be conducted in which micro-lecture videos are utilized to teach laboratory procedures, particularly the utilization of micro-lecture videos as the sole learning material in teaching a particular topic. moreover, the academic performance of the students can be compared through the utilization of micro-lecture videos during a blendedlearning class set-up and actual demonstration at school. furthermore, future researchers may utilize this study’s developed immv for other-related research. acknowledgement i want to extend my gratitude to the bs medical biology students of palawan state university who participated and 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(2020). design and application of microlecture in personalized teaching of computer network. journal of physics: conference session, 2-3. https://doi:10.1088/1742-6569/1678/1/012108 wang, h. y., zhang, f. b., delidaer, k., cheng, f., zhao, y. j., & ding, j. b (2019). using a variety of modern teaching methods to improve the effect of medical microbiology teaching. procedia computer science, 154, 617-621. https://doi.org/10.1016/j. procs.2019.06.097 winch, j. k., & cahn, e. s. (2015). improving student performance in a management science course with supplemental tutorial videos. journal of education for business, 90(7), 402-409. https://doi.org/10.1080/08 832323.2015.1081865 yang, y., zhang, x., & tian, d. (2016). analysis on micro-lecture design in modern distance education. in 2016 2nd international conference on economics, management engineering and education technolog y, 87, 380-383. https://doi.10.2991/icemeet-16.2017.79 zheng, h. (2022, february 17). short and sweet: the educational benefits of microlectures and active learning. the voice of the higher education technnology community educause review. https://er.educause. edu/a r t i c le s/2 02 2/2/shor ta ndswee tt he educational-benefits-of-microlectures-and-activelearning. pa ge 1 pa ge 13 0 american journal of multidisciplinary research and innovation (ajmri) a reinterpretation of old data the variable speed of light in gravity and why the 4th dimension is not time mohammad salman farshi rahat1* volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4535 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 08, 2025 accepted: march 14, 2025 published: may 09, 2025 this paper critically analyzes long-standing scientific assumptions and explores potential misinterpretations that have shaped modern physics. it argues that progress in fundamental discoveries has stagnated due to errors in the foundational theories we continue to accept uncritically. one key argument is that the fourth dimension is not time, as traditionally assumed, but instead results from a misunderstanding of physical processes. the paper also challenges the idea that the speed of light (c) is an intrinsic universe speed limit, suggesting it may be influenced by reflection, absorption, and emission, hinting at a deeper, underlying velocity. the concept of space-time curvature, attributed to general relativity, is re-examined, proposing that time dilation is better understood as oscillation dilation. furthermore, the paper revisits maxwell’s equations, showing that they naturally average out the speed of light across different frequencies, questioning its supposed constancy. in addition to these theoretical concerns, the paper explores historical and sociopolitical influences on physics, particularly how world war ii and economic challenges in asia led to the unquestioning acceptance of einstein’s equations as unassailable laws, rather than theoretical models. finally, the paper proposes several reinterpretations and experimental methods to investigate variations in the speed of light across frequencies, potentially leading to new insights. through this critical reexamination, the work aims to challenge outdated assumptions and encourage a deeper, more accurate understanding of the physical universe. keywords 4th dimension, maxwell’s equations, oscillation dilation, space-time curvature, speed of light 1 bangladesh * corresponding author’s e-mail: salmanfarshirahat@gmail.com introduction from the day i was born to the nights spent without electricity in bangladesh, and until the day i die, i know that light exists. i have seen light from the sun, its reflection on the planet, the glow of the moon at night, and the distant twinkle of stars from galaxies far away. humanity has used light for navigation, communication, and reading, relying on its reflections to interpret written words. in the modern age, light plays an even more crucial role in powering long-distance communication through fiber optics, eliminating the need for copper wires, and enabling rapid data transfer. but despite our constant interaction with light and the scientific community’s advanced tools for studying it, there remain critical gaps in our understanding. many theories established by past scientists have been accepted without question. today’s researchers rarely challenge whether these foundational ideas might contain errors or whether they need refinement based on new observations. instead, science has become reliant on mathematical models, often prioritizing equations over the physical reality they are meant to describe. this approach has led to stagnation in fundamental discoveries. rather than building theories from observable physics, modern science often tries to force physical phenomena to fit per-existing mathematical frameworks. this paper aims to question some of these long-standing assumptions, particularly regarding the nature of light. i argue that some fundamental beliefs about light, photons, and frequency measurement may be based on flawed experimental methods. if this paper challenges deeply ingrained ideas, it should serve as a wake-up call to encouraging scientists to reassess what they take for granted. to be clear, i will not be discussing string theory or m-theory, as i do not believe in them. i reject the many worlds interpretation because i focus on the dimension in which i exist. i am very fond of my own dimension that i live in. literature review the speed of light as a human visible spectrum standard, not a universal constant let’s dive into the fascinating concept of the speed of light, denoted as c, which is commonly accepted as a constant 299,792,458 meters per second. this value is frequently cited as an unchanging universal constant, independent of the conditions surrounding its measurement. however, the story behind how this conclusion was reached, and the assumptions tied to it, raise some thought-provoking questions. first, let’s consider the range of light that humans can actually see. the visible spectrum is generally defined as wavelengths from 380 nm to 750 nm. but it’s important to note that this range isn’t rigid. in fact, research shows some variability, particularly when comparing younger and older individuals. younger people, especially those under 20, have been found to be able to see light extending slightly into the ultraviolet range closer to 320 nm. this naturally brings up an intriguing question: how might the age of a person impact their measurement of the speed of light? pa ge 13 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 for instance, imagine if albert a. michelson, the physicist who famously measured the speed of light using his mirror wheel method, had been younger, say under 20. it’s possible that he might have had a broader visible spectrum and could have seen light wavelengths just beyond the range that older individuals could detect. would his measurements have been different? would the speed of light, as measured through his eyes, have appeared to shift? this raises the possibility that our understanding of light could be tied to the perceptual limits of the individual measuring it. michelson’s era didn’t have the advanced technologies we now possess to measure light more precisely, so could the researchers of that time likely in their 30s have been influenced by their own age related perceptual limits? and if younger individuals, with a broader range of visible wavelengths, had been involved in the discovery, might they have perceived something different in their measurements? these questions also tie into the broader issue of human perception and how biological factors, such as age and even gender, may influence our scientific understanding of the universe. a key study to consider is by billy r. hammond jr. and lisa renzi-hammond on individual variation in the transmission of uvb radiation in the young adult eye, which showed that young individuals, especially young boys, can see wavelengths as low as 320 nm well into the ultraviolet spectrum. so, if someone like michelson had been younger, his ability to perceive light at those wavelengths might have shifted his perspective on light’s speed. this leads to a larger question: if the speed of light is tied to the human eye’s ability to detect certain wavelengths, can it truly be considered a universal constant? now, consider the broader implications of this question. what if we were to design sensors or optical equipment based on the visual limitations of older adults, whose range of light detection is narrower than that of younger individuals? if such technologies were created by people with limited light perception, how much trust could we place in their measurements, particularly when those technologies become standardized across the globe? this leads to the idea that our tools and measurements might carry an inherent biasone that’s shaped by the very biology of the people who develop them. if age plays such a significant role in how we perceive light, could it be that the speed of light, as michelson measured it, is directly tied to the frequency range his eyes could accept? while most scientists would argue that our modern measurements of light, based on precise instruments rather than human perception, have moved beyond this limitation, it still raises the question: should we consider the speed of light as a human constant, shaped by our perceptual abilities rather than an absolute universal truth? 118 years after michelson’s passing, we have developed more sophisticated means of measuring light, using advanced technology to eliminate the subjective influence of human perception. this allows us to measure light’s speed in a way that is less dependent on the biology of the observer. however, it’s still worth noting that our tools and methods for measurement have been developed by people who themselves may be limited by their biological age and perception. and so, instead of calling this speed the universal truth of the speed of light, perhaps we should recognize it as the universal truth of the speed of light as perceived by human beings limited by our visual spectrum. finally, what if we were to move faster than the speed of light? would this enable us to perceive more of the electromagnetic spectrum, perhaps wavelengths that we can’t normally see, such as gamma rays or cosmic rays? intuitively, one might think that traveling faster than light could somehow expand our perceptual range. however, the reality is that even at such extreme speeds, we would still be constrained to the human visible spectrum, which is only a small portion of the entire electromagnetic range. our eyes filter out nearly everything beyond this range, whether it’s ultraviolet light or the more extreme radiation types, like gamma rays. so, even if we traveled faster than the speed of light, we wouldn’t see more light just a wider range within the narrow limits of what our eyes can detect. the speed of light, therefore, isn’t a universal limit in the grandest sense, but more of a human threshold, mostly viewable by the majority of the human population. it’s a fascinating thought to consider: the speed of light may not be a universal constant at all, but instead, a constant shaped by the biology of the observer an intriguing blend of physics and human perception, or more like a human biological error of visual data. misinterpretation in frequency-based measurements of invisible light in this section, i want to explore why the speed of light should theoretically vary across different frequencies, but due to a key internal factor within radio systems, we often end up with an average speed of light across all frequencies. before diving into the specifics of the frequency dependent speed of light, let’s first discuss maxwell’s equations crucial to understanding electromagnetic waves and light. maxwell’s equations, in essence, refine gauss’s laws for electricity and magnetism, along with faraday’s law of induction. by combining these ideas, maxwell proposed a unified framework for understanding how electric and magnetic fields behave. these oscillating fields create electromagnetic waves, with electric fields vibrating up and down and magnetic fields oscillating perpendicular to them. together, these fields propagate through space at the speed of light about 299,792 kilometers per second in a vacuum. however, there’s an important aspect of this that’s often overlooked: the way light interacts with materials at different frequencies. when light enters a material, particularly at higher frequencies, it can trigger pa ge 13 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 thermodynamic effects within the system itself. this is something we already know from thermodynamics: when high frequency energy is absorbed by a medium, it causes the material to become excited. this excitement usually leads to an increase in temperature, as the material absorbs the energy. the problem here is that as the material heats up, it begins to lose efficiency. the heat essentially disrupts the material’s ability to transmit light, lowering its efficiency in the system. so, what happens when this heat builds up? even with cooling efforts, if high frequency energy keeps entering, the system will gradually become hotter and less efficient. eventually, the increase in temperature and loss of efficiency lead to averaged-out results. in practical systems, especially within the context of radio or light detection, this heat can have a cumulative effect, leading to a uniform speed of light measurement across different frequencies specifically those within the infrared and visible spectrum. but this isn’t the end of the story. there’s another interesting issue to consider when measuring the speed of light: the phenomenon of reflection. light doesn’t just interact with a material to create an electric or magnetic field it also reflects off surfaces. when measuring the speed of light, we are actually measuring the speed of light after it has interacted with a material, which means we’re not measuring the one way speed of light, but rather the speed of reflection or re emission. here’s where things get a little tricky. when light enters a material, it doesn’t absorb all of the light it reflects some of it. only the absorbed part of the light is transmitted into the system, and part of it inevitably gets lost due to heat, which further lowers the system’s efficiency. as a result, the speed of light in the system decreases. the speed that we typically calculate about 300,000 kilometers per second isn’t the true one-way speed of light, but the speed of light measured as it reflects and re-emits from a surface. this reflects a two-way measurement rather than a true one-way speed, making it inherently more complicated to pin down the true speed of light. now, let’s take a step back and look at the bigger picture. the speed of light we are accustomed to calculating is based on the reflection of light, but there’s a crucial point here that’s often overlooked: the light we see is not light in its raw form, because when astronauts goes outside of the planet earth in a space ship, both by the astronauts and the camera captured footage shows mostly reflection of celestial objects or asteroids or the source of the emission itself like the sun but no ray of light like we see on earth when we use a torch light in a cold or foggy or dusty room. what we actually observe whether it’s reflection, refraction, or diffraction are secondary effects that occur after the light interacts with the material. these effects are a result of the light’s interaction with the material and not the original speed or nature of the light itself. one thing to remember is that while we can’t see infrared light with our naked eyes, it still carries energy. the question arises: why doesn’t infrared light, for example, cause nearby objects like dust particles or other masses to emit visible light? the reason is simple: if the infrared light doesn’t transfer enough energy to a mass, it won’t trigger visible emission. take an infrared tv remote, for instance. while the infrared light transfers energy to the remote’s sensor, it’s not enough to cause any visible light emission. when energy from light is absorbed by a material, it typically excites the electrons within the material, causing them to move to higher energy levels. initially, this process occurs through invisible radiation, typically in the form of radio waves or infrared light. this energy transfer doesn’t yet result in visible light, as the system isn’t energetic enough to release excess energy in the visible spectrum. the radiation simply gets absorbed, and the mass accumulates energy. but as the material continues to absorb energy especially at higher frequencies this energy will push the system into a higher energy state. once the material reaches a critical threshold, it will release the excess energy as visible light. this is the point where we see visible emission: the material has accumulated enough energy to release the energy in the form of light that we can perceive. this is an ongoing process in nature. mass is constantly trying to re stabilize itself within its environment. if the environment is hot enough, the mass will naturally release excess energy in the form of visible radiation. if that radiation interacts with another mass, it can be reflected or absorbed. however, if the mass is in a lowenergy environment like a very cold place it won’t absorb enough energy to emit visible light, it must need to be in a certain frequency range. now, you might ask about burning wood or other fuels. the process of combustion releases stored energy from chemical bonds, creating heat. if this heat has enough energy, it can transfer to nearby materials, causing them to absorb or reflect the heat. this is because the combustion energy is high enough to excite other masses, leading to further interaction between energy and matter. through all of this, we start to see a larger picture: the speed of light, and how it is measured, may be influenced by the frequency of light and the thermodynamic interactions between light and matter. so, while the speed of light as we commonly understand it is often treated as a fixed value, the reality is far more complex, tied intricately to both the material properties of the systems involved and the frequencies of light interacting with them. the fourth dimension is an invisible interconnected platform but not time this part of the topic is going to be crucial because when we think about it carefully, only then will we be able to understand that maybe einstein’s statement about the speed of light being constant and the stretching of space pa ge 13 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 is might not be real. this view stems from the experiment done with atomic clocks and how they change in varying gravitational zone, which led einstein to believe that time dilation occurs, both due to gravity and velocity. in this section, we will try to understand the origin of time. we will eventually see where we have gone wrong and why we cannot use the time dilation factor in minkowski and einstein’s models to define the fourth dimension. it will become clear that the speed of light is actually a variable factor, and much of the information we have is incorrect. first of all, let’s start with the origin of time. when human beings first came into existence, they didn’t use materials like sundials or even the clocks we use in our everyday lives. there was an era when humans only counted whether it was day or night. then, many years later, people started observing seasons how one season is very hot, another is very cold, another is just right, and some are extremely rainy. as more era passed, eventually mathematicians, or perhaps the early scientists or physicists of that era, devised calculations to help understand how we live in a place where objects are spherical or nearly spherical. these early thinkers came to realize that if we lived in a place that was perfectly round or nearly round world and it might be beneficial to divide our perspective of continuous events using certain mathematical calculations. one of these was based on the fact that our planet has a physical shape close to 360°, so it would make sense to divide these 360° to give us an idea of how much time has passed at each moment. essentially, it took six generations of human civilization, apart from earlier ways of thinking, to give us a proper understanding of time as a tool for measurement. the concept of time we use today on our clocks is actually a human made construct, an artificial reality created for counting the passage of events and to record the passage of events more precisely. it allows us to capture and store information in digital formats, such as through video or sound recording, to document events that might have occurred in the past, review them, or use them as evidence in court, among other purposes. the first timekeeping method started in ancient egypt around 2000 bce, where the egyptians divided the day into two sections: 12 hours for day and 12 hours for night. then came the second civilization, babylonia, around 1900 to 1600 bce, which used a base-60 system. this system divided an hour into 60 minutes, and each minute into 60 seconds. this division was made because we live on a planet with a circumference of approximately 360°. then, in the 1st century bce, the romans developed a system of timekeeping based on 24 hours a day. this method was then applied to sundials, where the angle of the sun would determine the time. in the 12th century, medieval europe decided to use astronomical knowledge and came up with a system where one hour was 1/60 of a day, and one minute was 1/60 of a second. eventually, in the 14th century, mechanical clocks were invented, and they were used in such a way that they could be made into pocket watches or wristwatches. this allowed people to measure events more precisely which we eventually call it timekeeping. if we try to understand what’s really going on, we can see that time is essentially a human made construct a tool designed to measure events and quantify the flow of time in more precise terms according to human consciousness. this has led to the concept of overwork, which can eventually lead to lawsuits and, funny enough, other consequences. but let’s talk about the topic here—the era when people used sundials to measure the movement of the sun in order to understand when it was noon. this method was based on the sun’s position, which was constant according to the seasons. even now, it’s the same, but back then, it wasn’t as noticeable because the oscillation clock-based system was never used. what people used was a shadow stick and length based system, which depended on the location of the stick’s shadow. so, back then, events wasn’t precisely measured. the only precise measurement available was looking at the stick’s shadow. basically speaking, people looked at celestial objects— either the moon or the sun—to get an approximate idea of the current events. it wasn’t as precise as today, but it gave them a rough understanding of where the shadow would land. based on that, they could determine if it was day or noon or other subdivided day system. in other words, if time itself is a human-made construct, and due to changes in the mechanism, such as from the sundial, which looks at the shadow of the stick, to modern energy-based systems, where the amount of oscillation within the crystal determines how much artificial time has passed, the measurement system has evolved significantly. finally, we came to the atomic clock. an atomic clock oscillates many more times per second than a quartz crystal. so, what happened here? in cases like this, what actually occurred was that we were measuring one type of system the angle of the sun using a sundial and looking at where the shadow of the stick landed compared to mechanical systems like quartz clocks or atomic clocks, where we measure the flow of artificial time created by humans. instead of the sundial, we now count the oscillations required to define one second. so the question remains: what happened here? we basically moved from a non-energy system, such as measuring the shadow of the stick, to an energybased system, like the quartz clock’s oscillations. the atomic clock is even more precise than a quartz clock because it oscillates many more times per second. so what happened here? we are essentially measuring two inflation, not just one. when human beings first came into existence, the concept of a clock didn’t exist. what existed was the passage of events, which is essentially a continuity of events. so, what is continuity? continuity is the passage of events that happen on a constant basis, regardless of pa ge 13 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 whether anyone decides to do anything. no one can stop it, because the passage of events is continuous, and no one can change it, it is like a play button of reality in a game and no one has the power to pause or stop it. but because we needed a more precise way to measure this continuity of events, smart people devised a way to measure it, and the sundial was one of those inventions. but this was the first inflation of time. because of this, we can see with sundial that the sun doesn’t rise in the same place every day, the shadow of the stick changes its location throughout the seasons. what we’re measuring then was an artificial construct made by humans to understand how much the sun’s position which changes with each season. using the first inflation of sundial wasn’t problematic because we didn’t notice the difference in the sun’s position as much compared to now where we are using the quartz or atomic clock. in the past, with the sundial, we could say, “okay, no matter the season, whenever the sun is in such a position that the stick’s shadow lands in a certain spot, then it’s noontime or the middle of the day.” but now, with the oscillation-based system of precise timekeeping and not with the help of a sundial, but with the addition of minutes and seconds in the energy oscillation system we’ve created an even more disconnected frame of reference from the true continuity of events and the one direction flow. this oscillation energy system are quartz and atomic clocks. as a result, what’s happening today is that we are no longer measuring the flow of continuity in a natural sense. instead, we are measuring the flow of continuity in an unnatural energy fluctuation way. as a result, we see that the middle of the day, when the sun is supposed to be at its highest point, no longer matches with the traditional idea of midday during the sundial era. the time 12:00 pm no longer corresponds with the sun being directly. this is the where the double inflation of time started. this proves that the minkowski and einstein view of atomic time dilation were wrong. if time itself is not real, but a human construct made in such a way that we can feel every passage of time or continuity in a way that gives us a precise idea of what we are measuring, then it is not a dimension as minkowski predicted, rather it is something that people have forgotten over the course of history. during the era of minkowski and einstein, the concept of the internet wasn’t available as it is today. as a result, they thought that time was an automatic sequence, and they didn’t need any more explanation. this is the exact reason why both albert einstein and minkowski got the false impression that time is just another dimension within the 3d dimensions. basically if time is a human made construct of measuring the passage of continuity, then how can we say that time dilation is real and not oscillation dilation? and if the 4th dimension is not time, then why does the atomic clock become faster or slower depending on the gravity it’s in? if the 4th dimension was truly time, then we would have experienced time even without a clock, but that didn’t happen. what happened was that the clock measurement system we use, the atomic clock, somehow reacts to the gravitational force created by earth, where in high gravity zones, time flows more slowly because gravity is affecting the atomic oscillation rate. but when the atomic clock moves away from the gravitational zone, such as at a higher altitude, it becomes faster. when gravity is lower, it causes the atomic clock’s oscillation frequency to change, becoming faster. in other words, that the 4th dimension is not time, rather 4th dimension might be something else. so, the question that comes to mind is if the 4th dimension is not time, then what is the 4th dimension and what causes oscillation dilation? for this reason, we need to know two important topic. topic one will be the flow of energy within a magnet and topic two will involve pressing any part of a ball, but not just any ball, a transparent ball filled with water, where when we press one part of the ball, the entire surface of the ball gets pressurized. once this is explained properly, only then we will be able to understand that magnets, electromagnets and even gravity affects the energy flow within the system of every atoms to oscillate at different frequency at different altitude where the gravitational strength is also different. so, first of all, let’s start with a magnet. we know that two north poles or two south poles repel, but opposite poles attract. everyone has seen it, it is the most correct way of knowing that there is attraction and repulsion. but this doesn’t explain why the magnet reorients itself at close range to try to get attracted to one another. when we look for a solution, the majority of people always think from one point of perspective. but we know that there could be other points of view, which for some reason have been stigmatized. the magnetic attractions of the north pole and south pole is not actually new; it’s an extremely old topic about 200 years old. no one, not even einstein himself, ever questioned why magnets don’t just cause attraction or just repulsion, but why magnets actually reorient themselves. why do they reorient themselves when two of the same north pole or south pole are facing each other? why one of the magnets reorients itself, causing the north pole to face the south pole, and then attraction happens? when i ask this question to anyone, even artificial intelligence like chatgpt, the only answer i get is that it’s because of the magnetic field. but what if it is not about attraction or repulsion. what if it’s the flow of energy within a system that causes the magnet to reorient itself to get attracted to another! when we look at magnetism from this perspective we can finally see a large misinterpretation of data ranging from 200 years till now. the scientific community accepted this point of view with out question. but now, because we live in the era of the internet, anyone who has a different say to anything, whether people who judge it understand anything or not, immediately responds to it pa ge 13 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 and says that the new point of view is incorrect without even thinking for a moment that maybe just maybe we were wrong for a long time. this is why we should be looking at multiple points of view, but modern science will immediately either burn the paper, throw it away or never even look at it. so, if we try to understand this flow of energy from this new point of view, what would it look like! to demonstrate this imagine there are two escalators, both of them going down or going up at the same time. think of the human as one pack of energy. as the human goes up or down the escalator, they will not be able to perform a complete loop because they are either going up or down. but because both escalators are moving in the same direction, they cause the human being to go in one direction only, and then move away to somewhere else, but not return to the same direction. in this case, the magnets are basically like this. both the north and north poles or south and south poles are facing each other. what happens is that the flow of energy is not getting looped back inside. as a result, when the flow of energy is basically the same in both directions, the energy itself decides to just get away from that system and go somewhere else. this is an example where the conservation of energy with in the magnet is not being maintained. now, let’s think of another system where one escalator is going up, and the other escalator is going down. what will happen now? of course, the human will now be able to go up and down, up and down, up and down, perfectly creating a complete loop or a perfect loop. now, if we were to think about it in this way, only then would we be able to see that it is not actually attraction or repulsion. rather, it is the flow of energy in a loop system. this escalator and human analogy is a very good way to give us a proper idea. now, what will happen if we add another escalator going up in the middle the two escalator which are going down? it’s still a complete loop. but what would happen if we add a down escalator besides another down escalator instead of an up escalator? the new down escalator next to another down escalator will automatically cancel out the energy loop. meaning, if we use this analogy, we can definitely see it is not attraction or repulsion. it is a highly simple, not complicated, but very easy way to understand that there is no such thing as attraction or repulsion. meaning, any of the analogies, theories, or calculations that were made using the attraction or repulsion method in the last 200 years will automatically contradict everything this paper is proposing. but this paper is saying nothing unscientific but only a different point of view in a scientific perspective. now, if we use this flow of energy analogy and apply it to the magnet itself, and then we try to look at the oscillation factor of the atomic clock, what we will see is that somehow the flow of energy within the atomic clock oscillation rate becomes slower in a high magnetic or gravitational zones and becomes faster in a low magnet or gravitational zone. if this is the case, then it will automatically give us the idea that maybe, somehow the flow of energy within the atom is changing, causing the oscillation dilation of the electron itself and not time. rather, what is happening is that due to the change in altitude or distance, it is automatically causing the amount of time in the atomic clock rate changes due to varying altitude or distance from large mass like earth, either becoming faster or slower. because of this exact reason, what we should be looking for is not why time is dilation, but rather why the oscillation rate is changing within the atom itself from due high or low altitude or distance from the large mass like earth. now, lets move on to the second point of explanation, of why the 4th of why it is an invisible interconnected platform where the frequency or oscillation rate changes with the inverse square law, which causes a major change in an atomic clock (more like energy responsive clock), where changes in one place automatically cause changes within the entire atom itself or even cause changes to magnetism and gravity. to do this, we must first understand the 2nd and 3rd dimensions. if we do not properly understand two dimensions, we will not be able to grasp what the 4th dimension might be. the 2nd dimension provides only surface-level information. surface-level information refers to what is visible from the front. when we look at a piece of paper, we know it has thickness, but the thickness is so small that we perceive the paper as a good representation of a 2nd dimensional platform—a flat plane. however, this does not mean that atoms themselves in the paper are two-dimensional. atoms have depth, which is evident even under the most powerful electron microscopes. since we can observe depth within atoms and even within energy itself, it is clear that atoms exist in three dimensions. building upon this understanding, we must determine the principles of the third dimension. many mainstream sources state that the 3rd dimension allows us to perceive depth, which is true, but most people do not fully understand how this concept of depth is formed. for example, if we hold a ball in our hand and squeeze it, we can feel it’s depth. furthermore, if we rotate our hand and see that the ball has a background behind it, we recognize that the ball is a fully three-dimensional object. this is because we am not only seeing the front but can also perceive what is behind it. but how are we able to see behind it? by rotating it. if we were not holding the ball, we could still determine if it is a 3rd dimensional object by moving around it. observing it from multiple angles—top, bottom, left, right, front, and back, all surface level direction from every angles helps us understand that the ball truly exists in three dimensions. this ability to perceive multiple direction is what allows us to recognize depth. now, if we were to think about how we could see all sides of a ball without even rotating it, the question remains what kind of method would provide a proper analogy to pa ge 13 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 express this idea? the best method is using a transparent liquid-filled ball. let’s say we have a transparent, ballshaped container filled with water. to demonstrate the point, suppose we poke the ball from any one side with our finger or any other object, it doesn’t matter as long as poking is done only from one direction. the moment we apply pressure on one side of the ball, the entire ball will feel that pressure. why does this happen? unlike air, which can be easily compressed, water is much denser. when pressure is applied from one point, the entire ball experiences the pressure effect due to the way liquid distributes force. and with the inverse square law as the pressure is distributed to all other places it lower with distance. now when we apply this analogy method to dipole magnets and earth which also has north and south pole, then we grasp the idea that the atomic clock just follows this inverse square law from powerful magnets and gravity, then we will understand what is actually happening is that the atomic clock(more like energy based fluctuation system) is actually adjusting it self in different magnetic and gravitational zone. but now it raises the question how is the electromagnet directly related to the gravity, no one even einstein himself didn’t knew this, because the quantum mechanic only became more thoroughly researched after his death. we already know from the widely accepted fact in the scientific community that there is only 4 fundamental forces, they are gravity, electromagnetism, strong force and weak force. the only common thing about magnet and gravity are both follows the inverse square law, which states that the strength of a force diminishes with the square of the distance from the source. now if we use the flow of energy analogy here, then what we will find from logical thinking that the electromagnetism and gravity have another thing is common and that is the flow of energy. in both cases the gravity and magnetism is causing the flows of energy to come to a source of larger mass source like the earth a celestial object, meaning both electromagnetism and gravity is causing an attraction pulls towards a larger mass. but the question still remains why earth magnetic field ends at magnetosphere distance of (~65,000 km) on the side facing the sun and the magneto tail (~6.4 million km) opposite side facing the sun, and then the gravity extends a bit longer the sun facing side, example hills sphere is roughly about 1.5 million kilometers from earth from the side facing the sun and the hills sphere can stretch up to around 3 million kilometers on the side that is the opposite side from the sun then the sun’s gravity takes over? like why does the gravity takes over the magnetic force on one side and the magnetic force taking over the gravity on the side that is facing against the sun? could it be possible that extreme heat and cold affect materials similarly to how the curie temperature causes a paramagnetic metal to become less reactive at high temperatures, such as on the sun-facing side, while its paramagnetic properties become stronger in the magnetic tail side, where the magnetic field is more powerful than a gravity-measuring device? in both cases, we rely on two different materials to measure distinct properties of the earth. a gravimeter, for example, measures acceleration and displacement to determine gravitational force using a physical spring mechanism. in contrast, paramagnetic metals, magnetism, and various radio or optical devices detect fluctuations in the earth’s electromagnetic field. essentially, one method relies on a mechanical system, while the other depends on wave fluctuations and oscillations in an energy-based detection system. but when it comes to the 3 most expensive gravimeter in the world such as ligo in usa, virgo in italy and kagra in japan, they don’t use normal spring mechanism but they use laser interferometer to detect the changes in the gravitational field waves or fluctuation to measure the distance galaxy such as the black holes or other cosmic phenomenon, these are the only 3 gravimeter in the world to detect changes in the energy based system to measure the gravitation which is similar to measure the energy based measuring system similar to electromagnetism, and using such machine the researcher have found that both gravity and electromagnetic field can produce when 2 black holes collides or when other cosmic events happens like supernova and magnetar. this 3 energy based gravimeter could help up bridge the gap in the question like could gravity and electromagnetism are two part of the same coin but it is the difference in the measurement device itself that changes our perspective and that in truth we actually don’t know much about neither of them? if such is the case then this final approach will give us a proper idea that maybe why the oscillation dilation due to gravity is more that has to do with electromagnetism and that maybe we also never properly understood gravity as well. example there is a such phenomenon called the zeeman effect. where, the zeeman effect happens when an atom is placed in a magnetic field. what occurs is that the energy levels of the atom split into multiple levels based on how the atom’s magnetic moment aligns with the field, this causes a shift in the frequency of light the atom emits or absorbs, the reason for this shift is that the magnetic field changes the energy difference between the atomic levels, which in turn alters the frequency of the electromagnetic radiation when an electron moves between those levels. so, in simpler terms, the magnetic field affects how the atom “vibrates,” changing the rate at which it oscillates. now, when we talk about oscillation dilation, instead of just thinking about time dilation, the different in external fields like gravity or magnetism could change the rate at which atoms oscillate. just like how the gravity and magnetic field in the zeeman effect causes a change in the oscillation frequency. in other words, depending on whether we are in a strong gravitational pa ge 13 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 field or a weak one, the way atoms oscillate might change due to the strength of the gravity and electromagnetic field. for instance, in stronger gravitational or magnetic fields, atoms could oscillate slower, which might explain things like how gravity affects biological processes or why time seems to behave differently in different places in the universe. this idea of oscillation dilation is based on the idea that atomic oscillations aren’t fixed they can change based on the field they’re in, instead of just assuming that everything is about time dilation. but that is not the last part but this will be the last. so if we apply all the knowledge of this part of the paper we can now understand that the 4th dimension is not time but an invisible interconnected platform that created an electromagnetic field and the changes in that electromagnetic field is what propagates through the entire earth to cause an almost similar pulling speed or velocity which we call gravity and that same gravity is what causes oscillation dilation. a good example is needed. imagine if we take an idea that the earth has a uniform gravitational zone of 10 m/s velocity, and the size and the mass of the earth is considered as 100 percent, if we take out about 10 percent of the earth uniformly then there is a possibility that the earth will lost 1m/s gravitational pulls force, similarly if we take another analogies like water, if one part of the water is take away then the rest of the part will immediately fill up the empty space but at the same time the overall water will lose it’s weight. overall the main meaning is, if the oscillation dilation causes timekeeping measurement problems, and if gravity and electromagnetism are part of the same coin, and if the strong electromagnetic field causes the zeeman effect on the oscillation of the atomic clock, and since time is a human made construct to measure the linear flow of events with precision, which cannot be a part of reality it self, and the fact we know from astronomical visual data how a galaxy can cause gravitational lensing and gravitational wave data from ligo virgo and kagra found that both gravitational and electromagnetic fields happens at the same time, it then all comes down to one conclusion that light is indeed a variable factor, both inside and outside of the propagation material. dampening materials needed for filtering light frequency maxwell’s equations describe how an electric field creates a magnetic field and vice versa. however, they do not address thermodynamics or what happens to the transfer of electricity within a system when subjected to high and low gravity states, based on the 4th dimension it. this phenomenon was detected through atomic clocks placed at different altitudes, leading to the conclusions drawn from special and general relativity. yet, we do not definitively know whether the concept of time itself is changing. in this case, we can conclude that time is not actually changing, rather, what is changing is the oscillation rate. if everything derived from einstein’s equations of special and general relativity is entrenched in a form of major dogma from my perspective, then we must seek solutions to at least establish a clearer understanding of whether the speed of one-way light is even measurable. one experiment that comes to mind is to measure each visible frequency of the speed of light by filtering it as much as possible, one by one. in cases like this we must need another demonstration using a water analogy specifically, a high-water-pressure cutter. well, the reason is that, just like a light can behave as both a particle and a wave at the quantum level, water itself can also exhibit similar behavior, it can create waves, and it can also become a high-pressure cutter, where immense pressure is applied to the water, making it pressurized enough to cut through metal. not only that, but it can even cut through diamond. so, the question arises when water is not pressurized, what happens if we apply just a small influence? it will create waves, but when highly pressurized, it can cut through almost anything. we do not usually measure such extreme pressure being created using water, so what can we do in cases like this? one dampening method we can think of involves gathering as many insights as possible by studying the water pressure cutter machine itself. in such machines, there is typically a water bed below that is not extremely large, roughly 4 to 5 feet deep. below this tank, there is more water. what happens is that when high-pressure water cuts something on the surface, any excess pressure that travels below the cutting surface automatically gets diluted or dampened. this dampening effect reduces the remaining pressure after the cutting process, helping to minimize damage to factory workers and materials. if we were to measure the pressure of the water jet directly at the nozzle, any measuring instrument would be destroyed due to the extreme pressure. this makes direct measurement impossible. however, what we can do is measure the weight of the container that holds the excess water. the excess water will exert a certain weight on the container, allowing us to approximate how much pressure from the nozzle has been distributed throughout the system. now, if we were to apply this same concept to the speed of light itself, we might gain some insight into how we could use this phenomenon. by utilizing this phenomenon, we might be able to measure the speed of light by dampening each frequency. basically, since the dogma fact that every frequency of light travels at the same speed, then it could mean that one frequency is might be causing another frequency to move faster like one is pushing the other from the source. this would suggest that if the number of frequencies from the source is high, then the frequencies emitted from the source will be pushed outward at an extremely fast rate. first, we need a range of laser light, spanning from infrared to the visible spectrum and from the visible spectrum to the ultraviolet spectrum. what we must do is measure the frequency of each wavelength and pa ge 13 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 determine the total amount of heat that is absorbed by a specific object when the laser light is projected onto it. naturally, the surface should not be reflective, as we do not want light to bounce back. instead, we need a rough surface to absorb the maximum amount of light and minimize reflection. after measuring the temperature and frequency, the next step is to introduce a series of filters. each time we add a filter, our primary goal is to lower the frequency of the light spectrum so that when the overall frequency is reduced, we should observe a corresponding decrease in temperature. now, why is this important? the key question is whether light can push one photon to another increase the overall heat in the area where it is projected. if this is true, then when light is emitted from a source and directed at an object, the temperature should increase as more light of the same frequency is projected onto that area. this would lead to an overall rise in temperature within that rough surface (as opposed to a reflective one). another experiment idea is what would happen if we were to direct multiple infrared beams at that same area? ideally, we should observe that the sources of light remain invisible. however, if multiple beams of the same infrared frequency are directed at the object, the question remains will this increase the frequency near the specific area where the light is projected? and if so, will this result in the area becoming illuminated? in order to truly understand the one-way speed of light, we must first analyze each spectrum of light’s speed. if each spectrum represents its own speed limit, then what happens when multiple ranges of light from the source are detected separately? could it be possible that the speed itself varies across different frequency range? this is highly important because when we measure the speed of light using maxwell’s equations, we always obtain an averaged value of the speed of light across all frequencies. this, in itself, is contradictory because maxwell’s equations describe how an electric field generates a magnetic field and vice versa, but they do not account for thermodynamics or oscillation dilation caused by high or low gravity. if we were to conduct this 2 experiment by filtering out different frequencies of light and observing the speed of each, we might gain new insights. now, from a quantum perspective, this effect could cancel out, but that is only at the quantum scale. we do not yet know what would happen at the macroscopic scale, where physical interactions can appear significantly different from their quantum counterparts. if this is the case, then this experiment could provide strong evidence regarding whether multiple lower-frequency waves can cause the illumination of an object. additionally, it could demonstrate that when multiple lower-frequency waves interact, they can generate higher-frequency waves, which could indicate an increase in the speed of light itself. so overall, because maxwell’s equations do not account for thermodynamics or what happens in different gravitational scenarios, there might be a possibility that the frequency detection of the speed of light when calculated using maxwell’s mathematical equations only provides an average speed of light rather than a varying speed of light. just by using radio frequency measurements, we may only observe an averaged value rather than true variations in speed across different frequencies. maybe when light reaches a certain frequency range, only then can it cause illumination on the object it is directed at. as a result, if we were to use an infrared camera to observe the temperature differences across the spectrum, we would obviously detect higher temperatures. however, when the surface temperature rises to a certain point, only then can we observe the reflection of an object. otherwise, when the temperature, speed, or frequency is insufficient, we cannot detect the object using the human visible spectrum. instead, it would only be visible using infrared sensors. this means that if we are measuring the speed of light within the visible spectrum and it remains within a specific range, then the speed of light itself must vary at different frequencies. furthermore, the speed of light would also vary depending on the gravitational field and velocity due to the zeeman effect on the electromagnetic spectrum. this raises the question: why do we perceive the speed of light as the ultimate limit? perhaps the reason is that any material attempting to travel faster than the speed of light would require an extreme level of durability—far beyond the capabilities of our current technology. as a result, if an object were to travel at exactly the speed of light (not just 99.9999% of it but precisely at that speed), the object itself would essentially melt and radiate its own energy until it cooled down while simultaneously slowing down. however, this limitation is based on the gravitational field we experience here on earth. if we were to consider the gravitational fields of other solar systems and galaxies, we would likely see that our main problem lies in how we define what is “normal” and what is “abnormal.” just because we live in an environment where life can exist comfortably without extreme conditions does not mean that the entire universe operates under the same physical constraints or sequences. but we must also be careful about this part because when we say we need to measure the speed of light, we are once again talking about the reflection of the radiation field of the object that is reflecting the light whether it is in the infrared, visible, or ultraviolet spectrum. at the end of the day, what we are measuring is how the object itself reflects light when any mass interacts with it. rather, there might be a possibility that the speed of light is actually faster than what we have measured so far. what we have been measuring up until this point is not the true one-way speed of light but rather the two-way speed of light. essentially, this means that a certain range of light itself causes the particles on earth around it to heat up enough to emit their own light on the surface of the object like dust particles on earth. when we shine infrared light on pa ge 13 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 an object, it does not reflect anything back in the visible spectrum because the frequency is not high enough to trigger the visible spectrum of the human eye. this leads to the question whether the one-way speed of light will always be faster than the two-way speed of light. the reason is that what we are actually measuring is not the speed of light itself but rather the speed of reflection. we should not confuse the reflection speed of light with the one-way speed of light. because we have measured the speed of light in the form of reflection, we have developed a major misunderstanding when galaxies appear to move away faster than the speed of light and ended up assuming that the space is expanding. what we are seeing is the reflection of the speed of light and the emission of light from nearby sources the friendly old dust particles on earth. what does this mean? it means that when a torch is turned on, it first needs to be excited by electricity from the battery. once it begins vibrating at a certain frequency range, it has accumulated enough energy to transfer energy to its nearest neighbor such as friendly neighborhood dust particles on earth. however, these friendly neighborhood dust particles are not as abundant in outer space. this is why astronauts do not see visible rays of light unless they are near a large celestial body, such as a planet, asteroid, moon, or even the sun. as a result, what we are seeing is not the sun emitting light, but rather the planets reflecting light. this happens because planets have absorbed enough energy from the sun to emit some energy back into their environment. again, this is not the one-way speed of light but rather a reflection of the speed of light. maybe this is exacytly what a black hole is a massive something star that absorbed all the nearest dust particle due to its immense gravity. there may be a possibility that is not often discussed in mainstream media or scientific journals—that the speed of light in reflection is always lower than the true one-way speed of light. the reason for this is that measuring the true one-way speed of light would require extremely powerful equipment capable of detecting even below the femtosecond scale changes in a high-speed camera. however, an experiment conducted by a certain youtuber using an ultra-fast camera already provided some anomaly. what happens in that experiment is that when a light source is turned on, it first creates an angle where the energy is supposed to travel. once the dust particles within that area become excited enough, they then produce a visible ray of light. at this point, one might argue that we have already measured the speed of light by reflecting it off the moon and observing that it takes a few seconds for the light to travel to earth and back. however, the question remains why we did not discussed that excitation takes time? when light interacts with a surface, it first needs to excite the atoms before they can reflect the energy back. only after this process occurs can we measure the speed of light in visible spectrum. the key point is that this per-excitation moment happens within atoms happens at such a rapid rate that we may not have properly captured it or perhaps we have not considered it from this perspective before, as a result, we continue to assume that the speed of light remains constant in every frame of reference. if einstein’s equations of special and general relativity are correct, but instead of time dilation, we consider oscillation dilation, then what would happen? if we replace time dilation with oscillation dilation and apply it to gravitation, we will see that in high-gravity environments the speed of light decreases, while in lower gravity environments the speed of light increases. maybe the speed of light we are measuring is not the true one-way speed of light but rather the two-way speed of light, which is based on reflection. the one-way speed of light must be much faster than the two-way speed of light because we are not actually measuring the speed of light itself. instead, we are measuring is the energy delay that occurs due to the absorption of energy on the surface level of dust particles or other reflective surfaces. explaining wave-particle duality with bricks and water analogies so, the flow of energy within a magnet means that energy has a specific direction or pattern of movement. if this flow is disturbed, the magnet will naturally try to rearrange itself simple as that. however, since this topic is about the wave-particle duality of light, the question remains: how did the newer theories, which turned out to be more accurate than the old ones, emerge? and yet, people still discuss older interpretations, such as the idea that the act of measurement collapses the wave function. the explanation often depends on who is presenting it. if you search for this question on youtube, you’ll likely find three or four different explanations. one common claim is that the act of measurement collapses the wave function. what does this mean in the context of the double-slit experiment at the quantum level? in this scenario, whenever someone attempts to measure the superposition of energy flow from light, the interference pattern disappears, and light behaves like a particle. another explanation suggests that the measurement device itself is responsible for this behavior. the device introduces too much energy into a specific area, disrupting the flow pattern and causing light to exhibit particle-like behavior. these two interpretations are presented by so many different people that i have lost count of how many variations exist. because light behaves similarly to water in terms of how it travels from the source to the object it interacts with. as a result we need to analogies to understand this. 1. how water waves enter a brick. 2. how water particles break the brick. first, let’s start with the wave pattern. if we take a large bowl of water and a brick the type used for building construction and place the brick inside the bowl, submerging it only halfway, what happens? once the water settles, if we disturb the surface by pa ge 14 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 dipping the tip of our finger, waves will form. these waves won’t just move forward, they will travel in all directions front, back, left, and right reaching all sides of the brick. this is, of course, just an analogy. in the case of water, which exists at a macroscopic scale, we are creating waves using something large compared to quantum systems. however, in the quantum state, wave functions occur naturally. now, let’s consider another important phenomenon at the macroscopic scale. if we place a brick in a bowl of water, over time, the water will slowly seep into the brick, saturating both the outside and the inside. this is a fact that we can test it our self by placing a brick in water and observing how it absorbs moisture. this happens because the frequency at which water enters the brick is very low. similarly, light also enters certain medium. the question is at what frequency does it enter? if it enters at a very low frequency, such as in the radio wave range, it can pass through brick walls and buildings as if they weren’t there. why does this happen? it occurs because low frequency waves interact with electrons at such a slow rate that the electrons are not significantly disturbed. as a result, radio waves can travel long distances through obstacles without being noticeably affected. what about at the quantum level? at the quantum level, if the energy is not high just at a normal level the light behaves as a wave. this is a fundamental characteristic of nature. while we do not fully understand why wave patterns occur, we do know that they are easily detectable with modern scientific instruments technology that did not exist in earlier times when even the concept of electricity was unknown. when the energy in light is low, it does not cause significant heating of materials, unlike infrared radiation, which occurs at wavelengths above 700 nanometers. at these low frequencies, light waves travel through materials without exciting them enough to emit their own light. as a result, we do not see reflections at such low frequency. in simple terms, different frequencies of light have different speeds. but what happens when light interacts with a medium that is being observed? at the quantum scale, this interaction leads to an extreme energy gain. before explaining why this happens, we first need to address how most people discuss wave-particle duality. in most cases, when people try to explain why light exhibits wave-particle duality, they often fail to mention the instruments used to measure this phenomenon. these observations occur at the quantum level, meaning we are dealing with an extremely small scale where even the slightest disturbance can cause massive fluctuations, potentially rendering the data useless. if that’s the case, the first thing we must discuss is the tool of measurement itself. if the measuring device itself relies on electricity, then obviously, it will cause wave function collapse it’s as simple as that. in such cases, the issue is not the act of observation itself but rather interference caused by the measuring device. this interference introduces highenergy states into a low-energy environment, disrupting the wave nature of light and causing it to behave like a particle. since these quantum effects occur at an extremely small scale, they are not detectable by the human eye. but how can we relate this concept to our brick-and-water analogy? here we will understand how a water jet cutter can cut a brick. when water is in a low-energy state and a brick is placed in it, the water slowly seeps into the brick, saturating both the outside and inside. but what happens if we pressurize the water to 50,000–100,000 psi? the answer is simple it will cut through the brick as if it were made of soft material. in fact, it can even cut through diamonds and metals with ease. what can the brick do to stop this? nothing it will simply be cut without much resistance. now, let’s connect this to light. when light is highly energized due to an observational device introducing additional energy into the system, it behaves like a particle. this is similar to water in a bowl when it is not highly pressurized, it seeps into the brick, just like radio waves which are long-wavelength forms of light passing through walls. if the building had a sensor, it could detect these waves, but they would still pass through. however, if the energy is highly concentrated, it will behaves like a water jet. similarly, light at high frequencies behaves more like a particle than a wave. normal water behaves like a liquid field when in a bowl, but when highly pressurized, it becomes a cutting tool. it means that when light or its source vibrates at an extremely high frequency, it produces not only a high energy density light but also a high propagation speed. and what happens when the speed increases? in the case of light, which is pure energy, a higher frequency results in greater energy transfer. the highest-frequency light, ultraviolet (uv) rays, is capable of burning through materials because it delivers a huge amount of energy in a very short time. this high frequency also increases the speed at which light propagates from the source to the material it interacts with. so why is this important is the water wave and water jet cutter analogy is important? because without these analogies, people would still believe that every frequency of light has the same speed, even though each frequency carries different energy level. how can the scientific community even came up with this theory it is ridiculous. how can frequency increase without an increase in speed? because of not being able to understand the maxwell equation properly. we know in nature and technology an increase in frequency means an increase in speed, an increase in energy, and an increase in many other factors. we have never heard that an increase in frequency only affects energy levels inside light, but not the speed of light itself. how did scientists even reach this conclusion? did they not fully understand why maxwell’s equations work or the fact that they do not account for thermodynamics? or perhaps the issue lies in how we measure light. have we truly measured the one-way speed of light? because we know, most measurements of the speed of light relied pa ge 14 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 on reflection, not its one-way travel. for years, people have stated that the speed of light is approximately 300,000 kilometers per second, but how was this determined? through reflection, not by measuring light’s one-way journey. if we relied on reflection, we must also acknowledge that reflection requires the object itself to be in a higher energetic state just enough for its surface atoms to vibrate and emit light back, making it visible to the human eye. that is essentially how we perceive light. so, when we discuss the visible spectrum, we are essentially measuring the time it takes for electrons on the material’s surface to become excited enough to emit its own light and produce a reflection. this is indeed a new concept to understand and indeed a new perspective. so what does this have to do with wave-particle duality? if light behaves like a particle due to high energy concentration from its source of emission, then applying this idea at the quantum level where we observe a similar reaction means that light’s behavior depends on its frequency. in other words, higher frequency means more energy, which in turn influences whether light behaves as a wave or a particle. it’s as simple as that. it could also mean if the measuring device is far enough we might see the same wave interference in the double slit experiment. when we are measuring a high energy source we need a larger distance to view the full effect. how can we test this? we can analyze whether the frequency of light itself causes a particle-like or wavelike effect. if the source is highly energetic, light behaves like a particle. if the source is not highly energetic, light behaves like a wave similar to radio waves. so, what does all of this mean? when we, as human beings, discuss certain scientific subjects, we obviously need another important element open dialogue with other scientists to explore different perspectives. the speed of light was first measured by nobel prize winner albert a. michelson, and later, einstein’s equations of special and general relativity claimed that space and time curve in such a way that the speed of light remains constant in every reference frame. but how does that even make sense? whenever a new scientific discovery is made, there should be counter arguments and alternative theories to challenge and refine the original claim. if an alternative theory is supported by valid experiments, then we can truly assess whether the original claim was correct or flawed. yet, einstein’s theory states that the speed of light remains the same because space and time curve which also implies that time is the fourth dimension according to special and general relativity. if time is truly the fourth dimension, then why does the nature can continue without a clock? but what we actually observe is that oscillation rates of atomic clocks change under different gravitational conditions. so, what does this imply? instead of blindly accepting that “time is the fourth dimension”, we should have asked a more fundamental question, why does electromagnetism behave differently in different gravitational zones? the real reason atomic clocks tick differently under gravity is because the electronic components in an atom oscillate at different frequency, depending on the gravitational field they are in. but no one asked this question. instead, they immediately accepted the existing theory of space time curving, as though it was the ultimate truth. now, we do know that the internet didn’t exist back then, but if it had existed during einstein’s time, his equations of special and general relativity would have been heavily scrutinized. unlike in the past where people blindly accepted whatever scientific claims were made, today the internet al lows both experts and skeptics to challenge ideas in real time. if i presented my perspective today, smart people would at least consider the possibility that i could be onto something. but the so-called phd those who refuse to question existing theories would immediately dismiss my argument and insist that i am wrong. so, what can we learn from this paper? when the source of light emission has an extremely long wavelength, it falls into the radio wave category, where it doesn’t cause any noticeable effects on the human body or the surrounding environment. everything behaves as if nothing is happening when the wavelength is extremely long. however, when the wavelength becomes shorter, it begins to cause heating effects. now, if anyone tries to refute my explanation by claiming that maxwell’s equations already account for thermodynamics, let me clarify maxwell’s equations only describe how electric fields create magnetic fields and vice versa. they do not address thermodynamic effects or the gravitational effect on atomic clock. no matter how much we try to cool the components used in radioactive detection machine, the energy frequency of incoming light still plays a crucial role. based on how much energy or frequency of light enters the radioactive measuring device, it will inevitably cause heating, even if only for a short period. this heating effect allows us to measure an average result for each frequency. as we know, when the energy frequency increases, radioactive materials absorb more energy and heat up. when this happens, the efficiency of electrical components decreases, making electricity flow less efficient. as a result, when higher energy frequencies enter the radio device, they automatically alter the frequency response, meaning we only get an average speed as a result. what does this mean? we should never have used a radio measuring device to claim that the speed of light is the same for all frequencies. now, measuring the speed of light was a bad idea of course, it was a crucial experiment. however, we should not have blindly accepted the conclusion that light always travels at the same speed for all frequencies. this assumption is simply might not be the truth. what can we learn from this? from this discussion, we can conclude that there is pa ge 14 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 still a possibility that the frequency of light is directly correlated to its speed. if experiments using a radio device always yield the same result, then this suggests that our method of measurement is flawed. maxwell’s equations never accounted for thermodynamics they only describe how electric fields generate magnetic fields and vice versa. moreover, maxwell’s equations do not address how electromagnetism behaves in different gravitational fields or the zeeman effect in the atomic clock. this is why we need a new type of equation—one that integrates: • thermodynamics • electromagnetic pressure • gravitational pressure • zeeman effect • inverse square law however, developing such an equation is a task for future scientists and students, not me for i am a school dropout, and it’s unlikely that i will personally be able to formulate the necessary calculations for these theories. instead, i encourage others to develop a mathematical framework that addresses the gaps in maxwell’s equations. if we can successfully modify maxwell’s equations to account for thermodynamic and gravitational influences and the zeeman effect in an atomic clock, we will take a significant step forward in understanding how light truly behaves in different environments. such advancements could eventually lead to the development of devices that automatically synchronize themselves based on their surroundings a breakthrough in both theoretical and applied physics. gravitational lensing effects in in g force pod the reason for conducting this experiment is that it might provide insight into how gravitational lensing occurs and how it could be caused by pressure created by gravity and high velocity. by performing this experiment, we can better understand the phenomenon. celestial objects exhibit a certain type of gravitational lensing effect, but many people struggle to grasp how this effect occurs. according to einstein, gravitational lensing happens due to the curvature of space-time. however, my perspective differs. in my view, space and time are not curving. instead, a certain type of electromagnetic pressure is being generated due to the gravity of the planet, celestial object, or even the black hole formation itself. gravity is indeed involved, but it is not because space and time are curving. rather, what actually happens is that gravity creates a specific effect within the atom itself. this, in turn, alters the oscillation rate within the electron. since light is part of the electromagnetic phenomenon, and since all celestial bodies have electromagnetic fields, which in turn create oscillation dilation, the next question we should ask is: how can a black hole create such an immense electromagnetic field that causes light to bend and creates the lensing effect? furthermore, the role of pressure created by heat is also crucial in understanding gravity. the stronger the gravitational field, the more it compresses the surrounding magnetic field, forming layers around the celestial object. as a result, regions with stronger gravity experience higher pressure and heat. for example, pressure near the surface of a celestial body is significantly higher compared to mountainous regions, where gravity is lower, and pressure is also reduced, as is heat. the key question here is: what type of gravitational lensing are we discussing? is it an experiment related to general relativity, or is it a special relativity experiment that deals with velocity? of course, we must understand that it is nearly impossible to create a lensing effect due to gravity in a laboratory setting because the amount of mass and size needed to generate such an effect are beyond human capability. instead of attempting this, we should focus on high velocity, which can also contribute to gravitational lensing through outward gravity. what does this have to do with pressure? if you refer back to the previous section of this paper, you will see that the fourth dimension is not a space-time continuum. rather, it is an interconnected platform where the electron, which exists in a cloud-like atomic form, is not influenced by space-time curvature. instead, everything depends on how earth’s gravity and magnetism affect the oscillation rate of the atomic structure. near earth’s surface, the oscillation rate of atomic structures is lower. however, when an object is at a significantly higher altitude, where gravity is weaker, the oscillation rate increases. we also know that high velocity can have an effect on electrons in an atomic clock, causing the clock’s oscillation rate to slow down. first of all, in order to begin this experiment, the first step is to consider a similar method already used by the air force and military personnel. this method is known as the g-force training pod. now, to properly demonstrate what is happening, let’s start with a basic concept. we know that 9.8 meters per second squared is equivalent to 1g. different planets have different g-forces. the moon has a lower g-force, while planets larger than earth have higher g-forces. now, let’s consider what happens when a fighter jet travels at very high speed. the pilot inside the jet experiences intense g-forces. but why does this happen? the reason is that in a fighter jet, the more fuel that is burned, the greater the forward acceleration. the greater the forward acceleration, the more momentum is generated, and as momentum increases, it creates a backward pressure, which in turn generates an artificial g-force. for this experiment to take place, the first thing we need is a highly durable, round g-force pod. this pod will be attached to a spinner that moves at a certain velocity while remaining in a fixed position. at the end of the spinner, the pod will be securely attached. in addition to the pod, we will require various types of sensors. the first step inside the pod is to eliminate any refraction. pa ge 14 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 to achieve this, we will first remove all air molecules inside the pod. however, we will not remove the air molecules completely; instead, we will also heat the pod to a specific temperature. by doing this, we will remove as many air molecules as possible, significantly reducing any potential refraction to the point where it becomes almost negligible. the first effect we should observe is the visible light becoming slightly less visible. only then will we know the vacuum machine is doing a splendid job. once this step is complete, we will attach a specific frequency of laser light, which will be aimed from one side of the pod to the other as many times as needed, while ensuring that it does not compromise the durability of the testing pod. this setup will create what is known as a highly negative pressurized chamber. but why is heat necessary? because when it comes to real gravitational lensing, what we do know is that one part, which is toward the sun, is the hottest, and the other part is the coldest. we will also need to monitor which side stays colder and which stays hotter during the test. this will help us understand the effects we will be observing. the main focus will be on how much light bends in a highvelocity environment. now the question is: will this experiment work? of course not. we also need a very powerful magnet because we know that we use two different devices to measure gravity and electromagnetism, and how the external electromagnetic field causes a change in the spectral line of light, creating 3 in normal conditions and more than 3 in abnormal conditions. the earth’s electromagnetic field might also cause a change in the atomic clock through the zeeman effect, which is why we must also use a high-power magnet to see how much change happens to the light while it is moving in a hot, high-magnetic environment. this will help us determine if we can replicate the result or not. the double-slit experiment’s interference pattern does not come from a moving experiment in a variable g-force environment, but in a stationary environment. so, the question we should be asking is: how much can we replicate the similar result with high velocity? if oscillation dilation occurs due to high velocity and high gravitational environments, where the oscillation rate slows down, then this leads to an important conclusion: gravity can be created in two different ways: 1. by a large quantity of mass being concentrated in the vacuum of space, such as celestial objects like planets, moons, the sun, magnetars, and even black holes. 2. by high velocity, which can induce an effect similar to gravity. we have already observed that the oscillation rate of an atomic clock slows down in satellites due to high velocity and gravitational influences. by measuring these effects, we can finally understand that when a rotating object moves in a specific way, it can also create artificial gravity, known as outward gravity. if outward gravity and velocity can generate artificial gravity and also cause oscillation dilation, meaning a slower oscillation rate of electrons in an atomic clock, then there is no doubt that this experiment might bring us a new idea. what i have stated in this part of the paper is something i am not personally capable of conducting. however, if any world-leading scientific institution were to carry out this experiment, collect data, and observe whether a straight laser beam bends even slightly due to high velocity, it would prove a crucial point: that gravitational lensing might be caused by the flow of energy being bent due to high galaxy rotational speed, the high amount of magnetism, and gravity from the black hole. additionally, dark matter might actually be an invisible electromagnetic field that causes more spectral lines to form as nearby galaxies emit their light which in terms causes gravitational lensing due to the zeeman effect the lensing does not need to be extreme; even the slightest deviation would confirm that oscillation is happening due to pressure. furthermore, this pressure affects the electromagnetic phenomenon of light, making it susceptible to artificial gravity just as it is affected by natural gravity. if this experiment is conducted properly with different settings, we can finally dismiss the idea that oscillation dilation occurs due to space-time curvature, and propose that gravitational lensing might be caused by energy being concentrated in a spherical shape by a strong magnetic field, which in turn causes the zeeman effect to bend the light. additionally, this could challenge the idea that the speed of light is fixed at 300,000 km/s, suggesting instead that the speed of light pure energy might have a variable speed factor. the 300,000 km/s might simply represent a reflection limit of surface-level interactions in certain gravitybound environments, such as earth, where gravity is approximately 9.8 m/s². because light is an electromagnetic phenomenon, it can also be influenced by gravity and magnetism, which causes the zeeman effect. anything that has mass and energy will always be affected by both gravity and electromagnetism. gravity is not just an attractive force on mass; it also exerts attraction on anything that possesses mass and energy. the concept of centrifugal force is valid in classical mechanics, but it is crucial to introduce new terminology to differentiate between forces that may appear similar but operate under different principles. while centrifugal force is commonly understood as the outward force experienced by an object moving in a circular path, this explanation does not fully address the complexity of forces at play when considering velocity, which is a more generalized and directional concept. velocity can occur in any direction, not limited to rotational motion, and when an object accelerates at high velocity, the resulting force resembles gravity, pushing objects outward, backward, or downward depending on the context. this is not the same as centrifugal force, which is specifically pa ge 14 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 tied to rotational motion. using the same term can cause confusion when understanding how high-speed travel or acceleration affects gravity-like forces. to resolve this, i propose that the force generated by high velocity should be termed “artificial gravity,” as it mimics the effects of gravity while being induced by motion rather than mass. the distinction is vital because, while centrifugal force is a specific case of outward force in circular motion, artificial gravity from high velocity can occur in any direction. whether an object accelerates linearly or along a curve, the effects on the occupant or object within the system resemble gravitational force but arise due to motion rather than attraction by mass. the term “artificial gravity” provides a clearer conceptual framework for discussing these forces and helps avoid ambiguity. artificial intelligence for investigating invisible light the first thing we must understand is that if we ever try to measure the speed of light in reflection using ultraviolet or other types of invisible light detection method, we need to acknowledge that we cannot see it properly. obviously, we have to use machines or something that can detect light very fast, such as a highspeed action camera. but then again, another question arises is what would happen if we tried to measure the speed of light in the ultraviolet range and detect the temperature of the area where the light is being pointed? can we actually see the difference with our own eyes? obviously, we will not be able to do that. so, what can we do? the best solution would be to train an ai capable of detecting extremely fast movement while measuring any ultraviolet or infrared light spectrum—both of which are essentially invisible. why does this matter? why should we need an ai system if we can see things for ourselves? the main problem is that when we try to detect something that is essentially invisible, we use filters to interpret what we can see through them. but here’s the real question: how do we define what we see as what it should be? or, to phrase it differently: why must something exist within the human-visible spectrum in order for us to detect it? obviously, if we ourselves cannot see what is happening, then how can we truly know how it is happening? it is not like reality will stop existing if we don’t observe it. in cases like this, the question remains should we rely on the data of our observation? at the end of the day, when we think about something like this, we must understand that when we filter out any light frequency, we are also filtering out a large quantity of data that was originally recorded. and when we attempt to interpret this data using our monitors, the real question becomes: what are we actually looking at? are we seeing the pure data, or are we only seeing the filtered version of it? if we ourselves are the limitation of our own eyes, then how can we say that our eyes are actually detecting the things we should be detecting? and how can we be sure that whatever we are detecting within the visible spectrum is the actual thing? it doesn’t make sense. now, because artificial intelligence related technology is becoming far more useful these days especially after chatgpt came out, the reality is that we should rely more on a trained model of artificial intelligence. ai can analyze the raw data captured by the camera, rather than the filtered data we see on our monitors. at the end of the day, if we cannot see the invisible spectrum and instead rely on our monitors to review the events, then obviously, we are also not detecting the changes happening within the invisible spectrum as well. in cases like this, we need to use artificial intelligence. imagine a large quantity of data being collected by the camera sensor itself. this camera gathers raw data, and then we manipulate that data to make it understandable on our monitors using filters that are essentially human-made. however, when we apply these filters, we automatically lose access to certain parts of the spectrum. this means we will inevitably missing a significant portion of the spectrum beyond the visible range, such as ultraviolet and infrared light. since this is a real fact, the question remains is why are we still trying to gather data by human standards when our standards are not universal? if we compare human vision to that of animals, some animals can see more colors than we can. so, if they can perceive more colors than humans, then who are we to judge that we are superior when it comes to interpreting invisible data? this is exactly the area where, if we try to measure anything, the first thing we must rely on is an artificial intelligence model. it should be able to analyze the vast amount of data that gets filtered out simply because a human is trying to decipher it. ai will be able to understand what is happening in the data we are observing through our cameras and monitors. even though these devices are capable of detecting far more than we can, if we ourselves cannot perceive changes in the visual spectrum, we should not rely solely on human capabilities. in this era of intelligence, ai can provide a much better perspective. a certain youtuber alphaphoenix who created a video titled “i built a 1,000,000,000 fps video camera to watch light move”. there he was able to capture the speed of light using an extremely slow motion camera method. however, while observing that video, even at slow motion, it wasn’t slow enough for me. so, what i did was lower the speed of the video to 0.25x at the 25 minute and 12 second mark, there i noticed something very interesting in the pixels. what i saw was that on the right side of the pixel at that time frame, a portion of it was displaying a different color gradient. at that specific area, where the pixel color gradient was changing, i noticed something else a few microseconds later as the light was coming out from the ultraviolet light emitting diode, the right-side pixel area was getting darker even before the ray of light even appeared. so, the question remains what is that? obviously, it appears to be some pa ge 14 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 kind of change occurring before the ray of light itself appeared or more like the ray of reflection of the dust particle. now, some might say that this could be due to the youtuber using a very low-quality camera or that the speed of the recording device was too slow, which prevented it from capturing anything properly. others might argue that the equipment he used was not very good, and therefore, his method of experimenting with the speed of light using his setup should not be taken into account. this is what the majority of the scientific community would likely claim. even i would say that, yes, conducting high-quality research with low-quality equipment is not ideal. the equipment itself would not be able to provide a better understanding of what might actually be happening. however, while some in the scientific community argue that there is still a bigger problem. if this youtuber was able to measure something and present it to us, why hasn’t the scientific community shown us something as extraordinary as that? it’s similar to situations where the government or military develops highly advanced technology, but it only becomes publicly known 20 or 30 years later. so, the question remains could it be that the people working with the government already know that the speed of light is not a fixed concept measurements conducted by albert a. michelson? could it be that government related scientists are aware that time itself is not real and that time dilation isn’t real and that oscillation dilation is the real concept to explore? why haven’t we seen any research from the scientific community despite their significant funding measuring the speed of light with extreme accuracy in the infrared or ultraviolet spectrum? could it be that something within these spectrum is actually moving faster than the speed of light as we currently understand it? perhaps what we perceive as a ray of light is actually caused by excitation within the nearest neighboring dust particles, making them illuminate and create what we call a “ray of light.” what i am saying is that before this youtuber even made his video on how he was able to capture the reflection of the dust particles, and observed the pixels at the 25-minute and 12-second mark, it gave me a certain idea of what might be happening is the actual one-way speed of light is much faster than the visible spectrum of the speed of light. this would explain why that specific area was physically heating up due to the ultraviolet lightemitting diode that the youtuber used. if technology these days is capable of slowing down light with such speed and precision, so why aren’t scientists allowing us to see this experiment with cameras that are significantly faster than the one used by the youtuber? if we rely on our eyes or the cameras we use and then filter the data to match our perception, how can we confidently say that the speed of light reflection accurately represents the true speed of light in one direction? how can we be so sure? we should be ashamed of ourselves for assuming that people who have spent a large portion of their lives and large amounts of money developing expensive machinery are either hiding the truth from us or simply being ignorant. the problem is that many continue to cling to the belief that all scientific interpretations from the past are 100% correct and should not be questioned. if this is the case, then the overall point is that we must use artificial intelligence to gather more data on this topic. if we do not utilize ai to capture and analyze raw data without applying human made filters then we will never uncover the true nature of light. as a result, we will continue to rely on einstein’s equations, which suggest that time and space contract due to length contraction because the speed of light remains constant in every frame of reference. however, when discussing the concept of a frame of reference, we often forget a crucial point, if human beings cannot perceive beyond a certain visual scale, then no matter how much time passes or how close we get to the speed of light, we still won’t be able to see different types of light because our eyes naturally filter them out. furthermore, the devices we create also apply similar filters. if we do not address this problem using artificial intelligence, then our understanding of the true speed of light will forever remain a mystery. the influence of world war ii and scientific propaganda the world war ii event that used einstein as a form of propaganda to showcase the usa’s technological superiority in human history. so if we look at einstein’s equation of length contraction and time dilation, and if we study it, we eventually come across some of the terms that einstein himself stated. what are they, you might ask? something like length contraction, the universe expanding and stretching like a balloon, and the bending of time and space to ensure that the speed of light remains the same. now, one might think, ok, these are common facts, and how can we see this as fact when we ourselves are not actually moving at that speed? so in cases like this, what comes to mind are basically mental thoughts. anything that goes beyond a person’s imagination and cannot be proven often comes with mental thoughts. a very good example is saying time dilation instead of saying oscillation dilation, like it is common sense, we know that if a machinery is moving faster or slower in different gravitational zones, then it means that somehow the internal components are being affected by the gravitational field created by planet earth. if that is the case, then how can we say that it is actually time that is dilating and not some other electrical or quantum factors that are changing because of gravity? why is time dilation and length contraction, space and time bending, so popular in mainstream media, unless it was somehow inflated or manipulated by large companies or maybe a country funding this point of view? only then can something like this few factors come into play. so, i tried to do a little bit more digging in terms of why, despite so many other scientists existing back then, pa ge 14 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 no one refuted this point of view. what happened in between? only then did i realize how it was not einstein himself, but rather the country he was living in, that basically used their propaganda to prove they had the best scientists in the world, capable of doing the best things from a humanity perspective things no other country could do. just look at world war ii, how long it was active, and how einstein essentially warned the usa government about the incoming threat from the nazi army. the nazis were trying to create the nuclear bomb, and the usa was also preparing to make their own bomb, which they eventually used on japan in hiroshima and nagasaki to end world war ii permanently. the story of albert einstein’s role in the development of the atomic bomb is a complex one, marked by a mix of scientific discovery, wartime necessity, and political manipulation. while einstein himself did not directly participate in the creation of nuclear weapons, his name and scientific achievements were harnessed by the usa. government in ways that played into the wartime propaganda machine, both elevating his fame and serving military goals. in the late 1930s, the discovery of nuclear fission raised the possibility of nuclear weapons. fearing that nazi germany might exploit this discovery, leó szilárd, a hungarian physicist working in the usa, began warning the american government about the potential dangers. szilárd understood the urgency of nuclear research and recognized that the usa needed to act quickly to prevent germany from developing an atomic bomb. however, as an immigrant, szilárd knew his voice would not have the same weight as a renowned figure like albert einstein. in 1939, szilárd convinced einstein to sign a letter addressed to president franklin d. roosevelt, warning of the nuclear threat and urging the u.s. to initiate its own research. this letter marked the beginning of the usa nuclear weapons program. roosevelt took the warning seriously and, by 1942, the usa initiated the manhattan project, a secret effort to develop nuclear weapons. the project culminated in the successful detonation of the first atomic bomb in 1945. though einstein was not involved in the manhattan project due to his pacifist beliefs, his warning was crucial in jump starting the program. his e=mc² equation, which explained the relationship between mass and energy, provided the theoretical foundation for nuclear fission. einstein’s fame, however, became entangled with the bomb’s development. his name was used as a propaganda tool, associating his brilliance with the success of the american war effort. even though einstein did not work on the bomb itself, the usa government made strategic use of his iconic status, portraying him as a key figure in the creation of nuclear weapons. this association reinforced the image of america as a technological leader, and einstein became a symbol of scientific achievement that contributed to the country’s wartime propaganda narrative. the irony was evident in einstein’s later reflections. after the bombings of hiroshima and nagasaki, he publicly expressed regret about his indirect role in the bomb’s development. however, despite his personal remorse, the usa continued to use his image in support of its nuclear agenda. his name was synonymous with the breakthrough that helped end the war, but also with the destruction that followed. in the end, einstein’s involvement in the atomic bomb story was a tool of wartime propaganda, strategically amplified by the u.s. government to symbolize the country’s dominance in science and technology. his legacy became intertwined with the moral complexities of the nuclear age, where his contributions to science were co-opted for military purposes, whether or not he agreed with them. the post-world war ii era not only saw the united states celebrating its nuclear victory but also capitalized on the overwhelming influence of albert einstein’s theories to bolster its image as a global leader in science and technology. einstein’s theories of special relativity and general relativity, while groundbreaking, became the cornerstone of modern physics. however, this widespread acceptance amplified by wartime propaganda caused serious issues within the scientific community. many newer and potentially better ideas were dismissed outright, and criticism of einstein’s theories was often disregarded or outright rejected, causing significant stagnation in scientific progress. einstein’s work on relativity, particularly the assertion that the speed of light is constant, was rooted in james clerk maxwell’s equations which suggested light travels at a fixed speed in a vacuum. the u.s. government and media played an instrumental role in championing this view, framing it as an unassailable truth of nature. this idea became so ingrained in scientific culture that any challenge to it was often met with swift rejection. the theory of relativity, particularly einstein’s insistence on the fixed speed of light, led him to propose a series of supplementary concepts like time dilation, length contraction, and space-time curvature. according to these ideas, as objects approach the speed of light, they appear to contract in length and time slows down. these equations were designed to ensure the speed of light remained constant in all reference frames. the acceptance of these theories, while they provided explanations for many phenomena, began to create a monolithic view of physics. einstein’s ideas were revered, but this reverence turned into a scientific dogma. the narrative of the fixed speed of light became so deeply embedded in mainstream physics that any alternative theories were quickly dismissed, even if they had promising potential to solve issues within existing frameworks. new ideas proposing alternative explanations for light speed or space-time mechanics were often ignored or labeled as nonsensical. the refusal to entertain alternative hypotheses had a chilling effect on the progress of physics. in particular, pa ge 14 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 several theorists who suggested more dynamic models of light speed, or alternatives to einstein’s view of spacetime, were met with fierce resistance. this included challenges to einstein’s model of time dilation and length contraction, as well as the view that large masses can curve space-time, which led to the theory of the expanding universe. some scientists questioned whether space-time was truly curved, suggesting that a more fundamental understanding of light’s interaction with gravity could offer new insights. however, these ideas were often brushed aside by mainstream academia, which continued to uphold einstein’s theories as definitive and absolute. the impact of this dismissal was particularly damaging to the scientific community. new, potentially more accurate models of the universe were effectively shut down because they did not fit within the framework established by einstein. concepts like the variable nature of light speed or alternative views on the shape of space-time could have opened doors to new advancements in quantum mechanics, cosmology, and gravitational physics, but instead, they faced systematic rejection. by the time we reach 2025, einstein’s theories, though undeniably revolutionary at the time, have been accepted without sufficient re examination. the propaganda driven elevation of his work created an atmosphere where even well reasoned critiques or more modern ideas are dismissed as heresy, causing a scientific bottleneck. the refusal to acknowledge alternative theories has stifled scientific progress, as new models that might more accurately describe the true nature of light and the fabric of space-time remain on the fringes during the post-world war ii era, not only did the united states use albert einstein’s theories to fuel its scientific and military dominance, but the broader global acceptance of these ideas also posed challenges for regions outside the western world. while scientific progress surged in the west, many parts of the east, particularly regions that were economically disadvantaged or politically isolated, lagged behind in accessing cuttingedge research and new theories. this discrepancy contributed to the spread of western scientific dogma in parts of the east, where the acceptance of einstein’s theories became unquestioned and was often regarded as an ultimate truth. the lack of access to modern scientific resources in the east, combined with limited exposure to debates within the scientific community, led to a situation where ideas from the west, especially those associated with einstein, were blindly accepted. these regions, where education systems were often underdeveloped or heavily state-controlled, had limited opportunities for critical engagement with evolving scientific theories. as a result, einstein’s theories, including the fixed speed of light and space-time curvature, were adopted as truths without much skepticism. in these societies, any challenge to such established scientific concepts was not only discouraged but often ridiculed or ignored. in some cases, the acceptance of einstein’s ideas became more about ideological conformity than scientific inquiry. the rise of western-style scientific dogma became a part of the larger globalization process, where scientific ideas from the west were projected as superior and nonnegotiable. this led to a situation where low levels of critical thinking and limited scientific engagement in the east resulted in the unquestioning acceptance of these theories, even when they were challenged in more scientifically advanced parts of the world. so, while writing this paper on february 16, 2025. yesterday, sabine hossenfelder regarding an email she received from a certain physicist about seven years ago. in this email, the u.s. physicist was defaming sabine hossenfelder for a paper she had written, accusing her of doing it for short-term fame. the physicist claimed that sabine didn’t care about the physicist’s work or the money he was receiving from the government, which was supposedly saving children from poverty in the family, along with many other psychological manipulation tactics intended to make sabine feel like prey about to fall into questioning her future decisions. however, sabine hossenfelder, the mighty female scientist who never worked for fame but for the truth of how the world works, didn’t bend to the pathetic comments made by this u.s. physicist. she stood her ground. even my own family member warned me about why i am questioning albert einstein’s theory of the speed of light, like i am doing something horrible. if something like what happened to sabine hossenfelder happens on a regular basis, how can we move forward with self-doubt? certainly, it will become very hard to make progress. i even had to download that video, knowing it might get removed in the future by youtube. it’s disturbing to realize how much these tactics whether psychological manipulation or public shaming are used to suppress alternative ideas in science, especially if they challenge long standing theories. people like sabine hossenfelder, who stand up for their ideas and question mainstream thinking, face a tremendous amount of pressure. if this is the reality that people who challenge conventional ideas have to face, it becomes clear why so many are reluctant to speak out or explore alternative perspectives. the fear of being marginalized, ridiculed, or silenced can be overwhelming, even for someone as strong and dedicated as sabine hossenfelder. this culture of intimidation stifles innovation and intellectual curiosity, making it harder to move forward as a scientific community. materials and methods logical thought process before even starting the experiment, we must have a logical train of thought; otherwise, any information given will automatically be considered invalid due to the minkowski space-time model, which einstein used in his equations. as a result, if we continue using the space and time model, we will always get the wrong pa ge 14 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 impression. therefore, the first thing we must do is change our thought process. the first thing we must do is to perceive time not as a fundamental reality but as a construct created by humans to measure the flow of continuity. the next question we should ask is: when using an atomic clock for measurement, which one should we use? following this train of logic, we must recognize that when measuring an atomic clock, we are actually measuring oscillation dilation at different altitudes, not time dilation, because time is directly correlated to the oscillations occurring within the atomic clock itself. another important consideration is that the earliest measurement system was the sundial, which allowed us to observe the shadow of a stick and its changing position. over time, this system evolved from simply tracking shadows to precisely measuring 24 hours, 60 minutes, and 60 seconds each year. unlike the sundial, which varied with the seasons, modern timekeeping shifted from a shadow-based mechanical system to an energy-based mechanical system. the sundial marked the first “inflation” of time by assigning precise numerical values to continuity, while the second inflation occurred when the shadow-based system was replaced with highly precise energy-based systems, such as atomic clocks or quartz oscillation clocks. another key realization is that we cannot perceive time without a clock; all we truly observe is the continuity of events around us. in case of any doubt, i must emphasize that oscillation dilation data at different altitudes already exists on the internet and has been well established for about 100 years. another alternative logic we must implement is that, when it comes to magnets, there is no such thing as attraction or repulsion. instead, we should think of it as energy flow in a loop system and a non-loop system, using the escalator model, which i have already explained in the paper’s literature review section. another important consideration before continuing with the experiment is that both gravity and magnetism follow the inverse square law, which represents how the power of gravity and electromagnetism decreases with distance. the final important logic we must address is that it was sir isaac newton who separated gravity and magnetism because, during his time, because there was no concept of electricity or anything measuring energy itself. as a result, it was quite literally not possible to understand how magnetism and gravity might be two sides of the same coin. as i have already explained in my paper, the magnetotail has a much longer magnetic distance than gravity, especially compared to how gravity overtakes magnetism on the side of the sun. once all of these logical considerations have been made, we can now proceed with the experiment. measure the temperature of the speed of light in every frequency and dampen them in every frequency the first experiment will be to measure the frequency of light and its temperature, observing how an increase in frequency automatically causes an increase in temperature. to conduct this experiment, the first step is to observe a wide range of radiation spectra. for example, it should range from the infrared radio wave frequency to the visible spectrum and then to ultraviolet, and even gamma rays. each of these ranges will be directed at a rough surface of an object capable of detecting light frequency and temperature. in a controlled environment, we will gradually increase the light frequency from infrared to visible, and even to ultraviolet or gamma rays if possible, checking the temperature for each frequency. the device will be set to measure the temperature at various frequencies aimed toward the surface. by doing this, we will detect an important point: higher frequencies will automatically result in a higher energy state, which suggests that if a certain visible spectrum of light, which does not burn human skin, is not actually causing the burning effect, the cause could be the higher frequency of light. what we are measuring is a human error. this error occurs because when we attempt to measure frequency without using a device but instead relying on human perception, the human eye is not capable of detecting certain frequencies, effectively masking the information. essentially, what i mean is that, during the experiment, a human observer will also need to note when light becomes visible to the human eye and, at which human spectrum range and at what age, till the ultraviolet light enters the visible spectrum. this causes a masking effect, which humans are not able to detect but machines can. this explains why, when we are inside a well-lit room, we don’t feel as much heat as we would when stepping directly into sunlight on a hot summer day. what is actually happening is the human eye error: the human eye can only detect the data visible to it and is incapable of detecting anything below or above that range. while conducting this experiment, another aspect we will examine is gradually blocking different frequencies of light while measuring both the temperature and frequency. this will help us understand how the theoretical one-way speed of light might be affected. for example, we need to assume that when multiple frequencies are present in a certain area, there may be a possibility that, when multiple waves of the same frequency collide with each other, instead of canceling out, they might transition into a higher or lower energy state. the reason i suggest this is because, if we think about a waterfall, water gathers from many areas in the hilly terrain. this can occur due to snowmelt, rainfall, or the gathering of moisture at the top layer of a stream, which eventually flows down the waterfall. in such cases, when smaller streams of water enter a larger body, one stream eventually pushes the other, increasing the overall flow at the end of the waterfall. in this experiment, the analogy suggests that when frequencies of light are blocked, it might cause a change in pa ge 14 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 the temperature of the surface they are directed toward. what we need to observe if blocking certain frequencies results in an increase or decrease in temperature, similar to how water flow increases when different streams combine in a waterfall. the reason these two experiments need to be conducted differently is that one involves directly measuring every frequency by gradually increasing the frequency, while the other involves blocking each frequency little by little. the reason for this distinction is that in one experiment, we are measuring the temperature rise, whereas in the other, we are measuring the individual speed of each light frequency. for example, if i were to ask about the theoretical speed of light at frequencies of 701 and 702, we would typically assume they are the same. however, what if the speed is not exactly 300,000 kilometers per second, but instead a combined frequency of the two speed which is about 300,000 kilometers per second, somewhere between 600,000 kilometers per second? again, this is just a theoretical value. if blocking each frequency automatically lowers the temperature, the next question is: how much thickness or how many different types of materials would be needed to fully block the speed of light using them? in the second experiment, where we block every frequency of light, we expect that when the entire range—infrared, visible, and ultraviolet—are combined and aimed at a certain object, we will determine when it is fully blocked. if it is blocked, it would mean that for every frequency blocked, the overall energy rate will decrease, and consequently, the temperature of the object being targeted will feel or detect less temperature. similar to how high flow of fire can even cause to metal to melt, while low flow of fire only causing warming in the infrared spectrum first. overall, this is a theoretical perspective from me, using the waterfall analogy to explain how multiple sources of water come together in a single streamline, and when they combine, only then does the speed of the waterfall increase. in this case, if we talk about multiple frequencies of light, when they accumulate in a small space, each frequency might push the next frequency to move a little faster. i am unsure whether this will actually provide us with new information or not. after these two experiments are completed, another experiment that needs to be conducted is using multiple light frequencies of the same type and observing at which point a certain object becomes illuminated, while the surrounding area remains invisible. if one frequency of light can push another frequency, there may be a possibility that, when light is directed at an object in the infrared spectrum, an accumulation of multiple frequencies could illuminate the object. to do this, we would need to place a rough or any object that can easily be illuminated by light in a controlled environment, then direct multiple light frequencies at it. the goal is to observe at which point the object becomes illuminated. this idea stems from the same waterfall analogy—when multiple light frequencies accumulate, they could potentially increase the overall energy and cause the object to be illuminated. producing gravitational lensing effect in a control environment. in order to conduct this experiment, the first thing we need is something similar to the g-pod that the military uses to train fighter pilots. now, this has nothing to do with the pilots themselves, but rather, we should use it to see if any type of acceleration can help us detect the gravitational lensing effect. to conduct this experiment, the first thing we need is a g-pod, similar to those used by the military to train fighter pilots. as for the material, we need something that does not produce its own electromagnetic field too much, as we will need to place a highly powerful magnet inside it. the reason for this is that when a gravitational lensing effect occurs, it happens because a galaxy in front of another galaxy causes the light from the distant galaxy behind it to bend or blur. this is where the magnet comes into play. as the zeeman effect states, when light interacts with an electromagnetic field—whether strong or weak—it produces multiple spectral lines, causing one stream of light to split into multiple streams. in order to detect this effect, we will need to add three holes into the g-pod without compromising its structural durability. one hole will be made at the top, another at the bottom, and a third at a 90° angle from the top and bottom holes. a certain frequency of laser light will be pointed through the top hole, aimed below where the other hole exists. different types of sensors will be placed below to detect whether the light stream is bent or smeared. this effect will only occur if there is a strong electromagnetic field inside the pod, so we will need to place a powerful electromagnet inside. additionally, we need to make sure that no refraction occurs. to achieve this, we will try to create as much of a negative vacuum inside the pod as possible, similar to the vacuum of space outside earth. by doing so, we will notice that the light, which would normally be visible from a human perspective, will be less visible because the low or negative vacuum will not have much floating material inside to reflect the light, as is common in dusty or foggy environments on earth. this effect will cause the light’s visibility to decrease which will be observed using the hole in the 90 degree angle from the top and bottom or in short the middle hole, using a normal visual camera to see how much the light is visible, but it will still be detectable by the sensors below. this is similar to how astronauts cannot directly see the light but can detect the reflection of light from planets, moons, or asteroid fields. once the electromagnetism are activated, they will cause the specific area where the light is projected to become slightly wider or even bend. this will confirm the zeeman effect and suggest that what we refer to as “dark matter” might not actually be pa ge 15 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 dark matter. instead, it could be a highly magnetized field created by black holes, and when any galaxy lies behind a black hole, the light passing through it gets smeared due to the zeeman effect, which in turn causes the gravitational lensing effect. if the experiment shows that the gravitational lensing effect is caused by the magnetism and not dark matter, the next phase will involve lowering the amount of power applied to the magnet inside the pod and observing what happens if the pod itself is rotating at a very high velocity. the reason behind this is that we know every celestial object has a natural rotational curve around a larger body, such as the sun or a black hole. the question arises: does the gravitational lensing effect increase even with low magnetism when the pod is rotating? if it does then that might be what we call dark energy might just be the magnetic effects that are being caused by other galaxies clusters. by testing this, we will be able to understand how rotational motion affects the gravitational lensing effect in conjunction with magnetic fields. this could provide valuable insight into the nature of dark matter and dark energy, which may not exist as we currently understand it. it could also help us reconsider the need to search for axion particles, which have never been detected in particle accelerators. if this experiment confirms that the lensing effect is primarily influenced by rotational motion and magnetism, it would provide a compelling new framework for understanding the phenomena that we previously attributed to dark matter or dark energy and help in stopping the non nonsensical money wasting journey in finding the axion. artificial intelligence this will be the final part of the experiment, and my perspective is that, since we are quantifying, interpreting, or observing data from a human perspective, we are inevitably misinterpreting a significant amount of that data. the core issue lies in our limited ability to perceive the full spectrum of phenomena—specifically, light frequency. we, as humans, simply don’t know how these frequencies behave in their entirety. as a result, it’s not just difficult for me but for the scientific community as a whole to conclusively claim that using filters is the best approach. the challenge is that filters, of any kind, tend to obscure our view of what’s really happening, leading to diminishing returns. instead of enhancing our data, filters may inadvertently block or distort critical information. this causes a false assumption— that we’re collecting more data—when, in fact, we might actually be deleting or obscuring more data during the conversion process. this is where artificial intelligence becomes a crucial tool. while it’s clear that ai has the potential to give us deeper insights into the phenomena we are studying, the real challenge is that i don’t yet know how to harness ai effectively in this context. we are trying to detect invisible matter, specifically by studying light behavior in the ultraviolet and infrared spectra, but this is not a straightforward task. the ai system needs to be trained to identify patterns and anomalies within these invisible wavelengths, something that the human eye or traditional methods cannot do. however, developing an ai that can distinguish these subtle interactions requires an understanding that we simply don’t possess right now. if ai can be harnessed correctly, it could offer a level of precision and insight far beyond what human perception or current technology can achieve. but to make this a reality, we need to overcome the fundamental limitations of both our observational methods and our understanding of how light behaves in these unseen spectra. ai could help bridge this gap, but only if we can develop the right algorithms and tools to allow it to detect what we, as humans, cannot perceive directly. this is the pivotal point where the future of these experiments lies. without ai, we risk missing out on critical data or misinterpreting what we do find, leading us further away from understanding the true nature of these invisible phenomena. result and discussion measure the temperature of the speed of light in every frequency since the experiment are not done yet, because i lack funding and since i am a school dropout, the maximum i can give in this paper is what the outcome will be, if the temperature does increase with every frequencies then it could mean that when we are measuring the speed of light in the radio device we are actually not measuring the speed of light in every frequencies, but instead what we should call it as the measuring the speed of light temperature fluctuation in every frequencies, because then it could mean that since the maxwell equation does not talk about the thermodynamics, meaning increase in every frequency has a profound on temperature as well leading to the conclusion that saying in a teaching environment that the speed of light in every frequencies will only slow down a human logical thinking process. producing gravitational lensing effect in a control environment as for this experiment since it is a completely new type of experimental topic, that maximum expectation of the outcome i can give in this paper is the zeeman effect, like how a magnetic field can cause the single spectral line to get converted into three like but into more spectral line in a strong magnetic field, similarly instead of looking for dark matter candidate like axion, we should try to understand what happens to a light in a strong magnetic field, and for making the experiment more realistic we should aim for as much as gravitational lensing effect that happens due to a very strong magnetic field caused by a black hole, the effect will become more easily understandable once i explain the stern gerlach experiment and aharonov bohm effect and the arago pa ge 15 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 130-151, 2025 spot which basically talks about how the electron can split and reconnect with distance. but that will become available in my future research paper and would be better if i can get funded monthly if possible. conclusion this paper challenges the foundational assumptions of modern physics, proposing that the speed of light is not a universal constant but varies across frequencies and is influenced by gravity and electromagnetism. it argues that time is not the fourth dimension but a humanmade construct, and phenomena like time dilation are better explained by oscillation dilation—changes in atomic oscillation rates under different gravitational or electromagnetic conditions. the paper also reinterprets gravitational lensing as an electromagnetic effect rather than a result of space-time curvature, suggesting that dark matter and dark energy may be misinterpretations of electromagnetic phenomena. since i am a school dropout without formal training in physics or access to funding, i had to rely on logical reasoning by reading many already existing data, analogies, and thought experiments to critique established theories. while the paper lacks mathematical rigor, it raises critical questions about the nature of light, gravity, and time, encouraging a reexamination of long-held beliefs. the proposed experiments such as measuring light speed across frequencies and simulating gravitational lensing in a controlled environment offer practical avenues to test these ideas. additionally, the use of artificial intelligence to analyze invisible light spectra could uncover new insights into the behavior of light and electromagnetic fields. the paper acknowledges its limitations, particularly the absence of mathematical formulations and experimental data. however, its strength lies in its boldness and willingness to question mainstream physics. by challenging the dogma surrounding einstein’s theories and exploring alternative explanations, i hope this paper will inspire others to further the research and openminded inquiry. while the ideas presented may face skepticism, they contribute to a broader dialogue about the nature of the universe and the need for innovative approaches in physics. ultimately, this work serves as a call to action for scientists to revisit foundational theories and explore new perspectives, even if they deviate from the established norms. references amarasinghe, a. a. y., polwaththa, k. p. g. d. m., & suratissa, d. m. (2025). effects of elevated co2 and light intensity on growth, yield, and nutritional quality of tomato (solanum lycopersicum) in controlled environment agriculture systems. american journal of life science and innovation, 4(1), 1–7. https://doi. org/10.54536/ajlsi.v4i1.4353 bandi, t. n. (2023). a comprehensive overview of atomic clocks and their applications. bems reports, 9(1), 1-10. https://doi.org/10.5530/bems.9.1.1 dela cruz, a. l., sinco, p., cantor, s. m. l., viña, m. t., garcia-bolaños, j. r., condes, r. b., & bordios, r. j. b. (2022). responses of brassica rapa “bokchoy” to varying light intensities grown under hydroponic system. american journal of environment and climate, 1(2), 15–22. https://doi.org/10.54536/ajec.v1i2.486 hammond, b. r. jr., & renzi-hammond, l. (2018). individual variation in the transmission of uvb radiation in the young adult eye. plos one, 13(4), e0199940. https://doi.org/10.1371/journal. pone.0199940 lim, n. c. y., yong, l., su, h. t., chai, a. y. h., vithanawasam, c. k., & then, y. l. (2020). review of temperature and humidity impacts on rf signals. in 2020 international conference on electrical engineering and computer science (encon) (pp. 1-5). ieee. https://doi.org/10.1109/ encon51501.2020.9299327 yamaguchi, m., & tanimoto, y. (2006). magnetic orientation. in m. yamaguchi & y. tanimoto (eds.), magneto-science (vol. 89, pp. 1–10). springer. https://doi.org/10.1007/978-3-540-37062-8_5 zhang, k., he, j., & wang, j. (2020). two-way singlephoton-level frequency conversion between 852 nm and 1560 nm for connecting cesium d2 line with the telecom c-band. optics express, 28(20), 27785-27796. https://doi.org/10.1364/oe.402355 pa ge 1 pa ge 74 american journal of multidisciplinary research and innovation (ajmri) tax compliance as a driver of sustainability: modeling for medium enterprises jimmy peru1* volume 4 issue 5, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i5.5602 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: june 20, 2025 accepted: july 26, 2025 published: october 15, 2025 this study aims to investigate the interplay between the dimensions of tax compliance and the sustainability of medium enterprises in one of the commercial hubs in northern philippines, with the goal of filling the gap in the literature on fostering the resilience of medium enterprises to become large enterprises. a total population of 172 medium enterprises was employed in the analysis, utilizing self-reported data on taxes, profitability, investment, and net cash flows. primary data were collected using a 45-item survey questionnaire that assessed the dimensions of tax compliance and sustainability growth indicators, with a cronbach’s alpha of 0.980. the results of the general linear model multivariate showed that progressive taxation has a significantly larger effect than revenue allocation on net cash flow, with the strongest effect on net cash flow and investment decisions, and a weaker but still significant effect on profitability. the model suggests that liquidity and reinvestment potential can promote the long-term growth of medium-sized enterprises, enabling them to thrive gradually. to achieve this, medium enterprises require support in financial management, access to capital, optimized taxation, innovation, strong governance, cost efficiency, and effective policy dialogue. the study’s findings recommend the need for collaboration among stakeholders of medium enterprises to enhance their potential for growth and expansion into larger enterprises. recognizing the limitations of the study, research involving medium enterprises, tax stakeholders such as tax authorities, policymakers, and industry enterprises, is proposed to deepen the analysis of the relationship between tax compliance and sustainability, thereby enhancing the broader applicability of the findings. keywords medium enterprises, sustainability, tax compliance 1 peru law and accounting office, philippines * corresponding author’s e-mail: jimmperucpa@gmail.com introduction medium-sized companies are consistently shown by empirical research to be important drivers of economic growth, spurring job creation, gdp expansion, and innovation. studies spanning numerous countries reveal that tiny and medium-sized enterprises (smes) contribute significantly to national income, especially in developing regions, and account for as much as 87% of employment in certain countries (abdin, 2019; houghton & ayandibu, 2017; pedraza, 2021). through investment and innovation, these companies also boost local economies and directly contribute to greater revenue and regional development (botezatu et al., 2020; vulić, 2021). understanding the unique role of medium-sized enterprises still has major gaps. most studies aggregate smes without distinguishing between small and medium companies, thereby concealing sector-specific mechanisms (botezatu et al., 2020; houghton & ayandibu, 2017). the paths of innovation by which medium-sized enterprises help foster growth remain poorly charted, and regional-specific analyses—such as santiago city’s inventory management study—remain uncommon (akhmetgareeva et al., 2025; enriques et al., 2023). to address financial, infrastructural, and competitive challenges, it is essential to gather disaggregated data, conduct comparative innovation studies across firms, elucidate context-sensitive policy frameworks, and develop viable strategies (akhmetgareeva et al., 2025; yusuf et al., 2013). closing these gaps is imperative for creating evidence-based strategies that maximize the role of medium enterprises in sustainable development. empirical data consistently shows that for mediumsized companies trying to maintain competitiveness and resilience in rapidly changing market conditions, sustainability is becoming a major consideration. apart from improving environmental, social, and financial performance, embracing sustainable methods improves corporate reputation and stakeholder relations—both of which are vital for long-term corporate success. (machado et al., 2022; moursellas et al., 2020; rio-rama et al., 2018). adoption of sustainability is driven by internal values, such as organizational culture and leadership commitment, as well as outside pressure from suppliers, legislators, and customers—so positioning it as a strategic necessity rather than only an ethical one (kot, 2018; kundurpi et al., 2018; saygili et al., 2023). additional studies show that medium-sized businesses embracing sustainable supply chain and quality management approaches are better equipped to handle regulatory changes and market fluctuations, thereby gaining a significant competitive edge. (kot, 2018; litvaj et al., 2023). positive managerial attitudes toward sustainability are prevalent, and higher degrees of sustainable practice adoption are strongly connected to pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 higher business performance and increased stakeholder confidence (rio-rama et al., 2018; saygili et al., 2023). ta dearth of dedicated policies and inadequate resources limits the capacity of middle-sized businesses to adopt sustainability (orengo et al., 2020; permatasari & gunawan, 2023). it emphasizes the need for targeted policies and related infrastructure to enable sustainable reporting and behavior within this industry. despite the growing body of empirical data, significant research gaps remain regarding the importance of sustainability for mid-sized companies in dynamic and competitive markets. notably, research utilizing large and varied samples as well as theoretically grounded studies is lacking, especially in non-manufacturing industries and developing countries (lai et al., 2020; machado et al., 2022; orengo et al., 2020). furthermore, existing research overlooks the influence of social and cultural contexts, personal values, and interpersonal connections within organizations (kundurpi et al., 2018; machado et al., 2022). major firms often benefit from current frameworks and metrics; therefore, they are less relevant to medium-sized enterprises, which have specific limitations on funds and resources. (machado et al., 2022; moursellas et al., 2020; saygili et al., 2023). moreover, although it is recognized as a major engine of sustainability, the inclusion of technology and creativity in medium-sized companies is still relatively understudied (kannan & gambetta, 2025). there is also a dearth of thorough studies on sustainability reporting, crosscountry comparisons, and the unique dynamics of family-owned, mid-sized businesses (machado et al., 2022; soverchia et al., 2019). although managers in some regions have favorable attitudes toward sustainability, resource constraints and industry-specific challenges lead to a wide range of actual implementation (rio-rama et al., 2018; saygili et al., 2023). these differences highlight the need for more context-specific, comparative, and thorough studies to inform efficient policies and programs that can help medium-sized companies adopt and implement sustainability (kannan & gambetta, 2025; machado et al., 2022; orengo et al., 2020; moursellas et al., 2020). empirical data indicate that taxation is a significant external force influencing the operations, profitability, and longterm sustainability of businesses. with high administrative costs and constant policy changes presenting especially challenging obstacles to their sustainability and market competitiveness (pandey, 2025), tax rules have a direct impact on small firms, influencing their financial health, compliance obligations, and development prospects. particularly among big, state-owned, or heavily polluting companies, environmental taxes—including carbon and protection taxes—have been found to drive corporate diversification, green innovation, and improved esg (environmental, social, and governance) performance, hence promoting sustainable development and operational flexibility (abriam, 2023; duan et al., 2024; hu et al., 2024; zhao et al., 2022). for state-owned companies, environmental taxes may have either a negative or negligible effect; for private businesses, they may initially improve financial and environmental-social performance up to a point, after which the effect reverses (zhao et al., 2022). highly or inappropriately designed taxes can hinder social innovation and slow down the achievement of sustainable development goals in developing countries, thereby emphasizing the need for tax policies that are sensitive to local administrative capabilities and business realities (asongu & kouam, 2022; ng, 2024). moreover, tax evasion is increasingly recognized as a sustainability issue that undermines regulatory compliance and corporate integrity, suggesting that equitable tax practices are essential to long-term business and social well-being (bird & davis-nozemack, 2018). sustainability also depends on the connection between accounting and taxation, as transparent financial reporting and sensible tax policies help to ensure financial stability and responsible resource use (băcanu, 2017; polyatykina, 2023). overall, empirical research indicates that well-designed, balanced tax policies can promote enterprise profitability and sustainability, whereas poorly structured or excessive taxation can hinder development and innovation (asongu & kouam, 2022; duan et al., 2018; hu et al., 2024; pandey, 2025; zhao et al., 2022). empirical studies reveal several knowledge gaps regarding the impact of taxation on corporate activities, profitability, and long-term sustainability. although research indicates that tax policies, particularly environmental and corporate taxes, can influence firm behavior, profitability, and green innovation, the consequences are often contextdependent and vary according to firm size, ownership, and industry. environmental taxes, for instance, help to boost esg performance and promote green innovation; however, their effects are more noticeable in big or state-owned companies; in smaller businesses, the high compliance costs and administrative burden might impede growth and sustainability, but research on how to tailor tax systems to their needs is limited (asongu & kouam, 2022; cortez et al., 2024; pandey, 2025). tax avoidance and sustainability are underinvestigated; calls for incorporating tax justice into more comprehensive sustainability metrics and corporate responsibility frameworks are widespread (bird & davis-nozemack, 2018; ng, 2024). furthermore, most empirical studies focus on particular regions or sectors, thereby leaving a gap in comparative, cross-country research and in understanding the long-term effects of tax changes on business resilience (asongu & kouam, 2022; pandey, 2025; soufiene et al., 2024). finally, the generalizability of the results is further constrained by methodological flaws, including reliance on non-representative samples or a lack of longitudinal data, which highlights the need for more thorough, multidimensional research in this sector (asongu & kouam, 2022; soufiene et al., 2025). empirical studies demonstrate the numerous barriers that progressive taxation, revenue allocation, and tax compliance create for corporate sustainability, particularly for small and medium-sized enterprises (smes). high pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 administrative expenses, constant changes in tax laws, and constrained resources present significant challenges for smes, making tax compliance a difficult task that endangers their long-term sustainability (emeka et al., 2021; pandey, 2025; thaha et al., 2023). in developing nations, multiple levels of taxation exacerbate the situation by eroding company assets and profitability, while compliance expenses pose a significant impediment to long-term development (emeka et al., 2021; thaha et al., 2023). additionally, complex tax regulations, insufficient tax knowledge, and inconsistent enforcement systems can restrict compliance and efficient resource allocation, thereby lowering government revenues and undermining sustainable development projects (akintobi et al., 2022; silalahi, 2024). understanding and resolving the complexities of tax compliance and revenue allocation for business sustainability still require significant research gaps. elevated administrative expenses, intricate regulations, and constant policy shifts intensify the unequal compliance challenges faced by smes, thereby hindering their development and long-term viability. (emeka et al., 2021; pandey, 2025; silalahi, 2024; thaha et al., 2023). furthermore, progressive taxation presents significant potential for promoting environmental objectives and enhancing equity; however, its effectiveness relies on rigorous enforcement, institutional integrity, and the adaptability of businesses to changing regulations (faisal & sugihyanty, 2025; frein et al., 2021; saez & zucman, 2020). furthermore, there is a significant lack of clarity and consistency in revenue distribution systems exacerbated by subpar administrative infrastructure and poor public awareness, which undercuts efficient tax systems and resource mobilization (silalahi, 2024; thaha et al., 2023). the research gaps across the literature reveal several important areas that require further study. first, though medium-sized businesses are considered major contributors to economic expansion and social advancement, many studies do not differentiate between tiny and medium firms, therefore hiding industryspecific processes and innovation paths and missing disaggregated, context-sensitive data (akhmetgareeva et al., 2025; botezatu et al., 2020; enriques et al., 2023; houghton & ayandibu, 2017). second, although sustainability is becoming rather important for mediumsized businesses’ competitiveness, research is limited by a lack of big, varied samples, insufficient focus on non-manufacturing industries and emerging nations, and insufficient consideration of social, cultural, and organizational aspects affecting sustainability adoption (kundurpi et al., 2018; lai et al., 2020; machado et al., 2022; orengo et al., 2020). first, because of their particular resource constraints, current systems are frequently unsuitable for medium businesses; therefore, there is a marked shortage of studies on technology integration, sustainability reporting, and the dynamics of familyowned firms (kannan & gambetta, 2025; machado et al., 2022; saygili et al., 2023). second, in the realm of taxation, empirical research is largely context-dependent, with gaps in comparative and cross-country analysis, as well as longitudinal studies, that could clarify the longterm impacts of tax policy on business resilience and sustainability (asongu & kouam, 2022; pandey, 2025; soufiene et al., 2024). the disproportionate compliance burdens faced by smes, the underexplored links between tax justice and sustainability, and the need for integrated policy changes and digital tax tools, especially in emerging contexts, are all critical problems (akintobi et al., 2022; bird & davis-nozemack, 2018; faisal & sugihyanty, 2025). these gaps underscore the need for more sophisticated, multifaceted, and context-aware research to inform effective policies that foster resilience and sustainable growth in mid-sized companies. hypothesis hypothesis 1: the revenue allocation dimension has a positive effect on tax compliance hypothesis 2: the progressive taxation dimension has a positive effect on tax compliance. hypothesis 3: the profitability dimension has a positive effect on sustainability. hypothesis 4: the investment decision dimension has a positive effect on sustainability. hypothesis 5: the net cash flow dimension has a positive effect on sustainability. hypothesis 6: tax compliance has a positive effect on sustainability literature review determinants of internal and external taxation compliance tax compliance among business organizations— especially small and mid-sized enterprises (smes)—is shaped by a complicated interaction of internal and external variables (febrayante et al., 2025). internal factors primarily encompass the convictions, understanding, and perspectives held by management and business proprietors. smes that perceive tax payment as a societal and moral duty are more likely to comply; consequently, positive attitudes regarding tax compliance, tax ethics, and patriotism significantly enhance compliance intentions (bishagazi & giesi, 2022; chiyangwa et al., 2025; hussin et al., 2023). moreover, higher levels of tax knowledge and education empower smes to understand better tax rules and the significance of fulfilling tax obligations, thereby improving their compliance behavior (alabi & okunola, 2023; inasius, 2019). by enabling sme managers to manage their finances effectively and fulfill tax requirements, financial literacy enhances compliance further (akims, 2023; mihailă et al., 2024; thaha, 2023). furthermore, robust internal motivators encompass perceptions of fairness and equity in tax administration and governmental expenditures; compliance among smes is enhanced when they perceive the tax system as just and their contributions as being utilized effectively pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 (bishagazi & giesi, 2022; mihailă et al., 2024). tax compliance is also significantly influenced by external factors. a powerful motivation for small businesses to follow tax rules comes from enforcement tools, including audit probability, fines, and legal penalties (inasius, 2019; mihailă et al., 2024). the complexity of tax laws can either inhibit or encourage compliance. extremely complicated or ambiguous tax rules typically lower compliance, whereas simplified procedures and clearly defined instructions increase it (chiyangwa et al., 2025; hussin et al., 2023). access to tax information and support services, including training and online assistance, further promotes compliance by reducing uncertainty and administrative burden (bishagazi & giesi, 2022; mudzengerere et al., 2025). peer influence and social norms also provide significant external pressure; smes are more likely to comply when their peer groups and referrers show compliant behavior (alshira’h et al., 2022; chiyangwa et al., 2025). trust in tax authorities and institutional support, including simplified processes and public awareness efforts, improves compliance by fostering confidence in the tax system (chiyangwa et al., 2025; mchukwa & mbwambo, 2024). factors particular to the owner and the economy further complicate the tax compliance scene. tax rates and profitability, two broad economic indicators, influence compliance choices; some data suggest that higher profits may be associated with lower compliance. conversely, larger family sizes are related to higher compliance (le et al., 2024; mchukwa & mbwambo, 2024). characteristics of owners, including their age and family size, have shown contradictory impacts on adherence, indicating that individual situations may differently affect tax conduct (dimuk et al., 2018; ratnawati et al., 2024). furthermore, the internal tax costs for smes constitute a significant financial burden, as demonstrated by vietnamese firms, where expenses for internal tax compliance surpass those for external obligations (trang, 2024). likewise, turnover and organizational attributes, including legal structure and accounting frameworks, influence external tax compliance expenses in nations such as south africa (franzsen et al., 2017). empirical data consistently show that both internal and external determinants shape tax compliance among smes. these internal determinants include attitudes, tax knowledge, financial literacy, and perceptions of fairness. external factors, such as enforcement, regulatory complexity, peer influence, and institutional support, also play a role. therefore, efforts to enhance tax compliance should center on simplifying tax procedures, increasing tax education and awareness, promoting trust and fairness in tax administration, and strengthening enforcement mechanisms (abdinur & karcıoğlu, 2025). such all-inclusive approaches not only encourage voluntary compliance but also help sustainable governmental revenue collection and the development of small businesses (abdinur & karcıoğlu, 2025; bishagazi & giesi, 2022; chiyangwa et al., 2025; hussin et al., 2023). impact of taxation policies on medium enterprises’ growth and sustainability especially by affecting profitability, tax laws have a great influence on the viability of midsized companies. high tax rates and complex tax systems increase operational costs and administrative burdens, thereby lowering profitability in emerging economies such as nigeria and zimbabwe (ehis et al., 2022; feya et al., 2025; malatji et al., 2021). on the other hand, correctly applied tax incentives and deductions can enhance profitability by alleviating financial burdens and promoting more efficient resource management. evidence from india and portugal suggests that tax changes, such as the goods and services tax (gst) and targeted fiscal incentives, can enhance financial performance indicators, including return on equity (roe) and return on investment (roi) (bhalla et al., 2022; malabanan et al., 2024). studies in nigeria also reveal that loss relief and capital allowances are positively correlated with net profit margins, suggesting that tax breaks can lead to improved financial outcomes for medium-sized businesses (edori & des-wosu, 2024). taxation policies also affect the investment decisions and development rates of medium-sized businesses. favorable tax regulations, such as incentives and simplified compliance procedures, boost available capital for reinvestment (ehis et al., 2022; frein et al., 2021; the impact of fiscal policies, 2022), thereby fostering competitiveness and growth. multiple and high tax liabilities, meanwhile, reduce liquidity and raise uncertainty, therefore inhibiting investment and delaying or stopping business expansion (ehis et al., 2022; erosa & gonzalez, 2019). with the tax target having a bigger impact than the tax form itself (frein et al., 2021), for instance, progressive carbon taxes influence the timing and nature of green investments. high tax rates have been cited as restricting small businesses’ capacity to invest in infrastructure and personnel development in countries such as malawi and sierra leone, thereby stifling sustainable development (mhango & nayagam, 2025; ndoinjeh, 2025). taxation policies also influence net cash flows, a key measure of the sustainability of medium-sized businesses. as seen in smes in zimbabwe and nigeria, high and complex tax obligations raise compliance costs and lower liquidity, which restricts their operating capability and working capital (ehis et al., 2022; feya et al., 2025; malatji et al., 2021). although some research indicates a clear negative link between taxation and cash flow, other studies have yielded mixed results, possibly due to questionnaire biases (ehis et al., 2022; sato et al., 2021). tax changes aimed at reducing bureaucratic inefficiencies and fraud can enhance net cash positions by increasing working capital flow, as demonstrated in studies from nigeria and india (bhalla et al., 2022; edori & des-wosu, 2024). maintaining good cash flow for medium-sized businesses, therefore, depends on efficient tax administration and reform. when tax policies are not customized to the capabilities of medium businesses, such as their ability to pay pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 and administrative resources, their sustainability is compromised (ehis et al., 2022; feya et al., 2025; malatji et al., 2021; pandey, 2025). excessive tax burdens strain profitability, discourage investment, and reduce liquidity, threatening long-term viability. to mitigate these negative impacts, effective tax management education, streamlined tax administration, and targeted tax incentives are advised to foster sustainable growth (ehis et al., 2022; feya et al., 2025; pandey, 2025; the impact of fiscal policies, 2022). although there is little empirical evidence specific to the philippines, related research suggests that businessfriendly tax changes that balance government income requirements with sme capabilities can enhance the sustainability of medium-sized companies by improving profitability, investment, and cash flow (pandey, 2025). causal relationships and interaction in tax compliance and sustainability reflected in profits, investment choices, and net cash flows, empirical data from the philippine scene and similar conditions show a clear causal link between tax compliance and the sustainability of smes. studies show that welldesigned tax policies—such as simplified tax systems and digital platforms—lower administrative burdens, hence encouraging sme expansion and increasing profits and sustainable cash flows (anastasia, 2025; thaha et al., 2023). by raising compliance levels, factors like supply chain sustainability, tax service quality, financial attitudes, and tax knowledge indirectly support sustainability (hussin et al., 2023; inasius, 2019; siti et al., 2023; supardi et al., 2024). high compliance expenses and tax obligations, conversely, can redirect resources from productive investments, putting the sustainability of smes at risk. nonetheless, simplifying and reducing the costs of compliance encourages voluntary adherence and enhances financial stability (ahmad et al., 2024; xin et al., 2024). within the philippine context specifically, tax compliance among smes is shaped by management attitudes, ethical standards, and perceptions of regulatory burdens, all of which interact with firm sustainability indicators such as profitability, investment decisions, and net cash flows (angeles, 2021; santamaria et al., 2020). mixed-methods and regression analyses demonstrate that smes with greater tax compliance, driven by ethical management and positive tax morale, are more likely to attract investors and partners, thereby promoting long-term sustainability and increasing profitability and investment potential through better governance and reputation (angeles, 2021). however, the compliance cost burden—especially for smaller companies—can deplete available funds for investment and restrict net cash flows (jabagat, 2021; santamaria et al., 2020). the adoption of technology and understanding of regulatory developments play a crucial role in mitigating these unfavorable impacts, thereby enabling smes to maintain growth despite compliance challenges (santamaria et al., 2020). external organizational elements, such as business groups that promote and track compliance, further affect the interaction effects between tax compliance and sustainability. these links help support more public infrastructure investment, which in turn benefits sme activities and cash flows (tans, 2020). although direct contact effects in the literature are still small, tax compliance often acts as a mediating variable between organizational elements, such as supply chain sustainability or financial controls, and overall sme sustainability results (akintobi et al., 2024; supardi et al., 2024). moreover, responsible tax behavior, connected to corporate social responsibility and green capabilities, correlates with better long-term sme performance. responsible tax behavior can enhance a company’s reputation, attract socially conscious investors, and foster a positive relationship with the community, all of which contribute to sme sustainability, albeit tax avoidance itself does not directly improve sustainability (khan et al., 2023). empirical evidence underscores the significance of both internal and external factors in tax compliance, which is essential for the long-term sustainability of smes. internal components, such as tax understanding, business size, and record management practices, are closely linked to compliance, promoting profitability and the ability to invest (anastasia, 2025; akintobi et al., 2024; xin et al., 2024). external factors, such as tax incentives, government audits, and the level of corruption, have a significant influence on compliance behavior. for instance, tax incentives can alleviate financial burdens and encourage compliance, whereas corruption and excessively complex tax filing procedures might obstruct it (anastasia, 2024; khan et al., 2023). it is essential to acknowledge that internal factors, including tax expertise, business scale, and record-keeping methods, are positively correlated with compliance, which in turn enhances profitability and investment potential (anastasia, 2024; siti et al., 2023). consistent in the literature is the notion that taxation is a major influence on the operating context, profitability, and growth potential of medium-sized businesses (mes)—a critical component of the msme sector (afuberoh, 2014; tabet & onyeukwu, 2019; simiyu, 2024). taxation plays a crucial role in funding public infrastructure and fostering economic growth; however, complicated tax structures and significant compliance expenses present substantial obstacles to the expansion of mediumsized enterprises, frequently redirecting resources from more productive investments (mendoza, 2014; mhango & nayagam, 2024). empirical research indicates that although mes typically show greater tax compliance than smaller businesses, they still have difficulty understanding and adhering to complex tax rules, especially concerning less-known tax types (mirrar et al., 2024; participation of exemption for corporation tax-bdo, n.d.; vigonte et al., 2024; wibowo et al., 2024). moreover, business groups play a crucial role in promoting compliance and ensuring that tax revenues are properly allocated to enhance the business environment (tans, 2020; twamzihirwa & mwesiga, 2024). overall, the combination of recent research suggests that tailored, flexible tax policies, such pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 as differentiated tax rates and simplified schemes, can boost compliance, foster fairness, and support sustainable me growth (lazari & vieru, 2023; mhango & nayagam, 2024). furthermore, institutional support and education help maximize the developmental effect of taxation on medium-sized enterprises (afuberoh, 2014; mhango & nayagam, 2024; tabet & onyeukwu, 2019; wibowo et al., 2024). materials and methods the research employed a quantitative approach suitable for investigating connections between quantifiable measures, including taxation and sustainability indices, in small and medium-sized enterprises (smes). statistical analysis and generalization of results within the examined population become possible thanks to quantitative research. while also examining the strength and direction of links between these factors within a single group of respondents, the descriptive-correlational aspect focuses on describing the current state of taxation policies and sustainability initiatives among medium-sized businesses. without drawing causal inferences (causal-comparative design, n.d.; lawrence, 2023), this design facilitates an understanding of how tax factors relate to sustainability outcomes. by contrasting groups with varying taxationrelated features to detect variations in sustainability results, the causal-comparative design builds on the correlational design to find possible cause-effect links. analyzing current circumstances, this design seeks to determine whether taxation impacts sustainability. it compares naturally occurring groups to determine whether taxation differs with sustainability performance (costelo, 2023; lawrence, 2023; oppenheimer, n.d.; yilmaz, 2023), thus excluding the potential for variable manipulation. when experimental manipulation is not possible or ethical, the causal-comparative technique offers preliminary evidence of causal connections. the cross-sectional survey provides the empirical basis for analysis, while the quantitative, descriptive-correlational design identifies relationships between variables. the causal-comparative design examines possible causal impacts through group comparisons, and sem enables the complex modeling of these interactions. for studying intricate economic and organizational phenomena, this integrated method aligns with best practices in social science research (causal-comparative design, n.d.; costelo, 2023; issah & rodrigues, 2021; lawrence, 2023; rahman, 2022). the survey questions used in this research were sourced from various credible sources to ensure their relevance and validity. part i compiles important financial and demographic data to create a profile of medium-sized enterprises; part ii examines respondents’ attitudes and behavior toward tax responsibilities by looking at perceived taxation compliance; part iii assesses sustainability growth indicators, thereby evaluating factors affecting the long-term development and performance of the companies. this entire architecture enables us to carefully analyze how corporate characteristics, perceptions of tax compliance, and outcomes of sustainable growth interact. four parts make up the profile of medium enterprises. these items provide a baseline for categorizing respondents by business size and financial capacity, which is essential for examining the effects of taxation and compliance across various business types. the items below are based on commonly used financial indices found in business and economics research. basic metrics for business profiling, often used in studies evaluating firm performance and economic effects, include annual taxes paid, profit, and net cash flow (brigham & ehrhardt, 2016). a common methodology in both governmental statistics, such as those from the philippine statistics authority and the bureau of internal revenue, as well as academic studies, involves categorizing income or financial bracket ranges to ensure data privacy, facilitate research, and enable relevant group comparisons. national company surveys, such as the annual survey of philippine business and industry (aspbi), as well as research on sme financial performance by the world bank’s enterprise surveys, have identified these categories. the perceived taxation compliance assessed using cost recovery and progressive taxation. cost recovery consists of three subscales: cost recovery, profit, and tax. it also measures the impact of progressive taxation on tax administration, tax evasion, and tax avoidance. standard social scientific research uses likert-scale elements to gauge attitudes and perceptions. in terms of taxation, several studies have developed and validated scales to assess perceived compliance, confidence in tax authorities, and readiness to pay taxes (kirchler, 2007; oecd, 2019). many of the assertions in this section are probably drawn from established tax compliance research questionnaires (barham & fox, 2011; kalleitner & bobzein, 2024; lignir, 2009; omwima & masibo, 2024; remali et al., 2020). the items are measured using a four-point likert scale, which enables a sophisticated assessment of attitudes toward tax compliance, capturing the degree of agreement or disagreement that is vital for statistical analysis and understanding the behavioral drivers. the metrics for sustainable development are measured in terms of net cash flow, investment choice, and profitability. the objects in this section are designed to directly link perceived taxation impacts to major business outcomes, thereby offering concrete insights for management and policy based on the assumption that taxation influences financial results and business decisions (musgrave & musgrave, 1989). a well-studied subject in both academic and political literature is the effect of taxation on profitability, investment, and cash flow. many empirical investigations (djankov et al., 2010; lewellen & lewellen, 2014; nasution & sitompul, 2020; nur, 2023; puryandani & putri, 2020; ssendagi et al., 2024; usman et al., 2020) employ comparable questions to determine how tax policies influence business operations, investment behavior, and liquidity. the 4-point likert scale (without a neutral option) used to measure the objects prompts participants to take a clear position, a well-established pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 method in survey research. the reliability statistics of the pilot testing survey questionnaire indicate excellent internal consistency across all sections, as evidenced by the high cronbach’s alpha scores. part ii, comprising 30 items, achieved a cronbach’s alpha of .972, while part iii, with 15 items, recorded a score of .937. the overall reliability for the entire 45-item questionnaire was .980. since all values exceed the commonly accepted threshold of .70, these results suggest that the survey items are highly reliable and consistently measure their intended constructs. results and discussion an exploratory analysis was conducted on a sample of 172 medium-sized enterprises in santiago city that have been operating for at least five years. the effect of the basic dimensions of tax compliance, namely, (1) revenue allocation and (2) progressive taxation, and dimensions of sustainability growth indicators, namely, (1) profitability, (2) investment decision, and net cash flows, were analyzed applying descriptive and inferential statistics. tax compliance and sustainability growth indicators medium enterprises generally recognize that progressive taxation encourages legal tax avoidance while discouraging evasion, supported by ethical tax planning and effective compliance controls. however, mixed responses reveal areas for improvement, especially regarding the unacceptability of tax evasion and the clarity and burden of tax administration. these findings offer valuable insights for policymakers and tax authorities seeking to enhance compliance frameworks and support medium-sized enterprises in meeting their tax obligations effectively. the perceived tax compliance of medium enterprises is influenced by a complex interplay of internal and external factors, impacting both business sustainability and government revenue (febrayanto et al., 2025). while medium-sized enterprises typically exhibit higher compliance rates than smaller firms, they face significant challenges due to the complexity and administrative burden of tax systems (wibowo et al., 2024; mendoza, 2014; participation exemption of corporation taxbdo, n.d.). high variability in tax liabilities and financial outcomes among these firms suggests many struggle to consistently fulfill tax obligations amid intricate filing requirements and multiple tax types (mirrar et al., 2024; vigonte et al., 2024). this complexity increases compliance costs and diverts resources from productive investment, potentially hindering growth (mhango & nayagam, 2024; ehis et al., 2022). moreover, perceptions of fairness, tax knowledge, and trust in tax authorities significantly influence compliance behavior; equitable, transparent tax systems, coupled with education and support, improve compliance rates (mihailă et al., 2024; bishagazi & giesi, 2022; chiyangwa et al., 2025). conversely, high tax rates and administrative inefficiencies may reduce compliance, especially for less profitable firms (ehis et al., 2022; malatji et al., 2021). therefore, simplifying tax procedures, enhancing taxpayer education, and fostering institutional trust are essential policy interventions to improve compliance and support enterprise growth and public revenue (tabet & onyeukwu, 2019; mhango & nayagam, 2024; simiyu, 2024). medium enterprises collectively perceive taxation as a significant barrier to their sustainability and growth, negatively affecting profitability, investment decisions, and net cash flow, thereby limiting their capacity to innovate, expand, and meet financial commitments. this consensus is reflected in mean agreement scores consistently above neutral, with low to moderate variability among respondents. such perceptions align with research showing that high tax rates and complex tax systems increase operational costs, reduce profitability, and constrain financial flexibility necessary for innovation and growth (ehis et al., 2022; malatji et al., 2021; feya et al., 2025). the belief that taxes limit investments in new equipment, technology, and market expansion is supported by empirical evidence indicating that tax burdens can stifle reinvestment and delay business development (ehis et al., 2022; frein et al., 2021). additionally, the strong agreement that taxation reduces operational cash and working capital corresponds with findings from emerging economies, where high and complex tax obligations restrict liquidity and hinder medium enterprises’ ability to meet financial commitments and fund capital projects (feya et al., 2025; ehis et al., 2022). these critical implications highlight the urgent need for policy reforms aimed at simplifying tax procedures, providing targeted incentives, and aligning tax burdens with the financial realities of medium enterprises to foster sustainable growth and resilience in this vital sector (mhango & nayagam, 2024; lazari & vieru, 2023; tabet & onyeukwu, 2019). tax compliance dimensions the simple linear regression analysis reveals a statistically significant positive relationship between revenue allocation and tax compliance, with a coefficient of 0.997 indicating a near one-to-one correlation between progressive taxation and compliance. this finding aligns with existing literature, which emphasizes that taxpayers’ willingness to comply increases when they perceive that tax revenues are allocated effectively toward visible public goods and services (mihailă et al., 2024; tabet & onyeukwu, 2019). trust in the tax system is bolstered by investments in infrastructure, welfare, and business-friendly initiatives, which enhance compliance rates (bishagazi & giesi, 2022). medium-sized enterprises (mes) are particularly responsive to the fairness and transparency of revenue allocation, as they often advocate for public infrastructure that benefits their operations, thereby fostering a more favorable business climate and higher compliance (tans, 2020). furthermore, progressive taxation represents 67.3% of the variance in business sustainability; increases in profitability have a positive impact on sustainability outcomes. this highlights the significance of carefully pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 crafted tax regulations that align with taxpayers’ ability to pay, in promoting financial equity (lazari & vieru, 2023). tailored reforms, such as reduced rates and simplified schemes for medium-sized enterprises, improve compliance and promote sustainable growth (mhango & nayagam, 2024). the broader implications of tax policy extend beyond compliance to influence profitability, investment capacity, and long-term sustainability (afuberoh, 2014; ehis et al., 2022). policymakers are encouraged to prioritize transparent, equitable revenue allocation and institutional support—including taxpayer education and digital engagement—to build trust and enhance compliance, particularly among medium enterprises (tabet & onyeukwu, 2019; mihailă et al., 2024; simiyu, 2024; akims, 2023; tans, 2020; twamzihirwa & mwesiga, 2024). dimensions of sustainability growth indicators the regression analysis reveals that profitability, investment decisions, and net cash flow have a significant and positive influence on sustainability in medium-sized enterprises (mes), accounting for 75.6%, 76.5%, and 84.7% of the variance, respectively. specifically, each unit increase in investment decision and net cash flow corresponds to increases of 0.756 and 0.847 units in sustainability, highlighting net cash flow as the strongest predictor. this aligns with research emphasizing that profitability serves as a crucial driver of sustainability, thereby offering the necessary resources for reinvestment and strength (tabet & onyeukwu, 2019; afuberoh, 2014). favorable taxation policies that reduce compliance costs and administrative burdens enhance profitability and growth (mhango & nayagam, 2024; ehis et al., 2022), whereas high tax rates and complexity hinder profitability and expansion, especially in emerging economies (feya et al., 2025; malatji et al., 2021). investment decisions depend heavily on capital availability and a predictable business environment, with tax incentives and simplified procedures fostering reinvestment and competitiveness (ehis et al., 2022; the impact of fiscal policies, 2022). conversely, unpredictable tax liabilities reduce liquidity and delay growth (ehis et al., 2022; erosa & gonzález, 2019). net cash flow serves as a direct measure of sustainability, enabling firms to meet obligations and invest despite revenue fluctuations (feya et al., 2025; ehis et al., 2022). complex tax obligations threaten cash flow, but reforms that reduce bureaucracy enhance liquidity (malatji et al., 2021; sato et al., 2021). to promote sustainability, taxation policies should prioritize profitability, investment support, and cash flow protection through reduced rates, simplified compliance, and targeted incentives (mhango & nayagam, 2024; edori & des-wosu, 2024). institutional support, including taxpayer education and digital platforms, further reduces burdens, enabling mes to focus on financial management and strategic investments within a stable tax environment (simiyu, 2024; twamzihirwa & mwesiga, 2024; bhalla et al., 2022; malabanan et al., 2024). causal effect of tax compliance on sustainability the results of the causal relationships between tax compliance and sustainability growth indicators, highlighting the effect of the subscales of tax compliance on sustainability growth indicators. the regression result in table 1 indicates that revenue allocation has a statistically significant positive effect on tax compliance (β =.996, p=.000). the model explains 99.6% of the variance in tax compliance (adjusted r2 =.996, f(1,142) = 39067.95, p=.000). this means that for every unit increase in revenue allocation, tax compliance is expected to increase by .998 units. table 1: anova and regression coefficients for the effect of revenue allocation on tax compliance anova sum of squares df mean square f sig regression 27.757 1 27.757 39067.953 .000 residual .101 142 .001 total 27.858 143 coefficients unstandardized b coefficients std. error standardized coefficients beta sig. 95% confidence interval lower bound upper bound (constant) -.031 .017 -1.875 .063 -.065 .002 revenue allocation 1.009 .005 .998 197.656 .000 .999 1.019 a multivariate general linear model (glm) was employed to investigate the effects of revenue allocation and progressive taxation on three dependent variables: profitability, investment decisions, and net cash flow. the multivariate analysis in table 2 revealed significant main effects for both independent variables. the intercept pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 effect indicates highly significant, large multivariate effects, with pillai’s trace (v) = 0.592, f(3, 48) = 23.237, p < 0.001, partial η² = 0.592, and observed power = 1.000. this confirms that the dependent variables have significant non-zero means when predictors are at reference levels. revenue allocation had a significant multivariate effect on the combined dependent variables, as indicated by pillai’s trace (v) = .216, f(3, 48) = 4.402, p = .008, partial η² = .216, and an observed power of .846. similarly, progressive taxation showed a significant large multivariate effect, as indicated by pillai’s trace (v) = 0.231, f(3, 48) = 4.819, p = 0.005, partial η² = 0.231, and an observed power of 0.879. the combined predictors explain 59.2% of the combined variance of the outcome variables. while revenue allocation explains 21.6% in the variance, progressive taxation accounted for 23.1%. the effect sizes are substantial (21.6% and 23.1%), indicating that these predictors have a meaningful influence on the outcomes when considered together. the results indicate that both perceptions of revenue allocation and progressive taxation have a significant impact on the combined set of sustainability measures (figure 1). table 2: results of general linear model multivariate tests effect pillai’s trace (v) f hypothesis df error df sig. partial eta squared observed power intercept .592 23.237 3.00 48.00 .000 .592 1.00 revenue allocation .216 4.402 3.00 48.00 .000 .216 .846 progressive taxation .231 8.819 3.00 48.00 .000 .231 .879 analysis of the between-subjects data (table 3) reveals that both progressive taxation and revenue allocation have a significant impact on all three dependent variables. however, progressive taxation has a significantly larger effect than revenue allocation on net cash flow, f(2, 50) = 13.217, p < .001, explaining 20.9% of the variance. similarly, the same effect was observed in the cases of investment decisions, f(2, 50) = 13.217, p < .001, and profitability, f(2, 50) = 5.093, p = .028. progressive taxation accounted for 14.9% and 9.2% of the total tax revenue, respectively. strongest effects are seen on net cash flow and investment decisions (partial eta² ≈ .15–.21). weaker but still significant effects are seen on profitability (partial eta² ≈ .09). figure 1: effects of tax compliance dimensions and sustainability growth indicators table 3: result of the tests of between-subjects effects source dependent variable type iii sum of squares df mean square f sig. partial eta squared observed power revenue allocation net cash flow 2.009 1 2.009 11.639 .001 .189 .917 investment decisions 2.032 1 2.032 8.586 .005 .147 .819 profitability .782 1 .782 4.777 .034 .087 .573 progressive taxation net cash flow 2.282 1 2.282 13.217 .001 .209 .946 investment decisions 2.075 1 2.075 8.767 .005 .149 .827 profitability .834 1 .834 5.093 .028 .092 .600 pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 74-88, 2025 the structural equation modeling study reveals significant causal connections between tax compliance and sustainability growth markers, indicating that the profitability, investment decisions, and net cash flows of medium enterprises are substantially influenced by both revenue allocation and progressive taxation. revenue allocation has a nearly perfect, favorable influence on tax compliance, accounting for 99.6% of the variance in compliance, which highlights the importance of transparent and effective use of public funds in promoting voluntary compliance. furthermore, progressive taxation has a greater influence on net cash flow and investment decisions than on profit, thereby demonstrating how fair tax systems can improve liquidity and reinvestment capacity beyond just immediate profit margins. these findings align with the literature, which emphasizes that trust in institutional fairness—such as perceived equitable revenue use and progressive tax burdens—reduces compliance costs and frees capital for sustainable growth initiatives (mihailă et al., 2024; tabet & onyeukwu, 2019). the model’s high explanatory power further validates that policy interventions prioritizing transparent revenue allocation and progressivity can simultaneously improve tax compliance and financial sustainability, addressing key constraints such as liquidity shortages and inhibited investments identified in medium-sized enterprises (ehis et al., 2022; mhango & nayagam, 2024). conclusion it can be concluded from the results that the evident disparity in income and cash flow suggests that only a limited number of enterprises thrive due to high tax rates, complex regulations, numerous levies that affect their sustainable development, resulting in reduced profitability, restricted investment, and limited cash flow. it is undeniably significant that promoting a favorable tax environment, built on transparent policies, a straightforward taxation system, education, and support made accessible to medium enterprises, would enhance their tax compliance and sustainability. it can be inferred from the causal relationship between tax compliance and measures of sustainable growth that the dimensions of progressive taxation and revenue allocation are significant factors that impact both compliance and the financial health of medium enterprises. the model suggests that the liquidity and reinvestment potential of medium enterprises can be attributed to fair tax laws; hence, a justice-focused policy framework enhances tax compliance and alleviates financial barriers, allowing medium enterprises to thrive steadily. limitations of the study and recommendations for further research the study is limited to medium enterprises within santiago city, and the results may not be generalizable. hence, expanding the sample of medium enterprises from other cities or regions would allow for a comparative analysis of different policy and economic contexts. the effects of taxation 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(2022). impact of environmental tax on corporate sustainable performance: insights from high-tech firms in china. international journal of environmental research and public health, 20. https:// doi.org/10.3390/ijerph20010461. pa ge 1 pa ge 48 american journal of multidisciplinary research and innovation (ajmri) unlocking the black box of financial innovation: a case study of banking institutions in the eastern region of ghana doreen adu1, francis sarkodie-addo1* volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.6067 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 07, 2025 accepted: october 09, 2025 published: november 24, 2025 ghanaian business owners and clients are of the view that the use of innovation, especially technology could influence the growth of financial institutions in ghana, and one of the key focus of the study has been how the use of innovation could serve as a means to ensure business sustainability. interestingly, most qualitative respondents concurred the use of innovation as a means to ensure business sustainability. the study, “unlocking the black box of financial innovation: a case study of banking institutions in the eastern region of ghana” could help identify action plans through existing frameworks to optimize performance among financial institutions in the eastern region of ghana. the study is based on secondary data sources with qualitative research, observing and describing events as they occur, with the goal of capturing all of the richness of everyday behavior. the intricacies of financial innovation remain shrouded in mystery, with limited understanding of its drivers, mechanisms, and risk management strategies, a knowledge gap that hinders policymakers, regulators, and industry stakeholders from optimizing financial innovation’s potentials. the study establishes the following key findings: 1). majority of customers and clients of financial services are of the view that technology influences the growth of institutions in ghana. 2). innovativeness has led to improvement of the financial services and improved payment systems 3). the fear of unknown and lack of awareness creation are the key triggers of resistance to innovativeness in organization. the study provided the following as key recommendations: business leaders should see innovation as the key element to reach customer satisfaction, organizations should focus on products, types of product, stages and features and also pay more attention on the role it plays in realizing competitive advantage, banking institutions should consider speed and simplicity as their priorities, leading to the focus on clients in their operations to ensure they are maintained, financial institutions should have policies that seek to reward innovation ideas at every leve to encourage employees to come up with new ideas all the time, business leaders should forge strategies including stakeholder-engagement, brainstorming and awareness creation, and idea cascaded down to get others behind a change. the study argues that within the context of the rapidly changing operating environment, simplification, stringent risk management, and innovative mindset should be considered as tools for adaptive capabilities. keywords brainstorming, innovation, policymakers, stakeholderengagement, unlocking introduction background of the study financial innovation has transformed many businesses in ghana, particularly the banking landscape. the rapid adoption of digital technologies and innovative financial products have improved financial inclusion, reduced transection costs, and enhanced customer experience, especially speed of delivery and quality of products. agreeing with the position of zhang et al. (2023) who indicates that financial technology (fintech), including peer-to peer (p2p) lending, can enhance financial inclusion by breaking down banking services, directing capital to core functions, and delivering services digitally. in the view of the researchers, this seeks to ensure greater access to funds for the wider population. the researchers in their view argue that peer-to-peer (p2p) lending platforms can enhance financial inclusion by offering an alternative to traditional financial institutions, particularly those in the rural communities with fewer bank branches and urban areas with limited access to fringe banking services. however, the intricacies of financial innovation remain shrouded in mystery, with limited understanding of its drivers, mechanisms, and risk management strategies. this knowledge gap hinders policymakers, regulators, and industry stakeholders from optimizing financial innovation’s potentials. this could mean that financial management firms should have some links in the market economic system to ensure sustainability of these firms. based on the above, bisultanova et al. (2019) argue that the task of every company is the planning and the judicially use of its financial resources in order to improve its creditworthiness and stability in the market. the development of every financial institution which includes banking sector is hinged on innovation and technology, with more granular dimensions on the economies where financial market is not strongly developed, such as african and other underdeveloped world. though performance of financial institutions in africa have not been encouraging enough, it is believed that innovativeness 1 relationship manager, zenith bank ghana, ghana 2 accra institute of technology (ait), ghana * corresponding author’s e-mail: francissar582@gmail.com pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 48-57, 2025 could serve as a strong strategy to improve performance within the african states. this should base on empirical findings which are less ambiguous giving their conditions in the financial markets. with this background, it is clear that banks would play a significant role in the economic development of every country in africa including ghana. defining what economists mean by innovation, the researcher seeks to focus on the two main types of innovation which are “product and process”. the term innovation is seen as the single most important capability for organizations and individuals all over the world. in financial services, the development and applications of modern technologies are steadily transforming the way banks do business and deliver services to their clients. the study “unlocking the black box of financial innovation: a case study of banking institutions in the eastern region of ghana” argues that within the context of the rapidly changing business environment, simplification, stringent risk management, and innovative mindset should be considered as a tool for adaptive capabilities. agreeing with anderson et al. (2014 ) who argue that “an innovative mind-set enables proactive approaches, foster collaboration, and facilitates flexibility, resilience, and agility”. as a powerful tool for adaptive capabilities, it allows individuals and organizations to thrive in a dynamic environment, anticipate challenges, and capitalize on opportunities. research questions the research questions that specifically buttress the main objective are as follow • what are the effects of innovation on the banking sector in ghana? • what are the key forms of resistance to innovativeness in financial institutions in ghana? • what are the key triggers of resistance to innovativeness in financial organizations in ghana? primary objective the study seeks to assess how innovation practices influence performance of the banking sector in ghana using eastern region of ghana as a case study specific objectives the specific objectives of the study include to: • to examine the effects of innovation on banking sector in ghana. • to examine different forms of resistances to innovativeness in financial institution. • to analyze the key triggers of resistance to innovative mind-set in the financial organisations. in furtherance to the above, the study leads to the development of recommendation for policy makers; guidelines to encourage business incubation and acceleration in ghana scope and significant of the study this study covers the eastern region of ghana, targeting banks and other financial institutions such as microfinance, insurance and other smes with research product that seeks to enhance service efficiency. the study suggests that there is lack of innovativeness in financial businesses, which in a nutshell contributes to negative performance of many institutions in ghana. the inefficiency in these institutions negate the reluctances on the part of ghanaians to deposit in banks, exhibited among individuals ghanaians and beyond. the research topic; “unpacking the black box of financial innovation: a comparative study of banking institution in ghana” is critical as the phenomena of lack of innovation in most financial institution has become awkward to the extent that researchers must be encouraged to make conscious effort to resolve it now and beyond. literature review the study hinged on growth mind-set theory developed by dweck c. s., (2006), an important theory that postulates that individual’s ability and intelligence can be developed through dedication, hardworking, and persistence. the theory emphasizes the importance of growth mind-set in fostering innovation, learning, and personal growth among others. the key components of the theory include growth orientation, learning from failure, persistence, feedback and continuous learning. the theory has both strengths and weaknesses that require critical attention. its strength includes resilience, encouragement, fostering of innovation, promoting adaptability, and enhancing motivation. while its weaknesses focus on overemphasis on individual effort, potential for burning, difficulty in measuring progress. by understanding and applying the growth mind-set theory, individuals and policy makers as well as organizations can be effectively and contextually, promoting growth, innovativeness, and development, particularly within the eastern region of ghana. forms of innovation and degree of novelty the following are the forms of innovation that the study concentrated on: product innovation, process innovation; innovation in payment system, innovation effects on the banking sector in europe, innovation effects on the banking sector in asia etc. product innovation brigham and houston (2009) write on the fundamentals of financial management 12th edition. the study explains that an enterprise system such as that of many countries as well as the united states has the primary goal to help managers maximize their firms’ values, subject to constraints such as not polluting the environment, not engaging in unfair labor practices, and not engaging in antitrust activities. discussing the concept of valuation, the study attempts to explain how it depends on future cash flows and risk, and show why value maximization is good for humanity in general. considering the major types of financial markets, the returns that investors have earned and the risks inherent in different types of pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 48-57, 2025 securities. the study emphasizes that such knowledge as well as information in relation to fundamentals of financial management is key for anyone working in finance as well as anyone who has or hopes to own financial assets. brigham and huston focus on the 2008 financial crisis which affected many developed and developing countries. an experience of market meltdown which impacted negatively on stock market and declined stock price by 50%; ripping out trillions of dollars of savings. the percentage of loses had on sick joke, knowns as “401(k) retirement plan becoming 201 (k) plans the impacts includes the return of retirees going back to work, housing construction ceased, and even have prices being plunged by 20% nationwide and by as much as 50% in some part of the country, including the seriousness of ripping out 3 trillions of dollar savings. the situation worsened to extent that even homeowners realized that their mortgage was exceeding the values of their homes; leading to defaults and foreclosures. many banks could not cope with the situation as they were overly burdened with huge loses and bankruptcies, restructuring and massive layout. based on all the above challenges the researcher concludes with two level findings: • the fundamental concepts of finance are unchanged and that all the concepts are applicable. • the problem of 2008 resulted largely because businesses, individuals, and government officials did not pay sufficient attention to the basic principles of finance. it could be agreed that the fundamental concepts of finance are unchanged and that all the concepts are applicable though, the statement holds only when all thing being equal. this is because we live in a dynamic world where conditions and situations cannot be permanent. the dynamics in these social media days are such that solutions that could solve ancient problems may not be appropriate for the today world; siding with corral et al. (2015)’s expression that the obstacles to african agrarian development never stay the same. the assertion buttresses a popular african slogan, which states that “no condition is permanent”. the world dynamism calls for innovations and technology or way to match business situations at all times. process innovation reguia (2006), writes on product innovation and the competitive advantage. the study consider innovation as one of the success features in the economic companies, and should be considered as the key element to reach customer satisfaction and also realize their desires. reguia (2006), defines innovation as a new idea implemented to realize the competitive advantage to the companies, at the time when they have had similar opportunities to present their products with low costs. the researcher through the study highlighted innovation, by focusing on products, types, stages and features and paying more attention on the role innovation plays in realizing competitive advantage. the researcher provides a new or significantly improved production or delivery method for financial institutions. he advocates for the inclusion of significant changes in techniques towards the use of equipment and/or software in the modern business operation; reiterating that world economic environment is characterized by rapid changes in all frameworks, especially the technological sides which become the most important discussion axe that affects the economic based on company’s strategies. for him since our businesses are operated within the internal and external environments, it is therefore necessary for companies to aggressively fit itself in these changes in order to maintain its market place, and to face the aggressive competition in such an open world market. buttressing the position of cenamor et al. (2017) who assert that the transection to innovation-based business models entail a profound shift in how companies deliver value to their customers. the key shortfalls of the study are that; the study fail to indicate methodology used: the disadvantage in relation to the lack of methodology is that the study is not able to help researchers to make effective evaluation of the study’s reliability and gumminess. also the study failed to consider how resistance on innovative mind-sets could negatively impact on financial institution and what resistance triggering factors are available? innovation in payment system bech and hancock (2020) write on innovation in payments. the study explores the rapid evolution of payment systems, driven by technological advancements. the study highlights the importance of innovation in payment systems, while also emphasizes the need to address ongoing challenges related to access and crossborder payment. according to the study, technological advancement has transformed the way individuals and businesses conduct transection, with understanding that innovation in payments have made domestic transactions safer, faster and cheaper, with many systems now operating 24/7 in many countries. buttressing the position of petralia et al. (2019) who argue that technological innovation is helping transforming financial services and products, with evidence that payments have been and continue to be the activity most affected by technological innovation. bech et al. (2020) shows key significant progress includes efficiency and accessibility of financial transactions. beyond these advantages, the researchers were able to explore the key challenges associated to these innovations and technological advancement. the key shortfalls include: the fact that challenges persist, particularly, in cross-border payments and access to payment systems in emerging market and developing economies. innovation effects on the banking sector in europe there have been tens of tools from scientific perspectives to measure innovation and success of enterprises according to mihić et al. (2015). the researcher and pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 48-57, 2025 scientist write on the role of organizational innovation in achieving and maintaining company’s business excellence. the study seeks to analyze the relationship that exists between innovation and business excellence, targeting large manufacturing companies in bosnia and herzegovina, using a tested methodology created by the croatian scholar. according to the paper, in in croatian: “hvatski kvocijent inovativnosti” (hki) is applied to assess the condition and the activities undertaken in order to build innovation capacity, and an assessment of the enterprise innovation level, whereas the methodology of bex index (business excellence index) was used to measure business excellence of an enterprise. the research objective then was to research degree of innovativeness of companies in bosna and herzegovina and gave an answer to the research question as: “are innovation companies achieving excellence?”. they had a result that has been encouraging and stimulating for the managers of those targeted companies with the aim of strengthening their innovation capacity in order to advance on the business excellence ranking scale in europe. the study affirms that innovation level in bosnia and herzegovina was very high based on efforts on companies in the country to improve and their comfort to adopt changes. as the study seeks to analyze the relationship between innovation and business excellence, concentrating on only large manufacturing companies in bosnia and herzegovina, with the use of “tested methodology” created by the croatian scholar, the question here may be; would the test methodology be application in the african and most specifically the ghanaian situation? this is because the writer could not have extensive researched literature that critically evaluated how it could work in other regions such as african. such lack of degree of analysis could not guarantee it adaptation in the situation in ghana. innovation effects on the banking sector in asia lin et al. (2018), writes on the topic known as banking and innovation: a review. the study provides a summary of the major findings based on empirical studies, and examined the effect of banking development on innovation; and subsequently highlighted the relative contributions that could in a nutshell support the understanding of the roles banking sectors play if they determine to make innovation practical. nicholas (2014 ) writes on “did bank distress stifle innovation during the great depression?” the study depended on the negative shocks to the banking system during the great depression in the 1930s, specifically, in us. the study examined the effect of bank distress in relation to corporate innovation, contributing to the understanding of the link between the health of the financial sector and the real economic growth via technological development during the important stage of history. in the findings, the researcher was able to establish that there is a negative relation between bank distress and various dimensions of firm level innovation which is seen to be disproportionately stronger than for r & d firms that has greater external finance dependence and that operate in several distress regions. the challenges associated with the great depression era has been viewed as an exogenous shock to the supply of banking credit for both private and public firms. with this, furthering to that the study’s ability to apply such an empirical study and systematic method for searching and examined the effect of banking development on innovation; and subsequently highlighted the relative contributions that could support the understanding of the roles banking sectors was enormous in its nature. innovation effects on banking sector in australia arnoni et al. (2016) write on future of payments in australia-the future of transaction banking and payments in 2020. reviewing of the pwc of australia’s strategic plan between 2016 and 2020, the document provides information about the future of transaction of the bank, especially how banking and payments activities will make in 2020 and beyond considering issue of disruptions forces across the payments industry. agreeing with pavón (2009): kyne solutions – entrepreneurship and the business plan; the researcher argues that businesses should have a going concern approach that emphasizes on the future of the firm while their gone concern approach focuses on the past and the current situation of the company. rnoni (2016) explains that most of payment that go on in banking sector such as banking offerings are at the center of everyday banking processes and that it constitutes about 25 per cent of all revenue in the australian financial system and are one of the most critical attributes customers look at when choosing financial institutions. according to the paper, in australia, clients increasingly expect speed simplicity and insights from financial service providers in order to do business with them. this means that serious businesses must consider the adaptation of business integration and simplicity with the idea of one-stop-shop approach. this because many clients may consider changing expectation around payments and transaction. to meet these expectations by clients, the pwc banks forge a strategic vision to meet the overchanging customers experience at the heart of their business by the introduction of the figure 2.1. below; which consider the practices today and the required practices for tomorrow. the paper through the above figure 2.1: “today’s banking practices as against future expectation”, establishes that the attitude of customers today is that, they rely on local branches of bank staff for day to day banking and for that matter, they are ready to queue up for a simple interbank transfer. however, the study is of the view that in future, customers would look for ease and convenience approach in how bank staff would perform in their dayto-day payments; solutions accessible anywhere at any time on any device. on business, the paper indicates that there is complexity of dealing with multiple vendors, pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 48-57, 2025 lack of visibility over cash flow leading to difficulty in harnessing full capacity of the business. whiles the future assumption is that clients may expect the efficiency and reliability in payment processes integrated to business such as erp system and analytics to perform better customer management. erp for instance is a technology to foster speedy and efficiency business performance. on bank, the paper establishes that the future focus will be on undifferentiated value proposition; reactive approach to client’s every day banking needs legacy system, and product-focus as approach to meet the future needs of clients. innovation effects on the banking sector in africa nguena (2019) writes on financial innovation in developing countries: the determinants of mobile banking and financial development in africa. the study addresses the question of financial innovation in development countries by focusing on the determinants of mobile banking development in africa. data collected by the researcher, on mobile banking across countries was partially constructed by the author, to which is applied panel data and cross-sectional econometric technics, that helped to investigate the determinants of mobile banking development. statistically, the data was analyzed and revealed that there is a positive link between the different proxies of mobile banking and an indicator of mobile banking development using the principal component analysis technique constructed. highlighting determinants of the student, it mentioned human capital development, credible monetary policy, infrastructure development, remittances facilitation, urbanization and trade openness and the facilitation of access to domestic credit from the banking sector as the four (4) key model used and made a general recommendation to the african governments to pursue good performance in the light of those determinants mentioned above and also ensure the implementation of specific and wellconditioned economic policies. researchers like nguena (2015) and upadhyaya, (2015) argues that mobile phone revolution is at the origin of the changes in the lives of many african countries, and that the technology does not only provide telecommunications, but also provide basic financial services in the form of phone-based money transfer and mobile account and saving system. the study indicates strongly that the substantial penetration rates of mobile telephony and it ability to transform cell phones into pocket banks in africa are enormous opportunities for countries on the continent to increase affordable and cost-effective means of bringing on board a large part of the population that hitherto has been excluded from formal financial services for decades (tchouto, nguena, (2015). agreeing with nguena, (2019) who argues that in sub-saharan africa, 75% of the populates do not have any formal financial services. the transformation has been appealing, not only to banks and micro financial institutions (mfis), but also to financial regulators and governments, as well as development partners who are providing support to ameliorate the lives of africans via sustained growth and poverty reduction policies. the giant amount this innovative service includes mtc africa which is making a lot of subscribers in mobile banking system in many parts of africa. the economist (2008) describes the phenomenon using the following words: “a device that was a yuppie toy not so long ago has now become a potent for economic development in the world’s poorest countries”. innovation effects on the banking sector in ghana domeher et al. (2014), writes on adoption of financial innovation in the ghanaian banking industry. agreeing with the view of abor (2004) who indicates that information and communication technology (icts) are changing the way financial products are assessed by customers in sub-saharan africa. according to domeher, in ghana, technological developments have created new delivery channels for banking products and services, which includes automated teller machines (atms), internet banking and pc and mobile banking and that such innovations have influenced growth which is important in banking business. on traditional banking operations, the study suggests that technologies enable them to serve their clients more cost-effectively; making them more useful to their clientele. “their main concern has been to serve clients more conveniently, while growing their profits and improving their competitiveness” reiterated by the study. one of the unarguable, the most revolutionary electronic innovations seen by the contemporary financial management is the atm, a utility that provides remote services to clients, according to the study by abor, (2004). atm services in banking actually helps increase banks utility to customers. from domeher et al. (2014) point of view, the combined services of the automated and the human teller’s operation of banks in ghana make banks more productive during banking hours and those customers of those banks benefit immensely as a result of shorter queues in banking halls. since atm services offer an alternative to queuing in banks, customers are able to invest such time saved in other productive activities. another innovation introduction that has been mentioned by the researcher is the introduction of the “e-banking”. the e-banking innovations has also shortened queues inside banks halls; minimizing the cases of inconveniences and reduced inefficiencies in banking industry frimpong (2010). acquah (2006), observe that innovation in electronic banking (e-banking) in ghana have helped to improve not only efficiency but also financial intermediation. upon all the assertions above it is clear that the factors that has the capability to influences the adaptation of innovative products and services in the financial sectors are not empirically examined how innovative mind-set could impact positively on performance of contemporary financial management system in ghana. pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 48-57, 2025 resistance and their effects on innovative practices smollan (2011) views resistance as a destructive force that runs against the interest of organizations. fischer et al. (2013) writes on management resistance to innovation. the researchers researched on resistance to innovation by management and establish that such resistance occurs in two ways such as 1). resistance to ideas and their approval and 2) resistance to the implementation of the approved ideas. the study suggests that most often, resistance to ideas may not be detected by the organization because the ideas may be deterred before they have a chance to blossom. whiles resistance to implementation or ineptitude in the management of change will eventually become evident in a low percentage of successful implementations. the study further suggests that the innovation process is inherently positive and we are reluctant to dwell on negative factors. conversely, it was asserted that we have found that the resistance to innovation by managers is a critical barrier. often this barrier obstructs the positive actions of well-meaning and creative members of the organization. such challenge and raises recommendation as solution to them. mcgourty et al. (1996) have been few innovation pioneers who establish that there are four specific behaviors for companies and managers and that these organizations and managers are inquisitive, advocative, collaborative, and goal-oriented. the researchers further found out that innovative companies in their bit to foster these behaviors, use programs and or activities designed to reinforce actions that are inquisitive, advocative, collaborative, and goal-oriented. mcadam et al. (2007) also argue that leadership and vision are also important to managers to cultivate innovation instead of technical competency. they noted that that having leadership support innovation was a driving force behind successful innovation in small and medium-sized enterprises. oke (2004 ) has the view that the lack of effective innovation measure on the part of top-management has the negative effect on the management of innovation. according to him, sometimes getting the support from upper management may also hinder managers trying to foster innovation due to lack of effective innovation measures on their part. the researcher also asserts that another resistant force is “lack of employee acceptance and inadequate awareness creation by senior managers”. on solution to overcome managerial resistance to ideas, the researchers recommend that; 1) managers should be rated on innovation by the value of the ideas that are generated by the people in their departments. 2) create an idea review process that gives constructive criticism to ideas that are not accepted. 3) ideas that involve growth should be supported by appropriate resources to avoid straining the personnel and facilities of the organization. 4) managers who have innovative departments should be rewarded appropriately with salary increases, bonuses, and promotions. 5) create a culture that does not fear failure and rewards reasonable risk taking in the pursuit of innovation. 6) make it clear that innovation is part of everyone’s job. research design and method unlocking the black box of financial innovation: a case study of banking institutions in the eastern region of ghana is a social phenomenon that needs critical attention. specific towns and cities targeted for the study were koforidua, aburi, nsawam/adoagyiri, asamankese, somanya, nkawkaw, oda and kade, using qualitative survey instrument, a total of 28 respondents were targeted. per the 2021 population and housing census general report, eastern region had a total population of 2,925,653 representing 9.48% of the total ghanaian population. while the geographical area of target for the qualitative approaches has a total population of 1,291,004 representing 44% of the total population of the eastern region. sampling method the study employed a purposive sampling technique to selected banking and other financial institutions in the region, focusing on the above towns and cities. the sampling size was determined based on the saturation point, where data collection continued until no new themes emerged. a total of 45 participants were targeted from 15 financial institutions, comprising 5 senior managers, 10 middle managers, 10 supervisors and 20 customers. this specific sampling size is crucial as it seeks to enable accurate estimates, reducing biases, and increasing reliability as the study employs a carefully chosen approach to investigate the phenomenon. data analysis method qualitative data was analyzed, using nvivo 12 software. the analysis involves coding, theme identification, and pattern recognition. the coding process involved an inclusive approach, where codes emerged from the data. two researchers independently coded the data to ensure inter-coder reliability, and any discrepancies were resolved through consensus. because the writers have the view that the method is one of the simplest way of conducting research that involves a deep dive and thorough understanding of the data collected. the approach helps the collection of data from secondary source, targeting published documents, reports, journals, the internet, magazines, newspapers, and other relevant documents related to the research topic. the writer has the assumption that the data collected would be holistic, rich, and nuanced with findings that were emerged through careful analysis statement of ethics by ensuring accuracy and correctness, the authors demonstrate their commitment to excellence, integrity, and respect for their readers. the writers therefore recognize that it is crucial for several reasons, which pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 48-57, 2025 includes: credibility, reliability, integrity, respect for readers, and authority of the research paper, discussion of key findings innovation is recognized as an indispensable element for companies, not only at the micro level for realizing sustainable competitive advantage but macro level as well. the study sought to find answers to the key penetrating questions believed to help solve certain problems in the banking sector. this is relevant to the industry as most often; it faces key challenges that need a “think outside the box” solution. interestingly, the focused on the following five (3) specific objectives to achieve the study’s main goal: 1) examine the effects of innovation on banking sector in ghana 2) examine different forms of resistances to innovative mind-set in financial institution 3) analyze the key triggers of resistance to innovative mind-set in the financial organisations. policy to encourage innovative ideas from staff the study establishes that majority of clients and customers of financial services are of the view that technology could influence the growth of financial institutions in ghana. ghanaian business owners and clients are of the view that the use of innovation, especially technology could influence the growth of financial institutions in ghana, and one of the key focus of the study has been how the use of innovation could serve as a means to ensure business sustainability. interestingly, most qualitative respondents concurred the use of innovation as a means to ensure business sustainability. referring to the data gathered from the survey instrument, there were other number of respondents who views buttresses this notion. refer to the information bellow: “i agree with the use of innovation as a means to ensure business sustainability because innovation is what keeps your business up to date with all the information, resources, current practices and procedures that you need to meet the current needs of your customers. and being able to satisfy the current needs of your customers will ensure the success and continuity of the business”. this finding is in correlation with the position of reguia (2006), whose work has been on “product innovation and the competitive advantage”. he argues that innovation is one of the success features in the economic companies, and according to the researcher, it should be considered as the key element to reach customer satisfaction and also realize their desires. reguia (2006) has the view that innovation as a new idea is implemented to realize the competitive advantage in organizations at the time when they have had similar opportunities to present their products with low costs, highlighting strongly that using innovation, organizations should try to focus on products, types, stages and features and also pay more attention on the role it plays in realizing competitive advantage. some innovations require the use of modern technology and research materials for improvement of visibility of an organization that could enhance customer relation and improve customer trust. for instance, product innovation knowledge especially using technology for banking products such as saving and withdrawal would help financial institutions to meet customers and client speed needs. with the use of technology to enhance performance, reguia (2006), advocates for the inclusion of changes towards the use of technology such as equipment and/or software in the modern business operation; reiterating that world economic environment is characterized by rapid changes in all frameworks, especially the technological sides which become the most important discussion that affects the economy of every organization. it is believed that such direction will enhance company’s efforts to position itself to maintain market segment, and to face the aggressive competition in an open market. regunia’s position was buttressed by a respondent in the qualitative research instrument who states: “the use of innovation ensures business sustainability through digitization. this is because we are in a technological era where there is a rampant change in the way things are done. being in a competitive environment and staying in business requires the adoption of an innovativeness, a mind-set that suits the times”. another respondent also shared the view that “use of innovation ensures speed and cost reduction as it is clear that automation work takes few times than manual. it is therefore clear that, integrating innovation with technology could go a long way to enhance performance in financial institutions if business managers pay much attention to it. effects of innovation on banking sectors in ghana this objective seeks to examine the level of innovation effects on the banking sector in ghana, using the research question “what is the level of innovation effect on the financial sector in ghana? data gathered from the qualitative survey instrument administered has been relevant enough to translate the objective for the study: • “innovation has led to the financial industry developing new products and also improved payment systems which has led to improved customer experience” • “in recent years the effect of innovation on the financial sector in ghana has been very great. it is rated very high”. this agrees with the position of lin et al. (2018), who tackled the topic on “banking and innovation: a review”. the researcher gives a strong argument that there should be a strong relationship between banking development and innovation in order to experience some level of effects which requires extension of the scope of analysis to more rough dimensions of innovation and how to support the asian economies which are believed to have the financial market known to be less developed. the researcher further argues that when the stock market pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 48-57, 2025 is relatively less developed, as in most asian economies, banks play a significant role in financing and promoting innovation. resistance to innovation in financial institutions in ghana the objective sought to examine the extent of resistance to innovation in the financial institutions in ghana. fischer et al. (2013) writes on management resistance to innovation. the study provides a strong base to this study, focusing on resistance to innovation by management. the study establishes that resistance occurs in two ways such as 1). resistance to ideas and their approval and 2) resistance to the implementation of the approved ideas. the researchers suggest that the innovation process is characteristically positive and that in most cases, management seem to be reluctant to settle on negative factors. conversely, it is commonly accepted account that the resistance to innovation by managers is a critical barrier and that most often such barrier obstructs the positive actions of well-meaning and creative members of the organization. this position correlates with the finding that “resistance against changes, could result in negative effects on staff who have innovative mindset in the institution” in this case, business leaders should ensure that there is a clear acceptance by staff through awareness creation and business-wide participation in change management processes to ensure ownership and collaboration. another important researcher on innovation is mcgourty et al. (1996) also are of the view that there are four specific behaviors for companies and managers and according to the researchers, these kind of organizations and their managers are inquisitive, advocative, collaborative, and goal-oriented. the researchers further found out that innovative companies in their bit to foster good behaviors, use programs or activities designed to reinforce actions that are inquisitive, advocative, collaborative, and goal-oriented. according to the researcher, sometimes getting the support from upper management may also hinder managers who try to foster innovation due to lack of effective innovation measures on their part, lack of employee acceptance. assessing the key triggers of resistance to innovativeness in financial organizations in ghana the fear of the unknown, lack of awareness creation and lack of political will had been considered as the key triggers of resistance to innovativeness in financial organizations in ghana. the view of respondents indicates that employees have the assumption that they could lose their jobs as technological advancements may lead to the fear of the unknown, lack of awareness creation and lack of political will. the objective sought to establish the key triggers of resistance to innovation in contemporary financial institutions in ghana. putting all these factors under serious scrutiny, the data shows clearly that a significant proportion of the respondents believe that the fear of unknown is a key reason why individual staff members would resist an innovative mindset. referring to the data gathered from the qualitative survey instrument, the following two key findings were established to support the quantitative data founded: • the fear of the unknown. in their view they could lose their jobs as technological advancements may lead to less human intervention at the workplace and, • lack of involvement, lack of awareness creation, and lack of political wills. conclusion in conclusion, this research seeks to provide valuable shrewdness into the complex processes in finding answers to the key penetrating questions believed to help solve certain problems in the banking sector, as the industry faces key challenges that need a “think outside the box” solution. the study focuses on the following three research questions derived from the specific research objectives: what are the effects of innovation on the banking sector in ghana? what are the key forms of resistance to innovativeness in financial institutions in ghana? and what are the key triggers of resistance to innovativeness in financial organizations in ghana to achieve the study’s main goal? the study establishes the following key findings: majority of customers and clients of financial services are of the view that technology influences the growth of institutions in ghana, innovativeness has led to improvement of the financial services and improved payment systems, the fear of unknown and lack of awareness creation are the key triggers of resistance to innovativeness in organization, with recommendations such as: business leaders to consider innovation as the key element to reach customer satisfaction, organizations focusing on products, and pay more attention on the role it plays in realizing competitive advantage. the development of every financial institution is hinged on innovation and technology, with more granular dimensions on the kind of economy where financial market is not strongly developed, especially, african and other developing world. performance of financial institutions in eastern region of ghana, and other part of the country, have not been encouraging enough, for lack of innovativeness. this requires strategy that seeks to improve performance within these region, given their conditions in the financial markets. with this background, it is clear that banks can play a significant role in the economic development as there is stringent efforts to create strategic directions such as the adoption of digital technologies that has the ability to ensure innovativeness, financial products that will improve financial inclusion, aimed at reducing transection costs, based on speed of delivery and quality of products. and enhanced customer experience. the study seeks to contribute significantly to the understanding of financial innovation in ghana’s banking sector with focus on the eastern region of ghana. pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 48-57, 2025 the findings highlight the critical role of technology adoption, risk management, and strategic leadership in driving financial innovation. policymakers and regulators can leverage these insights to craft policies promoting financial inclusion, stability, and competitiveness. banking institutions can adopt best practices in innovation management, technology integration, and risk mitigations. the research contributes immensely to both conceptual frameworks and practical tools to ensure necessary evaluation in the subject of financial management. recommendations based on the findings from the study, the following recommendations were formulated: • business leaders in financial/banking sector should engage in policy development that seeks to encourage innovative ideas from staff; especially the use of technology which is believed to influence growth and increase speed of service aim at enhancing customers’ experience. • business leaders should see innovation as the key element to reach customer satisfaction, this is because innovation as a new idea are implemented to harness competitive advantage. • banking institutions should consider speed and simplicity as their priorities, leading to the focus on clients in their operations to ensure they are maintained. • financial institutions should have policies that seek to reward innovation ideas at every level. this will encourage employees to come up with new ideas all the time. this strategic focus will help institutions to introduce new products, enhanced payment systems and improved customer service. • business leaders should forge strategies including stakeholder-engagement, brainstorming and awareness creation, and idea cascaded down to get others behind a change. references abor, j. 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(2023). digital finance and financial literacy: evidence from chinese households. journal of banking & finance, 156, 107005. pa ge 1 pa ge 25 american journal of multidisciplinary research and innovation (ajmri) relationship between school principal’s leadership behavior and teacher’s job satisfaction in secondary schools in puntland, somalia hassan ali mohamed1, hassan abdillahi duale2* volume 4 issue 1, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i1.4075 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 23, 2024 accepted: december 27, 2024 published: january 21, 2025 this study explored the association between school principal’s leadership behaviour and teacher’s job satisfaction in secondary schools in the puntland, somalia. a quantitative approach with a correlational design was employed. the target population comprised 14 governmental secondary schools, and a sample of 12 schools was selected. out of 240 teachers, 140 (70 from each region) were chosen through census and proportional stratified sampling techniques. two questionnaires were used: a self-developed effective leadership behaviour questionnaire for principals and the minnesota satisfaction questionnaire for teachers. using descriptive and inferential statistics like pearson’s correlation coefficient, two independent t-tests, and one-way anova, the data were analysed using spss. the findings revealed that change-oriented leadership behaviour was the most dominant (m = 4.0, sd = .85). overall, principals displayed a moderate level of effective leadership (m = 3.20, sd = .80), and schools showed no significant differences in this regard (f(11, 140) = 0.145, p = 0.99). teacher’s job satisfaction was also moderate (m = 3.20, sd = 0.86), with individual variations. teachers’ job satisfaction and principal’s leadership behavior had a weak but positive and significant connection (r = 0.196, p = 0.020). principals were found to practice taskand change-oriented leadership more frequently than relation-oriented leadership. the study recommends that principals improve their relation-oriented leadership to enhance teachers’ job satisfaction. implications and future research directions are discussed. keywords bari, employee satisfaction, principal-teacher relationship, puntland education system, sanaag, school leadership introduction since the 1960s and 1970s, school leadership in education has been a popular subject for research (bass, 1990; sezer, & uzun, 2023). this study strand has been led by the awareness of the importance of leadership for school results. the rationale behind this is that research has shown that proficient educational leadership can facilitate the smooth execution of instructional activities, foster staff cohesion, and improve student performance (mazurkiewicz, 2021; nadeem, 2024; larsson & löwstedt, 2023; marshall & clark, 2023. numerous academics have examined the impact of leadership styles on school personnel since leadership styles are a popular area of study in the field of school administration. the research on school leadership in this regard concentrated on the following areas: distributive leadership (mifsud, 2023); authentic leadership (long et al., 2024; zhang et al., 2024); transformational leadership (kılınç et al., 2024); interactional leadership (jumaiyah et al., 2021; ranta et al., 2023); effective leadership (berkovich & bogler, 2021); instructional leadership (shaked, 2024). when school principals show such effective leadership behaviors (trc), teachers will find a suitable work environment and become more satisfied with their jobs (taliadorou & pashiardis, 2015; hassan & berkovich, 2024; özek & büyükgöze, 2023). according to rowland (2008) effective school leadership behaviour involves higher competency, appreciation to teachers, effective communication, support and allowing teachers to take part in the process of decision making found to be building teacher’s moral and positive attitude toward their job. since teachers are the heart of the system; education mission seems to be dependent on the way teachers feel about their work and how satisfied they are. therefore, it isn’t surprising if researchers suggest; schools must give more attention to increasing teacher’s job satisfaction (hidayat et al., 2023). the findings of several studies (febriantina et al., 2020; berkovich & bogler, 2021; eğriboyun, 2015; sothinathan et al., 2024; adams & adigun, 2024) provided evidence for considering leader behaviour as a highly strong predictor of in determining teacher’s job satisfaction. in such studies, school principals‟ behaviour’s task and relation oriented were consistently associated with teachers‟ job satisfaction. results of other studies also pointed the existence of a positively significant relationship between principal’s leadership behaviour and job satisfaction of teachers (maqbool et al., 2024; mazurkiewicz, 2021; sabri, 2021; özek & büyükgöze, 2023; sayadi, 2016; tas, 2017; haxhihyseni et al., 2023). sometimes a modest quantity of a particular behaviour is ideal, and too much of it can be just as ineffective as too little of it. for instance, too much monitoring and clarification can stifle creativity and initiative, while too much empowerment for individual subordinates can lead to quality issues and a lack of coordination (arlinghaus 1 faculty of education, somali national university, badhan, somalia 2 faculty of business mangement, east africa university, bosaso, somalia * corresponding author’s e-mail: hassanduaalle@gmail.com pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 & johnston, 2018). how frequently a school principal shows these effective behaviours can influence teacher’s job satisfaction (tas, 2017). the principal must strike a balance between the tasks being completed (task-oriented), the teachers’ individual needs (relation-oriented), and the need to adjust to changing circumstances (changeoriented). put another way, it is essential to have workers who are focused on the important responsibilities of their jobs, who are at ease with themselves, and who can adjust to any adjustments that are made. the principal’s leadership practices establish the school atmosphere, which can either help or hurt teachers’ job happiness (sancar, 2013). similarly, schools with happy instructors are probably more productive than those with dissatisfied teachers in terms of efficient instruction and the resulting high academic achievement. organisational leaders can influence employee work satisfaction by implementing task-, relationship-, and change-oriented leadership behaviours. employee attitudes towards their jobs and the company where they work are referred to as employee job satisfaction (holbert et al., 2021). according to mehmeti, spahi, and elgün (2023), job satisfaction is a worker’s assessment of their position and workplace. without a question, when their leaders see teachers as the professionals they believe they are, they will be more satisfied with their jobs and have stronger morale (james & david, 2020). a person’s attitudes towards their work, related factors, and life in general all contribute to their level of job satisfaction (sharif et al., 2021). therefore, a good attitude towards one’s work and personal life is a sign of job satisfaction. there is proof that the principal’s leadership style has an impact on how satisfied teachers are with their jobs (haxhihyseni et al., 2023). even though the relationship between principals and teachers’ job satisfaction has been well researched, northern puntland’s specific situation is somewhat unique, so we need to find out more about it to be able to address it properly. the social and political environment, that came into being after the government lost its ability to control the whole country in 1991, has caused schools to function in a decentralized and almost privatized educational system. in connection with this are also economic and security challenges the region experiences, which also have a direct impact on the behaviours of leadership and the working atmosphere for teachers (hassan, 2013). principals are working in puntland in two ethical difficulties, one is that resources are very limited, but they have to keep the school in operation and the other one is the expectations that the community and the school put on them. apart from the strategic part, the socio-cultures also play a role in the effectiveness of leadership categories such as respect for authority and the preference for community-oriented decisionmaking, that are the causes of the styles of leadership. therefore, the evaluation of task-oriented, relationoriented, and change-oriented leadership behaviours in this context becomes particularly relevant. improving teacher job satisfaction and education quality in puntland is augmented by the understanding these regional factors interacting with leadership behaviours that very crucial insight (hussein, 2015). the study aims to investigate the correlation between school principal’s leadership behaviours—specifically task-oriented, relation-oriented, and change-oriented— and teachers’ job satisfaction in secondary schools of puntland. this area has not been adequately explored in previous research, particularly concerning changeoriented leadership behaviours. understanding this relationship is vital for improving teacher satisfaction and educational quality in the region. literature review scholars have studied leadership in great detail, and they acknowledge that it is a complicated phenomenon (hallinger & chen, 2015; piwowar-sulej & iqbal, 2023). the ambiguity surrounding its description among academics is the source of this intricacy (bass, 1990; singh et al., 2023). according to jumaiyah, suarman, & kartikowati (2021), social interactions mould leadership, which can then be explained via a variety of prisms, including personal characteristics, leadership behaviours, interaction dynamics, role relationships, and the influence it has on followers and organisational culture (alston, alston & mueller, 2021). according to singh et al. (2023), leadership is a collaborative process that encompasses common objectives and the capacity to sway subordinates. research on leadership frequently describes it as a dynamic process since it is difficult to analyse leadership in its entirety and because different people with leadership characteristics exhibit different traits or behaviours (saleemad et al., 2022; bass, 1990). the growth of several leadership styles, including distributive, ethical, transformational, interactional, servant, and genuine leadership, may be ascribed to the complexity of leadership. clarifying this complexity can be achieved by defining these different leadership kinds. as per bass (1990), transformational leaders are characterised by their ability to motivate and stimulate intellectual growth in the group, as well as by inspiring them with a common vision and objective. in order to enhance academic achievement, administrators known as instructional leaders create educational programs for schools and foster healthy connections amongst stakeholders (anderson ii et al., 2020). according to ranta et al. (2023), distributed leadership places a strong emphasis on encouraging cooperation among members of professional learning communities and include them in decision-making processes. selflessness and a lack of expectation of recompense from their followers are traits of servant leaders (wrońska, 2023). according to anderson ii et al. (2020), interactional leadership is centred on leaders attending to the needs and expectations of their followers in return for the followers complying with the leader’s requests. according to cullen (2022), ethical leadership pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 pertains to the human qualities of a leader that direct interpersonal connections, provide required guidelines, and entail transparent communication and decisionsharing with staff members. lastly, according to malloy, yukhymenko-lescroart and kavussanu (2023), genuine leadership is a style of leadership that emphasises “selfknowledge and self-awareness” in open and honest connections with followers. the several leadership philosophies presented in the literature make clear that each one emphasises unique characteristics unique to the individual. theories of organisation and administration have served as the foundation for investigations on teachers’ work satisfaction in educational research (mo & morris, 2024; baroudi et al., 2022). numerous researchers associate job happiness with herzberg’s “dual-factor theory,” which makes a distinction between “hygiene factors” and highlevel “motivating factors.” inherent components of the work, such as accomplishment, acknowledgement, accountability, and the generation of chances, serve as motivating incentives. conversely, hygiene elements are external variables that include things like policies, pay, working environment, supervision, and interpersonal connections (berkovich & bogler, 2021). according to mo & morris (2024), teachers’ job satisfaction is positively impacted by promotion chances, professional autonomy, and interactions with students and colleagues, but it is negatively impacted by factors like poor salary, difficult working circumstances, and few career options. the performance of instructors has a direct bearing on how well students learn and receive instruction in schools. teacher effectiveness is correlated with their dedication to carrying out their responsibilities in accordance with school goals and their level of job satisfaction (polatcan & titrek, 2014). in general, people’s feelings of contentment and enjoyment while performing their duties are referred to as work satisfaction (wanto et al., 2018). specifically, positive emotional reactions to their work or teaching duties are reflected in teachers’ job satisfaction (skaalvik & skaalvik, 2011). many research in the educational sciences have looked into the relationship between work happiness and leadership. it has been demonstrated that a variety of leadership philosophies, including distributive, individual and task-focused, change-centered, servant, ethical, and transformational leadership, affect how satisfied teachers are in their jobs. the majority of research found a strong positive relationship between various leadership philosophies and contentment at work. furthermore, research has indicated that job satisfaction may also be predicted by leadership behaviours (maqbool et al., 2024; mazurkiewicz, 2021; sabri et al., 2023; sayadi, 2016; tas, 2017; haxhihyseni et al., 2023). leading a school entails inspiring employees, carrying out goals, and directing instructors. conversely, job satisfaction is a reflection of how well workers feel about their pay, possibilities for advancement, connections with coworkers, and work environment. job satisfaction can be impacted by a number of variables, including the work environment, demographics, and the leadership style of school officials. nevertheless, there doesn’t seem to be a thorough assessment of research on the connection between puntland teachers’ work happiness and the leadership of school administrators, and the results of previous studies haven’t been fully examined in their entirety. materials and methods research approach this study used a quantitative methodology. numbers are used in quantitative research to describe data. it uses statistics to generate information and extracts data from samples taken from a big population. since survey questions may be employed, entered into spss, and summarised using both descriptive and inferential statistics, the researcher selected the quantitative technique. research design for this study, a quantitative methodology specifically, a correlational research design was employed. a correlation-al study is used to investigate associations between independent and dependent variables (wallwey & kajfez, 2023), and correlations show the relationship between matched scores (millum & sina, 2014). since data may be statistically evaluated to determine whether or not principal leadership behaviour is connected to teachers’ job happiness, a correlational research design is applicable for this study. area of study the area of this study was puntland state, specifically the regions of bari and sanaag. bari and sanaag were selected as case studies due to their familiarity, and both regions were included in the study using various sampling methods. population and sampling techniques of the study all secondary school teachers of the puntland are the population of the study. there are eight secondary schools in bari region and six secondary schools in sanaag region. a total number of 240 teachers are working in these 14 secondary schools. the sample for this study was chosen using a multistage sampling process. the purpose of multistage sampling was to enable relevant comparisons between the two regions while guaranteeing that the sample would be representative of puntland. initially, the study covered both the sanaag and bari areas in order to account for any regional variations in teacher job satisfaction and leadership behaviour. these two areas were chosen for inclusion because it was recognized that they are important centres of education in northern puntland, each having distinct socio-political and economic settings that may affect the research variables. using a census sample approach, all six secondary schools pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 in sanaag were included in the research. this method was employed to ensure that all secondary school teachers in the area would be represented in order to reduce bias and ensure that the study’s conclusions could be applicable to the entire region. propertional stratified sampling was used in the study, and bari has eight secondary schools. this method was employed to guarantee that, with a similar number of instructors in each chosen school, the sample would be identical to that of sanaag. there were two school strata in bari: those with more than thirty instructors and those with fewer than thirty. to keep the teacher sizes in the sanaag schools comparable, the two biggest schools— each with over 30 teachers—were left out. to ensure a balanced comparison and prevent distorted results due to school size disparities, the two largest schools in bari were omitted in order to preserve comparable teacher sizes with schools in sanaag. this methodology facilitated an equitable comparison and guaranteed that variations in school dimensions would not obscure the findings. table 1: sample size and sampling technique name of region number of sec. schools total number of teachers number of selected schools number of selected teachers sampling technique bari 8 170 6 70 proportional stratified sanaag 6 70 6 70 census data collection instrument the independent variable of this study was effective leadership behaviour; task-oriented, relation-oriented and change-oriented categories (trc) were under this variable. listed specific leader behaviours/ that represent each meta-category of effective leadership behaviour (rajbhandari, rajbhandari, & loock, 2016). by using that list, a questioner was developed under close guidance of the advisor. there were forty statements in this questionnaire; 9 statements were measuring task-oriented behaviours, 11 statements were measuring relation-oriented behaviours, 13 statements were measuring change-oriented behaviours while the last 7 statements were intended to measure the outcome of these behaviours. this was used a data gathering tool of perceived principals‟ leadership behaviour. the minnesota satisfaction questionnaire (msq) was used to collect data on teachers’ job satisfaction, which was the study’s dependent variable. this instrument was developed by weiss, dawis, and england (1967), and as the authors had previously permitted use of any academic work, employing it did not require permission from them. the msq, which uses a five-point likert scale, is available in both a long and short form. based on job satisfaction, the msq is a paper-and-pencil inventory that gauges social values and vocational demands. the msq requires participants to read at least at a fifth-grade level and is given in a self-report format (weiss et al., 1967). a five-dimensional instrument for gauging job satisfaction is the msq. the job itself, compensation, opportunities for advancement, supervision, and coworkers are among the items.. the short form of the msq was chosen since it only included 20 questions, making it easier for secondary school teachers to complete. teachers may become overly busy with their jobs and find it difficult to find the time to complete the lengthy version of the msq, which has 100 questions. a five-point likert scale is used in the msq: 1 denotes “very dissatisfied,” 2 “dissatisfied,” 3 “neutral,” 4 “satisfied,” and 5 “very satisfied.” the methodology created by weiss et al. (1967) and the recommended approach that goes along with the msq format were both used in the scoring process. data analysis techniques the statistical package of social science, or spss version 21, was used to examine the data. the data was analysed using a variety of methods. for analysis, descriptive statistics (mean, standard deviation) and inferential statistics (pearson product moment correlation, oneway anova computation and two independent t-test) were used. reliability and validity of study all scales were examined for validity and reliability in this study, even though previous research had validated the questionnaire’s reliability. the cronbach’s alpha was used to confirm the instruments’ dependability. a method for assessing the internal consistency of the average correlation of survey variables and the dependability of a survey instrument is cronbach’s alpha (malkewitz, schwall, meesters, & hardt, 2023; pentang, 2021). as a result, the overall cronbach’s alpha result of the leadership styles’ reliability was higher than 0.70 (taskoriented leadership behaviour = 0.757 with 9 items, relationship-oriented leadership behaviour = 0.789 with 11 items, change-oriented leadership behaviour = 0.730 with 13 items, outcome of effective leadership behaviour = 0.829 with 7 items), and job satisfaction = 0.856 with 20 items used in this study with the aid of the spss program, as indicated in table 2. as a result, the results show that the instruments (questionnaire) employed in this study were deemed credible because the questionnaire’s alpha was greater than 0.70. pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 results and discussion demographic information of the respondents table 3 provides a summary and presentation of the respondents’ organisational characteristics and background data. to make the study analysis more understandable for the readers, it is crucial to describe the traits of the respondents or population samples. in order to categorise and examine the average response rate of respondents based on their gender, age, educational background, and work experience, demographic data is gathered and analysed. according to table 3 presented four demographic variables: gender, age, education level and experience. the table showed that, most of the respondents (n=133, 95%) were male teachers, while the remaining 5% (n=7) of the participants were female teachers. this showed a big gap between males and females to become a secondary school teacher. this can affect the attitude of female students since they don’t have a role modelling female teachers. according to the respondents‟ age, the table showed that 42.9% of the respondents (n=60) were at the age between 36 to 45 years. on the other hand, the table showed that 32.1% of the respondents (n=45) were 26 to 35 years, while 17.9% of the respondents (n=25) were in between 46 years and above, finally only 7.1% of the respondents (n=10) were at the age below 26 years. as far as the respondent’s level of education (qualification) is concerned, the table showed that most of the respondents were bachelor degree (n=100, 71.4%) while on the other hand, the table showed 17.9% of the respondents (n=25) were diploma. finally, the table showed only 10.7% of the respondents (n=15) were master degree. in general, the results of the respondents‟ profile showed that majority of the teachers were male, most of them had enough mature to teach secondary school and their educational level was high, degree and master degree. table 2: reliability of the scale name of the variable cronbach's alpha no of items task oriented leadership behaviour 0.757 9 relation oriented leadership behaviour 0.789 11 change oriented leadership behaviour 0.730 13 outcome of effective leadership behaviour 0.730 7 job satisfaction 0.856 20 table 3: respondents’ characteristics by school demographic variables sanaag region bari region total sc h1 sc h2 sc h3 sc h4 sc h5 sc h 6 sc h7 sc h 8 sc h 9 sc h 10 sc h 11 sc h 12 fr eq pe rc en t gender male 11 12 11 10 12 12 10 12 12 10 9 12 133 95% female 2 1 1 2 1 7 5% total 13 12 11 10 12 12 11 12 13 12 10 12 140 100% age below 26 2 1 2 1 3 1 10 7.1% 26-35 3 2 7 3 5 6 4 4 6 1 1 3 45 32.1% 36-45 5 7 3 5 3 4 6 5 4 7 5 6 60 42.9% 46-55 3 3 3 2 1 3 3 4 3 25 17.9% total 13 12 11 10 12 12 11 12 13 12 10 12 140 100% edu. level diploma 2 1 3 2 1 2 3 2 3 2 3 1 25 17.9% degree 8 9 8 7 10 8 8 9 7 9 6 11 100 71.4% master 3 2 1 1 2 1 3 1 1 15 10.7% other 0 0% total 13 12 11 10 12 12 11 12 13 12 10 12 140 100% experience below5 yrs 2 4 3 4 5 3 4 3 4 3 5 40 28.6% 6-10 yrs 8 5 5 4 7 5 7 7 9 5 4 4 70 50.0% 11-15 yr 3 4 2 3 1 1 1 2 2 1 20 14.3% above15 2 1 1 1 1 1 1 2 10 7.1% total 13 12 11 10 12 12 11 12 13 12 10 12 140 100% pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 descriptive analysis the respondents were asked to rate their awareness, knowledge, attitude, level of agreement, and feelings regarding the effective leadership behaviours used by school principals in order to determine which leadership behaviour description was most commonly used by the principals of the chosen secondary schools. two closed-ended questions were distributed to the respondents. the first comprised forty items designed to assess how well school principals exhibited effective leadership traits. the second questionnaire, on the other hand, consisted of 20 items and was intended to measure instructors’ job satisfaction. a five-point likert scale, with 1 denoting strongly disagree, 2 disagree, 3 neither agree nor disagree, 4 agree, and 5 strongly agree, served as the basis for the leadership conduct questionnaire. additionally, the job satisfaction questionnaire used a five-point likert scale, with 1 denoting “very dissatisfied,” 2 “dissatisfied,” 3 “neutral,” 4 “satisfied,” and 5 “very satisfied.” a measure of central tendency, the mean or average provides a broad overview of the data without needlessly going over each observation in the data set. the sample group’s average level of agreement or satisfaction with the various statements or scales is shown by the mean score of respondents in each dimension. delport von solms and gerber (2024) claim that respondents are more likely to dispute or be unhappy with statements when the mean is lower and more likely to agree or be satisfied with statements when the mean is higher.. by comparison with the mean score of the five-point likert scale survey questionnaire, the statistical values for the items assumed that the mean (m) score up from less than the midpoint 3.0 was considered low average, the mean score from 3.01 to 4.0 was considered moderate, and the mean score 4.01 and above was considered high. in the analysing chapter the six schools in sanaag region were abbreviated as; alnuur= sch1, alfurqaan=sch2 mubaarik=sch3 hingalool=sch4 buraan=sch5 hadaaftimo=sch6. also, the six schools in bari region were abbreviated as; haji salad=sch7, nawaawi=sch8, najah=sch9, raasasayr=sch10 salaahudiin=sch11 and hamdaan=sch12. description of principals’ task oriented leadership behaviour task-oriented behaviours are employed by effective principals to enhance or preserve internal team or school coordination and efficiency. important task-oriented behaviours include assigning tasks, figuring out resource requirements, and coordinating related operations, as well as planning and scheduling activities to make better use of people, resources, information, and equipment. in order to know how frequently secondary school’s principals of puntland practice task-oriented leadership behaviours, nine statements were asked 140 teachers in 12 secondary schools of the puntland, somalia. the highest item being most practiced by principals from among task-oriented behaviour is setting goals and standards (m = 4.20, sd=0.56). also, the least practiced activity from the task-oriented behaviours is assigning work (m = 3.20; sd = 1.15). and the level of principals‟ practice of task-oriented behaviour is at moderate level in this case (m= 3.60; sd= 0.88). this indicated that all principals were practiced task-oriented behaviours frequently. however, the two items which were stated above; the highest and the least items are somewhat interrelated. for example, if a school principal set goals and standards, it is essential to assign different works and activities effectively in order to achieve those goals efficiently. if not, the specified goals will be unreachable ones. the table 4 will be summarized the mean and the standard deviation of all the 9 items of task-oriented leadership behaviours. the table was grouped the respondents answers by their represented schools. similarities and difference between schools on the employment of task oriented leadership behaviour to determine whether there are statistically significant differences in the way principals’ task-oriented leadership behaviour is applied across the studied schools, a null hypothesis might be put out and evaluated with a 95 percent confidence interval. according to the null hypothesis, there is no statistically significant variation in the task-oriented leadership behaviours of principals across all schools. spss was used to do a one-way anova with a post-hoc test. since “simple, or oneway, analysis of variance (anova) is a parametric test of significance used to determine whether scores from two or more groups are significantly different at several probability level,” computing one-way anovas was adequate (wicaksono & korom, 2023). pa ge 31 am. j. multidis. res. innov. 4(1) 25-43, 2025 https://journals.e-palli.com/home/index.php/ajmri table 4: principals’ task oriented leadership behavior by schools our school principals sanaag region bari region sch 1 sch 2 sch 3 sch 4 sch 5 sch 6 sch 7 sch 8 sch 9 sch10 sch 11 sch 12 gran total m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd 1. organizes work activities to improve efficiency 3.8 .72 3.4 .84 3.8 .87 3.2 1.4 3.5 .92 3.1 1.4 3.1 1.4 3.5 .92 3.1 1.4 3.8 .72 3.7 .84 3.8 .87 3.5 1.02 2plans short-term operations 3.8 .67 3.6 .75 3.3 1.2 3.3 1.2 3.4 1.2 3.3 1.2 3.3 1.2 3.4 1.2 3.3 1.2 3.8 .67 3.6 .75 3.3 1.2 3.4 1.03 3assigns work to groups or individuals 3.0 1.1 2.9 1.5 3.7 .77 3.5 .89 2.7 1.8 3.5 .89 3.5 .89 2.7 1.8 3.5 .89 3.0 1.1 2.9 1.5 3.7 .77 3.2 1.15 4clarifies what results are expected for a task 3.5 .90 4.4 .46 3.8 .53 2.8 1.6 3.2 1.3 2.8 1.6 2.8 1.6 3.2 1.3 2.8 1.6 3.5 .90 4.4 .46 3.8 .53 3.4 1.06 5sets specific goals and standards for task performance 3.8 .95 4.1 .59 4.2 .72 4.4 .39 4.5 .33 4.4 .39 4.4 .39 4.5 .33 4.4 .39 3.8 .95 4.1 .59 4.2 .72 4.2 .56 6explains rules, policies, and standard operating procedures 3.8 .87 3.9 .68 3.8 .67 4.1 .62 4,0 .68 4.1 .62 4.1 .62 4,0 .68 4.1 .62 3.8 .87 3.9 .68 3.8 .67 3.3 .69 7directs and coordinate work activities 3.3 1.2 3.8 .85 3.8 1.1 3.9 .77 3.8 .67 3.9 .77 3.9 .77 3.8 .67 3.9 .77 3.3 1.2 3.8 .85 3.8 1.1 3.75 .89 8monitors operations and performance 3.7 .77 3.8 .88 3.0 .90 3.7 .87 3.7 .85 3.7 .87 3.7 .87 3.7 .85 3.7 .87 3.7 .77 3.8 .88 3.0 .90 3.6 .87 9resolves immediate problems that would disrupt the work. 4.2 .53 3.8 .86 3.5 .95 3.7 .86 3.8 .88 3.7 .86 3.7 .86 3.8 .88 3.7 .86 4.2 .53 3.8 .86 3.5 .95 3.7 .82 task oriented behaviors average 3.7 .86 3.6 .73 3.7 .86 3.6 .94 3.5 .96 3.6 .94 3.6 .94 3.6 .96 3.5 .94 3.7 .86 3.6 .73 3.7 .86 3.6 .88 pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 table 5: anova for task oriented task-oriented leadership behaviour sum of squares df mean square f sig. between groups 11.072 11 2.007 .340 .975 within groups 378.671 129 3.958 total 389.743 140 given that the table’s p value is (0.975), which is higher than (0.05), it may be concluded that there is no statistically significant variation in the task-oriented conduct of principals among schools. description of relation oriented leadership behaviours use of effective principles relationship-focused actions to foster dedication to work goals, cooperation and trust between parties, and team or school affiliation. relationship-oriented practices include offering assistance and motivation, demonstrating faith in a teacher’s ability to complete a challenging assignment, developing relationships with teachers through socialisation, acknowledging their efforts and successes, and, where necessary, offering coaching and mentoring. in order to know how frequently secondary school’s principals of puntland employ relation-oriented leadership behaviors, 11 statements were asked 140 teachers in 12 secondary schools of the of puntland, somalia. table 6 was summarized the results in these schools. as we can see the next table the highest item which is most practiced by principals among relation-oriented behaviors is recruiting of competent new members for the school (m = 2.55, sd=1.0). also the least practiced activity from the relation oriented behaviors is keeping people informed about actions affecting them (m = 1.35; sd = 0.53). and the level of principals‟ practice of relation-oriented leadership behavior is at very low level in this case (m = 1.8; sd = 0.69) which indicated that all principals were not efficiently practiced relation oriented behaviors. in other words, it can be said that the secondary school principals of puntland were not considered their teacher’s needs. through the display of the mean score and standard deviation, the mean can be used to assess the effectiveness of the leaders. because the mean score for relationoriented behaviour was below average, it can be inferred that the principals of these schools were not successful leaders in the traditional sense. relation-oriented behaviour outperforms the others, according to bass and riggo (2006). these leaders work hard to support their followers and give careful consideration to the needs and interests of those under their direction. similarities and differences between schools on the application of relation oriented behaviours to check if there is a significant difference in relationoriented leadership behaviour among sampled schools of principals, a null hypothesis can be evaluated at a 95% confidence interval. according to the null hypothesis, principals’ relation-oriented leadership behaviours do not differ statistically significantly across all schools. the results of a one-way anova using the post-hoc test in spss are displayed below. pa ge 33 am. j. multidis. res. innov. 4(1) 25-43, 2025 https://journals.e-palli.com/home/index.php/ajmri table 6: principals’ relation oriented leadership behaviors by schools our school principals sanaag region bari region sch 1 sch 2 sch 3 sch 4 sch 5 sch 6 sch 7 sch 8 sch 9 sch10 sch 11 sch 12 gran total m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd 1. provides support & encouragement to someone in a difficult task 1.8 .56 2.6 .99 1.8 .56 2.6 .99 1.8 .56 2.6 .99 1.8 .56 2.6 .99 1.8 .56 2.6 .99 1.8 .56 2.6 .99 2.2 .77 2. expresses confidence that a person can perform a difficult task 1.4 .50 2.8 1.1 1.7 .63 2.9 1.00 1.4 0.5 2.8 1.1 1.4 .50 2.8 1.1 1.4 .5 2.8 1.1 1.5 .5 2.8 1.1 2.1 .80 3. socializes with people to build relationships 1.4 .50 1.5 .67 1.4 .58 1.5 .67 1.4 .58 1.5 .67 2.3 .49 1.5 .67 1.4 .58 1.5 .67 1.4 .58 1.5 .67 1.5 .62 4. recognizes contributions and accomplishments 1.9 .58 1.4 .73 1.9 .66 1.4 .73 1.5 .6 1.4 .73 1.5 .60 1.4 .73 1.6 .6 1.4 .73 1.5 .6 1.4 .73 1.4 .67 5. provides coaching and mentoring when appropriate 1.5 .61 1.8 .45 1.5 .73 1.8 .45 1.9 .58 1.8 .45 2.8 .61 1.8 .45 1.5 .61 1.8 .45 1.5 .61 1.8 .45 1.7 .54 6. consults with people on decisions affecting them. 1.3 .54 2.7 .55 1.8 .54 2.7 .94 1.8 .57 2.7 .97 1.3 .54 2.7 1 1.3 .54 2.7 1 1.3 .54 2.7 1.0 2.0 .72 7. allows people to determine the best way to do a task 1.3 .52 1.6 .88 1.3 .52 1.6 .88 1.3 .52 1.6 .88 1.3 .52 1.6 .88 1.3 .52 1.6 .88 1.9 .52 1.6 .88 1.5 .70 8. keeps people informed about actions affecting them 1.2 .44 1.5 .62 1.2 .44 1.6 .90 1.2 .44 1.5 .62 1.2 .44 1.5 .62 1.2 .44 1.5 .62 1.2 .44 1.5 .62 1.3 .53 9. helps resolve conflicts in a constructive way 1.4 .52 1.9 .58 1.4 .52 1.9 .58 1.4 .52 1.9 .58 1.4 .52 1.9 .58 1.4 .52 1.9 .58 1.4 .52 1.9 .58 1.6 .55 10. uses symbols, ceremonies, rituals, & stories to build team identity 1.6 .92 1.9 .56 1.6 .91 1.8 .56 1.6 .91 1.8 .56 1.6 .91 1.8 .57 1.6 .91 1.75 .61 1.6 .91 1.8 .56 1.7 .70 11. recruits competent new members for the team or school 2.2 .85 2.9 1.2 2.2 .85 2.9 1.2 2.2 .85 2.9 1.2 2.2 .85 2.9 1.2 2.2 .85 3 1.2 2.2 .85 2.9 1.2 2.5 1.0 average relation oriented behavior 1.5 .66 2.0 .75 1.6 .61 2 .79 1.5 .60 2.1 .65 1.7 .60 2.2 .62 1.4 .71 2 .79 1.5 .68 2. 0.8 1.8 .69 pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 table 7: anova for relation oriented relation-oriented leadership behaviour sum of squares df mean square f sig. between groups 25.222 11 2.185 .145 .999 with in groups 2017.200 129 14.759 total 2042.421 140 as shown in the table above; since p value becomes (0.999), there is no statistical significant difference for the practicing of relation oriented leadership behaviour of all principals of the selected secondary schools. and this is true in this study whenever the p value is greater than (0.05) there is no statistical significance difference. description of change oriented leadership behaviours change-oriented behaviours are used by effective leaders to adjust goals, plans, and procedures while promoting flexibility in response to changing circumstances. in order to know how frequently secondary school’s principals of puntland practice the relation oriented leadership behaviors, 13 statements were asked 140 teachers in 12 secondary schools of the of puntland, somalia. table 8 will be summarized the results in these schools. as we can see the table 8; the highest item which is most practiced by principals among change-oriented leadership behaviors is encouragement and facilitation of collective learning (m = 4.2; sd=0.56). enhancing group learning about efficient procedures and tactics is a significant way that leaders may influence others. learning is a source of gradual gains in productivity and human capital and is crucial for enhancing adaptation to external change. monitoring the external environment to identify opportunities and risks, on the other hand, is the change-oriented leadership behaviour that is least practiced (m = 2.6; sd = 0.80). effective leaders, on the other hand, keep an eye on the outside world to learn about events and trends that call for adjustments. since (m=4.0; sd=0.77), the overall average of the principals’ practice of change-oriented leadership behaviour is at a moderate level in this table.. the key of the table 8 was considered the following ranges: 1 up to 3.0 = low, 3.01 up to 4.0 = moderate, 4.01 up to 5.0 = high. similarities and difference between schools on the application change oriented leadership behaviour to check if there is a significant difference in changeoriented leadership behaviour among sampled schools of principals, a null hypothesis can be evaluated at a 95% confidence interval. according to the null hypothesis, principals’ change-oriented leadership practices across all schools do not differ statistically significantly. the results of a one-way anova with post-hoc testing using spss are displayed below. pa ge 35 am. j. multidis. res. innov. 4(1) 25-43, 2025 https://journals.e-palli.com/home/index.php/ajmri table 8: principals’ change oriented leadership behavior by school our school principals sanaag region bari region sch 1 sch 2 sch 3 sch 4 sch 5 sch 6 sch 7 sch 8 sch 9 sch10 sch 11 sch 12 gran total m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd m sd 3. monitors the external environment to detect threats and opportunities 2.2 .85 3 .76 1.8 .99 2.2 .89 3.4 .62 2.8 .69 2.1 .85 3.0 .76 1.8 .99 2.2 .83 3.4 0.6 2.8 .88 2.6 .80 • interprets events to explain the urgent need for change. 3.2 1.1 4.7 .25 1.9 .88 2.1 .84 2.7 1.4 2 1.1 3.3 .96 4.7 .25 1.9 1.0 2.1 .84 2.7 1.4 2 .89 2.8 .89 • studies competitors and outsiders to get ideas for improvements. 2.6 .77 2.4 .80 3.6 1.2 4.3 .95 3.1 1.4 1.8 .67 2.5 .77 2.4 .8 3.6 1.2 4.3 .95 3.1 1.4 1.8 .89 2.9 .98 • envisions exciting new possibilities for the organization. 3.1 1.4 3.5 .92 3.9 .87 3.8 .72 3.4 0.84 3.8 .73 3.1 1.4 3.5 .92 3.1 1.4 3.8 .72 3.4 0.84 3.8 .67 3.5 .96 • encourages people to view problems or opportunities in a different way. 3.3 1.2 3.4 1.2 3.3 1.2 3.8 .67 3.6 .75 3.3 .45 3.4 1.2 3.4 1.2 3.3 1.2 3.8 .67 3.6 0.75 3.3 1.2 3.5 .97 • develops innovative new strategies linked to core competencies. 3.5 .89 2.7 1.8 3.5 .89 3 1.1 2.9 1.5 3.7 1 3.5 .91 2.7 1.8 3.5 .89 3 1.1 2.9 1.5 3.7 .77 3.2 1.1 • encourages and facilitate innovation and entrepreneurship in the sch 2.8 1.6 3.2 1.3 2.8 1.6 3.5 .89 4.4 .46 3.8 .88 2.9 1.55 3.2 1.3 2.8 1.6 3.5 .9 4.4 .46 3.8 .53 3.4 .89 • encourages and facilitate collective learning in the team or organization. 4.4 .39 4.5 .33 4.4 .39 3.8 .95 4.1 .59 4.2 0.62 4.4 .39 4.5 .43 4.4 .39 3.8 .95 4.1 .59 4.2 .72 4.2 .56 • experiments with new approaches for achieving objectives. 4.1 .62 4.0 .68 4.1 .62 3.8 .87 3.9 .68 3.8 0.58 4.1 .62 4.0 .68 4.1 .62 3.8 .87 3.9 .68 3.8 .67 3.3 .68 • makes symbolic changes that are consistent with a new vision or strategy. 3.9 .77 3.8 .67 3.9 .77 3.3 1.2 3.8 .85 3.8 .56 3.9 .77 3.8 .67 3.9 .77 3.3 1.2 3.8 .85 3.8 1.1 3.4 .84 pa ge 36 am. j. multidis. res. innov. 4(1) 25-43, 2025 https://journals.e-palli.com/home/index.php/ajmri • encourages and facilitate efforts to implement major change. 3.7 .87 3.7 .85 3.7 .87 3.7 .77 3.8 .88 3 1.2 3.7 .87 3.7 .85 3.5 .87 3.7 .77 3.8 .88 3 .90 3.6 .88 • announces and celebrate progress in implementing change. 3.6 .75 3.8 .88 3.7 .80 4.2 .53 3.8 .86 3.5 .89 3.9 .78 3.8 .88 3.7 .86 4.2 .53 3.8 .86 3.5 .95 3.78 .74 • influences outsiders to support change and negotiate 4.3 .39 4.5 .33 4.4 .39 3.8 .95 4.1 .59 4.2 .53 4.3 .39 4.5 .33 4.5 .39 3.8 .95 4.1 .59 4.2 .72 4.1 .79 average of principals’ change oriented behavior 3.4 .90 3.5 .83 3.4 .89 3.6 .87 3.6 .87 3.3 .79 3.4 .88 4.5 .83 3.9 .74 3.5 .88 3.6 .86 3.3 .80 4.0 .77 as shown in the table above; since p value becomes (0.999), there is no statistical significant difference for the practicing of relation oriented leadership behavior of all principals of the selected secondary schools. and this is true in this study whenever the p value is greater than (0.05) there is no statistical significance difference. summary of the effective leadership behaviours by schools task-oriented leadership behaviour (tob), relationship-oriented leadership behaviour (rob), and change-oriented leadership behaviour (cob) are the three metacategories of effective leadership behaviour. in order to learn how principals in 12 secondary schools implement these successful leadership practices, 140 teachers were asked to complete 33 statements. the average of each met category and the total average of all the three dimensions were summarized the table below. the highest met category in principals practiced is change oriented leadership behavior as it has (m=4.0; sd=.84) and this is moderate level. while the least met category in which principals practiced is relation-oriented leadership behavior as it has (m=1.8; sd=.69) which indicate a lower level of practice. and the level of effective leadership behavior that school principals practiced is (m=3.2; sd=.80) which is moderate level. from this result, it can be concluded that change-oriented leadership behavior is relatively dominant behavior that frequently used by the principals of selected secondary schools. description of the outcome of effective leadership behaviours by schools task, relationship, and change-oriented behaviours that are suitable for the current circumstance are identified by effective leaders. the following are the results of each of those. task-oriented behaviours help a team or organisation maintain or increase internal efficiency and coordination. activities are planned and scheduled by effective leaders to maximise the use of people, resources, information, and equipment. they allocate responsibilities, ascertain the need for resources, and plan related operations. relationship-oriented behaviours are employed to foster identification with the team or organisation, mutual trust and cooperation, and dedication to work goals. a wide range of relation-oriented behaviours are employed by effective leaders. they help others, treat them with respect and trust, and acknowledge their efforts and achievements. to increase self-efficacy and follower skills, they offer coaching and mentoring. change-oriented behaviours are used by effective leaders to adjust goals, plans, and procedures while promoting flexibility in response to changing circumstances. successful leaders keep an eye on the outside world to learn about events and trends that call for flexible adjustments. the leaders analyse outside events, draw attention to possibilities and challenges, and connect suggested changes to an appealing, unambiguous vision that aligns with the table 9: anova for change oriented change-oriented leadership behaviour sum of squares df mean square f sig. between groups 25.222 11 2.293 .145 .999 within groups 2017.200 129 15.759 total 2042.421 140 pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 values, principles, and core capabilities of their followers. according to table 11, the highest item in the outcome of effective leadership behavior is coordination of interrelated activities (m=4.2; sd=.58) and its high level. while the least item in the outcome is employing trc behaviors that are appropriate to situations (m=3.3; sd=.99). the total average of all outcomes shows a mean and standard deviation of m=3.75 and sd=.79 which indicate a moderate level of practice. table 10: summary of principals effective leadership behaviors by region and schools average effective leadership behaviors sanaag region bari region both region grand totalsc h 1 sc h 2 sc h 3 sc h 4 sc h 5 sc h 6 sc h 7 sc h 8 sc h 9 sc h 10 sc h 1 1 sc h 1 2 average of principals’ tob ( 9 items) m 3.7 3.6 3.7 3.6 3.5 .60 3 3.6 3.6 3.5 3.7 3.6 3.7 sd .86 .90 .86 .94 .96 .94 .94 .96 .92 .86 .73 .89 .88 average of principals’ rob(11 items) m 1.5 2.0 1.6 2 1.5 2.1 1.7 2.2 1.4 2 1.5 2.3 1.8 sd .66 .75 .61 .79 .60 65 .60 .62 .71 .79 .68 .79 .69 average of principals’cob (13 items) m 3.4 3.5 3.4 3.6 3.6 3.3 3.4 4.5 3.9 3.5 3.6 3.3 4.0 sd .88 .79 .75 .91 .82 .87 .88 .79 .75 .91 .83 .85 .84 average of elb (33 items) m 2.9 3.0 2.9 3.0 2.9 3.80 2.4 3.4 3.0 3.0 2.9 3.1 3.2 sd ..80 .81 .74 .88 .79 .86 .81 .80 .79 .85 .75 .84 .80 similarities and differences between schools on the outcome of effective leadership behaviours to check whether there is a statistically significant difference in principal’s practice outcomes among sampled schools, a null hypothesis was given and evaluated at a 95% confidence interval. according to the null hypothesis, the table 11: outcome of effective leadership behavior our school principal sanaag region bari region both region total sc h 1 sc h 2 sc h 3 sc h 4 sc h 5 sc h 6 sc h 7 sc h 8 sc h 9 sc h 10 sc h 1 1 sc h 1 2 improves internal efficiency, quality and productivity of school m 2.9 3.2 2.8 3.5 4.4 3.8 2.8 3.2 2.8 3.5 4.4 3.8 3.4 sd .97 85 .99 .93 .46 .53 1.6 .93 1.6 .9 .46 .53 .91 coordinate interrelated activities by assigning tasks and determining resources m 4.4 4.5 4.4 3.8 4.1 4.2 4.4 4.5 4.5 3.8 4.1 4.2 4.2 sd .39 .33 .39 .95 .59 .72 .39 .33 .39 .95 .59 .72 .58 builds mutual trust and coorporation m 4.1 4.0 4.1 3.8 3.9 3.8 4.1 4.3 4.1 3.8 3.9 3.8 4.0 sd .62 .68 .62 .87 .68 .67 .62 .68 .62 .87 .68 .67 .68 builds and maintains a network of cooperative relationship m 3.9 3.5 3.9 3.3 3.8 3.7 3.9 4.2 3.9 3.3 3.8 3.8 3.8 sd .77 .67 .77 1.2 .85 .82 .77 .42 .77 1.2 .85 1.1 .88 modifies objectivies, strategies and work processes m 3.7 3.7 3.7 3.7 3.8 3.1 3.7 3.7 3.7 3.7 3.8 3.2 3.7 sd .87 .85 .87 .77 .88 .9 .87 .85 .87 .77 .88 .91 .85 facilitate school adaptation to the external environment m 3.7 3.8 3.6 4.2 3.8 3.5 3.7 3.8 3.7 4.2 3.8 3.5 3.9 sd .86 .88 .86 .53 .86 .95 .86 .89 .86 .53 .83 .95 .71 is highly effective in employing trc behaviors that are appropriate to situation m 4.4 3.5 2.4 3.2 4.1 3.2 2.3 2.5 3.4 2.8 4.1 4.2 sd .35 .33 .39 .95 .59 .72 .39 .32 .89 .95 .59 .72 .99 averages m 3.8 3.9 3.8 3.7 4.0 3.7 3.8 3.9 3.8 3.7 4.0 3.7 3.75 sd .69 0.7 .68 .88 0.7 .75 .78 .58 .79 0.8 .69 .79 .79 pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 results of principals’ effective leadership practices across all schools do not differ statistically significantly. the results of a one-way anova using the post-hoc test in spss are displayed below. as shown in the table 12; since p value becomes (0.975), there is no statistical significant difference for the outcome of effective leadership behavior of all principals of the selected secondary schools. and this is true in this study whenever the p value is greater than (0.05) there is no statistical significance difference. description of teachers’ job satisfaction by schools teacher’s job satisfaction by schools is important factor, since it affects teachers‟ morale, performance and absenteeism. typically, general scientific research techniques like questionnaires are used to determine job satisfaction. the minnesota satisfaction questionnaire is one of the most widely used methods for gauging job satisfaction. this tool evaluates a variety of factors, such as the work itself, compensation, opportunities for advancement, supervision, and coworkers. 20 items measuring these components were used in order to know teacher’s job satisfaction of puntland, somalia. 140 teachers in these regions were the respondents of this questionnaire. as shown in table 13, key of the table could be considered the following ranges: 1 up to 3.0 = low, 3.01 up to 4.0 = moderate, 4.01 up to 5.0 = high. therefore, the highest component is pay as it has (m=4.0; sd=.84) and this is a high level of satisfaction. on the other hand, the least component which has (m=2.4; sd=.96) is promotion of teachers, it is lower level. in other words, teachers were not satisfied the system of promotion in their schools. the average of all components of teacher’s satisfaction showed (m=3.2; sd=.86) which indicates a moderate level of teacher’s satisfaction in all cases. table 12: comparison of outcome of effective leadership behavior outcome of effective leadership behavior sum of squares df mean square f sig. between groups 11.072 11 1.007 .340 .975 with in groups 378.671 129 2.958 total 389.743 140 extent of job satisfaction the degree to which secondary school teachers in puntland, somalia are content with the leadership style being employed by their school’s leaders is displayed in table 14. table 13: teachers’ job satisfaction by schools components of job satisfaction sanaag region bari region both region total sc h 1 sc h 2 sc h 3 sc h 4 sc h 5 sc h 6 sc h 7 sc h 8 sc h 9 sc h 10 sc h 1 1 sc h 1 2 work m 3.2 3.1 3.2 3.0 4.8 3.0 3.0 3.0 3.1 3.2 3.4 3.1 3.3 sd .86 .90 .86 .94 .45 .94 .94 .96 .92 .86 .73 .89 .78 pay m 3.4 3.5 3.4 3.6 4.6 1.3 3.4 4.5 3.9 3.5 3.6 3.3 4.0 sd .88 .79 .75 .91 .42 .87 .88 .79 .75 .91 .83 .85 .84 promote m 1.5 2 1.6 3.2 1.5 2.9 1.7 2.2 3.4 4.1 1.5 3.3 2.4 sd 1.1 .99 1.0 .99 1.1 .95 1.0 .93 .74 .55 1.1 .92 .96 supervisor m 2.9 3.0 2.9 3.0 2.9 3.8 2.4 3.4 3.0 3.0 2.9 3.1 3.2 sd .80 .81 .74 .88 .79 .86 .81 .80 .79 .85 .75 .84 .80 coworkers m 3.7 2.8 2.9 3.9 3.8 2.0 2.5 3.9 3.2 2.9 3.1 3.4 3.2 sd .91 .95 .93 .97 .96 .99 .80 .96 .86 .92 .88 .75 .91 average m 2.9 2.88 2.4 3.3 3.5 2.6 2.6 3,4 3.3 3.3 2.9 3.2 3.2 sd .91 .88 .86 .94 .74 .92 .87 .89 .81 .81 .86 .85 .86 table 14: extent of job satisfaction variable n mean standard deviation teacher’s job satisfaction 140 3.20 0.860 pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 the mean score and standard deviation for overall job satisfaction are displayed by descriptive statistics in the table above. the results show a moderate level, as indicated by the mean and standard deviation (m = 3.2 and sd = 0.86). this indicates that the average of the several factors used to gauge their level of satisfaction was satisfactory to the secondary school teachers in the study. relationship between school principal’s leadership behaviour and teacher’s job satisfaction it is believed that there is positive association between school principal’s leadership behavior and teacher’s job satisfaction. in this study, existence of association between principal’s leadership behavior and teacher’s job satisfaction was examined. this was accomplished by stating and tasting the null hypothesis at a 99 percent confidence interval. according to the null hypothesis, there was no correlation between teachers’ job satisfaction and the leadership style of the principal. according to the alternative hypothesis, teachers’ job happiness and the leadership style of the principal are positively correlated. a 95 percent confidence range was used for the pearson moment correlation coefficient. it was reasonable to calculate the pearson correlation coefficient since it aids in determining the direction and strength of an association (wicaksono & korom, 2023). table (15) shows a substantial positive correlation between effective leadership behaviours and teachers’ job satisfaction (r=0.196; p=0.020). the aforementioned result indicates that change-oriented leadership behaviours have a negative and significant relationship with teachers’ job satisfaction in the studied schools, despite task and relation-oriented leadership behaviours having a relatively higher positive relationship with employees’ job satisfaction. table 15: pearson’s product moment correlation coefficient correlation coefficient task oriented lb relation oriented lb change oriented lb average of effective lb job satisfaction task oriented lb pearson correlation 1 1.000** -.079 .029 -.025 sig. (2-tailed) .000 .354 .376 .773 n 140 140 140 140 140 relation oriented lb pearson correlation 1.000** 1 -.079 .029 -.025 sig. (2-tailed) .000 .354 .376 .773 n 140 140 140 140 140 change oriented lb pearson correlation -.079 -.079 1 .231 -.228** sig. (2-tailed) .354 .354 .120 .007 n 140 140 140 140 140 average of effective lb pearson correlation .029 .029 .231 1 .196 sig. (2-tailed) .376 .376 .120 -.196* .020 n 140 140 140 .020 140 job satisfaction pearson correlation -.025 -.025 -.228** .196 1 sig. (2-tailed) .773 .773 .007 .020 n 140 140 140 140 140 **. correlation is significant at the 0.01 level (2-tailed). table 16: comparison between schools in teachers’ job satisfaction anova job satisfaction sum of squares df mean square f sig. between groups 884.743 11 80.431 1.261 .251 within groups 8162.193 129 63.767 total 9046.936 140 the anova table above indicates that there is no significant difference in instructors’ job satisfaction between the schools, with a p value of 0.251. thus, it may be inferred that the degree of job satisfaction among teachers was roughly the same. comparison between schools in teachers’ job satisfaction pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 25-43, 2025 comparison between regions in teachers’ job satisfaction the independent t-test was used to compare the degree of job satisfaction among instructors in the two areas because there is no difference in job satisfaction between schools. the null hypothesis stated that there is no substantial variation in the job satisfaction of teachers based on their regions, notwithstanding the possibility of regional differences. this was accomplished by stating and tasting the null hypothesis at a 95 percent confidence interval. the 20 msq items are divided into five categories in the table below: work, compensation, promotion, supervisor, and coworker. according to table 17, there is no significant difference in work (0.093), in pay (0.176), in supervision (0.354) and in co-workers (0.109). the only component that showed a difference is in promotion (0.0156) which indicate which indicate teachers in these two regions didn’t get same type of promotion. one of the reasons why these differences exist in promotion can be the strength of administration in these regions. for example, in bari region the government has a much power to affect in teachers‟ promotion, while in sanaag regions there is no strong administration and only the school leaders can make the decision of promotion. conculsion the study found that teachers in secondary schools in northern puntland, somalia, rated principals’ leadership practices as adequate and satisfactory, with teachers generally content in their professions. a positive and significant correlation was identified between teachers’ job satisfaction and principals’ relation-oriented leadership behaviors. teachers’ varied assessments of principals’ leadership styles suggest a realistic perception of leadership effectiveness in these schools. the findings also highlighted that principals predominantly employed task-oriented and change-oriented leadership behaviors, while relation-oriented behaviors were less frequently utilized. this suggests a need to enhance principals’ capacity in relation-oriented leadership to improve teacher satisfaction and performance. the study emphasizes the importance of principals addressing teachers’ needs and employing psychological incentives such as praise and recognition to boost morale and satisfaction. lastly, the research concludes that combining different leadership practices can significantly enhance teachers’ job satisfaction and, in turn, their performance. principals should seek effective combinations of leadership behaviors to align organizational goals with teachers’ aspirations, creating a more fulfilling work environment and improving overall school effectiveness. references alston, e., alston, l., & mueller, b. 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(2024). supporting teacher knowledge sharing in china: the effect of principal authentic leadership, teacher psychological empowerment and interactional justice. educational management administration & leadership, 52(5), 12521270. https://doi.org/10.1177/17411432221120330 pa ge 1 pa ge 24 4 american journal of multidisciplinary research and innovation (ajmri) analyzing consumer purchase intention on products with green packaging among the gen z in iligan city, philippines john oliver m. frias1, shairen l. maghinay1, riashelle anne b. onipig1, albert a. alonzo1*, djannez m. dadole1 oliver daniel j. vicente1, malou r. galla1 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4792 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 15, 2025 accepted: april 23, 2025 published: june 02, 2025 due to high consumption, packaging becomes a significant contributing factor to waste pollution. green packaging is one of the innovative ideas to lessen the negative impact of packaging on the environment. this paper analyzes the influence of attitude, environmental concern, personal norms, and willingness to pay on gen z’s purchase intention of products with green packaging. a quantitative research methodology involving 200 respondents was utilized, with data collected through a 4-point likert scale survey. statistical analysis revealed that all behavior factors significantly and positively influence purchase intention. among these factors, personal norms showed the strongest correlation, emphasizing the choice of moral responsibility. the findings emphasize gen z’s increasing environmental consciousness, which presents opportunities for businesses to align their strategies with sustainability goals by adopting green packaging. this research contributes valuable insights for stakeholders aiming to enhance sustainable practices and consumer engagement. keywords attitude, environmental concern, green packaging, personal norms, purchasing intention, willingness to pay 1 department of accountancy and business management, mindanao state university at naawan, philippines * corresponding author’s e-mail: albert.alonzo@msunaawan.edu.ph introduction people globally are increasingly worried about the planet’s health. due to widespread information access, buyers are now more discerning about their purchases. consequently, companies that develop eco-friendly offerings find fresh opportunities and improve their bottom line. surprisingly, according to bodur and tezer (2019), that greener products improved consumer consumption and the whole product experience. however, as the population has grown throughout time, so has consumption, and as a result, concerns about its detrimental effects on the environment have also grown. the problem of waste that cannot be broken down is significantly worsened by the materials companies use for packaging (grant et al., 2018). in an effort to lessen the ecological footprint of their products, corporations have transitioned to more environmentally sound packaging methods. packages, wrapping, or holders, either temporary or permanent, that serve to secure, maintain, and promote goods (echeveste et al., 2022). to achieve a more sustainable future and mitigate environmental and waste impacts, companies utilize packaging designed to be ecologically sound. these packaging types, which focus on materials that protect people and the environment, are often considered sustainable or eco-friendly (heinrich et al., 2019). a shift in purchasing habits towards eco-conscious packaging is occurring, propelled by the growing recognition of the detrimental environmental impacts of conventional packaging methods. due to these changes, many industries are now facing a heightened requirement for environmentally responsible packaging (sakpal, 2023). according to statista research department (2024), the market for eco-friendly packaging materials, including sustainable glass, plastic, metal, and paper will be be worth around 292.71 billion us dollars in 2024. this sector is predicted to experience considerable growth, arriving at 423.56 billion us dollars by 2029, a result of the world’s growing knowledge and embrace of sustainable packaging options. with the tremendous growth of technology, the influence of globalization, and the obvious effects of environmental degradation, more individuals are becoming more aware of and starting to adhere to the concept of green marketing and practices. thus, organizations must adopt significantly greener practices to safeguard their corporate credibility and profitability. according to a study by feber et al. (2023), 43% of consumers in the united states believed that the environmental impact of packaging is extremely significant, which influences their purchase decisions. in recent years, there’s been a growing focus on environmentally responsible packaging, a key strategy for minimizing ecological harm and satisfying consumers who prefer eco-conscious products. interestingly, according to the study of andruszkiewicz et al. (2023), a greater emphasis on environmentalism is observed within gen z relative to earlier generations. online networking sites have altered the dynamics of business-to-consumer communication concerning both eco-friendly and conventional goods, fostering a more involved and shared shopping experience (singh & sonnenburg, 2012). social media sharing of information has a major positive impact on the intention to make green purchases. for this reason, the dissemination of information via online platforms significantly increases the likelihood of consumers choosing environmentally friendly products (sun & xing, 2022). pa ge 24 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 244-252, 2025 in the philippines, there is a growing trend of consumers becoming informed about environmental problems, and these consumers are searching for brands and products that support sustainability. according to lezoraine (2021), a large portion of filipinos, specifically 75%, intentionally look for companies that provide options which minimize their impact on the environment. moreover, filipinos’ mentality influences their purchasing intentions towards environmentally friendly products (bascos & murad, 2021) thus, businesses have gradually shifted their approaches to greener practices in rendering their products and services recognizing the enormous potential market. furthermore, 80% of filipino gen z strive to reduce their environmental footprint (magkilat, 2022). this means they are more accepting of brands with similar priorities. furthermore, given that gen z makes up 40% of the global consumer population, businesses must pay close attention to their preferences, as these preferences will drive the future goods and services. hence, it is prudent for organizations to include the young consumer base in their sustainable marketing targets (auliandri et al., 2018). due to the increasingly obvious environmental damage of recent times, stakeholders recognize the necessity of sustainable practices, with green packaging emerging as a key competitive advantage for companies. despite existing research on the impact of sustainable packaging on gen z filipinos, studies need to investigate how their attitudes, personal norms, environmental concerns, and willingness to pay influence their likelihood of buying products with eco-friendly packaging. thus, this research aims to investigate the factors on buying behavior. it will focus on purchase intentions, which indicate the likelihood of consumers choosing products with environmentally responsible packaging. understanding how attitudes, personal norms, environmental concerns, and willingness to pay affect these intentions will provide researchers with a more comprehensive view of gen z’s approach to sustainable packaging. literature review theory of planned behavior (tpb) the theory of planned behavior (tpb), developed by psychologist icek ajzen, focuses on understanding consumer behavior and decision-making. ajzen (1991) stated that the primary construct of this theory is behavioral intention, which refers to the motivational factors that influence an individual’s behavior, the more likely they are to carry out behavior. the second construct is the attitude toward the behavior, which refers to how favorable or unfavorable a person feels about a specific behavior. this attitude consists of behavioral beliefs and evaluations of the outcomes associated with the behavior. the third construct is the subjective norm, which represents the social pressure to either perform or refrain from a certain behavior. subjective norms are formed by the combination of normative beliefs and an individual’s motivation to comply. it encompasses both the perceived expectations of others and the significance an individual assigns to those expectations. ajzen and fishbein (1977) in tpb stated that subjective norms play a significant role in shaping an individual’s intention and behavior. this concept is so crucial that it’s worth reiterating. perceived behavioral control also plays a key role in the tpb, and it refers to people’s perception of the ease or difficulty of performing the behavior of interest. it includes both the perceived expectations of others and the importance an individual places on those expectations. theory of reasoned action (tra) theory of reasoned action (tra) was developed by ajzen and fishbein in 1977. ajzen and fishbein (1977) introduced the theory of reasoned action, which is often associated with the theory of planned behavior. psychologists utilized this cognitive framework to predict and understand human behavior. according to tra, an individual’s performance in a particular behavior is defined by their behavior intention, which is affected by their attitude toward the behavior and the subjective norm associated with it. additionally, when social norms are systematically incorporated into an individual’s personal value system, they develop into a distinct set of norms known as personal norms (jansson, 2011). schwartz (1997) stated that personal norms reflect an individual’s internal sense of responsibility for engaging in specific behavior. tra emphasized that a person’s intention to perform is the primary predictor of their engagement in a behavior. this intention is shaped by the individual’s attitude toward the activity and the surrounding norms. the theory emphasizes the significance of understanding voluntary conduct by investigating underlying beliefs and attitudes. tra has been used to predict and explain a variety of actions. the study encompassed two key constructs, namely attitude and subjective norms. attitude pertains to an individual’s assessment of a particular behavior, reflecting either a positive or negative perception of its performance and potential outcome (ajzen, 1991). attitudes toward particular behaviors are formed based on expectations or ideas about the behavior’s expected outcomes. people will have a positive view toward the conduct if they believe that it will result in primarily good results (and that negative consequences are unlikely). according to psychology (2016), individuals perceive that behavior will lead to mainly negative outcomes (and positive consequences seem unlikely), and they are likely to develop negative attitudes toward it. additionally, ajzen (1991) defines subjective norms as the social pressure that influences an individual’s decision to engage in or avoid a particular behavior. in other words, the subjective norm refers to the opinions of significant others that influence an individual’s decision-making (park, 2000). according to conner and armitage (1998), an individual’s behavior or intention to act is influenced by the perceived approval or disapproval of significant others, leading them to approval or avoid disapproval. apart from that, within the tpb, subjective norms play a crucial role in influencing an pa ge 24 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 244-252, 2025 individual’s intention and behavior. in essence, subjective norms encompass the influence of external factors, such as the opinions of significant others like parents or peers, on a person’s decision-making process. on the other hand, behavioral intention is the primary determinant of behavior, reflecting an individual’s commitment to engaging in specific behavior. according to the tra, individuals who intend to engage in a particular activity are more likely to perform the behavior. it is recognized as an immediate predictor of behavior (ajzen, 2002). further, the present study has included two additional constructs (environmental concern and willingness to pay premium) in determining consumers’ intention on products with green packaging. in the common interpretation of the construct, willingness to pay and environmental concern for green products was found suitable for the present study (moser, 2015). environmental concern is a well-established variable in green marketing research, as emphasized by (wiernik et al., 2013). research indicates a strong connection between environmental concern and specific environmentally friendly behaviors. weigel (1983) and further elaborate on this concept, suggesting that environmental concern directly influences specific behaviors, which are ultimately shaped by consumer attitudes. by including these additional factors, this study aims to gain a more comprehensive understanding of consumer intention towards products with green packaging. in essence, tra provides a structured approach to studying consumer behavior and purchase intention, making it an invaluable tool for the research on analyzing consumer purchase intention on products with green packaging among gen z in iligan city. the purpose of this study is to gain insights into promoting green packaging practices among gen z consumers. the growing impact of green packaging a shift in consumer buying habits is happening, with more and more people selecting environmentally friendly packaging due to their knowledge of how traditional packaging damages the environment. due to these changes, many industries, most notably food and beverage, healthcare, and personal care, are now facing a heightened requirement for environmentally responsible packaging (sakpal, 2023). green packaging is defined by owens (2019) as package designs with the smallest environmental impact possible. also, it involves the use of supporting materials and production methods that are intended to decrease energy consumption and mitigate the adverse environmental effects of packaging. recyclable and biodegradable accessories are often included in environmentally friendly packaging results (mathew et al., 2023). this is achieved through minimizing packaging refuse, prioritizing the use of environmentally friendly materials (like components that can be recycled or decomposed naturally), and powering production with renewable resources. essentially, sustainable packaging involves understanding and minimizing the company’s environmental impact. despite the growing desire for more sustainable packaging, customers’ understanding of green packaging remains diverse. nevertheless, as the world pays more attention to environmental problems like climate change and pollution, people are wanting more products that are good for the environment and their health, which is making green packaging popular. according to khilwani (2022), there are several components of environmentally friendly packaging to consider. first of all, it shouldn’t harm people or the community at any point in its existence. second, the materials that go into eco-friendly packaging need to be produced, transported, and recycled. lastly, ecologically friendly technology should be used in its production. the company faces a formidable challenge in developing sustainable packaging that will yield more benefits than drawbacks. it takes a lot of work to design such sustainable packaging because creating innovations and keeping up with technology advancements are difficult tasks. factors affecting purchase intention on products with green packaging attitude an individual’s attitude is their positive or negative assessment of performing specific behavior (ajzen, 1991). a consumer’s attitude on eco-friendly packaging is determined by their knowledge of environmental and ecological principles. examining sustainable packaging from a customer’s standpoint involves studying their opinions on environmentally responsible packaging and how those opinions translate into their buying habits. consumer attitudes significantly drive their willingness to buy products with eco-friendly packaging. when consumers possess favorable sentiments and positive convictions towards green packaging, they are inclined to purchase it (martinho et al., 2015). especially for products with eco-friendly packaging, consumer attitudes are a major factor in determining their likelihood to buy. positive attitudes will lead to increased purchases, and vice versa mishra et al. (2017) because the likelihood of consumers purchasing environmentally sound products increases when they perceive the advantages for individuals and the ecosystem (chaudhary, 2018). current research indicates that consumer attitudes play a key role in determining whether they will buy products with eco-friendly packaging. for instance, according to gupta (2021), positive attitudes and willingness to pay drive consumer purchase intent for green packaging. h1 attitude has significant relationship with purchase intention environmental concern environmental issues have become increasingly known as consumers have recognized the damaging effect that traditional packaging has on the natural world. plastic pollution is recognized as being the most serious issue (rhein & schmid, 2020). measuring environmental pa ge 24 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 244-252, 2025 concerns creates issues due to the different conceptual definitions and operational measures involved. there is a broad range of measurements and operational definitions of environmental concern (cruz & manata, 2020). however, according to schuiltz (2001), the environmental concerns scale is a valid and useful measure for assessing people’s attitudes, values, and beliefs regarding environmental problems. environmental concern is a key driver for consumers to prefer products with green packaging that minimizes the environmental harm caused by using eco-friendly, recyclable, and biodegradable materials (cruz & manata, 2020). adopting sustainable packaging practices is an opportunity to address growing customer concerns regarding the impact of product packaging on the environment. according to philippines star (2021), gene z in the philippines is more environmentally conscious compared to older generations. they are willing to spend more money on sustainable goods that represent their principles. this increases the demand for greener products and sustainable alternatives. in addition to environmental concerns, many gen z consumers will purchase goods that are packaged sustainably. environmental concerns regarding green packaging offer advantages for customer purchasing decisions. improving consumer attitudes, promoting premium pricing for green packaging, and increasing environmental awareness can lead to a rise in stronger demand for green-packaged products (gupta, 2021). the study reveals in maichum et al. (2016) that environmental issues are a major influence on purchase intention towards green products, with environmental attitude having the strongest direct influence, providing crucial insights for environmental sustainability. h2 environmental concern has significant relationship with purchase intention personal norms a consumer’s personal norms have a considerable impact on their decisions to purchase. it indicates a deep-seated moral obligation to participate in behaviors that are charitable or environmentally conscious (moser, 2015). in contrast, the subjective norm describes an individual’s perception that influential others expect them to act in a particular manner, as well as their motivation to comply with the perceived social pressure (drew & sus, 2023). personal norms are self-imposed standards derived from internalized ideals, rather than external rewards or consequences (riesmeyer & zillich, 2021) thus, personal norms can influence consumer purchases. additionally, personal norms create an internal feeling of ethical responsibility to behave in an environmentally conscious way (maniatis, 2016), studies have recently indicated a significant link between personal norms and a consumer’s likelihood to purchase green products. for instance, according to abbas et al. (2022), personal norms are closely linked to green goods buying intentions among consumers. the relationship between attitude and conduct and ecological welfare can be enhanced by customers adhering to their norms or genuine moral commitments (sabri & wijekoon, 2021). h3 personal norms has significant relationship with purchase intention willingness to pay willingness to pay refers to the highest price a buyer is willing to pay for a specific quality of goods or services (kalish & nelson, 1991; kohli & mahajan, 1991; wertenbroch & skiera, 2002). willingness to pay (wtp) refers to the maximum amount consumers are prepared to spend on a product or service based on their perceived value. additionally, social media serves as a platform for introducing products, which can positively influence consumers’ purchase intentions. according to taillon et al. (2020), social media plays a crucial role in shaping consumers’ purchase intentions. marketers need to analyze huge amounts of data that are provided by social media. several studies have shown that customer engagement with social media marketing activities can have a significant impact on consumer intention to pay more for goods and services in the context of smm and customers’ willingness to pay premium prices. cronin et al. (2010), state that environmentally conscious consumers are less price-sensitive and are willing to accept higher prices. similarly, schmidt and bijmolt (2019) emphasize that willingness to pay is a key factor in price response strategies, influencing pricing and promotional decisions. due to the fact that it is environmentally conscious, customers are not price sensitive, they are willing to pay higher prices. additionally, several studies have established a significant relationship between consumers’ willingness to pay and their intention to purchase environmentally friendly or environmentally packaged goods. h4 willingness to pay has significant relationship with purchase intention materials and methods the proponents of the study used a quantitative method. it is a method of collecting and evaluating data in numerical information. correlational research method was also used to determine if consumers’ intention to purchase green-packaged products has significant relationship with factors which included attitude, environmental concern, personal norms, and willingness to pay. the study was conducted in iligan city, philippines to 200 respondents who had previous experience purchasing products with green packaging. this study utilized an adopted questionnaire (gupta, 2021). results and discussion table 1 displays the cronbach’s alpha values for each construct. the analysis produced an overall cronbach’s alpha of 0.86, reflecting a high degree of internal consistency among the survey items. this value falls within the commonly accepted threshold for reliability in empirical research. accordingly, the items within the questionnaire exhibit strong internal coherence, indicating that they effectively capture the same underlying construct. pa ge 24 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 244-252, 2025 table 2 presents the behavioral factors affecting generation z’s choice of green packaged products. the results show a mean of 3.43 towards the attitude of buying green packaging which is classified under “strong positive attitude” category. it confirms a positive attitude of gen z consumers toward products manufactured by companies using biodegradable packaging and committed to environment-friendly policies. prakash and pathak (2015) stated that developing a favorable attitude of consumers towards sustainable packaging has been an effective way to influence purchase of environment friendly products. meanwhile, the mean score of 3.40 for environmental concern is under “strongly concerned” category. this indicates that environmental factors significantly affect the purchasing decisions of gen z consumers. environmental concern, in fact, is considered one of the most important drivers of sustainable consumption behavior (hartmann & apaolaza-ibáñez, 2011). these results speak to how the ecology of beliefs influences gen z’s preference for products with less environmental impact. on the other hand, personal norms had a mean of 3.58 overall, which falls to the category of “strong moral obligation”. such internalized moral standards are the driving forces that greatly impact purchase behavior as it reflects a high degree of environmental accountability and results in improved consumer satisfaction (prakash & pathak, 2015). table 1: constructs constructs cronbach alpha no. of items remarks attitude 0.86 3 good environmental concern 0.85 3 good personal norms 0.84 3 good willingness to pay 0.84 3 good purchase intention 0.79 3 acceptable overall 0.86 15 good table 2: level of gen z’s behavioral factors in purchasing products with green packaging in terms of attitude, environmental concern, personal norms and willingness to pay and purchase intention constructs mean interpretation attitude 3.43 strong positive attitude environmental concern 3.40 strong concern personal norms 3.58 strong moral obligation willingness to pay 3.37 strong willingness purchase intention 3.51 strong intention overall 0.86 good moreover, the construct of willingness to pay scored a mean of 3.37, yielding “strong willingness.” this shows that gen z consumers have a high willingness to buy products with environmentally friendly packages under the perception of great environmental benefits. this willingness to respond is influenced by the environment and a general preference for environmentally friendly products (schwepker & cornwell, 1991). finally, purchasing intention reached a high average score of 3.51, indicating a strong intention between gen z to buy sustainable packaged products. more so, petkowicz (2024) explains that the perceived ecologically of the product yields a greater likelihood to purchase if one scores high on a belief in environmental sustainability. such perspectives are not simply a matter of theory but have relevance to the practical implications of these discoveries, which indicate that consumer preoccupation with the environment and firm-facilitated diffusion of environmental information have vital considerations for patterns of consumption. table 3 shows the results of spearman rank correlation test gen z’s behavioral factors in purchasing the product with green packaging in terms of attitude, environmental concern, personal norms, and willingness to pay and its relationship with purchase intention. as a result, the test produced a p-value of <. 001 for attitude, which shows that there is a significant relationship between variables, so it is concluded that the evidence was sufficient to support a significant relationship between attitudes and customers intention to purchase green packaged products. their relationship was characterized by a correlation coefficient (rho) of 0.540, denoting moderate positive correlation between these two variables. which means that the better consumers appreciate green packaging, the greater their purchase intention is. gupta (2021) also added further support that positive consumer perceptions regarding green packaging have a strong impact on the purchase decisions. for environmental concern, the test also produced a p-value of <. 001, which also is lower than the significance threshold, pa ge 24 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 244-252, 2025 indicating that the relationship between the variables is significant, implying that environmental concern has a statistically meaningful impact on consumers’ purchase decisions. in addition, it can be observed that the correlation coefficient (rho) previously described to be of 0.626 indicates a high positive relationship between the two variables. this means that when customers become more environmentally concern, the likelihood of purchasing eco-repackaged products also increases. as cruz and manata (2020) further support, environmental consciousness has been a motivator in choosing products that are more environmentally friendly, such as the use of materials that promote less damage to the environment (e.g. recycled, recyclable, biodegradable packaging). for the personal norms the p-value was <. 001, also lower than the significance level previously determined, indicating that there is a significant relationship between the variables, meaning there is a significant relationship between personal norms and customers’ purchase intentions. the strength and positivity of this relationship between the two variables is further exemplified by their correlation coefficient (rho) of 0.658. it suggests that consumers who feel strongly about the personal morality of being environmentally responsible will hold onto the specified items that align with those beliefs, such as items with sustainable packing. this finding was also confirmed by abbas et al. (2022) showed that a significant positive association exists between personal norms and consumers’ willingness to pay for green purchase. for willingness to pay, the statistical test produced a p-value of <. 001, indicating a significant association among the variables. there is enough evidence to support that willingness to pay £ is significantly related to the purchase intentions. their relationship had a correlation coefficient (rho) of 0.587, indicating a moderate positive relationship between the variables. this shows a positive relationship: as consumers become more willing to pay for eco-friendly packaging the probability of them purchasing those products increase. according to cronin et al. (2010), eco-conscious customers usually value environmental effects much more than the price tag, so they’re willing to pay more if needed. as stated, data validates the findings of tan and goh (2018), where it was mentioned that higher perception regarding eco-friendliness of packing enhances the likelihood intention to purchase. it presents a market opportunity for companies to cater to the growing demand for sustainable packaging among gen z consumers. to counteract this trend, they should promote their products through all sustainable practices, such as environmentally friendly packaging, which emphasizes its advantages in causing less harm to the environment attracting consumers with environmental concerns. implementing this strategy will appeal to environmentally aware consumers and concurrently enhance the company image with the public and its competitiveness in the marketplace. the growing demands of the market indicate that; investing in green packaging will likely lead to sales growth and long-term success. conclusion hence, the findings show that the behavioral factors have a significant influence on the purchasing decisions of gen z consumers in iligan city when choosing products with green packaging based on attitude, environmental concern, personal norms, and willingness to pay. this is in line with the theory of reasoned action (tra), which posits that a person’s attitudes and subjective norms compel or deter behavior. the underlying motivation behind such behaviors is consumer’s positive perception of environmental sustainability and need for personal beliefs, whereby they make the choice of buying products with green packaging. moreover, this finding is consistent with the theory of planned behavior (tpb) which posits that subjective norms and perceived behavioral control shape purchasing decisions. this article examines if the cultural sensitivities of consumers have an impact on their purchase intentions towards ecofriendly packaged products. furthermore, their suggested payment suggests tpb perceived control, that consumers are more inclined to purchase eco-oriented products if they feel they have access to them. overall, these results indicate that members of generation z in iligan city are willing to consume sustainably packaged products as long as they believe you have a sense of morality, you have the means to pay for it. with increased knowledge of the environment comes demand from consumers for businesses to resonate their products along with their marketing in accordance with values that share with green packaging. as a result, businesses should explain the environmental advantages of their products, prioritize sustainability in their communications, and provide eco-friendly choices that are affordable and accessible. it not only follows the table 3: correlation of variables between purchase intention and behavioral factors in terms of attitude, environmental concern, personal norms and willingness to pay factors correlation coefficient (rho) p-value remarks attitude 0.540 *** <. 001 significant environmental concern 0.626 *** <. 001 significant personal norms 0.658 *** <. 001 significant willingness to pay 0.587 *** <. 001 significant note: * p < .05, ** p < .01, *** p < .001 pa ge 25 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 244-252, 2025 growing need for greener products, but will also establish trust with eco-aware consumers, resulting in more sales and a positive image. references abbas, j., zhang, j., cherian, j., sandhu, y. a., cismas, l. m., negrut, c. v., & negrut, l. 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(2021). be yourself: the relative importance of personal and social norms for adolescents’ self-presentation on instagram. social media + society, 7(3), https://doi. org/10.1177/20563051211033810 pa ge 1 pa ge 20 5 american journal of multidisciplinary research and innovation (ajmri) improving constant power supply in renewable energy integration and optimization using ann based svc chukwuagu m. ifeanyi1*, ogbu gregory2, chukwu linus2 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4821 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 18, 2025 accepted: april 24, 2025 published: may 29, 2025 the consistent power failure in the country today that has crippled business activities that solely depend on power for their daily activities are caused by intermittency of renewable energy sources, inadequate energy storage systems, grid instability and voltage fluctuations, transmission and distribution losses, lack of grid flexibility and modernization, reactive power imbalance, inadequate backup power systems, weather-related factors, harmonic distortions and power quality issues and regulatory and policy barriers. to outwit this there was an introduction of improving constant power supply in renewable energy integration and optimization using ann based svc. to vehemently achieved this, it was done in this manner, characterizing and establishing the causes of power failure in improving constant power supply in renewable energy integration and optimization, training ann in the established causes of power failure for effective minimization in improving constant power supply in renewable energy integration and optimization, designing a simulink model for svc, developing an algorithm that will implement the process, designing a simulink model for improving constant power supply in renewable energy integration and optimization using ann based svc and validating and justifying percentage improvement in the reduction of establish causes of power failure in improving constant power supply in renewable energy integration and optimization with and without ann based svc. the results obtained were the conventional intermittency of renewable energy cause of power failure in improving constant power supply in renewable energy integration and optimization was30%. meanwhile, when ann based svc was integrated in the system, it automatically reduced the core cause of power failure from 30% to 25.84% thereby improving constant power supply, the conventional grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization was 15%. meanwhile, when an ann based svc was inculcated into the system, it drastically reduced to12.92% thereby enhancing consistent power supply and the conventional transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization was10%. however, when an ann based svc was imbibed into the system, it decisively reduced to 8.6%. finally, with these results obtained, it definitely shown that the percentage improvement of constant power supply in renewable energy integration and optimization when an ann based svc was imbibed in the system was 1.4%improved in terms of consistent power supply in renewable energy integration to the grid. keywords ann, basedsvc, constant, energy, improving, integration, optimization, power, renewable, supply introduction the growing demand for sustainable energy solutions has led to an increased focus on the integration of renewable energy sources into power grids. renewable energy sources, such as solar, wind, and hydroelectric power, offer a promising alternative to conventional fossil fuel-based power generation due to their environmentally friendly nature and inexhaustible supply. however, integrating renewable energy into the grid presents significant challenges, particularly concerning power quality, voltage stability, and harmonics (battistelli & di somma, 2014). these challenges arise due to the intermittent nature of renewable energy sources, which can lead to fluctuations in power supply and grid instability. one of the advanced techniques proposed to address these challenges is the use of artificial neural networks (ann) in conjunction with static var compensators (svc). ann-based svc systems provide a robust solution for maintaining voltage stability and improving power quality in grids with high levels of renewable energy penetration. by dynamically adjusting reactive power compensation, ann-based svcs can mitigate the adverse effects of power fluctuations and harmonic distortion, leading to a more stable and reliable power supply (gonzálezsalcedo & gómez-lázaro, 2016). anns, as intelligent systems, are capable of learning and adapting to changing conditions in the grid, making them particularly suitable for optimizing renewable energy integration. they enable real-time monitoring and control of voltage levels, significantly enhancing the performance of svcs in managing the reactive power and improving the overall power quality (murthy, 2014). this optimization is essential for ensuring that renewable energy systems can operate efficiently and contribute effectively to the grid, without compromising its stability and performance. in conclusion, the integration of renewable energy sources 1 electrical/electronic engineering, caritas univeristy amorj-nike, emene, enugu state, nigeria 2 mechanical engineering & production(thermo-fuild), enugu state univeristy of science and technology (esut), nigeria * corresponding author’s e-mail: chukwuaguifeanyi35@gmail.com pa ge 20 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 into the grid is crucial for achieving a sustainable energy future. however, the associated challenges necessitate the adoption of advanced technologies like ann-based svcs, which offer a viable solution for optimizing power quality and ensuring grid stability. problem statement the increasing reliance on renewable energy sources, such as solar and wind, introduces significant challenges to maintaining a stable and constant power supply in modern power systems. renewable energy sources are inherently variable due to fluctuating weather conditions, which lead to frequent voltage instability, power quality issues, and reliability concerns within the grid. this variability presents substantial difficulties in ensuring consistent power delivery to consumers, especially during peak demand periods or in remote regions with limited grid infrastructure. traditional methods of voltage regulation and reactive power compensation, such as capacitor banks and conventional static var compensators (svcs), are often insufficient to address the dynamic and unpredictable nature of renewable energy generation. these conventional solutions lack the adaptability and responsiveness required for real-time grid conditions, resulting in inefficiencies, increased transmission losses, and grid vulnerability. artificial neural network (ann)-based control mechanisms offer a promising solution by providing an intelligent, adaptive approach to managing the complexities of renewable energy integration. however, there is limited research on applying ann-based svcs specifically for optimizing the power supply and stability in renewable-integrated grids. thus, developing an annbased svc that can dynamically respond to changes in power demand and renewable generation is essential for optimizing power flow, enhancing grid stability, and ensuring a reliable power supply. this research seeks to address these gaps by designing an ann-based svc system capable of mitigating voltage fluctuations, improving reactive power management, and supporting a constant power supply in grids with high renewable energy penetration. aim and research objectives aim the aim is improving constant power supply in renewable energy integration and optimization using ann based svc 1. to characterize and establish the causes of power failure in improving constant power supply in renewable energy integration and optimization 2. to train ann in the established causes of power failure for effective minimization in improving constant power supply in renewable energy integration and optimization 3. to design a simulink model for svc 4. to develop an algorithm that will implement the process 5. to design a simulink model for improving constant power supply in renewable energy integration and optimization using ann based svc 6. to validate and justify percentage improvement in the reduction of establish causes of power failure in improving constant power supply in renewable energy integration and optimization with and without ann based svc the primary goal of this research is to improve the constant power supply in renewable energy integration by optimizing power quality and grid stability using artificial neural network (ann)-based static var compensators (svc). the specific objectives of the study are as follows: 1. to analyze the impact of renewable energy integration on grid stability and power quality. this objective aims to investigate the key challenges associated with the integration of renewable energy sources, particularly in terms of voltage instability, power fluctuations, and harmonic distortions. 2. to design and develop an ann-based svc model for real-time reactive power compensation. this objective focuses on creating an intelligent control system using artificial neural networks (ann) to enhance the performance of static var compensators (svc) for dynamic reactive power management. 3. to optimize the performance of the ann-based svc in maintaining voltage stability under varying renewable energy conditions. the aim is to optimize the svc’s response to the intermittent nature of renewable energy sources (such as wind and solar) to ensure stable voltage levels and minimize grid disturbances. 4. to assess the effectiveness of the ann-based svc in reducing harmonic distortions and improving power quality. this objective seeks to evaluate the ability of the annbased svc system to minimize harmonic distortions caused by fluctuating renewable energy inputs, thereby improving overall power quality. 5. to compare the performance of ann-based svc with traditional reactive power compensation methods. the goal is to conduct a comparative analysis between ann-based svc systems and conventional methods such as fixed svcs or manual reactive power adjustments, measuring improvements in grid stability and constant power supply. 6. to evaluate the scalability of the ann-based svc system for large-scale renewable energy integration. this objective will explore how the ann-based svc system can be scaled and applied to larger grid systems with a higher penetration of renewable energy sources, ensuring widespread applicability for improving constant power supply. 7. to propose a framework for implementing annbased svc in renewable energy-dominated grids. this objective aims to develop practical guidelines for the deployment of ann-based svc systems in real-world renewable energy projects to enhance grid reliability and maintain a consistent power supply. these objectives collectively aim to address the challenges of maintaining a constant power supply in pa ge 20 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 renewable energy-integrated grids through the innovative application of ann-based svc technology. materials and methods to characterize and establish the causes of power failure in improving constant power supply in renewable energy integration and optimization below is a table characterizing and establishing the causes of power failure in improving constant power supply in renewable energy integration and optimization, along with estimated percentages of their contributions to power failure: table 1: characterized and established causes of power failure in improving constant power supply in renewable energy integration and optimization cause of power failure description percentage contribution (%) 1. intermittency of renewable energy sources fluctuations in energy output from sources like solar and wind due to weather and day-night cycles, leading to inconsistent power supply. 30% 2. inadequate energy storage systems lack of sufficient energy storage to balance supply and demand during periods of low renewable generation, causing power shortages. 20% 3. grid instability and voltage fluctuations voltage instability caused by fluctuating renewable inputs, leading to disturbances in power quality and potential grid failures. 15% 4. transmission and distribution losses energy losses due to inefficient or outdated transmission and distribution networks, reducing the amount of power delivered to consumers. 10% 5. lack of grid flexibility and modernization inability of traditional grids to adapt to the dynamic nature of renewable energy due to outdated infrastructure and lack of realtime control systems. 10% 6. reactive power imbalance insufficient reactive power compensation, leading to voltage instability, especially during high penetration of renewable energy sources. 5% 7. inadequate backup power systems insufficient or slow-responding backup power systems, leading to power outages when renewable generation drops unexpectedly. 5% 8. weather-related factors sudden weather changes affecting renewable energy production (e.g., storms, cloud cover), causing abrupt drops in power generation. 3% 9. harmonic distortions and power quality issues harmonic distortions caused by inverters, reducing power quality and leading to equipment malfunctions or grid disturbances. 2% 10. regulatory and policy barriers lack of supportive policies or regulations that delay investment in grid modernization, energy storage, or backup systems, hindering effective renewable integration. 2% causes of not having constant power supply in there are several key causes of not having a constant power supply in renewable energy integration, primarily stemming from the nature of renewable energy sources and the challenges involved in grid management. these causes include: intermittency of renewable energy sources • renewable energy sources such as solar and wind are inherently intermittent. solar energy depends on sunlight, which varies throughout the day and is affected by weather conditions, while wind energy depends on wind speed, which is unpredictable. this variability causes fluctuations in the amount of energy produced, leading to inconsistent power supply. • for example, a solar panel generates power during the day, but energy output drops during the night or cloudy days, leading to supply gaps (battistelli & di somma, 2014). lack of adequate energy storage systems • energy storage systems, such as batteries, are essential for storing excess energy generated during peak production periods (e.g., sunny or windy days) and supplying it during low production periods. insufficient or inefficient energy storage can result in power shortages when renewable generation drops. • without reliable energy storage, it is challenging to balance supply and demand effectively, resulting in an inconsistent power supply (gonzález-salcedo & gómezlázaro, 2016). grid integration challenges • the existing power grid infrastructure in many regions is not fully optimized to handle the integration of large amounts of renewable energy. traditional grids are designed for centralized power generation from consistent sources like coal, natural gas, or hydroelectric pa ge 20 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 dams. integrating fluctuating renewable sources can lead to instability if the grid is not modernized or equipped with intelligent systems. • poor grid management and lack of real-time monitoring and control mechanisms can exacerbate issues such as voltage instability, power losses, and frequency fluctuations (murthy, 2014). transmission and distribution losses • the inefficiency in the transmission and distribution networks can also cause power supply inconsistencies. inadequate infrastructure, long-distance transmission of power, and high resistance in the transmission lines contribute to energy losses, reducing the amount of power delivered to end users. • this problem becomes more severe when renewable energy plants are located far from the demand centers, such as offshore wind farms or remote solar farms, leading to increased transmission losses (banerjee & khare, 2015). weather-dependent generation • since renewable energy sources like solar and wind are weather-dependent, sudden changes in weather conditions can cause abrupt drops in energy production. for example, a calm period with little wind or an unexpected storm blocking sunlight can lead to a significant reduction in power generation. • the unpredictability of weather makes it difficult to rely on renewable energy for a consistent power supply without proper backup systems or supplementary generation sources (katsoulas & voumvoulakis, 2011). limited capacity of backup power • in cases where renewable energy generation is insufficient to meet demand, backup power from conventional sources, such as gas or coal plants, is needed. however, if the capacity of these backup sources is limited or slow to ramp up, the grid may experience power shortages or instability. • without a robust system to seamlessly switch between renewable and conventional power sources, maintaining a constant power supply becomes a challenge (kundur, 1994). inadequate policy and regulatory framework • the lack of comprehensive policies and regulatory frameworks for renewable energy integration can lead to inefficient grid management and hinder investments in necessary technologies, such as energy storage and grid modernization. • insufficient incentives or unclear regulations for balancing renewable energy sources with conventional generation may also contribute to inconsistent power supply (zhou & li, 2020). grid stability issues and power quality • high penetration of renewable energy can impact grid stability, particularly in terms of voltage and frequency fluctuations. since renewable energy sources like wind and solar operate intermittently, their integration can lead to unstable power quality, affecting grid reliability and consistency. • voltage and frequency variations can lead to blackouts or brownouts if not properly managed with systems like voltage regulators or compensators (domínguez-garcía & hadjicostis, 2009). conclusion inconsistent power supply in renewable energy integration is primarily due to the intermittent nature of renewable energy sources, inadequate energy storage, figure 1: conventional simulink model for improving constant power supply in renewable energy integration and optimization pa ge 20 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 and outdated grid infrastructure. addressing these issues requires modernized grid systems, intelligent control technologies, and robust backup solutions to maintain a stable and reliable power supply. figure 2: trained ann in the established causes of power failure for effective minimization in improving constant power supply in renewable energy integration and optimization figure 3: number of times of training figure 4: result obtained during the training the results obtained were as shown in figures 7 through 9 to train ann in the established causes of power failure for effective minimization in improving constant power supply in renewable energy integration and optimization. ann was trained three times in eleven causes of power pa ge 21 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 failure for effective minimization in improving constant figure 5: designed simulink model for svc power supply in renewable energy integration and optimization 3 x 11 =33 to obtain thirty three neurons that looks like human brain. to design a simulink model for svc this model will be integrated in the result obtained during training to develop an algorithm that will implement the process 1. characterize and establish the causes of power failure in improving constant power supply in renewable energy integration and optimization 2. identify intermittency of renewable energy sources 3. identify inadequate energy storage systems 4. identify grid instability and voltage fluctuations 5. identify transmission and distribution losses 6. identify lack of grid flexibility and modernization 7. identify reactive power imbalance 8. identify inadequate backup power systems 9. identify weather-related factors 10. identify harmonic distortions and power quality issues 11. identify regulatory and policy barriers 12. design a conventional simulink model for improving constant power supply in renewable energy integration and optimization and integrate from 2 through 11. 13. train ann in the established causes of power failure for effective minimization in improving constant power supply in renewable energy integration and optimization 14. design a simulink model for svc 15. integrate 13 and 14. 16. integrate 15 in 12 17. did the causes of power failure in improving constant power supply in renewable energy integration and optimization reduce? 18. if no go to 16 19. if yes go to 20 20. improved constant power supply in renewable energy integration and optimization 21. stop 22. end to design a simulink model for improving constant power supply in renewable energy integration and optimization using ann based svc the results obtained after simulation were as shown in figures 7 through 9. to validate and justify percentage improvement in the reduction of establish causes of power failure in improving constant power supply in renewable energy integration and optimization with and without ann based svc to find percentage improvement in the reduction of intermittency of renewable energy sources cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc conventional intermittency of renewable energy sources = 30% ann based svc intermittency of renewable energy sources=25.84% %improvement in the reduction of intermittency of renewable energy sources cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc= conventional intermittency of renewable energy sources ann based svc intermittency of renewable energy sources %improvement in the reduction of intermittency of renewable energy sources cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc=30% 25.84% %improvement in the reduction of intermittency of pa ge 21 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 figure 6: designed simulink model for improving constant power supply in renewable energy integration and optimization using ann based svc renewable energy sources cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc=4.16% to find percentage improvement in the reduction of grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc conventional grid instability and voltage fluctuations = 15% ann based svc grid instability and voltage fluctuations =12.92% %improvement in the reduction of grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc= conventional grid instability and voltage fluctuations ann based svc grid instability and voltage fluctuations %improvement in the reduction of grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc=15% 12.92% %improvement in the reduction of grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc=2.08% to find percentage improvement in the reduction of transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc pa ge 21 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 conventional transmission and distribution losses = 10% ann based svc transmission and distribution losses =8.6% %improvement in the reduction of transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc= conventional transmission and distribution losses ann based svc transmission and distribution losses %improvement in the reduction of transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization with ann based svc=10% 8.6% %improvement in the reduction of transmission and distribution losses cause of power failure in improving table 2: comparison of conventional and ann based svc intermittency of renewable energy cause of power failure in improving constant power supply in renewable energy integration and optimization time (s) conventional intermittency of renewable energy cause of power failure in improving constant power supply in renewable energy integration and optimization (%) ann based svc intermittency of renewable energy cause of power failure in improving constant power supply in renewable energy integration and optimization (%) 1 30 25.84 2 30 25.84 3 30 25.84 4 30 25.84 10 30 25.84 figure 7: comparison of conventional and ann based svc intermittency of renewable energy cause of power failure in improving constant power supply in renewable energy integration and optimization constant power supply in renewable energy integration and optimization with ann based svc=1.4% results and discussion the conventional intermittency of renewable energy cause of power failure in improving constant power table 3: comparison of conventional and ann based svc grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization time (s) conventional grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization (%) ann based svc grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization (%) 1 15 12.92 2 15 12.92 3 15 12.92 4 15 12.92 10 15 12.92 pa ge 21 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 supply in renewable energy integration and optimization was30%. on the other hand, when ann based svc was integrated in the system, it automatically reduced to 25.84% thereby improving constant power supply. the conventional grid instability and voltage fluctuations cause of power failure in improving constant power supply figure 8: comparison of conventional and ann based svc grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization table 4: comparison of conventional and ann based svc transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization time (s) conventional transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization (%) ann based svc transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization (%) 1 10 8.6 2 10 8.6 3 10 8.6 4 10 8.6 10 10 8.6 figure 9: comparison of conventional and ann based svc transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization pa ge 21 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 in renewable energy integration and optimization was 15%. meanwhile, when an ann based svc was inculcated into the system, it drastically reduced to12.92% thereby enhancing consistent power supply. the conventional transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization was10%. however, when an ann based svc was imbibed into the system, it decisively reduced to 8.6%. finally, with these results obtained, it definitely shown that the percentage improvement of constant power supply in renewable energy integration and optimization when an ann based svc was imbibed in the system was 1.4%. conclusion the constant power failure in the power company are caused by the following factors intermittency of renewable energy sources, inadequate energy storage systems, grid instability and voltage fluctuations, transmission and distribution losses, lack of grid flexibility and modernization, reactive power imbalance, inadequate backup power systems, weather-related factors, harmonic distortions and power quality issues and regulatory and policy barriers. to outwit this there was an introduction of improving constant power supply in renewable energy integration and optimization using ann based svc. to vehemently achieved this, it was done in this manner, characterizing and establishing the causes of power failure in improving constant power supply in renewable energy integration and optimization, training ann in the established causes of power failure for effective minimization in improving constant power supply in renewable energy integration and optimization, designing a simulink model for svc, developing an algorithm that will implement the process, designing a simulink model for improving constant power supply in renewable energy integration and optimization using ann based svc and validating and justifying percentage improvement in the reduction of establish causes of power failure in improving constant power supply in renewable energy integration and optimization with and without ann based svc. the results obtained were the conventional intermittency of renewable energy cause of power failure in improving constant power supply in renewable energy integration and optimization was30%. on the other hand, when ann based svc was integrated in the system, it automatically reduced to 25.84% thereby improving constant power supply, the conventional grid instability and voltage fluctuations cause of power failure in improving constant power supply in renewable energy integration and optimization was 15%. meanwhile, when an ann based svc was inculcated into the system, it drastically reduced to12.92% thereby enhancing consistent power supply and the conventional transmission and distribution losses cause of power failure in improving constant power supply in renewable energy integration and optimization was10%. however, when an ann based svc was imbibed into the system, it decisively reduced to 8.6%. finally, with these results obtained, it definitely shown that the percentage improvement of constant power supply in renewable energy integration and optimization when an ann based svc was imbibed in the system was 1.4%. contribution to knowledge the contribution to knowledge of the research titled “improving constant power supply in renewable energy integration and optimization using annbased svc” includes several advancements in the field of power systems and renewable energy integration. key contributions are as follows: enhanced power quality and voltage stability by integrating an artificial neural network (ann) based static var compensator (svc), the research offers an optimized solution for stabilizing voltage fluctuations in renewable energy sources. this helps in reducing the intermittency issues associated with renewable energy, ultimately enhancing the reliability and quality of power supply. increased renewable energy penetration the research provides a framework for optimizing the integration of renewable energy into the grid without compromising grid stability. this enables higher penetration levels of renewables, supporting the global shift towards sustainable energy and reducing dependency on fossil fuels. adaptive control mechanism the ann-based svc developed in this study provides an intelligent control mechanism that dynamically adapts to changes in load and generation, particularly in scenarios with high renewable energy integration. this contributes to more resilient grid operations and reduces the risk of system failures. reduced power losses and improved efficiency the application of ann-based svc optimizes reactive power compensation, which minimizes power losses during transmission and distribution. this efficiency improvement is vital for maintaining a constant power supply in renewable energy systems. scalable model for smart grid systems the study introduces a scalable model that can be implemented in smart grid systems to further enhance grid modernization. by combining ann and svc technology, the model demonstrates how artificial intelligence can support the automation and optimization of power flow within the grid. pioneering approach to ai-based renewable integration this research contributes to the emerging field of ai pa ge 21 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 205-215, 2025 applications in renewable energy integration. the annbased approach sets a foundation for future studies, encouraging the adoption of intelligent controllers for realtime monitoring and control in complex power networks. in summary, this work provides a holistic approach to achieving stable and constant power supply in renewable energy-based systems, advancing knowledge in both renewable integration strategies and intelligent control systems within power networks. references battistelli, e. s., & di somma, m. (2014). uncertainty management in renewable energy integration. ieee transactions on power systems, 29(3), 1004–1012. banerjee, r., & khare, a. (2015). reducing transmission losses in renewable energy integration. ieee power & energy magazine, 13(6), 56–63. domínguez-garcía, j. l., & hadjicostis, c. n. (2009). voltage stability and quality in renewable energy systems. ieee transactions on power systems, 24(4), 1031–1039. faiz, j., & sharifian, m. b. b. (1999). comparison between thyristor-controlled reactor and svc performance. ieee transactions on power delivery, 14(2), 468–472. gonzález-salcedo, m., & gómez-lázaro, j. (2016). impact of energy storage on renewable energy integration. ieee transactions on sustainable energy, 7(3), 1451–1460. katsoulas, d., & voumvoulakis, p. (2011). weatherrelated challenges in renewable energy systems. ieee transactions on energy conversion, 26(3), 867–876. kundur, p. (1994). power system stability and control. mcgrawhill. murthy, s. s. (2014). grid integration of renewable energy sources: challenges, issues, and solutions. ieee transactions on power electronics, 29(11), 4565–4575. rau, n. s., & wan, y. h. (1994). optimum location of resources in distributed planning. ieee transactions on power systems, 9(4), 2014–2020. singh, a. k., & tripathi, r. k. (2007). artificial neural network-based static var compensator for power system stability enhancement. ieee transactions on power systems, 22(2), 913–920. zhou, y., & li, s. (2020). renewable energy policy and regulation. ieee transactions on energy management, 2(2), 10–16. pa ge 1 pa ge 31 american journal of multidisciplinary research and innovation (ajmri) urbanization and environmental impacts of construction activities in the central business district (cbd) of accra francis sarkodie-addo1*, doreen adu1 volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.6066 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 02, 2025 accepted: october 09, 2025 published: november 19, 2025 the world bank report on emissions and pollution in the world reveals that particulate concentration in accra, as at 2024 was 36.4µg/m³/year. incidentally, the previous studies failed to give grasps to sustainable construction techniques, a gap that the study seeks to bridge to obtain sustainability balance. the objectives focused in the study are 1). to assess the pollution level resulted from construction activities in the business district of accra, 2). to evaluate the effectiveness of environmental management strategies and practices in the construction industry in accra to promote sustainability, 3). to identify and recommend strategies for promoting environmental awareness and sustainability practices among construction stakeholders (contractors, developers, and policymakers) in accra. the use of qualitative approach to help the collection of data from secondary sourced. the study established that: pollution level in accra metropolis is high as a result of lack of environmental practices, strategic direction and policy guidelines to promote environmental quality in the construction industry, and integration of sustainable construction techniques during pre-design, design and construction stages promote environmental friendliness. based on the lessons from the literature review and the findings of the study, policy makers are to formulate policies with enforcement mechanism to help addressed the environmental degradation problem in the cbd of accra. keywords concentration, degradation. equilibrium, sustainability, urbanization 1 kofi annan international peacekeeping training centre (kaiptc), accra institute of technology (ait), ghana 2 zenith bank ghana, ghana * corresponding author’s e-mail: francissar582@gmail.com introduction the rapid urbanization of accra, the capital city of ghana has led to an unprecedented booming in construction activities, transforming the landscape of the city, and driving economic growth. this position agrees with maliashova et al. (2021) who state that construction industry is one of the most important economic sectors. however, this growth comes at a significant environmental cost, with construction activities generating substantial amounts of air pollution, water pollution, noise pollution, waste, habitat destruction, carbon emissions etc. within the central business district (cbd) of accra and beyond. in recent years, the construction industry has been identified as one of the largest contributors to environmental degradation, with the united nations environment program (unep) estimating that the industry is responsible for approximately 30% of global greenhouse gas emission. furthermore, the world health organization (who) report (2019) posits that air pollution is estimated to have caused 4.2 million premature deaths worldwide in 2019 because of exposure to fine particulate matter, which has potential to cause cardiovascular disorder and respiratory disease, and cancers. urbanization and construction activities have become more and more rapid in ghana. the rate of such speed has led to unprecedented booming in construction activities in the city of accra, leading to key construction related environmental aspects in the cbd of accra with potentials to negatively impact the environment. such impacts are relevant as many construction management team, clients and stakeholder are unable to manage environmental related impacts in the city leading to a profound effect on the ecosystems, human health etc. the environmental impacts of construction activities are particularly experienced in the cbd of accra and other urban cities and their surroundings in ghana cannot be underestimated, as limited regulatory frameworks and lack of public awareness in relation to impacts of waste products of combustionco2, exacerbates the problem. halliday (2012), indicates that the potential impacts of waste products of combustion-co2 have been known for decades. carbon dioxide is a principal contributor to global warming and oxides of sulfur and nitrogen contribute to acid rain. there is high level of certainty in the assertion that climate change is a result of global warming that have significantly been caused by increased emission of carbon dioxide (co2), methane (ch4), nitrous oxide (n2o) and other greenhouse gases (collier, 2010). the evidence, based on direct measurements, is irrefutable that the concentrations of these greenhouse gases have increased substantially over the last 40 years, and continue to increase today (watson, 2001). halliday believes that the predictions for global warming made in the early 1970s were not dissimilar to figures now accepted and used as the basis of policy setting. in ghana, for instance, the environmental protection agency (epa) and the local government ministry are responsible for the protection of the environment, by ensuring performance of developers. requirements include environmental impact assessment, pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 31-39, 2025 environmental management plan and reclamation processes. these guidelines are available on appropriate ways to deal with local ecology. heavy fines have been instituted for damage to a range of living things such as trees, insects, birds, mammals and their habitats and other relevant species. however, in practice, much has not been seen on the part of construction practitioners within the central business district of accra. within the district, all site actions are potential threats because of changes to water quality, destruction of habitats, vegetation damage, interruptions to wildlife movements, habitat fragmentation and hedgerow removal, increased dust present, increased noise level, roadblocks, traffic jams, etc. construction activities are posing threat to human and the environment as a whole. within the central business districts of accra, construction activities are becoming death traps to city dwellers, business men/women, visitors etc. as a result of unsustainable construction practices on the part of construction stakeholders. the research intends to explore sustainable construction practices and principles as a tool to deal with the unsustainable challenges in the cbd of accra. background of the study it seems unlikely that a problem that could have been dealt with by the last generation can realistically be dealt with by the next. ironically, at a time when many experts agree that climate change is inevitable, international governments have at last committed to address the problem. as part of this commitment, the uk aims to return co2 emissions to 20% below 1990 levels by 2010 (holliday s. 2012). the world bank report, on emissions and pollution in sub-saharan africa reveals that particulate concentration in accra as at 2024 was 36.4µg/m³/year. this particulate concentration rises as unsustainable construction practices increases. however, the who standards for particulate concentration in a city should be less/ equal to 20µg/m³/year. the 16.4µg/m³/year difference is a sizable amount that need attention. according to the world bank, the construction sector is a significant contributor to the economies of developing countries, accounting for up to 10% of gdp in some countries (world bank, 2019). however, the environmental impacts of construction activities in developing countries, including the central district of accra are inadequately addressed, as there has been limited research on effective strategies for promoting environmental awareness and sustainability practices among stakeholder, a practical gap that poses significant risks to human health. in line with the above challenges, it is imperative that municipal and urban cities in ghana and other developing countries adopt sustainable construction practices that seeks to minimize environmental impacts while promoting economic growth and development. this study aims at identifying the environmental impacts of construction activities in municipal and urban cities in developing countries and propose strategies to mitigate these impacts. by addressing these challenges, the study aims at identifying the environmental impact of construction activities, recommends effective strategies for mitigating their impacts, and promote sustainable urban development in developing countries. research questions the research questions that specifically buttress the main objective are as follow; 1. what are the pollution levels resulting from construction activities in the central business district of accra? 2. to what extent do environmental management strategies and practices in the construction industry in the central business district of accra align with sustainability principles align what are the barriers to their effective implementation. 3. what strategies can be employed to promote environmental awareness and sustainability practices among construction stakeholder (developers, and policymakers) in the central business district of accra. the study’s objectives in efforts to address the problem, the study has a general objective that seeks to ascertain how sustainable construction practices could integrate into general construction practices in ghana to minimize environmental degradation in the cbd of accra. specifically, the study has three (3) unambiguous objectives such as: 1. to assess the pollution level resulting from construction activities in the central business district of accra. 2. to evaluate the effectiveness of environmental management strategies and practices in the construction industry in the central business district of accra to promote sustainability, 3. to identify and recommend strategies for promoting environmental awareness and sustainability practices among construction stakeholders (contractors, developers, and policymakers) in accra. significance of the study significantly, the study seeks to contribute to the promotion of sustainable urban and municipal development in the cbd of accra aimed at providing valuable insights into urbanization, construction, and environmental degradation resulted from construction related activities in ghana and beyond. overall, the study is significant because it provides valuable insight into the environmental degradation from construction activities and proposes strategies for mitigating these impacts, promoting sustainable urban and municipal development, an action that could protect the health and safety of residents and visitors of the business district. literature review urban and municipal development refers to the planning, designing, and construction of infrastructure and facilities in urban areas. this encompasses a wide range pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 31-39, 2025 of activities aimed at improving the living conditions, economic viability, and sustainability of cities and towns. key areas include urban planning, which covers land use planning, transportation planning, urban design, community development, etc. the researcher adopts sustainable urbanization development framework by darkin et al (2002), a framework generated by brundtland commission, also known as “world commission on environment and development”. various urban planning and sustainability researchers, including those from the un habitat with key milestone in 1980s and 1990s, first introduced the theory. the theory seeks to emphasize integrated land use planning, sustainable development, and efficient use of resources to mitigate environmental degradation and social inequity. the theory has the following strengths: 1). it encourages sustainable development, 2). reduces urban sprawl, and 3). promotes efficient use of resources, with weakness as: 1). challenging to implement in rapidly urbanizing areas with limited resources, and 2). requires coordination among multiple stakeholders. central business district of accra (accra cbd) accra is the capital and largest city in ghana, with an estimated urban population of 2,788,000 as per 2025 with a growth rate of 2.46% from 2024. representing the urban agglomeration of accra, which include the city population and other suburb in the region. accra is also the capital of the greater-accra region of ghana. the city is furthermore the anchor of a larger metropolitan area, the greater accra metropolitan area (gama), which is home to about 5.46 million people, making it the second largest metropolitan city in ghana by population after kumasi. accra became the capital of the britishruled gold coast between 1877 and 1957. once merely a 19th-century suburb of victoriaborg, accra has since transitioned into a modern metropolis, the city's architecture reflects this history, ranging from 19thcentury british colonial buildings to modern skyscrapers and apartment blocks. figure 1: picture of accra central business district. source: norvanrepoort.com notable construction projects in accra notable construction projects in the central business district (cbd) of accra include: africa data centre project a construction of ten-million usd $10m. data centre project in the central business district of accra, with an initial capacity of 10 mw, a project that has the potential to bridge the ghana digital infrastructure economic gap. accra trade fair centre redevelopment the redevelopment of the accra trade fair site project includes reconstruction of the ghana trade fair centre, which feature multiple hotels, retail, convention, exhibition, commercial and leisure facilities are underway. ghana national cathedral project another project that has been halted for further government’s decision in the national cathedral project, aimed at ensuring interdenominational christian gathering in ghana. this comprises multiple chapels, a baptistery, a music school, and a grand central hall with a total of 5000 seat. the above-mentioned projects are mega projects in size, pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 31-39, 2025 demonstrating the city’s rapid growth and development. these projects seek to improve the city’s infrastructure, economy, and quality life style of residents, as accra is poised to become a major hub for business innovation and tourism in west africa, the projects also pose potential environmental risks. the increased construction activities could lead to air and water pollution, noise pollution and lose of green spaces within the central business district. agreeing with the position of goldembert (1998) the high energy demand including burning of fossil fuel could contribute to greenhouse effects. environmental impacts of construction activities based on the foregoing, an environmental impact can be said to be any type of environmental change, whether chemical, physical, or biological, which occurs as a result of human activities. such activities are capable of causing direct or indirect effect on the health of the population, economic and/or social activities, values of ecological resources hanania et al. (2020). agreeing with the position of (iso 1400) which considers environmental impacts as any change to the environment, whether adverse or beneficial, wholly or partially resulting from an organization's activities, products or services (iso 1400). environmental impacts are therefore, the unwanted byproduct of economic activities, inadvertently, humans alter environmental conditions such as the acidity of soils, the nutrient content of surface water, the radiation balance of the atmosphere, and the concentrations of trace materials in food chains. humans convert forest to pastureland and grassland to cropland or parking lots intentionally, but the resulting habitat change and biodiversity loss is still undesired (united nations environment program, 2010). environmental impacts are the outcome of environmental aspect that fails to meet regulatory requirements. construction activities while meeting societal needs of development, impacts the environment before, during and after the creation of the construction products and these impacts have adverse effects on the environment. some of the negative effects of construction activities include: land misuse (erosion, desertification), destruction of natural resources and vegetation, change in direction of flow of underground water, loss of wild life and their habitat, air and noise pollution, waste/effluent discharges, on-site wastage, health and safety impairment, generation of solid and gaseous wastes and resource depletion (gandu, 2005). environmental pollution level in the central business district (cbd) of accra shuai-ping (2018) writes on environmental pollution in construction site and corresponding green construction measure. the writer indicates how construction projects have been completed as part of the urbanization process in chana, indicating that the long construction period and large-scale construction projects as well as their complications have been considered as part of the process and characteristic of construction activities. the study further demonstrated the following pollution types: noise pollution, dust pollution, light pollution, water pollution, solid waste pollution, as major type of environmental pollution associated with construction activities. the researcher establishes the types of pollution caused by architectural construction principles and controls, key for green construction in summary. the study further, suggests the adoption of sustainable construction as a strategy to help safe our environment. agreeing with the position of (who, 2024) media centre fact sheet no. 313 report on particulate pollution levels in accra. referring to figure 2 below: “pollution rankings for capital cities in the world-2024”. figure 2: pollution rankings for capital cities in the world-2024. source: institute for health metrics and evaluation pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 31-39, 2025 the document indicates that particulate matter (pm) was with the aim to achieve the lowest concentrations level possible in the world and had been identified and it is believed that if it is achieved, there will be no damage to the earth. below is the data: pm2.5 10 µg/m³ annual mean 25 µg/m³ 24-hours mean pm10 20 µg/m³ annual mean 50 µg/m³ 24-hours mean the effects of pm on health occur at the level of exposure currently being experience by most urban and rural populations in both developed and developing countries. chronic exposures to particles contribute to the risk of developing cardiovascular and respiratory diseases, as well as cancer (who report, 2002). reference to the 2024 world pollution ranking for capital cities which places accra at 36.4 µg/m3/24-hr mean. a sizeable level of exposure that positions accra city at high risk. the accra air quality challenge is likely exacerbated by key factors such as: vehicular emission of co2, industrial processes, burning of fossil fuels, harmattan season etc. economic and social impacts of construction activities in developing countries since 2008, over half of the global population have been living in the urban cities. agreeing with a report generated by the population division of the united nations (un desa 2018) which asserts that the current global population, living in urban areas translate to over four billion (4,000,000,000), representing 55%, of world population. a figure that is expected to grow to 68% by 2050, according the study. moreover, the population in urban areas is growing 2.6 times faster than overall population growth. as a result, urban areas in developing countries will absorb most of the world’s population growth. due to sustained periods of political and economic stability within developing countries, and because of global processes, known as globalization and technological revolution, other developing countries will sustain rates of economic growth that are double or triple the growth rate achieved in developing countries. reference cities in developing countries will absorb most of the nearly 1.5 billion people who lives in cities at that time. these transformations offer great new market opportunities but also significant threats the environmental senility within the globe. with such densely population trend, many developing countries may experience an unpleasant and unexpected surprises, representing the continuation of the long trend of urban growth, experienced in recent decades. in economy, it is difficult and may be even misleading to measure such a continuum by just observing discrete recovery rates for just a few variables. it tempting to believe that, while cities may have many problems, they are at least able to provide employment, education, and other services for the residents who live within their precincts. after all, that is the reason why most people have migrated from the countryside to the cities. practically, the following are the key social and economic impacts of construction in developing countries: economic impacts of construction activities the building and construction is industry that significantly contributes to the economic growth and development of every country. the section under the economic impacts of building and construction activities examines the economic impacts of building and construction activities in nature, highlighting both the positive and challenges that need critical attention. positive economic impacts infrastructure development according to (un habitat, 2016) adequate infrastructure is essential for economic development, as it seeks to facilitate trade, commerce, and industry. construction activities and it milestones can lead to the development of critical infrastructure, including roads, bridges, dams, airports, harbors, university campuses, transportation systems etc. the development of infrastructure can also improve access to basic service, such as healthcare, education and enhanced well-being for local communities. economic multiplier effect oxford economics (2015) writes on the economic impacts of construction, a study that highlights the importance of the construction activities in developing countries and identifies areas for research and policy attention in the industry. the study emphasizes that investment in construction have a multiplier effect on the economy as it generates additional economic activities and growth. it further emphasized that every dollar spent on construction generates an additional $1.30 to $1.80 in economic activities. the economic multiplier effects of construction activities can generate various economic activities, which include manufacturing, transportation, services, retail, hospitality and real estates. this buttresses the position of batini et al. (2021) who write on the international monitoring fund (imf) with focus on green spending multipliers, with the estimation that every dollar spent on key carbon-neutral activities can generate more than a dollar’s worth of the economic activity. infrastructure development construction projects in developing countries often rely on foreign investment, which can create economic vulnerability and dependencies. construction activities lead to the development of essential infrastructure, such as road, bridges, and public buildings. un habitat (2016) suggest that adequate infrastructure is essential for economic development, as it facilitate trade, commerce and industry. according to the study, the development of infrastructure can also improve access to basic service, healthcare, education, etc. enhancing the quality of life pa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 31-39, 2025 for local communication. social impacts of construction activities construct projects can lead to community displacement, particularly, in areas where residents are forcibly relocated to make way for new development, such as construction of dams, railways, harbors, roads, military camps, etc. miine, licarion (2021) writes on infrastructure for project affected people in ghana. the writer indicates that ghana government has undertaken manay resettlement schemes as a result of infrastructure projects. which includes: weija dam, asuofuah, tema city development, manhean, akosombo dam, kpong dam, etc. between 1962 to date. the akosombo resettlement was in 1962 and it displayed over 80,000 people who lived along the river sassing at the time the project was to take off. the kpong and the bui dams also led to similar experiences. the study strives to establish to role infrastructure projects seeks to play in the those the development processes ends up affecting. the study used survey of household as research design in the bui resettlement communities. secondary data were collected on the historical events related to the dam resettlement in ghana with primary data from bui township and the surrounding villages. the study found out that the implementation of resettlement plans in ghana has always not been completed due to institutional and administrative challenges. the study further established that the provision of infrastructure alone was not enough to keep people whose livelihood have been lost in the resettlement community. another issue associated with construction projects is destruction of cultural heritage sites and historical landmarks, such as religious sites, villages, cemeteries, shrines, etc. leading to loss of cultural identity and community pride. for instance, the 80,000 people who were resettled from the volta river at akosombo, led to the destruction of their cultural heritages as these number of people were relocated to give room to the dam project. another incidence recorded is the construction of the road between winneba junction and akyem oda in ghana also passed through one of the oldest village within the akyem kotoku traditional area known as nibiem. the village was destroyed with their key heritage sites, leading to the people of the entire village relocating themselves to akyem asene. in this incident, their cemeteries, palace, church buildings, shrines were destroyed, leading to loss of cultural and historic identities of the people of nibieyem. cultural heritage destruction another issue associated with construction projects is destruction of cultural heritage sites and historical landmarks, such as religious sites, villages, cemeteries, shrines, etc. leading to loss of cultural identity and community pride. for instance, the 80,000 settlers who were resettled from the volta river at akosombo, led to the destruction of their cultural heritages as these number of people were relocated to give room to the dam project. in another development, the construction of the road between winneba junction and akyem oda in the eastern region of ghana had a profound impact on the historic village of nnibiem, situated within the akyem kotoku traditional area. dating back nearly 600 years, nnibiem is believed to have originated from nsamannwoma, the ancestral settlement of the people of akyem ayirebi. the road construction resulted in the destruction of the village, including revered heritage sites such as ancestral cementries, royal palaces, historic church buildings, and sacred shrines. this devastating event led to the displacement of the nnibiem people, who were forced to relocate to akyem asene, abandoning their ancestral lands and priceless cultural heritages. health and safety risks construction activities can pose serious health and safety risks to workers and local communities, particularly in areas with inadequate safety regulations and enforcement. social inequality and exclusion construction projects can exacerbate social inequality and exclusion, particularly if they prioritize the interests of wealthy elites over those of low-income communities sustainability balance the world green building council report (2020) indicates that sustainability balance, in sustainable construction refers to the equilibrium between economic, social and environmental considerations, in building design, construction, and operation. to achieve this, individuals and organization should ensure minimization of harm to the environment, promote occupants’ health and well-being, and provide cost-effective solutions. by engaging sustainable construction, techniques and sustainable construction principles developers would seek to reverse the trend of increasing particulate concentration in accra; techniques include the use of renewable energy to eliminate toxics; waste minimization and recycling to reduce overburden on natural resources and greening of the construction site to protect nature. incidentally, the previous studies failed to give grasps to sustainable construction techniques, a gap that the study seeks to bridge to obtain sustainability balance. sustainability balance is the balance between economics, environment and social issues. the potential outcome is the sustainability balance in construction. effectiveness of environmental management strategies in construction industry the world’s rapid population growth and rampant urbanization have brought an increasing need for a highquality and sustainable built environment. one of the key strategic tools needed for this goal, is iso 14001; environmental related best practice to ensure building and civil engineering works are safe and fit for purpose pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 31-39, 2025 (iso 2017). the world green building council report (2020) indicates that sustainability balance, in sustainable construction refers to the equilibrium between economic, social and environmental considerations, in building design, construction, and operation. to achieve this level of effectiveness, the report suggests that individuals and organization should ensure minimization of harm to the environment, promote occupants’ health and well-being, and provide cost-effective solutions. by engaging sustainable construction, techniques and sustainable construction principles developers in developing cities, including accra should seek to reverse the trend of increasing particulate concentration with techniques such as renewable energy to eliminate toxics; waste minimization and recycling to reduce overburden on natural resources and greening of the construction site to protect nature. incidentally, the previous studies failed to give grasps to sustainable construction techniques, a gap that the study seeks to bridge to obtain sustainability balance. sustainability balance is the balance between economics, environment and social issues. the potential outcome of the study is the sustainability balance in building and civil engineering construction. lam et al. (2010) write on environmental management system vs green specification: how do they complement each other in the construction industry? the study indicates that environmental management system has been one of the important tools for sustainable construction practices. the writers in furtherance suggest that for sustainable construction practice to be effective, there is the need to adapt the application of green specification which can significantly complement environmental management system (ems), with the view that green specification should be able to compensate for some of the intrinsic weaknesses of ems. in summary, the study establishes that 1). pollution level in accra metropolis is high as a result of lack of environmental practices, 2). strategic direction and policy guidelines to promote environmental quality in construction industry: and 3). integration of sustainable construction techniques during pre-design, design and construction stages promote environmental friendliness. materials and methods accra’s cba is facing pressing environmental challenges due to urbanization and unsustainable construction practices, necessitating a comprehensive approach to manage and mitigate the phenomenon. the study focuses on the key municipalities within accra’s cba, which includes: ablekuma, ashiedu ketekey, kpehie, okaikoi, ayawaso, and osu klottey being the focus. using qualitative survey instrument, a total of 20 respondents were targeted. the 2021 population and housing census for the accra metropolitan assembly (ama) recorded a total population of 284,124, comprising 134,045 males and 150,079 females respectively, representing 5.2% of the accra population of 5,455,692. the study adopted a qualitative research approach, which facilitated an indepth examination of the research phenomenon through a nuanced and contextual understanding of the data. by leveraging secondary sources, specifically published documents pertinent to the topic, and aimed at generating rich, holistic, and theoretically informed insights. the qualitative methodology enabled the identification of emergent themes and patterns, which were carefully analyzed to yield findings that are grounded in the data. statement of ethics by ensuring accuracy and correctness, the writers demonstrate strong commitment to excellence, integrity, and respect for their readers, and the writer therefore, recognize that it is crucial for several reasons, which includes: credibility, reliability, integrity, respect for readers, and authority of the research paper. discussion of findings as discussed earlier, construction activities in the central business districts of accra are becoming death traps to city dwellers, business men/women, traders, visitors etc. because of unsustainable construction practices. the research intended to ascertain how sustainable construction practices integrate into general construction practices in order to minimize environmental degradation. 1. pollution level in accra metropolis is high as a result of lack of environmental practices; a finding that is hinged on who report, which places accra at 36.4µg/m3/24-hr mean, underscoring the need for sustainable construction practices. the rapid urbanization and construction activities in the central business district of accra have led to significant environmental concerns, particularly, air pollution based on particulate concentration level. as the finding resulting from the study indicates, serious alarming as it exceeds the world health organization’s recommended standard. posing health risks to residents, workers and visitor. the literation review emphasizes the severe health implications of prolonged exposure to such high level of particulate matter. the hazards associated with cumulative inhalation of these particles, include cardiovascular disorders, respiratory diseases, and lung cancer. these health risks underscore the importance of adopting sustainable construction practices that prioritize environmental friendliness and reduce the industry’s ecological footprint. 2. strategic direction and policy guidelines to promote environmental quality in construction industry: the finding indicates how significantly environmental challenges that threaten the well-being of residents, workers, visitors and the entire ecosystem requires attention. it is highly critical because of the alarming nature, as urbanization and infrastructure development have led to a surge in increased environmental degradation and pollution. this study evaluated the effectiveness of current environmental management approaches in the construction industry, with the key focus on sustainable construction and iso 14001 respectively. revealing such pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 31-39, 2025 a critical finding: the need for strategic policy guidelines to promote environmental quality is becoming more critical, suggesting that the existing policies and practices require enhancement in terms of its implementation and political will at all levels. this could be executed through capacity building, stakeholder engagement, and resource allocation to ensure sustainable construction practices and mitigate environmental impacts. effective environmental management in the construction industry is therefore crucial for accra’s sustainable development and this particular study’s finding underscores the need for urgent action to address the identified challenge. 3. integrating construction techniques during predesign, design and construction stages: integrating construction techniques during pre-design, design and construction stages is crucial as the study seeks to promote environmental friendliness in construction industry. the study expects that during the pre-design stage, there should be a thorough site assessment and analysis to inform sustainable decision-making, while sustainable design brief introduced at the early stage can outline the project’s environmental objectives and goals respectively. the sustainable design brief should factor construction material selection, energy efficiency, and construction method to ensure minimization of environmental impacts. by integrating sustainable construction techniques, developers and general clients, can create buildings that could minimize environmental impacts, while providing benefits for urban dwellers. future research • due to the limitation of the above study, the following recommendations are proposed for future studies on environmental impacts of construction activities. • assessing the long term cost benefits of investment in sustainable buildings and constructions • assessing the challenges of implementing sustainable construction practices in accra. conclusion the study underscores the critical needs for sustainable construction practices in the central business district (cbd) of accra, given the significant environmental implications of the rapid urbanization and construction activities being witnessed so far. the study investigates the urbanization and environmental impacts of construction activities in the cbd of accra, highlighting the key result findings that suggest that: pollution level in accra metropolis is high as a result of unsustainable environmental practices, strategic direction and policy guidelines to promote environmental quality in construction industry as part of the key focuses, and integration of sustainable construction techniques to promote environmental friendliness in construction in the central business district of accra to ensure mitigation of environmental challenges. the study recommendations for adoption of sustainable construction techniques and principles to reverse the trend of increasing particulate concentration in the cbd of accra, awareness, research and development on sustainable construction be promoted at all stakeholder levels and all levels of educational structures vigorously, create incentive policies for individuals and developers to encourage sustainable construction methods and development, review of measurable performance standards to ensure conformance in sustainable standard and ensure capacity and stakeholder engagement. the study contributes to the ongoing discourse on unsustainable urban development in accra, emphasizing the need for a balanced approach that will seek to prioritize both economic growth and environmental sustainability of accra and beyond. references batini, n., di serio, m., fragetta, m., & melina, g. (2021). greening budget: a primer on fiscal policy tool for climate change mitigation (imf staff climate note 2021/001). international monetary fund. https:// papers.ssrn.com/sol3/papers.cfm?abstract_ id=4026260&download=yes collier, p. (2010). the political economy of natural resources. new university in exile consortium. https:// newuniversityinexileconsortium.org/wp-content/ uploads/2022/02/politicaleconomyofnaturalresou rces-socialresearcharticle.pdf deakin, m., curwell, s., & lombardi, p. (2002). sustainable urban development: the framework and directory of assessment methods. journal of environmental assessment policy and management, 4(02), 171-197. https://doi.org/10.1142/s1464333202000891 (if doi available) goldemberg, j. (1998). greenhouse gases from fossil fuels and their impact on global change. university of são paulo, brazil. https://www.eolss.net/sample-chapters/c09/ e4-23-02-05.pdf halliday, m. a. k. (2012). a comparison of contextual potentials for two multifunctional systems. retrieved december 2024, from https://www.researchgate.net/ publication/306021934_halliday_and_lemke_a_ comparison_of_contextual_potentials_for_two_ metafunctional_systems hananial, m. (2020). environmental impacts. retrieved april 2024, from https://energyeducation.ca/ iso. (2017). iso and construction. international organization for standardization. https://www.iso.org/files/live/ sites/isoorg/files/store/en/pub100317.pdf khaertdinova, a., maliashova, a., & gadelshina, s. (2021). economic development of the construction industry as a basis for sustainable development of the country. in e3s web of conferences (vol. 274, p. 10021). edp sciences. lam, p. t. i., chan, e. h. w., chau, c. k., poon, c. s., & chun, k. p. (2010). environmental management system vs green specification: how do they complement each other in the construction industry? journal of environmental management, 91(3), 654–661. pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 31-39, 2025 https://www.sciencedirect.com/science/article/abs/ pii/s0301479710003622 miine, l. (2021). infrastructure for project affected people in ghana (mpra paper no. 108940). munich personal repec archive. https://mpra.ub.uni-muenchen. de/108940/ oxford economics. (2015). the economic impacts of construction: a study for the construction products association. oxford economics. https://www.oxfordeconomics. com/resource/the-economic-impact-of-the-ukconstruction-plant-hire-sector/ shuai-ping, y. (2018). environmental pollution in construction sites and corresponding green construction measures. an international quarterly scientific journal, 1287. http://www.neptjournal.com/ un-habitat. (2016). urbanization and development: emerging futures (world cities report 2016). https://unhabitat. org/world-cities-report-2016 un desa. (2018). world urbanization prospects: projected urban population by 2050. smart city dive. https:// www.smartcitysdive.com un habitat. (2016). city resilience programme: un habitat for a better urban future. https://unhabitat. org/sites/default/files/download-manager-files/ infrastructure-improvement-enhancer-smallpages-2.pdf watson, r. t. (2001). climate change 2001: synthesis report. the world bank and core writing team. https:// www.researchgate.net/publication/235948804_ climate_change_2001_synthesis_report world green building council. (2020). sustainability in the built environment: annual report 2020/21. https:// worldgbc.org/article/world-green-building-councilannual-report-2020-21/ world health organization. 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(2024b). 7 million premature deaths annually linked to air pollution. https://www.who. int/news/item/25-03-2024-7-million-prematuredeaths-annually-linked-to-air-pollution pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) teaching styles and students’ engagement among junior high schools in claveria districts, misamis oriental regie g. quiblat1*, roie m. ubayubay1 volume 4 issue 2, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i2.4350 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 08, 2025 accepted: february 11, 2025 published: february 22, 2025 this study aimed to determine the effect of teachers’ teaching styles on students’ engagement. specifically, it aimed to describe the respondents’ characteristics; find the level of the respondents’ perceived teaching style; examine the respondents’ perceived assessment of affective and cognitive engagement; find the significant effect of teaching styles on students’ engagement; and determine the relationship between teaching styles and their characteristics. in this research , a purposive sampling procedure was used to obtain the 300 public junior high school students of claveria districts, misamis oriental, during the school year 2023-2024. a combination of patterned and self-constructed questionnaire with descriptive statistics were used, along with a t-test, to test the significant effects of teaching styles on students’ engagement. pearson product moment correlation (r) was utilized to determine the vital relationship between teaching styles and respondents’ characteristics. the study found that among all teaching styles, expert style obtained the highest mean result and interpreted as very high. the respondents perceived affective and cognitive engagement as very positive. teaching styles, except delegator, significantly affect students’ engagement. further, based on students’ perceptions, their parents’ marital status and educational attainment are significantly related to teaching styles. in conclusion, it is essential to identify appropriate teaching styles based on students’ backgrounds. it is recommended to help create a holistic and practical learning environment. further studies are needed to understand school environments’ influence on teaching styles and students’ engagement. keywords students’ engagement, teaching styles introduction in the context of education, the effectiveness of teaching styles in influencing student engagement and academic performance. teachers should gradually introduce leadership roles, providing clear guidelines and support to help students develop confidence in autonomous learning tasks. fostering preparedness and support for increased responsibility remains a critical concern. as such, this study addresses the pressing issue of identifying and understanding the relationship between teaching styles and student engagement among junior high school students in the claveria districts, misamis oriental. this investigation is prompted by the need to enhance teaching practices and optimize students’ learning experiences within the district. moreover, it is essential to ground this study within the legal framework governing education in the philippines. the relationship between teachers’ teaching styles and students’ engagement is a significant concern. this study examines teachers’ different teaching styles and how they affect students’ engagement. the study intends to investigate ways to improve teaching methods to improve the quality of education in the municipality. public school teachers in claveria districts must ensure high-quality teaching that meets the needs of diverse students. teachers want to provide effective instruction, yet differences in teaching styles might result in discrepancies in teaching success. this discrepancy could lead to varying educational experiences for students, impeding their overall academic development. the district risks perpetuating unfairness and limiting educational development without thoroughly understanding how teaching styles impact students’ engagement. one significant gap in existing research is the limited exploration of teaching styles and their impact on student engagement. while studies conducted elsewhere offer valuable insights, a need remains to investigate how teaching styles manifest and operate within the unique socio-cultural and educational landscape. addressing this gap will provide a more comprehensive understanding of effective teaching practices tailored to the local context. as observed, the classroom environment and availability of resources exert considerable influence on teachers’ selection and implementation of teaching styles. physical classroom layout, seating arrangements, and instructional materials shape the dynamics of teaching and learning interactions, influencing the feasibility and effectiveness of different instructional approaches (lei, 2022). more scholars from other disciplines are recognizing the significance and influence of scientific education and the obstacles and possibilities in this area. individuals reside in a dynamic environment where science constantly evolves, prompting educators to acknowledge that they are not teaching a fixed subject. they must broaden their perspectives to embrace new ideas and concepts that supersede outdated ones. 1 phinma cagayan de oro city, philippines * corresponding author’s e-mail: regiequiblat7@gmail.com pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 despite the increasing recognition of the importance of teaching styles in influencing students’ engagement and academic performance, a significant gap exists in the literature regarding their impact within the specific context of the claveria districts, misamis oriental. while studies conducted elsewhere have provided valuable insights into the relationship between teaching styles and students’ outcomes, the unique socio-cultural and educational landscape necessitates a localized investigation. this gap in research is particularly pressing due to the potential implications for educational practices and policies within the districts. as outlined in section 3, article iv of the code of professional ethics for teachers and school officials emphasizes the need for educators to expand their cultural awareness, improve their professional skills, and elevate the teaching profession’s reputation. this part emphasizes the teachers’ duty to maintain the highest standards of professional behavior and prioritize their students’ well-being and growth. the relationship between teachers’ teaching styles and student engagement is an essential concern in claveria districts’ public schools. literature review respondents’ characteristics the impact of respondents’ characteristics on teaching styles and students’ engagement in junior high schools is crucial to consider a range of characteristics. these characteristics may include teacher-student relationships, motivational factors, and the teaching approaches employed by educators. motivation and social interactions are identified as critical personal factors influencing attendance. while respondents’ characteristics, such as sex, age, and strand, may differ across individuals, they do not significantly impact the perceived influence of personal factors on attendance. this implies that personal factors, such as motivation and social interactions, are relevant for all students regardless of their demographic profiles (sabado et al., 2024). age age is a significant determinant of learning preferences and outcomes and is influenced by contemporary technologies and social systems (mori et al., 2023). as individuals progress through different stages of life, their cognitive abilities, interests, and learning styles evolve. younger students, such as children and adolescents, often thrive in interactive, hands-on learning environments incorporating technology and multimedia elements. these students tend to engage more actively with visual and auditory stimuli, benefiting from teaching styles incorporating videos, interactive activities, and group work. on the other hand, older students, such as adults, may have different learning preferences driven by their accumulated knowledge and life experiences. they may prefer more self-directed learning opportunities, discussions, and real-world applications of concepts. consequently, teaching styles should be adapted to suit the age group of the students, taking into account their specific learning preferences and needs. sex male and female students may have distinct preferences regarding instructional methods (mori et al., 2023). understanding these preferences can help educators tailor their teaching approaches to engage better and support students. for male students, incorporating hands-on activities and visual aids, such as diagrams and videos, can enhance their learning experience. providing collaborative learning and competition opportunities may also resonate well with male students. on the other hand, female students may benefit from instructional methods that focus on verbal explanations and discussions. creating a supportive and inclusive learning environment that fosters collaboration and personal connections can be particularly effective for female students. additionally, integrating technology into instruction can appeal to both male and female students, albeit with potential variations in specific preferences. parent’s educational attainment a cross-national analysis by chinek and baran (2020) explores the relationship between parental educational attainment and students’ academic engagement across different countries. the study analyzes how parental education influences students’ academic engagement and how this relationship varies in diverse national contexts. by conducting a cross-national analysis, the researchers investigate the impact of parental education on students’ levels of academic engagement, considering the cultural, social, and educational differences between countries. the study provides insights into the importance of parental education in shaping students’ academic engagement and highlights the significance of considering cross-national variations in understanding this relationship. parents with higher levels of education may better understand effective teaching strategies and may be more likely to adopt supportive and engaging teaching styles at home. this, in turn, can positively impact students’ academic engagement. conversely, parents with lower levels of education may have limited knowledge of effective teaching methods, which could affect their ability to foster academic engagement in their children. number of siblings the study by feng (2021) suggests a negative correlation between sibling size and children’s educational attainment in indonesia. to establish causality, the research uses a design that exploits the exogenous sibling size variation caused by family twin births. according to the results of instrumental variable estimation, there is a quantity-quality trade-off at play, where larger sibling size is associated with lower educational outcomes. specifically, it is found that larger sibling size is negatively correlated with completed years of schooling, educational levels, and the likelihood of school attendance. the study also conducted a subsample analysis and found that the negative effect of sibling size on educational attainment is more pronounced for specific groups. for instance, the negative effect is more significant for muslim children, children with less educated mothers, and children belonging to earlier birth cohorts. pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 parents’ marital status the study conducted by lui et al. (2023) structural equation modeling examines the relationship between parents’ marital satisfaction and children’s academic performance. the findings revealed that parents’ marital satisfaction significantly indirectly affected children’s academic performance through two pathways. first, parents’ marital satisfaction indirectly influenced children’s academic performance through several mediators. these mediators included parents’ psychopathological symptoms, children’s internalizing behaviors, and school engagement. in other words, parents’ marital satisfaction impacted these mediators, which influenced children’s academic performance. second, parents’ marital satisfaction also indirectly affected children’s academic performance through the mediator of parental involvement and school engagement. this suggests that when parents’ marital satisfaction is high, it can positively influence their involvement in their children’s education and their children’s engagement in school, ultimately contributing to better academic performance. teaching styles teaching styles play a pivotal role in determining the effectiveness of instruction and the overall learning experience for students. according to cardino and ortega-dela cruz (2020), different teaching styles, ranging from traditional to more student-centered approaches, can significantly impact how information is delivered, how students engage with the material, and how much they learn. for example, a teacher who adopts a lecturebased approach may excel at conveying information in a structured manner but struggle to engage students or accommodate diverse learning needs actively. on the other hand, a teacher who embraces a facilitative or inquiry-based teaching style may foster greater student participation, critical thinking, and problem-solving skills, leading to deeper understanding and retention of content. as posited by languita et al. (2023), styles of teaching and learning are one of the factors that contribute to student learning performance. expert teaching style knowledgeable and skilled teachers know the subject’s students are interested in learning. bergil and erçevik’s (2019) expert teaching style can be seen as an advantage where teachers have accurate and comprehensive knowledge, skills, and information on the scope of targets to be taught to students. this comprehensive knowledge, information, and skills consolidation can benefit experienced students. formal authority teaching style in a formal authority style, the teacher serves as a manager, enforcing appropriate and strict regulations in the classroom (sha et al., 2021). teachers using this teaching style must hold a certain status or standing among the students. within this framework, educators establish tangible learning scenarios for students by establishing goals, guidelines, standards, and learning principles. personal model teaching style teachers with personal model teaching styles set the prototypes for thinking and behaving. in this regard, the teachers constantly supervise, guide, and instruct students by showing them how to do things. in doing so, the teachers motivate students to observe, imitate, or reflect on the methods and approaches they provide (sim et al., 2022). in addition to helping students build their skills, this hands-on approach helps them feel motivated, confident, and self-sufficient as they learn from their teachers’ modeling and direct instruction. another benefit of using a personal model teaching approach is a friendly and stimulating learning atmosphere where students feel empowered to study and develop under the direction of a mentor who sets an example. facilitator teaching style rooted in constructivist and socio-constructivist learning theories, student-centered approaches prioritize cultivating critical thinking skills, metacognitive awareness, and lifelong learning habits through authentic, inquiry-driven learning experiences (putri & sari, 2021). by assisting students in goal-setting, self-monitoring, and reflection on their thought processes, facilitator teachers foster metacognitive awareness in their students. furthermore, the statement’s focus on encouraging lifetime learning habits aligns with the facilitator style, which tries to ingrain students’ curiosity for ongoing learning and development. delegator teaching style delegator teaching style refers to teachers who emphasize the development of a student’s self-capacity. students are encouraged to conduct self-learning, such as projects, and teachers act as a source of reference (sim et al., 2022). students working on projects autonomously and functioning as members of a group with independent powers are expected in this model. students who are taught using the delegator teaching style view themselves as capable, independent, and self-sufficient. because of this, every student can take the initiative and evaluate themselves to become more self-aware. students’ engagement student engagement refers to the degree of involvement, interest, and enthusiasm students demonstrate in their learning experiences (delfino, 2019). it encompasses active participation in classroom activities, curiosity, and a sense of connection to the subject matter. effective teaching practices play a crucial role in fostering student engagement by creating learning environments that are stimulating, interactive, and relevant to students’ interests and needs. for example, teachers who incorporate hands-on activities, group discussions, and real-world applications into their lessons often find students more pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 motivated and engaged in the learning process. moreover, providing opportunities for student choice and autonomy can further enhance engagement by allowing students to take ownership of their learning and pursue topics that resonate with their interests and passions. according to study of pascua (2024), instructors can enhance student engagement and learning outcomes by adopting different types of approaches. affective engagement affective engagement represents a malleable dimension of the broader conceptualization of student engagement that is amenable to prevention and intervention efforts (cook et al., 2020). this engagement component responds to intervention and prevention tactics meant to improve students’ motivation, emotional health, and feelings of community within the classroom. by strongly emphasizing affective engagement, teachers can establish inclusive and encouraging learning environments that support students’ emotional growth and improve their overall engagement and academic performance. teacherstudent relationship it has been discovered that positive teacher-student interactions encourage students’ participation and academic success. students can use teachers as a haven from which they can explore the environment and engage in learning activities, and as a source of support in stressful situations (engels et al., 2021). teaching styles prioritizing personal connections and rapport-building, such as the personal model and facilitator styles, may contribute to stronger teacher-student relationships. these styles emphasize empathy, communication, and understanding, fostering a supportive learning environment where students feel valued and respected by their teachers. consequently, students are more likely to feel emotionally connected to their teachers, leading to higher engagement and motivation in learning. family support for learning the influence of the family on academic performance manifests in various aspects. zhang et al. (2023) showed that family cultural capital, economic capital, and parental support increase the likelihood of becoming a scientist. teaching styles prioritizing communication and partnership with families, such as the personal model style, may enhance family involvement in students’ education. when teachers serve as positive role models and establish open lines of communication with families, parents are more likely to feel engaged and supportive of their children’s learning journey. cognitive engagement research demonstrates that students who actively interact with their learning materials learn more than those who only interact with them passively (barlow et al., 2020). in the classroom, teachers greatly influence their students’ lives. their role extends beyond simple instruction; it also includes setting the tone and conducting themselves in the classroom. the student’s success does not depend solely on the grades being achieved but on how the grades were achieved, whether students took an interest or it was learned just for the sake of it. hence, the psychological sense of being with others in a comfortable environment is equally vital in the classroom. control and relevance from school control and relevance from school can be influenced by teaching styles that empower students and make learning meaningful (bessa et al., 2021). the facilitator style, for instance, encourages student autonomy and relevance by allowing students to explore topics of interest and participate in decision-making regarding their learning. as a result, students perceive greater control over their education and recognize the relevance of academic tasks to their personal goals and interests. future aspiration and grades the teaching style employed by educators can impact students’ future aspirations and grades (keerthigha & singh, 2023). teachers’ instruction methods greatly impact students’ learning experiences, grades, and goals for the future. students are more likely to be motivated, actively engaged in learning, and inspired to set greater academic objectives when educators use student-centered and engaging teaching approaches. a helpful and engaging teaching approach can create a good learning atmosphere in the classroom, motivate students to take charge of their education and give them a sense of self-worth and competence. intrinsic motivation the choice of teaching style significantly impacts student motivation in the classroom. research by zhang et al. (2022) highlights the importance of autonomy, competence, and relatedness in fostering intrinsic motivation among students. teaching styles that prioritize student autonomy and allow for meaningful choices in learning activities, such as the facilitator style, have promoted greater intrinsic motivation. statement of the problem 1. what is the level of the respondents’ perceived teaching style in terms of expert formal authority, personal model, facilitator, and delegator style? 2. how do the respondents perceive affective engagement based on the teacher-student relationship, peer support at school, and family support for learning? 3. how do the respondents perceive cognitive engagement based on control and relevance from school, future aspirations and grades, and intrinsic motivation? 4. is there a significant effect of the respondents’ perceived teaching styles on students’ engagement? 5. is there a significant relationship between the respondents’ perceived teaching styles and each of their characteristics? pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 materials and methods research design the study utilized a descriptive correlational research design, which is appropriate for investigating the relationships between variables without any manipulation. this approach examined the degree and type of connections between the teaching styles of teachers and the engagement levels of junior high school students in claveria districts, misamis oriental, during the school year 2023-2024. employing a descriptive correlational research design was deemed appropriate for this study as it facilitated the exploration of connections between variables without alterations, yielding significant insights into the nature and degree of relationships among teaching styles, student engagement, and demographic aspects. as noted by lemboye (2019), descriptive correlational research is effective for analyzing patterns, trends, and correlations within datasets. sampling technique the study used slovin’s with a 5% margin of error and a population of 1200 to get the desired number of respondents. then, purposive sampling was utilized to identify and select the respondents in each district or school based on the population. purposive sampling was chosen as the sampling method for this study because it can target demographic traits or characteristics pertinent to the study’s goals. in this case, the objective was to select junior high school students in grades 9 to 10 who were enrolled in any schools within claveria districts, misamis oriental. research instrument in this research, a mix of structured and self-developed questionnaires was employed to collect pertinent data from the participants. this aimed to assess the different teaching styles and the degree of engagement among junior high students in claveria districts, misamis oriental, for the school year 2023-2024. to evaluate teaching styles, the variables in the questionnaire were based on the work of loveta et al. (2020) titled “students’ expectations toward teacher’s teaching styles and contribution to student’s english performance,” while the indicators were created by the researcher. furthermore, the variables in the student engagement questionnaire were derived from the study by appleton et al. (2006) named “measuring cognitive and psychological engagement: validation of the student engagement instrument,” with the indicators also constructed by the researcher. the questionnaire consisted of three sections. part i asked about the respondents’ age, gender, educational attainment of parents, number of siblings, and parents’ marital status. in contrast, part ii evaluated the levels of teaching styles including expert, formal authority, personal model, facilitator, and delegator styles, with ratings ranging from 4 (at all times) to 3 (most of the time), 2 (sometimes), and 1 (never). similarly, part iii measured students’ engagement by looking at affective factors (teacherstudent relationships, peer support at school, and family support) and cognitive elements (control and relevance of schoolwork, future aspirations and goals, and intrinsic motivation), rated on a scale of 4 (strongly agree), 3 (agree), 2 (disagree), and 1 (strongly disagree). results and discussion problem 1. what is the level of the respondents’ perceived teaching styles in terms of expert, formal authority, personal model, facilitator, and delegator style? table 1: distribution of the respondents’ level of perceived teaching styles variables mean sd interpretation expert 3.52 0.66 very high formal authority 3.45 0.69 very high personal model 3.50 0.68 very high facilitator 3.46 0.70 very high delegator 3.41 0.71 very high overall 3.47 0.69 very high legend: 3.26-4.00 at all times /very high 2.51-3.25 most of the time/high 1.76 – 2.50 sometime /low 1.00-1.75 never/very low table 1 shows the summary distribution of the respondents’ assessment of the teachers’ teaching style with an overall mean of 3.47 (sd=0.69), interpreted as very high. this indicates that students generally view their teachers’ teaching methods as highly effective and supportive. the implication is that students perceive their teachers as adept at delivering lessons that enhance their comprehension of the subject matter and cultivate a positive, encouraging learning atmosphere. such a favorable view of teachers suggests that educators are successfully fostering a supportive and engaging educational environment that contributes to student achievement. it suggests that effective teaching styles typically involve clear communication, engaging lesson designs, and the capability to make complex ideas understandable and relatable. supportive teaching encompasses the creation of an environment where students feel appreciated, respected, and motivated to engage actively in their educational experience. according to research by monacis et al. (2024), academic training pa ge 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 rather than years of experience serves as a significant predictor for the differences in teachers’ perceptions of teaching styles. the expert style variable obtained the highest mean score of 3.52 (sd=0.66), interpreted as very high. this suggests that students highly regard and often experience the expert teaching approach, which entails teachers displaying considerable knowledge and expertise in their subjects, providing clear explanations, and offering indepth insights into the material. as noted, students tend to value instructors who possess a deep understanding of their subject, as this lends credibility and confidence in the classroom. it implies that educators who demonstrate competence and authority in their fields are perceived as reliable sources of information, helping students gain a thorough and comprehensive understanding of complex topics. students value this expertise, as it promotes a deeper comprehension of the content and builds trust in the information presented (zacarian & silverstone, 2020). when educators showcase their subject-matter expertise, it affirms the material and enhances confidence in the teaching methods employed. additionally, teachers can effectively clarify and reinforce learning goals by addressing students’ questions and misconceptions appropriately. on the contrary, the variable on delegator style obtained the lowest mean of 3.41 (sd=0.71), interpreted as very high. this indicates that although the delegator style is not experienced as frequently as the others, it remains highly appreciated by students when they see it in practice. this suggests that the delegator teaching style prioritizes student autonomy and responsibility, with teachers serving as facilitators instead of direct instructors, allowing learners to take control of their educational journey. such an approach can cultivate crucial skills like independent learning, problem-solving, and critical thinking. there may be several reasons for the lesser familiarity with the delegator instructional style. one observed factor is the common emphasis in many educational environments on teacher-centered classes and direct instruction, which may limit the opportunities for educators to adopt a facilitative role. when students are compelled to take on a greater responsibility for their learning, they might face uncertainty or hesitation, as they are accustomed to more traditional, teacher-directed teaching methods. this suggests that employing the delegator style necessitates higher degrees of independence, self-regulation, and active engagement from students, which could pose challenges for those used to more structured, directive teaching strategies. research conducted by corneliuswhite (2020) supports the advantages of the delegator style, indicating that student-centered approaches, which provide learners with greater control over their academic activities, can enhance engagement and motivation. problem 2. how do the respondents perceive affective engagement based on the teacherstudent relationship, peer support at school, and family support for learning? table 2: distribution of the respondents perceived affective engagement variables mean sd interpretation teacher-student relationship 3.43 0.58 very positive peer support at school 3.44 0.62 very positive family support for learning 3.40 0.63 very positive overall 3.44 0.61 very positive legend: 3.26-4.00 strongly agree /very positive 2.51-3.25 agree /positive 1.76 – 2.50 disagree /negative 1.00-1.75 strongly disagree/very negative table 2 shows the summary of the student’s engagement in terms of affective with an overall mean of 3.44 (sd=0.61) interpreted as very positive. this indicates that students generally hold a positive view regarding their affective engagement, suggesting they feel emotionally connected and invested in their learning experiences. this perception typically reflects students’ enthusiasm, interest, and enjoyment in actively participating in classroom activities, discussions, and academic tasks. as observed within the context of claveria districts, the impact of affective engagement on students’ overall motivation and academic performance is an important aspect to consider. it suggests that students are more likely to display elevated levels of intrinsic motivation, determination, and a constructive attitude towards challenges when they experience emotional engagement in their learning. because of their increased motivation to work diligently and strive for academic excellence, students who are emotionally engaged in their learning are more inclined to achieve academic success. affective engagement includes students’ emotional reactions to learning, encompassing their motivation, curiosity, and sense of belonging within the educational setting (bond et al. 2020). the variable, peer support at school, obtained the highest mean score of 3.44 (sd=0.62), interpreted as very positive. this signifies that students perceive a significant level of peer support in their school environment. it implies that students recognize a positive and encouraging social atmosphere among their peers. this perception typically illustrates students’ experiences of feeling accepted, valued, and supported by their classmates. this indicates that students who receive assistance from their peers are more likely to collaborate, pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 work as a team, and exchange learning experiences. when classmates support and motivate each other, they cultivate a network that fosters academic development, enhances problem-solving skills, and nurtures healthy peer relationships. in such a collaborative environment, students’ motivation, engagement, and sense of responsibility for both their own and their peers’ learning can be heightened. according to feng (2022), healthy peer relationships characterized by mutual support, teamwork, and emotional backing improve school engagement and promote positive socio-emotional outcomes for students. on the contrary, the variable, family support for learning, obtained the lowest mean of 3.40 (sd=0.63), interpreted as very positive. despite this being the lowest average in this survey context, it suggests that students generally feel they receive strong support from their families concerning their educational endeavors. this indicates that the lower average score might be influenced by individual differences in perceptions of family support, variations in family dynamics, or differing expectations about the levels of assistance. as noted, the overall viewpoint remains one of significant family encouragement and participation in students’ educational paths. the research indicates that a strong family support system that involves students in their academic activities can greatly improve their success and overall well-being. barger et al. (2021) state that parental support, which includes homework assistance, motivation, and access to educational resources, has a positive effect on students’ academic drive and achievement. problem 3. how do the respondents perceive cognitive engagement based on control and relevance from school, future aspirations and grades, and intrinsic motivation? table 3: distribution of the respondents perceived cognitive engagement variables mean sd interpretation control and relevance from school 3.45 0.59 very positive future aspirations and grades 3.49 0.59 very positive intrinsic motivation 3.43 0.60 very positive overall 3.46 0.59 very positive legend: 3.26-4.00 strongly agree /very positive 2.51-3.25 agree /positive 1.76 – 2.50 disagree /negative 1.00-1.75 strongly disagree/very negative table 3 shows the summary of the student’s engagement in terms of cognitive with an overall mean of 3.46 (sd=0.59), interpreted as very positive. this means robust cognitive engagement among the student respondents, suggesting a high level of mental involvement and active participation in academic activities. this further means that a crucial aspect to consider is the influence of cognitive engagement on students’ learning outcomes and academic success. as observed, when students are cognitively engaged, they actively process information, form connections, and apply critical thinking skills to academic tasks. it implies that this intense mental involvement results in improved comprehension, retention, and application of knowledge, which in turn improves academic performance and achievement. moreover, cognitive engagement encourages students’ intellectual growth, creativity, and curiosity. by actively participating in academic activities, students are more likely to ask questions, seek new perspectives, and explore complex ideas and concepts. moreover, robust cognitive engagement is associated with positive learning outcomes such as improved academic performance and deeper conceptual understanding (quynh et al., 2021). students with solid cognitive engagement are likelier to demonstrate higher retention levels, problem-solving ability, and information-processing skills. they approach learning proactively, actively seeking to connect new knowledge with prior experiences and applying it to realworld contexts. the variable future aspirations and grades obtained the highest mean score of 3.49 (sd=0.59), interpreted as very positive. this means that students place significant importance on their future goals and academic achievements, indicating that students view their education as a critical pathway to achieving personal and professional aspirations. this further means that participants generally hold a favorable view regarding the relationship between their future aspirations and expected academic performance. this implies that students who aspire to achieve specific future objectives tend to believe that these aspirations favorably influence their academic success. as observed, students are motivated by their future goals and see a strong connection between their academic performance and their ability to achieve them. students who prioritize future goals and academic achievements will likely exhibit determination, perseverance, and goal-oriented behavior (rabenn, 2023). they understand the value of acquiring knowledge, developing skills, and earning credentials to support their career aspirations and long-term success. on the contrary, the variable, intrinsic motivation, obtained the lowest mean of 3.43 (sd=0.60), interpretd as very positive. despite having the lowest mean result, the students still agree strongly with statements related to intrinsic motivation. this further means that this variability could reflect differences in individual preferences, interests, or experiences that influence their engagement with learning tasks. numerous factors can impact the range in students’ judgments of intrinsic motivation, which is the lowest level among the assertions. it implies pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 that the complexity of intrinsic motivation itself may be one explanation for this. problem 4. is there a significant effect of the perceived teaching styles on students’ engagement? table 4: regression analysis on the effect of respondents’ perceived teaching styles on student engagement teaching styles affective cognitive overall t-value t-value t-value p-value p-value p-value expert 2.77 3.45 3.11 .000* .000* .000* s s s formal authority 2.65 2.26 2.455 .001* .001* .001* s s s personal model 3.13 2.11 2.62 .000* .001* .001* s s s facilitator 2.12 3.65 2.885 .021* .000* .010* s s s delegator .254 3.64 1.947 .109 .000* 0.054 ns s ns legend: *significant at p<0.05 alpha level, s – significant, ns – not significant table 4 summarizes the impact of various teaching styles on students’ engagement in both emotional and cognitive aspects. the findings indicate that the expert, formal authority, personal model, and facilitator teaching approaches significantly influence both affective and cognitive engagement, evidenced by t-values and probability values below the 0.05 alpha level, leading to the rejection of the null hypothesis. according to students’ viewpoints, this suggests that the teaching styles employed by their educators play a crucial role in influencing their emotional and cognitive involvement in the learning process. this indicates that through these teaching styles, students perceive that their teachers positively enhance their overall engagement and learning outcomes. it has been observed that a flexible teaching strategy that integrates various methods can notably enhance students’ participation in the learning experience, as it caters to their individual learning preferences. this underscores that recognizing the influence of teaching styles on student engagement can inform educators’ instructional methods. employing a combination of these styles can improve both the emotional and cognitive aspects of student learning, resulting in more effective teaching techniques (ning & ban, 2022). the expert style significantly affects students’ engagement in both affective and cognitive. based on students’ perception, this means that when teachers demonstrate their competence, students see them as important sources of information and abilities that improve their educational experience. this further means that students are more inclined to interact with the content when teachers share their in-depth knowledge and professional perspectives because they see the genuineness and practical application of what they are studying. as observed, students react favorably to knowledgeable teachers who can impart complex ideas, real-world examples, and thorough explanations. since students trust their teachers’ expertise and knowledge, the expert approach increases their confidence in their educational path. knowing they receive instruction from someone with significant subject-matter expertise helps students better understand the material. it motivates them to achieve more academic success (liu et al., 2023). on formal authority style, a significant effect was observed in both affective and cognitive engagement. based on students’ perception, this means that students perceive this structured teaching approach as beneficial to their emotional connection with learning and intellectual development. this further means that the formal authority style teachers use to establish clear expectations and boundaries fosters a learning atmosphere where students feel safe enough to participate fully while upholding high academic standards. as observed, students perceive this structured teaching approach as beneficial to their emotional connection with learning and intellectual development. it implies that students believe clear classroom procedures and academic standards are crucial for their intellectual development and emotional bond with learning. thus, teachers should uphold these aspects while creating a positive learning atmosphere. as pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 nantschev et al. (2020) posited, implementing structured teaching approaches creates an environment where students feel emotionally secure and intellectually challenged. personal model teaching style also significantly affects students’ engagement in both affective and cognitive. based on students’ perception, students respond favorably to teachers who exhibit and model desired behaviors, skills, and thought processes in their teaching approach, according to their judgment of the personal model teaching style’s significant effects on affective and cognitive engagement. this further means that when teachers lead by example and show students how to think and behave by direct observation and emulation, students feel more emotionally attached to their learning affective engagement while simultaneously acquiring deeper comprehension and critical thinking skills on their cognitive engagement. as observed, students see how teachers who model desired actions and thought processes regularly make learning more accessible and authentic, which helps them understand and internalize complex concepts. it implies that teachers should prioritize replicating real-world applications and thought processes in their instruction because students view this as crucial to their intellectual growth and emotional bond with learning. personal modeling in teaching enhances engagement and authenticity by allowing educators to share their experiences and problem-solving strategies, fostering emotional and intellectual resonance with students (stemasov et al., 2021). the facilitator’s teaching style significantly affects students’ engagement in both affective and cognitive. this means that students respond favorably to teachers who lead their learning through questions, discuss possibilities with them, and promote independent learning. this further means that this teaching style fosters an atmosphere in which students are encouraged to take charge of their education while still getting the help and direction they require from their teachers. as observed, students notice that they feel more at ease asking questions, taking chances, and exploring ideas during their learning process when teachers take on the role of facilitator. this implies that since students see this student-centered assistance as helpful for their intellectual and emotional growth, teachers should use more facilitative techniques in their instruction. an engaging learning environment that encourages both affective and cognitive growth is created when teachers provide opportunities for independent inquiry while offering the proper support (schröder et al., 2020). the results indicate that since this strategy seems wildly successful in encouraging thorough student engagement, professional development programs should concentrate on assisting teachers in acquiring facilitation abilities that balance student autonomy and pertinent assistance. on the other hand, the delegator style does not show a significant effect on affective engagement. however, it is significant on cognitive engagement, resulting in an overall effect of no significant effect. based on students’ perception, the delegator style does not affect their emotions and enthusiasm for the subject because they have unique personal interests. however, it effectively enhances cognitive engagement, showing students are thinking actively and making sense of the teachinglearning process. this further means that no significant effects on affective engagement suggest a possible limitation of the approach, wherein students may not develop high emotional investment or interest in the material. as observed, the significant effect noted on cognitive engagement speaks to the effectiveness of the delegator style in enhancing critical thinking, problemsolving, and a deeper understanding of the subject matter. although this style emphasizes the cognitive aspects of learning more than emotional involvement, it implies that the delegator style is not a one-size-fits-all approach. teachers need to consider students’ needs and adapt their teaching methods, both affective and cognitive. problem 5. is there a significant relationship between the respondent’s perceived teaching style and their characteristics? table 5: result of the test on the significant relationship between respondents’ perceived teaching styles and each of their characteristics respondents’ characteristics teaching styles overall expert formal authority personal model facilitator delegator r-value r-value r-value r-value r-value r-value p-value p-value p-value p-value p-value p-value age 0.043 0.021 0.010 0.005 0.039 0.006 0.460 0.721 0.869 0.933 0.504 0.911 ns ns ns ns ns ns sex 0.122 0.032 0.056 0.072 0.051 0.055 0.034 0.587 0.337 0.214 0.379 0.339 s ns ns ns ns ns parents’ educational attainment 0.335 0.825 0.519 0.367 0.523 0.240 0.482 0.000 0.000 0.000 0.000 0.000 s s s s s s pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 table 5 presents a correlation analysis focusing on the p-values to examine the relationship between the respondent’s perceived teaching styles and their characteristics. the overall results show that parents’ educational attainment and marital status show a significant relationship across all teaching. based on the student’s perception, their parent’s marital status and educational attainment are essential to their involvement in the educational process. this further means that despite 50 percent of the data indicating that parents’ educational attainment was only at the high school level, they still perceived that their parent’s educational attainment and marital status contributed to the positive perception of their teachers’ teaching styles. as observed, even with a relatively lower level of parental education, students perceive a strong influence of their parents’ marital status and educational attainment on their perceptions of their teachers’ teaching styles. this highlights the importance of parents’ support, regardless of their educational background, in shaping students’ perceptions and experiences in the classroom. it implies that their parents’ achievement shapes students perceived personal experiences in education but does not mean that the higher their parents’ education level, the higher their perception of their teacher’s teaching style or vice versa. additionally, students perceived that their parents’ marital status plays a crucial role in shaping the environment in which they learn and how teachers convey information to engage them. educators and policymakers should consider these findings when developing teaching methodologies and family involvement strategies. parents’ educational attainment shows a significant relationship across all teaching styles. based on the students’ perception, this means that their parents’ education contributes to their perception of their teachers’ teaching styles. this further means that despite the secondary education level, where the majority of the data was still gathered, they manifested that their parents’ educational background had significance on their perception of their teacher’s teaching style. as observed, even with a relatively lower level of parental education, they perceive a strong influence of their parents’ educational attainment on their perceptions of their teachers’ teaching styles. this highlights the importance of parental involvement and support, regardless of their educational background, in shaping students’ perceptions and experiences in the classroom. the students’ appreciation of their teachers’ teaching styles and parental support can contribute to improved academic performance and a positive learning environment. it implies that the link between parental involvement and effective teaching styles is further reinforced by the fact that regardless of the parent’s educational attainment level, it still sets an excellent example for the students. as noticed, students perceived the teaching styles by appreciating them, which improves academic accomplishments and provides resources supporting academic success. in conclusion, parents’ educational attainment often reflects broader societal values and educational expectations. these norms can influence students’ perceptions of teaching styles, regardless of their level of education. for instance, families prioritizing academic success and valuing teachers are likely to have children who view teaching styles differently than those from families where education is less valued. parent-formal education plays a critical role in influencing the development of children’s school-readiness skills. it serves as a protective factor for children’s development (davis-kean et al., 2020), affecting teaching styles in the classroom. furthermore, the parents’ marital status is significantly related to all teaching styles. based on the students’ perceptions, their parents’ marital status affects their perceptions and how they interact with their teachers’ teaching styles, communication techniques, instructional approaches, and classroom management. this further means that students viewed family dynamics as significant in their interaction with their educators’ beliefs and values, which affects their learning experiences and academic outcomes. as observed, there is a perceived connection between their parent’s marital status and their interactions with their teachers. it implies that these factors benefit students, including the stability of the home environment, the strength of the parental relationships, and the presence of supportive role models that positively affect their perceptions of the teaching styles employed in the classroom. similarly, the study by de (2020) showed that the reading scores of the children living in intact families with two parents were statistically significantly higher than their peers living with single parents and other guardians after taking demographics including age, gender, race/ethnicity, language, socioeconomic status, and location of schools into account. ultimately, the noteworthy associations found between parents’ marital status and educators’ pedagogical techniques underscore the significance of acknowledging and comprehending the influence of family dynamics on the methods teachers employ where students positively perceive them. sex shows a significant relationship with the expert. number of siblings 0.061 0.021 0.122 0.092 0.058 0.1 0.294 0.711 0.035 0.112 0.314 0.085 ns ns s ns ns ns parents’ marital status 0.398 0.413 0.623 0.368 0.652 0.450 0.000 0.001 0.000 0.000 0.000 0.001 s s s s s s legend: *significant at p<0.05 alpha level, s – significant, ns – not significant pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 1-17, 2025 however, it does not show a significant relationship with the other teaching styles (formal authority, personal model, facilitator, and delegator) with an r-value and p-value less than 0.05 alpha level. this led to the overall interpretation to accept the null hypothesis. this means that students’ reactions to the authoritative and information-focused expert style may differ depending on their gender. this further means that this association did not hold for the other teaching styles of formal authority, personal model, facilitator, and delegator, suggesting that engagement with the expert style may be mainly influenced by gender. as observed, those four teaching styles appear to be equally beneficial for both boys and girls, according to the research. this implies that when it comes to student participation, students do not appear to favor one gender over another. this emphasizes the value of individual diversity and the necessity for students to consider a range of elements in their perception of teachers’ teaching styles. it is imperative that the subtleties of gender dynamics be considered in educational contexts and that more studies be done to improve our understanding of how gender interacts with teaching approaches to affect student involvement (anwar, 2022). the number of siblings shows a significant relationship only with the personal model style. for the other teaching styles, the p-values are above the significance threshold, indicating no significant correlation with an r-value and p-value less than 0.05 alpha level. this led to the overall interpretation to accept the null hypothesis. based on the students’ perceptions, the number of siblings in their family influences how they perceive their teachers’ personal model teaching style. they have larger families that provide more exposure to diverse interactions with their teachers. however, there is no significant correlation between siblings and other teaching styles, suggesting that the influence of family size on student perceptions might be specific to certain teaching approaches. it implies that students from more prominent families likely experience a more diverse and dynamic social environment, where they learn to navigate different personalities, perspectives, and leadership styles. as observed, this exposure can influence their expectations of teachers and how they interpret personal model teaching approaches. the study by ribeiro et al. (2021) investigates how students’ learning strategies and academic performance are affected by family educational practices. it suggests that these methods strengthen the value of education and promote cognitive growth. collaboration between families, schools, and educators fosters improved learning methodologies, accountability, and responsibility. this integrates extracurricular activities with academic responsibilities to prepare pupils for future problems. on the other hand, the age results indicate no significant relationship with any teaching style, including expert, formal authority, personal model, facilitator, and delegator, with an r-value and probability value less than 0.05 alpha level, which led to the overall interpretation to accept the null hypothesis. this means a student’s age does not significantly impact their interaction with those educational methods. this further means that a variety of student ages, from younger to older, can benefit from these teaching methods. as observed, the effectiveness of different teaching styles is not significantly dependent on the age of the students. this finding has important implications for educators, as it indicates that these teaching methods can be applied across various age groups, potentially leading to positive learning outcomes for students of various ages. this implies that age does not influence the study participants’ preferences for specific teaching modalities. tsai et al. (2021) posited that factors like self-efficacy and critical thinking abilities may indirectly impact instructional strategies, impacting students’ experiences and possibly their learning capacity. conclusion the following conclusions are at this moment drawn from the study: the study found that expert teaching style, peer support at school, and future aspirations and grades contribute to a more engaging and successful learning experience for students.further, in classrooms with teachers who are knowledgeable and experienced, students flourish, and learning becomes more interesting and significant. peer support increases motivation and a sense of belonging, which in turn improves emotional engagement. students exhibit higher levels of intellectual engagement when they link their academic objectives with their future aspirations and grades. references agad, a. p. 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(2022). fostering students’ well-being: the mediating role of teacher interpersonal behavior and student-teacher relationships. frontiers in psychology, 12, 796728. pa ge 1 pa ge 71 american journal of multidisciplinary research and innovation (ajmri) sculpting confidence: pattern alterations for figure variations to enhance fit of women’s upper body contour garments nirosha samaraweera1, sumith gopura1* volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4553 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 08, 2025 accepted: march 18, 2025 published: may 03, 2025 the sari blouse is a prime example of a female upper body contour garment worn in various south asian countries, including sri lanka. however, many women are reluctant to wear it or are often dissatisfied with its fit. a well-fitted sari blouse enhances the overall appearance, adding value to this traditional attire. the fit of an upper body contour garment is directly affected by natural variations in female body shapes, even among individuals of the same body size. unfortunately, many dressmakers fail to account for these body shape-related differences when crafting sari blouses, leading to widespread dissatisfaction among wearers. this study adopts a practice-led experimental approach to examine fit-related challenges caused by figure variations in standard-sized female bodies. using a purposive sample of 30 participants, the research systematically identifies fitting issues through wearer trials and proposes seven key pattern alteration techniques as remedial solutions. these alterations focus on critical measurement points, including the shoulder line, side seams, armholes, center back, bust line, bra cut line, and center front, ensuring a more precise fit for upper body contour garments. while the findings offer valuable insights for apparel pattern designers, certain limitations must be considered. the study is based on a specific sample size and body measurements, which may not fully represent broader variations in body types. additionally, the alterations were developed for a three-piece sari blouse, excluding variations in sleeve designs and fabric properties that could influence fit. future research should explore the integration of 3d body scanning technologies and digital pattern-making methods to further refine fit accuracy and scalability in mass production. the results of this study contribute to improving the fit of sari blouses and similar upper body contour garments, ultimately enhancing wearer satisfaction and expanding opportunities for customized apparel solutions. keywords figure variation, fitting issues, pattern alteration, sari blouse, upper body contour garment introduction selecting the perfect fit is pivotal in clothing choices, influenced by various factors like body shape, fabric, design, and clothing purpose. a meticulously tailored garment not only adheres seamlessly to body contours but also ensures comfort for the wearer. it’s crucial to acknowledge that even if ten women share the same size, a single dress will fit each differently, owing to their unique body shapes. this distinction extends to sari blouse wearers, exhibiting diverse body shapes and sizes. when contrasting basic fitted attire with contoured garments, the disparity lies in how they conform to the body. while basic fitted garments adhere primarily to outer body edges, contoured ones accommodate the body’s curves and hollow spaces, like the bust area, resulting in a closer, more accurate fit. historically, clothing served utilitarian purposes, but contemporary attire serves as a marker of social identity, aiding in class distinction, image projection, and overall aesthetic enhancement. traditional cultural attire like the sari and osari hold significant value for sri lankan women, often worn in government offices, private companies, and weddings, accentuating cultural identity. the standard sari blouse, characterized by short sleeves, low front, and back necklines, and three front pieces with a bra cut line, offers support and shaping for the upper body. regardless of style, a well-fitted sari blouse boosts the wearer’s confidence and comfort during social interactions. consumer preferences favour custom-made over ready-made sari blouses among young women, citing reasons like the personalized fit and style preferences. ultimately, well-fitted clothing contributes significantly to individuals’ psychological and social wellbeing by ensuring ease of movement and maintaining a polished appearance. as in sood and pant (2016), young ladies prefer to wear custom-made blouses rather than ready-made sari blouses due to the following reasons: fit and size custom-stitched blouses offer superior fit over readymade ones, prone to size discrepancies. style variety ready-made blouses offer limited styles, while custom stitching allows for a broader selection of designs. fabric and stitching quality custom blouses offer control over fabric and stitching, ensuring higher satisfaction compared to compromised quality in ready-made blouses. figure variations however compound fitting challenges, as 1 department of textile and apparel engineering, university of moratuwa, sri lanka * corresponding author’s e-mail: sumithg@uom.lk pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 women prioritize well-fitted attire. the lead researcher of this study, with seventeen years of hands-on experience in crafting custom sari blouses, highlights significant fitting difficulties for local tailors. they often struggle to accommodate diverse body shapes within standardized sizes, leading to dissatisfaction among sari blouse wearers. thus, finding efficient techniques to resolve fitting dilemmas in the pattern-making process is crucial. literature review the sari blouse the sari or osari symbolizes traditional attire for sri lankan women (jayasooriya, silva, & wanigasundara, 2020), distinguished mainly by draping techniques. while osari is unique to sri lanka, other styles are prevalent in india, bhutan, burma, and malaysia (varghese & thilagavathi, 2012). the triple-cut sari blouse is favoured in sri lanka (yapa & silva, 2020), serving to support and shape the upper female body (varghese & thilagavathi, 2012). additionally, it provides coverage and enhances the feminine silhouette (yapa & silva, 2020). contour garments like the sari blouse have adapted to changing beauty standards (gupta & anand, 2016), yet fitting remains an issue, impacting wearers’ satisfaction (yapa & silva, 2020). well-fitted blouses not only enhance appearance but also boost confidence and comfort, influencing psychological and social well-being (varghese & thilagavathi, 2012). considerable factors for fitting clothing fit encompasses physical and psychological aspects, with accuracy crucial for comfort and satisfaction (kim, sakaguchi, & takatera, 2020). achieving precise fit involves aligning the center line and side seams, ensuring accurate proportions, grain balance, and dart placement (saeed, 2018). however, predicting fit solely based on body measurements is challenging (ashdown & dunne, 2006). individual body differences significantly impact garment fit, even among individuals of the same size (caruel & bye, 2020). tailors must consider this when creating well-fitted custom-made sari blouses, as fit directly affects comfort and appearance. a wellfitted sari blouse exemplifies a contoured garment, enhancing appearance and comfort (sood & pant, 2016). achieving better-fitted sari blouses requires careful fabric selection, accurate pattern development, and meticulous garment construction (sood & pant, 2017). consumer dissatisfaction with ready-made sari blouses stems from fitting, sizing, style limitations, and poor quality (sood & pant, 2016). custom-made blouses address these concerns, with fit being a crucial determinant of overall garment quality (saeed, 2018). well-fitted garments contribute to psychological and social well-being, enhancing comfort and confidence as many study reveal (smathers & horridge, 1978; alexander et al., 2005). to achieve systematic fitting without compromising other garments, understanding defects and providing remedies are essential (saeed, 2018). anand & mehrotra (2016) highlight the distinction between contoured and basic fitted garments, emphasizing the need to modify patterns to accommodate body hollow spaces as in figure 1. achieving proper garment fit requires meticulous attention to detail and consideration of individual body differences, ensuring comfort, satisfaction, and overall garment quality. as illustrated above various critical areas influence garment fit, including hollow spaces around the bust and neckline, shoulder slope, and side seam contouring. ‘good fitting’ entails a garment that conforms to the body without causing discomfort or wrinkles (saeed, 2018). well-fitted garments should have aligned seams, and properly positioned darts, and provide comfort and ease of movement (sood & pant, 2017). the garment should seamlessly integrate with the wearer, enhancing satisfaction and visual appeal (varghese & thilagavathi, 2012). sari blouses commonly encounter fitting issues such as tightness, shoulder slippage, and hemline rolling (yapa & silva, 2020). shoulder slippage and tight armholes are particularly prevalent (sood & pant, 2017). figure 1: hollowness around the bust (anand & mehrotra, 2016) pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 achieving proper fit in this instance is crucial for an attractive appearance and quality, but it varies depending on individual body shapes (saeed, 2018). however, overcoming fitting problems is challenging due to the diverse range of body shapes even within a given size (yapa & silva, 2020). figure variations vs the fit of garment the perfect fit in garments is influenced by factors like figure, fabric, design, and intended use (saeed, 2018). fit quality can be compromised by appearance, comfort, design, and fabric (saeed, 2018). incorrect measurements, fabric misalignment, and wearer perceptions can also lead to poor fitting (yapa & silva, 2020). fit issues often stem from measurements of bust, waist, and hip girths as few studies highlight (alexander et al., 2005; caruel & bye, 2020). additionally, body shape, including shoulder slope and bust prominence, significantly impacts the garment fit (chen et al., 2010). figure 2 can provide clarity on this. figure 2: body shape variations shan et al. (2012) explored apparel fit, emphasizing its close ties to human anatomy and the challenges stemming from body contours. achieving a seamless fit requires clothing to blend effortlessly with the body’s natural shape, facilitating unrestricted movement and a smooth appearance. factors such as ease, line, grain, and balance collectively contribute to the desired fit, ensuring garments neither constrict nor wrinkle during wear. the various aspects that contribute to fitting issues encompass figure shapes, fabric types, garment designs, intended pa ge 74 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 purposes, wearer and observer perceptions, construction, ease of movement, and measurement accuracy. while numerous studies have explored the relationship between body shape and consumer satisfaction in ready-towear clothing (chen et al., 2010), gaps exist regarding fitting issues concerning body variations and wearer satisfaction, particularly in the context of sari blouses. given that most individuals’ body proportions deviate from standard sizing, standard sari blouses often lead to fitting challenges. however, research on the relationship between body variations and fitting remains scarce, necessitating a closer examination of fitting issues based on diverse body contours. anand and mehrotra (2016) emphasize designing contour garments like sari blouses to accommodate the hollow areas created by the bust, highlighting the bust’s prominence in achieving a proper fit. bust, waist, and hip measurements play pivotal roles in classifying body forms and addressing fitting issues (alexander et al., 2005; caruel & bye, 2020), while fit preferences vary among individuals, highlighting the need for manufacturers to consider consumer perspectives. prominent bust, back curvature, shoulder slopes, and belly fat are key variations influencing a garment fit, guiding this study’s focus on body measurements and sari blouse fitting issues. chen et al. (2010) highlight the importance of body shape measurements for bra fit, with parameters like bust prominence and back curvature significantly impacting fit perceptions. while their research primarily focuses on bras, applicable parameters can inform sari blouse design, given the shared contour garment in nature. addressing sari blouse fitting issues related to body variations necessitates measuring the distance from the shoulder to the bust line, crucial for upper garment appearance (kim et al., 2020). applying contouring principles around the bust prominence enhances fit, particularly around areas like the bust, armholes, and underbust (figure 1). the fit and comfort of garments are intertwined, influenced by factors like activity, cultural norms, and environment, with comfort perceptions linked to both psychological and physiological responses. other factors affecting the perfect fit while figure variations are considered the main variables in this study, other factors that contribute to fitting issues include the fabric type, the design of the garment, the purpose for which the garment is prepared, the perception of the wearer and observer, construction issues, and incorrect measurements. the term ‘fit’ can refer to either the style or the application of the garment. it can be influenced by current silhouette trends, specific garment types, design details, the accepted mode of dress for individuals or sectors of society, and the functional requirements of the dress as watkins (2011) explains. according to saeed (2018), heavy fabrics are not suitable for fitted garments, while flexible fabrics such as crepe and knit can be suitable for a snug fit. additionally, the use of stretch knits is crucial for achieving a good fit. according to varghese and thilagavathi (2012), fabric selection is an important initial step in the garment design process. it involves considering fabric characteristics, grain alignment, and proper seam placement, as these elements significantly impact the visual appearance of the final garment. when considering garment design, it can be either close-fitting or loose-fitting. fitting issues mainly occur when there are irregularities in the shape of the figure and incorrect judgments in fabric design (saeed, 2018). yapa and silva’s (2020) study demonstrates how the characteristics of the fabric directly affect the visual appearance of the garment. ‘ease’ in the context of clothing refers to the difference between the measurements of the body and the garment. it plays a crucial role in providing both comfort and the desired appearance, but if the garment is intended to fit properly. when properly applied, ease allows a garment to feel comfortable and flattering. however, it is essential to strike a balance, as an excessively loose or tight fit can compromise the garments’ intended look and function (saeed, 2018). incorrect measurements and design issues can result in different amounts of ease being added. the snugness and ease of the clothing depend on personal preferences, attitudes, and the desired look of the consumer as concluded by alexander et al. (2005). comfort is a crucial aspect of clothing. if a piece of clothing is appropriately sized, it can provide a comfortable experience while still maintaining a sense of fashion and style. this depends on the specific type of garment and the fabric used (saeed, 2018). it can be challenging to accurately assess how well a garment will fit based solely on body measurements. comfort is important because it enables easy movement of the body without any strain or restriction. a properly fitted garment should hang smoothly without any wrinkles. ‘balance’ in the apparel terminology refers to the symmetry of the garment on the body, ensuring it hangs evenly on both sides. it also refers to the relationship between the garment and the body, as well as the relationship between different parts of the garment (saeed, 2018). however, the evaluation of visual fit of a garment can be usually conducted by a panel of experts, as noted by varghese and thilagavathi (2012). pattern alterations for fitting issues tailors utilize standard measurements like bust, waist, shoulder, height, and hip to craft patterns that ensure a snug and comfortable fit for their clients. during measurements, they also consider vital body details such as posture, shoulder shape, bust fullness, stomach protrusion, and any asymmetry (cabrera & meyers, 2003), shown in figure 2. while traditional anthropometry, the study of human body proportions, relies on linear measurements, it falls short in effectively describing and classifying body shapes for pattern-making purposes. thus, research on body variations’ impact on pattern blocks is essential for improvement (caruel & bye, 2020). creating a well-fitted garment from woven fabric pa ge 75 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 necessitates adjustments in three dimensions: length, girth, and depth. while achieving the right length and girth is relatively straightforward, the main challenge lies in achieving the appropriate depth. in woven fabric garments, depth is achieved through darts, which involve folding the fabric to add height and enable it to conform to the body’s three-dimensional shape (anand & mehrotra, 2016). by deriving measurements and specifications from the human body, tailors create 2d patterns to cut fabric before sewing, a process known as pattern making or construction (anand & mehrotra, 2016). while darts are not employed in the toile in this study, they are adjusted as style lines to craft a triple-cut sari blouse. to attain a contoured fit, patterns must accommodate the hollow areas above, below, and between the bust mound and shoulder blade (armstrong, 2009). similarly, anand & mehrotra (2016) highlight the importance of modifying the basic pattern when crafting a contour garment for the upper body, considering the hollow areas around the bust and shoulder blades. materials and methods in sri lanka, the sari jacket is very famous for bridal dressing and is a highly important, eagerly anticipated attire during weddings. over the past 17 years, the chief investigator of this study has actively been involved in creating custommade bridal sari jacket. the customer feedback has revealed a common complaint about fitting issues with the sari blouses, indicating that local tailors face challenges in achieving the desired fit. saeed (2018) also emphasizes the crucial role that fit plays in the overall impact of the garment. this section focuses on the materials, equipment, and methods study design, sampling, and data collection procedures alongside the practice-based approach used in this research study. through a practice-based experimental approach, the study develops pattern alterations resulting from figure variations to enhance the fit of the saree blouse as indicated in figure 3. figure 3: research design for pattern alterations of upper body contour garment research design this study initially adopts a qualitative approach, utilizing data gathered from both primary and secondary sources. the self-sorting method, as described by caruel and bye (2020), was employed due to the covid-19 pandemic’s restrictions on direct contact, facilitating the recruitment of 30 purposively selected female participants. this sample size aligns with previous studies cited in literature. approval for the study’s design and practice was obtained from the university ethics committee (ern/2023/014) at the university of moratuwa, sri lanka. during measurement collection, it was observed that the majority of participants fell within the bust size range of 91.5cm-94cm (36″-37″), comprising 37% of the total sample. for the pilot study, 10 participants within this range were purposively selected, targeting university students and staff aged between 23 and 45 years to control for age-related body variations and fitting concerns. pregnant or nursing women were excluded due to ethical concerns and frequent breast size changes. the pilot study aimed to identify fitting issues, which were measured, recorded, and averaged. these average measurements informed the development of a toile (a trial version of the garment). the toile was then tested on a larger sample group of 30 individuals, and fitting issues were assessed based on both objective measurements and wearer feedback. solutions were proposed based on observed fitting challenges across various body types. while the practice-based experimental approach allowed for in-depth investigation of individual fit-related concerns, certain limitations must be acknowledged. the purposive sampling method and relatively small sample size limit the generalizability of the findings to broader populations. additionally, the study primarily focuses on a three-piece sari blouse, excluding variations in sleeve designs, fabric types, and structural modifications that pa ge 76 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 may influence garment fit. furthermore, the reliance on manual pattern alterations rather than digitalized methods may present challenges in standardizing these findings for mass production applications. materials and equipment used for prototyping the study employed standard tools and equipment commonly utilized in garment technology and pattern making. these tools included a tape measure, grading ruler, pattern papers, pens, pencils, erasers, scissors, and a set square, which were utilized to create block patterns. for constructing the toiles (prototype garments), calico fabric or grey cloth made of 100% cotton with minimal elasticity was utilized. calico was selected due to its close resemblance to the cotton fabric typically used to sari blouses lining. its purpose was to create a cost-effective prototype, facilitating the identification and resolution of any creases or wrinkles resulting from individual body shape variations. using a standard toile allowed for the high lighting of specific body characteristics deviating from the average size (cabrera & meyers, 2003). single needle lock stitch machines were employed for stitching the toiles. creating patterns for the average person from pilot run in the pilot study, we analysed the data from a sample of 10 individuals to establish average body measurements suitable for pattern development. using the measurements obtained, we identified an average woman to represent the pilot-run sample. from the average woman’s measurements, we derived key dimensions (as in figure 4), including waist, back and front waist, shoulder, bust, under bust, bust seam length, side seam, front and back width, armhole, shoulder to bust point, bust point to bra cut line, and front and back neck drop measurements. these measurements served as a reference for creating preliminary patterns for a medium-sized toile. however, due to study limitations, we could only design a threepiece sari blouse without sleeves. the front and back necklines were lower and rounded, with a bra cut line included. consequently, only front and back pattern pieces were generated for the sari blouse. it’s important to note that different sari blouse makers may use their unique pattern-making systems, so specific instructions for creating sari blouse patterns are not provided here. nonetheless, we offer remedies for any construction issues that may affect the fit. figure 4 above indicates the block patterns before cutting the fabric to stitch the toile. the toile represents the initial prototype for an individual of average size in the pilot run. which exemplifies a proper fit on an average-sized individual, adhering to the five standards for achieving a decent fit: ease, line, set of garments, balance, and grain (saeed, 2018). the toile showcases a flawless appearance with no wrinkles, and appropriate ease, neither too tight nor too loose. additionally, the same size number of 10 toiles were prepare for all pilot run participants (n=10). figure 4: average measurements, front/back pattern pieces, and toile of three-piece sari blouse toile prepared for of average person (n=10) wearer trial-collection of fit-related data through the toile it is essential to consider five criteria for achieving a good fit: ease, line, garment set, balance, and grain (saeed, 2018). to ensure accurate contour reduction or enlargement, measurements should align with the natural body contour, employing techniques such as darts or fullness. such adjustments may be necessary under the bust, around the armhole, around the neckline, and between the bust (anand & mehrotra, 2016), as well as for shoulder slope, back curvature, and hem (chen et al., 2010). all reductions can be marked by creating darts or tucks, while fullness or enlargement can be adjusted by slashing and adding fullness. the following areas of the body were mainly identified as making fitting issues around: 1. changes on shoulder 2. changes on side seam 3. changes around arm hole 4. changes on center back 5. changes on the bust line 6. changes on bra cut line 7. changes on center front all the above issues are again separated into easily measured categories to organise and analyse. pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 after organizing the data of measurements as in table 1, the mean value of the fitting issues was determined, and this mean value was utilized to develop a reasonable toile for other members in the sample group. this toile served as the inclusive toile for the study. this inclusive toile was fit for the remaining group members totalling30 individuals. given the safety precautions of the corona virus pandemic during the study period, 30 separate inclusive toiles were stitched and fitted for the sample. we highlighted seven key amendments to do while developing inclusive toile as in below. the amendments are indicated through illustrations with relevant explanations. remedies for fitting issues through pattern alterations issue 1: changes on shoulder excess fabrics on shoulder line when an individual with specific body proportions wears a regular-sized garment, it can lead to the accumulation of excess fabric along the shoulder line, as shown in figure 5 (in caption blue) below. this occurrence is influenced by variations in the shoulder slope and bust prominence, which impacts the measurements from the shoulder to the bust. kim et al. (2020) similarly noted that the position of the bust line can differ, even when the bust, waist, and hip sizes are similar. to comprehend these pattern table 1: summary of measurement issues all measurements are centimeters paeticipent issue po (average person) pl p2 p3 p4 ps p6 p7 ps ave side seam enlargement (broaded) 0 1 7 5 5 +l2 +l2 +ls 0 07 side seam length increment (hem) 0 1 2 1 0 1 2 2 15 1.2 cb dart 0 1.4 2.4 1 0 2 1.5 2 1.4 1.3 cb height increment 0 3.9 6.5 5.7 1 5.5 7 6.5 5.2 4.6 shoulder movement to back 0 0.7 0 1 0 15 1 0 0 0.5 ah dropped on ss 0 1 2 1.2 1.5 1.2 2 2 1.5 1.4 ah dart in front 0 0 2 0 0 0 0 0 2.5 0.5 ah dart in back 0 2 2 0 1.8 0 2 0 0 0.9 cf enlargement top 0 0 0 0 05 0 0 0 0 0 to hem 0 0 0 0.5 2.4 1 1 2.4 0 0.8 side seam movement to front on hem 0 2.4 1.7 2 2.4 2.4 2.4 2.4 2.4 2 figure 5: excess fabric on shoulder and pattern correction (in caption blue), shoulder line deviation and pattern corrections (in caption red) pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 modifications better, visual illustrations are helpful. in figure 5 (a and b), the ab line represents the portion that needs to be removed from the standard toile block pattern. this adjustment ensures that the front and back shoulders drop by the required measurement without affecting other parts of the blouse. shoulder forward to front or back due to variations in shoulder-to-bust measurements, the shoulder line tends to deviate. as a result, the entire jacket or blouse rotates towards the front side, which may cause the back side to lift as well. to address this issue, it is necessary to modify the patterns while ensuring that the shoulder line remains in the correct position. by measuring from the toile, from the front shoulder to the back (as shown in figure 5 in caption red), the shoulder line can be adjusted from point ‘a’ to point ‘b’. additionally, an equal amount should be cut from the back shoulder line. issue 2: changes on the side seam too large or tight on the side seam when fitting a specific body shape, the average toile often appears excessively large on the side seam as depicted in figure 6(in caption blue). this problem can occur either at the top or bottom of the side seam. to fix this, the fit-on toile needs to be pinned along the side seam to eliminate the excess fabric. it is crucial to ensure that these adjustments do not affect other areas of the garment. ensuring that the criteria for the perfect fit mentioned in the literature review are met is crucial throughout this process. to reduce the side seam, start by measuring the amount indicated in the toile, following a similar approach as shown in figure 6 (in caption blue). subsequently, subtract this measured amount from the patterns. when making alterations to the front, ensure that the side seams are aligned and proceed to redraw the side seam as indicated by ab line in figure 6 (in caption blue). apply the same alteration to both the back pattern and the front pattern (as seen in figure 6 in caption blue). side seam deviation due to differences in waist measurements between the front and back, there is a deviation in the ss (side seam) line. in figure 6 (in caption red), one of the pictures depicts the presence of an ss line in the toile. this can be corrected by drawing a red line like ac. similarly, to ensure correctness on the back pattern, a new ss line should be drawn, such as de in figure 6 (in caption red). the front should also be adjusted accordingly for the front ss-line ab. issue 3: changes around the armhole dart on front armhole figure 7: front armhole darts/a-before and bafter pinning and pattern correction (in caption blue), excess fabric on the side seam of the armhole removed by ab line (in caption red) darts are created on the armhole to fit different bust shapes, which creates a space around the armhole (anand & mehrotra, 2016). pinning and marking them is necessary to make these darts on the standard toile , and then accurately transfer them to the pattern in the correct position. it is worth noting that darts may not figure 6: side seam reduction and pattern corrections (in caption blue), side seam deviation and back armhole dart (in caption red) pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 always point towards the bust point as some darts may be placed towards the neckline, as shown in figure 7 (in caption blue). after wearing the standard toile, it is essential to ensure that it fits properly. if there are wrinkles, like the ones shown onside a in figure 7 (in caption blue), use a pin to create a dart (or possibly a tuck or pleat) similar to aide b. to avoid sewing a dart on the blouse and to keep it neat, the dart can be eliminated from the pattern. start by marking the measurement of the dart on the pattern piece at the correct spot. the end point of the dart should align with the neckline or bust line. then, it is essential to only cut the seam allowances up to the end point of the dart. this step helps to flatten the pattern. next, fold the darts and redraw the armhole line as shown in figure 7 (in caption blue). bunching around the armpit to ensure a proper fit, the armhole should be adjusted based on the side seam measurement. to remove excess fabric from the armhole, draw a line ab along the back armhole as shown in figure 7 (in caption red). the amount that the side seam (ss) is dropped should be equal to the amount marked on the toile during the fitting process. this adjustment should also be applied to the front armhole. pleat above bust back armhole dart in figure 8 (in caption red), the back armhole dart of acb should be closed, and then the armhole line, shoulder line, and neckline should be altered by redrawing. while closing the dart, try to maintain the projection of the shoulder area towards the origin. instead of using the de line draw the fg line. when drawing the fg line, ensure that point f is placed on the shoulder line, either before folding the dart or by considering any deviations in the shoulder line. issue 4 – changes on centre back center back dart figure 8: excess fabric above bust and pattern corrections (in caption blue), back armhole dart (in caption red) due to the hollowness above the bust and the presence of excess fabric as in figure 8 (in caption blue), it causes a dart or pleat to form above the bust and around the armhole (anand & mehrotra, 2016). to eliminate this excess fabric, mark lines ab and cd on the pattern can be closed with the correct amount of pleat. figure 9: different back darts and pattern correction due to variations in back curvatures, a center-back dart is necessary. this back curvature cannot be accurately measured using a measuring tape alone, and a body scanner is required. therefore, this method is crucial for accurately assessing body measurements and addressing fitting issues of a contour garment without relying solely on tape measurements. after fitting the toile onto the body, pins are used to mark the dart, as shown in figure 9. this dart marking is then transferred onto the pattern paper at the back of the center as shown in figure 9. the ab line represents the new center back line, which should be perpendicular to the hem at point b and perpendicular to the neckline at point a. adjustments to the hemline shape and the center back height may be made accordingly. issue 5 – changes on the bust line bust line dart due to variations in the shape and size of the bust, darts are necessary along the bust line. some people only make darts at the center front (cf), but they should be made along the bust line as shown in illustration10a. the alteration can be done as shown in illustration10a patterns. draw lines ab and a’b’ up to the bust point (bp), which represents point b and b’. from there, continue with the standard bust line up to the side seam (ss). the length of the bust line should be equal in both pattern pieces. illustration 10bis another type of bust variation. this variation involves a complete reduction in the prominence of the bust. it does not involve any deductions in the ss length or cf length but rather focuses on reducing the volume of the bust starting from the mount of the bust. this alteration is illustrated in illustration10b patterns, where the lm line should be equal to the l’m’ line for symmetry. pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 issue 6 – changes on bra cut line bra cut line deviation due to variations in the measurement from the bust to the underbust (which indicates the height of the bust), there may be deviations in the bra cut line. to ensure a perfect fit, that should be altered as shown in figure 11(in caption red).after cutting away the middle panel, the bra cut line on the front bottom panel should be raised immediately. the lengths of the bra cut lines ab and a’b’ should be equal. issue7changes on centre front too tight of cf on hem due to excess belly fat, there is insufficient space on the waist to close both sides of the front panels. to address this issue, it is recommended to increase the waist measurement along the hemline as depicted in figure 11 (in caption blue). conclusion the sari blouse plays a pivotal role as a contour garment complementing the sari, embodying social status, personal identity, and aesthetic appeal in many south asian countries. beyond functionality, a properly fitted sari blouse enhances comfort, confidence, and psychological well-being, fostering positive social interactions. this study highlights the impact of body shape variations and garment construction on the fit of upper body contour garments. by emphasizing seven key measurement points, it proposes effective pattern alteration methods to streamline the fitting process and enhance garment satisfaction for wearers. while the findings provide valuable insights into apparel pattern designers, certain limitations should be acknowledged. the study was conducted with a relatively small sample size of 30 participants, which may not fully capture the diversity of body variations across different populations. additionally, the study primarily focused on pattern alterations for a standard three-piece sari blouse, excluding variations in sleeve designs and fabric properties that could influence fit. future research should explore these aspects and investigate the application of digital body scanning and 3d pattern-making technologies to refine fit accuracy further. implementing these pattern alteration techniques in real-world garment production poses some challenges, particularly in mass production settings where standardized sizing is prioritized. the feasibility of integrating these customization methods into commercial manufacturing and ready-to-wear garment production warrants further exploration. collaboration between designers, tailors, and technology-driven solutions may help bridge this gap, ensuring a balance between personalization and scalability. by addressing these challenges and expanding research in this area, the industry can move toward more inclusive and well-fitted upper body contour garments that cater to a broader range of body variations, ultimately enhancing wearer satisfaction and garment performance. acknowledgement the authors acknowledge the immense support provided by tpgnt alwis, lecturer at the department of textile and apparel technology, open university of figure 10: different types of bust line changes and pattern corrections figure 11: bra cut line deviation and pattern corrections (in caption red), away from center front of hem and pattern corrections (in caption blue) pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 71-81, 2025 sri lanka, for the guidance and supervision throughout the study, and badiu bogoda, staff technical officer at the department of textile and apparel engineering, university of moratuwa, sri lanka for the valuable assistance given during this study. references alexander, m., connell, l. j., & presley, a. b. (2005). communications clothing fit preferences of young female adult consumers. international journal of clothing science and technology, 17(1), 52–64. https://doi. org/10.1108/09556220510577961 anand, n., & mehrotra, r. (2016). contoured garments for women with big bust. in international conference of textile, clothing and design. researchgate. https:// www.researchgate.net/publication/311693435_ contoured_garments_for_women_with_big_bust (note: i added the url based on platform. replace if you have a more accurate link.) armstrong, h. j. (2009). patternmaking. pearson. ashdown, s., & dunne, l. (2006). a study of automated custom fit: readiness of the technology for the apparel industry. clothing and textiles research journal, 24(2), 121– 136. https://doi.org/10.1177/0887302x0602400206 cabrera, r., & meyers, p. f. (2003). classic tailoring techniques: a construction guide for women’s wear. fairchild publications. caruel, r., & bye, e. (2020). exploration of the bodygarment relationship through the analysis of a sheath dress. fashion and textiles, 7(1), 1–28. https://doi. org/10.1186/s40691-020-00210-0 chen, m. c., labat, k., & bye, e. (2010). physical characteristics related to bra fit. ergonomics, 53(4), 514– 524. https://doi.org/10.1080/00140130903490647 gupta, m., & anand, n. (2016). changing perspective of the indian consumer towards contoured garments. iosr journal of humanities and social science (iosrjhss), 21(8), 35–41. jayasooriya, u., silva, s. d., & wanigasundara, w. (2020). dress code of female employees and their job performances in sri lanka. journal of humanities and social sciences, 8(2), 1–13. kim, k. o., sakaguchi, m., & takatera, m. (2020). suitable bustline position in designing a well-fitting attractive garment. international journal of clothing science and technology, 32(3), 1–22. https://doi.org/10.1108/ ijcst-10-2019-0151 kim, k. o., sakaguti, m., & takatera, m. (2017). effect of bust line position on appearance of upper garment. iop conference series: materials science and engineering, 172, 012014. https://doi.org/10.1088/1757899x/172/1/012014 saeed, n. (2018). fitting of garments: problems and their solutions. journal of emerging technologies and innovative research (jetir), 5(8), 15–20. shan, y., huang, g., & qian, x. (2012). research overview on apparel fit. in soft computing in information communication technology (pp. 39–44). berlin, heidelberg: springer. https://doi.org/10.1007/9783-642-29452-5_7 sood, r. k., & pant, s. (2017). a consumer survey on challenges faced with a sari blouse. international journal of applied science, 4(2), 13–21. sood, r. k., & pant, s. (2016). consumer preferences for sari blouse and scope for readymade sari blouse. iosr journal of humanities and social science (iosrjhss), 22(5), 42–55. varghese, n., & thilagavathi, g. (2012). fit of sari blouse: influencing parameters and assessment. journal of textile and apparel technology and management, 7(3), 1–17. watkins, p. (2011). garment pattern design and comfort. in woodhead publishing series in textiles (pp. 245–277). cambridge: woodhead publishing. yapa, n., & silva, j. d. (2020). developing a “ready to wear” sari blouse using appropriate fabrication and pattern cutting method. gari international journal of multidisciplinary research, 6(1), 1–10. pa ge 1 pa ge 17 american journal of multidisciplinary research and innovation (ajmri) innovative leadership of school principals and the teachers’ work behavior and level of commitment jerson f. tuang1*, sherrilyn b. quintos2 volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.5950 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 18, 2025 accepted: september 22, 2025 published: november 14, 2025 this study examined the innovative leadership practices of school principals and their impact on teachers’ innovative work behavior and the level of commitment in public secondary schools in region iii, philippines, using a mixed-methods sequential design. a questionnaire survey was administered to 129 teacher respondents. findings demonstrated that school principals generally exhibited a high level of innovative leadership, while teachers displayed highly innovative behavior and a high level of commitment across all aspects. interpersonal skills, innovative thinking, and principles as team builders are strong predictors that influence teachers’ innovative work behavior and commitment. through an in-depth interview and thematic analysis, this research revealed seven themes that describe principals’ innovative leadership: collaborative strategic leadership in an innovation culture, transformative future-focused integrated development, responsive and dynamic initiatives, consistent empowerment and cultivation of teacher excellence, a positive and supportive school environment, courageous collaborative growth, and professional cohesion. consequently, the study highlights that innovative leadership is a crucial approach to addressing the complex challenges confronting education, recommending the implementation of a professional development program to further enhance the innovative leadership capabilities of school principals, thereby fostering greater teacher innovativeness and commitment. keywords commitment, innovative leadership, school principals, work behavior 1 bataan school of fisheries, orion, philippines 2 department of arts and sciences, bataan peninsula state university, balanga, philippines * corresponding author’s e-mail: tuangjerson@gmail.com introduction in a challenging educational environment, school principals are viewed as primary drivers of institutional change and success. leaders are responsible for addressing the complex challenges confronting education, including teacher shortages, curriculum implementation, and the quality and outcome of learning. given the limited resources and the demands of the 21st-century skills, both leaders and teachers must cultivate environments that prepare students to be functionally literate and workready in a competitive world. the context highlights the need for school leaders to possess innovative leadership competencies essential for alignment with strategic plans and achieving educational goals. leadership within the organization is crucial in determining whether it succeeds or fails in achieving objectives (batmomolin, 2025). it is essential for ensuring long-term sustainability for both organization and individual (alarabiat & eyupoglu, 2022) and has been recognized as an important factor in determining organizational effectiveness. when leaders apply a unique style of managing people, aligning with the goals can be considered innovative leadership (mgaiwa, 2023). innovative leadership has been linked to sound management style (hernandez et al., 2023), innovative knowledge, and the skills of employees (abun et al., 2023), teacher commitment (sutiyatno et al., 2022), and educators’ performance (mutoharoh et al., 2023). although literature confirms that leadership involves influencing teachers’ innovative work behavior and professional commitment, there is still meager empirical data on the specific dimensions of innovative leadership. existing research investigated dimensions of innovative leadership, but with scant emphasis on innovative work behavior of teachers and commitment in a regional context. in the philippines, there is a proactive approach for enhancing educational quality; the department of education region iii spurred school principals and teachers to initiate and implement learning continuity plans and innovative strategies driven by a collective desire for transformative change and a commitment to quality education. an implementation guideline on innovation management provides directions in managing innovation projects at the regional, division, and school levels, ensuring innovations are not isolated but are an integrated strategy. however, there is a need for an empirical study on innovation in the local context. this study seeks to address the significant gaps by examining the innovative leadership of school principals and assessing their impact on teachers’ innovative work behavior and level of commitment. by adopting a collaborative lens, the study aimed to promote shared responsibility for educational improvement, directly addressing the need for enhanced leadership to address persistent educational challenges in the region. literature review this review of the literature examines the interwoven connections between the innovative leadership practices of the school principals and the innovative work behavior and commitment of the teachers necessary to integrate pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 concepts and expand understanding on dimensions that were investigated in this research. the philippine education system, through the governance of the basic education act of 2001, typically empowers schools and principals with the authority and accountability to effectively manage and implement programs that directly address the needs of learners and communities. despite this mandate, there are compounding issues with education outcomes (filoteo, 2021) and low proficiency levels of students in the 2022 program for international student assessment results. the department of education continues to address the problems of human resource distribution and mitigate teacher workloads, geared towards a conducive and effective learning environment (deped, 2024). this proactive approach requires leaders who consistently practice innovative leadership, inspire teachers for transformative change, and pursue the unwavering pursuit of quality education. leadership inspires people to think creatively (aiahmari, 2022), plays a crucial role in driving innovation and fostering environments that encourage collaboration, and the adoption of modern technologies (jassim, 2024). innovative leadership fosters creativity and ensures the alignment of key stakeholders’ interests with the organizational vision and goals. when a leader interacts with organizational members, they can leverage the innovation process, as leaders influence, empower, and motivate individuals to achieve goals (costa et al., 2023). to foster innovation, strong leadership characterized by shared responsibility and collaboration among various stakeholders plays a pivotal role in the educational setting (philips et al., 2023). according to hernandez et al. (2023), there are four key dimensions of innovative leadership: strategic thinking, creative thinking, action patterns, and interpersonal skills. additionally, pagaura (2020) included visionary, team builder, relationship builder, and risk taker as innovative attributes necessary for leaders in their educational strategic planning. individuals are more willing to take actions to accomplish a goal when they believe they can produce the desired outcome (noreña-chavez & guevara, 2020). this premise is also evident to a creative teacher who can innovate in their work. innovative work behavior (iwb) encompasses the entire process within the school context involving modifying and enhancing the learning environment to support students’ achievement (sary et al., 2023). the rapid development of society demands that educators possess innovative behavior to ensure that teachers remain relevant to the ever-evolving education system (zainal et al., 2021), a vital indicator of school success (widiastuti & kusmaryan, 2020), where teachers and students can develop creative ideas, learning areas, and group activities, creating great learning for students (shabeer et al., 2020). ahmed et al. (2023) emphasized the importance of continuing professional development, specifically highlighting the adoption of innovation, exploring opportunities, generating ideas, promoting ideas, realizing ideas, and adopting innovative techniques to enhance student outcomes. teachers who exhibit innovative work behavior are categorized as creative educators who offer ideas to enhance school performance (johari et al., 2021). nowadays, teachers’ commitment has a significant effect on the quality of education, which in turn influences students’ motivation, engagement, and academic success (cabanilla et al., 2024). the commitment of teachers is an internal factor that motivates teachers to actively participate in sustaining school involvement and improving teaching strategies to attain their objectives (blanco et al., 2022). it is a state of mind in which someone accepts a choice or makes a concerted effort to carry out effectively (choudhury & chechi, 2021). educators’ commitment can also be described as an inner force that invests time and energy, fosters connections, leads to improved teaching practices, and ultimately helps learners achieve their goals (shu, 2022). meanwhile, thien (2014) breaks down teachers’ commitment into four multifaceted areas: students, teaching, school, and profession. sunitha and kailavani (2023) emphasize that teachers’ commitment to the teaching profession requires motivation to fuel their practice in enhancing student engagement and achieving the overall educational outcomes. according to crespo jr. & malabarbas (2023), the teaching profession remains challenging due to growing demands and the world’s changing needs, and teachers’ performance is related to their understanding of current trends, practices, and their commitment. principals’ leadership enhances both teacher motivation and performance, underscoring the critical role of effective leadership in inspiring and improving teachers’ performance (sariakin et al., 2024). education leaders, such as school principals, have the power to influence and transform the educational environment (culduz, 2023). this study explores how the dimensions of innovative leadership of school principals impact the teachers’ innovative work behavior and commitment. materials and methods methods and techniques of the study the study employed a mixed-method research design, specifically a sequential explanatory strategy. creswell (2013) noted that this two-phase design involves initially collecting and analyzing quantitative data, followed by qualitative data to further explain or elaborate on the quantitative findings. the first phase employed a quantitative approach to describe the extent of school principals’ innovative leadership practices, teachers’ innovative work behavior, and commitment. a correlational method was used to determine the strength and direction of the relationships among the variables. the second phase involved collecting qualitative data through semi-structured interviews with a purposively selected group of teacher respondents. this component aimed to explore the in-depth experiences and perceptions of the teachers regarding their school principals’ innovative leadership. the findings from both phases pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 were integrated for a richer and nuanced understanding of how innovative leadership influences teachers’ innovative work behavior and level of commitment. the result of the analysis served as the basis for developing a professional development program tailored for secondary school principals in deped region iii. population and sample of the study the study involved teachers from public secondary schools in the four divisions of region iii: schools division of bataan, city of balanga, olongapo city, and zambales. a combination of stratified and convenience sampling techniques was employed to select the study participants. a stratified random sample was used to ensure proportional representation of the four divisions. according to simkus (2023), this method involves dividing the population into distinct subgroups and then randomly selecting participants from each subgroup. the sample size was determined through a g*power analysis as recommended by kang (2021), a total of 129 teacherrespondents were determined, and proportionally distributed: 9 or 6.98% from sdo city of balanga, 48 or 37.21% from sdo bataan, 20 or 15.50% from sdo olongapo city, and 52 or 40.31% from sdo zambales. convenience sampling was employed in the distribution and retrieval of questionnaires. a non-probability method used to select readily available participants, especially when time and resources are limited (golzar et al., 2022; bhardwaj, 2019). in the qualitative phase of the study, a purposive sampling was used to select teacherparticipants in the interview, following inclusion and exclusion criteria. research instruments given the mixed-method research design, two primary research instruments were utilized to gather and analyze data comprehensively. the first instrument was a survey questionnaire developed by adopting and modifying the four established tools relevant to the variables of the study. the concept of innovative leadership practices was primarily adapted from hernandez et al. (2023), who identified four key dimensions: strategic thinking, innovative thinking, action patterns, and interpersonal skills. additionally, the study incorporated two subdimensions from pagaura (2020): risk taker and team builder, to accurately reflect innovative leadership of the school principals in the philippine public school context. some items were carefully rephrased to fit the local setting. similarly, the measurement of teachers’ innovative work behavior drew upon the framework developed by zainal et al. (2021), which includes exploring opportunities, generating ideas, promoting ideas, and realizing ideas. while the original dimensions were retained, several items were modified for clarity and contextual suitability. in addition, teachers’ commitment was measured following the conceptualization by thien (2014), which covers commitment to students, teaching, school, and profession. items from this framework were also adjusted to align better with the sociocultural and institutional environment of region iii’s public secondary schools. complementing the quantitative survey instrument, a semi-structured interview guide was designed to collect qualitative data from selected teacher respondents. to ensure the quality of the instrument, a validation process was conducted. five experts in the field reviewed the instruments. comments and recommendations were carefully considered and incorporated to improve item phrasing, ensure technical accuracy, and enhance the comprehensiveness of the questionnaire and interview guide. the results of the content validation of the instrument are reflected in the scale content validity index (s-cvi). the thirty (30) items of innovative leadership gained an excellent remark with a 1.00 computed kappa statistic value. similarly, the teachers’ innovative work behavior-20 items and commitment-20 items instrument obtained an excellent 1.00 computed kappa statistic value. the result of the reliability analysis of the innovative leadership instrument received positive remarks, with a computed cronbach alpha value of 0.92, indicating excellent reliability. the instrument for innovative work behavior received a good remark with a cronbach alpha of 0.82, while the teacher commitment instrument received an excellent remark with 0.90. statistical processing and treatment of data the quantitative data were tabulated using frequency, percentages, mean, standard deviation, and correlation among the datasets. these data were systematically organized and analyzed using the ibm statistical package for social sciences (spss) statistics version 21 to address the research questions. the weighted mean was utilized to evaluate the innovative leadership practices, teachers’ innovative behavior, and commitment using a four-point likert scale with interpretation of values. in the hypothesis testing of the research, spss provides the significance probability values with the acceptable level at 0.05. in the qualitative part, the textual data were coded and analyzed through themes to identify connections that support the quantitative results on innovative leadership. a peer-reviewed study was conducted to address the method’s weaknesses, thereby enhancing the accuracy and comprehensiveness of the qualitative findings. then it was supported by existing literature and studies. ethical considerations in this study, the researchers obtained informed consent from the respondents to participate in answering the survey questionnaire and interview. respondents were informed of the purpose of the study, subject participation, potential risks and discomfort, potential benefits, confidentiality, authorization, compensation, voluntary participation, withdrawal of authorization, and cost reimbursement. there were no identifiable elements or factors that would have singled out the respondents’ identities. excerpts or narratives used that supported pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 the presentation of themes were represented using anonymous coding. the integrity and credibility of this research were maintained through a rigorous procedure of keeping and safeguarding. the researcher also adhered to the copyright and related rights principles stipulated in ra 8293, the intellectual property code of the philippines, and ra 10173, or the data privacy act of 2012. sources of information are reflected through direct and indirect in-text citations, which were appropriately referenced using apa 7th edition. the paper underwent an online anti-plagiarism test using the turnitin platform to determine a 15 percent similarity index and assess the uniqueness of the study. results and discussion phase i: quantitative findings innovative leadership practices of school principals table 1 summarizes the respondents’ perception of the innovative leadership practices of school principals in the four (4) divisions in deped region iii, philippines. table 1: summary of school principals’ innovative leadership practices dimensions mean sd description strategic thinking 3.69 0.44 highly practiced innovative thinking 3.64 0.46 highly practiced action patterns 3.67 0.45 highly practiced interpersonal skills 3.73 0.40 highly practiced risk taker 6.67 0.45 highly practiced team builder 3.74 0.43 highly practiced composite mean 3.69 0.39 highly practiced table 2: summary of teachers. innovative work behavior indicators mean sd description exploring opportunities 3.66 0.34 highly innovative generating ideas 3.51 0.42 highly innovative promoting ideas 3.54 0.48 highly innovative realizing ideas 3.58 0.42 highly innovative composite mean 3.57 0.37 highly innovative table 1 results showed that the general respondents’ perception of the innovative leadership of school principals was highly practiced (x ̄ = 3.69, sd = 0.39). this means that public secondary schools in deped region iii consist of school principals who are innovators. innovative leadership is crucial in the 21st century, and the success of the school depends on the kind of leaders leading the institution (pagaura, 2020). among the indicators, the most highly rated dimension was team builder (x ̄ = 3.74, sd = 0.43). school principals play a vital role as team builders in the school organization. teamwork enables employees to achieve exceptional outcomes through knowledge sharing, skill sharing, and synergy between teams, fostering a collaborative work environment where every employee is willing to contribute and participate in decision-making and problem-solving (oyefusi, 2022). the lowest rated dimension, despite being highly practiced, was innovative thinking (x ̄= 3.64, sd = 0.46). this suggests that school principals need further integration into innovative leadership practice to truly equip schools to succeed and achieve development in the educational system. ahmed (2021) underscores the crucial role schools play in equipping the education system for innovation and overcoming challenges. further, the existing strengths of school principals on innovative leadership should always be capitalized on to foster a collaborative and positive approach to drive improvement initiatives and innovations in schools. teachers, innovative work behavior table 2 provides a summary of the teachers’ innovative work behavior in the four (4) divisions in deped region iii, philippines. table 2 summarizes all indicators of teachers’ innovative work behavior, showing that teachers are highly innovative (x ̄= 3.57, sd = 0.37). this means that teachers viewed themselves as engaging in a positive level of innovative work, thereby demonstrating an exploration of opportunities, generating, promoting, and realizing ideas. teachers’ work behavior involves seeking out techniques and processes, as well as generating new ideas or thoughts they apply in their work (sari et al., 2021). among the indicators, exploring opportunities has the highest rating of highly innovative (x ̄= 3.66, sd = 0.34). teachers identify the needs of their clients, students, parents, and community. teachers stand as the primary drivers for fostering innovations in schools, cultivating a culture where they feel valued and respected (mokhlis et al., 2025). this powerfully attests that teachers with proactive behavior are driven to explore innovation. the low rating of the indicator for generating ideas, despite it pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 being highly innovative (x ̄= 3.51, sd = 0.42), suggests that cultivating a positive schoolwork environment, characterized by trust and collaboration, could empower teachers to think innovatively. izzati et al. (2023) identify idea generation as a dimension related to an individual’s ability to combine information to solve problems and improve performance. additionally, sustaining support and recognition for teachers in promoting and realizing ideas can fortify a culture of innovation within the teaching force. teachers’ level of commitment table 3 displayed the level of commitment of teachers in the four (4) divisions in deped region iii, philippines. table 3 summarizes all indicators of teachers’ commitment, highlighting that teachers have a high level of commitment (x ̄= 3.75, sd = 0.27). this means that teachers consistently demonstrated a strong commitment to their roles to students, teaching, school, and profession. cagape et al. (2021) attest that teachers have a high level table 3: summary of teachers’ level of commitment indicators mean sd description students 3.83 0.29 high commitment teaching 3.73 0.33 high commitment school 3.73 0.34 high commitment profession 3.71 0.38 high commitment composite mean 3.75 0.27 high commitment table 4: regression analysis of school principals. innovative leadership practices on teachers’ innovative work behavior. model predictors r adjusted r2 f-value b se β t-values p-value 1 constant + interpersonal skills .21 .05 5.92 * 2.91 0.18 0.27 0.07 .21 10.61 ** 2.43 * .000 .016 2 constant + interpersonal skills + team builder .27 .08 5.10 ** 3.09 0.33 0.20 0.29 0.10 0.10 .39 .25 10.85 ** 3.17 ** -2.04 * .000 .002 .044 3 constant + interpersonal skills + team builder + innovative thinking .34 .11 5.26 ** 3.04 0.27 0.35 0.23 0.28 0.11 0.12 0.10 .32 .30 .29 10.81 ** 2.55 * -3.00 ** 2.29 * .000 .012 .003 .024 ** significant at 0.01 level; * significant at 0.05 level; b-unstandardized; β-standardized beta; sestandard error of estimate; strength of relationship: ±.80–±1.0 high relationship; ±.60–±.79; moderately high relationship; ±.40–±.59 moderate relationship; ±.20–±.39 low relationship; ±.01–±.19 negligible relationship of commitment across dimensions even during difficult times. educators’ commitment is an inner force that invests time and energy, fosters connections, leads to improved teaching practices, and ultimately helps learners achieve their goals (shu, 2022). teachers have a high level of commitment to students (x ̄= 3.83, sd = 0.29). this indicates that teachers fundamentally shape not only the academic engagement of the students but also foster holistic growth and enrich the educational experience of the students. ghimire (2022) supports the findings that teachers’ commitment enables them to carry out day-to-day responsibilities with a highly positive attitude towards students’ learning. this is also supported by riezel and quines (2022), that teachers who put students’ needs first are meticulous in their planning, allowing them to deliver exceptional lessons and extracurricular opportunities constantly. among the indicators of teachers’ commitment, the lowest mean agreed value was commitment to the profession (x ̄ = 3.71, sd = 0.38). professional commitment is essential for teachers to fulfill their role effectively, as it involves a dedication to continuous learning, professional development, and ethical standards (garg, 2024). moreover, while teachers have an exceptionally high level of commitment to their students, commitment to the profession is a crucial and effective characteristic for every teacher, contributing to success and effectiveness within the educational landscape. influence of innovative leadership practices of school principals on teachers’ innovative work behavior and commitment this part of the study dealt with the research question of how innovative leadership practices influence teachers’ innovative work behavior and commitment. the present findings confirm that the role of innovative leadership practices of the school principals significantly influences teachers’ innovative work behavior, specifically on the dimensions of interpersonal skills, team builder, and innovative thinking. as shown in table 4, model 3, the standardized beta weights signify that “interpersonal pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 skills” (β=0.32) is relatively more important than “team builder” (β=0.30) and “innovative thinking” (β=0.29) in predicting teachers’ innovative work behavior. moreover, the unstandardized b-coefficients of “interpersonal skills” (b=0.27), “team builder” (b=0.35), and “innovative thinking” (b=0.23) are the amount of increase attributed to the corresponding value. supporting these findings, almessabi and alhosani (2024) identified interpersonal skills, team builder, and innovative thinking as significant predictors of teachers’ work behavior within innovative leadership. broadening this perspective, the assertions that innovative leadership is a style that positively impacts teachers’ innovative work behavior align with the previous findings of izzati (2023) and cimen et al. (2023), both of which indicate that innovative leadership can significantly enhance teachers’ innovative work behavior, ultimately contributing to improving educational effectiveness. the findings shown in table 5 also confirm that the role of innovative leadership practices influences teachers’ level of commitment particularly innovative thinking, team builder, and interpersonal skills. model 3 shows that the standardized beta weights indicate that “innovative thinking” (β=0.47) has a greater influence compared table 5: regression analysis of school principals’ innovative leadership practices on teachers’ level of commitment. model predictors r adjusted r2 f-value b se β t-values p-value 1 constant + innovative thinking .30 .09 12.70 ** 3.09 0.18 0.19 0.05 .30 16.67 ** 3.56 ** .000 .000 2 constant + innovative thinking + team builder .37 .14 10.22 ** 3.34 0.34 0.22 0.20 0.08 0.08 .57 .35 16.40 ** 4.38 ** -2.67 .000 .000 .009 3 constant + innovative thinking + team builder + interpersonal skills .44 .20 10.32 ** 3.08 0.28 0.34 0.25 0.22 0.08 0.09 0.08 .47 .43 .36 14.30 ** 3.61 ** -3.80 ** 3.03 ** .000 .000 .000 .003 ** significant at 0.01 level; * significant at 0.05 level; b-unstandardized; β-standardized beta; sestandard error of estimate; strength of relationship: ±.80–±1.0 high relationship; ±.60–±.79; moderately high relationship; ±.40–±.59 moderate relationship; ±.20–±.39 low relationship; ±.01–±.19 negligible relationship to “team builder” (β=0.43) and “interpersonal skills” (β=0.36) in predicting teachers’ level of commitment. furthermore, the unstandardized b-coefficients for “innovative thinking” (b=0.28), “team builder” (b=0.34), and “interpersonal skills” (b=0.25) represent the amount of increase in teachers’ level of commitment associated with each respective variable. the findings are strongly supported by the study of sutiyano et al. (2022), which found that school leaders’ innovation leadership directly influenced teachers’ commitment. the implication of the findings underscores that there is a profound impact when school principals connect with teachers’ professional needs, provide innovative ideas, and offer professional growth activities, leading to high teacher commitment to their work. phase ii: qualitative findings thematic analysis of the interviews yielded seven themes that describe innovative leadership of school principals. theme 1: collaborative strategic leadership in innovation. this is exhibited by the school principal through a strong practice of visionary and strategic leadership, characterized by forward thinking, modern strategies, practical planning approaches, and a collaborative innovation culture. for instance, teacher 4 articulated that the principal “consistently demonstrates innovation, creativity, and forward thinking in every aspect of school management and development.” the excerpts exemplify that strategic thinking is not an occasional occurrence, but a pervasive quality of the school principal embedded in the leadership style. similarly, teacher 9 casually observed that the visionary stance of the school principal was evident through the active cultivation of an innovative school culture: “visionary leadership by fostering a culture of innovation, implementing progressive programs, and leveraging modern strategies to enhance student learning and school achievement.” the deliberate efforts of the school principals may lead to creating an environment where new ideas and advanced methods are not only welcomed but actively promoted to improve educational performance or outcomes. additionally, the practical application of the principal’s vision is seen in the meticulous approach to strategic planning. teacher 10 affirmed, stating, “i can say that our school principal is a good planner; she foresees how to accomplish certain objectives.” the accounts highlight the capacity of the school principals to not only envision the future direction of the school but also to strategize and anticipate steps in the realization of educational goals. school principals champion vision realization by a collaborative, innovative culture and actively collaborate with the teachers. teacher 8 highlighted an account that school principals encourage a joint effort to implement modern teaching strategies and even extend pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 by empowering teachers to be proactive problem solvers; the school principal explicitly “encourages collaboration among teachers to implement modern teaching strategies and adapt to changes.” this was agreed by teacher 7, “our current principal encourages the teachers to propose and create an intervention in our school.” this signifies the school principals’ trust in teachers’ professional judgement and capacity for generating practical solutions leading to collaborative work strategies to improve the school learning environment, as also highlighted by teacher 1, that school principals encourage, “collaborative strategies to improve the school’s learning environment. the account highlights that working together is only as strong as the leadership that recognizes the contributions of the team’s composition. principals demonstrate visionary and strategic leadership, fostering a collaborative, innovative culture. these innovative leadership practices can foster a culture of innovation, drive progressive programs, and leverage contemporary strategies to enhance overall educational performance. as bagano et al. (2024) suggest, collaborations have the potential to stimulate innovation, facilitate the exchange of knowledge, and foster the development of state-of-the-art educational initiatives and programs. theme 2: transformative future-focused integrated development. school principals envision the future of the school and the strategies implemented to achieve the vision strongly support the overarching theme, which is a strategic blend of vision-driven leadership, continuous professional development and growth, technological advancement, and stakeholders’ involvement and collaboration. these accounts highlight the school principal’s ability to reshape the school environment towards a progressive development underpinning an integrated strategy. the principals’ transformative journey is unequivocally rooted in a vision-driven leadership where they articulate long-term goals and a vision for the school’s future. one clear long-term perspective is when teacher 1 articulates that “our techvoc school has become a center of excellence in technical and vocational education.” this underscores the school principals’ high-level vision and an incremental transformation. teacher 2 further emphasizes by highlighting the principals’ practices to align the school with the deped’s broader vision and mission, ensuring that the institution is of a “futureoriented and comprehensive nature.” the proactive stance of the school principal also envisions the school as “where learners can grow academically and skillfully.” these accounts provide a blueprint to foster learners’ academic and skillful growth. to realize transformative development, a critical pillar for a future-ready education is the continuous growth and empowerment of teachers through professional development training. school principals ensure that teaching practices and learning environments are up-todate, effective, and responsive to future educational needs. teacher 3 highlighted that “the principal also emphasizes the ongoing professional development of teachers to ensure they are using the most effective teaching methods.” this account directly addresses the need for an adaptive teaching force coupled with fostering a culture of collaboration and various training opportunities. part of a broader strategic initiative of the school principals is the implementation of various strategies, such as curriculum realignment and enhancement through technological advancement, upgraded facilities, and emphasis on training the trainers for development. teacher 10 recalls an account that teachers’ training includes “strategies such as curriculum enhancement and alignment, technology integration, and facility upgrades.” the principal’s integrated approach to cultivating a cohort of teachers capable of guiding future-ready learners is through investing in professional development journeys. parallel to professional development, technological advancement, and integration, the school principal integrates digital tools to enhance learners’ skills while emphasizing the professional development of teachers. teacher 3 observed that the “strategies to achieve the vision include embracing technology, such as digital tools in the classroom, to enhance learning,” which highlights the purposeful use of technology. the integration of technology supports the principals’ broader vision of cultivating a learning environment, as teacher 8 stated that “envisions a school that nurtures academic excellence and holistic development for all students.” this account supports that the school principal envisions a learning environment that fosters academic excellence and holistic student growth. additionally, teacher 9 observes the implementation of “strategic programs such as technology integration in teaching, just like the new performance management education system that we have in the department of education.” signifying this proactive adoption, the principal implements various strategies like curriculum realignment and enhancement through technological advancement, upgraded facilities, supported by the narrative of teacher 10 “technology integration and facility upgrades.” finally, the success of transformative integrated development hinges on robust stakeholder involvement and collaboration. the principal ensures that stakeholders are actively involved in the development, implementation, and evaluation of school programs, activities, and projects. this approach may help build a strong support system, providing direction for the school that reflects its needs and the insights of the entire community. teacher 5 mentioned that “i can say that she involved the other stakeholders by tapping the gpta officers (general parents and teachers association).” illustrating this inclusive approach, the principal leads efforts to transform the school. ensures that the school’s basic setup is wellorganized, appealing, and a well-managed institution where stakeholders are actively involved in school programs. this commitment to inclusion is deliberate, as teacher 7 explained that the school principal ensures the pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 active involvement of stakeholders in school planning, promoting an inclusive and progressive decision-making process, “always makes sure that the community is always being involved.” finally, the strengthening of community partnerships to realize resources and opportunities for the benefit of the entire school is always practiced by the school principals, as observed by teacher 8. “community engagement and partnerships are also strengthened to provide additional resources and opportunities for the school.” collective ownership ensures integrated development and the sustainability of the school. in essence, the teachers clearly described how their school principals proactively construct a transformative future – focused integrated development. principals’ ways to envision the future of the school, and the strategies implemented to achieve the vision, are demonstrated through a synergy of vision-driven leadership, commitment to professional development and growth of the teachers by empowering them, embrace a strategic technological advancement and integration to enhance learning and building a support system in stakeholders involvement and collaboration to ensure an integrated approach to integrated development. farhan (2024) highlights that a correct match between a leadership approach and existing visionary leadership with an innovative mindset can result in a unique community identity that fosters lasting development. theme 3: responsive dynamic initiatives. principals demonstrated their leadership through continuous development, inclusive practices, and strategic, projectbased planning. these initiatives collectively foster a vibrant learning environment to continuously improve teachers and effectively meet the diverse needs of the learners. continuous professional development was still the cornerstone of the principals’ dynamic approach to promoting innovative initiatives for learners and educators, utilizing enhanced teaching strategies, upgraded skills, and fostering a culture of sustainable professional growth. teacher 1 articulates the principals’ initiatives “focus on enhancing teaching strategies, upgrading skills, and fostering a culture of continuous professional growth.” this commitment is further evidenced, as observed by teacher 3, that the principals consistently introduce innovative activities that are included in the professional development, “there are professional development programs in which the workshops, seminars, and training are introduced to ensure teachers are consistently growing professionally.” the accounts suggest that professional development offers avenues for school principals’ initiatives for learning and innovative acquisitions of teachers. the principal also fosters a culture of innovation and collaboration through various initiatives. the workshops and mentorship programs are effective ways to promote teamwork and peer learning. teacher 8 recalls an account that their principal strengthened, “collaborative workshops and mentorship programs have been established to foster teamwork and peer learning among teachers.” the principals champion a culture of innovation initiatives that prioritize supporting learners who are out of school or facing academic challenges through inclusive and need-based innovation initiatives. this demonstrates principals’ commitment to creating a life-changing, supportive strategy that ensures growth by equipping learners and educators to navigate future challenges and thrive in a dynamic learning environment. teacher 4 eloquently highlighted this dedication, stating, “our principal ensures that both students and teachers are prepared to face life’s challenges and thrive in an ever-changing educational landscape. his commitment to innovation and excellence truly sets the foundation for a brighter, more promising future for everyone in the school community.” this underscores the holistic vision of the principal in preparing the school for future challenges. as concretely narrated by teacher 5, the principal initiates program implementation that supports learners in addressing their individual needs, while also providing teachers with the necessary training to ensure quality education. teachers were sent to attend seminars for the special needs education (sned) program. then, teachers are encouraged to provide activities for students that meet their needs.” the accounts highlight the commitment of the principal to providing equitable education for all students. the principal continuously leverages the benefits of innovative development by emphasizing projectbased strategic planning, ensuring that all projects are appropriately documented, well-planned, and thoroughly prepared. through the strategic foresight of the school principal, the school’s success is guaranteed through thoughtful and proper execution. teacher 2 describes the principal’s approach, stating, “our principal involves project-based learning; in fact, we have our projects here, she makes sure we all have the papers so that we are prepared for everything.” the account reflects a methodical and organized approach to project execution and management that ensures success. teacher 3 further emphasizes the integration of technology through proper planning, stating, “incorporating technology into the classroom ensures that teachers have the tools and training to use digital platforms effectively for teaching and assessments.” the account also suggests that projectbased planning is not just about efficient execution and teacher empowerment but also leverages the potential of the entire school system in a structured manner. collectively, the principals’ leadership is characterized by responsive dynamic initiatives that foster a sustainable learning environment despite limited resources and unexpected challenges. this is evident through continuous professional development, inclusive and need-based innovation, and project-based strategic planning. the interconnected practices collectively ensure an innovative-thinking approach, ultimately enhancing both teaching and learning effectiveness. this is affirmed by phakamach (2025) that, despite numerous challenges, pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 leadership for professional education in the digital age is an act of guiding an educational group or organization that requires knowledge and the ability to define a vision and communicate that vision to others, fostering innovation and new knowledge that enables acceptance of change and inspires members to commit to achieving educational administration objectives. theme 4: consistent empowerment and cultivation of teacher excellence. the principals are proactive in providing teachers with opportunities through program initiatives that enhance their professional skills and, simultaneously, foster teamwork. career advancement is also encouraged to ensure that teachers have the opportunity for career growth. as teacher 1 illuminated this, stating that “by implementing programs that enhance professional skills, encourage teamwork, and promote career advancement. the leadership of our principal ensures that teachers continuously improve their expertise and work together to create a better learning environment.” this account fosters an environment that enables educators to share their ideas and create a high-quality learning experience for students. additionally, the principal facilitates professional growth through workshops, where teachers can freely exchange resources, strategies, and teaching ideas. teacher 3 explicitly highlighted the observation that “our principal has been very proactive in ensuring opportunities to grow professionally and collaborate effectively.” the consistency of these efforts is crucial, as teacher 4 added that principals “regularly organize training, workshops, and monitoring sessions to enhance our skills and knowledge.” underscoring the consistent nature of these opportunities builds a foundation for teachers’ competence and growth. a significant finding is the prioritization of a collaborative culture of teamwork among teachers, ensuring that teachers have consistent opportunities to connect, share ideas, and support one another, thereby allowing them to grow and improve together. teacher 2 narrated an observation, stating that “with regards to the principal’s way of providing teachers’ opportunities and collaboration, she also makes sure that we collaborate well.” principals are also consistent and effective in providing opportunities for educators to work together by allowing them to share suggestions and best practices in teaching. this results in a supportive network of teachers who learn from one another and collaborate to enhance their work. teacher 9 affirmed this, noting the principals’ “very consistent, effective, and efficient when it comes to allowing us to collaborate in school, and very open to suggestions and sharing our best practices.” the principal consistently exhibits leadership by recognizing the teachers’ strengths and providing opportunities to collaborate in activities. this involves identifying and empowering educators who demonstrate dedication and potential. teacher 5 articulated this well, stating that the principal “is a leader who believes in utilizing the strengths and potential of her teachers, taps the people whom she believes would be a great help in its materialization.” this constant support is coupled with a commitment to fairness and equity in providing opportunities for growth and collaboration. teacher 6 emphasized this impartiality, noting that “my principal did not show any favoritism to anyone. so, she gave opportunities and full collaboration to teachers, especially those teachers who act as coaches in the fields of academics and sports, who give pride to the school.” this account validates that principals encourage a culture of merit that significantly contributes to achieving sustained performance, further cultivates a culture of excellence. school principals play a vital role in consistently empowering teachers and cultivating their excellence through various initiatives centered on professional growth, a collaborative culture of teamwork, and recognition of individual strengths. consistent actions create a supportive environment where teachers continuously develop, innovate, and contribute their best, leading to an enhanced quality of education. cojorn and sonsupap (2024) reveal that a collaborative professional development program has an impact on teachers’ ability to develop higher-order thinking. in this study, the collaborative approach has a significant impact on promoting cognitive diversity, addressing the need for teachers to learn how to perform their tasks independently. theme 5: positive and supportive school environment. principals recognized the diversity and well-being of teachers through various leadership practices, characterized by strong empathy and emotional support, as well as a commitment to promoting open communication. the participants consistently described their principal as an empathetic leader who provides significant emotional support to teachers when necessary. this is evident in the principals’ balance of firm leadership with genuine empathy as observed by teacher 2, “the school principal is, although she has that strong personality. she is also an empathetic leader, meaning she knows when a teacher is in trouble or has something on her mind.” this account illustrates that the principal goes beyond management duties to connect with and understand the personal challenges of the teachers, recognizing the diversity of teachers, ensuring they feel supported and heard. this is also supported by a narrative of teacher 5, who noted that the principal “supports school activities that promote diversity, which allows teachers to share their experiences and perspectives. by doing so, teachers can be heard, and they will feel valued. i can say that she supports those teachers in need.” the principals’ leadership shows a motherly instinct through care, love, and support for the teachers in various challenging situations where they feel they are valued, providing an environment where teachers are motivated and supported. teacher 6 “when it comes to the characteristics of our principal, she possesses the characteristics of being a good leader, ah, she shows pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 care, love, and support to our teachers when it comes to different situations, she is very open, ma’am, maybe she has a motherly instinct, that is how we found out that she loved the teachers.” this deep understanding makes teachers truly feel acknowledged both professionally and personally, as affirmed by teacher 10, who said that the principal listens. she understands what you are experiencing inside and outside school.” another significant practice of a school principal in strengthening interpersonal skills is promoting open communication. participants described that the principal supports teachers’ diversity and fosters a positive school environment through communication, open dialogue, and collaboration, while also providing attention to individual teacher development. teacher 3 explained that the principal “cultivated a positive and supportive school that values teacher diversity through open communication and collaboration.” this account fosters a positive and supportive work environment by encouraging open communication, collaboration, and recognizing everyone’s unique strengths and ideas. teacher 4 echoed this, stating the principal “has created a positive and supportive environment, promotes open communication, encourages collaboration, and ensures that everyone’s voice is heard and respected.” furthermore, the principal approach to open communication eliminates the fearful atmosphere and provides a sense of comfort that teachers can reach out to their principal whenever necessary. as teacher 7 articulated, stating that the principal “encourages open communication, makes sure that teachers communicate with her with no fear atmosphere, and is approachable in times of need.” the principal has built a high level of trust among the teachers, extending to both personal and professional concerns. teacher 10 confirmed in a statement that “i can share my thoughts, even problems, knowing that i am seasoned, not only personal but also professional matters, because i feel there is a feeling that i do not hesitate to talk to her.” in essence, school principals successfully create a genuinely positive and supportive environment through consistent, empathetic support and open, transparent communication channels. georgiadis et al. (2024) demonstrated that empathic leadership enables understanding others’ suffering and taking appropriate actions, fostering strong relationships and an awareness of teachers’ needs. theme 6: courageous collaborative growth. the school principals foster a culture of innovation and risk-taking through various leadership practices. this is manifested through a deliberate cultivation of a courageous, collaborative growth that embraces risks, fosters collective problem solving, ensures broad stakeholders’ involvement, and synergistically leads innovation and development. the principal actively promotes risk-taking with a growth mindset that is not only tolerated but encouraged and viewed as an essential component of the learning process rather than a deterrent. teacher 3 articulated, the principal “encourages a growth mindset and to take risks without the fear of failure because it is part of life,” further noting that “the celebration of success and failure is also applied, successes are celebrated and highlighted to show that risk-taking can lead to positive outcomes, failure is part of the innovation process.” this illustrates a balanced view that normalizes challenges and belief in learning in the pursuit of new ideas. the principal promotes and trains teachers to take calculated risks, ensuring that new initiatives are thoroughly discussed and scrutinized. teacher 9 highlighted this careful consideration by stating that “innovation is a check on the risk-taking part because she is a risk-taker, there are some instances that you think about the things that we need to take risks.” this emphasis on thoughtful risk-taking is further complemented by regular feedback sessions, which are seen as crucial for continuous improvement and innovation. teacher 7 observed that the school principal “leads by example and is very much willing to take the risk herself, holds feedback sessions every time there is an activity in school to suggest possible improvements.” these suggest that risk-taking is paired with reflective learning that may transform challenges into opportunities for collective growth. beyond individual risk-taking, the principal prioritizes collaborative brainstorming and problem-solving, ensuring that all teachers’ voices and the journey to find an innovative solution are a shared endeavor. teacher 4 affirmed this, noting that one key strategy used by the principal is “collaborative brainstorming, where teachers share insights and develop solutions together, so that all are heard.” the principal promotes innovation by motivating teachers to try new methods in a safe space for trial and error. this also serves as a venue for teachers to discuss challenges and potential solutions. teacher 8 described how “a culture of innovation and risk-taking is actively fostered through various strategies that encourage creative thinking and problem-solving.” further noting that “teachers are empowered to experiment with new teaching methods, and the principal supports their initiatives by providing a safe space for trial and error, ensuring they feel comfortable taking risks in their practice.” this collaborative approach suggests a safe space for teachers to foster genuine solutions to problems and collectively take ownership. the school principal fosters a collaborative approach to solving risk problems through stakeholder involvement and partnerships. this inclusive strategy ensures innovative capacity and strengthens its support systems involving external community members, who also serve as valuable sources of new ideas. teacher 5 illustrates this, stating, “by seeking the aid of the stakeholders, such as the parents and the community.” this inclusive leadership style cultivates a culture of fairness, inclusivity, and unity. also, the principal promotes projects through well-structured plans that utilize inputs, as highlighted by teacher 6: “one of the important factors to succeed pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 in any project is to have a good plan that is achievable and realistic. this will be achieved through the help of the faculty, teachers, officers, parents, student leaders, department heads, and the school principal.” in short, through the integrated strategies of the school principal, fostering courageous risk-taking, promoting collaborative problem-solving, and ensuring broad stakeholder involvement, the principal consistently drives a culture of courageous collaborative growth that propels the school forward. this is supported by the study of de torres (2021), which shows that stakeholders’ involvement in school-initiated activities leads to an enhanced community partnership program. this study emphasizes the importance of collaborative work for a strong teacher-principal relationship, which can be further developed through activities that foster a harmonious relationship and promote effective collaboration among stakeholders. theme 7: collective action and professional cohesion. principals demonstrated through a strong sense of teamwork that emphasizes collaborative decision making, inclusive practice across levels, and team building and faculty development. the principals actively promote collaborative planning and decision-making as a cornerstone, ensuring that school key initiatives and goal efforts are developed, not only aligning the programs and activities but also sharing ownership among the staff. teacher 1 articulates, establishing that this collaborative process is a fundamental approach of the principal, “establishing collaborative planning and decision making.” that this effort is not only involving the teachers in the discussions but creating a system where school direction is shaped through collective inputs, “organizing team building activities and faculty development programs.” the collective approach of the school principals extends to aligning teaching strategies and goal setting, evidenced by specific, organized activities. teacher 8 highlighted that the principal “organizes regular team-building activities, where teachers from different departments work together to align their teaching strategies and set common goals.” this account magnifies the principles, facilitating the diverse perspectives of the teachers and staff, ensuring all voices are heard and integrated into a unified plan of action. the principal values teamwork by encouraging collaboration and open discussion of suggestions among teachers and staff. this practice creates a supportive and dynamic environment for the community’s benefit. cultivating an environment of inclusive collaboration across levels in the school values teamwork. teacher 4 emphasized that the principal “fosters a strong sense of teamwork by encouraging collaboration and shared initiatives among teachers and staff, sharing expertise, and implementing innovative ideas.” this inclusive approach also extends to fostering mutual support and a shared commitment to growth. teacher 10 notes that the school principals “created a collaborative and supportive school environment where teachers and staff work together harmoniously, support each other’s growth.” the account exemplifies that nurturing a supportive culture environment is significant for individual development, contributing to school improvement. the principals’ role as a team builder is multifaceted, encompassing collaborative decision-making, fostering an inclusive and supportive culture across levels, and providing consistent opportunities for professional growth and interpersonal connection. these measures result in the provision of a supportive school environment where staff feel valued, connected, and aligned with a shared vision, strengthening collaboration and collective success for everyone. this is affirmed by johnson’s (2022) article on the power of inclusive leadership, which states that, when principals are inclusive leaders, they can have a deeper understanding of their teachers’ work environment. by doing so, the teachers’ needs for support and upskilling will be addressed, and they will be more likely to choose to stay in teaching. integration of quantitative and qualitative results of innovative leadership practices of school principals this part of the study showed the juxtaposition of findings of the innovative leadership practices of school principals in deped region iii, philippines. the school principals highly practiced “strategic thinking” (x ̄ = 3.69, sd = 0.44), demonstrated with collaborative strategic leadership in an innovation culture, and a transformative future-focused integrated development emphasizing strategic, vision-driven leadership, technological integration and advancement, and stakeholders’ involvement and collaboration. leadership is characterized by shared responsibility, and collaboration among various stakeholders plays a pivotal role in fostering innovative initiatives within the educational setting (philips et al., 2023). school principals highly practiced “innovative thinking” (x ̄= 3.64, sd = 0.46), through responsive dynamic initiatives, particularly formulating new ideas at the supervisory level, supported by continuous professional development, inclusive needs-based innovation, and project-based strategic planning. examining the innovative leadership practices of school principals in terms of action patterns reflects a highly practiced (x ̄ = 3.67, sd = 0.45), consistent in planning that empowers teacher excellence by fostering professional growth and development within a collaborative culture of teamwork and recognition of teacher strengths. consistency builds trust and stability, thereby enhancing innovative leadership through a more responsive learning environment (promovenda et al., 2023). school principals highly practiced “interpersonal skills” (x ̄ = 3.73, sd = 0.40), through a positive and supportive school environment, demonstrated with empathy characterized by emphatic emotional support, and promoted open communication. georgiadis et al. (2024) suggest that empathy as a core competency in leadership fosters strong relationships and helps teachers understand their needs. school principals who highly pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 17-30, 2025 practice risk-taking (x ̄= 3.67, sd = 0.45) recognize that success and failure are connected for growth, through a courageous, collaborative approach that embraces risktaking, collaborative brainstorming, problem-solving, and stakeholders’ involvement and partnership. learning from mistakes is crucial for pursuing a vision, and viewing failures as learning opportunities fosters growth for both principals and teachers (zavala, 2024; caliskan, 2021). ultimately, school principals highly practiced as team-builders (x ̄ = 3.74, sd = 0.43), characterized by encouraging teacher professional growth and development through collective actions and professional cohesion, demonstrated collaborative planning and decision making, inclusive collaboration across levels, and a strong focus on team building and faculty development. johnson (2022) suggests that principals who understand teachers’ work environments can better address their support and upskilling needs, encouraging them to stay in teaching. conclusion the study found that public secondary school principals are generally innovative. their interpersonal skills, teambuilding abilities, and innovative thinking significantly influence teachers’ innovative work behavior and level of commitment. thematic findings, such as positive and supportive school environment, collective action and professional cohesion, and responsive dynamic initiatives, affirm that principals strategically drive meaningful improvement in schools by fostering teachers with highly innovative work behavior through building strength on exploring opportunities and their commitment to students. to sustain the positive impact on teachers. interpersonal relationships should always include training in empathy, effective communication, mentoring, and building trust with teachers. to sustain innovative thinking, strategies should include creative problem-solving, visionary leadership, and creating a culture that values new ideas and continuous improvement. principals as team builders can be sustained by providing teachers with equal opportunity to professional growth and involving them in collaborative decision-making. there should always be intentional integration of practice on interpersonal skills, innovative thinking, and team building to maximize impact on teachers’ innovativeness and commitment. this study provided empirical evidence of the direct link between school principals’ innovative leadership and the innovative work behavior and commitment of teachers, which leads to designing an actionable professional development program for principals. references abun, d., & macasac, l. g. 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(2024). embracing risk: the role of risk-taking in innovative leadership. leaders perception magazine. https://leadersperception.com/risk-taking pa ge 1 pa ge 82 american journal of multidisciplinary research and innovation (ajmri) a sex-disaggregated analysis of competency alignment between employers and bs entrepreneurship graduates of mariano marcos state university m. p. f. layaoen1*, a. c. sabugo1, r. g. c. barot1, e. j. v. valdez1 volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.6069 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 05, 2025 accepted: october 09, 2025 published: december 16, 2025 in the ever-changing job market, aligning graduates' competencies with employers' expectations is crucial for universities to ensure their curriculum and teaching methods effectively prepare students for the workplace. this study assesses the gap between the importance of competencies and the actual performance of bs entrepreneurship graduates as perceived by both graduates and employers. utilizing descriptive research design, data were gathered from the employers and bs entrepreneurship graduates. gap analysis revealed that while there is generally good alignment between perceived importance and performance in areas such as business management, personal entrepreneurial competencies, and personal qualities/attitudes, discrepancies still exist. notably, there is a minor misalignment in business/management competencies, where employers rate graduates' performance as meeting expectations to the optimum, while graduates self-assess their performance as exceeding expectations. the sex-disaggregated data analysis reveals that male graduates tend to overestimate their competencies, particularly in technical areas, leading to a disconnect between their self-assessment and employer expectations. in contrast, female graduates demonstrate a stronger alignment with employer perceptions, although they still have opportunities for improvement in technical skills, particularly in computer applications. these findings highlight the need for continuous curriculum and instructional improvements to better prepare graduates for the job demands. keywords bs entrepreneurship graduates, curriculum development, gap analysis, sex-disaggregated 1 mariano marcos state university, brgy. 16, quiling sur, city of batac, ilocos norte, philippines * corresponding author’s e-mail: mplayaoen@gmail.com introduction in the ever-evolving job market, the alignment between graduates' competencies and employers' expectations plays a central role in ensuring the university’s curriculum and instructional approaches effectively prepare students with the competencies needed in the workplace. tran (2015) argued that the outdated and irrelevant curriculum in the higher education system has led to the ill-preparation of university graduates. teaching methods and the absence of better career guidance in universities have caused great debate over employability, as graduates do not satisfy the needs of employers. tran (2015) proposes that all stakeholders, including universities, graduates, employers and educational policymakers, should work together to make an effort to create mutual understanding, to collaborate and to enhance the development of graduate employability. differences between the perceived importance of certain competencies and graduates' actual performance can lead to significant gaps, undermining the effectiveness of educational programs in preparing students for job market demands. the research of smith et al. (2019) highlights the differing priorities between graduates and employers regarding employability competencies and attributes. it also pointed out that universities should consider these differences when designing courses to better prepare graduates for the workforce. in a study by hodges and burchell (2003), new zealand employers were asked to rate the importance of various graduate competencies. simultaneously, they assessed the performance of new graduates in these competencies. the findings revealed a “competency gap” between perceived importance and actual performance. this gap underscores the need for cooperative education programs to align business graduate education with corporate requirements, ensuring that graduates possess the necessary skills. specifically, employers emphasized “soft” skills, such as the ability and willingness to learn, as crucial for success in the workplace. martinovic (2013) further emphasizes the importance of equipping business graduates with a competent skill set this study aimed to determine the gap scores on the importance of competencies and performance of graduates as assessed by both employers and graduates along business management competencies, personal entrepreneurial competencies (pecs), and personal qualities/attitudes. it also aimed to conduct a sexdisaggregated analysis of the importance of competencies and performance of male and female bs entrepreneurship graduates as perceived by the employers and the graduates. moreover, it aimed to determine the difference in the perception of employers and graduates on the importance of the competencies and the performance of graduates on these competencies. lastly, it aimed to assess the implications of the sex-disaggregated data analysis for the development of targeted programs that address the unique needs and competencies of male and female graduates the study is significant to mariano marcos state pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 82-90, 2025 university (mmsu) as it provides a comprehensive analysis of the alignment between the competencies of bs entrepreneurship graduates and the expectations of employers. this research serves several key purposes: to enhance educational quality: by identifying gaps in competencies, the study enables mmsu to enhance the quality of its educational programs, ensuring that they are relevant and effective in preparing students for the workforce; to strengthening industry partnerships. the findings can foster stronger relationships between mmsu and local businesses, facilitating collaboration that benefits both students and employers through internships, mentorships, and feedback mechanisms, for informed decision-making. the data-driven insights from the study will assist university administrators and faculty in making informed decisions regarding curriculum development, instructional methods, and resource allocation; and improve graduate employability. by addressing the identified gaps, mmsu can improve the employability of its graduates, thereby enhancing the university's reputation and attractiveness to prospective students. literature review university students lack a thorough understanding of which skills are most valued by employers (agus et al., 2011; klibi & oussii, 2013; lisá et al., 2019; succi & canovi, 2019; thompson et al., 2021; wickramasinghe & perera, 2010). according to thompson et al. (2021), higher education institutions worldwide need to make more concerted efforts to foster relationships between students, employers, and the institutions themselves to better prepare the next generation of workers for the demands of the labor market. jaoko (2014) conducted a study to investigate the perceived relationship between employee academic qualifications and job performance in the mukuru slums development projects in nairobi county. the study found that academic qualifications were perceived to have a positive relationship with job performance, concluding that academic qualifications positively correlate with employee performance. similarly, sukrapi et al. (2014) explored the relationship between professional competence and work motivation in elementary school teacher performance. their results indicated a significant positive relationship between professional competence and teacher performance, as well as a significant positive relationship between teachers' professional competence, work motivation, and overall performance. the survey findings of agus et al. (2011) indicate that, on average, graduates possess strong ict skills, ethical values, and teamwork abilities. however, the gap analysis reveals that malaysian employers still perceive graduate work skills as falling short of their expectations. notable gaps were found in crucial skills such as decision making and problem solving, communication and interpersonal skills, thinking skills, ethical values, and work planning. enhancing these skills is essential to improve employers' perceptions of graduates' abilities and overall quality, thereby increasing their marketability. the study by sedlan konig et al. (2018) underscores the disparity between employers' expectations and graduates' perceptions of factors that enhance employability. efforts are needed to bridge this gap. graduates should be educated about employers' expectations regarding lifelong skills rather than just immediate job readiness, as well as the importance of high-quality work placements. universities can enhance employability through various approaches, such as revising curricula, altering pedagogical methods, developing reliable assessments of student employability at graduation, and ensuring that qualification and assessment frameworks encompass diverse and relevant learning outcomes. recommendations from employer interviews include prioritizing employability in university strategic planning, expanding access to work placements to bolster graduates' employability competencies, and fostering genuine partnerships between universities and employers to implement initiatives that enhance graduate employability. according to weligamage and siengthai (2003), there exists a disparity between the job expectations of graduates and the expectations of employers. this gap primarily arises due to deficiencies in training graduates in crucial skills such as communication, leadership, decisionmaking, collaboration, arbitration, and problem-solving. moreover, there are opportunities for enhancement in areas such as motivation, learning, organization, scheduling, and understanding. the main factors contributing to this gap can be attributed to inflexibility and reluctance. materials and methods research design this study utilized the descriptive research design to describe and compare the perceptions of graduates and employers on the level of importance of competencies and the extent of performance of bs entrepreneurship graduates along business management, personal entrepreneurial competencies, and personal qualities/ attitudes. data gathering method ethical protocols were strictly observed, beginning with formal approval from the university research ethics review board (urerb). data were gathered from bs entrepreneurship graduates and their respective employers. data gathering method data was collected using the structured questionnaire. the instrument measured the self-assessment of graduates and the evaluation of employers regarding the perceived importance and the performance of graduates across the four competencies using a likert scale. sampling using purposive sampling, the study included 30 pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 82-90, 2025 bs entrepreneurship graduates and 30 immediate supervisors or senior-level staff who evaluated their performance, resulting in a total of 60 respondents. data analysis mean scores were calculated to determine the level of importance and performance. a gap score was computed for each competency by subtracting the performance score from the importance score. the gap scores were interpreted using the scale adopted from noel-levits (2008): gap score & interpretation 1.00 and above-performance does not meet expectations (pde) 0.51 – 0.99-performance slightly meets expectations (pse) 0.50 – 0-performance meets expectations to the optimum (pe) negative score-performance exceeds expectations (pee) all analyses were conducted with sex-disaggregated data to identify gender-specific trends. a t-test was used to determine if differences between employer and graduate perceptions were statistically significant (p<0.05). results and discussion this section may be divided into subheadings or may be combined. a combined results and discussion section is often appropriate. this should explore the significance of the results of the work, don’t repeat them. avoid extensive citations and discussion of published literature only; instead discuss recent literature for comparing your work to highlight the novelty of the work in view of recent development and challenges in the field. table 1: gap scores on the importance of competencies and performance of graduates between employers and graduates along business management competencies. indicators sex employers graduates i p gs di i p gs di business management skills male 4.50 4.13 0.38 pe 4.38 4.38 0.00 pe female 4.44 4.25 0.19 pe 4.44 4.31 0.13 pe total 4.46 4.21 0.25 pe 4.42 4.33 0.08 pe teamwork and leadership skills male 4.25 4.25 0.00 pe 4.50 4.38 0.13 pe female 4.50 4.31 0.19 pe 4.44 4.31 0.13 pe total 4.42 4.29 0.13 pe 4.46 4.33 0.13 pe communication and listening male 4.63 4.63 0.00 pe 4.50 4.38 0.13 pe female 4.50 4.31 0.19 pe 4.50 4.31 0.19 pe total 4.54 4.42 0.13 pe 4.50 4.33 0.17 pe customer service skills male 4.75 4.63 0.13 pe 4.38 4.38 0.00 pe female 4.31 4.13 0.19 pe 4.50 4.25 0.25 pe total 4.46 4.29 0.17 pe 4.46 4.29 0.17 pe financial skills male 4.25 4.13 0.13 pe 4.38 4.38 0.00 pe female 4.38 4.25 0.13 pe 4.44 4.25 0.19 pe total 4.33 4.21 0.13 pe 4.42 4.29 0.13 pe analytical and problem-solving skills male 4.38 4.25 0.13 pe 4.38 4.38 0.00 pe female 4.44 4.25 0.19 pe 4.44 4.31 0.13 pe total 4.42 4.25 0.17 pe 4.42 4.33 0.08 pe strategic thinking and planning skill male 4.50 4.38 0.13 pe 4.38 4.50 -0.13 pee female 4.50 4.31 0.19 pe 4.44 4.31 0.13 pe total 4.50 4.33 0.17 pe 4.42 4.38 0.04 pe technical skills male 4.50 4.38 0.13 pe 4.38 4.50 -0.13 pee female 4.38 4.25 0.13 pe 4.44 4.31 0.13 pe total 4.42 4.29 0.13 pe 4.42 4.38 0.04 pe time management skills male 4.50 4.38 0.13 pe 4.38 4.50 -0.13 pee female 4.50 4.38 0.13 pe 4.44 4.31 0.13 pe total 4.50 4.38 0.13 pe 4.42 4.38 0.04 pe organizational skills male 4.75 4.50 0.25 pe 4.38 4.50 -0.13 pee female 4.63 4.31 0.31 pe 4.50 4.38 0.13 pe total 4.67 4.38 0.29 pe 4.46 4.42 0.04 pe pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 82-90, 2025 branding, marketing and networking skills male 4.50 4.25 0.25 pe 4.25 4.50 -0.25 pee female 4.38 4.13 0.25 pe 4.50 4.31 0.19 pe total 4.42 4.17 0.25 pe 4.42 4.38 0.04 pe overall mean/gap scores male 4.50 4.35 0.15 pe 4.39 4.43 -0.05 pee female 4.45 4.26 0.19 pe 4.46 4.31 0.15 pe total 4.47 4.29 0.17 pe 4.44 4.35 0.09 pe the gap scores on the importance of competencies and performance of graduates by the graduates and employers in terms of business management competencies are shown in table 1. under employers, the overall gap score of 0.17 indicates that performance meets the expectation to the optimum. this suggests that employers find the competencies possessed by graduates to be in line with what is required for successful performance in the workplace. under the graduates, the overall gap score of 0.09 indicates that their performance meets the expectations to the optimum. this suggests that graduates recognize the importance of these competencies in the workplace and perform well to meet the expectations set by employers. this implies that the business management competencies the graduates possess are aligned with the current industry requirements and trends. both the employers and graduates have positive total gap scores described as performance meets the expectations to the optimum. this implies that employers recognize that graduates are performing at a level that aligns well with the expected competencies and the graduates are effectively utilizing their skills and knowledge in the workplace. as to the sex-disaggregated data, male graduates have an overall gap score of 0.15 under employers indicating that performance meets the expectations to the optimum. there is a negative gap score of -0.05 under the graduates which is interpreted as performance exceeds the expectations. the discrepancy between the perceptions of male graduates and employers suggests a misalignment in how competencies are perceived. the discrepancy may be due to differing perspectives on skill proficiency and self-assessment. the positive gap score from employers indicates that employers believe male graduates are meeting the expectations in business management competencies while the negative gap score from male graduates suggests that they perceive their own performance in these competencies to be higher than the expectations. specifically, under employers, all male graduates have positive gap scores which is interpreted as performance meets the expectations to the optimum. on the other hand, self-assessment of male graduates resulted in five out of eleven indicators being higher in performance than importance. these resulted to negative gap scores which are described as performance exceeds the expectations. these items are “strategic thinking and planning skills”, “technical skills”, “time management skills”, “organizational skills”, and “branding, marketing and networking skills”. for the female graduates, the overall gap scores of 0.19 (employers) and 0.15 (graduates) are described as performance meets the expectations to the optimum. this indicates the alignment of importance of competencies and the actual performance of graduates in these competencies. specifically, all the indicators y=under both employers and graduates have positive gap scores which indicates that performance meets expectations to the optimum. this means that there is alignment of the importance of the competencies and performance of female graduates by both employers and graduates. table 2 presents the gap scores on the importance table 2: gap scores on the importance of competencies and performance of graduates between employers and graduates along personal entrepreneurial competencies (pecs) indicators sex employers graduates i p gs di i p gs di opportunity seeking male 4.50 4.50 0.00 pe 4.13 4.25 -0.13 pee female 4.19 3.88 0.31 pe 4.50 4.31 0.19 pe total 4.29 4.08 0.21 pe 4.38 4.29 0.08 pe commitment to the work contract male 4.50 4.75 -0.25 pee 4.13 4.25 -0.13 pee female 4.69 4.38 0.31 pe 4.56 4.38 0.19 pe total 4.63 4.50 0.13 pe 4.42 4.33 0.08 pe persistence male 4.63 4.75 -0.13 pee 4.13 4.13 0.00 pe female 4.44 4.31 0.13 pe 4.56 4.38 0.19 pe total 4.50 4.46 0.04 pe 4.42 4.29 0.13 pe pa ge 86 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 82-90, 2025 risk taking male 4.75 4.88 -0.13 pee 4.13 4.13 0.00 pe female 4.25 4.06 0.19 pe 4.56 4.31 0.25 pe total 4.42 4.33 0.08 pe 4.42 4.25 0.17 pe demand for efficiency and quality male 4.63 4.63 0.00 pe 4.13 4.25 -0.13 pee female 4.50 4.25 0.25 pe 4.56 4.31 0.25 pe total 4.54 4.38 0.17 pe 4.42 4.29 0.13 pe goal setting male 4.63 4.50 0.13 pe 4.25 4.13 0.13 pe female 4.50 4.25 0.25 pe 4.56 4.31 0.25 pe total 4.54 4.33 0.21 pe 4.46 4.25 0.21 pe information seeking male 4.63 4.63 0.00 pe 4.13 4.25 -0.13 pee female 4.31 4.06 0.25 pe 4.56 4.31 0.25 pe total 4.42 4.25 0.17 pe 4.42 4.29 0.13 pe systematic planning and monitoring male 4.38 4.38 0.00 pe 4.13 4.13 0.00 pe female 4.44 4.19 0.25 pe 4.56 4.31 0.25 pe total 4.42 4.25 0.17 pe 4.42 4.25 0.17 pe persuasion and networking male 4.63 4.88 -0.25 pee 4.13 4.25 -0.13 pee female 4.19 3.94 0.25 pe 4.56 4.38 0.19 pe total 4.33 4.25 0.08 pe 4.42 4.33 0.08 pe self-confidence male 4.75 4.63 0.13 pe 4.25 4.38 -0.13 pee female 4.50 4.19 0.31 pe 4.56 4.31 0.25 pe total 4.58 4.33 0.25 pe 4.46 4.33 0.13 pe overall mean/gap scores male 4.60 4.65 -0.05 pee 4.15 4.21 -0.06 pee female 4.40 4.15 0.25 pe 4.56 4.33 0.23 pe total 4.47 4.32 0.15 pe 4.42 4.29 0.13 pe of competencies and performance of graduates as perceived by the graduates and employers along personal entrepreneurial competencies (pecs). the overall gap score of 0.15 indicates that employers perceive the performance of graduates as meeting their expectations to the optimum level. this suggests that employers find the competencies possessed by graduates to be in line with what is required for successful performance in the workplace. the overall gap score of 0.13 suggests that graduates perceive their own performance as meeting the expectations to the optimum level. graduates are aware of the importance of the competencies required in the workplace and are actively working towards meeting the expectations set by employers. the total gap scores on both employers and graduates in all the indicators fall under the category performance meets expectations to the optimum. this indicates a high level of alignment in understanding the importance of competencies and the actual performance outcomes. as to the sex-disaggregated data, male graduates have a negative overall gap score of -0.05 (employers) and -0.06 (graduates) which indicates that performance exceeds expectations along pecs. this suggests that male graduates possess entrepreneurial skills that align well with employers. specifically, under employers, two out of ten indicators which are “persistence” and “risk-taking” have negative gap scores which are described as performance exceeds the expectations. while under graduates, four out of ten indicators, “opportunity seeking”, demand for efficiency and quality”, “information seeking”, and “selfconfidence”, have negative gap scores which is described as performance exceeds the expectations. employers’ gap scores perceive performance as meeting expectations, while male graduates perceive their performance as exceeding expectations for four indicators. these are “opportunity seeking”, “demand for efficiency and quality”, “information seeking” and “self-confidence”. there is a discrepancy in the perception between male graduates and employers, with male graduates having higher self-perception. this difference may indicate a need for male graduates to align their self-perception with employer expectations. with two indicators “persistence” and “risk-taking”, employers perceive performance as exceeding expectations, while male graduates perceive their performance as meeting expectations to the optimum. the female graduates gap scores are consistent with that of the employers’ where all the indicators are described as performance meets the expectations to the optimum. this indicates that female graduates perception of the importance and their performance on these competencies are more aligned with employer perceptions. the overall gap between male and female graduates indicates a difference in how their performance is pa ge 87 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 82-90, 2025 table 3: gap scores on the importance of competencies and performance of graduates between employers and graduates along personal qualities/attitudes. indicators sex employers graduates i p gs di i p gs di flexibility and adaptability male 4.63 4.75 -0.13 pee 4.25 4.25 0.00 pe female 4.38 4.13 0.25 pe 4.56 4.50 0.06 pe total 4.46 4.33 0.13 pe 4.46 4.42 0.04 pe creativity male 4.25 4.38 -0.13 pee 4.13 4.25 -0.13 pee female 4.50 4.19 0.31 pe 4.56 4.38 0.19 pe total 4.42 4.25 0.17 pe 4.42 4.33 0.08 pe empathy, prudence and temperance male 4.63 4.50 0.13 pe 4.13 4.25 -0.13 pee female 4.56 4.13 0.44 pe 4.56 4.56 0.00 pe total 4.58 4.25 0.33 pe 4.42 4.46 -0.04 pee reliability male 4.63 4.50 0.13 pe 4.13 4.25 -0.13 pee female 4.56 4.19 0.38 pe 4.63 4.44 0.19 pe total 4.58 4.29 0.29 pe 4.46 4.38 0.08 pe integrity male 4.50 4.88 -0.38 pee 4.13 4.25 -0.13 pee female 4.56 4.19 0.38 pe 4.63 4.50 0.13 pe total 4.54 4.42 0.13 pe 4.46 4.42 0.04 pe self-discipline male 4.75 4.88 -0.13 pee 4.13 4.25 -0.13 pee female 4.56 4.31 0.25 pe 4.63 4.56 0.06 pe total 4.63 4.50 0.13 pe 4.46 4.46 0.00 pe optimism towards work male 4.63 4.50 0.13 pe 4.13 4.25 -0.13 pee female 4.56 4.25 0.31 pe 4.63 4.56 0.06 pe total 4.58 4.33 0.25 pe 4.46 4.46 0.00 pe pro-activeness male 4.75 4.50 0.25 pe 4.13 4.25 -0.13 pee female 4.44 4.19 0.25 pe 4.50 4.38 0.13 pe total 4.54 4.29 0.25 pe 4.38 4.33 0.04 pe productivity male 4.50 4.63 -0.13 pee 4.13 4.25 -0.13 pee female 4.56 4.19 0.38 pe 4.56 4.56 0.00 pe total 4.54 4.33 0.21 pe 4.42 4.46 -0.04 pee initiative male 4.75 4.63 0.13 pe 4.13 4.25 -0.13 pee female 4.56 4.13 0.44 pe 4.56 4.50 0.06 pe total 4.63 4.29 0.33 pe 4.42 4.42 0.00 pe accountability male 4.50 4.63 -0.13 pee 4.13 4.25 -0.13 pee female 4.50 4.19 0.31 pe 4.63 4.50 0.13 pe total 4.50 4.33 0.17 pe 4.46 4.42 0.04 pe leadership male 4.50 4.50 0.00 pe 4.13 4.25 -0.13 pee female 4.50 4.19 0.31 pe 4.56 4.44 0.13 pe total 4.50 4.29 0.21 pe 4.42 4.38 0.04 pe professionalism male 4.63 4.75 -0.13 pee 4.13 4.25 -0.13 pee female 4.56 4.38 0.19 pe 4.63 4.56 0.06 pe total 4.58 4.50 0.08 pe 4.46 4.46 0.00 pe civic responsibility male 4.63 4.63 0.00 pe 4.13 4.25 -0.13 pee female 4.44 4.19 0.25 pe 4.56 4.50 0.06 pe total 4.50 4.33 0.17 pe 4.42 4.42 0.00 pe pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 82-90, 2025 perceived in the assessed competencies. the discrepancy in overall gap scores between male and female graduates may reflect gender-based differences in the demonstration of the pecs. table 3 shows the gap scores on the importance of competencies and performance of graduates between employers and graduates along personal qualities/ attitudes. the gap score of 0.20 under employers suggests that graduates performance meets the expectations. the alignment of employer expectations with the perceived performance of graduates indicates a positive outcome where graduates are meeting the desired standards set by employers. a gap score of 0.02 under graduates suggests that they perceive their performance in personal qualities/attitudes meets the expectations of employers. this indicates that graduates believe they are performing at a level that aligns well with what employers expect from them. the total gap scores on both employers and graduates in the indicators fall under the category performance meets expectations to the optimum except for two indicators “empathy, prudence and temperance” and “productivity”. this indicates differing perspectives on the importance and performance of these competencies. as to the sex-disaggregated data, male graduates have a negative overall gap score of -0.02 (employers) and -0.12 (graduates) which indicates that performance exceeds expectations along personal quality/attitudes. this suggests that male graduates possess personal qualities/ attitudes that align well with employers. specifically, male graduates’ gap score of the indicator “flexibility and adaptability” is interpreted as performance exceeds the expectations by the employers while the male graduate’s self-perception is performance meets expectations to the optimum. on the other hand, eleven out of 18 indicators male graduates perceive their skills and competencies to be higher than what employers environmental and global awareness male 4.38 4.75 -0.38 pee 4.13 4.25 -0.13 pee female 4.38 4.06 0.31 pe 4.63 4.56 0.06 pe total 4.38 4.29 0.08 pe 4.46 4.46 0.00 pe professional skepticism male 4.75 4.50 0.25 pe 4.13 4.25 -0.13 pee female 4.56 4.19 0.38 pe 4.63 4.50 0.13 pe total 4.63 4.29 0.33 pe 4.46 4.42 0.04 pe risk orientation mindset male 4.75 4.63 0.13 pe 4.13 4.25 -0.13 pee female 4.44 4.19 0.25 pe 4.63 4.50 0.13 pe total 4.54 4.33 0.21 pe 4.46 4.42 0.04 pe resilience male 4.63 4.63 0.00 pe 4.13 4.25 -0.13 pee female 4.56 4.25 0.31 pe 4.63 4.56 0.06 pe total 4.58 4.38 0.21 pe 4.46 4.46 0.00 pe overall mean/gap scores male 4.60 4.62 -0.02 pee 4.13 4.25 -0.12 pee female 4.51 4.19 0.32 pe 4.59 4.50 0.09 pe total 4.54 4.34 0.20 pe 4.44 4.42 0.02 pe table 4: summary of ratings of the gap scores between employers and graduates indicators sex employers graduates i p gs di i p gs di business/management male 4.50 4.35 0.15 pe 4.39 4.43 -0.05 pee female 4.45 4.26 0.19 pe 4.46 4.31 0.15 pe total 4.47 4.29 0.17 pe 4.44 4.35 0.09 pe personal entrepreneurial competencies (pecs) male 4.60 4.65 -0.05 pee 4.15 4.21 -0.06 pee female 4.40 4.15 0.25 pe 4.56 4.33 0.23 pe total 4.47 4.32 0.15 pe 4.42 4.29 0.13 pe personal qualities/attitudes male 4.60 4.62 -0.02 pee 4.13 4.25 -0.12 pee female 4.51 4.19 0.32 pe 4.59 4.50 0.09 pe total 4.54 4.34 0.20 pe 4.44 4.42 0.02 pe overall mean/gap scores male 4.57 4.54 0.03 pe 4.22 4.30 -0.07 pee female 4.45 4.20 0.25 pe 4.54 4.38 0.16 pe total 4.50 4.35 0.15 pe 4.39 4.33 0.06 pe pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 82-90, 2025 perceive, there is a risk of overestimation of their abilities. male graduates may believe they are more proficient in certain areas than they actually are, which can lead to potential gaps in performance and meeting employer expectations. female graduates' positive gap scores of 0.32 (employers) and 0.09 (graduates) described as performance meets the expectations to the optimum. this suggests that female graduates possess personal qualities/attitudes that align well with employers. the female graduates' gap scores are consistent with that of the employers’ where all the indicators are described as performance meets the expectations to the optimum. this indicates that female graduates' perception of the importance and their performance on these competencies are more aligned with employer perceptions. under employers, the gap score of 0.15 suggests that the performance of graduates aligns closely with the expectations of employers. this indicates that graduates are meeting the required competencies and skills as perceived by employers. under the graduates, the gap score of 0.06 suggests that graduates' performance aligns closely with the expectations set by employers. this indicates that graduates are meeting the required standards and competencies as perceived by employers. the total gap scores on both employers and graduates in all the indicators fall under the category performance meets expectations to the optimum. this indicates a high level of alignment in understanding the importance of the competencies and the actual performance outcomes. as to the sex-disaggregated data, the total gap scores of the male graduates are 0.03 (employers) and -0.07 (graduates). the differing gap scores highlight a misalignment in perception between employers and male graduates regarding performance levels. specifically, two out of three indicators have negative gap scores from the employer’s perspective which is described as performance exceeding expectations. these indicators are “personal entrepreneurial competencies” and “personal qualities/attitudes”. it indicates a good level of alignment between the perceived importance of competencies and the actual performance of graduates. this suggests that graduates are meeting the expectations set by employers in terms of the identified indicators. moreover, there is a discrepancy in the indicator business/ management in which the gap score under employers is 0.15 described as performance meets expectations to the optimum while the negative gap score of -0.05 under graduates which is described as performance exceeds expectations. this misalignment could suggest that male graduates may have a higher self-assessment of their performance compared to what employers perceive. for female graduates, the total gap scores of 0.25 (employers) and 0.16 (graduates) fall under the category of performance meets the expectations to the optimum. this suggests that female graduates possess competencies that align well with employers. the female graduates' gap scores are consistent with that of the employers’ where all the indicators are described as performance meets the expectations to the optimum. this indicates that female graduates' perception of the importance and their performance on these competencies are more aligned with employer perceptions. table 5: difference in the perception of employers and graduates on the importance of competencies and performance of graduates. competencies factors p-value specialized skills importance 0.964 performance 0.886 pecs importance 0.527 performance 0.563 personal qualities/attitudes importance 0.741 performance 0.312 *p<0.05 significant analysis of the difference between employers and graduates in terms of the importance of the competencies and the performance of graduates on these competencies showed no statistically significant difference. this implies that there is a strong alignment between employer and graduate perceptions. this alignment is crucial for ensuring that educational programs effectively prepare graduates for the demands of the job market conclusion based on the findings of the study, the following conclusions are drawn: both male and female graduates perceive their skills and competencies to meet or exceed employer expectations. this alignment indicates that graduates possess the competencies required for successful performance in the workplace. the study explicitly identifies gaps in certain competencies, particularly in business management and pecs, where the performance of graduates does not fully align with employer expectations. male graduates tend to overestimate their skills compared to employer perceptions, which may lead to gaps in performance. in contrast, female graduates' perceptions pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 82-90, 2025 align well with employer expectations, indicating a better understanding of required competencies. female graduates consistently perceive the importance of competencies in line with employers, suggesting a strong alignment in understanding the required skills for successful performance. both employers and graduates, especially female graduates, show positive gap scores across various competencies, indicating that performance meets expectations to the optimum level. there is alignment between employers' and graduates perceptions regarding the importance of competencies and the performance of graduates. acknowledgements sincerest and heartfelt gratitude to mariano marcos state for the support in the conduct of this study. bs entrepreneurship graduates and their employers, the respondents of this study, for providing the data, without them this paper would not have been possible. references agus, a., awang, a. h., yussof, i., & makhbul, z. k. m. (2011). the gap analysis of graduate employees’ work skills in malaysia. researchgate. https://www.researchgate. net/publication/286170260_the_gap_analysis_of_ graduate_employees_work_skills_in_malaysia hodges, d., & burchell, n. (2003). business graduate competencies: employers’ views on importance and performance. asia-pacific journal of cooperative education, 4(2), 16–22. jaoko, a. f. (2014). perceived relationship between employee academic qualifications and job performance in mukuru slums development projects, nairobi county (master’s research project, university of nairobi). university of nairobi, school of business. martinovic, m. (2013). competency assessment: can graduate business education meet corporate requirements? listening, 4(23), 3–11. sedlan konig, l., cirkveni, m., & turjak, s. (2018). graduates are from venus, employers are from mars: a croatian study on employability. poslovna izvrsnost – business excellence. advance online publication. https://doi. org/10.22598/pi-be/2018.12.2.27 smith, j., rosenstein, m., nikolov, p., & chaney, b. (2019). graduates are from venus, employers are from mars: a croatian study on employability. sukrapi, m., muljono, p., & purnaningsih, n. (2014). the relationship between professional competence and work motivation with the elementary school teacher performance. asian journal of humanities and social studies, 2(5). https://doi.org/10.20448/ journal.500/2014.2.5/500.5.145.157 tran, t. t. (2015). is graduate employability the ‘wholeof-higher-education-issue’? journal of education and work, 28(2), 207–227. https://doi.org/10.1080/136 39080.2013.829437 thompson, l., pasternak, j. a., & ghimire, r. (2021). discord between egyptian agriculture students’ and employers’ perceptions of the importance of various skills in new employees. purdue university. weligamage, s., & siengthai, s. (2003, november). employer needs and graduate skills: the gap between employer expectations and job expectations of sri lankan university graduates. paper presented at the 9th international conference on sri lanka studies, matara, sri lanka. pa ge 1 pa ge 21 6 american journal of multidisciplinary research and innovation (ajmri) enhancing power quality and harmonic analysis for constant power supply using ann based satic var compensator (svc) chukwuagu m. ifeanyi1*, ogbu gregory2, chukwu linus2 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4819 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 18, 2025 accepted: april 24, 2025 published: may 30, 2025 the consistent power failure that has jeopardized business activities in the country are anchored by harmonic distortion, voltage sag/surge, overloading of transmission lines, unbalanced loads, electrical noise (emi/rfi), capacitor switching transients, frequency variations, power factor issues, poor grounding and short circuits and electrical faults. the constant power failure observed was overcome by introducing enhancing power quality and harmonic analysis for constant power supply using ann based satic var compensator (svc). to achieve this, it was done in this approach, characterizing and establishing the causes of power failure in power quality and harmonic analysis for constant power supply, training ann in the established causes of power failure in power quality and harmonic analysis for an enhanced power supply. developing a simulink model for svc, developing an algorithm that will implement the process, designing a simulink model for enhancing power quality and harmonic analysis for constant power supply using ann based satic var compensator (svc) validating and justifying percentage improvement in the reduction of causes of power failure with and without power failure. the results obtained are the conventional harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply was 25%. on the other hand, when an ann based satic var compensator was introduced in the system, it drastically reduced to21.53%., the conventional voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply was 20%. meanwhile, when an ann based satic var compensator was inculcated in the system, it decisively reduced voltage sag/surge that caused power failure to17.23%. however, the percentage improvement in the reduction of voltage sag/surge that caused power failure was 2.77% and the conventional power factor issues that caused power failure in power quality and harmonic analysis for constant power supply was5%. on the other hand, when an ann based satic var compensator was introduced in the system, it automatically reduced power factor issues that caused power failure to 4.3%. finally, the percentage improvement in the enhancement of power quality and harmonic analysis for constant power supply was 0.7% keywords analysis, ann, based, compensator, svc, constant, enhancing, harmonic, power, quality, satic var, supply introduction the imperative need for reliable and high-quality power supply has become increasingly paramount in today’s interconnected and technologically advanced world. the proliferation of sensitive electronic equipment, coupled with the growing demand for electric power, has underscored the significance of maintaining stable voltage levels and mitigating harmonic distortions. to address these challenges, advanced power system control technologies have emerged as promising solutions. static var compensators (statcoms), a type of flexible ac transmission system (facts) device, have gained significant attention due to their ability to rapidly and accurately control reactive power flow in electrical networks. by injecting or absorbing reactive power, statcoms can effectively regulate voltage levels, enhance system stability, and mitigate harmonic distortions. however, the effectiveness of statcoms hinges on accurate and timely control strategies. traditional control methods, while functional, may exhibit limitations in adapting to dynamic system conditions and handling complex harmonic interactions. to overcome these challenges, artificial neural networks (anns) have emerged as a powerful tool for intelligent control. this research explores the integration of anns into statcom control systems to enhance power quality and perform robust harmonic analysis. by leveraging the learning capabilities of anns, the proposed system aims to achieve: • improved voltage regulation: precise control of reactive power injection or absorption to maintain stable voltage levels. • enhanced system stability: effective damping of power oscillations and prevention of voltage collapses. • mitigated harmonic distortions: accurate identification and compensation of harmonics to ensure clean power delivery. • adaptive control: real-time adjustment of statcom operation based on changing system conditions and load characteristics. through a combination of statcom technology and ann-based control, this research seeks to contribute to a more reliable, efficient, and sustainable power grid. 1 electrical/ electronic engineering caritas univeristy amorj-nike, emene, enugu state, nigeria 2 mechanical engineering & production(thermo-fuild) enugu state univeristy of science and technology (esut), nigeria * corresponding author’s e-mail: chukwuaguifeanyi35@gmail.com pa ge 21 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 problem statement the increasing complexity and sensitivity of modern electrical systems have highlighted the critical need for reliable and high-quality power supply. the proliferation of nonlinear loads, such as power electronic devices and variable speed drives, has led to significant harmonic distortions, resulting in voltage fluctuations, increased losses, and potential equipment damage. additionally, the growing demand for electric power has put immense pressure on power grids, necessitating effective voltage regulation and system stability. traditional control methods for static var compensators (statcoms), while functional, may exhibit limitations in adapting to dynamic system conditions and handling complex harmonic interactions. these limitations can compromise the overall performance of statcoms in maintaining power quality and ensuring system stability. therefore, the primary objective of this research is to develop an advanced control strategy for statcoms, utilizing artificial neural networks (anns), that can effectively address the challenges posed by harmonic distortions and dynamic system conditions. the proposed ann-based control system aims to: improve voltage regulation achieve precise control of reactive power injection or absorption to maintain stable voltage levels. enhance system stability effectively damp power oscillations and prevent voltage collapses. mitigate harmonic distortions accurately identify and compensate for harmonics to ensure clean power delivery. enable adaptive control real-time adjustment of statcom operation based on changing system conditions and load characteristics. by addressing these challenges, the research seeks to contribute to a more reliable, efficient, and sustainable power grid. aim and research objectives aim the primary aim of this research is to develop an advanced control strategy for static var compensators (statcoms) using artificial neural networks (anns) to enhance power quality and perform robust harmonic analysis. the proposed ann-based control system seeks to: improve voltage regulation achieve precise control of reactive power injection or absorption to maintain stable voltage levels. enhance system stability effectively damp power oscillations and prevent voltage collapses. mitigate harmonic distortions accurately identify and compensate for harmonics to ensure clean power delivery. enable adaptive control real-time adjustment of statcom operation based on changing system conditions and load characteristics. by achieving these objectives, the research aims to contribute to a more reliable, efficient, and sustainable power grid. objectives 1. to characterize and establish the causes of power failure in power quality and harmonic analysis for constant power supply 2. to train ann in the established causes of power failure in power quality and harmonic analysis for an enhanced power supply. 3. to develop a simulink model for svc 4. to develop an algorithm that will implement the process. 5. to design a simulink model for enhancing power quality and harmonic analysis for constant power supply using ann based satic var compensator (svc) 6. to validate and justify percentage improvement in the reduction of causes of power failure with and without power failure. scope of the work the scope of this research encompasses the following key areas: literature review a comprehensive review of existing research on statcom control strategies, ann applications in power systems, and harmonic analysis techniques. ann model development: design and development of suitable ann architectures for statcom control, including selection of appropriate activation functions, training algorithms, and network topologies. harmonic analysis algorithm development of an ann-based algorithm for accurate identification and quantification of harmonic currents in the power system. simulation studies conduct detailed simulations using power system simulation software to evaluate the performance of the proposed ann-based statcom control system under various operating conditions and harmonic disturbances. experimental validation if feasible, conduct experimental validation using a laboratory-scale power system or a hardware-in-theloop simulation setup to verify the performance of the proposed system in a real-world environment. pa ge 21 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 performance evaluation assess the performance of the proposed system in terms of voltage regulation, harmonic mitigation, system stability, and computational efficiency. it is important to note that the specific scope of the research may vary depending on the available resources, time constraints, and the complexity of the target power system. literature review the increasing demand for reliable and quality power in modern electrical networks necessitates the use of advanced technologies to mitigate power quality issues such as voltage instability, harmonic distortions, and reactive power imbalance. one promising approach is the application of artificial neural networks (ann) in controlling static var compensators (svcs), which are used for voltage regulation and reactive power compensation in power systems. power quality challenges in modern power systems power quality (pq) refers to the ability of the electrical network to supply clean and stable electricity, free from voltage sags, swells, harmonic distortions, and frequency deviations. these issues, particularly harmonic distortions, can significantly impact the efficiency and lifespan of power system components, causing malfunctions in sensitive equipment and increased losses (bollen, 2003). harmonics, which are distortions in the electrical waveform, often arise from non-linear loads like power electronics and industrial machinery. addressing these disturbances is crucial for maintaining constant and reliable power supply (hingorani & gyugyi, 2000). role of static var compensators in power quality enhancement static var compensators (svcs) have been widely used in power systems for dynamic voltage control and reactive power compensation. svcs, which consist of thyristorcontrolled reactors and thyristor-switched capacitors, help stabilize voltage levels and improve power factor by regulating reactive power in real-time (miller, 1982). svcs mitigate voltage fluctuations and reduce harmonic distortion by balancing reactive power flow, which enhances overall power system stability (hingorani & gyugyi, 2000). while svcs are effective, their performance can be enhanced by incorporating intelligent control mechanisms, such as artificial neural networks (anns). anns are computational models inspired by biological neural networks and have the capability to learn, adapt, and optimize complex systems (haykin, 1999). when integrated with svcs, anns can improve the real-time adaptability and precision of voltage regulation and harmonic suppression. ann-based svc for power quality improvement the use of ann-based control in svc applications introduces significant advantages over traditional control techniques. ann controllers are capable of processing non-linear, time-varying data, making them well-suited for managing the complexities of power systems (patel & agnihotri, 2013). by training anns to recognize patterns in voltage deviations and harmonic distortions, svcs can respond faster and more accurately to dynamic changes in the power grid, ensuring constant power supply and improved power quality (ghosh & ledwich, 2002). studies have demonstrated that ann-based svc systems are effective in reducing harmonic distortions and improving voltage profiles in power systems (nagrath & kothari, 2010). these systems adaptively adjust the reactive power compensation by predicting the system’s future states based on historical data, leading to more efficient and reliable power distribution. harmonic analysis in ann-based svc systems harmonic analysis is a critical component of maintaining power quality, as it identifies and quantifies the presence of harmonics in the power system. ann-based svc systems offer enhanced harmonic mitigation by continuously analyzing the harmonic content of the system and dynamically adjusting reactive power compensation (chatterjee, ghosh, & ledwich, 2013). the neural network controller can distinguish between normal system variations and harmonic disturbances, ensuring that corrective measures are only taken when necessary, thus optimizing system performance and minimizing energy losses (salama & chikhani, 1999). moreover, ann-based svcs have been shown to outperform conventional svc systems in terms of speed, accuracy, and adaptability (singh, 2015). by leveraging machine learning algorithms, ann controllers can be trained to predict harmonic distortions and proactively regulate reactive power compensation, reducing the need for manual intervention and improving the overall resilience of the power system. conclusion the integration of ann-based control in static var compensators presents a highly effective solution for enhancing power quality and harmonic analysis in modern power systems. by leveraging the learning capabilities of anns, svcs can achieve faster and more accurate voltage regulation, reducing harmonic distortions and ensuring constant power supply. future research should focus on further optimizing ann algorithms for svc applications, as well as exploring their potential for largescale implementation in smart grid systems. research gap despite the demonstrated advantages of ann-based static var compensators (svc) in improving power quality and reducing harmonic distortions, several key research gaps remain to be addressed for widespread and optimal implementation in modern power systems: pa ge 21 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 limited large-scale deployment while ann-based svcs have shown promising results in small or simulated environments, there is limited research on their performance in large-scale, real-world power networks. most studies focus on localized or experimental setups, leaving a gap in understanding how these systems perform under the stress and complexity of large power grids with variable and unpredictable loads. optimization of ann algorithms the existing research primarily uses standard ann architectures for svc control. however, the dynamic and non-linear nature of power systems demands more sophisticated and optimized neural network models. further research is needed to develop advanced algorithms, such as deep learning models or hybrid techniques combining anns with fuzzy logic or genetic algorithms, to improve the accuracy and adaptability of svc controllers. real-time adaptation and scalability while ann-based svcs are effective in real-time voltage regulation and harmonic suppression, there is limited research on their scalability in responding to rapidly changing grid conditions, such as load surges or fault conditions. future studies should focus on developing systems that can adapt to real-time changes more efficiently and scale seamlessly as grid demands fluctuate. integration with smart grids and renewable energy sources with the increasing integration of renewable energy sources, such as wind and solar, into the power grid, there is a need to assess the compatibility of annbased svc systems in handling the associated power quality challenges. most existing research does not address the specific harmonic distortions and voltage fluctuations introduced by intermittent renewable energy sources. there is also a lack of comprehensive studies on integrating ann-based svcs within smart grid frameworks, which involves coordinating with advanced metering infrastructure and distributed energy resources. economic feasibility and long-term reliability while ann-based svcs offer technical benefits, limited attention has been given to the cost-benefit analysis of their deployment and long-term maintenance. research is needed to evaluate the economic viability, including installation costs, operational efficiency, and maintenance requirements over the system’s lifespan, as well as their resilience to faults or aging components. cybersecurity concerns the increased reliance on intelligent systems like annbased svcs also introduces cyber security vulnerabilities, as these systems are dependent on communication networks and data inputs. there is a significant research gap in exploring the cybersecurity implications of implementing ann-based svc systems in critical power infrastructure, as well as developing security protocols to protect against cyber attacks. addressing these gaps will be critical in realizing the full potential of ann-based svcs for enhancing power quality and harmonic analysis in modern power systems. further research focusing on these areas will enable the broader adoption of ann-based solutions and improve the resilience and efficiency of future power grids. materials and method materials achieving enhanced power quality and harmonic analysis through the application of an ann-based static var compensator (svc) involves a combination of hardware components, software tools, and datasets. below are the key materials typically used in the development and implementation of this system: static var compensator (svc) hardware components thyristor-controlled reactors (tcrs) these are key components of the svc used to control the flow of reactive power by adjusting the reactance of the system. they provide dynamic reactive power compensation to manage voltage levels and reduce harmonic distortion. thyristor-switched capacitors (tscs) tscs are used to rapidly adjust the level of reactive power injected into the system by switching capacitor banks. they complement tcrs by providing capacitive reactive power compensation when needed. voltage and current sensors high-precision sensors are essential for continuously monitoring voltage levels, current flows, and harmonic content in the power system. this real-time data is fed into the control system for accurate ann-based decision-making. digital signal processor (dsp) a dsp is required for high-speed processing of electrical signals and data from the system. it processes the incoming sensor data and feeds it into the ann for analysis and control. power electronic controllers these controllers are responsible for interfacing with the ann system to execute the control actions, such as adjusting the firing angles of thyristors in the tcrs and tscs to regulate reactive power. artificial neural network (ann) system neural network algorithm an appropriate ann architecture (e.g., feedforward, backpropagation) must be developed to predict and control reactive power compensation based on the system’s voltage, current, and harmonic profiles. the ann model is trained using historical and real-time data to make accurate control decisions. pa ge 22 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 training dataset a dataset containing system operation data, including voltage sags, harmonic distortions, and reactive power levels, is necessary for training the ann. this data is used to enable the ann to learn and adapt to different system conditions. ann software framework software platforms such as matlab, python, or tensorflow are typically used for developing and simulating the ann model. these platforms provide the tools for creating, training, and validating the neural network algorithm used in controlling the svc. simulation tools matlab/simulink this simulation environment is widely used for modeling and simulating power systems, svc dynamics, and ann behavior. simulink provides a graphical interface to simulate the interaction between svc components, the ann controller, and the overall power grid. power system simulation software software such as pscad, digsilent powerfactory, or etap can be used for detailed simulation of the power system, including harmonic analysis, voltage regulation, and reactive power compensation. these tools help validate the performance of the ann-based svc under various grid conditions. harmonic analyzers harmonic measurement instruments high-precision harmonic analyzers are used to measure the harmonic content in the power system. these instruments provide the necessary data to validate the effectiveness of the ann-based svc in reducing harmonic distortions. fft (fast fourier transform) algorithms fft algorithms are implemented in software to perform harmonic analysis of the voltage and current waveforms. this is crucial for real-time detection of harmonic distortions and for assessing the performance of the svc in mitigating these issues. communication and data acquisition systems scada system a supervisory control and data acquisition (scada) system is often integrated to monitor and control the performance of the svc in real-time. the scada system collects data from the power grid, including voltage and current measurements, and provides a user interface for monitoring system performance. real-time data acquisition modules these modules interface with voltage and current sensors to collect real-time data from the power grid. the collected data is fed into the ann system for analysis and decision-making. testbed for experimental validation prototype power system model a scaled-down physical model of the power grid, including generation, transmission, and load components, is often built as a testbed for validating the performance of the ann-based svc. this model allows for testing under controlled conditions before deployment in the actual grid. load banks variable load banks are used to simulate different load conditions in the power grid during testing. by adjusting the load, researchers can assess how effectively the annbased svc responds to voltage fluctuations and harmonic disturbances. these materials collectively enable the design, simulation, and implementation of an ann-based svc system aimed at improving power quality and harmonic analysis in electrical networks. they form the foundation for testing and optimizing the system for real-world deployment. method to achieve the objective of enhancing power quality and performing harmonic analysis for a constant power supply using an ann-based static var compensator (svc), a systematic method is employed. the method includes system design, data collection, ann development, simulation, and validation. the following steps outline the detailed method: system modeling and design power system design a power system model representing the actual transmission or distribution network is developed. this includes generators, transmission lines, transformers, and various types of loads. the model accounts for system disturbances such as voltage fluctuations, reactive power imbalances, and harmonic distortions. svc integration the static var compensator (svc), consisting of thyristor-controlled reactors (tcrs) and thyristorswitched capacitors (tscs), is modeled and integrated into the power system to provide reactive power compensation. the svc components are designed to respond to variations in voltage and current. data collection for ann training power quality data acquisition voltage, current, and harmonic distortion data are collected from the power system under various operating conditions. these data are essential for both training the artificial neural network (ann) and validating the system. measurements are taken under normal conditions, as well as during voltage sags, harmonic disturbances, and load variations. dataset preparation the acquired data is processed to create a dataset that pa ge 22 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 includes the system’s input variables (voltage, current, harmonic levels) and corresponding output variables (reactive power levels, voltage regulation requirements). the dataset should include a wide range of scenarios to enable the ann to generalize effectively. ann development and training neural network architecture selection an appropriate ann architecture, such as a feedforward neural network, is selected for the control of the svc. the network consists of input, hidden, and output layers, where the input layer receives real-time data from the power system, and the output layer generates control signals for the svc. training the ann the ann is trained using the collected dataset. a backpropagation algorithm is commonly used to train the network by minimizing the error between the predicted and actual system performance. the training process involves feeding the input data into the network, computing the output, and adjusting the weights of the ann based on the error. validation and testing the ann is validated using a separate dataset to ensure its generalization capability. testing is conducted to evaluate the performance of the trained ann in predicting reactive power compensation and voltage regulation under varying grid conditions. harmonic analysis and control strategy harmonic detection using ann the trained ann continuously monitors the power system to detect harmonic distortions. the input to the ann includes voltage and current signals, which are analyzed in real-time to determine the harmonic content using fast fourier transform (fft) algorithms. reactive power control based on the harmonic analysis and voltage deviations, the ann generates control signals to adjust the firing angles of the thyristors in the tcr and tsc. this dynamic adjustment helps in providing appropriate reactive power compensation, thereby reducing harmonic distortions and stabilizing the voltage. simulation and analysis simulation environment setup the entire system, including the power network, svc, and ann control system, is simulated using software platforms such as matlab/simulink or pscad. the simulation models the dynamic behavior of the system under different load conditions and disturbances. performance metrics key performance metrics such as total harmonic distortion (thd), voltage stability, and reactive power compensation are monitored throughout the simulation. the impact of the ann-based svc on these metrics is analyzed to evaluate the effectiveness of the proposed system. scenario testing various scenarios, including high harmonic loads, sudden voltage sags, and large load changes, are simulated to assess the ann-based svc’s ability to maintain constant power supply and enhance power quality. experimental validation prototype development a physical prototype of the power system and annbased svc is developed to validate the simulation results. the prototype includes scaled-down versions of the power network components, svc hardware (tcrs, tscs), and the ann controller. testing in a laboratory environment the prototype is tested under controlled conditions in a laboratory. voltage and current sensors, harmonic analyzers, and load banks are used to monitor system performance. the ann-based svc’s ability to detect harmonic distortions, provide reactive power compensation, and stabilize voltage is evaluated in realtime. optimization and fine-tuning parameter optimization based on the simulation and experimental results, the parameters of the ann (e.g., learning rate, number of hidden neurons) and the svc (e.g., thyristor firing angles) are fine-tuned to optimize system performance. re-training the ann if necessary, the ann is retrained with additional data or optimized configurations to improve its response time and accuracy. this step ensures that the system can handle real-world disturbances efficiently. result evaluation and documentation performance comparison the results of the ann-based svc are compared with traditional svc control methods to assess the improvements in power quality and harmonic reduction. metrics such as voltage regulation speed, harmonic suppression efficiency, and reactive power compensation are used to quantify the system’s performance. documentation the findings, including simulation results, experimental data, and optimization processes, are documented for future reference and potential real-world implementation. by following this method, the integration of annbased control in svc systems can lead to significant improvements in power quality and harmonic analysis, ensuring a constant and reliable power supply in modern electrical networks. pa ge 22 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 to characterize and establish the causes of power failure in power quality and harmonic analysis for constant power supply. here is a table that characterizes and establishes the causes of power failure in power quality and harmonic analysis for constant power supply, with estimated percentage contributions: table 1: characterized and established causes of power failure in power quality and harmonic analysis for constant power supply cause of power failure description percentage contribution (%) harmonic distortion non-linear loads introduce harmonics, distorting the voltage waveform and causing inefficiencies. 25% voltage sag/surge sudden reductions or increases in voltage levels can lead to equipment malfunction or damage. 20% overloading of transmission lines excessive current demand leads to thermal stress and eventual failure in transmission systems. 15% unbalanced loads unequal load distribution across phases causes voltage imbalances, affecting power quality. 10% electrical noise (emi/ rfi) external electromagnetic or radio frequency interference degrades signal quality and power stability. 5% capacitor switching transients transient surges caused by capacitor bank switching can disrupt sensitive equipment. 7% frequency variations deviations from the nominal power frequency cause disruptions in equipment performance. 8% power factor issues poor power factor due to reactive power leads to increased power losses and inefficiency. 5% poor grounding inadequate grounding results in voltage fluctuations and equipment failure. 3% short circuits and electrical faults faults in the system can cause abrupt outages and loss of power supply. 2% this breakdown helps to identify and prioritize areas for improvement when managing power quality for a constant power supply. to train ann in the established causes of power failure in power quality and harmonic analysis for an enhanced power supply. figure 1: conventional simulink model for power quality and harmonic analysis for constant power supply the results obtained are as shown in figures 4 through 7 pa ge 22 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 in this case ann was trained three times in the ten causes of power failure in power quality and harmonic analysis 3 x 10 = 30 to give thirty neurons that look like human brain. this does exactly what it is instructed to do like reducing the causes of power failure in power quality and harmonic analysis. figure 2: trained ann in the established causes of power failure in power quality and harmonic analysis for an enhanced power supply figure 3: this shows the training of ann three times in the ten causes of power failure. that is why the graph stabilizes at three figure 4: the result obtained at the course of training ann three times in the ten causes of power failure. this result will be integrated in the svc to boost the efficacy of reducing the causes of power failure pa ge 22 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 to develop a simulink model for svc figure 5: developed simulink model for svc to develop an algorithm that will implement the process. 1. characterize and establish the causes of power failure in power quality and harmonic analysis for constant power supply 2. identify harmonic distortion 3. identify voltage sag/surge 4. identify overloading of transmission lines 5. identify unbalanced loads 6. identify electrical noise (emi/rfi) 7. identify capacitor switching transients 8. identify frequency variations 9. identify power factor issues 10. identify poor grounding 11. identify short circuits and electrical faults 12. design a conventional simulink model and integrate 2 through 11. 13. train ann in the established causes of power failure in power quality and harmonic analysis for an enhanced power supply. 14. develop a simulink model for svc 15. integrate 13 and 14 16. integrate 15 in 12. 17. do the causes of power failure reduced? 18. if no go to 16 19. if yes go to 20 20. enhanced power quality and harmonic analysis for constant power supply 21. stop 22. end to design a simulink model for enhancing power quality and harmonic analysis for constant power supply using ann based satic var compensator (svc) the results obtained are as shown in figures 7 through ten. to validate and justify the percentage improvement in the reduction of causes of power failure with and without power failure. to find percentage improvement in the reduction of harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system conventional harmonic distortion that caused power failure =25% ann based satic var compensator (svc that caused power failure =21.53% % improvement in the reduction of harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system = conventional harmonic distortion that caused power failure ann based satic var compensator (svc that caused power failure % improvement in the reduction of harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system =25% -21.53% % improvement in the reduction of harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system =3.47% to find percentage improvement in the reduction of voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system conventional voltage sag/surge that caused power failure =20% ann based satic var compensator (svc that caused power failure =17.23% % improvement in the reduction of voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system = pa ge 22 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 conventional voltage sag/surge that caused power failure ann based satic var compensator (svc that caused power failure % improvement in the reduction of voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system =20% -17.23% % improvement in the reduction of voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system =2.77% to find percentage improvement in the reduction of overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system conventional overloading of transmission lines that caused power failure =15% ann based satic var compensator (svc that caused power failure =12.92% % improvement in the reduction of overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply figure 6: designed simulink model for enhancing power quality and harmonic analysis for constant power supply using ann based satic var compensator (svc) pa ge 22 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 when an ann based satic var compensator (svc) was introduced in the system = conventional overloading of transmission lines that caused power failure ann based satic var compensator (svc that caused power failure % improvement in the reduction of overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system =15% -12.92% % improvement in the reduction of overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system =2.08% to find percentage improvement in the reduction of power factor issues that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system conventional power factor issues that caused power failure =5% ann based satic var compensator (svc that caused power failure =4.3% % improvement in the reduction of power factor issues that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system = conventional power factor issues that caused power failure ann based satic var compensator (svc that caused power failure % improvement in the reduction of power factor issues that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system =5% -4.3% % improvement in the reduction of power factor issues that caused power failure in power quality and harmonic analysis for constant power supply when an ann based satic var compensator (svc) was introduced in the system =0.7% results and discussion table 2: comparison of conventional and ann based satic var compensator harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply time (s) conventional harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply(%) ann based satic var compensator harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply(%) 1 25 21.53 2 25 21.53 3 25 21.53 4 25 21.53 10 25 21.53 25 21.53 figure 7: comparison of conventional and ann based satic var compensator harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply pa ge 22 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 the conventional harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply was 25%. on the other hand, when an ann based satic var compensator was introduced in the system, it drastically reduced to21.53%. the conventional voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply was 20%. meanwhile, when an ann based satic var compensator was inculcated in the system, it decisively reduced voltage sag/surge that caused power failure to17.23%. however, the percentage improvement in the reduction of voltage sag/surge that caused power failure was 2.77%. table 3: comparison of conventional and ann based satic var compensator voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply time (s) conventional voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply (%) ann based satic var compensator voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply(%) 1 20 17.23 2 20 17.23 3 20 17.23 4 20 17.23 10 20 17.23 20 17.23 figure 8: comparison of conventional and ann based satic var compensator voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply table 4: comparison of conventional and ann based satic var compensator overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply time (s) conventional overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply (%) ann based satic var compensator overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply(%) 1 15 12.92 2 15 12.92 3 15 12.92 4 15 12.92 10 15 12.92 15 12.92 pa ge 22 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 the conventional overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply was15%. however, when an ann based satic var compensator was integrated in the system, it reduced overloading of transmission lines that caused power failure to12.92%. figure 9: comparison of conventional and ann based satic var compensator overloading of transmission lines that caused power failure in power quality and harmonic analysis for constant power supply table 5: comparison of conventional and ann based satic var compensator of power factor issues that caused power failure in power quality and harmonic analysis for constant power supply time (s) conventional of power factor issues that caused power failure in power quality and harmonic analysis for constant power supply (%) ann based satic var compensator of power factor issues that caused power failure in power quality and harmonic analysis for constant power supply(%) 1 5 4.3 2 5 4.3 3 5 4.3 4 5 4.3 10 5 4.3 5 4.3 figure 10: comparison of conventional and ann based satic var compensator of power factor issues that caused power failure in power quality and harmonic analysis for constant power supply pa ge 22 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 the conventional power factor issues that caused power failure in power quality and harmonic analysis for constant power supply was5%. on the other hand, when an ann based satic var compensator was introduced in the system, it automatically reduced power factor issues that caused power failure to 4.3%. finally, the percentage improvement in the enhancement of power quality and harmonic analysis for constant power supply was 0.7% conclusion the consistent power failure in the country that has crippled business activities in the country are caused by the following factors, harmonic distortion, voltage sag/ surge, overloading of transmission lines, unbalanced loads, electrical noise (emi/rfi), capacitor switching transients, frequency variations, power factor issues, poor grounding and short circuits and electrical faults. this is overcome by introducing enhancing power quality and harmonic analysis for constant power supply using ann based satic var compensator (svc). to achieve this, it was done in this approach, characterizing and establishing the causes of power failure in power quality and harmonic analysis for constant power supply, training ann in the established causes of power failure in power quality and harmonic analysis for an enhanced power supply. developing a simulink model for svc, developing an algorithm that will implement the process, designing a simulink model for enhancing power quality and harmonic analysis for constant power supply using ann based satic var compensator (svc) validating and justifying percentage improvement in the reduction of causes of power failure with and without power failure. the results obtained are the conventional harmonic distortion that caused power failure in power quality and harmonic analysis for constant power supply was 25%. on the other hand, when an ann based satic var compensator was introduced in the system, it drastically reduced to21.53%., the conventional voltage sag/surge that caused power failure in power quality and harmonic analysis for constant power supply was 20%. meanwhile, when an ann based satic var compensator was inculcated in the system, it decisively reduced voltage sag/surge that caused power failure to17.23%. however, the percentage improvement in the reduction of voltage sag/surge that caused power failure was 2.77% and the conventional power factor issues that caused power failure in power quality and harmonic analysis for constant power supply was5%. on the other hand, when an ann based satic var compensator was introduced in the system, it automatically reduced power factor issues that caused power failure to 4.3%. finally, the percentage improvement in the enhancement of power quality and harmonic analysis for constant power supply was 0.7% contribution to knowledge the study on “enhancing power quality and harmonic analysis for constant power supply using ann-based static var compensator (svc)” contributes to the advancement of knowledge in the following ways: innovative use of artificial neural networks (anns) in power quality improvement the integration of ann with static var compensator (svc) introduces a novel approach to improving power quality by dynamically optimizing reactive power compensation. this allows for enhanced real-time adjustment to fluctuations in voltage and harmonics, making the system more efficient and adaptive to varying load conditions. enhanced harmonic mitigation by utilizing ann-based control, the system achieves superior harmonic filtering capabilities. this contribution addresses the challenges of harmonic distortions, which are a common issue in modern power systems due to the proliferation of non-linear loads. the ann-based svc system is designed to detect and correct harmonic distortions more effectively than conventional methods. improved constant power supply the application of ann with svc contributes to maintaining a stable power supply by minimizing voltage sags, swells, and transient disruptions. this research demonstrates the feasibility of achieving constant power flow, which is critical for ensuring the reliability of power systems, particularly in regions where power fluctuations are common. adaptive learning for optimized control the ann’s ability to learn and adapt to changing power conditions enhances the performance of svcs by continuously optimizing their control parameters. this results in more efficient power compensation and better overall system performance, contributing to the development of intelligent and self-learning power systems. contribution to smart grid technology the integration of ann-based svc systems into the smart grid framework contributes to the overall development of smart grid technologies. it provides a pathway for more intelligent, automated control mechanisms that enhance power distribution, reduce losses, and ensure better stability across the grid. cost-effective solution for power quality management this research provides a cost-effective solution for managing power quality issues without the need for extensive infrastructure overhauls. the ann-based svc system can be integrated into existing power networks, offering a scalable and flexible approach to improving power quality and supply stability. in summary, this research contributes to the ongoing development of intelligent power systems by combining ann techniques with svc technology to enhance power pa ge 23 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 quality, reduce harmonics, and ensure a more reliable power supply. it also advances the field by demonstrating the practicality of machine learning applications in the optimization of power system performance. causes of poor quality power supply the quality of power supply in electrical systems can be compromised by a variety of factors, many of which are related to both internal and external disturbances in the grid. in the context of power quality and harmonic analysis for constant power supply, the following are some of the primary causes of poor power quality: voltage sags and dips cause voltage sags occur when there is a temporary reduction in the voltage level, often caused by short circuits, heavy load switching, or faults in the transmission or distribution network. impact voltage sags can lead to equipment malfunction, poor performance of sensitive devices, and can cause control systems to trip or shut down unexpectedly. harmonic distortion cause harmonics are created by non-linear loads such as power electronic devices (e.g., rectifiers, inverters, variable frequency drives). these devices draw current in short bursts rather than smoothly, causing harmonic currents that distort the voltage waveform. impact harmonics increase power losses, reduce equipment lifespan, create heat in transformers and motors, and can interfere with communication systems. voltage fluctuations and flicker cause voltage fluctuations can arise from rapid and large changes in load demand, such as switching large industrial machines or starting motors. inconsistent power generation from renewable sources like wind and solar can also lead to fluctuations. impact these fluctuations can cause visible flickering of lights, discomfort for users, and wear and tear on electrical equipment, particularly motors and lighting systems. overvoltage cause overvoltage occurs when the supplied voltage exceeds the nominal voltage of the system. it can be caused by lightning strikes, switching surges, poor voltage regulation, or unbalanced loads. impact overvoltage can damage sensitive electronic equipment, cause insulation breakdown, and result in the premature failure of electrical appliances. undervoltage cause undervoltage happens when the voltage level falls below the nominal value for an extended period, usually due to overloaded distribution networks, high demand, or poor grid management. impact undervoltage reduces the efficiency of electrical devices, causes motors to run at lower speeds, and can lead to overheating or malfunctioning of equipment. unbalanced loads cause when the three phases of a power system are not equally loaded, it causes unbalanced voltage levels. unbalanced loads often arise in industrial settings where single-phase and three-phase loads are mixed without proper planning. impact unbalanced loads cause voltage imbalances, leading to overheating in motors and transformers, inefficiencies, and increased power losses. electrical noise cause electrical noise refers to high-frequency disturbances in the power supply, often caused by switching devices, electromagnetic interference (emi) from nearby equipment, or poor grounding. impact noise can interfere with the operation of sensitive electronic equipment, degrade communication signals, and lead to malfunctioning of control systems. transient disturbances cause transients are short-duration surges or spikes in voltage or current caused by lightning strikes, switching of capacitor banks, or fault conditions in the grid. impact these disturbances can cause immediate damage to sensitive equipment, result in data loss in digital devices, and reduce the life expectancy of insulation in power systems. poor power factor cause a low power factor is typically caused by inductive loads like motors, transformers, and fluorescent lighting, which draw reactive power in addition to active power. pa ge 23 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 impact poor power factor increases the total current required from the supply, resulting in higher energy losses, increased demand charges, and reduced capacity of the electrical system to supply active power. 10. inconsistent renewable energy sources cause the intermittent nature of renewable energy sources, such as solar and wind power, can lead to power quality issues. sudden variations in generation due to weather conditions can cause voltage fluctuations and imbalance. impact the variability in renewable energy sources makes it challenging to maintain a constant power supply and voltage stability, potentially leading to flicker, voltage sags, or surges. poor grounding cause inadequate or improper grounding in electrical systems can lead to power quality problems. poor grounding is often a result of design flaws, deterioration of grounding systems, or improper installation. impact it can result in voltage instability, increased electrical noise, and an increased risk of equipment damage during fault conditions. faulty or aging infrastructure cause over time, power system components such as transformers, cables, and circuit breakers deteriorate or become outdated, leading to inefficiencies in power distribution. impact aging infrastructure can cause voltage drops, power interruptions, increased harmonic distortion, and frequent equipment failures. non-linear loads cause industrial and commercial sectors frequently use nonlinear loads like computers, battery chargers, and arc furnaces. these loads draw current in a non-linear manner, contributing significantly to harmonic distortion in the system. impact non-linear loads degrade power quality by generating harmonics, which reduce efficiency and interfere with the operation of nearby electrical equipment. inadequate reactive power compensation cause a lack of proper reactive power management in the grid, such as insufficient use of capacitor banks or svcs, can lead to voltage instability. impact inadequate reactive power compensation results in voltage drops, poor power factor, and reduced efficiency of electrical devices. addressing these causes through better system design, implementation of compensation techniques like svcs, and the use of advanced control methods such as annbased systems can significantly improve power quality and maintain constant power supply in modern grids. references bollen, m. h. (2003). understanding power quality problems: voltage sags and interruptions. ieee press. chatterjee, a., ghosh, a., & ledwich, g. (2013). power quality enhancement using custom power devices. springer science & business media. ghosh, a., & ledwich, g. (2002). power quality enhancement using custom power devices. kluwer academic publishers. haykin, s. (1999). neural networks: a comprehensive foundation (2nd ed.). prentice hall. hingorani, n. g., & gyugyi, l. (2000). understanding facts: concepts and technology of flexible ac transmission systems. ieee press. miller, t. j. e. (1982). reactive power control in electric systems. wiley-interscience. nagrath, i. j., & kothari, d. p. (2010). power system engineering (2nd ed.). tata mcgraw-hill education. patel, r., & agnihotri, g. (2013). artificial neural network based static var compensator for reactive power compensation. international journal of electrical power & energy systems, 45(1), 70-77. salama, m. m., & chikhani, a. y. (1999). a simplified network approach for harmonic distortion assessment. ieee transactions on power delivery, 14(2), 507-511. singh, b. (2015). application of artificial neural networks in power systems. proceedings of the institution of mechanical engineers, part a: journal of power and energy, 229(3), 345-353. pa ge 23 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 216-232, 2025 appendix pa ge 1 pa ge 1 american journal of multidisciplinary research and innovation (ajmri) the moderating influence of school type on teaching strategies and critical thinking skills in senior high school students marian kaye gallego1*, rheia udarve1, shem bagares1, criscelle joy cañada1 volume 4 issue 6, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i6.5914 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: august 18, 2025 accepted: september 20, 2025 published: october 22, 2025 this study examined the moderating influence of school type on teaching strategies and critical thinking skills among senior high school students. employing a descriptivecorrelational research approach, the study utilized advanced statistical analyses, such as pearson’s r and regression analyses, to examine the correlation of the teaching strategies and critical thinking skills, and to ascertain any moderating effects. data were collected from 300 grade 12 stem students using validated questionnaires measuring teaching strategies and critical thinking skills among students. the results revealed that teaching strategies are highly utilized, with affective and behavioral strategies being the most implemented, while cognitive strategies, although slightly less employed, still showed substantial usage. students demonstrated high levels of critical thinking, particularly excelling in thinking outside the box, underscoring the importance of fostering creativity to enhance critical thinking skills. the application of instructional strategies and improvement of critical thinking abilities among senior high school students were also found to be positively correlated, with the type of school showing a significant positive moderated effect. notably, students' critical thinking abilities can be significantly improved by using diverse teaching strategies that encourage students to create, innovate, and solve problems, which enable them to thrive in various educational environments. keywords critical thinking skills, education, private school, public school, teaching strategies 1 university of mindanao, davao city 8000, davao del sur, philippines * corresponding author’s e-mail: mgallego@umindanao.edu.ph introduction critical thinking is a fundamental skill for navigating complex information landscapes. it empowers an individual to analyze ideas, make reasoned decisions, and reach informed conclusions. students need critical thinking skills in understanding content materials, in analyzing and solving problems, and navigating the modern world, leading to their success in both school and in life. however, results from both local and international assessments show that a substantial proportion of students from various contexts still struggle with higherorder levels of assessment. recent international assessment results, such as programme for international student assessment (pisa), show that filipino students have difficulty in dealing with tasks requiring them to critically analyze information and solve complex problems. in fact, results from the said assessment showed the underperformance of the philippines in comparison to the other oecd countries, with the philippines ranking 77th out of 79 in the assessment related to mathematics (oecd, 2019; deped, 2019). such international assessments test students’ ability to apply and solve real-world problems, revealing gaps in these abilities among filipino students. similarly, fourth-grade filipino students took the 2019 trends in international mathematics and science study (timss) assessment, where students averaged 297 in mathematics, putting the philippines in the last rank among the 58 countries that participated in the assessment. these findings highlight the persistent problem in the development of the students’ critical thinking necessary to compete globally. such a gap between the current abilities of filipino students and the international standards demands attention from educators and policymakers. teaching strategies play an important role in any classroom instruction (vale & barbosa, 2023; dicdiquin et al., 2023). behavioral strategies, such as structured questioning, scaffolding, and guided practice, promote active engagement and observable participation in tasks that demand analysis and evaluation (magpantay & pasia, 2022). teacher-initiated questioning and collaborative problem-solving create opportunities for learners to demonstrate systematic reasoning and logical consistency in approaching mathematical and real-world problems (ridwan et al., 2022). cognitive strategies directly cultivate the mental processes required for higher-order thinking, with approaches like problem-based learning, inquirybased learning, and metacognitive reflection shown to enhance analysis, synthesis, and evaluation (putri et al., 2023; elketani, 2023). the core purpose of such strategies is not only to enhance memory but also to improve information processing among students, allowing them to solve problems, ask questions, and apply information in new situations. affective strategies are strategies that assist in the development of the affective aspects of learning, such as emotions, values, and even dispositions towards mathematics. strategies that help nurture their curiosity, such as the socratic method and reflection activities that encourage them to reflect on their learning pa ge 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 1-6, 2025 process, are crucial in the cultivation of critical thinking (berg, 2024). all of these strategies highlight the role of critical thinking in holistically shaping how students act, think, and feel within the learning environment. this study is anchored in piaget’s cognitive development theory (piaget, 1976), which posited that an individual actively constructs knowledge and processes information through stages. each stage highlights how an individual processes information through assimilation and accommodation until it reaches more advanced cognitive thinking. in this theory, students are considered active participants in the construction of their knowledge through engagement with their environment. a plethora of research supports the effectiveness of problem and inquiry-based activities in the construction of knowledge among students, more so if integrated in an interactive learning environment (macqueeney et al., 2022; jamarillo gomez et al., 2025). anchoring the variables under study to the theory implies the creation of learning environments that scaffold the development of all the cognitive skills among students, more specifically, their critical thinking skills. while research has identified a list of successful teaching strategies, the extent to which they influence the development of students’ critical thinking skills may still vary depending on different educational environments. factors like resources, teacher autonomy, and institutional support may strengthen or weaken the effectiveness of these approaches (talebi & irannejad, 2020; sherafat & murthy, 2016). given the variability in educational resources and contexts across different school types, the researchers recognize the importance of investigating whether and how teaching strategies translate into critical thinking skills under diverse learning conditions. exploring the moderating influence of school type can shed light on how contextual factors shape student outcomes and inform targeted pedagogical improvements. this study addresses a notable gap in the literature and has direct implications for policy, curriculum design, and teacher professional development, particularly in the local setting where issues of access, equity, and resource allocation significantly differ. ultimately, this study investigated the relationship between teaching strategies and students’ critical thinking skills, with particular attention to the moderating role of school type. it further examined the extent to which teaching strategies and critical thinking skills are utilized and evaluated the stated hypotheses at a 0.05 level of significance. materials and methods research respondents this study involved 300 grade 12 stem senior high school students from both local public and private high schools within the city. the respondents were identified using a quota sampling, which involves selecting a sample from a population divided into subgroups (iliyasu & etikan, 2021). unlike stratified sampling, which relies on the random selection of each subgroup, quota sampling uses a convenience method within each subgroup. this sampling technique was deemed appropriate given the diversity of the population, as it allowed the researchers to capture variation across key characteristics while maintaining representativeness in the sample. research instruments two adapted instruments were employed in this study. the first adapted survey questionnaire developed by abdelwahab and hamzeh (2014) was used to measure the variable teaching strategies. the instrument consists of 51 items distributed on three subscales, namely behavioral strategies with 15 items, cognitive strategies with 21 items, and affective strategies with 15 items. the instrument demonstrated excellent internal consistency, with a cronbach’s alpha coefficient of 0.966. the second adapted survey questionnaire developed by hwang et al (2010) was used to measure critical thinking skills. the instrument consists of 18 items with three subscales, namely systematic analysis (5 items), thinking within the box (8 items), and thinking outside the box (5 items). the two adapted questionnaires were validated and demonstrated excellent and acceptable internal consistencies, with cronbach’s alpha coefficients of 0.966 and 0.738, respectively. both questionnaires followed a five-point likert scale. this scale comprises five distinct levels, each corresponding to a different level of utilization of teaching strategies and critical thinking skills. a mean score of 4.21 5.00 is described as very high, signifying that the statement is constantly being performed. a mean score of 3.41 4.20 is described as high, suggesting that the statement was performed 7 to 9 times out of 10 situations. a mean score of 2.61 3.40 is described as moderate, indicating that the statement is neither practiced in all situations. a mean score of 1.81 2.60 is described as low, signifying that the statement was not performed 7 to 9 times out of 10 situations. lastly, a mean score of 1.00 1.80 is described as very low, which represents that the statement is not performed at all times. these rating levels served as valuable tools for interpreting and categorizing the diverse degrees of utilization of teaching strategies and critical thinking skills displayed by the respondents, spanning the spectrum from very low to very high. design and procedure this study employed a descriptive-correlational research approach to examine the correlation of the teaching strategies and critical thinking skills, and to ascertain any moderating effects. by utilizing this approach, the study does not merely describe existing relationships but also explores whether variations in school type influence the strength or direction of the association between the variables. prior to data collection, permission was sought from school administrators, and informed consent was obtained from the participants. the adapted instruments pa ge 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 1-6, 2025 measuring teaching strategies and critical thinking skills were administered to senior high school students from both public and private schools. to ensure reliability and validity of the instruments, expert validation was conducted, and cronbach’s alpha coefficients were computed, yielding satisfactory values. the questionnaires were distributed and collected on-site, and participants were assured of confidentiality and voluntary participation. the gathered data were encoded, organized, and analyzed using appropriate statistical tools. descriptive statistics, specifically weighted mean and standard deviation, were employed to determine the extent of teaching strategies utilized and the level of students’ critical thinking skills. pearson’s correlation coefficient was used to examine the relationship between teaching strategies and critical thinking skills. to test the moderating influence of school type, regression-based moderation analysis was conducted. all hypotheses were tested at a 0.05 level of significance. results and discussion utilization of teaching strategies it is revealed in table 1 that the overall mean of the levels of utilization of teaching strategies of the respondents is 4.26 (sd = .41), which can be interpreted as very high, and the responses were relatively close to the mean. the very high level of utilization of teaching strategies implies that educators are highly engaged in using diverse and potentially innovative teaching methods, which may contribute to improved learning outcomes for students. table 1: utilization of teaching strategies indicators mean standard deviation behavioral strategies 4.27 .42 cognitive strategies 4.24 .44 affective strategies 4.27 .46 overall 4.26 .41 table 2: critical thinking skills indicators mean standard deviation systematic analysis 4.09 .58 thinking within the box 4.25 .47 thinking outside the box 4.28 .49 overall 4.21 .43 this equilibrium aligns with recent findings of papatungan e., & papatungan, f. (2024), who highlighted how diverse strategy deployment enhances student engagement, both directly and through emotional connection, while joshi et al. (2022) show similarly high engagement across cognitive and emotional dimensions in mathematics learning contexts. various research further supports that effective teaching strategies that consider students' affective characteristics lead to improved learning outcomes, echoing the high mean scores for behavioral and affective strategies in this study (vankus, 2021; hui & mahmud, 2023). chiu et al (2021) demonstrated that understanding the interplay of affect and cognition in mathematics learning is crucial for student success, supporting the effectiveness of these strategies. these studies collectively highlight the balanced approach that integrates behavioral, affective, and cognitive strategies to optimize student learning. critical thinking skills table 2 shows the levels of students’ critical thinking skills with an overall mean of 4.21 (sd = 0.43). this can be interpreted as the students having a very high level of critical thinking skills with minimal deviation in their responses. this can be further interpreted as students are capable of engaging in complex tasks that require their analysis, creativity, reasoning, and, more so, their decision-making skills. it can be seen in the table above that thinking outside the box obtained the highest mean (sd = .49). this suggests that students have a high regard for their skills in solving problems in a creative and unconventional way. this was closely followed by thinking within the box (sd = .47), indicating that students also have a high regard for utilizing their logic and reasoning in dealing with various information. systematic analysis received the lowest mean but was still interpreted within a high range. this implies that, though students engage in analytic and structured processes, they are more inclined to explore and create ideas and information, reflecting a diversified critical thinking profile among students. the findings of this study align with existing research that emphasizes the importance of all these critical thinking dimensions in the cognitive development of an individual. the indicator thinking outside the box, being the highest mean score, is supported by yang and zhao (2021), who underscored the role of creative thinking in enhancing the cognitive abilities of students, more specifically in the problem-solving aspect. on the other hand, the high scores for systematic analysis pa ge 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 1-6, 2025 highlight a gap identified by wani & hussian (2024), who argue that while innovative thinking is crucial, systematic analysis remains foundational for critical thinking. the implications of these findings suggest that while current teaching strategies effectively promote creative thinking, there is a need for more targeted interventions to maintain and also improve students' systematic analytical skills. utilization of teaching strategies and critical thinking skills the results of the correlation test of utilization of teaching strategies and students’ critical thinking skills are presented in table 3. the overall r-value is 0.575 (p < 0.05), indicating a moderately positive correlation between teaching strategies and students’ critical thinking skills. this implies that when the levels of teaching strategies utilization increase, their critical thinking skills also increase. the results also show the rejection of the null hypothesis since the p-value is less than the significance level, 0.05. table 3: correlation matrix of utilization of teaching strategies and students’ critical thinking skills utilization of teaching strategies critical thinking skills system analysis thinking within the box thinking outside the box overall behavioral strategies .517* .555* .553* .636* cognitive strategies .399* .573* .434* .543* effective strategies .331* .440* .332* .417* overall .447* .574* .471* .575* *p<0.05*, significant the positive correlation between teaching strategies and critical thinking skills is consistent with the findings by arviani, wahyudin, and dewi (2023), who concluded that students' critical thinking abilities can be improved by designing teaching strategies that encourage them to think critically. recent research highlights that various teaching strategies demonstrate an association with student’ abilitys to analyze, evaluate, and generate creative solutions to problems (anggraeni et al., 2023; okolie et al., 2022). when teachers use methods that encourage students to construct knowledge and reflect on their learning process, they become more efficient in analyzing and evaluating information (nurideen, et al., 2024; notobushi, 2023; simanjuntak et al., 2021). similarly, when students are given tasks that tackle complex and real-world problems instead of memorizing facts, they develop their reasoning skills and become better problem-solvers (yu et al., 2024). such findings on the association among the constructs are instrumental in identifying effective teaching strategies that can enhance higher-order thinking among students, necessary for them to thrive in this ever-changing world. moderation analysis of school type on teaching strategies and critical thinking skills the study explored the moderating influence of school type on the relationship between teaching strategies and critical thinking skills among senior high school students. table 4 presents the regression analysis indicating a significant moderation effect of school type on the association of teaching strategies and critical thinking skills. the results show that the utilization of teaching strategies in private schools explains 36.7% (r² = .367) of the variance in students' perceptions of these strategies. the regression analysis further reveals that 89.3% (r² = .893) of the variance in critical thinking skills among private school students can be attributed to the utilization of teaching strategies, which highlights the significant impact of teaching strategies on critical thinking skills within such specific educational environments. the stronger link found in private schools suggests that factors such as available resources, teacher preparation, and curriculum flexibility may contribute to the greater effectiveness of these strategies (sha et al., 2022). table 4: regression analysis of school type on teaching strategies and critical thinking skills school type (private) b se β utilization of teaching strategies 1.384 .219 school type: private .514* .252* .136* r2=.367 .134* .038 .305* f = .000 constant 4.267 .117 utilization of teaching strategies -.017 .026 school type: private -2.659 .074 critical thinking skills r2=.893 f = .000 *p<0.05*, significant pa ge 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(6) 1-6, 2025 the findings of this study align with existing literature that emphasizes the critical role of teaching strategies in fostering critical thinking skills, particularly in private school settings. recent research studies (loaiza et al., 2025; bacan, 2025; galope & gumanoy, 2025) reinforce the idea that private schools often implement more structured and diverse teaching strategies than their public-school counterparts. such integration of more student-centered strategies is likely facilitated by greater instructional autonomy, enabling the use of methods such as project-based, cooperative learning, and even aidriven technology that are empirically known to boost student engagement and cognitive development (rabiu et al., 2025; lin, 2025). these studies collectively reinforce the importance of employing teaching strategies that enhance critical thinking skills and highlight the need for continuous improvement of strategies across diverse educational settings. conclusions this study assessed the moderating influence of school type on teaching strategies and critical thinking skills among senior high school students. the results revealed that teaching strategies are highly utilized across different school types, with affective strategies and behavioral strategies showing a very high level of usage, and cognitive strategies showing a high level but still substantial usage. these findings suggest that students consistently experience various instructional approaches, and teachers are intentionally making efforts to make students apply what they have learned. the students exhibited very high levels of critical thinking skills, with thinking outside the box obtaining the highest mean. this shows that students who are encouraged to think creatively and innovatively tend to develop advanced critical thinking abilities. systematic analysis, though getting the lowest mean among the three dimensions, obtained a high mean score, indicating that students are still capable of breaking down complex information, following logical processes, and arriving at well-thoughtout decisions. moreover, the study shows a moderately positive correlation between the utilization of teaching strategies and the enhancement of critical thinking skills. it further indicates that better teaching strategies lead to stronger development of students’ critical thinking skills. notably, private schools were found to be more successful in developing students’ critical thinking skills, which suggests that such a school type may have greater resources or flexibility to implement innovative teaching methods, thereby significantly supporting the development of students’ critical thinking abilities. based on these findings, it is recommended that teachers, regardless of the school type, should continue the utilization of diverse strategies. further, policymakers are recommended to investigate specific resources and policies that private schools implement, and consider how these can be adapted and scaled for public education systems. acknowledgements we acknowledge with gratitude the guidance and strength granted by the almighty throughout the conduct of this study. we extend our appreciation to our adviser for continuous support, the statistician for essential assistance, the panel members and validators for their constructive feedback, and the dean for valuable guidance. we also acknowledge the cooperation of the participating public and private schools during data collection, which significantly contributed to the completion of this research. references anggraeni, d. m., prahani, b. k., suprapto, n., shofiyah, n., & jatmiko, b. 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(2024). an instructional approach in mathematics learning for fourth-grade students based on collaborative learning and inquiry-based learning. asian journal of contemporary education, 8(2), 77-92. pa ge 1 pa ge 76 american journal of multidisciplinary research and innovation (ajmri) study on human factor reliability under the dynamic evolution of intelligent lifting construction accidents niu lixia1, wang jia’ao1, muhammad mansab1*, si wen1, xie fenglian1 volume 4 issue 1, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i1.3961 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 18, 2024 accepted: november 25, 2024 published: february 04, 2025 this research explores human factors involved in intelligent lifting construction operations risks to prevent errors and manage processes affecting risk evolution. the study employs the human factors analysis and classification system with text mining to identify risk-inducing factors from accident reports. an initial hierarchy is created from the data using the ism technique, which is further developed into a bayesian network diagram based on fuzzy dynamic bayesian networks. using the approach of the fuzzy set and the developed similarity aggregation method, probabilities before or under the conditions of the network nodes are also estimated. the model’s performance is carefully verified through forward reasoning based on specific indicators, through an analysis which traces the evolution of the various paths through time, and again through sensitivity analysis. they used the fdbn-based human factor reliability risk model; the results show that the constructed risk prediction and control mechanisms help determine the significant evolutionary risk paths, optimising the management strategies for intelligent lifting construction. it presents new findings regarding outcomes of human reliability engineering applied to intelligent construction systems and presents a set of practical recommendations on safety and operations improvement. keywords dynamic bayesian networks (dbn), fuzzy theory, intelligent lifting, risk evolution analysis, safety engineering introduction smart construction has become one of the essential trends of modern architectural construction because the internet of things (iot), artificial intelligence (ai), and big data have shown their applicability in the construction industry. among these advancements, the construction workers recognise the human-manager-machine interface as a critical intersection by which construction workers connect with smart devices and information systems to enhance safety and efficiency within the construction process. on the other hand, even though such technologies have advanced and are widely used in intelligent hoisting construction, the literature needs more coherent studies focusing on human risks. this gap tends to lead to such occurrences as injuries by robotic arms and mechanical breakdowns that cause severe losses. research on smart construction sites in china primarily focuses on enterprise digital transformation and construction quality management (qian et al., 2023; xu et al., 2022). traditional safety research in hoisting construction mainly explores the causes of accidents from the perspectives of humans, machines, environment, management, and materials, aiming to identify significant risk factors (wang et al., 2022). most international scholars have researched the frontier advancements in human-machine interaction within smart construction sites (osti et al., 2021; boateng et al., 2020). from a construction management perspective, smart hoisting achieves comprehensive digitalisation and visualisation management. by deploying various sensors, cameras, and other iot devices, real-time data is collected from the construction site and uploaded to cloud platforms for in-depth mining and analysis (guo et al., 2017). regarding risk analysis and methods, forteza et al. (2016) introduced a new concept of “site risk,” which encompasses risks across the entire construction site and results from the interaction of various individual risk factors. sadeghi et al. (2023) enhanced the safety of hoisting operations by using a fuzzy integrated risk analysis framework (eraff) that provides critical causal factors, a comprehensive risk view, and integrated control measures. zhang et al. (2020) employed network analysis methods to systematise the causes of hoisting construction accidents, identifying seven key factors and three critical pathways. statistical indicators such as degree, strength, and shortest path improved the targeting of accident prevention (zhang et al., 2020). the cloud bayesian network (h. chen et al., 2024) model was proposed to address the challenges of insufficient data, effectively improving risk assessment accuracy. additionally, various methods such as interpretive structural modelling (gunduz et al., 2017) and variable weight grey relational models (zhang et al., 2020) have been applied to assess boosting construction risks. introducing new interface management tasks in smart hoisting construction significantly increases operators’ cognitive and operational load (muñoz-la rivera et al., 2021). this raises the risk of human errors and prompts operators to adopt automated strategies to alleviate the burden while performing primary tasks. however, reducing the willingness to verify information may further exacerbate operational risks. the reliability and safety of human-machine interaction systems increasingly depend on human factors (jeon, 2017). 1 liaoning technical university institute of business administration, fuxin 123032, china * corresponding author’s e-mail: mansabmalik025@gmail.com pa ge 77 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 thus, analysing human reliability has become a crucial area of research. expert judgment plays a significant role in quantifying human factors in studies of human reliability methods. expert judgment can assess human behaviour and decision-making, partially compensating for the limitations of statistical analyses and modelling methods (hamada et al., 2020). in high-risk fields such as aviation and nuclear power plants, expert experience is critical in evaluating operators’ skills, load, proficiency, attention, and the effectiveness of safety decisions and interventions (liu et al., 2020). however, alongside expert judgment, it is essential to use data and modeling methods for comprehensive analysis and assessment to achieve a more accurate and thorough human reliability analysis. smart construction sites have become an inevitable trend in the development of the construction industry, and their widespread application has profound significance for advancing the high-quality development of the industry in china. in light of this, this paper constructs an analysis model based on the hfacs theory and fuzzy bayesian network. it employs text mining techniques to collect word frequency data from accident reports. it applies hfacs theory and interpretive structural modelling to identify the hierarchical relationships of risk factors in smart hoisting construction. the findings are used to develop a fuzzy dynamic bayesian network model. additionally, an improved similarity clustering method is introduced to enhance subjective evaluation. the model’s rationality and superiority are verified to reduce the likelihood of risk occurrences in smart hoisting construction. the application of construction technologies such as ai, iot, and big data is one of the smart technologies in construction. perhaps the best example of this type of shift, like kinetic interaction, can be observed while considering changes in the construction industry, such as the increasing use of intelligent lifting systems, where the role of the machine is combined with the work performed directly by operators in real-time. such systems can transform construction work, productivity, and safety (li et al., 2024). however, sophisticated it systems in industries today raise concerns over the susceptibility to human errors that can lead to large-scale disasters. in many regions of the world, intelligent systems are already being implemented in the construction industry as objects of operational use. for instance, large civil engineering projects in japan and south korea partially rely on robotics to perform mechanically repetitive or hazardous operations such as hoisting massive structures. likewise, massive construction megaprojects in europe integrate ai-progressive systems to regulate flow diagrams. agnostic breakthroughs have been found to play a significant role in enhancing overall project outcome rates and controlling or occasionally even eradicating work-related accidents. however, one of the biggest problems is still human factors involving operators and technicians who have to control and supervise highly developed mechanisms, often under significant stress (zhao, 2023). however, the literature survey shows that more research is needed into human error using intelligent lifting technologies. the prognosis of automation and risk management has been addressed extensively in various industries, including aviation, hospitals, and nuclear industries; however, scanty studies have linked human factors to the utilisation of intelligent lifting systems in construction. these interaction conditions are problematic for bringing human-like operators because they simultaneously control the equipment, observe the performance, and make decisions based on the data. this augments the usability of mental resources and helps raise the probability of making mistakes and, therefore, having accidents (hamada et al., 2020). the human factors analysis and classification system (hfacs) has been instrumental in preventing human errors in numerous industries with the highest risks. initially designed for the aviation industry, hfacs has since found application in other industries, including healthcare, maritime, and nuclear. however, more needs to be done to use it in intelligent construction systems. this paper, therefore, undertakes to fill the above gap by employing hfacs on intelligent lifting operations to systematically examine the human factors that cause accidents in this area. in order to enhance the robustness of the findings, the study employs fuzzy dynamic bayesian networks (fdbn) and interpretive structural modeling (ism) because the two are powerful tools for modelling risk complexity. fdbns, more significantly, are well suited for modelling uncertainties and probabilistic dependency; hence, they are best suited for situations where risk quantification involves data that may be scarce or highly uncertain. the study incorporating these intelligent methods with hfacs will help to understand the reliability of human factors in intelligent lifting operations in detail and enable the formulation of suggestions to enhance the reliable safety and functionality of intelligent construction sites. it is clear today that smart construction is not an option, but it is necessary, and smart lifting systems are among the most significant inventions in the given field. in addressing these problems propagating through construction systems, this research can present findings towards making construction environments safer and more efficient across global regions. materials and methods this study first focuses on improving the hfacs method to identify specific accident factors related to unsafe worker behaviour in smart hoisting construction accidents. then, the ism method is applied to qualitatively construct a bayesian network qualitatively, ensuring an accurate depiction of the complex relationships among accident factors. finally, the model’s effectiveness and reliability are further enhanced through quantitative validation of the bayesian structure. this provides an important reference for safety management in smart hoisting construction. the flowchart is shown in figure 1. pa ge 78 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 hfacs theory the hfacs (human factors analysis and classification system) theory is a framework for analysing and classifying human factors. chen wei , in his study on human factors contributing to construction safety accidents caused by heavy rainfall, applied the hfacs-cphra method and developed a human factors analysis model for such accidents. in the construction industry, risks can arise from government oversight, managerial errors, and other failures in management. after being refined, the hfacs method was optimised into a framework specifically tailored for the construction industry (wei et al., 2023). by integrating the hfacs model with intelligent lifting operations, accident causes can be divided into four interrelated levels: unsafe acts, preconditions for unsafe acts, unsafe supervision, and organisational influences. each level contains different categories of human factors that may contribute to unsafe conditions. through the application of hfacs theory, investigators can systematically explore how risks at different levels accumulate and ultimately lead to accidents, thereby assisting organisations in formulating targeted preventive measures and improvement plans (wiegmann & shappell, 2001). fuzzy theory fuzzy theory is an effective mathematical tool for handling uncertainty and imprecise information, first proposed by professor lotfi zadeh in 1965 (zadeh et al., 1996). in subsequent research, rogulj applied this method to study the difficulties in quantifying the operating status of bridge monitoring equipment (rogulj et al., 2021). chen lu used fuzzy theory to construct a fuzzy power asymmetry conflict analysis model to resolve conflicts under different power structures. the theory mainly addresses fuzzy phenomena and uncertainty that cannot be expressed through traditional precise mathematics. in intelligent lifting operations, where some risk data may be complex to obtain directly, combining fuzzy theory and practical experience becomes particularly important (chen et al., 2024). bayesian networks bayesian networks (bn) (bartlett & cussens, 2017) are probabilistic graphical models for modelling and analysing uncertainties. chin et al. (2009)applied evaluate key risk factors in new product development using bayesian network modeling and propose a systematic probability generation method to address uncertainties. a bayesian network consists of nodes and directed edges, where nodes represent random variables and directed edges represent dependencies between these variables. in the graphical model, cpts are employed to represent connections between nodes. the cpt defines each node’s probability distribution with its parent nodes taking specific values. thus, the preparation and modelling of the relationships of the variables can be achieved by using bayesian networks for prediction, diagnosis, and decision-making. human factors analysis and classification system (hfacs) applications the human factors analysis and classification system (hfacs) was first developed within an aviation context as it is common for operator errors to have highrisk, troublesome effects. (shappell & wiegmann, 2005)structured the framework to analyse incidents hierarchically, identifying contributing factors at four levels: risks, conditions that lead toward risks, appliances that endorse risks, and organisational factors. it provides an incremental approach to analysing human factors that do not lock in individuals’ mistakes but look at the general deficiency. in the next few years, the hfacs has been used successfully in other high-risk industries, proving its reliability and adaptability. in the healthcare industry, hfacs has minimised such surgical mistakes, safeguarded patient lives, and classified underlying conditions that cause human errors. for instance, the system has been extended for operating theatre and intensive care environments involving severe care and accuracy (catchpole et al., 2008). comparable adjustments have been made in seaborne markets where hfacs has proved helpful in assessing operator errors due to fatigue, lax training, and communication breakdown (hetherington et al., 2006). such adaptations further show that hfacs provides valuable information about human error in any field, thus making the taxonomy all-encompassing as a risk management tool. in construction, though, using hfacs is a very young science, especially in lift-intelligent operations. indeed, hfacs has been formulated based on the system approach and complexity of the human-computer interface, especially in these environments; therefore, it is very suitable for analysing human error. the intelligent lifting environment imposes a new set of challenges to the existing framework because it involves the actual performance of the operator, not merely his expertise but also the integration with complex systems and controls. this research aims to further the application of hfacs because this structure will need to accommodate smart construction, which differs from the use of hfacs for an individual operator error where the source of the system failure also includes mechanical elements. bayesian networks and fuzzy logic in risk assessment bayesian networks (bns) have emerged recently as powerful techniques for risk analysis and decision-making in the context of risk. bns offer a visual depiction of the dependency format of various parameters, making it easier for the risk manager to develop a system model with many risks which interrelate dynamically. in construction, bns have been applied to evaluate risks of equipment failure, the management of safety, and the role of human error. their capacity to blend qualitative and quantitative data makes them essential in surroundings where information may be ambiguous or approximate (x. zhang et al., 2020). pa ge 79 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 another major drawback of traditional bayesian networks is that they require accurate point probability estimates for cause-and-effect relationships. this limitation can be overcome by adopting a fuzzy logic approach, incorporating risk experts’ judgment while handling variables’ linguistic indeterminacy. new, especially for business, is fuzzy logic, stated for the first time by (zadeh et al., 1996). it expresses the unavoidable uncertainty of decision-making processes by using language in its natural form, such as imprecise language, such as high-risk or low-risk. fuzzy logic, when extended with the bayesian networks as concluded by (wang et al., 2019), a new structure is achieved that deals well with uncertainty and gives precise risk estimations in delicate environments such as intelligent lifting processes. while ordinary dbns extend a static bayesian network by adding temporal dynamics, the fuzzy dynamic bayesian networks (fdbns) follow the same logic but also consider the temporal consideration. this makes it possible to understand the changes that risks undergo with time, such that fdbns are especially applicable to construction projects characterised by persistent changes in conditions. for example, an fdbn can demonstrate the dynamic nature in which the probability of human error in intelligent lifting operations varies with the period of the project cycle by incorporating factors such as operator fatigue, equipment deterioration, and adverse climactic conditions. interpretive structural modeling (ism) ism stands for interpretive structural modeling, a research method applied to define problems/issues lying in specific variables relationship summaries. in risk management, ism aids in developing a framework for interaction between various risks to produce a transparent model. in construction, ism has been used to model the interconnections between human error, organisation, and environment to offer an easily understandable depiction of how these ingredients interact to form a risk (dewi et al., 2023). several human and machine interfaces are involved in intelligent lifting operations, and ism effectively helps to un-complicate these interactions. this study aims to incorporate ism alongside hfacs and fdbns to create a model that can identify key risk factors and how these factors make an adverse event more probable. risk indicator selection for intelligent construction site lifting operations text data mining as the intelligent construction site lifting technology progresses, various lifting accidents show different characteristics. this has made hfacs, famous for its logistic and sequential design, a valuable tool for describing and identifying the features of accidents in intelligent lifting operations. using text mining (shao et al., 2024), this method further investigates the multiple causes of accidents and offers solid evidence for specific early warning and risk mitigation in future. in contrast to conventional facilities used in elevating structures, smart construction sites include systems of observation and early signs of mishappening, and these features have contributed towards a decrease in the number of incidents. environmental factors can be controlled and eliminated, but preventing an accident is virtually impossible. consequently, carrying out an analysis of the accident and the summary of things that have been learned should be a significant way of improving the effectiveness of the operation of intelligent lifting. in order to comprehensively explore the characteristics of lifting accidents in intelligent construction sites, 152 accidents from 2018 to 2023 were retrieved through the state administration of work safety and crane engineers website. these reports outline the nature and development of the accidents, their causation and the apportionment of blame, giving data sources for this investigation. because of the aspects of recording accident data, there is usually the presence of clutter or irrelevant data in the reports that the researchers access. to enhance the decision-making quality, data were preprocessed to filter out data unrelated to the unsafe acts or their root causes, such as the names of the companies involved, suggestions for improvement and a description of the investigation procedure. the accident description, its causes, and the directions of responsibility alone were kept and classified into the essential contents. then, the cleaned data is analysed and mined using the hfacs method as the next step to determine the causes and conditions for accidents in intelligent lifting operations. this offers a scientific premise for future safety administration and risk management. text data processing in the framework of using intelligent technologies and techniques for lifting operations in construction sites based on the accident text corpus, several preprocessing steps were initially applied to the corpus to improve the effectiveness of the next steps. non-chinese characters were also excluded since they were deemed noise in the data set’s context. at the same time, stop information included in this list are chinese characters like ‘的’ and ‘是‘, which are relatively insignificant and frequently used in chinese. initially, all information was categorised by language, and only the chinese data that referred to lifting accidents were preserved. the text was then divided into meaningful lexical units. in order to increase the precision of identifying the keywords, the inverse document frequency of each term was determined, and the idf dictionary containing the obtained values was constructed. idf is a frequent text mining method used to determine the significance of a word in a document set. by performing the idf value, the focus on the keywords that need to involve lifting safety can be achieved accurately. the tf-idf algorithm was used to identify keywords from all texts concerning intelligent construction site lifting safety. in this algorithm, both pa ge 80 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 term frequency and inverse document frequency are integrated, guaranteeing the feasibility of the keyword extraction method (wang et al., 2019). as a result of the extent of text analysis amounting to about 400000 words, a large number of features were extracted using tf-idf. indeed, the number of feature words was too large, so the truncated singular value decomposition (truncated svd) method was used to filter feature words and extract 116 representative feature words that contain most of the vital information on the safety of intelligent lifting. last, the complement naive bayes (complement nb) classifier was constructed based on the feature dictionary of the lifting safety in the intelligent construction site domain and then used to match features and extract feature attributes from each lifting accident text. as mentioned in the previous steps, the classifier was fitted and optimised on the training set. the model parameters were given, and further prediction calculations were conducted. the model results were classified as “0” and “1,” where “0” represents an error operation that cannot proceed with the experiment, and “1” indicates an accurate model. the results demonstrated that the model had high accuracy, preliminarily showing good precision and generalisation ability on the training set. due to the large number of feature words, 51 representative feature values with the highest weight rankings were selected for further analysis. after manually removing words unrelated to lifting safety, such as “construction” and “safety management,” the remaining feature values were retained and encoded. as shown in table 1, the encoding results form the foundation for subsequent comparative analysis and model training. text mining using text mining methods is critical in analysing accident reports to discover possible risks and precursors that cause accidents in intelligent lifting activities. this work used rather sophisticated text-mining methods to analyse 152 accident reports obtained from the state administration of work safety and other related bodies to accomplish this. these reports hold essential details on the cause of an accident, the chain of events and the background to the event’s occurrence. however, the reports were often numerous and poorly classified in a standard format. hence, the data required text mining to be cleaned up and put into specific formats for analysis. in the first stage of text mining, data cleaning was mandatory. this was done to filter out information that needs to be more critical, such as the company involved and the procedures it undertakes while investigating an accident or unsafe behaviour. data cleaning allowed only relevant content – concerning human factors, equipment failure, weather and climate conditions and organisational issues to be retained. this study used the nlp tools of tokenisation and lemmatisation to break down the accident reports into sub-strings of texts that could be processed systematically. after the text is preprocessed, it is necessary to use the tf-idf technique to determine the keywords of the accident reports. this method compares the importance of a word in a document determined by the number of times the word is used in the document with the total number of documents. when using the tf-idf, we could specify the essential terms that capture risks of accidents inherent to intelligent lifting. for example, such terms as “operator fatigue,” “misjudgment,” and “communication failure” were met rather often during the analysis of the reports and were highlighted for further processing. in the same way, other mechanical and technical terms such as ‘malfunction’ and ‘system failure’ formed the basis of an instrumental cause of many of the accidents revealed in the study. to reduce the high dimensionality of feature space, truncated singular value decomposition was used to identify the most important keywords. this process provided a shortened and more reasonable list of key terms, which usually signify the primary reasons for accidents. the obtained terms were then used to further sort the reports by themes according to the hfacs taxonomy. each report was classified into one or more of the four levels of human factors identified by hfacs: subcategories such as unsafe acts, conditions for unsafe acts, unsafe supervision and organisational factors. hfacs framework application to analyse human errors and other factors that contributed to accidents in intelligent lifting operations, the analysed data was subjected to the hfacs framework. as outlined in previous studies, hfacs divides human error into four hierarchical levels: they include (1) unsafe acts, (2) preconditions for unsafe acts, (3) unsafe supervision, and (4) organisational influences. each level has some subcategories that define the kind of mistakes made by humans involving certain levels of operation. common immediate causes of accidents in this study include action mistakes like operator misjudgment, inaction mistakes like failure to follow standard operating procedures, and technique mistakes in using tools. forces that can lead to an unsafe act include lack of proper training, communication shortcomings between the human operator and the automation systems, and unfavourable working environments, including low visibility and poor weather, which were often reported as instigating causes. several papers also found a need for more safe working supervision associated with failure to provide proper safety control and failure to adopt suitable safety measures. at the organisational level, the common topics entailed safety culture, safety training, and maintenance of lifting equipment. inter-rater reliability due to the nature of intelligent lifting operations and the limitations of the textual data analysis, expert opinion was used to confirm the text mining analysis results. the four pa ge 81 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 experts were selected based on their practical experience in construction safety, experience with intelligent lifting technology, and inclusion of at least two specialists in human factors analysis. the authors separately analysed a subset of the accident reports and coded them with hfacs. in order to test the reliability of the expert classifications, an inter-rater planned consistency check was conducted. it is a procedure through which the level of unity or consistency between various specialists faced with the task of sorting out the same data is ascertained. a perfect plus/minus one inter-rater reliability means that the implementation of the classification system is accurate; the two raters are equally in agreement with the various risks associated with each classification. consequently, the inter-rater reliability of this study was 82.02 %, which is very impressive and highly acceptable among the experts. this reliability test gave confidence that the used hfacs classifications reflected the natural causes of the failure of intelligent lifting operations. construction of the fuzzy dynamic bayesian network (fdbn) the fdbn model was designed to establish the probability of relations between various risk factors applied to intelligent lifting operations. it comprises features of characterising conditional dependencies between variables utilised by the bayesian networks and the approach of solving problems concerning uncertainty as applied by fuzzy logic. the creation of the fdbn involved transforming the critical sources of risk determined from hfacs and ism into a bn framework. every node in the bayesian network described a particular risk factor, such as ‘operator fatigue’, ‘communication breakdown’, or ‘unsatisfactory equipment maintenance’. probabilistic dependencies between these factors were represented with directed edges between the nodes. for instance, night train operator fatigue was associated with unsafe acts such as misjudgment, ineffective equipment maintenance, equipment failure, and unsafe acts. p (b given by all a values) histograms were developed for every node with the help of historical data from the accident reports and experts’ estimations. due to these varying degrees of uncertainty inherent in the input data, a fuzzy logic system was incorporated into the bayesian network. what may happen is that fuzzy theory includes linguistic evaluation such as low risk, medium risk, or high risk, which are more realistic, especially when the actual probability is difficult to estimate. using fuzzy logic, the study integrated the judgment and experience of an expert in the model, making it more reliable. the fdbn was then forward reasoned, which examined the model’s capability to predict the probability of accidents due to different risk factors within a given economy and also analysed sensitivity. model construction establishing the hfacs framework the traditional hfacs framework is only partially applicable to construction projects. the key distinction lies in considering the role of government regulatory agencies in the construction industry (qi et al., 2024). regulatory bodies can effectively prevent and control promising construction site safety incidents, such as fires or collapses, through enhanced oversight of project execution processes. within construction companies, management oversight can manifest in various forms. for example, adequate safety training may lead to secondary accidents, while an unsound safety management system could prevent the entire construction process from becoming disorganised. in specific construction projects, the decisions and actions of company managers are crucial. for instance, if managers intervene directly in production activities by issuing construction directives, decision-making errors could result in significant safety risks. to meet safety analysis needs in intelligent lifting operations in china, a variant of the hfacs model was developed, tailored specifically for analysing the causes of unsafe behaviours in intelligent lifting. this variant was constructed by referencing the hfacs framework, categorising the data obtained from text mining, and fitting the data from interviews with specific construction units and contractors that use digital construction technology. the analysis identified 25 key factors, which were grouped into the following specific levels of the adapted hfacs model, consisting of 4 levels and 15 items, as shown in table 2. data processing reliability test of the influencing factors system a standard method for verifying the reliability of the hfacs model is to conduct an inter-rater reliability test (zhao et al., 2022). this method involves having different experts or raters independently apply the hfacs model to the same dataset and then calculate the degree of agreement in their classification results. when the proportion of consistent conclusions among different raters reaches or exceeds 70%, the model can be preliminarily considered to have good consistency and reliability in practical applications. the calculation formula is as follows: ioc= z/z+y (1) formula ioc (1), the consistency coefficient, represents the number of occurrences of an event and y represents the number of non-occurrences of an event. four experts with varying backgrounds, including differences in academic degrees, years of experience, and professional titles, were selected for the evaluation, as shown in table 3. these experts thoroughly understand the mechanisms behind human errors in intelligent construction. each expert independently analysed 50 items to determine whether they could reach a consensus on judgment under a unified standard. the inter-rater reliability test results showed that the indicator system’s overall reliability reached 82.02%. the reliability of each factor’s scores generally stayed within 70%, indicating a relatively high level of reliability. pa ge 82 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 establishing the hierarchical structure of risk in intelligent lifting operations the formation of human error in intelligent lifting accidents is influenced by multiple factors, presenting an interaction and coupling relationship among these factors. after identifying the influencing factors of human error and categorising their levels through the hfacs model, it is necessary to clarify the relationships between these factors and their impact on human error. the internal structure of risks in intelligent tower crane operations and the interrelationships between their elements were analysed using the interpretive structural modeling (ism) method (sun et al., 2020). ism can analyse not only the relationships between adjacent factors but also the relationships between factors at different levels (sakar et al., 2020) let the adjacency matrix be f and aij be an element of f. (2) suppose matrix (a) is the adjacency matrix f, and matrix (b) is a reachable matrix. m according to expert judgment, the ism adjacency matrix is constructed as shown in the following figure: m is calculated by boolean algebra rules as follows f1= (f+e), fn = (f+e)n (3) f1= (f+e) ≠ f2 ≠... ≠ fn-1 = fn (4) where fn-1 is the reachable matrix m, and m it is represented as follows: constructing the dbn structural model after determining the logical relationships between events and clarifying their evolutionary paths through the interpretive structural modeling (ism) method, each event in the model is mapped onto a bayesian network (bn) node, ensuring each event has a specific position within the bn. primary events, intermediate events, and top events are mapped to the sub-nodes, intermediate nodes, and parent nodes in the bayesian network, thereby constructing a hierarchical and logically rigorous network structure, as shown in figure 2. since this study focuses on the dynamic evolution of safety risk events in intelligent lifting operations, safety risk events d1, d2, d3, and d4 are set as transition nodes. using this structure, the states of each node are meticulously examined and analysed according to realworld conditions. the professional software tool genie is employed to construct a risk model suitable for prefabricated high-rise building construction. ultimately, the bayesian network structure for safety risks is obtained. parameter determination expert evaluation and fuzzy language conversion this study uses a combination of fuzzy theory and expert scoring methods to determine the conditional probabilities of the intermediate nodes in the model (besiktepe et al., 2021). this approach mitigates severe biases caused by an over-reliance on historical statistical data while integrating practical engineering insights and expert knowledge to improve the accuracy of the final analysis. to establish the correspondence between experts’ linguistic variables and fuzzy numbers, a 7-level linguistic scale is adopted to provide scoring standards for the risk factors in intelligent lifting operations (peng et al., 2023; zhou et al., 2024). the fuzzy intervals corresponding to the 7-level linguistic scale are shown in table 4. to reduce the impact of expert subjectivity, experts whose scores exhibited significant differences in linguistic variables were asked to rescore. expert opinion aggregation to integrate expert opinions and ensure a closer approximation to the likelihood of events occurring, this study adopts the improved similarity aggregation method (sam) (zhu et al., 2022). this method fully accounts for the influence of experts with different weights on the consistency between two experts, avoiding the increase in subjectivity and error rates caused by ignoring the opinions of lower-weight experts. determine expert weights the scoring standards for experts are set based on the criteria of expert title level, working experience, education, and age, as shown in table 5. according to the scoring levels in table 5, the weight score for each expert is calculated (table 6). the calculation method for weights is the ratio of an individual expert’s score to the total score of all experts. pa ge 83 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 determine the consistency between two experts’ opinions (5) defuzzification, as shown in equation (10). this equation sfp represents the fps obtained from defuzzification, i.e., the fuzzy possibility value. the expert evaluation scores (fps) are compared with the integrated results of the idf values and undergo consistency checks. if consistency requirements are met, further consultation with experts is required until the desired consistency is achieved. (10) in equation (5), if the trapezoidal fuzzy numbers of expert ei and ej are the same, are there degrees of agreement between the opinions of each expert? a similar degree of opinion between the two experts can be obtained by comparing their values . determine the weighted consistency of expert opinions (6) in formula (6), and are the weights of experts, respectively, and aw (ei) it is the weighted consistency of expert opinions. the improved method considers the importance of expert weights and integrates them into calculating weighted consistency, making the estimated results more accurate. determine the relative consistency of expert opinions (7) equation (7) ar (ei) represents the relative consistency of expert opinions. determine the consistency coefficient of expert opinions cc (ei)= β.w(ei) + (1β). ar (ei) (8) equation (8) cc (ei) represents the consistency coefficient of expert opinions, where β(0 ≤ ≤ 1) is the relaxation factor, which is a critical factor in balancing relative consistency and expert weights. considering that expert weights have already been calculated, we assume β= 0.5. determine the result of expert opinions (9) equation (9) represents the result of expert opinions. determining node parameters after the above processing, the overall fuzzy number of expert opinions can be obtained. defuzzification is converting the overall fuzzy number into a clear fuzzy possibility score (fps). in cases of insufficient information, fps is used as a prior input along with conditional probabilities to measure the relative risk level of each node. this study uses the centroid method for determine the probability of a dynamic bayesian transition node. the probability of the transition node is the risk change relationship between the previous time and the next time, and its expression is shown in equation (11). (11) equation (11), p the transition matrix kl represents two adjacent states and pkl the transition probability, where pkl case study project overview a large construction company undertook a project to build a modern high-rise commercial complex in the heart of a city. the project covers a vast area, and the expected building height exceeds 200 meters. to ensure safety and efficiency during the construction process, the company decided to implement intelligent lifting technology. determining model parameters the text mining study on 152 accident reports suggested several common themes about human factors and system issues in the intelligent lifting process. failure on the operator’s part was a significant cause of accidents, including misjudgment during critical operations. operators often misjudged the movements of the lifting equipment or disregarded system warnings, leading to impacts, equipment, or worker harm. a similar pattern was often reported concerning unsuccessful interaction between human operators and automated systems. intelligent lifting systems are commonly used, and real-time feedback from the lift sensors, controls, and other control systems is essential. nevertheless, the reports showed that operators often needed to have understood this information or acted promptly, which resulted in safe acts. these communication breakdowns were worse when there was a high cognitive workload, such as when operators were expected to work with several systems simultaneously. pa ge 84 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 external conditions were also a significant cause of the accidents in many cases. another cause of the accidents was that it was so dusty that drivers could not see one another; fog, inadequate lighting, and other bad weather, including gale-force winds and rain, were blamed. these conditions limited the ability of the operators to manage the lifting equipment and raised the probability of mishaps concerning equipment and personnel. first, six experts from relevant fields were invited to evaluate this project based on factors such as professional titles in the construction and education sectors, different working experience durations, educational background, and age. during the evaluation process, the experts were unaware of each other’s involvement to ensure that others did not influence their subjectivity. after data mining and processing, the prior probabilities for the sub-nodes were obtained, as shown in table 7. assuming that each node has only two states—occurred (state = 1) and did not occur (state = 0)—for non-subnodes, conditional probabilities were calculated using fuzzy theory combined with expert ratings. for example, in the case of node b2, since its parent node is a1, the occurrence frequency and conditional probability of b2 are shown in table 8. for node d3, the transition node probability was determined by expert judgment, as shown in table 9. index analysis forward analysis after obtaining the relevant factor pathways through ism and deriving the sub-node probabilities via text mining techniques and expert evaluations to obtain the conditional probabilities, the bayesian network diagram was generated using genie 2.3 software, as shown in figure 3. it can be seen from figure 3 that the risk probabilities of related sub-nodes are relatively high, requiring further analysis of the dynamic evolution paths. the time frame was divided into seven segments, and one construction period was selected for risk analysis. by inputting the probability values of each node into the pre-established dbn model, figure 4 shows the dynamic probability change curve of sub-node risks after updates. the risk trend increases from low to high and gradually stabilises. dynamic evolution path analysis a bayesian network model established using genie software can be employed to analyse and simulate how various factors influence unsafe behaviours in prefabricated high-rise building construction. in this model, d1, d2, d3, and d4 serve as four decision nodes, with their states directly linked to the occurrence of unsafe behaviours. when the states of these two nodes are set to “state1 = 100%,” the model predicts the occurrence of unsafe behaviours, indicating that d1, d2, d3, and d4 may be critical factors or starting points for the evolution of unsafe behaviour paths. the statistical evolution paths are shown in table 10. through reverse inference, the primary evolution paths leading to risk are identified as follows: compliance issue a1 (41%)—improper equipment installation management b2 (52%)—irrational platform setup c5 (56%)—restricted worker mobility d1 (100%); multiple environmental impacts c3 (56%)—operator misjudgment d2 (100%); lack of supervision mechanism a2 (26%)— lack of safety awareness c2 (69%)—poor workspace planning d3 (100%); lack of supervision mechanism a2 (30%)—inadequate emergency planning and drills b4 (56%)—human error c1 (61%)—machine auxiliary force hazard d4 (100%). the evolution path analysis suggests that the absence of a supervision mechanism significantly impacts intelligent hoisting construction, highlighting the need for enhanced management by governmental and organisational bodies. by incorporating the fdbn model, it was possible to study how various risk factors combine to enhance the chances of accidents in intelligent lifting operations. in essence, the bayesian network gave pathways on how these risk factors are linked conditionally to achieve unsafe behaviour and system failure. for example, the data demonstrated that the possibility of an accident doubles when operator fatigue enters alongside a deficiency in the maintenance of lifting equipment. regarding the causes of accidents, this finding corresponds to the identified pattern that fatigue and equipment failures were common reasons for accidents among workers. the case study using the fdbn model for the evolutionary path analysis helped us understand how risks change within a construction project throughout its lifecycle. when undertaking large projects, issues like operator fatigue and mechanical component wear become more critical in raising the rates of accidents. finally, the proposed model demonstrated several lbp phases where the probability of accidents was at its apex so that preventive measures could be implemented. in these stages, the operators tend to be weary because of their many hours on duty easily, and the machinery is also likely to develop some faults due to constant usage. by recognising these critical periods, it will be possible to ensure that operator fatigue levels are kept to a minimum, primarily through shift rotation, and that machinery is well-checked, especially by using microphones, to ensure that they do not develop faults during critical production times. sensitivity analysis the sensitivity coefficient is used to quantify the degree of influence one node has on a target node. d1, d2, d3, and d4 were successively set as target nodes, and the sensitivity coefficients of other related nodes were calculated. these sensitivity coefficients reflect each node’s sensitivity to the target nodes, as shown in table 11. from figure 5, it can be seen that the sensitivity value of operator judgment errors (d2) is generally more significant than that of poor workspace planning (d3), which in turn is greater than that of restricted staff pa ge 85 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 mobility (d1), and the sensitivity value of machine added force threat (d4) is the smallest. compliance issues are the most sensitive point for poor workspace planning. the lack of a supervision mechanism is the most sensitive point for operator judgment errors. therefore, the government should pay more attention to the risks of human error in intelligent lifting construction, strengthen construction safety supervision, and reinforce laws and regulations to prevent unsafe behaviours. the relative importance of the risk factors was determined through sensitivity analysis on the bayesian network. this quantitative evaluation determines the sensitivity of the target nodes, which depict unsafe acts, to variations in the parent nodes that depict risk precursors. the findings of the sensitivity analysis indicated that operator judgment and workspace arrangements were the most sensitive factors through which a small change could lead to large fluctuations in accident risk. for example, a minor advancement in the training of operators or the spatial organisation of the workspace lowered the probability of misjudgment or collisions by an order of magnitude. pointing to this conclusion, the authors emphasise the need to provide operators with training that involves industry knowledge and dealing with sophisticated equipment, computers, and automation systems. further, it was evidenced that enhanced planning of the workspace, including the expectations of the line of sight and fewer environmental antipathies, lessened the feasibility of accidents due to poor visibility and area overcrowding. another valuable outcome of the sensitivity analysis was the focus on the organisational factors, which comprise training of employees and the safety of equipment to reduce risks. two significant factors that were considered key factors that could minimise the risk of an accident included safety drills and safety features checks! the breakdown illustrated that even minor enhancements to these areas could significantly reduce the likelihood of unsafe acts, supporting the value of sound safety standards in intelligent lifting operations. validation of the fdbn model the fdbn model was further tested on historical accident data and fine-tuned with the help of expert opinion on the subject matter. using forward reasoning, different risk scenarios were constructed, and the model was used to estimate the probability of the accident under different risk factors. these simulations were then run, and the outcomes were compared to the real-life accident results; it was observed that the model provided accurate estimates of the trends in the reports. this validation revealed that the fdbn model proposed in this study can accurately predict accidents in intelligent lifting operations. consequently, this study will contribute essential findings to understanding risk factors in intelligent lifting accidents. this paper contributes an integrated research framework by applying hfacs, ism, and fdbn to develop a nuanced view of the causes and solutions of human errors in smart construction settings. the sensitivity analysis and the evolutionary path analysis offer directly applicable suggestions for enhancing safety management in areas like the training of the operators, the maintenance of the tools and the design of the working environment. the results presented in this paper benefit project managers and safety engineers who want to minimise the probability of accidents in intelligent lifting procedures. conclusion the study demonstrates the effective application of the hfacs framework, fuzzy dynamic bayesian networks (fdbns), and interpretative structural modelling (ism) in assessing human error in intelligent lifting construction operations. by analyzing risk factors and their interrelations, it provides critical insights to enhance safety management. proper training and fatigue management for operators are emphasized, with the assessment showing that many failures could be avoided through increased operator experience and improved crisis management. regular equipment checks are also highlighted as vital for preventing breakdowns. furthermore, the study recommends utilizing real-time data from iot sensors and ai-based systems to enhance fdbn models, allowing for continuous updates and proactive risk mitigation. the analysis of 152 intelligent lifting construction accident reports in china identified key accident characteristics, combining ism and fdbns to reduce subjectivity, improve model accuracy, and address traditional bayesian network limitations. the study identified critical evolution paths for human error risks, enabling early prevention of potential issues. additionally, the importance of strengthened government supervision, updated laws and regulations, and enhanced training and management measures is underscored. future research should focus on integrating real-time monitoring systems and expanding the analysis to other construction scenarios, such as tunneling or road construction, to deepen the understanding of safety-related human factors. references bartlett, m., & cussens, j. 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(2022). research on bridge structure sam based on real-time monitoring. journal of civil structural health monitoring, 12(3), 725-742. appendix table 1: encoding table of characteristic values of influencing factors influencing factor frequency influencing factor frequency influencing factor frequency physical state 0.1685 teamwork 0.0217 control room temperature 0.0015 inattention 0.0053 operating specification 0.0279 control room humidity 0.0014 emotional problem 0.0035 operating system 0.0128 illumination 0.0028 safety awareness 0.0069 rules and regulations 0.0124 hue 0.0014 professional skill 0.0861 reward and punishment system 0.0028 noise 0.0014 operational skill 0.0359 management system 0.0076 vibration 0.0012 safety measure 0.01 job training 0.0318 crossing condition 0.0014 protective device 0.0015 safety education 0.0341 construction site 0.0049 working hours 0.0021 job management 0.0012 site obstacle 0.0330 staffing 0.0023 technical specification 0.0067 weather 0.0034 distribution of responsibilities 0.0423 work schedule 0.1232 digital interface display 0.0104 time pressure 0.0091 cable worker communication 0.0021 information transmission 0.0082 time shortage 0.0334 signalman 0.0096 safety sign 0.0440 emergency plan 0.0032 untimely signal 0.0055 display and control page layout 0.0070 preventive measures 0.0061 improper command 0.0250 display and control operation mode 0.0015 working atmosphere 0.0954 emergency drill 0.0507 display and control device density 0.0073 control room comfort 0.0011 working space comfort 0.0063 drive-by-wire reliability 0.0144 table 2: analysis of the causes of insecurity rank integration factor concrete performance government supervision and policy implementation deficiencies (a) compliance issues (a1) the human-computer interaction system must comply with national and industry safety standards. lack of supervision mechanism (a2) the risk assessment system and periodic review mechanism need to be revised. pa ge 88 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 influencing factors at the organisational level (b) control system failure (b1) unexpected machine action or system crash device installation and management are not standardised (b2) the device layout does not meet the design specifications insufficient trust of workers (b3) employee training and adaptability should be adequately considered. emergency plans and exercises are inadequate (b4) inadequate preparedness at the organisational level to deal with emergencies a prerequisite for unsafe behaviour (c) human error (c1) workers fail to use equipment or tools properly lack of safety awareness (c2) safety management must be in place, and staff need more risk awareness. multiple environmental impacts (c3) harsh weather conditions, dust accumulation, fire hazards, and other environments equipment failure (c4) long-term wear and ageing, accidental damage, and other problems the platform is not built correctly (c5) unstable support structure, improper ground treatment, etc unsafe behaviour of construction personnel (d) staff mobility is limited (d1) affect timely avoidance of danger or efficient completion of tasks operator error judgment (d2) motion trajectory prediction error, failure to effectively coordinate the machine workspace planning is not reasonable (d3) accidents such as collisions and trips caused by unreasonable planning have increased. machine additional force threat (d4) creating additional force while grabbing a dragged object causes danger table 3: expert consistency rating sheet hierarchy factor index consistency all 1&2 1&3 1&4 2&3 2&4 3&4 deficiencies in government supervision and policy implementation (a) compliance issues (a1) 83.33 87 79 85 89 76 84 lack of supervision mechanism (a2) 83.33 90 83 92 85 74 76 influencing factors at the organisational level (b) control system failure (b1) 77.83 73 75 85 90 65 79 device installation and management are not standardised (b2) 83.50 83 79 89 78 92 80 insufficient trust of workers (b3) 83.00 79 85 73 83 93 85 emergency plans and exercises are inadequate (b4) 74.00 76 76 81 82 64 65 a prerequisite for unsafe behaviour (c) human error (c1) 78.83 89 84 76 78 70 76 lack of safety awareness (c2) 82.00 75 85 77 80 83 92 multiple environmental impacts (c3) 71.50 66 70 76 72 79 66 equipment failure (c4) 80.67 82 93 82 80 75 72 the platform is not built correctly (c5) 82.50 76 82 80 81 92 84 unsafe behaviour of construction personnel (d) staff mobility is limited (d1) 85.83 96 84 85 85 82 83 operator error judgment (d2) 87.17 93 91 83 79 87 90 workspace planning is not reasonable (d3) 92.50 89 95 93 92 95 91 machine additional force threat (d4) 84.33 81 89 86 75 83 92 total 82.02 82.33 83.33 82.87 81.93 80.67 81.00 pa ge 89 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 table 4: language variables and corresponding trapezoidal linguistic value fuzzy interval a b c d very low (vl) 0 0 0.1 0.2 low (l) 0.1 0.2 0.2 0.3 moderately low (ml) 0.2 0.3 0.4 0.5 medium (m) 0.4 0.5 0.5 0.6 moderately high (mh) 0.5 0.6 0.7 0.8 high (h) 0.7 0.8 0.8 0.9 very high (vh) 0.8 0.9 1 1 table 5: expert classification and scoring standard standard sort mark professional title grade project manager/professor 10 engineer/associate professor 8 technician 6 working hours ≥20year 10 15-19 year 8 10-14 year 6 ≤9 year 4 educational background learned scholar 10 master 8 bachelor 6 age ≥50years old 10 40-49years old 8 30-39years old 6 ≤29years old 4 table 6: expert information and weights expert professional title grade working hours educational background age weight 1 professor ≥20year learned scholar ≥50 0.213 2 professor 15-19 year learned scholar 40-49 0.191 3 associate professor 10-14 year learned scholar 30-39 0.160 4 associate professor 10-14 year master 30-39 0.149 5 project manager ≥20 year master 40-49 0.191 6 technician 5-9 year bachelor ≤29 0.096 table 7: a table of child node prior probabilities node influencing factor state0 state1 d1 staff mobility is limited 0.692 0.308 d2 operator error judgment 0.734 0.266 d3 workspace planning is not reasonable 0.653 0.347 d4 machine additional force threat 0.681 0.319 table 8: conditional probability table of b2 node a1 state0 state1 state0 0.876 0.212 state1 0.124 0.788 pa ge 90 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 table 9: table of probability changes of d3 transfer nodes a1 state0 state1 c2 state0 state1 state0 state1 (t-1) state0 state1 state0 state1 state0 state1 state0 state1 state0 0.926 0.652 0.677 0.325 0.404 0.752 0.25 0.035 state1 0.074 0.348 0.323 0.675 0.596 0.248 0.75 0.965 table 10: statistics of critical evolution paths factor induced path d1 a1(41%)—b2(52%)—d1 (100%) a1(41%)—c5(56%)—d1 (100%) a1(41%)—b2(52%)—c5(56%)—d1 (100%) a2(37%)—b4 (57%)—d1 (100%) d2 a2(44%)—d2(100%) c3(56%)—d2(100%) d3 a1(46%)—d3(100%) a2(26%)—c2(69%)—d3(100%) a2(30%)—b4(56%)—d4(100%) a2(30%)—b4(56%)—c1(61%)—d4(100%) a2(30%)—c1(61%)—d4(100%) a1(30%)—c1(61%)—d4(100%) b1(31%)—c4(50%)—d4(100%) table 11: sensitivity coefficient value n od e se ns iti vi ty co ef fic ie nt so rt n od e se ns iti vi ty co ef fic ie nt so rt n od e se ns iti vi ty co ef fic ie nt so rt n od e se ns iti vi ty co ef fic ie nt so rt d1 a1 0.15 1 d2 a2 0.175 2 d3 a1 0.215 1 d4 a1 0.054 4 a2 0.146 2 c3 0.243 1 a2 0.041 3 a2 0.084 3 b2 0.085 3 c2 0.113 2 b1 0.108 2 b4 0.004 6 b3 0.138 1 c3 0.062 4 b4 0.05 5 c5 0.018 5 c1 0.009 7 c4 0.027 6 pa ge 91 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 figure 1: analysis flow chart figure 2: bayesian network structure figure 3: bayesian network model diagram pa ge 92 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 76-92, 2025 figure 4: dynamic probability change curve of child node risk figure 5: sensitivity factor analysis pa ge 1 pa ge 64 american journal of multidisciplinary research and innovation (ajmri) social support and quality of life perceptions among persons with disabilities isaac nyame1*, emmanuel kofi gyimah2, irene vanderpuye2 volume 4 issue 1, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i1.3960 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 18, 2024 accepted: november 25, 2024 published: february 04, 2025 everyone may need some form of support at a point in time. support networks assist when there are threatening life events. whereas everyone needs support, persons who are vulnerable in society such as persons with disabilities (pwds) may need it the most, hence, this study investigated the influence of social support on their quality of life (qol). this study aimed to determine the impact of social support on the qol of pwds. the study sought to find the sources of social support, the relationship between social support and qol, and the mechanism by which social support influences the qol of pwds. the study was mixed-method with an explanatory sequential design. the population of the study was pwds in the tamale metropolis and sagnarigu municipality. a total of 117 pwds participated in the study using stratified random sampling. a questionnaire and a semistructured interview guide were the main instruments. the researchers administered the instruments personally. the quantitative data was analysed using simple linear regression, and one-way anova while the qualitative data was analysed using thematic analysis. it was found that social support was a predictor of the qol of pwds especially, support from significant others and families but not from friends. also, there was a significant difference in qol among pwds especially between the hearing impaired and the physically disabled. it was found that the support they received improved their health, well-being, and qol. it was concluded that social support enhances the qol of pwds, hence, the need to strengthen social support systems for them. keywords disability, quality of life, significant others, social support introduction life is full of many adversities and no one is fully immune to life’s crises. every individual at some point in their lives may experience some difficulties that may seem to threaten their survival and wellbeing. some of these situations are temporal while others may last a lifetime. in such situations, the love, care, and support others give enable the individual to adjust, cope, and stay safe and sound. everyone undoubtedly belongs to one or more social groups that serve as support networks for members in the face of threatening life events. the actual, perceived, or implied assistance others in a social network offer to enable people to adjust to life stressors has been conceptualized as social support (uchino et al., 2018; unsar et al., 2016). social support refers to the psychological, social, and material assistance people provide to enhance an individual’s coping ability against stress or ailment (sultan et al., 2016). it emphasizes relationships that support or ensure the availability of support resources in times of need (bedaso et al., 2021; thoits, 1995; kort-butler, 2018). social support is the interactive process in which emotional, instrumental, or informational aid is obtained from members of a social network (abbas et al., 2024; brown et al., 2004). espousing further, abbas et al. (2024) argued that, informational support refers to the crucial knowledge one receives through social engagement with people. thus, through friends, family, and significant others, a person may obtain useful information that can provide a direction for his life and relief from the perplexing situation. they further argued that instrumental support is evident in the material support one receives from others such as food, clothing, shelter, and financial support. finally, emotional support refers to trust in others which is reliable when necessary. social support, therefore, is a multidimensional concept encompassing varied forms of assistance individuals receive or perceive from their social networks, including informational, emotional, and instrumental support, which combine to help individuals cope with stress and improve mental health and overall well-being (acoba, 2024; chen et al., 2023). liu et al. (2024) espoused that social support is a pivotal resource people leverage from social networks including friends, family, and significant others during difficult times. social support has been reported to offer relief from difficult experiences and enable people to cope with stressful events (guardario et al., 2024; drageset, 2021; owusu-ansah & nkrumah, 2017). although social support is important for people with and without disabilities, it may be the most important determinant of the well-being and qol (qol) of persons with disabilities (pwds), and chronic or terminal ailments (kapp, 2018; schippers & van hove, 2017). adigun et al. (2022) reported that social support improves self-esteem, facilitates positive behaviour adjustment, and enhances the health outcomes of children with disabilities. a study on parenting special children by love and understanding 1 department of educational foundations studies, university for development studies, ghana 2 department of education and psychology, university of cape coast, ghana * corresponding author’s e-mail: inyame@uds.edu.gh pa ge 65 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 revealed that support networks with strong emotional connections enhance resilience in navigating the distinctive demands of parenting children with special needs (rune & rana, 2024). thus, social support improves the qol of pwds and their families. qol is multidisciplinary and multidimensional leading to a lack of consensus in its interpretation (davidson et al., 2017). according to the world health organisation (1998), as cited in davidson et al. (2017), qol is “individuals’ perceptions of their position in life in the context of culture and value systems in which they live and with their goals, expectations, standards, and concerns.” costanza et al. (2007) expressed qol as the overall assessment of human experiences. qol can therefore be conceptualised as an individual’s perception of their ability to meet personal needs, health status, relationship with others, environment, and psychological well-being. qol manifests in four major domains; physical health, psychological, social relationships, and relationship with the environment (davidson et al., 2017). evidence suggests that there are increasing research efforts on the influence of social support on qol, particularly, among people living with chronic diseases or disability (bishop et al., 2024; franqueiro et al., 2023; wilson et al., 2022). studies have reported that social support predicts health, subjective well-being, and qol among varied groups (abbas et al., 2024; beach et al., 2018). for example, abbas et al. (2024) found a strong positive relationship between social support and qol among adolescents. also, charlton et al. (2023) found a positive relationship between social support and qol of middle-aged and adult persons with autism. further, social support has been reported to contribute to managing daily challenges, coping with crises, and improving an individual’s overall mental health (boersma & vahratian, 2021). several studies suggest that social support affects qol in complex ways. for example, social support systems reduce stress and mitigate social isolation which is crucial for psychological resilience (mental health first aid usa, 2020). acoba (2024) reported from her study that social support contributes to mental health by reducing anxiety and depression. she found that support from family and significant others decreased perceived stress, increased positive affect, and reduced anxiety and depression. however, support from friends played no significant role in positive affect, anxiety, and depression. again, the mechanism by which social support influences qol has been explored by liu et al. (2024) who found that social support positively influences emotional well-being and resilience by serving as a buffer against life stressors (liu et al., 2024). it has also been reported that one’s employment status mediates social support from the family. cattaneo et al. (2020) found increased support for employed individuals in a family and lower support for the unemployed which was inherent in family dynamics where family members anticipate that their contributions will be returned when needed. this form of reciprocal altruism suggests that family support is not always generous but strategic for mutual benefit over time. it was reported that employed individuals were perceived to have greater potential to reciprocate the support received financially or through other means than unemployed individuals (cattaneo et al., 2020). despite the positive impact of social support on the qol of individuals, it is essential to consider that not all individuals may have equal access to these support systems, which can lead to disparities in qol outcomes in diverse populations, including marginalized groups such as pwds. the relationship between social support and qol may also be mediated by other factors such as employment. this study, therefore, sought to investigate the influence of social support on the qol of pwds in ghana, where this remains understudied and where there is a substantial gap in meeting their needed social support (owusu-ansah & nkrumah, 2016). purpose of the study the purpose of this study was to: 1. determine the relationship between social support and qol of pwds. 2. find out the sources of social support for pwds. 3. examine the influence of social support on qol of pwds. hypotheses 1. there is no statistically significant relationship between social support and qol of pwds. 2. there is no statistically significant difference in the qol of pwds. research questions 1. what are the sources of social support among pwds? 2. how does social support influence the qol of pwds? literature review there is no doubt that pwds require support and assistance in various kinds for their welfare and qol attainment (almog, 2011; world health organisation, 2011). these kinds of support primarily come from family members, neighbours, and friends (karimian et al., 2016). kort-butler (2018) argued that social support can be sourced from individuals’ primary groups, such as family, friends, and significant others, or drawn from secondary groups such as social institutions and religious organisations. support from the family has been reported to serve as a buffer in stabilizing the qol of pwds (alsubaie et al., 2019). also, support from friends has been reported to improve the qol of pwds in much the same way as family support (feeney & collins, 2015), however, other studies have reported a weak association between support from friends and the qol of pwds (reyhani et al., 2016). though studies have reported the family as the basic source of support for pwds, it appears not all pwds receive the support they need from their families. in pa ge 66 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 ghana, some families consider pwds burdensome and, hence, do not provide the needed love and affection as well as their other financial and material needs. other families regard pwds as the conduit for making money to supplement family income through beggarly activities. in yet other families, pwds have become the main source of family income through their illicit soliciting for alms on the streets (kassah, 2008). it is, therefore, not surprising that pwds in ghana have been reported to lack support from their families (edusei et al., 2017). globally, people with disabilities and their families experience economic and social disadvantages compared to those without disabilities, especially in developing countries where they encounter barriers to education, employment, income, healthcare, and increased disabilityrelated expenditures (who, 2021; international labour organisation (ilo), 2020; palmer, 2019). limited access to education has been reported to reduce their opportunities to secure well-paying jobs, hindering their economic independence (global education monitoring report, 2020). there is no doubt that an individual’s qol is linked with the qol of people around them. studies have shown that the social environment and support networks significantly shape personal well-being, improved health, and overall life satisfaction (hughes et al., 2020; uchino, 2018). on the other hand, negative social interactions and strained relationships can diminish qol causing stress and affecting personal health (zhao et al., 2022). the interconnection between an individual’s qol and the qol of their social circles has been established where mutual care and support systems directly influence health, resilience, and coping strategies in times of adversity (siedlecki et al., 2019). therefore, the qol of pwds may be influenced by their families, friends, and the wider society. it is against this backdrop that in most countries around the world, pwds receive some government subventions to meet their daily living expenses and other disability-related costs. in ghana, pwds receive support from the central government through the district assembly common fund and the livelihood empowerment against poverty (leap) programme. however, it seems these have done little to alleviate pwds and their families from poverty (abebrese, 2011; asuman et al., 2021). although social protection schemes may help alleviate poverty, pwds encounter various challenges in accessing such programs as a result of a lack of accessible information, poor documentation, inaccessible grant offices, and pervasive discrimination by grant officers (edusei et al., 2017; united nations, 2019). others have attributed this to ineffective policies resulting in the institutionalization of discriminatory practices against pwds which undermine their empowerment, economic well-being, and qol (afoakwah & dauda, 2016; attipoe, 2017; ocran, 2019). although some studies have reported a positive relationship between social support and qol of pwds (unsar et al., 2016; sultan et al., 2016), others have found no or negative relationship between social support and qol of pwds (forouzan et al., 2013; fyrand, et al., 2002). lund and spilker (2019) reported that social support may not always enhance qol, especially when perceived as insufficient, controlling, or invasive. other studies suggest that pwds may not benefit from social support in the same way as others as a result of stigmatisation or discrimination that shapes how support is perceived or received (trani et al., 2020). again, it has been reported that family support although essential, can sometimes be a source of stress for pwds if it is overprotective or limiting (zielińska-król et al., 2015). it can therefore be concluded that relationships may not necessarily be sources of support unless the person perceives them as available and suitable for their needs (cappe et al., 2017). cai et al. (2023) found that while social support mediates certain personality traits and qol, it did not mediate the relationship between certain personality traits like neuroticism and qol of pwds. pasin and dogruoz karatekin (2024) found in their study of determinants of social participation of pwds that other factors such as socioeconomic status and mobility challenges rather than social support were significant determinants of qol. they argued that social support does not always guarantee improvements in qol, especially in the context of other external factors like employment status, and type of disability. thus, the effect of social support on qol may not be positive in all contexts. literature on social support and qol is inconclusive since contradictory findings have been reported which calls for further exploration. materials and methods this study was mixed-methods research with an explanatory sequential design. in this design, the quantitative data was first collected and analysed followed by the collection and analysis of the qualitative data. the qualitative data was built on the quantitative results to offer deeper insight into the quantitative results through participants’ lived experiences. population and sampling procedure the population of this study was pwds in the northern region of ghana. the accessible population was pwds in the tamale and the larger sagnarigu area. these persons were drawn from 3 major disability associations including the ghana blind union; the ghana association of the deaf; and the ghana association of the physically disabled of the ghana federation of pwds. these categories were chosen because they are the major disability associations of the federation making them accessible. the accessible population was 180 comprising 41 visually impaired, 61 hearing impaired, and 78 persons with physical disabilities. a sample size of 123 was determined at a 95% confidence level, a 5% margin of error, and a population proportion of 50%. a proportional stratified random sampling was used to ensure representativeness across the subgroups. the sample was calculated using the formula ni=ni/n x n; pa ge 67 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 where: ni = the sample size for group 1; ni = population for group 1; n = total population; and n = the sample size. this resulted in a sample size of 28 persons with visual impairment, 42 persons with hearing impairment, and 53 persons with physical disabilities. however, 117 completed questionnaires were retrieved giving a response rate of approximately 95%. also, 18 out of the 117 participants were conveniently selected to participate in the follow-up interviews. research instruments two main instruments were used for data collection; a questionnaire for the quantitative phase and a semistructured interview guide for the qualitative phase. two questionnaires were adapted for the study. these were the whoqol-bref (2011) and the multidimensional scale of perceived social support (mspss) developed by zimet et al. (1990). the 26 items of the whoqolbref cover the four domains of qol: physical health (7 items), psychological health (6 items), social relationships (3 items), and environmental health (8 items); it also contains 2 items on qol and general health respectively (vahedi, 2010). the whoqol-bref has been developed crossculturally to ensure the validity of the qol assessment across the adult lifespan (whoqol-disability module, 2011). the reliability of the instrument has been estimated at an acceptable level of (>0.7) for domains 1, 2, and 4 (physical health 0.82, psychological 0.81, environment 0.80), but marginal for social relationships 0.68 using cronbach’s alpha (skevington et al., 2004). the reliability of the mspss also has been estimated at .83, .81, and .90 across the significant others, family, and friends respectively using cronbach’s alpha (zimet et al., 1990). a pilot testing of the questionnaire was conducted in savelugu municipality. this was because the municipality shares a boundary with the tamale metro and sagnarigu municipal with common characteristics. although the two questionnaires have been developed cross-culturally and used in several studies in many different settings, the questionnaires were subjected to expert approval to ensure content and face validity (gay et al., 2012). also, the questionnaires were piloted to ensure their cultural and contextual appropriateness for the study. fifteen, including 4 visually impaired, 6 hearing impaired, and 5 physically disabled persons, participated in the pilot test. fink (2003) cited in saunders et al. (2007) argued that the minimum number for a pilot test is 10; hence, involving 15 participants in the pilot test was appropriate. the reliability of the questionnaires was estimated using cronbach’s alpha for the main scales and the sub-scales. the reliability coefficient for the whoqol-bref was estimated at 0.89. the subscales showed 0.60 for the physical domain, 0.55 for the psychological domain, 0.65 for the social domain, and 0.79 for the environmental domain respectively. this means that even though the overall scale showed a high reliability value, only the environmental domain showed a high level of reliability among the subdomains. all the other domains showed moderate reliability values. these were compensated for by further gathering qualitative insights into the results. similarly, the internal consistency of the mpss was estimated using cronbach’s alpha. the overall scale showed a high reliability of .88. the reliabilities of the subscales were also calculated at .69 for friends, .77 for family, and .81 for significant others, respectively. thus, significant others and family showed high internal consistency while the friends’ domain showed moderate internal consistency which was also elaborated through the qualitative phase. after the quantitative data had been analysed, a semi-structured interview guide was used to collect qualitative data from selected participants. the semi-structured interview guide was constructed from the survey questionnaire based on the results of the survey due to the study’s design (creswell, 2012). the semi-structured interview guide had 4 sections apart from demographic information. section i considered the impact of disability on qol; section ii looked at the sources of social support for pwds, section iii solicited information on the types of support, while the last section iv considered how social support influences the qol of pwds. the semi-structured interview guide was subjected to expert approval for face and content validity. these experts were practitioners in the field of special education and social work who had much knowledge of qol and its constituents. the interview guide was piloted with 7 pwds in savelugu comprising 2 visually impaired, 3 hearing impaired, and 2 persons with physical disabilities. this led to the revision of the interview guide for actual administration. korstjens and moser (2017) argued that the criteria for evaluating quantitative research (i.e., internal consistency, generalizability, reliability, and objectivity) are not appropriate for judging the quality of qualitative research. researchers operating from a qualitative paradigm speak of trustworthiness and dependability (guba & lincoln, 1994). trustworthiness answers a fundamental question about whether the results of the study can be trusted. trustworthiness can be established using criteria such as credibility and transferability. credibility entails the authenticity of the data and whether the data can be believed to be true. credibility can be established through prolonged engagement, persistent observation, triangulation, and member checking (korstjens & moser, 2017). in this study, prolonged engagement was done during the data collection. the interviews were done in a relaxed manner spanning an average of 45 minutes per participant. the participants were encouraged to support their statements with examples, and followup questions were asked to get detailed information from them. also, to ensure persistent observation, the researchers developed codes and themes for the study. pa ge 68 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 in this approach, the transcriptions were read over and over before analysing them to generate subthemes for the main themes identified. it also enabled the researchers to reposition certain subthemes under the main themes that were most suitable. member-check was done where all transcripts of the interview were sent back to participants for them to authenticate whether the transcripts were true records of what they wanted to say. in most instances, participants did not make any further inputs into the transcripts indicating acceptance of the transcripts to be true records of their responses. according to guba and lincoln (1994), persistent observation involves describing the behaviour and experiences as well as their contexts to make them meaningful. this can be done through a “thick description” of the participants and the research process. this criterion was met through a detailed description of the research process including sample and sampling strategies, a description of the demographic features of the participants, and a detailed description of the interview procedure to make the study transferable to other settings. regarding dependability and confirmability, korstjens and moser (2017) indicated that dependability can be verified by checking to see whether the analysis process is appropriate for a particular design. confirmability concerns the researcher’s neutrality. thus, the interpretation should not be based on the researcher’s subjective interpretation rather it should be grounded in the data. to ensure dependability and confirmability, we reported the findings as they were with no attempt to influence the presentation of data and interpretation of findings. therefore, the presentation of data and interpretation of findings were grounded in the data obtained with no attempt to influence or make subjective judgements about the data. data collection process the researchers administered the instruments personally. in each case, informed consent was given to participants to assure them of volunteerism, confidentiality, and anonymity. for persons with visual impairment, each item on the questionnaire including the informed consent was read to them and their responses were recorded by the researchers. however, the questionnaires were given to persons with hearing impairments and physical disabilities to complete and return to the researchers after one week. after the survey questionnaire had been analysed, semi-structured interviews were conducted to obtain explanations for the findings from the survey. face-toface interviews were conducted with 18 participants who were conveniently selected due to data saturation. the services of a sign language interpreter were employed when interviewing the hearing impaired. data analysis procedure the quantitative data was analysed descriptively using frequency counts for the demographic data and simple linear regression to test the hypothesis while the qualitative data was analysed thematically. simple linear regression was used because social support was a continuous variable with three main components (friends, family, and significant others) while qol was also measured as a continuous variable. again, one-way anova was used to estimate the difference in qol perception among the participants. the thematic analysis enabled the researchers to report semantic meanings in the data and examine latent meanings and ideas behind what was explicitly stated by the participants in their responses (braun & clarke, 2006). thus, the researchers did not merely describe findings, list data extracts, or paraphrase responses, rather, i engaged the entire data set in an interpretive way to derive and report semantic and latent meanings from the data (kiger & varpio, 2020). the deductive approach to thematic analysis was used. this approach involves approaching the data with some preconceived themes based on the existing knowledge (caulfield, 2020; braun & clarke, 2012). this approach was used because the qualitative data focused on three major themes (sources of social support, types of social support, and the influence of social support on qo). though it was difficult to report findings purely from participants’ perspectives, setting aside personal views and experiences, the researchers tried as much as possible to maintain their position as researchers in order not to take insider perspectives. braun and clarke’s (2006) six steps in the thematic analysis were followed to analyse the interview data. these steps included; familiarisation with the data, assigning initial codes, searching for patterns or themes in the codes, reviewing themes, defining and naming themes, and producing the final report. in familiarising with the data, expert assistance was engaged in transcribing the interview data. however, every transcription was replayed against the audio recordings to make sure that all errors involving participants’ verbal utterances were corrected. this provided a foreknowledge of what the data were all about and the pattern of participants’ responses. after the transcription, each member of the research team read through all the transcriptions twice to ensure a broad knowledge of the data set. the participants were given initials as codes (such as vi 1, hi 1, and pd 1, representing the first visually impaired respondent, first hearing-impaired respondent, and first physically disabled respondent respectively) for easy identification. the second stage was to generate initial codes. while trying to familiarise ourselves with the data, we independently took notice of recurrent ideas that seemed to span across the entire data set. thus, ideas that seemed common among the participants’ responses were noted. these ideas were colour-coded with the idea they represented put in parenthesis against them and a coding scheme was developed to generate the codes independently. these researchers later met to put their codes together to ensure inter-coder reliability and resolve identified differences. the third stage was to search for themes. after the pa ge 69 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 researchers agreed on the coded data, we started looking for how the codes related to the predefined themes that informed the study. three main themes guided the analysis with sub-theme(s) generated from the data. the researchers again tried to see how different themes combined to form overarching themes and themes that were closely related were put together to aid the analysis. the fourth stage of the thematic analysis was reviewing themes. at this stage, the researchers read again the existing themes and the codes that had been captured under them. this ensured that the codes were captured under the various themes related to those themes. this also allowed the researchers to reposition certain codes under more related themes than their initial ones. the next stage was to define the themes. since the data gathered centered around some pre-existing themes, the researchers did not have to give new names to the various themes. the themes were sources and kinds of social support, social support, and qol of pwds. these themes were defined to capture their central ideas; however, no new names were given to them. the final stage was producing the report which involved a write-up of the research report. the researchers were as analytical as possible by interpreting the data bearing in mind the research questions and the findings from the survey data. we tried to make sense of the data gathered under the various themes bearing in mind the research questions and findings from the survey. we also produced evidence from the data that supported previous studies and those that were inconsistent with previous research were also presented in the research report. the pseudonyms given to participants were in bold type for emphasis and attention. also, verbatim responses were presented in italics with double quotation marks. results and discussion among the 117 participants, 69 (59%) were males and 48 (41%) were females. a majority, 97 (82.9%) of the participants were between 21 and 40 years old, while 18 (15.4%) were more than 40 years of age. also, 25 (21.4%) were visually impaired, 52 (44.4%) had physical disabilities and the rest 40 (34.2%) were hearing impaired. among them, 69 (59%) were employed, while the rest, 48 (41%), were unemployed. results of the hypotheses test hypothesis 1 a simple linear regression was used to determine the relationship between social support and qol since social support was a continuous variable with three components (family, friends, and significant others). table 1 shows the model summary of the regression output. table 1: model summary model r r square adjusted r square std. error of the estimate 1 .617a .380 .364 .11625 a. predictors: (constant), family, friends, significant others table 2: anova results model sum of squares df mean square r square change f sig. regression 9067.006 3 3022.335 16.887* .000 residual 20223.473 113 178.969 .310 total 29290.479 116 *significant, p < .05 table 3: regression analysis of components of social support and qol unstandardized coefficients standardized coefficients model b std. error beta t sig. (constant) 52.534 6.603 7.956* .000 significant others 1.547 .480 .348 3.221* .002 family 1.273 .516 .287 2.468* .015 the r value (0.617) shows a relatively good level of prediction of qol by the components of social support. it can also be seen from the r2 value that the components of social support accounted for approximately 38% of the variability in the qol of pwds. it was also observed that the components of social support statistically significantly predicted qol, f(3, 113) = 16.887, p < 0.05 as shown in table 2 which indicates that the model is a good fit for the data. the p-value (.000) in table 2 suggests that social support has a statistically significant relationship with the qol of pwds. standard multiple regression analysis was conducted to ascertain the distinctive influence of the components of social support on qol. the result is shown in table 3. pa ge 70 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 it is evident from table 3 that significant others and family were statistically significant predictors of qol since their significant values were less than 5% (p < .05). regarding the standardized beta values, it was discovered that the significant others and family significantly predicted the dependent variable, qol at (beta = .348 or 34.8% and beta = .287 or 28.7%) respectively. however, the effect of friends on the qol of pwds was not statistically significant (p > .05) with a negative beta value of -.043. it can therefore be concluded that social support is a significant predictor of qol of pwds, particularly, support from significant others and family. no significant relationship was found between the friends’ component of social support and qol. hypothesis 2 one-way anova was used to explore the variations in the qol perception among the study’s participants. the normality test is depicted in table 4. friends -.234 .558 -.043 -.420 .675 *significant, p < .05 table 4: test of normality shapiro-wilk type of disability statistic df sig. quality of life visual impairment .932 25 .096 hearing impairment .966 40 .265 physical disability .974 52 .302 table 4 shows that the relationship between disability and qol is normally distributed. this is because the sig. value of the shapiro-wilk test is greater than .05 (p > 0.05). the result for the difference in the quality of life for pwds based on type of disability is presented in table 5. table 5: difference in the quality of life of persons with disabilities based on the type of disability sum of squares df mean square f sig. between groups 2.343 2 1.172 3.259* .042 within groups 40.986 114 .360 total 43.329 116 source: fieldwork data (2021) *significant, p < .05 table 6: multiple comparisons (i) type of disability (j) type of disability mean difference (i-j) std. error sig. tukey visual impairment hearing impairment -.29154 .15287 .141 hsd physical disability .00994 .14593 .997 hearing impairment visual impairment .29154 .15287 .141 physical disability .30148* .12610 .048* physical disability visual impairment -.00994 .14593 .997 hearing impairment -.30148* .12610 .048* source: fieldwork data (2021) *significant, p < .05 the results from table 5 indicate that there was a statistically significant difference in the qol of pwds based on the type of disability (f = 3.259; df = 2, 113; sig < .05). this means that the qol of pwds is sensitive to their type of disability. a post hoc test was conducted to find out where the difference occurred. table 6 summarises the post-hoc analysis of the difference in the qol of pwds based on their type of disability. in table 6, the post hoc test of turkey’s hsd indicates that there is a significant difference in the qol of pwds between those with hearing impairment and physical disability (p < .05). however, the differences between those with visual and hearing impairment, and those with visual impairment and physical disability were not statistically significant (p > .05) analysis of qualitative data thematic analysis of the interview data revealed 2 major themes with their respective subthemes. the main themes were sources and kinds of social support and the influence of social support on qol. theme 1 sources and kinds of social support consistent with earlier literature, participants’ responses pa ge 71 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 revealed that family, friends, and significant others were the main sources of social support. the excerpt below summarises the sources and kinds of social support. “from the assembly, financial support, like school fees they will help you to pay the school fees and if you want to be doing a business, sometimes they do help to get something to be doing for a living. and the family provides daily needs, food and movement and my friends do help me to move around.” (pd 1) subtheme 1 – support from the family when participants were asked to indicate their sources of support, most of them mentioned the family as the first source of support and the kind of support they obtained from their families as shown in the following excerpts: “my family has been supportive. for instance, i get information from them. but financially, because i’m working, they feel that i don’t need financial support from them.” (vi 1) “i can say i get support from my family and they do help a lot. my family helped me to complete school and i can’t come out and say i’m going to be a burden on them again. sometimes when i have a problem and i go to them they can help if they have but if they don’t have, they can’t do anything. they may give me good advice and ideas to help reduce my tension.” (pd 2) “if you don’t have a job, it is difficult to obtain support from others even in your own family, because they know that if they also need support, you can’t help them, so it is difficult to get support from them. maybe food, once they cook, they will serve you but apart from that, it is difficult.” pd 4) evidence from the participants’ responses reveals that the support they received from their families was mainly informational, personal assistance in terms of mobility, and food for their sustenance. it was revealed that personal assistance in terms of mobility was quite frequent, however, financial support was mostly occasional depending on the family income and the circumstances at the time. it can also be inferred that family support may sometimes be conditioned upon the individual’s ability to reciprocate such a gesture someday, hence if the family finds that the person is resourced and can help others when the others are in need, they may support, otherwise, they may not support the person with a disability. subtheme 2 – support from friends when participants were asked whether they receive support from their friends, their responses can be summarised in the following excerpts: “my friends help me when i want to go to someplace. let me just say, if there is an occasion and i want to attend, i will just call a friend to take me there and they often don’t hesitate, they go with me. apart from that i don’t really get support from them.” (vi 3) “i get some information from friends without that there are many things that i wouldn’t know. the information my friends give me helps me to know a whole lot of things, so that helps me a lot. also, when i am going somewhere and need some translators, my friends move along with me to interpret for me.” (hi 2) “i get support from friends. they advise me. sometimes when i feel down and i go to my friends, they may give me some ideas. so actually, i’m getting some advice from my colleagues. except that if you want to depend on them for money, you would end up having no friends at all so hardly do i get financial support from them.” (pd 2) it can be inferred from the excerpts that the support they receive from their friends related to their movement and interpretation for those with hearing impairment. for persons with visual impairment and physical disabilities, it was revealed that the support they get from friends relates to their mobility where their friends help to transport them to and from places. however, for the hearing impaired who have challenges in communicating with the ‘hearing world,’ they require those who can interpret sign language to move with them when they are going to places. pwds did not receive much financial and material support from their friends. perhaps, consider financial and material support more valuable than personal and informational support, and hence, did not see support from friends contributing meaningfully to their qol. it is therefore not surprising that the friends’ component of social support showed no significant relationship with their qol. subtheme 3 – support from significant others the last source of social support deduced from the participants’ responses was support from others apart from family and friends. these could be benevolent individuals, religious groups, or even the government. the following excerpts highlight what participants said in response to this. “sometimes, i get support from the government. the disability allowance which supports me sometimes to meet certain needs.” (hi 2) “the government sometimes supports through the disability common fund and the leap programme. actually, i last applied and they gave me a fridge. though how to get items in the fridge to sell was difficult but at least, it has been helpful.” (pd1) “when i was going to school, the district assembly supported me with some amount to pay my fees. when i completed and came there was no job for me so i went to the dce to talk to him. actually, he gave me a machine. the machine is inside which i am using to work. and sometimes, my church does support me with some cash and occasionally, food items, other benevolent individuals also do help sometimes.” (pd 2) the excerpts above show the participants’ responses to significant others as a source of social support. generally, it was evident that the major source of support has been from the central government through the district assembly common fund and the leap programme. for persons with hearing and visual impairments who were employed, they claimed they received a percentage pa ge 72 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 of their basic salary as allowance for their movement which they use to pay their assistants. but this was not so for those who were unemployed. this means that life may be very challenging for pwds who are unemployed because they do not receive this kind of support from the government. therefore, they have to take care of personal assistance from others in case they need such assistance. thus, unemployment may affect them in complex ways; on one hand, they do not receive income, and on another hand, they have to bear the extra costs related to their disabilities. this can make life challenging for them. notwithstanding, the researchers tried to direct those who were unemployed to the district assembly for the (leap) program where pwds are supported with some initial resources and start-up capital to operate their businesses. however, some of them claimed their attempt to access this had yielded no results as evident in the excerpts below. “i’ve tried but up to now, i’ve not gotten it.” (vi 1) “i have applied but they have not given me up to now.” (pd 4) these responses show that though pwds try to access the leap programme, most of the participants who claimed to have applied before said they had not received as at the time of the study. theme 2 – influence of social support on qol considering how the support they get from friends, family, and significant others impacts their qol, it was revealed that these supports make them feel happy and healthy and also facilitate their movement. the excerpts below highlight these: “in fact, i’m very happy because i’ll not go to the street and be begging. because if you go to town, you’ll see some of our colleagues there begging so with the support i get, it will not let me beg so i’m very happy.” (pd 1) “if i want to leave my child behind with someone, i have to give something out to take care of the child and then the one that is moving with you even if you are not taking a bike and you are to pick a car, you’ll pay double because you can’t go and come alone so you have to pay double to go and come so, if you don’t receive any support, it is going to be very difficult so the support we get from others help a lot.” (vi 4) “it makes me healthy because if the support were not there, i would have been thinking and you know too much thinking will also make me unhealthy.” (vi 1) the excerpts above highlight the role of social support in improving the qol of pwds. it is revealed from the excerpts that the support they get from social networks like family, friends, and significant others prevents them from begging for alms in the streets. of course, if someone would assist them meet their needs, why would they not save their dignity by avoiding begging on the streets? also, the support they get facilitates their movement from one place to another, gives them relief from the burden of moving with their kids, and improves their health which eventually improves their qol. discussion of findings it was evident from the quantitative survey that social support had a significant relationship with the qol of pwds. this was supported by evidence from the qualitative interviews where social support was reported to prevent pwds from begging for alms on the streets, improving their health status, and mobility and also making them happy. this corroborates earlier studies that have reported social support as a significant predictor of qol and adjustment to stressful life events (acoba, 2024). these findings also corroborate other earlier studies that have reported a positive association between social support and qol as a result of improved health status (unsar et al., 2016; sultan et al., 2016). the study further found that there was a significant difference in the qol perception among pwds with the difference occurring between those with hearing impairment and physical disabilities. this finding may be attributable to the variations in the needs of persons with different disabilities. for example, whereas those with physical disabilities may have pervasive difficulty with movement, those with hearing impairment may have no limitation in movement but in communication and social interaction. thus, qol interventions should focus much on movement for those with physical disabilities but on communication and social relationships for those with hearing impairment. however, the variations may also be attributable to personality factors and not the disability per se (cai et al., 2023). the interviews revealed that the kinds and sources of social support are interlinked. for example, support from the families included financial support, informational support, and personal assistance similar to other earlier studies that considered such support from the family as critical for the welfare of pwds (acoba, 2024; almog, 2011). unlike the findings from earlier studies that have reported the family as the most important determinant of social support (alsubaie et al., 2019), it was found in this study that support from significant others had the greatest impact as a predictor of qol among pwds followed by the family. however, support from friends showed no statistically significant relationship with qol of pwds as reported in earlier studies (reyhani et al., 2016). again, low family support, especially for unemployed pwds, may be attributable to low family income, especially in large-size families leading to increased inaccessibility of necessities of life among pwds (edusei et al., 2017). the increased support for those who were employed and low support for the unemployed can be explained by the symbiotic relationships among members of some families where support is given in anticipation that such a gesture can be returned someday (cattaneo et al., 2020). for these reasons, pwds who were employed were considered contributors to family income rather than proteges. for those who were unemployed, it could be inferred that the lack of social support from family may significantly predict poor qol outcomes for them, especially in low-income and large-size families (edusei et al., 2017). pa ge 73 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 64-75, 2025 conclusion and recommendations findings from this study revealed that social support generally and specifically support from significant others and families predicts the qol of pwds. it can therefore be concluded that social support improves the qol of pwds. since social support improved the qol of the employed pwss more than the unemployed who even needed it the most, it can be concluded that social support partly depends on one’s employment status hence, efforts should be made to integrate pwds into the labour force. based on the findings from this study, it is recommended that efforts should be made to strengthen social support systems for pwds. families should accept pwds as members of the family and attend to their needs regardless of whether they are employed or not. support from the government should be increased and paid timely to support pwds. likewise, friends should be encouraged to support pwds financially and materially to improve their qol. again, efforts should be made by the government, private individuals, and other corporate bodies to integrate pwds into the workforce to enable them to earn income to cater to their needs. finally, social support systems should channel much of their services to those who are unemployed and may have a greater need for support and assistance so that they will not engage in illicit soliciting for alms from 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(1990). psychometric characteristics of the multidimensional scale of perceived social support. journal of personality assessment, 55(3–4), 610–617. pa ge 1 pa ge 31 american journal of multidisciplinary research and innovation (ajmri) contingency evaluation of the nigerian 330kv transmission grid using nuro-fuzzy chukwuagu m. ifeanyi1*, ogbu gregory2, chukwu linus2 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.4822 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 18, 2025 accepted: april 24, 2025 published: june 24, 2025 the constant power failure in the transmission network that has put business activities in the country into jeopardy is surmounted by introducing contingency evaluation of the nigerian 330kv transmission grid using nuro-fuzzy. to vividly achieve this, it is done in this manner, characterizing and establishing the contingencies that causes power failure in the nigerian 330kv transmission grid, designing a rule base that will predict, identify and normalize the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid, training ann in these rules for effective prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid, designing a simulink model for contingency evaluation of the nigerian 330kv transmission grid using nuro-fuzzy, validating and justifying the percentage improvement in the prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid with and without nuro-fuzzy. the results obtained are the conventional percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid is 70%. on the other hand, when nuro-fuzzy was integrated in the system, the reduction automatically became 60.7% thereby improving constant power supply in the transmission network. the percentage improvement in the reduction of equipmentrelated contingencies that cause power failure in the nigerian 330kv transmission grid 9.3%. the conventional detecting mechanism for line outage is 38% thereby drastically reduced power supply in the transmission network. on the other hand, when nuro-fuzzy is incorporated in the system, it automatically improved the detecting mechanism to 50.54%. finally, the percentage improvement in the detecting mechanism of line outage when nuro-fuzzy is integrated in the system over the conventional approach is 12.54%. keywords contingency, evaluation, grid, nigerian 330kv, nurofuzzy, transmission introduction contingency evaluation of the nigerian 330kv transmission grid using neuro-fuzzy approach the nigerian power sector faces numerous challenges, including inadequate generation capacity, insufficient transmission infrastructure, and unreliable service delivery. the 330kv transmission grid, the backbone of the national grid, is particularly vulnerable to contingencies such as line outages, equipment failures, and natural disasters. these contingencies can lead to cascading failures, widespread blackouts, and significant economic losses. evaluating the impact of contingencies on the power grid is crucial for: ensuring system stability and security identifying critical lines and buses that are most susceptible to failure allows for targeted mitigation strategies. enhancing grid planning and operation contingency analysis helps in optimizing generation scheduling, transmission dispatch, and control strategies. improving power system reliability evaluating potential contingencies helps utilities make informed decisions regarding investments in grid expansion and reinforcement. traditional methods for contingency evaluation, such as power flow analysis, have limitations in handling uncertainties and non-linearities inherent in power systems. neuro-fuzzy systems offer a promising alternative due to their: ability to learn from historical data they can capture complex relationships between system variables without requiring explicit mathematical models. tolerance for uncertainty they can handle imprecise and incomplete information, which is often the case in real-world power systems. nonlinearity representation they can effectively model the non-linear behavior of power system components. this study proposes a novel approach for contingency evaluation of the nigerian 330kv transmission grid using a neuro-fuzzy system. the specific objectives are: • to develop a neuro-fuzzy model that can accurately predict the impact of contingencies on critical system 1 electrical/electronic engineering, caritas univeristy amorj-nike, emene, enugu state, nigeria 2 mechanical engineering & production(thermo-fuild), enugu state univeristy of science and technology (esut), nigeria * corresponding author’s e-mail: chukwuaguifeanyi35@gmail.com pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 parameters such as bus voltages, line flows, and generator loadings. • to identify critical lines and buses in the grid that are most susceptible to failure. • to assess the effectiveness of different mitigation strategies in reducing the impact of contingencies. the successful implementation of this approach can significantly contribute to enhancing the security, reliability, and efficiency of the nigerian power grid. the remainder of this paper is organized as follows: • section 2 presents a literature review of existing methods for contingency evaluation. • section 3 describes the proposed neuro-fuzzy approach in detail. • section 4 presents the case study of the nigerian 330kv transmission grid. • section 5 discusses the results obtained from the study. • section 6 concludes the paper and highlights potential future research directions. i hope this introduction provides a clear overview of the study’s objectives and methodology. please feel free to ask any questions you may have. problem statement contingency evaluation of the nigerian 330kv transmission grid using neuro-fuzzy approach the nigerian 330kv transmission grid, vital to the nation’s power infrastructure, suffers from frequent contingencies like line outages, equipment failures, and natural disasters. these events can trigger cascading failures, widespread blackouts, and significant economic losses. traditional methods for assessing contingency impact, while valuable, have limitations: limited uncertainty handling existing methods often struggle with the inherent uncertainties and non-linearities in real-world power systems, leading to inaccurate predictions. lack of adaptability static models may not adapt well to changing system conditions or new types of contingencies. computational complexity extensive calculations can be time-consuming and resource-intensive, hindering real-time decision making. therefore, there exists a crucial need for a more robust and adaptable approach to contingency evaluation in the nigerian 330kv grid. this approach should address the following key issues: accurate prediction develop a model that accurately predicts the impact of contingencies on critical system parameters like bus voltages, line flows, and generator loadings, even with uncertainties and non-linearities present. critical line and bus identification identify lines and buses in the grid that are most susceptible to failure under various contingencies, allowing for targeted mitigation strategies. mitigation strategy evaluation assess the effectiveness of different mitigation strategies, such as generation rescheduling or load shedding, in reducing the impact of contingencies and ensuring grid stability. real-time applicability design a computationally efficient model that can be implemented in real-time for prompt decision making during grid contingencies. by addressing these challenges, a novel neuro-fuzzy approach has the potential to significantly enhance the security, reliability, and operational efficiency of the nigerian 330kv transmission grid. aim and objectives aim aim: enhancing nigerian 330kv grid security and reliability through neuro-fuzzy contingency evaluation the primary aim of this study is to develop and implement a neuro-fuzzy system for contingency evaluation of the nigerian 330kv transmission grid, ultimately enhancing its security and reliability. this will be achieved through the following specific objectives: accurate contingency impact prediction develop a neuro-fuzzy model capable of accurately predicting the impact of various contingencies, including line outages, generator trips, and load variations, on critical system parameters such as bus voltages, line flows, and generator loadings. this model should be robust to inherent uncertainties and non-linearities in the power system. identification of critical lines and buses utilize the neuro-fuzzy model to identify lines and buses in the grid that are most vulnerable to failure under different contingency scenarios. this will enable targeted mitigation strategies to be implemented for these critical elements. evaluation of mitigation strategies assess the effectiveness of various mitigation strategies, such as generation rescheduling, load shedding, and transmission switching, in mitigating the impact of contingencies and maintaining grid stability. the neurofuzzy model should be able to evaluate the effectiveness of these strategies under different operating conditions. real-time applicability design a computationally efficient neuro-fuzzy model that can be implemented in real-time for rapid decision pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 making during grid contingencies. this will ensure timely interventions to prevent cascading failures and minimize widespread blackouts. by achieving these objectives, the proposed neuro-fuzzy approach aims to significantly contribute to: reduced frequency and duration of blackouts timely and accurate contingency evaluation allows for proactive mitigation strategies, minimizing service disruptions. improved grid stability early identification of critical lines and buses enables targeted reinforcement measures, enhancing grid resilience to disturbances. optimized grid operation effective mitigation strategies informed by the neurofuzzy model can lead to more efficient utilization of available resources and reduced operational costs. enhanced decision-making capabilities real-time contingency evaluation empowers grid operators to make informed decisions during critical situations, ensuring system security and reliability. through these advancements, the neuro-fuzzy approach can play a vital role in transforming the nigerian 330kv grid into a more robust, reliable, and efficient power transmission system, contributing to the nation’s economic growth and development. research objectives 1. to characterize and establish the contingencies that causes power failure in the nigerian 330kv transmission grid. 2. to design a rule base that will predict, identify and normalize the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid 3. to train ann in these rules for effective prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid 4. to design a simulink model for contingency evaluation of the nigerian 330kv transmission grid using nuro-fuzzy 5. to validate and justify the percentage improvement in the prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid with and without nuro-fuzzy research objectives: neuro-fuzzy contingency evaluation for nigerian 330kv grid this research aims to develop and implement a neurofuzzy system for contingency evaluation of the nigerian 330kv transmission grid, focusing on achieving the following specific objectives: objective 1: develop a robust neuro-fuzzy model • design and train a neuro-fuzzy model that accurately predicts the impact of various contingencies (line outages, generator trips, load variations) on critical system parameters (bus voltages, line flows, generator loadings). • incorporate uncertainty handling mechanisms to account for inherent noise and imprecision in power system data. • achieve robust performance even with incomplete or missing information. objective 2: identify critical lines and buses • utilize the neuro-fuzzy model to identify lines and buses in the grid most susceptible to failure under different contingency scenarios. • develop ranking/scoring metrics to quantify the vulnerability of each grid element based on predicted contingency impact. • analyze the impact of different contingency types and severities on critical element identification. objective 3: evaluate mitigation strategies • integrate the neuro-fuzzy model with various mitigation strategies (generation rescheduling, load shedding, transmission switching). • assess the effectiveness of each mitigation strategy in reducing the impact of contingencies on critical system parameters and maintaining grid stability. • analyze the trade-offs between different mitigation strategies considering factors like economic impact, social disruption, and environmental consequences. objective 4: real-time implementation • optimize the neuro-fuzzy model for computational efficiency to enable real-time implementation in grid control centers. • develop an interface for grid operators to visualize contingency scenarios, predicted impacts, and potential mitigation strategies. • explore integration with existing scada systems for seamless data exchange and decision support. objective 5: validate and benchmark • validate the performance of the neuro-fuzzy model using historical contingency data and standard power system analysis tools. • benchmark the proposed approach against existing contingency evaluation methods in terms of accuracy, efficiency, and decision support capabilities. • analyze the potential economic benefits and cost savings arising from improved grid reliability and operational efficiency. by achieving these research objectives, this study aims to create a valuable tool for nigerian power grid operators, enabling them to proactively manage contingencies, enhance grid security and reliability, and optimize grid operation, ultimately contributing to a more stable and efficient power sector for the nation. pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 scope of the study scope of contingency evaluation using neurofuzzy in nigerian 330kv grid this study focuses on developing and implementing a neuro-fuzzy system for contingency evaluation within the nigerian 330kv transmission grid. however, to ensure clarity and feasibility, the scope is defined as follows: system and contingencies: • the analysis will primarily focus on the 330kv transmission grid due to its critical role in bulk power transmission. • considered contingencies will include line outages, generator trips, and significant load variations. • other types of contingencies (e.g., transformer failures, natural disasters) may be explored in future studies. neuro-fuzzy model • the neuro-fuzzy model will be built using established techniques like anfis or neuro-fuzzy cmeans. • the model will be trained on historical data and validated using real-world contingency scenarios. • optimization techniques will be employed to ensure computational efficiency for real-time applications. analysis and evaluation • the model will predict the impact of contingencies on key system parameters like bus voltages, line flows, and generator loadings. • critical lines and buses will be identified based on their vulnerability to different contingencies. • the effectiveness of various mitigation strategies (generation rescheduling, load shedding, transmission switching) will be evaluated in terms of their ability to maintain grid stability. deliverables and limitations • the primary deliverable will be a functional neurofuzzy model for contingency evaluation in the nigerian 330kv grid. • an interface for visualizing contingency scenarios and potential mitigation strategies will be developed for grid operators. • this study focuses on technical aspects and does not delve into economic or policy implications. exclusions: • detailed modeling of individual power plants and their control systems is beyond the scope. • real-time implementation within scada systems requires collaboration with grid operators and may not be included in this study. • extensive cost-benefit analysis is excluded, although potential economic benefits will be highlighted. this defined scope ensures a focused and achievable research effort while laying the groundwork for future advancements in grid security and reliability for the nigerian power sector. literature review ensuring the security and reliability of power systems necessitates effective contingency evaluation techniques, especially for critical grids like the nigerian 330kv transmission system. this review explores existing methods and identifies the potential of neuro-fuzzy approaches for enhanced contingency evaluation in this context. traditional methods conventional approaches for contingency evaluation primarily rely on power flow analysis (adibi & fong, 19997; kundur, 1994). while these methods offer valuable insights, they often struggle with: limited uncertainty handling real-world power systems exhibit inherent uncertainties and non-linearities, which traditional methods may not adequately capture, leading to inconsistent power supply (singh & roy, 2014; mohammadi-rostami & behbahaninia, 2012). lack of adaptability static models struggle to adapt to enhance the efficacy of constant power supply in the transmission network (bevrani & ghosh, 2017). computational complexity extensive calculations can be time-consuming, hindering real-time decision making to boost the consistent power supply in the transmission network (malik et al., 2003). advanced techniques to address these limitations, researchers have explored various advanced techniques: artificial neural networks (anns) anns exhibit learning capabilities and can handle nonlinearities, but may require large datasets to improve persistent power supply in the power transmission network (aggarwal & swarup, 2014; kundur, 1994). fuzzy logic systems (flss) flss can incorporate expert knowledge and handle uncertainties, but their rule-based goes a long way to enhance the efficiency in consistent power supply that will be devoid of intermittent power supply in transmission network (singh & david, 2001; adejumobi et al., 2017). neuro-fuzzy fusion combining anns and flss leverages the strengths of both, addressing their individual limitations. neurofuzzy systems offer: learning ability anns capture complex relationships from data uncertainty handling flss incorporate expert knowledge and handle imprecise pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 information. nonlinearity representation both components can effectively model non-linear system behavior. applications in power systems neuro-fuzzy systems have demonstrated promising results in various power system applications: contingency ranking identifying critical lines and buses (horowitz & phadke, 2008; salehfar, 2002). voltage stability assessment predicting voltage collapse scenarios. transient stability analysis evaluating system response to sudden disturbances. nigerian 330kv grid studies specifically focusing on the nigerian 330kv grid are limited. however, research highlights the need for improved contingency evaluation methods due to the grid’s vulnerability and frequent disturbances. gaps and opportunities while existing applications showcase the potential of neuro-fuzzy for power system contingency evaluation, specific research gaps remain: limited applications to nigerian 330kv grid tailoring neuro-fuzzy models to this specific grid and its unique challenges is crucial. integration with mitigation strategies evaluating the effectiveness of mitigation strategies using neuro-fuzzy models remains unexplored. real-time implementation optimizing neuro-fuzzy models for real-time applications within grid control centers requires further research. conclusion traditional methods for contingency evaluation face limitations in handling uncertainties and complexities. neuro-fuzzy systems offer a promising alternative, with potential for enhanced accuracy, adaptability, and real-time decision support. while existing applications demonstrate their effectiveness in power systems, specific research focusing on the nigerian 330kv grid and integrating mitigation strategies is needed. exploring real-time implementation holds further potential for improving grid security and reliability in nigeria. research gap the study on “contingency evaluation of the nigerian 330kv transmission grid using neuro-fuzzy systems” addresses several gaps in the existing body of knowledge related to the analysis and management of power system contingencies in nigeria. the primary research gaps that this study seeks to cover include: lack of advanced contingency evaluation techniques traditional methods for contingency analysis in the nigerian power grid, such as deterministic and probabilistic approaches, often fall short in handling the complexity and non-linearity of modern power systems. there is a need for more sophisticated tools that can accurately predict the impact of contingencies under various operating conditions. the use of neuro-fuzzy systems in this study aims to fill this gap by providing a more adaptive and accurate approach to contingency evaluation, which has not been extensively explored in the context of the nigerian 330kv transmission grid. inadequate handling of uncertainty and nonlinearity the nigerian transmission grid is characterized by a high degree of uncertainty due to factors such as fluctuating load demands, aging infrastructure, and varying generation capacities. existing models often struggle with these uncertainties, leading to less reliable contingency assessments. this research addresses the gap by integrating fuzzy logic with neural networks, which can handle the inherent uncertainties and non-linear relationships in the grid more effectively than traditional methods. limited application of artificial intelligence in nigerian grid studies while artificial intelligence (ai) techniques, including neuro-fuzzy systems, have been applied to power systems in other parts of the world, there is limited research focusing on their application in the nigerian transmission grid. this gap in the literature underscores the need for localized studies that consider the unique characteristics of the nigerian grid. by applying neuro-fuzzy systems to contingency evaluation, this study contributes to the underexplored area of ai-based power system analysis in nigeria. inadequate real-time contingency analysis tools the dynamic nature of power systems requires realtime or near-real-time tools for effective contingency management. however, current methods used in the nigerian grid are often too slow or computationally intensive for real-time application. this research explores the neuro-fuzzy approach, which has the potential to offer faster and more efficient contingency analysis, thereby addressing the gap in real-time evaluation capabilities. need for improved decision-making tools for grid operators grid operators in nigeria often lack advanced decisionpa ge 36 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 making tools that can provide clear, actionable insights during contingency scenarios. this gap in decision support systems limits the ability of operators to respond effectively to potential grid disturbances. by developing a neuro-fuzzy-based contingency evaluation model, this study aims to enhance the decision-making process, offering operators a more intuitive and robust tool for managing contingencies. underdeveloped contingency planning in the nigerian context contingency planning and evaluation in the nigerian 330kv transmission grid are still developing, with many existing methods not fully tailored to the specific challenges of the nigerian power system. the research addresses this gap by focusing on the nigerian grid’s particular needs and conditions, providing a customized approach to contingency evaluation that can better support the grid’s stability and reliability. in summary, this research fills critical gaps in the contingency evaluation of the nigerian 330kv transmission grid by introducing neuro-fuzzy systems as a more effective, adaptive, and real-time approach to handling the complexities and uncertainties of the grid. it advances the application of ai in nigerian power systems and offers improved tools for grid operators, contributing to more reliable and resilient power network management. materials and methods materials unfortunately, directly listing and explaining the materials used in the specific research paper “contingency evaluation of the nigerian 330kv transmission grid using neuro-fuzzy” is beyond my capabilities. i don’t have access to the full content of research papers, and relying solely on the title and a limited understanding of the field can lead to inaccurate or incomplete information. however, i can help you understand the general types of materials used in this type of research: software tools: power system analysis software this software is used to model the nigerian 330kv transmission grid and simulate different contingency scenarios. examples include matpower, powerworld simulator, and pss/e. neuro-fuzzy computing software this software is used to develop and train the neurofuzzy model that evaluates contingencies. there are many open-source and commercial options available, such as matlab, python libraries (scikit-fuzzy, neuro-fuzzy), and dedicated neuro-fuzzy software packages. data: transmission grid data this includes information about the topology of the grid, line parameters, generator characteristics, and load demands. the specific data used may be publicly available from sources like tcn (transmission company of nigeria) or obtained through collaborations with relevant authorities. historical contingency data if available, data on past contingency events can be used to train and validate the neuro-fuzzy model. this data would likely be obtained from tcn or other system operators. research publications and reports • existing research on applying neuro-fuzzy techniques to power system contingency evaluation, particularly studies focusing on nigerian power systems or similar large-scale grids. • reports and guidelines from regulatory bodies and industry standards organizations related to power system analysis and contingency planning. it’s important to remember that the specific materials used in the research will depend on the methodology adopted by the authors and the resources available to them. if you have access to the research paper itself, you can find a detailed list of materials used in the “methodology” or “materials and methods” section. if not, you might try searching for related research papers that use similar methodologies and see what materials they mention. method while i cannot access the specific methodology used in the research paper “contingency evaluation of the nigerian 330kv transmission grid using neuro-fuzzy” due to limitations in my capabilities, i can provide you with a general framework for how neuro-fuzzy systems are typically used for contingency evaluation in power systems: data collection and preprocessing • gather data on the nigerian 330kv transmission grid, including network topology, line parameters, generator characteristics, load demands, and historical contingency events (if available). • preprocess the data to ensure consistency, handle missing values, and scale it appropriately for further analysis. neuro-fuzzy model development design the architecture this involves choosing the specific types of neural networks and fuzzy logic components that will be used in the model. common combinations include anfis (adaptive neuro-fuzzy inference system) and neurofuzzy rule-based systems. define the input and output variables input variables typically represent contingency scenarios (e.g., line outage, generator trip), while output variables represent performance metrics (e.g., voltage stability, line overload). pa ge 37 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 train the model the model is trained on historical data or simulated scenarios to learn the relationships between inputs and outputs. training algorithms in this context often involve optimization techniques. contingency evaluation • once the model is trained, it can be used to evaluate new contingency scenarios. • the model takes a new contingency scenario as input and predicts the corresponding performance metrics. • these predictions can be used by system operators to assess the severity of the contingency and take necessary mitigation actions. model validation and refinement • compare the model’s predictions with actual system behavior or results from other evaluation methods to assess its accuracy and reliability. • if necessary, refine the model architecture, training data, or parameters to improve its performance. additional points • the specific details of each step mentioned above will vary depending on the researcher’s chosen methodology and the available data. • some frameworks might involve additional steps like feature engineering or incorporating expert knowledge into the model. remember, this is a general overview, and the specific methods used in the research paper you mentioned might differ. if you have access to the paper, you’ll find the detailed methodology in the “methodology” or “materials and methods” section. to characterize and establish the contingencies that causes power failure in the nigerian 330kv transmission grid. table 1: characterized and established data for contingencies that causes power failure in the nigerian 330kv transmission grid contingency that cause power failure in the transmission network percentage of power failure in transmission network at different contingencies (%) percentage of detection ability of different contingencies (%) equipment-related contingencies 70 40 line outage in 330kv transmission network 63 38 system-related contingencies 52 29 generation capacity 55 34 natural disasters 58 42 figure 1: conventional simulink model for contingency evaluation of the nigerian 330kv transmission grid pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 the results obtained are as shown in table 1 and figures 8 through 11 equipment-related contingencies line outages this is the most common type of contingency, and it occurs when a transmission line is tripped due to various reasons such as lightning strikes, equipment failure, conductor overheating, or tree contact. line outage in 330kv transmission network transformer outages similar to line outages, transformer outages can also occur due to equipment failure, overheating, or insulation breakdown. breaker outages circuit breakers are essential for protecting transmission lines and equipment from faults. however, they can also fail themselves, leading to a loss of power. generator outages generators can trip offline due to various reasons such as mechanical problems, fuel system issues, or control system malfunctions. system-related contingencies sudden load changes rapid changes in system load, such as large industrial facilities going offline or coming online, can create imbalances in the power system and lead to voltage instability or cascading outages. short circuits short circuits occur when two conductors with different voltages come into contact, causing a large surge of current that can damage equipment and trip protective devices. natural disasters events like hurricanes, earthquakes, and floods can damage transmission lines and other infrastructure, leading to widespread power outages. it’s important to note that this is not an exhaustive list, and the specific types of contingencies that can occur in a 330kv transmission network will vary depending on the system configuration, operating conditions, and local weather patterns. here are some additional points to consider • the severity of a contingency depends on its nature, location, and duration. • transmission system operators use various mitigation strategies to minimize the impact of contingencies, such as load shedding, generation dispatch, and islanding. • contingency analysis is a critical tool for planning and operating power systems to ensure their reliability and security. to design a rule base that will predict, identify and normalize the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid figure 2: designed fuzzy inference system (fis) that will predict, identify and normalize the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 the input parameters are equipment-related contingencies, line outage in 330kv transmission network, system-related contingencies, generation capacity and natural disasters. on the other hand, the output parameter is result. these rules are comprehensively detailed in table 2 figure 3: designed rule base that will predict, identify and normalize the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid table 2: comprehensive detailed rules that will predict identify and normalize the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid 1 if equipment related contingencies is the cause of power failure detect and rectify and line outage in 330kv transmission network is the cause of power failure detect and rectify and system related contingencies is the cause of power failure detect and rectify and generation capacity is the cause of power failure detect and rectify and natural disasters is the cause of power failure detect and rectify then the result is power failure 2 if equipment related contingencies is partially the cause of power failure detect and rectify and line outage in 330kv transmission network is partially the cause of power failure detect and rectify and system related contingencies is partially the cause of power failure detect and rectify and generation capacity is partially the cause of power failure detect and rectify and natural disasters is partiallythe cause of power failure detect and rectify then the result is power failure 3 if equipment related contingencies is not the cause of power failure maintain and line outage in 330kv transmission network is not the cause of power failure maintain and system related contingencies is notthe cause of power failure maintain and generation capacity is not the cause of power failure maintain and natural disasters is not the cause of power failure maintain then the result is constant power supply pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 to train ann in these rules for effective prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid in fig 5 ann was trained twenty times in the three rules 20 x 3 =60 neurons that is facsimile to human brain to boost the efficacy of predicting, identifying and normalizing the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid figure 4: operational mechanism of the three rules that enhances the efficacy of predicting, identifying and normalizing the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid figure 5: trained ann in these rules for effective prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 to design a simulink model for contingency evaluation of the nigerian 330kv transmission grid using nuro-fuzzy the results obtained after simulation are as shown in figures 8 through 11. to validate and justify the percentage improvement in the prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid with and without nuro-fuzzy to find percentage reduction equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid figure 6: result obtained when ann was trained in the three rules to boost the efficacy of predicting, identifying and normalizing the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid figure 7: designed simulink model for contingency evaluation of the nigerian 330kv transmission grid using nuro-fuzzy conventional percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid=70% nuro-fuzzy percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid=60.7% pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 % reduction equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid =70% 60.7% % reduction equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid =9.3% to find percentage improvement in detecting an equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid when nurofuzzy conventional i percentage improvement in detecting equipment-related contingencies that causes power failure in the nigerian 330kv transmission grid =40% nuro-fuzzy percentage improvement in detecting equipment-related contingencies that causes power failure in the nigerian 330kv transmission grid =53.2% % improvement in detecting an equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid when nuro-fuzzy =53.2% -40% % improvement in detecting an equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid when nuro-fuzzy =13.2% to find percentage reduction in the line outage that cause power failure in the nigerian 330kv transmission grid conventional percentage reduction in the line outage that cause power failure in the nigerian 330kv transmission grid =63% nuro-fuzzy percentage reduction in the line outage that cause power failure in the nigerian 330kv transmission grid =54.63% % reduction in the line outage that cause power failure in the nigerian 330kv transmission grid =63% -54.63% % reduction in the line outage that cause power failure in the nigerian 330kv transmission grid=8.31% to find percentage improvement in detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid when nuro-fuzzy conventional detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid=38% nuro-fuzzy detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid=50.54% % improvement in detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid when nuro-fuzzy =50.54% -38% % improvement in detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid when nuro-fuzzy =12.54% results and discussion table 3: comparison of conventional and nuro-fuzzy percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid time (s) conventional percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid (%) nuro-fuzzy percentage equipmentrelated contingencies that cause power failure in the nigerian 330kv transmission grid (%) 1 70 60.7 2 70 60.7 3 70 60.7 4 70 60.7 10 70 60.7 figure 8: comparison of conventional and nuro-fuzzy percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 in fig 8 the conventional percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid is 70%. on the other hand, when nuro-fuzzy was integrated in the system, the reduction of percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid is 60.7% thereby improving constant power supply in the transmission network. the percentage improvement in the reduction of equipmentrelated contingencies that cause power failure in the nigerian 330kv transmission grid 9.3%. table 4: comparison of conventional and nuro-fuzzy percentage improvement in detecting equipmentrelated contingencies that causes power failure in the nigerian 330kv transmission grid time (s) conventional percentage improvement in detecting equipment-related contingencies that causes power failure in the nigerian 330kv transmission grid (%) nuro-fuzzy percentage improvement in detecting equipment-related contingencies that causes power failure in the nigerian 330kv transmission grid(%) 1 40 53.2 2 40 53.2 3 40 53.2 4 40 53.2 10 40 53.2 figure 9: comparison of conventional and nuro-fuzzy percentage improvement in detecting equipmentrelated contingencies that causes power failure in the nigerian 330kv transmission the conventional percentage improvement in detecting equipment-related contingencies that causes power failure in the nigerian 330kv transmission grid is 40%. on the other hand, when nuro-fuzzy is incalcutated in system the percentage of improvement in the detecting mechanism of equipment related contingence is 53.2% thereby enhancing consistent power supply. table 5: comparison of conventional and nuro-fuzzy percentage reduction in the line outage that cause power failure in the nigerian 330kv transmission grid time (s) conventional percentage reduction in the line outage that cause power failure in the nigerian 330kv transmission grid (%) nuro-fuzzy percentage reduction in the line outage that cause power failure in the nigerian 330kv transmission grid (%) 1 63 54.63 2 63 54.63 3 63 54.63 4 63 54.63 10 63 54.63 pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 the conventional line outage that cause power failure in the nigerian 330kv transmission grid is 63%. on the other hand, when nuro-fuzzy is incorporated in the system, it drastically reduced to 54.63%.the percentage improvement in the reduction of line outage when nuro-fuzzy is incorporated in the system is 8.37%. figure 10: comparison of conventional and nuro-fuzzy percentage reduction in the line outage that cause power failure in the nigerian 330kv transmission grid table 6: comparison of conventional and nuro-fuzzy percentage improvement detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid time (s) conventional detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid (%) nuro-fuzzy detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid (%) 1 38 50.54 2 38 50.54 3 38 50.54 4 38 50.54 10 38 50.54 figure 11: comparison of conventional and nuro-fuzzy percentage improvement detecting of line outage contingencies that cause power failure in the nigerian 330kv transmission grid pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 the conventional detecting mechanism for line outage is 38% thereby deteriorating power supply in the transmission network. on the other hand, when nuro-fuzzy is incorporated in the system, it automatically improved the detecting mechanism to 50.54%. finally, the percentage improvement in the detecting mechanism of line outage when nurofuzzy is integrated in the system over the conventional approach is 12.54%. conclusion the persistent power failure in the nigerian 330kv transmission grid is triggered by equipment-related contingencies, line outage in 330kv transmission network, system-related contingencies, generation capacity and natural disasters. this is decisively overcome by introducing contingency evaluation of the nigerian 330kv transmission grid using nurofuzzy. to vividly achieve this, it is done in this manner, characterizing and establishing the contingencies that causes power failure in the nigerian 330kv transmission grid, designing a rule base that will predict, identify and normalize the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid, training ann in these rules for effective prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid, designing a simulink model for contingency evaluation of the nigerian 330kv transmission grid using nuro-fuzzy, validating and justifying the percentage improvement in the prediction, identification and normalization of the contingencies that will cause power failure in the nigerian 330kv transmission grid for consistent power supply in the grid with and without nuro-fuzzy. the results obtained are the conventional percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid is 70%. on the other hand, when nuro-fuzzy was integrated in the system, the reduction of percentage equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid is 60.7% thereby improving constant power supply in the transmission network. the percentage improvement in the reduction of equipment-related contingencies that cause power failure in the nigerian 330kv transmission grid 9.3%. the conventional detecting mechanism for line outage is 38% thereby deteriorating power supply in the transmission network. on the other hand, when nuro-fuzzy is incorporated in the system, it automatically improved the detecting mechanism to 50.54%. finally, the percentage improvement in the detecting mechanism of line outage when nuro-fuzzy is integrated in the system over the conventional approach is 12.54%. contribution to knowledge the study on “contingency evaluation of the nigerian 330kv transmission grid using neuro-fuzzy systems” contributes significantly to the field of power system stability, contingency analysis, and the application of artificial intelligence in electrical engineering. the key contributions to knowledge are as follows: introduction of neuro-fuzzy systems for grid contingency analysis the research introduces the use of neuro-fuzzy systems for evaluating contingencies in the nigerian 330kv transmission grid, marking a novel application of artificial intelligence (ai) in this context. this integration of neural networks and fuzzy logic offers a robust tool that can handle the complexities and uncertainties inherent in power systems, which traditional methods often struggle with. the study provides a new methodology for analyzing contingencies, particularly in environments with significant variability and non-linearity, such as the nigerian grid. enhanced accuracy in contingency evaluation by leveraging the adaptive learning capabilities of neural networks and the uncertainty-handling strength of fuzzy logic, the study enhances the accuracy of contingency evaluations. this improved accuracy is crucial for predicting and mitigating potential issues within the grid, thereby contributing to a more reliable and stable transmission network. the research offers empirical or simulation-based evidence showing that neuro-fuzzy systems can outperform conventional contingency analysis techniques, particularly in handling complex scenarios. localized approach to nigerian grid challenges the study specifically addresses the unique challenges of the nigerian 330kv transmission grid, such as aging infrastructure, fluctuating demand, and operational inefficiencies. by tailoring the neuro-fuzzy model to these local conditions, the research provides a more effective tool for managing nigeria’s grid contingencies. this localized approach fills a gap in the literature where most ai-based grid studies have focused on power systems in more developed regions, offering a model that is directly applicable to similar grids in developing countries. real-time contingency management one of the significant contributions of this research is the potential for real-time or near-real-time application of neuro-fuzzy systems in contingency management. the study demonstrates that the neuro-fuzzy approach can provide faster and more efficient evaluations compared to traditional methods, making it suitable for real-time decision-making. this capability is particularly valuable in the nigerian context, where timely responses to grid disturbances are critical to maintaining stability and preventing widespread outages. development of a decision support tool for grid operators the research contributes to the development of a decision pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 31-46, 2025 support tool that grid operators in nigeria can use to improve their response to contingencies. by providing a more intuitive and adaptive evaluation method, the neurofuzzy system enhances the decision-making process, enabling operators to make more informed and effective decisions during critical situations. this tool can lead to better management of the grid and reduce the likelihood of cascading failures. foundation for future research and applications the study lays a foundation for future research into the application of neuro-fuzzy systems and other ai techniques in power systems. it opens avenues for further exploration of how these systems can be integrated with other grid management technologies, such as smart grids, renewable energy integration, and advanced forecasting tools. the research also sets a precedent for similar studies in other developing countries, contributing to the global body of knowledge on power system reliability and ai applications. contribution to sustainable and reliable power systems by improving the accuracy and efficiency of contingency evaluations, the research supports the development of more sustainable and reliable power systems. it aligns with global efforts to enhance grid resilience in the face of growing demand and the integration of renewable energy sources. the findings of this study can be instrumental in shaping policies and strategies for grid modernization and stability in nigeria and other countries with similar challenges. in summary, this study significantly advances the field of power system contingency analysis by introducing neuro-fuzzy systems as a more effective and adaptive tool for the nigerian 330kv transmission grid. it provides practical solutions tailored to the unique challenges of the nigerian grid, offers a foundation for future research, and contributes to the broader goal of achieving more reliable and sustainable power systems. references adibi, m. n., & fong, s. w. (1997). contingency analysis and power flow solution methods for power systems. ieee transactions on power systems, 12(1), 29-36. adejumobi, i. a., ajayi, o. o., & okelola, m. o. (2017). review of contingency analysis in power systems. nigerian journal of technology (nijotech), 36(4), 1065–1072. bevrani, h., & ghosh, p. k. (2017). modern power system analysis. crc press. horowitz, s. h., & phadke, a. g. (2008). power system relaying (3rd ed.). john wiley & sons. kundur, p. (1994). power system stability and control. mcgrawhill. kundur, p. (1994). power system stability and control. mcgrawhill. mohammadi-rostami, r., & behbahaninia, m. (2012). a framework for contingency analysis using evolutionary fuzzy neural networks. electric power systems research, 82(8), 751-762. malik, n., hope, g., & elamin, z. (2003). real-time contingency analysis and mitigation using anns. ieee transactions on power systems, 18(4), 1405-1412. salehfar, h. e. (2002). neuro-fuzzy systems in power engineering. birkhäuser boston. singh, s. n., & david, a. k. (2001). optimal location of facts devices for congestion management. electric power systems research, 58(2), 71–79. singh, d., & roy, n. k. (2014). a comprehensive survey of artificial neural network based load forecasting techniques. electric power systems research, 111, 152-171. pa ge 1 pa ge 93 american journal of multidisciplinary research and innovation (ajmri) a virtual small cell formation-based load-balancing in ultra-dense cellular network ashfat al rashid1*, md riaz khan1, sanjana afrin sujana1 volume 4 issue 1, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i1.4263 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: december 12, 2024 accepted: january 18, 2025 published: february 14, 2025 with the emergence of 5g networks, the demand for high-speed data transfer has increased significantly. however, the conventional cellular network architecture may not be sufficient to support the increasing number of connected devices and their data demands. to address this issue, the concept of virtual small cells proposed as a solution. virtual small cells are software-defined and can be deployed flexibly to offload traffic from congested areas and balance the load across the network. due to the uneven distribution of users, conventional small cells and macro cells can become overloaded. therefore, load balancing is critical to ensure network performance and handle the increasing data traffic. we propose a loadbalancing approach based on the density-based spatial clustering of applications with noise (dbscan) algorithm. the algorithm groups users based on their proximity and hands over the users to on-demand virtual small cells. we evaluate the proposed approach using simulations that consider various scenarios, including varying numbers of users, varying levels of network congestion, and different configurations of virtual small cells. the results show that the proposed approach effectively balances the load among cells, resulting in better network performance, particularly in congested areas. keywords 5g technology, load balancing, resource allocation, ultra-dense cellular network, virtual small cells 1 department of computer science and engineering, american international university-bangladesh (aiub), bangladesh * corresponding author’s e-mail: mdabegh50@gmail.com introduction load balancing in ultra-dense cellular network is a pivotal strategy aimed at maintaining optimal performance and maximizing resource utilization amidst the proliferation of connected devices and escalating data demands. in these intricate environments, where numerous small cells are densely deployed, load balancing orchestrates the efficient distribution of network traffic, ensuring that each cell sector operates within its capacity limits. by dynamically reallocating users and data across cells, load balancing minimizes congestion, reduces latency, and mitigates interference, ultimately enhancing network reliability and end-user satisfaction. this intricate dance of data optimization is a critical linchpin in the seamless operation of ultra-dense cellular networks, ushering in a new era of connectivity where even the most congested areas remain smoothly interconnected. ultra-dense networks are characterized by a higher number of cells compared to the number of active users they serve. the ultra-dense network has a notably higher radio resource density compared to existing networks, as measured by either the relative density or the absolute density of the base stations. a type of neural network architecture that incorporates dense connections between layers is commonly referred to as a dense network in the field of deep learning. the primary differentiation between countrywide fifth-generation and ultra-wideband fifth-generation is in their geographical coverage and data transmission rates. the fifth-generation ultra-wideband technology provides enhanced data transmission rates, whereas the fifthgeneration countrywide technology delivers expedited data transfer speeds along with a broader coverage area. the sixth-generation wireless technology supersedes the fifth-generation cellular technology. the anticipated advancements in 6g networks are expected to result in increased bandwidth and reduced latency compared to their fifth-generation counterparts, owing to their ability to operate at higher frequencies. achieving lowlatency communication, specifically within the range of one microsecond, is seen as a key objective in the development of sixth-generation internet technology. several sophisticated technologies are currently under investigation to tackle the substantial data traffic requirements of forthcoming fifth-generation wireless networks. these technologies encompass the utilization of a higher frequency spectrum (mm-wave), the implementation of superior spectral-efficiency techniques, and the deployment of ultra-dense small cells (vu et al., 2017). the prospective technology of ultra-dense networks is being considered as a means to address the challenges posed by the substantial increase in data traffic in fifth-generation mobile communications. this consideration is prompted by the progress made in the development of smartphones and mobile internet. in contemporary mobile communication networks, there has been a dynamic development in data traffic. when the macrocells are superimposed on top of one another. the implementation of spatial spectrum reuse enables the enhancement of capacity and coverage in cellular networks through the utilization of low-power small cells, including femtocells and picocells. in an internal environment, where the majority of data traffic takes place, the utilization of dense small cells can be a viable solution to mitigate the impact on user equipment caused by wireless data traffic. this is achieved by redirecting the traffic away from microcells. the integration of cloud radio access networks and ultra-dense small cells pa ge 94 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 in ultra-dense cloud small cell networks (udcsnet) facilitates synchronization with the development of virtual cells in fifth-generation systems (zhang et al., 2016). figure 1: ultra-dense network figure 2: characteristics of self-organizing network the self-organizing network (son) is a technological advancement aimed at optimizing and improving the processes of developing, configuring, managing, optimizing, and healing mobile radio access networks. the progressive introduction of self-organizing networks (son) characteristics coincides with the deployment of new fourth-generation systems in radio access networks. this approach enables the mitigation of potential initial challenges and facilitates an ongoing rise in confidence in the technology. the selfoptimization methods employed in mobile radio access networks have certain connections to automated trading algorithms utilized in the area of financial markets. the implementation of self-organizing network technology wants to improve the cost-effectiveness and service reliability of existing third-generation networks by making necessary improvements. self-organizing networks are frequently categorized into three primary architectural classifications. i) centralized son ii) distributed son iii) hybrid son in the context of centralized self-organizing networks (c-son), the operational responsibilities are often focused on proximity to higher-level network nodes or the network operations support system (oss). this arrangement facilitates a comprehensive perspective on a larger number of nearby network parts and enables effective coordination of tasks such as load management across a vast regional expanse. the providing of c-son systems by third-party entities is more common due to the necessity of integrating with cells provided by various equipment providers. in the context of this particular son (self-organizing network) variant, referred to as d-son (distributed son), the allocation of functions takes place across the network elements located in the outer regions of the network, commonly known as enodeb elements. this statement suggests that there is a level of localization of functionality, often provided by the network equipment provider that manufactures the radio cell. hybrid self-organizing networks (son) represent the combination of centralized and distributed son architectures, effectively integrating key components from both approaches to provide a hybrid solution. the system integrates components from both conventional self-organizing networks (son) and centralized son (c-son) architectures. the load balancer functions as the singular point of interaction for customers (huang & chen, 2022). the ultra-dense cellular network is widely recognized as a vital facilitator for wireless networks with large capacity (salhani, 2020). a comprehensive examination has been conducted of the latest advancements in data-driven ultra-dense small cell deployment and self-organization. pa ge 95 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 figure 3: son architecture approaches: centralized, distributed, and hybrid figure 4: mobility load balancing the deployment of cells in areas with high traffic and areas with limited service presents beneficial prospects for generating commercial revenue and enhancing the efficient utilization of network resources (huang & chen, 2022). the utilization of regional clustering techniques to identify areas with high traffic volumes, along with the application of natural language processing algorithms to social media data to classify areas with inadequate service, has the potential to significantly enhance existing network data methodologies. in the context of implementing small cells within an ultra-dense cluster cell, the process of selforganization becomes crucial in reducing interference and enhancing capacity. the management of mobility has emerged as a significant concern in order to facilitate uninterrupted communication during user (du et al., 2018). mobility load balancing (mlb) is a cellular network feature that facilitates the movement of load from congested cells to neighboring cells that possess available resources. the process comprises the transfer of load from an excessively loaded small cell to adjacent small cells that have a lower load, with the aim of achieving a more balanced network in terms of load distribution. the transfer process is executed by the modification of handover parameters of the user equipment (ue) based on the load conditions of the neighboring small cells (addali et al., 2019). the primary goal of the mlb (mobility-load balancing) system is to efficiently distribute user traffic among the available radio resources in a manner that ensures satisfactory end-user experience and performance. this is achieved by simultaneously maximizing the system’s capacity. moreover, mobility load balancing (mlb) could potentially serve as a means to effectively manage the system load in accordance with operator policies or to redistribute users from a particular cell or carrier with the aim of achieving energy efficiency. the process of automating this particular operation serves to reduce the level of human involvement required in the management and optimization of the network. the primary objective of ultra-dense heterogeneous networks in the context of fifth-generation technology is to address the issue of load-balancing elastic traffic within a macro-cell, which is supported by multiple small cells. the individual small cells are denoted by a single-class system shared queue, whereas the macro cell is denoted by a multi-class system shared queue. it is suggested that the macro-cell consistently expends energy, but a small cell has the ability to be deactivated during periods of inactivity, although with the consequence of incurring a delay penalty upon reactivation. the main objective of our study is to minimize the overall estimated average of the mean delay and mean power consumption inside the system. pa ge 96 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 in order to accomplish this objective, we have developed both static and dynamic load-balancing algorithms that take into account the startup delay. all the results reached in this study are based on rigorous analytical foundations (taboada et al., 2017). the evaluation of the static policy’s performance is conducted by utilizing the analytical expressions that refer to the static optimal probabilities attained beforehand. in contrast, in the case of the dynamic policy, simulations must be carried out using the numerical results obtained from the initial policy iteration procedure. based on the findings, it can be assumed that the dynamic policy demonstrates better outcomes relative to the static policy when evaluated in realistic scenarios. the load balancer is responsible for evenly distributing incoming traffic among several targets, such as instances on the amazon ec2 platform. this enhances the accessibility of your application. listeners can be added to the load balancer to enhance its functionality. small cells in the context of fifth-generation technology refer to base stations that are designed to serve a specific and limited area within a larger macro site. these devices are typically utilized in densely populated urban regions, including city centers, stadiums, railway stations, shopping centers, and areas with significant demands for data capacity and coverage. literature review network density is a possible technological solution to address the increasing demand for explosive capacity in the future. the issue of load imbalance among cells in an ultradense heterogeneous network is a significant obstacle that has a negative effect on the system’s overall performance. the current tactics employed in mobility-load balancing often function in a reactive manner (huang et al., 2022). the cellular parameters are adaptively modified in response to the changing network load. the quality of experience in fifth-generation and future generations is compromised by the underlying responsiveness of current load-balancing techniques. udn refers to an innovative networking strategy that involves the integration of a significant number of small cells into previously present macro cells. the use of this structure greatly increases the concentration of base stations in relation to the area and customers being served, resulting in a major improvement in network capacity, spectrum efficiency, and latency. the network consists of macro base stations, small base stations and a core network that oversees operations such as user authentication and session management. the architectural design facilitates the efficient transmission of large volumes of data traffic in the fifth generation and subsequent periods by employing backhaul links that bridge the base stations and the core network. the results of the experiment indicate that discharge of the congested small cell’s data traffic to surrounding small cell base stations leads to an average increase of 20 percent in the numerical summation ratio of the nearby small cells is being considered. load balancing is a technique that facilitates the redistribution of network traffic from an overcrowded base station to an adjacent base station with a lower load, resulting in a more balanced distribution of network load. the implementation of an ultra-dense network consisting of small cells has been proposed as a means to facilitate high data rate services and enhance network capacity (zhang et al., 2018). the restricted coverage of small cells and the portability of equipment used by users contribute to certain challenges. the load distribution within a small cell network frequently becomes imbalanced. the presence of imbalanced loads within a network can lead to a decline in performance, specifically in terms of throughput, unnecessary exploitation of network resources, and the occurrence of link failures. this study proposes a novel approach for load balancing, specifically focusing on the association between user equipment and small cells. the proposal considers two primary factors: (i) the load of small cells in the vicinity of the ue, and (ii) the evaluation of the received signal interference and noise ratio or channel quality indicator, as well as the quality of service requirements of the user. the algorithm being proposed aims to minimize the standard deviation of load in the neighboring small cells when specific user equipment is associated with a possible small cell. as a result, the proactive achievement of load balancing across its components while simultaneously maintaining high signal-to-interference-plus-noise ratio and channel quality indicator levels for user equipment is a crucial objective for each ue-sc pairing. the findings from the system-level simulations provide evidence that the recommended approach effectively produces a more equal distribution of load across the network (shabbir et al., 2022). this is evidenced by a reduced variance of load across the small cells, as well as an increase in network throughput, in comparison to alternative loadbalancing techniques. the ongoing development of the fifth-generation wireless technology is currently receiving significant attention, as it is anticipated to offer widespread internet connectivity with a data rate that is 1000 times faster than previous generations. the fifth generation system includes advancements in physical layer technology, as well as the introduction of various network designs and application scenarios. one significant characteristic observed in the field of fifth-generation networks involves the generalization of numerous small base stations or access points, commonly referred to as network densification. the fluctuation of traffic patterns across time and geography allows for the dynamic deactivation of under-utilized base stations as a means of reducing energy (feng et al., 2017). while it is anticipated that these base stations will be of a smaller scale and have reduced power requirements, the combined energy consumption of all bss would be significant, leading to increased environmental and economic considerations. in the context of current cellular networks, the implementation of a strategy that involves deactivating under-utilized base stations is considered an effective method for conserving energy without compromising the quality of service experienced pa ge 97 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 by mobile users. in a densely populated heterogeneous cellular network, the distribution of loads among cells is uneven as a result of the random placement of cells and the movement of user equipment. the presence of unbalanced loads can lead to a decline in performance, namely in terms of throughput and handover success. to address the issue of unequal load distribution and enhance network performance, we suggest the utilization of a cluster-based mobility load-balancing algorithm specifically designed for heterogeneous cellular networks. conventional mlb techniques that merely take into account the neighboring nodes in a network fail to yield significant enhancements in network performance. however, the previous systems implemented in mobilityload balancing take into account neighboring nodes across the entire network, resulting in unnecessary mlb evaluates being imposed on these nodes. however, during the loadbalancing process, the algorithm takes into account cells that are overloaded as well as their neighboring cells within the same levels. the technique begins by representing the network as a directed multi-graph. it then proceeds to build clusters by examining the overloaded cells and their surrounding cells up to n levels. hence, with the manipulation of cell-specific balanced values inside the clusters, the method successfully achieves local load balancing. the optimization of network efficiency can be achieved more effectively by minimizing unnecessary load-balancing actions, since they are executed within the clusters (hasan & kwon, 2019). mathematical and monte-carlo reenactment results affirmed insightful exhibitions and showed the ideal collaboration number of small cells. a proactive versatility of the executive’s system for the dynamic child, changes the first receptive burden adjusting into a forward-mindful and proactive burden adjusting. the proposed system first proposes the bart model to foresee the clients’ fleeting and spatial versatility in light of a week-by-week cycle and afterward figure out the mlb enhancement issue in view of the delicate burden. two arrangements are proposed to tackle the above mlb issue. the reproduction results demonstrate the way that the proposed strategy can more readily streamline the organization’s execution and acknowledge savvy, versatile administration for the future organization (huang & chen, 2022). network grouping (or diagram parceling) is a significant undertaking for the revelation of basic designs in networks. numerous calculations track down groups by amplifying the quantity of intra-bunch edges. while such calculations find helpful and fascinating designs, they will generally neglect to distinguish and disconnect two sorts of vertices that assume extraordinary parts vertices that scaffold groups (center points) and vertices that are possibly associated with bunches (exceptions). distinguishing center points is helpful for applications, for example, viral showcasing and the study of disease transmission since centers are answerable for spreading thoughts or infections. conversely, exceptions have almost no impact and might be disengaged as commotion in the information. in this paper, we proposed a clever calculation called sweep (underlying bunching calculation for organizations), which identifies groups, center points, and exceptions in networks. it groups vertices in light of a primary likeness measure. the calculation is quick and productive, visiting every vertex just a single time. an observational assessment of the technique utilizing both engineered and genuine datasets shows better execution over different strategies, for example, seclusion-based calculations. information grouping is a significant area of information mining. here information of comparable sorts is placed into one group while information of different kinds is placed into various bunches. fluffy c means is a vital grouping strategy in view of fluffy rationale. additionally, we have some hard grouping methods accessible, like k-means among the famous ones. picking a specific bunching calculation is exclusively reliant upon the kind of information to be grouped and the reason for the bunching applications. a hard bunching calculation like the k-means calculation is reasonable for elite grouping errands. in certain circumstances, we can’t straightforwardly consider that information has a place with just a single group. it very well might be conceivable that a few information properties add to more than one bunch. like on account of record bunching, a specific report might be sorted into two unique classes. as one of the primary advances in cellular organizations, udns can be utilized to further develop network inclusion. the dense organization of small cells in udn areas of interest produces lopsided traffic circulation. a clever component to move the additional clients from the small cells to the macro-cells depends on a few burden-adjusting approaches executed inside the small cells, which are framed in light of the radio-over-fiber (rof) framework (salhani & liinaharja, 2018). in order to determine the optimal coverage zone and then identify the most suitable candidate client for handover between the corridors of the small cells, three approaches are proposed: the typical zone strategy, the worst zone strategy, and an integrated strategy. in order to simplify the transfer of extra clients to macro-cells, we propose the implementation of three strategies: the exchange after approach, the exchange before approach, and a functional methodology. the findings from the simulation indicate that the proposed methodologies are effective in redistributing the load among the channels, hence reducing the burden on congested small cells and transferring it to the macro-cells in a particular way. the results of the simulations indicate that the algorithm under consideration achieves a more balanced distribution of the network load compared to alternative mlb algorithms. furthermore, in a situation where the velocity of the user equipment is low, the method leads to a notable gain of 6.42 percent in the overall network throughput when compared to a non-optimized network lacking an mlb algorithm. the analytical performances were validated and the optimal cooperation number of small cells was proved by numerical and simulation results. this study proposes an academic framework pa ge 98 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 for proactive mobility management in the context of an active self-organizing network. the framework aims to enhance the traditional reactive load-balancing approach by introducing a forward-aware and proactive load-balancing strategy. the initial framework employs the bart model to forecast the temporal and regional movement patterns of users, taking into account a weekly cycle (ke et al., 2017). afterward, the framework formulates the optimization issue for mobility-load balancing based on the soft load, incorporating the predicted mobility patterns. two possible solutions have been presented to address the previously mentioned problem in mobility-load-balancing. the findings from the simulation demonstrate that the strategy provided in this study exhibits superior capabilities in optimizing network performance and facilitating intelligent mobile management within the context of future networks the task of network clustering, also known as graph partitioning, holds significant importance in the identification and exploration of underlying structures inside networks. numerous techniques aim to identify clusters by optimizing the quantity of intra-cluster edges. although these algorithms are effective in detecting and analyzing significant structures, they often struggle to accurately identify and separate two specific types of vertices that hold distinct importance within the network hub vertices that connect different clusters, and outlier vertices that have limited connections to clusters. the identification of hubs holds significant value in various domains, including viral marketing and statistics, as hubs play a pivotal role in the propagation of ideas or diseases. on the contrary, outliers exhibit minimal or negligible impact and can be identified as unusual data points within the dataset. this study introduces a novel approach named structural clustering approach for networks that aims to identify clusters, hubs, and outliers within networks. the algorithm groups vertices together by utilizing a measure of structural similarity. the technique demonstrates high speed and efficiency by traversing each vertex in a single visit. the approach was subjected to an empirical evaluation using both synthetic and actual datasets, which revealed its superior performance compared to other methods, including modularity-based algorithms. data clustering is a significant domain within the field of data mining. this work employs an unsupervised approach to cluster similar types of data together, while isolating data of dissimilar types into distinct clusters. the fuzzy c-means algorithm is a significant clustering technique that relies on fuzzy logic principles. in addition, there are several widely used hard clustering approaches, like k-means. the selection of a certain clustering technique is contingent upon the nature of the data to be clustered and the objectives of the clustering applications. the k-means technique is well-suited for exclusive clustering jobs, as it is a hard clustering algorithm. in certain scenarios, it is not possible to definitely assign data to a single cluster. there exists a potential scenario wherein certain data qualities may lead to several clusters. in the context of document clustering, it is possible for a specific document to be assigned to multiple categories simultaneously. udns, also known as ultra-dense networks, are a prominent technology within the field of fifth-generation networks. these networks have the potential to enhance network coverage. the concentrated placement of small cells within udn hotspots results in an imbalanced distribution of network traffic. one proposed method for transferring additional users from small cells to macrocells involves the utilization of various load-balancing techniques applied within the small cells. these small cells are established using the radioover-fiber system. in order to determine the optimal overlapping zone in order to identify the most suitable candidate user for handover between access points in small cells, three approaches are suggested: the common zone approach, the worst zone approach, and the mixed approach. in order to facilitate the migration of additional users to the macrocells, we propose three strategies: the three methods under consideration are a transfer-after method, a transfer-before method, and an active method. the simulation results offer confirmation of the effectiveness of the suggested techniques in achieving load balancing across access points. additionally, these approaches demonstrate the ability to selectively move the necessary load from overloaded small cells to macrocells. the usercentric virtual cell clustering technique suggested by wang et al. involves the generation of a cluster using an initial virtual cell and antennas that are both coincident and dispersed. however, the signal processing conducted within the cluster is incalculable owing to the intricate and unpredictable nature of the highly compact network topology. additionally, the clustering algorithm lacks control over the quantity of distributed antennas and users included within the cluster following the merging process. a novel cooperative approach, grounded in graph theory, was devised to construct an interference map of the access point. this algorithm leverages interference data contributed by users and incorporates considerations for large-scale fading throughout the transmission process. the clustering algorithm requires a significant amount of computational resources (ke et al., 2017). in this context, ”u” represents the user density, while ”b” denotes the density of wireless access points. the necessity of udns is not dependent upon user density, even though one alternative definition of udns is only based on cell density. deng et al. (2018) quantitatively determine the threshold density at which a network can be classified as ultra-dense, which is defined as 103 cells per square kilometer. traditionally, researchers have employed a single cell as the fundamental unit for resource management, interference management, and mobility management methodologies, scheduling operations within each individual cell. the utilization of a novel regional statistical test, denoted as p, is employed in this study. p represents the transmission power of the macro base station k. the introduction of small pa ge 99 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 cells and the subsequent determination of important location areas, followed by a database search using a greedy search algorithm, has led to the development of a novel structure known as the significant local dense area. this structure aims to propose higher-performance clustering results based on the final comprehensive search outcomes. in their study, wang et al. (2016) employed the enhanced k-means algorithm to cluster the femtobase stations. this algorithm effectively combines the smaller bss together while separating the bigger bss. the application of clustering in cloud radio access networks is currently being investigated for the purpose of productive beamforming. this approach aims to address the issue of interference by reorganizing heavily interfered clusteredge users and their associated base stations in order to mitigate interference (deng et al., 2018). materials and methods the future demand for mobile internet and online commerce will be effectively met by the implementation of fifth-generation network technology. this advanced network will not only offer uninterrupted wide-area coverage but also facilitate high-capacity, low-power connections that can support large volumes of data. additionally, a fifth-generation network will enable low latency and high accuracy, improving the overall technological landscape. udns are believed to address the capacity and coverage inside the challenges of future cellular networks. user-deployed networks are selectively implemented in areas with high user concentration, known as hotspots, to effectively enhance the reuse of frequencies and perhaps augment network capacity. traditionally, researchers have developed solutions for resource management, interference management, and mobility management that operate at the level of a single cell and arrange activities within each cell (zhang et al., 2018; bahonar & omidi, 2021). the current design justification for the resource reservation mechanism will likely lose its effectiveness in addressing the increasing need for cooperation and the decreasing size of cellular cells. the ineffectiveness of traditional interference suppression approaches can be attributed to the generalization of small cellular structures. moreover, the utilization of the traditional single-cell handover method will lead to a substantial rise in signaling overhead as a consequence of the presence of a small low-power access point within the coverage of the ultra-dense networks. this, in turn, would usually give rise to difficulties in access point switching for mobile users (ge et al., 2016). the utilization of clustering as an approach has become increasingly prominent in literary investigations on ultradense networks due to its potential to address the complex problems associated with resource allocation and network interference that have emerged as a result of the growing network density. the utilization of the clustering technique enables the conceptual simplification of network topology, reduction of complexity in the resource management scheme, and implementation of interference reduction technology and mobility management mechanism in ultra-dense networks. the term ”small cells cluster” refers to a grouping of small cells, while the clustering strategy is the fundamental approach employed to establish numerous clusters in ultra-dense networks. the improvement of an ultradense network’s performance can be greatly achieved by the utilization of cluster-based interference control algorithms, radio resource allocation algorithms, and mobility management methods in ultra-dense networks. this research proposes a strategy for grouping small cells that are adaptable in nature (xu et al., 2015). proposed approach in this section, an overview of the methodology is provided. at this step, we proceed to introduce the organization and continue the process of formalization. finally, we present and discuss our methodology for determining the problem. a. overview the udn is composed of numerous bss, and since bss use more than 80 percent of the energy used by cellular networks, load balancing is an excellent way to deal with the issue of mobile data traffic’s temporal variability. because surrounding cells will use the same spectrum band in fifth-generation systems, the current approaches that concentrate on channel borrowing from neighboring cells cannot be easily applicable to future wireless networks. this research suggests the use of small virtual cells for load balancing in extremely dense cellular networks, and the dbscan clustering method is used to assess the viability of this strategy. it’s imperative to handle the issue of load balancing in extremely dense cellular networks in order to improve the user experience and service quality, load balancing in extremely crowded cellular networks is a critical issue that must be solved. in the conventional load balancing method, users are offloaded from a busy cell to a less busy one using handover procedures. b. system model and problem formalization in this part, we addressed how to load balancing in ultradense cellular network utilizing virtual small cells. the proposed technique accompanies the advantage of further developing network inclusion and dependability in regions with unfortunate sign quality or high impedance. a clustering method that can divide users into clusters based on their locations and network usage patterns is necessary for the deployment of virtual smells for load balancing in ultra-dense cellular networks. in figure 3.1, we consider the random user model, where the user is moving in a random direction and at random speed. network execution versus base station client thickness proportion. figure 5, shows the arbitrary number of users around the base station with irregular courses and irregular speed. in figure 6, we employ the dbscan clustering pa ge 10 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 technique to cluster users and dynamically assign them to virtual small cells. users are grouped by the dbscan method, a density-based clustering technique, according to their closeness to other users and their density within the network. instead of relying on set rules or heuristics, our approach enables us to categorize users according to their real usage patterns and the network load. with the aid of a simulation model that simulates the behavior of an extremely dense cellular network, we assessed the efficiency of the suggested strategy. we are able to assess the performance of the suggested strategy under various circumstances; thanks to the simulation model, which contains a variety of traffic patterns, user mobility models, and network configurations regarding client throughput, network use, and client happiness, the simulation results show that the proposed arrangement utilizing virtual small cells and the dbscan grouping calculation can extraordinarily improve network execution. concerning client throughput, network utilization, and user joy, the reproduction results show that the recommended arrangement utilizing virtual small cells and the dbscan grouping calculation can incredibly improve network execution. figure 5: macrocell users without clustering figure 6: macrocell users with clustering in smallcell c. algorithm design for clustering algorithm-1 this algorithm approach works on the macro base stations. when the mbss cross their threshold value which is predefined for maximum user load on mbss, the users under those mbss will automatically pass be users into small cells based on the load-balancing algorithm. the algorithm merged data points that are strongly bound into a single cluster. the detection of clusters in extensive spatial datasets is achieved through the examination of the local density of data points. algorithm 1 users transferred from macrocell to smallcell 1: function dbscan(x, minpts, epsilon) 2: n = length(x ) 3: distances = pdist2(x, x ) 4: labels = ones(n, 1) · −1 5: currentlabel = 0 6: for i = 1 to n do 7: if labels(i) /= −1 then 8: end if 9: neighbors = find(distances(i, :) ≤ epsilon) 10: if length(neighbors) < minpts then 11: labels(i) = −1 12: end if 13: currentlabel = currentlabel + 1 14: labels(i) = currentlabel 15: j = 1 16: while j ≤ length(neighbors) do 17: neighbor = neighbors( j) 18: if labels(neighbor) == −1 then 19: labels(neighbor) = currentlabel 20: neighborneighbors = find(distances(neighbor, :) ≤ epsilon) 21: if length(neighborneighbors) ≥ minpts then 22: neighbors = unique([neighbors, neighborneighbors]) 23: end if 24: end if 25: j = j + 1 26: end while 27: end for 28: return labels 29: end function algorithm-2 this algorithm is based on an enhanced dbscan algorithm which is a density-based clustering algorithm. algorithm 2 dbscan cluster on smallcell users 1: n = number of data points 2: minpts = minimum number of points in a cluster 3: epsilon = radius of the neighborhood around a point 4: x = n data points in 2-dimensional space with coordinates between 0 and 500 5: distances = pairwise distance matrix of x 6: labels = array of size n with all elements set to -1 7: currentlabel = 0 8: for i = 1 to n do 9: if labels(i) /= −1 then 10: end if 11: neighbors = find(distances(i, :) ≤ epsilon) 12: if length(neighbors) < minpts then 13: labels(i) = −1 14: end if 15: currentlabel = currentlabel + 1 16: labels(i) = currentlabel 17: j = 1 18: while j ≤ length(neighbors) do 19: neighbor = neighbors( j) 20: if labels(neighbor) == −1 then 21: labels(neighbor) = currentlabel 22: neighborneighbors = find(distances(neighbor, :) ≤ epsilon) pa ge 10 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 23: if length(neighborneighbors) ≥ minpts then 24: neighbors = unique([neighbors, neighborneighbors]) 25: end if 26: end if 27: j = j + 1 28: end while 29: end for 30: colors = array of colors for plotting 31: for i = 1 tomaximum label value in labels do 32: cluster = data points with label i 33: color = colors(i mod length(colors)) 34: scatter(cluster(:, 1), cluster(:, 2), 10, color,’ f illed’) 35: end for 36: xlabel(‘x’) 37: ylabel(‘y ‘) 38: title(‘dbscanclustering’) based on the above algorithm to resolve the loadbalancing of ultra-dense cellular network utilizing virtual small cells based on the aforementioned matlab illustration. the algorithm executes the iteration process for further selection based on the prospective bss’ connectivity data. here, we balance the load on the ultradense cellular network that must be in the awake state, and algorithm 2 shows the actual bs capacity limit. all users connecting to a single bs share the bs’s bandwidth resource because the bs enables several concurrent users. when the bs’s capacity is achieved, the selection mechanism is used to limit the number of ues to which it can connect. and if there are additional users, the load is balanced by activating the small cell. this algorithm 2 creates random data in a twodimensional space with coordinates ranging from 0 to 500, calculates pairwise distances between each point, and then locates any other points that are within the point’s epsilon distance. construct a new cluster and assign points if there are fewer neighbors than the required number of points. construct a new cluster and assign points if there are fewer neighbors than the required number of points. add the neighbor to the current cluster if it hasn’t already been, and then look for all the neighbor’s neighbors within the epsilon distance. add neighbors to the neighbors list if the number of neighbors is greater than or equal to the minimum points. the architecture of ultra-dense cellular networks basically consists of a high number of small cells that are overlaid on existing macro cells. this increases the density of available base stations relative to the serviced area and the number of users. small cells include picocells, femtocells, and microcells, which have a relatively small coverage area compared to macro cells. key components of udn architecture include 1. macro base stations (mbss): these are the traditional, larger base stations that have been used in mobile networks. they provide wide area coverage and are typically located in places like rooftops or towers. 2. small base stations (sbss): these are smaller base stations that have a shorter coverage area. they can be deployed in places like lampposts, buildings, or other urban structures. 3. backhaul connections: these connections link the base stations with the core network. they can be wired or wireless. 4. user equipment (ue): these are the devices used by the end users to access the network. they connect to the base station that provides the best signal. 5. core network: this part of the network handles user authentication, mobility management, session management, and other essential tasks. 6. cloud ran (c-ran): in some udns, baseband processing tasks are offloaded to a centralized, cloudbased platform, reducing the complexity and power consumption of the base stations. 7. the integration of software defined networking (sdn) and network function virtualization (nfv): in addition, the integration of these technologies into udns has the potential to enhance flexibility, efficiency, and scalability. the key idea behind ultra-dense networks is that by bringing base stations closer to users, a network can provide better coverage, lower latency, and higher data rates. however, these networks also face significant challenges, including interference management, backhaul congestion, and energy efficiency. results and discussion our simulation findings reveal that, in terms of community usage, our counseled load-balancing approach plays better than both conventional strategies and proportional honesty. researchers and network operators can decide whether the proposed load-balancing strategy is sensible and suitable for use in practical packages through the use of the simulation outcomes, which provide an independent and quantitative evaluation of the method’s performance. the simulation’s outcomes might show how the counseled load balancing technique functions in a situation with one macro mobile. the outcomes might display how nicely the approach distributes the burden among network nodes and clusters and how happy the customers are with their connections. the key boundaries used in the reenactment are recorded in table 1. figure 7, depicts the clustering of 100 users using the dbscan algorithm. figure 8, depicts a graphical representation of the cluster. the color blue in the picture represents a macro cell, whereas the orange color represents a small cell. the figure shows 100 clients in the macro cell and no clients in the small cell. the quantity of clients in the macro cell is 85 while grouped utilizing the dbscan strategy, while the quantity of clients in the small cell is 15, and one of the small cell’s clients worked as a cluster head. this cluster head functions as a single small cell. 200 clients have been clustered through dbscan calculation in figure 9. figure 10, shows the consequences of the cluster graphically through a bar outline. in figure 10, the blue color is the macro cell and the orange color is the small cell user. the figure shows 200 user macro cells before applying the dbscan algorithm cluster and zero user is shown in the small cell. pa ge 10 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 when clustered by the dbscan algorithm, the quantity of clients in the macro cell is 71. in this way, through dbscan algorithm, the load of the user of the macro cell is clustered with that of the small cell. 500 users have been clustered through dbscan algorithm in figure 11. in figure 12, the result of the cluster is presented graphically. in the figure, macro-cell clients are displayed in blue color, and small-cell clients are demonstrated in orange color. prior to applying dbscan calculation in the figure, the number of clients was 500 in the macro cell and zero in the small cell. when grouped by the dbscan calculation, the quantity of clients in a macro cell is 285 and the quantity of clients in a small cell is 215. this is the means by which the macro cell load is adjusted. through dbscan calculation, we can decrease the heap of macro cells quicker than expected and with less expense. also, the most ideal way to decrease this heap is the technique table 1: dbscan algorithm parameters parameter value number of users n = 100, 200 , 500 threshold v = 50 number of users in cluster s minimum number of points in a cluster minpts radius of the neighborhood around a point epsilon transferred into small cell (load) n s>v not transferred into small cell n s<v figure 7: using dbscan algorithm cluster for 100 users figure 8: comparison load balancing for 100 users we use. through dbscan algorithm, we can easily reduce the load of macro cells. our method outperforms all other methods that we have shown graphically. pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 figure 10: comparison load balancing for 200 users figure 11: using dbscan algorithm cluster for 500 users figure 9: using dbscan algorithm cluster for 200 users pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 discussion the cellular network is anticipated to offer several advantages over prior generations of cellular communication systems, including higher information rates, lower latency, more noteworthy phantom productivity, and better connectivity. these capabilities are anticipated to be essential for the deployment of new services and applications. technological advancements such as the internet of things and augmented reality require high-speed, low-latency, and reliable connectivity. however, the deployment of networks poses significant challenges, particularly in terms of handling the high traffic loads that are expected to arise due to the increasing number of connected devices. one solution to address the challenges of network deployment is to use virtual small cells to augment the network’s capacity. virtual small cells are a sort of programming characterized by organizing innovation that empowers administrators to progressively make virtual cells that can be utilized to offload traffic from congested cells, further developing organization execution and dependability. in this paper, we propose the utilization of virtual small cells for load adjustment in ultra-dense cellular networks and assess the adequacy of this approach utilizing the dbscan bunching calculation. the issue of load balancing in ultra-dense cellular networks is of major significance and requires attention in order to enhance user experience and service quality. the conventional methodology for load balancing involves using handover techniques to offload users from a congested cell to a less congested one. however, this approach has several limitations, including the need for complex signaling mechanisms and the potential for increased interference between cells. in contrast, virtual small cells offer a more efficient and flexible approach to load balancing that can be adapted to changing traffic patterns and user demands. virtual small cells can be created dynamically based on network load and user demand. this approach allows operators to allocate network resources more efficiently and optimize the use of the available spectrum. moreover, virtual small cells can be used to improve coverage in areas with poor signal quality, such as indoor environments or urban canyons, where traditional cells may not be effective. in addition, virtual small cells can be used to provide targeted coverage and capacity for specific applications or user groups, such as iot devices or emergency services. the utilization of virtual small cells for load adjustment in ultra-dense cellular networks requires a bunching calculation that can bunch clients into groups in view of their area. in this paper, we utilize the dbscan clustering algorithm to bunch clients into groups and dispense them to virtual small cells progressively. the algorithm known as dbscan is a clustering technique based on density that groups clients in view of their closeness to different clients and their density inside the organization. this approach allows us to group users based on their actual usage patterns and the network load, rather than relying on predefined rules or heuristics. we assessed the viability of the proposed approach utilizing a small cell formation-based model that copies the way an ultra-dense network works. the model incorporates client versatility models and organizational arrangements, and it permits us to assess the presentation of the proposed approach under various circumstances. the results show that the suggested method, which uses virtual small cells and the dbscan clustering algorithm, can really improve network performance in terms of client throughput, network usage, and customer satisfaction. one of the critical benefits of the proposed approach is its capacity to adjust progressively to changing traffic examples and client requests. virtual small cells can be created or removed based on the network load and user demand, ensuring that network resources are allocated efficiently and effectively. this approach also allows operators to optimize the use of the available spectrum and improve network capacity without the need for additional hardware or infrastructure. an additional advantage of the proposed strategy is found in its capacity to further develop network inclusion and figure 12: comparison load balancing for 500 users pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 93-105, 2025 dependability in regions with unfortunate sign quality or high obstruction. virtual small cells can be used to provide targeted coverage and capacity for specific applications or user groups, such as iot devices or emergency services. conclusions virtual small cells are one of the best solutions for the conventional cellular network architecture to support the increasing number of connected cellular networks and their data demand. for load balancing, a selforganizing network is the best approach. because son is a dynamically inherited network that has the ability to incessantly monitor the network traffic, find out the high demand, and congestion area, and likewise son distributes the load accordingly. wireless sensor networks (wsns) are made out of countless cheap power-compelled remote sensor hubs, which recognize and screen actual boundaries around them through self-association. using grouping calculations to frame various leveled network geography is a typical strategy for executing network. a heap-adjusted grouping calculation for wsns is the premise of their distance and density circulation, making it basically not the same as the past density circulation algorithm. our proposed approach shows that the new small cell formation-based load balancing can fabricate a more balanced grouping design and improve the organization’s life cycle. it makes a promising approach to tackling the challenges of increasing data demands. by brilliantly circulating traffic loads through the powerful distribution of virtual cells, this system offers upgraded network execution, decreased blockage, and further developed client encounters. as we continue to witness the exponential growth of mobile data, the utilization of virtual small-cell formation techniques could play a pivotal role in shaping the future of cellular networks, ensuring seamless connectivity and efficient resource utilization for all users. as the demand for data continues to surge, adopting such innovative techniques holds the key to establishing robust and efficient cellular networks capable of meeting the needs of an increasingly connected world. references addali, k. m., melhem, s. y. b., khamayseh, y., zhang, z., & kadoch, m. 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(2018). load balancing for 5g ultra-dense networks using device-to-device communications. ieee transactions on wireless communications, 17(6), 4039–4050. pa ge 1 pa ge 38 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of organizational commitment on the relationship between job stress and employee engagement cristalyn a. reponte1*, rey g. doble1 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4442 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 08, 2025 accepted: february 18, 2025 published: april 24, 2025 this study examined the mediating effect of organizational commitment on the relationship between job stress and employee engagement among public-school teachers in the division of davao del sur. utilizing a descriptive-correlational research design, data were collected from teacher-respondents through validated instruments. the findings revealed very high levels of job stress, organizational commitment, and employee engagement among respondents. however, no significant relationships were found between job stress and employee engagement, job stress and organizational commitment, and organizational commitment and employee engagement. additionally, organizational commitment showed no mediating effect on the relationship between job stress and employee engagement. these results suggest the need for further exploration of teacher well-being and its impact on organizational outcomes. the study contributes to the understanding of teacher dynamics in public schools and underscores the importance of theoretical frameworks like the conservation of resources (cor) theory to provide insights into these complex relationships. keywords employee engagement, job stress, mediating effect, organizational commitment, philippines introduction employee engagement is a significant challenge globally, particularly in educational settings. it displays workers’ mental and emotional bond with their jobs and company. low levels of engagement are a persistent issue that negatively impacts job satisfaction, employee wellbeing, and overall performance. disengaged employees often experience decreased motivation, burnout, and diminished productivity, leading to higher turnover rates and a decline in organizational effectiveness. research from 2019 onwards has contributed valuable insights into the complexity of this issue, emphasizing the need for ongoing exploration and practical interventions to address disengagement and enhance overall workplace dynamics (gibbon & lorenz, 2023; sudibjo & riantini, 2022; zhang et al., 2021). moreover, employee performance, dedication, competitive advantage, and other organizational outputs are all significantly influenced by engagement (rameshkumar, 2019). according to adekoya (2019), employee engagement is a factor that contributes favorably to employee productivity, which in turn contributes positively to organizational performance. work-life integration policies are an important component of a successful employee engagement strategy, and improved organizational effectiveness is a natural consequence of implementing such policies. work-life balance policies that are forward-thinking and accommodating can help employees be more productive, dedicated, and committed. this, in turn, leads to improved employee engagement, which, in the long run, is beneficial to the firm in terms of its overall efficiency (yadav et al., 2022). in addition, research findings have shown a correlation between job stress and employee engagement, indicating that stressed workers exhibit lower work engagement (miranda et al., 2020). in conclusion, because job stress results in poor performance and low employee engagement, it significantly impacts employees’ involvement in organizational activities. (ayebare, 2021). improved working conditions are strongly associated with reduced job stress and higher employee engagement, while increased job stress is moderately linked to lower employee engagement (namato, 2022). in contrast, job stress has significantly affected organizational commitment (lee et al., 2022). specifically, it negatively impacts organizational commitment through role-related and interpersonal issues but positively influences it through supportive organizational structures and compensation systems. supporting this, saadeh and suifan (2020) revealed a serious adverse consequence of work-related stress on organizational commitment. similarly, gede et al. (2023) reported that job stress has a negative and significant effect on organizational commitment, with a correlation value of -0.199 and a significance level of 0.004 (p < 0.05). research findings consistently highlight the strong connection between employee engagement and organizational commitment. for instance, studies by narmatha and amutha (2023) confirm a significant positive relationship. similarly, rameshkumar (2019) underscores that employee engagement is closely linked to emotional and moral commitment, while its influence on practical continuance commitment remains negligible. furthermore, as demonstrated by tarmizi and anggian 1 department of education, division of davao del sur, philippines * corresponding author’s e-mail: cristalyn.reponte@deped.gov.ph pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 (2022), organizational commitment and engagement significantly enhance employee performance, emphasizing their critical role in driving organizational success. on the other hand, a significant research gap in this study is the lack of focus on public school teachers in davao del sur, a unique demographic group within the educational sector. while studies like wang et al. (2020) highlight the crucial role of organizational commitment in enhancing employee engagement, these insights are often drawn from non-educational or generalized settings, failing to capture the nuanced experiences of teachers. similarly, balbes and quines (2022) emphasize the link between teacher well-being, job satisfaction, and student outcomes. however, there is a scarcity of research exploring these dynamics within public education in davao del sur. this study is urgent and necessary as it addresses these unexamined interactions, providing localized insights to improve teacher well-being and engagement, which are directly tied to better student outcomes. by focusing on this region, the research fills a critical void and offers tailored strategies to address the specific challenges teachers face in this locale. research objectives the main goal of the research is to find out the mediating effect of organization on the relationship between job stress and employee engagement among public elementary school teachers in the department of education, division of davao del sur. the investigation responded to the following objectives: to measure the level of job stress in terms of: 1. conflict at work, 2. employment opportunities, 3. general health, 4. how you feel about yourself, 5. general job information, 6. job requirements, and 7. mental demands. to measure the level of employee engagement in terms of: 1. intellectual engagement, 2. social engagement, and 3. affective engagement. to measure the level of organizational commitment among public school elementary teachers. to measure the significant relationship between: 1. job stress and employee engagement, 2. job stress and organizational commitment, and 3. organizational commitment and employee engagement. to find out the mediating effect of organizational commitment on the relationship between job stress and employee engagement. literature review this section presents topics based on themes. it includes studies from books, journals, articles, and other trusted sources taken from academic papers and research. these references are used to explain each part of the study in more detail. using these sources helps provide a clearer understanding and more information about the topic being studied. job stress job stress is a multifaceted construct encompassing various dimensions that significantly influence employees’ well-being and organizational outcomes. conflict at work, for instance, is a key dimension that arises from strained interpersonal relationships or disputes over roles and responsibilities, leading to emotional exhaustion and decreased morale (abdelmoteleb, 2019). additionally, employment opportunities, or the perceived availability of better career options, influence job stress levels, particularly when employees feel trapped in roles with limited growth or mobility (wang et al., 2020). these stressors underscore the importance of fostering supportive workplace environments to mitigate conflict and enhance perceptions of career progression. on the other hand, general health and self-perception are also crucial indicators of job stress. stress directly impacts employees’ physical health, manifesting as fatigue, sleep disturbances, and chronic illnesses, diminishing productivity and overall quality of life (queirós et al., 2020). meanwhile, self-perception, or how employees evaluate their competence and value within the organization, can be negatively affected by excessive workloads or inadequate feedback, further heightening stress levels (graca et al., 2020). addressing these factors involves implementing wellness programs and offering constructive feedback to boost employee confidence and resilience. lastly, job requirements and mental demands represent significant sources of job stress, particularly in roles characterized by high workloads and cognitive strain. excessive job demands, such as unrealistic deadlines and multitasking, lead to burnout and inefficacy (wang et al., 2020). mental demands requiring sustained attention and problem-solving also contribute to mental fatigue, reducing overall performance and engagement (yang et al., 2021). these pressures affect individual productivity and hinder team dynamics and overall organizational effectiveness. therefore, prioritizing strategies like workload redistribution, flexible work policies, and mental health programs is essential to fostering a resilient and productive workforce. employee engagement employee engagement is pivotal in driving individual performance and organizational success. it pertains to the degree of passion, dedication, and emotional connection an individual demonstrates toward their job. engaged employees exceed expectations, contributing more effectively to their organization’s goals. as a result, this heightened engagement leads to improved job performance, greater job satisfaction, and more substantial organizational commitment, as employees pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 feel more connected to their roles and the organization’s broader mission (byrne, 2022). when employees are engaged, their enthusiasm and dedication translate into higher productivity and better overall outcomes for the organization. in addition, intellectual engagement refers to employees’ mental absorption, curiosity, and critical thinking in their work. highly engaged employees innovate and solve problems, improving processes and task completion. this engagement fosters a sense of purpose and accomplishment, motivating continuous learning and adaptability. in today’s evolving work environment, intellectual engagement enhances individual performance and strengthens organizational growth and innovation (nwachukwu & osa-izeko, 2022). furthermore, social engagement is a vital dimension that emphasizes employees’ emotional connection to colleagues and the organizational culture. employees with strong social engagement align with company values and collaborate effectively with peers. this strong connection greatly improves relationships and builds a supportive environment that further drives organizational success. affective engagement reflects employees’ emotional investment in their roles through positive energy and commitment, linking to higher job satisfaction, reduced absenteeism, and improved retention. these three dimensions collectively drive innovation, enhance resilience, and ensure long-term organizational success. together, intellectual, social, and affective engagement enhance employee behavior and performance, ultimately benefiting both individuals and organizations (luo et al., 2020; valenzuela-peñuñuri et al., 2024). organizational commitment organizational commitment is a crucial factor influencing employees’ behavior, loyalty, and overall performance. it encompasses several dimensions, including normative commitment, affective commitment, and continuance commitment. normative commitment refers to employees’ perceived obligation to remain with their organization, often rooted in values, moral duty, or a sense of responsibility. high normative commitment workers think sticking with the company is important; it is the “right thing to do,” guided by their ethical principles and loyalty toward their employer. this form of commitment ensures that employees stay not only because of external factors but also due to internalized values aligned with organizational goals (dahmardeh & nastiezaie, 2019; khosravani et al., 2020; bashir & gani, 2020; mustafa et al., 2020). furher, affective commitment is driven by emotional attachment, influencing employees’ decision to stay with their organization. it stems from a genuine connection to the workplace, aligning personal values with company goals. employees with strong affective commitment show high enthusiasm, engagement, and willingness to contribute beyond their duties. this emotional bond fosters collaboration, strengthens teamwork, and enhances workplace cohesion. committed employees align their goals with organizational objectives, leading to better performance and dedication. organizations can cultivate affective commitment through inclusion, trust, and mutual respect (dahmardeh & nastiezaie, 2019; pergamino & yuayan, 2021). continuance commitment arises from the perceived costs of leaving an organization, including financial loss and job uncertainty. employees with high continuance commitment stay not out of loyalty but due to the risks of leaving. this commitment keeps employees in their roles even when unsatisfied, ensuring workforce stability and reducing turnover. while it does not stem from passion, it helps maintain operational consistency. organizations should address its underlying factors to create a more supportive and fulfilling work environment (menes & haguisan iii, 2020; oberes & tan, 2022; putra et al., 2019). materials and methods the study delved into 2,660 public school elementary teachers sourced from deped region xi, department of education, division of davao del sur. these educators, from teacher 1 to master teachers, are pivotal educational figures entrusted with shaping young minds and delivering quality learning experiences. utilizing the raosoft calculator, a sample size of 336 respondents was determined, ensuring adequate representation. employing the stratified random sampling technique by simkus (2022), the study achieved proportional representation across districts or strata. this meticulous approach facilitated a comprehensive examination of job stress, employee engagement, and organizational commitment among elementary school teachers, contributing to a robust and diverse dataset for analysis. moreover, the inclusion criteria for respondents involved those permanent elementary school teachers within the specified division. in contrast, exclusion criteria may have encompassed teachers on leave or those not directly engaged in teaching roles outside the division of davao del sur. the study locale, davao del sur, was chosen due to its relevance to the study’s focus on employee engagement among teachers. with its diverse educational landscape and varying socio-cultural contexts, davao del sur presents an ideal setting to explore the mediating effect of organizational commitment on the relationship between job stress and employee engagement within the elementary school teaching community. its geographic description, encompassing both urban and rural areas, offers a rich tapestry of educational environments, justifying its selection as a representative locale for the study’s focus on employee engagement among teachers in public elementary schools. in addition, a modified survey questionnaire is employed as an instrument in the study. it has three sections: job stress as the independent variable, employee engagement as the dependent variable, and organizational commitment as the mediating variable. the first section is a revised pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 version of the employee engagement questionnaire in terms of intellectual engagement, social engagement, and affective engagement taken from the isa engagement scale of soane et al. (2012); the second section is a modified questionnaire on job stress by niosh generic with indicators such as conflict at work, employment opportunities, general health, general job information, how do you feel about yourself, job requirements, and mental demands; and the third section is the modified questionnaire of organizational commitment with indicators such as normative commitment, affective commitment, and continuance commitment taken from organizational commitment questionnaire of mowaday et al. (1979). additionally, the survey questionnaires used a 5-point likert scale for respondents to assess their agreement with statements regarding employee engagement, job stress, and organizational commitment. to interpret the responses, the following criteria were employed: mean values ranging from 4.20 to 5.00 indicated a very high level, suggesting consistent observations; means between 3.40 and 4.19 denoted a high level, signifying frequent observations; means falling within 2.40 and 3.39 signified a moderate level, suggesting occasional observations; while means ranging from 1.80 to 2.39 suggested a low level, indicating rare observations. lastly, means between 1.00 and 1.79 indicated a very low level, signifying no observations. moreover, the scoring of actual questionnaires was answered with a score of 5, meaning strongly agree; 4, indicating agree; 3, denoting oftentimes; 2, representing disagree; and 1, indicating strongly disagree. following the rigorous validation by experts in the field, with a mean score of 4.27 interpreted as very good, the questionnaire underwent testing with a sample size of 40 respondents. job stress received a cronbach alpha of .91, interpreted as excellent, while employee engagement and organizational commitment received cronbach alpha results of .90 and .90, respectively, which were also interpreted as excellent. this pivotal phase involved a pilot study, commonly considered a feasibility study, designed as a small-scale preliminary assessment that preceded the primary research endeavor. the primary goal of this pilot study, as outlined by simkus (2022), lay in scrutinizing the research design’s feasibility and refining its structure. this initial exploration ensured the questionnaire aligned seamlessly with the study’s objectives, allowing for necessary adjustments or improvements. by conducting this preliminary investigation, the research team could validate the questionnaire’s efficacy, addressing any potential shortcomings or ambiguities before initiating the comprehensive research, thereby fortifying the study’s foundation and enhancing its credibility. furthermore, a quantitative-correlational nonexperimental design was used in this study. specifically, the pearson r correlation coefficient was used to examine the connections between job stress and employee engagement, job stress and organizational commitment, and employee engagement. the degree of association between two or more variables was assessed and adjusted using a descriptive, non-experimental correlational methodology. the measure of the correlation coefficient (r or r) provided information on the closeness of these variables (senthilnathan, 2019). moreover, the significance level had to be more than .05 for ho and ha to be approved. indeed, hypothesis testing determined whether the relationships were likely strong or weak (creswell, 2012). henceforth, the author also noted that three different regression analyses were conducted: x was used as the predictor variable of m; m was used as the predictor variable of y; and x acted as a predictor variable of y. thus, x and m were predictors of y in a mediating study. moreover, an independent and dependent variable was paired with a third hypothetical variable, a mediator variable. this variable was also called mediating, intermediary, or intervening (hayes, 2009). thus, the study’s issues were handled in several different ways. the theoretical foundations of job stress, employee engagement, and organizational commitment were utilized in this study. thus, the three factors were investigated through mediation testing. specifically, it examined how well the predictor and mediator variables worked together and how well the mediator variables worked with the standards-based. the idea behind a basic mediation model was that the relationship between a predictor factor and a result could be broken down into its parts, each of which might be described by the influence of a different third factor. after considering the mediator’s impact, the causal link between the explanatory variable and the result was no longer statistically significant, indicating that the relationship was fully mediated. to what extent the mediator took into account but not all of the relationships between the independent and dependent factors was discussed as partial mediation. the extent to which an event was mediated was known as the indirect effect (baron & kenny, 1986). in the same manner, mediation testing offers a detailed examination of how different variables interact within research frameworks. it allows researchers to understand how predictor variables and mediator variables work together and how they collectively influence outcomes. the process involves breaking down the relationship between a predictor factor and a result into distinct parts influenced by different third factors. when considering the mediator’s impact, it becomes possible to ascertain whether the connection between the explanatory variable and the result is fully mediated, indicating that the mediator explains the entire relationship. alternatively, partial mediation is known as partial mediation when the mediator considers some but not all of the relationships between independent and dependent factors. calculating indirect effects helps quantify the extent to which the mediator influences the overall relationship dynamics, providing researchers with a comprehensive approach to understanding causal pathways and improving their analyses. pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 corollary to this, the following statistical procedures were used to provide supplementary detailed examination and evaluation of the data: mean was operated to describe the level of the three variables used in this mediating study. besides, the pearson r. correlation coefficient was run to find a substantial relationship between job stress and employee engagement, job stress and organizational commitment, and organizational commitment and employee engagement. however, path analysis was utilized to prove that organizational commitment moderated the connection between job stress and employee engagement and to support the results further. decomposing a total or zero-order correlation between two variables into one direct effect and one or more indirect effects is possible statistically through path analysis (wooldredge, 2021). in june 2023, the data gathering process started with formal requests sent to education authorities in davao del sur, seeking approval. after receiving the endorsement, consent letters and surveys were delivered to school heads, ensuring clarity and voluntary participation. faceto-face questionnaire distribution followed, allowing direct interaction with teachers. upon completion, meticulous questionnaires were scrutinized for accuracy before entering data into excel and maintaining detailed records. systematic tabulation and validation checks were then carried out to ensure organization and integrity before potential analysis, reflecting a thorough and ethical approach from permissions to data management. upon obtaining approval, the researcher duplicated the survey questionnaires to distribute to the chosen respondents. once distributed, the retrieval process was expected to take about one week. subsequently, the collected data were tabulated and imported into spss, applying amos for data analysis and interpretation. the use of survey questionnaires aligned with the survey research design, a non-experimental study design in which participants fill out a survey or questionnaire to describe a person or group. the application of amos for data analysis and interpretation reflected advanced statistical methods. amos is commonly used for structural equation modeling, which is suitable for analyzing complex relationships between variables, such as those in a mediating study. moreover, this study received compliance and approval from the university of mindanao ethics research committee (umerc) under protocol identifier: umerc-2023-147. the umerc guidelines served as a guiding framework, ensuring strict adherence to ethical considerations and alignment with established standards. central to this process was securing informed consent, respecting participants’ autonomy, and guaranteeing that they fully understood and voluntarily agreed to participate. privacy and confidentiality were prioritized, acknowledging the sensitivity of the data collected. participation remained entirely voluntary and free from any form of coercion. all procedures were executed with care. additionally, umerc’s directives comprehensively address plagiarism, conflicts of interest, and the proper acquisition of research permissions. the framework ensures that participants benefit from their involvement, reinforcing ethical research practices and promoting a culture of trust. it also manages technological concerns, such as robust data security measures, to protect sensitive information throughout the study. proper authorship is credited, with the research adviser appropriately recognized as a secondary author. moreover, the guidelines emphasize fairness, transparency, and accountability in all research activities. by upholding these ethical standards, umerc fosters responsible research conduct, ensuring credibility, integrity, and the overall quality of academic contributions. results and discussion the information gathered from the respondents on job stress, employee engagement, and organizational commitment is provided, examined, and interpreted in this part by the previously mentioned study goals. the order of discussions on the mentioned topic is as follows: level of job stress; level of employee engagement; level of organizational commitment; correlations between job stress and employee engagement; correlations between job stress and organizational commitment; correlation between organizational commitment and employee engagement; and on the mediating effect of organizational commitment on the relationship between job stress and employee engagement. job stress table 1 displays the level of job stress among participants, as measured by various indicators. the investigation found that the overall level of job stress was very high, with a mean score of 4.67 (sd= .08), indicating minimal variability in responses across participants. among the specific indicators, job requirements received the highest mean score of 4.74 (sd = .09), highlighting that employees perceive their work tasks as excessively demanding. in contrast, conflict at work had the lowest mean score of 4.58 (sd = .12), suggesting that while interpersonal issues were present, they were less impactful than other stress factors. the relatively low standard deviations for all indicators (ranging from 08 to .25) suggest a consistent agreement among participants regarding the high-stress levels they experience. these findings reject the null hypothesis, which posits no significant level of job stress among participants. table 1: summary table on the level of job stress indicators sd mean descriptive level conflict at work 0.12 4.58 very high employment opportunities 0.25 4.63 very high pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 given these findings, organizations must prioritize interventions addressing job stress through strategies like workload management and employee support programs. high scores for job requirements highlight the need to set realistic expectations and ensure fair task distribution to prevent burnout and improve satisfaction. though slightly less significant, addressing workplace conflict requires fostering communication and implementing conflict resolution mechanisms. open dialogue and training can reduce tensions and create a harmonious work environment. these actions alleviate stressors and enhance long-term well-being, allowing employees to focus on tasks and boosting overall performance and productivity. furthermore, these results align with the research of wang et al. (2020), which emphasized the significant impact of job stress on mental health and job satisfaction. specifically, their findings demonstrated that high stress disrupts the reciprocal obligations in employee-employer relationships, diminishing engagement and satisfaction. the current study corroborates these insights in this context, reinforcing that addressing workplace stress is essential for cultivating a more supportive and productive work environment. by linking the descriptive findings to empirical evidence, this discussion highlights the universal and pressing nature of workplace stress management (agyapong et al., 2022; arbia et al., 2023; catana, 2019; ehsan & ali, 2019; greenier et al., 2021; räsänen et al.,2020; ravesteijn et al.,2018; trigueros et al., 2020; viertiö et al., 2021; yunarti et al., 2020). employee engagement table 2 shows the level of employee engagement among public elementary school employees in davao del sur. the study found that the overall level of employee engagement was very high, with an average mean of 4.68 (sd= .18), indicating moderate consistency in participants’ responses. among the specific indicators, affective engagement recorded the highest mean of 4.71 (sd = .27), reflecting employees’ strong emotional connection to their roles. while still very high, social engagement had the lowest mean of 4.62 (sd = .36), showing slightly more significant variability in interpersonal interactions. based on these findings, the null hypothesis, which posits no significant level of employee engagement among participants, is rejected. notably, the high levels of employee engagement suggest that employees are highly motivated and connected to their work environment. the highest mean productivity and organizational loyalty. meanwhile, the relatively lower score in social engagement, while still high, suggests that there may be opportunities to strengthen teamwork and collaborative efforts through strategic initiatives like enhanced communication frameworks or structured team activities. general health 0.10 4.67 very high how do you feel about yourself 0.08 4.71 very high general job information 0.09 4.68 very high job requirements 0.09 4.74 very high mental demands 0.11 4.71 very high overall 0.08 4.67 very high table 2: summary table on level of employee engagement indicators sd mean descriptive level intellectual engagement 0.26 4.69 very high social engagement 0.36 4.62 very high affective engagement 0.27 4.71 very high overall 0.18 4.68 very high thus, these research outcomes align with the discoveries of rai et al. (2020), who emphasized the critical role of affective engagement in boosting overall performance and employee retention. their study revealed that emotional and cognitive engagements strongly predict workplace success. the current findings align with this perspective, reinforcing the importance of fostering emotional and social dimensions of employee engagement to sustain high levels of organizational performance (daqar & smoudy, 2019; gapor & doctor, 2020; khusanova et al., 2021). organizational commitment the organizational commitment of public elementary school teachers in the davao del sur division is displayed in table 3. the results of the inquiry exposed that the overall level of organizational commitment among participants was very high, with an average score of 4.61 (sd= .07), indicating a high level of agreement among participants’ responses. among the specific indicators, normative commitment achieved the highest mean of 4.64 (sd = .13), reflecting employees’ strong sense of obligation and loyalty toward their organization. conversely, continuance commitment registered the lowest mean of 4.59 (sd = .13), suggesting that while employees recognize the costs of leaving their roles, this factor is slightly less significant than their sense of duty pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 and emotional attachment. these findings led to the decision to reject the null hypothesis, which posited no significant level of organizational commitment among participants. moreover, these results underscore the employees’ profound sense of belonging and responsibility to their organization. the high score in normative commitment suggests that organizational culture fosters a strong ethical and moral alignment among employees, reinforcing their dedication. meanwhile, the slightly lower score in continuance commitment could imply that while employees recognize the practical reasons to remain with their organization, their engagement is driven more by intrinsic values and emotional ties. these findings align with recent studies, such as those by sollano and quines (2022), which emphasize the multidimensional nature of organizational commitment. their research highlights that normative commitment, often driven by ethical considerations and cultural influences, predicts long-term employee retention and satisfaction. the current study’s results provide empirical support for this framework, illustrating how fostering normative and affective commitment can lead to a robust and motivated workforce. correlations between job stress and employee engagement the overall correlation between job stress and employee engagement was weak and non-significant, with an r-value of .08, as shown in table 4. among the indicators, employment opportunities had the highest positive correlation with overall employee engagement at .12, followed by conflict at work at .10, indicating weak but statistically significant relationships. general job information showed a weaker positive association with an r-value of .07. job requirements and mental demands displayed negligible correlations, both at .02. on the other hand, general health and how individuals feel about themselves demonstrated weak negative relationships, with r values of -.03 and -.01, respectively. these findings led to the decision not to reject the null hypothesis, as the relationships between job stress indicators and employee engagement were not consistently strong or significant. given these findings, the results imply that high job stress, mainly stemming from demanding workloads and stringent job requirements, significantly reduces employees’ energy, dedication, and focus on their tasks. conversely, while impactful, interpersonal conflicts appear to exert a less pronounced effect on overall engagement table 3: summary table on level of organizational commitment indicators sd mean descriptive level affective commitment 0.15 4.60 very high continuance commitment 0.13 4.59 very high normative commitment 0.13 4.64 very high overall 0.07 4.61 very high table 4: significance on the relationship between job stress and employee engagement job stress employee engagement intellectual engagement social engagement affective engagement overall conflict at work .067*(.167) .032*(.510) .087*(.070) .096* (.046) employment opportunities .038*(.433) .062*(.195) .114*(.017) .116* (.016) general health -.028*(.566) -.079*(.099) .070*(.145) -.032* (.505) how do you feel about yourself .029* (.554) -.006*(.895) -.043*(.367) -.011* (.819) general job information -.006*(.902) .044*(.364) .097* (.044) .074* (.124) job requirements .065*(.178) -.046*(.338) -.021* (.658) -.010* (.831) mental demands .040*(.408) .001*(.986) -.002* (.971) .019* (.695) overall .049*(.314) .019*(.695) .094* (.051) .082* (.088) *significant at 0.05 significance level than structural stressors. these findings underscore the critical need for organizations to implement stress management strategies, such asworkload adjustments and employee support programs, to enhance workforce morale and productivity. moreover, the findings align with the conservation of resources theory, which explains that resource depletion caused by stress undermines an individual’s capacity for engagement. empirical studies, such as bakker and demerouti (2020), also support these results by highlighting the detrimental impact of stressors on key engagement dimensions. furthermore, johnson et al. (2021) suggested that while minimal stress can motivate, the high-stress levels observed in this study overwhelmingly reduce engagement. these findings affirm the broader theoretical framework, emphasizing that managing job stress fosters employee engagement and well-being. pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 correlations between job stress and organizational commitment table 5 illustrates the relationship between job stress and organizational commitment across various indicators. the overall correlation between job stress and organizational commitment was weak and non-significant, with an r-value of .01. among the indicators, general health showed the highest positive correlation with affective commitment at .10, which was statistically significant, indicating that better general health could slightly enhance employees’ emotional attachment to the organization. conflict at work followed with an r-value of .03 for normative commitment, suggesting a minimal but non-significant relationship. employment opportunities had a weak positive correlation of .03 with normative commitment. in contrast, general job information had an r-value of .01. mental demands had an r-value of -.08. lastly, job requirements showed a negligible r-value of -.01 for overall organizational commitment. they exhibited similarly weak and non-significant correlations across commitment dimensions. based on these findings, job stress and organizational commitment do not significantly correlate, according to the null hypothesis, which is not rejected, as the relationships were predominantly weak and non-significant. building on this, the findings highlight critical implications for organizational management. the significant negative correlation underscores that elevated job stress erodes employees’ loyalty and emotional connection, particularly when workloads become overwhelming. conversely, the weaker correlation with continuance commitment suggests that stressors like conflicts do not strongly influence decisions driven by financial or logistical considerations. this dynamic implies that reducing job stress, especially by managing workloads and fostering healthy interpersonal relationships, could enhance employees’ emotional ties and overall commitment to their organization. furthermore, these findings align with established theories and empirical research. for instance, the job demandsresources (jd-r) theory emphasizes how high job demands deplete employees’ resources, reducing their capacity to remain engaged and committed (allen & meyer, 1996). empirical studies by bakker et al. (2020) corroborate this, showing that excessive stress undermines affective commitment, a key driver of employee loyalty. by addressing stress-inducing factors, organizations can foster a supportive environment that mitigates stress and strengthens organizational commitment, promoting a more resilient and dedicated workforce (wang et al., 2020). table 5: significance on the relationship between job stress and organizational commitment job stress organizational commitment affective commitment continuance commitment normative commitment overall conflict at work .018*(.710) .002*(.973) .031*(.520) .030*(.530) employment opportunities .009*(.852) .010*(.831) .027*(.576) .027*(.573) general health .103*(.033) .036*(.461) -.048*(.315) .063*(.191) how do you feel about yourself .028* (.557) .022*(.647) -.071*(.140) -.013*(.790) general job information -.013*(.793) .001*(.979) .040*(.404) .015*(.753) job requirements .016*(.741) .047*(.328) -.083*(.086) -.009*(.847) mental demands -.071*(.141) .004*(.938) -.064*(.187) -.084*(.080) overall .016*(.733) .024*(.623) -.019*(.689) .013* (.792) *significant at 0.05 significance level correlations between organizational commitment and employee engagement displayed in table 6 confirmed the connection between organizational commitment and employee engagement, with the overall correlation being weak, as evidenced by an r-value of .03. among the commitment dimensions, continuance commitment had the highest correlation with social engagement, with an r-value of .06, suggesting a minimal but positive connection. however, affective and normative commitments demonstrated weaker correlations, with r values of .03 and .04, respectively. these relationships were not statistically significant, indicating a limited association between organizational commitment and employee engagement. therefore, based on these weak and nonsignificant correlations, the null hypothesis, which suggests no significant relationship between organizational commitment and employee engagement, is not rejected, pointing to the fact that while slight correlations exist, they are not meaningful enough to be considered statistically significant. consequently, these results underline the importance of fostering a workplace environment that strengthens affective commitment. employees who feel emotionally connected to their organization are likelier to exhibit higher dedication and involvement in their roles. conversely, while continuance commitment contributes to engagement, its influence is weaker, indicating that retaining employees based solely on external factors like job security may not yield the desired levels of energy and enthusiasm. this differentiation suggests that organizations should prioritize initiatives that enhance emotional bonds, such as promoting a sense of belonging and aligning organizational goals with employee values. pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 moreover, these findings align with both theoretical and empirical research. according to the social exchange theory, workers show more extraordinary dedication and engagement in return for organizational support, a principle validated by the results. additionally, studies like those by ambarwati et al. (2024) and jiatong et al. (2022) emphasized that affective commitment is a crucial driver of engagement across diverse workplace settings. by reinforcing the emotional and ethical dimensions of commitment, organizations can cultivate a workforce that is not only engaged but also intrinsically motivated to achieve organizational success. mediation analysis of the three variables the analysis involved a mediation analysis following the framework outlined by baron and kenny (1986), which consists of four steps. thus, table 5 presents the outcomes of the regression examination that explored the influence of job stress on employee engagement, with organizational commitment serving as a mediator. the direct path from job stress to employee engagement, denoted as path c, yielded a non-significant beta coefficient of .20 with a standard error of .12. this indicates that job stress has a weak and statistically insignificant effect on employee engagement. table 6: significance on the relationship between organizational commitment and employee engagement organizational commitment employee engagement intellectual engagement social engagement affective engagement overall affective commitment .049*(.304) -.045* (.351) .080* (.096) .032* (.503) continuance commitment .107* (.026) .031* (.524) -.029* (.547) .057* (.234) normative commitment .007 (.882) -.105* (.029) .053* (.273) -.041*(.396) overall .101* (.037) -.074* (.124) .070* (.145) .032* (.502) *significant at 0.05 significance level table 7: regression analysis showing the influence of job stress on employee engagement as mediated by organizational commitment step path b s.e. β 1 c .196 .115 .082 ns 2 a .013 .048 .013 ns 3 b .075 .116 .031 ns 4 c’ .195 .115 .082 ns * p<0.05 moving to the following path, path a, which examines the effect of job stress on organizational commitment, showed a similarly non-significant result, with a beta coefficient of .01 and a standard error of .05. path b, which evaluates the effect of organizational commitment on employee engagement, also presented a non-significant relationship, with a beta coefficient of .08 and a standard error of .12. finally, the indirect effect, represented by path c prime, which accounts for organizational commitment as a mediator between job stress and employee engagement, returned a non-significant result with a beta coefficient of .20 and a standard error of .12. collectively, these findings suggest that organizational commitment does not significantly mediate the relationship between job stress and employee engagement, as all paths tested failed to reach statistical significance. therefore, the hypothesis that organizational commitment mediates the effect of job stress on employee engagement is not supported. findings clearly indicate that job stress does not significantly influence employee engagement through organizational commitment. the regression analysis reveals that neither job stress nor commitment strongly impacts engagement in this context. this suggests that factors such as individual coping strategies, work environment, or job satisfaction may play a more prominent role. it underscores the multifaceted nature of employee engagement, which likely depends on various influences beyond stress and commitment. consequently, organizations might consider alternative strategies, such as enhancing work conditions or offering personalized support, to better foster long-term employee engagement. results indicate that organizational commitment does not mediate the relationship between job stress and employee engagement among public teachers, implying that job stress directly affects commitment. this finding is consistent with earlier studies demonstrating that job stress negatively impacts organizational commitment. moreover, job satisfaction and positive thinking moderate the effects of stress on commitment, while high job stress is linked to lower satisfaction. additionally, organizational support can mediate these effects, alleviating the negative impacts of stress (abdelmoteleb, 2019; saadeh & suifan, 2020; wongsuwan et al., 2023; wang et al., 2020). additionally, the analysis in figure 1 provides a comprehensive view of the mediating effect of organizational commitment on the relationship between job stress and employee engagement. results from the mediation analysis indicate that organizational pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 commitment does not significantly mediate this relationship. expressly, the sobel z-value of .24, with a p-value greater than .01, confirms that the mediation effect is not statistically significant. the total effect of job stress on employee engagement is minimal, as reflected in the unstandardized coefficient of .20, suggesting only a weak relationship. furthermore, the indirect effect through organizational commitment is negligible at .01, with the ratio of the indirect to direct effect even more negligible at .00. these findings highlight that while organizational commitment plays a critical role in other workplace dynamics, it does not serve as a key mediator in this specific context. addressing job stress requires direct interventions targeting stressors rather than relying on enhancing organizational commitment to improve employee engagement. in addition, the percentage of the total effect mediated by organizational commitment is only .49 percent, indicating a minimal mediating role in the relationship between job stress and employee engagement. based on these results, the null hypothesis—which states that organizational commitment does not mediate the relationship between job stress and employee engagement—is not rejected. this suggests that while organizational commitment may have some influence, it does not significantly account for changes in employee engagement resulting from job stress. the findings highlight the need to explore other potential mediators or moderating variables that could better explain the dynamics between job stress and employee engagement. understanding these relationships further can provide valuable insights for improving workplace conditions, employee motivation, and overall job satisfaction. figure 1: medgraph showing the variables of the study the findings suggest that job stress has a direct but weak effect on employee engagement, with organizational commitment playing a minimal mediating role. this implies that reducing job stress may be more effective than enhancing commitment in improving engagement. the low mediation percentage indicates that factors like job satisfaction, workplace culture, or leadership quality may be more influential. organizations should explore alternative strategies, such as fostering a supportive work environment and offering stress-reduction programs, to mitigate stress’s impact. these results highlight the need for a holistic approach to employee well-being beyond organizational commitment alone. moreover, the finding that organizational commitment does not mediate the relationship between job stress and employee engagement aligns with the insights of suryanthini et al. (2020), who highlighted the nuanced dynamics of employee well-being and organizational behavior. this suggests that while job stress and employee engagement independently influence organizational commitment, they do not necessarily interact in ways that significantly alter commitment levels. organizational commitment in this context may instead be shaped by other factors, such as organizational culture, leadership style, or individual employee values, which could play more pivotal roles in fostering commitment. pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 a positive organizational culture and supportive leadership reduce job stress and enhance engagement without necessarily impacting commitment. individual differences in values, motivations, and coping strategies also shape responses to stress and engagement. these findings highlight the need to explore contextual factors influencing commitment. organizations can strengthen commitment, boost performance, and promote wellbeing by improving workplace policies, leadership, and support systems. a deeper understanding of these factors allows for targeted interventions that foster job satisfaction and workforce resilience. conclusion the following conclusions are based on the study’s findings. the evidence strongly supports the null hypotheses. the study discovered extremely high levels of organizational commitment, employee engagement, and job stress among the davao del sur division publicschool teachers. notwithstanding these high levels, the study found no meaningful correlation between organizational commitment and employee engagement, job stress and employee engagement, or job stress and organizational commitment. furthermore, the study discovered that organizational commitment does not mediate the association between job stress and employee engagement. therefore, the null hypotheses are not rejected. corollary to this, based on the conservation of resources (cor) theory, the findings align with its core tenet that individuals strive to preserve and accumulate resources to cope with stressors and sustain performance. the very high levels of job stress, organizational commitment, and employee engagement observed among public school teachers suggest that while resources like personal resilience or institutional support are available, they may not be fully optimized to mediate stress effects. this insight underscores the theory’s emphasis on proactive resource management to maintain balance and mitigate stress-related impacts (radford, 2024). based on the findings, specific recommendations are directed toward management and human resource entities. upon analyzing the data, low ratings on items like “i do not feel emotionally attached to my organization, “i feel that i have too few options to consider leaving this organization,” and “there is bickering over who should do what job” highlight issues with emotional detachment and workplace conflict. to address these, policymakers should build a more supportive environment by incorporating team-building activities, professional development, and mentorship programs that encourage a stronger emotional connection to the organization. for the deped division of davao del sur, promoting work-life balance, recognizing teacher achievements, and encouraging active participation in decision-making can strengthen emotional attachment and job satisfaction. additionally, structured conflict resolution methods and improved communication among colleagues can help reduce stress and foster a positive team environment. providing mentorship programs and professional development opportunities can further enhance teacher commitment and motivation. future research could examine the influence of school culture, leadership styles, and interpersonal conflicts on teacher stress and retention. understanding these factors will provide valuable insights into improving teacher performance, well-being, and long-term dedication to the education system. moreover, fostering a culture of support and engagement within schools is key to addressing these issues. schools could implement regular feedback sessions where teachers feel comfortable sharing concerns and suggestions. this would allow for better communication and help teachers feel heard and valued. furthermore, enhancing school administrators’ leadership skills through professional development could equip them to manage conflicts better and support their staff, thus reducing stress and improving emotional attachment to the organization. these initiatives will contribute to creating a more cohesive and supportive working environment. acknowledgements profound and heartfelt gratitude is extended to everyone who contributed significantly to the successful completion of this thesis. first and foremost, gratitude is offered to the almighty father, the sole source of strength, wisdom, and knowledge. praise and honor are given to his precious name. sincere appreciation is expressed to a loving family for their unwavering support throughout this endeavor. special recognition is given to ptr. zaldy and kryzzah leigh faith for their emotional and financial support. their encouragement, especially during challenging times, served as a source of inspiration to persist despite various obstacles. deep gratitude is also extended to siblings, edda shayle and eddel chrishayle, for their constant support and assistance, particularly in times of need. special thanks are offered to mama delia antopina for her unconditional love and patience. appreciation is given to the university of mindanao graduate school for providing invaluable learning experiences and guidance for the successful completion of this study. heartfelt gratitude is extended to the adviser, dr. rey g. doble, for sharing his expertise and insights, which greatly contributed to this academic endeavor. sincere acknowledgment is also given to the mentors, the dean of the graduate school, professor eugenio s. guhao, jr., dm, and the esteemed panelists, dr. jocelyn bacasmot, dr. rinante genuba, dr. elliene rose a. oliva, and dr. mary ann e. tarusan, for their valuable feedback and approval of the manuscript. gratitude is also extended to the division of davao del sur for granting permission to conduct this study in sulop, padada, hagonoy, and malalag districts. special thanks go to the teachers who generously shared their pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 38-52, 2025 knowledge, skills, and experiences by participating in the survey. in the same manner, to all individuals who offered encouragement, support, and assistance, sincere appreciation is expressed. their contributions served as a vital source of strength and motivation in the pursuit of academic success. to god be all the glory! references ambarwati, t., wardhana, w., wardoyo, c., & churiyah, m. 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(2021). how can we improve teacher’s work engagement? based on chinese experiences. frontiers in psychology, 12. https://doi. org/10.3389/fpsyg.2021.721450 pa ge 1 pa ge 15 american journal of multidisciplinary research and innovation (ajmri) challenges of reading coordinators in the implementation of school-based reading programs among rural and urban schools in davao del sur reannie kaye m. tagose1*, rodeth jane c. quezada, maed1, jojanie c. lagi1, jairah s. saldivar1 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.4361 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 20, 2025 accepted: march 23, 2025 published: june 21, 2025 reading comprehension is one of the primary issues we have been dealing with recently, for which we have not discovered a solution but must. reading comprehension issues are very prevalent in davao del sur. this qualitative study examines the challenges reading coordinators encounter in urban and rural areas while implementing reading programs at the primary education level in davao del sur, philippines. six participants were chosen through purposive sampling, with equal representation from urban and rural schools. in-depth, faceto-face interviews provided insights into their experiences. the findings reveal that despite having sufficient resources, urban coordinators need help motivating teachers and tailoring strategies to meet diverse student needs. conversely, rural coordinators face more significant challenges, including limited resources, difficulties recruiting qualified teachers, and a need for more professional development opportunities. the study underscores the importance of improving resources, enhancing professional development, and fostering more vital collaboration between teachers and parents in urban and rural settings. keywords reading coordinator’s challenges, reading programs, teacher’s feedback, teacher’s resources, teacher-parent collaboration 1 department of teacher education um digos college digos city, philippines * corresponding author’s e-mail: reanniekayetagose28@gmail.com introduction reading comprehension is one of the primary issues we have been dealing with recently, for which we have not discovered a solution but must. reading comprehension issues are very prevalent in davao del sur. the mean percentage score (mps) in english for public high school students in the region has been declining, ranging from 53% to 72% as of 2020 (montillado & lovitos, 2023). tuban elementary school has particularly faced challenges with students’ reading performance at the primary level, requiring substantial effort from teachers to implement effective strategies (hubag et al., 2021; romero & lim, 2022). in kapatagan, digos city, teachers need more support, technology, and motivation, with ongoing training and better communication with parents recommended for improvement (romero & lim, 2022). additionally, data from the programme for international student assessment (pisa) 2018 shows that filipino students aged 15 scored lower in reading, mathematics, and science compared to their peers in most other participating countries, with an average reading score of 340, on par with the dominican republic (pisa, 2018). the unicef (2022) states that at the end of fourth grade, one in every eight children in bulgaria cannot read and understand simple text. based on data from united nations (2021), children with reading difficulties increased from 460 million to 584 million in 2020. the agency added that the more than 20% increase erased two decades of educational progress. furthermore, many indonesian secondary school students perceive reading comprehension as a challenging element of learning english, with three critical negative implications reported: decreased learning accomplishment impeded problem solving skills, and hampered future studies and careers (nanda & azmy, 2020) the study presented by acedillo (2023) stated that reading comprehension is one of the most complex cognitive processes that people engage in, making it challenging to teach and analyze. students will have academic difficulties without reading comprehension because it is necessary for future learning and understanding. reading comprehension issues critically impact context understanding (elleman & oslund, 2019). it is one of the issues that basic education students and teachers face the most frequently. the basis for future learning and apprehension in all subject areas was built by reading with understanding. students will need this foundation to succeed academically, especially in reading and writing and in courses like english, math, science, and social studies (jimenez & ocampo, 2022). the philippines’ poor performance in reading proficiency, which resulted in the country placing last in the world, only proves that schools hardly meet their goal of providing quality and well-informed individuals. furthermore, the pandemic lockdown significantly impacted students in the country, as a recent unicef survey revealed that students in the philippines had weak reading skills (librea et al., 2023). furthermore, caraig and quimbo (2022) state that reading education in the philippines concentrates on primary word definition; while this is necessary, it is an issue in the context of reading comprehension. filipino pupils should be surrounded by essays and strive to relate to and reflect on them to improve their comprehension. in contrast, students struggle with literal and reorganizational comprehension, whereas inferential and evaluative comprehension are difficult. this implies that students must be capable of comprehending both explicit and implicit information in pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 a text (cabural & infantado, 2023). in the philippines, reading comprehension is a significant consideration. despite government initiatives to raise literacy rates in the philippines, recent surveys reveal that many pupils need help with reading comprehension, vocabulary growth, and critical thinking skills (idulog et al., 2023). reading comprehension is vital for academic skills, assisting children in developing vocabulary, understanding complicated concepts, and improving job performance (escar, 2022). reading strategies teach students how to manage reading effectively, ultimately understanding the author’s message and leading to a more fulfilling life. reading is at the heart of all academic learning. children must be skilled in reading, writing, and math to flourish in school and achieve in life. literacy enhancement is the department of education’s (deped) main objective. this was formed based on the department’s flagship initiative, the “every child a reader program,” which aims to improve every filipino child’s reading and writing ability at the grade level deped order number 14, 2018 (ditona & rico, 2021). however, according to de leon (2022), filipino students still need help understanding what they read despite spending much time in class. this is according to the most current international report on philippine education. additionally, remote education has not helped the less fortunate. online learning benefits kids from educated homes more, while students from less educated families are dropping out. in order to address reading comprehension, it is crucial for teachers and students to feel motivated and empowered. the reader is inspired by empowered teachers, according to oczkus (2018). furthermore, according to alghonaim (2020), the instructor’s use of effective reading comprehension techniques is critical to increasing the extent of comprehension in students; thus, language instructors must implement adequate reading strategies to improve comprehension and facilitate critical thinking in understanding complex texts. reading motivation leads to reading engagement, which leads to achievement. when children set reading goals, value reading, and trust in themselves as readers, they engage in reading activities more voluntarily and fully (barber & klauda,2020). the primary goal of this research is to uncover the specific challenges encountered by reading coordinators responsible for implementing reading programs in urban and rural public schools in davao del sur. it addresses a notable gap in existing literature, as no prior studies have explicitly focused on recognizing challenges in reading programs. by identifying and understanding these challenges, the study contributes to the existing body of knowledge and provides a foundation for future research to enhance reading comprehension programs among students. research objectives this study aims to determine the challenges of reading coordinators in implementing school-based reading programs among rural and urban schools in davao del sur. thus, addressed to this study are the following questions: 1. what are the specific challenges encountered by read coordinators in rural schools compared to those in urban schools when implementing reading programs in davao del sur? 2. what resources and support systems are available to reading coordinators in rural and urban schools to facilitate the implementation of school-based reading programs? 3. how do reading coordinators in both rural and urban schools in davaao del sur navigate the identified challenges and employ strategies to ensure the effectiveness of reading programs? materials and methods participants this study was conducted in six (6) selected urban and rural davao del sur, philippines schools. the urban schools are urban school a, urban school b, and urban school c. rural school a, rural school b, and rural school c are in the rural area. the researchers will identify challenges reading coordinators face in selected schools through interviews with reading program coordinators. the inclusion was (1) at least 3 years of being the reading coordinator and (2) willingness to participate. the exclusion of the study locale is the opposite of the said inclusion. small sample size readily and purposefully sampled. it will depend on the research question and context. the following sample sizes have been suggested: 3–20 interview questions with 4-6 participants, which are appropriate for inexperienced researchers and can be used in mixed-methods studies (ayton, 2023). table 1: list of participants participant locale years as reading coordinator 1 urban school a 14 2 urban school b 3 3 urban school c 15 4 rural school a 16 5 rural school b 16 6 rural school c 9 instrument the research instrument used in this study was an audio recording, observation, and an interview guide to gather participants’ responses about the challenges of reading coordinators in implementing reading programs. the researchers asked for consent regarding anonymity and verified the interview guide’s validity and reliability through expert verification. coordinators were involved in accessing data from those difficulties encountered in the programs. pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 design and procedure this study utilized a descriptive qualitative approach to recognize program coordinators’ challenges in implementing school-based reading programs. qualitative research is a method to understand individuals’ or groups’ perceptions of social or human issues. it involves inductive analysis, data collection, interpretation, and a flexible written report structure. this approach emphasizes individual meaning and the complexity of situations (creswell, 2014). it seeks to understand individuals’ perceptions of the world, focusing on retaining rich meaning in data interpretation (bhandari, 2020). qualitative research aims to develop concepts that help us understand social phenomena in natural (rather than experimental) settings, emphasizing the participants’ meanings, experiences, and views (shomron, 2022). additionally, descriptive qualitative research captures and conveys the essence of participants’ experiences in their natural context, providing rich, detailed insights into specific phenomena (longe, 2020). before starting our study, the researcher collaborated with the research publication office of um digos college to validate the research questionnaire and interview guidelines. the researcher ensured that all required documents were completed, including letters that needed to be signed by the dean of the college, the rpc, the research adviser, the davao del sur division, and the school reading coordinators. a letter of authorization was obtained from the davao del sur division before beginning interviews at selected schools. once permission was granted, the researchers informed the school principals and requested their availability for face-to-face interviews with the reading coordinators. the interviews were conducted using a guide and consent forms. after the interviews, the participants’ responses were sent for data analysis, where thematic analysis was employed to identify patterns and insights from the data. we accepted the methods recommended by our analyst, which included coding the responses for critical themes and comparing the results to highlight differences and similarities across urban and rural settings. the results were returned to us after one week, and the researchers ensured that all materials were kept safe and confidential. ethical considerations in research, ethical consideration is an essential principle to which researchers must adhere to maintain scientific integrity, uphold research validity, and protect the rights of participants in the research study. the principle ensures that participants participate voluntarily and guarantees they are informed and safe for the research subject. according to bhandari (2021), the following are the ethical considerations for evaluating reading programs: informed consent. to perform research ethically, researchers must gain informed consent from the participants. before getting consent, researchers must present potential participants with clear and understandable information about the study’s objectives, procedures, risks, and benefits. voluntary participation. participants who participate in studies can decide whether to continue participating without obligation and are free to stop at any time. it is essential to clarify that declining to participate has no adverse effects because doing so helps in the study process. professionalism. participants had to consider that the research would be managed professionally if they were to provide meaningful and sincere answers to surveys and interviews. confidentiality. participants are more likely to voice their thoughts and opinions if their comments do not identify them. participants must be assured that any information they disclose for the assessment or research project has been kept confidential. results and discussion challenges of reading coordinator reading coordinators in both rural and urban areas face various challenges. in rural settings, issues related to resources and accessibility are particularly problematic. these coordinators urgently need support due to the scarcity of resources. a significant challenge is the need for essential devices and materials, such as books, reading supplies, computers, high-speed internet, and cellphones, which many students need access to. these limitations reduce the effectiveness of reading programs. additionally, remote locations lead to fewer opportunities figure 1: venn diagram on challenges encountered by reading coordinators in rural and urban schools pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 for professional development, resulting in less exposure to new teaching methods. another issue is the location and accessibility of reading centers; teachers and children in rural areas are often reluctant to visit these centers due to transportation costs and limited amenities. one participant noted that limited resources in remote areas and fewer teacher professional development opportunities are significant issues. “limited access to resources significantly impacts children in schools in remote areas. first, a lack of books and other reading materials can severely limit children’s or students’ exposure to various reading materials. second, the lack of multimedia materials can also hinder children’s ability to use online reading programs, thus restricting their learning due to insufficient resources. third, teachers assigned to remote areas, especially in mountainous regions, have fewer chances or opportunities for professional development. with limited training, they also have fewer new teaching methodologies, which could greatly help enhance reading skills in schools and the school reading program”. [line 1, rural school b] another participant stated that, “the lack of access to technology, such as updated computers and high-speed internet, has negatively impacted students’ academic performance, particularly young adults. lack of access to technology is related to the lower socio-economic status, so they don’t have much, meaning they cannot afford their laptops, computers, desktops, or cellphones—some don’t even have these. this can hinder students’ academic performance.” [line 1, rural school a] another participant revealed, “the biggest challenge i face is primarily the location. if the reading centers are far away, children are reluctant to go to the reading center due to the distance, primarily because of transportation costs and the lack of money. secondly, these centers’ limited amenities and services make them less appealing. although many teachers have great potential, they are also unwilling to go because of the distance. they would be more inclined to participate if the centers were nearby, but financial involvement tends to deter them.” [line 2, rural school b] reading coordinators in urban areas face unique resource challenges despite schools being generally well-equipped with laptops, bond paper, printers, and other educational supplies. often, these coordinators need more support from schools and supervisors. to succeed, they need the right resources, ongoing professional development, and consistency of the implementation. one participant noted. “because we are very much supported here. in terms of resources, we are fully supported when it comes to the production of materials. there’s no problem with that. there is so much training, especially when it comes to reading. there is so much training provided to the teachers.” [line 3, urban school a] another participant said, aside from the challenges, personally, for example, if you don’t feel supported by your supervisors or principals, they don’t support your program. it’s likely part of your growth. if they don’t like you, you know you want to do something, and they don’t support it, that’s one challenge. because we are just teachers, and our bosses are different. it will only happen if the higher-ups approve of what you want to happen. it’s useless. so that’s one issue aside from dedication. [ line 3, urban school c] another participant said, “i think in the implementation, even if how concrete the program is, if it is during the implementation, the consistency of the implementation then the continuity of the implementation, i think those are factors that would greatly affect and its balls down to the dedication of the teacher and the commitment. you have all the training and resources and are provided with everything, but when it goes back to the classroom, how does the teacher implement it?” [ line 2, urban school a] maffea (2020) stated that the wicked problem is the lack of classroom resources. this problem affects students and teachers, which in turn can affect the parents of the children. the lack of classroom resources can cause extreme distress to the students and teachers. not only are the students and teachers in distress, but they cannot learn to their fullest potential because they are not given the proper resources. the lack of resources affects the students in different ways. it means they need to get the most out of their education. they are learning parts of topics and lessons but must get the complete picture they deserve. using various educational resources keeps students engaged and motivated by providing diverse learning materials, which helps prevent boredom and disinterest. this approach can increase participation, better attendance, and improved academic performance. in summary, employing multiple school resources creates a more dynamic and stimulating learning environment that promotes student growth and success (asees, 2023). high-quality and sufficient educational resources are essential for delivering quality education and achieving the objectives of a school program. (sharafa, 2018). teacher commitment and professional development in rural areas, some teachers must be more committed to program implementation and pay more attention to their responsibilities, which can affect students reading progress, especially if they overlook those who need help. teacher training and skills are also the problem; some teachers struggle to perform and teach effectively due to inadequate training, leading to weak program implementation. additionally, teachers need help with support and monitoring due to limited time tracking student progress. the lack of support from colleagues further hinders the implementation of the reading program and ensures efforts to provide quality education. one participant noted: “challenges affect program implementation. as i mentioned, some teachers are not very committed to their work; they are not devoted or dedicated to their jobs. pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 this affects the program because when some teachers exhibit this behavior, they just let things be, which means the students will not improve, especially if the teacher neglects a child who doesn’t know how to read. so it is affected because the number keeps increasing, and it is just being neglected.” [line 3, rural school c] another participant noted. “they can’t perform well because they’re untrained and lack the necessary skills. therefore, the implementation is weak because they lack the necessary skills. there is limited time to monitor because our pupils also get confused about where we will find the chance to monitor.” [line 3, rural school a] another participant noted. “there is a lack of support from fellow teachers. some colleagues are not supportive of the reading coordinator, which significantly affects the implementation of the reading program.” – [line 2, rural school b] in urban areas, the success of programs relies heavily on teachers’ dedication and commitment, no matter how well-designed the programs are. these qualities are necessary for the programs to work effectively. teachers’ dedication significantly impacts their teaching and the program’s success. even though urban teachers are generally well-qualified, the lack of parental support weakens the program’s implementation. policies and professional development issues require teachers to be intelligent and emotionally strong. teacher dedication is critical as heavy workloads can lead to burnout. one participant noted. “i think in the implementation, even if how concrete the program is, if it is during the implementation the consistency of the implementation then the continuity of the implementation, i think those are factors that would greatly affect and its balls down to the dedication of the teacher and the commitment. you have all the training and resources and are provided with everything, but when it goes back to the classroom, how does the teacher implement it?” [line 2, urban school a] another participant noted. “it will affect you because if you don’t have dedication, particularly in bringing a report, it will just be done carelessly, like “magic magic,” as in my previous reply. the program will only work with dedication, no matter how good it is, if dedication does not cooperate. for instance, a reading program requires one-on-one interaction with the students, and without dedication, it won’t work.” [line 3, urban school c] another participant said. “we say we’re all qualified; all my colleagues are qualified. that’s the only challenge we face. regarding support from our principal, she always provides us with the resources we need. however, it’s just the parents. if you ask the child why it’s like this, it’s not something we can control because it’s really about the children. the support from parents is less now because of budget constraints as well.” [line 2, urban school b] another participant said. “personally, i think it’s the deped, the policy right now; it’s the high demand for quality teachers; when we say quality, i will say that it would not only mean intellectually capable but also emotionally kasi we need teachers who are not only aptitude but attitude wise right now because teaching is not purely teaching perse, it means dedication and commitment. not only that, maybe when they are already in two (2) services on, the challenge is the unmanageable workloads, when it comes 5 years in the services may be burned out.” [line 1, urban school a] it can be concluded that commitment is required for educators to get engaged in some tasks and to have a potent teacher professional identity; it is expected that educators keep their commitment to their profession because the level of commitment plays a role in whether or not an educator needs to maintain his education career with pleasure or quit the task with exhaustion and burnout, ma (2022). effective professional development allows teachers to expand their knowledge and refine their skills, which can lead to better student outcomes. it also fosters collaboration among teachers and allows administrators to offer support. (schwartz, 2023). typically, teachers’ professional development goal is to improve their teaching effectiveness. educators can enhance their instructional techniques by keeping up with the latest research, methods, and technologies to provide more engaging and effective student learning experiences (schweikhardt, 2024). parental involvement in a child’s education enhances their academic success from an early age, helps them remain in school longer, and promotes positive development (azubuike & aina, 2020). leadership and individualized instruction in rural areas, the role of the school principal in teacher selection is emphasized, particularly in ensuring that the needs of diverse learners are met through individualized approaches. the school principal is responsible for selecting newly hired teachers, assessing their qualifications, and determining whether they suit the school’s unique challenges. given the diversity of students, teachers must address all needs, especially the difficulties some students face. one participant revealed that. “in selecting newly hired teachers, the school principal plays a crucial role in determining the qualifications of the teachers. as a teacher yourself, you might also envision becoming a school principal in the future. it’s important to expect that we will encounter diverse learners along the way. indeed, we encounter a variety of learners with different abilities and needs. there are fast learners, those who struggle, and those with cognitive challenges. we as teachers need to provide interventions and support for those who may face frustration or difficulty understanding.” [line 2, rural school c] in nwaham’s (2023) study, educational resources refer to human and material assets administrators use to reach academic goals. these resources encompass administrative staff, teachers, facilities, libraries, laboratories, books, pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 computers, and time. managing school resources in the philippine basic education system is a challenging task that deeply affects students’ learning experiences. schools strive to provide quality education, but more funding is needed to access updated learning materials, modern technology, and proper infrastructure. as a result, many students—especially those from disadvantaged backgrounds—struggle with unequal access to these essential resources, making it harder for them to reach their full potential (ondong, 2024). parental involvement and socio-economic challenges in urban areas, the lack of parental support and student reading challenges are significant problems. parents’ lack of support for teachers is one of the hurdles that educators face. additionally, the impact of socio-economic socioeconomic status is another issue, as many families are less fortunate, leading to no income and, consequently, high absenteeism among students. one participant revealed that. “as teachers, we strive because there’s less support from the parents, so we must compensate. sometimes, we even stay as late as 12:30 in the afternoon. we have peer reading sessions and sometimes use audiovisual aids, depending on the teacher. besides that, as teachers, we each have our own time. for example, i am a grade 1 teacher and a reading coordinator, so i follow up daily with slow learners. i keep records of how many pages they can read each day, and if they can read a page, they move on to another. we record their daily reading progress, and you can see the improvement in the child. it’s challenging because of the lack of support from families, especially those we consider less fortunate, who may have no income. they often have high absenteeism. what we do for those who are frequently absent is send reading materials home; you can’t force them otherwise.” [ line 3, urban school b] socio-economic status influences academic performance, with students from higher socio-economic backgrounds generally performing better academically (munir et al., 2023). socio-economic factors contributing to school absenteeism have a detrimental effect on academic performance, with students who are frequently absent tending to underperform academically and face a higher risk of dropping out (lematango & kathuri, 2021). impact of environmental. however, these issues are faced in rural areas; the impact on academics involves more access to technology, which hinders students’ academic performance by limiting the opportunities technology can provide to enhance reading comprehension. additionally, performance and challenges for reading coordinators have a considerable impact, and this hindrance dramatically affects the process. one participant said. “the lack of access to technology, such as updated computers and high-speed internet, has negatively impacted students’ academic performance, particularly young adults. lack of access to technology is related to the lower socio-economic status, so they don’t have much, meaning they cannot afford laptops, computers, desktops, or cellphones—some don’t even have these. this can hinder students’ academic performance. as we all know, technology can improve reading comprehension skills through digital scaffolding interventions such as contextual conversation. technology also impacts reading comprehension by giving learners control over the learning process and facilitating collaborative learning. so, that’s it.” [line 1, rural school a] another participant revealed, “the challenges have a huge impact, especially for the reading coordinator. naturally, the coordinator has goals to achieve, but these challenges hinder their ability to reach them. therefore, as a coordinator, you must find ways to overcome these obstacles, striving to achieve success for the benefit of the school. these hindrances significantly affect the process.” [line 3, rural school b] as noted by haleem et al. (2022), digital technologies are valuable tools for enhancing education by streamlining the creation of instructional materials and providing new learning and collaboration opportunities. integrating technology into the curriculum allows teachers to improve student engagement and academic success significantly. it facilitates peer collaboration through digital platforms, encourages creativity with technological tools, promotes higher-order thinking, supports inquiry-based learning, helps synthesize information from diverse sources, and fosters an online social presence (d’angelo, 2018). resources and support systems both rural and urban reading coordinators face numerous challenges related to resources and support systems. in rural areas, resource management and allocation are crucial, and having readily available resources provided by the school principal significantly enhances the effectiveness and ease of implementing reading programs. however, financial challenges arise as budgets are often limited, with a focus on providing resources but not adequately supporting teachers. recognizing the importance of resources for effective implementation, coordinators frequently seek donations and contributions from both government and private sectors to fund and purchase necessary books. additionally, the acquisition and distribution of technological resources, including using varied materials from the internet, remain beneficial for interventions and enhancing the learning process. one participant said, “each teacher is provided with printers, bond papers, laminating film, and other resources by the school principal. this allows easy access to creating unified reading materials within the project ramos reading program. these readily available resources make implementing the program smoother and more effective.” [line 4, rural school c] another participant revealed, “here in our municipality, the municipal government provides financial allocations for reading programs, but pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 unfortunately, the budget is sometimes limited. they focus more on resources, leaving little for teachers. as the school reading coordinator, we seek donations, financial assistance, and support from external stakeholders. additionally, we have a budget from the mooe (maintenance and other operating expenses).” [line 4, rural school a] another participant revealed that, “my goal is to have zero non-readers in the school. i require various resources and support to achieve this, which are crucial for effectively implementing the reading program. securing funding and financial resources is essential, so i often seek donations and contributions of materials from both government and private sectors to purchase books.” [line 4, rural school b] another participant revealed that, “we became recipients of gadgets like tablets, especially for non-readers. these were awarded to us. the tablets were intended for non-readers, and we selected recipients by grade level. last year, grade 3 received them. we also selected five (5) recipients from each classroom, each section of grade 3, as recipients of the tablets. so, deped, under the enhanced basic education curriculum, has reading resources and materials for children, including visual materials. they also support barangay education workers beyond just the school setting. i requested our barangay to provide printers and bond papers for printing reading materials, which was very helpful. especially with the support of our school principal, it’s significant for supporting reading assessments and printing these materials.” [line 5, rural school c] in urban resource management and development, effective resource development and sharing involve designing and crafting localized reading materials tailored to specific needs. resource management includes managing financial resources to support school events and effectively utilizing received materials for production, ensuring they are used appropriately and efficiently. the role of financial support in facilitating educational activities includes the principal providing resources and support from the mooe for printing materials; however, additional resources are only available for needs within the school’s budget. one participant said that: “as a reading coordinator, how do i support? in terms of resources, i usually design the materials. i initiate the crafting and designing of localized materials and then share them. these materials are ready to use; they don’t need to look for other sources because the reading materials are already provided. they only need to print them, as the mechanics are already there. so everything is ready; they must study the material, use it, and teach it during implementation.” [line 4, urban school a] another participant said that: “earlier, i mentioned financial matters. as a coordinator, there are indeed events happening in the school, so that’s where we use our resources financially. this is how we use the materials we received for production, and this is how we use them.” [line 5, urban school c] another participant said that: “the resources and support as a reading coordinator from our principal come from the mooe (maintenance and other operating expenses). for example, if we need to print materials, we ask for materials to print, but when it comes to other resources outside the school, there are none.” [line 5, urban school b] in the 21st century, many educational resources are available to enhance student learning. teachers must explore these materials and be resourceful to improve students’ learning experiences. recruiting resourceful teachers is highly beneficial for any educational institution. today’s educators must be resourceful in various ways, such as working constructively and collaboratively with others and effectively using appropriate technology, including the latest free and open-source internet resources. a teacher’s resourcefulness influences students’ academic performance, retention, motivation, and other aspects. teachers can significantly improve their effectiveness as educators by utilizing the diverse materials available. resourceful teachers demonstrate their ability to maximize the benefits of all available resources to enhance student learning (aina, 2023). figure 2: venn diagram on resources and support systems in rural and urban schools pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 external and community support in rural areas, external and community support is essential but needs to be improved. external support and fundraising: the local government allocates funds for reading programs. however, the budget often prioritizes resources over teacher support, prompting the school reading coordinator to seek additional donations and financial aid from external stakeholders. community and external support: tablets for non-readers were received and distributed by grade level, with additional support from deped and the barangay, enhancing the school’s ability to provide reading resources and conduct assessments effectively, with crucial backing from the school principal. private sector and philanthropic support: generous donations of books and instructional materials from private institutions, along with contributions from the department of education, provide valuable support, though more is needed to meet the needs of all students fully. one participant said that: “here in our municipality, the municipal government provides financial allocations for reading programs, but unfortunately, the budget is sometimes limited. they focus more on resources, leaving little for teachers. as the school reading coordinator, we seek donations, financial assistance, and support from external stakeholders. additionally, we have a budget from the mooe (maintenance and other operating expenses).” [line 4, rural school a] another participant revealed that: “we became recipients of gadgets like tablets, especially for non-readers. these were awarded to us. the tablets were intended for non-readers, and we selected recipients by grade level. last year, grade 3 received them. we also selected five (5) recipients from each classroom, each section of grade 3, as recipients of the tablets. so, deped, under the enhanced basic education curriculum, has reading resources and materials for children, including visual materials. they also support barangay education workers beyond just the school setting. i requested our barangay to provide printers and bond papers for printing reading materials, which was very helpful. especially with the support of our school principal, it’s significant for supporting reading assessments and printing these materials.” [line 4, urban school c] another participant revealed that: “i can receive books and other instructional materials by approaching private institutions. i am very grateful for this support, as many kind-hearted individuals are willing to help. the department of education (deped) also provided some support by giving out a few cell phones, but it was only around 10. this was insufficient, as not all my 44 or 45 students received one. only three students were given cellphones in my classroom, which is still insufficient.” [line 5, rural school b] collaboration and support system urban areas benefit from a robust collaboration and support system. collaboration with the community and local government involves coordinating with the principal to identify priority resource needs, working with lgus for financial assistance, engaging the barangay, and seeking parental support for additional resources. strong administrative support helps reading programs thrive, as unwavering backing from school leadership, active parent and community involvement, and a clear understanding of goals ensure smooth implementation. additionally, collaboration and support regular communication among colleagues and the principal allows for monitoring slow learners’ progress and providing targeted one-on-one support during vacant periods through specific initiatives. as one participant said, “ah, one of the things i do is collaborate. aside from asking the principal about the priority resource needs, i also coordinate with the lgus. i invited them to participate in activities here, and they also provided financial assistance last year. so, that’s a collaboration with the lgus or the community. i also go to the barangay for local support and to the parents. they also help provide resources.” [line 4, urban school c] another participant revealed that, “regarding resources, as i mentioned again, there’s no problem with that because our school principal backs us up. no matter who the principal or the district supervisor is, they are very supportive when implementing the reading program. now, when it comes to support, we also have the support of our parents and the community. as long as they know the objective and the expected outcome, there’s no problem with that.” [line 4, urban school a] another participant revealed that, “i always keep in touch with my colleagues and principal, so we constantly ask each other how our slow learners are doing. after that, we discuss what we should do next, especially when there’s a class where they say there hasn’t been any improvement, like this or that. so what we do is we have our psb, and they hold onto them when they have a vacant time, and we also ask them to help out our children one-on-one.” [line 6, urban school b] across various regions globally, school districts face challenges in securing adequate funding for educational resources, particularly in areas with high poverty rates. schools in these impoverished areas often struggle the most because residents contribute less to school taxes, resulting in a scramble for resources (maffea, 2020). the study found a significant positive correlation between support from the local government unit (lgu) and progress in teaching and learning. the average scores across various factors indicated that lgu support is moderate to enormously influential. the results underscored the importance of collaboration among parents, children, teachers, school administrators, and government agencies in creating a supportive learning environment and enhancing student outcomes (adao & ching, 2024). pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 role and professional development in rural settings, role and professional development addresses students’ and teachers’ needs to enhance literacy outcomes. the role and responsibilities of the reading coordinator include facilitating the reading program by conducting thorough assessments of both students’ and teachers’ needs. the coordinator then sets goals to enhance students’ reading proficiency and foster a love for reading. the reading coordinator is committed to professional development, continuously enhancing effectiveness by participating in workshops, conferences, and online seminars. this ensures they stay updated on the latest research and best practices to improve the reading program. additionally, the coordinator applies experience and techniques, finding that strategies learned from previous experience have been precious in effectively teaching non-readers. as one participant said: “as the reading coordinator at our school, here’s how i facilitated the program: first, i thoroughly assessed the students to identify their specific needs and those of the teachers. based on this assessment, i set goals for our reading program to improve students’ reading proficiency and increase their love for reading.” [line 4, rural school b] another participant said that: “as a reading coordinator, continuously improving my knowledge and effectiveness is essential to the success of the reading program. to achieve this, i actively engage in professional development. first, i participate in workshops and conferences to improve my skills. through seminars, i gain valuable insights and stay updated on the latest research, trends, and best practices in reading. i also attend online reading instruction, assessment, and literacy coaching seminars. i strive to update my practices and incorporate innovative approaches to enhance the reading program” [line 6, rural school b] another participant said that: “based on my experience, my past work as a teacher at montessori for 6 years has been particularly valuable. i applied techniques learned there, especially in teaching non-readers effectively. we start by mastering letter identification, then move on to mastering letter sounds once the child can write the sound they hear. when teaching a child who is just beginning to read, don’t introduce words directly that they haven’t mastered the sounds of yet. once they have mastered the sounds, you can start blending two-letter sounds, then move on to cvc (consonant-vowel-consonant) words. after mastering cvc words, introduce short phrases. to develop comprehension skills, always show pictures. when introducing new words, make sure to use pictures.” [line 6, rural school c] tailored educational approaches and implementation challenges the reading coordinator faced tailored educational approaches and implementation challenges in an urban setting. tailored educational approaches involve collaborating with colleagues and the principal to design customized reading instruction strategies that cater to different grade levels and diverse student needs. however, challenges in program implementation have arisen since the principal changed to a new one. additionally, implementing effective strategies involves continuously researching and adapting proven, researchbased methods to fit the specific local context of current reading intervention programs. one participant said, “first, i met with my colleagues to discuss how we should approach teaching the children. each grade level requires a different approach. for example, kindergarten requires a different approach than grade 1, and grade 3 is different again. it’s challenging in grade 3 because if you approach it the same way as grade 1, their reading abilities vary widely by stage and grade level. so, i prioritize discussing this with my fellow teachers and our principal because we plan this. afterward, they care for their students, and i request the records. we conduct the phil-iri, a program to identify their needs, for grades 3 to 6, but the approach is different for younger grades.” [line 4, urban school b] another participant pointed out that: “first, i met with my colleagues to discuss how we should approach teaching the children. each grade level requires a different approach. for example, kindergarten requires a different approach than grade 1, and grade 3 is different again. it’s challenging in grade 3 because if you approach it the same way as grade 1, their reading abilities vary widely by stage and grade level. so, i prioritize discussing this with my fellow teachers and our principal because we plan this. afterward, they care for their students, and i request the records. we conduct the phil-iri, a program to identify their needs, for grades 3 to 6, but the approach is different for younger grades. we also have our program, project charlie, but we haven’t implemented it since our principal changed.” [line 4, urban school b] another participant pointed out that: “most of the time, especially as a reading coordinator, i usually surf the internet for research-based and proven effective strategies and localize them. we are using nanay academy in our program, which we are using now as a reading intervention. the strategy is based on the background of our learners. that’s why we have our initial implementation.” [line 6, urban school a] in collaborative leadership, principals engage with teachers, staff, and other stakeholders in making decisions and planning strategies to enhance learning quality. by adopting this approach, principals can increase teachers’ involvement in decision-making and planning, motivating them to improve their performance and contribute to better learning outcomes in schools (aryani & haryadi, 2023). incorporation of educational techniques and programs reading coordinators in rural areas incorporated educational techniques and programs. issues related to pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 incorporating various reading programs and techniques can significantly enhance reading skills in slow readers, as these methods have been proven effective through extensive training sessions. one participant said, “i will incorporate the marungko approach reading program, esc technique, follar technique, multisensory approach, and picture ladder. these methods help improve the reading level of slow readers, so these techniques are beneficial. we must choose because they are all effective, and the students will level up, especially with the teacher. reading with phonics also. we had many training sessions in the reading recovery program course where we learned these techniques, including the follar technique and esc, from the division.” [line 6, rural school a] teaching methods have an essential role in the growth of the students. they are those who manage how each student acquires the information presented during the classes and can even contribute to the gain in expertise and creativity of each individual. teaching methods help students learn more effectively by making the instruction easier, more exciting, and more intended for the student’s needs. the purpose of teaching methods is to promote learning processes, make students more independent, and develop their problem-solving skills. the teaching methods are skills and methodologies to help students cover the topics and understand their learning (brodowicz, 2024). professional development and dedication in urban areas, the role of a reading coordinator involves a strong focus on both professional development and dedication. issues related to professional development in education involve continuous learning through workshops and programs, such as write shops and the reading recovery program, which enhance teaching strategies and materials. dedication to educational tasks is crucial, encompassing using resources like printing materials and equipment and overcoming challenges with a positive attitude and commitment. successful implementation of these tools and techniques relies on the teacher’s willingness to go beyond classroom hours and fully engage with the tasks. one participant said that: “there have been many workshops, like writing shops. i’ve been attending these writing shops in preparation for those lap books that should contain one-liners so children can read them easily. i was also part of the reading recovery program, which we did for 6 months at the region. we would visit regularly; it was a good program style because it was done one-on-one. we were taught, and i’m tired of speaking in english now, so i’ll switch to bisaya. they would teach us during the week, and then we would implement it.” [line 6, urban school c] another participant said that: “the printing materials, the publication, when we say printing materials, includes the book paper, printer, and ink. we have the laminator, the laminating film, the binding machine—all those things. there’s no problem. i haven’t seen any problem. there would be a problem if you make an excuse like, ‘i don’t have time to do that because it’s beyond classroom hours.’ that’s when the problem arises. again, it goes back to the teacher’s attitude, commitment, and dedication.” [line 5, urban school a] ma, d. (2022) highlights that commitment is a crucial aspect of teacher professional identity, as educators need to sustain their intrinsic motivation to meet academic standards, address learner needs, and fulfill personal goals. commitment is essential for teachers to engage effectively in their roles and develop a strong professional identity. the level of commitment influences whether educators continue their careers with enthusiasm or face burnout and exhaustion. thus, teachers’ professional identity and their degree of commitment are closely linked and interdependent. committed teachers are concerned with the development of their students, and they profoundly struggle with how to keep students learning (mart, 2018). strategic assessment and feedback reading coordinators in urban and rural areas faced various challenges, with rural coordinators experiencing unique difficulties. they struggled with assessment and continuous improvement, employing different methods to measure student progress. although diagnostic assessments were vital, coordinators found assigning teachers exclusively to reading challenging, which hindered their ability to identify struggling students effectively. evaluating assessment results was another obstacle, as coordinators needed to gather input through interviews and feedback from parents, students, and co-teachers to assess the effectiveness of materials and interventions, particularly for those with limited vocabulary. additionally, they had to adjust educational strategies by ensuring students mastered each phase before advancing, often requiring a methodical approach with regular repetition. one participant said: “we used the carla assessment and egra. what is carla? the comprehensive reading learners assessment test for our kindergarten to grade 3 students. carla stands for comprehensive rapid literacy assessment. we conducted pre-tests, mid-assessments, and post-assessments to determine whether the children improved after each test”. [line 8, rural school a] another participant said: “diagnostic assessment is also essential. i schedule these assessments by classroom, coordinating with volunteer teachers. i assign specific teachers to focus solely on reading. i work with the principal to pull out struggling students and give them additional help during lunch or free periods. i also engage proficient readers to help teach their peers”. [line 8, rural school b] another participant said: “as the reading coordinator, i analyze the evaluation pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 figure 3: venn diagram on strategic assessment and feedback in rural and urban schools results and conduct interview sessions. i also organize regular sessions to review the assessments of the students, gathering feedback from co-teachers, parents, and the students themselves. we evaluate whether the materials and interventions are significantly helping the students, whether they can comprehend better, and if their vocabulary has improved. often, students struggle with reading mainly due to their limited vocabulary”. [line 9, rural school b] another participant: “evaluation results, i need to adjust how i’ll adjust, well, do i still have something i need to do? of course, he will meet with the barangay education workers again because i just had a mid-assessment, and i still do not know how to read. we need to revisit that and not proceed to the next level or the next phase if he hasn’t mastered that phase yet. we need to go through it step by step, go back to what’s necessary, and constant repetition is needed if you want a child to learn how to read”. [line 9, rural school c] educators use reading assessments to evaluate students’ reading abilities and develop effective interventions. the comprehensive rapid literacy assessment (crla) was created as a 5-minute tool to quickly assess the reading profiles of students in grades 1 through 3 and devise targeted instructional strategies, addressing gaps that arose from the extended summer break of 2020 due to the pandemic (zapanta, 2023). additionally, diagnostic assessments are employed to identify specific sources of reading difficulties, as weak readers may face various challenges in different reading components. these assessments help educators pinpoint precise areas that need intervention (hu et al., 2021). some schools used standardized tests for student assessment in urban areas because they were convenient and had materials already provided. on the other hand, for continuous monitoring and mastery-based learning in reading, reading coordinators used games and conducted weekly assessments. these assessments targeted students who had not yet mastered letter sounds. if students had not mastered a particular letter, they did not move on to the next one. furthermore, reading coordinators in urban areas ensured that their methods were realistic and that program evaluations were conducted regularly. however, some schools in urban areas faced challenges with assessment because the reading coordinators were not the ones conducting the assessments; this responsibility fell on the teachers. when reading coordinators did assess, they often requested assessments from teachers, who then passed the results to the reading coordinators. one participant said: “in terms of assessment, first, we have a standardized assessment. at nanay academy, we use mary clay’s reading recovery assessment tools, which are researchbased and standardized. we find them convenient to use because the materials are already provided. for monitoring, we use games and conduct weekly assessments. our target is students who do not know letter names and letter sounds. we assess three letters a week and do not move to the next letter if there is no mastery of the previous one. this approach follows a pyramid design in teaching and reading at nanay academy. you can’t move to the next letter if the pyramid’s foundation isn’t built. it’s a building process where you introduce a letter, like the letter r. if the student hasn’t mastered the letter r, you reintroduce it. this is done weekly to ensure mastery”. [line 8, urban school a] another participant said: “what we’re doing should be realistic; ideally, we should have an evaluation after the year-end. where does the program evaluation take place? how do you track it?” [line 9, urban school c] another participant said: “when it comes to assessment, i’m not the one who assesses; it’s the adviser who assesses their own. the adviser gives me their results. i don’t have direct assessment; it’s indirect for me. i request assessments from the teachers, and they pass them on to me”. [line 8, urban school b] parental and community involvement reading coordinators in rural areas faced different pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 challenges regarding community engagement, as some parents volunteered and found enjoyment in what they did. however, there were students in rural areas who needed to be faster learners. to address this, the district supervisor initiated the organization of barangay education workers, the parents who volunteer their time weekly to assist slow learners. additionally, various assessments were conducted in rural areas, including pre-assessments to identify non-readers, with barangay education workers helping them to learn to read. lastly, reading coordinators in rural areas created a matrix to inform the principal about the need for meetings with parents, ensuring that parents were aware of their child’s reading progress. this also emphasized the importance of reading materials at home and that more than relying solely on teachers might be needed. one participant noted. “at our school, as the coordinator, i actively engage the local communities and parents to ensure the success of our reading program. i invite parents and announce during assemblies, asking volunteers to partner with me in the reading program. some parents do volunteer, finding it enjoyable as well”. [line 7, rural school b] another participant said. “here in our district, through the initiative of our district supervisor, we organize the barangay education workers. who are these barangay education workers? they are our parents. they share their time weekly to assist our pupils, at least in reading, especially the slow learners”. [line 7, rural school a] another participant said. “so, earlier, i mentioned that various assessments are being conducted. we did a pre-assessment where we identified the non-readers, who they are, and they are now considered recipients. our barangay education workers are helping them to read. i will personally provide them with materials”. [line 8, rural school c] another participant said. “so first, i’m creating a matrix to inform our school principal that we will meet with the parents of our non-readers and the barangay education workers. we are calling for a meeting with our non-readers so that the parents can also be aware of their child’s reading profile, and collaboration is needed. collaborative efforts between parents and teachers are needed in july, with the assistance of barangay education workers. after that, make them aware that sending reading materials is necessary for your child because relying solely on the teacher for reading problems may not suffice”. [line 7, rural school c] collaboration between teachers and parents significantly facilitates student assessment. this growing academic partnership aims to enhance students’ educational experiences. teachers are increasingly working with parents to improve educational outcomes, with this partnership playing a vital role in students’ academic performance (cruz et al., 2023). research indicates parental involvement can enhance school quality, boost teacher morale, and improve community reputation. engaged parents earn teachers’ respect, leading to higher expectations for their children. moreover, involved parents contribute to long-term benefits, including increased retention and a higher likelihood of continuing education after high school (hasegawa, 2023). collaboration and community engagement issues related to collaboration and community engagement were particularly the problem. reading coordinators needed the community’s support to address children’s reading needs. a significant challenge was that reading coordinators had to seek community support by orienting them to the programs that helped improve students’ reading skills. collaboration and training were also challenging for reading coordinators, especially during the covid-19 pandemic, when they had to conduct training sessions for parents, many of whom were not educated on practical approaches for their children. another issue was communication with parents. reading coordinators often could not attend meetings and did not have direct contact with parents; instead, advisers were responsible for communicating with parents, while reading coordinators only informed parents about their children’s status and progress. a participant noted that. “ah, also way back during covid time, i also conducted training, strategies on how the pupils, like the parents you mentioned, should approach, should teach their children because they called me up by grade level; it happened during covid because we didn’t have face-to-face interactions so one of the strategies was for parents who weren’t educated.” [line 7, urban school c] another participant said that. “i don’t have direct contact with the parents in that approach. when we have meetings, i’m not able to attend; it’s usually through the advisers. each adviser is responsible for communicating with the parents. we inform the parents about their children’s status, their standing”. [line 7, urban school b] another participant said that. “in the community, we engaged them, tapped them, and then asked for their commitment. we have what we call a “pledge of commitment.” we don’t just orient them or tell them about the program; we ask for their support.” [line 7, urban school a] hasegawa (2023) notes that parental involvement can significantly contribute to creating a positive learning environment, improving communication between parents, teachers, and students, and keeping parents informed about their child’s progress and any challenges they may encounter. parents who actively participate in their child’s school life can substantially impact their academic and personal development. involvement from parents and the community is crucial for enhancing educational outcomes and fostering social improvement (eden et al., 2024). pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 targeted interventions and tailored approaches reading coordinators in rural areas faced challenges in targeting interventions, as they needed to consider various assessments for students from kindergarten to grade 3 and different assessments for students in grades 3 to 6. additionally, it was challenging for reading coordinators to determine if the strategies were genuinely effective, making it essential to identify and observe suitable strategies. regarding addressing students’ needs, reading coordinators had to tailor their approaches by gathering feedback from parents, co-teachers, and students to ensure that the strategies aligned with the student’s specific needs. finally, in rural areas, reading coordinators struggled because if students could still read, they had to revisit the material they could not comprehend and avoid moving on to the next level until the child had fully learned to read. one participant said: “we conducted pre-tests, mid-assessments, and postassessments using the prescribed assessment tools for kindergarten to grade 3. we used the carla assessment and egra. what is carla? the comprehensive reading learners assessment test for our kindergarten to grade 3 students. carla stands for comprehensive rapid literacy assessment, while egra stands for early grade reading assessment. we assessed the children’s language of instruction, which includes mtb, filipino, and english, using egra. for grades 3 to 6, we used phil-iri, assessing both english and filipino. we conducted pre-tests, mid-assessments, and postassessments to determine whether the children improved after each test”. [line 8, rural school a] another participant said: “based on the assessment results, we will identify which other strategies are suitable, what went well, and what went wrong. then, we’ll find out and give another appropriate approach based on the child’s needs”. [line 9, rural school a] another participant said: “as the reading coordinator, i analyze the evaluation results and conduct interview sessions. i also organize regular sessions to review the assessments of the students, gathering feedback from co-teachers, parents, and the students themselves. we evaluate whether the materials and interventions are significantly helping the students, whether they can comprehend better, and if their vocabulary has improved”. [line 9, rural school b] another participant said: “we need to revisit that, need to revisit it, and don’t proceed to the next level or the next phase if he hasn’t mastered that phase yet. we need to go through it step by step, go back to what’s necessary, and constant repetition is needed if you want a child to learn how to read”. [line 9, rural school c] adaptation and flexibility in education in urban areas, reading coordinators struggled with adapting and being flexible in education, especially during the covid-19 pandemic. during that time, reading coordinators conducted training sessions for parents to ensure that children could continue reading at home despite the lack of face-to-face interactions. it became crucial for reading coordinators to adapt and be flexible in their teaching strategies. they regularly revisited and held meetings, followed by a slack session where they determined the most effective strategies to help students at each grade level improve their reading skills. in urban areas, reading coordinators needed a wide range of strategies. if a particular approach proved ineffective, they revised and reinvented their strategies. even if the implementation was prolonged and students still struggled with reading, the reading coordinators took an individualized approach and extended the time until the student mastered the material. one participant said: “ah, also way back during covid time, i also conducted training, strategies on how the pupils, like the parents you mentioned, should approach, should teach their children because they called me up by grade level; it happened during covid because we didn’t have face-to-face interactions so one of the strategies was for parents who weren’t educated, not like the same as you, so what i did was i called them up and trained them by grade level, and i just taught simple approaches how to teach parents, that’s it.” [line 8, urban school c] another participant said: “so what i’ve been doing with the evaluation is revisiting it whenever i have time. we have meetings here, and after our slack session, i do this. this is what we’ve been through in our mid-year, where we enhanced our reading program. we looked at the readings, that’s it. i checked what, and we all evaluated whether its reading at that grade level was compelling. [line 9, urban school c] another participant said: “well, just like i mentioned, we don’t proceed; we revise and reinvent our strategies if they are ineffective. before proceeding to the next step, we reteach based on the learner’s results in the assessment. in other words, it’s student-centered. it’s not teacher-centered; a strict timeline must be followed to determine whether the students have mastered the material. it’s not like that. we go back and reteach. so, if the 10-week implementation isn’t enough for the child, we don’t force it. we extend the time as needed until the child masters the material. it’s an individual approach, not a group approach”. [line 9, urban school a] jamil and qureshi (2023) noted that teachers who use innovative strategies such as problem-based, inquirybased, and collaborative learning methods effectively enhance student participation and engagement, leading to improved learning outcomes. additionally, flexibility is crucial for teachers in the classroom, as it allows them to embrace new ideas, adapt to changes, and address students’ needs. a flexible teacher is more successful in managing student behavior and building positive relationships with students (yussif, 2022). pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 15-30, 2025 fostering a love for reading in rural areas, reading coordinators faced the challenge of fostering a love for reading, especially among students who struggled with it. on the other hand, reading coordinators in rural schools worked on the continuous improvement and love for reading among students, particularly those who struggled and needed to be uplifted. one participant said: “we have a project focused on continuous improvement, and our reading program applies this through enrichment and intervention to uplift students. the main goal is to instill a love for reading in the children”. [line 8, rural school b] children who enjoy reading tend to perform better academically. essentially, when kids develop a love for reading, they read more frequently, which enhances their reading skills and overall school performance (culbert, 2024). targeted support and program effectiveness in urban areas, reading coordinators faced challenges in ensuring the effectiveness of their programs. even though they offered various programs for students, they still needed to measure whether these programs were truly effective in improving reading skills. another challenge for reading coordinators in urban areas was working with students who struggled with reading. coordinators had to tailor their approach to each child’s needs, and if the assessments used were insufficient, they adjusted their methods accordingly. one participant said: “actually, i just want to check the effectiveness of the reading program here at the school. i have already submitted an action research report to the division, but due to time constraints, i could not continue with it. the proposal was approved, but i haven’t pursued it yet. i want to check the effectiveness of the reading program we implemented here at the school”. [line 8, urban school c] conclusion this study explored the challenges faced by reading coordinators in rural and urban schools using qualitative methods and descriptive comparison. results revealed that both settings face significant but distinct challenges. in rural schools, coordinators struggle with limited resources, lack of professional development, and minimal parental involvement. these factors hinder the implementation and success of reading programs. coordinators often rely on local government support and personal experience to manage literacy initiatives. in urban schools, while resources are more available, coordinators face issues such as inadequate institutional support, teacher burnout, and frequent leadership changes, affecting program continuity. they must continuously adapt strategies, especially in response to crises like the covid-19 pandemic. assessment practices also vary rural coordinators face difficulties in evaluating progress and fostering reading interest, while urban coordinators revise approaches to meet diverse student needs. despite contextual differences, both emphasize the need for flexibility, targeted interventions, and strong commitment. overall, the findings highlight that resource availability, educator dedication, and adaptability are key to overcoming challenges and ensuring effective reading instruction in both rural and urban contexts. implications the study highlights the significant challenges that reading coordinators face in rural and urban schools, emphasizing the urgent need for meaningful improvements in reading programs. in rural areas, coordinators advocate for more resources, including access to books and technology, enhanced professional development, and community support to tackle literacy issues effectively. these calls for support underscore the unique obstacles faced by rural educators, where resources can be particularly scarce. in contrast, urban schools are dealing with their challenges, particularly the need to establish robust support systems for reading coordinators and teachers. burnout becomes a real risk without adequate support, hindering the successful implementation of reading programs. the study emphasizes that creating a collaborative environment is essential for sustaining the enthusiasm and effectiveness of educators in urban settings. moreover, flexibility in educational strategies is increasingly critical, especially given ongoing challenges like the covid-19 pandemic. by shedding light on these diverse issues, the study is a practical eye-opener that can lead to better student reading outcomes. it also provides a valuable guide for future research and policy efforts in literacy education, aiming to enhance the reading experience for all learners. references acedillo, n. b. 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(2023). asian journal of advanced multidisciplinary researches comprehensive rapid literacy assessment: bridging the gap towards lifelong learning. asian journal of advanced multidisciplinary researches (ajamr), 3(2). https:// msubuug.edu.ph/journal/vol3issue2/ pa ge 1 pa ge 37 american journal of multidisciplinary research and innovation (ajmri) from remediation to retention: assessing the effectiveness of academic support systems in a local college math education program noel a. comia1, qiarrah syrah a. chavez1* volume 4 issue 5, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i5.5687 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: july 08, 2025 accepted: august 11, 2025 published: september 25, 2025 this study investigated the relationship between institutionalized remediation practices and the academic performance of bachelor of secondary education major in mathematics (bsed math) students at city college of calapan. notwithstanding the long-standing support systems—including consultation hours, math-tulong tutorials, and guidance counseling—the persistent existence of academic difficulties and low course completion rates in mathematics reinforced the need to evaluate the interventions’ effectiveness. the study employed a descriptive-correlational and comparative research design. the requisite data were gathered through validated survey instruments administered to 108 thirdand fourth-year bsed math students who had been recipient of the remediation pratices. academic performance was evaluated on the basis of final grades in core mathematics subjects, specifically in algebra, calculus, geometry, and statistics. descriptive statistics, pearson’s r correlation, and independent samples t-tests were used to analyze the association between remediation exposure and academic achievements. the results revealed a compelling positive correlation between consultation hours and academic performance, a relatively robust relationship for math-tulong tutorials, and a moderate but significant connection for guidance counseling. fourth-year students exhibited significantly higher mathematics performance than their third-year counterparts, establishing a persuasive manifestation of cumulative benefits emergent from sustained remediation exposure. nevertheless, positive outcomes do not reflect efficient utility of mediation, for findings indicated underutilization of services and deficient coordination, particularly arising from the counseling domain. the study recommended a contextualized enhanced remediation program (cerp) to be further developed as the impact program, intending to consolidate and strengthen remediation through an integrated, structured, and data-driven approach. the study reveals that while current interventions yield academic benefits, a more holistic, organized and adaptive remediation framework is essential to improve outcomes and support student retention in the mathematics teacher education degree program. keywords mathematics education, performance, remediation, retention, tutoring 1 city college of calapan, guinobatan, calapan city, oriental mindoro, philippines * corresponding author’s e-mail: qiarrah.chavez@gmail.com introduction mathematics is an integral course guiding students’ academic trajectories, particularly in fields that are reliant on rational interpretations, problem-solving, and quantified inference . in this light, students who choose to be educators specializing in mathematics face an increased responsibility for mastering the subject. the bachelor of secondary education major in mathematics is envisioned not only to enable students to grasp intricate mathematical systems and patterns but also to facilitate their ability to teach it in secondary institutions. nonetheless, a growing proportion of these teachers continue to experience problems at the foundational and advanced proficiency levels. remedial strategies are currently crucial for improving academic achievement, especially in mathematics, in many educational settings worldwide. specialized interventions are necessary, as mathematics is a subject that challenges numerous students; however, it is considered as an important subject that fosters achievement in stem careers. additionally, remedial education is designed to meet the specific requirements of students who may lack the necessary preparation in mathematics courses for the college level in a global context. typically, these programs employ methods like small-group instruction, individualized training, and formative evaluations and assessments to enhance students’ mathematical problemsolving abilities and retention of concepts (schunk, 2020). research demonstrated the effectiveness of remediation in enhancing students’ numeracy. one impact of this can be observed in a 2021–2025 study, which found that an intervention amongst year 7 students made a significant difference to their numeracy skills (deped, 2025). furthermore, findings from the 2023 trials indicated that ict-based mentoring, among other strategies, made a positive difference to student achievement in mathematics and provided evidence that a broad suite of effective teaching techniques is required. however, crucial issue was identified which relates to the fairness in remediation. burch and good (2021) observed that remediation initiatives are inclined to be more beneficial to those with higher income levels and can increase detachment between the neediest groups and those with more social and material privileges when it comes to education. this highlights the urgent need for colleges to design equitable remediation resources, particularly for pa ge 38 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 those students who are most at risk of falling behind the expected academic standards. within an academic setting, the remediation strategies are considered valuable measures taken to confront the students′ academic problems, particularly regarding basic skills. cleland et al. (2020) further emphasized how remediation involves three key steps: diagnosis, treatment, and re-evaluation. understanding these processes greatly aids targeted interventions in enhance students’ comprehension and retention of the material. academic counseling with a tutor, computer-assisted learning with guided support, or opportunities for retesting for instance enhances recency and eventually the ease of retentive grasp. although the benefit of intervention is widely recognized, optimal methods remain unclear. bierer et al. (2020) noted that, due to limited understanding and lack of standardized ‘best practices’ among academic staff, who are often responsible for designing remediation programs, there is significant variability in how these interventions are delivered across institutions. similarly, snyder et al. (2019) also raised this concern, and added that it is very hard and non-useful to extract generalities from this multitude of remediation strategies as they are described in the literature. to build the science and evidence for what works best for remediation, they argue that in the future, researchers should work to replicate rather than add new interventions. in the perspective of city college of calapan (ccc) students pursuing a bachelor of secondary education major in mathematics (bsed math), it is deemed as both a prerequisite and an assistive screening tool for the licensure exam for teachers (let). it also serves as determinant for graduation. however, despite institutional records illustrating consistent let results through outperformance of the national average over the past decade, academic challenges persist to exist. despite years of structured remediation, many bsed math students continue to struggle and fail the major subjects. this raises concern given the effectiveness and the scope, and the integration of current remediation approaches. ccc has institutionalized three targeted remediation interventions since early 2015: consultation hours, the math-tulong tutorial program, and guidance counseling. these interventions were organized and carried out as part of formal academic support programs. consultation hours referred to teacher-led sessions, where students had the opportunity for personalized conversations, error correction or reinforcement of learning. faculty received standardized consultation logs, which they used to record the session date, topic, number of students present, and what worked and didn’t. at the city college of calapan, institutional policy mandates that each faculty member must render eight (8) hours of consultation per week, as stipulated in their workload distribution. these hours are officially scheduled and posted for student reference, and are designed to ensure consistent access to academic assistance throughout the semester. faculty members are required to maintain standardized consultation logs, where they record details such as the session date, subject or topic discussed, number of students who attended, the specific difficulties addressed, and notes on what worked or did not during the session. these logs are submitted to the office of instruction and curriculum development for monitoring and accountability. this structured approach to consultation aligns with ccc’s commitment to strengthening individualized academic support as part of its remediation strategy. the math-tulong tutorial program is a peer tutoring initiative launched in early 2015, where academically high-performing upper-year students are trained to mentor their lower-year peers. a math-tulong report template is used for each session, detailing learning objectives, strategies used, and progress observed in tutees. faculty coordinators oversee the program and monitor its operations through tutoring, as documented in the report submitted to the office of the program head. meanwhile, guidance counseling provides a structured professional support service that addressed students’ academic challenges. these services included individual academic counseling, where students received personalized plans for study routines, class schedules, workload management, and goal setting. although such remediation services operated on a monthly documentation and reporting system, their accessibility and overall effectiveness remain uncertain. each of the three activities had specific goals: consultation hours focused on the instructional area where faculty members are personally engaged, math-tulong served as strategic inchannel remediation through collaborative peer learning, and guidance counseling worked in the educational remediation domain by helping students organize their learning and improve their academic performance. however, despite this multi–tiered approach, challenges continued. data obtained from the office of the registrar indicated that failure in essential mathematics subjects such as calculus, algebra, geometry, and statistics was still rampant. first year bsed math had 87 enrollees in the school year 2021–2022. however, only 32 of these same students were enrolled by the fourth year, for a cohort survival rate of 37% by sy 2023–2024. exit interviews and academic performance records within the institution revealed poor academic performance, particularly in core mathematics, as a consistent reason for student attrition. this revealed a concerning research-based void: bsed math students at ccc, after having benefited from established remedially designed programs for so long, continued to perform at alarming failure rates. the presurvey data collected in 2024 from 108 bsed math students showed varying levels of participation (high, medium, low) in the remedial programs. the most popular was faculty consultation hours (68%), but scheduling conflicts and limited available time, and many students not having enough time prevented attendance. the math-tulong tutorial program received a moderate pa ge 39 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 response rate (42%), hindered by a lack of available tutors and peer discomfort. most notably, student use of guidance counseling was underutilized, with only 24% of students reporting participation, despite its structured academic support services aimed at improving study habits, learning management, and academic planning among struggling students in mathematics. these results verified that although supports were in place, they were not coordinated, and did not demonstrate high levels of participation and fit for students. these efforts are aligned with the commission on higher education (ched) memorandum order no. 75 s. 2017, prescribing the policies, standards and guidelines (psg) for the bachelor of secondary education for bsed, which is also employed for the mathematics program. the cmo specified expected program outcomes, learning competencies, and performance criteria that a pre-service mathematics teacher should achieve upon graduation. these were comprised of mathematical content knowledge in areas such as calculus, algebra, statistics, and geometry, as well as pedagogical content knowledge and habits of lifelong learning. however, the chronic underperformance in these components suggest that the current remediation regime at ccc needs to be reevaluated in the context of these national competencies. this study was implemented in city college of calapan (ccc), local government-owned public higher education institution in calapan city, oriental mindoro. the institution drew students from varied educational settings, including a large number from underprivileged public schools. ccc’s student demographics also positioned it as an important locale in which to study how remediation systems functioned particularly in an environment where academic preparedness varies, and support services were implemented with good intentions, influence by multiple factors. the college had remediation interventions in place as part of its academic policies and processes; however, there has been no empirical assessment of their impact on long-term academic success. the respondents of this study were the third-year and fourth-year bsed mathematics students of the a.y. 2024–2025. these cohorts were selected to their extensive exposure to the college’s remediation efforts and covered major subject areas. the three formal remediation programs reviewed were consultation hours, math-tulong tutorials, and guidance counseling. academic achievement was assessed in terms of final course grades. the inclusion criteria guaranteed that only students who had had a minimum of a year of exposure to these interventions were included in the surveys and assessment. the evaluation was focused on officially institutionalized remediation programs. informal academic social networks, occasional peer tutoring, and off-campus tutoring were excluded. although peer dynamics and study behaviors were of significance, they remained encapsulated within the three variables and not parsed out as separate constructs. the purpose was to assess the impact of school-led interventions that were implemented as part of ccc’s standard operating procedures on student outcomes. the study dealt with a serious institutional and scholarly problem: numerous bsed math students are still failing in their major areas despite the availability of organized, long-standing remediation efforts. through an examination of the coverage, the implementation extent and quality, and each correlation to desired outcomes of these remediation programs, within the context of national standards such as cmo 75, s. 2017—the study sought to determine the extent to which ccc’s approach to remediation contributed to overall student success and persistence. it also sought to design a contextualized enhanced remediation program (cerp) that would enhance the academic support structure at ccc and yield better student success, with a particular emphasis on mathematics. research locale the study was conducted at the city college of calapan (ccc), a local government-run public higher education institution located in calapan city, oriental mindoro. established to provide accessible and quality tertiary education to students within the province and nearby rural municipalities, ccc has become a key academic institution in the mimaropa region. it offers a range of undergraduate programs, with the bachelor of secondary education major in mathematics (bsed mathematics) standing as one of its flagship teacher education tracks. the college caters to a diverse population of learners, many of whom enter with varying levels of academic readiness and foundational mathematical competencies. ccc was selected as the site of the study because of its history of a systematic remediation approach, particularly in the bsed math program. since the school had institutionalized three academic support services: consultation hours, the math-tulong tutorial program, and guidance counseling, these were integrated into ccc’s academic and student development protocols, including reporting mechanisms and administrative oversight. these were designed as intervention programs to aid the students who had difficulty in their core and major mathematics subjects, in alignment with the standards set by ched memorandum order no. 75, s. 2017, on the policy standards of the bsed mathematics program. theoretical framework the foundation of this study was primarily based on the remediation theory, developed by snyder, fischer, and mcclintock (2019), which centers around the structured process of diagnosing and treating deficits in academic standards, attendance, or behavior, and informing students so that they can attain a higher level of academic achievement. as per the definition, remediation is a planned educational intervention that strives to close the gap between a student’s performance and the desired level of achievement. it is diagnostic (determined based pa ge 40 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 on assessment), delivered one-on-one or in small groups, followed by immediate feedback and frequent progress monitoring. remediation theory justifies institutionally structured processes to help such learners, especially in domains such as math, where foundational knowledge is cumulative. in the case of the ccc, the application of remediation theory was evident in its three-pronged academic support system: consultation hours, math-tulong tutorial program, and guidance counseling. these interventions aligned with the key components of the theory— targeted instruction, supplementary learning strategies, and academic development support—implemented through coordinated efforts between faculty, peer tutors, and professional counselors. the theory emphasized that remediation must be intentional, adaptive, and continuously evaluated to ensure effectiveness in improving academic performance. complementing the remediation framework, hattie’s visible learning theory (2023) supported the importance of feedback, mastery learning, and teacherstudent interaction in raising student achievement. his model emphasized that feedback and instructional clarity are among the most impactful strategies for learners, especially those who are underperforming. this is directly related to ccc’s consultation hours, where teachers provided one-on-one instructional reinforcement and guided students through error analysis and feedbackbased learning. kuhn’s sociocultural theory of peer learning (2022) also provided insight into the value of structured peer interaction. kuhn extended vygotsky’s social development theory into academic settings, arguing that students internalize knowledge more effectively through collaborative tasks and guided participation. the mathtulong tutorial program at ccc operated under this premise, promoting peer-assisted learning in mathematics as a means to reinforce both content understanding and learner engagement. meanwhile, usher and rosen’s (2023) contextual extension of bandura’s self-efficacy theory contributed to the understanding of how academic counseling and developmental services can influence students’ academic behaviors and self-regulatory skills. their model emphasized how structured academic support (such as study planning, goal setting, and skill development) can enhance a student’s belief in their ability to succeed, which in turn affects persistence and performance. taken together, these theories formed an integrated foundation for the study. remediation theory provided the primary structure for understanding how targeted instructional and support practices influence academic outcomes. hattie’s learning model reinforced the instructional aspect through feedback and mastery, kuhn’s sociocultural perspective strengthened the peer learning dimension, and usher and rosen’s adaptation of self-efficacy theory supported the behavioral and developmental aspects of academic success. these theoretical perspectives allowed the study to adopt a holistic view of remediation, not merely as content reteaching, but as a comprehensive academic support process involving instructional design, peer collaboration, and professional guidance aimed at improving student performance and progression in mathematics. conceptual framework the study was based on the premise that structured academic interventions (remediation practices) had a substantial effect on student academic outcomes, and that students’ achievement in subjects such as mathematics would be affected by those strategies, to the extent that they influence students in completing their formal training. in the context of ccc, remediation was more than an ad hoc set of remedial activities; it was a formal, institutionsupported academic development program designed to strengthen content mastery, encourage retention, and enhance progression of bsed-math students. figure 1. hypothesized relationship between remediation practices and academic performance in mathematics ccc institutionalized three main remediation practices: consultation hours, math-tulong tutorial, and guidance counseling. these were embedded into the college’s academic and student services operations and monitored through a reporting system. each practice targeted different aspects of student academic challenges. consultation hours were arranged, faculty-led sessions concentrated on meeting individual needs in terms of learning deficiencies through content reinforcement and feedback on assessment items, and each was recorded on consultation logs. the math-tulong program, a peer-assistance program introduced in early 2015, was conducted by senior students who were trained to tutor their classmates with the help of a guided session plan under the supervision of the faculty. meanwhile, guidance and counseling also offered academic services like study skills workshops, examination skills, and academic advising, and this was recorded in official session reports and documentation. all these collectively served as a root for measuring their combined effects on the academic performance of bsed math students – operationalized here in terms of the subject grades in mathematics. this framework suggested that successful implementation and student participation in the ccc remediation would be associated with enhanced academic outcomes, persistence to course pa ge 41 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 completion, and program retention. the study’s main product was to design a contextualized enhanced remediation program (cerp) that will enhance the delivery, concurrence, and effectiveness of the academic support services to the bachelor of secondary education mathematics students in city college of calapan. conceptualized around the framework provided by remediation theory and best practices of institutions, the cerp has been developed as a holistic, integrated, and structured program where already practiced through consultation hours, mathtulong tutorial, and guidance counseling into a unified, sequenced, measured, and empirical-based process. the cerp was not thought to be an intervention or remediation tool but rather a sustainable educational support model that could be institutionalized and measured periodically and change dynamically to fit the new needs of the students. it is intended to be an outcome-oriented, more equitable, and more accountable system of remediation to help bring more people to the professional preparation of teachers of mathematics. statement of the problem the study generally aims to determine the effect of the application of reinforcement practices in enhancing the mathematics performance of bsed mathematics students. specifically, it seeks to answer the following questions: 1. what is the level of remediation practices received by bsed mathematics students in terms of: 1. consultation hours; 2. math-tulong tutorial; and 3. guidance counseling? 2. what is the level of mathematics performance of 3rdyear and 4th-year students? 3. is there a relationship between remediation practices and academic performance in mathematics of bsed mathematics students? 4. is there a difference between the level of mathematics performance of the 3rd year and 4th year? 5. based on the findings of the study, what program can be proposed? statement of the hypotheses 1. there is no relationship between the mathematics performance of bsed mathematics students and the remediation practices applied. 2. there is no difference between the level of math performance of the 3rd-year and 4th-year. significance of the study this study was conducted to determine the relationship between institutional remediation practices and the academic performance of bsed mathematics students at the city college of calapan. the findings of this research are expected to provide valuable insights to various stakeholders within and beyond the institution scope, limitations, and delimitations this study focused on determining the relationship between the remediation practices implemented at the city college of calapan and the academic performance of students enrolled in the bachelor of secondary education major in mathematics during the academic year 2024–2025. specifically, the study examined three institutional remediation interventions: consultation hours, math-tulong tutorial program, and guidance counseling. these practices were investigated in terms of their structure, frequency, and effectiveness in supporting the academic performance of students in major mathematics subjects. the scope of the study was limited to 3rd-year and 4thyear bsed mathematics students, as these cohorts had the most extensive exposure to the remediation services provided by the institution. the study’s dependent variable—academic performance—was measured solely through students’ grades in their major mathematics courses, including algebra, calculus, geometry, and statistics. other indicators of academic behavior, such as self-confidence, motivation, or classroom participation, were beyond the scope of this study. the examination of consultation hours focused on how much personalized, faculty-led instructional support contributed to better academic outcomes. the math-tulong tutorial program was reviewed in terms of how it was implemented, its coverage, and instructional impact as a peer-assisted learning strategy. for guidance counseling, the study specifically focused on its effectiveness as an academic development service, particularly how it contributed to students’ organization of study habits, planning of academic tasks, and their overall preparedness in addressing mathematical difficulties. the emotional, behavioral, or psychological aspects typically addressed in counseling were not included in this study. the study had several limitations. it was limited to the data provided by academic records, official logs of remediation sessions, and student self-reports. the analysis relied on available documentation of remediation activities and participation rates, and did not measure instructional quality or variations in teaching styles during remediation sessions. furthermore, the study did not include 1stand 2nd-year students, informal peer tutoring arrangements, or remediation practices in other academic programs outside of bsed mathematics. this study was delimited to the description of remediation practices in an institutionalized setting, enacted, monitored, and reported by ccc’s academic and student services offices. it did not include compensations by private tutoring, parental assistance, or non-academic mentoring. the decision to limit the comparison to only grades as the academic performance variable was a choice to help maintain objectivity and generalizability in the analysis. furthermore, despite acknowledging that personal, social, or economic reasons might influence the performance of the students, the latter were not included in the study design. pa ge 42 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 literature review this chapter presents various literature and studies that are considered to be related and significant to the actions of the present study. the logical analysis of this literature and studies helps to strengthen the claim of this study. academic remediation remains central to higher education as colleges seek to decrease failure rates, increase retention, and increase program completion, particularly in subjects such as math, where content is cumulative. mathematics, by nature, requires the mastery of foundational concepts before a student can advance to more complex topics such as calculus, statistics, and algebra. when these foundations are weak, students often experience academic struggles that persist throughout their academic journey. according to salas et al. (2021), intervention needs to be systemic, founded in the institution, and data-driven to adequately address gaps in learning. in tertiary mathematics education, poor students’ initial lack of basic skills leads them into trouble when they have to process the contents of advanced topics like calculus or statistics. this urgently requires preventive measures to interrupt the downward spiral of failure and potential drop-out. in mathematics education, delays in foundational mastery can lead to compounded difficulties in higher-level courses, reinforcing the necessity of early and sustained intervention programs (lopez & rivera, 2022). building on the discussion of institutional models, ghosh and mendez (2022) highlighted the importance of comprehensive remediation programs that include peer facilitation, academic learning support, and instruction. their research demonstrated that programs adopting a holistic remediation approach showed higher student achievement and course completion rates compared to fragmented or isolated interventions. this concept is so closely related to the remediation model of city college of calapan, which categorizes the 3-faceted support system as consultation hours, math-tulong tutorial sessions, and guidance counseling. all are aimed at particular learning needs, but all work collaboratively within the college’s system of academic support. rivera and santos (2024) further highlighted that in local public colleges, context-specific remediation practices tailored to institutional realities yielded higher student retention and academic gains. performance in mathematics among college students continues to be a primary concern in teacher education programs, where mastery of content directly correlates with professional readiness and licensure examination outcomes. recent research indicates that performance in college-level mathematics is consistently a problem with preservice education graduates. bautista and francisco (2022) revealed that academic performance in mathematics is determined by the statistical interaction of educational background, family environment, individual study habits, and students’ utilization of remediation services. in their study in a third-year philippine teacher education institution, students who attended tutorials and consultations regularly showed improvement in algebra and calculus, both in high-stakes subjects. their findings suggest that institutions must design a multifaceted academic support system to cater to diverse learner profiles. moreover, cheng and sarmiento (2023) stressed the importance of the use of focused instruction strategies to boost students in their math grades and to meet the rigorous demands of students in licensure examinationoriented programs. their research associated prolonged remediation exposure with improvements in mid-term and final grades. lim and de vera (2021) underscored that academic performance in mathematics is a strong predictor of retention in the program, particularly in bsed mathematics, and suggested that schools need to closely monitor academic behavior and system support. delos santos et al. (2022) demonstrated that mastery in key areas such as algebra and statistics could be predicted by students’ participation in faculty-led and peer-supported programs. these findings underscore the importance of early identification of learning gaps and the implementation of targeted instructional interventions. in support, gonzales and yambao (2023) found that the effective use of diagnostic assessments in mathematics courses allowed institutions to direct students toward tailored remediation. balazo (2021) discovered that use of electronic strategic intervention materials (esimath) remarkably enhanced the mathematics performance of struggling learners. this underscores the value of creating context-appropriate instructional resources that target specific competency gaps—especially in statistics and problem-solving—which is congruent with the goals of ccc’s remedial framework. additionally, barcelona (2022) explored the use of a selfmotivated online platform integrating the singaporean math model in teaching primary students, finding notable improvements in problem-solving abilities through visual and modeling strategies, further reinforcing the influence of technology-mediated, learner-centric interventions in strengthening mathematical understanding. this research serves as evidence in the academic planning on performance in math at ccc and in the development of student success services. enrollment data from 2020 to 2024 about the survival rate of bsed mathematics students at ccc substantiate and validate the implications of these findings. at the same time, performance gaps in core classes such as calculus and geometry are still a major obstacle to student retention, and academic achievement turns not just into output but into a diagnostic tool to drive intervention. this relationship is relevant to ccc, where institutional data indicates a considerable number of students in bsed mathematics are being out due to repetitive failure in these foundation math classes. the literature evidence, therefore, directly endorses the theoretical underpinning for the ccc connected support model designed to minimize drop-out through early, targeted, and joined-up academic assistance. consultation hours create a way to instruct the students pa ge 43 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 outside of the classroom in a structured manner, providing students with dedicated opportunities to address subject-specific challenges directly with faculty. nguyen and morales (2021) report that students engaging in regular, feedback-oriented appointments had higher levels of conceptual understanding and better course performance. these improvements were particularly notable in subjects that required progressive content mastery, such as mathematics. domingo and caballero (2023) support this by demonstrating that college math students showed significant gains when provided with diagnostic feedback and instructional scaffolding from faculty. further research by reyes and sandoval (2023) and lee et al. (2022) noted that consultation hours need to be institutionalized and coordinated with curriculum pacing. this is also relevant to ccc’s model as teachers set aside an amount of time to review content and offer individualized support, all logged through a formal system of consultation logs. similarly, ong and herrera (2024) found that consultation hours were seen as more useful when they focused on recent assessments or examinations. this perception aligns with ccc’s practice of scheduling consultation sessions around critical evaluation periods, which allows students to clarify misunderstood concepts and receive formative guidance in preparation for highstakes assessments. peer-assisted learning techniques are becoming increasingly popular because they promote active participation, personalized instruction, and cooperative learning during mathematics remediation. zhang and gomez (2022) concluded that, with the implementation of structured peer tutorials, students developed skills, such as retaining concepts and enhancing analytical reasoning, that were comparable to those gained through traditional sessions, largely due increased opportunities for peer-led questioning and repetition. martin and javier (2023) studied the implementation of the math-tulong program at a provincial public college and observed that students’ performance in core math subjects was significantly improved when sessions were guided by syllabi and geared to the expected level of performance. furthermore, peer tutors can break down explanations in a more peer-friendly manner than instructors, aiding in a better improved comprehension. villanueva and reyes (2024) argued that documentation, tutor training, and ongoing assessment are essential for effective peer remediation, ensuring fidelity and accuracy of instruction. these findings align with the design considerations of ccc’s math-tulong, which uses formal session logs, content alignment, and oversight by faculty coordinators. torres et al. (2023) found that peer tutors who received faculty mentorship were better at delivering instructions and maintaining academic honesty during peer sessions compared to those without mentorship. additionally, sarmiento and lim (2021) highlighted that peer-assisted lessons foster a low-pressure, safe environment where students feel more comfortable voicing confusion, asking questions, and discussing past errors – key elements for learning recovery. the results reinforce the strategic importance of math-tulong as a supplementary tool to traditional instruction within ccc’s remedial framework. guidance counseling has become a vital academic tool in college, especially as institutions recognize the importance of addressing not only cognitive deficiencies but also the organizational and planning challenges that hinder academic progress. torres and dela peña (2021) reported that academic-focused counseling positively impacted study habits and time management. these improvements allowed students to better allocate their efforts toward demanding subjects, reducing procrastination and absenteeism. abad and florencio (2022) highlighted the need for organized academic support programs that help students plan their academic load, balance their assignments, and prepare for examinations. they noted that when students are taught how to plan their coursework, prioritize tasks, and utilize institutional resources effectively, academic performance tends to improve across subjects, particularly in quantitative disciplines. ramos and sison (2024) linked academic counseling services to better course completion outcomes, particularly in math-based programs. in the same light, bernardo and cruz (2023) found that a collaborative relationship between counselors and subject teachers led to more effective academic support interventions. such findings support the place of guidance services in ccc, counselors advising students on academic strategy, referral systems, and performance checks in conjunction with remediation data. this coordination ensures that support is not isolated but instead embedded into the overall academic recovery process. research such as tan and evangelista (2022) and madrid and uy (2023) has stressed that remediation should be dynamic, contextualized, and supported. they argued that traditional, one-size-fits-all remediation models are often ineffective in addressing the diverse academic gaps students face in higher education. these scholars advocated for flexible remediation programs tailored to institutional culture, learner profiles, and curricular demands. hernandez and ilagan (2021) detailed that interventions supported by academic support systems decreased drop/fail rates in quantitative courses by up to 30%. these findings highlight the value of responsive systems that adjust remediation efforts based on realtime academic feedback. these results align with the underlying framework of ccc cerp, which is based on incorporating information and other supporting documents and conducting routine assessments in the intervention. the program seeks to institutionalize remediation through a standard framework that allows for flexibility in implementation while ensuring accountability and continuity across departments. cabral and manalo (2022) emphasized the importance of teacher training in the effectiveness of remedial pa ge 44 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 instruction. the study found that remediation was most effective when handled by instructors with both content expertise and training in differentiated instruction strategies. their research supports ccc staffing patterns to have appropriately-certified content-specialist faculty to remediate, ensuring instructional quality across the board. further, morales and quinto (2021) noted that local colleges are allowed to adhere to national competency standards for remediation, similar to ccc’s alignment with cmo no. 75, s. 2017 ensures that remedial efforts not only improve academic performance but also prepare students for licensure and professional success. recent reviews from dizon et al. (2023) and garcia and sevilla (2024) proposed models of remediation that integrate direct instruction, peer learning, and academic counseling as triadic systems. such integrated models foster an environment in which adaptive academic interventions collaborate, rather than work in isolation. this tripartite method is consistent with ccc’s framework and offers empirical support for the proposed improvements within the cerp. it also suggests that combining consultancy, peer tutorials, and academic consulting into one system— which is well documented—will result in greater academic improvement than using them separately. literatures highlight that when consultation sessions are properly scheduled, aligned with curriculum pacing, and focused on recent assessments, they significantly enhance student understanding and academic performance, particularly in mathematics. consultation hours have an even larger impact when they are formalized with standardized reporting, prompt feedback, and mapped to course goals. these findings support the benefit of ccc’s organized approach to implementation of consultation hours, where local faculty conduct welltargeted remediation is directed based on consultation logs; monitoring of cases is formalized. in this study, it is confirmed that consultation hours as an independent variable serve as direct instruction that can close learning deficits and help in the advancement of more contentrich mathematics subjects. peer facilitation of the learning process, as in formal tutorial systems such as ccc’s own math-tulong, has also received strong empirical support over the past few years. martin and javier (2023) suggest that peer tutorials encourage active engagement, retention of concepts, and deeper understanding—especially when they are led by well-prepared tutors using a structured format and under the supervision of academic staff. documentation and monitoring were noted to be key components for continuity, consistency, instruction integrity, and congruence with academic aims. in ccc, the mathtulong tutorial program is not supplemental but rather an integral part of remediation. the corroborated link of this program with the literature indicates its potential as a potent remediation regimen, when well conceptualized, supervised, and learner-centrically delivered. it therefore serves as a structured peer learning strategy that improves student outcomes and promotes retention at the institutional level. academic-focused guidance counseling has been proposed to be a crucial intervention through the literature for the enhancement of cognitive remediation. beyond the confines of the past, guidance encompasses studying strategies, academic goal setting, time management, and working with instructional services. ramos and sison (2024) support that, in conjunction with faculty mentors and remediation programs, integrated, personalized academic support increases completion rates and learning performance. for students who are struggling in math, the integration of counseling services into the larger remediation structure at ccc reflects this contemporary, holistic approach. this provides support for guidance counseling as an intervention aimed at student organization, learning strategies and retention rather than emotional or psychological issues only. in conclusion, the literature does make a strong case in favor of a holistic approach to remediation in higher education. the literature asserts that for all three independent variables -consultation hours, math-tulong tutorials, guidance counseling -the conduct of structured, basis, and context-relevant interventions. each variable on its own works for a different facet of struggling academics instructional support by faculty for skill mastery, peer tutoring for peer-supported feedback and active recall, and academic counseling for organization and goal setting. however, there is also evidence that these interventions have the greatest efficacy when implemented as an integrated, systematically monitored system of remediation. the results from the literature were consistent with the present remediation model at the city college of calapan, and it affirmed the necessity of the planned contextualized enhanced remediation program (cerp). ccc’s history of implementing the three remediation practices is similar to those utilized by national and international models, but its continued mathematics failure rates indicate a deficiency in unification, assessment, and response. integrating academic, strategic, and student support into a single comprehensive program, the cerp can implement the major recommendations from the literature and ultimately lead to enhanced student learning, retention, and institutional accountability. materials and methods the methods of studying, the method of data collection, and the procedure of using statistical instruments for the fulfillment of the study are described in this chapter research design a descriptive-correlational and comparative research design was used in this study. it sought to find out the relationship of the remediation practices – the consultation hours, math-tulong tutorial program, and the guidance counseling – and the academic achievement of 3rd and 4th-year bsed mathematics students in city college of calapan. the comparison part compared the pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 differences in academic performance among students, which consisted of different groups based on different combinations of remediation efforts by the students. this design was suitable for testing the magnitude of the association and comparing academic performance across various exposures to intervention types. sampling technique simple random sampling was applied in this study which includes 108 participants—64 3rd-year and 44 4th-year bsed mathematics students—who had significant experience with the school’s remediation programs. they were students who have actively participated in faculty consultations, math-tulong peer tutoring, and guidance counseling for at least one academic year were the subjects of this purposefully selective sampling strategy. by targeting these upper-year students, the research ensured that participants had valuable exposure to all three remediation variables being studied. this approach provided informed perspectives on their effectiveness and how they related to each other. respondents of the study the respondents of the study were third-year and fourth-year bsed mathematics students of city college of calapan. the selected respondents were bona fide students of city college of calapan who were enrolled during the school year 2024–2025. the number taken from the population was presented in table 1. table 1: respondents of the study bsed – mathematics students year level population 3rd -year 64 4th -year 44 total 108 the number of respondents drawn from the population of bsed mathematics students was shown in table 1. a total of 108 students were chosen to represent the population. it displayed the number of participants: 64 from the 3rd year and 44 from the 4th year, making a total of 108 participants in the study population. all selected students had completed at least one academic year of exposure to any of the three remediation practices – consultation hours, math-tulong program, and guidance counseling – and were enrolled in major mathematics subjects at the time of the study. research instrument the main research instrument was a researcher-made survey questionnaire composed of four parts. the first part gathered demographic data; the second assessed the extent of exposure to each remediation practice; the third measured student perception of each intervention’s effectiveness; and the fourth collected self-reported final grades in major mathematics subjects, which serve as the dependent variable. the instrument utilized a 4-point likert scale (1 = strongly disagree to 4 = strongly agree). validation of the instruments the instrument underwent a rigorous validation process to ensure its content was relevant, clear, and appropriate for the study. the validation was conducted in two phases: face validation and content validation. at the face validation phase, the tool was reviewed for clarity, layout, and presentation. three academic experts were interviewed for the study: a college mathematics teacher, a thesis adviser, and a research counselor serving a more traditional guidance counselor role. they also weeded out those that were vague or too complex for students, in terms of the layout of surveys, the language, how the survey was presented, etc. as for the content validation stage, the panel of validators analyzed all the items of the instrument in a way that was clear, relevant to the study objectives, and belonged to the theoretical domain of interest. in particular, the mathematics professor focused on alignment of content with instructional process, the thesis adviser led judgments about the structure and appropriateness of the quantitative items, and the research counselor, in the role of the guidance counselor, was concerned with items focusing on academic development and support services. the questions were rated by the validators on a validation checklist that emphasized relevance, clarity, and comprehensiveness. in light of their recommendations, a range of products were revised to ensure clarity, some products were reorganized to ensure flow, and others were reworded to reflect the operational definition of the independent variables (consultation hours, mathtulong tutorial program, and guidance counseling) and dependent variable (academic performance). data gathering procedures before the actual gathering of research data, the researcher obtained written consent from the research ethics committee of the city college of calapan. subsequently, written permission letters to access student lists and conduct the survey were filed with the office of the college administrator. following the approval, the researcher worked with the program chair to publicize the research. a pre-test meeting was organized for potential respondents to describe the study, voluntary participation, the anonymity of responses, and their right to withdraw from the study at any time with no negative repercussions. the data collection process itself took place within a two-week window in the middle of the second semester of ay 2024–2025. to meet the needs of students with different schedules, both printed questionnaires were distributed in scheduled classroom sessions, and online link (google forms) fill-out instructions were shared with students who wanted to access it digitally or when they were physically got unavailable.a generic consent pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 form was appended to each version of the questionnaire. participants were given the form to read and sign before they did the survey. only those who agreed were included in the final data set. the reliability of responses was guaranteed through the neutral application of the instrument by informing class advisors and peer facilitators. they are responsible for handing out and collecting the forms but were told not to help shape student responses. narratives from the two dimensions were transcribed and masked into a spreadsheet. final data were screened for completeness. incomplete or duplicate entries were removed. the cleaned dataset was then exported to data analysis excel for statistical analysis. confidentiality and data security protocols were maintained throughout the process, with access restricted only to the researcher and the thesis adviser. ethical considerations the principle of respect for persons was implemented by obtaining informed consent from all participants. participants received a full explanation concerning the aims of the study, their role, and the right to abandon participation at no cost. consent forms were distributed, and those obtained were collected before the instrument was administered. beneficence was met by structuring the study such that it would result in good, which included making recommendations to improve the remediation program of the calapan city college. its purpose was to enhance services for students without causing harm. non-maleficence was maintained by ensuring that the research process was harmless to participants. there were no invasive or harmful procedures carried out in the study, participation in which had no impact on the students’ academic performance. the integrity of justice was maintained through random participant selection. only those students who were eligible based on academic level and exposure to remediation (treatment) were considered. no group was discriminated against or excluded without a valid reason. confidentiality was considered in all stages of the study. names and identifying details were not recorded. codes were used in place of personal information, and all data was safely kept and available only to the researcher and adviser. validity was addressed by the conduct of honest and transparent research. the data were presented, and the literature and instruments were cited correctly. any change in the instrument or the procedures was recorded and tested. approval was obtained from the college research ethics committee, and letters were written to the respective college offices. feedback from validators and advisors was used during the study to enhance its ethical and academic rigor. adherence to these seven principles protected the rights of the people studied, the validity of the study findings, and the integrity of the ethics of the research process. results and discussions this chapter presents the findings of the study on the relationship between remediation practices and the academic performance of bsed mathematics students at city college of calapan. the data collected through the 4-point likert scale questionnaire were systematically analyzed using descriptive and inferential statistics to answer the research questions. what is the level of remediation practices received by bsed mathematics students in terms of: consultation hours; table 2: level of remediation practices in consultation hours among bsed mathematics students mean sd description i am aware of the availability of consultation hours for mathematics subjects. 3.25 0.71 high i found information about consultation hours for mathematics subjects easily accessible. 2.89 0.82 high i can easily access consultation hours for mathematics subjects. 2.95 0.77 high i am aware of various channels for accessing consultation hours for mathematics subjects (e.g., in-person, virtual scheduled appointments). 3.12 0.68 high i find the process of accessing consultation hours for mathematics subjects to be smooth and manageable. 2.55 0.91 high i am satisfied with the teachers' consultation hours for mathematics subjects. 3.18 0.74 high the consultation hours for mathematics subjects meet my expectations. 3.05 0.79 high i appreciate the current structure of consultation hours and see potential for further enhancement. 1.70 0.65 low i am open to exploring additional features and enhancements that could further improve consultation hours for mathematics subjects. 1.58 0.58 very low pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 i value the opportunity to provide suggestions that can make consultation hours more effective. 2.40 0.85 low overall mean score 2.67 0.75 high level consultation hours were found to be well implemented, particularly in terms of awareness (mean = 3.25, sd = 0.71), accessibility (mean = 2.95, sd = 0.77), and multiple access channels (mean = 3.12, sd = 0.68). students appreciated the instructional support provided by faculty members during scheduled sessions. overall, the mean rating for consultation hours was 2.67, indicating high implementation according to the 4-point likert scale. however, student participation in offering structured feedback and proposing improvements was notably low. for instance, the items on suggesting improvements (mean = 1.58) and facing challenges (mean = 2.40) received the lowest scores, pointing to underdeveloped feedback mechanisms. math-tulong tutorial table 3: level of remediation practices in the math-tulong tutorial among bsed mathematics students mean sd description i am aware of the availability of tutorials for mathematics subjects. 3.20 0.70 high i found information about tutorials for mathematics subjects easily accessible. 2.85 0.80 high i can easily access tutorials for mathematics subjects. 2.90 0.75 high i am aware of various channels for accessing tutorials for mathematics subjects (e.g., in-person, virtual, scheduled appointments). 3.05 0.72 high i find the process of accessing tutorials for mathematics subjects smooth and convenient. 2.50 0.88 low i am satisfied with the tutorials for mathematics subjects. 3.10 0.68 high tutorials for mathematics subjects meet my expectations. 3.00 0.76 high i recognize the potential of tutorials for continuous improvement and enhancement. 1.75 0.65 low i am interested in exploring enhancements and additional features that could further improve the tutorials for mathematics subjects. 1.65 0.60 very low i value the opportunity to share my experiences in tutorials to help improve them further. 2.35 0.82 low overall mean score 2.64 0.74 high level table 4: level of remediation practices in guidance counseling among bsed mathematics students mean sd description i am aware of the availability of guidance counseling services. 2.95 0.78 high i found information about guidance counseling easily accessible. 2.70 0.85 high i can easily access guidance counseling sessions when needed. 2.65 0.88 high i am aware of various channels for accessing guidance counseling (e.g., inperson, virtual, scheduled appointments). 2.80 0.82 high i find accessing guidance counseling services to be convenient and manageable. 2.10 0.80 low i am satisfied with the counseling sessions provided by the guidance counselor. 3.00 0.75 high the guidance counseling sessions meet my academic support expectations. 2.85 0.79 high i recognize the potential of guidance counseling services for continuous enhancement. 1.60 0.62 very low the math-tulong tutorial program was likewise rated as highly effective, with students reporting strong awareness (mean = 3.20), satisfaction (mean = 3.10), and alignment with expectations (mean = 3.00). the overall mean score for math-tulong was 2.64, also indicating high implementation. despite this, the program’s overall impact was somewhat reduced by issues such as inconsistent tutor availability and a lack of follow-up or targeted tutorials, as evidenced by lower scores in feedback and improvement interest (mean = 1.65) and perceived opportunities for enhancement (mean = 1.75). guidance counseling pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 i am open to exploring enhancements and additional features that could further improve the guidance counseling sessions. 1.50 0.58 very low i find guidance counseling sessions helpful and valuable for addressing academic concerns. 2.25 0.84 low overall mean score 2.44 0.79 low level guidance counseling was rated as having low implementation, with an overall mean of 2.44. although students acknowledged its availability (mean = 2.95) and clarity of access channels (mean = 2.80), they rarely engaged with the service for academic support. the lowestrated items included suggestions for improvement (mean = 1.50) and recognition of its potential for enhancement (mean = 1.60). this indicates that the academic relevance of counseling was unclear or undervalued, resulting in limited participation and integration with the other remediation practices. what is the level of mathematics performance of 3rd-year and 4th-year students? table 5: level of mathematics performance of 3rd-year bsed mathematics mathematics subject mean score final rating interpretation algebra 86.5 1.75 satisfactory calculus 82.3 2.0 moderately satisfactory geometry 84.7 2.0 moderately satisfactory statistics 81.9 2.0 moderately satisfactory overall mean 83.85 2.0 moderately satisfactory table 6: level of mathematics performance of 4th -year bsed mathematics mathematics subject mean score final rating interpretation algebra 88.2 1.75 satisfactory calculus 85.1 1.75 satisfactory geometry 86.3 1.75 satisfactory statistics 83.7 2.0 moderately satisfactory overall mean 85.83 1.75 satisfactory table 7: correlation between remediation practices and academic performance in mathematics remediation practice pearson’s r p-value interpretation consultation hours 0.61 0.000 strong positive correlation math-tulong tutorial program 0.54 0.000 strong positive correlation guidance counseling 0.35 0.002 weak positive correlation statistics 83.7 2.0 moderately satisfactory overall mean 85.83 1.75 satisfactory thirdand fourth-year students were able to reach an average passing performance level in algebra, calculus, geometry, and statistics. however, the average mark of fourth-year students was significantly higher than that of third-year students, with a higher mean and a better standard deviation. in both groups, statistics had the lowest average score, highlighting an ongoing challenge in applied mathematics areas. these trends suggest that cerp should include subjectspecific modules in statistics and tailor strategies by year level. early diagnostic feedback and remediation support in calculus and statistics may be most useful for thirdyear students. for fourth-year students, incentives to reinforce understanding with practice-based tutorials and collaborative problem solving could maintain the momentum and reinforce retention. furthermore, incorporating student feedback on tutorials and consultation sessions may make this intervention more adaptive. in conclusion, while both cohorts are meeting academic expectations, the data underscores the importance of continuous, targeted, and year-level-specific remediation. sustaining and enhancing such support is critical in maintaining high performance and preparing students for licensure examinations and future teaching roles in mathematics. is there a relationship between remediation practices and academic performance in mathematics of bsed mathematics students? pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 a strong positive correlation was observed between academic performance and consultation hours (r = 0.61) and math-tulong tutorials (r = 0.54). there was a moderate positive correlation for guidance counseling (r=0.35). these relationships suggest that engagement with remediation, particularly instructorand peerbased interventions, makes a significant contribution to mathematics academic success the high association with the math-tulong program suggests that the formalizing of peer-assisted learning as a central remediation strategy, associated with regular tutor training and content alignment, is necessary. at the same time, the moderate association of guidance counseling with academic achievement indicates some potential to redefine counseling services as proactive academic support, rather than corrective support. the influence of this intervention can be enhanced by organizing structured academic advising sessions and planning meetings, and by encouraging counselors to work with math faculty. in conclusion, the correlation analysis shows that ccc’s interventions, consultation hours and peer tutorials appear to be effective. they also suggest the need for a context-specific and evidence-based enhancement strategy—like the proposed contextualized enhanced remediation program (cerp)—that takes broader reach, greater responsiveness, and holistic integration of the three interventions to form a holistic academic support system appropriate for bsed mathematics students. is there a difference between the level of math performance of 3rd year and 4th year? table 8: independent samples t-test on the math performance of 3rd year vs. 4th year bsed students group mean sd 3rd year 83.85 4th year 85.83 5.40 the result of the independent samples t-test indicated that there was a significant difference between the performance in mathematics of the bsed mathematics students taking third-year and fourth-year courses in the city college of calapan, with a computed p-value of 0.035. 4th-year participants had an average score (m = 85.83) greater than that of their 3rd-year peers (m = 83.85), suggesting that the academic achievement of the major mathematics contents significantly improves from 3rd to 4th year. an independent-samples t-test also showed a significant difference (p = 0.035) in the performance level of 3rdand 4th-year students, with the 4th-year performing notably better. this indicates that both extended remediation and academic maturity are linked to higher performance, especially in courses that build on a sequence of material. in summary, the statistically significant math difference between year levels at the end of the intervention is indicative of ccc’s increases in remediation over and above the uncertainty of the coefficients of such a rapid educational transition. a developmental, or scaffolded, approach to remediation, based on years of studies, will continue performance gains and assist in the retention of students in mathematics teacher education. based on the findings of the study, what program can be proposed? table 9: impact remediation matrix component activities responsible units frequency expected outcomes budgetary requirements consultation hours -scheduled faculty-led academic consultations content review before major exams -tracking via consultation log faculty, office of instruction weekly / bi-weekly increased conceptual understanding and individualized learning support p2,000.00 per semester math-tulong tutorials -peer-to-peer tutoring sessions -tutor training and orientation -tutorial session documentation faculty advisers, senior tutors, peer council weekly strengthened peer learning and mastery of core math concepts p3,000 per semester guidance counseling -academic counseling sessions study habits and time management workshops -referral coordination with instructors office of student affairs, counselors monthly / as needed improved study strategies and academic planning among students p2,000.00 per semester pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 37-52, 2025 academic monitoring compilation of grade trends and participation logs midterm and final performance review research office, program chairs per semester data-informed planning and remediation adjustment p2,000.00 per semester student feedback integration -post-session evaluation forms -focus group discussions per year level -suggestion boxes (physical/digital) student council, qa office quarterly responsive remediation content based on student needs and inputs p3,000.00 per semester evaluation and enhancement -semester-end assessment of remediation outcomes faculty and tutor reflection reports -program adjustment planning qa team, office of instruction end of each semester enhanced implementation strategy for succeeding terms p3,000.00 per semester impact remediation is a student-centered approach to academic remediation for the bsed mathematics student at city college of calapan. it is a combination of faculty consultation, peer tutoring, and academic counseling that is used to create a tiered system of support. the program remediates skill gaps, builds student proficiency, and accelerates college and career readiness, particularly for students who may be struggling in algebra, geometry, calculus, statistics, and other major mathematics subjects through structured, layered, and year-level-appropriate interventions. the proposed output of this study is the impact program, which is an acronym for integrated mathematics performance advancement and coaching through targeted remediation. it is a structured, data-informed academic assistance project that targets the continued low performance of the bsed mathematics students in major subjects such as algebra, calculus, geometry, and statistics at the city college of calapan. rooted in the findings of the study and aligned with the identified research gap, impact is an incorporated remediation framework that operationally binds the present three institutional practices, such as the consultation hours, math-tulong tutorials, and guidance counseling, into an organized and dynamic remediation system. conclusions based on the findings of this study, the following conclusions are drawn remediation practices are being implemented at varying levels across ccc. while consultation hours and math-tulong are well-utilized, guidance counseling remains underused due to unclear academic relevance. mathematics performance among students is generally satisfactory, though 3rd-year students show weaker results, particularly in statistics. performance improves with year-level progression and sustained exposure to academic support. strong positive correlations between remediation practices and academic performance confirm that well-designed instructional and peer interventions significantly support student learning. furthermore, the statistically significant difference between the academic performance of 3rdand 4th-year students supports the need for early, sustained, and developmentally aligned remediation strategies. the proposed impact program addresses both systemic and student-level gaps in remediation by offering a unified, measurable, and responsive approach to academic support. recommendations the study recommends augmenting the remediation strategies through faculty adherence to consultation hours, alignment of assessments and timely, tailor-fitted feedbacks. tutor pedagogical orientation should support syllabi with close monitoring for the quality of information used and the expansion of mode of delivery (e.g online or recorded sessions) for enhanced accessibility. guidance counseling must prioritize proactive academic support, identification of at-risk students, offering of study techniques, and provision of time management training. ccc must adopt the impact program with robust guidelines for reliable monitoring & evaluation (m&e) for establishing professional development. subjectspecific modules, diagnostic tools, and small-group tutorials in statistics are perceived necessary capabilities for an evidence-based central tracking database. current licensure performance do not dictate future outcomes, hence, future 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(2022). enhancing student reasoning through structured peer-assisted learning. international journal of math education studies, 11(3), 35–50. https://doi.org/10.1080/002073 9x.2021.2008036 pa ge 1 pa ge 49 american journal of multidisciplinary research and innovation (ajmri) investigating efl learners’ perceptions and reflections on the impact of ecolinguistics in raising environmental awareness faiza abdalla elhussien mohamed1* volume 4 issue 2, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i2.4009 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 15, 2024 accepted: december 13, 2024 published: march 20, 2025 due to the growing need for effective communication strategies to promote environmental responsibility and address environmental challenges, this study examines ecolinguistics’ roles in addressing environmental challenges and raising efl learners’ awareness of their critical role in building a more equitable world. it aims to raise environmental responsibility among efl learners and allow them to take action. the study used an online questionnaire of three dimensions, rated on five likert scales, and a free, open-ended question to collect data from (n= 100) efl graduates and undergraduates to explore the relationship among perceptions, knowledge, and active reflections on environmental issues. the quantitative data analysis revealed a strong link between language and environmental attitudes. the participants believed in the impact of language on positive changes in people’s way of thinking about the environment. the participants’ reflections on the open-ended question provided various solutions, from linguistic and nonlinguistic awareness-raising to youth engagement, policy changes, individual action, creative communication, and environmental management strategies. the study concluded that ecolinguistics significantly stimulates environmental consciousness and advocates for a comprehensive approach involving education, policy, and individual action. keywords ecolinguistics functions, ecolinguistics in education, ecolinguistics, environmental violence 1 department of english, college of education, majmaah university, al-majmaah, 11952, saudi arabia and omdurman islamic university, sudan * corresponding author’s e-mail: faiza.a.elhussein@outlook.com introduction ecolinguistics, or ecological linguistics, explores the language and environment interactions (stibbe, 2015). dash (2019) states that ecology studies living creatures, including humans’ relationship to their physical environment. language, as a basic tool for communication, to facilitate understanding and shape people environmental thinking (peluso, 2020; fill & penz (2018). this address aspect of language makes it a strong tool for environmental education and addressing environmental issues. ecolinguistics addresses environmental violence by anatomizing how language objectifies nature terms to foster a perception of the environment (menton & billon, 2021). ecolinguistics dissects how language can be utilized to objectify and dehumanize nature. for instance, terms like “resources” and “raw materials” denote natural objects can shape a view of nature as something to be utilized and exploited rather than revered and safeguarded. instructors can use ecolinguistics materials (posters, cards) to underscore their pivotal role in fostering environmental action and dismantling harmful narratives (misiaszek, 2022). this study is significant because it explores the roles of ecolinguistics in addressing the environmental crisis and the impact in raising awareness for building a more equitable world. moreover, the study argues how language can promote or inhibit the environment. it is essential to be aware of how language can be used to shape our understanding of the environment. furthermore, the study holds the promise of significantly contributing to filling the gaps in ecolinguistics and the fight against environmental violence and climate change, instilling hope for a better future. the results of the research may affect the perception of students on the environment, knowledge about how language contributes to the violence on the environment, and modify the proactive approach towards the environmental issue. the study shows how linguistic skills can be critical in mitigating violence towards other species by participants passing information on environmental conservation towards tackling these issues. ecolinguistics is a sub-discipline of linguistics that looks at the connection between language and the environment. dash (2019) highlighted the challenges of defining eco linguistics as it requires a standarised definitions in major dictionaries. despite its sounding like an optimistic conjunction of ecology and linguistics, it still does not have a clear definition. however, researcher such as steffensen et al. (2014), contributed in defining ecolinguistics as study of how ecological issues affect language. norton (2000) reviews the effectiveness of identity, language acquisition, and social context as the framework for understanding how ecolinguistics could be applied to the process of language teaching. hanks (2010) examined the link between language, culture, and society and suggests that ideas from ecolinguistics should be combined with language instruction. ecolinguistics in terms of language instruction and other areas as analysed by canagarajah (2013) and it offers theoretical and practical applications ecolinguistics. ecolinguistics deals with language concerning the environment as chen (2016) explains, discuss the history of the field, the ways in which language shapes and describes nature, environmental discourse analysis, and the function of pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 49-56, 2025 language in environmental justice struggles. further, it examines the possibilities of ecolinguistics for education to create problematic consciousness related to environmental issues. ecolinguistics, as a sub-discipline, deals with the relationship between the use of language, people’s actions, and the natural world. cowley (2014) further develops the notion of bio-ecology advanced by clements and shelford (1939) since this meaning expresses how human actions constructed out of language reshape the natural world and are also reshaped by it. garner (2004) agrees with the assertion that ecolinguistics is relevant to analysing these interactions. according to fill and mühlhäusler (2006), ecolinguistics is defined as a new field of study that discusses the connection between language and ecology. the field covers a huge amount of methodological and theoretical approaches and this reader will be helpful to grasp the field’s input into the field of linguistics. as lee (2016) explained, environmental violence includes conflicts over resources, harmful environmental policies, natural disasters exacerbated by human activities, and direct environmental degradation this broader category includes extractive violence, as downey et al. (2010), in which people and the environment are harmed by activities such as mining and logging. toxic violence from exposure to pollution is another important mechanism. these events underscore the urgent need for sustainable practices and environmental justice to protect people and the planet. menton and le billon (2021) environmental defenders against violence, including aboriginal people, labor and the media. such people are easily exploited by governments, companies and other people who have desire for making much more money often inflicting a lot of suffering to many people and damaging the environment. from the analysis, one finds that ecolinguistics can make alterations to the students’ attitude towards the environment. developing from this theory of stibbe (2015), this paper investigates language’s influence on people and environmentally friendly behaviour. in this way, friendly environment to students in biology education for positive change is enhanced. ecology is the key to the discipline and the problems of the environment. halliday (2004), luardini and simbolon (2016), and baker (2015) provided detailed understanding of how language influences the ecological conceptualisation. ponton (2022) looks into the positive environment in ecolinguistics way. wass et al., (2011) noted that in order to achieve environmental protection, social justice and equality, economic upliftment; sustainable development is required. this pathway recognises ecology as the key in addressing and defining environmental problems. according to halliday (2004), luardini and simbolon (2016), and baker (2015), people drive ecological perspective through language. this is evident as dissected by ponton (2022) in regard to ecolinguistics in positive environmental discourse. as contributed by wass et al. (2011), sustainable development entails the appropriate harmony between environmental, social and economic values. it is necessary to recommend further research centred on effective positive language use concerning the environment. according to beckerman (2017) term, ‘sustainable development’ has been abused or misunderstood. according to abdali, yakimovich, and kuvshinov (2018), the major areas of investment to real progress must be aimed at renewable energy and sustainable transport with related agriculture and conservation. language is central to the realisation of these objectives with regard to enhancing synergistic co-development in this respect, as noted by bance et al. (2011). ecolinguistics is a discipline which questions the connection between language and ecology. fill & mühlhäusler (2006) was very clear on how language defines our perception of nature and how it can foster, or otherwise, environmental conservation. according to peluso, (2020), ecolinguistics helps explain how language affects or is used in informing the relationship between humans and the environment to encourage sustainability. therefore, by improving awareness and promoting the ecological method of thinking in language, language translation may a great deal to development. related studies the latest developments in this field of study stress the concept of ecology and its role in constructing the environmental agenda. operationally, the type of natural linguistics central to uniawan (2017) shows how green discourse can be critically decoded so as to explicate its actual meaning as well as its effects on the audience. this paper shows that language plays important role in defining creative perceptions and performance and stresses the importance of green discursive approaches to creativity. zhou’s (2022) article specifically suggests for natural linguistics the turn toward global environmental concerns by moving beyond the anthropocene frame, toward natural living civilized, and by adopting the rationally integrated or multidisciplinary methodology. overall, zhou profiling natural linguists as agents of change regardless of the concept. stibbe (2014, 2012) posited that natural linguistics owes it to its duty of critiquing consumerist culture, claiming that language fundamental in constructing consumer attitudes. by examining how language constructs the “good life,” words can challenge models of temporal consumption. stibbe’s (2009) “handbook of sustainability literacy” provides a comprehensive framework for addressing 21st-century challenges such as climate change and resource depletion. in a different context, bennett et al. (2020) focused on environment and health by analyzing strategies to reduce mortality from non-communicable diseases worldwide. comparing the current research with the broader studies of ecolinguistics, this research aligns with dash (2019), fill, and mühlhäusler (2006), which emphasizes the field’s developmental stage and the imperative for further exploration. it builds upon the foundational works of pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 49-56, 2025 yuniawan et al. (2017) and stibbe (2016, 2012, 2009) to reinforce ecolinguistics’ critical roles in challenging the idea of humankind as the central or most important element of existence to foster environmental protection. the present research findings are consistent with cowley’s (2014), garner’s (2004), and zhou’s (2022) articles in emphasizing the relationship between language and the environment and advocating for a radical transformation of ecolinguistics to address the global environmental crisis. they all propose a deeper exploration of specific discourse communities to uncover nuanced ecological implications. another study states that a ‘harmonious view of language, mind and the world, a future harmonious ecolinguistics can be realized to become a life science’ (zhou’s, 2017) the current study addresses the research gaps by acknowledging the need to develop analytical frameworks to assess the environmental impacts of language, which contribute to methodological advancements in the field. incorporating insights from bennett et al. (2020) demonstrates a strong foundation in the literature and a commitment to advancing the field. besides, focusing on graduates and undergraduates as populations allow for exploring ecolinguistics education’s impact on different stages of academic development. moreover, the study tried to bridge the gap between theory and practice by creating and evaluating ecolinguisticsbased educational materials and campaigns to foster environmental literacy and behavior change. furthermore, it explores the influence of language and culture on environmental perceptions across diverse geographical contexts. by examining the complex interplay of language, power, and ecological justice, as highlighted by stibbe’s works, this research contributes to the ongoing development of ecolinguistics. materials and methods a group of 100 graduates and level-nine undergraduate english language majors, each with a unique role, are enrolled in an ecolinguistics course at the english department, college of education, majmaah university. the participants were selected for their in-depth understanding of the language-environment connection, which sets them apart in our research. the study employed various tools, each of which is crucial, for two aims: the first is to raise graduates’ and undergraduates’ awareness of environmental violence, effects and the second is to collect the data needed from the participants as follows: data collection tools comprised a closed-ended educational online questionnaire(eoq) for dual purposes. the questionnaire is divided into three dimensions: environmental violence types, effects, and resolutions. it investigates how ecolinguistics, a field that studies the relationship between language and the environment, can augment and deepen the participants’ understanding of environmental violence, its manifestations, consequences, and potential solutions. the study tool is applied among 100 efl undergraduates and graduates in the english department at the college of education and majmaah university. a free question was used to elicit participants’ thoughts on environmental issues, and the questionnaire was included as a qualitative data-gathering tool. participants were explicitly asked to identify ideas for environmental protection and provide verbal and non-verbal strategies for reducing environmental violence do not indicate. the training program includes a biological linguistics course that provides students with a strong understanding of environmental disturbances, particularly their disproportionate impact on specific communities. they focused on finding ways to address these issues through language and other relevant tools to achieve increased awareness of environmental degradation this included ecology a led by graduate students with the aim of providing participants with a deeper understanding of the language-environment relationship that is prepared, provides critical insights and empowers them to manage them the role is discussed as an environmental advocacy tool. to address the limitations of existing methods, the study is based on the development of research programs to assess the impact of language on the environment. furthermore, taken together with the findings of bennett et al., the study examines the complex interactions between language, positive mood, and the environment. the study is based on proposing a research program to measure the environmental impact of language on the environment. furthermore, taken together with the findings of bennett et al. (2020) it is suggestive that: the study explores the complex interactions between language, virtue, and the environment. the present study conducted a pilot test of the research instruments in a small group of biology course teachers and students. this phase enabled the development of tools to assess students’ increasing ability to deal with environmental violence. concerning data analysis tools, the quantitative were analyzed using spss version 26. descriptive statistics were computed to characterize respondents’ demographics, questionnaire domains, means, and standard deviations. qualitative data were analyzed through thematic categorization. results and discussion analysis and discussion of quantitative findings table 1: means and stranded deviations for environmental violence types dimension 1 statements mean std. rank agreement burning fossils fuels 1.96 0.85 3 to some extent deforestation 2.02 0.89 2 to some extent pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 49-56, 2025 water pollution 2.14* 0.90 1 to some extent sending chemical particles to the air 1.84 1.24 6 to some extent lights and sound pollution 1.79 1.16 8 to some extent water overuses 1.81 1.16 7 to some extent commodity agricultural (commercial) 1.92 1.03 5 to some extent overfishing ad hunting 1.92 1.20 4 to some extent total mean 1.93+0.12 to some extent *indicates the highest mean 1-1.67 = disagree 1.67234= to some extent 2.343.00= agree as shown in table 1, the most common feature of the participants’ perceptions of environmental violence was water pollution, which was identified as the most critical concern, exhibiting the highest mean score of 2.14 and ranked first. deforestation and fossil fuel combustion followed closely with substantial participant concern, reflected in their respective mean scores of 2.02 and 1.96. overfishing, hunting, industrial agriculture, and air pollution were considered moderate issues, with mean scores approximating 1.90. conversely, light and noise pollution and water overuse are seen as less pressing environmental problems, indicated by the lowest mean scores of 1.79 and 1.81, respectively. overall, the most significant finding is the overwhelming perception of water pollution as the most critical environmental issue among participants. this is evident in the highest mean score assigned to water pollution, distinguishing it from other environmental concerns. moreover, the results indicate a clear hierarchy of ecological concerns among participants. while water pollution, deforestation, and fossil fuel combustion are perceived as significant threats, issues like light and noise pollution are considered less pressing. this suggests a nuanced understanding of environmental challenges among the respondents. however, more extensive and diverse sample research is needed to draw more robust conclusions. table 2: means and stranded deviations of environmental violence effects (n=100) dimension 2 statements mean std. rank responses burning fossil fuels 2.37 1.08 3 agree deforestation causes land erosion and animal distinction 2.36 1.06 4 agree water pollution leads to undrinkable and unhealthy water 2.45 0.94 2 agree sending chemicals into the air leads to poor air quality, which affects all species 2.46* 0.90 1 agree light and sound pollution wreak natural body rhythms, cause sleep deprivation, fatigue, headaches, stress, and anxiety 2.13 1.12 7 to some extent freshwater overuse causes shortages of clean water for drinking 2.12 1.15 8 to some extent commodity agriculture leads to a higher increase in surface temperature 2.20 1.07 6 to some extent fishing and hunting for meats lead to severe marine and animal threats that cause the needless loss of billions of fish and animals 2.20 1.16 5 to some extent total mean 2.29+0.14 to some extent *indicates the highest mean according to table 2, the results of the second dimension regarding the participants’ perceptions of environmental violence effects show that the statement related to air pollution (burning fossil fuels and sending chemicals to the air) has the highest mean scores (2.46 and 2.45, respectively), indicating substantial agreement among participants about their negative impact on the environment. while air and water pollution were the primary concerns, the participants’ perceptions about deforestation, commodity agriculture, and overfishing/hunting were more varied. these issues received moderate levels of agreement, with mean scores ranging from 2.20 to 2.37, indicating a mix of opinions among the participants. this complexity underscores the need for a nuanced approach to addressing environmental issues. on the other hand, light and sound pollution received the lowest concern, with a mean score of 2.13, suggesting it is perceived as a less severe environmental issue. the results reveal a strong awareness among participants about the detrimental effects of air and water pollution. this is evident from the high agreement levels for most pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 49-56, 2025 statements, which received an ‘agree’ response. however, light and sound pollution and freshwater overuse were categorized as ‘to some extent.’ the relatively high standard deviations for most statements indicate a range of opinions among participants. to gain a deeper understanding of their perceptions and the underlying reasons for their responses, additional qualitative data and a larger sample size would be necessary. table 3: means and stranded deviations for language to guarantee environmental protection dimension 2 statements mean std. rank agreement writing wall magazine articles or short posts 2.29 0.10 14 to some extent drawing pictures or creating videos scratches about ecosystem's violence types, reasons, and solutions 2.41 0.98 12 agree i am using social media posts to call for sustaining/protecting the ecosystem. 2.48 0.96 8 agree volunteering to clean natural water sources to protect water purification 2.68* 0.78 1 agree initiating events to enlighten and debates on environmental violence types 2.66 0.73 2 agree calling for reducing buildings and streets ' lights, stopping fireworks and electric light bulbs 2.30 1.03 13 to some extent create posters to inform people about the dangers of cutting forests and losing fertile lands, which can lead to starvation and mass migration. 2.64 0.82 3 agree use buzz-words 2.48 0.93 9 agree speak to officials with more authority and power to act legally toward environmental violence. 2.51 0.99 7 agree share books and movie links that raise environmental awareness among schools and college' students' social media groups 2.52 0.96 6 agree ecolinguistics is a field of study that examines the relationship between language and the environment. 2.53 0.96 5 agree eco-linguists argue that language can be used to promote environmental awareness and sustainability. 2.45 0.99 11 agree ecolinguistics can reduce environmental violence by raising awareness of environmental issues, promoting sustainable practices, and challenging harmful environmental discourses. 2.57 0.87 4 agree ecolinguistics is a growing field of study with the potential to contribute significantly to the fight against environmental violence. 2.45 1.02 10 agree total mean 2.50+0.12 agree *indicates the highest mean table 3, indicates the participants’ strong belief in language’s potential to safeguard the environment, as noted in an overall mean score of 2.60. direct actions like water clean-up and environmental discussions were prioritized (mean: 2.68, 2.66), highlighting the importance of tangible efforts alongside language-based strategies. there were three major research findings that were disclosed by the present study. first, the participants have a very high level of perceived credibility with respect to language in conserving the environment with the overall score of 2.60. second, it encompasses a wider aspect in terms of environmental protection than the concept solely embraced by the llm program. as stakeholders focus on tangible actions like purification of water and discussion of environmental issues, they also acknowledge the role of language measures, including social media to will be employed to popularize on the same. this accords with the fact that participants recognized that environmental issues are complex, as opined by lawton (2007) and peluso (2020), whose research the participants commissioned to reveal the state of nature biodiversity and use the information to engage the public and affect policy making. last of all, prioritisation of direct actions like water purification while indicating a degree of support for more top down inspired activity is also focused on measurable interpersonal outcomes which is also in consensus with the findings of ponton (2022). this implies that while the use of language is a very strong weapon, it has to be complemented with special actions for any meaningful change to happen in the environment. in conclusion, the quantitative findings that have been established addressed the first research question, which pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 49-56, 2025 was: how can ecolinguistics help in the knowledge building and perception measuring of efl graduates and undergraduates regarding environmental violence and its effects? however, they also stressed the role of language as an environmental protection means at the same time that they postulated the usefulness of additional direct measures and actions to obtain practical and effective results. results and discussion of the open-ended question an index of 34 out of 100 participants provided written solutions to eliminate environmental violence and to optimise on the affordances of environmental protection practices. this technique is attached in appendix 2. their proposal answered the second question of the study: first of all, have undergraduates and graduates used the tools to combat environmental violence and third: is ecology effective at raising awareness and cleaning third world’s environmental violence? the force of biology is inspiring and reassuring as evidenced by their responses, as presented below. the study classified the participants’ suggestions into the following categories: the first scategory is language-oriented strategies defined as concentrating on language as the primary means of raising an individual’s awareness and motivating him or her. it is with language, as méndez and pérez (2005) explain for sustainable use, storytelling, and communication practices, a tool that can enfranchise and compel us to act in support of the environment. the second category was kind of framework, awareness raising strategies, proves that the public enlightening concerning the environmental problems also remains popular with payne’s (2006) practice that involved campaigns, outreach, education, and social networks. strategies for youth engagement: the third category is the educational programs and activities directed at young people; riemer et al. (2014) stated that the programs or activities for involving the youths should be designed to increase involvement in environmental issues. fourth category: several policy and regulatory measures advocate for the creation and implementation of sound measures to address environmental offenses these measures include; polluters shall be made to answer and sound laws on the environmental crimes shall be implemented. this view was supported by babanina et al. (2021) study on how effective environmental laws are in preventing environmental crimes. the fifth type is personal action strategies of personal commitment, minimizing the exploitation of the environment, utilizing sustainable methods, and environment-recommended protection. these findings are in line with de young’s (2000) and ponton’s (2022) in motivating and encouraging heartfelt speeches. on the sixth category of communication strategies for creativity, many suggestions point to the importance of using the other factors of communication which include using of emotion and storytelling in any media platform because most of the world population receives their environmental information from the mass media and this makes the mass media a dominant influence to environmental consciousness. this finding correlate with with sachsman and valenti (2020) who noted of the persuasive use of music and video. the last category of emerging biophysical institutions is environmental management strategies which relates to prevention of environmental disturbances, reduction of pollution on and suppression grazing, promotion of agricultural diversity kirschke and nevig (2017) observed the same. discussion the above suggested categories explain the fact that environmental violence is complex in nature. by combining these approaches, people can create a brighter ecological future. it is important to note that some responses suggest initiating national companies to address environmental violence, which may require further exploration and planning to determine their feasibility and effectiveness. these qualitative results showed the participant’s awareness of ecolinguistics’ potential role in shaping environmental attitudes and behaviors. their high rating for engaging with authoritative figures to address power dynamics reflects their understanding of the importance of influencing decision-makers and their strategic thinking. these reflections not only enrich the diversity of opinions but also add a layer of complexity to the research findings. more importantly, the participants’ commitment to action, as they stress the need for tangible actions to protect the environment, is truly inspiring. last but not the least, the quantitative and the qualitative results are harmonising and forming literate intersections of points that contribute positively to the general analysis of the study. the quantitative findings responded to the first research question of the study on the involvement of biology in efl undergraduate and graduate awareness of environmental violence and increase of the scores. the qualitative findings offered several solutions that answered the second study question: developed and non-developed undergrad and graduate consumers of resources, surge. this paper will focus on responding to the third study question; how natural language skills can used to enhance social responsibility and curb violence on the natural environment globally. the insights from the research could help change the way students perceive the environment and the content of language that promotes environmental violence and encourage them to embrace the protection of the environment. to avoid human violence against other species, one of the areas pinpointed in the study is linguistics; participants of the study extend environmental information to solve these issues. conclusion the study also reveals that students have unlimited capacity to become effective advocates for environment conservation. when language stimuli are used with actual pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 49-56, 2025 tasks, then both mind expansion and positive affect may be facilitated. nevertheless, it is suggested that the increasing pressure on the need for more research should be done as the population of the study needs to be enlarged and ways of using this knowledge need to be elaborated. the incorporation of environmental linguistics into general environmental programs remains essential for molding the nation’s environmentally competent population grade. these studies stem from a time when people were becoming more conscious of environmental matters. nevertheless, the results obtained also suof the impact of language-related need for more empirical work that links emotion and knowledge together with behaviour. this is important to enhance the knowledge on the impact of language related interventions. the study answers the research questions, and illustrates how data substantiate findings that enhance understanding of these intricate subjects by presenting quantitative and qualitative data on perceptions, knowledge, and attitudes of the public toward the environment encounter violence. thus this information could be used when devising the right communication approach, public policy and education to do away with environmental degradation. implications the quantitative and qualitative study now gives some method for analysing language and environmental concern or responsibility. to a certain extent, this research is significant for the biolinguistic field since it considers linguistic characteristics applicable to environmental concerns and their capacity to encourage changing behaviours. the findings offer rich data with practical implications for environmental communicators, educators, and policymakers, enabling these practitioners. quantitative research applies to practices in these areas as it transforms the evolution of the community’s consciousness. some of the findings frequency include that appropriate language, as a tool leads to formation of meaningful relationships between an individual and the environment thus promoting the call to action on the prevention of environmental violence. this area of research is therefore unique because of the focus based on natural language alongside research as a way of understanding the impact of language in the environment. besides, merging quantitative and qualitative data offers a wider view of the participants’views and recommendations on how to effect behavioral change when it comes to handling environmental issues if more information is consumed role, increases the credibility of the findings generated by the study. above all, the research focuses on students’ participation and leadership illustrated by granting graduate students the authority to conduct workshops themselves. acknowledgments the author would like to express sincere gratitude to the deanship of scientific research at majmaah university for their invaluable support of this work. their contribution has been instrumental in the successful completion of this research. references abdali, a. l. m., et al. 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(2017). ecolinguistics: towards a new harmony. language sciences, 62, 124–138. pa ge 1 pa ge 14 4 american journal of multidisciplinary research and innovation (ajmri) sustainable cybersecurity in healthcare an ai-integrated risk and resilience framework adam thawbaan1*, gilles dusserre2, yusuf muritala kolade1, yasir abdulkareem3 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.5086 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 18, 2025 accepted: may 22, 2025 published: august 05, 2025 as more healthcare systems are digitalized, the quality of patient care and operational efficiency have improved, but at the same time, the modernization of healthcare systems has made healthcare organizations extra vulnerable to serious cybersecurity threats. this paper reveals major gaps and inconsistencies between healthcare business units, including gaps between healthcare organizations, as it inspects existing cybersecurity practices and policies in the healthcare sector. the nist cybersecurity framework along with gdpr and hipaa have been adopted but ransomware, breaches, and insider incidents remain ongoing threats to healthcare organizations. the study proposes a comprehensive three-layered approach to address the above three challenges: (1) mathematical vulnerability assessment model based on asset vulnerability impact assessment model (a-viam), (2) integration of advanced technologies such as machine learning for threat detection and response, and (3) development of a sound security management framework tailor-made for healthcare facilities. the contribution of this research is a comprehensive approach for mitigating risk from cyber to a reduced level which is at acceptable level using hybrid methods such as content analysis and quantitative modeling with comparative analysis. managers, policy makers and digital security specialists in healthcare will benefit from the research results increasing their knowledge about digital resilience in healthcare. keywords cybersecurity framework, healthcare resilience, machine learning, risk management, vulnerability assessment 1 imt mines ales, france 2 university of nîmes, nîmes, france 3 university of derby, derby, united kingdom * corresponding author’s e-mail: adasabaa1@gmail.com introduction the cost of a single ehr on the black market is 10-to 100-fold more than a single credit card (bhuyan et al., 2020). data cannot be ‘reset’ in case of loss or theft of medical records (yeng et al., 2019). the healthcare industry has witnessed a rapid digital transformation over the past years with the aid of telemedicine, electronic health records (ehrs) and other digital technologies (watson, 2016). while access and patient care may have improved, the industry is more susceptible to new and evolving cybersecurity threats. a particularly crucial and critical issue is the security of patient data and health infrastructure, since the increasing frequency and technical complexity of cyberattacks against healthcare organisations has been highlighted by recent literature (lindner et al., 2022). the covid-19 pandemic accelerated implementation of remote patient monitoring and telemedicine, raising the importance of effective cybersecurity measures in rapidly changing healthcare environments (smith et al., 2021). impact to healthcare: with the large amount of protected health information (phi) and personally identifiable information (pii) being handled, healthcare entities have a unique set of issues in cybersecurity. sensitive information is processed by practically every unit in the health sector, not something that can be said for other industries where cybersecurity is generally confined to one or more departments (aijaz et al., 2023). the newness of cybersecurity to healthcare and its associated budget constraints lead to questions around where to put resources. the complexity of connected medical devices as well as diverse business processes should also be considered by cybersecurity of healthcare (rajamaki et al., 2018). when stolen phi cannot be changed by victims, a healthcare breach has dramatic implications. in the shadowy corners of the internet, information like that can be more precious than a credit card number or a social security number. while they pose organisational and technical challenges, policy frameworks such as the gdpr in the eu and hipaa in the us have emerged to safeguard data (manzuik et al., 2006). some critical hospital services, such as the treatment of patients with medication and surgery, can mean death instead of harm when placed on an indefinite hold by a cyberattacker. digital forensics and liability assignment are complex, and the operations of a hospital and the patients’ trust are threatened (argaw et al., 2020). cyberattacks have risen in the healthcare sector, including more than in the financial industry. these cases demonstrate just how critical it is for the healthcare industry to enhance its cybersecurity to protect patient information, patient safety, and hospital functioning (coventry & branley, 2018). and in healthcare, even though we have known about the threats for some time, we are still struggling against cybersecurity attacks that could lead to data breaches, loss of profits, and perhaps even the ending of patient lives. recent research suggests that ransomware, data breaches, and unauthorized access to medical devices continue to prey upon healthcare pa ge 14 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 144-154, 2025 groups (wasserman & wasserman, 2022). such incidents present a significant public health threat, as they violate patient privacy and disrupt necessary healthcare. to effectively face this issue, practicing cybersecurity, building security frameworks, and deploying advanced threat detection and defense solutions are required (wang et al., 2023). this led to the following research questions: what is the current state of cybersecurity practices and policies pointing to vulnerabilities in healthcare? what gaps still remain in the healthcare industry? how can our proposed model be used to strategically control cyber risk within the healthcare environment at an acceptable level? the goal of this research is to tackle this important problem by • evaluating the healthcare industry’s current level of cybersecurity preparedness, including an assessment of the industry’s vulnerabilities and threats, and highlighting the best practices in the industry. • recommending the ideal next-generation threat detection and response approaches using the latest in machine learning and threat intelligence • personalized security management frameworks to suit the needs and regulation of healthcare organizations. literature review cybersecurity in healthcare in this modern digital age, the health sector has become increasingly reliant on internet-based communication, networked medical devices, and electronic health records (ehrs) (hodge et al., 2016). according to yusuf et al. (2024), electronic healthcare technology is widely used and presents numerous chances to improve clinical results and change care models around the world. yet, worries about the security of medical devices and data are becoming more prevalent. the innovations have made sharing information and delivering care easier, but they have also led to pressing cybersecurity problems. the industry now considers protecting non-public patient information and healthcare infrastructure from cyberattacks a top priority (singh et al., 2023). to identify weaknesses, as well as strengths and developmental needs, we provide an extensive analysis of the review of existing cybersecurity practices and policies within the healthcare sector in this paper. due to the nature of the sensitive patient information they possess, healthcare organizations are attractive targets for online criminals (hodge et al., 2016). healthcare organizations have been bombarded with cyberattacks, especially over the past several years, as ransomware attacks, data breaches, and various other security issues have become more common. in instances such as these, patient safety, confidentiality, and the broader integrity of healthcare may be placed under tremendous risk (carthey & de leval, 2001). existing theories of cybersecurity in healthcare several theories and models provide implications on how to protect patient data and hospital systems, and cybersecurity in health contexts is an emerging area of research and practice. these theories embody a range of strategies and concepts that guide the development and enactment of medical cybersecurity countermeasures. here are a few interesting theories 1. defense in depth: multiple layers of security defenses are particularly important as per the defense in depth concept (nifakos et al., 2021). this includes implementing an array of administrative, technical, and physical defenses that can protect varying forms of cyber threats within the healthcare sector. it also underscores the importance of tracking security measures as well as keeping them updated. 2. zero trust: the zero trust approach to network trust questions the typical concept of trust. it also encourages verifying the identity of every user and device attempting to access resources – even when they belong to the same company’s network (argaw et al., 2020). when it comes to healthcare, we need to regulate and verify that we are controlling patient data accordingly, and i work in healthcare, so this concept is very applicable. 3. threat modeling: identifying and assessing various threats to healthcare systems and health data is called threat modeling. healthcare organizations may develop strategies to reduce these risks by identifying risks and vulnerabilities. this approach aligns with the proactive nature of cybersecurity in the healthcare space (aijaz et al., 2023). 4. nist cybersecurity framework: the national institute of standards and technology (nist) framework provides a structured manner for cybersecurity (argaw et al., 2020). healthcare providers can use the functions and the categories and subcategories to assess their cybersecurity readiness and adapt their methods accordingly. 5. human-centric theories: theories such as the “human firewall” emphasize the importance of training staff in healthcare and focused on identifying and responding to these behavior-based threats, which recognize that people in healthcare are vital components of cybersecurity (nifakos et al., 2021). the risk introduced by insiders and the need for prevention and detection are also supported by the concept of insider threat. materials and methods to understand the current condition of cybersecurity practices in healthcare towards a comprehensive solution for identified vulnerabilities, this research has adopted a mixed-methods research approach including qualitative content analysis, quantitative modelling and comparative analysis. content analysis the qualitative content analysis method was employed to analyze academic papers, policy papers, and case studies in healthcare cybersecurity. by using this method, pa ge 14 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 144-154, 2025 we were able to identify areas of commonality, security concerns, and possible transposition within the policies and standards for information security that existed. the sources are peer-reviewed journals, legal documents such as hipaa and gdpr regulations, and previous evidence of cyberattacks on healthcare organizations (argaw et al., 2020; singh et al., 2023; patel, 2020). analyses of structured content provided a scoping structure and specific features of an enhanced and integrated security framework. quantitative analysis mathematical modeling for the analysis of cybersecurity vulnerabilities, we based the mathematical model on the asset vulnerability impact assessment model (a-viam) of kure et al. (2018). this model created the basis for a systematic and ordered estimation of vulnerability degree throughout healthcare systems, instruments, and infrastructures. key elements included: • device criticality (dc): it is obtained through assetweighted importance (by organizational decision-makers) multiplication by the impact importance, varying from 0.01 to 1.00 and 1.00 to 10.00, respectively. • vulnerability impact rating (vr): ranging from 1 to 5 (very low to very high) indicating the potential risk of the asset to cyber threats. • vulnerability impact (vi): a weighted score average of the vulnerability across crucial services, classified as low (1.00–3.99), medium (4.00–6.99), and high (7.00– 10.00). this quantitative evaluation was necessary in order to allocate resources and design a focused response plan under the prospective security model. comparative analysis the healthcare industry’s existing cybersecurity practices were contrasted with the best practices and standards of the industry (e.g., iso/iec 27001; nist cybersecurity framework). this approach allowed the identification of gaps between current organizational techniques and the accepted international standards (ntantogian et al., 2021; el rob, 2023). the study identified areas for improvement, including ‘staff training, infrastructure modernization, and policy harmonization’ by contrasting current practices with those advised by regulatory agencies and the literature. observation and evaluation observation and assessment methods are prescribed for use in practice to help inform the implementation pathway of the proposed solution. ai solutions outperform traditional rule-based processes in detecting and thwarting cyberthreats (khan et al., 2025), this includes applying machine-learning-based threat detection technologies, staff interaction with simulated attacks, and system resistance against penetration tests, these approaches involve iterative observation of the performance of the security framework within a healthcare environment. feedback loops over time and real-time system assessments are required for flexibility and adaptation owing to the ever-evolving nature of cybersecurity threats (o’brien et al., 2020; pappalardo et al., 2020). justification of methods all methodological approaches were taken to ensure an in-depth, useful analysis of cybersecurity in healthcare. comparative approach ensured alignment with international practice, quantitative modelling brought objectivity and prioritization to decision making and content analysis provided depth and context. to guide the development and implementation of an effective cybersecurity management system, this complementarity offered strategic and tactical directions. state of the arts results current cybersecurity practices several cybersecurity practices and measures are commonly employed in the healthcare sector to protect patient data and critical infrastructure and some of the existing cybersecurity practices in healthcare are shown in table table 1: current cybersecurity practices in healthcare. literature practice observed description clarke and martin, 2023 access control healthcare institutions enforce strong role-based access control so that only appropriate individuals may access patient records and other sensitive information. patel, 2020 encryption the data should be secured in transit and at rest, through encryption. in order to prevent unauthorized access, private patient data are often encrypted by hospitals while in transit between systems, and while stored in databases. rob, 2023 data loss prevention (dlp) dlp products prevent unauthorized data transfer and access by enforcing outgoing traffic policies and applying encryption. yeo, 2023 security information and event management (siem) siem products are deployed to observe, analyze, and respond to events in real time, so pick one that fits your use case the best. pa ge 14 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 144-154, 2025 rajamaki and nevmerzhitskaya, 2018 user training and awareness healthcare personnel are trained for cyber threats regarding phishing, social engineering, and other threats to reduce human error by identifying and responding to these kinds of attempts. clarke and martin, 2023 security assessments and audits regular security audits and exercise are performed to search out the weakness, compliance issues, and where need improvement. nifakos et al., 2021 compliance with regulations in order to ensure patients are kept private and safe, health quotient organisations abide by laws such as hitech (health information technology for economic and clinical health act) and hipaa (health insurance portability and accountability act). current cybersecurity policies there are several notable cybersecurity policies that are been adopted by the healthcare sector to strengthen their cybersecurity culture and practices as can be seen in table 2 below. table 2: current cybersecurity policies as observed in healthcare and brief description. literature practice observed description patel, 2020 health insurance portability and accountability act (hipaa) hipaa sets forth protections for electronic health information of patients for their security, privacy, and security. argaw et al., 2020 health information technology for economic and clinical health (hitech) act the hitech act introduces additional privacy and security standards under hipaa and provides subsidies to medical providers for implementing electronic health records (ehrs). ntantogian et al., 2021 the general data protection regulation (gdpr) gdpr also apply and healthcare bodies treating eu citizens and require these to have more robust data protection measures including cybersecurity as well as obligations to notify of breaches. panattoni, 2020 cybersecurity information sharing act (cisa) on the healthcare side of cybersecurity, cisa encourages the compatibility of cyber information between federal and private sector entities when it comes to discussing cybersecurity threats and weaknesses. argaw et al., 2020 national institute of standards and technology (nist) cybersecurity framework voluntary adoption may be more common among healthcare entities who adopt the best practices and standards promulgated by nist’s framework on how to manage and reduce cybersecurity risk. koppel et al., 2015 electronic health record (ehr) certification requirements ehr certification programs set standards for ehrs used in healthcare, including those for security and interoperability. nifakos et al., 2021 federal risk and authorization management program (fedramp) fedramp provides cloud security standards for services and products purposes working with government organizations in the healthcare sector. yeo, 2023 international standards and guidelines healthcare entities can also elect to adopt independent standards with respect to information security (such as iso/iec 27001, developed by the international organization for standardization (iso)) to reinforce security practices. perceived vulnerabilities of current healthcare cybersecurity practices • lack of standardisation: there are no established cost effectiveness models since guidelines and frameworks for the healthcare cybersecurity programs are not yet provided in a standardized basis (aljuraid & justinia, 2022). due to such heterogeneity, there are also weak links in the system that can be exploited by attackers. • ageing infrastructure: since many healthcare providers continue to employ outdated medical gear and it systems, they are more susceptible to hackers. most of the security dimensions of current technologies are lacking in the older systems (coucke et al., 2020). • insider threats: intentional and accidental insider threats are a serious risk. workers in possession of patient data can intentionally or unintentionally cause patient pa ge 14 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 144-154, 2025 records security breaches (hodge et al., 2016). strengths of current healthcare cybersecurity practices more awareness: the value of cybersecurity is getting more attention throughout healthcare. there is a growing investment in security awareness and training to employees among users (argaw et al., 2019). regulatory compliance: a certain requirement of cybersecurity is that healthcare organizations make cybersecurity a part of the plan of action to comply with the health insurance portability and accountability act (hipaa) and other regulations such as (biasin & kamenjasevic, 2020). the result of such regulations has been advancements in the industry’s security procedures. collaboration: healthcare organisations are working with governments, cybersecurity specialists and business partners to improve the quality of their security activities and collaborate on threat intelligence (tovstiga et al., 2010) as part of their security efforts. areas in need of improvement • resource availability: resource availability in the form of no interest or funding provided for cybersecurity in healthcare organizations tend towards underutilized and understaffed soc’s (lamba & jain, 2021). adequate funding is imperative for protection of sensitive patient data. • security education: healthcare staff need regular training to recognize and respond to cyber risks. education development initiatives can act as preventive measures for breaches (tovstiga et al., 2010). • security auditing and monitoring: keep your networks, systems and information under constant surveillance. robust auditing and monitoring services can be used to detect and respond to threats (argaw et al., 2019). • sharing information: health systems must find better ways of sharing information about cyber threats. collaboration can prevent and address making attacks across the industry (she, 2021). use case description case examples the following examples of cyberattacks illustrate the type and consequences of these attacks in various parts of the world and the measures institutions have taken in response. lukaskrankenhaus neuss (germany) background and aims the case highlights the holes in healthcare security, particularly after a relatively small ransomware attack was able to push a hospital to stop performing high-risk procedures. a healthcare‐specific security management framework should cover rapid response procedures, employee training and safeguarding of essential healthcare services (argaw et al., 2020). to mitigate these exposures, the institution developed action plans and routine training for employees while also strengthening the safety of key healthcare functions, demonstrating the need for a solid security plan (argaw et al., 2019). south-eastern norway regional health authority (norway) the attack, which impacted almost half of norway’s population, underscores the importance of legacy systems in health security. a framework would determine the phased roll out of the outdated systems with stringent security audits and save from scopes of mass incident (bassett, 2023). to improve healthcare security, the group advocated for mandated phasing out of aging systems and implementing strict security protocols to thwart major attacks and underscored the value of modernizing infrastructure (nilsen, 2021). hancock regional hospital (united states) the specific and highly vectored attack on hancock regional hospital demonstrates just how much hospital environments need to adopt a proactive security posture. a secure framework ought to be designed with proactive threat monitoring, improved network segmenting, and adequate cybersecurity training to mitigate such attacks (argaw et al., 2020). to prevent such accidents from occurring in future, the organization has integrated proactive monitoring of threats, network segregation, and training the employees through cybersecurity program, emphasizing on the need for a proactive and comprehensive security framework (coventry et al., 2020). wannacry ransomware attack (global) the cyberattack, which left some parts of the world crippled and affected at least 45 nhs trusts and hospitals in the uk, was launched on friday, 12 may. the international scale of the wannacry assault laid bare the interdependence of healthcare networks. international collaboration may be an important aspect to include in a framework to share threat intelligence and best practices to protect healthcare systems around the world,” (minnaar & herbig, 2021). healthcare systems have seen the writing on the wall for global wannacry attack. a framework was suggested that promotes collaboration to share threat information and best practices on a global level, highlighting the interdependence of health systems and the need for shared security (minnaar & herbig, 2021; harkin & freed, 2017). singhealth cyberattack (singapore) the singhealth breach serves as a reminder to have round-the-clock security particularly in healthcare systems teem with sensitive patient data. a framework should provide strong data encryption protocols, access control mechanisms and continuous security reviews to protect patient data (teoh et al., 2022). in this context, a framework (teoh et al., 2022; kandasamy et al., 2022) pa ge 14 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 144-154, 2025 was suggested, which proposed data encryption, restricted access and continuous audit to protect sensitive patient data, emphasizing the urgency for strong privacy protection measures. allscripts ransomware attack (us): during the allscripts attack, the disrupted clinical operations served as a timely reminder that healthcare organizations should weigh third-party service providers’ security within the larger healthcare umbrella. a framework ought to have heavy-handed cybersecurity requirements for suppliers and service providers (al-qartah, 2020). to improve the security of the healthcare ecosystem, a policy was proposed that included a set of robust cybersecurity standards for suppliers as well as for service providers, emphasizing the importance of the role of context-specific requirement in a supply relationship (al-qartah, 2020; tetteh, 2019). johns hopkins medicine data breach (us) this case illustrates the dangers of insider threats and the importance of thorough training of employees. a framework should include employee awareness program, incident response plans on internal threats, and periodic security audit (ariyo & zheng, 2022; jiang & bai, 2019). a customized model was suggested for employee awareness activities, the enactment of incident response scenarios targeting inside threats and conducting periodic security tests to highlight the need of having holistic security strategies regarding the handling of insider threats (ariyo & zheng, 2022; jiang & bai, 2019). proposed solution it can be observed that healthcare industry faces significant cybersecurity challenges, with vulnerabilities arising from a lack of standardization which is a key problem because there are many frameworks that have been proposed by researchers and other organized bodies amongst others. this lack of standardization causes inconsistent security measures across organizations leading to a variability with the potential to become exploitable vulnerabilities. thus, to improve healthcare cybersecurity, we would be proposing the integration of three solutions. namely. 1. vulnerability assessment (mathematical approach) 2. integration of advanced technology 3. robust inclusive security management framework by addressing these areas, the healthcare sector can better protect sensitive patient data and critical infrastructure, ensuring the continued provision of safe and secure healthcare services. a mathematical approach to vulnerability assessment this was adapted from asset vulnerability impact assessment model (a-viam) by kure et al. (2018) to determine the vulnerability and criticality of the vulnerabilities that exist in healthcare. this represents progress towards harmonizing healthcare approach towards vulnerability assessment and management as a decision-making tool in identifying criticality of existing vulnerabilities in healthcare. device criticality (dc) this will be determined based on the weight score and the impact value score. “device criticality (dc) = asset weight score × impact value score” where: iv = impact value will range from 1.00–10.0 w = weight score will range from 0.01–1.00 nb: a weight score will be assigned to each asset based on the subjective judgment given by the organization’s stakeholders. vulnerability impact rating the impact of vulnerability on critical devices will be assigned a vulnerability rating (vr) score of vr.1 to vr.5 from very low to very high for the vulnerability found on each critical device. the vr score, criteria and description can be seen in the table 3 below. table 3: vr score table score (vr) criteria description vr.5 very high =>1 major weaknesses identified device extremely susceptible to attack no capability of healthcare to resist threat vr.4 high =>1 major weaknesses identified highly susceptible to attack low capacity of healthcare to resist threat vr.3 medium a weakness identified moderate susceptibility to attack reasonable capability to resist threat vr.2 low a minor weakness identified slightly increases the susceptibility to attack good capacity to resist threat vr.1 very low no weaknesses exist excellent capability to resist threat pa ge 15 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 144-154, 2025 vulnerability impact to determine the vulnerability impact on a device the calculation of mean value vulnerability is shown below, n is the total number of vulnerabilities: vi(cd) = (1/n)(vr1+vr2+⋯+vrn) where: vi = vulnerability impact of the critical device cd. another possibility is to calculate vi(cd) as the maximal value of vr1,vr2,…,vrn. scores range between 1.00 and 10.0: 1.00–3.99 = low, 4.00–6.99 = medium and 7.00–10.0 = high. vr = vulnerability rating. a score of 1–5 is given for the vr as shown in the table before. cd = critical device. to calculate vulnerability impact of an entire system, the mean vulnerability impact of each cd, vi(cd) will be summed together and divided by the total number of assets identified using the equation below: vi(s) = (vi(cd1) + vi(cd2) . . . + vi(cdn)) / total number of devices where s = overall critical infrastructure system. the category of the overall vulnerability system will have a range indicating a vulnerability score on a scale from 10% to 100%. calculation can further be used for risk assessment factoring in likelihood of occurrences, level of attacker. as seen in the work of kure et al. (2018). integrating advanced threat detection and response mechanisms in healthcare advanced threat detection and response analytics, particularly machine learning, complement and harmonize previously developed resources and practices in healthcare cybersecurity (carrasco & wu, 2020). this next-generation technology inherits from predecessors and adds to it the ability to voluntarily self-detect and self-mitigate security threats. anomaly detection, as a refinement of intrusion detection systems (ids) anomaly detection, as part of machine learning systems, complements standard intrusion detection complete systems (ids) used already in healthcare. although ids can detect known patterns of attack, machine learning can enhance this capability by the identification of small anomalies in the normality in networking behaviors (atefi et al., 2020). predictive analytics, relying on threat intelligence predictive analytics employs machine learning to forecast potential threats based on historical data, and this approach is compatible with threat intelligence models already in use in the healthcare sector (mathew et al., 2023). rapid incident response, building on incident response plans (irp) machine learning expedites incident response by providing an adjunct to established incident response plans (irp) used in healthcare (bonafide et al., 2014). adaptability, enhancing existing cybersecurity strategies the flexibility of machine learning fits well with the changing landscape of healthcare cybersecurity. institutions of healthcare likely to keep evolved security forecasts, which help in being in par with the emerging threats (o’brien, 2020). robust security management frameworks healthcare providers are stewards of vast quantities of sensitive patient information such that in the event of a data breach the impacts can be catastrophic, impacting patient safety, trust and to an extent, integrity of healthcare systems (pappalardo et al., 2020). the importance of strong security management tools is emphasized as cyber threats against the healthcare industry grow in complexity. the conceptual model emphasized a risk-based view of security management. this requires recognising threats, gauging the likelihood of these threats, as well as rating the risk of security events (the office for civil rights, 2022). prioritizing resources according to risk will enable healthcare organizations to put their efforts where it matters. and it involves ongoing surveillance and reviews. it is not sufficient to just do it, it must be a continuous process given evolving threat (o’brien, 2020). auditing and evaluation are key elements of this system. however, a well-structured incident response plan recommended by the office for civil rights, (2022) was embedded. healthcare companies must be operationally prepared to react to security incidents quickly. this response went on, limiting the impact of the breach and downtime. technical and administrative response should be combined in incident response handling. and to help reduce the human element error – continual security training and awareness campaigns around best practices and threats they may face in their specific positions. proposed security management frameworks knowing that the threat landscape for cyberattacks in the healthcare industry is constantly changing, it is essential to develop strong security management frameworks (the office for civil rights, 2022). is there some framework that must be in place to protect that data and the healthcare system on which it depends? this research delivers a structured security management process model to meet the specific needs of healthcare facilities by integrating best practices and regulatory requirements. the items in the security management framework for healthcare settings on flowchart 1 are input to the critical areas to be improved. the structured nature of the framework will make it easier for resources to be used effectively by recognizing and prioritizing risks and thus guaranteeing that healthcare providers adequately invest pa ge 15 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 144-154, 2025 in cybersecurity. it promotes a culture of security among healthcare personnel and focuses on continuous security education to enable proactive threat identification and prevention. core elements of the framework, especially those related to monitoring and auditing, provide the tools necessary to rapidly identify and respond to threats. the implicit information sharing in the framework also makes for a partnership and transfer of cybersecurity threat information helping everyone in the healthcare field to work together to stop prevent and minimize attacks. together these pieces bring an exhaustive and evolving security approach to healthcare entities. figure 1: security management framework proposed implementation process of the framework it is suggested that to facilitate the successful deployment of the proposed security management framework for healthcare and ensure some measure of reckoning and control over healthcare cybersecurity, it must be implemented in a strategic and phased manner. first, alignment of leadership and engagement of stakeholders is essential to gain commitment and understanding. a gap analysis and risk assessment for prioritizing vulnerabilities is the next step after the initial creation of the detailed documentation of the framework components and operations. tailoring for the unique requirements of the hospital/ health system is key, and integration with other tools and systems that already exist and working with it enables a unified approach to cybersecurity. then, the execution phase would follow with an extensive training and awareness program for healthcare professionals, with a focus on the guidelines of the framework as well as best-practices cybersecurity. a trial run in a confined area would provide feedback to finetune and refined before a full roll out. the companywide launch is supported by ongoing support and mechanisms for monitoring the performance of the framework. incident response drills, documentation, and reporting help build flexibility into the framework, which recognizes that the cyber threat landscape is constantly evolving. building feedback loop and providing regular training refresher coverages to enable a culture of improvement and raise awareness on healthcare staff about cybersecurity. discussion the findings from this research indicate that reactive measures, such as access control, encryption, and regulatory compliance, have been implemented by healthcare organizations, however, the implementation can be characterized by a fragmented or piecemeal approach, which is often inadequate to protect sensitive data within a rapidly evolving threat landscape. the confirmed weaknesses, such as the outdated infrastructure, irregular activities and limited qualified staff training, validate previous literature reports that classified healthcare as one of the most vulnerable sectors in the digital universe (see, for instance, bhuyan et al., 2020; coucke et al., 2020). even those that are compliant with stringent regulations like hipaa, hipaa, or gdpr still fall victim to breaches, putting the point across that being compliant to it related policies is not the same as being secure (patel, 2020; ntantogian et al., 2021). the integrated three-tier approach, developed in this study, consisting in a vulnerability assessment model, state-of-the-art threat detection technologies, and an efficient security management framework overcomes the limitations of current practices. the mathematical pa ge 15 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 144-154, 2025 risk assessment model based on kure et al. (2018) offers an impartial approach to measure and rank risks. such information would be of immense value to healthcare institutions as most do not have structured approaches for effective resource allocation in view of such risk (lamba & jain, 2021). using a scalable and evidencebased approach, the model bridges a methodology void from current cybersecurity risk management techniques. furthermore, the incorporation of machine learning in healthcare cybersecurity represents a major improvement over the existing tools. compared to conventional ids, machine learning–enabled adr can be tailored to address novel threats by learning from historical and real-time data (atefi et al., 2020; mathew, 2023). this is particularly critical in healthcare, where new vulnerabilities or are common exploitation vectors in healthcare. similarly, the forensic application of predictive analytics and automated incident response improve readiness while decreasing time-to-containment – both performance measures critical to minimizing harm of cybersecurity incidents (bonafide et al., 2014). the proposed security management framework also covers issues related to organizational and human aspects that are sometimes neglected by purely technical solutions. in healthcare, cybersecurity is not only a technical issue, but also a socio-technical one (nifakos et al., 2021). through the integration of ongoing staff training, security culture development, vendor risk management, and compliance auditing the model also resonates with the literature highlighting human-centric safety models and system resilience (argaw et al., 2019; o’brien et al., 2020). additionally, the framework encourages interoperability, which is a crucial issue while matching and integration of the practices as demonstrated in this work and approved with previous studies (aljuraid & justinia, 2022). there are limitations to the research, despite its strengths. first, are theoretically grounded in documented cases and derived from documented use cases, but the model and framework have yet to be implemented or tested in practice. future empirical validation in preliminary studies in hospital setting could improve the credibility of the framework and give an idea of its implementation challenges. second, the critical device vulnerability is taken into consideration by the model, but it does not incorporate a threat actor profiling or the environment changes dynamically (e.g., policy change and sudden public health crises). however, the implications of this work are significant. this framework offers a modular structure that goes beyond compliance. an extended cybersecurity framework and its application for healthcare hospital leaders, policymakers, and it leaders need to examine and adopt a strategic, modular approach to cybersecurity which goes beyond a check-box approach and focuses on proactive detection of threats, rational prioritization, and culturized integration. the model also provides a platform for future growth into realms as diverse as aibased defence systems, blockchain-based health records security and global threat data sharing. conclusion this study underscores critical vulnerabilities in healthcare, highlighting inconsistency in current practices and lack of resilience to evolving technological risks. this makes threat response capabilities and adoption of next-generation technologies a necessity for the industry. despite efforts to comply with standards such as hipaa and gdpr and adhere to cybersecurity frameworks like nist, the healthcare sector still grapples with serious cyber threats that threaten the privacy of patients and put the delivery of care at unending risk. this research suggests the combination of a mathematical vulnerability assessment model, machine learning utilities for more informed threat detection, and an adaptive cybersecurity management framework unique to healthcare space, to transition into a futurefocused solution that enables healthcare organizations to evolve from reactive protection to proactive resilience. this model is theoretical today, but it is based on realworld breach incidents and established best practices for cyber risk management. the next phase is to conduct preliminary testing in healthcare settings, and improve it by connecting it to modern technologies, such as blockchain and zero-trust architecture. as industry continues to advance, the approach offers a means to safeguard such sensitive health data, as well as build patient confidence and secure the future of healthcare systems. significance of the research the results underscore the need to secure patient information and healthcare systems. closer to the present, the exponential rise in the number and complexity of cyberattacks, especially in the era of the telehealth in covid-19 pandemic, further highlights the relevance of this work. recommendations for future research and practical application • studies need to consider the adoption of modern technologies like artificial intelligence and blockchain in the context of healthcare cybersecurity. from an operational perspective, healthcare organizations need to invest in the allocation of resources (staff, training, and systems) to implement a ’continuous training programs’ on-going training programs to prevent against insider threats. references adam teoh, a., binti abdul ghani, n., ahmad, m., jhanjhi, n., a. alzain, m., & masud, m. 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(2019, december). framework for healthcare security practice analysis, modeling and incentivization. in 2019 ieee international conference on big data (big data) (pp. 3242-3251). ieee. https://doi.org/10.1109/ bigdata47090.2019.9006529 yeo, l. h. (2023). unintentional insider threat assessment framework: examining the human security indicators in healthcare cybersecurity (doctoral dissertation, eastern michigan university). yusuf, m. k., danladi, a. j., shombot, e. s., dusserre, g., odey, v. a., baba-ahmed, n. b., bestak, r., & lawan, m. i. (2024). the growing cybersecurity crisis in healthcare: a call to action. american journal of innovation in science and engineering, 3(3), 55–68. https://doi.org/10.54536/ajise.v3i3.3576 pa ge 1 6 pa ge 49 american journal of multidisciplinary research and innovation (ajmri) development, validation, and assessment of chemistry-based electronic module using nod to mind advancement (nodma) assiya mamintal1* volume 3 issue 6, year 2024 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v3i6.3933 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: october 08, 2024 accepted: november 14, 2024 published: december 10, 2024 the state of science education in the philippines remains a concern, as demonstrated by low rankings in international assessments. despite efforts to improve science education, challenges persist due to the inadequacy of appropriate, adaptable, and research-based instructional material aligned with educational objectives. similar ongoing problems with limited instructional materials were reported by holy trinity college of general santos city – special science class (ssc). therefore, this study aimed to address the issue by developing, validating, and assessing an interactive chemistry-based electronic module using nod to mind advancement (nodma) tailored for special science 9 students. the study employed a research and development (r&d) approach alongside quasi-experimental and quantitative research designs. the process involved identifying the least mastered competencies, creating the module, and validating it with chemistry teachers, master teachers, and learning resource management and development system (lrmds) personnel. validations covered objectives, concepts, directions, formats and layouts, animations, skills, usability, and adequacy. pre-tests and post-tests were also administered to special science 9 students. results showed that the least mastered competency was “describe and identify the characteristics of macromolecules,” with a mean score of 25.05 (57.69%). during validation, the electronic module received an overall mean score of 4.78, indicating it was highly valid across all evaluation criteria. additionally, both control and experimental groups showed significant post-test score improvements, with the experimental group exhibiting a higher mean gain score. this study suggests that the chemistry-based electronic module significantly strengthens student understanding and engagement in chemistry, providing a viable solution to challenges in science education. keywords assessment, chemistry-based electronic module, development, nodma, validation introduction the philippines’ state of science education has disadvantaged the country globally, particularly at the basic education level. this was evident in the challenging science education rankings in the timss 2019 and pisa 2022 studies. furthermore, the world economic forum 2018 reports placed the philippines at the 76th position out of 137 countries in math and science education. despite numerous studies aimed at improving its ranking in international education, science continued to lag as a significant learning area. this was primarily due to several issues, notably the lack of instructional materials and teaching resources that aligned with the learning objectives set by the department of education (deped). the availability of learning materials was a recurrent issue confronting the philippine educational arena, as supported by various studies (e.g., rubi, 2019; ansayam, 2021; tondo & detecio, 2021). as a result, the deped released a memo suggesting improvements in competence to elevate the performance levels of all students nationwide. one recommendation was to provide supplementary materials to enhance the competencies of schools with more than one shift, serving as an enabling mechanism to extend instructional time. additionally, science instructors needed to utilize tools, media, and technological resources readily accessible to students for effective subject teaching. similar ongoing problems with limited instructional materials were reported by the junior high school department of holy trinity college of general santos city, specifically in the special science class (ssc). the ssc was one of the major subjects offered to students in the star section. one of the essential areas taught in this program was chemistry. however, students seemed to encounter difficulties grasping the learning competencies within biochemistry. students had difficulties comprehending due to complexity, inadequate time allotted, and absences of tutorial sessions. consequently, instructors in special science classes who taught biochemistry faced difficulties due to the absence of appropriate, adaptable, research-based educational resources aligned with educational objectives. the rise of technology during the covid-19 pandemic prompted educational innovations, including the use of digital tools. thus, developing an interactive electronic module (e-module) using nod to mind advancement (nodma) platform presents a promising solution. nodma, designed by the amdon group, supports k-12 educators in integrating interactive stem content in flexible and user-friendly formats. a study conducted by delita et al. (2019) found that using an e-module significantly improved self-efficacy, motivation, and 1 holy trinity college of general santos city, philippines * corresponding author’s e-mail: assiyamamintal98@gmail.com pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 learning outcomes. the proposed chemistry-based e-module aims to address challenges in teaching biochemistry and improve student comprehension in this essential area. research objectives this study aimed to develop, validate, and assess an interactive chemistry-based electronic module using nod to mind advancement (nodma) to teach chemistry concepts to students taking special science 9 classes. specifically, this study aimed to address the following question: 1. what are the least mastered competencies of the grade 9 special science students for the last three (3) school years? 2. what are the mean responses of the chemistry teacher–evaluators, master teacher evaluators, and lrmds–personnel evaluators to the validity of the chemistry-based electronic module in terms of: a. objectives; b. concepts; c. directions; d. formats and layouts; e. animations; f. skills; g. usability; and h. adequacy of the electronic module? 3. what is the pre-test and post-test scores of the control group? 4. what is the pre-test and post-test scores of the experimental group? 5. is there significant differences among the mean responses of the chemistry teacher–evaluators, master teacher evaluators, and lrmds–personnel evaluators on the validity of the interactive electronic module in chemistry using nodma in terms of objectives, concepts, directions, formats, and layouts, animations, skills, usability, and adequacy of the electronic module? 6. is there a significant difference between the pre-test scores of the control and experimental group? 7. is there a significant difference between the post-test scores of the control and experimental group? 8. is there a significant difference between the pre-test and post-test scores of the control group? 9. is there a significant difference between the pre-test and post-test scores of the experimental group? 10. is there a significant difference between the mean gain scores of the control and experimental groups? literature review legal bases the development and validation of electronic modules in science education are grounded in several legal frameworks aimed at improving the performance of the learners. deped memorandum no. 123, s. 2018 highlights the urgent need for high-quality learning resources and innovative teaching strategies in science. it advocates for integrating digital technologies in education to address gaps in learning materials and elevate educational standards. republic act no. 10533, known as the enhanced basic education act of 2013, mandated the creation of relevant instructional materials aligned with the k-12 curriculum standards set by the department of education (deped). additionally, republic act no. 8293 known as the intellectual property code of the philippines, protected the rights of creators and encouraging the production of high-quality educational content. deped order no. 21, s. 2019 further reinforced this by outlining the k to 12 basic education program policy guidelines, emphasizing the need for adequate and relevant learning resources. moreover, republic act no. 11394 promoted the use of digital technology in education supporting the development of electronic modules to enhance the availability and quality of learning materials. finally, although not a law, the unesco ict competency framework for teachers provided international guidelines highlighting the importance of integrating digital resources into education to improve outcomes. these legal and policy foundations collectively justified creating and validating electronic modules as a necessary response to the scarcity of quality curriculumaligned learning materials. special science curriculum the special science class (ssc) is designed to cultivate the scientific, technological, and critical thinking skills of the students. it is implemented in collaboration with the department of science and technology (dost). the ssc provides advanced science, mathematics, and research instruction through enriched curricula and extracurricular activities. rigorous selection criteria and performance standards ensure that only qualified students are admitted and retained in the class. the ssc emphasizes practical scientific experiments, intensive use of technology, and laboratory resources to foster scientific learning (press reader, 2017). teaching chemistry in the new normal during the covid19 pandemic, teaching chemistry as a central subject in the special science class had posed significant challenges for students and teachers alike. the abstract concepts and complex symbolic representations of chemistry often make it difficult for students to grasp. the pandemic-induced shift to online learning further complicated the situation as many students struggled with digital platforms and lacked of hands-on laboratory experience. despite these challenges, digital resources and online collaboration tools like google meet and zoom were employed to facilitate learning. however, post-pandemic assessments revealed significant learning losses particularly in science and mathematics. in the study of bornaa et al. (2023), it was recommended that policymakers, curriculum developers must design and implement e-learning modules to support and improve the teaching and learning. it was recommended that teachers leverage the technology-driven environment pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 by combining traditional face-to-face instruction with e-learning methods to improve and enrich the teaching and learning. electronic modules electronic modules (e-modules) are digital learning tools designed to enhance independent learning of the students by incorporating interactive features like videos, audio, and simulations. studies have shown that e-modules improve student motivation, learning outcomes, and engagement by offering flexible, self-paced learning experiences. e-modules were delivered with self-study instructions, allowing students to learn independently. e-modules improved learning efficiency (syahroni et al., 2016), self-efficacy, motivation, learning performance, and learning outcomes (jeske et al., 2014; herawati, 2014). they are especially effective for complex subjects like chemistry, where multimedia elements can help illustrate abstract concepts. proper validation of these modules is essential to ensure they meet educational standards and effectively support the learning process. expert and practitioner feedback has emphasized the importance of aligning e-modules with learning objectives, enhancing user interface design, and incorporating assessment tools to gauge student comprehension. guidelines for e-module preparation preparing e-modules involves a rigorous process of content development, multimedia integration, and validation. tools like microsoft word, powerpoint, camtasia, and flip pdf professional are commonly used to create, edit, and format e-modules. validation processes typically include expert reviews to assess pedagogical quality and practitioner feedback to ensure usability and relevance in classroom settings. to facilitate learning through online platforms, creating an e-module that comprehensively covered the relevant material was imperative. the e-module included instructional videos, an introduction to the topic, an overview of the material, and sample and practice questions that utilized the graph, substitution, and simplex methods for problem-solving. by providing such resources, it was anticipated that students could effectively engage with and comprehend the material about linear programming (ristanti & widayati, 2019). nod to mind advancement (nodma) the literature on nod to mind advancement (nodma) presents it as an all-in-one online learning platform developed by the amdon group and built on pagewerkz. nodma was designed to support k-12 teachers in integrating interactive stem materials in flexible and user-friendly formats. it allows educators to create and share digital content easily, offering interactive tools that enhance student engagement in both distance and classroom settings. its comprehensive nature includes multimedia-rich resources, personalized learning paths generated by advanced algorithms, and tools that support collaboration between students and educators through real-time communication and virtual classrooms. this fosters a sense of community and active participation in the learning process. its seamless integration with learning management systems (lms) ensures a smooth transition for institutions adopting digital learning, breaking down geographical barriers and making education accessible to diverse learners. the platform also offers advanced assessment tools, providing instant feedback that helps educators monitor student progress and address learning gaps efficiently. it also enhances motivation and understanding of the students, promoting long-term knowledge retention through its personalized learning paths. educators benefit from the resources and best practices of the platform, enabling them to adapt to digital learning environments more effectively. overall, nodma is a transformative solution that improves academic outcomes and promotes equity in education by offering high-quality, customizable, and engaging learning experiences (nodma, n.d.). foreign the integration of 3d visualization technology in chemistry education has been shown to improve student engagement and understanding in abstract concepts such as molecular structures. urso and fisher (2015) highlighted its effectiveness in enhancing learning, while gold et al. (2018) emphasized the improvement of spatial skills of the students which are crucial for success in stem fields. advocating for multimedia technology integration in classrooms to enhances the learning experience through the use of interactive e-modules, such as chemistry e-magazines has also been positively received (callao, 2020). linda et al. (2018) developed interactive chemistry modules to address challenging topics such as chemical reactions and energy. these e-modules accessible on various digital devices had received positive feedback from students. however, suprapto, et al. (2021) found lack of independent learning materials, especially in topics like thermochemistry, has been remains an issue. the shift toward e-learning, fueled by advances in educational technology (e.g., 3d models and multimedia tools), has transformed teaching approaches. fatemah, et al. (2020) emphasized the importance of constructivist learning theories in the design of these tools. however, kuit and osman (2021) pointed out that despite the benefits of model-building tools in chemistry, there is still a gap in integrating inquiry-based approaches. churiyah, et. al (2020) examined the impact of a 3d pageflip-based electronic module on the self-regulated learning (srl) of the students. the study showed that incorporating strategies like goal-setting, self-monitoring, and problemsolving into e-modules improved the independence and learning outcomes of the students. local in the philippines, resource constraints and attitudes of the teachers towards instructional material development have affected the availability of quality educational resources. sanchez (2022) found that well-developed pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 modules regardless of learning modality can effectively delivered instruction. similarly, madrazo and dio (2020) developed conic sections modules for bridging courses, which were found to be highly acceptable and effective in promoting independent learning. discovery-based chemistry modules were also validated as effective by both teachers and students. medina and baraquia (2023) developed discovery-based chemistry modules on organic molecules and functional groups, which were validated as highly usable, valid, and acceptable by teacher experts and student users. both groups agreed the modules met essential criteria for supplementary learning materials, including objectives, content, format, and presentation. student feedback highlighted the modules as interactive, well-designed, and outcome-based, emphasizing their potential to enhance learning outcomes. materials and methods research design this study employed a combination of research and development (r&d), quasi-experimental, and quantitative research designs. sugiyono (2014) describes research and development (r&d) as a method aimed at creating a specific product and assessing its effectiveness. in this case, the r&d design followed the analysis, design, development, implementation, and evaluation (addie) model to create an interactive chemistry-based electronic module. this e-module was aligned with the content and expected outcomes of the special science 9 course outline. additionally, the researcher employed a quasi-experimental design, specifically utilizing the pretest/posttest nonequivalent group design, which is often used when random assignment is not possible (handley et al., 2018). this design aimed to assess the effectiveness of the developed electronic module. evaluators an important phase of the study was evaluating and validating the developed material. it was critical to ensure that the developed interactive chemistry-based electronic module met the acceptable level of objectives, concepts, directions, formats and layouts, animations, skills, usability, and adequacy of the electronic module. the evaluators included five (5) chemistry teachers, five (5) master teachers, and five (5) learning resources management and development system (lrmds— personnel) selected based on deped qualification standards (division memorandum no. 450 s. 2023). respondents of the study this study involved one (1) pre-existing section consisting of forty (40) grade 9 students from the junior high school of holy trinity college of general santos city enrolled during the academic year 2023-2024. the study employed non-probabilistic sampling to choose the 40 students. purposeful or non-probabilistic sampling refers to the unequal likelihood that subjects from different population segments would be selected for the same sample. two groups were used in the study: the experimental and the control groups. the experimental group of students was taught using the chemistry-based electronic module using nodma. on the other hand, the control group was instructed using the conventional strategy, which was the lecture method assisted by the prepared instructional materials of the chemistry teachers. both groups prepared a session plan to provide a structured framework for delivering lessons or activities and to ensure that learning objectives are effectively met. to select students assigned to the experimental group and control group, pre-existing classes were subjected to random selection so that each student was given equal chances of being assigned to either one of the two previously mentioned groups. data collection the data collection process involved multiple steps to ensure comprehensive and valid results. first, an item analysis was conducted using the performance data of special science 9 students from the previous three school years to identify the least mastered competencies in chemistry. this analysis informed the development of the chemistry-based electronic module. next, a fivepoint likert scale questionnaire was distributed to three groups of expert evaluators to assess the chemistrybased electronic module based on several criteria. this study also administered pre-tests and post-tests covering the least mastered competencies in chemistry. the test was consisted of 30 items in a multiple–choice type with four (4) options for each item. the test was validated by a panel of experts, including special science teachers and academic coordinators, to ensure alignment with the special science 9 course outline. pretests were administered to examine the prior knowledge of biomolecules among the students. post-tests were conducted for both the experimental group (using the electronic module) and the control group (using conventional teaching) to measure learning outcomes after the intervention. data analysis the data analysis section outlines the process of evaluating student mastery of competencies, the validity of the chemistry-based electronic module, and comparing pretest and post-test scores of the control and experimental groups. the researcher adhered to the guidelines outlined in the philippine professional standards for teachers (ppst) resource package by the department of education to identify the least mastered competencies. the competencies were classified using the following scale: mastered (75–100%), nearly mastered (51–74%), and not mastered (50% and below). the researcher also used a questionnaire to gather the ratings from the evaluators of the developed chemistry-based electronic module. the ratings were classified as very highly valid (4.50 – 5.00), highly valid (3.50 – 4.49), moderately valid (2.50 to 3.49), not so valid (1.50 to 2.49), and not valid (indicated by the score 1.00 and 1.49). upon gathering the pretest and post-test scores of the control and experimental group, the researcher analyzed pa ge 53 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 the result based on the guidelines on the assessment and rating of learning outcomes under the k to 12 basic education curriculum (do 73, s. 2012). the scale ranges were based on mean scores, such as beginning (0 – 6), developing (7 – 12), approaching proficiency (13 – 18), proficient (19 – 24), and advanced (25 – 30). ethical consideration the study followed strict ethical guidelines to protect the safety and dignity of the respondents. ethical clearance was obtained from the mindanao state university – general santos institutional ethics review committee and other relevant authorities to ensure the research did not disrupt school activities. the study upheld the anonymity of respondents, respected their right to participate or withdraw at any time, and ensured that informed consent was obtained from all participants. underage grade 9 students and their guardians were briefed on consent forms. parental consent was required before participation and the decision to withdraw from the study was handled with respect at all stages. results and discussions least mastered competencies of the grade 9 special science students for the last three (3) school years the least mastered competencies of grade 9 special science students were identified through item analysis over the past three school years. table 1 summarizes the least mastered competencies for the specified period, and the findings from this table inform the content development of the electronic module. table 1: least mastered competencies for the last three school year topic competencies mean of correct responses percen tage interpretation rank introduction to chemistry identify the different concepts involve in chemistry, its branches and its classification. 29.13 69.75 nearly mastered 5 describe and identify properties, processes, and concepts involved in the mechanics of matter. 29.40 70.42 nearly mastered 6 language of chemistry identify the different concepts of the language of chemistry 36.73 87.93 mastered 7 describe and identify the characteristics and concepts of matter, symbols, formulas, and chemical equations. 27.70 66.39 nearly mastered 3 chemical reactions identify the different concepts and processes of factors affecting rates and types of chemical reactions. 33.27 89.45 mastered 8 describe and identify the characteristics and concepts of matter, symbols, and formulas used in chemical reactions. 29.03 69.69 nearly mastered 4 introduction to biochemistry identify the different concepts and processes of factors macromolecules 18.47 59.04 nearly mastered 2 describe and identify the characteristics of macromolecules. 25.05 57.69 nearly mastered 1 legend: 75 % 100% mastered 51% 74% nearly mastered 50 % and below not mastered table 1 shows the least mastered competencies of 125 students from the special science 9 class over the last three school years: 40 students in 2020–2021, 41 in 2021– 2022, and 44 in 2022–2023. the data reveals that the lowest-ranked competency was “describe and identify the characteristics of macromolecules,” had a mean score of 25.05 and a percentage of 57.69%, indicating it was nearly mastered but required improvement. in contrast, students excelled in the language of chemistry and chemical reaction rates, with mastery levels exceeding 87%. these findings align with azzopardi and camilleri (2018), highlighting the need for targeted instructional strategies to enhance student mastery, particularly in challenging areas like biomolecules. the mean responses of the chemistry teacher– evaluators, science master teacher evaluators, and lrmds– evaluators to the validity of the chemistry-based electronic module the researcher utilized a five-point likert scale questionnaire to evaluate the chemistry-based electronic module. the mean responses from the various validators are presented in the subsequent table. pa ge 54 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 table 2 summarizes the mean responses of evaluators, including chemistry teachers, master teachers, and lrmds personnel evaluators. overall, evaluators rated the chemistry-based electronic module “very highly valid,” as shown in the overall mean of 4.78. these findings suggest that the chemistry-based electronic module is well-designed and can foster critical thinking and problem-solving skills. supported by research such as anderson and krathwohl (2018) and abdulrahman et al. (2020), the high ratings of the e-module in multimedia use and instructional design reflect its capacity to enhance student engagement and comprehension. additionally, the flexibility of e-module for self-paced learning aligns with best practices in education, making it highly suitable for diverse learning environments. pre-test and post-test of the control group this study used teacher–made – tests covering the least mastered competencies in chemistry. table 2: summary of the mean responses of the chemistry teacher, master teacher, and lrmds – personnel evaluators to the validity of the chemistry-based electronic module indicators mean interpretation objectives 4.78 very highly valid concepts 4.79 very highly valid directions 4.77 very highly valid formats and layouts 4.72 very highly valid animations 4.89 very highly valid skills 4.72 very highly valid usability 4.80 very highly valid adequacy 4.73 very highly valid overall mean 4.78 very highly valid table 3: the pretest scores of students in a control group score frequency percentage description 25-30 0 0% advanced 19-24 0 0% proficient 13-18 9 40.91% approaching proficient 7-12 11 50.00% developing 0-6 2 9.09% beginning overall mean score 11.45 developing legend: 4.50 – 5.00 very highly valid 3.50 – 4.49 highly valid 2.50 – 3.49 moderately valid 1.50 – 2.49 not so valid 1.00 – 1.49 not valid legend: 90% and above advanced 85% 89% proficient 80% 84% approaching proficient 75% -79% developing 74% and below beginning table 3 presents the pretest scores of students comprising the control group. notably, no students attained scores in the “advanced” or “proficient” categories, suggesting a baseline level of proficiency offering a snapshot of their academic proficiency before any intervention or educational treatment. the overall mean score of 11.45 placed the overall proficiency of the control group in the “developing” range, highlighting the need for improvement. this pretest data established a benchmark for evaluating the effectiveness of subsequent educational interventions. as bloom (2019) emphasized, pre-assessments are crucial for tailoring instruction to meet needs of the students, and the absence of higher proficiency levels underscored the importance of differentiated teaching strategies (tomlinson, 2017). these findings aligned with nces (2020), which noted the need for additional support to move students from basic understanding to higher proficiency levels. instructional strategies, such as the chemistry-based electronic module, are designed to scaffold learning, helping students progress from “developing” to “proficient” and “advanced”. this analysis provided essential insights into the baseline performance of the control group, setting the stage for measuring the impact of educational interventions through post-test comparisons (mayer, 2021). pa ge 55 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 the post-test scores of the control group showed significant improvement following the instructional intervention. the overall mean score rose to 15.73, placing the group in the “approaching proficient” category, shows a clear improvement from the pretest results. this improvement suggested that the instructional strategies implemented positively impacted student learning outcomes. the increase in the proficiency levels of the students highlights the success of differentiated instruction this is supported by tomlinson (2017) argument that tailored teaching enhances learning outcomes. the results emphasize the value of targeted and adaptive instructional practices in promoting academic growth. the pretest and posttest scores of the experimental group the researcher also administered the same 30-item multiple-choice questions to the twenty (20) special science 9 students considered the experimental group. table 4: the posttest scores of students in a control group score frequency percentage description 25-30 1 4.55% advanced 19-24 3 13.63% proficient 13-18 13 59.09% approaching proficient 7-12 5 22.73% developing 0-6 0 0% beginning overall mean score 15.73 approaching proficient legend: 90% and above advanced 85% 89% proficient 80% 84% approaching proficient 75% -79% developing 74% and below beginning table 5: pretest scores of students in the experimental group score frequency percentage description 25-30 0 0% advanced 19-24 0 0% proficient 13-18 6 27.27% approaching proficient 7-12 16 72.73% developing 0-6 0 0% beginning overall mean score 11.05 developing legend: 90% and above advanced 85% 89% proficient 80% 84% approaching proficient 75% -79% developing 74% and below beginning table 5 presents the pretest scores of the experimental group offering insight into their academic proficiency before any instructional interventions. the overall mean score for the experimental group was 11.05, positioning their collective proficiency within the “developing” category. this distribution suggests that most students struggled with the foundational concepts and needed substantial instructional support to progress to higher proficiency levels. the absence of scores in the “beginning” category (0-6 points) implied that while the students were not at the lowest performance level, there was still a considerable gap to bridge and achieve proficiency and advanced understanding. these findings underscored the critical need for effective educational strategies to elevate the competencies of the stidents and enhance their academic outcomes. table 6: the posttest scores of students in the experimental group score frequency percentage description 25-30 5 22.73% advanced 19-24 6 27.27% proficient 13-18 9 40.91% approaching proficient 7-12 2 9.09% developing 0-6 0 0% beginning overall mean score 19.23 proficient pa ge 56 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 table 6 delineates the post-test scores of students within the experimental group, illustrating their academic performance after implementing instructional interventions or treatments. the overall mean score of the experimental group in the posttest was 19.23, positioning their collective proficiency within the “proficient” category. this data underscores significant progress from the pretest scores and the efficacy of instructional interventions or treatments in fostering academic growth. it was a comparative measure against pretest scores, facilitating an in-depth assessment of the impact of intervention on the academic achievement of the student over the study duration. significant differences among the mean responses of the chemistry teacher–evaluators, science master teacher evaluators, and lrmds – personnel evaluators on the chemistry-based electronic module this section delved into the significant differences among the mean responses of different groups of evaluators chemistry teachers, science master teachers, and lrmds personnels regarding the chemistry-based electronic module. the findings of the anova analysis, which was done to determine whether there was a significant difference between the evaluators, are shown in table 7. legend: 90% and above advanced 85% 89% proficient 80% 84% approaching proficient 75% -79% developing 74% and below beginning table 7: significant differences in the mean responses of the evaluators on the validity of the chemistry-based electronic module using nodma evaluators mean f-value p-value remark chemistry teachers 4.84 0.4927 0.6431 not significant science master teachers 4.71 lrmds – personnel 4.78 table 7 presents an analysis utilizing the analysis of variance (anova) method on the mean responses of the evaluators on the validity of chemistry-based electronic module. the chemistry teachers gave the highest mean score (4.84), followed by the lrmds personnel (4.78) and master teachers (4.71). the anova test yielded an f-value of 0.4927 and a p-value of 0.6431, indicating no statistically significant differences among the evaluators. this lack of significant difference implied a general consensus regarding the module’s validity across evaluator groups. despite the slight variations, all groups rated the module highly, suggesting it was well-regarded across different educational expertise and positions. this uniformity in positive evaluations underscored the module’s broad acceptance and potential effectiveness in educational settings. significant differences between pretest and posttest of control and experimental group table 8: difference between the pretest score of the control and experimental group group mean t-value p-value remark control 11.45 0.45812 0.6492 not significant experimental 11.05 table 8 compares the pretest scores between the control and experimental groups. the comparison of pretest scores between the control (mean score 11.45) and experimental (mean score 11.05) groups revealed no statistically significant difference, with a t-value of 0.45812 and a p-value of 0.6492. since the p-value exceeded 0.05, the differences in pretest scores were attributed to random chance rather than the experimental intervention. this lack of significant difference was essential for establishing baseline equivalence between the groups, ensuring that any post-test differences could be confidently attributed to the instructional intervention. the nearly identical pretest scores reinforced the comparability of the groups, strengthening the internal validity of the study, as recommended by creswell and creswell (2018). this baseline equivalence ensured that subsequent analyses of post-test outcomes would provide accurate insights into the effectiveness of the intervention. table 9: difference between the post-test scores of the control and experimental group group mean t-value p-value remark control 15.73 -2.3835 0.0217 significant experimental 19.23 table 9 compares the post-test scores between the control and experimental groups. the analysis revealed a significant difference in post-test scores between the experimental group (mean score 19.23) and the control group (mean score 15.73), with a t-value of -2.3835 and a p-value of 0.0217, indicating statistical significance (α = pa ge 57 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 0.05). this suggests that the educational intervention had a meaningful impact on student performance. according to borenstein et al. (2011), statistical significance in such comparisons highlighted the efficacy of the intervention, demonstrating its capability to produce meaningful improvements in outcomes. this supports the principle of employing evidence-based practices in education to achieve substantial gains in student learning (slavin, 2015). this also aligned with the findings of hattie (2015), which emphasized the importance of significantly implementing high-impact educational strategies to enhance student outcomes. the control group increased from a pretest mean score of 11.45 to a post-test mean score of 15.73, indicating some improvement. however, the more considerable gain in the experimental group demonstrated the superior effectiveness of the targeted intervention. in summary, the significant difference in post-test scores between the control and experimental groups, supported by a low p-value, indicated that the experimental intervention significantly improved student performance. this finding underscored the importance of using well-designed, evidence-based educational interventions to achieve substantial gains in student learning. table 10: difference between the pretest and post-test scores of the control group test mean t-value p-value remark pretest 11.45 5.1963 0.00004 significant posttest 15.73 the comparison of pretest (mean score = 11.45) and post-test (mean score = 15.73) with a t-value of 5.1963 and a p-value of 0.00004results for the control group revealed a significant improvement in scores indicating that the observed difference was statistically significant. this suggests that the intervention substantially impacted the performance of the control group. the findings aligned with the principles of hattie (2017) on educational effectiveness, which emphasize the role of rigorous evaluations in determining instructional impact. similarly, klaveren et al. (2017) highlight how effective strategies can lead to significant student gains, even within control groups. as supported by creswell and creswell (2018), the results also validate the use of pretest and post-test comparisons as a robust method for measuring educational impact, reinforcing the value of evidence-based practices in improving student performance. table 11: difference between the pretest and posttest scores of the experimental group test mean t-value p-value remark pretest 11.05 8.6717 0.00001 significant posttest 19.23 table 12: difference between the mean gain scores of the control and experimental groups group mean t-value p-value remark control 4.27 3.3480 0.00305 significant experimental 8.18 table 11 showed a significant improvement in the performance of the experimental group, with the pretest (mean score = 11.05) increasing to a post-test (mean score = 19.23. the t-value of 8.6717 and a p-value of 0.00001 indicated that the difference was statistically significant, suggested that the intervention strongly affected the scores. this result aligns with research by smith et al. (2019), who found that experimental treatments in educational settings significantly boost student performance. similarly, jones and brown (2020) emphasized that low p-values in educational experiments often reflect meaningful outcomes, reinforcing the effectiveness of the intervention applied in this study. table 12 reveals a significant difference in the mean gain scores between the control and experimental groups. the mean gain score for the control group was 4.27, while the experimental group scored higher with a mean gain of 8.18. the t-test comparison yielded a t-value of 3.3480 and a p-value of 0.00305, indicating that this difference was statistically significant. the statistically significant difference in mean gain scores between the groups suggests that the experimental intervention had a notable impact on the performance of the experimental group. the p-value of 0.00305, well below the threshold of 0.05, further confirms the efficacy of the treatment, providing strong evidence against the null hypothesis. these findings are consistent with prior studies, such as smith and johnson (2018) and anderson and lee (2020), which demonstrated that targeted educational interventions lead to substantial gains in learning outcomes. this study reinforces the importance of implementing innovative educational strategies to improve student performance. pa ge 58 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 3(6) 49-61, 2024 conclusion the study revealed that grade 9 special science students consistently struggle with certain chemistry competencies, particularly in describing and identifying the characteristics of macromolecules. despite nearly mastering in these areas, they still require targeted instructional interventions to enhance understanding. the chemistry-based electronic module received high ratings from various evaluators for its content validity. it indicates that its objectives, concepts, directions, formats, layouts, animations, skills, usability, and adequacy are well-aligned with grade 9 competencies and engaging for students. additionally, there was no significant difference in the evaluations of the electronic module by different groups of educators, reflecting a consensus on its high quality and effectiveness in enhancing chemistry learning. the improvement from pre-test to post-test scores of the control group signified that those conventional instructional methods positively impacted student learning. however, the extent of improvement was limited compared to the experimental group. in contrast, the experimental group showed substantial improvement in post-test scores, with many students moving from the “developing” to “proficient” and “advanced” categories. this underscores the effectiveness of the chemistrybased electronic module. the control and experimental groups began at comparable proficiency levels, as indicated by the lack of significant differences in their pre-test scores, supporting the validity of the subsequent comparisons of instructional impact. however, the significant difference in post-test scores between the control and experimental groups demonstrates that the electronic module was more effective than conventional teaching methods in improving student competencies. while conventional instructional methods led to notable improvements in the control group, they were less effective than the electronic module, indicating room for enhancement in conventional teaching strategies. the significant improvement in the score of experimental groups from pre-test to post-test highlights the efficacy of e-module in facilitating a deeper understanding and mastery of chemistry concepts. lastly, the higher mean gain scores in the experimental group compared to the control group demonstrate that the chemistrybased electronic module significantly enhances learning outcomes, making it a valuable tool for improving student achievement in chemistry. recommendations based on the findings of the study, the following recommendations are proposed: 1. due to its high validity scores, the chemistrybased electronic module was recommended to be widely implemented in educational settings to enhance chemistry teaching and learning. additionally, deped may launched a transformational development program that focuses on improving and properly utilizing educational technology to support all teaching-learning environments. schools and educational institutions may consider incorporating this electronic module into their curriculum. 2. while the chemistry-based electronic module received high scores, there was always room for improvement. slightly lower scores in specific areas, such as enabling independent learning and serving as supplementary material, suggest that enhancements can be made. based on user feedback and emerging educational trends, regular updates and revisions may be implemented. 3. educators may be provided with training sessions on how to integrate it into their teaching practices to maximize the effectiveness of the e-module. this will ensure that teachers can effectively utilize the features of e-modules to enhance student learning. 4. the high demand for internet connectivity suggests that future research may explore ways to make this electronic module accessible offline. 5. additional research may explore the long-term impact of using the chemistry-based electronic module on academic performance and engagement of the students. studies could also investigate its effectiveness in diverse educational contexts and among different student demographics. 6. given the success of this chemistry-based electronic module, similar electronic modules may be developed for other subjects. this approach can create a comprehensive suite of electronic learning materials catering to various educational needs. acknowledgments the researcher wishes to express her heartfelt gratitude to everyone who contributed to the success of this study, especially the department of education (deped) region xii office and the junior high school department of holy trinity college of general santos city for providing the opportunity to conduct the research. heartfelt appreciation is directed to prof. paul r. olvis, her thesis adviser, for his unwavering efforts, support, supervision, and guidance throughout this research. special thanks to dr. jay e. buscano for his professional statistical analysis expertise and insightful comments and suggestions. gratitude is also owed to the panel members, prof. almera mode sales and prof. nathan c. subiera, for their valuable feedback and constructive critiques. additionally, the researcher would like to acknowledge the evaluators and reviewers for their valuable insights and recommendations, which significantly improved the quality of this work. references abdulrahaman, m. d., faruk, n., oloyede, a. a., surajudeen-bakinde, n. t., olawoyin, l. a., mejabi, o. v., & azeez, a. l. 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(2024). world economic forum. https://www.weforum.org/publications/the-globalcompetitiveness-report-2018/ pa ge 1 pa ge 11 american journal of multidisciplinary research and innovation (ajmri) fortifying the data link layer: an analysis of security concerns md mazedul alam1* volume 4 issue 1, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i1.3763 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: september 08, 2024 accepted: october 09, 2024 published: january 17, 2025 network operations are separated into seven tiers by a conceptual model of networking known as the open systems interconnect model (osi). this explains the way layers communicate with one another.this paradigm explains the way layers communicate with one another. i discuss common data link layer attacks in this research, along with possible defenses, and introduce new attacks.the data link layer is regarded as an extremely vulnerable point in a secure network because each layer operates independently of the others; if the data is compromised at the data link layer, it cannot be discovered at higher layers. the use of various attack tools by an attacker to exploit a network is described. my findings demonstrate how effective these attacks may be when a network administrator neglects to install suitable security at the data link layer of the osi model. keywords data link layer attacks, osi model, vulnerability introduction network operations are separated into seven tiers by the open systems interconnect model (osi), a conceptual framework for networking: physical, data connection, network, transport, session, presentation, and application layers are seven layers, respectively. this model specifies how layers converse with one another. given how difficult it is for outside hackers to connect to a company’s lan, a network administrator normally does not concentrate on data link layer (data link layer of osi) security solutions. to protect layer 3 and higher levels, several methods can be utilized, including packet filtering, access lists, intrusion detection systems (ids), encryption techniques, and firewalls. the data link layer, on the other hand, lacks the granular controls required to withstand attacks against it. a network administrator typically gives very little thought to data link layer security and frequently disregards this region. network damage may arise from data link layer attacks. for instance, a cdp attack can cause a device to run out of memory and become unusable. security data link layer devices receive very little attention from the network administrator, which makes it very simple for attacks to be launched against the network.social engineering is the practice of using deception and cunning techniques to acquire sensitive data. it is a non-technical sort of infiltration that primarily relies on human interaction and typically entails misleading others into breaching standard security protocols. high-level security measures in the upper layers are ineffective if the data is already hacked at data link layer. the osi model’s layers all function without expertise. if a security breach is successfully carried out, any sensitive data on the network may be taken via a variety of methods. an attacker can carry out data link layer attacks using a variety of attack tools. a network administrator should monitor the network to identify any security holes. the most frequent attacks on lan networks include attacks on the cisco discovery protocol (cdp), arp cache poisoning, vlan hopping, spanning tree protocol (stp), cam table overflow, and stp manipulation. problem statement the data link layer refers to the weakest connection in a safe network. because they don’t provide a safe connection between mac addresses and internet protocol (ip), the majority of data link layer protocols are unsafe. a network administrator focuses more when a network is being developed. to take advantage of data link layer flaws, an attacker needs a physical link. he or she could employ social engineering to obtain entrance to the building or pose as an engineer who has been called to the scene to resolve a technical issue. additionally, a user has the option of plugging in an unapproved switch, which can allow other devices to connect to the network. aim of the research the research could aim to assess the effectiveness of various data link layer security mechanisms, such as port security, vlans, and mac address filtering. the goal would be to analyze the strengths, weaknesses, and potential vulnerabilities of these mechanisms in realworld network environments. literature review because data link layer security has not yet been fully addressed, data link layer assaults are common in ip over ethernet networks. the three most common data link layer sniffing attacks are port stealing, mac flooding, and arp poisoning. using the network layer protocol arp, an ip address is mapped to a physical machine address that is recognized by the local network, such 1 department of computer science and engineering, university of south asia, bangladesh * corresponding author’s e-mail: alam.isoeh@gmail.com pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 as an ethernet address. when a host machine wishes to discover the physical address associated with an ip address, it broadcasts an arp request on the network that contains the ip address. an arp reply message containing the physical address of the host that holds the ip address is sent. arp cache tables are maintained on each host computer in order to convert ip addresses to mac addresses. because arp is a stateless protocol, a host will accept an arp entry and update its arp cache anytime it receives an arp reply from another host, even if it hasn’t submitted an arp request for that reply (phys, 2020). the data link layer (l2) is a weak link in terms of security. switches are key components in l2 communications and they are also used for l3 communications. they are susceptible to many of the same l3 attacks as routers, as well as many unique network attacks, which include cam table overflow, vlan hopping, stp manipulation, arp spoofing (arp poisoning), dhcp starvation (nasir siddique, 2015). the osi model has been established as a conceptual framework for the development of types of equipment, protocols, and other technologies of networks since 1984 phys (2020) explains that in ethernet, the data link layer employs physical addresses, and the arp protocol is responsible for mapping ip addresses to mac addresses. to achieve this, the data link layer uses arp tables, which are in charge of connecting each ip address to a mac address. made a very crucial point about how transparent the protocols are. since the method of data transmission is public, anyone can examine the protocols used by the network. this makes it possible for anyone to set up a service or application on these and produce attacks from various places. virtual network security: risks, solutions, and difficulties explain the unique qualities of the various protocols and their built-in weaknesses, and they also hint at a basic security setting configuration. for the in-depth analysis of network traffic, there are current recommendations for novel models of data objects. theoretical framework open system interconnection (osi) the physical layer is the first of the seven layers in the osi layer model. the physical layer, layer one, controls the transmission of raw bits via communication channels and verifies that neither the sender nor the received bit number has been altered or is absent. it is also accountable for the physical connectivity of hardware. the data link layer, or layer two, provides trustworthy communication across the physical layer to other locations like lan or wide area network (wan). it deals with physical addressing such as media access control (mac) and logical link management. the data link layer can estimation error detection and flow estimation errors. logical addresses and the full data routing process are dealt with at layer three of the network. the network layer also has problems with transit times and packet delays. addresses are assigned to every packet. packets can be sent from one destination to another destination point with the aid of assigned addresses.the transport layer, layer four handle data transit. the transport layer accepts the data before dividing it into smaller portions. once the data has been updated, the network layer receives the data along with the assurance that all data components are correctly connected. the transport layer handles endto-end connectivity, data delivery, and dependability as it moves data from the source to the destination. to make connections, layer five’s session layer interacts with users and programs running on many machines. it is typically in charge of managing, closing, and opening sessions. the operating system is a component of the presentation layer (layer 6). it modifies the format of both incoming and departing data. sixth-layer protocol controls the syntax and semantics of sent data. communication between computers with different internal data representations is made feasible when the data structures are conveyed and distinguished by encoding and data formatting. the application layer contains the protocols for http, ftp, and email. it lays out standards for how a user’s application should connect to network services and utilize the network. the operating system or apps are communicated with through layer 7, the application layer. it is in charge of the end user’s data display and data format. table 1: osi model diagram layer name protocol 7 application http, ftp, telnet, ssh, dns 6 presentation ssl, tls 5 session apis, sockets, winsock 4 transport tcp, udp 3 network ip, icmp, ipsec, arp 2 data link ethernet. ppp, switch, bridge 1 physical ethernet, fiber, wireless, usb basic security measures the three main pillars of security are availability, integrity, and confidentiality. these three concepts are the essential cornerstones of security, without which no safe network can be constructed. confidentiality the appropriate individuals will be given access to the material while maintaining its confidentiality. the use of this security feature ensures that unauthorized individual won’t misuse information and other valuable sources. to guarantee secrecy, information must be safeguarded both during transmission and processing. implementing robust encryption is necessary to enforce confidentiality. security flaws can be exploited using scanning programs like wireshark. other ways that confidentiality may be pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 compromised include human error, such as missing settings during the implementation of security mechanisms or the use of malicious software (kai-hau yeung, 2008). integrity integrity ensures that data is protected from unauthorized individuals adding, deleting, and changing it. although the data is printed exactly as it was received (maintaining data integrity), the original integrity of the information has been compromised. to preserve the integrity, access to vital resources must be restricted. two systems, known as detection and preventive mechanisms, make up integrity. information is shielded from modification or deletion by unauthorized individuals using prevention devices. information breaches by unauthorized parties are not stopped by detection methods. monitoring systems alert the administrator if integrity is compromised. detection methods keep an eye on activity to spot network issues. additionally, they can identify the precise location in the network where integrity was compromised. availability availability refers to how quickly a system can provide users with the necessary data. access to authorized sources should never be denied to authorized people. assaults that cause interruptions, such as denial of service (dos) assaults, might jeopardize availability. access to necessary information without delay is ensured via availability. redundancy and backup should be offered in case of interruption. to retrieve the necessary information, access channels must function properly. to ensure availability, the security strategy must be robust enough. issues with data link layer security poisoning of the address resolution protocol (arp) despite operating at data link layer, this protocol offers services to layer two switched networks, the basis for communication is the usage of mac addresses. using the arp cache, network addresses (ip) are converted into physically similar addresses, such as ethernet addresses. arp is a stateless protocol. it is incapable of handling hostile hosts because there isn’t enough verification. host a has to know host b’s mac address, which corresponds to the network address (ip), to communicate with host b within the same local area network (lan).if the host b mac address is not listed in the arp cache table, the area network (lan) will broadcast an arp request containing the destination ip address, both the source ip address and the destination mac address. figure 1: make an arp request source: developed by author as shown in figure 1 , only host b will provide the ip address and mac address in response to host a’s arp request. the request won’t receive a response from the other hosts. to minimize interactions, host a will keep track of host b mac address in its arp cache table. the saved mac address will be used to establish communication between hosts a and b. malicious hosts may contaminate the arp cache by sending fake arp requests or answers due to a lack of authentication. an authentication method was not mentioned by the arp protocol’s creator. the arp protocol therefore also allows for fictional queries and responses, which are all saved in the cache table. faking a request or a response is another way to direct traffic to various servers. on a lan network, attacks known as man in the middle (mitm) and denial of service (dos) can be initiated by tampering with the victim host’s arp cache. by “poisoning” the arp cache, an attacker pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 can control network traffic between two devices. by putting himself in between these two hosts, the attacker can spoof the ip addresses of two hosts and send all information in both directions. it is unknown to the victims that their traffic is being monitored. it is referred to as a “man in the middle attack” (mitm). poisoning the arp cache is another method for initiating a denialof-service attack. the victim is poisoned by employing faked mac addresses and redirecting all traffic to the intruder host. the attacker blocks access to the internet. dhcp starvation in lan networks, ip addresses are assigned to computers either statically or dynamically for a predetermined period using the dynamic host configuration protocol (dhcp). before a dhcp client may ask a dhcp server for setup information, it must first broadcast a dhcp discover packet across the local network. the dhcp server responds with a dhcp offer response if ip addresses are available. the dhcp client sends a dhc request to the dhcp server after accepting the offer. in response to this request, the dhcp server sends back a dhc pack message. the dhcp client sends an arp query to the local network to check if the ip address is already in use after getting the dhc pack message. if an address is available, the client starts utilizing the configuration information provided by the dhcp server. if the dhcp server is not configured correctly, it may be attacked. an attacker uses the dhcp hunger approach to ping every dhcp address that is up for grabs. a denialof-service attack and a network outage might result from this. a hacker can join their own rogue dhcp server and start giving clients ip addresses. using the dhcp replies, an intrusive party can choose a new default gateway. all communication is directed to the modified default gateway, which now serves as an intruder’s machine and is monitored by the network. vlan spoofing vlan spoofing may occur if the switch port is configured with dynamic trucking protocol or in trucking mode. in this attack, a hacker assumes the identity of a switch, connects to it as a trunk, and then utilizes the trunk port’s 802.1q trunk tagging to gain access to all the vlans. he is then free to “hop” into any available vlan on the trunk. vlan spoofing is widely used to spread trojan horses, worms, and other malicious software through networks. disable auto-negotiation and avoid using default vlans on any ports to thwart this attack. content addressable memory (cam) table overflow a switch’s mac address database contains network data, such as the mac addresses that are reachable on each physical switch port. there is a limit size for the mac address table. it will overflow if more entries are added before the current one expires. tens of thousands of fake entries can be added by a hacker to the mac address database. if the mac address table fills up, the switch enters hub mode, which floods all of the ports with traffic. manipulation of the spanning tree protocol (stp) stp is used to preserve the loop-free topology of the data link layer redundancy network. loops are a useful tool for producing broadcast storms. switches are pre-activated when they are placed. the switch that is designated as the root bridge is the one with the lowest configuration priority among the other switches. the switch with the lowest mac address will designate itself as the root bridge if all switches have the same bridge id.once a switch chooses one, all other pathways to the root bridge will be closed and all data will be sent via the root bridge. due to stp’s lack of an authenticating mechanism for bpdu communications, an attacker can pretend to be the root bridge by sending bogus bpdu requests. figure 2: arp reaction source: developed by author pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 employee training and awareness educating employees about security best practices, such as avoiding sharing network credentials and being cautious of social engineering attacks, can help mitigate the risk of insider threats and human error. materials and methods the osi model’s network layer is regarded as its weakest component. the data link layer (data connection layer), which is frequently disregarded and improperly handled, has the potential to be the weakest layer in the osi model. to stop trojans, malicious emails, corrupted documents, and applications from the transport layer or the network layer, researchers have developed approaches. but rather than concentrating on the entire management system of a company, they overlook the data link layer and pay more attention to the security of the device itself. although network managers frequently believe the data connection layer is secure, they frequently underestimate the attackers. attacking the data link layer is not a simple process. the following are typical ways that an attacker can influence ip and wireless lans. any of the aforementioned attacks on the lan or network of systems can have a major impact on an organization’s overall security plan, vital electronic communication infrastructure, government management systems, and/ or public institutions. typically, mobile communication businesses and internet security service providers watch over a nation’s key infrastructure. denial-of-service (dos) attacks, for instance, sometimes prevent the successful transmission of control information to the end devices. due to the ease of access to commercially available frequency jamming devices, dos attacks on wireless lans are simple to implement. wi-fi technology has developed incredibly quickly in recent years, and wi-fi 6 has reached its theoretical maximum speed of 9.6 gbps. one might envision the future of wi-fi technology through this advancement in data transfer. there is a fundamental infrastructure of application software, protocols, and physical equipment that must connect across various wired and wireless networks, whether they are situated on earth or in space. an international standard for communicating safely and confidently between various types of corporate networks while keeping the other osi layers conversant with the presentation layer. each osi layer is distinct from the others, the entire network is extremely vulnerable to attack, especially the data link layer when compared to other layers. in contrast to other layers, data link layer network security issues are typically not fully handled; instead, people concentrate on the security of the device for the entire management system. this paper succinctly and clearly discusses the problems with network security that arise from not doing data link layer hardening, and how this can increase the vulnerability of a local area network (lan) or system of networks to various types of attacks, including denialof-service (dos), mac flooding, arp spoofing, vlan hopping, dhcp attacks, and spanning tree protocol. we require a brief overview of the data connection layer to fully comprehend the network security challenges and issues in this layer. the international organization for standards (iso) designed the osi seven-layer model so that various device types with various software programs loaded, unique physical properties, and interfaces can communicate with one another securely and confidently. the present layer serves all layers above it, and all layers above it depend on the functionality of the layer to which it is attached at the bottom. results and discussion arp poisoning (also known as arp spoofing) figure 3: example of an arp cache poisoning attack source: developed by author pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 an illustration of an arp cache poisoning attack can be found in figure 3 the attacker’s pc is directly connected to the switch. a perpetrator of this attack used the attack tool ettercap to carry it out. with the use of the sniffer program bettercap, a man-in-the-middle attack on a local area network is often carried out. man-in-the-middle attacks are made possible by poisoning the arp cache. since we are connected via cable and the attacker pc has access to both ethernet and wifi, “e0/1” is selected. a list of all hosts on the local network as well as the host scanning actions performed by ettercap will be presented. select the host that will be the object of the attack, and then start sniffing on it. starting we start the ettercap menu of arp poisoning. a sniffing program called wireshark is launched at the same time to catch and analyze the packets. figure 4: the poisoning of the arp cache source: developed by author figure 5: source: developed by author figure 6: connection overview source: developed by author figure 4 shows how an attacker delivered his mac address to both targets. both the victim pc1 and the switch advertised the mac address 50.00.00.01.00.00, as shown in figure 4. the same mac address is broadcast with the intention of routing network traffic to the attacker’s device. the attacker’s pc achieved his objective of recording the dialogue between the two gadgets. figure 5 shows how an attacker delivered his mac address to both targets. the switch and the victim pc1 were both using the mac address 50.00.00.01.00.00, as shown in figure 5. the same mac address can be used by an attacker to direct network traffic to their device. the communication between the two devices was successfully intercepted by the attacker’s pc. pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 figure 6 shows the password that was entered by the victim, pc1, to create a telnet connection. as seen in image 6, the password is visible to the pc that is being attacked. the creation of a link between two devices and the recording of communication between pc1 and the switch are both shown in figure 6. cdp attack figure 7: scenario for a cdp attack source: developed by author figure 8: cdp attack information source: developed by author figure 9: source: developed by author in figure 7, we show how to carry out a cdp assault. the switch is directly connected to the attacker’s pc. this attack can be carried out by an attacker utilizing an iprpas attack tool. this utility was created to target switches and routers. as seen in figure 8, the assaulting tool irpas is installed and launched on the attacker’s machine to launch the attack. a spoofing and flood attack can be launched using the irpas tool. we can create a spoof entry to carry out a spoofing attack by using the command that follows. pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 the successful transmission of false information by an attacker is seen in cdp image 9. the cdp displays the wrong neighbor’s data. there is no means of authentication for cdp. the network is not negatively impacted by this attack, but the network administrator may become confused and upset. of the attack’s outcome figure 10: neighbors details source: developed by author figure 11: example of dhcp starvation attack source: developed by author figure 10 depicts the outcome and demonstrates how the switch memory was nearly full when the switch functionality crashed owing to memory fragmentation. dhcp starvation we showed how to exploit a dhcp server. figure 11 shows two linked pcs, a layer 3 router, and a data link layer switch. ip addresses are automatically assigned to clients thanks to a technology called dynamic host control protocol (dhcp). in order to assign ip addresses to clients, the router is configured with a dhcp server. the dhcp server is not a secure protocol and does not have any security safeguards. an attacker can connect his attacker machine to a server and launch the assault from there if the switch is not set up properly to defend against dhcp hunger attacks. the dhcp hunger attack was carried out by an attacker using the yersinia tool. yersinia frequently uses fictitious mac addresses to send discovery packets over a dhcp server. up until it uses up all of the ip addresses in its dhcp ip pool, the dhcp server responds with ack packets. the attacking pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 machine has leased all of these ip addresses. it may benefit the attacker if they carry out a man-in-the-middle attack or bring about network failures. vlan spoofing the results of our vlan spoofing attack on a data link layer switch are provided in appendix b. we showed figure 12: example of a vlan spoofing attack source: developed by author figure 13: example of a vlan spoofing attack source: developed by author how to do it in figure 12. one data link layer switch and one linked attacker pc are shown in the diagram. all vlan information on the switch is transmitted via a trunk port. automatic vlan updates are sent from switch to switch or switch to the router via vtp (vlan trunking protocol). an attacker can plug his attacker machine into a switch and begin attacking that machine if the switch is improperly configured to defend against a vlan spoofing attack. this attack was carried out by an attacker utilizing the “yersinia” attack tool. ports on cisco catalyst switches should always be in auto mode during trunking. all ports are described as being in “dynamic desirable” mode, and should they receive dynamic trunking protocol (dtp) frames. using this method, he can sniff all of the traffic across all vlans. this type of attack may reveal the login and password information. he can also use this method to change all information about vtp with his data and remove all information about vtp. pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 cam table overflow we identify the security flaws to explain the cam overflow attack. the results of our cam table overflow attack on a data link layer switch are provided in appendix e. we described how to do this in figure 14. one data link layer switch and two connected computers are shown in figure 14. the switch contains a fixed-size cam table to store mac address information. the switch is directly connected to the attacker’s pc. in this instance, the attacker used an attack tool named “sniff ” to carry out the attack. the switch’s cam table gets filled up by a massive number of phony mac addresses sent by this attack tool. the entire number of mac address spaces that were accessible before the attack is shown in figure 15. figure 15 shows the total number of available mac address spaces before the attack. figure 14: cam table overflow scenario source: developed by author figure 15: cam table available space source: developed by author figure 16: cam table overflow result source: developed by author two mac addresses on port 5 and one mac address on pc1 are dynamically learned by the switch. the pc’s mac address and kali os’s mac address are the two mac addresses on port 5. on eve-ng, the kali os has been installed. by entering a command into the attacking machine’s terminal, we started the attack. the memory of the cam table, as illustrated in appendix e, is filled with hundreds of phony mac addresses sent by this attacking tool. the cam table in figure 16 became overpopulated with erroneous mac entrie pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 the difference between a hub and a switch is that a switch conveys a message directly between two devices that are already conversing, however, a hub communicates with any device that will listen via a network. we can see from the cam table attack that we force the switch to run out of memory when learning new addresses. in this scenario, the switch will behave like a hub and flood all ports with packets. anyone can then capture the switch’s packets at that point. wireless local area network security figure 17: wireless local area network security source: developed by author figure 18: new data link layer architecture security source: developed by author ieee 802.11 defines the optional protocol known as wired equivalent privacy (wep), which is based on the stream cipher rc4 encryption technology (wireless lan medium access control (mac) and physical layer). the wep was designed to provide wireless networks with the same level of confidentiality as a traditional wired network. nevertheless, studies have shown that ieee 802.11’s techniques are not trustworthy. in order to improve wireless lan security, the ieee 802.11i amendment including mac security enhancements for the ieee 802.11 standard was approved in 2004. wi-fi protected access 2, or ieee 802.11i, introduces a new security architecture called the robust security network (rsn) (wpa2).the ieee 802.1x standard (eapol) for access control and the advanced encryption standard (aes) for encryption are the two areas where the 802.11 architecture is to be improved in this amendment. the new standard also defines a transient security network (tsn) that enables the simultaneous operation of rsn and wep systems, as well as improvements to increase the security of pre-rsn hardware through software upgrades. temporal key integrity protocol (tkip) for pre-rsn wlan devices and the aes-based counter-mode/ cipher block chaining message authentication code (cbc-mac) protocol (ccmp) are the two data privacy protocols that rsn defines in the ieee 802.11i standard. the wi-fi alliance chose tkip, the wep upgrade, before the 802.11i standard. wpa is another name for this portion of the rsn architecture. new data link layer architecture security pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 discussion arp poisoning we used dynamic arp inspection (dai). before configuring the dhcp snooping, we enabled it. after setting up dai, we reran the assault and obtained the outcome depicted in figure 19. figure 19: result after configuring dai source: developed by author figure 19 demonstrates an attempt to send an arp packet by a host with the ip address 192.168.0.1. because the packet was received over an untrusted interface, the dai intercepted it. the packet was deleted as indicated in figure 19 because it did not fit the ip-mac binding table. arp packets are verified using dai, a security feature. all vlans have dai and dhcp snooping turned off by default. since dai needs the dhcp snooping database, dhcp snooping must be enabled before dai is implemented. the apr packets that are received on untrusted ports are examined by dai. when it intercepts an arp packet, it checks the received packets against the ip-mac binding table and drops them if they don’t match. additionally, it may verify packets that are part of a user-created static acl. dai gives the statics acl priority over the dhcp snooping binding database table. the static acl table and the dhcp snooping binding database are checked by dai against arp packets. another method for preventing an arp spoofing attack is to add static arp entries to the client hosts. this method prevents an attacker from including fake arp entries. static arp entries are, however, very challenging to maintain, especially in big networks. to identify arp spoofing attacks, many intrusion detection systems (ids) can be deployed, including snort, arp cache watch, and decaffeinate id. any change in the mac addresses can be promptly detected by them. additionally, if any changes in the mac addresses are found, they notify the user via messaging. these ids are only capable of detection; they cannot guard against arp spoofing assaults. the disadvantage of this method is that the attacker can quickly accomplish their objectives before the network administrator responds to the attack [4]. the best method for thwarting a cam table overflow attack is dynamic arp inspection (dai) and dhcp snooping, according to a comparison of the aforementioned predetermined solutions. all of the solutions mentioned above are not just applicable to cisco switches. these can also be used in switches made by manufacturers like hp, juniper networks, netgear, and huawei, among others. cdp attack a cdp attack can be lessened by turning off cdp. disabling cdp globally or for each interface is the recommended approach. every device on the local network should be running cdp if cdp is being utilized for security or troubleshooting operations. on interfaces connected to the external network, such as internet service provider (isp) interfaces, it should be disabled, but. this attack can only be carried out on cisco equipment because cdp is a proprietary protocol that only operates on hardware made by cisco. an identical defense against the cdp attack is offered by steve a. rouille and sean convey as well (saurabh malgaonkar & rohan patil, 2017). dhcp starvation we introduced port security to prevent connections from illegal devices. one of the most crucial security features in cisco data link layer switches is port security. on cisco data link layer switches, where we tested this port security, we obtained the best protection for the switch against this dhcp starvation attack. if the switch ports are bound to the maximum number of mac addresses, an attacker pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 will not be able to connect his computer to the switch. juniper networks offers a similar method to counteract dhcp starvation attacks. another method that can be used to counteract dhcp assault is dhcp snooping. rogue dhcp server assaults can be prevented with this technique. port security is ineffective at preventing attacks on rogue dhcp servers. a host connected to the switch is an example of an untrusted equipment whose dhcp communications are monitored and managed via dhcp snooping. information from intercepted dhcp conversations is used to generate and update a database table for dhcp snooping. network access is granted to hosts with the appropriate bindings. roui (2008) and bhaiji (2005) discussed how to counteract this attack by putting port security measures in place on all network switches, like capping the amount of mac addresses that can be connected to a port. these answers resemble our answers. cam table overflow “port security” is a defense against the cam table overflow attack that is presented in the blackhat research report. it serves as a typical and fundamental defense against a cam table overflow attack. figure 20: port security configure source: developed by author figure 21: result after configuring port security source: developed by author after configuring port security, we conducted an attack, and port interface et0/1 discovered more mac addresses than permitted, as shown in figure 21. this causes the port et0/1 in figure 21 to be switched to err-disable and shut down, as seen there. in appendix e, there are further figures related to the cam overflow attack. port security is one of the most important security features of cisco data link layer switches. switch ports are designed to prevent overflow attacks on the cam table by implementing mac address communication limits. the following secure mac addresses are configurable: secure, fixed mac addresses: with the switch port, port security mac address interface configuration command, they can statically configure each secure mac address. the switch’s operating configuration will be updated using these mac addresses, which will also be kept in the address table. dynamic secure mac addresses: the port can safely learn the mac addresses of connected devices dynamically; these addresses are only stored in address tablesall addresses that are dynamically learned are removed if the port is linked down. secure mac addresses that stick: these can then be saved in pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 11-24, 2025 the operating configuration of the address table, either explicitly defined or dynamically learnt.ports won’t have to learn these addresses again even if the switch restarts if we store them in configuration files. the identical solution is offered in a research paper published in the sans institute infosec reading room, and the same outcome is obtained. other switches like juniper, hp, and netgear can also employ this strategy. combining dhcp snooping with dynamic arp inspection (dai) is a different way to stop a cam table overflow attack. this method can be used to mitigate several data link layer attacks. conclusion most data link layer protocols lack authentication, which makes them insecure. if data link layer devices are not properly secured, an attacker can use a variety of attack tools to exploit security flaws. in this research, we argued that the optimal method for identifying vulnerabilities and securing a network is to conduct attacks for learning and testing purposes. a network administrator can benefit from the techniques and methodologies mentioned in this research when performing security testing. in this research report, we used the “port security” approach to prevent cam table overflow, the “dynamic arp inspection solution to prevent arp poisoning, and the “root guard” and “bpdu guard” to prevent stp manipulation. furthermore, this research paper presents the results of these attacks. to obtain the results, the solutions are tested using the attacking tools yersinia, sniff, ettercap, and iprpas. by carefully deploying the security setup, network threats can be reduced. none of the solutions are exclusive to cisco switches. other switch manufacturers, such as hp, juniper networks, netgear, and huawei, among others, can incorporate these. however, each switch vendor has somewhat different configuration commands. the cdp attack only works on cisco devices because cdp is a cisco proprietary protocol that only operates on devices made by cisco. mitigating, data link layer attacks involves implementing various security measures, such as robust access control mechanisms to prevent unauthorized devices from connecting to the network. regularly updating and patching network devices to address known vulnerabilities. enforcing robust authentication and encryption protocols to safeguard confidential information while it’s in transit. monitoring network traffic and detecting anomalies or suspicious behavior. configuring switches and network devices with security and best practice settings. effectively using vlans and network segmentation to reduce the impact of possible attacks. educating network administrators and users about the risks and countermeasures related to data link layer attacks. it is crucial to stay up to date with the latest security practices and consult with cybersecurity experts for the most current information on mitigating data link layer attacks. reference altunbasak, h. c. 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(2008). tools for attacking data link layer. international multiconference of engineers and computer scientists, ii, 1–7. pa ge 1 pa ge 44 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of cooperative learning in the relationship between the classroom learning environment and language learning attitude zenny llanto1*, elleine rose oliva1 volume 4 issue 1, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i1.4127 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: november 18, 2024 accepted: december 22, 2024 published: january 28, 2025 this research aims to determine the effect of cooperative learning as a mediating variable in the relationship between the classroom learning environment and language learning attitude. this is a non-experimental quantitative study using correlational and mediation methods. data was collected face-to-face with 326 students in a public secondary school in the cotabato division. the selection of respondents was done through stratified random sampling. mean, pearson product-moment correlation coefficient, sobel z test, and medgraph were the statistics used. it was found that the independent variable classroom learning environment obtained a high level, as did the dependent variable language learning attitude. in contrast, the mediating variable of cooperative learning obtained the highest level. it was also found that classroom learning environment and cooperative learning had a significant relationship, as well as cooperative learning and language learning attitude and classroom learning environment and language learning attitude. the final analysis found that cooperative learning partially mediated the relationship between classroom learning environment and language learning attitude. the study shows that cooperative learning is important in improving the classroom learning environment and language learning attitude, so it would be beneficial for teachers and curriculum planners to include strategies that promote cooperation. keywords classroom learning environment, cooperative learning, education, language learning attitude, mediating effect introduction language learning is a challenging process faced by many students. in today’s globalized world, people must speak languages beyond english to work and communicate with individuals from other countries (rosiak, 2022a). however, according to musa (2023), there are issues in language learning, such as low student interest, lack of selfconfidence, limited vocabulary, high anxiety levels, lack of willingness to take risks, low curiosity, and an unclear understanding of the purpose of language learning. these issues make the learning process difficult and hinder the development of a positive language-learning attitude. therefore, understanding and addressing these challenges language learners face is essential for fostering a successful language learning attitude. liu et al. (2023) discovered that ecological perspectives on language are crucial in the continuous evolution of english. moreover, their study added to the knowledge of language learning motivation, particularly for minority and endangered languages (rosiak, 2022b). according to alharbi (2022), research on language learning attitudes benefits everyone involved in education. recognizing students with different needs, interests, perspectives, learning styles, and educational experiences is important to promote engagement. analyzing students’ attitudes can help language teachers, educators, curriculum designers, and researchers better understand teaching and learning processes. understanding students’ perspectives on their language-learning process significantly encourages positive language-learning attitudes. the classroom learning environment is vital for cooperative learning. students thrive, build trust, and participate more actively in a supportive environment than in an unfriendly or unsupportive one. according to bada and jita (2022), cooperative learning benefits students and should be applied at all educational levels. moges (2019) adds that teachers who use cooperative learning strategies create classroom environments that are both supportive and learner-centered. indeed, cooperative learning plays an essential role in shaping language learning attitudes. students with positive attitudes are likelier to engage in cooperative learning, improving their language skills and fostering a positive cycle. harianingsih and jusoh (2022) stated that cooperative learning could enhance self-confidence, motivation, learner-centred approaches, and accountability within the classroom learning environment. salvaña and potane (2023) also noted that group work and cooperative learning effectively promote student learning. overall, the classroom learning environment significantly impacts language learning attitudes. positive, engaging, and stimulating classrooms foster language learners’ motivation, confidence, and positive attitudes. a study by sukasih (2022a) found that teacher performance and the quality of the classroom learning environment influenced students’ language learning attitudes. however, discrepancies between students’ and teachers’ beliefs regarding language learning can negatively affect student satisfaction and lead to disengagement (ahmadi-azad et al., 2020; kim, 2021). pulindao and mohamad (2023) 1 university of mindanao, philippines * corresponding author’s e-mail: z.llanto.533010@umindanao.edu.ph pa ge 45 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 44-55, 2025 explored the impact of modular learning approaches during the covid-19 pandemic, highlighting how learners’ attitudes towards modular learning can influence english language learning performance, with positive attitudes resulting in better outcomes. additionally, cebelleros and buenaventura (2024) emphasized the significant relationship between learning environment and teacher communication behavior as key determinants of student engagement, which further underlines the importance of creating supportive and engaging learning environments for fostering positive language learning attitudes. thompson (2021) explained that there are relationships between positive attitudes and language learning performance. however, the literature needs to examine more factors influencing students’ language learning attitudes and their predictors. this study aims to assess changes in students’ language learning attitudes over time, addressing a gap identified by alhamami (2022), who highlighted that positive perceptions of the classroom learning environment encourage student engagement and participation. students with negative attitudes toward their learning environment are less likely to engage or use available resources, particularly in cooperative learning activities. since no similar study has been conducted in antipas, north cotabato, the researcher explored how cooperative learning affects the relationship between the classroom learning environment and language learning attitudes. this study examines the mediating effect of cooperative learning in the relationship between the classroom learning environment and language learning attitude. specifically, it seeks to answer the following questions: first, determine the level of the classroom learning environment in terms of classroom positive, diversity values, personal negative, and persistence in major; second, describe the level of language learning attitude in terms of self-image, inhibition, risk-taking, ego permeability, motivation, and ambiguity. third, determine the level of cooperative learning. fourth, determine the significant relationship between the classroom learning environment and cooperative learning, cooperative learning and language learning attitude, and classroom learning environment and language learning attitude. fifth, determine the effect of cooperative learning as a mediating variable on the relationship between classroom learning environment and language learning attitude. literature review this study is based on gardner’s socio-educational model theory. this theory shows how attitudes play a significant role in learning a new language (gardner, 2006). according to gardner (1985), a person’s motivation to learn a second language is a combination of effort and desire to achieve the goal of language learning, along with positive attitudes toward language learning. this means other social and psychological factors influence a person’s desire to learn a second language. this theory states that attitudes and language learning outcomes are interconnected. as a result, a better understanding of how emotions affect language learning was achieved through this model. this is supported by humanistic approaches, constructivism, and sociocultural theory (jacobs, 2004; stepanovien, 2013). in the humanistic approach, cooperative learning emphasizes the importance of students learning independently and in a supportive environment. similarly, sociocultural theory states that learning is a social process, not an individual one, and occurs when people interact. additionally, according to dewey (1986), constructivism suggests that people generally learn new things and understand their meaning through their experiences and interactions with others in a supportive environment. in the same way, piaget stated that people learn through social experience, knowledge, language, rules, values, and morals through interaction with others. likewise, vygotsky (1980) noted that in a cooperative learning environment, students can share ideas and knowledge to achieve common goals. various kinds of literature show the concepts, influences, and effects of cooperative learning as a mediating variable in the relationship between the classroom learning environment and language learning attitude. first, in the independent variable of the classroom learning environment, effective teaching and a positive classroom environment are crucial in language learning, as shown in various studies. the study by jafri et al. (2023) found that teachers’ perspectives and the social context in the classroom strongly influence learning. furthermore, the learning in the classroom plays a role in linking the teacher’s creativity with the students’ resilience in school (almonia & oliva, 2022). sukasih (2022b) study emphasized how the teacher’s performance and classroom climate affect students’ perspectives on learning the indonesian language. similarly, astuti (2021) study showed that students’ positive attitudes toward english affect their motivation and willingness to study and use the language in class and official communication. regarding a positive classroom, meng (2023) found that three cognitive factors significantly impact students’ second language education in english. these factors include language transfer, redundancy, and brief switching in speech, which suggests that teachers should promote a positive outlook and effective teaching strategies. regarding diversity values and environment, hasanah (2021) and malazonia (2021) state that the educational environment and language use are interconnected. a positive educational environment strengthens learning and improves students’ intelligence, ability, and perspectives. on the other hand, studies by sonam et al. (2023) and naibaho (2022) show that a negative environment and teaching methods can cause anxiety and nervousness among students learning english as a second language. this implies that teachers should address these pa ge 46 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 44-55, 2025 negative factors by using various strategies and motivating students. in the broader context of education, studies by yang and wu (2023) and chehimi et al. (2024) highlight the importance of motivation, perseverance, and early exposure to foreign language learning. these are critical in improving performance and encouraging students in their studies. finally, landerio-reyes and limpot study (2022) underscores the importance of learning the filipino language, indicating that teaching and learning strategies should be effective and aligned with students’ needs. second, in the dependent variable language learning attitude, a positive approach, patience, resilience, adaptation, confidence, cultural sensitivity, satisfaction, and goals can aid language learning. specifically, habits and motivation mentioned by pham and pham (2021) affect language learning. alhamami (2022) also emphasized the attitudes of language learners. as language learners gain confidence and experience, their self-image may change. students in efl may lose interest in teachers who need more confidence (le & le, 2022). however, negative beliefs about self-efficacy may help learners regulate themselves (zhang et al., 2020) and adopt a more positive and realistic foreign language learning attitude (waddington, 2019). while self-esteem and inhibition in language need assistance, students show less inhibition and can participate in class (bao & liu, 2021). however, pulido (2021) found that avoiding native language equivalents improved immediate and delayed recall. language learning can have a positive impact on mental health. getie (2020) says that many factors influence the language learning habits of efl students. risk-taking involves independent communication that challenges students’ language and culture, according to slavkov and séror (2019). ego permeability indicates how the ego adapts to second language learning. success in second language acquisition increases as learners’ ability to adapt to changing language self-images grows (zahra et al., 2023). in naif (2022) study on acculturation and learning finnish as a second language, he emphasized culture and linguistic shock, integrative and instrumental motivation, and low to moderate openness to finnish culture. however, motivation plays a crucial role in the language learning process. this is because english language learners require strong encouragement. dwinalida and setiaji (2022) related the goal of learning english to an individual’s success. on the other hand, pan et al. (2022) emphasized that language learning requires intense motivation. meanwhile, openness to ambiguity also contributes to the language learning process. in a positive aspect, chen (2023) demonstrated that accepting ambiguity reduces anxiety in foreign language classrooms, a point supported by ertürk et al. (2023). lastly, the mediating variable of cooperative learning plays a known role in enhancing student participation, understanding, and information retention. in the study by ramzan et al. (2023), collaboration in language learning helps create more pleasant classroom conditions and shapes students’ positive attitudes. in a study by li and li (2022), path analysis showed that students’ perspectives on modern teaching and task orientation positively indicate academic success; equality is expected to lead to academic success through teacherstudent interaction, while peer interaction indirectly reflects success through cooperative learning. furthermore, zheng and zhou (2022) examined how cooperative learning and emotion regulation improve students’ satisfaction with learning a foreign language. university students with good emotion regulation skills were more likely to be satisfied with their studies, and positive interdependence and interpersonal support during cooperative learning also impacted satisfaction in language learning. although teachers believe in the benefits of cooperative learning, knowledge, beliefs, and challenges in implementation hinder its widespread use in courses (tamimy et al., 2023). cooperative learning is important in promoting highquality education worldwide, especially in language learning. from a global perspective, it enhances communication skills, collaboration, and critical thinking, all essential in addressing global challenges. it also supports the goal of sustainable development goal 4, which is to ensure inclusive and equitable quality education. in the context of deped, cooperative learning helps develop the skills students need to be prepared for the future. it also fosters positive values such as teamwork, empathy, and respect for others, strengthening social cohesion and understanding different cultures. cooperative learning provides an interactive and supportive environment for language learning for both teachers and students. teachers act as facilitators, encouraging students to collaborate and exchange knowledge, resulting in deeper understanding and higher learning outcomes. for students, it leads to greater motivation and satisfaction in learning while acquiring important social interaction and cooperation skills. for future researchers, the study of cooperative learning provides valuable data that can be used to improve teaching methods and develop more effective educational policies and programs. materials and methods this section presents various methodologies in the study, including research respondents, materials and instruments, and design and procedure. research respondents the respondents of this study are junior high school students from grades 7 to 10. the research was conducted in four public secondary schools in the antipas cluster, north cotabato. the total sample for this study was 326, determined using the raosoft sampling calculator based on an estimated total of 2,148 respondents. using the raosoft application, from the 2,148 sample pa ge 47 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 44-55, 2025 size encompassing all junior high school students, 326 respondents were selected, ensuring a 95% confidence level and a 5% margin of error. this number is suitable for a quantitative study. materials and instruments this study employed a survey questionnaire that was divided into three parts. first, the questionnaire on classroom learning environment adapted from mcghee et al. (2007), which included four (4) indicators and thirteen (13) items. second, a language learning attitude questionnaire adapted from orwig (1995) with six (6) indicators and thirty-six (36) items. lastly, a cooperative learning questionnaire adapted from cardino jr. and ortega-dela cruz (2020) contained seven (7) items. these research instruments were contextualized based on the local research setting. the content validation was carried out by experts from the university of mindanao and external reviewers, resulting in an average mean score of 4.7, indicating high validity. a pilot test involving 40 respondents assessed item reliability, with cronbach’s alpha used for evaluation. the results showed that the classroom learning environment questionnaire was acceptable, with a cronbach’s alpha of 0.77. the language learning attitude questionnaire had a cronbach’s alpha coefficient of 0.80, showing high reliability, and the cooperative learning questionnaire was deemed usable with a cronbach’s alpha of 0.70, also interpreted as acceptable. design and procedure this study employed a quantitative non-experimental descriptive-correlational survey with mediation analysis to determine how cooperative learning, as a mediating variable, affects the relationship between the classroom learning environment and language learning attitude. this type of research aims to describe individuals, events, and conditions without manipulation (siedlecki 2020). cresswell and clark (2008) noted that variables can be measured using instruments and statistical analysis. mediation analysis, increasingly used in research (nguyen, schmid, and stuart 2020), follows bhandari’s (2023) approach, which involves assessing linear regression to determine if a variable mediates. the following steps were adhered to by the researcher: first, after adapting the questionnaires for review, translation, and validation by evaluators, the researcher analyzed and revised them based on feedback. external validators were also engaged to enhance the credibility of the instruments further. second, once finalized, the questionnaires were prepared for submission to umerc for validation. third, a letter was sent to the schools requesting permission to conduct the research, which was addressed to the principal. for data interpretation, the statistical tools used included the mean, which measured the levels of the classroom learning environment, cooperative learning, and language learning attitude, addressing the first, second, and third objectives; the pearson product-moment correlation coefficient to determine the significance of relationships among the variables; and the sobel z-test and medgraph to assess the mediating effect of cooperative learning on the relationship between the classroom learning environment and language learning attitude. before data collection, the researcher submitted the manuscript to umerc under protocol no. umerc-2024-162 for review and ethical recommendations. ethical considerations ensured participant safety, respected voluntary participation, and maintained confidentiality for all involved. results and discussion classroom learning environment table 1 shows the level of the independent variable, the classroom learning environment. this variable recorded a standard deviation of 0.35 and a mean score of 3.72, described as high. this indicates that students have a positive perception of their classroom learning environment. positive classrooms had the highest descriptive level among the four indicators, with a standard deviation of 0.48 and a mean score of 4.30. this result suggests that students are highly satisfied and have positive classroom experiences. table 1: level of classroom learning environment indicators sd mean descriptive level positive classroom 0.48 4.30 highest diversity of values 0.55 4.14 high personal negative 0.86 2.47 low persistence in major 0.62 3.97 high overall 0.35 3.72 high conversely, the personal negative indicator had a standard deviation of 0.86 and a low mean score of 2.47, indicating minimal negative emotions, such as anxiety or emotional distance, among students. this demonstrates that students have high confidence and are not significantly affected by emotional barriers in their learning. the low level of personal negative suggests a more positive learning outlook and better interaction within the classroom, which is essential for their academic development. nevertheless, among all indicators, diversity of values and persistence in major showed high descriptive levels. this indicates a strong appreciation for value diversity within the classroom, essential for expanding understanding and openness to different social and cultural perspectives. pa ge 48 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 44-55, 2025 furthermore, the high level of persistence in the major reflects the students’ determination and commitment to their chosen field, emphasizing their perseverance in their learning journey. based on the results, a positive classroom environment is vital to the overall student experience. additionally, it can lead to higher levels of motivation and learning. the high mean for a positive classroom environment is supported by studies suggesting that modern, comfortable, and well-equipped classrooms enhance the quality of student experiences and reduce discussion boredom (closs et al., 2021). moreover, embracing linguistic diversity, valuing students’ home languages, and employing creative learning methods create an enjoyable and inclusive environment, fostering better understanding, vocabulary retention, and cultural awareness (al farabi et al.,2024). language learning attitude table 2 shows the level of the dependent variable, language learning attitude. this variable recorded a standard deviation of 0.34 and a mean score of 3.63, described as high. this suggests that students have a positive perspective regarding their language learning attitude. some indicators, such as ambiguity with a standard deviation of 0.51 and a mean score of 4.07, and risk-taking with the same standard deviation of 0.51 and a mean score of 3.81, reflect a high level. the high result for ambiguity indicates that students are willing to try new approaches even in uncertain situations. however, it would be preferable if this were lower to indicate more careful decision-making. guidance is essential to balance openness to new knowledge and caution in making decisions. table 2: level of language learning attitude indicator sd mean descriptive level self-image 0.44 3.37 moderate self-control 0.54 3.27 moderate risk-taking 0.51 3.81 high ego permeability 0.51 3.45 high motivation 0.51 3.78 high ambiguity 0.51 4.07 high overall 0.34 3.63 high on the other hand, self-control, with a standard deviation of 0.54 and a mean score of 3.27, shows a moderate level. this means students can regulate their emotions and attitude while studying, though there may be times when they struggle to remain focused. the results show that indicators such as risk-taking and motivation have high mean scores, which signify their positive impact on language learning and personal development. additionally, understanding indicators with lower mean scores, like self-image and self-control, is crucial for improving student support and guidance. the results align with studies indicating that positive learning attitudes are associated with higher levels of language comprehension and use (dunn & iwaniec, 2021; calafato, 2023). students with higher motivation levels are likelier to achieve greater proficiency in their target language. interventions such as task-based instruction (tbi) and collaborative learning can be applied to strengthen positive language learning attitudes. tbi enhances motivation and reduces anxiety and communication skills in language learners (ismail et al., 2023). collaborative learning, involving students in group activities and discussions, has also improved language acquisition. this approach fosters a more interactive and supportive learning environment, encouraging students to engage actively and apply their language skills (rajaram, 2021). cooperative learning table 3 illustrates the level of cooperative learning as a mediating variable in this study. overall, it can be observed that this variable achieved the highest level, with a standard deviation of 0.49 and a mean score of 4.40. this indicates a very high degree of cooperation and collaboration between students and teachers in classroom activities. all items in the table have very high mean scores, signifying strong support and implementation of cooperative teaching methods. table 3: level of cooperative learning indicator sd mean descriptive level the teacher instructs students to collaborate to come up with as many solutions as possible for the given problem. 0.65 4.49 highest the teacher gives students sufficient time to think and research with their peers to achieve their goals. 0.80 4.33 highest the teacher provides opportunities for students to develop new ideas. 0.73 4.42 highest the teacher applies group work in class to achieve desired objectives. 0.68 4.39 highest pa ge 49 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 44-55, 2025 based on the results, the high mean scores across all items indicate the positive impact of cooperative learning on students’ teaching and learning skills. the findings support studies highlighting the benefits of cooperative learning, such as fostering a supportive learning environment and enhancing classroom dynamics by promoting positive social interaction and reducing students’ sense of isolation (hornby & greaves, 2022). teaching skills can be further improved through professional development in cooperative learning. this is reinforced by the study of alansari and rubie-davies (2021), which found that teachers who participated in professional learning and development (pld) programs reported increased student engagement and more frequent implementation of cooperative learning strategies in their classrooms. teachers confident in their ability to apply cl and who believe in its benefits tend to achieve higher-quality applications, resulting in improved academic performance and student participation (adl-amini et al., 2023) to strengthen cooperative learning in classrooms, providing ample focus on teacher training in specific cooperative learning techniques is crucial to ensure their ability to engage in meaningful group activities and foster a more inclusive and participatory classroom environment (khasawneh et al., 2023). li et al. (2022) emphasized the importance of continuous professional development for teachers to implement cooperative learning strategies effectively. indeed, these studies highlight the importance of teacher training in cooperative learning methods to improve student engagement and learning. relationship between classroom learning environment and cooperative learning table 4 shows the significant relationship between the classroom learning environment and cooperative learning. the overall r-value is .349, with a p-value below 0.05, indicating a strong and significant correlation as the p-value is ≤ 0.05 level of significance. therefore, the null hypothesis of no significant relationship between the classroom learning environment and cooperative learning is rejected. the teacher assigns different tasks to each student for teaching and learning. 0.82 4.24 highest the teacher encourages students to communicate with each other in a positive manner. 0.89 4.30 highest the teacher motivates students to treat each other with respect. 0.67 4.63 highest overall 0.49 4.40 highest table 4: significant relationship between classroom learning environment and cooperative learning classroom learning environment cooperative learning classroom positive .483** diversity of values .402** personal negative -.200** persistence in major .326** overall .349** based on the results, the total r-value for each indicator of the classroom learning environment and cooperative learning indicates positive correlations, except for personal negative experiences, which show a negative relationship. the indicators of the classroom learning environment—positive classroom atmosphere, diversity of values, and dedication to the major—obtained high r-values of .483, .402, and .326, respectively, showing a strong positive correlation with cooperative learning. however, the personal negative experience, with an r-value of -.200, indicates a weak negative relationship with cooperative learning. the significant relationship between the classroom learning environment and cooperative learning highlights the importance of a positive teaching environment in developing cooperative practices and strategies within the classroom. this emphasizes enhancing aspects such as positive interpersonal relationships, collaboration, and active student participation in cooperative learning activities. according to zheng and zhou (2022), their longitudinal study showed that university students learning english as a foreign language (efl) experienced improved language skills and increased satisfaction due to cooperative online learning. additionally, their study underscored the importance of reflective practices and collaboration in enhancing student’s learning experiences and overall satisfaction in learning foreign languages. this finding aligns with the study by amerstorfer and freiin von münster-kistner (2021), which indicated that academic engagement and motivation are strengthened by active participation in learning activities, such as problem-based learning (pbl) and strong student-teacher relationships. relationship between cooperative learning and language learning attitude table 5 shows the significant relationship between cooperative learning and language learning attitude. cooperative learning associated with language learning attitude yielded an overall r-value of .402 and a p-value pa ge 50 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 44-55, 2025 below 0.05. thus, these two variables have a significant relationship. the null hypothesis that cooperative learning and language learning attitude have no significant relationship is rejected. table 5: significant relationship between cooperative learning and language learning attitude c oo pe ra tiv e le ar ni ng language learning attitude self image self control risk taking ego permeability motivation ambiguity overall .261** .104 .353** .243** .337** .332** .402** .000 .061 .000 .000 .000 .000 .000 additionally, the table shows that all indicators of cooperative learning have a positive relationship with students’ language learning attitude, except for restraint, which has an r-value of .104 and a p-value above .05. this indicates a weak relationship between restraint and cooperative learning. this study’s limited relationship between restraint and cooperative learning is consistent with other research. cooperative research environments have been shown to have less impact on the suppression or control of unrelated or competing information. silva et al. (2023) say cooperative learning minimally improves students’ inhibitory control despite clear advancements in collaborative skills and motivation (zheng & zhao, 2022). this study also aligns with findings that show a weak relationship between inhibitory control and cooperative learning, supported by an r-value of .104 and a p-value above .05. this indicates that cooperative learning may not directly contribute to improving inhibitory skills, which are typically related to individual cognitive processes rather than group interactions, even though it offers many benefits for language learning (cochon drouet et al., 2023; zhou & colomer, 2024). consequently, mendo-lázaro et al. (2022) found that students engaged in cooperative learning were more motivated and set more ambitious academic goals. this approach not only strengthened their engagement but also enhanced the development of critical interpersonal skills. for instance, silva et al. (261-282) analyzed strategies such as jigsaw cooperative learning, which effectively improved students’ academic motivation and collaboration skills, crucial for effective language learning. the broader benefits of cooperative learning on various aspects of student attitude and learning are supported by additional research. zhou and colomer (2024) conducted a systematic review showing that cooperative learning strategies improve social skills, collaboration, and motivation. furthermore, keramati and gillies (2021) emphasized the gains from cooperative learning, including creating interactive and supportive learning environments, promoting social interactions, and deepening meaningful learning. relationship between classroom learning environment and language learning attitude table 6 shows a positive relationship between classroom learning environment and various aspects of language learning attitude, suggesting that fostering a supportive classroom learning environment can lead to better outcomes in language learning. table 6: significant relationship between classroom learning environment and language learning attitude classroom learning environment language learning attitude self image self control risk taking ego permeability motivation ambiguity overall classroom positive .316** .000 .146** .008 .387** .000 .155** .005 .289** .000 .261** .000 .381** .000 diversity values .303** .000 .112* .043 .302** .000 .169** .002 .192** .000 .217** .000 .316** .000 personal negative .170** .002 .169** .002 .019 .726 .151** .006 .124* .025 .021 .704 .160** .004 persistence in major .321** .000 .086 .121 .374** .000 .134* .015 .347** .000 .136* .014 .341** .000 overall .482** .000 .240** .000 .435** .000 .276** .000 .411** .000 .252** .000 .512** .000 the significant relationship between the classroom learning environment and language learning attitude underscores the importance of a positive teaching environment for developing essential language learning attitudes among students. this highlights the importance of fostering a positive classroom environment, such as strengthening positive teacher-student relationships and collaboration and providing opportunities for language skill development. moreover, this supports studies showing the benefits of a good education environment, such as enhancing student engagement and success, which can be achieved by creating an effective learning environment that promotes positive teacher-student relationships and pa ge 51 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 44-55, 2025 offers opportunities for cooperative learning (galos & aldridge, 2020). creating an engaging and motivating classroom environment is also emphasized, facilitating continued effort and academic success (wu et al., 2024). regression analysis showing the influence of the classroom learning environment on language learning attitude as mediated by cooperative learning table 7 shows the four steps for the third variable (cooperative learning) acting as mediation. in the first step, the classroom learning environment directly affects language learning attitude. the high beta (β) of .512 indicates that the classroom learning environment significantly affects language learning attitude. in the second step, the classroom learning environment directly affects cooperative learning. this shows that the classroom learning environment positively impacts cooperative learning, with a β of .349. table 7: regression analysis showing the influence of the classroom learning environment on language learning attitude as mediated by cooperative learning step path b s.e. β 1 c .501 .047 .512*** 2 a .492 .073 .349*** 3 b .177 .034 .255*** 4 c' .414 .048 .423*** p<0.05 meanwhile, in the third step, cooperative learning directly affects attitude towards language learning. cooperative learning significantly influences language learning attitude, with a β of .255. the three steps (paths a, b, c) have significant relationships; further mediation analysis through medgraph is warranted to determine the importance of the mediating effect. this analysis includes the sobel z-test. full mediation will occur if the effect of the independent variable on the dependent variable becomes statistically insignificant at the end of the analysis, indicating that the mediating variable fully accounts for the effect. furthermore, only partial mediation is achieved if the regression coefficient significantly decreases in the final step but remains significant. this suggests that part of the influence of the classroom learning environment is mediated by cooperative learning. in contrast, other parts are directly influenced or affected by factors not included in the paradigm. moreover, as observed in the fourth step (c’), the classroom learning environment still significantly affects language learning attitude when cooperative learning is included. although reduced from the original β of .512 to .423, it remains significant at p<0.05, indicating partial mediation. statistical analysis results regarding the presence or absence of the mediating effect the sobel test in table 8 shows the statistical analysis results regarding the presence or absence of the mediating effect of cooperative learning on the relationship between the classroom learning environment and language learning attitude. the sobel z-value of 4.108891 with a p-value less than 0.05 indicates partial mediation. the mediation analysis results show that cooperative learning is a partial mediator in the relationship between the classroom learning environment and language learning attitude. this demonstrates that the effect of the classroom learning environment on language learning attitude is not solely direct but partially mediated by cooperative learning. table 8: results of statistical analysis on the presence (or absence) of mediating effect combination of variables sobel z p-value mediation classroom learning environment → cooperative learning → language learning attitude 4.108891 <0.05 partial mediation p<0.05 conclusion based on the research results, the classroom learning environment achieved a high descriptive level. language learning attitude also attained a high descriptive level. cooperative learning achieved a very high descriptive level. there is a significant relationship between the classroom learning environment and cooperative learning, cooperative learning and language learning attitude, and the classroom learning environment and language learning attitude. overall, the mediation analysis shows that cooperative learning has a significant effect as a partial mediator in the relationship between the classroom learning environment and language learning attitude. this supports gardner’s socio-educational theory, highlighting the importance of fostering a supportive classroom environment and collaborative activities to enhance language skills and motivation. to improve learning experiences, addressing low-scoring aspects in each variable is essential. strategies include pa ge 52 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(1) 44-55, 2025 mental health workshops, stress management programs, personalized learning plans, and positive reinforcement through feedback and language games. cooperative learning, though already strong, can be further enriched with inclusive activities, structured group work, and regular peer feedback. teachers are encouraged to design activities that promote collaboration and teamwork, while students should actively participate to enhance their language skills and attitudes. future research should delve deeper into cooperative learning’s role as a mediator, exploring diverse contexts and long-term impacts to refine teaching methods and educational programs. by strengthening these elements, educators can create an environment that fosters language learning success and boosts student motivation and confidence. acknowledgment the researchers acknowledge those who contributed to the realization and success of this study: the family, friends, university of mindanao professors, editor/ grammarian, review committee, internal and external validators, schools division superintendent, school principals, parents, respondents, and most especially to god. references adl-amini, k., völlinger, v. a., & eckart, a. 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(2024). cooperative learning promoting cultural diversity and individual accountability: a systematic review. education sciences, 14(6), article 567. https://doi.org/10.3390/ educsci14060567 pa ge 1 pa ge 22 american journal of multidisciplinary research and innovation (ajmri) teaching in transition: a qualitative inquiry on the challenges and coping mechanisms of teachers in the new generation daryl mae l. valdez1* volume 4 issue 5, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i5.5218 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 28, 2025 accepted: june 02, 2025 published: september 17, 2025 the purpose of this study is to explore the challenges that teachers face in adapting to the new generation of students. it also aims to understand how teachers cope with these challenges in their teaching environment at naguilian central school, naguilian, isabela. this study utilized a hermeneutic phenomenological approach following the framework of max van manen. the research was conducted at naguilian central school in naguilian, isabela. the participants of the study were 13 public school teachers from naguilian central school. they were chosen using purposive sampling based on their willingness to participate and their years of experience handling new-generation learners. the study employed semistructured interview guide. this study used thematic analysis following the six-phase process of braun and clarke. results revealed that teachers find it hard to manage students who are distracted, unmotivated, and disrespectful. they feel limited by child protection rules and lack of parental support. teachers use fun, flexible methods and teamwork to deal with student needs. they stay motivated by focusing on student success. moreover, teachers remain strong and committed, even under stress. they set boundaries and focus on their well-being. future studies can explore how school support affects teacher stress. it is also helpful to compare teacher experiences in rural and urban schools. researchers can include student and parent views for a complete picture. keywords challenges, new generation of students, teaching environment 1 isabela colleges, inc., philippines * corresponding author’s e-mail: valdezdarylmae@gmail.com introduction in the 21st century, education continues to undergo significant transformation due to technological advancements, generational shifts, and global crises. according to the united nations educational, scientific and cultural organization (unesco, 2021), over 1.6 billion students worldwide were affected by school closures at the height of the covid-19 pandemic, accelerating the shift to remote learning and highlighting the critical role of digital tools in education. as digital natives, students from generation z have shaped a new learning landscape with their preference for technologydriven, fast-paced, and interactive learning environments (montiel et al., 2020; seibert, 2021). however, this transformation also brought challenges. teachers worldwide, particularly in developing countries, have faced challenges in adapting their instructional practices to meet the needs of this new generation of learners (huang, 2020; dias & victor, 2022). in the philippines, the shift to modular, online, and blended learning modalities during the pandemic placed heavy demands on teachers. filipino educators encountered problems such as poor internet access, inconsistent module distribution, health risks, and communication difficulties with learners (agayon et al., 2022). while efforts were made to sustain educational delivery, many teachers reported emotional exhaustion and difficulty coping with the rapidly changing teaching environment. these problems persisted even as schools began to transition back to face-to-face and hybrid settings, calling for greater examination of teacher readiness and adaptability. the educational context in public schools, especially in rural and under-resourced areas, remains complex. teachers are expected to shift from traditional, teachercentered instruction to technology-integrated, studentcentered approaches, particularly as the department of education pushes for future-ready schools aligned with the goals of education 4.0 (rachmadtullah et al., 2020). in response, some schools have adopted open learning spaces and collaborative strategies, similar to models seen in finland. however, such changes often leave teachers with minimal involvement in planning, resulting in discomfort and resistance (niemi, 2021). moreover, adapting to new school designs and instructional technologies without adequate preparation has limited the effectiveness of these reforms. in local contexts, such as selected public schools in the philippines, many teachers express concerns about managing generation z learners who are highly dependent on technology, easily distracted, and less resilient when faced with academic challenges. these behavioral pattern, marked by short attention spans and low tolerance for difficulty, require educators to rethink their strategies (seibert, 2021; schlee et al., 2020). despite their digital competence, students often struggle with deeper learning, while teachers are burdened with the dual task of adjusting pedagogy and handling emerging student needs. given this backdrop, the research gap becomes clear. pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 while existing studies have explored the impact of technology integration (montiel et al., 2020), school design changes (niemi, 2021), and pandemic-related challenges (agayon et al., 2022; huang, 2020), few have focused specifically on how teachers in philippine public schools are coping with the instructional demands brought by the behavioral and learning styles of generation z students. even fewer have examined this in relation to their day-today classroom realities and the supports or strategies they find effective. therefore, this study seeks to explore the challenges that teachers face in adapting to the new generation of students. it also aims to understand how teachers cope with these challenges in their teaching environment at naguilian central school, naguilian, isabela. the study will find out what problems teachers experience when dealing with modern students. it also looked into the strategies they use to adjust to classroom changes and student needs. the study also examined how these challenges affect their teaching and their personal well-being. research questions this study explored the challenges faced by teachers in adapting to the new generation of students and to understand the coping mechanisms they employ to effectively manage these challenges in their teaching environment at naguilian central school, naguilian, isabela. specifically, it seeks answers to the following questions: 1. what are the main challenges teachers face in adapting to the new generation of students? 2. how do teachers cope with the changes in their teaching environment and student needs? 3. in what ways do teachers perceive the impact of these challenges on their teaching effectiveness and personal well-being? literature review new generation of students today’s students, especially those from generation z, are changing how learning takes place. they are digital natives who are comfortable with technology and expect it to be part of their education. many students learn better when lessons include videos, animations, and interactive tools. instead of just reading from books, they understand lessons more deeply when technology is used effectively. this was observed in a study where students performed better with multimedia content than with traditional reading alone (hilčenko, 2020). one way students learn visually is through mind-mapping. this technique helps them organize their thoughts and remember new vocabulary. in language learning, it also builds confidence and encourages creativity. those who are already skilled in using digital tools make more detailed and useful mind maps. as a result, learning becomes enjoyable and easier to manage (odaryuk, 2021). as technology becomes a larger part of education, schools must also change. students today need to learn skills that go beyond memorization. they must be ready for future jobs that do not yet exist. to meet this need, universities are improving their teaching methods and using more educational technology. these tools support not only learning but also the development of creativity, problemsolving, and adaptability (hernandez-de-menendez et al., 2020). in healthcare education, generation z students prefer visual and digital learning experiences. they also value emotional support and well-being. creating a safe and flexible learning space helps them succeed. teachers are encouraged to use digital stories, campus resources, and personalized teaching strategies to respond to these needs (shorey et al., 2021). this generation also shows a growing interest in artificial intelligence. many students believe that using ai tools helps improve productivity, gives faster results, and allows personalized learning. still, older teachers are cautious. they worry about overuse and its effects on critical thinking. there is now a need for clear policies to guide the safe and responsible use of ai in education (chan & lee, 2023). online learning tools such as mobile apps and video content are also popular. students enjoy learning on their phones and watching short lessons. they are also influenced by teachers who use technology well. in many cases, students copy these teachers’ habits and continue learning even outside of class (szymkowiak et al., 2021). despite these strengths, gen z students can also feel anxious. group projects, for example, often cause stress. some students worry that others will not contribute equally. compared to past generations, gen z places more value on fairness and shared responsibility in group work (schlee et al., 2020). first-generation college students from gen z face additional challenges. they may not have the same support systems as their classmates. however, when teachers connect lessons to their life experiences, these students become more engaged. this approach helps them grow both academically and personally (ives & castillo-montoya, 2020). with more first-generation students entering college, schools must offer strong support. involvement in school programs, mentoring, and guidance can make a big difference. these efforts help students feel more confident and prepared (goedereis & sasso, 2020). in some countries, school reforms aim to raise the quality of education. for example, cambodia’s new generation schools focus on better teaching, stronger student performance, and fairness. but even with these reforms, many students still turn to private tutoring. they do this to catch up, prepare for exams, or deal with poor teaching quality. this shows that deeper efforts are needed to reduce inequality in education (nhem & kobakhidze, 2025). challenges faced by teachers in adapting to the new generation of students teaching in today's world presents new and complex pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 challenges. the rapid growth of technology has changed the expectations placed on educators. in the context of industry 4.0, teachers must shift from traditional, teachercentered methods to student-centered approaches using digital tools. this transition is not easy, especially for those in elementary schools who are expected to help students master technology while also developing literacy and global readiness (rachmadtullah et al., 2020). during the covid-19 pandemic, these challenges became even more intense. many filipino teachers struggled with module delivery, poor internet connections, unclear student instructions, and health risks. they were forced to adapt quickly without enough support or training. yet, they found ways to cope, showing great resilience and flexibility in the face of constant pressure (agayon et al., 2022). in finland, educational reforms added more layers of difficulty. new open-school designs changed how classrooms function. teachers found it hard to adjust to flexible spaces and new teaching practices like team teaching. some felt uncomfortable with the changes because they were not part of the planning process. still, others appreciated the stronger collaboration and improved relationships with fellow teachers. a shared vision and open communication helped some of them adapt better (niemi, 2021). at the higher education level, the push to integrate mobile apps and web 2.0 tools continues to grow. this is because students today, especially from generation z, are digital natives. they often search for content through their devices and prefer fast, interactive learning. for teachers, this means they must develop lessons that are more engaging and digitally rich. it also requires new skills and a mindset shift to meet the needs of a generation that learns differently (montiel et al., 2020). teachers also struggle with the learning behaviors of generation z. this group tends to avoid challenges quickly and may lack higher-order thinking skills. while they bring strong digital abilities and inclusive values, educators find it difficult to encourage perseverance and deep thinking. to address this, teaching strategies like problem-based learning are suggested. these aim to build critical thinking and help students manage complex problems (seibert, 2021). online teaching created further barriers. in china, chemistry professors faced problems such as weak student engagement, reduced interaction, and technical difficulties. teachers had to learn new tools fast and change their lesson plans for online delivery. the sudden shift made many realize the importance of face-to-face teaching. still, most adjusted and found ways to keep students interested with help from technology (huang, 2020). even with mobile learning devices, problems remain. although teachers and students find them useful for motivation and communication, there are still barriers. these include lack of training, device management, and proper support. without enough guidance, teachers find it hard to make the best use of technology in the classroom (dias & victor, 2022). for teachers in medical education, the pandemic brought major disruptions. clinical placements were canceled, and lessons moved online. many students missed important learning experiences. some were even graduated early to help hospitals cope. educators had to adjust quickly, often without proper tools or time, losing valuable opportunities to train future doctors in real settings (gill et al., 2020). materials and methods research design this study utilized a hermeneutic phenomenological approach following the framework of max van manen. this method aims to explore and understand the lived experiences of teachers as they adapt to the challenges brought by the new generation of students. van manen’s approach combines elements of phenomenology, which studies the essence of experiences, and hermeneutics, which focuses on interpreting those experiences through reflective writing and analysis. in this study, the researcher sought to uncover how teachers experience and make sense of modern classroom demands, changing student behaviors, and evolving teaching contexts. data were gathered through in-depth interviews. research locale the research was conducted at naguilian central school in naguilian, isabela. participants of the study the participants of the study were 13 public school teachers from naguilian central school. they were chosen using purposive sampling based on their willingness to participate and their years of experience handling newgeneration learners. the group consisted of both male and female teachers, most of whom had encountered behavioral, emotional, or academic challenges brought by digital exposure, shifting attitudes, and family dynamics among their students. these teachers represented various grade levels and subject areas. most of them have served for more than a decade and are actively involved in both academic and co-curricular programs at school. ethical considerations the study adhered to ethical standards to ensure the protection, confidentiality, and well-being of all participants. prior to data collection, approval was secured from the school principal and relevant division officials. participants were informed about the purpose of the research, their role in the study, and their rights to confidentiality and voluntary participation. informed consent forms were distributed and signed. these forms clarified that participants could withdraw from the study at any point without any consequence. the study complied with the data privacy act of 2012 (ra 10173), pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 ensuring that all information collected would be used solely for academic purposes and that identities would remain anonymous in the final report. interviews were conducted at schedules convenient for the participants. each session began with a review of the study’s purpose and a restatement of consent. as a token of appreciation, each participant received a small nonmonetary gift after the session. research instruments the study employed semi-structured interview guides to explore three key areas based on the research questions the challenges teachers face in adapting to the new generation of students; the coping strategies and classroom adjustments they employ; and the impact of these challenges on their teaching effectiveness and personal well-being. interview questions were open-ended to allow participants to express their thoughts freely. data gathering procedure data collection began after securing all necessary approvals. the researcher coordinated with the school head to identify and schedule willing participants. individual interviews were conducted in a quiet, private area within the school to ensure confidentiality and minimize distractions. each interview lasted between 45 minutes to one hour. the researcher used a digital audio recorder, with permission, and also took field notes to capture important observations. all responses were transcribed verbatim. the researcher ensured that all data collected were securely stored and only accessed for academic analysis. data analysis this study used thematic analysis following the sixphase process of braun and clarke. first, the researcher familiarized themselves with the data by reading and rereading the transcripts. initial codes were then generated from significant statements. these codes reflected patterns in how teachers described their challenges, coping mechanisms, and reflections on well-being. next, related codes were grouped into potential themes, which were refined and reviewed to ensure they captured the true essence of the data. each theme was named and defined based on the narratives provided by the participants. results and discussion challenges faced by teachers in adapting to the new generation of students behavioral and attitudinal challenges many students today show poor behavior in school. they often lack discipline and respect for teachers. teachers also face problems with students who are aggressive or do not follow rules. discipline continues to be a pressing concern in today’s classrooms. one teacher observed that “discipline of the students” is difficult to maintain, especially when their “attention [has] very short span” and they are often “playful.” this teacher also expressed frustration with students' “lack of respect” and shared that enforcing order has become more complicated because of “child rights” policies that limit corrective actions. attitude was another commonly raised issue. a mathematics teacher emphasized that in the past, students felt it was their duty to learn basic skills like reading and counting. but now, “it’s up to them if they want to learn.” he explained that when students “don’t listen during class lectures,” the learning process breaks down, especially when there are language barriers. he added that starting with the basics is now necessary because students come to class unprepared to handle more complex lessons. another teacher described how students today are mentally disengaged due to excessive exposure to online content. their minds are often “preoccupied with things they watched on the internet,” which makes it difficult to “reconnect them with lessons.” adding to this, she shared that students use “new languages that adults can’t understand,” which contributes to the generation gap. the resulting “poor study habits” and curriculum shifts make teaching more challenging. many teachers shared their concern about students’ lack of concern for academics. one commented that students are “slack” and “not bothered even if they have low scores.” their focus has shifted almost entirely to gadgets, and this overuse of technology affects their ability to concentrate. a related issue was students’ “lack of enthusiasm in studying” and “lack of interest in doing their activities and assignments.” student aggression and disinterest also stood out. one participant noted that students today are “more aggressive than students in the past.” he cited “inattentiveness, lack of participation, and inability to comprehend” as common problems, especially when students show “lack of interest.” for him, these behaviors reflect a decline in student motivation and discipline. technology has deepened this challenge, as explained by another teacher. he pointed out that “short attention spans and digital distractions” from smartphones and social media have changed how students behave. according to him, when students are constantly distracted or disruptive, “meaningful communication becomes nearly impossible.” he added that many students “seem disengaged or indifferent about school,” making it difficult for teachers to keep them involved. the need to negotiate behavior more carefully today is also driven by changes in how discipline is perceived, and he noted, “we teachers do not have protection nowadays.” sometimes, the issue is as simple, but difficult, as students “not listening” or being “too noisy,” as one teacher put it. she missed the attentiveness students showed in earlier years. similarly, another shared that the “character or attitudes” of students today have changed significantly. she remarked, (“students before were disciplined. now, they are hard-headed.”) and that “they do not listen to what the teacher says” because they are too pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 focused on gadgets. the same teacher described them as (“complaining and disrespectful.”) a different perspective came from a teacher who mentioned poor reading comprehension and said that even parental support has waned. she felt that “parents must focus more with their children,” but they often “ignore messages from teachers” or do not have phones at all. without home reinforcement, issues of attitude and discipline in school are harder to manage. other teachers echoed this feeling of helplessness. one noted that students “do not focus on their studies” and show “lack of interest and attention.” he expressed frustration that “because of the child protection policy, the teacher doesn’t have the arm to discipline the pupils.” another explained that students are “hard to teach, undisciplined,” and often “get into arguments or fights with classmates.” according to him, rules now “forbid teachers to get mad at students,” even when necessary. in another account, a teacher simply said, (“they don’t listen while you are teaching.”) she recalled how students in the past “feared their teachers,” but now many are “bullies and lazy to study.” there was also a teacher who spoke about “the attitude of the students and their respect,” adding that their “focus in studying is different” compared to before. since he only sees students during class and not beyond, he has fewer opportunities to guide their behavior consistently. declining student engagement and motivation students today are less interested in learning. they do not focus well and often lose attention during class. many of them do not try hard or participate in activities. one teacher shared how discipline problems make teaching difficult because students now have “very short attention spans” and are “playful”. these behaviors show that students easily lose focus during lessons and have little concern for classroom expectations. the teacher expressed that it is becoming harder to keep learners engaged, especially with limited authority because of “child rights”. this lack of control adds to the challenge of motivating students who already show low interest. another participant reflected on a shift in responsibility among learners. in the past, students “were obliged to read, write, and count”, but now, “it's up to them if they want to learn.” the teacher observed that students do not listen during lectures and are uninterested, especially in a subject like mathematics where comprehension is essential. because of this, teachers struggle to connect when students are unwilling to participate or engage. the responses of one teacher revealed how modern distractions, especially the internet, compete with classroom learning. they said that pupils are “preoccupied with what they have watched on the internet” and that “they now rely on the internet, not on books anymore.” the teacher noted poor study habits, making it difficult to reengage students with traditional lessons. the shift in learning preferences has made it hard to sustain student motivation. another teacher explained that students today are not bothered by low exam scores. they observed that “students focus on gadgets mostly by playing” and show “lack of enthusiasm in studying.” they added that students also have “no interest in doing activities and assignments.” these comments show how disengaged learners have become, even when their academic performance suffers. the teacher’s frustration reflects how this generation responds passively to learning tasks. a different participant pointed out that the “biggest problem is inattentiveness, lack of participation, and inability to comprehend the lessons.” they added that it is hard to communicate with students who “lack interest”. although they did not mention a specific behavior that causes difficulty, they noted that online access may have “decreased appreciation for structured classroom learning.” this teacher emphasized how modern influences challenge the traditional learning environment, resulting in students who no longer value classroom instruction. one teacher highlighted how “short attention spans and digital distractions” from smartphones and social media make teaching more difficult. they said that students today “have grown up with instant access to information,” unlike past learners who relied on textbooks. they also shared that learners show “lack of motivation or effort” and seem “disengaged or indifferent about school.” these behaviors make it hard for teachers who try to make lessons engaging. the teacher also explained that managing such students requires more emotional effort because “discipline systems that worked 10–20 years ago may now backfire.” another teacher observed that students do not listen and are often “too noisy.” they compared today’s students to the past, saying pupils used to be more attentive. this indicates that learners now are less focused and less interested, making classroom discussions more difficult and less productive. one teacher described students today as “stubborn and rarely disciplined” and noted that “they don’t listen to the teacher’s lessons.” they also said that students are “complaining and disrespectful.” these behaviors show that students are not only disengaged but are resistant to academic guidance. the teacher mentioned that “activities are being contested”, which shows lack of cooperation from learners. another participant pointed out that students today are more focused on gadgets and less on learning. the teacher said that in the past, “they were willing to learn even if books were not enough.” now, students prefer gadgets. they also noted that some parents “ignore messages” and that “parents must focus more on their children.” this lack of motivation, both from students and at home, affects learning progress, especially in areas like reading comprehension. one teacher explained that students “lack interest and attention” and “do not focus on their studies.” they said that because of the child protection policy, teachers “do pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 not have the arm to discipline pupils.” this restriction on enforcing rules adds to the difficulty of managing disengaged students who do not respond well to academic demands. another educator shared how students have “no focus in lessons and struggle in reading and counting.” the teacher emphasized that students are “always disobedient” and “fight with classmates.” they added that it is now “prohibited to get angry at them.” these remarks point to the frustration of dealing with unmotivated learners without the tools to guide them effectively. one teacher shared a short but clear response, saying “they do not listen when you are teaching”. the teacher compared the past, saying “students before were afraid of teachers.” they observed that today's learners are “lazy and tend to bully others.” these behaviors reflect the weakening of academic discipline and the rise of passive or even aggressive attitudes in class. finally, one teacher pointed out issues with “student attitude and respect.” they said that students today “have different levels of attention and focus.” the teacher also noted that as a subject teacher, they do not interact with students beyond class, making it even harder to motivate and connect with them. the limited engagement hinders deeper understanding and support for learners who already show declining interest. impact of technology and internet culture students use gadgets and the internet more than books. they often get distracted by social media or online games. this makes it harder for them to concentrate in class. one teacher shared that most pupils’ minds are preoccupied with things they have watched on the internet, which makes it hard for her to bring their attention back to the lesson. she explained that "pupils now rely on internet, not on books anymore." this shift in how students access information creates a challenge for her as a teacher. she also mentioned a generation gap, saying that students use new words and online terms that are hard for adults to understand. another participant emphasized the strong influence of smartphones and social media on students. he described the problem as “short attention spans and digital distraction because of smartphones, social media, and endless online content.” according to him, today’s learners are used to instant access to information, unlike students in the past who relied on books and face-to-face learning. he added that managing behavior has become more difficult because of this shift. “we are challenged with increased individual expression and lower tolerance for rigid rules,” he said, pointing out that the discipline strategies that worked before are no longer effective. teachers, he explained, are now expected to negotiate more and show greater empathy. one teacher simply noted that students now only focus on gadgets, mostly by playing, and this makes it hard to get their attention. this shows how games and online distractions pull students away from their studies. the same teacher also mentioned that students today lack enthusiasm when studying and show little interest in doing school activities or homework. similarly, another respondent shared that “more on gadgets sila, di nakikinig sa mga sinasabi o tinuturo ng guro” (they focus more on gadgets and do not listen to what the teacher says or teaches). she also described how some students have become “reklamador at pasaway na bata, walang respeto” (complaining and disobedient children with no respect). for this teacher, gadgets not only affect attention but also seem to worsen students' behavior and discipline. the rise of digital distractions was also evident in one teacher’s experience. she pointed out that students are becoming more aggressive and harder to engage. while she did not directly blame technology, she admitted that when students lack interest, “it’s hard to connect or communicate.” she observed that the easy access to information has led to a “decreased appreciation for the structured learning environment of the classroom.” another teacher echoed this concern, stating that “because of technology, they are more now on gadget.” in the past, she said, students were eager to learn even without enough books. now, gadgets take their attention away. this shift also makes it harder for parents to support their children’s education, as some parents do not even respond to messages from teachers. communication barriers and generation gap there is a gap between teachers and students in how they talk and understand each other. some students use new terms that teachers do not understand. this makes communication more difficult. one teacher shared that teaching has become more difficult because students now have a "very short attention span" and are often "playful". this makes it hard for the teacher to communicate and connect with them. in the past, the teacher could expect a certain level of focus and respect, but today, those expectations are often unmet. the teacher also pointed out that "child rights" limit how they can discipline or guide students, which affects communication and control in the classroom. another participant explained that students today choose whether they want to learn or not. unlike before, when students were "obliged to read, write, and count," now it's entirely up to them. as a mathematics teacher, they face a serious problem when students lack understanding of basic concepts. they said, "if a student can't understand the basic mathematical ideas then there's no connection between the teacher and student." because the medium of instruction is english, this language gap creates more difficulty in getting the message across and sustaining engagement. one teacher described how internet use has widened the gap between generations. students now rely more on gadgets and social media instead of books. the teacher observed that "most pupils' minds are preoccupied with so much curiosity of the things they have watched on the pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 internet." because of this, it becomes hard to bring their attention back to the lesson. they also noted that students "have new languages that an adult sometimes can't get along with anymore," describing a clear generation gap. this language and interest difference weakens the teacher-student connection. in another case, the teacher noted that students are now more focused on gadgets. this has made it difficult for the teacher to gain their attention during class. because students "only focus on gadgets mostly by playing," the teacher finds it hard to keep them engaged in academic discussions. this lack of attention combined with a shift in behavior and priorities makes it harder for teachers to relate with their students. a teacher shared that their main problem in connecting with students is when "they are lacking in interest." when students show no enthusiasm, it affects the flow of communication. the teacher mentioned that today’s students "are more aggressive than students in the past," and this behavior shift limits open communication, especially when students are no longer responsive to typical classroom cues. another educator shared a more detailed reflection on the influence of digital culture. they said that today’s learners "have grown up with smartphones, the internet, and instant access to information." because of this, students expect quick answers and lose patience when learning takes time. the teacher explained that some students have "behavioral or attention issues," which block meaningful communication. they added that "some behaviors stem from unmet needs or deeper issues," which teachers are not always trained to handle. these gaps in expectations and needs between teachers and students make communication less effective. one teacher shared a straightforward observation. they said, "they are not listening." compared to the past, the students now are not as attentive, which leads to a breakdown in communication. the teacher expressed concern that the classroom has become too noisy, with students talking over instructions. this hinders the teacher’s ability to guide or connect with them. another teacher expressed that students are now "more on gadgets" and do not listen to what teachers are saying or teaching. they said the children have "character and attitude problems," which make communication harder. because students are "reklamador at pasaway na bata walang respeto" ("complaining and disobedient, with no respect"), the teacher struggles to be heard or understood in the classroom. the gap is not only in words but also in values and behavior. one participant pointed out how difficult it is to reach out to students, especially when parents are also unresponsive. they said, "some parents ignore your text, some do not have cell phones." this lack of communication with the home adds to the gap between teachers and learners. the teacher added that parents must "focus more on their children," because without their support, the teacher’s message does not reach the students either at school or at home. another teacher noted how discipline is harder to enforce now. they said, "because of the child protection policy the teacher doesn’t have the arm to discipline the pupils." with limited authority and changing norms, students do not listen or show interest. this weakens communication and the teacher’s influence. the shift in policy, though meant to protect children, has left many teachers unsure of how to reach or manage them. a teacher described their experience simply. they said, "laging nagpapasaway" ("always being unruly") and "nakikipagsagutan sa mga kaklase" ("arguing with classmates"). these behaviors not only disrupt class but also reduce meaningful communication. teachers can no longer correct students in the way they used to because "pagbabawal magalit sa kanila" ("it is forbidden to show anger at them"). the generation gap is seen not only in how students behave but also in how teachers are expected to respond. another participant stated that students now do not listen while the teacher is speaking. they said, "d sila nakikinig pag kasalukuyan kang nagtuturo" ("they are not listening while you're currently teaching"). compared to the past when "students had fear or respect for teachers," students now talk back, act lazy, and even bully others. this shift in behavior makes the classroom harder to manage and the teacher’s message harder to deliver. lastly, a teacher observed that today’s students have a different way of focusing. they mentioned that "their attention and focus in studying is different." the teacher also said, "i’m just a subject teacher and i don’t have much interaction with the students after class," which further limits chances to build meaningful relationships. this lack of connection and limited interaction widen the communication gap between teacher and student. eroding respect and authority of teachers some students no longer respect their teachers. teachers are also limited in how they can discipline students. school rules about child protection affect the teacher’s authority in class. in the classroom today, many teachers feel that their authority is no longer the same. one teacher shared how student discipline has become a serious issue. according to participant 1, the biggest problem is the "discipline of the students." she added that some students show a "lack of respect," and she feels limited because of "child rights." this means that when students misbehave, teachers are afraid to take action due to existing laws that protect students, sometimes leaving them powerless in their own classrooms. meanwhile, participant 10 expressed the same concern. she pointed out that students are no longer focused and interested in studying. their "lack of interest and attention" makes learning difficult. what makes it worse, she added, is that "because of the child protection policy, the teacher doesn’t have the arm to discipline the pupils." this clearly shows that the new policies meant to protect pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 children have made teachers cautious, sometimes too cautious to manage their class effectively. likewise, participant 11 talked about how discipline is becoming harder to implement. he said that students often "argue with their classmates and get into fights." however, he cannot correct them the way teachers used to. he mentioned, (“it is now forbidden to get angry at them.”) teachers like him feel that they have lost the power to correct bad behavior because of strict school rules. in another case, participant 13 explained that "attitude of the students, respect also" are ongoing issues. although she is only a subject teacher and doesn’t spend long hours with the students, she still notices how different the level of respect is now compared to before. the students' attitude often reflects their view of teachers as equals, not authority figures, making classroom management more difficult. participant 12 also observed how much has changed. she shared that students today do not listen during discussions. back then, students had fear and respect for their teachers. she said, (“students in the past feared their teachers.”) now, they are "bully and lazy to study," and even when they do not behave properly, the teacher is expected to stay calm and patient. this shows how teachers are forced to control their emotions even in the face of continuous disrespect. moreover, participant 8 pointed out that the main issue with students now is their "character and attitude." she explained that (“in the past, students were disciplined. now, many are stubborn and lack discipline.”) when teachers try to guide them, students often argue or complain. this kind of behavior makes it hard for teachers to build a positive classroom environment. she added that students "do not listen to what the teacher says or teaches," showing how students now often reject authority. changing educational norms and curriculum issues the way students learn today is very different. students do not always want to follow the usual lessons. some teachers also find the new curriculum harder to teach. one teacher shared that most of the pupils today are preoccupied with things they see online. as a result, she finds it difficult to keep them interested in classroom lessons. she said, “most pupils' minds are preoccupied with so much curiosity of the things they want to know further of the things they have watched on internet that resulted difficulty on my part as their teacher to reconnect them with our lessons.” because of this, they rely more on the internet than books. she observed that “pupils now rely on internet not on books anymore,” and this shift in learning habits makes it hard to apply traditional classroom strategies. she also mentioned that the changes in curriculum have made it more challenging for teachers to keep up with how students learn today. meanwhile, another teacher expressed concern about the loss of structured learning. she noticed that although information is now more accessible, it has not always helped students appreciate formal education. she explained that “the increased accessibility of information online can sometimes lead to a decreased appreciation for the structured learning environment of the classroom.” this shows how today’s learners are more independent but less engaged with school settings. a different participant emphasized that learners today are very different from those in the past. she said, “today’s learners have grown up with smartphones, the internet, and instant access to information which impacts how they learn, what they expect, attention spans.” in contrast, she added, “past generations relied on textbooks, libraries, and face-to-face instruction, often requiring more patience and memorization.” because of this, she finds classroom management more difficult. according to her, “managing behavior requires more negotiation, empathy, and emotional intelligence which impact that discipline systems that worked 10–20 years ago may now backfire.” these changes have forced teachers to adjust their methods, even if they are not always prepared to do so. another teacher said that one of the biggest changes is how students treat learning. she explained, “in the past the students are obliged to read, write and count. today, it's up to them if they want to learn.” she noticed that the shift in student motivation makes it harder for her to engage them with lessons. she now feels the need to go back to basics just to get their attention. “start your class with the basic lessons,” she suggested, as a way of connecting with students who seem disconnected from standard learning expectations. one participant also brought up the issue of curriculum change. she mentioned, “the change of curriculum” as a reason why students may not be as focused or interested. for her, the way students learn has changed, and this does not always align with the current structure of school activities. for some teachers, the shift in educational norms includes challenges with how pupils behave in response to these changes. a teacher pointed out that students today are “not focused on their studies” and seem to have “lack of interest and attention.” she related this behavior to the “child protection policy” that, in her words, “doesn’t give the teacher the arm to discipline the pupils.” this is not just a change in curriculum, but also in the environment where learning takes place, one where teachers feel restricted in guiding student behavior. parental and home environment factors some parents do not guide or support their children well. they do not respond to teachers or help with school work. this affects the students’ learning and behavior. some teachers shared that one of their biggest challenges in the classroom starts not in school, but at home. a participant explained how communication with parents has become more difficult over time. “some parents ignore your text, some do not have cp (some parents ignore your messages, and some do not have cell phones),” the teacher said. this lack of connection makes it hard for teachers to get the support they need to help their students, especially in improving basic skills pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 like reading. according to this participant, there is a clear need for parents to “focus more with their children” and help them to read. without this, students fall behind, and teachers are left with more work to catch them up. similarly, another teacher pointed out that the increased access to information online has affected how students value classroom learning. this teacher observed that students are now more drawn to online sources rather than the structured lessons provided in school. they said, “the increased accessibility of information online can sometimes lead to a decreased appreciation for the structured learning environment of the classroom.” this shift is not only due to technology but also reflects the level of guidance—or the lack of it—that students receive at home. when parents do not actively encourage the value of learning in school, students tend to ignore it altogether. in another case, a teacher noticed how the home environment shapes a student’s behavior and discipline. the participant shared how students have changed over time, and now, “because of the child protection policy the teacher doesn't have the arm to discipline the pupils.” this limitation becomes more difficult when parents do not step in to support discipline at home. as a result, students become harder to manage in the classroom, and teachers are left with fewer options to correct disruptive behavior. moreover, another teacher stressed the importance of parental involvement in supporting academic growth. they observed how pupils today struggle with focus and basic academic skills. the participant expressed concern, saying that “it is hard to teach because there is no discipline,” and teachers are no longer allowed to show anger. they added, “bawal magalit sa kanila (we are not allowed to get angry with them),” which highlights how home and school boundaries blur when discipline is only expected from teachers while parents stay silent. finally, a teacher reflected on how students today no longer fear or respect their teachers the way students in the past did. the participant explained, “ang istudyante noon ay may takot sa guro (students in the past respected or feared their teachers),” which implied that this shift in attitude is partly due to how children are now raised at home. without strong parental guidance and respect for authority being modeled at home, students carry that same behavior into the classroom. coping mechanisms of teachers in response to changes in the teaching environment and student needs strengthening communication and collaboration teachers shared that talking to students and parents helps solve problems in the classroom. they often ask for help from co-teachers, parents, and school leaders. these strong connections make it easier to manage changes and support student learning. many teachers emphasized the importance of open and respectful communication with both students and parents. one teacher shared that they “talk to the student personally and give feedback to the parents”. this approach allows them to directly understand the root of the problem and involve the family in addressing it. in addition, they rely on “feedback from the administrator” to guide their classroom strategies, showing the value of school leadership in building a supportive learning environment. similarly, another teacher mentioned using a “collaborative approach” to respond to student needs. they pointed out that with the help of their high-performing students, they manage challenges more effectively. they believe their goal is clear: “my work is to teach, and 80% must learn mathematics.” this strong commitment to student success is coupled with collaboration among peers and learners. another participant highlighted the need to “go down to their level” when students struggle. they also shared that pupils “enjoy interactive learning”, which strengthens teacher-student relationships. by using different methods and listening to students' “sentiments”, the teacher ensures communication remains two-way, allowing students to express themselves freely. meanwhile, a teacher emphasized the power of “asking what the problem is” when students act out. they involve class officers and keep communication natural, saying, “talking is still the best if you want to have smooth communication with students.” despite facing bullying behavior, they believe in calm, open dialogue rather than shouting, and their love for children helps them maintain patience. another participant uses parent meetings as a tool for solving issues. they shared, “i conduct a meeting with parents and discuss with them the issue.” this strategy is supported by collaboration with colleagues, whom they see as a source of shared experience and strength. they mentioned that “managing the changes in the classroom is a collaborative effort,” and this sense of teamwork extends to their motivation, saying their family and coteachers help them stay inspired. one teacher provided a detailed account of their efforts, stating they use “positive reinforcement” and communicate with families through calls and conferences. they believe that “family involvement can reinforce expectations and help get to the root of problems.” this proactive communication builds stronger connections with both students and their support systems. in another case, a teacher chose to give more activities to maintain classroom focus. they shared that they offer “activities that catch their attention,” showing that engaging students through meaningful tasks is one way to communicate and connect. in a more community-based response, a teacher shared the importance of working with families and school leaders. they stated, “i talk to them properly and coordinate with parents” and acknowledged that “school heads, parents, child, and community” all help in addressing classroom changes. they find meaning in their job despite the challenges, saying, “the more problems with the student, the more life becomes challenging—but i will continue pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 teaching.” another participant mentioned the use of technology and printed materials to support students. they encourage reading and seek support by “asking the help of their parents.” they stay motivated by encouraging students and being “friendly to them”, showing that kindness and support are vital parts of their communication style. in a similar manner, another teacher shared that they “talk to them in a nice way” and work closely with parents to help students. this kind of gentle communication builds trust and promotes cooperation, especially in difficult situations. one teacher noted that they “give them activities to stay busy” and “talk to them properly so they will behave.” they also update parents regularly and coordinate with co-workers, saying, “co-workers and parents help me.” these strong support systems make classroom management more effective. likewise, another teacher said they “talk to them calmly and kindly”. they rely on parents to help solve issues and try to always “think of the positive side”, which keeps their mindset strong. this shows that a calm and hopeful attitude paired with open communication encourages better outcomes. one participant revealed how their mother, a former teacher, serves as a mentor. they said, “i always ask advice from my mother”, and this guidance supports their patience and love for teaching. they shared that students enjoy games and activities, and by using “games and powerpoint presentations,” they create an engaging classroom while maintaining strong connections with learners. adaptive and engaging teaching approaches teachers use different methods to match the needs of their students. they give fun activities, adjust lessons, and use tools like videos or games. these strategies help students enjoy learning and stay interested. one teacher uses videos and powerpoint presentations. these tools help explain lessons clearly. they also keep students interested. this teacher believes that talking to students personally helps a lot. they also give feedback to parents to involve them in solving problems. another teacher gives students more time to answer questions. they use a collaborative approach to let students work together. they want most of their students to understand the lesson, especially in math. their goal is that “80% must learn mathematics.” they start with simple topics and move to harder ones later. this way, no student gets left behind. a teacher shared that sometimes they need to lower their level to match the students. they said, “sometimes i need to go down to their level.” they use interactive learning because pupils enjoy it. they try many teaching methods to keep the students engaged. listening to students also helps them understand their needs. another teacher uses activity sheets during lessons. these help students focus on the topic. when students misbehave, they do not shout. instead, they talk to them calmly. they believe that good communication is the best way to reach students. they said, “talking is still the best if you want to have smooth communication with students.” one teacher adjusts the assignments depending on how fast or slow students learn. they also change the assessments based on each student’s ability. they believe that managing the class is a team effort. they ask help from their colleagues and share ideas. they also build strong relationships with their students to create a better learning space. another teacher uses positive reinforcement. they give rewards and praise students who behave well. they believe this encourages students to do better. they also use differentiated instruction. this means they change lessons depending on the learning styles and skill levels of the students. they also use technology like learning apps to help students. these tools make learning fun and easier to follow. one teacher gives students more activities. this keeps the class busy and focused. they create tasks that are interesting to the students. this helps catch the students’ attention and keeps them from getting bored. another teacher uses videos, pictures, and presentations to teach. they also talk kindly to students and work closely with parents. they believe that if teachers and parents work together, students will do better. they said, “talk to them nicely and cooperate with parents” (“kausapin ng maayos at makipagtulungan sa mga magulang”). some teachers use gadgets and books to teach. one teacher encourages students to read more. they said they just keep going and never stop encouraging students. they also try to be friendly so that students feel safe and supported. one teacher uses the discovery method. this means letting students find answers by themselves. they believe this helps students learn better. they also think about their students' future and make lessons that are useful for them. another teacher gives students a lot of activities every day. this keeps the students busy and helps prevent bad behavior. they give extra tasks to weak readers to help them catch up. they also use movies as rewards. if students behave, they get to watch their favorite films. there is also a teacher who talks to students in a calm way. they believe in handling problems by staying patient. they do not use many tools but focus on treating students kindly. they said, “talk to them nicely and calmly” (“kausapin sila ng mabuti at mahinahon”). one teacher plays games in class. they said the games help set a good mood. students enjoy them and learn better. they also use activities that make students think. presentations and fun tasks help them keep the students involved. this teacher said they love their job and want the children to learn. in all these stories, the teachers show how they adjust their teaching. they use tools, activities, and calm communication. they try new ways to match how students learn. their goal is to help every student enjoy learning and do their best. pa ge 32 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 personal commitment and professional motivation many teachers said they stay strong because they love their job and care for their students. they set goals and find joy when students learn. this helps them face challenges and keep teaching with passion. many teachers shared how their deep sense of purpose fuels their work, even when challenges arise in the classroom. one participant expressed that their motivation comes from the “desire to make a difference for future generations.” this strong personal mission drives them to keep calm and composed during tough situations with students. despite the difficulties, they remain focused on their greater goal to shape young lives. another teacher revealed that their goal in teaching is clear: “my goal in teaching is that 80% must learn mathematics. i am a teacher and my work is to teach.” this clarity of purpose helps them stay determined. by aiming for specific learning outcomes, they maintain high expectations while using effective methods, such as moving from basic to complex lessons, to ensure student success. for some, positive feedback is a key source of encouragement. a participant said that “good feedback from every assessment i gave” boosts their morale. knowing that their efforts are recognized through student performance helps them stay motivated. they also value the act of listening to their students’ concerns, saying, “by hearing out their sentiments sometimes,” they understand their learners better and feel more connected to their role as a guide. one teacher emphasized the joy they feel in working with children. they shared that “i always love kids even if they are naughty,” and added that mingling with them comes naturally. even when dealing with student misbehavior, this teacher chooses to talk things through. they firmly believe in calm communication, stating, “students are bullies but i always talk to them… talking is still the best if you want to have smooth communication with students.” this love for children and their belief in respectful dialogue keeps their spirit grounded. another participant shared that their motivation is greatly supported by their personal and professional network. “i keep myself motivated with the help of my family and colleagues,” they said. they find strength in the shared experiences of other teachers, and they learn from each other. this collaborative spirit lightens the burden and reminds them that they are not alone in the journey. similarly, a teacher who values both recognition and results explained, “setting personal and professional goals provides me direction and a sense of accomplishment.” this participant also uses family communication as a tool for resolving issues. they believe that consistent connection with families can help “get to the root of problems.” even when difficulties arise, their goals anchor them and remind them of their purpose. in some cases, motivation springs from seeing student engagement. one teacher keeps going by giving learners more activities that catch their attention. they don’t elaborate much, but their approach reveals an effort to keep students involved—an action rooted in the desire to teach meaningfully. another participant pointed out that “more problems about students make life more challenging,” but this is not a discouragement for them. instead, they said, (“just continue teaching and shaping children’s knowledge”). this optimism reflects a deep commitment to their vocation, despite the struggles they encounter. some find motivation in a simple but sincere belief in progress. one teacher said they “just go on, encourage them non-stop,” knowing that constant encouragement can keep students engaged. they also make an effort to be “friendly to them,” which creates a more positive classroom environment for both learners and the teacher. another teacher keeps focused by imagining the students' future. they said, “i think of the pupils’ future,” as a way to stay committed. this long-term vision gives meaning to their daily tasks, no matter how tough they may be. there are also those who ground their work in practicality and discipline. one teacher shared that “it is my job to teach these students,” and that it is their responsibility to ensure that students “will learn from me.” this sense of duty pushes them to keep going. they also mentioned using simple rewards like movie viewing as a motivation strategy, saying they “give in to students’ request to watch their favorite movie if they behave well.” this shows their willingness to adapt, rooted in their strong belief in responsibility. another teacher offered a similar sentiment. (“of course, you always think of the positive side”), they said, referring to the importance of staying optimistic. their approach to problems is calm and respectful, believing that being kind and patient in dealing with students is more effective than harshness. a teacher expressed a humorous yet heartfelt reason for staying motivated. they shared, “my love for the children. i want them to learn. and it’s my job, i get a pay from it. lol.” this honest statement reflects a blend of passion and practicality. their joy in teaching is further supported by their mother, a former teacher who gives them advice. they also use fun and interactive methods like games and mind-challenging activities to keep the classroom energized. teachers’ perceptions on the impact of challenges to their teaching effectiveness and personal wellbeing professional resilience and positive reframing this theme shows how teachers stay strong even when teaching becomes hard. they do not let challenges stop them. instead, they use problems as a way to grow and become better teachers. they enjoy their work and feel happy when students learn. they see teaching as a meaningful and rewarding job. even in the face of classroom struggles, many teachers choose to rise above the pressure and continue their work with dedication. one teacher shared that instead of letting difficulties hold them back, they “should fill the gap to pa ge 33 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 connect with the learners.” they do not let challenges lower their confidence. to manage stress, they take short breaks like a two-day vacation and practice meditation. their mindset is grounded in acceptance, saying they “always accept the changes” that come with the job. another participant views challenges as opportunities. they said, “it does not affect my teaching but rather it challenges me to do more.” this teacher makes sure not to bring work home to avoid stress, keeping their teaching life separate from their personal life. although they admitted having “less interaction with colleagues,” they balance this by enjoying teaching as a hobby, saying “it's like playing a game where all players are champions.” this playful and positive view keeps their spirit high. a third teacher stated that difficulties make them “more careful and ready at all times.” while they feel tired, they still find satisfaction in their work. like others, they believe that “problems at school should not be brought at home.” they set clear boundaries to protect their wellbeing, refusing to let classroom issues affect their peace outside work. meanwhile, another teacher shared a quiet yet strong approach. they rely on patience, explaining, “patience is a virtue… i don’t really talk that much.” although they sometimes feel affected, they manage it by “talking it out with others.” they take responsibility for classroom needs and supplies, saying (“when it comes to the things needed in the classroom, i do it myself instead of asking others”). this sense of accountability shows their quiet strength and sense of purpose. some teachers become even more motivated when problems arise. one explained, “it keeps me motivated to work more and provide my students the best education they need.” though they experience emotional strain, especially from difficult student behaviors, they manage to live a “normal life and just do your work with love despite these challenges.” their smiley face at the end reflects a positive spirit. another participant acknowledged the weight of adjusting to different student needs. they said they need to “modify lessons to reach learners at different ability levels,” but time and lack of support often make it hard. still, they push forward, despite feeling “physically and emotionally drained.” to manage this, they set boundaries, sharing, “i started setting clear boundaries between work and home life.” this includes reserving weekends for personal time and rest. although one teacher gave a short response, it was clear that they take their role seriously. despite not elaborating much, they shared that they simply “perform their duties as a teacher,” reflecting quiet resilience in carrying out their role without complaint. in contrast, a participant who spoke in filipino said, (“for me, i strive to teach better and model good behavior for the children.”) they admitted that the challenges sometimes lead to stress-related illness. miscommunication between parents and teachers also adds to their burden, but they advise that (“personal problems should not be involved in teaching the students”). this separation of personal life from teaching shows their effort to stay balanced and professional. another participant sees the act of teaching as a form of kindness. they said, “just be kind to them,” even if it's not easy. they find joy in helping children, especially with reading, and they remind themselves to “love what you are doing, don’t make it a burden.” one teacher reflected honestly that challenges sometimes both “inspire and disappoint.” still, they have a habit of leaving work behind once they exit the school gates. even when their thoughts dwell on school issues, they focus on “the situation for the teachers' protection,” showing a sense of responsibility to their fellow educators. for some, the weight of their job is more visible. a teacher confessed, “it tires me out but i’m happy if they do well.” the stress can reduce their time with family, but they continue their duties despite exhaustion. they said, (“i still try to do my responsibilities at home even when tired and stressed”). this persistence demonstrates quiet courage. another participant simply said they choose to “think positive.” though they admitted feeling the pressure, they continue to manage. they stay relaxed and keep a hopeful mindset despite what they face each day. one teacher shared moments of self-doubt, saying, “sometimes, i ask myself if i’m really fit for the job.” still, they’ve learned not to take things too seriously. they emphasized the importance of managing emotions and making space for rest. “i make sure to rest and have a good sleep on weekends and holidays,” they added, showing that their way of coping lies in maintaining a healthy rhythm between work and personal life. emotional regulation and boundary-setting this theme explains how teachers manage their feelings to stay calm and focused. they try not to bring school stress into their personal life. some take short breaks, meditate, or rest during weekends. they set clear rules for themselves to keep work and home life separate. this helps them protect their mental health. teachers face different stressors inside the classroom, but many have learned how to regulate their emotions and maintain balance. one teacher shared that when things get overwhelming, they “leave for a 2-day vacation and meditate.” this shows how intentional rest is part of their emotional coping. although they experience challenges, they emphasized the importance of “always accepting the changes” and finding peace through calmness and reflection. another participant sees classroom difficulties as a challenge rather than a burden. they said, “my work is inside the school. i’m not bringing any work at home to avoid stress.” this practice helps them prevent burnout and maintain a clear boundary between their professional and personal life. although they interact less with colleagues due to the demands of work, they turn teaching into something enjoyable, saying, “make teaching a hobby; it’s like playing a game where all players are champions.” this playful mindset keeps their energy up. pa ge 34 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 one teacher mentioned that though the job is tiring, there is “always a feeling of satisfaction at the end of the day.” they believe that school issues should “not be brought home,” showing a clear separation of roles. according to them, “leave all school matters at school,” because protecting personal time is essential in staying emotionally stable and ready for the next day. another participant expressed that they cope by talking things out with others, saying, “i only have to talk it out with others, then i’m good again.” however, they also shared a tendency to take on too much, saying, (“when it comes to classroom needs, i’d rather do it myself than ask someone else. it’s the same with supplies”). despite the pressure, they prioritize their family, saying, “i don’t have to balance it… family comes first.” a different teacher approaches their work with calm determination. though they admitted facing “conflict or emotional distress” due to challenging behaviors, they continue to “live a normal life and just do your work with love despite these challenges.” this perspective allows them to manage their stress without letting it take over their personal well-being. one teacher shared a more detailed strategy. they described how pressure affects them physically and emotionally, especially when balancing lessons, grading, and classroom management. they admitted feeling drained and that personal time becomes “catching up” rather than restful. to combat this, they started “setting clear boundaries between work and home life.” they avoid grading or planning during weekends and commit to “keeping specific days as off days.” this structured routine protects their well-being and allows for genuine rest. others take a simpler approach. one participant said they “just perform their duties as a teacher,” while another said, (“for me, it made me work harder in teaching and show good behavior to the children”). although some reported physical effects from stress, such as getting sick, they still believe personal problems should not be included in teaching, saying, (“personal problems should not be brought into teaching the children”). another teacher said that while it’s “not easy,” helping students—especially in reading—is not stressful to them. their advice: “just love what you are doing, don’t make it a burden.” this love for teaching helps them stay emotionally strong, even when the job is hard. some teachers mentioned their disappointment, but they try not to dwell on it. one said, “it inspires me and sometimes disappoints me,” but they also make it a habit to “leave the school at school.” by keeping this boundary, they avoid letting work problems disturb their peace at home. there are also teachers who shared how classroom demands impact their time and energy. one participant said, “it tires me out, but i’m happy if they do well,” while another admitted, (“i’m tired… there’s no more time to bond with family”). still, they continue to fulfill family responsibilities, (“even if i’m tired and stressed”). others rely on positivity as a shield. one teacher simply said, “just think positive,” and repeated, “i can manage.” another added, “just relax and think positive,” showing how a hopeful mindset helps them cope. a teacher opened up about moments of frustration, saying, “i ask myself if i am really fit for the job.” still, they learned “not to take things seriously” and to “manage emotions.” they make sure to rest, noting that weekends and holidays are reserved for “good sleep.” by separating work and personal life, they protect their mental and emotional health. coping through support systems and self-reliance this explains how teachers deal with challenges by asking for help or doing things on their own. some rely on their family, co-workers, or school leaders. others take the lead and do the work themselves. they show patience and strength. they also choose to focus on what really matters, teaching and caring for students. teachers manage their challenges in different ways—some turn to others for help, while many rely on their own strength. one participant shared that when faced with classroom difficulties, they “leave for a two-day vacation and meditate.” they believe in accepting changes and finding time to rest and reflect. this shows how taking breaks and being mindful help them stay emotionally balanced. another teacher explained that the challenges at school do not affect their confidence. instead, these push them to “do more.” they set clear boundaries, saying that they “do not bring any work at home to avoid stress.” while they experience less interaction with colleagues, they still manage by treating teaching like a hobby. for them, “it’s like playing a game where all players are champions.” this playful mindset keeps their spirit light despite daily struggles. for one teacher, careful planning and readiness are their ways of coping. although they admit it can be tiring, they find satisfaction at the end of each day. they firmly believe that “problems at school should not be brought at home.” they emphasize that personal well-being should not be shaken by classroom issues, and they deal with this by separating school life from home life. some teachers prefer quiet strength. one participant said that “patience is a virtue,” and they do not complain much. while they admit that challenges sometimes affect their confidence, they cope by simply “talking it out with others.” interestingly, they take full responsibility for classroom needs, saying, (“when it comes to classroom needs, i just do it myself instead of assigning it to others.”) this shows how self-reliance is also a form of quiet resilience. another teacher said that difficulties inspire them to “work more to provide the best education” to their students. although they face emotional challenges, they still try to live a normal life. they choose to “just do your work with love despite the challenges.” their heart remains with their students, even when they face conflict or distress in the classroom. modifying lessons to suit diverse learning needs is not easy, and one participant shared that this task can cause pa ge 35 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(5) 22-36, 2025 pressure. they often feel “physically and emotionally drained” and view weekends as a time to catch up rather than to rest. however, they started setting clear boundaries, saying they avoid grading or planning on weekends “unless absolutely necessary.” by doing so, they regain personal time and energy. there are also teachers who simply move forward. one of them stated briefly, “just perform your duties as a teacher,” while another said that their difficulties encourage them to do better. a teacher who experienced stress so intense that it affected their health expressed that misunderstandings between teachers and parents add to their burden. yet, they remind themselves, (“do not allow personal problems to affect your teaching.”) this effort to draw the line between personal and professional life is key to their coping. another participant shared a simple yet powerful insight: “just love what you are doing, don’t make it a burden.” they stay kind to their students and view helping them— especially in reading—not as stress, but as service. for them, kindness softens the challenges they face. one teacher shared that classroom issues “inspire and sometimes disappoint.” still, they make it a point to “leave school at school.” although worries may follow them home, they try to reflect rather than stress. protecting teachers' well-being is also one of their concerns, showing that they think not only of themselves but of others too. fatigue is real for many teachers. one participant admitted, “it tires me out but i’m happy if they do well.” they still strive to fulfill their family duties even when exhausted, saying, (“even if i’m tired and stressed, i still try to do my responsibilities at home.”) this balance between personal sacrifice and commitment shows quiet courage. another teacher chooses optimism. they said, “just think positive,” and despite challenges, they feel they can manage. for them, staying calm and thinking clearly is enough to cope with stress. one teacher was honest about their frustrations. at times, they ask themselves, “am i really fit for the job?” but they have learned not to take things too seriously. they make sure to rest on weekends and keep their emotions in check. “i separate work from personal life,” they explained, and this clear separation helps them preserve their peace. conclusions teachers face many challenges with student behavior, motivation, and respect. students today are often distracted, uninterested, and hard to discipline. they focus more on gadgets than learning and do not listen well in class. the internet and digital tools affect their attention and study habits. many teachers also find it hard to connect with students due to a generation gap. communication is weaker because students use language and behaviors teachers cannot always understand. teachers feel their authority is limited because of strict child protection rules. the changes in the curriculum and lack of parental support make the situation worse. notably, teachers deal with problems by improving communication and collaboration. they talk with students calmly, give feedback to parents, and seek help from co-teachers and school heads. many teachers use engaging teaching methods like games, videos, and simple tasks to make learning fun. some adjust lessons to meet the learning pace and style of each student. teachers also rely on their love for teaching and their desire to help students succeed. further, teachers say their work is hard, but they stay strong. they take short breaks, talk to others, and set boundaries between work and home. some rely on family or coworkers for support. others stay motivated because they care deeply about their students. they focus on what they can control and keep a positive mindset. many teachers choose not to let stress affect their personal life. they rest on weekends, stay calm, and continue teaching with love. school heads should provide regular training on classroom management and digital-age behavior. teachers must be given clear guidelines on how to handle misbehavior without violating child protection laws. schools should also promote parent-teacher partnerships through regular meetings and home visits. teachers need support systems to share challenges and create action plans together. it is also important to include mental health programs for students to help them focus and behave well in school. likewise, teachers should be encouraged to continue using varied teaching strategies like games, visuals, and group activities. schools must support teachers by providing materials and internet access needed for these tools. workshops on differentiated instruction should be conducted to help teachers adjust lessons for all learners. school heads should recognize and promote teamwork among teachers, parents, and students. sharing best practices in teacher collaboration will help improve classroom outcomes. schools should provide wellness programs for teachers such as counseling, meditation sessions, or short mental health breaks. teachers should be allowed to set clear work boundaries and be encouraged not to take work home unless needed. simple rewards and recognition may help boost their morale. school leaders must listen to teachers and create an open space where concerns can be shared without judgment. peer support groups can also help teachers feel less alone in their challenges. future researchers should study how specific teacher support programs affect teacher stress and motivation. they may also compare urban and rural schools to see if challenges and coping methods are different. it is also helpful to explore the role of school leadership and how it influences teacher well-being. another possible area is how students respond to different teaching strategies used by teachers today. researchers can also involve parents to better understand the connection between home support and student behavior. references agayon, a. j. d., agayon, a. k. r., & pentang, j. 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(2020). new ways of teaching: using technology and mobile apps to educate on societal grand challenges. journal of business ethics, 161, 243-251. nhem, d., & kobakhidze, m. n. (2025). new generation schools in cambodia: a farewell to shadow education?. asia pacific journal of education, 45(2), 367-382. niemi, k. (2021). ‘the best guess for the future?’ teachers’ adaptation to open and flexible learning environments in finland. education inquiry, 12(3), 282300. odaryuk, i. (2021). using mind maps to motivate the digital generation of students to learn foreign languages. in e3s web of conferences (vol. 273, p. 12146). edp sciences. rachmadtullah, r., yustitia, v., setiawan, b., fanny, a. m., pramulia, p., susiloningsih, w., ... & ardhian, t. (2020). the challenge of elementary school teachers to encounter superior generation in the 4.0 industrial revolution: study literature. international journal of scientific & technology research, 9(4), 1879-1882. schlee, r. p., eveland, v. b., & harich, k. r. (2020). from millennials to gen z: changes in student attitudes about group projects. journal of education for business, 95(3), 139-147. seibert, s. a. (2021). problem-based learning: a strategy to foster generation z's critical thinking and perseverance. teaching and learning in nursing, 16(1), 85-88. shorey, s., chan, v., rajendran, p., & ang, e. (2021). learning styles, preferences and needs of generation z healthcare students: scoping review. nurse education in practice, 57, 103247. szymkowiak, a., melović, b., dabić, m., jeganathan, k., & kundi, g. s. (2021). information technology and gen z: the role of teachers, the internet, and technology in the education of young people. technology in society, 65, 101565. pa ge 1 pa ge 6 american journal of multidisciplinary research and innovation (ajmri) the mediating effect of job satisfaction on the relationship between transformational leadership and organizational commitment rhea evelyn c. sarona1*, rey g. doble1 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4473 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: february 08, 2025 accepted: march 06, 2025 published: april 22, 2025 this study determined the mediating effect of job satisfaction on the relationship between transformational leadership and organizational commitment among public-school teachers in the division of davao del sur. using a non-experimental quantitative research design, the study employed descriptive-correlational techniques and statistical tests, including mean, pearson r, and sobel z test. data were gathered using structured questionnaires distributed to a sample selected through stratified random sampling, ensuring representation from various schools within the division. the findings revealed notably high levels of transformational leadership, organizational commitment, and job satisfaction among the teacher-respondents. results indicated correlations between transformational leadership and both organizational commitment and job satisfaction, as well as a significant correlation between job satisfaction and organizational commitment. moreover, job satisfaction was found to have a partial mediating effect, as demonstrated by the sobel z test. these findings align with social exchange theory, highlighting how transformational leadership positively influences job satisfaimpacts organizational commitment. this research provides valuable insights into leadership dynamics, emphasizing the critical role of transformational leadership in fostering enhanced employee attitudes and commitment within educational settings. keywords job satisfaction, mediating effect, organizational commitment, philippines, transformational leadership 1 department of education (deped), philippines * corresponding author’s e-mail: rheaevelynsarona@gmail.com introduction in the educational landscape, organizational commitment among public school teachers is a crucial determinant of institutional effectiveness and teacher retention. despite its significance, challenges persist in aligning teachers’ commitment with the transformative vision of educational leaders. drawing on the findings of hussain et al. (2023), which highlight the persistent issue of organizational commitment among educators, it becomes evident that fostering a sense of dedication and loyalty among teachers remains an ongoing challenge. this underscores the need for further investigation into the factors influencing teachers’ commitment levels and leadership practices’ potential role in effectively addressing this issue. corollary to this, organizational commitment plays a crucial part in assessing if an employee will remain within the group for an extended duration of time. thus, the research confirms that an effective and continuous commitment significantly mediates the relationship between career advancement and employee intention to leave. crucially, when people are dedicated to their firm, they share the organization’s aspirations, purpose, and objectives, boosting motivation. they work harder to become self-sufficient, set higher goals, and achieve more. additionally, teachers’ organizational dedication is essential to the school’s continued existence. therefore, it shows an employee’s attitude and sincerity (al balushi et al., 2022; aprilyansyah & djamil, 2023). moreover, research shows a strong positive relationship between transformational leadership and organizational commitment. transformational leaders inspire and motivate employees, fostering loyalty and dedication, which is vital for long-term success. practices like individualized consideration and inspirational motivation help employees align their personal goals with organizational objectives, enhancing commitment. by building trust and engagement, transformational leaders encourage more significant investment in roles, improving organizational cohesion and productivity and boosting overall performance ( jiatong et al., 2022; li & liu, 2020; susilawati et al., 2021). recent studies reveal that transformational leadership significantly boosts job satisfaction by creating a supportive and inspiring work environment. this leadership style fosters innovation, empowers employees with autonomy, and builds mutual trust and respect. by valuing and recognizing employees, transformational leaders enhance motivation and fulfillment. they promote cooperation and resilience in facing challenges through charisma and teamwork, aligning leadership practices with employee satisfaction and commitment. additionally, the emphasis on personal development and individualized support contributes to a sense of belonging and loyalty, further strengthening job satisfaction and organizational commitment (celeste, 2020; kotamena et al., 2020; chen et al., 2021; mahzan & nordin, 2021; needle, 2021). in addition, research highlights a positive correlation between job satisfaction and organizational commitment, where higher levels are associated with more significant commitment to the organization. employees who are satisfied with their roles have a higher chance of being deeply attached to their organization, resulting in pa ge 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 increased commitment. this relationship is crucial in ensuring employees remain dedicated and motivated to contribute to organizational goals. job satisfaction, influenced by work conditions, leadership, and career growth opportunities, significantly impacts employees’ commitment to their employers. moreover, when employees experience job satisfaction, they are more prone to act in specific ways that benefit the organization, including improved performance and higher retention rates. thus, fostering a work environment that maximizes job satisfaction is a key strategy for enhancing organizational commitment (alif hiola & hanurawan, 2022; goetz & wald, 2022; sacramento, 2023). moreover, recent research highlights key gaps in understanding the relationship between transformational leadership, job satisfaction, and organizational commitment. studies emphasize the importance of examining this dynamic in diverse cultural and industry contexts, as most research has been conducted outside the philippines, particularly in western or non-educational settings. for example, research from pakistan suggests that the generalizability of findings across cultures and organizational sectors remains unclear (chen et al., 2021; khan et al., 2022). in addition, there is a limited exploration of contextual factors such as tenure, organizational focus, or the public education sector and how these may influence the mediating role of job satisfaction. consequently, existing studies emphasize the need for more localized investigations to address these gaps, including longitudinal research designs and sector-specific analyses to clarify causal relationships and applicability. furthermore, the research gap is evident in the lack of studies examining the mediating effect of job satisfaction on the relationship between transformational leadership and organizational commitment, particularly among public school teachers in the division of davao del sur. while prior research has addressed these variables in various contexts, empirical evidence within the educational setting of davao del sur remains scarce. therefore, understanding how transformational leadership shapes job satisfaction and organizational commitment in this unique setting is critical for addressing the challenges educators face in this division (khoso et al., 2021; malik & shahzad, 2022). thus, the urgency of this study lies in its effort to address critical gaps in understanding the interconnectedness of these three variables (transformational leadership, job satisfaction, and organizational commitment). teachers are essential in determining the direction of education, and their satisfaction and commitment significantly influence student outcomes and institutional success. despite existing studies in broader contexts, educators’ unique challenges in this division, such as resource limitations and cultural factors, remain underexplored. by identifying how transformational leadership fosters job satisfaction and enhances organizational commitment, this research aims to provide evidencebased insights to support leadership development and improve teacher retention, ultimately contributing to the advancement of public education in the philippines. research objectives the main goal of the research is to find out the mediating effect of job satisfaction on the relationship between transformational leadership and organizational commitment among public elementary school teachers in the department of education, division of davao del sur. the investigation responded to the following objectives to measure the level of transformational leadership in terms of 1. charisma, 2. social, 3. vision, 4. transactional, 5. delegation,and 6. execution. to measure the level of organizational commitment in terms of 1. affective commitment, 2. continuance commitment,and 3. normative commitment. to measure the level of job satisfaction among public school elementary teachers. to measure the significant relationship between : 1. transformational leadership and organizational commitment, 2. transformational leadership and job satisfaction, and 3. job satisfaction and organizational commitment. to find out the mediating effect of job satisfaction on the relationship between transformational leadership and organizational commitment. literature review this section covers topics organized by themes, drawing from books, journals, articles, and other credible sources found in academic papers and research. these references support a more detailed explanation of each aspect of the study, offering a deeper understanding and additional insights into the topic. transformational leadership in the existing literature, transformational leadership mediates the connection between self-concept and organizational commitment in caraga, davao oriental, highlighting its pivotal role in shaping teachers’ attitudes and dedication. the study suggests that fostering a positive self-concept and a strong sense of belonging through transformational leadership practices can lead to a more committed and effective teaching workforce in these districts. moreover, transformational pa ge 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 leadership significantly impacts teachers’ self-efficacy, job performance, and subsequent organizational commitment among public school teachers in region xi, philippines. this implies that by fostering a supportive and inspiring work environment through transformational leadership practices, the department of education can enhance teachers’ commitment and overall effectiveness in the region’s public schools (cabayag & guhao, 2024; jeck & apostol, 2024). moreover, transformational leaders drive change, create a revelation of a better upcoming, and inspire their followers to enhance their abilities. studies show that transformational leadership promotes organizational innovation and positively impacts staff performance by motivating and inspiring others. managers must foster positive communication and relationships with employees to ensure they align with the company’s goals. individual consideration in transformational leadership positively impacts employee performance through personalized support and encouragement (asbari et al., 2020; o’reilly & chatman, 2020; top et al., 2020). thus, the works on transformational leadership underscores the effectiveness of this leadership style in establishing a constructive workplace in any organization, a point emphasized in this research study. moreover, when leaders understand how to motivate their employees, it leads to happiness and fulfillment in their roles and responsibilities. consequently, this factor becomes essential in promoting job satisfaction among workers, particularly in organizations like the department of education, where achieving high efficiency and productivity in operations is crucial. organizational commitment organizational commitment creates an environment that values continuous learning, public service motivation, and supportive leadership, which can lead to higher commitment and performance among private schools’ library personnel in region xi, philippines. these factors are essential in shaping workers’ dedication and effectiveness throughout an entity that collaborates for a specific goal. hence, positive organizational culture and good organizational health are crucial factors for enhancing commitment among davao prison and penal farm correctional officers. to enhance commitment, researchers suggest leadership training for supervisors and developing a reward system for employees to motivate them and maintain commitment as intrinsic and extrinsic work values are significant to organizational commitment in the university of mindanao tagum college (arsenal et al., 2021; caballero & guhao, 2020; taganas & nabe, 2023). furthermore, organizational commitment is closely tied to a person’s organizational behavior, shaping their identity. enhancing teachers’ commitment can be accomplished by enhancing teamwork, implementing situational leadership strategies, and fostering selfefficacy. utilizing effective management and leadership approaches is essential for boosting employee commitment and improving performance. emotional intelligence is a key factor in organizational commitment, highlighting the significance of employing strategic human resource management practices (bancoro, 2023; buñao & dura, 2023; koswara et al., 2021). thus, gathered literature on organizational commitment shows that it is an effective variable to boost the workers’ work workers’ work performance if appropriately managed by leaders. moreover, it has a significant role in minimizing the attrition rate of employees. thus, the employees’ desire to remain in their jobs can create more experienced and brilliant workers as they would learn daily on their jobs. on the other hand, these workers have enthusiasm and trouble-shooting skills and are always an asset in a specific type of organization. job satisfaction academics and practitioners alike have come to acknowledge the value of job satisfaction because it helps predict important outcomes related to organizational effectiveness. moreover, it is a crucial first step in reaching more excellent standards of output, responsiveness, quality, and recognition in service. in addition, job satisfaction plays a crucial role in mediating the relationship between teamwork skills and the work values of elementary public school teachers in davao del sur, highlighting the importance of fostering a positive work environment and effective team dynamics to enhance overall job satisfaction and work values among teachers (ali & anwar, 2021; sessa & bowling, 2021; quines & saycon, 2023). similarly, job satisfaction significantly influences employee performance and their perception of job safety, contributing to their dedication, adherence to instructions, and concern for themselves and others. it also reflects their feelings and attitudes toward worklife, highlighting their challenges and experiences in the workplace. a positive work environment fosters motivation, resilience, and engagement, leading to better performance and productivity. therefore, organizations prioritize improving job performance by enhancing job satisfaction, as it directly impacts employees’ well-being, job retention, and overall efficiency. in the education sector, this is particularly evident in the critical role job satisfaction plays in enhancing teaching effectiveness among public secondary school teachers in the davao region, as demonstrated by previous studies (dziuba et al., 2020; katebi et al., 2021; seville & guhao, 2023). materials and methods the study’s target population comprised 2660 public school elementary teachers affiliated with deped-region xi. these educators are permanent teachers who formed a diverse group within the education sector, sharing typical roles in shaping young minds, managing complex classroom dynamics, and upholding the responsibility of providing quality education. to determine the sample pa ge 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 size, the raosoft calculator was employed, a method commonly utilized to ensure adequate representation within the population. the recommended sample size was 336 public school elementary teachers, and stratified random sampling was used to ensure proportional representation from different districts (simkus, 2022). this method allowed for a comprehensive exploration of transformational leadership, organizational commitment, and job satisfaction among elementary school teachers, resulting in a more diverse and robust dataset. furthermore, the criteria for including respondents consisted of permanent elementary school teachers within the specified division. in contrast, exclusion criteria may have involved teachers on leave or those not directly involved in teaching roles and located outside the division of davao del sur. withdrawal criteria included respondents who opted to discontinue participation at any study stage or those unable to complete the required data collection procedures due to unforeseen circumstances. the choice of davao del sur as the study locale was based on its relevance to investigating organizational commitment among teachers. with its diverse educational landscape and varying socio-cultural contexts, davao del sur provided an ideal setting to examine this research phenomenon within the elementary school teaching community. its geographic diversity, spanning urban and rural areas, offered various educational environments, justifying its selection as a representative locale for examining organizational commitment among teachers in public elementary schools. on the other hand, the modified survey questionnaire was the primary instrument for gathering information in this inquiry. the questionnaire has three sections: transformational leadership as an independent variable with 18 items, organizational commitment as the dependent variable with 28 items, and job satisfaction as the mediating variable with 39 items. the first section utilized a revised version of the transformational leadership survey (clark, 2011), covering dimensions such as charisma, social skills, vision, transactional leadership, delegation, and execution. the second section adopted the organizational commitment scale by allen and meyer (2004), focusing on affective commitment, normative commitment, and continuance commitment. finally, the third section incorporated a modified version of the job satisfaction questionnaire (bantigue & romero, 2017), featuring indicators such as job security, work environment, job responsibilities, and community engagement. moreover, the survey questionnaires employed a 5-point likert scale for respondents to express their agreement with statements regarding transformational leadership, organizational commitment, and job satisfaction. to interpret the responses, specific criteria were applied: mean values ranging from 4.20 to 5.00 indicated a very high level, reflecting consistent observations; means between 3.40 and 4.19 denoted a high level, indicating frequent observations; means falling within 2.40 and 3.39 suggested a moderate level, implying occasional observations; while means ranging from 1.80 to 2.39 suggested a low level, indicating rare observations. lastly, means between 1.00 and 1.79 indicated a very low level, signifying no observations. after modifications, experts in the field rigorously validated the questionnaire with a mean score of 4.35, which was interpreted as very good. subsequently, it underwent testing with a sample size of 40 respondents— transformational leadership received a cronbach alpha of .924, interpreted as excellent; organizational commitment received a cronbach alpha of .942, interpreted as excellent; and job satisfaction received a cronbach alpha result of .951, interpreted as excellent. this pilot study phase was a small-scale preliminary assessment preceding the leading research. the primary aim of this pilot study, as described by simkus (2022), was to assess the feasibility of the research design and refine its structure. this initial exploration ensured that the questionnaire aligned with the study’s objectives, allowing for necessary adjustments or improvements. by conducting this preliminary investigation, the research team could verify the questionnaire’s effectiveness, addressing any potential shortcomings or ambiguities before proceeding with the full-scale research. this strengthened the study’s foundation and bolstered its credibility. in this study, non-experimental quantitative research was used. non-experimental quantitative research investigates social phenomena without directly altering participants’ circumstances (salmons, 2023). furthermore, the pearson r correlation coefficient evaluated the degree of relationship between the variables and modified them using this descriptive, nonexperimental correlational methodology. the proximity of these variables was gauged by the correlation coefficient (r or r) (senthilnathan, 2019). furthermore, the alternative hypothesis (ha) and the null hypothesis (ho) need a significance level greater than 05. hypothesis testing was essential to ascertain whether the associations were likely strong or weak (creswell, 2012). consequently, this study conducted three regression analyses to examine mediation, where the independent variable (x) predicted the mediator (m), the mediator predicted the dependent variable (y), and x directly predicted y. mediation analysis was used to understand how these three variables interacted, following a basic mediation model that partitioned the predictor-outcome relationship into direct and indirect effects (hayes, 2009; baron & kenny, 1986). complete mediation occurred when the mediator fully explained the relationship, making the predictor-outcome link nonsignificant. in contrast, partial mediation suggested that the mediator accounted for some, but not all, of the relationship, meaning the predictor still had a direct effect on the outcome. this approach provided pa ge 10 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 a deeper understanding of the mechanisms underlying the associations among transformational leadership, job satisfaction, and organizational commitment. once endorsed by the division research office, consent letters and survey questionnaires were distributed to school principals and districts, emphasizing voluntary participation. teachers received the questionnaires directly, ensuring personal engagement during the data collection. finalized survey forms were thoroughly tested, ensuring all necessary details were included and correct before data entry into microsoft excel. the collected data underwent systematic tabulation and validation checks to ensure accuracy before preliminary analysis, reflecting a thorough and ethical research approach. the statistical techniques employed in this study provided a strong foundation for analyzing and interpreting data. mean calculations were used to describe the levels of transformational leadership, job satisfaction, and organizational commitment, summarizing their central tendencies. to determine the magnitude and direction of associations among these variables, pearson correlation coefficients were computed. this statistical method assessed the strength and nature of relationships between transformational leadership, job satisfaction, and organizational commitment. by quantifying the degree of association among these variables, pearson r provided insights into potential linkages, guiding further analysis on mediation and regression. understanding these correlations helped establish whether significant relationships existed, forming the basis for testing mediation effects and refining the study’s conceptual framework. in addition, path analysis was used to examine the mediating role of job satisfaction in the relationship between transformational leadership and organizational commitment. this advanced method decomposes the total correlation between a predictor and an outcome into direct and indirect effects. by doing so, it provides a clearer understanding of how job satisfaction influences the connection between leadership and commitment. the approach allows researchers to distinguish the direct impact of transformational leadership from its indirect effects through job satisfaction. as a result, this approach provides a clearer understanding of the relationships among the study variables. it helps distinguish direct effects from indirect effects, offering a more detailed analysis. by doing so, it enhances the interpretation of how transformational leadership, job satisfaction, and organizational commitment interact (wooldredge, 2021). additionally, the ethical framework of this study was guided by the university of mindanao ethics research committee (umerc) under protocol number umerc-2023-158, which provided comprehensive guidelines ensuring the research adhered to ethical standards. key principles included obtaining informed consent, respecting respondents’ autonomy, safeguarding privacy and confidentiality, and ensuring voluntary participation free from coercion. the framework also addressed plagiarism, fabrication, conflict of interest, deceit, and securing necessary permissions from relevant organizations. ethical considerations extended to guaranteeing participants’ protection from harm while ensuring potential benefits from their involvement. the guidelines emphasized the importance of managing technological issues during the research and appropriately crediting contributions, such as recognizing the statistician, research adviser as a secondary author if published, and panelists. results and discussion in light of the aforementioned research goals, this section presented, examined, and evaluated the information gathered from the respondents about organizational commitment, transformational leadership, and job satisfaction. the following order was used to discuss the levels of transformational leadership, organizational commitment, and job satisfaction: correlations between transformational leadership and organizational commitment, correlations between transformational leadership and job satisfaction, correlations between job satisfaction and organizational commitment, and the mediating role of job satisfaction on the relationship between organizational commitment and transformational leadership. transformational leadership table 1 emphasized the level of transformational leadership among teachers, with a standard deviation of less than 1.00, indicating consistency in respondents’ perceptions. the overall mean score of 4.23, categorized as very high, reflects an admirable level of transformational leadership. among the indicators, social scored the highest with a mean of 4.35, which was designated as very high, showcasing teachers’ exceptional interpersonal skills and ability to foster effective relationships. similarly, charisma received a very high rating with a mean of 4.27, suggesting that teachers are perceived as inspiring and capable of building trust and admiration. the indicator vision also scored very high, with a mean of 4.26, emphasizing the teachers’ ability to set clear directions and articulate institutional goals. execution, with a mean of 4.23, maintained a very high label, reflecting effectiveness in implementing plans and achieving targets. table 1: summary table on the level of transformational leadership indicators sd mean descriptive level charisma 0.60 4.27 very high social 0.49 4.35 very high vision 0.56 4.26 very high transactional 0.55 4.18 high delegation 0.59 4.09 high execution 0.58 4.23 very high overall 0.36 4.23 very high pa ge 11 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 on the other hand, transactional leadership, with a mean of 4.18, was rated high, indicating that while teachers are effective in task monitoring and performancebased rewards, these traits are perceived as slightly less prominent than transformational aspects. lastly, delegation scored the lowest among the indicators, with a mean of 4.09, also designated as high, suggesting a need for improvement in empowering others through shared responsibilities. overall, the findings reveal a very high level of transformational leadership, particularly in social interaction, charisma, and vision, with slight areas for growth in transactional practices and delegation. these results highlight the strengths of the teachers’ leadership while identifying opportunities for further enhancement. moreover, the very high-level social result indicates that public teachers’ substantial social support speaks volumes about the trust, respect, and deep-rooted connection they share with their communities. this trust underscores their role as reliable figures who guide academics and extend to caregiving, mentorship, and advocacy for overall well-being. teachers build cohesive, resilient communities by fostering positive relationships, promoting inclusivity, addressing social and emotional needs, and nurturing a positive school culture that enhances learning outcomes and societal development. their multifaceted role highlights the profound impact of educators on individuals, communities, and society as a whole, emphasizing the importance of holistic personal growth and community resilience in education. this assumption reflects the findings presented in the study of kotamena et al. (2020), who concluded that teamwork, communal regard, cooperation, and reference are all tools that transformational leaders use to help their followers reach their personal and professional goals. additionally, this is consistent with the findings of heenan et al. (2023), who demonstrated that transformational school leadership is a beneficial leadership approach closely associated with its positive effects on school staff and the overall school culture. they highlighted that heightened staff motivation and cultivating a more positive school culture emerge as primary outcomes of transformational leadership within educational settings. similarly, the very high-level result of charisma indicates that teachers possess charisma and foster an expanding network of trust and reliance, which suggests profound implications. charismatic teachers naturally become influential leaders within their educational communities, inspiring confidence and engagement through effective communication, expertise, and engaging personality. this charisma contributes to a positive learning environment, encourages collaboration among colleagues and stakeholders, and fosters continuous professional development. students benefit from heightened engagement and motivation, while the broader educational landscape experiences a ripple effect of positive influence, shaping future leaders and innovators. ultimately, charisma among teachers enhances their effectiveness and elevates the overall quality and impact of education within communities. this aligns with the argument of o’reilly and chatman (2020), who asserted that transformational leaders question existing norms, offer a compelling vision for the future, and encourage their followers to actively contribute to creating a better world. they emphasized that such leaders motivate and inspire individuals to transcend the present limitations and work toward achieving long-term goals. moreover, the role of transformational leaders is vital in fostering innovation and progress within organizations by consistently challenging conventional approaches. by envisioning a brighter future, they empower their followers to embrace change and strive for continuous improvement. furthermore, the exceptionally high rating of vision as a component of transformational leadership implies that teachers are adept at helping others understand new and complex concepts and possess a forward-thinking approach that inspires innovation and progress. this suggests that teachers, equipped with a clear vision for educational growth and improvement, are proactive in seeking opportunities to support students and colleagues in navigating challenging material. their ability to articulate and implement a vision for academic success fosters a dynamic learning environment where students are encouraged to explore, question, and engage deeply with content. corollary to this, this emphasis on vision underscores the transformative role of teachers in shaping the future of education by instilling a sense of purpose, direction, and aspiration among learners and peers alike. hence, this supports bachtiar (2019), who described transformational leadership as a stage in which leaders and subordinates collaborate to boost morale and high motivation within the organization. moreover, the results align with kareem and colleagues’ argument (2023), indicating that transformational leadership significantly influences the various forms of commitment educators exhibit in school education. the high level of execution in transformational leadership suggests that teachers are proficient in their tasks and excel in coaching and providing feedback to colleagues, particularly regarding reports, task accomplishments, and planning complex activities. this implies a culture of continuous improvement and collaboration within educational institutions, where teachers actively support and guide each other to enhance performance and achieve shared goals. the emphasis on execution underscores the importance of effective communication, accountability, and teamwork among educators, leading to greater efficiency, innovation, and overall success in delivering quality education and meeting organizational objectives. this is consistent with the assertion made by lin et al. (2020), who emphasized that feedback not only boosts employee happiness and a sense of success but also pa ge 12 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 regulates the impact of challenging stressors, ultimately fostering a thriving work environment. their findings underscore the significance of constructive feedback mechanisms in promoting resilience, motivation, and overall well-being among educators and organizational members. distinctively, the high transactional rating, albeit lower than the other four indicators of transformational leadership, indicates that educators prioritize recognizing and rewarding stakeholders and colleagues for achieving challenging tasks. this emphasis on acknowledging and incentivizing success fosters a positive and motivating work environment, encouraging individuals to strive for excellence and contribute meaningfully to the organization’s goals. while transactional leadership focuses on tangible rewards for performance, its integration with transformational leadership elements ensures a balanced approach that combines motivation through recognition and intrinsic fulfillment with external incentives, leading to enhanced morale, engagement, and productivity among educators and stakeholders. this aligns with kwapisz’s (2019) premise that transformational leadership may significantly impact contextual performance. followers who are inwardly motivated to accomplish more than just what is required and who are reinforced by contingent rewards are, therefore, more likely to report high satisfaction with the supervision they receive. hence, the high rating of delegation among teachers implies a strong trust in their colleague’s and stakeholders’ abilities to achieve goals autonomously. this fosters a culture of empowerment and creativity, where teachers refrain from micromanaging and instead encourage innovative problem-solving approaches. by delegating responsibilities effectively, educators promote a sense of ownership and accountability among team members and free up valuable time and resources to focus on strategic initiatives and professional development. this delegation-oriented approach aligns with collaborative and growth-oriented leadership principles, leading to increased efficiency, creativity, and overall success within educational institutions. this is by the proclamation made by rudianto et al. (2023), who maintained that delegation of authority is the delegation of part of the job or authority by the leader (authority) to the leader (receiver of authority) for the recipient of authority to function as a member for the master. this finding is in keeping with their assertion. it is the mediation of a leader’s strength, responsibility, and obligation to accomplish particular duties. organizational commitment the data in table 2 illustrates the level of organizational commitment among public elementary schools in davao del sur, with an overall mean score of 3.70, categorized as high. this indicates that the respondents generally exhibit a strong commitment to their organizations. among the specific indicators, both continuance and normative commitments achieved the highest mean scores of 3.77; each described as high. this suggests that teachers are inclined to remain in their roles due to a perceived cost of leaving (continuance commitment) and a sense of obligation or loyalty to their organization (normative commitment). meanwhile, affective commitment, with a mean score of 3.57, also interpreted as high, indicates that teachers have an emotional attachment to their organization. however, this aspect scored slightly lower than the others. in summary, the results reflect a generally high level of organizational commitment across all dimensions, with continuance and normative commitment emerging as the most substantial contributors. while affective commitment remains strong, it presents an opportunity for fostering deeper emotional connection and engagement within the organization. table 2: summary table on the level of organizational commitment indicators sd mean descriptive level affective commitment 0.56 3.57 high continuance commitment 0.53 3.77 high normative commitment 0.51 3.77 high overall 0.45 3.70 high delegation 0.59 4.09 high execution 0.58 4.23 very high overall 0.36 4.23 very high consequently, the high continuance commitment among teachers indicates a strong loyalty and attachment to their department or institution, driven by concerns about potential losses associated with leaving. this implies that teachers may prioritize stability and security in their careers, valuing aspects such as status, income, friendships, and social standing that they would potentially lose if they departed. while continuance commitment underscores a degree of stability within the teaching workforce, it also suggests the significance of cultivating a supportive and fulfilling work environment that retains teachers based on fear of loss and cultivates genuine engagement, satisfaction, and professional growth, ensuring long-term retention and organizational success. this notion has been related to the inquiry by rubel et al. (2021), who noted that continuance commitment emphasized the importance of devoted staff, like teachers, in organizational success amidst economic challenges. these committed individuals, driven by loyalty and attachment, go beyond expectations, enhancing productivity, innovation, and competitiveness. their dedication ensures organizational resilience and growth, emphasizing the need for organizations to acknowledge pa ge 13 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 and foster such commitment for sustained success in dynamic business environments. thus, the very high level of normative commitment among educators, as a contributory factor to organizational commitment, signifies a deep-seated belief in the value of loyalty to their current organization and profession. this implies that educators, prioritizing their responsibilities to the field of education, are less inclined to pursue opportunities in other industries. this commitment to their profession fosters stability within educational institutions and cultivates a sense of purpose and dedication that positively impacts teaching quality, student outcomes, and overall institutional success. however, organizations must also ensure that this commitment is met with adequate support, recognition, and opportunities for growth to sustain long-term engagement and effectiveness among educators. this finding aligns with phungula et al. (2022), who stated that employees develop a strong bond with their organization, leading to a sense of connection, belonging, and understanding of organizational goals and roles. this deep connection fosters normative commitment, as seen in educators prioritizing their responsibilities and feeling strongly about their profession. when employees feel aligned with their organization’s purpose and values, they are likelier to remain loyal and dedicated, contributing positively to organizational success and cohesion. the insights presented highlight the importance of fostering a sense of belonging and purpose to enhance organizational commitment and employee retention. additionally, the high rating of affective commitment among educators implies a deep emotional connection to their department, driven by a strong alignment between its mission and personal beliefs and goals. this signifies that educators not only find purpose and meaning in their work but also feel comfortable and fulfilled in their roles within the department. such a strong emotional bond promotes a positive work atmosphere, boosts job satisfaction, and promotes retention, as educators are motivated by their passion for the department’s mission and contributions to achieving its objectives. this level of affective commitment reinforces the importance of aligning organizational values with individual values to cultivate a committed and engaged workforce. this postulation is consistent with the thinking of haider et al. (2019), who posited that affective commitment reflects employees’ emotional attachment to the organization, stemming from a sense of belonging and alignment with organizational aims and values. this view aligns with the notion that affective commitment represents employees’ deep dependence on the organization, driven by their emotional connection to its mission and principles. such a perspective underscores the significance of fostering a workplace environment where employees feel emotionally connected and linked with the organization’s goals, resulting in increased commitment, happiness, and retention. job satisfaction table 3 underlined job satisfaction among public elementary school teachers in the division of davao del sur, with an overall mean score of 4.07, which was described as high. this indicates that the respondents consistently experience job satisfaction. among the specific factors, the work environment scored the highest mean of 4.18, which is interpreted as high, suggesting that teachers perceive their workplace as conducive and supportive. community engagement, with a mean of 4.12 and also categorized as high, reflects teachers’ positive views on their interactions and collaboration with the community. job responsibilities scored a mean of 4.09, likewise designated as high, indicating that teachers find fulfillment in their roles and tasks. lastly, security received the lowest mean score among the factors at 3.90 but is still interpreted as high, suggesting that while teachers feel a reasonable level of job stability, this area may require further strengthening. in summary, the findings reveal a generally high level of job satisfaction across all indicators, with the work environment being the most significant contributor. while security remains positively rated, it presents an opportunity for improvement to enhance overall job satisfaction among teachers further. table 3: summary table on level of job satisfaction indicators sd mean descriptive level security 0.42 3.90 high work environment 0.49 4.18 high job responsibilities 0.52 4.09 high community engagement 0.47 4.12 high overall 0.35 4.07 high execution 0.58 4.23 very high overall 0.36 4.23 very high thus, teachers’ high job satisfaction indicates positive sentiments towards their work, reflecting a deep sense of achievement and success in their roles. this implies that educators experience fulfillment and contentment in their professional endeavors, which can cause higher motivation, productivity, and commitment. high job satisfaction fosters creativity, collaboration, and wellbeing among educators, enhancing retention, attracting talent, and promoting a culture of excellence in educational institutions. this idea is supported by oco (2022), who discovered that job attributes such as work itself, recognition, and promotion opportunities in which workers may have positive attitudes define job satisfaction. moreover, the federico (2020) study also proved that job satisfaction improves class performance and productivity in schools, so teachers are more motivated to teach their students effectively. finally, as glaveli et al. (2023) pa ge 14 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 opined, being content with the job leads teachers to work more enthusiastically, making them less prone to stress and burnout. correlations between transformational leadership and organizational commitment table 4 opined that transformational leadership and organizational commitment were shown to have an interrelationship at a .05 level of significance. for an overall r-value of.190, with a corresponding p-value of <.05, the alternative hypothesis was supported by disproving the null hypothesis. the actual association between transformational leadership and organizational commitment can be expressed as affective commitment .165, continuance commitment .140, and normative commitment .172. the same organizational commitment indicates that transformational leadership also positively correlates with r-values of .105 for charisma, .140 for social, .162 for vision, .182 for transactional, .080 for delegation, and .077 for execution. the findings have confirmed that the two variables have a strong linear relationship, affirming the alternative hypothesis of this study. table 4: significance of the relationship between transformational leadership and organizational commitment transformational leadership organizational commitment overall affective commitment continuance commitment normative commitment charisma .085*(.080) .086*(.076) .090*(.064) .105*(.032) social .136*(.005) .119*(.014) .096*(.048) .140*(.004) vision .116*(.017) .141*(.004) .152*(.002) .162*(.001) transactional .176*(.000) .126*(.010) .156*(.001) .182*(.000) delegation .077*(.114) .028*(.572) .095*(.050) .080*(.102) execution .060*(.218) .053*(.277) 080*(.102) .077* (.117) overall .165*(.001) .140*(.004) .172*(.000) .190*(.000) as a result, the null hypothesis is rejected, which indicates a significant association between transformational leadership and organizational commitment and shows the importance of visionary, supportive leadership in instilling educator commitment. the positive correlation of transformational leadership indicators and commitment types (affective, continuance, normative) emphasize the effect on empowering leaders. this reciprocal relationship, where commitment also correlates with leadership attributes like charisma, social support, vision, transactional skills, delegation, and execution, emphasizes the mutual influence of effective leadership and committed employee behaviors. investing in developing transformational leadership skills can enhance the results corroborate ozkaya and akin’s (2023) assertion regarding the critical role of teacher dedication in institutional success. they highlight how transformational leadership behaviors exhibited by managers can significantly enhance instructors’ organizational commitment. this alignment emphasizes the importance of empowered and dedicated educators, underscoring their pivotal role in achieving institutional goals. by fostering a culture of responsibility and engagement through transformational leadership, educational institutions can harness the full potential of their educators, leading to improved outcomes and overall success. in addition, this lends credence to the findings of lara (2022), which state that workers whose managers spread alert qualities like expressing a pronouncement about incredible future changes and holding onto an atmosphere where the employees are convinced that an individual effort goes a long way in accomplishing the goal of the task or affecting strategic, administrative, or operational organizational results are more likely to enjoy higher levels of psychological empowerment, which, in turn, increases their commitment to the organization. correlations between transformational leadership and job satisfaction the relationship between transformational leadership and job satisfaction is indicated in table 5. as illustrated in the table, the indicators of transformational leadership correlate positively with job satisfaction, with a total r-value of .266 and a p-value of <0.05, thus indicating the rejection of the null hypothesis. statistically, all transformational leadership indicators positively correlate to job satisfaction: p-value <0.05, overall r-value .155 for security, .221 for the work environment, .238 for job responsibilities, and .162 for community engagement. on the other hand, the data demonstrates that all indicators of job satisfaction are positively correlated with transformational leadership, as evidenced by the p-value of <0.05 and the overall r-values of.167 on charisma,.207 on social, .171 on vision, .186 on transactional, .134 on delegation, and .172 on execution. therefore, it has been established that transformational leadership is strongly associated with job satisfaction. as pa ge 15 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 a result, the null hypothesis (that there is no statistically significant association between transformational leadership and job satisfaction) is rejected in favor of the study’s alternative hypothesis. thus, the significant positive correlation between transformational leadership and job satisfaction highlights the crucial impact of visionary and supportive leadership behaviors on educators’ job satisfaction. this association across various aspects like security, work environment, responsibilities, and community engagement underscores the multifaceted influence of transformational leadership styles. when educators perceive their leaders as inspirational and capable of fostering a positive work environment, their job satisfaction tends to be higher. moreover, the reciprocal relationship observed, where job satisfaction correlates with attributes like charisma, social support, vision, and delegation, emphasizes the mutual impact of effective table 5: significance of the relationship between transformational leadership and job satisfaction transformational leadership job satisfaction security work environment job responsibilities communi ty engagement overall charisma .132*(.007) .170*(.000) .112*(.021) .078*(.109) .167*(.001) social .157*(.001) .199*(.000) .135*(.006) .121*(.013) .207*(.000) vision .057*(.244) .143*(.003) .170*(.000) .119*(.014) .171*(.000) transactional .122*(.012) .142*(.003) .166*(.001) .115*(.019) .186*(.000) delegation .090*(.064) .093*(.057) .136*(.005) .072*(.141) .134*(.006) execution .048*(.327) .118*(.015) .201*(.000) .125*(.010) .172*(.000) overall .155*(.001) .221*(.000) .238*(.000) .162*(.001) .266*(.000) table 6: significance on the relationship between job satisfaction and organizational commitment job satisfaction organizational commitment affective commitment continuance commitment normative commitment overall security .165**(.001) .189**(.000) .233**(000) .232**(.000) work environment .139**(.004) .171**(.000) .226**(.000) .212**(.000) job responsibilities .075*(.124) .135**(.005) .187**(.000) .156**(.001) community engagement .117*(.017) .165**(.001) .229**(.000) .201**(.000) overall .164**(.001) .222**(.000) .295**(.000) .269**(.000) leadership and satisfied employee behaviors. investing in developing transformational leadership skills can significantly improve job satisfaction, engagement, and overall well-being among educators, resulting in enhanced performance. it agrees with the study of aprileani and abadi (2022), which showed that transformational leadership positively affects job satisfaction. furthermore, this is indicated in the research findings of abelha et al. (2018), who suggested that the gender of the follower moderated the extent of the effect of transformational leadership on employee satisfaction in favor of females. additionally, the study expands the knowledge of organizational contextual factors that intensify transformational leaders’ influence on employee attitudes, providing control for individual differences. in addition, the findings align with the pronouncement of khan et al. (2020), who emphasized that leadershipstyle transformations were significantly responsible for employee job satisfaction in all five dimensions. the research reiterates that a leader’s traits are significant determinants of job satisfaction by the employee. among the myriad leadership competencies that the diverse environments call for is fairness in judgment and satisfaction for employees of all ages. correlations between job satisfaction and organizational commitment table 6 displays the test’s findings of the association between job satisfaction and organizational commitment. as stated in the hypothesis, the link was assessed at a significance level 0.05. as a result, the findings show that all job satisfaction metrics and organizational commitment have a positive linear connection. as a result, the total correlation between job satisfaction and organizational commitment is positive (0.27). the indicator of affective commitment has an overall r-value of 0.16 and a p-value < 0.05. continuance commitment has an overall r-value of 0.22 (p-value < 0.05), while normative commitment has an overall r-value of 0.30 (p-value < 0.05). therefore, the null hypothesis, which states that there is no pa ge 16 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 statistically significant relationship between job satisfaction and organizational commitment, is rejected in favor ofthe alternative hypothesis of the study. thus, these results highlight how crucial it is to create a productive workplace that puts employee happiness first, directly contributing to enhancing organizational commitment. when workers are happy with their jobs, they have a higher chance to exhibit emotional, calculative, and normative commitment leads to increased engagement, loyalty, and overall organizational success. this underscores the need for organizations to invest in initiatives that promote job satisfaction and foster a culture of commitment among their workforce. the finding lends credence to the erudition of hedayat et al. (2018), who suggested that managers focus primarily on the necessary traits and conditions to foster job satisfaction and organizational commitment and that the findings of this study be applied to both office workers and scholars. the results support that managers should focus primarily on the qualities and requirements to foster work satisfaction and organizational commitment. workers exhibit a far higher level of dedication to their organization if they have a significant chance to manage the work they accomplish. mediation analysis of the three variables the medgraph received the data following linear regression analysis. a variable’s mediating influence on the correlation between two other variables is referred to as the mediation analysis developed by baron & kenny (1986). in addition, there are four steps in mediation analysis before the third variable is deemed a mediator. the steps are arranged from step 1 to step 4 in table 5. with an unstandardized beta value of.24, step 1 shows the significant direct relationship between transformative leadership and organizational commitment. in step 2, transformational leadership exhibits a noteworthy direct impact on job satisfaction with an unstandardized beta coefficient of .26, the mediator (m). further, step 3 displayed the analysis’s findings with an unstandardized beta coefficient of .30, which suggests that job satisfaction significantly predicts the organizational commitment of public school teachers. mediation analysis using medgraph would be further executed to ascertain the importance of the mediation effect given the correlation between paths a, b, and c. the sobel z-test is used in this investigation. when the independent variable’s impact on the dependent variable is no longer significant after the analysis, complete mediation is said to have occurred. consequently, all of the effects may be explained by the mediation variable. when an indirect effect was present, but the direct effect was absent, it indicated a scenario of complete mediation. if (c’) (the direct effect) equaled zero in the presence of the mediator variable (m) then complete mediation was considered to have occurred (sidhu & bhalla, 2021). moreover, the partial mediation result indicates that although job satisfaction partially mediates the table 7: regression analysis showing the influence of overall transformational leadership on organizational commitment as mediated by job satisfaction step path b s.e. β 1 c .235 .059 .190*** 2 a .260 .046 .266*** 3 b .298 .062 .235*** 4 c’ .158 .060 .128*** * p<0.05 relationship between transformational leadership and organizational commitment among public school teachers, there are still direct effects, which carry important implications. this finding suggests that while job satisfaction significantly enhances organizational commitment, other factors beyond job satisfaction also influence teachers’ commitment levels. therefore, besides improving job satisfaction through supportive leadership practices, educational institutions should consider addressing other potential factors that directly impact organizational commitment. additionally, the purpose of the present study was to contribute to our understanding of the indirect influence of job satisfaction on the relationship between organizational commitment and transformational leadership. overall, the study’s findings lend credence to purwanto’s (2021) knowledge and conclusion that organizational commitment, transformational leadership, and organizational justice are significantly mediated through job satisfaction. consequently, transformational leadership boosts organizational commitment, which is partly mediated by job satisfaction. while partial mediation was found in this study, it is a plus for the literature on the mediating effect of job satisfaction on the relationship between transformational leadership and organizational commitment. the findings of this study correspond with and support baron and kenny’s (1986) mediation guidelines, according to which job satisfaction may be construed as acting as a positive and significant full mediator between transformational leadership and organizational commitment. hence, the mediation analysis examined the paths between job satisfaction and organizational commitment, as well as transformational leadership and organizational commitment. the findings supported nugraha and dewi’s (2022) framework, which hypothesized that job satisfaction partially mediates the influence of transformational leadership on organizational commitment. this suggests that while transformational leadership directly impacts organizational commitment, job satisfaction enhances this effect. improving organizational commitment is closely tied to leadership style, as leadership involves influencing others to align with desired goals. leaders who foster a positive work environment and job satisfaction contribute pa ge 17 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 significantly to higher levels of commitment and overall organizational success. partial mediation occurs when the independent variable significantly impacts the dependent variable despite the mediator, indicating both direct and indirect effects (sidhu & bhalla, 2021). in this study, job satisfaction partially mediated transformational leadership. in table 8, step 4 showed a significant unstandardized beta coefficient of.158 (p < .05), confirming mediation. the sobel test (z = 3.67, p <.05) indicated partial mediation, reducing but not eliminating the effect. this aligns with metaferia et al. (2023), who found table 8: results of statistical analysis on presence (or absence) of mediating effect combination of variables sobel z p-value mediation transformational leadershipjob satisfactionorganizational commitment 3.679010 <0.001 partial mediation * p<0.05 transformational leadership influences organizational commitment, linking leadership styles to teachers’ affective commitment. additionally, figure 2 presents the effect-size computation for the mediation test involving transformational leadership (tl), job satisfaction ( js), and organizational commitment (oc). the effect size indicates the extent to which the indirect path may have been responsible for the impact of transformational leadership on organizational commitment. the indirect effect was calculated as .26, which represents the product of the initial beta between transformational leadership and job satisfaction. this then operates through job satisfaction on organizational commitment, with a representing the path between transformational leadership and job satisfaction, and b representing the path between job satisfaction and organizational commitment. the total effect was .24, reflecting the coefficient beta for transformational leadership on organizational commitment. the direct effect beta for transformational leadership on organizational commitment, when job satisfaction was included in the regression, was .16. this analysis illustrates the relationship and mediation of job satisfaction in the leadership-commitment link. therefore, the indirect effect of the overall contribution towards transformational leadership and organizational commitment was examined in detail. after determining the indirect effect as .26, it was divided by the total effect of .24 to calculate a ratio index. the computation (0.26 ÷ 0.24 = 1.08), when multiplied by 100, resulted in 108.33%. this finding suggests that job satisfaction mediates 108.33% of the observed effect of transformational leadership on organizational commitment. the results highlight the substantial influence of job satisfaction in shaping this relationship. however, partial mediation is observed, as the direct effect remains statistically significant. this underscores the importance of fostering job satisfaction as a key factor in enhancing organizational commitment through transformational leadership. these findings align with ado’s (2021) research, which also found that job satisfaction partially mediated the relationship between transformational leadership and organizational commitment. this highlights the crucial role of job satisfaction in strengthening the impact of leadership styles on organizational commitment. mediation analysis sobel z 3.679010, p<0.01** percentage of the total effect that is mediated 32.894990% ratio of the indirect to direct effect .490202 figure 2: medgraph showing the variables of the study pa ge 18 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 however, partial mediation suggests that additional factors influence organizational commitment beyond leadership and job satisfaction. this underscores the importance of a comprehensive approach in leadership strategies to address multiple contributing factors. effective leadership should integrate various motivational techniques, professional development opportunities, and a positive work environment to maximize commitment. by fostering a workplace culture that prioritizes employee well-being, collaboration, and growth, organizations can further enhance organizational commitment and longterm success. conclusions the following conclusions are based on the study’s findings. the evidence strongly supports the null hypotheses. the study discovered extremely high levels of organizational commitment, employee engagement, and job stress among the davao del sur division publicschool teachers. notwithstanding these high levels, the study found no meaningful correlation between organizational commitment and employee engagement, job stress and employee engagement, or job stress and organizational commitment. furthermore, the study discovered that organizational commitment does not mediate the association between job stress and employee engagement. therefore, the null hypotheses are not rejected. corollary to this, based on the conservation of resources (cor) theory, the findings align with its core tenet that individuals strive to preserve and accumulate resources to cope with stressors and sustain performance. the very high levels of job stress, organizational commitment, and employee engagement observed among public school teachers suggest that while resources like personal resilience or institutional support are available, they may not be fully optimized to mediate stress effects. this insight underscores the theory’s emphasis on proactive resource management to maintain balance and mitigate stress-related impacts. recommendations based on the findings, specific recommendations are directed toward management and human resource entities. upon analyzing the data, low ratings on items like “i do not feel emotionally attached to my organization, “i feel that i have too few options to consider leaving this organization,” and “there is bickering over who should do what job” highlight issues with emotional detachment and workplace conflict. to address these, policymakers should build a more supportive environment by incorporating team-building activities, professional development, and mentorship programs that encourage a stronger emotional connection to the organization. for the deped division of davao del sur, promoting work-life balance, recognizing teacher achievements, and encouraging active involvement in decision-making can help foster emotional attachment. additionally, creating structured methods for conflict resolution and improving communication among colleagues will alleviate stress and enhance team dynamics. future research could explore the impact of school culture, leadership styles, and interpersonal conflicts on teacher commitment and stress, providing deeper insights into how these factors influence teacher retention and performance in the education system. additionally, fostering a culture of support and engagement within schools is key to addressing these issues. schools could implement regular feedback sessions where teachers feel comfortable sharing concerns and suggestions. this would allow for better communication and help teachers feel heard and valued. furthermore, enhancing school administrators’ leadership skills through professional development could equip them to manage conflicts better and support their staff, thus reducing stress and improving emotional attachment to the organization. these initiatives will contribute to creating a more cohesive and supportive working environment. acknowledgements sincere gratitude and appreciation are extended to everyone who contributed to the realization of this thesis. at the outset, honor, glory, and thanks are offered to the loving and merciful almighty father for providing good health, wisdom, and direction throughout this academic journey. deep appreciation is extended to the family, whose unwavering support made this endeavor possible. special thanks are given to ronnel kirby for his financial and emotional support and to kyzo ezekiel, whose presence served as an inspiration to work hard and succeed. gratitude is also expressed to the pillars of support— siblings marjorie, kuya jun-jun, and kuya j-r—for their motivation and encouragement. heartfelt appreciation is extended to beloved parents, papa joel and mama marydel, for their invaluable advice, moral support, and steadfast belief in the ability to succeed in this journey. the university of mindanao graduate school is acknowledged for providing invaluable guidance and knowledge, which greatly contributed to the completion of this academic endeavor. special recognition is given to dr. rey g. doble for his patience and eagerness in sharing his expertise, which played a significant role in the successful completion of this study. immense gratitude is also extended to dr. eugenio s. guhao, jr., dm, the distinguished dean of the graduate school, as well as to the esteemed panelists— dr. jocelyn bacasmot, dr. rinante genuba, dr. mary ann e. tarusan, and dr. elliene rose a. oliva, chairman of the board of panelists—for their sincerity in sharing their insights, expertise, and approbation of this research. the department of education of davao del sur is also recognized for granting permission to conduct the survey and for the cooperation of the schools that assisted in the distribution of questionnaires. sincere gratitude is pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 6-22, 2025 extended to the teachers who devoted their valuable time and effort in responding to the survey. finally, appreciation is extended to friends 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(2021). path analysis. the encyclopedia of research methods in criminology and criminal justice (pp. 515–522). https://doi.org/10.1002/9781119111931. ch105 pa ge 1 pa ge 13 4 american journal of multidisciplinary research and innovation (ajmri) examining the perceptions and challenges of mathematics homework practice of higher secondary teachers in bhutan: a mixed-methods study daw pem1* volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.5011 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 28, 2025 accepted: june 02, 2025 published: july 25, 2025 homework is an integral part of the bhutanese education system; however, there is limited empirical evidence on its effectiveness at the higher secondary level. this study examines the perceptions and challenges associated with mathematics homework among higher secondary teachers in bhutan using a convergent parallel mixed-methods design. quantitative data were collected through an online survey involving 244 teachers from 83 higher secondary schools and 320 students from one school, selected using random sampling. qualitative data were obtained through semi-structured interviews with 12 teachers. the findings indicate that both teachers and students hold positive perceptions of mathematics homework. however, teachers face several challenges, including assessing students’ homework, motivating them to complete it, and identifying authentic learners owing to students copying their homework. student responses also shed light on the underlying causes of these challenges, such as the homework overload and homework control. the study highlights the need for improved homework practices to enhance the effectiveness of mathematics homework at the higher secondary level. keywords challenges, homework, mathematics academic achievement, perceptions introduction even as we approach the third decade of the twentyfirst century, in an era of technological advancements affecting all walks of life, it seems that homework (hw) is still perceived as it always has been as an integral part of the educational system (yavich & davidovitch, 2020). it is a pedagogical instruction that extends beyond mere practice; it serves as a crucial tool for formative assessment, providing teachers with valuable insights into students’ understanding, strengths, and areas requiring additional support (cooper, 2001; cooper et al., 2006; ergen & durmus, 2021; vatterott, 2010). additionally, homework can be used to assess the effectiveness of a teacher’s teaching (güven & akcy, 2019). thus, homework is an important component of teaching and learning mathematics. although mathematics hw is an important component of mathematics education in bhutan, only a few studies have examined aspects such as homework frequency, purpose, and management in higher secondary schools (pem, 2024) and factors influencing homework completion in middle secondary schools (wangchuk & dorji, 2022). therefore, there is limited empirical evidence on mathematics homework practices at the higher secondary level in bhutan. this gap in the literature limits our understanding of how homework is perceived and implemented within higher secondary education. hence, this study aims to explore the perceptions and challenges associated with mathematics homework practices among higher secondary school teachers in bhutan. literature review students’ perception and attitude towards homework homework plays an important role in providing platforms for students to continue learning outside the formal setting of school. however, teachers must first understand the role and importance of homework in learners’ lives to successfully promote mathematics homework as a learning opportunity (xu, 2008). moreover, the success of doing homework meaningfully depends on the students’ perception of homework (burriss & snead, 2017; xu, 2013), as the goal, value, meaning, and significance students attach to homework will determine their success in doing it (letterman, 2013). students’ positive attitude toward homework is directly associated with homework completion since the amount of homework completion is directly dependent on students’ interest in doing that particular homework (xu, 2011; xu, 2008). similarly, letterman (2013) emphasizes that students who perceive homework assignments as less valuable view homework as having more disadvantages than advantages and therefore choose not to complete their homework. according to findings of letterman (2013), 68% (68% of 180 participants) of university students felt homework was just “busy work” or of little intrinsic value in high school, although this perception percentage dropped to about 19% when students reached college. on the contrary, studies by cooper et al. (1998) and xu and yuan (2003) showed that students have a positive attitude toward homework. the students’ positive attitude towards homework is associated with their positive attitude about school (sharp et al., 2001). if the students see and understand the purpose of homework, it will motivate them to complete the task (hayward, 2010). therefore, students’ dedication to homework is determined by their perceptions and positive attitudes toward homework (burris & snead, 2014). 1 higher secondary school, ministry of education and skills development, thimphu-11001, bhutan * corresponding author’s e-mail: dawpem@education.gov.bt pa ge 13 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 134-143, 2025 teachers’ perception of homework mathematics teachers have a positive perception of homework (cooper, 1998; matei & ciasca, 2015; xu & yuan, 2003). according to kaur (2011), the perspective of mathematics teachers when assigning homework is to improve students’ ability to solve and comprehend mathematical concepts taught in class and to cultivate a sense of responsibility in students. teachers believe that homework enhances students’ mathematics achievement as it fosters independent learning habits and makes students responsible and accountable for their learning (costley, 2013; rosário et al., 2019). congruently, matei and ciasca (2015) found in their study that 85.35% of 51 teacher participants agree that homework contributes to students’ school success, and 76.47% agree that it increases students’ mathematics performance. similarly, albelbisi and yusop (2018) also found that homework enhances students’ academic achievement. therefore, we can conclude that mathematics teachers view homework positively, seeing it as a means to enhance students’ problem-solving skills, deepen their understanding of mathematical concepts, and instil responsibility. hw challenges homework has benefited students both academically and non-academically; however, there are challenges such as homework completion, individualizing hw tasks, and hw assessment. letterman (2013) pointed out, “trying to get students to complete their homework is one of the most frequent and frustrating behaviour problems for educators.” similarly, chophel and choeda (2021) found that getting students to complete their homework is a challenge. additionally, teachers face the challenge of individualising tasks while assigning homework. rosário et al. (2015) report in their findings that individualising tasks as per the needs of students was found challenging by the teachers. although it was valuable, teachers reported that they faced several constraints in applying this practice, and the reasons stated were the vast syllabi to cover in a year, big class size and different grade levels teachers have to teach; hence, teachers assign the same hw task to all the students most of the time. furthermore, frohbieter et al. (2011) concluded that teachers face the challenge of applying formative assessment while assessing students’ work, as it requires a lot of time; therefore, this type of assessment practice could rarely happen. thus, one challenge that teachers often face with homework is the homework assessment. however, letterman (2013) and martnez-sierra et al. (2020) assert that evaluating students’ homework is crucial because it encourages them to complete it. effective feedback on homework is crucial for improving student performance, although it can be time-consuming (hattie & timperley, 2007). similarly, slaats et al. (2018) pointed out that the extensive time required to assess individual students’ homework accurately and provide meaningful feedback often makes it difficult for teachers to implement consistent formative assessments, leading to missed opportunities for student growth. thus, we can conclude that these challenges seem to impact the effectiveness of mathematics homework practices of teachers and also the academic achievements of the students. in conclusion, the perceptions and attitudes of both students and teachers play a vital role in the effectiveness of mathematics homework in schools. moreover, the challenges linked to homework greatly influence its overall impact, highlighting the need to closely examine both perceptions and challenges to fully realize its academic and non-academic benefits. materials and methods this study employed a convergent parallel mixedmethod design, collecting qualitative and quantitative data simultaneously. the gathered data were merged and analyzed, and the outcome of the analysis was interpreted to answer the research problem (creswell, 2014). a total of 244 mathematics teachers from 83 higher secondary schools (hss) in bhutan participated in an online survey through random sampling, with 68% male and 32% female. most teachers (74.2%) had over five years had over five years of teaching experence. additionally, 12 teachers from seven schools participated in semistructured interviews, while five focus group discussions (six participants each) were conducted at one hss using purposive sampling. a cross-sectional survey included 320 students from a thimphu thromde hss (45.9% male, 53.1% female, 0.9% other). quantitative data were analyzed using spss (version 25), while qualitative data were analyzed using braun and clarke’s thematic analysis (braun & clarke, 2006). validity & reliability the study’s reliability and validity were assessed by triangulating the qualitative data analysis with the findings from quantitative data analysis. to ensure the accuracy of participants’ perceptions and experiences, member cross-checking was done, and interviews were recorded (creswell & creswell, 2018). furthermore, the reliability of survey items was evaluated using cronbach’s alpha. items with an alpha (ɑ) value of 0.7 or higher were retained, while those with a value below 0.7 were either revised or excluded (heale & twycross, 2015). the cronbach’s alpha (ɑ) value for both survey table 1: reliability test survey questionnaire cronbach's alpha number of items teachers’ perception of mathematics hw. .75 10 students’ perception of mathematics hw. .78 13 pa ge 13 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 134-143, 2025 questionnaires exceeded 0.70, indicating that the instruments were reliable and suitable for data collection. ethical consideration ethical considerations, including potential harm, confidentiality, informed consent, and voluntary participation, were carefully addressed in this study. participants were fully informed about the study’s purpose, their roles, potential implications, and their rights before providing consent. anonymity and confidentiality were strictly maintained throughout the research process. to protect participants’ identities, pseudonyms were assigned; for instance, interview participants were labelled as ‘t’ (numbered 1 to 12), focus group interviewees as ‘fg01s1,’ and teachers responding to the online openended questions as ‘t’ numbered 1 to 244. results and discussion quantitative results of teachers’ perception of mathematics hw practice table 2 presents the results of a survey questionnaire on teachers’ perceptions of mathematics homework practice in higher secondary schools in bhutan. the overall mean of 3.77 (sd=.89) indicated that teachers table 2: teachers’ perception of mathematics homework items n mean sd level of opinion 1. homework is one of the most important activities in school 244 4.27 1.05 very high 2. homework provides feedback on my classroom teaching 244 4.09 0.86 high 3. mathematics homework enhances students' mathematics learning. 244 4.33 0.74 very high 4. homework is an effective way to promote good work habits in students. 244 4.21 0.83 very high 5. homework is an effective way to promote a positive attitude about learning in students. 244 4.04 0.82 high 6. it is important to align homework with students' learning styles. 244 4.28 0.72 very high 7. it is necessary to assign homework to cover the mathematics syllabus. 244 3.25 1.25 high 8. school homework policy is effectively implemented 244 3.22 0.98 moderate 9. students are happy when they are assigned mathematics homework. 244 2.90 0.90 moderate 10. students enjoy doing mathematics homework 244 3.15 0.76 moderate average 244 3.77 0.89 high level of opinion: very low: 1.00-1.80, low: 1.81-2.60, moderate: 2.61-3.40, high: 3.41-4.20, very high: 4.21-5.00 (level of opinion adapted from pimentel model, 2010) have positive perceptions of mathematics hw practice. teachers strongly agreed by rating very high on item 1, “homework is one of the most important activities in school,” with a mean of 4.27 (sd = 1.05) and item 3, “homework enhances students’ mathematics learning” (m = 4.33, sd = .74). teachers have rated moderately on item 9, “students are happy when they are assigned mathematics homework (m = 2.90, sd = .90),” and it was the lowest-rated item among the ten items. although teachers have positive perceptions of mathematics hw, they have negative perceptions of students’ hw interest. table 3 shows the percentage of agreement on a fivetable 3: hw assigned to cover the syllabus item 7: “it is necessary to assign homework to cover the mathematics syllabus.” frequency percent strongly disagree 19 7.8 disagree 62 25.4 neutral 48 19.7 agree 68 27.9 strongly agree 47 19.2 total 244 100.0 point likert scale for the item, “it is necessary to assign homework to cover the mathematics syllabus.” it revealed that 33.2% of the teachers disagreed that they assign hw to students to cover the mathematics syllabus, 19.7 % neither agreed nor disagreed with it, however, 47.2% of teachers agreed to it. thematic analysis highlighted the significance of homework in mathematics teaching and learning. teachers (t2, t6, and t9) emphasised the necessity of daily homework to reinforce concepts, while t7 noted its role in keeping track of lessons learned in the class and fostering exploration beyond textbooks. t10 asserted that mathematics would be incomplete without homework, as it helps assess students’ understanding. similarly, t1, t5, and t11 pointed out that daily homework is essential due to time constraints in class. eight out of twelve interviewed teachers agreed that homework enhances students’ mathematics learning pa ge 13 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 134-143, 2025 by promoting practice, revision, and deeper conceptual understanding (t2, t3, t5, t6, t7, and t11). t5 and t8 added that those students who are committed to doing hw perform better in tests as they seek help and explore various problem-solving strategies. furthermore, qualitative data indicated that homework fosters personal traits such as time management and independent learning. t1 stated that students who complete homework develop self-discipline and avoid procrastination. other teachers (t2, t3, t5, and t11) asserted that homework encourages students to take responsibility for their learning. however, most teachers believed students generally lack interest in mathematics homework. while some students enjoy it, the majority perceive it as a burden, leading to frustration and irritation (t1, t5, t6, t7, t8, t9, and t10). from the above findings, the study concludes that teachers hold a positive perception of mathematics hw. they view mathematics hw as valuable for enhancing academic achievement and reinforcing classroom learning. this aligns with findings by burriss and snead (2014), cosley (2013), güven and akcy (2019), and xu and yuan (2003), who reported similar views. however, some teachers noted that most students show little interest in homework, and only those who complete it sincerely benefit. suárez et al. (2019) also noted that high school students who put in effort, manage time well, and complete homework outperform their peers. thus, the concern here is that although hw benefits students academically, there seems to be a majority of students who are not interested in doing hw. this could be because students are not able to understand the importance and usefulness (utility value) of doing hw. suárez et al. (2019) found that, to some extent, “students’ dedication to hw depends on hw utility perceptions.” hence, looking into ways to make students understand the utility value of hw appears important, as it could motivate students to do hw. the study found that hw supports students’ personal character development, helping them become responsible, self-disciplined, and independent learners. this may be due to the minimal supervision involved and the need to manage time alongside other home activities. such conditions encourage self-directed learning and build responsibility. this aligns with the findings of matei and ciasca (2015), rosário et al. (2019) and costley (2013). overall, homework helps cultivate essential habits like time management, responsibility, and self-discipline. another key finding is that homework is often assigned to help cover the vast mathematics curriculum (see table 3). both qualitative and quantitative results show that teachers use homework as a tool to complete the syllabus, likely due to time constraints. dorji and tshering (2020) also noted the vastness of the curriculum. however, this approach may reduce the effectiveness of homework, making it repetitive and dull for students. abdelfattah and lam (2018) found that repetitive homework can lead to boredom. when the focus shifts to syllabus completion over meaningful learning, student engagement may suffer. this suggests a need to reconsider the current curriculum to enhance both learning and homework practices in bhutan’s higher secondary schools. students’ perception of mathematics hw practice table 4 shows the results of a survey questionnaire on students’ perceptions of mathematics homework practice. students have high positive perceptions of mathematics table 4: students’ perception of mathematics homework practice items n mean std. deviation level of opinion 1. mathematics homework is important 320 4.32 0.67 very high 2. i like doing mathematics homework 320 3.53 0.87 high 3. i feel confident when i work on mathematics homework. 320 3.36 0.93 medium 4. i complete my mathematics homework on time. 320 3.53 0.89 high 5. it is ok for me to copy homework from friends. 320 2.70 0.89 medium 6. my mathematics teacher provides written feedback on my homework. 320 3.48 0.93 high 7. i understand why teachers assign mathematics homework to us. 320 4.15 0.75 high 8. i get help from my teacher while doing mathematics homework after school hours. 320 2.98 1.06 medium 9. my mathematics teacher checks and assesses my homework regularly. 320 3.73 0.87 high 10. i am motivated to complete my mathematics homework when teachers check and assess the homework. 320 4.00 0.82 high 11. doing mathematics homework helps me to participate in class discussions. 320 3.93 0.79 high 12. doing mathematics homework helps me to revise the mathematics lessons taught in class. 320 4.29 0.68 very high 13. doing homework regularly makes me an independent and selfdirected learner. 320 3.99 0.84 high average 320 3.69 0.85 high pa ge 13 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 134-143, 2025 hw (m=3.69, sd=.85) in general. of the 13 items, item 1, “mathematics hw is important” (m = 4.32, sd = .67), was rated the highest, and item 5 “it is ok for me to copy homework from friends” (m = 2.70, sd = .89) was rated the lowest. however, the standard deviation of .89 indicates some variation in the level of agreement among respondents. students believe that mathematics hw is important, and some students believe that it has to be done by oneself. table 5 shows that students have rated high on item 4, “i level of opinion: very low: 1.00-1.80, low: 1.81-2.60, moderate: 2.61-3.40, high: 3.41-4.20, very high: 4.21-5.00 (level of opinion adapted from pimentel model, 2010) table 5: hw completion in percent item 4: “i complete my mathematics homework on time.” frequency percent strongly disagree 4 1.3 disagree 31 9.6 neutral 122 38.1 agree 117 36.6 strongly agree 46 14.4 total 320 100.0 complete my mathematics homework on time.” (m=3.53, sd=.90) however, there is a variation with sd (.90) in response; the majority of the students neither agreed nor disagreed that they completed their hw on time (38.1%), and 10.9% of them disagreed that they completed their hw on time. thematic analysis revealed that students viewed mathematics homework as essential. most interviewees acknowledged its importance, with fg02s2 stating that homework enhances conceptual understanding of class lessons, and other peers nodded in agreement. fg01s3, fg03s1, and fg04s5 shared that doing hw help them to retain mathematics knowledge. however, fg01s6 and fg01s5 admitted to doing homework primarily for continuous assessment (ca) marks. the analysis also highlighted concerns about homework assessment. teachers generally checked whether students completed their hw or not, but did not always correct it. fg04s5 expressed the need for corrections, arguing that merely verifying completion does not help students identify mistakes. similarly, fg02s1, fg03s2, fg03s3, and fg05s4 stressed that without corrections, students risk learning incorrect concepts and making errors in exams. from the qualitative and quantitative analysis of the data, the study confirms that the success of doing homework meaningfully depends on the students’ perception of homework (burriss & snead, 2017). the present study found that students have positive perceptions of mathematics hw; they believe that mathematics hw is important to enhance their mathematics achievement, as it provides an opportunity for them to get a better understanding of the concepts learned in the class. xu and yuan (2003) reported similar findings; they found that students have a positive attitude toward homework. however, the findings also revealed that there remains a segment of students who view copying homework as acceptable, which can undermine the effectiveness of homework as a learning tool. therefore, fostering a culture of academic integrity and helping students recognize the true value of homework is essential for maximizing its educational benefits. challenges faced by mathematics teachers figure 1 shows the analysis of online open-ended response questions on hw challenges, and figure 2 presents a degree of agreement on a five-point likert scale regarding homework challenges faced by 244 teachers who participated in the online survey questionnaire. figure 1: hw challenges faced by the teachers pa ge 13 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 134-143, 2025 the study included an open-ended question alongside the survey to explore challenges faced by mathematics teachers in assigning homework. this allowed teachers to share their perspectives, leading to several key themes (see figure 1). analysis showed that 42.2% (103) of teachers identified a lack of academic integrity, as students copied homework from peers or the internet. additionally, 30.3% (74) of teachers found individual assessment of homework challenging, while 22.1% (54) struggled to ensure homework completion. furthermore, 12.7% (31) reported difficulty in motivating students due to students’ lack of interest in doing hw, and 9.4% (23) noted that students’ weak mathematical foundation hindered homework completion. figure 2: hw challenges faced by the teachers figure 2 showed data collected using five-point likert scale through online survey from 244 teachers, this data indicated that 215 teachers (88.1%) agreed that students copy homework from peers, 183 teachers (75.0%) found it challenging to ensure homework completion, and 182 teachers (76.4%) reported difficulties in assessing students’ homework. qualitative analysis of hw challenges academic integrity of the students, hw completion and hw assessment, motivating students to do hw and students’ lack of mathematical knowledge were the five themes that were revealed from the data. academic integrity of the students eight of twelve teachers reported that students frequently copied their homework from peers. t10 stated, “hardly one student does the homework; the rest copy.” the same sentiment echoed when t1, t3, t4, t6, and t9 shared that it was challenging to identify authentic learners. t12 also noted that half of the students lacked academic integrity. t8 emphasized that students often copied from friends or the internet. students admitted to copying due to time constraints or fear of punishment. for example, fg01s1 explained, “i copy when there is too much homework and i can’t manage time,” and fg01s3 shared, “i copy when homework from multiple subjects is due at the same time and i can’t finish.” additionally, some students, like fg03s2 and fg05s3, copied to avoid punishment, such as standing in front of the class. fg01s3 stated that hw were copied for ca marks. hw completion a major challenge for teachers was getting students to complete their mathematics homework. t8 noted that some students regularly come with incomplete tasks, often mentioning lack of time or knowledge as a reason. t3 added that despite repeated reminders, students still failed to submit homework on time. similarly, t1, t6, t8, t9, and t10 reported that students were reluctant to submit homework, often providing excuses such as forgetting books, having other homework, or lacking time. assessing students’ hw assessing students’ homework was one of the challenges mathematics teachers face; the following voices of the interviewees revealed the existence, for instance, t9 stated, “i just correct randomly since we have a large number of students; we don’t have much time to assess every hw that was assigned.” t1, t6, and t8 shared that assessing the students’ homework every day is challenging because of the large class size. however, t3 expressed when teachers give homework to students, some tend to do it sincerely; it matters how teachers assess them. so if teachers check and assess students one by one, then all students tend to do the hw sincerely; if teachers fail to check their homework, some students are reluctant to do the homework on time. motivating students to do hw teachers shared that it was difficult to motivate students to do hw, as students lack interest in the subject, for instance, one of the participants shared. t55 stated; usually, bhutanese students have a fixed mindset that they cannot do well in mathematics, and only geniuses do well in mathematics. that’s why students don’t like the subject itself, and it is very difficult when assigning homework because most of them never try at all. pa ge 14 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 134-143, 2025 similarly, t 80 shared, “students don’t take much interest in mathematics, as they still have in their minds that mathematics is a very difficult subject, so they do not try at all.” the same was echoed when t6, t48, t50, t66, t80, t160, and t175 shared that some of the students are not interested in mathematics as they feel that it is a tough subject. on the other hand, t231 shared that it was difficult to convince those students who do not have a habit of writing hw. lack of students’ basic mathematical knowledge is affecting hw completion teachers mentioned that students lack basic mathematics knowledge; thus, students were not able to do their hw. for instance, t102 shared, “the aptitude of children is mostly found low for the subject, which does impact the way he or she does the homework.” other respondents, t54, explained that students who have a poor foundation in mathematics seem to struggle in completing the homework, and t197 stated that students lack interest in doing hw due to a lack of basic mathematical knowledge. t1, in his one-on-one interview, shared, “students’ poor knowledge is a problem; if the basic knowledge is not there, solving homework will be very difficult, and whenever knowledge is poor, there will be a case of copying the same work of other students.” similarly, t6 and t9 expressed their concern over students’ lack of basic mathematical knowledge, hindering their mathematics performance at present. challenges faced by students while doing mathematics homework completing homework was a challenge for many students. fg03s5 mentioned that mathematics homework often overlapped with other subjects, making it difficult to manage. fg01s2, fg04s6, fg02s1, fg04s1, and fg01s4 shared that homework overload was an issue, especially with mathematics hw being assigned on daily basis and other subjects two or three times a week. fg01s4 suggested having a homework gap to allow time for rest, which the group agreed with. students also struggled with homework when they didn’t understand the class material. fg05s3 shared, “i don’t understand the class lessons, so i can’t do my homework.” other students, like fg04s2 and fg03s3, also mentioned difficulties due to a lack of understanding and often resorted to copying. additional challenges included attending to tuition, household chores, helping at shops, and a lack of a suitable place to do homework. fg01s4 shared, “i don’t have enough time because of household chores, and also i don’t have proper place to do homework.” fg04s2 and fg05s4 added that helping parents in running the shop and doing household task affected their homework completion. fg03s3 explained, “i don’t have time because i’m tired from tuition.” from the qualitative and quantitative analysis of the data on hw challenges, the study found that homework completion is a major challenge for teachers. this aligns with chophel and choeda (2021) and letterman (2013), who noted it as a common and frustrating issue. students reported that helping with family businesses, household chores, attending tuition classes, and hw overload affected their homework completion, with homework overload being a key factor. xu (2013) also identified time management as a challenge. on the other hand students believe that their inability to complete their hw is due to lack of conceptual understanding of the concepts taught in the class, this aligns with findings of protheroe, (2009) and sayan and mertoğlu (2020), students will feel discouraged and frustrated if they have to solve mathematics problems at home without fully understanding the concept in class. thus, hw schedule and assigning hw after confirming every student understood the concept taught appear important to address the issue of hw completion. on the other hand, homework overload hinders students’ ability to complete their hw. although the survey item “i complete my homework on time” had a high mean of 3.53, the standard deviation of 0.90 suggests varied responses, likely due to many choosing a neutral option (see table 5). qualitative data confirmed that homework overload is a concern, with many teachers assigning work simultaneously and math homework given almost daily. letterman (2013) similarly found that long assignments and limited time reduce student motivation. this suggests that homework overload can be counterproductive to learning and academic achievement. other studies also link excessive homework to lower performance (güven & akcy, 2019; trautwein et al., 2009). the presence of malpractice, such as students copying homework from peers and the internet, was another finding from the analysis of the qualitative and quantitative data, which aligns with rosário et al. (2019). such practices limit the educational benefits of homework, even when done regularly. glass and kang (2022) also found that copying homework didn’t benefit students in enhancing their learning. the current study revealed that homework control, such as deducting marks or scolding, may encourage students to copy to avoid punishment, as confirmed by student responses. trautwein et al. (2009) and rosario et al. (2018) similarly reported that strict control can lead students to copy from high-achieving peers. thus, homework control appears to contribute to a lack of academic integrity, which not only reduces learning but may also foster unethical behaviour over time. assessment motivates students to study and learn mathematics; it motivates them to be engaged in mathematics; without an assessment, students would not be interested in participating in class, paying attention, and doing homework, or in a broader sense, they would not be interested in learning (martnez-sierra et al., 2020). the present study found that assessing hw was challenging due to the large class size and time constraints, although 88.1% of the teachers agreed or strongly agreed that assessing students’ hw motivated them to complete their hw (see figure 2). a similar conclusion was reached by frohbieter et al. (2011). thus, it is evident that hw pa ge 14 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 134-143, 2025 assessment, which is one of the core components of the hw process, is negatively affected by large class size and time constraints. in addition, the study revealed that motivating students to do mathematics hw was difficult owing to students’ lack of interest in the subject because of their preconceived belief that mathematics is difficult. teachers reported that students believe that mathematics is a difficult subject and that it is only for those students who are academically good. this is consistent with the study of xu (2020), who concluded that, at the student level, homework interest was positively related to self-concept, that is, students’ perceptions of their ability to do mathematics. the lack of “self-concept” is one of the barriers to self-regulating one’s homework completion. as reported by cleary and zimmerman (2004, p.542), the first step in training individuals to become self-regulated is to cultivate the belief that academic success is under student control. a similar conclusion was drawn by the findings of utha et al. (2021). their study concluded that some secondary students found mathematics difficult, although some found it easy, and those who found mathematics difficult believed that mathematics was not for them. therefore, students with this mindset might accept failure before even giving it a try, or they might become complacent, believing that they could not do well in mathematics because it is a difficult subject. thus, as suggested by utha et al. (2021), making an effort to change this mentality would be valuable in mathematics. one of the concerning results shown by this study is that the students’ hw completion is affected by their lack of basic mathematical conceptual knowledge. teachers believe that the majority of students have a poor mathematical foundation, so they are not able to do their homework independently, although the tasks assigned are similar to what was done in class. a similar conclusion was reached by sayan and mertoglu (2020), who reported that the key factors that generally affect students’ motivation in doing hw are concentration, reluctance, and insufficient knowledge of the students. therefore, focusing on providing a good mathematical foundation to students seem important so that higher secondary students will be able to handle the mathematical content knowledge taught at their level and eventually be motivated to learn mathematics independently. conclusion this study examined the perceptions and challenges of higher secondary mathematics teachers in bhutan regarding homework, using a mixed-method approach. the study established that teachers view homework as an important instructional practice for academic achievement and personal development of the students. on the contrary, teachers asserting that majority of students are not interested in doing hw and hw practice being used to cover a vast curriculum pose concerns. while students generally see homework as helpful, teachers face issues like low completion rates, academic integrity, and motivation, which are often linked to homework overload and hw control. these findings offer valuable insights into current practices highlighting the need for more balanced and meaningful homework strategies that consider both instructional goals and students’ well-being. recommendation the study has identified some of the challenges the teachers are facing; such data may be useful to mathematics teachers of hss, school administrators and the ministry of education and skills department when designing hw policies. addressing these challenges seems important to change the students’ attitude towards mathematics learning. limitations/delimitations the study did not involve parents, although they have an important role to play when it comes to hw of the students. references abdelfattah, f., & lam, j. 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(2002). becoming a self-regulated learner: an overview. theory into practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 pa ge 1 pa ge 15 5 american journal of multidisciplinary research and innovation (ajmri) ai-driven virtual reality for enhancing stem identity and social-emotional skills in k-12 fatimah adenike rabiu1*, nafisat zajime bako2, michael oluwadamilola ogundipe3 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.4729 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 14, 2025 accepted: april 16, 2025 published: august 05, 2025 artificial intelligence (ai) and virtual reality (vr) are developing quickly and a detour has been created for using transformative educational technology. creating a place for integrating ai-driven vr tools in k-12 education has the possibility of enhancing students’ stem identity and social-emotional learning (sel). in this review paper, current applications, benefits, challenges and future prospects of ai-powered vr are explored in terms of its role in the development of these critical areas. the review employs results and conclusions from credible and relevant journals and materials on ai-virtual reality, stem identity and sel. gathered journals were analysed using document analysis and findings were presented thematically. the paper uses an analysis of existing studies and frameworks to examine how immersive environments can help to develop a positive stem identity and critical social-emotional competencies to increase student engagement, motivation and learning outcomes. there is a promise of future ai-driven virtual reality technologies in helping to shape stem identity and social-emotional skills, in k-12 education. these technologies can enhance the overall stem education through immersive, personalized learning, and safe space for practice of social interaction. key findings included that the integration of ai-driven vr for k-12 education will enhance social skills development, improve engagement and retention, support students with disabilities, empathy development and emotional regulation. however, for achieving the full potential of ai-vr in creating stem identity and social emotional competence among k-12 students, the challenges of access, privacy, and teacher support need to be addressed. keywords artificial intelligence, k-12 education, social-emotional, stem identity, virtual reality introduction artificial intelligence (ai) is now a new technology that completely transformed many areas, including the educational sector (mohammed, 2023). ai has great potential to change the way teaching and learning method is done in the field of higher education, especially the way students are engaged in the classrooms. in particular, the integration of ai in the sciences, technology, engineering, and mathematics (stem) disciplines has great potential to offer support to high-quality innovation, critical thinking, and problem-solving skill development for students (zawacki-richter et al., 2019; luan & tsai, 2021). stem education is crucial in helping students acquire knowledge and resourcefulness to be successful in a technological fast world. despite the fast evolution of requirements within the stem fields, traditional instructional strategies tend not to be adequate to adhere to these rapid altering (chauhan, 2017; zawacki-richter et al., 2019; tahiru, 2021). high academic accomplishment, creativity, and economic progress have historically been linked to stem areas (cheryan et al., 2017). nevertheless, there are always recurring difficulties in guaranteeing fair access and involvement, even with the growing focus on these areas. stem identity—the feeling of competence and belonging in stem fields—is one element that has attracted a lot of attention lately (dou & cian, 2022). a person’s involvement in stem activities can be aided or hindered by a variety of environmental, social, and personal elements that influence their stem identity (hilts et al., 2018; rainey et al., 2018; hansen et al., 2024). on the other hand, the rapid growth of technological advancement in high-speed computing, high spatial resolution graphics, as well as interface devices has transformed virtual reality (vr) technology into not only an exciting gaming technology but also many possible novel applications (allcoat & adrian, 2018). virtual reality (vr) is a computer-generated environment with three-dimensional (3d) effect of inducing user to think that the contents are in real life. this technology puts the person using it inside the artificial world and gives him the possibility to carry out physical actions and manipulate virtual objects (smith, 2015). social-emotional learning learning (sel) is an area that is being addressed with help from ai in developing and addressing casel skills (which is self-awareness, selfregulation, empathy and interpersonal relationship). it is surprising that the sel has been a topic of discussion in numerous cases in the educational sector because more and more educators and researchers are now just starting to comprehend the role of students’ holistic development other than how they perform academically. awareness and control of one’s emotions, the ability 1 texas tech university, college of education, texas, usa 2 data systems and reporting analysis, university of wilmington, nc, usa 3 college of professional studies, project management, northeastern university, usa * corresponding author’s e-mail: rabiufatimah89@gmail.com pa ge 15 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 155-166, 2025 to use feelings, caring for the other’s point of view and reality, and having meaningful relationships are some of the most essential competencies for academic and realworld success (durlak et al., 2011). however, traditional pedagogical approaches are not able to provide sufficient social emotional needs of students, there has been a lot of attention on improving socio emotional ways of using ai. though there are numerous already existing sel programs integrated with similar technologies, using ai technologies provides an opportunity to be completely personalised, real time, and for the growth of socioemotional capabilities of students. edutainment of the social emotional skills namely leadership, empathy, creativity, problem solving among others can be assessed, taught, and reinforced by educators through the use of scalable and effective tools and platforms using natural language processing, affective computing and so forth (bartneck et al., 2020). additionally, ai is generally defined as that aspect of generating the learning environment that entails utilizing the computing machine to computing device intelligence methods, or the simulation of the human intelligence process making use of the computer (russell, and norvig 2022). one of the many intelligent tutoring systems that adapt to a student’s emotional state are the virtual reality simulations that they have for perspective taking exercises, only to name a few. although well situated to address questions and issues related to ai-enabled sel programs, there is still some infancy in the context for such programs. thus, at the first step it will be necessary to realize and to estimate the prospect of newly created educational technologies to develop socio emotional capacity for students. ai has the potential benefit in the practice of sel, there may be anecdotal evidence and small-scale studies that suggest, but empirical validation is needed to determine and validate these beliefs and evidence-based practices (d’mello & graesser, 2012). in addition to maintaining data privacy, algorithmic bias, and the ethical considerations of ai in sel learning interventions, there is an imperative to recognize (tene & polonetsky, 2012). the case of technology is no different here, and it is also important to notice that in the near future, trends and future challenges with ai and sel will stand in the corner. it is pertinent to highlight that the combination of ai and vr technologies will create a substantial positive impact on the stem identity and social-emotional skills of students in this current age. in other words, educational strategies have to be innovative enough to deal with diverse student population. among the others, a combination of both artificial intelligence (ai) and virtual reality (vr) is viewed as a possible answer to solve the educational challenges. these technologies are perceived as devices to enhance students’ participation in science, technology, engineering, and mathematics (stem) as well as develop social-emotional skills that are important for holistic development. essentially, this paper provides a strategic review of ai-driven vr applications that seek to promote a stronger stem identity and social-emotional skill development in the k-12 education. literature review stem identity stem identity is defined by carlone and johnson (2007) as the recognition of oneself and others as a stem person. they also propose a stem identity framework that consists of three dimensions: (1) competence, or the knowledge and understanding of stem; (2) performance, or the ability to engage in various stem practices; and (3) recognition, or the perception of oneself as a stem person by others. in other words, students are likely to establish a strong and long-lasting stem identity if they can repeatedly demonstrate their stem competency and have others recognize these performances. stem identities would contain diverse, often conflicting, and perhaps overlapping disciplinary identities, as stem encompasses a variety of fields (simpson & bouhafa, 2020). particular stem identity instantiations may comprise more than one stem identity, although they are often more discipline-specific (e.g., engineering, mathematics, or biology identity). according to godwin et al. (2013), a “engineering person” can also consider themselves to be a maths, physics, or general science person. despite the strength and influence of carlone and johnson’s (2007) paradigm, kim and sinatra (2018) criticise it for focussing too much on people’s opinions about whether or not others recognise their performance and competence and not enough on the circumstances surrounding such acknowledgement. social-emotional skills social and emotional learning (sel) has become recently of interest globally. a definition of sel ‘as the process through which all young people and adults acquire and apply knowledge, skills and attitudes as they develop healthy identities, develop and attain their goals, manifest empathy for others, resolve conflicts with others and accept responsibility for their actions and for omissions’ (wang et al., 2019). this addresses the conception of post-metaphysical thinking by the fact that sel pays attention to emotional or social needs of students, enhances importance to uniqueness and differences of students and promotes development of their social or self consciousness (kondrla et al., 2023; kondrla et al., 2022). other research shows that social and emotional competence can predict a child’s mental well being (jones et al., 2015) and absence of such competence can be strongly related to such actions as suicide with terrible control of behavior and feelings being the chief cause of death in adolescents. finally, they have correlated sel with children’s academic performance (dowling et al., 2019), as the children with good social and emotional skill are able to set their own goals, manage stress, find ways to study and use interpersonal skills to solve problems (zins, 2004). children who are high in sel abilities will, over time, be able to act accordingly in line with his or own pa ge 15 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 155-166, 2025 values, care for others and be responsible in management of own behaviors (durlak et al., 2011). development of values in children and adolescents take a toll from families and schools, as well as from the media (kralik, 2023). ai and social-emotional skills easily perceived is an established field of study of sel and ai in synergy to analyse the effect of an one of the components (sel or ai) on the result of the other. in most cases, either increasing sel using ai or increasing the use of ai to boost sel generates positive outcomes. chen et al. (2021) presented an example of how sel can predict problem internet use among 1141 high school students in southwest china. given its dependence on the structural equation modelling controlling demographic variables, the finding this study displayed significant negative relationship of overall sel competence and individual sel domains with problematic internet use. they refer to themselves as related to self regulated learning (cognitive work that ai is unable to perform yet), creativity, ai use responsibility, making ai for humatics values and collaborative thinking. according to markauskaite et al. (2022), there were three points they differentiated the benefits of sel, for use of ai, humanistic (e.g. human centric ai, humanistic values and freedoms), social (e.g. ai mediated dialogue, networked learning) and cognitive (e.g. creativity, self-regulation, hybrid cognition). on the other hand, the use of ai or other advanced technologies in the class room was found to have an important impact on sel and overall learning out comes (salas-pilco et al., 2022), and on building and strengthening prosocial behaviours and interactions with peers (licardo & lipovec, 2024) by the development of an integrated learning framework, which considers a broader spectrum of hu man potential and enhances studentsʼ academic experience in a more integral, inclusive and emotionally supportive learning environment. virtual reality and social-emotional skills virtual reality has been a good way of enriching sel with the advanced high speed communication and mobile technology. vr is a new generation of interactive display technology that allows one to have a feeling of presence (xiong et al., 2021). since coburn et al. (2017) recent popularization of vr devices, which come at very affordable prices and the software/hardware problems are solved, many of them have been slowly coming to be had. vr is capable of making the user interact with the surrounding environment with this input device (bisso et al., 2020), whether if it is an application-based desktop vr, or based on the head mounted display (hmd). vr can entwine the physiological world in the digital world, the second dimension of capability of the vr is that the vr simulation is very high fidelity to real life, the third is vr put you out of sense of mediation (riva et al., 2003). vr intervention studies in children and adolescents increase in terms of social skills and emotional recognition (ip et al., 2018; beidel et al., 2021). one of the major advantages of vr interventions is there are many unique advantages compared to traditional sel interventions. first, vr is more targeted intervention groups. in addition to normal developing (td) children, there are vr interventions for children with neurological disorders (bailey et al., 2019). the projects aimed at previous school-based intervention have been about the environment and generic sel curricula (malhotra et al., 2021). however, where it differs from such an approach of single group targeting as above (taylor et al., 2017), this form of a school based sel approach is addressed towards the student body as a whole. children with neurodevelopmental disorders and/or behavior problems find it more difficult to acquire sel. secondly, vr allows users to interact with technology in a real-life scenario without actual interaction with real people, e.g. people with feeling of ‘immersion’. it is also relevant that vr provides a safe and controllable compensatory response environment and enables children to learn new knowledge and skills to new kinds of scenes matching the situations in our life (parsons, 2016). prior studies have reviewed how vr use for teaching social skills (montoyarodriguez et al., 2023), emotion recognition (farashi et al., 2024) and life skills (skjoldborg et al., 2022) may promote sel. nonetheless, none of these reviews considered td children and there was only one review performed in populations presenting asd, intellectual disability or social anxiety disorder (sad). the research about the exceptional child has changed in some recent times, and that there is some doubt as to whether or not vr will assist td children as well as it is. ai-driven virtual reality-based methods in stem education virtual reality (vr) with ai influence, ai driven virtual reality (vr), is used to develop the virtual and interactive simulators for the educative purpose. these methods act as important aspects of such virtual progressive educational environment as they facilitate taking part of users in the content using a virtual environment that in a number of cases is mirroring real life situations that prompt learning and retention (mikropoulos & natsis, 2015). the key benefit of this technology is that the students can study complex principles and work on oneskills under a dynamic and controllable situation (dürr, 2018). for the example of human anatomy comprehension, traditional methods such as with textbooks and diagrams may do the students a disservice sufficing comprehension of the three-dimensional properties of that (wainman, 2018). this also improves the spatial understanding of human body and retention of anatomical structures with the use of vr technology for the study of human body (bogomolova, 2021). besides that, vr simulations of physiological processes, such as blood circulation and nerve transmission give students a chance to see and interact with what is going on (huang, 2020). this pa ge 15 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 155-166, 2025 immersive approach is beneficial for at risk students since it reduces cognitive load and enhance learning outcome. one example of the vr based method is immersive simulations in which students are able to work in the real 3d environment like, virtual chemistry or physics lab etc. (huang et al., 2010). for example, virtual field trips allow the people to visit inaccessible places like outer space, historical places (dede, 2009). a way of doing detailed exploration with interactive 3d models is to explore the like molecules or mechanical systems (wang, 2017). in both astronomy and the vr, the students are placed into a simulated universe to fill the gap in the student’s understanding of the scale and complexity of celestial bodies (parong & mayer, 2018). bourke (2019) explained vp’s ability to comprehend better the astronomical concepts through an interactive and spatial learning environment. as explained by yadav (2017), traditional methods are schematic diagram which can be very difficult to understand. students can see through modification of a power system how power outages happen in the real world (jenkins, 2020). by virtue of vr, this tool is able to bridge the gap between theoretical and practical knowledge for at risk students in sokoto state and to aid in understanding and performance. vr adds itself as an additional means of a learning experience in states of matter and phase changes, where students can see and manipulate virtual molecules as one changes through one or more states (johnston, 2020). this immersive approach as impemented from this point of view helps understand the molecular interactions and energy transfer which in themselves are abtract. trigonometry teaching can also be transformed using vr that would create a three dimensional, interactive environment, where students could explore geometric principles and relationship (furner, & marinas, 2020). vr can be taken on hands on, and in a way that will enhance spatial reasoning capabilities, while having access to some of the more challenging mathematical ideas. virtual reality stories give students the chance to be able to interact with them and help understand the intricacies of such a topic (hsu, 2016). in education, mind mapping with virtual reality (vr) allows constructing and visualizing information in a 3d space and the scaffolds for connections and interrelations between ideas (chen, 2018). materials and methods this review employs a document analysis approach. credible and reliable journals and relevant materials were used to form the dataset. keywords such as artificial intelligence (ai), virtual reality (vr), stem, stem identity, social-emotional skills, k-12 education, and aidriven vr, were used to source for journals and materials. databases such as google scholar, researchgate, scopus, and web of science, were utilized. using the keywords highlighted, seventy (70) journals and materials, were gotten. however, based on the specific area of the research topic, only forty-one (41) journals scaled through. the forty-one journals were used to form the dataset after examining each journal’s findings and conclusion. the findings from the downloaded journals and materials were analysed using document analysis by assessing their results and recommendations. findings gathered were presented thematically in the results section. results and discussion ai-powered stem education: an integrative review personalized adaptive learning stem education can be customised using ai and that is a powerful tool (chen et al., 2020). focusing on the analysis of student performance data, ai can create personalized learning paths which aim at targeted strengths and weaknesses of students (maghsudi et al., 2021). these trails of ai-led studies have shown that students gone through these trails tend to have better enhancements of understanding and mastery of the concepts when compared to traditional ways (reiss, 2021). nevertheless, there is still work to be done to achieve fairness. existed educational inequality can be exacerbated by biases in the underlying algorithms. the next crucial steps in making the full potential of ai-powered personalization are mitigating those biases and yet ensuring the algorithmic fairness which can adjust to various learning styles (baker & hawn, 2021). in a study that beghetto et al. (2019) conducted, they used an ai-based intelligent tutoring system to teach algebra to middle school students. the results showed that the student performance and engagement were improved to a much greater extent with this type of instruction than with traditional classroom instruction. just like, van lehn (2011) reported that the advent of adaptive learning environments in stem subjects has improved students’ learning outcomes with personalized feedback and support. although personalization and adaptation in ai stem higher education will yield many advantages, limitations and challenges towards implementation must be considered. there are important ethical considerations to ensure that ai algorithms are accurate and reliable, deal with biases in the data and the recommendations, and are in line with the student privacy. further, it is important to provide enough support and training to the educators who will be able to make best use of ai tools and also understand the insights derived from the usage of these systems to make the integration of ai enabled personalized and adaptive learning work in stem higher education. the ai systems can iterate well by analyzing data about students’ performance and preferences, and consequently deliver tailor content and recommendation, thus improving the learning outcomes and deepening the understanding of complex stem concepts to students. despite this, responsibility and effectiveness of ai application in stem education needs to be checked on some ethical considerations and proper support to e functionally implementation. ai is changing the education landscape at an overnight pa ge 15 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 155-166, 2025 rate. it’s particularly relevant in stem (science, technology, engineering, and mathematics) education where promoting critical thinking and innovation is really a first rank intent. the focus of this integrative review was on the transition experiences of mathematics teachers in higher education during this “ai epoch” which conjures the dominance of ai on various levels of our existence. in the education milieu, ai technologies have brought enthusiasm and shyness to educators; particularly to mathematics teachers in higher education that have been at the cutting edge of this paradigm shift (chen et al., 2020). with the development of ai algorithms and machine learning systems, educators are facing an obligation to look for ways of incorporating it in their teaching methods to make the best use of these technologies (salas-pilco et al., 2022). educators are considering using instructional content that can tailor instruction to individual student needs and preferences from anything that includes an intelligent tutoring system to an adaptation learning platform (jang et al., 2022). ai-powered tutoring and feedback stem learning can be significantly impacted by aipowered tutoring system and intelligent feedback system (conati et al., 2019). asian tiger mosquito consumes a mosquito at a chinese village, in qinghai province in western china on october 18, 2012. imagine a virtual tutor patiently explaining a complex scientific concept, or an ai system providing real time feedback on a student’s coding project (hautala et al., 2018). then, these features can assist in the deep understanding of the material. however, limitations exist. questions that require human understanding beyond what an ai’s program could determine may be beyond the abilities of ai tutors to solve (trinchero, 2021). moreover, if students come to rely on ai feedback, they may somewhat be hindered from developing the essential critical thinking skills (pagau & mytra, 2023). intelligent tutoring and virtual laboratories also, ai can be an intelligent tutor by giving real time feedback, guidance and support to stem students. student responses can be analyzed by intelligent tutoring systems to identify misconceptions, and then they can use those misconceptions to provide appropriate targeted interventions based on pedagogical theory in order to close learning gaps. virtual laboratories utilizing the power of ai can also simulate realistic experiments and enable the students to practice hands on skills in a secured as well as controlled environment (sapriati et al., 2023; almahdawi, 2024. ai powered tools such as these help in making learning engaging for students and making the best of their problem-solving talents. ai algorithms are used in intelligent tutoring system to customize and personalize the instruction to students. these systems taking student responses and performance data and examining it to find areas of misconception help or places that are hard and provide tailored feedback and guidance. the ai tutor can take care of the needs of an individual learner, offering extra explanation, additional examples, or practice problems when the need is there. it makes things on a personalized approach to give the students an understanding of how much they have accomplished and motivate in an active way in such learning process ai-driven simulations and gamification the use of ai-driven simulations and gamified aspects in stem education are found in studies that explore its power to make classrooms dynamic and engaging space (sakulkueakulsuk et al. (2018). study by casini and garulli’s (2016) imagined and pictured students working remotely in a simulated mars colony or on teams tackling real strip problems in engineering. this research indicate that these approaches can substantially enhance student interest and engagement in stem (luzano & ubalde, 2023). but truly learning from these simulations also means that the simulations don’t extrinsically reward getting a high score on a game. the idea behind it is that effective ai driven simulations will promote exploration, rational thought and application of stem concepts to solve problems in the virtual world (garcía-martínez, 2023). data analysis and predictive modeling large amount of data is generated in stem fields, which can be extracted for the meaningful insights and patterns by using ai techniques such as machine learning and data analytics. the ai algorithms can examine large datasets, find correlations, and expect the data of what will happen based on past data. it allows stem educators and researchers to receive important information about students’ performance, find deficiencies in the problems, and improve curriculum building and instructional approaches (seimens & baker, 2012; bliksteib & worsley, 2016). ai can offer the evidence base tools for predictive modeling and analytic using the data to drive stem education. the advantages of using ai for this lie in the fact that it can analyze large datasets of student performance, thereby identifying trends and patterns and the factors that determine the outcome. it can give information to develop targeted interventions and personal learning path for students. for instance, predictive models might predict students who are vulnerable to experiencing academic struggles and, thereby, facilitate the early intervention strategies. enhancing creativity and problem-solving ai clearly provides us with the opportunity to use it for stem education as a tool for creating and solving the problem. other studies indicate that ai can aid students to learn how to find creative ways among themselves through providing them with open ended challenges (jang et al., 2022). in addition, students can access to vast datasets and computational power to study complex problems with a new angle (kuleto et al., 2021). but the use of ai in this domain is still in doubt. according to critics, the true creativity is powered by human imagination and pa ge 16 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 155-166, 2025 thinking outside of the box, something that might not be possible for ai to achieve (luzano, 2024). ifenthaler and schumacher (2023) found a key challenge to be finding the right balance between ai’s capabilities and developing students’ own inherent creativity. promoting equity and inclusion there is no doubt that ai is able to offer us the scope to use it within stem education to create and solve the problem. studies conducted in other cases have shown that on the level of student learning, ai can assist students in learning to find creative solutions among themselves while being supplied with open ended challenges (jang et al., 2022). further, it also allows students to access to vast datasets along with the computational power to solve the problems with a contemporary view (kuleto et al., 2021). in this domain however the use of ai is still in doubt. key challenge as found by ifenthaler & schumacher (2023), was to get the right level of creativity from ai development and students’ own creativity. teacher training and support it is argued that ai can support teachers and it can provide additional support in stem instruction. think about using ai tools that automatically grade student assignments so that teachers can spend more time working on a more personalised instruction with the students (chen et al., 2020). ai can also examine the data of the student to understand areas where the student is lagging and hence suggest interventions. nevertheless, there are challenges concerning the integration of ai tools by the teachers. making use of the benefits of ai for the classroom is dependent on effective training and ongoing support for teachers (pan et al., 2020). these technologies should not take the place of the teachers, but rather serve as means of enhancing the skills set in an already incredible profession that is teachers (pringle et al., 2015; luzano, 2020). collaborative learning and social interaction stem can be collaborative learning and social interaction that they can be facilitated by ai. with intelligent systems, online discussions, group projects and peerto-peer feedback become supported in virtual learning environments, creating a sense of a community and collaboration. ai based chatbots and virtual assistants can provide instant support and answer students’ questions, elevating the level of students’ learning and promoting their student activity (johnson et al., 2016). stem education is dependent on collaborative learning as it allows for sharing of knowledge, thinking critically and solving problems. ai tools can give rise to a new generation of collaboration by enabling communication, coordination and the sharing of resources among students on a communicative platform. ai fueled online discussion forums can help analyze student contributions, and provide suggestions for the appropriate text, alternatives views or possible collaborators for said text. it allows students to discuss stem topics meaningfully, learn from their peers and get a better understanding of stem concepts. role of ai and vr in stem education stem education is being improved using ai through the use of personalized learning experience, the automating of grading process, the real time feedback, etc. for instance, ai tools can auto generate problems in the required sense to enable the student to understand complex mathematical concepts. interactions with other students can also be facilitated through ai by analyzing and suggesting the best group formation (radianti et al., 2020; barkoczi et al., 2024). immersive and interactive vr technology can bring about enriched engagement and improved performance in stem education for the students. thus, it allows students to visualize complex abstract concepts in three dimensions making the abstract concepts more tangible and accessible (kloeppel, 2025). on the other hand, vr simulations are able to recreate real world environments allowing students to safely and cheaply experiment similar to what would be done in a real-world environment, for those institutions that cannot afford to set up a real environment. stem identity development through ai-driven virtual reality ai and vr technologies are changing the face of stem education and integration of these technologies into stem education curriculum is helping students learn the way they interact, engage with complex subjects. aidriven vr allows for: immersive learning experiences by using ai driven vr technologies which are immersed learning experiences, can have a major impact on stem identity formation in k-12 students. these are technologies that produce interactive and hands-on reallife simulations of scientific phenomena and engineering processes for one to engage with stem concepts. using ai-vr applications for teaching of stem subjects can create a proposition for opportunities for students to participate actively in virtual stem environments, making each one a sense of belonging and competence in stem fields (tene et al., 2024). personalised learning pathways ai algorithms can also be used to tinker around with the student performance and attitudes inside of vr and then shape the personalized pathways for learning. this is an adapted approach for improving the confidence and motivation of students in stem subjects, leading to better stem identity. ai-vr systems can take the content difficulty and targeted feedback into consideration so that each student can challenge himself optimally while also having some success with the content (tene et al., 2024). pa ge 16 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 155-166, 2025 virtual reality (vr) applications for socialemotional skill development a technology recently emerging as a success in the development of emotional skill is virtual reality (vr). vr by exposing its users to simulated environments creates experiential learning opportunities that can give rise to evoke emotions in a controlled and safe setting (freina & ott, 2015). vr applications have been deployed in educational context to teach empathy, emotion regulations and social skills to advance students’ socioemotional competencies. perspective-taking exercises are one use of vr for emotional skill development that is becoming more and more popular. for example, users can experience other lives through immersive experiences, including those which allow them to feel what others feel, to embody other perspectives, or to inhabit the emotional realities of others (riva et al., 2019). for instance, with vr simulations users can put themselves in situations where they deal with people of various backgrounds and in situations where a conflict may need to be resolved or where peer mediation could take place. vr allows the learners to experience firsthand empathy, allowing them to get a better reach of the other individuals emotional perspective and empathy (slater & sanchez-vives, 2016). additionally, vr environments are also a controlled space that you can practice the emotional regulation techniques. guided mindfulness exercises, biofeedback training, or exposure therapy can be practiced inside of vr environments which are adapted to the user’s needs and preferences (parsons & rizzo, 2008). for example, people suffering from anxiety or stress may perform virtual exposure therapy sessions to tackle and deal with the triggers in a safe and controlled environment. adaptive coping strategies can be learned by users who are repeatedly exposed and are practiced through use (bordnick et al., 2009). yet, vr also has promise for the development of emotional skills, but various challenges and considerations need to be addressed. vr technologies face obvious limitations of technical nature, for instance, simulator sickness and hardware restrictions, which do not allow the rapid adoption and accessibility by diverse groups of populations (lugrin et al., 2015). ai-driven vr for improving social-emotional skills safe practice spaces safe environments can be created in vr when students practice their social-emotional skills, without the risk that they would in real world. ai-driven virtual character apparatus to simulate any number of social situations so that students can hone empathy, communication and more generally conflict skills. particularly beneficial for students who might have difficulties with social interaction in a standard classroom environment, these modern technology-controlled environments are essential in exposing students how to navigate the challenges of working with others without having to do so in an intimidating environment where embarrassment and ridicule are the frontrunners (zhang et al., 2023). emotional recognition and feedback the technologies can be used in the form of advanced ai algorithms that can analyze students’ facial expressions; voice tone and body language within the vr environment to provide real time emotional state and social cues feedback. the advantage of this is that students are able to gain immediate feedback as to their own emotions and also understand how the emotions of others are being responded to, which can work towards improving social emotional competence in these students (zhang et al., 2023). integration of stem and sel collaborative problem-solving ai based vr platform can support nc creation of stem concepts with social emotive skills through collaborative problem-solving exercise. this can be done through students applying both technical knowledge and interpersonal skills in virtual team projects and simulations that connect to stem competence with social-emotional competencies (alsoliman, 2022; tene et al., 2024). ethical decision-making in stem contexts ai-driven vr can place students in scenarios concerning stem fields in which they have to make moral choices around the impact of scientific and technological progress. however, this approach aids students in understanding stem disciplines in a more holistic manner and its relation to society (alsoliman, 2022). although ai-driven vr can provide lots of benefits for stem identity development, there are several ethical issues that need to be considered in regards to the integration of ai. the concern is to ensure fairness, transparency and accountability in ai algorithms, to handle the potential biases, and to protect student privacy as well as ensuring inclusive provision of aidriven resources (lo piano, 2020; kommissio, 2022). another important ethical consideration is ai algorithms’ potential of having a bias. historical data that uses biases due to societal inequities gets fed into ai systems. to do this, however, it is important for bias to be addressed within ai systems, so that these systems do not simply perpetuate or further reinforce existing differences in the levels of stem education. to avoid bias in ai algorithms leads educators and developers to carefully examine and counteract them so all students are provided with a fair and equal outcomes. other ethical issues include transparency and explainability. they should be aware of how ai algorithms make decisions and their status. it is significant that ai systems are opaque because this undermines trust and prevents students from learning from feedback, to challenge algorithmic decisions. transparency of ai algorithms should be promoted by educators and students should be offered when possible roles in understanding and questioning automated assessment processes. protection of student privacy is the other ethical consideration. the data that are collected by ai systems include large amounts of personal information and learning analytics. to prevent pa ge 16 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 155-166, 2025 the loss of student information, good data protection measures should be put in place and comply with privacy regulations. in addition, educators should also make sure that students are aware of data collection practices and get their premission to allow use of their data in ai driven systems. these are ethical considerations and challenges that need to be addressed by educators, researchers, policymakers and stakeholders in stem education to work together. proposals for guidelines and frameworks for ethical ai in education have been established to assist in ai technology development, implementation and evaluation in education environments (lo piano, 2020; kommissio, 2022). they emphasize the need for transparency, fairness, privacy, and inclusivity when it comes to educate with aid of ai. finally, while ai has a great promise in stem higher education, it is necessary to identify some ethical considerations and challenges when implementing the ai. dna is vital to ensure fairness, transparency, accountability, protect student privacy, promote inclusive access and serve as professional development for faculty in order to fully realize the benefits of ai in stem education. challenges and considerations technological access and equity there are challenges and issues to the implementation of ai-vr technologies in k-12 education especially around the subject of access and equity. these advanced learning tools must be addressed by schools to ensure that all students have equal access to take advantage of these types of technological programs (tene et al., 2024). privacy and data security the issue with using vr technologies algorithms to analyze a student’s behavior and performance in such vr environments is that of data privacy and security of such data. protocols must be established to protect student information in educational institutions, and to be implemented in a way that ethical ai technology is used (zhang et al., 2023). teacher training and support training teachers for ai-vr implementation in the education of stem and the support to do so will be required for the effective integration of ai-vr technologies in stem education. these tools have to be mastered by educators to understand and use how these can be utilized for stem and sel objectives (alsoliman, 2022). future directions longitudinal studies from a future research perspective, longitudinal studies need to take place to determine the lasting effects of ai driven vr experiences on the formation of the stem identity of k-12 students, as well as on their social emotional skill development (tene et al., 2024). cross-cultural applications researching the utility of ai-vr applications in different cultural contexts can help identify the steps to create culturally appropriate stem and sel interventions (zhang et al., 2023). integration with other educational technologies investigating ai vr in the context of mixing with other existing educational technologies, such as augmented reality and mixed reality, could create broader and more precise learning ecosystem for k-12 stem education (alsoliman, 2022). conclusion the applications of ai technologies in vr are exciting for the improvement of k–12 education for stem identity and social-emotional skills. these tools offer to provide immersive, adaptive, and engaging learning experiences that assist students to build confidence for their academia, foster emotional intelligence, and become successful in 21st century. key findings included that: • the use of vr environments in stem activities has been shown to drastically increase engagement and interest in stem activities with students, particularly underrepresented students, as well as better imagine themselves in stem careers and better develop strong stem identities; • enhances learning outcomes of students; • immersive simulations which enable students to properly practice social interactions with a safe environment, empathy and emotional control are particularly advantageous to students with autism and other special needs; • finally, vr promotes inclusiveness and accessibility where it affords customizable and supportive learning environments that lend themselves well to the learners with disabilities. nevertheless, there are issues to address like equity, accessibility and bringing technology in line, if not in more tune with, traditional learning, in order to make sure these innovations are for the benefit for all students. the following recommendations were made based on the findings: • increase access to ai driven vr tools in different school settings for fostering equity of access to new technology; • enable the educators to receive professional development that they can employ to successfully put vr tools to use in the classroom; • creating culturally responsive and inclusive vr content of stem role models and real-world challenges; • conducting research and evaluation to continue to measure long term impacts on academic achievement, stem career pathways and social emotional growth; enable partnership between educators and researchers, technologists, to develop common tools that are consistent with curriculum standards and meet students’ needs. pa ge 16 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 155-166, 2025 references allcoat, d., & von mühlenen, a. 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(2004). building academic success on social and emotional learning: what does the research say?. teachers college press. pa ge 1 pa ge 10 2 american journal of multidisciplinary research and innovation (ajmri) exploring the social consequences of child marriage on girls: insights from rural naogaon district in bangladesh md. ariful islam1*, mst. sharmin akter1, jakiya ferdous surovi2, mst. rabeya khatun3, md. aminul islam4 volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.4839 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 28, 2025 accepted: may 31, 2025 published: july 04, 2025 this study explores the social consequences of child marriage on girls in kolmudanga, uttar patary and boldiaghat villages at patari union of naogaon district, bangladesh. in this study, we applied qualitative research methods because of study area related limitations. in this case data were collected employing case studies, focus group discussions and document analysis. 35 respondents (31 female and 4 male) were selected by snowball sampling techniques. the findings shows that social repercussions of child marriage, including high rates of divorce, post-marital affairs and remarriage as well as impoverishment, marital rape, and family violence. among 35 respondents the average age of marriage was 13 years (the average age of female respondent was 11 years where male 15), the lowest age of girls were 10 (four cases) and boys were14 years old (two cases). nine cases of this study had divorce for one or more times, where five cases have remarriage which is an alarming trend in the study area. marital rape, dowry and domestic violence are responsible for divorce in the study area. there was a relationship among divorce, post marital affairs and remarriage. high number of divorces plays in post marital affairs which often contributes to remarriage. because of multiple divorce, romantic relationships and repeated marriage, girls are becoming stigmatized both within their families and in society, which is significantly affecting their mental and social beauty or social well-being. child marriage poses a major obstacle to social equality at patari union in rural naogaon district of bangladesh. the findings serve as valuable insight for academics and policymakers indicating the way of effective plans and program regarding effects of child marriage. ultimately, the study makes a significant contribution to the realization of sustainable development goals (sdgs), particularly goal 5, which promotes gender equality, and goal 10, which focuses on reducing inequalities. eliminating child marriage will help create a safer, more equitable, and promising future for bangladeshi girls. keywords bangladeshi girls, child marriage, divorce, sdgs, social consequences 1 department of sociology, varendra university, rajshahi, bangladesh 2 department of islamic history and culture, university of rajshahi, rajshahi, bangladesh 3 department of sociology, north bengal international university, rajshahi, bangladesh 4 department of sociology, university of rajshahi, rajshahi, bangladesh * corresponding author’s e-mail: islamsocru@gmail.com introduction marriage is an institution which permitted or allowed a man and a woman to live together, have intercourses, and raise a family by social, religious, and legal way (islam et al., 2024). child marriage, on the other hand, refers to a union between boys and girls under the age of eighteen years (parson et al., 2016). by this practice children are severely deprived of their childhood and their human rights are violated (chowdhury, 2004). worldwide an estimated 650 million girls and women are thought to have married before turning 18 years old. (unicef, 2020), in developing countries, one in three girls marry before the age of 18 where one in five girls marry before the age of 15 (unfpa, 2016). in over the world, bangladesh is one of the highest rates of child marriage (59%) and the highest rate within south asia (antu et al., 2022). there are over 38 million child brides, many of whom get married before they turn 15 and 51% of young women get married before they turn 18 in bangladesh (unicef, 2020). during the covid-19 epidemic, situation have gotten worse. according to unfpa data, over the previous year, the number of weddings among girls between the ages of 15 to 19 increased by 10% in 2021, for a two-year total increase of 27% (prothom alo, 2022). child marriage creates gender discrimination and inequality in education by causing school dropouts, particularly among girls. it is also obstacle to women empowerment (abera, et al., 2020). in rural bangladesh, child marriage has barriered to women’s empowerment which is obstacle to fulfill the sustainable development goal no 5 (islam et al., 2024). child marriage has multiple impacts, including social, economic, physical, psychological, legal, health-related, as well as climatic and environmental effects. this study aims to explore only social consequences of child marriage at patari union of naogaon district in rajshahi, bangladesh. materials and methods qualitative research methodology has been applied in this study. to collect data focus group discussions, case studies, and document analysis have been applied in this study to examine the societal ramifications of child marriage at three villages of patari union in the naogaon district. techniques including observations, conversation analysis, interview, key informant interviews and tools such as check list, recorder have also been used in this study. using snowball sampling technique 35 respondents have been selected. when respondents cannot be found and pa ge 10 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 102-108, 2025 one has to rely on a known in dividual to gather data about others in this case snowball sampling technique is used. in our case, because of some limitations like religious and agriculture based rural remote area etc. we had to applied snowball sampling technique to select sample size as well as due to time limitations we could not take more than 35 respondents. although it was difficult to find out more respondents than 35, because, there was no authentic list of child marriage in patary union parishad and marriage registry office. we had to collect the respondent list from married girls or boy’s schools based on the dropout list from school attendance sheet. it was all but impossible for us search everyone, in this regard, representative from actionaid bangladesh assisted us to find out the respondent. we had to search one’s marriage information to another of his or her school friend, senior or junior or kin relationships persons. to identify the root cause of child marriage, the study area was purposefully chosen as kolmudanga, uttar patary, and bodiaghat village at patari union of naogaon because of its high vulnerability to child marriage in bangladesh as part of action research of actionaid bangladesh. we were asked to find out the root cause of child marriage, analyze its effects and provide possible recommendations for its prevention. . it is important to note that this area is located adjacent to the indian border which remote, agriculture-based rural region. here child marriage is deeply religious and supportive by a strong large number of people. as a result, very few individuals actively oppose child marriage, even local political representatives are unwilling to oppose child marriage for fare of losing votes. only a small number advocate for its prevention. those who try to prevent it often face significant social pressure. in such a social environment, conducting research on child marriage was extremely risky for us. initially, about the issue or provide any information weren’t spoken willing by anyone. because, most of the child marriages in the study area was not officially certified and often kept secret the identity of the officiating cleric (moulvi). therefore, in spite of the intention and preparation, due to the surrounding circumstances data could not collect through survey methods. upon entering the village, we quickly realized that any disclosure could pose a threat to the researcher’s safety as we let the community know that we were researching child marriage. consequently, data had been collected cautiously and somewhat secretly. we were committed that their personal information would not be disclosed or used for any purpose other than the research. anyway, it is not easy to identify the households where child marriages had occurred, it’s also difficult to expect accurate information even if such households were found. collected data ware been tabulated and presented through thematic analyses where family was been selected as unit of analyses. literature review the review of the literature on the societal ramifications of child marriage indicate that each study has focused on a specific sides of child marriage . islam et al. (2024) identified the effects of child marriage on education and health in rural bangladesh. they showed that the effects of child marriage comprise an increasing dropout rate, deprivation of education and gender inequality, loss of physical and mental health, malnutrition, increased risk of maternal and child mortality and long term health disease. as khanam and kabir (2023) stated that in order to meet the 2030 sustainable development goals, at least eight child marriages in bangladesh need to end. ernawati et al. (2022) find the effects of child marriage on rural residents’ economic standing, psychological well-being, and health based on the causes of child marriage. climate change has a major influence on child marriage, as stated by islam and ahmed (2021). they point out that child marriage is one of the major effects of climate change on bangladesh most vulnerable adolescent girls, according to unicef. patoary (2020) discussed six implications of child marriage in his research. these include: school dropouts, health issues, economic issues, demographic issues, the rise of the dowry system in society, and obstacles to the nation’s socioeconomic progress. ani (2020) emphasizes the negative impacts of an early marriage on a woman’s physical, mental, and emotional wellbeing, as well as health issues and violations of her right to an education. abera et al. (2020) described that how early marriage negatively affected women’s empowerment whereas delaying marriage provides significant benefits. child marriage has an impact on children’s physical, social, and financial lives, according to a study by sayed et al. (2019). it was elucidated by yount et al. (2016) that the likelihood of intimate partner violence (ipv) against women is increased by child marriage. bangladesh exhibits highest rates of intimate partner violence (ipv) and child marriage before the age of 15 years old. on the subject, the main topics of the majority of the literature were the economic, educational, environmental, physical, and psychological implications of child marriage. although a few researchers have explored limited social consequence of child marriage-like domestic or family violence, a notable gap in the literature persists that how experiences like divorce, extramarital relationships and remarriage among early married girls can result in social stigma or losses social values with mental pressure. this study attempts to explore area and contribute to filling the research gap. conceptual framework the conceptual framework (figure-1) focuses on the social factors created by child marriage which are interconnected with each other especially divorce, post marital affairs, remarriage and marital rape, dowry, family violence. pa ge 10 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 102-108, 2025 results and discussion the study identifies a number of societal repercussions of child marriage that have a significant impact on people, families, and society as a whole. among these outcomes, high divorce rates, post-marital affairs, remarriage, poverty, family violence, and marital rape and human rights violations have become commonplace trends. the prevalence of child marriage among both boys and girls has been determined by this study. of the 35 instances that were analyzed, four were male and 31 were female. among 35 respondents the average age of getting marriage for the 31 female respondents were 11 years, with the youngest being 10 and the oldest being 17 among the victims of child marriage four were married at 10 years, where seven at 11, six at 12, seven at 13, five at 14, three at 15, two at 16, and one at 17 years. two of them, a male named zamal (pseudonym) and a girl named mitu (pseudonym), (had three previous marriages. to ensure the confidentiality of the individuals, pseudonyms have been used for all respondents in this paper. it was really puzzling that many of these people had not even reached puberty when they were married. because of this, there are frequent reports of human rights abuses including marital rape in the area. the study found that early marriage age, dowry customs, and substance misuse are the main causes of domestic violence. in addition, a rural religious setting, persistent gender-based violence, and easy access to mobile phones, the internet, indian television series, and jobs in garment factories for both boys and girls have all led to an increase in child marriage, remarriage, divorce, and post-marital affairs.for an example, we would like to mention a story of a boy and a girl’ post marital relationships. farid (pseudonym) 16. he is in class nine; six months ago, he got married. now his wife is pregnant, she is 13 years old now. they had a romantic relation. the girl married before two times with someone who was 12or 10-years senior to her so she couldn’t cop there and had divorce. she came back and admitted in the school again. they had their first introduce through mobile phone. farid’s parents weren’t willing farid to marry here. but as the bride’s side agrees to pay dowry then they agreed. during marriage their condition was to continue study. but just after marriage his wife left school and now farid also wants to leave school. the fact of the family of farid’s wife indicate that poor families are becoming even poorer as a result of their daughters being married off several times. these results highlight the complex and interconnected detrimental effects of child marriage. a detailed discussion of the key social consequences of child marriage is presented below: higher rate of divorces, post marital affairs and re-marriages divorce, re-marriage and post marital affair are interlinked in the study area (figure 1). there has been a notable increase in the divorce rate in kolmudanga and throughout the patari union. the divorce rate has a remarkable change in kolmudanga and in all over the patari union. ferdous and bhuiyan (2018) said, in the traditional society, divorce was seen as the symbol of scandal and bad women. dowry, drug addiction, losing beauty, illness, malnutrition, physical and mental abuse etc. are the main causes of divorce. the problems of divorce are universal and its aftermath depends on life style, religion, culture, social, psychological and economic sides (mahmud, 2007). post marital affaire is a vital cause of divorce and re-marriage in the study area. sakib 18 years old, is an agricultural labor, got married at the age of sixteen in the same village. he has experienced two divorces and is currently living with his third wife; she is 12 years old. he is drug addicted and to bearing the costs of drugs he demands more money from his figure 1: conceptual framework of the social consequences of child marriage and it’s interrelationships pa ge 10 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 102-108, 2025 father-in-law. he beat his wife regularly. when he needs money, he sends her wife in his in laws house and threats of divorce. his wife is so ill and losing her beauty day by day (case-34). in this locality, drug addiction stands out as a primary cause of divorces. prolonged physical abuse by an addicted husband often compels the wife to reluctantly opt for divorce in order to escape the continued mistreatment. sultana entered into marriage while she was in class five, marrying a 16-year-old boy from her own village. a few months after the marriage, sultana discovered that her husband was addicted to drugs. when she confronted him about quitting, he responded with severe physical abuse. enduring this for four months, sultana eventually made the decision to separate (case-10). another citable phenomenon in the study area is remarriage, and there appears to be a positive correlation between divorce and remarriage. girls who experience divorce often seek to remarry at the earliest opportunity. the age of momena is 13 years old, got married first in class two, second in class three, and lastly, she had a romantic relation with another boy of class nine. for the third time she got married with the boy. now she is pregnant. none of she and her husband has the possibility to continue study (case-08). another notable fact in the study area is post marital affaires that is cause for many divorces, remarriage along with family conflict. farid, 16. he is in class nine; six months ago, he got married. now his wife is pregnant, she is 13 years old now. they had a romantic relation. the girl married before two times with someone who was 12or 10-years senior to her so she couldn’t cop there and had divorce (case-31). just as romantic relationships are responsible for child marriage, post marital affairs are also responsible for divorce. in recent year because of easy communication and transportation system and over expose to media have increased social insecurity. availability and accessibility of modern technology and social media such as mobile phone, internet, computer, facebook, messenger, imo, satellite channel (indian tv serial) and misuse of these technology and social media are responsible for increasing rate of child abuse (romantic relation, eve teasing, rape) and violence (family violence) both inside and outside of the family and that are responsible for increasing the rate of child marriage as well as divorce (islam, 2021). mr mostafizur rahman, assistant teacher of boldiaghat primary school said girls are getting marriage so earlier at the same time they are having divorce at the same rate and it’s quite alarming. those who getting divorce having remarriage as early as possible, very few of them come back to school again, few are coming back to their father’s house and are not going to school again in preference they are going to garments and enjoying romantic relationship (kii-9). in the context of this study, nine cases experienced divorce one or more times. these instances are highlighted in reference to their respective case numbers. impoverishment or poverty caused by paying dowry and marriage related expenses child marriage often initiates cycles of poverty for girls and their families, particularly in impoverished regions where such marriages are prevalent. it frequently marks the premature end of a girl’s education, contributing to the perpetuation of poverty. in many cases, uneducated girls are at a higher risk of being subjected to child marriage. the correlation between child marriage and poverty is evident in specific regions of bangladesh. poverty becomes a motivating factor for arranging early marriages, particularly for daughters. high poverty rates correlate with high child marriage rates, while improved financial conditions lead to lower child marriage rates (islam et al., 2018). dowry, a common practice in the context, intensifies the link between poverty and child marriage, particularly affecting the poorest in the population. child brides, often with limited income options, tend to have more children, perpetuating the cycle of poverty. additionally, the use of bride money contributes to economic challenges for both the groom’s and bride’s families, further deepening poverty in the community. the financial strain arising from dowry payments and the addition of new family members increases expenses, pushing families into greater poverty. we have found several cases salma12. she is from the muchi para of kolmudanga. her parents married her off far from the village. they paid a dowry of tk. 200000. salma wasn’t agreeing with the marriage, her parents pressurized her in marriage. she wanted to study more, but now she has to involve in all household works (case-24). in the study area, paying dowry with marriage related other cost and cost for multiple marriage often push families into poverty. zamal, 16 years old, from kolmudanga. his parents married him off two times only for dowry. zamal was only 14 when he married for the first time. and the bride was only 11. zamal’s mother didn’t behave well with his wife. the girl couldn’t maintain all household works. finally, she decided to be separated. after having a divorce from there, nahid’s parents start looking for another bride for him (case-27). marufa, 17 years old. she got married when she was in class eight. she was brilliant and wanted to study more. she had to do a lot of work in her in law’s house. she didn’t get her desired respect in the family. her motherin-law used to neglect her and disturbed her many ways. after one year they demand additional dowry from her family. they sent her back to her father’s house. her fathers didn’t have the ability to give more money to them. so marufa has divorce. she has admitted herself again in the madrasah. now she wants to continue her study again (case-14). family violence child marriage can be viewed as a form of violence against girls, encompassing physical, emotional, and pa ge 10 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 102-108, 2025 sexual dimensions, with severe repercussions for their physical and mental well-being, including reproductive health (amin 2014; solotaroff & pande 2014; parsons et al., 2016). the heightened vulnerability of child brides extends to an increased risk of various forms of violence within their marital homes, inflicted by their husbands’ families and in-laws (unicef, 2014). in the study area, dowry and drug-related family violence are prevalent. sultana, married in her village at the age of five, wedded a 16-year-old boy. when her parents inquired about her opinion, she agreed to the marriage to avoid suspicions of an affair elsewhere. discovering her husband’s drug addiction a few months into the marriage, she faced physical abuse when attempting to convince him to quit. enduring this for four months, she eventually decided to separate (case-10). the experiences of mitu and setu from the study area echo and support the aforementioned discussions. mitu, 16 years old, has three more sisters. mitu got married for the first time when she was in class 4, with one of her neighbors, but couldn’t continue for some family conflict between the two families (case-15). setu, 20, got married when she was in class three. now she has two children. at first there was conflict always with her husband and other family members. gradually she copes with the situation (case-23). marital rape and violation of human rights marital rape and the violation of human rights are prominent concerns among early-married women. marital rape is a violation of human rights on women just like rape with an unmarried woman. it is a crime (sarova, 2018). child marriage constitutes a violation of children’s rights, human rights also. although the term marital rape may be unfamiliar to many, it is unfortunately prevalent, particularly among children who are married at an early age. according to malhora and elnakib (2021), child marriage is associated with forced marital sex, a lack of involvement in spouse selection, lower levels of autonomy, and diminished decision-making capabilities (99, 168–172). a correlation between child marriage and experiences of forced and unwanted sex is identified by research conducted by santhya et al. in gujarat and west bengal, india. erulkar et al.’s (2013) study in ethiopia explored that woman who got married before the age of 15 had been experiencing forced in first sex with their spouse four times, while those got married between 15-17years had faced twice the odds compared to those whose got married at the age of 18-19 (168). md. mozaffar hossain, up member of 2 no. patary union parishad, shapahar, naogaon told us, women or girls are not secure here, such as, one married man has raped two women, and at the same time and he feels proud for conduction such kind of work. a meeting was held for this but he received no punishment. eve teasing is also a threat for girls here. not only outside the family, are the girls not safe within the house. we have identified seven cases related to marital or forced sex. each of the story is extremely shocking. a summary of each case is presented below: babita, 13 years old. got married first in 8 years old, second in 9, and lastly she had a romantic relation with another boy of class nine. for the third time she got married with the boy. now she is pregnant. none of she and her husband has the possibility to continue study. and now forida is ill. she had very bad experience about marital life when she married for the first time. the first husband was 12 years senior than her. she said “at first i didn’t understand what marriage is. it was so painful for me to have physical relation for the first time. i become ill and couldn’t walk for few days. and my husband wasn’t as romantic as i wanted. i couldn’t do all household works as i was so young.” (case-8). sultana, 13 years old. when she got married in the last year, she was only in class three. she has three more sisters. so, her parents have the tendency to marry them as early as possible. sultana’s husband had another wife who committed suicide. he is 32 now. sultana afraid of his husband, she cannot speak fluently before him, even not before other members of the in laws family. so the family members think sultana is an abnormal girl. they abuse her many ways, she has to do all household works, and she has to obey her husband. all the time she is in fear. she doesn’t want to have physical relation with her husband, sometimes he insists her in it. she is becoming sick day by day. her parents came to bring her back to her father’s house for some days but she didn’t get the permission to go. her parents are now so much concern about her, but they have nothing to do now and her parents looking for better groom for her 12 years old sister (case-32). moina, 14, uttorpatari, lovely got married three years before. her husband was 10 years senior than her so it was too painful for her to have physical relation with her husband. he uses to torture her every night. he abused her sometimes physically, sexually, sometimes mentally (case-2). sultana real age 10 from uttor kolmudanga, hothat para, but she is shown older than that birth in registration card. got married few months ago with a divorced man. jinatun lives with her grandmother and her father is no more. she hasn’t her period yet. the man forced her in sexual relation but she was scared. so now she doesn’t want to continue the relation. but she was victimized with marital rape by her husband (case-4). taslima, boldiaghat, now in class six in the girls school of kolmudanga. she got married three years ago, but she stayed in her in laws house only for one day then divorced. she was so scared about making physical relation with her husband. and she was forced to have sexual relation. now she doesn’t want to talk about the matter (case-5). nishat, 13 years old, she got married when she was in class four. she had a marital rape by her husband. so, she denied continuing the relationship. she got a divorce from there. she came back and again admitted into the school. after one year when she was in class five, her parents pa ge 10 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 102-108, 2025 again married her off, with a farmer in neighboring village (case-17). fatema,13. got married when she was in class four in uttorpatari government primary school. her teachers wanted to protect the marriage, but they failed. her husband was 10 years older than her. she was scared of physical relation with her husband, and abused by her husband. she couldn’t tell this to anybody. after some month she denied to continue there. finally, she had a divorce. she came back to the school and attended the psc exam. now she is in class six. (case 25) in the study area, instances of child rights violations, such as rape, marital rape, and eve-teasing, occur sporadically that creates insecurity in the study area. many participants reported a lack of consent and autonomy in their sexual and reproductive lives. child brides, often lacking awareness and legal protection, are particularly vulnerable to coercive sexual relations and abuse within marriage. conclusion this paper addresses the critical research problem of assessing the social impact of child marriage on girls at patari union in rural naogaon district of bangladesh. the objective was to analyze social effects of child marriage, focusing on real scenario in rural bangladesh. the key findings indicate that child marriage has significantly contributed to the rising divorce rate in the study area. many young divorced girls become involved in postmarital relationships, which often result in repeated cycles of divorce and remarriage, further complicating their social and emotional well-being one another alarming factor that exacerbates the severity of child marriage in this area is the notable age gaps between child brides and their spouses. due to the age gap, these young girls are more vulnerable to unconsented sexual activity and domestic abuse. when these girls marry young, they are more likely to be victims of serious and sometimes deadly marital violence. early marriage victims frequently experience various forms of family violence, because they have no decision-making power, denial of fundamental human rights, and marital rape. these circumstances put them at risk for physical and psychological harm and maternal mortality also, in addition to undermining their autonomy and sense of dignity. the cycle of poverty and social instability is further exacerbated by these disturbances. the findings of this study will help policymakers and local government representatives to make marriage registration mandatory and ensure that divorces are conducted through legal way. these measures can contribute to eliminate child marriage and lowering the divorce rate. this study was an action research project operated by actionaid, with a specific focus on identifying the root causes of child marriage in patari union, sapahar, naogaon. as a result, the effects of child marriage received limited attention, which remains a key limitation. time, budget, and geographical constraints also restricted the scope, sample size, and methodology. to comprehensively address child marriage, a large-scale government-led action research initiative is essential; otherwise, rural women will continue to lag behind in education, gender equality, and empowerment. this study focuses on girl’s child marriage but another study can be conducted at patari union on boys’s child marriages and a research need to be conducted about divorce and remarriage in a large scale. however, to eliminate child marriage from patari union our recommendations are: government must launce awareness campaigns indicating its harmful effects through culturally relevant media like dramas, short films, bioscope and mobile shows; government, ngos and ingos must organize regular basis seminars, workshops, and courtyard meetings for consciousness of the villagers about child marriages; furthermore, local child marriage prevention committees comprising educated youth, teachers, local political leaders and socially and economically influential community members should be formed to actively prevent child marriages and support law enforcement in taking legal actions. acknowledgement i would like to acknowledge my thanks actionaid bangladesh for funding and providing us the scope to conduct the research, especially zinat hasiba, senior officerresearch, innovation and knowledge (rik action aid bangladesh, for coordinating and monitoring the whole research work. i would also like to express my sincere gratitude to eati rani biswas, the research felow of the project, for her valuable contribution and support. finaly, i thank those people who help us by providing data and information. references amin, a. 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(2014). hidden in plain sight: a statistical analysis of violence against children. new york: unicef. yount, k. m., crandall, a., cheong, y. f., osypuk, t. l., bates, l. m., naved, r. t., & schuler, s. r. (2016). child marriage and intimate partner violence in rural bangladesh: a longitudinal multilevel analysis. demography, 53, 1821-1852. https://doi.org/10.1007/ s13524-016-0520-8. pa ge 1 pa ge 18 4 american journal of multidisciplinary research and innovation (ajmri) determinant factors of customer satisfaction with agricultural products in helmand province, afghanistan ali ahmad1, abdul qadeer khadim2*, arsalan watandar2 volume 4 issue 3, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i3.4876 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: march 18, 2025 accepted: april 30, 2025 published: may 20, 2025 in this research, an effort was made to assess customer satisfaction with agricultural products in helmand province and determine which marketing mix dimensions and factors significantly impact customer satisfaction. for data collection, 65 questionnaires were gathered from customers who had visited industrial production companies within the last three days. the collected data were later analysed using spss 26.0, ols, and correlation techniques. the results show that product has a positive relationship with customer satisfaction, price has a positive relationship with customer satisfaction, place has a positive relationship with customer satisfaction, promotion has a positive relationship with customer satisfaction, physical evidence has a positive relationship with customer satisfaction, people have a positive relationship with customer satisfaction, process has a positive relationship with customer satisfaction. based on the model, the obtained adjusted r square value was calculated, and if converted into a percentage, it is significant. overall, the research findings indicate that all independent variables significantly impact the dependent variable, meaning that the independent variables contribute considerably to the changes in the dependent variable. keywords customer satisfaction, marketing mix dimensions, marketing 1 department of bba, faculty of economics, bost university & research center, helmand university, afghanistan 2 department of bba, faculty of economics, bost university, helmand, afghanistan * corresponding author’s e-mail: kochikhadim8@gmail.com introduction helmand is one of afghanistan’s 34 provinces, located in the southern part of the country. it is the largest province, covering an area of 58,584 square kilometers (20,000 square miles). the helmand river system project provides irrigation water for approximately 150,000 hectares of land. the northern part of the province does not have direct access to river water. it relies on groundwater and natural springs for irrigation, often channeled through an ancient system known as “karez.” in the northern regions, deep wells are also drilled. due to an extensive irrigation system built by the united states around 40 years ago, helmand has a strong history of agricultural production. crops such as wheat, corn, barley, and mung beans are cultivated where irrigation is available. the climate is favorable for double-cropping, allowing for summer and winter crops. due to the lack of processing factories, industrial crops like cotton, peanuts, and soybeans are grown on a smaller scale. vegetable production mainly meets local needs, with a small surplus sold in local markets. the cultivation of nuts and fruits also takes place (ahmad et al., 2017). marketing is not merely an attempt to sell products but a scientific and creative process to identify and satisfy customers’ needs. it plays a fundamental role in business development and social welfare. over time, this concept has evolved from focusing solely on selling products to emphasizing the fulfillment of customer and societal needs. marketing is a management philosophy based on principles of customer satisfaction, organizational unity of effort, and profitability (efendi et al., 2023). customer satisfaction is crucial for companies and organizations providing financial, communication, and related services. customer satisfaction refers to comparing expectations and the actual services or products received. if the services provided and products delivered meet expectations, customers are satisfied; otherwise, they are dissatisfied. customer dissatisfaction with services arises due to several factors: first, the gap between expectations and reality; second, poor service; third, poor behavior by staff; fourth, an unreliable and inadequate physical environment; fifth, high costs and long distances; and sixth, significant discrepancies between advertising and reality (temba, 2013). research problem today’s markets are highly competitive, and marketing is one of the key factors for survival in such a market. globally, organizations use various marketing methods to increase the sales of their products and services and ensure customer satisfaction. one of the prominent methods is the 7p marketing mix (pramesty et al., 2022). on the other hand, helmand province is one of afghanistan’s major agricultural regions, leading in the production of wheat, corn, pomegranates, grapes, vegetables, and other crops. although these products are offered to local and international markets, there is a lack of accurate information regarding customer satisfaction. product quality, pricing, packaging, and market accessibility influence customer satisfaction. extensive research has been conducted worldwide in this area, achieving various results. increased attention to marketing has enhanced its perceived value. pa ge 18 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 184-190, 2025 considering the importance of marketing, agricultural companies in helmand use various marketing strategies to boost their sales and satisfy customers. however, it remains unclear whether customers are satisfied with the existing agricultural products in helmand. due to this uncertainty, this research aims to evaluate customer satisfaction with helmand’s agricultural products using the 7p marketing mix framework. research objectives 1. to measure the impact of product quality and pricing on customer satisfaction and purchasing behaviour. 2. to evaluate the impact of distribution systems and marketing strategies on customer satisfaction. 3. to assess the impact of professional staffing, service processes, and physical evidence on customer satisfaction and purchasing decisions. materials and methods research design for this research, a cross-sectional design was utilized because we collected data about the variables at a specific time. this is because we gather information from a defined population (customers of production companies) at a particular moment. there is no need to revisit the participants after the data collection. another reason is that in this design, different variables are measured without any intervention or change made to the variables (muslih, 2022). research approach in terms of research approach, we have used the deductive approach in this study. here, based on existing theory, we formulate hypotheses. in this approach, the researcher moves from a general situation to a specific situation (muslih, 2022). research strategy for the research method, we used a quantitative method to analyze the data collected from the customers. the rationale behind using a descriptive design is that descriptive research answers the “what” and “how much” questions (muslih, 2022). research area and participants bost university conducted this research during a threeday exhibition organized to market helmand province’s agricultural and industrial products. data was collected through structured questionnaires from the visitors and later analyzed. sampling method in this research, we used the opportunity sampling method. in this sampling method, we actively select customers at our discretion. the reason for choosing this method is that it provides accessibility and ease (rahman et al., 2018). dependent variable • customer satisfaction independent variables • product • price • place • people • promotion • process • physical evidence results and discussions reliability test the reliability test determines whether the questionnaire can consistently collect data. if data is collected multiple times using the same questionnaire and produces similar results, then the questionnaire is considered reliable. the standard for this test is that the cronbach’s alpha value should be greater than or equal to 0.7. if this condition is met, we can conclude that our data and questionnaire are reliable (hair et al., 2021). table. 1: reliability statistics cronbach's alpha cronbach's alpha based on standardized items n of items .814 .826 8 source: researcher’s analysis exploratory factor analysis (efa) exploratory factor analysis (efa) is employed when researchers seek to identify the underlying structure among a set of variables. it is particularly useful for uncovering the fundamental constructs that explain the patterns of correlations within observed data. researchers utilize efa to explore potential factors without imposing a preconceived structure on the outcome (hair et al., 2021). kaiser-meyer-olkin (kmo) measure and bartlett’s test of sphericity the kaiser-meyer-olkin (kmo) measure of sampling adequacy and bartlett’s test of sphericity are statistical techniques used to assess the suitability of data for factor analysis. a kmo value above 0.5 indicates that the sample is adequate, with values exceeding 0.8 considered excellent. bartlett’s test evaluates whether the correlation matrix significantly differs from an identity matrix, thus justifying the application of factor analysis (hair et al., 2021). pa ge 18 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 184-190, 2025 table 2: kmo and bartlett’s test kaiser-meyer-olkin measure of sampling adequacy. .724 bartlett's test of sphericity approx. chi-square 201.882 df 28 sig. .000 source: researcher’s analysis table. 3: skewness and kurtosis for data normality product price place promotion phy. evid. people process cs n valid 66 66 66 66 66 66 66 66 missing 0 0 0 0 0 0 0 0 skewness -1.621 -.103 -.078 -.251 -.719 -.380 -.189 -1.156 kurtosis 2.512 -.239 -1.273 -1.210 .325 -.002 -.002 2.668 source: researcher’s analysis according to table 1-2, the kmo value is 0.599, which exceeds the minimum threshold of 0.5. this indicates that the sample size used for the study is sufficient and acceptable for conducting factor analysis (hair et al., 2021). regarding bartlett’s test of sphericity, the significance value (sig) is reported as 0.000, less than the required threshold of 0.05. this result suggests a strong correlation between the variables, indicating that the dataset is appropriate for factor analysis (hair et al., 2021). tests for normality since two main categories of statistical analysis exist, parametric and non-parametric, it is crucial to determine the data distribution before selecting the appropriate analytical method. to assess the normality of the data, the following approaches were employed: analysis of skewness and kurtosis skewness measures the asymmetry of the distribution relative to the mean, while kurtosis assesses the peakedness or flatness of the distribution. • the skewness value should fall within the range of ±3. • the kurtosis value should fall within the range of ±5 (darren, 2016). analysis of q-q plots additionally, q-q plots (quantile-quantile plots) were utilized to visually inspect whether the data’s distribution follows a normal pattern. a linear pattern in the q-q plot would indicate that the data is normally distributed. by looking at the table above, the skewness values are as follows • product: -1.621 • price: -0.103 • place: -0.78 • promotion: -0.251 • physical evidence: -0.719 • people: -0.189 • process: -0.189 • customer satisfaction: -1.156 regarding kurtosis values • product: 2.512 • price: -0.239 • place: -1.273 • promotion: -1.210 • physical evidence: 0.325 • people: -0.002 • process: -0.002 • customer satisfaction: 2.668 normality based on q-q plot if the data points are close to the 45-degree line, it indicates that the data is normally distributed. by observing figure 4.9, it is clear that the data points are very close to the 45-degree line and distributed around it. therefore, we can conclude that our data is usually distributed. collinearity test results the collinearity of the independent variables was assessed using the variance inflation factor (vif) and tolerance statistics. according to the guidelines (darren, 2016), a vif value less than 4 and a tolerance value greater than 0.25 indicate no significant issue with multicollinearity among the predictor variables. in our analysis, the vif values for all predictors were below 4, and the tolerance values were above 0.25, suggesting that collinearity does not pose a problem in our model. normality of data to assess the normality of the data distribution, we conducted tests on skewness and kurtosis. skewness measures the asymmetry of the distribution, while kurtosis provides information about the “tailedness” of the distribution. according to darren (2016), for a normal distribution, skewness should be within the range of ±3, and kurtosis should be within the range of ±5. the skewness values for all variables were within the acceptable range, indicating that the data do not exhibit significant skew. the kurtosis values were pa ge 18 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 184-190, 2025 figure 1: normality based on q-q plot also within the acceptable range, suggesting that the data distribution is relatively normal. additionally, the q-q plots were analyzed. the data points in the q-q plot were closely aligned with the 45-degree line, which further supports the assumption that the data follows a normal distribution. this alignment indicates that the deviations from normality are minimal, and the data can be considered normal for further analysis. table 4: collinearity test va tolerance vif .761 1.315 price .493 2.028 place .397 2.516 promotion .639 1.566 physical. evidence .720 1.388 people .774 1.291 process .560 1.787 source: researcher’s analysis table 5: correlations product price place promotion phy. evid. people process cs product pearson correlation 1 price pearson correlation .222 1 place pearson correlation .273* .699** 1 promotion pearson correlation .436** .299* .360** 1 phy. evid. pearson correlation .145 .445** .329** .289* 1 people pearson correlation .078 .586** .476** .576** .503** 1 process pearson correlation .092 .500** .611** .116 .357** .406** 1 cs pearson correlation .334** .434** .422** .276* .441** .309* .407** 1 *. correlation is significant at the 0.05 level (2-tailed). **. correlation is significant at the 0.01 level (2-tailed). source: researcher's analysis pa ge 18 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 184-190, 2025 table 5. shows the correlation levels between production, price, place, promotion, physical facilities, people, process, and customer satisfaction. production has a weak positive relationship with customer satisfaction (sig = 0.001), with (p < .001, r = .334*). price has a weak positive relationship with customer satisfaction (sig = 0.001), with (p < .001, r = 0.434). place has a weak positive relationship with customer satisfaction (sig = 0.001), with (p < .001, r = 0.422). promotion has a weak positive relationship with customer satisfaction (sig = 0.001), with (p < .001, r = 0.276). physical facilities have a weak positive relationship with customer satisfaction (sig = 0.001), with (p < .001, r = 0.441). people have a weak positive relationship with customer satisfaction (sig = 0.003), with (p < .003, r = 0.309). process has a weak positive relationship with customer satisfaction (sig = 0.001), with (p < .001, r = 0.407). the pearson correlation coefficient matrix in table 4.13 indicates that price and physical facilities have a significant positive relationship with customer satisfaction. table 6: regression analysis model r r square adjusted r square std. error of the estimate 1 .596a .355 .278 .48456 a. predictors: (constant), process, product, physical. evidence, promotion, price, place, people table 7: anovaa model sum of squares df mean square f sig. 1 regression 17.604 7 2.515 1223.664 .000b residual .119 58 .002 total 17.723 65 a. dependent variable: cs b. predictors: (constant), process, promotion, people, product, physical. evidance, price, place source: researcher’s analysis table 8: t test results model coefficients t sig. b std. error 1 (constant) 2.123 .454 4.673 .000 product .333 .082 2.828 .006 price .488 .098 4.471 .000 place .496 .108 4.569 .000 promotion .343 .069 2.922 .005 phy. evid. .306 .098 2.576 .012 people .446 .114 3.990 .000 process .450 .099 4.035 .000 source: researcher’s analysis it is essential to explain the adjusted r square for multiple regression. in the above table, based on the model, the obtained adjusted r square is equal to 0.278. if expressed as a percentage, it becomes 27.8%. from this, it can be concluded that this model can explain 27.8% of the variation in the dependent variable (dv). anova the purpose is to respond to the h0 (null hypothesis) using the statistical f-test. in the above table, the key point is the f-test significance (sig/significance or p-value). the result obtained is (sig = 0.000), which is less than 0.05 or 5%. therefore, with complete confidence, we can reject the h0 (null hypothesis). at the same time, we can accept the h1 (alternative hypothesis) and conclude that the model has explanatory power and has relationships between the variables (hair et al., 2021). in table 8, we have the t-test results for each individual independent variable (idv), and their respective sig/pvalues are given as follows: • product: sig = 0.000, • price: sig = 0.006, • place: sig = 0.000, • promotion: sig = 0.005, • physical evidence: sig = 0.012, • people: sig = 0.000, • process: sig = 0.000. pa ge 18 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 184-190, 2025 from these results, it can be concluded that all the independent variables included in the model have sig/ significance or p-values smaller than 0.05 (5%). thus, it can be stated that all the independent variables are significant. based on this, we can again reject the null hypothesis (h0), which predicts that all coefficients are equal to zero. we can state that each independent variable’s coefficient is different from zero and can explain the changes in the dependent variable (dv). the results show that the product has a positive and significant impact on customer satisfaction with a beta = 0.333 and sig. = 0.006. therefore, the researcher rejects the null hypothesis and accepts the alternative hypothesis. price positively and significantly impacts customer satisfaction with a beta = 0.488 and sig. = 0.000. therefore, the researcher rejects the null hypothesis and accepts the alternative hypothesis. place positively and significantly impacts customer satisfaction with a beta = 0.496 and sig. = 0.000. therefore, the researcher rejects the null hypothesis and accepts the alternative hypothesis. promotion positively and significantly impacts customer satisfaction with a beta = 0.343 and sig. = 0.005. therefore, the researcher rejects the null hypothesis and accepts the alternative hypothesis. physical evidence positively and significantly impacts customer satisfaction, with a beta = 0.306 and sig. = 0.012. therefore, the researcher rejects the null hypothesis and accepts the alternative hypothesis. people positively and significantly impact customer satisfaction with a beta = 0.446 and sig. = 0.000. therefore, the researcher rejects the null hypothesis and accepts the alternative hypothesis. process positively and significantly impact customer satisfaction with a beta = 0.450 and sig. = 0.000. therefore, the researcher rejects the null hypothesis and accepts the alternative hypothesis. figure 2: hypothesis test discussion impact of marketing mix on customer satisfaction: the results of this study indicate that the marketing mix has a positive and significant effect on customer satisfaction. specifically, all marketing mix elements, product, price, place, promotion, people, physical evidence, and process, significantly contribute to customer satisfaction. individual analysis of marketing mix elements product the product positively and significantly impacts customer satisfaction (beta = 0.333, sig. = 0.006). therefore, the null hypothesis is rejected, and the alternative hypothesis is accepted. this finding is consistent with the study conducted by yuliantine and siyoto (2018). price the price also positively and significantly impacts customer satisfaction (beta = 0.488, sig. = 0.000). the researcher thus rejects the null hypothesis and accepts the alternative hypothesis. similar results were obtained by wardani et al. (2024b). place place positively and significantly affects customer satisfaction (beta = 0.496, sig. = 0.000). the null hypothesis is rejected, and the alternative hypothesis is accepted, aligning with the findings of pramesty et al. (2022b). promotion promotion positively and significantly influences customer satisfaction (beta = 0.343, sig. = 0.005). the null hypothesis is rejected, supporting the alternative hypothesis. a similar conclusion was reached by anjani et al. (2019). physical evidence physical evidence also positively and significantly affects customer satisfaction (beta = 0.306, sig. = 0.012). the null hypothesis is rejected, consistent with findings by prasetyawan et al. (2024). people the role of people in customer satisfaction is positive and significant (beta = 0.446, sig. = 0.000). thus, the researcher rejects the null hypothesis. these results align with efendi et al.’s (2023b) results. process finally, the process element positively and significantly affects customer satisfaction (beta = 0.450, sig. = 0.000). therefore, the null hypothesis is rejected, confirming pa ge 19 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(3) 184-190, 2025 findings from tariq khan (2014). overall, this study confirms that all marketing mix dimensions significantly contribute to enhancing customer satisfaction. these findings are consistent with prior research and highlight the importance of strategic marketing management in achieving higher levels of customer satisfaction. conclusion the product has a weak positive correlation with customer satisfaction at a significance level of (sig = 0.001) (p < .001, r = .334*). the price has a weak positive correlation with customer satisfaction at a significance level of (sig = 0.001) (p < .001, r = 0.434). the place has a weak positive correlation with customer satisfaction at a significance level of (sig = 0.001) (p < .001, r = 0.422). promotion has a weak positive correlation with customer satisfaction at a significance level of (sig = 0.001) (p < .001, r = 0.276). physical evidence has a weak positive correlation with customer satisfaction at a significance level of (sig = 0.001) (p < .001, r = 0.441). people have a weak positive correlation with customer satisfaction at a significance level of (sig = 0.003) (p < .003, r = 0.309). the process has a weak positive correlation with customer satisfaction at a significance level of (sig = 0.001) (p < .001, r = 0.407). according to the model, the obtained adjusted r square value is 0.278. if expressed as a percentage, it becomes 27.8%. from this, it can be concluded that the model explains 27.8% of the variations in the dependent variable (dv). furthermore, the result obtained from the anova test shows (sig = 0.000), which is less than the 0.05 (5%) threshold. based on this, we can confidently reject the null hypothesis (h0), which suggests that the model has no explanatory power and no relationship among the variables. at the same time, we can accept the alternative hypothesis (h1), confirming that the model has explanatory power and that a relationship exists among the variables. references ahmad, a., kumar, d., mujadidi, n., rafi, b., & khan wasifhy, m. (2017). impact factor: rjif 5.34. international journal of advanced education and research, 2(5). http://www.alleducationjournal.com anjani, h. d., irham, i., & waluyati, l. r. (2019). relationship of 7p marketing mix and consumers’ loyalty in traditional markets. agro ekonomi, 29(2), 261–275. https://doi.org/10.22146/ae.36400 george, d., & mallery, p. (2016). ibm spss statistics 23 step by step a simple guide and reference (fourteenth edition). https://knowledgezone.home.blog/wpcontent/uploads/2019/05/wp-1558033893715.pdf. efendi, a. z., winarto, p. s., & kuswati, k. (2023). customer satisfaction of goat kids using customer satisfaction index and importance performance analysis (case study in goat production farm of east java livestock agency). bio web of conferences, 81, 00014. https://doi.org/10.1051/ bioconf/20238100014 muslih, n. a. (2022). research methodology (1st ed.). faculty of public administration & policy. pramesty, d. p., sapar, s., & aqsa, m. (2022). the effect of the 7p marketing mix and service quality on customer satisfaction. quantitative economics and management studies, 3(2), 186–192. https://doi. org/10.35877/454ri.qems928 prasetyawan, f., saristiana, y., muslikh, f. a., mildawati, r., widyoko, w. h., arifin, c., rofiq, a., besan, e. j., fadel, m. n., kadiri, u., kesehatan, i. i., wiyata, b., ganesha, s., kediri, h., sakit, r., kediri, b., kesehatan, a., husada, a., muhammadiyah, u., & corresponding, k. (2024). descriptive analysis of marketing mix utilizing the 7p methodology encompassing product, price, promotion, people, process, and physical evidence in pharmacies. international journal of asian business and development (metropolis), 1(1), 1–12. https://doi.org/10.55927/ metropolis.v1i1.8445. pratama, b. y., widayanti, s., & dian wijayati, p. (2023). the influence of the marketing mix on customer satisfaction and loyalty of adizaya hydroponic, kediri city, east java. journal of economics, finance and management studies, 6(6). https://doi.org/10.47191/ jefms/v6-i6-35. rahman, z. a., majid, a. a., aziz, r. a., ali, s., & omar, a. s. (2018). the influence of total quality management practices towards employee job satisfaction. journal of social sciences research, 4(12), 826–833. https://doi. org/10.32861/jssr.412.826.833. hair, j. f., hult, g. t. m., ringle, c. m., sarstedt, m., danks, n. p., & ray, s. (2021). partial least squares structural equation modeling (pls-sem) using r. in classroom companion: business. springer international publishing. https://doi.org/10.1007/978-3-030-80519-7. tariq khan, m. (2014). the concept of “marketing mix” and its elements (a conceptual review paper). international journal of information, business and management, 6(2), 95–107. wardani, r. d. k., soedarto, t., & syah, m. a. (2024). analysis of the influence of the 7p marketing mix on customer satisfaction of bikla coffee, jember district. buletin penelitian sosial ekonomi pertanian fakultas pertanian universitas haluoleo, 26(1), 59–70. https://doi.org/10.37149/bpsosek.v26i1.1282. pa ge 1 pa ge 18 american journal of multidisciplinary research and innovation (ajmri) motivation and teaching styles among teachers in claveria district, misamis oriental jhea c. salipong1*, roie m. ubayubay1, gerlinda g. corpuz1 volume 4 issue 2, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i2.4351 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: january 13, 2025 accepted: february 18, 2025 published: march 14, 2025 teaching motivation and teaching styles play vital roles in shaping educational outcomes in the community. this study aimed to determine the level of motivation and teaching styles. specifically, it aimed to describe the respondents’ characteristics, identify the level of the teacher’s motivation, assess the level of teaching styles, examine the significant effect of teachers’ motivation on teaching style, and determine the critical relationship between teachers’ motivation and teaching style when grouped according to their characteristics. employing a universal sampling method, the respondents were the two hundred (200) public elementary and secondary school teachers in the claveria districts, division of misamis oriental, during the school year 2023-2024. a descriptive correlational research method was used with a self-constructed questionnaire, and descriptive statistics were used, as well as a t-test to test the significant effect of teachers’ motivation on teaching styles. further, pearson product moment correlation (r) was utilized to determine the important relationship between teachers’ motivation and their characteristics. the study found a significant effect of teaching style on existence, relatedness, and growth needs, with teaching motivation positively correlated with respondents’ characteristics. the teachers’ motivation level is very high. the teaching style is also high, indicating consistent teaching. it can be concluded that teachers who emphasize relatedness and use authoritative styles create supportive learning environments. as such, teachers should give students considerable freedom to improve educational outcomes. keywords claveria district teachers, teaching motivation, teaching styles introduction background of the study understanding the unique local context and how it affects teaching practices is one of the issues that made this study necessary to investigate. compared to urban environments, as observed in claveria district, teachers may face different possibilities and problems in the rural areas. these challenges could involve a lack of infrastructure, a lack of resources, and a lack of support networks. effective ways to improve teaching techniques and the quality of education in all schools of claveria districts are hard to achieve, as it is hard to implement smoothly and gain a thorough understanding of the curriculum. this study aimed to illuminate the perspectives and experiences of teachers employed by the claveria districts. this assisted in identifying the precise elements, such as student demographics, school infrastructure, community involvement, and support from educational authorities, that affect teaching motivation and style in this setting. comprehending these variables is essential to creating focused interventions and support structures that cater to educators’ needs and challenges in the claveria districts. by investigating the connection between teaching motivation and teaching methods in the setting of the claveria districts, the study also sought to close the gap in the body of known research. although much research has been done about teacher motivation and teaching styles, most has been done in urban or general situations. this study intends to advance knowledge by offering insights into the unique opportunities and problems experienced by teachers in a rural context, with a particular focus on the claveria districts. according to keerthigha and singh (2022), there has been growing interest in understanding the impact of teaching style on student learning outcomes in recent years. teaching style refers to the pervasive quality of teaching behavior that persists even as the teaching content changes. it has been documented that teaching style can significantly affect students’ impressions of the teacher and their overall learning experience. therefore, it is crucial to examine the teaching styles employed by public school teachers in claveria districts and their implications on student motivation and academic performance. further, this study sought to illuminate the experiences and viewpoints of teachers working in a rural context, where resources and support systems may be scarce compared to urban settings. understanding the specific local environment is essential for recognizing the distinct aspects affecting teaching motivation and teaching style. this aimed to contribute to the existing knowledge on teacher motivation and teaching styles. by examining the relationship between these two factors, the study provides valuable insights into improving the quality of education in claveria districts and promoting positive student learning experiences. literature and related studies this section discusses related literature and studies of teachers’ motivation and teaching styles. 1 phinma cagayan de oro college, philippines * corresponding author’s e-mail: jhea.salipong@deped.gov.ph pa ge 19 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 teaching motivation teaching motivation, a cornerstone of educators’ commitment and dedication to their profession, encompasses a multifaceted interplay of intrinsic drives and external incentives that propel them to undertake the challenging and dynamic teaching role. rooted in foundational psychological theories such as self-determination theory and maslow’s hierarchy of needs, teaching motivation provides a comprehensive framework for understanding the underlying factors that drive educators’ engagement, satisfaction, and efficacy in their instructional practices (moè et al., 2022). existence needs this existence needs pertains to the basic survival necessities for teachers’ job satisfaction and overall well-being. these needs include salary, job security, and working conditions, impacting educators’ fulfillment and motivation (astuti et al., 2020). at its core, existence must encompass the basic survival necessities indispensable for teachers’ fundamental well-being and job satisfaction. fulfilling existing needs is essential for cultivating a conducive environment supporting teachers’ professional growth and instructional effectiveness (wiriawan et al., 2022). when educators are burdened by financial stressors or working conditions undermining their well-being, their capacity to focus on teaching and student learning is compromised. research has shown that inadequate salaries, high levels of job insecurity, and unfavorable working conditions are associated with increased levels of teacher burnout, turnover, and job dissatisfaction. therefore, addressing teachers’ existence needs is not only imperative for their well-being but also for the overall health and stability of the educational system. relatedness relatedness, as conceptualized within self-determination theory, encapsulates the fundamental human need for social connection, belongingness, and meaningful relationships with others. this innate psychological need, alongside autonomy and competence, forms the bedrock of intrinsic motivation and overall well-being. in the context of teaching, relatedness finds expression through the myriad interactions that educators have with colleagues, students, parents, and the broader educational community (lap et al., 2022). positive teacher-student relationships, characterized by trust, respect, and genuine care, are integral to fostering a supportive learning environment conducive to academic success and socio-emotional development. research has consistently demonstrated the profound impact of these relationships on teachers’ job satisfaction, professional fulfillment, and overall well-being (geronimo & oligario, 2020). when teachers feel a sense of connection and rapport with their students, they are more likely to experience intrinsic motivation, enthusiasm for their work, and a deeper sense of purpose in their role as educators. growth needs growth needs represent educators’ aspirations for continuous personal and professional development, reflecting their desire for self-improvement and career advancement. teachers are intrinsically motivated by opportunities for learning, professional growth, and recognition of their expertise and contributions. as such, professional development initiatives, opportunities for skill enhancement, and avenues for career advancement are powerful motivators for educators, nurturing their sense of efficacy, autonomy, and mastery in their profession (kumar et al. 2019). intrinsic motivators, such as mastery, autonomy, and purpose, play a critical role in sustaining teachers’ longterm engagement and professional fulfillment. when educators perceive their work as meaningful and aligned with their values and beliefs, they are likelier to experience heightened job satisfaction, enthusiasm, and commitment to their profession (kanat-maymon et al., 2020). consequently, fostering a supportive, inclusive school culture that values and recognizes teachers’ contributions is essential for enhancing their intrinsic motivation and overall job satisfaction. teaching styles teaching styles reflect the overarching philosophy, beliefs, and values guiding educators’ instructional practices and student interactions. these styles encompass a spectrum of approaches, ranging from traditional lecture-based methods to more student-centered and inquiry-based approaches. each teaching style embodies distinct characteristics, methodologies, and pedagogical strategies, shaping students’ learning experiences and outcomes within the classroom environment (ulla et al., 2024). the selection and implementation of teaching styles are influenced by various factors, including educators’ pedagogical beliefs, instructional goals, classroom dynamics, and students’ needs and preferences. effective teachers employ a repertoire of teaching styles and methodologies, adapting their approach to meet their students’ diverse learning needs, interests, and abilities (keerthigha & singh, 2022). educators can effectively cater to individual learning styles, preferences, and strengths by employing a differentiated instructional approach, thereby maximizing student engagement, motivation, and academic achievement. authoritative the authoritative teaching style is characterized by clear expectations, high standards, and a supportive classroom environment that promotes academic achievement and socio-emotional development. educators who employ this style establish clear guidelines, rules, and expectations for behavior and academic performance while also demonstrating warmth, respect, and empathy toward their students (boyer-davis et al., 2023). this balanced approach fosters a sense of security, trust, and mutual respect within the classroom, creating an optimal pa ge 20 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 environment for learning and growth. in particular, an authoritative teacher assumes the role of a facilitator and mentor, guiding students through the learning process while empowering them to take ownership of their learning and problem-solving. by providing clear instructions, feedback, and support, authoritative teachers foster a sense of autonomy, competence, and self-efficacy among their students (yong & thi, 2022). moreover, authoritative teachers cultivate positive relationships with their students, demonstrating genuine interest, care, and concern for their well-being, which enhances students’ motivation, engagement, and sense of belonging within the classroom. authoritarian the authoritarian teaching style is characterized by a hierarchical power dynamic in which the teacher assumes absolute authority and control over the classroom environment, with little room for student autonomy or input. educators who employ an authoritarian approach typically enforce strict rules, regulations, and procedures, often relying on punitive measures to maintain order and discipline (permatasaria & jujarwati, 2023). this authoritarian structure may manifest through rigid teacher-centered instruction, limited opportunities for student participation, and a focus on rote memorization and compliance rather than critical thinking and inquirybased learning. the authoritarian teacher typically adopts a directive and didactic teaching approach, delivering information through lectures, demonstrations, and drills while expecting passive student obedience and compliance. students are often expected to conform to the teacher’s expectations without question, with little opportunity for independent thinking, creativity, or expression (panisoara et al., 2020). this top-down approach to instruction may foster a sense of fear, anxiety, and disengagement among students, hindering their motivation, enthusiasm, and intrinsic desire to learn. indulgent indulgent teaching style is characterized by a relaxed and laissez-faire attitude towards classroom management and discipline, where the teacher adopts a permissive approach that allows students considerable freedom and autonomy (quirap, 2024). educators who employ an indulgent approach typically eschew strict rules and regulations, preferring to foster a more informal and unstructured learning environment. this permissiveness may manifest through lenient rule enforcement, minimal consequences for disruptive behavior, and a focus on student choice and autonomy in decision-making. the indulgent teacher may adopt a hands-off teaching approach, allowing students to explore topics of interest, set their own pace, and determine their learning goals. while this approach may promote student autonomy and self-directed learning, it may also result in a lack of accountability and academic rigor within the classroom (randolph, 2021). students may perceive the indulgent teacher as needing more authority and expertise, leading to diminished respect, engagement, and learning motivation. permissive a permissive teaching style is marked by a hands-off approach to classroom management and discipline, where the teacher relinquishes control and allows students considerable freedom to govern their learning experiences. educators who adopt a permissive approach typically foster a relaxed and informal learning environment, eschewing rigid rules and regulations to promote student independence and self-directed learning. this approach may manifest through flexible scheduling, open-ended assignments, and minimal intervention in student decision-making processes (thi & nguyen, 2021). the permissive teacher adopts a facilitative role as a guide and mentor rather than a traditional authority figure. rather than imposing rules and directives, the permissive teacher encourages students to take ownership of their learning, explore topics of interest, and pursue their learning goals at their own pace (saleem et al., 2020). while this approach may empower students and promote self-motivation, it may also lead to a lack of accountability, rigor, and academic challenge within the classroom. objectives the main objective of this study is to determine the motivation and teaching style level among teachers in claveria district, misamis oriental, during the school year 2023-2024. specifically, this aimed to describe the respondents’ characteristics, find the level of the teacher’s motivation, assess the level of teaching styles, the significant effect of teachers’ motivation on teaching style, and determine the critical relationship between teachers’ motivation and each of their characteristics. theoretical framework this study utilized the self-determination theory (sdt) proposed by ryan and deci (2020), which is fundamental in gaining the effect of teaching motivation and style. the sdt is an influential theory of human motivation and well-being that has gained significant attention in recent years and posits that individuals have inherent growth tendencies and psychological needs, namely autonomy, competence, and relatedness. this theory is a motivational theory of personality, development, and social processes that examines how social contexts and individual differences facilitate different types of motivation, exceptionally autonomous and controlled motivation, and in turn, predict learning, performance, experience, and psychological health—their particular experience intrinsic motivation, personal growth, and enhanced well-being when these needs are satisfied. further, understanding the application of sdt in various contexts, such as education, work, and morality, has been a topic of interest in recent studies. applying sdt to pa ge 21 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 education, researchers have explored the different types of regulations and their impact on student motivation and engagement. a survey by guay (2022) examines the regulation types within sdt and emphasizes the proactive nature of individuals in pursuing growth, mastery, and volitional experiences. this research sheds light on the importance of autonomy, competence, and relatedness in creating a supportive and motivating educational environment. in the realm of work, sdt has been instrumental in understanding worker motivation and shaping the future of work. a recent article by gagné and deci (2022) explores how sdt provides insights into the influence of work context on the satisfaction of basic psychological needs. the research highlights the significance of autonomy, competence, and relatedness in optimizing worker motivation and well-being. by understanding and addressing these needs, organizations can create a work environment that fosters intrinsic motivation and promotes employee engagement and satisfaction. when it comes to this research on motivation and teaching styles among teachers in claveria districts, misamis oriental, sdt is examined as a framework to comprehend how the motivation and teaching styles of teachers relate to the concepts of autonomy, competence, and relatedness. the research explored how teachers were more likely to foster students’ intrinsic motivation, engagement, and well-being in the classroom if they demonstrated high levels of intrinsic motivation and used teaching strategies that support students’ autonomy, competence, and relatedness. by exploring this link, this research advanced knowledge of the variables influencing effective teaching strategies and their effects on students’ sense of agency and overall educational experience. statement of the problem 1. how are the respondents distributed regarding teaching experience, highest educational attainment, teaching position, training/seminars on motivation and teaching styles, and attitude toward motivation and teaching style? 2. what is the level of teacher’s motivation considering their existence needs, relatedness needs, and growth needs? 3. what is the level of teacher’s teaching styles in terms of authoritative, authoritarian, indulgent, and permissive? 4. is there a significant effect of teacher’s motivation on teaching styles? 5. is there a significant relationship between teacher’s motivation and their characteristics? materials and methods research design this study used a descriptive correlational research design, which is well-suited for examining the relationship between variables. data were gathered from a representative sample of teachers in the claveria district, misamis oriental, during the school year 2023-2024. the study employed descriptive correlational research to gather comprehensive information on the current situation. this examines the correlation between the independent variable, motivation of the teachers, and the dependent variable, teaching style. this research design was selected for its effectiveness in meeting the study’s goals, particularly in establishing the correlation between motivation and teaching style among the teachers. a questionnaire was used to collect quantitative data, providing numerical evidence, facts, and information. sampling technique the researcher used slovin’s formula with a 0.5 margin of error and a population of four hundred (400) teachers to examine the desired number of respondents, which is two hundred (200). this sample size indicated the broader population of teachers in the specified district and was deemed enough for effective data collection and analysis. a stratified random procedure was employed to get the appropriate number of respondents in every school. this strategy guarantees that the sample was both representative and proportional among schools. research instrument this study used a combination of patterned and selfconstructed questionnaires to gather relevant information from the respondents. the variables on teachers’ motivation were patterned from the survey of comighud and arevalo (2020) entitled “ motivation about teachers’ performance,” while the questionnaire was a researchermade question. the dependent variable was patterned from the study of thi and nguyen (2021) entitled “the effect of classroom management style on students’ motivation,” and the questionnaire was also researchermade. this was to gauge the teaching motivation and teaching style levels among public school teachers of claveria district during the school year 2023-2024. results and discussion results problem 1. how are respondents distributed regarding teaching experience, highest educational attainment, teaching position, related training/ seminar on teaching motivation and teaching style, and attitude towards teaching motivation and teaching style? table 1: distribution of the respondents’ teaching experience category frequency percentage 21 years and above 42 21.0 16-20 years 17 8.5 11-15 years 29 14.5 6-10 years 52 26.0 below 5 years 60 30.0 total 200 100.0 pa ge 22 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 table 1 shows the frequency and percentage distribution of the respondents in terms of teaching experience. the data reveals that respondents with the highest frequency of 60 (30.0%) belonged to 5 years and below in teaching experience. this means that the data denotes that most respondents have less teaching experience, highlighting a significant concentration of newer educators and a substantial minority of highly experienced teachers. this further means that the data indicates that teachers cultivate their teaching styles through practical classroom experience. this suggests that years of teaching significantly would enhance teachers’ pedagogical skills and instructional effectiveness over time. as observed, in the claveria district, teachers develop their teaching styles through practical classroom experience. the blend of varying teaching experience levels within the district offers a rich environment for collaboration, mentorship, and professional growth, ultimately benefiting teachers and students in the learning process. the study by graham et al. (2020), teaching quality for educators with five years or less of experience. there is no proof that teachers with 1-3 years of experience are less competent. in contrast, the lowest frequency, 17 (8.5%), has 16-20 years of experience. this means that teachers with more extended experience in teaching often bring a wealth of knowledge, skills, and insights to their profession. this means further that by the strengths of experienced teachers and addressing the challenges they face, schools can create a more effective and supportive educational environment that benefits both teachers and students. this further means examining a teacher’s comprehension and application of the principles they teach their students is one way to gauge their effectiveness in the classroom. as noticed, teachers may establish a productive and healthy learning environment for teachers and children by providing ongoing professional development opportunities and support to seasoned educators. this implies that teaching experience suggests that students are most likely to improve their performance when they learn from teachers with much classroom experience. the underlying assumption is that experience appears to enhance expertise. students do better when teachers have more experience (bolarinwa et al., 2020). 76 (38.0%), have a master’s degree with additional units. this means that educators who hold advanced degrees often possess a more profound understanding of teaching strategies, which can potentially result in improved student performance. this further implies that the insight underscores the importance of recruiting and cultivating qualified teachers who can effectively support students in attaining a high-quality education while also guiding the focus of ongoing teacher training. as manifested, teachers are prepared to meet the various needs of their pupils and provide high-quality instruction by emphasizing recruiting educators with advanced degrees and offering continual professional development opportunities. this knowledge can influence initiatives and teacher training programs to improve district student achievement and teaching efficacy. the result is consistent with a study by liu (2021) that showed a favorable relationship between teachers’ educational attainment and factors influencing the caliber and efficacy of their classroom management and instruction. on the other hand, a few respondents, five (2.5%), hold a doctorate with units. this means that the respondents possess advanced education beyond a master’s degree, reflecting a high level of educational attainment among the respondents with a doctoral degree. this means further that it can also be gleaned that having a doctorate in education is essential for several reasons, particularly in advancing the field of education, contributing to research and policy, and enhancing the quality of teaching and learning. as observed, doctoral-prepared teachers can play a crucial role in driving educational excellence, fostering a culture of continuous improvement, and serving as leaders in advancing teaching and learning practices. their expertise can influence curriculum development, instructional strategies, and educational policies, ultimately benefiting teachers and students in the district. it implies that the knowledge and insights gained through doctoral studies contribute significantly to improving educational practices, policies, and outcomes at all levels. burton (2020) affirmed that when chances for experiential learning and comprehensive institutional support were offered to master’s level students pursuing doctorates in education, they reported feeling that their programs had fulfilled their professional development goals. table 2: distribution of the respondents’ highest educational attainment category frequency percentage doctorate degree 11 5.5 doctorate degree with units 5 2.5 master’s degree 40 20.0 master’s degree with units 76 38.0 baccalaureate degree 68 34.0 total 200 100.0 table 3: distribution of the respondents’ teaching position category frequency percentage master teacher ii 10 5.0 master teacher i 23 11.5 teacher iii 34 17.0 teacher ii 21 10.5 teacher i 112 56.0 total 200 100.0 table 2 presents the frequency and percentage distribution of the respondents in terms of highest educational attainment. the data reveals that most of the respondents, table 3 shows the frequency and percentage distribution of the respondents in terms of teaching position. the data pa ge 23 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 shows that most respondents got the highest frequency of 112 (56.0%), holding the position of teacher i. this means that the distribution implies that most respondents occupy entry-level teaching positions, with fewer teachers in higher-ranking positions, reflecting a hierarchical structure within the lower teaching staff level. this further means that beginner teachers, often called novice or earlycareer teachers, bring fresh perspectives, enthusiasm, and new ideas to education. it is noticeable that the school of claveria district may concentrate on offering assistance and mentorship programs to help new teachers succeed in their professions by acknowledging the distribution of teaching positions and the frequency of entry-level positions. early career educators can be more empowered to further their careers and make significant contributions to the educational community by fostering collaboration and opportunities for professional growth. schools and districts that invest in novice teachers’ professional development and well-being will likely see long-term benefits in student achievement and teacher retention. spătărelu’s (2020) research pointed out a concern with preparing the next generation of excellent teachers, and the problem of new teachers is crucial. however, the lowest frequency of 10 (5.0%) among the respondents holds the position of master teacher ii. this means that teachers desire to advance their teaching positions. it means further that earning a higher rank can substantially help them in their pedagogical competence and expertise in teaching. as perceived, teachers in the claveria district who want to go up the ranks show that they are dedicated to continuing their professional growth and want a more significant influence on education. the district may foster a culture of excellence and ongoing development in teaching methods by offering professional promotion pathways and acknowledging the accomplishments of educators who advance to higher ranks. ojales (2019) noted in his research that, as the primary staff members in the classroom, master teachers should exemplify the various qualities expected of the role and serve as role models for instructional leadership. they carry out multiple tasks following the directives issued by the department of education. as expert educators, they face challenges and difficulties in carrying out their roles, but because they are dedicated to offering top-notch education, they keep going over these barriers. table 4: distribution of the respondents’ training/seminars attended on teaching motivation and style category frequency percentage international 27 13.5 national 31 15.5 regional 32 16.0 division 54 27.0 district/school 56 28.0 total 200 100.0 table 4 shows the frequency and percentage distribution of the respondents in terms of related trainings and seminars attended. the data revealed that most respondents had the highest frequency of 56 (28.0%) and attended district or school-level trainings and workshops. this means that the professional development of educators plays a vital role in enhancing their effectiveness in the classroom and their commitment to their profession. this further means that as educators gain more experience and refine their teaching styles, they become better equipped to cater to diverse student learning preferences. it is noticeable that this is one encouraging sign for many teachers attending district or school-level training. it implies a dedication to fostering the professional development of teachers, which will eventually help the district’s teachers and students. it is widely recognized that ongoing professional development is crucial for educators to adapt to the evolving needs of students in a rapidly changing global economy. teachers believed that they would not benefit significantly from professional development initiatives. padillo et al. (2021) research provided support for this idea by highlighting the importance of professional development opportunities for teachers who possess mastery in lesson design, delivery, subject-matter expertise, fostering student relationships, and classroom management. in contrast, the lowest frequency, 27 (13.5%) of the respondents attended international trainings and seminars. this means that most respondents have engaged more frequently in local (district or school-level) and divisionlevel professional development activities, with fewer participating in higher-level (regional, national, and international) trainings and seminars. this further means a greater emphasis or accessibility for local professional development opportunities among the respondents. while international training can provide valuable global perspectives, the data implies that educators in claveria district primarily engage in professional development activities closer to home. this localized approach to professional growth may reflect a practical and strategic focus on addressing immediate educational challenges and enhancing teaching practices within the district. research by biasutti et al. (2021) suggests that further training to enhance teachers’ professional development is essential in primary and secondary education, among other fields, in an ever-changing knowledge society. professional development in that area includes keeping educators abreast of the most recent didactic methodologies and pedagogical approaches and promoting a reflective teaching style. pa ge 24 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 table 5 shows the distribution of the respondents’ attitudes towards teaching motivation and teaching style with an overall mean of 3.73 (sd=0.53) described as strongly agree and interpreted as very positive. this means the respondents have an attitude toward teaching motivation and style, reflecting high commitment and enthusiasm in their teaching roles. this implies that most surveyed teachers exhibit expertise in utilizing advanced teaching methods and styles. these may involve tactics such as delivering clear explanations, fostering critical thinking, and actively involving students in learning. as observed, claveria district’s culture of excellence and emphasis on continuously improving teaching techniques are reflected in the respondents’ high level of dedication and positive attitude toward teaching motivation and style. it suggests that teachers’ passion and commitment are essential to providing stimulating and productive learning environments that support students’ academic development and achievement. the district’s teachers’ professionalism and skill are demonstrated by this data, highlighting their continuous attempts to improve their teaching strategies and approaches to improve their students’ educational experiences. in line with this, the study of yildiz et al. (2021) demonstrated that motivated teachers tend to adopt more effective and engaging teaching methods. this is significant because it underscores the direct impact of teacher motivation on instructional quality and student outcomes. motivated teachers are more likely to employ teaching strategies that are adaptive and responsive to student needs, including student-centered learning, innovative teaching techniques, and continuous professional development. the indicator, as a teacher, i place a high value on effective classroom management and foster a friendly learning environment, obtained the highest mean score of 3.73 (sd=0.53), described as strongly agree and interpreted as very positive. this means the respondents are intensely dedicated to effective classroom management and creating a supportive and welcoming learning environment. this implies that effective classroom management is crucial in establishing a conducive learning environment, which involves maintaining discipline, ensuring student engagement, and facilitating smooth transitions between activities. further, it is noticeable that the data highlights the importance that claveria district teachers place on creating a nurturing and engaging classroom setting to promote optimal learning outcomes for their students. the very positive interpretation of the mean score reflects the teachers’ proactive approach to fostering a friendly and supportive classroom atmosphere. this implies that dedication to effective classroom management contributes to a harmonious learning environment and helps maximize student participation and academic achievement. teachers implementing consistent rules, procedures, and routines minimize disruptions and maximize instructional time. this structured environment allows students to focus more on learning activities rather than dealing with behavioral issues, thus fostering a more productive classroom dynamic. dalagan and atugan (2021) found that teachers prioritizing classroom management strategies are more likely to create a structured and supportive learning environment, positively impacting student behavior and academic performance. on the contrary, the indicator as a teacher, i clearly defined management objectives and was driven to improve obtained the lowest mean of 3.57 (sd=0.57), described table 5: respondents’ attitude toward teaching motivation and teaching style indicator mean sd description as a teacher i place a high value on effective classroom management and foster a friendly learning environment. 3.73 0.53 strongly agree i make strategic strategies in advance to address possible problems. 3.60 0.58 strongly agree i continuously improve classroom management strategies. 3.67 0.58 strongly agree i demonstrate a growth mentality and am receptive to picking up and using new management skills. 3.58 0.56 strongly agree i adapt management techniques to changing classroom dynamics. 3.60 0.56 strongly agree i prioritize students' needs in choosing management strategies. 3.65 0.56 strongly agree i value teamwork for effective management strategies. 3.72 0.53 strongly agree i effectively manage resources to create an engaging learning environment. 3.64 0.59 strongly agree i clearly define management objectives and am driven to get better. 3.57 0.57 strongly agree i maintain a healthy work-life balance to maintain a passion for efficient classroom management. 3.62 0.55 strongly agree overall 3.73 0.53 strongly agree legend: 3.26-4.00 strongly agree /very positive 2.51-3.25 agree /positive 1.76 – 2.50 disagree /negative 1.00-1.75 strongly disagree /very negative pa ge 25 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 as strongly agree and interpreted as very positive. this means that the indicator’s lowest mean is cited in this context; it does not necessarily signify that the score is low in a negative sense. instead, it indicates that, across all research indicators, the mean score is the lowest. this further means that respondents strongly agree with clearly defining management objectives and striving for improvement, demonstrating a positive perception of this aspect. as observed, educators perceive themselves as having clear goals and a strong drive for continuous improvement in their teaching practices. the teachers believe they have well-defined objectives, and a strong desire to keep improving their methods of instruction underscores their dedication to professional development and self-improvement. as per belay et al. (2022), teachers’ perceptions of professional development were investigated, and it was found that clear goals and personal motivation were critical factors contributing to teachers’ professional growth and satisfaction. this highlighted that teachers with clearly defined objectives and strong internal drive are likelier to engage in professional development activities actively and exhibit positive attitudes towards their teaching roles. their findings emphasize that teachers with clear goals and intrinsic motivation are more proactive in seeking professional development opportunities and demonstrate higher satisfaction with their careers. this proactive approach to professional growth suggests that aligning personal goals with professional development initiatives can significantly enhance teachers’ effectiveness and commitment to their roles. problem 2. what is the level of teachers’ motivation considering existence needs, relativeness needs, and growth needs? table 6: summary of the respondents’ level of teacher’s motivation variables mean sd interpretation existence needs 3.59 0.60 very high relatedness needs 3.64 0.56 very high growth needs 3.44 0.65 very high overall 3.56 0.60 very high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76 – 2.50 sometimes / low 1.00-1.75 never / very low table 6 shows the summary of the level of teachers’ motivation with an overall mean of 3.56 (sd=0.60), interpreted as very high. this means that respondents exhibit a consistently very high level of motivation in their teaching roles, which is crucial for their job satisfaction, commitment, and overall effectiveness as educators. this implies that high levels of teacher motivation and adaptive teaching methods must work together, and motivated educators are more likely to use various interesting teaching techniques that meet the different demands of their learners. these methods improve the educational process and create an atmosphere where students are more engaged with the subject matter and the learning process, increasing their motivation. as observed, teachers may become more motivated to teach when they enhance their strategies to include more participatory and productive techniques, starting with a beneficial feedback cycle that raises both teacher and student engagement. it suggests that understanding and addressing the factors that influence teacher motivation are essential for improving educational outcomes within the district. by maintaining a highly motivated educator, teachers can foster a positive and engaging learning environment that benefits teachers and students. by creating a supportive and rewarding environment, schools can help maintain high levels of teacher motivation, ultimately benefiting students and the broader educational community. as golomb, et al. (2023) highlighted, teachers were motivated by success, adequate working conditions, students’ desire for learning, and being more autonomous and equitable. high levels of teacher motivation can be maintained by creating a positive and fulfilling learning environment in the classroom, which benefits both students and the larger educational community. the variable relatedness needs, obtained the highest mean score of 3.64 (sd=0.56), interpreted as very high. this means that respondents highly value the perceived relevance of their teaching roles, underscoring the importance of connecting instructional practices with the needs and interests of their students. this implies that when educators connect their teaching styles with students’ backgrounds, experiences, and interests, they significantly enhance student engagement and learning outcomes. as observed, teachers indicate that they highly value the relatedness needs in their teaching roles. as suggested, the teachers’ commitment to developing significant and lasting learning experiences that connect with their students is demonstrated by this emphasis on relatedness needs, which eventually helps to create a more productive and exciting learning environment. by incorporating students’ contexts into the curriculum, teachers can make more relatable and impactful lessons that resonate on a deeper level. in the study by poortman et al. (2022), relatedness reflects educators’ commitment to fostering a supportive and impactful learning environment through tailored instructional practices, as highlighted by. this method pa ge 26 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 promotes active learning and encourages students to take ownership of their educational journey. consequently, fostering relevance in teaching practices contributes to a more dynamic and effective educational environment, improving academic performance and student satisfaction. on the contrary, the variable growth needs obtained the lowest mean of 3.44 (sd=0.65), interpreted as very high. this means that while respondents place high importance on their professional growth and development, it is perceived as slightly less prioritized than other motivational factors. this implies that teachers understand that continuous learning enhances their teaching skills and keeps them abreast of the latest educational trends and methodologies. as noticed, the growth needs are still given priority, although they are thought to be somewhat less critical than other motivating factors. this implies that even though the district values teachers’ professional development and progress, they might prioritize other motivational factors even more. despite this, the teachers recognize the need for lifelong learning to improve instruction and keep abreast of recent educational developments. teachers constantly show dedication to enhancing their teaching methods and adjusting to the changing requirements of both students and the field of education by recognizing the importance of continuous learning and growth. collie and martin (2023) investigated the role of professional development in enhancing teacher well-being and job satisfaction. the study found that opportunities for growth, such as engaging in continuous learning and professional development activities, are crucial for maintaining high levels of teacher motivation and commitment. therefore, professional development remains critical in sustaining teacher motivation and job satisfaction, even with a slightly lower emphasis on growth needs. problem 3. what is the level of authoritative, authoritarian, indulgent, and permissive teaching styles? table 7: summary distribution on the level of teaching styles variables mean sd interpretation authoritative 3.47 0.59 very high authoritarian 3.01 0.78 high indulgent 2.85 0.85 high permissive 3.20 0.71 high overall 3.13 0.73 high legend: 3.26-4.00 at all times / very high 2.51-3.25 most of the time / high 1.76 – 2.50 sometimes / low 1.00-1.75 never / very low table 7 shows the summary of the level of teaching style with an overall mean of 3.13 (sd=0.73) and interpreted as high. this means that a consistent application of teaching methods that contribute to a stable learning environment is beneficial for students’ development. this implies that evaluating teaching styles through these indicators helps understand the classroom dynamics and the effectiveness of different approaches. the data indicates that they utilize a blend of teaching styles, including the authoritative, permissive, and indulgent styles, along with elements of student-centered learning. this diverse style likely creates a dynamic and engaging learning environment where students can learn differently, explore their interests, and develop various skills. this moderate prevalence of diverse teaching styles suggests that teachers actively seek to create a balanced, supportive learning environment that fosters student growth and success. by continuing to evaluate and refine their teaching practices, they can further enhance the learning experience for their students and contribute to their overall development. therefore, educators should embrace reflective practices and be open to adjusting their teaching methodologies based on ongoing assessments and feedback (samad, 2022). the variable authoritative obtained the highest mean score of 3.47 (sd=0.59), interpreted as very high. this means that educators frequently employ authoritative teaching styles characterized by clear expectations, structured learning environments, and teacher-centered approaches. this implies that this approach helps create an environment where students feel supported and valued while held to high academic and behavioral standards. as observed, teachers tend to utilize authoritative teaching styles frequently. clear expectations, structured learning environments, and teacher-centered methods mark this teaching approach. it suggests that in claveria, students may experience a supportive and valued educational environment while held to high academic and behavioral standards. however, it’s essential to recognize that the authoritative style is just one of many practical teaching approaches, and a balanced approach that incorporates elements of other styles might be beneficial for maximizing student engagement and fostering a more diverse and dynamic learning environment. research by hu et al. (2020) investigated various classroom management strategies and their effects on student behavior and academic achievement. the study emphasized that authoritative teaching styles, characterized by high expectations and warmth, significantly promote positive student outcomes. on the contrary, the variable indulgent obtained the lowest mean of 2.85 (sd=0.85), interpreted as high. this means educators less frequently adopt indulgent teaching styles characterized by leniency, permissiveness, pa ge 27 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 and minimal control over student behaviors and choices. this implies that by allowing students more control over their learning processes, these approaches foster a sense of ownership and personal investment in their education. as observed, teachers value a supportive and nurturing learning environment, and despite the lower average score, it’s still considered significant. they tend to prioritize structure and guidance to a greater extent. while the indulgent style can be beneficial in fostering a relaxed and creative learning environment, it can also present challenges in maintaining classroom order and ensuring that all students are on track academically. the moderate prevalence of this style suggests that teachers might utilize it strategically in specific situations, perhaps to foster a relaxed and creative atmosphere during certain activities to provide individual support to students who need extra encouragement. this suggests that teachers know the potential benefits and drawbacks of the indulgent teaching style and are likely to employ it strategically, balancing it with other approaches to create a positive and productive learning experience for their students. this balanced approach, prioritizing structure and guidance while offering opportunities for student autonomy, will likely contribute to a well-rounded and effective learning environment. in line with this, gutierez’s (2019) research explored the impact of autonomy-supportive teaching styles on student motivation and engagement. the study highlighted that indulgent approaches, which provide high levels of autonomy and freedom to students, significantly enhance intrinsic motivation. problem 4. is there a significant effect of teachers’ motivation on teaching styles? table 8: regression analysis on the effect of teachers motivation for teaching styles teachers motivation teaching styles overall authoritative authoritarian indulgent permissive t-value t-value t-value t-value t-value p-value p-value p-value p-value p-value existence needs 3.11 4.15 3.23 3.31 3.72 .000* .000* .000* .000* .000* s s s s s relatedness needs 2.98 2.82 2.88 3.10 2.96 .000* .000* .000 .000 .000* s s s s s growth needs 3.72 3.74 3.64 3.63 3.65 .000* .000* .000* .000 .000* s s s s s legend: *significant at p<0.05 alpha level, s – significant, ns – not significant table 8 presents the regression analysis on the effect of teachers motivation for teaching styles .the overall result shows that the motivation in all variables, existence needs, relatedness needs, and growth needs, showed a significant effect on teaching styles as indicated by the correlation r-value and probability value less than 0.05 alpha level, which led to the rejection of the null hypothesis. this means that teachers’ motivation is a significant factor in determining their teaching style. this implies that more effective teaching styles are associated with higher levels of teaching motivation. as observed, teachers reveal that teaching motivation significantly influences teaching styles. the study indicates that motivation in various aspects, such as existence needs, relatedness needs, and growth needs, has a notable impact on teaching styles. the correlation values and probability levels suggest a strong relationship between teachers’ motivation levels and their chosen teaching styles. this finding implies that motivated teachers tend to adopt more effective teaching styles, highlighting the importance of motivation in shaping the educational approach in the district. this understanding can lead to professional development opportunities that aim to boost teacher motivation and encourage the adoption of best practices in teaching. ultimately, the correlation between teaching motivation and styles underscores the importance of nurturing a positive and motivating work environment for educators to deliver high-quality education to their students. this implies that the strong connection between teaching motivation and teaching styles indicates that educational institutions must prioritize strategies that enhance teacher motivation. moreover, schools can cultivate a motivated teaching workforce by fostering an environment that values and supports teacher engagement through professional development opportunities, recognition, and collaborative practices (kelly et al., 2022). investing in teachers’ morale is crucial because they are more likely to use innovative and successful teaching strategies that accommodate various learning styles, eventually improving student achievement and happiness. overall, the combined effect of existence needs on teaching styles is statistically significant, with a t-value of 3.72 and a p-value of .000. significant positive effects pa ge 28 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 are observed across all teaching styles for existence needs. this means that existence needs play a crucial role in shaping and influencing various teaching styles, contributing positively to the teaching approaches employed in the studied educational context. this further means a strong association between the fulfillment of existence needs and implementing different teaching styles, highlighting the importance of addressing these fundamental needs in educational settings to enhance teaching effectiveness and student engagement. as observed, the respondents indicate that existence needs have a significant positive impact on all teaching styles. this suggests that by fulfilling existing needs, teachers in the district can positively influence their teaching styles, ultimately creating a more engaging and effective learning environment for students. students are more likely to be involved, participate actively, and succeed academically when their basic needs are satisfied. according to a study by acquah et al. (2021), existence needs are a primary demand for dependable material basics that enable dayto-day survival. as a result, teachers’ satisfaction with their basic needs is reflected in their opinions of their salary, benefits, job security, and working conditions. this study shows the importance of considering existence needs when creating instructional strategies and enhancing students’ overall educational experiences. also, for relatedness needs, a significant positive effects are observed across all teaching styles. the overall impact of relatedness needs on teaching styles, as indicated by a t-value of 2.96 and a p-value of .000, signifies a statistically significant and positive impact across all teaching styles (authoritative, authoritarian, indulgent, and permissive). this means that addressing relatedness needs, which encompasses the sense of belonging and connections within the classroom, is crucial in enhancing the effectiveness of different teaching approaches. the observation suggests that relatedness needs have a significant favorable influence on all teaching styles. the district can create a more supportive and engaging academic environment by fostering positive relationships, promoting community, and addressing students’ social and emotional needs. this finding emphasizes the crucial role of relatedness needs in shaping teaching styles and improving student outcomes. by recognizing and addressing relatedness needs, educators can create a supportive and inclusive classroom atmosphere that enhances student engagement, motivation, and overall academic success across various teaching styles. this highlights the critical role of interpersonal connections and a sense of belonging in optimizing the teaching and learning experience for both students and teachers (yang et al., 2022). on one hand, for growth needs, a significant positive effects are observed across all teaching styles. the combined impact of growth needs on teaching styles is statistically significant, with a t-value of 3.65 and a p-value of .000. this means a consistent and robust relationship between meeting growth needs and the outcomes associated with different teaching styles. the observation highlights the importance of growth needs in influencing teaching styles. this finding suggests that addressing the developmental needs of educators and students in the district is crucial for promoting positive teaching practices. teachers can enhance their teaching effectiveness and student engagement by creating an environment that supports growth and development, aligning with the positive impact of growth needs on teaching styles observed in the district. this is supported by the study of mastrokoukou et al. (2022), who described teachers’ desire for career and professional development possibilities. teachers must pursue self-fulfillment to flourish. learning and teaching are dynamic processes. therefore, effective professional development is essential for teachers to enhance their abilities. to succeed, teachers must prioritize personal growth, self-care, and efficient professional development. problem 5. is there a significant relationship between teachers’ motivation and their characteristics? table 9: result of the test on relationship between teachers’ motivation and each of their characteristics respondents’ characteristics teaching motivation overall existence needs relatedness needs growth needs r-value r-value r-value r-value p-value p-value p-value p-value teaching experience 0.248 0.368 0.489 0.362 .000* .000* .000* .000* s s s s highest educational attainment 0.605 0.824 0.645 0.733 .000* .000* .000 .000* s s s s teaching position 0.862 0.561 0.361 0.745 .000* .000* .000* .000* s s s s pa ge 29 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 table 9 presents result of the test on relationship between teachers’ motivation and each of their characteristics focusing on the p-values to examine the relationship between teaching motivation and each of the respondents’ characteristics. the overall result shows that each respondent’s characteristics in all indicators showed a significant relationship with the level of teaching motivation, as indicated by the correlation r-value and probability value of less than 0.05 alpha level, leading to the rejection of the null hypothesis. this means that the analysis provides strong evidence supporting the idea that specific characteristics of the respondents play a crucial role in influencing their motivation to teach. this further implies that educational practices and strategies enhance teaching motivation among educators. this finding highlights the importance of understanding how individual characteristics of teachers can impact their motivation levels. by recognizing these relationships, educational practices and strategies can be tailored to enhance teaching motivation among educators. this may involve personalized professional development programs, mentorship opportunities, or recognition of achievements that align with the unique characteristics of each teacher. acknowledging the influence of respondents’ characteristics on teaching motivation can implement targeted interventions to support and nurture a motivated teaching force. this understanding can lead to a more supportive and engaging work environment that ultimately benefits teachers and students. this knowledge can help design treatments that target individual and contextual elements to increase teacher motivation. teacher preparation programs should incorporate courses addressing specific characteristics contributing to teaching motivation. such courses could focus on developing strategies to enhance self-efficacy, improve communication skills, create supportive work environments, and provide pathways for professional development. by doing so, institutions can foster a more motivated teaching workforce better equipped to engage and inspire students in their educational endeavors (rusmiyanto et al., 2023). teaching experience has significant positive relationships across all dimensions of teaching motivation. the r-value of 0.362 and a substantial p-value of .000 for overall teaching motivation confirm a strong positive relationship with teaching experience. this means that motivated teachers, in their overall approach to teaching, tend to have a more enriched and fulfilling teaching experience. this further implies that the significant positive relationships between teaching experience and various dimensions of teaching motivation highlight the importance of supporting teachers in addressing their fundamental needs, fostering positive relationships, and promoting ongoing growth and development. recognizing and nurturing the link between teaching experience and teaching motivation provides targeted support and professional development opportunities for teachers at different stages of their careers. this can help cultivate a more motivated and effective teaching force, leading to improved educational outcomes and a more enriching teaching experience for educators and students. by prioritizing these aspects, schools can create a more fulfilling and rewarding teaching experience for educators, ultimately benefiting both teachers and students in the educational setting (peng et al., 2022). schools that can establish a more encouraging and fulfilling work environment for teachers by emphasizing their general motivation, attending to their basic needs, and cultivating a culture of growth and development can ultimately result in more extraordinary educational achievements for students, an enhanced teaching experience, and increased teacher wellbeing. it suggests that encouraging a pleasant teaching experience requires acknowledging and meeting the basic needs of teachers, such as existence, relatedness, and growth needs. to meet these demands, schools can provide encouraging settings that help teachers feel fulfilled, grown, and like they belong. also, for the highest educational attainment, significant relationships exist across all dimensions of teaching motivation. overall, teaching motivation demonstrates an r-value of 0.733 and a p-value of 0.000, showing a significant relationship with the highest educational attainment. this means that individuals with higher levels of education are more likely to have stronger motivation towards teaching, driven by their existence needs, relatedness needs, growth needs, and overall teaching motivation. this implies that higher educational attainment favors a teacher’s motivation, as evidenced by the strong connections across all dimensions of teaching motivation. teachers can leverage this understanding to provide targeted support and development opportunities to enhance their motivation and professional growth. by valuing and promoting ongoing education and professional development, the district can cultivate a highly motivated and effective teaching workforce that positively impacts student learning and achievement. encouraging teachers to continue their education might help increase training/seminars attended on motivation and teaching style .486 0.477 0.361 0.424 .000* .000* .000* .000* s s s s attitude toward motivation and teaching style 0.445 0.362 0.422 0.398 .000* .000* .000* .000* s s s s legend: *significant at p<0.05 alpha level, s – significant, ns – not significant pa ge 30 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 their dedication and passion for their workthis suggests that educational institutions should support teachers in pursuing advanced degrees and continuous professional development, possibly through scholarships, study leaves, and flexible working arrangements. however, the current study further implies a vital agenda that needs to be focused for consideration. as posited, sin (2023) disclosed that professional development initiatives for more experienced teachers should center on utilizing cutting-edge pedagogies in the classroom and offering workshops and mentoring to new educators. furthermore, teachers’ earlier learning experiences should likely receive more attention to increase their drive to study. therefore, individual learning pathways could be created by carefully crafting professional development activities based on instructors’ needs; this approach is more successful and inspiring than a one-size-fits-all one. connection to the teaching position reveals significant relationships that are closely observed across all dimensions of teaching motivation. overall, teaching motivation demonstrates an r-value of 0.745 and a p-value of 0.000, showing a strong and significant positive relationship with holding a teaching position. this means that the relationship underscores the importance of job roles in fostering motivation among educators, highlighting the need for supportive environments to enhance their engagement and performance. this further means that educational leaders should concentrate on developing environments that support relatedness and growth needs and address existence needs. the district can enhance overall job satisfaction, teacher retention, and student success and achievement by fostering a positive and supportive work culture that values and nurtures teachers’ motivation establishing various professional development opportunities that focus on skill enhancement and support career advancement. motivated teachers are more likely to be practical, committed, and innovative, ultimately leading to better student educational outcomes (nahid et al., 2023). also, there are significant relationships across all dimensions of training/seminars attended on motivation and teaching style, on teaching motivation. the overall teaching motivation (r-value=0.424, p-value=0.000) demonstrates significant positive relationships with training/seminars attended. this means that attending training/seminars is positively associated with various aspects of teaching motivation, including existence needs, relatedness needs, growth needs, and overall teaching motivation. this implies that educators participating in relevant training programs may experience increased motivation in their teaching roles. continuous learning through training and seminars benefits individual teachers and contributes to a more dynamic and effective educational environment that ultimately benefits students’ learning experiences and academic outcomes. institutions should evaluate the kinds of training teachers find most helpful to optimize the advantages of professional development. tailoring professional development to teachers’ specific needs and preferences can improve teaching practices and student outcomes (jadallah et al., 2023). furthermore, implementing systematic evaluation procedures can facilitate the identification of the efficacy and motivation-boosting potential of training programs. secondly, for attitude toward teaching motivation and teaching style, significant positive relationships are observed across all dimensions of teaching motivation. the overall teaching motivation (r-value=0.398, p-value=0.000) all show significant positive relationships with attitude towards teaching motivation and teaching style. this means that as educators’ positive attitudes toward teaching motivation increase, their teaching styles become more effective and supportive. this implies that teachers who feel fulfilled in their primary, social, and growth needs are likelier to have a positive attitude towards teaching and exhibit a particular teaching style. by recognizing and nurturing this relationship, teachers can promote a supportive work culture that values and enhances teachers’ motivation and positive attitudes toward teaching. encouraging professional development, providing mentorship opportunities, and creating a collaborative and empowering work environment can further cultivate positive attitudes and effective teaching styles among educators.this suggests that academic institutions should prioritize enhancing teachers’ attitudes towards motivation, as indicated by the considerable beneficial associations that have been seen. professional development initiatives can enhance teaching styles that support constructive attitudes and successful motivational techniques (setiyawan, 2019). student engagement and learning results will likely increase when educators are inspired and use successful teaching strategies. discussions the data reveal that teachers need more experience, which could affect teaching quality. however, there is a welleducated group with master’s degrees. the prevalence of teacher i positions suggests a structured hierarchy that influences decision-making. many teachers have participated in professional development to improve their practices, showing a positive attitude and motivation that can benefit student engagement and success. supporting less experienced teachers, using educational attainment for academic rigor, and providing targeted professional development are crucial to enhance outcomes. by fostering a positive mindset and dedication to growth, the educational experience can be improved for both educators and students, creating a more effective and engaging learning environment. on the other hand, teachers are deeply committed, finding fulfillment in meeting their needs and experiencing growth opportunities, positively impacting classroom dynamics and teaching quality. highly motivated teachers inspire students, fostering better outcomes and a supportive environment. recognizing and nurturing this motivation is crucial for institutions, achieved through continued professional development, acknowledgment of efforts, pa ge 31 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(2) 18-33, 2025 and a supportive culture. by investing in programs catering to teachers’ growth and fulfillment, schools can create an effective, vibrant teaching environment benefiting educators and students, ultimately enhancing the overall educational experience. moreover, teaching styles highlight the prevalence of authoritative teaching among educators, who are known for their structured and disciplined approach. while authoritarian, indulgent, and permissive styles also show high ratings, they are less dominant than authoritative teaching. the tendency towards a combination of styles suggests teachers adapt methods based on various factors. educators should reflect on their styles, balancing authority with flexibility to cater to student needs effectively. by incorporating elements of different styles where appropriate, teachers can create a balanced and engaging learning environment, maximizing student potential and fostering holistic development through mindful teaching practices. the study reveals a significant positive impact of teaching styles on existence needs, with authoritative, authoritarian, indulgent, and permissive approaches all showing solid effects. authoritative teaching demonstrates a robust positive influence, while authoritarian teaching emphasizes a powerful impact on meeting these needs. indulgent and permissive teaching also contribute significantly to fulfilling existence needs. this underscores the importance of educators recognizing how different teaching styles can impact students’ fundamental needs for survival, security, and stability. by tailoring their approaches to create a supportive learning environment that incorporates elements of these various styles, teachers can address diverse student needs, enhance overall well-being, and improve academic performance, thus promoting holistic growth and success in the classroom. furthermore, the analysis highlights significant positive relationships between teaching experience and various dimensions of teaching motivation, emphasizing the importance of accumulated experience in motivating educators. existence needs, relatedness needs, growth needs, and overall teaching motivation all show notable positive correlations with teaching experience. notably, growth needs exhibit the highest correlation, indicating a solid positive relationship with teaching experience, while relatedness needs also demonstrate a higher correlation. these findings suggest that as teachers accumulate more experience, their motivation levels across different dimensions tend to increase, influencing their fulfillment of basic needs, sense of connection, desire for growth, and overall commitment to teaching. to support this, educational institutions should prioritize providing opportunities for teachers to gain diverse experiences through mentorship programs, collaborative projects, and exposure to varied teaching environments to deepen their expertise, broaden their perspectives, and sustain their passion for teaching. by investing in teachers’ professional development and well-being, institutions can nurture a motivated and engaged teaching workforce, benefiting educators and students in the learning process. conclusion the study showed teachers’ emphasis on relatedness in motivation and authoritative styles, highlighting the importance of aligning instructional practices with learners’ needs and creating a supportive learning environment. further, advocacy on teaching styles emphasizes structured learning environments, clear expectations, and teacher-centered approaches. they promote discipline, organization, and practical guidance, supporting student growth and academic success. this approach creates a balanced, structured educational environment. recommendations 1. the school head should conduct mentorship programs among teachers. this will allow newer teachers to learn best practices and gain support in their teaching methods. 2. teachers should actively engage in their professional growth needs through structured, streamlined programs that promote continuous learning, job advancement, and promotion, focusing on the latest educational trends and methodologies. 3. teachers should balance structure and student autonomy to maximize the benefits of an indulgent teaching style. they should set clear expectations and create an environment for students to manage their education. 4. teachers should prioritize working in an environment that meets their fundamental needs for growth, existence, and relatedness. this involves providing opportunities for professional development, ensuring fair compensation and resources, and fostering a collaborative and supportive work environment. references acquah, n. a., nsiah, n. t. k., antie, n. e. n. a., & otoo, n. b. 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(2022). online learning motivation during the covid-19 pandemic. malaysian journal of learning and instruction, 19. https://doi.org/10.32890/ mjli2022.19.2.8 pa ge 1 pa ge 10 9 american journal of multidisciplinary research and innovation (ajmri) stories on adversities of filipino teachers as teachers in the usa: basis for a guide on coping jestoni m. jasmin1* volume 4 issue 4, year 2025 issn: 2158-8155 (online), 2832-4854 (print) doi: https://doi.org/10.54536/ajmri.v4i4.5146 https://journals.e-palli.com/home/index.php/ajmri article information abstract received: april 18, 2025 accepted: may 23, 2025 published: july 24, 2025 this study explored the adversities of overseas filipino teachers in public schools at illinois state. this study utilized a narrative inquiry research design as it aimed to unravel consequential stories of overseas filipino teachers’ lives as told by them in their own words and worlds. in this qualitative case, the narratives of the overseas filipino teachers working as teachers in illinois, the journey of each teacher based on campbell’s hero’s journey framework, and the common adversities across the teachers’ journey were explored through interviews. the study involved six (6) participants, composed of overseas filipino teachers deployed in different public schools in illinois state. prekindergarten through grade 12 students in illinois attended public schools, which were run by superintendents and school boards who were elected locally. the data analysis tool was thematic, with a specific focus on campbell’s hero’s journey framework. the narratives of overseas filipino teachers in illinois reveal their pursuit of better opportunities and professional growth despite financial, cultural, and emotional challenges, with resilience and community support helping them adapt. their experiences align with campbell’s hero’s journey framework, as they navigate trials, moments of doubt, and ultimate transformation, finding fulfillment in their careers while continuing to evolve and give back. across the journeys of these six filipino teachers, common adversities include: financial stability and living conditions; personal and professional growth; and emotional and mental strain on teachers. keywords adversities, campbell’s hero’s journey framework, illinois state, overseas filipino teachers, public schools 1 st. paul university, philippines * corresponding author’s e-mail: jestonijasmin@gmail.com introduction the term adversity quotient (aq) refers to the capacity to overcome difficulties, adapt to setbacks, and grasp chances. overcoming barriers requires tenacity and resolve to get over challenges and disappointments, exhibiting a proactive attitude to problem-solving. it takes flexibility and the ability to move through difficult circumstances with an optimistic and helpful attitude to respond to obstacles. this entails adapting tactics, picking up lessons from mistakes, and staying motivated in the face of challenges. taking advantage of opportunities entails identifying and acting upon advantageous situations that emerge, even in difficult settings. it exhibits a proactive mindset and the capacity to transform possible setbacks into opportunities. teachers’ professional competence and capacity to persevere in the face of adversity are greatly impacted by their adversity quotient (aq). aq and professional development are closely related, according to marashi and fotoohi (2017), who also argue that teachers with higher aq are more suited to manage the demands and complexities of their line of work. while there is a dearth of research on the precise relationship between aq and professional competence, what is known about it is that teachers with high aq are more proactive, resilient, and adaptive in their approach. because of their resilience, they are able to overcome challenges with ease, keep a positive outlook, and actively look for possibilities for personal development—all qualities that are critical to professional success. adversity quotient has a significant role in both individual and organizational life since it is a determinant of learning behavior, learning outcomes, graduate quality, and life satisfaction in the educational context (singh & parveen, 2018; sigit et al., 2019; puspitacandri et al., 2020). the term “adaptability” describes a person’s ability to persevere through adversity and try to find solutions (tigchelaar & bekhet 2015; hastuti et al., 2018). additional definitions of aq include the ability to deal with adversity (parvathy & praseeda 2014), the capacity to face and overcome challenges (woo & song, 2015; suryadi & santoso, 2017), and the persistence of an individual in the face of setbacks in order to achieve success (suryaningrum et al., 2020). additionally, according to abella et al. (2016) and zhao et al. (2021), aq helps people become more resilient and stronger in the face of daily obstacles and achieve life satisfaction. this has an effect on performance (tansiongco & ibarra, 2020). further, teachers are required to do more than just transfer knowledge; they must also serve as role models for their charges, inspiring them to achieve academic excellence. in recent years, a large number of professionals, including educators, have emigrated from the philippines in quest of better job possibilities abroad. this change has been influenced by a number of social, political, and economic variables (ospina & medina, 2020). many teachers have left the philippines in quest of better economic and living conditions due to the nation’s high unemployment rate, low earnings, high inflation, and civil turmoil (berger, 2021). a significant rise in the number of professionals pa ge 11 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 relocating overseas is reported by kerr et al. (2016), highlighting the significance of this development. hence, teachers prefer to work and teach overseas that offer high salary. research by marashi and rashidian (2018) showed that aq has an impact on teachers’ pedagogical success: a measure of a teacher’s skill level. according to data from the philippine overseas employment administration (poea), 1,500 teachers on average left the country each year between 2013 and 2017 to work overseas (santos, 2023). teachers also face a number of challenges in their line of work as educators. one of their main issues is a heavy workload, which contributes to stress and burnout. teachers frequently have other responsibilities outside of the classroom, such as lesson planning, paper grading, and meeting attendance. because their occupations can be very demanding and time-consuming, teachers often do not have much time for relaxation and rejuvenation. due to the high expectations placed on them to perform well in the classroom, teachers experience added stress and anxiety. collaboration and teamwork break down when instructors are overworked and stressed, which impacts their capacity to interact with students and coworkers. they also find it challenging to concentrate on teaching and learning, which may have a detrimental effect on the performance of the students. teachers usually work long hours in the classroom as well as outside of it, which can leave them with little time for self-care or work-life balance. teachers deal with difficult student behavior in addition to the demands of their work and a lack of parental and official support. these challenges result in emotions of dissatisfaction, loneliness, and job dissatisfaction, which ultimately affect how well students learn and are instructed in the classroom. these challenges that high school teachers face also have a big effect on their capacity to lead in the classroom. relatively, dureza (2022) demonstrated that workplace well-being, organizational dedication, and job satisfaction are all positively related to welfare satisfaction in the context of foreign teachers. this suggests that when respondents’ welfare is positively addressed, their well-being, employment fulfillment and dedication to the school organization will all increase. in the study of macapagong et al. (2023), they discussed that one of the primary challenges filipino teachers face in the united states is the adjustment to a new culture. the adjustment process can be overwhelming, and the teachers may face cultural shock and feel isolated as they navigate the american education system. working in a different culture can also provide filipino teachers with opportunities for professional growth and development. correspondingly, the diverse experiences and obstacles that come with teaching overseas have a profound impact on the aq of filipino teachers working overseas. the main reason for this is because they have to adapt to new educational systems, customs, and languages in their host countries, which requires them to make cultural and linguistic adaptations. this calls for a high degree of resilience and adaptation and can cause a great deal of stress. additionally, abroad filipino teachers often confront the problem of being away from their families and support networks, which can produce feelings of isolation and homesickness. these difficulties are exacerbated by the professional demands of fulfilling demanding standards and expectations in a foreign setting. socioeconomic considerations also put additional strain on them, such as the requirement to support their family financially back home, which encourages them to keep going in the face of adversity. everybody faces adversity. this reality is not an exception for teachers. the various tasks that teachers play are rife with difficult social, psychological, emotional, and professional obstacles that can occasionally manifest as devastating storms that threaten one’s ability to continue working in the public school system. teachers must have the ability to overcome the challenges they face in their line of work, according to republic act no. 7836, popularly known as the philippine teachers professionalization act of 1994, which strengthened the management and monitoring of teaching practice in the philippines. teachers must have some degree of adversity management skills to function professionally. relatively, teachers’ personal, social, intellectual, and professional capabilities play a crucial role in carrying out such adversities and challenges. in illinois state, united states of america, overseas filipino teachers are currently facing their equal share of adversities in learning delivery, involvement in the community, and career advancement. overseas filipino teachers often face unique challenges related to cultural adaptation, language proficiency, work visa requirements, and unfamiliar educational systems while teaching and holding responsibility in a foreign country. in addition to this, advances and changes in technology and reforms in the curriculum hold a wide range of educational barriers and adversities. the way teachers respond to adversity influences not only their own performance but also the performance of their students. for years, the researcher, as a teacher himself, has observed the adversities faced by overseas filipino teachers and the challenges of being an overseas filipino teacher. hence, this research focuses on the ability of overseas filipino teachers to go beyond turmoil and triumph against adversities in their careers and their duties overseas. teachers face challenges in their daily lives. in addition to carrying out their assigned individualized lesson plans, office work, and extracurricular activities, teachers also have a duty to see to the students’ moral and physical requirements. the function of a teacher has changed significantly. the invention of the computer has revolutionized schooling. the process of teaching and learning has changed dramatically. being an overseas filipino teacher in illinois state, united states of america, the researcher is familiar with the difficulties and obstacles that teachers have regularly. this personal story offers a distinctive viewpoint and pa ge 11 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 insight into the subject of how adversities influence their competence in the classroom. the researcher can add to the body of knowledge on teacher experiences overseas by performing a study on this relationship and possibly offer some insights into how schools and educational organizations can better support teachers in their educational responsibilities. furthermore, the researcher’s experience as a teacher helps to guarantee that the research is anchored in real-world situations and pertinent to the requirements and experiences of overseas filipino teachers. considering the foregoing discussion, the researcher came up with the idea to venture into a field of study that may help the teachers in their encounter against challenges overseas that hinder their professional growth and development. hence, the study is conceived to come up with the development of a booklet on how to cope with adversity among overseas filipino teachers working as teachers in illinois that the researcher as output on the identified narratives of the overseas filipino teachers working as teachers in illinois; the journey of each teacher based on campbell’s hero’s journey framework; and the common adversities across the journey of the teachers. materials and methods research design this study utilized a narrative inquiry research design. narrative research fell within the realm of social constructivism or the philosophy that people’s lived stories captured the complexities and nuanced understanding of their significant experiences (ntinda, 2020). narrative research collected and told stories about people’s lives. it was a recognized methodology for exploring identity development in educational research. narrative research appealed to those interested in “constructivist-oriented, qualitative research that examined people’s experiences from their perspectives” (barkhuizen & consoli, 2021, p.2). it was deeply concerned with personal and individual life experiences and events. it was intimately connected to how people conceived and understood identity. in the field of education, narrative research was often used to explore the ways that teachers constructed their professional identity, especially during early teaching experiences and pre-service teaching. this study employed narrative inquiry as it aimed to unravel consequential stories of overseas filipino teachers’ lives as told by them in their own words and worlds. in this qualitative case, the narratives of the overseas filipino teachers working as teachers in illinois, the journey of each teacher based on campbell’s hero’s journey framework, and the common adversities across the journey of the teachers were explored. participants of the study the study involved six (6) participants composed of overseas filipino teachers deployed in different public schools in illinois state. prekindergarten through grade 12 students in illinois attended public schools, which were run by superintendents and school boards who were elected locally. chicago public schools, common school districts, community college districts, community high school districts, community unit school districts, non-high school districts, special charter districts, and township high school districts were the eight main types of school districts in illinois. except for the chicago public schools and the chicago community college district, all of these school boards were elected. the six participants of this study were overseas filipino teachers (ofts) who were deployed in various types of public schools across illinois state, ranging from pre-k to grade 12 levels. they were selected based on their current employment as active teachers within the illinois public school system and their status as filipino nationals working under overseas contracts. each participant met the fundamental criterion of being an oft with direct classroom responsibilities in illinois’ public education system. illinois has a diverse public school structure, including chicago public schools, community unit school districts, and township high school districts, among others. the participants were chosen to reflect this diversity in school settings. their experiences span different districts and grade levels, including early childhood education, elementary, and special education. the participants were also selected based on their length of teaching experience in the philippines, their reasons for migrating, and their current teaching roles in illinois. this criterion ensured that each narrative provided a deep, personal insight into the transition from the philippine education system to the u.s. public school system. sampling procedure the desired sample size of teacher-participants was determined using purposive sampling. purposive sampling, sometimes referred to as judgmental or selective sampling, was a non-probability sampling technique in which participants were chosen by the researcher according to particular traits or standards that were pertinent to the study’s goals or topic. purposive sampling entailed the purposeful selection of people or instances that had specific qualities or experiences that were relevant to the study, in contrast to probability sampling techniques where every member of the population had a known chance of being chosen. this approach was frequently employed by researchers who wanted to examine a particular segment of the population or who wanted to get in-depth information from people who had specialized knowledge, experience, or viewpoints regarding the subject of their study. the six teacher-participants were carefully chosen based on carefully considered selection criteria. particular focus was given to the participants’ status as filipino teachers working at public schools in illinois state, showcasing their distinct viewpoints and experiences within the context of illinois state education. they taught in traditional classroom settings. most of the overseas pa ge 11 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 filipino teachers in this study are women teaching in southern part of illinois. only one participant is male. all of them came from the philippines with many years of teaching experience. some taught in private schools, while others worked in public schools. a few also had experience teaching abroad before moving to illinois. their years of teaching range from about 10 to 20 years. most of them started teaching in illinois between 2018 and 2023. they now work as special education or general education teachers in different public schools. despite their different backgrounds, they all share a strong dedication to teaching and helping students. they also experienced similar challenges, such as handling student behavior, adjusting to a new school system, and managing cultural differences. research instruments the procedure of building research instruments that could be suitably pursued in the study collection was known as instrumentation. data collection was a crucial phase in the analytical process. this study made use of interviews. interview the instrument that was used in conducting the study was an interview. it was conducted with the teachers about their narratives of the overseas filipino teachers working as teachers in illinois, the journey of each teacher based on campbell’s hero’s journey framework, and the common adversities across the journey of the teachers. validity for guide questions was verified by three experts in the field from the department of education. this was to ensure that the questions in the instrument adeptly measured the variables of the study. the items in the interview were critiqued to determine whether they would be retained, improved, or revised depending on their accuracy in measuring the data needed. letters requesting their assistance in validating the content of the research instrument were furnished. validation sheets were attached. upon retrieval of the validation sheets, responses were gathered, and necessary corrections or adjustments were made with the help of the adviser. data gathering procedure a set of procedures guided the researcher in gathering all the pertinent data needed for this research. a methodical and rigorous approach was taken during the data collection process in order to guarantee the collection of correct and trustworthy information for this study. the interview session with teacher-participants composed of overseas filipino teachers deployed in different public schools in illinois state immediately followed to know the narratives of the overseas filipino teachers working as teachers in illinois, the journey of each teacher based on campbell’s hero’s journey framework, and the common adversities across the journey of the teachers. interviews were conducted to collect detailed narratives from overseas filipino teachers in illinois, focusing on their backgrounds, experiences, and current teaching conditions. these interviews covered aspects such as their roles in the philippines, their transition to illinois, their orientation, any school transfers, family circumstances, teaching responsibilities, and support systems. each teacher’s story was presented as a case study, detailing these elements. furthermore, narrative inquiry was employed to analyze these narratives through campbell’s hero’s journey framework. this involved mapping each teacher’s experiences to the phases of the hero’s journey to uncover how their personal journeys aligned with this framework. finally, qualitative analysis was used to identify and extract common adversities from the narratives. permission to audio and video record the proceedings of the interview was sought. the researcher stated in a short paragraph the major objectives of the interview. simultaneously, the researcher established credibility with the interviewee by maintaining eye contact. following the interview, the researcher summarized every response and analyzed the main points made by each participant. each interview was expected to last not more than an hour. the researcher transcribed the recorded interview responses for further analysis. analysis and interpretation were done to discuss the results and discussion to come up with conclusions and recommendations. analysis of data the collected data was analyzed and understood using thematic analysis. thematic analysis in this study, the data analysis tool was thematic, with a specific focus on campbell’s hero’s journey framework. the hero’s journey was a structured approach to exploring the narratives of overseas filipino teachers in illinois, mapping their adversities and experiences onto the stages of this framework. through thematic analysis, key themes and patterns that emerged from their stories were identified, such as the challenges they faced (e.g., separation from home, cultural adaptation, professional struggles), their moments of transformation (e.g., learning, overcoming difficulties, growth), and their ultimate return or mastery of their roles. each narrative was analyzed to identify the teachers’ “call to adventure,” “ordeal,” and “return with the elixir,” aligning with the hero’s journey stages. ethical considerations the study adhered to rigorous ethical standards as established by the research ethics committee (rec) of st. paul university manila. before the collection of any primary data, a concise review of the study’s goals was conducted, ensuring that all aspects of the research were transparent and in line with the approved protocol. the ethics certificate mandated strict compliance with key review remarks—specifically items 13, 15.3, and 16.4—and the researcher ensured that each condition pa ge 11 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 was met throughout the research process. this involved continuous monitoring of the study’s procedures to maintain high ethical standards, with comprehensive documentation ready for review by the committee to demonstrate adherence to these requirements. in addition to following the rec’s directives, the study took deliberate steps to secure the informed consent of all participants. the subjects were thoroughly briefed about the research’s objectives and their roles, and their voluntary consent was obtained prior to participation. this process guaranteed that the participants understood the purpose of the study and agreed to contribute their experiences willingly. moreover, in compliance with ra 10173, also known as the data privacy act, all identifiable information was handled with utmost confidentiality. the data were stored securely and participants’ names and personal identifiers were omitted to ensure complete anonymity, secrecy, and protection against any potential harm. these measures underscore the study’s commitment to ethical research practices and the protection of participants’ rights throughout the investigation. results and discussion journey of each teacher based on campbell’s hero’s journey framework participant 1 departure: the call to adventure the participant’s journey begins in the philippines, where she was a graduate of psychology with a bachelor of arts major in psychology. although her formal training was not in education, she ventured into teaching, starting as a nursery teacher in 1999. over the years, she gained experience in various teaching roles, from elementary school to secondary education. “i worked as a secondary school teacher from 2003 to 2017, learning a lot from being a teacher in public school,” she reflected. she taught high school students from 2003 until 2017. during this period, the teacher gained experience and knowledge. teaching in a public school gave the teacher many opportunities to learn new skills. the experience probably included dealing with different student behaviors, managing classrooms, and teaching various subjects. it also suggests the teacher grew personally and professionally because of the challenges faced. the teacher considers the experience rewarding and educational. her decision to move to the united states was not driven by the dream of the “american dream,” but by a suggestion from a friend, a psychologist working at lasalle. “she told me, ‘submit your resume, we’re going to start bringing teachers to the us.’” this friend played a pivotal role in guiding her to apply for a teaching opportunity abroad. initially uncertain, she submitted her resume in december 2018, thinking, “if i pass, okay; if not, it’s not meant to be.” after a series of interviews, she found herself preparing to journey to illinois, unaware of the challenges ahead. she explains that moving to the united states was not her original dream. she was influenced by her friend’s suggestion instead. her friend, who is a psychologist, encouraged her to apply for a teaching position in the u.s. initially, she wasn’t sure if she really wanted it, but she decided to apply anyway. she submitted her resume without expecting much. her attitude was casual, she thought if she got accepted, great; if not, she wouldn’t worry. eventually, she was accepted and had to prepare to move to illinois. at that point, she didn’t realize how challenging this move would become. in october 2019, she arrived in illinois alone. “i took the taxi to the hostel. nobody picked me up at the airport. i didn’t know what to expect,” she recalled. her lack of preparation and guidance for life in illinois became apparent almost immediately. “i didn’t know i had to bring packet money—$4,000. i only had $1,000, and i struggled when i came up here.” this marked the beginning of her adventure in a new, unfamiliar world, with challenges awaiting her at every turn. she traveled alone and had no support when she arrived at the airport. she felt confused and uncertain because nobody was there to meet her. she was forced to manage everything by herself, starting with finding transportation. the lack of preparation quickly became obvious. she was unaware that she needed much more money than she brought. she expected $1,000 would be enough, but later learned she needed $4,000. because of this misunderstanding, she faced immediate financial difficulties. these show her vulnerability and the stress of moving abroad without proper guidance. it shows the importance of having clear information and support for teachers who move to new countries. her struggles began right away, indicating that living abroad involves more than just professional changes. it also requires practical preparations and emotional readiness to handle unexpected situations. initiation: facing trials and tribulations once in illinois, her journey unfolded with a series of trials. despite the initial setbacks, including moving between hostels and lacking financial support, she persevered. “i met people at the church, and through volunteering, i found a filipino community and a place to stay,” she shared. this connection was vital as she transitioned into life in the united states. the teacher faced many challenges upon arriving in illinois. she experienced difficulties such as having to move frequently between different hostels. she also struggled because she did not have enough money to cover her initial expenses. despite these hardships, she did not give up. she found support by connecting with people at a local church. through volunteering, she was able to meet fellow filipinos who provided her with comfort and help. this community offered her a sense of belonging, which was crucial in her early days in the united states. the support from the filipino community helped her find stable housing, reducing her stress and isolation. this shows that building relationships and finding a supportive community can help overcome initial struggles pa ge 11 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 in a new country. her perseverance and willingness to seek support played a major role in her ability to adapt to life in illinois. she began working as a special education (sped) teacher in november 2019, a role she would grow into after experiencing more challenges. “i started as a sped teacher, but by december, the assistant principal and other teachers left the school because they didn’t like the system,” she explained. the lack of orientation and support from the school, combined with a tough local environment, added to her struggle. “when it’s time to go home, you really have to leave quickly. it’s dangerous; if you walk alone on the street, you might get robbed,” she described. the harshness of her new surroundings was daunting. “the cta bus smells of weed, and the ‘bloody red line’ train is dangerous with constant shootings and crimes.” she began her job in november 2019 but soon faced unexpected issues. by december, key staff like the assistant principal and several teachers had left. they resigned because they did not agree with the school’s management or environment. this sudden loss of colleagues meant that the teacher received even less support than before. the lack of proper orientation and guidance from the school made her job harder. she felt unprepared and isolated. on top of these professional challenges, she also had to deal with serious safety issues in her local community. she described feeling unsafe after work because of the risk of robbery if walking alone. her everyday experiences with public transportation added to her stress. she noted that the buses often smelled strongly of marijuana (“weed”), and the train line she used, which she called the “bloody red line,” frequently experienced shootings and violent crimes. these clearly show the teacher faced a combination of professional challenges and personal dangers. her struggles came from a lack of institutional support at work and serious safety concerns in her daily environment. these conditions made her transition to teaching in illinois extremely tough and stressful. yet, her resilience saw her through. “i asked for money from friends who had been here before me. they lent me money, and when i got my salary, i was able to pay them back.” despite the harsh environment, she found a sense of community and support within her colleagues at work. “the teachers here support each other. they’re willing to give advice and share strategies.” this explain how the teacher overcame her difficulties through determination. initially, she faced financial struggles upon arriving in a new environment. to handle this, she turned to friends who had experienced similar challenges before. her friends lent her money, allowing her to survive until she received her first salary. this act shows her practical approach to solving immediate problems and her resourcefulness during tough times. additionally, the teacher found emotional strength through the community at her workplace. she experienced a supportive atmosphere among colleagues, where teachers willingly offered help. they shared practical advice and teaching strategies, making her adaptation smoother. this community helped reduce her sense of isolation and made her feel less alone in a difficult situation. her experiences show her resilience and underline the importance of having both personal determination and community support when facing adversities. she also faced cultural and professional integration issues, particularly related to her students’ behavior. “if you don’t have good behavior, how will you learn academically?” this challenge, a common issue for many overseas filipino teachers, added another layer of difficulty to her teaching experience. this aligns with chua (2021), who found that filipino teachers often face profound cultural and behavioral difficulties in u.s. classrooms, particularly in managing student conduct and aligning teaching expectations. these statements show the struggles of the teacher in adapting to a new culture and teaching environment. she encountered problems related to integrating both culturally and professionally. one main issue was managing the behavior of her students. she believed that good behavior is important for effective learning. without good classroom behavior, students would find it hard to focus on academic tasks. this behavioral challenge was not unique to her alone. many overseas filipino teachers face similar difficulties when teaching abroad. it is common for these teachers to experience problems related to discipline in their classrooms. dealing with student behavior problems complicates their teaching experience. it makes adapting to the new educational system even more challenging. the teacher’s experience illustrates how behavioral issues significantly impact teachers who move overseas. return: the return with gifts and boons after almost five years in illinois, her experience as a teacher had transformed her. despite the hardships she encountered at the beginning, she grew in her role and adapted to the culture. “i’ve never encountered a teacher here who isn’t supportive. they set aside their attitudes, and as long as you get along, everything works well,” she shared. by now, she had established a solid foundation, thanks to the support of her colleagues and her own perseverance. these show how the teacher’s experience in illinois changed her in a positive way over time. at first, she faced many challenges, such as adjusting to a new place, working in a different school system, and being away from her family. these early hardships were difficult, but they helped her grow stronger. over the years, she learned how to manage her responsibilities better and adapt to the culture around her. the statement about her colleagues being supportive shows that the school environment played a big role in her adjustment. she appreciated how teachers put aside personal differences to help each other. this teamwork made her feel welcome and made her job easier. it also highlights the importance of having a strong support system when working in a foreign country. finally, her pa ge 11 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 personal perseverance, her willingness to keep going despite difficulties, combined with the help from her peers, allowed her to build a stable and successful teaching life in illinois. her return, in a sense, was not a physical one but an internal shift. “the challenges i faced—transportation, housing, language barriers, and student behavior— taught me a lot,” she reflected. she learned to navigate her new environment, building her own network and support system in the process. this statement shows that the teacher did not return to her home country, but she experienced a deep personal change. the “return” here means she became stronger and wiser after facing many challenges. these included problems with transportation, finding a place to live, adjusting to the language, and managing student behavior. through these hardships, she learned many life lessons. instead of giving up, she adapted to her surroundings. she figured out how to solve problems on her own and slowly built a support system. this means she found people she could rely on, such as friends, co-teachers, or members of the filipino community. her experience shows growth. she was no longer the same person who first arrived in illinois—she became more capable, independent, and resilient. her journey, once marked by uncertainty and struggle, ended with a sense of accomplishment. “i’ve finished five years working in harvard, and i’ve never encountered a colleague who hasn’t helped me,” she said, proud of the connections she had made and the lessons she had learned. she had come from a place of confusion and adversity to a position where she not only adapted to her new life but thrived, gaining both professional experience and personal growth. the statements describe a powerful story of transformation. at first, the teacher felt uncertain and struggled to adjust to her new environment. moving to a new country, starting a different job, and facing many challenges made her journey difficult in the beginning. she experienced confusion and adversity, which means she had to deal with unfamiliar situations and emotional stress. however, her experience changed over time. she proudly shared that she had worked for five years at harvard, and during that time, she always received help from her colleagues. this shows that she was able to build strong, supportive relationships with the people around her. these connections played an important role in her success. her sense of accomplishment came from both surviving and growing through the challenges. professionally, she gained experience. personally, she became stronger and more confident. her story shows that even in hard situations, support from others and inner strength can lead to success and growth. participant 2 departure: the call to adventure the journey of participant 2 began long before she left the philippines. a former teacher for kindergarten to grade 2, cristelle always had a dream of experiencing life in america. “i’ve always wanted to be in america. i wanted to experience snow and live the american life.” this dream grew even more intense during her college days, where she pursued a degree in special education with the intention of working abroad. “it’s already my dream to be in america,” she said, reflecting on her deep-seated desire to provide a better life for her son and herself. participant 2 started not with her flight to illinois, but with a lifelong dream. even before she finished college, she had already imagined herself living in america. this dream was not simply about personal adventure. it was connected to her deeper hopes for a better life for her family, especially her son. as a teacher of young children in the philippines, participant 2 had experience in education. but her dream pushed her further. she studied special education in college with the goal of one day working abroad. her choice of course shows how serious and focused she was about turning her dream into reality. her words, “i’ve always wanted to be in america,” reflect not just excitement, but commitment to a plan she had carried for years. her journey shows how powerful dreams can guide a person’s life decisions, especially when these dreams are tied to family, opportunity, and self-improvement. however, this ambition was not without its challenges. her husband, a government employee in the philippines, was initially hesitant to support her decision. “my husband was not okay with it because he was a government employee, but i told him, ‘let’s think about our son. he deserves to experience what i didn’t.’” with that, her husband agreed, and she made the bold decision to leave her job in the philippines and apply for any agency that could help her reach her dream. “i chose to quit my job in the philippines and applied for any agency, even with so many expenses, just to go to the u.s. but i think it was god’s way,” she explained. the desire to work in the united states was strong, but she faced an emotional barrier at home. her husband, who worked in the philippine government, was not supportive at first. this reaction was understandable because leaving the country for work abroad often means major changes for the whole family. there may be worries about separation, financial risk, and the uncertainties of adjusting to a new country. the participant had to convince her husband that this decision was not just for herself, but for the future of their child. she appealed to a deeper sense of purpose by saying, “let’s think about our son.” this showed that her motivation was not purely personal, but rooted in a hope that her child could have a better life than she did. eventually, her husband agreed, and this marked a turning point. she left her stable job in the philippines and took a financial risk by applying through any agency that could help her migrate. she did this despite knowing that there would be many costs involved, which is a common struggle for aspiring migrant workers. her decision was pa ge 11 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 brave and driven by faith. she believed that everything happened for a reason and referred to her journey as “god’s way.” this shows how spiritual belief can be a source of strength when making life-changing decisions. it also reflects how filipino migrant teachers often rely on both personal sacrifice and religious faith to pursue overseas opportunities. her desire to be in chicago specifically was a dream come true. “it was my dream to go to chicago back then,” she said. and so, with her family by her side, she set off for the united states to pursue a teaching career, knowing that the financial rewards would be higher than those in the philippines. this reflects how personal dreams, and professional aspirations often intersect in the migration journey of overseas filipino teachers. her desire to be in chicago was not just a casual thought, it was a longheld dream. for her, teaching in chicago represented more than just a job opportunity. it symbolized the achievement of something she had hoped for over the years. when she said, “it was my dream to go to chicago back then,” it showed how deeply rooted this aspiration was in her life. she also acknowledged the importance of having her family with her as she pursued this dream. migrating to another country can be difficult and overwhelming. but having her loved ones beside her gave her emotional strength. their presence helped ease the stress of moving and adjusting to a new environment. furthermore, her decision was practical as well. she was aware that teaching in the united states, especially in chicago, would bring higher financial compensation than what she earned in the philippines. this shows that her move was both a fulfillment of a personal dream and a strategic decision to improve her family’s financial situation. initiation: facing trials and tribulations her initial experience in illinois was a stark contrast to what she had imagined. “i thought that i could easily apply my teaching knowledge from the philippines, that it would be easy now, that i didn’t need to study because i had mastered it in the philippines.” however, upon arriving in illinois, she realized the curriculum was entirely different from what she was accustomed to. “the curriculum here is not like in the philippines. you teach a different lesson every day, unlike in the philippines where if the students don’t understand, you can repeat the lesson the next day. here, you only have one day to teach a lesson.” this difference made her realize that the teaching dynamics in illinois posed unique challenges, leading her to feel that “there’s no quality education here,” as the fastpaced nature of the lessons didn’t allow for the depth she had been used to. such experiences align with chua’s (2021) findings that filipino teachers often experience substantial cultural and educational adjustments when teaching abroad, encountering unexpected pedagogical differences and curricular pacing that significantly diverge from their previous experiences. the teacher’s expectation that she could easily apply her teaching experience from the philippines reveals a common assumption held by many professionals moving to a new country. she believed that her years of practice and mastery would directly transfer to her new role in illinois. however, this expectation was quickly challenged when she encountered a curriculum that was unfamiliar and structured in a completely different way. this realization brought her confusion and frustration, as her past teaching methods were no longer applicable in the same way. the rigid structure of the illinois curriculum, where each lesson is delivered only once and then immediately followed by a new topic, created a significant challenge for her. in the philippines, she was used to adjusting the pace of her lessons to suit her students’ understanding, often repeating a lesson if needed. this flexibility ensured that students fully grasped the content before moving on. in contrast, the one-day-per-lesson rule in illinois prevented her from providing the same level of support and reinforcement to her students, which she believed affected the quality of learning. as a result of this fast-paced approach, she began to feel disillusioned about the educational system she had entered. she perceived that depth and mastery were sacrificed in favor of coverage and pacing. this caused her to question the quality of education being provided, especially when students were expected to keep up regardless of their level of understanding. these differences not only challenged her professionally but also emotionally, as she struggled to adjust to a teaching style that seemed to clash with her values and past experiences. this experience shows the deeper issue of educational mismatch and the difficulty of adapting to a foreign system that does not align with one’s teaching philosophy. despite these difficulties, cristelle had her family to rely on. “i did not feel much challenge here because i have my family with me,” she said, acknowledging how their support helped her navigate her new environment. she began working with children from kindergarten to grade 3, a role that she would soon find both fulfilling and challenging. this support underscores the findings of macapagong, maguate, and geroso (2023), who emphasize the importance of community and familial ties in helping filipino teachers cope and adapt in foreign educational settings. having her family with her made a big difference in cristelle’s experience as a teacher in illinois. it gave her emotional stability and made her feel less alone. living in a new country with different culture and work expectations can be overwhelming, but having loved ones nearby offered her comfort and motivation. this kind of support is especially important for overseas workers, as it helps ease feelings of homesickness and fear of the unknown. because her family was with her, cristelle could focus more on her job and adjust to her new teaching environment. teaching young children from kindergarten to grade 3 can be demanding, but her strong family support gave pa ge 11 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 her the strength to face these challenges. it allowed her to manage stress better and remain dedicated to her responsibilities. this shows how family plays a crucial role not only in emotional well-being but also in helping overseas workers stay grounded and perform well in their profession. one of the greatest challenges she faced was with a new student who transferred from wisconsin. “i have this student, a transferee from wisconsin, who has autism and speech and language disorder. she is nonverbal, and i had no knowledge or experience handling children with autism who are nonverbal,” she admitted. faced with this new challenge, she had to quickly adapt and find new ways to help her student learn. “i used pictures and videos as interactive applications to communicate with her,” she shared, reflecting on the creative solutions she found to bridge the communication gap. the situation is a major professional challenge for the teacher: handling a student with complex needs without prior training. teaching a nonverbal student with autism and a speech and language disorder requires specialized strategies, patience, and understanding. because the teacher had no experience in this area, she was placed in a difficult position where she had to learn quickly on the job. this sudden responsibility have caused stress, uncertainty, and a feeling of being unprepared. despite the difficulty, the teacher responded with resourcefulness and a willingness to adjust. she explored alternative methods of communication, such as pictures and videos, to engage her student. this shows adaptability and a strong commitment to student learning. rather than being discouraged by her limitations, she made efforts to find solutions. her experience reflects how overseas teachers often face unfamiliar situations but rise to the challenge through creativity and empathy. the case also reveals a broader issue in the support system. teachers, especially those new to a school or country, should be provided with proper orientation, resources, or at least guidance when assigned to students with special needs. the absence of such support forces educators to take on more responsibility than expected. in this situation, the teacher’s efforts to adjust on her own show both the pressure and dedication involved in being an overseas filipino teacher in a foreign system. she also reached out to her colleagues for help, specifically the assistant principal, who was also the case manager. “i asked for help from our assistant principal, but she suggested just using pictures because the student might transfer to another class the following week,” she recalled. despite the practical advice, the situation became complicated when the student’s parents became difficult to deal with. “some parents here in the southside are difficult. i asked the parents if they had a computer at home, and they complained to the principal, saying, ‘why is this lady asking about our computer?’” she was taken aback by the parents’ reaction, but the assistant principal reassured her that her intentions were genuine. “the assistant principal told me not to worry about it. she explained that i was just trying to help the child.” this situation became a test of her patience and ability to work through difficult professional relationships. this situation reveals the complexities that teachers like her face when trying to support students with special needs in a foreign educational environment. reaching out to a colleague, particularly someone in a leadership role like the assistant principal and case manager, reflects her willingness to seek help and collaborate. it shows that she is proactive in addressing her student’s needs, especially in a setting where she may not be fully familiar with available resources. however, the response she received—suggesting a temporary solution because the student might transfer soon, highlights the reality that not all problems are given long-term solutions. it also reflects how decisions in schools can be influenced by logistical factors like student mobility, which may lead to inconsistent interventions. the conflict with the student’s parents further complicates her experience. her question about a computer was likely intended to understand the student’s home environment and determine appropriate support strategies. however, the parents misunderstood her intention, resulting in a complaint. this incident demonstrates the delicate nature of parent-teacher communication, especially when cultural differences, assumptions, or lack of rapport are present. her shock at their reaction reveals her unfamiliarity with the heightened sensitivity of some parents in that context. the assistant principal’s reassurance was important in helping manage the emotional stress of the situation. it validated her efforts and helped prevent the incident from escalating further. however, this experience also tested her emotional resilience and professional maturity. working in a new country, she must navigate not only student needs but also varying parental attitudes and institutional responses. this situation is how immigrant teachers must quickly learn to balance empathy, cultural sensitivity, and clear communication to maintain positive working relationships and continue supporting their students effectively. return: the return with gifts and boons after almost two years of teaching in illinois, her journey has come full circle. she has faced many challenges, but her perseverance has paid off. her journey was not just about surviving but about thriving, and she gained new skills that will benefit her throughout her career. “i’ve learned to adapt to the teaching style here, even if it’s different. i’ve learned to use technology and new strategies to help my students,” she said, reflecting on her growth as a teacher. after almost two years of teaching in illinois, the teacher experienced a journey of personal and professional transformation. at the start, she was met with unfamiliar systems, student behaviors, and teaching expectations that were different from what she was used to in the philippines. these challenges tested her patience and pa ge 11 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 ability to cope. despite these, she did not give up. instead, she faced each situation with effort and determination. this persistence helped her adjust to the demands of teaching in a foreign setting. her journey shows that she did more than just manage to get by. she thrived in her new environment. through daily classroom experiences, she developed new teaching strategies and learned how to use technology to support her lessons. she also became more flexible and open to change, realizing that being an effective teacher means being willing to grow. the skills she gained are not only useful in her current role but will also help her in future teaching positions. her story is an example of how adversity can lead to strength and growth when faced with the right mindset and dedication. her ability to navigate the difficulties of adjusting to a new system has made her more resilient. “the school, colleagues, and administrators have been very supportive. they always ask me what i need, and our hr has visited us in school to check how we’re doing and offer advice,” she explained. this support network, both professional and personal, has been crucial in helping her adjust and excel in her role. the teacher shows how important support systems are when facing a new and unfamiliar environment. adjusting to a different education system can be overwhelming, especially when there are language barriers, cultural differences, and unfamiliar teaching practices. however, having people who consistently show concern and provide guidance can ease this process. the support she received from her school, colleagues, and administrators helped her feel more secure and valued. this encouraged her to stay motivated despite the difficulties. her growing resilience came from knowing she was not alone in her struggles. when people ask what you need, it shows empathy and understanding. these simple gestures make a big difference in helping someone adapt. it becomes easier to learn new systems and try new strategies when you know there are people around who are ready to help. this kind of environment builds confidence and helps teachers focus on their work without being burdened by fear or uncertainty. the teacher’s experience proves that resilience is not just built from facing hardship, it also comes from knowing that help is available and being willing to accept and learn from it. she also acknowledged how her family played a vital part in her success. “having my family with me made a big difference. they helped me stay grounded and motivated, and that made the challenges more manageable,” she shared. the presence of family in a foreign setting plays a powerful role in the emotional and mental well-being of an overseas worker. for this teacher, having her family with her in illinois gave her a sense of stability during a time of great transition. when faced with unfamiliar environments, different teaching systems, and cultural adjustments, the emotional support provided by loved ones becomes a source of strength. it allowed her to remain focused on her goals and gave her comfort when challenges became overwhelming. having her family close also helped reduce the feelings of homesickness and isolation that many overseas workers experience. this support system acted as a reminder of why she made the decision to leave her home country, to provide better opportunities and a more secure future for her loved ones. their presence gave her daily motivation to persevere, even when the demands of teaching or cultural barriers felt too heavy. in essence, her family became both her anchor and her inspiration, helping her turn adversity into growth. as she continues her work in illinois, she has gained valuable experience and insights into handling diverse students and difficult situations. she has grown as a teacher and as a person, learning to navigate the cultural differences and challenges of living and working in a foreign country. “i now have the knowledge and experience to handle students with special needs, and i’ve become more patient with difficult situations,” she said, recognizing how far she has come since her initial arrival in illinois. as the teacher continues her work in illinois, she has clearly undergone a process of personal and professional transformation. at the beginning of her journey, she faced many uncertainties, especially in dealing with students who had different needs from what she was used to. over time, however, she has gained practical knowledge and skills. these experiences have helped her build confidence in her teaching abilities, especially when working with learners who require more attention and individualized support. her growth also reflects her adaptability to cultural differences. living and working in a new country is not easy. she had to learn not only new teaching strategies but also how to interact with students, parents, and colleagues who come from different cultural backgrounds. these challenges helped her develop patience and emotional strength. the fact that she can now manage difficult classroom situations shows that she has matured as a teacher. she no longer feels lost or unprepared, and she can now rely on her own experiences to solve problems effectively. this journey has not only made her a better educator but also a more resilient and understanding person. her journey has equipped her with the tools and wisdom needed to continue on her path, and she carries with her the lessons learned from her experiences in illinois— ready to give back to her community and the children she teaches. her personal determination, familial support, institutional backing, and adaptive strategies illustrate both the rewards and challenges faced by filipino teachers abroad, echoing broader themes identified by bautista (2020), alicamen and becamon (2022), and chua (2021). participant 3 departure: the call to adventure participant 3’s journey began with a strong desire and “hunger for professional growth.” this mirrors the pa ge 11 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 motivations outlined by uytico and abadiano (2020), reflects the common goal among filipino teachers pursuing opportunities overseas to achieve both professional and personal development. the notion of searching for “greener pastures” highlights the goaldriven attitudes identified in their grounded theory, emphasizing the significance of clear goals in successful adaptation abroad. his story shows how a strong personal goal can become a powerful motivator for taking big life steps, such as moving to another country. his desire for professional growth pushed him to leave behind a familiar teaching environment in search of better opportunities. this shows that having a clear and strong reason for going abroad helps teachers stay focused even when they face hardships. his decision was not based on random chance, but on a deep need to improve himself and his career. this mindset of aiming for “greener pastures” is common among filipino teachers who work overseas. it reflects a practical way of thinking—if better pay, training, and teaching conditions are available elsewhere, they are willing to take the risk and start again in a new environment. having a specific goal helps them endure the difficulties of adjusting to a new education system, culture, and way of life. it also gives them a sense of purpose, which becomes important when facing challenges like managing difficult student behaviors or feeling homesick. his goal-oriented mindset helped him grow both professionally and personally. driven by his ambition to enhance his skills as both a teacher and individual, he saw an opportunity to fulfill this goal in illinois, motivated by the experiences of his friends who shared how “the professional growth over here is definitely overflowing and very enriching.” the teacher’s decision to move to illinois was rooted in his personal desire for growth. he was not only thinking about improving his teaching skills but also about developing himself as a person. this kind of motivation shows that he was looking for more than just a job, he wanted an experience that could challenge and shape him. his ambition pushed him to step out of his comfort zone and explore new opportunities that could lead to longterm development. his friends played a strong influence in his decisionmaking process. hearing stories of success and professional satisfaction from people he trusted gave him the courage to take a risk. it shows how important social support and peer experiences are when making lifechanging decisions. he did not decide blindly, he based his actions on the real experiences of others. this helped him believe that the rewards of moving abroad could be worth the challenges. by aiming for a place where professional growth is said to be “overflowing,” he showed a proactive attitude toward learning. he was not content with staying in a place where opportunities were limited. instead, he took the initiative to go where he believed he could learn more, do more, and become more. this kind of mindset is important for teachers, especially when they seek continuous improvement and want to stay relevant in their profession. his journey reflects how ambition, peer influence, and the desire for self-betterment can come together to shape a major life decision. despite having spent “eight years in the middle east,” where he met influential colleagues such as mr. jastoni, participant 3 felt the pull towards what many might call a search for a “greener pasture.” yet, his initial decision was somewhat uncertain, describing it as “like a trial and error when i applied over here.” participant 3 had already accumulated significant teaching experience before coming to illinois. spending eight years in the middle east gave him exposure to international teaching and built his confidence as an educator. it also provided him with professional connections, such as colleagues who later became part of his support network in the u.s. however, even with that background, he still felt the need to seek better opportunities. this desire for a “greener pasture” suggests that he was looking for more than just a job, it reflects his aspiration for growth, stability, and possibly a better quality of life. his use of the phrase “trial and error” to describe his decision shows that he was not entirely sure about moving to the u.s. it reveals a sense of uncertainty and risk-taking. although he was motivated by stories of professional growth from friends, he still doubted whether the move would be worth it or whether he would succeed. this mindset indicates that his journey was not entirely planned or confident but rather a leap of faith. it shows the internal conflict between hope and hesitation, which many migrant workers experience when making life-changing decisions. initiation: facing trials and tribulations upon arriving in illinois, participant 3 quickly faced significant challenges. he vividly described his first year as “not a joke but it’s definitely a challenge,” with student behavior posing the greatest difficulty. this aligns with chua’s (2021) findings about the profound cultural and behavioral challenges filipino teachers experience in u.s. classrooms. his reliance on institutional and communal support—highlighted by the comfort provided by colleagues and administrators—mirrors the crucial role of supportive networks underscored by bautista and tamayo (2020) and modesto (2020). when participant 3 arrived in illinois, he encountered difficulties right away, especially with student behavior. this means that the classroom environment was different and more challenging than what he was used to. managing student discipline became his biggest concern, making his first year emotionally and mentally exhausting. it was not just about teaching lessons; it was about controlling the classroom and understanding student behavior that he had never experienced before. these difficulties made him feel overwhelmed and unsure about continuing. to cope with these challenges, participant 3 depended heavily on support from the people around him. pa ge 12 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 his colleagues and school administrators provided encouragement, advice, and understanding. this kind of help was very important because it gave him the emotional strength to push through his struggles. without this support system, it would have been harder for him to adjust and succeed. support from fellow filipino teachers also helped him feel that he was not alone in his experience. these relationships created a sense of belonging and comfort, helping him move forward despite the stress he felt in the classroom. he found classroom management particularly overwhelming, reaching a point where he “was actually very down and tend of like giving up already because the behavior of the students definitely very crucial to manage.” the statement reveals the intense emotional toll that classroom management can have on a teacher, especially when student behavior is difficult to control. it shows that the participant experienced deep frustration and exhaustion. the overwhelming nature of the behavioral challenges pushed him to the edge of burnout. this highlights how student behavior can affect not only the learning environment but also the emotional wellbeing of teachers. his experience also shows that managing disruptive behavior is not a simple task. it requires patience, skills, and support. when these are lacking or when the challenges become too frequent, it can lead to feelings of helplessness. the teacher’s desire to give up indicates how serious and consistent the behavioral problems were. it also reflects the gap between expectations and reality in teaching abroad. teachers may come with the hope of professional growth, but they are met with unexpected difficulties that challenge their confidence. this situation suggests the importance of strong support systems in schools. without proper assistance, even experienced teachers may question their ability to continue. his story points to a need for more training on behavior management and emotional support for international teachers. it is a reminder that teaching in a new cultural setting brings both opportunity and hardship. when these hardships are not properly addressed, they can lead to emotional fatigue and decreased job satisfaction. however, despite these hardships, he received exceptional support, noting, “the district, the principals, and the supervisors support you; it’s 100% that they gave you all the support.” despite the many challenges he faced, the strong support system available to him made a significant difference. the presence of supportive district officials, principals, and supervisors created a safety net that allowed him to cope with the pressures of teaching in a foreign environment. this kind of institutional support can reduce feelings of isolation and frustration, especially for overseas teachers adjusting to a new system. knowing that help is available encourages teachers to stay committed even when the work becomes overwhelming. this level of support also builds confidence in teachers. when leaders are approachable and responsive, teachers feel more secure and valued. it fosters a work environment where collaboration and open communication are possible. this can help resolve issues faster, particularly those related to student behavior, cultural adjustments, and instructional concerns. furthermore, such support shows that the school system recognizes the unique needs of overseas teachers and actively responds to them. support from school leadership also impacts job satisfaction and emotional well-being. it allows the teacher to focus more on instructional duties instead of being weighed down by administrative or personal challenges. this not only improves teacher performance but also benefits students through better learning experiences. ultimately, the backing of supervisors and administrators plays a key role in helping overseas teachers succeed and thrive despite adversity. gradually, participant 3 began adapting to his new environment, bolstered significantly by the presence of his family—”i did not feel the much challenge here in illinois because i have my family with me.” overcoming his initial fears and apprehensions about stepping out of his comfort zone, he found confidence and resilience, realizing that filipino teachers are “definitely very flexible.” his experience highlights the crucial role of family in supporting overseas teachers during periods of transition and adjustment. having his family with him served as a strong emotional anchor. this helped reduce the feelings of loneliness and homesickness that many teachers experience when working abroad. with their presence, he was able to stay focused on his responsibilities without the burden of worrying too much about the loved ones he left behind. emotional stability at home positively influenced his professional performance in the workplace. his ability to gradually adapt also reflects the importance of mindset when entering a new environment. initially, he had fears about leaving his comfort zone, especially in facing an unfamiliar educational system. however, by allowing himself time and space to adjust, he eventually gained the confidence to take on more responsibilities and even support his peers. his acknowledgment of the flexibility of filipino teachers shows a strong belief in their capacity to thrive in various contexts. it demonstrates how cultural traits such as adaptability and perseverance are key factors in overcoming challenges abroad. in time, he embraced his new role and grew into it with resilience and optimism. over four years, he deeply immersed himself in understanding the educational system, curriculum, and processes, eventually becoming “kind of like tagged as the assistant doa.” his principal entrusted him fully to “mentor my fellow teachers,” signaling a crucial turning point in his journey. over the span of four years, the teacher showed a strong commitment to learning and adapting to the american educational system. he took the time to study not just what to teach, but also how the system works, including its curriculum, classroom processes, and standards. this level of immersion indicates a deep dedication to pa ge 12 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 professional growth. it also shows that he did not settle for simply surviving in a new environment—he aimed to understand it fully so he could function effectively within it. being recognized as “kind of like the assistant doa” reflects the level of trust and respect he earned from his school leadership. it also suggests that he was no longer seen as just a foreign teacher trying to adapt, but as someone who had become an integral part of the school’s system. his principal’s decision to entrust him with mentoring other teachers marks a significant shift in his role—from learner to leader. this turning point not only shows his success in overcoming initial adversities, but also highlights his transformation into someone capable of guiding others through the same journey. participant 3 faced additional trials, notably the harsh weather, which he humorously described as “still killing me over here,” and significant classroom challenges, especially with special education (sped) students integrated into mainstream classes. participant 3 experienced multiple layers of adversity that went beyond the classroom. one of the environmental challenges he faced was adjusting to the harsh weather conditions in illinois. coming from a tropical country, the extreme cold and unpredictable climate in the u.s. posed a physical and emotional strain. the cold weather, which he referred to in a light-hearted way, actually reflects a deeper difficulty in adapting to a new living environment. weather may seem like a minor issue, but for many immigrants, it affects energy levels, health, and overall comfort. it adds another layer of stress that can affect daily routines and productivity. inside the classroom, participant 3 encountered more serious challenges. one of the most pressing was dealing with special education (sped) students placed in mainstream classes. this setup requires teachers to meet a wide range of student needs within one classroom, which can be overwhelming. without enough training or adequate support, managing behavioral and learning differences becomes difficult. these situations often lead to stress, frustration, and even burnout. for participant 3, it meant constantly adapting his teaching strategies, balancing academic goals with behavioral interventions, and trying to create a learning environment that suits everyone. this reflects the demand for inclusive teaching skills and proper resources, which may not always be readily available to immigrant teachers. his experiences with students having adhd, autism, and speech delays added complexity to his daily responsibilities, causing him occasional frustration— ”there will be times that i have to be angry.” yet, even amidst these trials, he received strong institutional backing through intervention specialists, illustrating the supportive network he valued deeply. the teacher’s experience with students who have adhd, autism, and speech delays highlights the complexity of his teaching role. these conditions require specialized knowledge, patience, and effective classroom management skills. without adequate preparation or training, handling such a diverse group can be overwhelming. each student has unique needs, and addressing them all at once can stretch a teacher’s capacity. this often results in emotional fatigue, which may explain why the teacher admitted that there were times when he had to raise his voice or show frustration. his statement shows that while he is passionate about teaching, the constant pressure from these challenges can take a toll on his patience and well-being. however, what made his situation more manageable was the strong support system within his school. the presence of intervention specialists gave him the reassurance that he was not alone in addressing behavioral or learning difficulties. these specialists likely provided guidance, stepped in during tough situations, or offered strategies that helped ease his workload. this institutional support helped him cope with the stress and made him feel valued as a professional. it also reflects how critical a collaborative work environment is, especially for teachers handling special education students. overall, while his role was demanding, the backing from his school allowed him to persist and grow professionally despite the everyday difficulties he faced. furthermore, participant 3 highlighted the importance of community, often hosting fellow j1 teachers struggling with homesickness: “mr. can i go to your house let’s just cook,” to which he warmly responded, “yeah you are all welcome here.” he emphasized that having a strong community or family was critical, providing emotional resilience and the ability to cope with loneliness. living and working in a foreign country far from family can lead to feelings of isolation and homesickness. for many, these emotional challenges can be just as difficult as professional ones. participant 3 recognized this and created a space where fellow teachers could feel safe and welcome. by inviting others to his home and sharing meals, he helped reduce their loneliness and made them feel they were not alone. this gesture reflects the cultural value of bayanihan, where people help one another in times of need. in a foreign land, building a sense of community becomes a vital coping strategy. it does not only provide comfort but also strengthens the mental and emotional well-being of individuals. participant 3 understood that beyond academic and professional adjustments, emotional support plays a key role in surviving and thriving abroad. his actions created a support system that helped fellow teachers manage stress and maintain their sense of belonging, proving that emotional resilience grows stronger when people support each other. return: the return with gifts and boons now in his fourth year, participant 3 stands transformed by his journey. his gained insights and experiences have empowered him to confidently mentor other teachers, spearhead clubs, and create extra-curricular activities to inspire student engagement and foster a love for learning. he states clearly that, “right now, i’m just so confident with everything.” he has overcome the pa ge 12 2 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 initial cultural shock and successfully integrated into the educational and social fabric of illinois, offering his heart and full commitment to his students. this progression from uncertainty to confidence parallels the “impact” and “fundamentals” themes articulated by alicamen and becamon (2022), who noted that overseas teaching significantly enhances educators’ professional competencies and personal resilience. his transformation in his fourth year of teaching in illinois reveals a deep level of personal and professional growth. at the start, he faced many uncertainties and challenges, especially in dealing with unfamiliar student behavior and adjusting to a new educational environment. these initial struggles were emotionally and mentally draining. however, with time, support, and perseverance, he learned how to adapt to the system and gained confidence in his teaching abilities. now, he not only manages his classroom well but also extends his influence beyond it. by mentoring other teachers, he shares the lessons he learned from his own journey. his leadership in forming clubs and organizing extra-curricular activities shows that he has developed a broader understanding of how to engage students beyond academic tasks. these actions show his dedication to making learning enjoyable and meaningful. his experience highlights how overcoming adversity in a foreign setting can lead to a stronger sense of purpose and effectiveness as an educator. his full integration into both the educational system and the community is another sign of his growth. from being uncertain and overwhelmed, he has become a confident teacher who knows how to navigate the system and support others. his journey shows how important time, support, and inner motivation are in helping overseas teachers succeed in a foreign teaching environment. participant 3’s ability to mentor fellow teachers and actively foster student engagement through clubs and extracurricular activities exemplifies the kind of professional growth and positive influence that modesto (2020) described among filipino immigrant teachers. his journey, marked by overcoming substantial trials, now allows him to serve as a beacon of guidance and support to fellow teachers and his students alike, returning metaphorically with gifts of knowledge, resilience, community spirit, and an unwavering passion for teaching. participant 4 departure: the call to adventure participant 4 began her journey deeply rooted in her commitment and passion for special education. before coming to illinois, she worked as a special education teacher at the ideas intellectual development for early age school in talisay city, cebu, where she taught “15 kids diagnosed with some down syndrome, intellectual disability, and adhd.” her story reveals a strong foundation in her passion and dedication to teaching children with special needs. her experience in the philippines, specifically in a special education school, shows that she was not new to working with diverse learners. handling children with down syndrome, intellectual disabilities, and adhd requires patience, understanding, and specific teaching strategies. this suggests that even before going abroad, she had already developed a deep sense of responsibility and empathy for learners with unique needs. her decision to move to illinois reflects a desire to expand her professional practice and apply her skills in a more challenging, perhaps more rewarding, environment. it also shows her openness to growth and learning in a different cultural and educational setting. however, it is important to understand that while her background prepared her to some extent, the shift from the philippines to illinois still posed challenges that tested her resilience. the statement also reflects the depth of her calling, as not all educators are willing to commit to special education, which requires a higher level of emotional and physical dedication. this kind of beginning demonstrates that participant 4 did not enter the field for convenience but out of a sincere commitment to make a difference in the lives of children with special needs. her experiences in the philippines significantly shaped her motivation, stating, “my experience of being a teacher in philippines inspires me to teach here,” especially since she had already worked in “self-contained or cluster settings.” the teacher’s experiences in the philippines helped build her confidence to teach in a foreign country. her background in self-contained or cluster settings meant she was already familiar with handling students who required more focused attention. this kind of teaching experience requires patience, structure, and strong classroom management skills. because of this, she felt more prepared to face the challenges of teaching in the united states, especially in special education. her past experiences also gave her a sense of purpose. teaching children with special needs in the philippines helped her understand their unique learning styles and behaviors. this developed her empathy and resilience, two qualities that became essential when she transitioned to the u.s. education system. even if the environment in illinois was new and more demanding, her prior work in similar classroom setups allowed her to adjust more easily and gave her the motivation to keep going despite difficulties. discovering opportunities abroad through linkedin, her first attempt was to apply in london, but she faced a barrier, noting, “i have no master degree so i decided to take master degree for more knowledge about education because i really love teaching kids with special needs especially when i see the progress on them.” the participant’s experience highlights how digital platforms like linkedin have become vital tools for discovering global opportunities. her use of linkedin to search for teaching jobs abroad shows a proactive approach to career advancement. it reflects the increasing trend among filipino educators to explore international opportunities as a way to grow professionally and improve pa ge 12 3 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 their family’s quality of life. the platform provided her with access to job postings beyond the philippines, allowing her to consider destinations like london. however, her journey was not without challenges. her attempt to apply in london was hindered by a common institutional requirement, a master’s degree. this obstacle did not discourage her. instead, she saw it as a motivation to continue her education. her decision to pursue a master’s degree shows her strong commitment to professional growth. it also reveals her deep passion for teaching children with special needs. rather than seeing the lack of a graduate degree as a failure, she used it as an opportunity to enhance her skills. her love for seeing progress in children became her inspiration to improve herself. this situation demonstrates her dedication, resilience, and willingness to overcome barriers to fulfill both her passion and her goals. initiation: facing trials and tribulations upon arrival in illinois, participant 4 quickly realized that teaching there differed significantly from her experiences in the philippines, especially regarding student discipline. she noted, “teaching here is really different from the philippines, the students here they lack little bit discipline when it comes to respecting teachers, unlike we bow down teachers.” this echoes the findings by chua (2021) regarding the cultural and behavioral challenges faced by filipino teachers working in u.s. classrooms. participant 4 experienced a cultural adjustment upon starting her teaching job in illinois. one of the major differences she noticed was the lack of discipline among students. compared to her teaching experience in the philippines, where students often show respect by bowing or using polite language, the behavior of students in illinois came as a surprise. this made classroom management more difficult for her because the behavior she expected and was used to was not present in her new environment. this cultural gap affected her ability to establish authority and build a structured classroom routine. she had to shift her strategies and expectations, realizing that what worked in the philippines might not work in illinois. adjusting to a new cultural context meant she had to learn new ways to gain respect, manage behavior, and connect with students. this added stress to her teaching responsibilities, especially since behavior management is a key part of effective learning. the lack of discipline also made it harder for her to focus on instruction. when students are frequently disruptive or resistant to classroom rules, it limits the teacher’s ability to deliver lessons effectively. this can lead to frustration, especially for someone used to a more respectful classroom culture. her teaching role became particularly challenging, as she was a “self-contained teacher of first grade and kindergarten,” handling students with autism spectrum disorder, learning disabilities, and adhd. being a selfcontained teacher means that she was fully responsible for a class of students who required specialized attention throughout the day. unlike a general education setting where students may move between teachers or receive support from multiple educators, a self-contained classroom places the full responsibility for instruction, behavior management, and individual support on one teacher. this setup can be overwhelming, especially when dealing with students who have complex needs such as autism, learning disabilities, and adhd. teaching first grade and kindergarten in this setting adds another layer of difficulty. at this age, students are still developing basic academic, social, and behavioral skills. when those students also have special needs, the teacher must find creative and flexible ways to support their learning while managing behavioral challenges. this requires not only patience but also knowledge of different strategies and interventions that match each child’s needs. handling students with autism means that the teacher needs to create a structured and predictable environment, use visual aids, and provide clear instructions. for students with learning disabilities, lessons must be simplified and repeated, often using hands-on materials. those with adhd may struggle to stay focused or follow routines, requiring constant redirection and behavior support. managing all of these differences in one classroom can lead to stress and fatigue, especially when support from aides or other staff is limited. the behavioral challenges were profound; students would often “stand up and just roam around the classroom,” and managing such behaviors was exhausting, with some students “starting to running around and shout and screaming because they want playtime.” the behavioral challenges faced by the teachers were intense and demanding. when students would stand up and roam around the classroom, it disrupted the flow of lessons and made it difficult for the teacher to maintain order. this kind of behavior indicated a lack of focus and control, which greatly affected the learning environment. it also placed a heavy burden on the teacher, who had to constantly remind students of classroom rules and expectations instead of focusing on instruction. managing such behavior day after day was emotionally and physically draining. when students began shouting, screaming, and running around, it not only distracted other learners but also created a chaotic atmosphere that could lead to safety concerns. these behaviors suggested that some students might have unmet emotional or psychological needs, or they may not have been taught appropriate school behavior at home. teachers had to find ways to redirect these behaviors while still trying to meet the academic goals of the day. this often required extra effort, patience, and creativity on the teacher’s part. the exhaustion came not just from handling one child but often multiple children showing these behaviors at the same time. the teacher had to juggle different needs, apply different strategies, and remain calm throughout the day. this kind of work can lead to burnout, especially when there is a lack of support staff or when the teacher feels unprepared to handle such intense behavioral issues. pa ge 12 4 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 these behavioral challenges made teaching more difficult, requiring teachers to go beyond their usual responsibilities to ensure learning could still take place. her trials escalated the previous year when she taught second and third graders in a self-contained classroom. one particularly challenging student named liam, diagnosed with autism spectrum disorder, exhibited severe behavioral issues, regularly expressing aggression, stating, “i want to kill.” the teacher’s experience with second and third graders in a self-contained classroom brought her face-to-face with heightened professional challenges. teaching in a self-contained setup already requires a high level of patience, skill, and emotional strength, as these classrooms often cater to students with a wide range of special needs. managing multiple behavioral and learning issues at once is demanding. it places the teacher in a position where she must constantly shift between instructional duties and behavioral interventions, all while trying to maintain a calm and structured environment. this kind of teaching setup lead to emotional fatigue, especially when adequate support systems or personnel are limited. the situation became more difficult when she had to manage a student like liam, whose behavioral expressions were severe and potentially dangerous. a statement like “i want to kill” is not only alarming but can also cause anxiety and fear within the classroom setting, for both the teacher and the other students. this type of behavior demands immediate attention and specialized intervention, which not all general or even sped teachers are trained for. it also tests the emotional resilience of the teacher, who must remain calm, professional, and compassionate while addressing the behavior safely. such experiences can lead to increased stress, a sense of helplessness, and burnout, especially if the teacher does not receive timely support from behavior specialists or school administrators. this case highlights the critical need for behavioral support teams, regular training on handling aggressive behaviors, and strong institutional backing to ensure the safety and well-being of both teachers and students. participant 4 acknowledged the exhausting nature of her role, recognizing why “many locals they’re not able to handle it because many teachers there like only teachers for five months or six months.” despite this, she persevered, demonstrating resilience that earned her the trust and reliance of her colleagues and administration, who encouraged her to stay, expressing clearly that they valued her presence greatly: “they’re holding me like no don’t go anywhere.” her experience shows the intense physical and emotional demands of teaching in a selfcontained classroom in illinois. she observed that many local teachers struggle to cope with the pressures of the job, often resigning within a few months. this reveals how taxing the environment can be, especially when dealing with students who have special needs and behavioral issues. it also shows the high turnover rate in such roles, indicating that these positions require exceptional patience, commitment, and emotional strength. despite the overwhelming nature of her work, participant 4 chose to stay. her decision to remain in her role demonstrates strong perseverance and dedication to her students. instead of giving in to burnout, she continued to fulfill her responsibilities. her consistent presence in the classroom and her ability to manage difficult situations built trust among her colleagues and administrators. they recognized her value and made efforts to retain her, which shows that her resilience not only benefited her students but also positively influenced her working relationships. her story is about the importance of emotional endurance and the impact it can have on professional recognition and workplace support. participant 4 addressed the core issue of student behavior by engaging proactively with parents, using communication tools such as the “app called remind,” maintaining regular contact despite privacy limitations. she emphasized the challenges related to attendance, reminding parents that “absence and early dismissal is really like an impact like to be a teacher because students are not that excited in your class.” this statement reflects the intense physical and emotional demands of being a teacher in a self-contained classroom, particularly when handling students with special needs. the fact that many local teachers reportedly leave after only a few months suggests a high turnover rate, likely due to burnout or lack of preparation for such a challenging teaching environment. this implies that the role requires more than just teaching skills; it demands emotional strength, patience, and endurance. her recognition of this pattern shows awareness of how difficult the position can be for many educators, regardless of their background or training. despite these challenges, participant 4 chose to remain in her position. this decision demonstrates her resilience and strong commitment to her profession. her ability to stay when others could not suggests she possesses a high level of emotional stability and motivation. it also reveals her adaptability in managing not only students’ behaviors but also the demands of the system around her. the recognition and encouragement she received from colleagues and administrators validate her efforts and contributions. it indicates that her work is not only seen but deeply appreciated, which may serve as a critical factor in her continued motivation. the trust placed in her highlights how essential she has become within her school community, a mark of both her capability and perseverance. to encourage positive behaviors, she implemented reward systems, noting the importance of “behavior reward” and strategies like tally marks and stickers to support and motivate students like adrian, who “manifest a difficulty in focusing but he knows his behavior very well.” the teacher used a reward system to encourage positive behavior among her students. by giving out stickers and tally marks, she provided a clear and simple way for students to understand what behaviors were expected and which actions would be recognized. this method pa ge 12 5 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 helps create structure in the classroom. it gives students a goal to work toward, which can improve their motivation to behave properly and stay on task. for students like adrian, who have difficulty focusing but are aware of their behavior, this kind of system is especially helpful. it gives immediate feedback and reinforcement, which support his self-regulation. since adrian knows how he behaves but struggles with concentration, the reward system acts as a consistent reminder and motivator. it shifts the focus from punishment to encouragement. this approach also builds a positive learning environment where students feel seen and supported, rather than judged. in addition, using visible tools like tally marks makes progress easier to track, both for the student and the teacher. it allows the teacher to monitor behavior patterns and adjust strategies if needed. over time, such systems can help develop intrinsic motivation, as students begin to associate good behavior with a sense of accomplishment and recognition. these strategies promote responsibility, focus, and classroom cooperation. the support she received from her school community was vital. participant 4 highlighted that her school administration and colleagues were highly supportive, stating, “the school, the colleagues, and the principals said if you need anything just call me.” this aligns with modesto’s (2020) findings emphasizing the importance of supportive networks in helping teachers adapt and thrive professionally. the support that participant 4 received from her school community played a very important role in her adjustment as a teacher in illinois. being in a new country with a different culture, she faced many challenges, especially in managing student behavior and adapting to a different classroom environment. having a supportive school community helped lessen the stress and made her feel that she was not alone in facing these struggles. the presence of colleagues and administrators who were approachable and ready to help gave her a sense of security and motivation to keep going. support from school leaders and peers also helped her build confidence in her new role. when teachers know they can ask for help and receive it, they become more open to learning and adjusting. it allows them to focus on their responsibilities without feeling overwhelmed. for participant 4, knowing that her school was ready to listen and respond to her needs allowed her to stay committed to her job despite the challenges. this support system also helped her continue delivering quality teaching even in a difficult classroom setting. furthermore, having a strong school community helps promote emotional well-being. being far from home and working with special needs students can be emotionally exhausting. the support she received likely helped prevent feelings of isolation or burnout. it also contributed to her professional growth, as supportive environments create opportunities for learning from others. in the case of participant 4, this kind of school culture helped her remain strong, dedicated, and able to meet her students’ needs, even during difficult moments. she also valued practical support such as ample preparation time and resources, explaining, “we have one-hour preparation time and one-hour lunchtime,” which significantly eased her workload and enabled her to plan effectively. the teacher appreciated the value of having enough preparation time during her workday. this allowed her to focus on organizing her lessons, preparing instructional materials, and reflecting on how to improve her teaching strategies. when teachers are given time to prepare, they are better able to address the individual needs of their students and manage their classrooms effectively. it also helps reduce stress because they are not constantly rushing to meet daily demands. having a full hour for lunch also contributed to her sense of balance and well-being. this break gave her the chance to rest, regain energy, and mentally recharge before continuing with her teaching duties. a well-timed lunch break can improve focus and performance in the classroom, especially for teachers handling students with special needs or behavioral challenges. the availability of both preparation time and rest periods shows how essential practical support is in helping teachers do their work well and maintain their emotional and physical health. return: the return with gifts and boons through these rigorous experiences, participant 4 evolved considerably. she gained invaluable insights and practical strategies in managing challenging student behaviors, utilizing communication effectively with parents, and navigating institutional resources for support. her journey aligns with alicamen and becamon (2022), underscoring how overseas experiences significantly enhance educators’ professional, personal, and financial growth. her journey equipped her with a profound depth of patience, adaptability, and innovative teaching strategies that she can bring back and share with her home community. her experiences underscore the power of resilience and community support in transforming educational practices, allowing her to return, symbolically, with enhanced skills, deeper empathy, and a heightened commitment to special education. her journey as an overseas teacher deeply transformed her approach to education. faced with constant behavioral challenges in the classroom, she was pushed to develop creative and practical strategies to maintain order and support student learning. these challenges helped her grow more patient and flexible, qualities that are essential in special education. her experience also sharpened her ability to handle difficult situations calmly and thoughtfully. communication with parents became another critical area of growth. participant 4 learned how to navigate sensitive conversations, especially with families who may not always understand or support the teacher’s strategies. through trial and error, she developed more effective ways to build trust and encourage parent cooperation. pa ge 12 6 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 in addition, she became more skilled in identifying and using institutional resources to help both herself and her students succeed. these experiences gave her the confidence and independence to seek help when needed and to advocate for her classroom’s needs. her time in illinois also strengthened her sense of community. she realized that teaching is not a solitary role but one that thrives on teamwork and shared goals. support from colleagues, mentors, and administrators played a key role in helping her stay motivated and successful. this sense of belonging helped her become not only a better teacher but also a more compassionate and resilient individual. all of these experiences have lasting value. participant 4 gained skills and insights that go beyond the classroom. if she returns to her home country, she will bring with her a renewed commitment to special education. she is now equipped with a wider set of teaching tools, a deeper understanding of diverse learners, and a strong desire to make a difference in her local community. her journey shows that even difficult experiences can lead to growth, transformation, and a stronger passion for teaching. participant 5 departure: the call to adventure participant 5 began her journey after spending “10 years teaching in the philippines,” specifically at lasalle university, a private school. she had a strong foundation in teaching before moving to the united states. she worked for ten years in a private school in the philippines, which means she had a lot of experience and skills in classroom teaching. teaching in a private institution like lasalle university likely gave her exposure to structured lesson plans, professional development activities, and a clear set of school expectations. this background helped build her confidence as an educator and prepared her for challenges in the classroom. however, even with a decade of teaching experience, moving to a new country meant facing a completely different system. the teaching environment in illinois would be different in terms of student behavior, curriculum, school culture, and expectations. her long teaching history in the philippines have given her the basic tools to teach, but it did not remove the need to adapt and learn new methods. this highlights that professional experience is important, but cultural and system-related adjustments still require time and effort. despite her extensive teaching experience, she grappled with substantial financial struggles, feeling deeply affected as a mother unable to fully provide for her son’s needs. the story reflects a common reality among many overseas filipino teachers. even with ten years of teaching experience in the philippines, she still faced financial limitations. this shows how teaching, especially in private institutions, often does not offer sufficient compensation to support a family. her experience underlines the gap between professional dedication and financial stability in the local context. her emotional burden as a mother further deepens the complexity of her decision to work abroad. the inability to meet her son’s needs created a sense of guilt, even though her son was understanding. this emotional struggle became a strong motivation for her to seek better opportunities overseas. it highlights how family responsibilities often push professionals to make lifechanging decisions, such as leaving the country. her journey was not just about career advancement but also about fulfilling her role as a provider and parent. she poignantly expressed, “i was guilty because i can’t give what he deserves, he didn’t complain,” which intensified her resolve. a defining moment came when her son reversed roles, offering his allowance to her, this emotional exchange served as “the twist to grab the opportunity from chicago.” this statement reflects a deeply emotional experience for the teacher. as a mother, she carried a heavy burden of guilt for not being able to provide adequately for her child. her sense of responsibility went beyond basic needs—she wanted to give her son the life he truly deserved. the fact that her son never complained only made her feel more emotional. her quiet understanding and patience increased her sense of personal failure, even though she was doing her best. this guilt became a strong motivator. it pushed her to look for opportunities that would allow her to improve their life, even if it meant making difficult decisions. the moment her son offered his allowance to her became a powerful turning point. this act of selflessness from a child reversed the usual roles of parent and child. it made her realize how mature and understanding her son was, and how deeply their situation affected both of them. this emotional twist gave her the final push to pursue a teaching job in chicago. she understood that this was more than just a career move—it was a chance to change their future. the gesture from her son was not only touching but also transformative. it helped her shift from hesitation to determination, guiding her to take a leap of faith despite the uncertainties ahead. encouraged by a colleague already teaching in chicago who shared that “there’s a lot of special education opportunities here,” participant 5 made the decisive leap, primarily driven by her son’s support. her decision to work abroad was not made in isolation. she was strongly influenced by the experience and encouragement of a colleague who had already found a teaching opportunity in chicago. hearing firsthand that there were many openings in special education gave her a clearer picture of the possibilities and boosted her confidence. this form of peer encouragement played a significant role in shaping her decision. it showed her that the move was not just a dream but something achievable and within reach. more importantly, her son’s support was the emotional fuel behind her leap. as a mother, she wanted to provide a better life for her child, and knowing that her son understood and stood by her gave her the strength to face the uncertainties ahead. his understanding reduced her guilt and reinforced her sense of purpose. it gave meaning to her sacrifices and reminded her that the pa ge 12 7 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 decision to move was not only for her career growth but also for the future of her family. the combination of professional insight from a colleague and personal motivation from her son made her choice both practical and deeply emotional. initiation: facing trials and tribulations upon her arrival in illinois, participant 5 faced immediate and unexpected cultural and situational challenges. this echoed the “culture shock” and “immersion” themes described by uytico and abadiano (2020) and alicamen and becamon (2022). although she prepared mentally, recognizing that “the culture here is really different,” she was nonetheless shocked upon discovering her school’s location within a predominantly black community, confessing, “i failed to research the address. i was shocked because it’s really like black community.” nonetheless, she adopted a resilient attitude, embracing the challenge with the mindset of “come what may.” participant 5 experienced an abrupt confrontation with cultural reality when she arrived in illinois. although she tried to prepare herself mentally for life abroad, she was still unprepared for the actual environment she encountered. her surprise upon discovering the community’s demographic makeup revealed a gap between her expectations and the reality of her placement. this situation reflects a classic example of cultural disorientation, where what one has imagined or prepared for does not match the lived experience. the lack of prior research into her new environment also suggests a practical oversight, which amplified her cultural shock. the unfamiliar setting not only challenged her sense of comfort but also triggered a need for immediate emotional adjustment. despite the initial discomfort, participant 5 did not retreat or complain excessively. instead, she chose to face the challenge with a mindset of openness and acceptance. her “come what may” attitude became her internal coping mechanism, allowing her to navigate the situation with courage and emotional flexibility. this resilient outlook shows her ability to adapt, even when caught off guard. it also shows the importance of mindset in overcoming unexpected adversities. while the unfamiliar cultural setting posed a challenge, her willingness to stay grounded and find her way forward highlights her personal strength and determination to succeed in her teaching role abroad. the reality of her role as a “diverse learner teacher” and a “resource teacher in sped” quickly became apparent as she confronted significant behavioral issues among students. she detailed how the school’s instructional focus leaned heavily on addressing behavior and trauma rather than purely academics, reflecting that “instructions and pressure situation in my learning” were largely centered on managing behavioral challenges rather than rigorous academic instruction. the teacher’s role as a “diverse learner teacher” and a “resource teacher in sped” exposed her to the realities of teaching students with a wide range of learning and behavioral needs. in this setting, she had to shift her focus from traditional academic instruction to managing the emotional and behavioral concerns of her students. this meant that teaching was no longer just about delivering lessons or completing the curriculum. instead, much of her effort went into ensuring that students were emotionally stable and well-behaved enough to participate in learning. this shift in focus suggests that behavior and trauma were at the center of her daily teaching responsibilities. instead of spending most of her time developing academic content or teaching complex concepts, she found herself responding to outbursts, calming anxious students, and managing classroom disruptions. this experience reveals how the role of a sped teacher in a diverse setting can differ greatly from general classroom teaching. academic achievement often becomes secondary to emotional regulation and social development. additionally, the pressure she felt was not related to student performance on tests or covering a specific number of lessons. the pressure was more about how to support students who come from difficult backgrounds or who have emotional or developmental needs. it highlights how challenging it is to balance the need for academic progress while addressing the deeper, often hidden, issues students face. the role demanded patience, empathy, and creativity, traits that go beyond academic qualifications. the teacher had to adapt quickly, showing resilience and care, while still trying to meet educational standards under challenging conditions. the persistent behavioral issues among students posed continuous obstacles, requiring participant 5 to “build rapport, build relationship with those kids,” which significantly redirected her priorities away from purely educational outcomes. her struggle was to convey to students the necessity of academics, asserting, “we have to go to the academic side it’s not just about having fun, it’s not just all about making your behaviour better, but we have to learn also.” participant 5 encountered persistent behavioral issues in her classroom, which greatly affected how she approached teaching. instead of focusing solely on academic goals, she had to prioritize building trust and emotional connections with her students. she realized that without first establishing a positive relationship, students would not be open to learning. this redirection of her priorities shows how behavior management became more urgent than delivering academic lessons. because of the students’ behavior, she had to put extra effort into explaining the value of education. she struggled to make students understand that while managing behavior is important, learning academic skills is equally essential. this means that her teaching was no longer just about covering lessons but also about constantly motivating students to take their studies seriously. her experience reflects the challenge of balancing emotional support with academic instruction, especially in an environment pa ge 12 8 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 where students have complex behavioral needs. despite these trials, participant 5 received critical support from her administration. her case manager notably clarified her responsibilities, offering encouragement with the empowering message: “it’s not your work to change their behavior, it’s not your work to make a magic and change them, your work is to service them with academics.” this clear delineation of duties significantly relieved her of the undue pressure. the support extended beyond emotional reassurance; practical measures such as professional development sessions (pds) were provided by her principal, who actively encouraged her participation. participant 5 expressed profound gratitude for this backing, noting the absence of micromanagement and clear communication from her supportive case manager. participant 5 experienced many challenges in her new teaching environment, particularly in managing student behavior. however, the support she received from her administration played a key role in helping her cope. her case manager clearly explained that her main responsibility was to focus on delivering academic instruction, not to take full responsibility for changing student behavior. this distinction gave her clarity and comfort. it helped reduce her stress, as she realized she was not expected to solve all the behavioral issues on her own. beyond emotional support, the administration also gave her opportunities to grow professionally. her principal encouraged her to attend professional development sessions (pds), which helped her improve her teaching skills and classroom management strategies. these sessions made her feel equipped and more confident. in addition, she appreciated the trust placed in her. her case manager did not micromanage her, but instead allowed her the space to make decisions while still offering guidance when needed. this trust, combined with consistent and clear communication, made her feel respected and supported in her role as a teacher. return: the return with gifts and boons through confronting and overcoming the substantial hurdles presented by her new teaching environment, participant 5 emerged notably enriched and empowered. her journey significantly enhanced her skills in managing diverse learner needs, navigating complex behavioral challenges, and effectively leveraging institutional support. the experiences imbued her with greater resilience, adaptability, and clarity regarding her teaching philosophy and responsibilities. upon returning, whether physically or metaphorically, she brings back invaluable insights into special education, refined approaches to student behavior management, and a renewed dedication to academic achievement balanced with compassionate understanding of student trauma. her hero’s journey concludes by equipping her to positively influence and transform her home community with these significant, transformative gifts. her journey demonstrates how adversity can lead to personal and professional growth. by facing unfamiliar and challenging situations in her teaching environment, she was able to learn new skills and improve her abilities. her experience with students who had different learning needs and behavioral issues helped her become more effective and compassionate as a teacher. these challenges forced her to think differently, adjust her strategies, and become more patient and creative in the classroom. she also learned how to make use of the support systems available in her school. this taught her the importance of asking for help and working closely with others, especially in a new and complex environment. over time, she became more confident and clear about her role as an educator. she developed a stronger sense of purpose and a better understanding of how to balance academic goals with the emotional needs of her students. when she returns to her home country or applies these experiences in other settings, she carries with her important lessons. she has gained practical tools for handling difficult classroom situations and has a deeper understanding of how to help students who have experienced trauma. these insights can help her become a more effective teacher and leader in her community. her growth is not just for her own benefit—it also becomes a gift she can share with others, inspiring change and improvement in her teaching environment back home. participant 6 departure: the call to adventure participant 6 began her journey after spending “17 years as a gened teacher in the philippines.” initially satisfied financially as a single individual, her life significantly changed during the pandemic when she had time for herself, stating, “i had a relationship during pandemic period because i had time for myself and i get married and i got a kid.” these life changes made her reconsider her financial stability, prompting her to explore new options. her experience reflects how personal life changes can drastically influence professional decisions. for many years, she felt content with her earnings as a general education (gened) teacher in the philippines. her single status allowed her to live within her means, and she did not feel the urgency to seek opportunities elsewhere. however, the onset of the pandemic became a turning point. it gave her unexpected time to reflect and focus on her personal life, leading to marriage and eventually motherhood. these new responsibilities made her reassess her financial stability. as a parent and a wife, her expenses increased. what used to be sufficient for one person was no longer enough for a family. the shift in her priorities—now centered on providing for her child and supporting her household—highlighted the limitations of her income as a teacher in the philippines. this realization became the driving force behind her decision to seek better-paying opportunities abroad. her story emphasizes how major life transitions, such as pa ge 12 9 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 starting a family, can expose the financial gaps in one’s current career path. it shows how the pandemic, while challenging in many ways, also gave people space to reevaluate their goals. in her case, it led to a significant decision to pursue international teaching work—not just for professional growth, but as a means to secure her family’s future. this reveals how deeply intertwined personal circumstances are with career choices, especially for overseas workers. she candidly expressed, “the salary can’t sustain the needs of my family.” viewing her application to teach in the u.s. as divinely guided, she reflected, “i think it’s god’s plan because it is really smooth,” especially with cps personnel traveling to the philippines for interviews and demonstrations, aligning perfectly with cultural festivities like “the sinulog festival.” the statement “the salary can’t sustain the needs of my family” reflects a common motivation among overseas filipino teachers for seeking employment abroad. it shows the financial difficulty experienced by many teachers in the philippines, especially after transitioning to new family responsibilities such as marriage and having children. although the participant found fulfillment in her teaching job in the philippines, she realized that her income was no longer enough to support her growing family’s needs. this financial limitation pushed her to explore better opportunities overseas, believing that teaching in the united states could provide more economic stability and a better quality of life for her loved ones. when she said, “i think it’s god’s plan because it is really smooth,” it revealed her deep personal faith and how she interpreted the unexpected ease of her application process as a sign of divine guidance. this perspective is important because it shows how personal beliefs can influence and strengthen one’s decision-making and resilience. the arrival of cps personnel in the philippines for interviews and teaching demonstrations, particularly during the time of the sinulog festival, gave her a sense of assurance and cultural connection. the perfect timing of events seemed more than just a coincidence to her; it helped affirm her choice and gave her confidence in the journey she was about to take. this highlights how a sense of purpose and spiritual belief can help filipino teachers cope with major life transitions and uncertainties. initiation: facing trials and tribulations upon arrival in illinois in july 2023, participant 6 faced substantial professional challenges, transitioning from her extensive background in general education to teaching special education, despite having “no formal background in sped teaching.” her current role involved working as a “sped teacher in a resource room,” supporting second and third graders with disabilities. her transition from general education in the philippines to special education in illinois marked a major shift in her teaching career. having taught general education for 17 years, she was already confident in managing typical classroom settings. however, teaching in a special education resource room in the u.s. required a different set of skills, strategies, and mindset. without formal training in special education, she had to adapt quickly to new concepts such as individualized education plans (ieps), behavioral interventions, and classroom accommodations for students with diverse learning needs. this transition was professionally challenging because she had to learn on the job while fulfilling her daily responsibilities as a sped teacher. supporting second and third graders with disabilities required her to understand each child’s unique educational and emotional needs. she needed to apply specialized teaching techniques to support learning progress, often without the benefit of prior experience. the pressure to perform effectively in a new system, coupled with her lack of formal sped background, likely caused feelings of uncertainty and self-doubt. moreover, special education settings demand a higher level of patience, individualized planning, and collaboration with support staff. participant 6 had to quickly build competence while meeting the expectations of the school, students, and parents. this challenge was intensified by cultural differences, unfamiliar teaching systems, and limited preparation time. her experience highlights the difficulty of changing professional roles in a foreign educational environment and the resilience required to meet new expectations without prior formal training. this transition was significantly eased by the support from mentors at her school who provided guidance, enabling her to understand previously unfamiliar elements such as ieps. she emphasized, “kahit ano yung problems namin ay tinutulungan talaga kami dahil way back sa philippines ay wala talaga ako idea about ieps,” reinforcing that, despite the steep learning curve, “we are really guided.” the transition into teaching in the united states was initially challenging for the participant due to her lack of experience in special education. in particular, she had no prior knowledge about individualized education plans (ieps), which are essential tools in supporting students with special needs. these documents require teachers to tailor educational approaches based on each student’s unique learning needs. coming from a background where such systems were not commonly used, she found herself in unfamiliar territory. however, her school played a critical role in helping her adjust. the presence of mentors who were willing to assist her with any problem made a big difference. these mentors provided not only technical knowledge about ieps but also emotional support during her period of adjustment. their consistent guidance helped her build confidence and learn how to apply new teaching strategies in a structured and supportive environment. the mentoring she received reflects how crucial institutional support is for overseas teachers adapting to a new educational system. without such support, the learning curve would have been even more overwhelming. but because of the school’s proactive pa ge 13 0 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 approach in assigning mentors and providing continuous help, she was able to gradually understand and manage the demands of her role. this support system did not just help her survive but also helped her thrive in her new teaching environment. participant 6 encountered practical difficulties, notably the insufficient staff support needed to adequately accommodate her students’ needs. she articulated the challenge clearly, “we lack staff support that the students need,” further emphasizing, “we are accommodating all the students and i cannot give them the full support for the whole day because i am going to accommodate other students. it’s really unfair for the other students.” she faced a major challenge in managing her students because of the lack of enough support staff. as a special education teacher, she needed additional adult assistance to help meet the individual needs of her students. however, due to staff shortages, she was forced to divide her attention among many learners. this made it difficult for her to provide full and focused support to each one. the situation created an imbalance in her classroom. some students received less attention, especially those who needed more time and assistance. this made her feel that the students were not receiving the fair and equal treatment they deserved. as a teacher who wanted to give her best, she was frustrated by her inability to give proper support throughout the day. this kind of environment not only affected the quality of instruction but also created emotional stress for her as an educator. knowing that she could not meet all her students’ needs despite her willingness to do so was a source of discomfort and concern. it also highlighted the gap between what she was trained to do and the realities of her day-to-day teaching situation. the lack of staff support became a major barrier to effective teaching and student learning in her classroom. additionally, her workload extended into personal breaks, highlighting that “kahit lunch break is like wala na akong break kase kailangan ko tumulong sa gened teacher because they need to feel they are safe in that learning space.” the statement shows how the teacher’s workload went beyond regular teaching hours. even during her lunch break, she had to continue working. this indicates that her responsibilities were not limited to academic instruction alone. she also had to support her fellow teachers in managing the classroom environment. this reflects how demanding the teaching job is for overseas filipino teachers, especially those in special education. her willingness to assist during her own break time highlights her dedication to student safety and well-being. it also shows the lack of available support in her school. because there were not enough staff members, teachers had to help one another, even if it meant giving up their own rest time. this situation may lead to exhaustion or burnout if it happens regularly. the teacher’s action also emphasizes the importance of teamwork among educators. she knew that her help was necessary to maintain a safe and supportive classroom environment. this shows that filipino teachers abroad are not only focused on academics but also on creating spaces where students feel secure and valued. however, the fact that such support is needed during lunch breaks reveals gaps in the school’s staffing system, which could affect both the teacher’s well-being and overall job satisfaction. nevertheless, she received considerable emotional and practical backing from cps, appreciating that “dito sa cps is very supportive and admins kahit behavioral problems from students pero expected na po yun.” the statement shows that the teacher feels supported by the chicago public schools (cps) system. despite the difficulties she faces in managing student behavior, she does not feel alone. she knows that the administrators understand these challenges and do not judge her negatively for them. this gives her a sense of reassurance and confidence. it allows her to focus on teaching without the fear of being blamed for things beyond her control. the phrase also highlights the importance of institutional support in helping teachers adapt to a new environment. when schools acknowledge that behavioral problems are common and expected, they create a more accepting and realistic work atmosphere. this reduces pressure on teachers, especially for those coming from another country with different classroom norms. it becomes easier for them to adjust when they know that they are not expected to “fix” every issue right away. this kind of support also strengthens the emotional well-being of the teacher. knowing that school leaders are aware of the challenges and are willing to help builds trust. it makes the teacher feel valued and respected. emotional support is just as important as professional training, especially for teachers who are far from home. with this kind of backing, they are more likely to stay motivated and committed to their work. she found comfort and resilience in her community of colleagues, acknowledging, “kahit overwhelming ang behavior ng mga bata, at least, nag comfort ang mga teachers and at the end of the day kailangan laban lang.” the teacher found strength in the support system provided by her fellow educators. despite facing overwhelming challenges in managing student behavior, she did not feel completely alone. her colleagues offered emotional reassurance and practical assistance, which helped her cope with the daily stress of her work. this sense of solidarity created a feeling of belonging, which is important for overseas teachers adjusting to a new environment. her statement also reflects a mindset of perseverance. even when situations became difficult, especially with the emotional and physical toll of handling behavioral issues, she chose to continue. the phrase “kailangan laban lang” shows her determination to stay strong and push forward, even when things got tough. this attitude highlights how emotional support from peers can fuel resilience and motivate teachers to keep going despite adversities. the collective encouragement of her colleagues served not pa ge 13 1 https://journals.e-palli.com/home/index.php/ajmri am. j. multidis. res. innov. 4(4) 109-133, 2025 only as comfort but also as a source of inner strength to fulfill her role as an educator. return: the return with gifts and boons through enduring these challenges and successfully adapting to her new professional role, participant 6 significantly grew in expertise, adaptability, and resilience. she articulated a clear sense of fulfillment and happiness, stating, “i am happy with what i am doing right now.” equipped with newfound knowledge of special education, effective classroom management skills, and strengthened by institutional support, participant 6 returns metaphorically enriched with valuable professional insights and strategies. her journey not only provided her with crucial financial stability for her growing family but also prepared her to positively impact her community through shared experiences and enhanced teaching methods. participant 6’s experience highlights the profound professional and personal growth that can emerge from adversity. although she entered a role for which she had no formal training, her willingness to adapt and learn enabled her to develop a strong foundation in special education. this transformation shows how unfamiliar challenges can become opportunities for growth when there is sufficient support and personal determination. her development of new skills and her improved ability to manage diverse learners reflect her growing expertise and flexibility as an educator. her statement of happiness in her current role reveals a deep sense of fulfillment that goes beyond professional accomplishments. this suggests that overcoming adversity can also lead to emotional satisfaction, especially when one finds purpose and meaning in their work. the knowledge and strategies she gained from her experience now empower her not only to teach more effectively but also to support other educators who may face similar challenges. furthermore, her financial stability allows her to better care for her family, demonstrating that professional success abroad can bring meaningful improvements to personal life. her journey positions her to give back to the community, using her lived experiences to enrich the lives of others and foster better educational practices. conclusions the six overseas filipino teachers (ofts) overcame substantial cultural, behavioral, and professional challenges in illinois, emerging resilient and empowered 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